diff --git a/book-12-lesson-1.module b/book-12-lesson-1.module index c1c0757b..6234374c 100644 --- a/book-12-lesson-1.module +++ b/book-12-lesson-1.module @@ -1,58 +1,115 @@ -$MODULE Book 12 · Lesson 1: What Will Happen If...? {st-page_009_001.jpg} +$MODULE Book 12 · Lesson 1: What Will Happen If...? {st-page_009_001.jpg|A collage of various scenes depicting people enjoying outdoor activities, beach scenes, and weather elements} FORMAT: 2 -DESCRIPTION: Climate and weather vocabulary, conditional sentences with "if", and the present perfect tense. +DIOCO_DOC_ID: alc_book12_lesson1 +DESCRIPTION: Weather and beach vocabulary, conditional sentences with "if", talking about feelings, and the present perfect with "for" and "since" — plus listening for numbers, sound practice, and short readings. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: SpeakerA | achird | Male voice -VOICE: SpeakerB | gacrux | Female voice -VOICE: Spk1 | schedar | Male -VOICE: Spk2 | gacrux | Female -VOICE: Roger | charon | Male student -VOICE: Friend | schedar | Male student -VOICE: Henry | achird | Male -VOICE: Pete | schedar | Male -VOICE: Sarah | gacrux | Female -VOICE: Colleague | achird | Male -VOICE: Betty | gacrux | Female speaker -VOICE: Mary | aoede | Female speaker -VOICE: Paul | iapetus | Male speaker -VOICE: Sam | orus | Male speaker -VOICE: Jim | puck | Male speaker -VOICE: Joe | alnilam | Male speaker -VOICE: John | rasalgethi | Male speaker -VOICE: Mark | umbriel | Male speaker -VOICE: Kim | aoede | Female speaker -VOICE: Ali | fenrir | Male speaker -VOICE: Pat | achird | Male speaker -VOICE: Luke | achird | Male speaker -VOICE: Tony | achird | Male speaker -VOICE: Andy | schedar | Male speaker -VOICE: Art | charon | Male speaker -VOICE: Phil | charon | Male speaker +VOICE: SpeakerA | achird | Male speaker +VOICE: SpeakerB | aoede | Female speaker +VOICE: Betty | aoede | Female speaker +VOICE: Mary | gacrux | Female speaker +VOICE: Paul | puck | Male speaker +VOICE: Sam | alnilam | Male speaker +VOICE: Jim | rasalgethi | Male speaker +VOICE: Joe | umbriel | Male speaker +VOICE: John | fenrir | Male speaker +VOICE: Mark | algenib | Male speaker +VOICE: Kim | achernar | Female speaker +VOICE: Ali | algieba | Male speaker +VOICE: Pat | enceladus | Male speaker +VOICE: Luke | sadachbia | Male speaker +VOICE: Tony | sadaltager | Male speaker +VOICE: Andy | zubenelgenubi | Male speaker +VOICE: Art | orus | Male speaker +VOICE: Phil | schedar | Male speaker VOICE: Tim | achird | Male speaker -VOICE: Sharif | schedar | Male speaker +VOICE: Sharif | iapetus | Male speaker VOICE: Owen | charon | Male speaker -VOICE: Chuck | achird | Male speaker -VOICE: Bob | achird | Male speaker -VOICE: Don | schedar | Male speaker -VOICE: Jack | achird | Male speaker -VOICE: Bill | schedar | Male speaker +VOICE: Chuck | orus | Male speaker +VOICE: Bob | schedar | Male speaker +VOICE: Don | achird | Male speaker +VOICE: Jack | charon | Male speaker +VOICE: Bill | iapetus | Male speaker VOICE: Dale | achird | Male speaker VOICE: Gene | schedar | Male speaker -VOICE: Lynn | gacrux | Female speaker -VOICE: Gwen | aoede | Female speaker -VOICE: Narrator | achird | speaker (auto) +VOICE: Lynn | aoede | Female speaker +VOICE: Gwen | gacrux | Female speaker +VOICE: Roger | achird | Male speaker +VOICE: Friend | charon | Male speaker +VOICE: Pete | schedar | Male speaker +VOICE: Henry | achird | Male speaker +VOICE: Man | schedar | Male speaker +VOICE: Sarah | aoede | Female speaker +VOICE: Narrator | achernar | speaker (auto) -$SESSION 1-1: Climate and Weather at the Beach +$SESSION 1-1: Weather and the Beach + +# Source: LLA 1A vocabulary presentation +$DIALOGUE New Words: Weather and the Beach +ID: 12-1a-vocab +INTRO: In this lesson you'll learn to talk about the weather and the beach, to say what will happen "if" something else happens, and to say how long things have lasted. First, the new words — listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: calm +LINE: If the sea is calm, we can take the baby on the boat. {bk12-l1a-f1-01.mp3} + +VOCAB: beach +LINE: The Wilsons enjoyed their vacation at the beach. {bk12-l1a-f1-02.mp3} + +VOCAB: wind +LINE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-03.mp3} + +VOCAB: to slip +LINE: Joey spilled some water on the floor. His mother slipped and fell down. {bk12-l1a-f1-04.mp3} + +VOCAB: clear +LINE: There are no clouds in the sky. It's a beautiful clear day. {bk12-l1a-f1-05.mp3} + +VOCAB: deep +LINE: Alice never swims in the deep part of the lake. {bk12-l1a-f1-06.mp3} + +VOCAB: frightened +LINE: The children were frightened when the lights went out. {bk12-l1a-f1-07.mp3} + +# Source: LLA 1A vocabulary Q&A +$PRODUCE Answer About the New Words +ID: 12-1a-qa +INTRO: The same sentences come back as questions — a quick memory check. Answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Can we take the baby on the boat? {bk12-l1a-f1-qa-01-q.mp3} +RESPONSE: We can take the baby on the boat if the sea is calm. {bk12-l1a-f1-qa-01-a.mp3} + +PROMPT: Where did the Wilsons go on their vacation? {bk12-l1a-f1-qa-02-q.mp3} +RESPONSE: They went to the beach. {bk12-l1a-f1-qa-02-a.mp3} + +PROMPT: When do you like to be on the beach? {bk12-l1a-f1-qa-03-q.mp3} +RESPONSE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-qa-03-a.mp3} + +PROMPT: What happened to Joey's mother? {bk12-l1a-f1-qa-04-q.mp3} +RESPONSE: She slipped on some water and fell down. {bk12-l1a-f1-qa-04-a.mp3} + +PROMPT: Is it a cloudy day? {bk12-l1a-f1-qa-05-q.mp3} +RESPONSE: No. It's a clear day. There are no clouds in the sky. {bk12-l1a-f1-qa-05-a.mp3} + +PROMPT: Does Alice swim in the deep part of the lake? {bk12-l1a-f1-qa-06-q.mp3} +RESPONSE: No. She never swims in the deep part of the lake. {bk12-l1a-f1-qa-06-a.mp3} + +PROMPT: When were the children frightened? {bk12-l1a-f1-qa-07-q.mp3} +RESPONSE: They were frightened when the lights went out. {bk12-l1a-f1-qa-07-a.mp3} # Source: ST §Hot Climate or Cold Climate? $DIALOGUE Hot Climate or Cold Climate? ID: l1-s1 -INTRO: In this lesson you'll learn to talk about climate and weather, say what will happen "if" something else happens, and use the present perfect to say how long things have lasted. First, the weather words — listen and repeat each word and its sentences. -INSTRUCTION: Listen and repeat the new words and sentences. +INTRO: More weather words — "climate", "heat", "humidity", and their friends. Listen to each sentence and repeat it. +INSTRUCTION: Repeat the new words and sentences. REPEAT VOCAB: climate @@ -75,16 +132,15 @@ VOCAB: sea LINE: A sea is full of salty water. LINE: The Mediterranean Sea is between Europe and Africa. -VOCAB: beach LINE: A beach is the land next to a sea or an ocean. LINE: Children enjoy playing at the beach. -VOCAB: blow/blew/blown | blows +VOCAB: to blow LINE: Usually a breeze blows softly in the evening. LINE: The wind blew very hard yesterday. LINE: Oh no! The wind has blown my papers off my desk. -VOCAB: expect to | expect +VOCAB: to expect LINE: My sister said she would call me today. I'm expecting her call. LINE: It's 11:00 o'clock. I expect the bus to come soon. @@ -92,10 +148,10 @@ VOCAB: during LINE: It was still freezing during April. LINE: We used to go swimming every day during the summer. -# Source: ST §A Letter to Mary -$DIALOGUE Letter to Mary {st-page_012_001.jpg} +# Source: ST §Dear Mary +$DIALOGUE Dear Mary {st-page_012_001.jpg|A boy and a girl standing barefoot on a sandy beach looking out at the ocean waves and birds flying overhead} ID: l1-s2 -INTRO: Betty lives where it's warm, and she wants her sister Mary to leave freezing New York for a visit. Read her letter — she makes the beach sound very convincing. There's nothing to answer; just read and listen. +INTRO: Betty writes to her sister Mary in freezing New York and tries very hard to sell her on a beach visit. Read the letter. INSTRUCTION: Read the letter. Narrator: Dear Mary, @@ -109,111 +165,34 @@ Narrator: When you're next to the water and the breeze blows, you don't feel the Narrator: It's more humid in New York in the summer than it is here. Come down and you will see. Narrator: I hope it's clear to you that I want you to come and spend time with us. Narrator: I expect to hear from you soon. -Narrator: Your sister. +Narrator: Your sister, -# Source: LLA 1A Listening/Speaking (before Figure 1) -$DIALOGUE More Weather Words -ID: 1a-ls1 -INTRO: Here are a few more new words, this time from the cassette. Listen to each word in its sentence, then repeat. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT - -VOCAB: calm -LINE: If the sea is calm, we can take the baby on the boat. {bk12-l1a-f1-01.mp3} - -LINE: The Wilsons enjoyed their vacation at the beach. {bk12-l1a-f1-02.mp3} - -VOCAB: wind -LINE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-03.mp3} - -VOCAB: slip -LINE: Joey spilled some water on the floor. His mother slipped and fell down. {bk12-l1a-f1-04.mp3} - -VOCAB: clear -LINE: There are no clouds in the sky. It's a beautiful clear day. {bk12-l1a-f1-05.mp3} - -VOCAB: deep -LINE: Alice never swims in the deep part of the lake. {bk12-l1a-f1-06.mp3} - -VOCAB: frightened -LINE: The children were frightened when the lights went out. {bk12-l1a-f1-07.mp3} - -# Source: LLA 1A Listening/Speaking (before Figure 1), question pass -$PRODUCE Answer About the New Words -ID: 1a-ls1-b -INTRO: Now a question about each sentence you just heard. Answer aloud with a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Can we take the baby on the boat? {bk12-l1a-f1-08-q.mp3} -RESPONSE: We can take the baby on the boat if the sea is calm. {bk12-l1a-f1-08-a.mp3} - -PROMPT: Where did the Wilsons go on their vacation? {bk12-l1a-f1-09-q.mp3} -RESPONSE: They went to the beach. {bk12-l1a-f1-09-a.mp3} - -PROMPT: When do you like to be on the beach? {bk12-l1a-f1-10-q.mp3} -RESPONSE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-10-a.mp3} - -PROMPT: What happened to Joey's mother? {bk12-l1a-f1-11-q.mp3} -RESPONSE: She slipped on some water and fell down. {bk12-l1a-f1-11-a.mp3} - -PROMPT: Is it a cloudy day? {bk12-l1a-f1-12-q.mp3} -RESPONSE: No. It's a clear day. There are no clouds in the sky. {bk12-l1a-f1-12-a.mp3} - -PROMPT: Does Alice swim in the deep part of the lake? {bk12-l1a-f1-13-q.mp3} -RESPONSE: No. She never swims in the deep part of the lake. {bk12-l1a-f1-13-a.mp3} - -PROMPT: When were the children frightened? {bk12-l1a-f1-14-q.mp3} -RESPONSE: They were frightened when the lights went out. {bk12-l1a-f1-14-a.mp3} - -# Source: LLA 1A Figure 1 -$DIALOGUE A Place Near the Beach -ID: 1a-f1 -INTRO: Two friends imagine the perfect place to live — calm sea, soft wind, no winter in sight. Just listen. -INSTRUCTION: Listen to the dialogue. - -SpeakerA: Where would you like to live? {bk12-l1a-f1-15.mp3} -SpeakerB: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-16.mp3} -SpeakerA: Do you ever expect to live in this place? {bk12-l1a-f1-17.mp3} -SpeakerB: I don't know, but it's a nice thought. {bk12-l1a-f1-18.mp3} - -# Source: LLA 1A Figure 1, practice pass -$DIALOGUE A Place Near the Beach — Your Turn to Answer -ID: 1a-f1-b -REFERENCE: 1a-f1 -PLAY_ROLE: SpeakerB -INTRO: Now practice the dialogue yourself. Listen to the question, then read your printed line aloud in reply. -INSTRUCTION: Read the lines aloud. - -$DIALOGUE A Place Near the Beach — Your Turn to Ask -ID: 1a-f2 -REFERENCE: 1a-f1 -PLAY_ROLE: SpeakerA -INTRO: Now take the other role. Read your line aloud to begin the conversation, then listen to the response. -INSTRUCTION: Read your lines aloud to continue the conversation. - -$DIALOGUE Where's Carl? {st-page_013_001.jpg} +# Source: ST §Where's Carl? +$DIALOGUE Where's Carl? {st-page_013_001.jpg|A thought bubble showing a man at a desk thinking about another man waving; in the foreground, two women talk at an airport terminal near Gate 1 with an airplane visible outside the window} ID: l1-s3 -INTRO: Mary has arrived — but without her husband Carl. Listen to find out why he stayed in New York, and repeat each line. -INSTRUCTION: Listen and repeat the dialog. +INTRO: The letter worked — Mary lands at the airport. Her husband Carl stayed home, though. Listen to why, and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Betty: I'm so glad you came. + Mary: It's nice to see you, too. + Betty: Why didn't Carl come with you? -VOCAB: to remain | remain -Mary: He hasn't felt well ever since he slipped and fell at work last month. He wants to remain in New York until he finishes his medicine and sees the doctor again. +Mary: He hasn't felt well ever since he slipped and fell at work last month. +LINE: He wants to remain in New York until he finishes his medicine and sees the doctor again. -VOCAB: to last | last +VOCAB: to last Betty: How long is his medicine going to last? + Mary: It'll last about one more week. +Betty: Poor Carl. VOCAB: slippery VOCAB: dangerous -Betty: Poor Carl. Slippery floors are very dangerous. Are they going to do anything to make the floors less slippery? +LINE: Slippery floors are very dangerous. +LINE: Are they going to do anything to make the floors less slippery? VOCAB: carpeting Mary: They're going to put in carpeting. @@ -221,42 +200,455 @@ NOTES: carpeting = carpet Betty: I'm glad they learned something from this. -# Source: LLA 1A Figure 3 -$DIALOGUE Winter in New York -ID: 1a-f3 -INTRO: Carl isn't the only one with New York problems. Listen to a dialogue about winters that last six months. -INSTRUCTION: Listen to the dialogue. +# Source: LLA 1A Figure 1 +$DIALOGUE Where Would You Like to Live? +ID: 12-1a-f1 +INTRO: Two friends dream up the perfect address — calm sea, soft wind, and no actual plans to move. Just listen. +INSTRUCTION: Listen to the conversation. -SpeakerB: Where does your brother live? {bk12-l1a-f2-02.mp3} -SpeakerA: He lives in New York City. {bk12-l1a-f2-03.mp3} -SpeakerB: How long does winter last there? {bk12-l1a-f2-04.mp3} -SpeakerA: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-05.mp3} -SpeakerB: Are the winters unpleasant? {bk12-l1a-f2-06.mp3} -SpeakerA: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-07.mp3} -SpeakerB: Maybe he shouldn't stay in New York. {bk12-l1a-f2-08.mp3} -SpeakerA: He likes living there except in the winter. {bk12-l1a-f2-09.mp3} +SpeakerA: Where would you like to live? {bk12-l1a-f1-08.mp3} +SpeakerB: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. {bk12-l1a-f1-09.mp3} +LINE: This place would have a warm climate and a little humidity. {bk12-l1a-f1-10.mp3} +SpeakerA: Do you ever expect to live in this place? {bk12-l1a-f1-11.mp3} +SpeakerB: I don't know, but it's a nice thought. {bk12-l1a-f1-12.mp3} -# Source: LLA 1A Figure 3, practice pass -$DIALOGUE Winter in New York — Your Turn to Answer -ID: 1a-f3-b -REFERENCE: 1a-f3 -PLAY_ROLE: SpeakerA -INTRO: Now practice the dialogue. Listen to the question and read your line aloud. -INSTRUCTION: Read the lines aloud. - -$DIALOGUE Winter in New York — Your Turn to Ask -ID: 1a-f4 -REFERENCE: 1a-f3 +# Source: LLA 1A Figure 1 role-play +$DIALOGUE Role-Play: Describe Your Dream Place +ID: 12-1a-f1-rp +REFERENCE: 12-1a-f1 PLAY_ROLE: SpeakerB -INTRO: Take the other role. Read your line aloud to begin, then listen to the response. -INSTRUCTION: Read your lines aloud to continue the conversation. +INSTRUCTION: You are SpeakerB — speak your lines in the pauses. +INTRO: Now practice the conversation. Listen to the question, then say your lines in the pauses. -$SESSION 1-2: Storms, Feelings, and "Ever" +# Source: LLA 1A Figure 2 (switch roles) +$DIALOGUE Role-Play: Ask the Questions +ID: 12-1a-f2-rp +REFERENCE: 12-1a-f1 +PLAY_ROLE: SpeakerA +INSTRUCTION: You are SpeakerA — speak your lines in the pauses. +INTRO: Switch roles. This time you start the conversation and ask the questions. + +# Source: LLA 1A Figure 2 dialogue +$DIALOGUE New York Winters +ID: 12-1a-f2-dialogue +INTRO: Six months of winter and one hurt leg — here's why January in New York is a tough sell. Just listen. +INSTRUCTION: Listen to the conversation. + +SpeakerA: Where does your brother live? {bk12-l1a-f2-01.mp3} +SpeakerB: He lives in New York City. {bk12-l1a-f2-02.mp3} +SpeakerA: How long does winter last there? {bk12-l1a-f2-03.mp3} +SpeakerB: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-04.mp3} +SpeakerA: Are the winters unpleasant? {bk12-l1a-f2-05.mp3} +SpeakerB: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-06.mp3} +SpeakerA: Maybe he shouldn't stay in New York. {bk12-l1a-f2-07.mp3} +SpeakerB: He likes living there except in the winter. {bk12-l1a-f2-08.mp3} + +# Source: LLA 1A Figure 3 role-play +$DIALOGUE Role-Play: Talk About the Winters +ID: 12-1a-f3-rp +REFERENCE: 12-1a-f2-dialogue +PLAY_ROLE: SpeakerB +INSTRUCTION: You are SpeakerB — speak your lines in the pauses. +INTRO: Practice the conversation about New York winters. Listen to the questions and say your lines in the pauses. + +# Source: LLA 1A Figure 4 role-play +$DIALOGUE Role-Play: Ask About the Winters +ID: 12-1a-f4-rp +REFERENCE: 12-1a-f2-dialogue +PLAY_ROLE: SpeakerA +INSTRUCTION: You are SpeakerA — speak your lines in the pauses. +INTRO: Switch roles. You begin the conversation by asking where the speaker's brother lives. + +$SESSION 1-2: What Will Happen If...? + +# Source: LLA 1A Figure 5 +$DIALOGUE Sentences with "If" +ID: 12-1a-f5 +INTRO: Here's this lesson's main pattern: one thing will happen "if" another thing happens. Listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: If Carl finishes his homework, he'll come to the movie with us. {bk12-l1a-f5-01.mp3} +LINE: Sam will pick Linda up if the plane arrives before 8 o'clock. {bk12-l1a-f5-02.mp3} +LINE: Greg will hurt his back if he slips on the ice. {bk12-l1a-f5-03.mp3} +LINE: If it clears up, my family is going to the beach. {bk12-l1a-f5-04.mp3} +LINE: Bobby won't be frightened to swim there if it's not too deep. {bk12-l1a-f5-05.mp3} + +# Source: ST §Conditional Sentences (grammar) +$GRAMMAR Conditional Sentences +ID: l1-s11 +INTRO: How those sentences are built: an "if" clause plus a main clause, in either order. + +CARD: Conditional sentences have two parts: the **if-clause** and the **main clause**. +{If the weather's good, we'll drive to the beach.} +{We'll drive to the beach if the weather's good.} + +CARD: When the **if-clause** has the present tense, the **main clause** uses the present or future tense. +{If you finish early, what will you do?} +{Tom can come if he doesn't have to study.} +{Will you read my paper if you have time?} + +SUMMARY: +| If Clause | Main Clause | +|---|---| +| If the weather's good, | we drive to the beach.
we're driving to the beach.
we'll drive to the beach.
we're going to drive to the beach. | + +| Main Clause | If Clause | +|---|---| +| Tom can come
Tom could come
Tom may come
Tom might come
Tom should come
Tom must come
Tom has to come
Tom is able to come | if he doesn't have to study. | + +| Main Clause | If Clause | +|---|---| +| Can you read my paper
Could you read my paper
Will you read my paper
Would you read my paper
Are you going to read my paper | if you have time? | + +| If Clause | Main Clause | +|---|---| +| If you finish early, | how will you tell me?
what will you do?
where are you going? | + +# Source: ST §If We Go to the Beach, We'll Have a Good Time +$DIALOGUE If We Go to the Beach, We'll Have a Good Time {st-page_021_001.jpg|Two young men talking inside a room while looking out towards a beach scene} +ID: l1-s12 +INTRO: Bob and Don plan a beach trip — if the weather, the job, and the calendar all cooperate. Read the dialog and notice the "if" clauses. +INSTRUCTION: Read the dialog and study the patterns. + +Bob: Let's go to the beach Saturday if the weather's good. +Don: If it's raining Saturday, we can go Sunday. + +Bob: I won't be able to go if I have to work Sunday. +Don: If we don't go this weekend, we can always go later. + +Bob: If we wait, we may not have good weather. +Don: You're right. We should go Saturday if we can. + +LINE: If you speed, you will get a ticket. +LINE: Mike must go if he has a reservation. +LINE: If the telephone rings, can you answer it? + +# Source: LLA 1A Figure 6 +$SELECT Complete the Sentence with "If" +ID: 12-1a-f6 +INTRO: You'll hear the first half of a sentence. Tap the phrase that finishes it correctly, then repeat the whole sentence. +INSTRUCTION: Tap the correct completer. +REPEAT + +OPTION: a | if the car is in the garage? +OPTION: b | if he studies hard. +OPTION: c | if it stops raining. +OPTION: d | we'll go out on the boat. +OPTION: e | if you move that bookcase. +OPTION: f | if the water is too deep. +OPTION: g | if his mother is going to get angry. +OPTION: h | if he gets a vacation. + +PROMPT: We will go to the beach. {bk12-l1a-f6-01.mp3} +ANSWER: c +FEEDBACK: We will go to the beach if it stops raining. + +PROMPT: Jeff's going to Miami. {bk12-l1a-f6-02.mp3} +ANSWER: h +FEEDBACK: Jeff's going to Miami if he gets a vacation. + +PROMPT: Sgt. Gates will pass the test. {bk12-l1a-f6-03.mp3} +ANSWER: b +FEEDBACK: Sgt. Gates will pass the test if he studies hard. + +PROMPT: You'll hurt your back again. {bk12-l1a-f6-04.mp3} +ANSWER: e +FEEDBACK: You'll hurt your back again if you move that bookcase. + +PROMPT: Sam won't move to New York. {bk12-l1a-f6-05.mp3} +ANSWER: g +FEEDBACK: Sam won't move to New York if his mother is going to get angry. + +PROMPT: How will Henry get to work? {bk12-l1a-f6-06.mp3} +ANSWER: a +FEEDBACK: How will Henry get to work if the car is in the garage? + +PROMPT: Mother won't let us swim there. {bk12-l1a-f6-07.mp3} +ANSWER: f +FEEDBACK: Mother won't let us swim there if the water is too deep. + +PROMPT: If the weather clears up... {bk12-l1a-f6-08.mp3} +ANSWER: d +FEEDBACK: If the weather clears up, we'll go out on the boat. + +# Source: ST §If You Can't Drive Your Car, I'll Drive Mine +$PRODUCE Combine the Sentences with "If" +ID: l1-s13 +INTRO: Two short sentences become one conditional. Say the combined sentence with "if" — either half can come first. +INSTRUCTION: Combine the two sentences into one sentence using "if". +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any correct combination using "if" in either order. + +EXAMPLE +PROMPT: Tom can't go. Let's ask Mark. +RESPONSE: If Tom can't go, let's ask Mark. + +EXAMPLE +PROMPT: We can ask Ken. Mark can't go. +RESPONSE: We can ask Ken if Mark can't go. + +PROMPT: A lot of people are there. We can go to South Beach. +RESPONSE: If a lot of people are there, we can go to South Beach. + +PROMPT: I won't be able to drive. My dad needs the car. +RESPONSE: I won't be able to drive if my dad needs the car. + +PROMPT: I'll buy some soft drinks. I have enough money. +RESPONSE: I'll buy some soft drinks if I have enough money. + +PROMPT: Do you think Tom will come? We ask him. +RESPONSE: Do you think Tom will come if we ask him? + +PROMPT: You forget. I'll talk to him in class tomorrow. +RESPONSE: If you forget, I'll talk to him in class tomorrow. + +# Source: ST §Shopping List +$GRAMMAR The Shopping List +ID: l1-s14 +INTRO: Bob and Don have exactly five dollars and a list of prices. Study the list — the next two activities are about what that money can buy. + +CARD: Bob and Don want to buy food for their trip to the beach. They only have **$5.00** to spend. + +SUMMARY: +| ITEM | PRICE | +|---|---| +| sodas | $2.50 | +| potato chips | $1.35 | +| corn chips | $1.40 | +| paper cups | $1.10 | +| bread | $ .80 | +| meat | $2.75 | +| fruit | $2.00 | +| ice | $ .75 | +| cookies | $1.75 | + +# Source: ST §What Can They Buy? +$PRODUCE What Can They Buy? +ID: l1-s15 +REFERENCE: l1-s14 +INTRO: Five dollars doesn't go far. For each pair of cues, say whether Bob and Don can buy the second thing "if" they buy the first. Open the shopping list whenever you need it. +INSTRUCTION: Make a sentence with "if". Check the shopping list. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the factual key for whether the items fit the $5.00 budget; accept any correct conditional sentence with "if" expressing the same can or can't conclusion. + +EXAMPLE +TEMPLATE: sodas / potato chips +RESPONSE: If they buy sodas, they can buy potato chips, too. + +EXAMPLE +TEMPLATE: sodas and potato chips / corn chips +RESPONSE: If they get sodas and potato chips, they can't get corn chips. + +TEMPLATE: sodas and ice / paper cups +RESPONSE: If they buy sodas and ice, they can buy paper cups, too. + +TEMPLATE: sodas and fruit / paper cups +RESPONSE: If they buy sodas and fruit, they can't buy paper cups. + +TEMPLATE: bread and meat / potato chips +RESPONSE: If they buy bread and meat, they can buy potato chips, too. + +TEMPLATE: sodas / meat +RESPONSE: If they buy sodas, they can't buy meat. + +TEMPLATE: fruit / cookies +RESPONSE: If they buy fruit, they can buy cookies, too. + +TEMPLATE: meat and bread / fruit +RESPONSE: If they buy meat and bread, they can't buy fruit. + +TEMPLATE: potato chips / meat +RESPONSE: If they buy potato chips, they can buy meat, too. + +TEMPLATE: cookies / bread and meat +RESPONSE: If they buy cookies, they can't buy bread and meat. + +TEMPLATE: paper cups and ice / sodas and corn chips +RESPONSE: If they buy paper cups and ice, they can buy sodas, but they can't buy corn chips. + +# Source: ST §Can They Buy It? +$PRODUCE Can They Buy It? +ID: l1-s16 +REFERENCE: l1-s14 +INTRO: Same list, same five dollars — but now you ask the question and answer it. Ask with "if", then give the yes-or-no answer. +INSTRUCTION: Ask and answer a question with "if". Check the shopping list. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the factual key for the $5.00 budget; accept a question using "if" about the cue items plus the matching correct yes/no answer. + +EXAMPLE +TEMPLATE: fruit / meat +RESPONSE: If they buy fruit, can they buy meat, too?\n— Yes, they can. + +EXAMPLE +TEMPLATE: fruit / cookies and corn chips +RESPONSE: If they get fruit, can they get cookies and corn chips, too?\n— No, they can't. + +TEMPLATE: meat / bread and potato chips +RESPONSE: Can they buy meat if they buy bread and potato chips?\n— Yes, they can. + +TEMPLATE: potato chips and corn chips / cookies +RESPONSE: Can they get potato chips and corn chips if they get cookies?\n— Yes, they can. + +TEMPLATE: bread and fruit / sodas and ice +RESPONSE: If they buy bread and fruit, can they buy sodas and ice, too?\n— No, they can't. + +TEMPLATE: potato chips and bread / fruit and ice +RESPONSE: If they buy potato chips and bread, can they buy fruit and ice, too?\n— Yes, they can. + +TEMPLATE: sodas, ice, and paper cups / anything else +RESPONSE: If they buy sodas, ice, and paper cups, can they buy anything else?\n— No, they can't. + +# Source: ST §What Will Happen If...? +$PRODUCE What Will Happen If...? +ID: l1-s17 +INTRO: Look at each picture and its cues, then ask what will happen "if" — and answer your own question. Fortune-telling, but with grammar. +INSTRUCTION: Ask and answer a question using "if". +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any correct conditional question and matching answer based on the situation described. + +EXAMPLE +PROMPT: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg|A car driving behind a large box truck on a two-lane road going uphill; another car is approaching from the opposite direction over the hill crest} +RESPONSE: What will happen if Ken tries to pass the truck?\n— If Ken tries to pass the truck, he'll hit the other car. + +PROMPT: Grace should *slow down*. *The policeman will give her a ticket.* {st-page_025_002.jpg|A car driving down a road towards a movie theater with a policeman standing near the entrance watching the car} +RESPONSE: What will happen if Grace doesn't slow down?\n— If Grace doesn't slow down, the policeman will give her a ticket. + +PROMPT: Carmen has to *be careful*. *She may slip on the ice and fall.* {st-page_025_003.jpg|A woman walking carefully across an icy patch of pavement while two men watch her} +RESPONSE: What will happen if Carmen isn't careful?\n— If Carmen isn't careful, she may slip on the ice and fall. + +PROMPT: Jim and Ted *might have to walk to school*. *They need to hurry.* {st-page_026_001.jpg|Children standing near a school bus while the driver gets in} +RESPONSE: What will happen if Jim and Ted don't hurry?\n— If Jim and Ted don't hurry, they might have to walk to school. + +PROMPT: Bob *doesn't think that he has enough cash*. *He will have to write a check.* {st-page_026_002.jpg|A man standing at a checkout counter with a bag of groceries, reaching into his pocket while the cashier waits} +RESPONSE: What will happen if Bob doesn't have enough cash?\n— If Bob doesn't have enough cash, he will have to write a check. + +$SESSION 1-3: Calm, Glad, and Frightened + +# Source: LLA 1B vocabulary presentation +$DIALOGUE New Words: Remain, Belong, No Longer +ID: 12-1b-vocab +INTRO: In this part you'll learn words for feelings and everyday situations, and meet a serious storm. First the new words — listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +VOCAB: to remain +LINE: Tim remained in France after his family left. {bk12-l1b-f1-01.mp3} + +VOCAB: to belong +LINE: This jacket belongs to Martha. It's hers. {bk12-l1b-f1-02.mp3} + +LINE: The weather in London is very humid. It rains a lot. {bk12-l1b-f1-03.mp3} + +VOCAB: no longer +LINE: Nina no longer wants to study French. She doesn't think it's interesting. {bk12-l1b-f1-04.mp3} + +VOCAB: occasionally +LINE: I eat there occasionally, but not very often. {bk12-l1b-f1-05.mp3} + +VOCAB: like +LINE: There are many interesting cities, like Los Angeles and Washington, D.C., to see in the United States. {bk12-l1b-f1-06.mp3} + +LINE: The sun gives us a lot of heat. It keeps us warm. {bk12-l1b-f1-07.mp3} + +# Source: LLA 1B Figure 1 dialogue +$DIALOGUE After the Storm +ID: 12-1b-f1-dialogue +INTRO: Two people talk about surviving a bad storm — nobody stayed calm, and nobody pretends otherwise. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +VOCAB: storm +SpeakerA: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3} + +SpeakerB: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3} + +VOCAB: to clear up +SpeakerA: Then did it clear up? {bk12-l1b-f1-10.mp3} + +SpeakerB: Yes. It got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f1-11.mp3} + +SpeakerA: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3} + +VOCAB: glad +SpeakerB: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3} + +# Source: LLA 1B Figure 1 role-play +$DIALOGUE Role-Play: Tell About the Storm +ID: 12-1b-f1-role-b +REFERENCE: 12-1b-f1-dialogue +PLAY_ROLE: SpeakerB +INTRO: Now take the second speaker's part in the conversation. Listen to each question and say your line in the pause. +INSTRUCTION: You are SpeakerB — speak your lines in the pauses. + +# Source: LLA 1B Figure 2 role-play +$DIALOGUE Role-Play: Ask About the Storm +ID: 12-1b-f2-role-a +REFERENCE: 12-1b-f1-dialogue +PLAY_ROLE: SpeakerA +INTRO: Now change roles. You take the first speaker's part and ask the questions in the pauses. +INSTRUCTION: You are SpeakerA — speak your lines in the pauses. + +# Source: LLA 1B Figure 3 +$SELECT How Do They Feel? +ID: 12-1b-f3 +INTRO: Listen to each short dialogue and choose the word that best describes the speaker's condition or feeling. Then repeat the answer. +INSTRUCTION: Tap the correct word. +REPEAT + +EXAMPLE +PROMPT: What's wrong, Gina? — My dog ran away.\nGina's? {bk12-l1b-f3-ex.mp3} +OPTION: a | happy +OPTION: b | tired +OPTION: c | sad +ANSWER: c +FEEDBACK: Gina's sad. {bk12-l1b-f3-ex-fb.mp3} + +PROMPT: Hello, sir. Long day?\n— Yes. I was very busy all day.\nHe's? {bk12-l1b-f3-01.mp3} +OPTION: a | tired +OPTION: b | happy +OPTION: c | sick +ANSWER: a +FEEDBACK: He's tired. + +PROMPT: Look at that big smile.\n— I made a 95 on my quiz.\nHe's? {bk12-l1b-f3-02.mp3} +OPTION: a | sad +OPTION: b | happy +OPTION: c | angry +ANSWER: b +FEEDBACK: He's happy. + +PROMPT: Hi, Phil. How are you today?\n— My stomach hurts, and I have a fever.\nHe's? {bk12-l1b-f3-03.mp3} +OPTION: a | sick +OPTION: b | tired +OPTION: c | careless +ANSWER: a +FEEDBACK: He's sick. + +PROMPT: Hey, Jack. Where are you going?\n— It's 11:30, time for lunch.\nHe's? {bk12-l1b-f3-04.mp3} +OPTION: a | late +OPTION: b | sick +OPTION: c | hungry +ANSWER: c +FEEDBACK: He's hungry. + +PROMPT: What happened to your leg?\n— I fell down outside the door.\nHe's? {bk12-l1b-f3-05.mp3} +OPTION: a | tired +OPTION: b | sick +OPTION: c | hurt +ANSWER: c +FEEDBACK: He's hurt. # Source: ST §Ever $DIALOGUE "Ever" and "Never" ID: l1-s4 -INTRO: In this part you'll practice small but useful words — "ever", "never", "finally", "anymore" — and talk about storms and feelings. Read these short exchanges and notice how "ever" adds surprise or emphasis to a question. +INTRO: Seven quick exchanges built on the little words "ever", "never", "finally", and "anymore". Read the dialogs. INSTRUCTION: Read the dialogs. VOCAB: ever @@ -282,97 +674,75 @@ Luke: What about you, Andy? Andy: Yes, I wrote to him last week. Art: Do you ever wear your school jacket? -VOCAB: no longer | anymore +VOCAB: anymore Phil: No, I never wear it anymore. Art: What about you, Tim? Tim: Sure, I wear mine all the time. It's nice and warm. +VOCAB: pita Sharif: Have you ever had pita bread? NOTES: pita = a thin, flat bread Owen: No, I've never had any, but I hear it's great. Sharif: What about you, Chuck? Chuck: Yes. I eat it all the time. It's delicious. -# Source: ST §What Ever Happened To...? -$PRODUCE What Ever Happened To...? +# Source: ST §What Ever Happened to ...? +$PRODUCE What Ever Happened to...? ID: l1-s5 -INTRO: People change — jobs, cities, marital status. Ask "What ever happened to...?" about the underlined person, then answer with "no longer" and the new situation. Say both parts aloud. -INSTRUCTION: Ask a question about the underlined person, then answer it using the remaining information. +INTRO: Time for some friendly gossip. For each person, ask "What ever happened to...?" and answer with "no longer". +INSTRUCTION: Ask a question about the underlined person, then answer using "no longer". INPUT: speak CHECK: llm -RUBRIC: The learner must form a question like "What ever happened to X?" followed by an answer stating "he/she no longer..." and the new situation from the cue. +SHOW_PROMPT +RUBRIC: Accept a question starting with "What ever happened to [person]?" and an answer using "no longer" followed by the updated situation. EXAMPLE -TEMPLATE: *Aunt Virginia* doesn't live in New York any longer. She moved to Texas last year. -RESPONSE: What ever happened to Aunt Virginia? Well, she no longer lives in New York. Now, she lives in Texas. +PROMPT: *Aunt Virginia* doesn't live in New York any longer. She moved to Texas last year. +RESPONSE: What ever happened to Aunt Virginia?\n— Well, she no longer lives in New York. Now, she lives in Texas. EXAMPLE -TEMPLATE: *Your friend Ron* isn't sick any longer. He feels better now. -RESPONSE: What ever happened to your friend Ron? Well, he's no longer sick. Now, he feels better. +PROMPT: *Your friend Ron* isn't sick any longer. He feels better now. +RESPONSE: What ever happened to your friend Ron?\n— Well, he's no longer sick. Now, he feels better. -TEMPLATE: *Uncle Paul* doesn't work with Carl any longer. He found another job. -RESPONSE: What ever happened to Uncle Paul? Well, he no longer works with Carl. Now, he has another job. +PROMPT: *Uncle Paul* doesn't work with Carl any longer. He found another job. +RESPONSE: What ever happened to Uncle Paul?\n— Well, he no longer works with Carl. Now, he found another job. -TEMPLATE: *Mr. Ross*, your neighbor, doesn't fix cars any longer. He hurt his hands. -RESPONSE: What ever happened to Mr. Ross? Well, he no longer fixes cars. Now, he can't because he hurt his hands. +PROMPT: *Mr. Ross*, your neighbor, doesn't fix cars any longer. He hurt his hands. +RESPONSE: What ever happened to Mr. Ross?\n— Well, he no longer fixes cars. Now, he hurt his hands. -TEMPLATE: *Frankie* doesn't go to high school any longer. He graduated last May. -RESPONSE: What ever happened to Frankie? Well, he no longer goes to high school. Now, he has graduated. +PROMPT: *Frankie* doesn't go to high school any longer. He graduated last May. +RESPONSE: What ever happened to Frankie?\n— Well, he no longer goes to high school. Now, he graduated last May. -TEMPLATE: *Carl's friend Joe* isn't single any longer. He's married now. -RESPONSE: What ever happened to Carl's friend Joe? Well, he's no longer single. Now, he's married. +PROMPT: *Carl's friend Joe* isn't single any longer. He's married now. +RESPONSE: What ever happened to Carl's friend Joe?\n— Well, he's no longer single. Now, he's married. -TEMPLATE: *Carl's mother* isn't staying with us any longer. -RESPONSE: What ever happened to Carl's mother? Well, she's no longer staying with us. +PROMPT: *Carl's mother* isn't staying with us any longer. +RESPONSE: What ever happened to Carl's mother?\n— Well, she's no longer staying with us. -TEMPLATE: *Mrs. Green* doesn't visit us any longer. She can't drive anymore. -RESPONSE: What ever happened to Mrs. Green? Well, she no longer visits us. Now, she can't drive anymore. +PROMPT: *Mrs. Green* doesn't visit us any longer. She can't drive anymore. +RESPONSE: What ever happened to Mrs. Green?\n— Well, she no longer visits us. Now, she can't drive anymore. -TEMPLATE: *Your friend Dorothy* doesn't write you any longer. She's very busy with her new family. -RESPONSE: What ever happened to your friend Dorothy? Well, she no longer writes me. Now, she's very busy with her new family. +PROMPT: *Your friend Dorothy* doesn't write you any longer. She's very busy with her new family. +RESPONSE: What ever happened to your friend Dorothy?\n— Well, she no longer writes. Now, she's very busy with her new family. -TEMPLATE: *Mr. Sills* doesn't tell funny stories any longer. He doesn't have time now. -RESPONSE: What ever happened to Mr. Sills? Well, he no longer tells funny stories. Now, he doesn't have time. +PROMPT: *Mr. Sills* doesn't tell funny stories any longer. He doesn't have time now. +RESPONSE: What ever happened to Mr. Sills?\n— Well, he no longer tells funny stories. Now, he doesn't have time. -TEMPLATE: *Miss Grant* isn't in Spain any longer. She came back to the U.S. last week. -RESPONSE: What ever happened to Miss Grant? Well, she's no longer in Spain. Now, she's back in the U.S. - -# Source: LLA 1B Vocabulary -$DIALOGUE More New Words in Sentences -ID: 1b-v1 -INTRO: A few more new words from the cassette. Listen and repeat each word and its sentence. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT - -LINE: Tim remained in France after his family left. {bk12-l1b-f1-01.mp3} - -VOCAB: belong -LINE: This jacket belongs to Martha. It's hers. {bk12-l1b-f1-02.mp3} - -LINE: The weather in London is very humid. It rains a lot. {bk12-l1b-f1-03.mp3} - -LINE: Nina no longer wants to study French. She doesn't think it's interesting. {bk12-l1b-f1-04.mp3} - -VOCAB: occasionally -LINE: I eat there occasionally, but not very often. {bk12-l1b-f1-05.mp3} - -VOCAB: like -LINE: There are many interesting cities, like Los Angeles and Washington, D.C., to see in the United States. {bk12-l1b-f1-06.mp3} - -LINE: The sun gives us a lot of heat. It keeps us warm. {bk12-l1b-f1-07.mp3} +PROMPT: *Miss Grant* isn't in Spain any longer. She came back to the U.S. last week. +RESPONSE: What ever happened to Miss Grant?\n— Well, she's no longer in Spain. Now, she came back to the U.S. last week. # Source: ST §Are You Ever Frightened Like That? $DIALOGUE Are You Ever Frightened Like That? ID: l1-s7 -INTRO: Back at the beach, Betty and Mary admit what frightens them — even in paradise. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Betty and Mary relax at the beach — mostly. Deep water gives Mary some unpleasant thoughts. Listen and repeat each line. +INSTRUCTION: Repeat the new words, then read the dialog. REPEAT VOCAB: quiet Betty: It's so calm and quiet here--no noise, no problems. I just love being at the beach. VOCAB: except -VOCAB: to frighten | frighten +VOCAB: to frighten Mary: I do too. I'm glad we came--except that swimming in the sea frightens me sometimes. Betty: Why is that? @@ -380,9 +750,10 @@ Betty: Why is that? Mary: I think about swimming too far into the sea, where the water is really deep, and that frightens me. VOCAB: unpleasant -VOCAB: thought | thoughts +VOCAB: thought Betty: Everybody has unpleasant thoughts sometimes. +VOCAB: like that Mary: Are you ever frightened like that? Betty: Not very often, but I occasionally worry about the kids' swimming too far. @@ -390,665 +761,166 @@ NOTES: kids = children Mary: Let's just forget about these unpleasant thoughts and enjoy the beach. -# Source: ST §Carl Wants To Go Fishing. +# Source: ST §Carl Wants to Go Fishing $DIALOGUE Carl Wants to Go Fishing ID: l1-s8 -INTRO: Good news — Carl is feeling better and thinking about fish. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Good news from New York — Carl is feeling better, and the fish at the lake should start worrying. Listen and repeat each line. +INSTRUCTION: Repeat the new words, then read the dialog. REPEAT Betty: Did you talk to Carl? Was he feeling better? -VOCAB: clear up -Mary: Yes, much better. He said that he drove to the lake last Sunday. It was cloudy in the morning, but it cleared up in the afternoon. The day was calm and the water was clear. He could see the fish there. He can't wait until he can go fishing. +Mary: Yes, much better. He said that he drove to the lake last Sunday. +LINE: It was cloudy in the morning, but it cleared up in the afternoon. +LINE: The day was calm and the water was clear. +LINE: He could see the fish there. +LINE: He can't wait until he can go fishing. Betty: His pain won't last much longer. He'll be ready to go fishing soon. + +VOCAB: certainly Mary: We certainly hope so. -# Source: ST §The Children Stay Calm -$PRODUCE Stay and Remain +# Source: ST §Stay Calm and Quiet +$PRODUCE Stay Calm and Quiet ID: l1-s9 -INTRO: "Stay" and "remain" both mean to keep on being a certain way. Make a sentence with "stay" or "remain", an adjective like "calm", "quiet", "happy", "sad", "angry", or "cool", and the phrase on the screen. Say your sentence aloud. -INSTRUCTION: Make a sentence using "stay" or "remain" and the phrase below. +INTRO: Now build your own sentences with "stay" and "remain". For each cue, make a sentence using "stay" or "remain" plus an adjective like "calm", "quiet", "happy", "sad", "angry", or "cool". +INSTRUCTION: Make a sentence with "stay" or "remain", an adjective, and the cue. INPUT: speak CHECK: llm -RUBRIC: The learner must form a sentence using "stay" or "remain" along with a suitable adjective (angry, happy, sad, calm, quiet, cool) and the provided phrase. Example: "Joe remains quiet when everyone else is making noise." +RUBRIC: Accept any grammatically correct and logical sentence combining "stay" or "remain", an adjective such as angry, happy, sad, calm, quiet, or cool, and the cue phrase. EXAMPLE -TEMPLATE: when everyone else is making noise +TEMPLATE: Mr. Williams / drive +RESPONSE: Mr. Williams stays calm when he drives. + +EXAMPLE +TEMPLATE: Joe / everyone else is making noise RESPONSE: Joe remains quiet when everyone else is making noise. -TEMPLATE: when/sleep -RESPONSE: The children stay calm when they sleep. +TEMPLATE: when / sleep +RESPONSE: The children stay calm and quiet when they sleep. -TEMPLATE: when/at a party -RESPONSE: She stays happy when she is at a party. +TEMPLATE: when / at a party +RESPONSE: They stay happy when they are at a party. TEMPLATE: during a test -RESPONSE: The students remain quiet during a test. +RESPONSE: Students remain quiet during a test. -TEMPLATE: when/have a pain -RESPONSE: He stays sad when he has a pain. +TEMPLATE: when / have a pain +RESPONSE: He tries to stay calm when he has a pain. -TEMPLATE: when/drive a car -RESPONSE: Mr. Williams remains calm when he drives a car. +TEMPLATE: when / drive a car +RESPONSE: You should remain calm when you drive a car. -TEMPLATE: when/very hot -RESPONSE: I try to stay cool when it is very hot. +TEMPLATE: when / very hot +RESPONSE: We stay cool when it is very hot. -TEMPLATE: when someone hurts/feelings -RESPONSE: She stays angry when someone hurts her feelings. +TEMPLATE: when someone hurts / feelings +RESPONSE: She remains sad when someone hurts her feelings. -TEMPLATE: when/do class work -RESPONSE: They remain quiet when they do class work. +TEMPLATE: when / do class work +RESPONSE: The students stay quiet when they do class work. -TEMPLATE: after someone calls/at 3:00 a.m. -RESPONSE: He stays angry after someone calls at 3:00 a.m. +TEMPLATE: after someone calls / at 3:00 a.m. +RESPONSE: He stays angry after someone calls him at 3:00 a.m. # Source: ST §Only the Yellow Ones Are Ours -$DIALOGUE Only the Yellow Ones Are Ours {st-page_019_001.jpg} +$DIALOGUE Only the Yellow Ones Are Ours {st-page_019_001.jpg|Two women sitting on a couch folding laundry, surrounded by baskets of clothes} ID: l1-s10 -INTRO: The visit is almost over, and someone's socks have ended up in the wrong house. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. +INTRO: The visit is almost over — but first, the great sock mystery must be solved. Listen and repeat each line. +INSTRUCTION: Repeat the new words, then read the dialog. REPEAT VOCAB: could use Betty: Mary, I could use some help. + Mary: I'll be glad to help you. What do you need? VOCAB: none +VOCAB: mistake Betty: None of these socks, except the yellow ones, belong to us. I think they belong to you, or I picked them up by mistake at the laundry. + Mary: No. You didn't make a mistake. They belong to us. Betty: Thank you for clearing that up for me. . . . I'm so glad you decided to come. VOCAB: be over Mary: Me too, but I'm sad our visit is almost over. Tomorrow at this time we'll be back in New York. + Betty: Yes, I'm sorry your visit will be over, too. Can you come back next year? -# Source: LLA 1B Figure 1 -$DIALOGUE A Bad Storm -ID: 1b-f1 -INTRO: Now a storm story — deep water, slippery streets, and nobody staying calm. Just listen. -INSTRUCTION: Listen to the dialogue. +$SESSION 1-4: The Present Perfect — "For" and "Since" -Spk1: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3} -Spk2: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3} -Spk1: Then did it clear up? {bk12-l1b-f1-10.mp3} -Spk2: Yes. It got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f1-11.mp3} -Spk1: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3} -Spk2: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3} - -# Source: LLA 1B Figure 1, role-play pass -$DIALOGUE A Bad Storm — Your Turn to Answer -ID: 1b-f1-b -REFERENCE: 1b-f1 -PLAY_ROLE: Spk2 -INTRO: Now practice the dialogue. You are the person who lived through the storm. Listen to the question, reply with your printed line, then repeat the model answer. -INSTRUCTION: Reply aloud using the printed line. - -$DIALOGUE A Bad Storm — Your Turn to Ask -ID: 1b-f2 -REFERENCE: 1b-f1 -PLAY_ROLE: Spk1 -INTRO: Practice the dialogue again — this time you ask the questions. Start by reading your printed line aloud. -INSTRUCTION: Reply aloud using the printed line. - -$SELECT How Does He Feel? -ID: 1b-f3 -INTRO: Listen to a short dialogue and tap the word that best describes how the person feels. Then repeat the correct answer. -INSTRUCTION: Tap the correct feeling. -REPEAT - -EXAMPLE -PROMPT: What's wrong, Gina? My dog ran away. Gina's? {bk12-l1b-f3-00.mp3} -OPTION: a | happy -OPTION: b | tired -OPTION: c | sad -ANSWER: c - -PROMPT: Hello, sir. Long day? Yes. I was very busy all day. He's? {bk12-l1b-f3-01.mp3} -OPTION: a | tired {bk12-l1b-f3-01-a.mp3} -OPTION: b | happy -OPTION: c | sick -ANSWER: a - -PROMPT: Look at that big smile. I made a 95 on my quiz. He's? {bk12-l1b-f3-02.mp3} -OPTION: a | sad -OPTION: b | happy {bk12-l1b-f3-02-a.mp3} -OPTION: c | angry -ANSWER: b - -PROMPT: Hi, Phil. How are you today? My stomach hurts, and I have a fever. He's? {bk12-l1b-f3-03.mp3} -OPTION: a | sick {bk12-l1b-f3-03-a.mp3} -OPTION: b | tired -OPTION: c | careless -ANSWER: a - -PROMPT: Hey, Jack. Where are you going? It's 11:30, time for lunch. He's? {bk12-l1b-f3-04.mp3} -OPTION: a | late -OPTION: b | sick -OPTION: c | hungry {bk12-l1b-f3-04-a.mp3} -ANSWER: c - -PROMPT: What happened to your leg? I fell down outside the door. He's? {bk12-l1b-f3-05.mp3} -OPTION: a | tired -OPTION: b | sick -OPTION: c | hurt {bk12-l1b-f3-05-a.mp3} -ANSWER: c - -$SESSION 1-3: If Clauses — Grammar and Practice - -# Source: ST §If We Go to the Beach, We'll Have a Good Time -$DIALOGUE If We Go to the Beach, We'll Have a Good Time {st-page_021_001.jpg} -ID: l1-s12 -INTRO: Now the lesson's main pattern: saying what will happen "if" something else happens. Bob and Don are planning a beach trip that depends on the weather, the car, and the calendar — read the dialog and notice "if" in every line. -INSTRUCTION: Read the dialog. - -Bob: Let's go to the beach Saturday if the weather's good. -Don: If it's raining Saturday, we can go Sunday. - -Bob: I won't be able to go if I have to work Sunday. -Don: If we don't go this weekend, we can always go later. - -Bob: If we wait, we may not have good weather. -Don: You're right. We should go Saturday if we can. - -# Source: ST §Conditional Sentences -$GRAMMAR Conditional Sentences -ID: l1-s11 -INTRO: Here's how those "if" sentences work. The "if" clause uses the present tense, the main clause uses the present or future — and either clause can come first. - -Conditional sentences have two parts: the if-clause and the main clause. One type of conditional sentence is used to show what may/will happen in the present/future if a certain condition happens. - -When the if-clause has the present tense, the main clause uses the present or future tense. Note that the if-clause may come before or after the main clause. - -| If Clause | Main Clause | -|---|---| -| If the weather's good, | we {drive} to the beach.
we{'re driving} to the beach.
we{'ll drive} to the beach.
