diff --git a/book-5-lesson-1.module b/book-5-lesson-1.module
index be761504..f064f09c 100644
--- a/book-5-lesson-1.module
+++ b/book-5-lesson-1.module
@@ -1,100 +1,103 @@
-$MODULE Book 5 · Lesson 1: What's the Matter? {st-page_005_001.jpg}
+$MODULE Book 5 · Lesson 1: The Body and What's the Matter? {st-page_005_001.jpg|A medicine cabinet shelf filled with various bottles and items including rubbing alcohol, aspirin, eye drops, cough syrup, and liver pills}
 FORMAT: 2
-DESCRIPTION: Parts of the body, saying what hurts, sizes and "one/ones", questions with "which" and "or", ordinal numbers and dates.
+DIOCO_DOC_ID: alc_book5_lesson1
+DESCRIPTION: Parts of the body, saying what hurts, describing things with "large", "small", "long", and "short", the pronoun "one", questions with "which" and "or", and ordinal numbers and dates.
 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: Paul | rasalgethi | Male speaker
+VOICE: Paul | schedar | Male speaker
 VOICE: Frank | charon | Male speaker
-VOICE: John | orus | Male speaker
-VOICE: Man1 | achird | Male speaker
-VOICE: Man2 | schedar | Male speaker
+VOICE: Man1 | schedar | Male speaker
+VOICE: Man2 | charon | Male speaker
+VOICE: John | achird | Male speaker
 VOICE: Bob | achird | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Mark | achird | Male speaker
+VOICE: Sam | schedar | Male speaker
+VOICE: Mark | charon | Male speaker
 VOICE: Mrs_King | aoede | Female speaker
-VOICE: Sgt_King | achird | Male speaker
-VOICE: Clerk | kore | Female speaker
-VOICE: Henry | iapetus | Male speaker
-VOICE: Mr_Adams | achird | Male speaker
+VOICE: Sgt_King | schedar | Male speaker
+VOICE: Clerk | gacrux | Female speaker
+VOICE: Henry | achird | Male speaker
+VOICE: Mr_Adams | schedar | Male speaker
 VOICE: Mrs_Adams | aoede | Female speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 1-1: The Body and the Head
+$SESSION 1-1: The Body and the Head
 
 # Source: LLA 1A Figure 1
-$DIALOGUE The Body {page_011_001.jpg}
-ID: 1a-f1
-INTRO: In this lesson you'll learn to name the parts of the body, say what hurts, and ask questions with "which" and "or". We start with the big pieces: the head, the trunk, and the limbs. Listen and repeat each word and sentence.
-INSTRUCTION: Listen and repeat each word and sentence.
+$DIALOGUE Parts of the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
+ID: 5-1a-f1
+INTRO: In this lesson you'll learn to name the parts of the body, say what hurts, and ask questions with "which" and "or". We start with the big pieces — listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: body
-LINE: Number 1: body. A body. This is a body. This is a body. {bk05-l1a-f1-01.mp3}
+LINE: This is a body. {bk05-l1a-f1-01.mp3}
 
 VOCAB: head
-LINE: Number 2: head. A head. This is a head. This is a head. {bk05-l1a-f1-02.mp3}
+LINE: This is a head. {bk05-l1a-f1-02.mp3}
 
 VOCAB: trunk
-LINE: Number 3: trunk. A trunk. This is a trunk. This is a trunk. {bk05-l1a-f1-03.mp3}
+LINE: This is a trunk. {bk05-l1a-f1-03.mp3}
 
 VOCAB: limbs
-LINE: Number 4: limbs. Limbs. These are limbs. These are limbs. {bk05-l1a-f1-04.mp3}
+LINE: These are limbs. {bk05-l1a-f1-04.mp3}
 
 LINE: The body has a head, a trunk, and limbs. {bk05-l1a-f1-05.mp3}
 
 VOCAB: bone
-LINE: Number 5: bone. Bones. Inside our body, we have bones. Inside our body, we have bones. {bk05-l1a-f1-06.mp3}
+LINE: Inside our body, we have bones. {bk05-l1a-f1-06.mp3}
 
 VOCAB: muscle
-LINE: Number 6: muscle. Muscles. Inside our body, we have muscles too. Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}
+LINE: Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}
 
 VOCAB: skin
-LINE: Number 7: skin. Skin. We have skin outside our body. We have skin outside our body. {bk05-l1a-f1-08.mp3}
+LINE: We have skin outside our body. {bk05-l1a-f1-08.mp3}
 
-# Source: LLA 1A Figure 1 (questions)
-$PRODUCE Questions About the Body {page_011_001.jpg}
-ID: 1a-f1-b
-INTRO: Now answer three questions about the body — out loud, in full sentences. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 1A Figure 1 (questions pass)
+$PRODUCE Questions About the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
+ID: 5-1a-f1-b
+INTRO: Now three questions about the picture. Answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What does a body have? {bk05-l1a-f1-09-q.mp3}
-RESPONSE: A body has a head, a trunk, and limbs. {bk05-l1a-f1-09-a.mp3}
+PROMPT: Picture A: What does a body have? {bk05-l1a-f1-09.mp3}
+RESPONSE: A body has a head, a trunk, and limbs. {bk05-l1a-f1-10.mp3}
 
-PROMPT: What do we have inside our body? {bk05-l1a-f1-10-q.mp3}
-RESPONSE: Inside our body, we have bones and muscles. {bk05-l1a-f1-10-a.mp3}
+PROMPT: Picture B: What do we have inside our body? {bk05-l1a-f1-11.mp3}
+RESPONSE: Inside our body, we have bones and muscles. {bk05-l1a-f1-12.mp3}
 
-PROMPT: Where is our skin? {bk05-l1a-f1-11-q.mp3}
-RESPONSE: Our skin is on the outside of our body. {bk05-l1a-f1-11-a.mp3}
+PROMPT: Picture C: Where is our skin? {bk05-l1a-f1-13.mp3}
+RESPONSE: Our skin is on the outside of our body. {bk05-l1a-f1-14.mp3}
 
-# Source: ST §The Body
-# DROPPED (ST twin): ST §Parts of the Body presentation (l1-s1) — same content and role as the cassette presentation above; its full-body image is carried here instead.
-$DIALOGUE Reading: The Body {st-page_007_001.jpg}
+# DROPPED (twin): ST §Parts of the Body (l1-s1) — same vocabulary presentation as the cassette activity above; cassette kept.
+
+# Source: ST §The Body (reading)
+$DIALOGUE Reading: The Body
 ID: l1-s2
-INTRO: A short reading about what's inside the body — and a small disagreement about what a "trunk" is. Just listen and read along.
-INSTRUCTION: Read the paragraphs.
+INTRO: A short reading about the body. Just listen — the questions come right after.
+INSTRUCTION: Listen to the paragraphs.
 
-LINE: Bones and muscles are inside our bodies. Skin is on the outside.
-LINE: The limbs, the trunk, and the head have bones and muscles. They have skin, too.
-LINE: Some people say we have a trunk and a head. Other people say the trunk and the body are the same.
-LINE: We have four limbs: a right arm, a right leg, a left arm, and a left leg.
+Narrator: Bones and muscles are inside our bodies.
+Narrator: Skin is on the outside.
+Narrator: The limbs, the trunk, and the head have bones and muscles. They have skin, too.
+Narrator: Some people say we have a trunk and a head.
+Narrator: Other people say the trunk and the body are the same.
+Narrator: We have four limbs: a right arm, a right leg, a left arm, and a left leg.
 
-# Source: ST §The Body (questions)
-$PRODUCE Answer About the Body
+# Source: ST §Questions About the Body
+$PRODUCE Questions on the Reading
 ID: l1-s3
-REFERENCE
-INTRO: Answer four questions about the reading, in your own words. You can open the reading again if a detail escapes you.
-INSTRUCTION: Answer the questions aloud.
+REFERENCE: l1-s2
+INTRO: Answer the questions about the reading, aloud and in full sentences. Open the reading if you need it.
+INSTRUCTION: Answer the questions according to the reading.
 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 any grammatically correct full sentence that accurately answers the question based on the reading.
 
 PROMPT: What is inside our bodies?
 RESPONSE: Bones and muscles are inside our bodies.
@@ -109,110 +112,110 @@ PROMPT: What are they?
 RESPONSE: They are a right arm, a right leg, a left arm, and a left leg.
 
 # Source: LLA 1A Figure 2
-# DROPPED (ST twin): ST §The Head presentation (l1-s4) — same sentences as this cassette presentation.
-$DIALOGUE The Head {page_012_001.jpg}
-ID: 1a-f2
-INTRO: Eleven parts of the head, from the eyebrows down to the throat. Listen and repeat each word and sentence.
+$DIALOGUE The Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
+ID: 5-1a-f2
+INTRO: Now the head — eleven parts, and yes, three of them start with "eye". Listen and repeat each word and sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: eyebrow
-LINE: Number 1: eyebrow, eyebrows. We have 2 eyebrows. {bk05-l1a-f2-01.mp3}
+LINE: We have 2 eyebrows. {bk05-l1a-f2-01.mp3}
 
 VOCAB: eyelash
-LINE: Number 2: eyelash, eyelashes. We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}
+LINE: We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}
 
 VOCAB: eye
-LINE: Number 3: eye, eyes. We see with our eyes. {bk05-l1a-f2-03.mp3}
+LINE: We see with our eyes. {bk05-l1a-f2-03.mp3}
 
 VOCAB: eyelid
-LINE: Number 4: eyelid, eyelids. We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}
+LINE: We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}
 
 VOCAB: ear
-LINE: Number 5: ear, ears. We hear with our ears. {bk05-l1a-f2-05.mp3}
+LINE: We hear with our ears. {bk05-l1a-f2-05.mp3}
 
 VOCAB: nose
-LINE: Number 6: nose, noses. We have 1 nose. {bk05-l1a-f2-06.mp3}
+LINE: We have 1 nose. {bk05-l1a-f2-06.mp3}
 
 VOCAB: mouth
-LINE: Number 7: mouth, mouths. We speak with our mouth. {bk05-l1a-f2-07.mp3}
+LINE: We speak with our mouth. {bk05-l1a-f2-07.mp3}
 
 VOCAB: lip
-LINE: Number 8: lip, lips. The lips are outside the mouth. {bk05-l1a-f2-08.mp3}
+LINE: The lips are outside the mouth. {bk05-l1a-f2-08.mp3}
 
 VOCAB: tongue
-LINE: Number 9: tongue, tongues. Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}
+LINE: Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}
 
 VOCAB: neck
-LINE: Number 10: neck, necks. The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}
+LINE: The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}
 
 VOCAB: throat
-LINE: Number 11: throat, throats. The throat is inside the neck. {bk05-l1a-f2-11.mp3}
+LINE: The throat is inside the neck. {bk05-l1a-f2-11.mp3}
 
-# Source: LLA 1A Figure 2 (questions)
-$PRODUCE What Is It? {page_012_001.jpg}
-ID: 1a-f2-b
-INTRO: The parts of the head are numbered in the picture. Say what each number is, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# DROPPED (twin): ST §The Head (l1-s4) — same head-parts presentation as the cassette activity above; cassette kept.
+
+# Source: LLA 1A Figure 2 (questions pass)
+$PRODUCE Name the Parts of the Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
+ID: 5-1a-f2-b
+INTRO: Look at the numbered diagram. You'll hear a number — say which part it is, then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What is number 9? {bk05-l1a-f2-12-q.mp3}
-RESPONSE: That's the tongue. {bk05-l1a-f2-12-a.mp3}
+PROMPT: What is number 9? {bk05-l1a-f2-12.mp3}
+RESPONSE: That's the tongue. {bk05-l1a-f2-13.mp3}
 
-PROMPT: What is number 1? {bk05-l1a-f2-13-q.mp3}
-RESPONSE: That's an eyebrow. {bk05-l1a-f2-13-a.mp3}
+PROMPT: What is number 1? {bk05-l1a-f2-14.mp3}
+RESPONSE: That's an eyebrow. {bk05-l1a-f2-15.mp3}
 
-PROMPT: What's number 7? {bk05-l1a-f2-14-q.mp3}
-RESPONSE: That's the mouth. {bk05-l1a-f2-14-a.mp3}
+PROMPT: What's number 7? {bk05-l1a-f2-16.mp3}
+RESPONSE: That's the mouth. {bk05-l1a-f2-17.mp3}
 
-PROMPT: What's number 10? {bk05-l1a-f2-15-q.mp3}
-RESPONSE: That's the neck. {bk05-l1a-f2-15-a.mp3}
+PROMPT: What's number 10? {bk05-l1a-f2-18.mp3}
+RESPONSE: That's the neck. {bk05-l1a-f2-19.mp3}
 
-PROMPT: What's number 4? {bk05-l1a-f2-16-q.mp3}
-RESPONSE: That's an eyelid. {bk05-l1a-f2-16-a.mp3}
+PROMPT: What's number 4? {bk05-l1a-f2-20.mp3}
+RESPONSE: That's an eyelid. {bk05-l1a-f2-21.mp3}
 
-PROMPT: What's number 3? {bk05-l1a-f2-17-q.mp3}
-RESPONSE: That's an eye. {bk05-l1a-f2-17-a.mp3}
+PROMPT: What's number 3? {bk05-l1a-f2-22.mp3}
+RESPONSE: That's an eye. {bk05-l1a-f2-23.mp3}
 
-PROMPT: What's number 5? {bk05-l1a-f2-18-q.mp3}
-RESPONSE: That's an ear. {bk05-l1a-f2-18-a.mp3}
+PROMPT: What's number 5? {bk05-l1a-f2-24.mp3}
+RESPONSE: That's an ear. {bk05-l1a-f2-25.mp3}
 
-PROMPT: What's number 2? {bk05-l1a-f2-19-q.mp3}
-RESPONSE: Those are eyelashes. {bk05-l1a-f2-19-a.mp3}
+PROMPT: What's number 2? {bk05-l1a-f2-26.mp3}
+RESPONSE: Those are eyelashes. {bk05-l1a-f2-27.mp3}
 
-PROMPT: What's number 11? {bk05-l1a-f2-20-q.mp3}
-RESPONSE: That's the throat. {bk05-l1a-f2-20-a.mp3}
+PROMPT: What's number 11? {bk05-l1a-f2-28.mp3}
+RESPONSE: That's the throat. {bk05-l1a-f2-29.mp3}
 
-PROMPT: What's number 8? {bk05-l1a-f2-21-q.mp3}
-RESPONSE: That's a lip. {bk05-l1a-f2-21-a.mp3}
+PROMPT: What's number 8? {bk05-l1a-f2-30.mp3}
+RESPONSE: That's a lip. {bk05-l1a-f2-31.mp3}
 
-PROMPT: What's number 6? {bk05-l1a-f2-22-q.mp3}
-RESPONSE: That's the nose. {bk05-l1a-f2-22-a.mp3}
+PROMPT: What's number 6? {bk05-l1a-f2-32.mp3}
+RESPONSE: That's the nose. {bk05-l1a-f2-33.mp3}
 
-# Source: LLA 1A Figure 3
-$DIALOGUE Mary's Head {page_013_001.jpg}
-ID: 1a-f3
-INTRO: Meet Mary — or at least her head. Listen to the review of what's what in the picture.
-INSTRUCTION: Listen and look at the picture.
+# Source: LLA 1A Figure 3 (review pass)
+$DIALOGUE Mary's Head — Review {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
+ID: 5-1a-f3-review
+INTRO: Meet Mary. Her head has numbers on it — listen to the quick review of what each one is.
+INSTRUCTION: Listen to the review.
 
-Narrator: This is a woman's head. This is Mary's head. {bk05-l1a-f3-01.mp3}
-LINE: What's number 1? That's her eyebrow. {bk05-l1a-f3-02.mp3}
-LINE: What's number 2? That's her eyelid. {bk05-l1a-f3-03.mp3}
-LINE: What's number 3? That's her eye. {bk05-l1a-f3-04.mp3}
-LINE: What's number 4? Those are her eyelashes. {bk05-l1a-f3-05.mp3}
-LINE: What's number 5? That's her ear. {bk05-l1a-f3-06.mp3}
-LINE: What's number 6? That's her nose. {bk05-l1a-f3-07.mp3}
-LINE: What's number 7? That's her mouth. {bk05-l1a-f3-08.mp3}
-LINE: What's number 8? That's her tongue. {bk05-l1a-f3-09.mp3}
-LINE: What's number 9? That's her lip. {bk05-l1a-f3-10.mp3}
+LINE: What's number 1? That's her eyebrow. {bk05-l1a-f3-01.mp3}
+LINE: What's number 2? That's her eyelid. {bk05-l1a-f3-02.mp3}
+LINE: What's number 3? That's her eye. {bk05-l1a-f3-03.mp3}
+LINE: What's number 4? Those are her eyelashes. {bk05-l1a-f3-04.mp3}
+LINE: What's number 5? That's her ear. {bk05-l1a-f3-05.mp3}
+LINE: What's number 6? That's her nose. {bk05-l1a-f3-06.mp3}
+LINE: What's number 7? That's her mouth. {bk05-l1a-f3-07.mp3}
+LINE: What's number 8? That's her tongue. {bk05-l1a-f3-08.mp3}
+LINE: What's number 9? That's her lip. {bk05-l1a-f3-09.mp3}
 
-# Source: LLA 1A Figure 3 (identification)
-$SELECT Find the Part on Mary's Head {page_013_001.jpg}
-ID: 1a-f3-b
-INTRO: You'll hear a sentence about Mary. Tap the number of the part it describes — then say the sentence back.
-INSTRUCTION: Tap the correct number.
+# Source: LLA 1A Figure 3 (matching pass)
+$SELECT Mary's Head — Match the Sentences {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
+ID: 5-1a-f3
+INTRO: Now you'll hear sentences about Mary. Tap the number of the part each sentence describes, then repeat the sentence.
+INSTRUCTION: Tap the number of the matching part.
 REPEAT
 
 OPTION: 1 | 1 (eyebrow)
@@ -226,286 +229,46 @@ OPTION: 8 | 8 (tongue)
 OPTION: 9 | 9 (lip)
 
 EXAMPLE
-PROMPT: Mary has a big nose. {bk05-l1a-f3-ex-q.mp3}
+PROMPT: Mary has a big nose. {bk05-l1a-f3-ex.mp3}
 ANSWER: 6
 
-PROMPT: We can see her tongue in the picture. {bk05-l1a-f3-11-q.mp3}
+PROMPT: Sentence A: We can see her tongue in the picture. {bk05-l1a-f3-10.mp3}
 ANSWER: 8
-FEEDBACK: Repeat: We can see her tongue in the picture. {bk05-l1a-f3-11-a.mp3}
+FEEDBACK: We can see her tongue in the picture. {bk05-l1a-f3-10-fb.mp3}
 
-PROMPT: Mary has long, black eyelashes. {bk05-l1a-f3-12-q.mp3}
+PROMPT: Sentence B: Mary has long, black eyelashes. {bk05-l1a-f3-11.mp3}
 ANSWER: 4
-FEEDBACK: Repeat: Mary has long, black eyelashes. {bk05-l1a-f3-12-a.mp3}
+FEEDBACK: Mary has long, black eyelashes. {bk05-l1a-f3-11-fb.mp3}
 
-PROMPT: Mary's lips are red. {bk05-l1a-f3-13-q.mp3}
+PROMPT: Sentence C: Mary's lips are red. {bk05-l1a-f3-12.mp3}
 ANSWER: 9
-FEEDBACK: Repeat: Mary's lips are red. {bk05-l1a-f3-13-a.mp3}
+FEEDBACK: Mary's lips are red. {bk05-l1a-f3-12-fb.mp3}
 
-PROMPT: Mary has brown eyebrows. {bk05-l1a-f3-14-q.mp3}
+PROMPT: Sentence D: Mary has brown eyebrows. {bk05-l1a-f3-13.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: Mary has brown eyebrows. {bk05-l1a-f3-14-a.mp3}
+FEEDBACK: Mary has brown eyebrows. {bk05-l1a-f3-13-fb.mp3}
 
-PROMPT: Mary's ears are small. {bk05-l1a-f3-15-q.mp3}
+PROMPT: Sentence E: Mary's ears are small. {bk05-l1a-f3-14.mp3}
 ANSWER: 5
-FEEDBACK: Repeat: Mary's ears are small. {bk05-l1a-f3-15-a.mp3}
+FEEDBACK: Mary's ears are small. {bk05-l1a-f3-14-fb.mp3}
 
-PROMPT: Mary puts color on her eyelids. {bk05-l1a-f3-16-q.mp3}
+PROMPT: Sentence F: Mary puts color on her eyelids. {bk05-l1a-f3-15.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: Mary puts color on her eyelids. {bk05-l1a-f3-16-a.mp3}
+FEEDBACK: Mary puts color on her eyelids. {bk05-l1a-f3-15-fb.mp3}
 
-PROMPT: Mary has big eyes. {bk05-l1a-f3-17-q.mp3}
+PROMPT: Sentence G: Mary has big eyes. {bk05-l1a-f3-16.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: Mary has big eyes. {bk05-l1a-f3-17-a.mp3}
+FEEDBACK: Mary has big eyes. {bk05-l1a-f3-16-fb.mp3}
 
-PROMPT: Mary has a small mouth. {bk05-l1a-f3-18-q.mp3}
+PROMPT: Sentence H: Mary has a small mouth. {bk05-l1a-f3-17.mp3}
 ANSWER: 7
-FEEDBACK: Repeat: Mary has a small mouth. {bk05-l1a-f3-18-a.mp3}
+FEEDBACK: Mary has a small mouth. {bk05-l1a-f3-17-fb.mp3}
 
-# SKIPPED (book): "WHAT NUMBER IS THE EAR?" and "THAT'S THE ...." — numbered head/body diagrams with no printed questions; convertible later as picture-cued labeling.
-
-$LESSON 1-2: Arms, Legs, and Actions
-
-# Source: LLA 1A Figure 4
-$DIALOGUE The Limbs {page_014_001.jpg}
-ID: 1a-f4
-INTRO: In this part you'll name the limbs — arms and legs, left and right — and the verbs your body uses all day. Listen to the words and sentences, and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: limb
-LINE: Number 1: limb, limbs. The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}
-
-VOCAB: arm
-LINE: Number 2: arm, arms. We have 2 arms. {bk05-l1a-f4-02.mp3}
-
-VOCAB: leg
-LINE: Number 3: leg, legs. We have 2 legs. {bk05-l1a-f4-03.mp3}
-
-LINE: Number 4: right arm, right arm. This is the man's right arm. {bk05-l1a-f4-04.mp3}
-
-LINE: Number 5: left arm, left arm. This is his left arm. {bk05-l1a-f4-05.mp3}
-
-LINE: Number 6: right leg, right leg. This is his right leg. {bk05-l1a-f4-06.mp3}
-
-LINE: Number 7: left leg, left leg. This is his left leg. {bk05-l1a-f4-07.mp3}
-
-# Source: LLA 1A Figure 5
-$PRODUCE Spelling Dictation
-ID: 1a-f5
-INPUT: type
-CHECK: exact
-INTRO: Now spell them. Each word is spelled out for you letter by letter — type it, then say it back.
-INSTRUCTION: Type the word or phrase.
-REPEAT
-
-PROMPT: Number 1, write: L-I-M-B-S, limbs. {bk05-l1a-f5-01-q.mp3}
-RESPONSE: limbs {bk05-l1a-f5-01-a.mp3}
-
-PROMPT: Number 2, L-E-F-T, left. A-R-M, arm, left arm. {bk05-l1a-f5-02-q.mp3}
-RESPONSE: left arm {bk05-l1a-f5-02-a.mp3}
-
-PROMPT: Number 3, write: R-I-G-H-T, right. A-R-M, arm, right arm. {bk05-l1a-f5-03-q.mp3}
-RESPONSE: right arm {bk05-l1a-f5-03-a.mp3}
-
-PROMPT: Number 4, L-E-F-T, left. L-E-G, left leg. {bk05-l1a-f5-04-q.mp3}
-RESPONSE: left leg {bk05-l1a-f5-04-a.mp3}
-
-PROMPT: Number 5, R-I-G-H-T, right. L-E-G, leg, right leg. {bk05-l1a-f5-05-q.mp3}
-RESPONSE: right leg {bk05-l1a-f5-05-a.mp3}
-
-# Source: LLA 1A Figure 6
-$SELECT Same or Different?
-ID: 1a-f6
-INTRO: Two words, one question: are they exactly the same sound, or different? Your ears do all the work here.
-INSTRUCTION: Tap Same or Different.
-OPTION: s | S (Same)
-OPTION: d | D (Different)
-
-EXAMPLE
-PROMPT: teeth, teeth. {bk05-l1a-f6-ex.mp3}
-ANSWER: d
-
-PROMPT: cloth, cloth. {bk05-l1a-f6-01.mp3}
-ANSWER: d
-
-PROMPT: soothe, soothe. {bk05-l1a-f6-02.mp3}
-ANSWER: s
-
-PROMPT: thigh, thigh. {bk05-l1a-f6-03.mp3}
-ANSWER: d
-
-PROMPT: cloth, cloth. {bk05-l1a-f6-04.mp3}
-ANSWER: s
-
-PROMPT: breathe, breathe. {bk05-l1a-f6-05.mp3}
-ANSWER: s
-
-PROMPT: mouth, mouth. {bk05-l1a-f6-06.mp3}
-ANSWER: d
-
-PROMPT: teeth, teeth. {bk05-l1a-f6-07.mp3}
-ANSWER: s
-
-PROMPT: wreath, wreath. {bk05-l1a-f6-08.mp3}
-ANSWER: s
-
-PROMPT: loath, loath. {bk05-l1a-f6-09.mp3}
-ANSWER: d
-
-PROMPT: ether, either. {bk05-l1a-f6-10.mp3}
-ANSWER: d
-
-# Source: LLA 1A Figure 7
-# DROPPED (ST twin): ST §The Arm (l1-s5) — same presentation as this cassette figure.
-$DIALOGUE The Arm {page_015_001.jpg}
-ID: 1a-f7
-INTRO: From the shoulder down to the fingernails — the parts of the arm. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: The arm. The arm is a limb of the body. {bk05-l1a-f7-01.mp3}
-
-VOCAB: shoulder
-LINE: Number 1: Shoulder. Shoulders. This is a shoulder. {bk05-l1a-f7-02.mp3}
-
-VOCAB: elbow
-LINE: Number 2: Elbow. Elbows. This is an elbow. {bk05-l1a-f7-03.mp3}
-
-VOCAB: wrist
-LINE: Number 3: Wrist. Wrists. This is a wrist. {bk05-l1a-f7-04.mp3}
-
-VOCAB: hand
-LINE: Number 4: Hand. Hands. We write with our hands. {bk05-l1a-f7-05.mp3}
-
-VOCAB: finger
-LINE: Number 5: Finger. Fingers. We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}
-
-VOCAB: thumb
-LINE: Number 6: Thumb. Thumbs. One finger is a thumb. {bk05-l1a-f7-07.mp3}
-
-VOCAB: nail
-VOCAB: fingernail
-LINE: Number 7: Nail. Fingernail. Nails. Fingernails. We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}
-
-# Source: LLA 1A Figure 7 (questions)
-$PRODUCE Questions About the Arm {page_015_001.jpg}
-ID: 1a-f7-b
-INTRO: Each question gives you two choices. Look at the numbered picture, answer aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Is Number 5 a thumb or a finger? {bk05-l1a-f7-09-q.mp3}
-RESPONSE: It's a finger. {bk05-l1a-f7-09-a.mp3}
-
-PROMPT: Is Number 1 a wrist or a shoulder? {bk05-l1a-f7-10-q.mp3}
-RESPONSE: It's a shoulder. {bk05-l1a-f7-10-a.mp3}
-
-PROMPT: Is Number 3 a wrist or a shoulder? {bk05-l1a-f7-11-q.mp3}
-RESPONSE: It's a wrist. {bk05-l1a-f7-11-a.mp3}
-
-PROMPT: Is Number 6 a thumb or a hand? {bk05-l1a-f7-12-q.mp3}
-RESPONSE: It's a thumb. {bk05-l1a-f7-12-a.mp3}
-
-PROMPT: Is Number 2 a wrist or an elbow? {bk05-l1a-f7-13-q.mp3}
-RESPONSE: It's an elbow. {bk05-l1a-f7-13-a.mp3}
-
-PROMPT: Is Number 4 a shoulder or a hand? {bk05-l1a-f7-14-q.mp3}
-RESPONSE: It's a hand. {bk05-l1a-f7-14-a.mp3}
-
-PROMPT: Is Number 7 a thumb or a nail? {bk05-l1a-f7-15-q.mp3}
-RESPONSE: It's a nail. {bk05-l1a-f7-15-a.mp3}
-
-PROMPT: Is Number 5 a finger or a wrist? {bk05-l1a-f7-16-q.mp3}
-RESPONSE: It's a finger. {bk05-l1a-f7-16-a.mp3}
-
-# Source: LLA 1A Figure 8
-# DROPPED (ST twin): ST §The Leg (l1-s6) — same presentation as this cassette figure.
-$DIALOGUE The Leg {page_016_001.jpg}
-ID: 1a-f8
-INTRO: And now the leg: knee, ankle, foot, heel, and toes. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: This is a leg. {bk05-l1a-f8-01.mp3}
-
-VOCAB: knee
-LINE: Number 1: knee. Knees. This is a knee. This is a knee. {bk05-l1a-f8-02.mp3}
-
-VOCAB: ankle
-LINE: Number 2: ankle. Ankles. This is an ankle. This is an ankle. {bk05-l1a-f8-03.mp3}
-
-VOCAB: foot
-LINE: Number 3: foot. Feet. We stand on our two feet. We stand on our two feet. {bk05-l1a-f8-04.mp3}
-
-VOCAB: heel
-LINE: Number 4: heel. Heels. This is the heel on our foot. This is the heel on our foot. {bk05-l1a-f8-05.mp3}
-
-VOCAB: toe
-LINE: Number 5: toe. Toes. We have 10 toes on our feet. We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}
-
-VOCAB: toenail
-LINE: Number 6: nail. Toenail. Nails. Toenails. The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}
-
-# Source: LLA 1A Figure 8 (questions)
-$PRODUCE Questions About the Leg {page_016_001.jpg}
-ID: 1a-f8-b
-INTRO: Look at the numbered picture of the leg and say what each part is.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-
-PROMPT: What's number 3? {bk05-l1a-f8-08-q.mp3}
-RESPONSE: That's a foot. {bk05-l1a-f8-08-a.mp3}
-
-PROMPT: What's number 6? {bk05-l1a-f8-09-q.mp3}
-RESPONSE: That's a nail or a toenail. {bk05-l1a-f8-09-a.mp3}
-
-PROMPT: What's number 4? {bk05-l1a-f8-10-q.mp3}
-RESPONSE: That's a heel. {bk05-l1a-f8-10-a.mp3}
-
-PROMPT: What's number 2? {bk05-l1a-f8-11-q.mp3}
-RESPONSE: That's an ankle. {bk05-l1a-f8-11-a.mp3}
-
-PROMPT: What's number 1? {bk05-l1a-f8-12-q.mp3}
-RESPONSE: That's a knee. {bk05-l1a-f8-12-a.mp3}
-
-PROMPT: What's number 5? {bk05-l1a-f8-13-q.mp3}
-RESPONSE: That's a toe. {bk05-l1a-f8-13-a.mp3}
-
-# Source: LLA 1B Figure 7 (+ ST §Point to Your Foot, distinct lines merged)
-$DIALOGUE Move, Point, Touch
-ID: 1b-f7
-INTRO: Three verbs your body does all day: move, point, and touch. Look at the pictures, listen to the sentences, and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: to move
-LINE: The students are moving a desk. {page_022_001.jpg} {bk05-l1b-f7-01.mp3}
-LINE: The man is moving his head. {page_022_002.jpg} {bk05-l1b-f7-02.mp3}
-LINE: The ball is moving. {page_022_003.jpg} {bk05-l1b-f7-03.mp3}
-LINE: He moves his hand. {st-page_011_002.jpg}
-LINE: Bones and muscles help move the body.
-
-VOCAB: point to
-LINE: The teacher is pointing to the chalkboard. {page_022_004.jpg} {bk05-l1b-f7-04.mp3}
-LINE: The soldier is pointing to the barracks. {page_022_005.jpg} {bk05-l1b-f7-05.mp3}
-LINE: The man is pointing to the airplane. {page_022_006.jpg} {bk05-l1b-f7-06.mp3}
-LINE: He points to his right foot. {st-page_011_003.jpg}
-
-VOCAB: to touch
-LINE: The hand is touching the book. {page_022_007.jpg} {bk05-l1b-f7-07.mp3}
-LINE: The woman is touching the child's head. {page_022_008.jpg} {bk05-l1b-f7-08.mp3}
-LINE: The chair is touching the wall. {page_022_009.jpg} {bk05-l1b-f7-09.mp3}
-LINE: He touches his shoulder. {st-page_011_004.jpg}
-LINE: Touch your head.
-
-# Source: LLA 1B Figure 1 (pronunciation review of the head words taught above)
-$DIALOGUE Head Words: Pronunciation Review
-ID: 1b-f1
-INTRO: A quick pronunciation pass over the head words you already know. Say each one clearly after the speaker.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1B Figure 1 (pronunciation review of words taught above; VOCAB tags removed — first teaching is in "The Head")
+$DIALOGUE Say the Parts of the Head
+ID: 5-1b-f1
+INTRO: A quick pronunciation pass over the head words you just learned. Say each one clearly after the tape.
+INSTRUCTION: Listen and repeat each word.
 REPEAT
 
 LINE: Ear. {bk05-l1b-f1-01.mp3}
@@ -530,1086 +293,338 @@ LINE: Throat. {bk05-l1b-f1-10.mp3}
 
 LINE: Tongue. {bk05-l1b-f1-11.mp3}
 
-# Source: LLA 1B Figure 1 (writing)
-$PRODUCE Write the Head Words {page_017_001.jpg}
-ID: 1b-f1-b
+# Source: LLA 1B Figure 1 (labeling pass)
+$PRODUCE Label the Head
+ID: 5-1b-f1-b
 INPUT: type
 CHECK: exact
-INTRO: Now write them. Listen to the word and type it on the numbered line shown in the picture. Then say it back.
-INSTRUCTION: Type the word you hear.
+INTRO: Now write them. You'll see a numbered head — listen and type the correct word for each number, then say it back.
+INSTRUCTION: Type the part of the head.
 REPEAT
 
+PROMPT: eyebrow {bk05-l1b-f1-12.mp3}
+TEMPLATE: 1. ____
+RESPONSE: eyebrow {bk05-l1b-f1-12.mp3}
+ACCEPT: eyebrow
+
+PROMPT: eyelash {bk05-l1b-f1-13.mp3}
+TEMPLATE: 2. ____
+RESPONSE: eyelash {bk05-l1b-f1-13.mp3}
+ACCEPT: eyelash
+
+PROMPT: eye {bk05-l1b-f1-14.mp3}
+TEMPLATE: 3. ____
+RESPONSE: eye {bk05-l1b-f1-14.mp3}
+ACCEPT: eye
+
+PROMPT: eyelid {bk05-l1b-f1-15.mp3}
+TEMPLATE: 4. ____
+RESPONSE: eyelid {bk05-l1b-f1-15.mp3}
+ACCEPT: eyelid
+
 EXAMPLE
-TEMPLATE: Line 5
-PROMPT: Ear. {bk05-l1b-f1-12.mp3}
-RESPONSE: ear {bk05-l1b-f1-12-a.mp3}
+PROMPT: ear {bk05-l1b-f1-16.mp3}
+TEMPLATE: 5. ____
+RESPONSE: ear {bk05-l1b-f1-16.mp3}
+ACCEPT: ear
 
-TEMPLATE: Line 1
-PROMPT: Eyebrow. {bk05-l1b-f1-13.mp3}
-RESPONSE: eyebrow {bk05-l1b-f1-13-a.mp3}
+PROMPT: nose {bk05-l1b-f1-17.mp3}
+TEMPLATE: 6. ____
+RESPONSE: nose {bk05-l1b-f1-17.mp3}
+ACCEPT: nose
 
-TEMPLATE: Line 2
-PROMPT: Eyelash. {bk05-l1b-f1-14.mp3}
-RESPONSE: eyelash {bk05-l1b-f1-14-a.mp3}
+PROMPT: mouth {bk05-l1b-f1-18.mp3}
+TEMPLATE: 7. ____
+RESPONSE: mouth {bk05-l1b-f1-18.mp3}
+ACCEPT: mouth
 
-TEMPLATE: Line 3
-PROMPT: Eye. {bk05-l1b-f1-15.mp3}
-RESPONSE: eye {bk05-l1b-f1-15-a.mp3}
+PROMPT: lip {bk05-l1b-f1-19.mp3}
+TEMPLATE: 8. ____
+RESPONSE: lip {bk05-l1b-f1-19.mp3}
+ACCEPT: lip
 
-TEMPLATE: Line 4
-PROMPT: Eyelid. {bk05-l1b-f1-16.mp3}
-RESPONSE: eyelid {bk05-l1b-f1-16-a.mp3}
+PROMPT: tongue {bk05-l1b-f1-20.mp3}
+TEMPLATE: 9. ____
+RESPONSE: tongue {bk05-l1b-f1-20.mp3}
+ACCEPT: tongue
 
-TEMPLATE: Line 6
-PROMPT: Nose. {bk05-l1b-f1-17.mp3}
-RESPONSE: nose {bk05-l1b-f1-17-a.mp3}
+PROMPT: neck {bk05-l1b-f1-21.mp3}
+TEMPLATE: 10. ____
+RESPONSE: neck {bk05-l1b-f1-21.mp3}
+ACCEPT: neck
 
-TEMPLATE: Line 7
-PROMPT: Mouth. {bk05-l1b-f1-18.mp3}
-RESPONSE: mouth {bk05-l1b-f1-18-a.mp3}
+PROMPT: throat {bk05-l1b-f1-22.mp3}
+TEMPLATE: 11. ____
+RESPONSE: throat {bk05-l1b-f1-22.mp3}
+ACCEPT: throat
 
-TEMPLATE: Line 8
-PROMPT: Lip. {bk05-l1b-f1-19.mp3}
-RESPONSE: lip {bk05-l1b-f1-19-a.mp3}
+# DROPPED (twin): ST §Parts of the Head select (l1-s5) — same numbered-diagram labeling task as the cassette "Label the Head"; cassette kept.
+# SKIPPED (book): "THAT'S THE ...." (ST p. 12) — open classroom identification drill pointing to a full-body chart.
 
-TEMPLATE: Line 9
-PROMPT: Tongue. {bk05-l1b-f1-20.mp3}
-RESPONSE: tongue {bk05-l1b-f1-20-a.mp3}
+$SESSION 1-2: Arms, Legs, and Sounds
 
-TEMPLATE: Line 10
-PROMPT: Neck. {bk05-l1b-f1-21.mp3}
-RESPONSE: neck {bk05-l1b-f1-21-a.mp3}
-
-TEMPLATE: Line 11
-PROMPT: Throat. {bk05-l1b-f1-22.mp3}
-RESPONSE: throat {bk05-l1b-f1-22-a.mp3}
-
-$LESSON 1-3: Sizes and "One / Ones"
-
-# Source: LLA 1B Figure 2 (+ ST §She Wears Long Dresses, distinct lines merged)
-$DIALOGUE Large, Small, Long, and Short
-ID: 1b-f2
-INTRO: In this part you'll describe things by size — and learn to say "one" and "ones" instead of repeating a noun all day. First: large, small, long, and short. Listen and repeat.
+# Source: LLA 1A Figure 4
+$DIALOGUE The Limbs {page_014_001.jpg|Diagrams of human body limbs showing arms, legs, right arm, left arm, right leg, and left leg}
+ID: 5-1a-f4
+INTRO: In this part you'll learn the arms and legs — and which one is right and which is left. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: large
-LINE: This is a large table with 4 chairs. {page_018_001.jpg} {bk05-l1b-f2-01.mp3}
+LINE: The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}
 
-VOCAB: small
-LINE: This is a small table with 2 chairs. {page_018_002.jpg} {bk05-l1b-f2-02.mp3}
+VOCAB: arm
+LINE: We have 2 arms. {bk05-l1a-f4-02.mp3}
 
-LINE: The basketball is a large ball. {page_018_003.jpg} {bk05-l1b-f2-03.mp3}
+VOCAB: leg
+LINE: We have 2 legs. {bk05-l1a-f4-03.mp3}
 
-LINE: The tennis ball is a small ball. {page_018_004.jpg} {bk05-l1b-f2-04.mp3}
+VOCAB: right arm
+LINE: This is the man's right arm. {bk05-l1a-f4-04.mp3}
 
-VOCAB: long
-LINE: The man is wearing long pants. {page_018_005.jpg} {bk05-l1b-f2-05.mp3}
+VOCAB: left arm
+LINE: This is his left arm. {bk05-l1a-f4-05.mp3}
 
-VOCAB: short
-LINE: The man plays basketball in short pants. {page_018_006.jpg} {bk05-l1b-f2-06.mp3}
+VOCAB: right leg
+LINE: This is his right leg. {bk05-l1a-f4-06.mp3}
 
-LINE: These are long fingernails. {page_018_007.jpg} {bk05-l1b-f2-07.mp3}
+VOCAB: left leg
+LINE: This is his left leg. {bk05-l1a-f4-07.mp3}
 
-LINE: These are short fingernails. {page_018_008.jpg} {bk05-l1b-f2-08.mp3}
-
-LINE: Danny's clothes are small. They're small clothes. {st-page_018_001.jpg}
-
-LINE: Bill's T-shirt is large. It's a large T-shirt. {st-page_018_002.jpg}
-
-LINE: Eva sometimes wears short dresses. {st-page_018_003.jpg}
-
-LINE: She wore a long dress to the dance last month. {st-page_018_004.jpg}
-
-# Source: LLA 1B Figure 3
-$DIALOGUE Large Larry and Small Sally {page_019_001.jpg}
-ID: 1b-f3
-INTRO: Larry is very large, Sally is very small, and both are in the military. Listen to the paragraphs and read along.
-INSTRUCTION: Listen and read along.
-
-LINE: Large Larry and Small Sally are in the military. {bk05-l1b-f3-01.mp3}
-LINE: Larry's very big and tall. {bk05-l1b-f3-02.mp3}
-LINE: He likes to eat. {bk05-l1b-f3-03.mp3}
-LINE: He eats very large meals. {bk05-l1b-f3-04.mp3}
-LINE: He wears large clothes, too. {bk05-l1b-f3-05.mp3}
-LINE: Larry likes sports. {bk05-l1b-f3-06.mp3}
-LINE: He plays soccer and basketball. {bk05-l1b-f3-07.mp3}
-LINE: He wears short pants to play these games. {bk05-l1b-f3-08.mp3}
-LINE: He goes to class and to work in long trousers. {bk05-l1b-f3-09.mp3}
-LINE: Sally's very small. {bk05-l1b-f3-10.mp3}
-LINE: She wears small clothes. {bk05-l1b-f3-11.mp3}
-LINE: She doesn't like to eat large meals. {bk05-l1b-f3-12.mp3}
-LINE: Sally plays tennis. {bk05-l1b-f3-13.mp3}
-LINE: She plays tennis in short pants. {bk05-l1b-f3-14.mp3}
-LINE: She wears short skirts and dresses to school and work. {bk05-l1b-f3-15.mp3}
-LINE: Sally likes to wear long dresses. {bk05-l1b-f3-16.mp3}
-LINE: She wears a long dress to the Officers' Dinner every month. {bk05-l1b-f3-17.mp3}
-
-# Source: LLA 1B Figure 3 (questions)
-$PRODUCE Questions About Larry and Sally {page_019_001.jpg}
-ID: 1b-f3-b
-REFERENCE
-INTRO: Eleven questions about Larry and Sally. Answer aloud, then repeat the model — and peek back at the story if a detail escapes you.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Who are the paragraphs about? {bk05-l1b-f3-18-q.mp3}
-RESPONSE: Large Larry and Small Sally. {bk05-l1b-f3-18-a.mp3}
-
-PROMPT: Does Larry eat large meals or small meals? {bk05-l1b-f3-19-q.mp3}
-RESPONSE: He eats large meals. {bk05-l1b-f3-19-a.mp3}
-
-PROMPT: Does Larry wear large or small clothes? {bk05-l1b-f3-20-q.mp3}
-RESPONSE: He wears large clothes. {bk05-l1b-f3-20-a.mp3}
-
-PROMPT: Does Larry wear short or long pants to play sports? {bk05-l1b-f3-21-q.mp3}
-RESPONSE: He wears short pants to play sports. {bk05-l1b-f3-21-a.mp3}
-
-PROMPT: Does Larry wear short or long trousers to class and to work? {bk05-l1b-f3-22-q.mp3}
-RESPONSE: He wears long trousers to class and to work. {bk05-l1b-f3-22-a.mp3}
-
-PROMPT: Is Sally small or large? {bk05-l1b-f3-23-q.mp3}
-RESPONSE: Sally is small. {bk05-l1b-f3-23-a.mp3}
-
-PROMPT: Does Sally wear large clothes or small clothes? {bk05-l1b-f3-24-q.mp3}
-RESPONSE: She wears small clothes. {bk05-l1b-f3-24-a.mp3}
-
-PROMPT: Does she eat large meals or small meals? {bk05-l1b-f3-25-q.mp3}
-RESPONSE: She eats small meals. {bk05-l1b-f3-25-a.mp3}
-
-PROMPT: Does she wear short or long pants to play tennis? {bk05-l1b-f3-26-q.mp3}
-RESPONSE: She wears short pants to play tennis. {bk05-l1b-f3-26-a.mp3}
-
-PROMPT: What does Sally wear to school and work? {bk05-l1b-f3-27-q.mp3}
-RESPONSE: She wears short skirts and dresses. {bk05-l1b-f3-27-a.mp3}
-
-PROMPT: What does Sally wear to the Officers' Dinner every month? {bk05-l1b-f3-28-q.mp3}
-RESPONSE: She wears a long dress. {bk05-l1b-f3-28-a.mp3}
-
-# Source: ST §Ken and Johnny
-$PRODUCE Ken and Johnny
-ID: l1-s16
-INTRO: Two brothers, one wardrobe problem. Type the missing size words: long, short, large, or small.
-INSTRUCTION: Type the missing words.
+# Source: LLA 1A Figure 5
+$PRODUCE Spell It: Arms and Legs
+ID: 5-1a-f5
 INPUT: type
 CHECK: exact
+INTRO: The tape spells a word letter by letter, then says it. Type what you hear spelled.
+INSTRUCTION: Type the word or phrase you hear spelled.
 
-TEMPLATE: Ken is 10 years old. His brother Johnny is 5 years old.
-TEMPLATE: Ken's clothes are ____{large}. Johnny's clothes are ____{small}.
-TEMPLATE: Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are ____{long} on Johnny. Ken cannot wear Johnny's T-shirts. They are very ____{short}.
-RESPONSE: Ken is 10 years old. His brother Johnny is 5 years old. Ken's clothes are large. Johnny's clothes are small. Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are long on Johnny. Ken cannot wear Johnny's T-shirts. They are very short.
+PROMPT: L-I-M-B-S, limbs. {bk05-l1a-f5-01.mp3}
+RESPONSE: limbs {bk05-l1a-f5-01-resp.mp3}
 
-# Source: LLA 1B Figure 8
-$DIALOGUE They Like the Same Ones
-ID: 1b-f8
-INTRO: Joan and Mary go shopping and agree on nearly everything. Notice how "one" and "ones" stand in for the clothes. Just listen and read along.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: L-E-F-T, left. A-R-M, arm, left arm. {bk05-l1a-f5-02.mp3}
+RESPONSE: left arm {bk05-l1a-f5-02-resp.mp3}
 
-LINE: Joan and Mary went to a clothing store. {bk05-l1b-f8-01.mp3}
-LINE: Joan wore a coat; Mary wore one too. {bk05-l1b-f8-02.mp3}
-LINE: They looked at hats and gloves. {bk05-l1b-f8-03.mp3}
-LINE: Joan said, "I want a red hat." {bk05-l1b-f8-04a.mp3}
-LINE: The clerk said, "We don't have a red one; we have an orange one." {bk05-l1b-f8-04b.mp3}
-LINE: "No thank you," Joan said. {bk05-l1b-f8-04c.mp3}
-LINE: They looked at dresses. {bk05-l1b-f8-05.mp3}
-LINE: "I like long dresses," Mary said. {bk05-l1b-f8-06.mp3}
-LINE: "I like long ones too," said Joan. {bk05-l1b-f8-07.mp3}
-LINE: "I need black shoes," said Mary. {bk05-l1b-f8-08.mp3}
-LINE: "I got these last week," said Joan. {bk05-l1b-f8-09.mp3}
-LINE: "Do you like these blue slacks?" asked Mary. {bk05-l1b-f8-10.mp3}
-LINE: "No, I like these black ones," answered Joan. {bk05-l1b-f8-11.mp3}
-LINE: The girls had a good day. {bk05-l1b-f8-12.mp3}
+PROMPT: R-I-G-H-T, right. A-R-M, arm, right arm. {bk05-l1a-f5-03.mp3}
+RESPONSE: right arm {bk05-l1a-f5-03-resp.mp3}
 
-# Source: new (gap: "one/ones" substitution is drilled but never explained in the lesson)
-$GRAMMAR One and Ones
-ID: 1b-f8-g
-INTRO: One small word saves a lot of repeating. Here's how "one" and "ones" work before you drill them.
-When you've already named a thing, you don't have to say the noun again. Use **one** for a singular noun and **ones** for a plural noun:
+PROMPT: L-E-F-T, left. L-E-G, left leg. {bk05-l1a-f5-04.mp3}
+RESPONSE: left leg {bk05-l1a-f5-04-resp.mp3}
 
-- {Joan wore a coat; Mary wore one too.} — "one" = a coat
-- {I like long dresses.} → {I like long ones too.} — "ones" = dresses
-- {We don't have a red one; we have an orange one.} — "one" = a hat
+PROMPT: R-I-G-H-T, right. L-E-G, leg, right leg. {bk05-l1a-f5-05.mp3}
+RESPONSE: right leg {bk05-l1a-f5-05-resp.mp3}
 
-The size or color word stays; only the noun disappears.
-
-# Source: LLA 1B Figure 8 (drill)
-$PRODUCE One or Ones?
-ID: 1b-f8-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now you make the substitutions. Say the sentence on the screen again with "one" or "ones" instead of the repeated noun, then repeat the model.
-INSTRUCTION: Speak the sentence using "one" or "ones".
-REPEAT
-
-PROMPT: In the sentence "Mary wore one too," the word "one" is a coat. {bk05-l1b-f8-13-q.mp3}
-TEMPLATE: Mary wore a coat too.
-RESPONSE: Mary wore one too. {bk05-l1b-f8-13-a.mp3}
-
-PROMPT: In the sentence "We don't have a red one," what is "one"? A hat. {bk05-l1b-f8-14-q.mp3}
-TEMPLATE: We don't have a red hat.
-RESPONSE: We don't have a red one. {bk05-l1b-f8-14-a.mp3}
-
-PROMPT: In the sentence "We have an orange one," what is "one"? A hat. {bk05-l1b-f8-15-q.mp3}
-TEMPLATE: We have an orange hat.
-RESPONSE: We have an orange one. {bk05-l1b-f8-15-a.mp3}
-
-PROMPT: In the sentence "I like long ones too," what is "ones"? Dresses. {bk05-l1b-f8-16-q.mp3}
-TEMPLATE: I like long dresses too.
-RESPONSE: I like long ones too. {bk05-l1b-f8-16-a.mp3}
-
-PROMPT: In the sentence "I'd like these black ones," what's "ones"? Slacks. {bk05-l1b-f8-17-q.mp3}
-TEMPLATE: I like these black slacks.
-RESPONSE: I like these black ones. {bk05-l1b-f8-17-a.mp3}
-
-# Source: ST §He Doesn't Want a Blue One.
-$PRODUCE Rewrite with One or Ones
-ID: l1-s21
-INTRO: John wants a white shirt and the clerk isn't helping. Type each sentence again, replacing the word in parentheses with "one" or "ones" — or just type the word that replaces it.
-INSTRUCTION: Type the sentence using "one" or "ones", or just the replacing word.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: "I don't want a blue shirt. I want a white (shirt)," said John.
-RESPONSE: "I don't want a blue shirt. I want a white one," said John.
-ACCEPT: one
-
-TEMPLATE: "Our yellow (shirts) are $7.99, and the gray (shirts) over here are $7.50," the clerk said.
-RESPONSE: "Our yellow ones are $7.99, and the gray ones over here are $7.50," the clerk said.
-ACCEPT: ones
-
-TEMPLATE: Then John said, "Ma'am, I don't want a blue shirt. I don't want a yellow (shirt). I want a white (shirt)!"
-RESPONSE: Then John said, "Ma'am, I don't want a blue shirt. I don't want a yellow one. I want a white one!"
-ACCEPT: one
-
-TEMPLATE: "We don't have white (shirts) this week," the clerk said.
-RESPONSE: "We don't have white ones this week," the clerk said.
-ACCEPT: ones
-
-# SKIPPED (book): "IS THIS THE ONE?" — open pair task with no scripted prompts. "LISTEN AND WRITE" — paragraph dictation whose passage lives only in the instructor manual.
-
-$LESSON 1-4: What's the Matter?
-
-# Source: ST §What's the Matter?
-$DIALOGUE Hurt, Sore, and Medicine {st-page_015_001.jpg}
-ID: l1-s10
-INTRO: In this part you'll learn to say what hurts — and what to do about it. Jack's knee gets us started. Listen and read along.
-INSTRUCTION: Read the sentences.
-
-VOCAB: hurt
-LINE: Jack hurt his knee.
-
-VOCAB: sore
-LINE: His knee hurts. It's very sore.
-
-VOCAB: medicine
-LINE: The doctor gave Jack medicine.
-
-VOCAB: take medicine
-LINE: Jack must take his medicine for 2 days.
-
-# Source: LLA 1B Figure 4 (expressions; vocab is presented in sentences above)
-$DIALOGUE Expressions: What's the Matter?
-ID: 1b-f4
-INTRO: Now repeat the key words and expressions for talking about being sick. You'll hear them all again in a moment.
+# Source: LLA 1A Figure 7
+$DIALOGUE The Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
+ID: 5-1a-f7
+INTRO: The arm, from shoulder to fingernail. Listen and repeat each word and sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: What's the matter? {bk05-l1b-f4-01.mp3}
+LINE: The arm is a limb of the body. {bk05-l1a-f7-01.mp3}
 
-LINE: What's wrong? {bk05-l1b-f4-02.mp3}
+VOCAB: shoulder
+LINE: This is a shoulder. {bk05-l1a-f7-02.mp3}
 
-LINE: Take medicine. {bk05-l1b-f4-03.mp3}
+VOCAB: elbow
+LINE: This is an elbow. {bk05-l1a-f7-03.mp3}
 
-LINE: Medicine. {bk05-l1b-f4-04.mp3}
+VOCAB: wrist
+LINE: This is a wrist. {bk05-l1a-f7-04.mp3}
 
-LINE: Head. {bk05-l1b-f4-05.mp3}
+VOCAB: hand
+LINE: We write with our hands. {bk05-l1a-f7-05.mp3}
 
-LINE: Hurt. {bk05-l1b-f4-06.mp3}
+VOCAB: finger
+LINE: We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}
 
-LINE: Throat. {bk05-l1b-f4-07.mp3}
+VOCAB: thumb
+LINE: One finger is a thumb. {bk05-l1a-f7-07.mp3}
 
-LINE: Sore. {bk05-l1b-f4-08.mp3}
+VOCAB: nail
+VOCAB: fingernail
+LINE: We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}
 
-# Source: LLA 1B Figure 4 (dialog)
-$DIALOGUE Al Is Sick
-ID: 1b-f4-b
-INTRO: Al is having a bad week. Listen to Paul and Frank discuss it, and follow the pictures.
-INSTRUCTION: Listen to the dialogue.
+# DROPPED (twin): ST §The Arm (l1-s6) — same arm-parts presentation as the cassette activity above; cassette kept.
 
