diff --git a/book-11-lesson-1.module b/book-11-lesson-1.module index 5ee92764..e033a4f5 100644 --- a/book-11-lesson-1.module +++ b/book-11-lesson-1.module @@ -1,138 +1,153 @@ -$MODULE Book 11 · Lesson 1: I Need to See the Doctor {st-page_005_001.jpg} +$MODULE Book 11 · Lesson 1: I Need to See the Doctor {st-page_005_001.jpg|A sick man holding a telephone receiver talking to a female receptionist at a desk labeled DR. R. JONES who is also on the telephone} FORMAT: 2 -DIOCO_DOC_ID: alc_book_11_lesson_1 -DESCRIPTION: Health problems and symptoms, checkups and emergencies, "still / any longer / anymore", the present perfect and present perfect progressive, "how long" questions, and making a doctor's appointment. +DIOCO_DOC_ID: alc_book11_lesson1 +DESCRIPTION: Illness symptoms, medical appointments and emergencies, "still" and "anymore", the present perfect with "be" and "have", questions with "how long", lines and dots, and the present perfect progressive. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly wry teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Nurse | achernar | Female nurse -VOICE: Sally | aoede | Female student -VOICE: David | iapetus | Male student -VOICE: Allen | achird | Male student -VOICE: Maria | gacrux | Female student -VOICE: Steve | schedar | Male student -VOICE: Boy | charon | Male student -VOICE: Sue | aoede | Female -VOICE: Tom | charon | Male -VOICE: Pat | achernar | Female -VOICE: Joe | iapetus | Male -VOICE: Ann | sulafat | Female -VOICE: Jane | aoede | Female -VOICE: Tim | orus | Male -VOICE: Jan | gacrux | Female -VOICE: Jim | puck | Male -VOICE: Ted | alnilam | Male -VOICE: Dan | rasalgethi | Male -VOICE: Bob | achird | Male -VOICE: Ray | schedar | Male -VOICE: Mrs_Green | gacrux | Female -VOICE: Secretary | achernar | Female -VOICE: Dr_Paine | aoede | Female +VOICE: Nurse | aoede | Female nurse +VOICE: Sally | gacrux | Female student +VOICE: Maria | achernar | Female student +VOICE: David | achird | Male student +VOICE: Allen | schedar | Male student +VOICE: Steve | charon | Male speaker +VOICE: Student | schedar | Male student +VOICE: Sue | achernar | Female +VOICE: Tom | puck | Male +VOICE: Pat | leda | Female +VOICE: Joe | alnilam | Male +VOICE: Ann | gacrux | Female +VOICE: Tim | rasalgethi | Male +VOICE: Jan | aoede | Female +VOICE: Jim | umbriel | Male +VOICE: Ted | charon | Male +VOICE: Dan | schedar | Male +VOICE: Bob | orus | Male +VOICE: Ray | achird | Male +VOICE: Mrs_Green | aoede | Female, worried mother +VOICE: Secretary | gacrux | Female secretary +VOICE: Dr_Paine | achernar | Female doctor VOICE: Dr_Ford | charon | Male doctor -VOICE: Tommy | schedar | Young boy -VOICE: Clerk | gacrux | Female receptionist -VOICE: Kent | schedar | Male patient -VOICE: Alice | achernar | Female +VOICE: Tommy | gacrux | Young boy +VOICE: Clerk | aoede | Female receptionist +VOICE: Kent | achird | Male patient +VOICE: Alice | aoede | Female VOICE: Janet | gacrux | Female -VOICE: Karen | aoede | Female -VOICE: Capt_Hill | achird | Male officer -VOICE: Lt_Walker | schedar | Male officer +VOICE: Karen | achernar | Female +VOICE: Capt_Hill | schedar | Male officer +VOICE: Lt_Walker | achird | Male officer VOICE: Ms_Roberts | aoede | Female receptionist VOICE: Mr_Edwards | schedar | Male patient -VOICE: Mr_Peters | achird | Concerned father -VOICE: Ms_Barton | aoede | Female nurse -VOICE: Sam | iapetus | Male speaker -VOICE: Henry | orus | Male speaker -VOICE: Don | charon | Male speaker -VOICE: John | puck | Male speaker -VOICE: Mr_Wilson | alnilam | Male speaker -VOICE: Mr_Roberts | rasalgethi | Male speaker -VOICE: Larry | schedar | Male speaker -VOICE: Ralph | umbriel | Male speaker -VOICE: Alan | fenrir | Male speaker -VOICE: Jerry | achird | Male speaker -VOICE: Walter | iapetus | Male speaker -VOICE: Peter | orus | Male speaker -VOICE: Kevin | alnilam | Male speaker -VOICE: Sgt_Allor | rasalgethi | Male speaker -VOICE: Sgt_Rivas | umbriel | Male speaker -VOICE: Mr_Jones | schedar | Male speaker -VOICE: Mr_Chevalier | fenrir | Male speaker -VOICE: Capt_Habib | charon | Male speaker -VOICE: Mr_Browning | achird | Male speaker -VOICE: Dr_Peterson | charon | Male doctor -VOICE: Mr_Rogers | achird | Male speaker -VOICE: Appointment_Clerk | gacrux | Female receptionist +VOICE: Mr_Peters | charon | Male patient +VOICE: Ms_Barton | gacrux | Female nurse +VOICE: Jane | aoede | Female +VOICE: Sam | puck | Male +VOICE: Henry | alnilam | Male +VOICE: Don | rasalgethi | Male +VOICE: John | umbriel | Male +VOICE: Mr_Wilson | fenrir | Male +VOICE: Mr_Roberts | iapetus | Male +VOICE: Larry | charon | Male +VOICE: Ralph | orus | Male +VOICE: Alan | schedar | Male +VOICE: Jerry | achird | Male +VOICE: Walter | puck | Male +VOICE: Peter | alnilam | Male +VOICE: Kevin | rasalgethi | Male +VOICE: Sgt_Allor | iapetus | Male +VOICE: Sgt_Rivas | fenrir | Male +VOICE: Mr_Jones | algenib | Male +VOICE: Mr_Chevalier | algieba | Male +VOICE: Capt_Habib | schedar | Male +VOICE: Mr_Browning | achird | Male +VOICE: Dr_Peterson | charon | Male +VOICE: Mr_Rogers | orus | Male VOICE: Patient | schedar | Male patient -VOICE: Patient_Mother | aoede | Concerned mother -VOICE: Patient2 | achird | Male patient -VOICE: Lt_Nelson | iapetus | Male speaker -VOICE: Capt_Smith | orus | Male speaker -VOICE: Brian | schedar | Male speaker -VOICE: Ed | puck | Male speaker -VOICE: Cathy | gacrux | Female speaker -VOICE: Laura | achernar | Female speaker -VOICE: Mr_Perkins | charon | Male speaker -VOICE: Ms_Franklin | aoede | Female speaker -VOICE: Charles | alnilam | Male speaker -VOICE: Richard | achird | Male speaker -VOICE: Narrator | achird | speaker (auto) +VOICE: Mother | gacrux | Female +VOICE: Sam_Porter | achird | Male +VOICE: Lt_Nelson | puck | Male +VOICE: Capt_Smith | achird | Male +VOICE: Brian | charon | Male +VOICE: Ed | orus | Male +VOICE: Cathy | aoede | Female +VOICE: Laura | gacrux | Female +VOICE: Mr_Perkins | alnilam | Male +VOICE: Ms_Franklin | sulafat | Female +VOICE: Charles | schedar | Male +VOICE: Richard | iapetus | Male +VOICE: Narrator | achernar | speaker (auto) -$SESSION 1-1: Aches, Pains, and Symptoms +$SESSION 1-1: Symptoms and Illness -# Source: LLA 1A Figure 1 -$DIALOGUE In the Nurse's Office -ID: 11-1a-f1 -INTRO: In this lesson you'll learn to say what hurts, describe your symptoms, talk about how long something has been going on, and call the doctor about it. First stop: the school nurse's office, where absolutely everyone has a complaint. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +# Source: ST §What's Wrong? +$DIALOGUE What's Wrong? +ID: l1-s1 +INTRO: In this lesson you'll learn to say what hurts, describe cold symptoms, and handle doctor's appointments on the phone. First, meet some people who are all having a very bad day. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat the sentences. REPEAT -Nurse: What's wrong with all of you? {page_010_001.jpg} {bk11-l1a-f1-01.mp3} -Sally: My head hurts. {page_010_001.jpg} {bk11-l1a-f1-02.mp3} +VOCAB: chest +LINE: Ned's chest hurts. {st-page_007_001.jpg|A man holding his chest in pain with jagged lightning bolt lines indicating severe chest pain} -VOCAB: headache -LINE: I have a headache. {page_010_001.jpg} {bk11-l1a-f1-03.mp3} +VOCAB: run a temperature +LINE: Sally is running a temperature. {st-page_007_002.jpg|A woman holding a hand to her head with a thermometer in her mouth showing 103 degrees} -VOCAB: earache -David: I have an earache. {page_010_001.jpg} {bk11-l1a-f1-04.mp3} - -VOCAB: to ache -LINE: My left ear aches. {page_010_001.jpg} {bk11-l1a-f1-05.mp3} +VOCAB: back +VOCAB: pain +LINE: Fran's back hurts. She has a pain in her back. {st-page_007_003.jpg|A woman holding her lower back with jagged lines indicating back pain} VOCAB: stomach -Allen: My stomach hurts. {page_010_001.jpg} {bk11-l1a-f1-06.mp3} - -VOCAB: stomachache -LINE: I have a stomachache. {page_010_001.jpg} {bk11-l1a-f1-07.mp3} - -Nurse: Maria, what's the matter with you? {page_010_001.jpg} {bk11-l1a-f1-08.mp3} +LINE: Her stomach hurts. {st-page_007_004.jpg|A woman holding her stomach with a distressed expression and lines indicating stomach pain} VOCAB: backache -Maria: I hurt my back. {page_010_001.jpg} {bk11-l1a-f1-09a.mp3} -LINE: Now I have a backache. {page_010_001.jpg} {bk11-l1a-f1-09b.mp3} +LINE: Fred has a backache. {st-page_008_001.jpg|A man in uniform holding his back with lines indicating backache} + +VOCAB: headache +LINE: Sally has a headache. {st-page_008_002.jpg|A woman clutching her head with both hands with lines indicating a headache} + +VOCAB: earache +LINE: Joe has an earache. {st-page_008_003.jpg|A man holding his hand over his ear with lines indicating earache} + +VOCAB: stomachache +LINE: Pete has a stomachache. {st-page_008_004.jpg|A boy clutching his stomach with lines indicating stomachache} + +# Source: LLA 1A Figure 1 +$DIALOGUE At the Nurse's Office {page_010_001.jpg|A school nurse standing behind five sick children labeled Sally, David, Allen, Maria, and Steve. Sally is holding her head; David is holding his ear; Allen is holding his stomach; Maria is holding her back; Steve is holding his chest.} +ID: 11-1a-f1 +INTRO: Five students are visiting the school nurse with different complaints. The nurse has quite a morning ahead of her. Listen to the conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Nurse: What's wrong with all of you? {bk11-l1a-f1-01.mp3} + +Sally: My head hurts. I have a headache. {bk11-l1a-f1-02.mp3} + +VOCAB: to ache +David: I have an earache. My left ear aches. {bk11-l1a-f1-03.mp3} + +Allen: My stomach hurts. I have a stomachache. {bk11-l1a-f1-04.mp3} + +Nurse: Maria, what's the matter with you? {bk11-l1a-f1-05.mp3} + +Maria: I hurt my back. Now I have a backache. {bk11-l1a-f1-06.mp3} VOCAB: problem -Nurse: What's your problem, Steve? {page_010_001.jpg} {bk11-l1a-f1-10.mp3} +Nurse: What's your problem, Steve? {bk11-l1a-f1-07.mp3} -VOCAB: chest -Steve: My chest hurts. {page_010_001.jpg} {bk11-l1a-f1-11a.mp3} -VOCAB: pain -LINE: I feel a pain right here. {page_010_001.jpg} {bk11-l1a-f1-11b.mp3} +Steve: My chest hurts. I feel a pain right here. {bk11-l1a-f1-08.mp3} # Source: LLA 1A Figure 2 -$SELECT Who Has What? +$SELECT Match the Complaint to the Picture ID: 11-1a-f2 -INTRO: Five patients, five problems. Listen to each sentence and tap the picture of the person with that problem. -INSTRUCTION: Tap the correct picture. - -OPTION: a | headache {page_011_001.jpg} -OPTION: b | earache {page_011_002.jpg} -OPTION: c | stomachache {page_011_003.jpg} -OPTION: d | backache {page_011_004.jpg} -OPTION: e | chest pain {page_011_005.jpg} +INTRO: Listen to the sentence describing each student's problem, and tap the matching picture. +INSTRUCTION: Tap the picture that matches the sentence. +OPTION: a | Sally {page_011_001.jpg|A girl holding her forehead with one hand and resting her other arm near her stomach} +OPTION: b | David {page_011_002.jpg|A boy holding the left side of his head near his ear} +OPTION: c | Alan {page_011_003.jpg|A boy holding his stomach with both hands} +OPTION: d | Maria {page_011_004.jpg|A girl holding her lower back with both hands} +OPTION: e | Steve {page_011_005.jpg|A boy holding his chest with both hands} EXAMPLE PROMPT: Alan has a stomachache. {bk11-l1a-f2-01.mp3} @@ -150,116 +165,120 @@ ANSWER: e PROMPT: David has an earache. {bk11-l1a-f2-05.mp3} ANSWER: b -# Source: LLA 1A Figure 2 -$PRODUCE Questions About the Patients +# Source: LLA 1A Figure 2 (production pass) +$PRODUCE What's the Matter? ID: 11-1a-f2-b INPUT: speak CHECK: reveal -INTRO: Now you do the talking. Answer each question about the pictures aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud in a full sentence. REPEAT +INTRO: Look at the pictures and answer each question aloud. Then repeat the correct answer. +INSTRUCTION: Answer the question aloud, then repeat the model answer. PROMPT: Do all of the students have the same problem? {bk11-l1a-f2-06-q.mp3} RESPONSE: No, they have different problems. {bk11-l1a-f2-06-a.mp3} -PROMPT: Look at Picture A. What's the matter with Sally? {page_011_001.jpg} {bk11-l1a-f2-07-q.mp3} +PROMPT: What's the matter with Sally? {page_011_001.jpg|A girl holding her forehead with one hand and resting her other arm near her stomach} {bk11-l1a-f2-07-q.mp3} RESPONSE: She has a headache. {bk11-l1a-f2-07-a.mp3} -PROMPT: Look at Picture B. What's wrong with David? {page_011_002.jpg} {bk11-l1a-f2-08-q.mp3} +PROMPT: What's wrong with David? {page_011_002.jpg|A boy holding the left side of his head near his ear} {bk11-l1a-f2-08-q.mp3} RESPONSE: David has an earache. {bk11-l1a-f2-08-a.mp3} -PROMPT: Look at Picture C. What's the matter with Alan? {page_011_003.jpg} {bk11-l1a-f2-09-q.mp3} +PROMPT: What's the matter with Alan? {page_011_003.jpg|A boy holding his stomach with both hands} {bk11-l1a-f2-09-q.mp3} RESPONSE: He has a stomachache. {bk11-l1a-f2-09-a.mp3} -PROMPT: Look at Picture D. What is Maria's problem? {page_011_004.jpg} {bk11-l1a-f2-10-q.mp3} +PROMPT: What is Maria's problem? {page_011_004.jpg|A girl holding her lower back with both hands} {bk11-l1a-f2-10-q.mp3} RESPONSE: She has a backache. {bk11-l1a-f2-10-a.mp3} -PROMPT: Look at Picture E. Where does Steve have a pain? {page_011_005.jpg} {bk11-l1a-f2-11-q.mp3} +PROMPT: Where does Steve have a pain? {page_011_005.jpg|A boy holding his chest with both hands} {bk11-l1a-f2-11-q.mp3} RESPONSE: He has a pain in his chest. {bk11-l1a-f2-11-a.mp3} # Source: LLA 1A Figure 3 $DIALOGUE Taking Temperatures ID: 11-1a-f3 -INTRO: The nurse is taking everyone's temperature. Listen to the paragraph — you'll meet 98.6, the number Americans call "normal". -INSTRUCTION: Listen to the paragraph. +INTRO: Listen to the passage about the school nurse taking the students' temperatures. +INSTRUCTION: Listen to the passage. VOCAB: nurse VOCAB: temperature LINE: The nurse at the school took everyone's temperature. {bk11-l1a-f3-01.mp3} + LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-02.mp3} + LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-03.mp3} -LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {page_012_001.jpg} {bk11-l1a-f3-04.mp3} + +LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {page_012_001.jpg|A digital thermometer displaying 98.6°F} {bk11-l1a-f3-04.mp3} + LINE: That temperature is all right. {bk11-l1a-f3-05.mp3} + VOCAB: fever LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-06.mp3} -# Source: LLA 1A Figure 3 -$PRODUCE Maria's Temperature +# Source: LLA 1A Figure 3 (questions) +$PRODUCE Questions About Temperatures ID: 11-1a-f3-b +REFERENCE: 11-1a-f3 INPUT: speak CHECK: reveal -INTRO: Two quick questions about Maria's thermometer. Answer aloud, then repeat the model answer. -INSTRUCTION: Answer aloud. REPEAT +INTRO: Now some questions about the students' temperatures and fevers. Some answers you'll only learn from the model — that's fine. Make your best guess aloud, then repeat the correct answer. +INSTRUCTION: Answer each question aloud, then repeat the model answer. -PROMPT: Look at Maria's thermometer. What is her temperature? {page_012_001.jpg} {bk11-l1a-f3-07-q.mp3} -RESPONSE: It's 98.6. {bk11-l1a-f3-07-a.mp3} +PROMPT: Look at Maria's thermometer. What is her temperature?\nDoes she have a fever? {bk11-l1a-f3-07-q.mp3} +RESPONSE: Maria doesn't have a fever. {bk11-l1a-f3-07-a.mp3} -PROMPT: Does she have a fever? {bk11-l1a-f3-08-q.mp3} -RESPONSE: Maria doesn't have a fever. {bk11-l1a-f3-08-a.mp3} +PROMPT: Whose fever was the highest? {bk11-l1a-f3-08-q.mp3} +RESPONSE: David's fever was the highest. {bk11-l1a-f3-08-a.mp3} -# Source: LLA 1A Figure 3 -$PRODUCE Type the Temperatures -ID: 11-1a-f3-c -INPUT: type -CHECK: exact -INTRO: Now the rest of the class. Listen to each sentence and type the student's temperature using numbers. -INSTRUCTION: Type the temperature you hear. +PROMPT: Who had the lowest temperature? {bk11-l1a-f3-09-q.mp3} +RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-09-a.mp3} -PROMPT: Steve had a temperature of 100 degrees. {page_012_002.jpg} {bk11-l1a-f3-09.mp3} -RESPONSE: 100 +PROMPT: What was the highest temperature? {bk11-l1a-f3-10-q.mp3} +RESPONSE: The highest temperature was 103. {bk11-l1a-f3-10-a.mp3} -PROMPT: Alan's temperature was 98.2 degrees. {page_012_003.jpg} {bk11-l1a-f3-10.mp3} -RESPONSE: 98.2 +PROMPT: What was Steve's temperature? {bk11-l1a-f3-11-q.mp3} +RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-11-a.mp3} -PROMPT: Sally's temperature was 99.5. {page_012_004.jpg} {bk11-l1a-f3-11.mp3} -RESPONSE: 99.5 +PROMPT: What was Sally's temperature? {bk11-l1a-f3-12-q.mp3} +RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-12-a.mp3} -PROMPT: David had a temperature of 103 degrees. {page_012_005.jpg} {bk11-l1a-f3-12.mp3} -RESPONSE: 103 - -# Source: LLA 1A Figure 3 -$PRODUCE Who Had a Fever? -ID: 11-1a-f3-d +# Source: ST §He Has a Backache (spaced production pass) +$PRODUCE Say What's Wrong +ID: l1-s2 +INTRO: Time to play doctor. You'll see eight patients — say what's wrong with each one, in a full sentence. +INSTRUCTION: Look at the picture and say what is wrong with the person. INPUT: speak -CHECK: reveal -INTRO: Remember, anything over 98.6 is a fever. Answer the questions about the students' temperatures aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud in a full sentence. -REPEAT +CHECK: llm +RUBRIC: Treat the model answer as the factual key. Accept any sentence naming the same complaint — "He has a backache", "His back hurts", and similar variants. -PROMPT: Which students had fevers? {bk11-l1a-f3-13-q.mp3} -RESPONSE: They were Steve, Sally, and David. {bk11-l1a-f3-13-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_001.jpg|A man in uniform holding his back with lines indicating pain} +RESPONSE: He has a backache. -PROMPT: Whose fever was the highest? {bk11-l1a-f3-14-q.mp3} -RESPONSE: David's fever was the highest. {bk11-l1a-f3-14-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_002.jpg|A woman holding a hand to her forehead with a thermometer in her mouth showing 103 degrees} +RESPONSE: She's running a temperature. -PROMPT: Who had the lowest temperature? {bk11-l1a-f3-15-q.mp3} -RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-15-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_003.jpg|A woman holding her head with both hands showing pain} +RESPONSE: She has a headache. -PROMPT: What was the highest temperature? {bk11-l1a-f3-16-q.mp3} -RESPONSE: The highest temperature was 103. {bk11-l1a-f3-16-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_004.jpg|A man holding his chest in pain with jagged lines} +RESPONSE: His chest hurts. -PROMPT: What was Steve's temperature? {bk11-l1a-f3-17-q.mp3} -RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-17-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_005.jpg|A boy clutching his stomach in pain} +RESPONSE: He has a stomachache. -PROMPT: What was Sally's temperature? {bk11-l1a-f3-18-q.mp3} -RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-18-a.mp3} +PROMPT: What's wrong with this person? {st-page_009_006.jpg|A woman holding her lower back in pain} +RESPONSE: Her back hurts. + +PROMPT: What's wrong with this person? {st-page_010_001.jpg|A man holding his ear in pain} +RESPONSE: He has an earache. + +PROMPT: What's wrong with this person? {st-page_010_002.jpg|A woman holding her stomach in pain} +RESPONSE: Her stomach hurts. # Source: LLA 1A Figure 4 -$DIALOGUE Catching a Cold {page_013_001.jpg} +$DIALOGUE Sally's Cold {page_013_001.jpg|Three-panel illustration showing symptoms of a cold: a woman wiping her runny nose, a woman sneezing into a tissue, and a woman coughing with her hand over her mouth.} ID: 11-1a-f4 -INTRO: Sally has a bad cold, and you're about to hear every miserable stage of it. Listen and repeat each sentence — the new words for talking about colds are all here. -INSTRUCTION: Listen and repeat. +INTRO: Listen to the sentences describing Sally's cold symptoms. Repeat each word and sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: cold @@ -282,9 +301,9 @@ LINE: Then her nose began to run. {bk11-l1a-f4-06.mp3} VOCAB: cough LINE: Now she has a bad cough. {bk11-l1a-f4-07.mp3} +VOCAB: to cough LINE: She couldn't sleep last night because she coughed so often. {bk11-l1a-f4-08.mp3} -VOCAB: running a temperature LINE: Now she's running a temperature of 101. {bk11-l1a-f4-09.mp3} VOCAB: to see @@ -296,129 +315,109 @@ LINE: She wants Sally to make an appointment with the doctor. {bk11-l1a-f4-11.mp # Source: ST §Ned Has an Awful Cold $DIALOGUE Ned Has an Awful Cold ID: l1-s3 -INTRO: Sally isn't the only one. Here's the story of Ned, who has all of her symptoms and then some. Just listen and read along. -INSTRUCTION: Listen and read the story. +INTRO: Now read the story of Ned and his awful cold. Sally had some of the symptoms — poor Ned has all of them. +INSTRUCTION: Read the story. + +VOCAB: get there +Narrator: I went to see Ned yesterday. When I got there, he was sneezing. {st-page_011_001.jpg|A man standing in a doorway} + +Narrator: He was also coughing, and his nose was running. {st-page_011_002.jpg|A man sneezing into his hand} -Narrator: I went to see Ned yesterday. -Narrator: When I got there, he was sneezing. {st-page_011_001.jpg} -Narrator: He was also coughing, and his nose was running. {st-page_011_003.jpg} VOCAB: runny -Narrator: With his runny nose, he had a bad pain in his chest, too. -Narrator: His cough made his chest ache more. {st-page_011_005.jpg} -Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg} -Narrator: How did he catch his cold? Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain? -Narrator: He wasn't sure. -Narrator: He only knew that the sneezing, coughing, and other symptoms were not pleasant. {st-page_011_008.jpg} +Narrator: With his runny nose, he had a bad pain in his chest, too. {st-page_011_004.jpg|A man wiping his runny nose with a tissue} + +Narrator: His cough made his chest ache more. {st-page_011_006.jpg|A man holding his aching chest} + +Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg|A medical thermometer reading 103 degrees} + +Narrator: How did he catch his cold? + +Narrator: Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain? + +Narrator: He wasn't sure. He only knew that the sneezing, coughing, and other symptoms were not pleasant. + Narrator: Ned really felt bad yesterday. -# SKIPPED (book): "NED HAS AN AWFUL COLD" questions — instructor-read, none printed. -# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task). -# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed. - # Source: LLA 1A Figure 5 -$PRODUCE Complete the Dialog +$DIALOGUE Catching a Cold ID: 11-1a-f5 +INTRO: Listen to the conversation between Sally and Maria about catching a cold. +INSTRUCTION: Listen to the dialogue. + +Sally: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3} +Maria: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3} +Sally: I have all the symptoms of one. {bk11-l1a-f5-03.mp3} +Maria: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3} +Sally: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3} +Maria: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3} +Sally: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3} +Maria: Why not? {bk11-l1a-f5-08.mp3} +Sally: I know what she'll tell me. Stay in bed. {bk11-l1a-f5-09.mp3} +Maria: Yes. And eat a lot of chicken soup. {bk11-l1a-f5-10.mp3} + +# Source: LLA 1A Figure 5 (completion pass) +$PRODUCE Fill In the Missing Words +ID: 11-1a-f5-b INPUT: type CHECK: exact -INTRO: Sally and Maria are talking about Sally's cold. Listen to each line and type the missing words — the lines with no blanks are there just to keep the conversation going. -INSTRUCTION: Type the missing words. +INTRO: Now complete Sally and Maria's conversation. Listen to each line and type the missing word — you just heard them all. +INSTRUCTION: Type the missing word(s). -PROMPT: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3} +PROMPT: {bk11-l1a-f5-11.mp3} TEMPLATE: Sally: Excuse me. I can't stop ____{sneezing}. -RESPONSE: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3} +RESPONSE: Excuse me. I can't stop sneezing. -PROMPT: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3} +PROMPT: {bk11-l1a-f5-12.mp3} TEMPLATE: Maria: What's the matter? Did you ____{catch} a ____{cold}? -RESPONSE: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3} +RESPONSE: What's the matter? Did you catch a cold? -PROMPT: I have all the symptoms of one. {bk11-l1a-f5-03.mp3} +PROMPT: {bk11-l1a-f5-13.mp3} TEMPLATE: Sally: I have all the ____{symptoms} of one. -RESPONSE: I have all the symptoms of one. {bk11-l1a-f5-03.mp3} +RESPONSE: I have all the symptoms of one. -PROMPT: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3} +PROMPT: {bk11-l1a-f5-14.mp3} TEMPLATE: Maria: That's a bad ____{cough}. Do you have a ____{fever}? -RESPONSE: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3} +RESPONSE: That's a bad cough. Do you have a fever? -PROMPT: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3} -TEMPLATE: Sally: Yes, and a ____{runny} nose too. -RESPONSE: Yes, and a runny nose too. {bk11-l1a-f5-05.mp3} +PROMPT: {bk11-l1a-f5-15.mp3} +TEMPLATE: Sally: Yes, and a ____{runny} nose, too. +RESPONSE: Yes, and a runny nose too. -PROMPT: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3} +PROMPT: {bk11-l1a-f5-16.mp3} TEMPLATE: Maria: Did you make a doctor's ____{appointment}? -RESPONSE: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3} +RESPONSE: Did you make a doctor's appointment? -PROMPT: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3} +PROMPT: {bk11-l1a-f5-17.mp3} TEMPLATE: Sally: I don't think I need to ____{see} the doctor. -RESPONSE: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3} - -TEMPLATE: Maria: Why not? -RESPONSE: Why not? {bk11-l1a-f5-08.mp3} - -TEMPLATE: Sally: I know what she'll tell me. Stay in bed. -RESPONSE: I know what she'll tell me. Stay in bed. {bk11-l1a-f5-09.mp3} - -TEMPLATE: Maria: Yes, and eat a lot of chicken soup. -RESPONSE: Yes, and eat a lot of chicken soup. {bk11-l1a-f5-10.mp3} - -# Source: ST §He Has a Backache (kept as a retrieval pass after the drills) -$PRODUCE Say What's Wrong -ID: l1-s2 -INPUT: speak -CHECK: llm -INTRO: Time to diagnose without any help. Look at each picture and say what's wrong with the person, in a full sentence. -INSTRUCTION: Say what's wrong with the person in the picture. -RUBRIC: Treat the model answer as the key symptom; accept any sentence naming that same symptom (e.g. "His back hurts" for "He has a backache"). A different symptom fails. - -PROMPT: {st-page_009_001.jpg} -RESPONSE: He has a backache. - -PROMPT: {st-page_009_002.jpg} -RESPONSE: She is running a temperature. - -PROMPT: {st-page_009_003.jpg} -RESPONSE: She has a headache. - -PROMPT: {st-page_009_004.jpg} -RESPONSE: He has chest pain. - -PROMPT: {st-page_009_005.jpg} -RESPONSE: He has a stomachache. - -PROMPT: {st-page_009_006.jpg} -RESPONSE: She has a backache. - -PROMPT: {st-page_010_001.jpg} -RESPONSE: He has an earache. - -PROMPT: {st-page_010_002.jpg} -RESPONSE: She has a stomachache. +RESPONSE: I don't think I need to see the doctor. # Source: LLA 1A Figure 6 -$DIALOGUE The Math Test +$DIALOGUE Missing Math Class ID: 11-1a-f6 -INTRO: David missed math class this morning. Listen to the conversation to find out whether being sick actually saved him. Just listen — questions come next. +INTRO: David missed the math test this morning — and being sick may not save him. Listen to the conversation with his classmate. INSTRUCTION: Listen to the conversation. -Boy: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3} +Student: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3} David: I was in the nurse's office. {bk11-l1a-f6-02.mp3} -Boy: What was wrong? {bk11-l1a-f6-03.mp3} +Student: What was wrong? {bk11-l1a-f6-03.mp3} David: I was sick. {bk11-l1a-f6-04.mp3} -Boy: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3} +Student: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3} David: It was? I thought it was going to be hard. {bk11-l1a-f6-06.mp3} -Boy: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3} +Student: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3} David: Was Mr. Wilson angry? {bk11-l1a-f6-08.mp3} -Boy: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3} +Student: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3} David: Another test tomorrow? I feel sick again. {bk11-l1a-f6-10.mp3} -# Source: LLA 1A Figure 6 -$PRODUCE Questions About the Math Test +# Source: LLA 1A Figure 6 (questions) +$PRODUCE Questions on the Conversation ID: 11-1a-f6-b -REFERENCE +REFERENCE: 11-1a-f6 INPUT: speak CHECK: reveal -INTRO: Answer the questions about David and the math test aloud in full sentences. Open the conversation again if you need it, then repeat the model answer. -INSTRUCTION: Answer aloud in a full sentence. REPEAT +SHOW_PROMPT +INTRO: Answer the questions about David's conversation. Speak your answer in a complete sentence, then repeat the model answer. Open the dialogue if you need it. +INSTRUCTION: Answer aloud in a complete sentence, then repeat. PROMPT: Who is Mr. Wilson? {bk11-l1a-f6-11-q.mp3} RESPONSE: Mr. Wilson is a teacher. {bk11-l1a-f6-11-a.mp3} @@ -435,22 +434,30 @@ RESPONSE: No, half of the students in the class didn't take the test. {bk11-l1a- PROMPT: Will Mr. Wilson give the class another test? {bk11-l1a-f6-15-q.mp3} RESPONSE: Yes, he'll give the class another test tomorrow. {bk11-l1a-f6-15-a.mp3} -$SESSION 1-2: Checkups and Emergencies +# SKIPPED (book): "ACHES AND PAINS" (ST p. 12) — classroom charades pair activity with no fixed responses. +# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS." (ST p. 12) — instructor-read listening discrimination with no printed audio transcript. + +$SESSION 1-2: Making Medical Appointments # Source: ST §An Appointment for a Physical -$DIALOGUE An Appointment for a Physical {st-page_013_001.jpg} +$DIALOGUE An Appointment for a Physical {st-page_013_001.jpg|A man and a woman speaking on telephone receivers, separated by a diagonal split line} ID: l1-s4 -INTRO: In this part you'll learn the language of doctor's visits — from the routine annual checkup to a genuine emergency. Mr. Edwards is calling Dr. Getwell's office; he's not even sick. Listen and repeat each line. +INTRO: In this part you'll learn to make a medical appointment on the phone — and what to say when it can't wait. Listen to Mr. Edwards set up a physical exam, and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT Ms_Roberts: Dr. Getwell's office. May I help you? + Mr_Edwards: Yes, I'd like to make an appointment to see the doctor. + Ms_Roberts: What would you like to see him about? + VOCAB: physical Mr_Edwards: I need to have a complete physical. I'm buying some insurance, and the insurance company wants to be sure that I'm in good shape. + VOCAB: examination Ms_Roberts: When did you have your last physical examination, sir? + VOCAB: annual VOCAB: checkup Mr_Edwards: Well, I had my annual checkup about ten months ago. @@ -458,203 +465,275 @@ VOCAB: regular LINE: I have an appointment for my regular exam in two months, but I don't want to wait. LINE: The insurance company has a good deal this month. NOTES: good deal = something good at a good price -VOCAB: to come in + +VOCAB: come in Ms_Roberts: Can you come in on Monday at 1:30? -VOCAB: to make it + +VOCAB: make it Mr_Edwards: No, I'm sorry; I can't make it on Monday. -VOCAB: how about + +VOCAB: How about ... ? Ms_Roberts: How about Tuesday at 8:30? + Mr_Edwards: That'll be fine. Thank you. + Ms_Roberts: We'll see you on Tuesday. + VOCAB: then Mr_Edwards: Yes, I'll see you then. -# SKIPPED (book): "AN APPOINTMENT FOR A PHYSICAL" questions — none printed. - -# Source: LLA 1B Figure 1 (kept after the dialog as pronunciation reinforcement) -$DIALOGUE Checkup Words — Pronunciation -ID: 1b-f1 -INTRO: Now the key words from that phone call, one at a time. Listen and repeat each one — this is your pronunciation pass. +# Source: LLA 1B Figure 1 (kept as pronunciation reinforcement after the sentence presentation) +$DIALOGUE Say the New Words +ID: 11-1b-f1 +INTRO: You met most of these words in the appointment call. Now hear each one on its own and repeat it clearly after the speaker. INSTRUCTION: Listen and repeat each word. REPEAT LINE: annual {bk11-l1b-f1-01.mp3} + LINE: examination {bk11-l1b-f1-02.mp3} + LINE: physical {bk11-l1b-f1-03.mp3} + +VOCAB: exam LINE: exam {bk11-l1b-f1-04.mp3} + LINE: checkup {bk11-l1b-f1-05.mp3} + LINE: regular {bk11-l1b-f1-06.mp3} + +VOCAB: in LINE: in {bk11-l1b-f1-07.mp3} + +VOCAB: out LINE: out {bk11-l1b-f1-08.mp3} + +VOCAB: sometime LINE: sometime {bk11-l1b-f1-09.mp3} + LINE: come in {bk11-l1b-f1-10.mp3} + LINE: make it {bk11-l1b-f1-11.mp3} + LINE: how about {bk11-l1b-f1-12.mp3} + LINE: then {bk11-l1b-f1-13.mp3} # Source: LLA 1B Figure 2 -$DIALOGUE Short Dialogues with the New Words -ID: 1b-f2 -INTRO: The same words work outside the doctor's office too — for haircuts, mechanics, and the military. Listen to the short dialogues. -INSTRUCTION: Listen to the dialogues. +$DIALOGUE Everyday Conversations +ID: 11-1b-f2-dialogues +INTRO: Now hear the new words at work in short everyday conversations — vacations, haircuts, and one very punctual dentist patient. +INSTRUCTION: Listen to the conversations. -Sue: Does your family take a vacation every year? {bk11-l1b-f2-01a.mp3} -Tom: Yes, we take an annual vacation. {bk11-l1b-f2-01b.mp3} +Sue: Does your family take a vacation every year? {bk11-l1b-f2-01.mp3} +Tom: Yes, we take an annual vacation. {bk11-l1b-f2-02.mp3} -Pat: Jane can't see very well at night. {bk11-l1b-f2-02a.mp3} -Joe: She ought to have an eye examination. {bk11-l1b-f2-02b.mp3} +Pat: Jane can't see very well at night. {bk11-l1b-f2-03.mp3} +Joe: She ought to have an eye examination. {bk11-l1b-f2-04.mp3} -Ann: Why are you going to the doctor? Are you sick? {bk11-l1b-f2-03a.mp3} -Tim: No, but I need a physical exam before school starts. {bk11-l1b-f2-03b.mp3} +Ann: Why are you going to the doctor? Are you sick? {bk11-l1b-f2-05.mp3} +Tim: No, but I need a physical exam before school starts. {bk11-l1b-f2-06.mp3} -Jan: I go to the dentist only when I have a problem. {bk11-l1b-f2-04a.mp3} -Jim: I don't. I have a checkup every 6 months. {bk11-l1b-f2-04b.mp3} +Jan: I go to the dentist only when I have a problem. {bk11-l1b-f2-07.mp3} +Jim: I don't. I have a checkup every 6 months. {bk11-l1b-f2-08.mp3} -Ted: Does Jim usually work on your car? {bk11-l1b-f2-05a.mp3} -Jan: No, Tom is my regular mechanic. {bk11-l1b-f2-05b.mp3} +Ted: Does Jim usually work on your car? {bk11-l1b-f2-09.mp3} +Jan: No, Tom is my regular mechanic. {bk11-l1b-f2-10.mp3} -Dan: Are you in the military? {bk11-l1b-f2-06a.mp3} -Bob: No. I was in for 8 years, but I'm out now. {bk11-l1b-f2-06b.mp3} +Dan: Are you in the military? {bk11-l1b-f2-11.mp3} +Bob: No. I was in for 8 years, but I'm out now. {bk11-l1b-f2-12.mp3} -Bob: Can you give me a haircut some time today? {bk11-l1b-f2-07a.mp3} -Ray: Sure. Can you come in at 9 o'clock? {bk11-l1b-f2-07b.mp3} -Bob: Sorry, I can't make it there that early. {bk11-l1b-f2-07c.mp3} -Ray: All right. How about 11 o'clock? {bk11-l1b-f2-07d.mp3} -Bob: That's fine. I'll see you then. {bk11-l1b-f2-07e.mp3} +Bob: Can you give me a haircut sometime today? {bk11-l1b-f2-13.mp3} +Ray: Sure. Can you come in at 9 o'clock? {bk11-l1b-f2-14.mp3} +Bob: Sorry, I can't make it there that early. {bk11-l1b-f2-15.mp3} +Ray: All right. How about 11 o'clock? {bk11-l1b-f2-16.mp3} +Bob: That's fine. I'll see you then. {bk11-l1b-f2-17.mp3} -# Source: LLA 1B Figure 2 -$PRODUCE Questions on the Short Dialogues -ID: 1b-f2-b -REFERENCE +# Source: LLA 1B Figure 2 (questions) +$PRODUCE Questions on the Conversations +ID: 11-1b-f2 +REFERENCE: 11-1b-f2-dialogues +INTRO: Answer the questions about the conversations aloud in complete sentences. Then repeat the correct answer. Open the conversations if you need them. +INSTRUCTION: Answer aloud, then repeat the model answer. INPUT: speak CHECK: reveal -INTRO: Answer each question about those dialogues aloud in a full sentence — open them again if your memory objects. Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: What kind of vacation does Tom's family take? {bk11-l1b-f2-08-q.mp3} -RESPONSE: They take an annual vacation. {bk11-l1b-f2-08-a.mp3} +PROMPT: What kind of vacation does Tom's family take? {bk11-l1b-f2-q01.mp3} +RESPONSE: They take an annual vacation. {bk11-l1b-f2-a01.mp3} -PROMPT: What should Jane have? {bk11-l1b-f2-09-q.mp3} -RESPONSE: She should have an eye examination. {bk11-l1b-f2-09-a.mp3} +PROMPT: What should Jane have? {bk11-l1b-f2-q02.mp3} +RESPONSE: She should have an eye examination. {bk11-l1b-f2-a02.mp3} -PROMPT: What does Tim need before school starts? {bk11-l1b-f2-10-q.mp3} -RESPONSE: He needs a physical exam. {bk11-l1b-f2-10-a.mp3} +PROMPT: What does Tim need before school starts? {bk11-l1b-f2-q03.mp3} +RESPONSE: He needs a physical exam. {bk11-l1b-f2-a03.mp3} -PROMPT: How often does Jim go to the dentist for a checkup? {bk11-l1b-f2-11-q.mp3} -RESPONSE: He goes for a checkup every 6 months. {bk11-l1b-f2-11-a.mp3} +PROMPT: How often does Jim go to the dentist for a checkup? {bk11-l1b-f2-q04.mp3} +RESPONSE: He goes for a checkup every 6 months. {bk11-l1b-f2-a04.mp3} -PROMPT: Who is Jan's regular mechanic? {bk11-l1b-f2-12-q.mp3} -RESPONSE: Tom is her regular mechanic. {bk11-l1b-f2-12-a.mp3} +PROMPT: Who is Jan's regular mechanic? {bk11-l1b-f2-q05.mp3} +RESPONSE: Tom is her regular mechanic. {bk11-l1b-f2-a05.mp3} -PROMPT: Is Bob in the military now, or is he out? {bk11-l1b-f2-13-q.mp3} -RESPONSE: He's out now. {bk11-l1b-f2-13-a.mp3} +PROMPT: Is Bob in the military now, or is he out? {bk11-l1b-f2-q06a.mp3} +RESPONSE: He's out now. {bk11-l1b-f2-a06a.mp3} -PROMPT: How long was he in? {bk11-l1b-f2-14-q.mp3} -RESPONSE: He was in for 8 years. {bk11-l1b-f2-14-a.mp3} +PROMPT: How long was he in? {bk11-l1b-f2-q06b.mp3} +RESPONSE: He was in for 8 years. {bk11-l1b-f2-a06b.mp3} -PROMPT: When does Bob want a haircut? {bk11-l1b-f2-15-q.mp3} -RESPONSE: He wants one some time today. {bk11-l1b-f2-15-a.mp3} +PROMPT: When does Bob want a haircut? {bk11-l1b-f2-q07a.mp3} +RESPONSE: He wants one sometime today. {bk11-l1b-f2-a07a.mp3} -PROMPT: When does Ray ask him to come in? {bk11-l1b-f2-16-q.mp3} -RESPONSE: Ray asks him to come in at 9 o'clock. {bk11-l1b-f2-16-a.mp3} +PROMPT: When does Ray ask him to come in? {bk11-l1b-f2-q07b.mp3} +RESPONSE: Ray asks him to come in at 9 o'clock. {bk11-l1b-f2-a07b.mp3} -PROMPT: Can Bob be there by 9? {bk11-l1b-f2-17-q.mp3} -RESPONSE: No, he can't make it there by 9. {bk11-l1b-f2-17-a.mp3} +PROMPT: Can Bob be there by 9? {bk11-l1b-f2-q07c.mp3} +RESPONSE: No, he can't make it there by 9. {bk11-l1b-f2-a07c.mp3} -PROMPT: How about 11 o'clock? Is 11 o'clock okay? {bk11-l1b-f2-18-q.mp3} -RESPONSE: Yes, it's okay. {bk11-l1b-f2-18-a.mp3} +PROMPT: How about 11 o'clock? Is 11 o'clock okay? {bk11-l1b-f2-q07d.mp3} +RESPONSE: Yes, it's okay. {bk11-l1b-f2-a07d.mp3} -PROMPT: Will he see Ray at 11? {bk11-l1b-f2-19-q.mp3} -RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-19-a.mp3} +PROMPT: Will he see Ray at 11? {bk11-l1b-f2-q07e.mp3} +RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-a07e.mp3} # Source: LLA 1B Figure 3 -$DIALOGUE Henry the Pilot -ID: 1b-f3-a -INTRO: Meet Henry. His whole career depends on passing a physical — listen to how his story begins. -INSTRUCTION: Listen. - -LINE: Henry is an airline pilot. {bk11-l1b-f3-01.mp3} -LINE: He has to be healthy, or he can't fly an airplane. {bk11-l1b-f3-02.mp3} - -# Source: LLA 1B Figure 3 -$PRODUCE Henry's Checkup — Fill In the Words -ID: 1b-f3-b +$PRODUCE Henry's Annual Exam +ID: 11-1b-f3 +INTRO: Listen to the story about Henry the airline pilot, and type the missing words to complete the sentences. Henry never misses his checkup — his job depends on it. +INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact -INTRO: Now the rest of Henry's story. Listen to each sentence and type the missing word or words. -INSTRUCTION: Type the missing word or words. -TEMPLATE: He gets a ____{physical} exam every summer. -PROMPT: He gets a physical exam every summer. {bk11-l1b-f3-03.mp3} -RESPONSE: He gets a physical exam every summer. {bk11-l1b-f3-03.mp3} +TEMPLATE: Henry is an airline pilot. He has to be healthy, or he can't fly an airplane.\nHe gets a ____ exam every summer. +PROMPT: Henry is an airline pilot. He has to be healthy, or he can't fly an airplane. He gets a physical exam every summer. {bk11-l1b-f3-01.mp3} +RESPONSE: Henry is an airline pilot. He has to be healthy, or he can't fly an airplane. He gets a physical exam every summer. {bk11-l1b-f3-01.mp3} +ACCEPT: physical -TEMPLATE: When it's time for his ____{annual} visit to the doctor, Henry calls Dr. Armstrong's office. -PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-04.mp3} -RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-04.mp3} +TEMPLATE: When it's time for his ____ visit to the doctor, Henry calls Dr. Armstrong's office. +PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3} +RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3} +ACCEPT: annual -TEMPLATE: The secretary always gives him an appointment ____{sometime} in June. -PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-05.mp3} -RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-05.mp3} +TEMPLATE: The secretary always gives him an appointment ____ in June. +PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3} +RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3} +ACCEPT: sometime -TEMPLATE: The doctor checks Henry carefully ____{then}. -PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-06.mp3} -RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-06.mp3} +TEMPLATE: The doctor checks Henry carefully ____. +PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3} +RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3} +ACCEPT: then TEMPLATE: When Dr. Armstrong finds something wrong in the ____{regular} exam, he asks Henry to ____{come in} for another examination. -PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-07.mp3} -RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-07.mp3} +PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3} +RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3} TEMPLATE: Henry always ____{makes it} to the doctor's office for his ____{exam} because he wants to keep his job. -PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-08.mp3} -RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-08.mp3} +PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3} +RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3} -TEMPLATE: ____{How about} you? -PROMPT: How about you? {bk11-l1b-f3-09.mp3} -RESPONSE: How about you? {bk11-l1b-f3-09.mp3} -ACCEPT: How about +TEMPLATE: ____{How about} you?\nDo you get a ____{checkup} every year? +PROMPT: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3} +RESPONSE: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3} -TEMPLATE: Do you get a ____{checkup} every year? -PROMPT: Do you get a checkup every year? {bk11-l1b-f3-10.mp3} -RESPONSE: Do you get a checkup every year? {bk11-l1b-f3-10.mp3} -ACCEPT: checkup +# Source: LLA 1B Figure 4 +$DIALOGUE An Emergency Call {page_018_001.jpg|Split scene showing a worried mother calling on the phone, a secretary answering, a doctor listening, and an injured boy sitting on an exam table rubbing his sore arm} +ID: 11-1b-f4 +INTRO: Not every call to the doctor can wait an hour. Mrs. Green calls the doctor's office because her son Mike had an accident. Listen to the conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -# Source: ST §It's An Emergency! -$DIALOGUE It's an Emergency! {st-page_014_001.jpg} +Mrs_Green: Can I speak with the doctor, please? {bk11-l1b-f4-01.mp3} + +Secretary: Dr. Paine will have some free time in about an hour. May she return your call *then*? {bk11-l1b-f4-02.mp3} + +VOCAB: emergency +Mrs_Green: No, I can't wait. This is an emergency. My son Mike had an accident. {bk11-l1b-f4-03.mp3} + +VOCAB: patient +Secretary: Just a minute, please. I'll tell her. Doctor, a young patient of yours is in trouble. {bk11-l1b-f4-04.mp3} + +Dr_Paine: What's the problem, Mrs. Green? {bk11-l1b-f4-05.mp3} + +Mrs_Green: Mike just broke his arm in a basketball game. {bk11-l1b-f4-06.mp3} + +Dr_Paine: Is he in a lot of pain? {bk11-l1b-f4-07.mp3} + +Mrs_Green: Yes. Can you see him right away? {bk11-l1b-f4-08.mp3} + +VOCAB: emergency room +VOCAB: to get +Dr_Paine: I'll meet you at the hospital emergency room. When can you get there? {bk11-l1b-f4-09.mp3} + +Mrs_Green: I can be there in ten minutes. Thank you! {bk11-l1b-f4-10.mp3} + +# Source: LLA 1B Figure 5 +$SELECT True or False: The Emergency +ID: 11-1b-f5 +REFERENCE: 11-1b-f4 +INTRO: Listen to the statements about Mrs. Green's call and decide whether each one is true or false. Open the dialogue if you need to check. +INSTRUCTION: Tap True or False. + +OPTION: t | True +OPTION: f | False + +PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01.mp3} +ANSWER: f +FEEDBACK: Mrs. Green doesn't want to make a regular appointment. This is an emergency. + +PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02.mp3} +ANSWER: t +FEEDBACK: Mike needs to see the doctor right away. {bk11-l1b-f5-fb02.mp3} + +PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03.mp3} +ANSWER: f +FEEDBACK: The doctor isn't Mike's patient. Mike is Dr. Paine's patient. + +PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04.mp3} +ANSWER: t +FEEDBACK: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-fb04.mp3} + +PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05.mp3} +ANSWER: f +FEEDBACK: It won't take Mrs. Green half an hour to get to the hospital. She can get there in 10 minutes. + +# Source: ST §It's an Emergency! +$DIALOGUE It's an Emergency! {st-page_014_001.jpg|A nurse talking to a distressed father holding his crying young daughter with a head injury} ID: l1-s5 -INTRO: Not every visit can wait for an appointment. Mr. Peters' little girl fell and cut her head — listen to what happens at the doctor's office, and repeat each line. +INTRO: Another emergency — this time at the doctor's office itself. A little girl fell and cut her head. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT Mr_Peters: My little girl fell and cut her head. She needs to see the doctor right away! -VOCAB: patient + Ms_Barton: Dr. Wells is with another patient right now. Can you wait a few minutes? + Mr_Peters: No, this is an emergency! -VOCAB: to catch LINE: I tried to catch her when she started to fall, but I wasn't able to. LINE: She hurt her head badly when she hit the ground. -Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head. -LINE: I'm sure I can fix the problem. + +Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head. I'm sure I can fix the problem. + Mr_Peters: All right, thanks. Will the doctor have time to check my daughter's head when you finish? + VOCAB: out of Ms_Barton: Yes, of course. When the other patient comes out of the examination room, your daughter can go in. -# Source: ST §It's An Emergency! questions -$PRODUCE Questions About the Emergency +# Source: ST §Questions on the Emergency Dialog +$PRODUCE Questions on the Emergency ID: l1-s6 -REFERENCE +REFERENCE: l1-s5 +INTRO: Answer the questions about Mr. Peters and his daughter aloud, in complete sentences. Open the dialog if you need to check a detail. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm SHOW_PROMPT -INTRO: Answer the questions about Mr. Peters and his daughter aloud in full sentences. Open the dialog again if you need it. -INSTRUCTION: Answer the questions about the dialog. -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. +RUBRIC: Treat the model answer as the factual key; accept any complete sentence expressing the same fact. PROMPT: Why can't the doctor see Mr. Peters' little girl right now? -RESPONSE: Dr. Wells is with another patient right now. +RESPONSE: Because he is with another patient. PROMPT: Does someone need to help Mr. Peters' daughter right away? -RESPONSE: Yes, she needs to see the doctor right away. +RESPONSE: Yes, someone needs to help her right away because it's an emergency. PROMPT: What did Mr. Peters do when his daughter started to fall? RESPONSE: He tried to catch her. @@ -663,191 +742,171 @@ PROMPT: Who is Ms. Barton? RESPONSE: She is Dr. Wells' new nurse. PROMPT: Something's wrong with the little girl's head. Can the nurse help her? -RESPONSE: Yes, the nurse is sure she can fix the problem. +RESPONSE: Yes, the nurse can look at her head and fix the problem. PROMPT: Where is Dr. Wells right now? -RESPONSE: He is with another patient in the examination room. +RESPONSE: He is in the examination room with another patient. PROMPT: When can Mr. Peters and his daughter go in and see the doctor? -RESPONSE: They can go in when the other patient comes out. - -# Source: LLA 1B Figure 4 -$DIALOGUE Mrs. Green's Emergency Call {page_018_001.jpg} -ID: 1b-f4 -INTRO: Another emergency — this one over the phone. Mike broke his arm in a basketball game, and his mother is not in the mood to wait an hour. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Mrs_Green: Can I speak with the doctor, please? {bk11-l1b-f4-01.mp3} -Secretary: Dr. Payne will have some free time in about an hour. {bk11-l1b-f4-02.mp3} -LINE: May she return your call then? {bk11-l1b-f4-03.mp3} -Mrs_Green: No, I can't wait. {bk11-l1b-f4-04.mp3} -LINE: This is an emergency. {bk11-l1b-f4-05.mp3} -LINE: My son Mike had an accident. {bk11-l1b-f4-06.mp3} -Secretary: Just a minute, please. {bk11-l1b-f4-07.mp3} -LINE: I'll tell her. {bk11-l1b-f4-08.mp3} -LINE: Doctor, a young patient of yours is in trouble. {bk11-l1b-f4-09.mp3} -Dr_Paine: What's the problem, Mrs. Green? {bk11-l1b-f4-10.mp3} -Mrs_Green: Mike just broke his arm in a basketball game. {bk11-l1b-f4-11.mp3} -Dr_Paine: Is he in a lot of pain? {bk11-l1b-f4-12.mp3} -Mrs_Green: Yes. {bk11-l1b-f4-13.mp3} -LINE: Can you see him right away? {bk11-l1b-f4-14.mp3} -Dr_Paine: I'll meet you at the hospital emergency room. {bk11-l1b-f4-15.mp3} -LINE: When can you get there? {bk11-l1b-f4-16.mp3} -Mrs_Green: I can be there in 10 minutes. {bk11-l1b-f4-17.mp3} -LINE: Thank you. {bk11-l1b-f4-18.mp3} - -# Source: LLA 1B Figure 5 -$SELECT True or False — The Emergency Call -ID: 1b-f5 -REFERENCE -INTRO: How closely were you listening to Mrs. Green? Tap True or False for each statement, then listen to the correct answer. -INSTRUCTION: Tap True or False. -OPTION: t | True -OPTION: f | False - -PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01-q.mp3} -ANSWER: f -FEEDBACK: This is an emergency. {bk11-l1b-f5-01-a.mp3} - -PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02-q.mp3} -ANSWER: t -FEEDBACK: Mike needs to see the doctor right away. {bk11-l1b-f5-02-a.mp3} - -PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03-q.mp3} -ANSWER: f -FEEDBACK: Mike is Dr. Payne's patient. {bk11-l1b-f5-03-a.mp3} - -PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-q.mp3} -ANSWER: t -FEEDBACK: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-a.mp3} - -PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05-q.mp3} -ANSWER: f -FEEDBACK: She can get there in 10 minutes. {bk11-l1b-f5-05-a.mp3} - -$SESSION 1-3: Still, Any Longer, Anymore +RESPONSE: When the other patient comes out of the examination room. # Source: LLA 1B Figure 6 -$SELECT Listening Between the Lines -ID: 1b-f6 -INTRO: This part is about noticing change — but first, a listening warm-up. You'll hear two people talking; nobody announces where they are or what's happening, so use the clues. Tap the best answer. -INSTRUCTION: Tap the correct answer. +$SELECT Listen and Figure It Out +ID: 11-1b-f6 +INTRO: People don't always say where they are or what's happening — but you can usually tell. Listen to each short conversation and tap the best completion. +INSTRUCTION: Tap the correct option. EXAMPLE -PROMPT: This jacket looks good with my slacks. — Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex.mp3} -TEMPLATE: Where are the men? -OPTION: a | They're in a shoe store. -OPTION: b | They're in a variety store. -OPTION: c | They're in a clothing store. {bk11-l1b-f6-ex-a.mp3} +PROMPT: This jacket looks good with my slacks.\n— Yes, it does. Would you like to try it on?\nWhere are the men? {bk11-l1b-f6-ex.mp3} +TEMPLATE: They're in a ____ store. +OPTION: a | shoe +OPTION: b | variety +OPTION: c | clothing ANSWER: c +FEEDBACK: They're in a clothing store. {bk11-l1b-f6-ex-fb.mp3} -PROMPT: Would you like to order dessert? — Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3} +PROMPT: Would you like to order dessert?\n— Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01.mp3} TEMPLATE: They're eating in ____. -OPTION: a | a restaurant {bk11-l1b-f6-01-a.mp3} +OPTION: a | a restaurant OPTION: b | a dining hall OPTION: c | someone's home ANSWER: a +FEEDBACK: They're eating in a restaurant. {bk11-l1b-f6-fb01.mp3} -PROMPT: Will we get there in time? — Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3} +PROMPT: Will we get there in time?\n— Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02.mp3} TEMPLATE: They're going to ____ at the airport. OPTION: a | buy tickets -OPTION: b | pick someone up {bk11-l1b-f6-02-a.mp3} +OPTION: b | pick someone up OPTION: c | get on an airplane ANSWER: b +FEEDBACK: They're going to pick someone up at the airport. {bk11-l1b-f6-fb02.mp3} -PROMPT: It took my money and kept the soda. — Did you push the coin return? {bk11-l1b-f6-03-q.mp3} +PROMPT: It took my money and kept the soda.\n— Did you push the coin return? {bk11-l1b-f6-03.mp3} TEMPLATE: The ____ is out of order. OPTION: a | pay phone OPTION: b | refrigerator -OPTION: c | vending machine {bk11-l1b-f6-03-a.mp3} +OPTION: c | vending machine ANSWER: c +FEEDBACK: The vending machine is out of order. {bk11-l1b-f6-fb03.mp3} -PROMPT: Oh no, there's a police car. — How fast were you driving? {bk11-l1b-f6-04-q.mp3} +PROMPT: Oh no, there's a police car.\n— How fast were you driving? {bk11-l1b-f6-04.mp3} TEMPLATE: The driver may ____. OPTION: a | run a red light OPTION: b | cause an accident -OPTION: c | get a traffic ticket {bk11-l1b-f6-04-a.mp3} +OPTION: c | get a traffic ticket ANSWER: c +FEEDBACK: The driver may get a traffic ticket. {bk11-l1b-f6-fb04.mp3} -# Source: ST §Before and Now, with authored talk-through (# Source: new (gap: still/anymore never explained in prose)) -$GRAMMAR Before and Now: Still, Any Longer, Anymore +$SESSION 1-3: "Still", "Anymore", and the Present Perfect + +# Source: ST §Do Jane and the Robinsons Still Live in the Same Place? +$DIALOGUE Before and Now ID: l1-s7 -INTRO: Two pictures of the same street, two years apart. Here's how English says what has changed — and what stubbornly hasn't. +INTRO: In this part you'll learn to say what's "still" true and what isn't true "anymore" — and then, with the present perfect, how long things have been that way. Start with Jane's street, before and now. +INSTRUCTION: Read the sentences and observe the contrast between before and now. -CARD: Use **still** when a situation from the past continues to happen now. -{Jane still lives on Elm Street.} +Narrator: Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. {st-page_015_001.jpg|A suburban street showing two houses side by side, with a bicycle on the lawn and a mailbox labeled ROBINSON} +NOTES: BEFORE -CARD: Use **any longer** when a situation has stopped. It always goes at the end of a negative sentence. -{The Robinsons don't live there any longer.} +VOCAB: still +VOCAB: any longer +VOCAB: anymore +Narrator: Today, Jane still lives on Elm Street, but the Robinsons don't live there any longer. They aren't neighbors anymore. {st-page_015_002.jpg|The same suburban street showing the two houses, but the bicycle and mailbox label are no longer there} +NOTES: NOW -CARD: You can also use **anymore**. It means the exact same thing as **any longer** and also goes at the end of a negative sentence. -{They aren't neighbors anymore.} - -SUMMARY: -| BEFORE | NOW | -|---|---| -| Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. | Today, Jane {still} lives on Elm Street, but the Robinsons don't live there {any longer}. They aren't neighbors {anymore}. | - -$DIALOGUE Still, Any Longer, Anymore — Examples -ID: 1b-f7 -INTRO: You'll hear a little background first, then the sentence that sums it up with "still", "any longer", or "anymore". Repeat only that last sentence. -INSTRUCTION: Listen and repeat the target sentences. -REPEAT - -Narrator: Beth was Dr. Clark's patient 5 years ago. She's Dr. Clark's patient now. -LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01.mp3} - -Narrator: Dr. Clark's office was downtown. It's in the shopping mall now. -LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02.mp3} - -Narrator: When she was younger, Beth ate a lot of candy. Then she began to have problems with her teeth. -LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03.mp3} - -# Source: ST §Ann and Jane Are Friends -$DIALOGUE Two Letters -ID: l1-s8 -INTRO: Jane and Ann haven't written to each other in years, so their letters are full of one question: what's still the same, and what isn't anymore? Read along as you listen. -INSTRUCTION: Read the letters. - -Jane: Dear Ann, -Jane: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me. -Jane: I have so many questions to ask you. Tell me about your family. -Jane: How is your mother? Does she still live with you? -Jane: How about your husband? Does he still teach in the same school? -Jane: Does your son still play baseball? -Jane: How about you? What are you doing now? -Jane: Did you start teaching again, too, or are you still staying at home? -Jane: I'm fine. I'm still not working but hope to find a job soon. -Jane: I hope you'll answer my letter right away. -VOCAB: sometime -Jane: Please come to see us sometime. -Jane: Your friend, Jane - -Ann: Dear Jane, -Ann: Yes, your letter was full of questions! -VOCAB: since -Ann: It's really been a long time since I wrote to you. -Ann: Now about my family. My mother doesn't live with us any longer. -Ann: She has a little house not too far away. -Ann: Robert doesn't teach any longer. He went into the Air Force and is a student now! -Ann: He's learning how to fly. -Ann: Ross still plays ball. -Ann: I'm still staying home; I don't want to teach anymore. -Ann: I'll go back to school next month. Then Robert and I will both be students. -Ann: How about you? You didn't write very much about you or your family. -Ann: Write soon and tell me what youre doing. We really should try to visit each other sometime. -Ann: Your friend, Ann - -# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert"). - -# Source: LLA 1B Figure 8 -$PRODUCE Beth's Information Forms -ID: 1b-f8 +# Source: LLA 1B Figure 7 +$PRODUCE Still, Any Longer, and Anymore +ID: 11-1b-f7 +INTRO: Listen to each pair of sentences, then repeat only the sentence with "still", "any longer", or "anymore". +INSTRUCTION: Listen and repeat the target sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Beth was Dr. Clark's patient 5 years ago. She's Dr. Clark's patient now. {bk11-l1b-f7-01-q.mp3} +RESPONSE: Beth is *still* Dr. Clark's patient. {bk11-l1b-f7-01-a.mp3} + +PROMPT: Dr. Clark's office was downtown. It's in the shopping mall now. {bk11-l1b-f7-02-q.mp3} +RESPONSE: Dr. Clark's office isn't downtown *any longer*. {bk11-l1b-f7-02-a.mp3} + +PROMPT: When she was younger, Beth ate a lot of candy. Then she began to have problems with her teeth. {bk11-l1b-f7-03-q.mp3} +RESPONSE: Beth doesn't eat much candy *anymore*. {bk11-l1b-f7-03-a.mp3} + +# Source: ST §Ann and Jane Are Friends +$DIALOGUE Ann and Jane's Letters +ID: l1-s8 +INTRO: Jane and Ann haven't written to each other in a long time — Jane has questions, and Ann has news. Read their letters and notice "still", "anymore", and "any longer". +INSTRUCTION: Read the letters. + +Jane: Dear Ann, I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me. + +Jane: I have so many questions to ask you. +LINE: Tell me about your family. +LINE: How is your mother? +LINE: Does she still live with you? + +Jane: How about your husband? Does he still teach in the same school? Does your son still play baseball? + +Jane: How about you? +LINE: What are you doing now? +LINE: Did you start teaching again, too, or are you still staying at home? + +Jane: I'm fine. +LINE: I'm still not working but hope to find a job soon. +LINE: I hope you'll answer my letter right away. + +Jane: Please come to see us sometime. Your friend, Jane. + +VOCAB: since +Ann: Dear Jane, Yes, your letter was full of questions! It's really been a long time since I wrote to you. + +Ann: Now about my family. +LINE: My mother doesn't live with us any longer. +LINE: She has a little house not too far away. + +Ann: Robert doesn't teach any longer. +LINE: He went into the Air Force and is a student now! +LINE: He's learning how to fly. + +Ann: Ross still plays ball. I'm still staying home; I don't want to teach anymore. + +Ann: I'll go back to school next month. Then Robert and I will both be students. + +Ann: How about you? +LINE: You didn't write very much about you or your family. +LINE: Write soon and tell me what you're doing. + +Ann: We really should try to visit each other sometime. Your friend, Ann. + +# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" (ST p. 16) — open cued pair activity with only an example and no printed item cues. + +# Source: LLA 1B Figure 8 (forms) +$GRAMMAR Beth's Patient Forms +ID: 11-1b-f8-forms +INTRO: Beth filled out a patient form in 1988 and a new one in 1993. Five years changed a few things. + +CARD: Compare Beth's two patient information forms. What's still the same — and what isn't the same anymore? + +SUMMARY: +| 1988 Form | 1993 Form | +|---|---| +| **Date:** June 20, 1988 | **Date:** July 15, 1993 | +| **Name:** Beth Davis | **Name:** Beth Davis Hill | +| **Age:** 23 | **Age:** 28 | +| **Address:** 122 State Street | **Address:** 6614 Waterside Street | +| Bay City, Florida | Bay City, Florida | +| **Home Phone:** 555-4009 | **Home Phone:** 555-7101 | +| **Occupation:** Secretary | **Occupation:** Teacher | +| **Place of Business:** Bay City High School | **Place of Business:** Bay City High School | + +# Source: LLA 1B Figure 8 (questions) +$PRODUCE What's Changed for Beth? +ID: 11-1b-f8 +REFERENCE: 11-1b-f8-forms +INTRO: Answer the questions about Beth's patient forms aloud, using "still", "anymore", or "any longer". Open the forms if you need to check the details. Then repeat the model answer. +INSTRUCTION: Answer aloud based on the forms, then repeat. INPUT: speak CHECK: reveal -INTRO: Beth filled out a patient form five years ago and a new one today — and a lot has changed. You won't see the forms, so make your best guess aloud for each question; the answer that follows is the real one, and it's the pattern that matters: "still", "any longer", "anymore". Repeat each answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT PROMPT: Is Beth's last name still Davis? {bk11-l1b-f8-01-q.mp3} @@ -872,200 +931,94 @@ PROMPT: Does Beth work at Bay City High School anymore? {bk11-l1b-f8-07-q.mp3} RESPONSE: She still works at the high school. {bk11-l1b-f8-07-a.mp3} # Source: LLA 1B Figure 9 -$DIALOGUE Mark Is Never Sick -ID: 1b-f9-story -INTRO: One more listening task: a short paragraph about Mark, a man doctors find deeply boring. Listen for the big picture, not the details. -INSTRUCTION: Listen to the paragraph. +$DIALOGUE Mark's Health +ID: 11-1b-f9-story +INTRO: Listen to the paragraph about Mark's daily habits and health. His doctor must find him very boring. +INSTRUCTION: Listen to the story. -LINE: Mark is never sick. {bk11-l1b-f9-01.mp3} -LINE: He exercises a lot and tries to eat good food. {bk11-l1b-f9-02.mp3} -LINE: He has fruit or vegetables with every meal, and he usually doesn't have dessert. {bk11-l1b-f9-03.mp3} -LINE: He sleeps for 7 or 8 hours every night and feels terrific the next day. {bk11-l1b-f9-04.mp3} -LINE: The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-05.mp3} +LINE: Mark is never sick. {bk11-l1b-f9-01a.mp3} +LINE: He exercises a lot and tries to eat good food. {bk11-l1b-f9-01b.mp3} +LINE: He has fruit or vegetables with every meal, and he usually doesn't have dessert. {bk11-l1b-f9-01c.mp3} +LINE: He sleeps for 7 or 8 hours every night and feels terrific the next day. {bk11-l1b-f9-01d.mp3} +LINE: The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-01e.mp3} -# Source: LLA 1B Figure 9 -$SELECT The Main Idea -ID: 1b-f9 -REFERENCE -INTRO: Every sentence you heard was true — but only one choice is the MAIN idea of the whole paragraph. Tap it. +# Source: LLA 1B Figure 9 (main idea) +$SELECT What's the Main Idea? +ID: 11-1b-f9 +REFERENCE: 11-1b-f9-story +INTRO: One statement sums up the whole paragraph about Mark. Tap the one that expresses the main idea. INSTRUCTION: Tap the main idea. -TEMPLATE: What is the main idea? OPTION: a | Mark sleeps a lot. -OPTION: b | Mark is very healthy. {bk11-l1b-f9-06.mp3} +OPTION: b | Mark is very healthy. OPTION: c | Mark doesn't eat much. OPTION: d | Mark likes to exercise. + +TEMPLATE: What is the main idea of the paragraph? ANSWER: b +FEEDBACK: Mark is very healthy. {bk11-l1b-f9-02.mp3} -$SESSION 1-4: Lines, Dots, and the Present Perfect - -# Source: LLA 1C Figure 1 (ST "Lines and Dots" TTS twin dropped — see report) -$DIALOGUE Geometry Words -ID: 1c-f1 -INTRO: New goal for this part: the present perfect tense — "has been", "have had". But first, a short detour into geometry words you'll need in this book. Listen and repeat each word and sentence. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT - -VOCAB: dot -LINE: Dot. The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3} - -VOCAB: connect -LINE: Connect. A line connects dot A and dot B. {page_022_002.jpg} {bk11-l1c-f1-02.mp3} - -VOCAB: inch -LINE: Inch. Inches. {page_022_003.jpg} {bk11-l1c-f1-03-a.mp3} -LINE: The line is 2 inches long. {page_022_003.jpg} {bk11-l1c-f1-03-b.mp3} - -VOCAB: middle -LINE: Middle. Dot B is in the middle of the line. {page_022_004.jpg} {bk11-l1c-f1-04.mp3} - -VOCAB: horizontal -LINE: Horizontal. {page_022_005.jpg} {bk11-l1c-f1-05-a.mp3} -LINE: Line AC is horizontal. {page_022_005.jpg} {bk11-l1c-f1-05-b.mp3} - -VOCAB: vertical -LINE: Vertical. {page_022_006.jpg} {bk11-l1c-f1-06-a.mp3} -LINE: Line DE is vertical. {page_022_006.jpg} {bk11-l1c-f1-06-b.mp3} - -VOCAB: perpendicular -LINE: Perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07-a.mp3} -LINE: Line AC and line DE are perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07-b.mp3} - -VOCAB: parallel -LINE: Parallel. {page_022_008.jpg} {bk11-l1c-f1-08-a.mp3} -LINE: Line A is parallel to line B. {page_022_008.jpg} {bk11-l1c-f1-08-b.mp3} -LINE: Line C is parallel to line D. {page_022_008.jpg} {bk11-l1c-f1-08-c.mp3} -LINE: And line E is parallel to line F. {page_022_008.jpg} {bk11-l1c-f1-08-d.mp3} -LINE: The lines are parallel. {page_022_008.jpg} {bk11-l1c-f1-08-e.mp3} - -# SKIPPED (book): ST Listening Skill "THIS LINE IS AN INCH LONG." — instructor-read, select a/b/c images. -# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing response required. - -# Source: LLA 1C Figure 2 -$SELECT True or False — The Rectangle {page_023_001.jpg} -ID: 1c-f2 -INTRO: Look at the rectangle and keep it in view — every statement is about its sides and dots. Tap T for true or F for false, then repeat the correct sentence. -INSTRUCTION: Tap T or F. -REPEAT -OPTION: t | T (True) -OPTION: f | F (False) - -PROMPT: Side 1 is vertical. {bk11-l1c-f2-01-q.mp3} -ANSWER: t -FEEDBACK: Side 1 is vertical. {bk11-l1c-f2-01-a.mp3} - -PROMPT: Side 2 is horizontal. {bk11-l1c-f2-02-q.mp3} -ANSWER: t -FEEDBACK: Side 2 is horizontal. {bk11-l1c-f2-02-a.mp3} - -PROMPT: Side 1 is parallel to side 3. {bk11-l1c-f2-03-q.mp3} -ANSWER: t -FEEDBACK: Side 1 is parallel to side 3. {bk11-l1c-f2-03-a.mp3} - -PROMPT: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-q.mp3} -ANSWER: t -FEEDBACK: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-a.mp3} - -PROMPT: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-q.mp3} -ANSWER: t -FEEDBACK: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-a.mp3} - -PROMPT: Side 2 is parallel to side 3. {bk11-l1c-f2-06-q.mp3} -ANSWER: f -FEEDBACK: Side 2 is parallel to side 4. {bk11-l1c-f2-06-a.mp3} - -PROMPT: Dot A is in the middle of the rectangle. {bk11-l1c-f2-07-q.mp3} -ANSWER: f -FEEDBACK: Dot B is in the middle of the rectangle. {bk11-l1c-f2-07-a.mp3} - -PROMPT: Side 1 is 3 inches long. {bk11-l1c-f2-08-q.mp3} -ANSWER: f -FEEDBACK: Side 4 is 3 inches long. {bk11-l1c-f2-08-a.mp3} - -# Source: ST §The Present Perfect Tense +# Source: LLA 1C Figure 3 + ST §The Present Perfect Tense (merged) $GRAMMAR The Present Perfect Tense -ID: l1-s9 -INTRO: Now the star of this lesson: the present perfect — the tense for things that started in the past and still matter now. +ID: 11-1c-f3 +INTRO: Here's the pattern for saying how long something has been true — the present perfect. Two short cards, then you'll drill it. -CARD: We use the present perfect to talk about things that connect the past to the present. Let's look at how time changes with the verb **have**. -{John has a red car now.} -{John had a red car last year.} -{John has had a red car for six months.} - -CARD: Here is the same pattern with the verb **be**. The present perfect shows that a state began in the past and continues today. -{Robert is in New York today.} -{Robert was in New York Thursday.} -{Robert has been in New York since Monday.} - -CARD: We use the present perfect for actions that began in the past and are still happening right now. -{They have been here for a month.} - -CARD: We also use this tense to talk about actions that have just ended. +CARD: Use the present perfect for something that began in the past and is still true now — or just ended, or happened at some indefinite time. +{Alan has been in Canada for a year.} {Ed has already had dinner.} - -CARD: Finally, we use it for things that occurred at an indefinite time in the past, often to talk about life experiences. {He has been to Europe before.} -CARD: We often use **for** or **since** with the present perfect tense. Use **for** to talk about a period or length of time. +CARD: Use **for** with a period of time, and **since** with the point when it started. {Jim has been in the Army for five years.} - -CARD: Use **since** to refer to a specific starting point in time. {He has been a captain since February 1.} +{Jane and Sarah have had good jobs since last fall.} SUMMARY: -| | | | | -|---|---|---|---| | John | has | | now. | +|---|---|---|---| | John | had | a red car | last year. | | John | has had | | for six months. | -| | | | | -|---|---|---|---| | Robert | is | | today. | +|---|---|---|---| | Robert | was | in New York | Thursday. | | Robert | has been | | since Monday. | -$GRAMMAR Contractions +# Source: ST §Contractions +$GRAMMAR Contractions with "Have" and "Has" ID: l1-s10 -INTRO: In real speech, "has" and "have" almost always shrink. Here is the full set of contractions — you'll hear them constantly in the drills ahead. +INTRO: In everyday speech, "have" and "has" almost always shrink. Here are the short forms you'll be hearing. -CARD: When speaking, "have" shrinks and attaches to the pronouns I, you, we, and they. -{I've} -{you've} -{we've} -{they've} -{I've been here for a month.} +CARD: After a subject, **have** becomes **'ve** and **has** becomes **'s**. +{I've had it only about two days.} +{She's been at Martha's house.} +{They've been here for a month.} -CARD: The word "has" shrinks in the exact same way after he, she, and it. -{he's} -{she's} -{it's} - -CARD: For negative statements, "have" and "has" attach directly to the word "not". -{haven't} -{hasn't} -{He hasn't been sick this year.} +CARD: The negatives shorten too: **hasn't** and **haven't**. +{No, I haven't.} +{He hasn't been in Dallas since 1983.} SUMMARY: -| | | | -|---|---|---| -| I have | = | I've | -| you have | = | you've | -| he has | = | he's | -| she has | = | she's | -| it has | = | it's | -| we have | = | we've | -| they have | = | they've | +| Full Form | Contraction | +|---|---| +| I have | I've | +| you have | you've | +| he has | he's | +| she has | she's | +| it has | it's | +| we have | we've | +| they have | they've | -| | | | | -|---|---|---|---| -| has | + not | = | hasn't | -| have | + not | = | haven't | +| Negative Form | Contraction | +|---|---| +| has + not | hasn't | +| have + not | haven't | +# Source: ST §Have You Had That Cold Long? $DIALOGUE Have You Had That Cold Long? ID: l1-s11 -INTRO: Here's the new tense at work in five little conversations. Read along as you listen — notice "for" with periods of time and "since" with points in time. -INSTRUCTION: Read the dialogs. +INTRO: Read the mini-conversations. Notice "for" with a length of time and "since" with a starting point. +INSTRUCTION: Read the mini-dialogs. Sam: Have you had that cold long? Henry: No, I haven't. I've had it only about two days. @@ -1082,287 +1035,384 @@ Ralph: No, she's only been in college since last year. Alan: Has Ted had that sports car long? Jerry: Yes, he's had it for three years. -# Source: LLA 1C Figure 3 -$PRODUCE Hear the Present Perfect -ID: 1c-f3 -INPUT: speak -CHECK: reveal -INTRO: You'll hear three sentences in a row; only the last one is present perfect. Listen, then repeat just that final sentence. -INSTRUCTION: Listen, then repeat the final sentence. -REPEAT - -PROMPT: Alan is in Canada now. He was in Canada in June. He has been in Canada for a year. {bk11-l1c-f3-01-q.mp3} -RESPONSE: Alan has been in Canada for a year. {bk11-l1c-f3-01-a.mp3} - -PROMPT: Jane and Sarah have good jobs now. They had good jobs 6 months ago. They have had good jobs since last fall. {bk11-l1c-f3-02-q.mp3} -RESPONSE: Jane and Sarah have had good jobs since last fall. {bk11-l1c-f3-02-a.mp3} - # Source: LLA 1C Figure 4 -$PRODUCE Drill: Has Been, Have Been -ID: 1c-f4 +$PRODUCE Practice with "Has Been" and "Have Been" +ID: 11-1c-f4 +INTRO: Change each present tense statement into the present perfect using the time expression. Then repeat the correct sentence. +INSTRUCTION: Say the sentence in the present perfect. INPUT: speak CHECK: reveal -INTRO: Time to build the tense yourself. You'll hear a sentence with "is" or "are" plus a time expression — change it to "has been" or "have been", then repeat the correct answer. -INSTRUCTION: Change the sentence using the time expression. REPEAT EXAMPLE -PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-ex1-q.mp3} +TEMPLATE: Tom is a car salesman. (since 1988) +PROMPT: Tom is a car salesman ... since 1988. {bk11-l1c-f4-ex1-q.mp3} RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-ex1-a.mp3} EXAMPLE -PROMPT: Anne and Jim are teachers for 3 years. {bk11-l1c-f4-ex2-q.mp3} -RESPONSE: Anne and Jim have been teachers for 3 years. {bk11-l1c-f4-ex2-a.mp3} +TEMPLATE: Ann and Jim are teachers. (for three years) +PROMPT: Ann and Jim are teachers ... for 3 years. {bk11-l1c-f4-ex2-q.mp3} +RESPONSE: Ann and Jim have been teachers for 3 years. {bk11-l1c-f4-ex2-a.mp3} -PROMPT: Dan is a mechanic since 1980. {bk11-l1c-f4-01-q.mp3} +TEMPLATE: Dan is a mechanic. (since 1980) +PROMPT: Dan is a mechanic ... since 1980. {bk11-l1c-f4-01-q.mp3} RESPONSE: Dan has been a mechanic since 1980. {bk11-l1c-f4-01-a.mp3} -PROMPT: His brothers are dentists for 10 years. {bk11-l1c-f4-02-q.mp3} +TEMPLATE: His brothers are dentists. (for 10 years) +PROMPT: His brothers are dentists ... for 10 years. {bk11-l1c-f4-02-q.mp3} RESPONSE: His brothers have been dentists for 10 years. {bk11-l1c-f4-02-a.mp3} -PROMPT: Bob is in China since 1985. {bk11-l1c-f4-03-q.mp3} +TEMPLATE: Bob is in China. (since 1985) +PROMPT: Bob is in China ... since 1985. {bk11-l1c-f4-03-q.mp3} RESPONSE: Bob has been in China since 1985. {bk11-l1c-f4-03-a.mp3} -PROMPT: Jan and Jill are roommates for a year. {bk11-l1c-f4-04-q.mp3} +TEMPLATE: Jan and Jill are roommates. (for a year) +PROMPT: Jan and Jill are roommates ... for a year. {bk11-l1c-f4-04-q.mp3} RESPONSE: Jan and Jill have been roommates for a year. {bk11-l1c-f4-04-a.mp3} -PROMPT: Steve is a policeman for only 3 months. {bk11-l1c-f4-05-q.mp3} +TEMPLATE: Steve is a policeman. (for only 3 months) +PROMPT: Steve is a policeman ... for only 3 months. {bk11-l1c-f4-05-q.mp3} RESPONSE: Steve has been a policeman for only 3 months. {bk11-l1c-f4-05-a.mp3} # Source: LLA 1C Figure 5 -$PRODUCE Drill: Has Had, Have Had -ID: 1c-f5 +$PRODUCE Practice with "Has Had" and "Have Had" +ID: 11-1c-f5 +INTRO: Same pattern, now with "have": change each statement into the present perfect using the time expression. Then repeat the model answer. +INSTRUCTION: Say the sentence in the present perfect. INPUT: speak CHECK: reveal -INTRO: Same drill, new verb. Change "have" or "has" to "have had" or "has had" — yes, "has had" is correct English, strange as it looks. Then repeat the correct answer. -INSTRUCTION: Change the sentence using the time expression. REPEAT EXAMPLE -PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-ex1-q.mp3} +TEMPLATE: Mike has a good job. (since he graduated) +PROMPT: Mike has a good job ... since he graduated. {bk11-l1c-f5-ex1-q.mp3} RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-ex1-a.mp3} EXAMPLE -PROMPT: Mary and Kay have an apartment for 6 months. {bk11-l1c-f5-ex2-q.mp3} +TEMPLATE: Mary and Kay have an apartment. (for six months) +PROMPT: Mary and Kay have an apartment ... for 6 months. {bk11-l1c-f5-ex2-q.mp3} RESPONSE: Mary and Kay have had an apartment for 6 months. {bk11-l1c-f5-ex2-a.mp3} -PROMPT: The students have their books since Monday. {bk11-l1c-f5-01-q.mp3} +TEMPLATE: The students have their books. (since Monday) +PROMPT: The students have their books ... since Monday. {bk11-l1c-f5-01-q.mp3} RESPONSE: The students have had their books since Monday. {bk11-l1c-f5-01-a.mp3} -PROMPT: Jill has a cold for a week. {bk11-l1c-f5-02-q.mp3} +TEMPLATE: Jill has a cold. (for a week) +PROMPT: Jill has a cold ... for a week. {bk11-l1c-f5-02-q.mp3} RESPONSE: Jill has had a cold for a week. {bk11-l1c-f5-02-a.mp3} -PROMPT: Jim's car has a flat tire since yesterday. {bk11-l1c-f5-03-q.mp3} +TEMPLATE: Jim's car has a flat tire. (since yesterday) +PROMPT: Jim's car has a flat tire ... since yesterday. {bk11-l1c-f5-03-q.mp3} RESPONSE: Jim's car has had a flat tire since yesterday. {bk11-l1c-f5-03-a.mp3} -PROMPT: We have our tickets for a month. {bk11-l1c-f5-04-q.mp3} +TEMPLATE: We have our tickets. (for a month) +PROMPT: We have our tickets ... for a month. {bk11-l1c-f5-04-q.mp3} RESPONSE: We've had our tickets for a month. {bk11-l1c-f5-04-a.mp3} -PROMPT: Jane has a car since she was 18. {bk11-l1c-f5-05-q.mp3} +TEMPLATE: Jane has a car. (since she was 18) +PROMPT: Jane has a car ... since she was 18. {bk11-l1c-f5-05-q.mp3} RESPONSE: Jane has had a car since she was 18. {bk11-l1c-f5-05-a.mp3} # Source: LLA 1C Figure 6 -$PRODUCE Make It Negative -ID: 1c-f6 +$PRODUCE Making It Negative +ID: 11-1c-f6 +INTRO: Listen to the sentence and the cue word. Change the sentence to the negative present perfect with the cue word, then repeat. +INSTRUCTION: Change the sentence to the negative present perfect. INPUT: speak CHECK: reveal -INTRO: Now the negative: "hasn't been", "haven't had". Listen to the sentence and the cue word, make a negative sentence with the cue, then repeat the correct answer. -INSTRUCTION: Change the sentence using the cue word. REPEAT EXAMPLE -TEMPLATE: Dan has been in Houston since 1983. (*Dallas*) -PROMPT: Dan has been in Houston since 1983. Dallas. {bk11-l1c-f6-ex1-q.mp3} +TEMPLATE: Dan has been in Houston since 1983. (Dallas) +PROMPT: Dan has been in Houston since 1983. ... Dallas. {bk11-l1c-f6-ex1-q.mp3} RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-ex1-a.mp3} EXAMPLE -TEMPLATE: The girls have had a cat for 3 years. (*dog*) -PROMPT: The girls have had a cat for 3 years. Dog. {bk11-l1c-f6-ex2-q.mp3} +TEMPLATE: The girls have had a cat for three years. (dog) +PROMPT: The girls have had a cat for 3 years. ... Dog. {bk11-l1c-f6-ex2-q.mp3} RESPONSE: The girls haven't had a dog for 3 years. {bk11-l1c-f6-ex2-a.mp3} -TEMPLATE: The children have been good for a week. (*bad*) -PROMPT: The children have been good for a week. Bad. {bk11-l1c-f6-01-q.mp3} +TEMPLATE: The children have been good for a week. (bad) +PROMPT: The children have been good for a week. ... Bad. {bk11-l1c-f6-01-q.mp3} RESPONSE: The children haven't been bad for a week. {bk11-l1c-f6-01-a.mp3} -TEMPLATE: John has been a waiter for 3 years. (*cashier*) -PROMPT: John has been a waiter for 3 years. Cashier. {bk11-l1c-f6-02-q.mp3} +TEMPLATE: John has been a waiter for three years. (cashier) +PROMPT: John has been a waiter for 3 years. ... Cashier. {bk11-l1c-f6-02-q.mp3} RESPONSE: John hasn't been a cashier for 3 years. {bk11-l1c-f6-02-a.mp3} -TEMPLATE: Janet has been married since 1984. (*single*) -PROMPT: Janet has been married since 1984. Single. {bk11-l1c-f6-03-q.mp3} +TEMPLATE: Janet has been married since 1984. (single) +PROMPT: Janet has been married since 1984. ... Single. {bk11-l1c-f6-03-q.mp3} RESPONSE: Janet hasn't been single since 1984. {bk11-l1c-f6-03-a.mp3} -TEMPLATE: Leigh has been happy since she became a teacher. (*bored*) -PROMPT: Lee has been happy since she became a teacher. Bored. {bk11-l1c-f6-04-q.mp3} +TEMPLATE: Leigh has been happy since she became a teacher. (bored) +PROMPT: Lee has been happy since she became a teacher. ... Bored. {bk11-l1c-f6-04-q.mp3} RESPONSE: Lee hasn't been bored since she became a teacher. {bk11-l1c-f6-04-a.mp3} -TEMPLATE: The students have had classes for a year. (*a vacation*) -PROMPT: The students have had classes for a year. A vacation. {bk11-l1c-f6-05-q.mp3} +TEMPLATE: The students have had classes for a year. (a vacation) +PROMPT: The students have had classes for a year. ... A vacation. {bk11-l1c-f6-05-q.mp3} RESPONSE: The students haven't had a vacation for a year. {bk11-l1c-f6-05-a.mp3} -TEMPLATE: Larry has had an old car for a long time. (*an accident*) -PROMPT: Larry has had an old car for a long time. An accident. {bk11-l1c-f6-06-q.mp3} +TEMPLATE: Larry has had an old car for a long time. (an accident) +PROMPT: Larry has had an old car for a long time. ... An accident. {bk11-l1c-f6-06-q.mp3} RESPONSE: Larry hasn't had an accident for a long time. {bk11-l1c-f6-06-a.mp3} -# Source: LLA 1C Figure 7 +# Source: LLA 1C Figure 7 (calendar) $GRAMMAR Vince's Business Trip -ID: 1c-f7 -INTRO: Vince is a salesman with a packed week. Study his calendar — you'll answer questions about it next, and every answer depends on when things started. +ID: 11-1c-f7-cal +INTRO: Vince is a salesman in New York, and this week he's off to Miami. Here's his calendar — you'll answer questions from it next. -CARD: Vince starts the week in New York to prepare for his business trip. -{On Monday, he makes airline reservations.} -{On Tuesday at 10:00, he picks up his ticket at the travel agency.} - -CARD: He leaves for Miami on Tuesday afternoon. -{At 2:00, his flight departs New York for Miami.} - -CARD: Wednesday is a full workday in the Miami office. -{At 8:00 in the morning, he works with other salesmen at the office.} -{He leaves the office at 5:00 in the evening.} - -CARD: On Thursday afternoon, he travels back to New York. -{He arrives at the airport at 1:30.} -{He departs Miami at 4:30.} -{He arrives in New York at 6:45 in the evening.} - -CARD: By Friday morning, his business trip is complete. -{He is back in the New York office on Friday morning.} +CARD: Vince is a salesman in New York. Review his calendar for a business trip to Miami — you'll need the days and times. SUMMARY: -**Vince's Business Trip** - | | MON | TUE | WED | THUR | FRI | |---|---|---|---|---|---| | **Morning** | make airline reservations | 10:00 – pick up ticket at travel agency | 8:00 – work with other salesmen at office | | back in N.Y. office | | **Afternoon** | | 2:00 – flight departs N.Y. for Miami | same | 1:30 – arrive at airport
