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+$MODULE Book 10 · Lesson 1: Tell Me How To ... {st-page_009_001.jpg}
+FORMAT: 2
+DESCRIPTION: Vending machines and snacks; "how to" after know, learn, show, and teach; everyday words like favorite, stuck, and out of; time clauses with when, while, before, after, and until; connective words; "be supposed to"; map directions and dictation.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Frank | achernar | Male
+VOICE: Tina | gacrux | Female
+VOICE: Carl | achird | Male
+VOICE: Dora | schedar | Female
+VOICE: Man | achernar | Male
+VOICE: Woman | gacrux | Female
+VOICE: Peggy | gacrux | Female
+VOICE: Peter | achernar | Male
+VOICE: Hank | achird | Male
+VOICE: Pete | schedar | Male
+VOICE: Eric | achernar | Male
+VOICE: Adam | schedar | Male
+VOICE: Brad | achird | Male
+VOICE: Dave | schedar | Male
+VOICE: Fred | achird | Male
+VOICE: Greg | achernar | Male
+VOICE: Stan | achird | Male
+VOICE: Lynn | aoede | Female
+VOICE: Mark | achernar | Male
+VOICE: Cashier | gacrux | Female
+VOICE: Rick | achernar | Male
+VOICE: Ali | achird | Male
+VOICE: Ann | aoede | Female
+VOICE: Chris | achernar | Male
+VOICE: George | achernar | Male
+VOICE: Chuck | achird | Male
+VOICE: Ed | achernar | Male
+VOICE: Larry | achernar | Male
+VOICE: Jack | achird | Male
+VOICE: Bob | achernar | Male
+VOICE: Hal | achird | Male
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 1-1: Snacks and Vending Machines
+
+# Source: LLA 1A Figure 1
+$DIALOGUE Snacks and Vending Machines
+ID: 10-1a-f1
+INTRO: In this lesson you'll learn to buy snacks from a vending machine, explain how to do things with "how to", and connect events with words like before, after, and until. First, meet the machine itself — listen to each word and sentence and repeat it.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: vending machine
+VOCAB: popular
+LINE: This is a vending machine. {page_011_001.jpg} {bk10-l1a-f1-01.mp3}
+LINE: A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-02.mp3}
+LINE: Vending machines are popular. {page_011_001.jpg} {bk10-l1a-f1-03.mp3}
+LINE: Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-04.mp3}
+
+VOCAB: sodas
+VOCAB: soda pop
+LINE: Sodas are sometimes called soda water. {page_011_002.jpg} {bk10-l1a-f1-05.mp3}
+LINE: A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-06.mp3}
+
+VOCAB: chips
+LINE: Do you like potato chips or corn chips? {page_011_003.jpg} {bk10-l1a-f1-07.mp3}
+LINE: Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-08.mp3}
+
+VOCAB: chewing gum
+LINE: Do you want a piece of chewing gum? {page_011_004.jpg} {bk10-l1a-f1-09.mp3}
+LINE: Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-10.mp3}
+
+VOCAB: candy bar
+LINE: I like to eat chocolate candy bars. {page_011_005.jpg} {bk10-l1a-f1-11.mp3}
+LINE: Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-12.mp3}
+
+# Source: ST §What Kind of Snack Do You Want?
+$DIALOGUE What Kind of Snack Do You Want?
+ID: l1-s5
+INTRO: Greg and Stan are deciding on snacks — and ordering for Sue, who isn't there to defend her choice. Listen to the dialog.
+INSTRUCTION: Listen to the dialog.
+
+VOCAB: potato chips
+VOCAB: corn chips
+VOCAB: candy bar
+Greg: Do you want potato chips, corn chips, or a candy bar? {st-page_014_001.jpg}
+
+VOCAB: chewing gum
+Stan: I don't want anything to eat. I just want some chewing gum. {st-page_014_002.jpg}
+
+Greg: What does Sue want?
+
+VOCAB: nuts
+Stan: She wants some nuts. {st-page_014_003.jpg}
+
+# Source: LLA 1A Figure 2
+$SELECT Snack Questions
+ID: 10-1a-f2
+INTRO: Now answer some quick questions about the snack words. Listen, tap the answer, then repeat the full answer aloud.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+OPTION: a | vending machines
+OPTION: b | soda pop
+OPTION: c | candy bar
+OPTION: d | chips
+OPTION: e | gum
+
+PROMPT: What's another name for soda? {bk10-l1a-f2-01-q.mp3}
+ANSWER: b
+FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-a.mp3}
+
+PROMPT: What do some people chew between meals? {bk10-l1a-f2-02-q.mp3}
+ANSWER: e
+FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-a.mp3}
+
+PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03-q.mp3}
+ANSWER: c
+FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-a.mp3}
+
+PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04-q.mp3}
+ANSWER: a
+FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-a.mp3}
+
+PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05-q.mp3}
+ANSWER: d
+FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-a.mp3}
+
+# Source: LLA 1A Figure 3
+$DIALOGUE Operating Machines
+ID: 10-1a-f3
+INTRO: Time to operate the machine: coins, slots, knobs — and what to do the day it keeps your money. Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: detergent
+VOCAB: washing machine
+LINE: A detergent is a soap. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
+LINE: She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-02.mp3}
+
+VOCAB: insert
+VOCAB: opening
+LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-03.mp3}
+LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-04.mp3}
+LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-05.mp3}
+
+VOCAB: selection
+VOCAB: knob
+LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-06.mp3}
+LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-07.mp3}
+
+VOCAB: drop
+VOCAB: lift
+LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-08.mp3}
+LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-09.mp3}
+
+VOCAB: out of order
+VOCAB: get back
+VOCAB: coin release
+VOCAB: coin return
+LINE: The machine was out of order. {page_013_002.jpg} {bk10-l1a-f3-10.mp3}
+LINE: It didn't work. {page_013_002.jpg} {bk10-l1a-f3-11.mp3}
+LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-12.mp3}
+LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-13.mp3}
+
+# Source: ST §A Vending Machine (trimmed — lines duplicating LLA 1A Figures 1/3 dropped; distinct words kept)
+$DIALOGUE More Machine Words
+ID: l1-s2
+INTRO: A few more machine words that will come in handy the day the machine doesn't cooperate. Listen and read.
+INSTRUCTION: Listen and read.
+
+VOCAB: dispense
+LINE: A snack vending machine dispenses snacks. {st-page_012_001.jpg}
+
+VOCAB: work
+LINE: I can work this machine. It's easy.
+
+VOCAB: tray
+LINE: Your snack selection will drop into the tray.
+
+VOCAB: be supposed to | is supposed to
+LINE: The snack is supposed to drop into the tray.
+
+VOCAB: until
+LINE: Insert your coins again and wait until they drop.
+
+# Source: ST §What Is Your Selection?
+$DIALOGUE Which Knob? {st-page_015_001.jpg}
+ID: l1-s6
+INTRO: Two quick worked examples of making a selection. Look at the machine and follow along.
+INSTRUCTION: Listen and read the examples.
+
+Narrator: Ted wants some potato chips. Which knob should he pull? He should pull knob 1.
+Narrator: Sam pulled knob number 5. What was his selection? He selected some nuts.
+
+# Source: LLA 1A Figure 4
+$SELECT How Machines Work
+ID: 10-1a-f4
+INTRO: Now put the machine words to work. Listen to the situation and the question, then tap the correct answer.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: He picked out a candy bar. What did he do? {bk10-l1a-f4-01-q.mp3}
+OPTION: a | made a selection {bk10-l1a-f4-01-a.mp3}
+OPTION: b | bought a candy bar
+OPTION: c | ate a candy bar
+ANSWER: a
+
+PROMPT: How do you get your selection from the machine? {bk10-l1a-f4-02-q.mp3}
+OPTION: a | You pick it out.
+OPTION: b | You pay for it.
+OPTION: c | You lift the door. {bk10-l1a-f4-02-a.mp3}
+ANSWER: c
+
+PROMPT: What is a detergent? {bk10-l1a-f4-03-q.mp3}
+OPTION: a | a soup
+OPTION: b | a soap {bk10-l1a-f4-03-a.mp3}
+OPTION: c | a slot
+ANSWER: b
+
+PROMPT: She put the money in the slot. What did she do? {bk10-l1a-f4-04-q.mp3}
+OPTION: a | She dropped it.
+OPTION: b | She lifted it.
+OPTION: c | She inserted it. {bk10-l1a-f4-04-a.mp3}
+ANSWER: c
+
+PROMPT: What is another name for slot? {bk10-l1a-f4-05-q.mp3}
+OPTION: a | a knob
+OPTION: b | an opening {bk10-l1a-f4-05-a.mp3}
+OPTION: c | a door
+ANSWER: b
+
+PROMPT: When a machine doesn't work, what do we say? {bk10-l1a-f4-06-q.mp3}
+OPTION: a | It's out of order. {bk10-l1a-f4-06-a.mp3}
+OPTION: b | It's out of snacks.
+OPTION: c | It's out of money.
+ANSWER: a
+
+PROMPT: She used the washing machine. What did she do? {bk10-l1a-f4-07-q.mp3}
+OPTION: a | washed clothes {bk10-l1a-f4-07-a.mp3}
+OPTION: b | washed dishes
+OPTION: c | washed her car
+ANSWER: a
+
+PROMPT: How do you get your money back from a vending machine? {bk10-l1a-f4-08-q.mp3}
+OPTION: a | Lift the door.
+OPTION: b | Insert the money.
+OPTION: c | Turn the coin release. {bk10-l1a-f4-08-a.mp3}
+ANSWER: c
+
+PROMPT: Where do you get your change from? {bk10-l1a-f4-09-q.mp3}
+OPTION: a | coin release
+OPTION: b | coin return {bk10-l1a-f4-09-a.mp3}
+OPTION: c | selection knob
+ANSWER: b
+
+PROMPT: What do we say when something falls? {bk10-l1a-f4-10-q.mp3}
+OPTION: a | It drops. {bk10-l1a-f4-10-a.mp3}
+OPTION: b | It breaks.
+OPTION: c | It grows.
+ANSWER: a
+
+# Source: ST §This Is How You Do It.
+$SELECT This Is How You Do It
+ID: l1-s3
+ORDER
+INTRO: You know the words — now put the steps of using a vending machine in the right order, from coins to snack.
+INSTRUCTION: Put the sentences in order to show how to use the machine.
+
+TEMPLATE: How do you operate a vending machine?
+OPTION: a | Insert the coins in the coin slot.
+OPTION: b | Wait until the coins drop.
+OPTION: c | Make your selection. Pull the knob or push a button.
+OPTION: d | Get your selection from the tray.
+OPTION: e | Lastly, pick up the change from the coin return opening.
+ANSWER: a,b,c,d,e
+
+# Source: ST §When the Coins Get Stuck, ...
+$SELECT When the Coins Get Stuck
+ID: l1-s4
+ORDER
+INTRO: This time the coins get stuck. Arrange the whole story, from inserting the money to finally getting your snack.
+INSTRUCTION: Put the sentences in order to show what happens.
+
+TEMPLATE: What do you do when coins get stuck?
+OPTION: a | Put your money in the coin slot.
+OPTION: b | Wait until the coins drop.
+OPTION: c | The coins stick (don't drop), you can't make a selection.
+OPTION: d | Turn the coin release. You'll get your money back.
+OPTION: e | Get your change from the coin return.
+OPTION: f | Insert the coins again.
+OPTION: g | Make your selection and pull the knob.
+OPTION: h | Get your selection from the tray.
+ANSWER: a,b,c,d,e,f,g,h
+
+$LESSON 1-2: Machine Trouble
+
+# Source: LLA 1A Figure 5
+$DIALOGUE Exact Change
+ID: 10-1a-f5
+INTRO: In this part you'll handle machine trouble: exact change, stuck coins, and machines that have given up. First, Frank wants a soft drink — but there's a catch. Listen to his conversation with Tina.
+INSTRUCTION: Listen to the dialogue.
+
+VOCAB: soft drink
+VOCAB: exact change
+VOCAB: machine
+Frank: I'd like a soft drink. {bk10-l1a-f5-01.mp3}
+Tina: Do you have the exact change? {bk10-l1a-f5-02.mp3}
+Frank: No. Why do I need the exact change? {bk10-l1a-f5-03.mp3}
+Tina: Because this machine doesn't give change. {bk10-l1a-f5-04.mp3}
+
+# Source: LLA 1A Figure 6
+$SELECT Questions: Exact Change
+ID: 10-1a-f6
+REFERENCE
+INTRO: Answer the questions about Frank and Tina's conversation. Tap the answer, then repeat it aloud.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: What does Frank want? {bk10-l1a-f6-01-q.mp3}
+OPTION: a | some change
+OPTION: b | some water
+OPTION: c | a soft drink {bk10-l1a-f6-01-a.mp3}
+ANSWER: c
+
+PROMPT: What does Tina say that Frank has to have? {bk10-l1a-f6-02-q.mp3}
+OPTION: a | the correct drink
+OPTION: b | the exact change {bk10-l1a-f6-02-a.mp3}
+OPTION: c | the right machine
+ANSWER: b
+
+PROMPT: Why does he have to have the exact change? {bk10-l1a-f6-03-q.mp3}
+OPTION: a | because the machine is out of order
+OPTION: b | because the machine doesn't give change {bk10-l1a-f6-03-a.mp3}
+OPTION: c | because the machine doesn't have drinks
+ANSWER: b
+
+# Source: ST §It's Stuck.
+$DIALOGUE It's Stuck
+ID: l1-s1
+INTRO: Before the next conversation, a closer look at the word "stick" — stamps, drawers, and even milk can do it. Listen and read.
+INSTRUCTION: Listen and read the sentences.
+
+VOCAB: to stick | stick
+LINE: Be careful or the stamp will stick to your fingers. {st-page_011_001.jpg}
+
+VOCAB: stuck
+LINE: The stamp stuck to his finger.
+
+VOCAB: is stuck
+LINE: The stamp is stuck to his finger.
+
+VOCAB: sticks
+LINE: The stamp sticks to his finger.
+
+VOCAB: stuck
+LINE: I stuck the milk in the refrigerator. {st-page_011_002.jpg}
+
+VOCAB: is stuck
+LINE: The vegetable drawer is stuck. I can't close it.
+
+# Source: LLA 1A Figure 7
+$DIALOGUE Out of Order
+ID: 10-1a-f7
+INTRO: Carl's money may be stuck — or the machine may just be out of his drink. Listen to Carl and Dora work it out.
+INSTRUCTION: Listen to the dialogue.
+
+VOCAB: operate
+VOCAB: out of
+VOCAB: diet drink
+VOCAB: stuck
+VOCAB: another
+VOCAB: worked
+Carl: I can't operate this machine. {bk10-l1a-f7-01.mp3}
+Dora: Maybe it's out of that diet drink. {bk10-l1a-f7-02.mp3}
+Carl: I think my money is stuck. I don't think it went down. {bk10-l1a-f7-03.mp3}
+Dora: Try to get another kind of soft drink. {bk10-l1a-f7-04.mp3}
+Carl: Oh, it worked this time! I guess my money didn't stick; it did drop. {bk10-l1a-f7-05.mp3}
+
+# Source: LLA 1A Figure 8
+$SELECT Same Meaning
+ID: 10-1a-f8
+REFERENCE
+INTRO: Listen to a sentence about Carl and Dora's conversation, then tap the sentence that means the same thing and repeat it.
+INSTRUCTION: Tap the sentence that means the same thing.
+REPEAT
+
+PROMPT: Carl couldn't make the machine work. {bk10-l1a-f8-01-q.mp3}
+OPTION: a | He couldn't operate it. {bk10-l1a-f8-01-a.mp3}
+OPTION: b | He couldn't select it.
+OPTION: c | He couldn't lift it.
+ANSWER: a
+
+PROMPT: The machine was out of that diet drink. {bk10-l1a-f8-02-q.mp3}
+OPTION: a | It was out of order.
+OPTION: b | It had a lot of that diet drink.
+OPTION: c | It didn't have any of that diet drink. {bk10-l1a-f8-02-a.mp3}
+ANSWER: c
+
+PROMPT: Carl thinks his money is stuck. {bk10-l1a-f8-03-q.mp3}
+OPTION: a | He thinks it didn't drop. {bk10-l1a-f8-03-a.mp3}
+OPTION: b | He thinks it wasn't exact.
+OPTION: c | He thinks it doesn't change.
+ANSWER: a
+
+PROMPT: Dora told him to get another kind of drink. {bk10-l1a-f8-04-q.mp3}
+OPTION: a | the same kind
+OPTION: b | a different kind {bk10-l1a-f8-04-a.mp3}
+OPTION: c | a favorite kind
+ANSWER: b
+
+# Source: ST §At the Soft Drink Vending Machine
+$DIALOGUE At the Soft Drink Vending Machine
+ID: l1-s9
+INTRO: Ann wants a diet drink. Chris has bad news for her diet. Listen to their conversation at the soft drink machine.
+INSTRUCTION: Listen to the dialog.
+
+Ann: I'm thirsty. Let's get some soda pop.
+
+VOCAB: soft drink vending machine
+Chris: Okay. There's a soft drink vending machine on the left side of the building.
+
+VOCAB: out of order
+Ann: Did they fix it? It was out of order yesterday.
+
+VOCAB: working
+VOCAB: soda
+Chris: It was working earlier. I got a soda from it this morning. {st-page_020_001.jpg}
+
+Chris: What kind do you want?
+
+VOCAB: diet drink
+Ann: I want a diet drink.
+
+Chris: A diet drink?
+
+VOCAB: lose
+Ann: Yes. I need to lose 10 pounds.
+
+VOCAB: no more
+Chris: There are no more diet drinks in the machine.
+
+VOCAB: out of
+Ann: Oh, you mean the machine is out of diet sodas.
+
+Chris: Uh huh! Do you want something else?
+
+Ann: No, thanks. I'll get some water.
+
+# Source: ST §Answer About the Vending Machine (INPUT changed to speak — full-sentence answers)
+$PRODUCE Questions: The Diet Drink
+ID: l1-s10
+REFERENCE
+INTRO: Now answer questions about Ann and Chris in complete sentences. Speak your answer — the dialog is there if you need to check.
+INSTRUCTION: Answer the questions according to the dialog.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+PROMPT: What are Ann and Chris going to get?
+RESPONSE: They are going to get a soft drink / some soda pop.
+
+PROMPT: Where are they going to buy their drinks?
+RESPONSE: At the soft drink vending machine on the left side of the building.
+
+PROMPT: When was the machine out of order?
+RESPONSE: It was out of order yesterday.
+
+PROMPT: Was the machine out of order or was it working in the morning?
+RESPONSE: It was working in the morning.
+
+PROMPT: What kind of drink does Ann want?
+RESPONSE: She wants a diet drink.
+
+PROMPT: Why didn't Ann get her soda?
+RESPONSE: Because the machine was out of diet sodas.
+
+# Source: LLA 1A Figure 9 (Part 1)
+$DIALOGUE A Little History (Part 1)
+ID: 10-1a-f9-a
+INTRO: A little history: vending machines have been collecting people's coins since 1880. Listen to the first paragraph.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: In 1880, one of the first vending machines sold chewing gum. {bk10-l1a-f9-01.mp3}
+LINE: In 1902, some cities had rooms for vending machines only. {bk10-l1a-f9-02.mp3}
+LINE: These machines sold different snacks. {bk10-l1a-f9-03.mp3}
+LINE: Then, in 1927, machines started to sell soft drinks. {bk10-l1a-f9-04.mp3}
+LINE: These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-05.mp3}
+
+# Source: LLA 1A Figure 9 (Part 2)
+$SELECT Main Idea 1
+ID: 10-1a-f9-b
+REFERENCE
+INTRO: What was that paragraph mostly about? Tap the main idea.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
+OPTION: a | Vending machines are in rooms.
+OPTION: b | The first vending machine sold gum.
+OPTION: c | Vending machines are popular machines.
+ANSWER: c
+
+# Source: LLA 1A Figure 9 (Part 3)
+$DIALOGUE A Little History (Part 2)
+ID: 10-1a-f9-c
+INTRO: Now the second paragraph — why people love these machines.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Many people get hungry between meals and buy snacks from vending machines. {bk10-l1a-f9-06.mp3}
+LINE: The machines have a big selection of things. {bk10-l1a-f9-07.mp3}
+LINE: People can eat snacks at any time of the day or night. {bk10-l1a-f9-08.mp3}
+LINE: Vending machines never close. {bk10-l1a-f9-09.mp3}
+LINE: It's good to have one near your home. {bk10-l1a-f9-10.mp3}
+
+# Source: LLA 1A Figure 9 (Part 4)
+$SELECT Main Idea 2
+ID: 10-1a-f9-d
+REFERENCE
+INTRO: One more: tap the main idea of the paragraph you just heard.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
+OPTION: a | It's good to have a vending machine near your home.
+OPTION: b | People get hungry between meals and want snacks.
+OPTION: c | Vending machines sell many different snacks and drinks.
+ANSWER: a
+
+$LESSON 1-3: How To
+
+# Source: LLA 1A Figure 10
+$DIALOGUE How To — Model Sentences
+ID: 10-1a-f10
+INTRO: In this part you'll learn to use "how to" after verbs like learn, teach, show, and forget. Listen to the model sentences and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Mary learned how to cook chicken. {bk10-l1a-f10-01.mp3}
+LINE: Did you teach your wife how to drive? {bk10-l1a-f10-02.mp3}
+LINE: Barry asked Tony how to make a cake. {bk10-l1a-f10-03.mp3}
+LINE: Where did Tim learn how to operate this machine? {bk10-l1a-f10-04.mp3}
+LINE: Martin didn't find out how to fix the car. {bk10-l1a-f10-05.mp3}
+LINE: Who showed her how to change the tire? {bk10-l1a-f10-06.mp3}
+LINE: Marge forgot how to start the machine. {bk10-l1a-f10-07.mp3}
+LINE: Do you remember how to turn on that machine? {bk10-l1a-f10-08.mp3}
+LINE: Please show Fran how to do the math problem. {bk10-l1a-f10-09.mp3}
+LINE: Where did you learn how to use that machine? {bk10-l1a-f10-10.mp3}
+
+# Source: ST §Jim Knows How To Play Tennis. (table) + new talk-through
+$GRAMMAR How To — Know, Show, Ask
+ID: l1-s17
+INTRO: Before you practice, here's how "how to" fits after different verbs.
+
+After verbs of knowing and learning, **how to** comes right after the verb:
+
+{Bill found out how to fix the car.} {Bill forgot how to fix the car.} {Bill remembered how to fix the car.}
+
+After **show**, **tell**, and **teach**, name the person first:
+
+{Bill showed me how to fix the car.} {Bill taught me how to fix the car.}
+
+After **ask**, the person is optional:
+
+{Bill asked how to fix the car.} {Bill asked me how to fix the car.}
+
+| | | | | |
+|---|---|---|---|---|
+| Bill | found out / forgot / knew / learned / remembered | | how to | fix the car. |
+| Bill | showed / told / taught | me | how to | fix the car. |
+| Bill | asked | (me) | how to | fix the car. |
+
+# DROPPED (twin): ST §Read the Sentences (l1-s18) — TTS sentence list duplicating the cassette "How To" model sentences above.
+
+# Source: LLA 1A Figure 11
+$PRODUCE Answer with How To
+ID: 10-1a-f11
+INTRO: Answer each question with a full sentence using "how to" and the cue on the screen. Then repeat the model answer.
+INSTRUCTION: Answer aloud using "how to".
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
+TEMPLATE: No
+RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
+
+PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
+TEMPLATE: No
+RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
+
+PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
+TEMPLATE: Yes
+RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
+
+PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
+TEMPLATE: Yes
+RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
+
+PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
+TEMPLATE: No
+RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
+
+PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
+TEMPLATE: Yes
+RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
+
+PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
+TEMPLATE: No
+RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
+
+PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
+TEMPLATE: Yes
+RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
+
+PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
+TEMPLATE: No
+RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
+
+# Source: ST §His Father Taught Him How To Drive.
+$PRODUCE Make It Negative
+ID: l1-s19
+INTRO: Make a new negative sentence with the cue word: Pele showed Jimmy soccer — but not baseball. Say your sentence, then compare with the model.
+INSTRUCTION: Use the word in parentheses and make a new sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
+
+EXAMPLE
+PROMPT: Pele showed Jimmy how to play soccer. (baseball)
+RESPONSE: Pele didn't show Jimmy how to play baseball.
+
+PROMPT: Marie taught Jane how to cook. (drive)
+RESPONSE: Marie didn't teach Jane how to drive.
+
+PROMPT: Sgt Rogers showed Sgt Anderson how to repair the plane. (fly)
+RESPONSE: Sgt Rogers didn't show Sgt Anderson how to fly the plane.
+
+PROMPT: Betty found out how to lock the window. (repair)
+RESPONSE: Betty didn't find out how to repair the window.
+
+PROMPT: Lt Anderson knows how to drive. (fly)
+RESPONSE: Lt Anderson doesn't know how to fly.
+
+PROMPT: Jerome told me how to find his house. (office)
+RESPONSE: Jerome didn't tell me how to find his office.
+
+PROMPT: Captain Klein remembered how to fly the plane. (repair)
+RESPONSE: Captain Klein didn't remember how to repair the plane.
+
+PROMPT: Dennis asked Judy how to cook the chicken. (beef)
+RESPONSE: Dennis didn't ask Judy how to cook the beef.
+
+PROMPT: Tony forgot how to speak French. (Italian)
+RESPONSE: Tony didn't forget how to speak Italian.
+
+# Source: ST §I Learned How to Cook and Wash.
+$PRODUCE Yes And, No But
+ID: l1-s20
+INTRO: Answer each question using the cue — "yes, and" or "no, but" — in a full sentence with "how to".
+INSTRUCTION: Read the question and the cue. Make a new sentence using "how to".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner should produce a complete sentence answering the question with the cued information, using the structure "how to".
+
+EXAMPLE
+PROMPT: Does Jim know how to play football? (yes, and soccer)
+RESPONSE: Yes, Jim knows how to play football and soccer.
+
+EXAMPLE
+PROMPT: Does Jim know how to play football? (no, but soccer)
+RESPONSE: No, Jim doesn't know how to play football, but he knows how to play soccer.
+
+PROMPT: Did Fred learn how to cook? (no, but wash clothes)
+RESPONSE: No, Fred didn't learn how to cook, but he learned how to wash clothes.
+
+PROMPT: Did he show you how to fix the clock? (yes, and lamp)
+RESPONSE: Yes, he showed me how to fix the clock and the lamp.
+
+PROMPT: Did Bobby learn how to multiply? (yes, and divide)
+RESPONSE: Yes, Bobby learned how to multiply and divide.
+
+PROMPT: Did Ali teach you how to speak Arabic? (yes, and French)
+RESPONSE: Yes, Ali taught me how to speak Arabic and French.
+
+PROMPT: Did Cathy forget how to operate the recorder? (no, but the washing machine)
+RESPONSE: No, Cathy didn't forget how to operate the recorder, but she forgot how to operate the washing machine.
+
+PROMPT: Did you ask me how to spell "store"? (no, but score)
+RESPONSE: No, I didn't ask you how to spell "store", but I asked you how to spell "score".
+
+PROMPT: Does Captain Richards know how to fly a jet? (yes, and helicopter)
+RESPONSE: Yes, Captain Richards knows how to fly a jet and a helicopter.
+
+PROMPT: Did your father tell you how to start the car? (no, but wash it)
+RESPONSE: No, my father didn't tell me how to start the car, but he told me how to wash it.
+
+# Source: ST §Please Teach Me How To Operate This Machine. (long paragraphs split into short lines)
+$DIALOGUE Willie Learns To Do Laundry
+ID: l1-s15
+INTRO: Willie moved away from home and met his first washing machine. Listen to how he learned to do his laundry.
+INSTRUCTION: Listen to the story.
+
+VOCAB: learn how to
+LINE: When Willie moved away from home, he had to learn how to do his laundry. {st-page_024_001.jpg}
+
+VOCAB: first time
+VOCAB: operate
+VOCAB: washing machine
+VOCAB: find out
+LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine. He had to find out.
+
+LINE: Willie had a roommate, Frank. Frank knew how to operate a washing machine.
+
+VOCAB: taught
+LINE: Frank taught Willie. These were his instructions:
+
+VOCAB: another
+LINE: First, put your light clothes in one machine, and your dark clothes in another machine. They have to be in different machines.
+
+LINE: Next, select the correct temperature. Wash light colors in warm water and use cold water for dark colors.
+
+VOCAB: detergent
+VOCAB: quarters
+VOCAB: last
+LINE: Put one cup of detergent in each machine. Then insert four quarters in the slots. Last, push the coin tray in.
+
+VOCAB: found out
+LINE: Willie found out that it was very easy to operate a washing machine. He was glad because he had to do his laundry many, many times after that.
+
+# Source: ST §Answer About Willie (INPUT changed to speak — full-sentence answers)
+$PRODUCE Questions About Willie
+ID: l1-s16
+REFERENCE
+INTRO: Answer the questions about Willie in complete sentences. Speak your answer — the story is there if you need to check.
+INSTRUCTION: Answer these questions about the story.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+PROMPT: What did Willie have to do when he moved away from home?
+RESPONSE: He had to learn how to do his laundry.
+
+PROMPT: What did Frank teach Willie?
+RESPONSE: Frank taught Willie how to operate a washing machine.
+
+PROMPT: Did Frank say to put dark clothes in the same machine with light clothes?
+RESPONSE: No, he said they have to be in different machines.
+
+PROMPT: What is the last thing Willie has to do?
+RESPONSE: The last thing Willie has to do is push the coin tray in.
+
+PROMPT: What did Willie find out about washing clothes?
+RESPONSE: He found out that it was very easy to operate a washing machine.
+
+PROMPT: How many times did Willie have to do his laundry after that?
+RESPONSE: He had to do it many, many times after that.
+
+# SKIPPED (book): "I'M NOT GOING TO SHOW YOU HOW." — Instructor asks questions based on printed dialogs; questions are not printed.
+
+$LESSON 1-4: Favorites and Nothing Left
+
+# Source: LLA 1B Figure 1
+$DIALOGUE New Words in Sentences
+ID: l1b-f1
+INTRO: In this part you'll pick up small everyday words — favorite, stuck, out of, no — the ones Americans use constantly without noticing. Listen to each word in its sentences and repeat.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+VOCAB: favorite
+LINE: I like this kind of gum better than any other kind. It's my favorite. {bk10-l1b-f1-01.mp3}
+
+VOCAB: work
+LINE: This machine works well. It operates easily all the time. {bk10-l1b-f1-02.mp3}
+
+VOCAB: out of
+LINE: The machine was out of my favorite gum. There wasn't any left. {bk10-l1b-f1-03.mp3}
+
+VOCAB: stick
+LINE: Stick the coin in this slot. Insert the coin here. {bk10-l1b-f1-04.mp3}
+
+VOCAB: time
+LINE: I went to the library two times last week. {bk10-l1b-f1-05.mp3}
+
+VOCAB: no
+LINE: The machine had no coffee. It didn't have any coffee. {bk10-l1b-f1-06.mp3}
+
+# Source: LLA 1B Figure 2
+$PRODUCE Complete the Sentence
+ID: l1b-f2
+INPUT: type
+CHECK: exact
+INTRO: Listen to part of a sentence, then type the missing word to complete it. Then listen to and repeat the full sentence.
+INSTRUCTION: Type the missing word or words.
+REPEAT
+
+EXAMPLE
+TEMPLATE: When you like something a lot, it's your ____.
+PROMPT: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex.mp3}
+RESPONSE: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex.mp3}
+ACCEPT: favorite
+
+TEMPLATE: When you insert a coin in the slot, you ____.