we{'re going to drive} to the beach. | - -| Main Clause | If Clause | -|---|---| -| Tom {can} come | if he doesn't have to study. | -| Tom {might} come | if he doesn't have to study. | -| Tom {should} come | if he doesn't have to study. | -| Tom {must} come | if he doesn't have to study. | -| Tom {is able to} come | if he doesn't have to study. | - -| Main Clause (Questions) | If Clause | -|---|---| -| {Could you read} my paper | if you have time? | -| {Will you read} my paper | if you have time? | -| {Are you going to read} my paper | if you have time? | - -| If Clause | Main Clause (Questions) | -|---|---| -| If you finish early, | {how will you tell} me? | -| If you finish early, | {what will you do?} | -| If you finish early, | {where are you going?} | - -**Examples:** -1. If you speed, {you will get} a ticket. -2. Mike {must go} if he has a reservation. -3. If the telephone rings, {can you answer} it? - -# Source: LLA 1A Figure 5 -$DIALOGUE If Sentences — Listen and Repeat -ID: 1a-f5 -INTRO: Now hear the pattern. Listen to each sentence with an "if" clause and repeat it. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: If Carl finishes his homework, he'll come to the movie with us. {bk12-l1a-f5-01.mp3} -LINE: Sam will pick Linda up if the plane arrives before eight o'clock. {bk12-l1a-f5-02.mp3} -LINE: Gregg will hurt his back if he slips on the ice. {bk12-l1a-f5-03.mp3} -LINE: If it clears up, my family is going to the beach. {bk12-l1a-f5-04.mp3} -LINE: Bobby won't be frightened to swim there if it's not too deep. {bk12-l1a-f5-05.mp3} - -# Source: LLA 1A Figure 6 -$SELECT Complete the If Sentence -ID: 1a-f6 -INTRO: Listen to the first half of a sentence and tap the phrase that completes it. Then listen to the full sentence and repeat it. -INSTRUCTION: Tap the phrase that completes the sentence. -REPEAT - -OPTION: a | if the car is in the garage? -OPTION: b | if he studies hard. -OPTION: c | if it stops raining. -OPTION: d | we'll go out on the boat. -OPTION: e | if you move that bookcase. -OPTION: f | if the water is too deep. -OPTION: g | if his mother is going to get angry. -OPTION: h | if he gets a vacation. - -PROMPT: We will go to the beach. {bk12-l1a-f6-01-q.mp3} -ANSWER: c -FEEDBACK: We will go to the beach if it stops raining. - -PROMPT: Jeff's going to Miami. {bk12-l1a-f6-02-q.mp3} -ANSWER: h -FEEDBACK: Jeff's going to Miami if he gets a vacation. - -PROMPT: Sgt. Gates will pass the test. {bk12-l1a-f6-03-q.mp3} -ANSWER: b -FEEDBACK: Sgt. Gates will pass the test if he studies hard. - -PROMPT: You'll hurt your back again. {bk12-l1a-f6-04-q.mp3} -ANSWER: e -FEEDBACK: You'll hurt your back again if you move that bookcase. - -PROMPT: Sam won't move to New York. {bk12-l1a-f6-05-q.mp3} -ANSWER: g -FEEDBACK: Sam won't move to New York if his mother is going to get angry. - -PROMPT: How will Henry get to work? {bk12-l1a-f6-06-q.mp3} -ANSWER: a -FEEDBACK: How will Henry get to work if the car is in the garage? - -PROMPT: Mother won't let us swim there. {bk12-l1a-f6-07-q.mp3} -ANSWER: f -FEEDBACK: Mother won't let us swim there if the water is too deep. - -PROMPT: If the weather clears up. {bk12-l1a-f6-08-q.mp3} -ANSWER: d -FEEDBACK: If the weather clears up, we'll go out on the boat. - -# SKIPPED (cassette): LLA 1A Figure 7 (Dictation) — no tape audio/transcript provided in the source module. - -# Source: ST §I'll Drive Mine If You Can't -$PRODUCE I'll Drive Mine If You Can't -ID: l1-s13 -INTRO: Bob and Don are still planning that trip. Combine the two ideas in each exchange into one sentence with "if", and say it aloud. -INSTRUCTION: Make a new sentence using "if". -INPUT: speak -CHECK: llm -RUBRIC: The learner must combine the two ideas using "if" correctly. - -EXAMPLE -TEMPLATE: Tom can't go. Let's ask Mark. -RESPONSE: If Tom can't go, let's ask Mark. - -EXAMPLE -TEMPLATE: We can ask Ken. Mark can't go. -RESPONSE: We can ask Ken if Mark can't go. - -TEMPLATE: Don: I'd like to go to North Beach. It's not crowded. -TEMPLATE: Bob: A lot of people are there. We can go to South Beach. -RESPONSE: If a lot of people are there, we can go to South Beach. - -TEMPLATE: Don: I won't be able to drive. My dad needs the car. -TEMPLATE: Bob: He does. We can use mine. -RESPONSE: If he does, we can use mine. - -TEMPLATE: Don: Okay. You drive. I'll buy the gas. -TEMPLATE: Bob: I'll buy some soft drinks. I have enough money. -RESPONSE: I'll buy some soft drinks if I have enough money. - -TEMPLATE: Don: Do you think Tom will come? We ask him. -TEMPLATE: Bob: He may. He doesn't have to study. -RESPONSE: He may come if he doesn't have to study. - -TEMPLATE: Don: I can remember. I'll call and ask him tonight. -TEMPLATE: Bob: You forget. I'll talk to him in class tomorrow. -RESPONSE: If you forget, I'll talk to him in class tomorrow. - -# Source: ST §Shopping List -$GRAMMAR The Shopping List -ID: l1-s14 -INTRO: Bob and Don have exactly five dollars for beach snacks — dreams must fit the budget. Study the list and the prices; you'll use them in the next two activities. - -CARD: Bob and Don are planning a beach trip. They have a strict budget of five dollars. -{Bob and Don want to buy food for their trip to the beach.} -{They only have $5.00 to spend.} - -CARD: Let's check the prices for drinks and ice on their shopping list. -{Sodas are $2.50.} -{Paper cups are $1.10.} -{Ice is $ .75.} - -CARD: They also want to see how much salty snacks and sweets cost. -{Potato chips are $1.35.} -{Corn chips are $1.40.} -{Cookies are $1.75.} - -CARD: Finally, they check the prices to make sandwiches or buy fresh fruit. -{Bread is $ .80.} -{Meat is $2.75.} -{Fruit is $2.00.} - -SUMMARY: -| SHOPPING LIST | | -|---|---| -| sodas | $2.50 | -| potato chips | $1.35 | -| corn chips | $1.40 | -| paper cups | $1.10 | -| bread | $ .80 | -| meat | $2.75 | -| fruit | $2.00 | -| ice | $ .75 | -| cookies | $1.75 | - -$PRODUCE If They Buy Sodas, They Can Buy Paper Cups -ID: l1-s15 -REFERENCE -INTRO: Time for hard budget decisions. Using the list, say whether they can buy the second item if they buy the first — the five-dollar limit decides. Open the shopping list if you need it. -INSTRUCTION: Look at the list and make a sentence. Use "if" to say what they can or cannot buy. -INPUT: speak -CHECK: llm -RUBRIC: The learner must form a conditional sentence showing whether they have enough money (under $5.00) to buy both sets of items. Treat the model answer as the factual key; accept any phrasing of the same conclusion. - -EXAMPLE -TEMPLATE: sodas/potato chips -RESPONSE: If they buy sodas, they can buy potato chips, too. - -EXAMPLE -TEMPLATE: sodas and potato chips/corn chips -RESPONSE: If they get sodas and potato chips, they can't get corn chips. - -TEMPLATE: sodas and ice/paper cups -RESPONSE: If they buy sodas and ice, they can buy paper cups. - -TEMPLATE: sodas and fruit/paper cups -RESPONSE: If they buy sodas and fruit, they can't buy paper cups. - -TEMPLATE: bread and meat/potato chips -RESPONSE: If they buy bread and meat, they can buy potato chips. - -TEMPLATE: sodas/meat -RESPONSE: If they buy sodas, they can't buy meat. - -TEMPLATE: fruit/cookies -RESPONSE: If they buy fruit, they can buy cookies. - -TEMPLATE: meat and bread/fruit -RESPONSE: If they buy meat and bread, they can't buy fruit. - -TEMPLATE: potato chips/meat -RESPONSE: If they buy potato chips, they can buy meat. - -TEMPLATE: cookies/bread and meat -RESPONSE: If they buy cookies, they can't buy bread and meat. - -TEMPLATE: paper cups and ice/sodas and corn chips -RESPONSE: If they buy paper cups and ice, they can't buy sodas and corn chips. - -# Source: ST §Ask and Answer About the List -$PRODUCE Ask and Answer About the List -ID: l1-s16 -REFERENCE: l1-s14 -INTRO: Same list, but now you ask the question too. Ask whether they can buy one thing if they buy the other, then answer it — the prices don't lie. Open the shopping list if you need it. -INSTRUCTION: Ask and answer questions about the shopping list using "if". -INPUT: speak -CHECK: llm -RUBRIC: The learner must form a yes/no question using "if", then answer correctly based on the $5.00 budget. Treat the model answer as the factual key; accept any phrasing of the same question and answer. - -EXAMPLE -TEMPLATE: fruit/meat -RESPONSE: Can they buy fruit if they buy meat? Yes, they can. - -EXAMPLE -TEMPLATE: fruit/cookies and corn chips -RESPONSE: Can they get fruit if they get cookies and corn chips? No, they can't. - -TEMPLATE: meat/bread and potato chips -RESPONSE: Can they buy meat if they buy bread and potato chips? Yes, they can. - -TEMPLATE: potato chips and corn chips/cookies -RESPONSE: Can they buy potato chips and corn chips if they buy cookies? Yes, they can. - -TEMPLATE: bread and fruit/sodas and ice -RESPONSE: Can they buy bread and fruit if they buy sodas and ice? No, they can't. - -TEMPLATE: potato chips and bread/fruit and ice -RESPONSE: Can they buy potato chips and bread if they buy fruit and ice? Yes, they can. - -TEMPLATE: sodas, ice, and paper cups/anything else -RESPONSE: Can they buy sodas, ice, and paper cups if they buy anything else? No, they can't. - -$SESSION 1-4: If Clauses — Conversations and Listening - -# Source: ST §What Will Happen If... -$PRODUCE What Will Happen If...? -ID: l1-s17 -INTRO: This part puts "if" into conversations and listening. First, the pictures: ask "What will happen if...?" using the first underlined phrase, then answer with the second one. -INSTRUCTION: Ask and answer questions about the pictures. Use the underlined words and "if". -INPUT: speak -CHECK: llm -RUBRIC: The learner must ask "What will happen if...?" using the first phrase, and answer using the second phrase. - -EXAMPLE -TEMPLATE: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg} -RESPONSE: What will happen if Ken tries to pass the truck? If Ken tries to pass the truck, he'll hit the other car. - -TEMPLATE: Grace should *slow down*. *The policeman will give her a ticket.* {st-page_025_002.jpg} -RESPONSE: What will happen if Grace doesn't slow down? If she doesn't slow down, the policeman will give her a ticket. - -TEMPLATE: Carmen has to *be careful*. *She may slip on the ice and fall.* {st-page_025_003.jpg} -RESPONSE: What will happen if Carmen isn't careful? If she isn't careful, she may slip on the ice and fall. - -TEMPLATE: Jim and Ted *might have to walk to school*. *They need to hurry.* {st-page_026_001.jpg} -RESPONSE: What will happen if Jim and Ted don't hurry? They might have to walk to school if they don't hurry. - -TEMPLATE: Bob *doesn't think that he has enough cash*. *He will have to write a check.* {st-page_026_002.jpg} -RESPONSE: What will happen if Bob doesn't have enough cash? If he doesn't have enough cash, he will have to write a check. - -# Source: ST §If That Happens... -$DIALOGUE If That Happens... -ID: l1-s19 -INTRO: The weather is awful and Paul still plans to leave at noon — optimism is a lifestyle. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Jack: The weather's awful. If you're leaving, you should leave soon. -Paul: Well, I expect to leave at noon if it clears up. -Jack: If it starts freezing, it'll be dangerous. -Paul: Right, but the police will close the roads if it gets too bad. -Jack: What'll you do if that happens? -Paul: Well, if they do that, I'll stop until it clears up. - -# Source: ST §What'll You Do If... ? -$DIALOGUE What'll You Do If...? -ID: l1-s20 -INTRO: Bob and Bill plan a vacation that depends entirely on "if". Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Bob: If you go on vacation this year, where do you think you'll go? -Bill: If I go in the summer, I'll go to the beach. -Bob: Where will you go if you go in the winter? -Bill: Well, if that happens, then I'll go to the mountains. -Bob: If you do that, I'd like to go with you. -Bill: It'll be great if we can go together. - -# Source: ST §If..., I'll... / I'll... If... -$DIALOGUE If..., I'll... / I'll... If... -ID: l1-s21 -INTRO: The "if" clause can come first or last — the meaning doesn't change. Listen and repeat each pair of sentences. +# Source: LLA 1B grammar drill +$DIALOGUE Sentences with "For" and "Since" +ID: 12-1b-drill +INTRO: In this part you'll learn a tense for saying how long: the present perfect. Listen to the sentences with "for" and "since", and repeat each one. INSTRUCTION: Listen and repeat. REPEAT -LINE: If my friend doesn't like it, can I bring it back? -LINE: Can I bring it back if my friend doesn't like it? +LINE: Betty hasn't seen her sister for five weeks. {bk12-l1b-f3-dr-01.mp3} -LINE: If you keep your sales slip, you can bring this back. -LINE: You can bring this back if you keep your sales slip. +LINE: Lieutenant Martin has eaten here every Friday since 1984. {bk12-l1b-f3-dr-02.mp3} -LINE: There's a hundred-dollar deposit if you have a dog. -LINE: If you have a dog, there's a 100-dollar deposit. +LINE: Peter's lived in San Francisco for three years. {bk12-l1b-f3-dr-03.mp3} -LINE: Do I have to pay the deposit if I have a bird? -LINE: If I have a bird, do I have to pay the deposit? +LINE: Tom hasn't exercised for two months. {bk12-l1b-f3-dr-04.mp3} -LINE: What will happen if I don't do well on this test? -LINE: If I don't do well on this test, what will happen? +LINE: The soldiers have enjoyed this show for years. {bk12-l1b-f3-dr-05.mp3} -LINE: If you don't pass, you'll have to take it again. -LINE: You'll have to take it again if you don't pass. +LINE: Sergeant Peterson has walked to work since his car has been in the garage. {bk12-l1b-f3-dr-06.mp3} -# Source: ST §If You Think About It, You'll Answer Correctly. -$SELECT If You Think About It, You'll Answer Correctly -ID: l1-s22 -INTRO: Now put it together. Read the first part of each sentence and tap the ending that completes it sensibly. -INSTRUCTION: Match the first part of the sentence with the correct ending. -OPTION: a | if the day is hot and humid. -OPTION: b | if dangerous roads frighten you. -OPTION: c | you should start studying your French. -OPTION: d | you may break a bone. -OPTION: e | you can swim in deep water. -OPTION: f | please take a message. -OPTION: g | if you sleep during class. -OPTION: h | if it doesn't rain. -OPTION: i | you'll never forget it. -OPTION: j | we can't go to the beach this afternoon. +LINE: Mike hasn't studied French for 15 years. {bk12-l1b-f3-dr-07.mp3} -EXAMPLE -TEMPLATE: You shouldn't drive in the mountains -ANSWER: b +LINE: Sandy has had that job since Mr. Adams left. {bk12-l1b-f3-dr-08.mp3} -TEMPLATE: If you can swim well, -ANSWER: e +# Source: ST §Present Perfect (grammar) +$GRAMMAR The Present Perfect +ID: l1-s24 +INTRO: How those sentences are built: "have" or "has" plus the past participle — and when to use it instead of the past tense. -TEMPLATE: Don't expect to pass -ANSWER: g +CARD: The present perfect tense is formed with **have** or **has** + **the past participle** of the verb. +{I have studied all afternoon.} +{She has studied all afternoon.} +{Have you studied all afternoon?} +{Has he studied all afternoon?} -TEMPLATE: The roads shouldn't be slippery -ANSWER: h +CARD: Use the **past tense** for situations at a definite time in the past. Use the **present perfect** for indefinite past time or situations continuing to the present. +{Phil lived in Chicago for two years.} +{Phil has lived in Houston for two years.} -TEMPLATE: If you expect to go to France, -ANSWER: c +SUMMARY: +| | | | | +|---|---|---|---| +| I
We
You
They | have
haven't | studied | all afternoon. | +| He
She | has
hasn't | studied | all afternoon. | -TEMPLATE: If we have to stay after class, -ANSWER: j +| | | | | +|---|---|---|---| +| Have | I
we
you
they | studied | all afternoon? | +| Has | he
she | studied | all afternoon? | -TEMPLATE: If you ever see that movie, -ANSWER: i - -TEMPLATE: A cold drink tastes great -ANSWER: a - -TEMPLATE: If you slip on the ice, -ANSWER: d - -TEMPLATE: If someone calls, -ANSWER: f - -# SKIPPED (book): "WHAT MIGHT/WILL/CAN HAPPEN IF . . . ?" — Open, co-constructed pair task asking and answering hypothetical questions. Dropped. -# SKIPPED (book): "READ AND LISTEN. TAKE NOTES. SUMMARIZE." — Open paragraph summary writing. -# SKIPPED (book): "READ AND LISTEN. UNDERLINE AND NUMBER." — Passage annotation task (underline and number answers in text). - -# Source: LLA 1D Figure 1, Dialogue 1 -$DIALOGUE Listening with If: The Soccer Game -ID: 1d-f1-d1 -INTRO: Now train your ears. Two friends arrange a soccer game — everything depends on Roger's homework. Listen carefully to the "if" part of each sentence; questions follow. -INSTRUCTION: Listen to the dialogue. - -Friend: There's a soccer game at 3:30 today, and we need another player, Roger. {bk12-l1d-f1-01.mp3} -Roger: If I finish my homework, I might be able to play. {bk12-l1d-f1-02.mp3} -Friend: Start on your homework right after class. {bk12-l1d-f1-03.mp3} -Roger: Okay, I will. But if I play, I'll have to walk to the game. I don't have a car. {bk12-l1d-f1-04.mp3} -Friend: I'll drive if you can go. {bk12-l1d-f1-05.mp3} -Roger: Okay. I'll see you at 2:45 if I can go. {bk12-l1d-f1-06.mp3} - -# Source: LLA 1D Figure 1, Questions 1-3 -$PRODUCE Questions: The Soccer Game -ID: 1d-f1-q1 -REFERENCE -INTRO: Now answer the questions about the dialogue. Speak your answers using "if", then repeat the correct answer. Open the dialogue if you need it. -INSTRUCTION: Answer aloud using "if". -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Can Roger play soccer at 3:30? {bk12-l1d-f1-q1.mp3} -RESPONSE: Yes, he can if he finishes his homework. {bk12-l1d-f1-a1.mp3} - -PROMPT: How will Roger get to the game? {bk12-l1d-f1-q2.mp3} -RESPONSE: His friend will drive if he can go. {bk12-l1d-f1-a2.mp3} - -PROMPT: What time will they meet? {bk12-l1d-f1-q3.mp3} -RESPONSE: If Roger can go, he'll meet his friend at 2:45. {bk12-l1d-f1-a3.mp3} - -# Source: LLA 1D Figure 1, Dialogue 2 -$DIALOGUE Listening with If: Packing -ID: 1d-f1-d2 -INTRO: Next dialogue: Henry is packing for a trip, and Pete has a shopping request. Listen for the "if" clauses and be ready to answer questions. -INSTRUCTION: Listen to the dialogue. - -Pete: Are you still packing, Henry? {bk12-l1d-f1-07.mp3} -Henry: Yes. If I don't finish tonight, I won't be able to leave at 7:30 tomorrow morning. {bk12-l1d-f1-08.mp3} -Pete: Could you buy something for my kids if I give you the money? {bk12-l1d-f1-09.mp3} -Henry: You may not have to give me any money if the things are cheap, Pete. {bk12-l1d-f1-10.mp3} -Pete: That's great. Okay. {bk12-l1d-f1-11.mp3} -Henry: Tell me if I owe you any money. {bk12-l1d-f1-12.mp3} -Pete: Sure. No problem. {bk12-l1d-f1-13.mp3} - -# Source: LLA 1D Figure 1, Questions 4-6 -$PRODUCE Questions: Packing -ID: 1d-f1-q2 -REFERENCE -INTRO: Now answer the questions about the dialogue. Speak your answers using "if", then repeat the correct answer. Open the dialogue if you need it. -INSTRUCTION: Answer aloud using "if". -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Why must Henry finish packing tonight? {bk12-l1d-f1-q4.mp3} -RESPONSE: If he doesn't finish tonight, he won't be able to leave at 7:30. {bk12-l1d-f1-a4.mp3} - -PROMPT: Will Pete have to give Henry any money if the things for the children are cheap? {bk12-l1d-f1-q5.mp3} -RESPONSE: No, Pete won't have to give Henry any money if the things for the children are cheap. {bk12-l1d-f1-a5.mp3} - -PROMPT: What will Henry tell Pete? {bk12-l1d-f1-q6.mp3} -RESPONSE: Henry will tell Pete if he owes him any money. {bk12-l1d-f1-a6.mp3} - -# Source: LLA 1D Figure 1, Dialogue 3 -$DIALOGUE Listening with If: Taking Leave -ID: 1d-f1-d3 -INTRO: Last one: Sarah is working late so tomorrow can be a day off — lake or mall, the weather will decide. Listen for the "if" clauses and be ready for the questions. -INSTRUCTION: Listen to the dialogue. - -Colleague: Why are you still here, Sarah? {bk12-l1d-f1-14.mp3} -Sarah: I have to stay late if I want to take leave tomorrow. {bk12-l1d-f1-15.mp3} -Colleague: What are you going to do tomorrow? {bk12-l1d-f1-16.mp3} -Sarah: If the weather is nice, I'm going to the lake. If it rains, I'm going to the mall. {bk12-l1d-f1-17.mp3} -Colleague: That sounds like fun. Have a good time. {bk12-l1d-f1-18.mp3} -Sarah: I will, if I finish my work today. {bk12-l1d-f1-19.mp3} - -# Source: LLA 1D Figure 1, Questions 7-9 -$PRODUCE Questions: Taking Leave -ID: 1d-f1-q3 -REFERENCE -INTRO: Answer the questions about the dialogue aloud using "if", then repeat the correct answer. Open the dialogue if you need it. -INSTRUCTION: Answer aloud using "if". -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Why does Sarah have to stay late? {bk12-l1d-f1-q7.mp3} -RESPONSE: She has to stay late if she wants leave tomorrow. {bk12-l1d-f1-a7.mp3} - -PROMPT: What will Sarah do tomorrow? Write two answers for this question. {bk12-l1d-f1-q8.mp3} -RESPONSE: If the weather is nice, she's going to the lake. If it rains, she's going to the mall. {bk12-l1d-f1-a8.mp3} - -PROMPT: Will Sarah have fun? {bk12-l1d-f1-q9.mp3} -RESPONSE: Yes, she will if she finishes her work. {bk12-l1d-f1-a9.mp3} - -$SESSION 1-5: The Present Perfect Tense +| COMPARISON OF PAST TENSE AND PRESENT PERFECT TENSE | +|---| +| We use **past tense** to describe situations that happened at a **definite time** in the past. | +| We use **present perfect tense** to describe situations that have happened at an **indefinite time** (or times) in the past, or situations that have begun in the past and have continued to the present. | # Source: ST §How Long Has the Engine Sounded Like This? $DIALOGUE How Long Has the Engine Sounded Like This? -ID: l1-s24 -INTRO: One more big point this lesson: the present perfect — "has sounded", "have driven" — for things that started in the past and are still going on. Read these dialogs about how long things have lasted; Gene's engine has been complaining for weeks. -INSTRUCTION: Read the dialogs. +ID: l1-s25 +INTRO: Two everyday conversations — a noisy engine and a shrinking skirt. Gwen has a theory about the skirt. Read the dialogs and watch the "has" and "have" forms. +INSTRUCTION: Read the dialogs and study the patterns. Dale: How long has your car's engine sounded this way? Gene: I've heard that noise for a week or two, I guess. + Dale: How long has it been since someone put oil in it? Gene: I don't think anyone has done it for several months. Lynn: This skirt has gotten tighter every week! Gwen: Have you washed it often since you bought it? + Lynn: No, I haven't. I've dry-cleaned it since it was new. Gwen: Well, maybe you've eaten too much since then. @@ -1056,79 +928,21 @@ LINE: Pam has had that library book for a month. LINE: Jack has been in Los Angeles since last summer. LINE: The Millers have had their house for five years. -# Source: ST §Present Perfect -$GRAMMAR The Present Perfect Tense -ID: l1-s23 -INTRO: Here's how the present perfect is built — "have" or "has" plus the past participle — and how it differs from the simple past. - -CARD: The present perfect tense is formed with **have** or **has** plus the past participle of the verb. Use **have** with I, we, you, and they. -{I have studied all afternoon.} -{They have studied all afternoon.} - -CARD: Use **has** for he and she. -{He has studied all afternoon.} -{She has studied all afternoon.} - -CARD: To make the sentence negative, use **haven't** or **hasn't**. -{We haven't studied all afternoon.} -{She hasn't studied all afternoon.} - -CARD: For questions, put **have** or **has** before the subject. -{Have you studied all afternoon?} -{Has he studied all afternoon?} - -CARD: With regular verbs, the past participle is formed by adding **-ed** to the verb. Irregular verbs change their form. -{I have worked here for years.} -{He has eaten all the pizza.} - -CARD: We use the simple past for things that happened at a **definite time**. We use the present perfect for things that happened at an **indefinite time** in the past. -{I visited Paris last year.} -{I have visited Paris.} - -CARD: The present perfect is also used for situations that began in the past and have continued to the present. -{Phil has lived there for two years.} - -SUMMARY: -| | | | | -|---|---|---|---| -| I / We / You / They | have / haven't | studied | all afternoon. | -| He / She | has / hasn't | studied | all afternoon. | - -| | | | | -|---|---|---|---| -| Have | I / we / you / they | studied | all afternoon? | -| Has | he / she | studied | all afternoon? | - +# Source: ST §Phil Has Lived There for Two Years $DIALOGUE Phil Has Lived There for Two Years -ID: l1-s25 -INTRO: Three sentences about Phil show the difference: past tense for what's over, present perfect for what's still true. Read them carefully. +ID: l1-s26 +INTRO: Three short sentences that show exactly when to use the past tense and when to use the present perfect. Read them carefully. INSTRUCTION: Read the sentences. LINE: Phil lived in Chicago for two years. He doesn't live there now. LINE: Phil has lived in Houston for two years. He still lives there. LINE: Phil has lived in Houston since 1985. He still lives there. -# Source: LLA 1B Listening/Speaking Activity -$DIALOGUE Present Perfect — Listen and Repeat -ID: 1b-ls1 -INTRO: Now hear the tense in action. Listen to each sentence and repeat it. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Betty hasn't seen her sister for 5 weeks. {bk12-l1b-f3-06.mp3} -LINE: Lieutenant Martin has eaten here every Friday since 1984. {bk12-l1b-f3-07.mp3} -LINE: Peters lived in San Francisco for 3 years. {bk12-l1b-f3-08.mp3} -LINE: Tom hasn't exercised for 2 months. {bk12-l1b-f3-09.mp3} -LINE: The soldiers have enjoyed this show for years. {bk12-l1b-f3-10.mp3} -LINE: Sergeant Peterson has walked to work since his car has been in the garage. {bk12-l1b-f3-11.mp3} -LINE: Mike hasn't studied French for 15 years. {bk12-l1b-f3-12.mp3} -LINE: Sandy has had that job since Mr. Adams left. {bk12-l1b-f3-13.mp3} - -# Source: ST §Lt Elton Hasn't Gotten a New Uniform Since Last Year -$PRODUCE Complete with the Present Perfect -ID: l1-s26 -INTRO: Your turn to build the forms. Type the present perfect of the verb in parentheses to complete each sentence. -INSTRUCTION: Complete the sentence using the present perfect tense of the verb. +# Source: ST §Present Perfect Completion +$PRODUCE Complete with "Have" or "Has" +ID: l1-s27 +INTRO: Your turn to build the forms. Type the present perfect form of the verb in parentheses. +INSTRUCTION: Type the correct present perfect form. INPUT: type CHECK: exact @@ -1137,7 +951,7 @@ TEMPLATE: Edna ____{has known} Dave for 20 years. (know) RESPONSE: Edna has known Dave for 20 years. EXAMPLE -TEMPLATE: Rose and Adam ____{have not taken} any tests this week. (not take) +TEMPLATE: Rose and Adam ____{have not taken|haven't taken} any tests this week. (not take) RESPONSE: Rose and Adam have not taken any tests this week. EXAMPLE @@ -1174,399 +988,741 @@ RESPONSE: Chuck has not done his homework since he broke his elbow. TEMPLATE: ____{Has} Al ____{flown} for Sky Way Airlines since he left the Air Force? (fly) RESPONSE: Has Al flown for Sky Way Airlines since he left the Air Force? -# Source: ST §Fred Has Flown Fast Airplanes For Fourteen Years -$PRODUCE Fred Has Flown Fast Airplanes for Fourteen Years -ID: l1-s27 -INTRO: Now say whole sentences. Change each sentence to the present perfect and add the time phrase with "for" or "since". Say the new sentence, then check the model. -INSTRUCTION: Make a new sentence using the present perfect tense and "for" or "since". +# Source: ST §For and Since (grammar) +$GRAMMAR "For" and "Since" +ID: l1-s28 +INTRO: When to use "for" and when to use "since" — a small table with a big payoff. + +CARD: In the present perfect tense, we use **for** to show how long something lasted, and **since** to show when something began. +{Peter's lived in San Francisco for three years.} +{Lieutenant Martin has eaten here every Friday since 1984.} + +SUMMARY: +| FOR | SINCE | +|---|---| +| {15 minutes} | {8:30} | +| {several hours} | {yesterday} | +| {five days} | {a week ago} | +| {two weeks} | {last week} | +| {six months} | {June} | +| {three years} | {1990} | + +# Source: ST §For or Since? +$PRODUCE "For" or "Since"? +ID: l1-s29 +REFERENCE: l1-s28 +INTRO: Turn each sentence into the present perfect and add a "for" or "since" time expression — your choice, as long as it fits. Open the table if you need ideas. +INSTRUCTION: Make a present perfect sentence with "for" or "since". INPUT: speak -CHECK: reveal +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any grammatically correct present perfect sentence based on the prompt with a plausible "for" or "since" time expression; the specific time phrase is the learner's choice. EXAMPLE -PROMPT: Charles drives a taxi in Chicago. (for three years) +PROMPT: Charles drives a taxi in Chicago. RESPONSE: Charles has driven a taxi in Chicago for three years. EXAMPLE -PROMPT: Those salesmen don't work here. (since June) +PROMPT: Those salesmen don't work here. RESPONSE: Those salesmen haven't worked here since June. -PROMPT: Frank feels sick. (since yesterday) -RESPONSE: Frank has felt sick since yesterday. +PROMPT: Frank feels sick. +RESPONSE: Frank has felt sick for several hours. -PROMPT: Dick and Jane want a dog. (for six months) -RESPONSE: Dick and Jane have wanted a dog for six months. +PROMPT: Dick and Jane want a dog. +RESPONSE: Dick and Jane have wanted a dog since last week. -PROMPT: The baby is not sleeping well. (since 8:30) -RESPONSE: The baby hasn't slept well since 8:30. +PROMPT: The baby is not sleeping well. +RESPONSE: The baby hasn't slept well for five days. -PROMPT: Anne intends to take a vacation. (for two weeks) -RESPONSE: Anne has intended to take a vacation for two weeks. +PROMPT: Anne intends to take a vacation. +RESPONSE: Anne has intended to take a vacation since June. -PROMPT: Cory does not exercise regularly. (since last week) -RESPONSE: Cory hasn't exercised regularly since last week. +PROMPT: Cory does not exercise regularly. +RESPONSE: Cory hasn't exercised regularly for six months. -PROMPT: The students use these books. (for three years) -RESPONSE: The students have used these books for three years. +PROMPT: The students use these books. +RESPONSE: The students have used these books since 1990. # Source: LLA 1B Figure 4 $PRODUCE Answer with the Cue -ID: 1b-f4 +ID: 12-1b-f4 INPUT: speak CHECK: llm -INTRO: You will hear a question from the cassette. Use the cue on the screen to answer aloud in a full present perfect sentence. -INSTRUCTION: Answer aloud using the cue. -RUBRIC: The learner must answer the question in a complete sentence, incorporating the cue phrase correctly. Treat the model answer as the factual key; accept reasonable grammatical variations that convey the same meaning. +INTRO: Listen to each question and look at the cue. Answer aloud in a complete sentence using the present perfect tense. +INSTRUCTION: Answer the question using the cue. EXAMPLE TEMPLATE: five years -PROMPT: How long have you known Captain Jackson? {bk12-l1b-f4-00.mp3} -RESPONSE: I've known Captain Jackson for five years. +PROMPT: How long have you known Captain Jackson? {bk12-l1b-f4-ex-q.mp3} +RESPONSE: I've known Captain Jackson for five years. {bk12-l1b-f4-ex-a.mp3} TEMPLATE: no PROMPT: Have you ever driven to Boston? {bk12-l1b-f4-01.mp3} -RESPONSE: No, I haven't driven to Boston. +RESPONSE: No, I've never driven to Boston. +ACCEPT: No, I have never driven to Boston. | No, I haven't driven to Boston. | No, I haven't. +RUBRIC: Accept negative present perfect responses such as "No, I've never driven to Boston" or "No, I haven't driven to Boston." TEMPLATE: no, Italian PROMPT: Has John ever studied German? {bk12-l1b-f4-02.mp3} -RESPONSE: No, he has studied Italian. +RESPONSE: No, he's studied Italian. +ACCEPT: No, he has studied Italian. | No, he's never studied German. He's studied Italian. | No, he hasn't studied German. He's studied Italian. +RUBRIC: Accept answers using present perfect indicating that he hasn't studied German or that he has studied Italian. TEMPLATE: no, last Wednesday PROMPT: Has Ted exercised in the gym? {bk12-l1b-f4-03.mp3} -RESPONSE: No, he hasn't exercised since last Wednesday. +RESPONSE: No, he hasn't exercised in the gym since last Wednesday. +ACCEPT: No, he hasn't exercised since last Wednesday. | No, he has not exercised in the gym since last Wednesday. +RUBRIC: Accept responses using negative present perfect ("hasn't exercised") with "since last Wednesday". TEMPLATE: yes, two years PROMPT: Has Ms. Wilson taught English for a long time? {bk12-l1b-f4-04.mp3} RESPONSE: Yes, she has taught English for two years. +ACCEPT: Yes, she's taught English for two years. | Yes, she has been teaching English for two years. +RUBRIC: Accept affirmative responses using present perfect ("she has taught English" or "she's taught English") with "for two years". TEMPLATE: no, since he bought the car PROMPT: Has your brother been saving his money? {bk12-l1b-f4-05.mp3} -RESPONSE: No, he hasn't saved his money since he bought the car. +RESPONSE: No, he hasn't saved any money since he bought the car. +ACCEPT: No, he hasn't been saving his money since he bought the car. | No, he has not saved any money since he bought the car. +RUBRIC: Accept responses using negative present perfect ("hasn't saved" or "hasn't been saving") with "since he bought the car". TEMPLATE: no, two weeks PROMPT: Have you seen your brother? {bk12-l1b-f4-06.mp3} -RESPONSE: No, I haven't seen him for two weeks. +RESPONSE: No, I haven't seen my brother for two weeks. +ACCEPT: No, I haven't seen him for two weeks. | No, I have not seen my brother for two weeks. +RUBRIC: Accept responses using negative present perfect ("haven't seen my brother" or "haven't seen him") with "for two weeks". TEMPLATE: yes, since it started PROMPT: Have you been listening to this tape? {bk12-l1b-f4-07.mp3} -RESPONSE: Yes, I have been listening to this tape since it started. +RESPONSE: Yes, I've been listening to this tape since it started. +ACCEPT: Yes, I have been listening to this tape since it started. | Yes, I've listened to this tape since it started. +RUBRIC: Accept affirmative present perfect responses ("I've been listening" or "I have been listening") with "since it started". -# Source: ST §Has Kevin Worked Here For a Long Time? -$PRODUCE Has Kevin Worked Here for a Long Time? -ID: l1-s28 -INTRO: Read each little exchange, then ask a yes/no question in the present perfect using the underlined word — and answer it yourself. -INSTRUCTION: Ask and answer a question about the dialog using the underlined word. -INPUT: speak -CHECK: llm -RUBRIC: The learner must form a yes/no question in the present perfect tense based on the dialog, and answer it correctly. Treat the model answer as the factual key; accept any phrasing of the same question and answer. - -EXAMPLE -TEMPLATE: Ted: How do you like Houston? Lee: I'm not sure. I've just *lived* here since May. -RESPONSE: Has Ted lived in Houston since May? Yes, he has. - -EXAMPLE -TEMPLATE: Lee: Have you been here for a long time? Ted: No, I've only *lived* in Houston for a year. -RESPONSE: Has Ted lived in Houston for a long time? No, he hasn't. He's only lived there for a year. - -TEMPLATE: Mike: Have you *known* Trudy very long? Luis: I've known her since she was a child. -RESPONSE: Has Luis known Trudy very long? Yes, he has known her since she was a child. - -TEMPLATE: Mike: Dale says he's *known* Trudy for a long time too. Luis: That's not true. He met her at the beach last month. -RESPONSE: Has Dale known Trudy for a long time? No, he hasn't. He has only known her since last month. - -TEMPLATE: Kate: How long have you and Ron *owned* this house? Jane: Not long. Just since last summer. -RESPONSE: Have Jane and Ron owned this house for a long time? No, they haven't. They've only owned it since last summer. - -TEMPLATE: Jane: Did you and Joe buy your house when you got married? Kate: Yes. We've *owned* it since 1982. -RESPONSE: Have Kate and Joe owned their house since 1982? Yes, they have. - -TEMPLATE: Al: How have you *felt* this week? Ed: Not good. I've been tired for several days. -RESPONSE: Has Ed felt good this week? No, he hasn't. - -TEMPLATE: Al: How have you *felt* since you started going to the gym? Ed: I've felt great since I started going there every day. -RESPONSE: Has Ed felt great since he started going to the gym? Yes, he has. - -# Source: ST §Daisy and Donald Have Needed a New Car for Years -$DIALOGUE Daisy and Donald Have Needed a New Car for Years -ID: l1-s29 -INTRO: Meet Daisy and Donald, whose old car has been dying for years — every month, a new repair bill. Read the story; you'll answer questions about it next. -INSTRUCTION: Read the paragraphs. - -LINE: Daisy and Donald have wanted to buy a new car for a long time. -LINE: They have driven Donald's old car since they were married. -LINE: During the last year, they've had large auto repair bills almost every month. -LINE: For the last few weeks, they have thought about borrowing the money to buy a new car. -LINE: They have talked for several days with Hubert D. Louis. -LINE: Hubert is a nephew of Donald's who has worked at the Golden State Bank for 20 years. -LINE: He has known Donald and Daisy since he was a child. -LINE: Donald and Daisy have lived in Los Angeles near Hubert and his brothers for many years and have always worked for the Easy Entertainment Company. -LINE: Hubert has felt that his uncle's old car was too crowded ever since Donald got it. -LINE: He is happy to lend Donald and Daisy the money for a new one. - -# Source: ST §Answer About Daisy and Donald -$PRODUCE Answer About Daisy and Donald +# Source: ST §Has Kevin Worked Here for a Long Time? +$PRODUCE Ask and Answer: How Long? ID: l1-s30 -REFERENCE -INTRO: Now ask and answer about the story. Turn each statement into a question starting with the cue word, then answer it in the present perfect. Open the story if you need it. -INSTRUCTION: Ask a question about the story using the cue word, then answer it using the present perfect tense. +INTRO: Read each mini-dialog, then ask a question with the underlined verb in the present perfect — and answer it from the facts you just read. +INSTRUCTION: Ask and answer a question about the dialog using the present perfect tense and the underlined word. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must form a question starting with the cue word in the present perfect tense, and answer it accurately according to the printed statement. Treat the model answer as the factual key. +RUBRIC: Accept a question in the present perfect tense with the underlined cue verb and an answer that matches the facts in the prompt dialog. + +EXAMPLE +PROMPT: Ted: How do you like Houston?\nLee: I'm not sure. I've just *lived* here since May. +RESPONSE: Has Lee lived in Houston since May?\n— Yes, he has. + +EXAMPLE +PROMPT: Lee: Have you been here for a long time?\nTed: No, I've only *lived* in Houston for a year. +RESPONSE: Has Ted lived in Houston for a long time?\n— No, he hasn't. He's only lived there for a year. + +PROMPT: Mike: Have you *known* Trudy very long?\nLuis: I've known her since she was a child. +RESPONSE: Has Luis known Trudy since she was a child?\n— Yes, he has. + +PROMPT: Mike: Dale says he's *known* Trudy for a long time too.\nLuis: That's not true. He met her at the beach last month. +RESPONSE: Has Dale known Trudy for a long time?\n— No, he hasn't. He met her last month. + +PROMPT: Kate: How long have you and Ron *owned* this house?\nJane: Not long. Just since last summer. +RESPONSE: Have Jane and Ron owned the house for a long time?\n— No, they haven't. Just since last summer. + +PROMPT: Jane: Did you and Joe buy your house when you got married?\nKate: Yes. We've *owned* it since 1982. +RESPONSE: Have Kate and Joe owned their house since 1982?\n— Yes, they have. + +PROMPT: Al: How have you *felt* this week?\nEd: Not good. I've been tired for several days. +RESPONSE: Has Ed felt good this week?\n— No, he hasn't. He has been tired for several days. + +PROMPT: Al: How have you *felt* since you started going to the gym?\nEd: I've felt great since I started going there every day. +RESPONSE: Has Ed felt great since he started going to the gym?\n— Yes, he has. + +# Source: ST §Daisy and Donald +$DIALOGUE Daisy and Donald +ID: l1-s31 +INTRO: Meet Daisy and Donald, their tired old car, and a helpful nephew at the bank. Read the story — questions follow. +INSTRUCTION: Read the story. + +Narrator: Daisy and Donald have wanted to buy a new car for a long time. +Narrator: They have driven Donald's old car since they were married. +Narrator: During the last year, they've had large auto repair bills almost every month. +Narrator: For the last few weeks, they have thought about borrowing the money to buy a new car. +Narrator: They have talked for several days with Hubert D. Louis. +Narrator: Hubert is a nephew of Donald's who has worked at the Golden State Bank for 20 years. +Narrator: He has known Donald and Daisy since he was a child. +Narrator: Donald and Daisy have lived in Los Angeles near Hubert and his brothers for many years and have always worked for the Easy Entertainment Company. +Narrator: Hubert has felt that his uncle's old car was too crowded ever since Donald got it. +Narrator: He is happy to lend Donald and Daisy the money for a new one. + +# Source: ST §Questions: Daisy and Donald +$PRODUCE Questions About Daisy and Donald +ID: l1-s32 +REFERENCE: l1-s31 +INTRO: Now turn each fact from the story into a question starting with the cue word, and answer it. Open the story any time. +INSTRUCTION: Ask and answer a question starting with the given question word. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Treat the model answer as the factual key. Accept an accurate question starting with the cue word in the present perfect tense and a matching short answer with the same fact. EXAMPLE PROMPT: Donald has needed a new car for many years. (who) -RESPONSE: Who has needed a new car for many years? Donald. +RESPONSE: Who has needed a new car for many years?\n— Donald. -PROMPT: They have driven Donald's old car since they were married. (how long) -RESPONSE: How long have they driven Donald's old car? They have driven it since they were married. +PROMPT: Daisy and Donald have wanted to buy a new car for a long time. (how long) +RESPONSE: How long have Daisy and Donald wanted to buy a new car?\n— For a long time. -PROMPT: For the last few weeks, they have thought about borrowing the money. (what) -RESPONSE: What have they thought about for the last few weeks? They have thought about borrowing the money. +PROMPT: They have driven Donald's old car since they were married. (what) +RESPONSE: What have they driven since they were married?\n— Donald's old car. PROMPT: Hubert has worked at the Golden State Bank for 20 years. (where) -RESPONSE: Where has Hubert worked for 20 years? He has worked at the Golden State Bank. +RESPONSE: Where has Hubert worked for 20 years?\n— At the Golden State Bank. -PROMPT: Donald and Daisy have lived in Los Angeles near Hubert for many years. (how long) -RESPONSE: How long have Donald and Daisy lived in Los Angeles? They have lived there for many years. +PROMPT: Hubert has known Donald and Daisy since he was a child. (since when) +RESPONSE: Since when has Hubert known Donald and Daisy?\n— Since he was a child. -PROMPT: Hubert has felt that his uncle's old car was too crowded. (what) -RESPONSE: What has Hubert felt about his uncle's old car? He has felt that it was too crowded. +$SESSION 1-5: "If" in Conversation -# SKIPPED (book): "SUMMARIES" — Open paragraph summarization task. Deferred as out of scope. +# Source: ST §If That Happens, ... +$DIALOGUE If That Happens... +ID: l1-s19 +INTRO: This part puts your "if" sentences to work in real conversations. First: Paul wants to drive home in truly awful weather. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -$SESSION 1-6: Skill Builders — Sounds, Word Clues, and Numbers +Jack: The weather's awful. If you're leaving, you should leave soon. +Paul: Well, I expect to leave at noon if it clears up. +Jack: If it starts freezing, it'll be dangerous. +Paul: Right, but the police will close the roads if it gets too bad. +Jack: What'll you do if that happens? +Paul: Well, if they do that, I'll stop until it clears up. + +# Source: ST §What'll You Do If ...? +$DIALOGUE What'll You Do If...? +ID: l1-s20 +INTRO: Bob and Bill plan a vacation entirely around the weather — a bold strategy. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Bob: If you go on vacation this year, where do you think you'll go? +Bill: If I go in the summer, I'll go to the beach. +Bob: Where will you go if you go in the winter? +Bill: Well, if that happens, then I'll go to the mountains. +Bob: If you do that, I'd like to go with you. +Bill: It'll be great if we can go together. + +# Source: ST §If ..., I'll ... / I'll ... If ... +$DIALOGUE Say It Both Ways +ID: l1-s21 +INTRO: Every "if" sentence works in two orders — "if" first, or "if" last. Listen to each pair and repeat both versions. +INSTRUCTION: Listen and repeat each sentence pair. +REPEAT + +LINE: If my friend doesn't like it, can I bring it back? +LINE: Can I bring it back if my friend doesn't like it? +LINE: If you keep your sales slip, you can bring this back. +LINE: You can bring this back if you keep your sales slip. +LINE: There's a hundred-dollar deposit if you have a dog. +LINE: If you have a dog, there's a 100-dollar deposit. +LINE: Do I have to pay the deposit if I have a bird? +LINE: If I have a bird, do I have to pay the deposit? +LINE: What will happen if I don't do well on this test? +LINE: If I don't do well on this test, what will happen? +LINE: If you don't pass, you'll have to take it again. +LINE: You'll have to take it again if you don't pass. + +# Source: ST §If You Think About It, You'll Answer Correctly +$SELECT Match the Clauses +ID: l1-s22 +INTRO: Each sentence is missing half. Tap the clause that completes it logically — think about the meaning, not just the grammar. +INSTRUCTION: Tap the clause that completes the sentence. +OPTION: a | if the day is hot and humid. +OPTION: b | if dangerous roads frighten you. +OPTION: c | you should start studying your French. +OPTION: d | you may break a bone. +OPTION: e | you can swim in deep water. +OPTION: f | please take a message. +OPTION: g | if you sleep during class. +OPTION: h | if it doesn't rain. +OPTION: i | you'll never forget it. +OPTION: j | we can't go to the beach this afternoon. + +EXAMPLE +TEMPLATE: You shouldn't drive in the mountains ____ +ANSWER: b + +TEMPLATE: If you can swim well, ____ +ANSWER: e + +TEMPLATE: Don't expect to pass ____ +ANSWER: g + +TEMPLATE: The roads shouldn't be slippery ____ +ANSWER: h + +TEMPLATE: If you expect to go to France, ____ +ANSWER: c + +TEMPLATE: If we have to stay after class, ____ +ANSWER: j + +TEMPLATE: If you ever see that movie, ____ +ANSWER: i + +TEMPLATE: A cold drink tastes great ____ +ANSWER: a + +TEMPLATE: If you slip on the ice, ____ +ANSWER: d + +TEMPLATE: If someone calls, ____ +ANSWER: f + +# Source: ST §What Might, Will, or Can Happen If ...? +$PRODUCE What Might, Will, or Can Happen? +ID: l1-s23 +INTRO: Now invent your own conditionals. For each cue, ask what might, will, or can happen "if" it comes true — then answer your own question. +INSTRUCTION: Ask and answer a question using might, will, or can with the cue. +INPUT: speak +CHECK: llm +RUBRIC: Accept any correct conditional question and matching answer using might, will, or can and the provided cue words; the specific consequence is the learner's choice as long as it is logical. + +EXAMPLE +TEMPLATE: lose your airplane ticket for home +RESPONSE: What might happen if you lose your airplane ticket for home?\n— If I lose my airplane ticket for home, I might call my government to send another one. + +TEMPLATE: books fall in the lake +RESPONSE: What will happen if your books fall in the lake?\n— If my books fall in the lake, they will get wet and ruined. + +TEMPLATE: don't have money +RESPONSE: What can happen if you don't have money?\n— If I don't have money, I can't buy lunch. + +TEMPLATE: lose your wallet +RESPONSE: What might happen if you lose your wallet?\n— If I lose my wallet, someone might turn it in to the police. + +TEMPLATE: break someone's window +RESPONSE: What will happen if you break someone's window?\n— If I break someone's window, I'll have to pay for it. + +TEMPLATE: have a car accident +RESPONSE: What can happen if you have a car accident?\n— If you have a car accident, your car can be damaged. + +TEMPLATE: slip on the stairs +RESPONSE: What might happen if you slip on the stairs?\n— If you slip on the stairs, you might hurt your back. + +TEMPLATE: win a million dollars +RESPONSE: What will happen if you win a million dollars?\n— If I win a million dollars, I will buy a new house. + +TEMPLATE: find a gold ring +RESPONSE: What can happen if you find a gold ring?\n— If you find a gold ring, you can try to find its owner. + +TEMPLATE: class is cancelled +RESPONSE: What might happen if class is cancelled?\n— If class is cancelled, we might go to the library to study. + +TEMPLATE: get a promotion +RESPONSE: What will happen if you get a promotion?\n— If I get a promotion, I'll make more money. + +# Source: LLA 1D Figure 1, Dialogue 1 +$DIALOGUE The Soccer Game +ID: 12-1d-f1-d1 +INTRO: Now hear the "if" pattern in fast, real conversations. Two friends need one more soccer player — but homework stands in the way. Just listen. +INSTRUCTION: Listen to the dialogue. + +Friend: There's a soccer game at 3:30 today, and we need another player, Roger. {bk12-l1d-f1-01.mp3} +Roger: If I finish my homework, I might be able to play. {bk12-l1d-f1-02.mp3} +Friend: Start on your homework right after class. {bk12-l1d-f1-03.mp3} +Roger: Okay, I will. But if I play, I'll have to walk to the game. I don't have a car. {bk12-l1d-f1-04.mp3} +Friend: I'll drive if you can go. {bk12-l1d-f1-05.mp3} +Roger: Okay. I'll see you at 2:45 if I can go. {bk12-l1d-f1-06.mp3} + +# Source: LLA 1D Figure 1, Questions 1–3 +$PRODUCE Questions: The Soccer Game +ID: 12-1d-f1-q1 +REFERENCE: 12-1d-f1-d1 +INTRO: Answer each question aloud using "if" in your answer, then repeat the model. Open the dialogue if you need it. +INSTRUCTION: Answer aloud using "if", then repeat. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Can Roger play soccer at 3:30? {bk12-l1d-f1-07.mp3} +RESPONSE: Yes, he can if he finishes his homework. {bk12-l1d-f1-08.mp3} + +PROMPT: How will Roger get to the game? {bk12-l1d-f1-09.mp3} +RESPONSE: His friend will drive if he can go. {bk12-l1d-f1-10.mp3} + +PROMPT: What time will they meet? {bk12-l1d-f1-11.mp3} +RESPONSE: If Roger can go, he'll meet his friend at 2:45. {bk12-l1d-f1-12.mp3} + +# Source: LLA 1D Figure 1, Dialogue 2 +$DIALOGUE Packing for a Trip +ID: 12-1d-f1-d2 +INTRO: Henry is still packing, and Pete has a small shopping favor to ask. Just listen. +INSTRUCTION: Listen to the dialogue. + +Pete: Are you still packing, Henry? {bk12-l1d-f1-13.mp3} +Henry: Yes. If I don't finish tonight, I won't be able to leave at 7:30 tomorrow morning. {bk12-l1d-f1-14.mp3} +Pete: Could you buy something for my kids if I give you the money? {bk12-l1d-f1-15.mp3} +Henry: You may not have to give me any money if the things are cheap, Pete. {bk12-l1d-f1-16.mp3} +Pete: That's great. Okay. Tell me if I owe you any money. {bk12-l1d-f1-17.mp3} +Henry: Sure. No problem. {bk12-l1d-f1-18.mp3} + +# Source: LLA 1D Figure 1, Questions 4–6 +$PRODUCE Questions: Packing for a Trip +ID: 12-1d-f1-q2 +REFERENCE: 12-1d-f1-d2 +INTRO: Same task: answer each question aloud using "if", then repeat the model answer. The dialogue is one tap away. +INSTRUCTION: Answer aloud using "if", then repeat. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Why must Henry finish packing tonight? {bk12-l1d-f1-19.mp3} +RESPONSE: If he doesn't finish tonight, he won't be able to leave at 7:30. {bk12-l1d-f1-20.mp3} + +PROMPT: Will Pete have to give Henry any money if the things for the children are cheap? {bk12-l1d-f1-21.mp3} +RESPONSE: No, Pete won't have to give Henry any money if the things for the children are cheap. {bk12-l1d-f1-22.mp3} + +PROMPT: What will Henry tell Pete? {bk12-l1d-f1-23.mp3} +RESPONSE: Henry will tell Pete if he owes him any money. {bk12-l1d-f1-24.mp3} + +# Source: LLA 1D Figure 1, Dialogue 3 +$DIALOGUE Plans for Tomorrow +ID: 12-1d-f1-d3 +INTRO: Sarah has tomorrow all planned out — with a backup plan for every kind of weather. Just listen. +INSTRUCTION: Listen to the dialogue. + +Man: Why are you still here, Sarah? {bk12-l1d-f1-25.mp3} +Sarah: I have to stay late if I want to take leave tomorrow. {bk12-l1d-f1-26.mp3} +Man: What are you going to do tomorrow? {bk12-l1d-f1-27.mp3} +Sarah: If the weather is nice, I'm going to the lake. If it rains, I'm going to the mall. {bk12-l1d-f1-28.mp3} +Man: That sounds like fun. Have a good time. {bk12-l1d-f1-29.mp3} +Sarah: I will, if I finish my work today. {bk12-l1d-f1-30.mp3} + +# Source: LLA 1D Figure 1, Questions 7–9 +$PRODUCE Questions: Plans for Tomorrow +ID: 12-1d-f1-q3 +REFERENCE: 12-1d-f1-d3 +INTRO: Last set — answer each question aloud using "if", then repeat the model answer. +INSTRUCTION: Answer aloud using "if", then repeat. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Why does Sarah have to stay late? {bk12-l1d-f1-31.mp3} +RESPONSE: She has to stay late if she wants leave tomorrow. {bk12-l1d-f1-32.mp3} + +PROMPT: What will Sarah do tomorrow? {bk12-l1d-f1-33.mp3} +RESPONSE: If the weather is nice, she's going to the lake. If it rains, she's going to the mall. {bk12-l1d-f1-34.mp3} + +PROMPT: Will Sarah have fun? {bk12-l1d-f1-35.mp3} +RESPONSE: Yes, she will if she finishes her work. {bk12-l1d-f1-36.mp3} + +$SESSION 1-6: Sharp Ears — Numbers, Sounds, and Reading + +# Source: LLA 1D Figure 2, Paragraph 1 +$DIALOGUE Numbers by Ear: A Navy Career +ID: 12-1d-f2-p1-story +INTRO: One last part to sharpen your ears and eyes: catching numbers, matching sounds, and reading for meaning. First, listen to a paragraph about a Navy career — and try to catch every number in it. +INSTRUCTION: Listen for the numbers. + +LINE: My brother was born in 1947. {bk12-l1d-f2-01.mp3} +LINE: He has spent the last 15 years in the United States Navy. {bk12-l1d-f2-02.mp3} +LINE: Three years of that time have been spent in Japan, 4 years in Guam, and 3 years in Spain. {bk12-l1d-f2-03.mp3} +LINE: He will be in the Navy for 5 more years. {bk12-l1d-f2-04.mp3} +LINE: After that, he'll probably spend 20 more years in another job. {bk12-l1d-f2-05.mp3} + +# Source: LLA 1D Figure 2, write the numbers (Paragraph 1) +$PRODUCE Write the Numbers: A Navy Career +ID: 12-1d-f2-p1 +REFERENCE: 12-1d-f2-p1-story +INTRO: How many did you catch? Type the numbers from the paragraph — replay it if one got away. +INSTRUCTION: Type each number. +INPUT: type +CHECK: exact + +TEMPLATE: A. Year brother was born: ____ +RESPONSE: 1947 +ACCEPT: nineteen forty-seven | nineteen forty seven + +TEMPLATE: B. Years spent in the Navy: ____ +RESPONSE: 15 +ACCEPT: fifteen + +TEMPLATE: C. Years spent in Japan: ____ +RESPONSE: 3 +ACCEPT: three + +TEMPLATE: D. Years spent in Guam: ____ +RESPONSE: 4 +ACCEPT: four + +TEMPLATE: E. Years spent in Spain: ____ +RESPONSE: 3 +ACCEPT: three + +TEMPLATE: F. More years in the Navy: ____ +RESPONSE: 5 +ACCEPT: five + +TEMPLATE: G. Probable years in another job: ____ +RESPONSE: 20 +ACCEPT: twenty + +# Source: LLA 1D Figure 2, Paragraph 2 +$DIALOGUE Numbers by Ear: Grandfather's Birthday +ID: 12-1d-f2-p2-story +INTRO: Round two: a birthday party with an impressive guest list. Listen and catch the numbers. +INSTRUCTION: Listen for the numbers. + +LINE: March 27 is my grandfather's birthday. {bk12-l1d-f2-06.mp3} +LINE: He will be 72 years old. {bk12-l1d-f2-07.mp3} +LINE: We are having a party for him. {bk12-l1d-f2-08.mp3} +LINE: His 3 sisters, 2 brothers, 5 children, and 10 grandchildren will be there. {bk12-l1d-f2-09.mp3} +LINE: There will also be at least 15 other people there. {bk12-l1d-f2-10.mp3} +LINE: It will be a wonderful party. {bk12-l1d-f2-11.mp3} + +# Source: LLA 1D Figure 2, write the numbers (Paragraph 2) +$PRODUCE Write the Numbers: Grandfather's Birthday +ID: 12-1d-f2-p2 +REFERENCE: 12-1d-f2-p2-story +INTRO: Type the numbers from the birthday paragraph — the family is large, so count carefully. +INSTRUCTION: Type each number. +INPUT: type +CHECK: exact + +TEMPLATE: H. Day of March: ____ +RESPONSE: 27 +ACCEPT: twenty-seven | twenty seven + +TEMPLATE: I. Grandfather's age: ____ +RESPONSE: 72 +ACCEPT: seventy-two | seventy two + +TEMPLATE: J. Number of sisters: ____ +RESPONSE: 3 +ACCEPT: three + +TEMPLATE: K. Number of brothers: ____ +RESPONSE: 2 +ACCEPT: two + +TEMPLATE: L. Number of children: ____ +RESPONSE: 5 +ACCEPT: five + +TEMPLATE: M. Number of grandchildren: ____ +RESPONSE: 10 +ACCEPT: ten + +TEMPLATE: N. Other people attending: ____ +RESPONSE: 15 +ACCEPT: fifteen + +# SKIPPED (book+tape): LLA 1A Figure 7 Dictation — no transcript or audio provided in source. # Source: ST §How Do We Say It? $SELECT How Do We Say It? ID: l1-s6 -INTRO: Last part — three quick skill builders. First, sounds: for each key word, tap the word whose marked letters make the same sound as the underlined part of the key word. -INSTRUCTION: Tap the word that has the same sound as the underlined part of the key word. +INTRO: Sound practice: for each word, tap the word that has the same underlined sound. Trust your ear — English spelling will try to trick you. +INSTRUCTION: Tap the letter of the word that has the same underlined sound. EXAMPLE -TEMPLATE: l*au*gh +PROMPT: l*au*gh OPTION: a | fr*ie*nd OPTION: b | d*o*g OPTION: c | m*a*tch -ANSWER: a +ANSWER: c -TEMPLATE: *ex*change +PROMPT: ex*ch*ange OPTION: a | e*g*g -OPTION: b | *ex*ercise +OPTION: b | e*x*ercise OPTION: c | e*s*calator ANSWER: b -TEMPLATE: *c*ould +PROMPT: *c*ould OPTION: a | *c*oin OPTION: b | *s*hop OPTION: c | *r*ice ANSWER: a -TEMPLATE: cau*ti*on +PROMPT: cau*ti*on OPTION: a | *sh*op OPTION: b | *ch*icken OPTION: c | *s*on ANSWER: a -TEMPLATE: en*g*ine +PROMPT: en*g*ine OPTION: a | *j*ump OPTION: b | *g*o OPTION: c | *c*atch ANSWER: a -TEMPLATE: fre*qu*ently +PROMPT: fre*qu*ently OPTION: a | *qu*iet OPTION: b | *c*an OPTION: c | *k*ey ANSWER: a -TEMPLATE: instru*c*tor +PROMPT: instruc*t*or OPTION: a | *k*eep OPTION: b | *c*ertain OPTION: c | *s*o ANSWER: a -TEMPLATE: ho*s*e +PROMPT: ho*s*e OPTION: a | *n*ose OPTION: b | *p*ass -OPTION: c | *sh*op +OPTION: c | *s*hop ANSWER: a -TEMPLATE: commer*ci*al +PROMPT: com*mer*cial OPTION: a | *sh*ould OPTION: b | *ch*ip OPTION: c | *s*o ANSWER: a -TEMPLATE: cau*ti*ous +PROMPT: cau*ti*ous OPTION: a | *sh*arp OPTION: b | *ch*eck OPTION: c | *s*erve ANSWER: a -TEMPLATE: ser*v*ice +PROMPT: ser*v*ice OPTION: a | *f*eel OPTION: b | *b*ig OPTION: c | *v*ehicle ANSWER: c -TEMPLATE: di*sh* +PROMPT: di*sh* OPTION: a | *w*rench OPTION: b | *sh*oe OPTION: c | *s*ome ANSWER: b -TEMPLATE: a*ch*e +PROMPT: a*ch*e OPTION: a | *ch*icken OPTION: b | *c*ake -OPTION: c | *sh*op +OPTION: c | *s*hop ANSWER: b -TEMPLATE: l*o*ve +PROMPT: l*o*ve OPTION: a | b*o*ther OPTION: b | v*e*nding OPTION: c | *u*p ANSWER: c -TEMPLATE: be*c*ome +PROMPT: be*c*ome OPTION: a | *c*ool OPTION: b | *r*eceive OPTION: c | *t*each ANSWER: a -TEMPLATE: pa*ti*ent +PROMPT: pa*ti*ent OPTION: a | *sh*ine OPTION: b | *t*ime OPTION: c | *s*o ANSWER: a -# Source: ST §The Word May Be... Is Not... Is... -$PRODUCE May Be, Is Not, or Is +# Source: ST §The Word May Be, Is Not, Is +$PRODUCE May Be, Is Not, or Is? ID: l1-s18 -INTRO: You can often guess a new word from its sentence — and the more the sentence says, the surer you can be. As each version adds context, type "may be", "is not", or "is" for each possible meaning. -INSTRUCTION: Read the sentence. Use the other words in the sentence to find what the underlined word means. Type "may be", "is not", or "is" for each option. +INTRO: Word detective work: each new clue tells you whether a guess about the underlined word "may be" true, "is" true, or "is not" true. Type "may be", "is", or "is not" in each blank. +INSTRUCTION: Type "may be", "is not", or "is" based on the clues in the sentence. INPUT: type CHECK: exact -EXAMPLE -TEMPLATE: a. Bill uses a *locker*. -TEMPLATE: ____{may be} a small closet. -TEMPLATE: ____{may be} a paint brush. -TEMPLATE: ____{may be} a basketball. -RESPONSE: may be a small closet. may be a paint brush. may be a basketball. - -EXAMPLE -TEMPLATE: b. Bill uses a *locker* at the gym. -TEMPLATE: ____{may be} a small closet. -TEMPLATE: ____{is not} a paint brush. -TEMPLATE: ____{may be} a basketball. -RESPONSE: may be a small closet. is not a paint brush. may be a basketball. - -EXAMPLE -TEMPLATE: c. Bill uses a *locker* at the gym to keep his clothes in while he swims. -TEMPLATE: ____{is} a small closet. -TEMPLATE: ____{is not} a paint brush. -TEMPLATE: ____{is not} a basketball. -RESPONSE: is a small closet. is not a paint brush. is not a basketball. - -TEMPLATE: a. Mark went to a *stadium*. +TEMPLATE: Mark went to a *stadium*. TEMPLATE: ____{may be} a shopping center. TEMPLATE: ____{may be} a place to watch sports. TEMPLATE: ____{may be} an airport. -RESPONSE: may be a shopping center. may be a place to watch sports. may be an airport. +RESPONSE: may be a shopping center.\nmay be a place to watch sports.\nmay be an airport. -TEMPLATE: b. Mark went to a *stadium* and bought a ticket. +TEMPLATE: Mark went to a *stadium* and bought a ticket. TEMPLATE: ____{may be} a shopping center. TEMPLATE: ____{may be} a place to watch sports. -TEMPLATE: ____{may be} an airport. -RESPONSE: may be a shopping center. may be a place to watch sports. may be an airport. +TEMPLATE: ____{is not} an airport. +RESPONSE: may be a shopping center.\nmay be a place to watch sports.\nis not an airport. -TEMPLATE: c. Mark went to a *stadium* and bought a ticket for a football game. +TEMPLATE: Mark went to a *stadium* and bought a ticket for a football game. TEMPLATE: ____{is not} a shopping center. TEMPLATE: ____{is} a place to watch sports. TEMPLATE: ____{is not} an airport. -RESPONSE: is not a shopping center. is a place to watch sports. is not an airport. +RESPONSE: is not a shopping center.\nis a place to watch sports.\nis not an airport. -TEMPLATE: a. Ellen bought a *candle*. +TEMPLATE: Ellen bought a *candle*. TEMPLATE: ____{may be} something to make light. TEMPLATE: ____{may be} something to sit on. TEMPLATE: ____{may be} something to drive. -RESPONSE: may be something to make light. may be something to sit on. may be something to drive. +RESPONSE: may be something to make light.\nmay be something to sit on.\nmay be something to drive. -TEMPLATE: b. Ellen bought a *candle* for the house. +TEMPLATE: Ellen bought a *candle* for the house. TEMPLATE: ____{may be} something to make light. TEMPLATE: ____{may be} something to sit on. TEMPLATE: ____{is not} something to drive. -RESPONSE: may be something to make light. may be something to sit on. is not something to drive. +RESPONSE: may be something to make light.\nmay be something to sit on.\nis not something to drive. -TEMPLATE: c. Ellen bought a *candle* for the house for whenever the lights go out. +TEMPLATE: Ellen bought a *candle* for the house for whenever the lights go out. TEMPLATE: ____{is} something to make light. TEMPLATE: ____{is not} something to sit on. TEMPLATE: ____{is not} something to drive. -RESPONSE: is something to make light. is not something to sit on. is not something to drive. +RESPONSE: is something to make light.\nis not something to sit on.\nis not something to drive. -TEMPLATE: a. Tom has a *condominium*. +TEMPLATE: Tom has a *condominium*. TEMPLATE: ____{may be} a headache. TEMPLATE: ____{may be} a job. TEMPLATE: ____{may be} an apartment. -RESPONSE: may be a headache. may be a job. may be an apartment. +RESPONSE: may be a headache.\nmay be a job.\nmay be an apartment. -TEMPLATE: b. Tom has a *condominium* in California. +TEMPLATE: Tom has a *condominium* in California. TEMPLATE: ____{is not} a headache. TEMPLATE: ____{may be} a job. TEMPLATE: ____{may be} an apartment. -RESPONSE: is not a headache. may be a job. may be an apartment. +RESPONSE: is not a headache.\nmay be a job.\nmay be an apartment. -TEMPLATE: c. Tom has a *condominium* in California which he lives in during the summers. +TEMPLATE: Tom has a *condominium* in California which he lives in during the summers. TEMPLATE: ____{is not} a headache. TEMPLATE: ____{is not} a job. TEMPLATE: ____{is} an apartment. -RESPONSE: is not a headache. is not a job. is an apartment. +RESPONSE: is not a headache.\nis not a job.\nis an apartment. -# Source: LLA 1D Figure 2 -$PRODUCE Write the Numbers You Hear -ID: 1d-f2 -INTRO: To finish the lesson, a numbers dictation about one very well-traveled brother. Listen to each sentence and type the number or numbers you hear. That's the end of Lesson 1 — nice work. -INSTRUCTION: Type the number or numbers you hear in the sentence. +# SKIPPED (book): Writing Skills "READ AND LISTEN. TAKE NOTES. SUMMARIZE." (ST pp. 24–26) and "READ AND LISTEN. UNDERLINE AND NUMBER." (ST p. 27) — instructor-read oral questions with no recorded stimuli; dropped. + +# Source: ST §Reading (Paragraph 1) +$GRAMMAR Reading: Clocks and Machines +ID: l1-s33-r-p1 +READING +INTRO: Last stretch: read a short paragraph, then write a one- or two-sentence summary of it in your own words. + +CARD: **Paragraph 1.** During the last part of the 1800's, people in the United States and Switzerland made machines that could make clocks. These machines made clocks faster and cheaper than men could. They made many different kinds of clocks. Some were alarm clocks. Others told the day, month, and year as well as the time. + +# Source: ST §Reading summary (Paragraph 1) +$PRODUCE Summarize: Clocks and Machines +ID: l1-s33-p1 +REFERENCE: l1-s33-r-p1 +INTRO: Write a short summary of the paragraph — one or two sentences, your own words. You can reopen the text any time. +INSTRUCTION: Write a 1–2 sentence summary of the paragraph. Reopen the text any time. INPUT: type -CHECK: exact +CHECK: llm +RUBRIC: Accept any 1–2 sentence summary mentioning that in the late 1800s machines were invented in the US and Switzerland to make clocks faster, cheaper, and in many varieties. -PROMPT: My brother was born in 1947. {bk12-l1d-f2-01.mp3} -TEMPLATE: A. ____ -RESPONSE: 1947 +PROMPT: Write a summary of Paragraph 1. +RESPONSE: In the late 1800s, people in the United States and Switzerland invented machines that made various kinds of clocks faster and cheaper than people could. -PROMPT: He has spent the last 15 years in the United States Navy. {bk12-l1d-f2-02.mp3} -TEMPLATE: B. ____ -RESPONSE: 15 +# Source: ST §Reading (Paragraph 2) +$GRAMMAR Reading: Studying the Ocean +ID: l1-s33-r-p2 +READING +INTRO: One more paragraph — this one dives underwater. Read it, then you'll summarize it. -PROMPT: Three years of that time have been spent in Japan, 4 years in Guam, and 3 years in Spain. {bk12-l1d-f2-03.mp3} -TEMPLATE: C. ____{3} -TEMPLATE: D. ____{4} -TEMPLATE: E. ____{3} -RESPONSE: C. 3 D. 4 E. 3 +CARD: **Paragraph 2.** Man needs machines to help him study the things that live and grow in the ocean. There have been several machines made in the past, but man couldn't make a careful study using them. Today we have a better machine to help us study the ocean. It's a vehicle which, like an automobile, can move to the places we want to study under water. It has large windows which make it easy to see, and it can stay underwater a long time. -PROMPT: He will be in the Navy for 5 more years. {bk12-l1d-f2-04.mp3} -TEMPLATE: F. ____ -RESPONSE: 5 +# Source: ST §Reading summary (Paragraph 2) +$PRODUCE Summarize: Studying the Ocean +ID: l1-s33-p2 +REFERENCE: l1-s33-r-p2 +INTRO: Write your last summary — one or two sentences. And that's the whole lesson: weather, "if", and how long things have lasted. Nicely done. +INSTRUCTION: Write a 1–2 sentence summary of the paragraph. Reopen the text any time. +INPUT: type +CHECK: llm +RUBRIC: Accept any 1–2 sentence summary stating that modern underwater vehicles allow people to travel underwater, see clearly through large windows, and study ocean life better than past machines. -PROMPT: After that, he'll probably spend 20 more years in another job. {bk12-l1d-f2-05.mp3} -TEMPLATE: G. ____ -RESPONSE: 20 - -PROMPT: March 27 is my grandfather's birthday. {bk12-l1d-f2-06.mp3} -TEMPLATE: H. ____ -RESPONSE: 27 - -PROMPT: He will be 72 years old. {bk12-l1d-f2-07.mp3} -TEMPLATE: I. ____ -RESPONSE: 72 - -PROMPT: His 3 sisters, 2 brothers, 5 children, and 10 grandchildren will be there. {bk12-l1d-f2-08.mp3} -TEMPLATE: J. ____{3} -TEMPLATE: K. ____{2} -TEMPLATE: L. ____{5} -TEMPLATE: M. ____{10} -RESPONSE: J. 3 K. 2 L. 5 M. 10 - -PROMPT: There will also be at least 15 other people there. {bk12-l1d-f2-09.mp3} -TEMPLATE: N. ____ -RESPONSE: 15 +PROMPT: Write a summary of Paragraph 2. +RESPONSE: Modern underwater vehicles allow 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2: I've Made Up My Mind {st-page_043_001.jpg} +$MODULE Book 12 · Lesson 2: I've Made Up My Mind {st-page_043_001.jpg|A man in a military uniform shaking hands with another man across an office desk} FORMAT: 2 DIOCO_DOC_ID: alc_book12_lesson2 -DESCRIPTION: Education and career decisions; the time words "already", "still", "yet", "anymore", "any longer", and "no longer"; the present perfect; and the conjunctions "so" and "or". +DESCRIPTION: Education and career decisions; time adverbs (already, still, yet, anymore, any longer, no longer); the present perfect; combining sentences with "so" and "or"; readings, inferences, listening comprehension, and dictation. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear +VOICE: Sam | charon | Male speaker VOICE: Mark | achird | Male student -VOICE: Sam | schedar | Male -VOICE: Jack | achird | Male -VOICE: Mike | schedar | Male student -VOICE: Bob | achird | Male -VOICE: Sally | aoede | Female -VOICE: Man1 | schedar | Male -VOICE: Don | schedar | Male -VOICE: Mom | gacrux | Female -VOICE: Son | achird | Male -VOICE: Glenn | achird | Male -VOICE: Tony | schedar | Male -VOICE: Dan | achird | Male -VOICE: Paula | aoede | Female -VOICE: Clerk | gacrux | Female -VOICE: Maria | achernar | Female -VOICE: Steven | schedar | Male -VOICE: Waiter | charon | Male -VOICE: Tommy | achird | Young male -VOICE: Mother | aoede | Female -VOICE: Joe | achird | Male -VOICE: Tim | charon | Male -VOICE: Narrator | achird | speaker (auto) +VOICE: Jack | puck | Male speaker +VOICE: Mike | alnilam | Male speaker +VOICE: Bob | schedar | Male speaker +VOICE: Sally | aoede | Female speaker +VOICE: Don | schedar | Male speaker +VOICE: Mom | aoede | Female parent +VOICE: Son | achird | Male speaker +VOICE: Glen | schedar | Male speaker +VOICE: Tony | charon | Male speaker +VOICE: Dan | schedar | Male speaker +VOICE: Paula | aoede | Female speaker +VOICE: Doug | rasalgethi | Male speaker +VOICE: Dave | umbriel | Male speaker +VOICE: Rick | charon | Male speaker +VOICE: Cory | fenrir | Male speaker +VOICE: Carl | iapetus | Male speaker +VOICE: Nick | schedar | Male speaker +VOICE: Greg | orus | Male speaker +VOICE: Fred | achird | Male speaker +VOICE: Clerk | gacrux | Female receptionist +VOICE: Maria | aoede | Female patient +VOICE: Steven | schedar | Male customer +VOICE: Waiter | charon | Male restaurant server +VOICE: Tommy | achird | Young male speaker +VOICE: Mother | leda | Female parent +VOICE: Joe | charon | Male speaker +VOICE: Tim | iapetus | Male speaker +VOICE: Narrator | achernar | speaker (auto) $SESSION 2-1: Education and College Decisions -# Source: ST §Education in the U.S. (table) -$GRAMMAR The U.S. School System +# Source: LLA 2A pre-figure vocabulary +$DIALOGUE New Words: Education and Decisions +ID: 12-2a-vocab +INTRO: In this lesson you'll learn to talk about school, careers, and big decisions — and to say what has already happened, or hasn't happened yet. First, the new words. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: to educate +LINE: Teachers educate children. They teach them many things. {bk12-l2a-f1-01.mp3} + +VOCAB: to turn down +LINE: That job did not pay enough money. I turned it down. {bk12-l2a-f1-02.mp3} + +VOCAB: education +LINE: Sergeant Franklin wants his children to have a good education. He wants them to go to a good school. {bk12-l2a-f1-03.mp3} + +VOCAB: university +LINE: Keith studied French when he was at the university. {bk12-l2a-f1-04.mp3} + +VOCAB: diploma +LINE: Debbie received her diploma yesterday. She finished school. {bk12-l2a-f1-05.mp3} + +VOCAB: already +LINE: Roger is not hungry. He already ate dinner. {bk12-l2a-f1-06.mp3} + +VOCAB: instead +LINE: I don't want chicken. I'll eat fish instead. {bk12-l2a-f1-07.mp3} + +VOCAB: instead of +LINE: Jim bought the blue shirt instead of the yellow one. {bk12-l2a-f1-08.mp3} + +VOCAB: discussion +LINE: Colonel Jones and Colonel Roberts had a discussion about the new mess hall. They talked about it for 30 minutes. {bk12-l2a-f1-09.mp3} + +VOCAB: to discuss +LINE: Captain Peterson wanted to discuss his score with his teacher. He wanted to talk to her about it. {bk12-l2a-f1-10.mp3} + + +# Source: ST §Education in the U.S. (grammar tables) +$GRAMMAR Education in the U.S. ID: l2-s1 -INTRO: Welcome to Lesson 2. In this lesson you'll learn to talk about school, careers, and the decisions people make about them — what has already happened, what hasn't happened yet, and what isn't true anymore. First, a quick map of the American school system, from kindergarten all the way to a Ph.D. +INTRO: Here's how school works in the United States — from kindergarten all the way to a Ph.D. It's a long road; luckily, you only have to read about it. -CARD: Children in the U.S. start with kindergarten, then attend elementary school for first through fifth grade. -{Kindergarten} -{Elementary school} -{1st-5th grade} +CARD: Children start in **kindergarten**, then go through elementary, middle, and high school. Students who finish high school receive a **diploma**. +{a high school diploma} -CARD: Next is middle school, covering sixth through eighth grade. -{Middle school} -{6th-8th grade} +CARD: A **technical school** teaches job skills like electronics, mechanics, or computers, and may offer an associate degree. +{an associate degree} -CARD: High school is for ninth through twelfth grade. When you finish, you receive a diploma. -{High school} -{9th-12th grade} -{diploma} +CARD: A **college** offers two kinds of degrees: a two-year associate degree and a four-year bachelor degree. +{a bachelor degree} -CARD: After high school, some students go to technical school for fields like electronics, mechanics, or computers. -{Technical school} - -CARD: You can attend a two-year college program to earn an associate degree. -{associate} - -CARD: A standard four-year college or university program earns you a bachelor's degree. -{bachelor} - -CARD: At a university, you can study further for an advanced degree, such as a master's or a Ph.D. -{master} -{Ph.D.} - -CARD: Professional programs like medical school follow after a bachelor's degree. -{Medical school} +CARD: A **university** offers degrees in many fields — bachelor, master, and Ph.D. Medical school comes after a bachelor degree. +{a master degree} +{a Ph.D.