4:30 – depart Miami | | | **Evening** | | | 5:00 – leave office | 6:45 – arrive N.Y. | | -# Source: LLA 1C Figure 7 - +# Source: LLA 1C Figure 7 (questions) $PRODUCE Questions About Vince's Trip -ID: 1c-f7-b -REFERENCE: 1c-f7 +ID: 11-1c-f7 +REFERENCE: 11-1c-f7-cal +INTRO: Listen to the questions about Vince's trip, answer aloud based on the calendar, and repeat the model answer. Open the calendar whenever you need it. +INSTRUCTION: Answer aloud according to the calendar. INPUT: speak CHECK: reveal -INTRO: Answer each question about Vince's week aloud, using "for" or "since" — the calendar is right there if you need it. Then repeat the correct answer. -INSTRUCTION: Answer aloud based on the calendar. REPEAT +TEMPLATE: Tuesday afternoon: Vince is leaving for Miami. PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01-q.mp3} RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01-a.mp3} +TEMPLATE: Tuesday afternoon: Vince is leaving for Miami. PROMPT: Has he had his airplane ticket very long? {bk11-l1c-f7-02-q.mp3} RESPONSE: No, he's only had it since Tuesday at 10 o'clock. {bk11-l1c-f7-02-a.mp3} +TEMPLATE: Wednesday evening: Vince went to the office to work with other salesmen. PROMPT: Have the salesmen been at the office all day? {bk11-l1c-f7-03-q.mp3} RESPONSE: Yes, they've been at the office since 8 o'clock this morning. {bk11-l1c-f7-03-a.mp3} +TEMPLATE: Thursday afternoon (1:30): Vince is arriving at the airport. PROMPT: Has he been in Miami for a week? {bk11-l1c-f7-04-q.mp3} RESPONSE: No, he's been in Miami for about 2 days. {bk11-l1c-f7-04-a.mp3} +TEMPLATE: Thursday afternoon (4:30): Vince and other salesmen are getting on the airplane. PROMPT: Have they been at the airport for 1 hour? {bk11-l1c-f7-05-q.mp3} RESPONSE: No, they've been there for 3 hours. {bk11-l1c-f7-05-a.mp3} +TEMPLATE: Friday morning: Vince is getting ready for work again. PROMPT: Has he been home since Thursday evening? {bk11-l1c-f7-06-q.mp3} RESPONSE: Yes, he's been home since 6:45 Thursday evening. {bk11-l1c-f7-06-a.mp3} -# Source: ST §Answer with the Present Perfect -$PRODUCE Answer with the Present Perfect +# Source: ST §I've Been a Student Here Since July +$PRODUCE I've Been a Student Here Since July ID: l1-s12 +INTRO: Answer each question aloud in a full sentence, using the words in parentheses. Then check yourself against the model. +INSTRUCTION: Answer each question aloud in a full sentence using the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT -INTRO: Last pass on this tense for now: answer each question in a complete sentence, using the words in parentheses. Say it aloud, then check the model. -INSTRUCTION: Answer in a complete sentence, using the cue. EXAMPLE -PROMPT: Has Jane been on the phone long? -TEMPLATE: (yes, for an hour) +PROMPT: Has Jane been on the phone long? (yes, for an hour) RESPONSE: Yes, she's been on the phone for an hour. -PROMPT: Has Lt Kim been in the United States since last January? -TEMPLATE: (no, last month) +PROMPT: Has Lt Kim been in the United States since last January? (no, last month) RESPONSE: No, he's been in the United States since last month. -PROMPT: Has the baby had that cold since last weekend? -TEMPLATE: (no, yesterday) +PROMPT: Has the baby had that cold since last weekend? (no, yesterday) RESPONSE: No, the baby has had that cold since yesterday. -PROMPT: Have you been a student here since September? -TEMPLATE: (no, July) +PROMPT: Have you been a student here since September? (no, July) RESPONSE: No, I've been a student here since July. -PROMPT: Has Sgt Henderson been in Japan for two years? -TEMPLATE: (yes) -RESPONSE: Yes, he's been in Japan for two years. +PROMPT: Has Sgt Henderson been in Japan for two years? (yes) +RESPONSE: Yes, Sgt Henderson has been in Japan for two years. -PROMPT: Have you had that earache since last night? -TEMPLATE: (yes) -RESPONSE: Yes, I've had this earache since last night. +PROMPT: Have you had that earache since last night? (yes) +RESPONSE: Yes, I've had that earache since last night. -PROMPT: Has your brother been in the Navy long? -TEMPLATE: (no, only a year) -RESPONSE: No, he's been in the Navy for only a year. +PROMPT: Has your brother been in the Navy long? (no, only a year) +RESPONSE: No, he's only been in the Navy for a year. -PROMPT: Has Richard had that boat long? -TEMPLATE: (no, last August) +PROMPT: Has Richard had that boat long? (no, last August) RESPONSE: No, he's had that boat since last August. -PROMPT: Has your daughter had this appointment for a long time? -TEMPLATE: (yes, three months) +PROMPT: Has your daughter had this appointment for a long time? (yes, three months) RESPONSE: Yes, she's had this appointment for three months. -PROMPT: Have you had that cough long? -TEMPLATE: (yes, about two weeks) -RESPONSE: Yes, I've had it for about two weeks. +PROMPT: Have you had that cough long? (yes, about two weeks) +RESPONSE: Yes, I've had that cough for about two weeks. -PROMPT: Has Sara been in the Air Force since last summer? -TEMPLATE: (yes, July) +PROMPT: Has Sara been in the Air Force since last summer? (yes, July) RESPONSE: Yes, she's been in the Air Force since July. -$SESSION 1-5: How Long? — Questions and Doctor Calls +# Source: ST §Where Have You Been? +$PRODUCE Where Have You Been? +ID: l1-s13 +INTRO: Now you make the questions. Read each answer, then say the question that fits it — starting with the word you're given. +INSTRUCTION: Say the question that fits the response. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any grammatically correct question that logically elicits the given answer. + +EXAMPLE +TEMPLATE: Ed: Where ____\n— Al: I've been on vacation for the last two weeks. +RESPONSE: Where have you been? + +TEMPLATE: Dave: Where ____\n— Dora: Sara's been in St. Louis all week. +RESPONSE: Where has Sara been all week? + +TEMPLATE: Ray: How much ____\n— Don: I've had a lot of homework this week. +RESPONSE: How much homework have you had this week? + +TEMPLATE: Mary: Who ____\n— Mark: Mike has been in Hawaii for six weeks. +RESPONSE: Who has been in Hawaii for six weeks? + +TEMPLATE: Jan: How many ____\n— Dan: I've had only one cold this winter. +RESPONSE: How many colds have you had this winter? + +TEMPLATE: Sam: Who ____\n— Ben: Lt Jones has been in the major's office all morning. +RESPONSE: Who has been in the major's office all morning? + +TEMPLATE: Ken: How many ____\n— Kay: Lt Harris has been in Germany for five months. +RESPONSE: How many months has Lt Harris been in Germany? + +TEMPLATE: Jill: Who ____\n— Bill: Jim has had two bad automobile accidents this year. +RESPONSE: Who has had two bad automobile accidents this year? + +TEMPLATE: Lee: Where ____\n— Dee: The children have been inside for the last two hours. +RESPONSE: Where have the children been for the last two hours? + +TEMPLATE: Tom: What ____\n— Tim: Walter has had an earache since he swam in the river. +RESPONSE: What has Walter had since he swam in the river? + +TEMPLATE: Kyle: Why ____\n— Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents. +RESPONSE: Why has Jim been in the hospital so much this year? + +# Source: ST §What Does the Word Mean? (Item 1) +$PRODUCE What Does the Word Mean? — "Magenta" +ID: l1-s14 +INTRO: Good readers guess a new word's meaning from clues around it. Read each sentence, then decide for each statement: "may be", "is not", or "is". +INSTRUCTION: Type "may be", "is not", or "is" in each gap based on the sentence clues. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: Stop at the *intersection*. +TEMPLATE: An intersection ____{may be} a street corner. +TEMPLATE: ____{may be} a kind of gate. +TEMPLATE: ____{may be} a store. +RESPONSE: Stop at the intersection. An intersection may be a street corner, may be a kind of gate, may be a store. + +TEMPLATE: a. Marlene bought a *magenta* dress. +TEMPLATE: Magenta ____{may be} cheap. +TEMPLATE: ____{may be} long. +TEMPLATE: ____{may be} red. +RESPONSE: Magenta may be cheap, may be long, may be red. + +TEMPLATE: b. Marlene bought an expensive *magenta* dress. +TEMPLATE: Magenta ____{is not} cheap. +TEMPLATE: ____{may be} long. +TEMPLATE: ____{may be} red. +RESPONSE: Magenta is not cheap, may be long, may be red. + +TEMPLATE: c. Because she likes the color, Marlene bought an expensive *magenta* dress with a short skirt. +TEMPLATE: Magenta ____{is not} cheap. +TEMPLATE: ____{is not} long. +TEMPLATE: ____{is} red. +RESPONSE: Magenta is not cheap, is not long, is red. + +# Source: ST §What Does the Word Mean? (Item 2) +$PRODUCE What Does the Word Mean? — "Publication" +ID: l1-s15 +INTRO: Same detective work, new word. Each added clue rules something out — type "may be", "is not", or "is". +INSTRUCTION: Type "may be", "is not", or "is" in each gap based on the sentence clues. +INPUT: type +CHECK: exact + +TEMPLATE: a. I received a *publication* today. +TEMPLATE: A publication ____{may be} a call. +TEMPLATE: ____{may be} a magazine. +TEMPLATE: ____{may be} a package. +RESPONSE: A publication may be a call, may be a magazine, may be a package. + +TEMPLATE: b. I received a *publication* in the mail today. +TEMPLATE: A publication ____{is not} a call. +TEMPLATE: ____{may be} a magazine. +TEMPLATE: ____{may be} a package. +RESPONSE: A publication is not a call, may be a magazine, may be a package. + +TEMPLATE: c. I received a *publication* in the mail today. There are some very interesting articles in it. +TEMPLATE: A publication ____{is not} a call. +TEMPLATE: ____{is} a magazine. +TEMPLATE: ____{is not} a package. +RESPONSE: A publication is not a call, is a magazine, is not a package. + +# Source: ST §What Does the Word Mean? (Item 3) +$PRODUCE What Does the Word Mean? — "Beach" +ID: l1-s16 +INTRO: Last one. Watch how "swimming" and "ocean" narrow the meaning down — type "may be", "is not", or "is". +INSTRUCTION: Type "may be", "is not", or "is" in each gap based on the sentence clues. +INPUT: type +CHECK: exact + +TEMPLATE: a. We went to the *beach* last weekend. +TEMPLATE: The beach ____{may be} land at the edge of water. +TEMPLATE: ____{may be} a mountain with snow. +TEMPLATE: ____{may be} a large lake. +RESPONSE: The beach may be land at the edge of water, may be a mountain with snow, may be a large lake. + +TEMPLATE: b. We went to the *beach* and went swimming last weekend. +TEMPLATE: The beach ____{may be} land at the edge of water. +TEMPLATE: ____{is not} a mountain with snow. +TEMPLATE: ____{may be} a large lake. +RESPONSE: The beach may be land at the edge of water, is not a mountain with snow, may be a large lake. + +TEMPLATE: c. We went to the *beach* and went swimming in the ocean last weekend. +TEMPLATE: The beach ____{is} land at the edge of water. +TEMPLATE: ____{is not} a mountain with snow. +TEMPLATE: ____{is not} a large lake. +RESPONSE: The beach is land at the edge of water, is not a mountain with snow, is not a large lake. + +$SESSION 1-4: Questions with "How Long", Lines and Dots # Source: ST §Questions with How Long -$GRAMMAR Questions with How Long -ID: l1-s15 -INTRO: In this part you'll ask questions with "how long", link ideas with "first, second, third", and then put everything together on the phone with the doctor's office. +$GRAMMAR Questions with "How Long" +ID: l1-s17 +INTRO: In this part you'll ask "how long" questions — and pick up the words for lines, dots, and shapes. First, the question pattern. -CARD: The phrase **how long** is used to ask questions about a length of time. -{How long is the flight to New York?} -{How long is the class?} - -CARD: You can use it to ask about things that happened in the past. +CARD: Use **how long** to ask about a length of time — past, present perfect, or future. {How long did you stay at the party?} -{How long did you wait?} - -CARD: It also works perfectly for asking about the future. {How long will they be on vacation?} -{How long will it take?} +{How long is the flight to New York?} -$DIALOGUE How Long? — Doctor and Patient -ID: 1c-f8 -INTRO: Dr. Ford asks Tommy "how long" questions — and Tommy, being a patient with opinions, asks a few right back. Listen and repeat each question. -INSTRUCTION: Listen and repeat. +# Source: LLA 1C Figure 8 +$DIALOGUE At the Doctor's: How Long? {page_027_001.jpg|A male doctor speaking to a young boy sitting on an examination table with a thermometer in his mouth} +ID: 11-1c-f8 +INTRO: Dr. Ford has questions for Tommy — and Tommy, thermometer and all, has plenty of his own. Listen and repeat each question. +INSTRUCTION: Listen and repeat each question. REPEAT -Dr_Ford: How long has your stomach hurt? {page_027_001.jpg} {bk11-l1c-f8-01.mp3} -LINE: How long have you had that cough? {page_027_001.jpg} {bk11-l1c-f8-02.mp3} -LINE: How long has your temperature been 102? {page_027_001.jpg} {bk11-l1c-f8-03.mp3} -LINE: How long have you been out of bed? {page_027_001.jpg} {bk11-l1c-f8-04.mp3} +Dr_Ford: How long has your stomach hurt? {bk11-l1c-f8-01.mp3} +Dr_Ford: How long have you had that cough? {bk11-l1c-f8-02.mp3} +Dr_Ford: How long has your temperature been 102? {bk11-l1c-f8-03.mp3} +Dr_Ford: How long have you been out of bed? {bk11-l1c-f8-04.mp3} -Tommy: How long have you been a doctor? {page_027_001.jpg} {bk11-l1c-f8-05.mp3} -LINE: How long must I wait before I can eat? {page_027_001.jpg} {bk11-l1c-f8-06.mp3} -LINE: How long do I have to stay in the hospital? {page_027_001.jpg} {bk11-l1c-f8-07.mp3} -LINE: How long should I keep that thermometer in my mouth? {page_027_001.jpg} {bk11-l1c-f8-08.mp3} +Tommy: How long have you been a doctor? {bk11-l1c-f8-05.mp3} +Tommy: How long must I wait before I can eat? {bk11-l1c-f8-06.mp3} +Tommy: How long do I have to stay in the hospital? {bk11-l1c-f8-07.mp3} +Tommy: How long should I keep that thermometer in my mouth? {bk11-l1c-f8-08.mp3} # Source: ST §How Long Has Henry Owned That Car? -$DIALOGUE How Long? — More Dialogs -ID: l1-s16 -INTRO: Six more "how long" exchanges — past, present perfect, and future all show up. Read along as you listen. +$DIALOGUE How Long Has Henry Owned That Car? {st-page_024_001.jpg|Two men standing and talking outdoors while a third man in the background washes a car with a hose and bucket} +ID: l1-s18 +INTRO: Read more "how long" questions and their answers — notice the different tenses each answer uses. INSTRUCTION: Read the dialogs. -Jim: How long has Henry owned that car? {st-page_024_001.jpg} -Walter: He's owned it since he was 18 years old. {st-page_024_001.jpg} +Jim: How long has Henry owned that car? +Walter: He's owned it since he was 18 years old. Peter: How long will you stay in France? Kevin: I'll stay about three months. @@ -1380,288 +1430,470 @@ Dr_Peterson: How long has Ralph had that cough? Mr_Rogers: He's had it about three days. # Source: LLA 1C Figure 9 -$PRODUCE Ask with How Long -ID: 1c-f9 +$PRODUCE Ask Questions with "How Long" +ID: 11-1c-f9 +INTRO: Listen to each statement and change it into a question beginning with "how long". Then repeat the question. +INSTRUCTION: Ask a question with "how long". INPUT: speak CHECK: reveal -INTRO: Now you ask the questions. Listen to each statement and turn it into a "how long" question — match the tense you hear. Then repeat the correct answer. -INSTRUCTION: Ask a question with "how long". REPEAT EXAMPLE +TEMPLATE: Kay lived in China. PROMPT: Kay lived in China. {bk11-l1c-f9-ex1-q.mp3} RESPONSE: How long did she live in China? {bk11-l1c-f9-ex1-a.mp3} EXAMPLE +TEMPLATE: The teachers are sick. PROMPT: The teachers are sick. {bk11-l1c-f9-ex2-q.mp3} RESPONSE: How long have they been sick? {bk11-l1c-f9-ex2-a.mp3} EXAMPLE +TEMPLATE: It's snowing. PROMPT: It's snowing. {bk11-l1c-f9-ex3-q.mp3} RESPONSE: How long has it been snowing? {bk11-l1c-f9-ex3-a.mp3} +TEMPLATE: It's raining. PROMPT: It's raining. {bk11-l1c-f9-01-q.mp3} RESPONSE: How long has it been raining? {bk11-l1c-f9-01-a.mp3} +TEMPLATE: She has a headache. PROMPT: She has a headache. {bk11-l1c-f9-02-q.mp3} RESPONSE: How long has she had a headache? {bk11-l1c-f9-02-a.mp3} +TEMPLATE: John is in the Air Force. PROMPT: John is in the Air Force. {bk11-l1c-f9-03-q.mp3} RESPONSE: How long has he been in the Air Force? {bk11-l1c-f9-03-a.mp3} +TEMPLATE: My cousins studied French. PROMPT: My cousin studied French. {bk11-l1c-f9-04-q.mp3} RESPONSE: How long did they study French? {bk11-l1c-f9-04-a.mp3} +TEMPLATE: Dick will be in Dallas. PROMPT: Dick will be in Dallas. {bk11-l1c-f9-05-q.mp3} RESPONSE: How long will he be in Dallas? {bk11-l1c-f9-05-a.mp3} +TEMPLATE: Eileen was a pilot. PROMPT: Eileen was a pilot. {bk11-l1c-f9-06-q.mp3} RESPONSE: How long was she a pilot? {bk11-l1c-f9-06-a.mp3} +TEMPLATE: The Wilsons will stay with us. PROMPT: The Wilsons will stay with us. {bk11-l1c-f9-07-q.mp3} RESPONSE: How long will they stay with us? {bk11-l1c-f9-07-a.mp3} +TEMPLATE: Doug has a problem with math. PROMPT: Doug has a problem with math. {bk11-l1c-f9-08-q.mp3} RESPONSE: How long has he had a problem with math? {bk11-l1c-f9-08-a.mp3} # Source: ST §How Long Will You Be There? -$PRODUCE Make Your Own How Long Questions -ID: l1-s17 +$PRODUCE How Long Will You Be There? +ID: l1-s19 +INTRO: One more round — this time reading. See the answer, ask the "how long" question that fits, then check the model. +INSTRUCTION: Form a question with "how long" for each given answer. INPUT: speak -CHECK: llm -INTRO: Read each answer, then ask the "how long" question that would produce it. There's more than one good phrasing — say yours aloud. -INSTRUCTION: Ask a question with "how long" based on the answer. -RUBRIC: Accept a correctly formed "how long" question that matches the information and tense in the given answer; the exact wording may differ from the model. A wrong tense fails. +CHECK: reveal +SHOW_PROMPT EXAMPLE -TEMPLATE: I've been at this base for three months. +PROMPT: I've been at this base for three months. RESPONSE: How long have you been at this base? -TEMPLATE: He's been a major for two years. +PROMPT: He's been a major for two years. RESPONSE: How long has he been a major? -TEMPLATE: I was in class all day. +PROMPT: I was in class all day. RESPONSE: How long were you in class? -TEMPLATE: I studied for the test all evening. +PROMPT: I studied for the test all evening. RESPONSE: How long did you study for the test? -TEMPLATE: They've been married since last summer. +PROMPT: They've been married since last summer. RESPONSE: How long have they been married? -TEMPLATE: She's been an instructor here for five years. +PROMPT: She's been an instructor here for five years. RESPONSE: How long has she been an instructor here? -TEMPLATE: He's had that bad cough for a month. +PROMPT: He's had that bad cough for a month. RESPONSE: How long has he had that bad cough? -TEMPLATE: My brother's had that job since he graduated. +PROMPT: My brother's had that job since he graduated. RESPONSE: How long has your brother had that job? -TEMPLATE: They'll be in Houston all weekend. +PROMPT: They'll be in Houston all weekend. RESPONSE: How long will they be in Houston? -TEMPLATE: She's been in the hospital since Sunday. +PROMPT: She's been in the hospital since Sunday. RESPONSE: How long has she been in the hospital? -TEMPLATE: The students were in lab for an hour. +PROMPT: The students were in lab for an hour. RESPONSE: How long were the students in lab? -# Source: ST §Where Have You Been? -$PRODUCE Finish the Question -ID: l1-s13 -INPUT: speak -CHECK: reveal -INTRO: Each answer is given — you supply the question. Complete the first speaker's question aloud, then read the answer. The answer always tells you exactly what to ask. -INSTRUCTION: Complete the question aloud, then read the answer. +# Source: LLA 1C Figure 1 +# DROPPED (ST): §Lines and Dots TTS presentation — cassette twin kept (this activity); same vocabulary, same listen-and-repeat role. +$DIALOGUE Lines and Dots +ID: 11-1c-f1 +INTRO: Now for something completely different: lines, dots, and shapes. Look at the pictures and learn the new words. Listen and repeat each word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT -EXAMPLE -TEMPLATE: Ed: Where ____ — Al: I've been on vacation for the last two weeks. -RESPONSE: Where have you been? I've been on vacation for the last two weeks. +VOCAB: dot +LINE: The marks above A, B, and C are called dots. {page_022_001.jpg|Three dots positioned horizontally, each labeled with a letter above it: dot A, dot B, and dot C} {bk11-l1c-f1-01.mp3} -TEMPLATE: Dave: Where ____ — Dora: Sara's been in St. Louis all week. -RESPONSE: Where has Sara been? Sara's been in St. Louis all week. +VOCAB: to connect +LINE: A line connects dot A and dot B. {page_022_002.jpg|Two dots labeled A and B connected by a straight horizontal line segment, with a separate dot labeled C above to the right} {bk11-l1c-f1-02.mp3} -TEMPLATE: Ray: How much ____ — Don: I've had a lot of homework this week. -RESPONSE: How much homework have you had this week? I've had a lot of homework this week. +VOCAB: inch +LINE: The line is 2 inches long. {page_022_003.jpg|A horizontal ruler line marked with tick marks labeled 0, 1, and 2, showing inches} {bk11-l1c-f1-03.mp3} -TEMPLATE: Mary: Who ____ — Mark: Mike has been in Hawaii for six weeks. -RESPONSE: Who has been in Hawaii? Mike has been in Hawaii for six weeks. +VOCAB: middle +LINE: Dot B is in the middle of the line. {page_022_004.jpg|A horizontal line segment with a dot labeled B in the exact middle} {bk11-l1c-f1-04.mp3} -TEMPLATE: Jan: How many ____ — Dan: I've had only one cold this winter. -RESPONSE: How many colds have you had this winter? I've had only one cold this winter. +VOCAB: horizontal +LINE: Line AC is horizontal. {page_022_005.jpg|A horizontal line segment connecting point A on the left to point C on the right} {bk11-l1c-f1-05.mp3} -TEMPLATE: Sam: Who ____ — Ben: Lt Jones has been in the major's office all morning. -RESPONSE: Who has been in the major's office? Lt Jones has been in the major's office all morning. +VOCAB: vertical +LINE: Line DE is vertical. {page_022_006.jpg|A vertical line segment connecting point D at the top to point E at the bottom} {bk11-l1c-f1-06.mp3} -TEMPLATE: Ken: How many ____ — Kay: Lt Harris has been in Germany for five months. -RESPONSE: How many months has Lt Harris been in Germany? Lt Harris has been in Germany for five months. +VOCAB: perpendicular +LINE: Line AC and line DE are perpendicular. {page_022_007.jpg|A vertical line D-E intersecting a horizontal line A-C at a right angle} {bk11-l1c-f1-07.mp3} -TEMPLATE: Jill: Who ____ — Bill: Jim has had two bad automobile accidents this year. -RESPONSE: Who has had two bad automobile accidents? Jim has had two bad automobile accidents this year. +VOCAB: parallel +LINE: Line A is parallel to line B. {page_022_008.jpg|Three pairs of parallel lines: two horizontal lines labeled A and B, two vertical lines labeled C and D, and two vertical lines labeled E and F} {bk11-l1c-f1-08a.mp3} -TEMPLATE: Lee: Where ____ — Dee: The children have been inside for the last two hours. -RESPONSE: Where have the children been? The children have been inside for the last two hours. +LINE: Line C is parallel to line D. {page_022_008.jpg|Three pairs of parallel lines: two horizontal lines labeled A and B, two vertical lines labeled C and D, and two vertical lines labeled E and F} {bk11-l1c-f1-08b.mp3} -TEMPLATE: Tom: What ____ — Tim: Walter has had an earache since he swam in the river. -RESPONSE: What has Walter had? Walter has had an earache since he swam in the river. +LINE: Line E is parallel to line F. The lines are parallel. {page_022_008.jpg|Three pairs of parallel lines: two horizontal lines labeled A and B, two vertical lines labeled C and D, and two vertical lines labeled E and F} {bk11-l1c-f1-08c.mp3} -TEMPLATE: Kyle: Why ____ — Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents. -RESPONSE: Why has Jim been in the hospital? Jim's been in the hospital so much this year because he's had two bad automobile accidents. +# Source: LLA 1C Figure 2 +$SELECT True or False: The Rectangle {page_023_001.jpg|Diagram showing a large rectangle labeled Side 1 on the left, Side 2 at the top, Side 3 on the right, and Side 4 at the bottom. Dot A is on the top line, dot B is in the center. Below the rectangle is a 3-inch ruler scale marked from 0 to 3.} +ID: 11-1c-f2 +INTRO: Look at the rectangle diagram. Listen to each statement and decide if it is true or false — then repeat the correct sentence. +INSTRUCTION: Tap True or False. +REPEAT -# Source: LLA 1C Figure 10 -$PRODUCE Connective Words: First, Second, Third -ID: 1c-f10 +OPTION: t | True +OPTION: f | False + +PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3} +ANSWER: t +FEEDBACK: Side 1 is vertical. {bk11-l1c-f2-01-fb.mp3} + +PROMPT: Side 2 is horizontal. {bk11-l1c-f2-02.mp3} +ANSWER: t +FEEDBACK: Side 2 is horizontal. {bk11-l1c-f2-02-fb.mp3} + +PROMPT: Side 1 is parallel to side 3. {bk11-l1c-f2-03.mp3} +ANSWER: t +FEEDBACK: Side 1 is parallel to side 3. {bk11-l1c-f2-03-fb.mp3} + +PROMPT: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04.mp3} +ANSWER: t +FEEDBACK: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-fb.mp3} + +PROMPT: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05.mp3} +ANSWER: t +FEEDBACK: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-fb.mp3} + +PROMPT: Side 2 is parallel to side 3. {bk11-l1c-f2-06.mp3} +ANSWER: f +FEEDBACK: Side 2 is parallel to side 4. {bk11-l1c-f2-06-fb.mp3} + +PROMPT: Dot A is in the middle of the rectangle. {bk11-l1c-f2-07.mp3} +ANSWER: f +FEEDBACK: Dot B is in the middle of the rectangle. {bk11-l1c-f2-07-fb.mp3} + +PROMPT: Side 1 is 3 inches long. {bk11-l1c-f2-08.mp3} +ANSWER: f +FEEDBACK: Side 4 is 3 inches long. {bk11-l1c-f2-08-fb.mp3} + +# SKIPPED (book): "THIS LINE IS AN INCH LONG." (ST pp. 27–28) — instructor-read listening discrimination with 10 picture-MCQ items; convertible later with synthesized TTS cues. + +# Source: ST §Draw a Picture +$GRAMMAR Draw a Picture +ID: l1-s21 +INTRO: Now put the line words to work. You'll read drawing instructions and follow them with pencil and paper — the results are more fun than they sound. + +CARD: Follow the instructions to draw Picture A. +![Diagram containing a triangle with labeled points C and D below its baseline, and points A and B positioned lower down](st-page_029_001.jpg) + +CARD: Follow the instructions to draw Picture B. +![Diagram showing various lettered points and dotted clusters forming a structure to be drawn](st-page_030_001.jpg) + +SUMMARY: +### Picture A Instructions + +1. Draw a horizontal line from A to B. +2. Draw two parallel vertical lines. Draw one from point A and one from point B. They should be perpendicular to the horizontal line and touch the bottom corners of the triangle. +3. Draw a rectangle with one short side on line AB and the other between points C and D. +4. On the left side, draw one small square between the rectangle and the vertical line above point A. On the right side, draw another small square between the rectangle and the vertical line above point B. + +### Picture B Instructions + +1. Draw a circle with the circumference touching points A, B, C, D, E, and A again. +2. Under the circle you drew, draw another circle with the circumference touching points C, E, F, G, and C again. +3. Draw a larger circle under the second circle. The circumference must touch points F, H, I, J, and F again. +4. Make a square connecting points A, E, L, K, and A again. +5. Draw a horizontal line connecting points M and N. + +# Source: ST §What Is It? +$PRODUCE What Is It? +ID: l1-s22 +REFERENCE: l1-s21 +INTRO: Once you've followed the instructions and drawn each picture, type what it turned out to be. If your drawing looks like neither — that happens to everyone. +INSTRUCTION: Follow the drawing instructions and name what the completed picture shows. INPUT: type CHECK: exact -INTRO: A short paragraph of sensible advice for cold sufferers. Each sentence starts with a connective word — "first", "second", and so on. Type the connective word you hear. -INSTRUCTION: Type the connective word you hear. -PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3} +TEMPLATE: Picture A: What is it? +RESPONSE: a house +ACCEPT: a house | house | a building | building + +TEMPLATE: Picture B: What is it? +RESPONSE: a snowman +ACCEPT: a snowman | snowman + +# Source: LLA 1C Figure 10 +$DIALOGUE Advice for Treating a Cold +ID: 11-1c-f10-story +INTRO: Some advice you can use next time a cold catches you. Listen, and notice the connective words that introduce each step. +INSTRUCTION: Listen to the advice. + +LINE: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01a.mp3} +LINE: second, keep warm and dry; {bk11-l1c-f10-01b.mp3} +LINE: third, stay home when you can. Rest on a sofa or go to bed. {bk11-l1c-f10-01c.mp3} +LINE: Last, always remember to cover your mouth when you cough or sneeze. Don't give other people your cold. {bk11-l1c-f10-01d.mp3} + +# Source: LLA 1C Figure 10 (connective words) +$PRODUCE First, Second, Third, Last +ID: 11-1c-f10 +REFERENCE: 11-1c-f10-story +INPUT: type +CHECK: exact +INTRO: Type the connective words you heard in the advice, in the order they were spoken. Open the passage if you need to listen again. +INSTRUCTION: Type the connective word. + +TEMPLATE: 1. ____ RESPONSE: first -ACCEPT: first, | First | First, +ACCEPT: First -PROMPT: second, keep warm and dry; {bk11-l1c-f10-02.mp3} +TEMPLATE: 2. ____ RESPONSE: second -ACCEPT: second, | Second | Second, +ACCEPT: Second -PROMPT: third, stay home when you can. {bk11-l1c-f10-03.mp3} +TEMPLATE: 3. ____ RESPONSE: third -ACCEPT: third, | Third | Third, +ACCEPT: Third -PROMPT: Last, always remember to cover your mouth when you cough or sneeze. {bk11-l1c-f10-04.mp3} +TEMPLATE: 4. ____ RESPONSE: last -ACCEPT: Last, | Last | last, +ACCEPT: Last | finally + +$SESSION 1-5: Appointment Calls in Practice # Source: LLA 1D Figure 1 -$DIALOGUE Calling Dr. Wright +$DIALOGUE Calling Dr. Wright's Office {page_030_001.jpg|A split panel showing a sick man on the left holding a phone to his ear with a towel around his neck, and a female receptionist on the right speaking on the phone in an office labeled DR. W. WRIGHT} ID: 1d-f1 -INTRO: Now put it all together on the phone. Kent Clark has had a cough and a sore throat for more than a week — hear how he gets a same-day appointment. Just listen. -INSTRUCTION: Listen to the dialogue. +INTRO: In this part you'll put the whole lesson together and make doctor's appointments on the phone. Listen to Kent Clark, who has had a cough and a sore throat for more than a week — and has finally given in. +INSTRUCTION: Listen to the conversation. -Clerk: Good morning, Dr. Wright's office. {page_030_001.jpg} {bk11-l1d-f1-01.mp3} -Kent: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {page_030_001.jpg} {bk11-l1d-f1-02.mp3} -Clerk: What's wrong? {page_030_001.jpg} {bk11-l1d-f1-03.mp3} -Kent: I've had a cough and a sore throat for more than a week. {page_030_001.jpg} {bk11-l1d-f1-04.mp3} -Clerk: Are you running a fever? {page_030_001.jpg} {bk11-l1d-f1-05.mp3} -Kent: Yes. My temperature is 102. {page_030_001.jpg} {bk11-l1d-f1-06.mp3} -Clerk: Are you taking any medicine? {page_030_001.jpg} {bk11-l1d-f1-07.mp3} -Kent: Yes, but it's not helping me. {page_030_001.jpg} {bk11-l1d-f1-08.mp3} -Clerk: Dr. Wright can see you at 3:30. Can you come in then? {page_030_001.jpg} {bk11-l1d-f1-09.mp3} -Kent: Yes. Thank you. I'll be there. {page_030_001.jpg} {bk11-l1d-f1-10.mp3} +Clerk: Good morning. Dr. Wright's office. {bk11-l1d-f1-01.mp3} +Kent: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3} +Clerk: What's wrong? {bk11-l1d-f1-03.mp3} +Kent: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3} +Clerk: Are you running a fever? {bk11-l1d-f1-05.mp3} +Kent: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3} +Clerk: Are you taking any medicine? {bk11-l1d-f1-07.mp3} +Kent: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3} +Clerk: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3} +Kent: Yes, thank you. I'll be there. {bk11-l1d-f1-10.mp3} -# SKIPPED (book): LLA 1D Figure 1 role-play reading passes — they duplicate the printed text. +# Source: LLA 1D Figure 1 (role-play) +$DIALOGUE Take Kent's Part +ID: 1d-f1-role-kent +REFERENCE: 1d-f1 +PLAY_ROLE: Kent +INTRO: Now practice the dialogue again. You are Kent Clark — say Kent's lines in the pauses. +INSTRUCTION: You are Kent — say his lines in the pauses. + +# Source: LLA 1D Figure 1 (role-play, roles switched) +$DIALOGUE Take the Clerk's Part +ID: 1d-f1-role-clerk +REFERENCE: 1d-f1 +PLAY_ROLE: Clerk +INTRO: Now change roles. You are the receptionist — say the clerk's lines in the pauses. +INSTRUCTION: You are the receptionist — say the clerk's lines in the pauses. # Source: LLA 1D Figure 2 -$PRODUCE Say the Patient's Part +$PRODUCE Calling Another Doctor ID: 1d-f2 +INTRO: Kent is calling another doctor's office. Listen to the clerk and the cue words, then speak Kent's lines aloud and repeat the model answer. +INSTRUCTION: Say the patient's part aloud. INPUT: speak CHECK: reveal -INTRO: Your turn to be the patient. Kent is calling another doctor — listen to the receptionist, then answer aloud as Kent, using the cue on the screen. Then repeat the model. -INSTRUCTION: Answer aloud as the patient, using the cue. REPEAT EXAMPLE -PROMPT: Dr. Wong's office. {bk11-l1d-f2-ex-q.mp3} -TEMPLATE: (Mr. Clark, an appointment today) -RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-ex-a.mp3} +PROMPT: What is the problem?\n— Bad earache. {bk11-l1d-f2-ex-q.mp3} +RESPONSE: I have a bad earache. {bk11-l1d-f2-ex-a.mp3} -EXAMPLE -PROMPT: What is the problem? {bk11-l1d-f2-ex2-q.mp3} -TEMPLATE: (bad earache) -RESPONSE: I have a bad earache. {bk11-l1d-f2-ex2-a.mp3} - -PROMPT: Dr. Wong's office. {bk11-l1d-f2-01-q.mp3} -TEMPLATE: (Mr. Clark, an appointment today) +PROMPT: Dr. Wong's office.\n— Mr. Clark. An appointment today. {bk11-l1d-f2-01-q.mp3} RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-01-a.mp3} -PROMPT: What's the matter? {bk11-l1d-f2-02-q.mp3} -TEMPLATE: (a terrible cold) +PROMPT: What's the matter?\n— A terrible cold. {bk11-l1d-f2-02-q.mp3} RESPONSE: I have a terrible cold. {bk11-l1d-f2-02-a.mp3} -PROMPT: Do you have a fever? {bk11-l1d-f2-03-q.mp3} -TEMPLATE: (yes, 102) +PROMPT: Do you have a fever?\n— Yes. 102. {bk11-l1d-f2-03-q.mp3} RESPONSE: Yes. My temperature is 102. {bk11-l1d-f2-03-a.mp3} -PROMPT: Are you taking any medicine? {bk11-l1d-f2-04-q.mp3} -TEMPLATE: (yes, some cough medicine) +PROMPT: Are you taking any medicine?\n— Yes. Some cough medicine. {bk11-l1d-f2-04-q.mp3} RESPONSE: Yes. I'm taking some cough medicine. {bk11-l1d-f2-04-a.mp3} -PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then? {bk11-l1d-f2-05-q.mp3} -TEMPLATE: (yes) +PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then?\n— Yes. {bk11-l1d-f2-05-q.mp3} RESPONSE: Yes, I can. Thank you. {bk11-l1d-f2-05-a.mp3} # Source: ST §I'd Like to Make an Appointment -$DIALOGUE Three Appointment Calls -ID: l1-s19 -INTRO: Three more calls to the doctor's office: a routine checkup, a sick baby, and a man who aches all over. Read along as you listen — these are the scripts you'll be reusing in real life. -INSTRUCTION: Read the dialogs. +$DIALOGUE I'd Like to Make an Appointment +ID: l1-s23 +INTRO: Three more calls to the doctor's office — a routine checkup, a sick baby, and a man who aches all over. Read each conversation. +INSTRUCTION: Read the appointment dialogs. -Appointment_Clerk: Dr. Hardy's office. May I help you? +Clerk: Dr. Hardy's office. May I help you? Patient: Yes. This is Alan Brown. I'd like to make an appointment for a checkup. -Appointment_Clerk: Will this be your first visit to Dr. Hardy? +Clerk: Will this be your first visit to Dr. Hardy? Patient: Yes, it will. -Appointment_Clerk: Are you having any problems? +Clerk: Are you having any problems? Patient: No. It's just time for my annual physical. -Appointment_Clerk: The earliest open appointment is on January 18th at 9 o'clock. +Clerk: The earliest open appointment is on January 18th at 9 o'clock. Patient: I'm sorry. I can't make it that day. -Appointment_Clerk: How about January 20th at 10 o'clock? +Clerk: How about January 20th at 10 o'clock? Patient: That sounds good. Thanks. -Appointment_Clerk: Don't eat anything before your appointment, and drink only water. +Clerk: Don't eat anything before your appointment, and drink only water. -Patient_Mother: Hello. This is Mrs. Smith. I need to see the doctor right away. -Appointment_Clerk: What's the problem, Mrs. Smith? -Patient_Mother: My baby's sick. He caught a cold a week ago. +Mother: Hello. This is Mrs. Smith. I need to see the doctor right away. +Clerk: What's the problem, Mrs. Smith? +Mother: My baby's sick. +LINE: He caught a cold a week ago. LINE: He's not running a temperature anymore, but he still has a runny nose, and he's coughing and sneezing. -Appointment_Clerk: Is he taking any medicine? -Patient_Mother: Yes, he is, but I don't think he's getting better. -Appointment_Clerk: Can you come in this afternoon at three? -Patient_Mother: Yes, I can make it then. +Clerk: Is he taking any medicine? +Mother: Yes, he is, but I don't think he's getting better. +Clerk: Can you come in this afternoon at three? +Mother: Yes, I can make it then. -Appointment_Clerk: Dr. Carter's office. -Patient2: Hello. This is Sam Porter. I want to make an appointment with Dr. Carter. I don't feel well. -Appointment_Clerk: What are your symptoms, Mr. Porter? -Patient2: I ache all over. I have a headache and a pain in my chest, and my stomach feels awful. -Appointment_Clerk: Can you come in sometime this morning? -Patient2: Yes. I can get there in about an hour. -Appointment_Clerk: Good. Come in and the doctor will see you between his other appointments. +Clerk: Dr. Carter's office. +Sam_Porter: Hello. This is Sam Porter. I want to make an appointment with Dr. Carter. I don't feel well. +Clerk: What are your symptoms, Mr. Porter? +Sam_Porter: I ache all over. I have a headache and a pain in my chest, and my stomach feels awful. +Clerk: Can you come in sometime this morning? +Sam_Porter: Yes. I can get there in about an hour. +Clerk: Good. Come in and the doctor will see you between his other appointments. # Source: ST §I'm Running a Temperature -$PRODUCE Your Turn to Call -ID: l1-s20 +$PRODUCE Your Turn on the Phone +ID: l1-s24 +INTRO: Your turn on the phone. Complete each exchange between the clerk and the patient — say both parts aloud. There's more than one right way to say it. +INSTRUCTION: Say both parts of each exchange aloud. INPUT: speak -CHECK: reveal -INTRO: Now make the call yourself. Complete both sides of the conversation aloud — the blanks follow the pattern of the calls you just read. Then check the model. -INSTRUCTION: Complete the dialog aloud. +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any polite, natural turns that fit the printed exchange; the model is one possibility, not the only one. -TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____ — Patient: Yes, I need to ____ -RESPONSE: May I help you? Yes, I need to make an appointment. +TEMPLATE: Clerk: Dr. Hardy's office. May ____\n— Patient: Yes, I need to ____ +RESPONSE: May I help you?\n— Yes, I need to make an appointment. -TEMPLATE: Appointment Clerk: What ____ — Patient: I have ____ and I'm ____ -RESPONSE: What is the problem? I have a headache and I'm running a temperature. +TEMPLATE: Clerk: What ____\n— Patient: I have ____ and I'm ____ +RESPONSE: What are your symptoms?\n— I have a headache and I'm running a temperature. -TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock? — Patient: Yes, ____ -RESPONSE: Can you come in tomorrow at 2 o'clock? Yes, I can make it then. +TEMPLATE: Clerk: ____ tomorrow at 2 o'clock?\n— Patient: Yes, ____ +RESPONSE: How about tomorrow at 2 o'clock?\n— Yes, I can make it then. -# SKIPPED (book): "CAN YOU COME IN AT 9:00?" — unscripted roleplay, partner task. -# SKIPPED (book): "MY CHILD IS SICK!" — open roleplay. +# SKIPPED (book): "CAN YOU COME IN AT 9:00?" and "MY CHILD IS SICK!" (ST pp. 33–34) — open pair role-play activities with unscripted dialogs. + +# Source: LLA 1D Figure 3 +$SELECT Hear the Stress +ID: 1d-f3 +INTRO: Every English word presses hardest on one syllable — these are all words from this lesson. Listen to each word and tap which syllable has the stress, then repeat the word. +INSTRUCTION: Tap the number of the stressed syllable. +REPEAT + +OPTION: 1 | 1st syllable +OPTION: 2 | 2nd syllable +OPTION: 3 | 3rd syllable +OPTION: 4 | 4th syllable +OPTION: 5 | 5th syllable + +EXAMPLE +PROMPT: checkup {bk11-l1d-f3-ex.mp3} +ANSWER: 1 +FEEDBACK: checkup + +PROMPT: inches {bk11-l1d-f3-01.mp3} +ANSWER: 1 +FEEDBACK: inches {bk11-l1d-f3-01-fb.mp3} + +PROMPT: sometime {bk11-l1d-f3-02.mp3} +ANSWER: 1 +FEEDBACK: sometime {bk11-l1d-f3-02-fb.mp3} + +PROMPT: patient {bk11-l1d-f3-03.mp3} +ANSWER: 1 +FEEDBACK: patient {bk11-l1d-f3-03-fb.mp3} + +PROMPT: connect {bk11-l1d-f3-04.mp3} +ANSWER: 2 +FEEDBACK: connect {bk11-l1d-f3-04-fb.mp3} + +PROMPT: exam {bk11-l1d-f3-05.mp3} +ANSWER: 2 +FEEDBACK: exam {bk11-l1d-f3-05-fb.mp3} + +PROMPT: regular {bk11-l1d-f3-06.mp3} +ANSWER: 1 +FEEDBACK: regular {bk11-l1d-f3-06-fb.mp3} + +PROMPT: any more {bk11-l1d-f3-07.mp3} +ANSWER: 3 +FEEDBACK: any more {bk11-l1d-f3-07-fb.mp3} + +PROMPT: annual {bk11-l1d-f3-08.mp3} +ANSWER: 1 +FEEDBACK: annual {bk11-l1d-f3-08-fb.mp3} + +PROMPT: physical {bk11-l1d-f3-09.mp3} +ANSWER: 1 +FEEDBACK: physical {bk11-l1d-f3-09-fb.mp3} + +PROMPT: vertical {bk11-l1d-f3-10.mp3} +ANSWER: 1 +FEEDBACK: vertical {bk11-l1d-f3-10-fb.mp3} + +PROMPT: emergency {bk11-l1d-f3-11.mp3} +ANSWER: 2 +FEEDBACK: emergency {bk11-l1d-f3-11-fb.mp3} + +PROMPT: horizontal {bk11-l1d-f3-12.mp3} +ANSWER: 3 +FEEDBACK: horizontal {bk11-l1d-f3-12-fb.mp3} + +PROMPT: examination {bk11-l1d-f3-13.mp3} +ANSWER: 4 +FEEDBACK: examination {bk11-l1d-f3-13-fb.mp3} + +PROMPT: perpendicular {bk11-l1d-f3-14.mp3} +ANSWER: 3 +FEEDBACK: perpendicular {bk11-l1d-f3-14-fb.mp3} $SESSION 1-6: The Present Perfect Progressive -# Source: ST §The Present Perfect Progressive Tense, merged with LLA 1D Figure 4 table +# Source: LLA 1D Figure 4 (grammar) + ST §The Present Perfect Progressive Tense (merged) $GRAMMAR The Present Perfect Progressive -ID: l1-s21 -INTRO: One more tense for this lesson — for actions that started in the past and are still going right now, with no sign of stopping. +ID: 1d-f4-grammar +INTRO: Last big idea of the lesson: the present perfect progressive — for actions that have been going on and still are. Two cards and you'll have it. -CARD: The present perfect progressive describes actions that began in the past and continue into the present. It stresses that an action is not finished and may keep going. +CARD: Use the present perfect progressive for an action that began in the past and is still going on. It stresses that the action isn't finished. +{Paul has been studying for two days.} {They've been talking on the phone for an hour.} -CARD: Form this tense by using **has been** or **have been**, followed by a verb ending in **-ing**. -{Paul is studying now.} -{Paul was studying last night.} -{Paul has been studying for two days.} - -CARD: Use **has been** for a singular subject, and **have been** for plural subjects. +CARD: Form it with **has** or **have**, plus **been**, plus the **-ing** verb. {Keith has been studying since 4:30.} {Ann and Bob have been studying since 4:30.} @@ -1672,15 +1904,16 @@ SUMMARY: | | was | | last night. | | | **has been** | | for two days. | -| | | | | +| Subject | Auxiliary | been | Verb-ing | |---|---|---|---| | Keith | has | been | studying since 4:30. | | Ann and Bob | have | been | studying since 4:30. | -$DIALOGUE Short Dialogs — Have Been Doing +# Source: LLA 1D Figure 4 +$DIALOGUE Have You Been Waiting Long? ID: 1d-f4 -INTRO: Hear the new tense in three short conversations — waiting, talking, and hiding. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Listen to the conversations using the present perfect progressive tense, and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Steve: Have you been waiting long? {bk11-l1d-f4-01.mp3} @@ -1690,13 +1923,13 @@ David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-03.mp3} Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-04.mp3} Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-05.mp3} -NOTES: *Where have you been hiding? = Where have you been?* +NOTES: "Where have you been hiding?" means "Where have you been?" Karen: I've been visiting my relatives in California. {bk11-l1d-f4-06.mp3} -# Source: ST §Henry Has Been Watching Television -$DIALOGUE More Dialogs to Read -ID: l1-s22 -INTRO: Five more exchanges with "have been doing" — including a woman who has been thinking about money rather than counting it. Read along as you listen. +# Source: ST §Henry Has Been Watching Television Since This Morning +$DIALOGUE What Have You Been Doing? +ID: l1-s26 +INTRO: Read more short conversations with the present perfect progressive — including one man who insists he hasn't been counting his money, only thinking about it. INSTRUCTION: Read the dialogs. Lt_Nelson: Have you been waiting long, sir? @@ -1715,338 +1948,180 @@ Charles: What have you been doing this summer? Richard: I've been going to summer school in the morning and working out at the gym in the afternoon. # Source: LLA 1D Figure 5 -$PRODUCE Captain Hill and Lieutenant Walker — Fill In +$PRODUCE Late Every Morning ID: 1d-f5 +INTRO: Captain Hill wants to know why Lieutenant Walker keeps coming in late. Listen to their conversation, type the missing words, then repeat each line. +INSTRUCTION: Type the missing words. INPUT: type CHECK: exact -INTRO: Lieutenant Walker has been coming in late, and Captain Hill wants to know why. Listen to each line and type the missing words. -INSTRUCTION: Type the missing words. +REPEAT -PROMPT: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3} TEMPLATE: Capt Hill: Why ____{have} you ____{been} coming in late every morning? -RESPONSE: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3} +PROMPT: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3} +RESPONSE: Why have you been coming in late every morning? {bk11-l1d-f5-01-a.mp3} -PROMPT: I've been having trouble with my car. {bk11-l1d-f5-02.mp3} TEMPLATE: Lt Walker: I've ____{been} ____{having} trouble with my car. -RESPONSE: I've been having trouble with my car. {bk11-l1d-f5-02.mp3} +PROMPT: I've been having trouble with my car. {bk11-l1d-f5-02.mp3} +RESPONSE: I've been having trouble with my car. {bk11-l1d-f5-02-a.mp3} -PROMPT: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3} TEMPLATE: Capt Hill: ____{Has} a mechanic been ____{working} on it? -RESPONSE: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3} +PROMPT: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3} +RESPONSE: Has a mechanic been working on it? {bk11-l1d-f5-03-a.mp3} -PROMPT: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3} TEMPLATE: Lt Walker: No, ____{I've} ____{been} trying to fix it myself. -RESPONSE: No, I've been trying to fix it myself. {bk11-l1d-f5-04.mp3} +PROMPT: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3} +RESPONSE: No. I've been trying to fix it myself. {bk11-l1d-f5-04-a.mp3} -PROMPT: How have you been getting to the base? {bk11-l1d-f5-05.mp3} TEMPLATE: Capt Hill: How ____{have} you ____{been} getting to the base? -RESPONSE: How have you been getting to the base? {bk11-l1d-f5-05.mp3} +PROMPT: How have you been getting to the base? {bk11-l1d-f5-05.mp3} +RESPONSE: How have you been getting to the base? {bk11-l1d-f5-05-a.mp3} -PROMPT: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3} TEMPLATE: Lt Walker: A friend ____{has} ____{been} ____{giving} me a ride. -RESPONSE: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3} +PROMPT: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3} +RESPONSE: A friend has been giving me a ride. {bk11-l1d-f5-06-a.mp3} # Source: LLA 1D Figure 6 $PRODUCE Answer with the Cue ID: 1d-f6 +INTRO: Listen to each question and the short cue. Answer aloud using the present perfect progressive tense, then repeat the model answer. +INSTRUCTION: Answer aloud using the cue. INPUT: speak CHECK: reveal -INTRO: Answer each question aloud in a full sentence, using the cue on the screen — keep it in the present perfect progressive. Then repeat the correct answer. -INSTRUCTION: Answer aloud using the cue. REPEAT EXAMPLE -TEMPLATE: (yes, five years) -PROMPT: Has Sergeant Carter been working here long? {bk11-l1d-f6-ex1-q.mp3} +PROMPT: Has Sergeant Carter been working here long?\n— Yes, 5 years. {bk11-l1d-f6-ex1-q.mp3} RESPONSE: Yes, he's been working here 5 years. {bk11-l1d-f6-ex1-a.mp3} EXAMPLE -TEMPLATE: (no, mess hall) -PROMPT: Have you been eating lunch at the snack bar? {bk11-l1d-f6-ex2-q.mp3} +PROMPT: Have you been eating lunch at the snack bar?\n— No, mess hall. {bk11-l1d-f6-ex2-q.mp3} RESPONSE: No, I've been eating lunch at the mess hall. {bk11-l1d-f6-ex2-a.mp3} -TEMPLATE: (yes, 3 months) -PROMPT: Have you been studying English? {bk11-l1d-f6-01-q.mp3} +PROMPT: Have you been studying English?\n— Yes, 3 months. {bk11-l1d-f6-01-q.mp3} RESPONSE: Yes, I've been studying English for 3 months. {bk11-l1d-f6-01-a.mp3} -TEMPLATE: (no, a movie) -PROMPT: Has your roommate been watching the news? {bk11-l1d-f6-02-q.mp3} +PROMPT: Has your roommate been watching the news?\n— No, a movie. {bk11-l1d-f6-02-q.mp3} RESPONSE: No, he's been watching a movie. {bk11-l1d-f6-02-a.mp3} -TEMPLATE: (yes, since he was 15) -PROMPT: Has Lieutenant Hall been flying long? {bk11-l1d-f6-03-q.mp3} +PROMPT: Has Lieutenant Hall been flying long?\n— Yes, since he was 15. {bk11-l1d-f6-03-q.mp3} RESPONSE: Yes, he's been flying since he was 15. {bk11-l1d-f6-03-a.mp3} -TEMPLATE: (no, a house) -PROMPT: Has Captain White been renting an apartment? {bk11-l1d-f6-04-q.mp3} +PROMPT: Has Captain White been renting an apartment?\n— No, a house. {bk11-l1d-f6-04-q.mp3} RESPONSE: No, he's been renting a house. {bk11-l1d-f6-04-a.mp3} -TEMPLATE: (yes, 6 months) -PROMPT: Have the other officers been living on base? {bk11-l1d-f6-05-q.mp3} +PROMPT: Have the other officers been living on base?\n— Yes, 6 months. {bk11-l1d-f6-05-q.mp3} RESPONSE: Yes, they've been living on base for 6 months. {bk11-l1d-f6-05-a.mp3} -TEMPLATE: (yes, 17 minutes) -PROMPT: Have the students been listening to the tape? {bk11-l1d-f6-06-q.mp3} +PROMPT: Have the students been listening to the tape?\n— Yes, 17 minutes. {bk11-l1d-f6-06-q.mp3} RESPONSE: Yes, they've been listening to the tape for 17 minutes. {bk11-l1d-f6-06-a.mp3} # Source: ST §I've Been Shopping All Morning -$PRODUCE Answer About Everyday Life -ID: l1-s23 +$PRODUCE I've Been Shopping All Morning +ID: l1-s27 +INTRO: Answer each question aloud in a full sentence, using the words in parentheses. Then check the model. +INSTRUCTION: Answer each question aloud in a full sentence using the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT -INTRO: More practice, this time reading the questions. Answer each one in a complete sentence with the cue in parentheses, then check the model. -INSTRUCTION: Answer in a complete sentence, using the cue. EXAMPLE -PROMPT: Where have you been eating this week? -TEMPLATE: (cafeteria) +PROMPT: Where have you been eating this week? (cafeteria) RESPONSE: I've been eating at the cafeteria. -PROMPT: Who has Tom been riding to school with? -TEMPLATE: (Carl) -RESPONSE: He has been riding to school with Carl. +PROMPT: Who has Tom been riding to school with? (Carl) +RESPONSE: Tom has been riding to school with Carl. -PROMPT: Where have you been working out? -TEMPLATE: (the base gym) +PROMPT: Where have you been working out? (the base gym) RESPONSE: I've been working out at the base gym. -PROMPT: When have you been going to the gym? -TEMPLATE: (before dinner) +PROMPT: When have you been going to the gym? (before dinner) RESPONSE: I've been going to the gym before dinner. -PROMPT: Whose textbook have you been borrowing? -TEMPLATE: (Gina's) +PROMPT: Whose textbook have you been borrowing? (Gina's) RESPONSE: I've been borrowing Gina's textbook. -PROMPT: How often have you been seeing the doctor? -TEMPLATE: (every week) +PROMPT: How often have you been seeing the doctor? (every week) RESPONSE: I've been seeing the doctor every week. -PROMPT: How long has Janet been studying? -TEMPLATE: (since 6:00) -RESPONSE: She's been studying since 6:00. +PROMPT: How long has Janet been studying? (since 6:00) +RESPONSE: Janet has been studying since 6:00. -PROMPT: Which lesson has the class been reviewing? -TEMPLATE: (Lesson 4) +PROMPT: Which lesson has the class been reviewing? (Lesson 4) RESPONSE: The class has been reviewing Lesson 4. -PROMPT: How long has Uncle Fred been sitting in the back yard? -TEMPLATE: (two and a half hours) -RESPONSE: He's been sitting in the back yard for two and a half hours. +PROMPT: How long has Uncle Fred been sitting in the back yard? (two and a half hours) +RESPONSE: Uncle Fred has been sitting in the back yard for two and a half hours. -PROMPT: Who's been waiting in the major's office since noon? -TEMPLATE: (Lt Richards) +PROMPT: Who's been waiting in the major's office since noon? (Lt Richards) RESPONSE: Lt Richards has been waiting in the major's office since noon. # Source: ST §Has He Been Studying All Night? -$PRODUCE Ask and Answer About the Pictures -ID: l1-s24 +$PRODUCE Has He Been Studying All Night? +ID: l1-s28 +INTRO: Look at each picture, then ask and answer a question with the cue. Careful — the picture doesn't always agree with the cue, and the answer should tell the truth. +INSTRUCTION: Ask and answer questions about each picture using the present perfect progressive tense. INPUT: speak CHECK: llm -INTRO: Last workout for this tense. Look at the picture and the cue, ask a "has he been" or "have they been" question with the cue — then answer it truthfully from the picture. Careful: the picture doesn't always agree with the question. -INSTRUCTION: Ask a question with the cue, then answer from the picture. -RUBRIC: Treat the model as the key. Require (1) a correctly formed present perfect progressive question built from the cue and (2) an answer matching the model's facts — same yes/no and same activity. Wording may vary; a wrong tense fails. +SHOW_PROMPT +RUBRIC: Treat the model answer as the factual key. Accept any question-and-answer pair in the present perfect progressive expressing the same facts; when the cue doesn't match the picture, the answer must correct it, as the model does. EXAMPLE -TEMPLATE: (read / since 6:30) {st-page_038_001.jpg} -RESPONSE: Has he been reading that book since 6:30? Yes, he's been reading it for an hour and a half. +PROMPT: read / since 6:30 {st-page_038_001.jpg|A boy sitting and reading a book with a clock on the wall showing 6:30} +RESPONSE: Has he been reading that book since 6:30?\n— Yes, he's been reading it for an hour and a half. -EXAMPLE -TEMPLATE: (work on / all day) {st-page_038_002.jpg} -RESPONSE: Has he been working on his bicycle all day? No, he's been working on his car all day. +PROMPT: play / all afternoon {st-page_038_003.jpg|Three children playing with a basketball outdoors under a bright sun} +RESPONSE: Have they been playing basketball all afternoon?\n— Yes, they've been playing basketball all afternoon. -TEMPLATE: (play / all afternoon) {st-page_038_003.jpg} -RESPONSE: Have they been playing all afternoon? Yes, they've been playing all afternoon. +PROMPT: study / 45 minutes {st-page_038_004.jpg|A swimmer swimming freestyle in the water with splash waves} +RESPONSE: Has he been studying for 45 minutes?\n— No, he's been swimming for 45 minutes. -TEMPLATE: (study / 45 minutes) {st-page_038_004.jpg} -RESPONSE: Has he been studying for 45 minutes? No, he's been swimming for 45 minutes. +PROMPT: sleep / since 2:00 {st-page_039_001.jpg|An older man sleeping in an armchair with an open newspaper on his lap, a wall clock shows 2:00} +RESPONSE: Has he been sleeping since 2:00?\n— Yes, he's been sleeping since 2:00. -TEMPLATE: (sleep / since 2:00) {st-page_039_001.jpg} -RESPONSE: Has he been sleeping since 2:00? Yes, he's been sleeping since 2:00. +PROMPT: do homework / all afternoon {st-page_039_002.jpg|Two young men watching television together} +RESPONSE: Have they been doing homework all afternoon?\n— No, they've been watching television all afternoon. -TEMPLATE: (do homework / all afternoon) {st-page_039_002.jpg} -RESPONSE: Have they been doing homework all afternoon? No, they've been watching TV all afternoon. +PROMPT: dance / all evening {st-page_039_003.jpg|Several couples dancing at a party with hanging decorations} +RESPONSE: Have they been dancing all evening?\n— Yes, they've been dancing all evening. -TEMPLATE: (dance / all evening) {st-page_039_003.jpg} -RESPONSE: Have they been dancing all evening? Yes, they've been dancing all evening. +PROMPT: work out / for several years {st-page_039_004.jpg|A muscular man lifting a heavy barbell} +RESPONSE: Has he been working out for several years?\n— Yes, he's been working out for several years. -TEMPLATE: (work out / for several years) {st-page_039_004.jpg} -RESPONSE: Has he been working out for several years? Yes, he's been working out for several years. +PROMPT: march / all morning {st-page_039_005.jpg|Five young men in shorts marching with arms raised} +RESPONSE: Have they been marching all morning?\n— Yes, they've been marching all morning. -TEMPLATE: (march / all morning) {st-page_039_005.jpg} -RESPONSE: Have they been marching all morning? Yes, they've been marching all morning. +PROMPT: talk on the phone / an hour {st-page_039_006.jpg|A man lying comfortably on the ground next to a radio playing music} +RESPONSE: Has he been talking on the phone for an hour?\n— No, he's been listening to the radio for an hour. -TEMPLATE: (talk on the phone / an hour) {st-page_039_006.jpg} -RESPONSE: Has he been talking on the phone for an hour? No, he's been listening to the radio for an hour. +PROMPT: snow / since midnight {st-page_040_001.jpg|A view through a window showing snow falling outside on bare trees} +RESPONSE: Has it been snowing since midnight?\n— Yes, it's been snowing since midnight. -TEMPLATE: (snow / since midnight) {st-page_040_001.jpg} -RESPONSE: Has it been snowing since midnight? Yes, it's been snowing since midnight. - -TEMPLATE: (wait / for a long time) {st-page_040_002.jpg} -RESPONSE: Has he been waiting for a long time? Yes, he's been waiting for a long time. - -$SESSION 1-7: Skills Workout — Stress, Meanings, Dictation - -# Source: LLA 1D Figure 3 -$SELECT Syllable Stress -ID: 1d-f3 -INTRO: A final workout for your ears and fingers to close the lesson. Every English word has one syllable that gets the punch — listen to each word from this lesson and tap the number of the stressed syllable. -INSTRUCTION: Tap the number of the stressed syllable. -OPTION: 1 | 1st syllable -OPTION: 2 | 2nd syllable -OPTION: 3 | 3rd syllable -OPTION: 4 | 4th syllable -OPTION: 5 | 5th syllable - -EXAMPLE -PROMPT: checkup {bk11-l1d-f3-ex.mp3} -ANSWER: 1 - -PROMPT: inches {bk11-l1d-f3-01.mp3} -ANSWER: 1 - -PROMPT: sometime {bk11-l1d-f3-02.mp3} -ANSWER: 1 - -PROMPT: patient {bk11-l1d-f3-03.mp3} -ANSWER: 1 - -PROMPT: connect {bk11-l1d-f3-04.mp3} -ANSWER: 2 - -PROMPT: exam {bk11-l1d-f3-05.mp3} -ANSWER: 2 - -PROMPT: regular {bk11-l1d-f3-06.mp3} -ANSWER: 1 - -PROMPT: any more {bk11-l1d-f3-07.mp3} -ANSWER: 3 - -PROMPT: annual {bk11-l1d-f3-08.mp3} -ANSWER: 1 - -PROMPT: physical {bk11-l1d-f3-09.mp3} -ANSWER: 1 - -PROMPT: vertical {bk11-l1d-f3-10.mp3} -ANSWER: 1 - -PROMPT: emergency {bk11-l1d-f3-11.mp3} -ANSWER: 2 - -PROMPT: horizontal {bk11-l1d-f3-12.mp3} -ANSWER: 3 - -PROMPT: examination {bk11-l1d-f3-13.mp3} -ANSWER: 4 - -PROMPT: perpendicular {bk11-l1d-f3-14.mp3} -ANSWER: 3 - -# Source: ST §What Does the Word Mean? -$PRODUCE What Does the Word Mean? -ID: l1-s14 -INPUT: type -CHECK: exact -INTRO: Sometimes the sentence around a new word tells you what it means — and the more context you get, the surer you can be. Read each sentence, then type "may be", "is not", or "is" in each blank to show what the underlined word could mean. -INSTRUCTION: Type "may be", "is not", or "is" for each blank. - -EXAMPLE -TEMPLATE: a. Stop at the *intersection*. -TEMPLATE: An intersection ____{may be} a street corner. -TEMPLATE: ____{may be} a kind of gate. -TEMPLATE: ____{may be} a store. -RESPONSE: An intersection may be a street corner. may be a kind of gate. may be a store. - -TEMPLATE: b. Stop at the *intersection* with the traffic light. -TEMPLATE: An intersection ____{may be} a street corner. -TEMPLATE: ____{may be} a kind of gate. -TEMPLATE: ____{is not} a store. -RESPONSE: An intersection may be a street corner. may be a kind of gate. is not a store. - -TEMPLATE: c. Stop at the traffic light at the *intersection* of Martin and Pine Streets. -TEMPLATE: An intersection ____{is} a street corner. -TEMPLATE: ____{is not} a kind of gate. -TEMPLATE: ____{is not} a store. -RESPONSE: An intersection is a street corner. is not a kind of gate. is not a store. - -TEMPLATE: 1. a. Marlene bought a *magenta* dress. -TEMPLATE: Magenta ____{may be} cheap. -TEMPLATE: ____{may be} long. -TEMPLATE: ____{may be} red. -RESPONSE: Magenta may be cheap. may be long. may be red. - -TEMPLATE: b. Marlene bought an expensive *magenta* dress. -TEMPLATE: Magenta ____{is not} cheap. -TEMPLATE: ____{may be} long. -TEMPLATE: ____{may be} red. -RESPONSE: Magenta is not cheap. may be long. may be red. - -TEMPLATE: c. Because she likes the color, Marlene bought an expensive *magenta* dress with a short skirt. -TEMPLATE: Magenta ____{is not} cheap. -TEMPLATE: ____{is not} long. -TEMPLATE: ____{is} red. -RESPONSE: Magenta is not cheap. is not long. is red. - -TEMPLATE: 2. a. I received a *publication* today. -TEMPLATE: A publication ____{may be} a call. -TEMPLATE: ____{may be} a magazine. -TEMPLATE: ____{may be} a package. -RESPONSE: A publication may be a call. may be a magazine. may be a package. - -TEMPLATE: b. I received a *publication* in the mail today. -TEMPLATE: A publication ____{is not} a call. -TEMPLATE: ____{may be} a magazine. -TEMPLATE: ____{may be} a package. -RESPONSE: A publication is not a call. may be a magazine. may be a package. - -TEMPLATE: c. I received a *publication* in the mail today. There are some very interesting articles in it. -TEMPLATE: A publication ____{is not} a call. -TEMPLATE: ____{is} a magazine. -TEMPLATE: ____{is not} a package. -RESPONSE: A publication is not a call. is a magazine. is not a package. - -TEMPLATE: 3. a. We went to the *beach* last weekend. -TEMPLATE: The beach ____{may be} land at the edge of water. -TEMPLATE: ____{may be} a mountain with snow. -TEMPLATE: ____{may be} a large lake. -RESPONSE: The beach may be land at the edge of water. may be a mountain with snow. may be a large lake. - -TEMPLATE: b. We went to the *beach* and went swimming last weekend. -TEMPLATE: The beach ____{may be} land at the edge of water. -TEMPLATE: ____{is not} a mountain with snow. -TEMPLATE: ____{may be} a large lake. -RESPONSE: The beach may be land at the edge of water. is not a mountain with snow. may be a large lake. - -TEMPLATE: c. We went to the *beach* and went swimming in the ocean last weekend. -TEMPLATE: The beach ____{is} land at the edge of water. -TEMPLATE: ____{is not} a mountain with snow. -TEMPLATE: ____{is not} a large lake. -RESPONSE: The beach is land at the edge of water. is not a mountain with snow. is not a large lake. - -# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read. -# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — instructor-read paragraph dictation; the taped dictation below covers this skill. +PROMPT: wait / for a long time {st-page_040_002.jpg|A military officer sitting at a desk looking impatient next to some magazines} +RESPONSE: Has he been waiting for a long time?\n— Yes, he's been waiting for a long time. # Source: LLA 1D Figure 7 -$PRODUCE Dictation +$PRODUCE Listen and Write the Sentences ID: 1d-f7 +LONGFORM INPUT: type CHECK: exact NORMALIZE: strict -LONGFORM -INTRO: The very last task: dictation. Type exactly what you hear — capital letters, commas, question marks and all. Then go rest; you've earned it, and nobody here is running a temperature. -INSTRUCTION: Type the sentence you hear with correct punctuation. +INTRO: Last activity: listen to each sentence and type it exactly, capital letters and punctuation included. Then you're done — the doctor says you've earned some rest. +INSTRUCTION: Type each sentence with correct punctuation. PROMPT: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3} RESPONSE: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3} PROMPT: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3} RESPONSE: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3} +ACCEPT: Because they have five children, two dogs, and a cat. PROMPT: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3} RESPONSE: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3} +ACCEPT: They needed a house with rooms for all the children, and a large yard with a fence for their animals. | They needed a house with rooms for all of the children and a large yard with a fence for their animals. PROMPT: They're very happy in their new house. {bk11-l1d-f7-04.mp3} RESPONSE: They're very happy in their new house. {bk11-l1d-f7-04.mp3} + +# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" (ST p. 39) — instructor-read listening passage with no printed text. +# SKIPPED (book): Writing Skill "LISTEN AND WRITE." 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pronouns (someone, anyone, no one), the linking verbs "become" and "get", adjective clauses with "who", "which", and "that", plus listening and reading for main ideas. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Friendly narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Carl | charon | Male student driver -VOICE: Mr_Ford | schedar | Male driving instructor +VOICE: Ford | charon | Male driving instructor +VOICE: Carl | achird | Young male student driver VOICE: Lynn | aoede | Female speaker -VOICE: Instructor | schedar | Male driving instructor -VOICE: Waiter | schedar | Male speaker -VOICE: Martin | charon | Male speaker -VOICE: Martha | gacrux | Female speaker -VOICE: Morton | achird | Male speaker -VOICE: Marian | aoede | Female speaker -VOICE: James | charon | Male speaker -VOICE: Ralph | achird | Male speaker -VOICE: StudentA | achird | Male student -VOICE: StudentB | aoede | Female student +VOICE: Instructor | charon | Male driving instructor +VOICE: Student | schedar | Male student +VOICE: Ellen | aoede | Friendly female speaker +VOICE: Becky | gacrux | Friendly female speaker VOICE: Kathy | aoede | Female speaker VOICE: Kevin | charon | Male speaker -VOICE: Sally | achernar | Female speaker -VOICE: Steve | iapetus | Male speaker +VOICE: Sally | gacrux | Female speaker +VOICE: Steve | schedar | Male speaker VOICE: Maria | sulafat | Female speaker VOICE: David | achird | Male speaker VOICE: Janet | leda | Female speaker -VOICE: Jason | orus | Male speaker -VOICE: Alice | gacrux | Female speaker -VOICE: Larry | schedar | Male speaker +VOICE: Jason | iapetus | Male speaker +VOICE: Alice | achernar | Female speaker +VOICE: Larry | orus | Male speaker VOICE: Jan | aoede | Female speaker -VOICE: Bob | iapetus | Male speaker -VOICE: Tom | charon | Male speaker +VOICE: Bob | charon | Male speaker +VOICE: Tom | achird | Male speaker VOICE: Ann | gacrux | Female speaker -VOICE: Keith | schedar | Male speaker -VOICE: Frank | achird | Male speaker -VOICE: Man | achird | Male speaker -VOICE: Woman | gacrux | Female speaker -VOICE: Narrator | achird | speaker (auto) +VOICE: Keith | iapetus | Male speaker +VOICE: Frank | schedar | Male speaker +VOICE: Anne | aoede | Female speaker +VOICE: Roommate | gacrux | Female speaker +VOICE: Carol | leda | Female speaker +VOICE: Sam | schedar | Male speaker +VOICE: Greg | achird | Male speaker +VOICE: Alan | charon | Male speaker +VOICE: Waiter | orus | Male waiter +VOICE: Martin | iapetus | Male speaker +VOICE: Martha | gacrux | Female speaker +VOICE: Morton | achird | Male speaker +VOICE: Marian | sulafat | Female speaker +VOICE: James | charon | Male speaker +VOICE: Ralph | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$SESSION 2-1: Carl Learns to Drive +$SESSION 2-1: Learning to Drive # Source: LLA 2A Figure 1 -$DIALOGUE Carl's Driving Lesson {page_036_001.jpg} -ID: 11-2a-f1 -INTRO: In this lesson you'll learn to talk about driving — speed, signs, signals, and how to stay out of trouble on the road. First, meet Carl, a student driver having a very hard morning downtown. Just listen and read along. -INSTRUCTION: Listen and read along. +$DIALOGUE Carl's Driving Lesson {page_036_001.jpg|A busy city street scene showing a car with a "STUDENT DRIVER" sign on the roof stuck in heavy traffic near traffic lights, pedestrian signals ("WALK", "DONT WALK"), a "ONE WAY" sign, and a "DETOUR" construction sign. Inside the student driver car are two people.