+PROMPT: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01.mp3}
+RESPONSE: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01.mp3}
+ACCEPT: stick it in
+
+TEMPLATE: There isn't any more candy. The machine is ____.
+PROMPT: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02.mp3}
+RESPONSE: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02.mp3}
+ACCEPT: out of it
+
+TEMPLATE: The machine is operating well. It is ____.
+PROMPT: The machine is operating well. It is working. {bk10-l1b-f2-03.mp3}
+RESPONSE: The machine is operating well. It is working. {bk10-l1b-f2-03.mp3}
+ACCEPT: working
+
+TEMPLATE: That machine doesn't have any diet drinks. It has ____ diet drinks.
+PROMPT: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04.mp3}
+RESPONSE: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04.mp3}
+ACCEPT: no
+
+TEMPLATE: Marge can't go today. She can't go this ____.
+PROMPT: Marge can't go today. She can't go this time. {bk10-l1b-f2-05.mp3}
+RESPONSE: Marge can't go today. She can't go this time. {bk10-l1b-f2-05.mp3}
+ACCEPT: time
+
+# Source: LLA 1B Figure 3
+$DIALOGUE More New Words
+ID: l1b-f3
+INTRO: More new words — including a second life for "stick" and "out of". Listen and repeat.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+VOCAB: out of
+LINE: She is out of the office for the day. She's not in the office today. {bk10-l1b-f3-01.mp3}
+
+VOCAB: lastly
+LINE: First he went to the school. Then he went to the library, and lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
+
+VOCAB: cream
+LINE: Cream comes from milk. I like cream in my coffee. {bk10-l1b-f3-03.mp3}
+
+VOCAB: finally
+LINE: He tried to start the car many times. Finally, he called a mechanic. At last, he got some help. {bk10-l1b-f3-04.mp3}
+
+VOCAB: stick
+LINE: The letter needs another stamp. Stick this one on the envelope, please. {bk10-l1b-f3-05.mp3}
+
+VOCAB: no
+LINE: He had no money. He didn't have any money. {bk10-l1b-f3-06.mp3}
+
+# Source: LLA 1B Figure 4
+$SELECT Similar Meaning
+ID: l1b-f4
+INTRO: Listen to the sentence, then tap the sentence with a similar meaning and repeat it.
+INSTRUCTION: Tap the sentence with a similar meaning.
+REPEAT
+
+PROMPT: We get cream from milk. {bk10-l1b-f4-01-q.mp3}
+OPTION: a | Milk comes from cream.
+OPTION: b | Cream comes from milk. {bk10-l1b-f4-01-a.mp3}
+OPTION: c | Put cream in your coffee.
+ANSWER: b
+
+PROMPT: He didn't have any change. {bk10-l1b-f4-02-q.mp3}
+OPTION: a | He had some change.
+OPTION: b | He had no change. {bk10-l1b-f4-02-a.mp3}
+OPTION: c | He had any change.
+ANSWER: b
+
+PROMPT: At last the class is over. {bk10-l1b-f4-03-q.mp3}
+OPTION: a | Finally, the class is over. {bk10-l1b-f4-03-a.mp3}
+OPTION: b | Lastly, we go to class.
+OPTION: c | Sadly the class is over.
+ANSWER: a
+
+PROMPT: Mary won't be home all day today. {bk10-l1b-f4-04-q.mp3}
+OPTION: a | She'll be there for the day.
+OPTION: b | She'll be in the house.
+OPTION: c | She'll be out of the house. {bk10-l1b-f4-04-a.mp3}
+ANSWER: c
+
+PROMPT: Put another stamp on the letter. {bk10-l1b-f4-05-q.mp3}
+OPTION: a | Stick it on the envelope. {bk10-l1b-f4-05-a.mp3}
+OPTION: b | Stamp it on the envelope.
+OPTION: c | Lift the envelope.
+ANSWER: a
+
+PROMPT: First he called her. Then he went to see her. {bk10-l1b-f4-06-q.mp3}
+OPTION: a | Last, he went to see her. {bk10-l1b-f4-06-a.mp3}
+OPTION: b | First he went to see her.
+OPTION: c | Then he called her.
+ANSWER: a
+
+# Source: ST §My Favorite Sport Is Soccer.
+$DIALOGUE My Favorite Sport
+ID: l1-s8
+INTRO: Rick and Ali talk sports — and discover that "football" doesn't mean the same thing everywhere. Listen to the dialog.
+INSTRUCTION: Listen to the dialog.
+
+VOCAB: favorite
+Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
+
+VOCAB: popular
+VOCAB: everywhere
+Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
+
+Rick: Soccer, you mean.
+
+Ali: Oh, yes, I forgot that it's called soccer in the United States.
+
+# Source: ST §The Window Is Stuck.
+$DIALOGUE The Window Is Stuck
+ID: l1-s7
+INTRO: Lynn and Mark can't open a stuck window, and Frank has the tools — if he ever comes back. Listen to the story.
+INSTRUCTION: Listen to the dialog.
+
+VOCAB: lift
+Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
+
+Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
+
+VOCAB: out of town
+Lynn: He's not home. I think he went out of town for the weekend.
+
+Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
+
+VOCAB: for
+Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
+
+Mark: We'll have to wait until he comes back. His tools are in his truck.
+
+Narrator: At the Store
+
+Cashier: Your total is $10.56, sir.
+
+VOCAB: exactly
+Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
+
+VOCAB: exact
+Cashier: Thank you, sir. We like to get the exact amount.
+
+Narrator: Two Hours Later
+
+VOCAB: finally
+Mark: I think Frank's finally back.
+
+Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
+
+# Source: ST §At the Mess Hall
+$DIALOGUE Another Glass, Please
+ID: l1-s14
+INTRO: A quick exchange at the mess hall: "another", and "the other one". Carl's friends have scattered all over the base.
+INSTRUCTION: Listen to the dialog.
+
+George: I'm going to get a drink. Do you want more tea?
+
+VOCAB: another
+Carl: Yes. Could you please bring me another glass?
+
+George: Where are your friends today?
+
+VOCAB: the other one
+Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
+
+# Source: ST §There's No Money For a New Car. (table) + new talk-through
+$GRAMMAR There Is No, There Are No
+ID: l1-s11
+INTRO: "No" before a noun means "not any". Here's the pattern before you practice it.
+
+**No** before a noun means *not any*:
+
+| There's | a lot of | sugar | in a soda pop. |
+|---|---|---|---|
+| | a little | | in juice. |
+| | no | | in a diet drink. |
+
+| There are | a lot of | students | in room A. |
+|---|---|---|---|
+| | a few | | in room B. |
+| | no | | in room C. |
+
+{There's no sugar in a diet drink.} {There are no students in room C.}
+
+# Source: ST §Make Sentences With "No"
+$PRODUCE Sentences with There ... No
+ID: l1-s12
+INTRO: Make a sentence with "there is no" or "there are no" using the cue on the screen. Say it aloud.
+INSTRUCTION: Make a sentence with There is/are/was/were + no.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a grammatically correct sentence beginning with "There is no", "There are no", "There was no", or "There were no" using the cued phrase.
+
+EXAMPLE
+PROMPT: candy bars in the vending machine
+RESPONSE: There were no candy bars in the vending machine yesterday.
+
+PROMPT: headsets in the lab
+RESPONSE: There are no headsets in the lab.
+
+PROMPT: milk in the refrigerator
+RESPONSE: There is no milk in the refrigerator.
+
+PROMPT: diet sodas
+RESPONSE: There are no diet sodas.
+
+PROMPT: phones in the building
+RESPONSE: There are no phones in the building.
+
+PROMPT: sports on TV tonight
+RESPONSE: There are no sports on TV tonight.
+
+PROMPT: shelves in the bookcase
+RESPONSE: There are no shelves in the bookcase.
+
+PROMPT: vending machines in the barracks
+RESPONSE: There are no vending machines in the barracks.
+
+PROMPT: students in the lab
+RESPONSE: There are no students in the lab.
+
+# Source: ST §Make Sentences With "Have No"
+$PRODUCE Sentences with Have No
+ID: l1-s13
+INTRO: Same idea, new verb: make a sentence with "have", "has", or "had" plus "no" and the cue.
+INSTRUCTION: Make a sentence with have/has/had + no.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a grammatically correct sentence using a subject and have/has/had + no + the cued phrase.
+
+EXAMPLE
+PROMPT: more time for TV
+RESPONSE: The children have no more time for TV on school nights.
+
+PROMPT: new winter clothes
+RESPONSE: I have no new winter clothes.
+
+PROMPT: more change for the vending machine
+RESPONSE: We have no more change for the vending machine.
+
+PROMPT: money for a new car
+RESPONSE: She has no money for a new car.
+
+PROMPT: friends in this city
+RESPONSE: He has no friends in this city.
+
+PROMPT: time for a movie
+RESPONSE: They have no time for a movie.
+
+PROMPT: more film for my camera
+RESPONSE: I have no more film for my camera.
+
+PROMPT: identification
+RESPONSE: You have no identification.
+
+PROMPT: more checks in her checkbook
+RESPONSE: She has no more checks in her checkbook.
+
+$LESSON 1-5: Longer Sentences and Coffee Breaks
+
+# Source: LLA 1B Figure 5
+$PRODUCE Make a Long Sentence
+ID: l1b-f5
+INPUT: speak
+CHECK: reveal
+INTRO: In this part you'll build longer sentences and follow some longer conversations. First: read the short sentence, listen to the phrase, and say them together as one sentence.
+INSTRUCTION: Combine the sentence and the phrase aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: George lifted the door of the vending machine.
+PROMPT: For his selection. {bk10-l1b-f5-ex-q.mp3}
+RESPONSE: George lifted the door of the vending machine for his selection. {bk10-l1b-f5-ex-a.mp3}
+
+TEMPLATE: Sally bought a new dress.
+PROMPT: with pockets. {bk10-l1b-f5-01-q.mp3}
+RESPONSE: Sally bought a new dress with big pockets. {bk10-l1b-f5-01-a.mp3}
+
+TEMPLATE: Frank had an accident.
+PROMPT: In his friend's car. {bk10-l1b-f5-02-q.mp3}
+RESPONSE: Frank had an accident in his friend's car. {bk10-l1b-f5-02-a.mp3}
+
+TEMPLATE: Jan pulled the knob on the machine.
+PROMPT: For some coffee with cream. {bk10-l1b-f5-03-q.mp3}
+RESPONSE: Jan pulled the knob on the machine for some coffee with cream. {bk10-l1b-f5-03-a.mp3}
+
+TEMPLATE: Hal didn't want to go out for dinner.
+PROMPT: without money. {bk10-l1b-f5-04-q.mp3}
+RESPONSE: Hal didn't want to go out for dinner without money. {bk10-l1b-f5-04-a.mp3}
+
+TEMPLATE: Ted watched his favorite show.
+PROMPT: On TV last night. {bk10-l1b-f5-05-q.mp3}
+RESPONSE: Ted watched his favorite show on TV last night. {bk10-l1b-f5-05-a.mp3}
+
+TEMPLATE: Ali left his books.
+PROMPT: In the classroom. {bk10-l1b-f5-06-q.mp3}
+RESPONSE: Ali left his books in the classroom. {bk10-l1b-f5-06-a.mp3}
+
+TEMPLATE: Bill taught John how to change the tire.
+PROMPT: On the truck. {bk10-l1b-f5-07-q.mp3}
+RESPONSE: Bill taught John how to change the tire on the truck. {bk10-l1b-f5-07-a.mp3}
+
+# Source: ST §Combine the Sentences (INPUT changed to speak — full-sentence answers)
+$PRODUCE Combine the Sentences
+ID: l1-s21
+INTRO: Now combine two whole sentences into one. Say your version aloud — more than one correct combination is possible.
+INSTRUCTION: Read the two sentences, then say one combined sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must combine the two sentences into a single logical sentence (e.g., using a prepositional phrase, infinitive of purpose, or conjunction). Accept any grammatically correct and logically equivalent combination.
+
+EXAMPLE
+PROMPT: Tom dropped two quarters in the slot. He wanted a soda water.
+RESPONSE: Tom dropped two quarters in the slot for a soda water.
+
+PROMPT: Bob used the vending machine. He used his last quarter.
+RESPONSE: Bob used his last quarter in the vending machine.
+
+PROMPT: Ned is arriving at two o'clock. Ned is arriving on Tuesday.
+RESPONSE: Ned is arriving at two o'clock on Tuesday.
+
+PROMPT: Sally wants to go on a trip. She wants Jan to go with her.
+RESPONSE: Sally wants to go on a trip with Jan.
+
+PROMPT: Mark went to the drugstore. He got some medicine.
+RESPONSE: Mark went to the drugstore to get some medicine.
+
+PROMPT: I have a glass of tea every day. I put sugar in it.
+RESPONSE: I have a glass of tea with sugar in it every day.
+
+PROMPT: Harry bought a new suit. It has two pairs of pants.
+RESPONSE: Harry bought a new suit with two pairs of pants.
+
+PROMPT: My favorite restaurant is downtown. It is on the river.
+RESPONSE: My favorite restaurant is downtown on the river.
+
+PROMPT: That restaurant has good soup. They serve hot bread with it.
+RESPONSE: That restaurant has good soup with hot bread.
+
+# Source: LLA 1B Figure 6
+$DIALOGUE How to Work the Machine
+ID: l1b-f6
+INTRO: A woman needs help with the vending machine, and a helpful stranger explains it. Listen to the conversation.
+INSTRUCTION: Listen to the conversation.
+
+Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-01.mp3}
+Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-02.mp3}
+Woman: Do I have to use the exact change? {bk10-l1b-f6-03.mp3}
+Man: Yes. This machine doesn't give change. {bk10-l1b-f6-04.mp3}
+
+# Source: LLA 1B Figure 6 (Questions)
+$SELECT Questions: Working the Machine
+ID: l1b-f6-b
+REFERENCE
+INTRO: Now answer the questions about the conversation. Tap the best answer, then repeat it.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: What did the woman ask? {bk10-l1b-f6-05-q.mp3}
+OPTION: a | when the machine works
+OPTION: b | how to work the machine {bk10-l1b-f6-05-a.mp3}
+OPTION: c | about the kind of machine
+ANSWER: b
+
+PROMPT: What did the man tell her to do first? {bk10-l1b-f6-06-q.mp3}
+OPTION: a | insert the money {bk10-l1b-f6-06-a.mp3}
+OPTION: b | lift the door
+OPTION: c | push the coin release
+ANSWER: a
+
+PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-07-q.mp3}
+OPTION: a | his favorite knob
+OPTION: b | the selection knob {bk10-l1b-f6-07-a.mp3}
+OPTION: c | the coin release knob
+ANSWER: b
+
+PROMPT: What must the woman do? {bk10-l1b-f6-08-q.mp3}
+OPTION: a | use exact change {bk10-l1b-f6-08-a.mp3}
+OPTION: b | get more change
+OPTION: c | turn the knobs again
+ANSWER: a
+
+PROMPT: Does the machine give change? {bk10-l1b-f6-09-q.mp3}
+OPTION: a | Sometimes it does.
+OPTION: b | Yes, it will.
+OPTION: c | No, it doesn't. {bk10-l1b-f6-09-a.mp3}
+ANSWER: c
+
+# Source: LLA 1B Figure 7
+$DIALOGUE Is It Out of Order?
+ID: l1b-f7
+INTRO: Another machine, another mystery: the diet drink didn't come out. Listen to the conversation.
+INSTRUCTION: Listen to the conversation.
+
+Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. {bk10-l1b-f7-01.mp3}
+Man: Is it out of order, or out of diet drink? {bk10-l1b-f7-02.mp3}
+Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. {bk10-l1b-f7-03.mp3}
+Woman: Maybe the coins are stuck. {bk10-l1b-f7-04.mp3}
+Man: What should I do? {bk10-l1b-f7-05.mp3}
+Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-06.mp3}
+
+# Source: LLA 1B Figure 7 (Questions)
+$SELECT Questions: Stuck Coins
+ID: l1b-f7-b
+REFERENCE
+INTRO: Answer the questions about the conversation. Tap the best answer and repeat it.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: What did the man want from the vending machine? {bk10-l1b-f7-07-q.mp3}
+OPTION: a | a candy bar
+OPTION: b | a soda pop
+OPTION: c | a diet drink {bk10-l1b-f7-07-a.mp3}
+ANSWER: c
+
+PROMPT: What did the woman think about the machine? {bk10-l1b-f7-08-q.mp3}
+OPTION: a | It was broken.
+OPTION: b | It was out of sodas.
+OPTION: c | The coins were stuck. {bk10-l1b-f7-08-a.mp3}
+ANSWER: c
+
+PROMPT: What did she tell him to do? {bk10-l1b-f7-09-q.mp3}
+OPTION: a | Find another machine and use it.
+OPTION: b | Put in more coins.
+OPTION: c | Push the coin release. {bk10-l1b-f7-09-a.mp3}
+ANSWER: c
+
+# Source: LLA 1B Figure 8
+$DIALOGUE Ned's Coffee
+ID: l1b-f8
+INTRO: Ned needs his morning coffee, and his favorite machine picks today of all days to betray him. Listen to the story.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Ned wanted some coffee. {bk10-l1b-f8-01.mp3}
+LINE: He went to his favorite vending machine. {bk10-l1b-f8-02.mp3}
+LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-03.mp3}
+LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-04.mp3}
+LINE: "No coffee?" {bk10-l1b-f8-05.mp3}
+LINE: "I can't go out and get coffee right now because I can't be out of my office at this time." {bk10-l1b-f8-06.mp3}
+LINE: "I guess I'll try it again before I try another machine." {bk10-l1b-f8-07.mp3}
+LINE: He inserted another coin and pulled the knobs, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-08.mp3}
+LINE: They didn't work. {bk10-l1b-f8-09.mp3}
+LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-10.mp3}
+LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-11.mp3}
+LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-12.mp3}
+
+# Source: LLA 1B Figure 8 (Questions)
+$PRODUCE Questions About Ned
+ID: l1b-f8-b
+REFERENCE
+INTRO: Now answer questions about Ned's terrible morning. Speak your answer in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did Ned go to get his coffee? {bk10-l1b-f8-13-q.mp3}
+RESPONSE: He went to his favorite vending machine. {bk10-l1b-f8-13-a.mp3}
+
+PROMPT: Why was that his favorite vending machine? {bk10-l1b-f8-14-q.mp3}
+RESPONSE: Because it always worked and was never out of coffee. {bk10-l1b-f8-14-a.mp3}
+
+PROMPT: Why can't he go out and get coffee? {bk10-l1b-f8-15-q.mp3}
+RESPONSE: Because he can't be out of his office at this time. {bk10-l1b-f8-15-a.mp3}
+
+PROMPT: What did Ned write on a piece of paper? {bk10-l1b-f8-16-q.mp3}
+RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-16-a.mp3}
+
+PROMPT: What did he do with the paper? {bk10-l1b-f8-17-q.mp3}
+RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-17-a.mp3}
+
+$LESSON 1-6: Time Clauses — When, While, Before, After, Until
+
+# Source: LLA 1C Figure 1
+$DIALOGUE Coffee Before the Bell {page_021_001.jpg}
+ID: 10-1c-f1
+INTRO: In this part you'll connect two events in one sentence with when, while, before, after, and until. Peggy and Peter show you how — over coffee, naturally. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Peggy: Do we have time for coffee before the bell rings? {bk10-l1c-f1-01.mp3}
+Peter: Yes, I think we have time for a cup before it rings. {bk10-l1c-f1-02.mp3}
+Peggy: Will you hold my books while I get it? {bk10-l1c-f1-03.mp3}
+Peter: Sure. I don't want any, but I'll wait until you get yours. {bk10-l1c-f1-04.mp3}
+Peggy: Will you wait with me while I drink it? {bk10-l1c-f1-05.mp3}
+Peter: Yes, we're early. I can wait until you finish it. {bk10-l1c-f1-06.mp3}
+
+# Source: ST §When, While, After, Before, Until (table) + new talk-through
+$GRAMMAR When, While, After, Before, Until
+ID: l1-s22
+INTRO: Here are the five time words, side by side, before you drill them.
+
+A time clause tells *when* the main event happens:
+
+| | | |
+|---|---|---|
+| Jerry listens to the radio | **while** | he studies. |
+| Bonnie saw the new sofa | **when** | she came in. |
+| Major Sims will write to us | **after** | he arrives home. |
+| James was watching TV | **before** | his brother called. |
+| Fran can't buy a new car | **until** | she saves some money. |
+
+- **while** = during the same time: {Jerry listens to the radio while he studies.}
+- **when** = at that moment: {Bonnie saw the new sofa when she came in.}
+- **after** and **before** put two events in order: {Major Sims will write to us after he arrives home.}
+- **until** = up to that moment, and not before: {Fran can't buy a new car until she saves some money.}
+
+# Source: LLA 1C Figure 2
+$SELECT Complete the Sentence
+ID: 10-1c-f2
+INTRO: Listen to the first part of a sentence, then tap the time clause that completes it correctly. Listen to the full sentence and repeat it.
+INSTRUCTION: Tap the correct phrase.
+REPEAT
+
+PROMPT: I was very thirsty. {bk10-l1c-f2-01-q.mp3}
+OPTION: a | before I drank the soda
+OPTION: b | before I didn't drink the soda
+ANSWER: a
+FEEDBACK: I was very thirsty before I drank the soda. {bk10-l1c-f2-01-a.mp3}
+
+PROMPT: Fran was talking to us. {bk10-l1c-f2-02-q.mp3}
+OPTION: a | when we ate lunch
+OPTION: b | while we were eating lunch
+ANSWER: b
+FEEDBACK: Fran was talking to us while we were eating lunch. {bk10-l1c-f2-02-a.mp3}
+
+PROMPT: He inserted the coins. {bk10-l1c-f2-03-q.mp3}
+OPTION: a | before he pulled the knob
+OPTION: b | until he pulled the knob
+ANSWER: a
+FEEDBACK: He inserted the coins before he pulled the knob. {bk10-l1c-f2-03-a.mp3}
+
+PROMPT: Ted ate the chips. {bk10-l1c-f2-04-q.mp3}
+OPTION: a | until he drank the soda pop
+OPTION: b | after he drank the soda pop
+ANSWER: b
+FEEDBACK: Ted ate the chips after he drank the soda pop. {bk10-l1c-f2-04-a.mp3}
+
+PROMPT: I inserted coins. {bk10-l1c-f2-05-q.mp3}
+OPTION: a | when the machine worked
+OPTION: b | until the machine started to work
+ANSWER: b
+FEEDBACK: I inserted coins until the machine started to work. {bk10-l1c-f2-05-a.mp3}
+
+PROMPT: Bill drank coffee. {bk10-l1c-f2-06-q.mp3}
+OPTION: a | before the bell rang
+OPTION: b | when the bell rang
+ANSWER: a
+FEEDBACK: Bill drank coffee before the bell rang. {bk10-l1c-f2-06-a.mp3}
+
+PROMPT: Her selection dropped. {bk10-l1c-f2-07-q.mp3}
+OPTION: a | until she pulled the knob
+OPTION: b | when she pulled the knob
+ANSWER: b
+FEEDBACK: Her selection dropped when she pulled the knob. {bk10-l1c-f2-07-a.mp3}
+
+PROMPT: They went to a movie. {bk10-l1c-f2-08-q.mp3}
+OPTION: a | after they did their homework
+OPTION: b | until they did their homework
+ANSWER: a
+FEEDBACK: They went to a movie after they did their homework. {bk10-l1c-f2-08-a.mp3}
+
+# Source: ST §Read the Sentences (Time Clauses)
+$DIALOGUE Time Clauses in Action
+ID: l1-s23
+INTRO: Ten more time-clause sentences — read along while you listen.
+INSTRUCTION: Listen and read the sentences.
+
+LINE: Greg exercised until they closed the gym.
+LINE: Will you mail this letter before you leave the office?
+LINE: Lt Martin went to the drugstore after he left the dispensary.
+LINE: Johnny always eats while he cooks.
+LINE: After Kathy finished her homework, she went to the movie.
+LINE: Robert can't send the package until he finds out the new address.
+LINE: Does Captain Reyes always work out before he swims?
+LINE: Richard will learn Arabic when he goes to Yemen.
+LINE: When Diane saw Mike, he was driving his new car.
+LINE: Barbara listens to music while she exercises.
+
+# Source: LLA 1C Figure 3
+$PRODUCE Say a New Sentence
+ID: 10-1c-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Read the two sentences on the screen, listen for the connecting word, and say the new combined sentence aloud. Then repeat the model answer.
+INSTRUCTION: Combine the sentences aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: Were you next to the vending machine?
+TEMPLATE: It fell.
+PROMPT: when {bk10-l1c-f3-ex-q.mp3}
+RESPONSE: Were you next to the vending machine when it fell? {bk10-l1c-f3-ex-a.mp3}
+
+TEMPLATE: He ate a candy bar.
+TEMPLATE: She drank a diet soda.
+PROMPT: while {bk10-l1c-f3-01-q.mp3}
+RESPONSE: He ate a candy bar while she drank a diet soda. {bk10-l1c-f3-01-a.mp3}
+
+TEMPLATE: You insert the coins.
+TEMPLATE: You lift the door.
+PROMPT: before {bk10-l1c-f3-02-q.mp3}
+RESPONSE: You insert the coins before you lift the door. {bk10-l1c-f3-02-a.mp3}
+
+TEMPLATE: The selection will drop.
+TEMPLATE: You insert the money.
+PROMPT: after {bk10-l1c-f3-03-q.mp3}
+RESPONSE: The selection will drop after you insert the money. {bk10-l1c-f3-03-a.mp3}
+
+TEMPLATE: Don't add the detergent.
+TEMPLATE: You put the clothes in the washing machine.
+PROMPT: until {bk10-l1c-f3-04-q.mp3}
+RESPONSE: Don't add the detergent until you put the clothes in the washing machine. {bk10-l1c-f3-04-a.mp3}
+
+TEMPLATE: Bill was in the shower.
+TEMPLATE: The telephone rang.
+PROMPT: when {bk10-l1c-f3-05-q.mp3}
+RESPONSE: Bill was in the shower when the telephone rang. {bk10-l1c-f3-05-a.mp3}
+
+# Source: ST §It's the Same, But Different. (table) + new talk-through
+$GRAMMAR The Time Clause Can Move
+ID: l1-s24
+INTRO: One more thing before the next drill: the time clause can go first or last.
+
+| | |
+|---|---|
+| The students were studying | when the teacher walked in. |
+| When the teacher walked in, | the students were studying. |
+
+Both sentences mean the same thing. When the time clause comes **first**, put a comma after it.
+
+{The students were studying when the teacher walked in.} {When the teacher walked in, the students were studying.}
+
+# Source: ST §Change the Sentence Order (recast as spoken transformation)
+$PRODUCE Change the Sentence Order
+ID: l1-s25
+INTRO: Say each sentence again with the time clause moved to the other position. Same meaning, new order.
+INSTRUCTION: Move the time clause to the other position and say the sentence.
+INPUT: speak
+CHECK: reveal
+
+TEMPLATE: Phil was asleep when Allan arrived.
+RESPONSE: When Allan arrived, Phil was asleep.
+
+TEMPLATE: I didn't know it was raining until I saw the water.
+RESPONSE: Until I saw the water, I didn't know it was raining.
+
+TEMPLATE: Before I exercise, I always warm up.
+RESPONSE: I always warm up before I exercise.
+
+TEMPLATE: I remembered the answer after I finished the test.
+RESPONSE: After I finished the test, I remembered the answer.
+
+TEMPLATE: While I was studying, the lights went out.
+RESPONSE: The lights went out while I was studying.
+
+# Source: ST §He Exercises Before He Swims.
+$PRODUCE Combine with a Time Word
+ID: l1-s26
+INTRO: Combine the two sentences using the time word in parentheses. The clause can go at the beginning or the end — say your sentence aloud.
+INSTRUCTION: Use the word in parentheses to make a new sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must combine the two sentences using the cued time conjunction. The time clause can be at the beginning or end of the sentence.
+
+EXAMPLE
+PROMPT: Bobby brushes his teeth. He eats breakfast. (after)
+RESPONSE: Bobby brushes his teeth after he eats breakfast.
+
+PROMPT: Jeff ate breakfast. He walked to school. (before)
+RESPONSE: Jeff ate breakfast before he walked to school.
+
+PROMPT: The soccer game is over. John is going to leave. (when)
+RESPONSE: When the soccer game is over, John is going to leave.
+
+PROMPT: Captain Lewis can't leave. Captain Rice arrives. (until)
+RESPONSE: Captain Lewis can't leave until Captain Rice arrives.
+
+PROMPT: Charles listens to music. He drives to work. (while)
+RESPONSE: Charles listens to music while he drives to work.
+
+PROMPT: John gets up. He takes a shower. (after)
+RESPONSE: John takes a shower after he gets up.
+
+PROMPT: She went shopping. Sharon cashed a check. (before)
+RESPONSE: Before she went shopping, Sharon cashed a check.
+
+PROMPT: He left the dining hall. Where did Sgt Dole go? (after)
+RESPONSE: Where did Sgt Dole go after he left the dining hall?
+
+PROMPT: You came in the back door. Did you see Col Watkins? (when)
+RESPONSE: Did you see Col Watkins when you came in the back door?
+
+PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30. (until)
+RESPONSE: Ms. Mill won't leave until her last customer leaves at 9:30.
+
+PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning. (until)
+RESPONSE: Pvt Williams can't mail the letter until the Major signs it in the morning.
+
+# Source: ST §No, I Didn't See Him When I Came In.
+$PRODUCE Answer with the Cue
+ID: l1-s27
+INTRO: Answer each question using the cue — a complete sentence, time clause included.
+INSTRUCTION: Use the cues to answer the questions in complete sentences.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a complete sentence answering the question with the cued information, including the time clause.
+
+EXAMPLE
+PROMPT: Did you see Harvey when you came in? (no, Mike)
+RESPONSE: No, I saw Mike when I came in.
+
+PROMPT: Does Teddy read while he watches TV? (yes)
+RESPONSE: Yes, Teddy reads while he watches TV.
+
+PROMPT: Did John go to the BX after he finished lunch? (no, commissary)
+RESPONSE: No, John went to the commissary after he finished lunch.
+
+PROMPT: Does Scott pick you up before he picks up his brother? (no, after)
+RESPONSE: No, Scott picks me up after he picks up his brother.
+
+PROMPT: Did Lt Carson lock the door before she left? (yes)
+RESPONSE: Yes, Lt Carson locked the door before she left.
+
+PROMPT: Did you read the paper while you were waiting? (no, a book)
+RESPONSE: No, I read a book while I was waiting.
+
+PROMPT: Did Sara call her sister when she arrived at the hotel? (no, brother)
+RESPONSE: No, Sara called her brother when she arrived at the hotel.
+
+PROMPT: Does your wife stay awake until you get home? (yes)
+RESPONSE: Yes, my wife stays awake until I get home.
+
+PROMPT: Did Judy go to the store after she left my house? (no, the library)
+RESPONSE: No, Judy went to the library after she left my house.
+
+# Source: ST §Who Did You See When You Came In?
+$PRODUCE Ask About the Underlined Part
+ID: l1-s28
+INTRO: Now you ask the questions. Read the sentence and ask a question about its underlined part.
+INSTRUCTION: Ask a question about the underlined part of the sentence.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a question that targets the emphasized part of the sentence.
+
+EXAMPLE
+TEMPLATE: Michael saw *Captain Jackson* while he was working.
+RESPONSE: Who did Michael see while he was working?
+
+TEMPLATE: Rick *eats* while he watches football.
