diff --git a/book-1-lesson-1.module b/book-1-lesson-1.module index 5a3ab23..7023f6e 100644 --- a/book-1-lesson-1.module +++ b/book-1-lesson-1.module @@ -1,29 +1,33 @@ $MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg} FORMAT: 2 -DESCRIPTION: Basic greetings, classroom vocabulary, numbers, and "what is this/that". +DIOCO_DOC_ID: alc_book1_lesson1 +DESCRIPTION: Greetings, classroom actions, the letters A–G, numbers 0–20, classroom objects, and "this/that". TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: achird | Questions and cues, read clearly +VOICE_INTRO: aoede | Speak like a warm, friendly teacher +VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Student | achernar | Male student VOICE: Teacher | gacrux | Female teacher -VOICE: Ted | achernar | Male voice -VOICE: Aldo | schedar | Male voice VOICE: Bill | achernar | Male speaker VOICE: Bob | achird | Male speaker +VOICE: Aldo | achernar | Male speaker +VOICE: Ted | achird | Male speaker VOICE: Sgt_Smith | achernar | Male speaker VOICE: Maj_Henry | achird | Male speaker VOICE: John | achernar | Male speaker VOICE: Mr_Bill | achird | Male speaker -VOICE: StudentA | achernar | Male speaker -VOICE: StudentB | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) +VOICE: StudentA | achird | speaker (auto) +VOICE: StudentB | schedar | speaker (auto) -$LESSON 1-1: Greetings and Classroom Actions +# ===================================================================== +$LESSON 1-1: Greetings # Source: ST §How Are You? -$DIALOGUE How Are You? -INTRO: Let's start by learning some basic greetings. Listen and repeat. +$DIALOGUE Greetings — Informal +INTRO: Let's start the way every day starts: by saying hello. Listen to two friends greet each other, and repeat. INSTRUCTION: Listen and repeat each line. REPEAT @@ -48,6 +52,7 @@ Bob: Okay. Goodbye. # Source: ST §What's Your Name? $DIALOGUE What's Your Name? {st-page_007_001.jpg} +INTRO: Now two people meet and exchange names. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -65,8 +70,8 @@ VOCAB: My name is Aldo: My name is Aldo. # Source: ST §How Are You? (Formal) -$DIALOGUE How Are You? (Formal) -INTRO: Here is how you greet people formally. +$DIALOGUE Greetings — Formal +INTRO: Greetings get a little more polite with rank and a "sir". Listen to these formal exchanges and repeat. INSTRUCTION: Listen and repeat the dialogs. REPEAT @@ -82,8 +87,8 @@ Mr_Bill: Okay. See you later. John: Goodbye. {st-page_008_004.jpg} # Source: LLA 1B Figure 2 -$DIALOGUE Classroom Greetings -INTRO: Listen to these conversations in the classroom and repeat what you hear. +$DIALOGUE Greetings in the Classroom +INTRO: Here's a teacher and a student greeting each other, and saying goodbye when class is over. Listen and repeat. INSTRUCTION: Listen and repeat each line. REPEAT @@ -100,8 +105,8 @@ Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3} Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3} # Source: LLA 1D Figure 2 -$DIALOGUE Greeting {page_030_001.jpg} -INTRO: Listen to one more conversation and repeat each line. +$DIALOGUE Hello — Meeting Someone +INTRO: Two men meet and introduce themselves. Listen to the whole conversation and repeat each line. INSTRUCTION: Listen and repeat. REPEAT @@ -112,52 +117,13 @@ Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3} Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3} Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3} -# Source: ST §Look, Listen, and Repeat. -$DIALOGUE Look, Listen, and Repeat. -INTRO: Now let's learn some common instructions your teacher will use. -INSTRUCTION: Repeat the words and the sentences. -REPEAT - -VOCAB: listen (to) -LINE: Listen to the teacher. {st-page_015_001.jpg} - -VOCAB: repeat -LINE: Repeat the word. {st-page_015_002.jpg} - -VOCAB: look (at) -LINE: Look at the chalkboard. {st-page_015_003.jpg} - -VOCAB: write -LINE: Write the word. {st-page_015_004.jpg} - -VOCAB: circle -LINE: Circle the letter c. {st-page_016_001.jpg} - -VOCAB: go (to) -LINE: Go to the door. {st-page_016_002.jpg} - -VOCAB: open -LINE: Open the door. {st-page_016_003.jpg} - -VOCAB: close -LINE: Close the door. {st-page_016_004.jpg} - -VOCAB: open -LINE: Open the book. {st-page_017_001.jpg} - -VOCAB: close -LINE: Close the book. {st-page_017_002.jpg} - -VOCAB: open -LINE: Open the window. {st-page_017_003.jpg} - -VOCAB: close -LINE: Close the window. {st-page_017_004.jpg} +# ===================================================================== +$LESSON 1-2: Classroom Actions # Source: LLA 1A Figure 1 $DIALOGUE Classroom Actions -INTRO: Listen to the instruction on the tape and repeat it. -INSTRUCTION: Repeat each instruction. +INTRO: You're going to learn the instructions a teacher gives in class. Listen to each one and repeat it. +INSTRUCTION: Listen and repeat each instruction. REPEAT LINE: Listen. {page_011_001.jpg} {bk01-l1a-f1-01.mp3} @@ -175,8 +141,8 @@ LINE: Open the book. {page_011_012.jpg} {bk01-l1a-f1-12.mp3} # Source: LLA 1A Figure 2 $DIALOGUE More Classroom Actions -INTRO: Listen to a few more classroom actions and repeat them. -INSTRUCTION: Repeat each sentence. +INTRO: Now you'll hear more instructions, including some with the polite word "please". Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Listen. {bk01-l1a-f2-01.mp3} @@ -204,15 +170,48 @@ LINE: Please listen. {bk01-l1a-f2-22.mp3} LINE: Look at the book, please. {bk01-l1a-f2-23.mp3} LINE: Please write my name. {bk01-l1a-f2-24.mp3} +# Source: ST §Look, Listen, and Repeat. (verb vocab in illustrative sentences; TTS) +$DIALOGUE Action Words +INTRO: Here are the action words again, each in a short sentence. Listen and repeat. +INSTRUCTION: Repeat each word and sentence. +REPEAT -$LESSON 1-2: Letters and Numbers +VOCAB: listen (to) +LINE: Listen to the teacher. {st-page_015_001.jpg} -# SKIPPED (book): Vocabulary "DICTATION" — repeat the alphabet, write the letter. Instructor-read dictation. +VOCAB: repeat +LINE: Repeat the word. {st-page_015_002.jpg} + +VOCAB: look (at) +LINE: Look at the chalkboard. {st-page_015_003.jpg} + +VOCAB: write +LINE: Write the word. {st-page_015_004.jpg} + +VOCAB: circle +LINE: Circle the letter c. {st-page_016_001.jpg} + +VOCAB: go (to) +LINE: Go to the door. {st-page_016_002.jpg} + +VOCAB: open +LINE: Open the door. {st-page_016_003.jpg} + +VOCAB: close +LINE: Close the door. {st-page_016_004.jpg} + +LINE: Open the book. {st-page_017_001.jpg} +LINE: Close the book. {st-page_017_002.jpg} +LINE: Open the window. {st-page_017_003.jpg} +LINE: Close the window. {st-page_017_004.jpg} + +# ===================================================================== +$LESSON 1-3: The Letters A to G # Source: LLA 1A Figure 3 (Part 1) $DIALOGUE The Letters A to G -INTRO: You will hear the letters A through G. Listen and repeat them. -INSTRUCTION: Repeat the letters. +INTRO: You'll hear the names of the letters A through G. Listen and repeat each one. +INSTRUCTION: Repeat each letter. REPEAT LINE: A {bk01-l1a-f3-00a.mp3} @@ -224,8 +223,8 @@ LINE: F {bk01-l1a-f3-00f.mp3} LINE: G {bk01-l1a-f3-00g.mp3} # Source: LLA 1A Figure 3 (Part 2) -$SELECT Identify the Letter -INTRO: Now you will hear one letter. Tap the letter you hear from the choices given. +$SELECT Which Letter Do You Hear? +INTRO: Now you'll hear one letter at a time. Tap the letter you hear. INSTRUCTION: Tap the letter you hear. EXAMPLE @@ -343,7 +342,7 @@ ANSWER: b # Source: LLA 1A Figure 4 $PRODUCE Write the Letters -INTRO: You will hear the name of a capital letter and a small letter. Type the two letters you hear. +INTRO: You'll hear the name of a capital letter and a small letter. Type the two letters you hear. INSTRUCTION: Type the capital letter and the small letter. INPUT: type CHECK: exact @@ -404,9 +403,53 @@ TEMPLATE: ____ ____ RESPONSE: B b ACCEPT: Bb | B, b +# Source: LLA 1A Figure 5 +$SELECT Same or Different? +INTRO: You'll hear two words. Decide whether they are exactly the same or different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3} +ANSWER: s + +PROMPT: putt. But. {bk01-l1a-f5-01.mp3} +ANSWER: d + +PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3} +ANSWER: s + +PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3} +ANSWER: d + +PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3} +ANSWER: d + +PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3} +ANSWER: s + +PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3} +ANSWER: d + +PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3} +ANSWER: s + +PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3} +ANSWER: d + +PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3} +ANSWER: s + +PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3} +ANSWER: s + +# ===================================================================== +$LESSON 1-4: Numbers Zero to Twenty + # Source: ST §Numbers Zero to Twenty $GRAMMAR Numbers Zero to Twenty -INTRO: Let's learn how to count from zero to twenty. +INTRO: Here are the numbers from zero to twenty. Tap any number to hear it. | | | |---|---| @@ -424,7 +467,7 @@ INTRO: Let's learn how to count from zero to twenty. # Source: LLA 1A Figure 6 $DIALOGUE Numbers 0 to 20 -INTRO: You will hear the numbers from zero to twenty. Listen and repeat them. +INTRO: Now listen to the numbers from zero to twenty and repeat each one. INSTRUCTION: Repeat each number. REPEAT @@ -451,8 +494,8 @@ LINE: 19 {bk01-l1a-f6-19.mp3} LINE: 20 {bk01-l1a-f6-20.mp3} # Source: LLA 1A Figure 7 -$SELECT Identify the Number -INTRO: Listen to the number spoken and tap the correct number from the choices. +$SELECT Which Number Do You Hear? +INTRO: You'll hear a number. Tap the number you hear. INSTRUCTION: Tap the number you hear. EXAMPLE @@ -575,56 +618,12 @@ OPTION: c | 16 OPTION: d | 2 ANSWER: d -# Source: ST §A Number and a Word -$SELECT A Number and a Word -INSTRUCTION: Tap the correct word for the number. -OPTION: sixteen | sixteen -OPTION: eight | eight -OPTION: two | two -OPTION: thirteen | thirteen -OPTION: ten | ten -OPTION: eleven | eleven -OPTION: one | one -OPTION: twelve | twelve -OPTION: five | five -OPTION: nine | nine - -TEMPLATE: 10 -ANSWER: ten - -TEMPLATE: 1 -ANSWER: one - -TEMPLATE: 12 -ANSWER: twelve - -TEMPLATE: 16 -ANSWER: sixteen - -TEMPLATE: 8 -ANSWER: eight - -TEMPLATE: 13 -ANSWER: thirteen - -TEMPLATE: 9 -ANSWER: nine - -TEMPLATE: 2 -ANSWER: two - -TEMPLATE: 11 -ANSWER: eleven - -TEMPLATE: 5 -ANSWER: five - # Source: LLA 1B Figure 1 -$PRODUCE Write the missing number +$PRODUCE The Missing Number +INTRO: Listen to a short sequence of numbers and type the one that's missing. +INSTRUCTION: Type the missing number. INPUT: type CHECK: exact -INTRO: Listen to the sequence of numbers and type the missing number. -INSTRUCTION: Type the missing number. EXAMPLE TEMPLATE: 14 7 ____ @@ -679,12 +678,61 @@ TEMPLATE: ____ 9 2 PROMPT: 7. 9. 2. {bk01-l1b-f1-12.mp3} RESPONSE: 7 +# Source: ST §A Number and a Word +$SELECT Number Words +INTRO: Match each numeral to its spelled-out word. Tap the correct word. +INSTRUCTION: Tap the correct word for the number. +OPTION: sixteen | sixteen +OPTION: eight | eight +OPTION: two | two +OPTION: thirteen | thirteen +OPTION: ten | ten +OPTION: eleven | eleven +OPTION: one | one +OPTION: twelve | twelve +OPTION: five | five +OPTION: nine | nine -$LESSON 1-3: Classroom Objects +TEMPLATE: 10 +ANSWER: ten -# Source: ST §It's a Book. +TEMPLATE: 1 +ANSWER: one + +TEMPLATE: 12 +ANSWER: twelve + +TEMPLATE: 16 +ANSWER: sixteen + +TEMPLATE: 8 +ANSWER: eight + +TEMPLATE: 13 +ANSWER: thirteen + +TEMPLATE: 9 +ANSWER: nine + +TEMPLATE: 2 +ANSWER: two + +TEMPLATE: 11 +ANSWER: eleven + +TEMPLATE: 5 +ANSWER: five + +# SKIPPED (book): ST "DICTATION" (alphabet) and "DICTATION" (numbers) — instructor-read +# with no recorded stimulus and no given items, so nothing to voice or check. Convertible +# later with chosen items + TTS; dropped for now. + +# ===================================================================== +$LESSON 1-5: Classroom Objects + +# Source: ST §It's a Book. (grammar) $GRAMMAR It's a Book. -INTRO: When we want to say what something is, we use "It is". We usually shorten this to "It's". +INTRO: To name a thing, English uses "It is" — usually shortened to "It's". | | | | |---|---|---| @@ -700,8 +748,9 @@ INTRO: When we want to say what something is, we use "It is". We usually shorten | It's | a pen. | | It's | a pencil. | -# Source: ST §It's a Book. (Dialogue) -$DIALOGUE It's a Book. +# Source: ST §It's a Book. (vocab presentation) +$DIALOGUE Things in the Classroom +INTRO: Here are the things you'll find in a classroom. Listen to each one and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -750,28 +799,9 @@ LINE: It's a clock. {st-page_012_004.jpg} VOCAB: chair LINE: It's a chair. {st-page_013_001.jpg} -# Source: LLA 1C Figure 1 -$DIALOGUE Classroom Objects -INTRO: You're going to learn words for things in a classroom. You'll hear a question and an answer for each picture. Listen and repeat. -INSTRUCTION: Listen and repeat the questions and answers. -REPEAT - -LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3} -LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3} -LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3} -LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3} -LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3} -LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3} -LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3} -LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3} -LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3} -LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3} -LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3} -LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3} - # Source: LLA 1B Figure 3 -$DIALOGUE What's that? -INTRO: Look at the pictures, listen to the question and answer, and repeat them both. +$DIALOGUE What's That? — Objects +INTRO: Now you'll hear a question and an answer about each object. Listen and repeat them both. INSTRUCTION: Listen and repeat. REPEAT @@ -805,80 +835,9 @@ LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3} Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3} LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3} -# Source: LLA 1C Figure 2 (Part 1) -$SELECT Identify the Object -INTRO: You will hear a question and an answer. Tap the picture that matches the object you hear. -INSTRUCTION: Tap the correct picture. - -PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3} -OPTION: a | the letter b {page_020_001.jpg} -OPTION: b | a pencil {page_020_002.jpg} -OPTION: c | the number 8 {page_020_003.jpg} -OPTION: d | a picture {page_020_004.jpg} -ANSWER: b - -PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3} -OPTION: a | a notebook {page_020_005.jpg} -OPTION: b | a book {page_020_006.jpg} -OPTION: c | a window {page_020_007.jpg} -OPTION: d | a lab {page_020_008.jpg} -ANSWER: a - -PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3} -OPTION: a | a picture {page_020_009.jpg} -OPTION: b | a pencil {page_020_010.jpg} -OPTION: c | a pen {page_020_011.jpg} -OPTION: d | a book {page_020_012.jpg} -ANSWER: c - -PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3} -OPTION: a | a notebook {page_020_013.jpg} -OPTION: b | a classroom {page_020_014.jpg} -OPTION: c | a window {page_020_015.jpg} -OPTION: d | a picture {page_020_016.jpg} -ANSWER: d - -PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3} -OPTION: a | a word {page_020_017.jpg} -OPTION: b | a book {page_020_018.jpg} -OPTION: c | a picture {page_020_019.jpg} -OPTION: d | the number 8 {page_020_020.jpg} -ANSWER: b - -PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3} -OPTION: a | a lab {page_020_021.jpg} -OPTION: b | a book {page_020_022.jpg} -OPTION: c | a classroom {page_020_023.jpg} -OPTION: d | a pencil {page_020_024.jpg} -ANSWER: a - -# Source: LLA 1C Figure 2 (Part 2) -$PRODUCE Answer the questions -INTRO: Look at the pictures again. I will ask you to identify one of the items. Answer in a full sentence. -INSTRUCTION: Answer with a full sentence. -REPEAT - -PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3} -RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3} - -PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3} -RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3} - -PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3} -RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3} - -PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3} -RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3} - -PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3} -RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3} - -PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3} -RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3} - # Source: LLA 1D Figure 1 -$SELECT Word Recognition -INTRO: You will hear a word. Find the word you hear among the choices and tap it. Then repeat the word. +$SELECT Which Word Do You Hear? +INTRO: You'll hear a word. Find it among the choices and tap it, then repeat it. INSTRUCTION: Tap the word you hear. REPEAT @@ -1065,9 +1024,184 @@ OPTION: c | clock OPTION: d | door ANSWER: a +# Source: LLA 1B Figure 4 +$PRODUCE Complete the Sentence +INTRO: Listen to each sentence and type the one missing word. +INSTRUCTION: Type the missing word. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: Good morning. How ____ you? +PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +ACCEPT: are + +TEMPLATE: See ____ later. +PROMPT: See you later. {bk01-l1b-f4-01.mp3} +RESPONSE: See you later. {bk01-l1b-f4-01.mp3} +ACCEPT: you + +TEMPLATE: Please ____ at your book. +PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} +RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3} +ACCEPT: look + +TEMPLATE: Open ____ notebook. +PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} +RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3} +ACCEPT: your + +TEMPLATE: ____ is a pencil. +PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} +RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3} +ACCEPT: This + +TEMPLATE: What is ____? +PROMPT: What is that? {bk01-l1b-f4-05.mp3} +RESPONSE: What is that? {bk01-l1b-f4-05.mp3} +ACCEPT: that + +TEMPLATE: Circle the ____. +PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} +RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3} +ACCEPT: word + +TEMPLATE: That is ____ pen. +PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} +RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3} +ACCEPT: my + +TEMPLATE: What's your ____? +PROMPT: What's your name? {bk01-l1b-f4-08.mp3} +RESPONSE: What's your name? {bk01-l1b-f4-08.mp3} +ACCEPT: name + +TEMPLATE: ____ to the lab, please. +PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} +RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3} +ACCEPT: Go + +TEMPLATE: That's a ____. +PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} +RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3} +ACCEPT: clock + +# Source: LLA 1C Figure 1 +$DIALOGUE Classroom Objects — Questions and Answers +INTRO: Here are more classroom objects, each with a question and answer. Listen and repeat both. +INSTRUCTION: Listen and repeat the questions and answers. +REPEAT + +LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3} +LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3} +LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3} +LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3} +LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3} +LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3} +LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3} +LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3} +LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3} +LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3} +LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3} +LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3} + +# Source: LLA 1C Figure 4 (pronunciation/vocab reinforcement; kept after the sentence presentations) +$DIALOGUE Words and Sentences +INTRO: Now hear each word on its own, then in a sentence. Repeat both. +INSTRUCTION: Repeat each word and sentence. +REPEAT + +LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3} +LINE: A door. It's a door. {bk01-l1c-f4-02.mp3} +LINE: A window. It's a window. {bk01-l1c-f4-03.mp3} +LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3} +LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3} +LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3} +LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3} +LINE: A book. It's a book. {bk01-l1c-f4-08.mp3} +LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3} +LINE: A number. It's a number. {bk01-l1c-f4-10.mp3} +LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3} +LINE: A word. It's a word. {bk01-l1c-f4-12.mp3} +LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3} +LINE: A table. It's a table. {bk01-l1c-f4-14.mp3} +LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3} + +# Source: LLA 1C Figure 2 (Part 1) +$SELECT Tap the Object +INTRO: You'll hear a question and answer naming an object. Tap the picture that matches. +INSTRUCTION: Tap the correct picture. + +PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3} +OPTION: a | the letter b {page_020_001.jpg} +OPTION: b | a pencil {page_020_002.jpg} +OPTION: c | the number 8 {page_020_003.jpg} +OPTION: d | a picture {page_020_004.jpg} +ANSWER: b + +PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3} +OPTION: a | a notebook {page_020_005.jpg} +OPTION: b | a book {page_020_006.jpg} +OPTION: c | a window {page_020_007.jpg} +OPTION: d | a lab {page_020_008.jpg} +ANSWER: a + +PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3} +OPTION: a | a picture {page_020_009.jpg} +OPTION: b | a pencil {page_020_010.jpg} +OPTION: c | a pen {page_020_011.jpg} +OPTION: d | a book {page_020_012.jpg} +ANSWER: c + +PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3} +OPTION: a | a notebook {page_020_013.jpg} +OPTION: b | a classroom {page_020_014.jpg} +OPTION: c | a window {page_020_015.jpg} +OPTION: d | a picture {page_020_016.jpg} +ANSWER: d + +PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3} +OPTION: a | a word {page_020_017.jpg} +OPTION: b | a book {page_020_018.jpg} +OPTION: c | a picture {page_020_019.jpg} +OPTION: d | the number 8 {page_020_020.jpg} +ANSWER: b + +PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3} +OPTION: a | a lab {page_020_021.jpg} +OPTION: b | a book {page_020_022.jpg} +OPTION: c | a classroom {page_020_023.jpg} +OPTION: d | a pencil {page_020_024.jpg} +ANSWER: a + +# Source: LLA 1C Figure 2 (Part 2) +$PRODUCE Answer About the Picture +INTRO: I'll point to a lettered picture and ask what it is. Answer in a full sentence, then repeat. +INSTRUCTION: Answer with a full sentence. +REPEAT + +PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3} +RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3} + +PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3} +RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3} + +PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3} +RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3} + +PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3} +RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3} + +PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3} +RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3} + +PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3} +RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3} + # Source: LLA 1D Figure 4 -$PRODUCE What is it? {page_032_001.jpg} -INTRO: Look at the numbered classroom picture. Listen to the question, answer aloud with a full sentence, then repeat the correct answer. +$PRODUCE What Is It? {page_032_001.jpg} +INTRO: Look at the numbered classroom picture. Listen to each question, answer aloud in a full sentence, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. REPEAT @@ -1107,10 +1241,11 @@ PROMPT: What's that? {bk01-l1d-f4-08-q.mp3} TEMPLATE: Number 8 RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3} -# Source: ST §It's a Book. (Produce) -$PRODUCE Write: It's a Book. -INSTRUCTION: Type the sentence for each picture. -INPUT: type +# Source: ST §It's a Book. (production) +$PRODUCE Name the Object +INTRO: You'll see a picture and the question "What's this?" Say what it is in a full sentence. +INSTRUCTION: Answer aloud in a full sentence. +INPUT: speak CHECK: llm RUBRIC: Accept any sentence that correctly identifies the pictured object, e.g. "It's a pen." or "It is a pen." @@ -1160,12 +1295,12 @@ RESPONSE: It's a clock. PROMPT: What's this? {st-page_023_009.jpg} RESPONSE: It's a table. +# ===================================================================== +$LESSON 1-6: This and That -$LESSON 1-4: This, That, My, and Your - -# Source: ST §This and That +# Source: ST §This and That + §What Is This? (grammar) $GRAMMAR This and That -INTRO: Use "this" for something near you, and "that" for something far away. +INTRO: Use "this" for something near you, and "that" for something farther away. "That is" shortens to "That's". ![Teacher showing 'This is a book', student pointing 'That's a book'](page_020_001.jpg) @@ -1181,24 +1316,15 @@ INTRO: Use "this" for something near you, and "that" for something far away. | That's | a pencil. | | That's | a door. | -# Source: ST §What Is This? -$GRAMMAR What Is This? - -| | | | -|---|---|---| -| What | is | this? | -| What | is | that? | - **What + is = What's** -| | | -|---|---| -| What's | this? | -| What's | that? | +| | | | | +|---|---|---|---| +| What's | this? | It's | a book. | # Source: LLA 1C Figure 5 -$DIALOGUE This and That -INTRO: Learn to use 'this is' for things that are near, and 'that is' for things that are far away. Listen and repeat. +$DIALOGUE This Is / That's +INTRO: Now hear "this is" for near things and "that's" for far things. Listen and repeat. INSTRUCTION: Repeat the sentences. REPEAT @@ -1217,24 +1343,9 @@ LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3} LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3} LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3} -# Source: LLA 1C Figure 7 -$DIALOGUE Questions and Answers -INTRO: Listen to the questions and answers about things that are near and far, then repeat them. -INSTRUCTION: Repeat the questions and answers. -REPEAT - -LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3} -LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3} -LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3} -LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3} -LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3} -LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3} -LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3} -LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3} - # Source: LLA 1C Figure 6 -$SELECT This or That? -INTRO: Listen to each sentence and choose the picture that shows if the object is near or far. Then repeat the sentence. +$SELECT Near or Far? +INTRO: Listen to each sentence and tap the picture showing whether the object is near or far. Then repeat the sentence. INSTRUCTION: Tap the correct picture. REPEAT @@ -1288,9 +1399,24 @@ OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3} OPTION: b | far {page_024_020.jpg} ANSWER: a +# Source: LLA 1C Figure 7 +$DIALOGUE What Is This? What Is That? +INTRO: Listen to questions and answers about near and far things, and repeat them. +INSTRUCTION: Repeat the questions and answers. +REPEAT + +LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3} +LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3} +LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3} +LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3} +LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3} +LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3} +LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3} +LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3} + # Source: LLA 1C Figure 8 -$SELECT Listen and Choose -INTRO: You will hear a question and an answer. Choose the correct picture showing whether the object is near or far. Then repeat the exchange. +$SELECT Listen and Choose — Near or Far +INTRO: You'll hear a question and an answer. Tap the picture showing whether the object is near or far, then repeat the exchange. INSTRUCTION: Tap the correct picture. REPEAT @@ -1334,10 +1460,11 @@ OPTION: a | near {page_027_015.jpg} OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3} ANSWER: b -# Source: ST §What Is This? What Is That? -$PRODUCE What Is This? What Is That? -INSTRUCTION: Look at the picture and write a question and an answer. -INPUT: type +# Source: ST §What Is This? What Is That? (production) +$PRODUCE Ask and Answer +INTRO: Look at each picture and say a question and an answer about it, like "What's this? That's a pen." +INSTRUCTION: Say a question and an answer aloud. +INPUT: speak CHECK: llm RUBRIC: Accept any correctly structured question and answer matching the picture (e.g. "What's this? That's a pen.") @@ -1366,8 +1493,12 @@ RESPONSE: What's this? That's a letter. PROMPT: {st-page_027_002.jpg} RESPONSE: What's this? That's a number. -# Source: ST §This Is My Pen. -$GRAMMAR This Is My Pen. +# ===================================================================== +$LESSON 1-7: My and Your + +# Source: ST §This Is My Pen. (grammar) +$GRAMMAR My and Your +INTRO: Use "my" for things that belong to you, and "your" for things that belong to the person you're talking to. | | | | |---|---|---| @@ -1377,8 +1508,36 @@ $GRAMMAR This Is My Pen. ![Illustrations for my and your](page_027_003.jpg) -# Source: ST §What Is That? -$DIALOGUE What Is That? +# Source: LLA 1B Listening and Speaking Activity +$DIALOGUE My and Your Sentences +INTRO: Listen to these sentences with "my" and "your", and repeat each one. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: This is my book. {bk01-l1b-f5-01.mp3} +LINE: That's your chair. {bk01-l1b-f5-02.mp3} +LINE: It's my pen. {bk01-l1b-f5-03.mp3} +LINE: That's your pencil. {bk01-l1b-f5-04.mp3} +LINE: That's my chair. {bk01-l1b-f5-05.mp3} +LINE: It's your notebook. {bk01-l1b-f5-06.mp3} +LINE: This is my picture. {bk01-l1b-f5-07.mp3} +LINE: That's your book. {bk01-l1b-f5-08.mp3} +LINE: That's your clock. {bk01-l1b-f5-09.mp3} +LINE: This is my pencil. {bk01-l1b-f5-10.mp3} +LINE: That's my notebook. {bk01-l1b-f5-11.mp3} +LINE: This is your picture. {bk01-l1b-f5-12.mp3} +LINE: It's my clock. {bk01-l1b-f5-13.mp3} +LINE: That's your pen. {bk01-l1b-f5-14.mp3} +LINE: This is my table. {bk01-l1b-f5-15.mp3} +LINE: That's your classroom. {bk01-l1b-f5-16.mp3} +LINE: This is your lab. {bk01-l1b-f5-17.mp3} +LINE: This is my classroom. {bk01-l1b-f5-18.mp3} +LINE: That's your table. {bk01-l1b-f5-19.mp3} +LINE: That's my lab. {bk01-l1b-f5-20.mp3} + +# Source: ST §What Is That? (my/your model sentences; TTS) +$DIALOGUE My Pen, Your Pen +INTRO: Here are paired sentences contrasting "my" and "your". Listen and repeat. INSTRUCTION: Listen and repeat these sentences. REPEAT @@ -1389,8 +1548,9 @@ LINE: This is my picture. That's your picture. LINE: This is my pencil. That's your pencil. LINE: This is my chair. That's your chair. -# Source: ST §That's Your Pen. -$DIALOGUE That's Your Pen. +# Source: ST §That's Your Pen. (TTS dialog) +$DIALOGUE Whose Is It? +INTRO: Two students ask and answer about whose things these are. Read and repeat. INSTRUCTION: Read and repeat these questions and answers. REPEAT @@ -1417,171 +1577,3 @@ StudentB: That's my book. This is your book. StudentA: What's that? StudentB: That's my notebook. This is your notebook. - -# Source: LLA 1B Figure 4 -$PRODUCE Write the missing word -INPUT: type -CHECK: exact -INTRO: Listen to the sentence and type the missing word to complete it. -INSTRUCTION: Type the missing word. - -EXAMPLE -TEMPLATE: Good morning. How ____ you? -PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} - -PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} -ACCEPT: are - -TEMPLATE: See ____ later. - -PROMPT: See you later. {bk01-l1b-f4-01.mp3} - -PROMPT: See you later. {bk01-l1b-f4-01.mp3} -ACCEPT: you - -TEMPLATE: Please ____ at your book. - -PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} - -PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} -ACCEPT: look - -TEMPLATE: Open ____ notebook. - -PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} - -PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} -ACCEPT: your - -TEMPLATE: ____ is a pencil. - -PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} - -PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} -ACCEPT: This - -TEMPLATE: What is ____? - -PROMPT: What is that? {bk01-l1b-f4-05.mp3} - -PROMPT: What is that? {bk01-l1b-f4-05.mp3} -ACCEPT: that - -TEMPLATE: Circle the ____. - -PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} - -PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} -ACCEPT: word - -TEMPLATE: That is ____ pen. - -PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} - -PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} -ACCEPT: my - -TEMPLATE: What's your ____? - -PROMPT: What's your name? {bk01-l1b-f4-08.mp3} - -PROMPT: What's your name? {bk01-l1b-f4-08.mp3} -ACCEPT: name - -TEMPLATE: ____ to the lab, please. - -PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} - -PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} -ACCEPT: Go - -TEMPLATE: That's a ____. - -PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} - -PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} -ACCEPT: clock - -# SKIPPED (book): Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — instructor-read. - -# Source: LLA 1A Figure 5 -$SELECT Same or Different -INTRO: Let's practice some sounds. Listen to the two words. Are they exactly the same, or are they different? Tap Same or Different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -EXAMPLE -PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3} -ANSWER: s - -PROMPT: putt. But. {bk01-l1a-f5-01.mp3} -ANSWER: d - -PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3} -ANSWER: s - -PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3} -ANSWER: d - -PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3} -ANSWER: d - -PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3} -ANSWER: s - -PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3} -ANSWER: d - -PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3} -ANSWER: s - -PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3} -ANSWER: d - -PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3} -ANSWER: s - -PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3} -ANSWER: s - -# Source: LLA 1D Figure 3 -$SELECT P or B Sound? -INTRO: Listen to each word and decide which sound it has — the P sound (as in put) or the B sound (as in buy). Tap the sound you hear. -INSTRUCTION: Tap the sound you hear. -OPTION: a | P sound (as in put) -OPTION: b | B sound (as in buy) - -EXAMPLE -PROMPT: pencil {bk01-l1d-f3-ex.mp3} -ANSWER: a - -PROMPT: pie {bk01-l1d-f3-01.mp3} -ANSWER: a - -PROMPT: table {bk01-l1d-f3-02.mp3} -ANSWER: b - -PROMPT: lab {bk01-l1d-f3-03.mp3} -ANSWER: b - -PROMPT: nap {bk01-l1d-f3-04.mp3} -ANSWER: a - -PROMPT: apple {bk01-l1d-f3-05.mp3} -ANSWER: a - -PROMPT: bee {bk01-l1d-f3-06.mp3} -ANSWER: b - -PROMPT: number {bk01-l1d-f3-07.mp3} -ANSWER: b - -PROMPT: page {bk01-l1d-f3-08.mp3} -ANSWER: a - -PROMPT: sleep {bk01-l1d-f3-09.mp3} -ANSWER: a - -PROMPT: boy {bk01-l1d-f3-10.mp3} -ANSWER: b diff --git a/book-1-lesson-1/bk01-l1b-f5-01.mp3 b/book-1-lesson-1/bk01-l1b-f5-01.mp3 new file mode 100644 index 0000000..38bde45 Binary files /dev/null and b/book-1-lesson-1/bk01-l1b-f5-01.mp3 differ diff --git a/book-1-lesson-1/bk01-l1b-f5-02.mp3 b/book-1-lesson-1/bk01-l1b-f5-02.mp3 new file mode 100644 index 0000000..f03a1b1 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b/book-1-lesson-1/page_030_001.jpg deleted file mode 100644 index cbfc1e6..0000000 Binary files a/book-1-lesson-1/page_030_001.jpg and /dev/null differ diff --git a/book-1-lesson-2.module b/book-1-lesson-2.module index 8a06060..4de7b21 100644 --- a/book-1-lesson-2.module +++ b/book-1-lesson-2.module @@ -1,28 +1,32 @@ $MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg} FORMAT: 2 -DESCRIPTION: The alphabet, numbers 0-100, professions, plurals, and negative imperatives. +DIOCO_DOC_ID: lc_alc_book1_lesson2 +DESCRIPTION: The alphabet, greetings, this/that/these/those, possessives, occupations, numbers 0-100, plurals, and pronunciation. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: achird | Questions and cues, read clearly +VOICE_INTRO: aoede | Warm, friendly teacher +VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Bill | achernar | Male speaker -VOICE: Bob | achird | Male speaker -VOICE: StudentA | achernar | Male speaker -VOICE: StudentB | achird | Male speaker -VOICE: Ken | achernar | Male speaker -VOICE: Ms_Evans | aoede | Female speaker -VOICE: Don | achird | Male speaker +VOICE: Bill | achernar | Male voice VOICE: Pam | gacrux | Female voice +VOICE: Bob | achird | Male voice VOICE: Ted | achernar | Male student VOICE: Mr_Wilson | schedar | Male teacher +VOICE: Ken | achernar | Male voice +VOICE: Ms_Evans | aoede | Female voice +VOICE: Don | achird | Male voice +VOICE: StudentA | achernar | Male voice +VOICE: StudentB | achird | Male voice -$LESSON 2-1: The Alphabet and Classroom Objects +# ============================================================ +$LESSON 2-1: The Alphabet +# ============================================================ # Source: LLA 2A Figure 1 $DIALOGUE The Alphabet A to P -INTRO: You will hear the letters A through P. Listen and repeat them. -INSTRUCTION: Repeat the letters. +INTRO: Let's begin with the first half of the alphabet, A through P. Listen and say each letter after the speaker. +INSTRUCTION: Listen and repeat each letter. REPEAT LINE: A {bk01-l2a-f1-01.mp3} @@ -43,8 +47,8 @@ LINE: O {bk01-l2a-f1-15.mp3} LINE: P {bk01-l2a-f1-16.mp3} # Source: LLA 2A Figure 2 -$SELECT Circle the Letter -INTRO: Listen to the letter spoken and tap the correct letter from the choices. +$SELECT Hear the Letter +INTRO: Now test your ear. You'll hear one letter; tap the one you hear. INSTRUCTION: Tap the letter you hear. EXAMPLE @@ -118,9 +122,80 @@ OPTION: c | G OPTION: d | E ANSWER: b -# Source: ST Circle the Letter -$SELECT Upper and Lowercase Letters -INTRO: Now practice identifying both uppercase and lowercase letters. +# Source: ST §Same/Different (letters) +$SELECT Same or Different Letters +INTRO: Look at two printed letters. Are they the same letter, or different ones? Tap your choice. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +TEMPLATE: P ... d +ANSWER: d + +TEMPLATE: D ... O +ANSWER: d + +TEMPLATE: c ... a +ANSWER: d + +TEMPLATE: P ... B +ANSWER: d + +TEMPLATE: b ... d +ANSWER: d + +TEMPLATE: A ... H +ANSWER: d + +TEMPLATE: e ... c +ANSWER: d + +TEMPLATE: f ... f +ANSWER: s + +TEMPLATE: b ... b +ANSWER: s + +TEMPLATE: g ... d +ANSWER: d + +TEMPLATE: f ... j +ANSWER: d + +TEMPLATE: C ... C +ANSWER: s + +TEMPLATE: k ... h +ANSWER: d + +TEMPLATE: E ... F +ANSWER: d + +TEMPLATE: d ... p +ANSWER: d + +TEMPLATE: G ... G +ANSWER: s + +TEMPLATE: c ... o +ANSWER: d + +TEMPLATE: J ... L +ANSWER: d + +TEMPLATE: b ... p +ANSWER: d + +TEMPLATE: m ... n +ANSWER: d + +TEMPLATE: D ... D +ANSWER: s + +# Source: ST §Circle the Letter +$SELECT Match the Letter +INTRO: You'll see one letter at the top; tap the matching letter from the choices. INSTRUCTION: Tap the matching letter. EXAMPLE @@ -250,12 +325,79 @@ OPTION: 2 | C OPTION: 3 | G ANSWER: 3 -# Source: LLA 2C Figure 8 -$PRODUCE Write the Letters +# Source: LLA 2A Figure 3 (Part 2) — letter-in-word identification +$PRODUCE Find the Letter in the Word +INTRO: You'll hear a letter, and see a word spelled out. Type the letter you hear — it's in the word. +INSTRUCTION: Type the letter you hear. INPUT: type CHECK: exact -INTRO: Listen to the name of the letter and type it. Pay attention to whether it is capital or small. + +PROMPT: N {bk01-l2a-f3-13.mp3} +TEMPLATE: s t u d e n t +RESPONSE: n +ACCEPT: N + +PROMPT: C {bk01-l2a-f3-14.mp3} +TEMPLATE: d o c t o r +RESPONSE: c +ACCEPT: C + +PROMPT: I {bk01-l2a-f3-15.mp3} +TEMPLATE: p i l o t +RESPONSE: i +ACCEPT: I + +PROMPT: H {bk01-l2a-f3-16.mp3} +TEMPLATE: t e a c h e r +RESPONSE: h +ACCEPT: H + +PROMPT: K {bk01-l2a-f3-17.mp3} +TEMPLATE: c o o k +RESPONSE: k +ACCEPT: K + +PROMPT: A {bk01-l2a-f3-18.mp3} +TEMPLATE: b a r b e r +RESPONSE: a +ACCEPT: A + +PROMPT: L {bk01-l2a-f3-19.mp3} +TEMPLATE: c l o c k +RESPONSE: l +ACCEPT: L + +PROMPT: B {bk01-l2a-f3-20.mp3} +TEMPLATE: t a b l e +RESPONSE: b +ACCEPT: B + +PROMPT: D {bk01-l2a-f3-21.mp3} +TEMPLATE: s t u d y +RESPONSE: d +ACCEPT: D + +PROMPT: O {bk01-l2a-f3-22.mp3} +TEMPLATE: w o r d +RESPONSE: o +ACCEPT: O + +PROMPT: M {bk01-l2a-f3-23.mp3} +TEMPLATE: c o m e +RESPONSE: m +ACCEPT: M + +PROMPT: E {bk01-l2a-f3-24.mp3} +TEMPLATE: r e a d +RESPONSE: e +ACCEPT: E + +# Source: LLA 2C Figure 8 — capital/small letter dictation +$PRODUCE Capital or Small Letter +INTRO: Listen for whether the speaker says a capital or a small letter, then type it exactly that way. INSTRUCTION: Type the letter you hear. +INPUT: type +CHECK: exact EXAMPLE PROMPT: capital B. {bk01-l2c-f8-ex.mp3} @@ -336,124 +478,18 @@ RESPONSE: D PROMPT: capital B. {bk01-l2c-f8-25.mp3} RESPONSE: B -# Source: LLA 2A Figure 3 (Part 1) -$DIALOGUE Vocabulary Words -INTRO: Listen to the vocabulary words and repeat them. -INSTRUCTION: Repeat each word. -REPEAT +# SKIPPED (book): Vocabulary "DICTATION" (repeat alphabet Hh–Pp, write the letter) — +# instructor-read with no recorded stimulus; letters are practiced above. Convertible +# later with chosen letters + TTS. -LINE: student {bk01-l2a-f3-01.mp3} -LINE: doctor {bk01-l2a-f3-02.mp3} -LINE: pilot {bk01-l2a-f3-03.mp3} -LINE: teacher {bk01-l2a-f3-04.mp3} -LINE: cook {bk01-l2a-f3-05.mp3} -LINE: barber {bk01-l2a-f3-06.mp3} -LINE: clock {bk01-l2a-f3-07.mp3} -LINE: table {bk01-l2a-f3-08.mp3} -LINE: study {bk01-l2a-f3-09.mp3} -LINE: word {bk01-l2a-f3-10.mp3} -LINE: come {bk01-l2a-f3-11.mp3} -LINE: read {bk01-l2a-f3-12.mp3} +# ============================================================ +$LESSON 2-2: This, That, and Possessives +# ============================================================ -# Source: LLA 2A Figure 3 (Part 2) -$PRODUCE Identify the Letter in the Word -INPUT: type -CHECK: exact -INTRO: Listen to the letter spoken and type it to identify it in the word. -INSTRUCTION: Type the letter you hear. - -PROMPT: N {bk01-l2a-f3-13.mp3} -TEMPLATE: s t u d e n t -RESPONSE: n -ACCEPT: N - -PROMPT: C {bk01-l2a-f3-14.mp3} -TEMPLATE: d o c t o r -RESPONSE: c -ACCEPT: C - -PROMPT: I {bk01-l2a-f3-15.mp3} -TEMPLATE: p i l o t -RESPONSE: i -ACCEPT: I - -PROMPT: H {bk01-l2a-f3-16.mp3} -TEMPLATE: t e a c h e r -RESPONSE: h -ACCEPT: H - -PROMPT: K {bk01-l2a-f3-17.mp3} -TEMPLATE: c o o k -RESPONSE: k -ACCEPT: K - -PROMPT: A {bk01-l2a-f3-18.mp3} -TEMPLATE: b a r b e r -RESPONSE: a -ACCEPT: A - -PROMPT: L {bk01-l2a-f3-19.mp3} -TEMPLATE: c l o c k -RESPONSE: l -ACCEPT: L - -PROMPT: B {bk01-l2a-f3-20.mp3} -TEMPLATE: t a b l e -RESPONSE: b -ACCEPT: B - -PROMPT: D {bk01-l2a-f3-21.mp3} -TEMPLATE: s t u d y -RESPONSE: d -ACCEPT: D - -PROMPT: O {bk01-l2a-f3-22.mp3} -TEMPLATE: w o r d -RESPONSE: o -ACCEPT: O - -PROMPT: M {bk01-l2a-f3-23.mp3} -TEMPLATE: c o m e -RESPONSE: m -ACCEPT: M - -PROMPT: E {bk01-l2a-f3-24.mp3} -TEMPLATE: r e a d -RESPONSE: e -ACCEPT: E - -# Source: ST It's a TV -$DIALOGUE More Objects -INSTRUCTION: Repeat the words and sentences. -REPEAT - -VOCAB: television (TV) -LINE: Look at the television. {st-page_040_002.jpg} - -VOCAB: radio -LINE: Listen to the radio. {st-page_040_003.jpg} - -VOCAB: tape -LINE: Listen to a tape. {st-page_041_001.jpg} - -VOCAB: recorder -LINE: Look at the recorder. {st-page_041_002.jpg} - -# Source: ST Grammar -$GRAMMAR This and That - -Use **this is** for things that are close to you, and **that is** for things that are far away. - -![A woman standing close beside a single table](page_041_004.jpg) -{This is a table.} - -![A man pointing from a distance at one chair](page_041_006.jpg) -{That is a chair.} - -# Source: LLA 2A Figure 5 -$DIALOGUE This and That -INTRO: Learn to use 'this is' for things that are near, and 'that is' for things that are far away. Listen and repeat. -INSTRUCTION: Repeat the sentences. +# Source: LLA 2A Figure 5 — near/far presentation +$DIALOGUE This and That {page_035_001.jpg} +INTRO: Use "this is" for something near you, and "that's" for something farther away. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3} @@ -471,9 +507,27 @@ LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3} LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3} LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3} +# Source: ST §What's That? (grammar) +$GRAMMAR This Is / That's +INTRO: Here's how "this" and "that" pair up with the little possessive words: my, your, his, her. + +| | | | | +|---|---|---|---| +| This | is | my | book. | +| That | is | your | pen. | +| That | is | her | pencil. | +| That's | | his | name. | +| That's | | his | chair. | + +![An elderly woman sitting in a large armchair](page_034_001.jpg) +{This is her chair.} + +![A man sitting at a table with a pencil in front of him](page_034_002.jpg) +{That's his pencil.} + # Source: LLA 2A Figure 6 -$SELECT This or That? -INTRO: Listen to each sentence and choose the picture that shows if the object is near or far. Then repeat the sentence. +$SELECT This or That — Near or Far? +INTRO: Listen to each sentence. Does "this is" or "that's" tell you the object is near or far? Tap the picture that matches. INSTRUCTION: Tap the correct picture. EXAMPLE @@ -517,33 +571,142 @@ OPTION: a | near {page_036_015.jpg} OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3} ANSWER: b -$LESSON 2-2: Plurals and Demonstratives +# Source: LLA 2A "Listening and Speaking Activity" — possessives in sentences +$DIALOGUE My, Your, His, Her +INTRO: Now listen to short sentences with my, your, his, and her. Say each one back. +INSTRUCTION: Listen and repeat. +REPEAT -# Source: ST Grammar -$GRAMMAR Singular and Plural +LINE: This is my book. {bk01-l2a-f3-25.mp3} +LINE: That's his chair. {bk01-l2a-f3-26.mp3} +LINE: It's her pen. {bk01-l2a-f3-27.mp3} +LINE: That's her pencil. {bk01-l2a-f3-28.mp3} +LINE: That's my chair. {bk01-l2a-f3-29.mp3} +LINE: It's his notebook. {bk01-l2a-f3-30.mp3} +LINE: This is her picture. {bk01-l2a-f3-31.mp3} +LINE: That's your book. {bk01-l2a-f3-32.mp3} +LINE: That's her clock. {bk01-l2a-f3-33.mp3} +LINE: This is my pencil. {bk01-l2a-f3-34.mp3} +LINE: That's his notebook. {bk01-l2a-f3-35.mp3} +LINE: This is your picture. {bk01-l2a-f3-36.mp3} +LINE: It's my clock. {bk01-l2a-f3-37.mp3} +LINE: That's his pen. {bk01-l2a-f3-38.mp3} +LINE: This is her table. {bk01-l2a-f3-39.mp3} +LINE: That's his classroom. {bk01-l2a-f3-40.mp3} +LINE: This is your lab. {bk01-l2a-f3-41.mp3} +LINE: This is my classroom. {bk01-l2a-f3-42.mp3} +LINE: That's his table. {bk01-l2a-f3-43.mp3} +LINE: That's her lab. {bk01-l2a-f3-44.mp3} -When there is more than one of something, add **-s** to the end of the word. +# Source: LLA 2B Figure 2 (Part 1) — His and Her presentation +$DIALOGUE His and Her {page_042_001.jpg} +INTRO: "His" goes with a man, "her" goes with a woman. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT -![A book vs two books](page_039_001.jpg) -{a book} → {books} +LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} +LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} +LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} +LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} +LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} +LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} -![A pen vs two pens](page_040_001.jpg) -{a pen} → {pens} +# Source: LLA 2B Figure 2 (Part 2) — His or Her cloze +$PRODUCE Write His or Her +INTRO: Listen to the full sentence, then type the missing word — his or her. +INSTRUCTION: Type the missing word. +INPUT: type +CHECK: exact -# Source: ST Grammar -$GRAMMAR These and Those +EXAMPLE +TEMPLATE: That's ____ book. {page_042_001.jpg} +PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} +RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3} +ACCEPT: her -Use **these are** for plural things that are close to you, and **those are** for plural things that are far away. +TEMPLATE: That's ____ notebook. {page_042_002.jpg} +PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} +RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3} +ACCEPT: his -![A woman standing close beside two tables](page_041_005.jpg) -{These are tables.} +TEMPLATE: That's ____ pencil. {page_042_003.jpg} +PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} +RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3} +ACCEPT: his -![A man pointing from a distance at three chairs](page_041_007.jpg) -{Those are chairs.} +TEMPLATE: That's ____ classroom. {page_042_004.jpg} +PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} +RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3} +ACCEPT: his -# Source: LLA 2A Figure 7 (Part 1) -$DIALOGUE These and Those -INTRO: Learn to use 'these are' for plural things that are near, and 'those are' for plural things that are far away. Listen and repeat. +TEMPLATE: That's ____ pen. {page_042_005.jpg} +PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} +RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3} +ACCEPT: her + +TEMPLATE: That's ____ chair. {page_042_006.jpg} +PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} +RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3} +ACCEPT: her + +# Source: ST §What's This? (read questions and answers) +$DIALOGUE What's This? What's That? +INTRO: Here are short question-and-answer pairs with this and that. Say each one. +INSTRUCTION: Repeat these questions and answers. +REPEAT + +LINE: What's this? This is his notebook. +LINE: What's that? That's her chair. +LINE: What's that? That's her pencil. +LINE: What's this? This is his pen. +LINE: What's that? That's her clock. +LINE: What's this? This is her picture. + +# Source: ST §That's His Picture (read dialog) +$DIALOGUE That's His Picture +INTRO: Two students point things out to each other. Just read and listen. +INSTRUCTION: Read these questions and answers. + +StudentA: What's this? +StudentB: That's his pen. + +StudentA: What's this? +StudentB: That's her book. + +StudentA: What's this? +StudentB: That's his pencil. + +StudentA: What's that? +StudentB: It's my pen. + +StudentA: What's that? +StudentB: This is my picture. + +StudentA: What's that? +StudentB: That's your notebook. + +StudentA: What is it? +StudentB: It's his book. + +StudentA: What is this? +StudentB: That's her chair. + +StudentA: What's this? +StudentB: It's your clock. + +StudentA: What's that? +StudentB: That's my book. + +StudentA: What's that? +StudentB: That's his picture. + +# ============================================================ +$LESSON 2-3: These, Those, and Plurals +# ============================================================ + +# Source: LLA 2A Figure 7 (Part 1) — these/those presentation +$DIALOGUE These and Those {page_037_001.jpg} +INTRO: When there's more than one, "this" becomes "these" and "that" becomes "those". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -560,12 +723,59 @@ LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3} LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3} LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3} -# Source: LLA 2A Figure 7 (Part 2) -$PRODUCE Answer the Questions +# Source: ST §Singular and Plural + §This/That/These/Those (grammar, merged) +$GRAMMAR Singular and Plural +INTRO: One thing is singular; two or more is plural — and the plural usually adds an -s. + +![A book vs two books](page_039_001.jpg) + +![A pen vs two pens](page_040_001.jpg) + +Near and far, singular and plural, all together: + +![A woman standing close beside a single table](page_041_004.jpg) +{This is a table.} + +![A woman standing close beside two tables](page_041_005.jpg) +{These are tables.} + +![A man pointing from a distance at one chair](page_041_006.jpg) +{That is a chair.} + +![A man pointing from a distance at three chairs](page_041_007.jpg) +{Those are chairs.} + +# Source: LLA 2A Figure 8 +$SELECT These or Those — Near or Far? +INTRO: Listen to each plural sentence and tap the picture that shows whether the objects are near or far. +INSTRUCTION: Tap the correct picture. + +PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} +OPTION: a | near {page_038_001.jpg} +OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} +ANSWER: b + +PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} +OPTION: a | near {page_038_003.jpg} +OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} +ANSWER: b + +PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} +OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} +OPTION: b | far {page_038_006.jpg} +ANSWER: a + +PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} +OPTION: a | near {page_038_007.jpg} +OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} +ANSWER: b + +# Source: LLA 2A Figure 7 (Part 2) — picture Q&A +$PRODUCE What's This? What Are These? +INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal -INTRO: Look at the pictures. Listen to the question, answer aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3} @@ -604,34 +814,9 @@ RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3} PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3} RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3} -# Source: LLA 2A Figure 8 -$SELECT These or Those? -INTRO: Listen to the sentence and select the picture that shows if the objects are near or far. Then repeat the sentence. -INSTRUCTION: Tap the correct picture. - -PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} -OPTION: a | near {page_038_001.jpg} -OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} -ANSWER: b - -PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} -OPTION: a | near {page_038_003.jpg} -OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} -ANSWER: b - -PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} -OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} -OPTION: b | far {page_038_006.jpg} -ANSWER: a - -PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} -OPTION: a | near {page_038_007.jpg} -OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} -ANSWER: b - -# Source: LLA 2C Figure 7 (Part 1) +# Source: LLA 2C Figure 7 (Part 1) — these/those sentences $DIALOGUE More These and Those -INTRO: Listen to sentences using 'these' and 'those', and repeat them. +INTRO: Here are more sentences with these and those plus the possessives. Say each one back. INSTRUCTION: Listen and repeat. REPEAT @@ -651,171 +836,153 @@ LINE: These are your pictures. {bk01-l2c-f7-13.mp3} LINE: These are my pens. {bk01-l2c-f7-14.mp3} LINE: Those are his pencils. {bk01-l2c-f7-15.mp3} -# Source: ST This Is a Pen. Those Are Pens. -$PRODUCE Change to Plural -INTRO: You will hear a sentence using "this is" or "that is". Change the sentence to plural using "these are" or "those are". -INSTRUCTION: Change the sentences to plural. +# Source: LLA 2C Figure 7 (Part 2) — singular/plural transformation +$PRODUCE Change Singular and Plural +INTRO: You'll hear a sentence and a cue word. Change it from singular to plural, or plural to singular, then repeat the answer. +INSTRUCTION: Change the sentence using the cue word. INPUT: speak CHECK: reveal - -EXAMPLE -PROMPT: This is a radio. -RESPONSE: These are radios. - -PROMPT: This is a book. -RESPONSE: These are books. - -PROMPT: This is a pen. -RESPONSE: These are pens. - -PROMPT: This is a recorder. -RESPONSE: These are recorders. - -PROMPT: This is a radio. -RESPONSE: These are radios. - -PROMPT: This is a tape. -RESPONSE: These are tapes. - -PROMPT: This is a pencil. -RESPONSE: These are pencils. - -PROMPT: This is a classroom. -RESPONSE: These are classrooms. - -PROMPT: This is a number. -RESPONSE: These are numbers. - -PROMPT: This is a door. -RESPONSE: These are doors. - -PROMPT: This is a notebook. -RESPONSE: These are notebooks. - -PROMPT: That is a chair. -RESPONSE: Those are chairs. - -PROMPT: That is a window. -RESPONSE: Those are windows. - -PROMPT: That is a word. -RESPONSE: Those are words. - -PROMPT: That is a letter. -RESPONSE: Those are letters. - -PROMPT: That is a picture. -RESPONSE: Those are pictures. - -PROMPT: That is a television. -RESPONSE: Those are televisions. - -PROMPT: That is a lab. -RESPONSE: Those are labs. - -PROMPT: That is a clock. -RESPONSE: Those are clocks. - -PROMPT: That is a table. -RESPONSE: Those are tables. - -PROMPT: That is a tape. -RESPONSE: Those are tapes. - -$LESSON 2-3: Possessives and Occupations - -# Source: LLA 2B Figure 2 (Part 1) -$DIALOGUE His and Her -INTRO: Learn how to say "his" and "her" for things that belong to a man or a woman. Listen and repeat. -INSTRUCTION: Listen and repeat. REPEAT -LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} -LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} -LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} -LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} -LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} -LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} +EXAMPLE +PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3} +RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3} -# Source: LLA 2B Figure 2 (Part 2) -$PRODUCE Write His or Her +PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3} +RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3} + +PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3} +RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3} + +PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3} +RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3} + +PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3} +RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3} + +PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3} +RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3} + +PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3} +RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3} + +PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3} +RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3} + +PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3} +RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3} + +PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3} +RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3} + +PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3} +RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3} + +PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3} +RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3} + +PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3} +RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3} + +PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3} +RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3} + +PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3} +RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3} + +PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3} +RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3} + +PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3} +RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3} + +PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3} +RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3} + +PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3} +RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3} + +PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3} +RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3} + +PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3} +RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3} + +PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3} +RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3} + +PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3} +RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3} + +PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3} +RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3} + +PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3} +RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3} + +PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3} +RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3} + +# Source: ST §What Are These? (read Q&A) +$DIALOGUE What Are These? What Are Those? +INTRO: A few more plural question-and-answer pairs. Say each one. +INSTRUCTION: Repeat these questions and answers. +REPEAT + +LINE: What are those? Those are chalkboards. +LINE: What are these? These are pencils. +LINE: What are those? Those are windows. +LINE: What are those? Those are desks. +LINE: What are those? These are books. +LINE: What are these? These are pens. + +# SKIPPED (book): "THESE ARE DESKS — Make sentences with these and those." Open-ended free +# production with no fixed answer set or recorded stimulus; nothing checkable to drill. + +# Source: ST §Dictation (LLA word dictation used for audio) +$PRODUCE Spell the Classroom Words +INTRO: Listen to each classroom word, said twice, and type it exactly. +INSTRUCTION: Type the word you hear. INPUT: type CHECK: exact -INTRO: Listen to the sentence and type the missing word, "his" or "her". -INSTRUCTION: Type the missing word. -EXAMPLE -TEMPLATE: That's ____ book. {page_042_001.jpg} -PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} +PROMPT: window. Window. {bk01-l2d-f5-01.mp3} +RESPONSE: window -PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} -ACCEPT: her +PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} +RESPONSE: classroom -TEMPLATE: That's ____ notebook. {page_042_002.jpg} +PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} +RESPONSE: circle -PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} +PROMPT: table. Table. {bk01-l2d-f5-04.mp3} +RESPONSE: table -PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} -ACCEPT: his +PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} +RESPONSE: lab -TEMPLATE: That's ____ pencil. {page_042_003.jpg} +PROMPT: door. Door. {bk01-l2d-f5-06.mp3} +RESPONSE: door -PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} +PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} +RESPONSE: picture -PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} -ACCEPT: his +PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} +RESPONSE: chair -TEMPLATE: That's ____ classroom. {page_042_004.jpg} +PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} +RESPONSE: pencil -PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} +PROMPT: write. Write. {bk01-l2d-f5-10.mp3} +RESPONSE: write -PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} -ACCEPT: his +# ============================================================ +$LESSON 2-4: Objects, Negative Instructions, and Greetings +# ============================================================ -TEMPLATE: That's ____ pen. {page_042_005.jpg} - -PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} - -PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} -ACCEPT: her - -TEMPLATE: That's ____ chair. {page_042_006.jpg} - -PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} - -PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} -ACCEPT: her - -# Source: LLA 2A Listening and Speaking Activity -$DIALOGUE My, Your, His, Her -INTRO: Listen to sentences using my, your, his, and her. Repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is my book. {bk01-l2a-f3-25.mp3} -LINE: That's his chair. {bk01-l2a-f3-26.mp3} -LINE: It's her pen. {bk01-l2a-f3-27.mp3} -LINE: That's her pencil. {bk01-l2a-f3-28.mp3} -LINE: That's my chair. {bk01-l2a-f3-29.mp3} -LINE: It's his notebook. {bk01-l2a-f3-30.mp3} -LINE: This is her picture. {bk01-l2a-f3-31.mp3} -LINE: That's your book. {bk01-l2a-f3-32.mp3} -LINE: That's her clock. {bk01-l2a-f3-33.mp3} -LINE: This is my pencil. {bk01-l2a-f3-34.mp3} -LINE: That's his notebook. {bk01-l2a-f3-35.mp3} -LINE: This is your picture. {bk01-l2a-f3-36.mp3} -LINE: It's my clock. {bk01-l2a-f3-37.mp3} -LINE: That's his pen. {bk01-l2a-f3-38.mp3} -LINE: This is her table. {bk01-l2a-f3-39.mp3} -LINE: That's his classroom. {bk01-l2a-f3-40.mp3} -LINE: This is your lab. {bk01-l2a-f3-41.mp3} -LINE: This is my classroom. {bk01-l2a-f3-42.mp3} -LINE: That's his table. {bk01-l2a-f3-43.mp3} -LINE: That's her lab. {bk01-l2a-f3-44.mp3} - -# Source: LLA 2B Figure 5 (Part 1) -$DIALOGUE More Objects (2) -INTRO: Listen to the words and sentences about these objects, and repeat them. +# Source: LLA 2B Figure 5 (Part 1) — more objects vocab in sentences +$DIALOGUE Things in the Classroom +INTRO: Here are some new objects — a radio, a recorder, tapes, and a television — each in a sentence. Say each one. INSTRUCTION: Listen and repeat. REPEAT @@ -843,11 +1010,10 @@ LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3} VOCAB: classroom LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3} -# Source: LLA 2B Figure 5 (Part 2) -$SELECT Match the Sentence -INTRO: Listen to the sentence and tap the matching picture. +# Source: LLA 2B Figure 5 (Part 2) — match sentence to picture +$SELECT Match the Object +INTRO: Listen to each sentence and tap the picture it describes. INSTRUCTION: Tap the matching picture. - OPTION: 1 | radio {page_044_001.jpg} OPTION: 2 | recorder {page_044_002.jpg} OPTION: 3 | tapes {page_045_001.jpg} @@ -882,149 +1048,175 @@ ANSWER: 2 PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3} ANSWER: 6 -# Source: ST Grammar -$GRAMMAR I'm a Student. You're a Teacher. Bill's a Pilot. +# Source: ST §It's a TV (vocab in sentences) +$DIALOGUE Look and Listen +INTRO: Here are the same objects with action verbs — look, listen. Say each sentence. +INSTRUCTION: Repeat the words and sentences. +REPEAT -| | | | -|---|---|---| -| I | am | a student. | -| You | are | a teacher. | -| Bill | is | a pilot. | +VOCAB: television (TV) +LINE: Look at the television. {st-page_040_002.jpg} -We often use short forms: +VOCAB: radio +LINE: Listen to the radio. {st-page_040_003.jpg} -**I + am = I'm** -{I'm a student.} +VOCAB: tape +LINE: Listen to a tape. {st-page_041_001.jpg} -**You + are = You're** -{You're a teacher.} +VOCAB: recorder +LINE: Look at the recorder. {st-page_041_002.jpg} -**Bill + is = Bill's** -{Bill's a pilot.} - -# Source: LLA 2B Figure 3 (Part 1) -$DIALOGUE Occupations (He and She) -INTRO: Look at the pictures of different occupations and listen to the sentences. -INSTRUCTION: Listen to the sentences. - -LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3} -LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3} -LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3} -LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3} -LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3} -LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3} -LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3} - -# Source: LLA 2B Figure 3 (Part 2) -$DIALOGUE Occupations (I) -INTRO: Now pretend you are the person in the picture. Listen and repeat the sentences using "I". +# Source: LLA 2B Figure 1 — negative imperatives presentation +$DIALOGUE Don't Do That! {page_041_001.jpg} +INTRO: To tell someone NOT to do something, start with "Don't". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3} -LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3} -LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3} -LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3} -LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3} -LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3} -LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3} +LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} +LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} +LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} +LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} +LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} +LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} -# Source: LLA 2B Figure 3 (Part 3) -$DIALOGUE Occupations (You) -INTRO: Now listen and repeat the sentences using "you". +# Source: ST §Don't Open the Window (read sentences) +$DIALOGUE Do and Don't +INTRO: Read these classroom instructions — some positive, some negative. +INSTRUCTION: Read the sentences. + +LINE: Go to the window. Please don't open the window. +LINE: Don't close the door. Open it. +LINE: Don't write the word pen. Please write the word pencil. +LINE: Don't look at your book. Look at the teacher. +LINE: Circle the letter. Don't circle the number. +LINE: Please go to the door. Open it. Don't close it. +LINE: Please open your book. Don't open your notebook. +LINE: Listen. Don't repeat. + +# Source: LLA 2D LS Activity 1 — positive → negative transformation +$PRODUCE Make It Negative +INTRO: You'll hear an instruction. Make it negative by adding "Don't", then say it aloud. +INSTRUCTION: Change the sentence to a negative instruction. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} +RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} + +PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} +RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} + +PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} +RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} + +PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} +RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} + +PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} +RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} + +PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} +RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} + +PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} +RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} + +PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} +RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} + +PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} +RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} + +# Source: LLA 2A Figure 4 — Bill & Pam dialog +$DIALOGUE Hello, My Name Is Bill +INTRO: Bill and Pam meet and talk about a student named Joe. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} +Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} +Bill: And what's his name? {bk01-l2a-f4-05.mp3} +Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} +Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} +Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} + +# Source: LLA 2B Figure 6 — Mr. Wilson & Ted dialog +$DIALOGUE Good Morning, Sir +INTRO: A teacher greets a new student. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3} -LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3} -LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3} -LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3} -LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3} -LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3} -LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3} +Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} +Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} +Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} +Ted: My name is Ted. {bk01-l2b-f6-05.mp3} -# Source: LLA 2D Figure 1 (Part 2) -$PRODUCE What is his or her name? -INPUT: speak -CHECK: reveal -INTRO: Look at the pictures. Listen to the question, answer aloud with a full sentence, and then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +# Source: ST §What's His Name? (dialog) +$DIALOGUE What's His Name? +INTRO: Bill asks Bob about other people. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT -PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3} -RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3} +Bill: Hello. My name is Bill. What's your name? {st-page_033_002.jpg} +Bob: My name is Bob. {st-page_033_002.jpg} -PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3} -RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3} +VOCAB: What's his name? +Bill: What's his name? {st-page_033_003.jpg} -PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3} -RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3} +VOCAB: His name is +Bob: His name is Ted. {st-page_033_003.jpg} -PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3} -RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3} +VOCAB: What's her name? +Bill: What's her name? {st-page_033_004.jpg} -PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3} -RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3} +VOCAB: Her name is +Bob: Her name is Mary. {st-page_033_004.jpg} -PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3} -RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} - -PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3} -RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} - -# Source: LLA 2D Figure 1 (Part 3) -$PRODUCE Occupations -INPUT: speak -CHECK: reveal -INTRO: Now you will be asked what each person's job is. Answer aloud with a full sentence. -INSTRUCTION: Answer aloud with a full sentence. +# Source: ST §Spell Your Name, Please (dialog) +$DIALOGUE Spell Your Name, Please +INTRO: Bob meets Ken and asks him to repeat and spell his name. Listen and repeat. +INSTRUCTION: Repeat and read the dialog. REPEAT -PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3} -RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3} +Bob: Hello. My name is Bob. What's your name? +Ken: My name is Ken Bates. -PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3} -RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3} +Bob: Repeat your name, please. +Ken: It's Ken Bates. -PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3} -RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3} +Bob: Spell your name, please. +Ken: K-e-n. B-a-t-e-s. -PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3} -RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3} +# Source: ST §That's His Classroom (dialog) +$DIALOGUE That's His Classroom +INTRO: Ms. Evans welcomes Don to his classroom. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT -PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3} -RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3} +Ms_Evans: Good morning. I'm Ms. Evans. +Don: Hi! I'm Don, and this is Steve. -PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3} -RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} +Ms_Evans: Don, this is your classroom, and I'm your teacher. +Don: Thank you, Ms. Evans. What's his classroom? -PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3} -RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} +Ms_Evans: His classroom is number 22. +Don: Oh, yes. Mr. Davis is his teacher. -$LESSON 2-4: Numbers 0 to 100 - -# Source: ST Grammar -$GRAMMAR 0 to 100 - -Say and read the numbers. - -| | | | | | | | | | | -|---|---|---|---|---|---|---|---|---|---| -| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | -| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | -| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | -| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | -| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | -| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | -| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | -| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | -| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | -| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | -| 100 | | | | | | | | | | +# ============================================================ +$LESSON 2-5: Numbers +# ============================================================ # Source: LLA 2C Figure 1 $DIALOGUE Numbers 1 to 20 -INTRO: You will hear the numbers from one to twenty. Listen and repeat. +INTRO: Let's count from one to twenty. Listen and say each number. INSTRUCTION: Listen and repeat each number. REPEAT @@ -1051,7 +1243,7 @@ LINE: 20 {bk01-l2c-f1-20.mp3} # Source: LLA 2C Figure 2 $DIALOGUE Counting by Tens -INTRO: Now listen to the numbers counting by tens up to one hundred. Listen and repeat. +INTRO: Now count by tens, all the way to one hundred. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1067,9 +1259,69 @@ LINE: 90 {bk01-l2c-f2-09.mp3} LINE: a hundred {bk01-l2c-f2-10.mp3} LINE: one hundred {bk01-l2c-f2-11.mp3} -# Source: LLA 2C Figure 4 -$SELECT Circle the Number -INTRO: You will hear a number. Find the number you hear among the choices and tap it. +# Source: ST §0 to 100 (grammar) +$GRAMMAR Numbers 0 to 100 +INTRO: Here is the whole field of numbers from zero to one hundred. Say and read them. + +| | | | | | | | | | | +|---|---|---|---|---|---|---|---|---|---| +| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | +| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | +| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | +| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | +| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | +| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | +| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | +| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | +| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | +| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | +| 100 | | | | | | | | | | + +# Source: ST §thirTEEN THIRty +$DIALOGUE Teens and Tens +INTRO: Watch out for the teen/ty pairs — thirteen versus thirty. Listen for the stress and repeat. +INSTRUCTION: Repeat and read these numbers. +REPEAT + +LINE: 13 — 30 +LINE: 14 — 40 +LINE: 15 — 50 +LINE: 16 — 60 +LINE: 17 — 70 +LINE: 18 — 80 +LINE: 19 — 90 + +# Source: LLA 2C Figure 3 — numbers + nouns +$DIALOGUE Numbers and Nouns +INTRO: Now we put numbers together with plural nouns. Say each phrase. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: 51 tables {bk01-l2c-f3-01.mp3} +LINE: 52 chairs {bk01-l2c-f3-02.mp3} +LINE: 53 pens {bk01-l2c-f3-03.mp3} +LINE: 54 words {bk01-l2c-f3-04.mp3} +LINE: 55 pencils {bk01-l2c-f3-05.mp3} +LINE: 56 letters {bk01-l2c-f3-06.mp3} +LINE: 57 pictures {bk01-l2c-f3-07.mp3} +LINE: 58 doors {bk01-l2c-f3-08.mp3} +LINE: 59 windows {bk01-l2c-f3-09.mp3} +LINE: 60 clocks {bk01-l2c-f3-10.mp3} +LINE: 61 barbers {bk01-l2c-f3-11.mp3} +LINE: 62 cooks {bk01-l2c-f3-12.mp3} +LINE: 63 doctors {bk01-l2c-f3-13.mp3} +LINE: 64 mechanics {bk01-l2c-f3-14.mp3} +LINE: 65 pilots {bk01-l2c-f3-15.mp3} +LINE: 66 radios {bk01-l2c-f3-16.mp3} +LINE: 67 recorders {bk01-l2c-f3-17.mp3} +LINE: 68 tapes {bk01-l2c-f3-18.mp3} +LINE: 69 televisions {bk01-l2c-f3-19.mp3} +LINE: 70 students {bk01-l2c-f3-20.mp3} +LINE: 100 teachers {bk01-l2c-f3-21.mp3} + +# Source: LLA 2C Figure 4 — number discrimination +$SELECT Hear the Number +INTRO: You'll hear a number. Find it among the choices and tap it. INSTRUCTION: Tap the number you hear. PROMPT: 10 {bk01-l2c-f4-01.mp3} @@ -1212,59 +1464,421 @@ OPTION: c | 18 OPTION: d | 80 ANSWER: b -# Source: LLA 2C Figure 5 +# Source: LLA 2B Figure 4 — teen vs ty discrimination +$SELECT Teen or Ty? +INTRO: These pairs sound alike — listen carefully and tap the number you hear. +INSTRUCTION: Tap the number you hear. +REPEAT + +PROMPT: 90 {bk01-l2b-f4-01-q.mp3} +OPTION: a | 19 +OPTION: b | 90 {bk01-l2b-f4-01-a.mp3} +OPTION: c | 9 +ANSWER: b + +PROMPT: 40 {bk01-l2b-f4-02-q.mp3} +OPTION: a | 40 {bk01-l2b-f4-02-a.mp3} +OPTION: b | 4 +OPTION: c | 14 +ANSWER: a + +PROMPT: 30 {bk01-l2b-f4-03-q.mp3} +OPTION: a | 3 +OPTION: b | 13 +OPTION: c | 30 {bk01-l2b-f4-03-a.mp3} +ANSWER: c + +PROMPT: 16 {bk01-l2b-f4-04-q.mp3} +OPTION: a | 16 {bk01-l2b-f4-04-a.mp3} +OPTION: b | 60 +OPTION: c | 6 +ANSWER: a + +PROMPT: 70 {bk01-l2b-f4-05-q.mp3} +OPTION: a | 70 {bk01-l2b-f4-05-a.mp3} +OPTION: b | 17 +OPTION: c | 7 +ANSWER: a + +PROMPT: 80 {bk01-l2b-f4-06-q.mp3} +OPTION: a | 80 {bk01-l2b-f4-06-a.mp3} +OPTION: b | 18 +OPTION: c | 8 +ANSWER: a + +PROMPT: 35 {bk01-l2b-f4-07-q.mp3} +OPTION: a | 5 +OPTION: b | 30 +OPTION: c | 35 {bk01-l2b-f4-07-a.mp3} +ANSWER: c + +PROMPT: 22 {bk01-l2b-f4-08-q.mp3} +OPTION: a | 20 +OPTION: b | 22 {bk01-l2b-f4-08-a.mp3} +OPTION: c | 2 +ANSWER: b + +# Source: LLA 2C Figure 5 — number dictation $PRODUCE Write the Number +INTRO: Listen to each number and type it using digits. +INSTRUCTION: Type the number you hear. INPUT: type CHECK: exact -INTRO: Listen to the number spoken and type it using digits. -INSTRUCTION: Type the number you hear. - -PROMPT: 13 {bk01-l2c-f5-01.mp3} PROMPT: 13 {bk01-l2c-f5-01.mp3} +RESPONSE: 13 {bk01-l2c-f5-01.mp3} PROMPT: 35 {bk01-l2c-f5-02.mp3} - -PROMPT: 35 {bk01-l2c-f5-02.mp3} - -PROMPT: 19 {bk01-l2c-f5-03.mp3} +RESPONSE: 35 {bk01-l2c-f5-02.mp3} PROMPT: 19 {bk01-l2c-f5-03.mp3} +RESPONSE: 19 {bk01-l2c-f5-03.mp3} PROMPT: 54 {bk01-l2c-f5-04.mp3} - -PROMPT: 54 {bk01-l2c-f5-04.mp3} - -PROMPT: 48 {bk01-l2c-f5-05.mp3} +RESPONSE: 54 {bk01-l2c-f5-04.mp3} PROMPT: 48 {bk01-l2c-f5-05.mp3} +RESPONSE: 48 {bk01-l2c-f5-05.mp3} PROMPT: 79 {bk01-l2c-f5-06.mp3} - -PROMPT: 79 {bk01-l2c-f5-06.mp3} - -PROMPT: 8 {bk01-l2c-f5-07.mp3} +RESPONSE: 79 {bk01-l2c-f5-06.mp3} PROMPT: 8 {bk01-l2c-f5-07.mp3} +RESPONSE: 8 {bk01-l2c-f5-07.mp3} PROMPT: 21 {bk01-l2c-f5-08.mp3} - -PROMPT: 21 {bk01-l2c-f5-08.mp3} - -PROMPT: 11 {bk01-l2c-f5-09.mp3} +RESPONSE: 21 {bk01-l2c-f5-08.mp3} PROMPT: 11 {bk01-l2c-f5-09.mp3} +RESPONSE: 11 {bk01-l2c-f5-09.mp3} PROMPT: 60 {bk01-l2c-f5-10.mp3} +RESPONSE: 60 {bk01-l2c-f5-10.mp3} -PROMPT: 60 {bk01-l2c-f5-10.mp3} +# Source: ST §Numbers (digit → word) +$PRODUCE Write the Number Word +INTRO: You'll see a number; type out its English word. +INSTRUCTION: Type the missing number word. +INPUT: type +CHECK: exact -# Source: LLA 2C Figure 6 -$PRODUCE Say the Words +EXAMPLE +TEMPLATE: 79 ____ +RESPONSE: seventy-nine + +TEMPLATE: 1 ____ +RESPONSE: one + +TEMPLATE: 4 ____ +RESPONSE: four + +TEMPLATE: 7 ____ +RESPONSE: seven + +TEMPLATE: 10 ____ +RESPONSE: ten + +TEMPLATE: 13 ____ +RESPONSE: thirteen + +TEMPLATE: 16 ____ +RESPONSE: sixteen + +TEMPLATE: 19 ____ +RESPONSE: nineteen + +TEMPLATE: 21 ____ +RESPONSE: twenty-one + +TEMPLATE: 31 ____ +RESPONSE: thirty-one + +TEMPLATE: 41 ____ +RESPONSE: forty-one + +TEMPLATE: 51 ____ +RESPONSE: fifty-one + +# ============================================================ +$LESSON 2-6: Occupations +# ============================================================ + +# Source: LLA 2B Figure 3 (Part 1) — occupations he/she +$DIALOGUE People's Jobs {page_043_001.jpg} +INTRO: Let's meet some people and learn their jobs. Just listen. +INSTRUCTION: Listen to the sentences. + +LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3} +LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3} +LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3} +LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3} +LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3} +LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3} +LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3} + +# Source: ST §This Is a Pilot (occupation vocab) +$DIALOGUE Occupations +INTRO: Here are the occupation words on their own. Say each one. +INSTRUCTION: Repeat the words. +REPEAT + +VOCAB: doctor +LINE: a doctor {st-page_043_001.jpg} + +VOCAB: pilot +LINE: a pilot {st-page_043_002.jpg} + +VOCAB: student +LINE: a student {st-page_043_003.jpg} + +VOCAB: barber +LINE: a barber {st-page_043_004.jpg} + +VOCAB: cook +LINE: a cook {st-page_044_001.jpg} + +VOCAB: mechanic +LINE: a mechanic {st-page_044_002.jpg} + +VOCAB: teacher +LINE: a teacher {st-page_044_003.jpg} + +# Source: LLA 2B Figure 3 (Part 2) — I'm +$DIALOGUE I'm a Cook +INTRO: Now pretend you are each person. Say their job with "I'm". +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3} +LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3} +LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3} +LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3} +LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3} +LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3} +LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3} + +# Source: LLA 2B Figure 3 (Part 3) — You're +$DIALOGUE You're a Cook +INTRO: Now say each person's job with "you're". +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3} +LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3} +LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3} +LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3} +LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3} +LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3} +LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3} + +# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. (grammar) +$GRAMMAR I'm, You're, Bill's +INTRO: The verb "to be" contracts: I am becomes I'm, you are becomes you're, and Bill is becomes Bill's. + +| | | | +|---|---|---| +| I | am | a student. | +| You | are | a teacher. | +| Bill | is | a pilot. | + +**I + am = {I'm a student.}** + +**You + are = {You're a teacher.}** + +**Bill + is = {Bill's a pilot.}** + +# Source: ST §I'm a Student (presentation) +$DIALOGUE I'm a Student, You're a Teacher +INTRO: Listen to the full form and the contraction side by side, and say them. +INSTRUCTION: Repeat the sentences. +REPEAT + +VOCAB: I +VOCAB: I'm +LINE: I am a student. I'm a student. + +LINE: I am a cook. I'm a cook. + +VOCAB: you +VOCAB: you're +LINE: You are a teacher. You're a teacher. + +LINE: You are a doctor. You're a doctor. + +LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg} + +LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg} + +LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg} + +# Source: ST §What Are You? What Am I? What's Betty? (grammar) +$GRAMMAR What Are You? +INTRO: To ask about a job, use "what" with the right form of "be". + +| | | | +|---|---|---| +| What | am | I? | +| What | are | you? | +| What | is | Betty? | + +{What are you?