-Paul: What's wrong with Al? {page_020_001.jpg} {bk05-l1b-f4-09.mp3}
-Frank: He's sick. {page_020_001.jpg} {bk05-l1b-f4-10.mp3}
-
-Paul: What's the matter? {page_020_002.jpg} {bk05-l1b-f4-11.mp3}
-Frank: His head hurts. His throat is sore. {page_020_002.jpg} {bk05-l1b-f4-12.mp3}
-
-Paul: Did he visit the doctor? {page_020_003.jpg} {bk05-l1b-f4-13.mp3}
-Frank: Yes. He went yesterday morning. {page_020_003.jpg} {bk05-l1b-f4-14.mp3}
-
-Paul: Did he get medicine for his sore throat? {page_020_004.jpg} {bk05-l1b-f4-15.mp3}
-Frank: Yes. And he takes his medicine every 4 hours. {page_020_004.jpg} {bk05-l1b-f4-16.mp3}
-
-# Source: LLA 1B Figure 5
-$DIALOGUE Al Is Sick: Your Turn
-ID: 1b-f5
-INTRO: Same conversation — this time you speak. Repeat each line after Paul and Frank.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1A Figure 7 (questions pass)
+$SELECT Questions About the Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
+ID: 5-1a-f7-b
+INTRO: You'll hear a question about a numbered part of the arm. Tap the correct answer, then repeat it.
+INSTRUCTION: Tap the correct answer.
 REPEAT
 
-Paul: What's wrong with Al? {bk05-l1b-f5-01.mp3}
-Frank: He's sick. {bk05-l1b-f5-02.mp3}
-Paul: What's the matter? {bk05-l1b-f5-03.mp3}
-Frank: His head hurts. His throat is sore. {bk05-l1b-f5-04.mp3}
-Paul: Did he visit the doctor? {bk05-l1b-f5-05.mp3}
-Frank: Yes. He went yesterday morning. {bk05-l1b-f5-06.mp3}
-Paul: Did he get medicine for his sore throat? {bk05-l1b-f5-07.mp3}
-Frank: Yes. And he takes his medicine every 4 hours. {bk05-l1b-f5-08.mp3}
-
-# SKIPPED (tape): 1B Figure 5 "Now, you read Frank's lines, I'll read Paul's lines." — role-play pass dropped since the dialog was already repeated line by line.
-
-# Source: ST §What's the Matter with Jack?
-$DIALOGUE What's the Matter with Jack?
-ID: l1-s11
-INTRO: Jack hurt his knee last night — Bob and Sam have the details. Listen and repeat the dialog.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-VOCAB: What's the matter?
-Bob: What's the matter with Jack?
-
-Sam: He hurt his knee last night. His knee is very sore.
-Bob: Did he go to the doctor?
-Sam: Yes, he did. Jack must take his medicine for two days. The doctor wants to see Jack again in two days.
-
-# Source: ST §What's Wrong, John?
-$DIALOGUE John's Sore Arm {st-page_016_001.jpg}
-ID: l1-s12
-INTRO: John's arm is paying the price for last night's tennis. Listen and repeat the dialog.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-VOCAB: What's wrong?
-Mark: What's wrong, John?
-
-John: My right arm is very sore.
-Mark: Did you play tennis last night again?
-John: Yes, I did.
-Mark: Here. Put this medicine on your arm.
-John: Thanks, Mark.
-
-# Source: ST §He's Not Here. He's Sick. (context paragraph)
-$DIALOGUE Mr. Smith Is Sick
-ID: l1-s13-r
-INTRO: Read about Mr. Smith, the teacher who isn't here this week. You'll need the details in a moment.
-INSTRUCTION: Read the paragraph.
-
-LINE: Mr. Smith was your teacher last week. He's sick this week.
-LINE: His head and his right ear hurt. He's taking some medicine.
-
-# Source: ST §He's Not Here. He's Sick.
-$PRODUCE Complete the Dialog About Mr. Smith
-ID: l1-s13
-REFERENCE
-INTRO: Two students are talking about Mr. Smith. Type the missing words — the paragraph you just read has all the answers.
-INSTRUCTION: Type the missing words.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Student 1: Mr. ____{Smith} is not here today, again. He wasn't here yesterday.
-RESPONSE: Student 1: Mr. Smith is not here today, again. He wasn't here yesterday.
-
-TEMPLATE: Student 2: Yes, I know. He's sick.
-TEMPLATE: Student 1: What's ____{the matter|wrong}?
-RESPONSE: Student 1: What's the matter?
-
-TEMPLATE: Student 2: His ____{head and his right ear hurt|head and right ear hurt}.
-RESPONSE: Student 2: His head and his right ear hurt.
-
-TEMPLATE: Student 1: Is he taking ____{some medicine|medicine} for that?
-RESPONSE: Student 1: Is he taking some medicine for that?
-
-TEMPLATE: Student 2: ____{Yes, he is.}
-RESPONSE: Student 2: Yes, he is.
-
-# Source: ST §My Neck Was Sore Last Week.
-$PRODUCE Ask About a Sore Neck
-ID: l1-s14
-INTRO: Your friend's neck was sore last week — today he looks fine. Complete the questions you would ask him.
-INSTRUCTION: Type the missing words.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: What was wrong ____{with you}?
-RESPONSE: What was wrong with you?
-
-TEMPLATE: Did you go to the ____{doctor}?
-RESPONSE: Did you go to the doctor?
-
-TEMPLATE: Was your ____{neck} very sore?
-RESPONSE: Was your neck very sore?
-
-TEMPLATE: Is your ____{neck} okay now?
-RESPONSE: Is your neck okay now?
-
-# Source: LLA 1B Figure 6 (+ ST §Write: p, distinct items merged as TTS)
-$PRODUCE Write the Letter P
-ID: 1b-f6
-INPUT: type
-CHECK: exact
-INTRO: A small spelling detour: the letter "p". Listen to each word, repeat it, and type the missing letter.
-INSTRUCTION: Type the missing letter "p".
-REPEAT
-
-PROMPT: Point. {bk05-l1b-f6-01.mp3}
-TEMPLATE: ____oint
-RESPONSE: point
-ACCEPT: p | P
-
-PROMPT: Report. {bk05-l1b-f6-02.mp3}
-TEMPLATE: re____ort
-RESPONSE: report
-ACCEPT: p | P
-
-PROMPT: Play. {bk05-l1b-f6-03.mp3}
-TEMPLATE: ____lay
-RESPONSE: play
-ACCEPT: p | P
-
-PROMPT: Map. {bk05-l1b-f6-04.mp3}
-TEMPLATE: ma____
-RESPONSE: map
-ACCEPT: p | P
-
-PROMPT: Penny. {bk05-l1b-f6-05.mp3}
-TEMPLATE: ____enny
-RESPONSE: penny
-ACCEPT: p | P
-
-PROMPT: Picture. {bk05-l1b-f6-06.mp3}
-TEMPLATE: ____icture
-RESPONSE: picture
-ACCEPT: p | P
-
-PROMPT: Sports. {bk05-l1b-f6-07.mp3}
-TEMPLATE: s____orts
-RESPONSE: sports
-ACCEPT: p | P
-
-PROMPT: Pants. {bk05-l1b-f6-08.mp3}
-TEMPLATE: ____ants
-RESPONSE: pants
-ACCEPT: p | P
-
-PROMPT: Stand up. {bk05-l1b-f6-09.mp3}
-TEMPLATE: stand u____
-RESPONSE: stand up
-ACCEPT: p | P
-
-PROMPT: Open. {bk05-l1b-f6-10.mp3}
-TEMPLATE: o____en
-RESPONSE: open
-ACCEPT: p | P
-
-PROMPT: Stripes. {bk05-l1b-f6-11.mp3}
-TEMPLATE: stri____es
-RESPONSE: stripes
-ACCEPT: p | P
-
-PROMPT: Captain. {bk05-l1b-f6-12.mp3}
-TEMPLATE: ca____tain
-RESPONSE: captain
-ACCEPT: p | P
-
-PROMPT: Repeat.
-TEMPLATE: re____eat
-RESPONSE: repeat
-ACCEPT: p | P
-
-PROMPT: Spell.
-TEMPLATE: s____ell
-RESPONSE: spell
-ACCEPT: p | P
-
-PROMPT: Please.
-TEMPLATE: ____lease
-RESPONSE: please
-ACCEPT: p | P
-
-PROMPT: Pilot.
-TEMPLATE: ____ilot
-RESPONSE: pilot
-ACCEPT: p | P
-
-PROMPT: Tape.
-TEMPLATE: ta____e
-RESPONSE: tape
-ACCEPT: p | P
-
-PROMPT: Pencil.
-TEMPLATE: ____encil
-RESPONSE: pencil
-ACCEPT: p | P
-
-PROMPT: Sleep.
-TEMPLATE: slee____
-RESPONSE: sleep
-ACCEPT: p | P
-
-$LESSON 1-5: Questions with Which and Or
-
-# Source: ST §Which Book Do You Want? (talk-through added)
-$GRAMMAR Asking with Which
-ID: l1-s17
-INTRO: This part is about asking better questions. When there's a choice on the table, "which" is your word — here's the pattern before you drill it.
-When you ask about a choice — this book or that book — use **which**:
-
-| | | | |
-|---|---|---|---|
-| **Which** | **do** | **you** | **want?** |
-| **Which book** | | | |
-
-{Which do you want?} — {Which book do you want?}
-
-"Which" also works with "one" and "ones" from the last part: {Which one do you like?} {Which ones is she wearing?}
-
-# Source: LLA 1C Figure 1
-$DIALOGUE Questions with Which
-ID: 1c-f1
-INTRO: John and Mary bought too many clothes, and now everyone wants to know which they're wearing. Repeat each question you hear, then listen to the answer.
-INSTRUCTION: Listen and repeat the question.
-REPEAT
-
-LINE: John bought brown pants and blue pants. Which pants is John wearing today? {bk05-l1c-f1-01.mp3}
-LINE: He's wearing his brown pants. {bk05-l1c-f1-02.mp3}
-
-LINE: He bought a red tie, a blue tie, and a brown tie. Which tie is he wearing today? {bk05-l1c-f1-03.mp3}
-LINE: He's wearing his brown tie. {bk05-l1c-f1-04.mp3}
-
-LINE: He bought a white shirt and a yellow shirt. Which is he wearing? {bk05-l1c-f1-05.mp3}
-LINE: He's wearing his yellow shirt. {bk05-l1c-f1-06.mp3}
-
-LINE: Mary bought a purple dress and a pink dress. Which one is she wearing today? {bk05-l1c-f1-07.mp3}
-LINE: She's wearing her pink one. {bk05-l1c-f1-08.mp3}
-
-LINE: She bought black shoes and white shoes. Which ones is she wearing today? {bk05-l1c-f1-09.mp3}
-LINE: She's wearing her white ones. {bk05-l1c-f1-10.mp3}
-
-# Source: LLA 1C Figure 2
-$PRODUCE Ask a Question with Which
-ID: 1c-f2
-INPUT: speak
-CHECK: reveal
-INTRO: You'll hear a sentence, and the screen shows the word to ask about. Ask a "which" question about that word, then repeat the model question.
-INSTRUCTION: Ask a question with "which".
-REPEAT
-
-PROMPT: Ted is reviewing his lesson. {bk05-l1c-f2-01-s.mp3}
-TEMPLATE: *lesson*
-RESPONSE: Which lesson is he reviewing? {bk05-l1c-f2-01-q.mp3}
-
-PROMPT: Mark selected a dictionary. {bk05-l1c-f2-02-s.mp3}
-TEMPLATE: *dictionary*
-RESPONSE: Which dictionary did he select? {bk05-l1c-f2-02-q.mp3}
-
-PROMPT: They saw a movie. {bk05-l1c-f2-03-s.mp3}
-TEMPLATE: *movie*
-RESPONSE: Which movie did they see? {bk05-l1c-f2-03-q.mp3}
-
-PROMPT: The boys play a sport in the afternoon. {bk05-l1c-f2-04-s.mp3}
-TEMPLATE: *sport*
-RESPONSE: Which sport do they play? {bk05-l1c-f2-04-q.mp3}
-
-PROMPT: Tim read two books. {bk05-l1c-f2-05-s.mp3}
-TEMPLATE: *books*
-RESPONSE: Which ones did he read? {bk05-l1c-f2-05-q.mp3}
-
-PROMPT: The students took a test this morning. {bk05-l1c-f2-06-s.mp3}
-TEMPLATE: *test*
-RESPONSE: Which test did they take? {bk05-l1c-f2-06-q.mp3}
-
-PROMPT: George works on a base. {bk05-l1c-f2-07-s.mp3}
-TEMPLATE: *base*
-RESPONSE: Which base does he work on? {bk05-l1c-f2-07-q.mp3}
-
-PROMPT: Sam wore a suit. {bk05-l1c-f2-08-s.mp3}
-TEMPLATE: *suit*
-RESPONSE: Which suit did he wear? {bk05-l1c-f2-08-q.mp3}
-
-# Source: ST §Which One?
-$DIALOGUE Which One?
-ID: l1-s19
-INTRO: A short exchange at the Kings' house — "which" and "one" doing their jobs. Just listen.
-INSTRUCTION: Listen to the dialog.
-
-Mrs_King: Which book are you reading?
-Sgt_King: I'm reading the new one. The one I bought on Sunday.
-Mrs_King: Is that the one about the military?
-Sgt_King: Yes, that's the one.
-
-# Source: ST §I Don't Like the Purple Ones.
-$DIALOGUE The Purple Ones
-ID: l1-s20
-INTRO: Henry is shopping for ties. He knows what he likes — and what he definitely doesn't. Listen.
-INSTRUCTION: Listen to the dialog.
-
-Clerk: Here are the ties you wanted to see.
-Henry: Thank you.
-Clerk: Which ones do you like?
-Henry: I like the yellow one and the blue one. I don't like the purple ones.
-
-# Source: ST §Ask and Answer With Which
-$PRODUCE Ask and Answer with Which
-ID: l1-s18
-INTRO: Now build your own. Take the two cue words, ask a "which" question, and answer it any way you like — the examples show the pattern.
-INSTRUCTION: Ask a question with "which" using the cue words, and then answer it.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any well-formed "which" question using the cue words, followed by any logical matching answer (e.g., "Which car do you like?" / "I like the blue car.").
-
-EXAMPLE
-TEMPLATE: car/like
-RESPONSE: Which car do you like? I like the blue car.
-
-EXAMPLE
-TEMPLATE: shoes/wear
-RESPONSE: Which shoes did you wear to the dance? I wore my brown shoes.
-
-TEMPLATE: lesson/study
-RESPONSE: Which lesson did you study? I studied the first lesson.
-
-TEMPLATE: movie/watch
-RESPONSE: Which movie did you watch? I watched the new movie.
-
-TEMPLATE: suit/wear
-RESPONSE: Which suit did you wear? I wore the gray suit.
-
-TEMPLATE: pencil/bring
-RESPONSE: Which pencil did you bring? I brought the short pencil.
-
-TEMPLATE: season/is
-RESPONSE: Which season is it? It is summer.
-
-TEMPLATE: car/drive
-RESPONSE: Which car do you drive? I drive the small car.
-
-TEMPLATE: game/play
-RESPONSE: Which game did you play? I played the football game.
-
-TEMPLATE: sister/visit
-RESPONSE: Which sister did you visit? I visited my older sister.
-
-TEMPLATE: eye/hurt
-RESPONSE: Which eye hurts? My left eye hurts.
-
-TEMPLATE: friend/see
-RESPONSE: Which friend did you see? I saw my best friend.
-
-# Source: LLA 1C Figure 3
-$SELECT What's the Sentence About?
-ID: 1c-f3
-INTRO: Listen to each sentence and tap its topic. Six sentences, six topics — no leftovers.
-INSTRUCTION: Tap the correct topic.
-
-OPTION: a | Ted's scarf
-OPTION: b | the summer
-OPTION: c | the new library
-OPTION: d | the body
-OPTION: e | military ranks
-OPTION: f | the fall
-
-PROMPT: It's very hot in the summer. {bk05-l1c-f3-01.mp3}
+PROMPT: Is Number 5 a thumb or a finger? {bk05-l1a-f7-09.mp3}
+OPTION: a | a thumb
+OPTION: b | a finger
 ANSWER: b
+FEEDBACK: It's a finger. {bk05-l1a-f7-09-fb.mp3}
 
-PROMPT: Fall is a cool season. {bk05-l1c-f3-02.mp3}
-ANSWER: f
+PROMPT: Is Number 1 a wrist or a shoulder? {bk05-l1a-f7-10.mp3}
+OPTION: a | a wrist
+OPTION: b | a shoulder
+ANSWER: b
+FEEDBACK: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}
 
-PROMPT: "Sergeant," "Lieutenant," and "Captain" are military ranks. {bk05-l1c-f3-03.mp3}
-ANSWER: e
+PROMPT: Is Number 3 a wrist or a shoulder? {bk05-l1a-f7-11.mp3}
+OPTION: a | a wrist
+OPTION: b | a shoulder
+ANSWER: a
+FEEDBACK: It's a wrist. {bk05-l1a-f7-11-fb.mp3}
 
-PROMPT: The new library has 4 rooms. {bk05-l1c-f3-04.mp3}
-ANSWER: c
+PROMPT: Is Number 6 a thumb or a hand? {bk05-l1a-f7-12.mp3}
+OPTION: a | a thumb
+OPTION: b | a hand
+ANSWER: a
+FEEDBACK: It's a thumb. {bk05-l1a-f7-12-fb.mp3}
 
-PROMPT: The body has bones and muscles. {bk05-l1c-f3-05.mp3}
+PROMPT: Is Number 2 a wrist or an elbow? {bk05-l1a-f7-13.mp3}
+OPTION: a | a wrist
+OPTION: b | an elbow
+ANSWER: b
+FEEDBACK: It's an elbow. {bk05-l1a-f7-13-fb.mp3}
+
+PROMPT: Is Number 4 a shoulder or a hand? {bk05-l1a-f7-14.mp3}
+OPTION: a | a shoulder
+OPTION: b | a hand
+ANSWER: b
+FEEDBACK: It's a hand. {bk05-l1a-f7-14-fb.mp3}
+
+PROMPT: Is Number 7 a thumb or a nail? {bk05-l1a-f7-15.mp3}
+OPTION: a | a thumb
+OPTION: b | a nail
+ANSWER: b
+FEEDBACK: It's a nail. {bk05-l1a-f7-15-fb.mp3}
+
+PROMPT: Is Number 5 a finger or a wrist? {bk05-l1a-f7-16.mp3}
+OPTION: a | a finger
+OPTION: b | a wrist
+ANSWER: a
+FEEDBACK: It's a finger. {bk05-l1a-f7-16-fb.mp3}
+
+# Source: LLA 1A Figure 8
+$DIALOGUE The Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
+ID: 5-1a-f8
+INTRO: Now the leg and the foot — knees, ankles, heels, and all ten toes. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: This is a leg. {bk05-l1a-f8-01.mp3}
+
+VOCAB: knee
+LINE: This is a knee. {bk05-l1a-f8-02.mp3}
+
+VOCAB: ankle
+LINE: This is an ankle. {bk05-l1a-f8-03.mp3}
+
+LINE: We stand on our two feet. {bk05-l1a-f8-04.mp3}
+
+VOCAB: heel
+VOCAB: foot
+LINE: This is the heel on our foot. {bk05-l1a-f8-05.mp3}
+
+VOCAB: toe
+LINE: We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}
+
+VOCAB: toenail
+LINE: The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}
+
+# DROPPED (twin): ST §The Leg (l1-s7) — same leg-parts presentation as the cassette activity above; cassette kept.
+
+# Source: LLA 1A Figure 8 (questions pass)
+$PRODUCE Name the Parts of the Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
+ID: 5-1a-f8-b
+INTRO: Look at the numbered leg diagram. Say which part each number is, then check your answer.
+INSTRUCTION: Answer aloud, then check.
+INPUT: speak
+CHECK: reveal
+
+PROMPT: What's number 3? {bk05-l1a-f8-08.mp3}
+RESPONSE: That's a foot. {bk05-l1a-f8-09.mp3}
+
+PROMPT: What's number 6? {bk05-l1a-f8-10.mp3}
+RESPONSE: That's a nail or a toenail. {bk05-l1a-f8-11.mp3}
+
+PROMPT: What's number 4? {bk05-l1a-f8-12.mp3}
+RESPONSE: That's a heel. {bk05-l1a-f8-13.mp3}
+
+PROMPT: What's number 2? {bk05-l1a-f8-14.mp3}
+RESPONSE: That's an ankle. {bk05-l1a-f8-15.mp3}
+
+PROMPT: What's number 1? {bk05-l1a-f8-16.mp3}
+RESPONSE: That's a knee. {bk05-l1a-f8-17.mp3}
+
+PROMPT: What's number 5? {bk05-l1a-f8-18.mp3}
+RESPONSE: That's a toe. {bk05-l1a-f8-19.mp3}
+
+# Source: ST §Either, Ether
+$DIALOGUE Say the "th" Word Pairs
+ID: l1-s9
+INTRO: English has two "th" sounds — one soft, one buzzing. Read and repeat each pair; your tongue will feel the difference.
+INSTRUCTION: Read and repeat the words.
+REPEAT
+
+LINE: either ... ether
+LINE: teethe ... teeth
+LINE: sheathe ... sheath
+LINE: wreathe ... wreath
+LINE: clothe ... cloth
+LINE: thy ... thigh
+LINE: loath ... loathe
+LINE: soothe ... sooth
+
+# Source: LLA 1A Figure 6
+$SELECT Same or Different?
+ID: 5-1a-f6
+HIDE_PROMPT
+INTRO: Listen to the two words. Decide if the "th" sounds are the same or different.
+INSTRUCTION: Tap Same or Different.
+
+OPTION: s | Same
+OPTION: d | Different
+
+EXAMPLE
+PROMPT: teeth ... teeth {bk05-l1a-f6-ex.mp3}
 ANSWER: d
 
-PROMPT: Ted's scarf has black and white stripes. {bk05-l1c-f3-06.mp3}
-ANSWER: a
+PROMPT: cloth ... cloth {bk05-l1a-f6-01.mp3}
+ANSWER: d
 
-# Source: ST §Are They Coming Or Going?
-$DIALOGUE Are They Coming or Going?
-ID: l1-s27
-INTRO: Mr. and Mrs. Adams have decisions to make: eat or leave, chicken or beef, hot or cold. Listen for "or".
-INSTRUCTION: Read the dialog.
+PROMPT: soothe ... soothe {bk05-l1a-f6-02.mp3}
+ANSWER: s
 
-Mr_Adams: Do you want to eat or leave right now?
-Mrs_Adams: Let's eat; then we can go.
-Mr_Adams: Are we having chicken or beef?
-Mrs_Adams: Chicken. We're having chicken and rice.
-Mr_Adams: Do you want hot or cold tea?
-Mrs_Adams: I want cold tea.
+PROMPT: thigh ... thigh {bk05-l1a-f6-03.mp3}
+ANSWER: d
 
-# Source: ST §They're In the Classroom Or the Lab.
-$DIALOGUE Sentences with Or
-ID: l1-s28
-INTRO: Ten sentences and questions built on "or". Read and repeat each one.
-INSTRUCTION: Read the sentences and questions with "or".
-REPEAT
+PROMPT: cloth ... cloth {bk05-l1a-f6-04.mp3}
+ANSWER: s
 
-LINE: Buy a razor at the store or at the BX.
-LINE: They eat at the snack bar or the mess hall.
-LINE: I didn't see John or Betty.
-LINE: You may read a book or watch TV.
-LINE: Don't drink or eat in the classroom.
-LINE: Do you drink hot or cold tea?
-LINE: They don't have small or large shoes.
-LINE: Are you going to the store or to the library?
-LINE: She can touch or point to her head.
-LINE: He can study the first or the last lesson.
+PROMPT: breathe ... breathe {bk05-l1a-f6-05.mp3}
+ANSWER: s
 
-# Source: LLA 1C Figure 4
-$PRODUCE Ask Questions with Or
-ID: 1c-f4
-INPUT: speak
-CHECK: reveal
-INTRO: You'll hear a statement, and the screen gives two possibilities. Ask a question with "or", then repeat the model question.
-INSTRUCTION: Ask a question using the words and "or".
-REPEAT
+PROMPT: mouth ... mouth {bk05-l1a-f6-06.mp3}
+ANSWER: d
 
-EXAMPLE
-PROMPT: James went to the commissary. {bk05-l1c-f4-ex-s.mp3}
-TEMPLATE: walk / drive
-RESPONSE: Did he walk or drive? {bk05-l1c-f4-ex-q.mp3}
+PROMPT: teeth ... teeth {bk05-l1a-f6-07.mp3}
+ANSWER: s
 
-PROMPT: John is in his room. {bk05-l1c-f4-01-s.mp3}
-TEMPLATE: sleeping / studying
-RESPONSE: Is he sleeping or studying? {bk05-l1c-f4-01-q.mp3}
+PROMPT: wreath ... wreath {bk05-l1a-f6-08.mp3}
+ANSWER: s
 
-PROMPT: Jane visited her friend in Dallas. {bk05-l1c-f4-02-s.mp3}
-TEMPLATE: fly / drive
-RESPONSE: Did she fly or drive? {bk05-l1c-f4-02-q.mp3}
+PROMPT: loath ... loath {bk05-l1a-f6-09.mp3}
+ANSWER: d
 
-PROMPT: Dan lives in Texas. {bk05-l1c-f4-03-s.mp3}
-TEMPLATE: in a city / in a small town
-RESPONSE: Does he live in a city or in a small town? {bk05-l1c-f4-03-q.mp3}
+PROMPT: ether ... either {bk05-l1a-f6-10.mp3}
+ANSWER: d
 
-PROMPT: Rick wants to buy new shoes. {bk05-l1c-f4-04-s.mp3}
-TEMPLATE: black / brown
-RESPONSE: Does he want black or brown ones? {bk05-l1c-f4-04-q.mp3}
-
-PROMPT: I want tea. {bk05-l1c-f4-05-s.mp3}
-TEMPLATE: hot / cold tea
-RESPONSE: Do you want hot or cold tea? {bk05-l1c-f4-05-q.mp3}
-
-PROMPT: Peggy bought a new sweater. {bk05-l1c-f4-06-s.mp3}
-TEMPLATE: red one / blue one
-RESPONSE: Did she buy a red one or a blue one? {bk05-l1c-f4-06-q.mp3}
-
-PROMPT: Rick is in his room. {bk05-l1c-f4-07-s.mp3}
-TEMPLATE: studying / watching TV
-RESPONSE: Is he studying or watching TV? {bk05-l1c-f4-07-q.mp3}
-
-PROMPT: Ken went downtown. {bk05-l1c-f4-08-s.mp3}
-TEMPLATE: take a taxi / bus
-RESPONSE: Did he take a taxi or a bus? {bk05-l1c-f4-08-q.mp3}
-
-# SKIPPED (book): "DO I HAVE A PEN OR A PENCIL?" — open pair task ("choose a thing and ask questions with 'or'"), nothing scripted.
-
-$LESSON 1-6: Ordinal Numbers and Dates
-
-# Source: ST §Ordinal Numbers (one lead-in line added)
-$GRAMMAR Ordinal Numbers
-ID: l1-s22
-INTRO: In this part you'll count in order — first, second, third — and use those numbers to say dates. Here's the full set.
-To put things in order, we use **ordinal numbers**:
-
-| | | | |
-|---|---|---|---|
-| 1st | - {first} | 2nd | - {second} |
-| 3rd | - {third} | 4th | - {fourth} |
-| 5th | - {fifth} | 6th | - {sixth} |
-| 7th | - {seventh} | 8th | - {eighth} |
-| 9th | - {ninth} | 10th | - {tenth} |
-| 11th | - {eleventh} | 12th | - {twelfth} |
-
-# Source: LLA 1D Figure 1
-$DIALOGUE Say the Ordinal Numbers
-ID: 1d-f1
-INTRO: Listen and repeat, first through twelfth. Mind "fifth" and "twelfth" — they bite.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: First {bk05-l1d-f1-01.mp3}
-LINE: Second, third, fourth, fifth, sixth, seventh {bk05-l1d-f1-02.mp3}
-LINE: Eighth, ninth, tenth {bk05-l1d-f1-03.mp3}
-LINE: Eleventh {bk05-l1d-f1-04.mp3}
-LINE: Twelfth {bk05-l1d-f1-05.mp3}
-
-# Source: LLA 1D Figure 2
-$SELECT Identify the Ordinal Number
-ID: 1d-f2
-INTRO: You'll hear an ordinal number. Tap the figure that matches, then say the number back.
-INSTRUCTION: Tap the number you hear.
-REPEAT
-
-PROMPT: fifth. {bk05-l1d-f2-01-q.mp3}
-OPTION: a | 6th
-OPTION: b | 5th {bk05-l1d-f2-01-a.mp3}
-ANSWER: b
-
-PROMPT: eighth. {bk05-l1d-f2-02-q.mp3}
-OPTION: a | 8th {bk05-l1d-f2-02-a.mp3}
-OPTION: b | 10th
-ANSWER: a
-
-PROMPT: second. {bk05-l1d-f2-03-q.mp3}
-OPTION: a | 4th
-OPTION: b | 2nd {bk05-l1d-f2-03-a.mp3}
-ANSWER: b
-
-PROMPT: first. {bk05-l1d-f2-04-q.mp3}
-OPTION: a | 1st {bk05-l1d-f2-04-a.mp3}
-OPTION: b | 3rd
-ANSWER: a
-
-PROMPT: twelfth. {bk05-l1d-f2-05-q.mp3}
-OPTION: a | 12th {bk05-l1d-f2-05-a.mp3}
-OPTION: b | 10th
-ANSWER: a
-
-PROMPT: fourth. {bk05-l1d-f2-06-q.mp3}
-OPTION: a | 10th
-OPTION: b | 4th {bk05-l1d-f2-06-a.mp3}
-ANSWER: b
-
-PROMPT: ninth. {bk05-l1d-f2-07-q.mp3}
-OPTION: a | 7th
-OPTION: b | 9th {bk05-l1d-f2-07-a.mp3}
-ANSWER: b
-
-PROMPT: seventh. {bk05-l1d-f2-08-q.mp3}
-OPTION: a | 7th {bk05-l1d-f2-08-a.mp3}
-OPTION: b | 11th
-ANSWER: a
-
-PROMPT: third. {bk05-l1d-f2-09-q.mp3}
-OPTION: a | 3rd {bk05-l1d-f2-09-a.mp3}
-OPTION: b | 12th
-ANSWER: a
-
-PROMPT: eleventh. {bk05-l1d-f2-10-q.mp3}
-OPTION: a | 11th {bk05-l1d-f2-10-a.mp3}
-OPTION: b | 8th
-ANSWER: a
-
-PROMPT: tenth. {bk05-l1d-f2-11-q.mp3}
-OPTION: a | 9th
-OPTION: b | 10th {bk05-l1d-f2-11-a.mp3}
-ANSWER: b
-
-PROMPT: sixth. {bk05-l1d-f2-12-q.mp3}
-OPTION: a | 4th
-OPTION: b | 6th {bk05-l1d-f2-12-a.mp3}
-ANSWER: b
-
-# Source: ST §The Last Month of the Year Is December.
-$PRODUCE Months and Days in Order
-ID: l1-s23
-INTRO: Now use the ordinals on something real: the months of the year and the days of the week. Ask the question the cue tells you to, then answer it — both parts out loud.
-INSTRUCTION: Ask and answer about the order of months and days.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any grammatically correct question asking about the ordinal position of a month/day, followed by the factual answer (e.g., "What is the second month of the year? February is the second month.").
-
-EXAMPLE
-TEMPLATE: Ask about the first month of the year.
-RESPONSE: What is the first month of the year? January is the first month of the year.
-
-EXAMPLE
-TEMPLATE: Ask about the last month of the year.
-RESPONSE: What is the last month of the year? December is the last month of the year.
-
-EXAMPLE
-TEMPLATE: Ask about the first day of the week.
-RESPONSE: What is the first day of the week? Sunday is the first day of the week.
-
-TEMPLATE: Ask about the third month of the year.
-RESPONSE: What is the third month of the year? March is the third month of the year.
-
-TEMPLATE: Ask about the tenth month of the year.
-RESPONSE: What is the tenth month of the year? October is the tenth month of the year.
-
-TEMPLATE: Ask about the third day of the week.
-RESPONSE: What is the third day of the week? Tuesday is the third day of the week.
-
-TEMPLATE: Ask about the last day of the week.
-RESPONSE: What is the last day of the week? Saturday is the last day of the week.
-
-# Source: LLA 1D Figure 3
-# DROPPED (ST twin): ST §What's the Date? date-reading list (l1-s24) — same role and modality as this cassette pass.
-$DIALOGUE Repeat the Dates
-ID: 1d-f3
-INTRO: Ten dates, American style: month, day, year. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: March 12, 1940. {bk05-l1d-f3-01.mp3}
-LINE: May 11, 1980. {bk05-l1d-f3-02.mp3}
-LINE: August 8, 1952. {bk05-l1d-f3-03.mp3}
-LINE: February 3, 1979. {bk05-l1d-f3-04.mp3}
-LINE: June 10, 1965. {bk05-l1d-f3-05.mp3}
-LINE: July 4, 1997. {bk05-l1d-f3-06.mp3}
-LINE: November 6, 1987. {bk05-l1d-f3-07.mp3}
-LINE: December 2, 1989. {bk05-l1d-f3-08.mp3}
-LINE: October 1, 1909. {bk05-l1d-f3-09.mp3}
-LINE: April 4, 1944. {bk05-l1d-f3-10.mp3}
-
-# Source: ST §Write the Dates
-$PRODUCE Write the Dates
-ID: l1-s25
-INTRO: Each calendar piece shows a day, a date, a month, and a year. Type the date the American way: month first, then day, then year.
-INSTRUCTION: Type the date in the form: month, day, year.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: Friday 8 Sept. 1987
-RESPONSE: Sept. 8, 1987
-ACCEPT: September 8, 1987
-
-TEMPLATE: Sunday 11 May 1980
-RESPONSE: May 11, 1980
-
-TEMPLATE: Monday 12 Jun. 1990
-RESPONSE: Jun. 12, 1990
-ACCEPT: June 12, 1990
-
-TEMPLATE: Tuesday 3 Feb. 1991
-RESPONSE: Feb. 3, 1991
-ACCEPT: February 3, 1991
-
-TEMPLATE: Saturday 1 Mar. 1970
-RESPONSE: Mar. 1, 1970
-ACCEPT: March 1, 1970
-
-TEMPLATE: Wednesday 9 Aug. 1990
-RESPONSE: Aug. 9, 1990
-ACCEPT: August 9, 1990
-
-# Source: LLA 1D Figure 4
-$PRODUCE Dates on the Calendar {page_030_001.jpg}
-ID: 1d-f4
-INPUT: type
-CHECK: exact
-INTRO: Look at the calendar. Listen to each question about a visit, type the date to complete the sentence, then repeat the full answer.
-INSTRUCTION: Type the correct date.
-REPEAT
-
-TEMPLATE: Jack's visit is on ____
-PROMPT: Listen: "Jack comes in December." What's the date? {bk05-l1d-f4-01-q.mp3}
-RESPONSE: Jack's visit is on December the 3rd. {bk05-l1d-f4-01-a.mp3}
-ACCEPT: December 3rd | December 3
-
-TEMPLATE: Linda's visit is on ____
-PROMPT: "Linda's visit is in June." What's the date? {bk05-l1d-f4-02-q.mp3}
-RESPONSE: Linda's visit is on June 2nd. {bk05-l1d-f4-02-a.mp3}
-ACCEPT: June 2nd | June 2 | June the 2nd
-
-TEMPLATE: Sam's visit is on ____
-PROMPT: "Sam's visit is in March." What's the date? {bk05-l1d-f4-03-q.mp3}
-RESPONSE: Sam's visit is on March the 11th. {bk05-l1d-f4-03-a.mp3}
-ACCEPT: March 11th | March 11
-
-TEMPLATE: Kathy's visit is on ____
-PROMPT: "Kathy's visit is in May." What's the date? {bk05-l1d-f4-04-q.mp3}
-RESPONSE: Kathy's visit is on May 7th. {bk05-l1d-f4-04-a.mp3}
-ACCEPT: May 7th | May 7 | May the 7th
-
-TEMPLATE: Ted's visit is on ____
-PROMPT: "Ted's visit is in September." What's the date? {bk05-l1d-f4-05-q.mp3}
-RESPONSE: Ted's visit is on September the 1st. {bk05-l1d-f4-05-a.mp3}
-ACCEPT: September 1st | September 1 | September the 1st | 1st September | 1 September | 1st of September
-
-# Source: ST §About Order
-$DIALOGUE About Order
-ID: l1-s26
-INTRO: A short reading about order — and the words "next", "then", and "last". Watch how Jack's evening unfolds, step by step.
-INSTRUCTION: Read the paragraph.
-
-VOCAB: order
-LINE: The months of the year, the days of the week, and the letters of the alphabet all have an order.
-
-LINE: We have ordinal numbers (first, second, etc.) to show order. We have words to show order, too.
-
-VOCAB: next
-VOCAB: then
-VOCAB: last
-LINE: Next, then and last are these words. The next paragraph is an example.
-
-LINE: Jack goes to his house at 5:30 p.m. every day. He takes off his uniform. Next, he drinks hot tea and eats dinner. Then he sits down and watches TV. Last, he goes to bed at 11:30.
-
-# Source: LLA 1D Figure 5
-$PRODUCE Using Next and Then
-ID: 1d-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Answer each question with the three-step sequence on the screen, using "next" and "then". Then repeat the model answer.
-INSTRUCTION: Answer aloud using "next" and "then".
-REPEAT
-
-EXAMPLE
-TEMPLATE: a salad / chicken / fruit
-PROMPT: What did you eat for dinner? {bk05-l1d-f5-ex-q.mp3}
-RESPONSE: I had a salad. Next I had chicken. Then I had fruit. {bk05-l1d-f5-ex-a.mp3}
-
-TEMPLATE: Houston / Dallas / Los Angeles
-PROMPT: Where did you go last summer? {bk05-l1d-f5-01-q.mp3}
-RESPONSE: I went to Houston. Next I went to Dallas. Then I went to Los Angeles. {bk05-l1d-f5-01-a.mp3}
-
-TEMPLATE: a blouse / a skirt / shoes
-PROMPT: What did Mary buy today? {bk05-l1d-f5-02-q.mp3}
-RESPONSE: She bought a blouse. Next she bought a skirt. Then she bought shoes. {bk05-l1d-f5-02-a.mp3}
-
-TEMPLATE: the BX / the commissary / the barracks
-PROMPT: Where did Sergeant White go today? {bk05-l1d-f5-03-q.mp3}
-RESPONSE: He went to the BX. Next he went to the commissary. Then he went to the barracks. {bk05-l1d-f5-03-a.mp3}
-
-TEMPLATE: class at 9 / tennis / lunch
-PROMPT: What's the student's schedule for today? {bk05-l1d-f5-04-q.mp3}
-RESPONSE: They have class at 9. Next they have tennis. Then they have lunch. {bk05-l1d-f5-04-a.mp3}
-
-TEMPLATE: the parts of the body / the ordinal numbers / the dates
-PROMPT: What did you study today? {bk05-l1d-f5-05-q.mp3}
-RESPONSE: We studied the parts of the body. Next we studied the ordinal numbers. Then we studied the dates. {bk05-l1d-f5-05-a.mp3}
-
-# SKIPPED (book): Reading Skill "LET'S EAT!" and "READ AND CIRCLE." — timed scanning exercises over realia (a menu, a table of contents) not provided in the text.
-
-$LESSON 1-7: Sounds, Stories, and Dictation
-
-# Source: ST §Speaking Skill: Either / Ether
-$DIALOGUE Two TH Sounds: Say the Pairs
-ID: l1-s8
-INTRO: This last part pulls the day's work together: the two TH sounds, some listening, and writing from dictation. First, feel the difference between the TH in "either" and the TH in "ether". Read each pair aloud.
-INSTRUCTION: Read the words. Focus on the sounds.
-REPEAT
-
-LINE: either — ether
-LINE: teethe — teeth
-LINE: sheathe — sheath
-LINE: wreathe — wreath
-LINE: clothe — cloth
-LINE: thy — thigh
-LINE: loath — loathe
-LINE: soothe — sooth
-
-# Source: LLA 1C Figure 5
-$SELECT Which TH Sound?
-ID: 1c-f5
-INTRO: Listen to each word. Is its TH the sound in "thy", or the sound in "thigh"? Tap what you hear.
+# Source: LLA 1C Figure 5 (skills strand, placed with the other "th" work)
+$SELECT Which "th" Do You Hear?
+ID: 5-1c-f5
+HIDE_PROMPT
+INTRO: One more round with "th". Listen to the word and decide if you hear the voiced sound as in "thy" or the voiceless sound as in "thigh".
 INSTRUCTION: Tap the sound you hear.
-OPTION: a | TH sound (as in thy)
-OPTION: b | TH sound (as in thigh)
+
+OPTION: a | ð sound (as in thy)
+OPTION: b | θ sound (as in thigh)
 
 EXAMPLE
 PROMPT: those {bk05-l1c-f5-ex.mp3}
@@ -1645,48 +660,227 @@ ANSWER: b
 PROMPT: father {bk05-l1c-f5-10.mp3}
 ANSWER: a
 
-# Source: LLA 1C Figure 6
-$PRODUCE Listen and Complete
-ID: 1c-f6
+# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THY / THIGH" (ST p. 9) — instructor-read; the cassette versions above cover the same skill.
+
+# Source: LLA 1B Figure 6, merged with the distinct words of ST §Write: P (dropped twin)
+$PRODUCE The Letter "p"
+ID: 5-1b-f6
 INPUT: type
 CHECK: exact
-INTRO: Captain Smith needs a whole outfit, and the dinner is in two hours. Listen to each sentence and type the missing words.
-INSTRUCTION: Type the missing words.
+INTRO: Every word here is missing the letter "p". Type it in, then listen and say the whole word.
+INSTRUCTION: Type the letter "p" to complete the word.
+REPEAT
 
-PROMPT: Captain Smith wants new clothes for the officers' dinner. {bk05-l1c-f6-01.mp3}
-TEMPLATE: Captain Smith wants new clothes for the ____ Dinner.
-RESPONSE: Captain Smith wants new clothes for the officers' dinner.
-ACCEPT: officers' | officers | Officers' | Officers
+PROMPT: point {bk05-l1b-f6-01.mp3}
+TEMPLATE: ____{p}oint
+RESPONSE: point {bk05-l1b-f6-01.mp3}
 
-PROMPT: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
-TEMPLATE: She has a scarf ____ black and white stripes.
-RESPONSE: She has a scarf with black and white stripes.
-ACCEPT: with
+PROMPT: report {bk05-l1b-f6-02.mp3}
+TEMPLATE: re____{p}ort
+RESPONSE: report {bk05-l1b-f6-02.mp3}
 
-PROMPT: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
-TEMPLATE: She ____{wants} a long black skirt and ____{a} white blouse.
-RESPONSE: She wants a long black skirt and a white blouse.
+PROMPT: play {bk05-l1b-f6-03.mp3}
+TEMPLATE: ____{p}lay
+RESPONSE: play {bk05-l1b-f6-03.mp3}
 
-PROMPT: She needs shoes. {bk05-l1c-f6-04.mp3}
-TEMPLATE: She needs ____.
-RESPONSE: She needs shoes.
-ACCEPT: shoes
+PROMPT: map {bk05-l1b-f6-04.mp3}
+TEMPLATE: ma____{p}
+RESPONSE: map {bk05-l1b-f6-04.mp3}
 
-PROMPT: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
-TEMPLATE: She doesn't have black shoes. ____ needs all these clothes today.
-RESPONSE: She needs all these clothes today.
-ACCEPT: She
+PROMPT: penny {bk05-l1b-f6-05.mp3}
+TEMPLATE: ____{p}enny
+RESPONSE: penny {bk05-l1b-f6-05.mp3}
 
-PROMPT: The dinner is in 2 hours. {bk05-l1c-f6-06.mp3}
-TEMPLATE: The ____ is in two hours.
-RESPONSE: The dinner is in 2 hours.
-ACCEPT: dinner
+PROMPT: picture {bk05-l1b-f6-06.mp3}
+TEMPLATE: ____{p}icture
+RESPONSE: picture {bk05-l1b-f6-06.mp3}
 
-# Source: LLA 1C Figure 7
+PROMPT: sports {bk05-l1b-f6-07.mp3}
+TEMPLATE: s____{p}orts
+RESPONSE: sports {bk05-l1b-f6-07.mp3}
+
+PROMPT: pants {bk05-l1b-f6-08.mp3}
+TEMPLATE: ____{p}ants
+RESPONSE: pants {bk05-l1b-f6-08.mp3}
+
+PROMPT: stand up {bk05-l1b-f6-09.mp3}
+TEMPLATE: stand u____{p}
+RESPONSE: stand up {bk05-l1b-f6-09.mp3}
+
+PROMPT: open {bk05-l1b-f6-10.mp3}
+TEMPLATE: o____{p}en
+RESPONSE: open {bk05-l1b-f6-10.mp3}
+
+PROMPT: stripes {bk05-l1b-f6-11.mp3}
+TEMPLATE: stri____{p}es
+RESPONSE: stripes {bk05-l1b-f6-11.mp3}
+
+PROMPT: captain {bk05-l1b-f6-12.mp3}
+TEMPLATE: ca____{p}tain
+RESPONSE: captain {bk05-l1b-f6-12.mp3}
+
+# ST-only words merged from §Write: P (TTS)
+
+PROMPT: repeat
+TEMPLATE: re____{p}eat
+RESPONSE: repeat
+
+PROMPT: spell
+TEMPLATE: s____{p}ell
+RESPONSE: spell
+
+PROMPT: please
+TEMPLATE: ____{p}lease
+RESPONSE: please
+
+PROMPT: pilot
+TEMPLATE: ____{p}ilot
+RESPONSE: pilot
+
+PROMPT: tape
+TEMPLATE: ta____{p}e
+RESPONSE: tape
+
+PROMPT: pencil
+TEMPLATE: ____{p}encil
+RESPONSE: pencil
+
+PROMPT: sleep
+TEMPLATE: slee____{p}
+RESPONSE: sleep
+
+$SESSION 1-3: What's the Matter?
+
+# Source: LLA 1B Figure 4
+$DIALOGUE When You're Sick
+ID: 5-1b-f4
+INTRO: In this part you'll learn to ask what's wrong and say what hurts — poor Al is about to demonstrate. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+VOCAB: What's the matter?
+LINE: What's the matter? {bk05-l1b-f4-01.mp3}
+
+VOCAB: What's wrong?
+LINE: What's wrong? {bk05-l1b-f4-02.mp3}
+
+VOCAB: to take medicine
+VOCAB: medicine
+LINE: Take medicine. {bk05-l1b-f4-03.mp3}
+
+LINE: Head. {bk05-l1b-f4-04.mp3}
+
+VOCAB: to hurt
+LINE: Hurt. {bk05-l1b-f4-05.mp3}
+
+LINE: Throat. {bk05-l1b-f4-06.mp3}
+
+VOCAB: sore
+LINE: Sore. {bk05-l1b-f4-07.mp3}
+
+LINE: What's wrong with Al? What's the matter? {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-08.mp3}
+
+LINE: His head hurts. His throat is sore. {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-09.mp3}
+
+LINE: The doctor gave him medicine. {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-10.mp3}
+
+LINE: He takes his medicine every four hours. {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-11.mp3}
+
+# DROPPED (twin): ST §What's the Matter? (l1-s11) — same hurt/sore/medicine presentation as the cassette activity above; cassette kept.
+
+# Source: LLA 1B Figure 5
+$DIALOGUE What's Wrong with Al?
+ID: 5-1b-f5
+INTRO: Paul and Frank talk about their sick friend Al. Listen and repeat each line — you'll play Frank in a moment.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Paul: What's wrong with Al? {bk05-l1b-f5-01.mp3}
+Frank: He's sick. {bk05-l1b-f5-02.mp3}
+Paul: What's the matter? {bk05-l1b-f5-03.mp3}
+Frank: His head hurts. His throat is sore. {bk05-l1b-f5-04.mp3}
+Paul: Did he visit the doctor? {bk05-l1b-f5-05.mp3}
+Frank: Yes, he went yesterday morning. {bk05-l1b-f5-06.mp3}
+Paul: Did he get medicine for his sore throat? {bk05-l1b-f5-07.mp3}
+Frank: Yes, and he takes his medicine every 4 hours. {bk05-l1b-f5-08.mp3}
+
+# Source: LLA 1B Figure 5 (role-play pass)
+$DIALOGUE Take Frank's Part
+ID: 5-1b-f5-role-frank
+REFERENCE: 5-1b-f5
+PLAY_ROLE: Frank
+INTRO: Same conversation, but now you are Frank. Say Frank's lines when it's your turn.
+INSTRUCTION: You are Frank — speak your lines in the pauses.
+
+# Source: ST §What's the Matter with Jack?
+$DIALOGUE What's the Matter with Jack?
+ID: l1-s12
+INTRO: Another patient — Jack hurt his knee. Listen and repeat the conversation.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Bob: What's the matter with Jack?
+Sam: He hurt his knee last night. His knee is very sore.
+Bob: Did he go to the doctor?
+Sam: Yes, he did.
+LINE: Jack must take his medicine for two days.
+LINE: The doctor wants to see Jack again in two days.
+
+# Source: ST §What's Wrong, John?
+$DIALOGUE What's Wrong, John? {st-page_016_001.jpg|A man with a pained expression holding his sore right arm, while another man hands him a bottle of medicine}
+ID: l1-s13
+INTRO: John's arm is sore — tennis, again. Listen and repeat the conversation.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Mark: What's wrong, John?
+John: My right arm is very sore.
+Mark: Did you play tennis last night again?
+John: Yes, I did.
+Mark: Here. Put this medicine on your arm.
+John: Thanks, Mark.
+
+# Source: ST §He's Not Here. He's Sick. (context paragraph split out as a reading)
+$DIALOGUE Mr. Smith Is Sick
+ID: l1-s14-story
+INTRO: First, the facts about Mr. Smith. Just listen — you'll use them to complete a conversation next.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Mr. Smith was your teacher last week. He's sick this week.
+Narrator: His head and his right ear hurt. He's taking some medicine.
+
+# Source: ST §He's Not Here. He's Sick.
+$PRODUCE He's Not Here. He's Sick.
+ID: l1-s14
+REFERENCE: l1-s14-story
+INTRO: Complete the conversation about Mr. Smith. Type the missing words — open the paragraph if you forget a detail.
+INSTRUCTION: Complete the dialog using information from the paragraph.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: — Mr. ____{Smith} is not here today, again. He wasn't here yesterday.
+RESPONSE: Mr. Smith is not here today, again. He wasn't here yesterday.
+
+TEMPLATE: — Yes, I know. He's sick.
+TEMPLATE: — What's ____{the matter|wrong|the matter with him|wrong with him}?
+RESPONSE: What's the matter with him?
+
+TEMPLATE: — His ____{head and his right ear hurt|head and right ear hurt}.
+RESPONSE: His head and his right ear hurt.
+
+TEMPLATE: — Is he taking ____{medicine|some medicine|any medicine} for that?
+RESPONSE: Is he taking medicine for that?
+
+TEMPLATE: — ____{Yes, he is|Yes, he's taking some medicine}.
+RESPONSE: Yes, he is.
+
+# SKIPPED (book): "MY NECK WAS SORE LAST WEEK." (ST p. 17) — open pair question completion and discussion practice.
+
+# Source: LLA 1C Figure 7 (placed with the health topic it practices)
 $DIALOGUE What Happened to Bill?
-ID: 1c-f7
-INTRO: Bill hurts himself with impressive regularity. Listen to the dialog and keep count of the damage.
-INSTRUCTION: Listen to the dialogue.
+ID: 5-1c-f7-dialogue
+INTRO: Bill gets hurt a lot. Listen to the conversation and keep track of which body parts he hurt.
+INSTRUCTION: Listen to the conversation.
 
 Man1: What happened to Bill? {bk05-l1c-f7-01.mp3}
 Man2: He hurt his hand. {bk05-l1c-f7-02.mp3}
@@ -1695,32 +889,994 @@ Man2: Last week he hurt his right arm. {bk05-l1c-f7-04.mp3}
 LINE: This week he hurt his left hand. {bk05-l1c-f7-05.mp3}
 LINE: And the week before he hurt his left knee. {bk05-l1c-f7-06.mp3}
 
-# Source: LLA 1C Figure 7 (writing)
-$PRODUCE Write Bill's Injuries
-ID: 1c-f7-b
+# Source: LLA 1C Figure 7 (writing pass)
+$PRODUCE What Did Bill Hurt?
+ID: 5-1c-f7
+REFERENCE: 5-1c-f7-dialogue
 INPUT: type
 CHECK: exact
-REFERENCE
-INTRO: Now type the body parts Bill managed to hurt, one per line as you hear them. Replay the dialog if you lose count — Bill certainly has.
-INSTRUCTION: Type the body part.
+INTRO: Type the body parts Bill hurt, in the order you heard them. Listen to the conversation again if you need to.
+INSTRUCTION: Type the part of the body.
 
-PROMPT: He hurt his hand. {bk05-l1c-f7-02.mp3}
+TEMPLATE: 1. ____
 RESPONSE: hand
 
-PROMPT: Last week he hurt his right arm. {bk05-l1c-f7-04.mp3}
+TEMPLATE: 2. ____
 RESPONSE: right arm
 
-PROMPT: This week he hurt his left hand. {bk05-l1c-f7-05.mp3}
+TEMPLATE: 3. ____
 RESPONSE: left hand
 
-PROMPT: And the week before he hurt his left knee. {bk05-l1c-f7-06.mp3}
+TEMPLATE: 4. ____
 RESPONSE: left knee
 