+RESPONSE: What does Rick do while he watches football?
+
+TEMPLATE: Sgt Peterson can't leave *until Captain Lawrence calls*.
+RESPONSE: When can Sgt Peterson leave?
+
+TEMPLATE: Major Brooks will go to *the commissary* after he picks up his wife.
+RESPONSE: Where will Major Brooks go after he picks up his wife?
+
+TEMPLATE: Sgt Robinson will go to the barracks *after he gets a haircut*.
+RESPONSE: When will Sgt Robinson go to the barracks?
+
+TEMPLATE: George goes *to the gym* before he goes home.
+RESPONSE: Where does George go before he goes home?
+
+TEMPLATE: Margaret *shampoos her hair* after she swims.
+RESPONSE: What does Margaret do after she swims?
+
+TEMPLATE: Ester *was swimming* when Fernando called.
+RESPONSE: What was Ester doing when Fernando called?
+
+TEMPLATE: Captain Gentry went *to the BX* before he went to his office.
+RESPONSE: Where did Captain Gentry go before he went to his office?
+
+# Source: ST §When He Comes Home, ... (long paragraphs split into short lines)
+$DIALOGUE Keith and Ms. Adams
+ID: l1-s29
+INTRO: Two creatures of habit: Keith, who does everything in exactly the same order, and Ms. Adams, who never does anything the same way twice. Listen to their routines.
+INSTRUCTION: Listen to the paragraphs.
+
+LINE: Keith does the same thing when he comes home in the evenings.
+LINE: He picks up the mail before he goes into the house. He doesn't open it until he changes his clothes.
+LINE: He reads the mail before he turns on the TV. When he finishes with the mail, he cooks his dinner.
+LINE: Then he eats his dinner while he watches TV.
+
+LINE: Ms. Adams has a different schedule every morning.
+LINE: On Monday, she reads the newspaper after she eats breakfast. On Tuesday, she runs before she eats breakfast.
+LINE: On Wednesday, she eats her breakfast while she's washing the clothes.
+LINE: On Thursday, she doesn't eat breakfast. She studies in the library until she goes to lunch with her friend.
+LINE: On Friday, she goes downtown after she gets up, and has breakfast at a cafe.
+
+# SKIPPED (book): "WHEN HE COMES HOME, ... answer questions about it." — questions are not printed.
+# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read exercise to fill in blanks, no printed stimuli.
+
+$LESSON 1-7: First, Next, Then — Giving Instructions
+
+# Source: LLA 1C Figure 4
+$DIALOGUE Connective Words
+ID: 10-1c-f4
+INTRO: In this part you'll put steps in order — first, next, then, finally — and learn to ask for and give instructions. Start by repeating the connective words.
+INSTRUCTION: Repeat the words.
+REPEAT
+
+LINE: After. After that. Finally. {bk10-l1c-f4-01.mp3}
+LINE: First. {bk10-l1c-f4-02.mp3}
+LINE: Last. At last. Lastly. {bk10-l1c-f4-03.mp3}
+LINE: Next. Second. Then. {bk10-l1c-f4-04.mp3}
+
+# Source: LLA 1C Figure 4 (Paragraph 1)
+$PRODUCE The Roller Cola
+ID: 10-1c-f4-b
+INPUT: type
+CHECK: exact
+INTRO: Listen to the story of Gina and the roller cola — sentence by sentence. Type the connective word you hear at the start of each one.
+INSTRUCTION: Type the missing connective word.
+
+TEMPLATE: ____, she inserted the coins in the slot.
+PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
+RESPONSE: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
+ACCEPT: First
+
+TEMPLATE: ____, she pushed the button of her selection, but the roller cola didn't drop.
+PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
+RESPONSE: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
+ACCEPT: Second
+
+TEMPLATE: ____, she pushed the coin return 3 times.
+PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
+RESPONSE: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
+ACCEPT: Next
+
+TEMPLATE: ____, the roller cola dropped, but another can of soda fell too.
+PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
+RESPONSE: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
+ACCEPT: Finally
+
+TEMPLATE: ____{At first} Gina thought, "What should I do with it?" ____{Then} she saw a friend.
+PROMPT: At first Gina thought, "What should I do with it?" Then she saw a friend. {bk10-l1c-f4-09.mp3}
+RESPONSE: At first Gina thought, "What should I do with it?" Then she saw a friend. {bk10-l1c-f4-09.mp3}
+
+TEMPLATE: ____, Gina went to class.
+PROMPT: After that, Gina went to class. {bk10-l1c-f4-10.mp3}
+RESPONSE: After that, Gina went to class. {bk10-l1c-f4-10.mp3}
+ACCEPT: After that
+
+# Source: LLA 1C Figure 4 (Paragraph 2)
+$PRODUCE Laundry Day
+ID: 10-1c-f4-c
+INPUT: type
+CHECK: exact
+INTRO: Now laundry day, step by step. Type the connective word you hear in each sentence.
+INSTRUCTION: Type the missing connective word.
+
+TEMPLATE: ____, he found an empty washing machine.
+PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-11.mp3}
+RESPONSE: First, he found an empty washing machine. {bk10-l1c-f4-11.mp3}
+ACCEPT: First
+
+TEMPLATE: ____ he put in his clothes.
+PROMPT: Then he put in his clothes. {bk10-l1c-f4-12.mp3}
+RESPONSE: Then he put in his clothes. {bk10-l1c-f4-12.mp3}
+ACCEPT: Then
+
+TEMPLATE: ____, he put in the detergent.
+PROMPT: Next, he put in the detergent. {bk10-l1c-f4-13.mp3}
+RESPONSE: Next, he put in the detergent. {bk10-l1c-f4-13.mp3}
+ACCEPT: Next
+
+TEMPLATE: ____, he closed the machine and inserted the coins.
+PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-14.mp3}
+RESPONSE: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-14.mp3}
+ACCEPT: Last
+
+TEMPLATE: ____, he just waited.
+PROMPT: After that, he just waited. {bk10-l1c-f4-15.mp3}
+RESPONSE: After that, he just waited. {bk10-l1c-f4-15.mp3}
+ACCEPT: After that
+
+TEMPLATE: ____, the machine stopped.
+PROMPT: Finally, the machine stopped. {bk10-l1c-f4-16.mp3}
+RESPONSE: Finally, the machine stopped. {bk10-l1c-f4-16.mp3}
+ACCEPT: Finally
+
+TEMPLATE: ____ he had some clean clothes.
+PROMPT: At last he had some clean clothes. {bk10-l1c-f4-17.mp3}
+RESPONSE: At last he had some clean clothes. {bk10-l1c-f4-17.mp3}
+ACCEPT: At last
+
+# Source: ST §Let Me Show You How To Do It!
+$DIALOGUE Let Me Show You How
+ID: l1-s37
+INTRO: Watch one complete demonstration, step by step, from getting change to holding the snack.
+INSTRUCTION: Listen and follow the steps.
+
+LINE: Let me show you how to do it. {st-page_048_001.jpg}
+LINE: First, get some change. {st-page_048_002.jpg}
+LINE: Then insert the money in the slot. {st-page_048_003.jpg}
+LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
+LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
+LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
+
+# SKIPPED (book): Figure 5 roleplay — unprompted roleplay of the same dialogs.
+# Source: LLA 1C Figure 5
+$DIALOGUE How To Use This Machine {page_024_001.jpg}
+ID: 10-1c-f5
+INTRO: Hank needs a soda, and Pete knows the machine. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Hank: Excuse me. Can you tell me how to use this machine? {bk10-l1c-f5-01.mp3}
+Pete: Sure. Put the money in the slot. Make your selection, and pull the knob. {bk10-l1c-f5-02.mp3}
+Hank: Do I get the soda then? {bk10-l1c-f5-03.mp3}
+Pete: Yes. It will drop right here. Lift this door and get your drink. {bk10-l1c-f5-04.mp3}
+Hank: Thanks for your help. {bk10-l1c-f5-05.mp3}
+
+# SKIPPED (book): Figure 6 roleplay — unprompted roleplay of the same dialogs.
+# Source: LLA 1C Figure 6
+$DIALOGUE Getting Stamps {page_024_002.jpg}
+ID: 10-1c-f6
+INTRO: Eric needs stamps. Listen to Adam's instructions and repeat each line — some machines do give change.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Eric: Will you please show me how this machine works? I need some stamps. {bk10-l1c-f6-01.mp3}
+Adam: Of course. Just put your money in this slot. Push this button. And pull the stamps out right here. {bk10-l1c-f6-02.mp3}
+Eric: Will the machine give me change? {bk10-l1c-f6-03.mp3}
+Adam: Yes, it will. {bk10-l1c-f6-04.mp3}
+
+# Source: LLA 1C Figure 7 (Dialog 1)
+$DIALOGUE A Candy Bar for Brad
+ID: 10-1c-f7-d1
+INTRO: Brad wants a candy bar and has been doing something wrong. Listen to Carl set him straight.
+INSTRUCTION: Listen to the dialogue.
+
+Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
+Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. {bk10-l1c-f7-02.mp3}
+LINE: Be sure the coins drop before you push the button. {bk10-l1c-f7-03.mp3}
+Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-04.mp3}
+
+# Source: LLA 1C Figure 7 (Questions on Dialog 1)
+$PRODUCE Questions: Brad and Carl
+ID: 10-1c-f7-q1
+REFERENCE
+INTRO: Answer the two questions about Brad and Carl. Speak aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Brad want to know? {bk10-l1c-f7-05-q.mp3}
+RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-05-a.mp3}
+
+PROMPT: What did Brad do wrong? {bk10-l1c-f7-06-q.mp3}
+RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-06-a.mp3}
+
+# Source: LLA 1C Figure 7 (Dialog 2)
+$DIALOGUE Nothing Came Out
+ID: 10-1c-f7-d2
+INTRO: Dave put money in and got nothing. Fred works through the possibilities — all of them. Listen.
+INSTRUCTION: Listen to the dialogue.
+
+Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-07.mp3}
+Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-08.mp3}
+Dave: I pull them all and nothing happens. {bk10-l1c-f7-09.mp3}
+Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-10.mp3}
+Dave: I did that too. {bk10-l1c-f7-11.mp3}
+Fred: Then it's out of order. {bk10-l1c-f7-12.mp3}
+
+# Source: LLA 1C Figure 7 (Questions on Dialog 2)
+$PRODUCE Questions: Dave and Fred
+ID: 10-1c-f7-q2
+REFERENCE
+INTRO: Answer the questions about Dave and Fred. Speak aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Dave ask Fred? {bk10-l1c-f7-13-q.mp3}
+RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-13-a.mp3}
+
+PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-14-q.mp3}
+RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-14-a.mp3}
+
+PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-15-q.mp3}
+RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-15-a.mp3}
+
+PROMPT: What was the matter with the machine? {bk10-l1c-f7-16-q.mp3}
+RESPONSE: It was out of order. {bk10-l1c-f7-16-a.mp3}
+
+# Source: ST §Can You Tell Me ...?
+$DIALOGUE Can You Tell Me How?
+ID: l1-s30
+INTRO: Ten handy ways to ask how something works — and to answer. Read along while you listen.
+INSTRUCTION: Listen and read the sentences.
+
+LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
+LINE: Sure. Just put the money in the slot.
+LINE: Wait until it drops. Then lift this door.
+LINE: Make your selection.
+LINE: How do you use this machine?
+LINE: You're supposed to put your money in first. Then pull the knob.
+LINE: Do you know how to operate this?
+LINE: Push the button.
+LINE: Do you know how this machine works?
+LINE: Show me how this works, please.
+
+# DROPPED (twin): four of the eight ST §Make Your Selection dialogs — print twins of LLA 1B Figure 7 and LLA 1C Figures 6/7 dialogs already converted above; the four distinct ones are kept here.
+# Source: ST §Make Your Selection. (trimmed; prices spelled out for TTS)
+$DIALOGUE More Machine Conversations
+ID: l1-s31
+INTRO: Four more short conversations at machines: coffee, sandwiches, stamps — and one machine that has given up entirely.
+INSTRUCTION: Listen to the dialogs.
+
+Narrator: At the coffee machine.
+Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
+Ed: Yes, it costs thirty-five cents.
+NOTES: 35¢
+Chuck: Can I get it with sugar and cream?
+Ed: Sure. You can get coffee with sugar, with cream, or with both.
+
+Narrator: Something to eat.
+Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
+Larry: There's a vending machine with sandwiches in it in the next room.
+Lynn: Can you come with me and show me how to use it?
+Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
+
+Narrator: Buying stamps.
+Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
+Jack: Oh, sure. It costs two dollars and fifty cents for a book of stamps. Put the coins in here and push the button below the stamps you want.
+NOTES: $2.50
+Fred: Where can I get some change?
+Jack: There's a change machine over there. It gives quarters for dollar bills.
+
+Narrator: Out of order — again.
+Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
+Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
+
+# Source: LLA 1C Figure 8
+$SELECT Complete the Sentences
+ID: 10-1c-f8
+INTRO: Listen to the first part of each sentence, tap the phrase that completes it, then repeat the full sentence.
+INSTRUCTION: Tap the correct phrase.
+REPEAT
+
+OPTION: a | stamps out here.
+OPTION: b | pull the knob.
+OPTION: c | try to push the coin return.
+OPTION: d | how to use this machine?
+OPTION: e | before you push the button.
+OPTION: f | you lift this door and get it.
+
+PROMPT: Excuse me, can you tell me— {bk10-l1c-f8-01-q.mp3}
+ANSWER: d
+FEEDBACK: Excuse me, can you tell me how to use this machine? {bk10-l1c-f8-01-a.mp3}
+
+PROMPT: Make your selection and— {bk10-l1c-f8-02-q.mp3}
+ANSWER: b
+FEEDBACK: Make your selection and pull the knob. {bk10-l1c-f8-02-a.mp3}
+
+PROMPT: The soda will drop and then— {bk10-l1c-f8-03-q.mp3}
+ANSWER: f
+FEEDBACK: The soda will drop here, and you lift this door and get it. {bk10-l1c-f8-03-a.mp3}
+
+PROMPT: Push this button and pull the— {bk10-l1c-f8-04-q.mp3}
+ANSWER: a
+FEEDBACK: Push this button and pull the stamps out here. {bk10-l1c-f8-04-a.mp3}
+
+PROMPT: Be sure the coins drop— {bk10-l1c-f8-05-q.mp3}
+ANSWER: e
+FEEDBACK: Be sure the coins drop before you push the button. {bk10-l1c-f8-05-a.mp3}
+
+PROMPT: When the coins stick— {bk10-l1c-f8-06-q.mp3}
+ANSWER: c
+FEEDBACK: When the coins are stuck, try to push the coin return. {bk10-l1c-f8-06-a.mp3}
+
+# Source: ST §Excuse Me, Please. (INPUT changed to speak — open sentence completions)
+$PRODUCE Excuse Me, Please
+ID: l1-s32
+INTRO: Finish each sentence so it makes sense at a vending machine. Say your version aloud, then compare with the model.
+INSTRUCTION: Complete the sentences logically.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine. Accept any sensible, grammatical completion; the model is one example.
+
+EXAMPLE
+PROMPT: Excuse me, please. How can I ...?
+RESPONSE: How can I use this machine?
+
+PROMPT: Maybe the coins are ....
+RESPONSE: Maybe the coins are stuck.
+
+PROMPT: This machine ....
+RESPONSE: This machine is out of order.
+
+PROMPT: How do you ...?
+RESPONSE: How do you operate this machine?
+
+PROMPT: I pulled the knob, but ....
+RESPONSE: I pulled the knob, but nothing came out.
+
+PROMPT: I want to buy some ....
+RESPONSE: I want to buy some gum.
+
+PROMPT: Don't ....
+RESPONSE: Don't push that button.
+
+PROMPT: Yes, you can ....
+RESPONSE: Yes, you can get change here.
+
+PROMPT: Oh, sure. Put ....
+RESPONSE: Oh, sure. Put your money in the slot.
+
+PROMPT: Wait until ....
+RESPONSE: Wait until the coins drop.
+
+PROMPT: Can you tell me ...?
+RESPONSE: Can you tell me how this works?
+
+# SKIPPED (book): "I NEED A DRINK." — open role-play task for pairs.
+
+$LESSON 1-8: Be Supposed To
+
+# Source: LLA 1D Figure 1
+$DIALOGUE Have To, Should, Supposed To
+ID: 10-l1d-f1
+INTRO: In this part you'll learn "be supposed to" — for rules, plans, and the things people expect of you. Listen to each pair of sentences and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: You have to obey traffic laws. {bk10-l1d-f1-01a.mp3}
+LINE: You're supposed to obey traffic laws. {bk10-l1d-f1-01b.mp3}
+
+LINE: You have to wear your uniform to class. {bk10-l1d-f1-02a.mp3}
+LINE: You're supposed to wear your uniform to class. {bk10-l1d-f1-02b.mp3}
+
+LINE: You have to be on time to class. {bk10-l1d-f1-03a.mp3}
+LINE: You're supposed to be on time to class. {bk10-l1d-f1-03b.mp3}
+
+LINE: You should be on time for dinner. {bk10-l1d-f1-04a.mp3}
+LINE: You're supposed to be on time for dinner. {bk10-l1d-f1-04b.mp3}
+
+LINE: You should thank people when they help you. {bk10-l1d-f1-05a.mp3}
+LINE: You're supposed to thank people when they help you. {bk10-l1d-f1-05b.mp3}
+
+LINE: You should write to your family often. {bk10-l1d-f1-06a.mp3}
+LINE: You're supposed to write to your family often. {bk10-l1d-f1-06b.mp3}
+
+# Source: ST §Be Supposed To (grammar)
+$GRAMMAR Be Supposed To
+ID: l1-s33
+INTRO: Here's the full pattern — statements, negatives, and questions — before you drill it.
+
+| | | |
+|---|---|---|
+| I'm / You're / He's / She's / We're / They're | **supposed to** | relax. / be on time for class. / wear a seatbelt. |
+| | **not supposed to** | drink and drive. / smoke in the classroom. |
+
+| | | | |
+|---|---|---|---|
+| Am / Is / Are | I / he / she / you / we / they | **supposed to** | be in this building? / go to lab now? / report to the captain? |
+
+**Be supposed to** is used to express something that:
+
+- is planned or arranged: {The train was supposed to arrive at 10:30.} {The movie is supposed to start at 7:00.}
+- is to be expected, because of duty or law: {Are the men supposed to clean the barracks?} {We're supposed to wear our uniforms every day.}
+
+**Be not supposed to** is used to express something that is not allowed or advisable: {You're not supposed to wear your hats inside the building.} {They're not supposed to watch TV at 2 in the morning.}
+
+# Source: ST §Read the Sentences (Supposed To)
+$DIALOGUE Supposed-To Sentences
+ID: l1-s34
+INTRO: A few more supposed-to sentences — read along while you listen. Most of them are rules you've already broken at least once.
+INSTRUCTION: Listen and read the sentences.
+
+LINE: You're supposed to have a driver's license before you drive.
+LINE: When dinner is at 7 o'clock, you're supposed to be there at 7 o'clock.
+LINE: You're not supposed to smoke on airplanes.
+LINE: What time are you supposed to be at the airport?
+LINE: Is your class supposed to start at 6 o'clock?
+LINE: I'm supposed to call my family tonight.
+LINE: When you live in the city, you're supposed to keep your dog in the yard.
+LINE: She's not supposed to walk on the grass at school.
+
+# Source: LLA 1D Figure 2
+$SELECT Are We Supposed To?
+ID: 10-l1d-f2
+INTRO: Listen to each question, tap the correct short answer, then repeat the full sentence.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+EXAMPLE
+PROMPT: Should we drive carefully when we drive on ice? {bk10-l1d-f2-ex-q.mp3}
+OPTION: a | Yes, we're supposed to.
+OPTION: b | No, we're not supposed to.
+ANSWER: a
+FEEDBACK: We're supposed to drive carefully when we drive on ice. {bk10-l1d-f2-ex-a.mp3}
+
+PROMPT: Should we do our homework every day? {bk10-l1d-f2-01-q.mp3}
+OPTION: a | Yes, we're supposed to.
+OPTION: b | No, we're not supposed to.
+ANSWER: a
+FEEDBACK: We're supposed to do our homework every day. {bk10-l1d-f2-01-a.mp3}
+
+PROMPT: Must you smoke in the classroom? {bk10-l1d-f2-02-q.mp3}
+OPTION: a | No, we're not supposed to.
+OPTION: b | Yes, we're supposed to.
+ANSWER: a
+FEEDBACK: We're not supposed to smoke in the classroom. {bk10-l1d-f2-02-a.mp3}
+
+PROMPT: Do the coins have to drop before you pull the knob? {bk10-l1d-f2-03-q.mp3}
+OPTION: a | No, they're not supposed to.
+OPTION: b | Yes, they're supposed to.
+ANSWER: b
+FEEDBACK: The coins are supposed to drop before you pull the knob. {bk10-l1d-f2-03-a.mp3}
+
+PROMPT: Must you study before a test? {bk10-l1d-f2-04-q.mp3}
+OPTION: a | Yes, I'm supposed to.
+OPTION: b | No, I'm not supposed to.
+ANSWER: a
+FEEDBACK: I'm supposed to study before a test. {bk10-l1d-f2-04-a.mp3}
+
+PROMPT: Should we exercise before we warm up? {bk10-l1d-f2-05-q.mp3}
+OPTION: a | Yes, we're supposed to.
+OPTION: b | No, we're not supposed to.
+ANSWER: b
+FEEDBACK: We're not supposed to exercise before we warm up. {bk10-l1d-f2-05-a.mp3}
+
+PROMPT: Must you salute when you're not in uniform? {bk10-l1d-f2-06-q.mp3}
+OPTION: a | Yes, we're supposed to.
+OPTION: b | No, we're not supposed to.
+ANSWER: b
+FEEDBACK: We're not supposed to salute when we're not in uniform. {bk10-l1d-f2-06-a.mp3}
+
+PROMPT: Should they go out on weeknights? {bk10-l1d-f2-07-q.mp3}
+OPTION: a | Yes, they're supposed to.
+OPTION: b | No, they're not supposed to.
+ANSWER: b
+FEEDBACK: They're not supposed to go out on weeknights. {bk10-l1d-f2-07-a.mp3}
+
+PROMPT: Does he have to put American coins in an American vending machine? {bk10-l1d-f2-08-q.mp3}
+OPTION: a | Yes, he's supposed to.
+OPTION: b | No, he's not supposed to.
+ANSWER: a
+FEEDBACK: He's supposed to put American coins in American vending machines. {bk10-l1d-f2-08-a.mp3}
+
+# Source: ST §Are You Supposed To?
+$PRODUCE Say It with Supposed To
+ID: l1-s35
+INTRO: Say each sentence again using "be supposed to" — keep the meaning exactly the same.
+INSTRUCTION: Make a new sentence with "be supposed to" based on the cue.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must reformulate the sentence using "be supposed to" or "be not supposed to" while preserving the original meaning.
+
+EXAMPLE
+PROMPT: You shouldn't eat before you swim.
+RESPONSE: You're not supposed to eat before you swim.
+
+EXAMPLE
+PROMPT: Bill has to lock the door when he leaves.
+RESPONSE: Bill's supposed to lock the door when he leaves.
+
+PROMPT: When you are going to miss class, you have to tell the teacher.
+RESPONSE: When you are going to miss class, you're supposed to tell the teacher.
+
+PROMPT: I should call my family, but I don't have enough money for the call.
+RESPONSE: I'm supposed to call my family, but I don't have enough money for the call.
+
+PROMPT: She has to be at the doctor's office at 9 o'clock.
+RESPONSE: She's supposed to be at the doctor's office at 9 o'clock.
+
+PROMPT: You should be careful when you drive on ice.
+RESPONSE: You're supposed to be careful when you drive on ice.
+
+PROMPT: You should apologize for being late.
+RESPONSE: You're supposed to apologize for being late.
+
+PROMPT: You have to wear seat belts on base.
+RESPONSE: You're supposed to wear seat belts on base.
+
+# SKIPPED (book): "I'M SUPPOSED TO ...!" — open pair practice.
+
+# Source: ST §You're Not Supposed To Do Those Things At School!
+$PRODUCE The Rules at School
+ID: l1-s36
+INTRO: Make a statement or a question with "be supposed to" about life at school, using the cue. Some cues are questions — the question mark tells you which.
+INSTRUCTION: Make a statement or question with "be supposed to" from the cue.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must create a question or statement using "be supposed to" (or "not supposed to") and the provided cue. Accept valid statements or questions.
+
+EXAMPLE
+PROMPT: turn off the lights when you leave the room?
+RESPONSE: Are you supposed to turn off the lights when you leave the room?
+
+EXAMPLE
+PROMPT: sleep in class
+RESPONSE: You're not supposed to sleep in class.
+
+PROMPT: wear uniform every day
+RESPONSE: You're supposed to wear a uniform every day.
+
+PROMPT: walk on the grass
+RESPONSE: You're not supposed to walk on the grass.
+
+PROMPT: take a test every week?
+RESPONSE: Are you supposed to take a test every week?
+
+PROMPT: when go to lab?
+RESPONSE: When are you supposed to go to lab?
+
+PROMPT: how often go to library?
+RESPONSE: How often are you supposed to go to the library?
+
+PROMPT: smoke in the classroom
+RESPONSE: You're not supposed to smoke in the classroom.
+
+PROMPT: wear hats in the classroom
+RESPONSE: You're not supposed to wear hats in the classroom.
+
+PROMPT: do homework before class
+RESPONSE: You're supposed to do your homework before class.
+
+PROMPT: stay in class until bell rings
+RESPONSE: You're supposed to stay in class until the bell rings.
+
+PROMPT: take a 10 minute break after lab
+RESPONSE: You're supposed to take a 10 minute break after lab.
+
+$LESSON 1-9: Around Town — Directions, Dictation, and Review
+
+# Source: LLA 1D Figure 3 (Part 1)
+$DIALOGUE Giving Directions {page_028_001.jpg}
+ID: 10-l1d-f3
+INTRO: Last part — a tour of the town. Madge gives Helen directions to every errand on their Saturday list. Just listen and try to follow the route on the map.
+INSTRUCTION: Listen to the directions.
+
+LINE: Madge and Helen needed to do a lot of things Saturday afternoon. {bk10-l1d-f3-01.mp3}
+LINE: Helen didn't know the town very well. {bk10-l1d-f3-02.mp3}
+LINE: Madge had to give her directions. {bk10-l1d-f3-03.mp3}
+LINE: "We can meet at the drugstore after class. {bk10-l1d-f3-04.mp3}
+LINE: It's on the corner of Sunshine Street and Highway 102." {bk10-l1d-f3-05.mp3}
+LINE: "Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch." {bk10-l1d-f3-06.mp3}
+LINE: "After lunch, you can go west for a block and a half to the travel agency." {bk10-l1d-f3-07.mp3}
+LINE: "I'll go north for a block and turn west to go to Sandy's house. {bk10-l1d-f3-08.mp3}
+LINE: You can meet me there. {bk10-l1d-f3-09.mp3}
+LINE: It's the second house on the south side from the corner of Long Road and Orange Drive." {bk10-l1d-f3-10.mp3}
+LINE: "Then you and Sandy can look for blouses in the store on the northwest corner across from her house." {bk10-l1d-f3-11.mp3}
+LINE: "I'll meet you in the park across from the store afterwards." {bk10-l1d-f3-12.mp3}
+LINE: "We can go together to the bank. {bk10-l1d-f3-13.mp3}
+LINE: It's a block north and west." {bk10-l1d-f3-14.mp3}
+LINE: "Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner." {bk10-l1d-f3-15.mp3}
+LINE: "Then we can keep going south for 2 blocks and turn east on Green Avenue. {bk10-l1d-f3-16.mp3}
+LINE: The library is on our right, and we can return our books." {bk10-l1d-f3-17.mp3}
+LINE: "When we go home, we'll walk east. {bk10-l1d-f3-18.mp3}
+LINE: We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive." {bk10-l1d-f3-19.mp3}
+
+# Source: LLA 1D Figure 3 (Part 2)
+$SELECT Map Key {page_028_001.jpg}
+ID: 10-l1d-f3-b
+REFERENCE
+INTRO: Now find each place on the map. Tap the letter that marks it — and if you get lost, the directions are right there to check.
+INSTRUCTION: Tap the correct letter for each building.
+
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+OPTION: d | D
+OPTION: e | E
+OPTION: f | F
+OPTION: g | G
+OPTION: h | H
+OPTION: i | I
+OPTION: j | J
+
+TEMPLATE: bank
+ANSWER: g
+FEEDBACK: G is the bank. {bk10-l1d-f3-20.mp3}
+
+TEMPLATE: library
+ANSWER: i
+FEEDBACK: I is the library. {bk10-l1d-f3-21.mp3}
+
+TEMPLATE: vegetable place
+ANSWER: j
+FEEDBACK: J is the vegetable place. {bk10-l1d-f3-22.mp3}
+
+TEMPLATE: Sandy's house
+ANSWER: d
+FEEDBACK: D is Sandy's house. {bk10-l1d-f3-23.mp3}
+
+TEMPLATE: city park
+ANSWER: f
+FEEDBACK: F is the city park. {bk10-l1d-f3-24.mp3}
+
+TEMPLATE: shoe shop
+ANSWER: h
+FEEDBACK: H is the shoe shop. {bk10-l1d-f3-25.mp3}
+
+TEMPLATE: drugstore
+ANSWER: a
+FEEDBACK: A is the drugstore. {bk10-l1d-f3-26.mp3}
+
+TEMPLATE: travel agency
+ANSWER: b
+FEEDBACK: B is the travel agency. {bk10-l1d-f3-27.mp3}
+
+TEMPLATE: blouse store
+ANSWER: e
+FEEDBACK: E is the blouse store. {bk10-l1d-f3-28.mp3}
+
+TEMPLATE: restaurant
+ANSWER: c
+FEEDBACK: C is the restaurant. {bk10-l1d-f3-29.mp3}
+
+# Source: LLA 1D Figure 4
+$PRODUCE Spell the Words
+ID: 10-l1d-f4
+INPUT: type
+CHECK: exact
+INTRO: Spelling practice: listen to each word and type it. No tricks — just ears and fingers.
+INSTRUCTION: Type the word you hear.
+
+PROMPT: apologize. {bk10-l1d-f4-01-q.mp3}
+RESPONSE: apologize {bk10-l1d-f4-01-a.mp3}
+
+PROMPT: realize. {bk10-l1d-f4-02-q.mp3}
+RESPONSE: realize {bk10-l1d-f4-02-a.mp3}
+
+PROMPT: forgive. {bk10-l1d-f4-03-q.mp3}
+RESPONSE: forgive {bk10-l1d-f4-03-a.mp3}
+
+PROMPT: pleased. {bk10-l1d-f4-04-q.mp3}
+RESPONSE: pleased {bk10-l1d-f4-04-a.mp3}
+
+PROMPT: really. {bk10-l1d-f4-05-q.mp3}
+RESPONSE: really {bk10-l1d-f4-05-a.mp3}
+
+PROMPT: blanket. {bk10-l1d-f4-06-q.mp3}
+RESPONSE: blanket {bk10-l1d-f4-06-a.mp3}
+
+PROMPT: laundry. {bk10-l1d-f4-07-q.mp3}
+RESPONSE: laundry {bk10-l1d-f4-07-a.mp3}
+
+PROMPT: closet. {bk10-l1d-f4-08-q.mp3}
+RESPONSE: closet {bk10-l1d-f4-08-a.mp3}
+
+PROMPT: feelings. {bk10-l1d-f4-09-q.mp3}
+RESPONSE: feelings {bk10-l1d-f4-09-a.mp3}
+
+PROMPT: pillow. {bk10-l1d-f4-10-q.mp3}
+RESPONSE: pillow {bk10-l1d-f4-10-a.mp3}
+
+# Source: LLA 1D Figure 5
+$DIALOGUE Kinds of Vending Machines
+ID: 10-l1d-f5
+INTRO: A short paragraph about the kinds of vending machines. Just listen — you know all these words now.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Coins operate many kinds of machines. {bk10-l1d-f5-01.mp3}
+LINE: We call these machines vending machines. {bk10-l1d-f5-02.mp3}
+LINE: One kind of vending machine sells food. {bk10-l1d-f5-03.mp3}
+LINE: They sell sandwiches, chips, and candy. {bk10-l1d-f5-04.mp3}
+LINE: Another kind sells drinks. {bk10-l1d-f5-05.mp3}
+LINE: They sell sodas, juices, coffee, and tea. {bk10-l1d-f5-06.mp3}
+LINE: A third kind of vending machine helps us with our work. {bk10-l1d-f5-07.mp3}
+LINE: These machines wash our clothes, dry our clothes, and wash our cars. {bk10-l1d-f5-08.mp3}
+LINE: Vending machines are very useful machines. {bk10-l1d-f5-09.mp3}
+
+# SKIPPED (book): Figure 5 chart completion — Outline completion with no printed key; judgment call.