} — {I'm a teacher.} + +{What's Betty?} — {Betty's a doctor.} + +# Source: ST §What Are You? (read Q&A) +$DIALOGUE What Are You? — Questions and Answers +INTRO: Here are job questions with their answers. Say each pair. +INSTRUCTION: Repeat these questions and answers. +REPEAT + +LINE: What are you? I'm a mechanic. +LINE: What's Bill? Bill's a pilot. +LINE: What am I? You're a teacher. +LINE: What are you? I'm a student. +LINE: What's Betty? Betty's a doctor. +LINE: What am I? You're a cook. +LINE: What's Joe? Joe's a mechanic. +LINE: What are you? You're a barber. +LINE: What's Tom? He's a student. +LINE: What am I? You're a pilot. + +# Source: LLA 2D Figure 1 (Part 1) — names +$DIALOGUE Names {page_053_001.jpg} +INTRO: Here are seven people's names. Look at each picture and repeat the name. +INSTRUCTION: Listen and repeat each name. +REPEAT + +LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3} +LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3} +LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3} +LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3} +LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3} +LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3} +LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3} + +# Source: LLA 2D Figure 1 (Part 2) — what's his/her name +$PRODUCE What's His or Her Name? +INTRO: Look at each person, listen to the question, and answer aloud. Then repeat the answer. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal -INTRO: Look at the picture and listen to the number. Combine the number and the occupation or item aloud, then repeat the correct answer. +REPEAT + +PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3} +RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3} + +PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3} +RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3} + +PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3} +RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3} + +PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3} +RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3} + +PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3} +RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3} + +PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3} +RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} + +PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3} +RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} + +# Source: LLA 2D Figure 1 (Part 3) — occupations Q&A +$PRODUCE What's Ben? +INTRO: Now you'll be asked what each person's job is. Answer aloud, then repeat the answer. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3} +RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3} + +PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3} +RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3} + +PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3} +RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3} + +PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3} +RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3} + +PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3} +RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3} + +PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3} +RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} + +PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3} +RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} + +# Source: LLA 2D Figure 2 (Part 1) — write the names +$PRODUCE Write the Names +INTRO: Listen as each name is introduced and spelled out, then type the name. +INSTRUCTION: Type the name. +INPUT: type +CHECK: exact + +EXAMPLE +PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3} +RESPONSE: Bill + +PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3} +RESPONSE: Jan + +PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3} +RESPONSE: Joe + +PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3} +RESPONSE: Pam + +PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3} +RESPONSE: Bob + +PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3} +RESPONSE: Ann +ACCEPT: Anne + +PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3} +RESPONSE: Ken + +# Source: LLA 2D Figure 2 (Part 2) — occupations Q&A +$PRODUCE What Is Bill? +INTRO: Look at the same people again. Answer what each one's job is, then repeat the answer. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3} +RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3} + +PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3} +RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3} + +PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3} +RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3} + +PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3} +RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3} + +PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3} +RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3} + +PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3} +RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3} + +PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3} +RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3} + +# Source: LLA 2C Figure 6 — number + occupation/item +$PRODUCE Say the Number and the Word +INTRO: Look at the picture and listen to the number. Say the number with the thing you see, then repeat the answer. INSTRUCTION: Say the number and the word aloud. +INPUT: speak +CHECK: reveal REPEAT EXAMPLE @@ -1301,118 +1915,13 @@ RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3} PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3} RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3} -$LESSON 2-5: Negative Instructions, Conversations, and Sounds +# ============================================================ +$LESSON 2-7: Pronunciation +# ============================================================ -# Source: LLA 2B Figure 1 -$DIALOGUE Don't do that! -INTRO: You will hear instructions telling someone not to do something. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} -LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} -LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} -LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} -LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} -LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} - -# Source: LLA 2D Listening and Speaking: Negative Instructions -$PRODUCE Negative Instructions -INPUT: speak -CHECK: reveal -INTRO: Listen to the positive instruction and change it to a negative instruction by adding "Don't". Say the new sentence aloud. -INSTRUCTION: Change the sentence to a negative instruction. -REPEAT - -EXAMPLE -PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} -RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} - -PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} -RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} - -PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} -RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} - -PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} -RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} - -PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} -RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} - -PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} -RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} - -PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} -RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} - -PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} -RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} - -PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} -RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} - -# Source: LLA 2A Figure 4 -$DIALOGUE Joe's Classroom -INTRO: Listen to the conversation between Bill and Pam, and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} -Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} -Bill: And what's his name? {bk01-l2a-f4-05.mp3} -Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} -Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} -Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} - -# Source: LLA 2B Figure 6 -$DIALOGUE Good Morning -INTRO: Listen to the conversation between Ted and his teacher, then repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} -Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} -Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} -Ted: My name is Ted. {bk01-l2b-f6-05.mp3} - -# Source: ST Spell Your Name, Please. -$DIALOGUE Spell Your Name, Please. -INSTRUCTION: Repeat and read the dialog. -REPEAT - -Bob: Hello. My name is Bob. What's your name? -Ken: My name is Ken Bates. - -Bob: Repeat your name, please. -Ken: It's Ken Bates. - -Bob: Spell your name, please. -Ken: K-e-n. B-a-t-e-s. - -# Source: ST That's His Classroom. -$DIALOGUE That's His Classroom. -INSTRUCTION: Practice this dialog. -REPEAT - -Ms_Evans: Good morning. I'm Ms. Evans. -Don: Hi! I'm Don, and this is Steve. - -Ms_Evans: Don, this is your classroom, and I'm your teacher. -Don: Thank you, Ms. Evans. What's his classroom? - -Ms_Evans: His classroom is number 22. -Don: Oh, yes. Mr. Davis is his teacher. - -# Source: LLA 2D Listening and Speaking 2 -$DIALOGUE Pronunciation -INTRO: Listen to these similar sounding words and repeat them. Notice the difference in the vowel sounds. +# Source: LLA 2D LS Activity 2 — minimal pairs /e/ vs /æ/ +$DIALOGUE Listen to the Vowels +INTRO: Listen to these word pairs — the vowel changes from the "e" sound to the "a" sound. Repeat each pair. INSTRUCTION: Listen and repeat. REPEAT @@ -1427,9 +1936,27 @@ LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3} LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3} LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3} -# Source: LLA 2D Figure 3 -$SELECT Same or Different -INTRO: Listen to the two words. Tap S if they are the same, or D if they are different. +# Source: ST §Pan/Pen (read word pairs) +$DIALOGUE Read the Word Pairs +INTRO: Here are more "e" and "a" word pairs to read. +INSTRUCTION: Read these words. + +LINE: and / end +LINE: bath / Beth +LINE: ax / ex +LINE: add / Ed +LINE: land / lend +LINE: bat / bet +LINE: tan / ten +LINE: lass / less +LINE: pan / pen +LINE: lather / leather +LINE: rack / wreck +LINE: batter / better + +# Source: LLA 2D Figure 3 — same/different vowel discrimination +$SELECT Same or Different Sound +INTRO: Listen to two words. Are they exactly the same, or different? Tap your answer. INSTRUCTION: Tap S for Same or D for Different. OPTION: s | S (Same) OPTION: d | D (Different) @@ -1472,9 +1999,9 @@ ANSWER: d PROMPT: lather, leather {bk01-l2d-f3-10.mp3} ANSWER: d -# Source: LLA 2D Figure 4 +# Source: LLA 2D Figure 4 — K vs G sound $SELECT K or G Sound -INTRO: Listen to the words and decide if you hear the K sound as in "came", or the G sound as in "game". Tap the correct sound. +INTRO: Listen for the hard sound — is it the K of "came" or the G of "game"? Tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | K sound (as in came) OPTION: b | G sound (as in game) @@ -1513,39 +2040,6 @@ ANSWER: b PROMPT: coal, coal {bk01-l2d-f4-10.mp3} ANSWER: a -# Source: LLA 2D Figure 5 -$PRODUCE Write the Words -INPUT: type -CHECK: exact -INTRO: Listen to the word spoken and type it exactly. -INSTRUCTION: Type the word you hear. - -PROMPT: window. Window. {bk01-l2d-f5-01.mp3} -RESPONSE: window - -PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} -RESPONSE: classroom - -PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} -RESPONSE: circle - -PROMPT: table. Table. {bk01-l2d-f5-04.mp3} -RESPONSE: table - -PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} -RESPONSE: lab - -PROMPT: door. Door. {bk01-l2d-f5-06.mp3} -RESPONSE: door - -PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} -RESPONSE: picture - -PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} -RESPONSE: chair - -PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} -RESPONSE: pencil - -PROMPT: write. Write. {bk01-l2d-f5-10.mp3} -RESPONSE: write +# SKIPPED (book): ST Listening-skill blocks "CLOSE/GOODBYE" (/s/–/z/) and "SAME/DIFFERENT" +# (word-pair discrimination) — instructor-read with no recorded stimulus and no given +# words. 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negative, and questions), and American money. +DIOCO_DOC_ID: alc_book1_lesson3 +DESCRIPTION: The alphabet, occupations, subject pronouns, the verb BE (affirmative, negative, questions, short answers), and American coins. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: achird | Questions and cues, read clearly +VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Sgt_Jones | achernar | Male speaker -VOICE: Student | achird | Male speaker +VOICE: Sgt_Jones | achernar | Male speaker, brisk and friendly +VOICE: Student | achird | Male student VOICE: Student_1 | achernar | Male student VOICE: Student_2 | achird | Male student +VOICE: Narrator | achernar | speaker (auto) +# ===================================================================== $LESSON 3-1: The Alphabet and Spelling -# Source: ST Dialogue Spell It, Please. -$DIALOGUE Spell It, Please. -INTRO: Listen to the conversation between Sergeant Jones and a student. -INSTRUCTION: Read and repeat the dialog. -REPEAT - -Sgt_Jones: What's your name? -Student: John Doe. - -VOCAB: spell -Sgt_Jones: Spell it, please. -Student: J-O-H-N D-O-E. - -VOCAB: student control number -Sgt_Jones: What's your student control number? -Student: 82976832. - -Sgt_Jones: Repeat that, please. -Student: 82976832. - -Sgt_Jones: Okay. - # Source: LLA 3A Figure 1 $DIALOGUE The Alphabet -INTRO: Let's review the alphabet. Listen to the letters and repeat them. -INSTRUCTION: Repeat the letters. +INTRO: Let's warm up with the alphabet. Listen to each letter and say it back. +INSTRUCTION: Repeat each letter. REPEAT LINE: A {bk01-l3a-f1-01.mp3} @@ -69,8 +50,8 @@ LINE: Y {bk01-l3a-f1-25.mp3} LINE: Z {bk01-l3a-f1-26.mp3} # Source: LLA 3A Figure 2 -$SELECT Circle the Letters -INTRO: Listen to the letter and tap it from the choices given. +$SELECT Hear the Letter (Lowercase) +INTRO: Now test your ear. You'll hear a letter — tap the one you hear. INSTRUCTION: Tap the letter you hear. PROMPT: B. {bk01-l3a-f2-01.mp3} @@ -158,8 +139,8 @@ OPTION: d | V ANSWER: c # Source: LLA 3A Figure 12 -$SELECT Identify the Letters -INTRO: Listen to the letter and tap it from the choices. +$SELECT Hear the Letter Again +INTRO: A few more. Listen carefully — these vowels sound alike. INSTRUCTION: Tap the letter you hear. EXAMPLE @@ -198,50 +179,34 @@ OPTION: c | e OPTION: d | y ANSWER: c -# Source: LLA 3C Figure 2 -$PRODUCE Spell the Words -INPUT: speak -CHECK: reveal -INTRO: Look at the word on the screen and spell it aloud. Then listen and repeat the correct spelling. -INSTRUCTION: Spell the word aloud. +# Source: ST §Spell It, Please +$DIALOGUE Spell It, Please +INTRO: Sergeant Jones is checking a new student in. Listen to how he asks him to spell his name. +INSTRUCTION: Listen, then repeat and read the dialog. REPEAT -TEMPLATE: nickel -RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3} +Sgt_Jones: What's your name? +Student: John Doe. -TEMPLATE: money -RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3} +VOCAB: spell +Sgt_Jones: Spell it, please. +Student: J-O-H-N D-O-E. -TEMPLATE: she -RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3} +VOCAB: student control number +Sgt_Jones: What's your student control number? +Student: 82976832. -TEMPLATE: not -RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3} +Sgt_Jones: Repeat that, please. +Student: 82976832. -TEMPLATE: barber -RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3} - -TEMPLATE: they -RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3} - -TEMPLATE: penny -RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3} - -TEMPLATE: my -RESPONSE: M-Y. {bk01-l3c-f2-08.mp3} - -TEMPLATE: your -RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3} - -TEMPLATE: pilot -RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3} +Sgt_Jones: Okay. # Source: LLA 3C Figure 1 -$PRODUCE Write the Spelled Words +$PRODUCE Spelling — Type the Word +INTRO: You'll hear a word spelled out letter by letter. Type the whole word. +INSTRUCTION: Type the spelled word. INPUT: type CHECK: exact -INTRO: Listen to the letters being spelled and type the word they make. -INSTRUCTION: Type the spelled word. EXAMPLE PROMPT: P, E, N, N, Y. {bk01-l3c-f1-00-ex.mp3} @@ -277,94 +242,80 @@ RESPONSE: we {bk01-l3c-f1-09-a.mp3} PROMPT: Y, O, U. {bk01-l3c-f1-10.mp3} RESPONSE: you {bk01-l3c-f1-10-a.mp3} -# Source: LLA 3A Figure 14 -$PRODUCE Write and Spell -INPUT: type -CHECK: exact -INTRO: Listen to the word and type it. Then listen to the correct spelling and repeat it. -INSTRUCTION: Type the word you hear. +# Source: LLA 3C Figure 2 +$PRODUCE Spell It Aloud +INTRO: Now the other way round — read the word and spell it out loud, then check yourself. +INSTRUCTION: Spell the word aloud, letter by letter. +INPUT: speak +CHECK: reveal REPEAT -PROMPT: student. {bk01-l3a-f13-01-q.mp3} -RESPONSE: student {bk01-l3a-f13-01-a.mp3} +TEMPLATE: nickel +RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3} -PROMPT: chair. {bk01-l3a-f13-02-q.mp3} -RESPONSE: chair {bk01-l3a-f13-02-a.mp3} +TEMPLATE: money +RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3} -PROMPT: half dollar. {bk01-l3a-f13-03-q.mp3} -RESPONSE: half dollar {bk01-l3a-f13-03-a.mp3} +TEMPLATE: she +RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3} -PROMPT: cook. {bk01-l3a-f13-04-q.mp3} -RESPONSE: cook {bk01-l3a-f13-04-a.mp3} +TEMPLATE: not +RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3} -PROMPT: door. {bk01-l3a-f13-05-q.mp3} -RESPONSE: door {bk01-l3a-f13-05-a.mp3} +TEMPLATE: barber +RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3} -PROMPT: time. {bk01-l3a-f13-06-q.mp3} -RESPONSE: time {bk01-l3a-f13-06-a.mp3} +TEMPLATE: they +RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3} -PROMPT: classroom. {bk01-l3a-f13-07-q.mp3} -RESPONSE: classroom {bk01-l3a-f13-07-a.mp3} +TEMPLATE: penny +RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3} -PROMPT: these. {bk01-l3a-f13-08-q.mp3} -RESPONSE: these {bk01-l3a-f13-08-a.mp3} +TEMPLATE: my +RESPONSE: M-Y. {bk01-l3c-f2-08.mp3} -PROMPT: quarter. {bk01-l3a-f13-09-q.mp3} -RESPONSE: quarter {bk01-l3a-f13-09-a.mp3} - -PROMPT: window. {bk01-l3a-f13-10-q.mp3} -RESPONSE: window {bk01-l3a-f13-10-a.mp3} - -PROMPT: clock. {bk01-l3a-f13-11-q.mp3} -RESPONSE: clock {bk01-l3a-f13-11-a.mp3} - -PROMPT: pilot. {bk01-l3a-f13-12-q.mp3} -RESPONSE: pilot {bk01-l3a-f13-12-a.mp3} +TEMPLATE: your +RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3} +TEMPLATE: pilot +RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3} +# ===================================================================== $LESSON 3-2: Occupations and Pronouns -# Source: LLA 3B Intro Activity -$DIALOGUE Vocabulary: Occupations -INTRO: Let's learn some occupations. Listen to the new vocabulary words and their sentences, then repeat them. -INSTRUCTION: Listen and repeat each word and sentence. +# Source: ST §He Is a Teacher / She Is a Doctor +$GRAMMAR He's a Teacher. She's a Doctor. +INTRO: When you say what someone does, English usually shortens "is" to "'s". Listen for the contraction. + +A name or **he/she** plus **is** usually contracts in speech: + +| Full form | Contraction | +|---|---| +| {Bill is a pilot.} | {Bill's a pilot.} | +| {He is a pilot.} | {He's a pilot.} | +| {Betty is a doctor.} | {Betty's a doctor.} | +| {She is a doctor.} | {She's a doctor.} | + +# Source: ST §He Is a Teacher / She Is a Doctor +$DIALOGUE Full Form and Contraction +INTRO: Here's the long form and the short form side by side. Repeat both. +INSTRUCTION: Repeat each pair. REPEAT -VOCAB: barber -LINE: He's a barber. {bk01-l3b-f1-00a.mp3} - -VOCAB: cook -LINE: She's a cook. {bk01-l3b-f1-00b.mp3} - -VOCAB: doctor -LINE: She's a doctor. {bk01-l3b-f1-00c.mp3} - -VOCAB: mechanic -LINE: He's a mechanic. {bk01-l3b-f1-00d.mp3} - -VOCAB: pilot -LINE: They're pilots. {bk01-l3b-f1-00e.mp3} - -VOCAB: students -LINE: We're students. {bk01-l3b-f1-00f.mp3} - -VOCAB: teacher -LINE: He's a teacher. {bk01-l3b-f1-00g.mp3} - -# Source: ST Grammar He Is a Teacher. She Is a Doctor. -$GRAMMAR He Is a Teacher. She Is a Doctor. -INTRO: We use "he is" for a man and "she is" for a woman. We can shorten these to "he's" and "she's". - -| | | -|---|---| -| Bill + is = {Bill's} | a pilot. | -| He + is = {He's} | a pilot. | -| Betty + is = {Betty's} | a doctor. | -| She + is = {She's} | a doctor. | +LINE: He is a mechanic. He's a mechanic. +LINE: She is a mechanic. She's a mechanic. +LINE: She is a doctor. She's a doctor. +LINE: He is a doctor. He's a doctor. +LINE: He is a cook. He's a cook. +LINE: She is a cook. She's a cook. +LINE: She is a student. She's a student. +LINE: He is a student. He's a student. +LINE: He is a pilot. He's a pilot. +LINE: She is a pilot. She's a pilot. # Source: LLA 3A Figure 3 -$DIALOGUE Occupations (Singular) -INTRO: Look at the pictures, listen to the question and answer, and repeat them. +$DIALOGUE Occupations — He and She {page_058_001.jpg} +INTRO: Look at each person and listen to the question and answer. These are the jobs we'll keep using all lesson. INSTRUCTION: Listen and repeat. REPEAT @@ -389,27 +340,9 @@ LINE: She's a doctor. {page_058_006.jpg} {bk01-l3a-f3-06-a.mp3} Narrator: What's he? {page_058_007.jpg} {bk01-l3a-f3-07-q.mp3} LINE: He's a pilot. {page_058_007.jpg} {bk01-l3a-f3-07-a.mp3} -# Source: ST Grammar They're Students. -$GRAMMAR They're Students. -INTRO: When talking about more than one person, use "they are". - -| | | | | -|---|---|---|---| -| She | is | a | doctor. | -| He | is | a | doctor. | -| **They** | **are** | | **doctors.** | - -**They + are = {They're}** - -| | | -|---|---| -| They're | doctors. | -| They're | pilots. | -| They're | barbers. | - # Source: LLA 3A Figure 4 -$DIALOGUE Occupations (Plural) -INTRO: Look at the pictures of groups. Listen to the question and answer, and repeat them. +$DIALOGUE Occupations — They {page_058_008.jpg} +INTRO: Now there's more than one person in each picture, so we use "they". INSTRUCTION: Listen and repeat. REPEAT @@ -434,106 +367,9 @@ LINE: They're pilots. {page_059_001.jpg} {bk01-l3a-f4-06-a.mp3} Narrator: What are they? {page_059_002.jpg} {bk01-l3a-f4-07-q.mp3} LINE: They're cooks. {page_059_002.jpg} {bk01-l3a-f4-07-a.mp3} -# Source: ST Grammar We're Students. -$GRAMMAR We're Students. -INTRO: When talking about yourself and others, use "we are". - -| | | | | -|---|---|---|---| -| She | is | a | student. | -| I | am | a | student. | -| **We** | **are** | | **students.** | - -**We + are = {We're}** - -| | | -|---|---| -| We're | doctors. | -| We're | pilots. | -| We're | barbers. | - -# Source: ST Grammar You're Mechanics. -$GRAMMAR You're Mechanics. -INTRO: "You are" can be used for one person, or for a group of people. - -| | | | | -|---|---|---|---| -| She | is | a | mechanic. | -| You | are | a | mechanic. | -| **You** | **are** | | **mechanics.** | - -**You + are = {You're}** - -| | | -|---|---| -| You're | doctors. | -| You're | pilots. | -| You're | barbers. | - -# Source: LLA 3B Figure 2 -$SELECT Am, Is, or Are? -INTRO: Listen to the words, then tap the correct verb to complete the sentence. Finally, repeat the full sentence. -INSTRUCTION: Tap the correct verb. -REPEAT - -EXAMPLE -PROMPT: "She" "a pilot." {bk01-l3b-f2-ex-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-ex-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "They" "students." {bk01-l3b-f2-01-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-01-a.mp3} -ANSWER: c - -PROMPT: "He" "a doctor." {bk01-l3b-f2-02-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-02-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "You" "his teacher." {bk01-l3b-f2-03-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-03-a.mp3} -ANSWER: c - -PROMPT: "He" "my barber." {bk01-l3b-f2-04-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-04-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "We" "pilots." {bk01-l3b-f2-05-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-05-a.mp3} -ANSWER: c - -PROMPT: "You" "a mechanic." {bk01-l3b-f2-06-q.mp3} -OPTION: a | Am -OPTION: b | Is -OPTION: c | Are {bk01-l3b-f2-06-a.mp3} -ANSWER: c - -PROMPT: "I" "your teacher." {bk01-l3b-f2-07-q.mp3} -OPTION: a | am {bk01-l3b-f2-07-a.mp3} -OPTION: b | is -OPTION: c | are -ANSWER: a - -PROMPT: "He" "a doctor." {bk01-l3b-f2-08-q.mp3} -OPTION: a | Am -OPTION: b | Is {bk01-l3b-f2-08-a.mp3} -OPTION: c | Are -ANSWER: b - # Source: LLA 3A Figure 6 -$SELECT Identify the Occupation -INTRO: Listen to the question and answer. Tap the correct picture from the choices. +$SELECT Match the Occupation +INTRO: You'll hear a question and its answer. Tap the picture that matches. INSTRUCTION: Tap the correct picture. PROMPT: What's he? He's a teacher. {bk01-l3a-f6-01-q.mp3} @@ -597,8 +433,8 @@ OPTION: c | {page_061_015.jpg} ANSWER: a # Source: LLA 3A Figure 7 -$PRODUCE Answer the Questions -INTRO: Look at the picture, listen to the question, and answer aloud. Then repeat the correct answer. +$PRODUCE What Is He? What Are They? +INTRO: Look at each picture and answer the question in a full sentence, then check. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -634,12 +470,316 @@ RESPONSE: They're pilots. {bk01-l3a-f7-09-a.mp3} PROMPT: What are they? {page_062_011.jpg} {bk01-l3a-f7-10-q.mp3} RESPONSE: They're barbers. {bk01-l3a-f7-10-a.mp3} +# Source: ST §They're Students +$GRAMMAR They're Students. +INTRO: When you talk about more than one person, "he" and "she" become "they", and "is" becomes "are". -$LESSON 3-3: Negative Statements +| | | | | +|---|---|---|---| +| She | is | a | doctor. | +| He | is | a | doctor. | +| **They** | **are** | | **doctors.** | -# Source: ST Grammar They're Not Doctors. They're Mechanics. -$GRAMMAR They're Not Doctors. They're Mechanics. -INTRO: To make a sentence negative, add "not" after the verb. +**They + are = They're**: {They're doctors.} · {They're pilots.} · {They're barbers.} + +# Source: LLA 3B Vocabulary + ST §They — illustrative occupation sentences +$DIALOGUE They — More Than One +INTRO: Here's the plural again, this time with pictures. Repeat each one. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: they're +LINE: They're doctors. {st-page_057_001.jpg} +LINE: They're pilots. {st-page_057_002.jpg} +LINE: They're barbers. {st-page_058_001.jpg} +LINE: They're cooks. {st-page_058_002.jpg} +LINE: They're mechanics. {st-page_058_003.jpg} +LINE: They're teachers. {st-page_058_004.jpg} +LINE: They're students. {st-page_058_005.jpg} + +# Source: ST §They're Students (transformation drill) +$PRODUCE Make It Plural +INTRO: Change each "he" or "she" sentence so it talks about more than one — say it with "they". +INSTRUCTION: Change the sentence to use "they". +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: He's a cook. +RESPONSE: They're cooks. + +PROMPT: She's a doctor. +RESPONSE: They're doctors. + +PROMPT: He's a pilot. +RESPONSE: They're pilots. + +PROMPT: He's a barber. +RESPONSE: They're barbers. + +PROMPT: She's a student. +RESPONSE: They're students. + +PROMPT: He's a cook. +RESPONSE: They're cooks. + +PROMPT: He is a student. +RESPONSE: They're students. + +PROMPT: She's a mechanic. +RESPONSE: They're mechanics. + +PROMPT: She's a teacher. +RESPONSE: They're teachers. + +PROMPT: He's a mechanic. +RESPONSE: They're mechanics. + +PROMPT: He's a teacher. +RESPONSE: They're teachers. + +# Source: ST §We're Students +$GRAMMAR We're Students. +INTRO: When you include yourself in a group, use "we are" — usually shortened to "we're". + +| | | | | +|---|---|---|---| +| She | is | a | student. | +| I | am | a | student. | +| **We** | **are** | | **students.** | + +**We + are = We're**: {We're doctors.} · {We're pilots.} · {We're barbers.} + +# Source: ST §We're Students +$DIALOGUE We're Students. +INTRO: Each sentence adds you to a group. Listen for how it ends in "we're". +INSTRUCTION: Repeat and read the sentences. +REPEAT + +VOCAB: we're +LINE: You and I are cooks. We're cooks. +LINE: He and I are students. We're students. +LINE: She and I are mechanics. We're mechanics. +LINE: You and I are pilots. We're pilots. +LINE: They and I are students. We're students. +LINE: John and I are teachers. We're teachers. +LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks. +LINE: Bob, Tom and I are pilots. We're pilots. +LINE: You and I are mechanics. We're mechanics. +LINE: Ted and I are barbers. We're barbers. + +# Source: ST §You're Mechanics +$GRAMMAR You're Mechanics. +INTRO: "You" takes "are" whether it means one person or several — shortened to "you're". + +| | | | | +|---|---|---|---| +| She | is | a | mechanic. | +| You | are | a | mechanic. | +| **You** | **are** | | **mechanics.