+# Source: LLA 1B Figure 7
+$DIALOGUE Move, Point To, and Touch
+ID: 5-1b-f7
+INTRO: Three things your body does all day: move, point, and touch. Look at each picture, listen, and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: to move
+LINE: Move, moving. {bk05-l1b-f7-01.mp3}
+
+LINE: The students are moving a desk. {page_022_001.jpg|Two men carrying a heavy wooden desk together} {bk05-l1b-f7-02.mp3}
+
+LINE: The man is moving his head. {page_022_002.jpg|A man shaking or moving his head back and forth} {bk05-l1b-f7-03.mp3}
+
+LINE: The ball is moving. {page_022_003.jpg|A basketball falling through a basketball hoop and net} {bk05-l1b-f7-04.mp3}
+
+VOCAB: to point to
+LINE: Point to, pointing to. {bk05-l1b-f7-05.mp3}
+
+LINE: The teacher is pointing to the chalkboard. {page_022_004.jpg|A teacher pointing a stick at a blackboard with math equations} {bk05-l1b-f7-06.mp3}
+
+LINE: The soldier is pointing to the barracks. {page_022_005.jpg|A military officer pointing his finger at another soldier} {bk05-l1b-f7-07.mp3}
+
+LINE: The man is pointing to the airplane. {page_022_006.jpg|A man pointing up at an airplane flying in the sky} {bk05-l1b-f7-08.mp3}
+
+VOCAB: to touch
+LINE: Touch, touching. {bk05-l1b-f7-09.mp3}
+
+LINE: The hand is touching the book. {page_022_007.jpg|A hand touching the cover of a thick closed book} {bk05-l1b-f7-10.mp3}
+
+LINE: The woman is touching the child's head. {page_022_008.jpg|A hand gently touching the top of a young boy's head} {bk05-l1b-f7-11.mp3}
+
+LINE: The chair is touching the wall. {page_022_009.jpg|An empty wooden chair standing alone} {bk05-l1b-f7-12.mp3}
+
+# Source: ST §Point to Your Foot (distinct sentences salvaged from dropped twin)
+$DIALOGUE More Move, Point, and Touch
+ID: 5-1b-f7-b
+INTRO: A few more sentences with the same three verbs — this time about bodies, chairs, and tables. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Bones and muscles help move the body.
+LINE: John moved to a different chair.
+LINE: Move this table, please.
+LINE: He's pointing to the new words.
+LINE: The teacher pointed to his head.
+LINE: Touch your head.
+LINE: She's touching her shoulder.
+LINE: He touched his foot.
+
+$SESSION 1-4: Large and Small, One and Ones
+
+# Source: LLA 1B Figure 2
+$DIALOGUE Large, Small, Long, and Short
+ID: 5-1b-f2
+INTRO: In this part you'll learn to describe things — and people — as large, small, long, or short. Look at each picture, listen, and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: large
+LINE: This is a large table with 4 chairs. {page_018_001.jpg|A large rectangular dining table with four chairs around it} {bk05-l1b-f2-01.mp3}
+
+VOCAB: small
+LINE: This is a small table with 2 chairs. {page_018_002.jpg|A small round table with two small chairs} {bk05-l1b-f2-02.mp3}
+
+LINE: The basketball is a large ball. {page_018_003.jpg|A tall boy reaching up to catch a large ball} {bk05-l1b-f2-03.mp3}
+
+LINE: The tennis ball is a small ball. {page_018_004.jpg|A small girl swinging a tennis racket at a small ball} {bk05-l1b-f2-04.mp3}
+
+VOCAB: long
+LINE: The man is wearing long pants. {page_018_005.jpg|A tall man standing with long legs and body} {bk05-l1b-f2-05.mp3}
+
+VOCAB: short
+LINE: The man plays basketball in short pants. {page_018_006.jpg|A short basketball player standing under a basketball hoop holding a ball} {bk05-l1b-f2-06.mp3}
+
+LINE: These are long fingernails. {page_018_007.jpg|A hand showing long fingernails} {bk05-l1b-f2-07.mp3}
+
+LINE: These are short fingernails. {page_018_008.jpg|A hand showing short trimmed fingernails} {bk05-l1b-f2-08.mp3}
+
+# DROPPED (twin): ST §She Wears Long Dresses. (l1-s15) — same large/small/long/short presentation as the cassette activity above; cassette kept.
+
+# Source: LLA 1B Figure 3 (reading)
+$DIALOGUE Large Larry and Small Sally {page_019_001.jpg|A tall male military officer named Large Larry standing next to a shorter female military officer named Small Sally}
+ID: 5-1b-f3-story
+INTRO: Meet Large Larry and Small Sally — he eats large meals, she doesn't, and their wardrobes agree. Just listen to the story.
+INSTRUCTION: Listen to the reading passage.
+
+LINE: Large Larry and Small Sally are in the military. {bk05-l1b-f3-01.mp3}
+LINE: Larry's very big and tall. {bk05-l1b-f3-02.mp3}
+LINE: He likes to eat. {bk05-l1b-f3-03.mp3}
+LINE: He eats very large meals. {bk05-l1b-f3-04.mp3}
+LINE: He wears large clothes, too. {bk05-l1b-f3-05.mp3}
+LINE: Larry likes sports. {bk05-l1b-f3-06.mp3}
+LINE: He plays soccer and basketball. {bk05-l1b-f3-07.mp3}
+LINE: He wears short pants to play these games. {bk05-l1b-f3-08.mp3}
+LINE: He goes to class and to work in long trousers. {bk05-l1b-f3-09.mp3}
+LINE: Sally's very small. {bk05-l1b-f3-10.mp3}
+LINE: She wears small clothes. {bk05-l1b-f3-11.mp3}
+LINE: She doesn't like to eat large meals. {bk05-l1b-f3-12.mp3}
+LINE: Sally plays tennis. {bk05-l1b-f3-13.mp3}
+LINE: She plays tennis in short pants. {bk05-l1b-f3-14.mp3}
+LINE: She wears short skirts and dresses to school and work. {bk05-l1b-f3-15.mp3}
+LINE: Sally likes to wear long dresses. {bk05-l1b-f3-16.mp3}
+LINE: She wears a long dress to the Officers' Dinner every month. {bk05-l1b-f3-17.mp3}
+
+# Source: LLA 1B Figure 3 (questions pass)
+$PRODUCE Questions About Larry and Sally
+ID: 5-1b-f3
+REFERENCE: 5-1b-f3-story
+INPUT: speak
+CHECK: reveal
+INTRO: Now the questions about Larry and Sally. Answer aloud in a full sentence — open the story if you need it — then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat the model answer.
+REPEAT
+
+PROMPT: Who are the paragraphs about? {bk05-l1b-f3-18.mp3}
+RESPONSE: Large Larry and Small Sally. {bk05-l1b-f3-19.mp3}
+
+PROMPT: Does Larry eat large meals or small meals? {bk05-l1b-f3-20.mp3}
+RESPONSE: He eats large meals. {bk05-l1b-f3-21.mp3}
+
+PROMPT: Does Larry wear large or small clothes? {bk05-l1b-f3-22.mp3}
+RESPONSE: He wears large clothes. {bk05-l1b-f3-23.mp3}
+
+PROMPT: Does Larry wear short or long pants to play sports? {bk05-l1b-f3-24.mp3}
+RESPONSE: He wears short pants to play sports. {bk05-l1b-f3-25.mp3}
+
+PROMPT: Does Larry wear short or long trousers to class and to work? {bk05-l1b-f3-26.mp3}
+RESPONSE: He wears long trousers to class and to work. {bk05-l1b-f3-27.mp3}
+
+PROMPT: Is Sally small or large? {bk05-l1b-f3-28.mp3}
+RESPONSE: Sally is small. {bk05-l1b-f3-29.mp3}
+
+PROMPT: Does Sally wear large clothes or small clothes? {bk05-l1b-f3-30.mp3}
+RESPONSE: She wears small clothes. {bk05-l1b-f3-31.mp3}
+
+PROMPT: Does she eat large meals or small meals? {bk05-l1b-f3-32.mp3}
+RESPONSE: She eats small meals. {bk05-l1b-f3-33.mp3}
+
+PROMPT: Does she wear short or long pants to play tennis? {bk05-l1b-f3-34.mp3}
+RESPONSE: She wears short pants to play tennis. {bk05-l1b-f3-35.mp3}
+
+PROMPT: What does Sally wear to school and work? {bk05-l1b-f3-36.mp3}
+RESPONSE: She wears short skirts and dresses. {bk05-l1b-f3-37.mp3}
+
+PROMPT: What does Sally wear to the Officers' Dinner every month? {bk05-l1b-f3-38.mp3}
+RESPONSE: She wears a long dress. {bk05-l1b-f3-39.mp3}
+
+# Source: ST §Ken and Johnny (word-bank cloze converted to a select with the box as the option pool)
+$SELECT Ken and Johnny
+ID: l1-s16
+INTRO: Ken is ten, his little brother Johnny is five. Complete each sentence about them — tap the best word from the box.
+INSTRUCTION: Tap the correct word: "long", "short", "large", or "small".
+OPTION: a | large
+OPTION: b | small
+OPTION: c | long
+OPTION: d | short
+
+TEMPLATE: Ken is 10 years old. His brother Johnny is 5 years old.
+TEMPLATE: Ken's clothes are ____.
+ANSWER: a|c
+FEEDBACK: Ken's clothes are large.
+
+TEMPLATE: Johnny's clothes are ____.
+ANSWER: b|d
+FEEDBACK: Johnny's clothes are small.
+
+TEMPLATE: Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are ____ on Johnny.
+ANSWER: a|c
+FEEDBACK: Ken's T-shirts are large on Johnny.
+
+TEMPLATE: Ken cannot wear Johnny's T-shirts. They are very ____.
+ANSWER: b|d
+FEEDBACK: They are very small.
+
+# Source: new (gap: "one/ones" is drilled in this lesson but never explained)
+$GRAMMAR "One" and "Ones"
+ID: 5-1b-f8-g
+INTRO: A small word that saves a lot of repeating: "one".
+
+CARD: When you don't want to say a noun again, use **one** for a singular thing.
+{I don't want a blue shirt. I want a white one.}
+
+CARD: Use **ones** for plural things.
+{Do you like these blue slacks? — No, I like these black ones.}
+
+SUMMARY:
+| Instead of... | Say... |
+|---|---|
+| I want a white shirt. | I want a white one. |
+| I like the black slacks. | I like the black ones. |
+
+# Source: LLA 1B Figure 8 (reading)
+$DIALOGUE They Like the Same Ones
+ID: 5-1b-f8-story
+INTRO: Joan goes shopping with her friend Mary, and they agree on almost everything. Listen to the story, and notice the words "one" and "ones".
+INSTRUCTION: Listen to the reading passage.
+
+LINE: Joan and Mary went to a clothing store. {bk05-l1b-f8-01.mp3}
+
+VOCAB: one
+LINE: Joan wore a coat; Mary wore one too. {bk05-l1b-f8-02.mp3}
+
+LINE: They looked at hats and gloves. {bk05-l1b-f8-03.mp3}
+LINE: Joan said, "I want a red hat." The clerk said, "We don't have a red one; we have an orange one." "No thank you," Joan said. {bk05-l1b-f8-04.mp3}
+LINE: They looked at dresses. {bk05-l1b-f8-05.mp3}
+LINE: "I like long dresses," Mary said. {bk05-l1b-f8-06.mp3}
+LINE: "I like long ones too," said Joan. {bk05-l1b-f8-07.mp3}
+LINE: "I need black shoes," said Mary. {bk05-l1b-f8-08.mp3}
+LINE: "I got these last week," said Joan. {bk05-l1b-f8-09.mp3}
+LINE: "Do you like these blue slacks?" asked Mary. {bk05-l1b-f8-10.mp3}
+LINE: "No, I like these black ones," answered Joan. {bk05-l1b-f8-11.mp3}
+LINE: The girls had a good day. {bk05-l1b-f8-12.mp3}
+
+# Source: LLA 1B Figure 8 (questions pass)
+$SELECT What Does "One" Mean Here?
+ID: 5-1b-f8
+REFERENCE: 5-1b-f8-story
+INTRO: Each question asks what "one" or "ones" stands for in the story. Tap the correct noun, then repeat the full sentence.
+INSTRUCTION: Tap the word that "one" or "ones" refers to.
+REPEAT
+
+PROMPT: In the sentence "Mary wore one too," what is "one"? {bk05-l1b-f8-13.mp3}
+OPTION: a | a coat
+OPTION: b | a hat
+OPTION: c | a dress
+ANSWER: a
+FEEDBACK: Mary wore a coat too. Mary wore one too. {bk05-l1b-f8-14.mp3}
+
+PROMPT: In the sentence "We don't have a red one," what is "one"? {bk05-l1b-f8-15.mp3}
+OPTION: a | a coat
+OPTION: b | a hat
+OPTION: c | a glove
+ANSWER: b
+FEEDBACK: We don't have a red hat. We don't have a red one. {bk05-l1b-f8-16.mp3}
+
+PROMPT: In the sentence "We have an orange one," what is "one"? {bk05-l1b-f8-17.mp3}
+OPTION: a | a hat
+OPTION: b | a dress
+OPTION: c | a coat
+ANSWER: a
+FEEDBACK: We have an orange hat. We have an orange one.
+
+PROMPT: In the sentence "I like long ones too," what is "ones"? {bk05-l1b-f8-19.mp3}
+OPTION: a | hats
+OPTION: b | dresses
+OPTION: c | shoes
+ANSWER: b
+FEEDBACK: I like long dresses too. I like long ones too.
+
+PROMPT: In the sentence "I like these black ones," what is "ones"? {bk05-l1b-f8-21.mp3}
+OPTION: a | dresses
+OPTION: b | shoes
+OPTION: c | slacks
+ANSWER: c
+FEEDBACK: I like these black slacks. I like these black ones.
+
+# Source: ST §He Doesn't Want a Blue One. (duplicate of the worked example removed)
+$PRODUCE Use "One" or "Ones"
+ID: l1-s21
+INTRO: A picky customer, a patient clerk. Rewrite each marked noun as "one" or "ones" — type the missing word.
+INSTRUCTION: Replace the marked noun with "one" or "ones".
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: "I don't want a blue shirt. I want a white *shirt*," said John.
+TEMPLATE: I want a white ____{one}.
+RESPONSE: I want a white one.
+
+TEMPLATE: "Our yellow *shirts* are $7.99, and the gray *shirts* over here are $7.50," the clerk said.
+TEMPLATE: Our yellow ____{ones} are $7.99...
+TEMPLATE: ...and the gray ____{ones} over here are $7.50," the clerk said.
+RESPONSE: Our yellow ones are $7.99, and the gray ones over here are $7.50," the clerk said.
+
+TEMPLATE: "Ma'am, I don't want a blue shirt. I don't want a yellow *shirt*."
+TEMPLATE: I don't want a yellow ____{one}.
+RESPONSE: I don't want a yellow one.
+
+TEMPLATE: "I want a white *shirt*!"
+TEMPLATE: I want a white ____{one}!
+RESPONSE: I want a white one!
+
+TEMPLATE: "We don't have white *shirts* this week," the clerk said.
+TEMPLATE: We don't have white ____{ones} this week.
+RESPONSE: We don't have white ones this week.
+
+# SKIPPED (book): "IS THIS THE ONE?" (ST p. 20) — open classroom pair question-and-answer substitution drill.
+
+$SESSION 1-5: Questions with "Which" and "Or"
+
+# Source: ST §Which grammar box, expanded into a talk-through
+$GRAMMAR "Which" Questions
+ID: l1-s17
+INTRO: In this part you'll learn to ask about choices. First, two short cards on "which".
+
+CARD: Use **which** to ask someone to choose between things.
+{Which book do you want?}
+{Which do you want?}
+
+CARD: You can use **which one** or **which ones** instead of repeating the noun.
+{Which one is she wearing today?}
+{Which ones do you like?}
+
+SUMMARY:
+| Question | Example answer |
+|---|---|
+| Which book do you want? | I want the new one. |
+| Which ones do you like? | I like the yellow ones. |
+
+# Source: LLA 1C Figure 1
+$DIALOGUE Questions with "Which"
+ID: 5-1c-f1
+INTRO: John and Mary bought too many clothes — perfect for practicing "which". Listen, repeat each question, and listen to the answer.
+INSTRUCTION: Listen and repeat each question.
+REPEAT
+
+VOCAB: which
+LINE: John bought brown pants and blue pants. Which pants is John wearing today? {bk05-l1c-f1-01.mp3}
+LINE: He's wearing his brown pants. {bk05-l1c-f1-02.mp3}
+
+LINE: He bought a red tie, a blue tie, and a brown tie. Which tie is he wearing today? {bk05-l1c-f1-03.mp3}
+LINE: He's wearing his brown tie. {bk05-l1c-f1-04.mp3}
+
+LINE: He bought a white shirt and a yellow shirt. Which is he wearing? {bk05-l1c-f1-05.mp3}
+LINE: He's wearing his yellow shirt. {bk05-l1c-f1-06.mp3}
+
+LINE: Mary bought a purple dress and a pink dress. Which one is she wearing today? {bk05-l1c-f1-07.mp3}
+LINE: She's wearing her pink one. {bk05-l1c-f1-08.mp3}
+
+LINE: She bought black shoes and white shoes. Which ones is she wearing today? {bk05-l1c-f1-09.mp3}
+LINE: She's wearing her white ones. {bk05-l1c-f1-10.mp3}
+
+# Source: LLA 1C Figure 2
+$PRODUCE Ask with "Which"
+ID: 5-1c-f2
+INTRO: Your turn to ask. Listen to each sentence, then make a question with "which" about the underlined word. Repeat the model question after.
+INSTRUCTION: Ask a question with "which".
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+TEMPLATE: Ted is reviewing his *lesson*.
+PROMPT: Ted is reviewing his lesson. {bk05-l1c-f2-01-q.mp3}
+RESPONSE: Which lesson is he reviewing? {bk05-l1c-f2-01-a.mp3}
+
+TEMPLATE: Mark selected a *dictionary*.
+PROMPT: Mark selected a dictionary. {bk05-l1c-f2-02-q.mp3}
+RESPONSE: Which dictionary did he select? {bk05-l1c-f2-02-a.mp3}
+
+TEMPLATE: They saw a *movie*.
+PROMPT: They saw a movie. {bk05-l1c-f2-03-q.mp3}
+RESPONSE: Which movie did they see? {bk05-l1c-f2-03-a.mp3}
+
+TEMPLATE: The boys play a *sport* in the afternoon.
+PROMPT: The boys play a sport in the afternoon. {bk05-l1c-f2-04-q.mp3}
+RESPONSE: Which sport do they play? {bk05-l1c-f2-04-a.mp3}
+
+TEMPLATE: Tim read two *books*.
+PROMPT: Tim read two books. {bk05-l1c-f2-05-q.mp3}
+RESPONSE: Which ones did he read? {bk05-l1c-f2-05-a.mp3}
+
+TEMPLATE: The students took a *test* this morning.
+PROMPT: The students took a test this morning. {bk05-l1c-f2-06-q.mp3}
+RESPONSE: Which test did they take? {bk05-l1c-f2-06-a.mp3}
+
+TEMPLATE: George works on a *base*.
+PROMPT: George works on a base. {bk05-l1c-f2-07-q.mp3}
+RESPONSE: Which base does he work on? {bk05-l1c-f2-07-a.mp3}
+
+TEMPLATE: Sam wore a *suit*.
+PROMPT: Sam wore a suit. {bk05-l1c-f2-08-q.mp3}
+RESPONSE: Which suit did he wear? {bk05-l1c-f2-08-a.mp3}
+
+# Source: ST §Ask and Answer with Which (cue prompts moved to TEMPLATE so TTS doesn't read the slash)
+$PRODUCE Ask and Answer with "Which"
+ID: l1-s18
+INTRO: Now build both halves yourself: make a "which" question from the two cue words, then answer it any way you like. The examples show the pattern.
+INSTRUCTION: Make a question with "which" and answer it using the cue words.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatically correct question using "which" with the cue noun and verb, plus any appropriate answer — the learner's choice of answer content is free.
+
+EXAMPLE
+TEMPLATE: car / like
+RESPONSE: Which car do you like? — I like the blue car.
+
+EXAMPLE
+TEMPLATE: shoes / wear
+RESPONSE: Which shoes did you wear to the dance? — I wore my brown shoes.
+
+TEMPLATE: lesson / study
+RESPONSE: Which lesson did you study? — I studied Lesson 1.
+
+TEMPLATE: movie / watch
+RESPONSE: Which movie did you watch? — I watched the new movie.
+
+TEMPLATE: suit / wear
+RESPONSE: Which suit did you wear? — I wore my blue suit.
+
+TEMPLATE: pencil / bring
+RESPONSE: Which pencil did you bring? — I brought the yellow pencil.
+
+TEMPLATE: season / is
+RESPONSE: Which season is it? — It is summer.
+
+TEMPLATE: car / drive
+RESPONSE: Which car did you drive? — I drove my father's car.
+
+TEMPLATE: game / play
+RESPONSE: Which game did you play? — I played soccer.
+
+TEMPLATE: sister / visit
+RESPONSE: Which sister did you visit? — I visited my older sister.
+
+TEMPLATE: eye / hurt
+RESPONSE: Which eye hurts? — My left eye hurts.
+
+TEMPLATE: friend / see
+RESPONSE: Which friend did you see? — I saw Tom.
+
+# Source: ST §Which One?
+$DIALOGUE Which One?
+ID: l1-s19
+INTRO: Sergeant King is reading again. Listen and repeat the short conversation — "which" and "one" working together.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Mrs_King: Which book are you reading?
+Sgt_King: I'm reading the new one. The one I bought on Sunday.
+
+VOCAB: about
+Mrs_King: Is that the one about the military?
+Sgt_King: Yes, that's the one.
+
+# Source: ST §I Don't Like the Purple Ones.
+$DIALOGUE I Don't Like the Purple Ones.
+ID: l1-s20
+INTRO: Henry is tie shopping, and he has opinions. Listen and repeat the conversation.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Clerk: Here are the ties you wanted to see.
+Henry: Thank you.
+Clerk: Which ones do you like?
+Henry: I like the yellow one and the blue one. I don't like the purple ones.
+
+# Source: ST §Are They Coming or Going?
+$DIALOGUE Chicken or Beef?
+ID: l1-s29
+INTRO: Now the little word "or" — for when there are two choices and you must pick. Listen and repeat the Adams family's dinner talk.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: or
+Mr_Adams: Do you want to eat or leave right now?
+Mrs_Adams: Let's eat; then we can go.
+Mr_Adams: Are we having chicken or beef?
+Mrs_Adams: Chicken. We're having chicken and rice.
+Mr_Adams: Do you want hot or cold tea?
+Mrs_Adams: I want cold tea.
+
+# Source: ST §They're in the Classroom or the Lab.
+$DIALOGUE Sentences with "Or"
+ID: l1-s30
+INTRO: Ten more sentences with "or" — questions, statements, and one rule about the classroom. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Buy a razor at the store or at the BX.
+LINE: They eat at the snack bar or the mess hall.
+LINE: I didn't see John or Betty.
+LINE: You may read a book or watch TV.
+LINE: Don't drink or eat in the classroom.
+LINE: Do you drink hot or cold tea?
+LINE: They don't have small or large shoes.
+LINE: Are you going to the store or to the library?
+LINE: She can touch or point to her head.
+LINE: He can study the first or the last lesson.
+
+# Source: LLA 1C Figure 4
+$PRODUCE Ask with "Or"
+ID: 5-1c-f4
+INTRO: Now build "or" questions yourself. Read the cue words, listen to the statement, ask a question with "or", then repeat the model.
+INSTRUCTION: Ask a question with "or".
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: walk/drive
+PROMPT: James went to the commissary. {bk05-l1c-f4-ex-q.mp3}
+RESPONSE: Did he walk or drive? {bk05-l1c-f4-ex-a.mp3}
+
+TEMPLATE: sleeping/studying
+PROMPT: John is in his room. {bk05-l1c-f4-01-q.mp3}
+RESPONSE: Is he sleeping or studying? {bk05-l1c-f4-01-a.mp3}
+
+TEMPLATE: fly/drive
+PROMPT: Jane visited her friend in Dallas. {bk05-l1c-f4-02-q.mp3}
+RESPONSE: Did she fly or drive? {bk05-l1c-f4-02-a.mp3}
+
+TEMPLATE: in a city/in a small town
+PROMPT: Dan lives in Texas. {bk05-l1c-f4-03-q.mp3}
+RESPONSE: Does he live in a city or in a small town? {bk05-l1c-f4-03-a.mp3}
+
+TEMPLATE: black/brown
+PROMPT: Rick wants to buy new shoes. {bk05-l1c-f4-04-q.mp3}
+RESPONSE: Does he want black or brown ones? {bk05-l1c-f4-04-a.mp3}
+
+TEMPLATE: hot/cold tea
+PROMPT: I want tea. {bk05-l1c-f4-05-q.mp3}
+RESPONSE: Do you want hot or cold tea? {bk05-l1c-f4-05-a.mp3}
+
+TEMPLATE: red one/blue one
+PROMPT: Peggy bought a new sweater. {bk05-l1c-f4-06-q.mp3}
+RESPONSE: Did she buy a red one or a blue one? {bk05-l1c-f4-06-a.mp3}
+
+TEMPLATE: studying/watching TV
+PROMPT: Rick is in his room. {bk05-l1c-f4-07-q.mp3}
+RESPONSE: Is he studying or watching TV? {bk05-l1c-f4-07-a.mp3}
+
+TEMPLATE: take a taxi/bus
+PROMPT: Ken went downtown. {bk05-l1c-f4-08-q.mp3}
+RESPONSE: Did he take a taxi or a bus? {bk05-l1c-f4-08-a.mp3}
+
+# SKIPPED (book): "DO I HAVE A PEN OR A PENCIL?" (ST p. 24) — open pair guessing game.
+
+# Source: LLA 1C Figure 3 (listening pass)
+$SELECT What Was the Sentence About?
+ID: 5-1c-f3
+HIDE_PROMPT
+INTRO: A listening challenge: hear a sentence once and catch its topic. Tap what each sentence is about.
+INSTRUCTION: Tap what the sentence was about.
+
+OPTION: a | Ted's scarf
+OPTION: b | the summer
+OPTION: c | the new library
+OPTION: d | the body
+OPTION: e | military ranks
+OPTION: f | the fall
+
+PROMPT: It's very hot in the summer. {bk05-l1c-f3-01.mp3}
+ANSWER: b
+
+PROMPT: Fall is a cool season. {bk05-l1c-f3-02.mp3}
+ANSWER: f
+
+PROMPT: "Sergeant," "Lieutenant," and "Captain" are military ranks. {bk05-l1c-f3-03.mp3}
+ANSWER: e
+
+PROMPT: The new library has four rooms. {bk05-l1c-f3-04.mp3}
+ANSWER: c
+
+PROMPT: The body has bones and muscles. {bk05-l1c-f3-05.mp3}
+ANSWER: d
+
+PROMPT: Ted's scarf has black and white stripes. {bk05-l1c-f3-06.mp3}
+ANSWER: a
+
+# Source: LLA 1C Figure 3 (questions pass)
+$PRODUCE What Was It About?
+ID: 5-1c-f3-b
+INTRO: Same sentences, now from memory. Answer each question aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What was sentence number 2 about? {bk05-l1c-f3-07-q.mp3}
+RESPONSE: It was about the fall. {bk05-l1c-f3-07-a.mp3}
+
+PROMPT: What was sentence number 3 about? {bk05-l1c-f3-08-q.mp3}
+RESPONSE: It was about military ranks. {bk05-l1c-f3-08-a.mp3}
+
+PROMPT: What was sentence number 4 about? {bk05-l1c-f3-09-q.mp3}
+RESPONSE: It was about the new library. {bk05-l1c-f3-09-a.mp3}
+
+PROMPT: What was sentence number 5 about? {bk05-l1c-f3-10-q.mp3}
+RESPONSE: It was about the body. {bk05-l1c-f3-10-a.mp3}
+
+PROMPT: What was sentence number 6 about? {bk05-l1c-f3-11-q.mp3}
+RESPONSE: It was about Ted's scarf. {bk05-l1c-f3-11-a.mp3}
+
+# Source: LLA 1C Figure 6
+$PRODUCE Type the Missing Words
+ID: 5-1c-f6
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Captain Smith has a dinner in two hours and nothing to wear. Listen to each sentence and type the missing words.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}
+TEMPLATE: Captain Smith wants new clothes for the ____{officers|Officers|officer's|Officer's} Dinner.
+RESPONSE: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}
+
+PROMPT: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
+TEMPLATE: She has a scarf ____{with} black and white stripes.
+RESPONSE: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
+
+PROMPT: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
+TEMPLATE: She ____{wants} a long black skirt and ____{a} white blouse.
+RESPONSE: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
+
+PROMPT: She needs shoes. {bk05-l1c-f6-04.mp3}
+TEMPLATE: She needs ____{shoes}.
+RESPONSE: She needs shoes. {bk05-l1c-f6-04.mp3}
+
+PROMPT: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
+TEMPLATE: She doesn't have black shoes. ____{She|she} needs all these clothes today.
+RESPONSE: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
+
+PROMPT: The dinner is in two hours. {bk05-l1c-f6-06.mp3}
+TEMPLATE: The ____{dinner} is in two hours.
+RESPONSE: The dinner is in two hours. {bk05-l1c-f6-06.mp3}
+
+$SESSION 1-6: Ordinal Numbers and Dates
+
+# SKIPPED (book): "LISTEN AND WRITE." (ST p. 19) — instructor-read cloze paragraph without audio stimulus.
+
+# Source: ST §Ordinal Numbers grammar table
+$GRAMMAR Ordinal Numbers
+ID: l1-s22
+INTRO: In this part you'll learn to count in order — first, second, third — and use it for dates.
+
+CARD: Ordinal numbers tell the position of something in a line: first, second, third.
+{first}
+{second}
+{third}
+{fourth}
+{fifth}
+{sixth}
+
+CARD: From "fourth" on, most ordinals end in **-th**.
+{seventh}
+{eighth}
+{ninth}
+{tenth}
+{eleventh}
+{twelfth}
+
+SUMMARY:
+| | | | |
+|---|---|---|---|
+| 1st | first | 2nd | second |
+| 3rd | third | 4th | fourth |
+| 5th | fifth | 6th | sixth |
+| 7th | seventh | 8th | eighth |
+| 9th | ninth | 10th | tenth |
+| 11th | eleventh | 12th | twelfth |
+
+# Source: LLA 1D Figure 1
+$DIALOGUE Say the Ordinal Numbers
+ID: 5-1d-f1
+INTRO: Now say them with the tape, first through twelfth. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each ordinal number.
+REPEAT
+
+VOCAB: first
+LINE: first {bk05-l1d-f1-01.mp3}
+NOTES: 1st
+
+VOCAB: second
+LINE: second {bk05-l1d-f1-02.mp3}
+NOTES: 2nd
+
+VOCAB: third
+LINE: third {bk05-l1d-f1-03.mp3}
+NOTES: 3rd
+
+VOCAB: fourth
+LINE: fourth {bk05-l1d-f1-04.mp3}
+NOTES: 4th
+
+VOCAB: fifth
+LINE: fifth {bk05-l1d-f1-05.mp3}
+NOTES: 5th
+
+VOCAB: sixth
+LINE: sixth {bk05-l1d-f1-06.mp3}
+NOTES: 6th
+
+VOCAB: seventh
+LINE: seventh {bk05-l1d-f1-07.mp3}
+NOTES: 7th
+
+VOCAB: eighth
+LINE: eighth {bk05-l1d-f1-08.mp3}
+NOTES: 8th
+
+VOCAB: ninth
+LINE: ninth {bk05-l1d-f1-09.mp3}
+NOTES: 9th
+
+VOCAB: tenth
+LINE: tenth {bk05-l1d-f1-10.mp3}
+NOTES: 10th
+
+VOCAB: eleventh
+LINE: eleventh {bk05-l1d-f1-11.mp3}
+NOTES: 11th
+
+VOCAB: twelfth
+LINE: twelfth {bk05-l1d-f1-12.mp3}
+NOTES: 12th
+
+# DROPPED (twin): ST §Ordinal Numbers dialogue (l1-s23) — same ordinal recitation as the cassette activity above; cassette kept.
+
+# Source: LLA 1D Figure 2
+$SELECT Which Number Do You Hear?
+ID: 5-1d-f2
+HIDE_PROMPT
+INTRO: Listen carefully — "eighth" and "tenth" like to hide in each other. Tap the ordinal number you hear, then repeat it.
+INSTRUCTION: Tap the number you hear.
+REPEAT
+
+EXAMPLE
+PROMPT: fifth {bk05-l1d-f2-ex.mp3}
+OPTION: a | 6th
+OPTION: b | 5th
+ANSWER: b
+FEEDBACK: 5th {bk05-l1d-f2-01-fb.mp3}
+
+PROMPT: eighth {bk05-l1d-f2-02.mp3}
+OPTION: a | 8th
+OPTION: b | 10th
+ANSWER: a
+FEEDBACK: eighth {bk05-l1d-f2-02-fb.mp3}
+
+PROMPT: second {bk05-l1d-f2-03.mp3}
+OPTION: a | 4th
+OPTION: b | 2nd
+ANSWER: b
+FEEDBACK: second {bk05-l1d-f2-03-fb.mp3}
+
+PROMPT: first {bk05-l1d-f2-04.mp3}
+OPTION: a | 1st
+OPTION: b | 3rd
+ANSWER: a
+FEEDBACK: first {bk05-l1d-f2-04-fb.mp3}
+
+PROMPT: twelfth {bk05-l1d-f2-05.mp3}
+OPTION: a | 12th
+OPTION: b | 10th
+ANSWER: a
+FEEDBACK: twelfth {bk05-l1d-f2-05-fb.mp3}
+
+PROMPT: fourth {bk05-l1d-f2-06.mp3}
+OPTION: a | 10th
+OPTION: b | 4th
+ANSWER: b
+FEEDBACK: fourth {bk05-l1d-f2-06-fb.mp3}
+
+PROMPT: ninth {bk05-l1d-f2-07.mp3}
+OPTION: a | 7th
+OPTION: b | 9th
+ANSWER: b
+FEEDBACK: ninth {bk05-l1d-f2-07-fb.mp3}
+
+PROMPT: seventh {bk05-l1d-f2-08.mp3}
+OPTION: a | 7th
+OPTION: b | 11th
+ANSWER: a
+FEEDBACK: seventh {bk05-l1d-f2-08-fb.mp3}
+
+PROMPT: third {bk05-l1d-f2-09.mp3}
+OPTION: a | 3rd
+OPTION: b | 12th
+ANSWER: a
+FEEDBACK: third {bk05-l1d-f2-09-fb.mp3}
+
+PROMPT: eleventh {bk05-l1d-f2-10.mp3}
+OPTION: a | 11th
+OPTION: b | 8th
+ANSWER: a
+FEEDBACK: eleventh {bk05-l1d-f2-10-fb.mp3}
+
+PROMPT: tenth {bk05-l1d-f2-11.mp3}
+OPTION: a | 9th
+OPTION: b | 10th
+ANSWER: b
+FEEDBACK: tenth {bk05-l1d-f2-11-fb.mp3}
+
+PROMPT: sixth {bk05-l1d-f2-12.mp3}
+OPTION: a | 4th
+OPTION: b | 6th
+ANSWER: b
+FEEDBACK: sixth {bk05-l1d-f2-12-fb.mp3}
+
+# Source: LLA 1D Figure 3
+$DIALOGUE Say the Dates
+ID: 5-1d-f3
+INTRO: Now put the ordinals to work: dates. Listen and repeat each one aloud.
+INSTRUCTION: Listen and repeat each date.
+REPEAT
+
+LINE: March 12, 1940. {bk05-l1d-f3-01.mp3}
+
+LINE: May 11, 1980. {bk05-l1d-f3-02.mp3}
+
+LINE: August 8, 1952. {bk05-l1d-f3-03.mp3}
+
+LINE: February 3, 1979. {bk05-l1d-f3-04.mp3}
+
+LINE: June 10, 1965. {bk05-l1d-f3-05.mp3}
+
+LINE: July 4, 1997. {bk05-l1d-f3-06.mp3}
+
+LINE: November 6, 1987. {bk05-l1d-f3-07.mp3}
+
+LINE: December 2, 1989. {bk05-l1d-f3-08.mp3}
+
+LINE: October 1, 1909. {bk05-l1d-f3-09.mp3}
+
+LINE: April 4, 1944. {bk05-l1d-f3-10.mp3}
+
+# DROPPED (twin): ST §What's the Date? dialogue (l1-s25) — same date recitation as the cassette activity above; cassette kept.
+
+# Source: ST §The Last Month of the Year Is December.
+$DIALOGUE First and Last
+ID: l1-s24
+INTRO: Which month comes first, and which comes last? Listen and repeat each question and answer.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+VOCAB: of
+LINE: What is the first month of the year?
+LINE: January is the first month of the year.
+
+VOCAB: last
+LINE: What is the last month of the year?
+LINE: December is the last month of the year.
+LINE: What is the first day of the week?
+LINE: Sunday is the first day of the week.
+
+# Source: ST §What's the Date? (writing)
+$PRODUCE Write the Date
+ID: l1-s26
+INTRO: Each line shows a scrambled date. Type it in standard form — month, day, comma, year — like the example.
+INSTRUCTION: Type the date in standard form.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Friday, 8, Sept. 1987
+RESPONSE: Sept. 8, 1987
+ACCEPT: September 8, 1987
+
+TEMPLATE: Sunday, 11, May 1980
+RESPONSE: May 11, 1980
+ACCEPT: May 11th, 1980
+
+TEMPLATE: Monday, 12, Jun. 1990
+RESPONSE: June 12, 1990
+ACCEPT: Jun. 12, 1990
+
+TEMPLATE: Tuesday, 3, Feb. 1991
+RESPONSE: Feb. 3, 1991
+ACCEPT: February 3, 1991
+
+TEMPLATE: Saturday, 1, Mar. 1970
+RESPONSE: March 1, 1970
+ACCEPT: Mar. 1, 1970
+
+TEMPLATE: Wednesday, 9, Aug. 1990
+RESPONSE: Aug. 9, 1990
+ACCEPT: August 9, 1990
+
+# Source: LLA 1D Figure 4
+$PRODUCE When Are the Visits? {page_030_001.jpg|A 12-month calendar grid showing the months JAN through DEC with specific dates circled across different months}
+ID: 5-1d-f4
+INPUT: type
+CHECK: exact
+INTRO: Five friends are visiting this year, and the calendar knows when. Listen to each question, find the circled date, and type it.
+INSTRUCTION: Type the missing date.
+REPEAT
+
+PROMPT: Jack comes in December. What's the date? {bk05-l1d-f4-01-q.mp3}
+TEMPLATE: Jack's visit is on ____.
+RESPONSE: Jack's visit is on December the 3rd. {bk05-l1d-f4-01-a.mp3}
+ACCEPT: December the 3rd | December 3rd | December 3 | December third | Dec 3 | Dec 3rd | Dec. 3
+
+PROMPT: Linda's visit is in June. What's the date? {bk05-l1d-f4-02-q.mp3}
+TEMPLATE: Linda's visit is on ____.
+RESPONSE: Linda's visit is on June 2nd. {bk05-l1d-f4-02-a.mp3}
+ACCEPT: June 2nd | June 2 | June second | June the 2nd | June the second
+
+PROMPT: Sam's visit is in March. What's the date? {bk05-l1d-f4-03-q.mp3}
+TEMPLATE: Sam's visit is on ____.
+RESPONSE: Sam's visit is on March the 11th. {bk05-l1d-f4-03-a.mp3}
+ACCEPT: March the 11th | March 11th | March 11 | March eleventh | March the eleventh
+
+PROMPT: Kathy's visit is in May. What's the date? {bk05-l1d-f4-04-q.mp3}
+TEMPLATE: Kathy's visit is on ____.
+RESPONSE: Kathy's visit is on May 7th. {bk05-l1d-f4-04-a.mp3}
+ACCEPT: May 7th | May 7 | May seventh | May the 7th | May the seventh
+
+PROMPT: Ted's visit is in September. What's the date? {bk05-l1d-f4-05-q.mp3}
+TEMPLATE: Ted's visit is on ____.
+RESPONSE: Ted's visit is on September the 1st. {bk05-l1d-f4-05-a.mp3}
+ACCEPT: September the 1st | September 1st | September 1 | September first | Sept 1 | Sept 1st | Sept. 1
+
+$SESSION 1-7: Putting It Together
+
+# Source: ST §About Order
+$DIALOGUE Words That Show Order
+ID: l1-s27
+INTRO: This final part mixes everything in this lesson together. First: the words "next", "then", and "last" — how English tells a story in order. Just listen.
+INSTRUCTION: Read the explanation and the paragraph.
+
+VOCAB: order
+Narrator: The months of the year, the days of the week, and the letters of the alphabet all have an order.
+
+VOCAB: ordinal
+Narrator: We have ordinal numbers (first, second, etc.) to show order. We have words to show order, too.
+
+VOCAB: next
+VOCAB: then
+Narrator: Next, then and last are these words. The next paragraph is an example.
+Narrator: Jack goes to his house at 5:30 p.m. every day. He takes off his uniform.
+Narrator: Next, he drinks hot tea and eats dinner.
+Narrator: Then he sits down and watches TV.
+Narrator: Last, he goes to bed at 11:30.
+
+# SKIPPED (book): "LET'S EAT!" (ST p. 22) — timed scanning exercise referencing a menu transparency master.
+# SKIPPED (book): "READ AND CIRCLE" (ST table-of-contents exercise) — the table-of-contents visual is not available in the extracted assets and the printed answer key is internally inconsistent without it; not answerable as converted.
+
+# Source: LLA 1D Figure 5
+$PRODUCE "Next" and "Then"
+ID: 5-1d-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Your turn to tell little stories in order. Listen to the question, answer aloud with the three cues, and connect them with "next" and "then".
+INSTRUCTION: Answer aloud using "next" and "then".
+REPEAT
+
+EXAMPLE
+TEMPLATE: I had a salad / chicken / fruit
+PROMPT: What did you eat for dinner? {bk05-l1d-f5-ex-q.mp3}
+RESPONSE: I had a salad. Next I had chicken. Then I had fruit. {bk05-l1d-f5-ex-a.mp3}
+
+TEMPLATE: I went to Houston / Dallas / Los Angeles
+PROMPT: Where did you go last summer? {bk05-l1d-f5-01-q.mp3}
+RESPONSE: I went to Houston. Next I went to Dallas. Then I went to Los Angeles. {bk05-l1d-f5-01-a.mp3}
+
+TEMPLATE: She bought a blouse / skirt / shoes
+PROMPT: What did Mary buy today? {bk05-l1d-f5-02-q.mp3}
+RESPONSE: She bought a blouse. Next she bought a skirt. Then she bought shoes. {bk05-l1d-f5-02-a.mp3}
+
+TEMPLATE: He went to the BX / commissary / barracks
+PROMPT: Where did Sergeant White go today? {bk05-l1d-f5-03-q.mp3}
+RESPONSE: He went to the BX. Next he went to the commissary. Then he went to the barracks. {bk05-l1d-f5-03-a.mp3}
+
+TEMPLATE: They have class at 9 / tennis / lunch
+PROMPT: What's the student's schedule for today? {bk05-l1d-f5-04-q.mp3}
+RESPONSE: They have class at 9. Next they have tennis. Then they have lunch. {bk05-l1d-f5-04-a.mp3}
+
+TEMPLATE: We studied the parts of the body / ordinal numbers / dates
+PROMPT: What did you study today? {bk05-l1d-f5-05-q.mp3}
+RESPONSE: We studied the parts of the body. Next we studied the ordinal numbers. Then we studied the dates. {bk05-l1d-f5-05-a.mp3}
+
 # Source: LLA 1D Figure 6
-$DIALOGUE Paul and John Are Sick
-ID: 1d-f6
-INTRO: Paul and John compare symptoms — nobody wins. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE I'm Sick
+ID: 5-1d-f6
+INTRO: Paul and John are both sick — at least they have company. Listen and repeat each line; you'll be John next.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Paul: What's wrong, John? {bk05-l1d-f6-01.mp3}
@@ -1732,78 +1888,60 @@ John: What's the matter with you? {bk05-l1d-f6-06.mp3}
 Paul: My head hurts, and my throat is sore. {bk05-l1d-f6-07.mp3}
 John: Let's go home and take our medicine. {bk05-l1d-f6-08.mp3}
 
-# Source: LLA 1D Figure 6 (role-play)
-$PRODUCE Play John's Part
-ID: 1d-f6-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now take John's role. Paul speaks first; you answer with John's line, shown on the screen.
-INSTRUCTION: Read John's lines aloud.
+# Source: LLA 1D Figure 6 (role-play pass)
+$DIALOGUE Take John's Part
+ID: 5-1d-f6-rp-john
+REFERENCE: 5-1d-f6
+PLAY_ROLE: John
+INTRO: Same conversation — now you are John, cold, tired, and sore. Say John's lines in the pauses.
+INSTRUCTION: You are John — speak your lines in the pauses.
 
-PROMPT: What's wrong, John? {bk05-l1d-f6-09.mp3}
-TEMPLATE: John: I'm sick.
-RESPONSE: I'm sick.
-
-PROMPT: What's the matter? {bk05-l1d-f6-10.mp3}
-TEMPLATE: John: I'm cold, and I'm tired. My muscles are sore.
-RESPONSE: I'm cold, and I'm tired. My muscles are sore.
-
-PROMPT: I'm sick too. {bk05-l1d-f6-11.mp3}
-TEMPLATE: John: What's the matter with you?
-RESPONSE: What's the matter with you?
-
-PROMPT: My head hurts, and my throat is sore. {bk05-l1d-f6-12.mp3}
-TEMPLATE: John: Let's go home and take our medicine.
-RESPONSE: Let's go home and take our medicine.
-
-# Source: LLA 1B Figure 9
-$PRODUCE Punctuation from Dictation
-ID: 1b-f9
+# Source: LLA 1B Figure 9 (skills strand, placed in the integration part)
+$PRODUCE Capitals and Punctuation
+ID: 5-1b-f9
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-LONGFORM
-INTRO: Listen to each sentence and type it with correct capital letters and punctuation. Yes, the period counts.
-INSTRUCTION: Type the sentence with correct punctuation.
+INTRO: Listen to each sentence and type it with the correct capital letters, apostrophes, and punctuation.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
-PROMPT: "Which seasons do you like?" {bk05-l1b-f9-01.mp3}
 TEMPLATE: which season do you like
-RESPONSE: "Which season do you like?"
-ACCEPT: Which season do you like?
+PROMPT: Which season do you like? {bk05-l1b-f9-01.mp3}
+RESPONSE: Which season do you like? {bk05-l1b-f9-01.mp3}
 
+TEMPLATE: i like the fall
 PROMPT: I like the fall. {bk05-l1b-f9-02.mp3}
-TEMPLATE: i like the fall
-RESPONSE: I like the fall.
+RESPONSE: I like the fall. {bk05-l1b-f9-02.mp3}
 
-PROMPT: It's cool in the fall. {bk05-l1b-f9-03.mp3}
 TEMPLATE: it's cool in the fall
-RESPONSE: It's cool in the fall.
+PROMPT: It's cool in the fall. {bk05-l1b-f9-03.mp3}
+RESPONSE: It's cool in the fall. {bk05-l1b-f9-03.mp3}
 
-PROMPT: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
 TEMPLATE: we have football games in the us
-RESPONSE: We have football games in the U.S.
+PROMPT: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
+RESPONSE: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
 
-PROMPT: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
 TEMPLATE: my friends like to go to the games
-RESPONSE: My friends like to go to the games.
+PROMPT: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
+RESPONSE: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
 
-PROMPT: I don't go to the games. {bk05-l1b-f9-06.mp3}
 TEMPLATE: i don't go to the games
-RESPONSE: I don't go to the games.
+PROMPT: I don't go to the games. {bk05-l1b-f9-06.mp3}
+RESPONSE: I don't go to the games. {bk05-l1b-f9-06.mp3}
 
-PROMPT: I watch football on TV. {bk05-l1b-f9-07.mp3}
 TEMPLATE: i watch football on tv
-RESPONSE: I watch football on TV.
+PROMPT: I watch football on TV. {bk05-l1b-f9-07.mp3}
+RESPONSE: I watch football on TV. {bk05-l1b-f9-07.mp3}
 
-PROMPT: I like the fall. {bk05-l1b-f9-08.mp3}
 TEMPLATE: i like the fall
-RESPONSE: I like the fall.
+PROMPT: I like the fall. {bk05-l1b-f9-08.mp3}
+RESPONSE: I like the fall. {bk05-l1b-f9-08.mp3}
 
 # Source: ST §Jane Hurt Her Leg
-$PRODUCE Rewrite: Jane Hurt Her Leg
-ID: l1-s29
-INTRO: Same job, no audio this time. Rewrite each sentence about Jane with correct capital letters and punctuation.
-INSTRUCTION: Type the sentence with correct capitals and punctuation.
+$PRODUCE Jane Hurt Her Leg
+ID: l1-s31
+INTRO: One more punctuation pass — this time reading, not listening. Rewrite each sentence about Jane with correct capital letters and punctuation.
+INSTRUCTION: Rewrite each sentence with correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
@@ -1830,14 +1968,14 @@ RESPONSE: She then went to the doctor.
 TEMPLATE: her leg is well now
 RESPONSE: Her leg is well now.
 
-# SKIPPED (book): ST "DICTATION" — 5 blank lines for instructor-read sentences; no printed stimuli. The cassette dictation below covers the skill.
+# SKIPPED (book): "DICTATION" (ST p. 25) — instructor-read sentence dictation; the cassette dictation below covers the skill.
 
 # Source: LLA 1D Figure 7
-$PRODUCE Dictation
-ID: 1d-f7
+$PRODUCE Type What You Hear
+ID: 5-1d-f7
 INPUT: type
 CHECK: exact
-INTRO: The last activity of the lesson: a classic dictation about Mary and her new dress. Type exactly what you hear — and that's the whole lesson done. Nicely done for getting here.
+INTRO: The last activity of the lesson: six sentences, straight from the tape to your fingers. Listen and type exactly what you hear — then you're done.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: Mary wants to buy a new dress. {bk05-l1d-f7-01.mp3}
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diff --git a/book-5-lesson-2.module b/book-5-lesson-2.module
index b07cd4c7..0e55f301 100644
--- a/book-5-lesson-2.module
+++ b/book-5-lesson-2.module
@@ -1,74 +1,65 @@
-$MODULE Book 5 · Lesson 2: Where Can I Buy Some Shampoo? {st-page_031_001.jpg}
+$MODULE Book 5 · Lesson 2: Where Can I Buy Some Shampoo? {st-page_031_001.jpg|Shelves filled with soap, shampoo, mouthwash, and toothpaste in a store next to a service window}
 FORMAT: 2
-DESCRIPTION: Ordinal numbers and dates; barbershop and bathroom vocabulary; expressing needs with "need" and possibility with "can"; there is/there are; some and any; a few, a little, and a lot of — plus spelling, punctuation, and dictation practice.
+DIOCO_DOC_ID: alc_book5_lesson2
+DESCRIPTION: Ordinal numbers and dates, bathroom and grocery vocabulary, "there is/are", "some/any", "can" for possibility, quantifiers (a few, a little, a lot of), plus spelling, punctuation, and reading practice.
 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: Mark | achird | Male student
-VOICE: Jack | puck | Male student
-VOICE: Man1 | achird | Male
-VOICE: Man2 | schedar | Male
-VOICE: Instructor | charon | Male teacher
-VOICE: Student | schedar | Male student
+VOICE: John | achird | Male student
+VOICE: Friend | aoede | Female student
+VOICE: Mark | charon | Male voice
+VOICE: Jack | achird | Male voice
+VOICE: Student1 | charon | Male student
+VOICE: Student2 | achird | Male student
+VOICE: Instructor | aoede | Female instructor
+VOICE: Student | achird | Male student
 VOICE: Mother | aoede | Female speaker
-VOICE: Ted | alnilam | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Ted | schedar | Male speaker
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 2-1: Ordinal Numbers and Dates
-
-# Source: ST §Ordinal Numbers
-$GRAMMAR Ordinal Numbers
-ID: l5-l2-s1
-INTRO: Welcome to Lesson 2. This week you'll learn to say dates, describe what's in a room, and ask where to buy the things you need. First, ordinal numbers — how thirteen becomes thirteenth. Look through the table before we practice.
-
-| | | | |
-|---|---|---|---|
-| 13th | {thirteenth} | 30th | {thirtieth} |
-| 14th | {fourteenth} | 31st | {thirty-first} |
-| 15th | {fifteenth} | 40th | {fortieth} |
-| 16th | {sixteenth} | 50th | {fiftieth} |
-| 17th | {seventeenth} | 60th | {sixtieth} |
-| 18th | {eighteenth} | 70th | {seventieth} |
-| 19th | {nineteenth} | 80th | {eightieth} |
-| 20th | {twentieth} | 90th | {ninetieth} |
-| 21st | {twenty-first} | 100th | {one-hundredth} |
-| 22nd | {twenty-second} | | |
-| 23rd | {twenty-third} | | |
-| 24th | {twenty-fourth} | | |
-| 25th | {twenty-fifth} | | |
-| 26th | {twenty-sixth} | | |
-| 27th | {twenty-seventh} | | |
-| 28th | {twenty-eighth} | | |
-| 29th | {twenty-ninth} | | |
-
-*Note: twenty -> twentieth*
+$SESSION 2-1: Ordinal Numbers, Dates, and the Letter B
 
 # Source: LLA 2A Figure 1
-$DIALOGUE Ordinals: Thirteenth to Twentieth
-ID: 2a-f1
-INTRO: Here are the ordinal numbers from thirteenth to twentieth. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each ordinal number.
+$DIALOGUE Ordinal Numbers: Thirteenth to Twentieth
+ID: 5-2a-f1
+INTRO: In this lesson you'll learn to say dates, name the things in a bathroom and a store, and talk about what you need and what you can do. First, the ordinal numbers — listen and repeat each one.
+INSTRUCTION: Listen and repeat each number.
 REPEAT
 
-LINE: 13th -- thirteenth {bk05-l2a-f1-01.mp3}
-LINE: 14th -- fourteenth {bk05-l2a-f1-02.mp3}
-LINE: 15th -- fifteenth {bk05-l2a-f1-03.mp3}
-LINE: 16th -- sixteenth {bk05-l2a-f1-04.mp3}
-LINE: 17th -- seventeenth {bk05-l2a-f1-05.mp3}
-LINE: 18th -- eighteenth {bk05-l2a-f1-06.mp3}
-LINE: 19th -- nineteenth {bk05-l2a-f1-07.mp3}
-LINE: 20th -- twentieth {bk05-l2a-f1-08.mp3}
+VOCAB: thirteenth
+LINE: 13th — thirteenth {bk05-l2a-f1-01.mp3}
+
+VOCAB: fourteenth
+LINE: 14th — fourteenth {bk05-l2a-f1-02.mp3}
+
+VOCAB: fifteenth
+LINE: 15th — fifteenth {bk05-l2a-f1-03.mp3}
+
+VOCAB: sixteenth
+LINE: 16th — sixteenth {bk05-l2a-f1-04.mp3}
+
+VOCAB: seventeenth
+LINE: 17th — seventeenth {bk05-l2a-f1-05.mp3}
+
+VOCAB: eighteenth
+LINE: 18th — eighteenth {bk05-l2a-f1-06.mp3}
+
+VOCAB: nineteenth
+LINE: 19th — nineteenth {bk05-l2a-f1-07.mp3}
+
+VOCAB: twentieth
+LINE: 20th — twentieth {bk05-l2a-f1-08.mp3}
+
 
 # Source: LLA 2A Figure 2
 $PRODUCE Answer with the Date
-ID: 2a-f2
+ID: 5-2a-f2
+INTRO: Read each statement, then answer the question with the date — like "On December the 18th." Repeat the model after you answer.
+INSTRUCTION: Answer aloud with the date.
 INPUT: speak
 CHECK: reveal
-INTRO: Read each sentence, then listen to a question about it. Answer with a short answer that includes the date — "On December the 18th." Then repeat the correct answer.
-INSTRUCTION: Speak the short answer aloud.
 REPEAT
 
 EXAMPLE
@@ -108,420 +99,640 @@ TEMPLATE: The new BX opened on June 16.
 PROMPT: When did the new BX open? {bk05-l2a-f2-08-q.mp3}
 RESPONSE: On June the 16th. {bk05-l2a-f2-08-a.mp3}
 
-# Source: LLA 2A Figure 3
-$DIALOGUE Ordinals: Twenty-First to One-Hundredth
-ID: 2a-f3
-INTRO: Now the bigger ordinals — from twenty-first all the way to one-hundredth. Listen and repeat.
-INSTRUCTION: Listen and repeat each ordinal number.
+
+# Source: LLA 2A Figure 3, Chart A
+$DIALOGUE Ordinal Numbers: The Twenties
+ID: 5-2a-f3a
+INTRO: Now the twenties — twenty-first to twenty-ninth. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each number.
 REPEAT
 
-LINE: 21st -- twenty-first {bk05-l2a-f3-01.mp3}
-LINE: 22nd -- twenty-second {bk05-l2a-f3-02.mp3}
-LINE: 23rd -- twenty-third {bk05-l2a-f3-03.mp3}
-LINE: 24th -- twenty-fourth {bk05-l2a-f3-04.mp3}
-LINE: 25th -- twenty-fifth {bk05-l2a-f3-05.mp3}
-LINE: 26th -- twenty-sixth {bk05-l2a-f3-06.mp3}
-LINE: 27th -- twenty-seventh {bk05-l2a-f3-07.mp3}
-LINE: 28th -- twenty-eighth {bk05-l2a-f3-08.mp3}
-LINE: 29th -- twenty-ninth
-LINE: 20th -- twentieth {bk05-l2a-f3-10.mp3}
-LINE: 30th -- thirtieth {bk05-l2a-f3-11.mp3}
-LINE: 40th -- fortieth {bk05-l2a-f3-12.mp3}
-LINE: 50th -- fiftieth {bk05-l2a-f3-13.mp3}
-LINE: 60th -- sixtieth {bk05-l2a-f3-14.mp3}
-LINE: 70th -- seventieth {bk05-l2a-f3-15.mp3}
-LINE: 80th -- eightieth {bk05-l2a-f3-16.mp3}
-LINE: 90th -- ninetieth {bk05-l2a-f3-17.mp3}
-LINE: 100th -- one-hundredth {bk05-l2a-f3-18.mp3}
+VOCAB: twenty-first
+LINE: 21st — twenty-first {bk05-l2a-f3-01.mp3}
+
+VOCAB: twenty-second
+LINE: 22nd — twenty-second {bk05-l2a-f3-02.mp3}
+
+VOCAB: twenty-third
+LINE: 23rd — twenty-third {bk05-l2a-f3-03.mp3}
+
+VOCAB: twenty-fourth
+LINE: 24th — twenty-fourth {bk05-l2a-f3-04.mp3}
+
+VOCAB: twenty-fifth
+LINE: 25th — twenty-fifth {bk05-l2a-f3-05.mp3}
+
+VOCAB: twenty-sixth
+LINE: 26th — twenty-sixth {bk05-l2a-f3-06.mp3}
+
+VOCAB: twenty-seventh
+LINE: 27th — twenty-seventh {bk05-l2a-f3-07.mp3}
+
+VOCAB: twenty-eighth
+LINE: 28th — twenty-eighth {bk05-l2a-f3-08.mp3}
+
+VOCAB: twenty-ninth
+LINE: 29th — twenty-ninth {bk05-l2a-f3-09.mp3}
+
+
+# Source: LLA 2A Figure 3, Chart B
+$DIALOGUE Ordinal Numbers by Tens
+ID: 5-2a-f3b
+INTRO: Counting by tens now, all the way up to one hundred. Listen and repeat.
+INSTRUCTION: Listen and repeat each number.
+REPEAT
+
+LINE: 20th — twentieth {bk05-l2a-f3-10.mp3}
+
+VOCAB: thirtieth
+LINE: 30th — thirtieth {bk05-l2a-f3-11.mp3}
+
+VOCAB: fortieth
+LINE: 40th — fortieth {bk05-l2a-f3-12.mp3}
+
+VOCAB: fiftieth
+LINE: 50th — fiftieth {bk05-l2a-f3-13.mp3}
+
+VOCAB: sixtieth
+LINE: 60th — sixtieth {bk05-l2a-f3-14.mp3}
+
+VOCAB: seventieth
+LINE: 70th — seventieth {bk05-l2a-f3-15.mp3}
+
+VOCAB: eightieth
+LINE: 80th — eightieth {bk05-l2a-f3-16.mp3}
+
+VOCAB: ninetieth
+LINE: 90th — ninetieth {bk05-l2a-f3-17.mp3}
+
+VOCAB: one-hundredth
+LINE: 100th — one-hundredth {bk05-l2a-f3-18.mp3}
+
 
 # Source: LLA 2A Figure 4
-# DROPPED (twin): ST §Read These Dates — TTS reading of the same date pattern; the cassette version below covers it.
-$DIALOGUE Reading Dates
-ID: 2a-f4
-INTRO: Dates: month, day, year. Listen and repeat each one — the day is always an ordinal, even when the page hides it.
+$DIALOGUE Say the Dates
+ID: 5-2a-f4
+INTRO: Twelve dates — month, day, and year. Listen and repeat each one.
 INSTRUCTION: Listen and repeat each date.
 REPEAT
 
 LINE: April 18, 1984 {bk05-l2a-f4-01.mp3}
+
 LINE: September 21, 1987 {bk05-l2a-f4-02.mp3}
+
 LINE: October 30, 1992 {bk05-l2a-f4-03.mp3}
+
 LINE: December 25, 1988 {bk05-l2a-f4-04.mp3}
+
 LINE: February 14, 1986 {bk05-l2a-f4-05.mp3}
+
 LINE: March 22, 1990 {bk05-l2a-f4-06.mp3}
+
 LINE: August 13, 1989 {bk05-l2a-f4-07.mp3}
+
 LINE: July 24, 1994 {bk05-l2a-f4-08.mp3}
+
 LINE: January 29, 1991 {bk05-l2a-f4-09.mp3}
+
 LINE: May 28, 1992 {bk05-l2a-f4-10.mp3}
+
 LINE: June 16, 1986 {bk05-l2a-f4-11.mp3}
+
 LINE: November 23, 1987 {bk05-l2a-f4-12.mp3}
 
+
+# Source: ST §When's Your Birthday?
+$DIALOGUE Jimmy's First Birthday
+ID: l2-s3
+INTRO: A very short story about a very short person. Read along.
+INSTRUCTION: Read the paragraph.
+
+Narrator: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.
+
+
 # Source: LLA 2A Figure 5
-$PRODUCE Type the Ordinal Number
-ID: 2a-f5
+$PRODUCE Type the Ordinal Numbers
+ID: 5-2a-f5
+INTRO: Listen to each ordinal number, repeat it, and type it as a figure — like "22nd".
+INSTRUCTION: Type the ordinal number.
 INPUT: type
 CHECK: exact
-INTRO: Now write what you hear. Listen to the ordinal number and type it as a number with its suffix — for example, 31st. Then repeat it.
-INSTRUCTION: Type the ordinal number you hear.
 REPEAT
 
 EXAMPLE
-PROMPT: 31st. {bk05-l2a-f5-ex.mp3}
-RESPONSE: 31st
+PROMPT: 31st {bk05-l2a-f5-ex.mp3}
+RESPONSE: 31st {bk05-l2a-f5-ex.mp3}
+ACCEPT: thirty-first | thirty first
 
-PROMPT: 22nd. {bk05-l2a-f5-01.mp3}
-RESPONSE: 22nd
+PROMPT: 22nd {bk05-l2a-f5-01.mp3}
+RESPONSE: 22nd {bk05-l2a-f5-01.mp3}
+ACCEPT: twenty-second | twenty second
 
-PROMPT: 41st. {bk05-l2a-f5-02.mp3}
-RESPONSE: 41st
+PROMPT: 41st {bk05-l2a-f5-02.mp3}
+RESPONSE: 41st {bk05-l2a-f5-02.mp3}
+ACCEPT: forty-first | forty first
 
-PROMPT: 80th. {bk05-l2a-f5-03.mp3}
-RESPONSE: 80th
+PROMPT: 80th {bk05-l2a-f5-03.mp3}
+RESPONSE: 80th {bk05-l2a-f5-03.mp3}
+ACCEPT: eightieth
 
-PROMPT: 73rd. {bk05-l2a-f5-04.mp3}
-RESPONSE: 73rd
+PROMPT: 73rd {bk05-l2a-f5-04.mp3}
+RESPONSE: 73rd {bk05-l2a-f5-04.mp3}
+ACCEPT: seventy-third | seventy third
 
-PROMPT: 29th. {bk05-l2a-f5-05.mp3}
-RESPONSE: 29th
+PROMPT: 29th {bk05-l2a-f5-05.mp3}
+RESPONSE: 29th {bk05-l2a-f5-05.mp3}
+ACCEPT: twenty-ninth | twenty ninth
 
-PROMPT: 30th. {bk05-l2a-f5-06.mp3}
-RESPONSE: 30th
+PROMPT: 30th {bk05-l2a-f5-06.mp3}
+RESPONSE: 30th {bk05-l2a-f5-06.mp3}
+ACCEPT: thirtieth
 
-PROMPT: 64th. {bk05-l2a-f5-07.mp3}
-RESPONSE: 64th
+PROMPT: 64th {bk05-l2a-f5-07.mp3}
+RESPONSE: 64th {bk05-l2a-f5-07.mp3}
+ACCEPT: sixty-fourth | sixty fourth
 
-PROMPT: 33rd. {bk05-l2a-f5-08.mp3}
-RESPONSE: 33rd
+PROMPT: 33rd {bk05-l2a-f5-08.mp3}
+RESPONSE: 33rd {bk05-l2a-f5-08.mp3}
+ACCEPT: thirty-third | thirty third
 
-PROMPT: 100th. {bk05-l2a-f5-09.mp3}
-RESPONSE: 100th
+PROMPT: 100th {bk05-l2a-f5-09.mp3}
+RESPONSE: 100th {bk05-l2a-f5-09.mp3}
+ACCEPT: one-hundredth | hundredth | one hundredth
 
-PROMPT: 91st. {bk05-l2a-f5-10.mp3}
-RESPONSE: 91st
+PROMPT: 91st {bk05-l2a-f5-10.mp3}
+RESPONSE: 91st {bk05-l2a-f5-10.mp3}
+ACCEPT: ninety-first | ninety first
 
-PROMPT: 70th. {bk05-l2a-f5-11.mp3}
-RESPONSE: 70th
+PROMPT: 70th {bk05-l2a-f5-11.mp3}
+RESPONSE: 70th {bk05-l2a-f5-11.mp3}
+ACCEPT: seventieth
 
-PROMPT: 45th. {bk05-l2a-f5-12.mp3}
-RESPONSE: 45th
+PROMPT: 45th {bk05-l2a-f5-12.mp3}
+RESPONSE: 45th {bk05-l2a-f5-12.mp3}
+ACCEPT: forty-fifth | forty fifth
 
-PROMPT: 60th. {bk05-l2a-f5-13.mp3}
-RESPONSE: 60th
+PROMPT: 60th {bk05-l2a-f5-13.mp3}
+RESPONSE: 60th {bk05-l2a-f5-13.mp3}
+ACCEPT: sixtieth
 
-PROMPT: 90th. {bk05-l2a-f5-14.mp3}
-RESPONSE: 90th
+PROMPT: 90th {bk05-l2a-f5-14.mp3}
+RESPONSE: 90th {bk05-l2a-f5-14.mp3}
+ACCEPT: ninetieth
 
-PROMPT: 50th. {bk05-l2a-f5-15.mp3}
-RESPONSE: 50th
+PROMPT: 50th {bk05-l2a-f5-15.mp3}
+RESPONSE: 50th {bk05-l2a-f5-15.mp3}
+ACCEPT: fiftieth
 
-PROMPT: 65th. {bk05-l2a-f5-16.mp3}
-RESPONSE: 65th
+PROMPT: 65th {bk05-l2a-f5-16.mp3}
+RESPONSE: 65th {bk05-l2a-f5-16.mp3}
+ACCEPT: sixty-fifth | sixty fifth
 
-PROMPT: 55th. {bk05-l2a-f5-17.mp3}
-RESPONSE: 55th
+PROMPT: 55th {bk05-l2a-f5-17.mp3}
+RESPONSE: 55th {bk05-l2a-f5-17.mp3}
+ACCEPT: fifty-fifth | fifty fifth
 
-PROMPT: 40th. {bk05-l2a-f5-18.mp3}
-RESPONSE: 40th
+PROMPT: 40th {bk05-l2a-f5-18.mp3}
+RESPONSE: 40th {bk05-l2a-f5-18.mp3}
+ACCEPT: fortieth
 
-# Source: LLA 2A Figure 6
-$PRODUCE Ordinals in a Conversation
-ID: 2a-f6
+
+# Source: LLA 2A Figure 6 (Part 1)
+$DIALOGUE John's Trip
+ID: 5-2a-f6-story
+INTRO: John missed a party — but he has a good excuse. Listen to the conversation about his trip.
+INSTRUCTION: Listen to the dialogue.
+
+Friend: Hi, John. You didn't come to Mary's house on the 13th. Where were you? {bk05-l2a-f6-01.mp3}
+John: Oh, I went to Houston. {bk05-l2a-f6-02.mp3}
+Friend: Did you go to Los Angeles too? {bk05-l2a-f6-03.mp3}
+John: Yes, I did. I left on the 20th. I saw my brother on the 25th. {bk05-l2a-f6-04.mp3}
+Friend: When did you come to San Antonio? {bk05-l2a-f6-05.mp3}
+John: I flew home on the 28th and was in class on the 31st. {bk05-l2a-f6-06.mp3}
+
+
+# Source: LLA 2A Figure 6 (Part 2)
+$PRODUCE Write the Numbers You Hear
+ID: 5-2a-f6
 INPUT: type
 CHECK: exact
-INTRO: John is telling a friend about his trip home — and every sentence has a date in it. Listen and type the ordinal number you hear.
-INSTRUCTION: Type the missing ordinal number.
+REFERENCE: 5-2a-f6-story
+INTRO: Now listen to sentences from John's story and type the ordinal number you hear in each one.
+INSTRUCTION: Type the ordinal number.
 
 EXAMPLE
 PROMPT: This is John's second visit to his family. {bk05-l2a-f6-ex.mp3}
-TEMPLATE: This is John's ____{second} visit to his family.
-RESPONSE: This is John's second visit to his family.
+RESPONSE: 2nd {bk05-l2a-f6-ex-b.mp3}
+ACCEPT: second
 
-PROMPT: Hi John. You didn't come to Mary's house on the 13th. {bk05-l2a-f6-01.mp3}
-TEMPLATE: You didn't come to Mary's house on the ____{13th}.
-RESPONSE: You didn't come to Mary's house on the 13th.
+PROMPT: You didn't come to Mary's house on the 13th. {bk05-l2a-f6-07.mp3}
+RESPONSE: 13th {bk05-l2a-f6-07-b.mp3}
+ACCEPT: thirteenth
 
-PROMPT: I left on the 20th. {bk05-l2a-f6-02.mp3}
-TEMPLATE: I left on the ____{20th}.
-RESPONSE: I left on the 20th.
+PROMPT: I left on the 20th. {bk05-l2a-f6-08.mp3}
+RESPONSE: 20th {bk05-l2a-f6-08-b.mp3}
+ACCEPT: twentieth
 
-PROMPT: I saw my brother on the 25th. {bk05-l2a-f6-03.mp3}
-TEMPLATE: I saw my brother on the ____{25th}.
-RESPONSE: I saw my brother on the 25th.
+PROMPT: I saw my brother on the 25th. {bk05-l2a-f6-09.mp3}
+RESPONSE: 25th {bk05-l2a-f6-09-b.mp3}
+ACCEPT: twenty-fifth | twenty fifth
 
-PROMPT: I flew home on the 28th {bk05-l2a-f6-04.mp3}
-TEMPLATE: I flew home on the ____{28th}.
-RESPONSE: I flew home on the 28th.
+PROMPT: I flew home on the 28th. {bk05-l2a-f6-10.mp3}
+RESPONSE: 28th {bk05-l2a-f6-10-b.mp3}
+ACCEPT: twenty-eighth | twenty eighth
 
-PROMPT: and was in class on the 31st. {bk05-l2a-f6-05.mp3}
-TEMPLATE: and was in class on the ____{31st}.
-RESPONSE: and was in class on the 31st.
+PROMPT: And was in class on the 31st. {bk05-l2a-f6-11.mp3}
+RESPONSE: 31st {bk05-l2a-f6-11-b.mp3}
+ACCEPT: thirty-first | thirty first
 
-# Source: ST §When's Your Birthday?
-$PRODUCE Jimmy's First Birthday
-ID: l5-l2-s3
-INTRO: One more date, and it's an important one — Jimmy is turning one. Read the short paragraph and type the word that completes the answer.
-INSTRUCTION: Read the paragraph and complete the answer.
+
+# Source: ST §Pack / Back
+$DIALOGUE The Sounds "p" and "b"
+ID: l2-s4
+INTRO: These word pairs sound almost the same — the only difference is "p" or "b". Listen closely and repeat each pair.
+INSTRUCTION: Listen and repeat each pair of words.
+REPEAT
+
+LINE: pat — bat peach — beach rip — rib pie — by mop — mob tripe — tribe ample — amble staple — stable rope — robe pay — bay rapid — rabid pound — bound
+
+
+# Source: LLA 2A Figure 7 (items merged from ST §Write the Letter B)
+$PRODUCE Spell with the Letter "b"
+ID: 5-2a-f7
+INTRO: Read the word, listen to it, and type the missing letter "b" to complete the spelling.
+INSTRUCTION: Type the missing letter(s).
 INPUT: type
 CHECK: exact
-
-TEMPLATE: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.
-TEMPLATE: When is his birthday? His birthday is ____{today}.
-RESPONSE: His birthday is today.
-ACCEPT: today
-
-$LESSON 2-2: The Barbershop, Needs, and Can
-
-# Source: ST §I Need a Haircut
-$DIALOGUE Bob Needs a Haircut
-ID: l5-l2-s18
-INTRO: In this part you'll learn the words for the barbershop, say what people need, and use "can" to talk about what's possible. Meet Bob — his hair has been growing while he studied Lesson 1.
-INSTRUCTION: Listen and repeat the new words and sentences.
 REPEAT
 
-VOCAB: to need | need
-VOCAB: haircut
-LINE: Bob's hair is long. He needs a haircut. {st-page_048_001.jpg}
+TEMPLATE: a____{b}out
+PROMPT: about {bk05-l2a-f7-01.mp3}
+RESPONSE: about {bk05-l2a-f7-01.mp3}
+ACCEPT: b
+
+TEMPLATE: ta____{b}le
+PROMPT: table {bk05-l2a-f7-02.mp3}
+RESPONSE: table {bk05-l2a-f7-02.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}anana
+PROMPT: banana {bk05-l2a-f7-03.mp3}
+RESPONSE: banana {bk05-l2a-f7-03.mp3}
+ACCEPT: b
+
+TEMPLATE: ca____{b}
+PROMPT: cab {bk05-l2a-f7-04.mp3}
+RESPONSE: cab {bk05-l2a-f7-04.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}eef
+PROMPT: beef {bk05-l2a-f7-05.mp3}
+RESPONSE: beef {bk05-l2a-f7-05.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}ar____{b}er
+PROMPT: barber {bk05-l2a-f7-06.mp3}
+RESPONSE: barber {bk05-l2a-f7-06.mp3}
+
+TEMPLATE: num____{b}er
+PROMPT: number {bk05-l2a-f7-07.mp3}
+RESPONSE: number {bk05-l2a-f7-07.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}arracks
+PROMPT: barracks {bk05-l2a-f7-08.mp3}
+RESPONSE: barracks {bk05-l2a-f7-08.mp3}
+ACCEPT: b
+
+TEMPLATE: la____{b}
+PROMPT: lab {bk05-l2a-f7-09.mp3}
+RESPONSE: lab {bk05-l2a-f7-09.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}ase____{b}all
+PROMPT: baseball {bk05-l2a-f7-10.mp3}
+RESPONSE: baseball {bk05-l2a-f7-10.mp3}
+
+TEMPLATE: foot____{b}all
+PROMPT: football {bk05-l2a-f7-11.mp3}
+RESPONSE: football {bk05-l2a-f7-11.mp3}
+ACCEPT: b
+
+TEMPLATE: ____{b}athroom
+PROMPT: bathroom {bk05-l2a-f7-12.mp3}
+RESPONSE: bathroom {bk05-l2a-f7-12.mp3}
+ACCEPT: b
+
+# ST-only items below (no tape; TTS models)
+TEMPLATE: ____{b}ase
+RESPONSE: base
+
+TEMPLATE: ____{b}irthday
+RESPONSE: birthday
+
+TEMPLATE: ____{b}asket____{b}all
+RESPONSE: basketball
+
+TEMPLATE: ro____{b}e
+RESPONSE: robe
+
+TEMPLATE: ____{b}rother
+RESPONSE: brother
+
+TEMPLATE: mo____{b}
+RESPONSE: mob
+
+
+# Source: LLA 2A Figure 8
+$PRODUCE Capital Letters and Punctuation
+ID: 5-2a-f8
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+INTRO: Listen to each sentence and rewrite it with correct capital letters and punctuation. The computer is picky here — that's the point.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
+
+TEMPLATE: do you like chicken
+PROMPT: Do you like chicken? {bk05-l2a-f8-01.mp3}
+RESPONSE: Do you like chicken? {bk05-l2a-f8-01.mp3}
+
+TEMPLATE: my family does
+PROMPT: My family does. {bk05-l2a-f8-02.mp3}
+RESPONSE: My family does. {bk05-l2a-f8-02.mp3}
+
+TEMPLATE: they want chicken every sunday
+PROMPT: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
+RESPONSE: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
+
+TEMPLATE: they like chicken with rice and chicken with fruit
+PROMPT: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
+RESPONSE: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
+ACCEPT: They like chicken with rice and chicken with fruit.
+
+TEMPLATE: we eat chicken every sunday and sometimes on wednesday
+PROMPT: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
+RESPONSE: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
+ACCEPT: We eat chicken every Sunday and sometimes on Wednesday.
+
+TEMPLATE: i like to cook and eat chicken
+PROMPT: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
+RESPONSE: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
+
+TEMPLATE: i dont like to clean up
+PROMPT: I don't like to clean up. {bk05-l2a-f8-07.mp3}
+RESPONSE: I don't like to clean up. {bk05-l2a-f8-07.mp3}
+
+
+$SESSION 2-2: The Barbershop, Need, and Can
+
+# Source: LLA 2B Figure 1 (Part 1)
+$DIALOGUE The Barbershop {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
+ID: 5-2b-f1
+INTRO: In this part you'll learn the words of the barbershop, say what people need, and make plans with "can". You'll see a picture of a barbershop — listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
 
-VOCAB: to get | get
 VOCAB: barbershop
-LINE: He always gets a haircut at Tony's Barbershop. {st-page_048_002.jpg}
-
-VOCAB: drugstore
-LINE: Bob needs to buy shampoo. He buys his shampoo at the drugstore. {st-page_048_003.jpg}
-
-# Source: LLA 2B Figure 1
-$DIALOGUE At the Barbershop
-ID: 2b-f1
-INTRO: Here's a picture of Dan at the barbershop. Listen to the new words in sentences and repeat each one.
-INSTRUCTION: Repeat each word and sentence.
-REPEAT
-
-LINE: Dan is at the barber shop. {page_037_001.jpg} {bk05-l2b-f1-01.mp3}
+LINE: Dan is at the barbershop. {bk05-l2b-f1-01.mp3}
 
 VOCAB: hair
-LINE: Dan's hair is long. {page_037_001.jpg} {bk05-l2b-f1-02.mp3}
+LINE: Dan's hair is long. {bk05-l2b-f1-02.mp3}
 
 VOCAB: face
-LINE: The barber shaves Dan's face. {page_037_001.jpg} {bk05-l2b-f1-03.mp3}
+LINE: The barber shaves Dan's face. {bk05-l2b-f1-03.mp3}
 
 VOCAB: sink
-LINE: The barber puts water in the sink. {page_037_001.jpg} {bk05-l2b-f1-04.mp3}
+LINE: The barber puts water in the sink. {bk05-l2b-f1-04.mp3}
 
 VOCAB: towel
-LINE: Dan has a towel on his neck. {page_037_001.jpg} {bk05-l2b-f1-05.mp3}
+LINE: Dan has a towel on his neck. {bk05-l2b-f1-05.mp3}
 
 VOCAB: comb
-LINE: The barber combs Dan's hair with a comb. {page_037_001.jpg} {bk05-l2b-f1-06.mp3}
+LINE: The barber combs Dan's hair with a comb. {bk05-l2b-f1-06.mp3}
 
 VOCAB: brush
-LINE: He brushes his hair with a brush. {page_037_001.jpg} {bk05-l2b-f1-07.mp3}
+LINE: He brushes his hair with a brush. {bk05-l2b-f1-07.mp3}
 
 VOCAB: shampoo
-LINE: The barber puts shampoo in Dan's hair. {page_037_001.jpg} {bk05-l2b-f1-08.mp3}
+LINE: The barber puts shampoo in Dan's hair. {bk05-l2b-f1-08.mp3}
 
 VOCAB: soap
-LINE: The barber puts warm soap on Dan's face. {page_037_001.jpg} {bk05-l2b-f1-09.mp3}
+LINE: The barber puts warm soap on Dan's face. {bk05-l2b-f1-09.mp3}
 
 VOCAB: mirror
-LINE: The mirror in the barber shop is big. {page_037_001.jpg} {bk05-l2b-f1-10.mp3}
+LINE: The mirror in the barbershop is big. {bk05-l2b-f1-10.mp3}
 
-# Source: LLA 2B Figure 1 (Q&A pass)
-$PRODUCE What's in the Picture?
-ID: 2b-f1-b
-INTRO: Now the picture asks back. Look at the numbered items, answer each question with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+
+# Source: LLA 2B Figure 1 (Part 2)
+$PRODUCE What's in the Barbershop? {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
+ID: 5-2b-f1-b
+INTRO: The barbershop picture has numbered items. Listen to each question, answer aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What's number 3? {page_037_001.jpg} {bk05-l2b-f1-11-q.mp3}
+TEMPLATE: Number 3
+PROMPT: What's number 3? {bk05-l2b-f1-11-q.mp3}
 RESPONSE: It's Dan's face. {bk05-l2b-f1-11-a.mp3}
 
-PROMPT: What's number 5? {page_037_001.jpg} {bk05-l2b-f1-12-q.mp3}
+TEMPLATE: Number 5
+PROMPT: What's number 5? {bk05-l2b-f1-12-q.mp3}
 RESPONSE: It's a towel. {bk05-l2b-f1-12-a.mp3}
 
-PROMPT: What's number 9? {page_037_001.jpg} {bk05-l2b-f1-13-q.mp3}
+TEMPLATE: Number 9
+PROMPT: What's number 9? {bk05-l2b-f1-13-q.mp3}
 RESPONSE: It's soap. {bk05-l2b-f1-13-a.mp3}
 
-PROMPT: What's number 7? {page_037_001.jpg} {bk05-l2b-f1-14-q.mp3}
+TEMPLATE: Number 7
+PROMPT: What's number 7? {bk05-l2b-f1-14-q.mp3}
 RESPONSE: It's a brush. {bk05-l2b-f1-14-a.mp3}
 
-PROMPT: What's number 1? {page_037_001.jpg} {bk05-l2b-f1-15-q.mp3}
-RESPONSE: It's a barber shop. {bk05-l2b-f1-15-a.mp3}
+TEMPLATE: Number 1
+PROMPT: What's number 1? {bk05-l2b-f1-15-q.mp3}
+RESPONSE: It's a barbershop. {bk05-l2b-f1-15-a.mp3}
 
-PROMPT: What's number 4? {page_037_001.jpg} {bk05-l2b-f1-16-q.mp3}
+TEMPLATE: Number 4
+PROMPT: What's number 4? {bk05-l2b-f1-16-q.mp3}
 RESPONSE: It's a sink. {bk05-l2b-f1-16-a.mp3}
 
-PROMPT: What's number 6? {page_037_001.jpg} {bk05-l2b-f1-17-q.mp3}
+TEMPLATE: Number 6
+PROMPT: What's number 6? {bk05-l2b-f1-17-q.mp3}
 RESPONSE: It's a comb. {bk05-l2b-f1-17-a.mp3}
 
-PROMPT: What's number 8? {page_037_001.jpg} {bk05-l2b-f1-18-q.mp3}
+TEMPLATE: Number 8
+PROMPT: What's number 8? {bk05-l2b-f1-18-q.mp3}
 RESPONSE: It's shampoo. {bk05-l2b-f1-18-a.mp3}
 
-PROMPT: What's number 10? {page_037_001.jpg} {bk05-l2b-f1-19-q.mp3}
+TEMPLATE: Number 10
+PROMPT: What's number 10? {bk05-l2b-f1-19-q.mp3}
 RESPONSE: It's a mirror. {bk05-l2b-f1-19-a.mp3}
 
-PROMPT: What's number 2? {page_037_001.jpg} {bk05-l2b-f1-20-q.mp3}
+TEMPLATE: Number 2
+PROMPT: What's number 2? {bk05-l2b-f1-20-q.mp3}
 RESPONSE: It's Dan's hair. {bk05-l2b-f1-20-a.mp3}
 
-# Source: LLA 2B Figure 2 (word list — kept as pronunciation reinforcement; the sentences come before and after)
-$DIALOGUE Barbershop Words — Pronunciation
-ID: 2b-f2
-INTRO: A quick pronunciation pass over the barbershop words before we hear them in a story. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
 
-LINE: Barbershop. {bk05-l2b-f2-01.mp3}
-LINE: Shampoo. {bk05-l2b-f2-02.mp3}
-LINE: Haircut. {bk05-l2b-f2-03.mp3}
-VOCAB: to wash
-LINE: Washes. {bk05-l2b-f2-04.mp3}
-LINE: Hair. {bk05-l2b-f2-05.mp3}
-VOCAB: to rinse
-LINE: Rinses. {bk05-l2b-f2-06.mp3}
-VOCAB: to dry
-LINE: Dries. {bk05-l2b-f2-07.mp3}
-VOCAB: to comb
-LINE: Combs. {bk05-l2b-f2-08.mp3}
-VOCAB: to brush
-LINE: Brushes. {bk05-l2b-f2-09.mp3}
-LINE: Towel. {bk05-l2b-f2-10.mp3}
-LINE: Soap. {bk05-l2b-f2-11.mp3}
-
-# Source: LLA 2B Figure 2 (reading)
+# Source: LLA 2B Figure 2 (Part 1)
 $DIALOGUE John Goes to the Barbershop
-ID: 2b-f2-b
-INTRO: Every week, John gets the full treatment — shampoo, haircut, and shave. Listen to the story of his visit.
-INSTRUCTION: Listen to the paragraphs.
+ID: 5-2b-f2
+INTRO: John gets the full treatment every week — shampoo, haircut, and shave. Listen to the story.
+INSTRUCTION: Listen to the story.
 