+
+# Source: LLA 1D Figure 6
+$DIALOGUE Snacks
+ID: 10-l1d-f6
+INTRO: One last paragraph — about snacks: big ones, small ones, and liquid ones. Listen. And that's the lesson: you can now buy a snack, explain the machine to a stranger, and complain correctly when it eats your quarter.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: People like to eat snacks between meals. {bk10-l1d-f6-01.mp3}
+LINE: People eat all kinds of food for snacks. {bk10-l1d-f6-02.mp3}
+LINE: Some people eat big snacks. {bk10-l1d-f6-03.mp3}
+LINE: They're small meals. {bk10-l1d-f6-04.mp3}
+LINE: They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-05.mp3}
+LINE: Other people like small snacks. {bk10-l1d-f6-06.mp3}
+LINE: A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-07.mp3}
+LINE: Some people just want a drink. {bk10-l1d-f6-08.mp3}
+LINE: They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-09.mp3}
+LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-10.mp3}
+
+# SKIPPED (book): Figure 6 chart completion — Outline completion with no printed key; judgment call.
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+$MODULE Book 10 · Lesson 2: Shopping, Introductions, and Main Ideas {st-page_051_001.jpg}
+FORMAT: 2
+DIOCO_DOC_ID: alc_english_book_10_lesson_2
+DESCRIPTION: Shopping-center vocabulary, making introductions, adjective + infinitive, simple present as future, prepositions of place, and finding topics and main ideas of paragraphs.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, friendly teacher voice
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Frank | achernar | Male voice
+VOICE: Doris | gacrux | Female voice
+VOICE: Steve | achernar | Male speaker
+VOICE: John | achird | Male speaker
+VOICE: Don | schedar | Male speaker
+VOICE: Captain_James | achernar | Male speaker
+VOICE: Major_Stans | achird | Male speaker
+VOICE: Captain_Gray | schedar | Male speaker
+VOICE: Dorothy | aoede | Female speaker
+VOICE: Chris | gacrux | Male speaker
+VOICE: Tony_White | achernar | Male speaker
+VOICE: Travel_Agent | aoede | Female speaker
+VOICE: David | achernar
+VOICE: Jane | aoede
+VOICE: Jeff | achird
+VOICE: Mrs_Smith | aoede
+VOICE: Mrs_Barr | aoede
+VOICE: Dr_Rivers | achernar
+VOICE: Miss_Ash | aoede
+VOICE: Mr_West | achird
+VOICE: Mr_Farr | schedar
+VOICE: Tommy | gacrux
+VOICE: Col_Green | achernar
+VOICE: Sgt_Stacy | achird
+VOICE: Gen_Briggs | schedar
+VOICE: Capt_Barber | achernar
+VOICE: Col_Flowers | achird
+VOICE: Capt_Prince | schedar
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 2-1: The Shopping Center
+
+# Source: LLA 2A Figure 2 (kept over ST §The Shopping Center / §More About the Shopping Center — cross-source twin, cassette wins)
+$DIALOGUE Ruth Goes Shopping {page_032_001.jpg}
+ID: 2a-f2
+INTRO: Welcome to Lesson 2. In this lesson you'll learn to shop at an American mall, introduce people politely, and say what you're glad — or afraid — to do. First, follow Ruth's shopping trip: listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: cafeteria
+LINE: Ruth ate lunch in the cafeteria. {bk10-l2a-f2-ex.mp3}
+
+VOCAB: mall
+VOCAB: shopping center
+LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-01.mp3}
+
+VOCAB: decided to
+VOCAB: shop
+LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-02.mp3}
+
+VOCAB: parking lot
+LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-03.mp3}
+
+VOCAB: shop
+LINE: First she went to a book shop in the mall. {bk10-l2a-f2-04.mp3}
+
+VOCAB: upstairs
+VOCAB: clothing store
+LINE: Then Ruth went upstairs to the clothing store and bought a dress. {bk10-l2a-f2-05.mp3}
+
+VOCAB: department store
+LINE: She went to a department store. It sells clothes, furniture, and things for the house. {bk10-l2a-f2-06.mp3}
+
+VOCAB: variety store
+LINE: The variety store also sells different things, but they are smaller and cheaper things. {bk10-l2a-f2-07.mp3}
+
+VOCAB: received
+LINE: Ruth received her packages from the cashier. The cashier gave them to her. {bk10-l2a-f2-08.mp3}
+
+VOCAB: downstairs
+LINE: She went downstairs to the first floor. {bk10-l2a-f2-09.mp3}
+
+VOCAB: go shopping
+LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-10.mp3}
+
+# Source: ST §The Shopping Center / §More About the Shopping Center (salvaged items from dropped TTS twins of LLA 2A Figure 2 and LLA 2B Figure 1)
+$DIALOGUE More Shopping Words {st-page_053_001.jpg}
+ID: l2-s1-b
+INTRO: A few more mall words the tape didn't mention. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: pet shop
+LINE: The pet shop sells cats, dogs, and birds.
+
+VOCAB: adult
+LINE: The mall has clothing stores for children and adults.
+
+VOCAB: to let | let
+LINE: You can't park in front of the mall. The police won't let you park there.
+
+LINE: When you go shopping at a shopping center, you can compare the prices for things in different stores.
+
+# Source: LLA 2A Figure 3
+$SELECT Questions About Ruth
+ID: 2a-f3
+REFERENCE: 2a-f2
+INTRO: Now some questions about Ruth's trip. Tap the correct answer, then repeat it aloud.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: Where did Ruth go? {bk10-l2a-f3-01-q.mp3}
+OPTION: a | to the mall {bk10-l2a-f3-01-a.mp3}
+OPTION: b | to the parking lot
+OPTION: c | to her car
+ANSWER: a
+FEEDBACK: Ruth went to the mall. {bk10-l2a-f3-01-fb.mp3}
+
+PROMPT: Where did she park her car? {bk10-l2a-f3-02-q.mp3}
+OPTION: a | in a garage
+OPTION: b | on the street
+OPTION: c | in the parking lot {bk10-l2a-f3-02-a.mp3}
+ANSWER: c
+FEEDBACK: She parked her car in the parking lot. {bk10-l2a-f3-02-fb.mp3}
+
+PROMPT: Which store did she go to first? {bk10-l2a-f3-03-q.mp3}
+OPTION: a | the variety store
+OPTION: b | the clothing store
+OPTION: c | the book shop {bk10-l2a-f3-03-a.mp3}
+ANSWER: c
+FEEDBACK: She went to the bookshop first. {bk10-l2a-f3-03-fb.mp3}
+
+PROMPT: Where did Ruth buy a dress? {bk10-l2a-f3-04-q.mp3}
+OPTION: a | the variety store
+OPTION: b | the clothing store {bk10-l2a-f3-04-a.mp3}
+OPTION: c | the drug store
+ANSWER: b
+FEEDBACK: She bought a dress at the clothing store. {bk10-l2a-f3-04-fb.mp3}
+
+PROMPT: Can one buy a dress at a department store? {bk10-l2a-f3-05-q.mp3}
+OPTION: a | maybe
+OPTION: b | yes {bk10-l2a-f3-05-a.mp3}
+OPTION: c | no
+ANSWER: b
+FEEDBACK: Yes, a department store sells dresses. {bk10-l2a-f3-05-fb.mp3}
+
+PROMPT: Can one buy a refrigerator at a variety store? {bk10-l2a-f3-06-q.mp3}
+OPTION: a | maybe
+OPTION: b | yes
+OPTION: c | no {bk10-l2a-f3-06-a.mp3}
+ANSWER: c
+FEEDBACK: No, a variety store doesn't sell refrigerators. {bk10-l2a-f3-06-fb.mp3}
+
+PROMPT: How do you say, "She got her packages"? {bk10-l2a-f3-07-q.mp3}
+OPTION: a | She received them. {bk10-l2a-f3-07-a.mp3}
+OPTION: b | She bought them.
+OPTION: c | She shopped for them.
+ANSWER: a
+FEEDBACK: She received them. {bk10-l2a-f3-07-fb.mp3}
+
+PROMPT: What does Ruth like to do? {bk10-l2a-f3-08-q.mp3}
+OPTION: a | park at the mall
+OPTION: b | go shopping {bk10-l2a-f3-08-a.mp3}
+OPTION: c | the mall
+ANSWER: b
+FEEDBACK: Ruth likes to go shopping. {bk10-l2a-f3-08-fb.mp3}
+
+# Source: ST §Logar Shopping Center Directory
+$GRAMMAR Logar Shopping Center Directory
+ID: l2-s3
+INTRO: Here's the directory of the Logar Shopping Center — two floors, twenty stores. Get to know it; you'll answer questions about it next.
+
+![A directory diagram of Logar Shopping Center showing first floor layout with store numbers 1 to 11 and second floor layout with store numbers 12 to 20](st-page_055_001.jpg)
+
+**first floor**
+1. PETE'S Pet Shop
+2. GENE'S Variety Store
+3. BEN'S Barbershop
+4. MY CHILD Clothing Store
+5. MYRA Women's Clothing Store
+6. LEAD'S Department Store
+7. HOMER'S Department Store
+8. LEO'S Card Shop
+9. STARR Shoe Store
+10. FAST Chicken
+11. NOVA Movie Theater
+
+**second floor**
+12. DAN'S Shoe Store
+13. NEW AGE Bookstore
+14. KARR'S Cafeteria
+15. KID'S ROOM Clothes & Games
+16. TV'S R US Shop
+17. WORLD Travel Agency
+18. EYEGLASS Shop
+19. FOR MEN Clothing Store
+20. SAM'S Drugstore
+
+**stairs**
+
+# Source: ST §Answer About the Directory
+$PRODUCE Answer About the Directory
+ID: l2-s4
+REFERENCE
+INTRO: Time to shop. Read each situation and type the store — or stores — where the shopper should go. The directory is right there if your memory isn't.
+INSTRUCTION: Type the name of the store or the kind of store.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key. Accept the listed store names in any order and with minor spelling variation; when the prompt asks for a specific number of places, require that many correct names.
+
+EXAMPLE
+PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
+RESPONSE: My Child Clothing Store, Lead's Department Store, Kid's Room Clothes & Games.
+
+PROMPT: Mrs. Rust needs to buy some slacks for her husband. Where can she buy adult clothes for men? Write down three places.
+RESPONSE: For Men Clothing Store, Lead's Department Store, Homer's Department Store.
+
+PROMPT: Bill and Ned are hungry. Where can they go for lunch?
+RESPONSE: Fast Chicken or Karr's Cafeteria.
+
+PROMPT: Sue and Rose want to buy some clothes. Which stores should they visit?
+RESPONSE: Myra Women's Clothing Store, Lead's Department Store, or Homer's Department Store.
+
+PROMPT: Where can Howard get a haircut?
+RESPONSE: Ben's Barbershop.
+
+PROMPT: Where can John buy a birthday card? Write down three names or places.
+RESPONSE: Leo's Card Shop, Gene's Variety Store, Sam's Drugstore.
+
+PROMPT: Where can Mary Ann make reservations for her trip?
+RESPONSE: World Travel Agency.
+
+PROMPT: Which shoe store is upstairs?
+RESPONSE: Dan's Shoe Store.
+
+PROMPT: How many department stores are there downstairs? What are their names?
+RESPONSE: There are two department stores downstairs. Their names are Lead's Department Store and Homer's Department Store.
+
+PROMPT: Steve needs to buy paper and pencils. Where can he buy them? Write down the names of four places.
+RESPONSE: Gene's Variety Store, Lead's Department Store, Homer's Department Store, Sam's Drugstore.
+
+PROMPT: Where can Joe buy some tools?
+RESPONSE: Lead's Department Store or Homer's Department Store.
+
+# Source: LLA 2A Figure 5
+$DIALOGUE Shopping at the Mall
+ID: 2a-f5
+INTRO: Frank and Doris talk about a day at the mall. Just listen — Doris did all the shopping; Frank only asks the questions.
+INSTRUCTION: Listen to the dialogue.
+
+Frank: Did you go shopping at the mall today? {bk10-l2a-f5-01.mp3}
+Doris: I sure did. It was very crowded. At first I couldn't find a place in the parking lot. Finally I found one. {bk10-l2a-f5-02.mp3}
+Frank: Where did you shop? {bk10-l2a-f5-03.mp3}
+Doris: I shopped at the department store. I ordered a dress from there last week, and I went to pick it up. While I was there I bought some other things. {bk10-l2a-f5-04.mp3}
+Frank: Did you go to any other stores? {bk10-l2a-f5-05.mp3}
+Doris: Yes. I went to the book shop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
+Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-07.mp3}
+Doris: Yes, I did. It was delicious. {bk10-l2a-f5-08.mp3}
+
+# Source: LLA 2A Figure 5 (questions)
+$PRODUCE Questions About the Dialogue
+ID: 2a-f5-b
+REFERENCE
+INTRO: Answer the questions about Frank and Doris's conversation aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did the woman go shopping? {bk10-l2a-f5-09-q.mp3}
+RESPONSE: The woman went shopping at the mall. {bk10-l2a-f5-09-a.mp3}
+
+PROMPT: Where did she park? {bk10-l2a-f5-10-q.mp3}
+RESPONSE: She parked in the parking lot. {bk10-l2a-f5-10-a.mp3}
+
+PROMPT: Where did the woman shop and buy things? {bk10-l2a-f5-11-q.mp3}
+RESPONSE: She shopped and bought things at the department store. {bk10-l2a-f5-11-a.mp3}
+
+PROMPT: What other store did she go to? {bk10-l2a-f5-12-q.mp3}
+RESPONSE: She went to the bookshop. {bk10-l2a-f5-12-a.mp3}
+
+PROMPT: Where did she eat lunch? {bk10-l2a-f5-13-q.mp3}
+RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-13-a.mp3}
+
+# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
+# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
+
+$LESSON 2-2: A Day at the Mall
+
+# Source: LLA 2B Figure 1 (story)
+$DIALOGUE Joan at the Shopping Center
+ID: 2b-f1
+INTRO: This part is built around a small drama: Joan loses her mother at the shopping center. Just listen to the story — it ends well.
+INSTRUCTION: Listen to the story.
+
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01a.mp3}
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-01b.mp3}
+LINE: Joan didn't see her mother leave. She was alone. {bk10-l2b-f1-01c.mp3}
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-01d.mp3}
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-01e.mp3}
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-01f.mp3}
+LINE: Everyone was glad to see her. {bk10-l2b-f1-01g.mp3}
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-01h.mp3}
+LINE: The mother politely thanked everyone for their help. {bk10-l2b-f1-01i.mp3}
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-01j.mp3}
+LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-01k.mp3}
+
+# Source: LLA 2B Figure 1 (vocabulary)
+$DIALOGUE Story Vocabulary
+ID: 2b-f1-b
+INTRO: Now the story's vocabulary, one word at a time. Repeat each word and its sentence.
+INSTRUCTION: Repeat the word and the sentence.
+REPEAT
+
+VOCAB: supper
+LINE: Another name for dinner is supper. {bk10-l2b-f1-02.mp3}
+
+VOCAB: shopping center
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-03.mp3}
+
+VOCAB: up
+VOCAB: stairs
+VOCAB: floor
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-04.mp3}
+
+VOCAB: alone
+LINE: Joan didn't see her mother leave. She was all alone. {bk10-l2b-f1-05.mp3}
+
+VOCAB: afraid
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-06.mp3}
+
+VOCAB: everybody
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-07.mp3}
+
+VOCAB: down
+VOCAB: escalator
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-08.mp3}
+
+VOCAB: everyone
+LINE: Everyone was glad to see her. {bk10-l2b-f1-09.mp3}
+
+VOCAB: ready
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-10.mp3}
+
+VOCAB: politely
+LINE: The mother politely thanked everyone for their help. {bk10-l2b-f1-11.mp3}
+
+VOCAB: decided
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-12.mp3}
+
+VOCAB: neighbor
+LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-13.mp3}
+
+# Source: LLA 2B Figure 2
+$SELECT True or False: Joan's Day
+ID: 2b-f2
+INTRO: True or false about Joan's day. Listen to each statement and tap your answer.
+INSTRUCTION: Tap True or False.
+OPTION: t | True
+OPTION: f | False
+
+PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01.mp3}
+ANSWER: t
+FEEDBACK: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-fb.mp3}
+
+PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02.mp3}
+ANSWER: f
+FEEDBACK: Joan's mother went up the stairs to the second floor. {bk10-l2b-f2-02-fb.mp3}
+
+PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03.mp3}
+ANSWER: f
+FEEDBACK: Joan was afraid to be alone. {bk10-l2b-f2-03-fb.mp3}
+
+PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04.mp3}
+ANSWER: t
+FEEDBACK: Everybody tried to help Joan. {bk10-l2b-f2-04-fb.mp3}
+
+PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05.mp3}
+ANSWER: t
+FEEDBACK: Joan's mother came down on the escalator. {bk10-l2b-f2-05-fb.mp3}
+
+PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06.mp3}
+ANSWER: f
+FEEDBACK: Joan was ready to go home. {bk10-l2b-f2-06-fb.mp3}
+
+PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07.mp3}
+ANSWER: t
+FEEDBACK: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-fb.mp3}
+
+PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08.mp3}
+ANSWER: f
+FEEDBACK: After dinner, she told her neighbor about her day at the mall. {bk10-l2b-f2-08-fb.mp3}
+
+# Source: LLA 2B Figure 3
+$PRODUCE Spelling Practice
+ID: 2b-f3
+INPUT: type
+CHECK: exact
+INTRO: Spelling time. Listen to each word being spelled out, letter by letter, and type it.
+INSTRUCTION: Type the word you hear spelled out.
+
+PROMPT: shopping center. S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01.mp3}
+RESPONSE: shopping center
+
+PROMPT: upstairs. U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02.mp3}
+RESPONSE: upstairs
+
+PROMPT: alone. A-L-O-N-E, alone. {bk10-l2b-f3-03.mp3}
+RESPONSE: alone
+
+PROMPT: afraid. A-F-R-A-I-D, afraid. {bk10-l2b-f3-04.mp3}
+RESPONSE: afraid
+
+PROMPT: everybody. E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05.mp3}
+RESPONSE: everybody
+
+PROMPT: supper. S-U-P-P-E-R, supper. {bk10-l2b-f3-06.mp3}
+RESPONSE: supper
+
+PROMPT: neighbor. N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07.mp3}
+RESPONSE: neighbor
+
+PROMPT: mall. M-A-L-L, mall. {bk10-l2b-f3-08.mp3}
+RESPONSE: mall
+
+PROMPT: receive. R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09.mp3}
+RESPONSE: receive
+
+PROMPT: cafeteria. C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10.mp3}
+RESPONSE: cafeteria
+
+# Source: ST §My Neighbor, Mrs. Wright
+$DIALOGUE My Neighbor, Mrs. Wright
+ID: l2-s10
+INTRO: Meet Jane and her favorite neighbor, Mrs. Wright — sixty-five years old, lives alone, and an excellent cook. The story reuses the words you just practiced. Listen, read, and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+VOCAB: neighbor
+LINE: Mrs. Wright and I live in the same apartment building. She's my favorite neighbor.
+
+VOCAB: downstairs
+LINE: She lives in a downstairs apartment.
+
+VOCAB: upstairs
+LINE: I live upstairs.
+
+VOCAB: alone
+LINE: She's 65 years old and no one lives with her. She lives alone.
+
+LINE: Sometimes we go shopping together.
+
+VOCAB: polite
+LINE: I help her take her packages to her apartment. She says that I'm very polite because I help her.
+
+VOCAB: afraid (of)
+LINE: I worry about her. I asked her, "Are you afraid to live alone?"
+
+VOCAB: to shake | shook
+LINE: She shook her head and said she wasn't afraid.
+
+VOCAB: to write down | wrote down
+LINE: One day I wrote down my phone number and stuck it on her phone table.
+
+LINE: I told her to call me when she needed something. She was pleased and said, "Thank you."
+
+VOCAB: supper
+LINE: Last Friday, she asked me to have supper with her.
+
+LINE: I went to her apartment at 7:00 p.m. Mrs. Wright is a very good cook. She cooked some delicious chicken with potatoes. I really enjoyed my supper.
+
+VOCAB: to decide | decided
+LINE: After I got home, I wanted to do something nice for her. I decided to buy her a pet.
+
+LINE: I knew she liked cats. I went to the pet shop and found a beautiful cat. I bought the cat and took it to her.
+
+VOCAB: to receive | receive
+LINE: She was very glad to receive the little cat and called him Poly.
+
+LINE: "Why did you call him Poly?" I asked. She said, "I always want to remember you, Jane, my very polite neighbor."
+
+LINE: I was happy that she liked the cat, but I was happier that now she didn't live alone.
+
+# Source: ST §Answer About Mrs. Wright
+$PRODUCE Answer About Mrs. Wright
+ID: l2-s11
+REFERENCE
+INTRO: Now answer questions about Jane and Mrs. Wright. Type your answers — the story is there to check if Poly's origin escapes you.
+INSTRUCTION: Type your answer.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key. Accept any reasonable phrasing.
+
+PROMPT: Why do you think Jane called Mrs. Wright her neighbor?
+RESPONSE: Because they live in the same apartment building.
+
+PROMPT: Is Mrs. Wright's apartment on the first floor or the second floor?
+RESPONSE: It is on the first floor (downstairs).
+
+PROMPT: Does Mrs. Wright's family live with her?
+RESPONSE: No, she lives alone.
+
+PROMPT: What does Mrs. Wright say about Jane?
+RESPONSE: She says Jane is very polite.
+
+PROMPT: Is Mrs. Wright afraid to live alone?
+RESPONSE: No, she wasn't afraid.
+
+PROMPT: What did Mrs. Wright do when she told Jane that she wasn't afraid?
+RESPONSE: She shook her head.
+
+PROMPT: What did Jane do with her phone number?
+RESPONSE: She wrote it down and stuck it on Mrs. Wright's phone table.
+
+PROMPT: What happened last Friday?
+RESPONSE: Jane had supper with Mrs. Wright at 7:00 p.m.
+
+PROMPT: What did Jane decide to do for Mrs. Wright?
+RESPONSE: Jane decided to buy her a pet cat.
+
+PROMPT: What did Mrs. Wright receive?
+RESPONSE: She received the little cat.
+
+PROMPT: Why was the cat called "Poly?"
+RESPONSE: Because it reminded her of Jane, her very polite neighbor.
+
+PROMPT: What made Jane happier?
+RESPONSE: She was happier that now Mrs. Wright didn't live alone.
+
+$LESSON 2-3: Making Introductions
+
+# Source: ST §An Introduction
+$DIALOGUE An Introduction
+ID: l2-s5
+INTRO: New part, new skill: introducing people. Listen to Steve introduce Don to John, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+VOCAB: Have you met
+Steve: John, have you met Don Clark? {st-page_061_001.jpg}
+
+John: No, I haven't. {st-page_061_001.jpg}
+
+VOCAB: let
+VOCAB: to introduce | introduce
+VOCAB: Let me introduce
+Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
+
+VOCAB: I'd like you to meet
+Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
+
+VOCAB: It's a pleasure to meet you.
+John: It's a pleasure to meet you. {st-page_061_002.jpg}
+
+Don: Glad to meet you, too. {st-page_061_002.jpg}
+
+# Source: ST §Pleased to Meet You
+$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
+ID: l2-s6
+INTRO: A more formal introduction, this time between officers. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
+
+VOCAB: How do you do?
+Major_Stans: How do you do, Captain Gray?
+
+Captain_Gray: How do you do, sir? I'm pleased to meet you.
+
+Major_Stans: Are you new in town?
+
+Captain_Gray: Yes, I arrived just two days ago.
+
+# Source: ST §Do You Want a Shake?
+$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg}
+ID: l2-s7
+INTRO: Dorothy wants to know why Chris is shaking a glass. Listen to the dialog, then repeat it — and pick up the verb "to shake" on the way.
+INSTRUCTION: Listen, then repeat each line.
+REPEAT
+
+Dorothy: Chris, why are you shaking that glass?
+
+Chris: I'm making a chocolate shake.
+
+Dorothy: How do you make it?
+
+VOCAB: to shake | shake
+Chris: Well, I put some milk, chocolate, and ice cream in a glass with a top on it. Then I shake it. It's a delicious drink. Would you like one?
+
+Dorothy: No, thanks.
+
+# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided.
+
+# Source: ST §Introductions: Men to Women
+$DIALOGUE Introductions: Men to Women
+ID: l2-s16
+INTRO: There are rules for polite introductions. Rule one: introduce men to women — speak to the woman first. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
+
+David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
+Jane: Hello, John. It's nice meeting you.
+
+Jeff: Hello, Mrs. Smith. How are you?
+Mrs_Smith: I'm fine, thanks. How are you?
+Jeff: I'd like you to meet my brother, Mark.
+Mrs_Smith: How do you do, Mark? I'm glad to know you.
+
+# Source: ST §Introductions: Younger to Older
+$DIALOGUE Introductions: Younger to Older
+ID: l2-s17
+INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
+
+Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
+Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
+Miss_Ash: How do you do, sir?
+
+Mr_West: Mr. Farr, I want you to meet my son Tommy.
+Mr_Farr: It's nice to meet you.
+Tommy: Thank you, sir.
+
+# Source: ST §Introductions: Lower to Higher Rank
+$DIALOGUE Introductions: Lower to Higher Rank
+ID: l2-s18
+INTRO: Rule three: introduce people of lower rank to people of higher rank. Generals first, sergeants second. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
+
+Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
+Sgt_Stacy: How do you do, sir?
+Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
+
+Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
+Col_Flowers: It's a pleasure to meet you, Captain Prince.
+Capt_Prince: Thank you, sir.
+
+# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
+
+# Source: ST §Everyone / Everybody
+$GRAMMAR Everyone and Everybody
+ID: l2-s8
+INTRO: One small grammar point before we move on. "Everyone" and "everybody" mean the same thing — and both take a singular verb, even though they mean a crowd.
+
+| | | |
+|---|---|---|
+| Does | everyone<br>everybody | like to go to the mall? |
+
+| | | |
+|---|---|---|
+| Yes, | everyone | likes to go to the mall. |
+| No, not | everybody | |
+
+# Source: ST §Ask and Answer: Everyone / Everybody
+$PRODUCE Ask and Answer: Everyone or Everybody
+ID: l2-s9
+INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember: singular verb.
+INSTRUCTION: Ask the question and answer yes or no.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a question using everyone or everybody with a singular verb, and a logical Yes/No answer matching the grammar of the example.
+
+EXAMPLE
+PROMPT: like to go to the mall
+RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
+
+PROMPT: like weekends
+RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
+
+PROMPT: is tired today
+RESPONSE: Is everyone tired today? No, not everybody is tired today.
+
+PROMPT: go shopping at the mall
+RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
+
+PROMPT: want more chicken
+RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
+
+PROMPT: in this office have a holiday on Monday
+RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
+
+PROMPT: like to have free time
+RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
+
+PROMPT: enjoy parties
+RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
+
+PROMPT: work on weekdays
+RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
+
+PROMPT: get up late on weekends
+RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
+
+PROMPT: in class speak English
+RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
+
+$LESSON 2-4: Glad to Meet You — Adjective + Infinitive
+
+# Source: ST §Predicate Adjective + Infinitive (grammar)
+$GRAMMAR Adjective + Infinitive
+ID: l2-s12
+INTRO: In this part you'll learn the pattern behind "pleased to meet you": an adjective followed by an infinitive — glad to help, ready to go, afraid to ask.
+
+The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes follow an adjective in the pattern:
+**Subject + BE + adjective + infinitive.**
+
+| | | | |
+|---|---|---|---|
+| Ted isn't | ready | to leave | the party. |
+| Col Davis will be | pleased | to speak | at graduation. |
+| Calvin was | upset | to hear | about the accident. |
+| Janet is | happy | to be | back in town. |
+| Frank was | glad | to help | Judy move. |
+| Lt Brooks is | sorry | to say | good-bye to his men. |
+| Is Linda | afraid | to live | alone? |
+
+# Source: ST §Predicate Adjective + Infinitive (sentences)
+$DIALOGUE Adjective + Infinitive in Sentences
+ID: l2-s13
+INTRO: Here's the pattern in ten everyday sentences. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: When will you be ready to go?
+LINE: I'm pleased to be here today.
+LINE: Mrs. Johnson isn't afraid to live alone.
+LINE: Peter is glad to be a student in the United States.
+LINE: The major was sorry to hear the bad news.
+LINE: Was Arthur upset to see his score?
+LINE: Robert was very happy to see you last night.
+LINE: The children aren't ready to eat.
+LINE: Pvt Andrews is afraid to talk to the captain.
+LINE: Kevin will be glad to help you move.
+
+# Source: LLA 2B Figure 4
+$PRODUCE Make a New Sentence
+ID: 2b-f4
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Now drill the pattern. Listen to the short sentence, use the words on the screen to combine them into one sentence with a to-infinitive, then repeat the correct answer.
+INSTRUCTION: Say the new combined sentence aloud.
+
+EXAMPLE
+PROMPT: Sam was glad. {bk10-l2b-f4-ex.mp3}
+TEMPLATE: He *has* a new car.
+RESPONSE: Sam was glad to have a new car. {bk10-l2b-f4-ex-a.mp3}
+
+PROMPT: Fran is pleased. {bk10-l2b-f4-01.mp3}
+TEMPLATE: She *has* a new coat.
+RESPONSE: Fran is pleased to have a new coat. {bk10-l2b-f4-01-a.mp3}
+
+PROMPT: Roger is sorry. {bk10-l2b-f4-02.mp3}
+TEMPLATE: He's *leaving* Texas.
+RESPONSE: Roger is sorry to leave Texas. {bk10-l2b-f4-02-a.mp3}
+
+PROMPT: Jane is afraid. {bk10-l2b-f4-03.mp3}
+TEMPLATE: She's *going* to the doctor's.
+RESPONSE: Jane is afraid to go to the doctors. {bk10-l2b-f4-03-a.mp3}
+
+PROMPT: Lil was happy. {bk10-l2b-f4-04.mp3}
+TEMPLATE: She *got* the message.
+RESPONSE: Lil was happy to get the message. {bk10-l2b-f4-04-a.mp3}
+
+PROMPT: Max was surprised. {bk10-l2b-f4-05.mp3}
+TEMPLATE: He *lost* his ID.