} +ID: 2a-f1 +INTRO: In this lesson you'll learn to talk about driving — speed, lanes, signs, and keeping calm behind the wheel. First, meet Carl, a student driver having a difficult morning downtown. Just listen. +INSTRUCTION: Listen to the story. -LINE: Carl is a student driver. {bk11-l2a-f1-01.mp3} VOCAB: instructor -LINE: Mr. Ford is his instructor. {bk11-l2a-f1-02.mp3} -LINE: Yesterday, Carl practiced driving on roads without much traffic. {bk11-l2a-f1-03.mp3} +LINE: Carl is a student driver. Mr. Ford is his instructor. {bk11-l2a-f1-01.mp3} + VOCAB: relaxed -LINE: He was relaxed and enjoyed his lesson. {bk11-l2a-f1-04.mp3} -LINE: Today is different. {bk11-l2a-f1-05.mp3} -LINE: He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-06.mp3} +LINE: Yesterday, Carl practiced driving on roads without much traffic. He was relaxed and enjoyed his lesson. {bk11-l2a-f1-02.mp3} + +LINE: Today is different. He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-03.mp3} + VOCAB: nervous -LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-07.mp3} -LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-08.mp3} -LINE: The streets downtown are narrow and crowded. {bk11-l2a-f1-09.mp3} +LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-04.mp3} + +LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-05.mp3} + VOCAB: to confuse -LINE: They confuse Carl because they all look alike to him. {bk11-l2a-f1-10.mp3} +LINE: The streets downtown are narrow and crowded. They confuse Carl because they all look alike to him. {bk11-l2a-f1-06.mp3} + VOCAB: to fail VOCAB: lost -LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-11.mp3} -VOCAB: way -LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-12.mp3} -LINE: Carl is making a lot of mistakes. {bk11-l2a-f1-13.mp3} -LINE: Mr. Ford is nervous too. {bk11-l2a-f1-14.mp3} -LINE: He'll tell Carl how to get out of downtown. {bk11-l2a-f1-15.mp3} -VOCAB: to follow -LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-16.mp3} +LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-07.mp3} -# Source: LLA 2A Figure 1 +VOCAB: way +LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-08.mp3} + +LINE: Carl is making a lot of mistakes. Mr. Ford is nervous too. {bk11-l2a-f1-09.mp3} + +VOCAB: to follow +LINE: He'll tell Carl how to get out of downtown. Carl will be happy to follow his instructions. {bk11-l2a-f1-10.mp3} + + +# Source: LLA 2A Figure 1 (questions) $PRODUCE Questions About Carl's Lesson -ID: 11-2a-f1-b -REFERENCE -INTRO: Now answer questions about Carl's bad morning. Answer aloud in a full sentence — open the story if you need it — then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +ID: 2a-f1-qa +REFERENCE: 2a-f1 +INTRO: Now answer questions about Carl's bad morning. Answer each one aloud, then repeat the model answer. Open the story again if you need it. +INSTRUCTION: Answer aloud, then repeat the model answer. INPUT: speak CHECK: reveal REPEAT -PROMPT: What is the instructor's name? {bk11-l2a-f1-17-q.mp3} -RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-17-a.mp3} +PROMPT: What is the instructor's name? {bk11-l2a-f1-qa01-q.mp3} +RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-qa01-a.mp3} -PROMPT: What is he teaching Carl? {bk11-l2a-f1-18-q.mp3} -RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-18-a.mp3} +PROMPT: What is he teaching Carl? {bk11-l2a-f1-qa02-q.mp3} +RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-qa02-a.mp3} -PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-19-q.mp3} -RESPONSE: He felt relaxed. {bk11-l2a-f1-19-a.mp3} +PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-qa03-q.mp3} +RESPONSE: He felt relaxed. {bk11-l2a-f1-qa03-a.mp3} -PROMPT: How does he feel today? {bk11-l2a-f1-20-q.mp3} -RESPONSE: He feels nervous. {bk11-l2a-f1-20-a.mp3} +PROMPT: How does he feel today? {bk11-l2a-f1-qa04-q.mp3} +RESPONSE: He feels nervous. {bk11-l2a-f1-qa04-a.mp3} -PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-21-q.mp3} -RESPONSE: They confuse him. {bk11-l2a-f1-21-a.mp3} +PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-qa05-q.mp3} +RESPONSE: They confuse him. {bk11-l2a-f1-qa05-a.mp3} -PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-22-q.mp3} -RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-22-a.mp3} +PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-qa06-q.mp3} +RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-qa06-a.mp3} -PROMPT: Is Carl lost? {bk11-l2a-f1-23-q.mp3} -RESPONSE: Yes, he's lost. {bk11-l2a-f1-23-a.mp3} +PROMPT: Is Carl lost? {bk11-l2a-f1-qa07-q.mp3} +RESPONSE: Yes, he's lost. {bk11-l2a-f1-qa07-a.mp3} -PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-24-q.mp3} -RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-24-a.mp3} +PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-qa08-q.mp3} +RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-qa08-a.mp3} + +PROMPT: How will he get out of downtown? {bk11-l2a-f1-qa09-q.mp3} +RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-qa09-a.mp3} -PROMPT: How will he get out of downtown? {bk11-l2a-f1-25-q.mp3} -RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-25-a.mp3} # Source: LLA 2A Figure 2 -$SELECT Same Meaning, Different Words -ID: 11-2a-f2 -INTRO: You'll hear a sentence about Carl's lesson. Tap the choice that says the same thing — the words change, but the meaning shouldn't. +$SELECT Which Means the Same? +ID: 2a-f2 +INTRO: You'll hear a statement about Carl's story. Tap the sentence that means the same thing. INSTRUCTION: Tap the sentence with a similar meaning. -SHOW_PROMPT -PROMPT: Carl was lost. {bk11-l2a-f2-01-q.mp3} +PROMPT: Carl was lost. {bk11-l2a-f2-01.mp3} OPTION: a | He didn't know how to get out of downtown. OPTION: b | He didn't know what time it was. ANSWER: a -FEEDBACK: Carl didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3} +FEEDBACK: Carl didn't know how to get out of downtown. {bk11-l2a-f2-01-fb.mp3} -PROMPT: The other car failed to stop. {bk11-l2a-f2-02-q.mp3} +PROMPT: The other car failed to stop. {bk11-l2a-f2-02.mp3} OPTION: a | The other car didn't stop. OPTION: b | The other car stopped right away. ANSWER: a -FEEDBACK: The other car didn't stop. {bk11-l2a-f2-02-a.mp3} +FEEDBACK: The other car didn't stop. {bk11-l2a-f2-02-fb.mp3} -PROMPT: Carl went the wrong way. {bk11-l2a-f2-03-q.mp3} +PROMPT: Carl went the wrong way. {bk11-l2a-f2-03.mp3} OPTION: a | He went in the wrong direction. OPTION: b | He drove downtown at the wrong time. ANSWER: a -FEEDBACK: Carl went in the wrong direction. {bk11-l2a-f2-03-a.mp3} +FEEDBACK: Carl went in the wrong direction. {bk11-l2a-f2-03-fb.mp3} -PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04-q.mp3} +PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04.mp3} OPTION: a | He asked Mr. Ford for advice. OPTION: b | He obeyed Mr. Ford's advice. ANSWER: b -FEEDBACK: He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3} +FEEDBACK: He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-fb.mp3} -PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05-q.mp3} +PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05.mp3} OPTION: a | Mr. Ford is the driver. OPTION: b | Mr. Ford is the teacher. ANSWER: b -FEEDBACK: Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3} +FEEDBACK: Mr. Ford is the teacher. {bk11-l2a-f2-05-fb.mp3} -PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06-q.mp3} +PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06.mp3} OPTION: a | Carl is having a good time. OPTION: b | Carl thinks he'll do something wrong. ANSWER: b -FEEDBACK: Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3} +FEEDBACK: Carl thinks he'll do something wrong. {bk11-l2a-f2-06-fb.mp3} -PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07-q.mp3} +PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07.mp3} OPTION: a | He wasn't afraid yesterday. OPTION: b | He wasn't at fault yesterday. ANSWER: a -FEEDBACK: He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3} +FEEDBACK: He wasn't afraid yesterday. {bk11-l2a-f2-07-fb.mp3} -PROMPT: The streets confuse Carl. {bk11-l2a-f2-08-q.mp3} +PROMPT: The streets confuse Carl. {bk11-l2a-f2-08.mp3} OPTION: a | He knows that he's on the right street. OPTION: b | He's not sure that he's going the right way. ANSWER: b -FEEDBACK: He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3} +FEEDBACK: He's not sure that he's going the right way. {bk11-l2a-f2-08-fb.mp3} + # Source: LLA 2A Figure 3 -$DIALOGUE Check That Speed {page_038_001.jpg} -ID: 11-2a-f3 -INTRO: Carl is driving again, and Mr. Ford is watching the speedometer very closely. Listen to their conversation about speed limits and repeat each line. +$DIALOGUE Check That Speed {page_038_001.jpg|Illustration showing the view from inside a driving school car looking out the back window at another car behind it on a road, with labels for LEFT LANE, RIGHT LANE, STEERING WHEEL, TURN SIGNAL, and a STUDENT DRIVER sign on top of the car} +ID: 2a-f3 +INTRO: Carl has found the gas pedal — maybe a little too well. Listen to him and Mr. Ford talk about speed limits, and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: speed -Mr_Ford: Check that speed, Carl. {bk11-l2a-f3-01.mp3} -LINE: How fast are you going? {bk11-l2a-f3-02.mp3} - +Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-01.mp3} VOCAB: miles an hour -Carl: Forty miles an hour. {bk11-l2a-f3-03.mp3} +Carl: Forty miles an hour. {bk11-l2a-f3-02.mp3} VOCAB: speeding -Mr_Ford: Then you're speeding. {bk11-l2a-f3-04.mp3} VOCAB: to slow down -LINE: Slow down a little. {bk11-l2a-f3-05.mp3} - +Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-03.mp3} VOCAB: speed limit -Carl: I thought forty was the speed limit here. {bk11-l2a-f3-06.mp3} +Carl: I thought forty was the speed limit here. {bk11-l2a-f3-04.mp3} VOCAB: sign -Mr_Ford: No, the sign back there said thirty. {bk11-l2a-f3-07.mp3} - +Ford: No, the sign back there said thirty. {bk11-l2a-f3-05.mp3} VOCAB: ahead -Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-08.mp3} +Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-06.mp3} VOCAB: miles per hour -Mr_Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-09.mp3} - +Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-07.mp3} VOCAB: to speed up -Carl: Good. Now I can speed up! {bk11-l2a-f3-10.mp3} +Carl: Good. Now I can speed up! {bk11-l2a-f3-08.mp3} -# Source: LLA 2A Figure 3 -$PRODUCE Questions About Speeding -ID: 11-2a-f3-b -REFERENCE -INTRO: Answer the questions about Carl and the speed limit aloud, then repeat the correct answer. Open the dialog if you need it. -INSTRUCTION: Answer aloud with a full sentence. + +# Source: LLA 2A Figure 3 (questions) +$PRODUCE Questions About Speed +ID: 2a-f3-qa +REFERENCE: 2a-f3 +INTRO: Answer questions about Carl and the speed limit. Answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat the model answer. INPUT: speak CHECK: reveal REPEAT -PROMPT: How fast is Carl driving? {bk11-l2a-f3-11-q.mp3} -RESPONSE: He's driving at a speed of forty miles an hour. {bk11-l2a-f3-11-a.mp3} +PROMPT: How fast is Carl driving? {bk11-l2a-f3-qa01-q.mp3} +RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-qa01-a.mp3} -PROMPT: Is the speed limit thirty miles an hour? {bk11-l2a-f3-12-q.mp3} -RESPONSE: Yes, the speed limit is thirty miles an hour. {bk11-l2a-f3-12-a.mp3} +PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-qa02-q.mp3} +RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-qa02-a.mp3} -PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-13-q.mp3} -RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-13-a.mp3} +PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-qa03-q.mp3} +RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-qa03-a.mp3} -PROMPT: What is he doing? {bk11-l2a-f3-14-q.mp3} -RESPONSE: He's speeding. {bk11-l2a-f3-14-a.mp3} +PROMPT: What is he doing? {bk11-l2a-f3-qa04-q.mp3} +RESPONSE: He's speeding. {bk11-l2a-f3-qa04-a.mp3} -PROMPT: What should he do? {bk11-l2a-f3-15-q.mp3} -RESPONSE: He should slow down. {bk11-l2a-f3-15-a.mp3} +PROMPT: What should he do? {bk11-l2a-f3-qa05-q.mp3} +RESPONSE: He should slow down. {bk11-l2a-f3-qa05-a.mp3} -PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-16-q.mp3} -RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-16-a.mp3} +PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-qa06-q.mp3} +RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-qa06-a.mp3} + +PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-qa07-q.mp3} +RESPONSE: It's ahead of him. {bk11-l2a-f3-qa07-a.mp3} -PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-17-q.mp3} -RESPONSE: It's ahead of him. {bk11-l2a-f3-17-a.mp3} # Source: LLA 2A Figure 4 -$DIALOGUE Passing Another Car -ID: 11-2a-f4 -INTRO: The car ahead is crawling along, and Carl wants past it. Listen to how Mr. Ford talks him through passing safely, and repeat each line. +$DIALOGUE Changing Lanes +ID: 2a-f4 +INTRO: Now Carl wants to pass a slow car — carefully, one hopes. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: ahead of -Carl: The car ahead of us is going very slow. {bk11-l2a-f4-01.mp3} - +Carl: The car ahead of us is going very slowly. {bk11-l2a-f4-01.mp3} VOCAB: cautious -Mr_Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3} +Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3} Carl: May I go around him? {bk11-l2a-f4-03.mp3} - VOCAB: lane -Mr_Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3} +Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3} VOCAB: to pass Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3} - VOCAB: turn signal -Mr_Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3} +Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3} -VOCAB: turn Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3} - VOCAB: cautiously -Mr_Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3} +Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3} VOCAB: steering wheel Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3} - VOCAB: mind -Mr_Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3} +Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3} -# Source: LLA 2A Figure 4 -$PRODUCE Questions About Passing -ID: 11-2a-f4-b -REFERENCE -INTRO: Answer the questions about passing the other car aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. + +# Source: LLA 2A Figure 4 (questions) +$PRODUCE Questions About Passing and Lanes +ID: 2a-f4-qa +REFERENCE: 2a-f4 +INTRO: Answer questions about passing and lane safety. Answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat the model answer. INPUT: speak CHECK: reveal REPEAT -PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-11-q.mp3} -RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-11-a.mp3} +PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-qa01-q.mp3} +RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-qa01-a.mp3} -PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-12-q.mp3} -RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-12-a.mp3} +PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-qa02-q.mp3} +RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-qa02-a.mp3} -PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-13-q.mp3} -RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-13-a.mp3} +PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-qa03-q.mp3} +RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-qa03-a.mp3} -PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-14-q.mp3} -RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-14-a.mp3} +PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-qa04-q.mp3} +RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-qa04-a.mp3} -PROMPT: What is he doing? {bk11-l2a-f4-15-q.mp3} -RESPONSE: He's changing lanes. {bk11-l2a-f4-15-a.mp3} +PROMPT: What is he doing? {bk11-l2a-f4-qa05-q.mp3} +RESPONSE: He's changing lanes. {bk11-l2a-f4-qa05-a.mp3} -PROMPT: How should drivers change lanes? {bk11-l2a-f4-16-q.mp3} -RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-16-a.mp3} +PROMPT: How should drivers change lanes? {bk11-l2a-f4-qa06-q.mp3} +RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-qa06-a.mp3} -PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-17-q.mp3} -RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-17-a.mp3} +PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-qa07-q.mp3} +RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-qa07-a.mp3} + +PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-qa08-q.mp3} +RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-qa08-a.mp3} -PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-18-q.mp3} -RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-18-a.mp3} # Source: ST §You Need Driving Lessons! $DIALOGUE You Need Driving Lessons! ID: l2-s4 -INTRO: Carl isn't the only nervous driver in town. Lynn can't relax behind the wheel either, so Carl has a suggestion for her. Listen and read along. -INSTRUCTION: Listen and read along. +INTRO: Carl isn't the only nervous driver in town. Listen to Lynn, her friend Carl, and her driving instructor, and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg} +Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg|Lynn talking to Carl, with thought bubbles above them: one shows Lynn terrified while gripping the steering wheel, and another shows a male driving instructor teaching a calm Lynn how to drive} Carl: Maybe you should take driving lessons from a good instructor. Lynn: Yes, maybe I should. -Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg} +Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg|A car with a sign on top reading CAUTION STUDENT DRIVER driving on a curved road towards a sharp right turn sign} Lynn: What's a good speed for a turn? Instructor: Ten miles per hour is usually best. VOCAB: to become -Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg} +Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg|Lynn talking to Carl, with a thought bubble above Lynn showing her happily driving a car while relaxed} Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving. Carl: I'm glad the instructor was able to help you. -# Source: ST §You Need Driving Lessons! (questions) + +# Source: ST §Questions: You Need Driving Lessons! $PRODUCE Questions About Lynn's Lessons ID: l2-s5 -REFERENCE -INTRO: Answer the questions about Lynn's driving lessons aloud, in a full sentence. Open the dialog if you need it. -INSTRUCTION: Answer aloud with a full sentence. +REFERENCE: l2-s4 +INTRO: Answer a few questions about Lynn and her driving lessons, aloud and in full sentences. Open the dialog again if you need it. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. PROMPT: How does Lynn feel when she is behind the steering wheel? RESPONSE: She gets nervous. PROMPT: What did Carl think she should do? -RESPONSE: He thought she should take driving lessons. +RESPONSE: He thought she should take driving lessons from a good instructor. PROMPT: What did the instructor tell Lynn to do? -RESPONSE: He told her to turn cautiously. +RESPONSE: He told her to slow down and turn cautiously. PROMPT: What speed did he say was best for a turn? RESPONSE: He said ten miles per hour is usually best. @@ -350,411 +355,23 @@ RESPONSE: He said ten miles per hour is usually best. PROMPT: Did Lynn become less nervous after her lessons? RESPONSE: Yes, she became less nervous. -$SESSION 2-2: Signs and Signals - -# Source: LLA 2B Figure 1 -$DIALOGUE Traffic Words {page_040_001.jpg} -ID: 2b-f1 -INTRO: In this part you'll learn the language of streets — signals, signs, intersections, and the people crossing them on foot. Look at the street scene, listen to each new word in a sentence, and repeat it. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT - -VOCAB: caution -LINE: Be careful. Use caution. {bk11-l2b-f1-01.mp3} - -VOCAB: to flash -LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3} - -VOCAB: intersection -LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3} - -VOCAB: pedestrian -LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3} - -LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3} - -VOCAB: signal -LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3} - -# Source: ST §Streets and Highways, Signs and Signals -$DIALOGUE Streets, Lanes, and Signs -ID: l2-s1 -INTRO: Now a closer look at what's painted on the road and posted beside it. Listen to each rule and read along with the pictures. -INSTRUCTION: Listen and read along. - -LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg} -LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg} - -VOCAB: to mean -LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg} -LINE: When you see a yellow light, use caution. {st-page_044_002.jpg} -LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg} - -LINE: A sign gives information or directions. {st-page_044_003.jpg} -LINE: Many signs tell drivers that they can't do something. {st-page_044_003.jpg} -LINE: Other signs show them that they can. {st-page_044_003.jpg} -LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg} -LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg} - -LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg} -LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg} - -VOCAB: stop sign -LINE: A stop sign means that you must make a complete stop. {st-page_045_002.jpg} -LINE: Don't just slow down. {st-page_045_002.jpg} - -VOCAB: to signal -LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg} -LINE: This man is signaling because he's going to turn left. {st-page_045_003.jpg} - -VOCAB: to yield -LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg} -VOCAB: right-of-way -LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg} - -# Source: ST §Too Many Signs and Signals -$DIALOGUE Too Many Signs and Signals -ID: l2-s2 -INTRO: Mark decided to try driving downtown this morning. Like Carl, he discovered that downtown has opinions about student drivers. Listen to what happened. -INSTRUCTION: Listen and read along. - -LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg} -LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg} -VOCAB: in advance -LINE: He looked at a city street map in advance, but that didn't help him when he got downtown. {st-page_046_001.jpg} -LINE: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg} - -VOCAB: one-way -LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg} -VOCAB: two-way -LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg} -LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg} -LINE: Finally he realized that an emergency vehicle was following him. {st-page_046_002.jpg} -VOCAB: to pull over -LINE: He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg} - -VOCAB: railroad crossing -LINE: Then he came to a railroad crossing. {st-page_046_003.jpg} -LINE: The lights there were flashing, too. {st-page_046_003.jpg} -LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg} -LINE: He looked both ways, but he couldn't see it yet. {st-page_046_003.jpg} -LINE: He crossed the tracks carefully. {st-page_046_003.jpg} -LINE: Then he decided to go home. {st-page_046_003.jpg} -LINE: He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg} -LINE: He'll try it again another day. {st-page_046_003.jpg} - -# Source: LLA 2B Figure 2 -$DIALOGUE At the Intersection -ID: 2b-f2 -INTRO: Why do intersections collect so many signs and signals? Listen to this short reading and find out. -INSTRUCTION: Listen to the paragraphs. - -LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3} -LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3} -LINE: Traffic signals use lights to give instructions. {bk11-l2b-f2-03.mp3} -LINE: Traffic lights tell drivers, bicycle riders, and pedestrians to stop, to go, or to use caution. {bk11-l2b-f2-04.mp3} -LINE: Traffic signs use words and pictures to give instructions or information. {bk11-l2b-f2-05.mp3} -LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3} -LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3} - -# Source: LLA 2B Figure 2 -$PRODUCE Questions About Intersections -ID: 2b-f2-b -REFERENCE -INTRO: Now answer questions about the reading. Answer aloud with a full sentence — open the reading if you need it — then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Where do cars and people come together? {bk11-l2b-f2-08-q.mp3} -RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3} - -PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3} -RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3} - -PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3} -RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3} - -PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3} -RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3} - -PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3} -RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3} - -PROMPT: What do traffic signs have on them? {bk11-l2b-f2-13-q.mp3} -RESPONSE: Traffic signs have words and pictures on them. {bk11-l2b-f2-13-a.mp3} - -PROMPT: What do traffic signs give? {bk11-l2b-f2-14-q.mp3} -RESPONSE: They give instructions and information. {bk11-l2b-f2-14-a.mp3} - -PROMPT: What do cautious drivers look for? {bk11-l2b-f2-15-q.mp3} -RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3} - -PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3} -RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3} - -# Source: LLA 2B Figure 3 -$DIALOGUE Kinds of Signals -ID: 2b-f3 -INTRO: Signals aren't only traffic lights — drivers talk with their hands and their car lights too. Look at each picture and listen to what the signal means. -INSTRUCTION: Listen to the descriptions. - -LINE: Traffic signals tell drivers to move or to stop. {page_042_001.jpg} {bk11-l2b-f3-01.mp3} -LINE: A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-02.mp3} -LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg} {bk11-l2b-f3-03.mp3} -LINE: There are signals only for pedestrians. {page_042_003.jpg} {bk11-l2b-f3-04.mp3} -LINE: When the signal says "walk" or shows the picture of a man, look both ways and then cross the street quickly. {page_042_003.jpg} {bk11-l2b-f3-05.mp3} -LINE: When it says "don't walk" or shows the picture of a hand, wait on the corner until the light changes. {page_042_003.jpg} {bk11-l2b-f3-06.mp3} -LINE: Sometimes drivers use hand signals. {page_042_004.jpg} {bk11-l2b-f3-07.mp3} -LINE: This signal tells other drivers that this car is going to slow down or stop. {page_042_004.jpg} {bk11-l2b-f3-08.mp3} -LINE: This is the hand signal for a left turn. {page_042_005.jpg} {bk11-l2b-f3-09.mp3} -LINE: This driver is going to turn right. {page_042_006.jpg} {bk11-l2b-f3-10.mp3} -LINE: Some of the lights on the front and back of a car are also signals. {page_042_007.jpg} {bk11-l2b-f3-11.mp3} -LINE: When the yellow lights on the front and back of a car are flashing, its driver wants to turn or change lanes. {page_042_007.jpg} {bk11-l2b-f3-12.mp3} -LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-13.mp3} - -# Source: LLA 2B Figure 3 (matching pass, split 1 of 2 — light signals) -$SELECT Match the Signal: Lights -ID: 2b-f3-b -INTRO: Now show what you remember about the light signals. Listen to each question, tap the correct picture, then repeat the answer. -INSTRUCTION: Tap the correct picture. -REPEAT - -OPTION: 1 | traffic light {page_042_001.jpg} -OPTION: 2 | directional arrows {page_042_002.jpg} -OPTION: 3 | pedestrian signals {page_042_003.jpg} -OPTION: 7 | turn signals {page_042_007.jpg} -OPTION: 8 | brake lights {page_042_008.jpg} - -PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-14-q.mp3} -ANSWER: 1 -FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-14-a.mp3} - -PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-16-q.mp3} -ANSWER: 7 -FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-16-a.mp3} - -PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-17-q.mp3} -ANSWER: 3 -FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-17-a.mp3} - -PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-19-q.mp3} -ANSWER: 2 -FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-19-a.mp3} - -PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-21-q.mp3} -ANSWER: 8 -FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-21-a.mp3} - -# Source: LLA 2B Figure 3 (matching pass, split 2 of 2 — hand signals) -$SELECT Match the Signal: Hand Signals -ID: 2b-f3-c -INTRO: And now the hand signals — the ones drivers use when their lights won't do the talking. Listen, tap the correct picture, then repeat the answer. -INSTRUCTION: Tap the correct picture. -REPEAT - -OPTION: 4 | slow down hand signal {page_042_004.jpg} -OPTION: 5 | left turn hand signal {page_042_005.jpg} -OPTION: 6 | right turn hand signal {page_042_006.jpg} - -PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-15-q.mp3} -ANSWER: 6 -FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-15-a.mp3} - -PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-18-q.mp3} -ANSWER: 5 -FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-18-a.mp3} - -PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-20-q.mp3} -ANSWER: 4 -FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-20-a.mp3} - -# Source: LLA 2B Figure 4 -$DIALOGUE Five Traffic Signs -ID: 2b-f4 -INTRO: Five signs every driver has to know on sight. Look at each one, listen, and repeat what it tells you to do. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT - -LINE: Stop at the stop sign and look both ways. {page_043_001.jpg} {bk11-l2b-f4-01-a.mp3} -LINE: Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01-b.mp3} - -LINE: Yield the right of way to the other driver. {page_043_002.jpg} {bk11-l2b-f4-02-a.mp3} -LINE: He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02-b.mp3} - -LINE: This is a one-way street. {page_043_003.jpg} {bk11-l2b-f4-03-a.mp3} -LINE: Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03-b.mp3} - -LINE: This is a two-way street. {page_043_004.jpg} {bk11-l2b-f4-04-a.mp3} -LINE: Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04-b.mp3} - -VOCAB: to cross -LINE: A railroad crosses the highway here. {page_043_005.jpg} {bk11-l2b-f4-05-a.mp3} -LINE: A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05-b.mp3} - -# Source: LLA 2B Figure 5 -$SELECT Which Sign Matches the Rule? -ID: 2b-f5 -INTRO: You'll hear a traffic rule. Tap the sign that gives that rule — no peeking at your neighbor's answer; there is no neighbor. -INSTRUCTION: Tap the correct sign. - -OPTION: a | Yield {page_044_001.jpg} -OPTION: b | Railroad crossing {page_044_002.jpg} -OPTION: c | Two-way {page_044_003.jpg} -OPTION: d | One way {page_044_004.jpg} -OPTION: e | Stop {page_044_005.jpg} - -PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3} -ANSWER: b - -PROMPT: All cars must travel in the same direction. {bk11-l2b-f5-02.mp3} -ANSWER: d - -PROMPT: You must let other drivers go ahead of you. {bk11-l2b-f5-03.mp3} -ANSWER: a - -PROMPT: Stop at the intersection. Don't go until it's safe. {bk11-l2b-f5-04.mp3} -ANSWER: e - -PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3} -ANSWER: c - -# Source: ST §Traffic Signs (Safe Driving section) -$DIALOGUE Reading the Signs -ID: l2-s26 -INTRO: Here are more signs from the road, with what each one tells you to do. Read each sign and its meaning. -INSTRUCTION: Listen and read along. - -LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg} -LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg} -LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg} -LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg} -LINE: Pedestrians may cross the street here. {st-page_071_001.jpg} -LINE: Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg} -LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg} -LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg} -LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. {st-page_071_004.jpg} -LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg} -LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg} -LINE: You are near a school. {st-page_072_001.jpg} -LINE: Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg} - -# Source: ST §What Kind of Street Is This? -$PRODUCE What Is This Called? -ID: l2-s3 -INTRO: Time to name things yourself. You'll see a picture and hear a question about it — answer aloud with the word you've learned. -INSTRUCTION: Answer the question about the picture. -INPUT: speak -CHECK: llm -RUBRIC: Accept any short or full sentence correctly identifying the traffic feature shown in the picture (intersection, stop sign, one-way street, speed limit, and so on). - -EXAMPLE -PROMPT: What is this called? {st-page_047_001.jpg} -RESPONSE: It's called an intersection. - -PROMPT: What is this? {st-page_047_002.jpg} -RESPONSE: It's a stop sign. - -PROMPT: What is this man doing? {st-page_047_003.jpg} -RESPONSE: He is signaling a turn. - -PROMPT: What are these lines for? {st-page_047_004.jpg} -RESPONSE: They mark the lanes. - -PROMPT: What sign is this? {st-page_047_005.jpg} -RESPONSE: It's a yield sign. - -PROMPT: What does this sign show? {st-page_047_006.jpg} -RESPONSE: It shows the speed limit. - -PROMPT: What is the driver doing? {st-page_047_007.jpg} -RESPONSE: He is looking in his mirror at the car following him. - -PROMPT: What is this? {st-page_047_008.jpg} -RESPONSE: It's a railroad crossing. - -PROMPT: What kind of street is this? {st-page_047_009.jpg} -RESPONSE: It's a one-way street. - -PROMPT: What are these? {st-page_048_001.jpg} -RESPONSE: They are traffic signs. - -PROMPT: What is this? {st-page_048_002.jpg} -RESPONSE: It's a traffic signal. - -PROMPT: What kind of street is this? {st-page_048_003.jpg} -RESPONSE: It's a two-way street. - -$SESSION 2-3: Driving Safely - -# Source: LLA 2A Figure 5 -$DIALOGUE Linda the Careful Driver -ID: 11-2a-f5 -INTRO: This part is about driving safely — careful drivers, careless pedestrians, and what to do when the weather turns against you. First, listen to a paragraph about Linda, who takes no chances at all. -INSTRUCTION: Listen to the paragraph. - -LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01.mp3} -LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-02.mp3} -LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-03.mp3} -LINE: When she's tired, she's very cautious. {bk11-l2a-f5-04.mp3} -LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-05.mp3} - -# Source: LLA 2A Figure 5 -$SELECT Main Idea: Linda -ID: 11-2a-f5-b -REFERENCE -INTRO: Every paragraph has one main idea — the point all the sentences serve. Tap the statement that says what the paragraph about Linda was really about. -INSTRUCTION: Tap the main idea. -SHOW_PROMPT - -PROMPT: What was the main idea of the paragraph? {bk11-l2a-f5-06-q.mp3} -OPTION: a | Linda's car is new. -OPTION: b | Linda enjoys driving. -OPTION: c | Bad weather bothers Linda. -OPTION: d | Linda is a careful driver. -ANSWER: d -FEEDBACK: Linda is a careful driver. {bk11-l2a-f5-06-a.mp3} - -# Source: LLA 2A Figure 5 -$DIALOGUE Watch the Road -ID: 11-2a-f5-c -INTRO: Now a second paragraph — about drivers who look everywhere except where they're going. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-07.mp3} -LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-08.mp3} -LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-09.mp3} -LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-10.mp3} - -# Source: LLA 2A Figure 5 -$SELECT Main Idea: Watching the Road -ID: 11-2a-f5-d -REFERENCE -INTRO: Same job again — tap the main idea of the second paragraph. Open it up if you want to check. -INSTRUCTION: Tap the main idea. - -TEMPLATE: What is the main idea of paragraph 2? -OPTION: a | Cars should be able to stop quickly. -OPTION: b | Drivers should always watch the road. -OPTION: c | Animals and children can cause accidents. -OPTION: d | Other people in the car shouldn't talk to the driver. -ANSWER: b -FEEDBACK: Drivers should always watch the road. {bk11-l2a-f5-11-a.mp3} # Source: ST §I Got Lost! -$DIALOGUE I Got Lost! +$DIALOGUE I Got Lost! {st-page_051_001.jpg|Lynn and Carl talking, with thought bubbles above Lynn: one shows a car speeding past a motorcycle, and another shows Lynn getting a traffic ticket from a police officer} ID: l2-s6 -INTRO: Lynn went looking for the new mall yesterday and found a policeman instead. Listen to her tell Carl the whole sad story. -INSTRUCTION: Listen and read along. +INTRO: Lynn passed her lessons — and then passed a policeman. At speed. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg} +Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. -VOCAB: to get lost Carl: Why? Did you get lost? -Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead. +Lynn: Yes, and I was in a hurry, too. +LINE: When I finally found my way, I sped up. +LINE: Then I saw a policeman ahead. +VOCAB: to slow up Carl: Did you slow up? Lynn: I tried, but it was too late. I was still speeding when I passed him. @@ -765,19 +382,19 @@ Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit. Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving. -# Source: ST §I Got Lost! (questions) + +# Source: ST §Questions: I Got Lost! $PRODUCE Questions About Lynn's Ticket ID: l2-s7 -REFERENCE -INTRO: Answer the questions about Lynn's expensive afternoon aloud, in a full sentence. Open the dialog if you need it. -INSTRUCTION: Answer aloud with a full sentence. +REFERENCE: l2-s6 +INTRO: Now answer questions about Lynn's expensive afternoon. Answer aloud in full sentences. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. PROMPT: What happened to Lynn yesterday? -RESPONSE: She got lost and then got a ticket. +RESPONSE: She got lost and received a speeding ticket. PROMPT: Was she driving faster than the speed limit? RESPONSE: Yes, she was speeding. @@ -794,29 +411,382 @@ RESPONSE: He pulled her over and gave her a ticket. PROMPT: What did Carl tell her? RESPONSE: He told her she should be more cautious. -# Source: ST §The Careless Pedestrian -$DIALOGUE The Careless Pedestrian -ID: l2-s8 -INTRO: Drivers aren't the only ones who can be careless. Listen to what happened to Albert on his way to work. -INSTRUCTION: Listen and read along. +$SESSION 2-2: Signs and Signals -LINE: A few minutes ago, Albert was walking from the bus stop to his office. {st-page_053_001.jpg} -LINE: He was late for work and wanted to walk faster, but he couldn't. -VOCAB: sidewalk -LINE: There were too many people ahead of him on the sidewalk. -LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street. -LINE: He stepped in front of a car, and the driver couldn't stop in time. -LINE: Now he's hurt. +# Source: ST §Streets and Highways, Signs and Signals +$DIALOGUE Streets and Highways, Signs and Signals +ID: l2-s1 +INTRO: In this part you'll learn what the signs and signals on the road are telling you. Listen and repeat each sentence while you look at the pictures. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -# Source: ST §The Careless Pedestrian (questions) -$PRODUCE Questions About Albert -ID: l2-s9 -REFERENCE -INTRO: Answer the questions about Albert aloud, in a full sentence. Open the paragraph if you need it. -INSTRUCTION: Answer aloud with a full sentence. +LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg|Top-down view of cars driving along marked lanes on a highway or street} + +LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg|Top-down view of cars driving along marked lanes on a highway or street} + +VOCAB: to mean +LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg|A standard traffic light with three circular signals} + +VOCAB: caution +LINE: When you see a yellow light, use caution. {st-page_044_002.jpg|A standard traffic light with three circular signals} +LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg|A standard traffic light with three circular signals} + +LINE: A sign gives information or directions. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH} +LINE: Many signs tell drivers that they can't do something. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH} +LINE: Other signs show them that they can. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH} + +LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH} + +VOCAB: turn +LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH} + +LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg|A rectangular road sign stating SPEED LIMIT 55} + +LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg|A rectangular road sign stating SPEED LIMIT 55} + +VOCAB: stop sign +LINE: A stop sign means that you must make a complete stop. {st-page_045_002.jpg|An octagonal STOP sign} + +LINE: Don't just slow down. {st-page_045_002.jpg|An octagonal STOP sign} + +VOCAB: signal +LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg|A driver extending his left arm straight out of the car window to signal a left turn} + +LINE: This man is signaling because he's going to turn left. {st-page_045_003.jpg|A driver extending his left arm straight out of the car window to signal a left turn} + +VOCAB: to yield +LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg|A view of cars merging onto a highway near a triangular YIELD sign} + +VOCAB: right-of-way +LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg|A view of cars merging onto a highway near a triangular YIELD sign} + + +# Source: LLA 2B Figure 1 +$DIALOGUE Traffic Words {page_040_001.jpg|Illustration of a street scene showing pedestrians crossing at an intersection, traffic light with WALK/DON'T WALK signals labeled SIGNALS, a highway sign labeled SIGNS, and labeled elements: INTERSECTION, PEDESTRIANS} +ID: 11-2b-f1 +INTRO: Here are a few more words for talking about traffic — this time from the street corner. Listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: Be careful; use caution. {bk11-l2b-f1-01.mp3} + +VOCAB: to flash +LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3} + +VOCAB: intersection +LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3} + +VOCAB: pedestrian +LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3} + +LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3} + +LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3} + + +# Source: LLA 2B Figure 2 (reading) +$DIALOGUE Intersections, Signals, and Signs +ID: 11-2b-f2-text +INTRO: Intersections are where everyone meets — sometimes too literally. Listen to this short reading about how signals and signs keep order there. +INSTRUCTION: Listen to the reading. + +LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3} + +LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3} + +LINE: Traffic signals use lights to give instructions. {bk11-l2b-f2-03.mp3} + +LINE: Traffic lights tell drivers, bicycle riders, and pedestrians to stop, to go, or to use caution. {bk11-l2b-f2-04.mp3} + +LINE: Traffic signs use words and pictures to give instructions or information. {bk11-l2b-f2-05.mp3} + +LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3} + +LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3} + + +# Source: LLA 2B Figure 2 (questions) +$PRODUCE Questions About Intersections +ID: 11-2b-f2 +REFERENCE: 11-2b-f2-text +INTRO: Answer questions about the reading, aloud and in complete sentences. Then repeat the model answer. Open the reading again if you need it. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Where do cars and people come together? {bk11-l2b-f2-08-q.mp3} +RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3} + +PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3} +RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3} + +PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3} +RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3} + +PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3} +RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3} + +PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3} +RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3} + +PROMPT: What do traffic signs have on them? {bk11-l2b-f2-13-q.mp3} +RESPONSE: Traffic signs have words and pictures on them. {bk11-l2b-f2-13-a.mp3} + +PROMPT: What do traffic signs give? {bk11-l2b-f2-14-q.mp3} +RESPONSE: They give instructions and information. {bk11-l2b-f2-14-a.mp3} + +PROMPT: What do cautious drivers look for? {bk11-l2b-f2-15-q.mp3} +RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3} + +PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3} +RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3} + + +# Source: LLA 2B Figure 3 (presentation) +$DIALOGUE Kinds of Signals +ID: 11-2b-f3-pres +INTRO: Lights, arrows, and arms out of car windows — every one of them is saying something. Look at each picture and listen to what the signal means. +INSTRUCTION: Listen to the descriptions. + +LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." {page_042_001.jpg|A vertical traffic signal light showing three circular lights: red (stop), yellow (caution), green (go)} {bk11-l2b-f3-01.mp3} + +LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg|Three black boxes containing directional arrows: ahead only, left only, right only} {bk11-l2b-f3-02.mp3} + +LINE: There are signals only for pedestrians. "Walk" means cross quickly; "Don't Walk" means wait on the corner. {page_042_003.jpg|Four square pedestrian signal boxes: walking person icon, raised hand icon, WALK, DON'T WALK} {bk11-l2b-f3-03.mp3} + +LINE: Drivers sometimes use hand signals. Pointing down means slow down or stop. {page_042_004.jpg|A driver's arm extended straight out and pointing down from a car window} {bk11-l2b-f3-04.mp3} + +LINE: Extending the arm straight out is the hand signal for a left turn. {page_042_005.jpg|A driver's arm extended straight out horizontally from a car window} {bk11-l2b-f3-05.mp3} + +LINE: Bending the arm upward means the driver is going to turn right. {page_042_006.jpg|A driver's arm bent upward at the elbow from a car window} {bk11-l2b-f3-06.mp3} + +LINE: Flashing yellow turn signals indicate a driver wants to turn or change lanes. {page_042_007.jpg|Front of cars showing illuminated turn signals labeled FLASHING YELLOW} {bk11-l2b-f3-07.mp3} + +LINE: Red brake lights come on when a car is slowing down or stopping. {page_042_008.jpg|Rear of a car showing illuminated red brake lights} {bk11-l2b-f3-08.mp3} + + +# Source: LLA 2B Figure 3 (identification, pool split 1 of 2) +$SELECT Which Signal Is It? — Lights and Walk Signals +ID: 11-2b-f3 +REFERENCE: 11-2b-f3-pres +INTRO: Now find the right signal. Listen to each question and tap the picture it describes, then repeat the answer. +INSTRUCTION: Tap the correct signal. +REPEAT + +OPTION: 1 | Traffic light {page_042_001.jpg|A vertical traffic signal light showing three circular lights: red, yellow, green} +OPTION: 2 | Directional arrows {page_042_002.jpg|Three black boxes containing directional arrows: ahead only, left only, right only} +OPTION: 3 | Pedestrian signals {page_042_003.jpg|Four square pedestrian signal boxes: walking person icon, raised hand icon, WALK, DON'T WALK} +OPTION: 4 | Hand signal: stop or slow down {page_042_004.jpg|A driver's arm extended straight out and pointing down from a car window} + +PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-09-q.mp3} +ANSWER: 1 +FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-09-fb.mp3} + +PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-12-q.mp3} +ANSWER: 3 +FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-12-fb.mp3} + +PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-14-q.mp3} +ANSWER: 2 +FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-14-fb.mp3} + +PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-15-q.mp3} +ANSWER: 4 +FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-fb.mp3} + + +# Source: LLA 2B Figure 3 (identification, pool split 2 of 2) +$SELECT Which Signal Is It? — Hand Signals and Car Lights +ID: 11-2b-f3-b +REFERENCE: 11-2b-f3-pres +INTRO: Four more signals — this time arms and car lights. Listen and tap the picture, then repeat the answer. +INSTRUCTION: Tap the correct signal. +REPEAT + +OPTION: 5 | Hand signal: left turn {page_042_005.jpg|A driver's arm extended straight out horizontally from a car window} +OPTION: 6 | Hand signal: right turn {page_042_006.jpg|A driver's arm bent upward at the elbow from a car window} +OPTION: 7 | Turn signals {page_042_007.jpg|Front of cars showing illuminated turn signals labeled FLASHING YELLOW} +OPTION: 8 | Brake lights {page_042_008.jpg|Rear of a car showing illuminated red brake lights} + +PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3} +ANSWER: 6 +FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-10-fb.mp3} + +PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-11-q.mp3} +ANSWER: 7 +FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-11-fb.mp3} + +PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-13-q.mp3} +ANSWER: 5 +FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-13-fb.mp3} + +PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-16-q.mp3} +ANSWER: 8 +FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-fb.mp3} + + +# Source: LLA 2B Figure 4 +$DIALOGUE Road Signs +ID: 11-2b-f4 +INTRO: Five signs you'll meet on every drive. Look at each one, then listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg|A black octagonal stop sign with the word STOP} {bk11-l2b-f4-01.mp3} + +LINE: Yield the right-of-way to the other driver. He can go ahead of you. {page_043_002.jpg|A triangular yield sign with the word YIELD} {bk11-l2b-f4-02.mp3} + +VOCAB: one-way +LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg|A rectangular one-way sign showing an arrow pointing right with the words ONE WAY} {bk11-l2b-f4-03.mp3} + +VOCAB: two-way +LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg|A diamond-shaped sign showing two arrows pointing in opposite directions} {bk11-l2b-f4-04.mp3} + +VOCAB: railroad crossing +LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg|A circular railroad crossing sign with an X and the letters R R} {bk11-l2b-f4-05.mp3} + + +# Source: LLA 2B Figure 5 +$SELECT Which Sign Is It? +ID: 11-2b-f5 +INTRO: Listen to each traffic rule and tap the sign that goes with it. +INSTRUCTION: Tap the correct sign. + +OPTION: a | Yield sign {page_044_001.jpg|A triangular yield sign reading YIELD} +OPTION: b | Railroad crossing sign {page_044_002.jpg|A circular railroad crossing sign reading RXR} +OPTION: c | Two-way traffic sign {page_044_003.jpg|A diamond-shaped sign with two opposing arrows indicating two-way traffic} +OPTION: d | One-way sign {page_044_004.jpg|A rectangular sign reading ONE WAY with an arrow pointing right} +OPTION: e | Stop sign {page_044_005.jpg|An octagonal stop sign reading STOP} + +PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3} +ANSWER: b +FEEDBACK: The railroad crossing sign. {bk11-l2b-f5-01-fb.mp3} + +PROMPT: All cars must travel in the same direction. {bk11-l2b-f5-02.mp3} +ANSWER: d +FEEDBACK: The one-way traffic sign. {bk11-l2b-f5-02-fb.mp3} + +PROMPT: You must let other drivers go ahead of you. {bk11-l2b-f5-03.mp3} +ANSWER: a +FEEDBACK: The yield sign. {bk11-l2b-f5-03-fb.mp3} + +PROMPT: Stop at the intersection. Don't go until it's safe. {bk11-l2b-f5-04.mp3} +ANSWER: e +FEEDBACK: The stop sign. {bk11-l2b-f5-04-fb.mp3} + +PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3} +ANSWER: c +FEEDBACK: The two-way traffic sign. {bk11-l2b-f5-05-fb.mp3} + + +# Source: ST §Too Many Signs and Signals +$DIALOGUE Too Many Signs and Signals +ID: l2-s2 +INTRO: Mark tried driving downtown this morning. The signs and signals had other plans. Listen to his story. +INSTRUCTION: Listen to the story. + +Narrator: Mark usually only drives on the highway with his father. +Narrator: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. + +VOCAB: in advance +Narrator: He looked at a city street map in advance, but that didn't help him when he got downtown. + +Narrator: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg|An intersection scene with a street sign and traffic light} + +Narrator: First, he drove the wrong way for two blocks on a one-way street. + +Narrator: He turned and got on a two-way street at the next intersection. + +Narrator: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg|A driver looking into the rear-view mirror while driving} + +Narrator: Finally he realized that an emergency vehicle was following him. + +VOCAB: to pull over +Narrator: He had to slow down and pull over to the side of the road while it passed. + +Narrator: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg|A railroad crossing sign with tracks and a car passing} + +Narrator: He knew that signal meant that he had to stop because a train was coming. + +Narrator: He looked both ways, but he couldn't see it yet. +Narrator: He crossed the tracks carefully. Then he decided to go home. +Narrator: He was tired of trying to drive and watch signs and signals at the same time. He'll try it again another day. + + +# Source: ST §What Kind of Street Is This? +$PRODUCE What Kind of Street Is This? +ID: l2-s3 +INTRO: Time to name things yourself. You'll see a picture and hear a question about it — answer aloud in a full sentence. +INSTRUCTION: Answer the question about each picture. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the key; accept any phrasing that names the same sign, place, or action. + +EXAMPLE +PROMPT: Two streets cross here. What is it called? {st-page_047_001.jpg|A street scene showing an intersection with a ONE WAY sign and traffic light} +RESPONSE: It's called an intersection. + +PROMPT: What is this sign? {st-page_047_002.jpg|An octagonal STOP sign} +RESPONSE: It's a stop sign. + +PROMPT: What is the driver doing? {st-page_047_003.jpg|A car driver extending his arm out the window to signal} +RESPONSE: He's signaling a left turn. + +PROMPT: What are the marked areas on the road? {st-page_047_004.jpg|Cars driving in designated lanes on a road} +RESPONSE: They are traffic lanes. + +PROMPT: What kind of sign is this? {st-page_047_005.jpg|Cars merging on a highway near a YIELD sign} +RESPONSE: It's a yield sign. + +PROMPT: What does this sign show? {st-page_047_006.jpg|A rectangular sign showing SPEED LIMIT 55} +RESPONSE: It shows the speed limit. + +PROMPT: What is the driver looking at? {st-page_047_007.jpg|A driver's view from inside a car looking into the rear-view mirror} +RESPONSE: He's looking at the flashing lights in the rear-view mirror. + +PROMPT: What is this crossing? {st-page_047_008.jpg|A RAILROAD CROSSING sign with tracks in front of a car} +RESPONSE: It's a railroad crossing. + +PROMPT: What kind of street is this? {st-page_047_009.jpg|An intersection with traffic lights and a ONE WAY sign} +RESPONSE: It's a one-way street. + +PROMPT: What are these? {st-page_048_001.jpg|A group of traffic signs including STOP, NO U TURN, ONE WAY, YIELD, right turn arrow, and 25 MPH} +RESPONSE: They are traffic signs. + +PROMPT: What is this? {st-page_048_002.jpg|A standard three-light traffic signal light hanging vertically} +RESPONSE: It's a traffic light. + +PROMPT: What kind of street is this? {st-page_048_003.jpg|Two cars on a two-way street traveling in opposite directions indicated by arrows} +RESPONSE: It's a two-way street. + +$SESSION 2-3: Pedestrians and Safe Driving + +# Source: ST §The Careless Pedestrian +$DIALOGUE The Careless Pedestrian {st-page_053_001.jpg|A street scene where a pedestrian (Albert) has been hit by a car in front of a traffic light; a driver steps out of the car, and an ambulance is nearby with bystanders watching} +ID: l2-s8 +INTRO: Drivers aren't the only ones who have to be careful. This part is about safety rules — for people on foot and behind the wheel. Listen to what happened to Albert, who was in too much of a hurry. +INSTRUCTION: Listen to the story. + +Narrator: A few minutes ago, Albert was walking from the bus stop to his office. +Narrator: He was late for work and wanted to walk faster, but he couldn't. + +VOCAB: sidewalk +Narrator: There were too many people ahead of him on the sidewalk. + +Narrator: When he saw that there were fewer pedestrians on the other side, he decided to cross the street. +Narrator: He stepped in front of a car, and the driver couldn't stop in time. +Narrator: Now he's hurt. + + +# Source: ST §Questions: The Careless Pedestrian +$PRODUCE Questions About Albert +ID: l2-s9 +REFERENCE: l2-s8 +INTRO: Answer questions about Albert's accident, aloud and in full sentences. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. PROMPT: Was Albert a driver or a pedestrian? @@ -829,20 +799,20 @@ PROMPT: Were there too many people following him? RESPONSE: No, there were too many people ahead of him. PROMPT: Did he make it to the other side? -RESPONSE: No, he didn't. +RESPONSE: No, he stepped in front of a car. PROMPT: What happened to Albert? -RESPONSE: He stepped in front of a car and got hurt. +RESPONSE: A car hit him, and now he is hurt. PROMPT: Could the driver stop when he saw Albert in front of the car? RESPONSE: No, the driver couldn't stop in time. -# Source: ST §Advice for Pedestrians (word-bank cloze, converted to word-bank select) -$SELECT Advice for Pedestrians -ID: l2-s11 -INTRO: After Albert's accident, some advice for people on foot. Complete each rule — tap the word from the bank that fits the gap. -INSTRUCTION: Tap the word that completes the sentence. +# Source: ST §Advice for Pedestrians +$SELECT Advice for Pedestrians +ID: l2-s10 +INTRO: Here's some advice Albert should have read. Complete each safety rule — tap the word from the bank that fits the blank. +INSTRUCTION: Tap the word that completes each sentence. OPTION: a | intersections OPTION: b | left OPTION: c | yield @@ -884,12 +854,35 @@ TEMPLATE: Remember that pedestrians must yield the ____ to all vehicles when the ANSWER: e FEEDBACK: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections. + +# Source: LLA 2C Figure 5 +$DIALOGUE Signals on the Road +ID: 11-2c-f5 +INTRO: Three quick conversations about signals: broken turn signals, flashing headlights, and school buses. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3} +Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3} + +Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3} +Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3} +Tom: What should I do? {bk11-l2c-f5-05.mp3} +Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3} + +Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3} +Frank: You should stop, too, when its lights are flashing. {bk11-l2c-f5-08.mp3} +Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3} +Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3} +Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3} +Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3} + + # Source: ST §The Way to Drive Safely $SELECT The Way to Drive Safely -ID: l2-s12 -INTRO: Every safety rule has a driver somewhere actually following it. Read each rule, then tap the sentence that shows the rule in action. -INSTRUCTION: Tap the sentence that matches the rule. - +ID: l2-s11 +INTRO: Each safe-driving rule has someone who actually follows it. Match the rule with the example that shows it. +INSTRUCTION: Tap the example that matches each rule. OPTION: a | Jan always signals when she is going to change lanes or make a turn. OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it. OPTION: c | When he drives, Steve thinks about the traffic and watches the road. @@ -923,34 +916,165 @@ ANSWER: f TEMPLATE: Keep your hands on the steering wheel. ANSWER: d -# Source: LLA 2C Figure 5 -$DIALOGUE Safe Driving Conversations -ID: 2c-f5 -INTRO: Three quick conversations about tricky moments on the road — broken turn signals, flashing headlights, and stopped school buses. Just listen. -INSTRUCTION: Listen to the dialogues. -Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3} -Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3} +# Source: ST §Be a Cautious Driver +$DIALOGUE Be a Cautious Driver +ID: l2-s24 +INTRO: Twelve rules of cautious driving, all in one place. Listen and repeat each one — your future passengers thank you. +INSTRUCTION: Listen and repeat each rule. +REPEAT -Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3} -Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3} -Tom: What should I do? {bk11-l2c-f5-05.mp3} -Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3} +LINE: Obey all traffic signs. +LINE: Slow down when the weather is bad. +LINE: Look both ways before you cross an intersection. +LINE: Keep your car in good shape. +LINE: Keep your mind on your driving and your eyes on the road. +LINE: Keep both hands on the steering wheel. +LINE: Always signal when you change lanes. +LINE: Don't drive when you're tired, upset, or sick. +LINE: Always yield to pedestrians. +LINE: Never pass a car on the right. +LINE: Don't pass a car on a hill or a curve. +LINE: Don't park on a highway; pull over to the side of the road. -Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3} -Frank: You should stop, too, when its lights are flashing. {bk11-l2c-f5-08.mp3} -Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3} -Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3} -Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3} -Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3} +$SESSION 2-4: Driving School -# SKIPPED (tape): LLA 2C Figure 5 passes 2 (repeat questions) and 3 (repeat answers) — repetitive imitation passes over the same dialogue already presented in full above. +# Source: ST §Driving School +$DIALOGUE Driving School {st-page_068_001.jpg|An instructor in a uniform speaking to students in a driving school classroom in front of a sign that reads "DEFENSIVE DRIVING"} +ID: l2-s23 +INTRO: In this part you'll review the signs and rules — the way a driving school does it. First, find out why Max is spending his Saturday morning in a classroom. Just listen. +INSTRUCTION: Listen to the story. -# Source: LLA 2C Figure 6 -$DIALOGUE Ice on the Streets -ID: 2c-f6 -INTRO: What do you do when the road turns to ice? Listen to this paragraph of very practical advice. -INSTRUCTION: Listen to the paragraph. +Narrator: Why is Max in a classroom on Saturday morning? +Narrator: Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. +Narrator: At first he thought an emergency vehicle was following him. Then he realized it was a policeman. +Narrator: He pulled over, lowered his window, and asked "What's the matter, officer?" +Narrator: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes." +Narrator: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school. +Narrator: Max chose to go to the driving school because it cost less than the fine. +Narrator: Now he's listening to the instructor's advice. + + +# Source: ST §Traffic Signs +$DIALOGUE Traffic Signs +ID: l2-s25 +INTRO: Here's the driving school's full set of signs — some you know, and a few new ones. Look at each sign, then listen and repeat. +INSTRUCTION: Listen and repeat the sentences for each sign. +REPEAT + +LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg|A standard octagonal red STOP sign} +NOTES: stop sign + +LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg|An inverted triangular red and white YIELD sign} +NOTES: yield sign + +LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg|A square sign showing a U-turn arrow inside a red circle with a slash through it} +NOTES: make a U-turn = to turn and go in the opposite direction + +LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg|A rectangular sign reading ALL-WAY} +NOTES: all-way + +LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg|A diamond-shaped sign with a symbol of a person walking across a pedestrian crosswalk} +NOTES: pedestrian crossing + +LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg|A circular sign with a large X and two 'R' letters representing a railroad crossing} +NOTES: railroad crossing + +LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg|A rectangular sign with a right-pointing arrow reading ONE WAY inside it} +NOTES: one-way + +LINE: This sign tells you the speed limit in miles per hour for the street or highway. {st-page_071_004.jpg|A rectangular sign reading SPEED LIMIT 55} +LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg|A rectangular sign reading SPEED LIMIT 55} +NOTES: speed limit + +LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg|A diamond-shaped sign with a black plus sign inside, indicating a crossroad} +NOTES: crossroad + +LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg|A diamond-shaped yellow warning sign showing silhouettes of two children walking} +NOTES: school + + +# Source: ST §Stop and Look Both Ways! +$DIALOGUE Stop and Look Both Ways! +ID: l2-s26 +INTRO: Now the instructor quizzes the class — and the student actually knows the answers. Listen to each question and answer, and repeat both. +INSTRUCTION: Listen and repeat the questions and answers. +REPEAT + +Instructor: What should you do when a red light is flashing? +Student: Stop, look both ways, and drive cautiously. + +Instructor: What should you do when a yellow light is flashing? +Student: Slow down and drive with caution. + +Instructor: What does a yield sign mean? +Student: Wait for the other car to go first. + +Instructor: What should you do when you see a stop sign? +Student: Stop, look both ways, and drive with caution. + +Instructor: When should you pull over? +Student: When the lights on an emergency vehicle are flashing. + +Instructor: What should you do when a school bus stops? +Student: Don't pass it. Stop and wait while the red lights on the bus are flashing. + +Instructor: What does an all-way stop sign mean? +Student: All traffic must stop at the intersection. + +Instructor: What do you do at a railroad crossing? +Student: Slow down, look both ways, and drive with caution. + +Instructor: Tell me when it's not safe to pass another car. +Student: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane. + +Instructor: Do you know what an all-way stop sign means? +Student: Yes, all cars must stop at that intersection. + + +# Source: ST §What Does the Sign Mean? +$PRODUCE What Does the Sign Mean? +ID: l2-s27 +INTRO: Your turn at the front of the class. For each sign, say what it is and what a driver should do. +INSTRUCTION: Look at the sign and answer the questions aloud. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the key; accept any answer that correctly names the sign and states the required driver action, in any phrasing. + +EXAMPLE +PROMPT: What is this sign? What does it mean? What should you do when you see it? {st-page_073_001.jpg|A crossroad traffic sign consisting of a black plus sign inside a diamond shape} +RESPONSE: It's a crossroad sign. There's an intersection ahead. Look both ways for other traffic. + +PROMPT: What is this sign and what should you do? {st-page_073_002.jpg|A upside-down triangular yield traffic sign with the word YIELD in white text on a black background} +RESPONSE: It's a yield sign. Give the right-of-way to other vehicles, and slow down or stop if necessary. + +PROMPT: What is this sign and what should you do? {st-page_073_003.jpg|A diamond-shaped pedestrian sign depicting two children walking} +RESPONSE: It's a school sign. Slow down and watch for children. + +PROMPT: What is this sign and what should you do? {st-page_074_001.jpg|A rectangular ONE WAY sign with an arrow pointing right} +RESPONSE: It's a one-way sign. You may only drive in the direction of the arrow. + +PROMPT: What is this sign and what should you do? {st-page_074_002.jpg|A circular railroad crossing sign with an X and the letters R R} +RESPONSE: It's a railroad crossing sign. Slow down, look both ways, and stop if a train is coming. + +PROMPT: What is this sign and what should you do? {st-page_074_003.jpg|An octagonal STOP sign with white border and STOP written in white on black background} +RESPONSE: It's a stop sign. Come to a complete stop before the intersection. + +PROMPT: What is this sign and what should you do? {st-page_074_004.jpg|A diamond-shaped pedestrian crossing sign showing a person walking on a crosswalk} +RESPONSE: It's a pedestrian crossing sign. Watch for pedestrians and be ready to stop. + +PROMPT: What is this sign and what should you do? {st-page_074_005.jpg|A square sign showing a black U-turn arrow crossed out by a diagonal line} +RESPONSE: It's a no U-turn sign. You may not make a U-turn here. + +PROMPT: What is this sign and what should you do? {st-page_074_006.jpg|A rectangular speed limit sign reading SPEED LIMIT 50} +RESPONSE: It's a speed limit sign. Do not drive faster than 50 miles per hour. + + +# Source: LLA 2C Figure 6 (reading) +$DIALOGUE Driving on Ice +ID: 11-2c-f6-reading +INTRO: One more piece of driving-school advice: what to do when the road turns to ice. Just listen. +INSTRUCTION: Listen to the passage. LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3} LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3} @@ -961,14 +1085,15 @@ LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3} LINE: Stay home when you can. {bk11-l2c-f6-07.mp3} LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3} -# Source: LLA 2C Figure 6 + +# Source: LLA 2C Figure 6 (questions) $PRODUCE Questions About Driving on Ice -ID: 2c-f6-b -REFERENCE +ID: 11-2c-f6 +REFERENCE: 11-2c-f6-reading +INTRO: Answer questions about driving on ice, aloud and in full sentences. Then repeat the model answer. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal -INTRO: Now answer questions about driving on ice. Speak your answer aloud — open the paragraph if you need it — then repeat the correct answer. -INSTRUCTION: Answer the questions aloud. REPEAT PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3} @@ -992,206 +1117,164 @@ RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3} PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3} RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3} -# Source: ST §Driving School -$DIALOGUE Max Goes to Driving School -ID: l2-s24 -INTRO: Why is Max sitting in a classroom on a Saturday morning? It wasn't his idea. Listen to the story. -INSTRUCTION: Listen and read along. - -Narrator: Why is Max in a classroom on Saturday morning? Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg} -LINE: At first he thought an emergency vehicle was following him. -LINE: Then he realized it was a policeman. -LINE: He pulled over, lowered his window, and asked "What's the matter, officer?" -LINE: The policeman answered, "You were speeding. -LINE: Also, you failed to use your turn signal when you changed lanes." -LINE: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school. -LINE: Max chose to go to the driving school because it cost less than the fine. -LINE: Now he's listening to the instructor's advice. - -# SKIPPED (book): ST "answer the instructor's questions" about the Driving School story — no questions are printed; teacher-led discussion. - -# Source: ST §Be a Cautious Driver -$DIALOGUE Be a Cautious Driver -ID: l2-s25 -INTRO: Here are the rules from Max's driving class. Repeat each one aloud — Max had to pay for this advice; you're getting it free. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: Obey all traffic signs. -LINE: Slow down when the weather is bad. -LINE: Look both ways before you cross an intersection. -LINE: Keep your car in good shape. -LINE: Keep your mind on your driving and your eyes on the road. -LINE: Keep both hands on the steering wheel. -LINE: Always signal when you change lanes. -LINE: Don't drive when you're tired, upset, or sick. -LINE: Always yield to pedestrians. -LINE: Never pass a car on the right. -LINE: Don't pass a car on a hill or a curve. -LINE: Don't park on a highway; pull over to the side of the road. - -# Source: ST §Stop and Look Both Ways! -$DIALOGUE The Instructor's Questions -ID: l2-s27 -INTRO: Now listen as the driving school instructor quizzes the class. Notice how the students answer — you'll be answering questions like these yourself in a moment. -INSTRUCTION: Listen and read along. - -Instructor: What should you do when a red light is flashing? -StudentA: Stop, look both ways, and drive cautiously. - -Instructor: What should you do when a yellow light is flashing? -StudentB: Slow down and drive with caution. - -Instructor: What does a yield sign mean? -StudentA: Wait for the other car to go first. - -Instructor: What should you do when you see a stop sign? -StudentB: Stop, look both ways, and drive with caution. - -Instructor: When should you pull over? -StudentA: When the lights on an emergency vehicle are flashing. - -Instructor: What should you do when a school bus stops? -StudentB: Don't pass it. Stop and wait while the red lights on the bus are flashing. - -Instructor: What does an all-way stop sign mean? -StudentA: All traffic must stop at the intersection. - -Instructor: What do you do at a railroad crossing? -StudentB: Slow down, look both ways, and drive with caution. - -Instructor: Tell me when it's not safe to pass another car. -StudentA: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane. - -Instructor: Do you know what an all-way stop sign means? -StudentB: Yes, all cars must stop at that intersection. - -# Source: ST §What Does the Sign Mean? -$PRODUCE Ask About the Signs -ID: l2-s28 -INTRO: Your turn to be both instructor and student. For each sign, ask what it is and what it means, then answer your own questions aloud. -INSTRUCTION: Ask and answer questions about the sign. -INPUT: speak -CHECK: llm -RUBRIC: Accept any natural questions and answers that identify the sign and explain what it means or what the driver should do, matching the factual content of the signs learned in the lesson. - -EXAMPLE -PROMPT: {st-page_073_001.jpg} -RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic. - -PROMPT: {st-page_073_002.jpg} -RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles. - -PROMPT: {st-page_073_003.jpg} -RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children. - -PROMPT: {st-page_074_001.jpg} -RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street. - -PROMPT: {st-page_074_002.jpg} -RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming. - -PROMPT: {st-page_074_003.jpg} -RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection. - -PROMPT: {st-page_074_004.jpg} -RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians. - -PROMPT: {st-page_074_005.jpg} -RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn. - -PROMPT: {st-page_074_006.jpg} -RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour. - -$SESSION 2-4: Indefinite Pronouns +$SESSION 2-5: Someone, Anyone, No One # Source: ST §Would Anybody Like Some Coffee? -$DIALOGUE Would Anybody Like Some Coffee? -ID: l2-s13 -INTRO: In this part you'll learn the pronouns for people you can't name — "someone", "anyone", "nobody", and their twins. Listen to a waiter working his table and read along. -INSTRUCTION: Listen and read along. +$DIALOGUE Would Anybody Like Some Coffee? {st-page_057_001.jpg|A group of people sitting at a dining table while a waiter holds a coffee pot and speaks to them} +ID: l2-s12 +INTRO: In this part you'll learn to talk about people without naming them — "someone", "anybody", "no one". Listen to a waiter working a full table, and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT VOCAB: anybody -Waiter: Would anybody like some coffee? {st-page_057_001.jpg} +Waiter: Would anybody like some coffee? Martin: Yes, I think two of us would. VOCAB: somebody Waiter: Did somebody order tea? Martha: Yes, I asked for tea. -VOCAB: someone Waiter: Can I get someone a glass of water? VOCAB: nobody Morton: No, thank you. Nobody needs water right now. -VOCAB: anyone Waiter: Is anyone ready to order dessert? VOCAB: no one Marian: No, no one has finished eating yet. -# Source: ST §Indefinite Pronouns (grammar box) + +# Source: ST §Indefinite Pronouns (grammar) $GRAMMAR Someone, Anyone, No One -ID: l2-s15 -INTRO: Here's the pattern behind those pronouns — which ones go in statements, which in questions, and which in negatives. +ID: l2-s14 +INTRO: Three little families of words, and when each one shows up. Here's the pattern behind what you just heard. -**Someone** and **somebody** are used in affirmative statements and questions. +CARD: **Someone** and **somebody** are used in affirmative statements and questions. +{Someone wants to speak to you on the phone.} +{Somebody forgot to put gas in the car.} +{Can someone please take this book to the library?} +{Has somebody been using my pen without asking me?} -**EXAMPLES:** -* {Someone} wants to speak to you on the phone. -* {Somebody} forgot to put gas in the car. -* Can {someone} please take this book to the library? -* Has {somebody} been using my pen without asking me? +CARD: **No one** and **nobody** are used in affirmative statements. +{No one wants to leave before the general does.} +{The weather was awful; nobody got to work on time.} -**No one** and **nobody** are used in affirmative statements. +CARD: **Anyone** and **anybody** are usually used in negative statements and in affirmative and negative questions. They are sometimes used in affirmative statements. +{I didn't know anyone at the party last night.} +{Can anyone give me a ride home after class?} +{Was anybody in the office when you got there?} +{Doesn't anyone have a pencil?} +{Anybody can learn another language.} -**EXAMPLES:** -* {No one} wants to leave before the general does. -* The weather was awful; {nobody} got to work on time. -**Anyone** and **anybody** are usually used in negative statements and in affirmative and negative questions. They are sometimes used in affirmative statements. - -**EXAMPLES:** -* I didn't know {anyone} at the party last night. -* Can {anyone} give me a ride home after class? -* Was {anybody} in the office when you got there? -* Doesn't {anyone} have a pencil? -* {Anybody} can learn another language. - -# Source: LLA 2B Figure 6 +# Source: LLA 2B Figure 6 (word list — kept as pronunciation reinforcement after the sentence presentations) $DIALOGUE Say the Pronouns -ID: 2b-f6 -INTRO: Now say all six pronouns after the tape — a quick pronunciation pass before we put them to work. -INSTRUCTION: Listen and repeat. +ID: 11-2b-f6-pronouns +INTRO: Now just the words themselves — six of them. Listen and repeat each one clearly. +INSTRUCTION: Listen and repeat each word. REPEAT -LINE: Anyone. {bk11-l2b-f6-01.mp3} -LINE: Anybody. {bk11-l2b-f6-02.mp3} -LINE: Someone. {bk11-l2b-f6-03.mp3} -LINE: Somebody. {bk11-l2b-f6-04.mp3} -LINE: No one. {bk11-l2b-f6-05.mp3} -LINE: Nobody. {bk11-l2b-f6-06.mp3} +VOCAB: anyone +LINE: anyone {bk11-l2b-f6-01.mp3} + +LINE: anybody {bk11-l2b-f6-02.mp3} + +VOCAB: someone +LINE: someone {bk11-l2b-f6-03.mp3} + +LINE: somebody {bk11-l2b-f6-04.mp3} + +LINE: no one {bk11-l2b-f6-05.mp3} + +LINE: nobody {bk11-l2b-f6-06.mp3} + + +# Source: LLA 2B Figure 6 (cloze) +$PRODUCE Complete the Conversation +ID: 11-2b-f6-cloze +INPUT: type +CHECK: exact +INTRO: Ellen and Becky are talking about mail — or Becky's lack of it. Listen to each line and type the missing pronoun. +INSTRUCTION: Type the missing word. + +TEMPLATE: Ellen: Do you want to read this letter from Nancy? +TEMPLATE: Becky: Yes, thank you. ____ writes to me. +PROMPT: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3} +RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3} +ACCEPT: No one | no one + +TEMPLATE: Ellen: Do you write to ____? +PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3} +RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3} +ACCEPT: anybody | anyone + +TEMPLATE: Becky: No. I don't mail anything to ____. +PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3} +RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3} +ACCEPT: anyone | anybody + +TEMPLATE: Ellen: That's the problem. ____ gets mail from you. +PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3} +RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3} +ACCEPT: Nobody | nobody | No one | no one + +TEMPLATE: Becky: Do you think I should write to ____? +PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3} +RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3} +ACCEPT: someone | somebody + +TEMPLATE: Ellen: Yes. Then ____ will answer your letter. +PROMPT: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3} +RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3} +ACCEPT: somebody | someone + + +# Source: LLA 2B Figure 6 (full dialog) +$DIALOGUE Mail from Friends +ID: 11-2b-f6-dialogue +INTRO: Now hear Ellen and Becky's whole conversation, start to finish. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Ellen: Do you want to read this letter from Nancy? {bk11-l2b-f6-13.mp3} + +Becky: Yes, thank you. No one writes to me. {bk11-l2b-f6-14.mp3} + +Ellen: Do you write to anybody? {bk11-l2b-f6-15.mp3} + +Becky: No, I don't mail anything to anyone. {bk11-l2b-f6-16.mp3} + +Ellen: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-17.mp3} + +Becky: Do you think I should write to someone? {bk11-l2b-f6-18.mp3} + +Ellen: Yes. Then somebody will answer your letter. {bk11-l2b-f6-19.mp3} + +Becky: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-20.mp3} + # Source: ST §Does Anyone Here Speak English? -$DIALOGUE Two Ways to Say It -ID: l2-s16 -INTRO: "No one" and "nobody" mean exactly the same thing — and so do the other pairs. Repeat each pair of sentences and hear how interchangeable they are. -INSTRUCTION: Listen and repeat. +$DIALOGUE Does Anyone Here Speak English? +ID: l2-s15 +INTRO: Three pictures, three sentences. Listen and repeat each one. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg} -LINE: There was nobody in Colonel Mitchell's office. {st-page_060_001.jpg} +LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg|An empty office with desks and file cabinets} +NOTES: no one / nobody -LINE: Does anybody here speak English? {st-page_060_002.jpg} -LINE: Does anyone here speak English? {st-page_060_002.jpg} +LINE: Does anybody here speak English? {st-page_060_002.jpg|A military officer talking to another man in front of a building with oriental characters on a sign} +NOTES: anybody / anyone + +LINE: Will somebody please open the door? {st-page_060_003.jpg|A woman with a coat over her arm trying to open a door while carrying bags} +NOTES: somebody / someone -LINE: Will somebody please open the door? {st-page_060_003.jpg} -LINE: Will someone please open the door? {st-page_060_003.jpg} # Source: ST §No One Failed the Test -$DIALOGUE Nobody Failed the Test -ID: l2-s17 -INTRO: Read these sentences and notice which pronoun each one uses — and why. -INSTRUCTION: Listen and read along. +$DIALOGUE No One Failed the Test +ID: l2-s16 +INTRO: Ten more example sentences to make the pronouns feel natural. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT LINE: Did anyone fail the test? LINE: Nobody failed the exam. @@ -1204,11 +1287,12 @@ LINE: I don't think anyone arrived on time today. LINE: Will someone be there at 3:00? LINE: There was no one in the captain's office. + # Source: ST §Someone Called While You Were Out -$SELECT Which Means the Same? -ID: l2-s14 -INTRO: Check that the meanings are solid. Tap the choice that means the same as the underlined word or sentence. -INSTRUCTION: Tap the choice with the same meaning. +$SELECT Someone Called While You Were Out +ID: l2-s13 +INTRO: A quick meaning check. Tap the correct meaning of the underlined words or the sentence. +INSTRUCTION: Tap the correct meaning. TEMPLATE: *No one* saw the accident. OPTION: a | A person @@ -1235,262 +1319,400 @@ OPTION: a | Someone was asleep. OPTION: b | Everyone was asleep. ANSWER: b + # Source: ST §Jim Didn't See Anybody in the Classroom $SELECT Choose the Right Pronoun -ID: l2-s19 -INTRO: Now pick the pronoun that fits each sentence — statement or question, affirmative or negative. The grammar box is doing its work here. -INSTRUCTION: Tap the correct word to complete the sentence. +ID: l2-s18 +INTRO: Now pick the pronoun that fits each sentence. Remember: "anybody" likes questions and negatives; "no one" and "nobody" carry the negative themselves. +INSTRUCTION: Tap the correct word for each sentence. -TEMPLATE: When I called the library, ______ answered the phone. +TEMPLATE: When I called the library, ____ answered the phone. OPTION: a | anybody OPTION: b | nobody ANSWER: b -TEMPLATE: ______ wanted to walk home from school in the rain. +TEMPLATE: ____ wanted to walk home from school in the rain. OPTION: a | No one OPTION: b | Anyone ANSWER: a -TEMPLATE: Could ______ please help me for a minute? +TEMPLATE: Could ____ please help me for a minute? OPTION: a | somebody OPTION: b | nobody ANSWER: a -TEMPLATE: ______ wants to eat at that restaurant again. +TEMPLATE: ____ wants to eat at that restaurant again. OPTION: a | No one OPTION: b | Anybody ANSWER: a -TEMPLATE: ______ will be at the airport by 2:30. +TEMPLATE: ____ will be at the airport by 2:30. OPTION: a | Anyone OPTION: b | Someone ANSWER: b -TEMPLATE: ______ wears a suit to a picnic. +TEMPLATE: ____ wears a suit to a picnic. OPTION: a | Anybody OPTION: b | Nobody ANSWER: b -TEMPLATE: Captain Ramos won't talk to ______ about the accident. +TEMPLATE: Captain Ramos won't talk to ____ about the accident. OPTION: a | anybody OPTION: b | somebody ANSWER: a -TEMPLATE: Did ______ watch the baseball game last night? +TEMPLATE: Did ____ watch the baseball game last night? OPTION: a | nobody OPTION: b | anyone ANSWER: b -# Source: LLA 2B Figure 6 -$PRODUCE Type the Missing Pronoun -ID: 2b-f6-b -INPUT: type -CHECK: exact -INTRO: Ellen and Becky are talking about mail — or the lack of it. Listen to each exchange, type the missing pronoun, then repeat the sentence. -INSTRUCTION: Type the missing word(s). -REPEAT - -TEMPLATE: Ellen: Do you want to read this letter from Nancy? -TEMPLATE: Becky: Yes, thank you. ____{No one} writes to me. -PROMPT: Do you want to read this letter from Nancy? Yes, thank you. No one writes to me. {bk11-l2b-f6-07-q.mp3} -RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07-q-b.mp3} -ACCEPT: no one - -TEMPLATE: Ellen: Do you write to ____{anybody}? -PROMPT: Do you write to anybody? {bk11-l2b-f6-08-q.mp3} -RESPONSE: Do you write to anybody? {bk11-l2b-f6-08-q.mp3} -ACCEPT: anybody - -TEMPLATE: Becky: No, I don't mail anything to ____{anyone}. -PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09-q.mp3} -RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09-q.mp3} -ACCEPT: anyone - -TEMPLATE: Ellen: That's the problem. ____{Nobody} gets mail from you. -PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10-q.mp3} -RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10-q.mp3} -ACCEPT: nobody - -TEMPLATE: Becky: Do you think I should write to ____{someone}? -PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11-q.mp3} -RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11-q.mp3} -ACCEPT: someone - -TEMPLATE: Ellen: Yes. Then ____{somebody} will answer your letter. -TEMPLATE: Becky: And I'll have more than just bills in my mailbox. -PROMPT: Yes. Then somebody will answer your letter. And I'll have more than just bills in my mailbox. {bk11-l2b-f6-12-q.mp3} -RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12-q-b.mp3} -ACCEPT: somebody # Source: LLA 2B Figure 7 $PRODUCE Change It to a Question -ID: 2b-f7 +ID: 11-2b-f7 +INTRO: Time to drill. You'll hear a statement and a cue word — turn the statement into a question using the cue, then repeat the model answer. +INSTRUCTION: Say the question aloud. INPUT: speak CHECK: reveal -INTRO: Now transform. You'll hear a statement and a cue word — turn the statement into a question using that word, then repeat the correct answer. -INSTRUCTION: Change the sentence to a question using the cue word. REPEAT EXAMPLE -PROMPT: Nobody's here. Anyone. {bk11-l2b-f7-ex-q.mp3} -RESPONSE: Is anyone here? {bk11-l2b-f7-ex-a.mp3} +TEMPLATE: Nobody's here. (anyone) +PROMPT: Nobody's here. Anyone. {bk11-l2b-f7-01-q.mp3} +RESPONSE: Is anyone here? {bk11-l2b-f7-01-a.mp3} -PROMPT: No one can hear us. Anybody. {bk11-l2b-f7-01-q.mp3} -RESPONSE: Can anybody hear us? {bk11-l2b-f7-01-a.mp3} +TEMPLATE: No one can hear us. (anybody) +PROMPT: No one can hear us. Anybody. {bk11-l2b-f7-02-q.mp3} +RESPONSE: Can anybody hear us? {bk11-l2b-f7-02-a.mp3} -PROMPT: Nobody saw the accident. Someone. {bk11-l2b-f7-02-q.mp3} -RESPONSE: Did someone see the accident? {bk11-l2b-f7-02-a.mp3} +TEMPLATE: Nobody saw the accident. (someone) +PROMPT: Nobody saw the accident. Someone. {bk11-l2b-f7-03-q.mp3} +RESPONSE: Did someone see the accident? {bk11-l2b-f7-03-a.mp3} -PROMPT: Someone knows the answer. Somebody. {bk11-l2b-f7-03-q.mp3} -RESPONSE: Does somebody know the answer? {bk11-l2b-f7-03-a.mp3} +TEMPLATE: Someone knows the answer. (somebody) +PROMPT: Someone knows the answer. Somebody. {bk11-l2b-f7-04-q.mp3} +RESPONSE: Does somebody know the answer? {bk11-l2b-f7-04-a.mp3} -PROMPT: Somebody called you last night. Anybody. {bk11-l2b-f7-04-q.mp3} -RESPONSE: Did anybody call you last night? {bk11-l2b-f7-04-a.mp3} +TEMPLATE: Somebody called you last night. (anybody) +PROMPT: Somebody called you last night. Anybody. {bk11-l2b-f7-05-q.mp3} +RESPONSE: Did anybody call you last night? {bk11-l2b-f7-05-a.mp3} -PROMPT: Nobody told Mark about the test. Somebody. {bk11-l2b-f7-05-q.mp3} -RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-05-a.mp3} +TEMPLATE: Nobody told Mark about the test. (somebody) +PROMPT: Nobody told Mark about the test. Somebody. {bk11-l2b-f7-06-q.mp3} +RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-06-a.mp3} + +TEMPLATE: No one knows Ann's telephone number. (anyone) +PROMPT: No one knows Ann's telephone number. Anyone. {bk11-l2b-f7-07-q.mp3} +RESPONSE: Does anyone know Ann's telephone number? {bk11-l2b-f7-07-a.mp3} -PROMPT: No one knows Anne's telephone number. Anyone. {bk11-l2b-f7-06-q.mp3} -RESPONSE: Does anyone know Anne's telephone number? {bk11-l2b-f7-06-a.mp3} # Source: LLA 2B Figure 8 -$PRODUCE Answer with the Cue -ID: 2b-f8 +$PRODUCE Answer with a Pronoun +ID: 11-2b-f8 +INTRO: Now the other direction: you'll hear a question and a cue — answer with a full sentence using the cue, then repeat the model answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: This time answer the questions. Listen to the question and the cue words, answer aloud in a full sentence, then repeat the correct answer. -INSTRUCTION: Answer the question aloud. REPEAT EXAMPLE -PROMPT: Is anybody going to the show? No, nobody. {bk11-l2b-f8-ex-q.mp3} -RESPONSE: No, nobody's going to the show. {bk11-l2b-f8-ex-a.mp3} +TEMPLATE: Is anybody going to the show? (no, nobody) +PROMPT: Is anybody going to the show? — No, nobody. {bk11-l2b-f8-01-q.mp3} +RESPONSE: No, nobody's going to the show. {bk11-l2b-f8-01-a.mp3} -PROMPT: Has somebody been using my pen? No, nobody. {bk11-l2b-f8-01-q.mp3} -RESPONSE: No, nobody's been using your pen. {bk11-l2b-f8-01-a.mp3} +TEMPLATE: Has somebody been using my pen? (no, nobody) +PROMPT: Has somebody been using my pen? — No, nobody. {bk11-l2b-f8-02-q.mp3} +RESPONSE: No, nobody's been using your pen. {bk11-l2b-f8-02-a.mp3} -PROMPT: Does anybody understand the lesson? Yes, someone. {bk11-l2b-f8-02-q.mp3} -RESPONSE: Yes, someone understands the lesson. {bk11-l2b-f8-02-a.mp3} +TEMPLATE: Does anybody understand the lesson? (yes, someone) +PROMPT: Does anybody understand the lesson? — Yes, someone. {bk11-l2b-f8-03-q.mp3} +RESPONSE: Yes, someone understands the lesson. {bk11-l2b-f8-03-a.mp3} -PROMPT: Can someone give me a ride home? Yes, somebody. {bk11-l2b-f8-03-q.mp3} -RESPONSE: Yes, somebody can give you a ride home. {bk11-l2b-f8-03-a.mp3} +TEMPLATE: Can someone give me a ride home? (yes, somebody) +PROMPT: Can someone give me a ride home? — Yes, somebody. {bk11-l2b-f8-04-q.mp3} +RESPONSE: Yes, somebody can give you a ride home. {bk11-l2b-f8-04-a.mp3} -PROMPT: Did anyone bring the soft drinks? No, no one. {bk11-l2b-f8-04-q.mp3} -RESPONSE: No, no one brought the soft drinks. {bk11-l2b-f8-04-a.mp3} +TEMPLATE: Did anyone bring the soft drinks? (no, no one) +PROMPT: Did anyone bring the soft drinks? — No, no one. {bk11-l2b-f8-05-q.mp3} +RESPONSE: No, no one brought the soft drinks. {bk11-l2b-f8-05-a.mp3} -PROMPT: Will somebody tell Mark the answer? No, nobody. {bk11-l2b-f8-05-q.mp3} -RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-05-a.mp3} +TEMPLATE: Will somebody tell Mark the answer? (no, nobody) +PROMPT: Will somebody tell Mark the answer? — No, nobody. {bk11-l2b-f8-06-q.mp3} +RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-06-a.mp3} + +TEMPLATE: Is anybody listening to this tape? (yes, someone) +PROMPT: Is anybody listening to this tape? — Yes, someone. {bk11-l2b-f8-07-q.mp3} +RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-07-a.mp3} -PROMPT: Is anybody listening to this tape? Yes, someone. {bk11-l2b-f8-06-q.mp3} -RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-06-a.mp3} # Source: ST §Will Someone Meet Me at the Airport? -$PRODUCE Will Someone Meet Me? -ID: l2-s18 -INTRO: One more round, without the tape holding your hand. Answer each question aloud in a full sentence, following the "yes" or "no" cue, then check the model. -INSTRUCTION: Answer aloud, using the cue. +$PRODUCE Will Someone Meet Me at the Airport? +ID: l2-s17 +INTRO: Last pass — answer freely. Use the cue in parentheses and an indefinite pronoun, in a full sentence. +INSTRUCTION: Answer each question aloud using the cue. INPUT: speak -CHECK: reveal +CHECK: llm SHOW_PROMPT +RUBRIC: Accept any correct affirmative or negative answer using an appropriate indefinite pronoun (someone, somebody, anyone, anybody, no one, nobody) that matches the yes/no cue. EXAMPLE -PROMPT: Will someone meet me at the airport? -TEMPLATE: (yes) +PROMPT: Will someone meet me at the airport? (yes) RESPONSE: Yes, someone will meet you there. EXAMPLE -PROMPT: Has anyone told Mark about the test tomorrow? -TEMPLATE: (no) +PROMPT: Has anyone told Mark about the test tomorrow? (no) RESPONSE: No, no one's told him about it. -PROMPT: Was anyone hurt in the accident? -TEMPLATE: (no) +PROMPT: Was anyone hurt in the accident? (no) RESPONSE: No, no one was hurt in the accident. -PROMPT: Did someone call the police? -TEMPLATE: (yes) +PROMPT: Did someone call the police? (yes) RESPONSE: Yes, someone called the police. -PROMPT: Are you looking for somebody? -TEMPLATE: (no) +PROMPT: Are you looking for somebody? (no) RESPONSE: No, I'm not looking for anybody. -PROMPT: Did anybody call while I was out? -TEMPLATE: (yes) +PROMPT: Did anybody call while I was out? (yes) RESPONSE: Yes, somebody called while you were out. -PROMPT: Could anyone answer the question? -TEMPLATE: (no) -RESPONSE: No, nobody could answer the question. +PROMPT: Could anyone answer the question? (no) +RESPONSE: No, no one could answer the question. -PROMPT: Will someone be in the office on Saturday? -TEMPLATE: (yes) +PROMPT: Will someone be in the office on Saturday? (yes) RESPONSE: Yes, someone will be in the office on Saturday. -PROMPT: Does anybody have change for a hundred-dollar bill? -TEMPLATE: (no) +PROMPT: Does anybody have change for a hundred-dollar bill? (no) RESPONSE: No, nobody has change for a hundred-dollar bill. -PROMPT: Would anyone like to go to the commissary with me? -TEMPLATE: (no) -RESPONSE: No, no one would like to go. +PROMPT: Would anyone like to go to the commissary with me? (no) +RESPONSE: No, no one would like to go with you. -PROMPT: Does anybody know Janet's new telephone number? -TEMPLATE: (yes) -RESPONSE: Yes, somebody knows Janet's new telephone number. +PROMPT: Does anybody know Janet's new telephone number? (yes) +RESPONSE: Yes, somebody knows her new telephone number. -PROMPT: Does anyone have an extra ticket to the soccer game? -TEMPLATE: (yes) -RESPONSE: Yes, someone has an extra ticket. +PROMPT: Does anyone have an extra ticket to the soccer game? (yes) +RESPONSE: Yes, someone has an extra ticket to the soccer game. -$SESSION 2-5: Get and Become +# SKIPPED (book+tape): LLA 2B Figure 9 "Punctuation Grid" / ST Listening Skill "PUT THE PUNCTUATION MARK IN THE BOX" (p. 48) — listening task placing symbols in a 3x3 grid from spoken coordinates; no spatial interaction supported in the format. + +$SESSION 2-6: Get and Become # Source: LLA 2C Figure 1 -$DIALOGUE Changes: Get and Become -ID: 2c-f1 -INTRO: In this part you'll learn to talk about change with "get" and "become" — getting tired, becoming a pilot, weather getting worse. Listen to these short exchanges and notice both verbs at work. +$DIALOGUE Getting and Becoming +ID: 11-2c-f1 +INTRO: In this part you'll learn to talk about change — people get nervous, weather gets worse, students become pilots. Listen to five short conversations and notice "get" and "become". INSTRUCTION: Listen to the dialogues. -Kathy: Does Jane *get* nervous now when she drives? {bk11-l2c-f1-01.mp3} -Kevin: Yes. She *became* a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3} +Kathy: Does Jane get nervous now when she drives? {bk11-l2c-f1-01.mp3} +Kevin: Yes. She became a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3} -Sally: Is the weather *getting* worse? {bk11-l2c-f1-03.mp3} -Steve: Yes. The ice on the streets is *becoming* an awful problem. {bk11-l2c-f1-04.mp3} +Sally: Is the weather getting worse? {bk11-l2c-f1-03.mp3} +Steve: Yes. The ice on the streets is becoming an awful problem. {bk11-l2c-f1-04.mp3} -Maria: Do you think Bill will ever *become* a happy person? {bk11-l2c-f1-05.mp3} -David: I don't know. He still *gets* angry about nothing. {bk11-l2c-f1-06.mp3} +Maria: Do you think Bill will ever become a happy person? {bk11-l2c-f1-05.mp3} +David: I don't know. He still gets angry about nothing. {bk11-l2c-f1-06.mp3} -Janet: Are you *becoming* a better math student? {bk11-l2c-f1-07.mp3} -Jason: Yes. The problems are *getting* easier every day. {bk11-l2c-f1-08.mp3} +Janet: Are you becoming a better math student? {bk11-l2c-f1-07.mp3} +Jason: Yes. The problems are getting easier every day. {bk11-l2c-f1-08.mp3} -Alice: Do your sisters want to *become* nurses? {bk11-l2c-f1-09.mp3} -Larry: No. They want to *become* doctors. {bk11-l2c-f1-10.mp3} +Alice: Do your sisters want to become nurses? {bk11-l2c-f1-09.mp3} +Larry: No. They want to become doctors. {bk11-l2c-f1-10.mp3} -# Source: ST §Become and Get (grammar box) + +# Source: ST §Become and Get (grammar) $GRAMMAR Become and Get -ID: l2-s20 -INTRO: Here's the pattern: "become" and "get" both link a subject to its new state or condition. +ID: l2-s19 +INTRO: Here's the pattern you just heard: two verbs that show a change from one state to another. -CARD: The verbs **become** and **get** show a change in a state or condition. You can use them right before an adjective. +CARD: **Become** and **get** are linking verbs. They show a change in state or condition. Before a noun, use **become**. +{Most captains become majors.} + +CARD: Before an adjective, you can use either **become** or **get** — the meaning is the same. {The homework became confusing.} {The homework got confusing.} -{The weather is getting cold.} - -CARD: You can also use **become** to link a subject to a noun. We do not use **get** for this. -{Most captains become majors.} -{My sister became a doctor.} SUMMARY: | SUBJECT | LINKING VERB | SUBJECT COMPLEMENT | |---|---|---| -| Most captains | **become** | majors. (noun) | -| The homework | **became** / **got** | confusing. (adjective) | +| Most captains | become | majors. (noun) | +| The homework | became / got | confusing. (adjective) | + + +# Source: LLA 2C Figure 2 (get forms) +$DIALOGUE Forms of Get +ID: 11-2c-f2-get +INTRO: One nervous instructor, five tenses. Listen to "get" change form, and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: The instructor gets nervous. {bk11-l2c-f2-01.mp3} +LINE: The instructor got nervous. {bk11-l2c-f2-02.mp3} +LINE: The instructor will get nervous. {bk11-l2c-f2-03.mp3} +LINE: The instructor is getting nervous. {bk11-l2c-f2-04.mp3} +LINE: The instructor has been getting nervous. {bk11-l2c-f2-05.mp3} + + +# Source: LLA 2C Figure 2 (get drill) +$PRODUCE Change the Sentence: Get +ID: 11-2c-f2-drill-get +INTRO: Now build sentences with "get". Listen to the sentence and the cue word, say the new sentence, then repeat the model answer. +INSTRUCTION: Say the new sentence aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Jim gets tired easily.\n— Mary {bk11-l2c-f2-ex1-q.mp3} +RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3} + +PROMPT: Mary gets tired easily.\n— Sick {bk11-l2c-f2-06-q.mp3} +RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3} + +TEMPLATE: Mary gets sick easily. +PROMPT: Well {bk11-l2c-f2-07-q.mp3} +RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3} + +TEMPLATE: Mary gets well easily. +PROMPT: Quickly {bk11-l2c-f2-08-q.mp3} +RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3} + +TEMPLATE: Mary gets well quickly. +PROMPT: The children {bk11-l2c-f2-09-q.mp3} +RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3} + +TEMPLATE: The children get well quickly. +PROMPT: Bored {bk11-l2c-f2-10-q.mp3} +RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3} + +TEMPLATE: The children get bored quickly. +PROMPT: Excited {bk11-l2c-f2-11-q.mp3} +RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3} + + +# Source: LLA 2C Figure 2 (become forms) +$DIALOGUE Forms of Become +ID: 11-2c-f2-become +INTRO: Same idea, now with "become" and a noun. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: Our students become good pilots. {bk11-l2c-f2-12.mp3} +LINE: Our students became good pilots. {bk11-l2c-f2-13.mp3} +LINE: Our students will become good pilots. {bk11-l2c-f2-14.mp3} +LINE: Our students are becoming good pilots. {bk11-l2c-f2-15.mp3} + + +# Source: LLA 2C Figure 2 (become drill) +$PRODUCE Change the Sentence: Become +ID: 11-2c-f2-drill-become +INTRO: Now build sentences with "become". Listen to the sentence and the cue, say the new sentence, then repeat the model answer. +INSTRUCTION: Say the new sentence aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Jane became a good saleswoman.\n— Teacher {bk11-l2c-f2-ex2-q.mp3} +RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3} + +PROMPT: Jane became a good teacher.\n— Is becoming {bk11-l2c-f2-16-q.mp3} +RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3} + +TEMPLATE: Jane is becoming a good teacher. +PROMPT: Michael {bk11-l2c-f2-17-q.mp3} +RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3} + +TEMPLATE: Michael is becoming a good teacher. +PROMPT: Better {bk11-l2c-f2-18-q.mp3} +RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3} + +TEMPLATE: Michael is becoming a better teacher. +PROMPT: Writer {bk11-l2c-f2-19-q.mp3} +RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3} + +TEMPLATE: Michael is becoming a better writer. +PROMPT: The students {bk11-l2c-f2-20-q.mp3} +RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3} + +TEMPLATE: The students are becoming better writers. +PROMPT: Will become {bk11-l2c-f2-21-q.mp3} +RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3} + + +# Source: LLA 2C Figure 3 +$PRODUCE Make It Affirmative +ID: 11-2c-f3 +INTRO: You'll hear a negative sentence and a cue word. Turn it into an affirmative sentence with the cue, then repeat the model answer. +INSTRUCTION: Change the sentence to an affirmative statement. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: My cold isn't getting *worse*.\n— Better {bk11-l2c-f3-ex-q.mp3} +RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3} + +PROMPT: The food here isn't getting *better*.\n— Worse {bk11-l2c-f3-01-q.mp3} +RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3} + +PROMPT: Karen doesn't get *angry*.\n— Upset {bk11-l2c-f3-02-q.mp3} +RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3} + +PROMPT: The nights aren't getting *longer*.\n— Shorter {bk11-l2c-f3-03-q.mp3} +RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3} + +PROMPT: Bill didn't become a *careless* driver.\n— Careful {bk11-l2c-f3-04-q.mp3} +RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3} + +PROMPT: Mark won't become a *nervous* person.\n— Relaxed {bk11-l2c-f3-05-q.mp3} +RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3} + +PROMPT: The boys won't become *weak* men.\n— Strong {bk11-l2c-f3-06-q.mp3} +RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3} + + +# Source: LLA 2C Figure 4 +$PRODUCE Ask About the New Subject +ID: 11-2c-f4 +INTRO: One more drill: you'll hear a statement and a new subject. Ask a question about the new subject, then repeat the model answer. +INSTRUCTION: Change the sentence to a question. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: The *school* is getting crowded.\n— Classroom {bk11-l2c-f4-ex1-q.mp3} +RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3} + +EXAMPLE +PROMPT: *Houston* became an important city.\n— Laredo {bk11-l2c-f4-ex2-q.mp3} +RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3} + +PROMPT: His *father* became an important person.\n— Uncle {bk11-l2c-f4-01-q.mp3} +RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3} + +PROMPT: The *coffee* is getting cold.\n— Tea {bk11-l2c-f4-02-q.mp3} +RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3} + +PROMPT: *My apartment* gets dirty fast.\n— Your apartment {bk11-l2c-f4-03-q.mp3} +RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3} + +PROMPT: *Kathryn* is becoming a beautiful woman.\n— Her sister {bk11-l2c-f4-04-q.mp3} +RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3} + +PROMPT: The *books* will get more expensive.\n— Tapes {bk11-l2c-f4-05-q.mp3} +RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3} + +PROMPT: The *children* are becoming good friends.\n— Their parents {bk11-l2c-f4-06-q.mp3} +RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3} + -$DIALOGUE Sentences with Get and Become # Source: ST §Some Students Get Nervous Before a Test -ID: l2-s21 -INTRO: Read these sentences and watch the pattern from the box in action — a subject, a linking verb, and its new condition. -INSTRUCTION: Listen and read along. +$DIALOGUE Some Students Get Nervous Before a Test +ID: l2-s20 +INTRO: Eight everyday sentences with "get" and "become". Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT LINE: Do you get nervous before a test? LINE: The children became tired of sightseeing. @@ -1501,13 +1723,15 @@ LINE: Ted doesn't get upset when he's late for class. LINE: Bob's clothes get dirty when he works on his car. LINE: The major becomes very angry when someone lies to him. -# Source: ST §Ralph Gets Tired After a Long Game -$DIALOGUE Ralph Gets Tired -ID: l2-s22 -INTRO: Ralph plays a lot of basketball; James lifts weights. Listen to them compare notes — and count how many times "get" and "become" show up. -INSTRUCTION: Listen and read along. -James: Hi, Ralph. You sure look tired. {st-page_065_001.jpg} +# Source: ST §Ralph Gets Tired After a Long Game +$DIALOGUE Ralph Gets Tired After a Long Game {st-page_065_001.jpg|Two men, James and Ralph, talking outside the GYMNASIUM building} +ID: l2-s21 +INTRO: Ralph plays too much basketball; James lifts weights for his health. Listen to their talk outside the gym and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +James: Hi, Ralph. You sure look tired. Ralph: I know. I get tired after a long game. James: Why do you play so much basketball? Ralph: I enjoy it, and I want to become good at it. @@ -1519,267 +1743,85 @@ James: No, I'm just trying to become a healthier person. Ralph: I heard that you got really sick last month. James: I did, but I'm getting well again fast. -# Source: LLA 2C Figure 2 -$DIALOGUE Forms of "Get" -ID: 2c-f2 -INTRO: Listen to the different forms of the verb "get" used in sentences, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT -LINE: Gets. The instructor gets nervous. {bk11-l2c-f2-01.mp3} -LINE: Got. The instructor got nervous. {bk11-l2c-f2-02.mp3} -LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3} -LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3} -LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3} - -# Source: LLA 2C Figure 2 -$PRODUCE Change the Sentence: Get -ID: 2c-f2-b +# Source: ST §Harold Got Sick at School +$PRODUCE Harold Got Sick at School +ID: l2-s22 +INTRO: Now you make both halves: read the sentence, ask a question with the first cue, and answer it with the second. Say both aloud. +INSTRUCTION: Ask and answer using the cues in parentheses. INPUT: speak -CHECK: reveal -INTRO: Now drill it. Listen to the sentence and the cue word, say the new sentence with the cue in place, then repeat the correct answer. -INSTRUCTION: Change the sentence using the cue word. -REPEAT - -EXAMPLE -PROMPT: Jim gets tired easily. Mary. {bk11-l2c-f2-ex1-q.mp3} -RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3} - -PROMPT: Mary gets tired easily. Sick. {bk11-l2c-f2-06-q.mp3} -TEMPLATE: sick -RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3} - -PROMPT: Well. {bk11-l2c-f2-07-q.mp3} -TEMPLATE: well -RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3} - -PROMPT: Quickly. {bk11-l2c-f2-08-q.mp3} -TEMPLATE: quickly -RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3} - -PROMPT: The children. {bk11-l2c-f2-09-q.mp3} -TEMPLATE: the children -RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3} - -PROMPT: Bored. {bk11-l2c-f2-10-q.mp3} -TEMPLATE: bored -RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3} - -PROMPT: Excited. {bk11-l2c-f2-11-q.mp3} -TEMPLATE: excited -RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3} - -# Source: LLA 2C Figure 2 -$DIALOGUE Forms of "Become" -ID: 2c-f2-c -INTRO: Same idea, other verb. Listen to the forms of "become" used in sentences, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Become. Our students become good pilots. {bk11-l2c-f2-12.mp3} -LINE: Became. Our students became good pilots. {bk11-l2c-f2-13.mp3} -LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-14.mp3} -LINE: Are becoming. {bk11-l2c-f2-15-a.mp3} -LINE: Our students are becoming good pilots. {bk11-l2c-f2-15-b.mp3} - -# Source: LLA 2C Figure 2 -$PRODUCE Change the Sentence: Become -ID: 2c-f2-d -INPUT: speak -CHECK: reveal -INTRO: Now drill "become" the same way. Listen to the sentence and the cue, say the new sentence, then repeat the correct answer. -INSTRUCTION: Change the sentence using the cue word. -REPEAT - -EXAMPLE -PROMPT: Jane became a good saleswoman. Teacher. {bk11-l2c-f2-ex2-q.mp3} -RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3} - -PROMPT: Jane became a good teacher. Is becoming. {bk11-l2c-f2-16-q.mp3} -TEMPLATE: is becoming -RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3} - -PROMPT: Michael. {bk11-l2c-f2-17-q.mp3} -TEMPLATE: Michael -RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3} - -PROMPT: Better. {bk11-l2c-f2-18-q.mp3} -TEMPLATE: better -RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3} - -PROMPT: Writer. {bk11-l2c-f2-19-q.mp3} -TEMPLATE: writer -RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3} - -PROMPT: The students. {bk11-l2c-f2-20-q.mp3} -TEMPLATE: the students -RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3} - -PROMPT: Will become. {bk11-l2c-f2-21-q.mp3} -TEMPLATE: will become -RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3} - -# Source: LLA 2C Figure 3 -$PRODUCE Say the Opposite -ID: 2c-f3 -INPUT: speak -CHECK: reveal -INTRO: You'll hear a negative sentence and a cue word. Say what IS true, using the cue, then repeat the correct answer. -INSTRUCTION: Change the sentence using the cue word. -REPEAT - -EXAMPLE -PROMPT: My cold isn't getting worse. Better. {bk11-l2c-f3-ex-q.mp3} -RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3} - -PROMPT: The food here isn't getting better. Worse. {bk11-l2c-f3-01-q.mp3} -TEMPLATE: worse -RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3} - -PROMPT: Karen doesn't get angry. Upset. {bk11-l2c-f3-02-q.mp3} -TEMPLATE: upset -RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3} - -PROMPT: The nights aren't getting longer. Shorter. {bk11-l2c-f3-03-q.mp3} -TEMPLATE: shorter -RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3} - -PROMPT: Bill didn't become a careless driver. Careful. {bk11-l2c-f3-04-q.mp3} -TEMPLATE: careful -RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3} - -PROMPT: Mark won't become a nervous person. Relaxed. {bk11-l2c-f3-05-q.mp3} -TEMPLATE: relaxed -RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3} - -PROMPT: The boys won't become weak men. Strong. {bk11-l2c-f3-06-q.mp3} -TEMPLATE: strong -RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3} - -# Source: LLA 2C Figure 4 -$PRODUCE Make It a Question -ID: 2c-f4 -INPUT: speak -CHECK: reveal -INTRO: Last transformation drill: turn each statement into a question about the cue word, then repeat the correct answer. -INSTRUCTION: Change the statement to a question using the cue word. -REPEAT - -EXAMPLE -PROMPT: The school is getting crowded. Classroom. {bk11-l2c-f4-ex1-q.mp3} -RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3} - -EXAMPLE -PROMPT: Houston became an important city. Laredo. {bk11-l2c-f4-ex2-q.mp3} -RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3} - -PROMPT: His father became an important person. Uncle. {bk11-l2c-f4-01-q.mp3} -TEMPLATE: uncle -RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3} - -PROMPT: The coffee is getting cold. Tea. {bk11-l2c-f4-02-q.mp3} -TEMPLATE: tea -RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3} - -PROMPT: My apartment gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3} -TEMPLATE: your apartment -RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3} - -PROMPT: Catherine is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3} -TEMPLATE: her sister -RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3} - -PROMPT: The books will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3} -TEMPLATE: tapes -RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3} - -PROMPT: The children are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3} -TEMPLATE: their parents -RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3} - -# Source: ST §Harold Got Sick At School -$PRODUCE Ask and Answer: Get and Become -ID: l2-s23 -INTRO: Now do both halves yourself. You'll hear a statement; use the cue words on screen to ask a question about it and then answer it, out loud. -INSTRUCTION: Ask and answer, using the cues. -INPUT: speak -CHECK: reveal +CHECK: llm SHOW_PROMPT +RUBRIC: Accept any correctly formed question-and-answer pair using "get" or "become" that follows the cues; the question uses the first cue, the answer follows the yes/no cue. Correct verb form is the point — a wrong tense or missing question form fails. EXAMPLE -PROMPT: Harold got sick at work today. -TEMPLATE: (tired) (no) -RESPONSE: Did Harold get tired at work today? No, he got sick. +PROMPT: Harold got sick at work today.\n(tired)\n(no) +RESPONSE: Did Harold get tired at work today?\n— No, he got sick. EXAMPLE -PROMPT: Jan gets upset when she fails a test. -TEMPLATE: (upset) (yes, very) -RESPONSE: Does Jan get upset when she fails a test? Yes, she gets very upset. +PROMPT: Jan gets upset when she fails a test.\n(upset)\n(yes, very) +RESPONSE: Does Jan get upset when she fails a test?\n— Yes, she gets very upset. -PROMPT: Jim gets nervous when he drives downtown. -TEMPLATE: (nervous) (yes, very) -RESPONSE: Does Jim get nervous when he drives downtown? Yes, he gets very nervous. +PROMPT: Jim gets nervous when he drives downtown.\n(nervous)\n(yes, very) +RESPONSE: Does Jim get nervous when he drives downtown?\n— Yes, he gets very nervous. -PROMPT: This restaurant becomes crowded at noon. -TEMPLATE: (in the evening) (no) -RESPONSE: Does this restaurant become crowded in the evening? No, it becomes crowded at noon. +PROMPT: This restaurant becomes crowded at noon.\n(in the evening)\n(no) +RESPONSE: Does this restaurant become crowded in the evening?\n— No, it becomes crowded at noon. -PROMPT: Don got lost because he forgot the map. -TEMPLATE: (address) (no) -RESPONSE: Did Don get lost because he forgot the address? No, he got lost because he forgot the map. +PROMPT: Don got lost because he forgot the map.\n(address)\n(no) +RESPONSE: Did Don get lost because he forgot the address?\n— No, he got lost because he forgot the map. -PROMPT: The movie gets more interesting. -TEMPLATE: (interesting) (yes, near the end) -RESPONSE: Does the movie get interesting? Yes, it gets more interesting near the end. +PROMPT: The movie gets more interesting.\n(interesting)\n(yes, near the end) +RESPONSE: Does the movie get more interesting?\n— Yes, it gets more interesting near the end. -PROMPT: Lt Keith will become a captain on Monday. -TEMPLATE: (Friday) (no) -RESPONSE: Will Lt Keith become a captain on Friday? No, he will become a captain on Monday. +PROMPT: Lt Keith will become a captain on Monday.\n(Friday)\n(no) +RESPONSE: Will Lt Keith become a captain on Friday?\n— No, he will become a captain on Monday. -PROMPT: I think this job will get easier. -TEMPLATE: (more difficult) (no) -RESPONSE: Do you think this job will get more difficult? No, I think it will get easier. +PROMPT: I think this job will get easier.\n(more difficult)\n(no) +RESPONSE: Do you think this job will get more difficult?\n— No, I think it will get easier. -PROMPT: Mark became a cautious driver after his accident. -TEMPLATE: (cautious) (yes, very) -RESPONSE: Did Mark become a cautious driver after his accident? Yes, he became very cautious. +PROMPT: Mark became a cautious driver after his accident.\n(cautious)\n(yes, very) +RESPONSE: Did Mark become a cautious driver after his accident?\n— Yes, he became very cautious. -PROMPT: The weather here gets more pleasant in the fall. -TEMPLATE: (summer) (no) -RESPONSE: Does the weather get more pleasant in the summer? No, it gets more pleasant in the fall. +PROMPT: The weather here gets more pleasant in the fall.\n(summer)\n(no) +RESPONSE: Does the weather here get more pleasant in the summer?\n— No, it gets more pleasant in the fall. -PROMPT: Ken became upset when the waitress spilled the coffee. -TEMPLATE: (water) (no) -RESPONSE: Did Ken become upset when the waitress spilled the water? No, he became upset when she spilled the coffee. +PROMPT: Ken became upset when the waitress spilled the coffee.\n(water)\n(no) +RESPONSE: Did Ken become upset when the waitress spilled the water?\n— No, he became upset when she spilled the coffee. -PROMPT: Patrick got angry when he saw the ticket on his car. -TEMPLATE: (angry) (yes, very) -RESPONSE: Did Patrick get angry when he saw the ticket on his car? Yes, he got very angry. +PROMPT: Patrick got angry when he saw the ticket on his car.\n(angry)\n(yes, very) +RESPONSE: Did Patrick get angry when he saw the ticket on his car?\n— Yes, he got very angry. -$SESSION 2-6: Adjective Clauses +$SESSION 2-7: Who, Which, and That -# Source: LLA 2D Figure 2 +# Source: LLA 2D Figure 2 (presentation) $DIALOGUE Sentences with Who, Which, and That -ID: 2d-f2 -INTRO: In this part you'll learn to describe people and things inside one sentence, using "who", "which", and "that". Listen to these sentences about John and his books, and repeat each one. -INSTRUCTION: Listen and repeat. +ID: 11-2d-f2 +INTRO: In this part you'll learn to add descriptions to nouns with "who", "which", and "that". Listen to six sentences about John — a man who reads every book he owns — and repeat each one. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Last weekend I read a book which I liked a lot. {bk11-l2d-f2-01.mp3} -LINE: It was a new book that John told me about. {bk11-l2d-f2-02.mp3} -LINE: John is a friend of mine who really enjoys reading. {bk11-l2d-f2-03.mp3} -LINE: He has an apartment which is full of books. {bk11-l2d-f2-04.mp3} -LINE: I know other people that collect books also. {bk11-l2d-f2-05.mp3} -LINE: But John's the only one who reads every book in his collection. {bk11-l2d-f2-06.mp3} +LINE: Last weekend I read a book *which I liked a lot*. {bk11-l2d-f2-01.mp3} -# Source: LLA 2D Figure 2 +LINE: It was a new book *that John told me about*. {bk11-l2d-f2-02.mp3} + +LINE: John is a friend of mine *who really enjoys reading*. {bk11-l2d-f2-03.mp3} + +LINE: He has an apartment *which is full of books*. {bk11-l2d-f2-04.mp3} + +LINE: I know other people *that collect books also*. {bk11-l2d-f2-05.mp3} + +LINE: But John's the only one *who reads every book in his collection*. {bk11-l2d-f2-06.mp3} + + +# Source: LLA 2D Figure 2 (questions) $PRODUCE Questions About John's Books -ID: 2d-f2-b -REFERENCE +ID: 11-2d-f2-b +REFERENCE: 11-2d-f2 +INTRO: Answer questions about the sentences you just repeated, aloud and in complete sentences. Then repeat the model answer. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal -INTRO: Now answer questions about the sentences you just practiced. Answer aloud in a full sentence — the clauses do the describing for you. -INSTRUCTION: Answer the questions aloud. REPEAT PROMPT: What kind of book did the person read last weekend? {bk11-l2d-f2-07-q.mp3} @@ -1800,56 +1842,38 @@ RESPONSE: Yes, he knows other people that collect them. {bk11-l2d-f2-11-a.mp3} PROMPT: How is John different from the other people who collect books? {bk11-l2d-f2-12-q.mp3} RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2-12-a.mp3} -# Source: ST §Adjective Clauses (grammar box) -$GRAMMAR Adjective Clauses -ID: l2-s29 -INTRO: Here's the rule behind those sentences: "who" for people, "which" for things, "that" for either. -CARD: An adjective clause is a group of words that describes a noun or pronoun. When referring to people, start the clause with **who**. +# Source: ST §Adjective Clauses (grammar) merged with LLA 2D Figure 3 chart +$GRAMMAR Who, Which, and That +ID: l2-s28 +INTRO: Here's the rule behind those sentences: three words that attach a description to a noun. + +CARD: An adjective clause is a group of words that describes a noun or pronoun. Use **who** for people. {Ms. Steves is the one who teaches Spanish.} +{a driver who is careful} -CARD: When referring to things, start the clause with **which**. +CARD: Use **which** for things. {Roper's is the store which sells tires.} +{a car which is speeding} -CARD: The word **that** can be used for both people and things. Here it refers to a thing. +CARD: **That** works for both people and things. {This is the watch that broke last week.} - -CARD: And here, **that** refers to a person. {Mr. Dial is the man that fixed it for me.} +{Fix or replace tires that are bad.} SUMMARY: -| | | ADJECTIVE CLAUSE | +| Pronoun | Used for | Example | |---|---|---| -| Ms. Steves is the one | **who** | teaches Spanish. | -| Roper's is the store | **which** | sells tires. | -| This is the watch | **that** | broke last week. | -| Mr. Dial is the man | **that** | fixed it for me. | +| who, that | people | a driver who is careful | +| which, that | things | a car which is speeding | -$DIALOGUE The One That Has the Big Kitchen -ID: l2-s30 -INTRO: Listen to these little exchanges — every answer picks something out with an adjective clause. -INSTRUCTION: Listen and read along. -StudentA: Which apartment do you like? -StudentB: I like the one that has the big kitchen. - -StudentA: Did you call the sergeant yesterday? -StudentB: No, I wasn't the person that called him. - -StudentA: What kind of car do you want? -StudentB: I want a car which doesn't use much gas. - -StudentA: Did you pass the test? -StudentB: I'm the only student who passed it. - -StudentA: Is that the shirt that has chocolate on it? -StudentB: No, it's the shirt which has tomato juice on it. - -# Source: LLA 2D Figure 3 -$SELECT Choose Who, Which, or That -ID: 2d-f3 -INTRO: Listen to the first part of a sentence, then tap the phrase that completes it correctly. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the full sentence. -INSTRUCTION: Tap the correct phrase. +# Source: LLA 2D Figure 3 (selection) +$SELECT Who or Which? +ID: 11-2d-f3 +REFERENCE: l2-s28 +INTRO: You'll hear the beginning of a sentence — tap the ending that finishes it correctly, then repeat the whole sentence. People get "who"; things don't. +INSTRUCTION: Tap the correct ending. REPEAT EXAMPLE @@ -1857,74 +1881,142 @@ PROMPT: Accidents usually happen to drivers... {bk11-l2d-f3-ex-q.mp3} OPTION: a | who are not careful. OPTION: b | which are not careful. ANSWER: a -FEEDBACK: Accidents usually happen to drivers who are not careful. {bk11-l2d-f3-ex-a.mp3} +FEEDBACK: Accidents usually happen to drivers who are not careful. {bk11-l2d-f3-ex-fb.mp3} PROMPT: You should always stop for someone... {bk11-l2d-f3-01-q.mp3} OPTION: a | who is crossing the street. OPTION: b | which is crossing the street. ANSWER: a -FEEDBACK: Stop for someone who is crossing the street. {bk11-l2d-f3-01-a.mp3} +FEEDBACK: Stop for someone who is crossing the street. {bk11-l2d-f3-01-fb.mp3} PROMPT: Fix or replace any tires... {bk11-l2d-f3-02-q.mp3} OPTION: a | who are bad. OPTION: b | that are bad. ANSWER: b -FEEDBACK: Fix or replace any tires that are bad. {bk11-l2d-f3-02-a.mp3} +FEEDBACK: Fix or replace any tires that are bad. {bk11-l2d-f3-02-fb.mp3} PROMPT: A pedestrian is a person... {bk11-l2d-f3-03-q.mp3} OPTION: a | that is walking. OPTION: b | which is walking. ANSWER: a -FEEDBACK: A pedestrian is a person that is walking. {bk11-l2d-f3-03-a.mp3} +FEEDBACK: A pedestrian is a person that is walking. {bk11-l2d-f3-03-fb.mp3} PROMPT: Be polite to a policeman... {bk11-l2d-f3-04-q.mp3} OPTION: a | who is giving you a ticket. OPTION: b | which is giving you a ticket. ANSWER: a -FEEDBACK: Be polite to a policeman who is giving you a ticket. {bk11-l2d-f3-04-a.mp3} +FEEDBACK: Be polite to a policeman who is giving you a ticket. {bk11-l2d-f3-04-fb.mp3} PROMPT: Don't ride with a driver... {bk11-l2d-f3-05-q.mp3} OPTION: a | which is careless. OPTION: b | that is careless. ANSWER: b -FEEDBACK: Don't ride with a driver that is careless. {bk11-l2d-f3-05-a.mp3} +FEEDBACK: Don't ride with a driver that is careless. {bk11-l2d-f3-05-fb.mp3} PROMPT: Drive cautiously on streets... {bk11-l2d-f3-06-q.mp3} OPTION: a | who are wet. OPTION: b | that are wet. ANSWER: b -FEEDBACK: Drive cautiously on streets that are wet. {bk11-l2d-f3-06-a.mp3} +FEEDBACK: Drive cautiously on streets that are wet. {bk11-l2d-f3-06-fb.mp3} PROMPT: Drive carefully near children... {bk11-l2d-f3-07-q.mp3} OPTION: a | who are playing. OPTION: b | which are playing. ANSWER: a -FEEDBACK: Drive carefully near children who are playing. {bk11-l2d-f3-07-a.mp3} +FEEDBACK: Drive carefully near children who are playing. {bk11-l2d-f3-07-fb.mp3} PROMPT: Don't take a trip in a car... {bk11-l2d-f3-08-q.mp3} OPTION: a | who isn't in good shape. OPTION: b | that isn't in good shape. ANSWER: b -FEEDBACK: Don't take a trip in a car that isn't in good shape. {bk11-l2d-f3-08-a.mp3} +FEEDBACK: Don't take a trip in a car that isn't in good shape. {bk11-l2d-f3-08-fb.mp3} PROMPT: Use caution when you see a light... {bk11-l2d-f3-09-q.mp3} OPTION: a | which is flashing. OPTION: b | who is flashing. ANSWER: a -FEEDBACK: Use caution when you see a light which is flashing. {bk11-l2d-f3-09-a.mp3} +FEEDBACK: Use caution when you see a light which is flashing. {bk11-l2d-f3-09-fb.mp3} PROMPT: Don't pass a school bus... {bk11-l2d-f3-10-q.mp3} OPTION: a | that is stopping for children. OPTION: b | who is stopping for children. ANSWER: a -FEEDBACK: Don't pass a school bus that is stopping for children. {bk11-l2d-f3-10-a.mp3} +FEEDBACK: Don't pass a school bus that is stopping for children. {bk11-l2d-f3-10-fb.mp3} + + +# Source: LLA 2D Figure 4 +$PRODUCE Type the Missing Word +ID: 11-2d-f4 +INPUT: type +CHECK: exact +INTRO: Now a story about an accident — told one sentence at a time. Listen to each sentence and type the missing "who", "which", or "that". +INSTRUCTION: Type the missing word. + +PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3} +TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning. +RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3} +ACCEPT: that | which + +PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3} +TEMPLATE: A car ____ was speeding ran a red light. +RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3} +ACCEPT: which | that + +PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3} +TEMPLATE: The driver was a man ____ is ninety years old and can't see very well. +RESPONSE: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3} +ACCEPT: who | that + +PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3} +TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly. +RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3} +ACCEPT: who | that + +PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3} +TEMPLATE: The driver behind him was a woman ____ was taking her four children to school. +RESPONSE: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3} +ACCEPT: who | that + +PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3} +TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic. +RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3} +ACCEPT: that | which + +PROMPT: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3} +TEMPLATE: The people ____ were in the accident were all right. +RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3} +ACCEPT: who | that + +PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3} +TEMPLATE: All of them were wearing seat belts ____ kept them safe. +RESPONSE: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3} +ACCEPT: which | that + +PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3} +TEMPLATE: The old man ____ ran the light never realized that he caused an accident. +RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3} +ACCEPT: who | that + + +# Source: ST §Walter Is the One Who Sells Cars +$DIALOGUE Walter Is the One Who Sells Cars +ID: l2-s29 +INTRO: Five quick exchanges where the clause carries the answer. Listen and repeat each one. +INSTRUCTION: Listen and repeat each exchange. +REPEAT + +LINE: Which apartment do you like?\n— I like the one that has the big kitchen. +LINE: Did you call the sergeant yesterday?\n— No, I wasn't the person that called him. +LINE: What kind of car do you want?\n— I want a car which doesn't use much gas. +LINE: Did you pass the test?\n— I'm the only student who passed it. +LINE: Is that the shirt that has chocolate on it?\n— No, it's the shirt which has tomato juice on it. + # Source: ST §That's the Clerk Who Helped Me -$SELECT Match the Clause -ID: l2-s31 -INTRO: Each sentence beginning on the card has exactly one clause that finishes it sensibly. Read the beginning, then tap the clause that completes it. -INSTRUCTION: Tap the clause that completes the sentence. - +$SELECT That's the Clerk Who Helped Me +ID: l2-s30 +INTRO: Match each sentence beginning with the ending that belongs to it. The clause tells you which one fits. +INSTRUCTION: Tap the ending that completes each sentence. OPTION: a | who gave me a traffic ticket last week. OPTION: b | that sells delicious hamburgers. OPTION: c | that smells so good. @@ -1958,417 +2050,452 @@ ANSWER: c TEMPLATE: Maj Jackson is the doctor ANSWER: e -# Source: LLA 2D Figure 4 -$PRODUCE The Accident: Type the Missing Word -ID: 2d-f4 -INPUT: type -CHECK: exact -INTRO: Sergeant Carter saw an accident this morning. Listen to each sentence of the story and type the missing word — "who", "which", or "that". -INSTRUCTION: Type the missing word. - -TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning. -PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3} -RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3} -ACCEPT: that - -TEMPLATE: A car ____ was speeding ran a red light. -PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3} -RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3} -ACCEPT: which - -TEMPLATE: The driver was a man ____ is ninety years old and can't see very well. -PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3} -RESPONSE: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3} -ACCEPT: who - -TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly. -PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3} -RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3} -ACCEPT: who - -TEMPLATE: The driver behind him was a woman ____ was taking her four children to school. -PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3} -RESPONSE: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3} -ACCEPT: who - -TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic. -PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3} -RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3} -ACCEPT: that - -TEMPLATE: The people ____ were in the accident were all right. -PROMPT: The people who were in the accident were allright. {bk11-l2d-f4-07.mp3} -RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3} -ACCEPT: who - -TEMPLATE: All of them were wearing seat belts ____ kept them safe. -PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3} -RESPONSE: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3} -ACCEPT: which - -TEMPLATE: The old man ____ ran the light never realized that he caused an accident. -PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3} -RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3} -ACCEPT: who # Source: ST §Is This the Uniform That's Too Large for You? -$PRODUCE Ask and Answer with Clauses -ID: l2-s32 -INTRO: Answer each question aloud in a full sentence, using the cue words on screen — keep the "who", "which", or "that" clause in your answer. -INSTRUCTION: Answer aloud, using the cue. +$PRODUCE Is This the Uniform That's Too Large for You? +ID: l2-s31 +INTRO: Answer each question aloud in a full sentence, using the words in parentheses and a clause with "who", "which", or "that". +INSTRUCTION: Answer using the words in parentheses. INPUT: speak -CHECK: reveal +CHECK: llm SHOW_PROMPT +RUBRIC: Accept any grammatically correct full sentence matching the pattern of the model answer; the adjective clause with "who", "which", or "that" is the point — a missing or wrong relative pronoun fails. EXAMPLE -PROMPT: Is this the hat that's too big for you? -TEMPLATE: (no, small) +PROMPT: Is this the hat that's too big for you? (no, small) RESPONSE: No, it's the one that's too small. EXAMPLE -PROMPT: Do you know the name of the man who helped you? -TEMPLATE: (yes) +PROMPT: Do you know the name of the man who helped you? (yes) RESPONSE: Yes, I know the name of the man who helped me. -PROMPT: Do you remember the clerk who sold you the radio? -TEMPLATE: (yes) +PROMPT: Do you remember the clerk who sold you the radio? (yes) RESPONSE: Yes, I remember the clerk who sold me the radio. -PROMPT: Is this the TV show that's always so boring? -TEMPLATE: (no, exciting) -RESPONSE: No, it's the one that's always so exciting. +PROMPT: Is this the TV show that's always so boring? (no, exciting) +RESPONSE: No, it's the TV show that's always so exciting. -PROMPT: Does Sara know the person that wrote the letter? -TEMPLATE: (yes) -RESPONSE: Yes, she knows the person that wrote the letter. +PROMPT: Does Sara know the person that wrote the letter? (yes) +RESPONSE: Yes, Sara knows the person that wrote the letter. -PROMPT: Was Dennis on the flight which left at noon? -TEMPLATE: (no, ten minutes ago) +PROMPT: Was Dennis on the flight which left at noon? (no, ten minutes ago.) RESPONSE: No, he was on the flight which left ten minutes ago. -PROMPT: Are you buying the jacket that has the silver buttons? -TEMPLATE: (no, gold) -RESPONSE: No, I'm buying the one that has gold buttons. +PROMPT: Are you buying the jacket that has the silver buttons? (no, gold) +RESPONSE: No, I'm buying the jacket that has the gold buttons. -PROMPT: Does Maj West know the general who's visiting the base next week? -TEMPLATE: (yes) -RESPONSE: Yes, he knows the general who's visiting the base next week. +PROMPT: Does Maj West know the general who's visiting the base next week? (yes) +RESPONSE: Yes, Maj West knows the general who's visiting the base next week. -PROMPT: Are you the salesman who answered the phone? -TEMPLATE: (no, Mr. Garza) -RESPONSE: No, Mr. Garza is the one who answered the phone. +PROMPT: Are you the salesman who answered the phone? (no, Mr. Garza) +RESPONSE: No, Mr. Garza is the salesman who answered the phone. -PROMPT: Is this a store which sells old books and magazines? -TEMPLATE: (no, new) +PROMPT: Is this a store which sells old books and magazines? (no, new) RESPONSE: No, it's a store which sells new books and magazines. -PROMPT: Is she the airman who wants to become a mechanic? -TEMPLATE: (no, pilot) -RESPONSE: No, she's the one who wants to become a pilot. +PROMPT: Is she the airman who wants to become a mechanic? (no, pilot) +RESPONSE: No, she's the airman who wants to become a pilot. + +PROMPT: Is there a restaurant here that serves good fish? (yes) +RESPONSE: Yes, there's a restaurant here that serves good fish. -PROMPT: Is there a restaurant here that serves good fish? -TEMPLATE: (yes) -RESPONSE: Yes, there is a restaurant here that serves good fish. # Source: ST §The Pen That's on the Table Is Mine -$PRODUCE Build the Sentence -ID: l2-s33 -INTRO: Now build the sentences in writing. Use the words in parentheses and "who", "which", or "that" to complete each sentence, and type the whole thing. -INSTRUCTION: Type the completed sentence using who, which, or that and the given words. +$PRODUCE The Pen That's on the Table Is Mine +ID: l2-s32 +INTRO: Now build the clause yourself. Complete each sentence in the blank, using "who", "which", or "that" and the words in parentheses. +INSTRUCTION: Type the words that complete each sentence. INPUT: type CHECK: exact EXAMPLE TEMPLATE: (is/on table) The pen ____ is mine. RESPONSE: The pen which is on the table is mine. -ACCEPT: The pen that is on the table is mine. | The pen that's on the table is mine. | The pen which is on the table is mine. +ACCEPT: which is on the table | that is on the table | that's on the table EXAMPLE -TEMPLATE: (go/to mall) This is the bus ____ +TEMPLATE: (go/to mall) This is the bus ____. RESPONSE: This is the bus that goes to the mall. -ACCEPT: This is the bus that goes to the mall. | This is the bus which goes to the mall. +ACCEPT: that goes to the mall | which goes to the mall EXAMPLE -TEMPLATE: (flew/plane) The lieutenant is the one ____ +TEMPLATE: (flew/plane) The lieutenant is the one ____. RESPONSE: The lieutenant is the one who flew the plane. -ACCEPT: The lieutenant is the one who flew the plane. | The lieutenant is the one that flew the plane. +ACCEPT: who flew the plane | that flew the plane TEMPLATE: (just passed/us) The driver ____ was speeding. RESPONSE: The driver who just passed us was speeding. -ACCEPT: The driver who just passed us was speeding. | The driver that just passed us was speeding. +ACCEPT: who just passed us | that just passed us TEMPLATE: (is/in parking lot) The truck ____ is Bob's. RESPONSE: The truck which is in the parking lot is Bob's. -ACCEPT: The truck which is in the parking lot is Bob's. | The truck that is in the parking lot is Bob's. | The truck that's in the parking lot is Bob's. +ACCEPT: which is in the parking lot | that is in the parking lot | that's in the parking lot TEMPLATE: (helped/me/yesterday) The clerk ____ was very polite. RESPONSE: The clerk who helped me yesterday was very polite. -ACCEPT: The clerk who helped me yesterday was very polite. | The clerk that helped me yesterday was very polite. +ACCEPT: who helped me yesterday | that helped me yesterday -TEMPLATE: (was/on TV/last week) This is the same show ____ -RESPONSE: This is the same show which was on TV last week. -ACCEPT: This is the same show which was on TV last week. | This is the same show that was on TV last week. +TEMPLATE: (was/on TV/last week) This is the same show ____. +RESPONSE: This is the same show that was on TV last week. +ACCEPT: that was on TV last week | which was on TV last week -TEMPLATE: (came/in the mail/today) That's the magazine ____ -RESPONSE: That's the magazine which came in the mail today. -ACCEPT: That's the magazine which came in the mail today. | That's the magazine that came in the mail today. +TEMPLATE: (came/in the mail/today) That's the magazine ____. +RESPONSE: That's the magazine that came in the mail today. +ACCEPT: that came in the mail today | which came in the mail today -TEMPLATE: (took us/airport) He's the taxi driver ____ +TEMPLATE: (took us/airport) He's the taxi driver ____. RESPONSE: He's the taxi driver who took us to the airport. -ACCEPT: He's the taxi driver who took us to the airport. | He's the taxi driver that took us to the airport. +ACCEPT: who took us to the airport | that took us to the airport -TEMPLATE: (will graduate/Thursday) These are the students ____ +TEMPLATE: (will graduate/Thursday) These are the students ____. RESPONSE: These are the students who will graduate on Thursday. -ACCEPT: These are the students who will graduate on Thursday. | These are the students that will graduate on Thursday. | These are the students who will graduate Thursday. +ACCEPT: who will graduate on Thursday | that will graduate on Thursday | who will graduate Thursday | that will graduate Thursday -TEMPLATE: (goes/to Chicago) Flight 123 is the one ____ -RESPONSE: Flight 123 is the one which goes to Chicago. -ACCEPT: Flight 123 is the one which goes to Chicago. | Flight 123 is the one that goes to Chicago. +TEMPLATE: (goes/to Chicago) Flight 123 is the one ____. +RESPONSE: Flight 123 is the one that goes to Chicago. +ACCEPT: that goes to Chicago | which goes to Chicago -TEMPLATE: (made/reservation) Mr. Jones is the travel agent ____ +TEMPLATE: (made/reservation) Mr. Jones is the travel agent ____. RESPONSE: Mr. Jones is the travel agent who made the reservation. -ACCEPT: Mr. Jones is the travel agent who made the reservation. | Mr. Jones is the travel agent that made the reservation. +ACCEPT: who made the reservation | that made the reservation | who made our reservation | that made our reservation -TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____ +TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____. RESPONSE: My grandfather is the person who taught me to speak Spanish. -ACCEPT: My grandfather is the person who taught me to speak Spanish. | My grandfather is the person that taught me to speak Spanish. +ACCEPT: who taught me to speak Spanish | that taught me to speak Spanish -$SESSION 2-7: Listening and Putting It Together + +# Source: ST §Put Two Sentences Together +$PRODUCE Put Two Sentences Together +ID: l2-s33 +INTRO: The final step: take two short sentences and join them into one with "who", "which", or "that". Say the new sentence aloud. +INSTRUCTION: Combine the two sentences into one. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any correct combination of the two sentences using "who", "which", or "that" that forms a valid complex sentence; the clause structure is the point. + +EXAMPLE +PROMPT: That's the truck. It hit my car. +RESPONSE: That's the truck which hit my car. + +EXAMPLE +PROMPT: The students passed the test. They studied. +RESPONSE: The students who studied passed the test. + +PROMPT: This is the bus. It goes downtown. +RESPONSE: This is the bus that goes downtown. + +PROMPT: That's the apartment. I live in it now. +RESPONSE: That's the apartment that I live in now. + +PROMPT: I can't find the clerk. He helped me. +RESPONSE: I can't find the clerk who helped me. + +PROMPT: Two cars hit the stop sign. It was on this corner. +RESPONSE: Two cars hit the stop sign that was on this corner. + +PROMPT: The first exam is the one. It's the hardest. +RESPONSE: The first exam is the one that is the hardest. + +PROMPT: Dr. Clark is the one. She gave me this medicine. +RESPONSE: Dr. Clark is the one who gave me this medicine. + +PROMPT: The driver missed the turn. He was speeding. +RESPONSE: The driver who was speeding missed the turn. + +PROMPT: The car belongs to his brother. Paul's driving it. +RESPONSE: The car that Paul is driving belongs to his brother. + +$SESSION 2-8: Listening, Messages, and Main Ideas # Source: LLA 2D Figure 1 -$SELECT What's Really Going On? -ID: 2d-f1 -INTRO: Last part — time to put the whole lesson to work. You'll hear short exchanges where nobody says what's happening directly; that's your job. Listen and tap the answer that fits. +$SELECT What Did You Hear? +ID: 11-2d-f1 +INTRO: This last part pulls everything together: careful listening, phone messages, and finding the main idea. First, short dialogues — listen to each one and tap the best answer. INSTRUCTION: Tap the correct answer. EXAMPLE -TEMPLATE: The woman is ______. -PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3} +PROMPT: "Please hurry, driver."\n— "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3} +TEMPLATE: The woman is ____. OPTION: a | late OPTION: b | early OPTION: c | on time ANSWER: a FEEDBACK: The woman is late. {bk11-l2d-f1-ex-fb.mp3} -TEMPLATE: He wants to ______. -PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3} -OPTION: a | buy a car -OPTION: b | rent a car -OPTION: c | borrow a car +PROMPT: "How much does this car cost?"\n— "$32 a day." {bk11-l2d-f1-01.mp3} +TEMPLATE: He wants to ____ a car. +OPTION: a | buy +OPTION: b | rent +OPTION: c | borrow ANSWER: b FEEDBACK: He wants to rent a car. {bk11-l2d-f1-01-fb.mp3} -TEMPLATE: He has ______. -PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3} +PROMPT: "What does your thermometer say?"\n— "102 degrees." {bk11-l2d-f1-02.mp3} +TEMPLATE: He has ____. OPTION: a | a fever OPTION: b | a stomachache OPTION: c | a doctor's appointment ANSWER: a FEEDBACK: He has a fever. {bk11-l2d-f1-02-fb.mp3} -TEMPLATE: He's upset because ______. -PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3} +PROMPT: "Look at the side of my car."\n— "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3} +TEMPLATE: He's upset because ____. OPTION: a | he hit her car OPTION: b | she hit his car OPTION: c | they hit another car ANSWER: b FEEDBACK: He's upset because she hit his car. {bk11-l2d-f1-03-fb.mp3} -TEMPLATE: Which statement is true? -PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3} +PROMPT: "Would you like a cup of coffee?"\n— "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3} OPTION: a | He doesn't like coffee. OPTION: b | She doesn't have any tea. OPTION: c | He doesn't want coffee or tea. ANSWER: a FEEDBACK: He doesn't like coffee. {bk11-l2d-f1-04-fb.mp3} -TEMPLATE: She was traveling by ______. -PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3} +PROMPT: "How was your trip?"\n— "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3} +TEMPLATE: She was traveling by ____. OPTION: a | bus OPTION: b | train OPTION: c | airplane ANSWER: c FEEDBACK: She was traveling by airplane. {bk11-l2d-f1-05-fb.mp3} -TEMPLATE: She just had a ______. -PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3} +PROMPT: "Well, doctor, am I healthy?"\n— "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3} +TEMPLATE: She just had a ____. OPTION: a | bad cold OPTION: b | physical exam OPTION: c | dentist's appointment ANSWER: b FEEDBACK: She just had a physical exam. {bk11-l2d-f1-06-fb.mp3} -# Source: LLA 2D Figure 5 (conversation 1) -$DIALOGUE A Phone Message -ID: 2d-f5-c1 -INTRO: Listen to this phone call — and to how the message gets passed along afterward. You'll answer a question about it next. + +# Source: LLA 2D Figure 5 (dialog 1) +$DIALOGUE Phone Message: The Spanish Book +ID: 11-2d-f5-c1 +INTRO: Anne calls Carol — but Carol's out, so the roommate takes the message. Listen for how the message gets passed on. INSTRUCTION: Listen to the conversation. -Woman: Hello. {bk11-l2d-f5-01.mp3} -Woman: This is Anne. {bk11-l2d-f5-02.mp3} -Woman: May I please speak with Carol? {bk11-l2d-f5-03.mp3} -Man: She's not here right now. {bk11-l2d-f5-04.mp3} -Man: May I take a message? {bk11-l2d-f5-05.mp3} -Woman: Yes, please. {bk11-l2d-f5-06.mp3} -Woman: Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-07.mp3} -Man: I'll be glad to. {bk11-l2d-f5-08.mp3} -Woman: Thanks a lot. {bk11-l2d-f5-09.mp3} -Man: Hi, Carol. {bk11-l2d-f5-10.mp3} -Man: Anne called while you were gone. {bk11-l2d-f5-11.mp3} -Woman: What did she say? {bk11-l2d-f5-12.mp3} -Man: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-13.mp3} +Anne: Hello. This is Anne. May I please speak with Carol? {bk11-l2d-f5-01a.mp3} +Roommate: She's not here right now. May I take a message? {bk11-l2d-f5-01b.mp3} +Anne: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-01c.mp3} +Roommate: I'll be glad to. {bk11-l2d-f5-01d.mp3} +Anne: Thanks a lot. {bk11-l2d-f5-01e.mp3} +Roommate: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-01f.mp3} +Carol: What did she say? {bk11-l2d-f5-01g.mp3} +Roommate: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-01h.mp3} + # Source: LLA 2D Figure 5 (question 1) -$PRODUCE Question: The Phone Message -ID: 2d-f5-q1 -REFERENCE: 2d-f5-c1 -INTRO: Now answer the question about the phone call aloud, in a complete sentence. Open the conversation if you need to check. +$PRODUCE Question: The Spanish Book +ID: 11-2d-f5-q1 +REFERENCE: 11-2d-f5-c1 +INTRO: One question about the phone call. Answer aloud in a full sentence. INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. +RUBRIC: Accept any complete sentence stating that Anne needs to borrow Carol's Spanish textbook. -PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-14-q.mp3} -RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-14-a.mp3} +PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-01-q.mp3} +RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-01-a.mp3} -# Source: LLA 2D Figure 5 (conversation 2) + +# Source: LLA 2D Figure 5 (dialog 2) $DIALOGUE The Lost Wallet -ID: 2d-f5-c2 -INTRO: One more conversation — Alan's wallet has gone traveling without him. Listen closely; a question follows. +ID: 11-2d-f5-c2 +INTRO: Alan lost his wallet at the mall — luckily someone honest found it first. Listen to how the message travels. INSTRUCTION: Listen to the conversation. -Man: Hey, Greg. {bk11-l2d-f5-15.mp3} -Man: Hi, Sam. {bk11-l2d-f5-16.mp3} -Man: Do you know where Alan is? {bk11-l2d-f5-17.mp3} -Man: I think he went to the mall. {bk11-l2d-f5-18.mp3} -Man: He won't be gone long. {bk11-l2d-f5-19.mp3} -Man: I have his wallet. {bk11-l2d-f5-20.mp3} -Man: I'll give it to him when he gets back. {bk11-l2d-f5-21.mp3} -Man: Okay, thanks. {bk11-l2d-f5-22.mp3} -Man: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-23.mp3} -Man: Hi, Alan. {bk11-l2d-f5-24.mp3} -Man: That was a short shopping trip. {bk11-l2d-f5-25.mp3} -Man: I couldn't buy anything. {bk11-l2d-f5-26.mp3} -Man: I lost my wallet. {bk11-l2d-f5-27.mp3} -Man: Here it is. {bk11-l2d-f5-28.mp3} -Man: Greg just brought it back. {bk11-l2d-f5-29.mp3} -Man: Terrific. {bk11-l2d-f5-30.mp3} -Man: Where was it? {bk11-l2d-f5-31.mp3} -Man: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-32.mp3} +Sam: Hey, Greg. {bk11-l2d-f5-02a.mp3} +Greg: Hi, Sam. {bk11-l2d-f5-02b.mp3} +Sam: Do you know where Alan is? {bk11-l2d-f5-02c.mp3} +Greg: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-02d.mp3} +Sam: I have his wallet. I'll give it to him when he gets back. {bk11-l2d-f5-02e.mp3} +Greg: Okay, thanks. {bk11-l2d-f5-02f.mp3} +Sam: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-02g.mp3} +Greg: Hi, Alan. That was a short shopping trip. {bk11-l2d-f5-02h.mp3} +Alan: I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-02i.mp3} +Greg: Here it is. Greg just brought it back. {bk11-l2d-f5-02j.mp3} +Alan: Terrific. Where was it? {bk11-l2d-f5-02k.mp3} +Greg: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-02l.mp3} + # Source: LLA 2D Figure 5 (question 2) -$PRODUCE Question: The Wallet -ID: 2d-f5-q2 -REFERENCE: 2d-f5-c2 -INTRO: Answer the question about Alan's wallet aloud, in a complete sentence. +$PRODUCE Question: The Lost Wallet +ID: 11-2d-f5-q2 +REFERENCE: 11-2d-f5-c2 +INTRO: One question about Alan's wallet. Answer aloud in a full sentence. INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. +RUBRIC: Accept any complete sentence stating that the wallet was found in the commissary parking lot. -PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-33-q.mp3} -RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-33-a.mp3} +PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-02-q.mp3} +RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-02-a.mp3} + + +# Source: LLA 2A Figure 5 (paragraph 1) +$DIALOGUE Linda's Driving Habits +ID: 2a-f5-p1 +INTRO: Now practice catching the main idea by ear. Listen to a short paragraph about Linda — you'll pick its main idea next. +INSTRUCTION: Listen to the paragraph. + +LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01a.mp3} +LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-01b.mp3} +LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-01c.mp3} +LINE: When she's tired, she's very cautious. {bk11-l2a-f5-01d.mp3} +LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-01e.mp3} + + +# Source: LLA 2A Figure 5 (question 1) +$SELECT Main Idea: Linda +ID: 2a-f5-q1 +REFERENCE: 2a-f5-p1 +INTRO: What was that whole paragraph really about? Tap the main idea. +INSTRUCTION: Tap the main idea. + +PROMPT: What is the main idea of the paragraph? {bk11-l2a-f5-01-q.mp3} +OPTION: a | Linda's car is new. +OPTION: b | Linda enjoys driving. +OPTION: c | Bad weather bothers Linda. +OPTION: d | Linda is a careful driver. +ANSWER: d +FEEDBACK: Linda is a careful driver. {bk11-l2a-f5-01-fb.mp3} + + +# Source: LLA 2A Figure 5 (paragraph 2) +$DIALOGUE Watching the Road +ID: 2a-f5-p2 +INTRO: One more listening paragraph — this one about where a driver's eyes should be. +INSTRUCTION: Listen to the paragraph. + +LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-02a.mp3} +LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-02b.mp3} +LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-02c.mp3} +LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-02d.mp3} + + +# Source: LLA 2A Figure 5 (question 2) +$SELECT Main Idea: Watching the Road +ID: 2a-f5-q2 +REFERENCE: 2a-f5-p2 +INTRO: Tap the main idea of the paragraph you just heard. +INSTRUCTION: Tap the main idea. + +PROMPT: What is the main idea of the paragraph? +OPTION: a | Cars should be able to stop quickly. +OPTION: b | Drivers should always watch the road. +OPTION: c | Animals and children can cause accidents. +OPTION: d | Other people in the car shouldn't talk to the driver. +ANSWER: b +FEEDBACK: Drivers should always watch the road. {bk11-l2a-f5-02-fb.mp3} + +# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC OF THE PARAGRAPH? WHAT'S THE MAIN IDEA?" (p. 62) — instructor-read listening passage with no printed text. + +# Source: ST §Reading: Colds and Sickness — Paragraph 1 +$GRAMMAR Reading: Colds and Sickness — Paragraph 1 +ID: l2-s34-r-p1 +READING +INTRO: Now do the same thing with your eyes instead of your ears. Read the paragraph carefully — you'll write its topic and main idea right after. + +CARD: **Paragraph 1.** When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold. + + +# Source: ST §Topic and Main Idea — Paragraph 1 +$PRODUCE Topic and Main Idea — Paragraph 1 +ID: l2-s34-p1 +REFERENCE: l2-s34-r-p1 +INTRO: Type the topic in a word or two, then the main idea in a sentence. Reopen the paragraph any time. +INSTRUCTION: Type the topic and main idea. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any phrase or sentence that accurately captures the topic (colds / preventing the spread of colds) and the main idea (don't give your cold to other people / take precautions when you have a cold). + +PROMPT: What is the topic? +RESPONSE: colds + +PROMPT: What is the main idea? +RESPONSE: When you have a cold, you should take care of yourself and avoid giving it to other people. + + +# Source: ST §Reading: Safe Driving Rules — Paragraph 2 +$GRAMMAR Reading: Safe Driving Rules — Paragraph 2 +ID: l2-s34-r-p2 +READING +INTRO: Paragraph two — a confusing sentence with a serious point. Read it carefully. + +CARD: **Paragraph 2.** "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. We should worry about other drivers, but we should also be sure that we're driving cautiously. + + +# Source: ST §Topic and Main Idea — Paragraph 2 +$PRODUCE Topic and Main Idea — Paragraph 2 +ID: l2-s34-p2 +REFERENCE: l2-s34-r-p2 +INTRO: Same job: type the topic, then the main idea. Reopen the paragraph if you need it. +INSTRUCTION: Type the topic and main idea. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any phrase or sentence that accurately identifies the topic (safe driving / driving cautiously) and the main idea (we must drive cautiously and be aware of our own driving as well as others). + +PROMPT: What is the topic? +RESPONSE: safe driving + +PROMPT: What is the main idea? +RESPONSE: Drivers should be careful of other drivers and make sure they drive cautiously themselves. + + +# Source: ST §Reading: Speed Limits — Paragraph 3 +$GRAMMAR Reading: Speed Limits — Paragraph 3 +ID: l2-s34-r-p3 +READING +INTRO: Last paragraph: who decides what a speed limit sign should say? + +CARD: **Paragraph 3.** Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher. + + +# Source: ST §Topic and Main Idea — Paragraph 3 +$PRODUCE Topic and Main Idea — Paragraph 3 +ID: l2-s34-p3 +REFERENCE: l2-s34-r-p3 +INTRO: One more time: topic, then main idea. Reopen the paragraph any time. +INSTRUCTION: Type the topic and main idea. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any phrase or sentence that accurately states the topic (speed limits / determining speed limits) and the main idea (many factors determine what the speed limit should be on a road). + +PROMPT: What is the topic? +RESPONSE: speed limits + +PROMPT: What is the main idea? +RESPONSE: Several factors determine the speed limit on different streets and highways. -# SKIPPED (book): LLA 2B Figure 9 (punctuation grid) and ST Listening Skill "Put the punctuation mark in the box" — spatial/grid-based marking with no printed stimulus; not convertible to card format. # Source: LLA 2C Figure 7 $PRODUCE Dictation -ID: 2c-f7 +ID: 11-2c-f7 +INTRO: Last activity of the lesson. Listen to each sentence and type it exactly — capital letters and punctuation count. Then you can park this lesson for good. +INSTRUCTION: Type the sentence with correct capitalization and punctuation. INPUT: type CHECK: exact NORMALIZE: strict -INTRO: Dictation time. Listen to each sentence and type exactly what you hear — capital letters, periods, and question marks all count. -INSTRUCTION: Type the sentence you hear with correct punctuation. -PROMPT: Paul is studying math in school. {bk11-l2c-f7-01-q.mp3} -RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01-a.mp3} +PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3} +RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3} -PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02-q.mp3} -RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02-a.mp3} +PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3} +RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3} -PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03-q.mp3} -RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03-a.mp3} +PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3} +RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3} -PROMPT: Yes, he will. {bk11-l2c-f7-04-q.mp3} -RESPONSE: Yes, he will. {bk04-l2c-f7-04-a.mp3} +PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3} +RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3} -PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05-q.mp3} -RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05-a.mp3} +PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3} +RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3} -PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06-q.mp3} -RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06-a.mp3} - -# Source: ST §Put Two Sentences Together -$PRODUCE Combine the Sentences -ID: l2-s34 -INTRO: A second pass at adjective clauses, now with everything in your own hands. Combine the two sentences into one using "who", "which", or "that", and type the new sentence. -INSTRUCTION: Combine the two sentences into one using who, which, or that. Type the new sentence. -INPUT: type -CHECK: llm -RUBRIC: Accept a correctly combined sentence using an adjective clause with who, which, or that. Punctuation must be reasonable but not strictly graded. - -EXAMPLE -TEMPLATE: That's the truck. It hit my car. -RESPONSE: That's the truck that hit my car. - -EXAMPLE -TEMPLATE: The students passed the test. They studied. -RESPONSE: The students who studied passed the test. - -TEMPLATE: This is the bus. It goes downtown. -RESPONSE: This is the bus that goes downtown. - -TEMPLATE: That's the apartment. I live in it now. -RESPONSE: That's the apartment that I live in now. - -TEMPLATE: I can't find the clerk. He helped me. -RESPONSE: I can't find the clerk who helped me. - -TEMPLATE: Two cars hit the stop sign. It was on this corner. -RESPONSE: Two cars hit the stop sign which was on this corner. - -TEMPLATE: The first exam is the one. It's the hardest. -RESPONSE: The first exam is the one that's the hardest. - -TEMPLATE: Dr. Clark is the one. She gave me this medicine. -RESPONSE: Dr. Clark is the one who gave me this medicine. - -TEMPLATE: The driver missed the turn. He was speeding. -RESPONSE: The driver who was speeding missed the turn. - -TEMPLATE: The car belongs to his brother. Paul's driving it. -RESPONSE: The car that Paul's driving belongs to his brother. - -# SKIPPED (book): ST Listening Skill "What's the topic... what's the main idea?" (instructor-read texts) — no stimulus available; the printed paragraphs are converted below instead. - -# Source: ST §What's the Topic and Main Idea? -$PRODUCE Topic and Main Idea -ID: l2-s35 -INTRO: One last skill: read a paragraph and say what it's about in two lines — the topic and the main idea. Finish these four and you're done with Lesson 2. Drive carefully out there. -INSTRUCTION: Read the paragraph. Type the topic and the main idea. -INPUT: type -CHECK: llm -RUBRIC: Accept any reasonable statement of the topic and the main idea that captures the essence of the model answers. - -EXAMPLE -TEMPLATE: A fever can be a symptom of other problems. -TEMPLATE: A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold. -TEMPLATE: A fever and a stomachache together can be really bad. -RESPONSE: Topic: fever. Main idea: A fever can mean that there are other problems. - -TEMPLATE: When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. -TEMPLATE: Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. -TEMPLATE: You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold. -RESPONSE: Topic: colds. Main idea: When you have a cold, you should rest and not give it to other people. - -TEMPLATE: "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. -TEMPLATE: Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. -TEMPLATE: We should worry about other drivers, but we should also be sure that we're driving cautiously. -RESPONSE: Topic: safe driving. Main idea: We should worry about other drivers, but also be sure that we're driving cautiously. - -TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. -TEMPLATE: Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? -TEMPLATE: The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher. -RESPONSE: Topic: speed limits. 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customers and refunds, "too" + adjective, saying why with "to", and adjectives ending in "-y". TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: gacrux | For stimulus and question audio -VOICE_RESPONSE: schedar | For model answers, warm and clear +VOICE_PROMPT: gacrux | Questions and cues, read clearly +VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Man1 | schedar | Male voice VOICE: Man2 | achird | Male voice VOICE: Jack | charon | Male voice -VOICE: PersonA | gacrux | Female speaker -VOICE: PersonB | gacrux | Female speaker -VOICE: Maj_Smith | schedar | Male military officer -VOICE: Maj_Parker | achird | Male military officer -VOICE: Bob | puck | Male speaker -VOICE: Customer | charon | Male speaker -VOICE: Waiter | schedar | Male speaker -VOICE: Clerk | gacrux | Female speaker -VOICE: Mechanic | achird | Male speaker +VOICE: Clerk | aoede | Female clerk +VOICE: Major_Smith | achird | Male officer +VOICE: Major_Parker | charon | Male officer +VOICE: Roommate | schedar | Male roommate +VOICE: Bob | achird | Male student +VOICE: Customer | charon | Male customer +VOICE: Waiter | schedar | Male waiter VOICE: Nell | aoede | Female speaker VOICE: Pat | gacrux | Female speaker -VOICE: Sam | iapetus | Male speaker +VOICE: Sam | charon | Male mechanic VOICE: Willie | schedar | Male speaker VOICE: Walter | achird | Male speaker -VOICE: Tim | charon | Male speaker -VOICE: Tom | orus | Male speaker -VOICE: George | alnilam | Male speaker -VOICE: Kevin | rasalgethi | Male speaker -VOICE: Sandy | achernar | Female speaker +VOICE: Dave_Green | orus | Male speaker +VOICE: Mary_Clark | achernar | Female speaker +VOICE: Jane_Flint | sulafat | Female speaker +VOICE: Jack_Evans | puck | Male mechanic +VOICE: Rick_Johnson | alnilam | Male speaker +VOICE: Clerk_Fred | charon | Male clerk +VOICE: Clerk_Speedy | zephyr | Female clerk +VOICE: Clerk_Store | leda | Female clerk +VOICE: Clerk_Counter | kore | Female clerk +VOICE: Customer_Male | umbriel | Male customer +VOICE: Tim | umbriel | Male speaker +VOICE: Tom | rasalgethi | Male speaker +VOICE: Ben | algenib | Male speaker +VOICE: George | algieba | Male speaker +VOICE: Kevin | puck | Male speaker +VOICE: Sandy | aoede | Female speaker VOICE: Sarah | gacrux | Female speaker -VOICE: Doug | umbriel | Male speaker +VOICE: Doug | alnilam | Male speaker VOICE: Glen | fenrir | Male speaker -VOICE: Jim | schedar | Male speaker -VOICE: Vic | achird | Male speaker -VOICE: Mike | schedar | Male speaker +VOICE: Jim | iapetus | Male speaker +VOICE: Vic | schedar | Male speaker +VOICE: Mike | charon | Male speaker VOICE: Pete | achird | Male speaker -VOICE: Kaye | aoede | Female speaker -VOICE: Kyle | schedar | Male speaker -VOICE: Narrator | iapetus | speaker (auto) +VOICE: Kaye | achernar | Female speaker +VOICE: Kyle | orus | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$SESSION 3-1: Car Trouble +$SESSION 3-1: Car Trouble — New Words # Source: LLA 3A Figure 1 -$DIALOGUE Car Words in Sentences -ID: 3a-f1 -INTRO: Welcome to Lesson 3. This week you'll learn to talk about car trouble, complain when something isn't right, and ask for a refund. First, listen to sentences about cars and repeat each one. -INSTRUCTION: Listen and repeat each sentence. +$DIALOGUE Car Trouble — New Words +ID: 11-3a-f1 +INTRO: In this lesson you'll learn to talk about car trouble and repairs, ask for a refund when you're not satisfied, and use "too" to say why something can't be done. First, the words. Look at each picture, then listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: brake -LINE: Jim is having problems with his brakes. {page_058_001.jpg} {bk11-l3a-f1-01.mp3} +LINE: Jim is having problems with his brakes. {page_058_001.jpg|A foot pressing down on a car's brake pedal} {bk11-l3a-f1-01.mp3} VOCAB: engine -LINE: Henry's new truck has a big engine. {page_058_002.jpg} {bk11-l3a-f1-02.mp3} +LINE: Henry's new truck has a big engine. {page_058_002.jpg|An open hood of a truck showing the engine block labeled GM TRUCK} {bk11-l3a-f1-02.mp3} VOCAB: motor -LINE: This car has a small motor. {page_058_003.jpg} {bk11-l3a-f1-03.mp3} +LINE: This car has a small motor. {page_058_003.jpg|A man looking under the popped hood of a small car} {bk11-l3a-f1-03.mp3} -VOCAB: stall -LINE: Jill's car stalled 2 times on the way to work. {page_058_004.jpg} {bk11-l3a-f1-04.mp3} +VOCAB: to stall +LINE: Jill's car stalled two times on the way to work. {page_058_004.jpg|Cars lined up at a red traffic light} {bk11-l3a-f1-04.mp3} VOCAB: tune-up -LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg} {bk11-l3a-f1-05.mp3} +LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg|A mechanic looking at a car engine under an open hood} {bk11-l3a-f1-05.mp3} VOCAB: oil -LINE: My car needs a quart of oil. {page_058_006.jpg} {bk11-l3a-f1-06.mp3} +LINE: My car needs a quart of oil. {page_058_006.jpg|The front of a car next to cans of oil and a drain pan} {bk11-l3a-f1-06.mp3} VOCAB: noise -LINE: That car is making a lot of noise. {page_059_001.jpg} {bk11-l3a-f1-07.mp3} +LINE: That car is making a lot of noise. {page_059_001.jpg|A loud speeding car making a VARROOOM sound as a child covers his ears and a man looks annoyed} {bk11-l3a-f1-07.mp3} -VOCAB: warm-up -LINE: Bobby, please warm up the car. {page_059_002.jpg} {bk11-l3a-f1-08.mp3} +VOCAB: to warm up +LINE: Bobby, please warm up the car. {page_059_002.jpg|A man sitting in the driver's seat holding the steering wheel} {bk11-l3a-f1-08.mp3} -VOCAB: guarantee -LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-09.mp3} +VOCAB: to guarantee +LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg|A man handing a written document labeled GUARANTEE 90 DAYS to another man} {bk11-l3a-f1-09.mp3} VOCAB: charge -LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg} {bk11-l3a-f1-10.mp3} +LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg|A woman holding a credit card talking to a clerk at an auto parts counter} {bk11-l3a-f1-10.mp3} VOCAB: part -LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-11.mp3} +LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg|A storefront labeled AUTO PARTS with a sign advertising XTRA POWER BATTERY and a customer inside} {bk11-l3a-f1-11.mp3} VOCAB: too -LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-12.mp3} +LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg|A mechanic with grease spots on his clothes and hands} {bk11-l3a-f1-12.mp3} - -# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6) -$SELECT Which Picture? — Engines and Brakes -ID: 3a-f1-b -INTRO: Now let's see if the words stuck. Listen to each sentence and tap the picture it describes. Then repeat the sentence. +# Source: LLA 3A Figure 1 (matching pass) +$SELECT Which Picture? — Car Words +ID: 11-3a-f1-b +INTRO: Now the same words, by ear. Listen to each sentence and tap the picture it matches. Then repeat the sentence. INSTRUCTION: Tap the matching picture. REPEAT -OPTION: a | brake {page_058_001.jpg} -OPTION: b | engine {page_058_002.jpg} -OPTION: c | motor {page_058_003.jpg} -OPTION: d | stall {page_058_004.jpg} -OPTION: e | tune-up {page_058_005.jpg} -OPTION: f | oil {page_058_006.jpg} +OPTION: a | Picture A (brakes) {page_058_001.jpg|A foot pressing down on a car's brake pedal} +OPTION: b | Picture B (engine) {page_058_002.jpg|An open hood of a truck showing the engine block labeled GM TRUCK} +OPTION: c | Picture C (motor) {page_058_003.jpg|A man looking under the popped hood of a small car} +OPTION: d | Picture D (stall) {page_058_004.jpg|Cars lined up at a red traffic light} +OPTION: e | Picture E (tune-up) {page_058_005.jpg|A mechanic looking at a car engine under an open hood} +OPTION: f | Picture F (oil) {page_058_006.jpg|The front of a car next to cans of oil and a drain pan} +OPTION: g | Picture G (noise) {page_059_001.jpg|A loud speeding car making a VARROOOM sound as a child covers his ears and a man looks annoyed} +OPTION: h | Picture H (warm up) {page_059_002.jpg|A man sitting in the driver's seat holding the steering wheel} +OPTION: i | Picture I (guarantee) {page_059_003.jpg|A man handing a written document labeled GUARANTEE 90 DAYS to another man} +OPTION: j | Picture J (charge) {page_059_004.jpg|A woman holding a credit card talking to a clerk at an auto parts counter} +OPTION: k | Picture K (part) {page_059_005.jpg|A storefront labeled AUTO PARTS with a sign advertising XTRA POWER BATTERY and a customer inside} +OPTION: l | Picture L (too dirty) {page_059_006.jpg|A mechanic with grease spots on his clothes and hands} -PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-q.mp3} +PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-01b.mp3} ANSWER: d -FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-a.mp3} +FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-01-fb.mp3} -PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-16-q.mp3} -ANSWER: b -FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-16-a.mp3} - -PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-q.mp3} -ANSWER: a -FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-a.mp3} - -PROMPT: Is it time to change the oil? {bk11-l3a-f1-18-q.mp3} -ANSWER: f -FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-18-a.mp3} - -PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-22-q.mp3} -ANSWER: c -FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-22-a.mp3} - -PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-q.mp3} -ANSWER: e -FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-a.mp3} - - -# Source: LLA 3A Figure 1 (matching pass, second half) -$SELECT Which Picture? — Noise, Parts, and Charges -ID: 3a-f1-c -INTRO: Six more sentences, six more pictures. Listen, tap, and repeat. -INSTRUCTION: Tap the matching picture. -REPEAT - -OPTION: g | noise {page_059_001.jpg} -OPTION: h | warm-up {page_059_002.jpg} -OPTION: i | guarantee {page_059_003.jpg} -OPTION: j | charge {page_059_004.jpg} -OPTION: k | part {page_059_005.jpg} -OPTION: l | too {page_059_006.jpg} - -PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-q.mp3} +PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-02b.mp3} ANSWER: h -FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-a.mp3} +FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-02-fb.mp3} -PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-15-q.mp3} +PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-03b.mp3} ANSWER: k -FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-15-a.mp3} +FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-03-fb.mp3} -PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-q.mp3} +PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-04b.mp3} +ANSWER: b +FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-04-fb.mp3} + +PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-05b.mp3} +ANSWER: a +FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-05-fb.mp3} + +PROMPT: Is it time to change the oil? {bk11-l3a-f1-06b.mp3} +ANSWER: f +FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-06-fb.mp3} + +PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-07b.mp3} ANSWER: g -FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-a.mp3} +FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-07-fb.mp3} -PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-20-q.mp3} +PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-08b.mp3} ANSWER: l -FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-20-a.mp3} +FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-08-fb.mp3} -PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-21-q.mp3} +PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-09b.mp3} ANSWER: j -FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-21-a.mp3} +FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-09-fb.mp3} -PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-q.mp3} +PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-10b.mp3} +ANSWER: c +FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-10-fb.mp3} + +PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-11b.mp3} +ANSWER: e +FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-11-fb.mp3} + +PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-12b.mp3} ANSWER: i -FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-a.mp3} - +FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-12-fb.mp3} # Source: ST §What's That Noise? -$DIALOGUE What's That Noise? {st-page_085_001.jpg} +$DIALOGUE What's That Noise? {st-page_085_001.jpg|Two women standing near a car with its hood open, discussing the car's motor issues} ID: l3-s1 -INTRO: Nell and Pat are in Pat's car — and the engine has opinions. Listen to their conversation and repeat each line. +INTRO: Pat's engine is making a sound it really shouldn't. Listen to Pat and Nell figure out what to do, and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT Nell: I think something's wrong with the car, Pat. The engine sounds different. Listen to that noise. +Pat: You're right, Nell. VOCAB: noisy -Pat: You're right, Nell. The engine's very noisy. It stalled this morning, too. In fact, it stopped twice. +LINE: The engine's very noisy. +LINE: It stalled this morning, too. +LINE: In fact, it stopped twice. Nell: Maybe it was cold. Did you let it warm up before you tried to drive the car? @@ -186,30 +187,30 @@ Nell: I think you should take your car to a garage or a gas station for service. Pat: That's a good idea. It hasn't had a tune-up in a long time. Maybe that will solve the problem. - # Source: ST §Pat's Car Stalls -$SELECT Check Your Understanding: Pat's Car +$SELECT Pat's Car — Check the Meaning ID: l3-s2 -REFERENCE: l3-s1 -INTRO: Now some quick questions about the words in Nell and Pat's conversation. Tap the best answer — and open the dialog again if you need it. +REFERENCE +INTRO: A quick meaning check on the new car words. Tap the answer that fits each sentence — open the dialog if you need it. INSTRUCTION: Tap the correct answer. +SHOW_PROMPT -TEMPLATE: The car stalls. +PROMPT: The car stalls. OPTION: a | It stops when it shouldn't. OPTION: b | It doesn't stop when it should. ANSWER: a -TEMPLATE: There's a different *noise* in the engine. +PROMPT: There's a different *noise* in the engine. OPTION: a | piece OPTION: b | sound ANSWER: b -TEMPLATE: The engine's noisy. +PROMPT: The engine's noisy. OPTION: a | It makes a lot of noise. OPTION: b | It makes the wrong noise. ANSWER: a -TEMPLATE: Someone needs to *tune up* the motor. +PROMPT: Someone needs to *tune up* the motor. OPTION: a | replace OPTION: b | work on ANSWER: b @@ -229,56 +230,65 @@ OPTION: a | tune up OPTION: b | warm up ANSWER: b -TEMPLATE: The mechanics at Ace Garage always give their customers good service. +PROMPT: The mechanics at Ace Garage always give their customers good service. OPTION: a | Their work is always good. OPTION: b | Their prices are always low. ANSWER: a -$SESSION 3-2: At the Garage - -# Source: LLA 3A Figure 2 (dialogs) -$DIALOGUE Two Short Conversations -ID: 3a-f2 -INTRO: In this part you'll practice arranging repairs and talking about paying for them. First, warm up your ears with two short conversations — just listen. -INSTRUCTION: Listen to the conversations. +# Source: LLA 3A Figure 2 (dialog 1) +$DIALOGUE Harry's New Car +ID: 11-3a-f2-d1 +INTRO: A short conversation, just to listen to. Harry has something new, and everyone suddenly wants to be his friend. +INSTRUCTION: Listen to the dialogue. Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-01.mp3} -Jack: Yes, I did. {bk11-l3a-f2-02.mp3} -Man1: It looks expensive. {bk11-l3a-f2-03.mp3} -Jack: It was. {bk11-l3a-f2-04.mp3} -Man1: Do you think he'll let us ride in it? {bk11-l3a-f2-05.mp3} +Jack: Yes, I did. It looks expensive. {bk11-l3a-f2-02.mp3} +Man1: It was. Do you think he'll let us ride in it? {bk11-l3a-f2-03.mp3} -Narrator: Listen to the second dialogue. - -Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-06.mp3} -Man2: No, I didn't. {bk11-l3a-f2-07.mp3} -Man1: Where are they going? {bk11-l3a-f2-08.mp3} -Man2: They're moving to Florida. {bk11-l3a-f2-09.mp3} -Man1: They're going to have a lot of warm weather. {bk11-l3a-f2-10.mp3} - - -# Source: LLA 3A Figure 2 (questions) -$PRODUCE Questions on the Conversations -ID: 3a-f2-b -REFERENCE: 3a-f2 -INTRO: Now answer a question about each conversation aloud, in a complete sentence. -INSTRUCTION: Answer aloud in a complete sentence. +# Source: LLA 3A Figure 2 (question 1) +$PRODUCE Question: Harry's New Car +ID: 11-3a-f2-q1 +REFERENCE: 11-3a-f2-d1 INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must answer in a complete sentence based on the dialogue. Accept any phrasing that conveys the core facts of the model response. +INTRO: Answer the question about the conversation in a complete sentence. You can open the dialogue if you need it. +INSTRUCTION: Answer the question aloud. +RUBRIC: The learner must answer in a complete sentence stating that Harry has an expensive new car. Accept natural variants. PROMPT: What does Harry have? -RESPONSE: He has an expensive new car. +RESPONSE: He has an expensive new car. {bk11-l3a-f2-04.mp3} + +# Source: LLA 3A Figure 2 (dialog 2) +$DIALOGUE The Clarks Are Moving +ID: 11-3a-f2-d2 +INTRO: One more short conversation — the Clarks are trading their winters for Florida sunshine. Just listen. +INSTRUCTION: Listen to the dialogue. + +Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-05.mp3} +Man2: No, I didn't. Where are they going? {bk11-l3a-f2-06.mp3} +Man1: They're moving to Florida. They're going to have a lot of warm weather. {bk11-l3a-f2-07.mp3} + +# Source: LLA 3A Figure 2 (question 2) +$PRODUCE Question: The Clarks Are Moving +ID: 11-3a-f2-q2 +REFERENCE: 11-3a-f2-d2 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Answer the question about the conversation in a complete sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: The learner must answer in a complete sentence stating that the Clarks are going to move to Florida. Accept natural variants. PROMPT: Where are the Clarks going to move? -RESPONSE: They're going to move to Florida. +RESPONSE: They're going to move to Florida. {bk11-l3a-f2-08.mp3} +$SESSION 3-2: At the Garage — Service, Credit, and Phone Calls # Source: ST §My Car Stalled Twice Today $DIALOGUE My Car Stalled Twice Today ID: l3-s3 -INTRO: Pat took Nell's advice and is calling Ace Garage. Listen for how she asks about charges, credit, and the guarantee — then repeat each line. +INTRO: In this part you'll deal with the garage itself — repairs, prices, credit, and guarantees. Pat calls Ace Garage about her stalling car. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -286,44 +296,57 @@ Sam: Ace Garage, Sam speaking. Can I help you? Pat: Yes, this is Ms. Jones. My car stalled twice this morning, and the engine's making a different kind of noise. Sam: Bring it to the garage in the morning, Ms. Jones, and I'll check the engine and tune it up for you. Is anything else wrong? +VOCAB: brake Pat: Yes, as a matter of fact. The brakes don't feel right when I use them, and the car doesn't stop well. + Sam: I'll be glad to check the brakes, too. +Pat: Thank you. +LINE: I may not be able to pay for all of this work right away. VOCAB: to charge -Pat: Thank you. I may not be able to pay for all of this work right away. Can you tell me how much you'll charge for it? +LINE: Can you tell me how much you'll charge for it? +VOCAB: part Sam: I won't know until I look at your car. I may need to replace some of the old parts in the engine or the brakes. + Pat: Will I be able to charge everything to my account? +Sam: Yes, ma'am. VOCAB: credit -Sam: Yes, ma'am. Regular customers like you can always get credit. You can put the charges on your account or use a bank credit card. +LINE: Regular customers like you can always get credit. +VOCAB: charge +LINE: You can put the charges on your account or use a bank credit card. +VOCAB: to guarantee Pat: Do you guarantee your work? -Sam: I certainly do. I give all my customers a guarantee that's good for 30 days. When I fail to do a job right the first time, I repair the car again and don't charge the customer anything. +Sam: I certainly do. +VOCAB: guarantee +LINE: I give all my customers a guarantee that's good for 30 days. +LINE: When I fail to do a job right the first time, I repair the car again and don't charge the customer anything. -# Source: ST §Answer the Questions -$PRODUCE Questions About Pat's Call +# Source: ST §Questions: My Car Stalled Twice Today (input switched to speak) +$PRODUCE Questions: My Car Stalled Twice Today ID: l3-s4 REFERENCE: l3-s3 -INTRO: Answer these questions about Pat's call to the garage, aloud and in full sentences. The dialog is one tap away if your memory stalls too. -INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +INTRO: Answer each question about Pat's phone call in a complete sentence. Open the dialog if you need to check a detail. +INSTRUCTION: Answer each question aloud. +RUBRIC: Accept any clear, grammatically accurate sentence conveying the correct facts from the dialog. PROMPT: Why doesn't Pat's car stop well? -RESPONSE: The brakes don't feel right. +RESPONSE: The brakes don't feel right when she uses them. PROMPT: How much money will the mechanic charge Pat for his work? -RESPONSE: He won't know until he looks at her car. +RESPONSE: He won't know until he looks at the car. PROMPT: Will Sam need to replace anything in the engine or brakes? RESPONSE: He may need to replace some of the old parts. PROMPT: Pat may not have enough money to pay the mechanic's bill right away. What can she do? -RESPONSE: She can charge everything to her account. +RESPONSE: She can charge it to her account or use a credit card. PROMPT: What can regular customers like Pat always get? RESPONSE: They can always get credit. @@ -332,49 +355,43 @@ PROMPT: How can Pat use her credit at the garage? RESPONSE: She can put the charges on her account or use a bank credit card. PROMPT: When Sam's customers have to ask him to fix the same thing twice in one month, he doesn't charge them again for his work. Why not? -RESPONSE: Because he gives a 30-day guarantee. +RESPONSE: He guarantees his work for 30 days. PROMPT: What does Sam give his customers? -RESPONSE: He gives them a guarantee. - +RESPONSE: He gives them a guarantee that's good for 30 days. # Source: ST §An Oil Change and a Grease Job -$DIALOGUE An Oil Change and a Grease Job +$DIALOGUE An Oil Change and a Grease Job {st-page_089_001.jpg|A mechanic under a raised car pouring motor oil into the engine and preparing to apply grease} ID: l3-s5 -INTRO: Here's a short reading about Larry, a man who changes his own oil — up to a point. Just listen and read along. -INSTRUCTION: Read the paragraphs. - -LINE: After he drives 3,000 miles, Larry changes the oil in his car. {st-page_089_001.jpg} +INTRO: Larry takes good care of his car — most of it himself. Read about oil changes and grease jobs. +INSTRUCTION: Read the paragraphs about Larry's car. +VOCAB: oil VOCAB: to oil -LINE: He uses five or six quarts to oil the parts that move inside the engine. {st-page_089_001.jpg} - -LINE: He knows that the oil is very important; the engine won't operate long without it. {st-page_089_001.jpg} +Narrator: After he drives 3,000 miles, Larry changes the oil in his car. He uses five or six quarts to oil the parts that move inside the engine. +Narrator: He knows that the oil is very important; the engine won't operate long without it. +VOCAB: to grease VOCAB: grease -LINE: Larry can change the oil in his car, but he has to ask a mechanic to grease the front end for him. {st-page_089_001.jpg} +Narrator: Larry can change the oil in his car, but he has to ask a mechanic to grease the front end for him. +Narrator: The mechanic puts the car in the garage and raises it five or six feet from the floor. Then he puts grease inside all of the places that need it. -LINE: The mechanic puts the car in the garage and raises it five or six feet from the floor. {st-page_089_001.jpg} - -LINE: Then he puts grease inside all of the places that need it. {st-page_089_001.jpg} - - -# Source: ST §Answer About Larry's Car -$PRODUCE Questions About Larry's Car +# Source: ST §Questions: An Oil Change and a Grease Job (input switched to speak) +$PRODUCE Questions: An Oil Change and a Grease Job ID: l3-s6 REFERENCE: l3-s5 -INTRO: Now answer questions about Larry and his oil changes, aloud in full sentences. The reading is there if you need it. -INSTRUCTION: Answer the questions about the reading aloud. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +INTRO: Answer each question about Larry's car in a complete sentence. The passage is there if you need it. +INSTRUCTION: Answer each question aloud. +RUBRIC: Accept any accurate full-sentence answer matching the facts in the reading. PROMPT: What does Larry do after he drives 3,000 miles? RESPONSE: He changes the oil in his car. PROMPT: How much oil does his engine need? -RESPONSE: It needs five or six quarts. +RESPONSE: It needs five or six quarts of oil. PROMPT: What does the oil do inside the engine? RESPONSE: It oils the parts that move inside the engine. @@ -383,181 +400,239 @@ PROMPT: Why is the oil important? RESPONSE: The engine won't operate long without it. PROMPT: What does Larry have to ask a mechanic to do for him? -RESPONSE: He has to ask a mechanic to grease the front end for him. +RESPONSE: He has to ask a mechanic to grease the front end of his car. PROMPT: After he's raised the car, what does the mechanic do? RESPONSE: He puts grease inside all of the places that need it. - -# Source: ST §Vocabulary Words (word table) -$GRAMMAR Words for Repairs and Paying +# Source: ST §The Engine Needs Two Quarts of Oil +$SELECT Choose the Right Word ID: l3-s7 -INTRO: Here are the lesson's repair-and-payment words. Some are nouns, some are verbs, and some are past forms — you'll pick the right one in the next activity. - -CARD: Many of this lesson's words work as both nouns and verbs. For example, "charge" can be a price or the action of billing someone. -{a charge} -{she charges it} - -CARD: Words for car maintenance work the same way. You can use them as physical things or as actions in the past tense. -{some grease} -{he greased it} -{some oil} -{they oiled it} - -CARD: Business words follow this pattern too. They can be a promise or a record, as well as the action of giving it. -{a guarantee} -{the store guarantees them} -{store credit} -{they credited my account} - -CARD: Other vocabulary words from the lesson act mainly as nouns for physical objects. -{a brake} -{a replacement part} - -SUMMARY: -| | | | | -|---|---|---|---| -| brake | credit | greased | oil | -| charge | credited | grease | oiled | -| charges | grease | guarantees | part | - -$PRODUCE Use the Right Word -ID: l3-s8 -REFERENCE: l3-s7 -INTRO: Complete each sentence with a word from the table — type just the missing word. Watch the form: sometimes you need a verb, sometimes a past form. -INSTRUCTION: Type the missing word from the table. -INPUT: type -CHECK: exact +INTRO: All the lesson's car and money words in one place. Read each sentence and tap the word that completes it. +INSTRUCTION: Tap the word that completes each sentence. +OPTION: brake | brake +OPTION: credit | credit +OPTION: greased | greased +OPTION: oil | oil +OPTION: charge | charge +OPTION: credited | credited +OPTION: guarantee | guarantee +OPTION: oiled | oiled +OPTION: charges | charges +OPTION: grease | grease +OPTION: guarantees | guarantees +OPTION: part | part TEMPLATE: Stan put ten gallons of gas and two quarts of ____ in his car. -RESPONSE: Stan put ten gallons of gas and two quarts of oil in his car. -ACCEPT: oil +ANSWER: oil +FEEDBACK: Stan put ten gallons of gas and two quarts of oil in his car. TEMPLATE: Many restaurants use hot ____ to cook French fries. -RESPONSE: Many restaurants use hot grease to cook French fries. -ACCEPT: grease +ANSWER: grease +FEEDBACK: Many restaurants use hot grease to cook French fries. TEMPLATE: The store that sells these tools ____ them. -RESPONSE: The store that sells these tools guarantees them. -ACCEPT: guarantees +ANSWER: guarantees +FEEDBACK: The store that sells these tools guarantees them. TEMPLATE: At this motel, there is no ____ for children under the age of 12. -RESPONSE: At this motel, there is no charge for children under the age of 12. -ACCEPT: charge +ANSWER: charge +FEEDBACK: At this motel, there is no charge for children under the age of 12. TEMPLATE: When Linda doesn't want to pay cash for something, she ____ it. -RESPONSE: When Linda doesn't want to pay cash for something, she charges it. -ACCEPT: charges +ANSWER: charges +FEEDBACK: When Linda doesn't want to pay cash for something, she charges it. TEMPLATE: The food won't stick to the pan because the cook ____ it before he used it. -RESPONSE: The food won't stick to the pan because the cook greased it before he used it. -ACCEPT: greased +ANSWER: greased +FEEDBACK: The food won't stick to the pan because the cook greased it before he used it. TEMPLATE: When you park your car on a hill, you should use the emergency ____. -RESPONSE: When you park your car on a hill, you should use the emergency brake. -ACCEPT: brake +ANSWER: brake +FEEDBACK: When you park your car on a hill, you should use the emergency brake. TEMPLATE: Pat can't pay all of the mechanic's bill this month; she can pay only ____ of it. -RESPONSE: Pat can't pay all of the mechanic's bill this month; she can pay only part of it. -ACCEPT: part +ANSWER: part +FEEDBACK: Pat can't pay all of the mechanic's bill this month; she can pay only part of it. TEMPLATE: It took the Smiths four years to pay for their car because they bought it on ____. -RESPONSE: It took the Smiths four years to pay for their car because they bought it on credit. -ACCEPT: credit +ANSWER: credit +FEEDBACK: It took the Smiths four years to pay for their car because they bought it on credit. TEMPLATE: Before Ken ____ the lock, it was difficult to open the door. Now it's easy. -RESPONSE: Before Ken oiled the lock, it was difficult to open the door. Now it's easy. -ACCEPT: oiled +ANSWER: oiled +FEEDBACK: Before Ken oiled the lock, it was difficult to open the door. Now it's easy. TEMPLATE: These tires should be good for several years. There's a 50,000-mile ____ on them. -RESPONSE: These tires should be good for several years. There's a 50,000-mile guarantee on them. -ACCEPT: guarantee +ANSWER: guarantee +FEEDBACK: These tires should be good for several years. There's a 50,000-mile guarantee on them. TEMPLATE: Ray put some money in his checking account, but the bank ____ it to his savings account by mistake. -RESPONSE: Ray put some money in his checking account, but the bank credited it to his savings account by mistake. -ACCEPT: credited +ANSWER: credited +FEEDBACK: Ray put some money in his checking account, but the bank credited it to his savings account by mistake. -# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial -# coordinate instructions; not expressible in the app format. +# Source: ST §My Car Stalled! (service phone dialogs) +$DIALOGUE Calling the Garage {st-page_105_001.jpg|A man standing inside a phone booth calling someone on the telephone while his car with its hood open is parked on the side of the road in the background. The sign on the booth says "PHONE BOOTH"} +ID: l3-s19 +INTRO: Three phone calls to three garages — and three customers whose cars still aren't fixed. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT -$SESSION 3-3: "Too" + Adjective + "To" +Clerk_Fred: Bell Motors. Fred Waters speaking. +Dave_Green: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. +Clerk_Fred: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. +Dave_Green: Okay. I'll see you early tomorrow morning. -# Source: ST §Too + Predicate Adjective + To-Infinitive -$GRAMMAR "Too" + Adjective + "To" -ID: l3-s15 -INTRO: In this part you'll learn to say why something can't happen: it's "too" hot, "too" heavy, "too" late. Here's how the pattern works. +Clerk_Speedy: Speedy Engine Repair. May I help you? +Mary_Clark: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem. +Clerk_Speedy: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning? +Mary_Clark: Yes, I'll be there at 7:30. Thank you very much. -CARD: One of the meanings of **too** is "more than enough." Use it before an adjective to show something is more than it should be. +Jack_Evans: Evans and Sons. This is Jack. How may I help you? +Jane_Flint: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil. +Jack_Evans: I'm sorry to hear that, Ms. Flint. +LINE: Bring it in again, and we'll fix it. +LINE: Our work has a 90-day guarantee. +Jane_Flint: Okay, thanks. I'll do that. + +# Source: LLA 3C Figure 2 (dialog 1) +$DIALOGUE A Telephone Message for Major Parker +ID: 11-3c-f2-d1 +INTRO: When someone isn't there, the message has to travel. Listen to a phone call and how the message gets delivered. +INSTRUCTION: Listen to the dialogue. + +Clerk: Hello. {bk11-l3c-f2-d1-01.mp3} +Major_Smith: Hello, Major Parker, please. {bk11-l3c-f2-d1-02.mp3} +Clerk: He's not here right now. May I take a message? {bk11-l3c-f2-d1-03.mp3} +Major_Smith: Yes, this is Major Smith. Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-d1-04.mp3} +Clerk: Okay. I'll tell him. {bk11-l3c-f2-d1-05.mp3} +Clerk: Major Parker, you had a call. {bk11-l3c-f2-d1-06.mp3} +Major_Parker: Yes? Who was it? {bk11-l3c-f2-d1-07.mp3} +Clerk: It was Major Smith. He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-d1-08.mp3} + +# Source: LLA 3C Figure 2 (question 1) +$PRODUCE Question: The Majors' Lunch +ID: 11-3c-f2-q1 +REFERENCE: 11-3c-f2-d1 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Answer the question about the phone call in a complete sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any complete sentence stating that they will eat lunch at the Officers' Club. + +PROMPT: Where will Major Parker and Major Smith eat lunch? +RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-01-a.mp3} + +# Source: LLA 3C Figure 2 (dialog 2) +$DIALOGUE A Message for Jack +ID: 11-3c-f2-d2 +INTRO: Another message to pass along — this time between roommates. Listen to how the message is given. +INSTRUCTION: Listen to the dialogue. + +Roommate: Hi, Bob. {bk11-l3c-f2-d2-01.mp3} +Bob: Is Jack home? {bk11-l3c-f2-d2-02.mp3} +Roommate: No, he's not. He'll be back at 5:30. {bk11-l3c-f2-d2-03.mp3} +Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-d2-04.mp3} +Roommate: Sure. I'll tell him to take it to your house this evening. {bk11-l3c-f2-d2-05.mp3} +Roommate: Jack, Bob came by. {bk11-l3c-f2-d2-06.mp3} +Jack: Oh, really? What did he want? {bk11-l3c-f2-d2-07.mp3} +Roommate: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-d2-08.mp3} + +# Source: LLA 3C Figure 2 (question 2) +$PRODUCE Question: Bob's Call +ID: 11-3c-f2-q2 +REFERENCE: 11-3c-f2-d2 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Answer the question about the conversation in a complete sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any complete sentence stating that he needs to borrow Jack's math book. + +PROMPT: What does Bob need to borrow from Jack? +RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-02-a.mp3} + +# SKIPPED (book): Reading Skill "DRAW A PICTURE" (Pictures A & B, pp. 90-91) — drawing and connecting dots from written coordinates; physical drawing task not convertible to card format. + +$SESSION 3-3: "Too" — More Than Enough + +# Source: LLA 3A Figure 3 +$DIALOGUE Two Sentences Become One with "Too" +ID: 11-3a-f3 +INTRO: In this part you'll learn to say why something can't happen: too hot, too late, too tired. Listen to how two sentences combine into one, and repeat each set. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Max is too tall. He can't sleep in that bed. Max is too tall to sleep in that bed. {bk11-l3a-f3-01.mp3} + +LINE: Sgt. Willis is too busy. He can't take a vacation. Sgt. Willis is too busy to take a vacation. {bk11-l3a-f3-02.mp3} + +LINE: Myra is too tired. She can't listen to any more problems. Myra is too tired to listen to any more problems. {bk11-l3a-f3-03.mp3} + +LINE: Freddy is too light. He can't play football. Freddy is too light to play football. {bk11-l3a-f3-04.mp3} + +LINE: It's too late. We can't worry about past mistakes. It's too late for us to worry about past mistakes. {bk11-l3a-f3-05.mp3} + +LINE: Rosanne isn't too nervous. She can take a test. Rosanne isn't too nervous to take a test. {bk11-l3a-f3-06.mp3} + +LINE: The captain was too sick. He couldn't come to class. The captain was too sick to come to class. {bk11-l3a-f3-07.mp3} + +LINE: Mary is too slow. She can't finish early. Mary is too slow to finish early. {bk11-l3a-f3-08.mp3} + +LINE: The coffee is too hot. He can't drink it. The coffee is too hot for him to drink. {bk11-l3a-f3-09.mp3} + +LINE: Chinese is not too difficult. They can learn it. Chinese is not too difficult for them to learn. {bk11-l3a-f3-10.mp3} + +# Source: ST grammar box "Too + Predicate Adjective + To-Infinitive" (rewritten as cards) +$GRAMMAR "Too" Means More Than Enough +ID: l3-s14 +INTRO: Here's the pattern behind what you just heard — "too" plus a describing word, and what can't be done because of it. + +CARD: One meaning of **too** is "more than enough" — more than is needed. {Candy is too sweet.} {These shoes don't fit well. They're too tight.} -CARD: You can add **to** and an action verb to say what cannot happen as a result. +CARD: Add **to** plus a verb to say what can't be done. +{The test was too long for us to finish.} {Carol was too tired to drive.} -CARD: If you need to specify who the situation is too much for, add **for** someone. -{for me} +CARD: Add **for** plus a person to say who it's too much for. {Coffee is too bitter for me to drink.} - -CARD: Here are a few more examples showing exactly who is affected before the action. -{for the children} {It'll be too early for the children to get up.} -{The test was too long for us to finish.} SUMMARY: | TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE | |---|---|---| -| Candy is **too sweet.** | | | -| Coffee is **too bitter** | for me | to drink. | -| Carol was **too tired** | | to drive. | -| It'll be **too early** | for the children | to get up. | +| Candy is too sweet. | | | +| Coffee is too bitter | for me | to drink. | +| Carol was too tired | | to drive. | +| It'll be too early | for the children | to get up. | -$DIALOGUE Combining Sentences with "Too ... To" -ID: 3a-f3 -INTRO: Listen to how two sentences can be combined using "too" and "to". Repeat the sentences. -INSTRUCTION: Listen and repeat. +# Source: LLA 3C Figure 3 (follow-up "too" sentences) +$DIALOGUE It's Too Cold, It's Too Hot +ID: 11-3c-f3-too +INTRO: Short and useful — sentences you'll say every week. Listen and repeat each one. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Max is too tall. He can't sleep in that bed. {bk11-l3a-f3-01a.mp3} -LINE: Max is too tall to sleep in that bed. {bk11-l3a-f3-01b.mp3} - -LINE: Sgt. Willis is too busy. He can't take a vacation. {bk11-l3a-f3-02a.mp3} -LINE: Sgt. Willis is too busy to take a vacation. {bk11-l3a-f3-02b.mp3} - -LINE: Myra is too tired. She can't listen to any more problems. {bk11-l3a-f3-03a.mp3} -LINE: Myra is too tired to listen to any more problems. {bk11-l3a-f3-03b.mp3} - -LINE: Freddy is too light. {bk11-l3a-f3-04a-a.mp3} -LINE: He can't play football. {bk11-l3a-f3-04a-b.mp3} -LINE: Freddy is too light to play football. {bk11-l3a-f3-04b.mp3} - -LINE: It's too late. We can't worry about past mistakes. {bk11-l3a-f3-05a.mp3} -LINE: It's too late for us to worry about past mistakes. {bk11-l3a-f3-05b.mp3} - -LINE: Rose Ann isn't too nervous. She can take a test. {bk11-l3a-f3-06a.mp3} -LINE: Rose Ann isn't too nervous to take a test. {bk11-l3a-f3-06b.mp3} - -LINE: The captain was too sick. He couldn't come to class. {bk11-l3a-f3-07a.mp3} -LINE: The captain was too sick to come to class. {bk11-l3a-f3-07b.mp3} - -LINE: Mary is too slow. She can't finish early. {bk11-l3a-f3-08a.mp3} -LINE: Mary is too slow to finish early. {bk11-l3a-f3-08b.mp3} - -LINE: The coffee is too hot. He can't drink it. {bk11-l3a-f3-09a.mp3} -LINE: The coffee is too hot for him to drink. {bk11-l3a-f3-09b.mp3} - -LINE: Chinese is not too difficult. {bk11-l3a-f3-10a-a.mp3} -LINE: They can learn it. {bk11-l3a-f3-10a-b.mp3} -LINE: Chinese is not too difficult for them to learn. {bk11-l3a-f3-10b.mp3} - +LINE: It's too cold. {bk11-l3c-f3-too-01.mp3} +LINE: It's too hot. {bk11-l3c-f3-too-02.mp3} +LINE: His shirt is too dirty. {bk11-l3c-f3-too-03.mp3} +LINE: This jacket is too small. {bk11-l3c-f3-too-04.mp3} +LINE: That box is too heavy. {bk11-l3c-f3-too-05.mp3} +LINE: Those pants are too big. {bk11-l3c-f3-too-06.mp3} +LINE: My hands were too greasy. {bk11-l3c-f3-too-07.mp3} # Source: ST §This Soup Is Too Hot to Eat! -$DIALOGUE Reading: Too Hot, Too Heavy, Too Far -ID: l3-s16 -INTRO: Here are more "too" sentences to read — no repeating this time. Notice where "for you" and "for him" fit in. -INSTRUCTION: Read the sentences. +$DIALOGUE This Soup Is Too Hot to Eat! {st-page_100_001.jpg|A man holding a spoon of steaming soup to his mouth, wincing from the heat} +ID: l3-s15 +INTRO: More sentences with the full pattern — "too" plus what can't be done. Listen and repeat each one. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -LINE: It's too cold to go outside. The children must play inside. {st-page_100_001.jpg} -LINE: Susie can't move that table. It's too heavy. {st-page_100_001.jpg} +LINE: It's too cold to go outside. The children must play inside. +LINE: Susie can't move that table. It's too heavy. LINE: Randy looks too young to be a doctor. LINE: Jack's house isn't too difficult for you to find. LINE: St. Louis is too far for you to drive there alone. @@ -565,317 +640,267 @@ LINE: Is this chair too small to sit in? LINE: Jim can't wear these slacks. They're too big. LINE: Lt Rich is too angry to speak to Lt Ward. - # Source: LLA 3A Figure 4 -$PRODUCE Make It a Question -ID: 3a-f4 -INTRO: Listen to a "too ... to" statement and a new cue word. Change the statement into a question using the cue. Then repeat the correct question. -INSTRUCTION: Speak the new question. +$PRODUCE Ask Questions with "Too" +ID: 11-3a-f4 INPUT: speak CHECK: reveal REPEAT +INTRO: Now you make the sentences. Listen to the statement and the cue word, change the statement into a question, then repeat the correct answer. +INSTRUCTION: Form a question using the cue word. EXAMPLE -TEMPLATE: (tennis) -PROMPT: Freddie is too light to play football. Tennis. {bk11-l3a-f4-ex.mp3} -RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-ex-a.mp3} +TEMPLATE: Freddy is too light to play football. (tennis) +PROMPT: Freddie is too light to play football. Tennis. {bk11-l3a-f4-ex-q.mp3} +RESPONSE: Is he too light to play tennis? -TEMPLATE: (watch TV) +TEMPLATE: The captain was too sick to come to class. (watch TV) PROMPT: The captain was too sick to come to class. Watch TV. {bk11-l3a-f4-01-q.mp3} RESPONSE: Was he too sick to watch TV? {bk11-l3a-f4-01-a.mp3} -TEMPLATE: (on time) +TEMPLATE: Mary is too slow to finish early. (on time) PROMPT: Mary is too slow to finish early. On time. {bk11-l3a-f4-02-q.mp3} RESPONSE: Is she too slow to finish on time? {bk11-l3a-f4-02-a.mp3} -TEMPLATE: (write letters) +TEMPLATE: Myra is too tired to listen to any more problems. (write letters) PROMPT: Myra is too tired to listen to any more problems. Write letters. {bk11-l3a-f4-03-q.mp3} RESPONSE: Is she too tired to write letters? {bk11-l3a-f4-03-a.mp3} -TEMPLATE: (ride a bicycle) +TEMPLATE: Greg is too young to drive a car. (ride a bicycle) PROMPT: Greg is too young to drive a car. Ride a bicycle. {bk11-l3a-f4-04-q.mp3} RESPONSE: Is he too young to ride a bicycle? {bk11-l3a-f4-04-a.mp3} -TEMPLATE: (learn something new) +TEMPLATE: It's too late to study for the test. (learn something new) PROMPT: It's too late to study for the test. Learn something new. {bk11-l3a-f4-05-q.mp3} RESPONSE: Is it too late to learn something new? {bk11-l3a-f4-05-a.mp3} -TEMPLATE: (Mark) +TEMPLATE: This book is too difficult for John to read. (Mark) PROMPT: This book is too difficult for John to read. Mark. {bk11-l3a-f4-06-q.mp3} RESPONSE: Is it too difficult for Mark to read? {bk11-l3a-f4-06-a.mp3} -# SKIPPED (tape): LLA 3A Figure 5 — grid placement from spoken coordinates; spatial/physical -# action, not convertible. +# SKIPPED (book+tape): LLA 3A Figure 5 "Punctuation Grid" — grid coordinate placement task has no spatial interaction in module format. -# Source: ST §The Meat Is Too Salty -$PRODUCE Make a Sentence with "Too" -ID: l3-s17 -INTRO: Read each sentence, then make a new one with "too" and the word in parentheses. Say it aloud, then check the model. -INSTRUCTION: Say a new sentence using "too" and the cue. +# Source: ST §The Meat Is Too Salty (cue moved to TEMPLATE) +$PRODUCE The Meat Is Too Salty +ID: l3-s16 +INTRO: Read each situation and explain it with "too" and the word in parentheses. Say the whole sentence, then check the model. +INSTRUCTION: Make a sentence with "too" and the cue word. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE -PROMPT: I can buy that one. (not expensive) +PROMPT: I can buy that one. +TEMPLATE: (not expensive) RESPONSE: It's not too expensive. -EXAMPLE -PROMPT: Jason can't drive yet. (young) -RESPONSE: He's too young to drive. - -PROMPT: I can't drink the coffee. (hot) +PROMPT: I can't drink the coffee. +TEMPLATE: (hot) RESPONSE: It's too hot to drink. -PROMPT: Margaret wants to go to the party. (not tired) -RESPONSE: She's not too tired to go. +PROMPT: Margaret wants to go to the party. +TEMPLATE: (not tired) +RESPONSE: She's not too tired. -PROMPT: Jerry can't stop worrying. (upset) +PROMPT: Jerry can't stop worrying. +TEMPLATE: (upset) RESPONSE: He's too upset. -PROMPT: Charlie can't wear those clothes. (dirty) -RESPONSE: They're too dirty to wear. +PROMPT: Charlie can't wear those clothes. +TEMPLATE: (dirty) +RESPONSE: They're too dirty. -PROMPT: Don't let Fred drive the new car. (careless) +PROMPT: Don't let Fred drive the new car. +TEMPLATE: (careless) RESPONSE: He's too careless. -PROMPT: This coffee doesn't taste good. (bitter) +PROMPT: This coffee doesn't taste good. +TEMPLATE: (bitter) RESPONSE: It's too bitter. -PROMPT: Sally liked the cookies. (not sweet) -RESPONSE: They were not too sweet. +PROMPT: Sally liked the cookies. +TEMPLATE: (not sweet) +RESPONSE: They're not too sweet. -PROMPT: We didn't go to the lake last week. (rainy) +PROMPT: We didn't go to the lake last week. +TEMPLATE: (rainy) RESPONSE: It was too rainy. -PROMPT: Jane couldn't get on the first bus. (crowded) +PROMPT: Jane couldn't get on the first bus. +TEMPLATE: (crowded) RESPONSE: It was too crowded. -PROMPT: I was able to finish the homework. (not difficult) -RESPONSE: It was not too difficult. +PROMPT: I was able to finish the homework. +TEMPLATE: (not difficult) +RESPONSE: It wasn't too difficult. - -# Source: ST §Are You Going to the Gym? No, I'm Too Tired. -$PRODUCE Answer with "Too" -ID: l3-s18 -INTRO: Now answer questions using "too" and the words in parentheses. Full sentences, please — you're not too tired for that. -INSTRUCTION: Answer using "too" and the cue in parentheses. +# Source: ST §Are You Going to the Gym? (cue moved to TEMPLATE) +$PRODUCE Are You Going to the Gym? +ID: l3-s17 +INTRO: Now answer questions with "too". Use the cue in parentheses, answer aloud in a full sentence, then check the model. +INSTRUCTION: Answer aloud using "too" and the cue words. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE -PROMPT: Are you going to wear your jacket? (no, warm) +PROMPT: Are you going to wear your jacket? +TEMPLATE: (no, warm) RESPONSE: No, it's too warm to wear a jacket. -PROMPT: Are you going to lunch now? (no, early) +PROMPT: Are you going to lunch now? +TEMPLATE: (no, early) RESPONSE: No, it's too early to go to lunch. -PROMPT: Can Jane walk to school tomorrow? (no, far) -RESPONSE: No, it's too far to walk. +PROMPT: Can Jane walk to school tomorrow? +TEMPLATE: (no, far) +RESPONSE: No, it's too far for Jane to walk to school. -PROMPT: Was Mary too upset to enjoy the party? (yes) -RESPONSE: Yes, she was too upset to enjoy it. +PROMPT: Was Mary too upset to enjoy the party? +TEMPLATE: (yes) +RESPONSE: Yes, Mary was too upset to enjoy the party. -PROMPT: Did Nelson go to work yesterday? (no, sick) +PROMPT: Did Nelson go to work yesterday? +TEMPLATE: (no, sick) RESPONSE: No, he was too sick to go to work. -PROMPT: Do you think Ken can wear this shirt? (no, small) +PROMPT: Do you think Ken can wear this shirt? +TEMPLATE: (no, small) RESPONSE: No, it's too small for him to wear. -PROMPT: Is that box too heavy for Barbara to lift? (yes, heavy) -RESPONSE: Yes, it's too heavy for her to lift. +PROMPT: Is that box too heavy for Barbara to lift? +TEMPLATE: (yes, heavy) +RESPONSE: Yes, that box is too heavy for Barbara to lift. -PROMPT: Can we go to the movie now? (no, late) -RESPONSE: No, it's too late to go. +PROMPT: Can we go to the movie now? +TEMPLATE: (no, late) +RESPONSE: No, it's too late to go to the movie. -PROMPT: Are you going to buy that car? (no, expensive) -RESPONSE: No, it's too expensive to buy. +PROMPT: Are you going to buy that car? +TEMPLATE: (no, expensive) +RESPONSE: No, it's too expensive for me to buy. -PROMPT: Is it too dark outside now to see anything? (yes, dark) -RESPONSE: Yes, it's too dark to see anything. - -PROMPT: Is Ed still too young to get a driver's license? (yes, young) -RESPONSE: Yes, he's too young to get a license. - - -# Source: LLA 3C Figure 3 (pronunciation pass) -$DIALOGUE Pronunciation: "Too" Phrases -ID: 3c-f3-b -INTRO: A quick pronunciation pass. Listen and repeat these sentences using "too". -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: It's too cold. {bk11-l3c-f3-11.mp3} -LINE: It's too hot. {bk11-l3c-f3-12.mp3} -LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3} -LINE: This jacket is too small. {bk11-l3c-f3-14.mp3} -LINE: That box is too heavy. {bk11-l3c-f3-15.mp3} -LINE: Those pants are too big. {bk11-l3c-f3-16.mp3} -LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3} - - -# Source: LLA 3D Figure 6 (responses) -$DIALOGUE Responses with "Too" -ID: 3d-f6-a -INTRO: Here are ten answers people give using "too". Listen to the responses and repeat them — you'll match them to their questions next. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Not very well. I was too nervous. {bk11-l3d-f6-01.mp3} -LINE: It's too dark in this room to see. {bk11-l3d-f6-02.mp3} -LINE: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-03.mp3} -LINE: No, it's too early to go home. {bk11-l3d-f6-04.mp3} -LINE: No, she's too tall to be Jean. {bk11-l3d-f6-05.mp3} -LINE: Yes, but it's too old to drink. {bk11-l3d-f6-06.mp3} -LINE: I can't. It's too big for me to pick up. {bk11-l3d-f6-07.mp3} -LINE: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-08.mp3} -LINE: It was too awful to watch. {bk11-l3d-f6-09.mp3} -LINE: Because John's news is almost too good to be true. {bk11-l3d-f6-10.mp3} - - -# Source: LLA 3D Figure 6 (matching) -$SELECT Match the Question to the Response -ID: 3d-f6-b -INTRO: Now listen to each question and tap the response that answers it best. You just practiced all ten — no pressure. -INSTRUCTION: Tap the best response. - -OPTION: 1 | Not very well; I was too nervous. -OPTION: 2 | It's too dark in this room to see. -OPTION: 3 | I'm not sure, but I think it's too far to walk. -OPTION: 4 | No. It's too early to go home. -OPTION: 5 | No, she's too tall to be Jean. -OPTION: 6 | Yes, but it's too old to drink. -OPTION: 7 | I can't. It's too big for me to pick up. -OPTION: 8 | No thanks. The ice cream is too cold for me to eat. -OPTION: 9 | It was too awful to watch! -OPTION: 10 | Because John's news is almost too good to be true. - -EXAMPLE -PROMPT: How far is it to the library? {bk11-l3d-f6-ex-q.mp3} -ANSWER: 3 - -PROMPT: How far is it to the library? {bk11-l3d-f6-11-q.mp3} -ANSWER: 3 - -PROMPT: How did you like the movie? {bk11-l3d-f6-12-q.mp3} -ANSWER: 9 - -PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-13-q.mp3} -ANSWER: 5 - -PROMPT: Do you want some more dessert? {bk11-l3d-f6-14-q.mp3} -ANSWER: 8 - -PROMPT: Where's the light? {bk11-l3d-f6-15-q.mp3} -ANSWER: 2 - -PROMPT: How did you do on the exam? {bk11-l3d-f6-16-q.mp3} -ANSWER: 1 - -PROMPT: Are you ready to go? {bk11-l3d-f6-17-q.mp3} -ANSWER: 4 - -PROMPT: Why are you so happy? {bk11-l3d-f6-18-q.mp3} -ANSWER: 10 - -PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-19-q.mp3} -ANSWER: 6 - -PROMPT: Please hand me that box. {bk11-l3d-f6-20-q.mp3} -ANSWER: 7 +PROMPT: Is it too dark outside now to see anything? +TEMPLATE: (yes, dark) +RESPONSE: Yes, it's too dark outside to see anything. +PROMPT: Is Ed still too young to get a driver's license? +TEMPLATE: (yes, young) +RESPONSE: Yes, Ed is still too young to get a driver's license. # Source: LLA 3C Figure 4 -$PRODUCE Give a Reason with "Too" -ID: 3c-f4 -INPUT: type +$PRODUCE Why Not? Say It with "Too" +ID: 11-3c-f4 +INPUT: speak CHECK: llm -INTRO: Look at each picture and listen to the statement. Write a response giving a reason using the word "too". -INSTRUCTION: Write a sentence using "too". -RUBRIC: The learner must write a sentence starting with "It's too..." or giving a valid reason using "too" based on the picture and statement. Examples: "It's too cold", "It's too expensive", etc. +INTRO: The open round. Look at each picture, listen to the sentence, and explain why — with "too" plus a describing word. +INSTRUCTION: Say a sentence with "too". +RUBRIC: Accept any grammatically correct sentence using "too" + adjective that fits the picture context. EXAMPLE -PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-01.mp3} +PROMPT: The children can't go outside. {page_068_001.jpg|A person bundled up in a heavy coat and hat walking into a severe snowstorm} {bk11-l3c-f4-ex.mp3} RESPONSE: It's too cold. -PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-02.mp3} +PROMPT: I can't buy this suit. {page_068_002.jpg|A cash register displaying a high total price of $380.00} {bk11-l3c-f4-01.mp3} RESPONSE: It's too expensive. -PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-03.mp3} +PROMPT: Jim, don't drink that coffee. {page_068_003.jpg|A steaming hot cup of coffee or tea sitting on a saucer} {bk11-l3c-f4-02.mp3} RESPONSE: It's too hot. -PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-04.mp3} +PROMPT: Fred, don't buy that shirt. {page_068_004.jpg|A man trying to button a long-sleeved shirt that is way too small and tight for him} {bk11-l3c-f4-03.mp3} RESPONSE: It's too small. -PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-05.mp3} +PROMPT: We can't go to the movies now. {page_068_005.jpg|A clock on the wall showing the time as 11:55, late at night near windows} {bk11-l3c-f4-04.mp3} RESPONSE: It's too late. -PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-06.mp3} +PROMPT: Janet, don't try to move that table. {page_068_006.jpg|A woman pushing with all her strength to move a very heavy wooden table} {bk11-l3c-f4-05.mp3} RESPONSE: It's too heavy. -$SESSION 3-4: Dissatisfied Customers +$SESSION 3-4: Dissatisfied Customers — New Words # Source: LLA 3B Figure 1 -$DIALOGUE Refunds, Exchanges, and Satisfaction — Words in Sentences -ID: 3b-f1 -INTRO: In this part you'll learn the words unhappy customers need: refunds, exchanges, and being satisfied — or not. Listen to each sentence and repeat it. -INSTRUCTION: Listen and repeat. +$DIALOGUE Shopping and Service — New Words +ID: 11-3b-f1 +INTRO: Now the customer's side of the counter: leaks, exchanges, refunds, and satisfaction — or the lack of it. Look at the pictures, then listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: hose -LINE: Look at the hoses. There are 2 kinds of hoses. {page_062_001.jpg} {bk11-l3b-f1-01.mp3} +LINE: Look at the hoses. There are 2 kinds of hoses. {page_062_001.jpg|A coiled rubber hose and close-up views of the hose connections} {bk11-l3b-f1-01.mp3} VOCAB: leak -LINE: Uncle George has a leak in his kitchen faucet. {page_062_002.jpg} {bk11-l3b-f1-02.mp3} +LINE: Uncle George has a leak in his kitchen faucet. {page_062_002.jpg|A water faucet dripping water into a sink basin} {bk11-l3b-f1-02.mp3} -VOCAB: exchange -LINE: Jim is going to exchange that sweater for 2 shirts. {page_062_003.jpg} {bk11-l3b-f1-03.mp3} +VOCAB: to exchange +LINE: Jim is going to exchange that sweater for 2 shirts. {page_062_003.jpg|A man exchanging an item of clothing at a counter with a sign above reading "EXCHANGE"} {bk11-l3b-f1-03.mp3} VOCAB: refund -LINE: Sergeant Jackson asked the salesman for a refund. {page_062_004.jpg} {bk11-l3b-f1-04.mp3} +LINE: Sergeant Jackson asked the salesman for a refund. {page_062_004.jpg|A police officer or military guard standing at a desk speaking with a man} {bk11-l3b-f1-04.mp3} -VOCAB: give back -LINE: Charlie won't give the car back to Jimmy. {page_062_005.jpg} {bk11-l3b-f1-05.mp3} +VOCAB: to give back +LINE: Charlie won't give the car back to Jimmy. {page_062_005.jpg|Two young boys wrestling/scuffling over an object} {bk11-l3b-f1-05.mp3} -LINE: Mrs. Brooks bought her refrigerator on credit. {page_062_006.jpg} {bk11-l3b-f1-06.mp3} +VOCAB: credit +LINE: Mrs. Brooks bought her refrigerator on credit. {page_062_006.jpg|A payment booklet labeled "PAYMENT BOOK REFRIGERATOR"} {bk11-l3b-f1-06.mp3} -LINE: That new restaurant gives excellent service. {page_062_007.jpg} {bk11-l3b-f1-07.mp3} +VOCAB: service +LINE: That new restaurant gives excellent service. {page_062_007.jpg|A family dining in front of a sign that reads "ARTHUR'S Steak House"} {bk11-l3b-f1-07.mp3} -LINE: The mechanic has grease on his shirt. {page_062_008.jpg} {bk11-l3b-f1-08.mp3} +VOCAB: grease +LINE: The mechanic has grease on his shirt. {page_062_008.jpg|A man in a cap with grease/dirt stains on his shirt} {bk11-l3b-f1-08.mp3} VOCAB: satisfied -LINE: Mr. Evans was very satisfied with your work. {page_062_009.jpg} {bk11-l3b-f1-09.mp3} +LINE: Mr. Evans was very satisfied with your work. {page_062_009.jpg|Two men in suits smiling and shaking hands} {bk11-l3b-f1-09.mp3} VOCAB: unhappy -LINE: The boys were unhappy when they lost the game. {page_063_001.jpg} {bk11-l3b-f1-10.mp3} +LINE: The boys were unhappy when they lost the game. {page_063_001.jpg|Two young football players sitting dejectedly on a bench under a scoreboard showing HOME 0, VISITORS 21} {bk11-l3b-f1-10.mp3} VOCAB: dissatisfied -LINE: The customer is dissatisfied with the food. {page_063_002.jpg} {bk11-l3b-f1-11.mp3} +LINE: The customer is dissatisfied with the food. {page_063_002.jpg|A man at a restaurant table talking to two men dressed in formal tuxedos} {bk11-l3b-f1-11.mp3} - -# Source: LLA 3B Figure 1 (identify pass, split — image-option pool capped at 6) -$SELECT Which Picture? — Refunds and Exchanges -ID: 3b-f1-b -INTRO: Listen to each sentence and tap the picture it describes. Then repeat the sentence. -INSTRUCTION: Tap the correct picture. +# Source: LLA 3B Figure 1 (matching pass) +$SELECT Which Picture? — Shopping Words +ID: 11-3b-f1-b +INTRO: Same words, by ear. Listen to each sentence and tap the picture it describes. Then repeat the sentence. +INSTRUCTION: Tap the matching picture. REPEAT -OPTION: a | A {page_062_001.jpg} -OPTION: b | B {page_062_002.jpg} -OPTION: c | C {page_062_003.jpg} -OPTION: d | D {page_062_004.jpg} -OPTION: e | E {page_062_005.jpg} -OPTION: f | F {page_062_006.jpg} +OPTION: a | Picture A: Hose {page_062_001.jpg|A coiled rubber hose and close-up views of the hose connections} +OPTION: b | Picture B: Leaking faucet {page_062_002.jpg|A water faucet dripping water into a sink basin} +OPTION: c | Picture C: Exchange sweater {page_062_003.jpg|A man exchanging an item of clothing at a counter with a sign above reading "EXCHANGE"} +OPTION: d | Picture D: Ask for refund {page_062_004.jpg|A police officer or military guard standing at a desk speaking with a man} +OPTION: e | Picture E: Toy car fight {page_062_005.jpg|Two young boys wrestling/scuffling over an object} +OPTION: f | Picture F: Buy on credit {page_062_006.jpg|A payment booklet labeled "PAYMENT BOOK REFRIGERATOR"} +OPTION: g | Picture G: Restaurant service {page_062_007.jpg|A family dining in front of a sign that reads "ARTHUR'S Steak House"} +OPTION: h | Picture H: Grease on shirt {page_062_008.jpg|A man in a cap with grease/dirt stains on his shirt} +OPTION: i | Picture I: Satisfied with work {page_062_009.jpg|Two men in suits smiling and shaking hands} +OPTION: j | Picture J: Unhappy players {page_063_001.jpg|Two young football players sitting dejectedly on a bench under a scoreboard showing HOME 0, VISITORS 21} +OPTION: k | Picture K: Dissatisfied customer {page_063_002.jpg|A man at a restaurant table talking to two men dressed in formal tuxedos} + +PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-12.mp3} +ANSWER: i +FEEDBACK: Is he satisfied with John's work? {bk11-l3b-f1-12-fb.mp3} + +PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-13.mp3} +ANSWER: k +FEEDBACK: Why is he dissatisfied with his food? {bk11-l3b-f1-13-fb.mp3} PROMPT: He is getting a refund. {bk11-l3b-f1-14.mp3} ANSWER: d FEEDBACK: He is getting a refund. {bk11-l3b-f1-14-fb.mp3} +PROMPT: Why are the football players unhappy? {bk11-l3b-f1-15.mp3} +ANSWER: j +FEEDBACK: Why are the football players unhappy? {bk11-l3b-f1-15-fb.mp3} + PROMPT: The faucet is leaking. {bk11-l3b-f1-16.mp3} ANSWER: b FEEDBACK: The faucet is leaking. {bk11-l3b-f1-16-fb.mp3} +PROMPT: The service here is excellent. {bk11-l3b-f1-17.mp3} +ANSWER: g +FEEDBACK: The service here is excellent. {bk11-l3b-f1-17-fb.mp3} + PROMPT: Which hose is for the garden? {bk11-l3b-f1-18.mp3} ANSWER: a FEEDBACK: Which hose is for the garden? {bk11-l3b-f1-18-fb.mp3} @@ -892,434 +917,208 @@ PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21.mp3} ANSWER: f FEEDBACK: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-fb.mp3} - -# Source: LLA 3B Figure 1 (identify pass, second half) -$SELECT Which Picture? — Service and Satisfaction -ID: 3b-f1-c -INTRO: Five more sentences about service and satisfaction. Listen, tap the picture, and repeat. -INSTRUCTION: Tap the correct picture. -REPEAT - -OPTION: g | G {page_062_007.jpg} -OPTION: h | H {page_062_008.jpg} -OPTION: i | I {page_062_009.jpg} -OPTION: j | J {page_063_001.jpg} -OPTION: k | K {page_063_002.jpg} - -PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-12.mp3} -ANSWER: i -FEEDBACK: Is he satisfied with John's work? {bk11-l3b-f1-12-fb.mp3} - -PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-13.mp3} -ANSWER: k -FEEDBACK: Why is he dissatisfied with his food? {bk11-l3b-f1-13-fb.mp3} - -PROMPT: Why are the football players unhappy? {bk11-l3b-f1-15.mp3} -ANSWER: j -FEEDBACK: Why are the football players unhappy? {bk11-l3b-f1-15-fb.mp3} - -PROMPT: The service here is excellent. {bk11-l3b-f1-17.mp3} -ANSWER: g -FEEDBACK: The service here is excellent. {bk11-l3b-f1-17-fb.mp3} - PROMPT: Is that grease on his shirt? {bk11-l3b-f1-22.mp3} ANSWER: h FEEDBACK: Is that grease on his shirt? {bk11-l3b-f1-22-fb.mp3} +# Source: ST §Jim Bought a Hose That Leaked +$DIALOGUE Jim Bought a Hose That Leaked +ID: l3-s8 +INTRO: Jim bought a hose, and the hose had other plans. Read what happened — and how he got his money back. +INSTRUCTION: Read the story about Jim's garden hose. -# Source: ST §Jim Bought a Hose That Leaked (Or Did It?) -$DIALOGUE Jim's Leaky Hose -ID: l3-s9 -INTRO: Here's the story of Jim, a hose, and a refund. Listen and follow along — the pictures tell the story too. -INSTRUCTION: Listen to the story. - -Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg} - +Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg|A hand holding a newspaper advertisement showing a coiled hose on sale for $12.99} VOCAB: on sale -LINE: When he read the paper this morning, he saw that the same kind of hose was on sale at another store for four dollars less. {st-page_094_001.jpg} +Narrator: When he read the paper this morning, he saw that the same kind of hose was on sale at another store for four dollars less. +Narrator: He was unhappy because he paid the regular price for his hose, but he thought it was a good one. -LINE: He was unhappy because he paid the regular price for his hose, but he thought it was a good one. {st-page_094_001.jpg} - -LINE: Later Jim fastened his new hose to an outside faucet and turned on the water. The hose leaked! {st-page_094_002.jpg} - -LINE: He decided to go back to the U-Save Store and tell the clerk that he didn't need a hose with a leak in it. {st-page_094_002.jpg} +VOCAB: to leak +Narrator: Later Jim fastened his new hose to an outside faucet and turned on the water. The hose leaked! {st-page_094_002.jpg|A garden hose attached to a faucet, spraying water out from a leak in the hose} +Narrator: He decided to go back to the U-Save Store and tell the clerk that he didn't need a hose with a leak in it. VOCAB: leaky -LINE: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg} - -LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" {st-page_095_001.jpg} - -LINE: He answered, "No, I'd like to get a refund." {st-page_095_001.jpg} - +Narrator: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg|A man standing at a store counter returning a coiled hose to a female store clerk who holds a sales slip} +Narrator: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" +Narrator: He answered, "No, I'd like to get a refund." VOCAB: sales slip -LINE: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" {st-page_095_001.jpg} +Narrator: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" +VOCAB: to refund +Narrator: After Jim showed it to her, she refunded his money. -LINE: After Jim showed it to her, she refunded his money. {st-page_095_001.jpg} +Narrator: Then Jim went to Save-More and bought a hose exactly like the first one. {st-page_095_002.jpg|A man holding money in front of the storefront for 'SAVE-MORE STORE'} +Narrator: He saved four dollars and was very pleased. He hurried home and tried his new hose. -LINE: Then Jim went to Save-More and bought a hose exactly like the first one. {st-page_095_002.jpg} -LINE: He saved four dollars and was very pleased. {st-page_095_002.jpg} - -LINE: He hurried home and tried his new hose. {st-page_095_002.jpg} - - -# Source: ST §Answer About the Story -$PRODUCE Questions About Jim's Hose -ID: l3-s10 -REFERENCE: l3-s9 -INTRO: Answer these questions about Jim's adventure aloud, in full sentences. The last one asks what you think — the story leaves it open. -INSTRUCTION: Answer the questions about the story aloud. +# Source: ST §Questions: Jim Bought a Hose That Leaked (input switched to speak) +$PRODUCE Questions: Jim's Hose +ID: l3-s9 +REFERENCE: l3-s8 INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final opinion question, accept either yes or no with any brief reason. +INTRO: Answer each question about Jim's hose in a complete sentence. The story is there if you need it. +INSTRUCTION: Answer each question aloud. +RUBRIC: Accept any grammatically accurate sentence conveying the correct facts from the story. PROMPT: What did Jim buy at U-Save yesterday? -RESPONSE: He bought a hose. +RESPONSE: He bought a new hose for his yard. PROMPT: Was it on sale at U-Save? -RESPONSE: No, he paid the regular price. +RESPONSE: No, it was not on sale at U-Save. PROMPT: What happened when Jim turned on the water? RESPONSE: The hose leaked. PROMPT: What did Jim think was wrong? -RESPONSE: He thought there was a leak in the hose. +RESPONSE: He thought the hose had a leak in it. PROMPT: What did the clerk say she'd be happy to do? -RESPONSE: She said she'd be happy to exchange it for another hose. +RESPONSE: She said she would be happy to exchange it for another hose. PROMPT: What did Jim want? RESPONSE: He wanted a refund. PROMPT: What did he have to show the clerk? -RESPONSE: He had to show his sales slip. +RESPONSE: He had to show her his sales slip. PROMPT: What did the clerk do with Jim's money? RESPONSE: She refunded his money. PROMPT: What did Jim do with his refund? -RESPONSE: He bought a hose exactly like the first one at Save-More. +RESPONSE: He bought another hose at Save-More for four dollars less. PROMPT: What do you think? Did the first hose really leak? -RESPONSE: Yes, the first hose really leaked. - +RESPONSE: Yes, the first hose leaked when he turned on the water. # Source: ST §Walter's Very Dissatisfied -$DIALOGUE Walter's Very Dissatisfied -ID: l3-s11 -INTRO: Willie loves this restaurant. Walter's chicken is greasy, his salad is oily, and his salad has a passenger. Listen and repeat each line. +$DIALOGUE Walter's Very Dissatisfied {st-page_096_001.jpg|Two men sitting at a restaurant table; one man is looking unhappy at his plate of food with a fly buzzing above it while the other man talks to him} +ID: l3-s10 +INTRO: Two friends, one lunch, very different opinions — and an uninvited guest in the salad. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT -VOCAB: satisfy -Willie: I think I'll order another hamburger. The first one was good, but it didn't satisfy me. I'm still hungry. {st-page_096_001.jpg} +Willie: I think I'll order another hamburger. +VOCAB: to satisfy +LINE: The first one was good, but it didn't satisfy me. +LINE: I'm still hungry. -Walter: I'm glad you like the food here. I'm certainly not satisfied with it. {st-page_096_001.jpg} +Walter: I'm glad you like the food here. I'm certainly not satisfied with it. -Willie: I didn't realize that you were unhappy. What's wrong? {st-page_096_001.jpg} +Willie: I didn't realize that you were unhappy. What's wrong? VOCAB: greasy -Walter: My food is greasy. Look at the grease on this piece of chicken! {st-page_096_001.jpg} +Walter: My food is greasy. Look at the grease on this piece of chicken! -Willie: Yes, I see. How is the salad? Are you dissatisfied with it, too? {st-page_096_001.jpg} +Willie: Yes, I see. How is the salad? Are you dissatisfied with it, too? VOCAB: oily Walter: Yes, it's very oily. I asked for a little salad oil, not a lot. +VOCAB: too VOCAB: bug Willie: You're right. It does look too oily. There's also a bug in it. Walter: Oh, no! What kind is it? + VOCAB: fly -Willie: I think it's a fly. It's a big one, but it isn't moving. {st-page_097_001.jpg} +Willie: I think it's a fly. It's a big one, but it isn't moving. {st-page_097_001.jpg|A drawing of a fly} VOCAB: satisfaction Walter: That really doesn't give me much satisfaction. I'm ready to leave right now and never come back! - -# Source: ST §True or False? -$SELECT True or False: Walter's Meal -ID: l3-s12 -REFERENCE: l3-s11 -INTRO: Decide whether each statement about Willie and Walter's lunch is true or false. Consult the dialog if you need it. +# Source: ST §Walter's Very Dissatisfied: True or False +$SELECT True or False: Walter's Lunch +ID: l3-s11 +REFERENCE: l3-s10 +INTRO: Now decide what's true about Walter's unfortunate lunch. Listen to each statement and tap True or False. INSTRUCTION: Tap True or False. -OPTION: t | True -OPTION: f | False +OPTION: T | True +OPTION: F | False PROMPT: One hamburger wasn't enough for Willie. -ANSWER: t +ANSWER: T PROMPT: Walter liked the food at the restaurant. -ANSWER: f +ANSWER: F PROMPT: Walter was happy about his meal. -ANSWER: f +ANSWER: F PROMPT: There was grease on Walter's food. -ANSWER: t +ANSWER: T PROMPT: Walter was satisfied with his salad. -ANSWER: f +ANSWER: F PROMPT: There wasn't much oil on the salad. -ANSWER: f +ANSWER: F PROMPT: A fly is a kind of bug. -ANSWER: t +ANSWER: T PROMPT: Walter felt better when he learned the fly wasn't moving. -ANSWER: f +ANSWER: F +# Source: ST §Ray's and Jay's Restaurants (reference chart) +$GRAMMAR Ray's and Jay's Restaurants +ID: l3-s12 +INTRO: Two restaurants, five points each — some good, some not. Look over the chart; you'll use it in the next activity. -# Source: ST §Ray's vs Jay's (cue table) -$GRAMMAR Two Restaurants: Ray's and Jay's -ID: l3-s13 -INTRO: Here are notes comparing two restaurants — each has its good points and its problems. You'll use them to say what satisfies you and what doesn't. - -CARD: Let's compare the food at both restaurants. Ray's is great, but Jay's might be too heavy. -{Ray's Restaurant has good food.} -{The food at Jay's is too greasy.} - -CARD: Next, let's look at the service. One is fast, while the other is slow. -{The waiters at Ray's are slow.} -{Jay's has fast service.} - -CARD: Cleanliness is a big difference between the two places. -{Ray's is always clean.} -{At Jay's, you sometimes see bugs.} - -CARD: They also have very different menus. -{Ray's has different kinds of food.} -{Jay's has the same food all the time.} - -CARD: Finally, consider how the staff treats you. -{The people at Ray's are not friendly.} -{The people at Jay's are always friendly.