-LINE: Every week John goes to the barbershop. {page_038_001.jpg} {bk05-l2b-f2-12.mp3}
-LINE: He has a shampoo, a haircut, and a shave. {page_038_001.jpg} {bk05-l2b-f2-13.mp3}
-LINE: The barber washes John's hair with shampoo. {page_038_001.jpg} {bk05-l2b-f2-14.mp3}
-LINE: Then he rinses his hair with warm water. {page_038_001.jpg} {bk05-l2b-f2-15.mp3}
-LINE: He dries his hair with a clean towel. {page_038_001.jpg} {bk05-l2b-f2-16.mp3}
-LINE: Next, John has a haircut. {page_038_002.jpg} {bk05-l2b-f2-17.mp3}
-LINE: After the haircut, the barber combs and brushes John's hair. {page_038_002.jpg} {bk05-l2b-f2-18.mp3}
-LINE: Then John has a shave. {page_038_003.jpg} {bk05-l2b-f2-19.mp3}
-LINE: The barber puts a hot towel on John's face. {page_038_003.jpg} {bk05-l2b-f2-20.mp3}
-LINE: Next, he takes the towel off and puts warm soap on his face. {page_038_003.jpg} {bk05-l2b-f2-21.mp3}
-LINE: Then he shaves John's face. {page_038_003.jpg} {bk05-l2b-f2-22.mp3}
-LINE: John likes to go to the barbershop. {page_038_003.jpg} {bk05-l2b-f2-23.mp3}
+VOCAB: haircut
+LINE: Every week John goes to the barbershop. He has a shampoo, a haircut, and a shave. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-01.mp3}
 
-# Source: LLA 2B Figure 2 (questions)
+VOCAB: to wash
+VOCAB: to rinse
+VOCAB: to dry
+LINE: The barber washes John's hair with shampoo. Then he rinses his hair with warm water. He dries his hair with a clean towel. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-02.mp3}
+
+VOCAB: to comb
+LINE: Next, John has a haircut. After the haircut, the barber combs and brushes John's hair. {page_038_002.jpg|A barber combing and styling a customer's hair} {bk05-l2b-f2-03.mp3}
+
+LINE: Then John has a shave. The barber puts a hot towel on John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-04.mp3}
+
+LINE: Next, he takes the towel off and puts warm soap on his face. Then he shaves John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-05.mp3}
+
+LINE: John likes to go to the barbershop. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-06.mp3}
+
+
+# Source: LLA 2B Figure 2 (Part 2)
 $PRODUCE Questions About John's Visit
-ID: 2b-f2-c
-REFERENCE
-INTRO: Now answer questions about John's trip to the barbershop. Answer in a full sentence, then repeat the correct answer. You can look back at the story if the shave washed away a detail.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 5-2b-f2-b
+REFERENCE: 5-2b-f2
+INTRO: Answer each question about John's visit aloud in a full sentence. Open the story if you need it, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Where does John go every week? {bk05-l2b-f2-24-q.mp3}
-RESPONSE: John goes to the barbershop every week. {bk05-l2b-f2-24-a.mp3}
+PROMPT: Where does John go every week? {bk05-l2b-f2-07-q.mp3}
+RESPONSE: John goes to the barbershop every week. {bk05-l2b-f2-07-a.mp3}
 
-PROMPT: What does John have at the barbershop? {bk05-l2b-f2-25-q.mp3}
-RESPONSE: He has a shampoo, a haircut, and a shave. {bk05-l2b-f2-25-a.mp3}
+PROMPT: What does John have at the barbershop? {bk05-l2b-f2-08-q.mp3}
+RESPONSE: He has a shampoo, a haircut, and a shave. {bk05-l2b-f2-08-a.mp3}
 
-PROMPT: What does the barber rinse John's hair with? {bk05-l2b-f2-26-q.mp3}
-RESPONSE: The barber rinses John's hair with warm water. {bk05-l2b-f2-26-a.mp3}
+PROMPT: What does the barber rinse John's hair with? {bk05-l2b-f2-09-q.mp3}
+RESPONSE: The barber rinses John's hair with warm water. {bk05-l2b-f2-09-a.mp3}
 
-PROMPT: What does the barber dry John's hair with? {bk05-l2b-f2-27-q.mp3}
-RESPONSE: The barber dries John's hair with a clean towel. {bk05-l2b-f2-27-a.mp3}
+PROMPT: What does the barber dry John's hair with? {bk05-l2b-f2-10-q.mp3}
+RESPONSE: The barber dries John's hair with a clean towel. {bk05-l2b-f2-10-a.mp3}
 
-PROMPT: What does the barber do to John's hair after the haircut? {bk05-l2b-f2-28-q.mp3}
-RESPONSE: The barber combs and brushes John's hair. {bk05-l2b-f2-28-a.mp3}
+PROMPT: What does the barber do to John's hair after the haircut? {bk05-l2b-f2-11-q.mp3}
+RESPONSE: The barber combs and brushes John's hair. {bk05-l2b-f2-11-a.mp3}
 
-PROMPT: What does the barber put on John's face? {bk05-l2b-f2-29-q.mp3}
-RESPONSE: He puts a hot towel on John's face. {bk05-l2b-f2-29-a.mp3}
+PROMPT: What does the barber put on John's face? {bk05-l2b-f2-12-q.mp3}
+RESPONSE: He puts a hot towel on John's face. {bk05-l2b-f2-12-a.mp3}
 
-PROMPT: What does the barber do next? {bk05-l2b-f2-30-q.mp3}
-RESPONSE: He puts warm soap on John's face. {bk05-l2b-f2-30-a.mp3}
+PROMPT: What does the barber do next? {bk05-l2b-f2-13-q.mp3}
+RESPONSE: He puts warm soap on John's face. {bk05-l2b-f2-13-a.mp3}
+
+PROMPT: Where does John like to go? {bk05-l2b-f2-14-q.mp3}
+RESPONSE: He likes to go to the barbershop. {bk05-l2b-f2-14-a.mp3}
+
+
+# Source: ST §I Need a Haircut.
+$DIALOGUE Bob Needs a Haircut
+ID: l2-s20
+INTRO: Bob's hair has plans of its own. Listen and repeat these sentences about what he needs.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: need
+LINE: Bob's hair is long. He needs a haircut. {st-page_048_001.jpg|Front view portrait of a young man with long dark hair}
+
+VOCAB: to get
+LINE: He always gets a haircut at Tony's Barbershop. {st-page_048_002.jpg|A barber cutting a man's hair in a barbershop}
+
+VOCAB: drugstore
+VOCAB: need to
+LINE: Bob needs to buy shampoo. He buys his shampoo at the drugstore. {st-page_048_003.jpg|A man picking up a bottle of shampoo from a store shelf in a drugstore}
 
-PROMPT: Where does John like to go? {bk05-l2b-f2-31-q.mp3}
-RESPONSE: He likes to go to the barbershop. {bk05-l2b-f2-31-a.mp3}
 
 # Source: LLA 2B Figure 3
-$PRODUCE Sentences with Need
-ID: 2b-f3
-INTRO: Time to say what people need. Listen to a situation and a cue word, then make a sentence with "need" or "needs". Say it, then repeat the correct answer.
-INSTRUCTION: Make a sentence with "need" or "needs".
+$PRODUCE Say What They Need
+ID: 5-2b-f3
+INTRO: You'll hear a situation and a cue word. Say what the person needs — "He needs a new clock." — then repeat the model answer.
+INSTRUCTION: Say a sentence using "need" or "needs".
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
+TEMPLATE: Jack didn't get up on time. (new clock)
 PROMPT: Jack didn't get up on time. New clock. {bk05-l2b-f3-ex-q.mp3}
 RESPONSE: He needs a new clock. {bk05-l2b-f3-ex-a.mp3}
 
+TEMPLATE: Mary's coat is old.
 PROMPT: Mary's coat is old. New coat. {bk05-l2b-f3-01-q.mp3}
 RESPONSE: She needs a new coat. {bk05-l2b-f3-01-a.mp3}
 
+TEMPLATE: It's cold outside.
 PROMPT: It's cold outside. Gloves and scarf. {bk05-l2b-f3-02-q.mp3}
 RESPONSE: I need my gloves and scarf. {bk05-l2b-f3-02-a.mp3}
 
+TEMPLATE: I'm hungry.
 PROMPT: I'm hungry. Snack. {bk05-l2b-f3-03-q.mp3}
 RESPONSE: I need a snack. {bk05-l2b-f3-03-a.mp3}
 
+TEMPLATE: Sam wants to look up these words.
 PROMPT: Sam wants to look up these words. Dictionary. {bk05-l2b-f3-04-q.mp3}
 RESPONSE: He needs a dictionary. {bk05-l2b-f3-04-a.mp3}
 
+TEMPLATE: The men are thirsty.
 PROMPT: The men are thirsty. Drink. {bk05-l2b-f3-05-q.mp3}
 RESPONSE: They need a drink. {bk05-l2b-f3-05-a.mp3}
 
+TEMPLATE: The students want to go downtown.
 PROMPT: The students want to go downtown. Taxi. {bk05-l2b-f3-06-q.mp3}
 RESPONSE: They need a taxi. {bk05-l2b-f3-06-a.mp3}
 
+
 # Source: LLA 2B Figure 4
-$PRODUCE Sentences with Need To
-ID: 2b-f4
-INTRO: Same idea, but now what people need to DO. Listen to the situation and the cue, make a sentence with "need to" or "needs to", then repeat the answer.
-INSTRUCTION: Make a sentence with "need to" or "needs to".
-INPUT: speak
-CHECK: reveal
+$PRODUCE Need To
+ID: 5-2b-f4
+INTRO: Before a verb, "need" becomes "need to" — "He needs to visit a doctor." Read each sentence and type "need to" or "needs to", then repeat the full sentence.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
 REPEAT
 
 EXAMPLE
+TEMPLATE: Tom is sick. (visit a doctor)\nHe ____{needs to} visit a doctor.
 PROMPT: Tom is sick. Visit a doctor. {bk05-l2b-f4-ex-q.mp3}
 RESPONSE: He needs to visit a doctor. {bk05-l2b-f4-ex-a.mp3}
 
+TEMPLATE: It's late.\nI ____{need to} have dinner.
 PROMPT: It's late. You have dinner? {bk05-l2b-f4-01-q.mp3}
 RESPONSE: I need to have dinner. {bk05-l2b-f4-01-a.mp3}
 
+TEMPLATE: Bill is late for class.\nHe ____{needs to} get up early.
 PROMPT: Bill is late for class. Get up early. {bk05-l2b-f4-02-q.mp3}
 RESPONSE: He needs to get up early. {bk05-l2b-f4-02-a.mp3}
 
+TEMPLATE: It's hot in here.\nI ____{need to} take off my coat.
 PROMPT: It's hot in here. Take off your coat. {bk05-l2b-f4-03-q.mp3}
 RESPONSE: I need to take off my coat. {bk05-l2b-f4-03-a.mp3}
 
+TEMPLATE: Paul wants to go downtown.\nHe ____{needs to} take a bus.
 PROMPT: Paul wants to go downtown. Take a bus. {bk05-l2b-f4-04-q.mp3}
 RESPONSE: He needs to take a bus. {bk05-l2b-f4-04-a.mp3}
 
+TEMPLATE: Jan's very tired.\nShe ____{needs to} go to bed.
 PROMPT: Jan's very tired. Go to bed. {bk05-l2b-f4-05-q.mp3}
 RESPONSE: She needs to go to bed. {bk05-l2b-f4-05-a.mp3}
 
+TEMPLATE: Mark's hands are cold.\nHe ____{needs to} wear his gloves.
 PROMPT: Mark's hands are cold. Wear his gloves. {bk05-l2b-f4-06-q.mp3}
 RESPONSE: He needs to wear his gloves. {bk05-l2b-f4-06-a.mp3}
 
-# Source: ST §Can
-$GRAMMAR Can — Talking About What's Possible
-ID: l5-l2-s21
-INTRO: Here's the pattern for "can". One little word, and suddenly the whole weekend is full of possibilities.
-
-**Can is used to mean possibility.**
-
-| | |
-|---|---|
-| **STATEMENT:** | You **can buy** shoes at a shoe store. |
-| **NEGATIVE:** | You **can't buy** a car at the BX. |
-| **QUESTION:** | **Can** you **get** a haircut on Saturday?<br>Yes, you **can**. / No, you **can't**. |
-| **WH-QUESTION:** | Where **can** we **go** this weekend?<br>To Dallas. We **can go** to Dallas. |
 
 # Source: LLA 2B Figure 5
-# DROPPED (twin): ST §What Can We Do on the Weekend? — TTS dialog with the same role; the cassette dialog below covers it.
-$DIALOGUE Weekend Plans
-ID: 2b-f5
-INTRO: Mark and Jack are planning Saturday — sleep late, or tennis at dawn? Listen to their conversation and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Saturday Plans
+ID: 5-2b-f5
+INTRO: Mark and Jack have a whole Saturday and no plan — yet. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Mark: Jack, tomorrow is Saturday. What can we do? {bk05-l2b-f5-01.mp3}
@@ -533,245 +744,305 @@ Jack: Good. Then we can have lunch at the new French restaurant. {bk05-l2b-f5-06
 Mark: Yes. And after lunch we can go to a movie. {bk05-l2b-f5-07.mp3}
 Jack: We can have a good day tomorrow. {bk05-l2b-f5-08.mp3}
 
+# Source: LLA 2B Figure 5 (role-play pass)
+$DIALOGUE Saturday Plans: Take Jack's Part
+ID: 5-2b-f5-role-jack
+REFERENCE: 5-2b-f5
+PLAY_ROLE: Jack
+INTRO: Now practice the conversation again. You are Jack — speak Jack's lines in the pauses.
+INSTRUCTION: You are Jack — speak your lines in the pauses.
+
+
+# Source: ST §Can for Possibility
+$GRAMMAR Can: Saying What's Possible
+ID: l2-s23
+INTRO: Mark and Jack used "can" for every plan they made. Here's the pattern in a few short cards.
+
+CARD: Use **can** to say something is possible.
+{You can buy shoes at a shoe store.}
+
+CARD: The negative is **can't**.
+{You can't buy a car at the BX.}
+
+CARD: For a yes/no question, put **can** first.
+{Can you get a haircut on Saturday?}
+{Yes, you can.}
+{No, you can't.}
+
+CARD: A question word comes before **can**.
+{Where can we go this weekend?}
+{We can go to Dallas.}
+
+SUMMARY:
+| Sentence Type | Example |
+|---|---|
+| Statement | You can buy shoes at a shoe store. |
+| Negative | You can't buy a car at the BX. |
+| Yes/No Question | Can you get a haircut on Saturday? — Yes, you can. / No, you can't. |
+| Information Question | Where can we go this weekend? — We can go to Dallas. |
+
+
 # Source: LLA 2B Figure 6
-$PRODUCE Can or Can't
-ID: 2b-f6
-INTRO: Answer each question with "can" or "can't", using the cue on the screen. Say the answer, then repeat the correct one.
-INSTRUCTION: Answer aloud using "can" or "can't".
-INPUT: speak
-CHECK: reveal
+$PRODUCE Complete with Can or Can't
+ID: 5-2b-f6
+HIDE_PROMPT
+INTRO: Listen to each question and type "can" or "can't" to complete the answer on screen, then repeat the full answer.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
 REPEAT
 
-TEMPLATE: You ____ eat chicken for dinner.
 PROMPT: What can I eat for dinner? {bk05-l2b-f6-01-q.mp3}
+TEMPLATE: You ____{can} eat chicken for dinner.
 RESPONSE: You can eat chicken for dinner. {bk05-l2b-f6-01-a.mp3}
+ACCEPT: can
 
-TEMPLATE: We ____ eat at the Chinese restaurant.
 PROMPT: Where can we eat dinner on Sunday? {bk05-l2b-f6-02-q.mp3}
+TEMPLATE: We ____{can} eat at the Chinese restaurant.
 RESPONSE: We can eat at the Chinese restaurant. {bk05-l2b-f6-02-a.mp3}
+ACCEPT: can
 
-TEMPLATE: We ____ visit Los Angeles or New York.
 PROMPT: Which city can we visit this summer? {bk05-l2b-f6-03-q.mp3}
+TEMPLATE: We ____{can} visit Los Angeles or New York.
 RESPONSE: We can visit Los Angeles or New York. {bk05-l2b-f6-03-a.mp3}
+ACCEPT: can
 
-TEMPLATE: No, I ____.
 PROMPT: Can you go with me to the movie tonight? {bk05-l2b-f6-04-q.mp3}
+TEMPLATE: No, I ____{can't|cannot}.
 RESPONSE: No, I can't. {bk05-l2b-f6-04-a.mp3}
+ACCEPT: can't | cannot
 
-TEMPLATE: I ____ leave at noon.
 PROMPT: When can you leave? {bk05-l2b-f6-05-q.mp3}
+TEMPLATE: I ____{can} leave at noon.
 RESPONSE: I can leave at noon. {bk05-l2b-f6-05-a.mp3}
+ACCEPT: can
 
-TEMPLATE: Yes, I ____.
 PROMPT: Can you play tennis this Saturday? {bk05-l2b-f6-06-q.mp3}
+TEMPLATE: Yes, I ____{can}.
 RESPONSE: Yes, I can. {bk05-l2b-f6-06-a.mp3}
+ACCEPT: can
+
 
 # Source: LLA 2B Figure 7
-$PRODUCE Ask the Question with Can
-ID: 2b-f7
-INTRO: Now you ask the questions. Listen to a sentence and a question word, then ask the question with "can". Repeat the correct question after each answer.
-INSTRUCTION: Ask the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
+$PRODUCE Listen and Complete the Sentence
+ID: 5-2b-f7
+HIDE_PROMPT
+INTRO: You'll hear a statement and a question word like "who" or "where". Type the missing information to complete the sentence on screen.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
 
 EXAMPLE
-TEMPLATE: Mark can play tomorrow.
-PROMPT: "Mark can play tomorrow." Who? {bk05-l2b-f7-ex-q.mp3}
-RESPONSE: Who can play tomorrow? {bk05-l2b-f7-ex-a.mp3}
+PROMPT: Mark can play tomorrow. Who? {bk05-l2b-f7-ex-q.mp3}
+TEMPLATE: ____{Mark} can play tomorrow.
+RESPONSE: Mark can play tomorrow.
+ACCEPT: Mark
 
-TEMPLATE: Ann can wear her long dress to the dance.
-PROMPT: "Anne can wear her long dress to the dance." What? {bk05-l2b-f7-01-q.mp3}
-RESPONSE: What can Anne wear to the dance? {bk05-l2b-f7-01-a.mp3}
+PROMPT: Anne can wear her long dress to the dance. What? {bk05-l2b-f7-01-q.mp3}
+TEMPLATE: Anne can wear ____{her long dress} to the dance.
+RESPONSE: Anne can wear her long dress to the dance.
+ACCEPT: her long dress
 
-TEMPLATE: Sam can go to the movies tomorrow night.
-PROMPT: "Sam can go to the movie tomorrow night." Where? {bk05-l2b-f7-02-q.mp3}
-RESPONSE: Where can Sam go tomorrow night? {bk05-l2b-f7-02-a.mp3}
+PROMPT: Sam can go to the movie tomorrow night. Where? {bk05-l2b-f7-02-q.mp3}
+TEMPLATE: Sam can go ____{to the movie|to the movies} tomorrow night.
+RESPONSE: Sam can go to the movie tomorrow night.
+ACCEPT: to the movie | to the movies
 
-TEMPLATE: Dan can visit John this weekend.
-PROMPT: "Dan can visit John this weekend." Who? {bk05-l2b-f7-03-q.mp3}
-RESPONSE: Who can visit John this weekend? {bk05-l2b-f7-03-a.mp3}
+PROMPT: Dan can visit John this weekend. Who? {bk05-l2b-f7-03-q.mp3}
+TEMPLATE: ____{Dan} can visit John this weekend.
+RESPONSE: Dan can visit John this weekend.
+ACCEPT: Dan
 
-TEMPLATE: Tom can play football this Saturday.
-PROMPT: "Tom can play football this Saturday." What? {bk05-l2b-f7-04-q.mp3}
-RESPONSE: What can Tom play this Saturday? {bk05-l2b-f7-04-a.mp3}
+PROMPT: Tom can play football this Saturday. What? {bk05-l2b-f7-04-q.mp3}
+TEMPLATE: Tom can play ____{football} this Saturday.
+RESPONSE: Tom can play football this Saturday.
+ACCEPT: football
 
-TEMPLATE: You can buy socks at some grocery stores.
-PROMPT: "You can buy socks at some grocery stores." Where? {bk05-l2b-f7-05-q.mp3}
-RESPONSE: Where can I buy socks? {bk05-l2b-f7-05-a.mp3}
+PROMPT: You can buy socks at some grocery stores. Where? {bk05-l2b-f7-05-q.mp3}
+TEMPLATE: You can buy socks ____{at some grocery stores}.
+RESPONSE: You can buy socks at some grocery stores.
+ACCEPT: at some grocery stores
+
+PROMPT: We can review our lessons tomorrow. When? {bk05-l2b-f7-06-q.mp3}
+TEMPLATE: We can review our lessons ____{tomorrow}.
+RESPONSE: We can review our lessons tomorrow.
+ACCEPT: tomorrow
 
-TEMPLATE: We can review our lessons tomorrow.
-PROMPT: "We can review our lessons tomorrow." When? {bk05-l2b-f7-06-q.mp3}
-RESPONSE: When can we review our lessons? {bk05-l2b-f7-06-a.mp3}
 
 # Source: ST §Can You Come to My Room?
 $PRODUCE Ask and Answer with Can
-ID: l5-l2-s24
-INTRO: Last stop for "can": you build both the question and the answer from two cue words. Ask a yes/no question with "can", then answer it with a short answer.
-INSTRUCTION: Ask a "can" question from the cues, then answer it.
+ID: l2-s26
+INTRO: Now build your own questions. Use the two cues to ask a "Can..." question, then give a short answer — yes or no, your choice. The model shows one possibility.
+INSTRUCTION: Ask and answer aloud using "can".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed yes/no question using "can", followed by either a short answer (Yes, I can / No, we can't) or a full-sentence answer (e.g. "Yes, I can play soccer after class."). The learner may choose yes or no.
+SHOW_PROMPT
+RUBRIC: Accept any well-formed "Can ...?" question built from the cue words plus a matching short answer ("Yes, I can." / "No, we can't."); either yes or no is fine, and small changes of subject or wording are fine. The "can + subject + verb" question form is the point — a question without "can" fails.
 
 EXAMPLE
-TEMPLATE: play soccer / after class
-RESPONSE: Can you play soccer after class? Yes, I can.
+PROMPT: play soccer / after class
+RESPONSE: Can you play soccer after class?\n— Yes, I can.
 
 EXAMPLE
-TEMPLATE: go to the movies / Friday
-RESPONSE: Can we go to the movies this Friday? No, we can't.
+PROMPT: go to the movies / Friday
+RESPONSE: Can we go to the movies this Friday?\n— No, we can't.
 
-TEMPLATE: watch TV / your room
-RESPONSE: Can you watch TV in your room? Yes, I can.
+PROMPT: watch TV / your room
+RESPONSE: Can we watch TV in your room?\n— Yes, we can.
 
-TEMPLATE: go to the drugstore / after class
-RESPONSE: Can we go to the drugstore after class? Yes, we can.
+PROMPT: go to the drugstore / after class
+RESPONSE: Can you go to the drugstore after class?\n— Yes, I can.
 
-TEMPLATE: work / after 5
-RESPONSE: Can you work after 5? No, I can't.
+PROMPT: work / after 5
+RESPONSE: Can you work after 5?\n— No, I can't.
 
-TEMPLATE: wash hands / sink
-RESPONSE: Can you wash your hands in the sink? Yes, I can.
+PROMPT: wash hands / sink
+RESPONSE: Can I wash my hands in the sink?\n— Yes, you can.
 
-TEMPLATE: get haircut / on Saturday
-RESPONSE: Can you get a haircut on Saturday? Yes, I can.
+PROMPT: get haircut / on Saturday
+RESPONSE: Can you get a haircut on Saturday?\n— Yes, I can.
 
-TEMPLATE: move / that chair
-RESPONSE: Can you move that chair? Yes, I can.
+PROMPT: move / that chair
+RESPONSE: Can you move that chair?\n— Yes, I can.
 
-TEMPLATE: review / new words
-RESPONSE: Can we review the new words? Yes, we can.
+PROMPT: review / new words
+RESPONSE: Can we review the new words?\n— Yes, we can.
 
-TEMPLATE: eat / Chinese restaurant
-RESPONSE: Can we eat at a Chinese restaurant? Yes, we can.
+PROMPT: eat / Chinese restaurant
+RESPONSE: Can we eat at a Chinese restaurant?\n— Yes, we can.
 
-TEMPLATE: study / Lesson 1
-RESPONSE: Can you study Lesson 1? Yes, I can.
+PROMPT: study / Lesson 1
+RESPONSE: Can you study Lesson 1?\n— Yes, I can.
 
-TEMPLATE: buy shampoo / grocery store
-RESPONSE: Can you buy shampoo at a grocery store? Yes, you can.
+PROMPT: buy shampoo / grocery store
+RESPONSE: Can you buy shampoo at the grocery store?\n— Yes, you can.
 
-$LESSON 2-3: There Is and There Are
+# SKIPPED (book): Function "WHERE CAN I BUY SOME SHAMPOO?" (ST p. 48) — open-ended partner substitution role-play, no solo path.
 
-# Source: ST §There Is / There Are
-$GRAMMAR There Is / There Are
-ID: l5-l2-s9
-INTRO: This part is about saying what exists — there is a clock, there are chairs. Here's the pattern; the drills come right after.
 
-**There + be is used to say that something exists.**
-
-| |
-|---|
-| **There is** a book on your desk. |
-| **There are** three pens under the table. |
-
-**There + is = there's**
-**There + are = there're**
-
-| | |
-|---|---|
-| **Is there** a map on the wall? | Yes, there is. / No, there isn't. |
-| **Are there** desks in the classroom? | Yes, there are. / No, there aren't. |
+$SESSION 2-3: There Is and There Are
 
 # Source: LLA 2C Figure 1
-$DIALOGUE In the Lab {page_043_001.jpg}
-ID: 2c-f1
-INTRO: You know this room well — the language lab. Listen to the sentences about what is and isn't in it, and repeat them.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE In the Language Lab {page_043_001.jpg|A language laboratory desk setup with a blackboard, clock, tape recorder with headphones, and student chairs}
+ID: 5-2c-f1
+INTRO: This part is about saying what's there — "there is" and "there are". You'll see a picture of a language lab. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: There is a clock in the lab. {bk05-l2c-f1-01.mp3}
 LINE: There are headsets in the lab. {bk05-l2c-f1-02.mp3}
 LINE: There's a chalkboard in the lab. {bk05-l2c-f1-03.mp3}
 LINE: There are chairs in the lab. {bk05-l2c-f1-04.mp3}
-LINE: Is there a TV in the lab? {bk05-l2c-f1-05.mp3}
-LINE: No, there isn't a TV in the lab. {bk05-l2c-f1-06.mp3}
-LINE: Are there tapes in the lab? {bk05-l2c-f1-07.mp3}
-LINE: Yes, there are tapes in the lab. {bk05-l2c-f1-08.mp3}
-LINE: There isn't a radio in the lab. {bk05-l2c-f1-09.mp3}
-LINE: There isn't a dictionary in the lab. {bk05-l2c-f1-10.mp3}
+LINE: Is there a TV in the lab?\n— No, there isn't a TV in the lab. {bk05-l2c-f1-05.mp3}
+LINE: Are there tapes in the lab?\n— Yes, there are tapes in the lab. {bk05-l2c-f1-06.mp3}
+LINE: There isn't a radio in the lab. {bk05-l2c-f1-07.mp3}
+LINE: There isn't a dictionary in the lab. {bk05-l2c-f1-08.mp3}
 
-# Source: ST §Is There Chalk in the Classroom?
-$DIALOGUE In the Classroom {st-page_039_001.jpg}
-ID: l5-l2-s10
-INTRO: Now the classroom — including a look backward: "there was" and "there were" for last night's TV. Read along as you listen.
-INSTRUCTION: Read these sentences.
 
-LINE: There are ten desks in the classroom.
-LINE: There's a chalkboard, too.
-LINE: There are books on the desks.
-LINE: Are there students in the classroom? Yes, there are.
-LINE: Is there a teacher in the classroom? Yes, there is.
-LINE: Are there cars in the classroom? No, there aren't.
-LINE: There was a good show on TV last night.
-LINE: There wasn't a good game on TV last night.
-LINE: There were two good movies on TV on Saturday.
+# Source: ST §There Is / There Are (past-tense examples from ST §Is There Chalk in the Classroom?)
+$GRAMMAR There Is and There Are
+ID: l2-s10
+INTRO: The pattern you just heard, in a few short cards.
 
-# Source: LLA 2C Figure 2 (answers)
-$PRODUCE What's in Dan's Room? {page_043_002.jpg}
-ID: 2c-f2-a
-INTRO: Here's Dan's room. Answer each question with a long answer — yes or no, plus the full sentence — then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+CARD: Use **there is** for one thing.
+{There is a book on your desk.}
+
+CARD: Use **there are** for more than one.
+{There are three pens under the table.}
+
+CARD: In speech, **there is** becomes **there's**, and **there are** becomes **there're**.
+{There's a clock in the classroom.}
+
+CARD: For a question, put **is** or **are** first, and answer short.
+{Is there a map on the wall?}
+{Yes, there is.}
+{Are there desks in the classroom?}
+{No, there aren't.}
+
+CARD: For the past, use **there was** and **there were**.
+{There was a good show on TV last night.}
+{There were two good movies on TV on Saturday.}
+{There wasn't a good game on TV last night.}
+
+SUMMARY:
+| Question | Short Answer |
+|---|---|
+| Is there a map on the wall? | Yes, there is. / No, there isn't. |
+| Are there desks in the classroom? | Yes, there are. / No, there aren't. |
+
+
+# Source: LLA 2C Figure 2 (Part 1)
+$PRODUCE Is There a Bed in Dan's Room? {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
+ID: 5-2c-f2-q
+INTRO: You'll see a picture of Dan's room. Listen to each question, answer aloud in a complete sentence, and repeat the correct answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-PROMPT: Is there a bed in Dan's room? {bk05-l2c-f2-ex1-q.mp3}
-RESPONSE: Yes, there is a bed in Dan's room. {bk05-l2c-f2-ex1-a.mp3}
+PROMPT: Is there a bed in Dan's room? {bk05-l2c-f2-01-q.mp3}
+RESPONSE: Yes, there is a bed in Dan's room. {bk05-l2c-f2-01-a.mp3}
 
 EXAMPLE
-PROMPT: Is there a radio in Dan's room? {bk05-l2c-f2-ex2-q.mp3}
-RESPONSE: No, there isn't a radio in Dan's room. {bk05-l2c-f2-ex2-a.mp3}
+PROMPT: Is there a radio in Dan's room? {bk05-l2c-f2-02-q.mp3}
+RESPONSE: No, there isn't a radio in Dan's room. {bk05-l2c-f2-02-a.mp3}
 
-PROMPT: Is there a calendar in Dan's room? {bk05-l2c-f2-01-q.mp3}
-RESPONSE: No, there isn't a calendar in Dan's room. {bk05-l2c-f2-01-a.mp3}
+PROMPT: Is there a calendar in Dan's room? {bk05-l2c-f2-03-q.mp3}
+RESPONSE: No, there isn't a calendar in Dan's room. {bk05-l2c-f2-03-a.mp3}
 
-PROMPT: Are there books in Dan's room? {bk05-l2c-f2-02-q.mp3}
-RESPONSE: Yes, there are books in Dan's room. {bk05-l2c-f2-02-a.mp3}
+PROMPT: Are there books in Dan's room? {bk05-l2c-f2-04-q.mp3}
+RESPONSE: Yes, there are books in Dan's room. {bk05-l2c-f2-04-a.mp3}
 
-PROMPT: Are there students in Dan's room? {bk05-l2c-f2-03-q.mp3}
-RESPONSE: No, there aren't students in Dan's room. {bk05-l2c-f2-03-a.mp3}
+PROMPT: Are there students in Dan's room? {bk05-l2c-f2-05-q.mp3}
+RESPONSE: No, there aren't students in Dan's room. {bk05-l2c-f2-05-a.mp3}
 
-PROMPT: Is there a clock in Dan's room? {bk05-l2c-f2-04-q.mp3}
-RESPONSE: Yes, there is a clock in Dan's room. {bk05-l2c-f2-04-a.mp3}
+PROMPT: Is there a clock in Dan's room? {bk05-l2c-f2-06-q.mp3}
+RESPONSE: Yes, there is a clock in Dan's room. {bk05-l2c-f2-06-a.mp3}
 
-# Source: LLA 2C Figure 2 (questions)
-$PRODUCE Ask About Dan's Room {page_043_002.jpg}
-ID: 2c-f2-b
-INTRO: Now switch roles: you hear a word, and you ask the question about Dan's room — "Is there...?" or "Are there...?". Then repeat the correct question.
-INSTRUCTION: Ask a question about Dan's room.
+
+# Source: LLA 2C Figure 2 (Part 2)
+$PRODUCE Ask About Dan's Room {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
+ID: 5-2c-f2-ask
+INTRO: Your turn to ask. Use each cue word to ask a question about Dan's room — "Is there...?" or "Are there...?" — then repeat the model question.
+INSTRUCTION: Ask a question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Clock. {bk05-l2c-f2-05-q.mp3}
-RESPONSE: Is there a clock in Dan's room? {bk05-l2c-f2-05-a.mp3}
+PROMPT: clock {bk05-l2c-f2-07-q.mp3}
+TEMPLATE: (clock)
+RESPONSE: Is there a clock in Dan's room? {bk05-l2c-f2-07-a.mp3}
 
-PROMPT: Windows. {bk05-l2c-f2-06-q.mp3}
-RESPONSE: Are there windows in Dan's room? {bk05-l2c-f2-06-a.mp3}
+PROMPT: windows {bk05-l2c-f2-08-q.mp3}
+TEMPLATE: (windows)
+RESPONSE: Are there windows in Dan's room? {bk05-l2c-f2-08-a.mp3}
 
-PROMPT: Chair. {bk05-l2c-f2-07-q.mp3}
-RESPONSE: Is there a chair in Dan's room? {bk05-l2c-f2-07-a.mp3}
+PROMPT: chair {bk05-l2c-f2-09-q.mp3}
+TEMPLATE: (chair)
+RESPONSE: Is there a chair in Dan's room? {bk05-l2c-f2-09-a.mp3}
 
-PROMPT: TV. {bk05-l2c-f2-08-q.mp3}
-RESPONSE: Is there a TV in Dan's room? {bk05-l2c-f2-08-a.mp3}
+PROMPT: TV {bk05-l2c-f2-10-q.mp3}
+TEMPLATE: (TV)
+RESPONSE: Is there a TV in Dan's room? {bk05-l2c-f2-10-a.mp3}
 
-PROMPT: Books. {bk05-l2c-f2-09-q.mp3}
-RESPONSE: Are there books in Dan's room? {bk05-l2c-f2-09-a.mp3}
+PROMPT: books {bk05-l2c-f2-11-q.mp3}
+TEMPLATE: (books)
+RESPONSE: Are there books in Dan's room? {bk05-l2c-f2-11-a.mp3}
+
+PROMPT: pictures {bk05-l2c-f2-12-q.mp3}
+TEMPLATE: (pictures)
+RESPONSE: Are there pictures in Dan's room? {bk05-l2c-f2-12-a.mp3}
 
-PROMPT: Pictures. {bk05-l2c-f2-10-q.mp3}
-RESPONSE: Are there pictures in Dan's room? {bk05-l2c-f2-10-a.mp3}
 
 # Source: ST §What Is There in the Classroom?
-$PRODUCE Describe Your Classroom
-ID: l5-l2-s11
-INTRO: Your turn to describe a classroom. For each word, make a sentence with "there is" or "there are". Singular or plural — that's the whole game.
-INSTRUCTION: Make sentences using "there is" or "there are".
+$PRODUCE What's in the Classroom?
+ID: l2-s12
+INTRO: Think of an ordinary classroom. Use each cue to say what's in it — "There's a clock in the classroom." or "There are desks in the classroom."
+INSTRUCTION: Say a sentence using "There's a..." or "There are..." with "in the classroom".
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: Accept a correctly formed sentence using "there is"/"there's" for singular items or "there are" for plural items. Including the location "in the classroom" is optional.
 
 EXAMPLE
 PROMPT: calendar
@@ -809,14 +1080,14 @@ PROMPT: notebooks
 RESPONSE: There are notebooks in the classroom.
 
 PROMPT: chalk
-RESPONSE: There is chalk in the classroom.
+RESPONSE: There's chalk in the classroom.
+
 
 # Source: LLA 2C Figure 3
-# DROPPED (twin): ST §Some New Words — TTS sentence panel teaching change / only / pocket / grocery store; the cassette panel below covers the set (grocery store is taught on cassette in part 2-6).
-$DIALOGUE New Words: Change, Only, Thing, Pocket, Birthday
-ID: 2c-f3
-INTRO: Five new words, each in two sentences. Listen and repeat — you'll meet all of them again in the next story.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Some Useful Words
+ID: 5-2c-f3
+INTRO: Five small words you'll meet everywhere — "change", "only", "thing", "pocket", and "birthday". Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: to change
@@ -839,11 +1110,12 @@ VOCAB: birthday
 LINE: John is 21 today. It's his birthday. {bk05-l2c-f3-09.mp3}
 LINE: David bought John a shirt for his birthday. {bk05-l2c-f3-10.mp3}
 
-# Source: LLA 2C Figure 4 (story)
-$DIALOGUE Mary's Dress
-ID: 2c-f4
-INTRO: There's a dance tonight for John's birthday, and Mary has a pocket problem. Just listen to the story.
-INSTRUCTION: Listen and read along.
+
+# Source: LLA 2C Figure 4 (Part 1)
+$DIALOGUE Mary Gets Ready for the Dance
+ID: 5-2c-f4-story
+INTRO: Tonight is John's birthday dance, and Mary has a pocket problem. Listen to the story.
+INSTRUCTION: Listen to the story.
 
 LINE: Tonight there is a dance for John's birthday. {bk05-l2c-f4-01.mp3}
 LINE: Mary wants to change her clothes before the dance. {bk05-l2c-f4-02.mp3}
@@ -851,136 +1123,196 @@ LINE: She is wearing a dress with only one pocket. {bk05-l2c-f4-03.mp3}
 LINE: Mary likes to put things in her pockets. {bk05-l2c-f4-04.mp3}
 LINE: She puts her pen, her comb, her brush, and her money in her pockets. {bk05-l2c-f4-05.mp3}
 LINE: She needs a dress with two pockets for all those things. {bk05-l2c-f4-06.mp3}
-LINE: Jack is here. {bk05-l2c-f4-07.mp3}
-LINE: She can't change now; she's very late. {bk05-l2c-f4-08.mp3}
-LINE: With one pocket, she can only take her comb and her money to the dance. {bk05-l2c-f4-09.mp3}
+LINE: Jack is here. She can't change now; she's very late. {bk05-l2c-f4-07.mp3}
+LINE: With one pocket, she can only take her comb and her money to the dance. {bk05-l2c-f4-08.mp3}
 
-# Source: LLA 2C Figure 4 (questions)
+
+# Source: LLA 2C Figure 4 (Part 2)
 $PRODUCE Questions About Mary
-ID: 2c-f4-b
-REFERENCE
-INTRO: Now answer questions about Mary and her one-pocket dress. Answer aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 5-2c-f4
+REFERENCE: 5-2c-f4-story
+INTRO: Answer each question about Mary aloud. Open the story if you need help, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Whose birthday is it? {bk05-l2c-f4-10-q.mp3}
-RESPONSE: It's John's birthday. {bk05-l2c-f4-10-a.mp3}
+PROMPT: Whose birthday is it? {bk05-l2c-f4-09-q.mp3}
+RESPONSE: It's John's birthday. {bk05-l2c-f4-09-a.mp3}
 
-PROMPT: What does Mary want to do? {bk05-l2c-f4-11-q.mp3}
-RESPONSE: She wants to change her clothes. {bk05-l2c-f4-11-a.mp3}
+PROMPT: What does Mary want to do? {bk05-l2c-f4-10-q.mp3}
+RESPONSE: She wants to change her clothes. {bk05-l2c-f4-10-a.mp3}
 
-PROMPT: How many pockets does Mary's dress have? {bk05-l2c-f4-12-q.mp3}
-RESPONSE: Mary's dress has only one pocket. {bk05-l2c-f4-12-a.mp3}
+PROMPT: How many pockets does Mary's dress have? {bk05-l2c-f4-11-q.mp3}
+RESPONSE: Mary's dress has only one pocket. {bk05-l2c-f4-11-a.mp3}
 
-PROMPT: What does Mary like to do? {bk05-l2c-f4-13-q.mp3}
-RESPONSE: Mary likes to put things in her pockets. {bk05-l2c-f4-13-a.mp3}
+PROMPT: What does Mary like to do? {bk05-l2c-f4-12-q.mp3}
+RESPONSE: Mary likes to put things in her pockets. {bk05-l2c-f4-12-a.mp3}
 
-PROMPT: Does Mary change her dress? {bk05-l2c-f4-14-q.mp3}
-RESPONSE: No, Mary doesn't change her dress. {bk05-l2c-f4-14-a.mp3}
+PROMPT: Does Mary change her dress? {bk05-l2c-f4-13-q.mp3}
+RESPONSE: No, Mary doesn't change her dress. {bk05-l2c-f4-13-a.mp3}
 
-$LESSON 2-4: Some and Any
 
-# Source: ST §Some / Any
-$GRAMMAR Some / Any
-ID: l5-l2-s14
-INTRO: In this part you'll practice "some" and "any" — some for what's there, any for what isn't, and either one for questions. Here's the pattern.
+# Source: ST §She Only Needs Rice.
+$DIALOGUE She Only Needs Rice {st-page_049_001.jpg|A woman reaching for a bag labeled "RICE" on a shelf at a grocery store while holding a shopping basket}
+ID: l2-s22
+INTRO: One more pocket story — Linda's going shopping, and she needs exactly one thing. Read along.
+INSTRUCTION: Read the paragraph.
 
-| | |
-|---|---|
-| **STATEMENT:** | Bill has **some** money. |
-| **NEGATIVE:** | Bill **doesn't** have **any** money. |
-| **QUESTION:** | Does Bill have **any** money? / Does Bill have **some** money? |
+Narrator: Linda didn't like her white skirt. It didn't have any pockets.
+Narrator: She changed her skirt. Now, she's wearing a skirt with pockets.
+Narrator: Linda likes to put her money in her pockets.
+Narrator: Linda's going to the grocery store and needs a skirt with pockets.
+Narrator: She needs to get some rice.
+Narrator: She wants to cook chicken and rice for dinner.
+Narrator: Rice is the only thing she needs from the store.
+
+
+# Source: LLA 2C Figure 9 (Part 1)
+$DIALOGUE After the Test
+ID: 5-2c-f9-dialogue
+INTRO: Two students compare notes after a hard day. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Student1: Did you do okay today? {bk05-l2c-f9-01.mp3}
+Student2: Yes. I studied very hard last night. {bk05-l2c-f9-02.mp3}
+Student1: Did you look up all the new words? {bk05-l2c-f9-03.mp3}
+Student2: Yes. And I memorized all the words in the lesson too. {bk05-l2c-f9-04.mp3}
+Student1: Well, I answered every question in that test booklet. {bk05-l2c-f9-05.mp3}
+Student2: I did too. We did okay. {bk05-l2c-f9-06.mp3}
+
+
+# Source: LLA 2C Figure 9 (Part 2)
+$SELECT What Are They Talking About?
+ID: 5-2c-f9
+REFERENCE: 5-2c-f9-dialogue
+INTRO: What are the two students talking about? Tap the correct answer — listen again if you need to.
+INSTRUCTION: Tap the correct answer.
+
+OPTION: a | words
+OPTION: b | a class
+OPTION: c | a test
+
+TEMPLATE: What are the students talking about?
+ANSWER: c
+FEEDBACK: The dialogue is about a test. {bk05-l2c-f9-07.mp3}
+
+
+$SESSION 2-4: Some and Any
 
 # Source: LLA 2C Figure 5
-$DIALOGUE Ann's Desk and Tom's Desk
-ID: 2c-f5
-INTRO: Two desks: Ann's has everything, Tom's has almost nothing. Listen and repeat the sentences — "some" for Ann, "any" for poor Tom.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Some and Any: Two Desks
+ID: 5-2c-f5
+INTRO: This part is about "some" and "any" — with a little food to practice on. Ann's desk is full; Tom's is suspiciously empty. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: This is Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-01.mp3}
-LINE: There are some books on her desk. {page_045_001.jpg} {bk05-l2c-f5-02.mp3}
+LINE: This is Ann's desk. There are some books on her desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-01.mp3}
+LINE: This is Tom's desk. There aren't any books on his desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-02.mp3}
+LINE: There are some pens on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-03.mp3}
+LINE: There aren't any pens on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-04.mp3}
+LINE: There are some pictures on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-05.mp3}
+LINE: There aren't any pictures on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-06.mp3}
 
-LINE: This is Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-03.mp3}
-LINE: There aren't any books on his desk. {page_045_002.jpg} {bk05-l2c-f5-04.mp3}
 
-LINE: There are some pens on Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-05.mp3}
-LINE: There aren't any pens on Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-06.mp3}
+# Source: ST §Some / Any
+$GRAMMAR Some and Any
+ID: l2-s15
+INTRO: When to say "some" and when to say "any" — the short version.
+
+CARD: Use **some** in statements.
+{Bill has some money.}
+
+CARD: Use **any** in negatives.
+{Bill doesn't have any money.}
+
+CARD: In questions, both are fine.
+{Does Bill have any money?}
+{Does Bill have some money?}
+
+SUMMARY:
+| Sentence Type | Example |
+|---|---|
+| Statement | Bill has some money. |
+| Negative | Bill doesn't have any money. |
+| Question | Does Bill have any money? / Does Bill have some money? |
 
-LINE: There are some pictures on Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-07.mp3}
-LINE: There aren't any pictures on Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-08.mp3}
 
 # Source: LLA 2C Figure 6
-$PRODUCE Build Sentences with Some or Any
-ID: 2c-f6
-INTRO: Build a sentence from the words on the screen. If the cue is "some", make a statement; if it's "any", make it negative. Then repeat the correct answer.
-INSTRUCTION: Make a sentence with "some" or "any".
+$PRODUCE Make Sentences with Some and Any
+ID: 5-2c-f6
+INTRO: Read the cue words and listen for "some" or "any". Say the complete sentence aloud, then repeat the model answer.
+INSTRUCTION: Say the sentence aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: Alice / have / apples
 PROMPT: some {bk05-l2c-f6-ex1-q.mp3}
+TEMPLATE: (some)\nAlice / have / apples
 RESPONSE: Alice has some apples. {bk05-l2c-f6-ex1-a.mp3}
 
 EXAMPLE
-TEMPLATE: Mark / have / apples
 PROMPT: any {bk05-l2c-f6-ex2-q.mp3}
+TEMPLATE: (any)\nMark / have / apples
 RESPONSE: Mark doesn't have any apples. {bk05-l2c-f6-ex2-a.mp3}
 
-TEMPLATE: Jan / want / oranges
 PROMPT: some {bk05-l2c-f6-01-q.mp3}
+TEMPLATE: (some)\nJan / want / oranges
 RESPONSE: Jan wants some oranges. {bk05-l2c-f6-01-a.mp3}
 
-TEMPLATE: Bill / look up / words yesterday
 PROMPT: some {bk05-l2c-f6-02-q.mp3}
+TEMPLATE: (some)\nBill / look up / words yesterday
 RESPONSE: Bill looked up some words yesterday. {bk05-l2c-f6-02-a.mp3}
 
-TEMPLATE: Jill / have / money
 PROMPT: any {bk05-l2c-f6-03-q.mp3}
+TEMPLATE: (any)\nJill / have / money
 RESPONSE: Jill doesn't have any money. {bk05-l2c-f6-03-a.mp3}
 
-TEMPLATE: Dan / has / ties
 PROMPT: some {bk05-l2c-f6-04-q.mp3}
+TEMPLATE: (some)\nDan / has / ties
 RESPONSE: Dan has some ties. {bk05-l2c-f6-04-a.mp3}
 
-TEMPLATE: Paul / buy / bread yesterday
 PROMPT: any {bk05-l2c-f6-05-q.mp3}
+TEMPLATE: (any)\nPaul / buy / bread yesterday
 RESPONSE: Paul didn't buy any bread yesterday. {bk05-l2c-f6-05-a.mp3}
 
-TEMPLATE: Tom / need / shoes
 PROMPT: any {bk05-l2c-f6-06-q.mp3}
+TEMPLATE: (any)\nTom / need / shoes
 RESPONSE: Tom doesn't need any shoes. {bk05-l2c-f6-06-a.mp3}
 
-# Source: ST §He Doesn't Want Any Soup
-$DIALOGUE He Doesn't Want Any Soup
-ID: l5-l2-s15
-INTRO: Lunchtime at Ted's house. Ted's mother offers soup; Ted has other plans. Listen for "some" and "any" doing their jobs.
-INSTRUCTION: Read the dialog.
 
+# Source: ST §He Doesn't Want Any Soup.
+$DIALOGUE Ted Doesn't Want Any Soup
+ID: l2-s16
+INTRO: Lunch negotiations with Mother. Listen and repeat the conversation.
+INSTRUCTION: Listen and repeat the conversation.
+REPEAT
+
+VOCAB: some
 Mother: Do you want some soup for lunch, Ted?
+
+VOCAB: any
 Ted: No, I don't want any soup, Mother. Thanks. Can I have some fruit, please?
 Mother: Yes, Ted, you can have some fruit. Do you want some tea?
 Ted: Do you have any cold tea?
 Mother: Yes. Do you want some sugar, too?
 Ted: Yes, thank you, Mother.
 
-# SKIPPED (book): "DID YOU HAVE ANY FRUIT FOR LUNCH YESTERDAY?" — Write down the names of 5 foods, ask and answer questions. Open/co-constructed student pair task.
+# SKIPPED (book): "DID YOU HAVE ANY FRUIT FOR LUNCH YESTERDAY?" (ST p. 44) — open-ended personal food-item list and classmate Q&A drill.
+
 
 # Source: ST §What's on the Table?
-$PRODUCE What's on the Table?
-ID: l5-l2-s16
-INTRO: A table full of food — and some gaps. Type "some" or "any" to complete each sentence. Statements take some; negatives take any; questions can take either.
-INSTRUCTION: Complete the sentences using "some" or "any".
+$PRODUCE Some or Any: What's on the Table? {st-page_045_001.jpg|A tabletop with a fruit bowl containing apples, bananas, and pears, a loaf of sliced bread, a stick of butter, and salt and pepper shakers}
+ID: l2-s17
+INTRO: Look at the table in the picture, then type "some" or "any" to complete each sentence about it.
+INSTRUCTION: Type "some" or "any" to complete each sentence.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Are there ____ books on the table?
 RESPONSE: Are there any books on the table?
-ACCEPT: any | some
+ACCEPT: any
 
 TEMPLATE: There aren't ____ radios on the table.
 RESPONSE: There aren't any radios on the table.
@@ -992,7 +1324,7 @@ ACCEPT: some
 
 TEMPLATE: Are there ____ apples on the table?
 RESPONSE: Are there any apples on the table?
-ACCEPT: any | some
+ACCEPT: any
 
 TEMPLATE: There are ____ bananas on the table.
 RESPONSE: There are some bananas on the table.
@@ -1000,11 +1332,11 @@ ACCEPT: some
 
 TEMPLATE: Are there ____ pears on the table?
 RESPONSE: Are there any pears on the table?
-ACCEPT: any | some
+ACCEPT: any
 
 TEMPLATE: Is there ____ bread on the table?
 RESPONSE: Is there any bread on the table?
-ACCEPT: any | some
+ACCEPT: any
 
 TEMPLATE: There's ____ butter on the table.
 RESPONSE: There's some butter on the table.
@@ -1018,53 +1350,55 @@ TEMPLATE: There's ____ salt and pepper on the table.
 RESPONSE: There's some salt and pepper on the table.
 ACCEPT: some
 
+
 # Source: LLA 2C Figure 7
-$PRODUCE Did She Buy Any Eggs? {page_046_001.jpg}
-ID: 2c-f7
-INTRO: Here's a shopping list. For each item, ask whether she bought it — "Did she buy some...?" or "Did she buy any...?" — then repeat the question and its answer.
-INSTRUCTION: Ask a question.
+$PRODUCE Did She Buy Some Eggs? {page_046_001.jpg|Two paper grocery bags marked with large question marks}
+ID: 5-2c-f7
+INTRO: Mrs. Brown went shopping, but her bags are a mystery. Ask each question aloud with the cue word, then listen — the answer tells you what she bought.
+INSTRUCTION: Ask a question aloud with "some" or "any".
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
+PROMPT: eggs {bk05-l2c-f7-ex-q.mp3}
 TEMPLATE: eggs
-PROMPT: Let's repeat the example. Did she buy some eggs? {bk05-l2c-f7-ex-q.mp3}
-RESPONSE: Did she buy any eggs? Yes, she did. {bk05-l2c-f7-ex-a.mp3}
+RESPONSE: Did she buy some eggs?\n— Yes, she did. {bk05-l2c-f7-ex-a.mp3}
 
+PROMPT: bread {bk05-l2c-f7-01-q.mp3}
 TEMPLATE: (any) bread
-PROMPT: Ask a question with bread. {bk05-l2c-f7-01-q.mp3}
-RESPONSE: Did she buy any bread? No, she didn't. {bk05-l2c-f7-01-a.mp3}
+RESPONSE: Did she buy any bread?\n— No, she didn't.
 
+PROMPT: chicken {bk05-l2c-f7-02-q.mp3}
 TEMPLATE: (some) chicken
-PROMPT: Chicken. {bk05-l2c-f7-02-q.mp3}
-RESPONSE: Did she buy some chicken? Yes, she did. {bk05-l2c-f7-02-a.mp3}
+RESPONSE: Did she buy some chicken?\n— Yes, she did.
 
+PROMPT: milk {bk05-l2c-f7-03-q.mp3}
 TEMPLATE: (some) milk
-PROMPT: Milk. {bk05-l2c-f7-03-q.mp3}
-RESPONSE: Did she buy some milk? No, she didn't. {bk05-l2c-f7-03-a.mp3}
+RESPONSE: Did she buy some milk?\n— No, she didn't.
 
+PROMPT: rice {bk05-l2c-f7-04-q.mp3}
 TEMPLATE: (any) rice
-PROMPT: Rice. {bk05-l2c-f7-04-q.mp3}
-RESPONSE: Did she buy any rice? Yes, she did. {bk05-l2c-f7-04-a.mp3}
+RESPONSE: Did she buy any rice?\n— Yes, she did.
 
+PROMPT: apples {bk05-l2c-f7-05-q.mp3}
 TEMPLATE: (some) apples
-PROMPT: Apples. {bk05-l2c-f7-05-q.mp3}
-RESPONSE: Did she buy some apples? No, she didn't. {bk05-l2c-f7-05-a.mp3}
+RESPONSE: Did she buy some apples?\n— No, she didn't.
 
+PROMPT: orange juice {bk05-l2c-f7-06-q.mp3}
 TEMPLATE: (some) orange juice
-PROMPT: Orange juice. {bk05-l2c-f7-06-q.mp3}
-RESPONSE: Did she buy some orange juice? No, she didn't. {bk05-l2c-f7-06-a.mp3}
+RESPONSE: Did she buy some orange juice?\n— No, she didn't.
 
+PROMPT: ice cream {bk05-l2c-f7-07-q.mp3}
 TEMPLATE: (any) ice cream
-PROMPT: Ice cream. {bk05-l2c-f7-07-q.mp3}
-RESPONSE: Did she buy any ice cream? Yes, she did. {bk05-l2c-f7-07-a.mp3}
+RESPONSE: Did she buy any ice cream?\n— Yes, she did.
 
-# Source: LLA 2C Figure 8 (story)
-$DIALOGUE At the Commissary
-ID: 2c-f8
-INTRO: Linda's family has put in their orders — meat, rice, ice cream, chocolate cake. Listen to what she needs from the commissary.
-INSTRUCTION: Listen to the paragraph.
+
+# Source: LLA 2C Figure 8 (Part 1)
+$DIALOGUE Linda at the Commissary
+ID: 5-2c-f8-story
+INTRO: Linda's family has ordered dinner, dessert, and cake — no pressure. Listen to the story.
+INSTRUCTION: Listen to the story.
 
 LINE: Linda wants to go to the commissary this afternoon. {bk05-l2c-f8-01.mp3}
 LINE: She needs some things: she needs meat and rice to cook for dinner. {bk05-l2c-f8-02.mp3}
@@ -1072,12 +1406,13 @@ LINE: Her son wants some ice cream for dessert. {bk05-l2c-f8-03.mp3}
 LINE: And her husband wants some chocolate cake. {bk05-l2c-f8-04.mp3}
 LINE: She can buy all these things at the commissary. {bk05-l2c-f8-05.mp3}
 
-# Source: LLA 2C Figure 8 (questions)
+
+# Source: LLA 2C Figure 8 (Part 2)
 $PRODUCE Questions About Linda
-ID: 2c-f8-b
-REFERENCE
-INTRO: Answer the questions about Linda's shopping trip in full sentences, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 5-2c-f8
+REFERENCE: 5-2c-f8-story
+INTRO: Answer each question about Linda aloud in a complete sentence. Open the story if you need help, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -1094,326 +1429,525 @@ RESPONSE: Her son wants some ice cream. {bk05-l2c-f8-08-a.mp3}
 PROMPT: What does her husband want from the commissary? {bk05-l2c-f8-09-q.mp3}
 RESPONSE: Her husband wants some chocolate cake. {bk05-l2c-f8-09-a.mp3}
 
-# Source: ST §She Only Needs Rice
-$DIALOGUE She Only Needs Rice {st-page_049_001.jpg}
-ID: l5-l2-s20
-INTRO: One more shopping story — Linda again, this time with a skirt problem and exactly one thing on her list. Read along as you listen.
-INSTRUCTION: Read the paragraph.
 