+RESPONSE: Max was surprised to find his ID under the bed. {bk10-l2b-f4-05-a.mp3}
+
+# Source: LLA 2B Figure 5
+$PRODUCE Answer with an Infinitive
+ID: 2b-f5
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Same pattern, now in answers. Listen to the question, answer it aloud using the words on the screen, then repeat the correct answer.
+INSTRUCTION: Answer aloud using the cue words.
+
+EXAMPLE
+PROMPT: Is he happy? {bk10-l2b-f5-ex.mp3}
+TEMPLATE: yes, *go* home
+RESPONSE: Yes, he's happy to go home tomorrow. {bk10-l2b-f5-ex-a.mp3}
+
+PROMPT: Was Jane afraid? {bk10-l2b-f5-01.mp3}
+TEMPLATE: yes, *lose* her wallet
+RESPONSE: Yes, she was afraid to lose her wallet. {bk10-l2b-f5-01-a.mp3}
+
+PROMPT: What was he scared to do? {bk10-l2b-f5-02.mp3}
+TEMPLATE: *cross* the highway
+RESPONSE: He was scared to cross the highway. {bk10-l2b-f5-02-a.mp3}
+
+PROMPT: Were they happy? {bk10-l2b-f5-03.mp3}
+TEMPLATE: no, *move* out of town
+RESPONSE: No, they weren't happy to move out of town. {bk10-l2b-f5-03-a.mp3}
+
+PROMPT: Is it dangerous here? {bk10-l2b-f5-04.mp3}
+TEMPLATE: yes, *swim*
+RESPONSE: Yes, it's dangerous to swim here. {bk10-l2b-f5-04-a.mp3}
+
+PROMPT: Is John glad? {bk10-l2b-f5-05.mp3}
+TEMPLATE: no, *change* jobs
+RESPONSE: No, he's not glad to change jobs. {bk10-l2b-f5-05-a.mp3}
+
+# Source: LLA 2B Figure 6
+$PRODUCE Ask a Question
+ID: 2b-f6
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Your turn to ask. Use the words on the screen to form a question aloud, then repeat the correct question.
+INSTRUCTION: Ask the question aloud.
+
+EXAMPLE
+TEMPLATE: you / ready / eat
+RESPONSE: Are you ready to eat? {bk10-l2b-f6-ex.mp3}
+
+TEMPLATE: you / ready / go
+RESPONSE: Are you ready to go? {bk10-l2b-f6-01.mp3}
+
+TEMPLATE: he / sad / leave
+RESPONSE: Is he sad to leave? {bk10-l2b-f6-02.mp3}
+
+TEMPLATE: it / safe / play here
+RESPONSE: Is it safe to play here? {bk10-l2b-f6-03.mp3}
+
+TEMPLATE: you / afraid / swim
+RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04.mp3}
+
+TEMPLATE: they / ready / eat
+RESPONSE: Are they ready to eat? {bk10-l2b-f6-05.mp3}
+
+TEMPLATE: she / happy / leave
+RESPONSE: Is she happy to leave? {bk10-l2b-f6-06.mp3}
+
+# Source: ST §Yes, I'll Be Happy To...
+$PRODUCE Yes, I'll Be Happy To
+ID: l2-s15
+INTRO: Now be polite under pressure. Answer each request or remark using the cue in parentheses — "Yes, I'll be happy to help," and so on.
+INSTRUCTION: Answer aloud using the cue.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must form a polite response using the cue adjective + an infinitive verb phrase that logically answers the prompt.
+
+EXAMPLE
+PROMPT: I'm late. Can you pick up my clothes at the laundry? (yes/happy)
+RESPONSE: Yes, I'll be happy to pick up your clothes.
+
+PROMPT: The movie starts at 1730. Are you ready to go? (no/but/ready)
+RESPONSE: No, but I'll be ready to go soon.
+
+PROMPT: Sgt Campos lost his wallet. Did you know that? (yes/sorry)
+RESPONSE: Yes, I'm sorry to hear that.
+
+PROMPT: It's very dark in here. Are you afraid to be alone? (no/not afraid)
+RESPONSE: No, I'm not afraid to be alone.
+
+PROMPT: There's Terry. Do you want to meet her? (yes/pleased)
+RESPONSE: Yes, I'll be pleased to meet her.
+
+PROMPT: Oh no! I don't have enough money. Can I borrow some? (yes/glad)
+RESPONSE: Yes, I'll be glad to lend you some.
+
+PROMPT: Jim made a low score on his quiz. Did he see it? (yes/and/upset)
+RESPONSE: Yes, and he was upset to see it.
+
+PROMPT: It's 5:30! I have to finish this today. Would you help me? (yes/glad)
+RESPONSE: Yes, I'll be glad to help you.
+
+PROMPT: Are you in Jane's class? She really needs help with her French. (no/but/happy)
+RESPONSE: No, but I'll be happy to help her.
+
+$LESSON 2-5: The Plane Leaves at Nine — Simple Present as Future
+
+# Source: ST §Simple Present as Future
+$GRAMMAR Simple Present as Future
+ID: l2-s19
+INTRO: In this part you'll learn a handy trick: English uses the simple present for scheduled future events — "The plane leaves at nine."
+
+Sometimes we use the simple present tense to express a future action.
+
+| | | |
+|---|---|---|
+| The bus | will arrive | tomorrow. |
+| | is going to arrive | |
+| | is arriving | |
+| | arrives | |
+
+# Source: ST §Tony's Plane Arrives at 3:05
+$DIALOGUE Tony's Travel Plans
+ID: l2-s20
+INTRO: Tony checks his trip with a travel agent. Notice how the present tense does all the future work — the plane hasn't moved yet. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Tony_White: Hello, Ms. Dodson. Am I leaving on Monday?
+Travel_Agent: Yes, you are. You need to be at the airport at 2 o'clock.
+Tony_White: What time will the plane take off?
+Travel_Agent: Your plane takes off at 2:45.
+Tony_White: When is the plane going to land in Florida?
+Travel_Agent: The plane lands at 8:35 that evening.
+Tony_White: Will someone pick me up at the airport?
+Travel_Agent: Yes, the hotel car picks you up at 8:45 and takes you to the hotel.
+Tony_White: When will I return?
+Travel_Agent: Sunday morning. Your plane leaves Florida at 9:00 a.m. It arrives here at 3:05 that afternoon.
+Tony_White: Thank you for the information.
+Travel_Agent: Here's a schedule for the trip, sir. Have a good time.
+Tony_White: Thanks again.
+
+# Source: ST §The Game Starts Tonight
+$PRODUCE The Game Starts Tonight
+ID: l2-s21
+INTRO: Change each sentence to the simple present tense for a future action, then check the model.
+INSTRUCTION: Say the sentence in the simple present.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: The game will start tonight at 1800.
+RESPONSE: The game starts tonight at 1800.
+
+PROMPT: The train will not arrive at 7:30 tomorrow evening.
+RESPONSE: The train does not arrive at 7:30 tomorrow evening.
+
+PROMPT: Col Swanson will speak to the men today.
+RESPONSE: Col Swanson speaks to the men today.
+
+PROMPT: Jane is answering the phone from 9:00 until 10:30 tomorrow.
+RESPONSE: Jane answers the phone from 9:00 until 10:30 tomorrow.
+
+PROMPT: Larry is going to drive to Dallas next Monday.
+RESPONSE: Larry drives to Dallas next Monday.
+
+PROMPT: The plane is not taking off at 9:45 tomorrow.
+RESPONSE: The plane does not take off at 9:45 tomorrow.
+
+PROMPT: Thirty students are graduating next Thursday.
+RESPONSE: Thirty students graduate next Thursday.
+
+PROMPT: Mel is going to learn how to operate the machine tomorrow.
+RESPONSE: Mel learns how to operate the machine tomorrow.
+
+PROMPT: Kevin will ride with John on Thursday.
+RESPONSE: Kevin rides with John on Thursday.
+
+# Source: ST §When Does He Leave?
+$PRODUCE When Does He Leave?
+ID: l2-s22
+INTRO: Now work backwards. Read each sentence and ask a question about the underlined word or words.
+INSTRUCTION: Ask a question about the emphasized word(s).
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: He'll leave *tomorrow*.
+RESPONSE: When does he leave?
+
+EXAMPLE
+PROMPT: Joe plays *baseball* next Friday.
+RESPONSE: What does Joe play next Friday?
+
+PROMPT: *Mr. Davis* teaches from 1200-1400 next week.
+RESPONSE: Who teaches from 1200-1400 next week?
+
+PROMPT: Captain Lawrence is leaving at *1600* Thursday afternoon.
+RESPONSE: What time is Captain Lawrence leaving Thursday afternoon?
+
+PROMPT: Al will swim at *Gill's gym* today.
+RESPONSE: Where will Al swim today?
+
+PROMPT: Charlie is coming home at *7:00*.
+RESPONSE: What time is Charlie coming home?
+
+PROMPT: Mrs. Smith will cook fish on *Friday*.
+RESPONSE: When will Mrs. Smith cook fish?
+
+PROMPT: *The Green's* check in at 4:00 tomorrow.
+RESPONSE: Who checks in at 4:00 tomorrow?
+
+# Source: ST §Yes, It Leaves...
+$PRODUCE Yes, It Leaves At...
+ID: l2-s23
+INTRO: Ask and answer using the cues — planes, games, and check-out times. Say both the question and the answer.
+INSTRUCTION: Ask and answer based on the cues.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must form a question from the first cue and answer it correctly based on the second cue, following the pattern of the examples.
+
+EXAMPLE
+PROMPT: plane/leave/tonight (yes)
+RESPONSE: Does your plane leave tonight? Yes, it does.
+
+EXAMPLE
+PROMPT: plane/leave/tonight (no/tomorrow/morning)
+RESPONSE: Does your plane leave tonight? No, it leaves tomorrow morning.
+
+PROMPT: plane/arrive/afternoon (yes/2 p.m.)
+RESPONSE: Does the plane arrive in the afternoon? Yes, it arrives at 2 p.m.
+
+PROMPT: plane/arrive/afternoon (no/tomorrow/4 p.m.)
+RESPONSE: Does the plane arrive in the afternoon? No, it arrives tomorrow at 4 p.m.
+
+PROMPT: game/start/8 o'clock (yes/exactly)
+RESPONSE: Does the game start at 8 o'clock? Yes, exactly at 8.
+
+PROMPT: game/start/8 o'clock (no/7:30)
+RESPONSE: Does the game start at 8 o'clock? No, it starts at 7:30.
+
+PROMPT: students/check in/tomorrow (yes/7 a.m.)
+RESPONSE: Do the students check in tomorrow? Yes, they check in at 7 a.m.
+
+PROMPT: students/check in/tomorrow (no/next Monday)
+RESPONSE: Do the students check in tomorrow? No, they check in next Monday.
+
+PROMPT: graduate/next year (yes/next May)
+RESPONSE: Do you graduate next year? Yes, I graduate next May.
+
+PROMPT: graduate/next year (no/year after next)
+RESPONSE: Do you graduate next year? No, I graduate the year after next.
+
+PROMPT: start/new job/Monday (yes/8 a.m.)
+RESPONSE: Do you start your new job on Monday? Yes, I start at 8 a.m.
+
+PROMPT: start/new job/Monday (no/next month)
+RESPONSE: Do you start your new job on Monday? No, I start next month.
+
+PROMPT: check out/hotel/tomorrow (yes/3 p.m.)
+RESPONSE: Do you check out of the hotel tomorrow? Yes, I check out at 3 p.m.
+
+PROMPT: check out/hotel/tomorrow (no/day after tomorrow)
+RESPONSE: Do you check out of the hotel tomorrow? No, I check out the day after tomorrow.
+
+# Source: ST §Martin AFB Graduation Day Schedule
+$GRAMMAR Graduation Day Schedule
+ID: l2-s24
+INTRO: Here's Lt Wilson's graduation-day schedule at Martin AFB, hour by hour. You'll ask and answer questions about it next.
+
+| Time | Place | Activity |
+|---|---|---|
+| 0900 | Information Desk | fill out graduation forms |
+| 1000 | book room | check in books |
+| 1100 | gym | graduation |
+| 1200 | mess hall | lunch |
+| 1300 | barracks | check out of room |
+| 1430 | airport | plane departs |
+
+# Source: ST §On Graduation Day
+$PRODUCE On Graduation Day
+ID: l2-s25
+REFERENCE
+INTRO: Ask and answer questions about Lt Wilson's schedule, using the simple present for his future day. Say both parts aloud.
+INSTRUCTION: Ask and answer about the schedule item.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key. Accept any reasonable question about the event's time, place, or activity, with a matching correct answer using the simple present.
+
+EXAMPLE
+PROMPT: 1100 gym graduation
+RESPONSE: What time is the graduation? The graduation is at 1100.
+
+PROMPT: 0900 Information Desk fill out graduation forms
+RESPONSE: What does he do at 0900? He fills out graduation forms at the Information Desk.
+
+PROMPT: 1000 book room check in books
+RESPONSE: Where does he check in books? He checks in books at the book room.
+
+PROMPT: 1200 mess hall lunch
+RESPONSE: What time does he have lunch? He has lunch at 1200 in the mess hall.
+
+PROMPT: 1300 barracks check out of room
+RESPONSE: Where does he check out of his room? He checks out of his room at the barracks at 1300.
+
+PROMPT: 1430 airport plane departs
+RESPONSE: What happens at 1430? His plane departs from the airport.
+
+$LESSON 2-6: Topics, Main Ideas, and Paragraphs
+
+# Source: LLA 2A Figure 1
+$SELECT Topics and Main Ideas
+ID: 2a-f1
+INTRO: New part, new skill: finding what a paragraph is about. The topic is the subject in a few words; the main idea is the point. Listen to each paragraph, then choose.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Jan was hungry. She wanted a candy bar. She finally found a vending machine. It took her money, but it didn't give her any candy or her money back. She shook the machine. She was angry. She didn't have any more change. It always happens. Machines don't always work when you need them. Select the topic. {bk10-l2a-f1-01a.mp3}
+OPTION: a | vending machines {bk10-l2a-f1-01b.mp3}
+OPTION: b | more change
+OPTION: c | a candy bar
+ANSWER: a
+
+PROMPT: The topic of the paragraph is "Vending Machines." Now select the main idea. {bk10-l2a-f1-02a.mp3}
+OPTION: a | Jan wanted a candy bar.
+OPTION: b | Machines don't always work. {bk10-l2a-f1-02b.mp3}
+OPTION: c | Jan shook the machine.
+ANSWER: b
+FEEDBACK: The main idea is: "Machines don't always work." {bk10-l2a-f1-02c.mp3}
+
+PROMPT: When you lend a friend money, you sometimes hurt your friendship. When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. Why? Because you won't feel good around him until he gives you back the money. It may be difficult, but it's better not to lend money to a friend. Select the topic. {bk10-l2a-f1-03a.mp3}
+OPTION: a | giving money back
+OPTION: b | feeling good
+OPTION: c | money and friendship {bk10-l2a-f1-03b.mp3}
+ANSWER: c
+
+PROMPT: The topic of the paragraph is "Money and Friendship." Now select the main idea. {bk10-l2a-f1-04a.mp3}
+OPTION: a | Don't lend money to friends. {bk10-l2a-f1-04b.mp3}
+OPTION: b | Don't ask friends for advice.
+OPTION: c | Friends don't pay back money.
+ANSWER: a
+FEEDBACK: The main idea is: "Don't lend money to friends." {bk10-l2a-f1-04c.mp3}
+
+PROMPT: Nell works in a bank. She opens and closes accounts for people every day. She gives them the checkbooks for their checking accounts. She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. Bank work isn't easy, but Nell likes it very much. Select the topic in Number 3. {bk10-l2a-f1-05a.mp3}
+OPTION: a | Nell's bank
+OPTION: b | Nell's work {bk10-l2a-f1-05b.mp3}
+OPTION: c | Nell's help
+ANSWER: b
+
+PROMPT: The topic is "Nell's Work." Now select the main idea. {bk10-l2a-f1-06a.mp3}
+OPTION: a | Nell's bank cashes checks.
+OPTION: b | Nell opens and closes accounts.
+OPTION: c | Nell likes to work in the bank. {bk10-l2a-f1-06b.mp3}
+ANSWER: c
+FEEDBACK: The main idea is: "Nell likes to work in the bank." {bk10-l2a-f1-06c.mp3}
+
+# SKIPPED (book): ST Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the same skill is covered here by LLA 2A Figures 1 and 6.
+
+# Source: LLA 2A Figure 6 (paragraph 1)
+$DIALOGUE Paragraph: Apartment Managers
+ID: 2a-f6
+INTRO: Now no choices to lean on — you'll find the topic and main idea yourself. First, listen to this paragraph about a hard-working profession.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Apartment managers have a difficult job. {bk10-l2a-f6-01.mp3}
+LINE: They make appointments, show the people the empty apartments, and take deposits on the rent. {bk10-l2a-f6-02.mp3}
+LINE: They also have to talk to people when things in the apartments break or don't work. {bk10-l2a-f6-03.mp3}
+LINE: Many times they have to work longer than 8 hours a day. {bk10-l2a-f6-04.mp3}
+LINE: It's not an easy job. {bk10-l2a-f6-05.mp3}
+
+# Source: LLA 2A Figure 6 (topic & main idea 1)
+$PRODUCE Topic and Main Idea: Apartment Managers
+ID: 2a-f6-b
+REFERENCE
+INTRO: Type the topic and the main idea of the paragraph you just heard. Short phrases are fine.
+INSTRUCTION: Type the topic or main idea.
+INPUT: type
+CHECK: llm
+RUBRIC: For the topic, accept "apartment managers" or similar phrases. For the main idea, accept statements indicating that apartment managers have a difficult, hard, or demanding job.
+
+PROMPT: Write the topic. {bk10-l2a-f6-06-q.mp3}
+RESPONSE: Apartment managers.
+
+PROMPT: The topic is "Apartment managers." Now write the main idea. {bk10-l2a-f6-07-q.mp3}
+RESPONSE: Apartment managers have difficult jobs.
+
+# Source: LLA 2A Figure 6 (paragraph 2)
+$DIALOGUE Paragraph: Jane's Animals
+ID: 2a-f6-c
+INTRO: One more paragraph — this one has two dogs, a cat, and a bird in it. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Jane likes animals. {bk10-l2a-f6-08.mp3}
+LINE: She has 2 dogs, a cat, and a bird. {bk10-l2a-f6-09.mp3}
+LINE: She keeps her cat and bird in the house. {bk10-l2a-f6-10.mp3}
+LINE: She has a yard with a fence, and her dogs stay outside in the yard. {bk10-l2a-f6-11.mp3}
+LINE: She is good to her animals, and she likes to play with them. {bk10-l2a-f6-12.mp3}
+
+# Source: LLA 2A Figure 6 (topic & main idea 2)
+$PRODUCE Topic and Main Idea: Jane's Animals
+ID: 2a-f6-d
+REFERENCE
+INTRO: Same job as before: type the topic and the main idea of the paragraph you just heard.
+INSTRUCTION: Type the topic or main idea.
+INPUT: type
+CHECK: llm
+RUBRIC: For the topic, accept "Jane's animals," "Jane's pets," or similar phrases. For the main idea, accept statements indicating that Jane likes her animals or pets.
+
+PROMPT: Write the topic. {bk10-l2a-f6-13-q.mp3}
+RESPONSE: Jane's animals.
+
+PROMPT: The topic is "Jane's animals." Now write the main idea. {bk10-l2a-f6-14-q.mp3}
+RESPONSE: Jane likes animals.
+
+# Source: ST §Mrs. Lewis's Classes
+$DIALOGUE Mrs. Lewis's Classes
+ID: l2-s31
+INTRO: A short paragraph about Mrs. Lewis and her two language classes. Read and repeat — you'll outline it next.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+LINE: Mrs. Lewis teaches different languages.
+LINE: She teaches French and German.
+LINE: In her French class, she has four men and six women.
+LINE: In her German class she has more men than women.
+LINE: She has eight men and three women.
+LINE: It doesn't matter to Mrs. Lewis. She enjoys both of her classes.
+
+# Source: ST §Complete the Outline: Mrs. Lewis's Classes
+$PRODUCE Outline: Mrs. Lewis's Classes
+ID: l2-s32
+REFERENCE
+INTRO: Now organize what you read. Complete the outline of the paragraph, one slot at a time — the paragraph is there to check.
+INSTRUCTION: Complete the outline from the paragraph.
+INPUT: type
+
+TEMPLATE: Mrs. Lewis's Classes
+SLOT: 1 | First class | French class
+SLOT: 2 | Number of men | four men
+SLOT: 2 | Number of women | six women
+SLOT: 1 | Second class | German class
+SLOT: 2 | Number of men | eight men
+SLOT: 2 | Number of women | three women
+
+# Source: ST §Many Languages
+$DIALOGUE Many Languages
+ID: l2-s33
+INTRO: One more paragraph to outline — Mr. Gill's class, where everyone seems to speak at least two languages. Read and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+LINE: Mr. Gill's English class has students from many different countries.
+LINE: Some of his students are from Spain, France, and Saudi Arabia.
+LINE: His students often speak two languages.
+LINE: Most of the students from Spain speak Spanish and French.
+LINE: Those from France speak French and German.
+LINE: Some of the Saudi Arabians go to school in France.
+LINE: Those students can speak Arabic and French.
+LINE: Mr. Gill enjoys his class. He has learned many interesting things about the world from his students.
+
+# Source: ST §Complete the Outline: Mr. Gill's Students
+$PRODUCE Outline: Mr. Gill's Students
+ID: l2-s34
+REFERENCE
+INTRO: Complete the outline of Mr. Gill's class — three countries, two languages each. The paragraph is there if you need it.
+INSTRUCTION: Complete the outline from the paragraph.
+INPUT: type
+
+TEMPLATE: Mr. Gill's Students
+SLOT: 1 | First country | Spain
+SLOT: 2 | First language | Spanish
+SLOT: 2 | Second language | French
+SLOT: 1 | Second country | France
+SLOT: 2 | First language | French
+SLOT: 2 | Second language | German
+SLOT: 1 | Third country | Saudi Arabia
+SLOT: 2 | First language | Arabic
+SLOT: 2 | Second language | French
+
+# Source: ST §Match the Sentences: My Apartment
+$SELECT Match the Sentences: My Apartment
+ID: l2-s35
+INTRO: These sentence parts make a little story about furnishing an apartment. Match each beginning with its ending.
+INSTRUCTION: Tap the ending that completes each sentence.
+OPTION: a | I bought a new stove and refrigerator.
+OPTION: b | I bought a new sofa and end tables.
+OPTION: c | but now I enjoy my apartment more.
+OPTION: d | for my apartment.
+
+TEMPLATE: First, for my living room,
+ANSWER: b
+
+TEMPLATE: All these things were expensive,
+ANSWER: c
+
+TEMPLATE: I got some new things
+ANSWER: d
+
+TEMPLATE: Then for my kitchen,
+ANSWER: a
+
+# Source: ST §Order the Sentences: My Apartment
+$SELECT Order the Story: My Apartment
+ID: l2-s36
+ORDER
+INTRO: Same story, whole sentences this time. Put them in order so the story makes sense.
+INSTRUCTION: Put the sentences in the correct order.
+
+TEMPLATE: Put the story in order.
+OPTION: a | I got some new things for my apartment.
+OPTION: b | First, for my living room, I bought a new sofa and end tables.
+OPTION: c | Then for my kitchen, I bought a new stove and refrigerator.
+OPTION: d | All these things were expensive, but now I enjoy my apartment more.
+ANSWER: a,b,c,d
+
+# Source: ST §Match the Sentences: The Trip
+$SELECT Match the Sentences: The Trip
+ID: l2-s37
+INTRO: Another story in pieces — Fred and Jane's vacation. Match each beginning with its ending.
+INSTRUCTION: Tap the ending that completes each sentence.
+OPTION: a | and stayed overnight in many nice hotels.
+OPTION: b | a vacation.
+OPTION: c | enjoyed their trip.
+OPTION: d | rolls of film.
+OPTION: e | took a lot of pictures of mountains and lakes.
+
+TEMPLATE: They used many
+ANSWER: d
+
+TEMPLATE: Fred and Jane both
+ANSWER: c
+
+TEMPLATE: They took a long trip
+ANSWER: a
+
+TEMPLATE: They went sightseeing every day and
+ANSWER: e
+
+TEMPLATE: Fred and Jane took
+ANSWER: b
+
+# Source: ST §Order the Sentences: The Trip
+$SELECT Order the Story: The Trip
+ID: l2-s38
+ORDER
+INTRO: Now put Fred and Jane's trip in order, from packing to happy memories.
+INSTRUCTION: Put the sentences in the correct order.
+
+TEMPLATE: Put the story in order.
+OPTION: a | Fred and Jane took a vacation.
+OPTION: b | They took a long trip and stayed overnight in many nice hotels.
+OPTION: c | They went sightseeing every day and took a lot of pictures of mountains and lakes.
+OPTION: d | They used many rolls of film.
+OPTION: e | Fred and Jane both enjoyed their trip.
+ANSWER: a,b,c,d,e
+
+# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
+
+$LESSON 2-7: Around the Mall — Prepositions, Review, and Dictation
+
+# Source: ST §Logar Shopping Center Directory (prepositions)
+$DIALOGUE Where in the Mall? {st-page_085_001.jpg}
+ID: l2-s28
+INTRO: Last part. First: saying where things are — next to, above, behind, across from. Look at the mall directory, listen to each sentence, and repeat it.
+INSTRUCTION: Look at the directory, listen, and repeat.
+REPEAT
+
+LINE: Pete's Pet Shop is across from Homer's Department Store.
+LINE: Dan's Shoe Store is in the mall.
+LINE: Bernice bought her new glasses at the Eye Glass Shop.
+LINE: Karr's Cafeteria isn't by the mall. It's in the mall.
+LINE: Leo's Card Shop is on the first floor.
+LINE: Part of Starr Shoe Store is in back of Fast Chicken.
+LINE: The World Travel Agency is next to the Eyeglass Shop.
+LINE: The escalator is in front of Karr's Cafeteria.
+LINE: Sam's Drugstore is above Nova Movie Theater.
+LINE: Myra's Women's Clothing Store is below Kid's Room.
+LINE: Pete's Pet Shop is near Ben's Barbershop.
+LINE: Part of Gene's Variety Store is behind Pete's Pet Shop.
+LINE: The first floor is below or under the second floor.
+
+# Source: ST §On It, Under It, By It!
+$PRODUCE On It, Under It, By It {st-page_087_001.jpg}
+ID: l2-s29
+INTRO: You'll see a picture of a living room — a man, a girl, a cat, and some furniture. Answer each question aloud with a preposition of place.
+INSTRUCTION: Answer the questions about the picture.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key. Accept any phrasing that states the same location with a correct preposition of place.
+
+EXAMPLE
+PROMPT: Is the sofa by the door?
+RESPONSE: Yes, the sofa is by the door.
+
+EXAMPLE
+PROMPT: Where's the picture?
+RESPONSE: The picture is by the window.
+
+PROMPT: Is the girl sitting on the desk?
+RESPONSE: No, she's not sitting on the desk, she's sitting at the desk.
+
+PROMPT: Where is the cat?
+RESPONSE: The cat is near the sofa.
+
+PROMPT: Where is the man sitting?
+RESPONSE: He's sitting in the armchair.
+
+# Source: ST §Ask with Where
+$PRODUCE Ask with Where
+ID: l2-s30
+INTRO: Someone needs something — you supply the "where" question and a sensible answer. Say both parts aloud.
+INSTRUCTION: Ask a question with "where" and answer it.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a "where" question logically related to the prompt, and a reasonable answer providing a location.
+
+EXAMPLE
+PROMPT: Jerry is looking for his father.
+RESPONSE: Where is his father? He's sitting in the chair.
+
+PROMPT: June wants an apple.
+RESPONSE: Where is the apple? It's on the table.
+
+PROMPT: I'm tired. I want to sit down.
+RESPONSE: Where can I sit? You can sit on the sofa.
+
+PROMPT: I want to call my friend.
+RESPONSE: Where is the phone? It's on the desk.
+
+PROMPT: Teddy, we need to feed the cat.
+RESPONSE: Where is the cat? It's under the table.
+
+PROMPT: I heard that you have a new picture.
+RESPONSE: Where is the picture? It's on the wall.
+
+# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task.
+
+# Source: ST §Make One Sentence (kept as a spaced retrieval pass; TTS twin of LLA 2B Figure 4)
+$PRODUCE Make One Sentence (Review)
+ID: l2-s14
+INTRO: Remember adjective + infinitive from earlier? Prove it. Read the two sentences, then combine them into one, aloud — no tape to help this time.
+INSTRUCTION: Read the two sentences. Then say one combined sentence.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Harry is happy. He has a new car.
+RESPONSE: Harry is happy to have a new car.
+
+EXAMPLE
+PROMPT: Lt Anderson was upset. He saw the high bill.
+RESPONSE: Lt Anderson was upset to see the high bill.
+
+PROMPT: Jane isn't afraid. She lives alone.
+RESPONSE: Jane isn't afraid to live alone.
+
+PROMPT: Jack was pleased. He heard from Ted.
+RESPONSE: Jack was pleased to hear from Ted.
+
+PROMPT: The captain is ready. He's going to the gym.
+RESPONSE: The captain is ready to go to the gym.
+
+PROMPT: Dennis is glad. He has a new bicycle.
+RESPONSE: Dennis is glad to have a new bicycle.
+
+PROMPT: Mr. Stevens was sorry. He heard about the accident.
+RESPONSE: Mr. Stevens was sorry to hear about the accident.
+
+PROMPT: Susan and Peggy aren't ready. They are going to the mall.
+RESPONSE: Susan and Peggy aren't ready to go to the mall.
+
+PROMPT: Maggie was upset. She lost her money.
+RESPONSE: Maggie was upset to lose her money.
+
+PROMPT: Frank was happy. He learned how to drive.
+RESPONSE: Frank was happy to learn how to drive.
+
+PROMPT: Nancy was glad. She received a letter from her brother.
+RESPONSE: Nancy was glad to receive a letter from her brother.
+
+PROMPT: Joe Montana was upset. He broke his leg.
+RESPONSE: Joe Montana was upset to break his leg.
+
+# Source: LLA 2A Figure 4
+$SELECT Strong Syllables
+ID: 2a-f4
+INTRO: Ears only now. Listen to each word and tap the number of its strongest syllable — the one the speaker leans on.
+INSTRUCTION: Tap the number of the stressed syllable.
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+OPTION: 5 | 5
+OPTION: 6 | 6
+
+EXAMPLE
+TEMPLATE: apologize
+PROMPT: apologize. {bk10-l2a-f4-00.mp3}
+ANSWER: 2
+
+TEMPLATE: bicycle
+PROMPT: bicycle. {bk10-l2a-f4-01.mp3}
+ANSWER: 1
+
+TEMPLATE: complete
+PROMPT: complete. {bk10-l2a-f4-02.mp3}
+ANSWER: 2
+
+TEMPLATE: automobile
+PROMPT: automobile. {bk10-l2a-f4-03.mp3}
+ANSWER: 1
+
+TEMPLATE: different
+PROMPT: different. {bk10-l2a-f4-04.mp3}
+ANSWER: 1
+
+TEMPLATE: information
+PROMPT: information. {bk10-l2a-f4-05.mp3}
+ANSWER: 3
+
+TEMPLATE: insurance
+PROMPT: insurance. {bk10-l2a-f4-06.mp3}
+ANSWER: 2
+
+TEMPLATE: immediately
+PROMPT: immediately. {bk10-l2a-f4-07.mp3}
+ANSWER: 2
+
+TEMPLATE: signature
+PROMPT: signature. {bk10-l2a-f4-08.mp3}
+ANSWER: 1
+
+TEMPLATE: gymnasium
+PROMPT: gymnasium. {bk10-l2a-f4-09.mp3}
+ANSWER: 2
+
+TEMPLATE: identification
+PROMPT: identification. {bk10-l2a-f4-10.mp3}
+ANSWER: 5
+
+# Source: ST §Writing Skill: Mary
+$PRODUCE Complete the Paragraph: Mary
+ID: l2-s26
+INTRO: A short paragraph about Mary and her test score. Type the missing words to complete it.