} SUMMARY: | SCHOOL | GRADES | DEGREE | @@ -74,34 +102,28 @@ SUMMARY: | Kindergarten | | | | Elementary | 1st-5th | | | Middle | 6th-8th | | -| High | 9th-12th | {diploma} | +| High | 9th-12th | diploma | -**Technical School** -May offer associate degrees, Electronics, Mechanics, Computers, etc. +| SCHOOL | TIME | DEGREE | +|---|---|---| +| Technical school | | associate (Electronics, Mechanics, Computers, etc.) | +| College | 2 yr | associate | +| College | 4 yr | bachelor | +| University | 4-5 yr | bachelor | +| University | 2-3 yr | master | +| University | 3-8 yr | Ph.D. | -| College | | -|---|---| -| **time** | **degree** | -| 2 yr | {associate} | -| 4 yr | {bachelor} | +*(Medical School follows a bachelor degree.)* -| University | | -|---|---| -| **time** | **degree** | -| 4-5 yr | {bachelor} | -| 2-3 yr | {master} | -| 3-8 yr | {Ph.D.} | - -(Medical School follows a bachelor degree.) +# Source: ST §Repeat and Read: Schools and Education $DIALOGUE Schools and Degrees ID: l2-s2 -INTRO: Now hear the school system in sentences. Listen and repeat each one — these words will follow you through the whole lesson. -INSTRUCTION: Repeat and read the words and sentences. +INTRO: Now say the school system out loud. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat the sentences. REPEAT -VOCAB: high school -VOCAB: diploma +VOCAB: high school diploma LINE: Students who finish high school receive a high school diploma. VOCAB: technical school @@ -112,7 +134,6 @@ VOCAB: offer VOCAB: degree LINE: A college offers two kinds of degrees. -VOCAB: university VOCAB: field LINE: A university offers degrees in many fields. @@ -121,306 +142,346 @@ LINE: Medicine, business, and education are some fields you can study. VOCAB: medical school LINE: Students who want to become doctors go to medical school. -# Source: ST §Choose the Best Answer -$SELECT Check: The School System -ID: l2-s3 -REFERENCE -INTRO: A quick check on the school system. Tap the best answer — and if the degrees have started to blur together, open the reference. -INSTRUCTION: Tap the correct answer. Open the reference if you need it. -TEMPLATE: When do students receive a diploma? +# Source: ST §Education in the U.S. — Choose the Best Answer +$SELECT Education in the U.S.: Check Your Understanding +ID: l2-s3 +REFERENCE: l2-s1 +INTRO: Five quick questions about American schools. Tap the best answer — the chart is there if you need it. +INSTRUCTION: Tap the best answer. + +PROMPT: When do students receive a diploma? OPTION: a | when they begin school OPTION: b | at the end of middle school OPTION: c | at the end of high school ANSWER: c -TEMPLATE: To become a doctor, a student has to go to ________. +TEMPLATE: To become a doctor, a student has to go to ____. OPTION: a | technical school OPTION: b | medical school OPTION: c | bachelor's school ANSWER: b -TEMPLATE: Which school offers more kinds of degrees? +PROMPT: Which school offers more kinds of degrees? OPTION: a | a technical school OPTION: b | a college OPTION: c | a university ANSWER: c -TEMPLATE: Which is a field you can study at a university? +PROMPT: Which is a field you can study at a university? OPTION: a | medicine OPTION: b | profession OPTION: c | high school ANSWER: a -TEMPLATE: To study mechanics, a person may go to a ________. +TEMPLATE: To study mechanics, a person may go to a ____. OPTION: a | technical school OPTION: b | medical school OPTION: c | professional school ANSWER: a -# Source: LLA 2A Figure 1 (vocabulary) -$DIALOGUE New Words: Education and Discussions -ID: 12-2a-vocab1 -INTRO: Here are new words for talking about education, choices, and discussions. Listen to each word in a sentence, then repeat it. -INSTRUCTION: Listen and repeat each word and sentence. -REPEAT -VOCAB: educate -LINE: Teachers educate children. {bk12-l2a-f1-01-a.mp3} -LINE: They teach them many things. {bk12-l2a-f1-01-b.mp3} - -LINE: That job did not pay enough money. {bk12-l2a-f1-02-a.mp3} -VOCAB: turn down -LINE: I turned it down. {bk12-l2a-f1-02-b.mp3} - -VOCAB: education -LINE: Sergeant Franklin wants his children to have a good education. He wants them to go to a good school. {bk12-l2a-f1-03.mp3} - -LINE: Keith studied French when he was at the university. {bk12-l2a-f1-04.mp3} - -LINE: Debbie received her diploma yesterday. {bk12-l2a-f1-05-a.mp3} -LINE: She finished school. {bk12-l2a-f1-05-b.mp3} - -VOCAB: already -LINE: Roger is not hungry. He already ate dinner. {bk12-l2a-f1-06.mp3} - -VOCAB: instead -LINE: I don't want chicken. {bk12-l2a-f1-07-a.mp3} -LINE: I'll eat fish instead. {bk12-l2a-f1-07-b.mp3} - -VOCAB: instead of -LINE: Jim bought the blue shirt instead of the yellow one. {bk12-l2a-f1-08.mp3} - -VOCAB: discussion -LINE: Colonel Jones and Colonel Roberts had a discussion. {bk12-l2a-f1-09-a.mp3} -LINE: About the new mess hall. {bk12-l2a-f1-09-b.mp3} -LINE: They talked about it for 30 minutes. {bk12-l2a-f1-09-c.mp3} - -VOCAB: discuss -LINE: Captain Peterson wanted to discuss his score with his teacher. He wanted to talk to her about it. {bk12-l2a-f1-10.mp3} - -# Source: LLA 2A Figure 1 (dialogue) -$DIALOGUE Dialogue: Mark's College Decision -ID: 12-2a-f1 -INTRO: Mark is a high school student with a big decision to make — and he's not enjoying it. Just listen to his conversation with Sam. +# Source: LLA 2A Figure 1 +$DIALOGUE Mark's College Decision +ID: 12-2a-f1-dialogue +INTRO: Mark has a big decision to make about college, and it's not going well. Listen to Sam talk him through it. INSTRUCTION: Listen to the dialogue. -Sam: Hi, Mark. What's wrong? {bk12-l2a-f1-11.mp3} -Mark: Oh, Sam, I'm so confused. {bk12-l2a-f1-12.mp3} -Sam: About what? {bk12-l2a-f1-13.mp3} -Mark: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-14.mp3} -Sam: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-15.mp3} -Mark: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-16.mp3} +Sam: Hi, Mark. What's wrong? {bk12-l2a-f1-d01.mp3} +Mark: Oh, Sam, I'm so confused. {bk12-l2a-f1-d02.mp3} +Sam: About what? {bk12-l2a-f1-d03.mp3} +Mark: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-d04.mp3} +Sam: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-d05.mp3} +Mark: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-d06.mp3} + # Source: LLA 2A Figure 1 (role-play) -$DIALOGUE Role-play: You Are Mark -ID: 12-2a-f1-b -REFERENCE: 12-2a-f1 +$DIALOGUE Role-Play: Take Mark's Part +ID: 12-2a-f1-role-mark +REFERENCE: 12-2a-f1-dialogue PLAY_ROLE: Mark -INTRO: Now it's your turn to be the confused one. You are Mark: listen to Sam, then say Mark's printed line aloud. -INSTRUCTION: Read Mark's lines aloud. +INTRO: Same conversation — but now the confusion is yours. You are Mark; say Mark's lines in the pauses. +INSTRUCTION: You are Mark — speak your lines in the pauses. -$DIALOGUE Role-play: You Are Sam -ID: 12-2a-f2 -REFERENCE: 12-2a-f1 + +# Source: LLA 2A Figure 2 (role-play) +$DIALOGUE Role-Play: Take Sam's Part +ID: 12-2a-f2-role-sam +REFERENCE: 12-2a-f1-dialogue PLAY_ROLE: Sam -INTRO: Switch roles — now you are Sam, the calm one. Say Sam's lines aloud, then listen to Mark's replies. -INSTRUCTION: Read Sam's lines aloud. +INTRO: Now change roles. You are Sam, the calm one — say Sam's lines in the pauses. +INSTRUCTION: You are Sam — speak your lines in the pauses. -$PRODUCE Questions About Mark and Sam + +# Source: LLA 2A Figure 3 +$PRODUCE Questions About Mark's Decision ID: 12-2a-f3 -REFERENCE: 12-2a-f1 -INPUT: type -CHECK: llm -RUBRIC: Accept any sentence that correctly conveys the factual meaning of the model answer based on the dialogue. -INTRO: Now answer questions about Mark and Sam's conversation. Type a complete sentence — and open the dialogue if your memory needs a hand. -INSTRUCTION: Type your answer in a complete sentence. +REFERENCE: 12-2a-f1-dialogue +INTRO: Listen to each question about Mark and Sam's conversation. Answer aloud in a complete sentence, then repeat the model answer. Open the dialogue if you need it. +INSTRUCTION: Answer each question aloud. +INPUT: speak +CHECK: reveal +REPEAT -PROMPT: Is Mark happy? {bk12-l2a-f3-07-q.mp3} -RESPONSE: No, he's confused. {bk12-l2a-f3-07-a.mp3} +PROMPT: Is Mark happy? {bk12-l2a-f3-01-q.mp3} +RESPONSE: No, he's confused. {bk12-l2a-f3-01-a.mp3} -PROMPT: Does he have to make a decision about work? {bk12-l2a-f3-08-q.mp3} -RESPONSE: No, he has to make a decision about college. {bk12-l2a-f3-08-a.mp3} +PROMPT: Does he have to make a decision about work? {bk12-l2a-f3-02-q.mp3} +RESPONSE: No, he has to make a decision about college. {bk12-l2a-f3-02-a.mp3} -PROMPT: Does he have to make a choice today? {bk12-l2a-f3-09-q.mp3} -RESPONSE: No, he's got plenty of time to think it over. {bk12-l2a-f3-09-a.mp3} +PROMPT: Does he have to make a choice today? {bk12-l2a-f3-03-q.mp3} +RESPONSE: No, he's got plenty of time to think it over. {bk12-l2a-f3-03-a.mp3} -PROMPT: Is he in college now? {bk12-l2a-f3-10-q.mp3} -RESPONSE: No, he's in his second year of high school. {bk12-l2a-f3-10-a.mp3} +PROMPT: Is he in college now? {bk12-l2a-f3-04-q.mp3} +RESPONSE: No, he's in his second year of high school. {bk12-l2a-f3-04-a.mp3} + + +$SESSION 2-2: Careers and Big Decisions + +# Source: LLA 2B pre-figure vocabulary +$DIALOGUE New Words: Accepting and Refusing +ID: 12-2b-vocab +INTRO: In this part you'll practice the words people use when they accept, refuse, and talk over big offers. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Larry took 6 math courses at the university. He studied 6 math courses. {bk12-l2b-f1-01.mp3} + +VOCAB: to accept +VOCAB: promotion +LINE: That new job is a promotion. I'm going to accept it. {bk12-l2b-f1-02.mp3} + +VOCAB: offer +VOCAB: education +LINE: The Navy made John a good offer. They'll help pay for his education. {bk12-l2b-f1-03.mp3} + +VOCAB: to refuse +LINE: The last time we ate at that restaurant, the food was terrible. I refuse to go there again. {bk12-l2b-f1-04.mp3} + +VOCAB: to retire +LINE: Next year, James is going to retire. He plans to travel all over the United States. {bk12-l2b-f1-05.mp3} + +LINE: I don't know where Captain Highland is. I just got here. {bk12-l2b-f1-06.mp3} + +VOCAB: to offer +LINE: I think Mr. Moore is going to offer me that teaching job. {bk12-l2b-f1-07.mp3} + +VOCAB: profession +LINE: Don is a doctor. He's part of the medical profession. {bk12-l2b-f1-08.mp3} + + +# Source: LLA 2B Figure 1 +$DIALOGUE In the Medical Field +ID: 12-2b-f1-dialogue +INTRO: Jack wants to know all about Mike's career plans. Mike, for once, has answers. Listen to the conversation. +INSTRUCTION: Listen to the conversation. + +Jack: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-09.mp3} +Mike: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-10.mp3} +Jack: Are you going to be a doctor? {bk12-l2b-f1-11.mp3} +Mike: No. I'm going to be a nurse. {bk12-l2b-f1-12.mp3} +Jack: Will you get a degree? {bk12-l2b-f1-13.mp3} +Mike: Yes. My degree will be in nursing. {bk12-l2b-f1-14.mp3} +Jack: It sounds like an interesting career. {bk12-l2b-f1-15.mp3} + +# Source: LLA 2B Figure 1 (role-play) +$DIALOGUE Role-Play: Take Mike's Part +ID: 12-2b-f1-role-mike +REFERENCE: 12-2b-f1-dialogue +PLAY_ROLE: Mike +INTRO: You are Mike. Practice the conversation and say Mike's lines in the pauses. +INSTRUCTION: You are Mike — speak your lines in the pauses. + +# Source: LLA 2B Figure 2 (role-play) +$DIALOGUE Role-Play: Take Jack's Part +ID: 12-2b-f2-role-jack +REFERENCE: 12-2b-f1-dialogue +PLAY_ROLE: Jack +INTRO: Now change roles. You are Jack, and the questions are yours — say Jack's lines in the pauses. +INSTRUCTION: You are Jack — speak your lines in the pauses. -$SESSION 2-2: A Time for Decisions # Source: ST §A Time for Decisions — Part I -$DIALOGUE A Time for Decisions: Dan +$DIALOGUE A Time for Decisions — Part I: Dan {st-page_047_001.jpg|A man sitting at a desk with papers in front of him, framed certificates and a framed family photo hanging on the wall behind him} ID: l2-s4 -INTRO: In this part you'll follow Dan and Paula — a couple with two careers and two big decisions to make. First, meet Dan: seventeen years in the military and a lot on his mind. Repeat each line as you read. -INSTRUCTION: Repeat the new words, then read the paragraph. -REPEAT +INTRO: Meet Dan — seventeen years in the military, and one big question about what comes next. Listen to his story. +INSTRUCTION: Listen to the story. -Narrator: Meet Dan. {st-page_047_001.jpg} VOCAB: career -VOCAB: all -Narrator: Dan has been in the military for 17 years. It has been his career all these years. {st-page_047_001.jpg} +Narrator: Meet Dan. Dan has been in the military for 17 years. It has been his career all these years. + VOCAB: future -Narrator: Dan has been thinking about his future. {st-page_047_001.jpg} VOCAB: choice VOCAB: retire -Narrator: He has two choices: he can retire from the military in four years, or he can stay in. {st-page_047_001.jpg} +Narrator: Dan has been thinking about his future. He has two choices: he can retire from the military in four years, or he can stay in. + VOCAB: make up one's mind | made up his mind VOCAB: yet -Narrator: Dan hasn't made up his mind yet. {st-page_047_001.jpg} -Narrator: If he chooses to become a civilian, he has to be ready. {st-page_047_001.jpg} -VOCAB: profession -Narrator: He needs a new profession, so he's thinking about going to technical school to get his associate degree. {st-page_047_001.jpg} -VOCAB: talk over | talk it over -Narrator: He'll talk it over with his wife, Paula, this evening. {st-page_047_001.jpg} +Narrator: Dan hasn't made up his mind yet. -# Source: ST §A Time for Decisions True/False (items 1–7, split) +VOCAB: associate degree +Narrator: If he chooses to become a civilian, he has to be ready. He needs a new profession, so he's thinking about going to technical school to get his associate degree. + +VOCAB: talk over +Narrator: He'll talk it over with his wife, Paula, this evening. + +# Source: ST §A Time for Decisions — True or False (items 1–7) $SELECT True or False: Dan -ID: l2-s6 -REFERENCE -SHOW_PROMPT -INTRO: True or false about Dan? Tap your answer — the reading is one tap away if you need to check. +ID: l2-s6-p1 +REFERENCE: l2-s4 +INTRO: Seven statements about Dan. Tap True or False — and reread his story if you need to. INSTRUCTION: Tap True or False. -OPTION: T | True -OPTION: F | False +OPTION: t | True +OPTION: f | False PROMPT: Dan's career has been in the military. -ANSWER: T +ANSWER: t PROMPT: Dan has been thinking about things he has already done. -ANSWER: F +ANSWER: f PROMPT: One of Dan's choices is to retire from civilian work. -ANSWER: F +ANSWER: f PROMPT: Dan decided to retire. -ANSWER: F +ANSWER: f PROMPT: Dan may have a new profession in the future. -ANSWER: T +ANSWER: t PROMPT: Dan may get an associate degree from a university. -ANSWER: F +ANSWER: f PROMPT: Dan will discuss this with his wife. -ANSWER: T +ANSWER: t # Source: ST §A Time for Decisions — Part II -$DIALOGUE A Time for Decisions: Paula +$DIALOGUE A Time for Decisions — Part II: Paula {st-page_048_001.jpg|A female teacher standing at a blackboard pointing to written Spanish phrases: "¡BUENOS DÍAS! ¿CÓMO ESTÁ UST? SEÑOR SEÑORA SEÑORITA", facing two students sitting in front of her} ID: l2-s5 -INTRO: Now meet Paula — a Spanish teacher who just got a job offer of her own. One family, two decisions. Repeat each line as you read. -INSTRUCTION: Repeat the new words, then read the paragraph. -REPEAT +INTRO: Now meet Paula, Dan's wife. She has a decision of her own to make — apparently it runs in the family. +INSTRUCTION: Listen to the story. -Narrator: Meet Paula. {st-page_048_001.jpg} VOCAB: professional -VOCAB: education -Narrator: Paula is a professional in the field of education. {st-page_048_001.jpg} -Narrator: She teaches Spanish at a high school. She has been a teacher in the same school for the last ten years. {st-page_048_001.jpg} -VOCAB: just -Narrator: This afternoon, Highland College just offered her a job. {st-page_048_001.jpg} -Narrator: She would like to change jobs because it would be good for her professional growth, but the job at the college is in the evening, and that's the time she spends teaching her children. {st-page_048_001.jpg} -VOCAB: think over | think it over -VOCAB: discuss -VOCAB: offer -Narrator: She has to think it over and discuss the offer with Dan this evening. {st-page_048_001.jpg} +Narrator: Meet Paula. Paula is a professional in the field of education. She teaches Spanish at a high school. -# Source: ST §A Time for Decisions True/False (items 8–12, split) +Narrator: She has been a teacher in the same school for the last ten years. + +VOCAB: just +Narrator: This afternoon, Highland College just offered her a job. + +Narrator: She would like to change jobs because it would be good for her professional growth, but the job at the college is in the evening, and that's the time she spends teaching her children. + +VOCAB: think over +VOCAB: discuss +Narrator: She has to think it over and discuss the offer with Dan this evening. + +# Source: ST §A Time for Decisions — True or False (items 8–12) $SELECT True or False: Paula -ID: l2-s6-b -REFERENCE -SHOW_PROMPT -INTRO: Now true or false about Paula. Open the reading if you're not sure. +ID: l2-s6-p2 +REFERENCE: l2-s5 +INTRO: Now five statements about Paula. Tap True or False. INSTRUCTION: Tap True or False. -OPTION: T | True -OPTION: F | False +OPTION: t | True +OPTION: f | False PROMPT: Paula is in the field of education. -ANSWER: T +ANSWER: t PROMPT: Another high school just offered her a job. -ANSWER: F +ANSWER: f PROMPT: A job at a college would help her career. -ANSWER: T +ANSWER: t PROMPT: She will teach her children in the morning. -ANSWER: F +ANSWER: f PROMPT: She will think about this and talk to Dan. -ANSWER: T +ANSWER: t -# SKIPPED (book): Listening Skill "IT EAT IT" (circle the letter of the word that sounds different) — instructor-read sound discrimination with no recorded stimulus and no given words. Dropped. +# SKIPPED (book): Listening Skill "IT EAT IT" (p. 41) — instructor-read vowel sound discrimination with unprinted stimulus words. -# DROPPED (master): ST §Making Decisions vocabulary panel (l2-s7) — cross-source twin of the cassette vocab presentations (LLA 2A Figure 1 and LLA 2B Figure 1: turn down, instead, instead of, discuss/discussion, educate, accept, refuse, offer). Its one distinct word, "refusal", is salvaged as a VOCAB tag in the dialogue below. - -# Source: ST §A Decision Without Discussion -$DIALOGUE Dialogue: A Decision Without Discussion -ID: l2-s8 -INTRO: Paula has made her decision — without much discussion, as the title admits. Read and repeat the dialogue. -INSTRUCTION: Repeat the new words, then read the dialog. +# Source: ST §Making Decisions vocabulary (trimmed — most items are cassette-taught in LLA 2A/2B; distinct words kept here) +$DIALOGUE More Decision Words +ID: l2-s7 +INTRO: Two more words you'll hear in Dan and Paula's kitchen tonight. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT -VOCAB: turn down | turn it down -Paula: After the kids and I got home from school, I decided I didn't want the job, Dan. I'm going to turn it down. -Dan: Don't you want to hear what I have to say? +VOCAB: refusal +LINE: Paula won't accept the new job. She will refuse it. She'll give her refusal on Monday. VOCAB: educator -VOCAB: educate -VOCAB: take +LINE: My neighbor is an educator. She works at the college. + +LINE: I offered to help her but she refused. + +# Source: ST §A Decision Without Discussion +$DIALOGUE A Decision Without Discussion +ID: l2-s8 +INTRO: It's evening at Dan and Paula's house. Paula has made her decision — before the discussion even started. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Paula: After the kids and I got home from school, I decided I didn't want the job, Dan. I'm going to turn it down. + +Dan: Don't you want to hear what I have to say? + Paula: Yes, but first, remember, I am a mother and an educator so I want to educate my children first. If I take the job at Highland College, I won't have time to teach them. VOCAB: confused -VOCAB: accept -VOCAB: refuse Dan: Now I'm confused, Paula. You've always said you need professional growth, and now that you have a chance, instead of accepting a better job, you're going to refuse it. +Paula: Now, now, Dan. +LINE: Don't you start with me! VOCAB: decision -VOCAB: instead -Paula: Now, now, Dan. Don't you start with me! I know that deep down you're happy with my decision. Why don't we talk about your school instead? -NOTES: "Don't you start with me!" = Don't make problems. / "deep down" = inside +LINE: I know that deep down you're happy with my decision. +LINE: Why don't we talk about your school instead? +NOTES: "Don't you start with me!" = Don't make problems. | "deep down" = inside Dan: I think I want to wait until after dinner. + Paula: Okay. -# Source: ST §Answer About a Decision Without Discussion -$PRODUCE Questions: Paula's Decision +# Source: ST §Questions: A Decision Without Discussion +$PRODUCE Questions: A Decision Without Discussion ID: l2-s9 -REFERENCE +REFERENCE: l2-s8 +INTRO: Answer these questions about Paula's decision in full sentences, out loud. Open the dialog if you need it. +INSTRUCTION: Answer the questions about the dialog. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). -INTRO: Answer these questions about Paula's decision in complete sentences. The dialogue is there if you need it. -INSTRUCTION: Answer these questions based on the dialog. +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. PROMPT: Is Paula going to accept the job or refuse it? RESPONSE: She is going to refuse it. PROMPT: Has she discussed this with Dan? -RESPONSE: No, she made the decision without discussing it first. +RESPONSE: No, she hasn't discussed it with him yet. PROMPT: What is Paula's profession? -RESPONSE: She is a teacher and an educator. +RESPONSE: She is a teacher. PROMPT: Why did she make that decision? -RESPONSE: She wants to educate her children first. +RESPONSE: Because she wants to have time to teach her children. PROMPT: Why is Dan confused? -RESPONSE: He thought she wanted professional growth. +RESPONSE: Because Paula wanted professional growth, but she turned down a better job. PROMPT: Do you think Dan is happy about Paula's decision? RESPONSE: Yes, Paula thinks he is happy deep down. # Source: ST §Dan Changes His Mind About His Field -$DIALOGUE Dialogue: Dan Changes His Mind +$DIALOGUE Dan Changes His Mind ID: l2-s10 -INTRO: Dan has news of his own: he's changed his mind about his field. Read and repeat. -INSTRUCTION: Repeat the new words, then read the dialog. +INTRO: After dinner, it's Dan's turn to decide — and he's changed his mind about what to study. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. REPEAT -Dan: I've been thinking about the future, Paula. If I retire in four years, I need to have a career as a civilian. I need to go back to school. +Dan: I've been thinking about the future, Paula. +LINE: If I retire in four years, I need to have a career as a civilian. +LINE: I need to go back to school. VOCAB: change one's mind | changed your mind Paula: You really should. Do you still want to get some medical training, or have you changed your mind? @@ -433,24 +494,26 @@ Paula: That's good, since you've already taken courses in that field. VOCAB: tour of duty Dan: Yes, and I sure have enjoyed them. Now that we've made all these plans, I hope they don't send me on an overseas tour of duty. + Paula: I think you've been out of the country enough. -VOCAB: refusal Dan: Paula, I'm still a little confused. Are you sure you're happy with your refusal? VOCAB: confusing -Paula: It's really not so confusing, Dan. I'm not really happy, but I think this is what I have to do. All of us have to make some choices we don't like. +Paula: It's really not so confusing, Dan. +LINE: I'm not really happy, but I think this is what I have to do. +LINE: All of us have to make some choices we don't like. -# Source: ST §Answer About Dan -$PRODUCE Questions: Dan's Plans +# Source: ST §Questions: Dan Changes His Mind +$PRODUCE Questions: Dan Changes His Mind ID: l2-s11 -REFERENCE +REFERENCE: l2-s10 +INTRO: Answer these questions about Dan's new plans, out loud and in full sentences. +INSTRUCTION: Answer the questions about the dialog. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). -INTRO: Now answer questions about Dan's plans. Say your answer aloud in a full sentence. -INSTRUCTION: Answer these questions based on the dialog. +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. PROMPT: If Dan retires, what does he need? RESPONSE: He needs to have a career as a civilian. @@ -459,54 +522,55 @@ PROMPT: What kind of training did Dan want before he changed his mind? RESPONSE: He wanted medical training. PROMPT: What kind of courses does he want to take now? -RESPONSE: He wants to take more courses in electronics. +RESPONSE: He wants to take courses in electronics. PROMPT: Why doesn't Dan want an overseas tour of duty now? -RESPONSE: He wants to stay and follow the plans they made. +RESPONSE: Because he and Paula have made plans for his education and future. PROMPT: Why is Paula's decision confusing to Dan? -RESPONSE: She made a choice she doesn't really like. +RESPONSE: Because she wanted professional growth, but she turned down the job offer. -# Source: ST §Decisions About Their Careers -$PRODUCE Say It: Dan and Paula's Story +# Source: ST §Decisions: Sentences About Paula and Dan +$PRODUCE Tell the Story: Paula and Dan ID: l2-s12 +REFERENCE: l2-s10 +INTRO: Now retell Dan and Paula's story one word at a time. For each word or phrase, say a sentence about them that uses it. The dialog is there if your memory needs a nudge. +INSTRUCTION: Say a sentence about Paula or Dan using the word or phrase. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must produce a grammatically correct sentence using the prompt word, and the sentence must relate to Paula and Dan's story from the previous dialogues. -INTRO: Time to retell the story. For each word you hear, say one sentence about Dan and Paula that uses it — anything true to their story counts. They've talked about it enough; now it's your turn. -INSTRUCTION: Make a sentence with the given word. The sentence should be about Paula and Dan. +RUBRIC: The model is one sample answer, not the only one; accept any grammatical sentence about Dan or Paula that uses the cue word or phrase and is plausible for their story. EXAMPLE PROMPT: career RESPONSE: Dan's career has been in the military. PROMPT: choices -RESPONSE: Dan has two choices for his future. +RESPONSE: Dan has two choices about his future. PROMPT: retire -RESPONSE: Dan might retire in four years. +RESPONSE: Dan can retire from the military in four years. PROMPT: make up his mind RESPONSE: Dan hasn't made up his mind yet. PROMPT: profession -RESPONSE: Dan needs a new profession. +RESPONSE: Dan needs a new profession as a civilian. PROMPT: offered RESPONSE: Highland College offered Paula a job. PROMPT: professional growth -RESPONSE: A new job would be good for Paula's professional growth. +RESPONSE: A job at the college would be good for Paula's professional growth. PROMPT: think over -RESPONSE: Paula has to think the offer over. +RESPONSE: Paula had to think over the job offer. PROMPT: discuss -RESPONSE: Paula needs to discuss the offer with Dan. +RESPONSE: Paula wanted to discuss the offer with Dan. PROMPT: turn down -RESPONSE: Paula is going to turn down the job. +RESPONSE: Paula decided to turn down the job offer. PROMPT: educate RESPONSE: Paula wants to educate her children. @@ -515,13 +579,13 @@ PROMPT: confused RESPONSE: Dan was confused by Paula's decision. PROMPT: instead of -RESPONSE: Paula wants to teach her kids instead of taking the new job. +RESPONSE: Instead of accepting the job, Paula refused it. PROMPT: decision -RESPONSE: Paula made a decision without discussion. +RESPONSE: Paula made a decision about the job offer. PROMPT: change his mind -RESPONSE: Dan changed his mind about medical training. +RESPONSE: Dan changed his mind about getting medical training. PROMPT: take courses RESPONSE: Dan wants to take courses in electronics. @@ -530,369 +594,1129 @@ PROMPT: tour of duty RESPONSE: Dan hopes he doesn't get an overseas tour of duty. PROMPT: refusal -RESPONSE: Dan asked if Paula is happy with her refusal. +RESPONSE: Dan asked Paula if she was happy with her refusal. PROMPT: confusing -RESPONSE: Paula says her choice is not confusing. +RESPONSE: Paula said the situation was not really confusing. -$SESSION 2-3: Already, Still, Yet, and Anymore -# Source: LLA 2A Figure 3 (adverbs of time presentation) -$DIALOGUE Time Words in Sentences -ID: 12-2a-vocab2 -INTRO: This part is all about time words: "already", "still", "yet", "anymore", "any longer", and "no longer". Listen to each one in a pair of sentences and repeat. -INSTRUCTION: Listen and repeat each word and sentence. +$SESSION 2-3: Already, Still, Yet, and No Longer + +# Source: LLA 2A grammar presentation (time adverbs) +$DIALOGUE Time Adverbs in Sentences +ID: 12-2a-time-adverbs +INTRO: In this part you'll learn the little words that say whether something is finished, continuing, or over for good — "already", "still", "yet", "anymore", "any longer", and "no longer". Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Lieutenant Adams already knows Captain Jones. {bk12-l2a-f3-01-a.mp3} -LINE: He met him last night. {bk12-l2a-f3-01-b.mp3} +LINE: Lieutenant Adams already knows Captain Jones. He met him last night. {bk12-l2a-f3-adv01.mp3} VOCAB: no longer -LINE: Mr. Flores no longer works here. {bk12-l2a-f3-02-a.mp3} -LINE: He retired last month. {bk12-l2a-f3-02-b.mp3} +LINE: Mr. Flores no longer works here. He retired last month. {bk12-l2a-f3-adv02.mp3} VOCAB: yet -LINE: Ms. Sampson hasn't typed that letter yet. {bk12-l2a-f3-03-a.mp3} -LINE: She's been very busy. {bk12-l2a-f3-03-b.mp3} +LINE: Ms. Sampson hasn't typed that letter yet. She's been very busy. {bk12-l2a-f3-adv03.mp3} VOCAB: anymore -LINE: I don't go to Lee High School anymore. {bk12-l2a-f3-04-a.mp3} -LINE: I graduated last year. {bk12-l2a-f3-04-b.mp3} +LINE: I don't go to Lee High School anymore. I graduated last year. {bk12-l2a-f3-adv04.mp3} VOCAB: any longer -LINE: Jim's not going to technical school any longer. {bk12-l2a-f3-05-a.mp3} -LINE: He finished and got a job. {bk12-l2a-f3-05-b.mp3} +LINE: Jim's not going to technical school any longer. He finished and got a job. {bk12-l2a-f3-adv05.mp3} VOCAB: still -LINE: Beth is still living in Chicago. {bk12-l2a-f3-06-a.mp3} -LINE: She's lived there for 6 years now. {bk12-l2a-f3-06-b.mp3} +LINE: Beth is still living in Chicago. She's lived there for 6 years now. {bk12-l2a-f3-adv06.mp3} -# Source: ST §Adverbs grammar box -$GRAMMAR Already, Still, Yet, Anymore, Any Longer, No Longer + +# Source: ST §Adverbs: Already, Still, Yet, Anymore, Any Longer, No Longer +$GRAMMAR Already, Still, Yet, Anymore, No Longer ID: l2-s13 -INTRO: Here's how the six time words work — where each one goes in the sentence, and whether it likes questions, negatives, or both. Read it once now; the drills will make it stick. +INTRO: Six small words, one job each. Here's where they go and what they mean. -CARD: We use **already** to say something happened before now or before this time. It is used in questions and affirmative statements. +CARD: We use **already** to say something happened before now. Use it in questions and affirmative statements. {Ed already has a high school diploma.} {Mr. Smith is already here.} {Are they already in elementary school?} -CARD: We use **still** to say that a situation is continuing. It usually goes in the middle of the sentence with the verb. +CARD: We use **still** to say a situation is continuing. It usually goes in the middle of the sentence with the verb. {Ed still doesn't have a college degree.} {It was warm yesterday, and it's still warm today.} {Are you still waiting?} -CARD: We use **yet** to ask or talk about something that did not happen before now, but might in the future. It goes at the end of questions and negative statements. +CARD: We use **yet** for something that did not happen before now, but might in the future. It goes at the end of questions and negative statements. {I'm very hungry. Is dinner ready yet?} {Can you wait ten minutes? John isn't here yet.} -CARD: **Anymore** and **any longer** say that a past situation does not exist. They go at the end of questions and negative statements. +CARD: We use **anymore** and **any longer** in questions and negative statements to say a past situation does not exist. They go at the end of the sentence. {Is he in high school anymore?} -{Is he in high school any longer?} -{She isn't in the army anymore.} {She isn't in the army any longer.} -CARD: **No longer** also says that a past situation does not exist, but it is used in affirmative statements. It goes in the middle of the sentence with the verb. +CARD: We use **no longer** in affirmative statements to say a past situation does not exist. It goes in the middle of the sentence with the verb. {He is no longer a student.} {She no longer works at night.} -$DIALOGUE Reading: Ed Already Has a Diploma -ID: l2-s14 -INTRO: Read about Ed, who already has his diploma but doesn't have a job yet. Notice the time words quietly doing all the work. -INSTRUCTION: Read the paragraphs. +SUMMARY: +| ADVERB | POSITION | USED IN | +|---|---|---| +| already | middle | questions, affirmative | +| still | middle | questions, affirmative, negative | +| yet | end | questions, negative | +| anymore / any longer | end | questions, negative | +| no longer | middle | affirmative | + + +# Source: ST §Ed Already Has a Diploma +$DIALOGUE Ed Already Has a Diploma +ID: l2-s14 +INTRO: Ed has finished high school — the homework is over, but the job hunt has just begun. Listen to his story and notice the time adverbs. +INSTRUCTION: Listen to the story. + +Narrator: Ed graduated from high school in May. {st-page_055_001.jpg|A man wearing a graduation cap and gown holding a diploma and talking to an older man} +Narrator: He isn't a student any longer. +Narrator: He doesn't study anymore. +Narrator: He no longer has to do homework or take tests. + +Narrator: Ed doesn't have a job yet. {st-page_055_002.jpg|A man sitting at a desk with a lamp, looking at classified ads in a newspaper} +Narrator: He began looking for a job in June, but he still hasn't found one that he wants. +Narrator: He's worried, because some of his friends already have jobs. -LINE: Ed graduated from high school in May. {st-page_055_001.jpg} -LINE: He isn't a student any longer. He doesn't study anymore. {st-page_055_001.jpg} -LINE: He no longer has to do homework or take tests. {st-page_055_001.jpg} -LINE: Ed doesn't have a job yet. {st-page_055_002.jpg} -LINE: He began looking for a job in June, but he still hasn't found one that he wants. {st-page_055_002.jpg} -LINE: He's worried, because some of his friends already have jobs. {st-page_055_002.jpg} # Source: LLA 2A Figure 4 -$PRODUCE Choose the Right Time Word +$SELECT Choose the Missing Time Adverb ID: 12-2a-f4 -INPUT: type -CHECK: exact -INTRO: Listen to each sentence, then type the time word from the list that completes it. You'll hear the full sentence after you answer — say it back. -INSTRUCTION: Type the missing word. +INTRO: Time to put the adverbs to work. Choose the word that completes each sentence, then listen and repeat the full sentence. +INSTRUCTION: Tap the correct word to complete the sentence. REPEAT -TEMPLATE: (still / yet / no longer / already / any longer / anymore) +OPTION: a | still +OPTION: b | yet +OPTION: c | no longer +OPTION: d | already +OPTION: e | any longer +OPTION: f | anymore + TEMPLATE: Frank studied French for three years. He ____ knows how to speak that language. -PROMPT: Frank studied French for 3 years. He knows how to speak that language. {bk12-l2a-f4-01-q.mp3} -RESPONSE: Frank studied French for 3 years. He already knows how to speak that language. {bk12-l2a-f4-01-a.mp3} -ACCEPT: already +ANSWER: d +FEEDBACK: Frank studied French for 3 years. He already knows how to speak that language. {bk12-l2a-f4-01.mp3} -TEMPLATE: (still / yet / no longer / already / any longer / anymore) TEMPLATE: Major Gunther moved last month. He ____ lives here. -PROMPT: Major Gunther moved last month. He lives here. {bk12-l2a-f4-02-q.mp3} -RESPONSE: Major Gunther moved last month. He no longer lives here. {bk12-l2a-f4-02-a.mp3} -ACCEPT: no longer +ANSWER: c +FEEDBACK: Major Gunther moved last month. He no longer lives here. {bk12-l2a-f4-02.mp3} -TEMPLATE: (still / yet / no longer / already / any longer / anymore) TEMPLATE: It's 9:30, and I haven't eaten dinner ____. -PROMPT: It's 9:30, and I haven't eaten dinner. {bk12-l2a-f4-03-q.mp3} -RESPONSE: It's 9:30, and I haven't eaten dinner yet. {bk12-l2a-f4-03-a.mp3} -ACCEPT: yet +ANSWER: b +FEEDBACK: It's 9:30, and I haven't eaten dinner yet. {bk12-l2a-f4-03.mp3} -TEMPLATE: (still / yet / no longer / already / any longer / anymore) TEMPLATE: Lt Emery has a tour of duty in Germany. He doesn't work at this base ____. -PROMPT: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base. {bk12-l2a-f4-04-q.mp3} -RESPONSE: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base any longer. {bk12-l2a-f4-04-a.mp3} -ACCEPT: any longer | anymore +ANSWER: e|f +FEEDBACK: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base any longer. {bk12-l2a-f4-04.mp3} -TEMPLATE: (still / yet / no longer / already / any longer / anymore) TEMPLATE: My daughter got married three weeks ago. She doesn't live here ____. -PROMPT: My daughter got married 3 weeks ago. She doesn't live here. {bk12-l2a-f4-05-q.mp3} -RESPONSE: My daughter got married 3 weeks ago. She doesn't live here any longer. {bk12-l2a-f4-05-a.mp3} -ACCEPT: any longer | anymore +ANSWER: e|f +FEEDBACK: My daughter got married 3 weeks ago. She doesn't live here any longer. {bk12-l2a-f4-05.mp3} -TEMPLATE: (still / yet / no longer / already / any longer / anymore) TEMPLATE: Ms. Smith hasn't come for her appointment yet. The doctor is ____ waiting. -PROMPT: Mrs. Smith hasn't come for her appointment yet. The doctor is waiting. {bk12-l2a-f4-06-q.mp3} -RESPONSE: Mrs. Smith hasn't come for her appointment yet. The doctor is still waiting. {bk12-l2a-f4-06-a.mp3} -ACCEPT: still +ANSWER: a +FEEDBACK: Mrs. Smith hasn't come for her appointment yet. The doctor is still waiting. {bk12-l2a-f4-06.mp3} + + +# Source: ST §Are You Still in the Army? +$SELECT Are You Still in the Army? +ID: l2-s15 +INTRO: Dan runs into Ted, an old friend who's out of uniform. Complete their conversation by choosing the right adverb for each line. +INSTRUCTION: Choose the correct word to complete each sentence. +OPTION: still | still +OPTION: already | already +OPTION: yet | yet +OPTION: anymore | anymore +OPTION: any_longer | any longer +OPTION: no_longer | no longer + +TEMPLATE: Dan: Why are you in civilian clothes?\nTed: I'm ____ in the Army. +ANSWER: no_longer +FEEDBACK: Ted: I'm no longer in the Army. + +TEMPLATE: Dan: Why did you decide to retire?\nTed: I didn't want to move from base to base ____. +ANSWER: anymore|any_longer +FEEDBACK: Ted: I didn't want to move from base to base anymore. + +TEMPLATE: Dan: Are you going to start a second career?\nTed: Yes. I've ____ accepted an offer to teach math. +ANSWER: already +FEEDBACK: Ted: Yes. I've already accepted an offer to teach math. + +TEMPLATE: Ted: How about you? Are you ____ flying for the Navy? +ANSWER: still +FEEDBACK: Ted: How about you? Are you still flying for the Navy? + +TEMPLATE: Dan: No, I'm not flying ____. I have a desk job now. +ANSWER: anymore|any_longer +FEEDBACK: Dan: No, I'm not flying anymore. I have a desk job now. + +TEMPLATE: Ted: Are you ready to retire ____? +ANSWER: yet +FEEDBACK: Ted: Are you ready to retire yet? + +TEMPLATE: Dan: I'd like to, but I can't. I ____ have two kids in college. +ANSWER: still +FEEDBACK: Dan: I'd like to, but I can't. I still have two kids in college. + # Source: LLA 2A Figure 5 -$PRODUCE Answer With Time Words +$PRODUCE Answer with Time Adverbs ID: 12-2a-f5 +INTRO: Listen to each question and use the cue on the screen to answer aloud with the right time adverb. Then repeat the model answer. +INSTRUCTION: Answer the question aloud using the cue. INPUT: speak CHECK: reveal -INTRO: Listen to each question and answer aloud in a complete sentence, using the cue on the screen. Then repeat the correct answer. -INSTRUCTION: Answer aloud using the cues. REPEAT TEMPLATE: (yes) PROMPT: Has Jennifer eaten lunch yet? {bk12-l2a-f5-01-q.mp3} -RESPONSE: "Yes." She has already eaten lunch. {bk12-l2a-f5-01-a.mp3} +RESPONSE: Yes. She has already eaten lunch. {bk12-l2a-f5-01-a.mp3} TEMPLATE: (no, no longer) PROMPT: Does Fred live here anymore? {bk12-l2a-f5-02-q.mp3} -RESPONSE: "No." He no longer lives here. {bk12-l2a-f5-02-a.mp3} +RESPONSE: No. He no longer lives here. {bk12-l2a-f5-02-a.mp3} TEMPLATE: (yes, every month) PROMPT: Does Marilyn write to you anymore? {bk12-l2a-f5-03-q.mp3} -RESPONSE: "Yes." She still writes every month. {bk12-l2a-f5-03-a.mp3} +RESPONSE: Yes. She still writes every month. {bk12-l2a-f5-03-a.mp3} TEMPLATE: (yes, every Friday) PROMPT: Do the Samsons eat here anymore? {bk12-l2a-f5-04-q.mp3} -RESPONSE: "Yes." They still eat here every Friday. {bk12-l2a-f5-04-a.mp3} +RESPONSE: Yes. They still eat here every Friday. {bk12-l2a-f5-04-a.mp3} TEMPLATE: (yes) PROMPT: Have the Johnsons been to Chicago yet? {bk12-l2a-f5-05-q.mp3} -RESPONSE: "Yes." They've already been there. {bk12-l2a-f5-05-a.mp3} +RESPONSE: Yes. They've already been there. {bk12-l2a-f5-05-a.mp3} TEMPLATE: (no) PROMPT: Does Lieutenant Richards work for you anymore? {bk12-l2a-f5-06-q.mp3} -RESPONSE: "No." He no longer works for me. {bk12-l2a-f5-06-a.mp3} +RESPONSE: No. He no longer works for me. {bk12-l2a-f5-06-a.mp3} -# Source: ST §Are You Still in the Army? -$PRODUCE Complete the Dialogue: Still in the Army? -ID: l2-s15 + +# Source: ST §Make Sentences: Adverbs of Time +$PRODUCE Write It with the Right Adverb +ID: l2-s16 +INTRO: Read each short exchange, then write one sentence that sums it up using the adverb in parentheses. +INSTRUCTION: Write a sentence using the cue in parentheses. INPUT: type CHECK: exact -INTRO: Dan runs into an old friend, Ted, who's out of uniform. Complete their conversation by typing the missing time word in each gap. -INSTRUCTION: Complete the dialog. Use: still, already, yet, anymore, any longer, no longer. - -TEMPLATE: Dan: Why are you in civilian clothes? -TEMPLATE: Ted: I'm ____{no longer} in the Army. -RESPONSE: Dan: Why are you in civilian clothes? Ted: I'm no longer in the Army. - -TEMPLATE: Dan: Why did you decide to retire? -TEMPLATE: Ted: I didn't want to move from base to base ____{anymore|any longer}. -RESPONSE: Dan: Why did you decide to retire? Ted: I didn't want to move from base to base anymore. - -TEMPLATE: Dan: Are you going to start a second career? -TEMPLATE: Ted: Yes. I've ____{already} accepted an offer to teach math. -RESPONSE: Dan: Are you going to start a second career? Ted: Yes. I've already accepted an offer to teach math. - -TEMPLATE: Ted: How about you? Are you ____{still} flying for the Navy? -RESPONSE: Ted: How about you? Are you still flying for the Navy? - -TEMPLATE: Dan: No, I'm not flying ____{anymore|any longer}. I have a desk job now. -RESPONSE: Dan: No, I'm not flying anymore. I have a desk job now. - -TEMPLATE: Ted: Are you ready to retire ____{yet}? -RESPONSE: Ted: Are you ready to retire yet? - -TEMPLATE: Dan: I'd like to, but I can't. I ____{still} have two kids in college. -RESPONSE: Dan: I'd like to, but I can't. I still have two kids in college. - -# Source: ST §Make Sentences With Adverbs -$PRODUCE Make Sentences With Time Words -ID: l2-s16 -INPUT: speak -CHECK: reveal -INTRO: Read each mini-exchange, then make one sentence about it using the word in parentheses. Say it aloud, then check the model. -INSTRUCTION: Make a sentence about the dialog using the word in parentheses. EXAMPLE -TEMPLATE: Dan: Don is a college student now. He was a college student last year too. (still) +TEMPLATE: Rob: Don is a college student now.\nDan: He was a college student last year, too.\nDon: ____ (still) RESPONSE: Don is still a college student. +ACCEPT: is still a college student | Don is still a college student. -TEMPLATE: Don: How is your car? -TEMPLATE: Ben: I've been working on it for two days. (still) +TEMPLATE: Don: How is your car?\nBen: I've been working on it for two days.\nBen: ____ (still) RESPONSE: Ben is still working on his car. +ACCEPT: is still working on his car | Ben is still working on his car | is still working on it | Ben is still working on it | He is still working on his car | He is still working on it -TEMPLATE: Lou: When will you be ready to leave? -TEMPLATE: Tim: In another hour or two. (yet) +TEMPLATE: Lou: When will you be ready to leave?\nTim: In another hour or two.\nTim: ____ (yet) RESPONSE: Tim isn't ready to leave yet. +ACCEPT: isn't ready to leave yet | Tim isn't ready to leave yet | is not ready to leave yet | Tim is not ready to leave yet | He isn't ready to leave yet | He is not ready to leave yet -TEMPLATE: Ted: Do you plan to get a master's degree? -TEMPLATE: Bob: I have one. I got it several years ago. (already) +TEMPLATE: Ted: Do you plan to get a master's degree?\nBob: I have one. I got it several years ago.\nBob: ____ (already) RESPONSE: Bob already has a master's degree. +ACCEPT: already has a master's degree | Bob already has a master's degree | already has one | Bob already has one | He already has a master's degree | He already has one -TEMPLATE: Jim: Does Carl live in the barracks? -TEMPLATE: Joe: He did until last week. (anymore) +TEMPLATE: Jim: Does Carl live in the barracks?\nJoe: He did until last week.\nCarl: ____ (anymore) RESPONSE: Carl doesn't live in the barracks anymore. +ACCEPT: doesn't live in the barracks anymore | Carl doesn't live in the barracks anymore | does not live in the barracks anymore | Carl does not live in the barracks anymore | He doesn't live in the barracks anymore | He does not live in the barracks anymore -TEMPLATE: Sam: Are you driving a bus now? -TEMPLATE: Tom: No. I started driving a taxi last year. (any longer) -RESPONSE: Tom doesn't drive a bus any longer. +TEMPLATE: Sam: Are you driving a bus now?\nTom: No. I started driving a taxi last year.\nTom: ____ (any longer) +RESPONSE: Tom isn't driving a bus any longer. +ACCEPT: isn't driving a bus any longer | Tom isn't driving a bus any longer | is not driving a bus any longer | Tom is not driving a bus any longer | doesn't drive a bus any longer | Tom doesn't drive a bus any longer | does not drive a bus any longer | Tom does not drive a bus any longer | He isn't driving a bus any longer | He is not driving a bus any longer -TEMPLATE: Sam: Are you driving a bus now? -TEMPLATE: Tom: No. I started driving a taxi last year. (no longer) -RESPONSE: Tom no longer drives a bus. +TEMPLATE: Sam: Are you driving a bus now?\nTom: No. I started driving a taxi last year.\nTom: ____ (no longer) +RESPONSE: Tom is no longer driving a bus. +ACCEPT: is no longer driving a bus | Tom is no longer driving a bus | no longer drives a bus | Tom no longer drives a bus | He is no longer driving a bus | He no longer drives a bus -TEMPLATE: Tom: John wants to be a pilot. -TEMPLATE: Bob: His brother is a pilot now. (yet) +TEMPLATE: Tom: John wants to be a pilot.\nBob: His brother is a pilot now.\nJohn: ____ (yet) RESPONSE: John isn't a pilot yet. +ACCEPT: isn't a pilot yet | John isn't a pilot yet | is not a pilot yet | John is not a pilot yet | He isn't a pilot yet | He is not a pilot yet -TEMPLATE: Tom: John wants to be a pilot. -TEMPLATE: Bob: His brother is a pilot now. (already) +TEMPLATE: Tom: John wants to be a pilot.\nBob: His brother is a pilot now.\nJohn's brother: ____ (already) RESPONSE: John's brother is already a pilot. +ACCEPT: is already a pilot | John's brother is already a pilot | He is already a pilot -TEMPLATE: Ray: Does Kim teach French? -TEMPLATE: Don: She did last year, but she doesn't now. (no longer) +TEMPLATE: Ray: Does Kim teach French?\nDon: She did last year, but she doesn't now.\nKim: ____ (no longer) RESPONSE: Kim no longer teaches French. +ACCEPT: no longer teaches French | Kim no longer teaches French | is no longer teaching French | Kim is no longer teaching French | She no longer teaches French | She is no longer teaching French -TEMPLATE: Ray: Does Kim teach French? -TEMPLATE: Don: She did last year, but she doesn't now. (any longer) +TEMPLATE: Ray: Does Kim teach French?\nDon: She did last year, but she doesn't now.\nKim: ____ (any longer) RESPONSE: Kim doesn't teach French any longer. +ACCEPT: doesn't teach French any longer | Kim doesn't teach French any longer | does not teach French any longer | Kim does not teach French any longer | isn't teaching French any longer | Kim isn't teaching French any longer | is not teaching French any longer | Kim is not teaching French any longer | She doesn't teach French any longer | She is not teaching French any longer + # Source: ST §Barbara Is Still a Secretary -$DIALOGUE Reading: Barbara Is Still a Secretary +$DIALOGUE Barbara Is Still a Secretary ID: l2-s17 -INTRO: One more decision-maker: read about Barbara, a secretary with bigger plans. -INSTRUCTION: Read the paragraphs. +INTRO: One more career in motion: Barbara is a secretary today, but not for much longer. Listen to her plans. +INSTRUCTION: Listen to the story. -LINE: Barbara is a secretary now, but she will be a college student in September. -LINE: She no longer likes her job or wants to work for a big company. -LINE: She has an associate degree. Now she wants a bachelor's degree. -LINE: She's thinking about a master's degree too. -LINE: Barbara will have to work while she's in college, but she won't work all day. -LINE: She has another job. She'll work part time in the school library. +Narrator: Barbara is a secretary now, but she will be a college student in September. +Narrator: She no longer likes her job or wants to work for a big company. +Narrator: She has an associate degree. Now she wants a bachelor's degree. +Narrator: She's thinking about a master's degree too. +Narrator: Barbara will have to work while she's in college, but she won't work all day. +Narrator: She has another job. She'll work part time in the school library. -# Source: ST §Ask and Answer About Barbara +# Source: ST §Questions: Barbara Is Still a Secretary $PRODUCE Ask and Answer About Barbara ID: l2-s18 -REFERENCE +REFERENCE: l2-s17 +INTRO: Now you ask the questions. For each cue word, ask a question about Barbara and answer it yourself, out loud. +INSTRUCTION: Ask and answer a question about Barbara using the cue word. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: The learner must produce a grammatically correct question using the prompted adverb (still, already, yet, anymore, no longer, any longer) based on Barbara's story, followed by a matching short or long answer. (e.g. prompt "still" -> "Is Barbara still a secretary? Yes, she is.") -INTRO: Now use each time word to ask AND answer a question about Barbara. Both halves are yours — her story is a tap away if you need it. -INSTRUCTION: Ask and answer a question about the paragraphs using the given word. +RUBRIC: Treat the model as one sample; accept any well-formed question using the cue word about Barbara, with an answer consistent with the model's facts. EXAMPLE PROMPT: still -RESPONSE: Is Barbara still a secretary? Yes, she is. - -PROMPT: already -RESPONSE: Does Barbara already have a degree? Yes, she already has an associate degree. - -PROMPT: yet -RESPONSE: Is she a college student yet? No, she isn't a college student yet. +RESPONSE: Is Barbara still a secretary?\n— Yes, she is. PROMPT: no longer -RESPONSE: Does she like her job? No, she no longer likes her job. +RESPONSE: Does Barbara still like her job?\n— No, she no longer likes her job. -PROMPT: anymore -RESPONSE: Does she want to work for a big company? No, she doesn't want to work for a big company anymore. +PROMPT: already +RESPONSE: Does Barbara already have a degree?\n— Yes, she already has an associate degree. -$SESSION 2-4: Careers and Job Offers +PROMPT: yet +RESPONSE: Does Barbara have a bachelor's degree yet?\n— No, she doesn't have one yet. -# Source: LLA 2B Figure 1 (vocabulary) -$DIALOGUE New Words: Offers and Careers -ID: l2b-vocab -INTRO: This part is about job offers and careers — accepting them, refusing them, and thinking them over. Listen to each new word in a sentence and repeat. + +$SESSION 2-4: Have You Ever? — The Present Perfect + +# Source: LLA 2C Figure 1 +$DIALOGUE The Present Perfect with Time Adverbs +ID: 12-2c-f1 +INTRO: In this part you'll practice "have" and "has" with the time adverbs you just learned. Listen to the sentences and repeat each one. INSTRUCTION: Listen and repeat. REPEAT -VOCAB: took -LINE: Larry took 6 math courses at the university. {bk12-l2b-f1-01-a.mp3} -LINE: He studied 6 math courses. {bk12-l2b-f1-01-b.mp3} +LINE: Cheryl hasn't eaten lunch yet. {bk12-l2c-f1-01.mp3} +LINE: Has Ed ever been to Los Angeles? {bk12-l2c-f1-02.mp3} +LINE: Lieutenant Martin has gone to Germany. {bk12-l2c-f1-03.mp3} +LINE: I haven't seen the new secretary yet. {bk12-l2c-f1-04.mp3} +LINE: Mr. Rogers hasn't answered all the questions. {bk12-l2c-f1-05.mp3} +LINE: Mr. Smith has already borrowed too much money. {bk12-l2c-f1-06.mp3} +LINE: Has Jerome cleaned his room yet? {bk12-l2c-f1-07.mp3} +LINE: Robert still hasn't fixed this door. {bk12-l2c-f1-08.mp3} -VOCAB: accept -LINE: That new job is a promotion. I'm going to accept it. {bk12-l2b-f1-02.mp3} -VOCAB: offer -LINE: The Navy made John a good offer. {bk12-l2b-f1-03-a.mp3} -LINE: They'll help pay for his education. {bk12-l2b-f1-03-b.mp3} +# Source: new (gap: present perfect is drilled in LLA 2C and ST but never restated in this lesson) +$GRAMMAR Talking About Before Now +ID: 12-2c-f1-g +INTRO: A quick word on the pattern you just heard, before we drill it. -LINE: The last time we ate at that restaurant, the food was terrible. {bk12-l2b-f1-04-a.mp3} -VOCAB: refuse -LINE: I refuse to go there again. {bk12-l2b-f1-04-b.mp3} +CARD: Use **have** or **has** plus the past participle for something that happened before now, when the exact time doesn't matter. +{Lieutenant Martin has gone to Germany.} +{Mr. Smith has already borrowed too much money.} -VOCAB: retire -LINE: Next year, James is going to retire. {bk12-l2b-f1-05-a.mp3} -LINE: He plans to travel all over the United States. {bk12-l2b-f1-05-b.mp3} +CARD: Use **yet** to ask about it — or to say it hasn't happened so far. +{Has Jerome cleaned his room yet?} +{Cheryl hasn't eaten lunch yet.} -VOCAB: just -LINE: I don't know where Captain Highland is. I just got here. {bk12-l2b-f1-06.mp3} +CARD: Use **ever** to ask about any time up to now. +{Has Ed ever been to Los Angeles?} -VOCAB: to offer -LINE: I think Mr. Moore is going to offer me that teaching job. {bk12-l2b-f1-07.mp3} -VOCAB: profession -LINE: Don is a doctor. He's part of the medical profession. {bk12-l2b-f1-08.mp3} +# Source: ST §Present Perfect: Indefinite Past +$DIALOGUE Short Dialogs: Have You Ever? +ID: l2-s20 +INTRO: Five little conversations, all in the present perfect. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT -# Source: LLA 2B Figure 1 (dialogue) -$DIALOGUE Dialogue: Mike's Medical Career -ID: l2b-f1-dialogue -INTRO: Jack wants to know what Mike is studying. Spoiler: it's not to become a doctor. Just listen. -INSTRUCTION: Listen to the dialogue. +Doug: Have you ever been to France? +Dave: No, I never have. Have you? -Jack: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-09.mp3} -Mike: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-10.mp3} -Jack: Are you going to be a doctor? {bk12-l2b-f1-11.mp3} -Mike: No. I'm going to be a nurse. {bk12-l2b-f1-12.mp3} -Jack: Will you get a degree? {bk12-l2b-f1-13.mp3} -Mike: Yes. My degree will be in nursing. {bk12-l2b-f1-14.mp3} -Jack: It sounds like an interesting career. {bk12-l2b-f1-15.mp3} +Rick: Don't hang up! I haven't talked to Tom yet. +Jack: Too late. He's already hung up. -# Source: LLA 2B Figure 1 (role-play) -$PRODUCE Role-play: You Are Mike -ID: l2b-f1-roleplay -REFERENCE +Mike: Has Tony chosen a university yet? +Cory: No, he hasn't decided anything about his future. + +Carl: How much money have you spent today? +Nick: Not much. I've only bought a magazine. + +Greg: Have you lent Aldo any money today? +Fred: Yes, I have. He's already borrowed $5.00 from me. + + +# Source: LLA 2C Figure 2 +$PRODUCE Already or Not Yet? +ID: 12-2c-f2 +INTRO: Every question gets two answers here: first say yes with "already", then say no with "yet". Repeat the model after each one. +INSTRUCTION: Answer aloud using the cue, then repeat. INPUT: speak CHECK: reveal -INTRO: Now take Mike's part. Listen to Jack, then say your printed line aloud. -INSTRUCTION: Read Mike's lines aloud. +REPEAT -PROMPT: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-16-q.mp3} -TEMPLATE: I'm taking a lot of medical courses, Jack. I'm in the medical field. -RESPONSE: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-16-a.mp3} +EXAMPLE +TEMPLATE: yes, already +PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex-q.mp3} +RESPONSE: Yes, I've already finished it. {bk12-l2c-f2-ex-a1.mp3} -PROMPT: Are you going to be a doctor? {bk12-l2b-f1-17-q.mp3} -TEMPLATE: No, I'm going to be a nurse. -RESPONSE: No. I'm going to be a nurse. {bk12-l2b-f1-17-a.mp3} +EXAMPLE +TEMPLATE: no, yet +PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex-q.mp3} +RESPONSE: No, I haven't finished it yet. {bk12-l2c-f2-ex-a2.mp3} -PROMPT: Will you get a degree? {bk12-l2b-f1-18-q.mp3} -TEMPLATE: Yes, my degree will be in nursing. -RESPONSE: Yes. My degree will be in nursing. {bk12-l2b-f1-18-a.mp3} +TEMPLATE: yes, already +PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q.mp3} +RESPONSE: Yes, she has already graduated. {bk12-l2c-f2-01-a1.mp3} -# Source: LLA 2B Figure 2 -$DIALOGUE Role-play: You Are Jack (Medical Courses) -ID: l2b-f2 -REFERENCE: l2b-f1-dialogue +TEMPLATE: no, yet +PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q.mp3} +RESPONSE: No, she hasn't graduated yet. {bk12-l2c-f2-01-a2.mp3} + +TEMPLATE: yes, already +PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q.mp3} +RESPONSE: Yes, I've already seen her. {bk12-l2c-f2-02-a1.mp3} + +TEMPLATE: no, yet +PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q.mp3} +RESPONSE: No, I haven't seen her yet. {bk12-l2c-f2-02-a2.mp3} + +TEMPLATE: yes, already +PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q.mp3} +RESPONSE: Yes, he's already learned Spanish. {bk12-l2c-f2-03-a1.mp3} + +TEMPLATE: no, yet +PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q.mp3} +RESPONSE: No, he hasn't learned Spanish yet. {bk12-l2c-f2-03-a2.mp3} + +TEMPLATE: yes, already +PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q.mp3} +RESPONSE: Yes, they have already realized it. {bk12-l2c-f2-04-a1.mp3} + +TEMPLATE: no, yet +PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q.mp3} +RESPONSE: No, they haven't realized it yet. {bk12-l2c-f2-04-a2.mp3} + +TEMPLATE: yes, already +PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q.mp3} +RESPONSE: Yes, he's already picked it up. {bk12-l2c-f2-05-a1.mp3} + +TEMPLATE: no, yet +PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q.mp3} +RESPONSE: No, he hasn't picked it up yet. {bk12-l2c-f2-05-a2.mp3} + + +# Source: ST §Marsha Has Forgiven John +$PRODUCE Marsha Has Forgiven John +ID: l2-s21 +INTRO: Read each exchange and type the present perfect form of the underlined verb in the gaps. +INSTRUCTION: Complete each sentence using the present perfect form of the underlined verb. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: Ned: Arthur *called* me yesterday.\nJay: He still ____{has} not ____{called} me. +RESPONSE: He still has not called me. + +TEMPLATE: Don: Several people *came* early.\nBob: Louis ____{has} not ____{come} yet. +RESPONSE: Louis has not come yet. + +TEMPLATE: Kim: Roger *got* three letters today.\nKen: He ____{has gotten|has got} almost a dozen letters this week. +RESPONSE: He has gotten almost a dozen letters this week. + +TEMPLATE: Doug: Albert *took* his medicine this morning.\nJohn: He ____{has taken} it regularly. +RESPONSE: He has taken it regularly. + +TEMPLATE: Jan: The students *read* the first story quickly.\nTim: Some of them ____{have} already ____{read} the book. +RESPONSE: Some of them have already read the book. + +TEMPLATE: Sam: John apologized, so Marsha should *forgive* him.\nLou: She ____{has} already ____{forgiven} him for his mistake. +RESPONSE: She has already forgiven him for his mistake. + +TEMPLATE: Bob: Thelma didn't *mean* to hurt Amy's feelings.\nPat: She ____{has} never ____{meant} to hurt anyone's feelings. +RESPONSE: She has never meant to hurt anyone's feelings. + + +# Source: ST §Tony Has Made a List +$PRODUCE Tony's Trip List +ID: l2-s22 +INTRO: Tony is getting ready for a trip to Miami, and he made a to-do list. Checked items are done; unchecked ones aren't. Write what he has already done — and what he hasn't done yet. +INSTRUCTION: Write a sentence: has Tony already done it, or not yet? +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: buy film (not checked) +RESPONSE: Tony hasn't bought film yet. +ACCEPT: Tony hasn't bought film yet | Tony has not bought film yet | He hasn't bought film yet | He has not bought film yet + +EXAMPLE +TEMPLATE: borrow camera (checked) +RESPONSE: He has already borrowed a camera. +ACCEPT: He has already borrowed a camera | Tony has already borrowed a camera + +TEMPLATE: get traveler's checks (not checked) +RESPONSE: Tony hasn't gotten traveler's checks yet. +ACCEPT: Tony hasn't gotten traveler's checks yet | Tony has not gotten traveler's checks yet | He hasn't gotten traveler's checks yet | He has not gotten traveler's checks yet | Tony hasn't got traveler's checks yet | He hasn't got traveler's checks yet + +TEMPLATE: find map of Miami (not checked) +RESPONSE: Tony hasn't found a map of Miami yet. +ACCEPT: Tony hasn't found a map of Miami yet | Tony has not found a map of Miami yet | He hasn't found a map of Miami yet | He has not found a map of Miami yet | Tony hasn't found the map of Miami yet | He hasn't found the map of Miami yet + +TEMPLATE: call travel agent (checked) +RESPONSE: He has already called the travel agent. +ACCEPT: He has already called the travel agent | Tony has already called the travel agent | He has already called a travel agent | Tony has already called a travel agent + +TEMPLATE: pick up airline tickets (not checked) +RESPONSE: Tony hasn't picked up the airline tickets yet. +ACCEPT: Tony hasn't picked up the airline tickets yet | Tony has not picked up the airline tickets yet | He hasn't picked up the airline tickets yet | He has not picked up the airline tickets yet | Tony hasn't picked up his airline tickets yet | He hasn't picked up his airline tickets yet + +TEMPLATE: make hotel reservation (checked) +RESPONSE: He has already made a hotel reservation. +ACCEPT: He has already made a hotel reservation | Tony has already made a hotel reservation | He has already made the hotel reservation | Tony has already made the hotel reservation + +TEMPLATE: send shirts to laundry (not checked) +RESPONSE: Tony hasn't sent his shirts to the laundry yet. +ACCEPT: Tony hasn't sent his shirts to the laundry yet | Tony has not sent his shirts to the laundry yet | He hasn't sent his shirts to the laundry yet | He has not sent his shirts to the laundry yet | Tony hasn't sent shirts to the laundry yet | He hasn't sent shirts to the laundry yet + +TEMPLATE: mail hotel room deposit (checked) +RESPONSE: He has already mailed the hotel room deposit. +ACCEPT: He has already mailed the hotel room deposit | Tony has already mailed the hotel room deposit | He has already mailed a hotel room deposit | Tony has already mailed a hotel room deposit + +TEMPLATE: pack suitcase (not checked) +RESPONSE: Tony hasn't packed his suitcase yet. +ACCEPT: Tony hasn't packed his suitcase yet | Tony has not packed his suitcase yet | He hasn't packed his suitcase yet | He has not packed his suitcase yet | Tony hasn't packed a suitcase yet | He hasn't packed a suitcase yet + + +# Source: ST §Have You Ever? +$PRODUCE Have You Ever? +ID: l2-s23 +INTRO: Now about you. For each cue, ask a "Have you ever" question out loud — and answer it honestly. We won't check. +INSTRUCTION: Ask and answer a question with "Have you ever...?" +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any appropriate question formed with "Have you ever" plus a past participle, and a matching short or full answer; yes or no is the learner's choice. + +EXAMPLE +PROMPT: play/baseball +RESPONSE: Have you ever played baseball?\n— Yes, I have. / No, I haven't. + +PROMPT: go/beach +RESPONSE: Have you ever gone to the beach?\n— Yes, I have. + +PROMPT: play/soccer +RESPONSE: Have you ever played soccer?\n— No, I haven't. + +PROMPT: meet/general +RESPONSE: Have you ever met a general?\n— Yes, I have. + +PROMPT: fly/airplane +RESPONSE: Have you ever flown in an airplane?\n— Yes, I have. + +PROMPT: visit/New York City +RESPONSE: Have you ever visited New York City?\n— No, I haven't. + +PROMPT: have/automobile accident +RESPONSE: Have you ever had an automobile accident?\n— No, I haven't. + +PROMPT: forget/something important +RESPONSE: Have you ever forgotten something important?\n— Yes, I have. + + +# Source: ST §How Many Times Have You...? +$PRODUCE How Many Have You...? +ID: l2-s24 +INTRO: Same idea, with numbers: ask "How many..." questions about today or this week, and answer for yourself. +INSTRUCTION: Ask and answer a question with "How many... have you...?" +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any well-formed question using "How many... have you" plus a past participle, and any appropriate answer; the number is the learner's choice. + +EXAMPLE +PROMPT: letters/get +RESPONSE: How many letters have you gotten this week?\n— I've gotten only one letter this week. + +EXAMPLE +PROMPT: letters/write +RESPONSE: How many letters have you written today?\n— I haven't written any letters today. + +PROMPT: meals/eat +RESPONSE: How many meals have you eaten today?\n— I've eaten two meals today. + +PROMPT: miles/walk +RESPONSE: How many miles have you walked this week?\n— I've walked ten miles this week. + +PROMPT: sodas/drink +RESPONSE: How many sodas have you drunk today?\n— I haven't drunk any sodas today. + +PROMPT: tests/take +RESPONSE: How many tests have you taken this week?\n— I've taken three tests this week. + +PROMPT: cigarettes/smoke +RESPONSE: How many cigarettes have you smoked today?\n— I haven't smoked any cigarettes today. + +PROMPT: telephone calls/make +RESPONSE: How many telephone calls have you made today?\n— I've made four telephone calls today. + +PROMPT: cups of coffee/drink +RESPONSE: How many cups of coffee have you drunk today?\n— I've drunk two cups of coffee today. + +PROMPT: pages of homework/do +RESPONSE: How many pages of homework have you done this week?\n— I've done five pages of homework this week. + +# SKIPPED (book): Writing Skill "READ AND LISTEN. UNDERLINE AND NUMBER." (p. 55) — instructor-read questions for passage annotation with no printed stimuli. + + +$SESSION 2-5: So and Or + +# Source: LLA 2B pre-figure sentence practice +$DIALOGUE Sentences with So and Or +ID: 12-2b-so-or +INTRO: In this part you'll learn to join two sentences with "so" and "or" — one gives a result, the other gives a choice. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: The movie was boring. So we went home. {bk12-l2b-f2-01.mp3} + +LINE: We can go to dinner. Or we can go to the movies. {bk12-l2b-f2-02.mp3} + +LINE: Fred was sick. So he didn't go to Al's party. {bk12-l2b-f2-03.mp3} + +LINE: You can give it to me. Or you can give it to my secretary. {bk12-l2b-f2-04.mp3} + +LINE: It was snowing. So we stayed at home. {bk12-l2b-f2-05.mp3} + +LINE: I can fly. Or I can take the train. {bk12-l2b-f2-06.mp3} + +LINE: Jim had a fever and a bad cough. So he went to the doctor. {bk12-l2b-f2-07.mp3} + +LINE: You can have chicken soup. Or you can have a chicken sandwich. {bk12-l2b-f2-08.mp3} + + +# Source: ST §Dialogs: So and Or +$DIALOGUE Dialogs with So and Or +ID: l2-s25 +INTRO: Three quick scenes — a doctor's office, a restaurant, and one very wet dog. Listen for "so" and "or", and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT + +VOCAB: or +Clerk: Can you wait until Monday, or do you need an appointment today? {st-page_064_001.jpg|A phone conversation between a receptionist and Maria} +VOCAB: so +Maria: I really feel awful, so I need an appointment right away. + +Steven: I don't have any cash, so I'll have to write a check. {st-page_064_002.jpg|A man at a restaurant talking to a waiter} +Waiter: You can write a check, or you can charge your meal if you want to. + +Tommy: Does Rex have to stay outside, or can he come in the house? {st-page_064_003.jpg|A boy talking to his mother while holding a wet dog outside} +Mother: He's wet and dirty, so please keep him outside. + + +# Source: ST §Coordinate Conjunction: So +$GRAMMAR The Conjunction "So" +ID: l2-s26 +INTRO: First conjunction: "so". It connects a situation to its result. + +CARD: We use **so** to express the result of a situation. +{I don't have any cash, so I'll write a check.} + +SUMMARY: +| SITUATION | RESULT | +|---|---| +| Because I don't have any cash, | I'll write a check. | +| I don't have any cash, | **so** I'll write a check. | + + +# Source: ST §Expressing Result with "So" +$PRODUCE Show the Result with "So" +ID: l2-s27 +INTRO: Rewrite each "because" sentence using "so" — situation first, result second. Type the whole new sentence. +INSTRUCTION: Change the sentence. Use "so" to show the result. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: Because it was raining, we took a taxi. +RESPONSE: It was raining, so we took a taxi. + +TEMPLATE: Because we didn't have classes on Friday, we went to the beach. +RESPONSE: We didn't have classes on Friday, so we went to the beach. + +TEMPLATE: Because we wanted to spend all day there, we decided to leave early. +RESPONSE: We wanted to spend all day there, so we decided to leave early. + +TEMPLATE: Because Tom and Doug had to work, they couldn't go. +RESPONSE: Tom and Doug had to work, so they couldn't go. + +TEMPLATE: Because Dave's car was out of gas, we went in Jack's car. +RESPONSE: Dave's car was out of gas, so we went in Jack's car. + +TEMPLATE: Because Jack was tired, Mike drove. +RESPONSE: Jack was tired, so Mike drove. + +TEMPLATE: Because we were hungry, we stopped and ate lunch on the way. +RESPONSE: We were hungry, so we stopped and ate lunch on the way. + +TEMPLATE: Because the water was cold, we didn't swim much. +RESPONSE: The water was cold, so we didn't swim much. + +TEMPLATE: Because I forgot to take a towel, Jack lent me one of his. +RESPONSE: I forgot to take a towel, so Jack lent me one of his. + + +# Source: ST §Coordinate Conjunction: Or +$GRAMMAR The Conjunction "Or" +ID: l2-s28 +INTRO: Second conjunction: "or". It joins two choices into one sentence. + +CARD: We use **or** to express a choice. +{We can charge the gas, or we can pay cash for it.} + +SUMMARY: +| CHOICE 1 | | CHOICE 2 | +|---|---|---| +| We can charge the gas. | | We can pay cash for it. | +| We can charge the gas, | **or** | we can pay cash for it. | + + +# Source: ST §Expressing Choice with "Or" +$PRODUCE Show the Choice with "Or" +ID: l2-s29 +INTRO: Combine each pair of sentences into one, with "or" in the middle. Type the whole sentence. +INSTRUCTION: Combine the two sentences. Use "or" to express a choice. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: We can go now.\nWe can leave later. +RESPONSE: We can go now, or we can leave later. + +TEMPLATE: We can listen to a tape.\nI can turn on the radio. +RESPONSE: We can listen to a tape, or I can turn on the radio. + +TEMPLATE: We can live in the barracks.\nWe can rent an apartment. +RESPONSE: We can live in the barracks, or we can rent an apartment. + +TEMPLATE: You may take the test Friday.\nYou may wait until Monday. +RESPONSE: You may take the test Friday, or you may wait until Monday. + +TEMPLATE: Can you answer the telephone?\nDo you want me to do it? +RESPONSE: Can you answer the telephone, or do you want me to do it? + +TEMPLATE: Do you have to leave today?\nCan you wait until tomorrow? +RESPONSE: Do you have to leave today, or can you wait until tomorrow? + +TEMPLATE: Could you lend me two dollars?\nShould I ask someone else? +RESPONSE: Could you lend me two dollars, or should I ask someone else? + +TEMPLATE: The children can stay with Aunt Kate.\nThey can come with us. +RESPONSE: The children can stay with Aunt Kate, or they can come with us. + +TEMPLATE: Does Jan still want to study math in college?\nHas she changed her mind? +RESPONSE: Does Jan still want to study math in college, or has she changed her mind? + + +# Source: ST §Dialog Practice with "Or" +$PRODUCE Say It with "Or" +ID: l2-s30 +INTRO: Read each mini-dialog and speak the missing line, joining the two choices in parentheses with "or". +INSTRUCTION: Ask or answer the question using "or" and the words in parentheses. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any grammatically correct question or answer that combines the two given choices with "or". + +EXAMPLE +PROMPT: Sam: What will you do this evening?\nPat: (read a book/watch TV) +RESPONSE: I'll read a book, or I'll watch TV. + +EXAMPLE +PROMPT: Pat: (go to a movie/go shopping)\nSam: I went shopping. +RESPONSE: Did you go to a movie, or did you go shopping? + +PROMPT: Ted: How will you get to your next base?\nTod: (fly/drive with a friend) +RESPONSE: I'll fly, or I'll drive with a friend. + +PROMPT: John: (accept university's offer/refuse it)\nMike: I'll accept it. +RESPONSE: Will you accept the university's offer, or will you refuse it? + +PROMPT: Lucy: What will Donna do when she finishes high school?\nMary: (go to college/get a job) +RESPONSE: She'll go to college, or she'll get a job. + +PROMPT: Al: (have car trouble/sleep late)\nEd: I had car trouble. +RESPONSE: Did you have car trouble, or did you sleep late? + +PROMPT: Dan: Where can the students get that book?\nJan: (borrow from the library/buy at a store) +RESPONSE: They can borrow it from the library, or they can buy it at a store. + +PROMPT: Carl: How can I apologize to Mr. Williams?\nMark: (call/write a letter) +RESPONSE: You can call, or you can write a letter. + +PROMPT: Harry: (want to get married/plan to stay single)\nLarry: I plan to stay single for a few years. +RESPONSE: Do you want to get married, or do you plan to stay single? + +PROMPT: Kim: If Al doesn't have any cash, how can he pay for his meal?\nLou: (charge it/write a check) +RESPONSE: He can charge it, or he can write a check. + +PROMPT: Wendy: What should I do with this flat tire?