-Narrator: Linda didn't like her white skirt. It didn't have any pockets.
-Narrator: She changed her skirt. Now, she's wearing a skirt with pockets.
-Narrator: Linda likes to put her money in her pockets.
-Narrator: Linda's going to the grocery store and needs a skirt with pockets.
-Narrator: She needs to get some rice. She wants to cook chicken and rice for dinner.
-Narrator: Rice is the only thing she needs from the store.
-
-$LESSON 2-5: In the Bathroom
-
-# Source: LLA 2D Figure 1
-# DROPPED (twin): ST §This Is a Bathroom — TTS presentation of the same items; the cassette version below covers it ("shower" is kept in Carol's Morning).
-$DIALOGUE Things in the Bathroom
-ID: 2d-f1
-INTRO: In this part you'll learn the words for everything in the bathroom — and how to use them when you clean up. Look at the diagram, listen, and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 2D Figure 3
+$DIALOGUE Breakfast and Lunch
+ID: 5-2d-f3
+INTRO: Dan at the table: butter on his toast, sugar in his coffee, and salt and pepper in the soup. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: This is a sink. {page_049_001.jpg} {bk05-l2d-f1-01.mp3}
-LINE: This is soap. {page_049_001.jpg} {bk05-l2d-f1-02.mp3}
-LINE: This is a toothbrush. {page_049_001.jpg} {bk05-l2d-f1-03.mp3}
-LINE: This is toothpaste. {page_049_001.jpg} {bk05-l2d-f1-04.mp3}
-LINE: This is a toilet. {page_049_001.jpg} {bk05-l2d-f1-05.mp3}
-LINE: This is toilet paper. {page_049_001.jpg} {bk05-l2d-f1-06.mp3}
-LINE: This is a towel. {page_049_001.jpg} {bk05-l2d-f1-07.mp3}
-LINE: This is shampoo. {page_049_001.jpg} {bk05-l2d-f1-08.mp3}
-LINE: This is a washcloth. {page_049_001.jpg} {bk05-l2d-f1-09.mp3}
-LINE: This is a comb. {page_049_001.jpg} {bk05-l2d-f1-10.mp3}
-LINE: This is a brush. {page_049_001.jpg} {bk05-l2d-f1-11.mp3}
-LINE: This is a mirror. {page_049_001.jpg} {bk05-l2d-f1-12.mp3}
-LINE: These are clean towels. {page_049_001.jpg} {bk05-l2d-f1-13.mp3}
+LINE: Dan likes toast and coffee for breakfast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-01.mp3}
 
-# SKIPPED (book): ST "WHAT NUMBER IS THE SHOWER?" — visual identification pointing at the ST diagram without printed items; the cassette Q&A below covers the same skill.
+VOCAB: butter
+LINE: He likes butter on his toast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-02.mp3}
 
-# Source: LLA 2D Figure 1 (Q&A pass)
-$PRODUCE What's That in the Bathroom?
-ID: 2d-f1-b
+VOCAB: sugar
+LINE: He drinks his coffee with sugar. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-03.mp3}
+
+VOCAB: soup
+LINE: Dan likes soup for lunch. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-04.mp3}
+
+VOCAB: salt
+VOCAB: pepper
+LINE: He puts salt and pepper in his soup. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-05.mp3}
+
+
+# Source: ST §Do You Like to Put Sugar in Your Tea?
+$PRODUCE Do You Like Sugar in Your Tea?
+ID: l2-s14
+INTRO: Now about your own table. Use the two cues to ask "Do you like to put...?" and answer honestly — the model is just one possibility.
+INSTRUCTION: Ask and answer aloud with "like to put".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any well-formed "Do you like to put X on/in your Y?" question built from the two cue words plus a yes/no answer in a full sentence; either yes or no is fine. The "like to put" pattern is the point — a question without it fails.
+
+EXAMPLE
+PROMPT: salt / French fries
+RESPONSE: Do you like to put salt on your French fries?\n— Yes, I like to put salt on my French fries.
+
+PROMPT: salt / chicken
+RESPONSE: Do you like to put salt on your chicken?\n— Yes, I like to put salt on my chicken.
+
+PROMPT: sugar / coffee
+RESPONSE: Do you like to put sugar in your coffee?\n— Yes, I like to put sugar in my coffee.
+
+PROMPT: sugar / rice
+RESPONSE: Do you like to put sugar on your rice?\n— Yes, I like to put sugar on my rice.
+
+PROMPT: butter / bread
+RESPONSE: Do you like to put butter on your bread?\n— Yes, I like to put butter on my bread.
+
+PROMPT: pepper / soup
+RESPONSE: Do you like to put pepper in your soup?\n— Yes, I like to put pepper in my soup.
+
+PROMPT: salt / tea
+RESPONSE: Do you like to put salt in your tea?\n— No, I don't like to put salt in my tea.
+
+PROMPT: sugar / milk
+RESPONSE: Do you like to put sugar in your milk?\n— Yes, I like to put sugar in my milk.
+
+PROMPT: salt / fruit
+RESPONSE: Do you like to put salt on your fruit?\n— No, I don't like to put salt on my fruit.
+
+PROMPT: pepper / salad
+RESPONSE: Do you like to put pepper on your salad?\n— Yes, I like to put pepper on my salad.
+
+PROMPT: sugar / tea
+RESPONSE: Do you like to put sugar in your tea?\n— Yes, I like to put sugar in my tea.
+
+
+$SESSION 2-5: In the Bathroom
+
+# Source: LLA 2D Figure 1 (Part 1)
+$DIALOGUE Things in the Bathroom {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
+ID: 5-2d-f1
+INTRO: This part is all about the bathroom — what's in it, and what you do there every morning. You'll see a numbered diagram. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: sink
+LINE: This is a sink. {bk05-l2d-f1-01.mp3}
+
+VOCAB: soap
+LINE: This is soap. {bk05-l2d-f1-02.mp3}
+
+VOCAB: toothbrush
+LINE: This is a toothbrush. {bk05-l2d-f1-03.mp3}
+
+VOCAB: toothpaste
+LINE: This is toothpaste. {bk05-l2d-f1-04.mp3}
+
+VOCAB: toilet
+LINE: This is a toilet. {bk05-l2d-f1-05.mp3}
+
+VOCAB: toilet paper
+LINE: This is toilet paper. {bk05-l2d-f1-06.mp3}
+
+VOCAB: towel
+LINE: This is a towel. {bk05-l2d-f1-07.mp3}
+
+VOCAB: shampoo
+LINE: This is shampoo. {bk05-l2d-f1-08.mp3}
+
+VOCAB: washcloth
+LINE: This is a washcloth. {bk05-l2d-f1-09.mp3}
+
+VOCAB: comb
+LINE: This is a comb. {bk05-l2d-f1-10.mp3}
+
+VOCAB: brush
+LINE: This is a brush. {bk05-l2d-f1-11.mp3}
+
+VOCAB: mirror
+LINE: This is a mirror. {bk05-l2d-f1-12.mp3}
+
+LINE: These are clean towels. {bk05-l2d-f1-13.mp3}
+
+
+# Source: ST §What Number Is the Shower?
+$SELECT Find the Number {st-page_036_001.jpg|Diagram of a bathroom with numbered items for identification}
+ID: l2-s7
+INTRO: A quick check before you speak: for each bathroom item, tap its number in the diagram.
+INSTRUCTION: Look at the diagram and tap the correct number for each item.
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+OPTION: 5 | 5
+OPTION: 6 | 6
+OPTION: 7 | 7
+OPTION: 8 | 8
+OPTION: 9 | 9
+OPTION: 10 | 10
+OPTION: 11 | 11
+OPTION: 12 | 12
+OPTION: 13 | 13
+
+TEMPLATE: towel
+ANSWER: 1
+
+TEMPLATE: shower
+ANSWER: 2
+
+TEMPLATE: shampoo
+ANSWER: 3
+
+TEMPLATE: washcloth
+ANSWER: 4
+
+TEMPLATE: soap
+ANSWER: 5
+
+TEMPLATE: toilet
+ANSWER: 6
+
+TEMPLATE: toilet paper
+ANSWER: 7
+
+TEMPLATE: comb
+ANSWER: 8
+
+TEMPLATE: mirror
+ANSWER: 9
+
+TEMPLATE: brush
+ANSWER: 10
+
+TEMPLATE: sink
+ANSWER: 11
+
+TEMPLATE: toothpaste
+ANSWER: 12
+
+TEMPLATE: toothbrush
+ANSWER: 13
+
+
+# Source: LLA 2D Figure 1 (Part 2)
+$PRODUCE What's Number 5? {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
+ID: 5-2d-f1-b
 INPUT: speak
 CHECK: reveal
-INTRO: Same bathroom, now with a quiz. Answer each question about the numbered items aloud, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Now say the answers. Listen to each question about the numbered diagram, answer aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud based on the diagram.
 REPEAT
 
-PROMPT: What's number 1? {page_049_001.jpg} {bk05-l2d-f1-14-q.mp3}
+TEMPLATE: Number 1
+PROMPT: What's number 1? {bk05-l2d-f1-14-q.mp3}
 RESPONSE: It's a sink. {bk05-l2d-f1-14-a.mp3}
 
-PROMPT: What's number 2? {page_049_001.jpg} {bk05-l2d-f1-15-q.mp3}
+TEMPLATE: Number 2
+PROMPT: What's number 2? {bk05-l2d-f1-15-q.mp3}
 RESPONSE: It's soap. {bk05-l2d-f1-15-a.mp3}
 
-PROMPT: What's number 3? {page_049_001.jpg} {bk05-l2d-f1-16-q.mp3}
+TEMPLATE: Number 3
+PROMPT: What's number 3? {bk05-l2d-f1-16-q.mp3}
 RESPONSE: It's a toothbrush. {bk05-l2d-f1-16-a.mp3}
 
-PROMPT: What's number 4? {page_049_001.jpg} {bk05-l2d-f1-17-q.mp3}
+TEMPLATE: Number 4
+PROMPT: What's number 4? {bk05-l2d-f1-17-q.mp3}
 RESPONSE: It's toothpaste. {bk05-l2d-f1-17-a.mp3}
 
-PROMPT: What's number 5? {page_049_001.jpg} {bk05-l2d-f1-18-q.mp3}
+TEMPLATE: Number 5
+PROMPT: What's number 5? {bk05-l2d-f1-18-q.mp3}
 RESPONSE: It's a toilet. {bk05-l2d-f1-18-a.mp3}
 
-PROMPT: What's number 6? {page_049_001.jpg} {bk05-l2d-f1-19-q.mp3}
+TEMPLATE: Number 6
+PROMPT: What's number 6? {bk05-l2d-f1-19-q.mp3}
 RESPONSE: It's toilet paper. {bk05-l2d-f1-19-a.mp3}
 
-PROMPT: What's number 7? {page_049_001.jpg} {bk05-l2d-f1-20-q.mp3}
+TEMPLATE: Number 7
+PROMPT: What's number 7? {bk05-l2d-f1-20-q.mp3}
 RESPONSE: It's a towel. {bk05-l2d-f1-20-a.mp3}
 
-PROMPT: What's number 8? {page_049_001.jpg} {bk05-l2d-f1-21-q.mp3}
+TEMPLATE: Number 8
+PROMPT: What's number 8? {bk05-l2d-f1-21-q.mp3}
 RESPONSE: It's shampoo. {bk05-l2d-f1-21-a.mp3}
 
-PROMPT: What's number 9? {page_049_001.jpg} {bk05-l2d-f1-22-q.mp3}
+TEMPLATE: Number 9
+PROMPT: What's number 9? {bk05-l2d-f1-22-q.mp3}
 RESPONSE: It's a washcloth. {bk05-l2d-f1-22-a.mp3}
 
-PROMPT: What's number 10? {page_049_001.jpg} {bk05-l2d-f1-23-q.mp3}
+TEMPLATE: Number 10
+PROMPT: What's number 10? {bk05-l2d-f1-23-q.mp3}
 RESPONSE: It's a comb. {bk05-l2d-f1-23-a.mp3}
 
-PROMPT: What's number 11? {page_049_001.jpg} {bk05-l2d-f1-24-q.mp3}
+TEMPLATE: Number 11
+PROMPT: What's number 11? {bk05-l2d-f1-24-q.mp3}
 RESPONSE: It's a brush. {bk05-l2d-f1-24-a.mp3}
 
-PROMPT: What's number 12? {page_049_001.jpg} {bk05-l2d-f1-25-q.mp3}
+TEMPLATE: Number 12
+PROMPT: What's number 12? {bk05-l2d-f1-25-q.mp3}
 RESPONSE: It's a mirror. {bk05-l2d-f1-25-a.mp3}
 
-PROMPT: What's number 13? {page_049_001.jpg} {bk05-l2d-f1-26-q.mp3}
+TEMPLATE: Number 13
+PROMPT: What's number 13? {bk05-l2d-f1-26-q.mp3}
 RESPONSE: They're clean towels. {bk05-l2d-f1-26-a.mp3}
 
-# Source: ST §Paul Wants to Clean Up
-$DIALOGUE Paul Wants to Clean Up
-ID: l5-l2-s7
-INTRO: Paul's face is dirty, and he's going to fix that. Listen to the verbs for cleaning up — wash, rinse, dry, brush — and repeat each line.
-INSTRUCTION: Listen and repeat the words and sentences.
+
+# Source: ST §Paul Wants to Clean Up.
+$DIALOGUE Paul Cleans Up
+ID: l2-s8
+INTRO: Paul's face has had a long day. Listen and repeat the sentences about how he cleans up.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
+VOCAB: bathroom
 VOCAB: face
 VOCAB: dirty
-LINE: Paul's face is dirty. He goes to the bathroom to clean up. {st-page_036_002.jpg}
+LINE: Paul's face is dirty. He goes to the bathroom to clean up. {st-page_036_002.jpg|A young man looking at his dirty face in a bathroom mirror}
 
-VOCAB: wash
-VOCAB: rinse
-LINE: He washes his face with soap. Next, he rinses his face with clean water. {st-page_036_003.jpg}
+VOCAB: to wash
+VOCAB: to rinse
+LINE: He washes his face with soap. Next, he rinses his face with clean water. {st-page_036_003.jpg|A young man leaning over a sink washing and rinsing his face with water}
 
-VOCAB: dry
-LINE: He dries his face with a towel. {st-page_037_001.jpg}
+VOCAB: to dry
+LINE: He dries his face with a towel. {st-page_037_001.jpg|A boy standing in front of a bathroom mirror, drying his face with a towel}
 
+VOCAB: to brush
 VOCAB: tooth
-VOCAB: teeth
-LINE: He brushes his teeth. He doesn't brush one tooth; he brushes all his teeth. {st-page_037_002.jpg}
+LINE: He brushes his teeth. He doesn't brush one tooth; he brushes all his teeth. {st-page_037_002.jpg|A boy standing in front of a bathroom mirror, brushing his teeth with a toothbrush}
 
+VOCAB: to comb
 VOCAB: hair
-LINE: Paul combs his hair with his brown comb. {st-page_037_003.jpg}
+LINE: Paul combs his hair with his brown comb. {st-page_037_003.jpg|A boy looking in a bathroom mirror and combing his hair}
 
 VOCAB: clean
-LINE: His face and teeth are clean now. {st-page_037_004.jpg}
+LINE: His face and teeth are clean now. {st-page_037_004.jpg|A smiling boy with clean face and hair looking forward}
+
+
+# Source: LLA 2D Figure 2 (Part 1) — kept as a pronunciation pass; the sentence panels above teach the words
+$DIALOGUE Personal Care Words: Say Them Clearly
+ID: 5-2d-f2-vocab
+INTRO: You know all these words now — this pass is just for your pronunciation. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: Bathroom. {bk05-l2d-f2-v01.mp3}
+
+LINE: Brush. {bk05-l2d-f2-v02.mp3}
+
+LINE: Clean. {bk05-l2d-f2-v03.mp3}
+
+LINE: Comb. {bk05-l2d-f2-v04.mp3}
+
+LINE: Dirty. {bk05-l2d-f2-v05.mp3}
+
+LINE: Dry. {bk05-l2d-f2-v06.mp3}
+
+LINE: Face. {bk05-l2d-f2-v07.mp3}
+
+LINE: Hair. {bk05-l2d-f2-v08.mp3}
+
+LINE: Rinse. {bk05-l2d-f2-v09.mp3}
+
+LINE: Shampoo. {bk05-l2d-f2-v10.mp3}
+
+LINE: Sink. {bk05-l2d-f2-v11.mp3}
+
+LINE: Soap. {bk05-l2d-f2-v12.mp3}
+
+LINE: Teeth. {bk05-l2d-f2-v13.mp3}
+
+LINE: Toothbrush. {bk05-l2d-f2-v14.mp3}
+
+LINE: Toothpaste. {bk05-l2d-f2-v15.mp3}
+
+LINE: Towel. {bk05-l2d-f2-v16.mp3}
+
+LINE: Washcloth. {bk05-l2d-f2-v17.mp3}
+
+LINE: Wash. {bk05-l2d-f2-v18.mp3}
+
+
+# Source: LLA 2D Figure 2 (Part 2)
+$PRODUCE John's Evening Routine
+ID: 5-2d-f2
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: John worked on his car all day — now everything needs washing. Listen to the story and type the missing words in each blank.
+INSTRUCTION: Type the missing word(s).
+
+TEMPLATE: John worked on his car ____{all day}.
+PROMPT: John worked on his car all day. {bk05-l2d-f2-01.mp3}
+RESPONSE: John worked on his car all day. {bk05-l2d-f2-01.mp3}
+
+TEMPLATE: His hands and ____{face} are ____{dirty}.
+PROMPT: His hands and face are dirty. {bk05-l2d-f2-02.mp3}
+RESPONSE: His hands and face are dirty. {bk05-l2d-f2-02.mp3}
+
+TEMPLATE: At 6:30, it was ____{time for dinner}.
+PROMPT: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}
+RESPONSE: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}
+
+TEMPLATE: He went to his ____{bathroom}.
+PROMPT: He went to his bathroom. {bk05-l2d-f2-04.mp3}
+RESPONSE: He went to his bathroom. {bk05-l2d-f2-04.mp3}
+
+TEMPLATE: He ____{washed} his hands and face in the ____{sink} with ____{soap} and a ____{washcloth}.
+PROMPT: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}
+RESPONSE: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}
+
+TEMPLATE: He rinsed his hands and face with ____{clean} water and ____{combed} his hair.
+PROMPT: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}
+RESPONSE: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}
+
+TEMPLATE: After dinner, he ____{took a shower}.
+PROMPT: After dinner he took a shower. {bk05-l2d-f2-07.mp3}
+RESPONSE: After dinner he took a shower. {bk05-l2d-f2-07.mp3}
+
+TEMPLATE: He washed his ____{hair} with ____{shampoo},
+PROMPT: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}
+RESPONSE: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}
+
+TEMPLATE: ____{rinsed} his hair,
+PROMPT: Rinsed his hair. {bk05-l2d-f2-09.mp3}
+RESPONSE: Rinsed his hair. {bk05-l2d-f2-09.mp3}
+
+TEMPLATE: and then ____{dried} his hair with a clean ____{towel}.
+PROMPT: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}
+RESPONSE: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}
+
+TEMPLATE: He ____{brushed} his ____{teeth} with his new ____{toothbrush} and ____{toothpaste}.
+PROMPT: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}
+RESPONSE: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}
+
+TEMPLATE: Then he ____{went to bed}.
+PROMPT: Then he went to bed. {bk05-l2d-f2-12.mp3}
+RESPONSE: Then he went to bed. {bk05-l2d-f2-12.mp3}
+
 
 # Source: ST §Carol's Morning
 $PRODUCE Carol's Morning
-ID: l5-l2-s8
-INTRO: Now Carol's morning routine, told in pictures. Type the missing word in each sentence — the picture tells you which one.
-INSTRUCTION: Type the missing words based on the pictures.
+ID: l2-s9
+INTRO: Carol's first day at work starts in the bathroom. Look at each picture cue and type the missing word.
+INSTRUCTION: Look at the picture cue and type the missing word.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Carol got up at six this morning. {st-page_038_001.jpg}
-TEMPLATE: She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg}
-RESPONSE: She went to her bathroom and took a shower.
+TEMPLATE: Carol got up at six this morning. She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg|shower head spraying water}
+RESPONSE: Carol got up at six this morning. She went to her bathroom and took a shower.
+ACCEPT: shower
 
-TEMPLATE: She washed her ____{face} with ____{soap}. {st-page_038_003.jpg}
-RESPONSE: She washed her face with soap.
+TEMPLATE: She washed her ____{hair} with ____{shampoo}. {st-page_038_003.jpg|soap bar with suds}
+RESPONSE: She washed her hair with shampoo.
 
-TEMPLATE: She put ____{soap} {st-page_038_004.jpg}
-TEMPLATE: on her ____{washcloth}. {st-page_038_005.jpg}
+TEMPLATE: She put ____{soap} on her ____{washcloth}. {st-page_038_005.jpg|washcloth}
 RESPONSE: She put soap on her washcloth.
 
-TEMPLATE: She washed her body and face. She rinsed with clean water.
-TEMPLATE: She got out of the ____{shower}. {st-page_038_006.jpg}
-RESPONSE: She got out of the shower.
+TEMPLATE: She washed her body and face. She rinsed with clean water. She got out of the ____{shower}. {st-page_038_006.jpg|shower}
+RESPONSE: She washed her body and face. She rinsed with clean water. She got out of the shower.
+ACCEPT: shower
 
-TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg}
+TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg|towel on a rack}
 RESPONSE: She dried her hair and body with a towel.
+ACCEPT: towel
 
-TEMPLATE: Next, she put toothpaste on her ____{toothbrush} {st-page_038_008.jpg}
-TEMPLATE: and brushed her ____{teeth}. {st-page_038_009.jpg}
+TEMPLATE: Next, she put toothpaste on her ____{toothbrush} and brushed her ____{teeth}. {st-page_038_009.jpg|teeth being brushed}
 RESPONSE: Next, she put toothpaste on her toothbrush and brushed her teeth.
 
-TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg}
+TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg|comb}
 RESPONSE: She combed her hair with her comb.
+ACCEPT: comb
 
-# Source: LLA 2D Figure 2
-$PRODUCE John's Evening
-ID: 2d-f2
-INPUT: type
-CHECK: exact
-INTRO: John worked on his car all day, and it shows. Listen to each sentence of the story and type the missing words.
-INSTRUCTION: Type the missing word(s).
+TEMPLATE: She put on her clothes and had ____{breakfast}. She was ready for her first day at work.
+RESPONSE: She put on her clothes and had breakfast. She was ready for her first day at work.
+ACCEPT: breakfast
 
-TEMPLATE: John worked on his car all day.
-TEMPLATE: His hands and ____{face} are ____{dirty}.
-PROMPT: His hands and face are dirty. {bk05-l2d-f2-01.mp3}
-RESPONSE: His hands and face are dirty. {bk05-l2d-f2-01.mp3}
 
-TEMPLATE: At 6:30 it was time for dinner.
-TEMPLATE: He went to his ____{bathroom}.
-PROMPT: He went to his bathroom. {bk05-l2d-f2-02.mp3}
-RESPONSE: He went to his bathroom. {bk05-l2d-f2-02.mp3}
-
-TEMPLATE: He ____{washed} his hands and face in the ____{sink} with ____{soap} and a ____{washcloth}.
-PROMPT: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-03.mp3}
-RESPONSE: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-03.mp3}
-
-TEMPLATE: He ____{rinsed} his hands and face with ____{clean} water and ____{combed} his ____{hair}.
-PROMPT: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-04.mp3}
-RESPONSE: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-04.mp3}
-
-TEMPLATE: After dinner he took a shower.
-TEMPLATE: He washed his hair with ____{shampoo}.
-PROMPT: He washed his hair with shampoo. {bk05-l2d-f2-05.mp3}
-RESPONSE: He washed his hair with shampoo. {bk05-l2d-f2-05.mp3}
-
-TEMPLATE: ____{Rinsed} his hair.
-PROMPT: Rinsed his hair. {bk05-l2d-f2-06.mp3}
-RESPONSE: Rinsed his hair. {bk05-l2d-f2-06.mp3}
-
-TEMPLATE: And then ____{dried} his hair with a clean ____{towel}.
-PROMPT: And then dried his hair with a clean towel. {bk05-l2d-f2-07.mp3}
-RESPONSE: And then dried his hair with a clean towel. {bk05-l2d-f2-07.mp3}
-
-TEMPLATE: He ____{brushed} his ____{teeth} with his new ____{toothbrush} and ____{toothpaste}.
-TEMPLATE: Then he went to bed.
-PROMPT: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-08.mp3}
-RESPONSE: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-08.mp3}
-
-$LESSON 2-6: Food, Stores, and Quantities
-
-# Source: LLA 2D Figure 3
-# DROPPED (twin): ST §At Lunchtime — TTS presentation of the same food words (soup, salt, pepper, butter, sugar); the cassette version below covers it.
-$DIALOGUE Dan's Meals
-ID: 2d-f3
-INTRO: In this part: food words, the stores that sell them, and how to say how much you want. First, Dan's meals — the man salts everything. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: butter
-VOCAB: sugar
-LINE: Dan likes toast and coffee for breakfast. {page_051_001.jpg} {bk05-l2d-f3-01.mp3}
-LINE: He likes butter on his toast. {page_051_001.jpg} {bk05-l2d-f3-02.mp3}
-LINE: He drinks his coffee with sugar. {page_051_001.jpg} {bk05-l2d-f3-03.mp3}
-
-VOCAB: soup
-VOCAB: salt
-VOCAB: pepper
-LINE: Dan likes soup for lunch. {page_051_002.jpg} {bk05-l2d-f3-04.mp3}
-LINE: He puts salt and pepper in his soup. {page_051_002.jpg} {bk05-l2d-f3-05.mp3}
-
-# Source: ST §Do You Like to Put Sugar in Your Tea?
-$PRODUCE Do You Like to Put Sugar in Your Tea?
-ID: l5-l2-s13
-INTRO: Now build both sides of a food conversation. From the two cue words, ask "Do you like to put... ?" and then answer it — honestly or not, your kitchen, your rules.
-INSTRUCTION: Ask and answer a question with "like to put".
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a question starting with "Do you like to put..." matching the cues, and a corresponding "Yes" or "No" short or long answer. The learner may choose yes or no.
-
-EXAMPLE
-TEMPLATE: salt / French fries
-RESPONSE: Do you like to put salt on your French fries? Yes, I like to put salt on my French fries.
-
-TEMPLATE: salt / chicken
-RESPONSE: Do you like to put salt on your chicken? Yes, I like to put salt on my chicken.
-
-TEMPLATE: sugar / coffee
-RESPONSE: Do you like to put sugar in your coffee? Yes, I like to put sugar in my coffee.
-
-TEMPLATE: sugar / rice
-RESPONSE: Do you like to put sugar on your rice? No, I don't like to put sugar on my rice.
-
-TEMPLATE: butter / bread
-RESPONSE: Do you like to put butter on your bread? Yes, I like to put butter on my bread.
-
-TEMPLATE: pepper / soup
-RESPONSE: Do you like to put pepper in your soup? Yes, I like to put pepper in my soup.
-
-TEMPLATE: salt / tea
-RESPONSE: Do you like to put salt in your tea? No, I don't like to put salt in my tea.
-
-TEMPLATE: sugar / milk
-RESPONSE: Do you like to put sugar in your milk? No, I don't like to put sugar in my milk.
-
-TEMPLATE: salt / fruit
-RESPONSE: Do you like to put salt on your fruit? No, I don't like to put salt on my fruit.
-
-TEMPLATE: pepper / salad
-RESPONSE: Do you like to put pepper on your salad? Yes, I like to put pepper on my salad.
-
-TEMPLATE: sugar / tea
-RESPONSE: Do you like to put sugar in your tea? Yes, I like to put sugar in my tea.
+$SESSION 2-6: Shopping and Quantities
 
 # Source: LLA 2D Figure 4
-$DIALOGUE David Runs Errands
-ID: 2d-f4
-INTRO: David needs a few things, and each one lives in a different store. Listen and repeat — grocery store and drugstore are the key words here.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Where David Gets Things
+ID: 5-2d-f4
+INTRO: Last new part: shopping — where to buy things, and how to say how much. David needs salt, pepper, and chalk, and he knows exactly where to go. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: David needs salt and pepper. {page_052_001.jpg} {bk05-l2d-f4-01.mp3}
+LINE: David needs salt and pepper. {page_052_001.jpg|A man looking frustrated at a dining table shaking salt and pepper shakers over his food} {bk05-l2d-f4-01.mp3}
 
 VOCAB: to get
 VOCAB: grocery store
-LINE: David gets his salt and pepper at a grocery store. {page_052_002.jpg} {bk05-l2d-f4-02.mp3}
+LINE: David gets his salt and pepper at a grocery store. {page_052_002.jpg|A man at a grocery store holding a container of salt and a container of pepper near shelves of produce} {bk05-l2d-f4-02.mp3}
 
 VOCAB: chalk
-LINE: David needs some chalk for the chalkboard. {page_052_003.jpg} {bk05-l2d-f4-03.mp3}
+LINE: David needs some chalk for the chalkboard. {page_052_003.jpg|A man standing next to a chalkboard that has "HOMEWORK FOR" written on it} {bk05-l2d-f4-03.mp3}
 
 VOCAB: drugstore
-LINE: David gets his chalk at the drugstore. {page_052_004.jpg} {bk05-l2d-f4-04.mp3}
+LINE: David gets his chalk at the drugstore. {page_052_004.jpg|A man at a store looking at school supplies and picking up a box labeled "CHALK"} {bk05-l2d-f4-04.mp3}
+
 
 # Source: LLA 2D Figure 5
 $PRODUCE Where Can I Get Some Shampoo?
-ID: 2d-f5
+ID: 5-2d-f5
 INPUT: speak
 CHECK: reveal
-INTRO: The title question of this lesson, at last. For each item on your list, ask where you can get it, then listen to the answer and repeat as the tape directs.
-INSTRUCTION: Ask the question aloud.
+INTRO: The lesson's big question, at last. Ask where to get each item aloud, then listen to where you can buy it and repeat.
+INSTRUCTION: Ask the question aloud, then repeat the answer.
+REPEAT
 
-TEMPLATE: 1. shampoo
-PROMPT: Let's do number 1: shampoo. {bk05-l2d-f5-01-q.mp3}
-RESPONSE: The question is, "Where can I get some shampoo?" Repeat: "Where can I get some shampoo?" Listen: "You can get some shampoo at a grocery store or at a drugstore." {bk05-l2d-f5-01-a.mp3}
+TEMPLATE: shampoo
+PROMPT: Where can I get some shampoo? {bk05-l2d-f5-01-q.mp3}
+RESPONSE: You can get some shampoo at a grocery store or at a drugstore. {bk05-l2d-f5-01-a.mp3}
 
-TEMPLATE: 2. toothpaste
-PROMPT: Number 2: ask a question. {bk05-l2d-f5-02-q.mp3}
-RESPONSE: Repeat: "Where can I get some toothpaste?" Listen and write: "You can get some toothpaste at the grocery store or at the drugstore." {bk05-l2d-f5-02-a.mp3}
+TEMPLATE: toothpaste
+PROMPT: Where can I get some toothpaste? {bk05-l2d-f5-02-q.mp3}
+RESPONSE: You can get some toothpaste at the grocery store or at the drugstore. {bk05-l2d-f5-02-a.mp3}
 
-TEMPLATE: 3. apples
-PROMPT: Number 3: {bk05-l2d-f5-03-q.mp3}
-RESPONSE: Repeat: "Where can I get some apples?" Listen and write: "You can get some apples at a grocery store." {bk05-l2d-f5-03-a.mp3}
+TEMPLATE: apples
+PROMPT: Where can I get some apples? {bk05-l2d-f5-03-q.mp3}
+RESPONSE: You can get some apples at a grocery store. {bk05-l2d-f5-03-a.mp3}
 
-TEMPLATE: 4. rice
-PROMPT: Number 4: {bk05-l2d-f5-04-q.mp3}
-RESPONSE: Repeat: "Where can I get some rice?" Repeat: "You can get some rice at a grocery store." {bk05-l2d-f5-04-a.mp3}
+TEMPLATE: rice
+PROMPT: Where can I get some rice? {bk05-l2d-f5-04-q.mp3}
+RESPONSE: You can get some rice at a grocery store. {bk05-l2d-f5-04-a.mp3}
 
-TEMPLATE: 5. soap
-PROMPT: Number 5: Repeat: {bk05-l2d-f5-05-q.mp3}
-RESPONSE: "Where can I get some soap?" Repeat: "You can get some soap at a grocery store or at a drugstore." {bk05-l2d-f5-05-a.mp3}
+TEMPLATE: soap
+PROMPT: Where can I get some soap? {bk05-l2d-f5-05-q.mp3}
+RESPONSE: You can get some soap at a grocery store or at a drugstore. {bk05-l2d-f5-05-a.mp3}
 
-TEMPLATE: 6. razor
-PROMPT: Number 6: {bk05-l2d-f5-06-q.mp3}
-RESPONSE: Where can I get a razor?" Repeat: "You can get a razor at a grocery store or at a drugstore." {bk05-l2d-f5-06-a.mp3}
+TEMPLATE: razor
+PROMPT: Where can I get a razor? {bk05-l2d-f5-06-q.mp3}
+RESPONSE: You can get a razor at a grocery store or at a drugstore. {bk05-l2d-f5-06-a.mp3}
 
-TEMPLATE: 7. medicine
-PROMPT: Number 7: {bk05-l2d-f5-07-q.mp3}
-RESPONSE: Where can I get some medicine?" Listen and write: "You can get some medicine at a grocery store or at a drugstore." {bk05-l2d-f5-07-a.mp3}
+TEMPLATE: medicine
+PROMPT: Where can I get some medicine? {bk05-l2d-f5-07-q.mp3}
+RESPONSE: You can get some medicine at a grocery store or at a drugstore. {bk05-l2d-f5-07-a.mp3}
 
-TEMPLATE: 8. salt
-PROMPT: Number 8: {bk05-l2d-f5-08-q.mp3}
-RESPONSE: Where can I get some salt?" Repeat: "You can get some salt at a grocery store." {bk05-l2d-f5-08-a.mp3}
+TEMPLATE: salt
+PROMPT: Where can I get some salt? {bk05-l2d-f5-08-q.mp3}
+RESPONSE: You can get some salt at a grocery store. {bk05-l2d-f5-08-a.mp3}
 
-# Source: LLA 2D Figure 6 (charts)
-$GRAMMAR Store Charts
-ID: 2d-g1
-INTRO: Two stores, two lists. Study what each one sells — you'll answer questions from these charts next. Note that shampoo, ever popular, is in both.
+
+# Source: ST §You Can Get Cigarettes at the BX.
+$PRODUCE You Can Buy It There
+ID: l2-s25
+INTRO: Use the two cues to say where you can buy or get each thing — "You can buy food at a grocery store."
+INSTRUCTION: Make a sentence using "can" with "buy" or "get".
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: food / grocery store
+RESPONSE: You can buy food at a grocery store.
+
+EXAMPLE
+PROMPT: cigarettes / drugstore
+RESPONSE: You can get cigarettes at a drugstore.
+
+PROMPT: meat / grocery store
+RESPONSE: You can buy meat at a grocery store.
+
+PROMPT: haircut / barbershop
+RESPONSE: You can get a haircut at a barbershop.
+
+PROMPT: medicine / drugstore
+RESPONSE: You can buy medicine at a drugstore.
+
+PROMPT: meal / restaurant
+RESPONSE: You can get a meal at a restaurant.
+
+PROMPT: hamburger / snack bar
+RESPONSE: You can get a hamburger at a snack bar.
+
+PROMPT: clothes / clothing store
+RESPONSE: You can buy clothes at a clothing store.
+
+PROMPT: toothpaste / drugstore
+RESPONSE: You can buy toothpaste at a drugstore.
+
+PROMPT: shoes / shoe store
+RESPONSE: You can buy shoes at a shoe store.
+
+
+# Source: LLA 2D Figure 6 (Part 1)
+$GRAMMAR What the Stores Sell
+ID: 5-2d-f6-chart
+INTRO: Here are the lists of what the grocery store and the drugstore sell. Keep them handy — the next questions are about them.
 
 | The grocery store sells: | The drugstore sells: |
 |---|---|
@@ -1425,214 +1959,203 @@ INTRO: Two stores, two lists. Study what each one sells — you'll answer questi
 | {shampoo} | {shampoo} |
 | {eggs} | {soap} |
 
-# Source: LLA 2D Figure 6 (questions)
-$PRODUCE Can I Get It There?
-ID: 2d-f6
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Using the store charts, answer each "Can I get...?" question with "Yes, you can" or "No, you can't". Then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+
+# Source: LLA 2D Figure 6 (Part 2)
+$SELECT Can I Get It There?
+ID: 5-2d-f6
+REFERENCE: 5-2d-f6-chart
+INTRO: Listen to each question about the two stores. Tap "Yes, you can" or "No, you can't" — check the lists if you need to — then repeat the answer.
+INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
-RESPONSE: Yes, you can. {bk05-l2d-f6-01-a.mp3}
+OPTION: a | Yes, you can.
+OPTION: b | No, you can't.
 
-PROMPT: Can I get meat at the drug store? {bk05-l2d-f6-02-q.mp3}
-RESPONSE: No, you can't. {bk05-l2d-f6-02-a.mp3}
+PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
+ANSWER: a
+FEEDBACK: Yes, you can. {bk05-l2d-f6-01-a.mp3}
+
+PROMPT: Can I get meat at the drugstore? {bk05-l2d-f6-02-q.mp3}
+ANSWER: b
+FEEDBACK: No, you can't. {bk05-l2d-f6-02-a.mp3}
 
 PROMPT: Can I get rice at the grocery store? {bk05-l2d-f6-03-q.mp3}
-RESPONSE: Yes, you can. {bk05-l2d-f6-03-a.mp3}
+ANSWER: a
+FEEDBACK: Yes, you can. {bk05-l2d-f6-03-a.mp3}
 
 PROMPT: Can I get a scarf at the grocery store? {bk05-l2d-f6-04-q.mp3}
-RESPONSE: No, you can't. {bk05-l2d-f6-04-a.mp3}
+ANSWER: b
+FEEDBACK: No, you can't. {bk05-l2d-f6-04-a.mp3}
 
-PROMPT: Can I get shampoo at the drug store? {bk05-l2d-f6-05-q.mp3}
-RESPONSE: Yes, you can. {bk05-l2d-f6-05-a.mp3}
+PROMPT: Can I get shampoo at the drugstore? {bk05-l2d-f6-05-q.mp3}
+ANSWER: a
+FEEDBACK: Yes, you can. {bk05-l2d-f6-05-a.mp3}
 
 PROMPT: Can I get a book at the grocery store? {bk05-l2d-f6-06-q.mp3}
-RESPONSE: No, you can't. {bk05-l2d-f6-06-a.mp3}
+ANSWER: b
+FEEDBACK: No, you can't. {bk05-l2d-f6-06-a.mp3}
 
-PROMPT: Can I get eggs at the drug store? {bk05-l2d-f6-07-q.mp3}
-RESPONSE: No, you can't. {bk05-l2d-f6-07-a.mp3}
+PROMPT: Can I get eggs at the drugstore? {bk05-l2d-f6-07-q.mp3}
+ANSWER: b
+FEEDBACK: No, you can't. {bk05-l2d-f6-07-a.mp3}
 
 PROMPT: Can I get sugar at the grocery store? {bk05-l2d-f6-08-q.mp3}
-RESPONSE: Yes, you can. {bk05-l2d-f6-08-a.mp3}
+ANSWER: a
+FEEDBACK: Yes, you can. {bk05-l2d-f6-08-a.mp3}
 
-PROMPT: Can I get chalk at the drug store? {bk05-l2d-f6-09-q.mp3}
-RESPONSE: Yes, you can. {bk05-l2d-f6-09-a.mp3}
+PROMPT: Can I get chalk at the drugstore? {bk05-l2d-f6-09-q.mp3}
+ANSWER: a
+FEEDBACK: Yes, you can. {bk05-l2d-f6-09-a.mp3}
 
-# Source: LLA 2D Figure 7 (dialog)
-$DIALOGUE Asking for Help at the Store
-ID: 2d-f7
-INTRO: A student needs toothpaste, milk, eggs — and, unexpectedly, a map. Listen to him ask the instructor where to find things, and repeat each line.
-INSTRUCTION: Listen and repeat.
+
+# Source: LLA 2D Figure 7
+$DIALOGUE Getting Supplies
+ID: 5-2d-f7
+INTRO: A student needs toothpaste, eggs, and — why not — a map. Listen to the conversation and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Instructor: Can I help you? {bk05-l2d-f7-01.mp3}
-Student: Yes. I need some things. {bk05-l2d-f7-02.mp3}
+Student: Yes, I need some things. {bk05-l2d-f7-02.mp3}
 Instructor: What do you need? {bk05-l2d-f7-03.mp3}
 Student: I need some toothpaste and a toothbrush. {bk05-l2d-f7-04.mp3}
 Instructor: You can get those at the drugstore. {bk05-l2d-f7-05.mp3}
 Student: Where can I get some milk and eggs? {bk05-l2d-f7-06.mp3}
 Instructor: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-07.mp3}
-Student: I want a map too. {bk05-l2d-f7-08.mp3}
+Student: I want a map, too. {bk05-l2d-f7-08.mp3}
 Instructor: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-09.mp3}
 Student: Thanks. {bk05-l2d-f7-10.mp3}
 
 # Source: LLA 2D Figure 7 (role-play pass)
-$PRODUCE Play the Student
-ID: 2d-f7-b
-INPUT: speak
-CHECK: reveal
-INTRO: Same conversation, but now the student's lines are yours. Listen to the instructor, say the student's line, then compare with the recording.
-INSTRUCTION: Read the student's lines aloud.
+$DIALOGUE Getting Supplies: You're the Student
+ID: 5-2d-f7-role-student
+REFERENCE: 5-2d-f7
+PLAY_ROLE: Student
+INTRO: Now take the student's role. Respond to the instructor in the pauses.
+INSTRUCTION: You are the student — speak your lines in the pauses.
 
-PROMPT: Can I help you? {bk05-l2d-f7-11-q.mp3}
-RESPONSE: Yes. I need some things. {bk05-l2d-f7-11-a.mp3}
-
-PROMPT: What do you need? {bk05-l2d-f7-12-q.mp3}
-RESPONSE: I need some toothpaste and a toothbrush. {bk05-l2d-f7-12-a.mp3}
-
-PROMPT: You can get those at the drugstore. {bk05-l2d-f7-13-q.mp3}
-RESPONSE: Where can I get some milk and eggs? {bk05-l2d-f7-13-a.mp3}
-
-PROMPT: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-14-q.mp3}
-RESPONSE: I want a map too. {bk05-l2d-f7-14-a.mp3}
-
-PROMPT: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-15-q.mp3}
-RESPONSE: Thanks. {bk05-l2d-f7-15-a.mp3}
-
-# SKIPPED (book): ST "WHERE CAN I BUY SOME SHAMPOO?" — co-constructed pair dialog with an instructor/partner; the cassette dialog and role-play above cover the same exchange solo.
-
-# Source: ST §You Can Get Cigarettes at the BX
-$PRODUCE You Can Buy It At...
-ID: l5-l2-s23
-INTRO: One more pass over the stores, from memory this time. For each item and store, make a sentence with "can" plus "buy" or "get".
-INSTRUCTION: Make a sentence using "can" + "buy" or "get".
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correct sentence using "can buy" or "can get" with the two cues. Subject variations like "you", "I", or "we" and either article ("a"/"the") are fine; "buy" or "get" is the learner's choice.
-
-EXAMPLE
-TEMPLATE: food / grocery store
-RESPONSE: You can buy food at a grocery store.
-
-EXAMPLE
-TEMPLATE: cigarettes / drugstore
-RESPONSE: You can get cigarettes at a drugstore.
-
-TEMPLATE: meat / grocery store
-RESPONSE: You can buy meat at a grocery store.
-
-TEMPLATE: haircut / barbershop
-RESPONSE: You can get a haircut at a barbershop.
-
-TEMPLATE: medicine / drugstore
-RESPONSE: You can get medicine at a drugstore.
-
-TEMPLATE: meal / restaurant
-RESPONSE: You can get a meal at a restaurant.
-
-TEMPLATE: hamburger / snack bar
-RESPONSE: You can buy a hamburger at a snack bar.
-
-TEMPLATE: clothes / clothing store
-RESPONSE: You can buy clothes at a clothing store.
-
-TEMPLATE: toothpaste / drugstore
-RESPONSE: You can get toothpaste at a drugstore.
-
-TEMPLATE: shoes / shoe store
-RESPONSE: You can buy shoes at a shoe store.
-
-# Source: ST §A Lot Of / Lots Of / A Few / A Little
-$GRAMMAR A Lot Of, A Few, A Little
-ID: l5-l2-s25
-INTRO: Last new point of the lesson: saying how much. "A few" is for things you can count, "a little" is for things you can't — and "a lot of" works for both.
-
-| **a lot of / lots of / some** | |
-|---|---|
-| **a few** | **a little** |
-| desks, pencils, students, teachers, tables, chairs, books, stores, clothes, dollars, apples, etc. | salt, sugar, soup, shampoo, toothpaste, butter, soap, orange juice, milk, water, rice, money, fruit, meat, etc. |
 
 # Source: LLA 2D Figure 8
-# DROPPED (twin): ST §I Have a Lot of Money — TTS presentation of the same a few / a little / a lot contrast; the cassette presentations below cover it.
-$DIALOGUE A Few and A Lot
-ID: 2d-f8
-INTRO: Apples, counted. Look at the pictures, then listen and repeat the sentences with "a few" and "a lot of".
-INSTRUCTION: Listen and repeat.
+$DIALOGUE A Few and A Lot Of
+ID: 5-2d-f8
+INTRO: Three apples, or a basketful? Listen and learn "a few", "a lot of", and "lots of", and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: a few
+LINE: These are a few apples. {page_054_001.jpg|Three apples sitting on a surface} {bk05-l2d-f8-01.mp3}
+
 VOCAB: a lot of
-LINE: These are a few apples. {page_054_001.jpg} {bk05-l2d-f8-01.mp3}
-LINE: These are a lot of apples. {page_054_002.jpg} {bk05-l2d-f8-02.mp3}
 VOCAB: lots of
-LINE: These are lots of apples. {page_054_002.jpg} {bk05-l2d-f8-03.mp3}
+LINE: These are a lot of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-02.mp3}
 
-# Source: LLA 2D Figure 9
-$PRODUCE A Few or A Lot?
-ID: 2d-f9
-INPUT: speak
-CHECK: reveal
-INTRO: Read the sentence, then listen to the number. Small number, "a few"; big number, "a lot of". Make the new sentence, then repeat the correct answer.
-INSTRUCTION: Make a new sentence aloud.
-REPEAT
+LINE: These are lots of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-03.mp3}
 
-EXAMPLE
-TEMPLATE: There are civilians in class.
-PROMPT: 3 {bk05-l2d-f9-ex1-q.mp3}
-RESPONSE: There are a few civilians in class. {bk05-l2d-f9-ex1-a.mp3}
-
-EXAMPLE
-TEMPLATE: There are sailors in class.
-PROMPT: 20 {bk05-l2d-f9-ex2-q.mp3}
-RESPONSE: There are a lot of sailors in class. {bk05-l2d-f9-ex2-a.mp3}
-
-TEMPLATE: We need dictionaries.
-PROMPT: 30 {bk05-l2d-f9-01-q.mp3}
-RESPONSE: We need a lot of dictionaries. {bk05-l2d-f9-01-a.mp3}
-
-TEMPLATE: Did you buy new tapes?
-PROMPT: 2 {bk05-l2d-f9-02-q.mp3}
-RESPONSE: Did you buy a few new tapes? {bk05-l2d-f9-02-a.mp3}
-
-TEMPLATE: We checked test booklets.
-PROMPT: 100 {bk05-l2d-f9-03-q.mp3}
-RESPONSE: We checked lots of test booklets. {bk05-l2d-f9-03-a.mp3}
-
-TEMPLATE: I only visited cities last summer.
-PROMPT: 3 {bk05-l2d-f9-04-q.mp3}
-RESPONSE: I only visited a few cities last summer. {bk05-l2d-f9-04-a.mp3}
-
-TEMPLATE: Mary bought new sweaters.
-PROMPT: 4 {bk05-l2d-f9-05-q.mp3}
-RESPONSE: Mary bought a few new sweaters. {bk05-l2d-f9-05-a.mp3}
-
-TEMPLATE: Do we need hamburgers?
-PROMPT: 30 {bk05-l2d-f9-06-q.mp3}
-RESPONSE: Do we need a lot of hamburgers? {bk05-l2d-f9-06-a.mp3}
 
 # Source: LLA 2D Figure 10
-$DIALOGUE A Little and A Lot
-ID: 2d-f10
-INTRO: Water, which nobody counts. For things you can't count, use "a little" instead of "a few". Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE A Little and A Lot Of
+ID: 5-2d-f10
+INTRO: A glass of water, or a whole lake? With things you can't count, use "a little" instead of "a few". Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: a little
-LINE: This is a little water. {page_055_001.jpg} {bk05-l2d-f10-01.mp3}
-LINE: This is a lot of water. {page_055_002.jpg} {bk05-l2d-f10-02.mp3}
-LINE: This is lots of water. {page_055_002.jpg} {bk05-l2d-f10-03.mp3}
+LINE: This is a little water. {page_055_001.jpg|A clear glass partly filled with water sitting on a table} {bk05-l2d-f10-01.mp3}
 
-# Source: LLA 2D Figure 11
-$PRODUCE Answer with A Few, A Little, or A Lot
-ID: 2d-f11
+LINE: This is a lot of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-02.mp3}
+
+LINE: This is lots of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-03.mp3}
+
+
+# Source: ST §A Lot Of, A Few, A Little
+$GRAMMAR A Few, A Little, A Lot Of
+ID: l2-s27
+INTRO: When to say "a few", when "a little", and when "a lot of" — the short version.
+
+CARD: Use **a few** with things you can count.
+{a few pencils}
+{a few students}
+{a few dollars}
+
+CARD: Use **a little** with things you can't count.
+{a little salt}
+{a little water}
+{a little money}
+
+CARD: **A lot of**, **lots of**, and **some** work with both kinds.
+{a lot of pencils}
+{lots of shampoo}
+
+SUMMARY:
+| Count Nouns (**a few**) | Non-count Nouns (**a little**) |
+|---|---|
+| a few desks | a little salt |
+| a few pencils | a little sugar |
+| a few students | a little soup |
+| a few teachers | a little shampoo |
+| a few tables | a little toothpaste |
+| a few chairs | a little butter |
+| a few books | a little soap |
+| a few stores | a little orange juice |
+| a few clothes | a little milk |
+| a few dollars | a little water |
+| a few apples | a little rice |
+| | a little money |
+
+*Note: **a lot of**, **lots of**, and **some** can be used with both count and non-count nouns.*
+
+
+# Source: LLA 2D Figure 9
+$PRODUCE A Few or A Lot?
+ID: 5-2d-f9
 INPUT: speak
 CHECK: reveal
-INTRO: Answer each question using the cue on the screen — and pick "a few" or "a little" to match what's being counted. Then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cue.
+INTRO: Read each sentence, listen to the number, and say the sentence again with "a few", "a lot of", or "lots of" — three is a few; a hundred is a lot.
+INSTRUCTION: Say the new sentence aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: There are civilians in class. (3)
+PROMPT: There are civilians in class. 3. {bk05-l2d-f9-ex1-q.mp3}
+RESPONSE: There are a few civilians in class. {bk05-l2d-f9-ex1-a.mp3}
+
+EXAMPLE
+TEMPLATE: There are sailors in class. (20)
+PROMPT: There are sailors in class. 20. {bk05-l2d-f9-ex2-q.mp3}
+RESPONSE: There are a lot of sailors in class. {bk05-l2d-f9-ex2-a.mp3}
+
+TEMPLATE: We need dictionaries. (30)
+PROMPT: 30. {bk05-l2d-f9-01-q.mp3}
+RESPONSE: We need a lot of dictionaries. {bk05-l2d-f9-01-a.mp3}
+
+TEMPLATE: Did you buy new tapes? (2)
+PROMPT: 2. {bk05-l2d-f9-02-q.mp3}
+RESPONSE: Did you buy a few new tapes? {bk05-l2d-f9-02-a.mp3}
+
+TEMPLATE: We checked test booklets. (100)
+PROMPT: 100. {bk05-l2d-f9-03-q.mp3}
+RESPONSE: We checked lots of test booklets. {bk05-l2d-f9-03-a.mp3}
+
+TEMPLATE: I only visited cities last summer. (3)
+PROMPT: 3. {bk05-l2d-f9-04-q.mp3}
+RESPONSE: I only visited a few cities last summer. {bk05-l2d-f9-04-a.mp3}
+
+TEMPLATE: Mary bought new sweaters. (4)
+PROMPT: 4. {bk05-l2d-f9-05-q.mp3}
+RESPONSE: Mary bought a few new sweaters. {bk05-l2d-f9-05-a.mp3}
+
+TEMPLATE: Do we need hamburgers? (30)
+PROMPT: 30. {bk05-l2d-f9-06-q.mp3}
+RESPONSE: Do we need a lot of hamburgers? {bk05-l2d-f9-06-a.mp3}
+
+
+# Source: LLA 2D Figure 11
+$PRODUCE Answer with Quantifiers
+ID: 5-2d-f11
+INPUT: speak
+CHECK: reveal
+INTRO: Listen to each question and answer aloud using the cue words on screen. Then repeat the model answer.
+INSTRUCTION: Answer aloud using the prompt words.
 REPEAT
 
 EXAMPLE
@@ -1674,361 +2197,511 @@ TEMPLATE: yes / a little or a few
 PROMPT: Do you need any oranges? {bk05-l2d-f11-06-q.mp3}
 RESPONSE: Yes, I need a few oranges. {bk05-l2d-f11-06-a.mp3}
 
-# Source: ST §Do You Want a Little or a Lot of Water?
-$PRODUCE A Little or a Lot?
-ID: l5-l2-s27
-INTRO: Now ask AND answer. From the cues, build a question offering the two amounts — "a little or a lot", or "a few or a lot" — and then answer it yourself.
-INSTRUCTION: Ask a question with the two choices, then answer it.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed question offering the two choices matching the cue's countability ("a few or a lot of" for countables, "a little or a lot of" for uncountables), followed by an answer selecting one of them. The learner may pick either amount.
-
-EXAMPLE
-TEMPLATE: want / rice
-RESPONSE: Do you want a little or a lot of rice? I want a little rice.
-
-EXAMPLE
-TEMPLATE: have / books
-RESPONSE: Do you have a few or a lot of books? I have a few books.
-
-TEMPLATE: drink / milk
-RESPONSE: Do you drink a little or a lot of milk? I drink a lot of milk.
-
-TEMPLATE: want / sugar
-RESPONSE: Do you want a little or a lot of sugar? I want a little sugar.
-
-TEMPLATE: eat / soup
-RESPONSE: Do you eat a little or a lot of soup? I eat a lot of soup.
-
-TEMPLATE: want / fruit
-RESPONSE: Do you want a little or a lot of fruit? I want a lot of fruit.
-
-TEMPLATE: have / money
-RESPONSE: Do you have a little or a lot of money? I have a little money.
-
-TEMPLATE: want / meat
-RESPONSE: Do you want a little or a lot of meat? I want a little meat.
-
-TEMPLATE: have / clothes
-RESPONSE: Do you have a few or a lot of clothes? I have a lot of clothes.
-
-TEMPLATE: want / apples
-RESPONSE: Do you want a few or a lot of apples? I want a few apples.
-
-TEMPLATE: see / desks
-RESPONSE: Do you see a few or a lot of desks? I see a lot of desks.
-
-TEMPLATE: have / dollars
-RESPONSE: Do you have a few or a lot of dollars? I have a few dollars.
 
 # Source: ST §A Few, A Lot Of, Lots Of
-$PRODUCE A Few, A Lot Of, Lots Of — In Writing
-ID: l5-l2-s28
-INTRO: Last quantifier stop: type it. Complete each pair of sentences with "a few" or "a lot of", using the numbers in parentheses to decide.
-INSTRUCTION: Complete the sentences with "a few" or "a lot of" based on the amounts in parentheses.
+$PRODUCE Type A Few, A Lot Of, or Lots Of
+ID: l2-s30
+INTRO: Now in writing. Read each pair of sentences and type "a few", "a lot of", or "lots of" — the numbers in parentheses tell you which.
+INSTRUCTION: Type "a few", "a lot of", or "lots of" based on the numbers in parentheses.
 INPUT: type
 CHECK: exact
 
 EXAMPLE
-TEMPLATE: Jan has ____{a few} scarfs (two). Pat has ____{a lot of|lots of} scarfs (twenty).
+TEMPLATE: Jan has ____{a few} scarfs. (two) Pat has ____{a lot of|lots of} scarfs. (twenty)
 RESPONSE: Jan has a few scarfs. Pat has a lot of scarfs.
 
-TEMPLATE: Peter and Dan went to the music store and bought tapes.
-TEMPLATE: Peter bought ____{a lot of|lots of} tapes (ten). Dan bought ____{a few} tapes (three).
+TEMPLATE: Peter bought ____{a lot of|lots of} tapes. (ten) Dan bought ____{a few} tapes. (three)
 RESPONSE: Peter bought a lot of tapes. Dan bought a few tapes.
 
-TEMPLATE: Mrs. Jackson and Mrs. Green bought towels at the store.
-TEMPLATE: Mrs. Jackson got ____{a few} towels (four). Mrs. Green got ____{a lot of|lots of} towels (twelve).
+TEMPLATE: Mrs. Jackson got ____{a few} towels. (four) Mrs. Green got ____{a lot of|lots of} towels. (twelve)
 RESPONSE: Mrs. Jackson got a few towels. Mrs. Green got a lot of towels.
 
-TEMPLATE: Lt Jackson has two classes. There are ____{a lot of|lots of} students in his morning class (twenty-five).
-TEMPLATE: There are only ____{a few} students in his afternoon class (five).
+TEMPLATE: There are ____{a lot of|lots of} students in his morning class. (twenty-five) There are only ____{a few} students in his afternoon class. (five)
 RESPONSE: There are a lot of students in his morning class. There are only a few students in his afternoon class.
 
-TEMPLATE: Joe has ____{a few} white shirts (two). Ted has ____{a lot of|lots of} white shirts (twelve).
+TEMPLATE: Joe has ____{a few} white shirts. (two) Ted has ____{a lot of|lots of} white shirts. (twelve)
 RESPONSE: Joe has a few white shirts. Ted has a lot of white shirts.
 
-$LESSON 2-7: Sounds, Spelling, and Dictation
 
-# Source: ST §Speaking Skill: Pack / Back
-$DIALOGUE The Sounds P and B
-ID: l5-l2-s4
-INTRO: This last part sharpens your ears and your spelling. First, the sounds "p" and "b" — twelve word pairs that differ by exactly one puff of air. Listen and repeat each pair.
-INSTRUCTION: Repeat these words.
-REPEAT
-
-LINE: pat — bat
-LINE: peach — beach
-LINE: rip — rib
-LINE: pie — by
-LINE: mop — mob
-LINE: tripe — tribe
-LINE: ample — amble
-LINE: staple — stable
-LINE: rope — robe
-LINE: pay — bay
-LINE: rapid — rabid
-LINE: pound — bound
-
-# Source: LLA 2A Figure 7 (+ items merged from ST §Write: b)
-$PRODUCE Spell It with B
-ID: 2a-f7
-INPUT: type
-CHECK: exact
-INTRO: Now write that "b" sound. Listen to each word and type the letter "b" to complete the spelling, then repeat the word.
-INSTRUCTION: Type the missing letter.
-REPEAT
-
-PROMPT: About. {bk05-l2a-f7-01.mp3}
-TEMPLATE: a____out
-RESPONSE: about
-ACCEPT: b | B
-
-PROMPT: Table. {bk05-l2a-f7-02.mp3}
-TEMPLATE: ta____le
-RESPONSE: table
-ACCEPT: b | B
-
-PROMPT: Banana. {bk05-l2a-f7-03.mp3}
-TEMPLATE: ____anana
-RESPONSE: banana
-ACCEPT: b | B
-
-PROMPT: Cab. {bk05-l2a-f7-04.mp3}
-TEMPLATE: ca____
-RESPONSE: cab
-ACCEPT: b | B
-
-PROMPT: Beef. {bk05-l2a-f7-05.mp3}
-TEMPLATE: ____eef
-RESPONSE: beef
-ACCEPT: b | B
-
-PROMPT: Barber. {bk05-l2a-f7-06.mp3}
-TEMPLATE: ____{b}ar____{b}er
-RESPONSE: barber
-ACCEPT: b | B | b b | B B
-
-PROMPT: Number. {bk05-l2a-f7-07.mp3}
-TEMPLATE: num____er
-RESPONSE: number
-ACCEPT: b | B
-
-PROMPT: Barracks. {bk05-l2a-f7-08.mp3}
-TEMPLATE: ____arracks
-RESPONSE: barracks
-ACCEPT: b | B
-
-PROMPT: Lab. {bk05-l2a-f7-09.mp3}
-TEMPLATE: la____
-RESPONSE: lab
-ACCEPT: b | B
-
-PROMPT: Baseball. {bk05-l2a-f7-10.mp3}
-TEMPLATE: ____{b}ase____{b}all
-RESPONSE: baseball
-ACCEPT: b | B | b b | B B
-
-PROMPT: Football. {bk05-l2a-f7-11.mp3}
-TEMPLATE: foot____all
-RESPONSE: football
-ACCEPT: b | B
-
-PROMPT: Bathroom. {bk05-l2a-f7-12.mp3}
-TEMPLATE: ____athroom
-RESPONSE: bathroom
-ACCEPT: b | B
-
-# Merged from ST §Write: b (items not on the cassette; TTS prompts)
-
-PROMPT: Base.
-TEMPLATE: ____ase
-RESPONSE: base
-ACCEPT: b | B
-
-PROMPT: Birthday.
-TEMPLATE: ____irthday
-RESPONSE: birthday
-ACCEPT: b | B
-
-PROMPT: Basketball.
-TEMPLATE: ____{b}asket____{b}all
-RESPONSE: basketball
-
-PROMPT: Robe.
-TEMPLATE: ro____e
-RESPONSE: robe
-ACCEPT: b | B
-
-PROMPT: Brother.
-TEMPLATE: ____rother
-RESPONSE: brother
-ACCEPT: b | B
-
-PROMPT: Mob.
-TEMPLATE: mo____
-RESPONSE: mob
-ACCEPT: b | B
-
-# Source: LLA 2A Figure 8
-$PRODUCE Punctuation Dictation
-ID: 2a-f8
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
-LONGFORM
-INTRO: A paragraph about chicken has lost all its capital letters and punctuation. Listen to each sentence and retype it correctly — capitals and punctuation are what's being graded here.
-INSTRUCTION: Type the sentence with correct capitalization and punctuation.
-
-TEMPLATE: do you like chicken
-PROMPT: Do you like chicken? {bk05-l2a-f8-01.mp3}
-RESPONSE: Do you like chicken? {bk05-l2a-f8-01.mp3}
-
-TEMPLATE: my family does
-PROMPT: My family does. {bk05-l2a-f8-02.mp3}
-RESPONSE: My family does. {bk05-l2a-f8-02.mp3}
-
-TEMPLATE: they want chicken every sunday
-PROMPT: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
-RESPONSE: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
-
-TEMPLATE: they like chicken with rice and chicken with fruit
-PROMPT: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
-RESPONSE: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
-
-TEMPLATE: we eat chicken every sunday and sometimes on wednesday
-PROMPT: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
-RESPONSE: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
-
-TEMPLATE: i like to cook and eat chicken
-PROMPT: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
-RESPONSE: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
-
-TEMPLATE: i dont like to clean up
-PROMPT: I don't like to clean up. {bk05-l2a-f8-07.mp3}
-RESPONSE: I don't like to clean up. {bk05-l2a-f8-07.mp3}
-
-# Source: ST §Speaking Skill: EAT / IT
-$DIALOGUE The Sounds EAT and IT
-ID: l5-l2-s17
-INTRO: Another sound pair: the long "ee" of "eat" against the short "i" of "it". A sheep is not a ship — listen and repeat each pair.
-INSTRUCTION: Repeat these words.
-REPEAT
-
-LINE: feet — fit
-LINE: sleep — slip
-LINE: leave — live
-LINE: cheap — chip
-LINE: read — rid
-LINE: ease — is
-LINE: field — filled
-LINE: sheep — ship
-LINE: green — grin
-LINE: neat — knit
-LINE: he'll — hill
-LINE: we'll — will
-
-# SKIPPED (book): ST "READ AND CIRCLE." — timed scanning of an ad; the ad text/image is not in the source markdown.
-
-# Source: LLA 2B Figure 8
-$PRODUCE Word Dictation
-ID: 2b-f8
-INTRO: Dictation time — ten words you know, one at a time. Listen and type each word exactly as you hear it.
-INSTRUCTION: Type the word you hear.
-INPUT: type
-CHECK: exact
-
-PROMPT: "bones." Bones. {bk05-l2b-f8-01.mp3}
-RESPONSE: bones
-ACCEPT: Bones
-
-PROMPT: "muscles." Muscles. {bk05-l2b-f8-02.mp3}
-RESPONSE: muscles
-ACCEPT: Muscles
-
-PROMPT: "head." Head. {bk05-l2b-f8-03.mp3}
-RESPONSE: head
-ACCEPT: Head
-
-PROMPT: "move." Move. {bk05-l2b-f8-04.mp3}
-RESPONSE: move
-ACCEPT: Move
-
-PROMPT: "touch." Touch. {bk05-l2b-f8-05.mp3}
-RESPONSE: touch
-ACCEPT: Touch
-
-PROMPT: "sore." Sore. {bk05-l2b-f8-06.mp3}
-RESPONSE: sore
-ACCEPT: Sore
-
-PROMPT: "mouth." Mouth. {bk05-l2b-f8-07.mp3}
-RESPONSE: mouth
-ACCEPT: Mouth
-
-PROMPT: "throat." Throat. {bk05-l2b-f8-08.mp3}
-RESPONSE: throat
-ACCEPT: Throat
-
-PROMPT: "medicine." Medicine. {bk05-l2b-f8-09.mp3}
-RESPONSE: medicine
-ACCEPT: Medicine
-
-PROMPT: "thumb." Thumb. {bk05-l2b-f8-10.mp3}
-RESPONSE: thumb
-ACCEPT: Thumb
-
-# Source: LLA 2C Figure 9 (dialog)
-$DIALOGUE Two Students Talking
-ID: 2c-f9
-INTRO: Listen in on two students comparing notes after a long day. Just listen — you'll be asked what they're talking about.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Did you do okay today? {bk05-l2c-f9-d1-01.mp3}
-Man2: Yes. I studied very hard last night. {bk05-l2c-f9-d1-02.mp3}
-Man1: Did you look up all the new words? {bk05-l2c-f9-d1-03.mp3}
-Man2: Yes. And I memorized all the words in the lesson too. {bk05-l2c-f9-d1-04.mp3}
-Man1: Well, I answered every question in that test booklet. {bk05-l2c-f9-d1-05.mp3}
-Man2: I did too. We did okay. {bk05-l2c-f9-d1-06.mp3}
-
-# Source: LLA 2C Figure 9 (question)
-$SELECT What Are They Talking About?
-ID: 2c-f9-b
-REFERENCE
-INTRO: So — what was that conversation about? Tap the best answer. You can replay the dialogue if you need to.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: What are they talking about? {bk05-l2c-f9-01-q.mp3}
-OPTION: 1 | words
-OPTION: 2 | a class
-OPTION: 3 | a test {bk05-l2c-f9-01-a.mp3}
-ANSWER: 3
-
-# SKIPPED (book): ST "SAME OR DIFFERENT?", "IS BIG THE SAME AS LARGE?", "SAME OR OPPOSITE?" — timed speed-reading vocabulary drills.
-# SKIPPED (book): ST "Alphabetical Order" (two columns) — alphabetizing; print-era mechanics per the master guide's avoid list.
-
-# Source: ST §Topic of Paragraphs
-$SELECT What's the Topic?
-ID: l5-l2-s29
-INTRO: One last skill: reading for the big idea. Read each short paragraph and tap what it's mainly about — not a detail, the whole thing. That closes Lesson 2: dates said, shampoo located. See you in Lesson 3.
-INSTRUCTION: Read the paragraph and tap the topic.
+# Source: ST §Do You Want a Little or a Lot of Water?
+$PRODUCE A Little or a Lot — About You
+ID: l2-s29
+INTRO: Last drill of the part, and it's about you. Ask the choice question from the cues, then answer for yourself — a little, a few, or a lot. The model is one possibility.
+INSTRUCTION: Ask and answer aloud with "a little or a lot of" or "a few or a lot of".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a well-formed "Do you ... a little or a lot of ...?" question (or "a few or a lot of" for countable things) built from the cues, plus any answer choosing one of the quantifiers; either choice is fine. Using "a few" with a non-count noun, or "a little" with a count noun, fails — that pairing is the point.
 