+INSTRUCTION: Type the missing words to complete the paragraph.
+INPUT: type
+CHECK: exact
+LONGFORM
+
+TEMPLATE: Mary is a ____{happy} girl because she made a ____{high} score on her test. Now she can ____{enjoy} her weekend. She knows she will ____{graduate}.
+RESPONSE: Mary is a happy girl because she made a high score on her test. Now she can enjoy her weekend. She knows she will graduate.
+
+# Source: ST §Writing Skill: The Mall
+$PRODUCE Complete the Paragraph: The Mall
+ID: l2-s27
+INTRO: One more paragraph — everything you know about malls, with gaps. Type the missing words.
+INSTRUCTION: Type the missing words to complete the paragraph.
+INPUT: type
+CHECK: exact
+LONGFORM
+
+TEMPLATE: People like to shop at a ____{mall}. They can park in the ____{parking lot}. There are ____{department stores} and many other kinds of stores. Often there are many places to ____{eat} at while you shop. It's ____{nice} to ____{go shopping} at a ____{shopping center}.
+RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
+
+# Source: LLA 2B Figure 7
+$PRODUCE Dictation: At the Bank
+ID: 2b-f7
+INPUT: type
+CHECK: exact
+LONGFORM
+INTRO: One last exercise: dictation about opening a bank account. Listen to each sentence and type exactly what you hear. That's Lesson 2 — see you at the bank, and in Lesson 3.
+INSTRUCTION: Type the sentence you hear.
+
+PROMPT: Do you know how to open an account at a bank? {bk10-l2b-f7-01.mp3}
+RESPONSE: Do you know how to open an account at a bank? {bk10-l2b-f7-01-a.mp3}
+
+PROMPT: First select a bank near your home or office. {bk10-l2b-f7-02.mp3}
+RESPONSE: First select a bank near your home or office. {bk10-l2b-f7-02-a.mp3}
+
+PROMPT: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03.mp3}
+RESPONSE: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03-a.mp3}
+
+PROMPT: It's best to take your ID with you. {bk10-l2b-f7-04.mp3}
+RESPONSE: It's best to take your ID with you. {bk10-l2b-f7-04-a.mp3}
+ACCEPT: It is best to take your ID with you.
+
+PROMPT: The bank clerk will ask for your name and address. {bk10-l2b-f7-05.mp3}
+RESPONSE: The bank clerk will ask for your name and address. {bk10-l2b-f7-05-a.mp3}
+
+PROMPT: He'll also ask about your job. {bk10-l2b-f7-06.mp3}
+RESPONSE: He'll also ask about your job. {bk10-l2b-f7-06-a.mp3}
+ACCEPT: He will also ask about your job.
+
+PROMPT: It's good to have a savings account and a checking account. {bk10-l2b-f7-07.mp3}
+RESPONSE: It's good to have a savings account and a checking account. {bk10-l2b-f7-07-a.mp3}
+ACCEPT: It is good to have a savings account and a checking account.
+
+PROMPT: Open both of them. {bk10-l2b-f7-08.mp3}
+RESPONSE: Open both of them. {bk10-l2b-f7-08-a.mp3}
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+$MODULE Book 10 · Lesson 3: Would You Please ...? {st-page_093_001.jpg}
+FORMAT: 2
+DIOCO_DOC_ID: alc_book10_lesson3
+DESCRIPTION: Changing a flat tire, gerunds after verbs like enjoy and finish, polite requests with could you / would you, and reported commands. A review lesson built entirely from the Student Text (all TTS).
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Student1 | achernar | Male student
+VOICE: Student2 | achird | Male student
+VOICE: Ann | aoede | Female speaker
+VOICE: Gloria | schedar | Female speaker
+VOICE: Peggy | aoede | Female speaker
+VOICE: Liz | schedar | Female speaker
+VOICE: Roger | achernar | Male speaker
+VOICE: Sam | achird | Male speaker
+VOICE: Jim | achernar | Male speaker
+VOICE: Bob | achird | Male speaker
+VOICE: Sgt_Burns | achernar | Male speaker
+VOICE: Sgt_Marsh | achird | Male speaker
+VOICE: Walt | achernar | Male speaker
+VOICE: Tim | achird | Male speaker
+VOICE: Carl | achernar | Male speaker
+VOICE: Ted | achird | Male speaker
+VOICE: Lt_Anders | achernar | Male speaker
+VOICE: Lt_Ashly | achird | Male speaker
+VOICE: Larry | achird | Male speaker
+VOICE: Janet | aoede | Female speaker
+VOICE: Vince | achernar | Male speaker
+VOICE: Adam | achernar | Male speaker
+VOICE: Jack | achird | Male speaker
+VOICE: Rita | aoede | Female speaker
+VOICE: Fran | schedar | Female speaker
+VOICE: Anna | aoede | Female speaker
+VOICE: Bill | achernar | Male speaker
+VOICE: Capt_Moreno | achird | Male speaker
+VOICE: Sgt_Kline | achernar | Male speaker
+VOICE: Sgt_Anderson | achird | Male speaker
+VOICE: Dad | achernar | Male speaker
+VOICE: Freddy | achird | Male speaker
+VOICE: Susie | aoede | Female speaker
+VOICE: Maj_Jones | achernar | Male speaker
+VOICE: Ms_Rogers | aoede | Female speaker
+VOICE: Mr_Thompson | achird | Male speaker
+VOICE: ID | achernar | speaker (auto)
+
+$LESSON 3-1: Changing a Flat Tire
+
+# Source: ST §Vocabulary: A Flat Tire (l3-s1)
+$DIALOGUE Wheels, Tires, and Tools
+ID: l3-s1
+INTRO: In this lesson you'll learn to change a flat tire, use -ing words after verbs like enjoy, ask for help politely, and report what people told you to do. First, the parts and the tools. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: wheel
+LINE: A car has four wheels. {st-page_095_001.jpg}
+
+VOCAB: tire
+LINE: The tire is on the wheel. {st-page_095_001.jpg}
+
+VOCAB: hub cap
+VOCAB: cover
+LINE: The hub cap, or wheel cover, covers the hub — the center of the wheel. {st-page_095_001.jpg}
+
+VOCAB: remove
+VOCAB: nut
+LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg}
+
+VOCAB: air
+LINE: A flat tire has little or no air.
+
+VOCAB: lug
+VOCAB: fasten
+LINE: The lugs, or nuts, fasten the wheel to the car.
+
+VOCAB: loosen
+LINE: When you loosen the nuts, turn the wrench to the left.
+
+VOCAB: tighten
+LINE: When you tighten the nuts, turn the wrench to the right.
+
+VOCAB: jack
+VOCAB: raise
+LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg}
+
+VOCAB: wrench
+LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg}
+
+VOCAB: trunk
+VOCAB: the back
+LINE: The trunk is in the back of the car. {st-page_096_001.jpg}
+
+LINE: Some common tire tools are the jack and the wrench.
+
+VOCAB: spare tire
+VOCAB: extra tire
+LINE: People also keep the spare tire — the fifth, extra tire — in the trunk. {st-page_096_002.jpg}
+
+VOCAB: key
+LINE: You need to open the trunk with a car key. {st-page_096_003.jpg}
+
+# Source: new (gap: vocabulary presented but never checked receptively before production)
+$SELECT Which Tool Is It?
+ID: l3-s1-b
+INTRO: A quick check before you get your hands dirty. Listen to each description and tap the tool or part it describes.
+INSTRUCTION: Listen and tap the correct tool or part.
+OPTION: a | the jack
+OPTION: b | the lug wrench
+OPTION: c | the spare tire
+OPTION: d | the car key
+OPTION: e | the lugs
+
+PROMPT: You use this to raise the car off the ground.
+ANSWER: a
+
+PROMPT: You use this to loosen and tighten the nuts.
+ANSWER: b
+
+PROMPT: This is the fifth tire. People keep it in the trunk.
+ANSWER: c
+
+PROMPT: You need this to open the trunk.
+ANSWER: d
+
+PROMPT: These fasten the wheel to the car.
+ANSWER: e
+
+# Source: ST §How to Change a Flat Tire (l3-s2)
+$DIALOGUE How to Change a Flat Tire
+ID: l3-s2
+INTRO: Now the whole job, step by step. Look at each picture, listen, and repeat. With luck you'll never need this on a rainy night — but just in case.
+INSTRUCTION: Look at the pictures, listen, and repeat.
+REPEAT
+
+LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg}
+LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg}
+LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg}
+LINE: Put the jack in place. {st-page_097_004.jpg}
+LINE: Jack up the car. {st-page_097_005.jpg}
+LINE: Remove the nuts from the wheel. {st-page_097_006.jpg}
+LINE: Remove the flat tire. {st-page_098_001.jpg}
+LINE: Put the spare tire on. {st-page_098_002.jpg}
+LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg}
+LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg}
+LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg}
+LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg}
+
+# Source: new (gap: the source's before/after pair task is unconvertible, but its sequencing goal converts cleanly as $SELECT ORDER over the taught steps)
+$SELECT The Steps in Order
+ID: l3-s2-b
+ORDER
+REFERENCE
+INTRO: Can you remember the order? Arrange the steps of changing a tire yourself. You can look back at the instructions if you need to.
+INSTRUCTION: Arrange the steps in the correct order.
+
+TEMPLATE: Getting the flat tire off — what do you do first, second, and so on?
+OPTION: a | Take the spare tire, wrench, and jack out of the trunk.
+OPTION: b | Remove the hub cap.
+OPTION: c | Loosen the nuts.
+OPTION: d | Jack up the car.
+OPTION: e | Remove the nuts and the flat tire.
+ANSWER: a,b,c,d,e
+
+TEMPLATE: Putting the spare tire on — order the steps.
+OPTION: a | Put the spare tire on.
+OPTION: b | Replace the lugs and tighten them by hand.
+OPTION: c | Lower the car and finish tightening the nuts.
+OPTION: d | Remove the jack and replace the hub cap.
+OPTION: e | Put everything back in the trunk.
+ANSWER: a,b,c,d,e
+
+# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path. Its sequencing goal is covered by "The Steps in Order" above.
+# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures (page 100); no determinate answer.
+
+# Source: ST §Conversations — I'll Inflate the Tire (l3-s6)
+$DIALOGUE I'll Inflate the Tire
+ID: l3-s6
+INTRO: Gloria's spare tire needs air, and yes — she's going to inflate it herself. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Ann: Where are we going? {st-page_105_001.jpg}
+Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire. {st-page_105_001.jpg}
+
+VOCAB: inflate
+Ann: Are YOU going to inflate the tire? {st-page_105_001.jpg}
+
+VOCAB: of course
+Gloria: Of course. {st-page_105_001.jpg}
+
+Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg}
+Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg}
+
+# Source: ST §Conversations — My Shoes Are Tight! (l3-s7)
+$DIALOGUE My Shoes Are Tight!
+ID: l3-s7
+INTRO: Tight and loose don't only describe nuts on a wheel. Peggy has fifty dollars and a pair of shoes that no longer fit. Listen and repeat the conversation.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Peggy: Hi, Liz! {st-page_106_001.jpg}
+Liz: Hi, Peggy. {st-page_106_001.jpg}
+Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes.
+Liz: Really? Where did you get the money?
+Peggy: My parents sent me fifty dollars.
+Liz: I thought you bought black shoes last month.
+
+VOCAB: tight
+VOCAB: loose
+Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.
+
+Liz: Oh, loose shoes are awful to wear.
+Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
+
+VOCAB: enough
+Liz: That sounds good, but will you have enough money?
+
+Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
+
+VOCAB: hurry up
+Liz: Then let's hurry up. I'm getting hungry.
+
+$LESSON 3-2: Gerunds
+
+# Source: ST §Grammar: Gerunds (l3-s9)
+$GRAMMAR Gerunds
+ID: l3-s9
+INTRO: New part, new pattern: gerunds. A gerund is the -ing form of a verb used like a noun, and it follows verbs like enjoy, finish, and mind. Read the pattern first — the drills come right after.
+
+The object of a verb is usually a noun or a pronoun:
+
+{I like basketball.} (noun)
+
+The object of a verb can also be a **gerund** — the -ing form of a verb, used as a noun:
+
+{I like playing basketball.} (gerund)
+{I like playing basketball with my friends.} (gerund phrase)
+
+Certain verbs can be followed by gerunds: **start**, **begin**, **enjoy**, **mind**, **finish**, **like**, **stop**.
+
+| | | | |
+|---|---|---|---|
+| Mike | starts | moving | next week. |
+| The boys | enjoy | playing | soccer. |
+| Does William | mind | stopping | here? |
+| Sgt Kline | didn't begin | exercising | until 7:00 a.m. |
+| Janet | finished | eating | before Peter. |
+| The Martins | like | driving | along the ocean. |
+
+Listen to the patterns: {Mike starts moving next week.} {The boys enjoy playing soccer.} {Does William mind stopping here?} {Janet finished eating before Peter.}
+
+# Source: ST §Gerund Examples (l3-s10)
+$DIALOGUE Gerund Examples
+ID: l3-s10
+INTRO: Ten example sentences. Just listen and read along — notice the -ing word after each main verb.
+INSTRUCTION: Listen and read the sentences.
+
+LINE: Did Jim begin studying French last summer?
+LINE: Joe enjoys swimming in the summer.
+LINE: Marie finished cleaning her room.
+LINE: Lt Mathews likes flying helicopters.
+LINE: Ms. Wilson doesn't mind staying until Sam gets back.
+LINE: Sgt Hercules started lifting weights ten years ago.
+LINE: Edgar Allen Poe began writing when he was sixteen years old.
+LINE: Nancy enjoys spending money at the mall.
+LINE: Did Mr. Adams finish repairing the window?
+LINE: Mrs. Murray didn't start driving until she was forty years old.
+
+# Source: ST §Do You Enjoy Playing...? (l3-s11)
+$DIALOGUE Do You Enjoy Playing...?
+ID: l3-s11
+INTRO: Six short exchanges — questions and answers, all with gerunds. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Roger: When did you begin studying for this quiz?
+Sam: I began studying three weeks ago.
+
+Jim: Do you enjoy playing basketball?
+Bob: Yes, and I also enjoy playing soccer.
+
+Sgt_Burns: Did the Smiths finish moving?
+Sgt_Marsh: Yes, and they also finished cleaning their old house.
+
+Walt: Does Mary Anne like listening to the radio?
+Tim: Yes, and she likes watching TV, too.
+
+Carl: Does Kevin mind taking me to school?
+Ted: No, he doesn't mind taking you.
+
+Lt_Anders: When did Captain Martinez start flying?
+Lt_Ashly: He started flying six years ago.
+
+# Source: ST §Answer Using Gerunds (l3-s12)
+$PRODUCE Answer Using Gerunds
+ID: l3-s12
+INTRO: Now answer the questions yourself. Listen, look at the cue on screen, and answer aloud in a full sentence — with a gerund, of course.
+INSTRUCTION: Answer aloud using the cue and a gerund.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
+
+EXAMPLE
+PROMPT: When did Lt Peterson finish writing his book?
+TEMPLATE: last March
+RESPONSE: He finished writing his book last March.
+
+PROMPT: Why did he stop smoking?
+TEMPLATE: got sick
+RESPONSE: He stopped smoking because he got sick.
+
+PROMPT: When did Lt Gonzales begin flying a helicopter?
+TEMPLATE: two years ago
+RESPONSE: He began flying a helicopter two years ago.
+
+PROMPT: When did Ms. Watkins finish making the cake?
+TEMPLATE: before lunch
+RESPONSE: She finished making the cake before lunch.
+
+PROMPT: What kind of clothes does Jack like wearing to the gym?
+TEMPLATE: workout clothes
+RESPONSE: He likes wearing workout clothes to the gym.
+
+PROMPT: Do you mind handing me the wrench?
+TEMPLATE: no, I don't
+RESPONSE: No, I don't mind handing you the wrench.
+
+PROMPT: When did Pvt Walters start studying Italian?
+TEMPLATE: last month
+RESPONSE: He started studying Italian last month.
+
+PROMPT: Does Rick like helping in the kitchen?
+TEMPLATE: yes
+RESPONSE: Yes, he likes helping in the kitchen.
+
+PROMPT: Do you enjoy sleeping late on Saturday?
+TEMPLATE: yes
+RESPONSE: Yes, I enjoy sleeping late on Saturday.
+
+# Source: ST §Ask and Answer with Gerunds (l3-s13)
+$PRODUCE Ask and Answer with Gerunds
+ID: l3-s13
+INTRO: Your turn to build both sides of the exchange. Use the cue lines to ask a question and then answer it — with a gerund in each.
+INSTRUCTION: Ask and answer aloud, using a gerund in both.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
+
+EXAMPLE
+TEMPLATE: when / did begin / play tennis / ?
+TEMPLATE: when / ten /
+RESPONSE: When did you begin playing tennis? I began playing tennis when I was ten years old.
+
+TEMPLATE: when / did begin / play soccer / ?
+TEMPLATE: five years ago
+RESPONSE: When did you begin playing soccer? I began playing soccer five years ago.
+
+TEMPLATE: when / did stop / play baseball / ?
+TEMPLATE: when / forty-five
+RESPONSE: When did you stop playing baseball? I stopped playing baseball when I was forty-five.
+
+TEMPLATE: when / enjoy / watch TV / ?
+TEMPLATE: before / bed
+RESPONSE: When do you enjoy watching TV? I enjoy watching TV before bed.
+
+TEMPLATE: when / did finish / eat lunch / ?
+TEMPLATE: an hour ago
+RESPONSE: When did you finish eating lunch? I finished eating lunch an hour ago.
+
+TEMPLATE: what kind food / enjoy / eat / ?
+TEMPLATE: Mexican food
+RESPONSE: What kind of food do you enjoy eating? I enjoy eating Mexican food.
+
+TEMPLATE: do mind / wait until tomorrow / ?
+TEMPLATE: no / okay
+RESPONSE: Do you mind waiting until tomorrow? No, it's okay.
+
+TEMPLATE: did finish / fix car yesterday / ?
+TEMPLATE: yes / 6 o'clock
+RESPONSE: Did you finish fixing the car yesterday? Yes, I finished at 6 o'clock.
+
+TEMPLATE: do like / eat / that restaurant / ?
+TEMPLATE: yes / there
+RESPONSE: Do you like eating at that restaurant? Yes, I like eating there.
+
+TEMPLATE: will start / study / new book tomorrow / ?
+TEMPLATE: no / next week
+RESPONSE: Will you start studying the new book tomorrow? No, I will start next week.
+
+TEMPLATE: did / begin / walk after dinner / yesterday evening / ?
+TEMPLATE: yes / with my neighbor
+RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began walking with my neighbor.
+
+# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path.
+
+$LESSON 3-3: Polite Requests
+
+# Source: ST §Conversations — A Pop Quiz! (l3-s8), moved here as the presentation for the favor/mind vocabulary; long lines split for TTS
+$DIALOGUE A Pop Quiz!
+ID: l3-s8
+INTRO: New part: asking for help politely. First, a story about a student, a small favor, and a pop quiz he really wasn't ready for. Listen and repeat.
+INSTRUCTION: Listen and repeat the story.
+REPEAT
+
+VOCAB: favor
+VOCAB: certainly
+LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
+
+VOCAB: pass out
+VOCAB: sure
+LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
+
+VOCAB: mind
+VOCAB: of course not
+LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
+
+VOCAB: the front of
+VOCAB: hand out
+VOCAB: extra
+LINE: I hurried up to the front of the class. I handed out all the papers to the students, but I had a few extras.
+
+VOCAB: quickly
+LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night. I sure wasn't ready.
+LINE: I quickly went to my desk and started on my quiz.
+
+VOCAB: in a hurry
+VOCAB: quick
+LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry. She was quick to hand them back to us.
+LINE: My score was 72. That wasn't good. Now, I realize that I have to be ready to take a quiz at any time.
+
+# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio. Convertible later with chosen paragraphs + TTS.
+
+# Source: ST §Grammar: Polite Requests (l3-s14); table flattened (no raw HTML)
+$GRAMMAR Polite Requests
+ID: l3-s14
+INTRO: Here's the pattern: could you and would you for polite requests — plus polite ways to say yes, and polite ways to say no.
+
+We use **could you** and **would you** to make polite requests — when we need another person's help.
+
+**Asking:**
+{Could you please open the door?}
+{Would you help me with this box?}
+
+**Saying yes:**
+{Yes, of course I can.}
+{Yes, I'll be happy to help you.}
+
+**Saying no politely:**
+{No, I'm sorry, I can't.}
+{I'd like to, but I can't right now.}
+
+# Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15); retitled by content
+$DIALOGUE Asking and Answering Politely
+ID: l3-s15
+INTRO: Five polite requests and their answers — some yes, some no, one bad back. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Carl: Could you take me to the commissary after class?
+Larry: Of course I can. I'd be glad to.
+
+Janet: Could you please show me how this works?
+Vince: Yes, I can. I learned this morning.
+
+Adam: Could you tighten the nut?
+Jack: No, I can't make it any tighter.
+
+Rita: Would you have dinner with me and my family tonight?
+Fran: Yes, I'll be happy to have dinner with you tonight.
+
+Anna: Would you help me move this desk?
+Bill: Sorry I can't. I have a bad back.
+
+# Source: ST §Would You ...? Yes. I Will. (l3-s16); printed cue moved to TEMPLATE, prompt kept audio-first
+$PRODUCE Answering with Can and Will
+ID: l3-s16
+INTRO: Answer each request aloud with can or will. The cue on screen tells you whether to say yes or no — being agreeable is optional today.
+INSTRUCTION: Answer aloud using the cue, with "can" or "will".
+INPUT: speak
+CHECK: reveal
+
+PROMPT: Could you lend me twenty dollars?
+TEMPLATE: no
+RESPONSE: No, I can't.
+
+PROMPT: Would you mind waiting ten more minutes?
+TEMPLATE: sure
+RESPONSE: Sure, I will wait.
+
+PROMPT: Would you ask Pvt Adams to come here?
+TEMPLATE: yes
+RESPONSE: Yes, I will.
+
+PROMPT: Could you take my brother to school today?
+TEMPLATE: no
+RESPONSE: No, I can't.
+
+PROMPT: Would you help Barbara with those big boxes?
+TEMPLATE: yes
+RESPONSE: Yes, I will.
+
+PROMPT: Could you finish changing this tire? My back hurts.
+TEMPLATE: no
+RESPONSE: No, I can't.
+
+# Source: ST §Would You Help Me Fix My Car? (l3-s17)
+$PRODUCE Make a Polite Request
+ID: l3-s17
+INTRO: Now you do the asking. Turn each cue into a polite request with could you or would you.
+INSTRUCTION: Make a polite request aloud using the cue.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?").
+
+EXAMPLE
+TEMPLATE: open window
+RESPONSE: Could you help me open this window?
+
+TEMPLATE: go to the mall
+RESPONSE: Could you go to the mall?
+
+TEMPLATE: change tire
+RESPONSE: Would you help me change this tire?
+
+TEMPLATE: clean the kitchen
+RESPONSE: Could you clean the kitchen?
+
+TEMPLATE: fasten your seatbelt
+RESPONSE: Would you please fasten your seatbelt?
+
+TEMPLATE: take a message
+RESPONSE: Could you take a message?
+
+TEMPLATE: lock the door
+RESPONSE: Would you lock the door?
+
+TEMPLATE: call back at 7:00
+RESPONSE: Could you call back at 7:00?
+
+TEMPLATE: fix the sink
+RESPONSE: Would you help me fix the sink?
+
+# Source: ST §Would You Please ...? (l3-s18)
+$DIALOGUE Would You Please ...?
+ID: l3-s18
+INTRO: Six more mini-exchanges — favors, wrenches, and the salt. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Student1: Would you help me, please? I have a flat.
+Student2: Sure. Do you have any tools?
+
+Student1: Would you please pass me the salt?
+Student2: Sure. Here you are.
+
+Student1: Do me a favor. Please lend me your wrench.
+Student2: I'd be glad to.
+
+Student1: Will you do me a favor? I need some help.
+Student2: Certainly, how can I help you?
+
+Student1: Could you hand me the jack?
+Student2: Of course, here it is.
+
+Student1: Would you mind handing me the wrench?
+Student2: I'd be glad to.
+
+# Source: ST §Could You Please ...? (l3-s19)
+$PRODUCE Could You Please ...?
+ID: l3-s19
+INTRO: More requests to make, from two-word cues this time. Ask politely — the model answer plays after you speak.
+INSTRUCTION: Ask a polite request using the cue words.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?").
+
+EXAMPLE
+TEMPLATE: hand, wrench
+RESPONSE: Could you please hand me the wrench?
+
+TEMPLATE: hand, jack
+RESPONSE: Could you please hand me the jack?
+
+TEMPLATE: close, door
+RESPONSE: Would you close the door, please?
+
+TEMPLATE: come, here
+RESPONSE: Could you come here, please?
+
+TEMPLATE: help, change tire
+RESPONSE: Would you help me change this tire?
+
+TEMPLATE: do, favor
+RESPONSE: Could you do me a favor?
+
+TEMPLATE: lend, book
+RESPONSE: Would you please lend me your book?
+
+TEMPLATE: give, wrench
+RESPONSE: Could you give me the wrench?
+
+TEMPLATE: pass, bread
+RESPONSE: Would you pass the bread, please?
+
+TEMPLATE: fasten, seatbelt
+RESPONSE: Could you please fasten your seatbelt?
+
+TEMPLATE: mind, lend
+RESPONSE: Would you mind lending me that?
+
+# Source: ST §Sure... Sorry.... (l3-s20); printed cue moved to TEMPLATE
+$PRODUCE Sure... Sorry...
+ID: l3-s20
+INTRO: People keep asking you for things. Listen to each request and accept or refuse politely, following the cue on screen.
+INSTRUCTION: Answer the request politely, following the cue.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to.").
+
+EXAMPLE
+PROMPT: Would you please lend me your dictionary?
+TEMPLATE: no
+RESPONSE: Sorry, but I don't have one.
+
+EXAMPLE
+PROMPT: Would you please hand me the dictionary?
+TEMPLATE: yes
+RESPONSE: Sure, I'd be happy to.
+
+PROMPT: Could you help me with this box?
+TEMPLATE: yes
+RESPONSE: Sure, I'll be glad to help.
+
+PROMPT: Would you mind moving your car?
+TEMPLATE: no
+RESPONSE: Sorry, I can't right now.
+
+PROMPT: Will you pass the salt, please?
+TEMPLATE: yes
+RESPONSE: Of course, here it is.
+
+PROMPT: Could you lend me ten dollars?
+TEMPLATE: no
+RESPONSE: I'm sorry, I don't have it.
+
+# Source: ST §Could I Borrow Your ...? (l3-s21)
+$PRODUCE Could I Borrow Your ...?
+ID: l3-s21
+INTRO: You want something; you have something else. Ask to borrow the first item, then play the other person — apologize and offer what you have instead.
+INSTRUCTION: Ask to borrow the first item; then decline and offer the second.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
+
+EXAMPLE
+TEMPLATE: You want: a pen
+TEMPLATE: You have: a pencil
+RESPONSE: Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?
+
+TEMPLATE: You want: a text book
+TEMPLATE: You have: a notebook
+RESPONSE: Could I borrow your text book? Sorry, I don't have one. Would you like a notebook?
+
+TEMPLATE: You want: a blanket
+TEMPLATE: You have: a coat
+RESPONSE: Could I borrow your blanket? Sorry, I don't have one. Would you like to use my coat?
+
+TEMPLATE: You want: toothpaste
+TEMPLATE: You have: a brush
+RESPONSE: Could I borrow some toothpaste? Sorry, I don't have any. Do you need a brush?
+
+TEMPLATE: You want: a wrench
+TEMPLATE: You have: a spoon
+RESPONSE: Could I borrow your wrench? Sorry, I don't have one. Would you like a spoon?
+
+TEMPLATE: You want: a soda
+TEMPLATE: You have: water
+RESPONSE: Could I have a soda? Sorry, I don't have one. Would you like some water?
+
+TEMPLATE: You want: a pencil
+TEMPLATE: You have: a pen
+RESPONSE: Could I borrow your pencil? Sorry, I don't have one. Would you like to use my pen?
+
+TEMPLATE: You want: a piece of gum
+TEMPLATE: You have: a candy bar
+RESPONSE: Could I have a piece of gum? Sorry, I don't have any. Would you like a candy bar?
+
+TEMPLATE: You want: a jack
+TEMPLATE: You have: a wrench
+RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
+
+# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source.
+
+$LESSON 3-4: Reported Commands
+
+# Source: ST §What Did He Say? (l3-s22)
+$DIALOGUE What Did He Say?
+ID: l3-s22
+INTRO: New part: reporting what someone said. Listen to each scene and repeat — notice "He said to..." and "She asked me to...".
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Capt_Moreno: Sgt Kline, report to the major's office right now.
+Sgt_Kline: Yes, sir.
+Sgt_Anderson: What did the Captain say?
+Sgt_Kline: He said to report to the Major's office.
+
+Dad: Freddy, hang your coat up.
+Freddy: Okay, Dad, in a minute.
+Susie: Freddy, what did Dad say?
+Freddy: He said to hang my coat up.
+
+Maj_Jones: Ms. Rogers, could you get me the dictionary?
+Ms_Rogers: Yes, sir. I'll do it right now.
+Mr_Thompson: What did Maj Jones ask you?
+Ms_Rogers: Maj Jones asked me to get him the dictionary.
+
+# Source: new (gap: the "said to / asked me to" pattern is drilled but never explained in the ST)
+$GRAMMAR Reporting Commands and Requests
+ID: l3-s22-b
+INTRO: One small pattern to notice before you practice it yourself.
+
+To report a command, use **said to** + verb:
+{Hang your coat up.} → {He said to hang my coat up.}
+
+To report a polite request, use **asked me to** + verb:
+{Could you get me the dictionary?} → {She asked me to get her the dictionary.}
+
+To report a negative command or request, use **not to**:
+{Please don't close the door.} → {He asked me not to close the door.}
+
+# Source: ST §Practice: What Did He Say? (l3-s23)
+$PRODUCE Report the Command
+ID: l3-s23
+INTRO: Read each command or request, then do both jobs: ask what was said, and report it with "to" plus the verb.
+INSTRUCTION: Ask and answer aloud about the sentence.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
+
+EXAMPLE
+TEMPLATE: Report to the colonel at 1300.
+RESPONSE: What did he say? He said to report to the colonel at 1300.
+
+EXAMPLE
+TEMPLATE: Could you pass me the salt, please?
+RESPONSE: What did she ask you? She asked me to pass her the salt.
+
+TEMPLATE: Pick up Capt Walker at 1300.
+RESPONSE: What did he say? He said to pick up Capt Walker at 1300.
+
+TEMPLATE: Call Capt Walker at the dispensary.
+RESPONSE: What did he say? He said to call Capt Walker at the dispensary.
+
+TEMPLATE: Would you hand me the dictionary?
+RESPONSE: What did he ask you? He asked me to hand him the dictionary.
+
+TEMPLATE: Could you lend me a pencil?
+RESPONSE: What did she ask you? She asked me to lend her a pencil.