\nCindy: (repair it/replace it) +RESPONSE: You should repair it, or you should replace it. + +PROMPT: Ken: (should write with a pen/can use pencil)\nBen: You should write with a pen. +RESPONSE: Should I write with a pen, or can I use a pencil? + + +# Source: LLA 2B Figure 3 +$SELECT Finish the Sentence: So or Or +ID: 12-2b-f3 +INTRO: You'll hear the start of a sentence. Tap the phrase that best finishes it, then repeat the whole sentence. +INSTRUCTION: Tap the correct completer. +REPEAT + +OPTION: a | so we didn't go to the lake. +OPTION: b | or he can retire. +OPTION: c | so his mother picked him up. +OPTION: d | or do you need to think it over? +OPTION: e | or he can take the bus. +OPTION: f | so she'll have to take a lot of medical courses. +OPTION: g | or she can stay in a motel. +OPTION: h | so he'll take courses in the field of education. + +PROMPT: The baby was crying. {bk12-l2b-f3-01.mp3} +ANSWER: c +FEEDBACK: The baby was crying, so his mother picked him up. {bk12-l2b-f3-01-fb.mp3} + +PROMPT: Fred can ride with me. {bk12-l2b-f3-02.mp3} +ANSWER: e +FEEDBACK: Fred can ride with me, or he can take the bus. {bk12-l2b-f3-02-fb.mp3} + +PROMPT: Sergeant Richards can work 3 more years. {bk12-l2b-f3-03.mp3} +ANSWER: b +FEEDBACK: Sergeant Richards can work 3 more years, or he can retire. {bk12-l2b-f3-03-fb.mp3} + +PROMPT: Joanne wants to be a doctor. {bk12-l2b-f3-04.mp3} +ANSWER: f +FEEDBACK: Joanne wants to be a doctor, so she'll have to take a lot of medical courses. {bk12-l2b-f3-04-fb.mp3} + +PROMPT: Can you accept my offer? {bk12-l2b-f3-05.mp3} +ANSWER: d +FEEDBACK: Can you accept my offer, or do you need to think it over? {bk12-l2b-f3-05-fb.mp3} + +PROMPT: Bob chose teaching as a career. {bk12-l2b-f3-06.mp3} +ANSWER: h +FEEDBACK: Bob chose teaching as a career, so he'll take courses in the field of education. {bk12-l2b-f3-06-fb.mp3} + +PROMPT: It was raining very hard. {bk12-l2b-f3-07.mp3} +ANSWER: a +FEEDBACK: It was raining very hard, so we didn't go to the lake. {bk12-l2b-f3-07-fb.mp3} + +PROMPT: Julie can stay with her sister. {bk12-l2b-f3-08.mp3} +ANSWER: g +FEEDBACK: Julie can stay with her sister, or she can stay in a motel. {bk12-l2b-f3-08-fb.mp3} + + +# Source: LLA 2C Figure 3 +$SELECT Combine with "Or" or "So" +ID: 12-2c-f3 +INTRO: Listen to the two sentences, decide whether "or" or "so" joins them, then repeat the combined sentence. +INSTRUCTION: Choose "or" or "so". +REPEAT + +OPTION: or | or +OPTION: so | so + +EXAMPLE +PROMPT: Larry can drive all night. He can stay in a hotel. {bk12-l2c-f3-ex.mp3} +ANSWER: or +FEEDBACK: Larry can drive all night, or he can stay in a hotel. {bk12-l2c-f3-ex-fb.mp3} + +PROMPT: Jim woke up late. He arrived at work late. {bk12-l2c-f3-01.mp3} +ANSWER: so +FEEDBACK: Jim woke up late, so he arrived at work late. {bk12-l2c-f3-01-fb.mp3} + +PROMPT: Peter will not be here on Friday. He can't go to Tom's party. {bk12-l2c-f3-02.mp3} +ANSWER: so +FEEDBACK: Peter will not be here on Friday, so he can't go to Tom's party. {bk12-l2c-f3-02-fb.mp3} + +PROMPT: Alan can eat with us. He can eat with the Moors. {bk12-l2c-f3-03.mp3} +ANSWER: or +FEEDBACK: Alan can eat with us, or he can eat with the Moors. {bk12-l2c-f3-03-fb.mp3} + +PROMPT: Charlie borrowed $400. He can buy a plane ticket for his vacation. {bk12-l2c-f3-04.mp3} +ANSWER: so +FEEDBACK: Charlie borrowed $400, so he can buy a plane ticket for his vacation. {bk12-l2c-f3-04-fb.mp3} + +PROMPT: Captain Richards made a 95 on his quiz. He was very happy. {bk12-l2c-f3-05.mp3} +ANSWER: so +FEEDBACK: Captain Richards made a 95 on his quiz, so he was very happy. {bk12-l2c-f3-05-fb.mp3} + +PROMPT: Frank can work late tonight. He can come to work early tomorrow. {bk12-l2c-f3-06.mp3} +ANSWER: or +FEEDBACK: Frank can work late tonight, or he can come to work early tomorrow. {bk12-l2c-f3-06-fb.mp3} + +PROMPT: George can help his dad with the yard. He can stay home Saturday night. {bk12-l2c-f3-07.mp3} +ANSWER: or +FEEDBACK: George can help his dad with the yard, or he can stay home Saturday night. {bk12-l2c-f3-07-fb.mp3} + +PROMPT: You can use the stairs. You can use the escalator. {bk12-l2c-f3-08.mp3} +ANSWER: or +FEEDBACK: You can use the stairs, or you can use the escalator. {bk12-l2c-f3-08-fb.mp3} + + +# Source: ST §Combine Sentences: "So" or "Or" +$PRODUCE Write It: "So" or "Or" +ID: l2-s31 +INTRO: Now you decide in writing. Combine the two sentences with "so" or "or" and type the whole new sentence. +INSTRUCTION: Combine the two sentences using "so" or "or". +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: We didn't like the movie.\nWe left early. +RESPONSE: We didn't like the movie, so we left early. + +EXAMPLE +TEMPLATE: The children can watch TV.\nThey can go to a movie. +RESPONSE: The children can watch TV, or they can go to a movie. + +TEMPLATE: We can go out tonight.\nWe can stay home. +RESPONSE: We can go out tonight, or we can stay home. + +TEMPLATE: Albert didn't feel well.\nHe didn't come to work today. +RESPONSE: Albert didn't feel well, so he didn't come to work today. + +TEMPLATE: The other driver can slow down.\nHe can speed up. +RESPONSE: The other driver can slow down, or he can speed up. + +TEMPLATE: Alan wants to be an airplane mechanic.\nHe's going to a technical school. +RESPONSE: Alan wants to be an airplane mechanic, so he's going to a technical school. + +TEMPLATE: Alice doesn't want to live in Houston.\nShe's turning down the job offer. +RESPONSE: Alice doesn't want to live in Houston, so she's turning down the job offer. + +TEMPLATE: The students can rent a car.\nThey can borrow one. +RESPONSE: The students can rent a car, or they can borrow one. + +TEMPLATE: The store manager can refund your money.\nHe can credit your account. +RESPONSE: The store manager can refund your money, or he can credit your account. + +TEMPLATE: Alicia's only in the fifth grade.\nShe isn't worried about her future yet. +RESPONSE: Alicia's only in the fifth grade, so she isn't worried about her future yet. + +TEMPLATE: Adam has decided to retire.\nThis is his last tour of duty. +RESPONSE: Adam has decided to retire, so this is his last tour of duty. + +TEMPLATE: You can return the dress to the store.\nYou can exchange it for another one. +RESPONSE: You can return the dress to the store, or you can exchange it for another one. + + +# Source: ST §Writing Skill: Sentence Combining +$PRODUCE Sentence Combining: And, But, So, Or +ID: l2-s32 +INTRO: Last round of combining — this time the conjunction is given in parentheses. Type the whole combined sentence. +INSTRUCTION: Combine the two sentences using the conjunction in parentheses. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: Susan retired at age 62.\nHer husband kept working. (but) +RESPONSE: Susan retired at age 62, but her husband kept working. + +TEMPLATE: Tom refused to go to the party.\nHis wife did, too. (and) +RESPONSE: Tom refused to go to the party, and his wife did, too. +ACCEPT: Tom refused to go to the party, and his wife did, too. | Tom refused to go to the party, and his wife did too. + +TEMPLATE: He didn't get the job.\nHe cannot pay the rent. (so) +RESPONSE: He didn't get the job, so he cannot pay the rent. + +TEMPLATE: It's raining today.\nI will take my umbrella. (so) +RESPONSE: It's raining today, so I will take my umbrella. + +TEMPLATE: Will you go to college?\nWill you get a job? (or) +RESPONSE: Will you go to college, or will you get a job? + +TEMPLATE: Alex went to college.\nMary didn't. (but) +RESPONSE: Alex went to college, but Mary didn't. + +TEMPLATE: Tom wanted to be a doctor.\nHe didn't want to go to college. (but) +RESPONSE: Tom wanted to be a doctor, but he didn't want to go to college. + +TEMPLATE: Tom learned English at the university.\nHis future looks good. (and) +RESPONSE: Tom learned English at the university, and his future looks good. + +TEMPLATE: Did Alex select a career in mechanics?\nDid he select a career in the military? (or) +RESPONSE: Did Alex select a career in mechanics, or did he select a career in the military? + + +$SESSION 2-6: Future Plans and Decisions + +# Source: LLA 2D pre-figure vocabulary +$DIALOGUE New Words: Careers and Higher Education +ID: 12-2d-vocab +INTRO: In this part you'll put everything together and talk about careers and plans. First, a few more words — listen and repeat each sentence. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +VOCAB: career +LINE: Larry wants a career in the military. He wants to work in the military for 20 years. {bk12-l2d-f1-01.mp3} + +VOCAB: choice +LINE: Tom has a choice. He can be a lawyer, or he can be a teacher. {bk12-l2d-f1-02.mp3} + +VOCAB: course +LINE: Janet is going to take 5 courses next year. She will have 5 classes. {bk12-l2d-f1-03.mp3} + +VOCAB: professional +LINE: Pele was a professional soccer player. He played for money. {bk12-l2d-f1-04.mp3} + +VOCAB: medical +LINE: My brother is going to medical school. He's going to be a doctor. {bk12-l2d-f1-05.mp3} + +VOCAB: degree +LINE: Harold graduated from the university last month. He got his degree in history. {bk12-l2d-f1-06.mp3} + +VOCAB: high school +LINE: John will be 18 years old when he finishes his last year of high school. {bk12-l2d-f1-07.mp3} + +VOCAB: technical +LINE: Roger finished technical school. He learned how to fix cars. {bk12-l2d-f1-08.mp3} + +VOCAB: to talk over +LINE: Her husband wants to buy a new car. They're going to talk it over tonight. {bk12-l2d-f1-09.mp3} + +# Source: LLA 2D pre-figure Q&A +$PRODUCE Questions About the New Words +ID: 12-2d-vocab-qa +REFERENCE: 12-2d-vocab +INTRO: Now the tape checks your memory. Answer each question about the sentences you just heard, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What does Larry want? {bk12-l2d-f1-qa1-q.mp3} +RESPONSE: He wants a career in the military. {bk12-l2d-f1-qa1-a.mp3} + +PROMPT: What does Tom have? {bk12-l2d-f1-qa2-q.mp3} +RESPONSE: He has a choice. {bk12-l2d-f1-qa2-a.mp3} + +PROMPT: What is Janet going to take next year? {bk12-l2d-f1-qa3-q.mp3} +RESPONSE: She's going to take 5 courses. {bk12-l2d-f1-qa3-a.mp3} + +PROMPT: Who was Pele? {bk12-l2d-f1-qa4-q.mp3} +RESPONSE: He was a professional soccer player. {bk12-l2d-f1-qa4-a.mp3} + +PROMPT: What is your brother doing? {bk12-l2d-f1-qa5-q.mp3} +RESPONSE: He's going to medical school. {bk12-l2d-f1-qa5-a.mp3} + +PROMPT: What did Harold get his degree in? {bk12-l2d-f1-qa6-q.mp3} +RESPONSE: He got his degree in history. {bk12-l2d-f1-qa6-a.mp3} + +PROMPT: How old will John be when he finishes high school? {bk12-l2d-f1-qa7-q.mp3} +RESPONSE: He'll be 18 when he finishes high school. {bk12-l2d-f1-qa7-a.mp3} + +PROMPT: What did Roger learn in technical school? {bk12-l2d-f1-qa8-q.mp3} +RESPONSE: He learned how to fix cars. {bk12-l2d-f1-qa8-a.mp3} + +PROMPT: Is her husband going to buy a new car? {bk12-l2d-f1-qa9-q.mp3} +RESPONSE: I don't know. They're going to talk it over tonight. {bk12-l2d-f1-qa9-a.mp3} + + +# Source: LLA 2D Figure 1 +$DIALOGUE Jack's Future Plans +ID: 12-2d-f1 +INTRO: School is almost out, and Jack already knows exactly what's next. Listen to him and Don talk about life after graduation. +INSTRUCTION: Listen to the dialogue. + +Jack: Well, Don, Friday is our last day. {bk12-l2d-f1-d01.mp3} +Don: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-d02.mp3} +Jack: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-d03.mp3} +Don: What courses will you take? {bk12-l2d-f1-d04.mp3} +Jack: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-d05.mp3} +Don: It sounds like you have a good future ahead of you. {bk12-l2d-f1-d06.mp3} + +# Source: LLA 2D Figure 1 (role-play) +$DIALOGUE Role-Play: Take Don's Part +ID: 12-2d-f1-role-don +REFERENCE: 12-2d-f1 +PLAY_ROLE: Don +INTRO: Practice the dialogue again. This time you take Don's part and ask the questions. +INSTRUCTION: You are Don — speak your lines in the pauses. + +# Source: LLA 2D Figure 2 (role-play) +$DIALOGUE Role-Play: Take Jack's Part +ID: 12-2d-f2-role-jack +REFERENCE: 12-2d-f1 PLAY_ROLE: Jack -INTRO: Now switch: you are Jack, and you start the conversation. Say your lines aloud, then listen to Mike. -INSTRUCTION: Read Jack's lines aloud. +INTRO: Once more, with you as Jack — the one with the plan. You speak first. +INSTRUCTION: You are Jack — speak your lines in the pauses. -$DIALOGUE Short Dialogue: Sam's Career -ID: l2b-f4-d1 -INTRO: A quick exchange: Bob asks Sam about a job he turned down. Listen for what Sam decided instead. + +# Source: LLA 2D Figure 3 +$DIALOGUE A Job Offer +ID: 12-2d-f3 +INTRO: A son comes home with good news and a decision to make — and Mom is ready to talk it over. Listen to the dialogue. +INSTRUCTION: Listen to the dialogue. + +Son: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-d01.mp3} +Mom: Is it a good job? {bk12-l2d-f2-d02.mp3} +Son: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-d03.mp3} +Mom: It sounds good. {bk12-l2d-f2-d04.mp3} +Son: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-d05.mp3} +Mom: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-d06.mp3} +Son: Thanks, Mom. {bk12-l2d-f2-d07.mp3} + +# Source: LLA 2D Figure 3 (role-play) +$DIALOGUE Role-Play: Take Mom's Part +ID: 12-2d-f3-role-mom +REFERENCE: 12-2d-f3 +PLAY_ROLE: Mom +INTRO: Now take Mom's part in the conversation — supportive, but not pushy. +INSTRUCTION: You are Mom — speak your lines in the pauses. + +# Source: LLA 2D Figure 4 (role-play) +$DIALOGUE Role-Play: Take the Son's Part +ID: 12-2d-f4-role-son +REFERENCE: 12-2d-f3 +PLAY_ROLE: Son +INTRO: Now the job offer is yours. Take the son's part and start the conversation. +INSTRUCTION: You are Son — speak your lines in the pauses. + + +# Source: LLA 2D Figure 5 +$DIALOGUE Tony Buys a Car +ID: 12-2d-f5 +INTRO: Tony's old car finally asked for $600 too many. Listen to him and Glen talk about the new one. +INSTRUCTION: Listen to the dialogue. + +Glen: Hey, Tony, you really need a new car. {bk12-l2d-f4-d01.mp3} +Tony: I know, Glen. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-d02.mp3} +Glen: What kind are you going to buy? {bk12-l2d-f4-d03.mp3} +Tony: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-d04.mp3} +Glen: Bring it to my house when you get it. I want a ride in it. {bk12-l2d-f4-d05.mp3} +Tony: Okay, Glen. See you in about 2 weeks. {bk12-l2d-f4-d06.mp3} + +# Source: LLA 2D Figure 5 (role-play) +$DIALOGUE Role-Play: Take Tony's Part +ID: 12-2d-f5-role-tony +REFERENCE: 12-2d-f5 +PLAY_ROLE: Tony +INTRO: Now the $600 repair bill is yours. Take Tony's part in the conversation. +INSTRUCTION: You are Tony — speak your lines in the pauses. + +# Source: LLA 2D Figure 6 (role-play) +$DIALOGUE Role-Play: Take Glen's Part +ID: 12-2d-f6-role-glen +REFERENCE: 12-2d-f5 +PLAY_ROLE: Glen +INTRO: Now take Glen's part and start the conversation. +INSTRUCTION: You are Glen — speak your lines in the pauses. + + +# Source: LLA 2B Figure 4 (dialog 1 + question) +$DIALOGUE Listening: Sam's Career Choice +ID: 12-2b-f4-d1 +INTRO: A short listening scene: Bob asks Sam about the job he turned down. Just listen — a question follows. INSTRUCTION: Listen to the dialogue. Bob: Did you turn down that job at the phone company, Sam? {bk12-l2b-f4-01.mp3} @@ -900,100 +1724,192 @@ Sam: I sure did, Bob. {bk12-l2b-f4-02.mp3} Bob: What profession did you decide on? {bk12-l2b-f4-03.mp3} Sam: I decided on a career in the military. {bk12-l2b-f4-04.mp3} -# Source: LLA 2B Figure 4 (question 1) -$PRODUCE Question: Sam's Career -ID: l2b-f4-q1 -REFERENCE +$PRODUCE Question: Sam's Career Choice +ID: 12-2b-f4-q1 +REFERENCE: 12-2b-f4-d1 INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any statement that Sam chose the military. -INTRO: Now answer the question about Sam. Say it aloud in a full sentence. +INTRO: Answer the question about Sam's conversation in a complete sentence. INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any full-sentence answer stating that Sam chose a career in the military. -PROMPT: What career did Sam choose? {bk12-l2b-f4-05-q.mp3} -RESPONSE: Sam chose a career in the military. {bk12-l2b-f4-05-a.mp3} +PROMPT: What career did Sam choose? {bk12-l2b-f4-05.mp3} +RESPONSE: Sam chose a career in the military. {bk12-l2b-f4-06.mp3} -# Source: LLA 2B Figure 4 (dialog 2) -$DIALOGUE Short Dialogue: Sally's Vacation -ID: l2b-f4-d2 -INTRO: Another short one: Sally's vacation plans versus the weather. Listen. +# Source: LLA 2B Figure 4 (dialog 2 + question) +$DIALOGUE Listening: Sally's Vacation Plans +ID: 12-2b-f4-d2 +INTRO: One more short scene — Sally has vacation plans, and the weather has other ideas. Listen, then answer a question. INSTRUCTION: Listen to the dialogue. -Man1: Where are you going on your vacation, Sally? {bk12-l2b-f4-06.mp3} -Sally: I want to go to the beach. {bk12-l2b-f4-07.mp3} -Man1: It's rainy and windy today. {bk12-l2b-f4-08.mp3} -Sally: I hope it clears up before I go. {bk12-l2b-f4-09.mp3} +Bob: Where are you going on your vacation, Sally? {bk12-l2b-f4-07.mp3} +Sally: I want to go to the beach. {bk12-l2b-f4-08.mp3} +LINE: It's rainy and windy today. I hope it clears up before I go. {bk12-l2b-f4-09.mp3} -# Source: LLA 2B Figure 4 (question 2) $PRODUCE Question: Sally's Vacation -ID: l2b-f4-q2 -REFERENCE +ID: 12-2b-f4-q2 +REFERENCE: 12-2b-f4-d2 +INPUT: speak +CHECK: llm +INTRO: Answer the question about Sally's vacation plans in a complete sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any full-sentence answer stating that Sally wants to go to the beach. + +PROMPT: Where does Sally want to go on her vacation? {bk12-l2b-f4-10.mp3} +RESPONSE: Sally wants to go to the beach. {bk12-l2b-f4-11.mp3} + + +# Source: ST §Why Did You Do That? +$DIALOGUE Why Did You Do That? +ID: l2-s33 +INTRO: Tim has decided almost everything — the job, the city, the car. Almost. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Joe: What did you decide to do about the job offers? +Tim: I've decided to take the one in Denver. + +Joe: Instead of the one in Dallas? Why did you do that? +Tim: The pay is good, and I can take some courses there. + +Joe: When do you plan to leave? +Tim: Sometime next month. + +Joe: How are you going to get there? By plane? +Tim: No, I'm going to take my car instead. + +Joe: Where are you going to live in Denver? +Tim: I haven't made up my mind yet. + +# Source: ST §What Did You Decide? +$DIALOGUE Asking About Decisions +ID: l2-s34 +INTRO: Here are the questions people ask when someone is deciding something. Listen and repeat each one — you'll use them in a moment. +INSTRUCTION: Listen and repeat these questions about decisions. +REPEAT + +LINE: What did you decide? +LINE: What are you going to do? +LINE: What have you decided to do? +LINE: Have you made up your mind? +LINE: Have you made a decision? +LINE: Have you changed your mind? +LINE: Where have you decided to go? +LINE: Which offer are you going to accept? +LINE: Did you decide to do it? +LINE: Did you decide not to do it? +LINE: When are you going to do it? +LINE: Why did you make that choice? + +# Source: ST §Have You Made Up Your Mind? +$PRODUCE Ask About the Decision +ID: l2-s35 +INTRO: Read each situation, then ask the person a natural question about their decision — out loud. +INSTRUCTION: Read the situation, then ask a question about the decision. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any statement that Sally wants to go to the beach. -INTRO: Answer the question about Sally aloud, in a full sentence. -INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any natural, well-formed question asking about the person's decision in the given situation. -PROMPT: Where does Sally want to go on her vacation? {bk12-l2b-f4-10-q.mp3} -RESPONSE: Sally wants to go to the beach. {bk12-l2b-f4-10-a.mp3} +EXAMPLE +PROMPT: Your friend is trying to select a college. +RESPONSE: Have you made up your mind about a college? + +EXAMPLE +PROMPT: Your sister is trying to choose a car. +RESPONSE: Which car did you decide to buy? + +PROMPT: Your friend lives on base. He wants to move off base, so he is looking for an apartment. +RESPONSE: Have you found an apartment yet? + +PROMPT: Your friend has talked to you about his vacation. He has been thinking about two different places. +RESPONSE: Where have you decided to go on vacation? + +PROMPT: Your friend will be graduating from high school soon. She wants to be a mechanic. She is thinking about two different technical schools. +RESPONSE: Which technical school are you going to choose? + +PROMPT: Your friend has just received a job offer from a large department store. You want to know what she will decide. +RESPONSE: Are you going to accept the job offer, or are you going to turn it down? + +# Source: ST §I've Decided to Take the Job. +$DIALOGUE Announcing a Decision +ID: l2-s36 +INTRO: And here's how to announce a decision once it's made. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat these sentences about decisions. +REPEAT + +LINE: I've decided to take the job. +LINE: I finally made up my mind. I'm going to refuse the offer. +LINE: I've changed my mind. I'm not going to buy a car. +LINE: I've made a decision. I'm going to finish my education. +LINE: I've made up my mind. I'm going to go to the university. +LINE: I've made a choice between courses. I'm going to take German instead of French. +LINE: I've thought it over carefully. I'm not going to take German. I'm going to take French instead. +LINE: I've made a decision. I'm going to turn down the offer. + +# SKIPPED (book): Function "WHAT ARE YOU GOING TO DO?" (p. 66) — instructor-read oral questions with no printed stimuli. +# SKIPPED (book): Speaking Skill "I'VE MADE MY DECISION" & "WHO? WHAT? WHEN?..." (pp. 66-68) — open/co-constructed student role-play and discussion tasks. + + +$SESSION 2-7: Reading and Listening Skills # Source: LLA 2B Figure 5 -$SELECT Choose the Statement With the Same Meaning -ID: l2b-f5 -INTRO: Listen to each sentence, then tap the statement that means the same thing. It's a meaning check, not a memory test. -INSTRUCTION: Tap the correct statement. +$SELECT Same Meaning: Listen and Choose +ID: 12-2b-f5 +INTRO: This part sharpens your reading and listening. First: listen to each sentence, then tap the statement that means the same thing, and repeat the answer. +INSTRUCTION: Tap the statement with the same meaning. REPEAT EXAMPLE -PROMPT: Margaret and Joe make a nice couple. {bk12-l2b-f5-ex.mp3} +PROMPT: Margaret and Joe make a nice couple. {bk12-l2b-f5-01.mp3} OPTION: a | Margaret and Joe work together. OPTION: b | Margaret and Joe are brother and sister. OPTION: c | Margaret and Joe are married. ANSWER: c -FEEDBACK: Margaret and Joe are married. {bk12-l2b-f5-ex-a.mp3} +FEEDBACK: Margaret and Joe are married. {bk12-l2b-f5-01-fb.mp3} -PROMPT: The coach said they had to practice again on Wednesday. {bk12-l2b-f5-01.mp3} +PROMPT: The coach said they had to practice again on Wednesday. {bk12-l2b-f5-02.mp3} OPTION: a | A coach teaches people sports. OPTION: b | A coach is a policeman. OPTION: c | A coach is a soldier in the Army. ANSWER: a -FEEDBACK: A coach teaches people sports. +FEEDBACK: A coach teaches people sports. {bk12-l2b-f5-02-fb.mp3} -PROMPT: Sally doubts that she can come to dinner. She's not feeling well. {bk12-l2b-f5-02.mp3} +PROMPT: Sally doubts that she can come to dinner. She's not feeling well. {bk12-l2b-f5-03.mp3} OPTION: a | Sally thinks she can come. OPTION: b | Sally doesn't think she can come. OPTION: c | Sally doesn't want to come. ANSWER: b -FEEDBACK: Sally doesn't think she can come. +FEEDBACK: Sally doesn't think she can come. {bk12-l2b-f5-03-fb.mp3} -PROMPT: That new high school needs a stadium for their football, soccer, and baseball games. {bk12-l2b-f5-03.mp3} +PROMPT: That new high school needs a stadium for their football, soccer, and baseball games. {bk12-l2b-f5-04.mp3} OPTION: a | The school needs a place to eat. OPTION: b | The school needs a quiet place to study. OPTION: c | The school needs a place to play sports. ANSWER: c -FEEDBACK: The school needs a place to play sports. +FEEDBACK: The school needs a place to play sports. {bk12-l2b-f5-04-fb.mp3} -PROMPT: Henry got several presents for his birthday. He got a bicycle, a watch, and two small trucks. {bk12-l2b-f5-04.mp3} +PROMPT: Henry got several presents for his birthday. He got a bicycle, a watch, and two small trucks. {bk12-l2b-f5-05.mp3} OPTION: a | Henry ate lots of cake. OPTION: b | Henry got lots of gifts. OPTION: c | Henry spent lots of money. ANSWER: b -FEEDBACK: Henry got lots of gifts. {bk12-l2b-f5-04-a.mp3} +FEEDBACK: Henry got lots of gifts. {bk12-l2b-f5-05-fb.mp3} -PROMPT: Mary Lou bought 3 necklaces, 4 rings, and 2 pairs of earrings. {bk12-l2b-f5-05.mp3} +PROMPT: Mary Lou bought 3 necklaces, 4 rings, and 2 pairs of earrings. {bk12-l2b-f5-06.mp3} OPTION: a | Mary Lou bought lots of jewelry. OPTION: b | Mary Lou bought lots of clothes. OPTION: c | Mary Lou bought lots of food. ANSWER: a -FEEDBACK: Mary Lou bought lots of jewelry. +FEEDBACK: Mary Lou bought lots of jewelry. {bk12-l2b-f5-06-fb.mp3} + +# SKIPPED (book+tape): LLA 2B Figure 6 — coordinate grid marking task with no direct mobile interaction. # Source: ST §Select the Meaning -$SELECT Words in Context +$SELECT Words in Context: Select the Meaning ID: l2-s19 -INTRO: Read each sentence and tap the meaning of the emphasized word. The sentence around it gives you everything you need — no dictionary heroics required. -INSTRUCTION: Tap the word with the same meaning as the emphasized word. +INTRO: Now use the sentence around a new word to guess what it means. Tap the word or phrase with the same meaning as the underlined word. +INSTRUCTION: Tap the word or phrase with the same meaning as the underlined word. EXAMPLE TEMPLATE: Tony used an *almanac* in the library to find out more about the country of Kuwait. @@ -1032,1070 +1948,211 @@ OPTION: b | something bought cheaply OPTION: c | something fixed ANSWER: b -# SKIPPED (book): Figure 6 — Grid placement task; skip per rules. - -$SESSION 2-5: Conjunctions "So" and "Or" - -# Source: LLA 2B Figure 2 (conjunctions presentation) -$DIALOGUE Listening: So and Or -ID: l2b-conj -INTRO: This part teaches two small, hardworking words: "so" for results and "or" for choices. Listen to the sentences and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: The movie was boring. So we went home. {bk12-l2b-f2-04.mp3} -LINE: We can go to dinner. Or we can go to the movies. {bk12-l2b-f2-05.mp3} -LINE: Fred was sick. So he didn't go to Al's party. {bk12-l2b-f2-06.mp3} -LINE: You can give it to me. Or you can give it to my secretary. {bk12-l2b-f2-07.mp3} -LINE: It was snowing. So we stayed at home. {bk12-l2b-f2-08.mp3} -LINE: I can fly. Or I can take the train. {bk12-l2b-f2-09.mp3} -LINE: Jim had a fever and a bad cough. {bk12-l2b-f2-10-a.mp3} -LINE: So he went to the doctor. {bk12-l2b-f2-10-b.mp3} -LINE: You can have chicken soup. Or you can have a chicken sandwich. {bk12-l2b-f2-11.mp3} - -# Source: ST §Do You Need an Appointment Today... -$DIALOGUE Dialogues With So and Or -ID: l2-s25 -INTRO: Read three short dialogues where people face results and choices — a sick patient, an empty wallet, and a wet dog. -INSTRUCTION: Read the dialogs. - -Clerk: Can you wait until Monday, or do you need an appointment today? {st-page_064_001.jpg} -Maria: I really feel awful, so I need an appointment right away. {st-page_064_001.jpg} - -Steven: I don't have any cash, so I'll have to write a check. {st-page_064_002.jpg} -Waiter: You can write a check, or you can charge your meal if you want to. {st-page_064_002.jpg} - -Tommy: Does Rex have to stay outside, or can he come in the house? {st-page_064_003.jpg} -Mother: He's wet and dirty, so please keep him outside. {st-page_064_003.jpg} - -# Source: ST §I Don't Have Any Money, So I Need to Write a Check -$GRAMMAR So — Expressing a Result -ID: l2-s26 -INTRO: A closer look at "so": it links a situation to its result. - -CARD: We use the conjunction **so** to show the result of a situation or action. -{I don't have any cash, so I'll write a check.} - -CARD: It joins two ideas together. The situation comes first, followed by **so** and the result. -{It is raining, so we will stay inside.} -{He was tired, so he went to bed early.} - -CARD: Compare **so** with **because**. **Because** introduces the reason, while **so** introduces the result. -{Because I don't have any cash, I'll write a check.} -{I don't have any cash, so I'll write a check.} - -SUMMARY: -| SITUATION | RESULT | -|---|---| -| Because I don't have any cash, | I'll write a check. | -| I don't have any cash, | **so** I'll write a check. | - -$PRODUCE Practice: Use So -ID: l2-s27 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Now change each "because" sentence into a "so" sentence, aloud. Situation first, result second — the meaning stays put. -INSTRUCTION: Change the sentence aloud. Use "so" to show the result. (Don't use "because".) - -EXAMPLE -PROMPT: Because it was raining, we took a taxi. -RESPONSE: It was raining, so we took a taxi. - -PROMPT: Because we didn't have classes on Friday, we went to the beach. -RESPONSE: We didn't have classes on Friday, so we went to the beach. - -PROMPT: Because we wanted to spend all day there, we decided to leave early. -RESPONSE: We wanted to spend all day there, so we decided to leave early. - -PROMPT: Because Tom and Doug had to work, they couldn't go. -RESPONSE: Tom and Doug had to work, so they couldn't go. - -PROMPT: Because Dave's car was out of gas, we went in Jack's car. -RESPONSE: Dave's car was out of gas, so we went in Jack's car. - -PROMPT: Because Jack was tired, Mike drove. -RESPONSE: Jack was tired, so Mike drove. - -PROMPT: Because we were hungry, we stopped and ate lunch on the way. -RESPONSE: We were hungry, so we stopped and ate lunch on the way. - -PROMPT: Because the water was cold, we didn't swim much. -RESPONSE: The water was cold, so we didn't swim much. - -PROMPT: Because I forgot to take a towel, Jack lent me one of his. -RESPONSE: I forgot to take a towel, so Jack lent me one of his. - -# Source: ST §I Can Pay Cash for the Gas, or I Can Charge It -$GRAMMAR Or — Expressing a Choice -ID: l2-s28 -INTRO: And now "or": it links two choices. - -CARD: We use the word **or** to express a choice. Here are two separate options. -{We can charge the gas.} -{We can pay cash for it.} - -CARD: You can combine these two choices into one sentence using **or**. We use a comma before **or** when connecting two full sentences. -{We can charge the gas, or we can pay cash for it.} - -CARD: Let's look at another example of expressing a choice. -{You can take the bus.} -{You can walk to work.} -{You can take the bus, or you can walk to work.} - -SUMMARY: -| | | | -|---|---|---| -| We can charge the gas. | | We can pay cash for it. | -| We can charge the gas, | **or** | we can pay cash for it. | - -$PRODUCE Practice: Use Or -ID: l2-s29 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Combine each pair of sentences aloud with "or". Two sentences in, one choice out. -INSTRUCTION: Combine the two sentences aloud. Use "or" to express a choice. - -EXAMPLE -PROMPT: We can go now. We can leave later. -RESPONSE: We can go now, or we can leave later. - -PROMPT: We can listen to a tape. I can turn on the radio. -RESPONSE: We can listen to a tape, or I can turn on the radio. - -PROMPT: We can live in the barracks. We can rent an apartment. -RESPONSE: We can live in the barracks, or we can rent an apartment. - -PROMPT: You may take the test Friday. You may wait until Monday. -RESPONSE: You may take the test Friday, or you may wait until Monday. - -PROMPT: Can you answer the telephone? Do you want me to do it? -RESPONSE: Can you answer the telephone, or do you want me to do it? - -PROMPT: Do you have to leave today? Can you wait until tomorrow? -RESPONSE: Do you have to leave today, or can you wait until tomorrow? - -PROMPT: Could you lend me two dollars? Should I ask someone else? -RESPONSE: Could you lend me two dollars, or should I ask someone else? - -PROMPT: The children can stay with Aunt Kate. They can come with us. -RESPONSE: The children can stay with Aunt Kate, or they can come with us. - -PROMPT: Does Jan still want to study math in college? Has she changed her mind? -RESPONSE: Does Jan still want to study math in college, or has she changed her mind? - -# Source: ST §I'll Watch TV, or I'll Read a Book -$PRODUCE Ask and Answer With Or -ID: l2-s30 -INPUT: speak -CHECK: reveal -INTRO: Read each exchange and use the cues in parentheses to build the "or" sentence — sometimes it's the question, sometimes the answer. Say the whole thing aloud. -INSTRUCTION: Ask and answer questions in the dialog aloud. Use "or" and the cues. - -EXAMPLE -TEMPLATE: Sam: What will you do this evening? -TEMPLATE: Pat: (read a book / watch TV) -RESPONSE: I'll read a book, or I'll watch TV. - -EXAMPLE -TEMPLATE: Pat: (go to a movie / go shopping) -RESPONSE: Did you go to a movie, or did you go shopping? - -TEMPLATE: Ted: How will you get to your next base? -TEMPLATE: Tod: (fly / drive with a friend) -RESPONSE: I'll fly, or I'll drive with a friend. - -TEMPLATE: John: (accept university's offer / refuse it)? -TEMPLATE: Mike: I'll accept it. -RESPONSE: Will you accept the university's offer, or will you refuse it? - -TEMPLATE: Lucy: What will Donna do when she finishes high school? -TEMPLATE: Mary: (go to college / get a job) -RESPONSE: She'll go to college, or she'll get a job. - -TEMPLATE: Al: (have car trouble / sleep late)? -TEMPLATE: Ed: I had car trouble. -RESPONSE: Did you have car trouble, or did you sleep late? - -TEMPLATE: Dan: Where can the students get that book? -TEMPLATE: Jan: (borrow from the library / buy at a store) -RESPONSE: They can borrow it from the library, or they can buy it at a store. - -TEMPLATE: Carl: How can I apologize to Mr. Williams? -TEMPLATE: Mark: (call / write a letter) -RESPONSE: You can call, or you can write a letter. - -TEMPLATE: Harry: (want to get married / plan to stay single)? -TEMPLATE: Larry: I plan to stay single for a few years. -RESPONSE: Do you want to get married, or do you plan to stay single? - -TEMPLATE: Kim: If Al doesn't have any cash, how can he pay for his meal? -TEMPLATE: Lou: (charge it / write a check) -RESPONSE: He can charge it, or he can write a check. - -TEMPLATE: Wendy: What should I do with this flat tire? -TEMPLATE: Cindy: (repair it / replace it) -RESPONSE: You can repair it, or you can replace it. - -TEMPLATE: Ken: (should write with a pen / can use pencil)? -TEMPLATE: Ben: You should write with a pen. -RESPONSE: Should I write with a pen, or can I use a pencil? - -# Source: LLA 2B Figure 3 -$SELECT Match the Sentence Endings -ID: l2b-f3 -INTRO: Listen to the first half of a sentence, then tap the ending that completes it best. Then repeat the whole sentence. -INSTRUCTION: Tap the correct ending. -REPEAT - -OPTION: a | so we didn't go to the lake. -OPTION: b | or he can retire. -OPTION: c | so his mother picked him up. -OPTION: d | or do you need to think it over? -OPTION: e | or he can take the bus. -OPTION: f | so she'll have to take a lot of medical courses. -OPTION: g | or she can stay in a motel. -OPTION: h | so he'll take courses in the field of education. - -PROMPT: The baby was crying. {bk12-l2b-f3-01.mp3} -ANSWER: c -FEEDBACK: The baby was crying, so his mother picked him up. {bk12-l2b-f3-01-a.mp3} - -PROMPT: Fred can ride with me. {bk12-l2b-f3-02.mp3} -ANSWER: e -FEEDBACK: Fred can ride with me, or he can take the bus. - -PROMPT: Sergeant Richards can work 3 more years. {bk12-l2b-f3-03.mp3} -ANSWER: b -FEEDBACK: Sergeant Richards can work 3 more years, or he can retire. {bk12-l2b-f3-03-a.mp3} - -PROMPT: Joanne wants to be a doctor. {bk12-l2b-f3-04.mp3} -ANSWER: f -FEEDBACK: Joanne wants to be a doctor, so she'll have to take a lot of medical courses. {bk12-l2b-f3-04-a.mp3} - -PROMPT: Can you accept my offer? {bk12-l2b-f3-05.mp3} -ANSWER: d -FEEDBACK: Can you accept my offer, or do you need to think it over? {bk12-l2b-f3-05-a.mp3} - -PROMPT: Bob chose teaching as a career. {bk12-l2b-f3-06.mp3} -ANSWER: h -FEEDBACK: Bob chose teaching as a career, so he'll take courses in the field of education. {bk12-l2b-f3-06-a.mp3} - -PROMPT: It was raining very hard. {bk12-l2b-f3-07.mp3} -ANSWER: a -FEEDBACK: It was raining very hard, so we didn't go to the lake. - -PROMPT: Julie can stay with her sister. {bk12-l2b-f3-08.mp3} -ANSWER: g -FEEDBACK: Julie can stay with her sister, or she can stay in a motel. {bk12-l2b-f3-08-a.mp3} - -# Source: LLA 2C Figure 3 -$SELECT Or or So? -ID: 2c-f3 -INTRO: Listen to two sentences and decide how to join them: "or" for a choice, "so" for a result. Then repeat the combined sentence. -INSTRUCTION: Tap OR or SO. -REPEAT -OPTION: o | or -OPTION: s | so - -EXAMPLE -PROMPT: Larry can drive all night. He can stay in a hotel. {bk12-l2c-f3-ex-q.mp3} -ANSWER: o -FEEDBACK: Larry can drive all night, or he can stay in a hotel. {bk12-l2c-f3-ex-a.mp3} - -PROMPT: Jim woke up late. He arrived at work late. {bk12-l2c-f3-01-q.mp3} -ANSWER: s -FEEDBACK: Jim woke up late, so he arrived at work late. - -PROMPT: Peter will not be here on Friday. He can't go to Tom's party. {bk12-l2c-f3-02-q.mp3} -ANSWER: s -FEEDBACK: Peter will not be here on Friday, so he can't go to Tom's party. {bk12-l2c-f3-02-a.mp3} - -PROMPT: Alan can eat with us. He can eat with the Moors. {bk12-l2c-f3-03-q.mp3} -ANSWER: o -FEEDBACK: Alan can eat with us, or he can eat with the Moors. {bk12-l2c-f3-03-a.mp3} - -PROMPT: Charlie borrowed $400. He can buy a plane ticket for his vacation. {bk12-l2c-f3-04-q.mp3} -ANSWER: s -FEEDBACK: Charlie borrowed $400, so he can buy a plane ticket for his vacation. {bk12-l2c-f3-04-a.mp3} - -PROMPT: Captain Richards made a 95 on his quiz. He was very happy. {bk12-l2c-f3-05-q.mp3} -ANSWER: s -FEEDBACK: Captain Richards made a 95 on his quiz, so he was very happy. {bk12-l2c-f3-05-a.mp3} - -PROMPT: Frank can work late tonight. He can come to work early tomorrow. {bk12-l2c-f3-06-q.mp3} -ANSWER: o -FEEDBACK: Frank can work late tonight, or he can come to work early tomorrow. {bk12-l2c-f3-06-a.mp3} - -PROMPT: George can help his dad with the yard. He can stay home Saturday night. {bk12-l2c-f3-07-q.mp3} -ANSWER: o -FEEDBACK: George can help his dad with the yard, or he can stay home Saturday night. {bk12-l2c-f3-07-a.mp3} - -PROMPT: You can use the stairs. You can use the escalator. {bk12-l2c-f3-08-q.mp3} -ANSWER: o -FEEDBACK: You can use the stairs, or you can use the escalator. {bk12-l2c-f3-08-a.mp3} - -# Source: ST §Combine With So or Or -$PRODUCE Combine With So or Or -ID: l2-s31 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Combine each pair aloud with "so" or "or" — this time nobody tells you which; the meaning decides. -INSTRUCTION: Combine these two sentences aloud. Use "or" or "so". - -EXAMPLE -PROMPT: We didn't like the movie. We left early. -RESPONSE: We didn't like the movie, so we left early. - -EXAMPLE -PROMPT: The children can watch TV. They can go to a movie. -RESPONSE: The children can watch TV, or they can go to a movie. - -PROMPT: We can go out tonight. We can stay home. -RESPONSE: We can go out tonight, or we can stay home. - -PROMPT: Albert didn't feel well. He didn't come to work today. -RESPONSE: Albert didn't feel well, so he didn't come to work today. - -PROMPT: The other driver can slow down. He can speed up. -RESPONSE: The other driver can slow down, or he can speed up. - -PROMPT: Alan wants to be an airplane mechanic. He's going to a technical school. -RESPONSE: Alan wants to be an airplane mechanic, so he's going to a technical school. - -PROMPT: Alice doesn't want to live in Houston. She's turning down the job offer. -RESPONSE: Alice doesn't want to live in Houston, so she's turning down the job offer. - -PROMPT: The students can rent a car. They can borrow one. -RESPONSE: The students can rent a car, or they can borrow one. - -PROMPT: The store manager can refund your money. He can credit your account. -RESPONSE: The store manager can refund your money, or he can credit your account. - -PROMPT: Alicia's only in the fifth grade. She isn't worried about her future yet. -RESPONSE: Alicia's only in the fifth grade, so she isn't worried about her future yet. - -PROMPT: Adam has decided to retire. This is his last tour of duty. -RESPONSE: Adam has decided to retire, so this is his last tour of duty. - -PROMPT: You can return the dress to the store. You can exchange it for another one. -RESPONSE: You can return the dress to the store, or you can exchange it for another one. - -# Source: ST §Ted's Feeling Better -$PRODUCE Type the Combined Sentence -ID: l2-s32 -INPUT: type -CHECK: exact -NORMALIZE: strict -INTRO: Now type the combined sentences, using the conjunction in parentheses — "and" and "but" join the party here. Punctuation counts, comma and all. -INSTRUCTION: Type the combined sentence. Use the conjunction in parentheses. - -EXAMPLE -TEMPLATE: Susan retired at age 62. Her husband kept working. (but) -RESPONSE: Susan retired at age 62, but her husband kept working. - -TEMPLATE: Tom refused to go to the party. His wife did, too. (and) -RESPONSE: Tom refused to go to the party, and his wife did, too. - -TEMPLATE: He didn't get the job. He cannot pay the rent. (so) -RESPONSE: He didn't get the job, so he cannot pay the rent. - -TEMPLATE: It's raining today. I will take my umbrella. (so) -RESPONSE: It's raining today, so I will take my umbrella. - -TEMPLATE: Will you go to college? Will you get a job? (or) -RESPONSE: Will you go to college, or will you get a job? - -TEMPLATE: Alex went to college. Mary didn't. (but) -RESPONSE: Alex went to college, but Mary didn't. - -TEMPLATE: Tom wanted to be a doctor. He didn't want to go to college. (but) -RESPONSE: Tom wanted to be a doctor, but he didn't want to go to college. - -TEMPLATE: Tom learned English at the university. His future looks good. (and) -RESPONSE: Tom learned English at the university, and his future looks good. - -TEMPLATE: Did Alex select a career in mechanics? Did he select a career in the military? (or) -RESPONSE: Did Alex select a career in mechanics, or did he select a career in the military? - -$SESSION 2-6: The Present Perfect - -# Source: LLA 2C Figure 1 -$DIALOGUE Present Perfect Sentences -ID: 2c-f1 -INTRO: This part practices the present perfect — "have" or "has" plus a past participle — together with "already", "yet", "still", and "ever". Listen to the sentences and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Cheryl hasn't eaten lunch yet. {bk12-l2c-f1-01.mp3} -LINE: Has Ed ever been to Los Angeles? {bk12-l2c-f1-02.mp3} -LINE: Lieutenant Martin has gone to Germany. {bk12-l2c-f1-03.mp3} -LINE: I haven't seen the new secretary yet. {bk12-l2c-f1-04.mp3} -LINE: Mr. Rogers hasn't answered all the questions. {bk12-l2c-f1-05.mp3} -LINE: Mr. Smith has already borrowed too much money. {bk12-l2c-f1-06.mp3} -LINE: Has Jerome cleaned his room yet? {bk12-l2c-f1-07.mp3} -LINE: Robert still hasn't fixed this door. {bk12-l2c-f1-08.mp3} - -# Source: ST §Present Perfect: Indefinite Past -$GRAMMAR The Present Perfect: Indefinite Past -ID: l2-s20 -INTRO: Here are the present perfect forms at work in short exchanges. Read them over before the drills — the participles are the tricky part. - -CARD: Form the present perfect tense with **have** or **has** and a past participle. It's often used to ask about past experiences without giving an exact time. -{Have you ever been to France?} -{No, I never have. Have you?} - -CARD: Use **haven't** or **hasn't** for negative statements. We often add **yet** to questions and negatives to show something hasn't happened before now. -{Don't hang up! I haven't talked to Tom yet.} -{Has Tony chosen a university yet?} -{No, he hasn't decided anything about his future.} - -CARD: We use **already** to show something happened sooner than expected. Notice how **he has** combines into the contraction **he's**. -{Too late. He's already hung up.} -{Yes, I have. He's already borrowed $5.00 from me.} - -CARD: Many verbs have irregular past participles in this tense. You will need to learn forms like spent, bought, and lent. -{How much money have you spent today?} -{Not much. I've only bought a magazine.} -{Have you lent Aldo any money today?} - -$PRODUCE Answer With Already and Yet -ID: 2c-f2 -INPUT: type -CHECK: exact -INTRO: Listen to each question, then type the answer using the cue on the screen — "yes" answers take "already", "no" answers take "yet". Then repeat the correct answer. -INSTRUCTION: Type the answer using the cue. -REPEAT - -EXAMPLE -TEMPLATE: (yes, already) -PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex1-q.mp3} -RESPONSE: Yes, I've already finished it. {bk12-l2c-f2-ex1-a.mp3} -ACCEPT: Yes, I have already finished it. - -EXAMPLE -TEMPLATE: (no, yet) -PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex2-q.mp3} -RESPONSE: No, I haven't finished it yet. {bk12-l2c-f2-ex2-a.mp3} - -TEMPLATE: (yes, already) -PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01a-q.mp3} -RESPONSE: Yes, she has already graduated. {bk12-l2c-f2-01a-a.mp3} -ACCEPT: Yes, she's already graduated. - -TEMPLATE: (no, yet) -PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01b-q.mp3} -RESPONSE: No, she hasn't graduated yet. {bk12-l2c-f2-01b-a.mp3} - -TEMPLATE: (yes, already) -PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02a-q.mp3} -RESPONSE: Yes, I've already seen her. {bk12-l2c-f2-02a-a.mp3} -ACCEPT: Yes, I have already seen her. - -TEMPLATE: (no, yet) -PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02b-q.mp3} -RESPONSE: No, I haven't seen her yet. {bk12-l2c-f2-02b-a.mp3} - -TEMPLATE: (yes, already) -PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03a-q.mp3} -RESPONSE: Yes, he has already learned Spanish. {bk12-l2c-f2-03a-a.mp3} -ACCEPT: Yes, he's already learned Spanish. - -TEMPLATE: (no, yet) -PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03b-q.mp3} -RESPONSE: No, he hasn't learned Spanish yet. {bk12-l2c-f2-03b-a.mp3} - -TEMPLATE: (yes, already) -PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04a-q.mp3} -RESPONSE: Yes, they have already realized it. {bk12-l2c-f2-04a-a.mp3} -ACCEPT: Yes, they've already realized it. - -TEMPLATE: (no, yet) -PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04b-q.mp3} -RESPONSE: No, they haven't realized it yet. {bk12-l2c-f2-04b-a.mp3} - -TEMPLATE: (yes, already) -PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05a-q.mp3} -RESPONSE: Yes, he's already picked it up. {bk12-l2c-f2-05a-a.mp3} -ACCEPT: Yes, he has already picked it up. - -TEMPLATE: (no, yet) -PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05b-q.mp3} -RESPONSE: No, he hasn't picked it up yet. {bk12-l2c-f2-05b-a.mp3} - -# Source: ST §Marsha Has Forgiven John -$PRODUCE Complete With the Present Perfect -ID: l2-s21 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Hear one sentence in the simple past, then complete the reply aloud using the emphasized verb in the present perfect. Check the model after each one. -INSTRUCTION: Complete the dialog aloud. Use the emphasized verb in the present perfect. - -EXAMPLE -PROMPT: Arthur *called* me yesterday. -RESPONSE: He still has not called me. - -PROMPT: Several people *came* early. -RESPONSE: Louis has not come yet. - -PROMPT: Roger *got* three letters today. -RESPONSE: He has gotten almost a dozen letters this week. - -PROMPT: Albert *took* his medicine this morning. -RESPONSE: He has taken it regularly. - -PROMPT: The students *read* the first story quickly. -RESPONSE: Some of them have already read the book. - -PROMPT: John apologized, so Marsha should *forgive* him. -RESPONSE: She has already forgiven him for his mistake. - -PROMPT: Thelma didn't *mean* to hurt Amy's feelings. -RESPONSE: She has never meant to hurt anyone's feelings. - -# Source: ST §Tony Has Made a List -$PRODUCE Tony's List: Already or Not Yet -ID: l2-s22 -INPUT: speak -CHECK: reveal -INTRO: Tony is getting ready for a trip to Miami, and his to-do list is only half done. A checkmark means he did it. For each item, say a sentence: he has already done it, or he hasn't done it yet. -INSTRUCTION: A checkmark (✓) means Tony did it. Make a sentence about something he has already done or has not done yet. - -EXAMPLE -TEMPLATE: buy film -RESPONSE: Tony hasn't bought film yet. - -EXAMPLE -TEMPLATE: borrow camera ✓ -RESPONSE: He has already borrowed a camera. - -TEMPLATE: get traveler's checks -RESPONSE: He hasn't gotten traveler's checks yet. - -TEMPLATE: find map of Miami -RESPONSE: He hasn't found a map of Miami yet. - -TEMPLATE: call travel agent ✓ -RESPONSE: He has already called a travel agent. - -TEMPLATE: pick up airline tickets -RESPONSE: He hasn't picked up the airline tickets yet. - -TEMPLATE: make hotel reservation ✓ -RESPONSE: He has already made a hotel reservation. - -TEMPLATE: send shirts to laundry -RESPONSE: He hasn't sent his shirts to the laundry yet. - -TEMPLATE: mail hotel room deposit ✓ -RESPONSE: He has already mailed the hotel room deposit. - -TEMPLATE: pack suitcase -RESPONSE: He hasn't packed his suitcase yet. - -# Source: ST §Have You Ever Gotten a Traffic Ticket? -$PRODUCE Have You Ever...? -ID: l2-s23 -INPUT: speak -CHECK: llm -RUBRIC: The learner must form a present perfect question using the cue (e.g. "Have you ever played soccer?") and give a matching short answer ("Yes, I have" or "No, I haven't"). -INTRO: Now about you. Build a "Have you ever...?" question from each cue, then answer it honestly — yes or no, your call, your secrets. -INSTRUCTION: Ask a present perfect question from the cue, then answer it for yourself (yes or no). - -EXAMPLE -TEMPLATE: play / baseball -RESPONSE: Have you ever played baseball? Yes, I have. - -TEMPLATE: go / beach -RESPONSE: Have you ever gone to the beach? Yes, I have. - -TEMPLATE: play / soccer -RESPONSE: Have you ever played soccer? No, I haven't. - -TEMPLATE: meet / general -RESPONSE: Have you ever met a general? No, I haven't. - -TEMPLATE: fly / airplane -RESPONSE: Have you ever flown in an airplane? Yes, I have. - -TEMPLATE: visit / New York City -RESPONSE: Have you ever visited New York City? No, I haven't. - -TEMPLATE: have / automobile accident -RESPONSE: Have you ever had an automobile accident? No, I haven't. - -TEMPLATE: forget / something important -RESPONSE: Have you ever forgotten something important? Yes, I have. - -# Source: ST §How Many Times Have You Eaten in the Mess Hall This Week? -$PRODUCE How Many... Have You...? -ID: l2-s24 -INPUT: speak -CHECK: llm -RUBRIC: The learner must ask a present perfect question starting with "how many" using the cue words, and then provide a plausible answer in the present perfect. -INTRO: Same idea, with numbers: ask a "how many" question from the cue, then answer it about yourself in the present perfect. Round numbers are allowed. -INSTRUCTION: Ask a present perfect question with "how many" using the cue, then answer it. - -EXAMPLE -TEMPLATE: letters / get (this week) -RESPONSE: How many letters have you gotten this week? I've gotten only one letter this week. - -EXAMPLE -TEMPLATE: letters / write (today) -RESPONSE: How many letters have you written today? I haven't written any letters today. - -TEMPLATE: meals / eat (today) -RESPONSE: How many meals have you eaten today? I've eaten two meals today. - -TEMPLATE: miles / walk (this week) -RESPONSE: How many miles have you walked this week? I've walked three miles this week. - -TEMPLATE: sodas / drink (today) -RESPONSE: How many sodas have you drunk today? I haven't drunk any sodas today. - -TEMPLATE: tests / take (this week) -RESPONSE: How many tests have you taken this week? I've taken one test this week. - -TEMPLATE: cigarettes / smoke (today) -RESPONSE: How many cigarettes have you smoked today? I haven't smoked any cigarettes today. - -TEMPLATE: telephone calls / make (this week) -RESPONSE: How many telephone calls have you made this week? I've made five telephone calls this week. - -TEMPLATE: cups of coffee / drink (today) -RESPONSE: How many cups of coffee have you drunk today? I've drunk two cups of coffee today. - -TEMPLATE: pages of homework / do (this week) -RESPONSE: How many pages of homework have you done this week? I've done ten pages of homework this week. - -# SKIPPED (book): Writing Skill "READ AND LISTEN. UNDERLINE AND NUMBER." — paragraph -# annotation task with instructor-read questions. Deferred/Skipped. - -$SESSION 2-7: Career Conversations - -# Source: LLA 2D Listening and Speaking Activity (vocabulary) -$DIALOGUE New Words: Careers and Courses -ID: 12-l2d-ls1 -INTRO: In this part you'll talk your way through three conversations about careers, offers, and plans. First, the vocabulary: listen and repeat each word in a sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: career -LINE: Larry wants a career in the military. {bk12-l2d-f1-01-a.mp3} -LINE: He wants to work in the military for 20 years. {bk12-l2d-f1-01-b.mp3} - -VOCAB: choice -LINE: Tom has a choice. He can be a lawyer, or he can be a teacher. {bk12-l2d-f1-02.mp3} - -VOCAB: courses -LINE: Janet is going to take 5 courses next year. {bk12-l2d-f1-03-a.mp3} -LINE: She will have 5 classes. {bk12-l2d-f1-03-b.mp3} - -VOCAB: professional -LINE: Pele was a professional soccer player. {bk12-l2d-f1-04-a.mp3} -LINE: He played for money. {bk12-l2d-f1-04-b.mp3} - -VOCAB: medical -LINE: My brother is going to medical school. {bk12-l2d-f1-05-a.mp3} -LINE: He's going to be a doctor. {bk12-l2d-f1-05-b.mp3} - -LINE: Harold graduated from the university last month. {bk12-l2d-f1-06-a.mp3} -VOCAB: degree -LINE: He got his degree in history. {bk12-l2d-f1-06-b.mp3} - -VOCAB: high school -LINE: John will be 18 years old when he finishes his last year of high school. {bk12-l2d-f1-07.mp3} - -VOCAB: technical -LINE: Roger finished technical school. {bk12-l2d-f1-08-a.mp3} -LINE: He learned how to fix cars. {bk12-l2d-f1-08-b.mp3} - -LINE: Her husband wants to buy a new car. {bk12-l2d-f1-09-a.mp3} -VOCAB: talk over -LINE: They're going to talk it over tonight. {bk12-l2d-f1-09-b.mp3} - -# Source: LLA 2D Listening and Speaking Activity (questions) -$PRODUCE Questions About the New Words -ID: 12-l2d-ls2 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now answer questions about the sentences you just heard. Say your answer aloud, then repeat the correct one. -INSTRUCTION: Answer the question aloud. -REPEAT - -PROMPT: What does Larry want? {bk12-l2d-f1-10-q.mp3} -RESPONSE: He wants a career in the military. {bk12-l2d-f1-10-a.mp3} - -PROMPT: What does Tom have? {bk12-l2d-f1-11-q.mp3} -RESPONSE: He has a choice. {bk12-l2d-f1-11-a.mp3} - -PROMPT: What is Janet going to take next year? {bk12-l2d-f1-12-q.mp3} -RESPONSE: She's going to take 5 courses. {bk12-l2d-f1-12-a.mp3} - -PROMPT: Who was Pele? {bk12-l2d-f1-13-q.mp3} -RESPONSE: He was a professional soccer player. {bk12-l2d-f1-13-a.mp3} - -PROMPT: What is your brother doing? {bk12-l2d-f1-14-q.mp3} -RESPONSE: He's going to medical school. {bk12-l2d-f1-14-a.mp3} - -PROMPT: What did Harold get his degree in? {bk12-l2d-f1-15-q.mp3} -RESPONSE: He got his degree in history. {bk12-l2d-f1-15-a.mp3} - -PROMPT: How old will John be when he finishes high school? {bk12-l2d-f1-16-q.mp3} -RESPONSE: He'll be 18 when he finishes high school. {bk12-l2d-f1-16-a.mp3} - -PROMPT: What did Roger learn in technical school? {bk12-l2d-f1-17-q.mp3} -RESPONSE: He learned how to fix cars. {bk12-l2d-f1-17-a.mp3} - -PROMPT: Is her husband going to buy a new car? {bk12-l2d-f1-18-q.mp3} -RESPONSE: They're going to talk it over tonight. {bk12-l2d-f1-18-a.mp3} - -# Source: LLA 2D Dialog 1 -$DIALOGUE Dialogue: Friday Is Our Last Day -ID: 12-l2d-d1 -INTRO: School is ending, and Jack already has plans — a decision-maker after Mark's own heart. Listen to Jack and Don. -INSTRUCTION: Listen to the dialogue. - -Jack: Well, Don, Friday is our last day. {bk12-l2d-f1-19.mp3} -Don: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-20.mp3} -Jack: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-21.mp3} -Don: What courses will you take? {bk12-l2d-f1-22.mp3} -Jack: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-23.mp3} -Don: It sounds like you have a good future ahead of you. {bk12-l2d-f1-24.mp3} - -# Source: LLA 2D Figure 1 -$PRODUCE Role-play: You Are Don -ID: 12-l2d-f1 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now practice it. You are Don: read his lines aloud when it's your turn. -INSTRUCTION: Read your lines of the dialog. - -PROMPT: Well, Don, Friday is our last day. {bk12-l2d-f1-25.mp3} -TEMPLATE: Yeah, Jack, it is. What are you going to do now that school is out? -RESPONSE: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-26.mp3} - -PROMPT: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-27.mp3} -TEMPLATE: What courses will you take? -RESPONSE: What courses will you take? {bk12-l2d-f1-28.mp3} - -PROMPT: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-29.mp3} -TEMPLATE: It sounds like you have a good future ahead of you. -RESPONSE: It sounds like you have a good future ahead of you. {bk12-l2d-f1-30.mp3} - -# Source: LLA 2D Figure 2 -$PRODUCE Role-play: You Are Jack (Last Day) -ID: 12-l2d-f2 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Once more, as Jack this time — and you begin. -INSTRUCTION: Read your lines of the dialog. - -TEMPLATE: Well, Don, Friday is our last day. -RESPONSE: Well, Don, Friday is our last day. {bk12-l2d-f2-01.mp3} - -PROMPT: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f2-02.mp3} -TEMPLATE: I've been accepted at the University. I'll start there in September. -RESPONSE: I've been accepted at the university. I'll start there in September. {bk12-l2d-f2-03.mp3} - -PROMPT: What courses will you take? {bk12-l2d-f2-04.mp3} -TEMPLATE: I have chosen business as my career field, so I'll take the courses they offer for that field. -RESPONSE: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f2-05.mp3} - -# Source: LLA 2D Dialog 2 -$DIALOGUE Dialogue: A Job Offer -ID: 12-l2d-d2 -INTRO: A son gets a job offer, and his mother is standing by with advice — as mothers do. Listen. -INSTRUCTION: Listen to the dialogue. - -Son: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-06.mp3} -Mom: Is it a good offer? {bk12-l2d-f2-07.mp3} -Son: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-08.mp3} -Mom: It sounds good. {bk12-l2d-f2-09.mp3} -Son: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-10.mp3} -Mom: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-11.mp3} -Son: Thanks, Mom. {bk12-l2d-f2-12.mp3} - -# Source: LLA 2D Figure 3 -$PRODUCE Role-play: You Are Mom -ID: 12-l2d-f3 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now you are the mother. Read her lines aloud when it's your turn. -INSTRUCTION: Read your lines of the dialog. - -PROMPT: Mom, I got a job offer from the phone company today. {bk12-l2d-f3-01.mp3} -TEMPLATE: Is it a good job? -RESPONSE: Is it a good offer? {bk12-l2d-f3-02.mp3} - -PROMPT: I think so. It pays $75 more a month than the job I have now, and they will pay for any college courses that help me with the job. {bk12-l2d-f3-03.mp3} -TEMPLATE: It sounds good. -RESPONSE: It sounds good. {bk12-l2d-f3-04.mp3} - -PROMPT: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f3-05.mp3} -TEMPLATE: Just remember, I'm here if you want to discuss it. -RESPONSE: Just remember, I'm here if you want to discuss it. {bk12-l2d-f3-06.mp3} - -# Source: LLA 2D Figure 4 -$DIALOGUE Role-play: You Are the Son -ID: 12-l2d-f4 -REFERENCE: 12-l2d-d2 -PLAY_ROLE: Son -INTRO: Now you are the son — you begin, good news first. -INSTRUCTION: Read your lines of the dialog. - -$DIALOGUE Dialogue: Tony's New Car -ID: 12-l2d-d3 -INTRO: Tony's old car has become a six-hundred-dollar problem, which makes some decisions easier. Listen to Glenn and Tony. -INSTRUCTION: Listen to the dialogue. - -Glenn: Hey Tony, you really need a new car. {bk12-l2d-f4-08.mp3} -Tony: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-09.mp3} -Glenn: What kind are you going to buy? {bk12-l2d-f4-10.mp3} -Tony: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-11.mp3} -Glenn: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f4-12.mp3} -Tony: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f4-13.mp3} - -# Source: LLA 2D Figure 5 -$PRODUCE Role-play: You Are Tony -ID: 12-l2d-f5 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now you are Tony. Read his lines aloud when it's your turn. -INSTRUCTION: Read your lines of the dialog. - -PROMPT: Hey Tony, you really need a new car. {bk12-l2d-f5-01.mp3} -TEMPLATE: I know, Glen. Last night when the mechanic told me that I needed six hundred dollars to fix it, I decided to buy a new car. -RESPONSE: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f5-02.mp3} - -PROMPT: What kind are you going to buy? {bk12-l2d-f5-03.mp3} -TEMPLATE: I've decided to buy an American car. They're easier for mechanics to repair. -RESPONSE: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f5-04.mp3} - -PROMPT: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f5-05.mp3} -TEMPLATE: Okay, Glen. See you in about two weeks. -RESPONSE: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f5-06.mp3} - -# Source: LLA 2D Figure 6 -$PRODUCE Role-play: You Are Glenn -ID: 12-l2d-f6 -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: And finally, be Glenn — you begin. -INSTRUCTION: Read your lines of the dialog. - -TEMPLATE: Hey, Tony, you really need a new car. -RESPONSE: Hey Tony, you really need a new car. {bk12-l2d-f6-01.mp3} - -PROMPT: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f6-02.mp3} -TEMPLATE: What kind are you going to buy? -RESPONSE: What kind are you going to buy? {bk12-l2d-f6-03.mp3} - -PROMPT: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f6-04.mp3} -TEMPLATE: Bring it to my house when you get it. I want a ride in it. -RESPONSE: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f6-05.mp3} - -# SKIPPED (book): Figure 7 (Passage Annotation) — Questions are on the tape only. - -$SESSION 2-8: Decisions, Listening, and Dictation - -# Source: ST §Why Did You Do That? -$DIALOGUE Dialogue: Why Did You Do That? -ID: l2-s33 -INTRO: Last part — everything together: decisions, time words, and some real listening. First, Tim has decided about his job offers, and Joe has questions. Read and repeat. -INSTRUCTION: Repeat and read the dialog. -REPEAT - -Joe: What did you decide to do about the job offers? -Tim: I've decided to take the one in Denver. - -Joe: Instead of the one in Dallas? Why did you do that? -Tim: The pay is good, and I can take some courses there. - -Joe: When do you plan to leave? -Tim: Sometime next month. - -Joe: How are you going to get there? By plane? -Tim: No, I'm going to take my car instead. - -Joe: Where are you going to live in Denver? -Tim: I haven't made up my mind yet. - -# Source: ST §What Did You Decide? -$DIALOGUE Questions About Decisions -ID: l2-s34 -INTRO: These are the questions people ask when someone's deciding. Repeat each one — you'll want them ready for the next activity. -INSTRUCTION: Repeat and read these questions about decisions. -REPEAT - -LINE: What did you decide? -LINE: What are you going to do? -LINE: What have you decided to do? -LINE: Have you made up your mind? -LINE: Have you made a decision? -LINE: Have you changed your mind? -LINE: Where have you decided to go? -LINE: Which offer are you going to accept? -LINE: Did you decide to do it? -LINE: Did you decide not to do it? -LINE: When are you going to do it? -LINE: Why did you make that choice? - -# Source: ST §Have You Made Up Your Mind? -$PRODUCE Ask About a Decision -ID: l2-s35 -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: The learner must ask a grammatically correct question about the decision relevant to the prompted situation. -INTRO: Read each situation, then ask your friend a question about the decision. Any well-formed question about the choice counts — nosiness is the exercise. -INSTRUCTION: Read the information, and then ask a question about the decision aloud. - -EXAMPLE -PROMPT: Your friend is trying to select a college. -RESPONSE: Have you made up your mind about a college? - -EXAMPLE -PROMPT: Your sister is trying to choose a car. -RESPONSE: Which car did you decide to buy? - -PROMPT: Your friend lives on base. He wants to move off base, so he is looking for an apartment. -RESPONSE: Have you decided on an apartment? - -PROMPT: Your friend has talked to you about his vacation. He has been thinking about two different places. -RESPONSE: Which place have you decided to go to for your vacation? - -PROMPT: Your friend will be graduating from high school soon. She wants to be a mechanic. She is thinking about two different technical schools. -RESPONSE: Have you made up your mind about which technical school to go to? - -PROMPT: Your friend has just received a job offer from a large department store. You want to know what she will decide. -RESPONSE: Have you decided to accept the job offer? - -# Source: ST §I've Decided to Take the Job -$DIALOGUE Announcing a Decision -ID: l2-s36 -INTRO: And these are the sentences people say once they've finally decided. Repeat each one. -INSTRUCTION: Repeat and read these sentences about decisions. -REPEAT - -LINE: I've decided to take the job. -LINE: I finally made up my mind. I'm going to refuse the offer. -LINE: I've changed my mind. I'm not going to buy a car. -LINE: I've made a decision. I'm going to finish my education. -LINE: I've made up my mind. I'm going to go to the university. -LINE: I've made a choice between courses. I'm going to take German instead of French. -LINE: I've thought it over carefully. I'm not going to take German. I'm going to take French instead. -LINE: I've made a decision. I'm going to turn down the offer. - -# SKIPPED (book): WHAT ARE YOU GOING TO DO? Listen to the question. Then answer the question as completely as you can. — instructor-read open questions. Dropped. - -# Source: ST §I've Made My Decision -$PRODUCE Interview: I've Made My Decision -ID: l2-s37 -INPUT: speak -CHECK: reveal -INTRO: Read each decision chart, then act out the whole interview aloud: ask the questions and give the answers. Then compare with the model — yours doesn't have to match word for word. -INSTRUCTION: Read the chart aloud by asking and answering questions about the decision. - -EXAMPLE -TEMPLATE: Al wants to know: Is Ed going to take a vacation? / when? / where? / who? / why? / how? -TEMPLATE: Ed has decided: He is going on a vacation. / the beach / with family / fly / in the winter / Florida -RESPONSE: Have you made a decision about a vacation? Yes, I've decided to take two weeks. Where did you decide to go? We're thinking of going to Florida. Is your family going with you? Yes, the kids want to go to the beach. When are you going? In the winter. Are you going to drive or fly? We'll fly down. - -TEMPLATE: John wants to know: Is Paul going to rent a house or an apartment? / when? / where? / why? / how many? -TEMPLATE: Paul has decided: He is going to rent a house. / needs more rooms / near work / three bedrooms / next week -RESPONSE: Are you going to rent a house or an apartment? I am going to rent a house. When are you going to rent it? Next week. Where will it be? Near work. Why a house? Because I need more rooms. How many bedrooms? Three bedrooms. - -TEMPLATE: Sam wants to know: Is Pat going to buy a new or a used car? / when? / where? / how much / why? -TEMPLATE: Pat has decided: He is going to buy a new car. / cheaper / this month / about $8,000 / in Houston -RESPONSE: Are you going to buy a new or a used car? I'm going to buy a new car. When are you buying it? This month. Where are you going to buy it? In Houston. How much will it cost? About $8,000. Why in Houston? Because it's cheaper. - -TEMPLATE: Mark wants to know: Is Nick going to college? / when? / where? / why? / how? -TEMPLATE: Nick has decided: He's going to a university. / less expensive / fly / in the fall / state university -RESPONSE: Are you going to college? I'm going to a university. When are you going? In the fall. Where is it? It's a state university. Why are you going there? Because it's less expensive. How will you get there? I'll fly. - -# SKIPPED (book): WHO? WHAT? WHEN? WHERE? WHY? HOW? Ask questions about a decision. Another student will answer the questions. (Open pair task). Dropped. # Source: LLA 2D Figure 8 $SELECT How Do They Feel? -ID: 12-l2d-f8 -INTRO: Listen to each short exchange and tap the word that best describes how the person feels. Nobody says the word — that's the point. -INSTRUCTION: Tap the correct feeling. +ID: 12-2d-f8 +INTRO: Nobody in these dialogues says how they feel — you have to figure it out. Listen to each one and tap the word that fits. +INSTRUCTION: Tap the correct option. +REPEAT EXAMPLE -PROMPT: Did you hear that noise, Betty? — Yes, I did. Let's call our neighbor and ask him to look in our yard. {bk12-l2d-f8-ex.mp3} +TEMPLATE: They are ____. +PROMPT: Did you hear that noise, Betty?\n— Yes, I did. Let's call our neighbor and ask him to look in our yard. {bk12-l2d-f8-ex.mp3} OPTION: a | happy OPTION: b | frightened OPTION: c | sleepy ANSWER: b FEEDBACK: They are frightened. {bk12-l2d-f8-ex-fb.mp3} -PROMPT: Sergeant Matthews, it's 12:45 and I haven't had lunch yet. — Don't worry, Sergeant Adams. I'll wait here until you come back. {bk12-l2d-f8-01.mp3} +PROMPT: Sergeant Matthews, it's 12:45 and I haven't had lunch yet.\n— Don't worry, Sergeant Adams. I'll wait here until you come back. {bk12-l2d-f8-01.mp3} +TEMPLATE: Sgt Adams is ____. OPTION: a | sick OPTION: b | hungry OPTION: c | excited ANSWER: b FEEDBACK: Sergeant Adams is hungry. {bk12-l2d-f8-01-fb.mp3} -PROMPT: Mark, wake up. It's after 7. Your bus will be here in 30 minutes. — Mom, my stomach hurts. I want to stay home today. {bk12-l2d-f8-02.mp3} +PROMPT: Mark, wake up. It's after 7:00. Your bus will be here in 30 minutes.\n— Mom, my stomach hurts. I want to stay home today. {bk12-l2d-f8-02.mp3} +TEMPLATE: Mark is ____. OPTION: a | angry OPTION: b | early OPTION: c | sick ANSWER: c FEEDBACK: Mark is sick. {bk12-l2d-f8-02-fb.mp3} -PROMPT: Carla! I've been accepted at the university. — That's great, Lori. {bk12-l2d-f8-03.mp3} +PROMPT: Carla! I've been accepted at the university.\n— That's great, Lori. {bk12-l2d-f8-03.mp3} +TEMPLATE: Lori is ____. OPTION: a | happy OPTION: b | upset OPTION: c | sad ANSWER: a FEEDBACK: Lori is happy. {bk12-l2d-f8-03-fb.mp3} -PROMPT: Private Walters, I told you to clean this floor. — I'm sorry, Sergeant Allen. I thought you said to clean this door. {bk12-l2d-f8-04.mp3} +PROMPT: Private Walters, I told you to clean this floor.\n— I'm sorry, Sergeant Allen. I thought you said to clean this door. {bk12-l2d-f8-04.mp3} +TEMPLATE: Sgt Allen is ____. OPTION: a | excited OPTION: b | sad OPTION: c | angry ANSWER: c FEEDBACK: Sergeant Allen is angry. {bk12-l2d-f8-04-fb.mp3} -PROMPT: Hey, Jack. Your yard really looks nice. — Thanks. It took me all day to do it. It was a lot of work. {bk12-l2d-f8-05.mp3} +PROMPT: Hey, Jack. Your yard really looks nice.\n— Thanks. It took me all day to do it. It was a lot of work. {bk12-l2d-f8-05.mp3} +TEMPLATE: Jack is ____. OPTION: a | sick OPTION: b | tired OPTION: c | glad ANSWER: b FEEDBACK: Jack is tired. {bk12-l2d-f8-05-fb.mp3} -# Source: LLA 2D Figure 9 -$PRODUCE What's the Main Idea? -ID: 12-l2d-f9 -LONGFORM -INPUT: type -CHECK: llm -RUBRIC: The learner must write the main idea of the paragraph. Accept any answer that captures the idea that learning a new language is difficult but achievable with hard work and practice. -INTRO: Listen to the paragraph, then type its main idea in your own words. One sentence will do — that's what "main" means. -INSTRUCTION: Type the main idea of the paragraph. -PROMPT: Learning a language is not easy. It takes a lot of time and lots of hard work... {bk12-l2d-f9-01.mp3} -RESPONSE: The main idea is that learning a new language isn't easy, but if you study hard, you can do it. {bk12-l2d-f9-01-a.mp3} +# Source: LLA 2D Figure 7 (paragraph 1) +$GRAMMAR Reading: Carl's Plans +ID: 12-2d-f7-p1 +READING +INTRO: Read the paragraph about Carl's future plans. Questions follow. + +**Paragraph 1.** Carl just graduated from high school. He will go to a university next fall. He has chosen teaching as his profession. He will take courses in English, math, and, of course, education. + +$PRODUCE Questions: Carl's Plans +ID: 12-2d-f7-q-p1 +REFERENCE: 12-2d-f7-p1 +INPUT: speak +CHECK: reveal +INTRO: Listen to each question about Carl. Answer aloud, then check your answer — the paragraph is a tap away. +INSTRUCTION: Answer each question aloud. + +PROMPT: Where will Carl go next fall? {bk12-l2d-f7-01-q.mp3} +RESPONSE: A university. {bk12-l2d-f7-01-a.mp3} + +PROMPT: What has he chosen as his profession? {bk12-l2d-f7-02-q.mp3} +RESPONSE: Teaching. {bk12-l2d-f7-02-a.mp3} + +PROMPT: What courses will he take? {bk12-l2d-f7-03-q.mp3} +RESPONSE: English, math, and education. {bk12-l2d-f7-03-a.mp3} + +# Source: LLA 2D Figure 7 (paragraph 2) +$GRAMMAR Reading: Patty the Teacher +ID: 12-2d-f7-p2 +READING +INTRO: Now read about Patty's teaching schedule. + +**Paragraph 2.** Patty is a teacher. She has two teaching fields. She teaches English, and she teaches German. She has four classes of English and two classes of German. + +$PRODUCE Questions: Patty the Teacher +ID: 12-2d-f7-q-p2 +REFERENCE: 12-2d-f7-p2 +INPUT: speak +CHECK: reveal +INTRO: Listen to each question about Patty. Answer aloud, then check your answer. +INSTRUCTION: Answer each question aloud. + +PROMPT: What is Patty's profession? {bk12-l2d-f7-04-q.mp3} +RESPONSE: Teacher. {bk12-l2d-f7-04-a.mp3} + +PROMPT: What are her two teaching fields? {bk12-l2d-f7-05-q.mp3} +RESPONSE: English and German. {bk12-l2d-f7-05-a.mp3} + +PROMPT: How many classes of English does she have? {bk12-l2d-f7-06-q.mp3} +RESPONSE: 4 {bk12-l2d-f7-06-a.mp3} + +PROMPT: How many classes of German does she have? {bk12-l2d-f7-07-q.mp3} +RESPONSE: 2 {bk12-l2d-f7-07-a.mp3} + + +# Source: LLA 2D Figure 9 +$DIALOGUE Learning a Language +ID: 12-2d-f9-story +INTRO: A short talk about something you know well by now: learning a language. Just listen — you'll give the main idea afterwards. +INSTRUCTION: Listen to the passage. + +LINE: Learning a language is not easy. {bk12-l2d-f9-01.mp3} +LINE: It takes a lot of time and lots of hard work. {bk12-l2d-f9-02.mp3} +LINE: You must practice speaking, reading, and writing the new language as often as you can. {bk12-l2d-f9-03.mp3} +LINE: You must learn to think in that language, not in your own. {bk12-l2d-f9-04.mp3} +LINE: If you study every day, you'll be speaking this new language very soon. {bk12-l2d-f9-05.mp3} + +$PRODUCE The Main Idea +ID: 12-2d-f9 +REFERENCE: 12-2d-f9-story +INPUT: speak +CHECK: llm +INTRO: In one sentence, say the main idea of the paragraph you just heard — your own words are fine. +INSTRUCTION: Speak the main idea in a complete sentence. +RUBRIC: Accept any statement conveying that learning a language takes hard work/study but is achievable. + +PROMPT: What is the main idea of the paragraph? {bk12-l2d-f9-q.mp3} +RESPONSE: The main idea is that learning a new language isn't easy, but if you study hard, you can do it. {bk12-l2d-f9-a.mp3} + + +# Source: ST §Reading: Summaries (paragraph 1) +$GRAMMAR Reading for a Summary: The Stars +ID: l2-s37-r-p1 +READING +INTRO: Three short readings to finish the reading work. Read each one, then sum it up in your own words. First: why we only see stars at night. + +CARD: **Paragraph 1.