 EXAMPLE
-TEMPLATE: Military bases are like small towns. Military men and women can live, work, study, and play on a base. Bases have barracks or dormitories. They also have snack bars, restaurants, and mess halls. Libraries, barbershops, drugstores, and hospitals or dispensaries are on bases, too.
+PROMPT: want / rice
+RESPONSE: Do you want a little or a lot of rice?\n— I want a little rice.
+
+EXAMPLE
+PROMPT: have / books
+RESPONSE: Do you have a few or a lot of books?\n— I have a few books.
+
+PROMPT: drink / milk
+RESPONSE: Do you drink a little or a lot of milk?\n— I drink a lot of milk.
+
+PROMPT: want / sugar
+RESPONSE: Do you want a little or a lot of sugar?\n— I want a little sugar.
+
+PROMPT: eat / soup
+RESPONSE: Do you eat a little or a lot of soup?\n— I eat a lot of soup.
+
+PROMPT: want / fruit
+RESPONSE: Do you want a little or a lot of fruit?\n— I want a little fruit.
+
+PROMPT: have / money
+RESPONSE: Do you have a little or a lot of money?\n— I have a little money.
+
+PROMPT: want / meat
+RESPONSE: Do you want a little or a lot of meat?\n— I want a lot of meat.
+
+PROMPT: have / clothes
+RESPONSE: Do you have a few or a lot of clothes?\n— I have a lot of clothes.
+
+PROMPT: want / apples
+RESPONSE: Do you want a few or a lot of apples?\n— I want a few apples.
+
+PROMPT: see / desks
+RESPONSE: Do you see a few or a lot of desks?\n— I see a lot of desks.
+
+PROMPT: have / dollars
+RESPONSE: Do you have a few or a lot of dollars?\n— I have a few dollars.
+
+
+$SESSION 2-7: Sounds, Spelling, and Reading
+
+# Source: ST §Eat / It
+$DIALOGUE The Sounds "ee" and "i"
+ID: l2-s18
+INTRO: Last part: sharp ears, sharp spelling, and sharp reading. These word pairs differ only in the vowel — listen closely and repeat each pair.
+INSTRUCTION: Listen and repeat each pair of words.
+REPEAT
+
+LINE: feet — fit sleep — slip leave — live cheap — chip read — rid ease — is field — filled sheep — ship green — grin neat — knit he'll — hill we'll — will
+
+
+# Source: LLA 2B Figure 8
+$PRODUCE Spelling Practice
+ID: 5-2b-f8
+INPUT: type
+CHECK: exact
+INTRO: Listen to each word and type it, letter-perfect.
+INSTRUCTION: Type the word you hear.
+
+PROMPT: bones {bk05-l2b-f8-01.mp3}
+RESPONSE: bones {bk05-l2b-f8-01.mp3}
+
+PROMPT: muscles {bk05-l2b-f8-02.mp3}
+RESPONSE: muscles {bk05-l2b-f8-02.mp3}
+
+PROMPT: head {bk05-l2b-f8-03.mp3}
+RESPONSE: head {bk05-l2b-f8-03.mp3}
+
+PROMPT: move {bk05-l2b-f8-04.mp3}
+RESPONSE: move {bk05-l2b-f8-04.mp3}
+
+PROMPT: touch {bk05-l2b-f8-05.mp3}
+RESPONSE: touch {bk05-l2b-f8-05.mp3}
+
+PROMPT: sore {bk05-l2b-f8-06.mp3}
+RESPONSE: sore {bk05-l2b-f8-06.mp3}
+
+PROMPT: mouth {bk05-l2b-f8-07.mp3}
+RESPONSE: mouth {bk05-l2b-f8-07.mp3}
+
+PROMPT: throat {bk05-l2b-f8-08.mp3}
+RESPONSE: throat {bk05-l2b-f8-08.mp3}
+
+PROMPT: medicine {bk05-l2b-f8-09.mp3}
+RESPONSE: medicine {bk05-l2b-f8-09.mp3}
+
+PROMPT: thumb {bk05-l2b-f8-10.mp3}
+RESPONSE: thumb {bk05-l2b-f8-10.mp3}
+
+
+# Source: ST §Same or Different?
+$SELECT Same or Different?
+ID: l2-s31
+INTRO: Read each pair of phrases carefully — some differ by only a single letter. Tap "Same" or "Different".
+INSTRUCTION: Tap "Same" if the two phrases are exactly the same, or "Different" if not.
+OPTION: S | Same
+OPTION: D | Different
+
+EXAMPLE
+TEMPLATE: good food / good food
+ANSWER: S
+
+EXAMPLE
+TEMPLATE: cold chicken / old chicken
+ANSWER: D
+
+TEMPLATE: begin again / began again
+ANSWER: D
+
+TEMPLATE: call late / call late
+ANSWER: S
+
+TEMPLATE: let's swim / let swim
+ANSWER: D
+
+TEMPLATE: big apple / big apple
+ANSWER: S
+
+TEMPLATE: open the door / open the store
+ANSWER: D
+
+TEMPLATE: new buildings / new buildings
+ANSWER: S
+
+TEMPLATE: my brother / my brother
+ANSWER: S
+
+TEMPLATE: hot bread / not bread
+ANSWER: D
+
+TEMPLATE: plane takes off / planes take off
+ANSWER: D
+
+TEMPLATE: six answer sheets / sixth answer sheet
+ANSWER: D
+
+TEMPLATE: all classrooms / all classrooms
+ANSWER: S
+
+TEMPLATE: a clean shirt / a clean skirt
+ANSWER: D
+
+TEMPLATE: three daughters / three daughters
+ANSWER: S
+
+TEMPLATE: happy child / happy children
+ANSWER: D
+
+TEMPLATE: next lesson / next lesson
+ANSWER: S
+
+
+# Source: ST §Is Big the Same as Large?
+$SELECT Which Word Means the Same?
+ID: l2-s32
+INTRO: For each word, tap the word that means about the same thing.
+INSTRUCTION: Tap the word with about the same meaning as the word on the left.
+
+EXAMPLE
+TEMPLATE: start
+OPTION: a | answer
+OPTION: b | end
+OPTION: c | begin
+OPTION: d | study
+OPTION: e | rinse
+ANSWER: c
+
+EXAMPLE
+TEMPLATE: big
+OPTION: a | long
+OPTION: b | million
+OPTION: c | much
+OPTION: d | clean
+OPTION: e | large
+ANSWER: e
+
+TEMPLATE: every
+OPTION: a | wrong
+OPTION: b | eighty
+OPTION: c | any
+OPTION: d | right
+OPTION: e | all
+ANSWER: e
+
+TEMPLATE: talk
+OPTION: a | know
+OPTION: b | speak
+OPTION: c | salute
+OPTION: d | call
+OPTION: e | memorize
+ANSWER: b
+
+TEMPLATE: select
+OPTION: a | choose
+OPTION: b | circle
+OPTION: c | open
+OPTION: d | write
+OPTION: e | learn
+ANSWER: a
+
+TEMPLATE: pants
+OPTION: a | shirt
+OPTION: b | man
+OPTION: c | trousers
+OPTION: d | legs
+OPTION: e | clothes
+ANSWER: c
+
+TEMPLATE: base
+OPTION: a | post
+OPTION: b | hospital
+OPTION: c | BX
+OPTION: d | military
+OPTION: e | commissary
+ANSWER: a
+
+TEMPLATE: much
+OPTION: a | some
+OPTION: b | all
+OPTION: c | every
+OPTION: d | many
+OPTION: e | million
+ANSWER: d
+
+TEMPLATE: father
+OPTION: a | officer
+OPTION: b | man
+OPTION: c | family
+OPTION: d | child
+OPTION: e | dad
+ANSWER: e
+
+TEMPLATE: quiz
+OPTION: a | answer
+OPTION: b | test
+OPTION: c | class
+OPTION: d | teacher
+OPTION: e | question
+ANSWER: b
+
+TEMPLATE: must
+OPTION: a | need to
+OPTION: b | look at
+OPTION: c | get up
+OPTION: d | have to
+OPTION: e | put on
+ANSWER: d
+
+TEMPLATE: look at
+OPTION: a | sit
+OPTION: b | learn
+OPTION: c | watch
+OPTION: d | study
+OPTION: e | read
+ANSWER: c
+
+
+# Source: ST §Same or Opposite?
+$SELECT Same or Opposite?
+ID: l2-s33
+INTRO: Do the two words mean the same thing, or the opposite? Tap your answer.
+INSTRUCTION: Tap "Same" if the words have similar meanings, or "Opposite" if they have opposite meanings.
+OPTION: S | Same
+OPTION: O | Opposite
+
+EXAMPLE
+TEMPLATE: dirty / clean
+ANSWER: O
+
+EXAMPLE
+TEMPLATE: mess hall / dining hall
+ANSWER: S
+
+TEMPLATE: headphones / headset
+ANSWER: S
+
+TEMPLATE: sick / well
+ANSWER: O
+
+TEMPLATE: bad / good
+ANSWER: O
+
+TEMPLATE: old / young
+ANSWER: O
+
+TEMPLATE: long / short
+ANSWER: O
+
+TEMPLATE: quiz / test
+ANSWER: S
+
+TEMPLATE: begin / start
+ANSWER: S
+
+TEMPLATE: sad / happy
+ANSWER: O
+
+TEMPLATE: cent / penny
+ANSWER: S
+
+TEMPLATE: morning / evening
+ANSWER: O
+
+
+# Source: ST §Alphabetical Order
+$SELECT Alphabetical Order
+ID: l2-s35
+ORDER
+INTRO: Put the words in dictionary order, A to Z — it's how you'll find them later.
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | friend
+OPTION: b | hospital
+OPTION: c | fruit
+OPTION: d | toothbrush
+OPTION: e | dictionary
+OPTION: f | select
+OPTION: g | headset
+OPTION: h | schedule
+ANSWER: e,a,c,g,b,h,f,d
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | restaurant
+OPTION: b | sweater
+OPTION: c | question
+OPTION: d | thumb
+OPTION: e | library
+OPTION: f | quarter
+OPTION: g | language
+OPTION: h | yesterday
+ANSWER: g,e,f,c,a,b,d,h
+
+
+# Source: new (gap: ST §Read and Circle "Store Ad" questions shipped with no ad text or image; ad reconstructed from the answer key — needs human check)
+$GRAMMAR Reading: Kay's Winter Sale Ad
+ID: l2-s19-ad
+READING
+INTRO: Read this store advertisement carefully — the next questions are all about it.
+
+CARD: **KAY'S — WINTER SALE!**
+Scarves — were $7.00, now $5.50.
+Short coats — were $76.00, now $56.00.
+Gloves — now only $18.90.
+Sale ends September 30.
+Store hours: Monday through Saturday, 9:00 a.m. to 9:00 p.m. Sundays, 12:00 noon to 5:00 p.m. Closed on holidays.
+
+
+# Source: ST §Read and Circle: Store Ad
+$SELECT Questions About the Ad
+ID: l2-s19
+REFERENCE: l2-s19-ad
+INTRO: Answer the questions about Kay's ad. Open the ad again whenever you need it.
+INSTRUCTION: Tap the correct answer about the store advertisement.
+
+TEMPLATE: How much do scarves cost now?
+OPTION: a | $7.00
+OPTION: b | $5.50
+OPTION: c | $6.50
+ANSWER: b
+
+TEMPLATE: How much were short coats before the sale?
+OPTION: a | $75.00
+OPTION: b | $76.00
+OPTION: c | $56.00
+ANSWER: b
+
+TEMPLATE: Is the store open every day?
+OPTION: a | yes
+OPTION: b | no
+ANSWER: b
+
+TEMPLATE: When does the sale end?
+OPTION: a | On Sundays at 5:00
+OPTION: b | September 30
+OPTION: c | September 3
+ANSWER: b
+
+TEMPLATE: How much are the gloves?
+OPTION: a | $74.00
+OPTION: b | $19.80
+OPTION: c | $18.90
+ANSWER: c
+
+TEMPLATE: What time does the store open on Mondays?
+OPTION: a | at nine in the morning
+OPTION: b | at nine at night
+OPTION: c | at noon
+ANSWER: a
+
+TEMPLATE: What time does the store close on Sundays?
+OPTION: a | at nine in the morning
+OPTION: b | at noon
+OPTION: c | at five in the afternoon
+ANSWER: c
+
+TEMPLATE: What's the name of the store?
+OPTION: a | Winter Sale
+OPTION: b | Kay's
+OPTION: c | Scarfs
+ANSWER: b
+
+
+# Source: ST §Topic of Paragraphs (example)
+$GRAMMAR Reading: Find the Topic — Example
+ID: l2-s34-r-ex
+READING
+INTRO: Every paragraph is about one thing — its topic. Read this example paragraph and think about what it's about.
+
+CARD: Military bases are like small towns. Military men and women can live, work, study, and play on a base. Bases have barracks or dormitories. They also have snack bars, restaurants, and mess halls. Libraries, barbershops, drugstores, and hospitals or dispensaries are on bases, too.
+
+
+# Source: ST §Topic of Paragraphs (example)
+$SELECT Find the Topic — Example
+ID: l2-s34-ex
+REFERENCE: l2-s34-r-ex
+INTRO: Here's the worked example — the topic is the whole paragraph's subject, not one detail.
+INSTRUCTION: Select the topic of the paragraph.
+
+EXAMPLE
+TEMPLATE: What is the topic of the paragraph?
 OPTION: a | military people
 OPTION: b | small towns
 OPTION: c | military bases
 OPTION: d | base buildings
 ANSWER: c
 
-TEMPLATE: There are four seasons in a year. The months of the winter season are December, January, and February. March, April, and May are the months of spring. The months of the summer season are June, July, and August. September, October, and November are the autumn months.
+
+# Source: ST §Topic of Paragraphs (paragraph 1)
+$GRAMMAR Reading: Find the Topic — Paragraph 1
+ID: l2-s34-r-p1
+READING
+INTRO: Now you. Read the paragraph and look for its topic.
+
+CARD: **Paragraph 1.** There are four seasons in a year. The months of the winter season are December, January, and February. March, April, and May are the months of spring. The months of the summer season are June, July, and August. September, October, and November are the autumn months.
+
+
+# Source: ST §Topic of Paragraphs (paragraph 1)
+$SELECT Find the Topic — Paragraph 1
+ID: l2-s34-p1
+REFERENCE: l2-s34-r-p1
+INTRO: Tap the topic of the paragraph you just read.
+INSTRUCTION: Select the topic of the paragraph.
+
+TEMPLATE: What is the topic of the paragraph?
 OPTION: a | the months
 OPTION: b | summer
 OPTION: c | one year
 OPTION: d | four seasons
 ANSWER: d
 
-TEMPLATE: High school students play different sports in different seasons. In the fall, the students can play outside. Football is the fall sport in the schools. In the winter, it's very cold. Students play basketball inside. In the spring, they can go outside again. They play baseball in the spring.
+
+# Source: ST §Topic of Paragraphs (paragraph 2)
+$GRAMMAR Reading: Find the Topic — Paragraph 2
+ID: l2-s34-r-p2
+READING
+INTRO: One more paragraph — read it and find the topic.
+
+CARD: **Paragraph 2.** High school students play different sports in different seasons. In the fall, the students can play outside. Football is the fall sport in the schools. In the winter, it's very cold. Students play basketball inside. In the spring, they can go outside again. They play baseball in the spring.
+
+
+# Source: ST §Topic of Paragraphs (paragraph 2)
+$SELECT Find the Topic — Paragraph 2
+ID: l2-s34-p2
+REFERENCE: l2-s34-r-p2
+INTRO: Last one in the lesson — find the topic and you're done. Nicely worked.
+INSTRUCTION: Select the topic of the paragraph.
+
+TEMPLATE: What is the topic of the paragraph?
 OPTION: a | football
 OPTION: b | different sports
 OPTION: c | students
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index 5841e778..a25fcf40 100644
--- a/book-5-lesson-3.module
+++ b/book-5-lesson-3.module
@@ -1,111 +1,75 @@
-$MODULE Book 5 · Lesson 3: We'll Take a Trip {st-page_060_001.jpg}
+$MODULE Book 5 · Lesson 3: We'll Take a Trip {st-page_060_001.jpg|A van filled with family members driving on a trip, carrying luggage on the roof rack}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book5_lesson3
-DESCRIPTION: Travel vocabulary, telephones, airline tickets and reservations, and the future with "will" — plus everyday instructions, sound practice, and dictation.
+DESCRIPTION: Telephones and travel vocabulary, airports and flight schedules, making airline reservations by phone, the future with "will", and giving simple everyday instructions.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, lightly witty teacher
+VOICE_INTRO: aoede | Warm, lightly witty teacher-narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Amn_Davis | achird | Male student
-VOICE: Sgt_Baker | schedar | Male soldier
-VOICE: Mark | achird | Male
-VOICE: Alan | schedar | Male
-VOICE: Ticket_Agent | achird | Male ticket agent
-VOICE: Ms_Wright | gacrux | Female customer
-VOICE: Travel_Agent | charon | Male travel agent
+VOICE: Narrator | aoede | Story narrator
+VOICE: Davis | achird | Male airman
+VOICE: Baker | charon | Male sergeant
+VOICE: Mark | charon | Male traveler
+VOICE: Alan | achird | Male traveler
+VOICE: Agent | achernar | Female airline ticket agent
+VOICE: Wright | aoede | Ms. Linda Wright
+VOICE: Walters | charon | Mr. Bill Walters
+VOICE: Hill | schedar | Sergeant Hill
+VOICE: Mays | charon | Sergeant Mays
+VOICE: Travel_Agent | achernar | Female travel agent
 VOICE: Customer | achird | Male customer
-VOICE: Agent | aoede | Female agent
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 3-1: Telephones and the Wilsons' Trip
+$SESSION 3-1: Telephones and Taking a Trip
 
-# Source: ST §Taking a Trip
-$DIALOGUE Taking a Trip
-ID: l3-s1
-INTRO: In this lesson you'll learn to plan a trip in English — use the phone, book a flight, pack your bags, and say what will happen tomorrow. We start with the key words, one picture at a time. Listen and repeat.
-INSTRUCTION: Listen and repeat the words and sentences.
+# Source: LLA 3A Figure 1
+$DIALOGUE Telephones
+ID: 5-3a-f1
+INTRO: In this lesson you'll learn to talk about phones and trips — making a call, packing a suitcase, catching a flight, and saying what will happen tomorrow. First, telephones. Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: telephone
+LINE: There's a telephone on the desk. {page_057_001.jpg|A landline telephone mounted on a wall with a curly handset cord} {bk05-l3a-f1-01.mp3}
 VOCAB: phone
-VOCAB: button
-LINE: This telephone has buttons. It's a push-button phone. {st-page_062_001.jpg}
-
-VOCAB: push
-VOCAB: call
-LINE: You push the buttons to call. {st-page_062_002.jpg}
-
-VOCAB: trip
-VOCAB: take a trip
-LINE: We want to go to Miami. We want to take a trip to Miami. {st-page_062_003.jpg}
-
-VOCAB: travel agency
-VOCAB: travel agent
-VOCAB: customer
-LINE: Visit your travel agency for long trips. Travel agents help their customers. {st-page_062_004.jpg}
-
-VOCAB: airline
-VOCAB: ticket
-LINE: Select an airline for airplane trips. Then buy a ticket for the trip. {st-page_063_001.jpg}
-
-VOCAB: reservation
-VOCAB: make a reservation
-LINE: Call your travel agent or an airline to make plane reservations. {st-page_063_002.jpg}
-
-VOCAB: pick up
-LINE: Pick up the ticket at the travel agency. {st-page_063_003.jpg}
-
-VOCAB: pack
-VOCAB: suitcase
-LINE: Pack your suitcases. {st-page_063_004.jpg}
-
-# Source: LLA 3A Figure 1
-$DIALOGUE The Telephone
-ID: 3a-f1
-INTRO: Now the telephone words from the tape — one phone on the desk, one on the wall. Listen and repeat each sentence.
-INSTRUCTION: Repeat each word and sentence.
-REPEAT
-
+LINE: There's also a phone on the wall. {page_057_001.jpg|A landline telephone mounted on a wall with a curly handset cord} {bk05-l3a-f1-02.mp3}
 VOCAB: to call
-LINE: There's a telephone on the desk. {page_057_001.jpg} {bk05-l3a-f1-01.mp3}
-LINE: There's also a phone on the wall. {page_057_001.jpg} {bk05-l3a-f1-02.mp3}
-LINE: You can call your friend on that phone. {page_057_001.jpg} {bk05-l3a-f1-03.mp3}
+LINE: You can call your friend on that phone. {page_057_001.jpg|A landline telephone mounted on a wall with a curly handset cord} {bk05-l3a-f1-03.mp3}
 
+VOCAB: button
+LINE: This telephone has buttons. {page_057_002.jpg|A hand pressing buttons on a push-button telephone keypad} {bk05-l3a-f1-04.mp3}
 VOCAB: push-button
+LINE: It's a push-button phone. {page_057_002.jpg|A hand pressing buttons on a push-button telephone keypad} {bk05-l3a-f1-05.mp3}
 VOCAB: to push
+LINE: Push the correct buttons. {page_057_002.jpg|A hand pressing buttons on a push-button telephone keypad} {bk05-l3a-f1-06.mp3}
 VOCAB: first
-LINE: This telephone has buttons. {page_057_002.jpg} {bk05-l3a-f1-04.mp3}
-LINE: It's a push-button phone. {page_057_002.jpg} {bk05-l3a-f1-05.mp3}
-LINE: Push the correct buttons. {page_057_002.jpg} {bk05-l3a-f1-06.mp3}
-LINE: First push this button, then push that one. {page_057_002.jpg} {bk05-l3a-f1-07.mp3}
+LINE: First push this button, then push that one. {page_057_002.jpg|A hand pressing buttons on a push-button telephone keypad} {bk05-l3a-f1-07.mp3}
 
 # Source: LLA 3A Figure 2
-$DIALOGUE Where's the Telephone?
-ID: 3a-f2
-INTRO: Airman Davis just needs to make one phone call. It doesn't go smoothly. Listen to his conversation with Sergeant Baker and repeat each line.
+$DIALOGUE The Telephone Call
+ID: 5-3a-f2
+INTRO: Airman Davis just needs to make one phone call. It's not going well. Listen to him and Sergeant Baker, and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Amn_Davis: Excuse me, where's the telephone? {bk05-l3a-f2-01.mp3}
-Sgt_Baker: There's a phone on the wall. {bk05-l3a-f2-02.mp3}
-Amn_Davis: Thanks. Oh no. {bk05-l3a-f2-03.mp3}
-Sgt_Baker: What's the matter? {bk05-l3a-f2-04.mp3}
-Amn_Davis: I pushed the wrong button first. {bk05-l3a-f2-05.mp3}
-Sgt_Baker: Which button did you push? {bk05-l3a-f2-06.mp3}
-Amn_Davis: I pushed the nine button. {bk05-l3a-f2-07.mp3}
-Sgt_Baker: Are you calling a friend in town? {bk05-l3a-f2-08.mp3}
-Amn_Davis: No, I'm calling a friend on the base. {bk05-l3a-f2-09.mp3}
-Sgt_Baker: Then push three first. {bk05-l3a-f2-10.mp3}
+Davis: Excuse me. Where's the telephone? {bk05-l3a-f2-01.mp3}
+Baker: There's a phone on the wall. {bk05-l3a-f2-02.mp3}
+Davis: Thanks. Oh, no. {bk05-l3a-f2-03.mp3}
+Baker: What's the matter? {bk05-l3a-f2-04.mp3}
+Davis: I pushed the wrong button first. {bk05-l3a-f2-05.mp3}
+Baker: Which button did you push? {bk05-l3a-f2-06.mp3}
+Davis: I pushed the 9 button. {bk05-l3a-f2-07.mp3}
+Baker: Are you calling a friend in town? {bk05-l3a-f2-08.mp3}
+Davis: No, I'm calling a friend on the base. {bk05-l3a-f2-09.mp3}
+Baker: Then push 3 first. {bk05-l3a-f2-10.mp3}
 
 # Source: LLA 3A Figure 2 (questions)
-$PRODUCE Questions: The Phone Call
-ID: 3a-f2-b
+$PRODUCE Questions About the Call
+ID: 5-3a-f2-b
 REFERENCE
-INTRO: Now answer questions about Airman Davis and his phone call. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Now answer questions about the phone call. Answer aloud in a full sentence — open the dialogue if you need it — then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -127,43 +91,44 @@ RESPONSE: No, he wants to call a friend on the base. {bk05-l3a-f2-15-a.mp3}
 
 # Source: LLA 3A Figure 3
 $DIALOGUE The Wilsons' Trip
-ID: 3a-f3
-INTRO: The Wilsons drove from Dallas to Los Angeles — four days each way, and Mr. Wilson almost never stopped the car. Just listen to the story of their trip.
-INSTRUCTION: Listen to the sentences.
+ID: 5-3a-f3
+INTRO: The Wilsons drive 1,400 miles to Los Angeles — with a driver who hates to stop the car. Listen to the story of their trip.
 
+VOCAB: trip
 VOCAB: to take a trip
-LINE: The Wilsons take a trip every summer. {page_058_001.jpg} {bk05-l3a-f3-01.mp3}
-LINE: Last year they took a trip to Los Angeles. {page_058_001.jpg} {bk05-l3a-f3-02.mp3}
-LINE: They had a good trip. {page_058_001.jpg} {bk05-l3a-f3-03.mp3}
+LINE: The Wilsons take a trip every summer. {page_058_001.jpg|A family loading luggage into and onto the roof of a car outside their house} {bk05-l3a-f3-01.mp3}
+LINE: Last year they took a trip to Los Angeles. {page_058_001.jpg|A family loading luggage into and onto the roof of a car outside their house} {bk05-l3a-f3-02.mp3}
+LINE: They had a good trip. {page_058_001.jpg|A family loading luggage into and onto the roof of a car outside their house} {bk05-l3a-f3-03.mp3}
 
+VOCAB: suitcase
+LINE: They bought new suitcases. {page_058_002.jpg|A woman and a young boy packing items into open suitcases on a table} {bk05-l3a-f3-04.mp3}
 VOCAB: to pack
-LINE: They brought new suitcases. {page_058_002.jpg} {bk05-l3a-f3-04.mp3}
-LINE: They packed their clothes, toothbrushes, and shampoo in the suitcases. {page_058_002.jpg} {bk05-l3a-f3-05.mp3}
-LINE: They didn't pack any toothpaste. {page_058_002.jpg} {bk05-l3a-f3-06.mp3}
+LINE: They pack their clothes, toothbrushes, and shampoo in the suitcases. {page_058_002.jpg|A woman and a young boy packing items into open suitcases on a table} {bk05-l3a-f3-05.mp3}
+LINE: They didn't pack any toothpaste. {page_058_002.jpg|A woman and a young boy packing items into open suitcases on a table} {bk05-l3a-f3-06.mp3}
 
 VOCAB: to depart
+LINE: They departed on August 2nd. {page_059_001.jpg|A station wagon loaded with luggage driving past a road sign reading "LOS ANGELES 1400 MILES"} {bk05-l3a-f3-07.mp3}
 VOCAB: from
 VOCAB: in
+LINE: They drove from Dallas to Los Angeles in four days. {page_059_001.jpg|A station wagon loaded with luggage driving past a road sign reading "LOS ANGELES 1400 MILES"} {bk05-l3a-f3-08.mp3}
 VOCAB: to stop
-LINE: They departed on August 2. {page_059_001.jpg} {bk05-l3a-f3-07.mp3}
-LINE: They drove from Dallas to Los Angeles in four days. {page_059_001.jpg} {bk05-l3a-f3-08.mp3}
-LINE: Mr. Wilson didn't like to stop the car. {page_059_001.jpg} {bk05-l3a-f3-09.mp3}
-LINE: They saw a lot of towns, but they stopped in only a few. {page_059_001.jpg} {bk05-l3a-f3-10.mp3}
+LINE: Mr. Wilson didn't like to stop the car. {page_059_001.jpg|A station wagon loaded with luggage driving past a road sign reading "LOS ANGELES 1400 MILES"} {bk05-l3a-f3-09.mp3}
+LINE: They saw a lot of towns, but they stopped in only a few. {page_059_001.jpg|A station wagon loaded with luggage driving past a road sign reading "LOS ANGELES 1400 MILES"} {bk05-l3a-f3-10.mp3}
 
-VOCAB: to come back
+LINE: The Wilsons came back from their trip on August 24th. {page_059_002.jpg|A tired family getting out of their car with a child being carried by the father} {bk05-l3a-f3-11.mp3}
 VOCAB: to arrive
+LINE: They arrived at midnight. {page_059_002.jpg|A tired family getting out of their car with a child being carried by the father} {bk05-l3a-f3-12.mp3}
 VOCAB: to go back
-LINE: The Wilsons came back from their trip on August 24. {page_059_002.jpg} {bk05-l3a-f3-11.mp3}
-LINE: They arrived at midnight. {page_059_002.jpg} {bk05-l3a-f3-12.mp3}
-LINE: They didn't want to come back, but Mr. Wilson needed to go back to work. {page_059_002.jpg} {bk05-l3a-f3-13.mp3}
-LINE: He went back to his office the next day. {page_059_002.jpg} {bk05-l3a-f3-14.mp3}
+VOCAB: to come back
+LINE: They didn't want to come back, but Mr. Wilson needed to go back to work. {page_059_002.jpg|A tired family getting out of their car with a child being carried by the father} {bk05-l3a-f3-13.mp3}
+LINE: He went back to his office the next day. {page_059_002.jpg|A tired family getting out of their car with a child being carried by the father} {bk05-l3a-f3-14.mp3}
 
 # Source: LLA 3A Figure 3 (questions)
-$PRODUCE Questions: The Wilsons' Trip
-ID: 3a-f3-b
+$PRODUCE Questions About the Trip
+ID: 5-3a-f3-b
 REFERENCE
-INTRO: Fifteen questions about the Wilsons' trip — you were paying attention, right? Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Now the questions about the Wilsons' trip — quite a few of them, just like the miles. Answer each one aloud in a complete sentence, then repeat the model answer. Open the story if you need it.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -187,7 +152,7 @@ PROMPT: Did they pack any toothpaste? {bk05-l3a-f3-20-q.mp3}
 RESPONSE: No, they didn't pack any toothpaste. {bk05-l3a-f3-20-a.mp3}
 
 PROMPT: When did they depart? {bk05-l3a-f3-21-q.mp3}
-RESPONSE: They departed on August 2. {bk05-l3a-f3-21-a.mp3}
+RESPONSE: They departed on August 2nd. {bk05-l3a-f3-21-a.mp3}
 
 PROMPT: Did they drive from Dallas to Los Angeles in 3 days? {bk05-l3a-f3-22-q.mp3}
 RESPONSE: No, they drove from Dallas to Los Angeles in 4 days. {bk05-l3a-f3-22-a.mp3}
@@ -199,7 +164,7 @@ PROMPT: Did they stop in a lot of towns? {bk05-l3a-f3-24-q.mp3}
 RESPONSE: No, they stopped in only a few. {bk05-l3a-f3-24-a.mp3}
 
 PROMPT: When did they come back? {bk05-l3a-f3-25-q.mp3}
-RESPONSE: They came back on August 24. {bk05-l3a-f3-25-a.mp3}
+RESPONSE: They came back on August 24th. {bk05-l3a-f3-25-a.mp3}
 
 PROMPT: What time did they arrive? {bk05-l3a-f3-26-q.mp3}
 RESPONSE: They arrived at midnight. {bk05-l3a-f3-26-a.mp3}
@@ -214,56 +179,216 @@ PROMPT: When did he go back to his office? {bk05-l3a-f3-29-q.mp3}
 RESPONSE: He went back to his office the next day. {bk05-l3a-f3-29-a.mp3}
 
 # Source: LLA 3A Figure 4
-$SELECT Means the Same
-ID: 3a-f4
-INTRO: You'll hear a sentence about the Wilsons' trip. Tap the sentence that means the same thing.
-INSTRUCTION: Tap the sentence with the same meaning.
+$SELECT Same Meaning
+ID: 5-3a-f4
+INTRO: You'll hear a statement about traveling. Tap the sentence that means the same thing.
+INSTRUCTION: Tap the statement with the same meaning.
 
-PROMPT: The Wilsons took a trip to Los Angeles. {bk05-l3a-f4-01-q.mp3}
-OPTION: a | They visited Los Angeles. {bk05-l3a-f4-01-a.mp3}
+PROMPT: The Wilsons took a trip to Los Angeles. {bk05-l3a-f4-01.mp3}
+OPTION: a | They visited Los Angeles.
 OPTION: b | They lived in Los Angeles.
 ANSWER: a
 
-PROMPT: The children packed their toothbrushes. {bk05-l3a-f4-02-q.mp3}
+PROMPT: The children packed their toothbrushes. {bk05-l3a-f4-02.mp3}
 OPTION: a | They didn't put their toothbrushes in their suitcases.
-OPTION: b | They put their toothbrushes in their suitcases. {bk05-l3a-f4-02-a.mp3}
+OPTION: b | They put their toothbrushes in their suitcases.
 ANSWER: b
 
-PROMPT: They departed at 7 o'clock in the morning. {bk05-l3a-f4-03-q.mp3}
-OPTION: a | They left at 7:00 a.m. {bk05-l3a-f4-03-a.mp3}
+PROMPT: They departed at 7 o'clock in the morning. {bk05-l3a-f4-03.mp3}
+OPTION: a | They left at 7:00 a.m.
 OPTION: b | They woke up at 7:00 a.m.
 ANSWER: a
 
-PROMPT: The Wilsons went from Dallas to Los Angeles. {bk05-l3a-f4-04-q.mp3}
+PROMPT: The Wilsons went from Dallas to Los Angeles. {bk05-l3a-f4-04.mp3}
 OPTION: a | Their trip ended in Dallas.
-OPTION: b | Their trip began in Dallas. {bk05-l3a-f4-04-a.mp3}
+OPTION: b | Their trip began in Dallas.
 ANSWER: b
 
-PROMPT: Mr. Wilson stopped the car for a few minutes. {bk05-l3a-f4-05-q.mp3}
+PROMPT: Mr. Wilson stopped the car for a few minutes. {bk05-l3a-f4-05.mp3}
 OPTION: a | The car moved for a few minutes.
-OPTION: b | The car didn't move for a few minutes. {bk05-l3a-f4-05-a.mp3}
+OPTION: b | The car didn't move for a few minutes.
 ANSWER: b
 
-PROMPT: They came back to Dallas. {bk05-l3a-f4-06-q.mp3}
-OPTION: a | They were in Dallas again. {bk05-l3a-f4-06-a.mp3}
+PROMPT: They came back to Dallas. {bk05-l3a-f4-06.mp3}
+OPTION: a | They were in Dallas again.
 OPTION: b | They were in Los Angeles again.
 ANSWER: a
 
-PROMPT: They arrived at 12 o'clock midnight. {bk05-l3a-f4-07-q.mp3}
+PROMPT: They arrived at 12 o'clock midnight. {bk05-l3a-f4-07.mp3}
 OPTION: a | They went at midnight.
-OPTION: b | They came at midnight. {bk05-l3a-f4-07-a.mp3}
+OPTION: b | They came at midnight.
 ANSWER: b
 
-PROMPT: Mr. Wilson went back to work the next day. {bk05-l3a-f4-08-q.mp3}
+PROMPT: Mr. Wilson went back to work the next day. {bk05-l3a-f4-08.mp3}
 OPTION: a | He went to work early.
-OPTION: b | He went to work again. {bk05-l3a-f4-08-a.mp3}
+OPTION: b | He went to work again.
 ANSWER: b
 
+# Source: LLA 3A Figure 7
+$DIALOGUE Hear the Difference: "sit" and "set"
+ID: 5-3a-f7
+INTRO: Two vowel sounds that love to trade places: the "i" in "sit" and the "e" in "set". Listen closely and repeat each word pair.
+INSTRUCTION: Listen and repeat each word pair.
+REPEAT
+
+LINE: sit — set {bk05-l3a-f7-01.mp3}
+
+LINE: rid — red {bk05-l3a-f7-02.mp3}
+
+LINE: bill — bell {bk05-l3a-f7-03.mp3}
+
+LINE: will — well {bk05-l3a-f7-04.mp3}
+
+LINE: miss — mess {bk05-l3a-f7-05.mp3}
+
+LINE: disc — desk {bk05-l3a-f7-06.mp3}
+
+LINE: lift — left {bk05-l3a-f7-07.mp3}
+
+LINE: litter — letter {bk05-l3a-f7-08.mp3}
+
+LINE: bid — bed {bk05-l3a-f7-09.mp3}
+
+LINE: tin — ten {bk05-l3a-f7-10.mp3}
+
+# DROPPED (ST): "Pronounce /ɪ/ and /e/" word pairs — TTS twin of the cassette pairs above; cassette version kept.
+
+$SESSION 3-2: Tickets and the Travel Agency
+
+# Source: LLA 3A Figure 5
+$DIALOGUE Airline Tickets
+ID: 5-3a-f5
+INTRO: In this part you'll learn how to buy your way onto an airplane: tickets, flights, and the people who sell them. Look at the tickets, listen, and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: airline
+VOCAB: ticket
+LINE: This is an airline ticket. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-01.mp3}
+VOCAB: flight
+LINE: It's a ticket for a flight on Texas Airlines. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-02.mp3}
+VOCAB: one-way
+LINE: It's a one-way ticket from San Antonio to Dallas. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-03.mp3}
+
+VOCAB: round-trip
+LINE: This is a round-trip ticket. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-04.mp3}
+VOCAB: airport
+LINE: The first flight goes from the San Antonio Airport to the Dallas Airport. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-05.mp3}
+VOCAB: to return
+LINE: The second flight returns to San Antonio. {page_061_001.jpg|Two airline tickets: one for a one-way trip on Texas Airlines from San Antonio to Dallas, and one for a round-trip ticket between San Antonio and Dallas} {bk05-l3a-f5-06.mp3}
+
+# Source: LLA 3A Figure 6
+$SELECT True or False: Flights
+ID: 5-3a-f6
+INTRO: True or false? Listen to each statement about flying and decide. After you answer, you'll hear the correct statement — repeat it.
+INSTRUCTION: Tap True or False.
+REPEAT
+
+OPTION: t | True
+OPTION: f | False
+
+EXAMPLE
+PROMPT: Some airplanes belong to airlines. {bk05-l3a-f6-ex.mp3}
+ANSWER: t
+
+PROMPT: A flight is a trip on an airplane. {bk05-l3a-f6-01.mp3}
+ANSWER: t
+FEEDBACK: A flight is a trip on an airplane. {bk05-l3a-f6-01-fb.mp3}
+
+PROMPT: Airlines need pilots and mechanics. {bk05-l3a-f6-02.mp3}
+ANSWER: t
+FEEDBACK: Airlines need pilots and mechanics. {bk05-l3a-f6-02-fb.mp3}
+
+PROMPT: Airplanes arrive at and depart from airports. {bk05-l3a-f6-03.mp3}
+ANSWER: t
+FEEDBACK: Airplanes arrive at and depart from airports. {bk05-l3a-f6-03-fb.mp3}
+
+PROMPT: "Return" and "come back" are different. {bk05-l3a-f6-04.mp3}
+ANSWER: f
+FEEDBACK: "Return" and "come back" are the same. {bk05-l3a-f6-04-fb.mp3}
+
+PROMPT: You need a ticket for an airline flight. {bk05-l3a-f6-05.mp3}
+ANSWER: t
+FEEDBACK: You need a ticket for an airline flight. {bk05-l3a-f6-05-fb.mp3}
+
+PROMPT: A flight from New York to London is round trip. {bk05-l3a-f6-06.mp3}
+ANSWER: f
+FEEDBACK: A flight from New York to London is one way. {bk05-l3a-f6-06-fb.mp3}
+
+# Source: LLA 3B Figure 1
+$DIALOGUE At the Travel Agency {page_063_001.jpg|A travel agent behind a counter handing travel documents to a man and woman standing on the other side. Posters for "MEXICO" and "ROME" are on the wall behind her}
+ID: 5-3b-f1-text
+INTRO: Mrs. Brown sells trips for a living. Listen to the reading about her travel agency and her customers, the Wilsons — just listen.
+INSTRUCTION: Listen to the passage.
+
+VOCAB: travel agent
+LINE: Mrs. Brown is a travel agent. {bk05-l3b-f1-01.mp3}
+
+VOCAB: travel agency
+LINE: She works in a travel agency. {bk05-l3b-f1-02.mp3}
+
+VOCAB: reservation
+LINE: She makes airline reservations and sells airline tickets. {bk05-l3b-f1-03.mp3}
+
+VOCAB: customer
+LINE: The Wilsons are her customers. {bk05-l3b-f1-04.mp3}
+
+LINE: Mr. Wilson needs to go to London, and Mrs. Wilson wants to go too. {bk05-l3b-f1-05.mp3}
+
+VOCAB: together
+LINE: They want to go together. {bk05-l3b-f1-06.mp3}
+
+VOCAB: to make reservations
+LINE: Mrs. Brown made reservations on Atlantic Airlines for Mr. and Mrs. Wilson today. {bk05-l3b-f1-07.mp3}
+
+VOCAB: tonight
+LINE: They need to get their tickets at the travel agency tonight. {bk05-l3b-f1-08.mp3}
+
+VOCAB: to pick up
+LINE: They can't pick up the tickets tomorrow. They must leave very early in the morning. {bk05-l3b-f1-09.mp3}
+
+# Source: LLA 3B Figure 1 (questions)
+$PRODUCE Questions About the Travel Agency
+ID: 5-3b-f1-qa
+REFERENCE: 5-3b-f1-text
+INTRO: Answer each question about Mrs. Brown and the Wilsons aloud in a complete sentence, then repeat the model answer. Open the reading if you need it.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Is Mrs. Brown a travel agent? {bk05-l3b-f1-10-q.mp3}
+RESPONSE: Yes, she's a travel agent. {bk05-l3b-f1-10-a.mp3}
+
+PROMPT: Where does she work? {bk05-l3b-f1-11-q.mp3}
+RESPONSE: She works in a travel agency. {bk05-l3b-f1-11-a.mp3}
+
+PROMPT: Does she make reservations and sell tickets? {bk05-l3b-f1-12-q.mp3}
+RESPONSE: Yes, she makes reservations and sells tickets. {bk05-l3b-f1-12-a.mp3}
+
+PROMPT: Is she the Wilsons' customer? {bk05-l3b-f1-13-q.mp3}
+RESPONSE: No, the Wilsons are her customers. {bk05-l3b-f1-13-a.mp3}
+
+PROMPT: Do Mr. and Mrs. Wilson want to go to London together? {bk05-l3b-f1-14-q.mp3}
+RESPONSE: Yes, they want to go to London together. {bk05-l3b-f1-14-a.mp3}
+
+PROMPT: Did the Wilsons make their reservations? {bk05-l3b-f1-15-q.mp3}
+RESPONSE: No, Mrs. Brown made the reservations. {bk05-l3b-f1-15-a.mp3}
+
+PROMPT: What airline did she make the reservations on? {bk05-l3b-f1-16-q.mp3}
+RESPONSE: She made reservations on Atlantic Airlines. {bk05-l3b-f1-16-a.mp3}
+
+PROMPT: When do the Wilsons need to get their tickets? {bk05-l3b-f1-17-q.mp3}
+RESPONSE: They need to get their tickets tonight. {bk05-l3b-f1-17-a.mp3}
+
+PROMPT: Can they pick up their tickets tomorrow? {bk05-l3b-f1-18-q.mp3}
+RESPONSE: No, they can't pick up their tickets tomorrow. {bk05-l3b-f1-18-a.mp3}
+
 # Source: ST §Linda's Trip
-$DIALOGUE Linda's Trip
+$DIALOGUE Linda Plans a Trip
 ID: l3-s2
-INTRO: One more traveler: Linda in New York is getting ready to visit her friend Mary in San Antonio. Listen to and read the paragraph.
-INSTRUCTION: Listen and read the paragraph.
+INTRO: Now meet Linda in New York. She's planning a trip of her own — to San Antonio, to see her friend Mary. Listen to her story.
+INSTRUCTION: Listen to the story.
 
 Narrator: Linda lives in New York.
 Narrator: She wants to take a trip to San Antonio.
@@ -275,12 +400,12 @@ Narrator: The agents know Linda well.
 Narrator: Linda picked up her ticket yesterday.
 Narrator: Right now she's packing her suitcases.
 
-# Source: ST §Linda's Trip (questions); INPUT switched to speak for full-sentence answers
-$PRODUCE Questions: Linda's Trip
+# Source: ST §Questions about Linda's Trip
+$PRODUCE Questions About Linda's Trip
 ID: l3-s3
-REFERENCE
-INTRO: Now answer the questions about Linda's trip. Say your answer in a full sentence — any correct phrasing is fine.
-INSTRUCTION: Answer the questions aloud.
+REFERENCE: l3-s2
+INTRO: Answer the questions about Linda's plans in your own words — a full sentence each. Open the story if you need it.
+INSTRUCTION: Answer the question in a full sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -290,335 +415,230 @@ PROMPT: Where does Linda live?
 RESPONSE: She lives in New York.
 
 PROMPT: What does Linda want to do?
-RESPONSE: She wants to take a trip to San Antonio.
+RESPONSE: She wants to take a trip to San Antonio to visit her friend Mary.
 
 PROMPT: What did she do last week?
-RESPONSE: Last week, she made reservations.
+RESPONSE: She made reservations.
 
 PROMPT: Who did she call?
 RESPONSE: She called Globe Travel Agency.
 
 PROMPT: Is Linda a new customer of this agency?
-RESPONSE: No, she is an old customer of this agency.
+RESPONSE: No, she is an old customer.
 
 PROMPT: What did Linda do yesterday?
 RESPONSE: She picked up her ticket yesterday.
 
 PROMPT: What's Linda doing right now?
-RESPONSE: Right now she's packing her suitcases.
+RESPONSE: She is packing her suitcases.
 
-# Source: LLA 3A Figure 7
-# Dropped: ST §Speaking Skill "Sit / Set" (l3-s9) — TTS twin of this cassette drill.
-$DIALOGUE Sounds: Sit and Set
-ID: 3a-f7
-INTRO: To finish this part, two vowel sounds that love to be confused: the vowel in "sit" and the vowel in "set". Listen to each pair and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3B Figure 5
+$DIALOGUE Hear the Difference: "k" and "g"
+ID: 5-3b-f5
+INTRO: Now train your ear on two close sounds: "k" and "g". Listen and repeat each word pair.
+INSTRUCTION: Listen and repeat each word pair.
 REPEAT
 
-LINE: sit, set {bk05-l3a-f7-01.mp3}
-LINE: rid, red {bk05-l3a-f7-02.mp3}
-LINE: bill, bell {bk05-l3a-f7-03.mp3}
-LINE: will, well {bk05-l3a-f7-04.mp3}
-LINE: miss, mess {bk05-l3a-f7-05.mp3}
-LINE: disk, desk {bk05-l3a-f7-06.mp3}
-LINE: lift, left {bk05-l3a-f7-07.mp3}
-LINE: litter, letter {bk05-l3a-f7-08.mp3}
-LINE: bid, bed {bk05-l3a-f7-09.mp3}
-LINE: tin, ten {bk05-l3a-f7-10.mp3}
+LINE: Cap, gap. {bk05-l3b-f5-01.mp3}
 
-$LESSON 3-2: Tickets, Flights, and the Airport
+LINE: Call, gall. {bk05-l3b-f5-02.mp3}
 
-# Source: LLA 3A Figure 5
-$DIALOGUE Airline Tickets
-ID: 3a-f5
-INTRO: In this part you'll learn to talk about tickets, flights, and airports. First: one-way and round-trip tickets. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+LINE: Cold, gold. {bk05-l3b-f5-03.mp3}
+
+LINE: Came, game. {bk05-l3b-f5-04.mp3}
+
+LINE: Class, glass. {bk05-l3b-f5-05.mp3}
+
+LINE: Back, bag. {bk05-l3b-f5-06.mp3}
+
+LINE: Wick, wig. {bk05-l3b-f5-07.mp3}
+
+LINE: Buck, bug. {bk05-l3b-f5-08.mp3}
+
+LINE: Lacking, lagging. {bk05-l3b-f5-09.mp3}
+
+LINE: Plucked, plugged. {bk05-l3b-f5-10.mp3}
+
+# DROPPED (ST): "Pronounce /k/ and /g/" word pairs — TTS twin of the cassette pairs above; cassette version kept.
+
+# Source: LLA 3B Figure 6 (+ six extra words merged from ST "Write ck", TTS)
+$PRODUCE Spelling with "ck"
+ID: 5-3b-f6
+INTRO: The "k" sound is often spelled with two letters. Listen to each word and type "ck" to complete its spelling, then repeat the word.
+INSTRUCTION: Type "ck" to complete the word.
+INPUT: type
+CHECK: exact
 REPEAT
 
-VOCAB: airline
-VOCAB: ticket
-VOCAB: flight
-VOCAB: one-way
-LINE: This is an airline ticket. {page_061_001.jpg} {bk05-l3a-f5-01.mp3}
-LINE: It's a ticket for a flight on Texas Airlines. {page_061_001.jpg} {bk05-l3a-f5-02.mp3}
-LINE: It's a one-way ticket from San Antonio to Dallas. {page_061_001.jpg} {bk05-l3a-f5-03.mp3}
+PROMPT: pack {bk05-l3b-f6-01-q.mp3}
+TEMPLATE: pa____{ck}
+RESPONSE: pack {bk05-l3b-f6-01-a.mp3}
 
-VOCAB: round-trip
-VOCAB: return
-VOCAB: airport
-LINE: This is a round-trip ticket. {page_061_001.jpg} {bk05-l3a-f5-04.mp3}
-LINE: The first flight goes from the San Antonio Airport to the Dallas Airport. {page_061_001.jpg} {bk05-l3a-f5-05.mp3}
-LINE: The second flight returns to San Antonio. {page_061_001.jpg} {bk05-l3a-f5-06.mp3}
+PROMPT: check {bk05-l3b-f6-02-q.mp3}
+TEMPLATE: che____{ck}
+RESPONSE: check {bk05-l3b-f6-02-a.mp3}
 
-# Source: ST §A One-Way Trip
-$DIALOGUE One-Way or Round Trip
-ID: l3-s10
-INTRO: Come back, go back, return — three ways to end a trip, and a one-way ticket for people who don't plan to end it at all. Listen and repeat the sentences.
-INSTRUCTION: Repeat and read the sentences.
-REPEAT
+PROMPT: nickel {bk05-l3b-f6-03-q.mp3}
+TEMPLATE: ni____{ck}el
+RESPONSE: nickel {bk05-l3b-f6-03-a.mp3}
 
-VOCAB: come back
-LINE: Ann went to the store and came back. She's here now.
+PROMPT: locked {bk05-l3b-f6-04-q.mp3}
+TEMPLATE: lo____{ck}ed
+RESPONSE: locked {bk05-l3b-f6-04-a.mp3}
 
-VOCAB: go back
-LINE: They went to Miami last year. They want to go back.
-LINE: Linda went back to New York after a few days.
+PROMPT: pockets {bk05-l3b-f6-05-q.mp3}
+TEMPLATE: po____{ck}ets
+RESPONSE: pockets {bk05-l3b-f6-05-a.mp3}
 
-VOCAB: in
-LINE: She went to the store and came back in ten minutes.
+PROMPT: necktie {bk05-l3b-f6-06-q.mp3}
+TEMPLATE: ne____{ck}tie
+RESPONSE: necktie {bk05-l3b-f6-06-a.mp3}
 
-LINE: Ann went to the store and returned in thirty minutes.
-LINE: Linda returned to New York after a few days.
-LINE: I want to return this book to the library.
+PROMPT: tickets {bk05-l3b-f6-07-q.mp3}
+TEMPLATE: ti____{ck}ets
+RESPONSE: tickets {bk05-l3b-f6-07-a.mp3}
 
-LINE: He took a one-way trip to Europe. He doesn't want to return.
+PROMPT: barracks {bk05-l3b-f6-08-q.mp3}
+TEMPLATE: barra____{ck}s
+RESPONSE: barracks {bk05-l3b-f6-08-a.mp3}
 
-LINE: I have a round-trip ticket to Austin. I want to come back tomorrow.
+PROMPT: picked up {bk05-l3b-f6-09-q.mp3}
+TEMPLATE: pi____{ck}ed up
+RESPONSE: picked up {bk05-l3b-f6-09-a.mp3}
 
-# Source: ST §The Flight Arrives Tonight
-$DIALOGUE Flights and Airports
+PROMPT: black {bk05-l3b-f6-10-q.mp3}
+TEMPLATE: bla____{ck}
+RESPONSE: black {bk05-l3b-f6-10-a.mp3}
+
+PROMPT: sick
+TEMPLATE: si____{ck}
+RESPONSE: sick
+
+PROMPT: chicken
+TEMPLATE: chi____{ck}en
+RESPONSE: chicken
+
+PROMPT: sock
+TEMPLATE: so____{ck}
+RESPONSE: sock
+
+PROMPT: stockings
+TEMPLATE: sto____{ck}ings
+RESPONSE: stockings
+
+PROMPT: snack
+TEMPLATE: sna____{ck}
+RESPONSE: snack
+
+PROMPT: clock
+TEMPLATE: clo____{ck}
+RESPONSE: clock
+
+$SESSION 3-3: At the Airport
+
+# Source: ST §The Flight Arrives Tonight (edited; flight number aligned to the schedule)
+$DIALOGUE Talking About Flights
 ID: l3-s6
-INTRO: Now the airport words: flights arrive and depart, and somebody is usually waiting at the gate. Listen and repeat.
-INSTRUCTION: Repeat the words and sentences.
+INTRO: In this part you'll learn your way around an airport: arrivals, departures, and gates. Listen and repeat these sentences about flights.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: A trip on a plane is a flight.
 
 LINE: There are many planes at an airport.
 
-VOCAB: arrive
-VOCAB: arrival
-LINE: Linda's coming today. Her plane arrives at 9:40. The arrival of her flight is at 9:40.
+LINE: Linda's coming today. Her plane arrives at 9:40.
 
-VOCAB: meet
+VOCAB: arrival
+LINE: The arrival of her flight is at 9:40.
+
+VOCAB: to meet
 LINE: Mary meets Linda at the airport. Last week, she met John at the airport.
 
-VOCAB: depart
 VOCAB: departure
 LINE: Linda's flight departed from New York at 3:40. Its departure was on time.
 
-VOCAB: from
 LINE: Many flights depart from New York.
 
 VOCAB: gate
-LINE: Flight 577 arrives at Gate 6.
+LINE: Flight 677 arrives at Gate 6.
 
-VOCAB: tonight
 LINE: The flight left this afternoon. It arrives tonight.
 
-# Source: LLA 3A Figure 6
-$SELECT True or False: Flying
-ID: 3a-f6
-INTRO: True or false? Listen to each statement about flying, tap your answer, then repeat the correct statement.
-INSTRUCTION: Tap True or False.
-REPEAT
-
-OPTION: t | True
-OPTION: f | False
-
-EXAMPLE
-PROMPT: Some airplanes belong to airlines. {bk05-l3a-f6-ex-q.mp3}
-ANSWER: t
-
-PROMPT: A flight is a trip on an airplane. {bk05-l3a-f6-01-q.mp3}
-ANSWER: t
-FEEDBACK: A flight is a trip on an airplane. {bk05-l3a-f6-01-fb.mp3}
-
-PROMPT: Airlines need pilots and mechanics. {bk05-l3a-f6-02-q.mp3}
-ANSWER: t
-FEEDBACK: Airlines need pilots and mechanics. {bk05-l3a-f6-02-fb.mp3}
-
-PROMPT: Airplanes arrive at and depart from airports. {bk05-l3a-f6-03-q.mp3}
-ANSWER: t
-FEEDBACK: Airplanes arrive at and depart from airports. {bk05-l3a-f6-03-fb.mp3}
-
-PROMPT: "Return" and "come back" are different. {bk05-l3a-f6-04-q.mp3}
-ANSWER: f
-FEEDBACK: "Return" and "come back" are the same. {bk05-l3a-f6-04-fb.mp3}
-
-PROMPT: You need a ticket for an airline flight. {bk05-l3a-f6-05-q.mp3}
-ANSWER: t
-FEEDBACK: You need a ticket for an airline flight. {bk05-l3a-f6-05-fb.mp3}
-
-PROMPT: A flight from New York to London is round trip. {bk05-l3a-f6-06-q.mp3}
-ANSWER: f
-FEEDBACK: A flight from New York to London is one way. {bk05-l3a-f6-06-fb.mp3}
-
-# Source: LLA 3B Figure 1
-$DIALOGUE At the Travel Agency
-ID: 3b-f1
-INTRO: Mrs. Brown is a travel agent, and the Wilsons are traveling again — this time to London, and the tickets can't wait until tomorrow. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
-
-VOCAB: travel agent
-VOCAB: travel agency
-VOCAB: reservation
-VOCAB: customer
-VOCAB: together
-VOCAB: to pick up
-LINE: Mrs. Brown is a travel agent. {page_063_001.jpg} {bk05-l3b-f1-01.mp3}
-LINE: She works in a travel agency. {page_063_001.jpg} {bk05-l3b-f1-02.mp3}
-LINE: She makes airline reservations and sells airline tickets. {page_063_001.jpg} {bk05-l3b-f1-03.mp3}
-LINE: The Wilsons are her customers. {page_063_001.jpg} {bk05-l3b-f1-04.mp3}
-LINE: Mr. Wilson needs to go to London, and Mrs. Wilson wants to go, too. {page_063_001.jpg} {bk05-l3b-f1-05.mp3}
-LINE: They want to go together. {page_063_001.jpg} {bk05-l3b-f1-06.mp3}
-LINE: Mrs. Brown made reservations on Atlantic Airlines for Mr. and Mrs. Wilson today. {page_063_001.jpg} {bk05-l3b-f1-07.mp3}
-LINE: They need to get their tickets at the travel agency tonight. {page_063_001.jpg} {bk05-l3b-f1-08.mp3}
-LINE: They can't pick up the tickets tomorrow. {page_063_001.jpg} {bk05-l3b-f1-09.mp3}
-LINE: They must leave very early in the morning. {page_063_001.jpg} {bk05-l3b-f1-10.mp3}
-
-# Source: LLA 3B Figure 1 (questions)
-$PRODUCE Questions: The Travel Agency
-ID: 3b-f1-b
-REFERENCE
-INTRO: Answer the questions about Mrs. Brown and the Wilsons. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Is Mrs. Brown a travel agent? {bk05-l3b-f1-11-q.mp3}
-RESPONSE: Yes, she's a travel agent. {bk05-l3b-f1-11-a.mp3}
-
-PROMPT: Where does she work? {bk05-l3b-f1-12-q.mp3}
-RESPONSE: She works in a travel agency. {bk05-l3b-f1-12-a.mp3}
-
-PROMPT: Does she make reservations and sell tickets? {bk05-l3b-f1-13-q.mp3}
-RESPONSE: Yes, she makes reservations and sells tickets. {bk05-l3b-f1-13-a.mp3}
-
-PROMPT: Is she the Wilsons' customer? {bk05-l3b-f1-14-q.mp3}
-RESPONSE: No, the Wilsons are her customers. {bk05-l3b-f1-14-a.mp3}
-
-PROMPT: Do Mr. and Mrs. Wilson want to go to London together? {bk05-l3b-f1-15-q.mp3}
-RESPONSE: Yes, they want to go to London together. {bk05-l3b-f1-15-a.mp3}
-
-PROMPT: Did the Wilsons make their reservations? {bk05-l3b-f1-16-q.mp3}
-RESPONSE: No, Mrs. Brown made the reservations. {bk05-l3b-f1-16-a.mp3}
-
-PROMPT: What airline did she make the reservations on? {bk05-l3b-f1-17-q.mp3}
-RESPONSE: She made reservations on Atlantic Airlines. {bk05-l3b-f1-17-a.mp3}
-
-PROMPT: When do the Wilsons need to get their tickets? {bk05-l3b-f1-18-q.mp3}
-RESPONSE: They need to get their tickets tonight. {bk05-l3b-f1-18-a.mp3}
-
-PROMPT: Can they pick up their tickets tomorrow? {bk05-l3b-f1-19-q.mp3}
-RESPONSE: No, they can't pick up their tickets tomorrow. {bk05-l3b-f1-19-a.mp3}
-
 # Source: LLA 3B Figure 2
-$DIALOGUE Meeting at the Airport
-ID: 3b-f2
-INTRO: Mark and Alan meet at the airport — one of them is flying out, the other is only waiting at a gate. Listen to the dialog and repeat each line.
+$DIALOGUE Meeting a Flight {page_064_001.jpg|Two men with suitcases at an airport terminal near signs reading "GATES 1 TO 8" and "GATES 9 - 16"}
+ID: 5-3b-f2
+INTRO: Mark is flying out; Alan is only meeting a flight. Listen to their airport conversation, and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-VOCAB: to meet
+Mark: Hello, Alan. Are you taking a trip too? {bk05-l3b-f2-01.mp3}
 
-Mark: Hello, Alan. Are you taking a trip, too? {page_064_001.jpg} {bk05-l3b-f2-01.mp3}
-Alan: No, I need to meet the Wilsons' flight. {page_064_001.jpg} {bk05-l3b-f2-02.mp3}
-Mark: What's their arrival time? {page_064_001.jpg} {bk05-l3b-f2-03.mp3}
-Alan: Their flight arrives here at 6:00. {page_064_001.jpg} {bk05-l3b-f2-04.mp3}
-Mark: Which gate does it arrive at? {page_064_001.jpg} {bk05-l3b-f2-05.mp3}
-Alan: Gate 12. What's your departure time? {page_064_001.jpg} {bk05-l3b-f2-06.mp3}
-Mark: My flight leaves at 6:30 from Gate 11. {page_064_001.jpg} {bk05-l3b-f2-07.mp3}
-Alan: Where are you going? {page_064_001.jpg} {bk05-l3b-f2-08.mp3}
-Mark: Texas. My brother works in Houston now. {page_064_001.jpg} {bk05-l3b-f2-09.mp3}
-Alan: I know. He met my flight there last summer. {page_064_001.jpg} {bk05-l3b-f2-10.mp3}
+Alan: No. I need to meet the Wilsons' flight. {bk05-l3b-f2-02.mp3}
+
+Mark: What's their arrival time? {bk05-l3b-f2-03.mp3}
+
+Alan: Their flight arrives here at 6:00. {bk05-l3b-f2-04.mp3}
+
+Mark: Which gate does it arrive at? {bk05-l3b-f2-05.mp3}
+
+Alan: Gate 12. What's your departure time? {bk05-l3b-f2-06.mp3}
+
+Mark: My flight leaves at 6:30 from Gate 11. {bk05-l3b-f2-07.mp3}
+
+Alan: Where are you going? {bk05-l3b-f2-08.mp3}
+
+Mark: Texas. My brother works in Houston now. {bk05-l3b-f2-09.mp3}
+
+Alan: I know. He met my flight there last summer. {bk05-l3b-f2-10.mp3}
 
 # Source: LLA 3B Figure 3
-$SELECT Questions: At the Airport
-ID: 3b-f3
-REFERENCE
-INTRO: Now tap the correct answer to each question about Mark and Alan, then repeat the correct answer.
+$SELECT Questions About the Airport Dialogue
+ID: 5-3b-f3
+REFERENCE: 5-3b-f2
+HIDE_PROMPT
+INTRO: Now questions about Mark and Alan. Listen to each question, tap the correct answer, then repeat the model answer. Your ears do the work here — the question text stays hidden until you answer.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: Who is meeting the Wilsons at the airport? {bk05-l3b-f3-01-q.mp3}
+PROMPT: Who is meeting the Wilsons at the airport? {bk05-l3b-f3-01.mp3}
 OPTION: a | Mark
-OPTION: b | Alan {bk05-l3b-f3-01-a.mp3}
+OPTION: b | Alan
 ANSWER: b
+FEEDBACK: Alan is meeting the Wilsons at the airport. {bk05-l3b-f3-01-fb.mp3}
 
-PROMPT: What time does their flight arrive? {bk05-l3b-f3-02-q.mp3}
-OPTION: a | 6:00 {bk05-l3b-f3-02-a.mp3}
+PROMPT: What time does their flight arrive? {bk05-l3b-f3-02.mp3}
+OPTION: a | 6:00
 OPTION: b | 6:30
 ANSWER: a
+FEEDBACK: Their flight arrives at 6 o'clock. {bk05-l3b-f3-02-fb.mp3}
 
-PROMPT: Which gate does their flight arrive at? {bk05-l3b-f3-03-q.mp3}
+PROMPT: Which gate does their flight arrive at? {bk05-l3b-f3-03.mp3}
 OPTION: a | Gate 11
-OPTION: b | Gate 12 {bk05-l3b-f3-03-a.mp3}
+OPTION: b | Gate 12
 ANSWER: b
+FEEDBACK: Their flight arrives at Gate 12. {bk05-l3b-f3-03-fb.mp3}
 
-PROMPT: Whose departure time is 6:30? {bk05-l3b-f3-04-q.mp3}
-OPTION: a | Mark's {bk05-l3b-f3-04-a.mp3}
+PROMPT: Whose departure time is 6:30? {bk05-l3b-f3-04.mp3}
+OPTION: a | Mark's
 OPTION: b | the Wilsons'
 ANSWER: a
+FEEDBACK: Mark's departure time is 6:30. {bk05-l3b-f3-04-fb.mp3}
 
-PROMPT: Who met Alan's flight to Houston? {bk05-l3b-f3-05-q.mp3}
+PROMPT: Who met Alan's flight to Houston? {bk05-l3b-f3-05.mp3}
 OPTION: a | Mark
-OPTION: b | Mark's brother {bk05-l3b-f3-05-a.mp3}
+OPTION: b | Mark's brother
 ANSWER: b
+FEEDBACK: Mark's brother met Alan's flight to Houston. {bk05-l3b-f3-05-fb.mp3}
 
-# Source: ST §At the Airport
-$DIALOGUE Mary at the Airport {st-page_067_001.jpg}
-ID: l3-s7
-INTRO: Mary is at the airport tonight, watching the planes and waiting for Linda's flight. Listen to and read the paragraphs.
-INSTRUCTION: Listen and read the paragraphs.
+# Source: LLA 3B Figure 4 (schedule)
+$GRAMMAR Flight Schedule: Atlantic Airlines
+ID: 5-3b-f4-sched
+INTRO: Here is the Atlantic Airlines schedule — arrivals on top, departures below. Look it over; you'll answer questions about it next.
 