+
+TEMPLATE: Get Sgt Powers on the phone for me.
+RESPONSE: What did he say? He said to get Sgt Powers on the phone for him.
+
+TEMPLATE: Would you turn out the lights?
+RESPONSE: What did she ask you? She asked me to turn out the lights.
+
+TEMPLATE: Lock the garage door.
+RESPONSE: What did he say? He said to lock the garage door.
+
+TEMPLATE: Please hand out the papers.
+RESPONSE: What did she ask you? She asked me to hand out the papers.
+
+# Source: ST §He Asked Me to Pick Up .... (l3-s24)
+$PRODUCE He Asked Me to ...
+ID: l3-s24
+INTRO: Same idea, by ear this time. Listen to the request, then ask and report it aloud. Watch for the negative ones — "not to" matters.
+INSTRUCTION: Listen, then ask and answer the reported question aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to..."); for negative requests the answer must use "not to".
+
+EXAMPLE
+PROMPT: Will you pick up my clothes at the laundry?
+RESPONSE: What did he ask you? He asked me to pick up his clothes at the laundry.
+
+PROMPT: Will you go to the store?
+RESPONSE: What did he ask you? He asked me to go to the store.
+
+PROMPT: Will you put the book on the table?
+RESPONSE: What did he ask you? He asked me to put the book on the table.
+
+PROMPT: Please don't close the door.
+RESPONSE: What did he ask you? He asked me not to close the door.
+
+PROMPT: Will you circle the correct answer?
+RESPONSE: What did he ask you? He asked me to circle the correct answer.
+
+PROMPT: Please don't turn off the lights.
+RESPONSE: What did he ask you? He asked me not to turn off the lights.
+
+PROMPT: Will you clean the board?
+RESPONSE: What did he ask you? He asked me to clean the board.
+
+PROMPT: Please don't walk on the grass.
+RESPONSE: What did he ask you? He asked me not to walk on the grass.
+
+PROMPT: Will you hand me the wrench?
+RESPONSE: What did he ask you? He asked me to hand him the wrench.
+
+PROMPT: Please report to the office.
+RESPONSE: What did he ask you? He asked me to report to the office.
+
+PROMPT: Will you call the captain?
+RESPONSE: What did he ask you? He asked me to call the captain.
+
+$LESSON 3-5: Reading and Writing Skills
+
+# Source: ST §What's the Topic? (l3-s3), reading-skills strand consolidated here
+$PRODUCE What's the Topic?
+ID: l3-s3
+INTRO: Last part: reading and writing. Read the paragraph, then type its topic in a few words — what is it about?
+INSTRUCTION: Read the paragraph and type the topic.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
+
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Spending birthday money.
+
+# Source: ST §What's the Main Idea? (l3-s4)
+$PRODUCE What's the Main Idea?
+ID: l3-s4
+INTRO: Now go one step further: type the main idea in a complete sentence. The first paragraph is a worked example — Martha again, still not deciding.
+INSTRUCTION: Read the paragraph and type the main idea in a complete sentence.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a complete sentence that accurately summarizes the main idea of the paragraph.
+
+EXAMPLE
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Martha couldn't decide how to spend her money.
+
+TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
+RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
+
+TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
+RESPONSE: There are rules to follow for polite introductions in the United States.
+
+# Source: ST §What Do You Want to Call It? (l3-s5)
+$SELECT Choose the Best Title
+ID: l3-s5
+INTRO: Read about Beth and her coat, then tap the title that fits the paragraph best.
+INSTRUCTION: Read the paragraph and tap the best title.
+OPTION: a | A Cold Winter
+OPTION: b | A New Coat
+OPTION: c | Department Stores
+
+TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
+ANSWER: b
+
+# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; drawing responses aren't expressible.
+
+# Source: ST §What's It All About? (l3-s25)
+$SELECT What's It All About?
+ID: l3-s25
+INTRO: Each paragraph comes with three summaries. Tap the one that says it best — the others are true-ish, but they miss the point.
+INSTRUCTION: Read the paragraph and tap the best summary.
+OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
+OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
+OPTION: c | Ned reads two newspapers. He likes to read the business news.
+
+EXAMPLE
+TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
+OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
+OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
+OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
+ANSWER: a
+
+TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
+ANSWER: b
+
+TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
+OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
+OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
+OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
+ANSWER: b
+
+# Source: ST §Flight Information (l3-s26)
+$DIALOGUE Flight Information
+ID: l3-s26
+INTRO: Paul is going to Hawaii — some people have all the luck. Listen and read the flight information carefully; you'll need it for the outline that follows.
+INSTRUCTION: Listen and read the paragraph.
+
+LINE: Paul wants to a take a vacation in Hawaii.
+LINE: He called the airline for reservations.
+LINE: The clerk gave him this information about the flights.
+LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
+LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
+LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
+
+# Source: ST §Flight Outline (l3-s27)
+$PRODUCE Flight Outline
+ID: l3-s27
+REFERENCE
+INTRO: Now organize what you read. Fill in the outline with the days and the flight times — write times like 10:00 a.m. The paragraph is there if you need to check.
+INSTRUCTION: Complete the outline. Write times like 10:00 a.m.
+INPUT: type
+
+TEMPLATE: Flight Information
+SLOT: 1 | Day 1 | Monday
+SLOT: 2 | Morning flight | 10:00 a.m.
+SLOT: 2 | Afternoon flight | 2:00 p.m.
+SLOT: 1 | Day 2 | Wednesday
+SLOT: 2 | Morning flight | 10:00 a.m.
+SLOT: 2 | Afternoon flight | 2:00 p.m.
+SLOT: 1 | Day 3 | Saturday
+SLOT: 2 | Morning flight | 9:00 a.m.
+SLOT: 2 | Afternoon flight | 1:00 p.m.
+SLOT: 2 | Evening flight | 8:00 p.m.
+
+# Source: ST §Make a Sentence (l3-s28)
+$PRODUCE Make a Sentence
+ID: l3-s28
+INTRO: One last skill: read the two sentences and combine them into one, then type it. When you finish these six, Lesson 3 is done — go check your spare tire.
+INSTRUCTION: Combine the two sentences into one and type it.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: He loosened the nuts. He loosened them with a wrench.
+RESPONSE: He loosened the nuts with a wrench.
+
+TEMPLATE: The man removed the hub cap. He removed it from the wheel.
+RESPONSE: The man removed the hub cap from the wheel.
+
+TEMPLATE: Brad raised the car. He raised it with the jack.
+RESPONSE: Brad raised the car with the jack.
+
+TEMPLATE: Mary goes to class. She goes at night.
+RESPONSE: Mary goes to class at night.
+
+TEMPLATE: Fred drove his car. He drove it to work.
+RESPONSE: Fred drove his car to work.
+
+TEMPLATE: He has a spare tire. It is in the trunk.
+RESPONSE: He has a spare tire in the trunk.
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@@ -0,0 +1,789 @@
+$MODULE Book 10 · Lesson 4: How Far Is It To...?
+FORMAT: 2
+DESCRIPTION: Review lesson: family and relatives, occupations, "be able to", impersonal "it" for weather and time, and asking about distance.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Sam | achernar | Male speaker
+VOICE: Jan | aoede | Female speaker
+VOICE: Bruce | achernar | Male speaker
+VOICE: Ben | achird | Male speaker
+VOICE: ID | achernar | speaker (auto)
+
+$LESSON 4-1: Family and Relatives
+
+# Source: ST §A Family Tree (three TTS lines added to replace the book's printed family-tree diagram, which we don't have)
+$DIALOGUE A Family Tree
+ID: l4-s1
+INTRO: This is a review lesson. You'll practice talking about your family, about jobs, about the weather, and about how far away things are. First, meet the Wrights, the Smiths, and the Clydes — listen and learn who is who.
+INSTRUCTION: Read the sentences and learn the family words.
+
+VOCAB: grandfather
+LINE: Paul Wright is Julie's grandfather. He's her father's father.
+
+LINE: Bertha Wright is Paul's wife. She's Julie's grandmother on her father's side.
+
+VOCAB: grandmother
+LINE: Rita Smith is Julie's grandmother on her mother's side of the family.
+
+VOCAB: grandparent
+LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side.
+
+LINE: Frank and Jane Wright are Julie and Kevin's parents.
+
+VOCAB: parent
+LINE: Kathleen and Matt Clyde are Mark's parents.
+
+LINE: Jane Wright and Kathleen Clyde are sisters. Rick Smith is their brother.
+
+VOCAB: uncle
+LINE: Frank Wright and Rick Smith are Mark's uncles.
+
+VOCAB: aunt
+LINE: Jane Wright is Mark's aunt.
+
+VOCAB: nephew
+LINE: Mark is Frank Wright's nephew.
+
+VOCAB: niece
+LINE: Janet is Frank Wright's niece.
+
+VOCAB: cousin
+LINE: The Wright children and the Clyde children are cousins.
+
+VOCAB: baby
+LINE: Mark and Janet have a baby brother. Little Matt is ten months old.
+
+VOCAB: married
+LINE: Frank Wright has a wife. He is married to Jane Smith.
+
+VOCAB: single
+LINE: Rick Smith is single. He's not married.
+
+VOCAB: marry
+VOCAB: get married
+LINE: Julie Wright's going to marry George White. She'll get married in June.
+
+VOCAB: marriage
+LINE: Julie and George are getting married in June. Their marriage will be in the summer.
+
+VOCAB: folks
+LINE: Matt's folks will visit him next week. His parents will arrive Saturday, and his younger sister will arrive Sunday.
+
+VOCAB: relative
+LINE: My aunts, uncles, grandparents, and cousins are all my relatives.
+
+# Source: ST §Who Is...?
+$PRODUCE Questions About the Family
+ID: l4-s2
+REFERENCE
+INTRO: Now answer questions about that family, out loud. If you lose track of the cousins, you can look back at the family tree — everyone does.
+INSTRUCTION: Answer the questions about the family tree.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+EXAMPLE
+PROMPT: Who are Julie's parents?
+RESPONSE: Frank and Jane Wright are her parents.
+
+PROMPT: Who are Julie's grandparents on her father's side?
+RESPONSE: Paul and Bertha Wright are her grandparents.
+
+PROMPT: Who's Julie's grandmother on her mother's side?
+RESPONSE: Rita Smith is her grandmother on her mother's side.
+
+PROMPT: Who's her grandfather on her mother's side?
+RESPONSE: Kenneth Smith is her grandfather on her mother's side.
+
+PROMPT: Who are her uncles?
+RESPONSE: Frank Wright and Rick Smith are her uncles.
+
+PROMPT: Who's Julie's aunt?
+RESPONSE: Jane Wright is her aunt.
+
+PROMPT: Who are Julie's cousins?
+RESPONSE: Mark, Janet, and Little Matt Clyde are her cousins.
+
+PROMPT: How many children do Kathleen and Matt Clyde have?
+RESPONSE: They have three children.
+
+PROMPT: What are their names?
+RESPONSE: Their names are Mark, Janet, and Little Matt.
+
+PROMPT: Who is their niece?
+RESPONSE: Julie Wright is their niece.
+
+PROMPT: Who is their nephew?
+RESPONSE: Kevin Wright is their nephew.
+
+PROMPT: Is Matt Clyde single?
+RESPONSE: No, he is married.
+
+PROMPT: Who are Kathleen's folks?
+RESPONSE: Kenneth and Rita Smith are her folks.
+
+# Source: ST §Who Are Janet Clyde's Relatives?
+$PRODUCE Janet Clyde's Relatives
+ID: l4-s3
+REFERENCE
+INTRO: Same family, new point of view. This time everything is about Janet Clyde — type the relationship word that fits each blank.
+INSTRUCTION: Type the correct relationship word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: This is Janet Clyde. Kathleen Clyde and Matt Clyde are her ____{parents}.
+RESPONSE: Kathleen Clyde and Matt Clyde are her parents.
+
+TEMPLATE: Kenneth Smith is her ____{grandfather} and Rita Smith is her ____{grandmother} on her mother's side of the family.
+RESPONSE: Kenneth Smith is her grandfather and Rita Smith is her grandmother on her mother's side of the family.
+
+TEMPLATE: George and Linda Clyde are also her ____{grandparents}.
+RESPONSE: George and Linda Clyde are also her grandparents.
+
+TEMPLATE: Rick Smith and Frank Wright are two of Janet's ____{uncles}.
+RESPONSE: Rick Smith and Frank Wright are two of Janet's uncles.
+
+TEMPLATE: Jane Wright is her ____{aunt}.
+RESPONSE: Jane Wright is her aunt.
+
+TEMPLATE: Kevin and Julie Wright are Janet's ____{cousins}.
+RESPONSE: Kevin and Julie Wright are Janet's cousins.
+
+# Source: ST §He'd Like to Go Now.
+$PRODUCE Wedding Words
+ID: l4-s4
+INTRO: Julie and George are getting married in June — and George's nephew Pete is worried about a fishing trip. Type the missing word in each sentence of their story.
+INSTRUCTION: Type the correct missing word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Julie Wright is getting married in June. She is going to ____{marry} George White.
+RESPONSE: She is going to marry George White.
+
+TEMPLATE: His ____{folks|relatives} live in San Francisco, but they're coming to the wedding.
+RESPONSE: His folks live in San Francisco, but they're coming to the wedding.
+
+TEMPLATE: All of Julie's ____{relatives|folks} live right here, in San Antonio.
+RESPONSE: All of Julie's relatives live right here, in San Antonio.
+
+TEMPLATE: George's sister has a son, Pete. Pete is George's ____{nephew}.
+RESPONSE: Pete is George's nephew.
+
+TEMPLATE: A year ago George told Pete, "I'll take you fishing before I ____{get married}."
+RESPONSE: A year ago George told Pete, "I'll take you fishing before I get married."
+
+TEMPLATE: Pete remembers that, and he'd like to go fishing now. He wants to go before the ____{marriage}.
+RESPONSE: He wants to go before the marriage.
+
+TEMPLATE: He knows George will be ____{single} for only two more months.
+RESPONSE: He knows George will be single for only two more months.
+
+TEMPLATE: After that, when he's ____{married}, he may not be able to go fishing.
+RESPONSE: After that, when he's married, he may not be able to go fishing.
+
+# Source: ST §Let's Talk About Our Families. (moved here from the book's function section; exchanges recast as two-speaker turns)
+$DIALOGUE Small Talk: Family
+ID: l4-s24
+INTRO: These are short, friendly exchanges about family — the kind you can use with almost anyone. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Jan: How's your family?
+Sam: Fine, thank you. And yours?
+
+Jan: How're your children?
+Sam: They're all well, thank you.
+
+Jan: How's your wife?
+Sam: She's fine, thanks.
+
+Jan: How's your uncle feeling?
+Sam: He's better, thanks.
+
+Sam: How's the new baby?
+Jan: She's fine, thanks. Please come and see her.
+
+Sam: My daughter called last night.
+Jan: Did she have any news?
+
+Jan: I talked to my parents yesterday.
+Sam: How are they?
+
+Sam: How's your son Robert?
+Jan: He's fine. He has a new job.
+
+# Source: ST §Summer With Grandparents (paragraph split into short lines)
+$DIALOGUE Reading: Summer With Grandparents
+ID: l4-s16
+INTRO: Now read about Peg, Paul, and Mark's summer visit to their grandparents. Two weeks of swimming, fishing, and shopping — and apparently that's still not enough.
+INSTRUCTION: Read the paragraph.
+
+LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer. Their cousin Mark visits with them, too.
+LINE: The children really enjoy staying with their grandparents. Mr. and Mrs. Lee take them swimming and sightseeing often.
+LINE: Mr. Lee also takes the boys fishing. Peg doesn't go with them because she doesn't like to fish.
+LINE: When the boys go fishing, Peg and her grandmother go shopping.
+LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents. They'd like to stay all summer.
+
+# Source: ST §Write the Topic and Main Idea
+$PRODUCE Topic and Main Idea
+ID: l4-s17
+REFERENCE
+INTRO: Now put that paragraph in a nutshell. You'll type its topic in a few words, and its main idea in one complete sentence — you can look back at the paragraph while you work.
+INSTRUCTION: Type the topic and the main idea of the paragraph.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answers as the key. For the topic, accept any short phrase about a summer visit with grandparents. For the main idea, require a complete sentence saying the children enjoy their summer visits with their grandparents.
+
+PROMPT: Write the topic of the paragraph.
+RESPONSE: A summer visit with grandparents.
+
+PROMPT: Write the main idea in a complete sentence.
+RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
+
+# Source: ST §What Do You Want to Call It?
+$SELECT Choose the Best Title
+ID: l4-s18
+REFERENCE
+INTRO: One more question about Peg, Paul, and Mark: a good title covers the whole paragraph, not just one detail. Tap the best one.
+INSTRUCTION: Tap the best title for the paragraph.
+OPTION: a | Peg, Paul, and Mark
+OPTION: b | Summer With Grandfather and Grandmother
+OPTION: c | Swimming and Sightseeing in the Summer
+
+TEMPLATE: What is the best title?
+ANSWER: b
+
+$LESSON 4-2: Occupations and the News
+
+# SKIPPED (book): Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus.
+# SKIPPED (book): "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity to practice occupations.
+
+# Source: ST §What Kind of Work Do You Do?
+$DIALOGUE What Kind of Work Do You Do?
+ID: l4-s5
+INTRO: New part, new topic: work. You'll review words for jobs and the people who do them. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+VOCAB: cashier
+LINE: Ken is a cashier in a department store. {st-page_137_001.jpg}
+
+VOCAB: dentist
+LINE: Sue is a dentist. {st-page_137_002.jpg}
+
+VOCAB: salesperson
+LINE: Joseph and Rita are salespeople. They sell houses. Joseph is a salesman, and Rita is a saleswoman. {st-page_138_001.jpg}
+
+VOCAB: secretary
+LINE: Fran is a secretary. She types 85 words a minute. She types fast. {st-page_138_002.jpg}
+
+VOCAB: businessman
+VOCAB: boss
+LINE: Mr. Soto is a businessman. He has a business. He owns a clothing store. {st-page_138_003.jpg}
+LINE: He's the boss in his store. He has a salesperson working for him. {st-page_138_003.jpg}
+
+VOCAB: driver
+VOCAB: company
+LINE: Myra is a taxi driver. She's also a businesswoman. She and her husband Hal own a taxi company together. {st-page_138_004.jpg}
+
+# Source: ST §Mr. Jacobs Writes Articles. (one long line split at its clauses)
+$DIALOGUE Mr. Jacobs Writes Articles
+ID: l4-s7
+INTRO: Here's one occupation up close. Meet Mr. Jacobs, a famous writer in Dallas — read about the articles he writes, and sells.
+INSTRUCTION: Read the paragraphs.
+
+VOCAB: famous
+VOCAB: writer
+LINE: Mr. Jacobs is a famous writer. He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
+
+VOCAB: article
+VOCAB: newspaper
+VOCAB: magazine
+LINE: He writes stories about different things. Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
+LINE: You can find some of his articles in magazines all around the world.
+LINE: He also writes newspaper articles for his town paper.
+
+VOCAB: news
+LINE: These articles are usually about local news.
+LINE: For example, last week he wrote an article about the new library for the south side of the city.
+LINE: Another article was about the high number of accidents on the weekends, and another was about the city water company.
+
+LINE: Articles for magazines are usually longer. Of course, it also takes Mr. Jacobs longer to write them.
+
+VOCAB: work on
+LINE: Right now he's working on an article about the American family in today's world. Mr. Jacobs enjoys his work very much.
+
+# Source: ST §Do You Collect Anything?
+$DIALOGUE Do You Collect Anything?
+ID: l4-s8
+INTRO: Bruce and Ben are planning their Saturday. One of them collects coins; the other only collects his students' test papers. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: collection
+VOCAB: collect
+Bruce: What are you going to do this Saturday, Ben? Anything interesting? {st-page_142_001.jpg}
+Ben: Well, I'm going to add some coins to my coin collection. But that's all. Do you collect anything?
+Bruce: No. I only collect my students' papers after they finish a test, but that's different.
+Ben: What are YOU doing Saturday?
+Bruce: I'm going to work on my car in the morning. I have to replace two tires.
+LINE: Then I want to go see the Dodgers. I have an extra ticket. Do you want to come with me?
+Ben: Sure. Where can I meet you?
+Bruce: At my apartment, about five.
+Ben: Good! I'll see you then.
+
+# Source: ST §Do You Collect Anything? - True/False
+$SELECT Do You Collect Anything? — True or False
+ID: l4-s9
+REFERENCE
+INTRO: True or false, according to Bruce and Ben's conversation. You can review the dialog while you answer.
+INSTRUCTION: Tap True or False.
+OPTION: T | True
+OPTION: F | False
+
+PROMPT: Ben collects coins.
+ANSWER: T
+
+PROMPT: Bruce collects papers from his students.
+ANSWER: T
+
+PROMPT: Ben has a coin collection.
+ANSWER: T
+
+PROMPT: Bruce has a paper collection.
+ANSWER: F
+
+PROMPT: Ben will repair his car.
+ANSWER: F
+
+PROMPT: Ben doesn't want to see the Dodgers.
+ANSWER: F
+
+# SKIPPED (book): Reading Skill "HOW MUCH?" and "FLOWERS" — scanning exercises with timed realia display, missing the actual ad images to answer from.
+
+# Source: ST §Let's Talk About Occupations. (exchanges recast as two-speaker turns)
+$DIALOGUE Small Talk: Work
+ID: l4-s26
+INTRO: Now use those job words in conversation — asking and answering about work. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Jan: What kind of work do you do?
+Sam: I'm a salesman. I sell cars.
+
+Jan: How's your work?
+Sam: Not good. I'm looking for another job.
+
+Sam: Do you have a job?
+Jan: No, I'm out of work right now.
+
+Jan: What kind of job do you have?
+Sam: I'm a taxi driver.
+
+Sam: Where do you work?
+Jan: I'm a secretary at the First State Bank.
+
+Sam: What are you working on?
+Jan: I'm writing an article for the Dallas Times.
+
+Jan: What kind of job are you looking for?
+Sam: I think I'd be a good salesman.
+
+Sam: What kind of work would you like to do?
+Jan: I'd like to be a nurse.
+
+# SKIPPED (book): "OH, THEY'RE FINE" and "LET'S TALK" — open roleplays (making small talk).
+
+# Source: ST §What's It All About?
+$SELECT Pick the Best Summary
+ID: l4-s27
+INTRO: Read a short paragraph about a dentist who is also a good businessman, then tap the sentence that best sums the whole thing up.
+INSTRUCTION: Read the paragraph and tap the best summary.
+OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
+OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
+OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
+
+TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
+ANSWER: c
+
+$LESSON 4-3: Be Able To
+
+# Source: ST §Be Able To (grammar box)
+$GRAMMAR Be Able To
+ID: l4-s10
+INTRO: In this part you'll review "be able to" — another way to say "can", with a present, a past, and a future.
+
+Be able to is used to express ability. It is the same as **can**.
+
+| | |
+|---|---|
+| Present | John **is able to** speak three languages.<br>John **can** speak three languages. |
+| Future | We'll **be able to** leave tomorrow.<br>We **can** leave tomorrow. |
+| Past | I **wasn't able to** go last night.<br>I **couldn't** go last night. |
+
+# Source: ST §Patrick Was Able To Go To The Movie.
+$DIALOGUE Be Able To — Example Sentences
+ID: l4-s11
+INTRO: Read these sentences and notice the forms of "be able to" — in questions, in negatives, and in the past and future.
+INSTRUCTION: Read the sentences.
+
+LINE: Will Robert be able to go to the party?
+LINE: I don't think he'll be able to go.
+LINE: Diane isn't able to move the refrigerator.
+LINE: We were able to leave early.
+LINE: They weren't able to fix my car.
+LINE: Is grandmother able to take the trip?
+LINE: Was the secretary able to fix the typewriter?
+LINE: Was your nephew able to read that magazine?
+LINE: Jennifer's cousin will be able to drive next month.
+LINE: Were you able to get yesterday's newspaper?
+
+# Source: ST §A Cat Is Able To Climb Trees.
+$PRODUCE From Can to Be Able To
+ID: l4-s12
+INTRO: You'll hear sentences with "can". Say each one again with "be able to", then check the model. Keep the same tense and the same question or statement shape.
+INSTRUCTION: Change from "can" to "be able to" aloud.
+INPUT: speak
+CHECK: reveal
+
+EXAMPLE
+PROMPT: A cat can climb trees.
+RESPONSE: A cat is able to climb trees.
+
+EXAMPLE
+PROMPT: Can you finish your work?
+RESPONSE: Are you able to finish your work?
+
+PROMPT: I can touch my toes.
+RESPONSE: I am able to touch my toes.
+
+PROMPT: Can a dog swim?
+RESPONSE: Is a dog able to swim?
+
+PROMPT: They can be here tomorrow morning.
+RESPONSE: They are able to be here tomorrow morning.
+
+PROMPT: Animals can't speak.
+RESPONSE: Animals aren't able to speak.
+
+PROMPT: Jim can play basketball well.
+RESPONSE: Jim is able to play basketball well.
+
+PROMPT: How fast can a fish swim?
+RESPONSE: How fast is a fish able to swim?
+
+PROMPT: Linda can speak four languages.
+RESPONSE: Linda is able to speak four languages.
+
+PROMPT: What languages can you speak?
+RESPONSE: What languages are you able to speak?
+
+# Source: ST §Were You Able to Go?
+$PRODUCE Were You Able To...?
+ID: l4-s13
+INTRO: Now build past questions. Take the cue you see and ask "Were you able to...?" — that's the whole recipe.
+INSTRUCTION: Ask a past tense question with "be able to" using the cue.
+INPUT: speak
+CHECK: llm
+RUBRIC: The answer must be a grammatically correct past-tense question of the shape "Were you able to" plus the cue. The question form and tense are the point — a statement or wrong tense fails.
+
+EXAMPLE
+TEMPLATE: go to the BX last Saturday
+RESPONSE: Were you able to go to the BX last Saturday?
+
+TEMPLATE: speak English when you were young
+RESPONSE: Were you able to speak English when you were young?
+
+TEMPLATE: see your friend at the airport last night
+RESPONSE: Were you able to see your friend at the airport last night?
+
+TEMPLATE: cook your own food while you were on vacation
+RESPONSE: Were you able to cook your own food while you were on vacation?
+
+TEMPLATE: take a vacation last year
+RESPONSE: Were you able to take a vacation last year?
+
+TEMPLATE: get your own apartment
+RESPONSE: Were you able to get your own apartment?
+
+TEMPLATE: go to Los Angeles last summer
+RESPONSE: Were you able to go to Los Angeles last summer?
+
+TEMPLATE: sleep late last Sunday
+RESPONSE: Were you able to sleep late last Sunday?
+
+# Source: ST §He Wasn't Able to Go.
+$DIALOGUE Reading: He Wasn't Able to Go
+ID: l4-s14
+INTRO: Two short stories: Ken's very busy week, and Jim's coin collection. Just read — questions come next.
+INSTRUCTION: Read the paragraphs.
+
+LINE: On Friday, Jim invited Ken to a party. He wasn't able to go because he had to work.
+LINE: On Sunday, Stan invited him to the movie. He wasn't able to go the movie because he had to study for a test.
+LINE: On Tuesday, Jack asked him to go to dinner with him. He didn't have to work, and he didn't have to study. At last, he was able to do something with a friend!
+
+LINE: Jim collected coins on his last vacation to Europe. He got coins from England, France, and Germany.
+LINE: He wasn't able to get coins from Italy or Greece, but his friends in Switzerland are going to send him some of those coins next month.
+LINE: He'll have a large selection of coins in his collection.
+
+# Source: ST §Answer About the Paragraphs
+$PRODUCE Questions About Ken and Jim
+ID: l4-s15
+REFERENCE
+INTRO: Answer questions about Ken and Jim, out loud — and use a form of "be able to" in every answer. The stories are there if you need them.
+INSTRUCTION: Answer aloud. Use "be able to" in your answers.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key. The answer must use a form of "be able to"; accept any phrasing of the same fact.
+
+PROMPT: Why wasn't Ken able to go to the party?
+RESPONSE: He wasn't able to go because he had to work.
+
+PROMPT: Was Ken able to go to the movie?
+RESPONSE: No, he wasn't able to go.
+
+PROMPT: What was Ken able to do?
+RESPONSE: He was able to go to dinner with Jack.
+
+PROMPT: Was Jim able to collect coins from Germany?
+RESPONSE: Yes, he was able to collect coins from Germany.
+
+PROMPT: Was he able to get coins from Italy or Greece when he was on vacation?
+RESPONSE: No, he wasn't able to get coins from those countries.
+
+PROMPT: Do you think he'll be able to get some coins from those countries?
+RESPONSE: Yes, he will be able to get some soon.
+
+$LESSON 4-4: Weather, Distance, and Story Practice
+
+# Source: ST §Is It Going to Be Cold All Day? (grammar box)
+$GRAMMAR It for Weather, Time, and Distance
+ID: l4-s19
+INTRO: Last part. English uses "it" to talk about the weather, the temperature, the time, and distance — you'll review all four, and then put some paragraphs together to finish the lesson.
+
+Use **it** when you talk about weather, temperature, time, or distance.
+
+* {Is it cold outside?} — {Yes, it's 35 degrees.}
+* {What time is it?} — {It's 5:30.}
+* {Is it time for lunch?} — {No, it's only 10:15.}
+* {Is it raining?} — {Yes, it's raining very hard.}
+* {Is it going to be hot today?} — {No, it's going to be cool all day.}
+* {How far is it to Austin from here?} — {It's about 78 miles.}
+
+# Source: ST §It's Cold and Windy. (weather chart recast as impersonal-"it" sentences)
+$DIALOGUE The Weather Report
+ID: l4-s20
+INTRO: Here's today's weather, city by city. Just listen for "it" doing all the work.
+INSTRUCTION: Listen to the weather report.
+
+LINE: In New York, it's windy and cold. It's 35 degrees.
+LINE: In Atlanta, it's sunny and cool. It's 52 degrees.
+LINE: In Washington D.C., it's cloudy and cold. It's 42 degrees.
+LINE: In Los Angeles, it's cloudy and warm. It's 68 degrees.
+LINE: In Houston, it's rainy and warm. It's 74 degrees.
+
+# SKIPPED (book): "Time Around the World" — 12 clocks, but no printed questions to answer.
+
+# Source: ST §Let's Talk About the Weather. (exchanges recast as two-speaker turns)
+$DIALOGUE Small Talk: Weather
+ID: l4-s25
+INTRO: Small talk about the weather — the world's most reliable topic. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Sam: How's the weather in Dallas?
+Jan: It's very pleasant right now.
+
+Jan: How do you like this rainy weather?
+Sam: It's good weather for my vegetables.
+
+Sam: Do you think it'll snow today?
+Jan: Yes, it may. Look at those clouds.
+
+Jan: When do you think the weather will change?
+Sam: I don't know, but I hope it rains soon.
+
+Sam: How's the weather in Houston?
+Jan: Very hot this time of year.
+
+Jan: That was a nice shower this afternoon.
+Sam: Yes, it cooled things off.
+
+Sam: Is it always this hot in Dallas?
+Jan: No, it's only hot in the summer.
+
+Jan: Is the weather colder in Houston or Dallas?
+Sam: It's colder in Dallas. In the winter it snows there.
+
+# Source: ST §It's Not Very Far. (moved here from the book's occupations section — it teaches distance)
+$DIALOGUE It's Not Very Far
+ID: l4-s6
+INTRO: Sam is planning a trip to Houston and Dallas. Listen for how he asks about the distance — then repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Sam: How far is it from Houston to Dallas?