** We see stars in the sky only at night, but they are really there all the time. Our sun is a star. During the day the sun makes the sky bright, so we cannot see the light of the other stars. At night, when the sun is not there, we can easily see the other stars. + +$PRODUCE Summary: The Stars +ID: l2-s37-p1 +REFERENCE: l2-s37-r-p1 +INSTRUCTION: Give a summary of the paragraph in your own words. +INTRO: Now say a one- or two-sentence summary of the paragraph, out loud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any reasonable summary explaining that stars are always in the sky, but we only see them at night because sunlight hides them during the day. + +PROMPT: What is the summary of this paragraph? +RESPONSE: Stars are always in the sky, but we can only see them at night because the sun makes the sky too bright during the day. + +# Source: ST §Reading: Summaries (paragraph 2) +$GRAMMAR Reading for a Summary: Washing Machines +ID: l2-s37-r-p2 +READING +INTRO: Next reading: the machine that saved everyone's Saturdays. + +CARD: **Paragraph 2.** Hamilton Smith made the first mechanical washing machine in 1858. Before this, people had to wash their clothes by hand. In 1910, Alva J. Fisher made the first electric washing machine, which was much easier to use. Washing machines are wonderful because they can wash clothes much faster than people can. + +$PRODUCE Summary: Washing Machines +ID: l2-s37-p2 +REFERENCE: l2-s37-r-p2 +INSTRUCTION: Give a summary of the paragraph in your own words. +INTRO: Sum up the paragraph in your own words, out loud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any reasonable summary stating that the invention of washing machines made washing clothes faster and easier than doing it by hand. + +PROMPT: What is the summary of this paragraph? +RESPONSE: Washing machines were invented to make washing clothes much faster and easier than washing by hand. + +# Source: ST §Reading: Summaries (paragraph 3) +$GRAMMAR Reading for a Summary: Jazz +ID: l2-s37-r-p3 +READING +INTRO: Last reading: a little music history from New Orleans. + +CARD: **Paragraph 3.** Jazz is a kind of music that began in the United States in the city of New Orleans, Louisiana, in the 1920s. It was very popular then, and still is today. Every night in New Orleans, jazz is played in many places around the city. Sometimes people wait in line just to hear it. + +$PRODUCE Summary: Jazz +ID: l2-s37-p3 +REFERENCE: l2-s37-r-p3 +INSTRUCTION: Give a summary of the paragraph in your own words. +INTRO: One more summary — say it in your own words. +INPUT: speak +CHECK: llm +RUBRIC: Accept any reasonable summary mentioning that jazz is a popular style of music that began in New Orleans in the 1920s and is still enjoyed today. + +PROMPT: What is the summary of this paragraph? +RESPONSE: Jazz is a popular style of American music that began in New Orleans in the 1920s and remains very popular today. + # Source: LLA 2C Figure 4 -$PRODUCE Dictation: Mark's Six Years in California -ID: 2c-f4 +$PRODUCE Dictation: Mark in California +ID: 12-2c-f4 +INTRO: One last exercise: dictation. Listen to each sentence about Mark's six years in California and type exactly what you hear. That's the whole lesson — decision made, mind made up. Nice work. +INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact -NORMALIZE: strict -LONGFORM -INTRO: One last task: dictation. Type each sentence exactly as you hear it — spelling and punctuation count. Then you're done with Lesson 2: decision made, mind made up. -INSTRUCTION: Type the exact sentence. PROMPT: Mark lived in California for 6 years. {bk12-l2c-f4-01.mp3} RESPONSE: Mark lived in California for 6 years. {bk12-l2c-f4-01.mp3} @@ -2109,6 +2166,7 @@ RESPONSE: There was only a little humidity. {bk12-l2c-f4-03.mp3} PROMPT: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04.mp3} RESPONSE: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04.mp3} +ACCEPT: There was a nice sea breeze, and temperatures were always warm. 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in front of an open front door looking into their home, while a child sleeps in a bed and a man looks out a window} FORMAT: 2 DIOCO_DOC_ID: alc_book12_lesson3 -DESCRIPTION: Home and suburb vocabulary; "could", "may", and "might" for possibility; "-ing" and "-ed" adjectives; indirect speech; the present perfect; and dictation practice. +DESCRIPTION: Housing and home-improvement vocabulary; possibility with "could", "may", and "might"; "-ing" and "-ed" adjectives; reporting what people said; and the present perfect. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, lightly witty teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Clerk | gacrux | Squadron clerk -VOICE: Sgt_Richards | achird | Male sergeant -VOICE: Capt_Douglas | schedar | Male captain -VOICE: Sue | achernar | Young female -VOICE: Mrs_Peterson | gacrux | Older female -VOICE: Lorraine | aoede | Young female -VOICE: Mike | achird | Male speaker -VOICE: Carl | schedar | Male speaker -VOICE: Parker | achird | Male speaker -VOICE: Jackson | charon | Male sergeant -VOICE: Brooks | achird | Male captain +VOICE: Clerk | charon | Male clerk +VOICE: Richards | schedar | Male sergeant +VOICE: Douglas | achird | Male captain +VOICE: Sue | aoede | Young female +VOICE: Peterson | gacrux | Adult female +VOICE: Lorraine | leda | Young female +VOICE: Mike | achird | Male +VOICE: Friend | schedar | Male +VOICE: Carl | charon | Male +VOICE: Parker | schedar | Male +VOICE: Visitor | achird | Male +VOICE: Brooks | charon | Male officer +VOICE: Jackson | achird | Male sergeant VOICE: Robinson | schedar | Male sergeant -VOICE: SpeakerA | achird | Male voice -VOICE: SpeakerB | schedar | Male voice -VOICE: Officer | achird | Male officer +VOICE: Soldier | achird | Male voice +VOICE: Officer | schedar | Male voice VOICE: Nancy | aoede | Female voice -VOICE: Linda | gacrux | Female voice +VOICE: Linda | achernar | Female voice +VOICE: Rider | achird | Male voice +VOICE: Driver | schedar | Male voice VOICE: Anita | aoede | Female speaker VOICE: Oscar | schedar | Male speaker VOICE: Carol | gacrux | Female speaker -VOICE: Dan | iapetus | Male speaker -VOICE: Sam | orus | Male speaker -VOICE: Pat | aoede | Female speaker -VOICE: Doug | puck | Male speaker -VOICE: Paul | alnilam | Male speaker -VOICE: Matt | rasalgethi | Male speaker -VOICE: Steve | schedar | Male speaker -VOICE: Andy | umbriel | Male speaker -VOICE: Peter | fenrir | Male speaker -VOICE: David | achird | Male speaker -VOICE: Tom | charon | Male speaker +VOICE: Dan | puck | Male speaker +VOICE: Sam | alnilam | Male speaker +VOICE: Pat | rasalgethi | Male speaker +VOICE: Doug | umbriel | Male speaker +VOICE: Paul | fenrir | Male speaker +VOICE: Matt | algenib | Male speaker +VOICE: Steve | algieba | Male speaker +VOICE: Andy | enceladus | Male speaker +VOICE: Peter | sadachbia | Male speaker +VOICE: David | orus | Male speaker +VOICE: Tom | schedar | Male speaker VOICE: Tim | achird | Male speaker VOICE: Phil | charon | Male speaker -VOICE: Mark | achird | Male speaker -VOICE: Alan | iapetus | Male speaker +VOICE: Mark | iapetus | Male speaker +VOICE: Alan | schedar | Male speaker VOICE: Eric | achird | Male speaker -VOICE: Tony | schedar | Male speaker -VOICE: Narrator | charon | speaker (auto) +VOICE: Tony | charon | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$SESSION 3-1: House and Home +$SESSION 3-1: Around the House # Source: LLA 3A Figure 1 -$DIALOGUE House and Home Vocabulary -ID: 3a-f1 -INTRO: In this lesson you'll learn to talk about houses and homes, guess what's possible with "could", "may", and "might", describe feelings with "-ed" and "-ing" adjectives, and report what people said. First, twelve words for around the house. Listen and repeat each word in its sentence. -INSTRUCTION: Repeat each word and sentence. +$DIALOGUE Around the House — New Words +ID: 12-3a-f1-vocab +INTRO: In this lesson you'll learn to talk about houses and home improvements, say what's possible with "could", and report what people said. First, new words for things around the house — listen and repeat each word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: fire -LINE: Jim made a fire to keep warm. {page_041_001.jpg} {bk12-l3a-f1-01.mp3} +LINE: Jim made a fire to keep warm. {page_041_001.jpg|A cowboy sitting on the ground next to a burning campfire in an outdoor setting} {bk12-l3a-f1-01.mp3} VOCAB: cassette -LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg} {bk12-l3a-f1-02.mp3} +LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg|A man holding up a cassette tape recorder} {bk12-l3a-f1-02.mp3} VOCAB: dining room -LINE: We bought some new furniture for the dining room. {page_041_003.jpg} {bk12-l3a-f1-03.mp3} +LINE: We bought some new furniture for the dining room. {page_041_003.jpg|A dining room set with a dining table, chairs, a hutch, and a chandelier} {bk12-l3a-f1-03.mp3} VOCAB: patio -LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg} {bk12-l3a-f1-04.mp3} +LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg|A wooden picnic table sitting outside on a patio near bushes} {bk12-l3a-f1-04.mp3} VOCAB: stereo -LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg} {bk12-l3a-f1-05.mp3} +LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg|A stereo cabinet system with a record player and speakers} {bk12-l3a-f1-05.mp3} VOCAB: story -LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg} {bk12-l3a-f1-06.mp3} +LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg|A man walking up a flight of stairs inside a building} {bk12-l3a-f1-06.mp3} VOCAB: wood -LINE: Will you cut some wood for the fire? {page_042_001.jpg} {bk12-l3a-f1-07.mp3} +LINE: Will you cut some wood for the fire? {page_042_001.jpg|Stacks of logs piled up against the brick wall of a house near a window} {bk12-l3a-f1-07.mp3} VOCAB: plan -LINE: Did you see the plans for Alma's new house? {page_042_002.jpg} {bk12-l3a-f1-08.mp3} +LINE: Did you see the plans for Alma's new house? {page_042_002.jpg|Architectural floor plan showing various rooms and layout of a house} {bk12-l3a-f1-08.mp3} VOCAB: record -LINE: Larry got 3 records for his birthday. {page_042_003.jpg} {bk12-l3a-f1-09.mp3} +LINE: Larry got 3 records for his birthday. {page_042_003.jpg|A person looking through a collection of record albums, holding one labeled "ELVIS"} {bk12-l3a-f1-09.mp3} VOCAB: microwave -LINE: Jane wants to buy a microwave. {page_042_004.jpg} {bk12-l3a-f1-10.mp3} +LINE: Jane wants to buy a microwave. {page_042_004.jpg|A man wearing glasses talking with a woman} {bk12-l3a-f1-10.mp3} VOCAB: oven -LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg} {bk12-l3a-f1-11.mp3} +LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg|A woman looking inside a microwave oven door} {bk12-l3a-f1-11.mp3} VOCAB: fireplace -LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg} {bk12-l3a-f1-12.mp3} +LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg|A stone fireplace with a fire burning inside} {bk12-l3a-f1-12.mp3} - -# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6) -$SELECT Match the Picture: Set One -ID: 3a-f1-b1 -INTRO: Now check the first six words. You'll hear a sentence — tap the picture it matches, then repeat the sentence. -INSTRUCTION: Tap the correct picture. +# Source: LLA 3A Figure 1 (split: 12 image options > 6, so two sets) +$SELECT Which Picture Is It? (Set 1) +ID: 12-3a-f1-match +INTRO: Same words, other direction. Listen to each sentence, tap the picture it describes, then repeat the sentence. +INSTRUCTION: Tap the picture that matches the sentence. REPEAT -OPTION: a | fire {page_041_001.jpg} -OPTION: b | cassette {page_041_002.jpg} -OPTION: c | dining room {page_041_003.jpg} -OPTION: d | patio {page_041_004.jpg} -OPTION: e | stereo {page_041_005.jpg} -OPTION: f | story {page_041_006.jpg} +OPTION: a | fire {page_041_001.jpg|A cowboy sitting on the ground next to a burning campfire in an outdoor setting} +OPTION: b | cassette {page_041_002.jpg|A man holding up a cassette tape recorder} +OPTION: c | dining room {page_041_003.jpg|A dining room set with a dining table, chairs, a hutch, and a chandelier} +OPTION: d | patio {page_041_004.jpg|A wooden picnic table sitting outside on a patio near bushes} +OPTION: e | stereo {page_041_005.jpg|A stereo cabinet system with a record player and speakers} +OPTION: f | story {page_041_006.jpg|A man walking up a flight of stairs inside a building} -PROMPT: The children are playing on the patio. {bk12-l3a-f1-13-q.mp3} +PROMPT: The children are playing on the patio. {bk12-l3a-f1-13.mp3} ANSWER: d -FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-13-a.mp3} +FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-14.mp3} -PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-q.mp3} +PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-19.mp3} ANSWER: e -FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-a.mp3} +FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-20.mp3} -PROMPT: Why don't you make a fire? {bk12-l3a-f1-17-q.mp3} +PROMPT: Why don't you make a fire? {bk12-l3a-f1-21.mp3} ANSWER: a -FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-17-a.mp3} +FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-22.mp3} -PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-q.mp3} +PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-25.mp3} ANSWER: b -FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-a.mp3} +FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-26.mp3} -PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-q.mp3} +PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-27.mp3} ANSWER: c -FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-a.mp3} +FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-28.mp3} -PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-q.mp3} +PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-29.mp3} ANSWER: f -FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-a.mp3} +FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-30.mp3} - -# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6) -$SELECT Match the Picture: Set Two -ID: 3a-f1-b2 -INTRO: Same game, six more words. Tap the picture that matches the sentence you hear, then say the sentence back. -INSTRUCTION: Tap the correct picture. +# Source: LLA 3A Figure 1 (second half of the split pool) +$SELECT Which Picture Is It? (Set 2) +ID: 12-3a-f1-match-b +INTRO: Six more sentences, six more pictures. Listen, tap the matching picture, then repeat the sentence. +INSTRUCTION: Tap the picture that matches the sentence. REPEAT -OPTION: g | wood {page_042_001.jpg} -OPTION: h | plan {page_042_002.jpg} -OPTION: i | record {page_042_003.jpg} -OPTION: j | microwave {page_042_004.jpg} -OPTION: k | oven {page_042_005.jpg} -OPTION: l | fireplace {page_042_006.jpg} +OPTION: g | wood {page_042_001.jpg|Stacks of logs piled up against the brick wall of a house near a window} +OPTION: h | plans {page_042_002.jpg|Architectural floor plan showing various rooms and layout of a house} +OPTION: i | record {page_042_003.jpg|A person looking through a collection of record albums, holding one labeled "ELVIS"} +OPTION: j | microwave {page_042_004.jpg|A man wearing glasses talking with a woman} +OPTION: k | oven {page_042_005.jpg|A woman looking inside a microwave oven door} +OPTION: l | fireplace {page_042_006.jpg|A stone fireplace with a fire burning inside} -PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-14-q.mp3} +PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-15.mp3} ANSWER: k -FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-14-a.mp3} +FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-16.mp3} -PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-15-q.mp3} +PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-17.mp3} ANSWER: h -FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-15-a.mp3} +FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-18.mp3} -PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-q.mp3} +PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-23.mp3} ANSWER: j -FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-a.mp3} +FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-24.mp3} -PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-q.mp3} +PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-31.mp3} ANSWER: l -FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-a.mp3} +FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-32.mp3} -PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-q.mp3} +PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-33.mp3} ANSWER: i -FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-a.mp3} +FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-34.mp3} -PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-24-q.mp3} +PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-35.mp3} ANSWER: g -FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-24-a.mp3} - +FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-36.mp3} # Source: ST §My House Is in the Suburbs -$DIALOGUE My House Is in the Suburbs +$DIALOGUE House Tour: In the Suburbs ID: l3-s1 -INTRO: A proud homeowner is about to give you the full tour of his house in the suburbs. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +INTRO: A proud homeowner gives you the grand tour — starting before you even get out of the car. Read along. +INSTRUCTION: Read the sentences. VOCAB: suburb -LINE: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg} +Narrator: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg|Diagram showing a central area labeled DOWNTOWN surrounded by suburban houses labeled SUBURB, with one house in a circle highlighted} VOCAB: two-story VOCAB: floor -LINE: It's a two-story house; it has two floors or stories. {st-page_081_001.jpg} +Narrator: It's a two-story house; it has two floors or stories. VOCAB: near -LINE: Get in the car. I'll show you my house. We won't have to drive far. My house is near. +Narrator: Get in the car. I'll show you my house. We won't have to drive far. My house is near. -LINE: We're home! {st-page_081_002.jpg} +Narrator: We're home! {st-page_081_002.jpg|A car driven by a person, captioned "We're home!"} -LINE: Let's go inside. {st-page_081_003.jpg} +Narrator: Let's go inside. {st-page_081_003.jpg|A two-story house with a car parked in front, captioned "Let's go inside."} + +Narrator: Let me show you my house. This is the living room. How do you like our fireplace? Nice, isn't it? {st-page_081_004.jpg|A brick fireplace with wood burning inside, labeled "fireplace"} -LINE: Let me show you my house. {st-page_081_004.jpg} -LINE: This is the living room. {st-page_081_004.jpg} -LINE: How do you like our fireplace? {st-page_081_004.jpg} -LINE: Nice, isn't it? {st-page_081_004.jpg} VOCAB: builder -LINE: The builder did a very good job. {st-page_081_004.jpg} -LINE: On very cold days, we make great fires. {st-page_081_004.jpg} +Narrator: The builder did a very good job. +Narrator: On very cold days, we make great fires. -# Source: ST §Answer About the House -$PRODUCE Questions About the House +# Source: ST §My House Is in the Suburbs (questions) +$PRODUCE Questions: In the Suburbs ID: l3-s2 -REFERENCE -INTRO: Answer a few questions about the house. Speak a full sentence — and open the reading again if your memory of the tour is fuzzy. -INSTRUCTION: Answer each question aloud in a full sentence. +REFERENCE: l3-s1 +INTRO: A few questions about the house you just toured. Answer aloud — open the reading if you need it. +INSTRUCTION: Answer the questions about the house. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +RUBRIC: Accept answers that correctly provide the factual information from the reading; treat the model answer as the factual key and accept any phrasing or short form of the same fact. PROMPT: Where is the house? -RESPONSE: It is in a suburb. +RESPONSE: It is in a suburb, away from downtown. PROMPT: How many stories does it have? RESPONSE: It has two stories. PROMPT: Is the house very far? -RESPONSE: No, it is near. +RESPONSE: No, it's near. PROMPT: What is in the living room? -RESPONSE: There is a fireplace in the living room. +RESPONSE: A fireplace is in the living room. PROMPT: Who did a good job? RESPONSE: The builder did a very good job. - # Source: ST §More About My House -$DIALOGUE Inside the House +$DIALOGUE House Tour: Inside the House ID: l3-s3 -INTRO: The tour continues — the stereo, the kitchen, and the patio. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +INTRO: The tour continues — the stereo, the kitchen, and the patio out back. Read along. +INSTRUCTION: Read the sentences. + +Narrator: That's our new stereo over there. {st-page_082_001.jpg|A stereo system with speakers, a tuner, and cassette decks, labeled "stereo"} + +Narrator: Perhaps you would like to listen to some music later. -LINE: That's our new stereo over there. {st-page_082_001.jpg} -LINE: Perhaps you would like to listen to some music later. {st-page_082_001.jpg} VOCAB: to play -LINE: Maybe we can play Michael Johnson's new record. {st-page_082_001.jpg} -LINE: Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg} +Narrator: Maybe we can play Michael Johnson's new record. + +Narrator: Or perhaps, we can play some of the cassettes that I just received in the mail. + +Narrator: Now let's go to the dining room and kitchen. + +Narrator: We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. + +Narrator: This is our new microwave oven. {st-page_082_002.jpg|A microwave oven on a counter next to a steaming bowl, labeled "microwave"} + +Narrator: The stove's oven wasn't quick enough for us. -LINE: Now let's go to the dining room and kitchen. {st-page_082_002.jpg} -LINE: We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. {st-page_082_002.jpg} -LINE: This is our new microwave oven. {st-page_082_002.jpg} -LINE: The stove's oven wasn't quick enough for us. {st-page_082_002.jpg} VOCAB: to heat VOCAB: to boil -LINE: So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg} +Narrator: So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! + +Narrator: If you look out the glass door, you can see our patio. {st-page_082_003.jpg|A patio with table and chairs seen through a glass door, with a shed labeled "SHED" and stacked "FIREWOOD" outside} + +Narrator: In the summers, we eat out there sometimes. -LINE: If you look out the glass door, you can see our patio. {st-page_082_003.jpg} -LINE: In the summers, we eat out there sometimes. {st-page_082_003.jpg} VOCAB: shed -LINE: We keep wood for our fireplace in that shed. {st-page_082_003.jpg} +Narrator: We keep wood for our fireplace in that shed. + VOCAB: to burn -LINE: You know wood burns much better if you keep it dry. {st-page_082_003.jpg} +Narrator: You know wood burns much better if you keep it dry. - -# Source: ST §Answer About the House (Part 2) -$PRODUCE More Questions About the House +# Source: ST §More About My House (questions) +$PRODUCE Questions: Inside the House ID: l3-s4 -REFERENCE -INTRO: More questions about the house. Answer aloud in full sentences — the reading is there if you need it. -INSTRUCTION: Answer each question aloud in a full sentence. +REFERENCE: l3-s3 +INTRO: More questions about the house — the host is watching, so pay attention to the details. Answer aloud. +INSTRUCTION: Answer the questions about the house. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +RUBRIC: Accept answers that correctly provide the factual information from the reading; treat the model answer as the factual key and accept any phrasing or short form of the same fact. PROMPT: What's new in the living room? RESPONSE: The stereo is new. PROMPT: What are they going to play later on? -RESPONSE: They might play a record or some cassettes. +RESPONSE: They might play a new record or cassettes. PROMPT: What do they use the microwave for? -RESPONSE: They use it to heat water and boil it to make soup. +RESPONSE: They use it to heat water and boil soup. PROMPT: What was the problem with the stove's oven? -RESPONSE: It wasn't quick enough. +RESPONSE: It wasn't quick enough for them. PROMPT: What can you see out the glass door? -RESPONSE: You can see the patio. +RESPONSE: You can see the patio and the shed. PROMPT: Why does he keep the wood in a shed? RESPONSE: Because wood burns much better if you keep it dry. - # Source: ST §The Wood's in the Shed -$SELECT Where Does It Go? +$SELECT Finish the Sentence: Around the House ID: l3-s5 -INTRO: Time to put everything in its place. Read each sentence and tap the ending that completes it. -INSTRUCTION: Tap the correct ending. +INTRO: Every sentence here has lost its ending. Tap the phrase that completes each one. +INSTRUCTION: Tap the ending that completes each sentence. OPTION: a | in the suburbs. OPTION: b | in the fireplace. OPTION: c | in the living room. @@ -302,78 +306,75 @@ OPTION: h | in the oven. OPTION: i | on the stereo. OPTION: j | on the patio. -TEMPLATE: You can boil water quickly ____ -ANSWER: f|h +TEMPLATE: You can boil water quickly ____. +ANSWER: f -TEMPLATE: When the weather is good, we eat outside ____ +TEMPLATE: When the weather is good, we eat outside ____. ANSWER: j -TEMPLATE: The table and chairs are ____ +TEMPLATE: The table and chairs are ____. ANSWER: d -TEMPLATE: Kim is playing a record ____ +TEMPLATE: Kim is playing a record ____. ANSWER: i -TEMPLATE: Our stereo is ____ +TEMPLATE: Our stereo is ____. ANSWER: c -TEMPLATE: The wood is burning ____ +TEMPLATE: The wood is burning ____. ANSWER: b -TEMPLATE: Tony lives ____ +TEMPLATE: Tony lives ____. ANSWER: a -TEMPLATE: We keep our wood ____ +TEMPLATE: We keep our wood ____. ANSWER: g -TEMPLATE: Mike is heating the food ____ -ANSWER: h|f +TEMPLATE: Mike is heating the food ____. +ANSWER: h -TEMPLATE: Add more wood ____ +TEMPLATE: Add more wood ____. ANSWER: e -# SKIPPED (book): Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair -# discrimination with no recorded stimulus. Convertible later with chosen items + TTS. +# SKIPPED (book): Listening Skill "HIT HIT HEAT" (ST p. 76) — instructor-read discrimination task with unprinted stimuli; skipped per ST rules. -$SESSION 3-2: Adding On to the House +$SESSION 3-2: Adding On -# Source: LLA 3A Figure 1 (continuation) -$DIALOGUE Making the House Bigger — New Words -ID: 3a-f1-c -INTRO: In this part you'll learn the words for making a house bigger — and why a family might need to. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. +# Source: LLA 3A Listening/Speaking Activity (after Figure 1) +$DIALOGUE Building and Adding On +ID: 12-3a-vocab2 +INTRO: This part is about making a house bigger — adding on, building, and enlarging. Listen and repeat the new words and sentences. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT -LINE: Mrs. Howard just had another baby. {bk12-l3a-f1-25a.mp3} -LINE: Now there are 5 children in the family. {bk12-l3a-f1-25b.mp3} -VOCAB: add on -LINE: They need to add on another bedroom. {bk12-l3a-f1-25c.mp3} +VOCAB: to add on +LINE: Mrs. Howard just had another baby. Now there are 5 children in the family. They need to add on another bedroom. {bk12-l3a-f1-37.mp3} -VOCAB: build -LINE: My son is building his home in the country. {bk12-l3a-f1-26.mp3} +VOCAB: to build +LINE: My son is building his home in the country. {bk12-l3a-f1-38.mp3} -LINE: Peggy does a lot of cooking. {bk12-l3a-f1-27a.mp3} -VOCAB: enlarge -LINE: She has decided to enlarge her kitchen. {bk12-l3a-f1-27b.mp3} +VOCAB: to enlarge +LINE: Peggy does a lot of cooking. She has decided to enlarge her kitchen. {bk12-l3a-f1-39.mp3} -LINE: That fire is very hot. {bk12-l3a-f1-28a.mp3} -LINE: It gives off a lot of heat. {bk12-l3a-f1-28b.mp3} +VOCAB: heat +LINE: That fire is very hot. It gives off a lot of heat. {bk12-l3a-f1-40.mp3} -LINE: Don't let the baby play near the fire. {bk12-l3a-f1-29a.mp3} -LINE: It will burn him. {bk12-l3a-f1-29b.mp3} +VOCAB: to burn +LINE: Don't let the baby play near the fire. It will burn him. {bk12-l3a-f1-41.mp3} VOCAB: addition -LINE: This patio is our newest addition to the house. {bk12-l3a-f1-30.mp3} +LINE: This patio is our newest addition to the house. {bk12-l3a-f1-42.mp3} -LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-31.mp3} - -LINE: Valerie lives in a new suburb outside the city. {bk12-l3a-f1-32.mp3} +VOCAB: builder +LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-43.mp3} +VOCAB: suburb +LINE: Valerie lives in a new suburb outside the city. {bk12-l3a-f1-44.mp3} # Source: LLA 3A Figure 2 -$SELECT Questions About the New Words -ID: 3a-f2 -INTRO: Now answer questions about those sentences. Listen to the question, tap the correct answer, then repeat it. +$SELECT Questions About Building +ID: 12-3a-f2 +INTRO: Listen to each question, tap the correct answer from the list, then repeat the answer. INSTRUCTION: Tap the correct answer. REPEAT @@ -387,65 +388,67 @@ OPTION: g | He's building it in the country. OPTION: h | The fire will burn him. EXAMPLE -PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01-q.mp3} +PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01.mp3} ANSWER: c -FEEDBACK: He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3} +FEEDBACK: He's the biggest builder in Dallas. {bk12-l3a-f2-02.mp3} -PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-02-q.mp3} +PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-03.mp3} ANSWER: e -FEEDBACK: She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3} +FEEDBACK: She enlarged her kitchen. {bk12-l3a-f2-04.mp3} -PROMPT: Where is your son building his home? {bk12-l3a-f2-03-q.mp3} +PROMPT: Where is your son building his home? {bk12-l3a-f2-05.mp3} ANSWER: g -FEEDBACK: He's building it in the country. {bk12-l3a-f2-03-a.mp3} +FEEDBACK: He's building it in the country. {bk12-l3a-f2-06.mp3} -PROMPT: Is this patio new? {bk12-l3a-f2-04-q.mp3} +PROMPT: Is this patio new? {bk12-l3a-f2-07.mp3} ANSWER: b -FEEDBACK: Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3} +FEEDBACK: Yes, it's the newest addition to the house. {bk12-l3a-f2-08.mp3} -PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-05-q.mp3} +PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-09.mp3} ANSWER: a -FEEDBACK: She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3} +FEEDBACK: She's going to add on another bedroom. {bk12-l3a-f2-10.mp3} -PROMPT: What does the fire give off? {bk12-l3a-f2-06-q.mp3} +PROMPT: What does the fire give off? {bk12-l3a-f2-11.mp3} ANSWER: f -FEEDBACK: The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3} +FEEDBACK: The fire gives off a lot of heat. {bk12-l3a-f2-12.mp3} -PROMPT: Where does Valerie live? {bk12-l3a-f2-07-q.mp3} +PROMPT: Where does Valerie live? {bk12-l3a-f2-13.mp3} ANSWER: d -FEEDBACK: She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3} +FEEDBACK: She lives in a new suburb outside of the city. {bk12-l3a-f2-14.mp3} -PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-08-q.mp3} +PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-15.mp3} ANSWER: h -FEEDBACK: The fire will burn him. {bk12-l3a-f2-08-a.mp3} +FEEDBACK: The fire will burn him. {bk12-l3a-f2-16.mp3} - -# Source: LLA 3B Figure 1 -$DIALOGUE Problems, Solutions, and Get-Togethers -ID: 3b-f1 -INTRO: Here are more new words — problems, solutions, and get-togethers. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. +# Source: LLA 3B Vocabulary Presentation +$DIALOGUE Get-Togethers, Problems, and Solutions +ID: 12-3b-vocab +INTRO: More new words — for parties, plans, and problems that need solving. Listen and repeat each word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT +VOCAB: to boil LINE: The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3} VOCAB: a get-together LINE: Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3} -VOCAB: get together +VOCAB: to get together LINE: Let's get together after work today. {bk12-l3b-f1-03.mp3} +VOCAB: to play LINE: Does your son play basketball? {bk12-l3b-f1-04.mp3} -VOCAB: solve +VOCAB: to solve LINE: Did you solve the math problem? {bk12-l3b-f1-05.mp3} -VOCAB: take place +VOCAB: to take place LINE: Where did the accident take place? {bk12-l3b-f1-06.mp3} VOCAB: interested in LINE: Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3} +VOCAB: near LINE: He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3} VOCAB: perhaps @@ -466,149 +469,153 @@ LINE: Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3} VOCAB: trouble LINE: Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3} +# Source: LLA 3B Figure 1 +$SELECT Match the Answer You Hear +ID: 12-3b-f1 +INTRO: Listen to each question and tap the statement that answers it. +INSTRUCTION: Tap the correct answer for the question you hear. -# Source: LLA 3B Figure 1 (question pass) -$SELECT Check the New Words -ID: 3b-f1-b -INTRO: A quick check on the new words. Listen to each question and tap the correct answer. -INSTRUCTION: Tap the correct answer. +OPTION: a | He had an idea about enlarging the kitchen. {bk12-l3b-f1-fb-a.mp3} +OPTION: b | He is planning a get-together at his house. {bk12-l3b-f1-fb-b.mp3} +OPTION: c | Add the vegetables after the water boils. {bk12-l3b-f1-fb-c.mp3} +OPTION: d | Jim is interested in learning about other countries. {bk12-l3b-f1-fb-d.mp3} +OPTION: e | The meeting is in 15 minutes. {bk12-l3b-f1-fb-e.mp3} -OPTION: a | He had an idea about enlarging the kitchen. -OPTION: b | He is planning a get-together at his house. -OPTION: c | Add the vegetables after the water boils. -OPTION: d | Jim is interested in learning about other countries. -OPTION: e | The meeting is in 15 minutes. - -PROMPT: What is Jim interested in? {bk12-l3b-f1-00-q1.mp3} +PROMPT: What is Jim interested in? {bk12-l3b-f1-q1.mp3} ANSWER: d -PROMPT: What was Jeff's idea? {bk12-l3b-f1-00-q2.mp3} +PROMPT: What was Jeff's idea? {bk12-l3b-f1-q2.mp3} ANSWER: a -PROMPT: When do I add the vegetables? {bk12-l3b-f1-00-q3.mp3} +PROMPT: When do I add the vegetables? {bk12-l3b-f1-q3.mp3} ANSWER: c -PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-00-q4.mp3} +PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-q4.mp3} ANSWER: b -PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-00-q5.mp3} +PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-q5.mp3} ANSWER: e -# DROPPED (twin): ST "These Are New Words" (l3-s6) — same vocabulary set as the -# LLA 3B Figure 1 cassette presentation, same presentation role; cassette kept. -# All of its words appear in the kept activities and the following dialog. +# DROPPED (ST): "These Are New Words" (l3-s6) — TTS word-list presentation whose vocabulary is fully covered by the two cassette presentations above (cassette-over-TTS twin rule); its irregular-verb forms reappear naturally in the dialogs and in the present perfect part. # Source: ST §The Trouble Is We Don't Have Enough Room! -$DIALOGUE The Trouble Is We Don't Have Enough Room! +$DIALOGUE Not Enough Room {st-page_085_001.jpg|A man and a woman sitting in the front seats of a car talking to each other} ID: l3-s7 -INTRO: Anita and Oscar's house is full of relatives and short on space. Listen to their conversation and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +INTRO: Driving home from a family get-together, Anita and Oscar face the truth: the house is too small. Read the dialog. +INSTRUCTION: Read the dialog. + +Anita: Boy, some of these family get-togethers can be very tiring! -Anita: Boy, some of these family get-togethers can be very tiring! {st-page_085_001.jpg} VOCAB: room Oscar: The trouble is we don't have enough room for all the kids to play in. + Anita: And we don't have room for all the cooking that takes place when everybody is here. Oscar: I have an idea that just might solve our problem. + Anita: Let's hear your solution. VOCAB: den Oscar: We can add on a den to the house and enlarge the kitchen. Anita: Where will we put the den? . . . Where the patio is? + VOCAB: to leave Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you. - -# Source: ST §Answer About the Dialog -$PRODUCE Questions About the Problem +# Source: ST (questions on the dialog) +$PRODUCE Questions: Not Enough Room ID: l3-s8 -REFERENCE -INTRO: Answer questions about Anita and Oscar's problem. Speak in full sentences — the dialog is a tap away. -INSTRUCTION: Answer each question aloud in a full sentence. +REFERENCE: l3-s7 +INTRO: Answer a few questions about Oscar's big idea. Open the dialog if you need it. +INSTRUCTION: Answer the questions about the dialog. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +RUBRIC: Accept answers that accurately provide the information from the dialog; treat the model answer as the factual key and accept any phrasing of the same facts. PROMPT: What was tiring? -RESPONSE: The family get-togethers were tiring. +RESPONSE: The family get-together was tiring. PROMPT: What did Oscar say the problem was? -RESPONSE: He said they didn't have enough room for all the kids to play in. +RESPONSE: They don't have enough room for all the kids to play in. PROMPT: Where does the cooking take place? -RESPONSE: The cooking takes place when everybody is there. +RESPONSE: It takes place in the kitchen. PROMPT: What's going to solve the problem? -RESPONSE: Oscar has an idea that might solve the problem. +RESPONSE: Oscar's plan to add on a den and enlarge the kitchen will solve it. PROMPT: What's Oscar's solution? -RESPONSE: They can add on a den to the house and enlarge the kitchen. +RESPONSE: To add on a den and enlarge the kitchen. PROMPT: Does he want to put a den where the patio is? RESPONSE: No, he wants to leave the patio like it is. - -# Source: ST §Yes, We'll Do It In the Near Future -$DIALOGUE Yes, We'll Do It in the Near Future +# Source: ST §Yes, We'll Do It in the Near Future. +$DIALOGUE Plans for the Addition {st-page_086_001.jpg|A first floor floor plan diagram showing rooms with dotted lines for new den and new wall additions} ID: l3-s9 -INTRO: Carol wants to see the plans — she'd like a den too. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +INTRO: Anita shows the plan to her sister Carol — who promptly decides she wants a den, too. Read the dialog. +INSTRUCTION: Read the dialog. + +Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. -Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. {st-page_086_001.jpg} Anita: Did you look at the kitchen? + Carol: It's going to be large. Why do you need a large kitchen? + Anita: When all my sisters, my mother, and I get together, we just don't have enough room. + Carol: But you only get together a few days out of the year. + Anita: I know, but these get-togethers are very important to us. +VOCAB: near future Carol: Are you planning to do this in the near future? + Anita: Well, Oscar has already built the kitchen wall. He wants to build the den right after he finishes the wall. + Carol: Then it should be ready for your next get-together. + Anita: We hope so. - -# Source: ST §Answer About the Plan -$PRODUCE Questions About the Plan +# Source: ST (questions on the dialog) +$PRODUCE Questions: Plans for the Addition ID: l3-s10 -REFERENCE -INTRO: A few questions about the plan. Answer aloud in full sentences — check the dialog if you need to. -INSTRUCTION: Answer each question aloud in a full sentence. +REFERENCE: l3-s9 +INTRO: Answer the questions about Anita and Carol's conversation. The dialog is a tap away if you need it. +INSTRUCTION: Answer the questions about the dialog. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). +RUBRIC: Accept accurate factual responses based on the dialog; treat the model answer as the factual key and accept any phrasing of the same facts. PROMPT: Why is Carol interested in the plan? RESPONSE: Because she wants a den, too. PROMPT: Why does Anita need a large kitchen? -RESPONSE: Because when her family gets together, they don't have enough room. +RESPONSE: Because when her family gets together, they need enough room for cooking. PROMPT: Are these get-togethers important to Anita? -RESPONSE: Yes, they are very important to them. +RESPONSE: Yes, they are very important to her. PROMPT: Will Oscar build the addition soon? -RESPONSE: Yes, he wants to build the den right after he finishes the kitchen wall. +RESPONSE: Yes, in the near future. PROMPT: When should the den be ready? RESPONSE: It should be ready for their next get-together. - # Source: ST §They Want to Add On a Den -$PRODUCE They Want to Add On a Den +$PRODUCE Fill In the Story: Adding On ID: l3-s11 -INTRO: Retell the whole story. Type the correct word from the two choices in parentheses. -INSTRUCTION: Type the correct word from the choices in parentheses. +REFERENCE: l3-s7 +INTRO: The whole story of Oscar and Anita's addition, with words missing. Type the correct word from the choices in parentheses. +INSTRUCTION: Type the correct word to complete each sentence. INPUT: type CHECK: exact -TEMPLATE: Oscar and Anita had a family ____{get-together} (story, get-together) last month. +TEMPLATE: Oscar and Anita had a family ____{get-together} last month. (story, get-together) RESPONSE: Oscar and Anita had a family get-together last month. -ACCEPT: get-together TEMPLATE: Anita thought that the get-together was ____{tiring} (tiring, tired), but Oscar thought that the ____{trouble} (trouble, solution) was that they didn't have enough ____{room} (room, rooms). RESPONSE: Anita thought that the get-together was tiring, but Oscar thought that the trouble was that they didn't have enough room. @@ -624,104 +631,140 @@ RESPONSE: Now, the family is at Oscar's and Anita's house again. Oscar has alrea TEMPLATE: Anita's sister, Carol, is ____{interested} (interested, meeting) in the plan because she also wants a den. RESPONSE: Anita's sister, Carol, is interested in the plan because she also wants a den. -ACCEPT: interested -TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{got together} (added on, got together). -RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they got together. +TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{added on} (added on, addition). +RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they added on. -$SESSION 3-3: "Could" for Possibility +$SESSION 3-3: It Could Be — Possibility -# Source: ST §You Could Be the Winner of a Million Dollars! -$GRAMMAR "Could" for Possibility -ID: l3-s13 -INTRO: In this part you'll learn to say what's possible when you're not sure — with "could". Read the explanation before the drills. - -![A woman looking at a Lotto ticket while a man appears on a television screen talking to her](st-page_089_001.jpg) - -| | | | | -|---|---|---|---| -| The keys | **could**
might
may | be | in the kitchen. | - -**Could is used to express possibility.** - -Read the following sentences about possibility. - -1. James {could be} in the backyard. I'm not sure. -2. Where {could Sam be}? He's 30 minutes late. -3. He {could be} at the gym. He likes to exercise in the afternoon. -4. {Could this be} Mike's sweater? He has a red one. -5. It {could be} Tom's sweater. It's got the letter "T" on it. -6. It's very cloudy this morning. It {could rain} today. -7. My father said we {could win} a lot of money if they pick our number. - - -# Source: LLA 3A Figure 2 (sentence presentation) -$DIALOGUE Sentences with "Could" -ID: 3a-f2-b -INTRO: Listen to sentences that use "could" for possibility, and repeat each one. -INSTRUCTION: Listen and repeat. +# Source: LLA 3A Listening/Speaking Activity (after Figure 2) +$DIALOGUE Hearing "Could" +ID: 12-3a-could-intro +INTRO: In this part you'll learn to say something is possible when you're not sure. Listen to these sentences with "could" and repeat them. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Those questions could be too difficult for him. {bk12-l3a-f2-09.mp3} -LINE: I think he's having trouble. {bk12-l3a-f2-10.mp3} -LINE: Walter could be at the mall. {bk12-l3a-f2-11.mp3} -LINE: I'm not sure. {bk12-l3a-f2-12.mp3} -LINE: Could this be Alan's jacket? {bk12-l3a-f2-13.mp3} -LINE: It's the same color as his. {bk12-l3a-f2-14.mp3} -LINE: Do you think I could borrow your English book tonight? {bk12-l3a-f2-15.mp3} -LINE: I can't find mine. {bk12-l3a-f2-16.mp3} -LINE: What could John be doing out this late at night? {bk12-l3a-f2-17.mp3} -LINE: He's usually home early. {bk12-l3a-f2-18.mp3} +LINE: Those questions could be too difficult for him. I think he's having trouble. {bk12-l3a-f2-17.mp3} +LINE: Walter could be at the mall. I'm not sure. {bk12-l3a-f2-18.mp3} + +LINE: Could this be Alan's jacket? It's the same color as his. {bk12-l3a-f2-19.mp3} + +LINE: Do you think I could borrow your English book tonight? I can't find mine. {bk12-l3a-f2-20.mp3} + +LINE: What could John be doing out this late at night? He's usually home early. {bk12-l3a-f2-21.mp3} + +# Source: ST §Expressing Possibility: Could +$GRAMMAR Saying It's Possible: "Could" +ID: l3-s13 +INTRO: The rule behind what you just heard — short and painless. + +CARD: When you're not sure, use **could** before the verb to say something is possible. +{The keys could be in the kitchen.} + +CARD: **Might** and **may** express possibility in the same way. +{The keys might be in the kitchen.} +{The keys may be in the kitchen.} + +SUMMARY: +| | | | | +|---|---|---|---| +| The keys | could / might / may | be | in the kitchen. | + +*Could is used to express possibility.* + +# Source: ST §Sentences with Could +$DIALOGUE More Sentences with "Could" +ID: l3-s14 +INTRO: Read and repeat these sentences — someone is always missing, and anything could happen. +INSTRUCTION: Read the sentences expressing possibility. +REPEAT + +LINE: James could be in the backyard. I'm not sure. +LINE: Where could Sam be? He's 30 minutes late. +LINE: He could be at the gym. He likes to exercise in the afternoon. +LINE: Could this be Mike's sweater? He has a red one. +LINE: It could be Tom's sweater. It's got the letter "T" on it. +LINE: It's very cloudy this morning. It could rain today. +LINE: My father said we could win a lot of money if they pick our number. {st-page_089_001.jpg|A woman looking at a Lotto ticket while a man appears on a television screen talking to her} # Source: LLA 3A Figure 3 $PRODUCE Answer with "Could" -ID: 3a-f3 +ID: 12-3a-f3 +INTRO: Read the cue, listen to the question, and answer aloud using "could". Then repeat the model answer. +INSTRUCTION: Answer aloud using "could". INPUT: speak CHECK: reveal -INTRO: Now it's your turn to guess. Answer each question aloud with "could" and the cue on your screen, then repeat the model answer. -INSTRUCTION: Answer aloud using "could". REPEAT EXAMPLE TEMPLATE: at Jim's house -PROMPT: Where is Robert? {bk12-l3a-f3-ex-q.mp3} -RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-ex-a.mp3} +PROMPT: Where is Robert? {bk12-l3a-f3-01.mp3} +RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-02.mp3} TEMPLATE: Daniel's -PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-01-q.mp3} +PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-03.mp3} RESPONSE: It could be Daniel's. TEMPLATE: today -PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-02-q.mp3} +PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-05.mp3} RESPONSE: It could be today. TEMPLATE: on your desk -PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-03-q.mp3} +PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-07.mp3} RESPONSE: It could be on your desk. TEMPLATE: a bird in a tree -PROMPT: What is that a picture of? {bk12-l3a-f3-04-q.mp3} +PROMPT: What is that a picture of? {bk12-l3a-f3-09.mp3} RESPONSE: It could be a bird in a tree. TEMPLATE: about 2-1/2 or 3 hours -PROMPT: How long is this movie? {bk12-l3a-f3-05-q.mp3} -RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-05-a.mp3} +PROMPT: How long is this movie? {bk12-l3a-f3-11.mp3} +RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-12.mp3} - -# Source: ST §Where Could They Be? -$DIALOGUE Where Could They Be? -ID: l3-s14 -INTRO: Two small emergencies — lost keys and a missing wallet. Listen to how the speakers guess with "could", "may", and "might". -INSTRUCTION: Listen to the paragraphs. +# Source: ST §Where Could They Be? — Paragraph 1 +$DIALOGUE Where Are My Keys? +ID: l3-s15-r1 +INTRO: Twenty minutes to get to work, and no keys anywhere. Follow the search. +INSTRUCTION: Read the paragraph. Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys. LINE: Let's see; could they be in the kitchen? No, not there. LINE: They might be on top of the TV. No. -LINE: Well, they may be on the table in the bedroom. No. Where could they be? +LINE: Well, they may be on the table in the bedroom. No. +LINE: Where could they be? LINE: They might be in the car. There they are! LINE: I might be a little late for work, but I'll be there. +# Source: ST (questions on the paragraph) +$PRODUCE Questions: Where Are My Keys? +ID: l3-s15-q1 +REFERENCE: l3-s15-r1 +INTRO: Answer the questions about the key hunt. Aloud, in short answers. +INSTRUCTION: Answer the questions about the paragraph. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept direct affirmative/negative answers or full sentences matching the story facts in the model answers. + +PROMPT: Are the keys in the kitchen? +RESPONSE: No, they aren't. + +PROMPT: Are they on the TV? +RESPONSE: No, they aren't. + +PROMPT: Are they in the bedroom? +RESPONSE: No, they aren't. + +PROMPT: Where are the keys? +RESPONSE: They are in the car. + +# Source: ST §Where Could They Be? — Paragraph 2 +$DIALOGUE Where's My Wallet? +ID: l3-s15-r2 +INTRO: Time to pay the check — and the wallet is gone. Read what happens. +INSTRUCTION: Read the paragraph. + Narrator: Oh, no! It's time to pay the check, and I can't find my wallet. LINE: Let's see; maybe it's in my other pocket. No. LINE: It could be in my jacket. NO! It's not there. @@ -729,52 +772,38 @@ LINE: It might be in the car. LINE: How do I get out of the restaurant to check my car? LINE: I could leave my friend here, or I could ask my friend to lend me the money. - -# Source: ST §Answer About the Paragraphs -$PRODUCE Questions About the Keys and the Wallet -ID: l3-s15 -REFERENCE -INTRO: Answer questions about the lost keys and the missing wallet. Speak full sentences — the story is there if you need it. -INSTRUCTION: Answer each question aloud in a full sentence. +# Source: ST (questions on the paragraph) +$PRODUCE Questions: Where's My Wallet? +ID: l3-s15-q2 +REFERENCE: l3-s15-r2 +INTRO: Answer the questions about the missing wallet — and the poor friend who may end up paying. +INSTRUCTION: Answer the questions about the paragraph. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). - -PROMPT: Are the keys in the kitchen? -RESPONSE: No, they aren't there. - -PROMPT: Are they on the TV? -RESPONSE: No, they aren't on the TV. - -PROMPT: Are they in the bedroom? -RESPONSE: No, they aren't in the bedroom. - -PROMPT: Where are the keys? -RESPONSE: They are in the car. +RUBRIC: Accept accurate answers reflecting the options and situation described in the model answers. PROMPT: Could he find his wallet? RESPONSE: No, he couldn't find his wallet. PROMPT: Is it in his jacket? -RESPONSE: No, it's not there. +RESPONSE: No, it's not in his jacket. PROMPT: How could he leave the restaurant to check his car? -RESPONSE: He could leave his friend there. +RESPONSE: He could leave his friend in the restaurant. PROMPT: Does he have another choice? RESPONSE: Yes, he could ask his friend to lend him the money. - # Source: ST §She Could Be at the Library -$PRODUCE She Could Be at the Library +$PRODUCE Your Turn: It Could Be… ID: l3-s16 -INTRO: Answer each question aloud with "could" and the cue on the screen. Nobody knows for sure — that's the point. +INTRO: Now you make the guesses. Answer each question aloud with "could", using the cue on screen. INSTRUCTION: Answer aloud using "could" and the cue. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any grammatical sentence expressing possibility using "could" and incorporating the provided cue. +RUBRIC: Accept any answer using "could" that incorporates the cue appropriately; any subject and reasonable phrasing is fine. EXAMPLE PROMPT: I lost my book. Where is it? @@ -813,112 +842,132 @@ PROMPT: Where's my pen? TEMPLATE: on the secretary's desk RESPONSE: It could be on the secretary's desk. - # Source: LLA 3A Figure 4 $SELECT Listen and Decide -ID: 3a-f4 -INTRO: Listen to each short conversation and decide what it tells you — how someone feels, or what's going on. Tap the best word, then repeat the answer. -INSTRUCTION: Tap the correct answer. +ID: 12-3a-f4 +INTRO: Listen to each short dialogue and choose the answer that best completes the sentence. Then repeat the sentence. +INSTRUCTION: Tap the correct word. REPEAT EXAMPLE -PROMPT: What happened, Gina? — That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3} -TEMPLATE: Gina is ______. +PROMPT: What happened, Gina?\n— That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3} +TEMPLATE: Gina is ____. OPTION: a | happy OPTION: b | sad -OPTION: c | angry {bk12-l3a-f4-ex-a.mp3} +OPTION: c | angry ANSWER: c +FEEDBACK: Gina is angry. {bk12-l3a-f4-ex-a.mp3} -PROMPT: Hi, Jack. Is Mr. West your barber too? — Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3} -TEMPLATE: Jack is ______. +PROMPT: Hi, Jack. Is Mr. West your barber too?\n— Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3} +TEMPLATE: Jack is ____. OPTION: a | sick -OPTION: b | pleased {bk12-l3a-f4-01-a.mp3} +OPTION: b | pleased OPTION: c | angry ANSWER: b +FEEDBACK: Jack is pleased. {bk12-l3a-f4-01-a.mp3} -PROMPT: What are you doing here at the airport so late at night, Jim? — I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3} -TEMPLATE: The plane is ______. +PROMPT: What are you doing here at the airport so late at night, Jim?\n— I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3} +TEMPLATE: The plane is ____. OPTION: a | early -OPTION: b | late {bk12-l3a-f4-02-a.mp3} +OPTION: b | late OPTION: c | on time ANSWER: b +FEEDBACK: The plane is late. {bk12-l3a-f4-02-a.mp3} -PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. — I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3} -TEMPLATE: Lt Andrews is ______. -OPTION: a | upset {bk12-l3a-f4-03-a.mp3} +PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late.\n— I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3} +TEMPLATE: Lt Andrews is ____. +OPTION: a | upset OPTION: b | happy OPTION: c | sad ANSWER: a +FEEDBACK: He's upset. {bk12-l3a-f4-03-a.mp3} -PROMPT: Jimmy, what's wrong? — They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3} -TEMPLATE: The tea is too ______. +PROMPT: Jimmy, what's wrong?\n— They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3} +TEMPLATE: The tea is too ____. OPTION: a | sour OPTION: b | salty -OPTION: c | sweet {bk12-l3a-f4-04-a.mp3} +OPTION: c | sweet ANSWER: c +FEEDBACK: The tea is too sweet. {bk12-l3a-f4-04-a.mp3} -PROMPT: Where are you going in such a hurry? — To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3} -TEMPLATE: He's ______. +PROMPT: Where are you going in such a hurry?\n— To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3} +TEMPLATE: He's ____. OPTION: a | sad -OPTION: b | excited {bk12-l3a-f4-05-a.mp3} +OPTION: b | excited OPTION: c | angry ANSWER: b +FEEDBACK: He's excited. {bk12-l3a-f4-05-a.mp3} -$SESSION 3-4: "-ING" and "-ED" Adjectives +$SESSION 3-4: Excited or Exciting? -# Source: ST §-ing / -ed adjectives (examples added from the lesson's own sentences) -$GRAMMAR "-ing" and "-ed" Adjectives +# Source: LLA 3B Grammar Presentation +$DIALOGUE Feelings with "-ing" and "-ed" +ID: 12-3b-grammar-presentation +INTRO: A game is "exciting"; the fans are "excited". In this part you'll learn to keep those two apart. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: exciting +LINE: My son's soccer game was very exciting. {bk12-l3b-f1-g01.mp3} + +VOCAB: excited +LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-g02.mp3} + +VOCAB: interesting +LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-g03.mp3} + +VOCAB: interested +LINE: Bob is interested in learning Italian. {bk12-l3b-f1-g04.mp3} + +VOCAB: boring +LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-g05.mp3} + +VOCAB: bored +LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-g06.mp3} + +VOCAB: confusing +LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-g07.mp3} + +VOCAB: confused +LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-g08.mp3} + +LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-g09.mp3} + +VOCAB: tired +LINE: John worked late today. He looks very tired. {bk12-l3b-f1-g10.mp3} + +VOCAB: frightening +LINE: The fire was frightening for everyone. {bk12-l3b-f1-g11.mp3} + +VOCAB: frightened +LINE: The children were frightened when the lights went out. {bk12-l3b-f1-g12.mp3} + +# Source: ST §-ing and -ed Adjectives +$GRAMMAR "-ing" or "-ed"? ID: l3-s18 -INTRO: In this part you'll learn the difference between "boring" and "bored" — a mix-up that has offended many innocent people. +INTRO: The whole rule fits on two cards. Here it is. -CARD: Use an **-ing** adjective to describe the person or thing that causes a feeling. +CARD: The **-ing** adjective describes the person or thing that **causes** the feeling. {My son's soccer game was very exciting.} -{The long movie was boring.} +{My last class in the afternoon is very boring.} -CARD: Use an **-ed** adjective to describe the person who experiences or has that feeling. +CARD: The **-ed** adjective describes the person who **has** the feeling. {Sergeant Roberts is excited about his high test score.} -{The students were bored.} - -CARD: Be careful not to mix them up when talking about people! If you say someone is boring, it means they make other people feel bored. -{The teacher was boring.} -{The students were bored.} +{Lieutenant Martin looked bored during the meeting this morning.} SUMMARY: | | |---| -| The **-ing** adjective describes the person/thing **causing** the feeling. | -| The **-ed** adjective describes the person **experiencing/having** the feeling. | - -$DIALOGUE Sentences with "-ing" and "-ed" -ID: 3b-ls1 -INTRO: Listen to pairs of sentences with "-ing" and "-ed" adjectives, and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: My son's soccer game was very exciting. {bk12-l3b-f1-ls1-01.mp3} -LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-ls1-02.mp3} -LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-ls1-03.mp3} -LINE: Bob is interested in learning Italian. {bk12-l3b-f1-ls1-04.mp3} -LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-ls1-05.mp3} -LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-ls1-06.mp3} -LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-ls1-07.mp3} -LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-ls1-08.mp3} -LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-ls1-09.mp3} -LINE: John worked late today. He looks very tired. {bk12-l3b-f1-ls1-10.mp3} -LINE: The fire was frightening for everyone. {bk12-l3b-f1-ls1-11.mp3} -LINE: The children were frightened when the lights went out. {bk12-l3b-f1-ls1-12.mp3} - -# DROPPED (twin): ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — -# same "-ing"/"-ed" sentence-presentation role as the LLA Listening/Speaking -# Activity cassette pass; cassette kept. +| The **-ing** adjective describes the person/thing causing the feeling. | +| The **-ed** adjective describes the person experiencing/having the feeling. | # Source: LLA 3B Figure 2 -$PRODUCE Answer with an "-ed" or "-ing" Adjective -ID: 3b-f2 +$PRODUCE Answer with "-ed" or "-ing" +ID: 12-3b-f2 +INTRO: Listen to each question and use the cue words to answer with an "-ed" or "-ing" adjective. Then repeat the correct answer. +INSTRUCTION: Answer using an "-ed" or "-ing" adjective. INPUT: speak CHECK: reveal -INTRO: Answer each question aloud with an "-ed" or "-ing" adjective, using the cue on the screen. Then repeat the model answer. -INSTRUCTION: Answer aloud using an "-ed" or "-ing" adjective. REPEAT EXAMPLE @@ -958,556 +1007,485 @@ TEMPLATE: I / bore PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3} RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3} +# DROPPED (ST): "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS repeat-sentence presentation of the same "-ed"/"-ing" pairs as the cassette presentation above (cassette-over-TTS twin rule); its adjective pairs are all practiced again in the next three activities. # Source: ST §Is George Excited or Exciting? -$PRODUCE Excited or Exciting? +$SELECT Excited or Exciting? ID: l3-s20 -INTRO: Type the correct form — "-ed" or "-ing" — in each sentence. -INSTRUCTION: Type the correct word to complete the sentence. -INPUT: type -CHECK: exact +INTRO: Tap the right form each time — is it causing the feeling, or having it? +INSTRUCTION: Tap the correct word to complete each sentence. -TEMPLATE: George is ____{excited} (excited, exciting) about his new job. -RESPONSE: George is excited about his new job. -ACCEPT: excited +TEMPLATE: George is ____ about his new job. +OPTION: a | excited +OPTION: b | exciting +ANSWER: a -TEMPLATE: Is basketball an ____{exciting} (excited, exciting) game? -RESPONSE: Is basketball an exciting game? -ACCEPT: exciting +TEMPLATE: Is basketball an ____ game? +OPTION: a | excited +OPTION: b | exciting +ANSWER: b -TEMPLATE: Was Barbara ____{frightened} (frightened, frightening) after the accident? -RESPONSE: Was Barbara frightened after the accident? -ACCEPT: frightened +TEMPLATE: Was Barbara ____ after the accident? +OPTION: a | frightened +OPTION: b | frightening +ANSWER: a -TEMPLATE: That new movie is very ____{frightening} (frightened, frightening). I won't let my children see it. -RESPONSE: That new movie is very frightening. I won't let my children see it. -ACCEPT: frightening +TEMPLATE: That new movie is very ____. I won't let my children see it. +OPTION: a | frightened +OPTION: b | frightening +ANSWER: b -TEMPLATE: My morning class is ____{boring} (bored, boring). -RESPONSE: My morning class is boring. -ACCEPT: boring +TEMPLATE: My morning class is ____. +OPTION: a | bored +OPTION: b | boring +ANSWER: b -TEMPLATE: Alan's nephew is already ____{bored} (bored, boring) with school. -RESPONSE: Alan's nephew is already bored with school. -ACCEPT: bored +TEMPLATE: Alan's nephew is already ____ with school. +OPTION: a | bored +OPTION: b | boring +ANSWER: a -TEMPLATE: Ms. Sanders thinks that maps are ____{confusing} (confused, confusing). -RESPONSE: Ms. Sanders thinks that maps are confusing. -ACCEPT: confusing +TEMPLATE: Ms. Sanders thinks that maps are ____. +OPTION: a | confused +OPTION: b | confusing +ANSWER: b -TEMPLATE: Lester is ____{confused} (confused, confusing) about which college to attend. -RESPONSE: Lester is confused about which college to attend. -ACCEPT: confused +TEMPLATE: Lester is ____ about which college to attend. +OPTION: a | confused +OPTION: b | confusing +ANSWER: a -TEMPLATE: Is the baby crying because he is ____{tired} (tired, tiring)? -RESPONSE: Is the baby crying because he is tired? -ACCEPT: tired +TEMPLATE: Is the baby crying because he is ____? +OPTION: a | tired +OPTION: b | tiring +ANSWER: a -TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____{tiring} (tired, tiring). -RESPONSE: When you move a lot of heavy furniture to a new house, it's tiring. -ACCEPT: tiring +TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____. +OPTION: a | tired +OPTION: b | tiring +ANSWER: b - -# Source: ST §A Letter from Dave -$PRODUCE A Letter from Dave +# Source: ST §This Place Is Confusing. I'm Confused About It. +$PRODUCE Dave's Letter from College ID: l3-s21 -INTRO: Dave is writing home from college. Complete his letter by typing the correct adjective in each sentence. -INSTRUCTION: Type the correct word to complete each sentence. +INTRO: Dave writes home from college — and leaves Dad to worry about the adjectives. Type the correct form in each blank. +INSTRUCTION: Type the correct adjective form. INPUT: type CHECK: exact TEMPLATE: First of all, college is very ____{exciting} (excited, exciting). RESPONSE: First of all, college is very exciting. -ACCEPT: exciting TEMPLATE: I think the people are ____{interesting} (interested, interesting) because they are from different countries. RESPONSE: I think the people are interesting because they are from different countries. -ACCEPT: interesting -TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings. -RESPONSE: The first day I was confused about the buildings. -ACCEPT: confused +TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings. They all looked just alike. +RESPONSE: The first day I was confused about the buildings. They all looked just alike. -TEMPLATE: It was really ____{tiring} (tired, tiring). -RESPONSE: It was really tiring. -ACCEPT: tiring +TEMPLATE: I walked around the campus about five times that first day. It was really ____{tiring} (tired, tiring). +RESPONSE: I walked around the campus about five times that first day. It was really tiring. TEMPLATE: I thought it would be ____{frightening} (frightened, frightening) to live away from home. RESPONSE: I thought it would be frightening to live away from home. -ACCEPT: frightening TEMPLATE: Don't worry, Dad, I'm not ____{frightened} (frightened, frightening). RESPONSE: Don't worry, Dad, I'm not frightened. -ACCEPT: frightened TEMPLATE: I haven't found anything ____{frightening} (frightened, frightening) about school yet. RESPONSE: I haven't found anything frightening about school yet. -ACCEPT: frightening TEMPLATE: Most of my classes are very ____{interesting} (interested, interesting), but my Wednesday morning math class is ____{boring} (bored, boring). RESPONSE: Most of my classes are very interesting, but my Wednesday morning math class is boring. TEMPLATE: That is the only time of the day that I am ____{bored} (bored, boring). RESPONSE: That is the only time of the day that I am bored. -ACCEPT: bored TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring). RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired. -ACCEPT: tired - # Source: ST §Interesting or Interested? -$PRODUCE Interesting or Interested? +$PRODUCE Your Turn: How Was It? ID: l3-s22 -INTRO: Answer the questions aloud with an "-ing" or "-ed" adjective. Choose the form that fits the feeling. -INSTRUCTION: Answer aloud using an "-ing" or "-ed" adjective. +INTRO: Answer each question aloud using one of the "-ing" or "-ed" adjectives from this part. +INSTRUCTION: Answer using an "-ing" or "-ed" adjective. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling; the correct choice of -ing versus -ed is the point — the wrong form fails. +RUBRIC: Accept answers using the correct -ing or -ed form from the list (exciting/excited, interesting/interested, boring/bored, confusing/confused, tiring/tired, frightening/frightened); the correct choice between -ing and -ed is the point — the wrong form fails. PROMPT: Could you follow Herb's directions? -RESPONSE: No, his directions were confusing. +RESPONSE: No, they were confusing. PROMPT: How was your trip to Hawaii? -RESPONSE: It was exciting. +RESPONSE: It was very exciting. PROMPT: What's wrong with Major Jones today? -RESPONSE: He is tired. +RESPONSE: He is very tired. PROMPT: Why did Ted spend so much time on that one question? -RESPONSE: He was confused. +RESPONSE: He was confused about it. PROMPT: How's that new movie? -RESPONSE: It is interesting. +RESPONSE: It's very frightening. PROMPT: How was the flight from Yemen to New York? -RESPONSE: It was tiring. +RESPONSE: It was very tiring. PROMPT: How did Polly and Anna feel during the storm? RESPONSE: They were frightened. PROMPT: How does Lt Alonzo feel about his score of 95? -RESPONSE: He is excited. +RESPONSE: He is very excited. +# Source: LLA 3C Figure 4 (placed here: the dictation recycles "confused") +$PRODUCE Dictation: Randy's Decision +ID: 12-3c-f4 +INTRO: To finish this part, a dictation about Randy, who is still confused about college. Listen to each sentence and type exactly what you hear. +INSTRUCTION: Type the sentence you hear. +INPUT: type +CHECK: exact + +PROMPT: Randy is in his last year of high school. {bk12-l3c-f4-01.mp3} +RESPONSE: Randy is in his last year of high school. {bk12-l3c-f4-01.mp3} + +PROMPT: Last Friday he made up his mind to go to college. {bk12-l3c-f4-02.mp3} +RESPONSE: Last Friday he made up his mind to go to college. {bk12-l3c-f4-02.mp3} + +PROMPT: Now he has to decide what career field to choose. {bk12-l3c-f4-03.mp3} +RESPONSE: Now he has to decide what career field to choose. {bk12-l3c-f4-03.mp3} + +PROMPT: His parents told him that a degree in business would give him a good future. {bk12-l3c-f4-04.mp3} +RESPONSE: His parents told him that a degree in business would give him a good future. {bk12-l3c-f4-04.mp3} + +PROMPT: He's still confused about the courses he wants to study, but he has time to think it over. {bk12-l3c-f4-05.mp3} +RESPONSE: He's still confused about the courses he wants to study, but he has time to think it over. {bk12-l3c-f4-05.mp3} +ACCEPT: He is still confused about the courses he wants to study, but he has time to think it over. + +$SESSION 3-5: He Said That… — Reporting Speech # Source: LLA 3B Figure 3 (Conversation 1) -$DIALOGUE Taking a Message -ID: 3b-f3 -INTRO: Sergeant Richards calls his squadron from Detroit — and hopes his message survives the trip. Just listen. +$DIALOGUE Taking a Message: Two More Days of Leave +ID: 12-3b-f3-d1 +INTRO: In this part you'll learn to report what people said. First, listen to a squadron clerk take a phone message — and pass it on. INSTRUCTION: Listen to the conversation. Clerk: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3} -Sgt_Richards: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3} +Richards: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3} Clerk: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3} -Sgt_Richards: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3} +Richards: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3} Clerk: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3} -Sgt_Richards: Thanks. {bk12-l3b-f3-d1-06.mp3} -Capt_Douglas: Captain Douglas? {bk12-l3b-f3-d1-07.mp3} -Clerk: Yes. Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-08.mp3} -Capt_Douglas: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-09.mp3} -Clerk: Yes, sir. {bk12-l3b-f3-d1-10.mp3} - +Richards: Thanks. {bk12-l3b-f3-d1-06.mp3} +Clerk: Captain Douglas? {bk12-l3b-f3-d1-07.mp3} +Douglas: Yes. {bk12-l3b-f3-d1-08.mp3} +Clerk: Sergeant Richards called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-09.mp3} +Douglas: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-10.mp3} +Clerk: Yes, sir. {bk12-l3b-f3-d1-11.mp3} # Source: LLA 3B Figure 3 (Question 1) -$PRODUCE Question: The Phone Message -ID: 3b-f3-b -REFERENCE -INTRO: Answer the question about the phone call in a complete sentence, then repeat the model answer. -INSTRUCTION: Answer the question aloud. +$PRODUCE Question: Sergeant Richards' Message +ID: 12-3b-f3-q1 +REFERENCE: 12-3b-f3-d1 +INTRO: Answer the question about Sergeant Richards' phone call in a complete sentence, then repeat the answer. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm SHOW_PROMPT REPEAT -RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. +RUBRIC: The learner must state that Sergeant Richards needed to ask for 2 more days of leave. PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3} RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3} - # Source: LLA 3B Figure 3 (Conversation 2) -$DIALOGUE A Dinner Invitation -ID: 3b-f3-c -INTRO: Now a dinner invitation gets passed along — from Sue to Mrs. Peterson to Lorraine. Listen. -INSTRUCTION: Listen to the conversation. +$DIALOGUE Taking a Message: Dinner at Seven +ID: 12-3b-f3-d2 +INTRO: Sue has a dinner invitation for Lorraine — and Mrs. Peterson delivers it. Listen to the conversations. +INSTRUCTION: Listen to the dialogue. Sue: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3} -Mrs_Peterson: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3} +Peterson: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3} Sue: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3} -Mrs_Peterson: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3} +Peterson: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3} Sue: It's not until 7 tonight. {bk12-l3b-f3-d2-05.mp3} -Mrs_Peterson: I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-06.mp3} +Peterson: I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-06.mp3} Sue: Thanks. {bk12-l3b-f3-d2-07.mp3} Lorraine: I'm home, Mom. {bk12-l3b-f3-d2-08.mp3} -Mrs_Peterson: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. {bk12-l3b-f3-d2-09.mp3} +Peterson: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. {bk12-l3b-f3-d2-09.mp3} Lorraine: Did you tell her that I could go? {bk12-l3b-f3-d2-10.mp3} -Mrs_Peterson: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-11.mp3} -Lorraine: Yes, ma'am. {bk12-l3b-f3-d2-12.mp3} - +Peterson: Yes. And I told her you'd be there by 7 o'clock. {bk12-l3b-f3-d2-11.mp3} +Lorraine: So let's go. {bk12-l3b-f3-d2-12.mp3} +Peterson: Yes, Ma'am. {bk12-l3b-f3-d2-13.mp3} # Source: LLA 3B Figure 3 (Question 2) -$PRODUCE Question: The Invitation -ID: 3b-f3-d -REFERENCE -INTRO: Answer the question about the invitation in a complete sentence, then repeat the model answer. -INSTRUCTION: Answer the question aloud. +$PRODUCE Question: The Dinner Plans +ID: 12-3b-f3-q2 +REFERENCE: 12-3b-f3-d2 +INTRO: Answer the question about the dinner plans in a complete sentence, then repeat the answer. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm SHOW_PROMPT REPEAT -RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. +RUBRIC: The learner must state that Sue wants Lorraine to go to her house for dinner at 7 o'clock. PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3} RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3} -$SESSION 3-5: Indirect Speech - # Source: ST §Indirect Speech -$GRAMMAR Indirect Speech +$GRAMMAR Reporting What People Said ID: l3-s26 -INTRO: In this part you'll learn to report what people said — indirect speech. Read how the tense and the pronouns change. +INTRO: You just heard messages passed along. Here's the pattern behind them, in three short cards. -CARD: A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**. +CARD: To report what someone said, use **said (that)** plus a clause. This is called indirect speech. {Tom said that he knew the answer.} -CARD: The present tense verb in direct speech changes to the **past tense** in indirect speech. "Know" becomes "knew". +CARD: The present tense verb in direct speech changes to the **past tense**, and the pronouns change too. +{I know the answer.} {Tom said that he knew the answer.} -{Eric said that he wanted to add a second story.} -CARD: The **pronouns** are also changed in indirect speech to match who is speaking. "I" becomes "he" or "she". -{Tom said that he knew the answer.} -{Mary said that she had a question.} - -CARD: The conjunction **that** is used to introduce the clause. It is sometimes omitted. -{Tom said that he knew the answer.} +CARD: The conjunction **that** is sometimes left out. {Tom said he knew the answer.} -{said (that) he knew} SUMMARY: | DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) | |---|---| -| **Tom:** I know the answer. | What did Tom say?