-Narrator: Mary is at the airport. She likes to go to airports. She likes to see the airplanes.
-Narrator: Airplanes arrive and depart every few minutes.
-Narrator: She likes to see the men, women, and children at airports.
-Narrator: They're there to meet or to say good-bye to family or friends.
+### ATLANTIC AIRLINES
 
-Narrator: Tonight, her friend Linda is coming to San Antonio.
-Narrator: Her flight is Flight 677.
-Narrator: Departure time from New York is 3:40.
-Narrator: Arrival time in San Antonio is 9:40 p.m.
-Narrator: Flight 677 arrives at Gate 6. Mary is at Gate 6.
-
-# Source: ST §At the Airport (questions); INPUT switched to speak for full-sentence answers
-$PRODUCE Questions: Mary at the Airport
-ID: l3-s8
-REFERENCE
-INTRO: Answer the questions about Mary at the airport. A full sentence, aloud — any correct phrasing works.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: Where's Mary?
-RESPONSE: Mary is at the airport.
-
-PROMPT: What does Mary like to see at airports?
-RESPONSE: She likes to see the airplanes and the people at airports.
-
-PROMPT: What do airplanes do every few minutes?
-RESPONSE: Airplanes arrive and depart every few minutes.
-
-PROMPT: What do men, women, and children do at airports?
-RESPONSE: They meet or say good-bye to family or friends.
-
-PROMPT: Who's coming to San Antonio tonight?
-RESPONSE: Her friend Linda is coming to San Antonio tonight.
-
-PROMPT: What time does her plane depart from New York?
-RESPONSE: It departs at 3:40.
-
-PROMPT: What time does her plane arrive in San Antonio?
-RESPONSE: It arrives at 9:40 p.m.
-
-PROMPT: Where's Flight 677 arriving?
-RESPONSE: It is arriving at Gate 6.
-
-$LESSON 3-3: Schedules, Sounds, and Reservations
-
-# Source: LLA 3B Figure 4 (schedule table; "From" header in Departures corrected to "To" per the answer key)
-$GRAMMAR Atlantic Airlines Schedule
-ID: 3b-f4
-INTRO: In this part you'll read a real airline schedule and learn to make a reservation by phone. Here is the Atlantic Airlines board — arrivals on top, departures below.
-
-**ATLANTIC AIRLINES**
-
-**Arrivals**
+#### Arrivals
 
 | Flight Number | Time | Gate Number | From |
 |---|---|---|---|
@@ -627,7 +647,7 @@ INTRO: In this part you'll read a real airline schedule and learn to make a rese
 | 127 | 1:10 a.m. | 14 | Dallas |
 | 33 | 7:30 a.m. | 5 | Houston |
 
-**Departures**
+#### Departures
 
 | Flight Number | Time | Gate Number | To |
 |---|---|---|---|
@@ -637,11 +657,11 @@ INTRO: In this part you'll read a real airline schedule and learn to make a rese
 | 211 | 6:30 p.m. | 11 | Houston |
 
 # Source: LLA 3B Figure 4 (questions)
-$PRODUCE Reading the Schedule
-ID: 3b-f4-b
-REFERENCE
-INTRO: Use the schedule to answer. Listen to each question, answer aloud in a full sentence, then repeat the correct answer. The schedule stays available on the side if you need it.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Flight Information
+ID: 5-3b-f4-qa
+REFERENCE: 5-3b-f4-sched
+INTRO: Use the Atlantic Airlines schedule to answer each question. Answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -676,239 +696,287 @@ RESPONSE: Flight 211 goes to Houston. {bk05-l3b-f4-09-a.mp3}
 PROMPT: When does Flight 211 depart? {bk05-l3b-f4-10-q.mp3}
 RESPONSE: It departs at 6:30 PM. {bk05-l3b-f4-10-a.mp3}
 
-# SKIPPED (book): Reading Skill "SCAN AND ANSWER" — the schedule referenced by the questions is missing from the source extraction.
+# SKIPPED (book): ST Reading Skill "SCAN AND ANSWER" (p. 66) — timed scanning drill referencing a transparency-master schedule not printed in the book; no workable interaction.
 
-# Source: LLA 3B Figure 5
-# Dropped: ST §Speaking Skill "Could / Good" (l3-s4) — TTS twin of this cassette drill.
-$DIALOGUE Sounds: Cap and Gap
-ID: 3b-f5
-INTRO: Two sounds now: the k in "cap" and the g in "gap". One small change, a very different word. Listen to each pair and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
+# Source: ST §Flight Schedule World Airlines
+$GRAMMAR Flight Schedule: World Airlines
+ID: l3-s8
+INTRO: One more schedule, from World Airlines. Linda's flight, 677, is on it. Keep it in mind — the next story and questions use it.
 
-LINE: cap - gap {bk05-l3b-f5-01.mp3}
-LINE: call - gall {bk05-l3b-f5-02.mp3}
-LINE: cold - gold {bk05-l3b-f5-03.mp3}
-LINE: came - game {bk05-l3b-f5-04.mp3}
-LINE: class - glass {bk05-l3b-f5-05.mp3}
-LINE: back - bag {bk05-l3b-f5-06.mp3}
-LINE: wick - wig {bk05-l3b-f5-07.mp3}
-LINE: buck - bug {bk05-l3b-f5-08.mp3}
-LINE: lacking - lagging {bk05-l3b-f5-09.mp3}
-LINE: plucked - plugged {bk05-l3b-f5-10.mp3}
+| WORLD AIRLINES | | |
+|---|---|---|
+| **Flight Arrivals** | **Time** | **Gate** |
+| Flight 568 | 8:50 p.m. | Gate 4 |
+| Flight 677 | 9:40 p.m. | Gate 6 |
+| Flight 779 | 10:20 p.m. | Gate 4 |
 
-# Source: LLA 3B Figure 6 (+ distinct items salvaged from ST §Write: ck, l3-s5 — the TTS twin was dropped)
-$PRODUCE Spelling: Write ck
-ID: 3b-f6
-INPUT: type
-CHECK: exact
-INTRO: The letters c-k spell the k sound at the end of many English words. Listen to the word, type the missing letters, then repeat the word.
-INSTRUCTION: Type the missing letters.
-REPEAT
+| WORLD AIRLINES | | |
+|---|---|---|
+| **Flight Departures** | **Time** | **Gate** |
+| Flight 345 | 8:30 p.m. | Gate 2 |
+| Flight 215 | 9:20 p.m. | Gate 3 |
+| Flight 115 | 10:05 p.m. | Gate 5 |
 
-PROMPT: pack {bk05-l3b-f6-01-q.mp3}
-TEMPLATE: pa____
-RESPONSE: pack {bk05-l3b-f6-01-a.mp3}
-ACCEPT: ck
+# Source: ST §At the Airport + §Linda's Arrival (merged)
+$DIALOGUE Mary at the Airport {st-page_067_001.jpg|A woman looking through a large window at an airport observation deck or terminal, seeing airplanes on the runway outside with a sign for Gate 6 and World Airlines}
+ID: l3-s7
+INTRO: Mary is at the airport early, watching airplanes while she waits for Linda. Some people hate waiting at airports; Mary is not one of them. Listen to the story.
+INSTRUCTION: Listen to the story.
 
-PROMPT: check {bk05-l3b-f6-02-q.mp3}
-TEMPLATE: che____
-RESPONSE: check {bk05-l3b-f6-02-a.mp3}
-ACCEPT: ck
+Narrator: Mary is at the airport.
+Narrator: She likes to go to airports.
+Narrator: She likes to see the airplanes.
+Narrator: Airplanes arrive and depart every few minutes.
+Narrator: She likes to see the men, women, and children at airports.
+Narrator: They're there to meet or to say good-bye to family or friends.
+Narrator: Tonight, her friend Linda is coming to San Antonio.
+Narrator: Her flight is Flight 677.
+Narrator: Departure time from New York is 3:40.
+Narrator: Arrival time in San Antonio is 9:40 p.m.
+Narrator: Flight 677 arrives at Gate 6.
+Narrator: Mary is at Gate 6.
 
-PROMPT: nickel {bk05-l3b-f6-03-q.mp3}
-TEMPLATE: ni____el
-RESPONSE: nickel {bk05-l3b-f6-03-a.mp3}
-ACCEPT: ck
+# Source: ST §Questions about the Airport
+$PRODUCE Questions About Mary and Linda
+ID: l3-s10
+REFERENCE: l3-s7
+INTRO: Answer the questions about Mary and Linda's flight aloud, in full sentences. Open the story if you need it.
+INSTRUCTION: Answer the question in a full sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
 
-PROMPT: locked {bk05-l3b-f6-04-q.mp3}
-TEMPLATE: lo____ed
-RESPONSE: locked {bk05-l3b-f6-04-a.mp3}
-ACCEPT: ck
+PROMPT: Where's Mary?
+RESPONSE: She is at the airport at Gate 6.
 
-PROMPT: pockets {bk05-l3b-f6-05-q.mp3}
-TEMPLATE: po____ets
-RESPONSE: pockets {bk05-l3b-f6-05-a.mp3}
-ACCEPT: ck
+PROMPT: What does Mary like to see at airports?
+RESPONSE: She likes to see the airplanes and the people.
 
-PROMPT: necktie {bk05-l3b-f6-06-q.mp3}
-TEMPLATE: ne____tie
-RESPONSE: necktie {bk05-l3b-f6-06-a.mp3}
-ACCEPT: ck
+PROMPT: What do airplanes do every few minutes?
+RESPONSE: They arrive and depart every few minutes.
 
-PROMPT: tickets {bk05-l3b-f6-07-q.mp3}
-TEMPLATE: ti____ets
-RESPONSE: tickets {bk05-l3b-f6-07-a.mp3}
-ACCEPT: ck
+PROMPT: What do men, women, and children do at airports?
+RESPONSE: They meet or say good-bye to family and friends.
 
-PROMPT: barracks {bk05-l3b-f6-08-q.mp3}
-TEMPLATE: barra____s
-RESPONSE: barracks {bk05-l3b-f6-08-a.mp3}
-ACCEPT: ck
+PROMPT: Who's coming to San Antonio tonight?
+RESPONSE: Her friend Linda is coming to San Antonio tonight.
 
-PROMPT: picked up {bk05-l3b-f6-09-q.mp3}
-TEMPLATE: pi____ed up
-RESPONSE: picked up {bk05-l3b-f6-09-a.mp3}
-ACCEPT: ck
+PROMPT: What time does her plane depart from New York?
+RESPONSE: It departs from New York at 3:40.
 
-PROMPT: black {bk05-l3b-f6-10-q.mp3}
-TEMPLATE: bla____
-RESPONSE: black {bk05-l3b-f6-10-a.mp3}
-ACCEPT: ck
+PROMPT: What time does her plane arrive in San Antonio?
+RESPONSE: It arrives in San Antonio at 9:40 p.m.
 
-# Salvaged from ST §Write: ck (TTS items)
-PROMPT: sick
-TEMPLATE: si____
-RESPONSE: sick
-ACCEPT: ck
+PROMPT: Where's Flight 677 arriving?
+RESPONSE: It is arriving at Gate 6.
 
-PROMPT: chicken
-TEMPLATE: chi____en
-RESPONSE: chicken
-ACCEPT: ck
-
-PROMPT: sock
-TEMPLATE: so____
-RESPONSE: sock
-ACCEPT: ck
-
-PROMPT: snack
-TEMPLATE: sna____
-RESPONSE: snack
-ACCEPT: ck
-
-PROMPT: clock
-TEMPLATE: clo____
-RESPONSE: clock
-ACCEPT: ck
-
-# Source: LLA 3B Figure 7, Paragraph 1
+# Source: LLA 3B Figure 7 (story 1)
 $DIALOGUE Tom and Jerry
-ID: 3b-f7
-INTRO: Tom and Jerry do everything together — class, football, music, even vacations. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
+ID: 5-3b-f7-story1
+INTRO: A short story about two friends who do everything together. Just listen.
+INSTRUCTION: Listen to the story.
 
-LINE: Tom and Jerry are friends. {bk05-l3b-f7-01.mp3}
-LINE: They are in class together every day, and they play football together after school. {bk05-l3b-f7-02.mp3}
-LINE: Sometimes they play tennis and soccer together. {bk05-l3b-f7-03.mp3}
-LINE: The boys like to listen to music together, too. {bk05-l3b-f7-04.mp3}
-LINE: On the weekend, they go downtown to the music store and listen to new tapes. {bk05-l3b-f7-05.mp3}
-LINE: Last summer, the two boys took a trip together. {bk05-l3b-f7-06.mp3}
-LINE: They flew to Houston and visited Jerry's brother. {bk05-l3b-f7-07.mp3}
+LINE: Tom and Jerry are friends. {bk05-l3b-f7-01a.mp3}
+LINE: They are in class together every day, and they play football together after school. {bk05-l3b-f7-01b.mp3}
+LINE: Sometimes they play tennis and soccer together. {bk05-l3b-f7-01c.mp3}
+LINE: The boys like to listen to music together, too. {bk05-l3b-f7-01d.mp3}
+LINE: On the weekend, they go downtown to the music store and listen to new tapes. {bk05-l3b-f7-01e.mp3}
+LINE: Last summer, the two boys took a trip together. {bk05-l3b-f7-01f.mp3}
+LINE: They flew to Houston and visited Jerry's brother. {bk05-l3b-f7-01g.mp3}
 
-# Source: LLA 3B Figure 7 (question 1)
-$SELECT True Statement: Tom and Jerry
-ID: 3b-f7-b
-REFERENCE
-INTRO: Now tap the statement about Tom and Jerry that is true.
+# Source: LLA 3B Figure 7 (check 1)
+$SELECT Tom and Jerry: What's True?
+ID: 5-3b-f7-select1
+REFERENCE: 5-3b-f7-story1
+INTRO: Tap the statement that is true according to the story. Open the story again if you need to.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
+PROMPT: Which statement is true?
 OPTION: a | Tom and Jerry live in Houston.
-OPTION: b | Tom and Jerry are good friends. {bk05-l3b-f7-08.mp3}
+OPTION: b | Tom and Jerry are good friends.
 OPTION: c | Tom and Jerry like to play baseball.
 ANSWER: b
+FEEDBACK: Tom and Jerry are good friends. {bk05-l3b-f7-01-fb.mp3}
 
-# Source: LLA 3B Figure 7, Paragraph 2
-$DIALOGUE Lieutenant White Is Sick
-ID: 3b-f7-c
-INTRO: A less happy story: Lieutenant White woke up feeling terrible everywhere at once. Listen to what the doctor told him.
-INSTRUCTION: Listen to the paragraph.
+# Source: LLA 3B Figure 7 (story 2)
+$DIALOGUE Lieutenant White's Day Off
+ID: 5-3b-f7-story2
+INTRO: Lieutenant White woke up feeling terrible. Listen to what the doctor told him to do about it.
+INSTRUCTION: Listen to the story.
 
-LINE: Lieutenant White woke up late yesterday morning. {bk05-l3b-f7-09.mp3}
-LINE: His throat hurt. {bk05-l3b-f7-10.mp3}
-LINE: His head was hot, but his hands and feet were cold. {bk05-l3b-f7-11.mp3}
-LINE: He moved his arms and legs. {bk05-l3b-f7-12.mp3}
-LINE: They were very sore. {bk05-l3b-f7-13.mp3}
-LINE: He got up, walked to the telephone, and called Dr. Brown. {bk05-l3b-f7-14.mp3}
-LINE: The doctor listened to Lieutenant White for a few minutes. {bk05-l3b-f7-15.mp3}
-LINE: Then he said, "Don't go to work. Go back to bed. You don't need to take any medicine. You only need to sleep." {bk05-l3b-f7-16.mp3}
-LINE: Lieutenant White went back to his room and slept all day. {bk05-l3b-f7-17.mp3}
+LINE: Lieutenant White woke up late yesterday morning. His throat hurt. {bk05-l3b-f7-02a.mp3}
+LINE: His head was hot, but his hands and feet were cold. {bk05-l3b-f7-02b.mp3}
+LINE: He moved his arms and legs. They were very sore. {bk05-l3b-f7-02c.mp3}
+LINE: He got up, walked to the telephone, and called Dr. Brown. {bk05-l3b-f7-02d.mp3}
+LINE: The doctor listened to Lieutenant White for a few minutes. {bk05-l3b-f7-02e.mp3}
+LINE: Then he said, "Don't go to work. Go back to bed." {bk05-l3b-f7-02f.mp3}
+LINE: "You don't need to take any medicine. You only need to sleep." {bk05-l3b-f7-02g.mp3}
+LINE: Lieutenant White went back to his room and slept all day. {bk05-l3b-f7-02h.mp3}
 
-# Source: LLA 3B Figure 7 (question 2)
-$SELECT True Statement: Lieutenant White
-ID: 3b-f7-d
-REFERENCE
-INTRO: Tap the true statement about Lieutenant White.
+# Source: LLA 3B Figure 7 (check 2)
+$SELECT Lieutenant White: What's True?
+ID: 5-3b-f7-select2
+REFERENCE: 5-3b-f7-story2
+INTRO: Tap the statement that is true according to the story.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
+PROMPT: Which statement is true?
 OPTION: a | Lt White hurt his foot.
 OPTION: b | Lt White took a lot of medicine.
-OPTION: c | Lt White didn't go to work yesterday. {bk05-l3b-f7-18.mp3}
+OPTION: c | Lt White didn't go to work yesterday.
 OPTION: d | Lt White went to bed late last night.
 ANSWER: c
+FEEDBACK: Lieutenant White didn't go to work yesterday. {bk05-l3b-f7-02-fb.mp3}
+
+$SESSION 3-4: Making Reservations
 
 # Source: LLA 3C Figure 1
-$DIALOGUE Making a Reservation
-ID: 3c-f1
-INTRO: Time to book a flight. Listen to Linda Wright make a reservation with Texas Airlines, and repeat each line.
+$DIALOGUE A Flight Reservation {page_067_001.jpg|A woman on the telephone talking to a ticket agent seated at a computer terminal}
+ID: 5-3c-f1
+INTRO: In this part you'll learn to book a flight by phone. Listen to Ms. Wright and the ticket agent, and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Ticket_Agent: Texas Airlines, may I help you? {page_067_001.jpg} {bk05-l3c-f1-01.mp3}
-Ms_Wright: Yes, this is Linda Wright. I need to make a reservation to Dallas. {page_067_001.jpg} {bk05-l3c-f1-02.mp3}
-Ticket_Agent: From what city? {page_067_001.jpg} {bk05-l3c-f1-03.mp3}
-Ms_Wright: From San Antonio, please. {page_067_001.jpg} {bk05-l3c-f1-04.mp3}
-Ticket_Agent: One-way or round trip? {page_067_001.jpg} {bk05-l3c-f1-05.mp3}
-Ms_Wright: Round trip. {page_067_001.jpg} {bk05-l3c-f1-06.mp3}
-Ticket_Agent: When do you want to leave? {page_067_001.jpg} {bk05-l3c-f1-07.mp3}
-Ms_Wright: I want to leave early on the 15th. {page_067_001.jpg} {bk05-l3c-f1-08.mp3}
-Ticket_Agent: When do you want to return? {page_067_001.jpg} {bk05-l3c-f1-09.mp3}
-Ms_Wright: Before noon on the 21st. {page_067_001.jpg} {bk05-l3c-f1-10.mp3}
+Agent: Texas Airlines. May I help you? {bk05-l3c-f1-01.mp3}
+Wright: Yes, this is Linda Wright. I need to make a reservation to Dallas. {bk05-l3c-f1-02.mp3}
+Agent: From what city? {bk05-l3c-f1-03.mp3}
+Wright: From San Antonio, please. {bk05-l3c-f1-04.mp3}
+Agent: One-way or round-trip? {bk05-l3c-f1-05.mp3}
+Wright: Round-trip. {bk05-l3c-f1-06.mp3}
+VOCAB: to leave
+Agent: When do you want to leave? {bk05-l3c-f1-07.mp3}
+Wright: I want to leave early on the fifteenth. {bk05-l3c-f1-08.mp3}
+Agent: When do you want to return? {bk05-l3c-f1-09.mp3}
+Wright: Before noon on the twenty-first. {bk05-l3c-f1-10.mp3}
 
-# Source: LLA 3C Figure 1 (role practice)
-$PRODUCE You Are Linda Wright
-ID: 3c-f1-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now the phone rings for you: you are Linda Wright. The agent asks — you answer aloud with Linda's lines.
-INSTRUCTION: Answer aloud as Linda Wright.
+# Source: LLA 3C Figure 1 (role-play)
+$DIALOGUE Role-Play: You're Ms. Wright {page_067_001.jpg|A woman on the telephone talking to a ticket agent seated at a computer terminal}
+ID: 5-3c-f1-role
+REFERENCE: 5-3c-f1
+PLAY_ROLE: Wright
+INTRO: Same phone call — but now the reservation is yours. You play Ms. Wright; the agent will wait for you.
+INSTRUCTION: You are Ms. Wright — speak your lines in the pauses.
 
-PROMPT: Texas Airlines, may I help you? {page_067_001.jpg} {bk05-l3c-f1-11-q.mp3}
-RESPONSE: Yes, this is Linda Wright. I need to make a reservation to Dallas. {bk05-l3c-f1-11-a.mp3}
+# Source: LLA 3C Figure 2 (story)
+$DIALOGUE Bill Walters' Travel Plans
+ID: 5-3c-f2-story
+INTRO: Bill Walters is visiting Chicago, and he's ready to go home. Listen to his travel plans.
+INSTRUCTION: Listen to the story.
 
-PROMPT: From what city? {page_067_001.jpg} {bk05-l3c-f1-12-q.mp3}
-RESPONSE: From San Antonio, please. {bk05-l3c-f1-12-a.mp3}
+LINE: Bill Walters wants to make an airline reservation. {bk05-l3c-f2-01.mp3}
+LINE: He's visiting his brother in Chicago now, but he lives in Los Angeles. {bk05-l3c-f2-02.mp3}
+LINE: He wants to go back there. {bk05-l3c-f2-03.mp3}
+LINE: He only needs to buy a one-way ticket. {bk05-l3c-f2-04.mp3}
+LINE: He wants to return the day after tomorrow, and he wants to leave early in the morning. {bk05-l3c-f2-05.mp3}
 
-PROMPT: One-way or round trip? {page_067_001.jpg} {bk05-l3c-f1-13-q.mp3}
-RESPONSE: Round trip. {bk05-l3c-f1-13-a.mp3}
+# Source: LLA 3C Figure 2 (questions)
+$SELECT Questions About Bill's Plans
+ID: 5-3c-f2
+REFERENCE: 5-3c-f2-story
+INTRO: Listen to each question about Bill Walters and tap the correct answer. Then repeat the model answer.
+INSTRUCTION: Tap the correct answer.
+REPEAT
 
-PROMPT: When do you want to leave? {page_067_001.jpg} {bk05-l3c-f1-14-q.mp3}
-RESPONSE: I want to leave early on the 15th. {bk05-l3c-f1-14-a.mp3}
+EXAMPLE
+PROMPT: What does he want to do? {bk05-l3c-f2-ex-q.mp3}
+OPTION: a | make an airline reservation
+OPTION: b | buy a new car
+OPTION: c | visit his parents
+ANSWER: a
+FEEDBACK: Bill Walters wants to make an airline reservation. {bk05-l3c-f2-ex-a.mp3}
 
-PROMPT: When do you want to return? {page_067_001.jpg} {bk05-l3c-f1-15-q.mp3}
-RESPONSE: Before noon on the 21st. {bk05-l3c-f1-15-a.mp3}
+PROMPT: Where does Bill want to go? {bk05-l3c-f2-06-q.mp3}
+OPTION: a | Chicago
+OPTION: b | Los Angeles
+OPTION: c | Dallas
+ANSWER: b
+FEEDBACK: Bill wants to go to Los Angeles. {bk05-l3c-f2-06-a.mp3}
 
-# Source: ST §Making Reservations (long turns split; price line reworded for TTS)
-$DIALOGUE A Call to World Airlines
-ID: l3-s11
-INTRO: Here's a longer reservation call — two flights to choose from, and a price at the end. Listen and read the dialog.
-INSTRUCTION: Listen and read the dialog.
+PROMPT: Where is he now? {bk05-l3c-f2-07-q.mp3}
+OPTION: a | Chicago
+OPTION: b | Los Angeles
+OPTION: c | San Antonio
+ANSWER: a
+FEEDBACK: He's in Chicago now. {bk05-l3c-f2-07-a.mp3}
+
+PROMPT: What does he need to buy? {bk05-l3c-f2-08-q.mp3}
+OPTION: a | a round-trip ticket
+OPTION: b | a one-way ticket
+OPTION: c | a bus ticket
+ANSWER: b
+FEEDBACK: He needs to buy a one-way ticket. {bk05-l3c-f2-08-a.mp3}
+
+PROMPT: When does he want to return? {bk05-l3c-f2-09-q.mp3}
+OPTION: a | tomorrow morning
+OPTION: b | next week
+OPTION: c | the day after tomorrow
+ANSWER: c
+FEEDBACK: He wants to return the day after tomorrow. {bk05-l3c-f2-09-a.mp3}
+
+PROMPT: What time of day does he want to leave? {bk05-l3c-f2-10-q.mp3}
+OPTION: a | early in the morning
+OPTION: b | in the afternoon
+OPTION: c | late at night
+ANSWER: a
+FEEDBACK: He wants to leave early in the morning. {bk05-l3c-f2-10-a.mp3}
+
+# Source: LLA 3C Figure 3
+$DIALOGUE Bill's Reservation
+ID: 5-3c-f3
+INTRO: Now listen to Bill actually make the call, and repeat each line. You already know what he's going to say — that's the point.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Agent: A-1 Airlines. May I help you? {bk05-l3c-f3-01.mp3}
+Walters: Yes, this is Bill Walters. I need to make a reservation to Los Angeles. {bk05-l3c-f3-02.mp3}
+Agent: From what city? {bk05-l3c-f3-03.mp3}
+Walters: From Chicago, please. {bk05-l3c-f3-04.mp3}
+Agent: One-way or round-trip? {bk05-l3c-f3-05.mp3}
+Walters: One-way. {bk05-l3c-f3-06.mp3}
+Agent: When do you want to go? {bk05-l3c-f3-07.mp3}
+Walters: Day after tomorrow. {bk05-l3c-f3-08.mp3}
+Agent: What time of day do you want to leave? {bk05-l3c-f3-09.mp3}
+Walters: Early in the morning. {bk05-l3c-f3-10.mp3}
+
+# Source: LLA 3C Figure 3 (role-play)
+$DIALOGUE Role-Play: You're Bill Walters
+ID: 5-3c-f3-role
+REFERENCE: 5-3c-f3
+PLAY_ROLE: Walters
+INTRO: Now practice the conversation as Bill Walters. Speak his lines when the agent pauses for you.
+INSTRUCTION: You are Bill Walters — speak your lines in the pauses.
+
+# Source: ST §Making Reservations (edited: long turns split)
+$DIALOGUE Booking a Trip to Miami
+ID: l3-s13
+INTRO: A longer booking call: two afternoon flights to Miami, one decision, and a price. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 Travel_Agent: World Airlines, may I help you?
 Customer: Yes, I want to make a reservation, please. I want to go to Miami on the 5th of October.
 Travel_Agent: Do you want to go in the morning, in the afternoon, or in the evening?
 Customer: In the afternoon.
-Travel_Agent: We have two flights in the afternoon. The first flight departs at 3:30 p.m. and arrives at 9:10.
+Travel_Agent: We have two flights in the afternoon.
+LINE: The first flight departs at 3:30 p.m. and arrives at 9:10.
 LINE: The second one departs at 4:40 p.m. and arrives in Miami at 10:20.
 Customer: I want the one at 3:30. Can you tell me the times again?
 Travel_Agent: Okay. It's Flight 098, and it departs at 3:30 p.m. from San Antonio.
 LINE: It arrives in Miami at 9:10. Do you want a one-way or a round-trip ticket?
 Customer: A round-trip ticket. How much is it?
-Travel_Agent: It's four hundred ten dollars. I'm making the reservation for you right now.
-NOTES: $410.00
+Travel_Agent: It's $410.00. I'm making the reservation for you right now.
 LINE: You can pick up your ticket tomorrow.
 Customer: Can I pick it up the day after tomorrow?
 Travel_Agent: Yes, you can pick it up any time after tomorrow.
 Customer: Thank you.
-Travel_Agent: Thank you for calling World Travel Agency.
+Travel_Agent: Thank you for calling World Airlines.
 
 # Source: ST §I Want to Leave Friday
 $DIALOGUE I Want to Leave Friday
-ID: l3-s12
-INTRO: One more call — short and efficient this time. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
+ID: l3-s14
+INTRO: One more reservation call — short and efficient this time. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Agent: Western Sky Airlines. May I help you?
@@ -922,115 +990,86 @@ Customer: When does it arrive in New York?
 Agent: Arrival time is 10:20 p.m.
 Customer: Okay. Put me on that flight.
 
-# SKIPPED (book): Function "I WANT TO GO TO CHICAGO, PLEASE." — open role-play task based on cues; no solo path.
+# SKIPPED (book): Function "I WANT TO GO TO CHICAGO, PLEASE." (p. 71) — open teacher-led role-play cue cards with nothing scripted; convertible later with interactive dialogue simulation.
 
-# Source: LLA 3C Figure 2
-$DIALOGUE Bill Walters' Trip
-ID: 3c-f2
-INTRO: Bill Walters is in Chicago and wants to get home to Los Angeles — early, and one-way. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
+$SESSION 3-5: The Future with "Will"
 
-LINE: Bill Walters wants to make an airline reservation. {bk05-l3c-f2-01.mp3}
-LINE: He's visiting his brother in Chicago now, but he lives in Los Angeles. {bk05-l3c-f2-02.mp3}
-LINE: He wants to go back there. {bk05-l3c-f2-03.mp3}
-LINE: He only needs to buy a one-way ticket. {bk05-l3c-f2-04.mp3}
-LINE: He wants to return the day after tomorrow, and he wants to leave early in the morning. {bk05-l3c-f2-05.mp3}
+# Source: ST grammar box (card-ified)
+$GRAMMAR The Future with "Will"
+ID: l3-s15
+INTRO: In this part you'll learn to talk about the future with "will". A few short cards of theory, then plenty of practice.
 
-# Source: LLA 3C Figure 2 (questions)
-$PRODUCE Questions: Bill's Trip
-ID: 3c-f2-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Answer the questions about Bill's plans aloud, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
-REPEAT
+CARD: Use **will** to talk about future time. It's the same word for every subject.
+{John will work tomorrow night.}
+{John will be here tomorrow.}
 
-EXAMPLE
-PROMPT: What does he want to do? {bk05-l3c-f2-06-q.mp3}
-RESPONSE: Bill Walters wants to make an airline reservation. {bk05-l3c-f2-06-a.mp3}
+CARD: For the negative, use **will not** — in real conversation, almost always **won't**.
+{John will not work tomorrow night.}
+{John won't be here tomorrow.}
 
-PROMPT: Where does Bill want to go? {bk05-l3c-f2-07-q.mp3}
-RESPONSE: Bill wants to go to Los Angeles. {bk05-l3c-f2-07-a.mp3}
+CARD: "Will" contracts with pronouns. These short forms do most of the talking:
+{I'll work tomorrow.}
+{We'll work tomorrow.}
+{You'll work tomorrow.}
+{They'll work tomorrow.}
 
-PROMPT: Where is he now? {bk05-l3c-f2-08-q.mp3}
-RESPONSE: He's in Chicago now. {bk05-l3c-f2-08-a.mp3}
+CARD: The same contraction works with **he**, **she**, and **it**:
+{He'll work tomorrow.}
+{She'll work tomorrow.}
+{It'll work tomorrow.}
 
-PROMPT: What does he need to buy? {bk05-l3c-f2-09-q.mp3}
-RESPONSE: He needs to buy a one-way ticket. {bk05-l3c-f2-09-a.mp3}
+CARD: **Won't** works for every subject, too:
+{I won't work.}
+{You won't work.}
+{He won't work.}
+{She won't work.}
+{It won't work.}
+{We won't work.}
+{They won't work.}
 
-PROMPT: When does he want to return? {bk05-l3c-f2-10-q.mp3}
-RESPONSE: He wants to return the day after tomorrow. {bk05-l3c-f2-10-a.mp3}
+CARD: For a Yes/No question, put **will** before the subject. Short answers use "will" or "won't":
+{Will John work tomorrow night?}
+{Yes, he will.}
+{No, he won't.}
 
-PROMPT: What time of day does he want to leave? {bk05-l3c-f2-11-q.mp3}
-RESPONSE: He wants to leave early in the morning. {bk05-l3c-f2-11-a.mp3}
+CARD: Information questions start with the question word, then **will**:
+{When will John be back?}
+{He'll be back tomorrow night.}
+{What time will the plane arrive?}
+{It'll arrive at eight.}
+{Where will you be this weekend?}
+{I'll be at home.}
 
-# Source: LLA 3C Figure 3
-$PRODUCE Bill Makes His Call
-ID: 3c-f3
-INPUT: type
-CHECK: exact
-INTRO: Now Bill makes his call — but his half of the conversation has holes in it. Type his missing words, then listen and repeat the answers.
-INSTRUCTION: Type the missing words.
-REPEAT
+SUMMARY:
+**Will is used to express future time.**
 
-PROMPT: A1 Airlines, may I help you? {bk05-l3c-f3-01-q.mp3}
-TEMPLATE: ____{Yes, this is|This is|My name is} Bill Walters. I ____{need to make|want to make|would like to make} a reservation to Los Angeles.
-RESPONSE: Yes, this is Bill Walters. I need to make a reservation to Los Angeles. {bk05-l3c-f3-01-a.mp3}
+| Type | Example |
+|---|---|
+| Statement | John **will** work tomorrow night. |
+| Negative | John **will not (won't)** work tomorrow night. |
 
-PROMPT: From what city? {bk05-l3c-f3-02-q.mp3}
-TEMPLATE: ____{From} Chicago, ____{please|thanks|thank you}.
-RESPONSE: From Chicago, please. {bk05-l3c-f3-02-a.mp3}
+| Full Form | Contraction |
+|---|---|
+| I will work | I'll work |
+| We will work | We'll work |
+| You will work | You'll work |
+| He will work | He'll work |
+| She will work | She'll work |
+| It will work | It'll work |
+| They will work | They'll work |
+| I will not work | I won't work |
 
-PROMPT: One-way or round trip? {bk05-l3c-f3-03-q.mp3}
-TEMPLATE: ____{One-way}.
-RESPONSE: One-way. {bk05-l3c-f3-03-a.mp3}
-
-PROMPT: When do you want to go? {bk05-l3c-f3-04-q.mp3}
-TEMPLATE: Day ____{after} tomorrow.
-RESPONSE: Day after tomorrow. {bk05-l3c-f3-04-a.mp3}
-
-PROMPT: What time of day do you want to leave? {bk05-l3c-f3-05-q.mp3}
-TEMPLATE: Early ____{in the morning|morning}.
-RESPONSE: Early in the morning. {bk05-l3c-f3-05-a.mp3}
-
-$LESSON 3-4: The Future with "Will"
-
-# Source: ST §Grammar — Future with Will
-$GRAMMAR Future with Will
-ID: l3-s13
-INTRO: This part is the lesson's engine: the future with "will". Read the box — statements, negatives, contractions, and questions. Everything you'll drill next is in here.
-
-**Will** is used to express future time.
-
-**Statement:**
-* {John will work tomorrow night.}
-* {John will be here tomorrow.}
-
-**Negative:**
-* {John will not work tomorrow night.}
-* {John will not be here tomorrow.}
-
-**Contractions:**
-* I will → {I'll}
-* We will → {We'll}
-* You will → {You'll}
-* He will → {He'll}
-* She will → {She'll}
-* It will → {It'll}
-* They will → {They'll}
-* will not → {won't}
-
-**Questions:**
-* {Will John work tomorrow night?} — {Yes, he will.} / {No, he won't.}
-* {When will John be back?} — {He'll be back tomorrow night.}
-* {What time will the plane arrive?} — {It'll arrive at eight.}
-* {Where will you be this weekend?} — {I'll be at home.}
+| Question | Short Answer |
+|---|---|
+| Will John work tomorrow night? | Yes, he will. / No, he won't. |
+| When will John be back? | Tomorrow night. He'll be back tomorrow night. |
+| What time will the plane arrive? | At eight. It'll arrive at eight. |
+| Where will you be this weekend? | At home. I'll be at home. |
 
 # Source: LLA 3C Figure 4
-$DIALOGUE Will and Won't
-ID: 3c-f4
-INTRO: Now hear the forms: will, won't, and every contraction in the family. Listen and repeat.
+$DIALOGUE "Will" and Contractions
+ID: 5-3c-f4
+INTRO: Now hear the forms you just read. Listen and repeat — "will", "won't", and the contractions.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1038,32 +1077,44 @@ VOCAB: will
 LINE: Bob will call. {bk05-l3c-f4-01.mp3}
 LINE: I will leave. {bk05-l3c-f4-02.mp3}
 LINE: Anne will drive. {bk05-l3c-f4-03.mp3}
-
 VOCAB: won't
 LINE: We won't come. {bk05-l3c-f4-04.mp3}
 LINE: John won't fly. {bk05-l3c-f4-05.mp3}
 LINE: They won't return. {bk05-l3c-f4-06.mp3}
 
+VOCAB: I'll
 LINE: I'll {bk05-l3c-f4-07.mp3}
-NOTES: I will
+NOTES: I will = I'll
+
+VOCAB: you'll
 LINE: You'll {bk05-l3c-f4-08.mp3}
-NOTES: You will
+NOTES: You will = You'll
+
+VOCAB: we'll
 LINE: We'll {bk05-l3c-f4-09.mp3}
-NOTES: We will
+NOTES: We will = We'll
+
+VOCAB: they'll
 LINE: They'll {bk05-l3c-f4-10.mp3}
-NOTES: They will
+NOTES: They will = They'll
+
+VOCAB: he'll
 LINE: He'll {bk05-l3c-f4-11.mp3}
-NOTES: He will
+NOTES: He will = He'll
+
+VOCAB: she'll
 LINE: She'll {bk05-l3c-f4-12.mp3}
-NOTES: She will
+NOTES: She will = She'll
+
+VOCAB: it'll
 LINE: It'll {bk05-l3c-f4-13.mp3}
-NOTES: It will
+NOTES: It will = It'll
 
 # Source: ST §We Will Take a Trip This Summer
-$DIALOGUE We'll Take a Trip This Summer
-ID: l3-s14
-INTRO: A whole family trip to Florida, entirely in the future — Disney World, the Dolphins, and Mom packing everyone's suitcases. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Our Trip This Summer
+ID: l3-s16
+INTRO: A whole family trip to Florida, planned entirely in the future tense. Listen and repeat each plan.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: We'll go to Florida.
@@ -1071,6 +1122,7 @@ LINE: Tom and Linda will see Disney World.
 LINE: Mary will buy T-shirts and caps for the children.
 LINE: Sue and I will visit our friend Sam in Miami.
 LINE: Dad will see the Miami Dolphins.
+NOTES: Miami Dolphins = a football team
 LINE: He'll go to one of their games.
 LINE: We'll eat good food.
 LINE: We will be back in three weeks.
@@ -1078,162 +1130,184 @@ LINE: Dad will call our travel agent tomorrow.
 LINE: Mom will pack our suitcases.
 
 # Source: LLA 3C Figure 5
-$PRODUCE Yesterday, Today, Tomorrow
-ID: 3c-f5
+$PRODUCE Say the Future Sentence
+ID: 5-3c-f5
+INTRO: You'll hear what happened and what's happening now. Say what will happen next, using "will" — then repeat the model.
+INSTRUCTION: Listen, then repeat the sentence with "will".
 INPUT: speak
 CHECK: reveal
-INTRO: You'll hear the past and the present. The future is your job. Listen to the sentences, then repeat the sentence with "will".
-INSTRUCTION: Listen and repeat the final sentence.
 REPEAT
 
 PROMPT: Sergeant White reported a few minutes ago. Sergeant Green is reporting now. {bk05-l3c-f5-01-q.mp3}
+TEMPLATE: Sgt Brown *will report* in a few minutes.
 RESPONSE: Sergeant Brown will report in a few minutes. {bk05-l3c-f5-01-a.mp3}
 
 PROMPT: Lieutenant Marsh flew to England last week. Lieutenant Mills is flying to England today. {bk05-l3c-f5-02-q.mp3}
+TEMPLATE: Lt Mays *will fly* to England next week.
 RESPONSE: Lieutenant Mays will fly to England next week. {bk05-l3c-f5-02-a.mp3}
 
 PROMPT: The students studied Lesson 2 yesterday. They are studying Lesson 3 today. {bk05-l3c-f5-03-q.mp3}
+TEMPLATE: *They'll study* Lesson 4 tomorrow.
 RESPONSE: They'll study Lesson 4 tomorrow. {bk05-l3c-f5-03-a.mp3}
 
 PROMPT: Tim didn't eat lunch at the dining hall yesterday. Tim didn't eat lunch at the dining hall today. {bk05-l3c-f5-04-q.mp3}
+TEMPLATE: He *won't eat* dinner at the dining hall tomorrow.
 RESPONSE: He won't eat dinner at the dining hall tomorrow. {bk05-l3c-f5-04-a.mp3}
 
-# Source: LLA 3C Figure 6 (the item "Yes, there will." was given a gap so it can be answered; its clip rides both stimulus and model)
-$PRODUCE Will There Be a Test? {page_070_001.jpg}
-ID: 3c-f6
+# Source: LLA 3C Figure 6 (dialogue; presented before the completion exercise)
+$DIALOGUE The Test on Friday {page_070_001.jpg|Three military servicemen standing and talking to each other indoors}
+ID: 5-3c-f6-b
+INTRO: Sergeant Hill wants details about Friday's test. Sergeant Mays has all of them. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Hill: Will there be a test Friday? {bk05-l3c-f6-01.mp3}
+Mays: Yes, there will. {bk05-l3c-f6-02.mp3}
+Hill: Will it start at 10 o'clock? {bk05-l3c-f6-03.mp3}
+Mays: No, it won't. It'll begin at 10:20. {bk05-l3c-f6-04.mp3}
+Hill: How many questions will it have? {bk05-l3c-f6-05.mp3}
+Mays: I'll ask 25 questions. {bk05-l3c-f6-06.mp3}
+Hill: Which lessons will we need to study? {bk05-l3c-f6-07.mp3}
+Mays: You'll need to review Lessons 3 and 4. {bk05-l3c-f6-08.mp3}
+
+# Source: LLA 3C Figure 6 (completion; retrieval pass on the dialogue above)
+$PRODUCE Complete the Dialogue {page_070_001.jpg|Three military servicemen standing and talking to each other indoors}
+ID: 5-3c-f6
 INPUT: type
 CHECK: exact
-INTRO: A student asks the teacher about Friday's test — bad news: there will be one. Listen to each exchange and type the missing words.
+INTRO: Now rebuild that conversation about the test from memory. Type the missing words in each exchange.
 INSTRUCTION: Type the missing words.
 
-PROMPT: Will there be a test Friday? {bk05-l3c-f6-01.mp3}
-TEMPLATE: ____{Will} there ____{be} a test Friday?
-RESPONSE: Will there be a test Friday? {bk05-l3c-f6-01.mp3}
+TEMPLATE: Sgt Hill: ____{Will} there ____{be} a test Friday?
+TEMPLATE: Sgt Mays: Yes, there ____{will}.
+RESPONSE: Sgt Hill: Will there be a test Friday? — Sgt Mays: Yes, there will.
 
-PROMPT: Yes, there will. {bk05-l3c-f6-02.mp3}
-TEMPLATE: Yes, there ____{will}.
+TEMPLATE: Sgt Hill: ____{Will} it ____{start} at 10:00?
+TEMPLATE: Sgt Mays: No, it ____{won't}. ____{It'll} begin at 10:20.
+RESPONSE: Sgt Hill: Will it start at 10:00? — Sgt Mays: No, it won't. It'll begin at 10:20.
 
-PROMPT: Yes, there will. {bk05-l3c-f6-02.mp3}
+TEMPLATE: Sgt Hill: How many questions ____{will} it ____{have}?
+TEMPLATE: Sgt Mays: ____{I'll} ____{ask} 25 questions.
+RESPONSE: Sgt Hill: How many questions will it have? — Sgt Mays: I'll ask 25 questions.
 
-PROMPT: Will it start at 10 o'clock? {bk05-l3c-f6-03.mp3}
-TEMPLATE: ____{Will} it ____{start} at 10:00?
-RESPONSE: Will it start at 10 o'clock? {bk05-l3c-f6-03.mp3}
+TEMPLATE: Sgt Hill: Which lessons ____{will} we ____{need} to study?
+TEMPLATE: Sgt Mays: ____{You'll} ____{need} to review Lessons 3 and 4.
+RESPONSE: Sgt Hill: Which lessons will we need to study? — Sgt Mays: You'll need to review Lessons 3 and 4.
 
-PROMPT: No, it won't. {bk05-l3c-f6-04.mp3}
-TEMPLATE: No, it ____{won't}.
-RESPONSE: No, it won't. {bk05-l3c-f6-04.mp3}
-
-PROMPT: It'll begin at 10:20. {bk05-l3c-f6-05.mp3}
-TEMPLATE: ____{It'll} begin at 10:20.
-RESPONSE: It'll begin at 10:20. {bk05-l3c-f6-05.mp3}
-
-PROMPT: How many questions will it have? {bk05-l3c-f6-06.mp3}
-TEMPLATE: How many questions ____{will} it ____{have}?
-RESPONSE: How many questions will it have? {bk05-l3c-f6-06.mp3}
-
-PROMPT: I'll ask 25 questions. {bk05-l3c-f6-07.mp3}
-TEMPLATE: ____{I'll} ____{ask} 25 questions.
-RESPONSE: I'll ask 25 questions. {bk05-l3c-f6-07.mp3}
-
-PROMPT: Which lessons will we need to study? {bk05-l3c-f6-08.mp3}
-TEMPLATE: Which lessons ____{will} we ____{need} to study?
-RESPONSE: Which lessons will we need to study? {bk05-l3c-f6-08.mp3}
-
-PROMPT: You'll need to review Lessons 3 and 4. {bk05-l3c-f6-09.mp3}
-TEMPLATE: ____{You'll} ____{need} to review Lessons 3 and 4.
-RESPONSE: You'll need to review Lessons 3 and 4. {bk05-l3c-f6-09.mp3}
+# SKIPPED (book): ST "WILL JOHN WATCH THE GAME?" (p. 75) — instructor-spoken transformation drill without printed items; no stimulus text exists.
 
 # Source: LLA 3C Figure 7
-$PRODUCE Ask with Will
-ID: 3c-f7
+$PRODUCE Change to Questions
+ID: 5-3c-f7
+INTRO: Turn each sentence into a question with "will", using the cue word you hear. Then repeat the correct question.
+INSTRUCTION: Form a question with "will".
 INPUT: speak
 CHECK: reveal
-INTRO: Someone won't do something — so ask whether they'll do it another way. Listen to the statement and the cue, ask the question aloud, then repeat the correct answer.
-INSTRUCTION: Ask a question with the cue.
 REPEAT
 
 EXAMPLE
-PROMPT: Tom won't study *tonight*. In the morning. {bk05-l3c-f7-ex-q.mp3}
+TEMPLATE: Tom won't study *tonight*. (in the morning)
+PROMPT: Tom won't study tonight. In the morning. {bk05-l3c-f7-ex-q.mp3}
 RESPONSE: Will he study in the morning? {bk05-l3c-f7-ex-a.mp3}
 
-PROMPT: Sally won't get up *late*. Early. {bk05-l3c-f7-01-q.mp3}
+TEMPLATE: Sally won't get up *late*. (early)
+PROMPT: Sally won't get up late. Early. {bk05-l3c-f7-01-q.mp3}
 RESPONSE: Will she get up early? {bk05-l3c-f7-01-a.mp3}
 
-PROMPT: Bob won't *drive* to New York. Fly. {bk05-l3c-f7-02-q.mp3}
+TEMPLATE: Bob won't *drive* to New York. (fly)
+PROMPT: Bob won't drive to New York. Fly. {bk05-l3c-f7-02-q.mp3}
 RESPONSE: Will he fly to New York? {bk05-l3c-f7-02-a.mp3}
 
-PROMPT: The children won't watch *this* show. That. {bk05-l3c-f7-03-q.mp3}
+TEMPLATE: The children won't watch *this* show. (that)
+PROMPT: The children won't watch this show. That. {bk05-l3c-f7-03-q.mp3}
 RESPONSE: Will they watch that show? {bk05-l3c-f7-03-a.mp3}
 
-PROMPT: Ed won't wash the car this *morning*. Afternoon. {bk05-l3c-f7-04-q.mp3}
+TEMPLATE: Ed won't wash the car this *morning*. (afternoon)
+PROMPT: Ed won't wash the car this morning. Afternoon. {bk05-l3c-f7-04-q.mp3}
 RESPONSE: Will he wash it this afternoon? {bk05-l3c-f7-04-a.mp3}
 
-PROMPT: Flight 123 won't depart from Gate *5*. 7. {bk05-l3c-f7-05-q.mp3}
+TEMPLATE: Flight 123 won't depart from Gate *5*. (7)
+PROMPT: Flight 123 won't depart from Gate 5. 7. {bk05-l3c-f7-05-q.mp3}
 RESPONSE: Will it depart from Gate 7? {bk05-l3c-f7-05-a.mp3}
 
-PROMPT: Anne won't pick up the tickets *today*. Tomorrow. {bk05-l3c-f7-06-q.mp3}
+TEMPLATE: Ann won't pick up the tickets *today*. (tomorrow)
+PROMPT: Anne won't pick up the tickets today. Tomorrow. {bk05-l3c-f7-06-q.mp3}
 RESPONSE: Will she pick up the tickets tomorrow? {bk05-l3c-f7-06-a.mp3}
 
-PROMPT: *Joe* won't make the reservations. The travel agent. {bk05-l3c-f7-07-q.mp3}
+TEMPLATE: *Joe* won't make the reservations. (the travel agent)
+PROMPT: Joe won't make the reservations. The travel agent. {bk05-l3c-f7-07-q.mp3}
 RESPONSE: Will the travel agent make the reservations? {bk05-l3c-f7-07-a.mp3}
 
-PROMPT: Linda won't arrive *tomorrow*. The day after tomorrow. {bk05-l3c-f7-08-q.mp3}
+TEMPLATE: Linda won't arrive *tomorrow*. (the day after tomorrow)
+PROMPT: Linda won't arrive tomorrow. The day after tomorrow. {bk05-l3c-f7-08-q.mp3}
 RESPONSE: Will she arrive the day after tomorrow? {bk05-l3c-f7-08-a.mp3}
 
-PROMPT: We won't go to the *library* after lunch. Lab. {bk05-l3c-f7-09-q.mp3}
+TEMPLATE: We won't go to the *library* after lunch. (lab)
+PROMPT: We won't go to the library after lunch. Lab. {bk05-l3c-f7-09-q.mp3}
 RESPONSE: Will we go to the lab after lunch? {bk05-l3c-f7-09-a.mp3}
 
-PROMPT: The students won't take the test *Thursday*. Friday. {bk05-l3c-f7-10-q.mp3}
+TEMPLATE: The students won't take the test *Thursday*. (Friday)
+PROMPT: The students won't take the test Thursday. Friday. {bk05-l3c-f7-10-q.mp3}
 RESPONSE: Will they take the test Friday? {bk05-l3c-f7-10-a.mp3}
 
-# SKIPPED (book): ST "WILL JOHN WATCH THE GAME?" — instructor-read oral drill with no printed stimuli; the cassette drill above covers the same point.
-
 # Source: LLA 3C Figure 8
-$PRODUCE Answer with Will
-ID: 3c-f8
+$PRODUCE Answer with "Will"
+ID: 5-3c-f8
+INTRO: Now the other side of the exchange: answer each question in a complete sentence with "will" or "'ll", using the cue you hear. Then repeat the model.
+INSTRUCTION: Answer in a complete sentence.
 INPUT: speak
 CHECK: reveal
-INTRO: Now the answers. Listen to each question and its cues, answer aloud with a complete sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud in a complete sentence.
 REPEAT
 
 EXAMPLE
+TEMPLATE: Will you go to work tomorrow? (yes, at 8:00.)
 PROMPT: Will you go to work tomorrow? Yes, at 8 o'clock. {bk05-l3c-f8-ex1-q.mp3}
 RESPONSE: Yes, I'll go to work at 8 o'clock. {bk05-l3c-f8-ex1-a.mp3}
 
 EXAMPLE
+TEMPLATE: Will Jack go to Dallas Monday? (no, Tuesday)
 PROMPT: Will Jack go to Dallas Monday? No, Tuesday. {bk05-l3c-f8-ex2-q.mp3}
 RESPONSE: No, he'll go to Dallas Tuesday. {bk05-l3c-f8-ex2-a.mp3}
 
+TEMPLATE: Will John work at the base? (Yes, this summer.)
 PROMPT: Will John work at the base? Yes, this summer. {bk05-l3c-f8-01-q.mp3}
 RESPONSE: Yes, he'll work at the base this summer. {bk05-l3c-f8-01-a.mp3}
 
+TEMPLATE: Will he work at the commissary? (No, the BX.)
 PROMPT: Will he work at the commissary? No, the BX. {bk05-l3c-f8-02-q.mp3}
 RESPONSE: No, he'll work at the BX. {bk05-l3c-f8-02-a.mp3}
 
+TEMPLATE: Will he drive to work? (No, take the bus.)
 PROMPT: Will he drive to work? No, take the bus. {bk05-l3c-f8-03-q.mp3}
 RESPONSE: No, he'll take the bus. {bk05-l3c-f8-03-a.mp3}
 
+TEMPLATE: Will you take the train to Chicago? (Yes, this weekend.)
 PROMPT: Will you take the train to Chicago? Yes, this weekend. {bk05-l3c-f8-04-q.mp3}
 RESPONSE: Yes, I'll take the train to Chicago this weekend. {bk05-l3c-f8-04-a.mp3}
 
+TEMPLATE: Will you leave in the morning? (Yes, at 9:00.)
 PROMPT: Will you leave in the morning? Yes, at 9 o'clock. {bk05-l3c-f8-05-q.mp3}
 RESPONSE: Yes, I'll leave at 9 o'clock in the morning. {bk05-l3c-f8-05-a.mp3}
 
+TEMPLATE: Will Mark go to Chicago? (No, New York.)
 PROMPT: Will Mark go to Chicago? No, New York. {bk05-l3c-f8-06-q.mp3}
 RESPONSE: No, he'll go to New York. {bk05-l3c-f8-06-a.mp3}
 
+TEMPLATE: Will he leave Saturday? (No, Monday.)
 PROMPT: Will he leave Saturday? No, Monday. {bk05-l3c-f8-07-q.mp3}
 RESPONSE: No, he'll leave Monday. {bk05-l3c-f8-07-a.mp3}
 
+TEMPLATE: Will he return Friday? (Yes, Friday evening.)
 PROMPT: Will he return Friday? Yes, Friday evening. {bk05-l3c-f8-08-q.mp3}
 RESPONSE: Yes, he'll return Friday evening. {bk05-l3c-f8-08-a.mp3}
 
-# Source: ST §We'll Study Lesson 4 Tomorrow
-$PRODUCE Make It Future
-ID: l3-s15
-INTRO: Turn habits into plans: read the sentence and its cue, then say it in the future with "will".
-INSTRUCTION: Use the cue to make a future sentence.
+$SESSION 3-6: Plans and Intonation
+
+# Source: ST §Change to Future Time
+$PRODUCE Change to Future Time
+ID: l3-s17
+INTRO: In this part you'll put "will" to work on plans. First, move each everyday sentence into the future, using the time expression in parentheses. Say the new sentence aloud.
+INSTRUCTION: Say the sentence in the future with the time expression in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1266,167 +1340,240 @@ RESPONSE: He'll buy a new car next summer.
 PROMPT: They look up new words in the dictionary every day. (tonight)
 RESPONSE: They'll look up new words in the dictionary tonight.
 
-# Source: ST §I'll Meet You at the Restaurant
-$PRODUCE Build Sentences with Will
-ID: l3-s16
-INTRO: Now build your own future sentences from the cue words — any grammatical "will" sentence that uses them counts. Say each one aloud.
-INSTRUCTION: Make a sentence with "will" from the cues.
+# Source: ST §Make Sentences with Will
+$PRODUCE Make Sentences with "Will"
+ID: l3-s18
+INTRO: Now build your own future sentences from cue words — plans for a very full week. Any correct sentence with "will" works.
+INSTRUCTION: Make a sentence with "will" from the cue words.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any grammatical sentence using the future tense with "will" or its contraction "'ll" and the given cue elements.
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct future sentence using "will" or "'ll" with the given cue words. Any subject is fine; the future form is the point — a sentence without "will"/"'ll" fails.
 
 EXAMPLE
-TEMPLATE: meet/restaurant/next Friday
-RESPONSE: We will meet at a restaurant next Friday.
+PROMPT: meet / restaurant / next Friday
+RESPONSE: Michael and I will meet at a restaurant next Friday.
 
 EXAMPLE
-TEMPLATE: eat/Chinese food
+PROMPT: eat / Chinese food
 RESPONSE: We'll eat Chinese food.
 
-TEMPLATE: go/movies/next Saturday
+PROMPT: go / movies / next Saturday
 RESPONSE: We'll go to the movies next Saturday.
 
-TEMPLATE: watch/football game/next Monday
-RESPONSE: I'll watch a football game next Monday.
+PROMPT: watch / football game / next Monday
+RESPONSE: We'll watch a football game next Monday.
 
-TEMPLATE: play/soccer/on Sunday
-RESPONSE: They will play soccer on Sunday.
+PROMPT: play / soccer / on Sunday
+RESPONSE: We'll play soccer on Sunday.
 
-TEMPLATE: go/clothing store/this Sunday
-RESPONSE: She'll go to the clothing store this Sunday.
+PROMPT: go / clothing store / this Sunday
+RESPONSE: We'll go to the clothing store this Sunday.
 
-TEMPLATE: buy/black pants
-RESPONSE: He will buy black pants.
+PROMPT: buy / black pants
+RESPONSE: I'll buy black pants.
 
-TEMPLATE: wear/new pants/movies
+PROMPT: wear / new pants / movies
 RESPONSE: I'll wear my new pants to the movies.
 
-TEMPLATE: take a trip/next summer
-RESPONSE: We will take a trip next summer.
+PROMPT: take a trip / next summer
+RESPONSE: We'll take a trip next summer.
 
-TEMPLATE: go/Washington D.C.
-RESPONSE: They'll go to Washington D.C.
+PROMPT: go / Washington D.C.
+RESPONSE: We'll go to Washington D.C.
 
-TEMPLATE: drive/drugstore/after class
-RESPONSE: I will drive to the drugstore after class.
+PROMPT: drive / drugstore / after class
+RESPONSE: We'll drive to the drugstore after class.
 
-TEMPLATE: buy/shampoo and a razor
-RESPONSE: He'll buy shampoo and a razor.
+PROMPT: buy / shampoo and a razor
+RESPONSE: I'll buy shampoo and a razor.
 
-TEMPLATE: pick up/ticket/tomorrow
-RESPONSE: I will pick up the ticket tomorrow.
+PROMPT: pick up / ticket / tomorrow
+RESPONSE: I'll pick up the ticket tomorrow.
 
-TEMPLATE: pack/suitcase/the day after tomorrow
-RESPONSE: She'll pack her suitcase the day after tomorrow.
+PROMPT: pack / suitcase / the day after tomorrow
+RESPONSE: I'll pack my suitcase the day after tomorrow.
 
-# SKIPPED (book): ST "WHAT WILL YOU DO THIS SATURDAY?" — open production and Q&A pair task with no solo path.
+# SKIPPED (book): ST "WHAT WILL YOU DO THIS SATURDAY?" (p. 75) — unguided personal activity list and partner Q&A; no solo path.
 
-# Source: LLA 3C Figure 9
-# Dropped: ST §Three Patterns (l3-s19) — TTS twin of this cassette intonation drill.
-$DIALOGUE Three Sentence Patterns
-ID: 3c-f9
-INTRO: Three sentence melodies: statements, question-word questions, and yes/no questions. Listen and repeat — copy the intonation, not just the words.
+# Source: LLA 3C Figure 9 (part 1)
+$DIALOGUE Intonation: Statements
+ID: 5-3c-f9-p1
+INTRO: Now the melody of English. Statements fall at the end. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: We'll take the next flight. {bk05-l3c-f9-01.mp3}
-LINE: He'll go back Thursday. {bk05-l3c-f9-02.mp3}
-LINE: She packed the suitcase. {bk05-l3c-f9-03.mp3}
-LINE: Joe can cook dinner. {bk05-l3c-f9-04.mp3}
-LINE: They'll take a short trip. {bk05-l3c-f9-05.mp3}
-LINE: I'll buy a telephone. {bk05-l3c-f9-06.mp3}
+LINE: We'll leave Friday. {bk05-l3c-f9-01.mp3}
+LINE: We'll take the next flight. {bk05-l3c-f9-02.mp3}
+LINE: He'll go back Thursday. {bk05-l3c-f9-03.mp3}
+LINE: She packed the suitcase. {bk05-l3c-f9-04.mp3}
+LINE: Joe can cook dinner. {bk05-l3c-f9-05.mp3}
+LINE: They'll take a short trip. {bk05-l3c-f9-06.mp3}
+LINE: I'll buy a telephone. {bk05-l3c-f9-07.mp3}
 
-LINE: When will you return? {bk05-l3c-f9-07.mp3}
-LINE: Where is the airport? {bk05-l3c-f9-08.mp3}
-LINE: What was the matter? {bk05-l3c-f9-09.mp3}
-LINE: When does the show start? {bk05-l3c-f9-10.mp3}
-LINE: How is your family? {bk05-l3c-f9-11.mp3}
-LINE: Who has the tickets? {bk05-l3c-f9-12.mp3}
+# Source: LLA 3C Figure 9 (part 2)
+$DIALOGUE Intonation: Information Questions
+ID: 5-3c-f9-p2
+INTRO: Questions that start with "who", "when", or "where" fall at the end, just like statements. Listen and repeat each question.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
-LINE: Will Dan play football? {bk05-l3c-f9-13.mp3}
-LINE: Does Jan play soccer? {bk05-l3c-f9-14.mp3}
-LINE: Do you want a hamburger? {bk05-l3c-f9-15.mp3}
-LINE: Will you eat breakfast? {bk05-l3c-f9-16.mp3}
-LINE: Did you watch the movie? {bk05-l3c-f9-17.mp3}
-LINE: Did she take her medicine? {bk05-l3c-f9-18.mp3}
+LINE: Who will they visit? {bk05-l3c-f9-08.mp3}
+LINE: When will you return? {bk05-l3c-f9-09.mp3}
+LINE: Where is the airport? {bk05-l3c-f9-10.mp3}
+LINE: What was the matter? {bk05-l3c-f9-11.mp3}
+LINE: When does the show start? {bk05-l3c-f9-12.mp3}
+LINE: How is your family? {bk05-l3c-f9-13.mp3}
+LINE: Who has the tickets? {bk05-l3c-f9-14.mp3}
 
-# Source: LLA 3C Figure 10 (the paragraph's final, un-gapped sentence is stacked onto the last item's display)
-$PRODUCE Bob's Trip: Fill In the Words
-ID: 3c-f10
+# Source: LLA 3C Figure 9 (part 3)
+$DIALOGUE Intonation: Yes/No Questions
+ID: 5-3c-f9-p3
+INTRO: Yes/No questions are the ones that rise at the end. Listen and repeat each question.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Will Ed leave Monday? {bk05-l3c-f9-15.mp3}
+LINE: Will Dan play football? {bk05-l3c-f9-16.mp3}
+LINE: Does Jan play soccer? {bk05-l3c-f9-17.mp3}
+LINE: Do you want a hamburger? {bk05-l3c-f9-18.mp3}
+LINE: Will you eat breakfast? {bk05-l3c-f9-19.mp3}
+LINE: Did you watch the movie? {bk05-l3c-f9-20.mp3}
+LINE: Did she take her medicine? {bk05-l3c-f9-21.mp3}
+
+# DROPPED (ST): "Three Intonation Patterns" — TTS twin of the three cassette intonation activities above; cassette version kept.
+
+# Source: LLA 3C Figure 10
+$PRODUCE Bob's Trip: Type the Missing Words
+ID: 5-3c-f10
 INPUT: type
 CHECK: exact
-INTRO: Bob is flying to Los Angeles tonight. Listen to each sentence about his trip and type the missing word.
+HIDE_PROMPT
+INTRO: Listen to the story of Bob's trip, one sentence at a time, and type the missing word. No peeking — your ears do the work here.
 INSTRUCTION: Type the missing word.
 