** | + +**You + are = You're**: {You're doctors.} · {You're pilots.} · {You're barbers.} + +# Source: ST §You're Mechanics +$DIALOGUE You're Mechanics. +INTRO: Listen for how single people add up to "you're" plus the plural job. +INSTRUCTION: Repeat these sentences. +REPEAT + +LINE: He's a pilot. You're a pilot. You're pilots. +LINE: She's a doctor. You're a doctor. You're doctors. +LINE: You're a student. He's a student. You're students. +LINE: You're a cook, and Tom is a cook. You're cooks. +LINE: You're a mechanic and she is a mechanic. You're mechanics. +LINE: Bill's a teacher. You're a teacher. You're teachers. +LINE: John's a barber. You're a barber. You're barbers. +LINE: She's a cook, and you're a cook. You're cooks. + +# Source: LLA 3B Figure 1 +$DIALOGUE More Occupation Practice {page_067_001.jpg} +INTRO: Listen to one more set of people and say each sentence back. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: He's a barber. {page_067_001.jpg} {bk01-l3b-f1-01.mp3} +LINE: She's a doctor. {page_067_002.jpg} {bk01-l3b-f1-02.mp3} +LINE: He's a cook. {page_067_003.jpg} {bk01-l3b-f1-03.mp3} +LINE: She's a student. {page_067_004.jpg} {bk01-l3b-f1-04.mp3} +LINE: They're pilots. {page_067_005.jpg} {bk01-l3b-f1-05.mp3} +LINE: They're teachers. {page_067_006.jpg} {bk01-l3b-f1-06.mp3} +LINE: He's a mechanic. {page_067_007.jpg} {bk01-l3b-f1-07.mp3} +LINE: He's a doctor. {page_067_008.jpg} {bk01-l3b-f1-08.mp3} + +# Source: LLA 3B Figure 2 +$SELECT Am, Is, or Are? +INTRO: Pick the right form of BE for each subject, then repeat the whole sentence. +INSTRUCTION: Tap the correct verb. +REPEAT + +EXAMPLE +PROMPT: "She" "a pilot." {bk01-l3b-f2-ex-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-ex-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "They" "students." {bk01-l3b-f2-01-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-01-a.mp3} +ANSWER: c + +PROMPT: "He" "a doctor." {bk01-l3b-f2-02-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-02-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "You" "his teacher." {bk01-l3b-f2-03-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-03-a.mp3} +ANSWER: c + +PROMPT: "He" "my barber." {bk01-l3b-f2-04-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-04-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "We" "pilots." {bk01-l3b-f2-05-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-05-a.mp3} +ANSWER: c + +PROMPT: "You" "a mechanic." {bk01-l3b-f2-06-q.mp3} +OPTION: a | Am +OPTION: b | Is +OPTION: c | Are {bk01-l3b-f2-06-a.mp3} +ANSWER: c + +PROMPT: "I" "your teacher." {bk01-l3b-f2-07-q.mp3} +OPTION: a | am {bk01-l3b-f2-07-a.mp3} +OPTION: b | is +OPTION: c | are +ANSWER: a + +PROMPT: "He" "a doctor." {bk01-l3b-f2-08-q.mp3} +OPTION: a | Am +OPTION: b | Is {bk01-l3b-f2-08-a.mp3} +OPTION: c | Are +ANSWER: b + +# Source: ST §They Are Doctors (verb-choice MCQ) +$SELECT Complete with BE +INTRO: Tap the word that finishes each sentence correctly. +INSTRUCTION: Tap the correct word. + +TEMPLATE: She ____ a pilot. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: b + +TEMPLATE: They ____ students. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: c + +TEMPLATE: You ____ my teacher. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | isn't +ANSWER: c + +TEMPLATE: He ____ a student. He's a teacher. +OPTION: a | isn't +OPTION: b | aren't +OPTION: c | is +OPTION: d | are +ANSWER: a + +TEMPLATE: We ____ pilots. We're mechanics. +OPTION: a | not +OPTION: b | am not +OPTION: c | isn't +OPTION: d | aren't +ANSWER: d + +TEMPLATE: ____ you a doctor? +OPTION: a | Am +OPTION: b | Is +OPTION: c | Not +OPTION: d | Are +ANSWER: d + +TEMPLATE: I ____ a barber. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: a + +TEMPLATE: ____ she a barber? +OPTION: a | Am +OPTION: b | Is +OPTION: c | Not +OPTION: d | Are +ANSWER: b + +# Source: LLA 3A Figure 9 +$SELECT Listen and Choose the Picture +INTRO: A quick mixed review — coins, classroom objects, and people. Tap what you hear. +INSTRUCTION: Tap the correct picture. + +PROMPT: What's this? It's my pen. {bk01-l3a-f9-01-q.mp3} +OPTION: a | {page_064_001.jpg} +OPTION: b | {page_064_002.jpg} +OPTION: c | {page_064_003.jpg} +ANSWER: a + +PROMPT: What are those? They're half dollars. {bk01-l3a-f9-02-q.mp3} +OPTION: a | {page_064_004.jpg} +OPTION: b | {page_064_005.jpg} +OPTION: c | {page_064_006.jpg} +ANSWER: b + +PROMPT: What are these? They're letters. {bk01-l3a-f9-03-q.mp3} +OPTION: a | {page_064_007.jpg} +OPTION: b | {page_064_008.jpg} +OPTION: c | {page_064_009.jpg} +ANSWER: a + +PROMPT: What is he? He's a pilot. {bk01-l3a-f9-04-q.mp3} +OPTION: a | {page_064_010.jpg} +OPTION: b | {page_064_011.jpg} +OPTION: c | {page_064_012.jpg} +ANSWER: c + +PROMPT: What are they? They're barbers. {bk01-l3a-f9-05-q.mp3} +OPTION: a | {page_064_013.jpg} +OPTION: b | {page_064_014.jpg} +OPTION: c | {page_064_015.jpg} +ANSWER: b + +PROMPT: What is she? She's a mechanic. {bk01-l3a-f9-06-q.mp3} +OPTION: a | {page_064_016.jpg} +OPTION: b | {page_064_017.jpg} +OPTION: c | {page_064_018.jpg} +ANSWER: a + +# ===================================================================== +$LESSON 3-3: Negatives + +# Source: ST §They're Not Doctors +$GRAMMAR Negatives with BE — "not" +INTRO: To make a BE sentence negative, just put "not" after the verb. ![Three mechanics in uniform standing next to the open hood of a car.](page_062_001.jpg) @@ -653,11 +793,29 @@ INTRO: To make a sentence negative, add "not" after the verb. |---|---|---| | We're / They're | not | doctors. | | Bill and I are | not | teachers. | -| Mr. and Mrs. Jones are / You're | not | students. | +| You're | not | students. | -# Source: LLA 3C Figure 3 (Part 1) -$DIALOGUE Negative Sentences -INTRO: Listen to the sentences and repeat them. +# Source: ST §This Is Not Your Pen +$DIALOGUE This Is Not Your Pen. +INTRO: Listen to these negative sentences and repeat them. +INSTRUCTION: Repeat these sentences. +REPEAT + +VOCAB: not +LINE: We're not teachers. +LINE: We're not doctors. +LINE: I'm not a student. +LINE: Those are not my books. +LINE: This is not your pencil. +LINE: You're not a barber. +LINE: This is not my classroom. +LINE: She's not a cook. +LINE: These are not your pens. +LINE: They're not pilots. + +# Source: LLA 3C Figure 3 Part 1 +$DIALOGUE It's Not a Pencil. {page_074_001.jpg} +INTRO: Each picture shows one thing — so we say what it is and what it isn't. INSTRUCTION: Listen and repeat. REPEAT @@ -677,9 +835,9 @@ LINE: He's not a teacher. He's a student. {page_076_001.jpg} {bk01-l3c-f3-13.mp3 LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg} {bk01-l3c-f3-14.mp3} LINE: He's not a barber. He's a doctor. {page_076_003.jpg} {bk01-l3c-f3-15.mp3} -# Source: LLA 3C Figure 3 (Part 2) -$PRODUCE Answer the Questions (2) -INTRO: Look at the picture and listen to the question. Answer aloud, then repeat the correct answer. +# Source: LLA 3C Figure 3 Part 2 +$PRODUCE What's That? (Singular) +INTRO: Look at the picture and say what it is and what it isn't, then check. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -734,18 +892,55 @@ RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-29-a.mp3} PROMPT: What is he? {page_076_003.jpg} {bk01-l3c-f3-30-q.mp3} RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-30-a.mp3} -# Source: ST Grammar They Aren't Pilots. +# Source: ST §They Aren't Pilots (isn't/aren't grammar) $GRAMMAR They Aren't Pilots. -INTRO: We can also combine "is" or "are" with "not". +INTRO: "Is not" and "are not" usually shorten to "isn't" and "aren't". | | | | | |---|---|---|---| -| He / She | is not = | **{isn't}** | a barber. | -| You / We / They | are not = | **{aren't}** | barbers. | +| He / She | is not = | **isn't** | a barber. | +| You / We / They | are not = | **aren't** | barbers. | -# Source: ST Produce He Isn't a Pilot. -$PRODUCE He Isn't a Pilot. -INSTRUCTION: Change "are not" or "is not" to "aren't" or "isn't" aloud. +# Source: ST §Joe Isn't a Cook +$DIALOGUE Joe Isn't a Cook. He's a Mechanic. +INTRO: Each pair corrects one fact with "isn't". Repeat and read along. +INSTRUCTION: Repeat the sentences, then read them. +REPEAT + +VOCAB: isn't +LINE: John is a student. He isn't a teacher. +LINE: He is a mechanic. He isn't a doctor. +LINE: This is my book. This isn't your book. +LINE: Sara is a teacher. She isn't a student. +LINE: He is a cook. He isn't a barber. +LINE: Mary is a teacher. She isn't a student. +LINE: That isn't my pen. That's her pen. +LINE: My name isn't Tom. It's John. +LINE: Sally isn't a mechanic. She's a barber. +LINE: He isn't a pilot. He's a mechanic. + +# Source: ST §They Aren't Pilots +$DIALOGUE They Aren't Pilots. +INTRO: Now the plural — listen for "aren't" correcting each group. +INSTRUCTION: Repeat and read these sentences. +REPEAT + +VOCAB: aren't +LINE: We are students. We aren't teachers. +LINE: You are doctors. You aren't pilots. +LINE: You are a doctor. You aren't a barber. +LINE: They're teachers. They aren't students. +LINE: Those are books. Those aren't notebooks. +LINE: You aren't students. You're teachers. +LINE: They aren't pilots. They're barbers. +LINE: We aren't barbers. We're students. +LINE: They aren't doors. They're windows. +LINE: You aren't teachers. You're students. + +# Source: ST §He Isn't a Pilot (contraction drill) +$PRODUCE Contract It — isn't / aren't +INTRO: Say each sentence again, but shorten "is not" to "isn't" and "are not" to "aren't". +INSTRUCTION: Change "is not" or "are not" to "isn't" or "aren't" aloud. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -786,9 +981,9 @@ RESPONSE: Bob isn't a pilot. PROMPT: It is not your pencil. RESPONSE: It isn't your pencil. -# Source: LLA 3C Figure 4 (Part 1) -$DIALOGUE Negative Sentences (Plural) -INTRO: Listen to the plural sentences and repeat them. +# Source: LLA 3C Figure 4 Part 1 +$DIALOGUE They're Not Mechanics. (Plural) {page_077_001.jpg} +INTRO: Now the plural — what they are, and what they aren't. INSTRUCTION: Listen and repeat. REPEAT @@ -800,9 +995,9 @@ LINE: They're barbers. They aren't doctors. {page_077_005.jpg} {bk01-l3c-f4-04.m LINE: They're cooks. They aren't barbers. {page_077_006.jpg} {bk01-l3c-f4-05.mp3} LINE: They're tables. They're not chairs. {page_077_007.jpg} {bk01-l3c-f4-06.mp3} -# Source: LLA 3C Figure 4 (Part 2) -$PRODUCE Answer the Questions (3) -INTRO: Look at the pictures and answer the questions aloud. +# Source: LLA 3C Figure 4 Part 2 +$PRODUCE What Are They? (Plural) +INTRO: Answer each picture in the plural — say what they are and aren't, then check. INSTRUCTION: Answer aloud with full sentences. INPUT: speak CHECK: reveal @@ -831,11 +1026,11 @@ PROMPT: What are those? {page_077_007.jpg} {bk01-l3c-f4-12-q.mp3} RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-12-a.mp3} # Source: LLA 3C Figure 5 -$PRODUCE Write the Words +$PRODUCE Fill in the Negative +INTRO: Listen to the full sentence, then type the missing words that make it negative. +INSTRUCTION: Type the missing words. INPUT: type CHECK: exact -INTRO: Listen to the sentence and type the missing words. -INSTRUCTION: Type the missing words. EXAMPLE TEMPLATE: They're pilots. ____ mechanics. @@ -873,72 +1068,12 @@ PROMPT: Those are tables. They're not chairs. {bk01-l3c-f5-06.mp3} RESPONSE: Those are tables. They're not chairs. ACCEPT: They're not -# Source: ST Select They Are Doctors. -$SELECT They Are Doctors. -INSTRUCTION: Tap the correct word to complete the sentence. +# ===================================================================== +$LESSON 3-4: Yes/No Questions and Short Answers -PROMPT: She ____ a pilot. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: b - -PROMPT: They ____ students. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: c - -PROMPT: You ____ my teacher. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | isn't -ANSWER: c - -PROMPT: He ____ a student. He's a teacher. -OPTION: a | isn't -OPTION: b | aren't -OPTION: c | is -OPTION: d | are -ANSWER: a - -PROMPT: We ____ pilots. We're mechanics. -OPTION: a | not -OPTION: b | am not -OPTION: c | isn't -OPTION: d | aren't -ANSWER: d - -PROMPT: ____ you a doctor? -OPTION: a | Am -OPTION: b | Is -OPTION: c | Not -OPTION: d | Are -ANSWER: d - -PROMPT: I ____ a barber. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: a - -PROMPT: ____ she a barber? -OPTION: a | Am -OPTION: b | Is -OPTION: c | Not -OPTION: d | Are -ANSWER: b - - -$LESSON 3-4: Questions and Short Answers - -# Source: ST Grammar Are They Students? +# Source: ST §Are They Students (question-formation grammar) $GRAMMAR Are They Students? -INTRO: To ask a question with BE, move the verb before the subject. +INTRO: To ask a yes/no question with BE, move the verb in front of the subject. | | | | | |---|---|---|---| @@ -946,8 +1081,39 @@ INTRO: To ask a question with BE, move the verb before the subject. | **Is** | he / she / it | a | doctor? | | **Are** | we / you / they | | mechanics? | -# Source: ST Produce Is Joe a Barber? -$PRODUCE Is Joe a Barber? +# Source: ST §Are They Teachers (read the questions) +$DIALOGUE Are They Teachers? +INTRO: Just read each question aloud — notice the verb comes first. +INSTRUCTION: Read the questions. + +LINE: Is he a student? +LINE: Are they students? +LINE: Is he a doctor? +LINE: Are they doctors? +LINE: Is he a pilot? +LINE: Are they pilots? +LINE: Is she a mechanic? +LINE: Are they mechanics? +LINE: Is she a barber? +LINE: Are they barbers? +LINE: Is she a teacher? +LINE: Are those books? +LINE: Is this a book? +LINE: Are they notebooks? +LINE: Is this a pen? +LINE: Are these pencils? +LINE: Is this a chair? +LINE: Are they pens? +LINE: Is that a pencil? +LINE: Are those desks? +LINE: Is that a notebook? +LINE: Are these chairs? +LINE: Is that a desk? +LINE: Are these desks? + +# Source: ST §Is Joe a Barber (statement→question drill) +$PRODUCE Make It a Question +INTRO: Turn each statement into a yes/no question by moving the verb to the front. INSTRUCTION: Change these statements to questions. INPUT: speak CHECK: reveal @@ -992,21 +1158,86 @@ RESPONSE: Is she a mechanic? PROMPT: They're mechanics. RESPONSE: Are they mechanics? -# Source: ST Grammar Short Answers with BE +# Source: ST §Is This Your Book (cued question building) +$PRODUCE Build the Question from a Cue +INTRO: You'll see a short cue like "she / doctor" — turn it into a full BE question. +INSTRUCTION: Make a question from the cue. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +TEMPLATE: that / book +RESPONSE: Is that a book? + +TEMPLATE: this / pen +RESPONSE: Is this a pen? + +TEMPLATE: she / doctor +RESPONSE: Is she a doctor? + +TEMPLATE: you / student +RESPONSE: Are you a student? + +TEMPLATE: those / pencils +RESPONSE: Are those pencils? + +TEMPLATE: they / teachers +RESPONSE: Are they teachers? + +TEMPLATE: you / mechanics +RESPONSE: Are you mechanics? + +TEMPLATE: we / doctors +RESPONSE: Are we doctors? + +TEMPLATE: he / cook +RESPONSE: Is he a cook? + +TEMPLATE: your / pencil +RESPONSE: Is that your pencil? + +TEMPLATE: my / pencil +RESPONSE: Is this my pencil? + +TEMPLATE: your / books +RESPONSE: Are those your books? + +TEMPLATE: my / books +RESPONSE: Are these my books? + +# Source: ST §Short Answers with BE $GRAMMAR Short Answers with BE -INTRO: You can answer questions with short affirmative or negative phrases. +INTRO: You don't repeat the whole sentence to answer — just use a short "yes" or "no" phrase. | Question | Short Answer (Yes) | Short Answer (No) | |---|---|---| -| **Is** this a pen? | Yes, it is. | No, it isn't. | -| **Is** she a doctor? | Yes, she is. | No, she isn't. | -| **Are** you a student? | Yes, I am. | No, I'm not. | -| **Are** these pencils? | Yes, they are. | No, they aren't. | -| **Are** they students? | Yes, they are. | No, they aren't. | +| {Is this a pen?} | {Yes, it is.} | {No, it isn't.} | +| {Is she a doctor?} | {Yes, she is.} | {No, she isn't.} | +| {Are you a student?} | {Yes, I am.} | {No, I'm not.} | +| {Are these pencils?} | {Yes, they are.} | {No, they aren't.} | +| {Are they students?} | {Yes, they are.} | {No, they aren't.} | -# Source: LLA 3C Figure 6 (Part 1 & 2 combined) -$DIALOGUE Yes and No Questions -INTRO: Listen to the questions and the short answers. Repeat them. +# Source: ST §Is This Your Pen? Yes, It Is. +$DIALOGUE Is This Your Pen? Yes, It Is. +INTRO: Listen to the question and its short answer together, then repeat both. +INSTRUCTION: Repeat these questions and answers. +REPEAT + +LINE: Is that my pen? No, it's not. +LINE: Is he a mechanic? No, he isn't. +LINE: Are you students? Yes, we are. +LINE: Is this a book? Yes, it is. +LINE: Are they students? No, they aren't. +LINE: Is she a barber? No, she's not. +LINE: Are those your books? No, they're not. +LINE: Are you a doctor? No, I'm not. +LINE: Is he a doctor? Yes, he is. +LINE: Are these pencils? Yes, they are. + +# Source: LLA 3C Figure 6 Part 1 +$DIALOGUE Yes Answers {page_079_001.jpg} +INTRO: Listen to each question and its positive short answer, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1017,17 +1248,39 @@ LINE: Is this a table? Yes, it is. {page_079_004.jpg} {bk01-l3c-f6-04.mp3} LINE: Is that a clock? Yes, it is. {page_079_005.jpg} {bk01-l3c-f6-05.mp3} LINE: Is that a window? Yes, it is. {page_079_006.jpg} {bk01-l3c-f6-06.mp3} LINE: Is that a door? Yes, it is. {page_079_007.jpg} {bk01-l3c-f6-07.mp3} +LINE: Is he a doctor? Yes, he is. {page_080_008.jpg} {bk01-l3c-f6-08.mp3} +LINE: Is she a doctor? Yes, she is. {page_080_009.jpg} {bk01-l3c-f6-09.mp3} +LINE: Is he a student? Yes, he is. {page_080_010.jpg} {bk01-l3c-f6-10.mp3} +LINE: Is he a barber? Yes, he is. {page_080_011.jpg} {bk01-l3c-f6-11.mp3} +LINE: Is she a cook? Yes, she is. {page_080_012.jpg} {bk01-l3c-f6-12.mp3} +LINE: Is she a mechanic? Yes, she is. {page_080_013.jpg} {bk01-l3c-f6-13.mp3} +LINE: Is she a teacher? Yes, she is. {page_080_014.jpg} {bk01-l3c-f6-14.mp3} + +# Source: LLA 3C Figure 6 Part 2 +$DIALOGUE No Answers {page_079_001.jpg} +INTRO: Now the same kind of questions, but with negative short answers. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Is this a book? No, it's not. {page_079_001.jpg} {bk01-l3c-f6-15.mp3} LINE: Is this a clock? No, it's not. {page_079_002.jpg} {bk01-l3c-f6-16.mp3} LINE: Is this a table? No, it's not. {page_079_003.jpg} {bk01-l3c-f6-17.mp3} LINE: Is this a chair? No, it isn't. {page_079_004.jpg} {bk01-l3c-f6-18.mp3} LINE: Is that a book? No, it isn't. {page_079_005.jpg} {bk01-l3c-f6-19.mp3} LINE: Is that a door? No, it isn't. {page_079_006.jpg} {bk01-l3c-f6-20.mp3} LINE: Is that a window? No, it isn't. {page_079_007.jpg} {bk01-l3c-f6-21.mp3} +LINE: Is he a barber? No, he's not. {page_080_008.jpg} {bk01-l3c-f6-22.mp3} +LINE: Is she a cook? No, she's not. {page_080_009.jpg} {bk01-l3c-f6-23.mp3} +LINE: Is he a teacher? No, he's not. {page_080_010.jpg} {bk01-l3c-f6-24.mp3} +LINE: Is he a doctor? No, he isn't. {page_080_011.jpg} {bk01-l3c-f6-25.mp3} +LINE: Is she a student? No, she isn't. {page_080_012.jpg} {bk01-l3c-f6-26.mp3} +LINE: Is she a pilot? No, she isn't. {page_080_013.jpg} {bk01-l3c-f6-27.mp3} +LINE: Is she a doctor? No, she isn't. {page_080_014.jpg} {bk01-l3c-f6-28.mp3} -# Source: LLA 3C Figure 6 (Part 3) -$PRODUCE Answer the Questions (4) -INTRO: Look at the pictures and answer the questions aloud with a short sentence. Then repeat the correct answer. -INSTRUCTION: Answer aloud. +# Source: LLA 3C Figure 6 Part 3 +$PRODUCE Yes or No — Answer the Question +INTRO: Look at the picture, listen to the question, and give the right short answer. +INSTRUCTION: Answer aloud with a short sentence. INPUT: speak CHECK: reveal REPEAT @@ -1078,9 +1331,57 @@ RESPONSE: Yes, she is. {bk01-l3c-f6-41-a.mp3} PROMPT: Is she a doctor? {page_080_014.jpg} {bk01-l3c-f6-42-q.mp3} RESPONSE: No, she isn't. {bk01-l3c-f6-42-a.mp3} -# Source: LLA 3D Figure 1 (Part 1 & 2) -$DIALOGUE Are they...? -INTRO: Look at the pictures. Listen to the questions and answers, then repeat them. +# Source: LLA 3C Figure 7 +$PRODUCE More Yes/No Answers +INTRO: Same task, new pictures. Listen and answer with a short yes or no. +INSTRUCTION: Answer aloud with a short sentence. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Is he a doctor? {page_081_001.jpg} {bk01-l3c-f7-ex-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f7-ex-a.mp3} + +PROMPT: Is he a cook? {page_081_002.jpg} {bk01-l3c-f7-01-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-01-a.mp3} + +PROMPT: Is she a doctor? {page_081_003.jpg} {bk01-l3c-f7-02-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-02-a.mp3} + +PROMPT: Is he a pilot? {page_081_004.jpg} {bk01-l3c-f7-03-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f7-03-a.mp3} + +PROMPT: Is he a pilot? {page_081_005.jpg} {bk01-l3c-f7-04-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-04-a.mp3} + +PROMPT: Is she a barber? {page_081_006.jpg} {bk01-l3c-f7-05-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-05-a.mp3} + +PROMPT: Is he a barber? {page_081_007.jpg} {bk01-l3c-f7-06-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-06-a.mp3} + +PROMPT: Is she a student? {page_081_008.jpg} {bk01-l3c-f7-07-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-07-a.mp3} + +PROMPT: Is she a student? {page_081_009.jpg} {bk01-l3c-f7-08-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-08-a.mp3} + +PROMPT: Is he a mechanic? {page_081_010.jpg} {bk01-l3c-f7-09-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-09-a.mp3} + +PROMPT: Is she a cook? {page_081_011.jpg} {bk01-l3c-f7-10-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-10-a.mp3} + +PROMPT: Is she a cook? {page_081_012.jpg} {bk01-l3c-f7-11-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-11-a.mp3} + +PROMPT: Is he a doctor? {page_081_013.jpg} {bk01-l3c-f7-12-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-12-a.mp3} + +# Source: LLA 3D Figure 1 Part 1 +$DIALOGUE Are They...? — Yes {page_083_001.jpg} +INTRO: Plural questions now — "are they" and "are those", with positive answers. INSTRUCTION: Listen and repeat each question and answer. REPEAT @@ -1093,6 +1394,36 @@ LINE: Yes, they are. {page_083_002.jpg} {bk01-l3d-f1-04.mp3} Narrator: Are they pilots? {page_083_003.jpg} {bk01-l3d-f1-05.mp3} LINE: Yes, they are. {page_083_003.jpg} {bk01-l3d-f1-06.mp3} +Narrator: Are they students? {page_083_004.jpg} {bk01-l3d-f1-07.mp3} +LINE: Yes, they are. {page_083_004.jpg} {bk01-l3d-f1-08.mp3} + +Narrator: Are they teachers? {page_083_005.jpg} {bk01-l3d-f1-09.mp3} +LINE: Yes, they are. {page_083_005.jpg} {bk01-l3d-f1-10.mp3} + +Narrator: Are they doctors? {page_083_006.jpg} {bk01-l3d-f1-11.mp3} +LINE: Yes, they are. {page_083_006.jpg} {bk01-l3d-f1-12.mp3} + +Narrator: Are they mechanics? {page_083_007.jpg} {bk01-l3d-f1-13.mp3} +LINE: Yes, they are. {page_083_007.jpg} {bk01-l3d-f1-14.mp3} + +Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-15.mp3} +LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-16.mp3} + +Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-17.mp3} +LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-18.mp3} + +Narrator: Are those pens? {page_083_010.jpg} {bk01-l3d-f1-19.mp3} +LINE: Yes, they are. {page_083_010.jpg} {bk01-l3d-f1-20.mp3} + +Narrator: Are those letters? {page_083_011.jpg} {bk01-l3d-f1-21.mp3} +LINE: Yes, they are. {page_083_011.jpg} {bk01-l3d-f1-22.mp3} + +# Source: LLA 3D Figure 1 Part 2 +$DIALOGUE Are They...? — No {page_083_001.jpg} +INTRO: Same pictures, but this time the answers are negative. +INSTRUCTION: Listen and repeat. +REPEAT + Narrator: Are they teachers? {page_083_001.jpg} {bk01-l3d-f1-23.mp3} LINE: No, they're not. {page_083_001.jpg} {bk01-l3d-f1-24.mp3} @@ -1102,11 +1433,17 @@ LINE: No, they're not. {page_083_002.jpg} {bk01-l3d-f1-26.mp3} Narrator: Are they cooks? {page_083_003.jpg} {bk01-l3d-f1-27.mp3} LINE: No, they aren't. {page_083_003.jpg} {bk01-l3d-f1-28.mp3} -Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-15.mp3} -LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-16.mp3} +Narrator: Are they mechanics? {page_083_004.jpg} {bk01-l3d-f1-29.mp3} +LINE: No, they aren't. {page_083_004.jpg} {bk01-l3d-f1-30.mp3} -Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-17.mp3} -LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-18.mp3} +Narrator: Are they barbers? {page_083_005.jpg} {bk01-l3d-f1-31.mp3} +LINE: No, they aren't. {page_083_005.jpg} {bk01-l3d-f1-32.mp3} + +Narrator: Are they pilots? {page_083_006.jpg} {bk01-l3d-f1-33.mp3} +LINE: No, they aren't. {page_083_006.jpg} {bk01-l3d-f1-34.mp3} + +Narrator: Are they students? {page_083_007.jpg} {bk01-l3d-f1-35.mp3} +LINE: No, they're not. {page_083_007.jpg} {bk01-l3d-f1-36.mp3} Narrator: Are those letters? {page_083_008.jpg} {bk01-l3d-f1-37.mp3} LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-38.mp3} @@ -1114,9 +1451,15 @@ LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-38.mp3} Narrator: Are those tables? {page_083_009.jpg} {bk01-l3d-f1-39.mp3} LINE: No, they're not. {page_083_009.jpg} {bk01-l3d-f1-40.mp3} +Narrator: Are those books? {page_083_010.jpg} {bk01-l3d-f1-41.mp3} +LINE: No, they're not. {page_083_010.jpg} {bk01-l3d-f1-42.mp3} + +Narrator: Are those windows? {page_083_011.jpg} {bk01-l3d-f1-43.mp3} +LINE: No, they aren't. {page_083_011.jpg} {bk01-l3d-f1-44.mp3} + # Source: LLA 3D Figure 2 -$PRODUCE Answer the Questions (5) -INTRO: Look at the picture and listen to the question. Answer aloud, then listen to the correct answer. +$PRODUCE Are They...? — Answer +INTRO: Look at each group and answer the question aloud, then check. INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal @@ -1142,9 +1485,36 @@ RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3} PROMPT: Are they barbers? {page_084_007.jpg} {bk01-l3d-f2-07-q.mp3} RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3} -# Source: LLA 3D Figure 4 (Part 1) -$DIALOGUE These and Those -INTRO: Look at the pictures showing things near and far. Listen to the questions and answers, then repeat them. +# Source: LLA 3D Figure 6 Part 1 +$DIALOGUE A Short Dialogue +INTRO: Two students aren't sure which room is which. Listen, then say it back. +INSTRUCTION: Listen and repeat. +REPEAT + +Student_1: Is this your classroom? {bk01-l3d-f6-01.mp3} +Student_2: No, it isn't. {bk01-l3d-f6-02.mp3} +Student_1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3} +Student_2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} + +# Source: LLA 3D Figure 6 Part 2 +$PRODUCE Complete the Dialogue +INTRO: Now you're the second student. Listen to each question and give the answer. +INSTRUCTION: Answer aloud. +INPUT: speak +CHECK: reveal + +PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3} +RESPONSE: No, it isn't. + +PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3} +RESPONSE: It isn't a classroom. It's a lab. + +# ===================================================================== +$LESSON 3-5: This, That, These, Those + +# Source: LLA 3D Figure 4 Part 1 +$DIALOGUE Are These My Books? {page_086_001.jpg} +INTRO: "These" and "those" point at more than one thing — near and far. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1172,9 +1542,9 @@ LINE: No, it isn't. {page_086_007.jpg} {bk01-l3d-f4-07-a.mp3} Narrator: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-08-q.mp3} LINE: No, they aren't. {page_086_008.jpg} {bk01-l3d-f4-08-a.mp3} -# Source: LLA 3D Figure 4 (Part 2) -$PRODUCE Answer the Questions (6) -INTRO: Now you will hear the questions again. Answer each question aloud. +# Source: LLA 3D Figure 4 Part 2 +$PRODUCE These and Those — Answer +INTRO: You'll hear those questions again. Answer each one aloud, then check. INSTRUCTION: Answer aloud. INPUT: speak CHECK: reveal @@ -1203,56 +1573,104 @@ RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3} PROMPT: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-16-q.mp3} RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3} -# Source: LLA 3D Figure 6 (Part 1 & 2) -$PRODUCE Complete the Dialogue -INTRO: Listen to the dialogue. Answer aloud for the second student. +# Source: LLA 3D Figure 5 Part 1 +$DIALOGUE Is That My Pen? {page_087_001.jpg} +INTRO: Now the singular — "this" for near, "that" for far. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-01-q.mp3} +LINE: Yes, it is. {page_087_001.jpg} {bk01-l3d-f5-01-a.mp3} + +Narrator: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-02-q.mp3} +LINE: Yes, it is. {page_087_002.jpg} {bk01-l3d-f5-02-a.mp3} + +Narrator: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-03-q.mp3} +LINE: Yes, it is. {page_087_003.jpg} {bk01-l3d-f5-03-a.mp3} + +Narrator: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-04-q.mp3} +LINE: Yes, it is. {page_087_004.jpg} {bk01-l3d-f5-04-a.mp3} + +Narrator: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-05-q.mp3} +LINE: No, it isn't. {page_087_005.jpg} {bk01-l3d-f5-05-a.mp3} + +Narrator: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-06-q.mp3} +LINE: No, it isn't. {page_087_006.jpg} {bk01-l3d-f5-06-a.mp3} + +Narrator: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-07-q.mp3} +LINE: No, it isn't. {page_087_007.jpg} {bk01-l3d-f5-07-a.mp3} + +Narrator: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-08-q.mp3} +LINE: No, it isn't. {page_087_008.jpg} {bk01-l3d-f5-08-a.mp3} + +# Source: LLA 3D Figure 5 Part 2 +$PRODUCE This and That — Answer +INTRO: Hear each singular question again and answer it aloud, then check. INSTRUCTION: Answer aloud. INPUT: speak CHECK: reveal -PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3} -RESPONSE: No, it isn't. +PROMPT: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-09-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3} -PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3} -RESPONSE: It isn't a classroom. It's a lab. +PROMPT: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-10-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3} +PROMPT: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-11-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3} -$LESSON 3-5: U.S. Coins and Sounds +PROMPT: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-12-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3} -# Source: ST Dialogue This Is Money. -$DIALOGUE This Is Money. -INTRO: Let's learn about American money. Read and repeat. -INSTRUCTION: Read and repeat. +PROMPT: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-13-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3} + +PROMPT: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-14-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3} + +PROMPT: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-15-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3} + +PROMPT: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-16-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3} + +# ===================================================================== +$LESSON 3-6: American Money + +# Source: LLA 3B Figure 3 + ST §This Is Money (coin presentation with values) +$DIALOGUE U.S. Coins {page_068_001.jpg} +INTRO: Now let's meet American money — each coin and how many cents it's worth. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: penny VOCAB: cent -LINE: This is a penny. It's 1 cent. {st-page_074_001.jpg} -NOTES: 1¢, $.01 +LINE: This is a penny. {page_068_001.jpg} {bk01-l3b-f3-01a.mp3} +LINE: It's 1 cent. {page_068_001.jpg} {bk01-l3b-f3-01b.mp3} VOCAB: nickel -LINE: This is a nickel. It's 5 cents. {st-page_074_002.jpg} -NOTES: 5¢, $.05 +LINE: This is a nickel. {page_069_001.jpg} {bk01-l3b-f3-02a.mp3} +LINE: It's 5 cents. {page_069_001.jpg} {bk01-l3b-f3-02b.mp3} VOCAB: dime -LINE: This is a dime. It's 10 cents. {st-page_074_003.jpg} -NOTES: 10¢, $.10 +LINE: This is a dime. {page_069_002.jpg} {bk01-l3b-f3-03a.mp3} +LINE: It's 10 cents. {page_069_002.jpg} {bk01-l3b-f3-03b.mp3} VOCAB: quarter -LINE: This is a quarter. It's 25 cents. {st-page_074_004.jpg} -NOTES: 25¢, $.25 +LINE: This is a quarter. {page_069_003.jpg} {bk01-l3b-f3-04a.mp3} +LINE: It's 25 cents. {page_069_003.jpg} {bk01-l3b-f3-04b.mp3} VOCAB: half dollar -LINE: This is a half dollar. It's 50 cents. {st-page_074_005.jpg} -NOTES: 50¢, $.50 +LINE: This is a half dollar. {page_069_004.jpg} {bk01-l3b-f3-05a.mp3} +LINE: It's 50 cents. {page_069_004.jpg} {bk01-l3b-f3-05b.mp3} VOCAB: dollar -LINE: This is a dollar. It's 100 cents. {st-page_075_001.jpg} -NOTES: 100¢, $1.00 +LINE: This is a dollar. {page_069_005.jpg} {bk01-l3b-f3-06a.mp3} +LINE: It's 100 cents. {page_069_005.jpg} {bk01-l3b-f3-06b.mp3} # Source: LLA 3B Figure 4 -$SELECT Coin Values -INTRO: Listen to the name of the coin, tap its correct value, and repeat the correct sentence. +$SELECT How Much Is It Worth? +INTRO: You'll hear a coin's name — tap how many cents it's worth, then say the sentence. INSTRUCTION: Tap the correct value. REPEAT @@ -1298,8 +1716,112 @@ OPTION: c | 100 cents {bk01-l3b-f4-06-a.mp3} OPTION: d | 25 cents ANSWER: c -# Source: ST Produce 2 Dimes and a Nickel = 25 Cents -$PRODUCE Money Math +# Source: LLA 3A Figure 8 +$PRODUCE What Are Those? (Coins) +INTRO: Look at each handful of coins and say what they are, then check. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What are those? {page_063_002.jpg} {bk01-l3a-f8-01-q.mp3} +RESPONSE: They're dimes. {bk01-l3a-f8-01-a.mp3} + +PROMPT: What are those? {page_063_003.jpg} {bk01-l3a-f8-02-q.mp3} +RESPONSE: They're nickels. {bk01-l3a-f8-02-a.mp3} + +PROMPT: What are those? {page_063_004.jpg} {bk01-l3a-f8-03-q.mp3} +RESPONSE: They're pennies. {bk01-l3a-f8-03-a.mp3} + +PROMPT: What are those? {page_063_005.jpg} {bk01-l3a-f8-04-q.mp3} +RESPONSE: They're quarters. {bk01-l3a-f8-04-a.mp3} + +PROMPT: What are those? {page_063_006.jpg} {bk01-l3a-f8-05-q.mp3} +RESPONSE: They're dollars. {bk01-l3a-f8-05-a.mp3} + +PROMPT: What are those? {page_063_007.jpg} {bk01-l3a-f8-06-q.mp3} +RESPONSE: They're half dollars. {bk01-l3a-f8-06-a.mp3} + +PROMPT: What are they? {page_063_008.jpg} {bk01-l3a-f8-07-q.mp3} +RESPONSE: They're nickels and dimes. {bk01-l3a-f8-07-a.mp3} + +PROMPT: What are they? {page_063_009.jpg} {bk01-l3a-f8-08-q.mp3} +RESPONSE: They're pennies and dimes. {bk01-l3a-f8-08-a.mp3} + +# Source: LLA 3D Figure 3 +$PRODUCE Are Those Pennies? +INTRO: Look at the coins, answer the yes/no question, and name them when asked. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal + +EXAMPLE +PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-ex1-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-ex2-q.mp3} +RESPONSE: They're dimes. {bk01-l3d-f3-ex2-a.mp3} + +PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-01-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f3-01-a.mp3} + +PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-02-q.mp3} +RESPONSE: They're dimes. {bk01-l3d-f3-02-a.mp3} + +PROMPT: Are those nickels? {page_085_002.jpg} {bk01-l3d-f3-03-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3} + +PROMPT: Are those pennies? {page_085_003.jpg} {bk01-l3d-f3-04-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-04-a.mp3} + +PROMPT: Are those half dollars? {page_085_004.jpg} {bk01-l3d-f3-05-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f3-05-a.mp3} + +PROMPT: What are they? {page_085_004.jpg} {bk01-l3d-f3-06-q.mp3} +RESPONSE: They're quarters. {bk01-l3d-f3-06-a.mp3} + +PROMPT: Are those dollars? {page_085_005.jpg} {bk01-l3d-f3-07-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-07-a.mp3} + +PROMPT: Are those half dollars? {page_085_006.jpg} {bk01-l3d-f3-08-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-08-a.mp3} + +# Source: ST §What's This? (coin picture Q&A) +$PRODUCE What's This Coin? +INTRO: Look at each coin and answer the question with its name. +INSTRUCTION: Type your answer to the question. +INPUT: type +CHECK: llm +RUBRIC: Accept correct identification of the coin matching the prompt's question form (e.g. "It's a penny.", "That's a quarter.", "They are dimes."). + +PROMPT: What's this? {st-page_076_001.jpg} +RESPONSE: It's a penny. + +PROMPT: What's that? {st-page_076_002.jpg} +RESPONSE: That's a quarter. + +PROMPT: What's this? {st-page_076_003.jpg} +RESPONSE: It's a nickel. + +PROMPT: What's that? {st-page_076_004.jpg} +RESPONSE: That's a nickel. + +PROMPT: What are these? {st-page_077_001.jpg} +RESPONSE: They are nickels. + +PROMPT: What's that? {st-page_077_002.jpg} +RESPONSE: That's a dime. + +PROMPT: What are these? {st-page_077_003.jpg} +RESPONSE: They are dimes. + +PROMPT: What's that? {st-page_077_004.jpg} +RESPONSE: That's a half dollar. + +# Source: ST §2 Dimes and a Nickel = 25 Cents (coin arithmetic) +$PRODUCE Add Up the Coins +INTRO: Add up the coins and type the total in cents — just the number. INSTRUCTION: Type the total amount in cents using numbers. INPUT: type CHECK: exact @@ -1344,44 +1866,15 @@ TEMPLATE: 2 nickels and a dime = ____ cents RESPONSE: 20 ACCEPT: 20 -# Source: LLA 3A Figure 8 -$PRODUCE Identify the Coins -INTRO: Look at the picture of the coins, listen to the question, and answer aloud. Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: What are those? {page_063_002.jpg} {bk01-l3a-f8-01-q.mp3} -RESPONSE: They're dimes. {bk01-l3a-f8-01-a.mp3} - -PROMPT: What are those? {page_063_003.jpg} {bk01-l3a-f8-02-q.mp3} -RESPONSE: They're nickels. {bk01-l3a-f8-02-a.mp3} - -PROMPT: What are those? {page_063_004.jpg} {bk01-l3a-f8-03-q.mp3} -RESPONSE: They're pennies. {bk01-l3a-f8-03-a.mp3} - -PROMPT: What are those? {page_063_005.jpg} {bk01-l3a-f8-04-q.mp3} -RESPONSE: They're quarters. {bk01-l3a-f8-04-a.mp3} - -PROMPT: What are those? {page_063_006.jpg} {bk01-l3a-f8-05-q.mp3} -RESPONSE: They're dollars. {bk01-l3a-f8-05-a.mp3} - -PROMPT: What are those? {page_063_007.jpg} {bk01-l3a-f8-06-q.mp3} -RESPONSE: They're half dollars. {bk01-l3a-f8-06-a.mp3} - -PROMPT: What are they? {page_063_008.jpg} {bk01-l3a-f8-07-q.mp3} -RESPONSE: They're nickels and dimes. {bk01-l3a-f8-07-a.mp3} - -PROMPT: What are they? {page_063_009.jpg} {bk01-l3a-f8-08-q.mp3} -RESPONSE: They're pennies and dimes. {bk01-l3a-f8-08-a.mp3} +# ===================================================================== +$LESSON 3-7: Sounds, Spelling, and Dictation # Source: LLA 3A Figure 10 -$SELECT Same or Different -INTRO: Listen to the two words. Tap Same if they are exactly the same, or Different if they are not. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +$SELECT Same or Different? +INTRO: You'll hear two words. Decide whether they sound exactly the same or different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different EXAMPLE PROMPT: Loss. Laws. {bk01-l3a-f10-ex1.mp3} @@ -1407,8 +1900,8 @@ PROMPT: December. December. {bk01-l3a-f10-05.mp3} ANSWER: s # Source: LLA 3A Figure 11 -$SELECT T or D Sound -INTRO: Listen to the word. Tap A if you hear the T sound as in time, or B if you hear the D sound as in dime. +$SELECT T Sound or D Sound? +INTRO: Listen for the consonant — is it the T sound as in "time", or the D sound as in "dime"? INSTRUCTION: Tap the sound you hear. OPTION: a | T sound (as in time) OPTION: b | D sound (as in dime) @@ -1440,8 +1933,8 @@ PROMPT: into. {bk01-l3a-f11-06.mp3} ANSWER: a # Source: LLA 3B Figure 5 -$SELECT Word Recognition -INTRO: Listen to the spoken word and tap the matching word from the choices. +$SELECT Which Word Did You Hear? +INTRO: These words sound alike. Listen carefully and tap the one you hear. INSTRUCTION: Tap the word you hear. EXAMPLE @@ -1522,12 +2015,75 @@ OPTION: c | clock OPTION: d | cent ANSWER: b -# Source: LLA 3B Figure 6 -$PRODUCE Dictation +# Source: ST §Speaking Skill: IS +$DIALOGUE The Short "i" Sound +INTRO: Here are some words with the short "i" sound. Listen and practice each one. +INSTRUCTION: Practice these words. +REPEAT + +LINE: in +LINE: if +LINE: sit +LINE: is +LINE: it +LINE: it's +LINE: this +LINE: his +LINE: listen +LINE: window +LINE: nickel +LINE: picture + +# Source: LLA 3A Figure 14 +$PRODUCE Spelling Dictation +INTRO: Listen to each word and type it. After you answer, you'll hear it spelled out. +INSTRUCTION: Type the word you hear. INPUT: type CHECK: exact -INTRO: Listen to the word spoken and type it exactly. +REPEAT + +PROMPT: student. {bk01-l3a-f13-01-q.mp3} +RESPONSE: student {bk01-l3a-f13-01-a.mp3} + +PROMPT: chair. {bk01-l3a-f13-02-q.mp3} +RESPONSE: chair {bk01-l3a-f13-02-a.mp3} + +PROMPT: half dollar. {bk01-l3a-f13-03-q.mp3} +RESPONSE: half dollar {bk01-l3a-f13-03-a.mp3} + +PROMPT: cook. {bk01-l3a-f13-04-q.mp3} +RESPONSE: cook {bk01-l3a-f13-04-a.mp3} + +PROMPT: door. {bk01-l3a-f13-05-q.mp3} +RESPONSE: door {bk01-l3a-f13-05-a.mp3} + +PROMPT: time. {bk01-l3a-f13-06-q.mp3} +RESPONSE: time {bk01-l3a-f13-06-a.mp3} + +PROMPT: classroom. {bk01-l3a-f13-07-q.mp3} +RESPONSE: classroom {bk01-l3a-f13-07-a.mp3} + +PROMPT: these. {bk01-l3a-f13-08-q.mp3} +RESPONSE: these {bk01-l3a-f13-08-a.mp3} + +PROMPT: quarter. {bk01-l3a-f13-09-q.mp3} +RESPONSE: quarter {bk01-l3a-f13-09-a.mp3} + +PROMPT: window. {bk01-l3a-f13-10-q.mp3} +RESPONSE: window {bk01-l3a-f13-10-a.mp3} + +PROMPT: clock. {bk01-l3a-f13-11-q.mp3} +RESPONSE: clock {bk01-l3a-f13-11-a.mp3} + +PROMPT: pilot. {bk01-l3a-f13-12-q.mp3} +RESPONSE: pilot {bk01-l3a-f13-12-a.mp3} + +# Source: LLA 3B Figure 6 +$PRODUCE Word Dictation +INTRO: One more dictation round — these are grammar words and occupations. Type what you hear. INSTRUCTION: Type the word you hear. +INPUT: type +CHECK: exact PROMPT: dime {bk01-l3b-f6-01.mp3} RESPONSE: dime @@ -1564,3 +2120,7 @@ RESPONSE: he's PROMPT: those {bk01-l3b-f6-12.mp3} RESPONSE: those + +# SKIPPED (book): ST Reading Skills (visual letter discrimination), ST Listening Skills +# (instructor-read minimal pairs /s/-/z/, this/these, time/dime — no recorded stimulus), +# ST Writing Skill "WRITE: c" and "DICTATION" — convertible later with TTS/chosen items. diff --git a/book-1-lesson-3/bk01-l3a-f9-01-q.mp3 b/book-1-lesson-3/bk01-l3a-f9-01-q.mp3 new file mode 100644 index 0000000..4121292 Binary files /dev/null and b/book-1-lesson-3/bk01-l3a-f9-01-q.mp3 differ diff --git a/book-1-lesson-3/bk01-l3a-f9-02-q.mp3 b/book-1-lesson-3/bk01-l3a-f9-02-q.mp3 new file mode 100644 index 0000000..bd338fb Binary files /dev/null and b/book-1-lesson-3/bk01-l3a-f9-02-q.mp3 differ diff --git a/book-1-lesson-3/bk01-l3a-f9-03-q.mp3 b/book-1-lesson-3/bk01-l3a-f9-03-q.mp3 new file mode 100644 index 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narrator +VOICE_INTRO: aoede | Speak like a warm, encouraging teacher +VOICE_PROMPT: achird | Questions and cues, read clearly +VOICE_RESPONSE: schedar | Model answers, warm and clear +VOICE: Teacher | aoede | Female teacher +VOICE: John | achernar | Male speaker +VOICE: Mark | achird | Male speaker + +$LESSON 5-1: Classroom Commands and Vocabulary + +# Source: ST §Put This Book on the Desk +$DIALOGUE Where Does It Go? +INTRO: Let's warm up with the little words that tell us where things go: on, under, and in. Listen and say each one after me. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: put +LINE: Put my book on the desk. +LINE: Put your pen on the table, please. +LINE: Put the pencils on the book. +LINE: Please put the calendar on the wall. + +LINE: Please put his book under the chair. +LINE: Put the notebook under the table. +LINE: Put the map under the picture, please. +LINE: Put your pencils under the notebook. +LINE: Put the box under the table. + +LINE: Put the pen in the book. +LINE: Put the desk in the classroom. +LINE: Please put the pencil in the notebook. + +# Source: ST §Sit Down. Stand Up. +$DIALOGUE Sit Down. Stand Up. +INTRO: Here are two commands you hear every day in class. Listen, then say them back. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: sit down +Teacher: Good morning. Sit down, please. {st-page_102_001.jpg} + +VOCAB: stand up +Teacher: Stand up and answer. Thank you. {st-page_102_002.jpg} + +# Source: ST Reading/Listening Skill (orthographic letter-matching, dictation, picture-from-statement) +# SKIPPED (book): "CLOCK CHALKBOARD STUDENT" / "PAGE DOCTOR NICKEL" letter-matching, "DICTATION" (instructor-read, no stimulus — convertible later with chosen words + TTS), and "WHAT IS LETTER A? IT'S A LAB." (instructor-read picture-select with no recording) — visual/orthographic or un-stimulus'd tasks. The pictures themselves are practiced in the next activity. + +# Source: ST §Words and Pictures (split 1 of 2 — ≤ pool size, kept type/exact per book modality) +$PRODUCE Name the Picture (1) +INTRO: Time to recall some words. You'll see a picture — type the word for it. +INSTRUCTION: Type the word for the picture. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: {st-page_107_012.jpg} +RESPONSE: a number +ACCEPT: number + +TEMPLATE: {st-page_107_001.jpg} +RESPONSE: a lab +ACCEPT: lab + +TEMPLATE: {st-page_107_002.jpg} +RESPONSE: a pencil +ACCEPT: pencil + +TEMPLATE: {st-page_107_003.jpg} +RESPONSE: a window +ACCEPT: window + +TEMPLATE: {st-page_107_004.jpg} +RESPONSE: a book +ACCEPT: book + +TEMPLATE: {st-page_107_005.jpg} +RESPONSE: a nickel +ACCEPT: nickel + +TEMPLATE: {st-page_107_006.jpg} +RESPONSE: a letter +ACCEPT: letter + +TEMPLATE: {st-page_107_007.jpg} +RESPONSE: a pilot +ACCEPT: pilot + +TEMPLATE: {st-page_107_008.jpg} +RESPONSE: a teacher +ACCEPT: teacher + +TEMPLATE: {st-page_107_009.jpg} +RESPONSE: a penny +ACCEPT: penny + +TEMPLATE: {st-page_107_010.jpg} +RESPONSE: a quarter +ACCEPT: quarter + +TEMPLATE: {st-page_107_011.jpg} +RESPONSE: a student +ACCEPT: student + +TEMPLATE: {st-page_108_001.jpg} +RESPONSE: a cook +ACCEPT: cook + +# Source: ST §Words and Pictures (split 2 of 2) +$PRODUCE Name the Picture (2) +INTRO: A few more pictures to name. Same idea — type the word. +INSTRUCTION: Type the word for the picture. +INPUT: type +CHECK: exact + +TEMPLATE: {st-page_108_002.jpg} +RESPONSE: a door +ACCEPT: door + +TEMPLATE: {st-page_108_003.jpg} +RESPONSE: a pen +ACCEPT: pen + +TEMPLATE: {st-page_108_004.jpg} +RESPONSE: a classroom +ACCEPT: classroom + +TEMPLATE: {st-page_108_005.jpg} +RESPONSE: a barber +ACCEPT: barber + +TEMPLATE: {st-page_108_006.jpg} +RESPONSE: a clock +ACCEPT: clock + +TEMPLATE: {st-page_108_007.jpg} +RESPONSE: a dime +ACCEPT: dime + +TEMPLATE: {st-page_108_008.jpg} +RESPONSE: a doctor +ACCEPT: doctor + +TEMPLATE: {st-page_108_009.jpg} +RESPONSE: a half dollar +ACCEPT: half dollar | half-dollar + +TEMPLATE: {st-page_108_010.jpg} +RESPONSE: a notebook +ACCEPT: notebook + +TEMPLATE: {st-page_108_011.jpg} +RESPONSE: a word +ACCEPT: word + +TEMPLATE: {st-page_108_012.jpg} +RESPONSE: a mechanic +ACCEPT: mechanic + +TEMPLATE: {st-page_108_013.jpg} +RESPONSE: a calendar +ACCEPT: calendar + +TEMPLATE: {st-page_108_014.jpg} +RESPONSE: a picture +ACCEPT: picture + +# Source: ST §Pronounce /ɪ/ +$DIALOGUE The Short "i" Sound +INTRO: Listen to the short "i" sound — the vowel in "it" and "sit". Say each word after me. +INSTRUCTION: Listen and repeat each word. +REPEAT + +LINE: picture +LINE: Bill +LINE: sit down +LINE: his +LINE: in +LINE: is +LINE: nickel +LINE: mechanic +LINE: it +LINE: television + +# Source: ST §What's the Word (numbers/symbols → words) +# SKIPPED (book): "WRITE: c" orthographic spelling task — dropped. +$PRODUCE Say the Number +INTRO: Let's review your numbers and money words. Type out the word for each number or symbol. +INSTRUCTION: Type the word for the number or symbol. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: $ +RESPONSE: dollar + +EXAMPLE +TEMPLATE: 3 +RESPONSE: three + +TEMPLATE: 88 +RESPONSE: eighty-eight +ACCEPT: eighty eight + +TEMPLATE: 67 +RESPONSE: sixty-seven +ACCEPT: sixty seven + +TEMPLATE: 25 +RESPONSE: twenty-five +ACCEPT: twenty five + +TEMPLATE: 52 +RESPONSE: fifty-two +ACCEPT: fifty two + +TEMPLATE: 39 +RESPONSE: thirty-nine +ACCEPT: thirty nine + +TEMPLATE: 74 +RESPONSE: seventy-four +ACCEPT: seventy four + +TEMPLATE: 41 +RESPONSE: forty-one +ACCEPT: forty one + +TEMPLATE: ¢ +RESPONSE: cent +ACCEPT: cents + +# SKIPPED (book): "SAME/DIFFERENT", "TWO LETTERS ARE THE SAME" (visual letter-matching) and "DICTATION" (instructor-read spelling, no stimulus) — dropped. + +$LESSON 5-2: Grammar and Comprehension Review + +# Source: ST §What Day Is It? (open answers) +$PRODUCE Answer About Yourself +INTRO: Now answer some questions about yourself and your classroom. Type a full, natural answer for each. +INSTRUCTION: Type a full answer to each question. +INPUT: type +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any natural, grammatically correct answer to the question. + +PROMPT: What is your name? +RESPONSE: My name is John. + +PROMPT: Are you a student? +RESPONSE: Yes, I am a student. + +PROMPT: Is your teacher in the classroom? +RESPONSE: Yes, my teacher is in the classroom. + +PROMPT: What's on your desk? +RESPONSE: My book is on my desk. + +PROMPT: Is today Tuesday? +RESPONSE: Yes, today is Tuesday. + +PROMPT: How are you? +RESPONSE: I am fine, thanks. + +PROMPT: What are you? +RESPONSE: I am a student. + +PROMPT: What is Saturday and Sunday? +RESPONSE: They are the weekend. + +PROMPT: What's on the wall? +RESPONSE: A clock is on the wall. + +PROMPT: Is this your book? +RESPONSE: Yes, this is my book. + +# Source: ST §What Day Is It? (cloze) +$PRODUCE Fill in the Words +INTRO: Fill the gaps with the missing word or words. Type single-blank answers; for the longer ones, say it and then check. +INSTRUCTION: Type or say the missing word(s). +INPUT: type + +TEMPLATE: Today is Saturday. Tomorrow is ____. +CHECK: exact +RESPONSE: Sunday + +TEMPLATE: How ____ you? ____, thanks. +CHECK: reveal +RESPONSE: How are you? Fine, thanks. + +TEMPLATE: My ____ is Aldo. What ____ your name? +CHECK: reveal +RESPONSE: My name is Aldo. What is your name? + +TEMPLATE: What are you? ____ a doctor. +CHECK: exact +RESPONSE: I'm +ACCEPT: I am + +TEMPLATE: Is she a teacher? No, she ____. +CHECK: exact +RESPONSE: isn't +ACCEPT: is not + +TEMPLATE: Go to lab ____ 9 o'clock. +CHECK: exact +RESPONSE: at + +TEMPLATE: The map is ____ the wall. +CHECK: exact +RESPONSE: on + +TEMPLATE: A, B, C, and D are capital ____. +CHECK: exact +RESPONSE: letters + +TEMPLATE: Are you a teacher? No, ____ not. +CHECK: exact +RESPONSE: I'm +ACCEPT: I am + +TEMPLATE: What's that? It's ____ book. +CHECK: exact +RESPONSE: a +ACCEPT: my | his | her | your + +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" minimal-pair discrimination — instructor-read with no recorded stimulus or printed pairs. Dropped. + +# Source: ST §This Is a Test (split 1 of 2 — single $SELECT split for length) +$SELECT Review Test (1) +INTRO: Here's a review test covering everything from this book. Tap the best answer to complete each sentence or reply. +INSTRUCTION: Tap the best answer. + +TEMPLATE: ____ are students. +OPTION: a | He +OPTION: b | I +OPTION: c | They +OPTION: d | She +ANSWER: c + +TEMPLATE: This ____ a calendar. +OPTION: a | are +OPTION: b | aren't +OPTION: c | am +OPTION: d | is +ANSWER: d + +TEMPLATE: Those are ____. +OPTION: a | student +OPTION: b | pens +OPTION: c | book +OPTION: d | mechanic +ANSWER: b + +TEMPLATE: Twenty-five cents is a ____. +OPTION: a | quarter +OPTION: b | nickel +OPTION: c | dime +OPTION: d | penny +ANSWER: a + +TEMPLATE: A week is ____ days. +OPTION: a | 5 +OPTION: b | 7 +OPTION: c | 2 +OPTION: d | 8 +ANSWER: b + +TEMPLATE: The chalkboard is ____ the wall. +OPTION: a | in +OPTION: b | under +OPTION: c | on +OPTION: d | at +ANSWER: c + +TEMPLATE: Go to the lab ____ 10 o'clock. +OPTION: a | in +OPTION: b | under +OPTION: c | on +OPTION: d | at +ANSWER: d + +PROMPT: What are you? +OPTION: a | They're pilots. +OPTION: b | He's a mechanic. +OPTION: c | She's a student. +OPTION: d | I'm a cook. +ANSWER: d + +PROMPT: See you later. +OPTION: a | Okay. Goodbye. +OPTION: b | Hello. +OPTION: c | Good afternoon. +OPTION: d | Fine, thanks. +ANSWER: a + +PROMPT: What are these? +OPTION: a | That's a pen. +OPTION: b | This is a book. +OPTION: c | It's a quarter. +OPTION: d | Those are dimes. +ANSWER: d + +TEMPLATE: Ted: What is ____ name? — Aldo: My name is Aldo. +OPTION: a | your +OPTION: b | my +OPTION: c | his +OPTION: d | her +ANSWER: a + +TEMPLATE: A dollar is ____ cents. +OPTION: a | 25 +OPTION: b | 50 +OPTION: c | 10 +OPTION: d | 100 +ANSWER: d + +TEMPLATE: 35, 21, 7, and 16 are ____. +OPTION: a | money +OPTION: b | alphabet +OPTION: c | numbers +OPTION: d | small letters +ANSWER: c + +TEMPLATE: Are they cooks? No, they ____. +OPTION: a | aren't +OPTION: b | isn't +OPTION: c | are +OPTION: d | is +ANSWER: a + +TEMPLATE: Today is Monday. ____ is Tuesday. +OPTION: a | Day +OPTION: b | Tomorrow +OPTION: c | What +OPTION: d | This +ANSWER: b + +# Source: ST §This Is a Test (split 2 of 2) +$SELECT Review Test (2) +INTRO: A few more test questions. Tap the best answer for each. +INSTRUCTION: Tap the best answer. + +TEMPLATE: It's 9 ____. +OPTION: a | letter +OPTION: b | student +OPTION: c | number +OPTION: d | o'clock +ANSWER: d + +PROMPT: How are you? +OPTION: a | Okay. Goodbye. +OPTION: b | Fine, thanks. +OPTION: c | Hello. +OPTION: d | See you later. +ANSWER: b + +TEMPLATE: We ____ students. +OPTION: a | are +OPTION: b | am +OPTION: c | isn't +OPTION: d | is +ANSWER: a + +TEMPLATE: A penny, a quarter, and a dollar are ____. +OPTION: a | cents +OPTION: b | money +OPTION: c | dollars +OPTION: d | half dollar +ANSWER: b + +TEMPLATE: That's a pencil. It's ____ a pen. +OPTION: a | no +OPTION: b | is +OPTION: c | not +OPTION: d | isn't +ANSWER: c + +TEMPLATE: Saturday and Sunday are the ____. +OPTION: a | week +OPTION: b | weekend +OPTION: c | day +OPTION: d | tomorrow +ANSWER: b + +TEMPLATE: A half dollar and a quarter are ____. +OPTION: a | 75 cents +OPTION: b | 45 cents +OPTION: c | 50 cents +OPTION: d | 100 cents +ANSWER: a + +TEMPLATE: Sit ____. +OPTION: a | at +OPTION: b | on +OPTION: c | under +OPTION: d | down +ANSWER: d + +TEMPLATE: What's that? It's a ____. +OPTION: a | calendar +OPTION: b | listen +OPTION: c | open +OPTION: d | cents +ANSWER: a + +TEMPLATE: Go to the lab, ____. +OPTION: a | listen +OPTION: b | repeat +OPTION: c | please +OPTION: d | that +ANSWER: c + +TEMPLATE: Ted: Hello. — Bill: ____. +OPTION: a | Good afternoon. +OPTION: b | Goodbye. +OPTION: c | See you later. +OPTION: d | Fine, thanks. +ANSWER: a + +PROMPT: Is he a cook? +OPTION: a | Yes, he isn't. +OPTION: b | No, he is. +OPTION: c | Yes, this is a cook. +OPTION: d | No, he isn't. +ANSWER: d + +TEMPLATE: Go ____ the classroom. +OPTION: a | to +OPTION: b | at +OPTION: c | on +OPTION: d | under +ANSWER: a + +TEMPLATE: Are you a student? Yes, ____. +OPTION: a | we are +OPTION: b | he is +OPTION: c | I am +OPTION: d | they are +ANSWER: c + +TEMPLATE: Sit ____, please. +OPTION: a | down +OPTION: b | to +OPTION: c | no +OPTION: d | at +ANSWER: a + +# SKIPPED (book): "WHAT IS HE?" syllable-completion spelling and "THIS IS MONEY." number-to-letter decoding puzzle — orthographic/puzzle tasks. Dropped. + +# Source: ST §Good Morning +$DIALOGUE Good Morning +INTRO: Let's finish with a short conversation that ties together greetings, time, and goodbyes. Practice both parts aloud. +INSTRUCTION: Listen and practice the dialog. +REPEAT + +John: Good morning! How are you? +Mark: Fine, thanks. How are you? +John: Fine, thanks. What's the time? +Mark: It's 7:30. +John: See you in class! +Mark: Okay. 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a/book-4-lesson-3.module b/book-4-lesson-3.module index 8877953..9beaa73 100644 --- a/book-4-lesson-3.module +++ b/book-4-lesson-3.module @@ -1,9 +1,11 @@ -$MODULE Lesson 4-3: Clothing, Sleep, and Modals {st-page_063_001.jpg} +$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg} FORMAT: 2 -DESCRIPTION: Clothing vocabulary, getting dressed, sleep verbs, the /w/ and /r/ sounds, and modals can, may, and must. +DIOCO_DOC_ID: lc_alc_book4_lesson3 +DESCRIPTION: Clothing and dressing vocabulary, the verbs wear/put on/take off, sleep words, the /w/–/r/ contrast, and modals can, may, and must. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, friendly teacher-narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Capt_Collins | achernar | Male military officer @@ -22,63 +24,91 @@ VOICE: Greg | achird | Male student VOICE: David | schedar | Male student VOICE: Little_girl | aoede | Young female child VOICE: Mother | aoede | Female parent -VOICE: Student | achernar | Male student -VOICE: Captain_Yates | achernar | Male speaker -VOICE: Captain_Toomy | achird | Male speaker -VOICE: Mr_Kline | achernar | Male speaker -VOICE: Sgt_Moore | achird | Male speaker -VOICE: Mark | achernar | Male speaker -VOICE: Bill | achird | Male speaker VOICE: Donald | achernar | speaker (auto) VOICE: Robert | achird | speaker (auto) -# ===================================================================== -$LESSON 3-1: Men's Clothing and Getting Dressed -# ===================================================================== +# ============================================================ +$LESSON 3-1: Men's Clothing and Dressing +# ============================================================ -# Source: ST §These Are Joe's Clothes (vocab dissolved into sentences) -$DIALOGUE Men's Clothing {st-page_063_001.jpg} -INTRO: Let's start with the clothes a man keeps in his closet. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +# Source: LLA 3A Figure 1 (Part 1) word-list dissolved into sentences + ST §These Are Joe's Clothes vocab +$DIALOGUE Men's Clothing +INTRO: Let's start with the clothes a man wears. Listen and say each sentence after me. +INSTRUCTION: Listen and repeat. REPEAT -VOCAB: coat -LINE: Those are Joe's coats. +VOCAB: hat +LINE: He puts a hat on his head before he goes outside. -VOCAB: suit -LINE: Those are his suits. +VOCAB: cap +LINE: His old baseball cap is a kind of hat, too. VOCAB: shirt -LINE: Those are his shirts. +LINE: His shirt has long sleeves and a collar. -VOCAB: boots -LINE: Those are his boots. - -VOCAB: slacks -VOCAB: trousers -VOCAB: pants -LINE: Those are his slacks and trousers. +VOCAB: T-shirt +LINE: Under his shirt he wears a plain white T-shirt. VOCAB: necktie VOCAB: tie -LINE: Those are his neckties. +LINE: He wears a necktie with his suit, but he takes the tie off at home. VOCAB: belt -LINE: That's his belt. +LINE: A belt holds up his trousers. + +VOCAB: trousers +VOCAB: pants +LINE: His trousers are gray, and those pants match his jacket. VOCAB: jacket -LINE: That's his jacket. +LINE: He puts on a jacket when the office is cold. + +VOCAB: suit +LINE: For an important meeting he wears a dark suit. VOCAB: socks -LINE: His socks are in there. +LINE: He pulls on clean socks before his shoes. -VOCAB: hat -VOCAB: cap -LINE: That's his hat and his cap. +VOCAB: boots +LINE: On rainy days he wears heavy boots. + +# Source: LLA 3A Figure 1 (Part 2) +$DIALOGUE Verbs for Getting Dressed +INTRO: Now here are the verbs we use for getting dressed and undressed. Listen and repeat each one. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: wears {bk04-l3a-f1-07.mp3} +LINE: wore {bk04-l3a-f1-08.mp3} +LINE: wear {bk04-l3a-f1-09.mp3} +LINE: puts on {bk04-l3a-f1-11.mp3} +LINE: put on {bk04-l3a-f1-14.mp3} +LINE: takes off {bk04-l3a-f1-10.mp3} +LINE: took off {bk04-l3a-f1-13.mp3} +LINE: clothes {bk04-l3a-f1-12.mp3} + +# Source: ST §He Took Off His Shoe +$DIALOGUE Take Off and Put On +INTRO: Notice that you can say "take off your sock" or "take your sock off" — both are fine. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: take off +VOCAB: took off +LINE: He's taking off his sock. {st-page_065_001.jpg} +LINE: He's taking his sock off. {st-page_065_001.jpg} +LINE: He took off his shoe. {st-page_065_001.jpg} +LINE: He took his shoe off. {st-page_065_001.jpg} + +VOCAB: put on +LINE: He's putting on his glove. {st-page_065_002.jpg} +LINE: He's putting his glove on. {st-page_065_002.jpg} +LINE: He put on his sweater and coat. {st-page_065_002.jpg} +LINE: He put his sweater and coat on. {st-page_065_002.jpg} # Source: LLA 3A Figure 1 (Part 3) $DIALOGUE Captain Collins Gets Dressed -INTRO: Here's Captain Collins, getting ready for work in his uniform. Just listen. +INTRO: Here's Captain Collins, getting ready for work and changing afterward. Just listen. INSTRUCTION: Listen to the paragraphs. LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3} @@ -94,35 +124,9 @@ LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3} LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3} LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3} -# Source: LLA 3A Figure 2 -$SELECT True or False — Clothing Words -INTRO: Let's check the new clothing words. Listen and decide if each statement is true. -INSTRUCTION: Tap True or False. -OPTION: t | True -OPTION: f | False - -EXAMPLE -PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} -ANSWER: t - -PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} -ANSWER: t - -PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} -ANSWER: t - -PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} -ANSWER: t - -PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} -ANSWER: f - -PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} -ANSWER: f - # Source: LLA 3A Figure 1 (Part 4) -$PRODUCE About Captain Collins -INTRO: Now answer questions about Captain Collins. Say a full sentence, then repeat the model answer. +$PRODUCE Captain Collins — Answer the Questions +INTRO: Now answer about Captain Collins in a full sentence, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -161,9 +165,35 @@ RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3} PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3} RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3} +# Source: LLA 3A Figure 2 +$SELECT Clothing — True or False +INTRO: Listen to each statement and decide if it's true or false. +INSTRUCTION: Tap True or False. +OPTION: t | True +OPTION: f | False + +EXAMPLE +PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} +ANSWER: t + +PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} +ANSWER: t + +PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} +ANSWER: t + +PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} +ANSWER: t + +PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} +ANSWER: f + +PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} +ANSWER: f + # Source: LLA 3A Figure 3 -$DIALOGUE Did You Wear Your Uniform? -INTRO: Two officers chat about what they wore out last night. Listen and repeat each line. +$DIALOGUE What Did You Wear Last Night? +INTRO: Captain Collins and Captain Andrews talk about what they wore out last night. Listen and repeat. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -177,112 +207,55 @@ Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3} Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3} Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3} -# Source: LLA 3A Figure 4 -$SELECT Same or Different — /w/ and /r/ -INTRO: Now a listening warm-up. You'll hear two words; decide if they begin with the same sound or different sounds. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different +# Source: ST §This Is Donald, Jacques, and Robert +$PRODUCE Who's Wearing What? {st-page_064_001.jpg} +INTRO: Look at the three men in the picture. Use each word to ask and answer about what they're wearing. +INSTRUCTION: Ask and answer aloud about the picture. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word (e.g., "What is Donald wearing? He's wearing a suit."). EXAMPLE -PROMPT: way ray {bk04-l3a-f4-ex-q.mp3} -ANSWER: d - -PROMPT: wed red {bk04-l3a-f4-01-q.mp3} -ANSWER: d - -PROMPT: wake wake {bk04-l3a-f4-02-q.mp3} -ANSWER: s - -PROMPT: west rest {bk04-l3a-f4-03-q.mp3} -ANSWER: d - -PROMPT: rose rose {bk04-l3a-f4-04-q.mp3} -ANSWER: s - -PROMPT: wave wave {bk04-l3a-f4-05-q.mp3} -ANSWER: s - -PROMPT: ways rays {bk04-l3a-f4-06-q.mp3} -ANSWER: d - -PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3} -ANSWER: d - -PROMPT: read read {bk04-l3a-f4-08-q.mp3} -ANSWER: s - -PROMPT: read weed {bk04-l3a-f4-09-q.mp3} -ANSWER: d - -PROMPT: went rent {bk04-l3a-f4-10-q.mp3} -ANSWER: d - -# Source: LLA 3A Figure 5 -$SELECT W Sound or R Sound? -INTRO: Same two sounds, one word at a time. Tap W for the sound in "went", or R for the sound in "rent". -INSTRUCTION: Tap the sound you hear. -OPTION: a | W sound (as in went) -OPTION: b | R sound (as in rent) +PROMPT: shirt +RESPONSE: What is Donald wearing? He's wearing a shirt. EXAMPLE -PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3} -ANSWER: a +PROMPT: boots +RESPONSE: Is Robert wearing boots? I don't know. -PROMPT: Weak. {bk04-l3a-f5-01-q.mp3} -ANSWER: a +PROMPT: shoes +RESPONSE: Are they wearing shoes? Yes, they are wearing shoes. -PROMPT: Want. {bk04-l3a-f5-02-q.mp3} -ANSWER: a +PROMPT: suit +RESPONSE: Who is wearing a suit? Donald is wearing a suit. -PROMPT: Radio. {bk04-l3a-f5-03-q.mp3} -ANSWER: b +PROMPT: jacket +RESPONSE: What is Robert wearing? He is wearing a jacket. -PROMPT: Room. {bk04-l3a-f5-04-q.mp3} -ANSWER: b +PROMPT: socks +RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks. -PROMPT: Walk. {bk04-l3a-f5-05-q.mp3} -ANSWER: a +PROMPT: pants +RESPONSE: Are they wearing pants? Yes, they are wearing pants. -PROMPT: Report. {bk04-l3a-f5-06-q.mp3} -ANSWER: b +PROMPT: slacks +RESPONSE: What is Jacques wearing? He's wearing slacks. -PROMPT: Always. {bk04-l3a-f5-07-q.mp3} -ANSWER: a +PROMPT: belt +RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt. -PROMPT: Razor. {bk04-l3a-f5-08-q.mp3} -ANSWER: b +PROMPT: necktie +RESPONSE: Who is wearing a necktie? Donald is wearing a necktie. -PROMPT: Correct. {bk04-l3a-f5-09-q.mp3} -ANSWER: b - -PROMPT: Window. {bk04-l3a-f5-10-q.mp3} -ANSWER: a - -# Source: ST §Speaking Skill (coat/caught contrast) -$DIALOGUE Vowel Practice — coat / caught -INTRO: Here's a quick vowel contrast. Read each pair across, listening for the two different vowels. -INSTRUCTION: Read the word pairs. - -LINE: so — saw -LINE: coat — caught -LINE: low — law -LINE: hole — hall -LINE: owe — awe -LINE: phone — fawn -LINE: oaf — off -LINE: loan — lawn -LINE: coast — cost -LINE: boat — bought - -# ===================================================================== +# ============================================================ $LESSON 3-2: Women's Clothing, Cold Weather, and Sleep -# ===================================================================== +# ============================================================ # Source: LLA 3B Figure 1 (Part 1) -$DIALOGUE Women's Clothing {page_048_001.jpg} -INTRO: Now the clothes Joan wears. Listen and repeat each word. -INSTRUCTION: Listen and repeat each word. +$DIALOGUE Women's Clothing +INTRO: Now let's learn clothes for women. Listen and repeat each word. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: suit @@ -310,8 +283,8 @@ VOCAB: socks LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} # Source: LLA 3B Figure 1 (Part 2) -$DIALOGUE Joan's Work Clothes {page_048_001.jpg} -INTRO: Joan works in an office and takes a class after work. Listen to what she wears. +$DIALOGUE Joan's Work Clothes +INTRO: Joan works in an office and studies in the evening. Listen to what she wears. INSTRUCTION: Listen to the paragraph. LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} @@ -324,8 +297,8 @@ LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} # Source: LLA 3B Figure 1 (Part 3) -$PRODUCE About Joan's Work Clothes -INTRO: Answer about what Joan wears. Say a full sentence, then repeat the model. +$PRODUCE Joan's Work Clothes — Answer the Questions +INTRO: Answer about what Joan wears, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -350,9 +323,9 @@ PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3} RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3} # Source: LLA 3B Figure 2 (Part 1) -$DIALOGUE Casual and Cold-Weather Clothes {page_049_001.jpg} -INTRO: Here are clothes for casual days and cold days. Listen and repeat each word. -INSTRUCTION: Listen and repeat each word. +$DIALOGUE Casual and Cold-Weather Clothing +INTRO: Here are clothes for casual days and for the cold. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: jacket @@ -374,8 +347,8 @@ VOCAB: gloves LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} # Source: LLA 3B Figure 2 (Part 2) -$DIALOGUE Joan's Casual Clothes {page_049_001.jpg} -INTRO: Joan doesn't always wear dresses. Listen to her other clothes. +$DIALOGUE Joan's Casual Clothes +INTRO: Joan doesn't only wear dresses. Listen to what else she wears. INSTRUCTION: Listen to the paragraph. LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} @@ -387,8 +360,8 @@ LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} # Source: LLA 3B Figure 2 (Part 3) -$PRODUCE About Joan's Casual Clothes -INTRO: Answer about Joan's casual and cold-weather clothes. Say it, then repeat the model. +$PRODUCE Joan's Casual Clothes — Answer the Questions +INTRO: Answer about Joan's casual clothes, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -417,7 +390,7 @@ RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3} # Source: LLA 3B Figure 3 $PRODUCE Clothing — Fill in the Word -INTRO: Listen to each sentence and type the missing word. Then repeat the full sentence. +INTRO: Listen to each sentence and type the missing word. Then repeat the whole sentence. INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact @@ -475,21 +448,23 @@ ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweat # Source: LLA 3B Figure 4 (Part 1) $DIALOGUE Falling Asleep and Waking Up -INTRO: Now some verbs for sleeping and waking. Listen and repeat each word. -INSTRUCTION: Listen and repeat each word. +INTRO: Now some words about sleep — falling asleep and waking up. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: fall asleep -VOCAB: fell asleep LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3} + +VOCAB: fell asleep LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3} VOCAB: asleep LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3} VOCAB: wake up -VOCAB: woke up LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3} + +VOCAB: woke up LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3} VOCAB: awake @@ -497,8 +472,8 @@ LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3} # Source: LLA 3B Figure 4 (Part 2) $DIALOGUE Joan Falls Asleep in Class -INTRO: Joan sometimes nods off in class. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat each sentence. +INTRO: Listen to these sentences about Joan and the new sleep words. Repeat each one. +INSTRUCTION: Listen and repeat. REPEAT LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3} @@ -509,8 +484,8 @@ LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3} # Source: LLA 3B Figure 5 -$PRODUCE Asleep or Awake? -INTRO: Look at each picture, answer the question aloud, then repeat the model answer. +$PRODUCE Asleep or Awake? — Answer the Questions +INTRO: Look at each picture, answer the question aloud, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -531,9 +506,9 @@ RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3} PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3} RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3} -# Source: ST §Yesterday, He Was Tired and Cold (reading) -$DIALOGUE Robert's Cold Morning -INTRO: Here's a story about Robert's cold, tiring day. Just read along. +# Source: ST §Yesterday, He Was Tired and Cold +$DIALOGUE Robert Was Tired and Cold +INTRO: Here's a short story about Robert's cold, tired day. Just read along. INSTRUCTION: Read the paragraphs. LINE: Yesterday, Robert was awake at 1:00 a.m. @@ -551,9 +526,9 @@ LINE: Robert and Mark talked for five minutes. LINE: They went to the mess hall and had dinner. LINE: After dinner, Robert did his homework and went to bed early. -# Source: ST §True or False? (about Robert's story) -$SELECT Robert's Day — True or False? -INTRO: Let's check the story about Robert. Decide whether each statement is true. +# Source: ST §True or False? +$SELECT Robert's Day — True or False +INTRO: Decide whether each statement about Robert's day is true or false. INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False @@ -576,13 +551,147 @@ ANSWER: F PROMPT: Mark woke up Robert. ANSWER: T -# ===================================================================== -$LESSON 3-3: Can — Ability and "Well" -# ===================================================================== +# ============================================================ +$LESSON 3-3: The /w/ and /r/ Sounds; the "aw" Vowel +# ============================================================ + +# Source: LLA 3A Figure 4 +$SELECT W and R — Same or Different? +INTRO: You'll hear two words. Decide whether they begin with the same sound or different sounds. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +PROMPT: way ray {bk04-l3a-f4-ex-q.mp3} +ANSWER: d + +PROMPT: wed red {bk04-l3a-f4-01-q.mp3} +ANSWER: d + +PROMPT: wake wake {bk04-l3a-f4-02-q.mp3} +ANSWER: s + +PROMPT: west rest {bk04-l3a-f4-03-q.mp3} +ANSWER: d + +PROMPT: rose rose {bk04-l3a-f4-04-q.mp3} +ANSWER: s + +PROMPT: wave wave {bk04-l3a-f4-05-q.mp3} +ANSWER: s + +PROMPT: ways rays {bk04-l3a-f4-06-q.mp3} +ANSWER: d + +PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3} +ANSWER: d + +PROMPT: read read {bk04-l3a-f4-08-q.mp3} +ANSWER: s + +PROMPT: read weed {bk04-l3a-f4-09-q.mp3} +ANSWER: d + +PROMPT: went rent {bk04-l3a-f4-10-q.mp3} +ANSWER: d + +# Source: LLA 3A Figure 5 +$SELECT W or R — Which Sound? +INTRO: Listen to each word. Decide if it starts with the W sound, as in "went", or the R sound, as in "rent". +INSTRUCTION: Tap the sound you hear. +OPTION: a | W sound (as in went) +OPTION: b | R sound (as in rent) + +EXAMPLE +PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3} +ANSWER: a + +PROMPT: Weak. {bk04-l3a-f5-01-q.mp3} +ANSWER: a + +PROMPT: Want. {bk04-l3a-f5-02-q.mp3} +ANSWER: a + +PROMPT: Radio. {bk04-l3a-f5-03-q.mp3} +ANSWER: b + +PROMPT: Room. {bk04-l3a-f5-04-q.mp3} +ANSWER: b + +PROMPT: Walk. {bk04-l3a-f5-05-q.mp3} +ANSWER: a + +PROMPT: Report. {bk04-l3a-f5-06-q.mp3} +ANSWER: b + +PROMPT: Always. {bk04-l3a-f5-07-q.mp3} +ANSWER: a + +PROMPT: Razor. {bk04-l3a-f5-08-q.mp3} +ANSWER: b + +PROMPT: Correct. {bk04-l3a-f5-09-q.mp3} +ANSWER: b + +PROMPT: Window. {bk04-l3a-f5-10-q.mp3} +ANSWER: a + +# Source: ST §Speaking Skill: Coat / Caught +$DIALOGUE Long-O versus "aw" — Coat / Caught +INTRO: Listen to these minimal pairs. The first word has the long-O sound; the second has the "aw" sound. +INSTRUCTION: Read the pairs aloud. + +LINE: so — saw +LINE: coat — caught +LINE: low — law +LINE: hole — hall +LINE: owe — awe +LINE: phone — fawn +LINE: oaf — off +LINE: loan — lawn +LINE: coast — cost +LINE: boat — bought + +# Source: ST §Speaking Skill: Bought +$DIALOGUE The "aw" Vowel +INTRO: Here are words with the "aw" vowel. Say each one. +INSTRUCTION: Read the words aloud. + +LINE: moss +LINE: ball +LINE: straw +LINE: store +LINE: law +LINE: saw +LINE: bought +LINE: fall +LINE: raw +LINE: autumn + +# Source: ST §Speaking Skill: About +$DIALOGUE The "ow" Vowel — About +INTRO: And here are words with the "ow" sound, as in "about". Say each one. +INSTRUCTION: Read the words aloud. + +LINE: mouth +LINE: found +LINE: cow +LINE: round +LINE: loud +LINE: now +LINE: bout +LINE: brown +LINE: cloud +LINE: sound + +# ============================================================ +$LESSON 3-4: Can — Ability, and the Adverb "Well" +# ============================================================ # Source: ST §Grammar Can $GRAMMAR Can (Ability) -INTRO: Let's talk about "can". It's how we say someone is able to do something. +INTRO: We use "can" to talk about ability — the things we are able to do. **{Can} is used to express ability.** @@ -590,31 +699,28 @@ INTRO: Let's talk about "can". It's how we say someone is able to do something. |---|---| | **STATEMENT:** | The students {can read} well. | | **NEGATIVE:** | Mary {can't speak} French. | -| **QUESTION:** | {Can you fly an airplane?} — Yes, I {can}. No, I {can't}. | +| **QUESTION:** | {Can you fly an airplane?} Yes, I {can}. No, I {can't}. | | | | |---|---| -| **WH-QUESTION:** | {What languages can you speak?} — I {can speak} English and Spanish. | -| | {Who can play soccer well?} — Bill {can}! | +| **WH-QUESTION:** | {What languages can you speak?} I {can speak English and Spanish.} | +| | {Who can play soccer well?} {Bill can!} | **cannot = can't** -# Source: ST §The Teacher Can Speak English Well + They Can't Do It -$DIALOGUE Who Can Do What -INTRO: Listen to who can and can't do these things. Repeat each sentence. -INSTRUCTION: Listen and repeat the sentences. +# Source: ST §The Teacher Can Speak English Well +$DIALOGUE People Who Can Do Things Well +INTRO: Listen to these sentences about what people can do well. Repeat each one. +INSTRUCTION: Listen and repeat. REPEAT LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} LINE: Mike and James can play tennis well. {st-page_069_003.jpg} -LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} -LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} -LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} # Source: LLA 3C Figure 3 -$DIALOGUE Can and Cannot {page_055_001.jpg} -INTRO: Listen to how "can" and "can't" express ability and inability. Repeat each sentence. +$DIALOGUE Can and Cannot +INTRO: Now listen to examples with "can" for ability and "cannot" or "can't" for inability. Repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT @@ -633,7 +739,7 @@ LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} # Source: LLA 3C Figure 4 $PRODUCE Add "Can" to the Sentence -INTRO: Add the word "can" to each sentence, then repeat the answer. +INTRO: Add the word "can" to each sentence, then repeat the correct answer. INSTRUCTION: Change the sentence using "can". INPUT: speak CHECK: reveal @@ -659,8 +765,8 @@ PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} # Source: LLA 3C Figure 5 -$PRODUCE Change to Can't -INTRO: Now make each sentence negative with "can't" and the new cue word, then repeat the answer. +$PRODUCE Make It Negative with "Can't" +INTRO: Listen to a sentence and a cue word. Make it negative with "can't" and the cue, then repeat the answer. INSTRUCTION: Change the sentence using "can't" and the cue word. INPUT: speak CHECK: reveal @@ -688,9 +794,19 @@ RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} +# Source: ST §They Can't Do It. +$DIALOGUE They Can't Do It +INTRO: Now listen to sentences about things people can't do. Repeat each one. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} +LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} +LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} + # Source: ST §Can You Play Baseball? $DIALOGUE Can You Play Baseball? -INTRO: A teacher asks three students if they can play baseball. Listen and repeat. +INTRO: The teacher asks three students if they can play baseball. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -701,143 +817,9 @@ Greg: No, I can't play baseball. David can. Teacher: David, can you play baseball? David: Yes, I can play baseball. -# Source: ST §Can You Speak English? (cue + word-bank, scaffolded) -$PRODUCE Can Your Brother...? -INTRO: Ask a "can" question about each person, then answer it both ways — short and long. -INSTRUCTION: Ask the question, then give a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a matching full long answer. The yes/no choice is up to the learner. - -EXAMPLE -TEMPLATE: your sister / speak (English, Spanish, French) -RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. - -TEMPLATE: your brother / play (basketball, baseball, soccer) -RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. - -TEMPLATE: you / swim well -RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. - -TEMPLATE: your father / drive (a car, a bus, a truck) -RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. - -TEMPLATE: your teacher / speak (English, French, Arabic) well -RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. - -TEMPLATE: you / fly an airplane -RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. - -# Source: ST §They Can Speak Two or Three Languages (reading) -$DIALOGUE The Students' Languages -INTRO: Here's a class full of multilingual students. Read about who speaks what. -INSTRUCTION: Read the paragraph. - -LINE: All the students in my class know two, three, or four languages. -LINE: Lt Romo speaks Spanish, French, and English. -LINE: Sgt Gamdi speaks Arabic and English. -LINE: Lt Fofana speaks French, Spanish, English, and Wolof. -LINE: Maj Kim speaks Korean, Japanese, and English. -LINE: Capt Rossi speaks French, Italian, and English. - -# Source: ST §Ask Questions with Can -$PRODUCE Who Can Speak It? -INTRO: Read each answer about the class, then type the "who" or "what" question that fits it. -INSTRUCTION: Type the question that fits the answer. -INPUT: type -CHECK: llm -RUBRIC: The learner must type a correct "who" or "what" question that elicits the given answer sentence. - -EXAMPLE -TEMPLATE: ____ — Sgt Gamdi can speak Arabic. -RESPONSE: Who can speak Arabic in your class? - -EXAMPLE -TEMPLATE: ____ — He can speak Korean, Japanese, and English. -RESPONSE: What languages can Maj Kim speak? - -TEMPLATE: ____ — Lt Romo and Lt Fofana can speak Spanish. -RESPONSE: Who can speak Spanish? - -TEMPLATE: ____ — He can speak Arabic and English. -RESPONSE: What languages can Sgt Gamdi speak? - -TEMPLATE: ____ — All the students in the class can speak English. -RESPONSE: Who can speak English? - -TEMPLATE: ____ — He can speak French, Spanish, English, and Wolof. -RESPONSE: What languages can Lt Fofana speak? - -TEMPLATE: ____ — Capt Rossi can speak Italian. -RESPONSE: Who can speak Italian? - -TEMPLATE: ____ — Maj Kim can speak Japanese. -RESPONSE: Who can speak Japanese? - -TEMPLATE: ____ — Lt Romo, Lt Fofana, and Capt Rossi can speak French. -RESPONSE: Who can speak French? - -TEMPLATE: ____ — She can speak French, Italian, and English. -RESPONSE: What languages can Capt Rossi speak? - -# Source: ST §Can You Speak French? (dialog) -$DIALOGUE Can You Speak French? {st-page_075_001.jpg} -INTRO: Donald introduces his French-speaking friend Jacques to Robert. Just read along. -INSTRUCTION: Listen and read the dialog. - -Donald: Hi, Robert. This is my new friend Jacques. -Robert: Hello, Jacques. Glad to meet you. -Donald: Jacques can't speak English very well. Can you speak French? -Robert: No, I can't. -Donald: Well, can you speak Spanish? -Robert: Yes, I can. -Donald: Good, Jacques can speak Spanish, too. - -# Source: ST §Can You Cook Well? (about yourself, scaffolded) -$PRODUCE Can You...? -INTRO: Now answer about yourself. Ask a "can" question from each cue, then give a short and a long answer. -INSTRUCTION: Ask the question, then give a short and a long answer about yourself. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a matching long answer. - -EXAMPLE -PROMPT: spell -RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name. - -EXAMPLE -PROMPT: drive -RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus. - -PROMPT: speak -RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French. - -PROMPT: read -RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic. - -PROMPT: cook -RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well. - -PROMPT: swim -RESPONSE: Can you swim? No, I can't. No, I can't swim. - -PROMPT: play -RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer. - -PROMPT: write -RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph. - -PROMPT: fly -RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. - -PROMPT: learn -RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly. - # Source: LLA 3C Figure 1 $DIALOGUE Dialogues with "Well" {page_053_001.jpg} -INTRO: Now listen for the word "well" — it tells how someone does something. Repeat each line. +INTRO: Listen to these short dialogues, paying attention to the word "well". Repeat each line. INSTRUCTION: Listen and repeat each dialogue. REPEAT @@ -856,8 +838,8 @@ Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} # Source: LLA 3C Figure 2 -$SELECT Good — Did It Well -INTRO: You'll hear a statement; tap the option that completes the follow-up with "well". Then repeat the answer. +$SELECT Good At It — Choose the Verb +INTRO: Listen to a statement, then tap the word that correctly completes the follow-up sentence with "well". Then repeat the answer. INSTRUCTION: Tap the correct option. REPEAT @@ -900,7 +882,7 @@ ANSWER: a # Source: LLA 3C Figure 6 (Part 1) $DIALOGUE Jim's Languages -INTRO: Jim is good with languages. Listen to which ones he knows. +INTRO: Listen to this paragraph about the languages Jim speaks. INSTRUCTION: Listen to the paragraph. LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} @@ -909,7 +891,7 @@ LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} # Source: LLA 3C Figure 6 (Part 2) -$PRODUCE About Jim's Languages +$PRODUCE Jim's Languages — Answer the Questions INTRO: Answer about Jim aloud, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak @@ -931,13 +913,120 @@ RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} -# ===================================================================== -$LESSON 3-4: Reading, Dictation, and Permission -# ===================================================================== +# Source: ST §They Can Speak Two or Three Languages +$DIALOGUE Many Languages in One Class +INTRO: The students in this class speak several languages. Read the paragraph. +INSTRUCTION: Read the paragraph. + +LINE: All the students in my class know two, three, or four languages. +LINE: Lt Romo speaks Spanish, French, and English. +LINE: Sgt Gamdi speaks Arabic and English. +LINE: Lt Fofana speaks French, Spanish, English, and Wolof. +LINE: Maj Kim speaks Korean, Japanese, and English. +LINE: Capt Rossi speaks French, Italian, and English. + +# Source: ST §Ask Questions with Can +$PRODUCE Languages — Ask the Question +INTRO: For each answer about the class, type the "who" or "what" question with "can" that fits. +INSTRUCTION: Type the question that fits the answer. +INPUT: type +CHECK: llm +SHOW_PROMPT +RUBRIC: The learner must type a correct "who" or "what languages" question with "can" that elicits the provided answer sentence. + +EXAMPLE +TEMPLATE: ____ Sgt Gamdi can speak Arabic. +RESPONSE: Who can speak Arabic in your class? + +EXAMPLE +TEMPLATE: ____ He can speak Korean, Japanese, and English. +RESPONSE: What languages can Maj Kim speak? + +TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish. +RESPONSE: Who can speak Spanish? + +TEMPLATE: ____ He can speak Arabic and English. +RESPONSE: What languages can Sgt Gamdi speak? + +TEMPLATE: ____ All the students in the class can speak English. +RESPONSE: Who can speak English? + +TEMPLATE: ____ He can speak French, Spanish, English, and Wolof. +RESPONSE: What languages can Lt Fofana speak? + +TEMPLATE: ____ Capt Rossi can speak Italian. +RESPONSE: Who can speak Italian? + +TEMPLATE: ____ Maj Kim can speak Japanese. +RESPONSE: Who can speak Japanese? + +TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French. +RESPONSE: Who can speak French? + +TEMPLATE: ____ She can speak French, Italian, and English. +RESPONSE: What languages can Capt Rossi speak? + +# Source: ST §Can You Speak French? +$DIALOGUE Can You Speak French? {st-page_075_001.jpg} +INTRO: Donald introduces his friend Jacques to Robert. Listen and read along. +INSTRUCTION: Listen and read the dialog. + +Donald: Hi, Robert. This is my new friend Jacques. +Robert: Hello, Jacques. Glad to meet you. +Donald: Jacques can't speak English very well. Can you speak French? +Robert: No, I can't. +Donald: Well, can you speak Spanish? +Robert: Yes, I can. +Donald: Good, Jacques can speak Spanish, too. + +# Source: ST §Can You Cook Well? (merged with §Can You Speak English? — both are can-Q&A-about-yourself) +$PRODUCE Can You Do It? — Ask and Answer +INTRO: Now ask and answer questions about yourself with "can". Give a short answer and a long answer. +INSTRUCTION: Ask a question with the cue word, then answer aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer; yes/no is the learner's choice. + +EXAMPLE +PROMPT: spell +RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name. + +EXAMPLE +PROMPT: drive +RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus. + +PROMPT: speak +RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French. + +PROMPT: read +RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic. + +PROMPT: cook +RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well. + +PROMPT: swim +RESPONSE: Can you swim? No, I can't. No, I can't swim. + +PROMPT: play +RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer. + +PROMPT: write +RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph. + +PROMPT: fly +RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. + +PROMPT: learn +RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly. + +# ============================================================ +$LESSON 3-5: Listening, Reading, and Dictation +# ============================================================ # Source: LLA 3C Figure 7 (Part 1) -$DIALOGUE Ken's Day at the Base -INTRO: Here's a paragraph about Ken's workday. Just listen. +$DIALOGUE Ken's Workday +INTRO: Listen to this paragraph about Ken's day at the base. INSTRUCTION: Listen to the paragraph. LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} @@ -947,8 +1036,8 @@ LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1 LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} # Source: LLA 3C Figure 7 (Part 2) -$SELECT True Statement — Ken -INTRO: Now choose the statement that's true about Ken. +$SELECT Ken — The True Statement +INTRO: Read the options and choose the statement that's true about Ken. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? @@ -959,8 +1048,8 @@ OPTION: d | Ken takes German lessons downtown. ANSWER: c # Source: LLA 3C Figure 7 (Part 3) -$DIALOGUE Anna Cooks Dinner -INTRO: Here's a paragraph about Anna's cooking. Just listen. +$DIALOGUE Anna's Dinner +INTRO: Listen to this paragraph about the dinner Anna cooked. INSTRUCTION: Listen to the paragraph. LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} @@ -972,8 +1061,8 @@ LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06 LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} # Source: LLA 3C Figure 7 (Part 4) -$SELECT True Statement — Anna -INTRO: Now choose the statement that's true about Anna. +$SELECT Anna — The True Statement +INTRO: Read the options and choose the statement that's true about Anna. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? @@ -984,8 +1073,8 @@ OPTION: d | Anna's family ate dinner in a restaurant. ANSWER: b # Source: LLA 3C Figure 8 -$PRODUCE Dictation — A Day Downtown -INTRO: Time for dictation. Listen to each sentence and type exactly what you hear. +$PRODUCE Dictation +INTRO: This is a dictation. Listen to each sentence and type exactly what you hear. INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact @@ -1005,244 +1094,13 @@ RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -# Source: ST §Grammar May / Can (permission) -$GRAMMAR May and Can (Permission) -INTRO: Now "may" and "can" again — but this time they ask for and give permission. - -**{May} and {can} are used to express permission.** - -| | | -|---|---| -| **STATEMENTS:** | Children, you {may have some fruit after dinner}. | -| | You {can leave early today}. | -| **QUESTIONS:** | {May I sit here?} — Yes, you {may}. No, you {may not}. | -| | {Can I write in my book?} — Yes, you {can}. No, you {can't}. | - -# Source: LLA 3D Figure 1 -$DIALOGUE Can I Come In? -INTRO: A lieutenant asks his major for permission to do several things. Listen and repeat. -INSTRUCTION: Listen and repeat the dialogue. -REPEAT - -Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} -Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} - -Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} -Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} - -Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} -Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} - -Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} -Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} - -Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} -Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} - -# Source: LLA 3D Figure 2 -$DIALOGUE May I Come In? -INTRO: Here's the same conversation again, this time with the more formal "may". Listen and repeat. -INSTRUCTION: Listen and repeat the dialogue. -REPEAT - -Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} -Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} - -Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} -Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} - -Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} -Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} - -Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} -Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} - -Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} -Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} - -# Source: ST §May I Have a Snack? -$DIALOGUE May I Have a Snack? -INTRO: A hungry little girl asks her mother for a snack before dinner. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} -Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} -Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} -Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} - -# Source: LLA 3D Figure 4 -$PRODUCE Ask Can or May -INTRO: Turn each wish into a polite question with the cue word "can" or "may", then repeat the answer. -INSTRUCTION: Ask a question using the cue word. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3} -RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} - -EXAMPLE -PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3} -RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} - -PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3} -RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} - -PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3} -RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} - -PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3} -RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} - -PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3} -RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} - -PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3} -RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} - -PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3} -RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} - -PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3} -RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} - -PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} -RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} - -# Source: LLA 3D Figure 3 -$PRODUCE Make It Negative — Can't / May Not -INTRO: Now make each permission sentence negative with the cue word, then repeat the answer. -INSTRUCTION: Change the sentence to a negative sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} -RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} -RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} - -PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} -RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} - -PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} -RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} - -PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} -RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} - -PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} -RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} - -PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} -RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} - -PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} -RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} - -# Source: ST §See It and Say It (permission Q&A) -$DIALOGUE See It and Say It -INTRO: A few quick permission exchanges. Read each one. -INSTRUCTION: Read the lines. - -Student: Can I leave early today? -Teacher: No, you can't. - -Captain_Yates: Can he answer a question? -Captain_Toomy: Yes, he can answer the next question. - -Mr_Kline: Can they go? -Sgt_Moore: Yes, the men can go to the basketball game. - -Mark: May we see your book, please? -Bill: Yes, you may. - -Student: May I please leave? -Teacher: No, you may not. - -# Source: ST §May I Go Outside? (about yourself, scaffolded) -$PRODUCE May I...? -INTRO: Now ask for permission yourself. Make a "can" or "may" question from each cue, then give a short and a long answer. -INSTRUCTION: Ask for permission, then give a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and a matching long answer (affirmative or negative). - -EXAMPLE -PROMPT: sit down -RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair. - -EXAMPLE -PROMPT: go outside -RESPONSE: May I go outside? No, you may not. No, you may not go outside. - -PROMPT: watch a movie in class -RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class. - -PROMPT: leave early on Friday -RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday. - -PROMPT: see your notebook -RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook. - -PROMPT: talk -RESPONSE: Can we talk? No, you can't. No, you can't talk. - -PROMPT: study in your room -RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room. - -PROMPT: take off my shoes in the classroom -RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom. - -PROMPT: put on my hat -RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat. - -PROMPT: drink this water -RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water. - -PROMPT: listen to tapes -RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. - -# Source: LLA 3D Figure 7 -$PRODUCE Write the Military Times -INTRO: Listen to each line and type the military time you hear, in digits. -INSTRUCTION: Type the military time in digits. -INPUT: type -CHECK: exact - -PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} -TEMPLATE: 1. ____ hours -RESPONSE: 0730 - -PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} -TEMPLATE: 2. ____ hours -RESPONSE: 1415 - -PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} -TEMPLATE: 3. ____ hours -RESPONSE: 1100 - -PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} -TEMPLATE: 4. ____ hours -RESPONSE: 0910 - -PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} -TEMPLATE: 5. ____ hours -RESPONSE: 1300 - -# ===================================================================== -$LESSON 3-5: Must and Must Not -# ===================================================================== +# ============================================================ +$LESSON 3-6: Must, Must Not, and Permission (May / Can) +# ============================================================ # Source: ST §Grammar Must $GRAMMAR Must (Necessity) -INTRO: Let's look at "must" — it's how we say something is necessary. +INTRO: We use "must" for things that are necessary — things you have to do. **{Must} is used to express something that is necessary.** @@ -1253,8 +1111,8 @@ INTRO: Let's look at "must" — it's how we say something is necessary. # Source: ST §You Must Salute an Officer $DIALOGUE You Must Salute an Officer -INTRO: Here are the things a service member must do. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +INTRO: Here are some things a service member must do. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT LINE: You must wear your uniform in class. {st-page_077_001.jpg} @@ -1264,50 +1122,22 @@ LINE: You must bring your I.D. card. {st-page_078_002.jpg} LINE: You must salute an officer. {st-page_078_003.jpg} LINE: You must report to the Captain. {st-page_078_004.jpg} -# Source: ST §What Must You Do? (scaffolded, cue-grounded) -$PRODUCE What Must You Do? -INTRO: Each situation calls for an action. Answer with "must" and the cue word, in a full sentence. -INSTRUCTION: Answer the question aloud using "must". -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any logical full sentence that uses "must" and incorporates the provided cue word. - -PROMPT: You have a test tomorrow. What must you do? (study) -RESPONSE: I must study for it. - -PROMPT: You are getting dressed for class. What must you wear? (uniform) -RESPONSE: I must wear my uniform. - -PROMPT: You lost your homework. Who must you speak to? (teacher) -RESPONSE: I must speak to the teacher. - -PROMPT: Lt Jones is going outside. What must he put on? (hat) -RESPONSE: He must put on his hat. - -PROMPT: There's an important meeting after class. What must you do? (go) -RESPONSE: I must go to the meeting. - -PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute) -RESPONSE: I must salute the major. - -PROMPT: You have to study English today. Where must you go? (classroom) -RESPONSE: I must go to the classroom. - # Source: ST §Grammar Must Not $GRAMMAR Must Not (Prohibition) -INTRO: And "must not" is the opposite — it tells you what you're not allowed to do. +INTRO: "Must not" is the opposite — it tells you what you are not allowed to do. **{Must not} is used to express prohibition. (DON'T DO THIS!)** -You {must not eat in the classroom}. (Don't eat in the classroom!) +{You must not eat in the classroom.} +(Don't eat in the classroom!) -We {must not open that door}. (It says, "Do not open the door.") +{We must not open that door.} +(It says, "Do not open the door.") -# Source: ST §You Must Not Smoke in the Classroom -$DIALOGUE You Must Not Do That -INTRO: Here are the classroom rules — the things you must not do. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +# Source: ST §You Must Not Smoke in the Classroom. +$DIALOGUE You Must Not Smoke in the Classroom +INTRO: Now some classroom rules with "must not". Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg} @@ -1317,10 +1147,10 @@ LINE: You must not write on your desk. Don't write on your desk. {st-page_080_00 LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} -# Source: ST §You Must Not Smoke in the Lab +# Source: ST §You Must Not Smoke in the Lab. $PRODUCE Must or Must Not? -INTRO: Decide whether each thing is required or forbidden, and make a "must" or "must not" statement. -INSTRUCTION: Make a statement with "must" or "must not". +INTRO: For each cue, make a statement with "must" or "must not" — whichever fits a classroom rule. +INSTRUCTION: Make a statement aloud with "must" or "must not". INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1364,8 +1194,8 @@ PROMPT: sleep in the lab RESPONSE: You must not sleep in the lab. # Source: LLA 3D Figure 8 -$DIALOGUE What Must I Do? -INTRO: A new student asks what he must do at the base. Listen and repeat. +$DIALOGUE Must and Must Not — The New Student +INTRO: A new student asks what he must do. Listen to the two sergeants and repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -1385,8 +1215,8 @@ Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3} Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3} # Source: LLA 3D Figure 9 -$PRODUCE Can't → Must -INTRO: Each sentence says what you can't do; turn it around into what you must do with the cue word, then repeat. +$PRODUCE Change "Can't" to "Must" +INTRO: Listen to a "can't" sentence and a cue word, then turn it into an instruction with "must". Repeat the answer. INSTRUCTION: Change the sentence using "must". INPUT: speak CHECK: reveal @@ -1414,9 +1244,189 @@ RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3} PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} -# Source: ST §Grammar Wh-questions with can (gap: wh-question forms drilled but not applied orally) -$PRODUCE Ask a Wh-Question with Can or May -INTRO: Here's one more from the question words. Make a wh-question from the statement and the cue word. +# Source: ST §Grammar May / Can +$GRAMMAR May and Can (Permission) +INTRO: We use both "may" and "can" to ask for and give permission. + +**{May} and {can} are used to express permission.** + +| | | +|---|---| +| **STATEMENTS:** | Children, you {may have some fruit after dinner.} | +| | You {can leave early today.} | +| **QUESTIONS:** | {May I sit here?} Yes, you {may}. No, you {may not}. | +| | {Can I write in my book?} Yes, you {can}. No, you {can't}. | + +# Source: LLA 3D Figure 1 +$DIALOGUE Can I ...? +INTRO: Lieutenant Martin asks Major Mills for permission. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogue. +REPEAT + +Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} +Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} + +Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} +Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} + +Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} +Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} + +Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} +Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} + +Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} +Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} + +# Source: LLA 3D Figure 2 +$DIALOGUE May I ...? +INTRO: Here's the same conversation again, this time with "may" instead of "can". Listen and repeat. +INSTRUCTION: Listen and repeat the dialogue. +REPEAT + +Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} +Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} + +Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} +Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} + +Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} +Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} + +Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} +Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} + +Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} +Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} + +# Source: ST §May I Have a Snack? +$DIALOGUE May I Have a Snack? +INTRO: A hungry little girl asks her mother for a snack. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} +Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} +Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} +Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} + +# Source: LLA 3D Figure 3 +$PRODUCE Make a Negative with Can't / May Not +INTRO: Listen to a sentence and a cue word, then make it negative with "can't" or "may not" and the cue. Repeat the answer. +INSTRUCTION: Change the sentence to a negative sentence. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} +RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} +RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} + +PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} +RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} + +PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} +RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} + +PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} +RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} + +PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} +RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} + +PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} +RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} + +PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} +RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} + +# Source: LLA 3D Figure 4 +$PRODUCE Ask Permission with Can / May +INTRO: Listen to a statement and the word "can" or "may". Use it to ask permission, then repeat the question. +INSTRUCTION: Ask a question using the cue word. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3} +RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} + +EXAMPLE +PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3} +RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} + +PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3} +RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} + +PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3} +RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} + +PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3} +RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} + +PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3} +RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} + +PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3} +RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} + +PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3} +RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} + +PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3} +RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} + +PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} +RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} + +# Source: LLA 3D Figure 5 (Part 1) +$DIALOGUE Mrs. Wilson's Classroom Rules +INTRO: Listen to the rules Mrs. Wilson gives her young students. +INSTRUCTION: Listen to the rules. + +LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3} +LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3} +LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3} +LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3} +LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3} +LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3} +LINE: You may play games outside. {bk04-l3d-f5-00g.mp3} +LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3} + +# Source: LLA 3D Figure 5 (Part 2) +$PRODUCE Mrs. Wilson's Rules — Short Answers +INTRO: Answer about the rules with a short answer, then repeat the correct one. +INSTRUCTION: Answer aloud with a short sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3} +RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3} + +PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3} +RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3} + +PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3} +RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3} + +PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3} +RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3} + +PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3} +RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} + +PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} +RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} + +# Source: LLA 3D Figure 6 +$PRODUCE Ask a WH-Question with Can / May +INTRO: Listen to a sentence and a question word. Use the word to ask a question about the sentence, then repeat it. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1441,10 +1451,78 @@ RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} -# SKIPPED (ST): Punctuation vocab/grammar + "Is This a Sentence or a Paragraph?" + "Write the Paragraph" -# — composition/punctuation-editing family, DEFERRED per ALC ST guidelines. -# SKIPPED (ST): Listening Skills (Same/Different, Boat/Bought, Listen and Circle) and Writing Dictation -# — instructor-read with no recorded stimulus; Reading Skill alphabetical order — visual sort. Dropped. -# SKIPPED (book): LLA 3D Figure 10 — punctuation editing, deferred (out of scope). -# SKIPPED (ST): Speaking Skill "Bought" and "About" single-vowel word columns — bare word lists -# without a contrast pairing; the coat/caught contrast pair is kept as the representative drill. +# Source: ST §May I Go Outside? +$PRODUCE Ask Permission About Yourself +INTRO: Ask a permission question with "can" or "may" from each cue, then answer it with a short and a long answer. +INSTRUCTION: Ask a permission question, then answer aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and a long answer (affirmative or negative). + +EXAMPLE +PROMPT: sit down +RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair. + +EXAMPLE +PROMPT: go outside +RESPONSE: May I go outside? No, you may not. No, you may not go outside. + +PROMPT: watch a movie in class +RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class. + +PROMPT: leave early on Friday +RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday. + +PROMPT: see your notebook +RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook. + +PROMPT: talk +RESPONSE: Can we talk? No, you can't. No, you can't talk. + +PROMPT: study in your room +RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room. + +PROMPT: put on my hat +RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat. + +PROMPT: drink this water +RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water. + +PROMPT: listen to tapes +RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. + +# Source: LLA 3D Figure 7 +$PRODUCE Military Time — Type the Digits +INTRO: Listen to each line and type the military time you hear in four digits. +INSTRUCTION: Type the military time in digits. +INPUT: type +CHECK: exact + +PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} +TEMPLATE: ____ hours +RESPONSE: 0730 + +PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1415 + +PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1100 + +PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} +TEMPLATE: ____ hours +RESPONSE: 0910 + +PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1300 + +# SKIPPED (book): LLA 3D Figure 10 (punctuation editing) and ST Writing Skills "WRITE THE +# PARAGRAPH" / "DICTATION" — composition/punctuation editing, deferred per ALC guidelines. +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "BOAT/BOUGHT", "LISTEN AND CIRCLE" — +# instructor-read with no recorded stimulus (W/R discrimination covered by LLA 3A f4–f5). +# SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio. +# SKIPPED (book): ST §Vocabulary: Punctuation, §Punctuation/Capitalization grammar, and +# §"Is This a Sentence or a Paragraph?" — writing/composition-metalanguage family, deferred. diff --git a/book-4-lesson-3/bk04-l3a-f1-07.mp3 b/book-4-lesson-3/bk04-l3a-f1-07.mp3 new file mode 100644 index 0000000..c5c5772 Binary files /dev/null and b/book-4-lesson-3/bk04-l3a-f1-07.mp3 differ diff --git a/book-4-lesson-3/bk04-l3a-f1-08.mp3 b/book-4-lesson-3/bk04-l3a-f1-08.mp3 new file mode 100644 index 0000000..787b806 Binary files /dev/null and b/book-4-lesson-3/bk04-l3a-f1-08.mp3 differ diff --git a/book-4-lesson-3/bk04-l3a-f1-09.mp3 b/book-4-lesson-3/bk04-l3a-f1-09.mp3 new file mode 100644 index 0000000..b04ae59 Binary files /dev/null and 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