Tom {said (that) he knew} the answer. | +| **Tom:** I know the answer. | Tom said (that) he knew the answer. | +# Source: ST §Eric Said That He Wanted to Add a Second Story $DIALOGUE Eric's Plans, Reported ID: l3-s27 -INTRO: Eric has big plans for his house, and Alan reports every one of them. Read the dialogs and watch how "I plan" becomes "he planned". +INTRO: Eric tells Alan his plans; Alan reports them to Tony — past tense and all. Read both dialogs and repeat the lines. INSTRUCTION: Read the dialogs. +REPEAT Alan: Hey, Eric, what are your plans for the house? Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room. -Narrator: Later, Tony asks Alan about it. + Tony: Hi, Alan. Do you know what Eric plans to do to his house? Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room. - # Source: LLA 3C Figure 1 (Dialog 1) -$DIALOGUE Mike's Plans -ID: 3c-f1-d1 -INTRO: Listen to Mike's plans. Pay attention — there's a question coming. +$DIALOGUE Mike's House Plans +ID: 12-3c-f1-d1 +INTRO: Now you do the reporting. First, listen to the conversation about Mike's plans for his house. INSTRUCTION: Listen to the dialogue. -LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-d1-01.mp3} -Mike: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-d1-02.mp3} -LINE: That sounds nice. {bk12-l3c-f1-d1-03.mp3} -Mike: It will be nice once it's finished. {bk12-l3c-f1-d1-04.mp3} -LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-d1-05.mp3} -Carl: No, I didn't. {bk12-l3c-f1-d1-06.mp3} -LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-d1-07.mp3} - +Friend: Hi, Mike. What are you doing? {bk12-l3c-f1-01.mp3} +Mike: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-02.mp3} +Friend: That sounds nice. {bk12-l3c-f1-03.mp3} +Mike: It will be nice once it's finished. {bk12-l3c-f1-04.mp3} +Friend: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-05.mp3} +Carl: No, I didn't. {bk12-l3c-f1-06.mp3} +Friend: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-07.mp3} # Source: LLA 3C Figure 1 (Question 1) -$PRODUCE Question About Mike -ID: 3c-f1-q1 +$PRODUCE Question: What Did Mike Say? +ID: 12-3c-f1-q1 +REFERENCE: 12-3c-f1-d1 +INTRO: Report Mike's plans using "said that", then compare with the model. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: reveal -REFERENCE: 3c-f1-d1 -INTRO: Answer the question about Mike aloud in a full sentence, then listen to the model answer. -INSTRUCTION: Answer the question aloud with a full sentence. - -PROMPT: What did Mike say about his house? {bk12-l3c-f1-01-q.mp3} -RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-01-a.mp3} +PROMPT: What did Mike say about his house? {bk12-l3c-f1-08.mp3} +RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-09.mp3} # Source: LLA 3C Figure 1 (Dialog 2) $DIALOGUE Where Is Mrs. Parker? -ID: 3c-f1-d2 -INTRO: Where is Mrs. Parker? Listen to find out — a question follows. +ID: 12-3c-f1-d2 +INTRO: A short one: listen to the visitor ask Mr. Parker about his wife. INSTRUCTION: Listen to the dialogue. -LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-d2-01.mp3} -Parker: She's not home. She's in Chicago. {bk12-l3c-f1-d2-02.mp3} -LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-d2-03.mp3} -LINE: What did he say about Mrs. Parker? {bk12-l3c-f1-d2-04.mp3} -LINE: He said that she wasn't home. He said that she was in Chicago. {bk12-l3c-f1-d2-05.mp3} - +Visitor: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-10.mp3} +Parker: She's not home. She's in Chicago. {bk12-l3c-f1-11.mp3} +Visitor: Tell her hello for me when you talk to her. {bk12-l3c-f1-12.mp3} # Source: LLA 3C Figure 1 (Question 2) -$PRODUCE Question About Mr. Parker -ID: 3c-f1-q2 +$PRODUCE Question: What Did Mr. Parker Say? +ID: 12-3c-f1-q2 +REFERENCE: 12-3c-f1-d2 +INTRO: Report what Mr. Parker said about his wife — two sentences, both in the past. +INSTRUCTION: Answer aloud in complete sentences. INPUT: speak CHECK: reveal -REFERENCE: 3c-f1-d2 -INTRO: Answer aloud in a full sentence, then listen to the model. -INSTRUCTION: Answer the question aloud with a full sentence. - -PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-02-q.mp3} -RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-02-a.mp3} +PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-13.mp3} +RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-14.mp3} # Source: LLA 3C Figure 1 (Dialog 3) $DIALOGUE Looking for Sergeant Robinson -ID: 3c-f1-d3 -INTRO: Sergeant Jackson is looking for someone. Listen carefully — you'll report what was said. +ID: 12-3c-f1-d3 +INTRO: One more message to pass along. Listen to the conversation at the office. INSTRUCTION: Listen to the dialogue. -Jackson: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-d3-01.mp3} -Brooks: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-d3-02.mp3} -Jackson: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-d3-03.mp3} -Brooks: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-d3-04.mp3} -Jackson: Thank you, sir. I'll come back later. {bk12-l3c-f1-d3-05.mp3} -Brooks: Sergeant Robinson? {bk12-l3c-f1-d3-06.mp3} -Robinson: Yes, sir. {bk12-l3c-f1-d3-07.mp3} -Brooks: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-d3-08.mp3} -Robinson: Thank you for the message, sir. {bk12-l3c-f1-d3-09.mp3} - +Jackson: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-15.mp3} +Brooks: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-16.mp3} +Jackson: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-17.mp3} +Brooks: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-18.mp3} +Jackson: Thank you, sir. I'll come back later. {bk12-l3c-f1-19.mp3} +Brooks: Sergeant Robinson? {bk12-l3c-f1-20.mp3} +Robinson: Yes, sir. {bk12-l3c-f1-21.mp3} +Brooks: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-22.mp3} +Robinson: Thank you for the message, sir. {bk12-l3c-f1-23.mp3} # Source: LLA 3C Figure 1 (Question 3) -$PRODUCE Question About Sergeant Robinson -ID: 3c-f1-q3 +$PRODUCE Question: What Did Captain Brooks Say? +ID: 12-3c-f1-q3 +REFERENCE: 12-3c-f1-d3 +INTRO: Report Captain Brooks's explanation using "said that", then check the model. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: reveal -REFERENCE: 3c-f1-d3 -INTRO: Answer the question aloud in a full sentence, then listen to the model answer. -INSTRUCTION: Answer the question aloud with a full sentence. -PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-03-q.mp3} -RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-03-a.mp3} - -# SKIPPED (book): LLA 3C Figure 2 — passage annotation with instructor-read questions. +PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-24.mp3} +RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-25.mp3} # Source: LLA 3C Figure 3 -$PRODUCE Ask What They Said -ID: 3c-f3 -INPUT: type +$PRODUCE Ask with "Say" +ID: 12-3c-f3 +INTRO: Now form the questions. Read the conversation, ask an indirect question with "say", and hear how the speaker responds. +INSTRUCTION: Say the question aloud using "say". +INPUT: speak CHECK: reveal -LONGFORM -INTRO: Read each incomplete dialog. Type a question using "say" to ask what the second person said, then listen to the tape and type the person's exact words. -INSTRUCTION: Type the question and the exact words. EXAMPLE -TEMPLATE: Mike: Do you speak French or Spanish? -TEMPLATE: Stan: ____ -TEMPLATE: QUESTION: ____ -PROMPT: Stan said that he spoke French. {bk12-l3c-f3-ex.mp3} -RESPONSE: QUESTION: Did Stan say that he spoke French or Spanish? STAN: I speak French. +TEMPLATE: Mike: Do you speak French or Spanish?\nStan: I speak French. +PROMPT: Ask a question with "say" about what Stan said. +RESPONSE: Did Stan say that he spoke French or Spanish? TEMPLATE: Ann: Do you want Chinese or Italian food? -TEMPLATE: Pat: ____ -TEMPLATE: QUESTION: ____ -PROMPT: He said he wanted Italian food. {bk12-l3c-f3-01.mp3} -RESPONSE: QUESTION: Did Pat say he wanted Chinese or Italian food? PAT: I want Italian food. +PROMPT: Ask a question with "say" about what Pat wanted. +RESPONSE: Did Pat say he wanted Chinese or Italian food?\n— I want Italian food. {bk12-l3c-f3-01.mp3} TEMPLATE: Bill: Do you want to watch TV or go to the movies? -TEMPLATE: Frank: ____ -TEMPLATE: QUESTION: ____ -PROMPT: He said that he wanted to watch TV. {bk12-l3c-f3-02.mp3} -RESPONSE: QUESTION: Did Frank say that he wanted to watch TV or go to the movies? FRANK: I want to watch TV. +PROMPT: Ask a question with "say" about what Frank wanted. +RESPONSE: Did Frank say that he wanted to watch TV or go to the movies?\n— I want to watch TV. {bk12-l3c-f3-02.mp3} TEMPLATE: Shirley: Do you swim every day? -TEMPLATE: Paul: ____ -TEMPLATE: QUESTION: ____ -PROMPT: Paul said that he didn't like to swim. {bk12-l3c-f3-03.mp3} -RESPONSE: QUESTION: Did Paul say that he swam every day? PAUL: No, I don't like to swim. +PROMPT: Ask a question with "say" about whether Paul swam every day. +RESPONSE: Did Paul say that he swam every day?\n— No, I don't like to swim. {bk12-l3c-f3-03.mp3} - -# Source: LLA 3C Figure 4 -$PRODUCE Dictation -ID: 3c-f4 -INPUT: type -CHECK: exact -INTRO: Dictation time. You'll hear a paragraph in short phrases — type exactly what you hear, one phrase at a time. -INSTRUCTION: Type the phrase you hear. - -PROMPT: Randy is in his last year {bk12-l3c-f4-01.mp3} -RESPONSE: Randy is in his last year {bk12-l3c-f4-01.mp3} - -PROMPT: of high school. {bk12-l3c-f4-02.mp3} -RESPONSE: of high school. {bk12-l3c-f4-02.mp3} - -PROMPT: Last Friday {bk12-l3c-f4-03.mp3} -RESPONSE: Last Friday {bk12-l3c-f4-03.mp3} - -PROMPT: he made up his mind {bk12-l3c-f4-04.mp3} -RESPONSE: he made up his mind {bk12-l3c-f4-04.mp3} - -PROMPT: to go to college. {bk12-l3c-f4-05.mp3} -RESPONSE: to go to college. {bk12-l3c-f4-05.mp3} - -PROMPT: Now he has to decide {bk12-l3c-f4-06.mp3} -RESPONSE: Now he has to decide {bk12-l3c-f4-06.mp3} - -PROMPT: what career field to choose. {bk12-l3c-f4-07.mp3} -RESPONSE: what career field to choose. {bk12-l3c-f4-07.mp3} - -PROMPT: His parents told him {bk12-l3c-f4-08.mp3} -RESPONSE: His parents told him {bk12-l3c-f4-08.mp3} - -PROMPT: that a degree in business {bk12-l3c-f4-09.mp3} -RESPONSE: that a degree in business {bk12-l3c-f4-09.mp3} - -PROMPT: would give him {bk12-l3c-f4-10.mp3} -RESPONSE: would give him {bk12-l3c-f4-10.mp3} - -PROMPT: a good future. {bk12-l3c-f4-11.mp3} -RESPONSE: a good future. {bk12-l3c-f4-11.mp3} - -PROMPT: He's still confused {bk12-l3c-f4-12.mp3} -RESPONSE: He's still confused {bk12-l3c-f4-12.mp3} - -PROMPT: about the courses {bk12-l3c-f4-13.mp3} -RESPONSE: about the courses {bk12-l3c-f4-13.mp3} - -PROMPT: he wants to study {bk12-l3c-f4-14.mp3} -RESPONSE: he wants to study {bk12-l3c-f4-14.mp3} - -PROMPT: but he has time {bk12-l3c-f4-15.mp3} -RESPONSE: but he has time {bk12-l3c-f4-15.mp3} - -PROMPT: to think it over. {bk12-l3c-f4-16.mp3} -RESPONSE: to think it over. {bk12-l3c-f4-16.mp3} - -$SESSION 3-6: "Could", "May", and "Might" in Conversation +$SESSION 3-6: Could, May, or Might # Source: LLA 3D Figure 1 -$DIALOGUE Rain Today -ID: 3d-f1 -INTRO: In this part you'll practice whole conversations that run on "could", "may", and "might". First, Carl and his umbrella — just listen. -INSTRUCTION: Listen to the conversation. +$DIALOGUE It Might Rain Today +ID: 12-3d-f1 +INTRO: In this part, "may" and "might" join "could" — and you'll act out both sides of some short conversations. First, listen to this exchange about the weather and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3} +Friend: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3} Carl: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3} -SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3} - +Friend: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3} # Source: LLA 3D Figure 1 (role-play) -$PRODUCE Rain Today: Take Carl's Part -ID: 3d-f1-b -INPUT: speak -CHECK: reveal -REFERENCE -INTRO: Now take Carl's part. When you hear the question, read Carl's line aloud. -INSTRUCTION: Read your line aloud. - -PROMPT: Hi, Carl. Why did you bring an umbrella? {bk12-l3d-f1-04.mp3} -TEMPLATE: Look at the sky. It might rain today. -RESPONSE: Look at the sky. It might rain today. {bk12-l3d-f2-01.mp3} - - -# Source: LLA 3D Figure 2 -$DIALOGUE Rain Today: You Begin -ID: 3d-f2 -REFERENCE: 3d-f1 -PLAY_ROLE: SpeakerA -INTRO: This time you begin the conversation. Read your lines aloud; your friend will answer. -INSTRUCTION: Read your lines aloud. - -$DIALOGUE Where's Major Adams? -ID: 3d-f2-b -INTRO: An officer needs Major Adams, and nobody is quite sure where he is. Listen. -INSTRUCTION: Listen to the dialogue. - -Officer: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-02.mp3} -Clerk: Isn't he in his office? {bk12-l3d-f2-03.mp3} -Officer: No, and I need to speak to him now. {bk12-l3d-f2-04.mp3} -Clerk: He may be in the Colonel's office. {bk12-l3d-f2-05.mp3} -Officer: Thank you. I'll look. {bk12-l3d-f2-06.mp3} +$DIALOGUE Take Carl's Part +ID: 12-3d-f1-role-carl +REFERENCE: 12-3d-f1 +PLAY_ROLE: Carl +INSTRUCTION: You are Carl — speak your lines in the pauses. +INTRO: Now take Carl's part in the conversation. Say Carl's line in the pause. +# Source: LLA 3D Figure 2 (role-play) +$DIALOGUE Take the Friend's Part +ID: 12-3d-f2-role-friend +REFERENCE: 12-3d-f1 +PLAY_ROLE: Friend +INSTRUCTION: You are Friend — speak your lines in the pauses. +INTRO: Now change roles and take the other person's part. You begin the conversation. # Source: LLA 3D Figure 3 -$DIALOGUE Major Adams: Take the Clerk's Part -ID: 3d-f3 -REFERENCE: 3d-f2-b -PLAY_ROLE: Clerk -INTRO: Take the clerk's part in the conversation. Listen to the first line, then read your lines aloud. -INSTRUCTION: Read your lines aloud. +$DIALOGUE Where's Major Adams? +ID: 12-3d-f3 +INTRO: Major Adams has vanished — but the officer has a guess. Listen to the conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -$DIALOGUE Major Adams: You Begin -ID: 3d-f4 -REFERENCE: 3d-f2-b +Soldier: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-01.mp3} +Officer: Isn't he in his office? {bk12-l3d-f2-02.mp3} +Soldier: No, and I need to speak to him now. {bk12-l3d-f2-03.mp3} +Officer: He may be in the Colonel's office. {bk12-l3d-f2-04.mp3} +Soldier: Thank you. I'll look. {bk12-l3d-f2-05.mp3} + +# Source: LLA 3D Figure 3 (role-play) +$DIALOGUE Take the Officer's Part +ID: 12-3d-f3-role-officer +REFERENCE: 12-3d-f3 PLAY_ROLE: Officer -INTRO: Now switch roles — you're the one looking for Major Adams. You begin. -INSTRUCTION: Read your lines aloud. - -$DIALOGUE Where's Ms. Evans? -ID: 3d-f4-b -INTRO: Ms. Evans could be in any of three offices. Listen to Linda track her down. -INSTRUCTION: Listen to the conversation. - -Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-03.mp3} -Linda: She could be in the next office. I'll check. {bk12-l3d-f4-04.mp3} -Linda: She's not there. She might be in the mailroom. {bk12-l3d-f4-05.mp3} -Linda: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-06.mp3} -Linda: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-07.mp3} -Nancy: Thanks, Linda. {bk12-l3d-f4-08.mp3} +INSTRUCTION: You are Officer — speak your lines in the pauses. +INTRO: Now take the officer's part. Respond in the pauses. +# Source: LLA 3D Figure 4 (role-play) +$DIALOGUE Take the Soldier's Part +ID: 12-3d-f4-role-soldier +REFERENCE: 12-3d-f3 +PLAY_ROLE: Soldier +INSTRUCTION: You are Soldier — speak your lines in the pauses. +INTRO: Now change roles. You begin the conversation as the soldier. # Source: LLA 3D Figure 5 -$PRODUCE Ms. Evans: Take Linda's Part -ID: 3d-f5 -INPUT: speak -CHECK: reveal -REFERENCE -INTRO: Take Linda's role. Read all of her lines aloud — she does most of the work here. -INSTRUCTION: Read your lines aloud. +$DIALOGUE Looking for Ms. Evans +ID: 12-3d-f5 +INTRO: Linda checks three offices before luck strikes. Listen to the dialogue between Nancy and Linda, and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -PROMPT: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f5-01.mp3} -TEMPLATE: She could be in the next office. I'll check. -TEMPLATE: She's not there. She might be in the mail room. -TEMPLATE: Well, she's not there. She may be in Ms. Brown's office. -TEMPLATE: We're in luck, Nancy. She's in Ms. Brown's office and will be here in about 10 minutes. -RESPONSE: She could be in the next office. I'll check. She's not there. She might be in the mailroom. Well, she's not there. She may be in Mrs. Brown's office. We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. +Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-01.mp3} +Linda: She could be in the next office. I'll check. {bk12-l3d-f4-02.mp3} +LINE: She's not there. She might be in the mailroom. {bk12-l3d-f4-03.mp3} +LINE: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-04.mp3} +LINE: We're in luck, Nancy. She's in Mrs. Brown's office and will be here in about 10 minutes. {bk12-l3d-f4-05.mp3} +Nancy: Thanks, Linda. {bk12-l3d-f4-06.mp3} -PROMPT: Thanks, Linda. {bk12-l3d-f5-02.mp3} +# Source: LLA 3D Figure 5 (role-play) +$DIALOGUE Take Linda's Part +ID: 12-3d-f5-role-linda +REFERENCE: 12-3d-f5 +PLAY_ROLE: Linda +INSTRUCTION: You are Linda — speak your lines in the pauses. +INTRO: Now take Linda's part. Read Linda's lines in the pause. - -# Source: LLA 3D Figure 6 -$DIALOGUE Ms. Evans: You Begin -ID: 3d-f6 -REFERENCE: 3d-f4-b +# Source: LLA 3D Figure 6 (role-play) +$DIALOGUE Take Nancy's Part +ID: 12-3d-f6-role-nancy +REFERENCE: 12-3d-f5 PLAY_ROLE: Nancy -INTRO: Now you're Nancy. You begin the conversation. -INSTRUCTION: Read your lines aloud. - -$DIALOGUE A Ride to Work -ID: 3d-f6-b -INTRO: One friend needs a ride to work. Listen to how "might" and "may" keep the answer safely vague. -INSTRUCTION: Listen to the conversation. - -SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-02.mp3} -SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-03.mp3} -SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-04.mp3} -SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-05.mp3} - +INSTRUCTION: You are Nancy — speak your lines in the pauses. +INTRO: Now change roles. You begin as Nancy. # Source: LLA 3D Figure 7 -$DIALOGUE The Ride: Take the Driver's Part -ID: 3d-f7 -REFERENCE: 3d-f6-b -PLAY_ROLE: SpeakerB -INTRO: Take the driver's part. Listen to the first line, then read your lines aloud. -INSTRUCTION: Read your lines aloud. +$DIALOGUE A Ride to Work +ID: 12-3d-f7 +INTRO: Asking for a ride — and getting three maybes for an answer. Listen to the dialogue and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -$DIALOGUE The Ride: You Begin -ID: 3d-f8 -REFERENCE: 3d-f6-b -PLAY_ROLE: SpeakerA -INTRO: Now you need the ride. You begin the conversation. -INSTRUCTION: Read your lines aloud. +Rider: Could you give me a ride to work tomorrow? {bk12-l3d-f6-01.mp3} +Driver: I might be able to. What time do you need to leave? {bk12-l3d-f6-02.mp3} +Rider: I usually leave at 7:15. {bk12-l3d-f6-03.mp3} +Driver: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-04.mp3} -$DIALOGUE I'm Not Sure — It Could Be... +# Source: LLA 3D Figure 7 (role-play) +$DIALOGUE Take the Driver's Part +ID: 12-3d-f7-role-driver +REFERENCE: 12-3d-f7 +PLAY_ROLE: Driver +INSTRUCTION: You are Driver — speak your lines in the pauses. +INTRO: Now take the driver's part. Respond in the pauses. + +# Source: LLA 3D Figure 8 (role-play) +$DIALOGUE Take the Rider's Part +ID: 12-3d-f8-role-rider +REFERENCE: 12-3d-f7 +PLAY_ROLE: Rider +INSTRUCTION: You are Rider — speak your lines in the pauses. +INTRO: Now change roles. You begin by asking for a ride. + +# Source: ST §I'm Not Sure. It Could Be . . . . +$DIALOGUE Short Dialogs: I'm Not Sure ID: l3-s23 -INTRO: Seven quick exchanges, all guessing with "may", "might", and "could". Listen and repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Seven quick exchanges — nobody here is sure of anything. Read the dialogs and repeat the lines. +INSTRUCTION: Read the dialogs about possibility. REPEAT Dan: Where did Al leave the newspaper? @@ -1531,12 +1509,11 @@ Tim: Yes, she could be. She's studying for a test. Phil: Could Dave be at the movie? Mark: No, but he could be at the game. He was planning to go. - -# Source: ST §Match the Responses -$SELECT Match the Responses +# Source: ST §He Could Be . . . (Matching) +$SELECT Where Is John? (Match) ID: l3-s24 -INTRO: Match each sentence with the response that fits it best. -INSTRUCTION: Tap the best response. +INTRO: Someone is hunting for John. Match each line of the conversation with the best response. +INSTRUCTION: Match the sentence in Column A with the best response in Column B. OPTION: a | He could be in the barracks. I saw him there a few minutes ago. OPTION: b | I'm not sure. He uses both. OPTION: c | Good luck! @@ -1554,108 +1531,113 @@ ANSWER: a TEMPLATE: I've already checked there. Where else could he be? ANSWER: d - -# Source: ST §Put the Dialog in Order -$SELECT Put the Dialog in Order +# Source: ST §He Could Be . . . (Order the Dialog) +$SELECT Where Is John? (In Order) ID: l3-s25 ORDER -INTRO: Now rebuild the conversation about John. Put the four lines in the order they were said. -INSTRUCTION: Arrange the sentences to make a dialog. +INTRO: Now put the whole conversation together. Arrange the exchanges in order. +INSTRUCTION: Put the conversational turns in order to make a complete dialog. +OPTION: a | — Where is John?\n— He could be in the barracks. I saw him there a few minutes ago. +OPTION: b | — I've already checked there. Where else could he be?\n— Well, then he may be at the library. He has a test tomorrow. +OPTION: c | — Which one? The city or school library?\n— I'm not sure. He uses both. +OPTION: d | — Thanks. I'll try the city library.\n— Good luck! -TEMPLATE: Put the sentences in the correct order. -OPTION: a | Where is John? -OPTION: b | I've already checked there. Where else could he be? -OPTION: c | Which one? The city or school library? -OPTION: d | Thanks. I'll try the city library. +TEMPLATE: Arrange the exchanges to form the dialog. ANSWER: a,b,c,d -# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students -# make up questions and answers from loose prompts; requires a partner, no solo path. +# SKIPPED (book): Function "WHAT'S THE MATTER WITH IT?" (ST p. 87) — pair discussion / open roleplay; skipped per ST guidelines. # Source: LLA 3D Figure 9 $PRODUCE Answer with "Could", "May", or "Might" -ID: 3d-f9 +ID: 12-3d-f9 +INTRO: Listen to each question. Answer aloud using the cue words on screen and "could", "may", or "might", then repeat the model answer. +INSTRUCTION: Answer aloud using the cue words. INPUT: speak CHECK: reveal -INTRO: Answer each question with a full sentence, using "could", "may", or "might" and the cue on the screen. Then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT EXAMPLE -PROMPT: Where is Mr. Williams? {bk12-l3d-f9-ex-q.mp3} TEMPLATE: in the library / could +PROMPT: Where is Mr. Williams? {bk12-l3d-f9-ex-q.mp3} RESPONSE: He could be in the library. {bk12-l3d-f9-ex-a.mp3} -PROMPT: Where is my new record? {bk12-l3d-f9-01-q.mp3} TEMPLATE: in the living room / could +PROMPT: Where is my new record? {bk12-l3d-f9-01-q.mp3} RESPONSE: It could be in the living room. {bk12-l3d-f9-01-a.mp3} -PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-02-q.mp3} TEMPLATE: cold outside / may +PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-02-q.mp3} RESPONSE: It may be cold outside. {bk12-l3d-f9-02-a.mp3} -PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-03-q.mp3} TEMPLATE: car in the garage / might +PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-03-q.mp3} RESPONSE: His car might be in the garage. {bk12-l3d-f9-03-a.mp3} -PROMPT: Where is Sally's dog? {bk12-l3d-f9-04-q.mp3} TEMPLATE: in the neighbor's yard / could +PROMPT: Where is Sally's dog? {bk12-l3d-f9-04-q.mp3} RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-04-a.mp3} -PROMPT: What is this tool for? {bk12-l3d-f9-05-q.mp3} TEMPLATE: tightening nuts / may +PROMPT: What is this tool for? {bk12-l3d-f9-05-q.mp3} RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-05-a.mp3} -PROMPT: Where are my keys? {bk12-l3d-f9-06-q.mp3} TEMPLATE: on the dining room table / might +PROMPT: Where are my keys? {bk12-l3d-f9-06-q.mp3} RESPONSE: They might be on the dining room table. {bk12-l3d-f9-06-a.mp3} -PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-07-q.mp3} TEMPLATE: late / could +PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-07-q.mp3} RESPONSE: She could be late. {bk12-l3d-f9-07-a.mp3} -PROMPT: Who is this package for? {bk12-l3d-f9-08-q.mp3} TEMPLATE: you / may +PROMPT: Who is this package for? {bk12-l3d-f9-08-q.mp3} RESPONSE: It may be for you. {bk12-l3d-f9-08-a.mp3} -PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-09-q.mp3} TEMPLATE: stuck in traffic / might +PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-09-q.mp3} RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-09-a.mp3} -PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-10-q.mp3} TEMPLATE: Lt Mitchell / could +PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-10-q.mp3} RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-10-a.mp3} -$SESSION 3-7: Present Perfect and Review +$SESSION 3-7: What Has Happened — Present Perfect & Review -# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson) -$GRAMMAR The Present Perfect -ID: 3d-ls1-g -INTRO: Last part — the present perfect, some numbers, and a little review to close out the lesson. First, the pattern. +# Source: LLA 3D Listening/Speaking Activity +$DIALOGUE Present Perfect — Listen and Repeat +ID: 12-3d-rep +INTRO: One more pattern for this lesson: saying what has happened. Listen to each sentence in the present perfect and repeat it aloud. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -CARD: Use **have** or **has** plus a past participle to talk about things that happened before now and still matter today. +LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-rep-01.mp3} +LINE: He's broken his leg. {bk12-l3d-f9-rep-02.mp3} +LINE: This dog has cost us a lot of money. {bk12-l3d-f9-rep-03.mp3} +LINE: The water in the lake has frozen. {bk12-l3d-f9-rep-04.mp3} +LINE: Mark has had that car since 1984. {bk12-l3d-f9-rep-05.mp3} +LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-rep-06.mp3} +LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-rep-07.mp3} +LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-rep-08.mp3} +LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-rep-09.mp3} +LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-rep-10.mp3} +LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-rep-11.mp3} + +# Source: new (gap: the present perfect is drilled on the tape but never explained in this lesson) +$GRAMMAR Saying What Has Happened +ID: 12-3d-pp-g1 +INTRO: The pattern behind those sentences, in two short cards. + +CARD: Use **has** or **have** plus the past participle for something that happened before now. {The meeting has already begun.} -{Mark has had that car since 1984.} +{He's broken his leg.} -CARD: To make the present perfect negative, just add **not** after have or has. -{Ralph hasn't paid that bill yet.} -{We haven't slept well lately.} - -CARD: Many past participles are irregular and end in an "en" or "n" sound. -{The water pipe has broken.} -{The lake has completely frozen.} -{She has ridden that horse before.} -{He has withdrawn the money.} - -CARD: Other irregular past participles end in a "t" sound, or don't change at all from their present tense form. -{They have kept the secret.} -{He has taught many students.} -{The repairs have cost a lot of money.} +CARD: Many past participles are irregular — you just heard eleven of them. +{The water in the lake has frozen.} +{I've ridden the bus for 3 years.} +{Peter has withdrawn all his money from the Swiss bank.} SUMMARY: -Many past participles are irregular: - -| verb | past participle | +| Verb | Past participle | |---|---| | begin | begun | | break | broken | @@ -1669,108 +1651,297 @@ Many past participles are irregular: | teach | taught | | withdraw | withdrawn | -$DIALOGUE Present Perfect Sentences -ID: 3d-ls1 -INTRO: Listen to sentences in the present perfect and repeat each one. Every irregular participle in the table will come back in a moment. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-11.mp3} -LINE: He's broken his leg. {bk12-l3d-f9-12.mp3} -LINE: This dog has cost us a lot of money. {bk12-l3d-f9-13.mp3} -LINE: The water in the lake has frozen. {bk12-l3d-f9-14.mp3} -LINE: Mark has had that car since 1984. {bk12-l3d-f9-15.mp3} -LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-16.mp3} -LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-17.mp3} -LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-18.mp3} -LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-19.mp3} -LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-20.mp3} -LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-21.mp3} - - # Source: LLA 3D Figure 10 $PRODUCE Answer in the Present Perfect -ID: 3d-f10 +ID: 12-3d-f10 +INTRO: Listen to the questions and answer using the prompt words on screen. Then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: reveal -INTRO: Answer the questions in the present perfect, using the cues on the screen. Then repeat the model answers. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: Why do I have to hurry? {bk12-l3d-f10-01-q.mp3} TEMPLATE: meeting / already / begin +PROMPT: Why do I have to hurry? {bk12-l3d-f10-01-q.mp3} RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-01-a.mp3} -PROMPT: What has he broken? {bk12-l3d-f10-02-q.mp3} TEMPLATE: he / break / leg -RESPONSE: He has broken his leg. +PROMPT: What has he broken? {bk12-l3d-f10-02-q.mp3} +RESPONSE: He has broken his leg. {bk12-l3d-f10-02-a.mp3} -PROMPT: What has cost us a lot of money? {bk12-l3d-f10-03-q.mp3} TEMPLATE: dog / cost -RESPONSE: This dog has cost us a lot of money. +PROMPT: What has cost us a lot of money? {bk12-l3d-f10-03-q.mp3} +RESPONSE: This dog has cost us a lot of money. {bk12-l3d-f10-03-a.mp3} -PROMPT: What has frozen? {bk12-l3d-f10-04-q.mp3} TEMPLATE: water / lake -RESPONSE: The water in the lake has frozen. +PROMPT: What has frozen? {bk12-l3d-f10-04-q.mp3} +RESPONSE: The water in the lake has frozen. {bk12-l3d-f10-04-a.mp3} -PROMPT: How long has Mark had that car? {bk12-l3d-f10-05-q.mp3} TEMPLATE: since / 1984 +PROMPT: How long has Mark had that car? {bk12-l3d-f10-05-q.mp3} RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-05-a.mp3} -PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-06-q.mp3} TEMPLATE: all / old jackets +PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-06-q.mp3} RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-06-a.mp3} -PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-07-q.mp3} TEMPLATE: no +PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-07-q.mp3} RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-07-a.mp3} -PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-08-q.mp3} TEMPLATE: ride / bus / three years +PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-08-q.mp3} RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-08-a.mp3} -PROMPT: Why is Jill tired? {bk12-l3d-f10-09-q.mp3} TEMPLATE: sleep well / three nights +PROMPT: Why is Jill tired? {bk12-l3d-f10-09-q.mp3} RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-09-a.mp3} -PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-10-q.mp3} TEMPLATE: teach / that course / six years -RESPONSE: He has taught that course for 6 years. +PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-10-q.mp3} +RESPONSE: He has taught that course for 6 years. {bk12-l3d-f10-10-a.mp3} -PROMPT: What has Peter done with his money? {bk12-l3d-f10-11-q.mp3} TEMPLATE: withdraw / money / Swiss bank +PROMPT: What has Peter done with his money? {bk12-l3d-f10-11-q.mp3} RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-11-a.mp3} +# Source: LLA 3C Figure 2 (Paragraph 1) — spaced review of the adding-on vocabulary +$GRAMMAR Reading: Art's House +ID: 12-3c-f2-p1 +READING +INTRO: A quick look back at adding on. Read the short paragraph about Art's house, then answer the questions about it. -# Source: LLA 3D Figure 11 -$PRODUCE Write the Numbers -ID: 3d-f11 +Art added on to his house. His additions were a bedroom, a bathroom, and a patio. He also bought some new things for his house. He bought a microwave for the kitchen, a stereo for the living room, and a table for the patio. + +# Source: LLA 3C Figure 2 (Paragraph 1 questions) +$PRODUCE Questions: Art's House +ID: 12-3c-f2-q1 +REFERENCE: 12-3c-f2-p1 +INTRO: Listen to each question about the paragraph and say the answer. Short answers are fine — the tape keeps them short too. +INSTRUCTION: Answer aloud based on the reading. +INPUT: speak +CHECK: reveal + +PROMPT: What did Art do to his house? {bk12-l3c-f2-01.mp3} +RESPONSE: added on {bk12-l3c-f2-02.mp3} + +PROMPT: What were his additions? {bk12-l3c-f2-03.mp3} +RESPONSE: a bedroom, a bathroom, and a patio {bk12-l3c-f2-04.mp3} + +PROMPT: What did he buy for the kitchen? {bk12-l3c-f2-05.mp3} +RESPONSE: a microwave {bk12-l3c-f2-06.mp3} + +PROMPT: What did he buy for the living room? {bk12-l3c-f2-07.mp3} +RESPONSE: a stereo {bk12-l3c-f2-08.mp3} + +PROMPT: What did he buy for the patio? {bk12-l3c-f2-09.mp3} +RESPONSE: a table {bk12-l3c-f2-10.mp3} + +# Source: LLA 3C Figure 2 (Paragraph 2) +$GRAMMAR Reading: Virginia's Get-Together +ID: 12-3c-f2-p2 +READING +INTRO: Read the short paragraph about Virginia's plans — she has everyone working. + +Virginia is planning a get-together. She asked her friends to bring their cassettes and their records. She asked her brother to cut wood for the fireplace. She's cooking a lot of food. + +# Source: LLA 3C Figure 2 (Paragraph 2 questions) +$PRODUCE Questions: Virginia's Get-Together +ID: 12-3c-f2-q2 +REFERENCE: 12-3c-f2-p2 +INTRO: Listen to each question about Virginia's plans and say the answer. +INSTRUCTION: Answer aloud based on the reading. +INPUT: speak +CHECK: reveal + +PROMPT: What is Virginia planning? {bk12-l3c-f2-11.mp3} +RESPONSE: a get-together {bk12-l3c-f2-12.mp3} + +PROMPT: What did she ask her friends to bring? {bk12-l3c-f2-13.mp3} +RESPONSE: their cassettes and their records {bk12-l3c-f2-14.mp3} + +PROMPT: What did she ask her brother to do? {bk12-l3c-f2-15.mp3} +RESPONSE: cut wood for the fireplace {bk12-l3c-f2-16.mp3} + +PROMPT: What is she doing? {bk12-l3c-f2-17.mp3} +RESPONSE: cooking a lot of food {bk12-l3c-f2-18.mp3} + +# Source: LLA 3C Figure 2 (Paragraph 3) +$GRAMMAR Reading: Barbara's Remodeling +ID: 12-3c-f2-p3 +READING +INTRO: One more paragraph — Barbara enlarged nearly everything. Read it, then answer the questions. + +Barbara enlarged several rooms in her house. She enlarged the living room and added a fireplace. She enlarged the kitchen and added a microwave. She also enlarged her patio. + +# Source: LLA 3C Figure 2 (Paragraph 3 questions) +$PRODUCE Questions: Barbara's Remodeling +ID: 12-3c-f2-q3 +REFERENCE: 12-3c-f2-p3 +INTRO: Listen to each question about Barbara's remodeling and say the answer. +INSTRUCTION: Answer aloud based on the reading. +INPUT: speak +CHECK: reveal + +PROMPT: What did Barbara do to her house? {bk12-l3c-f2-19.mp3} +RESPONSE: enlarged several rooms {bk12-l3c-f2-20.mp3} + +PROMPT: What did she do to the living room? {bk12-l3c-f2-21.mp3} +RESPONSE: enlarged the living room and added a fireplace {bk12-l3c-f2-22.mp3} + +PROMPT: What did she do to the kitchen? {bk12-l3c-f2-23.mp3} +RESPONSE: enlarged the kitchen and added a microwave {bk12-l3c-f2-24.mp3} + +PROMPT: What else did she enlarge? {bk12-l3c-f2-25.mp3} +RESPONSE: patio {bk12-l3c-f2-26.mp3} + +# Source: LLA 3D Figure 11 (Paragraph 1) +$DIALOGUE Nick's New Job +ID: 12-3d-f11-p1-story +INTRO: Nick counts pennies for a living — listen closely to how many. You'll need the numbers next. +INSTRUCTION: Listen to the paragraph. + +LINE: Nick got a job last week. He started today. {bk12-l3d-f11-p1-01.mp3} +LINE: He counts pennies for the bank. {bk12-l3d-f11-p1-02.mp3} +LINE: A customer gave him 250 pennies. {bk12-l3d-f11-p1-03.mp3} +LINE: Another customer gave him 530. {bk12-l3d-f11-p1-04.mp3} +LINE: His last customer gave him 1,001 pennies. {bk12-l3d-f11-p1-05.mp3} +LINE: His new job will keep him very busy. {bk12-l3d-f11-p1-06.mp3} + +# Source: LLA 3D Figure 11 (Paragraph 1 task) +$PRODUCE Write the Numbers: Pennies +ID: 12-3d-f11-p1 +REFERENCE: 12-3d-f11-p1-story INPUT: type CHECK: exact -INTRO: You'll hear two short paragraphs full of numbers. Type the numbers you hear — Nick the bank teller is counting on you. -INSTRUCTION: Type the correct numbers. +INTRO: Type the three numbers of pennies Nick received, from first to last customer. Replay the story if a number got away. +INSTRUCTION: Type the numbers. -PROMPT: Nick got a job last week. He started today. He counts pennies for the bank. A customer gave him 250 pennies. Another customer gave him 530. His last customer gave him 1,001 pennies. His new job will keep him very busy. {bk12-l3d-f11-01.mp3} -TEMPLATE: Paragraph 1 -TEMPLATE: ____{250}, ____{530}, ____{1,001|1001} -RESPONSE: 250, 530, 1,001 +TEMPLATE: First customer: ____ pennies +RESPONSE: 250 -PROMPT: Jane's daughter goes to the biggest elementary school in the city. There are 200 children in kindergarten, 250 in the first grade, 247 in the second grade, 272 in the third grade, 302 in the fourth grade, and 287 in the fifth grade. {bk12-l3d-f11-02.mp3} -TEMPLATE: Paragraph 2 -TEMPLATE: Kindergarten: ____{200} -TEMPLATE: 1st grade: ____{250} -TEMPLATE: 2nd grade: ____{247} -TEMPLATE: 3rd grade: ____{272} -TEMPLATE: 4th grade: ____{302} -TEMPLATE: 5th grade: ____{287} -RESPONSE: Kindergarten: 200, 1st grade: 250, 2nd grade: 247, 3rd grade: 272, 4th grade: 302, 5th grade: 287. +TEMPLATE: Second customer: ____ pennies +RESPONSE: 530 +TEMPLATE: Last customer: ____ pennies +RESPONSE: 1,001 +ACCEPT: 1001 + +# Source: LLA 3D Figure 11 (Paragraph 2) +$DIALOGUE School Enrollment +ID: 12-3d-f11-story +INTRO: Six grades, six numbers, one very fast sentence. Listen to the paragraph about the school enrollment. +INSTRUCTION: Listen to the paragraph. + +LINE: Jane's daughter goes to the biggest elementary school in the city. {bk12-l3d-f11-story-01.mp3} +LINE: There are 200 children in kindergarten, 250 in first grade, 247 in second grade, 272 in third grade, 302 in fourth grade, and 287 in fifth grade. {bk12-l3d-f11-story-02.mp3} + +# Source: LLA 3D Figure 11 (Paragraph 2 task) +$PRODUCE Write the Numbers: The School +ID: 12-3d-f11-p2 +REFERENCE: 12-3d-f11-story +INPUT: type +CHECK: exact +INTRO: Type the number of students in each grade at the elementary school. Replay the paragraph as often as you need. +INSTRUCTION: Type the number of students. + +TEMPLATE: Kindergarten: ____ +RESPONSE: 200 + +TEMPLATE: 1st grade: ____ +RESPONSE: 250 + +TEMPLATE: 2nd grade: ____ +RESPONSE: 247 + +TEMPLATE: 3rd grade: ____ +RESPONSE: 272 + +TEMPLATE: 4th grade: ____ +RESPONSE: 302 + +TEMPLATE: 5th grade: ____ +RESPONSE: 287 + +$SESSION 3-8: Sounds and Word Meanings + +# Source: ST §Same Sound +$SELECT Same Sound +ID: l3-s12 +INTRO: A short skills part to finish the lesson. Look at the underlined letters in each word, then tap the word that has the same sound. +INSTRUCTION: Tap the word that has the same underlined sound. + +EXAMPLE +TEMPLATE: l*au*gh +OPTION: a | b*u*g +OPTION: b | b*ee*f +OPTION: c | d*au*ghter +ANSWER: a + +TEMPLATE: a*cc*ept +OPTION: a | *c*ook +OPTION: b | *r*ice +OPTION: c | *e*gg +ANSWER: b + +TEMPLATE: profe*ss*ion +OPTION: a | *sh*ut +OPTION: b | *ch*air +OPTION: c | *s*it +ANSWER: a + +TEMPLATE: te*ch*nical +OPTION: a | *ch*arge +OPTION: b | *n*eck +OPTION: c | *q*uiet +ANSWER: b + +TEMPLATE: re*f*usal +OPTION: a | *b*usy +OPTION: b | *c*ashier +OPTION: c | *c*ross +ANSWER: a + +TEMPLATE: di*sc*uss +OPTION: a | *d*ecide +OPTION: b | *c*ause +OPTION: c | *ch*arge +ANSWER: a + +TEMPLATE: *ch*oice +OPTION: a | *c*ash +OPTION: b | *ch*arge +OPTION: c | *n*eck +ANSWER: b + +TEMPLATE: *kn*ow +OPTION: a | *n*ew +OPTION: b | *k*eep +OPTION: c | *q*uick +ANSWER: a + +TEMPLATE: re*fu*se +OPTION: a | *p*ass +OPTION: b | *n*oise +OPTION: c | *sh*ine +ANSWER: b + +TEMPLATE: edu*ca*tion +OPTION: a | *sh*op +OPTION: b | *ch*oose +OPTION: c | *t*ime +ANSWER: a + +TEMPLATE: *ed*ucate +OPTION: a | *c*ircle +OPTION: b | *l*oose +OPTION: c | *f*orget +ANSWER: a # Source: ST §What Does It Mean? -$SELECT What Does It Mean? +$SELECT What Does the Word Mean? ID: l3-s17 -INTRO: A vocabulary check. Read each sentence and tap the word that means the same as the underlined word. -INSTRUCTION: Tap the word with the same meaning as the underlined word. +INTRO: Use the sentence around each underlined word to work out what it means. Last activity of the lesson — nicely done getting this far. +INSTRUCTION: Tap the meaning of the underlined word. EXAMPLE TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast. @@ -1808,77 +1979,3 @@ OPTION: a | bought OPTION: b | cooked OPTION: c | enlarged ANSWER: b - - -# Source: ST §Circle the Same Sound -$SELECT Which Word Has the Same Sound? -ID: l3-s12 -INTRO: A sound check to finish. Tap the word whose highlighted letters make the same sound as the underlined part of the first word. That's the lesson — well done. -INSTRUCTION: Tap the word that has the same sound for the underlined part. - -EXAMPLE -TEMPLATE: l*au*gh -OPTION: a | b*u*g -OPTION: b | b*ee*f -OPTION: c | d*au*ghter -ANSWER: a - -TEMPLATE: a*cc*ept -OPTION: a | *c*ook -OPTION: b | *r*ice -OPTION: c | *e*gg -ANSWER: a|b - -TEMPLATE: profe*ss*ion -OPTION: a | *sh*ut -OPTION: b | *ch*air -OPTION: c | *s*it -ANSWER: a - -TEMPLATE: te*ch*nical -OPTION: a | *ch*arge -OPTION: b | *n*eck -OPTION: c | *q*uiet -ANSWER: c - -TEMPLATE: re*f*usal -OPTION: a | *b*usy -OPTION: b | *c*ashier -OPTION: c | *c*ross -ANSWER: b - -TEMPLATE: di*sc*uss -OPTION: a | *d*ecide -OPTION: b | *c*ause -OPTION: c | *ch*arge -ANSWER: a|b - -TEMPLATE: *ch*oice -OPTION: a | *c*ash -OPTION: b | *ch*arge -OPTION: c | *n*eck -ANSWER: b - -TEMPLATE: *kn*ow -OPTION: a | *n*ew -OPTION: b | *k*eep -OPTION: c | *q*uick -ANSWER: a - -TEMPLATE: re*fu*se -OPTION: a | *p*ass -OPTION: b | *n*oise -OPTION: c | *sh*ine -ANSWER: c|a - -TEMPLATE: edu*ca*tion -OPTION: a | *sh*op -OPTION: b | *ch*oose -OPTION: c | *t*ime -ANSWER: a - -TEMPLATE: *ed*ucate -OPTION: a | *c*ircle -OPTION: b | *l*oose -OPTION: c | *f*orget -ANSWER: b|c diff --git a/book-12-lesson-3/bk12-l3a-f1-13-q.mp3 b/book-12-lesson-3/bk12-l3a-f1-13.mp3 similarity index 100% rename from book-12-lesson-3/bk12-l3a-f1-13-q.mp3 rename to book-12-lesson-3/bk12-l3a-f1-13.mp3 diff --git a/book-12-lesson-3/bk12-l3a-f1-13-a.mp3 b/book-12-lesson-3/bk12-l3a-f1-14.mp3 similarity index 100% rename from book-12-lesson-3/bk12-l3a-f1-13-a.mp3 rename to book-12-lesson-3/bk12-l3a-f1-14.mp3 diff --git a/book-12-lesson-3/bk12-l3a-f1-14-q.mp3 b/book-12-lesson-3/bk12-l3a-f1-15.mp3 similarity index 100% rename from book-12-lesson-3/bk12-l3a-f1-14-q.mp3 rename to book-12-lesson-3/bk12-l3a-f1-15.mp3 diff --git a/book-12-lesson-3/bk12-l3a-f1-14-a.mp3 b/book-12-lesson-3/bk12-l3a-f1-16.mp3 similarity index 100% rename from book-12-lesson-3/bk12-l3a-f1-14-a.mp3 rename to 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Outdoor life — hunting and fishing vocabulary — plus "used to" and "would" for past routines, comparative adverbs, sentence combining, and reported speech. +DESCRIPTION: Hunting, fishing, and outdoor vocabulary; past routines with "used to" and "would"; joining sentences; comparing with "-er"; reporting what people said; dictation; and listening for feelings. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Boy | schedar | Young male -VOICE: Dad | charon | Male -VOICE: Pete | achird | Male -VOICE: Melissa | aoede | Female -VOICE: Charlie | charon | Male -VOICE: Chris | schedar | Male -VOICE: Richard | achird | Male -VOICE: Fred_Sandoval | achird | Male -VOICE: Receptionist | gacrux | Female -VOICE: Clerk | schedar | Male -VOICE: Capt_Richardson | achird | Male -VOICE: Mary | gacrux | Female -VOICE: Jane | achernar | Female -VOICE: Man1 | achird | Male -VOICE: Man2 | schedar | Male +VOICE: Son | charon | Male youth +VOICE: Dad | schedar | Mature male +VOICE: Sandoval | charon | Male caller +VOICE: Clerk | aoede | Female receptionist +VOICE: Richardson | schedar | Male officer +VOICE: Mary | aoede | Female friend +VOICE: Jane | gacrux | Female friend +VOICE: Man1 | schedar | Male speaker +VOICE: Man2 | charon | Male speaker +VOICE: Woman1 | aoede | Female speaker +VOICE: Pete | charon | Male speaker +VOICE: Melissa | gacrux | Female speaker +VOICE: Charlie | schedar | Male speaker +VOICE: Chris | charon | Young male speaker +VOICE: Richard | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) $SESSION 4-1: Hunting and the Outdoors -# Source: LLA 4A Figure 1 (+ salvaged "pistol"/"killed" lines from ST "We May Go Hunting") -$DIALOGUE Words for the Outdoors -ID: 4a-f1 -INTRO: In this lesson you'll learn to talk about life outdoors — hunting, fishing, and the weather — and later, to say what you used to do in the past. First, the words. Listen to each sentence and repeat it. -INSTRUCTION: Listen and repeat. +# Source: LLA 4A Figure 1 (Part 1) + salvaged ST §We May Go Hunting lines (pistol, to kill, knives) +$DIALOGUE Hunting and Outdoor Words +ID: 12-4a-f1 +INTRO: In this lesson you'll learn to talk about hunting, fishing, and life outdoors — and to say what you used to do in the past. First, the new words: listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: fish -LINE: Mr. Thrasher caught a big fish last Saturday. {page_059_001.jpg} {bk12-l4a-f1-01.mp3} +LINE: Mr. Thrasher caught a big fish last Saturday. {page_059_001.jpg|A fisherman standing and proudly holding up a large fish he has caught} {bk12-l4a-f1-01.mp3} -LINE: The boys are fishing off the pier. {page_059_002.jpg} {bk12-l4a-f1-02-a.mp3} -LINE: Their fathers are fishing off the boat. {page_059_002.jpg} {bk12-l4a-f1-02-b.mp3} +VOCAB: to fish +LINE: The boys are fishing off the pier. Their fathers are fishing off the boat. {page_059_002.jpg|Three people in a small boat fishing with rods on a lake} {bk12-l4a-f1-02.mp3} -VOCAB: hunt -LINE: My uncle is hunting ducks. {page_059_003.jpg} {bk12-l4a-f1-03.mp3} +VOCAB: to hunt +LINE: My uncle is hunting ducks. {page_059_003.jpg|A hunter in outdoor gear holding a shotgun in a marshy area, watching birds fly overhead} {bk12-l4a-f1-03.mp3} VOCAB: country -LINE: The flowers are beautiful out in the country. {page_059_004.jpg} {bk12-l4a-f1-04.mp3} +LINE: The flowers are beautiful out in the country. {page_059_004.jpg|A landscape view showing hills, trees, a fence, and water near a shoreline} {bk12-l4a-f1-04.mp3} VOCAB: high -LINE: Roger could see the whole city from the high hill. {page_059_005.jpg} {bk12-l4a-f1-05.mp3} +LINE: Roger could see the whole city from the high hill. {page_059_005.jpg|A man in a sweater looking at tall city buildings across a body of water on a cloudy day} {bk12-l4a-f1-05.mp3} -LINE: The temperature was 37 degrees. {page_059_006.jpg} {bk12-l4a-f1-06-a.mp3} VOCAB: low -LINE: That was low for April. {page_059_006.jpg} {bk12-l4a-f1-06-b.mp3} +LINE: The temperature was 37 degrees. That was low for April. {page_059_006.jpg|A thermometer showing temperatures next to a calendar page for the month of April} {bk12-l4a-f1-06.mp3} VOCAB: outdoors -LINE: Put that dog outdoors. {page_060_001.jpg} {bk12-l4a-f1-07.mp3} +LINE: Put that dog outdoors. {page_060_001.jpg|A young boy playing catch with a dog in front of a house} {bk12-l4a-f1-07.mp3} VOCAB: out of doors -LINE: We like to play out of doors. {page_060_002.jpg} {bk12-l4a-f1-08.mp3} +LINE: We like to play out of doors. {page_060_002.jpg|Two young men playing soccer outdoors} {bk12-l4a-f1-08.mp3} VOCAB: indoors -LINE: It's rainy and cold. It's a good day to stay indoors. {page_060_003.jpg} {bk12-l4a-f1-09.mp3} +LINE: It's rainy and cold. It's a good day to stay indoors. {page_060_003.jpg|A man and a woman looking out a window together at rain falling outside} {bk12-l4a-f1-09.mp3} VOCAB: deer -LINE: The deer are eating by the lake. {page_060_004.jpg} {bk12-l4a-f1-10.mp3} +LINE: The deer are eating by the lake. {page_060_004.jpg|A group of deer standing near a body of water in a forest setting} {bk12-l4a-f1-10.mp3} VOCAB: duck -LINE: The children enjoy feeding the ducks. {page_060_005.jpg} {bk12-l4a-f1-11.mp3} +LINE: The children enjoy feeding the ducks. {page_060_005.jpg|Two children sitting on the ground feeding ducks by a pond} {bk12-l4a-f1-11.mp3} -VOCAB: killed -LINE: Dan likes to hunt ducks. He's just shot a duck and killed it. {st-page_107_004.jpg} +VOCAB: to kill +LINE: He's just shot a duck and killed it. {st-page_107_004.jpg|A hunter standing near a pond or lake, aiming his gun upward at flying ducks, with one downed duck at his feet} VOCAB: gun -LINE: The store sells many kinds of guns. {page_060_006.jpg} {bk12-l4a-f1-12.mp3} +LINE: The store sells many kinds of guns. {page_060_006.jpg|A glass display case in a store holding rifles, with a sign above reading "GUNS FOR SALE"} {bk12-l4a-f1-12.mp3} VOCAB: rifle -LINE: My grandfather bought me this new rifle. {page_061_001.jpg} {bk12-l4a-f1-13.mp3} +LINE: My grandfather bought me this new rifle. {page_061_001.jpg|A soldier holding and aiming a rifle} {bk12-l4a-f1-13.mp3} VOCAB: pistol -LINE: Pistols and rifles are guns. {st-page_107_001.jpg} +LINE: Pistols and rifles are guns. {st-page_107_001.jpg|A revolver pistol shown above a long rifle} VOCAB: weapon -LINE: That soldier has used all the weapons. {page_061_002.jpg} {bk12-l4a-f1-14.mp3} +LINE: That soldier has used all the weapons. {page_061_002.jpg|A soldier surrounded by various weapons including rifles and a bayonet} {bk12-l4a-f1-14.mp3} -# Source: LLA 4A Figure 1 (part 2) — split into three activities (≤6 image options) -$SELECT Which Picture? (Fishing and Hunting) -ID: 4a-f1-b -INTRO: Now let's see if the words stuck. You'll hear a sentence and see five pictures — tap the one that matches. -INSTRUCTION: Tap the correct picture. +LINE: Guns and knives are weapons. {st-page_107_001.jpg|A revolver pistol shown above a long rifle} -OPTION: a | {page_059_001.jpg} -OPTION: b | {page_059_002.jpg} -OPTION: c | {page_059_003.jpg} -OPTION: d | {page_059_004.jpg} -OPTION: e | {page_059_005.jpg} +# Source: LLA 4A Figure 1 (Part 2) — split into three sets to keep image options ≤ 6 +$SELECT Which Picture? — Out in the Country +ID: 12-4a-f1-b +INTRO: You'll hear a sentence and see five pictures. Tap the picture the sentence describes. +INSTRUCTION: Tap the picture that matches the sentence. + +OPTION: a | Picture A {page_059_001.jpg|A fisherman standing and proudly holding up a large fish he has caught} +OPTION: b | Picture B {page_059_002.jpg|Three people in a small boat fishing with rods on a lake} +OPTION: c | Picture C {page_059_003.jpg|A hunter in outdoor gear holding a shotgun in a marshy area, watching birds fly overhead} +OPTION: d | Picture D {page_059_004.jpg|A landscape view showing hills, trees, a fence, and water near a shoreline} +OPTION: e | Picture E {page_059_005.jpg|A man in a sweater looking at tall city buildings across a body of water on a cloudy day} PROMPT: My neighbor enjoys hunting. {bk12-l4a-f1-15.mp3} ANSWER: c @@ -108,299 +110,276 @@ ANSWER: e PROMPT: The boys ask their fathers to go fishing. {bk12-l4a-f1-26.mp3} ANSWER: b -# Source: LLA 4A Figure 1 (part 2, continued) -$SELECT Which Picture? (Indoors and Outdoors) -ID: 4a-f1-c -INTRO: Five more pictures, five more sentences. Same game — listen and tap. -INSTRUCTION: Tap the correct picture. +# Source: LLA 4A Figure 1 (Part 2), continued +$SELECT Which Picture? — Indoors and Outdoors +ID: 12-4a-f1-c +INTRO: Five more pictures, same game. Listen to the sentence and tap the match. +INSTRUCTION: Tap the picture that matches the sentence. -OPTION: a | {page_059_006.jpg} -OPTION: b | {page_060_001.jpg} -OPTION: c | {page_060_002.jpg} -OPTION: d | {page_060_003.jpg} -OPTION: e | {page_060_004.jpg} +OPTION: f | Picture F {page_059_006.jpg|A thermometer showing temperatures next to a calendar page for the month of April} +OPTION: g | Picture G {page_060_001.jpg|A young boy playing catch with a dog in front of a house} +OPTION: h | Picture H {page_060_002.jpg|Two young men playing soccer outdoors} +OPTION: i | Picture I {page_060_003.jpg|A man and a woman looking out a window together at rain falling outside} +OPTION: j | Picture J {page_060_004.jpg|A group of deer standing near a body of water in a forest setting} PROMPT: Look at the deer. {bk12-l4a-f1-17.mp3} -ANSWER: e +ANSWER: j PROMPT: The temperature was very low. {bk12-l4a-f1-19.mp3} -ANSWER: a +ANSWER: f PROMPT: It's still raining; I've been indoors all day. {bk12-l4a-f1-23.mp3} -ANSWER: d +ANSWER: i PROMPT: They have to play soccer out of doors. {bk12-l4a-f1-24.mp3} -ANSWER: c +ANSWER: h PROMPT: Roger's dog has to stay outdoors. {bk12-l4a-f1-27.mp3} -ANSWER: b +ANSWER: g -# Source: LLA 4A Figure 1 (part 2, continued) -$SELECT Which Picture? (Guns and Ducks) -ID: 4a-f1-d -INTRO: Last set of pictures. Listen and tap the one that matches. -INSTRUCTION: Tap the correct picture. +# Source: LLA 4A Figure 1 (Part 2), continued +$SELECT Which Picture? — Ducks and Guns +ID: 12-4a-f1-d +INTRO: Last set — ducks, guns, and one very well-armed soldier. Tap the picture the sentence describes. +INSTRUCTION: Tap the picture that matches the sentence. -OPTION: a | {page_060_005.jpg} -OPTION: b | {page_060_006.jpg} -OPTION: c | {page_061_001.jpg} -OPTION: d | {page_061_002.jpg} +OPTION: k | Picture K {page_060_005.jpg|Two children sitting on the ground feeding ducks by a pond} +OPTION: l | Picture L {page_060_006.jpg|A glass display case in a store holding rifles, with a sign above reading "GUNS FOR SALE"} +OPTION: m | Picture M {page_061_001.jpg|A soldier holding and aiming a rifle} +OPTION: n | Picture N {page_061_002.jpg|A soldier surrounded by various weapons including rifles and a bayonet} PROMPT: Don's Gun Store has a large variety of guns. {bk12-l4a-f1-18.mp3} -ANSWER: b +ANSWER: l PROMPT: John learned all about weapons in the military. {bk12-l4a-f1-22.mp3} -ANSWER: d +ANSWER: n PROMPT: Mike is learning how to shoot his new rifle. {bk12-l4a-f1-25.mp3} -ANSWER: c +ANSWER: m PROMPT: The ducks like to play in the water. {bk12-l4a-f1-28.mp3} -ANSWER: a +ANSWER: k -# Source: ST §Watch Out, Deer! -$DIALOGUE Watch Out, Deer! +# Source: LLA 4A Figure 2 (Part 1) — gap added to item 4's TEMPLATE (missing in source) +$PRODUCE Type the Missing Word +ID: 12-4a-f2 +INPUT: type +CHECK: exact +REPEAT +INTRO: Read the sentence and type the missing word. Then listen to the completed sentence and repeat it. +INSTRUCTION: Type the missing word. + +PROMPT: The ocean is a good place to catch fish. {bk12-l4a-f2-01.mp3} +TEMPLATE: The ocean is a good place to ____ fish. +RESPONSE: The ocean is a good place to catch fish. {bk12-l4a-f2-01.mp3} +ACCEPT: catch + +PROMPT: My grandfather taught me how to shoot a rifle. {bk12-l4a-f2-02.mp3} +TEMPLATE: My grandfather taught me how to ____ a rifle. +RESPONSE: My grandfather taught me how to shoot a rifle. {bk12-l4a-f2-02.mp3} +ACCEPT: shoot + +PROMPT: We enlarged the house, so now I have my own room. {bk12-l4a-f2-03.mp3} +TEMPLATE: We enlarged the house, so now I have my ____ room. +RESPONSE: We enlarged the house, so now I have my own room. {bk12-l4a-f2-03.mp3} +ACCEPT: own + +PROMPT: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.mp3} +TEMPLATE: The police heard a ____ when they arrived at the house. +RESPONSE: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.mp3} +ACCEPT: shot + +# Source: ST §Watch Out, Deer! Here Come Fred and Pete! +$DIALOGUE Watch Out, Deer! Here Come Fred and Pete ID: l4-s2 -INTRO: Fred and Pete are getting ready for deer season. Fred has a brand-new rifle — and, so far, no aim. Listen and read along. -INSTRUCTION: Listen and read the paragraphs. +INTRO: Fred and Pete are getting ready for deer season. Read along — the deer, meanwhile, should start worrying. +INSTRUCTION: Read the story. -LINE: Fred and Pete like to be out-of-doors. VOCAB: once -LINE: Once every year during the deer season, they spend at least two weeks hunting. -LINE: Deer season this year will begin next week. -VOCAB: preparing -LINE: Both Fred and Pete are getting ready for their hunting trip. They're preparing their weapons. +Narrator: Fred and Pete like to be out-of-doors. Once every year during the deer season, they spend at least two weeks hunting. -VOCAB: practice -LINE: Fred has just bought a new rifle, so he and Pete have driven out of the city to the country to practice with it. -VOCAB: shoot -LINE: Fred is going to shoot at some empty soda cans. -LINE: He was so excited that he dropped his truck keys in the grass. -VOCAB: to hunt for | hunt -LINE: Pete had to hunt for the keys because all Fred could think about was shooting his new rifle. +Narrator: Deer season this year will begin next week. Both Fred and Pete are getting ready for their hunting trip. -VOCAB: bang -LINE: Bang!!!! +VOCAB: to prepare +Narrator: They're preparing their weapons. + +VOCAB: to practice +VOCAB: to shoot +Narrator: Fred has just bought a new rifle, so he and Pete have driven out of the city to the country to practice with it. Fred is going to shoot at some empty soda cans. + +Narrator: He was so excited that he dropped his truck keys in the grass. Pete had to hunt for the keys because all Fred could think about was shooting his new rifle. + +Narrator: Bang! VOCAB: shot Pete: Good, Fred, that was a good shot. Do it again. -LINE: Bang!!!! +Narrator: Bang! Pete: You missed that time. You weren't low enough. You have to shoot lower. -LINE: Bang!!!! +Narrator: Bang! Pete: You're still shooting too high, Fred. -LINE: Bang! . . . bang! . . . bang! . . . bang! . . . bang! +Narrator: Bang! Bang! Bang! Bang! Bang! -VOCAB: several -VOCAB: watch out -Pete: After several shots, I think you've got it now, Fred. Watch out, deer! Here we come! -NOTES: Watch out = be careful +Pete: I think you've got it now, Fred. Watch out, deer! Here we come! +NOTES: "watch out" = be careful -# Source: ST §True or False -$SELECT True or False? +# Source: ST §Fred and Pete: True or False +$SELECT Fred and Pete: True or False? ID: l4-s3 -REFERENCE -INTRO: Now decide what the story really said. Read each statement and tap True or False — you can open the story again if Fred's shooting distracted you. -INSTRUCTION: Tap True or False. +REFERENCE: l4-s2 SHOW_PROMPT -OPTION: t | True -OPTION: f | False +INTRO: Decide whether each statement about Fred and Pete is true or false. Open the story if you need to check. +INSTRUCTION: Tap True or False based on the story. +OPTION: T | True +OPTION: F | False PROMPT: Fred and Pete like to be out-of-doors. -ANSWER: t +ANSWER: T PROMPT: Fred and Pete hunt deer two times a year. -ANSWER: f +ANSWER: F PROMPT: They are getting their weapons ready. -ANSWER: t +ANSWER: T PROMPT: Fred and Pete went to another country. -ANSWER: f +ANSWER: F PROMPT: Fred wants to practice with his new rifle. -ANSWER: t +ANSWER: T PROMPT: Fred will shoot at some cans. -ANSWER: t +ANSWER: T PROMPT: Fred hunted for his keys. -ANSWER: f +ANSWER: F PROMPT: Fred's shots were very low at first. -ANSWER: f +ANSWER: F PROMPT: Fred shot only one time. -ANSWER: f +ANSWER: F -# Source: ST §Make a Sentence -$PRODUCE Make a Sentence About the Story +# Source: ST §Make a Sentence (recast: bare cue-word production → story-grounded Q&A) +$PRODUCE Questions About Fred and Pete ID: l4-s4 -REFERENCE -INTRO: For each cue word, say one sentence about Fred and Pete — say what the story said. Open the story if you need it; it hasn't gone anywhere. -INSTRUCTION: Say a sentence about Fred and Pete using the cue word. +REFERENCE: l4-s2 +INTRO: Now answer questions about the story in full sentences. The new words will come back in your answers — that's the plan. Open the story if you need it. +INSTRUCTION: Answer aloud in a full sentence. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any sentence that uses the cue word and states a fact from the story about Fred and Pete. The model answer shows one correct fact; other true story facts using the cue word are also correct. +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. EXAMPLE -PROMPT: out-of-doors -RESPONSE: Fred and Pete like to be out-of-doors. +PROMPT: Where do Fred and Pete like to spend their time? +RESPONSE: They like to be out-of-doors. -PROMPT: once -RESPONSE: Once every year they spend two weeks hunting. +PROMPT: How often do Fred and Pete go hunting? +RESPONSE: They go hunting once every year, during deer season. -PROMPT: deer season -RESPONSE: Deer season will begin next week. - -PROMPT: prepare +PROMPT: What are they preparing for the trip? RESPONSE: They're preparing their weapons. -PROMPT: country -RESPONSE: They have driven to the country. +PROMPT: Why did Fred and Pete drive out to the country? +RESPONSE: They drove to the country to practice with Fred's new rifle. -PROMPT: practice -RESPONSE: Fred is going to practice with his new rifle. +PROMPT: What is Fred going to shoot at? +RESPONSE: He's going to shoot at some empty soda cans. -PROMPT: shoot at -RESPONSE: Fred is going to shoot at some empty soda cans. +PROMPT: Who had to hunt for the truck keys? +RESPONSE: Pete had to hunt for the keys. -PROMPT: lower -RESPONSE: Fred has to shoot lower. +PROMPT: What was wrong with Fred's first shots? +RESPONSE: They were too high. He had to shoot lower. -PROMPT: several -RESPONSE: After several shots, Pete thought Fred was ready. +PROMPT: How many shots did it take before Fred got it right? +RESPONSE: It took several shots. -# Source: LLA 4A Figure 2 -$PRODUCE Type the Missing Word -ID: 4a-f2 -INPUT: type -CHECK: exact -INTRO: Listen to each sentence and type the missing word — "catch", "shoot", and their friends. Then say the whole sentence back. -INSTRUCTION: Type the missing word. -REPEAT +$SESSION 4-2: What You Used to Do -TEMPLATE: The ocean is a good place to ____ fish. -PROMPT: The ocean is a good place to catch fish. {bk12-l4a-f2-01.mp3} -RESPONSE: The ocean is a good place to catch fish. {bk12-l4a-f2-01.mp3} -ACCEPT: catch - -TEMPLATE: My grandfather taught me how to ____ a rifle. -PROMPT: My grandfather taught me how to shoot a rifle. {bk12-l4a-f2-02.mp3} -RESPONSE: My grandfather taught me how to shoot a rifle. {bk12-l4a-f2-02.mp3} -ACCEPT: shoot - -TEMPLATE: We enlarged the house, so now I have my ____ room. -PROMPT: We enlarged the house, so now I have my own room. {bk12-l4a-f2-03.mp3} -RESPONSE: We enlarged the house, so now I have my own room. {bk12-l4a-f2-03.mp3} -ACCEPT: own - -TEMPLATE: The police heard a ____ when they arrived at the house. -PROMPT: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.mp3} -RESPONSE: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.mp3} -ACCEPT: shot - -$SESSION 4-2: "Used To" — Then and Now - -# Source: LLA 4A Listening/Speaking Activity +# Source: LLA 4A Figure 2 (Part 2) $DIALOGUE Then and Now -ID: 4a-ls1 -INTRO: In this part you'll learn "used to" — for things that were true before but aren't anymore. Frank was in the army; now he's at a desk. Listen and repeat each pair. +ID: 12-4a-f2-b +INTRO: Now for this lesson's key pattern: "used to" — for things that happened before but don't happen anymore. Listen to each pair of sentences and repeat. INSTRUCTION: Listen and repeat. REPEAT -LINE: Frank used to be in the army. {bk12-l4a-f2-05.mp3} -LINE: Now he works in an office. {bk12-l4a-f2-06.mp3} -LINE: Don used to play football. {bk12-l4a-f2-07.mp3} -LINE: Now he plays tennis. {bk12-l4a-f2-08.mp3} -LINE: Beth used to cook dinner every night. {bk12-l4a-f2-09.mp3} -LINE: But now her daughter does. {bk12-l4a-f2-10.mp3} -LINE: My nephew used to visit us every weekend. {bk12-l4a-f2-11.mp3} -LINE: But he doesn't anymore. {bk12-l4a-f2-12.mp3} -LINE: My father used to take me fishing every summer. {bk12-l4a-f2-13.mp3} -LINE: Now I take my son. {bk12-l4a-f2-14.mp3} -LINE: Uncle Jim used to take me hunting every fall. {bk12-l4a-f2-15.mp3} -LINE: But we haven't gone for 6 years. {bk12-l4a-f2-16.mp3} -LINE: My neighbor used to own a gun. {bk12-l4a-f2-17.mp3} -LINE: But he sold it last month. {bk12-l4a-f2-18.mp3} +VOCAB: used to +LINE: Frank used to be in the army. Now he works in an office. {bk12-l4a-f2-05.mp3} + +LINE: Don used to play football. Now he plays tennis. {bk12-l4a-f2-06.mp3} + +LINE: Beth used to cook dinner every night. But now her daughter does. {bk12-l4a-f2-07.mp3} + +LINE: My nephew used to visit us every weekend. But he doesn't anymore. {bk12-l4a-f2-08.mp3} + +LINE: My father used to take me fishing every summer. Now I take my son. {bk12-l4a-f2-09.mp3} + +LINE: Uncle Jim used to take me hunting every fall. But we haven't gone for 6 years. {bk12-l4a-f2-10.mp3} + +LINE: My neighbor used to own a gun. But he sold it last month. {bk12-l4a-f2-11.mp3} # Source: ST §Used To (grammar box) -$GRAMMAR Used To +$GRAMMAR Saying What You "Used To" Do ID: l4-s16 -INTRO: Here's the rule behind those sentences — short and painless. +INTRO: Two short cards on how "used to" works. -CARD: We use **used to** for a situation that existed in the past, but is no longer true now. -{I used to be a student at that college.} -{Now I'm an instructor there.} +CARD: Use **used to** + verb for something that happened regularly in the past but doesn't happen now. +{I used to be a student at that college. Now I'm an instructor there.} +{My father used to smoke, but he stopped last year.} -CARD: We also use it for actions that happened regularly in the past but have stopped entirely. -{I used to take the bus to school.} -{She used to work on weekends.} +CARD: In questions with **did**, the form is **use to** — no "d". +{Did Larry use to cook dinner every night?} +{Where did Oscar use to live?} -CARD: Notice that **used to** is always followed by the base form of a verb. -{I used to be a student.} -{I used to take the bus.} +SUMMARY: +| Form | Example | +|---|---| +| Statement | My father used to smoke, but he stopped last year. | +| Yes/no question | Did Larry use to cook dinner every night? | +| Question with "where" | Where did Oscar use to live? | -CARD: We often pair a **used to** statement with a present tense sentence to highlight how things have changed. -{He used to live in London.} -{Now he lives in New York.} - -$DIALOGUE Used To in Questions and Answers +# Source: ST §Used To: Example Sentences +$DIALOGUE "Used To": Questions and Answers ID: l4-s17 -INTRO: "Used to" also works in questions — notice it becomes "use to" after "did". Read the sentences. -INSTRUCTION: Read the sentences. They all contain "used to". +INTRO: Here's the pattern in questions and answers. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat the sentences. +REPEAT LINE: My father used to smoke, but he stopped last year. + LINE: Did Larry use to cook dinner every night? -LINE: Yes, and he used to cook breakfast on the weekends, too. -LINE: Now he doesn't have enough time. -LINE: Did Lt Evans use to play football for the Air Force? No, he used to play for the Army. -LINE: Where did Oscar use to live? Oscar used to live in Mexico City; now he lives in Miami, Florida. +LINE: Yes, and he used to cook breakfast on the weekends, too. Now he doesn't have enough time. + +LINE: Did Lt Evans use to play football for the Air Force? +LINE: No, he used to play for the Army. + +LINE: Where did Oscar use to live? +LINE: Oscar used to live in Mexico City; now he lives in Miami, Florida. + LINE: Captain Simms used to be late for class every day. His instructor used to get angry at him. -# Source: ST §Jack Used to Work at Night +# Source: ST §Jack Used to Work at Night. $DIALOGUE Jack Used to Work at Night ID: l4-s18 -INTRO: Jack's life has changed — completely. Read the paragraph and notice what he used to do. -INSTRUCTION: Read the paragraph. +INTRO: Jack used to be a waiter on the night shift. Life has improved considerably. Just read the story. +INSTRUCTION: Read the story about Jack. -LINE: Jack used to be a waiter in a restaurant that was open 24 hours a day. He used to work at night. -LINE: He used to go to work at 10:30 p.m. and work until 7:00 a.m. -LINE: He used to wear jeans, a T-shirt, and a pair of tennis shoes. -LINE: Now Jack works from 10:00 a.m. until 7:00 p.m., wears a three-piece suit, and owns the restaurant. +Narrator: Jack used to be a waiter in a restaurant that was open 24 hours a day. +Narrator: He used to work at night. +Narrator: He used to go to work at 10:30 p.m. and work until 7:00 a.m. +Narrator: He used to wear jeans, a T-shirt, and a pair of tennis shoes. +Narrator: Now Jack works from 10:00 a.m. until 7:00 p.m., wears a three-piece suit, and owns the restaurant. -# Source: new (gap: ST said "Answer the questions your teacher asks." about the Jack paragraph but printed none — authored questions replace the teacher) -$PRODUCE Questions About Jack -ID: l4-s18-b -REFERENCE -INTRO: Answer some questions about Jack aloud, in full sentences. Use "used to" for his old life — the paragraph is there if you need it. -INSTRUCTION: Answer aloud in a complete sentence. -INPUT: speak -CHECK: llm -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For questions about the past, "used to" or a past tense is required — present tense fails. - -PROMPT: What did Jack use to be? -RESPONSE: He used to be a waiter in a restaurant. - -PROMPT: When did Jack use to go to work? -RESPONSE: He used to go to work at 10:30 p.m. - -PROMPT: What did he use to wear? -RESPONSE: He used to wear jeans, a T-shirt, and tennis shoes. - -PROMPT: What does Jack do now? -RESPONSE: Now he owns the restaurant and works during the day. - -# Source: LLA 4A Figure 3 (part 1) -$DIALOGUE Hank: Phoenix and Seattle -ID: 4a-f3 -INTRO: One more life that changed: Hank moved from very hot Phoenix to very cool Seattle. Listen to the paragraph about his old routine and his new one. -INSTRUCTION: Listen to the paragraph. +# Source: LLA 4A Figure 3 (Part 1) +$DIALOGUE Hank's Life in Phoenix and Seattle +ID: 12-4a-f3-story +INTRO: Listen to the paragraph about Hank's past routine in Phoenix and his current life in Seattle. +INSTRUCTION: Listen to the story. LINE: Hank used to live in Phoenix, Arizona. {bk12-l4a-f3-01.mp3} LINE: It gets very hot there, so people try to plan their work very carefully. {bk12-l4a-f3-02.mp3} @@ -412,29 +391,29 @@ LINE: It's very cool there. {bk12-l4a-f3-07.mp3} LINE: He doesn't go to work early, and he works until 5:30 in the afternoon. {bk12-l4a-f3-08.mp3} LINE: He always wears a suit and tie to work. {bk12-l4a-f3-09.mp3} -# Source: LLA 4A Figure 3 (part 2) +# Source: LLA 4A Figure 3 (Part 2) $PRODUCE Questions About Hank -ID: 4a-f3-b -REFERENCE -INTRO: Answer the questions about Hank aloud in a full sentence — "used to" for Phoenix, present tense for Seattle. Then repeat the correct answer. Open the paragraph if you need it. -INSTRUCTION: Answer aloud with a full sentence. +ID: 12-4a-f3 +REFERENCE: 12-4a-f3-story INPUT: speak CHECK: reveal REPEAT +INTRO: Listen to each question about Hank. Answer aloud, then repeat the model answer. Open the story if you need to review. +INSTRUCTION: Answer aloud, then repeat the model answer. -PROMPT: Where did Hank used to live? {bk12-l4a-f3-10-q.mp3} +PROMPT: Where did Hank use to live? {bk12-l4a-f3-10-q.mp3} RESPONSE: He used to live in Phoenix, Arizona. {bk12-l4a-f3-10-a.mp3} PROMPT: How was the climate there? {bk12-l4a-f3-11-q.mp3} RESPONSE: It's very hot. {bk12-l4a-f3-11-a.mp3} -PROMPT: What time did Hank used to go to work? {bk12-l4a-f3-12-q.mp3} +PROMPT: What time did Hank use to go to work? {bk12-l4a-f3-12-q.mp3} RESPONSE: He used to go to work at 6:30. {bk12-l4a-f3-12-a.mp3} -PROMPT: When did he used to leave work? {bk12-l4a-f3-13-q.mp3} +PROMPT: When did he use to leave work? {bk12-l4a-f3-13-q.mp3} RESPONSE: He used to leave work at 2:30. {bk12-l4a-f3-13-a.mp3} -PROMPT: What did he used to wear to work? {bk12-l4a-f3-14-q.mp3} +PROMPT: What did he use to wear to work? {bk12-l4a-f3-14-q.mp3} RESPONSE: He used to wear cotton shirts and pants. {bk12-l4a-f3-14-a.mp3} PROMPT: Where does he live now? {bk12-l4a-f3-15-q.mp3} @@ -446,121 +425,109 @@ RESPONSE: He leaves work at 5:30. {bk12-l4a-f3-16-a.mp3} PROMPT: What does he wear to work? {bk12-l4a-f3-17-q.mp3} RESPONSE: He always wears a suit and tie. {bk12-l4a-f3-17-a.mp3} -# SKIPPED (book): LLA 4A Figure 4 — grid/coordinate placement and drawing/physical-action responses are not expressible. - -# Source: ST §Things Are Not What They Used to Be +# Source: ST §Things Are Not What They Used to Be. $PRODUCE Things Are Not What They Used to Be ID: l4-s19 -INTRO: Now you build the sentences. Complete each reply aloud with "used to" and the words in parentheses — Bob, sadly, used to have hair. -INSTRUCTION: Complete the reply aloud. Use "used to" and the words in parentheses. -INPUT: speak -CHECK: reveal +INTRO: Complete each mini-dialog with "used to" and the words in parentheses. Type the missing part. +INSTRUCTION: Type the missing words using "used to". +INPUT: type +CHECK: exact EXAMPLE -TEMPLATE: Bob isn't like I remember him from college. — No, he's not. He ____ (have hair) -RESPONSE: No, he's not. He used to have hair. +TEMPLATE: — Bob isn't like I remember him from college.\n— No, he's not. He ____{used to have hair}. (have hair) +RESPONSE: — Bob isn't like I remember him from college.\n— No, he's not. He used to have hair. -TEMPLATE: Did you know that Mike can speak Spanish? — Yes. He ____ (live in Mexico) -RESPONSE: Yes. He used to live in Mexico. +TEMPLATE: — Did you know that Mike can speak Spanish?\n— Yes. He ____{used to live in Mexico}. (live in Mexico) +RESPONSE: — Did you know that Mike can speak Spanish?\n— Yes. He used to live in Mexico. -TEMPLATE: How did you learn to shoot like that? — I ____ (be in the military) -RESPONSE: I used to be in the military. +TEMPLATE: — How did you learn to shoot like that?\n— I ____{used to be in the military}. (be in the military) +RESPONSE: — How did you learn to shoot like that?\n— I used to be in the military. -TEMPLATE: Does Rod know a lot about animals? — Yes, he does. He ____ (work out-of-doors) -RESPONSE: Yes, he does. He used to work out-of-doors. +TEMPLATE: — Does Rod know a lot about animals?\n— Yes, he does. He ____{used to work out-of-doors}. (work out-of-doors) +RESPONSE: — Does Rod know a lot about animals?\n— Yes, he does. He used to work out-of-doors. -TEMPLATE: Why does Ray have all those weapons? — He ____ every fall. (hunt) -RESPONSE: He used to hunt every fall. +TEMPLATE: — Why does Ray have all those weapons?\n— He ____{used to hunt} every fall. (hunt) +RESPONSE: — Why does Ray have all those weapons?\n— He used to hunt every fall. -TEMPLATE: Where did you get all these shoes? — I ____ at a shoe store. (work) -RESPONSE: I used to work at a shoe store. +TEMPLATE: — Where did you get all these shoes?\n— I ____{used to work} at a shoe store. (work) +RESPONSE: — Where did you get all these shoes?\n— I used to work at a shoe store. -TEMPLATE: Does Fred know how to fly? — Sure. He ____ (be a pilot in the Navy) -RESPONSE: Sure. He used to be a pilot in the Navy. +TEMPLATE: — Does Fred know how to fly?\n— Sure. He ____{used to be a pilot in the Navy}. (be a pilot in the Navy) +RESPONSE: — Does Fred know how to fly?\n— Sure. He used to be a pilot in the Navy. -TEMPLATE: Is Ms. Richards helping you with your math? — Yes, she ____ (be a high school math teacher) -RESPONSE: Yes, she used to be a high school math teacher. +TEMPLATE: — Is Ms. Richards helping you with your math?\n— Yes, she ____{used to be a high school math teacher}. (be a high school math teacher) +RESPONSE: — Is Ms. Richards helping you with your math?\n— Yes, she used to be a high school math teacher. -TEMPLATE: I heard that you fixed Mr. Edwards' car. — Yes, I ____ (work in a garage) -RESPONSE: Yes, I used to work in a garage. +TEMPLATE: — I heard that you fixed Mr. Edwards' car.\n— Yes, I ____{used to work in a garage}. (work in a garage) +RESPONSE: — I heard that you fixed Mr. Edwards' car.\n— Yes, I used to work in a garage. -$SESSION 4-3: Fishing with the Family +# SKIPPED (book+tape): LLA 4A Figure 4 — grid-coordinate punctuation placement task with no mobile interaction. -# Source: LLA 4B Vocabulary (+ salvaged "further" line from ST "Some New Words") -$DIALOGUE New Words for the Lake -ID: 4b-v1 -INTRO: This part is about fishing — and a stack of useful little words: "plenty", "several", "twice", "whole". Listen to each word and its sentence, then repeat. -INSTRUCTION: Repeat each word and sentence. +$SESSION 4-3: A Fishing Trip + +# Source: LLA 4B Vocabulary Presentation + salvaged ST §Some New Words line ("further"); rest of ST §Some New Words dropped as TTS twin of this cassette presentation +$DIALOGUE Words for the Trip +ID: 12-4b-vocab +INTRO: This part takes the family fishing — and packs in the words you'll need on the way. Listen to each new word in a sentence, then repeat. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: to go fishing -LINE: Victor drives to the lake to go fishing. {bk12-l4b-f1-01a.mp3} +LINE: Victor drives to the lake to go fishing. {bk12-l4b-f1-01.mp3} VOCAB: instructions -LINE: I don't know how to do this. {bk12-l4b-f1-02a-a.mp3} -LINE: Please read the instructions to me. {bk12-l4b-f1-02a-b.mp3} +LINE: I don't know how to do this. Please read the instructions to me. {bk12-l4b-f1-02.mp3} -LINE: Please stay for dinner. {bk12-l4b-f1-03a-a.mp3} VOCAB: plenty -LINE: There is plenty of food. {bk12-l4b-f1-03a-b.mp3} +LINE: Please stay for dinner. There is plenty of food. {bk12-l4b-f1-03.mp3} VOCAB: to practice -LINE: Michelle practices tennis every day. {bk12-l4b-f1-04a-a.mp3} -LINE: She's quite good. {bk12-l4b-f1-04a-b.mp3} +LINE: Michelle practices tennis every day. She's quite good. {bk12-l4b-f1-04.mp3} -VOCAB: preparing | prepare -LINE: The soldier was preparing dinner. {bk12-l4b-f1-05a-a.mp3} -LINE: He's a good cook. {bk12-l4b-f1-05a-b.mp3} +VOCAB: to prepare | preparing +LINE: The soldier was preparing dinner. He's a good cook. {bk12-l4b-f1-05.mp3} VOCAB: used to -LINE: Jeff used to be in the military. {bk12-l4b-f1-06a-a.mp3} -LINE: Now he's going to school. {bk12-l4b-f1-06a-b.mp3} +LINE: Jeff used to be in the military. Now he's going to school. {bk12-l4b-f1-06.mp3} VOCAB: would -LINE: Last year Margaret would come to our house every evening. {bk12-l4b-f1-07a.mp3} +LINE: Last year Margaret would come to our house every evening. {bk12-l4b-f1-07.mp3} VOCAB: all over -LINE: The baby spilled the milk all over his mother. {bk12-l4b-f1-08a.mp3} +LINE: The baby spilled the milk all over his mother. {bk12-l4b-f1-08.mp3} VOCAB: farther -LINE: Larry can run farther than Mike can. {bk12-l4b-f1-09a-a.mp3} -LINE: Mike can run only 1 mile. {bk12-l4b-f1-09a-b.mp3} +LINE: Larry can run farther than Mike can. Mike can run only 1 mile. {bk12-l4b-f1-09.mp3} VOCAB: further LINE: I've gone further in my education than my brother has. LINE: I'm in college while he's only in high school. VOCAB: hard -LINE: The math test was really hard. {bk12-l4b-f1-10a-a.mp3} -LINE: I didn't get a good score. {bk12-l4b-f1-10a-b.mp3} +LINE: The math test was really hard. I didn't get a good score. {bk12-l4b-f1-10.mp3} VOCAB: more -LINE: Billy has more money than I do. {bk12-l4b-f1-11a-a.mp3} -LINE: He has $10, I have only 5. {bk12-l4b-f1-11a-b.mp3} +LINE: Billy has more money than I do. He has $10, I have only 5. {bk12-l4b-f1-11.mp3} VOCAB: once -LINE: My uncle went fishing once. {bk12-l4b-f1-12a-a.mp3} -LINE: He has never gone again. {bk12-l4b-f1-12a-b.mp3} +LINE: My uncle went fishing once. He has never gone again. {bk12-l4b-f1-12.mp3} VOCAB: several -LINE: There were several people from Korea at the get-together. {bk12-l4b-f1-13a.mp3} +LINE: There were several people from Korea at the get-together. {bk12-l4b-f1-13.mp3} -LINE: She hurt her leg. {bk12-l4b-f1-14a-a.mp3} VOCAB: slow -LINE: Now Mrs. Martin walks very slow. {bk12-l4b-f1-14a-b.mp3} +LINE: She hurt her leg. Now Mrs. Martin walks very slow. {bk12-l4b-f1-14.mp3} VOCAB: twice -LINE: Bobby has been sick twice this year. {bk12-l4b-f1-15a-a.mp3} -LINE: He's been sick 2 times. {bk12-l4b-f1-15a-b.mp3} +LINE: Bobby has been sick twice this year. He's been sick 2 times. {bk12-l4b-f1-15.mp3} VOCAB: whole -LINE: Sandy's son ate the whole pie. {bk12-l4b-f1-16a-a.mp3} -LINE: He ate all of it. {bk12-l4b-f1-16a-b.mp3} +LINE: Sandy's son ate the whole pie. He ate all of it. {bk12-l4b-f1-16.mp3} # Source: LLA 4B Figure 1 -$SELECT Pick the Answer -ID: 4b-f1 -INTRO: You'll hear a question about those new words. Tap the answer that fits, then repeat it aloud. +$SELECT Pick the Right Answer +ID: 12-4b-f1 +INTRO: Listen to each question, select the matching answer, and repeat the model sentence. INSTRUCTION: Tap the correct answer. REPEAT @@ -573,42 +540,42 @@ OPTION: f | Yes, there's plenty of food. OPTION: g | He was preparing dinner. OPTION: h | He's been sick twice. -PROMPT: Why does Victor drive to the lake? {bk12-l4b-f1-01-q.mp3} +PROMPT: Why does Victor drive to the lake? {bk12-l4b-f1-q01.mp3} ANSWER: c -FEEDBACK: He drives to the lake to go fishing. {bk12-l4b-f1-01-a.mp3} +FEEDBACK: He drives to the lake to go fishing. {bk12-l4b-f1-fb01.mp3} -PROMPT: Can you tell me how to do this? {bk12-l4b-f1-02-q.mp3} +PROMPT: Can you tell me how to do this? {bk12-l4b-f1-q02.mp3} ANSWER: e -FEEDBACK: Yes, I can. Let me read the instructions. {bk12-l4b-f1-02-a.mp3} +FEEDBACK: Yes, I can. Let me read the instructions. {bk12-l4b-f1-fb02.mp3} -PROMPT: Is there plenty of food? {bk12-l4b-f1-03-q.mp3} +PROMPT: Is there plenty of food? {bk12-l4b-f1-q03.mp3} ANSWER: f -FEEDBACK: Yes, there is plenty of food. {bk12-l4b-f1-03-a.mp3} +FEEDBACK: Yes, there is plenty of food. {bk12-l4b-f1-fb03.mp3} -PROMPT: How often does Michelle practice tennis? {bk12-l4b-f1-04-q.mp3} +PROMPT: How often does Michelle practice tennis? {bk12-l4b-f1-q04.mp3} ANSWER: b -FEEDBACK: She practices every day. {bk12-l4b-f1-04-a.mp3} +FEEDBACK: She practices every day. {bk12-l4b-f1-fb04.mp3} -PROMPT: What was the soldier preparing? {bk12-l4b-f1-05-q.mp3} +PROMPT: What was the soldier preparing? {bk12-l4b-f1-q05.mp3} ANSWER: g -FEEDBACK: He was preparing dinner. {bk12-l4b-f1-05-a.mp3} +FEEDBACK: He was preparing dinner. {bk12-l4b-f1-fb05.mp3} -PROMPT: Was the math test hard? {bk12-l4b-f1-06-q.mp3} +PROMPT: Was the math test hard? {bk12-l4b-f1-q06.mp3} ANSWER: a -FEEDBACK: Yes, it was really hard. {bk12-l4b-f1-06-a.mp3} +FEEDBACK: Yes, it was really hard. {bk12-l4b-f1-fb06.mp3} -PROMPT: How many times has Bobby been sick this year? {bk12-l4b-f1-07-q.mp3} +PROMPT: How many times has Bobby been sick this year? {bk12-l4b-f1-q07.mp3} ANSWER: h -FEEDBACK: He's been sick twice. {bk12-l4b-f1-07-a.mp3} +FEEDBACK: He's been sick twice. {bk12-l4b-f1-fb07.mp3} -PROMPT: How many people from Korea were at the get-together? {bk12-l4b-f1-08-q.mp3} +PROMPT: How many people from Korea were at the get-together? {bk12-l4b-f1-q08.mp3} ANSWER: d -FEEDBACK: Several people from Korea were at the get-together. {bk12-l4b-f1-08-a.mp3} +FEEDBACK: Several people from Korea were at the get-together. {bk12-l4b-f1-fb08.mp3} # Source: ST §Indoors or Outdoors $DIALOGUE Indoors or Outdoors ID: l4-s7 -INTRO: Meet the family: Charlie wants to go fishing with the kids; Melissa would rather stay home. Listen and repeat the dialog. +INTRO: Melissa wants to stay home; Charlie wants to go fishing. Listen to the family negotiation and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -617,20 +584,20 @@ Charlie: But I thought we were going fishing with the children. Melissa: I don't want to go fishing. I want to stay home. VOCAB: in the open -VOCAB: to take walks | take walks +VOCAB: to take a walk Charlie: Why don't you want to go outdoors? Chris, Richard, and I love to be in the open, and you love to take walks around the lake. -VOCAB: to fish | fish -Melissa: That's true. And I know you like to fish, but I don't like to clean and prepare the fish. I get bored just watching you. +Melissa: That's true. And I know you like to fish, but I don't like to clean and prepare the fish. +Melissa: I get bored just watching you. Charlie: If I prepare the fish, will you go? Melissa: I'll think about it. -# Source: ST §Answer About the Dialog -$PRODUCE Questions About Melissa and Charlie +# Source: ST §Indoors or Outdoors: Questions (INPUT changed type → speak) +$PRODUCE Questions: Indoors or Outdoors ID: l4-s8 -REFERENCE -INTRO: Answer the questions about Melissa and Charlie aloud, in full sentences. The dialog is there to reread if you need it. -INSTRUCTION: Answer the questions about the dialog aloud. +REFERENCE: l4-s7 +INTRO: Answer the questions about Melissa and Charlie in full sentences. The dialog is there if you need it. +INSTRUCTION: Answer the questions aloud. INPUT: speak CHECK: llm SHOW_PROMPT @@ -640,37 +607,39 @@ PROMPT: What does Melissa want to do this weekend? RESPONSE: She wants to stay indoors and work on the house. PROMPT: What does Charlie want to do? -RESPONSE: He wants to go fishing. +RESPONSE: He wants to go fishing with the children. PROMPT: Who else likes to be out in the open? -RESPONSE: Chris and Richard like to be in the open. +RESPONSE: Chris and Richard like to be out in the open. PROMPT: Why doesn't Melissa want to go fishing? -RESPONSE: She doesn't like to clean and prepare the fish, and she gets bored. +RESPONSE: She doesn't like to clean and prepare the fish, and she gets bored watching. PROMPT: Who will prepare the fish? RESPONSE: Charlie will prepare the fish. # Source: ST §The Fishing Rod -$DIALOGUE The Fishing Rod +$DIALOGUE The Fishing Rod {st-page_113_001.jpg|Diagram of a fishing rod labeled with its parts: fishing rod, line, hook, and bait} ID: l4-s9 -INTRO: Charlie has a theory: Melissa doesn't like fishing because she doesn't have her own rod. Listen and repeat. +INTRO: Everyone in the family has a fishing rod — except Mom. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT VOCAB: fishing rod -Charlie: Your mother doesn't want to go fishing. I think she needs her own fishing rod. {st-page_113_001.jpg} +Charlie: Your mother doesn't want to go fishing. I think she needs her own fishing rod. +Chris: That's a good idea, Dad. VOCAB: own -Chris: That's a good idea, Dad. You have your own rod, Richard has his own, and I have my own. Mom needs her own, too. {st-page_113_001.jpg} -Charlie: There's a department store farther down the street. We can buy one there. {st-page_113_001.jpg} +LINE: You have your own rod, Richard has his own, and I have my own. +LINE: Mom needs her own, too. +Charlie: There's a department store farther down the street. We can buy one there. -# Source: ST §Answer About the Fishing Rod -$PRODUCE Questions About the Fishing Rod +# Source: ST §The Fishing Rod: Questions (INPUT changed type → speak) +$PRODUCE Questions: The Fishing Rod ID: l4-s10 -REFERENCE -INTRO: Three quick questions about the fishing rod plan. Answer aloud in full sentences. -INSTRUCTION: Answer the questions about the dialog aloud. +REFERENCE: l4-s9 +INTRO: A few quick questions about the fishing rod. Answer in full sentences. +INSTRUCTION: Answer the questions aloud. INPUT: speak CHECK: llm SHOW_PROMPT @@ -680,24 +649,21 @@ PROMPT: What does Mother need? RESPONSE: She needs her own fishing rod. PROMPT: Who already has a fishing rod? -RESPONSE: Dad, Chris, and Richard have their own rods. +RESPONSE: Charlie, Richard, and Chris already have fishing rods. PROMPT: Where is the department store? RESPONSE: It is farther down the street. # Source: ST §The Lesson -$DIALOGUE Melissa's First Catch +$DIALOGUE The Fishing Lesson ID: l4-s11 -INTRO: The plan worked — Melissa is at the lake, rod in hand. Listen to her first fishing lesson and repeat. +INTRO: Melissa hooks her first fish — almost. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Melissa: Are there fish all over or just in some parts of the lake? +Richard: They're everywhere, but some places are better for catching them. -VOCAB: everywhere -Richard: They're everywhere but some places are better for catching them. - -VOCAB: to catch | caught Melissa: I've caught one! I've caught one! What do I do next? VOCAB: line @@ -706,52 +672,53 @@ Richard: Pull the line in slow. Don't pull it hard because you may lose the fish Melissa: It's gone. This has happened to me not once, but twice already. Richard: Don't worry. Two times is nothing. You'll learn. -# Source: ST §Answer About the Lesson -$PRODUCE Questions About the Catch +# Source: ST §The Lesson: Questions (INPUT changed type → speak) +$PRODUCE Questions: The Fishing Lesson ID: l4-s12 -REFERENCE -INTRO: Answer the questions about Melissa's lesson aloud — including how many fish got away. -INSTRUCTION: Answer the questions about the dialog aloud. +REFERENCE: l4-s11 +INTRO: Answer the questions about Melissa's fishing lesson in full sentences. +INSTRUCTION: Answer the questions aloud. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Are there fish all over or just in some parts of the lake? -RESPONSE: They are everywhere, but some places are better. +RESPONSE: They are everywhere, but some places are better for catching them. PROMPT: How should Melissa pull in the line? Why? -RESPONSE: She should pull it in slow. If she pulls it hard, she may lose the fish. +RESPONSE: She should pull it in slow, not hard, so she doesn't lose the fish. PROMPT: How many times has Melissa lost fish? -RESPONSE: She has lost fish twice already. +RESPONSE: She has lost fish twice. # Source: ST §Preparing the Fish $DIALOGUE Preparing the Fish ID: l4-s13 -INTRO: Charlie kept his promise — he's preparing the fish, with instructions from Melissa. Listen and repeat. +INTRO: Dinner time. Charlie asked for instructions, and Melissa delivers. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Charlie: Okay, Melissa; give me further instructions. Tell me how to prepare the fish. -VOCAB: few Melissa: Have you caught a few fish already? Charlie: Yes, I've caught several, about four or five. So tell me. -Melissa: First, make a fire. Next, clean the fish and put some lemon juice, salt, and pepper on it. Then cook it in very hot oil. +Melissa: First, make a fire. +LINE: Next, clean the fish and put some lemon juice, salt, and pepper on it. +LINE: Then cook it in very hot oil. Charlie: One fish is ready. Who wants it? Chris: I do. Charlie: Do you want the whole fish or just half, Chris? Chris: I'll take a whole one. + Charlie: Was one enough or do you want more? -VOCAB: more than enough Chris: No. One was plenty. It was more than enough. -# Source: ST §Answer About Preparing the Fish -$PRODUCE Questions About Preparing the Fish +# Source: ST §Preparing the Fish: Questions (INPUT changed type → speak; typo "conviction" removed from model answer) +$PRODUCE Questions: Preparing the Fish ID: l4-s14 -REFERENCE -INTRO: Last questions about the family fish fry. Answer aloud in full sentences. -INSTRUCTION: Answer the questions about the dialog aloud. +REFERENCE: l4-s13 +INTRO: Answer the questions about preparing the fish in full sentences. +INSTRUCTION: Answer the questions aloud. INPUT: speak CHECK: llm SHOW_PROMPT @@ -761,10 +728,10 @@ PROMPT: How many fish did Charlie catch? RESPONSE: He caught several, about four or five. PROMPT: What kind of instructions did Melissa give Charlie? -RESPONSE: She gave him instructions on how to prepare the fish. +RESPONSE: She gave him instructions on how to prepare and cook the fish. PROMPT: Did Chris want half a fish? -RESPONSE: No, he wanted a whole one. +RESPONSE: No, he wanted a whole fish. PROMPT: Was one fish enough for him? RESPONSE: Yes, one was plenty. @@ -772,8 +739,8 @@ RESPONSE: Yes, one was plenty. # Source: ST §What Does It Mean? $SELECT What Does It Mean? ID: l4-s15 -INTRO: Read each sentence and tap the meaning of the underlined word or phrase. The sentence around it is your best clue. -INSTRUCTION: Tap the correct meaning of the underlined word(s). +INTRO: Read each sentence and tap the meaning of the marked word or phrase. +INSTRUCTION: Tap the correct meaning of the underlined word or phrase. EXAMPLE TEMPLATE: Mike *coached* his son because he wanted him to learn how to play the game well. @@ -800,35 +767,21 @@ OPTION: b | repairs OPTION: c | thinks ANSWER: c -TEMPLATE: The plane was flying *towards* New York when it started to rain hard. +TEMPLATE: The plane was going north to New York. It was flying *towards* New York when it started to rain hard, so it landed in another city. OPTION: a | around New York OPTION: b | in the direction of New York OPTION: c | away from New York ANSWER: b -$SESSION 4-4: "Would" — Past Habits - -# Source: ST §Would (grammar box) -$GRAMMAR Would -ID: l4-s21 -INTRO: In this part you'll learn a second way to talk about past habits: "would". It's the same idea as "used to" — just a little smoother in stories. - -CARD: We use **would** to talk about things that often happened in the past. It is perfect for telling stories about your past routines. -{When my sister and I were young, my family would go to the mountains.} - -CARD: You will often hear it used right after setting the scene with a past condition. -{If the weather was good, we would get up early and go swimming in the cold river.} - -CARD: **Used to** is also possible in these sentences. Both forms show that something happened regularly in the past. -{My family used to go to the mountains.} -{My family would go to the mountains.} +$SESSION 4-4: Past Habits with "Would" +# Source: LLA 4B Figure 2 (Listening Passage) $DIALOGUE Hunting Trips with Dad -ID: 4b-f2 -INTRO: A boy asks his dad about the hunting trips of his childhood. Listen for "would" — it marks everything they did every fall. +ID: 12-4b-f2-dialogue +INTRO: In this part you'll learn "would" — another way to talk about past habits. Dad remembers his hunting trips; listen for "would" in every sentence. INSTRUCTION: Listen to the dialogue. -Boy: Hey, Dad. Tell us about your hunting trips. {bk12-l4b-f2-01.mp3} +Son: Hey, Dad. Tell us about your hunting trips. {bk12-l4b-f2-01.mp3} Dad: Okay. Every fall, my grandfather, my father, my two uncles, and I would go hunting. {bk12-l4b-f2-02.mp3} LINE: We would get up very early in the morning, eat breakfast, and get ready to hunt. {bk12-l4b-f2-03.mp3} LINE: We would have to be very quiet when the hunt started. {bk12-l4b-f2-04.mp3} @@ -837,229 +790,241 @@ LINE: In the evening, we would eat dinner, then go to bed very early. {bk12-l4b- LINE: We would usually sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-07.mp3} LINE: We would stay about 2 or 3 days and then go back home. {bk12-l4b-f2-08.mp3} -# Source: LLA 4B Figure 2 (part 2) -$PRODUCE Questions About the Hunting Trips -ID: 4b-f2-b -REFERENCE -INTRO: Answer the questions about Dad's hunting trips aloud, in full sentences with "would". Then repeat the correct answer. The dialogue is there if your memory gets cold too. -INSTRUCTION: Answer aloud in a full sentence. +# Source: ST §Would for Past Routines (grammar box) +$GRAMMAR "Would" for Past Routines +ID: l4-s21 +INTRO: One short explanation of "would" — Dad's favorite word from that story. + +CARD: Use **would** for things that often happened in the past. +{When my sister and I were young, my family would go to the mountains.} +{If the weather was good, we would get up early and go swimming in the cold river.} + +CARD: **Used to** is also possible in these sentences. +{When we were young, we used to go to the mountains.} + +# Source: LLA 4B Figure 2 (Questions) +$PRODUCE Questions on the Hunting Trips +ID: 12-4b-f2 +REFERENCE: 12-4b-f2-dialogue +INTRO: Answer the questions about the hunting trips in complete sentences. Then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak -CHECK: reveal +CHECK: llm REPEAT -PROMPT: When would they go hunting? {bk12-l4b-f2-09-q.mp3} -RESPONSE: They would go hunting in the fall. {bk12-l4b-f2-09-a.mp3} +PROMPT: When would they go hunting? {bk12-l4b-f2-q01.mp3} +RESPONSE: They would go hunting in the fall. {bk12-l4b-f2-a01.mp3} +RUBRIC: Accept any complete sentence stating they went hunting in the fall or every fall. -PROMPT: What would they do in the morning? {bk12-l4b-f2-10-q.mp3} -RESPONSE: They would get up early, eat breakfast, and get ready to hunt. {bk12-l4b-f2-10-a.mp3} +PROMPT: What would they do in the morning? {bk12-l4b-f2-q02.mp3} +RESPONSE: They would get up early, eat breakfast, and get ready to hunt. {bk12-l4b-f2-a02.mp3} +RUBRIC: Accept any complete sentence mentioning getting up early, eating breakfast, and preparing to hunt. -PROMPT: When would they have to be quiet? {bk12-l4b-f2-11-q.mp3} -RESPONSE: They would have to be very quiet when the hunt started. {bk12-l4b-f2-11-a.mp3} +PROMPT: When would they have to be quiet? {bk12-l4b-f2-q03.mp3} +RESPONSE: They would have to be very quiet when the hunt started. {bk12-l4b-f2-a03.mp3} +RUBRIC: Accept any complete sentence stating they had to be quiet when the hunt began or started. -PROMPT: Was it always exciting? {bk12-l4b-f2-12-q.mp3} -RESPONSE: No, it was sometimes boring. {bk12-l4b-f2-12-a.mp3} +PROMPT: Was it always exciting? {bk12-l4b-f2-q04.mp3} +RESPONSE: No, it was sometimes boring. {bk12-l4b-f2-a04.mp3} +RUBRIC: Accept any answer indicating no, it was sometimes boring or not always exciting. -PROMPT: What would they do in the evening? {bk12-l4b-f2-13-q.mp3} -RESPONSE: They would eat dinner, then go to bed early. {bk12-l4b-f2-13-a.mp3} +PROMPT: What would they do in the evening? {bk12-l4b-f2-q05.mp3} +RESPONSE: They would eat dinner, then go to bed early. {bk12-l4b-f2-a05.mp3} +RUBRIC: Accept any complete sentence mentioning eating dinner and going to bed early. -PROMPT: Why would they sleep in a lot of clothes? {bk12-l4b-f2-14-q.mp3} -RESPONSE: They would sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-14-a.mp3} +PROMPT: Why would they sleep in a lot of clothes? {bk12-l4b-f2-q06.mp3} +RESPONSE: They would sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-a06.mp3} +RUBRIC: Accept any complete sentence stating it was because it was very cold. -PROMPT: How long would they stay? {bk12-l4b-f2-15-q.mp3} -RESPONSE: They would stay about 2 or 3 days. {bk12-l4b-f2-15-a.mp3} +PROMPT: How long would they stay? {bk12-l4b-f2-q07.mp3} +RESPONSE: They would stay about 2 or 3 days. {bk12-l4b-f2-a07.mp3} +RUBRIC: Accept any complete sentence stating they stayed for about two or three days. -# Source: ST §When Ken Was in Fifth Grade -$DIALOGUE When Ken Was in Fifth Grade +# Source: ST §Ken's Fifth Grade Teacher +$DIALOGUE Ken's Fifth-Grade Teacher ID: l4-s22 -INTRO: Ken was every teacher's dream student — for one teacher, anyway. Read the paragraph and notice "would" doing the work. -INSTRUCTION: Read the paragraph. It is about something that happened in the past. +INTRO: Ken's fifth-grade teacher had a very devoted helper. Read the story and notice "would" doing the work. +INSTRUCTION: Read the story. -LINE: When Ken was in fifth grade, he had a teacher that he really liked. -LINE: He would study very hard for her class. -LINE: Anytime she needed someone to help her, Ken would offer to help. -LINE: He would clean the chalkboards, straighten the desks, and empty the trash. -LINE: Sometimes, he would stay after class and ask her questions about the day's lessons. -LINE: He thought that there would never be another teacher like her. -LINE: He was wrong. Now he's in the seventh grade, and he has another favorite teacher. +Narrator: When Ken was in fifth grade, he had a teacher that he really liked. +Narrator: He would study very hard for her class. +Narrator: Anytime she needed someone to help her, Ken would offer to help. +Narrator: He would clean the chalkboards, straighten the desks, and empty the trash. +Narrator: Sometimes, he would stay after class and ask her questions about the day's lessons. +Narrator: He thought that there would never be another teacher like her. +Narrator: He was wrong. Now he's in the seventh grade, and he has another favorite teacher. -# SKIPPED (book): ST "Use the numbers as guides and answer the questions." about the Ken paragraph — the book printed neither the questions nor the numbers. Dropped. +# Source: ST §Ken's Teacher: Questions (INPUT changed type → speak) +$PRODUCE Questions About Ken +ID: l4-s23 +REFERENCE: l4-s22 +INTRO: Answer the questions about Ken using "would". The story is there if you need it. +INSTRUCTION: Answer the questions aloud using "would". +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Treat the model answer as the factual key; the answer must use "would" plus a verb — accept any phrasing of the same fact(s). + +EXAMPLE +PROMPT: What would Ken do for his teacher's class? +RESPONSE: He would study very hard for her class. + +PROMPT: What would Ken do when his teacher needed help? +RESPONSE: He would offer to help her. + +PROMPT: What chores would Ken do in the classroom? +RESPONSE: He would clean the chalkboards, straighten the desks, and empty the trash. + +PROMPT: What would Ken do after class? +RESPONSE: He would stay after class and ask her questions about the day's lessons. # Source: ST §When I Was Young... $PRODUCE When I Was Young... -ID: l4-s23 -INTRO: Now about you. Complete each sentence aloud with "would" and something true — or at least plausible — from your own childhood. +ID: l4-s24 +INTRO: Finish each sentence about your own childhood with "would". Whatever you actually did — we won't check the facts, just the grammar. INSTRUCTION: Complete the sentence aloud using "would". INPUT: speak CHECK: llm -RUBRIC: Accept any grammatical sentence completion using "would" + base verb that makes logical sense with the prompt. The content is the learner's own past — any plausible completion is correct; a missing or wrongly formed "would" fails. +RUBRIC: Accept any logical and grammatically correct completion using "would" or "'d". EXAMPLE -TEMPLATE: When I was a child, and I was sick, ____ -RESPONSE: I would ask my mother to let me stay in her bed. +PROMPT: When I was a child, and I was sick... +RESPONSE: When I was a child, and I was sick, I would ask my mother to let me stay in her bed. -TEMPLATE: When I was in school and arrived late, I ____ -RESPONSE: I would apologize to the teacher. +PROMPT: When I was in school and arrived late, I would... +RESPONSE: When I was in school and arrived late, I would apologize to the teacher. -TEMPLATE: When my sister was a little girl, she ____ -RESPONSE: she would play with her dolls. +PROMPT: When my sister was a little girl, she would... +RESPONSE: When my sister was a little girl, she would play with dolls all day. -TEMPLATE: When I was young and needed money, I ____ -RESPONSE: I would ask my dad for some. +PROMPT: When I was young and needed money, I would... +RESPONSE: When I was young and needed money, I would ask my parents for an allowance. -TEMPLATE: When I was a child and was frightened, I ____ -RESPONSE: I would hide under the bed. +PROMPT: When I was a child and was frightened, I would... +RESPONSE: When I was a child and was frightened, I would hide under the bed. -TEMPLATE: When my father got angry with me, he ____ -RESPONSE: he would yell at me. +PROMPT: When my father got angry with me, he would... +RESPONSE: When my father got angry with me, he would send me to my room. -TEMPLATE: My parents were pleased with me when I ____ -RESPONSE: when I would clean my room. +PROMPT: My parents were pleased with me when I would... +RESPONSE: My parents were pleased with me when I would get good grades on my tests. -TEMPLATE: When I was young, during the summer I ____ -RESPONSE: I would go swimming every day. +PROMPT: When I was young, during the summer I would... +RESPONSE: When I was young, during the summer I would swim in the lake every day. -TEMPLATE: When I was a child, on my mother's birthday, I ____ -RESPONSE: I would make her a card. +PROMPT: When I was a child, on my mother's birthday, I would... +RESPONSE: When I was a child, on my mother's birthday, I would make a card for her. # Source: ST §Before You Were in the Military... -$DIALOGUE Asking About the Past — Three Ways -ID: l4-s24 -INTRO: The same question can be asked three ways: with "use to", with "would", or with the simple past. Each set below finishes the question "Before you were in the military...". Listen and repeat all three versions. -INSTRUCTION: Listen and repeat; then read the sentences both ways. +$DIALOGUE Before You Were in the Military... +ID: l4-s25 +INTRO: Three ways to ask the same question — with "use to", with "would", and with the simple past. Just listen and repeat; you'll answer for yourself in a moment. +INSTRUCTION: Listen and repeat each question. REPEAT -LINE: what did you use to do for entertainment? -LINE: what would you do for fun? -LINE: what did you do for entertainment? -LINE: where did you use to go fishing? -LINE: where would you go on your vacations? -LINE: where did you go on your vacations? -LINE: how did you use to spend your free time? -LINE: how would you spend your free time? -LINE: how did you spend your free time? +LINE: Before you were in the military, what did you use to do for fun? +LINE: Before you were in the military, what would you do for entertainment? +LINE: Before you were in the military, what did you do for fun? +LINE: Before you were in the military, where did you use to go fishing? +LINE: Before you were in the military, where would you go on your vacations? +LINE: Before you were in the military, where did you go on your vacations? +LINE: Before you were in the military, how did you use to spend your free time? +LINE: Before you were in the military, how would you spend your free time? +LINE: Before you were in the military, how did you spend your free time? # Source: ST §Before I Was in the Military... -$DIALOGUE Answering About the Past — Three Ways -ID: l4-s25 -INTRO: And the answers work the same way: "would", the short "I'd", or "used to" — all three say the same thing. Listen and repeat each set. -INSTRUCTION: Listen and repeat; then read the sentences. +$DIALOGUE Before I Was in the Military... +ID: l4-s26 +INTRO: Now sample answers — "used to", "would", and "'d" all work. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT -LINE: I would go hunting every fall. -LINE: I'd go hunting every fall. -LINE: I used to go hunting every fall. +LINE: Before I was in the military, I used to go hunting every fall. +LINE: Before I was in the military, I would go to the movies every weekend. +LINE: Before I was in the military, I'd spend my vacations in the mountains. +LINE: Before I was in the military, I used to play soccer every evening. +LINE: Before I was in the military, I would go fishing every Saturday. +LINE: Before I was in the military, I'd go fishing at the lake near my home. -LINE: I would go to the movies every weekend. -LINE: I'd go to the movies every weekend. -LINE: I used to go to the movies every weekend. +# Source: new (gap: solo about-yourself production replacing the skipped open sharing task) +$PRODUCE About You: Before Now... +ID: l4-s26-b +INTRO: Your turn. Answer about your own life in a full sentence, using "used to" or "would". Any true answer works — the past is yours. +INSTRUCTION: Answer aloud in a full sentence using "used to" or "would". +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any grammatically correct personal answer about a past habit using "used to", "would", or "'d"; the fact itself is the learner's choice. -LINE: I would spend my vacations in the mountains. -LINE: I'd spend my vacations in the mountains. -LINE: I used to spend my vacations in the mountains. +PROMPT: What did you use to do for fun when you were younger? +RESPONSE: I used to play soccer with my friends every evening. -LINE: I would play soccer every evening. -LINE: I'd play soccer every evening. -LINE: I used to play soccer every evening. +PROMPT: Where would you go on your vacations? +RESPONSE: I would go to the mountains with my family. -LINE: I would go fishing every Saturday. -LINE: I'd go fishing every Saturday. -LINE: I used to go fishing every Saturday. +PROMPT: How did you use to spend your free time? +RESPONSE: I used to spend my free time fishing at a lake near my home. -LINE: I would go fishing at the lake near my home. -LINE: I'd go fishing at the lake near my home. -LINE: I used to go fishing at the lake near my home. +# SKIPPED (book): ST "WHEN I WAS A CHILD, ...." (p. 116) — open instructor/peer conversational sharing ("What about you?"); replaced by the solo about-you items above. -# Source: ST §Before I Lived Here... -$SELECT Put the Story in Order -ID: l4-s26 +# Source: ST §Before I Lived Here: Story A +$SELECT Put the Story in Order: The Country Road +ID: l4-s27 ORDER -INTRO: Two little "used to" stories, scrambled. Arrange the sentences so each one tells its story from beginning to end. -INSTRUCTION: Put the sentences in order to form a story. +INTRO: Read the four sentences and put them in order to tell the story of the old country road. +INSTRUCTION: Put the sentences in order to tell the story. -TEMPLATE: Story A OPTION: a | Frequently I'd see deer or other animals on that old road. OPTION: b | There was a lot of traffic on the highway, so I used to take an old country road. OPTION: c | Before I lived here, I used to live in the country far from work, so I'd get up very early in the morning. OPTION: d | It took a little longer to travel that way, but I enjoyed seeing them in the early morning hours. + +TEMPLATE: Arrange the sentences in order. ANSWER: c,b,a,d -TEMPLATE: Story B +# Source: ST §Before I Lived Here: Story B +$SELECT Put the Story in Order: Hunting with Dad +ID: l4-s28 +ORDER +INTRO: One more story to assemble — a boy, his dad, and some irresistible hot bread. +INSTRUCTION: Put the sentences in order to tell the story. + OPTION: a | As a matter of fact, it was so good I couldn't wait. I used to start eating before we got to the country. OPTION: b | When I was young, my dad and I used to go deer hunting. OPTION: c | We used to get it from a small cafe on our way out of town. I remember they served delicious hot bread. OPTION: d | We'd have breakfast at home, but we'd always eat our lunch in the country. + +TEMPLATE: Arrange the sentences in order. ANSWER: b,d,c,a -# SKIPPED (book): ST "WHEN I WAS A CHILD... Answer the question. Use used to or would." — teacher-led open group discussion sharing childhood routines; no solo path. Dropped. +$SESSION 4-5: Joining Sentences, Comparing, and Reporting -$SESSION 4-5: Comparing, Combining, and Sounds +# Source: new (gap: "and/but/so/or" drilled in LLA 4B Figure 3 and ST §Sentence Combining but never explained) +$GRAMMAR Joining Sentences: "And", "But", "So", "Or" +ID: 12-4b-f3-g +INTRO: This part is about building bigger sentences — joining them, comparing with them, and reporting what people said. First: the four little words that join two sentences into one. -# Source: new (gap: comparative adverbs are drilled on the 4C tape but never explained in this lesson) -$GRAMMAR Comparing with -er Adverbs -ID: 4c-f1-b -INTRO: In this part you'll compare how people do things, join sentences with little words like "so" and "but", and finish with some tricky sounds. First, the comparing rule. +CARD: Join two sentences with a comma and a connecting word. **And** adds another idea; **but** shows a contrast. +{Jim likes to go hunting, and Sam likes to go fishing.} +{They were very tired, but they had a good time.} -CARD: To compare how people do things, add **-er** to a short adverb and use **than**. Notice how we often put a short helper verb at the end. -{Sally left earlier than John did.} -{Alan works harder than Bob does.} +CARD: **So** gives a result; **or** gives a choice. +{Captain Jones's car is in the garage, so he took the bus to work.} +{They can spend time outdoors, or they can stay indoors.} -CARD: Make sure that helper verb matches the subject and the time of the action. -{Cars move faster than buses do.} +SUMMARY: +| Word | Use | Example | +|---|---|---| +| and | adds an idea | Jim likes to go hunting, and Sam likes to go fishing. | +| but | contrast | They were very tired, but they had a good time. | +| so | result | His car is in the garage, so he took the bus to work. | +| or | choice | They can hunt there, or they can go fishing. | -CARD: Other short adverbs for time and speed work exactly the same way. -{later} -{sooner} -{slower} - -CARD: You can also add **-er** to short adverbs that describe distance and direction. -{farther} -{higher} -{lower} -{straighter} - -$PRODUCE Who Does It More? -ID: 4c-f1 -INTRO: You'll hear a sentence, then a question about it. Answer aloud with a full sentence using the "-er" adverb, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: "Joan arrived later than Martha." Who arrived later than Martha? {bk12-l4c-f1-01-q.mp3} -RESPONSE: Joan arrived later than Martha. - -PROMPT: "Sally left earlier than John did." Who left earlier? {bk12-l4c-f1-02-q.mp3} -RESPONSE: Sally left earlier than John did. - -PROMPT: "Alan works harder than Bob does." Who works harder than Bob? {bk12-l4c-f1-03-q.mp3} -RESPONSE: Alan works harder than Bob does. - -PROMPT: "My grandmother drives slower than my brother does." Who drives slower than my brother does? {bk12-l4c-f1-04-q.mp3} -RESPONSE: Your grandmother drives slower than your brother does. - -PROMPT: "His relatives came sooner than Bill expected." Who came sooner than Bill expected? {bk12-l4c-f1-05-q.mp3} -RESPONSE: His relatives came sooner than Bill expected. - -PROMPT: "Cars move faster than buses do." Which move faster, cars or buses? {bk12-l4c-f1-06-q.mp3} -RESPONSE: Cars move faster than buses do. - -PROMPT: "Pete throws the baseball farther than Don does." Who throws the baseball farther? {bk12-l4c-f1-07-q.mp3} -RESPONSE: Pete throws the baseball farther than Don does. - -PROMPT: "Laurie can draw straighter lines than Sam can." Who can draw straighter lines? {bk12-l4c-f1-08-q.mp3} -RESPONSE: Laurie can draw straighter lines than Sam can. - -PROMPT: "The Navy pilots try to fly higher than the Air Force pilots." Which pilots try to fly higher? {bk12-l4c-f1-09-q.mp3} -RESPONSE: The Navy pilots try to fly higher than the Air Force pilots. - -PROMPT: "That red plane flies lower than the blue plane." Which plane flies lower? {bk12-l4c-f1-10-q.mp3} -RESPONSE: The red plane flies lower than the blue plane. - -# Source: LLA 4B Figure 3 (moved here to sit with the sentence-combining work) +# Source: LLA 4B Figure 3 $SELECT Finish the Sentence -ID: 4b-f3 -INTRO: You'll hear the first half of a sentence. Tap the ending that completes it — watch how "so", "but", "and", and "or" connect the ideas. Then repeat the full sentence. -INSTRUCTION: Tap the phrase that completes the sentence. +ID: 12-4b-f3 +INTRO: Listen to the first part of each sentence. Tap the phrase that correctly completes it, then repeat the full sentence. +INSTRUCTION: Tap the correct completing clause. REPEAT OPTION: a | but his son found them in the yard. @@ -1069,6 +1034,7 @@ OPTION: d | but I didn't. OPTION: e | so he took the bus to work. OPTION: f | and Howard is using his pistol. +EXAMPLE PROMPT: The desk was too heavy for me to move. {bk12-l4b-f3-01.mp3} ANSWER: b FEEDBACK: The desk was too heavy for me to move, so I asked for help. @@ -1093,11 +1059,11 @@ PROMPT: Roger is shooting with his rifle. {bk12-l4b-f3-06.mp3} ANSWER: f FEEDBACK: Roger is shooting with his rifle, and Howard is using his pistol. -# Source: ST §Sentence Combining +# Source: ST §Sentence Combining (INPUT/CHECK changed type/exact → speak/reveal: full-sentence output) $PRODUCE Combine the Sentences ID: l4-s20 -INTRO: Now you do the connecting. Read the two sentences, then say them as one sentence using the word in parentheses — Ralph and Ellen's hunting trip, in pieces. -INSTRUCTION: Combine the two sentences aloud using the word in parentheses. +INTRO: Combine the two sentences using the word in parentheses. Say the whole new sentence aloud, then check the model. +INSTRUCTION: Say the combined sentence aloud. INPUT: speak CHECK: reveal @@ -1129,11 +1095,357 @@ RESPONSE: They have to get up very early in the morning, so they should go to be TEMPLATE: They can spend time outdoors. They can stay indoors. (or) RESPONSE: They can spend time outdoors, or they can stay indoors. +# Source: new (gap: "-er" comparative adverbs drilled in LLA 4C Figure 1 but never explained) +$GRAMMAR Comparing with "-er" +ID: 12-4c-f1-g +INTRO: Next: comparing how people do things — add "-er" and "than". + +CARD: To compare how two people do something, add **-er** to the word and use **than**. +{Alan works harder than Bob does.} +{Sally left earlier than John did.} + +CARD: A few words are special: **far** becomes **farther**. +{Pete throws the baseball farther than Don does.} + +# Source: LLA 4C Figure 1 +$PRODUCE Who Does It Faster? +ID: 12-4c-f1 +INTRO: Listen to each statement and question. Answer the question aloud in a complete sentence, then repeat the correct answer. +INSTRUCTION: Answer each question aloud using a complete sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Joan arrived later than Martha.\nWho arrived later than Martha? {bk12-l4c-f1-01-q.mp3} +RESPONSE: Joan arrived later than Martha. {bk12-l4c-f1-01-a.mp3} + +PROMPT: Sally left earlier than John did.\nWho left earlier? {bk12-l4c-f1-02-q.mp3} +RESPONSE: Sally left earlier than John did. {bk12-l4c-f1-02-a.mp3} + +PROMPT: Alan works harder than Bob does.\nWho works harder than Bob? {bk12-l4c-f1-03-q.mp3} +RESPONSE: Alan works harder than Bob does. {bk12-l4c-f1-03-a.mp3} + +PROMPT: My grandmother drives slower than my brother does.\nWho drives slower than my brother does? {bk12-l4c-f1-04-q.mp3} +RESPONSE: Your grandmother drives slower than your brother does. {bk12-l4c-f1-04-a.mp3} + +PROMPT: His relatives came sooner than Bill expected.\nWho came sooner than Bill expected? {bk12-l4c-f1-05-q.mp3} +RESPONSE: His relatives came sooner than Bill expected. {bk12-l4c-f1-05-a.mp3} + +PROMPT: Cars move faster than buses do.\nWhich move faster, cars or buses? {bk12-l4c-f1-06-q.mp3} +RESPONSE: Cars move faster than buses do. {bk12-l4c-f1-06-a.mp3} + +PROMPT: Pete throws the baseball farther than Don does.\nWho throws the baseball farther? {bk12-l4c-f1-07-q.mp3} +RESPONSE: Pete throws the baseball farther than Don does. {bk12-l4c-f1-07-a.mp3} + +PROMPT: Laurie can draw straighter lines than Sam can.\nWho can draw straighter lines? {bk12-l4c-f1-08-q.mp3} +RESPONSE: Laurie can draw straighter lines than Sam can. {bk12-l4c-f1-08-a.mp3} + +PROMPT: The Navy pilots try to fly higher than the Air Force pilots.\nWhich pilots try to fly higher? {bk12-l4c-f1-09-q.mp3} +RESPONSE: The Navy pilots try to fly higher than the Air Force pilots. {bk12-l4c-f1-09-a.mp3} + +PROMPT: That red plane flies lower than the blue plane.\nWhich plane flies lower? {bk12-l4c-f1-10-q.mp3} +RESPONSE: The red plane flies lower than the blue plane. {bk12-l4c-f1-10-a.mp3} + +# Source: new (gap: reported speech drilled in LLA 4C Figure 2 but never explained) +$GRAMMAR Reporting What People Said +ID: 12-4c-f2-g +INTRO: Now, how to pass a message along: "said" — and the verb takes one small step into the past. + +CARD: To report what someone said, use **said** — and move the verb into the past: "is" becomes "was", "like" becomes "liked". +{Mr. Sandoval said the car was ready.} +{She said she liked to cook.