+Jan: Oh, it's about two hundred and fifty miles.
+Sam: Could you find out the exact number of miles for me?
+Jan: Sure. Let me check my map. It's two hundred and forty three miles.
+Sam: Which city do you think is nicer to visit?
+
+VOCAB: pleasant
+Jan: Well, in my opinion, Houston is more pleasant.
+Sam: That's good. I'm going to Houston first. Then, from there, I might drive to Dallas.
+Jan: Well, have a good trip!
+Sam: Thanks.
+
+# Source: ST §How Far Is It To Uncle Steve's House?
+$DIALOGUE How Far Is It?
+ID: l4-s21
+INTRO: More ways to ask and answer "How far is it?" — in miles, in hours, or just "not far". Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Jan: How far is it to Houston?
+Sam: It's about 250 miles.
+
+Jan: How far did Sgt Mitchell drive yesterday?
+Sam: He drove 650 miles.
+
+Sam: How far is it to San Francisco?
+Jan: I don't know in miles, but it takes four and a half hours by plane.
+
+Sam: How far is Aunt Julie's house?
+Jan: It takes about thirty minutes to get there.
+
+Jan: How far is it to your grandmother's house?
+Sam: It's not far. She lives right outside the city.
+
+# Source: ST §It Takes About... (mileage table)
+$GRAMMAR Miles Between Texas Cities
+ID: l4-s22
+INTRO: Here's a mileage table for four Texas cities, and a few good ways to answer "How far is it?". You'll use this table in a moment.
+
+**Miles Between Texas Cities**
+
+| AUSTIN | | | |
+|---|---|---|---|
+| 192 | DALLAS | | |
+| 164 | 245 | HOUSTON | |
+| 78 | 270 | 197 | SAN ANTONIO |
+
+**Example: How far is it to Dallas?**
+* It's 270 miles from San Antonio to Dallas.
+* It's about 270 miles.
+* {It takes about 5 hours to get there by car.}
+* {It takes about an hour by plane.}
+
+# Source: new (gap: "How far is it?" is presented and modeled but never produced; drill uses only the mileage-table facts)
+$PRODUCE How Far Is It? — Your Turn
+ID: l4-s22-b
+REFERENCE
+INTRO: Your turn. Answer each distance question in a full sentence, using the mileage table — no memorizing Texas geography required.
+INSTRUCTION: Answer with the distance from the table.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key; the answer must give the same number of miles. Accept any phrasing, with or without "about", short or full sentence.
+
+EXAMPLE
+PROMPT: How far is it from San Antonio to Dallas?
+RESPONSE: It's 270 miles from San Antonio to Dallas.
+
+PROMPT: How far is it from Austin to Dallas?
+RESPONSE: It's 192 miles from Austin to Dallas.
+
+PROMPT: How far is it from Austin to Houston?
+RESPONSE: It's about 164 miles.
+
+PROMPT: How far is it from Houston to Dallas?
+RESPONSE: It's about 245 miles.
+
+PROMPT: How far is it from San Antonio to Austin?
+RESPONSE: It's 78 miles from San Antonio to Austin.
+
+PROMPT: How far is it from San Antonio to Houston?
+RESPONSE: It's about 197 miles.
+
+# Source: ST §Complete the Paragraphs
+$PRODUCE Complete the Stories
+ID: l4-s23
+INTRO: Time to put the week's words to work. Finish two short stories by typing a word that fits each blank — more than one word can be right. Poor Mark and his leg.
+INSTRUCTION: Type a word that fits each blank.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mark's ____{leg|arm|finger} is broken.
+RESPONSE: Mark's leg is broken.
+
+TEMPLATE: David took him to the ____{school|library|mess hall}.
+RESPONSE: David took him to the library.
+
+TEMPLATE: They both ____{ate|studied|slept} while they were there, and Mark returned home.
+RESPONSE: They both studied while they were there, and Mark returned home.
+
+TEMPLATE: Phil needed some ____{money|food|books}.
+RESPONSE: Phil needed some money.
+
+TEMPLATE: He went to the ____{library|store|bank}, but it was ____{closed|open|quiet}.
+RESPONSE: He went to the bank, but it was closed.
+
+TEMPLATE: He asked a man for some ____{advice|food|newspapers}.
+RESPONSE: He asked a man for some advice.
+
+TEMPLATE: The man said, "Use the ____{desk|machine|salad} for ____{dessert|dictionary|withdrawals} or ____{cakes|library books|deposits}."
+RESPONSE: The man said, "Use the machine for withdrawals or deposits."
+
+# Source: ST §The Dinner Party - Matching
+$SELECT The Dinner Party — Matching
+ID: l4-s28
+INTRO: Sally is having a dinner party. Match each sentence beginning to the ending that completes it.
+INSTRUCTION: Tap the ending that completes each sentence.
+OPTION: a | of tomatoes and onions.
+OPTION: b | soup with cheese.
+OPTION: c | party tomorrow night.
+OPTION: d | but Sally likes dinner parties.
+OPTION: e | when she makes this dish.
+OPTION: f | serve pie and ice cream.
+OPTION: g | serve chicken and vegetables.
+
+TEMPLATE: Sally is having a dinner
+ANSWER: c
+
+TEMPLATE: She always uses carrots
+ANSWER: e
+
+TEMPLATE: Second, she'll serve a salad
+ANSWER: a
+
+TEMPLATE: Finally, for dessert she'll
+ANSWER: f
+
+TEMPLATE: First, she'll serve onion
+ANSWER: b
+
+TEMPLATE: Then for the meat dish she'll
+ANSWER: g
+
+TEMPLATE: That kind of meal is a lot of work,
+ANSWER: d
+
+# Source: ST §The Dinner Party - Order
+$SELECT The Dinner Party — In Order
+ID: l4-s29
+ORDER
+INTRO: Now put Sally's dinner party in order, from the announcement to the dessert. That's the last activity of the lesson — you've earned the pie.
+INSTRUCTION: Put the sentences in the correct order to form a paragraph.
+OPTION: a | Sally is having a dinner party tomorrow night.
+OPTION: b | First, she'll serve onion soup with cheese.
+OPTION: c | Second, she'll serve a salad of tomatoes and onions.
+OPTION: d | Then for the meat dish she'll serve chicken and vegetables.
+OPTION: e | She always uses carrots when she makes this dish.
+OPTION: f | Finally, for dessert she'll serve pie and ice cream.
+OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
+
+TEMPLATE: Arrange the sentences of the paragraph.
+ANSWER: a,b,c,d,e,f,g
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+$MODULE Book 10 · Lesson 5: Let's Review! {st-page_163_001.jpg}
+FORMAT: 2
+DESCRIPTION: Review of the week: small talk, reading comprehension, gerunds, "be able to", adjective + infinitive, schedules, prepositional phrases, time clauses, and present tense for future time.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Tom | achernar | Male speaker
+VOICE: Harry | achird | Male speaker
+VOICE: Bob | achernar | Male speaker
+VOICE: Bill | achird | Male speaker
+VOICE: Jim | achernar | Male speaker
+VOICE: ID | achernar | speaker (auto)
+
+$LESSON 5-1: Small Talk, Reading, and "Be Able To"
+
+# SKIPPED (book): "HOW TO", "SELECT THE TOPIC", and "SELECT THE MAIN IDEA" — instructor-read listening exercises with no printed stimuli. Dropped.
+
+# Source: ST §Small Talk
+$DIALOGUE Small Talk: How's the Family?
+ID: l5-s1
+INTRO: This lesson is a review of the whole week — nothing new, just one more round with small talk, reading, gerunds, and "be able to", until it all feels easy. First, Tom runs into Harry on the street and asks about the family. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+Tom: Hi, Harry. How are you?
+Harry: Fine, Tom. It's good to see you.
+Tom: Good to see you, too. How's the family?
+Harry: Oh, they're fine, thank you. And yours?
+Tom: Everyone's okay but little Jane. She has a sore throat.
+Harry: Well, I hope she gets better soon.
+Tom: Thanks. Tell your family hello for me.
+Harry: I will. We'll have to get together soon. Bye.
+
+# Source: ST §Small Talk
+$DIALOGUE Small Talk: A Visitor from Kansas
+ID: l5-s1-b
+INTRO: More small talk. Bob meets Bill, who is visiting from Kansas — where the weather, we learn, has little to recommend it.
+INSTRUCTION: Listen to the conversation.
+
+Bob: It's nice to see you again, Bill. What brings you to our city?
+Bill: I'm visiting some friends.
+Bob: Are you enjoying the nice weather?
+Bill: I sure am.
+Bob: How's the weather in Kansas?
+Bill: Cold! This sunshine is better than the cold and snow in Kansas.
+Bob: Well, it's nice to have you here. Hope you enjoy your visit.
+Bill: Thank you, Bob. It was nice to see you, too.
+
+# Source: ST §Small Talk
+$DIALOGUE Small Talk: A Beautiful Day
+ID: l5-s1-c
+INTRO: One last piece of small talk. Bill the taxi driver is very pleased with his career choice today.
+INSTRUCTION: Listen to the conversation.
+
+Bill: The weather is really nice today.
+Jim: Yes, it is. I don't enjoy working inside on a beautiful day.
+Bill: Where do you work?
+Jim: I work in a bank. I'm a teller.
+Bill: Well, on beautiful days, I'm glad I'm a taxi driver. I can be outside in the nice sunshine.
+
+# Source: ST §Select the Summary
+$SELECT Select the Summary
+ID: l5-s2
+INTRO: Now some reading review. Read the paragraph about getting ready for a vacation, then tap the summary that covers all of it — not just the seatbelt.
+INSTRUCTION: Read the paragraph, then tap the best summary.
+
+TEMPLATE: There are things that you should do before you go on vacation. Check your car. Fill it with gas. Take some common tools with you. Always have a jack, a wrench, and a spare tire. Don't forget your driver's license and extra change. Drive carefully and fasten your seatbelt. Do these things, and you'll have a good, safe trip.
+OPTION: a | There are things you should do when on vacation. Check your car, have the right tools with you, and drive carefully. If you do, you'll have a good, safe trip.
+OPTION: b | Always take tools with you when you go on a trip. Check your car and fasten your seatbelt.
+OPTION: c | Check your seatbelt before you go on vacation. Get a driver's license so you'll have a good, safe trip.
+ANSWER: a
+
+# Source: ST §Which Is the Best Title?
+$SELECT Which Is the Best Title?
+ID: l5-s3
+INTRO: Two short paragraphs. Read each one and choose the title that fits the whole paragraph, not just one detail from it.
+INSTRUCTION: Read the paragraph, then tap the best title.
+
+TEMPLATE: One store at the Big Tree Mall sells everything. It's called Dilley's Department Store. You can buy clothes, furniture, books, and many other things there. It's my favorite store because you don't have to go from one store to another for things. You can get it all from Dilley's. Dilley's is very popular with lots of people.
+OPTION: a | Big Tree Mall
+OPTION: b | Dilley's Department Store
+OPTION: c | A Department Store
+ANSWER: b
+
+TEMPLATE: Rhode Island is the smallest state in the country, but over 900,000 people live there. Most of these people live and work in the cities. Rhode Island is on the Atlantic coast and has good weather. The temperature in July is usually about 69 degrees. Because temperatures in some of the other states on the Atlantic coast are very high in the summer, many people go to Rhode Island for their summer vacations. It's a popular place in July.
+OPTION: a | Summer Vacations
+OPTION: b | The Atlantic Coast
+OPTION: c | Rhode Island
+ANSWER: c
+
+# Source: ST §Ask and Answer
+$PRODUCE Ask and Answer with Gerunds
+ID: l5-s4
+INTRO: Back to gerunds — the -ing forms after verbs like begin, enjoy, and finish. Use the cues to make a question, then answer it in a full sentence, out loud.
+INSTRUCTION: Make a question from the cues, then answer with the second cue. Use a gerund.
+INPUT: speak
+CHECK: llm
+RUBRIC: The verb + gerund pattern is the point — the second verb must appear as a gerund (working, studying, reading, washing); a missing -ing form fails. The question's tense should match the model answer. Otherwise accept any natural phrasing of the question and full-sentence answer.
+
+EXAMPLE
+TEMPLATE: when / begin work / restaurant — last month
+RESPONSE: When did you begin working in the restaurant? I began working in the restaurant last month.
+
+TEMPLATE: when / start study — 1800 hours
+RESPONSE: When did you start studying? I started studying at 1800 hours.
+
+TEMPLATE: what kind magazine / enjoy read — news magazines
+RESPONSE: What kind of magazine do you enjoy reading? I enjoy reading news magazines.
+
+TEMPLATE: when / stop work / last night — 2200 hours
+RESPONSE: When did you stop working last night? I stopped working at 2200 hours last night.
+
+TEMPLATE: why / keep on read — book interesting
+RESPONSE: Why did you keep on reading? I kept on reading because the book was interesting.
+
+TEMPLATE: when / finish wash — an hour ago
+RESPONSE: When did you finish washing? I finished washing an hour ago.
+
+# Source: ST §Jim's Vacation
+$DIALOGUE Jim's Vacation
+ID: l5-s5
+INTRO: Now "be able to". Here's Jim, who likes to travel. Listen to what he was and wasn't able to do on last year's vacation — you'll answer questions about it next.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Jim likes to travel. On his vacation last year he was able to go to London.
+LINE: While he was there he was able to fly to Ireland.
+LINE: He rented a car and was able to drive across Ireland from the east to the west.
+LINE: He wasn't able to get to Paris, but maybe this year he'll be able to go to Europe again.
+
+# Source: ST §Will He Be Able To...?
+$PRODUCE What Was Jim Able to Do?
+ID: l5-s6
+REFERENCE
+INTRO: Answer the questions about Jim's trip in full sentences, using "was able to" or "wasn't able to". You can look back at the paragraph if London and Ireland are already a blur.
+INSTRUCTION: Answer aloud, using "be able to".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact, as long as it uses "was able to", "wasn't able to", or "be able to" as appropriate — that pattern is the point.
+
+PROMPT: Where was Jim able to go on his vacation last year?
+RESPONSE: He was able to go to London.
+
+PROMPT: Where was he able to fly while he was there?
+RESPONSE: He was able to fly to Ireland.
+
+PROMPT: Where did he drive?
+RESPONSE: He was able to drive across Ireland from the east to the west.
+
+PROMPT: Where wasn't he able to go?
+RESPONSE: He wasn't able to get to Paris.
+
+PROMPT: Where does he hope to be able to go this year?
+RESPONSE: He hopes to be able to go to Europe again.
+
+# Source: ST §A Quick Shopping Trip
+$DIALOGUE A Quick Shopping Trip
+ID: l5-s7
+INTRO: Janet didn't have much time at the shopping center, and still managed to buy half the mall. Listen to what she was able to do — questions follow.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Janet went to the shopping center. She didn't have much time, but she was able to do a lot.
+LINE: At the clothing store she was able to find a blouse for her new skirt.
+LINE: Then she went to the variety store. There she was able to get pens and pencils for her daughter.
+LINE: In the department store, she was able to buy some towels and finish her shopping.
+LINE: Her car was in the parking lot near the department store.
+LINE: She was able to leave the mall quickly and get back home before her children arrived from school.
+
+# Source: ST §Answer About Janet's Trip
+$PRODUCE What Was Janet Able to Do?
+ID: l5-s8
+REFERENCE
+INTRO: Now the questions about Janet's shopping trip. Answer aloud in full sentences with "was able to" — and yes, you may peek back at the paragraph.
+INSTRUCTION: Answer aloud in a full sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. Using "was able to" is preferred but a correct fact in another phrasing still passes.
+
+PROMPT: What was Janet able to do in a short time?
+RESPONSE: She was able to do a lot.
+
+PROMPT: What was she able to find for her new skirt?
+RESPONSE: She was able to find a blouse.
+
+PROMPT: What was she able to get at the variety store?
+RESPONSE: She was able to get pens and pencils for her daughter.
+
+PROMPT: Where was she able to finish her shopping?
+RESPONSE: She was able to finish her shopping in the department store.
+
+PROMPT: Why was she able to leave quickly?
+RESPONSE: She was able to leave quickly because her car was in the parking lot near the department store.
+
+# SKIPPED (book): "CIRCLE IT!" and "SAY THE OPPOSITE" — instructor-read exercises with no printed stimuli. Dropped.
+
+$LESSON 5-2: Combining Sentences and Schedules
+
+# Source: ST §He's Happy to Have...
+$PRODUCE Happy to Have It: Adjective + Infinitive
+ID: l5-s9
+INTRO: This part reviews combining sentences and talking about plans and schedules. First: join two sentences with an adjective and a to-infinitive — "Harry is happy. He has a new car." becomes "Harry is happy to have a new car." Say the new sentence.
+INSTRUCTION: Combine the two sentences using adjective + to-infinitive.
+INPUT: speak
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Harry is happy. He has a new car.
+RESPONSE: Harry is happy to have a new car.
+
+TEMPLATE: Ann isn't afraid. She lives alone.
+RESPONSE: Ann isn't afraid to live alone.
+
+TEMPLATE: Ms. Smith was sorry. She left the city.
+RESPONSE: Ms. Smith was sorry to leave the city.
+
+TEMPLATE: Fred and Sam are not ready. They are going to the soccer game.
+RESPONSE: Fred and Sam are not ready to go to the soccer game.
+
+TEMPLATE: Marge was upset. She lost her keys.
+RESPONSE: Marge was upset to lose her keys.
+
+TEMPLATE: David is glad. He got a good score on his test.
+RESPONSE: David is glad to get a good score on his test.
+
+TEMPLATE: Mrs. Hall was pleased. She got a call from her son.
+RESPONSE: Mrs. Hall was pleased to get a call from her son.
+
+TEMPLATE: Hal was afraid. He went to the dentist.
+RESPONSE: Hal was afraid to go to the dentist.
+
+TEMPLATE: David was sad. He lost his wrist watch.
+RESPONSE: David was sad to lose his wrist watch.
+
+# SKIPPED (book): "THIS IS ...." — open pair task introducing classmates. Dropped.
+
+# Source: ST §A Study Schedule
+$SELECT A Study Schedule: Match the Halves
+ID: l5-s10
+INTRO: John has a big test tomorrow and, for once, a plan. Match each sentence beginning to its correct ending.
+INSTRUCTION: Tap the ending that completes each sentence.
+OPTION: a | for a big test tomorrow.
+OPTION: b | study again until dinner.
+OPTION: c | relax for about an hour.
+OPTION: d | bed by 10 o'clock.
+OPTION: e | rest and watch TV.
+OPTION: f | Al for about three hours.
+OPTION: g | a good study schedule.
+
+TEMPLATE: After lunch he'll
+ANSWER: c
+
+TEMPLATE: First, he'll study with
+ANSWER: f
+
+TEMPLATE: Then he'll go to
+ANSWER: d
+
+TEMPLATE: John is getting ready
+ANSWER: a
+
+TEMPLATE: After dinner he'll
+ANSWER: e
+
+TEMPLATE: Then he'll have lunch and
+ANSWER: b
+
+TEMPLATE: He thinks this is
+ANSWER: g
+
+# Source: ST §A Study Schedule
+$SELECT A Study Schedule: Put It in Order
+ID: l5-s11
+ORDER
+INTRO: Same schedule, now in pieces. Put the sentences in order to describe John's study day from start to finish.
+INSTRUCTION: Arrange the sentences in the correct order.
+
+TEMPLATE: Arrange the sentences to tell the story.
+OPTION: a | John is getting ready for a big test tomorrow.
+OPTION: b | First, he'll study with Al for about three hours.
+OPTION: c | Then he'll have lunch and study again until dinner.
+OPTION: d | After lunch he'll relax for about an hour.
+OPTION: e | After dinner he'll rest and watch TV.
+OPTION: f | Then he'll go to bed by 10 o'clock.
+OPTION: g | He thinks this is a good study schedule.
+ANSWER: a,b,c,d,e,f,g
+
+# Source: ST §It's...
+$PRODUCE It's / It Takes
+ID: l5-s12
+INTRO: Review "it" for time, distance, and weather — what time it is, how far it is, how long it takes. Type the missing words to complete each dialog.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Bob: What time is it?
+TEMPLATE: Alice: ____{It's} one o'clock.
+TEMPLATE: Bob: We have to hurry. We have to check in the hotel before 6 o'clock.
+TEMPLATE: Alice: Well, how far is it to Dallas?
+TEMPLATE: Bob: ____{It's} about 300 miles. It takes about five hours to get there.
+RESPONSE: Bob: What time is it? Alice: It's one o'clock. Bob: We have to hurry. We have to check in the hotel before 6 o'clock. Alice: Well, how far is it to Dallas? Bob: It's about 300 miles. It takes about five hours to get there.
+
+TEMPLATE: Patsy: Is Pat's new business far from his home?
+TEMPLATE: Tom: No, ____{it's} not very far.
+TEMPLATE: Patsy: ____{Does it take} him long to get to work?
+TEMPLATE: Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
+RESPONSE: Patsy: Is Pat's new business far from his home? Tom: No, it's not very far. Patsy: Does it take him long to get to work? Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
+
+TEMPLATE: Kay: The weather is nice today. Yesterday ____{it was} very hot.
+TEMPLATE: Ted: Yes, it was bad. I went to a movie. ____{It was} cool there.
+TEMPLATE: Kay: ____{How far} was it from your house? Did you walk?
+TEMPLATE: Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
+RESPONSE: Kay: The weather is nice today. Yesterday it was very hot. Ted: Yes, it was bad. I went to a movie. It was cool there. Kay: How far was it from your house? Did you walk? Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
+
+# Source: ST §Make a New Sentence
+$PRODUCE Combine with a Prepositional Phrase
+ID: l5-s13
+INTRO: More sentence combining — this time with a prepositional phrase. "Tom went to the clothing store. It was in the shopping center." becomes one sentence. Say the new sentence aloud.
+INSTRUCTION: Combine the two sentences using a prepositional phrase.
+INPUT: speak
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Tom went to the clothing store. It was in the shopping center.
+RESPONSE: Tom went to the clothing store in the shopping center.
+
+TEMPLATE: Jan went up on the escalator. It was near the variety store.
+RESPONSE: Jan went up on the escalator near the variety store.
+
+TEMPLATE: Mark parked his car. He parked in the parking lot.
+RESPONSE: Mark parked his car in the parking lot.
+
+TEMPLATE: Bill saw the flat tire. It was on his car.
+RESPONSE: Bill saw the flat tire on his car.
+
+TEMPLATE: Kitty used the vending machine. It was next to the stairs.
+RESPONSE: Kitty used the vending machine next to the stairs.
+
+TEMPLATE: Ned met the salesman for lunch. He met him at a restaurant.
+RESPONSE: Ned met the salesman for lunch at a restaurant.
+
+TEMPLATE: Jane took out the spare tire. She took it from the trunk.
+RESPONSE: Jane took out the spare tire from the trunk.
+
+TEMPLATE: Rick bought some new stamps for his collection. They were from Africa.
+RESPONSE: Rick bought some new stamps for his collection from Africa.
+
+# SKIPPED (book): "WHAT DID HE SAY?" — instructor-read commands where the student must report them ("He said to..."). No printed stimuli.
+
+# Source: ST §Time Clauses
+$PRODUCE Time Clauses
+ID: l5-s14
+INTRO: Join each pair of sentences with the time word in parentheses — after, when, until, while, before. Think about which action the time word really belongs to; Frank washes his hands after the tire, not before.
+INSTRUCTION: Combine the two sentences using the word in parentheses.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept either clause order (e.g., "After Mary brushed her teeth, she ate breakfast" OR "Mary ate breakfast after she brushed her teeth"), as long as the subordinating conjunction is attached to the logically correct clause.
+
+TEMPLATE: Mary brushed her teeth. She ate breakfast. (after)
+RESPONSE: After Mary brushed her teeth, she ate breakfast.
+
+TEMPLATE: The teacher came in. The students were studying. (when)
+RESPONSE: The students were studying when the teacher came in.
+
+TEMPLATE: David doesn't eat. He goes home. (until)
+RESPONSE: David doesn't eat until he goes home.
+
+TEMPLATE: Meg listens to the radio. She cooks dinner. (while)
+RESPONSE: Meg listens to the radio while she cooks dinner.
+
+TEMPLATE: Dottie will go to Paris. She will learn French. (before)
+RESPONSE: Dottie will learn French before she goes to Paris.
+
+TEMPLATE: Frank washed his hands. He changed the tire. (after)
+RESPONSE: After Frank changed the tire, he washed his hands.
+
+TEMPLATE: Fred read the book. He saw the movie. (before)
+RESPONSE: Fred read the book before he saw the movie.
+
+TEMPLATE: John left. The class ended. (when)
+RESPONSE: John left when the class ended.
+
+# Source: ST §What Do I Do?
+$SELECT How to Use the Machine (A)
+ID: l5-s15
+ORDER
+INTRO: Someone is standing in front of a vending machine, hungry and confused. Put the sentences in order — from the question to the snack.
+INSTRUCTION: Arrange the steps in the correct order.
+
+TEMPLATE: Arrange the steps in the correct order.
+OPTION: a | How do you use this machine?
+OPTION: b | First, put the money in the slot.
+OPTION: c | Then make your selection.
+OPTION: d | Push the button.
+OPTION: e | Then wait until the snack drops.
+OPTION: f | Lift the door.
+ANSWER: a,b,c,d,e,f
+
+# Source: ST §What Do I Do?
+$SELECT How to Use the Machine (B)
+ID: l5-s16
+ORDER
+INTRO: Another machine, another set of steps. Put them in order — money first, prize last, as always.
+INSTRUCTION: Arrange the steps in the correct order.
+
+TEMPLATE: Arrange the steps in the correct order.
+OPTION: a | Please tell me how to operate this.
+OPTION: b | Get the exact change.
+OPTION: c | Put your money in the slot.
+OPTION: d | Pull the knob.
+OPTION: e | Get it out here.
+ANSWER: a,b,c,d,e
+
+$LESSON 5-3: Outlines, Cloze, and Future Time
+
+# Source: ST §Family Businesses
+$DIALOGUE Family Businesses
+ID: l5-s17
+INTRO: Last part of the review: outlines, fill-in stories, and future time. Start by listening to a paragraph about Mark's family — everyone owns a business except Mark, so far. You'll outline it next.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mark's brothers and sister own their own companies.
+LINE: His brother Tony owns a tire company. He sells tires and small auto parts.
+LINE: His other brother Mike owns a collection agency. His business is very good.
+LINE: He collects money for some large department stores, a bank, and his brother's tire store.
+LINE: Their sister Lory has a book store. She sells books, magazines, and newspapers from around the world.
+LINE: Mark is the youngest of the three brothers and sister. He hopes he'll be able to have his own business, too.
+
+# Source: ST §Outline It!
+$PRODUCE Outline the Family Businesses
+ID: l5-s18
+REFERENCE
+INTRO: Now fill in the outline — who owns what, and what each business sells or collects. Look back at the paragraph whenever you need to.
+INSTRUCTION: Fill in the outline based on the paragraph.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Family Businesses
+SLOT: 1 | Brother Tony | Tony's tire company
+SLOT: 2 | Item sold | tires
+SLOT: 2 | Item sold | small auto parts
+SLOT: 1 | Brother Mike | Mike's collection agency
+SLOT: 2 | Collects for | large department stores
+SLOT: 2 | Collects for | a bank
+SLOT: 2 | Collects for | his brother's tire store
+SLOT: 1 | Sister Lory | Lory's book store
+SLOT: 2 | Item sold | books
+SLOT: 2 | Item sold | magazines
+SLOT: 2 | Item sold | newspapers
+
+# Source: ST §Everyone Can Go!
+$PRODUCE Everyone Can Go!
+ID: l5-s19
+INTRO: Mary works at the family store and is getting married on Saturday. Type the missing words to complete the story — it has a happy ending, since this week Mary is the boss.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mary works for the family ____{company}. The store sells towels, sheets, bed ____{covers} and pillows. Her dad is the ____{boss}. When he's ____{out of} town, she does his job.
+RESPONSE: Mary works for the family company. The store sells towels, sheets, bed covers and pillows. Her dad is the boss. When he's out of town, she does his job.
+
+TEMPLATE: Next Saturday Mary is going to marry a ____{famous} writer. The ____{marriage} will be in another town. ____{It takes} two hours to get there from the store.
+RESPONSE: Next Saturday Mary is going to marry a famous writer. The marriage will be in another town. It takes two hours to get there from the store.
+
+TEMPLATE: All the people in the store want to go to the wedding, but the store ____{is supposed to} stay open until nine o'clock on Saturday night. They won't ____{be able to} go.
+RESPONSE: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night. They won't be able to go.
+
+TEMPLATE: It's not a ____{common} thing, but this week Mary's father is ____{out of} town. Mary's the ____{boss}! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+RESPONSE: It's not a common thing, but this week Mary's father is out of town. Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+
+# Source: ST §He Can't Go!
+$PRODUCE He Can't Go!
+ID: l5-s20
+INTRO: Mark leaves for Rome tomorrow but can't pick up his own tickets — his boss won't let him. Complete the story with the missing words and find out who ends up going to the airport.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mark ____{leaves} for Rome tomorrow. He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it. His boss won't ____{let} him.
+RESPONSE: Mark leaves for Rome tomorrow. He is supposed to pick up his tickets at the airport today, but he is not able to do it. His boss won't let him.
+
+TEMPLATE: He asked Jack, "____{Would} you please pick my tickets up for me?" Jack said, "I'm sorry, but I ____{can't}. ____{Would} you ____{mind} asking Jane?" "OK, ____{I'll} ask Jane."
+RESPONSE: He asked Jack, "Would you please pick my tickets up for me?" Jack said, "I'm sorry, but I can't. Would you mind asking Jane?" "OK, I'll ask Jane."
+
+TEMPLATE: Jane said, "I'll be happy ____{to go}, but you'll have to tell me ____{how to} get there. Do you think ____{it} will ____{take} a long time?" "No, ____{it takes} only ____{about} 15 minutes."
+RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there. Do you think it will take a long time?" "No, it takes only about 15 minutes."
+
+TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock." "Good! I can leave now and return before ____{supper}."
+RESPONSE: "Okay. What time is it now?" "It is 4 o'clock." "Good! I can leave now and return before supper."
+
+# Source: ST §The Show Begins at 8 O'Clock Tomorrow
+$PRODUCE Present Tense for Future Time
+ID: l5-s21
+INTRO: Last activity of the week. Scheduled events can use the present tense for future time: "The show will begin at 8 o'clock tomorrow" becomes "The show begins at 8 o'clock tomorrow." Change each sentence aloud — and that's the whole lesson reviewed. Nicely done.
+INSTRUCTION: Change the sentence with "will" to the present tense.
+INPUT: speak
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: The show will begin at 8 o'clock tomorrow.
+RESPONSE: The show begins at 8 o'clock tomorrow.
+
+TEMPLATE: Jack will go to work at noon today.
+RESPONSE: Jack goes to work at noon today.
+
+TEMPLATE: The class will graduate next Thursday.
+RESPONSE: The class graduates next Thursday.
+
+TEMPLATE: What time will the game start?
+RESPONSE: What time does the game start?
+
+TEMPLATE: The movie will end in ten minutes.
+RESPONSE: The movie ends in ten minutes.
+
+TEMPLATE: Charlie will get home early this evening.
+RESPONSE: Charlie gets home early this evening.
+
+TEMPLATE: The train will leave at midnight tonight.
+RESPONSE: The train leaves at midnight tonight.
+
+TEMPLATE: The plane will take off for New York at seven.
+RESPONSE: The plane takes off for New York at seven.
+
+TEMPLATE: The Smiths will arrive this afternoon.
+RESPONSE: The Smiths arrive this afternoon.
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