} - -SUMMARY: | Ray's Restaurant | Jay's Restaurant | |---|---| -| Good food | Food too greasy | -| Waiters are slow | Fast service | -| Always clean | Sometimes see bugs | -| Different kinds of food | Same food all the time | -| People not friendly | People always friendly | +| 1. Good food | 2. Food too greasy | +| 3. Waiters are slow | 4. Fast service | +| 5. Always clean | 6. Sometimes see bugs | +| 7. Different kinds of food | 8. Same food all the time | +| 9. People not friendly | 10. People always friendly | +# Source: ST §Ray's and Jay's: Satisfied or Dissatisfied (cues moved to TEMPLATE) $PRODUCE Satisfied or Dissatisfied? -ID: l3-s14 -REFERENCE: l3-s13 -INTRO: Make a sentence about each piece of information using "satisfied", "dissatisfied", or "unhappy". Say it aloud — the restaurant notes are there if you need them. -INSTRUCTION: Make a sentence using "satisfied", "dissatisfied", or "unhappy". +ID: l3-s13 +REFERENCE: l3-s12 +INTRO: Take each point from the chart and say how you feel about it — with "satisfied", "dissatisfied", or "unhappy". Full sentences, please; the restaurants can take it. +INSTRUCTION: Make a sentence with "satisfied", "dissatisfied", or "unhappy" about each chart item. INPUT: speak CHECK: llm -RUBRIC: Accept any grammatical sentence that correctly combines the cue with "satisfied", "dissatisfied", or "unhappy". +RUBRIC: Accept any grammatically correct sentence expressing satisfaction, dissatisfaction, or unhappiness with the specified restaurant feature. EXAMPLE -TEMPLATE: Good food at Ray's. +TEMPLATE: Ray's: 1. Good food RESPONSE: I'm satisfied with the food at Ray's. -EXAMPLE -TEMPLATE: Sometimes see bugs at Jay's. +TEMPLATE: Jay's: 2. Food too greasy +RESPONSE: I'm dissatisfied with Jay's because the food is too greasy. + +TEMPLATE: Ray's: 3. Waiters are slow +RESPONSE: I'm unhappy with Ray's because the waiters are slow. + +TEMPLATE: Jay's: 4. Fast service +RESPONSE: I'm satisfied with Jay's because the service is fast. + +TEMPLATE: Ray's: 5. Always clean +RESPONSE: I'm satisfied with Ray's because it's always clean. + +TEMPLATE: Jay's: 6. Sometimes see bugs RESPONSE: I'm dissatisfied with Jay's because I see bugs there sometimes. -TEMPLATE: Food too greasy at Jay's. -RESPONSE: I'm unhappy with the food at Jay's because it's too greasy. +TEMPLATE: Ray's: 7. Different kinds of food +RESPONSE: I'm satisfied with Ray's because they have different kinds of food. -TEMPLATE: Waiters are slow at Ray's. -RESPONSE: I'm dissatisfied with Ray's because the waiters are slow. +TEMPLATE: Jay's: 8. Same food all the time +RESPONSE: I'm unhappy with Jay's because they have the same food all the time. -TEMPLATE: Fast service at Jay's. -RESPONSE: I'm satisfied with the fast service at Jay's. +TEMPLATE: Ray's: 9. People not friendly +RESPONSE: I'm dissatisfied with Ray's because the people are not friendly. -TEMPLATE: Always clean at Ray's. -RESPONSE: I'm satisfied because Ray's is always clean. +TEMPLATE: Jay's: 10. People always friendly +RESPONSE: I'm satisfied with Jay's because the people are always friendly. -TEMPLATE: Different kinds of food at Ray's. -RESPONSE: I'm satisfied with the different kinds of food at Ray's. +$SESSION 3-5: Saying Why with "To" -TEMPLATE: Same food all the time at Jay's. -RESPONSE: I'm dissatisfied with Jay's because they have the same food all the time. - -TEMPLATE: People not friendly at Ray's. -RESPONSE: I'm unhappy with Ray's because the people are not friendly. - -TEMPLATE: People always friendly at Jay's. -RESPONSE: I'm satisfied because the people are always friendly at Jay's. - -$SESSION 3-5: Complaints and Role-Plays - -# Source: LLA 3D Figure 2 -$DIALOGUE At the Restaurant: The Wrong Order -ID: 3d-f2 -INTRO: In this part you'll practice complaining politely — and being the one who fixes the problem. First, a customer got chicken instead of chicken fried steak. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Customer: Excuse me— {bk11-l3d-f2-01.mp3} -Waiter: Yes, sir. {bk11-l3d-f2-02.mp3} - -Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3} -Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3} - -Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3} -Waiter: Yes, sir. {bk11-l3d-f2-06.mp3} - - -# Source: LLA 3D Figure 2 (role-play, waiter) -$DIALOGUE Be the Waiter -ID: 3d-f2-b -REFERENCE: 3d-f2 -PLAY_ROLE: Waiter -INTRO: Now you are the waiter. Listen to the customer and read the waiter's part aloud. -INSTRUCTION: Read the waiter's lines aloud. - -$DIALOGUE Be the Customer at the Restaurant -ID: 3d-f3 -REFERENCE: 3d-f2 -PLAY_ROLE: Customer -INTRO: Now let's change roles. You are the customer. Read the customer's part and listen to the waiter. -INSTRUCTION: Read the customer's lines aloud. - -$DIALOGUE There's a Fly in My Soup! -ID: l3-s21 -INTRO: Three more restaurant complaints: a fly, salty soup, and a fork of questionable cleanliness. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialogs. -REPEAT - -Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg} -Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg} -Customer: Thank you. {st-page_107_001.jpg} - -Waiter: Is everything all right, sir? -Customer: Well, the soup tastes a little too salty to me. -Waiter: May I get you something else? -Customer: No, don't bother. I don't have time to wait. - -Customer: Waiter! -Waiter: Can I help you, sir? -Customer: Would you mind bringing me another fork? This one looks dirty. -Waiter: Certainly. I'm sorry, sir. -Customer: Thank you. - - -# Source: LLA 3D Figure 4 -$DIALOGUE At the Store: The Wrong Shirt -ID: 3d-f4 -INTRO: Now to the store: a customer ordered a brown shirt and got a yellow one. Listen to the dialogue and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3} -Clerk: Yes, sir. {bk11-l3d-f4-02.mp3} - -Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3} -Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3} - -Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3} -Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3} - -Customer: Thank you. {bk11-l3d-f4-07.mp3} -Clerk: No problem. {bk11-l3d-f4-08.mp3} - - -# Source: LLA 3D Figure 4 (role-play, clerk) -$DIALOGUE Be the Clerk -ID: 3d-f4-b -REFERENCE: 3d-f4 -PLAY_ROLE: Clerk -INTRO: Now you are the clerk. Listen to the customer and read the clerk's lines aloud. -INSTRUCTION: Read the clerk's lines aloud. - -$DIALOGUE Be the Customer at the Store -ID: 3d-f5 -REFERENCE: 3d-f4 -PLAY_ROLE: Customer -INTRO: Now change roles. You are the customer. Read the customer's part and listen to the clerk. -INSTRUCTION: Read the customer's lines aloud. - -$DIALOGUE I Want a Refund! -ID: l3-s22 -INTRO: Three store conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialogs. -REPEAT - -Clerk: Can I help you? {st-page_108_001.jpg} -Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg} -Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg} -Customer: I want a refund, please. {st-page_108_001.jpg} - -Clerk: May I help you? -Customer: This jacket is too small. I want to exchange it. -Clerk: Do you have your sales slip? -Customer: Yes, here it is. -Clerk: Good. I'll credit your account, and you can select another jacket. - -Clerk: Good afternoon. What can I do for you? -Customer: I came to pick up my watch. I left it here last week. -Clerk: What is your name, please? -Customer: Johnson, Rick Johnson. -Clerk: Let's see. Oh, here it is. I'm afraid it's not ready. -Customer: They said to pick it up today. What's the problem? -Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon. -Customer: Okay, I'll come back tomorrow then. - - -# Source: ST §My Car Stalled! -$DIALOGUE Calling About Car Trouble -ID: l3-s20 -INTRO: Finally, three phone calls to repair shops — the repair didn't take the first time. Notice how each customer explains the problem. Listen and repeat. -INSTRUCTION: Listen and repeat the dialogs. -REPEAT - -Clerk: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg} -Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg} -Clerk: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg} -Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg} - -Clerk: Speedy Engine Repair. May I help you? -Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem. -Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning? -Customer: Yes, I'll be there at 7:30. Thank you very much. - -Mechanic: Evans and Sons. This is Jack. How may I help you? -Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil. -Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee. -Customer: Okay, thanks. I'll do that. - -# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed -# role-play from prompts; no solo path in the current format. - -$SESSION 3-6: Infinitives of Purpose - -# Source: ST §Infinitive Phrase of Purpose -$GRAMMAR The Infinitive of Purpose -ID: l3-s23 -INTRO: In this part you'll learn to say why someone does something — with a simple "to" phrase after the verb. - -CARD: To say why someone does an action, add "to" and a verb. This is called the infinitive of purpose. -{Jim didn't have any news. He just called to talk.} -{Lt Lee went to talk to the supervisor.} - -CARD: You can add objects or other details after the verb to make a longer infinitive phrase. -{Beth stopped at the store to buy some milk.} -{Ray moved to save a little money.} -{Roger called to invite us to his party.} - -CARD: This works exactly the same way for giving instructions or making negative statements. -{Don't use a pen to mark the answer sheet.} - -SUMMARY: -| | INFINITIVE PHRASE OF PURPOSE | | -|---|---|---| -| Ray moved | **to save** | a little money. | -| Lt Lee went | **to talk** | to the supervisor. | -| Don't use a pen | **to mark** | the answer sheet. | -| Roger called | **to invite** | us to his party. | - -$DIALOGUE Sentences with a Purpose -ID: 3b-f2 -INTRO: Listen to the sentences and repeat them. Notice how the "to" phrase explains why an action happened. -INSTRUCTION: Listen and repeat. +# Source: LLA 3B Figure 2 +$DIALOGUE He Called to Say Hello +ID: 11-3b-f2 +INTRO: This part is about saying why: he called to say hello, she stopped to buy milk. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3} @@ -1331,12 +1130,33 @@ LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3} LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3} LINE: He called to say hello. {bk11-l3b-f2-08.mp3} +# Source: ST grammar box "Infinitive Phrase of Purpose" (rewritten as cards) +$GRAMMAR Saying Why with "To" +ID: l3-s22 +INTRO: Here's the pattern you just heard: "to" plus a verb tells the reason something is done. -# Source: ST §Terry Stopped at the BX to Exchange the Shirt. -$DIALOGUE Reading: Why Did They Do It? -ID: l3-s24 -INTRO: Read these sentences and find the purpose phrase in each one — no repeating needed. -INSTRUCTION: Read the sentences. +CARD: **To** plus a verb after an action tells *why* — the reason for doing it. +{Jim didn't have any news. He just called to talk.} +{Beth stopped at the store to buy some milk.} + +CARD: The reason phrase comes right after the action. +{Ray moved to save a little money.} +{Roger called to invite us to his party.} + +SUMMARY: +| | INFINITIVE PHRASE OF PURPOSE | | +|---|---|---| +| Ray moved | {to save} | a little money. | +| Lt Lee went | {to talk} | to the supervisor. | +| Don't use a pen | {to mark} | the answer sheet. | +| Roger called | {to invite} | us to his party. | + +# Source: ST §Terry Stopped at the BX to Exchange the Shirt +$DIALOGUE Terry Stopped at the BX to Exchange the Shirt +ID: l3-s23 +INTRO: More reasons for doing things — some errands, some excuses. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT LINE: We didn't stay to watch all of the show. LINE: Did Ken go to the mall to meet his friends? @@ -1347,12 +1167,11 @@ LINE: Bill always stops to eat breakfast on his way to work. LINE: Can I use a credit card to pay for my airline tickets? LINE: Mike didn't come to borrow money; he came to pay a bill. - # Source: LLA 3B Figure 3 -$SELECT Complete the Sentence -ID: 3b-f3 -INTRO: Listen to the first part of a sentence. Choose the phrase that completes it. Then repeat the full sentence. -INSTRUCTION: Tap the correct phrase. +$SELECT Finish the Sentence — Why? +ID: 11-3b-f3 +INTRO: Listen to the beginning of each sentence and choose the reason that completes it. Then repeat the full sentence. +INSTRUCTION: Tap the phrase that completes the sentence. REPEAT OPTION: a | to play soccer. @@ -1363,40 +1182,40 @@ OPTION: e | to live near the ocean. OPTION: f | to wash her car. OPTION: g | to drink a cup of coffee with her. -PROMPT: Neil went to the bank. {bk11-l3b-f3-01.mp3} +EXAMPLE +PROMPT: Neil went to the bank. {bk11-l3b-f3-ex.mp3} ANSWER: c -FEEDBACK: Neil went to the bank to deposit his check. {bk11-l3b-f3-01-fb.mp3} +FEEDBACK: Neil went to the bank to deposit his check. {bk11-l3b-f3-ex-fb.mp3} -PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-02.mp3} +PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-01.mp3} ANSWER: f -FEEDBACK: Mrs. Adams paid Frank to wash her car. {bk11-l3b-f3-02-fb.mp3} +FEEDBACK: Mrs. Adams paid Frank to wash her car. {bk11-l3b-f3-01-fb.mp3} -PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-03.mp3} +PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-02.mp3} ANSWER: b -FEEDBACK: Ms. Johnson called the dentist to change her appointment. {bk11-l3b-f3-03-fb.mp3} +FEEDBACK: Ms. Johnson called the dentist to change her appointment. {bk11-l3b-f3-02-fb.mp3} -PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-04.mp3} +PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-03.mp3} ANSWER: g -FEEDBACK: Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her. {bk11-l3b-f3-04-fb.mp3} +FEEDBACK: Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her. {bk11-l3b-f3-03-fb.mp3} -PROMPT: The students wanted to go outside. {bk11-l3b-f3-05.mp3} +PROMPT: The students wanted to go outside. {bk11-l3b-f3-04.mp3} ANSWER: a -FEEDBACK: The students wanted to go outside to play soccer. {bk11-l3b-f3-05-fb.mp3} +FEEDBACK: The students wanted to go outside to play soccer. {bk11-l3b-f3-04-fb.mp3} -PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-06.mp3} +PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-05.mp3} ANSWER: e -FEEDBACK: The Jacksons moved to Miami to live near the ocean. {bk11-l3b-f3-06-fb.mp3} +FEEDBACK: The Jacksons moved to Miami to live near the ocean. {bk11-l3b-f3-05-fb.mp3} -PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-07.mp3} +PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-06.mp3} ANSWER: d -FEEDBACK: Laurie borrowed my book last week. She came over this morning to bring it back. {bk11-l3b-f3-07-fb.mp3} +FEEDBACK: Laurie borrowed my book last week. She came over this morning to bring it back. {bk11-l3b-f3-06-fb.mp3} - -# Source: ST §Match the Sentence Halves -$SELECT Match the Sentence Halves -ID: l3-s25 -INTRO: Same idea, this time reading: match each sentence beginning with the purpose phrase that fits it. -INSTRUCTION: Tap the infinitive phrase that completes the sentence. +# Source: ST §Pat Asked the Mechanic to Check the Brakes +$SELECT Match: Why Did They Do It? +ID: l3-s24 +INTRO: Match each beginning with the reason that makes sense. Tap the ending for each sentence. +INSTRUCTION: Tap the ending that matches each sentence. OPTION: a | to fix his car. OPTION: b | to eat breakfast. OPTION: c | to live in a big city. @@ -1406,42 +1225,50 @@ OPTION: f | to buy some new shoes. OPTION: g | to withdraw some money. OPTION: h | to play basketball. -TEMPLATE: Kathy called the doctor's office +TEMPLATE: Kathy called the doctor's office ____ ANSWER: d +FEEDBACK: Kathy called the doctor's office to change her appointment. -TEMPLATE: Victor uses Jim's recorder +TEMPLATE: Victor uses Jim's recorder ____ ANSWER: e +FEEDBACK: Victor uses Jim's recorder to record his favorite music. -TEMPLATE: Roger paid the mechanic +TEMPLATE: Roger paid the mechanic ____ ANSWER: a +FEEDBACK: Roger paid the mechanic to fix his car. -TEMPLATE: Mary Ann stopped at the mall +TEMPLATE: Mary Ann stopped at the mall ____ ANSWER: f +FEEDBACK: Mary Ann stopped at the mall to buy some new shoes. -TEMPLATE: Lt Wilson goes to the gym +TEMPLATE: Lt Wilson goes to the gym ____ ANSWER: h +FEEDBACK: Lt Wilson goes to the gym to play basketball. -TEMPLATE: Debbie went to the bank +TEMPLATE: Debbie went to the bank ____ ANSWER: g +FEEDBACK: Debbie went to the bank to withdraw some money. -TEMPLATE: Harvey moved to Houston +TEMPLATE: Harvey moved to Houston ____ ANSWER: c +FEEDBACK: Harvey moved to Houston to live in a big city. -TEMPLATE: Amn Barnes came to the dining hall +TEMPLATE: Amn Barnes came to the dining hall ____ ANSWER: b +FEEDBACK: Amn Barnes came to the dining hall to eat breakfast. +# Source: ST §I Stopped to Pick Up My Mail (first pair's missing question authored; Bob renamed Ben to avoid a voice collision) +$DIALOGUE I Stopped to Pick Up My Mail +ID: l3-s25 +INTRO: Eight quick exchanges, all answering the question "why". Listen and repeat each one. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT -# Source: ST §I Stopped to Pick Up My Mail. -$DIALOGUE Short Dialogs: Purposes -ID: l3-s26 -INTRO: Eight quick exchanges — every answer explains a purpose. Read along as you listen. -INSTRUCTION: Read the dialogs. - -Sam: Did you stop at the post office? +Tom: Did you stop at the post office on your way home? Tim: Yes, I stopped to pick up my mail. Tom: Did you change the oil in your car? -Bob: No, I paid Tony to change it for me. +Ben: No, I paid Tony to change it for me. George: Did you use this wrench? Kevin: Yes, I used it to repair the faucet. @@ -1461,111 +1288,67 @@ Pete: Yes, he moved to find a better job. Kaye: Do you go to the library after class? Kyle: No, I usually go to the gym to work out. - -# Source: ST §Why Are You Going to Florida? -$PRODUCE Answer with a Purpose -ID: l3-s27 -INTRO: Answer each question aloud, using the cue in parentheses to make an infinitive phrase of purpose. -INSTRUCTION: Answer using the cue to form a purpose phrase. +# Source: ST §Why Are You Going to Florida? (cues moved to TEMPLATE) +$PRODUCE Why Are You Going to Florida? +ID: l3-s26 +INTRO: Your turn to give the reasons. Answer each question aloud using the cue in parentheses, then check the model. +INSTRUCTION: Answer aloud using the cue words. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE -PROMPT: Why are you going to Florida? (visit my parents) +PROMPT: Why are you going to Florida? +TEMPLATE: (visit my parents) RESPONSE: I'm going to Florida to visit my parents. -PROMPT: What did you pay Ted to do? (cut the grass) -RESPONSE: I paid him to cut the grass. +PROMPT: What did you pay Ted to do? +TEMPLATE: (cut the grass) +RESPONSE: I paid Ted to cut the grass. -PROMPT: Why did Janet go to the bank? (cash a check) -RESPONSE: She went to the bank to cash a check. +PROMPT: Why did Janet go to the bank? +TEMPLATE: (cash a check) +RESPONSE: Janet went to the bank to cash a check. -PROMPT: Why did Robert call so late last night? (apologize) -RESPONSE: He called to apologize. +PROMPT: Why did Robert call so late last night? +TEMPLATE: (apologize) +RESPONSE: Robert called so late last night to apologize. -PROMPT: Why are you stopping here? (buy a newspaper) -RESPONSE: I'm stopping to buy a newspaper. +PROMPT: Why are you stopping here? +TEMPLATE: (buy a newspaper) +RESPONSE: I'm stopping here to buy a newspaper. -PROMPT: Why did Anne come to our classroom? (ask a question) -RESPONSE: She came to ask a question. +PROMPT: Why did Anne come to our classroom? +TEMPLATE: (ask a question) +RESPONSE: Anne came to our classroom to ask a question. -PROMPT: Why did Larry go to Roger's house? (borrow some tools) -RESPONSE: He went to borrow some tools. +PROMPT: Why did Larry go to Roger's house? +TEMPLATE: (borrow some tools) +RESPONSE: Larry went to Roger's house to borrow some tools. -PROMPT: What did he use the tools to do? (repair his car) +PROMPT: What did he use the tools to do? +TEMPLATE: (repair his car) RESPONSE: He used the tools to repair his car. -PROMPT: Why are you calling Ned? (tell him about the accident) -RESPONSE: I'm calling to tell him about the accident. +PROMPT: Why are you calling Ned? +TEMPLATE: (tell him about the accident) +RESPONSE: I'm calling Ned to tell him about the accident. -PROMPT: What did you pay the mechanic to do? (tune up the engine) +PROMPT: What did you pay the mechanic to do? +TEMPLATE: (tune up the engine) RESPONSE: I paid the mechanic to tune up the engine. -PROMPT: Why is Sam moving to Los Angeles? (live with his brother) -RESPONSE: He's moving to live with his brother. +PROMPT: Why is Sam moving to Los Angeles? +TEMPLATE: (live with his brother) +RESPONSE: Sam is moving to Los Angeles to live with his brother. -$SESSION 3-7: The Suffix "-y" +$SESSION 3-6: Making Adjectives with "-y" -# Source: ST §The Suffix -y -$GRAMMAR The Suffix "-y" -ID: l3-s28 -INTRO: In this part you'll turn nouns into adjectives with one little letter: "-y". Rain becomes "rainy", grease becomes "greasy" — Walter's chicken sends its regards. - -CARD: A suffix is a letter or group of letters added at the end of a word. Add **-y** to a noun to make an adjective that means "full of" or "like" that thing. -{soap} -{soapy} -{The water was soapy.} - -CARD: For most nouns, you simply add **-y** to the end. This is very common for weather words. -{cloud} -{cloudy} -{rain} -{rainy} -{snow} -{snowy} -{storm} -{stormy} - -CARD: Other everyday nouns also follow this simple rule. Just add **-y** to the end. -{leak} -{leaky} -{oil} -{oily} -{salt} -{salty} -{water} -{watery} - -CARD: When the noun ends with an "-e," drop the "-e" before adding "-y." -{grease} -{greasy} -{ice} -{icy} -{noise} -{noisy} - -CARD: For short words ending in a single consonant, double the last letter before adding "-y." -{sun} -{sunny} -{fun} -{funny} - -SUMMARY: -| Noun | Adjective | Noun | Adjective | -|---|---|---|---| -| cloud | cloud**y** | sun | sunn**y** | -| fun | funn**y** | rain | rain**y** | -| grease | greas**y** | salt | salt**y** | -| ice | ic**y** | snow | snow**y** | -| leak | leak**y** | soap | soap**y** | -| noise | nois**y** | storm | storm**y** | -| oil | oil**y** | water | water**y** | - -$DIALOGUE Noun to Adjective: Listen and Repeat -ID: 3b-f5 -INTRO: Now hear each pair from the table — the noun, then its "-y" adjective. Listen and repeat. -INSTRUCTION: Listen and repeat. +# Source: LLA 3B Figure 5 +$DIALOGUE From Salt to Salty +ID: 11-3b-f5 +INTRO: One little letter turns salt into salty and noise into noisy. In this part you'll make describing words with "-y". Listen and repeat each pair. +INSTRUCTION: Listen and repeat each pair of words. REPEAT LINE: Salt, salty. {bk11-l3b-f5-01.mp3} @@ -1583,172 +1366,157 @@ LINE: Oil, oily. {bk11-l3b-f5-12.mp3} LINE: Sun, sunny. {bk11-l3b-f5-13.mp3} LINE: Water, watery. {bk11-l3b-f5-14.mp3} +# Source: ST grammar "The Suffix -y" +$GRAMMAR Making Adjectives with "-y" +ID: l3-s27 +INTRO: The rule behind those pairs — how "-y" turns a thing into a description. -# Source: ST §It's Noisy in the Dining Hall. -$DIALOGUE Reading: "-y" Words in Sentences -ID: l3-s29 -INTRO: Read these sentence pairs — each shows the noun first, then its "-y" adjective in action. -INSTRUCTION: Read the sentences. +CARD: A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. +{The water was soapy.} -LINE: There's a leak in the kitchen faucet. Can you fix a leaky faucet? -LINE: The children had fun at the show. They thought the movie was funny. -LINE: There was ice on the roads yesterday. The roads in the mountains were very icy. -LINE: They had a lot of rain in Houston last weekend. West Texas doesn't have a lot of rainy weather. -LINE: There was too much salt in the beans. Was the soup too salty? -LINE: We drove to New Orleans in a bad storm. I don't enjoy driving in stormy weather. +CARD: When the noun ends with **-e**, drop the **-e** before adding **-y**. +{ice} -> {icy} +SUMMARY: +| NOUN | + -Y = | ADJECTIVE | NOUN | + -Y = | ADJECTIVE | +|---|---|---|---|---|---| +| cloud | | {cloudy} | sun | | {sunny} | +| fun | | {funny} | rain | | {rainy} | +| grease | | {greasy} | salt | | {salty} | +| ice | + y = | {icy} | snow | + y = | {snowy} | +| leak | | {leaky} | soap | | {soapy} | +| noise | | {noisy} | storm | | {stormy} | +| oil | | {oily} | water | | {watery} | + +# Source: ST §It's Noisy in the Dining Hall +$DIALOGUE It's Noisy in the Dining Hall +ID: l3-s28 +INTRO: Each pair uses the noun first, then its "-y" adjective. Listen and repeat both sentences. +INSTRUCTION: Listen and repeat each sentence pair. +REPEAT + +LINE: There's a leak in the kitchen faucet.\n— Can you fix a leaky faucet? +LINE: The children had fun at the show.\n— They thought the movie was funny. +LINE: There was ice on the roads yesterday.\n— The roads in the mountains were very icy. +LINE: They had a lot of rain in Houston last weekend.\n— West Texas doesn't have a lot of rainy weather. +LINE: There was too much salt in the beans.\n— Was the soup too salty? +LINE: We drove to New Orleans in a bad storm.\n— I don't enjoy driving in stormy weather. # Source: LLA 3B Figure 6 -$PRODUCE Answer with an "-y" Adjective -ID: 3b-f6 +$PRODUCE Answer with "-y" Words +ID: 11-3b-f6 INPUT: speak CHECK: reveal -INTRO: Listen to the question and the short answer cue. Answer aloud with a full sentence using the correct adjective. Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +SHOW_PROMPT REPEAT +INTRO: Listen to each question and answer aloud using an adjective ending in "-y", following the "yes" or "no" cue. Then repeat the correct answer. +INSTRUCTION: Answer aloud with a complete sentence. EXAMPLE -TEMPLATE: (yes) -PROMPT: Does the soup have a lot of water in it? Yes. {bk11-l3b-f6-ex-q.mp3} +PROMPT: Does the soup have a lot of water in it? (yes) {bk11-l3b-f6-ex.mp3} RESPONSE: Yes, the soup is watery. {bk11-l3b-f6-ex-a.mp3} -TEMPLATE: (yes) -PROMPT: Does this meat have a lot of salt on it? Yes. {bk11-l3b-f6-01-q.mp3} +PROMPT: Does this meat have a lot of salt on it? (yes) {bk11-l3b-f6-01.mp3} RESPONSE: Yes, this meat is salty. {bk11-l3b-f6-01-a.mp3} -TEMPLATE: (yes) -PROMPT: Is there ice on the highways? Yes. {bk11-l3b-f6-02-q.mp3} +PROMPT: Is there ice on the highways? (yes) {bk11-l3b-f6-02.mp3} RESPONSE: Yes, the highways are icy. {bk11-l3b-f6-02-a.mp3} -TEMPLATE: (no) -PROMPT: Was there a lot of rain last weekend? No. {bk11-l3b-f6-03-q.mp3} +PROMPT: Was there a lot of rain last weekend? (no) {bk11-l3b-f6-03.mp3} RESPONSE: No, it wasn't rainy last weekend. {bk11-l3b-f6-03-a.mp3} -TEMPLATE: (yes) -PROMPT: Do you have soap on your hands? Yes. {bk11-l3b-f6-04-q.mp3} +PROMPT: Do you have soap on your hands? (yes) {bk11-l3b-f6-04.mp3} RESPONSE: Yes, my hands are soapy. {bk11-l3b-f6-04-a.mp3} -TEMPLATE: (no) -PROMPT: Is there a lot of noise in your apartment building? No. {bk11-l3b-f6-05-q.mp3} +PROMPT: Is there a lot of noise in your apartment building? (no) {bk11-l3b-f6-05.mp3} RESPONSE: No, my apartment building isn't noisy. {bk11-l3b-f6-05-a.mp3} -TEMPLATE: (yes) -PROMPT: Are there a lot of clouds in the sky? Yes. {bk11-l3b-f6-06-q.mp3} +PROMPT: Are there a lot of clouds in the sky? (yes) {bk11-l3b-f6-06.mp3} RESPONSE: Yes, the sky is cloudy. {bk11-l3b-f6-06-a.mp3} -TEMPLATE: (no) -PROMPT: Is there grease on your French fries? No. {bk11-l3b-f6-07-q.mp3} +PROMPT: Is there grease on your French fries? (no) {bk11-l3b-f6-07.mp3} RESPONSE: No, my French fries aren't greasy. {bk11-l3b-f6-07-a.mp3} -TEMPLATE: (yes) -PROMPT: Is the sun shining today? Yes. {bk11-l3b-f6-08-q.mp3} +PROMPT: Is the sun shining today? (yes) {bk11-l3b-f6-08.mp3} RESPONSE: Yes, it's sunny today. {bk11-l3b-f6-08-a.mp3} - # Source: LLA 3C Figure 3 -$PRODUCE Type the Missing "-y" Word -ID: 3c-f3 +$PRODUCE Type the "-y" Word +ID: 11-3c-f3 INPUT: type CHECK: exact -INTRO: Listen to the sentences and type the missing word on the line. Then listen to the spelling and repeat the correct sentence. -INSTRUCTION: Type the missing word. REPEAT +INTRO: Some new "-y" words now — bossy, nutty, handy. Listen to each sentence and type the missing "-y" word. Then repeat the full sentence. +INSTRUCTION: Type the missing word. -PROMPT: There's a lot of wind today. It's a windy day. {bk11-l3c-f3-01.mp3} TEMPLATE: There's a lot of wind today. It's a ____ day. +PROMPT: There's a lot of wind today. It's a windy day. {bk11-l3c-f3-01-q.mp3} RESPONSE: It's a windy day. {bk11-l3c-f3-01-a.mp3} ACCEPT: windy -PROMPT: This dessert is thick and smooth, like cream. It's creamy. {bk11-l3c-f3-02.mp3} TEMPLATE: This dessert is thick and smooth like cream. It's ____. +PROMPT: This dessert is thick and smooth, like cream. It's creamy. {bk11-l3c-f3-02-q.mp3} RESPONSE: It's creamy. {bk11-l3c-f3-02-a.mp3} ACCEPT: creamy -PROMPT: She thinks she's my boss. She's bossy. {bk11-l3c-f3-03.mp3} TEMPLATE: She thinks she's my boss. She's ____. +PROMPT: She thinks she's my boss. She's bossy. {bk11-l3c-f3-03-q.mp3} RESPONSE: She's bossy. {bk11-l3c-f3-03-a.mp3} ACCEPT: bossy -PROMPT: He had aches and pains in his body. He felt achy. {bk11-l3c-f3-04.mp3} TEMPLATE: He had aches and pains in his body. He felt ____. +PROMPT: He had aches and pains in his body. He felt achy. {bk11-l3c-f3-04-q.mp3} RESPONSE: He felt achy. {bk11-l3c-f3-04-a.mp3} ACCEPT: achy -PROMPT: This candy has nuts in it. This candy is nutty. {bk11-l3c-f3-05.mp3} TEMPLATE: This candy has nuts in it. This candy is ____. +PROMPT: This candy has nuts in it. This candy is nutty. {bk11-l3c-f3-05-q.mp3} RESPONSE: This candy is nutty. {bk11-l3c-f3-05-a.mp3} ACCEPT: nutty -PROMPT: They wanted something for their thirst. They were thirsty. {bk11-l3c-f3-06.mp3} TEMPLATE: They wanted something for their thirst. They were ____. +PROMPT: They wanted something for their thirst. They were thirsty. {bk11-l3c-f3-06-q.mp3} RESPONSE: They were thirsty. {bk11-l3c-f3-06-a.mp3} ACCEPT: thirsty -PROMPT: You look like you need some sleep. You look sleepy. {bk11-l3c-f3-07.mp3} TEMPLATE: You look like you need some sleep. You look ____. +PROMPT: You look like you need some sleep. You look sleepy. {bk11-l3c-f3-07-q.mp3} RESPONSE: You look sleepy. {bk11-l3c-f3-07-a.mp3} ACCEPT: sleepy -PROMPT: The phone is close to my hand. It's handy. {bk11-l3c-f3-08.mp3} TEMPLATE: The phone is close to my hand. It's ____. +PROMPT: The phone is close to my hand. It's handy. {bk11-l3c-f3-08-q.mp3} RESPONSE: It's handy. {bk11-l3c-f3-08-a.mp3} ACCEPT: handy -PROMPT: My gloves have dirt on them. They're dirty. {bk11-l3c-f3-09.mp3} TEMPLATE: My gloves have dirt on them. They're ____. +PROMPT: My gloves have dirt on them. They're dirty. {bk11-l3c-f3-09-q.mp3} RESPONSE: They're dirty. {bk11-l3c-f3-09-a.mp3} ACCEPT: dirty -PROMPT: His smile is bright like the sun. It's a sunny smile. {bk11-l3c-f3-10.mp3} TEMPLATE: His smile is bright like the sun. It's a ____ smile. +PROMPT: His smile is bright like the sun. It's a sunny smile. {bk11-l3c-f3-10-q.mp3} RESPONSE: It's a sunny smile. {bk11-l3c-f3-10-a.mp3} ACCEPT: sunny - # Source: ST §How Was the Weather? -$DIALOGUE The Jacksons' Trip +$DIALOGUE How Was the Weather? {st-page_118_001.jpg|A map of the United States showing different weather conditions across regions, with Los Angeles labeled on the West Coast and New York labeled on the East Coast} +ID: l3-s29 +INTRO: The Jacksons drove across the whole country and met every kind of weather on the way. Read about their trip. +INSTRUCTION: Read about the Jacksons' trip across the country. + +Narrator: The Jacksons took a trip across the country. +Narrator: They started in California. It was very sunny. +Narrator: Then they got to Colorado. There it was snowy. +Narrator: Up in the mountains, the roads were very icy. +Narrator: When they got to the Midwest, it was stormy. +Narrator: Finally, they arrived in New York, and the weather was rainy. + +# Source: ST §It Was Rainy Saturday +$PRODUCE It Was Rainy Saturday ID: l3-s30 -INTRO: The Jacksons drove across the country and hit every kind of weather America offers. Listen to the paragraph. -INSTRUCTION: Listen to the paragraph. - -Narrator: The Jacksons took a trip across the country. They started in California. It was very sunny. {st-page_118_001.jpg} -LINE: Then they got to Colorado. There it was snowy. Up in the mountains, the roads were very icy. {st-page_118_001.jpg} -LINE: When they got to the Midwest, it was stormy. {st-page_118_001.jpg} -LINE: Finally, they arrived in New York, and the weather was rainy. {st-page_118_001.jpg} - - -# Source: new (gap: ST paragraph "How Was the Weather?" was followed only by unprinted -# instructor questions; this retrieval pass replaces them) -$PRODUCE How Was the Weather on the Trip? -ID: l3-s30-b -REFERENCE: l3-s30 -INPUT: speak -CHECK: llm -INTRO: The book left the questions to a teacher, so we'll ask them here. Answer each one aloud with a full sentence and the right "-y" adjective — the paragraph is a tap away. -INSTRUCTION: Answer aloud with a full sentence. -RUBRIC: The "-y" weather adjective is the point — accept any full sentence that uses the correct adjective from the model; a wrong or missing adjective fails. - -PROMPT: How was the weather in California? -RESPONSE: It was sunny. - -PROMPT: How was the weather in Colorado? -RESPONSE: It was snowy. - -PROMPT: How were the roads up in the mountains? -RESPONSE: They were icy. - -PROMPT: How was the weather in the Midwest? -RESPONSE: It was stormy. - -PROMPT: How was the weather in New York? -RESPONSE: It was rainy. - - -# Source: ST §It Was Rainy Saturday. -$PRODUCE Change the Noun to an Adjective -ID: l3-s31 -INTRO: One last pass: change the underlined noun to an "-y" adjective and say the whole new sentence aloud. -INSTRUCTION: Change the underlined noun to an adjective with "-y", then say the new sentence. +INTRO: Last drill of this part. Change the underlined noun into a "-y" adjective and say the new sentence, then check the model. +INSTRUCTION: Change the underlined noun to a "-y" adjective and say the new sentence. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1764,7 +1532,7 @@ PROMPT: One of the hoses in my engine has a *leak* in it. RESPONSE: One of the hoses in my engine is leaky. PROMPT: Is there much *rain* here in the summer? -RESPONSE: Is it very rainy here in the summer? +RESPONSE: Is it rainy here in the summer? PROMPT: Carl doesn't like food with a lot of *salt* on it. RESPONSE: Carl doesn't like salty food. @@ -1779,7 +1547,7 @@ PROMPT: The *sun* usually shines in San Diego. RESPONSE: It's usually sunny in San Diego. PROMPT: There's a lot of *noise* in the cafeteria at noon. -RESPONSE: It is very noisy in the cafeteria at noon. +RESPONSE: It's noisy in the cafeteria at noon. PROMPT: Does the soup have too much *water* in it? RESPONSE: Is the soup too watery? @@ -1787,293 +1555,218 @@ RESPONSE: Is the soup too watery? PROMPT: The French fries don't have a lot of *grease* on them. RESPONSE: The French fries aren't very greasy. -$SESSION 3-8: Listening and Reading Skills +$SESSION 3-7: Customer Service in Action -# Source: LLA 3B Figure 4 -$SELECT Which Syllable Is Stressed? -ID: 3b-f4 -INTRO: This part sharpens your ears and your reading. First: listen to each word and decide which syllable receives the stress. Tap the number, then repeat the word. -INSTRUCTION: Tap the number of the stressed syllable. +# Source: LLA 3D Figure 2 +$DIALOGUE At the Restaurant +ID: 11-3d-f2 +INTRO: Time to put it all to work: complaining politely and getting what you ordered. Listen to the customer and the waiter, and repeat each line. The chicken, sadly, is not what he asked for. +INSTRUCTION: Listen and repeat each line. REPEAT -OPTION: 1 | 1st syllable -OPTION: 2 | 2nd syllable -OPTION: 3 | 3rd syllable -OPTION: 4 | 4th syllable +Customer: Excuse me. {bk11-l3d-f2-01.mp3} +Waiter: Yes, sir. {bk11-l3d-f2-02.mp3} +Customer: I didn't order chicken. I ordered chicken-fried steak. {bk11-l3d-f2-03.mp3} +Waiter: Oh, I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3} +Customer: Thank you, and please hurry. {bk11-l3d-f2-05.mp3} +Waiter: Yes, sir. {bk11-l3d-f2-06.mp3} -PROMPT: cautious. Cautious. {bk11-l3b-f4-01.mp3} -ANSWER: 1 -FEEDBACK: cautious {bk11-l3b-f4-01-fb.mp3} +# Source: LLA 3D Figure 2 (role-play) +$DIALOGUE Role-Play: You're the Waiter +ID: 11-3d-f2-rp1 +REFERENCE: 11-3d-f2 +PLAY_ROLE: Waiter +INTRO: Now practice the dialogue again. You are the waiter. Speak your lines when it is your turn. +INSTRUCTION: You are the waiter — speak your lines in the pauses. -PROMPT: become. Become. {bk11-l3b-f4-02.mp3} -ANSWER: 2 -FEEDBACK: become {bk11-l3b-f4-02-fb.mp3} +# Source: LLA 3D Figure 3 (role-play) +$DIALOGUE Role-Play: You're the Customer +ID: 11-3d-f3-rp2 +REFERENCE: 11-3d-f2 +PLAY_ROLE: Customer +INTRO: Now switch roles. You are the customer. Speak the customer's lines in the pauses. +INSTRUCTION: You are the customer — speak your lines in the pauses. -PROMPT: connect. Connect. {bk11-l3b-f4-03.mp3} -ANSWER: 2 -FEEDBACK: connect {bk11-l3b-f4-03-fb.mp3} - -PROMPT: stomachache. Stomachache. {bk11-l3b-f4-04.mp3} -ANSWER: 1 -FEEDBACK: stomachache {bk11-l3b-f4-04-fb.mp3} - -PROMPT: emergency. Emergency. {bk11-l3b-f4-05.mp3} -ANSWER: 2 -FEEDBACK: emergency {bk11-l3b-f4-05-fb.mp3} - -PROMPT: temperature. Temperature. {bk11-l3b-f4-06.mp3} -ANSWER: 1 -FEEDBACK: temperature {bk11-l3b-f4-06-fb.mp3} - -PROMPT: steering wheel. Steering wheel. {bk11-l3b-f4-07.mp3} -ANSWER: 1 -FEEDBACK: steering wheel {bk11-l3b-f4-07-fb.mp3} - -PROMPT: crossing. Crossing. {bk11-l3b-f4-08.mp3} -ANSWER: 1 -FEEDBACK: crossing {bk11-l3b-f4-08-fb.mp3} - -PROMPT: slow down. Slow down. {bk11-l3b-f4-09.mp3} -ANSWER: 2 -FEEDBACK: slow down {bk11-l3b-f4-09-fb.mp3} - -PROMPT: ahead. Ahead. {bk11-l3b-f4-10.mp3} -ANSWER: 2 -FEEDBACK: ahead {bk11-l3b-f4-10-fb.mp3} - - -# Source: LLA 3C Figure 1 -$SELECT Which Syllable Is Stressed? — More Words -ID: 3c-f1 -INTRO: Ten more words for your stress-detecting ear. Listen and tap the number of the strongest syllable, then repeat. -INSTRUCTION: Tap the number of the stressed syllable. +# Source: ST §There's a Fly in My Soup! +$DIALOGUE There's a Fly in My Soup! {st-page_107_001.jpg|A dissatisfied customer sitting at a restaurant table talking to an upset waiter with a bow tie standing next to his table} +ID: l3-s20 +INTRO: Three more small disasters at the same restaurant — a fly, salty soup, and a dirty fork. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. REPEAT -OPTION: 1 | 1 -OPTION: 2 | 2 -OPTION: 3 | 3 -OPTION: 4 | 4 +Customer_Male: Waiter, there's a fly in my soup! +Waiter: Oh, I'm sorry. I'll bring you another bowl. +Customer_Male: Thank you. -PROMPT: Escalator. Escalator. {bk11-l3c-f1-01.mp3} -ANSWER: 1 -FEEDBACK: Number 1 is 1: escalator. {bk11-l3c-f1-01-a.mp3} +Waiter: Is everything all right, sir? +Customer_Male: Well, the soup tastes a little too salty to me. +Waiter: May I get you something else? +Customer_Male: No, don't bother. I don't have time to wait. -PROMPT: Introduction. Introduction. {bk11-l3c-f1-02.mp3} -ANSWER: 3 -FEEDBACK: Number 2 is 3: introduction. {bk11-l3c-f1-02-a.mp3} +Customer_Male: Waiter! +Waiter: Can I help you, sir? +Customer_Male: Would you mind bringing me another fork? This one looks dirty. +Waiter: Certainly. I'm sorry, sir. +Customer_Male: Thank you. -PROMPT: Popular. Popular. {bk11-l3c-f1-03.mp3} -ANSWER: 1 -FEEDBACK: Number 3 is 1: popular. {bk11-l3c-f1-03-a.mp3} +# Source: LLA 3D Figure 4 +$DIALOGUE The Catalog Order +ID: 11-3d-f4 +INTRO: A shirt ordered in brown arrives in yellow. Listen to the customer and the clerk sort it out, and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -PROMPT: Relative. Relative. {bk11-l3c-f1-04.mp3} -ANSWER: 1 -FEEDBACK: Number 4 is 1: relative. {bk11-l3c-f1-04-a.mp3} +Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3} +Clerk: Yes, sir. {bk11-l3d-f4-02.mp3} +Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3} +Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3} +Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3} +Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in two days. {bk11-l3d-f4-06.mp3} +Customer: Thank you. {bk11-l3d-f4-07.mp3} +Clerk: No problem. {bk11-l3d-f4-08.mp3} -PROMPT: Bicycle. Bicycle. {bk11-l3c-f1-05.mp3} -ANSWER: 1 -FEEDBACK: Number 5 is 1: bicycle. {bk11-l3c-f1-05-a.mp3} +# Source: LLA 3D Figure 4 (role-play) +$DIALOGUE Role-Play: You're the Clerk +ID: 11-3d-f4-rp1 +REFERENCE: 11-3d-f4 +PLAY_ROLE: Clerk +INTRO: Now practice the conversation again. You are the clerk. Speak the clerk's lines when prompted. +INSTRUCTION: You are the clerk — speak your lines in the pauses. -PROMPT: Information. Information. {bk11-l3c-f1-06.mp3} -ANSWER: 3 -FEEDBACK: Number 6 is 3: information. {bk11-l3c-f1-06-a.mp3} +# Source: LLA 3D Figure 5 (role-play) +$DIALOGUE Role-Play: You're the Customer Again +ID: 11-3d-f5-rp2 +REFERENCE: 11-3d-f4 +PLAY_ROLE: Customer +INTRO: Switch roles. You are the customer. Speak the customer's lines in the pauses. +INSTRUCTION: You are the customer — speak your lines in the pauses. -PROMPT: Traffic. Traffic. {bk11-l3c-f1-07.mp3} -ANSWER: 1 -FEEDBACK: Number 7 is 1: traffic. {bk11-l3c-f1-07-a.mp3} +# Source: ST §I Want a Refund! +$DIALOGUE I Want a Refund! {st-page_108_001.jpg|A male customer standing at a customer service counter returning a shirt to a clerk standing behind the counter under a sign that reads "CUSTOMER SERVICE"} +ID: l3-s21 +INTRO: Refunds, exchanges, and a watch that isn't ready — three trips to the customer service counter. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT -PROMPT: Signature. Signature. {bk11-l3c-f1-08.mp3} -ANSWER: 1 -FEEDBACK: Number 8 is 1: signature. {bk11-l3c-f1-08-a.mp3} +Clerk_Store: Can I help you? +Customer_Male: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. +Clerk_Store: All right. Do you want to exchange it, or do you want a refund? +Customer_Male: I want a refund, please. -PROMPT: Deposit. Deposit. {bk11-l3c-f1-09.mp3} -ANSWER: 2 -FEEDBACK: Number 9 is 2: deposit. {bk11-l3c-f1-09-a.mp3} +Clerk_Store: May I help you? +Customer_Male: This jacket is too small. I want to exchange it. +Clerk_Store: Do you have your sales slip? +Customer_Male: Yes, here it is. +Clerk_Store: Good. I'll credit your account, and you can select another jacket. -PROMPT: Empty. Empty. {bk11-l3c-f1-10.mp3} -ANSWER: 1 -FEEDBACK: Number 10 is 1: empty. {bk11-l3c-f1-10-a.mp3} +Clerk_Counter: Good afternoon. What can I do for you? +Rick_Johnson: I came to pick up my watch. I left it here last week. +Clerk_Counter: What is your name, please? +Rick_Johnson: Johnson, Rick Johnson. +Clerk_Counter: Let's see. Oh, here it is. I'm afraid it's not ready. +Rick_Johnson: They said to pick it up today. What's the problem? +Clerk_Counter: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon. +Rick_Johnson: Okay, I'll come back tomorrow then. +# SKIPPED (book): Function "I'M DISSATISFIED...." (p. 109) — open, co-constructed pair role-plays without fixed scripts. +# SKIPPED (book): Function "THERE'S A PROBLEM." (p. 110) — open situational conversation prompts without fixed scripts. -# Source: LLA 3C Figure 2 (dialog 1) -$DIALOGUE The Phone Message -ID: 3c-f2-a -INTRO: Listen to the conversation. Someone is taking a message for Major Parker. -INSTRUCTION: Listen to the dialogue. +# Source: LLA 3D Figure 6 (part 1) +$DIALOGUE Answers with "Too" +ID: 11-3d-f6-repeat +INTRO: A review of "too" before the matching game — ten answers to questions you haven't heard yet. Listen and repeat each one. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -PersonA: Hello. {bk11-l3c-f2-01.mp3} -Maj_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3} -PersonA: He's not here right now. May I take a message? {bk11-l3c-f2-03.mp3} -Maj_Smith: Yes, this is Major Smith. Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-04.mp3} -PersonA: Okay. I'll tell him. {bk11-l3c-f2-05.mp3} -Narrator: (Later) -PersonA: Major Parker, you had a call. {bk11-l3c-f2-06.mp3} -Maj_Parker: Yes? Who was it? {bk11-l3c-f2-07.mp3} -PersonA: It was Major Smith. He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-08.mp3} +LINE: Not very well; I was too nervous. {bk11-l3d-f6-01.mp3} +LINE: It's too dark in this room to see. {bk11-l3d-f6-02.mp3} -# Source: LLA 3C Figure 2 (question 1) -$PRODUCE Question: The Phone Message -ID: 3c-f2-a-q -REFERENCE: 3c-f2-a -INPUT: speak -CHECK: llm -INTRO: Answer one question about the message, aloud in a complete sentence. You can review the dialogue if you need to. -INSTRUCTION: Answer aloud in a complete sentence. -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. +LINE: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-03.mp3} -PROMPT: Where will Major Parker and Major Smith eat lunch? -RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-09.mp3} +LINE: No, it's too early to go home. {bk11-l3d-f6-04.mp3} +LINE: No, she's too tall to be Jean. {bk11-l3d-f6-05.mp3} -# Source: LLA 3C Figure 2 (dialog 2) -$DIALOGUE The Math Book -ID: 3c-f2-b -INTRO: Listen to another conversation. Bob comes by to see Jack. -INSTRUCTION: Listen to the dialogue. +LINE: Yes, but it's too old to drink. {bk11-l3d-f6-06.mp3} -Bob: Hi, Bob. Is Jack home? {bk11-l3c-f2-10.mp3} -PersonB: No, he's not. He'll be back at 5:30. {bk11-l3c-f2-11.mp3} -Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-12.mp3} -PersonB: Sure. I'll tell him to take it to your house this evening. {bk11-l3c-f2-13.mp3} -Narrator: (Later) -PersonB: Jack, Bob came by. {bk11-l3c-f2-14.mp3} -Jack: Oh, really? What did he want? {bk11-l3c-f2-15.mp3} -PersonB: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-16.mp3} +LINE: I can't. It's too big for me to pick up. {bk11-l3d-f6-07.mp3} +LINE: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-08.mp3} -# Source: LLA 3C Figure 2 (question 2) -$PRODUCE Question: The Math Book -ID: 3c-f2-b-q -REFERENCE: 3c-f2-b -INPUT: speak -CHECK: llm -INTRO: One question about Bob's visit — answer aloud in a complete sentence. -INSTRUCTION: Answer aloud in a complete sentence. -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. +LINE: It was too awful to watch. {bk11-l3d-f6-09.mp3} -PROMPT: What does Bob need to borrow from Jack? -RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-17.mp3} +LINE: Because John's news is almost too good to be true. {bk11-l3d-f6-10.mp3} +# Source: LLA 3D Figure 6 (part 2) +$SELECT Match the Question to Its Answer +ID: 11-3d-f6 +INTRO: Now the questions. Listen to each one and tap the sentence that answers it best. +INSTRUCTION: Tap the best answer for each question. -# Source: LLA 3D Figure 1 (paragraph 1) -$DIALOGUE Good Drivers -ID: 3d-f1-p1 -INTRO: Now for main ideas. Listen to the first paragraph — afterwards you'll say what it's really about. -INSTRUCTION: Listen to the paragraph. - -LINE: Good drivers must know many things. {bk11-l3d-f1-01.mp3} -LINE: They need to learn the traffic laws, the speed limits, the highway signs, and the traffic signals. {bk11-l3d-f1-02.mp3} -LINE: They need to learn how to drive in heavy traffic and in bad weather. {bk11-l3d-f1-03.mp3} -LINE: They also need to know something about automobiles and how to care for them. {bk11-l3d-f1-04.mp3} - - -# Source: LLA 3D Figure 1 (main idea 1) -$PRODUCE Main Idea: Good Drivers -ID: 3d-f1-a -REFERENCE: 3d-f1-p1 -INPUT: type -CHECK: llm -INTRO: Type the main idea of the paragraph in one complete sentence — the big point, not the details. -INSTRUCTION: Type the main idea in a complete sentence. -RUBRIC: Accept answers that state good drivers must know or learn many things. - -TEMPLATE: What is the main idea? -RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-05.mp3} - - -# Source: LLA 3D Figure 1 (paragraph 2) -$DIALOGUE Regular Checkups -ID: 3d-f1-p2 -INTRO: Now listen to the second paragraph. Same job afterwards: find the main idea. -INSTRUCTION: Listen to the paragraph. - -LINE: Regular checkups are important. {bk11-l3d-f1-06.mp3} -LINE: You shouldn't go to the doctor only when you're sick. {bk11-l3d-f1-07.mp3} -LINE: A checkup when you're healthy tells you and your doctor that you're in good shape. {bk11-l3d-f1-08.mp3} -LINE: Then, when you don't feel well, the doctor will know the things that might be wrong. {bk11-l3d-f1-09.mp3} -LINE: You should have a complete physical examination every year. {bk11-l3d-f1-10.mp3} - - -# Source: LLA 3D Figure 1 (main idea 2) -$PRODUCE Main Idea: Regular Checkups -ID: 3d-f1-b -REFERENCE: 3d-f1-p2 -INPUT: type -CHECK: llm -INTRO: Type the main idea of this paragraph in one complete sentence. -INSTRUCTION: Type the main idea in a complete sentence. -RUBRIC: Accept answers that state you should get a complete checkup every year, or that regular physical exams are important. - -TEMPLATE: What is the main idea? -RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-11.mp3} - - -# Source: ST §Topics, Main Ideas, and Titles -$PRODUCE Topics, Main Ideas, and Titles -ID: l3-s19 -INTRO: Now do the whole job in writing: read each paragraph, then type a title, the topic, and the main idea. The first one is worked for you. -INSTRUCTION: Type a title, the topic, and the main idea. -INPUT: type -CHECK: llm -LONGFORM -RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point. +OPTION: a | Not very well; I was too nervous. +OPTION: b | It's too dark in this room to see. +OPTION: c | I'm not sure, but I think it's too far to walk. +OPTION: d | No, it's too early to go home. +OPTION: e | No, she's too tall to be Jean. +OPTION: f | Yes, but it's too old to drink. +OPTION: g | I can't. It's too big for me to pick up. +OPTION: h | No thanks. The ice cream is too cold for me to eat. +OPTION: i | It was too awful to watch. +OPTION: j | Because John's news is almost too good to be true. EXAMPLE -TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult. -RESPONSE: Title: The Job May Be Harder Than You Think. Topic: jobs. Main idea: A job that looks easy may really be very hard to do. - -TEMPLATE: When you're driving, watch the speed limit signs. They show different speeds in different places. On the important highways, you can usually go 55 to 65 miles per hour, but sometimes you have to slow down to 45 or 50 m.p.h. Around schools, the speed limit is 20 m.p.h. In most other parts of the city, it's usually 30 or 35 m.p.h. In places that aren't very safe, the speed limit will be lower. -RESPONSE: Title: Speed Limits. Topic: speed limits. Main idea: Drivers must watch speed limit signs because they show different speeds in different places. - -TEMPLATE: Mechanics have important jobs. Most people want to keep their cars in good shape, and they need a mechanic who can help them. They may know how to change the oil and fix some small problems, but they usually can't do everything. When something is wrong with the engine or some other important part of the car, they have to call a mechanic. Often only mechanics can find the problem and use the right tools to fix it. -RESPONSE: Title: The Importance of Mechanics. Topic: mechanics. Main idea: Mechanics have important jobs because most people cannot fix major car problems themselves. - -TEMPLATE: Credit cards are easy to get and to use, but they can cause problems. Sometimes people have too many credit cards and use them too often. They can charge almost everything. Department stores usually have their own credit cards, and many banks have cards, too. People can use them in stores, restaurants, garages, airports, hotels, and many other places. Some people put too much on their charge accounts and aren't able to pay for all of it when the bills come at the end of the month. -RESPONSE: Title: The Problem with Credit Cards. Topic: credit cards. Main idea: Credit cards are easy to use but can cause problems if people charge too much and cannot pay their bills. - - -# Source: ST §Which Summary Is the Best? -$SELECT Which Summary Is the Best? -ID: l3-s32 -INTRO: Read each paragraph and tap the summary that says the same thing in fewer words — not just a true detail, the whole point. -INSTRUCTION: Read the paragraph and tap the best summary. - -EXAMPLE -TEMPLATE: When the old man got on the bus, he realized that it was very crowded. He thought, "Oh, no! I'll have to stand up, and I'm very tired." Then a young man who saw him stood up and said, "Please sit down here, sir." The old man thanked the young man, and sat down. -OPTION: a | The bus was very crowded. A lot of people had to stand up because there weren't enough seats. -OPTION: b | The old man who got on the crowded bus didn't have to stand up. A polite young man gave him a seat. -OPTION: c | The old man was very tired when he got on the bus. He wanted to sit down, but he couldn't find a seat. -ANSWER: b - -TEMPLATE: Many men and women in the Air Force come to Lackland Air Force Base. This is their first base. They exercise, learn about the military, and get their uniforms here. After six weeks, they leave Lackland and go to different bases in the country. -OPTION: a | Men and women in the Air Force have to learn about the military. They also have to exercise. -OPTION: b | There are many men and women at Lackland Air Force Base. They wear uniforms and exercise. -OPTION: c | Many of the men and women in the Air Force come to Lackland first. They stay for six weeks and then go to other bases. +PROMPT: How far is it to the library? {bk11-l3d-f6-ex.mp3} ANSWER: c -TEMPLATE: A dictionary will give you a lot of information. It will tell you how to spell a word, how to say it, and how to use it. Sometimes one word can mean different things; a dictionary will explain them and give examples. People who want to speak, read, and write well should have a good dictionary and use it often. -OPTION: a | Good dictionaries have a lot of information, but they're expensive. -OPTION: b | The information in a good dictionary is important to people who want to use language well. -OPTION: c | When you want to know how to spell a word, look it up in the dictionary. +PROMPT: How far is it to the library? {bk11-l3d-f6-q01.mp3} +ANSWER: c +FEEDBACK: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-fb03.mp3} + +PROMPT: How did you like the movie? {bk11-l3d-f6-q02.mp3} +ANSWER: i +FEEDBACK: It was too awful to watch. {bk11-l3d-f6-fb09.mp3} + +PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-q03.mp3} +ANSWER: e +FEEDBACK: No, she's too tall to be Jean. {bk11-l3d-f6-fb05.mp3} + +PROMPT: Do you want some more dessert? {bk11-l3d-f6-q04.mp3} +ANSWER: h +FEEDBACK: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-fb08.mp3} + +PROMPT: Where's the light? {bk11-l3d-f6-q05.mp3} ANSWER: b +FEEDBACK: It's too dark in this room to see. {bk11-l3d-f6-fb02.mp3} -TEMPLATE: Ken just got back from his vacation. Now he's sitting in class and thinking about Florida, the ocean, and the sun. His teacher thinks that he's reading his lesson, but he's not. His book is open, but his mind isn't on the words on the page. He's really thinking about his trip. That's much more interesting to him than his textbook. -OPTION: a | Ken's in class, but he's not reading his textbook. He's thinking about his vacation in Florida. -OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny weather there. -OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting. +PROMPT: How did you do on the exam? {bk11-l3d-f6-q06.mp3} ANSWER: a +FEEDBACK: Not very well; I was too nervous. {bk11-l3d-f6-fb01.mp3} +PROMPT: Are you ready to go? {bk11-l3d-f6-q07.mp3} +ANSWER: d +FEEDBACK: No, it's too early to go home. {bk11-l3d-f6-fb04.mp3} + +PROMPT: Why are you so happy? {bk11-l3d-f6-q08.mp3} +ANSWER: j +FEEDBACK: Because John's news is almost too good to be true. {bk11-l3d-f6-fb10.mp3} + +PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-q09.mp3} +ANSWER: f +FEEDBACK: Yes, but it's too old to drink. {bk11-l3d-f6-fb06.mp3} + +PROMPT: Please hand me that box. {bk11-l3d-f6-q10.mp3} +ANSWER: g +FEEDBACK: I can't. It's too big for me to pick up. {bk11-l3d-f6-fb07.mp3} # Source: LLA 3D Figure 7 -$PRODUCE Dictation -ID: 3d-f7 +$PRODUCE Listen and Write: Don's Trip to the Mall +ID: 11-3d-f7 INPUT: type CHECK: exact NORMALIZE: strict -LONGFORM -INTRO: Last activity of Lesson 3: dictation. Listen to each sentence and type exactly what you hear, punctuation and capitals included. Finish this and you've earned your refund — well done this week. -INSTRUCTION: Type the sentence you hear with correct punctuation. +INTRO: Don had a busy day at the mall — and you're going to write it down. Listen to each sentence and type exactly what you hear, with capital letters and punctuation in place. +INSTRUCTION: Type each sentence with correct spelling and punctuation. PROMPT: Don decided to go to the mall. {bk11-l3d-f7-01.mp3} RESPONSE: Don decided to go to the mall. {bk11-l3d-f7-01.mp3} @@ -2096,3 +1789,302 @@ RESPONSE: His last stop was at the variety store. {bk11-l3d-f7-06.mp3} PROMPT: He bought some cards, a pen, and some paper. {bk11-l3d-f7-07.mp3} RESPONSE: He bought some cards, a pen, and some paper. {bk11-l3d-f7-07.mp3} +ACCEPT: He bought some cards, a pen and some paper. + +$SESSION 3-8: Word Stress and Reading Skills + +# Source: LLA 3B Figure 4 +$SELECT Which Syllable Is Strongest? +ID: 11-3b-f4 +INTRO: Last part: sharpen your ear and your reading. Every English word has one part that's said strongest. Listen to each word, tap the number of the strongest syllable, then repeat the word. +INSTRUCTION: Tap the stressed syllable. +REPEAT + +OPTION: 1 | 1st syllable +OPTION: 2 | 2nd syllable +OPTION: 3 | 3rd syllable +OPTION: 4 | 4th syllable + +PROMPT: cautious {bk11-l3b-f4-01.mp3} +ANSWER: 1 +FEEDBACK: cautious {bk11-l3b-f4-01-fb.mp3} + +PROMPT: become {bk11-l3b-f4-02.mp3} +ANSWER: 2 +FEEDBACK: become {bk11-l3b-f4-02-fb.mp3} + +PROMPT: connect {bk11-l3b-f4-03.mp3} +ANSWER: 2 +FEEDBACK: connect {bk11-l3b-f4-03-fb.mp3} + +PROMPT: stomachache {bk11-l3b-f4-04.mp3} +ANSWER: 1 +FEEDBACK: stomachache {bk11-l3b-f4-04-fb.mp3} + +PROMPT: emergency {bk11-l3b-f4-05.mp3} +ANSWER: 2 +FEEDBACK: emergency {bk11-l3b-f4-05-fb.mp3} + +PROMPT: temperature {bk11-l3b-f4-06.mp3} +ANSWER: 1 +FEEDBACK: temperature {bk11-l3b-f4-06-fb.mp3} + +PROMPT: steering wheel {bk11-l3b-f4-07.mp3} +ANSWER: 1 +FEEDBACK: steering wheel {bk11-l3b-f4-07-fb.mp3} + +PROMPT: crossing {bk11-l3b-f4-08.mp3} +ANSWER: 1 +FEEDBACK: crossing {bk11-l3b-f4-08-fb.mp3} + +PROMPT: slow down {bk11-l3b-f4-09.mp3} +ANSWER: 2 +FEEDBACK: slow down {bk11-l3b-f4-09-fb.mp3} + +PROMPT: ahead {bk11-l3b-f4-10.mp3} +ANSWER: 2 +FEEDBACK: ahead {bk11-l3b-f4-10-fb.mp3} + +# Source: LLA 3C Figure 1 +$SELECT More Word Stress Practice +ID: 11-3c-f1 +INTRO: Ten more words for your ear. Tap the number of the syllable that's strongest, then repeat the word. +INSTRUCTION: Tap the number of the stressed syllable. +REPEAT + +OPTION: 1 | 1st syllable +OPTION: 2 | 2nd syllable +OPTION: 3 | 3rd syllable +OPTION: 4 | 4th syllable + +PROMPT: escalator {bk11-l3c-f1-01.mp3} +ANSWER: 1 +FEEDBACK: escalator {bk11-l3c-f1-01-fb.mp3} + +PROMPT: introduction {bk11-l3c-f1-02.mp3} +ANSWER: 3 +FEEDBACK: introduction {bk11-l3c-f1-02-fb.mp3} + +PROMPT: popular {bk11-l3c-f1-03.mp3} +ANSWER: 1 +FEEDBACK: popular {bk11-l3c-f1-03-fb.mp3} + +PROMPT: relative {bk11-l3c-f1-04.mp3} +ANSWER: 1 +FEEDBACK: relative {bk11-l3c-f1-04-fb.mp3} + +PROMPT: bicycle {bk11-l3c-f1-05.mp3} +ANSWER: 1 +FEEDBACK: bicycle {bk11-l3c-f1-05-fb.mp3} + +PROMPT: information {bk11-l3c-f1-06.mp3} +ANSWER: 3 +FEEDBACK: information {bk11-l3c-f1-06-fb.mp3} + +PROMPT: traffic {bk11-l3c-f1-07.mp3} +ANSWER: 1 +FEEDBACK: traffic {bk11-l3c-f1-07-fb.mp3} + +PROMPT: signature {bk11-l3c-f1-08.mp3} +ANSWER: 1 +FEEDBACK: signature {bk11-l3c-f1-08-fb.mp3} + +PROMPT: deposit {bk11-l3c-f1-09.mp3} +ANSWER: 2 +FEEDBACK: deposit {bk11-l3c-f1-09-fb.mp3} + +PROMPT: empty {bk11-l3c-f1-10.mp3} +ANSWER: 1 +FEEDBACK: empty {bk11-l3c-f1-10-fb.mp3} + +# Source: LLA 3D Figure 1 (paragraph 1) +$DIALOGUE Listening: Good Drivers +ID: 11-3d-f1-p1-story +INTRO: Now for main ideas — what a paragraph is really about. Listen to this one about what good drivers need to know. +INSTRUCTION: Listen to the paragraph. + +LINE: Good drivers must know many things. {bk11-l3d-f1-01a.mp3} +LINE: They need to learn the traffic laws, the speed limits, the highway signs, and the traffic signals. {bk11-l3d-f1-01b.mp3} +LINE: They need to learn how to drive in heavy traffic and in bad weather. {bk11-l3d-f1-01c.mp3} +LINE: They also need to know something about automobiles and how to care for them. {bk11-l3d-f1-01d.mp3} + +# Source: LLA 3D Figure 1 (question 1) +$PRODUCE The Main Idea: Good Drivers +ID: 11-3d-f1-p1 +REFERENCE: 11-3d-f1-p1-story +INPUT: speak +CHECK: llm +INTRO: In one complete sentence, state the main idea of the paragraph you just heard. You can replay it from the reference panel. +INSTRUCTION: State the main idea in a complete sentence. +RUBRIC: The learner must state the main idea of the paragraph (that good drivers need to know many things). Accept any grammatically complete statement conveying this meaning. + +PROMPT: What is the main idea of the paragraph? +RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-01-resp.mp3} + +# Source: LLA 3D Figure 1 (paragraph 2) +$DIALOGUE Listening: Regular Checkups +ID: 11-3d-f1-p2-story +INTRO: One more paragraph to listen to — this one about seeing the doctor before anything hurts. +INSTRUCTION: Listen to the paragraph. + +LINE: Regular checkups are important. {bk11-l3d-f1-02a.mp3} +LINE: You shouldn't go to the doctor only when you're sick. {bk11-l3d-f1-02b.mp3} +LINE: A checkup when you're healthy tells you and your doctor that you're in good shape. {bk11-l3d-f1-02c.mp3} +LINE: Then, when you don't feel well, the doctor will know the things that might be wrong. {bk11-l3d-f1-02d.mp3} +LINE: You should have a complete physical examination every year. {bk11-l3d-f1-02e.mp3} + +# Source: LLA 3D Figure 1 (question 2) +$PRODUCE The Main Idea: Regular Checkups +ID: 11-3d-f1-p2 +REFERENCE: 11-3d-f1-p2-story +INPUT: speak +CHECK: llm +INTRO: In one complete sentence, state the main idea of the paragraph about checkups. +INSTRUCTION: State the main idea in a complete sentence. +RUBRIC: The learner must state the main idea (that regular or annual physical checkups/examinations are important). Accept any grammatically complete statement expressing this concept. + +PROMPT: What is the main idea of the paragraph? +RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-02-resp.mp3} + +# Source: ST Reading Skill (topic / main idea / title), paragraph 1 +$GRAMMAR Reading: Speed Limit Signs +ID: l3-s18-r-p1 +READING +INTRO: Now read for yourself. Read this paragraph; afterwards you'll name its topic, its main idea, and a title. + +CARD: **Paragraph 1.** When you're driving, watch the speed limit signs. They show different speeds in different places. On the important highways, you can usually go 55 to 65 miles per hour, but sometimes you have to slow down to 45 or 50 m.p.h. Around schools, the speed limit is 20 m.p.h. In most other parts of the city, it's usually 30 or 35 m.p.h. In places that aren't very safe, the speed limit will be lower. + +$PRODUCE Topic, Main Idea, and Title: Speed Limits +ID: l3-s18-p1 +REFERENCE: l3-s18-r-p1 +INTRO: Type the topic, the main idea, and a good title for the paragraph you just read. The paragraph stays open in the reference panel. +INSTRUCTION: Write the topic, main idea, and title. +INPUT: type +CHECK: llm +SHOW_PROMPT +RUBRIC: Topic should be a short word or phrase about speed limits. Main idea should be a complete sentence stating that speed limits differ by location/safety. Title should be a capitalized title phrase. + +PROMPT: What is the topic? +RESPONSE: speed limit signs + +PROMPT: What is the main idea? +RESPONSE: Speed limit signs show different speeds in different places to keep drivers safe. + +PROMPT: What is a good title? +RESPONSE: Speed Limits on Different Roads + +# Source: ST Reading Skill, paragraph 2 +$GRAMMAR Reading: Mechanics +ID: l3-s18-r-p2 +READING +INTRO: Next paragraph — an old friend of this lesson: the mechanic. + +CARD: **Paragraph 2.** Mechanics have important jobs. Most people want to keep their cars in good shape, and they need a mechanic who can help them. They may know how to change the oil and fix some small problems, but they usually can't do everything. When something is wrong with the engine or some other important part of the car, they have to call a mechanic. Often only mechanics can find the problem and use the right tools to fix it. + +$PRODUCE Topic, Main Idea, and Title: Mechanics +ID: l3-s18-p2 +REFERENCE: l3-s18-r-p2 +INTRO: Same job again: type the topic, the main idea, and a title for the paragraph about mechanics. +INSTRUCTION: Write the topic, main idea, and title. +INPUT: type +CHECK: llm +SHOW_PROMPT +RUBRIC: Topic should be mechanics or auto repair. Main idea should state that mechanics have important jobs helping people repair their cars. Title should be an appropriate capitalized title phrase. + +PROMPT: What is the topic? +RESPONSE: mechanics + +PROMPT: What is the main idea? +RESPONSE: Mechanics have important jobs because they have the tools and skills to fix cars. + +PROMPT: What is a good title? +RESPONSE: The Importance of Auto Mechanics + +# Source: ST Reading Skill, paragraph 3 +$GRAMMAR Reading: Credit Cards +ID: l3-s18-r-p3 +READING +INTRO: Last one in this set — credit cards, and what happens when the bill arrives. + +CARD: **Paragraph 3.** Credit cards are easy to get and to use, but they can cause problems. Sometimes people have too many credit cards and use them too often. They can charge almost everything. Department stores usually have their own credit cards, and many banks have cards, too. People can use them in stores, restaurants, garages, airports, hotels, and many other places. Some people put too much on their charge accounts and aren't able to pay for all of it when the bills come at the end of the month. + +$PRODUCE Topic, Main Idea, and Title: Credit Cards +ID: l3-s18-p3 +REFERENCE: l3-s18-r-p3 +INTRO: One more: type the topic, the main idea, and a title for the paragraph about credit cards. +INSTRUCTION: Write the topic, main idea, and title. +INPUT: type +CHECK: llm +SHOW_PROMPT +RUBRIC: Topic should be credit cards. Main idea should state that credit cards are convenient but can cause financial problems. Title should be an appropriate capitalized title phrase. + +PROMPT: What is the topic? +RESPONSE: credit cards + +PROMPT: What is the main idea? +RESPONSE: Credit cards are easy to use, but charging too much can cause serious problems. + +PROMPT: What is a good title? +RESPONSE: The Problems with Credit Cards + +# Source: ST Reading Skill (best summary), paragraph 1 +$GRAMMAR Reading: Lackland Air Force Base +ID: l3-s31-r-p1 +READING +INTRO: Now the flip side of main ideas: picking the best summary. Read the paragraph; then you'll choose the summary that fits it. + +CARD: **Paragraph 1.** Many men and women in the Air Force come to Lackland Air Force Base. This is their first base. They exercise, learn about the military, and get their uniforms here. After six weeks, they leave Lackland and go to different bases in the country. + +$SELECT Best Summary: Lackland +ID: l3-s31-p1 +REFERENCE: l3-s31-r-p1 +INTRO: Three summaries — only one covers the whole paragraph. Tap the best one. +INSTRUCTION: Tap the best summary. + +TEMPLATE: Which summary is the best? +OPTION: a | Men and women in the Air Force have to learn about the military. They also have to exercise. +OPTION: b | There are many men and women at Lackland Air Force Base. They wear uniforms and exercise. +OPTION: c | Many of the men and women in the Air Force come to Lackland first. They stay for six weeks and then go to other bases. +ANSWER: c + +# Source: ST Reading Skill (best summary), paragraph 2 +$GRAMMAR Reading: Dictionaries +ID: l3-s31-r-p2 +READING +INTRO: Next paragraph — in praise of the dictionary. + +CARD: **Paragraph 2.** A dictionary will give you a lot of information. It will tell you how to spell a word, how to say it, and how to use it. Sometimes one word can mean different things; a dictionary will explain them and give examples. People who want to speak, read, and write well should have a good dictionary and use it often. + +$SELECT Best Summary: Dictionaries +ID: l3-s31-p2 +REFERENCE: l3-s31-r-p2 +INTRO: Tap the summary that best captures the paragraph about dictionaries. +INSTRUCTION: Tap the best summary. + +TEMPLATE: Which summary is the best? +OPTION: a | Good dictionaries have a lot of information, but they're expensive. +OPTION: b | The information in a good dictionary is important to people who want to use language well. +OPTION: c | When you want to know how to spell a word, look it up in the dictionary. +ANSWER: b + +# Source: ST Reading Skill (best summary), paragraph 3 +$GRAMMAR Reading: Ken's Vacation +ID: l3-s31-r-p3 +READING +INTRO: Last reading of the lesson — Ken is in class, but his mind is still at the beach. + +CARD: **Paragraph 3.** Ken just got back from his vacation. Now he's sitting in class and thinking about Florida, the ocean, and the sun. His teacher thinks that he's reading his lesson, but he's not. His book is open, but his mind isn't on the words on the page. He's really thinking about his trip. That's much more interesting to him than his textbook. + +$SELECT Best Summary: Ken's Vacation +ID: l3-s31-p3 +REFERENCE: l3-s31-r-p3 +INTRO: One last summary to pick — and that wraps up this lesson. You can now handle a garage, a restaurant, and a refund counter, all in English. Well done. +INSTRUCTION: Tap the best summary. + +TEMPLATE: Which summary is the best? +OPTION: a | Ken's in class, but he's not reading his textbook. He's thinking about his vacation in Florida. +OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny weather there. +OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting. +ANSWER: a + +# SKIPPED (book): Writing Skill "LISTEN AND WRITE" (p. 120) — paragraph dictation with instructor-read stimulus; no audio or printed stimulus text. diff --git a/book-11-lesson-3/bk11-l3a-f1-13-a.mp3 b/book-11-lesson-3/bk11-l3a-f1-01-fb.mp3 similarity index 100% rename from book-11-lesson-3/bk11-l3a-f1-13-a.mp3 rename to book-11-lesson-3/bk11-l3a-f1-01-fb.mp3 diff --git a/book-11-lesson-3/bk11-l3a-f1-01.mp3 b/book-11-lesson-3/bk11-l3a-f1-01.mp3 index f078ad67..d5da1212 100644 Binary files a/book-11-lesson-3/bk11-l3a-f1-01.mp3 and b/book-11-lesson-3/bk11-l3a-f1-01.mp3 differ diff --git a/book-11-lesson-3/bk11-l3a-f1-13-q.mp3 b/book-11-lesson-3/bk11-l3a-f1-01b.mp3 similarity index 100% rename from book-11-lesson-3/bk11-l3a-f1-13-q.mp3 rename to book-11-lesson-3/bk11-l3a-f1-01b.mp3 diff --git a/book-11-lesson-3/bk11-l3a-f1-14-a.mp3 b/book-11-lesson-3/bk11-l3a-f1-02-fb.mp3 similarity index 95% rename from book-11-lesson-3/bk11-l3a-f1-14-a.mp3 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63fac099..8dac0640 100644 Binary files a/book-11-lesson-3/bk11-l3d-f7-03.mp3 and b/book-11-lesson-3/bk11-l3d-f7-03.mp3 differ diff --git a/book-11-lesson-3/bk11-l3d-f7-06.mp3 b/book-11-lesson-3/bk11-l3d-f7-06.mp3 index eb689d62..d9fe3835 100644 Binary files a/book-11-lesson-3/bk11-l3d-f7-06.mp3 and b/book-11-lesson-3/bk11-l3d-f7-06.mp3 differ diff --git a/book-11-lesson-4.module b/book-11-lesson-4.module index d1dfec02..ba7618f7 100644 --- a/book-11-lesson-4.module +++ b/book-11-lesson-4.module @@ -1,71 +1,70 @@ -$MODULE Book 11 · Lesson 4: That Was a Great Movie! {st-page_123_001.jpg} +$MODULE Book 11 · Lesson 4: That Was a Great Movie! {st-page_123_001.jpg|A man and woman standing near a movie theater entrance; a poster reads "NOW SHOWING FAST BAD HOT HOT CARS"} FORMAT: 2 -DESCRIPTION: Talking about television, movies, and restaurants — opinions and recommendations; past ability with "could"; reported speech with "told"; prepositions of time; finding the main idea. +DIOCO_DOC_ID: alc_book11_lesson4 +DESCRIPTION: Entertainment and restaurant vocabulary, past ability with "could", reporting with "told", giving opinions, prepositions of time, and finding main ideas. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly witty teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Victor | achird | Male voice -VOICE: Valerie | gacrux | Female voice -VOICE: Fred | charon | Male speaker +VOICE: Valerie | aoede | Friendly female voice +VOICE: Victor | charon | Friendly male voice +VOICE: Fred | schedar | Male speaker VOICE: Fran | aoede | Female speaker -VOICE: Tim | charon | Male speaker -VOICE: Jim | achird | Male speaker -VOICE: Annette | aoede | Female speaker -VOICE: Mr_Reed | charon | Male speaker -VOICE: Kenneth | achird | Male speaker -VOICE: Narrator | schedar | speaker (auto) +VOICE: Tim | achird | Male speaker +VOICE: Jim | charon | Male speaker +VOICE: Richard_Roper | iapetus | Male reporter, confident and lively +VOICE: Alan | achird | Male speaker +VOICE: Bill | charon | Male speaker +VOICE: Annette | gacrux | Female student +VOICE: Mr_Reed | orus | Male teacher +VOICE: Kenneth | schedar | Male student +VOICE: Narrator | achernar | speaker (auto) -$SESSION 4-1: Talking About Television +$SESSION 4-1: Television and Entertainment # Source: LLA 4A Figure 1 -$DIALOGUE Television Words -ID: 4a-f1 -INTRO: In this lesson you'll learn to talk about television, movies, and eating out — what you liked, what you didn't, and why. First, some television words. Listen and repeat each sentence. -INSTRUCTION: Repeat each word and sentence. +$DIALOGUE Talking About Television +ID: 11-4a-f1 +INTRO: In this lesson you'll learn to talk about TV, movies, and eating out — and later, to say what you "could" do, report what people "told" you, and use time words like "at" and "since". First, the television words. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT -LINE: Many people relax watching TV. {bk11-l4a-f1-01-a.mp3} VOCAB: entertainment -LINE: TV is entertainment for many people. {bk11-l4a-f1-01-b.mp3} +LINE: Many people relax watching TV. TV is entertainment for many people. {page_074_001.jpg|Three television screens showing different TV programs: a football player running, a woman wearing a helmet and holding a spear, and a pig and rabbit standing together} {bk11-l4a-f1-01.mp3} -VOCAB: channels -LINE: There are many television channels. {bk11-l4a-f1-02-a.mp3} +VOCAB: channel VOCAB: variety -LINE: You can watch a variety of shows on them. {bk11-l4a-f1-02-b.mp3} +LINE: There are many television channels. You can watch a variety of shows on them. {bk11-l4a-f1-02.mp3} -VOCAB: programs -LINE: Some channels show children's programs on Saturday mornings. {page_074_002.jpg} {bk11-l4a-f1-03.mp3} +VOCAB: program +LINE: Some channels show children's programs on Saturday mornings. {page_074_002.jpg|A person watching a children's cartoon program on a television set} {bk11-l4a-f1-03.mp3} VOCAB: frightening -LINE: Some programs are frightening. {page_074_003.jpg} {bk11-l4a-f1-04-a.mp3} -LINE: People become afraid when they watch them. {page_074_003.jpg} {bk11-l4a-f1-04-b.mp3} +LINE: Some programs are frightening. People become afraid when they watch them. {page_074_003.jpg|A man looking frightened while watching a monster on a television screen} {bk11-l4a-f1-04.mp3} -LINE: Some programs are not interesting. {page_074_004.jpg} {bk11-l4a-f1-05-a.mp3} VOCAB: boring VOCAB: dull -LINE: They're boring. They're dull. {page_074_004.jpg} {bk11-l4a-f1-05-b.mp3} +LINE: Some programs are not interesting. They're boring. They're dull. {page_074_004.jpg|A man looking bored and sad while watching a news reporter on television} {bk11-l4a-f1-05.mp3} VOCAB: funny -VOCAB: laugh -LINE: Some programs are funny. We laugh while we watch them. {page_075_001.jpg} {bk11-l4a-f1-06.mp3} +VOCAB: to laugh +LINE: Some programs are funny. We laugh while we watch them. {page_075_001.jpg|A woman laughing while watching a funny show on television} {bk11-l4a-f1-06.mp3} -VOCAB: commercials -LINE: Commercials try to sell you things on TV or radio. {page_075_002.jpg} {bk11-l4a-f1-07.mp3} +VOCAB: commercial +LINE: Commercials try to sell you things on TV or radio. {page_075_002.jpg|A television showing a commercial for a convertible car} {bk11-l4a-f1-07.mp3} VOCAB: almost LINE: Not everyone, but almost everyone, enjoys watching TV. {bk11-l4a-f1-08.mp3} # Source: LLA 4A Figure 1 (question pass) $PRODUCE Questions About Television -ID: 4a-f1-b -REFERENCE: 4a-f1 +ID: 11-4a-f1-b +REFERENCE: 11-4a-f1 +INTRO: Now the same television words, but you do the talking. Answer each question aloud in a full sentence, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat the correct answer. INPUT: speak CHECK: reveal -INTRO: Now answer questions about those sentences, aloud and in full sentences. Open the presentation again if you need it — then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT PROMPT: What is television for many people? {bk11-l4a-f1-09-q.mp3} @@ -78,7 +77,7 @@ PROMPT: When do some channels show children's programs? {bk11-l4a-f1-11-q.mp3} RESPONSE: Some channels show children's programs on Saturday mornings. {bk11-l4a-f1-11-a.mp3} PROMPT: Is a program that makes you be afraid a funny program? {bk11-l4a-f1-12-q.mp3} -RESPONSE: No, it isn't. Frightening programs cause people to be afraid. They frighten people. +RESPONSE: No, it isn't. Frightening programs cause people to be afraid. PROMPT: Are all the programs on television interesting? {bk11-l4a-f1-13-q.mp3} RESPONSE: No, they aren't. Some programs are boring. @@ -93,229 +92,218 @@ PROMPT: Can you hear commercials on the radio also? {bk11-l4a-f1-16-q.mp3} RESPONSE: Yes, you can hear commercials on the radio. {bk11-l4a-f1-16-a.mp3} # Source: ST §I'm Never Too Busy to Watch a Movie! -$DIALOGUE I'm Never Too Busy to Watch a Movie! {st-page_125_001.jpg} +$DIALOGUE I'm Never Too Busy to Watch a Movie! {st-page_125_001.jpg|A man and woman talking at a table, with thought bubbles above them showing movie theater audiences and people playing cards} ID: l4-s1 -INTRO: Fred and Fran compare their evenings: she spends half the week at the movies, and he's too busy for anything — or so he says. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Fred and Fran compare their free time. Fran spends half her evenings at the movies; Fred has discovered other things in life, like card games. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Fred: Do you go to a lot of movies? VOCAB: frequently VOCAB: as a matter of fact -VOCAB: spend +VOCAB: to spend Fran: Yes, I go to the movies frequently. As a matter of fact, I spend two or three nights a week at the movies. +Fred: You do? +LINE: That's almost half of the evenings in a week. VOCAB: could +LINE: I could do that when I was younger, but I can't anymore. VOCAB: too VOCAB: busy -Fred: You do? That's almost half of the evenings in a week. I could do that when I was younger, but I can't anymore. I'm too busy with other things now. +LINE: I'm too busy with other things now. -VOCAB: intend (to) | intend +VOCAB: to intend Fran: I don't intend to get that busy! What kind of entertainment do you have time for? Fred: Well, I like to watch TV on the weekend. I like Channel 35. It has some really interesting programs. -Fran: I don't like TV because of the commercials. They're always trying to sell me something. Do you watch television every weekend? +Fran: I don't like TV because of the commercials. +LINE: They're always trying to sell me something. +LINE: Do you watch television every weekend? VOCAB: cards VOCAB: in fact Fred: No, sometimes I play cards with my friends. In fact, they're coming to my house for a card game this Saturday night. -# Source: ST §Fran Frequently Spends the Evening at the Movies -$SELECT Say It Another Way +# Source: ST meaning-check following the dialog +$SELECT Understanding the New Words ID: l4-s2 -INTRO: Same ideas, different words. Listen to each statement about Fred and Fran, and tap the sentence that means the same thing. -INSTRUCTION: Tap the correct answer. +REFERENCE: l4-s1 +INTRO: What do Fred and Fran's expressions really mean? For each sentence, tap the meaning that matches. You can reopen the dialog if you need it. +INSTRUCTION: Tap the correct meaning for each sentence. -PROMPT: Fran goes to the movies frequently. +TEMPLATE: Fran goes to the movies frequently. OPTION: a | She goes often. OPTION: b | She seldom goes. ANSWER: a -PROMPT: As a matter of fact, she goes two or three times a week. +TEMPLATE: As a matter of fact, she goes two or three times a week. OPTION: a | She goes only two or three times a week. OPTION: b | She really goes two or three times a week. ANSWER: b -PROMPT: She spends a lot of time at the movies. +TEMPLATE: She spends a lot of time at the movies. OPTION: a | She always has a good time at the movies. OPTION: b | She uses a lot of her time to watch movies. ANSWER: b -PROMPT: Three is almost half of seven. +TEMPLATE: Three is almost half of seven. OPTION: a | It's less than half of seven. OPTION: b | It's more than half of seven. ANSWER: a -PROMPT: Fred could go to the movies often when he was younger. +TEMPLATE: Fred could go to the movies often when he was younger. OPTION: a | He wanted to go. OPTION: b | He was able to go. ANSWER: b -PROMPT: He's too busy to go now. +TEMPLATE: He's too busy to go now. OPTION: a | He has a lot of spare time. OPTION: b | He doesn't have enough free time. ANSWER: b -PROMPT: Fran doesn't intend to stop watching movies. +TEMPLATE: Fran doesn't intend to stop watching movies. OPTION: a | She doesn't mean to stop. OPTION: b | She doesn't want to stop. ANSWER: a -PROMPT: Fred watches TV for entertainment. +TEMPLATE: Fred watches TV for entertainment. OPTION: a | He gets bored when he watches TV. OPTION: b | He watches TV because he enjoys it. ANSWER: b -PROMPT: There are interesting programs on Channel 35. +TEMPLATE: There are interesting programs on Channel 35. OPTION: a | That channel has interesting shows. OPTION: b | The people on that channel are interesting. ANSWER: a -PROMPT: Fran doesn't like commercials. +TEMPLATE: Fran doesn't like commercials. OPTION: a | She doesn't care about watching the latest news. OPTION: b | She doesn't care for the messages that companies pay to put on TV or radio. ANSWER: b -PROMPT: Fred and his friends play cards. +TEMPLATE: Fred and his friends play cards. OPTION: a | They use a pack of 52 cards to play a game. OPTION: b | They play sports and write their scores on cards. ANSWER: a -PROMPT: In fact, Fred's friends are coming to his house Saturday. +TEMPLATE: In fact, Fred's friends are coming to his house Saturday. OPTION: a | It's true. They're really going to be there. OPTION: b | It's not certain yet. They may not be there. ANSWER: a # Source: LLA 4A Figure 3 -$DIALOGUE Valerie and Victor -ID: 4a-f3 -INTRO: Valerie and Victor are having the same conversation from the other side. Victor watches four or five hours of TV a night — his couch is never lonely. Just listen. +$DIALOGUE Do You Spend Much Time in Front of the TV? +ID: 11-4a-f3 +INTRO: Valerie and Victor talk about watching television. Victor watches four or five hours a night — his sofa knows him very well. Just listen. INSTRUCTION: Listen to the conversation. Valerie: Do you spend much time in front of the television? {bk11-l4a-f3-01.mp3} -Victor: Oh, yes. {bk11-l4a-f3-02.mp3} - -LINE: As a matter of fact, I frequently watch TV 4 or 5 hours a day, and that's almost every night after work. {bk11-l4a-f3-03.mp3} +Victor: Oh, yes. As a matter of fact, I frequently watch TV 4 or 5 hours a day, and that's almost every night after work. {bk11-l4a-f3-02.mp3} VOCAB: wonderful -LINE: I think TV is wonderful. {bk11-l4a-f3-04.mp3} +LINE: I think TV is wonderful. {bk11-l4a-f3-03.mp3} -Valerie: I could do that before, but I can't now. {bk11-l4a-f3-05.mp3} -LINE: I'm too busy. {bk11-l4a-f3-06.mp3} -LINE: I have lots to do when I get home from work. {bk11-l4a-f3-07.mp3} +Valerie: I could do that before, but I can't now. I'm too busy. {bk11-l4a-f3-04.mp3} +LINE: I have lots to do when I get home from work. {bk11-l4a-f3-05.mp3} -Victor: I think that when you enjoy something, you can find time for it. {bk11-l4a-f3-08.mp3} - -Valerie: I guess you're right. {bk11-l4a-f3-09.mp3} +Victor: I think that when you enjoy something, you can find time for it. {bk11-l4a-f3-06.mp3} VOCAB: to recommend -LINE: Do you recommend any programs? {bk11-l4a-f3-10.mp3} -LINE: Which ones do you like to watch? {bk11-l4a-f3-11.mp3} - -VOCAB: love -Victor: I love the funny shows. {bk11-l4a-f3-12.mp3} +Valerie: I guess you're right. Do you recommend any programs? Which ones do you like to watch? {bk11-l4a-f3-07.mp3} +VOCAB: to love VOCAB: great -LINE: I think they are great because I like to laugh. {bk11-l4a-f3-13.mp3} - +Victor: I love the funny shows. I think they are great because I like to laugh. {bk11-l4a-f3-08.mp3} VOCAB: terrible -LINE: I don't see many programs that I think are terrible. {bk11-l4a-f3-14.mp3} -LINE: I guess I'm easily satisfied. {bk11-l4a-f3-15.mp3} +LINE: I don't see many programs that I think are terrible. I guess I'm easily satisfied. {bk11-l4a-f3-09.mp3} # Source: LLA 4A Figure 3 (question pass) $PRODUCE Questions About Valerie and Victor -ID: 4a-f3-b -REFERENCE: 4a-f3 -INTRO: Answer questions about Valerie and Victor aloud, in full sentences. Open the dialogue if you need it — then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +ID: 11-4a-f3-b +REFERENCE: 11-4a-f3 +INTRO: Answer questions about Valerie and Victor's conversation aloud, then repeat the model answer. Open the dialog again if you need it. +INSTRUCTION: Answer aloud, then repeat the correct answer. INPUT: speak CHECK: reveal REPEAT -PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-16-q.mp3} -RESPONSE: He spends 4 or 5 hours a day. {bk11-l4a-f3-16-a.mp3} +PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-10-q.mp3} +RESPONSE: He spends 4 or 5 hours a day. {bk11-l4a-f3-10-a.mp3} -PROMPT: Does he watch television only once a week? {bk11-l4a-f3-17-q.mp3} -RESPONSE: No. He watches TV frequently after work. {bk11-l4a-f3-17-a.mp3} +PROMPT: Does he watch television only once a week? {bk11-l4a-f3-11-q.mp3} +RESPONSE: No. He watches TV frequently after work. {bk11-l4a-f3-11-a.mp3} -PROMPT: What does Victor think about television? {bk11-l4a-f3-18-q.mp3} -RESPONSE: He thinks it's wonderful. {bk11-l4a-f3-18-a.mp3} +PROMPT: What does Victor think about television? {bk11-l4a-f3-12-q.mp3} +RESPONSE: He thinks it's wonderful. {bk11-l4a-f3-12-a.mp3} -PROMPT: Does Valerie watch television frequently also? {bk11-l4a-f3-19-q.mp3} -RESPONSE: No, she doesn't. She's too busy. {bk11-l4a-f3-19-a.mp3} +PROMPT: Does Valerie watch television frequently also? {bk11-l4a-f3-13-q.mp3} +RESPONSE: No, she doesn't. She's too busy. {bk11-l4a-f3-13-a.mp3} -PROMPT: Which programs did Victor recommend? {bk11-l4a-f3-20-q.mp3} -RESPONSE: He recommended the funny shows. {bk11-l4a-f3-20-a.mp3} +PROMPT: Which programs did Victor recommend? {bk11-l4a-f3-14-q.mp3} +RESPONSE: He recommended the funny shows. {bk11-l4a-f3-14-a.mp3} -PROMPT: Why does Victor love funny shows? {bk11-l4a-f3-21-q.mp3} -RESPONSE: Because he loves to laugh. {bk11-l4a-f3-21-a.mp3} +PROMPT: Why does Victor love funny shows? {bk11-l4a-f3-15-q.mp3} +RESPONSE: Because he loves to laugh. {bk11-l4a-f3-15-a.mp3} -PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-22-q.mp3} -RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-22-a.mp3} - -# Source: ST §I Thought That Show Was Boring -$DIALOGUE Talking About TV Programs -ID: l4-s17 -INTRO: To finish this part, some short exchanges about TV programs — how to ask for an opinion and how to give one. Listen and repeat each exchange. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best. -LINE: What did you think of the eight o'clock movie? I thought that show was boring. -LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read. -LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials. -LINE: Which news program do you usually watch? Channel Two. They have more world news. -LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening. +PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-16-q.mp3} +RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-16-a.mp3} $SESSION 4-2: At the Movies # Source: ST §Six Movie Theaters $DIALOGUE Six Movie Theaters ID: l4-s3 -INTRO: This part is about movies — describing them and recommending them. Here are the ads for six theaters; each movie, naturally, is unforgettable. Read and listen. -INSTRUCTION: Read the advertisement. +INTRO: In this part you'll learn the words people use to praise a movie — or warn you away from one. Six theaters, six very different films. Listen to each advertisement and repeat. +INSTRUCTION: Listen and repeat each line. +REPEAT -Narrator: THEATER 1: WHY CRY WHEN YOU CAN LAUGH? {st-page_128_001.jpg} -Narrator: Don't miss this very funny movie. You might be sad now, but you'll be happy when you watch this show! {st-page_128_001.jpg} +LINE: Why cry when you can laugh? {st-page_128_001.jpg|Drawing of a man laughing out loud} +LINE: Don't miss this very funny movie. +LINE: You might be sad now, but you'll be happy when you watch this show! -Narrator: THEATER 2: THEY NEVER CAME HOME. {st-page_128_002.jpg} -VOCAB: frighten -Narrator: Here's a true story about a terrible accident. It will frighten everyone. After this, you may be afraid to drive. {st-page_128_002.jpg} +LINE: They never came home. {st-page_128_002.jpg|Drawing of cars tumbling off a cliff or bridge in an accident} +LINE: Here's a true story about a terrible accident. +VOCAB: to frighten +LINE: It will frighten everyone. +LINE: After this, you may be afraid to drive. -Narrator: THEATER 3: A FLIGHT AROUND THE WORLD {st-page_128_003.jpg} -Narrator: You'll enjoy seeing some of the most interesting and beautiful parts of the world in this wonderful new show. {st-page_128_003.jpg} +LINE: A flight around the world. {st-page_128_003.jpg|Drawing of an airplane flying around the globe} +LINE: You'll enjoy seeing some of the most interesting and beautiful parts of the world in this wonderful new show. -Narrator: THEATER 4: THE GREAT MOUNTAIN {st-page_128_004.jpg} -Narrator: Watch two men climb one of the world's largest mountains. You'll never forget this show. It's great! {st-page_128_004.jpg} +LINE: The great mountain. {st-page_128_004.jpg|Drawing of two climbers scaling a steep mountain peak} +LINE: Watch two men climb one of the world's largest mountains. +LINE: You'll never forget this show. +LINE: It's great! -Narrator: THEATER 5: MARK AND MARIA {st-page_128_005.jpg} -Narrator: A Love Story. They want to marry, but he must leave. Now their love is strong. What will their feelings be when he returns? {st-page_128_005.jpg} +VOCAB: love +LINE: Mark and Maria: a love story. {st-page_128_005.jpg|Drawing of a man and a woman gazing lovingly into each other's eyes} +LINE: They want to marry, but he must leave. +LINE: Now their love is strong. +LINE: What will their feelings be when he returns? -Narrator: THEATER 6: A BOY'S BEST FRIEND {st-page_128_006.jpg} -Narrator: Everyone will love the story of young Billy and Bowser, the big brown dog who followed him everywhere. {st-page_128_006.jpg} -NOTES: theater = a place or building for movies or other entertainment +LINE: A boy's best friend. {st-page_128_006.jpg|Drawing of a happy boy smiling next to a dog licking his face} +LINE: Everyone will love the story of young Billy and Bowser, the big brown dog who followed him everywhere. -# Source: ST §Answer About the Movies +# Source: ST §Questions About the Movies $PRODUCE Questions About the Movies ID: l4-s4 REFERENCE: l4-s3 -INTRO: Answer questions about the six movies aloud, in complete sentences. The ads are one tap away if you need to check a detail. -INSTRUCTION: Answer the questions in complete sentences. +INTRO: Answer questions about the six movies, aloud and in complete sentences. The advertisements stay one tap away if your memory needs a rerun. +INSTRUCTION: Answer the questions aloud in complete sentences. Reopen the movie descriptions if needed. INPUT: speak -CHECK: llm +CHECK: reveal SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any complete sentence that gives the same fact, in any reasonable phrasing. PROMPT: Are there different kinds of movies at the theaters? -RESPONSE: Yes, there are different kinds of movies at the theaters. +RESPONSE: Yes, there is a variety of movies at the theaters. PROMPT: Will people cry when they watch the movie in Theater 1? -RESPONSE: No, they will laugh. +RESPONSE: No, they'll laugh because it's a funny movie. PROMPT: Why will they enjoy the movie in Theater 1? -RESPONSE: Because it is a very funny movie. +RESPONSE: They'll enjoy it because it's funny. PROMPT: Was the accident in "They Never Came Home" a very bad one? RESPONSE: Yes, it was a terrible accident. @@ -323,121 +311,114 @@ RESPONSE: Yes, it was a terrible accident. PROMPT: Will people who watch the story about the accident become afraid? RESPONSE: Yes, it will frighten everyone. -PROMPT: Is "A Flight Around the World" a very good show? -RESPONSE: Yes, it is a wonderful new show. +PROMPT: Is "A Trip Around the World" a very good show? +RESPONSE: Yes, it's a wonderful show. PROMPT: What's the movie in Theater 4 like? -RESPONSE: It's great! +RESPONSE: It's great. PROMPT: Do the men in that movie climb a small mountain? -RESPONSE: No, they climb one of the world's largest mountains. +RESPONSE: No, they climb a great mountain. PROMPT: What is the movie in Theater 5 about? -RESPONSE: It is a love story about Mark and Maria. +RESPONSE: It's a love story about Mark and Maria. PROMPT: Will people really enjoy "A Boy's Best Friend"? RESPONSE: Yes, everyone will love it. # Source: LLA 4A Figure 5 -$DIALOGUE Don's Great Love -ID: 4a-f5 -INTRO: Meet Don. His great love is not a person. Listen to the paragraph and repeat each sentence. -INSTRUCTION: Listen and repeat. +$DIALOGUE Don's Favorite Movies +ID: 11-4a-f5 +INTRO: Meet Don, a man with one great love: the movies. Listen to the sentences about him and repeat each one. +INSTRUCTION: Listen and repeat each line. REPEAT -LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-01.mp3} +LINE: Movies are Don's great love. {page_078_001.jpg|A man standing in front of a movie poster for "Mountain Man Action starring Miles Gray, Les Green, Now Showing"} {bk11-l4a-f5-01.mp3} -LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-02.mp3} +LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg|A man standing in front of a movie poster for "Mountain Man Action starring Miles Gray, Les Green, Now Showing"} {bk11-l4a-f5-02.mp3} -LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-03.mp3} +LINE: He doesn't like movies that frighten him. {page_078_001.jpg|A man standing in front of a movie poster for "Mountain Man Action starring Miles Gray, Les Green, Now Showing"} {bk11-l4a-f5-03.mp3} VOCAB: entertaining VOCAB: adventure -LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-04.mp3} +LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg|A man standing in front of a movie poster for "Mountain Man Action starring Miles Gray, Les Green, Now Showing"} {bk11-l4a-f5-04.mp3} # Source: LLA 4A Figure 6 $SELECT True or False About Don -ID: 4a-f6 -INTRO: Now decide what's true about Don. Listen to each statement and tap True or False. +ID: 11-4a-f6 +REFERENCE: 11-4a-f5 +INTRO: Now check what you remember about Don. Listen to each statement, decide if it's true or false, then repeat the correct statement. INSTRUCTION: Tap True or False. +REPEAT + OPTION: t | True OPTION: f | False -PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01-q.mp3} +PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01.mp3} ANSWER: t FEEDBACK: Don likes to go to the movies. -PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02-q.mp3} +PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02.mp3} ANSWER: f -FEEDBACK: He does spend a lot of time at the movies. +FEEDBACK: He does spend a lot of time at the movies. {bk11-l4a-f6-02-fb.mp3} -PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03-q.mp3} +PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03.mp3} ANSWER: f -FEEDBACK: He doesn't like frightening movies. +FEEDBACK: He doesn't like frightening movies. {bk11-l4a-f6-03-fb.mp3} -PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04-q.mp3} +PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04.mp3} ANSWER: t -FEEDBACK: He thinks that adventure movies are the most entertaining. +FEEDBACK: He thinks that adventure movies are the most entertaining. {bk11-l4a-f6-04-fb.mp3} -# Source: ST §Do You Want to Hear a Great Story? (printed word-bank cloze, recast with the bank as a shared option pool) -$SELECT Choose the Right Word +# Source: ST §Do You Want to Hear a Great Story? +$SELECT Pick the Best Word ID: l4-s5 -INTRO: Time to use the new words. Each sentence is missing one word — tap the word from the bank that completes it. A couple of sentences accept more than one word; any correct choice counts. -INSTRUCTION: Tap the word that completes the sentence. -OPTION: a | funny -OPTION: b | great -OPTION: c | variety -OPTION: d | love -OPTION: e | wonderful -OPTION: f | laugh -OPTION: g | terrible -OPTION: h | frightening +INTRO: All the new describing words in one place. Tap the word that best completes each sentence — some sentences accept more than one, so trust your ear. +INSTRUCTION: Tap the word that best completes each sentence. +OPTION: frightening | frightening +OPTION: funny | funny +OPTION: great | great +OPTION: laugh | laugh +OPTION: love | love +OPTION: terrible | terrible +OPTION: wonderful | wonderful +OPTION: variety | variety TEMPLATE: We want to hear a ____ story, not a sad one. -ANSWER: a -FEEDBACK: We want to hear a funny story, not a sad one. +ANSWER: funny TEMPLATE: Dana looks ____, but she feels awful. -ANSWER: b|e -FEEDBACK: Dana looks great, but she feels awful. +ANSWER: great|wonderful TEMPLATE: A ____ store sells many different kinds of things. -ANSWER: c -FEEDBACK: A variety store sells many different kinds of things. +ANSWER: variety TEMPLATE: I'm sure you'll ____ this book. I really enjoyed it. -ANSWER: d -FEEDBACK: I'm sure you'll love this book. I really enjoyed it. +ANSWER: love TEMPLATE: This is a terrific meal. The food is ____. -ANSWER: e|b -FEEDBACK: This is a terrific meal. The food is wonderful. +ANSWER: wonderful|great TEMPLATE: People usually smile and ____ a lot when they're very happy. -ANSWER: f -FEEDBACK: People usually smile and laugh a lot when they're very happy. +ANSWER: laugh TEMPLATE: Alex made a ____ grade on the exam. As a matter of fact, he failed it. -ANSWER: g -FEEDBACK: Alex made a terrible grade on the exam. As a matter of fact, he failed it. +ANSWER: terrible TEMPLATE: Dora is afraid of dentists. To her, a dentist's office is a ____ place. -ANSWER: h -FEEDBACK: Dora is afraid of dentists. To her, a dentist's office is a frightening place. +ANSWER: frightening TEMPLATE: When Marsha writes to her family and good friends, she signs her letters "____, Marsha." -ANSWER: d -FEEDBACK: When Marsha writes to her family and good friends, she signs her letters "Love, Marsha." +ANSWER: love TEMPLATE: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the ____ Lakes because they're so large. -ANSWER: b -FEEDBACK: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the Great Lakes because they're so large. +ANSWER: great # Source: ST §Which Movie Do You Recommend? -$DIALOGUE Which Movie Do You Recommend? {st-page_131_001.jpg} +$DIALOGUE Which Movie Do You Recommend? {st-page_131_001.jpg|Two young men standing in front of movie posters for "Jaws 9" and "Hot Cars" at a cinema} ID: l4-s6 -INTRO: Tim and Jim are trying to pick a movie that neither of them has already seen — or already walked out of. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Tim and Jim are trying to choose a movie — between them, they've already seen most of what's showing. Listen to how they recommend and reject films, and repeat. +INSTRUCTION: Listen and repeat each line. REPEAT Tim: Do you want to see "A Boy's Best Friend"? @@ -448,23 +429,21 @@ Jim: No, it was boring. I got up and left before it was over. How about "Jaws 9" Tim: My brother and I saw it Friday night. -VOCAB: feel +VOCAB: to feel Jim: How did you feel about it? Was it dull? Tim: No, it certainly wasn't. I felt it was exciting, and my brother thought it was frightening. - Jim: Well, which one of the other shows do you recommend? Tim: I think we ought to see "Hot Cars." My cousin saw it and told me it was very entertaining. - VOCAB: since Jim: Then let's go. Since your cousin enjoyed it, I'm sure we will, too. # Source: ST §Can You Recommend a Good Restaurant? (matching) -$SELECT Match Question and Answer +$SELECT Match Each Question with Its Answer ID: l4-s7 -INTRO: Questions and answers got separated. Listen to each question and tap the answer that fits it. -INSTRUCTION: Match the question to the correct answer. +INTRO: People ask, people answer. For each question, tap the reply that fits it — only one answer really works each time. +INSTRUCTION: Tap the answer that matches each question. OPTION: a | I felt that it was very difficult. OPTION: b | Yes, I thought the hour would never end. OPTION: c | Yes, Paul's Place always serves wonderful meals. @@ -473,336 +452,247 @@ OPTION: e | Yes, I thought it was very entertaining. OPTION: f | No, I love flying. It's not frightening. OPTION: g | Since my car stalls sometimes, I don't want to drive it. -PROMPT: Can you recommend a good restaurant? +TEMPLATE: Can you recommend a good restaurant? ANSWER: c -PROMPT: Was the lieutenant's report interesting? +TEMPLATE: Was the lieutenant's report interesting? ANSWER: d -PROMPT: Why are you taking the bus to work every day? +TEMPLATE: Why are you taking the bus to work every day? ANSWER: g -PROMPT: Some people are afraid to fly. Are you? +TEMPLATE: Some people are afraid to fly. Are you? ANSWER: f -PROMPT: What did you think about the test? +TEMPLATE: What did you think about the test? ANSWER: a -PROMPT: Did you enjoy the movie last night? +TEMPLATE: Did you enjoy the movie last night? ANSWER: e -PROMPT: Did you think the class was boring? +TEMPLATE: Did you think the class was boring? ANSWER: b -# Source: ST §Was the Movie Interesting? -$DIALOGUE Talking About Movies {st-page_145_001.jpg} -ID: l4-s15 -INTRO: Six quick exchanges about movies — asking an opinion and giving one back. Listen and repeat each exchange. -INSTRUCTION: Listen and repeat the sentences. +$SESSION 4-3: Eating Out + +# Source: LLA 4B Figure 1 +$DIALOGUE A New Restaurant +ID: 11-4b-f1 +INTRO: This part is about restaurants — good service, bad service, and everything in between. Frank and Peg tried a new restaurant last night. It did not go well. Listen to the story and learn the new words. +INSTRUCTION: Listen to the story. + +LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-01.mp3} +LINE: Friends told them that it was very good and not too expensive. {bk11-l4b-f1-02.mp3} +VOCAB: reasonable +LINE: A restaurant with reasonable prices is not easy to find. {bk11-l4b-f1-03.mp3} +LINE: They decided to try it. {bk11-l4b-f1-04.mp3} +VOCAB: terribly +LINE: They were terribly unhappy with it. {bk11-l4b-f1-05.mp3} +VOCAB: loud +LINE: There was music for entertainment, but it was much too loud. {bk11-l4b-f1-06.mp3} +LINE: They couldn't hear each other talk. {bk11-l4b-f1-07.mp3} +VOCAB: to take an order +VOCAB: promptly +LINE: The waiter didn't take their order promptly. {bk11-l4b-f1-08.mp3} +LINE: He let them wait and wait. {bk11-l4b-f1-09.mp3} +VOCAB: impolite +VOCAB: to serve +LINE: Frank felt he was impolite when he served them, too. {bk11-l4b-f1-10.mp3} +VOCAB: rude +LINE: Frank doesn't like a rude waiter. {bk11-l4b-f1-11.mp3} +VOCAB: dish +LINE: Then the dish he served Peg was cold and hard to cut. {bk11-l4b-f1-12.mp3} +VOCAB: sharp +LINE: She had to ask for a sharp knife. {bk11-l4b-f1-13.mp3} +VOCAB: dull +LINE: Her knife was too dull to cut it. {bk11-l4b-f1-14.mp3} +LINE: They don't want to go there again. {bk11-l4b-f1-15.mp3} +VOCAB: tip +LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-16.mp3} +VOCAB: if you ask me +LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-17.mp3} + +# Source: LLA 4B Figure 2 (questions) +$SELECT Questions About Frank and Peg's Dinner +ID: 11-4b-f2 +REFERENCE: 11-4b-f1 +INTRO: How much of Frank and Peg's terrible evening do you remember? Listen to each question, tap the best answer, then repeat the correct response. +INSTRUCTION: Tap the correct answer. REPEAT -LINE: How did you like the movie? It was very dull. In fact, I almost went to sleep. -LINE: Did you enjoy the movie? No, it was terribly frightening. -LINE: Did you see the movie at the Star? Yes, and in my opinion, it's great. -LINE: Did you see any good movies last week? Yes, I saw a very funny movie last Saturday. -LINE: How was the movie? The music was good, but the story was boring. -LINE: Can you recommend a good movie? I thought the one at the Star was entertaining. +PROMPT: Where did Frank and Peg go last night? {bk11-l4b-f2-01-q.mp3} +OPTION: a | They went to the movies. +OPTION: b | They went to a new restaurant. {bk11-l4b-f2-01-a.mp3} +OPTION: c | They went to the mall. +ANSWER: b -# SKIPPED (book): ST "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open dialog-completion tasks; and ST role plays "WHAT DID YOU THINK OF THE SHOW?" / "WHAT DID YOU THINK OF THE MOVIE?" — open, co-constructed partner tasks with no solo path. +PROMPT: Why did they decide to try it? {bk11-l4b-f2-02-q.mp3} +OPTION: a | Friends recommended it. {bk11-l4b-f2-02-a.mp3} +OPTION: b | The entertainment was good. +OPTION: c | They met their friends there. +ANSWER: a -$SESSION 4-3: A Night Out at a Restaurant +PROMPT: What was the music for? {bk11-l4b-f2-03-q.mp3} +OPTION: a | The music was for a tape. +OPTION: b | The music was for the movie. +OPTION: c | The music was for entertainment. {bk11-l4b-f2-03-a.mp3} +ANSWER: c -# Source: ST §Richard Roper Recommends Rosa's -$DIALOGUE Richard Roper Recommends Rosa's {st-page_136_001.jpg} +PROMPT: Did it entertain them? {bk11-l4b-f2-04-q.mp3} +OPTION: a | Yes, they liked it. +OPTION: b | No, it was too loud. {bk11-l4b-f2-04-a.mp3} +OPTION: c | No, it was too low. +ANSWER: b + +PROMPT: Why didn't Frank like the waiter? {bk11-l4b-f2-05-q.mp3} +OPTION: a | Because he didn't speak French. +OPTION: b | Because he had long hair. +OPTION: c | Because he was impolite. {bk11-l4b-f2-05-a.mp3} +ANSWER: c + +PROMPT: What did Peg have to ask for? {bk11-l4b-f2-06-q.mp3} +OPTION: a | She had to ask for a sharper knife. {bk11-l4b-f2-06-a.mp3} +OPTION: b | She had to ask for a duller knife. +OPTION: c | She had to ask for a straight knife. +ANSWER: a + +PROMPT: Why does she want another knife? {bk11-l4b-f2-07-q.mp3} +OPTION: a | Her knife was too dull to cut the meat. {bk11-l4b-f2-07-a.mp3} +OPTION: b | Her knife was too sharp to cut the lettuce. +OPTION: c | Her knife was dirty. +ANSWER: a + +PROMPT: Did Frank leave a tip? {bk11-l4b-f2-08-q.mp3} +OPTION: a | No, Frank didn't leave a tip. +OPTION: b | Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3} +OPTION: c | Yes, he left a nice tip. +ANSWER: b + +# Source: ST §Richard Roper Recommends Rosa's. +$DIALOGUE Richard Roper Recommends Rosa's {st-page_136_001.jpg|A man sitting at a restaurant table looking happy while a waiter stands nearby} ID: l4-s9 -INTRO: New scene: restaurants — good service, bad service, and the words for both. Richard Roper reviews restaurants on the Channel 35 news. This week he found a place he loves. Listen and read the story. -INSTRUCTION: Listen and read the story. +INTRO: Richard Roper reviews restaurants on TV for a living — someone has to. This week he found one he loved. Listen and read along. +INSTRUCTION: Listen and read along. -Narrator: Richard Roper is a reporter for Channel 35. He visits different restaurants every week; then he tells about them on the Wednesday evening news program. Here's this week's story: +Narrator: Richard Roper is a reporter for Channel 35. NOTES: reporter = someone who writes news stories +Narrator: He visits different restaurants every week; then he tells about them on the Wednesday evening news program. Here's this week's story: -Narrator: Hello again! I tried two restaurants last weekend. I was very satisfied with one and very unhappy with the other. +Richard_Roper: Hello again! +LINE: I tried two restaurants last weekend. +LINE: I was very satisfied with one and very unhappy with the other. +Richard_Roper: The first place, Rosa's Restaurant, serves wonderful food at reasonable prices. +Richard_Roper: The most expensive lunch is only $5.95. +VOCAB: to entertain +Richard_Roper: Dinner costs more, of course, but in the evening Rosa entertains the customers with fine music. -VOCAB: serve -VOCAB: reasonable -Narrator: The first place, Rosa's Restaurant, serves wonderful food at reasonable prices. - -VOCAB: entertain -Narrator: The most expensive lunch is only $5.95. Dinner costs more, of course, but in the evening Rosa entertains the customers with fine music. - -VOCAB: dish VOCAB: prompt -Narrator: I ordered the beef and rice dish. The waiter was both polite and prompt. +Richard_Roper: I ordered the beef and rice dish. The waiter was both polite and prompt. +Richard_Roper: He brought a salad right away and served the other food just a few minutes later. +Richard_Roper: He also brought my check to the table promptly. +VOCAB: reasonably +Richard_Roper: This restaurant should be more popular. It was reasonably full when I was there, but it wasn't crowded. +VOCAB: to plan (to) +Richard_Roper: I strongly recommend a visit to Rosa's. I plan to eat there often. -VOCAB: promptly -Narrator: He brought a salad right away and served the other food just a few minutes later. He also brought my check to the table promptly. - -VOCAB: reasonable/reasonably | reasonably -Narrator: This restaurant should be more popular. It was reasonably full when I was there, but it wasn't crowded. I strongly recommend a visit to Rosa's. - -VOCAB: plan (to) | plan to -Narrator: I plan to eat there often. - -# Source: ST §He Doesn't Recommend the Red Room -$DIALOGUE He Doesn't Recommend the Red Room {st-page_137_001.jpg} +# Source: ST §He Doesn't Recommend the Red Room. +$DIALOGUE He Doesn't Recommend the Red Room {st-page_137_001.jpg|An unhappy customer at a restaurant talking to an angry waiter} ID: l4-s10 -INTRO: And now the other restaurant. Richard did not enjoy the Red Room — and afterward, neither did his stomach. Listen and read. -INSTRUCTION: Listen and read the story. +INTRO: And now the other restaurant. Richard Roper's evening at the Red Room went from bad to worse — even his knife let him down. Listen and read along. +INSTRUCTION: Listen and read along. -VOCAB: terribly -Narrator: The second restaurant is the Red Room. It's the opposite of Rosa's; the food is bad and the prices are terribly high. +Richard_Roper: The second restaurant is the Red Room. It's the opposite of Rosa's; the food is bad and the prices are terribly high. +Richard_Roper: There's music, but it's too loud to be entertaining. +Richard_Roper: I tried to start a conversation with the people at the table next to mine, but they couldn't hear me. +VOCAB: loudly +Richard_Roper: I think it's impolite to talk too loudly, so I stopped trying. -VOCAB: loud -Narrator: There's music, but it's too loud to be entertaining. - -VOCAB: impolite -VOCAB: loud/loudly | loudly -Narrator: I tried to start a conversation with the people at the table next to mine, but they couldn't hear me. I think it's impolite to talk too loudly, so I stopped trying. - -VOCAB: rude -Narrator: The service at the Red Room was slow, and the waiter was rude. - -VOCAB: rude/rudely | rudely -Narrator: Since my meal was cold when the waiter finally served it, I asked him to warm it up again. He rudely answered that he didn't have time. - -VOCAB: sharp -Narrator: When I saw that my knife was too dull to cut the meat, I asked him to bring me a sharp knife. - -VOCAB: impolite/impolitely | impolitely -Narrator: He said impolitely, "The knife's all right. You're just too weak to use it." - -Narrator: Soon after I got home, I began to feel a sharp pain in my stomach. - -VOCAB: if you ask me -Narrator: If you ask me, the restaurant's food caused it. I don't recommend the Red Room. +Richard_Roper: The service at the Red Room was slow, and the waiter was rude. +Richard_Roper: Since my meal was cold when the waiter finally served it, I asked him to warm it up again. +VOCAB: rudely +Richard_Roper: He rudely answered that he didn't have time. +Richard_Roper: When I saw that my knife was too dull to cut the meat, I asked him to bring me a sharp knife. +VOCAB: impolitely +Richard_Roper: He said impolitely, "The knife's all right. You're just too weak to use it." +Richard_Roper: Soon after I got home, I began to feel a sharp pain in my stomach. +Richard_Roper: If you ask me, the restaurant's food caused it. I don't recommend the Red Room. VOCAB: plan -Narrator: When you want to go out for dinner, make plans to eat at a different restaurant. +Richard_Roper: When you want to go out for dinner, make plans to eat at a different restaurant. -# Source: ST §The Waiter Served the Food Promptly (gapped stimuli recast as TEMPLATEs) -$SELECT Restaurant Words in Action +# Source: ST §The Waiter Served the Food Promptly. +$SELECT Choose the Right Word ID: l4-s11 -INTRO: Put the new words to work. Read each sentence and tap the word that completes it — then listen to the full sentence. -INSTRUCTION: Tap the word that completes the sentence. +INTRO: Time to put the restaurant words to work in new situations. Tap the word that completes each sentence. +INSTRUCTION: Tap the word that completes each sentence. TEMPLATE: A ____ noise woke us up in the middle of the night. OPTION: a | loud OPTION: b | prompt OPTION: c | impolite ANSWER: a -FEEDBACK: A loud noise woke us up in the middle of the night. TEMPLATE: It's ____ not to answer someone who asks you a question. OPTION: a | rude OPTION: b | prompt OPTION: c | reasonable ANSWER: a -FEEDBACK: It's rude not to answer someone who asks you a question. TEMPLATE: When other people can't see something, Alvin can. He has very ____ eyes. OPTION: a | loud OPTION: b | sharp OPTION: c | prompt ANSWER: b -FEEDBACK: When other people can't see something, Alvin can. He has very sharp eyes. TEMPLATE: Television ____ many children on Saturday morning while their parents sleep late. OPTION: a | plans OPTION: b | serves OPTION: c | entertains ANSWER: c -FEEDBACK: Television entertains many children on Saturday morning while their parents sleep late. TEMPLATE: Will and Wanda aren't getting married until next year, but she's already ____ the wedding. OPTION: a | serving OPTION: b | planning OPTION: c | entertaining ANSWER: b -FEEDBACK: Will and Wanda aren't getting married until next year, but she's already planning the wedding. TEMPLATE: Donna said, "If you ask me, Dina's upset about something." She ____ that Dina's upset. OPTION: a | thinks OPTION: b | is sorry OPTION: c | has heard ANSWER: a -FEEDBACK: Donna said, "If you ask me, Dina's upset about something." She thinks that Dina's upset. TEMPLATE: After I watched that movie, I wanted to ask for a refund. It was ____ long and boring. OPTION: a | loudly OPTION: b | terribly OPTION: c | impolitely ANSWER: b -FEEDBACK: After I watched that movie, I wanted to ask for a refund. It was terribly long and boring. TEMPLATE: Walter never becomes angry with people for things that aren't their fault. He's always ____. OPTION: a | dull OPTION: b | impolite OPTION: c | reasonable ANSWER: c -FEEDBACK: Walter never becomes angry with people for things that aren't their fault. He's always reasonable. TEMPLATE: Carl has been using the same blade in his razor for two weeks. It's too ____ for him to shave with now. OPTION: a | dull OPTION: b | loud OPTION: c | sharp ANSWER: a -FEEDBACK: Carl has been using the same blade in his razor for two weeks. It's too dull for him to shave with now. TEMPLATE: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call ____. OPTION: a | terribly OPTION: b | promptly OPTION: c | reasonably ANSWER: b -FEEDBACK: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call promptly. -# Source: LLA 4B Figure 1 (paragraph) -$DIALOGUE A New Restaurant -ID: 4b-f1-b -INTRO: Frank and Peg tried a new restaurant last night. It did not go well. Listen and read along. -INSTRUCTION: Listen and read along. - -LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-13.mp3} -LINE: Friends told them that it was very good and not too expensive. {bk11-l4b-f1-14.mp3} -LINE: A restaurant with reasonable prices is not easy to find. {bk11-l4b-f1-15.mp3} -LINE: They decided to try it. {bk11-l4b-f1-16.mp3} -LINE: They were terribly unhappy with it. {bk11-l4b-f1-17.mp3} -LINE: There was music for entertainment, but it was much too loud. {bk11-l4b-f1-18.mp3} -LINE: They couldn't hear each other talk. {bk11-l4b-f1-19.mp3} -LINE: The waiter didn't take their order promptly. {bk11-l4b-f1-20.mp3} -LINE: He let them wait and wait. {bk11-l4b-f1-21.mp3} -LINE: Frank felt he was impolite when he served them, too. {bk11-l4b-f1-22.mp3} -LINE: Frank doesn't like a rude waiter. {bk11-l4b-f1-23.mp3} -LINE: Then the dish he served Peg was cold and hard to cut. {bk11-l4b-f1-24.mp3} -LINE: She had to ask for a sharp knife. {bk11-l4b-f1-25.mp3} -LINE: Her knife was too dull to cut it. {bk11-l4b-f1-26.mp3} -LINE: They don't want to go there again. {bk11-l4b-f1-27.mp3} -LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-28.mp3} -LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-29.mp3} - -# Source: LLA 4B Figure 1 (word list — kept after the story as pronunciation reinforcement) -$DIALOGUE Restaurant Words — Pronunciation -ID: 4b-f1 -INTRO: Here are the key words from that story once more, one at a time, for pronunciation. Listen and repeat each word. -INSTRUCTION: Listen and repeat each word. -REPEAT - -LINE: reasonable {bk11-l4b-f1-01.mp3} -LINE: terribly {bk11-l4b-f1-02.mp3} -LINE: entertainment {bk11-l4b-f1-03.mp3} -LINE: loud {bk11-l4b-f1-04.mp3} -LINE: promptly {bk11-l4b-f1-05.mp3} -LINE: impolite {bk11-l4b-f1-06.mp3} -LINE: served {bk11-l4b-f1-07.mp3} -LINE: rude {bk11-l4b-f1-08.mp3} -LINE: dish {bk11-l4b-f1-09.mp3} -LINE: sharp {bk11-l4b-f1-10.mp3} -LINE: dull {bk11-l4b-f1-11.mp3} -LINE: If you ask me. {bk11-l4b-f1-12.mp3} - -# Source: LLA 4B Figure 2 -$SELECT Questions About Frank and Peg -ID: 4b-f2 -REFERENCE: 4b-f1-b -INTRO: Answer questions about Frank and Peg's evening: listen, tap the correct answer, then repeat it. The story is a tap away if you need it. -INSTRUCTION: Tap the correct answer. -REPEAT - -PROMPT: Where did Frank and Peg go last night? {bk11-l4b-f2-01-q.mp3} -OPTION: a | They went to the movies. -OPTION: b | They went to a new restaurant. -OPTION: c | They went to the mall. -ANSWER: b -FEEDBACK: They went to a new restaurant. {bk11-l4b-f2-01-a.mp3} - -PROMPT: Why did they decide to try it? {bk11-l4b-f2-02-q.mp3} -OPTION: a | Friends recommended it. -OPTION: b | The entertainment was good. -OPTION: c | They met their friends there. -ANSWER: a -FEEDBACK: Friends recommended the restaurant. {bk11-l4b-f2-02-a.mp3} - -PROMPT: What was the music for? {bk11-l4b-f2-03-q.mp3} -OPTION: a | The music was for a tape. -OPTION: b | The music was for the movie. -OPTION: c | The music was for entertainment. -ANSWER: c -FEEDBACK: The music was for entertainment. {bk11-l4b-f2-03-a.mp3} - -PROMPT: Did it entertain them? {bk11-l4b-f2-04-q.mp3} -OPTION: a | Yes, they liked it. -OPTION: b | No, it was too loud. -OPTION: c | No, it was too low. -ANSWER: b -FEEDBACK: No, it was too loud. {bk11-l4b-f2-04-a.mp3} - -PROMPT: Why didn't Frank like the waiter? {bk11-l4b-f2-05-q.mp3} -OPTION: a | Because he didn't speak French. -OPTION: b | Because he had long hair. -OPTION: c | Because he was impolite. -ANSWER: c -FEEDBACK: Because the waiter was impolite. {bk11-l4b-f2-05-a.mp3} - -PROMPT: What did Peg have to ask for? {bk11-l4b-f2-06-q.mp3} -OPTION: a | She had to ask for a sharper knife. -OPTION: b | She had to ask for a duller knife. -OPTION: c | She had to ask for a straight knife. -ANSWER: a -FEEDBACK: She had to ask for a sharper knife. {bk11-l4b-f2-06-a.mp3} - -PROMPT: Why does she want another knife? {bk11-l4b-f2-07-q.mp3} -OPTION: a | Her knife was too dull to cut the meat. -OPTION: b | Her knife was too sharp to cut the lettuce. -OPTION: c | Her knife was dirty. -ANSWER: a -FEEDBACK: Her knife was too dull to cut the meat. {bk11-l4b-f2-07-a.mp3} - -PROMPT: Did Frank leave a tip? {bk11-l4b-f2-08-q.mp3} -OPTION: a | No, Frank didn't leave a tip. -OPTION: b | Yes, but it was a small one. -OPTION: c | Yes, he left a nice tip. -ANSWER: b -FEEDBACK: Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3} - -# Source: ST §The Crossing Serves Good Vegetables -$DIALOGUE Talking About Restaurants -ID: l4-s16 -INTRO: To close this part, short exchanges about restaurants — recommending, complaining, and everything in between. Listen and repeat each exchange. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Have you been to The Crossing? Yes, many times. They serve delicious soup. -LINE: Can you recommend a good restaurant? Yes, I had a wonderful dinner at Jay's. -LINE: How was your dinner at Aldo's? It was terrible. As a matter of fact, I got sick. -LINE: Do you like to eat at Harry's? Yes, the food's good, and the prices are reasonable. -LINE: Where do you plan to eat tonight? Mike's. In my opinion, his fish is the best in town. -LINE: Let's go to Aldo's tonight. The service there is so slow. Can we go to another restaurant? - -$SESSION 4-4: Could and Reported Speech - -# Source: ST Grammar §Could as Past Ability -$GRAMMAR Could — Past Ability -ID: l4-s12 -INTRO: In this part you'll learn how to say what people were able to do in the past with "could". - -CARD: Use **could** to talk about things you were able to do in the past. It means "was able to." -{Can you run a mile in five minutes?} -{I could when I was younger, but I can't now.} - -CARD: To ask a question about past ability, start the sentence with **could**. -{Could Henry repair the motor?} - -CARD: For things someone was not able to do, use **couldn't**. This is short for "could not." -{No, he couldn't. He didn't have the right tools.} - -SUMMARY: -| | | -|---|---| -| COULD = WAS ABLE TO | COULD + NOT = COULDN'T | +$SESSION 4-4: Saying What You Could Do +# Source: LLA 4B Figure 2 (could sentences) $DIALOGUE Could and Couldn't -ID: 4b-ls1 -INTRO: Listen to sentences with "could" and "couldn't" — what was possible then, and what wasn't. Repeat each one. -INSTRUCTION: Listen and repeat. +ID: 11-4b-f2-could +INTRO: In this part you'll learn to say what you were able — or unable — to do in the past, with "could" and "couldn't". Listen to the sentences and repeat each one. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-09.mp3} @@ -814,11 +704,87 @@ LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2 LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-15.mp3} LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-16.mp3} -# Source: ST §Could Janet Draw? -$PRODUCE Could You Do It? +# Source: ST grammar box §Could as Past Ability +$GRAMMAR "Could" — Past Ability +ID: l4-s12 +INTRO: Here's the pattern behind those sentences — two cards, no surprises. + +CARD: **Could** expresses ability in the past. +{I could run fast when I was younger.} + +CARD: **Couldn't** is the negative form, meaning *was not able to*. +{He couldn't repair the motor.} + +SUMMARY: +| FORM | MEANING | +|---|---| +| could | was able to | +| couldn't | was not able to | + +# Source: ST §Jimmy Couldn't Button His Shirt (recast as two speakers) +$DIALOGUE Questions and Answers with "Could" {st-page_140_001.jpg|A young boy struggling to button his shirt} ID: l4-s13 -INTRO: Answer each question with "could" or "couldn't", using the cue in parentheses. Say the full answer aloud, then check the model. -INSTRUCTION: Answer the questions using the cue in parentheses. +INTRO: These are worked examples — listen to how the questions and answers use "could" and "couldn't". Nothing to answer yet; your turn comes next. +INSTRUCTION: Listen — these are examples. No answer is required. + +Alan: Can you run a mile in five minutes? +Bill: I could when I was younger, but I can't now. + +Alan: Could Henry repair the motor? +Bill: No, he couldn't. He didn't have the right tools. + +Alan: How well could you hear the instructor? +Bill: I could hear her very well when she spoke loudly. + +Alan: What could Sarah eat while she was sick? +Bill: She could eat only soup. + +Alan: Could your wife cook when you married her? +Bill: Yes, she could. She was a good cook when we got married. + +# Source: LLA 4B Figure 3 +$PRODUCE Answer with "Could" or "Couldn't" +ID: 11-4b-f3 +INTRO: Now you answer. Listen to each question, use the cue words on the screen, answer aloud with "could" or "couldn't", then repeat the model answer. +INSTRUCTION: Answer aloud using "could" or "couldn't". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: (1 mile) +PROMPT: How far could you swim last year? {bk11-l4b-f3-ex-q.mp3} +RESPONSE: Last year I could swim 1 mile. + +TEMPLATE: (30 words per minute) +PROMPT: How fast could you type before you took the class? {bk11-l4b-f3-01-q.mp3} +RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3} + +TEMPLATE: (No, too nervous) +PROMPT: Could David describe the accident? {bk11-l4b-f3-02-q.mp3} +RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3} + +TEMPLATE: (Not very far) +PROMPT: How far could he run 5 years ago? {bk11-l4b-f3-03-q.mp3} +RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3} + +TEMPLATE: (Yes, not well) +PROMPT: Could you speak English last year? {bk11-l4b-f3-04-q.mp3} +RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3} + +TEMPLATE: (Not anything) +PROMPT: What could you do about his problem? {bk11-l4b-f3-05-q.mp3} +RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3} + +TEMPLATE: (Yes, working) +PROMPT: Could John operate the vending machine? {bk11-l4b-f3-06-q.mp3} +RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3} + +# Source: ST §Could Janet Draw Before She Took Lessons? +$PRODUCE Answer with the Cue Words +ID: l4-s14 +INTRO: More practice with "could" — read each question and its cue in parentheses, then answer aloud in a full sentence. +INSTRUCTION: Answer the questions aloud using the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -828,142 +794,275 @@ PROMPT: Could Janice draw before she took lessons? (no, not anything) RESPONSE: No, she couldn't draw anything. PROMPT: Could you mail the package? (no, too large) -RESPONSE: No, it was too large. +RESPONSE: No, I couldn't mail it because it was too large. PROMPT: Could you drive when you were fifteen? (yes) -RESPONSE: Yes, I could. +RESPONSE: Yes, I could drive when I was fifteen. PROMPT: Could Dorothy describe the accident? (no, too nervous) -RESPONSE: No, she was too nervous. +RESPONSE: No, she couldn't describe it because she was too nervous. PROMPT: How far could you run a year ago? (only two miles) -RESPONSE: I could only run two miles. +RESPONSE: I could run only two miles. PROMPT: What could you do about the problem? (not anything) -RESPONSE: I couldn't do anything about it. +RESPONSE: I couldn't do anything about the problem. PROMPT: Could Margaret deposit the money Sunday? (no, not until Monday) RESPONSE: No, she couldn't deposit it until Monday. PROMPT: How many of the questions could the students answer? (almost all) -RESPONSE: They could answer almost all of them. +RESPONSE: The students could answer almost all of the questions. PROMPT: How much of the homework could you do last night? (about half) -RESPONSE: I could do about half of it. +RESPONSE: I could do about half of the homework last night. PROMPT: Could Captain Santos change his plane reservations? (no, too late) -RESPONSE: No, it was too late. +RESPONSE: No, he couldn't change them because it was too late. PROMPT: What could Ed remember about your conversation with him? (almost everything) -RESPONSE: He could remember almost everything. +RESPONSE: He could remember almost everything about the conversation. -# Source: LLA 4B Figure 3 -$PRODUCE Answer with Could -ID: 4b-f3 -INPUT: speak -CHECK: reveal -INTRO: Now the same pattern by ear. Read the question on the screen, then listen to it with a short hint and answer aloud in a complete sentence. Finally, repeat the correct answer. -INSTRUCTION: Answer the question aloud based on the hint you hear. -REPEAT - -EXAMPLE -TEMPLATE: How far could you swim last year? -PROMPT: How far could you swim last year? 1 mile. {bk11-l4b-f3-ex-q.mp3} -RESPONSE: Last year I could swim 1 mile. {bk11-l4b-f3-ex-a.mp3} - -TEMPLATE: How fast could you type before you took the class? -PROMPT: How fast could you type before you took the class? 30 words per minute. {bk11-l4b-f3-01-q.mp3} -RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3} - -TEMPLATE: Could David describe the accident? -PROMPT: Could David describe the accident? No, too nervous. {bk11-l4b-f3-02-q.mp3} -RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3} - -TEMPLATE: How far could he run five years ago? -PROMPT: How far could he run 5 years ago? Not very far. {bk11-l4b-f3-03-q.mp3} -RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3} - -TEMPLATE: Could you speak English last year? -PROMPT: Could you speak English last year? Yes, not well. {bk11-l4b-f3-04-q.mp3} -RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3} - -TEMPLATE: What could you do about his problem? -PROMPT: What could you do about his problem? Not anything. {bk11-l4b-f3-05-q.mp3} -RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3} - -TEMPLATE: Could John operate the vending machine? -PROMPT: Could John operate the vending machine? Yes, working. {bk11-l4b-f3-06-q.mp3} -RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3} - -# Source: ST §Ann Could Answer All of the Questions -$PRODUCE Ask with Could -ID: l4-s14 -INTRO: Now you make the questions. Read each statement, ask a "could" question about it, and answer it yourself. Then check the model. -INSTRUCTION: Ask and answer questions about the sentences. Use could and couldn't. +# Source: ST §Ann Could Answer All of the Questions. +$PRODUCE Ask and Answer with "Could" +ID: l4-s15 +INTRO: Last step: you make both halves. Read each situation, then ask a "could" question about it and answer it yourself — the model follows. +INSTRUCTION: Ask and answer a question about each sentence using "could" or "couldn't". INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: The test was too long for Paula to finish. -RESPONSE: Could Paula finish the test? No, she couldn't. - -EXAMPLE -PROMPT: Paul knew the answers to the questions. -RESPONSE: Could Paul answer the questions? Yes, he could. +RESPONSE: Could Paula finish the test?\n— No, she couldn't. PROMPT: Sam learned to speak Spanish very well. -RESPONSE: Could Sam speak Spanish? Yes, he could. +RESPONSE: Could Sam speak Spanish very well?\n— Yes, he could. PROMPT: Ken was too tired to stay awake. -RESPONSE: Could Ken stay awake? No, he couldn't. +RESPONSE: Could Ken stay awake?\n— No, he couldn't. PROMPT: No one ever taught Clara how to swim when she was a child. -RESPONSE: Could Clara swim? No, she couldn't. +RESPONSE: Could Clara swim when she was a child?\n— No, she couldn't. PROMPT: Fred enjoyed playing cards. -RESPONSE: Could Fred play cards? Yes, he could. +RESPONSE: Could Fred play cards?\n— Yes, he could. PROMPT: Fran wasn't too busy to go to the movies. -RESPONSE: Could Fran go to the movies? Yes, she could. +RESPONSE: Could Fran go to the movies?\n— Yes, she could. PROMPT: The coffee was too bitter for Richard to drink. -RESPONSE: Could Richard drink the coffee? No, he couldn't. +RESPONSE: Could Richard drink the coffee?\n— No, he couldn't. PROMPT: Ted tried to stop his car, but his brakes failed. -RESPONSE: Could Ted stop his car? No, he couldn't. +RESPONSE: Could Ted stop his car?\n— No, he couldn't. PROMPT: The instructor spoke too fast for Alan to understand. -RESPONSE: Could Alan understand the instructor? No, he couldn't. +RESPONSE: Could Alan understand the instructor?\n— No, he couldn't. PROMPT: When she met people, Beth always remembered their names. -RESPONSE: Could Beth remember their names? Yes, she could. +RESPONSE: Could Beth remember people's names?\n— Yes, she could. PROMPT: When Ann was ten years old, her mother taught her how to cook. -RESPONSE: Could Ann cook when she was ten? Yes, she could. +RESPONSE: Could Ann cook when she was ten years old?\n— Yes, she could. -# Source: ST Grammar §Indirect Speech -$GRAMMAR Indirect Speech +$SESSION 4-5: Giving Your Opinion + +# Source: ST §Was the Movie Interesting? +$DIALOGUE Was the Movie Interesting? {st-page_145_001.jpg|People in a movie theater; a woman turns back and says "WAKE UP! THIS IS THE BEST PART OF THE MOVIE!", while an older man next to her rests his eyes and says "I'M NOT ASLEEP, I'M JUST RESTING MY EYES!"} +ID: l4-s17 +INTRO: In this part you'll practice giving opinions — about movies, restaurants, and TV. Alan asks; Bill has seen everything and has opinions about all of it. Listen and repeat each exchange. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Alan: How did you like the movie? +Bill: It was very dull. In fact, I almost went to sleep. + +Alan: Did you enjoy the movie? +Bill: No, it was terribly frightening. + +Alan: Did you see the movie at the Star? +Bill: Yes, and in my opinion, it's great. + +Alan: Did you see any good movies last week? +Bill: Yes, I saw a very funny movie last Saturday. + +Alan: How was the movie? +Bill: The music was good, but the story was boring. + +Alan: Can you recommend a good movie? +Bill: I thought the one at the Star was entertaining. + +# Source: ST §The Movie Was Boring, But the Music Was Good. +$PRODUCE Your Opinion: Movies ID: l4-s18 -INTRO: Now for reported speech: how to tell someone what another person said, using "told" and a past-tense verb. +INTRO: Your turn to be the critic. Read each half-finished conversation and complete it aloud with your own opinion — the model shows one possibility. +INSTRUCTION: Complete each conversation aloud with your own opinion. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any plausible conversation completion giving an opinion about a movie; the learner's opinion may differ freely from the model. It must continue the printed opening words. -CARD: Direct speech repeats a speaker's exact words, often in the present tense. -{I'm out of money.} -{I have some cash.} +PROMPT: Jim: What did you think of the movie last night?\nKim: I thought... +RESPONSE: I thought the story was boring, but the music was good. -CARD: Indirect speech reports what someone said without repeating their exact words. When we do this, present tense verbs change to the past tense. -{Jan told Jim she was out of money.} +PROMPT: Kay: Did you enjoy the movie at the Star Theater?\nJay: No, it was... +RESPONSE: No, it was terribly dull. -CARD: Pronouns also change to match who is being talked about. First-person pronouns like "I" change to the third person, such as "he" or "she". +PROMPT: Dan: How did you like the movie, "Lost Star?"\nJan: It was okay, but... +RESPONSE: It was okay, but in my opinion, it was too long. + +PROMPT: Ben: Did you see any good movies last week?\nKen: Yes,... +RESPONSE: Yes, as a matter of fact, I saw a very funny comedy. + +# Source: ST §The Crossing Serves Good Vegetables. +$DIALOGUE Talking About Restaurants +ID: l4-s19 +INTRO: The same opinion phrases work at the dinner table. Listen to these short exchanges about restaurants and repeat each one. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Alan: Have you been to The Crossing? +Bill: Yes, many times. They serve delicious soup. + +Alan: Can you recommend a good restaurant? +Bill: Yes, I had a wonderful dinner at Jay's. + +Alan: How was your dinner at Aldo's? +Bill: It was terrible. As a matter of fact, I got sick. + +Alan: Do you like to eat at Harry's? +Bill: Yes, the food's good, and the prices are reasonable. + +Alan: Where do you plan to eat tonight? +Bill: Mike's. In my opinion, his fish is the best in town. + +Alan: Let's go to Aldo's tonight. +Bill: The service there is so slow. Can we go to another restaurant? + +# Source: ST §How Is the Food at Aldo's? +$PRODUCE Your Opinion: Restaurants +ID: l4-s20 +INTRO: Now complete these restaurant conversations aloud with your own opinion or recommendation. +INSTRUCTION: Complete each conversation aloud with an opinion about a restaurant. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any natural response sharing an opinion about a restaurant, food, or a recommendation; it must continue the printed opening words. + +PROMPT: Ann: I'm planning to go to Aldo's. Have you been there?\nBob: Yes,... +RESPONSE: Yes, in fact, I ate there last night. The food was delicious. + +PROMPT: Jan: What do you think about the food at JJ's?\nJim: If you ask me,... +RESPONSE: If you ask me, the food is good and the prices are reasonable. + +PROMPT: Ken: Can you recommend a good restaurant?\nKay: Yes,... +RESPONSE: Yes, Paul's Place is the best restaurant in town. + +PROMPT: Tom: What do you think I should order?\nSue: ... +RESPONSE: I recommend the fish. It's my favorite dish. + +# Source: ST §I Thought That Show Was Boring. +$DIALOGUE Talking About TV Programs +ID: l4-s21 +INTRO: One more round of opinions, this time about television — the news, football, and those Saturday morning shows. Listen and repeat. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Alan: What's your favorite TV program? +Bill: I enjoy the old movies on Channel Three the best. + +Alan: What did you think of the eight o'clock movie? +Bill: I thought that show was boring. + +Alan: Which TV schedule do you like to use? +Bill: The one in the Times; it's easiest to read. + +Alan: Do you like to watch football on TV? +Bill: Yes, but if you ask me, there're too many commercials. + +Alan: Which news program do you usually watch? +Bill: Channel Two. They have more world news. + +Alan: What do you think of the Saturday children's shows? +Bill: I feel some of them are too frightening. + +# Source: ST §What Did You Think of the Game Last Night? +$PRODUCE Your Opinion: TV Programs +ID: l4-s22 +INTRO: Complete these TV conversations aloud with your own opinion. Strong opinions are welcome; the model shows just one way. +INSTRUCTION: Complete each conversation aloud with an opinion about a TV program or game. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any sensible opinion completion about television shows or games; it must continue the printed opening words. + +PROMPT: Vic: Did you watch the movie on TV last night?\nVal: Yes, and I thought... +RESPONSE: Yes, and I thought it was very entertaining. + +PROMPT: Nan: What did you think of the Cowboys game yesterday?\nNed: In my opinion,... +RESPONSE: In my opinion, it was very exciting. + +PROMPT: Dan: Did you see the Ann Adams show?\nDon: No, I didn't. I don't... +RESPONSE: No, I didn't. I don't really enjoy variety shows. + +PROMPT: Ray: How do you feel about the new police show on TV?\nRob: Parts of it are... +RESPONSE: Parts of it are exciting, but other parts are too violent. + +# Source: ST §What Did You Think of the Show? +$DIALOGUE What Did You Think of the Show? +ID: l4-s23 +INTRO: Two friends, one show, two completely different opinions — and nobody wins. Just listen to how they disagree politely. +INSTRUCTION: Listen to the conversation. + +Alan: What did you think of the Ann Adams Variety Show last night? +Bill: I felt it was exciting. +Alan: You did? I thought it was dull. +Bill: I didn't. If you ask me, it was interesting. +Alan: Well, did you like the music, too? +Bill: Yes. It was a little loud, but I enjoyed it. +Alan: Oh, I felt it was the wrong kind of music for the show. +Bill: Well, maybe we just like different things. + +# SKIPPED (book): ST Listening Skill "WHAT DID YOU THINK OF THE MOVIE?" — open partner role-play prompts (S1–S12) without fixed scripts. Convertible later as open chat practice. + +$SESSION 4-6: Reporting What People Said + +# Source: ST §The Instructor Told Annette That She Passed the Test. +$DIALOGUE Annette and Mr. Reed {st-page_155_001.jpg|A panel showing Annette talking to Mr. Reed on the left, and Kenneth talking to Annette on the right} +ID: l4-s25 +INTRO: In this part you'll learn to report what someone said, using "told". First, listen to Annette talk to her teacher — then hear her report the whole conversation to Kenneth. +INSTRUCTION: Listen and read the dialogs. + +Annette: I'm worried about my grade on the test, Mr. Reed. +Mr_Reed: I'm sure it's good, Annette. +Annette: Can you remember it? +Mr_Reed: No, I can't. I'm sorry. +Annette: Will you give the tests back to us? +Mr_Reed: Yes, I intend to give them back Friday. + +Kenneth: Did you talk to Mr. Reed about your test grade? +Annette: Yes, I told him that I was worried about it. +Kenneth: What did he say? +Annette: He told me he was sure it was good. +Kenneth: Did he tell you the grade? +Annette: No, he told me that he couldn't remember it. +Kenneth: Is he going to give the tests back to us? +Annette: Yes, he told me he intended to give them back Friday. + +# Source: ST grammar box §Indirect Speech +$GRAMMAR Reporting with "Told" +ID: l4-s24 +INTRO: Here's what Annette was doing, in two cards: how a sentence changes when you report it. + +CARD: To report what someone said, use **told** plus the person. Present tense verbs change to the past tense. +{Jan: I'm out of money.} +{Jan told Jim that she was out of money.} + +CARD: Pronouns and possessive adjectives change from first or second person to third person. +{Jim: I have some cash.} {Jim told her that he had some cash.} -CARD: You can use the word "that" to introduce the reported words. However, using "that" is completely optional. -{Jim told her that he had some cash.} -{Jan told Jim she was out of money.} - -CARD: The only time pronouns do not change to the third person is when you are reporting your own words. -{I told Jan I had some cash.} - SUMMARY: | TOLD | INDIRECT OBJECT | (THAT) | PAST TENSE NOUN CLAUSE | |---|---|---|---| @@ -971,162 +1070,118 @@ SUMMARY: | Jim told | her | that | he had some cash. | | I told | Jan | | I had some cash. | -$DIALOGUE Annette's Test Grade -ID: l4-s19 -INTRO: Annette is worried about her test grade. First she talks to Mr. Reed; then she reports the whole conversation to Kenneth. Read both dialogs and watch the verbs change. -INSTRUCTION: Read the dialogs. - -Annette: I'm worried about my grade on the test, Mr. Reed. {st-page_155_001.jpg} -Mr_Reed: I'm sure it's good, Annette. - -Annette: Can you remember it? -Mr_Reed: No, I can't. I'm sorry. - -Annette: Will you give the tests back to us? -Mr_Reed: Yes, I intend to give them back Friday. - -Narrator: Later, Annette tells Kenneth about the conversation. - -Kenneth: Did you talk to Mr. Reed about your test grade? {st-page_155_001.jpg} -Annette: Yes, I told him that I was worried about it. - -Kenneth: What did he say? -Annette: He told me he was sure it was good. - -Kenneth: Did he tell you the grade? -Annette: No, he told me that he couldn't remember it. - -Kenneth: Is he going to give the tests back to us? -Annette: Yes, he told me he intended to give them back Friday. - -# Source: ST §Change to Indirect Speech (typed exact → spoken transformation drill) -$PRODUCE Report What Was Said -ID: l4-s20 -INTRO: Turn each speaker's exact words into reported speech: use "told" and shift the verb to the past. Say the new sentence aloud, then check the model. -INSTRUCTION: Report what was said. Use told and a past-tense verb. -INPUT: speak -CHECK: reveal - -EXAMPLE -TEMPLATE: John: Jim, the car needs a tune-up. -RESPONSE: John told Jim that the car needed a tune-up. - -TEMPLATE: Linda: Bob, I love the show! -RESPONSE: Linda told Bob that she loved the show. - -TEMPLATE: Waiter: Sir, your table is ready. -RESPONSE: The waiter told the man that his table was ready. - -TEMPLATE: Karen: Kathy, I'm ready to go home. -RESPONSE: Karen told Kathy that she was ready to go home. - -TEMPLATE: Major: Captain, I need to talk to you. -RESPONSE: The major told the captain that he needed to talk to him. - -TEMPLATE: Policeman: Ma'am, you have a flat tire. -RESPONSE: The policeman told the woman that she had a flat tire. - -TEMPLATE: Mr. Smithers: Miss Martin, you're late! -RESPONSE: Mr. Smithers told Miss Martin that she was late. - -TEMPLATE: Ron: Ms. Garza, I can't answer the question. -RESPONSE: Ron told Ms. Garza that he couldn't answer the question. - -TEMPLATE: Instructor: Bob, you're not failing this class. -RESPONSE: The instructor told Bob that he wasn't failing the class. - -TEMPLATE: Sgt Bolt: Amn Baker, the barracks aren't clean. -RESPONSE: Sgt Bolt told Amn Baker that the barracks weren't clean. - -TEMPLATE: Customer: Waiter, I need another fork, please. -RESPONSE: The customer told the waiter that he needed another fork. - -# Source: ST §Ask and Answer About the Dialogs -$PRODUCE What Did They Tell Each Other? -ID: l4-s21 -INTRO: Read each short dialog, then answer the question about what was said — with "told" and a past-tense verb. Answer aloud, then check the model. -INSTRUCTION: Ask and answer questions about the dialogs aloud. +# Source: ST §Ted Told the Clerk That He Wanted a Different Hotel Room. +$PRODUCE Report What They Said +ID: l4-s26 +INTRO: Now you do the reporting. Read what each person said, then say it in reported speech with "told" — remember to move the verb into the past. +INSTRUCTION: Report what was said using "told" and a past-tense verb. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE -PROMPT: Ann: When does the movie start? Bob: At 7:15, I think. -RESPONSE: What did Bob tell Ann? He told her that he thought the show started at 7:15. +PROMPT: John: Jim, the car needs a tune-up. +RESPONSE: John told Jim that the car needed a tune-up. + +PROMPT: Linda: Bob, I love the show! +RESPONSE: Linda told Bob that she loved the show. + +PROMPT: Waiter: Sir, your table is ready. +RESPONSE: The waiter told the customer that his table was ready. + +PROMPT: Karen: Kathy, I'm ready to go home. +RESPONSE: Karen told Kathy that she was ready to go home. + +PROMPT: Major: Captain, I need to talk to you. +RESPONSE: The major told the captain that he needed to talk to him. + +PROMPT: Policeman: Ma'am, you have a flat tire. +RESPONSE: The policeman told the driver that she had a flat tire. + +PROMPT: Mr. Smithers: Miss Martin, you're late! +RESPONSE: Mr. Smithers told Miss Martin that she was late. + +PROMPT: Ron: Ms. Garza, I can't answer the question. +RESPONSE: Ron told Ms. Garza that he couldn't answer the question. + +PROMPT: Instructor: Bob, you're not failing this class. +RESPONSE: The instructor told Bob that he wasn't failing the class. + +PROMPT: Sgt Bolt: Amn Baker, the barracks aren't clean. +RESPONSE: Sgt Bolt told Amn Baker that the barracks weren't clean. + +PROMPT: Customer: Waiter, I need another fork, please. +RESPONSE: The customer told the waiter that he needed another fork. + +# Source: ST §He Told Ann That the Movie Started at 7:15. +$PRODUCE What Did They Tell Each Other? +ID: l4-s27 +INTRO: One step harder: read each short exchange, then ask and answer the question "What did he or she tell...?" — the whole report, out loud. +INSTRUCTION: Ask and answer questions in indirect speech about the dialogs. +INPUT: speak +CHECK: reveal +SHOW_PROMPT EXAMPLE -PROMPT: Mr. Hall: Can I pick up my car now? Mechanic: No, it's not ready yet. -RESPONSE: Did the mechanic tell Mr. Hall that his car was ready? No, he told him it wasn't ready yet. +PROMPT: Ann: When does the movie start?\nBob: At 7:15, I think. +RESPONSE: What did Bob tell Ann?\n— He told her that he thought the show started at 7:15. -PROMPT: Waiter: How is your dinner, sir? Curtis: I'm enjoying it very much. -RESPONSE: What did Curtis tell the waiter? He told him that he was enjoying it very much. +PROMPT: Waiter: How is your dinner, sir?\nCurtis: I'm enjoying it very much. +RESPONSE: What did Curtis tell the waiter?\n— He told the waiter that he was enjoying his dinner very much. -PROMPT: Waiter: Do you have reservations for dinner? Walter: Yes, we have them for 8:00. -RESPONSE: What did Walter tell the waiter? He told him that they had them for 8:00. +PROMPT: Waiter: Do you have reservations for dinner?\nWalter: Yes, we have them for 8:00. +RESPONSE: What did Walter tell the waiter?\n— He told the waiter that they had reservations for 8:00. -PROMPT: Mary: Can you recommend a good Chinese restaurant? Mark: No, I don't know anything about Chinese food. -RESPONSE: Did Mark tell Mary he could recommend a good Chinese restaurant? No, he told her he didn't know anything about Chinese food. +PROMPT: Mary: Can you recommend a good Chinese restaurant?\nMark: No, I don't know anything about Chinese food. +RESPONSE: What did Mark tell Mary?\n— He told her that he didn't know anything about Chinese food. -PROMPT: Clerk: Would you like to exchange this tie, sir? Clyde: No, I want a refund, please. -RESPONSE: Did Clyde tell the clerk he wanted to exchange the tie? No, he told him he wanted a refund. +PROMPT: Clerk: Would you like to exchange this tie, sir?\nClyde: No, I want a refund, please. +RESPONSE: What did Clyde tell the clerk?\n— He told the clerk that he wanted a refund. -PROMPT: Dave: How does the engine sound? Dora: Well, it's not making any loud noises now. -RESPONSE: What did Dora tell Dave? She told him it wasn't making any loud noises now. +PROMPT: Dave: How does the engine sound?\nDora: Well, it's not making any loud noises now. +RESPONSE: What did Dora tell Dave?\n— She told him that it wasn't making any loud noises then. -PROMPT: Clerk: Are you going to charge the tires? Clara: No, I plan to write a check for them. -RESPONSE: Did Clara tell the clerk she was going to charge the tires? No, she told him she planned to write a check for them. +PROMPT: Clerk: Are you going to charge the tires?\nClara: No, I plan to write a check for them. +RESPONSE: What did Clara tell the clerk?\n— She told the clerk that she planned to write a check for them. -PROMPT: Andy: Do you think this show's boring? Anne: No, I think it's interesting. -RESPONSE: Did Anne tell Andy she thought the show was boring? No, she told him she thought it was interesting. +PROMPT: Andy: Do you think this show's boring?\nAnne: No, I think it's interesting. +RESPONSE: What did Anne tell Andy?\n— She told him that she thought it was interesting. -PROMPT: Greg: Which news program do you watch? Glen: I usually watch Channel 8's evening news. -RESPONSE: What did Glen tell Greg? He told him he usually watched Channel 8's evening news. +PROMPT: Greg: Which news program do you watch?\nGlen: I usually watch Channel 8's evening news. +RESPONSE: What did Glen tell Greg?\n— He told him that he usually watched Channel 8's evening news. -PROMPT: Sandy: Is Ray in town, or is he on vacation? Randy: I think he's on vacation this week. -RESPONSE: What did Randy tell Sandy? He told her he thought he was on vacation this week. +PROMPT: Sandy: Is Ray in town, or is he on vacation?\nRandy: I think he's on vacation this week. +RESPONSE: What did Randy tell Sandy?\n— He told her that he thought Ray was on vacation that week. -PROMPT: Larry: What do you intend to have for dessert? Laura: I'm going to order a piece of chocolate cake. -RESPONSE: What did Laura tell Larry? She told him she was going to order a piece of chocolate cake. +PROMPT: Larry: What do you intend to have for dessert?\nLaura: I'm going to order a piece of chocolate cake. +RESPONSE: What did Laura tell Larry?\n— She told him that she was going to order a piece of chocolate cake. -$SESSION 4-5: Prepositions of Time +$SESSION 4-7: Time Words and Combining Sentences -# Source: LLA 4B Figure 4 (moved here from tape position — it presents days-of-the-week time expressions) +# Source: LLA 4B Figure 4 $DIALOGUE Sally's Plan -ID: 4b-f4 -INTRO: This part is about prepositions of time — "on" Monday, "at" noon, "for" three weeks. Sally runs her housework on a strict weekly schedule. Listen and repeat her plan. -INSTRUCTION: Listen and repeat. +ID: 11-4b-f4 +INTRO: This part is about time words: "on Monday", "at 6:30", "since midnight". First meet Sally, whose housework runs on a strict schedule — which is exactly why her weekends don't. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Sally has a plan for her housework. {page_082_001.jpg} {bk11-l4b-f4-01.mp3} -LINE: This is Sally's plan: {page_082_001.jpg} {bk11-l4b-f4-02.mp3} -LINE: she washes clothes on Monday, {page_082_001.jpg} {bk11-l4b-f4-03.mp3} -LINE: she cleans the house on Wednesday and on Friday, {page_082_001.jpg} {bk11-l4b-f4-04.mp3} -LINE: she goes shopping on Tuesday, {page_082_001.jpg} {bk11-l4b-f4-05.mp3} -LINE: she irons clothes on Thursday, {page_082_001.jpg} {bk11-l4b-f4-06.mp3} -LINE: when she follows her plan, she has free time on the weekend, {page_082_002.jpg} {bk11-l4b-f4-07.mp3} -LINE: then she can relax. {page_082_002.jpg} {bk11-l4b-f4-08.mp3} +LINE: Sally has a plan for her housework. {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-01.mp3} +LINE: This is Sally's plan: {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-02.mp3} +LINE: She washes clothes on Monday. {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-03.mp3} +LINE: She cleans the house on Wednesday and on Friday. {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-04.mp3} +LINE: She goes shopping on Tuesday. {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-05.mp3} +LINE: She irons clothes on Thursday. {page_082_001.jpg|A woman sweating while leaning on a vacuum cleaner next to a calendar page that says "CALENDAR FRIDAY 13"} {bk11-l4b-f4-06.mp3} +LINE: When she follows her plan, she has free time on the weekend. {page_082_002.jpg|A woman sitting comfortably in an armchair reading a book next to a calendar page that says "CALENDAR SATURDAY 14"} {bk11-l4b-f4-07.mp3} +LINE: Then she can relax. {page_082_002.jpg|A woman sitting comfortably in an armchair reading a book next to a calendar page that says "CALENDAR SATURDAY 14"} {bk11-l4b-f4-08.mp3} -# SKIPPED (book): LLA 4B Figure 5 — paragraph composition without tape support; deferred (open paragraph writing is out of scope). +# SKIPPED (book): LLA 4B Figure 5 "Write the paragraph" — free written paragraph composition (deferred; no audio, no determinate key). -# Source: ST Grammar §Prepositions of Time -$GRAMMAR Prepositions of Time -ID: l4-s23 -INTRO: Here's the full toolbox of time prepositions: "at", "on", "in", "before", "after", "from", "until", "for", and "since" — and when each one is the right choice. +# Source: ST grammar box §Prepositions of Time +$GRAMMAR Time Words: "At", "On", "In" and Friends +ID: l4-s29 +INTRO: Here's the whole family of time words, one small group per card. Listen for which word goes with clock times, which with days, and which with periods. -CARD: English has many prepositions that indicate time. Here are the most common ones. -{at} -{in} -{on} -{before} -{after} -{from} -{until} -{till} -{to} -{for} -{since} - -CARD: Use **at** with times of day, an age, and specific points like night, first, last, beginning, and end. +CARD: **At** indicates a time of day, age, or specific point in time. {at noon} {at midnight} {at 7:30 a.m.} @@ -1137,7 +1192,7 @@ CARD: Use **at** with times of day, an age, and specific points like night, firs {at the beginning} {at the end} -CARD: Use **on** for days, dates, parts of a specific day, and in phrases like "on time" and "on schedule". +CARD: **On** is used for days, dates, and parts of a day. {on Monday} {on your birthday} {on October 18} @@ -1145,7 +1200,7 @@ CARD: Use **on** for days, dates, parts of a specific day, and in phrases like " {on time} {on schedule} -CARD: Use **in** with quantities of time, or with the words "beginning" and "end". +CARD: **In** refers to quantities or periods of time. {in ten minutes} {in an hour} {in a week} @@ -1153,7 +1208,7 @@ CARD: Use **in** with quantities of time, or with the words "beginning" and "end {in the beginning} {in the end} -CARD: Use **before** and **after** with times, dates, and events. You can also use **after** with a quantity of time. +CARD: **Before** and **after** indicate time relative to a point, date, or event. {before noon} {after 5:00 p.m.} {before December 31} @@ -1161,22 +1216,19 @@ CARD: Use **before** and **after** with times, dates, and events. You can also u {before the game} {after dinner} {after six months} -{after thirty years} -CARD: To show a period starting and ending, use **from** combined with **to**, **until**, or **till**. +CARD: **From ... to / until / till** shows a continuous period of time. {from 1985 to 1993} {from May 1 until June 15} {from 10:00 a.m. till 5:30 p.m.} -CARD: Use **until** or **till** by themselves with days, dates, and times to show when something ends. +CARD: **Until** or **till** marks an endpoint in time. {until next Friday} {till next week} -{until 1997} -{till August 2} {until 10:00 p.m.