} + +# Source: LLA 4C Figure 2 (Dialog 1) +$DIALOGUE The Car Is Ready +ID: 12-4c-f2-d1 +INTRO: Listen to the phone conversation about Joe Ferguson's car. +INSTRUCTION: Listen to the dialogue. + +Sandoval: Hello. May I speak to Joe Ferguson, please? {bk12-l4c-f2-01.mp3} +Clerk: He's not here right now. May I take a message? {bk12-l4c-f2-02.mp3} +Sandoval: Yes, this is Fred Sandoval. His car is ready. {bk12-l4c-f2-03.mp3} +Clerk: Thank you, Mr. Sandoval. I'll tell him. {bk12-l4c-f2-04.mp3} + +# Source: LLA 4C Figure 2 (Question 1) +$PRODUCE What Did Mr. Sandoval Say? +ID: 12-4c-f2-q1 +REFERENCE: 12-4c-f2-d1 +INTRO: Answer the question about the dialogue in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +REPEAT +RUBRIC: The learner must answer using reported speech stating that Mr. Sandoval said the car was ready. + +PROMPT: What did Mr. Sandoval say about the car? {bk12-l4c-f2-q1.mp3} +RESPONSE: Mr. Sandoval said the car was ready. {bk12-l4c-f2-a1.mp3} + +# Source: LLA 4C Figure 2 (Dialog 2) +$DIALOGUE Looking for Captain Brown +ID: 12-4c-f2-d2 +INTRO: Listen to the conversation in Captain Brown's office. +INSTRUCTION: Listen to the dialogue. + +Clerk: Yes, sir. May I help you? {bk12-l4c-f2-05.mp3} +Richardson: I'm Captain Richardson. I'm looking for Captain Brown. Is this his office? {bk12-l4c-f2-06.mp3} +Clerk: Yes, it is, but he's not here right now. He's at lunch. {bk12-l4c-f2-07.mp3} +Richardson: I have his money at my office. {bk12-l4c-f2-08.mp3} +Clerk: I'll tell him, sir. {bk12-l4c-f2-09.mp3} + +# Source: LLA 4C Figure 2 (Question 2) +$PRODUCE What Did Captain Richardson Say? +ID: 12-4c-f2-q2 +REFERENCE: 12-4c-f2-d2 +INTRO: Answer the question about Captain Richardson in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +REPEAT +RUBRIC: The learner must answer using reported speech stating that he said he had the money at his office. + +PROMPT: What did Captain Richardson say about the money? {bk12-l4c-f2-q2.mp3} +RESPONSE: He said he had the money at his office. {bk12-l4c-f2-a2.mp3} + +# Source: LLA 4C Figure 2 (Dialog 3) +$DIALOGUE Learning to Cook +ID: 12-4c-f2-d3 +INTRO: Listen to the conversation between Mary and Jane. +INSTRUCTION: Listen to the dialogue. + +Mary: This chicken is very good, Jane. {bk12-l4c-f2-10.mp3} +Jane: Thanks, Mary. It's very easy to prepare. {bk12-l4c-f2-11.mp3} +Mary: I'm not a very good cook. Maybe you could teach me some things. {bk12-l4c-f2-12.mp3} +Jane: Certainly. I like to cook. {bk12-l4c-f2-13.mp3} + +# Source: LLA 4C Figure 2 (Question 3) +$PRODUCE What Did Jane Say? +ID: 12-4c-f2-q3 +REFERENCE: 12-4c-f2-d3 +INTRO: Answer the question about Jane in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +REPEAT +RUBRIC: The learner must answer using reported speech stating that she said she liked to cook. + +PROMPT: What did Jane say about cooking? {bk12-l4c-f2-q3.mp3} +RESPONSE: She said she liked to cook. {bk12-l4c-f2-a3.mp3} + +# Source: LLA 4C Figure 3 +$PRODUCE Write What You Hear +ID: 12-4c-f3 +INPUT: type +CHECK: exact +INTRO: Listen to each sentence from the paragraph and type exactly what you hear. +INSTRUCTION: Type the sentence you hear. + +PROMPT: Carl walked into his house last night and decided he wanted a change. {bk12-l4c-f3-01.mp3} +RESPONSE: Carl walked into his house last night and decided he wanted a change. {bk12-l4c-f3-01.mp3} + +PROMPT: What could he do to change his house? {bk12-l4c-f3-02.mp3} +RESPONSE: What could he do to change his house? {bk12-l4c-f3-02.mp3} + +PROMPT: Well, he could enlarge his kitchen, he could add on another bedroom, and he could build a patio. {bk12-l4c-f3-03.mp3} +RESPONSE: Well, he could enlarge his kitchen, he could add on another bedroom, and he could build a patio. {bk12-l4c-f3-03.mp3} + +PROMPT: He's going to think about it during the weekend. {bk12-l4c-f3-04.mp3} +RESPONSE: He's going to think about it during the weekend. {bk12-l4c-f3-04.mp3} + +PROMPT: He'll make his decision on Monday. {bk12-l4c-f3-05.mp3} +RESPONSE: He'll make his decision on Monday. {bk12-l4c-f3-05.mp3} + +PROMPT: Then he'll have to ask his wife. {bk12-l4c-f3-06.mp3} +RESPONSE: Then he'll have to ask his wife. {bk12-l4c-f3-06.mp3} + +PROMPT: I hope she likes his plans. {bk12-l4c-f3-07.mp3} +RESPONSE: I hope she likes his plans. {bk12-l4c-f3-07.mp3} + +$SESSION 4-6: Review — Stories, Feelings, and Sounds + +# Source: LLA 4D Listening/Speaking Activity +$DIALOGUE Special Past Forms: "Brought", "Grown", "Hidden" +ID: 12-4d-f0 +INTRO: Last part — everything from this lesson comes back one more time. First, some special past forms with "have" and "has". Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +VOCAB: brought +LINE: Ginger has brought that chicken dish before. {bk12-l4d-f1-01.mp3} + +VOCAB: cut +LINE: I have cut the wood 4 times this week. {bk12-l4d-f1-02.mp3} + +VOCAB: fallen +LINE: Those curtains have fallen 3 times this week. Let's fix them. {bk12-l4d-f1-03.mp3} + +VOCAB: forgotten +LINE: Do you think Sergeant Wilson has forgotten about this meeting? {bk12-l4d-f1-04.mp3} + +VOCAB: grown +LINE: That tree has really grown since last year. {bk12-l4d-f1-05.mp3} + +VOCAB: hidden +LINE: The children have hidden my car keys. I can't go to work. {bk12-l4d-f1-06.mp3} + +VOCAB: left +LINE: Barbara has left her umbrella here. {bk12-l4d-f1-07.mp3} + +VOCAB: made +LINE: Captain Orta has made that vegetable dish many times before. {bk12-l4d-f1-08.mp3} + +# Source: LLA 4D Figure 1 (Dialog 1) +$DIALOGUE Texas and California +ID: 12-4d-f1-d1 +INTRO: Listen to the dialogue. Pay attention to the speaker's past habits and routines. +INSTRUCTION: Listen to the dialogue. + +Man1: Where are you from? {bk12-l4d-f1-09.mp3} +Man2: I used to live in Texas. Now I live in California. {bk12-l4d-f1-10.mp3} +Man1: Did you go to school in Texas? {bk12-l4d-f1-11.mp3} +Man2: Yes, I did. I used to ride a bus to school every day. {bk12-l4d-f1-12.mp3} +LINE: Then, when I was 16, my father bought me a car. {bk12-l4d-f1-13.mp3} +Man1: Did you drive to school? {bk12-l4d-f1-14.mp3} +Man2: I would usually drive, but sometimes I didn't have enough money for gas. {bk12-l4d-f1-15.mp3} +Man1: Did your father ever lend you money? {bk12-l4d-f1-16.mp3} +Man2: He'd lend me money occasionally, but not very often. {bk12-l4d-f1-17.mp3} + +# Source: LLA 4D Figure 1 (Questions on Dialog 1) +$PRODUCE Questions: Texas and California +ID: 12-4d-f1-q1 +REFERENCE: 12-4d-f1-d1 +INTRO: Listen to each question about the dialogue. Answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud, then repeat. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Where did he used to live? {bk12-l4d-f1-18-q.mp3} +RESPONSE: He used to live in Texas. {bk12-l4d-f1-18-a.mp3} + +PROMPT: Where does he live now? {bk12-l4d-f1-19-q.mp3} +RESPONSE: Now he lives in California. {bk12-l4d-f1-19-a.mp3} + +PROMPT: How did he used to go to school? {bk12-l4d-f1-20-q.mp3} +RESPONSE: He used to ride a bus to school. {bk12-l4d-f1-20-a.mp3} + +PROMPT: What did his father buy him when he was 16? {bk12-l4d-f1-21-q.mp3} +RESPONSE: When he was 16, his father bought him a car. {bk12-l4d-f1-21-a.mp3} + +PROMPT: Would he always drive to school? {bk12-l4d-f1-22-q.mp3} +RESPONSE: He would usually drive to school, but sometimes he didn't have enough money for gas. {bk12-l4d-f1-22-a.mp3} + +PROMPT: Would his father lend him money? {bk12-l4d-f1-23-q.mp3} +RESPONSE: He would lend him money occasionally. {bk12-l4d-f1-23-a.mp3} + +# Source: LLA 4D Figure 1 (Dialog 2) +$DIALOGUE Twenty Years in the Army +ID: 12-4d-f1-d2 +INTRO: Listen to the dialogue about an instructor's military career. +INSTRUCTION: Listen to the dialogue. + +Woman1: Have you ever been in the military? {bk12-l4d-f1-24.mp3} +Man2: Yes, I have. I was in the Army for 20 years. {bk12-l4d-f1-25.mp3} +Woman1: Did you enjoy it? {bk12-l4d-f1-26.mp3} +Man2: Yes, I did. Sometimes it was difficult, but I liked my job. I was an instructor. {bk12-l4d-f1-27.mp3} +Woman1: Where did you work? {bk12-l4d-f1-28.mp3} +Man2: Well, I worked at Fort Benning in Georgia. {bk12-l4d-f1-29.mp3} +LINE: I used to get up at 4:30 every morning, and then I would go to the mess hall for breakfast. {bk12-l4d-f1-30.mp3} +LINE: After breakfast, I would go to class. {bk12-l4d-f1-31.mp3} +LINE: My students used to work very hard. {bk12-l4d-f1-32.mp3} +LINE: They used to stay in their rooms and study all weekend. {bk12-l4d-f1-33.mp3} + +# Source: LLA 4D Figure 1 (Questions on Dialog 2) +$PRODUCE Questions: Twenty Years in the Army +ID: 12-4d-f1-q2 +REFERENCE: 12-4d-f1-d2 +INTRO: Listen to each question about the instructor's military routine. Answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud, then repeat. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Has he ever been in the military? {bk12-l4d-f1-34-q.mp3} +RESPONSE: Yes, he has been in the military. {bk12-l4d-f1-34-a.mp3} + +PROMPT: What was his job? {bk12-l4d-f1-35-q.mp3} +RESPONSE: He was an instructor. {bk12-l4d-f1-35-a.mp3} + +PROMPT: When did he used to get up? {bk12-l4d-f1-36-q.mp3} +RESPONSE: He used to get up at 4:30. {bk12-l4d-f1-36-a.mp3} + +PROMPT: Where would he go after he got up? {bk12-l4d-f1-37-q.mp3} +RESPONSE: He would go to the mess hall for breakfast. {bk12-l4d-f1-37-a.mp3} + +PROMPT: Where would he go after breakfast? {bk12-l4d-f1-38-q.mp3} +RESPONSE: He would go to class. {bk12-l4d-f1-38-a.mp3} + +PROMPT: Did his students used to work very hard? {bk12-l4d-f1-39-q.mp3} +RESPONSE: Yes, his students used to work very hard. {bk12-l4d-f1-39-a.mp3} + +PROMPT: What did they used to do all weekend? {bk12-l4d-f1-40-q.mp3} +RESPONSE: They used to study all weekend. {bk12-l4d-f1-40-a.mp3} + +# Source: LLA 4D Figure 2 +$SELECT How Do They Feel? +ID: 12-4d-f2 +INTRO: Listen to each short dialogue and infer how the person feels from their words and tone. Tap the correct answer, then repeat the sentence. +INSTRUCTION: Tap the correct feeling. +REPEAT + +EXAMPLE +PROMPT: Look, Dad, I caught one.\n— That's wonderful, son. {bk12-l4d-f2-ex-q.mp3} +TEMPLATE: The son is ____. +OPTION: a | angry +OPTION: b | excited +OPTION: c | sad +ANSWER: b +FEEDBACK: The son is excited. {bk12-l4d-f2-ex-a.mp3} + +PROMPT: Oh no, the cigarette burned my new dress.\n— Don't worry, Nancy, I think I can fix it. {bk12-l4d-f2-01-q.mp3} +TEMPLATE: Nancy is ____. +OPTION: a | sick +OPTION: b | upset +OPTION: c | sad +ANSWER: b +FEEDBACK: Nancy is upset. {bk12-l4d-f2-01-a.mp3} + +PROMPT: That's my check, Bobby. Give it to me.\n— No, I'm playing with it. {bk12-l4d-f2-02-q.mp3} +TEMPLATE: She is ____. +OPTION: a | angry +OPTION: b | happy +OPTION: c | sad +ANSWER: a +FEEDBACK: She is angry. {bk12-l4d-f2-02-a.mp3} + +PROMPT: Hey, Matt. Let's go hunting this weekend.\n— I'd love to. What time do you want to leave? {bk12-l4d-f2-03-q.mp3} +TEMPLATE: Matt is ____. +OPTION: a | angry +OPTION: b | upset +OPTION: c | happy +ANSWER: c +FEEDBACK: Matt is happy. {bk12-l4d-f2-03-a.mp3} + +PROMPT: Janet, where are my socks?\n— I'm sorry, Jack. I forgot to wash them. {bk12-l4d-f2-04-q.mp3} +TEMPLATE: Jack is ____. +OPTION: a | excited +OPTION: b | sad +OPTION: c | angry +ANSWER: c +FEEDBACK: Jack is angry. {bk12-l4d-f2-04-a.mp3} + +PROMPT: Did you hear that shot?\n— Yes, I did. It was near here. {bk12-l4d-f2-05-q.mp3} +TEMPLATE: They are ____. +OPTION: a | afraid +OPTION: b | late +OPTION: c | happy +ANSWER: a +FEEDBACK: They are afraid. {bk12-l4d-f2-05-a.mp3} + # Source: ST §Which Letter Does It Sound Like? $SELECT Which Word Has the Same Sound? ID: l4-s5 -INTRO: English spelling likes to keep secrets. Look at the underlined letters in the top word, then tap the word whose underlined letters make the same sound. -INSTRUCTION: Tap the word that has the same sound as the underlined letter(s). +INTRO: Letters don't always sound the way they look. Tap the word whose marked letters make the same sound as the first word's. Finish this and the lesson is done — nicely hunted. +INSTRUCTION: Tap the word that has the same sound as the underlined letters. EXAMPLE TEMPLATE: lau*gh* @@ -1142,7 +1454,7 @@ OPTION: b | bee*f* OPTION: c | dau*gh*ter ANSWER: b -TEMPLATE: *c*limb +TEMPLATE: cli*mb* OPTION: a | coo*k* OPTION: b | i*c*e OPTION: c | chan*ge* @@ -1166,7 +1478,7 @@ OPTION: b | *sh*ine OPTION: c | no*s*e ANSWER: c -TEMPLATE: refri*g*erator +TEMPLATE: refrigera*tor* OPTION: a | do*g* OPTION: b | pa*ge* OPTION: c | lau*gh* @@ -1201,325 +1513,3 @@ OPTION: a | rai*s*e OPTION: b | pa*ss* OPTION: c | *sh*op ANSWER: a - -$SESSION 4-6: Putting It All Together - -# Source: new (gap: reported speech is drilled on the 4C tape but never explained in this lesson) -$GRAMMAR Reporting What People Said -ID: 4c-f2-b -INTRO: Last part — everything together: short conversations, reporting what people said, past participles, and a dictation to finish. First, one small rule for reporting speech. - -CARD: When you report what someone said, the verb usually moves one step into the past. For example, "is" becomes "was". -{The car is ready.} -{He said the car was ready.} - -CARD: Other verbs follow the same pattern. The present tense verb "have" changes to the past tense "had". -{I have his money.} -{He said he had the money.} - -CARD: Notice that pronouns also change when you report speech. "I" changes to match the person who spoke. -{I have his money.} -{He said he had the money.} -{I am late.} -{She said she was late.} - -$DIALOGUE A Phone Message -ID: 4c-f2-d1 -INTRO: A short phone call: Mr. Sandoval has news about a car. Listen closely — you'll report what he said in a moment. -INSTRUCTION: Listen to the dialogue. - -Fred_Sandoval: Hello. May I speak to Joe Ferguson, please? {bk12-l4c-f2-d1-01.mp3} -Receptionist: He's not here right now. May I take a message? {bk12-l4c-f2-d1-02.mp3} -Fred_Sandoval: Yes, this is Fred Sandoval. His car is ready. {bk12-l4c-f2-d1-03.mp3} -Receptionist: Thank you, Mr. Sandoval. I'll tell him. {bk12-l4c-f2-d1-04.mp3} - -# Source: LLA 4C Figure 2 (Question 1) -$PRODUCE Report the Message -ID: 4c-f2-q1 -REFERENCE -INTRO: Now report what Mr. Sandoval said, aloud in a full sentence — remember, the verb steps back into the past. Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: What did Mr. Sandoval say about the car? {bk12-l4c-f2-01-q.mp3} -RESPONSE: Mr. Sandoval said the car was ready. - -# Source: LLA 4C Figure 2 (Dialog 2) -$DIALOGUE Looking for Captain Brown -ID: 4c-f2-d2 -INTRO: Captain Richardson stops by an office with a message — and Captain Brown, as usual, is at lunch. Listen. -INSTRUCTION: Listen to the dialogue. - -Clerk: Yes, sir. May I help you? {bk12-l4c-f2-d2-01.mp3} -Capt_Richardson: I'm Captain Richardson. I'm looking for Captain Brown. Is this his office? {bk12-l4c-f2-d2-02.mp3} -Clerk: Yes, it is, but he's not here right now. He's at lunch. {bk12-l4c-f2-d2-03.mp3} -Capt_Richardson: I have his money at my office. {bk12-l4c-f2-d2-04.mp3} -Clerk: I'll tell him, sir. {bk12-l4c-f2-d2-05.mp3} - -# Source: LLA 4C Figure 2 (Question 2) -$PRODUCE Report Captain Richardson's Words -ID: 4c-f2-q2 -REFERENCE -INTRO: Report what Captain Richardson said about the money, aloud in a full sentence. Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: What did Captain Richardson say about the money? {bk12-l4c-f2-02-q.mp3} -RESPONSE: He said he had the money at his office. - -# Source: LLA 4C Figure 2 (Dialog 3) -$DIALOGUE Dinner at Jane's -ID: 4c-f2-d3 -INTRO: Mary is enjoying Jane's chicken — enough to ask for lessons. Listen to the dialogue. -INSTRUCTION: Listen to the dialogue. - -Mary: This chicken is very good, Jane. {bk12-l4c-f2-d3-01.mp3} -Jane: Thanks, Mary. It's very easy to prepare. I'm not a very good cook. {bk12-l4c-f2-d3-02.mp3} -Mary: Maybe you could teach me some things. {bk12-l4c-f2-d3-03.mp3} -Jane: Certainly. I like to cook. {bk12-l4c-f2-d3-04.mp3} - -# Source: LLA 4C Figure 2 (Question 3) -$PRODUCE Report Jane's Words -ID: 4c-f2-q3 -REFERENCE -INTRO: One more report: what did Jane say about cooking? Answer aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: What did Jane say about cooking? {bk12-l4c-f2-03-q.mp3} -RESPONSE: She said she liked to cook. - -# Source: LLA 4D Listening and Speaking Activity -$DIALOGUE Past Participles -ID: 4d-ls1 -INTRO: These sentences use past participles — "brought", "hidden", "grown" — the forms that follow "has" and "have". Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: brought -LINE: Ginger has brought that chicken dish before. {bk12-l4d-f1-01.mp3} - -VOCAB: cut -LINE: I have cut the wood 4 times this week. {bk12-l4d-f1-02.mp3} - -VOCAB: fallen -LINE: Those curtains have fallen 3 times this week. {bk12-l4d-f1-03-a.mp3} -LINE: Let's fix them. {bk12-l4d-f1-03-b.mp3} - -VOCAB: forgotten -LINE: Do you think Sergeant Wilson has forgotten about this meeting? {bk12-l4d-f1-04.mp3} - -VOCAB: grown -LINE: That tree has really grown since last year. {bk12-l4d-f1-05.mp3} - -VOCAB: hidden -LINE: The children have hidden my car keys. {bk12-l4d-f1-06-a.mp3} -LINE: I can't go to work. {bk12-l4d-f1-06-b.mp3} - -VOCAB: left -LINE: Barbara has left her umbrella here. {bk12-l4d-f1-07.mp3} - -VOCAB: made -LINE: Captain Orta has made that vegetable dish many times before. {bk12-l4d-f1-08.mp3} - -# Source: LLA 4D Figure 1 (Dialog 1) -$DIALOGUE From Texas to California -ID: 4d-f1-d1 -INTRO: Two men talk about school days in Texas — buses, a first car, and a father who lent gas money only occasionally. Listen for "used to" and "would". -INSTRUCTION: Listen to the dialogue. - -Man1: Where are you from? {bk12-l4d-f1-09.mp3} -Man2: I used to live in Texas. Now I live in California. {bk12-l4d-f1-10.mp3} -Man1: Did you go to school in Texas? {bk12-l4d-f1-11.mp3} -Man2: Yes, I did. I used to ride a bus to school every day. Then, when I was 16, my father bought me a car. {bk12-l4d-f1-12.mp3} -Man1: Did you drive to school? {bk12-l4d-f1-13.mp3} -Man2: I would usually drive, but sometimes I didn't have enough money for gas. {bk12-l4d-f1-14.mp3} -Man1: Did your father ever lend you money? {bk12-l4d-f1-15.mp3} -Man2: He'd lend me money occasionally, but not very often. {bk12-l4d-f1-16.mp3} - -# Source: LLA 4D Figure 1 (Questions 1) -$PRODUCE Questions on the Texas Dialogue -ID: 4d-f1-q1 -REFERENCE -INTRO: Answer the questions about the man from Texas aloud in complete sentences, then repeat the correct answer. The dialogue is there for a second listen. -INSTRUCTION: Answer aloud in a complete sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Where did he used to live? {bk12-l4d-f1-17.mp3} -RESPONSE: He used to live in Texas. {bk12-l4d-f1-17a.mp3} - -PROMPT: Where does he live now? {bk12-l4d-f1-18.mp3} -RESPONSE: Now he lives in California. {bk12-l4d-f1-18a.mp3} - -PROMPT: How did he used to go to school? {bk12-l4d-f1-19.mp3} -RESPONSE: He used to ride a bus to school. {bk12-l4d-f1-19a.mp3} - -PROMPT: What did his father buy him when he was 16? {bk12-l4d-f1-20.mp3} -RESPONSE: When he was 16, his father bought him a car. {bk12-l4d-f1-20a.mp3} - -PROMPT: Would he always drive to school? {bk12-l4d-f1-21.mp3} -RESPONSE: He would usually drive to school, but sometimes he didn't have enough money for gas. {bk12-l4d-f1-21a.mp3} - -PROMPT: Would his father lend him money? {bk12-l4d-f1-22.mp3} -RESPONSE: He would lend him money occasionally. {bk12-l4d-f1-22a.mp3} - -# Source: LLA 4D Figure 1 (Dialog 2) -$DIALOGUE Twenty Years in the Army -ID: 4d-f1-d2 -INTRO: The second conversation: an Army instructor remembers Fort Benning, 4:30 mornings, and students who studied all weekend. Listen for the details. -INSTRUCTION: Listen to the dialogue. - -Man1: Have you ever been in the military? {bk12-l4d-f1-23.mp3} -Man2: Yes, I have. I was in the Army for 20 years. {bk12-l4d-f1-24.mp3} -Man1: Did you enjoy it? {bk12-l4d-f1-25.mp3} -Man2: Yes, I did. Sometimes it was difficult, but I liked my job. I was an instructor. {bk12-l4d-f1-26.mp3} -Man1: Where did you work? {bk12-l4d-f1-27.mp3} -Man2: Well, I worked at Fort Benning in Georgia. I used to get up at 4:30 every morning, and then I would go to the mess hall for breakfast. After breakfast, I would go to class. My students used to work very hard. They used to stay in their rooms and study all weekend. {bk12-l4d-f1-28.mp3} - -# Source: LLA 4D Figure 1 (Questions 2) -$PRODUCE Questions on the Army Dialogue -ID: 4d-f1-q2 -REFERENCE -INTRO: Answer the questions about the Army instructor aloud in complete sentences, then repeat the correct answer. -INSTRUCTION: Answer aloud in a complete sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Has he ever been in the military? {bk12-l4d-f1-29.mp3} -RESPONSE: Yes, he has been in the military. {bk12-l4d-f1-29a.mp3} - -PROMPT: What was his job? {bk12-l4d-f1-30.mp3} -RESPONSE: He was an instructor. {bk12-l4d-f1-30a.mp3} - -PROMPT: When did he used to get up? {bk12-l4d-f1-31.mp3} -RESPONSE: He used to get up at 4:30. {bk12-l4d-f1-31a.mp3} - -PROMPT: Where would he go after he got up? {bk12-l4d-f1-32.mp3} -RESPONSE: He would go to the mess hall for breakfast. {bk12-l4d-f1-32a.mp3} - -PROMPT: Where would he go after breakfast? {bk12-l4d-f1-33.mp3} -RESPONSE: He would go to class. {bk12-l4d-f1-33a.mp3} - -PROMPT: Did his students used to work very hard? {bk12-l4d-f1-34.mp3} -RESPONSE: Yes, his students used to work very hard. {bk12-l4d-f1-34a.mp3} - -PROMPT: What did they used to do all weekend? {bk12-l4d-f1-35.mp3} -RESPONSE: They used to study all weekend. {bk12-l4d-f1-35a.mp3} - -# Source: LLA 4D Figure 2 -$SELECT How Do They Feel? -ID: 4d-f2 -INTRO: Nobody says "I am angry" in real life — you have to hear it. Listen to each short exchange, then tap the word that describes the feeling. Repeat the correct answer. -INSTRUCTION: Tap the word that matches the person's feeling. -REPEAT - -EXAMPLE -PROMPT: Look, Dad, I caught one. — That's wonderful, son. {bk12-l4d-f2-ex.mp3} -TEMPLATE: The son is ____. -OPTION: a | angry -OPTION: b | excited -OPTION: c | sad -ANSWER: b - -PROMPT: Oh no, the cigarette burned my new dress. — Don't worry, Nancy, I think I can fix it. {bk12-l4d-f2-01.mp3} -TEMPLATE: Nancy is ____. -OPTION: a | sick -OPTION: b | upset {bk12-l4d-f2-01a.mp3} -OPTION: c | sad -ANSWER: b - -PROMPT: That's my check, Bobby. Give it to me. — No, I'm playing with it. {bk12-l4d-f2-02.mp3} -TEMPLATE: She is ____. -OPTION: a | angry {bk12-l4d-f2-02a.mp3} -OPTION: b | happy -OPTION: c | sad -ANSWER: a - -PROMPT: Hey, Matt. Let's go hunting this weekend. — I'd love to. What time do you want to leave? {bk12-l4d-f2-03.mp3} -TEMPLATE: Matt is ____. -OPTION: a | angry -OPTION: b | upset -OPTION: c | happy {bk12-l4d-f2-03a.mp3} -ANSWER: c - -PROMPT: Janet, where are my socks? — I'm sorry, Jack. I forgot to wash them. {bk12-l4d-f2-04.mp3} -TEMPLATE: Jack is ____. -OPTION: a | excited -OPTION: b | sad -OPTION: c | angry {bk12-l4d-f2-04a.mp3} -ANSWER: c - -PROMPT: Did you hear that shot? — Yes, I did. It was near here. {bk12-l4d-f2-05.mp3} -TEMPLATE: They are ____. -OPTION: a | afraid {bk12-l4d-f2-05a.mp3} -OPTION: b | late -OPTION: c | happy -ANSWER: a - -# Source: LLA 4C Figure 3 -$PRODUCE Dictation -ID: 4c-f3 -INPUT: type -CHECK: exact -INTRO: One last job: a dictation about Carl and his house plans. Listen to each chunk and type exactly what you hear. Sharp ears, steady fingers — and Lesson 4 is done. -INSTRUCTION: Type the words you hear. - -PROMPT: Carl walked into his house last night {bk12-l4c-f3-01.mp3} -RESPONSE: Carl walked into his house last night {bk12-l4c-f3-01.mp3} - -PROMPT: and decided he wanted a change. {bk12-l4c-f3-02.mp3} -RESPONSE: and decided he wanted a change. {bk12-l4c-f3-02.mp3} - -PROMPT: What could he do {bk12-l4c-f3-03.mp3} -RESPONSE: What could he do {bk12-l4c-f3-03.mp3} - -PROMPT: to change his house? {bk12-l4c-f3-04.mp3} -RESPONSE: to change his house? {bk12-l4c-f3-04.mp3} - -PROMPT: Well, he could enlarge {bk12-l4c-f3-05.mp3} -RESPONSE: Well, he could enlarge {bk12-l4c-f3-05.mp3} - -PROMPT: his kitchen, {bk12-l4c-f3-06.mp3} -RESPONSE: his kitchen, {bk12-l4c-f3-06.mp3} - -PROMPT: he could add on {bk12-l4c-f3-07.mp3} -RESPONSE: he could add on {bk12-l4c-f3-07.mp3} - -PROMPT: another bedroom, {bk12-l4c-f3-08.mp3} -RESPONSE: another bedroom, {bk12-l4c-f3-08.mp3} - -PROMPT: and he could build {bk12-l4c-f3-09.mp3} -RESPONSE: and he could build {bk12-l4c-f3-09.mp3} - -PROMPT: a patio. {bk12-l4c-f3-10.mp3} -RESPONSE: a patio. {bk12-l4c-f3-10.mp3} - -PROMPT: He's going to think about it {bk12-l4c-f3-11.mp3} -RESPONSE: He's going to think about it {bk12-l4c-f3-11.mp3} - -PROMPT: during the weekend. {bk12-l4c-f3-12.mp3} -RESPONSE: during the weekend. {bk12-l4c-f3-12.mp3} - -PROMPT: He'll make his decision {bk12-l4c-f3-13.mp3} -RESPONSE: He'll make his decision {bk12-l4c-f3-13.mp3} - -PROMPT: on Monday. {bk12-l4c-f3-14.mp3} -RESPONSE: on Monday. {bk12-l4c-f3-14.mp3} - -PROMPT: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3} -RESPONSE: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3} - -PROMPT: I hope she likes {bk12-l4c-f3-16.mp3} -RESPONSE: I hope she likes {bk12-l4c-f3-16.mp3} - -PROMPT: his plans. {bk12-l4c-f3-17.mp3} -RESPONSE: his plans. {bk12-l4c-f3-17.mp3} diff --git a/book-12-lesson-4/bk12-l4a-f1-02-a.mp3 b/book-12-lesson-4/bk12-l4a-f1-02-a.mp3 deleted file mode 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Review lesson (no new material): combining sentences with conjunctions, indirect speech, "if" conditionals, "-ed"/"-ing" adjectives, comparative adverbs, the present perfect, and the week's vocabulary. +DIOCO_DOC_ID: alc_book12_lesson5 +DESCRIPTION: Review of Book 12: joining sentences with "so", "but", "and", and "or"; reported speech; "if" sentences; time words like "already" and "yet"; "-ed" and "-ing" adjectives; "could be" and "may be" guesses; comparisons; and the book's vocabulary. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Tom | charon | Male speaker -VOICE: Hal | achird | Male speaker -VOICE: Don | charon | Male speaker -VOICE: Joe | achird | Male speaker -VOICE: George | achird | Male speaker +VOICE: Tom | schedar | Male speaker +VOICE: Hal | charon | Male speaker +VOICE: Don | iapetus | Male speaker +VOICE: Joe | orus | Male speaker +VOICE: George | schedar | Male speaker VOICE: Monty | charon | Male speaker -VOICE: Dave | schedar | Male speaker -VOICE: Mark | achird | Male speaker +VOICE: Dave | iapetus | Male speaker +VOICE: Mark | orus | Male speaker -$SESSION 5-1: Joining, Reporting, and "If" +$SESSION 5-1: Joining Sentences and Reporting Speech # Source: ST §So, But, And, Or -$PRODUCE Combining with "So", "But", "And", "Or" +$PRODUCE So, But, And, Or ID: l5-s1 -INTRO: It's review day — no new grammar, no new words, just this week's material one more time so it sticks. First up: joining two sentences into one with "so", "but", "and", or "or". Read the two sentences, then say the combined sentence aloud. -INSTRUCTION: Combine the sentences aloud. Use "or", "and", "but", or "so". +INTRO: This lesson is pure review — no new material, just everything from this book one more time: joining sentences, reporting what people said, "if" sentences, comparisons, and the words you've learned. First up: read the two sentences, then say them as one sentence joined with "or", "and", "but", or "so". +INSTRUCTION: Say the two sentences as one, using "or", "and", "but", or "so". INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly combined sentence using one of the given conjunctions (so, but, and, or) that makes logical sense. +RUBRIC: The conjunction is the point: accept any single combined sentence that keeps both facts and uses a conjunction that fits the logic — "or" for a choice, "but" for a contrast, "so" for a result, "and" for an addition. Minor rewording is fine; a conjunction that doesn't fit the logic fails. -PROMPT: Mark could charge the shirt. He could pay cash for it. +TEMPLATE: Mark could charge the shirt. He could pay cash for it. RESPONSE: Mark could charge the shirt, or he could pay cash for it. -PROMPT: Helen wanted to visit her family. She had to leave before she could see them. +TEMPLATE: Helen wanted to visit her family. She had to leave before she could see them. RESPONSE: Helen wanted to visit her family, but she had to leave before she could see them. -PROMPT: Kathy wanted to get her bachelor's degree. She went back to college. +TEMPLATE: Kathy wanted to get her bachelor's degree. She went back to college. RESPONSE: Kathy wanted to get her bachelor's degree, so she went back to college. -PROMPT: The problem was confusing. They discussed it. +TEMPLATE: The problem was confusing. They discussed it. RESPONSE: The problem was confusing, so they discussed it. -PROMPT: He likes working with young children. He likes teaching them. +TEMPLATE: He likes working with young children. He likes teaching them. RESPONSE: He likes working with young children, and he likes teaching them. -PROMPT: Herb listened to the discussion. He didn't change his mind. +TEMPLATE: Herb listened to the discussion. He didn't change his mind. RESPONSE: Herb listened to the discussion, but he didn't change his mind. -PROMPT: You can order soup if you like. You can order a sandwich. +TEMPLATE: You can order soup if you like. You can order a sandwich. RESPONSE: You can order soup if you like, or you can order a sandwich. -PROMPT: Jan studied at the university. She worked in a restaurant. +TEMPLATE: Jan studied at the university. She worked in a restaurant. RESPONSE: Jan studied at the university, and she worked in a restaurant. # Source: ST §What Did He Say? $PRODUCE What Did He Say? ID: l5-s2 -INTRO: Now report what people said. Read each short exchange, then answer aloud with indirect speech: "He said that…". Watch the pronouns — they shift when you report. -INSTRUCTION: Read the dialog and answer the question aloud using indirect speech. +INTRO: Now report what people said. You'll hear a short exchange between two people, then a question. Answer starting with "He said that . . ." — listen closely, because the words are yours to carry over. +INSTRUCTION: Listen, then report what the speaker said. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage."). Pronouns must be correctly shifted to the reporting perspective. +RUBRIC: Accept reported speech in either present or past tense (e.g. "Ben said that they have a two-car garage" or "Ben said that they had a two-car garage"). Pronouns must shift correctly (I → he, my → his, we → they). Minor rewording of the reported clause is fine. -TEMPLATE: Al: Do the Dales have a garage? -TEMPLATE: Ben: Yes. They have a two-car garage. -PROMPT: What did Ben say? +PROMPT: Al: Do the Dales have a garage?\nBen: Yes. They have a two-car garage.\nWhat did Ben say? RESPONSE: Ben said that they have a two-car garage. -TEMPLATE: Cal: Do they want to enlarge their whole house? -TEMPLATE: Dan: No, they just want to add on a den and a patio. -PROMPT: What did Dan say? +PROMPT: Cal: Do they want to enlarge their whole house?\nDan: No, they just want to add on a den and a patio.\nWhat did Dan say? RESPONSE: Dan said that they just want to add on a den and a patio. -TEMPLATE: Eldon: Do they have a fireplace? -TEMPLATE: Jerry: Yes, they have two fireplaces. -PROMPT: What did Jerry say? +PROMPT: Eldon: Do they have a fireplace?\nJerry: Yes, they have two fireplaces.\nWhat did Jerry say? RESPONSE: Jerry said that they have two fireplaces. -TEMPLATE: Frank: Is your dining room large enough for all of your family? -TEMPLATE: George: No, some of us sit in the kitchen. -PROMPT: What did George say? +PROMPT: Frank: Is your dining room large enough for all of your family?\nGeorge: No, some of us sit in the kitchen.\nWhat did George say? RESPONSE: George said that some of them sit in the kitchen. -TEMPLATE: Herb: Can you heat that in the oven? -TEMPLATE: Brad: Yes, but the microwave is faster. -PROMPT: What did Brad say? +PROMPT: Herb: Can you heat that in the oven?\nBrad: Yes, but the microwave is faster.\nWhat did Brad say? RESPONSE: Brad said that the microwave is faster. -TEMPLATE: Jean: Do you collect records or cassettes? -TEMPLATE: Jim: I collect records to play on my stereo. -PROMPT: What did Jim say? +PROMPT: Jean: Do you collect records or cassettes?\nJim: I collect records to play on my stereo.\nWhat did Jim say? RESPONSE: Jim said that he collects records to play on his stereo. -TEMPLATE: Keith: Where are the bedrooms? -TEMPLATE: Nicky: The bedrooms are upstairs. -PROMPT: What did Nicky say? +PROMPT: Keith: Where are the bedrooms?\nNicky: The bedrooms are upstairs.\nWhat did Nicky say? RESPONSE: Nicky said that the bedrooms are upstairs. -TEMPLATE: Sam: Do you like to have get-togethers at your house? -TEMPLATE: Rick: Yes, I do. -PROMPT: What did Rick say? +PROMPT: Sam: Do you like to have get-togethers at your house?\nRick: Yes, I do.\nWhat did Rick say? RESPONSE: Rick said that he likes to have get-togethers at his house. -# Source: ST §Match the Phrases -$SELECT Match the "If" Sentences +# Source: ST §If You're Leaving, . . . (matching half) +$SELECT Finish the If-Sentences ID: l5-s3 -INTRO: A conversation about driving in terrible weather, cut in half. Tap the phrase that completes each "if" sentence — together they make one whole dialog. -INSTRUCTION: Tap the matching phrase to complete the sentence. +INTRO: Two friends are watching the weather turn nasty. Each sentence beginning has exactly one ending that fits — tap it. The "if" halves have to match in both meaning and grammar. +INSTRUCTION: Tap the ending that completes each sentence. OPTION: a | you should leave soon. OPTION: b | close the roads if it gets too bad. OPTION: c | if that happens? @@ -113,74 +96,93 @@ OPTION: d | if it clears up. OPTION: e | I'll stop until it clears up. OPTION: f | it'll be dangerous to drive. -TEMPLATE: If this rain freezes, +TEMPLATE: If this rain freezes, ____ ANSWER: f -TEMPLATE: Well, if they do that, +TEMPLATE: Well, if they do that, ____ ANSWER: e -TEMPLATE: The weather's terrible. If you're leaving, +TEMPLATE: The weather's terrible. If you're leaving, ____ ANSWER: a -TEMPLATE: What'll you do +TEMPLATE: What'll you do ____ ANSWER: c -TEMPLATE: I expect to leave at noon +TEMPLATE: I expect to leave at noon ____ ANSWER: d -TEMPLATE: Yes, but the police will +TEMPLATE: Yes, but the police will ____ ANSWER: b -# Source: ST §Match the Phrases (ordering pass) -$SELECT Rebuild the "If" Dialog +# Source: ST §If You're Leaving, . . . (ordering half) +$SELECT Put the Conversation in Order ID: l5-s4 ORDER -INTRO: Same rainy conversation, now shuffled. Put the six lines back in order so the dialog makes sense from greeting to goodbye. -INSTRUCTION: Put the dialog in order. - -TEMPLATE: Arrange the sentences to make a dialog. +INTRO: Same conversation, now in pieces. Put the six sentences in order so the talk about the freezing rain makes sense from start to finish. +INSTRUCTION: Arrange the sentences into a conversation. OPTION: a | The weather's terrible. If you're leaving, you should leave soon. OPTION: b | I expect to leave at noon if it clears up. OPTION: c | If this rain freezes, it'll be dangerous to drive. OPTION: d | Yes, but the police will close the roads if it gets too bad. OPTION: e | What'll you do if that happens? OPTION: f | Well, if they do that, I'll stop until it clears up. + +TEMPLATE: Put the six sentences in the order they were said. ANSWER: a,b,c,d,e,f -# Source: ST §May Be, Is Not, Is -$PRODUCE What "Suppose" Means +# Source: ST §May Be, Is Not, Is. (recast as a tap activity — see report) +$SELECT What Does "Suppose" Tell You? ID: l5-s5 -INTRO: A close look at the word "suppose" — a word that thinks, but doesn't know. For each sentence, decide what "suppose" tells you: type "is", "is not", or "may be" in the blanks. -INSTRUCTION: Type "may be", "is not", or "is" in each blank. -INPUT: type -CHECK: exact +INTRO: "I suppose that they are happy." Does the speaker actually know it, care about it, or just think so? For each question, tap the best answer. +INSTRUCTION: Tap the answer to each question. +OPTION: y | Yes, definitely +OPTION: m | Maybe +OPTION: n | No TEMPLATE: I *suppose* that they are happy. -TEMPLATE: Suppose ____{is not} "know". -TEMPLATE: Suppose ____{is not} "care". -TEMPLATE: Suppose ____{is} "think". -RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think". +TEMPLATE: Does the speaker *know* that they are happy? +ANSWER: n + +TEMPLATE: I *suppose* that they are happy. +TEMPLATE: Does the speaker *care* whether they are happy? +ANSWER: m + +TEMPLATE: I *suppose* that they are happy. +TEMPLATE: Does the speaker *think* that they are happy? +ANSWER: y TEMPLATE: It's not important to me, but I *suppose* that they are happy. -TEMPLATE: Suppose ____{is not} "know". -TEMPLATE: ____{is not} "care". -TEMPLATE: ____{is} "think". -RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think". +TEMPLATE: Does the speaker *know* that they are happy? +ANSWER: n + +TEMPLATE: It's not important to me, but I *suppose* that they are happy. +TEMPLATE: Does the speaker *care* whether they are happy? +ANSWER: n + +TEMPLATE: It's not important to me, but I *suppose* that they are happy. +TEMPLATE: Does the speaker *think* that they are happy? +ANSWER: y TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy. -TEMPLATE: Suppose ____{is not} "know". -TEMPLATE: ____{is not} "care". -TEMPLATE: ____{is} "think". -RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think". +TEMPLATE: Does the speaker *know* that they are happy? +ANSWER: n -# SKIPPED (book): "HAT HAT BAT" — instructor-read sound discrimination with only a bare a/b/c answer grid; no printed stimuli. -# SKIPPED (book): "TRAVEL" — passage annotation (underline the important words); not supported. -# SKIPPED (book): "WHAT ABOUT YOU?" — open, co-constructed pair task (ask your neighbor). +TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy. +TEMPLATE: Does the speaker *care* whether they are happy? +ANSWER: n + +TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy. +TEMPLATE: Does the speaker *think* that they are happy? +ANSWER: y + +# SKIPPED (book): Listening Skill "HAT HAT BAT" — instructor-read minimal-pair discrimination with unprinted words; convertible later if stimuli are authored. +# SKIPPED (book): Reading Skill "TRAVEL" — open-ended passage annotation (underline important words) without determinate items. +# SKIPPED (book): Speaking Skill "WHAT ABOUT YOU?" — open-ended partner Q&A practice with "used to" and "would". # Source: ST §What Did He Decide? (dialog 1) -$DIALOGUE What Did He Decide? +$DIALOGUE What Did Joe Decide? ID: l5-s6 -INTRO: Joe had two job offers, and Tom wants the full story. Listen to how the decision gets reported — nothing to answer, just follow it. +INTRO: Joe had two job offers — Dallas and Houston — and he's finally made up his mind. Listen to Tom and Hal talk over the decision. Just listen; the "so" and "or" practice comes next. INSTRUCTION: Listen to the conversation. Tom: What did Joe decide to do about the job offers? @@ -195,7 +197,7 @@ Hal: No, he's going to drive. # Source: ST §What Did He Decide? (dialog 2) $DIALOGUE A Change of Plans ID: l5-s6-b -INTRO: Joe again — this time it's his vacation, and he's already changed his mind once. He promises this decision is final. Just listen. +INTRO: Joe again — this time it's his vacation. He was set on the beach; now it's the mountains. Listen for how he talks about choosing and changing his mind. INSTRUCTION: Listen to the conversation. Don: What are you going to do for your vacation next month? @@ -208,44 +210,45 @@ Don: Is your mind made up this time? Joe: Yes. I've thought it over, and I've made my choice. # Source: ST §So? Or? -$PRODUCE "So" or "Or"? +$PRODUCE So or Or? ID: l5-s7 -INTRO: Back to combining sentences, now with just two choices: "so" for results, "or" for alternatives. Say each combined sentence aloud. -INSTRUCTION: Combine the two sentences aloud. Use "so" or "or". +INTRO: More decisions to join, like the ones Joe just made. Say the two sentences as one: "so" when the second follows from the first, "or" when it's a choice between the two. +INSTRUCTION: Say the two sentences as one, using "so" or "or". INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly combined sentence using "so" or "or". +RUBRIC: Accept any single combined sentence using "so" or "or" that fits the logic of the two sentences — "so" for a result, "or" for a choice. Minor rewording is fine; the wrong conjunction fails. -PROMPT: Ted refused the offer. He didn't go to work at the college. +TEMPLATE: Ted refused the offer. He didn't go to work at the college. RESPONSE: Ted refused the offer, so he didn't go to work at the college. -PROMPT: Mark could keep on working. He could retire. +TEMPLATE: Mark could keep on working. He could retire. RESPONSE: Mark could keep on working, or he could retire. -PROMPT: Joan accepted the decision. Her father felt better. +TEMPLATE: Joan accepted the decision. Her father felt better. RESPONSE: Joan accepted the decision, so her father felt better. -PROMPT: They offered Hal a choice. He thought it over. +TEMPLATE: They offered Hal a choice. He thought it over. RESPONSE: They offered Hal a choice, so he thought it over. -PROMPT: You can get a degree in education at the university. There is a degree in another profession. +TEMPLATE: You can get a degree in education at the university. There is a degree in another profession. RESPONSE: You can get a degree in education at the university, or there is a degree in another profession. -PROMPT: They'll go to high school. They'll go to technical school. +TEMPLATE: They'll go to high school. They'll go to technical school. RESPONSE: They'll go to high school, or they'll go to technical school. -PROMPT: Fred made up his mind to get a diploma. He went back to high school. +TEMPLATE: Fred made up his mind to get a diploma. He went back to high school. RESPONSE: Fred made up his mind to get a diploma, so he went back to high school. -PROMPT: Madge could take the mathematics course. She could take the language course. +TEMPLATE: Madge could take the mathematics course. She could take the language course. RESPONSE: Madge could take the mathematics course, or she could take the language course. +$SESSION 5-2: Time Words, Feelings, and Comparing + # Source: ST §Already or Yet? -$PRODUCE "Still", "Yet", "Already", "Anymore" +$PRODUCE Already, Yet, Still, Anymore ID: l5-s8 -INTRO: Time words: is it "still" happening, "already" done, not done "yet", or not happening "anymore"? Type the one that fits each sentence. -INSTRUCTION: Type "already", "yet", "still", "anymore", or "any longer" to complete the sentence. +INTRO: In this part you'll review time words, "-ed" and "-ing" feelings, careful guesses with "could" and "may", and comparisons. Start by typing the missing time word: "already", "yet", "still", "anymore", or "any longer". +INSTRUCTION: Type the missing word. INPUT: type CHECK: exact @@ -258,7 +261,7 @@ RESPONSE: He doesn't work at that restaurant anymore. TEMPLATE: Has Sally ____{already} gotten her degree? RESPONSE: Has Sally already gotten her degree? -TEMPLATE: Have the Britts moved to New York ____{yet}? +TEMPLATE: Have the Britts moved to New York ____{yet|already}? RESPONSE: Have the Britts moved to New York yet? TEMPLATE: John doesn't live here ____{anymore|any longer}. @@ -267,7 +270,7 @@ RESPONSE: John doesn't live here anymore. TEMPLATE: Mary ____{still} doesn't have her degree. RESPONSE: Mary still doesn't have her degree. -TEMPLATE: Has Fred made up his mind about a career ____{yet}? +TEMPLATE: Has Fred made up his mind about a career ____{yet|already}? RESPONSE: Has Fred made up his mind about a career yet? TEMPLATE: Jane ____{already} knows what she wants to do. @@ -279,15 +282,13 @@ RESPONSE: She didn't want to discuss it anymore. TEMPLATE: We never see him ____{anymore|any longer}. RESPONSE: We never see him anymore. -# SKIPPED (book): "SPRING IN TEXAS" — passage annotation and instructor-read questions with no printed stimuli. - -$SESSION 5-2: Word Forms, Meanings, and Sounds +# SKIPPED (book): Listening Skill "SPRING IN TEXAS" — paragraph reading with instructor-read questions; convertible later if questions are authored. # Source: ST §Confused or Confusing? -$SELECT "Confused" or "Confusing"? +$SELECT Confused or Confusing? ID: l5-s9 -INTRO: New part, same review week: word forms, meanings, and sounds. First, adjectives ending in "-ed" or "-ing" — the storm is "frightening", the child is "frightened". Tap the form that fits each sentence. -INSTRUCTION: Tap the correct word to complete the sentence. +INTRO: Was the storm frightening, or frightened? Remember: "-ed" is how someone feels, "-ing" is what causes the feeling. Tap the right form — the storm, presumably, feels nothing. +INSTRUCTION: Tap the word that completes the sentence. TEMPLATE: The builder was ____ by the plans. OPTION: a | confusing @@ -339,110 +340,10 @@ OPTION: a | interesting OPTION: b | interested ANSWER: a -# Source: ST §What Does That Mean? -$SELECT What Does That Mean? -ID: l5-s10 -INTRO: Five expressions from this book, each underlined in a sentence. Tap the option closest in meaning — the sentence around it gives you everything you need. -INSTRUCTION: Tap the meaning of the underlined word. - -TEMPLATE: Mark is *certain* he wants to go to that university. He has made up his mind. -OPTION: a | cautious -OPTION: b | not sure -OPTION: c | sure -ANSWER: c - -TEMPLATE: Helen woke at 6:00 when the alarm clock rang, but she didn't *get up* until 6:30. -OPTION: a | stopped drawing -OPTION: b | stopped sleeping -OPTION: c | stopped reading -ANSWER: b - -TEMPLATE: Hank *owes* a lot of money to the bank for his new car. -OPTION: a | has to count -OPTION: b | has to lend -OPTION: c | has to pay -ANSWER: c - -TEMPLATE: The Youngs have *paid back* the money to the bank. They don't have to give the bank any more money. -OPTION: a | given back -OPTION: b | borrowed back -OPTION: c | asked for -ANSWER: a - -TEMPLATE: Madge is *fond of* children and enjoys having them visit her. -OPTION: a | likes -OPTION: b | works with -OPTION: c | has -ANSWER: a - -# Source: ST §What Does It Sound Like? -$SELECT What Does It Sound Like? -ID: l5-s11 -INTRO: A sound check to finish the part. You'll see a word with some letters underlined — tap the option that has the same sound in its underlined part. Your ears have been training all book; trust them. -INSTRUCTION: Tap the word that has the same sound as the underlined part. - -TEMPLATE: a*pos*trophe -OPTION: a | f*oo*t -OPTION: b | p*en*cil -OPTION: c | h*ea*d -ANSWER: b - -TEMPLATE: a*gen*t -OPTION: a | h*igh* -OPTION: b | j*um*p -OPTION: c | g*oo*d -ANSWER: b - -TEMPLATE: back*ed* -OPTION: a | d*i*d -OPTION: b | t*a*ke -OPTION: c | want*ed* -ANSWER: b - -TEMPLATE: ea*sy* -OPTION: a | no*se* -OPTION: b | sh*ow* -OPTION: c | pa*ss* -ANSWER: a - -TEMPLATE: *wr*ite -OPTION: a | *r*ed -OPTION: b | *w*et -OPTION: c | *wh*en -ANSWER: a - -TEMPLATE: trou*se*rs -OPTION: a | *s*un -OPTION: b | no*se* -OPTION: c | sh*ow* -ANSWER: b - -TEMPLATE: pri*ce* -OPTION: a | pa*ss* -OPTION: b | sh*ow* -OPTION: c | ca*re* -ANSWER: a - -TEMPLATE: blou*se* -OPTION: a | toe*s* -OPTION: b | pa*ss* -OPTION: c | sh*ow* -ANSWER: b - -TEMPLATE: exami*na*tion -OPTION: a | t*i*me -OPTION: b | sh*ow* -OPTION: c | ch*il*d -ANSWER: b - -# SKIPPED (book): "A SUMMARY" — paragraph composition (write a summary) is deferred. - -$SESSION 5-3: Possibility, Comparison, and the Present Perfect - # Source: ST §She Could Be at the Library (dialog 1) -$DIALOGUE She Could Be at the Library +$DIALOGUE Where Is Jean? ID: l5-s12 -INTRO: Last part of the book: possibility with "could" and "may", comparisons, and the present perfect. First, George is looking for Jean — who, apparently, could be almost anywhere. Just listen. +INTRO: George planned to study with Jean tonight, and Jean has vanished. Listen for "could be" and "may be" — these are guesses, not facts. INSTRUCTION: Listen to the conversation. George: Where is Jean? We planned to get together and study tonight. @@ -457,49 +358,57 @@ Monty: Good luck! # Source: ST §She Could Be at the Library (dialog 2) $DIALOGUE It Could Be Anything ID: l5-s12-b -INTRO: John's old car is in trouble, and Dave and Mark have plenty of theories. Listen for "could", "may", and "might" — the grammar of not really knowing. +INTRO: John's car is old, and tonight it has let him down. Dave and Mark can only guess what's wrong — the tires, the motor, the lights. Listen to how they guess. INSTRUCTION: Listen to the conversation. -Dave: John called. He said he'd be late. He's having car trouble. What do you think is the matter with his car? +Dave: John called. He said he'd be late. +LINE: He's having car trouble. What do you think is the matter with his car? Mark: It could be anything. His car is very old. Dave: Yes, it is. It could be the tires. They seemed low yesterday. Mark: Or it may be the motor. It really sounded noisy. He might just need a tune-up. -Dave: Perhaps it's the lights. They weren't working right last night. He may have stopped to get them fixed. +Dave: Perhaps it's the lights. +LINE: They weren't working right last night. +LINE: He may have stopped to get them fixed. Mark: Like I said, when a car's that old, it could be anything. # Source: ST §Who Arrived Earlier? -$PRODUCE Comparative Adverbs +$PRODUCE Who Arrived Earlier? ID: l5-s13 -INTRO: Two facts, one comparison. Read both sentences, then type the "-er" comparative form of the adverb in parentheses — "earlier", "faster", "farther", and friends. -INSTRUCTION: Type the comparative form of the adverb in parentheses. +INTRO: Two people, two facts — compare them with "-er than": earlier, faster, farther, sooner, slower. Read the facts, then type the ending of the sentence. +INSTRUCTION: Type the missing comparison. INPUT: type CHECK: exact TEMPLATE: John arrived at 0800. Bob arrived at 0900. (early) -TEMPLATE: John arrived ____{earlier} than Bob. +TEMPLATE: John arrived ____. RESPONSE: John arrived earlier than Bob. +ACCEPT: earlier than Bob | earlier than Bob did TEMPLATE: Bill always drives at 55 mph. Lynn drives at 60 mph. (fast) -TEMPLATE: Lynn drives ____{faster} than Bill. +TEMPLATE: Lynn drives ____. RESPONSE: Lynn drives faster than Bill. +ACCEPT: faster than Bill | faster than Bill does TEMPLATE: Sam traveled 200 miles to hunt deer. Fred traveled 150 miles. (far) -TEMPLATE: Sam traveled ____{farther} than Fred. +TEMPLATE: Sam traveled ____. RESPONSE: Sam traveled farther than Fred. +ACCEPT: farther than Fred | further than Fred | farther than Fred did | further than Fred did TEMPLATE: The Smiths arrived at the party before the Johnsons. (soon) -TEMPLATE: The Smiths arrived at the party ____{sooner} than the Johnsons. +TEMPLATE: The Smiths arrived at the party ____. RESPONSE: The Smiths arrived at the party sooner than the Johnsons. +ACCEPT: sooner than the Johnsons | sooner than the Johnsons did TEMPLATE: Frank can repair four flat tires in an hour. Bill can repair only two. (slow) -TEMPLATE: Bill works ____{slower|more slowly} than Frank. -RESPONSE: Bill works more slowly than Frank. +TEMPLATE: Bill works ____. +RESPONSE: Bill works slower than Frank. +ACCEPT: slower than Frank | more slowly than Frank | slower than Frank does | more slowly than Frank does -# Source: ST §How Long...? -$SELECT The Present Perfect +# Source: ST §How Long . . . ? +$SELECT How Long Has It Been? ID: l5-s14 -INTRO: The present perfect: "have" or "has" plus the past participle — "chosen", "eaten", "flown". Tap the word that completes each sentence. Two quick word-choice questions hide at the end; consider them a bonus. -INSTRUCTION: Tap the correct answer to complete the sentence. +INTRO: "How long have you lived there?" Now sentences with "have" and "has" — plus a couple of word checks at the end. Tap the choice that completes each one correctly. +INSTRUCTION: Tap the correct completion. TEMPLATE: How long have you lived there? OPTION: a | I've lived there for a year. @@ -573,158 +482,210 @@ OPTION: b | just OPTION: c | calm ANSWER: a -# Source: ST §Words to Use -$GRAMMAR Words to Use +$SESSION 5-3: Words and Sounds + +# Source: ST §What Does That Mean? +$SELECT What Does That Mean? +ID: l5-s10 +INTRO: Last part: the words of this book, and then their sounds. Read each sentence and tap the meaning of the marked word. +INSTRUCTION: Tap the meaning of the marked word. + +TEMPLATE: Mark is *certain* he wants to go to that university. He has made up his mind. +OPTION: a | cautious +OPTION: b | not sure +OPTION: c | sure +ANSWER: c + +TEMPLATE: Helen woke at 6:00 when the alarm clock rang, but she didn't *get up* until 6:30. +OPTION: a | stopped drawing +OPTION: b | stopped sleeping +OPTION: c | stopped reading +ANSWER: b + +TEMPLATE: Hank *owes* a lot of money to the bank for his new car. +OPTION: a | has to count +OPTION: b | has to lend +OPTION: c | has to pay +ANSWER: c + +TEMPLATE: The Youngs have *paid back* the money to the bank. They don't have to give the bank any more money. +OPTION: a | given back +OPTION: b | borrowed back +OPTION: c | asked for +ANSWER: a + +TEMPLATE: Madge is *fond of* children and enjoys having them visit her. +OPTION: a | likes +OPTION: b | works with +OPTION: c | has +ANSWER: a + +# Source: ST §Wants To, Expects To +$SELECT Pick the Right Word ID: l5-s15 -INTRO: The week's word list, one last time. Tap any word to hear it — the next exercise puts every one of them to work. - -CARD: Here are some verbs from this week's list. -{be over} -{lasted} -{slipped} -{expects to} - -CARD: And a few more useful verbs and verb phrases. -{take} -{thought} -{turn down} -{could use} -{remain} - -CARD: Next, adjectives and nouns to describe nature, places, or feelings. -{sea} -{calm} -{climate} -{quiet} -{deep} -{unpleasant} - -CARD: Finally, adverbs, connectors, and other small but important words. -{ever} -{except} -{no longer} -{none} -{if} -{instead} - -SUMMARY: -| | | | | -|---|---|---|---| -| {be over} | {ever} | {lasted} | {sea} | -| {unpleasant} | {calm} | {except} | {no longer} | -| {slipped} | {climate} | {expects to} | {none} | -| {take} | {could use} | {if} | {quiet} | -| {thought} | {deep} | {instead} | {remain} | -| {turn down} | | | | - -$SELECT Words to Use — Complete the Sentences -ID: l5-s16 -INTRO: Each word from the list fits exactly one sentence below. Tap the word that completes each one, and listen to the full sentence after you answer. This is the last exercise of Book 12 — finish it, and the book is done. -INSTRUCTION: Tap the word or phrase that completes the sentence. -OPTION: a | be over -OPTION: b | calm -OPTION: c | climate -OPTION: d | could use -OPTION: e | deep -OPTION: f | ever -OPTION: g | except -OPTION: h | expects to -OPTION: i | if -OPTION: j | instead -OPTION: k | lasted -OPTION: l | no longer -OPTION: m | none -OPTION: n | quiet -OPTION: o | remain -OPTION: p | sea -OPTION: q | slipped -OPTION: r | take -OPTION: s | thought -OPTION: t | turn down -OPTION: u | unpleasant +INTRO: Twenty sentences and one box of words — the big vocabulary sweep of this book. Pick the word that fits each gap; every sentence takes exactly one. +INSTRUCTION: Tap the word that completes the sentence. +OPTION: be_over | be over +OPTION: calm | calm +OPTION: climate | climate +OPTION: could_use | could use +OPTION: deep | deep +OPTION: ever | ever +OPTION: except | except +OPTION: expects_to | expects to +OPTION: if | if +OPTION: instead | instead +OPTION: lasted | lasted +OPTION: no_longer | no longer +OPTION: none | none +OPTION: quiet | quiet +OPTION: remain | remain +OPTION: sea | sea +OPTION: slipped | slipped +OPTION: take | take +OPTION: thought | thought +OPTION: turn_down | turn down +OPTION: unpleasant | unpleasant TEMPLATE: Linda wants to ____ in Spain until spring. -ANSWER: o +ANSWER: remain FEEDBACK: Linda wants to remain in Spain until spring. TEMPLATE: The movie ____ more than three hours. -ANSWER: k +ANSWER: lasted FEEDBACK: The movie lasted more than three hours. TEMPLATE: Pete ____ on the icy road and fell. -ANSWER: q +ANSWER: slipped FEEDBACK: Pete slipped on the icy road and fell. TEMPLATE: Mr. Sparks ____ travel to Egypt next year. -ANSWER: h +ANSWER: expects_to FEEDBACK: Mr. Sparks expects to travel to Egypt next year. TEMPLATE: ____ of those books are his. He doesn't have any books. -ANSWER: m +ANSWER: none FEEDBACK: None of those books are his. He doesn't have any books. TEMPLATE: The rain last night caused the heat to be ____. -ANSWER: u +ANSWER: unpleasant FEEDBACK: The rain last night caused the heat to be unpleasant. TEMPLATE: Everybody is here ____ Mary. She's sick. -ANSWER: g +ANSWER: except FEEDBACK: Everybody is here except Mary. She's sick. TEMPLATE: He doesn't ____ go to the movies. -ANSWER: f +ANSWER: ever FEEDBACK: He doesn't ever go to the movies. TEMPLATE: It's too hot to go fishing. I'll stay indoors ____. -ANSWER: j +ANSWER: instead FEEDBACK: It's too hot to go fishing. I'll stay indoors instead. TEMPLATE: Ron will ____ the job offer. He doesn't want it. -ANSWER: t +ANSWER: turn_down FEEDBACK: Ron will turn down the job offer. He doesn't want it. TEMPLATE: The water is ____ and dangerous in that place. -ANSWER: e +ANSWER: deep FEEDBACK: The water is deep and dangerous in that place. TEMPLATE: ____ I have to take my vacation in the winter, I'll go to the mountains. -ANSWER: i +ANSWER: if FEEDBACK: If I have to take my vacation in the winter, I'll go to the mountains. TEMPLATE: The weather of a place is its ____. -ANSWER: c +ANSWER: climate FEEDBACK: The weather of a place is its climate. TEMPLATE: Next year, I want to ____ some courses at the college. -ANSWER: r +ANSWER: take FEEDBACK: Next year, I want to take some courses at the college. TEMPLATE: My aunt ____ lives in New York. She lives here now. -ANSWER: l +ANSWER: no_longer FEEDBACK: My aunt no longer lives in New York. She lives here now. TEMPLATE: A ____ is full of salty water. -ANSWER: p +ANSWER: sea FEEDBACK: A sea is full of salty water. TEMPLATE: When will the show ____? I want to go home soon. -ANSWER: a +ANSWER: be_over FEEDBACK: When will the show be over? I want to go home soon. TEMPLATE: Betty likes being at the beach because it is ____ and quiet. -ANSWER: b -FEEDBACK: Betty likes being at the beach because it is calm and quiet. - -TEMPLATE: Betty likes being at the beach because it is calm and ____. -ANSWER: n +ANSWER: calm FEEDBACK: Betty likes being at the beach because it is calm and quiet. TEMPLATE: A long vacation is a nice ____ right now. -ANSWER: s +ANSWER: thought FEEDBACK: A long vacation is a nice thought right now. TEMPLATE: We ____ some help. -ANSWER: d +ANSWER: could_use FEEDBACK: We could use some help. -# SKIPPED (book): "Write the words these letters make." — letter anagrams. +# SKIPPED (book): "Write the words these letters make." — letter anagrams and word unscrambles are skipped per conversion specification §8. +# SKIPPED (book): Writing Skill "A SUMMARY" — open-ended paragraph summary composition; deferred per specification. + +# Source: ST §What Does It Sound Like? +$SELECT Find the Same Sound +ID: l5-s11 +INTRO: The very last activity of this book. Look at the marked letters in the first word, then tap the word that makes the same sound. Finish this, and Book 12 is behind you. +INSTRUCTION: Tap the word with the same sound as the marked letters. + +TEMPLATE: a*pos*trophe +OPTION: a | f*oo*t +OPTION: b | p*en*cil +OPTION: c | h*ea*d +ANSWER: a + +TEMPLATE: a*gen*t +OPTION: a | h*igh* +OPTION: b | j*um*p +OPTION: c | g*oo*d +ANSWER: b + +TEMPLATE: back*ed* +OPTION: a | d*i*d +OPTION: b | t*a*ke +OPTION: c | want*ed* +ANSWER: b + +TEMPLATE: ea*sy* +OPTION: a | no*se* +OPTION: b | sh*ow* +OPTION: c | pa*ss* +ANSWER: a + +TEMPLATE: *wr*ite +OPTION: a | *r*ed +OPTION: b | *w*et +OPTION: c | *wh*en +ANSWER: a + +TEMPLATE: trou*se*rs +OPTION: a | *s*un +OPTION: b | no*se* +OPTION: c | sh*ow* +ANSWER: b + +TEMPLATE: pri*ce* +OPTION: a | pa*ss* +OPTION: b | sh*ow* +OPTION: c | ca*re* +ANSWER: a + +TEMPLATE: blou*se* +OPTION: a | toe*s* +OPTION: b | pa*ss* +OPTION: c | sh*ow* +ANSWER: a + +TEMPLATE: exami*na*tion +OPTION: a | t*i*me +OPTION: b | sh*ow* +OPTION: c | ch*il*d +ANSWER: b