} {till midnight} -CARD: Use **for** with periods of time to show duration, and **since** with definite starting times in the past. +CARD: **For** expresses duration, while **since** marks a point of origin. {for half an hour} {for three weeks} {for one year} @@ -1184,10 +1236,15 @@ CARD: Use **for** with periods of time to show duration, and **since** with defi {since 6:00 this morning} {since 1988} -$DIALOGUE Time Expressions in Sentences -ID: l4-s24 -INTRO: Read these sentences and notice which preposition goes with each time expression. No repeating this time — just read and listen. -INSTRUCTION: Read the sentences. +SUMMARY: +Prepositions indicating time include: **at, in, on, before, after, from, until, till, to, for, since**. + +# Source: ST §Ed Arrives on Monday. +$DIALOGUE Time Words in Sentences +ID: l4-s30 +INTRO: Now hear the time words doing their job in full sentences. Listen and repeat each one. +INSTRUCTION: Listen and repeat each sentence. +REPEAT LINE: What do you plan to do after dinner? LINE: Col Henderson will be here till Thursday. @@ -1200,11 +1257,11 @@ LINE: Where does Sgt Jackson go on Tuesdays and Thursdays? LINE: Mr. Adams' English class doesn't start until 8:30 a.m. LINE: Maj Brooks works out from 4:00 to 5:30 three days a week. -# Source: ST §The Flight Leaves in Ten Minutes -$PRODUCE When and How Long? -ID: l4-s25 -INTRO: Answer each question aloud using the time expression in parentheses. Then check the model answer. -INSTRUCTION: Ask and answer the questions aloud. Use the words in parentheses when you answer. +# Source: ST §The Flight Leaves in Ten Minutes. +$PRODUCE Answer with a Time Word +ID: l4-s31 +INTRO: Answer each question aloud, building your answer from the time words in parentheses. +INSTRUCTION: Answer the questions using the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1214,7 +1271,7 @@ PROMPT: When does the flight to Atlanta leave? (in ten minutes) RESPONSE: It leaves in 10 minutes. PROMPT: When will Peggy be back? (at 6:00) -RESPONSE: She will be back at 6:00. +RESPONSE: She'll be back at 6:00. PROMPT: When should Sara be home? (before 10:30) RESPONSE: She should be home before 10:30. @@ -1243,11 +1300,11 @@ RESPONSE: I want to go shopping after lunch. PROMPT: How long does this class last? (till 2:30) RESPONSE: It lasts till 2:30. -# Source: ST §Jim Left at Noon (gapped stimuli recast as TEMPLATEs) -$SELECT Choose the Preposition -ID: l4-s26 -INTRO: Tap the preposition that completes each sentence. Then listen to the full sentence. -INSTRUCTION: Tap the correct preposition to complete the sentence. +# Source: ST §Jim Left at Noon. +$SELECT Choose the Time Word +ID: l4-s32 +INTRO: Now pick the right time word yourself — tap the one that fits each sentence. +INSTRUCTION: Tap the correct time word. TEMPLATE: Jim's plane arrives ____ 6:00. OPTION: a | on @@ -1255,7 +1312,6 @@ OPTION: b | at OPTION: c | in OPTION: d | to ANSWER: b -FEEDBACK: Jim's plane arrives at 6:00. TEMPLATE: My cousin leaves ____ Friday. OPTION: a | in @@ -1263,7 +1319,6 @@ OPTION: b | at OPTION: c | to OPTION: d | on ANSWER: d -FEEDBACK: My cousin leaves on Friday. TEMPLATE: I'll see the colonel ____ an hour. OPTION: a | in @@ -1271,7 +1326,6 @@ OPTION: b | on OPTION: c | from OPTION: d | till ANSWER: a -FEEDBACK: I'll see the colonel in an hour. TEMPLATE: Ralph needs to be home ____ 10:00. OPTION: a | for @@ -1279,7 +1333,6 @@ OPTION: b | from OPTION: c | since OPTION: d | before ANSWER: d -FEEDBACK: Ralph needs to be home before 10:00. TEMPLATE: That store is open ____ 9:00 a.m. ____ 9:00 p.m. OPTION: a | from, to @@ -1287,7 +1340,6 @@ OPTION: b | at, after OPTION: c | until, till OPTION: d | since, until ANSWER: a -FEEDBACK: That store is open from 9:00 a.m. to 9:00 p.m. TEMPLATE: The soldiers have a test ____ lunch. OPTION: a | from @@ -1295,7 +1347,6 @@ OPTION: b | since OPTION: c | after OPTION: d | in ANSWER: c -FEEDBACK: The soldiers have a test after lunch. TEMPLATE: Jeff has been studying ____ 6:30. OPTION: a | on @@ -1303,7 +1354,6 @@ OPTION: b | for OPTION: c | from OPTION: d | since ANSWER: d -FEEDBACK: Jeff has been studying since 6:30. TEMPLATE: On Saturday Sam sometimes sleeps ____ noon. OPTION: a | in @@ -1311,7 +1361,6 @@ OPTION: b | from OPTION: c | until OPTION: d | since ANSWER: c -FEEDBACK: On Saturday Sam sometimes sleeps until noon. TEMPLATE: They've been on vacation ____ three weeks. OPTION: a | at @@ -1319,7 +1368,6 @@ OPTION: b | for OPTION: c | after OPTION: d | since ANSWER: b -FEEDBACK: They've been on vacation for three weeks. TEMPLATE: Dan didn't get to work ____ 9:00 this morning. OPTION: a | on @@ -1327,13 +1375,12 @@ OPTION: b | to OPTION: c | for OPTION: d | till ANSWER: d -FEEDBACK: Dan didn't get to work till 9:00 this morning. -# Source: ST §Put Two Sentences Together (typed exact → spoken combining drill) +# Source: ST §Put Two Sentences Together. $PRODUCE Put Two Sentences Together -ID: l4-s27 -INTRO: Combine the two sentences into one, using the word in parentheses. Say your new sentence aloud, then check the model. -INSTRUCTION: Make one sentence from two sentences using the word in parentheses. +ID: l4-s33 +INTRO: Two short sentences, one connecting word — say them as a single sentence. Words like "before", "until", "while", and "when" do the joining. +INSTRUCTION: Say the two sentences as one, using the connecting word in parentheses. INPUT: speak CHECK: reveal @@ -1365,154 +1412,379 @@ RESPONSE: Denise was too tired to go to class after she studied all night. TEMPLATE: We felt sorry for the little boy. He was lost. (because) RESPONSE: We felt sorry for the little boy because he was lost. -$SESSION 4-6: Listening and Reading Skills +$SESSION 4-8: Reading and Listening Skills # Source: LLA 4A Figure 4 $SELECT Where Are They? -ID: 4a-f4 -INTRO: Last part: listening and reading skills. First, some polite eavesdropping — listen to each short conversation, decide where the people are, and tap the answer. Then repeat it. -INSTRUCTION: Tap the correct location. +ID: 11-4a-f4 +INTRO: This last part sharpens your ears and eyes: you'll work out where people are, what a paragraph is mainly about, and what new words mean from clues. First, eavesdrop on ten short conversations and decide where each one is happening. Then repeat the correct answer. +INSTRUCTION: Tap the correct place. REPEAT -PROMPT: A hamburger, please. Anything else, sir? {bk11-l4a-f4-01-q.mp3} -OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3} +PROMPT: A hamburger, please.\n— Anything else, sir? {bk11-l4a-f4-01-q.mp3} +TEMPLATE: They're ____. +OPTION: a | at a snack bar {bk11-l4a-f4-01-fb.mp3} OPTION: b | in a clothing store OPTION: c | in a classroom ANSWER: a -PROMPT: I want this candy bar. Pull this knob. {bk11-l4a-f4-02-q.mp3} -OPTION: a | at a restaurant -OPTION: b | at a snack bar -OPTION: c | at a vending machine {bk11-l4a-f4-02-a.mp3} +PROMPT: I want this candy bar.\n— Pull this knob. {bk11-l4a-f4-02-q.mp3} +TEMPLATE: They're at a ____. +OPTION: a | restaurant +OPTION: b | snack bar +OPTION: c | vending machine {bk11-l4a-f4-02-fb.mp3} ANSWER: c -PROMPT: How fast are you going? The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3} -OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3} +PROMPT: How fast are you going?\n— The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3} +TEMPLATE: They're ____. +OPTION: a | on the highway {bk11-l4a-f4-03-fb.mp3} OPTION: b | in an airplane OPTION: c | at a soccer game ANSWER: a -PROMPT: Can you loosen this? Where's the wrench? {bk11-l4a-f4-04-q.mp3} -OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3} +PROMPT: Can you loosen this?\n— Where's the wrench? {bk11-l4a-f4-04-q.mp3} +TEMPLATE: They're ____. +OPTION: a | changing a tire {bk11-l4a-f4-04-fb.mp3} OPTION: b | at a vending machine OPTION: c | eating a hamburger ANSWER: a -PROMPT: It stalled again. You may need a tune-up. {bk11-l4a-f4-05-q.mp3} -OPTION: a | in the living room -OPTION: b | in the car {bk11-l4a-f4-05-a.mp3} -OPTION: c | in a hospital +PROMPT: It stalled again.\n— You may need a tune-up. {bk11-l4a-f4-05-q.mp3} +TEMPLATE: They're in ____. +OPTION: a | the living room +OPTION: b | the car {bk11-l4a-f4-05-fb.mp3} +OPTION: c | a hospital ANSWER: b -PROMPT: I want to return this. Do you have your sales slip? {bk11-l4a-f4-06-q.mp3} -OPTION: a | in a restaurant -OPTION: b | in a garage -OPTION: c | in a department store {bk11-l4a-f4-06-a.mp3} +PROMPT: I want to return this.\n— Do you have your sales slip? {bk11-l4a-f4-06-q.mp3} +TEMPLATE: They're in a ____. +OPTION: a | restaurant +OPTION: b | garage +OPTION: c | department store {bk11-l4a-f4-06-fb.mp3} ANSWER: c -PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? All right. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3} -OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3} +PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay?\n— All right. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3} +TEMPLATE: They're ____. +OPTION: a | in a mall {bk11-l4a-f4-07-fb.mp3} OPTION: b | in a garage OPTION: c | downtown ANSWER: a -PROMPT: Do you have an appointment? Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3} -OPTION: a | in the classroom -OPTION: b | in a doctor's office {bk11-l4a-f4-08-a.mp3} -OPTION: c | in a restaurant +PROMPT: Do you have an appointment?\n— Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3} +TEMPLATE: They're in ____. +OPTION: a | the classroom +OPTION: b | a doctor's office {bk11-l4a-f4-08-fb.mp3} +OPTION: c | a restaurant ANSWER: b -PROMPT: I want to make a deposit. Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3} -OPTION: a | in the classroom -OPTION: b | in a bank {bk11-l4a-f4-09-a.mp3} -OPTION: c | in a mall +PROMPT: I want to make a deposit.\n— Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3} +TEMPLATE: They're in ____. +OPTION: a | the classroom +OPTION: b | a bank {bk11-l4a-f4-09-fb.mp3} +OPTION: c | a mall ANSWER: b -PROMPT: Whose fault was it? The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3} +PROMPT: Whose fault was it?\n— The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3} +TEMPLATE: They're ____. OPTION: a | in the classroom OPTION: b | at a snack bar -OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3} +OPTION: c | at an accident {bk11-l4a-f4-10-fb.mp3} ANSWER: c -# Source: LLA 4A Figure 2 -$PRODUCE What's the Main Idea? -ID: 4a-f2 -INPUT: type -CHECK: llm -INTRO: Listen to three short paragraphs. For each one, type the main idea in one sentence — the big point, not the details. -INSTRUCTION: Type the main idea of the paragraph. -RUBRIC: The learner should identify the main idea. Accept reasonable paraphrases of the model answer. +# Source: LLA 4A Figure 2 (paragraph 1) +$DIALOGUE Listen: Anne's Car +ID: 11-4a-f2-p1 +INTRO: Now, main ideas. Listen to a short paragraph about Anne's car — afterwards you'll say what it's mainly about. +INSTRUCTION: Listen to the paragraph. -PROMPT: The motor in Anne's car was making a noise. She didn't know the cause of the noise. She decided to take it to a garage. She thought her car might need service. {bk11-l4a-f2-01-q.mp3} +LINE: The motor in Anne's car was making a noise. {bk11-l4a-f2-01a.mp3} +LINE: She didn't know the cause of the noise. {bk11-l4a-f2-01b.mp3} +LINE: She decided to take it to a garage. {bk11-l4a-f2-01c.mp3} +LINE: She thought her car might need service. {bk11-l4a-f2-01d.mp3} + +# Source: LLA 4A Figure 2 (main idea question 1) +$PRODUCE Main Idea: Anne's Car +ID: 11-4a-f2-q1 +REFERENCE: 11-4a-f2-p1 +INTRO: In one complete sentence, say the main idea of the paragraph you just heard. You can replay it from the reference panel. +INSTRUCTION: State the main idea aloud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any statement expressing that Anne's car might need service or that something might be wrong with Anne's car. + +PROMPT: What is the main idea of the paragraph? RESPONSE: Anne's car might need service. -PROMPT: Good stores try to satisfy unhappy customers immediately. When a customer finds something wrong with a service in a store, or with something he buys there, he may not come back there. The salespeople in a good store will give him an exchange, a refund, or credit. They'll do it with a smile, too, because they want to keep the customers happy. {bk11-l4a-f2-02-q.mp3} +# Source: LLA 4A Figure 2 (paragraph 2) +$DIALOGUE Listen: At the Store +ID: 11-4a-f2-p2 +INTRO: A second paragraph — this one about stores and their customers. Listen for the one big point. +INSTRUCTION: Listen to the paragraph. + +LINE: Good stores try to satisfy unhappy customers immediately. {bk11-l4a-f2-02a.mp3} +LINE: When a customer finds something wrong with a service in a store, or with something he buys there, he may not come back there. {bk11-l4a-f2-02b.mp3} +LINE: The salespeople in a good store will give him an exchange, a refund, or credit. {bk11-l4a-f2-02c.mp3} +LINE: They'll do it with a smile, too, because they want to keep the customers happy. {bk11-l4a-f2-02d.mp3} + +# Source: LLA 4A Figure 2 (main idea question 2) +$PRODUCE Main Idea: At the Store +ID: 11-4a-f2-q2 +REFERENCE: 11-4a-f2-p2 +INTRO: Say the main idea of this paragraph in one complete sentence — the details about refunds are just the supporting cast. +INSTRUCTION: State the main idea aloud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any statement expressing that stores need to keep customers happy or should satisfy their customers. + +PROMPT: What is the main idea of the paragraph? RESPONSE: Stores need to keep their customers happy. -PROMPT: People who learn to drive in school will be safer drivers than those who don't take classes. They'll learn to be cautious behind the steering wheel of a car. They'll follow signs and signals. They'll also be more careful at intersections and will slow down for pedestrians. All drivers should take lessons sometime. {bk11-l4a-f2-03-q.mp3} -RESPONSE: Everyone who drives should take lessons. +# Source: LLA 4A Figure 2 (paragraph 3) +$DIALOGUE Listen: Driving Lessons +ID: 11-4a-f2-p3 +INTRO: One more paragraph, about learning to drive. Listen for what all the sentences add up to. +INSTRUCTION: Listen to the paragraph. -# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." (p. 141) — open paragraph composition (learners write their own titles and summaries); deferred. +LINE: People who learn to drive in school will be safer drivers than those who don't take classes. {bk11-l4a-f2-03a.mp3} +LINE: They'll learn to be cautious behind the steering wheel of a car. {bk11-l4a-f2-03b.mp3} +LINE: They'll follow signs and signals. {bk11-l4a-f2-03c.mp3} +LINE: They'll also be more careful at intersections and will slow down for pedestrians. {bk11-l4a-f2-03d.mp3} +LINE: All drivers should take lessons sometime. {bk11-l4a-f2-03e.mp3} -# Source: ST §Which Summary Is the Best? -$SELECT Which Summary Is the Best? -ID: l4-s22 -INTRO: Same skill, now in reading. Read each paragraph and tap the summary that covers the whole paragraph — not just one detail from it. -INSTRUCTION: Read each paragraph and select the best summary. +# Source: LLA 4A Figure 2 (main idea question 3) +$PRODUCE Main Idea: Driving Lessons +ID: 11-4a-f2-q3 +REFERENCE: 11-4a-f2-p3 +INTRO: Last listening paragraph — state its main idea aloud in one complete sentence. +INSTRUCTION: State the main idea aloud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any statement expressing that drivers should take lessons or that people who take driving lessons are safer drivers. -PROMPT: Linda knows how to study for a test. She starts getting ready for it early. She reviews the lessons in the textbook first. Next she looks at her notebook and memorizes the important things in it. After that, she usually writes questions and practices answering them. She always makes a good grade on a test. -OPTION: a | Linda always writes in her notebook while she's in class. Later, she uses it to study. -OPTION: b | Linda always makes a good grade on a test because she knows how to study for it. -OPTION: c | Linda always studies for a test by writing and answering questions about the things in the lesson. -ANSWER: b +PROMPT: What is the main idea of the paragraph? +RESPONSE: People who take driving lessons are safer drivers. -PROMPT: When Karen went outside this morning to check the weather, the sky was clear. She decided to walk to work. She left her umbrella at home because she didn't think she needed it. About 4:00 the weather started to change. Soon there were big, black clouds in the sky. It began to rain while she was walking home, and her clothes got very wet. +# Source: ST §What Does the Word Mean? +$SELECT What Does the Word Mean? +ID: l4-s8 +INTRO: A detective game with words. Each sentence gives clues about the underlined word; as more clues appear, you can rule meanings in or out. For each guess, decide whether — with only these clues — the meaning "may be" right, "is not" right, or "is" right. +INSTRUCTION: Tap "may be", "is not", or "is". +OPTION: may_be | may be +OPTION: is_not | is not +OPTION: is | is + +TEMPLATE: The *climate* is good.\nThe climate ____ the food. +ANSWER: may_be + +TEMPLATE: The *climate* is good.\nThe climate ____ the engine. +ANSWER: may_be + +TEMPLATE: The *climate* is good.\nThe climate ____ the weather. +ANSWER: may_be + +TEMPLATE: The *climate* is good in my country.\nThe climate ____ the food. +ANSWER: may_be + +TEMPLATE: The *climate* is good in my country.\nThe climate ____ the engine. +ANSWER: is_not + +TEMPLATE: The *climate* is good in my country.\nThe climate ____ the weather. +ANSWER: may_be + +TEMPLATE: The *climate* is good in my country in the winter.\nThe climate ____ the food. +ANSWER: is_not + +TEMPLATE: The *climate* is good in my country in the winter.\nThe climate ____ the engine. +ANSWER: is_not + +TEMPLATE: The *climate* is good in my country in the winter.\nThe climate ____ the weather. +ANSWER: is + +TEMPLATE: Jim looked at his *atlas*.\nAn atlas ____ a clock or watch. +ANSWER: may_be + +TEMPLATE: Jim looked at his *atlas*.\nAn atlas ____ a book of maps. +ANSWER: may_be + +TEMPLATE: Jim looked at his *atlas*.\nAn atlas ____ a large dictionary. +ANSWER: may_be + +TEMPLATE: Jim looked at his *atlas* and turned the pages slowly.\nAn atlas ____ a clock or watch. +ANSWER: is_not + +TEMPLATE: Jim looked at his *atlas* and turned the pages slowly.\nAn atlas ____ a book of maps. +ANSWER: may_be + +TEMPLATE: Jim looked at his *atlas* and turned the pages slowly.\nAn atlas ____ a large dictionary. +ANSWER: may_be + +TEMPLATE: Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.\nAn atlas ____ a clock or watch. +ANSWER: is_not + +TEMPLATE: Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.\nAn atlas ____ a book of maps. +ANSWER: is + +TEMPLATE: Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.\nAn atlas ____ a large dictionary. +ANSWER: is_not + +TEMPLATE: The street is *dangerous*.\nDangerous ____ narrow. +ANSWER: may_be + +TEMPLATE: The street is *dangerous*.\nDangerous ____ crowded. +ANSWER: may_be + +TEMPLATE: The street is *dangerous*.\nDangerous ____ not safe. +ANSWER: may_be + +TEMPLATE: The street is *dangerous* at night.\nDangerous ____ narrow. +ANSWER: is_not + +TEMPLATE: The street is *dangerous* at night.\nDangerous ____ crowded. +ANSWER: is_not + +TEMPLATE: The street is *dangerous* at night.\nDangerous ____ not safe. +ANSWER: may_be + +TEMPLATE: The street is *dangerous* at night for anyone who is alone.\nDangerous ____ narrow. +ANSWER: is_not + +TEMPLATE: The street is *dangerous* at night for anyone who is alone.\nDangerous ____ crowded. +ANSWER: is_not + +TEMPLATE: The street is *dangerous* at night for anyone who is alone.\nDangerous ____ not safe. +ANSWER: is + +# Source: ST reading §Restaurant Preferences — Paragraph 1 +$GRAMMAR Reading Practice — Paragraph 1 +ID: l4-s16-r-p1 +READING +INTRO: Now read instead of listening. Read this paragraph carefully — next you'll give it a title and its main idea. + +CARD: **Paragraph 1.** When people like a restaurant, they usually recommend it to their friends. To some people, good service is the most important thing. Others go back to their favorite restaurant again and again because they really like one dish on the menu or because they can get a wide variety of food there. Everyone feels that his favorite place is the best and is sure that his friends will like it, too. + +# Source: ST title/main-idea task — Paragraph 1 +$PRODUCE Write a Title and Main Idea — Paragraph 1 +ID: l4-s16-p1 +REFERENCE: l4-s16-r-p1 +INTRO: Give the paragraph a short title, then its main idea in one sentence. The text stays open in the reference panel. +INSTRUCTION: Type a title and the main idea for the paragraph. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any title/main idea stating that people recommend restaurants for different reasons. + +PROMPT: Type a short title for the paragraph. +RESPONSE: Favorite Restaurants + +PROMPT: Type the main idea in one sentence. +RESPONSE: People recommend restaurants to their friends for different reasons. + +# Source: ST reading §Hurting Feelings — Paragraph 2 +$GRAMMAR Reading Practice — Paragraph 2 +ID: l4-s16-r-p2 +READING +INTRO: A second paragraph to read — same job afterwards: a title and the main idea. + +CARD: **Paragraph 2.** No one intends to hurt another person's feelings. Most of the time it's an accident. We don't usually mean to be rude. Frequently we're impolite because we're busy or careless, and we say or do the wrong thing without realizing it. We should think carefully before we speak or do something that might hurt someone's feelings. Then the other person won't get angry or upset, and we won't feel bad and have to apologize. + +# Source: ST title/main-idea task — Paragraph 2 +$PRODUCE Write a Title and Main Idea — Paragraph 2 +ID: l4-s16-p2 +REFERENCE: l4-s16-r-p2 +INTRO: Type a title and the main idea for this paragraph — one sentence that carries the whole point. +INSTRUCTION: Type a title and the main idea for the paragraph. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any title/main idea expressing that we should think before we act so we do not hurt others' feelings. + +PROMPT: Type a short title for the paragraph. +RESPONSE: Thinking Before We Speak + +PROMPT: Type the main idea in one sentence. +RESPONSE: We should think carefully before we speak or act so that we do not hurt other people's feelings. + +# Source: ST reading §TV Commercials — Paragraph 3 +$GRAMMAR Reading Practice — Paragraph 3 +ID: l4-s16-r-p3 +READING +INTRO: One more paragraph — fittingly, about commercials. Read it, then title it. + +CARD: **Paragraph 3.** Some TV commercials are better than the regular programs, and some are too boring to watch. Almost all are loud, and almost everybody will tell you they don't enjoy watching them. But some commercials are very entertaining, and frequently everyone will enjoy seeing them and talking about them. When this happens, the commercial sells a lot and the company that paid for it is very happy. That's the plan for all commercials, but only a few become popular. + +# Source: ST title/main-idea task — Paragraph 3 +$PRODUCE Write a Title and Main Idea — Paragraph 3 +ID: l4-s16-p3 +REFERENCE: l4-s16-r-p3 +INTRO: Last title-and-main-idea task. Type both; the paragraph stays one tap away. +INSTRUCTION: Type a title and the main idea for the paragraph. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any title/main idea stating that while many commercials are annoying, entertaining ones can be successful. + +PROMPT: Type a short title for the paragraph. +RESPONSE: TV Commercials + +PROMPT: Type the main idea in one sentence. +RESPONSE: Although most people dislike commercials, entertaining commercials can be successful. + +# Source: ST reading §Weather Change — Paragraph 1 +$GRAMMAR Read and Sum It Up — Paragraph 1 +ID: l4-s28-r-p1 +READING +INTRO: Now the reverse skill: instead of writing the summary, you'll pick the best one. Read this paragraph about Karen's unlucky walk. + +CARD: **Paragraph 1.** When Karen went outside this morning to check the weather, the sky was clear. She decided to walk to work. She left her umbrella at home because she didn't think she needed it. About 4:00 the weather started to change. Soon there were big, black clouds in the sky. It began to rain while she was walking home, and her clothes got very wet. + +# Source: ST summary-choice task — Paragraph 1 +$SELECT Which Summary Is Best? — Paragraph 1 +ID: l4-s28-p1 +REFERENCE: l4-s28-r-p1 +INTRO: Three summaries, but only one covers the whole story. Tap the best one — the paragraph is in the reference panel if you need it. +INSTRUCTION: Choose the best summary for the paragraph. Reopen the reading if needed. + +TEMPLATE: Which summary is the best? OPTION: a | Karen didn't take her umbrella to work. It started to rain while she was walking home, and she got very wet. OPTION: b | The sky was clear when Karen left for work this morning. Because it looked like a nice day, she decided to walk. OPTION: c | While Karen was at work today, the weather changed. She wanted to walk home, but it was too rainy. ANSWER: a -PROMPT: Do you usually spend too much money at the grocery store? Here are two things that may help. First, eat a good meal before you go. Don't shop for food when you're hungry, or you'll get more than you need. Also, plan your meals for the week ahead. Write everything that's necessary for those meals on a piece of paper, and don't buy anything else. +# Source: ST reading §Grocery Shopping — Paragraph 2 +$GRAMMAR Read and Sum It Up — Paragraph 2 +ID: l4-s28-r-p2 +READING +INTRO: Next paragraph: two tricks for spending less at the grocery store. Read it with your wallet in mind. + +CARD: **Paragraph 2.** Do you usually spend too much money at the grocery store? Here are two things that may help. First, eat a good meal before you go. Don't shop for food when you're hungry, or you'll get more than you need. Also, plan your meals for the week ahead. Write everything that's necessary for those meals on a piece of paper, and don't buy anything else. + +# Source: ST summary-choice task — Paragraph 2 +$SELECT Which Summary Is Best? — Paragraph 2 +ID: l4-s28-p2 +REFERENCE: l4-s28-r-p2 +INTRO: Which summary keeps both of the paragraph's tips? Tap it. +INSTRUCTION: Choose the best summary for the paragraph. Reopen the reading if needed. + +TEMPLATE: Which summary is the best? OPTION: a | Most people usually get hungry when they go to the grocery store. OPTION: b | Eat a good meal before you go to the grocery store, and you'll feel better while you shop. OPTION: c | You can save money by eating and by planning your meals before you go to the grocery store. ANSWER: c -PROMPT: Yesterday after school, John and his friends played football in the street near his house. At six o'clock, John's mother told him that dinner was ready, but he didn't want to come inside. After waiting for half an hour, the family decided to eat dinner without him. John came home when it got dark, but everyone had finished eating by that time. +# Source: ST reading §Football After School — Paragraph 3 +$GRAMMAR Read and Sum It Up — Paragraph 3 +ID: l4-s28-r-p3 +READING +INTRO: Last reading of the lesson — John, a football game, and a dinner that wouldn't wait. + +CARD: **Paragraph 3.** Yesterday after school, John and his friends played football in the street near his house. At six o'clock, John's mother told him that dinner was ready, but he didn't want to come inside. After waiting for half an hour, the family decided to eat dinner without him. John came home when it got dark, but everyone had finished eating by that time. + +# Source: ST summary-choice task — Paragraph 3 +$SELECT Which Summary Is Best? — Paragraph 3 +ID: l4-s28-p3 +REFERENCE: l4-s28-r-p3 +INTRO: Last one in this lesson — tap the summary that tells John's story best, and you're done. Nice work. +INSTRUCTION: Choose the best summary for the paragraph. Reopen the reading if needed. + +TEMPLATE: Which summary is the best? OPTION: a | John and his friends like to play football after school. They usually play in the street near John's house. OPTION: b | John missed dinner yesterday. He was playing football and didn't want to come inside when it was ready. OPTION: c | John's family always eats dinner at six o'clock. When he's not there on time, they don't wait for him. ANSWER: b - -# Source: ST §What Does the Word Mean? -$SELECT What Does the Word Mean? -ID: l4-s8 -INTRO: Last activity of the lesson. Read the three sentences — each one adds context, and the context tells you what the underlined word means. Tap the meaning. Then take the evening off; you've earned some entertainment. -INSTRUCTION: Read the sentences to find what the underlined word means in context. - -TEMPLATE: a. The *climate* is good. -TEMPLATE: b. The *climate* is good in my country. -TEMPLATE: c. The *climate* is good in my country in the winter. -PROMPT: The climate... -OPTION: a | is the food. -OPTION: b | is the engine. -OPTION: c | is the weather. -ANSWER: c - -TEMPLATE: a. Jim looked at his *atlas*. -TEMPLATE: b. Jim looked at his *atlas* and turned the pages slowly. -TEMPLATE: c. Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully. -PROMPT: An atlas... -OPTION: a | is a clock or watch. -OPTION: b | is a book of maps. -OPTION: c | is a large dictionary. -ANSWER: b - -TEMPLATE: a. The street is *dangerous*. -TEMPLATE: b. The street is *dangerous* at night. -TEMPLATE: c. 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b/book-11-lesson-4/page_074_001.jpg new file mode 100644 index 00000000..0942ef91 Binary files /dev/null and b/book-11-lesson-4/page_074_001.jpg differ diff --git a/book-11-lesson-4/st-page_140_001.jpg b/book-11-lesson-4/st-page_140_001.jpg new file mode 100644 index 00000000..cf93a699 Binary files /dev/null and b/book-11-lesson-4/st-page_140_001.jpg differ diff --git a/book-11-lesson-5.module b/book-11-lesson-5.module index 9bef85d1..ec9b58cb 100644 --- a/book-11-lesson-5.module +++ b/book-11-lesson-5.module @@ -1,77 +1,78 @@ -$MODULE Book 11 · Lesson 5: Get Ready for the Quiz {st-page_167_001.jpg} +$MODULE Book 11 · Lesson 5: Review {st-page_167_001.jpg|A circular collage divided into segments showing various scenes: a woman on the phone, a person smoking a cigarette, a customer service desk with a radio, a man working under a car hood, an angry man holding a cup pointing at a TV screen showing an advertisement for soda that says "IT'S GREAT! YOU'LL LOVE IT!", traffic signs showing STOP, SPEED LIMIT 55 MPH, and YIELD, and a person seen from behind facing traffic signals} FORMAT: 2 -DESCRIPTION: Review lesson (quiz prep): infinitives of purpose, get/become, could, how-long questions, indefinite pronouns, -y adjectives, relative clauses, sentence combining, and reading for topics and main ideas. +DIOCO_DOC_ID: alc_book11_lesson5 +DESCRIPTION: Review of Book 11: saying why with "to" + verb, "get"/"become" + adjective, "could"/"couldn't", "how long" questions, "someone/anyone/no one", "-y" adjectives, "who/which/that", combining sentences, and reading skills. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: gacrux | Questions and cues, read clearly +VOICE_PROMPT: achird | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -$LESSON 5-1: Grammar Review — Infinitives, Get/Become, Could, How Long +# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH? / WHAT'S THE MAIN IDEA?" — instructor-read listening paragraphs with no printed stimuli. Dropped. +# SKIPPED (book): "WHAT WILL THEY DO?" — instructor-read listening conversation with no printed audio script. Dropped. +# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — instructor-read spatial grid placement task with no printed stimuli. Dropped. -# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH?" and "WHAT'S THE MAIN IDEA?" — instructor-read listening tasks with no printed stimuli; convertible later with chosen items + TTS. -# SKIPPED (book): "WHAT WILL THEY DO?" — listening comprehension MCQ with no printed conversation or recorded stimulus. -# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — spatial grid task with unprinted dictation; no workable interaction. +$SESSION 5-1: Review — Purpose, "Get" and "Become", "Could", and "How Long" -# Source: ST §I'm Calling to Recommend a Good Mechanic -$PRODUCE Saying Why — Infinitives of Purpose +# Source: ST §I'm Calling to Recommend a Good Mechanic. +$PRODUCE Saying Why with "to" ID: l5-s1 -INTRO: Quiz week — nothing new, just a tune-up of everything from this book: infinitives of purpose, get and become, could, how-long questions, relative clauses, and reading skills. First, listen to each question and answer it aloud with "to" plus the cue words you see on the screen. -INSTRUCTION: Answer each question aloud using "to" and the cue words. +INTRO: This is the review lesson — you'll polish everything from this book: saying why people do things, "get" and "become", "could", "how long" questions, and reading a paragraph for its point. First: answer each question you hear in a full sentence, using "to" and the cue words on screen. +INSTRUCTION: Answer aloud in a full sentence using "to" and the cue words. INPUT: speak CHECK: llm -RUBRIC: The answer must respond to the "why" or "what ... for" question with an infinitive of purpose ("to" + verb) built from the cue words shown in the template — as a complete sentence or a standalone "to ..." phrase. Accept minor variation in pronouns and wording; the infinitive of purpose is the point — an answer without one fails. +RUBRIC: The infinitive of purpose is the point — the answer must use "to" + verb built from the cue words; accept any grammatically correct full sentence and any reasonable subject or pronoun. EXAMPLE PROMPT: Why are you calling Jim? -TEMPLATE: recommend / mechanic +TEMPLATE: (recommend / mechanic) RESPONSE: I'm calling to recommend a good mechanic to him. PROMPT: Why did Jane call last night? -TEMPLATE: recommend / movie -RESPONSE: She called to recommend a movie. +TEMPLATE: (recommend / movie) +RESPONSE: Jane called to recommend a movie. PROMPT: What did the policeman use his lights for? -TEMPLATE: signal / drivers -RESPONSE: He used his lights to signal the drivers. +TEMPLATE: (signal / drivers) +RESPONSE: The policeman used his lights to signal drivers. PROMPT: Why did you come to work early this morning? -TEMPLATE: see / boss +TEMPLATE: (see / boss) RESPONSE: I came to work early this morning to see my boss. PROMPT: What did Doris pay the mechanic to do? -TEMPLATE: service / car -RESPONSE: She paid the mechanic to service her car. +TEMPLATE: (service / car) +RESPONSE: Doris paid the mechanic to service her car. PROMPT: Why did Don go to the car parts store? -TEMPLATE: exchange / hose -RESPONSE: He went to the car parts store to exchange a hose. +TEMPLATE: (exchange / hose) +RESPONSE: Don went to the car parts store to exchange a hose. PROMPT: Why did the Smiths stop in Chicago? -TEMPLATE: visit / relatives -RESPONSE: They stopped in Chicago to visit relatives. +TEMPLATE: (visit / relatives) +RESPONSE: The Smiths stopped in Chicago to visit relatives. PROMPT: What does the mechanic use that machine for? -TEMPLATE: tune up / engines -RESPONSE: He uses that machine to tune up engines. +TEMPLATE: (tune up / engines) +RESPONSE: The mechanic uses that machine to tune up engines. PROMPT: Why is Ann calling the department store? -TEMPLATE: charge / clothes -RESPONSE: She is calling the department store to charge clothes. +TEMPLATE: (charge / clothes) +RESPONSE: Ann is calling the department store to charge clothes. -PROMPT: Who are you going to the hospital to see? -TEMPLATE: see / brother +PROMPT: Who(m) are you going to the hospital to see? +TEMPLATE: (see / brother) RESPONSE: I'm going to the hospital to see my brother. PROMPT: Why is the truck driver moving to the left lane? -TEMPLATE: pass / another truck -RESPONSE: He is moving to the left lane to pass another truck. +TEMPLATE: (pass / another truck) +RESPONSE: The truck driver is moving to the left lane to pass another truck. # Source: ST §I Become Cautious When . . . -$PRODUCE Get and Become +$PRODUCE "Get" and "Become" ID: l5-s2 -INTRO: Things change — people get nervous, weather gets worse, books become funnier. Complete each sentence by typing the right form of "get" or "become" together with the cue word. -INSTRUCTION: Type the correct form of "get" or "become" plus the cue word. +INTRO: People get nervous, weather gets worse, and books get funnier — "get" and "become" both work before an adjective. Complete each sentence with either one, in the right tense, plus the adjective in parentheses. +INSTRUCTION: Type the missing words: "get" or "become" plus the adjective in parentheses. INPUT: type CHECK: exact @@ -109,35 +110,41 @@ RESPONSE: The students get unhappy when the teacher gives them too much homework TEMPLATE: The storm ____{got frightening|became frightening} after the lights went out. (frightening) RESPONSE: The storm got frightening after the lights went out. -# Source: ST §Could You Speak English Before You Came Here? -$PRODUCE Could and Couldn't +# Source: ST §Could You Speak English Before You Came Here? (answer-direction items) +$PRODUCE Answering with "Could" and "Couldn't" ID: l5-s3 -INTRO: Now "could" — ability in the past. Listen carefully: if you hear a question, answer it; if you hear an answer, ask the question that fits it. When you answer, yes or no is your choice. -INSTRUCTION: Hear a question? Answer it. Hear an answer? Ask the question. +INTRO: "Could" is the past of "can". Answer each question you hear in a full sentence with "could" or "couldn't" — yes or no, your choice. +INSTRUCTION: Answer aloud in a full sentence with "could" or "couldn't". INPUT: speak CHECK: llm -RUBRIC: If the prompt is a question, accept any complete yes/no answer using "could" or "couldn't" — either polarity, the learner's choice. If the prompt is a statement, the learner must form the matching yes/no question with "could". Correct use of could/couldn't is the point. +RUBRIC: A full past-ability sentence with "could" or "couldn't" is the point; yes or no is the learner's choice — accept either polarity and any grammatically correct phrasing. EXAMPLE PROMPT: Could you speak English before you came here? RESPONSE: No, I couldn't speak English before I came here. -EXAMPLE -PROMPT: Could you drive when you were 15? -RESPONSE: Yes, I could drive when I was 15. - PROMPT: Could you play in the soccer game last weekend? RESPONSE: Yes, I could play in the soccer game last weekend. PROMPT: Could Alex study with you Thursday? -RESPONSE: No, he couldn't study with me Thursday. +RESPONSE: No, Alex couldn't study with me Thursday. PROMPT: Could you remember the doctor's name after you met him? RESPONSE: Yes, I could remember the doctor's name after I met him. PROMPT: Could Ed repair engines before he became an Army mechanic? -RESPONSE: Yes, he could repair engines before he became an Army mechanic. +RESPONSE: No, Ed couldn't repair engines before he became an Army mechanic. +# Source: ST §Could You Speak English Before You Came Here? (question-direction items) +$PRODUCE Asking with "Could" +ID: l5-s3-b +INTRO: Now flip it around. You'll hear the answer — your job is to ask the question that produced it, starting with "Could". +INSTRUCTION: Say the "Could" question that fits the answer you hear. +INPUT: speak +CHECK: llm +RUBRIC: The question must begin with "Could" + subject + base verb and fit the heard statement, with pronouns flipped where needed ("me" becomes "you"); keeping or dropping the time phrase is fine. + +EXAMPLE PROMPT: No, he couldn't review the lesson with me yesterday. RESPONSE: Could he review the lesson with you yesterday? @@ -151,413 +158,572 @@ PROMPT: Yes, I could understand the teacher in our Spanish class. RESPONSE: Could you understand the teacher in your Spanish class? # Source: ST §How Long Have You Been Here? -$PRODUCE How Long — Asking the Question +$PRODUCE Asking "How Long" ID: l5-s4 -INTRO: Time for "how long". Read the cue and the answer on the screen, then ask the question that fits — aloud. The answer already tells you which tense you need. -INSTRUCTION: Ask a "how long" question that fits the answer, using the cue words. +INTRO: You'll hear an answer about time — two hours, since Monday, for the weekend. Ask the "How long" question that got that answer, using the cue words on screen and the same tense you hear. +INSTRUCTION: Ask a "How long" question using the cue words. INPUT: speak CHECK: llm -RUBRIC: The learner must form a grammatical "How long ..." question built from the cue words whose tense matches the given answer (present perfect, present perfect continuous, or future with "will"). Accept minor wording variation; a tense that doesn't match the answer fails. +RUBRIC: The question must begin with "How long", use the cue words, and match the tense of the heard answer; accept any grammatically correct phrasing. EXAMPLE -TEMPLATE: Tom: you/at work -TEMPLATE: Jim: I've been here for almost two hours. +PROMPT: I've been here for almost two hours. +TEMPLATE: (you / at work) RESPONSE: How long have you been at work? -TEMPLATE: Dan: Jeff/this base -TEMPLATE: Don: He's been at this base for a year and a half. +PROMPT: He's been at this base for a year and a half. +TEMPLATE: (Jeff / this base) RESPONSE: How long has Jeff been at this base? -TEMPLATE: Jan: you/that cold -TEMPLATE: Jim: I've had this cold since last Monday. +PROMPT: I've had this cold since last Monday. +TEMPLATE: (you / that cold) RESPONSE: How long have you had that cold? -TEMPLATE: Jan: you/fever -TEMPLATE: Jim: I've had a fever for two days. +PROMPT: I've had a fever for two days. +TEMPLATE: (you / fever) RESPONSE: How long have you had a fever? -TEMPLATE: Ken: Ted/cough -TEMPLATE: Sam: He's had that cough for four or five days. -RESPONSE: How long has Ted had a cough? +PROMPT: He's had that cough for four or five days. +TEMPLATE: (Ted / cough) +RESPONSE: How long has Ted had that cough? -TEMPLATE: Don: colonel/in Germany -TEMPLATE: Bob: He'll be in Germany for six weeks. +PROMPT: He'll be in Germany for six weeks. +TEMPLATE: (colonel / in Germany) RESPONSE: How long will the colonel be in Germany? -TEMPLATE: Mark: Jane/her cousin's house -TEMPLATE: Mary: She'll be at her cousin's house for the weekend. +PROMPT: She'll be at her cousin's house for the weekend. +TEMPLATE: (Jane / her cousin's house) RESPONSE: How long will Jane be at her cousin's house? -TEMPLATE: Jack: you/program -TEMPLATE: Beth: I've been watching it for an hour. +PROMPT: I've been watching it for an hour. +TEMPLATE: (you / program) RESPONSE: How long have you been watching that program? -TEMPLATE: Greg: instructor -TEMPLATE: Gina: She's been teaching here for three years. +PROMPT: She's been teaching here for three years. +TEMPLATE: (instructor) RESPONSE: How long has the instructor been teaching here? -TEMPLATE: Anne: car -TEMPLATE: Alan: It's been leaking oil for a week. -RESPONSE: How long has the car been leaking oil? +PROMPT: It's been leaking oil for a week. +TEMPLATE: (car) +RESPONSE: How long has your car been leaking oil? -TEMPLATE: Jack: Lt Roberts/the captain -TEMPLATE: Jean: She's been talking to him for half an hour. -RESPONSE: How long has Lt Roberts been talking to the captain? +PROMPT: She's been talking to him for half an hour. +TEMPLATE: (Lt Roberts / the captain) +RESPONSE: How long has Lt. Roberts been talking to the captain? -# SKIPPED (book): "HE TOLD HER THAT . . ." — listening comprehension task based on an unprinted conversation; convertible later with chosen items + TTS. +# SKIPPED (book): "HE TOLD HER THAT . . ." — instructor-read listening conversation with no printed audio script. Dropped. -# Source: ST §Somebody Hit a Pedestrian (word box) -$GRAMMAR Word Box — Somebody, Anybody, Nobody +$SESSION 5-2: Review — "Someone", "-y" Words, and "Who / Which / That" + +# Source: new (gap: the "someone / anyone / no one" pattern is drilled here but never restated in the lesson) +$GRAMMAR Someone, Anyone, No One +ID: l5-s5-g +INTRO: This part reviews words for people you can't name, adjectives ending in "-y", and connecting sentences with "who", "which", and "that". First, a quick reminder before you practice. + +CARD: Use **someone** or **somebody** when the sentence says something happened. +{Someone failed to stop at the light.} + +CARD: Use **anyone** or **anybody** in questions and after "not". +{Was anyone nervous when Bob drove?} +{There's not anyone in that lane.} + +CARD: **No one** and **nobody** are already negative — they don't need "not". +{No one stopped at that stop sign.} + +SUMMARY: +| Use in | Words | Example | +|---|---|---| +| statements | someone, somebody | Someone failed to stop at the light. | +| questions and negatives | anyone, anybody | There's not anyone in that lane. | +| negative by itself | no one, nobody | No one stopped at that stop sign. | + +# Source: ST §Somebody Hit a Pedestrian. (pronoun gaps; word box restored as the option pool) +$SELECT Someone, Anyone, or No One? ID: l5-s5 -INTRO: Here's the word box for the next exercise — the people words like somebody and nobody, plus driving words from earlier in the book. Tap any word to hear it, then move on. - -CARD: Let's review some pronouns used for people. Notice how the words ending in "-one" and "-body" mean the exact same thing. -{someone} -{somebody} -{anyone} -{anybody} -{no one} -{nobody} - -CARD: Here are some important action words for driving a car. -{fail to} -{pass} -{speed} -{yield} - -CARD: These describing words are useful when you are out on the road. -{ahead} -{lost} -{nervous} - -CARD: Finally, here are some common nouns you will see when driving. -{lane} -{stop sign} -{way} - -$PRODUCE Somebody, Anybody, Nobody -ID: l5-s6 -REFERENCE -INTRO: Somebody didn't yield, and of course nobody is admitting it. Complete each sentence with words from the box — it stays one tap away if you need it. -INSTRUCTION: Complete the sentences with words from the word box. -INPUT: type -CHECK: exact +INTRO: Every sentence here is about traffic — and about somebody, or nobody, doing something. Tap the words that complete each sentence. +INSTRUCTION: Tap the words that complete the sentence. +OPTION: some | someone / somebody +OPTION: any | anyone / anybody +OPTION: no | no one / nobody EXAMPLE -TEMPLATE: There's not ____{anyone|anybody} in that ____{lane}. -RESPONSE: There's not anyone in that lane. +TEMPLATE: There's not ____ in that lane. +ANSWER: any +FEEDBACK: There's not anyone in that lane. -TEMPLATE: I don't think ____{anyone|anybody} got ____{lost} downtown. -RESPONSE: I don't think anyone got lost downtown. +TEMPLATE: I don't think ____ got lost downtown. +ANSWER: any +FEEDBACK: I don't think anyone got lost downtown. -TEMPLATE: ____{No one|Nobody} stopped at that ____{stop sign}. -RESPONSE: No one stopped at that stop sign. +TEMPLATE: ____ stopped at that stop sign. +ANSWER: no +FEEDBACK: No one stopped at that stop sign. -TEMPLATE: There was an accident because ____{someone|somebody} didn't ____{yield} at the intersection. -RESPONSE: There was an accident because someone didn't yield at the intersection. +TEMPLATE: There was an accident because ____ didn't yield at the intersection. +ANSWER: some +FEEDBACK: There was an accident because someone didn't yield at the intersection. -TEMPLATE: ____{No one|Nobody} knew the ____{way} to the base. -RESPONSE: No one knew the way to the base. +TEMPLATE: ____ knew the way to the base. +ANSWER: no +FEEDBACK: No one knew the way to the base. -TEMPLATE: Was ____{anyone|anybody} ____{nervous} when Bob drove? -RESPONSE: Was anyone nervous when Bob drove? +TEMPLATE: Was ____ nervous when Bob drove? +ANSWER: any +FEEDBACK: Was anyone nervous when Bob drove? -TEMPLATE: ____{No one|Nobody} saw the car ____{ahead} of us until it was too late. -RESPONSE: No one saw the car ahead of us until it was too late. +TEMPLATE: ____ saw the car ahead of us until it was too late. +ANSWER: no +FEEDBACK: No one saw the car ahead of us until it was too late. -TEMPLATE: ____{Someone|Somebody} ____{failed to} stop at the light. -RESPONSE: Someone failed to stop at the light. +TEMPLATE: ____ failed to stop at the light. +ANSWER: some +FEEDBACK: Someone failed to stop at the light. -TEMPLATE: ____{No one|Nobody} should ____{pass} another car on a hill. -RESPONSE: No one should pass another car on a hill. +TEMPLATE: ____ should pass another car on a hill. +ANSWER: no +FEEDBACK: No one should pass another car on a hill. -TEMPLATE: ____{Anyone|Anybody|Someone|Somebody} who is changing from one ____{lane} to another should signal. -RESPONSE: Anyone who is changing from one lane to another should signal. +TEMPLATE: ____ who is changing from one lane to another should signal. +ANSWER: any|some +FEEDBACK: Anyone who is changing from one lane to another should signal. -TEMPLATE: ____{No one|Nobody} drives fast on this road. ____{Anyone|Anybody|Someone|Somebody} who ____{speeds} here gets a ticket. -RESPONSE: No one drives fast on this road. Anyone who speeds here gets a ticket. +TEMPLATE: ____ drives fast on this road. +ANSWER: no +FEEDBACK: No one drives fast on this road. -# SKIPPED (book): "I'M TOO UNHAPPY TO . . ." — open-ended sentence creation from a word box with no determinate key; single-cue invention is on the avoid list. +TEMPLATE: ____ who speeds here gets a ticket. +ANSWER: any +FEEDBACK: Anyone who speeds here gets a ticket. -# Source: ST §Yes, It's Usually Rainy There. -$PRODUCE Rainy, Icy, Noisy — the -y Suffix -ID: l5-s7 -INTRO: Rain makes it rainy; ice makes it icy. Listen to each question, then answer aloud with the yes or no shown on the screen — and turn the key noun into its -y adjective. -INSTRUCTION: Answer aloud as cued, using the -y form of the key word. +# Source: ST §Somebody Hit a Pedestrian. (vocabulary gaps; word box restored as the option pool) +$SELECT Traffic Words +ID: l5-s5-b +INTRO: Same street, different gaps. This time the pronouns are done — tap the traffic word that completes each sentence. +INSTRUCTION: Tap the word that completes the sentence. +OPTION: a | lane +OPTION: b | lost +OPTION: c | stop sign +OPTION: d | yield +OPTION: e | way +OPTION: f | nervous +OPTION: g | ahead +OPTION: h | failed to +OPTION: i | pass +OPTION: j | speeds + +EXAMPLE +TEMPLATE: There's not anyone in that ____. +ANSWER: a +FEEDBACK: There's not anyone in that lane. + +TEMPLATE: I don't think anyone got ____ downtown. +ANSWER: b +FEEDBACK: I don't think anyone got lost downtown. + +TEMPLATE: No one stopped at that ____. +ANSWER: c +FEEDBACK: No one stopped at that stop sign. + +TEMPLATE: There was an accident because someone didn't ____ at the intersection. +ANSWER: d +FEEDBACK: There was an accident because someone didn't yield at the intersection. + +TEMPLATE: No one knew the ____ to the base. +ANSWER: e +FEEDBACK: No one knew the way to the base. + +TEMPLATE: Was anyone ____ when Bob drove? +ANSWER: f +FEEDBACK: Was anyone nervous when Bob drove? + +TEMPLATE: No one saw the car ____ of us until it was too late. +ANSWER: g +FEEDBACK: No one saw the car ahead of us until it was too late. + +TEMPLATE: Someone ____ stop at the light. +ANSWER: h +FEEDBACK: Someone failed to stop at the light. + +TEMPLATE: No one should ____ another car on a hill. +ANSWER: i +FEEDBACK: No one should pass another car on a hill. + +TEMPLATE: Anyone who is changing from one ____ to another should signal. +ANSWER: a +FEEDBACK: Anyone who is changing from one lane to another should signal. + +TEMPLATE: No one drives fast on this road. Anyone who ____ here gets a ticket. +ANSWER: j +FEEDBACK: No one drives fast on this road. Anyone who speeds here gets a ticket. + +# Source: ST §I'm Too Unhappy to . . . (cues scaffolded; last two items added) +$PRODUCE Too Busy to Be Unhappy +ID: l5-s6 +INTRO: One adjective can cancel another: too busy to be unhappy, too funny to be boring. Build a sentence from each set of cue words using "too ... to be ...". +INSTRUCTION: Make a sentence with "too ... to be ..." from the cue words. INPUT: speak CHECK: llm -RUBRIC: Accept any natural complete sentence with the cued yes/no polarity that uses the -y adjective formed from the key noun in the question (rain → rainy, ice → icy, etc.). The -y adjective is the point — an answer without it fails. +RUBRIC: The pattern "too + adjective + to be + adjective" with the two cue adjectives is the point; accept any subject form and any tense of "be". + +EXAMPLE +TEMPLATE: I / busy / unhappy +RESPONSE: I'm too busy to be unhappy. + +TEMPLATE: the movie / funny / boring +RESPONSE: The movie was too funny to be boring. + +# Source: new (gap: the source supplied only two items for this pattern) +TEMPLATE: the students / tired / noisy +RESPONSE: The students are too tired to be noisy. + +TEMPLATE: he / nervous / funny +RESPONSE: He was too nervous to be funny. + +# Source: ST §Yes, It's Usually Rainy There. +$PRODUCE Rainy, Icy, Salty — Words with "-y" +ID: l5-s7 +INTRO: Add "-y" to a noun and you get an adjective: rain becomes rainy, ice becomes icy. Answer each question with the "-y" word made from the underlined word — "yes" or "no" is on screen, so there's no guessing. +INSTRUCTION: Answer aloud using the "-y" word made from the underlined word. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: The "-y" adjective built from the underlined noun is the point, with the yes/no polarity given by the cue; accept any grammatically correct full-sentence phrasing. EXAMPLE PROMPT: Is there a *leak* in the bathroom faucet? -TEMPLATE: Yes, ____. +TEMPLATE: (yes) RESPONSE: Yes, the bathroom faucet is leaky. PROMPT: Is there a lot of *rain* in London? -TEMPLATE: Yes, ____. -RESPONSE: Yes, London is rainy. +TEMPLATE: (yes) +RESPONSE: Yes, it is usually rainy in London. PROMPT: Is there *ice* on the roads? -TEMPLATE: Yes, ____. +TEMPLATE: (yes) RESPONSE: Yes, the roads are icy. PROMPT: Does the meat have too much *salt* on it? -TEMPLATE: No, ____. +TEMPLATE: (no) RESPONSE: No, the meat isn't salty. PROMPT: Does it *snow* often in Saudi Arabia? -TEMPLATE: No, ____. -RESPONSE: No, Saudi Arabia isn't snowy. +TEMPLATE: (no) +RESPONSE: No, it isn't snowy in Saudi Arabia. PROMPT: Was there a lot of *soap* in the water? -TEMPLATE: Yes, ____. +TEMPLATE: (yes) RESPONSE: Yes, the water was soapy. PROMPT: Do you have *grease* on your hands? -TEMPLATE: No, ____. +TEMPLATE: (no) RESPONSE: No, my hands aren't greasy. PROMPT: Was there too much *water* in the coffee? -TEMPLATE: No, ____. +TEMPLATE: (no) RESPONSE: No, the coffee wasn't watery. PROMPT: Do airplanes take off when there's a *storm*? -TEMPLATE: No, ____. +TEMPLATE: (no) RESPONSE: No, airplanes don't take off when it's stormy. PROMPT: Will there be a lot of *rain* tomorrow? -TEMPLATE: Yes, ____. +TEMPLATE: (yes) RESPONSE: Yes, it will be rainy tomorrow. PROMPT: Is there a lot of *noise* in your apartment building? -TEMPLATE: No, ____. +TEMPLATE: (no) RESPONSE: No, my apartment building isn't noisy. -$LESSON 5-2: Grammar Review — Relative Clauses and Reading Skills +# Source: new (gap: "who / which / that" is drilled here but never restated in the lesson) +$GRAMMAR Who, Which, and That +ID: l5-s8-g +INTRO: Three little words that glue sentences together. A ten-second reminder before you practice. -# Source: ST §Aldo's Auto Repair (word box) -$GRAMMAR Word Box — At the Auto Shop +CARD: For people, use **who** — **that** works too. +{the mechanic who tunes up truck engines} +{the clerk who credited your account} + +CARD: For things and places, use **which** — **that** works too. +{the shop which serviced my car} +{the garage that guarantees its work} + +SUMMARY: +| For | Use | +|---|---| +| people | who, that | +| things and places | which, that | + +# Source: ST §Aldo's Auto Repair Is the Shop That Serviced My Car. (verbs printed; the connecting word is the gap) +$SELECT Who, Which, or That? ID: l5-s8 -INTRO: In this part you'll review relative clauses — who, which, and that — and then practice reading for summaries and main ideas. Start with this word box from the auto shop. +INTRO: A whole neighborhood of shops, clerks, and mechanics — some of them even refund your money. Tap a word that connects each sentence; often more than one works, and any correct choice counts. +INSTRUCTION: Tap a word that correctly completes the sentence. +OPTION: who | who +OPTION: which | which +OPTION: that | that -CARD: We use relative pronouns to connect ideas and describe people or things. -{that} -{who} -{which} +EXAMPLE +TEMPLATE: Is this the shop ____ serviced your car? +ANSWER: that|which -CARD: Here are some common words for maintenance, repairs, and problems at the auto shop. -{service} -{tune up} -{charge} -{exchange} -{leak} +TEMPLATE: Is this the shop ____ services all kinds of cars? +ANSWER: that|which -CARD: If something goes wrong with the repair, you might use these words to fix the issue or get your money back. -{refund} -{guarantee} -{credit} -{give back} +TEMPLATE: Is that the shop ____ refunded your money? +ANSWER: that|which -$PRODUCE The Shop That Serviced My Car +TEMPLATE: Sam's Service Station is the place ____ guaranteed the job. +ANSWER: that|which + +TEMPLATE: I was the one ____ guaranteed the work. +ANSWER: who|that + +TEMPLATE: The clerk ____ exchanged the part at the shop is my sister. +ANSWER: who|that + +TEMPLATE: Is he the man ____ serviced the motor that leaked oil? +ANSWER: who|that + +TEMPLATE: Who was the clerk ____ credited your account? +ANSWER: who|that + +TEMPLATE: Are you the mechanic ____ tunes up truck engines? +ANSWER: who|that + +TEMPLATE: This is the shop ____ didn't refund my money. +ANSWER: that|which + +TEMPLATE: What's the name of the garage ____ guarantees its work for 90 days? +ANSWER: that|which + +# Source: ST §Put Two Sentences Together. +$PRODUCE Put Two Sentences Together ID: l5-s9 -REFERENCE -INTRO: Aldo's shop guarantees its work — let's see if you can guarantee yours. Complete each sentence with words from the box, in the correct form: who or that for people, which or that for things. -INSTRUCTION: Complete the sentences using words from the box, in the correct form. -INPUT: type -CHECK: exact +INTRO: A short sad story about a student, a doctor, and a bill — told two sentences at a time. Combine each pair into one sentence with the word in parentheses, and say it aloud. +INSTRUCTION: Combine the two sentences aloud using the word in parentheses. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: One combined sentence using the given connecting word is the point; accept any grammatically correct clause order that keeps the meaning of both sentences. -EXAMPLE -TEMPLATE: Is this the shop ____{which|that} ____{serviced|services} your car? -RESPONSE: Is this the shop that serviced your car? +PROMPT: The student isn't in class today.\nHe had a fever yesterday. +TEMPLATE: (who) +RESPONSE: The student who had a fever yesterday isn't in class today. -EXAMPLE -TEMPLATE: Ernie is the mechanic ____{who|that} ____{tuned up|tunes up} my engine. -RESPONSE: Ernie is the mechanic who tuned up my engine. +PROMPT: He has a cold.\nIt's getting worse every day. +TEMPLATE: (which) +RESPONSE: He has a cold which is getting worse every day. -TEMPLATE: Is this the shop ____{which|that} ____{services|serviced} all kinds of cars? -RESPONSE: Is this the shop that services all kinds of cars? +PROMPT: He didn't make a doctor's appointment.\nHe really felt bad. +TEMPLATE: (until) +RESPONSE: He didn't make a doctor's appointment until he really felt bad. -TEMPLATE: Is that the shop ____{which|that} ____{refunded|refunds|gave back|gives back} your money? -RESPONSE: Is that the shop that refunded your money? +PROMPT: His friend drove him to the doctor's office.\nThe student thought he was too sick to drive. +TEMPLATE: (because) +RESPONSE: His friend drove him to the doctor's office because the student thought he was too sick to drive. -TEMPLATE: Sam's Service Station is the place ____{which|that} ____{guaranteed|guarantees} the job. -RESPONSE: Sam's Service Station is the place that guaranteed the job. +PROMPT: The doctor examined him.\nHis friend waited. +TEMPLATE: (while) +RESPONSE: The doctor examined him while his friend waited. -TEMPLATE: I was the one ____{who|that} ____{charged} the work. -RESPONSE: I was the one who charged the work. +PROMPT: He looked better.\nHe came out of the examination room. +TEMPLATE: (when) +RESPONSE: He looked better when he came out of the examination room. -TEMPLATE: The clerk ____{who|that} ____{exchanged} the part at the shop is my sister. -RESPONSE: The clerk who exchanged the part at the shop is my sister. +PROMPT: He wasn't terribly sick.\nHe went in. +TEMPLATE: (before) +RESPONSE: He wasn't terribly sick before he went in. -TEMPLATE: Is he the man ____{who|that} ____{tuned up} the motor that leaked oil? -RESPONSE: Is he the man who tuned up the motor that leaked oil? +PROMPT: But he became sicker.\nHe saw the doctor's bill. +TEMPLATE: (after) +RESPONSE: But he became sicker after he saw the doctor's bill. -TEMPLATE: Who was the clerk ____{who|that} ____{credited} your account? -RESPONSE: Who was the clerk who credited your account? +$SESSION 5-3: Review — Reading and Word Meanings -TEMPLATE: Are you the mechanic ____{who|that} ____{tunes up|services} truck engines? -RESPONSE: Are you the mechanic who tunes up truck engines? +# Source: ST §Which Summary Is the Best? — Paragraph 1 +$GRAMMAR Reading: Soccer and Size +ID: l5-s10-r-p1 +READING +INTRO: Last part: reading. A short paragraph about soccer — read it, then pick the best summary right after. -TEMPLATE: This is the shop ____{which|that} didn't ____{refund|give back} my money. -RESPONSE: This is the shop that didn't refund my money. +CARD: **Paragraph 1.** Soccer is a game that almost everyone who is in good physical shape can play. In basketball, most of the players are tall. In football, many of the players are heavy and very strong. Soccer is different. A player who is fast can do well in a soccer game. He doesn't need to be tall, heavy, or strong. -TEMPLATE: What's the name of the garage ____{which|that} ____{guarantees} its work for 90 days? -RESPONSE: What's the name of the garage that guarantees its work for 90 days? - -# Source: ST §Which Summary Is the Best? -$SELECT Which Summary Is the Best? -ID: l5-s10 -INTRO: Read each paragraph, then tap the summary that covers the whole paragraph — not just one sentence of it — in the fewest words. -INSTRUCTION: Read the paragraph and tap the best summary. - -TEMPLATE: Soccer is a game that almost everyone who is in good physical shape can play. In basketball, most of the players are tall. In football, many of the players are heavy and very strong. Soccer is different. A player who is fast can do well in a soccer game. He doesn't need to be tall, heavy, or strong. +# Source: ST §Which Summary Is the Best? — Paragraph 1 +$SELECT Pick the Best Summary: Soccer +ID: l5-s10-p1 +REFERENCE: l5-s10-r-p1 +INTRO: Three summaries, one best. The best one covers the paragraph's whole point, not just one detail. The paragraph stays a tap away if you need another look. +INSTRUCTION: Tap the best summary of the paragraph. OPTION: a | Basketball players have to be tall, or they won't do well in a game. OPTION: b | Football and basketball games are different from soccer games. OPTION: c | Speed, not size, is the thing that's most important to a soccer player. + +TEMPLATE: Which summary is the best? ANSWER: c -TEMPLATE: People who are driving on long trips should stop often. They can buy gas, eat, sightsee, or just exercise a little. When they get tired, they can pull over to the side of the road and rest. Without regular breaks, drivers can easily become tired or careless. Sometimes when a driver falls asleep at the wheel, his vehicle leaves the road or crosses into the opposite lane and causes a terrible accident. +# Source: ST §Which Summary Is the Best? — Paragraph 2 +$GRAMMAR Reading: Driving on Long Trips +ID: l5-s10-r-p2 +READING +INTRO: One more paragraph — this one is about long road trips and why drivers should stop for breaks. Read it; a question follows. + +CARD: **Paragraph 2.** People who are driving on long trips should stop often. They can buy gas, eat, sightsee, or just exercise a little. When they get tired, they can pull over to the side of the road and rest. Without regular breaks, drivers can easily become tired or careless. Sometimes when a driver falls asleep at the wheel, his vehicle leaves the road or crosses into the opposite lane and causes a terrible accident. + +# Source: ST §Which Summary Is the Best? — Paragraph 2 +$SELECT Pick the Best Summary: Long Trips +ID: l5-s10-p2 +REFERENCE: l5-s10-r-p2 +INTRO: Same job: three summaries, one that really covers the paragraph. Tap it. +INSTRUCTION: Tap the best summary of the paragraph. OPTION: a | You should be careful while you're driving. When you become tired, pull off the road and rest. OPTION: b | Drivers should stop regularly on long trips. Those who don't take breaks can become tired and cause accidents. OPTION: c | Long automobile trips can be boring. When you take breaks to go sightseeing, they're more interesting. + +TEMPLATE: Which summary is the best? ANSWER: b -# Source: ST §Put Two Sentences Together -$PRODUCE Put Two Sentences Together -ID: l5-s11 -INTRO: Two short sentences walk in; one good sentence walks out. Read the pair, then combine them aloud using the cue word — the whole set tells the story of one very unlucky patient. -INSTRUCTION: Combine the two sentences into one, using the cue word. -INPUT: speak +# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1 +$GRAMMAR Reading: Careless Drivers +ID: l5-s11-r-p1 +READING +INTRO: Now a paragraph about how highway accidents happen. Read it — then you'll name its topic, its main idea, and a title. + +CARD: **Paragraph 1.** No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day. Often they are the ones who caused the accident because they were careless. They didn't keep their car in good shape, their mind on the road, their hands on the wheel, or their eyes on the speed limit signs. + +# Source: ST §Topics, Main Ideas, and Titles — Paragraph 1 +$PRODUCE Topic, Main Idea, and Title: Careless Drivers +ID: l5-s11-p1 +REFERENCE: l5-s11-r-p1 +INTRO: The topic is a few words, the main idea is one sentence, and the title is your headline. Type all three — the paragraph is there if you need to look back. +INSTRUCTION: Type your answer. Open the paragraph again if you need it. +INPUT: type CHECK: llm -RUBRIC: The learner must form a single grammatical sentence incorporating the cue word as a conjunction or relative pronoun linking the two given clauses. Accept either clause order where the cue word allows it. +RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea. -TEMPLATE: The student isn't in class today. He had a fever yesterday. (who) -RESPONSE: The student who had a fever yesterday isn't in class today. +PROMPT: Type the topic of the paragraph — just a few words. +RESPONSE: highway accidents -TEMPLATE: He has a cold. It's getting worse every day. (which) -RESPONSE: He has a cold which is getting worse every day. +PROMPT: Type the main idea of the paragraph in one sentence. +RESPONSE: Many highway accidents are caused by careless drivers. -TEMPLATE: He didn't make a doctor's appointment. He really felt bad. (until) -RESPONSE: He didn't make a doctor's appointment until he really felt bad. +PROMPT: Type a good title for the paragraph. +RESPONSE: Highway Accidents and Careless Drivers -TEMPLATE: His friend drove him to the doctor's office. The student thought he was too sick to drive. (because) -RESPONSE: His friend drove him to the doctor's office because the student thought he was too sick to drive. +# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2 +$GRAMMAR Reading: Flying Around the World +ID: l5-s11-r-p2 +READING +INTRO: The last paragraph is a happier one — two pilots, one very light airplane, and a nine-day trip. Read it; the same three questions follow. -TEMPLATE: The doctor examined him. His friend waited. (while) -RESPONSE: His friend waited while the doctor examined him. +CARD: **Paragraph 2.** When people really want to do something that's difficult, they can usually find a way. Two U.S. pilots wanted to show that an airplane could fly around the world and not stop. They decided to build an airplane that was very light and didn't use much gas. It was noisy and slow, but it worked. In 1986, they flew it around the world. They got hurt when they flew through stormy weather and became terribly tired, but they finished the trip in nine days. -TEMPLATE: He looked better. He came out of the examination room. (when) -RESPONSE: He looked better when he came out of the examination room. +# Source: ST §Topics, Main Ideas, and Titles — Paragraph 2 +$PRODUCE Topic, Main Idea, and Title: Around the World +ID: l5-s11-p2 +REFERENCE: l5-s11-r-p2 +INTRO: Same three answers: topic, main idea, title. Type each one. +INSTRUCTION: Type your answer. Open the paragraph again if you need it. +INPUT: type +CHECK: llm +RUBRIC: Treat the model answer as the factual key — accept any phrasing of the same idea: a short topic phrase, a one-sentence main idea, or any sensible title built on that idea. -TEMPLATE: He wasn't terribly sick. He went in. (before) -RESPONSE: He wasn't terribly sick before he went in. +PROMPT: Type the topic of the paragraph — just a few words. +RESPONSE: flying around the world non-stop -TEMPLATE: But he became sicker. He saw the doctor's bill. (after) -RESPONSE: But he became sicker after he saw the doctor's bill. +PROMPT: Type the main idea of the paragraph in one sentence. +RESPONSE: Two pilots showed that people can do difficult things by flying around the world without stopping. -# Source: ST §Topics, Main Ideas, and Titles (paragraph 1) -$DIALOGUE Reading — Careless Drivers +PROMPT: Type a good title for the paragraph. +RESPONSE: Around the World in Nine Days + +# Source: ST §What Does the Word Mean? — "during" +$SELECT What Can "During" Mean? ID: l5-s12 -INTRO: Read this short paragraph about careless drivers. Afterwards you'll name its topic and main idea, so read like it matters. -INSTRUCTION: Read the paragraph. - -LINE: No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day. -LINE: Often they are the ones who caused the accident because they were careless. -LINE: They didn't keep their car in good shape, their mind on the road, their hands on the wheel, or their eyes on the speed limit signs. - -# Source: ST §Topics, Main Ideas, and Titles (paragraph 1, questions) -$PRODUCE Topic, Main Idea, and Title (1) -ID: l5-s13 -REFERENCE -INTRO: Now type the topic, the main idea, and a good title for the paragraph. It stays one tap away if you need to reread it. -INSTRUCTION: Type the topic, main idea, and title for the paragraph. -INPUT: type -CHECK: llm -RUBRIC: Treat this as the key — topic: careless driving / highway accidents; main idea: many highway accidents are caused by careless drivers who don't maintain their cars or pay attention; title: any short title reflecting careless driving or accidents. Accept any phrasing or short form of the same idea. - -TEMPLATE: Topic: -RESPONSE: Careless Driving - -TEMPLATE: Main idea: -RESPONSE: Many accidents are caused by careless drivers who do not pay attention or maintain their cars. - -TEMPLATE: Title: -RESPONSE: Highway Accidents - -# Source: ST §Topics, Main Ideas, and Titles (paragraph 2) -$DIALOGUE Reading — Around the World Without Stopping -ID: l5-s14 -INTRO: Another paragraph — two pilots, one very light airplane, and nine noisy days in the air. Read it; the same three questions follow. -INSTRUCTION: Read the paragraph. - -LINE: When people really want to do something that's difficult, they can usually find a way. -LINE: Two U.S. pilots wanted to show that an airplane could fly around the world and not stop. -LINE: They decided to build an airplane that was very light and didn't use much gas. -LINE: It was noisy and slow, but it worked. -LINE: In 1986, they flew it around the world. -LINE: They got hurt when they flew through stormy weather and became terribly tired, but they finished the trip in nine days. - -# Source: ST §Topics, Main Ideas, and Titles (paragraph 2, questions) -$PRODUCE Topic, Main Idea, and Title (2) -ID: l5-s15 -REFERENCE -INTRO: Same job as before — type the topic, the main idea, and a title for the pilots' story. -INSTRUCTION: Type the topic, main idea, and title for the paragraph. -INPUT: type -CHECK: llm -RUBRIC: Treat this as the key — topic: a non-stop flight around the world; main idea: two pilots built a special light airplane and flew it around the world without stopping, despite storms and exhaustion; title: any short title reflecting the around-the-world flight. Accept any phrasing or short form of the same idea. - -TEMPLATE: Topic: -RESPONSE: A non-stop flight around the world. - -TEMPLATE: Main idea: -RESPONSE: Two pilots built a special airplane and successfully flew it non-stop around the world despite difficulties. - -TEMPLATE: Title: -RESPONSE: Flying Around the World - -# Source: ST §What Does the Word Mean? -$PRODUCE What Does the Word Mean? — Context Clues -ID: l5-s16 -INTRO: Last one. Context tells you what a word means — and how sure you can be. For each line, type "is", "is not", or "may be", and notice how more context makes you more certain. Then go show that quiz who studied. -INSTRUCTION: Type "is", "is not", or "may be" in each blank. -INPUT: type -CHECK: exact +INTRO: When you meet a new word, the sentence around it is your dictionary. Pretend you don't know "during": with a little context, several meanings fit — but as the sentence grows, only one survives. For each guess, tap "may mean", "must mean", or "can't mean". +INSTRUCTION: Tap "may mean", "must mean", or "can't mean". +OPTION: may | may mean +OPTION: is | must mean +OPTION: not | can't mean TEMPLATE: Tom slept *during* class. -TEMPLATE: During ____{may be} before the class started. -TEMPLATE: ____{may be} while he was in class. -TEMPLATE: ____{may be} after he left class. -RESPONSE: During may be before the class started, may be while he was in class, and may be after he left class. +TEMPLATE: Here, "during" ____ "before the class started." +ANSWER: may + +TEMPLATE: Tom slept *during* class. +TEMPLATE: Here, "during" ____ "while he was in class." +ANSWER: may + +TEMPLATE: Tom slept *during* class. +TEMPLATE: Here, "during" ____ "after he left class." +ANSWER: may TEMPLATE: The teacher was upset because Tom slept *during* class. -TEMPLATE: During ____{is not} before the class started. -TEMPLATE: ____{is} while he was in class. -TEMPLATE: ____{is not} after he left class. -RESPONSE: During is not before the class started, is while he was in class, and is not after he left class. +TEMPLATE: Here, "during" ____ "before the class started." +ANSWER: not + +TEMPLATE: The teacher was upset because Tom slept *during* class. +TEMPLATE: Here, "during" ____ "while he was in class." +ANSWER: may + +TEMPLATE: The teacher was upset because Tom slept *during* class. +TEMPLATE: Here, "during" ____ "after he left class." +ANSWER: not TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question. -TEMPLATE: During ____{is not} before the class started. -TEMPLATE: ____{is} while he was in class. -TEMPLATE: ____{is not} after he left class. -RESPONSE: During is not before the class started, is while he was in class, and is not after he left class. +TEMPLATE: Here, "during" ____ "before the class started." +ANSWER: not + +TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question. +TEMPLATE: Here, "during" ____ "while he was in class." +ANSWER: is + +TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question. +TEMPLATE: Here, "during" ____ "after he left class." +ANSWER: not + +# Source: ST §What Does the Word Mean? — "remain" +$SELECT What Can "Remain" Mean? +ID: l5-s13 +INTRO: Same detective work, one more word: "remain". Watch each extra clue shrink the possibilities. This is the last activity of the lesson — finish strong, and you've closed out the whole book. +INSTRUCTION: Tap "may mean", "must mean", or "can't mean". +OPTION: may | may mean +OPTION: is | must mean +OPTION: not | can't mean TEMPLATE: Tina will *remain* here. -TEMPLATE: Remain ____{may be} work. -TEMPLATE: ____{may be} stay. -TEMPLATE: ____{may be} leave. -RESPONSE: Remain may be work, may be stay, and may be leave. +TEMPLATE: Here, "remain" ____ "work." +ANSWER: may + +TEMPLATE: Tina will *remain* here. +TEMPLATE: Here, "remain" ____ "stay." +ANSWER: may + +TEMPLATE: Tina will *remain* here. +TEMPLATE: Here, "remain" ____ "leave." +ANSWER: may TEMPLATE: Tina will *remain* here in the hospital. -TEMPLATE: Remain ____{may be} work. -TEMPLATE: ____{may be} stay. -TEMPLATE: ____{is not} leave. -RESPONSE: Remain may be work, may be stay, and is not leave. +TEMPLATE: Here, "remain" ____ "work." +ANSWER: may + +TEMPLATE: Tina will *remain* here in the hospital. +TEMPLATE: Here, "remain" ____ "stay." +ANSWER: may + +TEMPLATE: Tina will *remain* here in the hospital. +TEMPLATE: Here, "remain" ____ "leave." +ANSWER: not TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home. -TEMPLATE: Remain ____{is not} work. -TEMPLATE: ____{is} stay. -TEMPLATE: ____{is not} leave. -RESPONSE: Remain is not work, is stay, and is not leave. +TEMPLATE: Here, "remain" ____ "work." +ANSWER: not -# SKIPPED (book): "LISTEN AND WRITE." — dictation of an unprinted paragraph; no stimulus to convert. Convertible later with chosen items + TTS. +TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home. +TEMPLATE: Here, "remain" ____ "stay." +ANSWER: is + +TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home. +TEMPLATE: Here, "remain" ____ "leave." +ANSWER: not + +# SKIPPED (book): "LISTEN AND WRITE." — instructor-read dictation with no printed stimulus. Dropped.