-TEMPLATE: Today is Friday.
-PROMPT: Bob packed his suitcase this morning. {bk05-l3c-f10-01.mp3}
+PROMPT: Today is Friday. {bk05-l3c-f10-01.mp3}
+TEMPLATE: Today is ____{Friday}.
+RESPONSE: Today is Friday. {bk05-l3c-f10-01.mp3}
+
+PROMPT: Bob packed his suitcase this morning. {bk05-l3c-f10-02.mp3}
 TEMPLATE: Bob packed ____{his} suitcase this morning.
-RESPONSE: Bob packed his suitcase this morning. {bk05-l3c-f10-01.mp3}
-ACCEPT: his
+RESPONSE: Bob packed his suitcase this morning. {bk05-l3c-f10-02.mp3}
 
-PROMPT: He'll fly to Los Angeles tonight. {bk05-l3c-f10-02.mp3}
+PROMPT: He'll fly to Los Angeles tonight. {bk05-l3c-f10-03.mp3}
 TEMPLATE: He'll fly ____{to} Los Angeles tonight.
-RESPONSE: He'll fly to Los Angeles tonight. {bk05-l3c-f10-02.mp3}
-ACCEPT: to
+RESPONSE: He'll fly to Los Angeles tonight. {bk05-l3c-f10-03.mp3}
 
-PROMPT: He'll visit his family there. {bk05-l3c-f10-03.mp3}
+PROMPT: He'll visit his family there. {bk05-l3c-f10-04.mp3}
 TEMPLATE: He'll visit his ____{family} there.
-RESPONSE: He'll visit his family there. {bk05-l3c-f10-03.mp3}
-ACCEPT: family
+RESPONSE: He'll visit his family there. {bk05-l3c-f10-04.mp3}
 
-PROMPT: He'll take a taxi to the airport. {bk05-l3c-f10-04.mp3}
+PROMPT: He'll take a taxi to the airport. {bk05-l3c-f10-05.mp3}
 TEMPLATE: He'll take a taxi ____{to} the airport.
-RESPONSE: He'll take a taxi to the airport. {bk05-l3c-f10-04.mp3}
-ACCEPT: to
+RESPONSE: He'll take a taxi to the airport. {bk05-l3c-f10-05.mp3}
 
-PROMPT: Where will he get his ticket? {bk05-l3c-f10-05.mp3}
+PROMPT: Where will he get his ticket? {bk05-l3c-f10-06.mp3}
 TEMPLATE: Where will he ____{get} his ticket?
-RESPONSE: Where will he get his ticket? {bk05-l3c-f10-05.mp3}
-ACCEPT: get
+RESPONSE: Where will he get his ticket? {bk05-l3c-f10-06.mp3}
 
-PROMPT: He'll pick up his ticket at the airport. {bk05-l3c-f10-06.mp3}
+PROMPT: He'll pick up his ticket at the airport. {bk05-l3c-f10-07.mp3}
 TEMPLATE: He'll pick up ____{his} ticket at the airport.
-RESPONSE: He'll pick up his ticket at the airport. {bk05-l3c-f10-06.mp3}
-ACCEPT: his
+RESPONSE: He'll pick up his ticket at the airport. {bk05-l3c-f10-07.mp3}
 
-PROMPT: His plane will depart at 4:45 p.m. {bk05-l3c-f10-07.mp3}
+PROMPT: His plane will depart at 4:45 p.m. {bk05-l3c-f10-08.mp3}
 TEMPLATE: His ____{plane} will depart at 4:45 p.m.
-TEMPLATE: His mother and father will meet his flight at the gate.
-RESPONSE: His plane will depart at 4:45 p.m. {bk05-l3c-f10-07.mp3}
-ACCEPT: plane
+RESPONSE: His plane will depart at 4:45 p.m. {bk05-l3c-f10-08.mp3}
 
-$LESSON 3-5: The Twins and Everyday Instructions
+PROMPT: His mother and father will meet his flight at the gate. {bk05-l3c-f10-09.mp3}
+TEMPLATE: His mother and father will meet his flight at the ____{gate}.
+RESPONSE: His mother and father will meet his flight at the gate. {bk05-l3c-f10-09.mp3}
 
-# Source: ST §They're Always Together
-$DIALOGUE They're Always Together {st-page_079_001.jpg}
-ID: l3-s17
-INTRO: In this part: twins, a graduation, and step-by-step instructions for everyday things. Meet Henry and Paul — brothers who share one birthday and, for now, everything else. Listen and read.
-INSTRUCTION: Listen and read the paragraph.
+$SESSION 3-7: School, Graduation, and Instructions
+
+# Source: LLA 3D Figure 1
+$DIALOGUE Karen and Kay
+ID: 5-3d-f1
+INTRO: In this last part you'll learn words for school, graduation, and everyday step-by-step instructions. First, meet Karen and Kay — twins about to graduate. Just listen.
+INSTRUCTION: Listen to the story.
 
-VOCAB: together
 VOCAB: twin
-Narrator: Henry and Paul are twin brothers.
-Narrator: They have the same birthday. They are also good friends, and they're always together.
+LINE: Karen and Kay are twins. They're sisters, and they have the same birthday. {page_075_001.jpg|Two identical twin women in the foreground with two men standing behind them} {bk05-l3d-f1-01.mp3}
 
 VOCAB: school
-VOCAB: graduate
-Narrator: They started school at the same time. They will graduate at the same time.
-Narrator: They will graduate this year.
+VOCAB: to graduate
+LINE: Right now they are students at a language school, but they'll graduate on Friday. {page_075_001.jpg|Two identical twin women in the foreground with two men standing behind them} {bk05-l3d-f1-02.mp3}
 
 VOCAB: graduation
-Narrator: Graduation will be May 24.
-Narrator: It'll be at the school. Their father and mother will be there.
+LINE: After graduation, they'll be language instructors. {bk05-l3d-f1-03.mp3}
 
+LINE: In a few minutes, they'll take their last test. {bk05-l3d-f1-04.mp3}
+
+VOCAB: instructions
+LINE: Their teacher wrote instructions for the test on the chalkboard. {bk05-l3d-f1-05.mp3}
+
+# Source: LLA 3D Figure 1 (questions)
+$PRODUCE Questions About Karen and Kay
+ID: 5-3d-f1-b
+REFERENCE: 5-3d-f1
+INTRO: Answer each question about the twins aloud, then repeat the model answer. Open the story if you need it.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Are Karen and Kay sisters? {bk05-l3d-f1-06-q.mp3}
+RESPONSE: Yes, Karen and Kay are sisters. {bk05-l3d-f1-06-a.mp3}
+
+PROMPT: Are they twins? {bk05-l3d-f1-07-q.mp3}
+RESPONSE: Yes, they are twins. {bk05-l3d-f1-07-a.mp3}
+
+PROMPT: Do they have different birthdays? {bk05-l3d-f1-08-q.mp3}
+RESPONSE: No, they don't. They have the same birthday. {bk05-l3d-f1-08-a.mp3}
+
+PROMPT: Are they students at a language school now? {bk05-l3d-f1-09-q.mp3}
+RESPONSE: Yes, they're students at a language school now. {bk05-l3d-f1-09-a.mp3}
+
+PROMPT: When will they graduate? {bk05-l3d-f1-10-q.mp3}
+RESPONSE: They'll graduate on Friday. {bk05-l3d-f1-10-a.mp3}
+
+PROMPT: What will they do after graduation? {bk05-l3d-f1-11-q.mp3}
+RESPONSE: They'll be language instructors after graduation. {bk05-l3d-f1-11-a.mp3}
+
+PROMPT: What did their teacher write on the chalkboard? {bk05-l3d-f1-12-q.mp3}
+RESPONSE: She wrote some instructions on the chalkboard. {bk05-l3d-f1-12-a.mp3}
+
+PROMPT: Are the instructions for a test? {bk05-l3d-f1-13-q.mp3}
+RESPONSE: Yes, the instructions are for a test. {bk05-l3d-f1-13-a.mp3}
+
+PROMPT: How many instructions are there? {bk05-l3d-f1-14-q.mp3}
+RESPONSE: There are 3 instructions. {bk05-l3d-f1-14-a.mp3}
+
+# Source: ST §They're Always Together
+$DIALOGUE Henry and Paul {st-page_079_001.jpg|Drawing showing two young twin boys on the left, two older teenage twin boys in the middle, and two young men in graduation gowns and caps on the right}
+ID: l3-s19
+INTRO: Henry and Paul are twins too — together their whole lives, until graduation changes that. Listen to their story.
+INSTRUCTION: Listen to the story.
+
+Narrator: Henry and Paul are twin brothers.
+Narrator: They have the same birthday.
+Narrator: They are also good friends, and they're always together.
+Narrator: They started school at the same time.
+Narrator: They will graduate at the same time.
+Narrator: They will graduate this year.
+Narrator: Graduation will be May 24.
+Narrator: It'll be at the school.
+Narrator: Their father and mother will be there.
 Narrator: After graduation, the twins will go into the military.
-Narrator: Henry will be in the Army. Paul will go into the Air Force.
+Narrator: Henry will be in the Army.
+Narrator: Paul will go into the Air Force.
 Narrator: The twins won't be together after they graduate.
 
-# Source: ST §They're Always Together (questions); INPUT switched to speak for full-sentence answers
-$PRODUCE Questions: The Twins
-ID: l3-s18
-REFERENCE
-INTRO: Answer the questions about Henry and Paul aloud, in a full sentence — any correct phrasing is fine.
-INSTRUCTION: Answer the questions aloud.
+# Source: ST §Questions about Henry and Paul
+$PRODUCE Questions About Henry and Paul
+ID: l3-s20
+REFERENCE: l3-s19
+INTRO: Answer the questions about Henry and Paul in full sentences. Open the story if you need it.
+INSTRUCTION: Answer the question in a full sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -1448,319 +1595,240 @@ PROMPT: What will they do after graduation?
 RESPONSE: They will go into the military.
 
 PROMPT: Will they be together in the military?
-RESPONSE: No, they won't be together.
+RESPONSE: No, they won't. Henry will be in the Army and Paul will be in the Air Force.
 
-# Source: LLA 3D Figure 1 (word list — kept as pronunciation pass; the sentence context follows)
-$DIALOGUE New Words: Graduation
-ID: 3d-f1
-INTRO: Five quick words from the tape — you'll hear every one of them in the next story. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
+# Source: LLA 3D Figure 2
+$DIALOGUE The Pencil Sharpener
+ID: 5-3d-f2
+INTRO: Before the test, Karen's pencil needed attention. Listen to the story.
+INSTRUCTION: Listen to the story.
 
-LINE: twin {page_075_001.jpg} {bk05-l3d-f1-01.mp3}
-LINE: school {page_075_001.jpg} {bk05-l3d-f1-02.mp3}
-LINE: graduate {page_075_001.jpg} {bk05-l3d-f1-03.mp3}
-LINE: graduation {page_075_001.jpg} {bk05-l3d-f1-04.mp3}
-LINE: instructions {page_075_001.jpg} {bk05-l3d-f1-05.mp3}
-
-# Source: LLA 3D Figure 1 (paragraph)
-$DIALOGUE Karen and Kay
-ID: 3d-f1-b
-INTRO: Karen and Kay are twins too, and today is their last test at the language school. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Karen and Kay are twins. {page_075_001.jpg} {bk05-l3d-f1-06.mp3}
-LINE: They're sisters, and they have the same birthday. {page_075_001.jpg} {bk05-l3d-f1-07.mp3}
-LINE: Right now they are students at a language school, but they'll graduate on Friday. {page_075_001.jpg} {bk05-l3d-f1-08.mp3}
-LINE: After graduation, they'll be language instructors. {page_075_001.jpg} {bk05-l3d-f1-09.mp3}
-LINE: In a few minutes, they'll take their last test. {page_075_001.jpg} {bk05-l3d-f1-10.mp3}
-LINE: Their teacher wrote instructions for the test on the chalkboard. {page_075_001.jpg} {bk05-l3d-f1-11.mp3}
-
-# Source: LLA 3D Figure 1 (questions)
-$PRODUCE Questions: Karen and Kay
-ID: 3d-f1-c
-REFERENCE
-INTRO: Answer the questions about Karen and Kay aloud, then repeat the correct answer. If you need the story — or its picture of the chalkboard — it's one tap away.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Are Karen and Kay sisters? {bk05-l3d-f1-12-q.mp3}
-RESPONSE: Yes, Karen and Kay are sisters. {bk05-l3d-f1-12-a.mp3}
-
-PROMPT: Are they twins? {bk05-l3d-f1-13-q.mp3}
-RESPONSE: Yes, they are twins. {bk05-l3d-f1-13-a.mp3}
-
-PROMPT: Do they have different birthdays? {bk05-l3d-f1-14-q.mp3}
-RESPONSE: No, they don't. They have the same birthday. {bk05-l3d-f1-14-a.mp3}
-
-PROMPT: Are they students at a language school now? {bk05-l3d-f1-15-q.mp3}
-RESPONSE: Yes, they're students at a language school now. {bk05-l3d-f1-15-a.mp3}
-
-PROMPT: When will they graduate? {bk05-l3d-f1-16-q.mp3}
-RESPONSE: They'll graduate on Friday. {bk05-l3d-f1-16-a.mp3}
-
-PROMPT: What will they do after graduation? {bk05-l3d-f1-17-q.mp3}
-RESPONSE: They'll be language instructors after graduation. {bk05-l3d-f1-17-a.mp3}
-
-PROMPT: What did their teacher write on the chalkboard? {bk05-l3d-f1-18-q.mp3}
-RESPONSE: She wrote some instructions on the chalkboard. {bk05-l3d-f1-18-a.mp3}
-
-PROMPT: Are the instructions for a test? {bk05-l3d-f1-19-q.mp3}
-RESPONSE: Yes, the instructions are for a test. {bk05-l3d-f1-19-a.mp3}
-
-PROMPT: How many instructions are there? {bk05-l3d-f1-20-q.mp3}
-RESPONSE: There are 3 instructions. {bk05-l3d-f1-20-a.mp3}
-
-# Source: ST §Instructions (headers and ordinal labels reworded for TTS)
-$DIALOGUE Everyday Instructions
-ID: l3-s20
-INTRO: How do you put on a jacket, sharpen a pencil, turn off a television, or lock a door? Step by step — and now you'll be able to say every step. Listen and read the instructions.
-INSTRUCTION: Listen and read the instructions.
-
-LINE: How to put on a jacket.
-VOCAB: first
-LINE: First, pick up the jacket from the chair. {st-page_081_001.jpg}
-VOCAB: sleeve
-LINE: Next, put your arms in the sleeves. {st-page_081_002.jpg}
-VOCAB: cuff
-LINE: Next, button the buttons on the cuffs. {st-page_081_003.jpg}
-VOCAB: zipper
-LINE: Then, close the zipper. {st-page_081_004.jpg}
-
-LINE: How to sharpen a pencil.
-VOCAB: sharpen
 VOCAB: sharpener
-LINE: First, put the pencil in the sharpener. {st-page_082_001.jpg}
-VOCAB: handle
-LINE: Next, turn the handle. {st-page_082_002.jpg}
-LINE: Then, check your pencil. {st-page_082_003.jpg}
-
-LINE: How to turn a radio or a television on and off.
-VOCAB: on
-VOCAB: turn off
-LINE: The television is on. Push this button to turn off the television. {st-page_082_004.jpg}
-VOCAB: off
-LINE: The television is off. {st-page_082_005.jpg}
-VOCAB: knob
-VOCAB: turn on
-LINE: The radio is off. Turn this knob to turn on the radio. {st-page_083_001.jpg}
-LINE: The radio is now on. {st-page_083_002.jpg}
-
-LINE: How to lock a door.
-LINE: First, go to the door. {st-page_083_003.jpg}
-VOCAB: stop
 VOCAB: next to
-LINE: Second, stop next to the door. {st-page_083_004.jpg}
-VOCAB: pull
-VOCAB: doorknob
-LINE: Third, pull the doorknob. {st-page_084_001.jpg}
-VOCAB: key
-VOCAB: lock
-LINE: Fourth, put the key in the lock. Turn the key to lock the door. {st-page_084_002.jpg}
+LINE: The sharpener is next to the classroom door. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-01.mp3}
 
-# SKIPPED (book): Speaking/Listening Skills "INSTRUCTIONS" — open production task to write and give your own instructions; no solo path.
+VOCAB: to sharpen
+LINE: Karen sharpened her pencil there before the test. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-02.mp3}
 
-# Source: LLA 3D Figure 2 (word list — kept as pronunciation pass after the sentence presentations above)
-$DIALOGUE New Words: The Pencil Sharpener
-ID: 3d-f2
-INTRO: The sharpener words again, from the tape this time. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
+LINE: She put the pencil in the sharpener. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-03.mp3}
 
-LINE: sharpen {page_076_001.jpg} {bk05-l3d-f2-01.mp3}
-LINE: sharpener {page_076_001.jpg} {bk05-l3d-f2-02.mp3}
-LINE: next to {page_076_001.jpg} {bk05-l3d-f2-03.mp3}
-LINE: turn {page_076_001.jpg} {bk05-l3d-f2-04.mp3}
-LINE: turned {page_076_001.jpg} {bk05-l3d-f2-05.mp3}
-LINE: handle {page_076_001.jpg} {bk05-l3d-f2-06.mp3}
-
-# Source: LLA 3D Figure 2 (paragraph)
-$DIALOGUE Sharpening a Pencil
-ID: 3d-f2-b
-INTRO: Karen needs a sharp pencil before the test — here's exactly how she got one. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: The sharpener is next to the classroom door. {page_076_001.jpg} {bk05-l3d-f2-07.mp3}
-LINE: Karen sharpened her pencil there before the test. {page_076_001.jpg} {bk05-l3d-f2-08.mp3}
-LINE: She put the pencil in the sharpener. {page_076_001.jpg} {bk05-l3d-f2-09.mp3}
-LINE: Then she turned the handle with her right hand. {page_076_001.jpg} {bk05-l3d-f2-10.mp3}
+VOCAB: to turn
+VOCAB: handle
+LINE: Then she turned the handle with her right hand. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-04.mp3}
 
 # Source: LLA 3D Figure 2 (questions)
-$PRODUCE Questions: The Sharpener
-ID: 3d-f2-c
-REFERENCE
-INTRO: Now answer the questions about Karen and the sharpener aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions About the Sharpener
+ID: 5-3d-f2-b
+REFERENCE: 5-3d-f2
+INTRO: Answer each question about Karen and the sharpener aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Where is the sharpener? {bk05-l3d-f2-11-q.mp3}
-RESPONSE: The sharpener is next to the classroom door. {bk05-l3d-f2-11-a.mp3}
+PROMPT: Where is the sharpener? {bk05-l3d-f2-05-q.mp3}
+RESPONSE: The sharpener is next to the classroom door. {bk05-l3d-f2-05-a.mp3}
 
-PROMPT: Did Karen sharpen her pen before the test? {bk05-l3d-f2-12-q.mp3}
-RESPONSE: No, she didn't. She sharpened her pencil before the test. {bk05-l3d-f2-12-a.mp3}
+PROMPT: Did Karen sharpen her pen before the test? {bk05-l3d-f2-06-q.mp3}
+RESPONSE: No, she didn't. She sharpened her pencil before the test. {bk05-l3d-f2-06-a.mp3}
 
-PROMPT: What did she do with her pencil? {bk05-l3d-f2-13-q.mp3}
-RESPONSE: She put it in the sharpener. {bk05-l3d-f2-13-a.mp3}
+PROMPT: What did she do with her pencil? {bk05-l3d-f2-07-q.mp3}
+RESPONSE: She put it in the sharpener. {bk05-l3d-f2-07-a.mp3}
 
-PROMPT: What did she do with her right hand? {bk05-l3d-f2-14-q.mp3}
-RESPONSE: She turned the handle with her right hand. {bk05-l3d-f2-14-a.mp3}
+PROMPT: What did she do with her right hand? {bk05-l3d-f2-08-q.mp3}
+RESPONSE: She turned the handle with her right hand. {bk05-l3d-f2-08-a.mp3}
 
-# Source: LLA 3D Figure 3 (word list — kept as pronunciation pass)
-$DIALOGUE New Words: Lock and Key
-ID: 3d-f3
-INTRO: Four words for doors. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each word.
+# Source: ST §Instructions: To Sharpen a Pencil
+$DIALOGUE How to Sharpen a Pencil
+ID: l3-s23
+INTRO: The same job as step-by-step instructions — first, next, then. Listen and repeat each step.
+INSTRUCTION: Listen and repeat each step.
 REPEAT
 
-LINE: key {page_076_002.jpg} {bk05-l3d-f3-01.mp3}
-LINE: lock {page_076_002.jpg} {bk05-l3d-f3-02.mp3}
-LINE: locked {page_076_002.jpg} {bk05-l3d-f3-03.mp3}
-LINE: doorknob {page_076_002.jpg} {bk05-l3d-f3-04.mp3}
+LINE: First, put the pencil in the sharpener. {st-page_082_001.jpg|A pencil inserted into a manual pencil sharpener mounted on a base}
 
-# Source: LLA 3D Figure 3 (paragraph)
-$DIALOGUE Locking the Door
-ID: 3d-f3-b
-INTRO: After the test, Kay goes back to her room — key, lock, doorknob, done. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
+LINE: Next, turn the handle. {st-page_082_002.jpg|Hands turning the handle of a manual pencil sharpener}
 
-LINE: After the test, Kay went back to her dormitory. {page_076_002.jpg} {bk05-l3d-f3-05.mp3}
-LINE: She put her key in the lock on the door to her room. {page_076_002.jpg} {bk05-l3d-f3-06.mp3}
-LINE: She turned the key. {page_076_002.jpg} {bk05-l3d-f3-07.mp3}
-LINE: Next, she turned the doorknob and opened the door. {page_076_002.jpg} {bk05-l3d-f3-08.mp3}
-LINE: She went inside and then locked the door again. {page_076_002.jpg} {bk05-l3d-f3-09.mp3}
+LINE: Then, check your pencil. {st-page_082_003.jpg|Hands inspecting the sharpened tip of a pencil}
+
+# Source: LLA 3D Figure 3
+$DIALOGUE Kay's Dormitory Room
+ID: 5-3d-f3
+INTRO: After the test, Kay heads back to her room — key, lock, doorknob, door. Listen to the story.
+INSTRUCTION: Listen to the story.
+
+LINE: After the test, Kay went back to her dormitory. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-01.mp3}
+
+VOCAB: key
+VOCAB: lock
+LINE: She put her key in the lock on the door to her room. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-02.mp3}
+
+LINE: She turned the key. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-03.mp3}
+
+VOCAB: doorknob
+LINE: Next, she turned the doorknob and opened the door. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-04.mp3}
+
+VOCAB: to lock
+LINE: She went inside and then locked the door again. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-05.mp3}
 
 # Source: LLA 3D Figure 3 (questions)
-$PRODUCE Questions: Locking the Door
-ID: 3d-f3-c
-REFERENCE
-INTRO: Answer the questions about Kay and her door aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions About Kay's Room
+ID: 5-3d-f3-b
+REFERENCE: 5-3d-f3
+INTRO: Answer each question about Kay aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Where did Kay go after the test? {bk05-l3d-f3-10-q.mp3}
-RESPONSE: She went back to her dormitory. {bk05-l3d-f3-10-a.mp3}
+PROMPT: Where did Kay go after the test? {bk05-l3d-f3-06-q.mp3}
+RESPONSE: She went back to her dormitory. {bk05-l3d-f3-06-a.mp3}
 
-PROMPT: Did she put her key in the lock? {bk05-l3d-f3-11-q.mp3}
-RESPONSE: Yes, she put her key in the lock. {bk05-l3d-f3-11-a.mp3}
+PROMPT: Did she put her key in the lock? {bk05-l3d-f3-07-q.mp3}
+RESPONSE: Yes, she put her key in the lock. {bk05-l3d-f3-07-a.mp3}
 
-PROMPT: Where was the lock? {bk05-l3d-f3-12-q.mp3}
-RESPONSE: The lock was on the door to her room. {bk05-l3d-f3-12-a.mp3}
+PROMPT: Where was the lock? {bk05-l3d-f3-08-q.mp3}
+RESPONSE: The lock was on the door to her room. {bk05-l3d-f3-08-a.mp3}
 
-PROMPT: Did she turn the key? {bk05-l3d-f3-13-q.mp3}
-RESPONSE: Yes, she turned the key. {bk05-l3d-f3-13-a.mp3}
+PROMPT: Did she turn the key? {bk05-l3d-f3-09-q.mp3}
+RESPONSE: Yes, she turned the key. {bk05-l3d-f3-09-a.mp3}
 
-PROMPT: What did she do next? {bk05-l3d-f3-14-q.mp3}
-RESPONSE: She turned the doorknob and opened the door. {bk05-l3d-f3-14-a.mp3}
+PROMPT: What did she do next? {bk05-l3d-f3-10-q.mp3}
+RESPONSE: She turned the doorknob and opened the door. {bk05-l3d-f3-10-a.mp3}
 
-PROMPT: Did she lock the door again? {bk05-l3d-f3-15-q.mp3}
-RESPONSE: Yes, she locked the door again. {bk05-l3d-f3-15-a.mp3}
+PROMPT: Did she lock the door again? {bk05-l3d-f3-11-q.mp3}
+RESPONSE: Yes, she locked the door again. {bk05-l3d-f3-11-a.mp3}
 
-$LESSON 3-6: Getting Ready, Review, and Dictation
-
-# Source: LLA 3D Figure 4 (word list — kept as pronunciation pass; the sentence pass follows)
-$DIALOGUE New Words: Turning On and Off
-ID: 3d-f4
-INTRO: Last part of the lesson: a few more everyday actions, a vocabulary check, and a final dictation. First, the words for washing your hair. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each word.
+# Source: ST §Instructions: To Lock a Door
+$DIALOGUE How to Lock a Door
+ID: l3-s25
+INTRO: How to lock a door, in four careful steps. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each step.
 REPEAT
 
-LINE: shampoo {page_077_001.jpg} {bk05-l3d-f4-01.mp3}
-LINE: pull {page_077_001.jpg} {bk05-l3d-f4-02.mp3}
-LINE: knob {page_077_001.jpg} {bk05-l3d-f4-03.mp3}
-LINE: on {page_077_001.jpg} {bk05-l3d-f4-04.mp3}
-LINE: turn on {page_077_001.jpg} {bk05-l3d-f4-05.mp3}
-LINE: shampooed {page_077_002.jpg} {bk05-l3d-f4-06.mp3}
-LINE: off {page_077_003.jpg} {bk05-l3d-f4-07.mp3}
-LINE: turn off {page_077_003.jpg} {bk05-l3d-f4-08.mp3}
+LINE: First, go to the door. {st-page_083_003.jpg|A boy wearing a cap walking towards an open doorway}
 
-# Source: LLA 3D Figure 4 (sentences)
+LINE: Second, stop next to the door. {st-page_083_004.jpg|A boy standing still next to the open door}
+
+VOCAB: to pull
+LINE: Third, pull the doorknob. {st-page_084_001.jpg|A boy reaching out and pulling a door by its doorknob to close it}
+
+LINE: Fourth, put the key in the lock. Turn the key to lock the door. {st-page_084_002.jpg|Close-up of a hand inserting a key into a door lock}
+
+# Source: LLA 3D Figure 4
 $DIALOGUE Washing Hair
-ID: 3d-f4-b
-INTRO: Kay shampoos her hair: water on, shampoo, water off. Listen and repeat each sentence.
+ID: 5-3d-f4
+INTRO: Kay washes her hair: knob on, shampoo, knob off. Look at the pictures, listen, and repeat each sentence.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Kay wanted to shampoo her hair. {page_077_002.jpg} {bk05-l3d-f4-09.mp3}
-LINE: First, she pulled the knob and turned on the water. {page_077_001.jpg} {bk05-l3d-f4-10.mp3}
-LINE: The water was on. {page_077_001.jpg} {bk05-l3d-f4-11.mp3}
-LINE: Next, she shampooed her hair. {page_077_002.jpg} {bk05-l3d-f4-12.mp3}
-LINE: Then she pushed the knob and turned off the water. {page_077_003.jpg} {bk05-l3d-f4-13.mp3}
-LINE: The water was off. {page_077_003.jpg} {bk05-l3d-f4-14.mp3}
+VOCAB: to shampoo
+VOCAB: knob
+VOCAB: to turn on
+VOCAB: on
+LINE: Kay wanted to shampoo her hair. First, she pulled the knob and turned on the water. The water was on. {page_077_001.jpg|A hand pulling up a tap knob labeled KNOB to turn on water} {bk05-l3d-f4-01.mp3}
+
+LINE: Next, she shampooed her hair. {page_077_002.jpg|A person shampooing their hair over a sink} {bk05-l3d-f4-02.mp3}
+
+VOCAB: off
+VOCAB: to turn off
+LINE: Then she pushed the knob and turned off the water. The water was off. {page_077_003.jpg|A hand pushing down a tap knob labeled KNOB to turn off water} {bk05-l3d-f4-03.mp3}
 
 # Source: LLA 3D Figure 4 (questions)
-$PRODUCE Questions: Washing Hair
-ID: 3d-f4-c
-REFERENCE
-INTRO: Three quick questions about Kay. Answer aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions About Washing Hair
+ID: 5-3d-f4-b
+REFERENCE: 5-3d-f4
+INTRO: Answer each question about Kay aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What did she shampoo? {bk05-l3d-f4-15-q.mp3}
-RESPONSE: She shampooed her hair. {bk05-l3d-f4-15-a.mp3}
+PROMPT: What did she shampoo? {bk05-l3d-f4-04-q.mp3}
+RESPONSE: She shampooed her hair. {bk05-l3d-f4-04-a.mp3}
 
-PROMPT: What did she turn on and turn off? {bk05-l3d-f4-16-q.mp3}
-RESPONSE: She turned on and turned off the water. {bk05-l3d-f4-16-a.mp3}
+PROMPT: What did she turn on and turn off? {bk05-l3d-f4-05-q.mp3}
+RESPONSE: She turned on and turned off the water. {bk05-l3d-f4-05-a.mp3}
 
-PROMPT: What did she pull and push? {bk05-l3d-f4-17-q.mp3}
-RESPONSE: She pulled and pushed the knob. {bk05-l3d-f4-17-a.mp3}
+PROMPT: What did she pull and push? {bk05-l3d-f4-06-q.mp3}
+RESPONSE: She pulled and pushed the knob. {bk05-l3d-f4-06-a.mp3}
 
-# Source: LLA 3D Figure 5 (word list — kept as pronunciation pass)
-$DIALOGUE New Words: Dress Details
-ID: 3d-f5
-INTRO: Four words for what a dress is made of. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
-
-LINE: button {page_078_001.jpg} {bk05-l3d-f5-01.mp3}
-LINE: sleeve {page_078_001.jpg} {bk05-l3d-f5-02.mp3}
-LINE: zipper {page_078_001.jpg} {bk05-l3d-f5-03.mp3}
-LINE: cuff {page_078_001.jpg} {bk05-l3d-f5-04.mp3}
-
-# Source: LLA 3D Figure 5 (paragraph)
-$DIALOGUE New Dresses
-ID: 3d-f5-b
-INTRO: The twins bought new dresses for the graduation dance — one with buttons, one with a zipper. Listen and repeat each sentence.
+# Source: ST §Instructions: To Turn On or Off a Radio or TV
+$DIALOGUE Turning Things On and Off
+ID: l3-s24
+INTRO: Buttons and knobs again — this time on the TV and the radio. Listen and repeat.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Karen and Kay bought new dresses for their graduation dance. {page_078_001.jpg} {bk05-l3d-f5-05.mp3}
-LINE: Karen's dress has buttons and short sleeves. {page_078_001.jpg} {bk05-l3d-f5-06.mp3}
-LINE: Kay's dress has a zipper. {page_078_001.jpg} {bk05-l3d-f5-07.mp3}
-LINE: It has long sleeves with cuffs. {page_078_001.jpg} {bk05-l3d-f5-08.mp3}
-LINE: She will put on the dress, pull the zipper, and button the cuffs. {page_078_001.jpg} {bk05-l3d-f5-09.mp3}
+LINE: The television is on. Push this button to turn off the television. {st-page_082_004.jpg|A hand pointing a finger towards a power button on a television set showing a news anchor on screen}
+LINE: The television is off. {st-page_082_005.jpg|An empty, turned off television set showing the screen and control knobs}
+
+LINE: The radio is off. Turn this knob to turn on the radio. {st-page_083_001.jpg|A hand turning a knob on a radio with text 'click!'}
+LINE: The radio is now on. {st-page_083_002.jpg|A radio turned on with musical notes floating around it}
+
+# Source: LLA 3D Figure 5
+$DIALOGUE Dresses for the Dance {page_078_001.jpg|Two dresses labeled KAREN'S DRESS and KAY'S DRESS with callouts pointing to BUTTON, SLEEVE, CUFF, and (BACK VIEW) ZIPPER}
+ID: 5-3d-f5
+INTRO: New dresses for the graduation dance — and new words to go with them. Look at the picture and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Karen and Kay bought new dresses for their graduation dance. {bk05-l3d-f5-01.mp3}
+
+VOCAB: button
+VOCAB: sleeve
+LINE: Karen's dress has buttons and short sleeves. {bk05-l3d-f5-02.mp3}
+
+VOCAB: zipper
+LINE: Kay's dress has a zipper. {bk05-l3d-f5-03.mp3}
+
+VOCAB: cuff
+LINE: It has long sleeves with cuffs. {bk05-l3d-f5-04.mp3}
+
+VOCAB: to button
+LINE: She will put on the dress, pull the zipper, and button the cuffs. {bk05-l3d-f5-05.mp3}
 
 # Source: LLA 3D Figure 5 (questions)
-$PRODUCE Questions: The Dresses
-ID: 3d-f5-c
-REFERENCE
-INTRO: Look at the picture of the dresses and answer each question aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions About the Dresses {page_078_001.jpg|Two dresses labeled KAREN'S DRESS and KAY'S DRESS with callouts pointing to BUTTON, SLEEVE, CUFF, and (BACK VIEW) ZIPPER}
+ID: 5-3d-f5-b
+REFERENCE: 5-3d-f5
+INTRO: Look at the dresses and answer each question aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Whose dress has a zipper? {page_078_001.jpg} {bk05-l3d-f5-10-q.mp3}
-RESPONSE: Kay's dress has a zipper. {bk05-l3d-f5-10-a.mp3}
+PROMPT: Whose dress has a zipper? {bk05-l3d-f5-06-q.mp3}
+RESPONSE: Kay's dress has a zipper. {bk05-l3d-f5-06-a.mp3}
 
-PROMPT: Whose dress has short sleeves? {page_078_001.jpg} {bk05-l3d-f5-11-q.mp3}
-RESPONSE: Karen's dress has short sleeves. {bk05-l3d-f5-11-a.mp3}
+PROMPT: Whose dress has short sleeves? {bk05-l3d-f5-07-q.mp3}
+RESPONSE: Karen's dress has short sleeves. {bk05-l3d-f5-07-a.mp3}
 
-PROMPT: Who will button the cuffs on the sleeves of her dress? {page_078_001.jpg} {bk05-l3d-f5-12-q.mp3}
-RESPONSE: Kay will button the cuffs on the sleeves of her dress. {bk05-l3d-f5-12-a.mp3}
+PROMPT: Who will button the cuffs on the sleeves of her dress? {bk05-l3d-f5-08-q.mp3}
+RESPONSE: Kay will button the cuffs on the sleeves of her dress. {bk05-l3d-f5-08-a.mp3}
+
+# Source: ST §Instructions: To Put on a Jacket
+$DIALOGUE How to Put On a Jacket
+ID: l3-s22
+INTRO: How to put on a jacket — yes, there is a correct order. Listen and repeat each step.
+INSTRUCTION: Listen and repeat each step.
+REPEAT
+
+LINE: First, pick up the jacket from the chair. {st-page_081_001.jpg|A jacket draped over the back of a chair}
+
+LINE: Next, put your arms in the sleeves. {st-page_081_002.jpg|A man sliding his arm into the sleeve of a jacket}
+
+LINE: Next, button the buttons on the cuffs. {st-page_081_003.jpg|Close-up of hands buttoning the cuffs of a shirt or jacket}
+
+LINE: Then, close the zipper. {st-page_081_004.jpg|A man pulling up the zipper on his jacket}
+
+# SKIPPED (book): ST Speaking/Listening Skills "INSTRUCTIONS" (p. 81) — open classroom presentation activity (write instructions, memorize, present); no solo path.
 
 # Source: LLA 3D Figure 6
-$SELECT Word Association
-ID: 3d-f6
-INTRO: A quick check of this lesson's words. You'll hear one word — tap the word from the list that goes with it best.
-INSTRUCTION: Tap the related word.
+$SELECT Which Word Goes Together?
+ID: 5-3d-f6
+INTRO: You'll hear a word from this lesson. Tap the word that goes best with it.
+INSTRUCTION: Tap the word that goes best with the word you hear.
 
 OPTION: a | cuffs
 OPTION: b | school
@@ -1772,101 +1840,67 @@ OPTION: g | shampoo
 OPTION: h | sharpen
 
 EXAMPLE
-PROMPT: Test. {bk05-l3d-f6-ex.mp3}
+PROMPT: test {bk05-l3d-f6-01.mp3}
 ANSWER: d
 
-PROMPT: Students. {bk05-l3d-f6-01.mp3}
+PROMPT: students {bk05-l3d-f6-02.mp3}
 ANSWER: b
 
-PROMPT: Hair. {bk05-l3d-f6-02.mp3}
+PROMPT: hair {bk05-l3d-f6-03.mp3}
 ANSWER: g
 
-PROMPT: Sleeves. {bk05-l3d-f6-03.mp3}
+PROMPT: sleeves {bk05-l3d-f6-04.mp3}
 ANSWER: a
 
-PROMPT: Pencil. {bk05-l3d-f6-04.mp3}
+PROMPT: pencil {bk05-l3d-f6-05.mp3}
 ANSWER: h
 
-PROMPT: Key. {bk05-l3d-f6-05.mp3}
+PROMPT: key {bk05-l3d-f6-06.mp3}
 ANSWER: f
 
-PROMPT: Door. {bk05-l3d-f6-06.mp3}
+PROMPT: door {bk05-l3d-f6-07.mp3}
 ANSWER: c
 
-PROMPT: Turn. {bk05-l3d-f6-07.mp3}
+PROMPT: turn {bk05-l3d-f6-08.mp3}
 ANSWER: e
 
-# Source: LLA 3D Figure 7
+# Source: LLA 3D Figure 7 (story)
 $DIALOGUE Tom's Haircut
-ID: 3d-f7
-INTRO: Tom's hair is winning, and a sergeant has noticed. Listen to the paragraph.
-INSTRUCTION: Listen to the paragraph.
+ID: 5-3d-f7-story
+INTRO: Tom's hair is winning, and a sergeant has noticed. Listen to the story.
+INSTRUCTION: Listen to the story.
 
 LINE: Tom is an enlisted man in the Air Force. {bk05-l3d-f7-01.mp3}
 LINE: He got his last haircut 6 weeks ago. {bk05-l3d-f7-02.mp3}
 LINE: His hair was very short then. {bk05-l3d-f7-03.mp3}
 LINE: Now he puts on his cap, and his hair touches his ears and eyebrows. {bk05-l3d-f7-04.mp3}
-LINE: Long hair is allright for civilians. {bk05-l3d-f7-05.mp3}
+LINE: Long hair is all right for civilians. {bk05-l3d-f7-05.mp3}
 LINE: It's not okay for military men. {bk05-l3d-f7-06.mp3}
 LINE: A sergeant saw Tom's hair today and was very angry. {bk05-l3d-f7-07.mp3}
 LINE: Tom needs to go to the barbershop right away. {bk05-l3d-f7-08.mp3}
 
-# Source: LLA 3D Figure 7 (question)
-$SELECT True Statement: Tom's Haircut
-ID: 3d-f7-b
-REFERENCE
-INTRO: Now read the statements and tap the one that is true, based on the paragraph.
+# Source: LLA 3D Figure 7 (check)
+$SELECT Tom's Haircut: What's True?
+ID: 5-3d-f7
+REFERENCE: 5-3d-f7-story
+INTRO: Tap the statement that is true according to the story about Tom.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
 OPTION: a | All civilians have long hair.
 OPTION: b | Tom must get a haircut right away.
 OPTION: c | Tom is a civilian.
 OPTION: d | Military men and women wear hats.
+
+PROMPT: Which statement is true?
 ANSWER: b
-
-# Source: ST §Alphabetical Order (A)
-$SELECT Alphabetical Order (A)
-ID: l3-s21
-ORDER
-INTRO: One more look at this lesson's words — arrange them in alphabetical order. Watch out: several of them start the same way.
-INSTRUCTION: Put the words in alphabetical order.
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | travel agency
-OPTION: b | together
-OPTION: c | take
-OPTION: d | travel agent
-OPTION: e | turn on
-OPTION: f | tonight
-OPTION: g | turn
-OPTION: h | turn off
-ANSWER: c,b,f,a,d,g,h,e
-
-# Source: ST §Alphabetical Order (B)
-$SELECT Alphabetical Order (B)
-ID: l3-s22
-ORDER
-INTRO: Round two — the travel words this time. Put them in alphabetical order.
-INSTRUCTION: Put the words in alphabetical order.
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | return
-OPTION: b | airplane
-OPTION: c | flight
-OPTION: d | departure
-OPTION: e | round-trip
-OPTION: f | call
-OPTION: g | arrive
-OPTION: h | airport
-ANSWER: b,h,g,f,d,c,a,e
+FEEDBACK: Tom must get a haircut right away. {bk05-l3d-f7-fb.mp3}
 
 # Source: LLA 3D Figure 8
-$PRODUCE Dictation
-ID: 3d-f8
+$PRODUCE Type What You Hear
+ID: 5-3d-f8
 INPUT: type
 CHECK: exact
-INTRO: Last activity. Five sentences about a soccer game that ended badly — type exactly what you hear. Then this lesson is done: you can book a flight, catch it, and say what will happen tomorrow.
+INTRO: Last activity of the lesson: listen to each sentence and type exactly what you hear. Then you're done — enjoy the graduation dance.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: We played soccer after class yesterday. {bk05-l3d-f8-01.mp3}
@@ -1883,4 +1917,7 @@ RESPONSE: The doctor put some medicine on his foot. {bk05-l3d-f8-04.mp3}
 
 PROMPT: The captain won't play soccer again this week. {bk05-l3d-f8-05.mp3}
 RESPONSE: The captain won't play soccer again this week. {bk05-l3d-f8-05.mp3}
-ACCEPT: The captain will not play soccer again this week.
+
+# SKIPPED (book): ST "Alphabetical Order" Groups A and B — alphabetizing is on the master guide's print-era-mechanics avoid list (see report: this contradicts the common core's $SELECT ORDER rule; the stage-1 ORDER conversions were dropped, not for lack of a format).
+
+# DROPPED (ST twins, named in the report): §Taking a Trip vocab panel, §Pronounce /k/ and /g/, §Write "ck" (distinct items merged into the cassette drill), §Pronounce /ɪ/ and /e/, §A One-Way Trip, §Three Intonation Patterns.
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diff --git a/book-5-lesson-4.module b/book-5-lesson-4.module
index 6cc1a386..ea10dfd7 100644
--- a/book-5-lesson-4.module
+++ b/book-5-lesson-4.module
@@ -1,274 +1,228 @@
-$MODULE Book 5 · Lesson 4: I'll Buy a Gallon of Milk {st-page_086_001.jpg}
+$MODULE Book 5 · Lesson 4: I'll Buy a Gallon of Milk {st-page_086_001.jpg|A woman standing in front of a produce display filled with various vegetables}
 FORMAT: 2
-DESCRIPTION: Food and grocery shopping: vegetables, containers and measurements; the articles a, an, and the; much, many, how much and how many; have to; and the future with will.
+DIOCO_DOC_ID: alc_book5_lesson4
+DESCRIPTION: Vegetables and everyday foods; containers and measures; the articles "a", "an", and "the"; "much" and "many"; "how much" and "how many"; "have to"; future plans with "will"; telephone calls and step-by-step instructions.
 TARGET_LANG_G: en
 HOME_LANG_G: en
-VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm narrator with a light touch of wit
+VOICE_DEFAULT: aoede | Warm, clear American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Dr_King | gacrux | Female doctor
-VOICE: Mr_Hill | achird | Male patient
-VOICE: Jane | aoede | Female student
-VOICE: John | orus | Male student
-VOICE: Lt_Brown | achird | Male officer
-VOICE: Lt_White | charon | Male officer
-VOICE: ID | achernar | speaker (auto)
+VOICE: Dr_King | schedar | Male doctor
+VOICE: Mr_Hill | charon | Male patient
+VOICE: Jane | aoede | Female speaker
+VOICE: John | achird | Male speaker
+VOICE: Lt_Brown | schedar | Male speaker
+VOICE: Lt_White | charon | Male speaker
+VOICE: Dick | schedar | Male speaker
+VOICE: Harry | achird | Male speaker
 
-$LESSON 4-1: Vegetables and Lunch
+$SESSION 4-1: Vegetables and Linda's Lunch
 
-# Source: LLA 4A Figure 1 (sentence pass; led with sentences per word-list rule)
-$DIALOGUE Eight Vegetables
-ID: 4a-f1-b
-INTRO: In this lesson you'll learn to talk about food and shopping — vegetables, sandwiches, groceries, and how much of everything you need. We start with eight vegetables, each in a couple of sentences. Listen and repeat.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: LLA 4A Figure 1
+# DROPPED (ST): "The Vegetables Are Over Here" — TTS twin of this cassette presentation (same eight vegetables, same role and modality); cassette kept.
+$DIALOGUE Vegetables
+ID: 5-4a-f1
+INTRO: In this lesson you'll learn to name vegetables and everyday foods, talk about amounts — a slice, a gallon, "how much", "how many" — and say what people have to do and what they'll do next. First, the vegetables. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: onions
-LINE: Onions are good in salads. We eat onions in soup and on hamburgers too. {page_081_001.jpg} {bk05-l4a-f1-01s.mp3}
+VOCAB: onion
+LINE: Onions are good in salads. We eat onions in soup and on hamburgers, too. {page_081_001.jpg|A whole onion and a halved onion} {bk05-l4a-f1-01.mp3}
 
-VOCAB: potatoes
-LINE: Potatoes are brown outside and white inside. Meat and potatoes are good together. {page_081_002.jpg} {bk05-l4a-f1-02s.mp3}
+VOCAB: potato
+LINE: Potatoes are brown outside and white inside. Meat and potatoes are good together. {page_081_002.jpg|Three small potatoes} {bk05-l4a-f1-02.mp3}
 
-VOCAB: tomatoes
-LINE: Tomatoes are red. A tomato is a fruit, but we call it a vegetable. {page_081_003.jpg} {bk05-l4a-f1-03s.mp3}
+VOCAB: tomato
+LINE: Tomatoes are red. A tomato is a fruit, but we call it a vegetable. {page_081_003.jpg|Three tomatoes} {bk05-l4a-f1-03.mp3}
 
-VOCAB: beans
-LINE: We cook red beans for 2 or 3 hours. We cook green beans for 10 or 15 minutes. {page_081_004.jpg} {bk05-l4a-f1-04s.mp3}
+VOCAB: bean
+LINE: We cook red beans for 2 or 3 hours. We cook green beans for 10 or 15 minutes. {page_081_004.jpg|Open bean pods showing green beans inside} {bk05-l4a-f1-04.mp3}
 
-VOCAB: carrots
-LINE: Carrots are long and orange. We don't have to cook carrots. {page_081_005.jpg} {bk05-l4a-f1-05s.mp3}
+VOCAB: carrot
+LINE: Carrots are long and orange. We don't have to cook carrots. {page_081_005.jpg|Two carrots with green leafy tops} {bk05-l4a-f1-05.mp3}
 
 VOCAB: squash
-LINE: Squash can be yellow or green. You can buy squash in the summer or the fall. {page_081_006.jpg} {bk05-l4a-f1-06s.mp3}
+LINE: Squash can be yellow or green. You can buy squash in the summer or the fall. {page_081_006.jpg|An assortment of squash vegetables including yellow squash and zucchini} {bk05-l4a-f1-06.mp3}
 
 VOCAB: corn
-LINE: Most corn is yellow or white. Corn is good with pork or chicken. {page_081_007.jpg} {bk05-l4a-f1-07s.mp3}
+LINE: Most corn is yellow or white. Corn is good with pork or chicken. {page_081_007.jpg|An ear of corn partly peeled from its husk} {bk05-l4a-f1-07.mp3}
 
 VOCAB: lettuce
-LINE: Lettuce is green. Do you want lettuce and tomatoes on your hamburger? {page_081_008.jpg} {bk05-l4a-f1-08s.mp3}
+LINE: Lettuce is green. Do you want lettuce and tomatoes on your hamburger? {page_081_008.jpg|Heads of fresh lettuce} {bk05-l4a-f1-08.mp3}
 
-# Source: LLA 4A Figure 1 (word pass — kept after the sentence panel as pronunciation practice)
-$DIALOGUE Vegetable Words — Pronunciation
-ID: 4a-f1
-INTRO: Now just the words, one at a time. Say each one clearly — the pictures will help.
-INSTRUCTION: Repeat each word.
-REPEAT
-
-VOCAB: vegetables
-LINE: Vegetables. {bk05-l4a-f1-00.mp3}
-
-LINE: onions {page_081_001.jpg} {bk05-l4a-f1-01w.mp3}
-
-LINE: potatoes {page_081_002.jpg} {bk05-l4a-f1-02w.mp3}
-
-LINE: tomatoes {page_081_003.jpg} {bk05-l4a-f1-03w.mp3}
-
-LINE: beans {page_081_004.jpg} {bk05-l4a-f1-04w.mp3}
-
-LINE: carrots {page_081_005.jpg} {bk05-l4a-f1-05w.mp3}
-
-LINE: squash {page_081_006.jpg} {bk05-l4a-f1-06w.mp3}
-
-LINE: corn {page_081_007.jpg} {bk05-l4a-f1-07w.mp3}
-
-LINE: lettuce {page_081_008.jpg} {bk05-l4a-f1-08w.mp3}
+# SKIPPED (book): "WHAT DID YOU BUY AT THE STORE?" — chained classroom memory game ("I went to the store and bought..."). Dropped.
 
 # Source: LLA 4A Figure 2
 $SELECT Which Vegetable Is It?
-ID: 4a-f2
-INTRO: Time to check your ear. You'll hear a vegetable's name — tap its picture, then repeat the word.
+ID: 5-4a-f2
+HIDE_PROMPT
+INTRO: Now check yourself. You'll hear the name of a vegetable — tap its picture.
 INSTRUCTION: Tap the correct picture.
-REPEAT
+OPTION: a | onions {page_082_001.jpg|A whole onion and a halved onion}
+OPTION: b | potatoes {page_082_002.jpg|Three small potatoes}
+OPTION: c | tomatoes {page_082_003.jpg|Three tomatoes}
+OPTION: d | beans {page_082_004.jpg|Open bean pods showing green beans inside}
+OPTION: e | carrots {page_082_005.jpg|Two carrots with green leafy tops}
+OPTION: f | squash {page_082_006.jpg|An assortment of squash vegetables including yellow squash and zucchini}
+OPTION: g | corn {page_082_007.jpg|An ear of corn partly peeled from its husk}
+OPTION: h | lettuce {page_082_008.jpg|Heads of fresh lettuce}
 
-OPTION: a | onions {page_082_001.jpg}
-OPTION: b | potatoes {page_082_002.jpg}
-OPTION: c | tomatoes {page_082_003.jpg}
-OPTION: d | beans {page_082_004.jpg}
-OPTION: e | carrots {page_082_005.jpg}
-OPTION: f | squash {page_082_006.jpg}
-OPTION: g | corn {page_082_007.jpg}
-OPTION: h | lettuce {page_082_008.jpg}
-
-PROMPT: corn {bk05-l4a-f2-01-q.mp3}
+PROMPT: corn {bk05-l4a-f2-01.mp3}
 ANSWER: g
-FEEDBACK: {bk05-l4a-f2-01-a.mp3}
 
-PROMPT: tomatoes {bk05-l4a-f2-02-q.mp3}
+PROMPT: tomatoes {bk05-l4a-f2-02.mp3}
 ANSWER: c
-FEEDBACK: {bk05-l4a-f2-02-a.mp3}
 
-PROMPT: squash {bk05-l4a-f2-03-q.mp3}
+PROMPT: squash {bk05-l4a-f2-03.mp3}
 ANSWER: f
-FEEDBACK: {bk05-l4a-f2-03-a.mp3}
 
-PROMPT: lettuce {bk05-l4a-f2-04-q.mp3}
+PROMPT: lettuce {bk05-l4a-f2-04.mp3}
 ANSWER: h
-FEEDBACK: {bk05-l4a-f2-04-a.mp3}
 
-PROMPT: onions {bk05-l4a-f2-05-q.mp3}
+PROMPT: onions {bk05-l4a-f2-05.mp3}
 ANSWER: a
-FEEDBACK: {bk05-l4a-f2-05-a.mp3}
 
-PROMPT: carrots {bk05-l4a-f2-06-q.mp3}
+PROMPT: carrots {bk05-l4a-f2-06.mp3}
 ANSWER: e
-FEEDBACK: {bk05-l4a-f2-06-a.mp3}
 
-PROMPT: potatoes {bk05-l4a-f2-07-q.mp3}
+PROMPT: potatoes {bk05-l4a-f2-07.mp3}
 ANSWER: b
-FEEDBACK: {bk05-l4a-f2-07-a.mp3}
 
-PROMPT: beans {bk05-l4a-f2-08-q.mp3}
+PROMPT: beans {bk05-l4a-f2-08.mp3}
 ANSWER: d
-FEEDBACK: {bk05-l4a-f2-08-a.mp3}
 
-# SKIPPED (book): ST "WHAT DID YOU BUY AT THE STORE?" — cumulative chain repetition game for the classroom, no fixed printed items.
-
-# Source: LLA 4A Figure 3 (word pass — context story follows immediately)
-$DIALOGUE Lunch Words
-ID: 4a-f3
-INTRO: Next, lunch. Here are the words you'll need — sandwich, cheese, slices and more. Listen and repeat each one; you'll hear them all in a story next.
-INSTRUCTION: Repeat each word.
-REPEAT
+# Source: LLA 4A Figure 3
+$DIALOGUE Linda's Lunch {page_083_001.jpg|A woman preparing a sandwich at a kitchen table with bread, ham, cheese, and a glass labeled}
+ID: 5-4a-f3-story
+INTRO: Linda is making her lunch. Just listen to the story — the questions come next.
+INSTRUCTION: Listen to the story.
 
 VOCAB: sandwich
-LINE: sandwich {bk05-l4a-f3-01.mp3}
-LINE: sandwiches {bk05-l4a-f3-02.mp3}
+LINE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-01.mp3}
 
 VOCAB: to make
-LINE: make {bk05-l4a-f3-03.mp3}
-LINE: made {bk05-l4a-f3-04.mp3}
+LINE: She's making the sandwich now. {bk05-l4a-f3-02.mp3}
 
 VOCAB: cheese
-LINE: cheese {bk05-l4a-f3-05.mp3}
-
 VOCAB: between
-LINE: between {bk05-l4a-f3-06.mp3}
-
 VOCAB: piece
-LINE: piece {bk05-l4a-f3-07.mp3}
-LINE: pieces {bk05-l4a-f3-08.mp3}
+LINE: She's putting some meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-03.mp3}
 
 VOCAB: slice
-LINE: slice {bk05-l4a-f3-09.mp3}
-LINE: slices {bk05-l4a-f3-10.mp3}
-
 VOCAB: ham
-LINE: ham {bk05-l4a-f3-11.mp3}
+LINE: There are two slices of ham, one slice of cheese, two tomato slices, and some pieces of lettuce on her sandwich. {bk05-l4a-f3-04.mp3}
 
 VOCAB: glass
-LINE: glass {bk05-l4a-f3-12.mp3}
-LINE: glasses {bk05-l4a-f3-13.mp3}
+LINE: In a minute, she'll put some milk in a glass and drink a glass of milk with her sandwich. {bk05-l4a-f3-05.mp3}
 
-# Source: LLA 4A Figure 3 (paragraph)
-$DIALOGUE Linda's Lunch {page_083_001.jpg}
-ID: 4a-f3-b
-INTRO: Linda is making her lunch. Look at the picture and listen to what goes on that sandwich. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-14.mp3}
-LINE: She's making the sandwich now. {bk05-l4a-f3-15.mp3}
-LINE: She's putting some meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-16.mp3}
-LINE: There are 2 slices of ham, 1 slice of cheese, 2 tomato slices, and some pieces of lettuce on her sandwich. {bk05-l4a-f3-17.mp3}
-LINE: In a minute, she'll put some milk in a glass and drink a glass of milk with her sandwich. {bk05-l4a-f3-18.mp3}
-
-# Source: LLA 4A Figure 3 (Q&A)
-$PRODUCE Questions About Linda's Lunch {page_083_001.jpg}
-ID: 4a-f3-c
-REFERENCE
-INTRO: Now answer questions about Linda's lunch. Say a full sentence, then repeat the correct answer. You can review the story if you need it.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4A Figure 3 (questions)
+$PRODUCE Questions About Linda's Lunch
+ID: 5-4a-f3
+REFERENCE: 5-4a-f3-story
+INTRO: Linda takes her sandwich seriously — so should you. Answer each question aloud in a complete sentence, then repeat the model answer. Open the story if you need it.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What will Linda eat for lunch today? {bk05-l4a-f3-19-q.mp3}
-RESPONSE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-19-a.mp3}
+PROMPT: What will Linda eat for lunch today? {bk05-l4a-f3-06-q.mp3}
+RESPONSE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-06-a.mp3}
 
-PROMPT: What is she doing now? {bk05-l4a-f3-20-q.mp3}
-RESPONSE: She's making the sandwich now. {bk05-l4a-f3-20-a.mp3}
+PROMPT: What is she doing now? {bk05-l4a-f3-07-q.mp3}
+RESPONSE: She's making the sandwich now. {bk05-l4a-f3-07-a.mp3}
 
-PROMPT: Where is she putting the meat, cheese, and vegetables? {bk05-l4a-f3-21-q.mp3}
-RESPONSE: She's putting the meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-21-a.mp3}
+PROMPT: Where is she putting the meat, cheese, and vegetables? {bk05-l4a-f3-08-q.mp3}
+RESPONSE: She's putting the meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-08-a.mp3}
 
-PROMPT: Are there slices of ham and cheese on her sandwich? {bk05-l4a-f3-22-q.mp3}
-RESPONSE: Yes, there are slices of ham and cheese on her sandwich. {bk05-l4a-f3-22-a.mp3}
+PROMPT: Are there slices of ham and cheese on her sandwich? {bk05-l4a-f3-09-q.mp3}
+RESPONSE: Yes, there are slices of ham and cheese on her sandwich. {bk05-l4a-f3-09-a.mp3}
 
-PROMPT: Are there potato slices on her sandwich? {bk05-l4a-f3-23-q.mp3}
-RESPONSE: No, there are tomato slices on her sandwich. {bk05-l4a-f3-23-a.mp3}
+PROMPT: Are there potato slices on her sandwich? {bk05-l4a-f3-10-q.mp3}
+RESPONSE: No, there are tomato slices on her sandwich. {bk05-l4a-f3-10-a.mp3}
 
-PROMPT: Are there pieces of lettuce on her sandwich? {bk05-l4a-f3-24-q.mp3}
-RESPONSE: Yes, there are pieces of lettuce on her sandwich. {bk05-l4a-f3-24-a.mp3}
+PROMPT: Are there pieces of lettuce on her sandwich? {bk05-l4a-f3-11-q.mp3}
+RESPONSE: Yes, there are pieces of lettuce on her sandwich. {bk05-l4a-f3-11-a.mp3}
 
-PROMPT: What will she put in a glass? {bk05-l4a-f3-25-q.mp3}
-RESPONSE: She'll put some milk in a glass. {bk05-l4a-f3-25-a.mp3}
+PROMPT: What will she put in a glass? {bk05-l4a-f3-12-q.mp3}
+RESPONSE: She'll put some milk in a glass. {bk05-l4a-f3-12-a.mp3}
 
-PROMPT: What will she drink with her sandwich? {bk05-l4a-f3-26-q.mp3}
-RESPONSE: She'll drink a glass of milk with her sandwich. {bk05-l4a-f3-26-a.mp3}
+PROMPT: What will she drink with her sandwich? {bk05-l4a-f3-13-q.mp3}
+RESPONSE: She'll drink a glass of milk with her sandwich. {bk05-l4a-f3-13-a.mp3}
 
-# Source: ST §Instructions: To Make a Sandwich
-$DIALOGUE How to Make a Sandwich
-ID: l4-s30
-INTRO: To finish this part, the official procedure for building a sandwich. Four steps, no special training required. Listen and read.
-INSTRUCTION: Listen and read the instructions.
+$SESSION 4-2: A, An, and The
 
-LINE: First, get two slices of bread. {st-page_114_001.jpg}
-LINE: Next, put a slice of cheese on one slice of bread. {st-page_114_002.jpg}
-LINE: Next, put some lettuce, a slice of onion, and a slice of tomato on the cheese. {st-page_114_003.jpg}
-LINE: Then, put the second slice of bread on the first slice. {st-page_114_004.jpg}
+# Source: LLA 4A Figure 4 (part 1)
+$DIALOGUE Words with "A"
+ID: 5-4a-f4-a
+INTRO: In this part you'll learn when to say "a", "an", and "the". Start by listening and repeating these words with "a".
+INSTRUCTION: Listen and repeat.
+REPEAT
 
-$LESSON 4-2: The Articles A, An, and The
+LINE: A flight. {bk05-l4a-f4-01.mp3}
+LINE: A question. {bk05-l4a-f4-02.mp3}
+LINE: A departure. {bk05-l4a-f4-03.mp3}
+LINE: A chicken. {bk05-l4a-f4-04.mp3}
+LINE: A sentence. {bk05-l4a-f4-05.mp3}
+LINE: A picture. {bk05-l4a-f4-06.mp3}
+LINE: A captain. {bk05-l4a-f4-07.mp3}
+LINE: A vegetable. {bk05-l4a-f4-08.mp3}
+LINE: A minute. {bk05-l4a-f4-09.mp3}
+
+# Source: LLA 4A Figure 4 (part 2)
+$DIALOGUE Words with "An"
+ID: 5-4a-f4-b
+INTRO: Now the words that take "an" — they all begin with a vowel sound. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: An airline. {bk05-l4a-f4-10.mp3}
+LINE: An answer. {bk05-l4a-f4-11.mp3}
+LINE: An arrival. {bk05-l4a-f4-12.mp3}
+LINE: An egg. {bk05-l4a-f4-13.mp3}
+LINE: An example. {bk05-l4a-f4-14.mp3}
+LINE: An ID card. {bk05-l4a-f4-15.mp3}
+LINE: An officer. {bk05-l4a-f4-16.mp3}
+LINE: An onion. {bk05-l4a-f4-17.mp3}
+LINE: An hour. {bk05-l4a-f4-18.mp3}
 
 # Source: ST §An, A, The
 $GRAMMAR A, An, and The
 ID: l4-s4
-INTRO: This part is about three tiny words with a big job — a, an, and the. Here's the whole system; the drills come right after.
+INTRO: Here's the rule behind what you just heard — three little words that do a lot of work.
 
-Use **an** in front of a noun that begins with a vowel *sound*. It is used when the speaker is talking about a thing in general:
+CARD: Use **an** before a noun that begins with a vowel *sound* — like "hour", where the "h" is silent. Use it when you mean the thing in general.
+{an aunt}
+{an orange}
+{an egg}
+{an uncle}
+{an I.D. card}
+{an hour}
 
-{an aunt}, {an orange}, {an egg}, {an uncle}, {an I.D. card}, {an hour}*
+CARD: Use **a** before a noun that begins with a consonant sound — again, for a thing in general.
+{a boy}
+{a man}
+{a girl}
+{a woman}
 
-*\*The word "hour" begins with a vowel sound — the h is silent.*
+CARD: Use **the** — with any sound — when the speaker and the listener are thinking about the same specific person or thing.
+{the student}
+{the office}
+{the teachers}
+{the bananas}
 
-Use **a** in front of a noun that begins with a consonant sound. It is also used when talking about a thing in general:
+SUMMARY:
+| Article | When to use it | Examples |
+|---|---|---|
+| an | vowel sound, thing in general | an egg, an hour |
+| a | consonant sound, thing in general | a boy, a woman |
+| the | a specific one both people know, any sound | the student, the office |
 
-{a boy}, {a man}, {a girl}, {a woman}
-
-Use **the** in front of a noun that begins with any sound. It is used for specific things — when the speaker and the listener are thinking about the same persons or things:
-
-{the student}, {the office}, {the teachers}, {the bananas}
-
-# Source: LLA 4A Figure 4
-$DIALOGUE A or An — Listen and Repeat
-ID: 4a-f4
-INTRO: Listen to a and an with these words, and repeat each one. Your ear will learn the rule faster than your eyes will.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: a flight {bk05-l4a-f4-01.mp3}
-LINE: a question {bk05-l4a-f4-02.mp3}
-LINE: a departure {bk05-l4a-f4-03.mp3}
-LINE: a chicken {bk05-l4a-f4-04.mp3}
-LINE: a sentence {bk05-l4a-f4-05.mp3}
-LINE: a picture {bk05-l4a-f4-06.mp3}
-LINE: a captain {bk05-l4a-f4-07.mp3}
-LINE: a vegetable {bk05-l4a-f4-08.mp3}
-LINE: a minute {bk05-l4a-f4-09.mp3}
-LINE: an airline {bk05-l4a-f4-10.mp3}
-LINE: an answer {bk05-l4a-f4-11.mp3}
-LINE: an arrival {bk05-l4a-f4-12.mp3}
-LINE: an egg {bk05-l4a-f4-13.mp3}
-LINE: an example {bk05-l4a-f4-14.mp3}
-LINE: an I.D. card {bk05-l4a-f4-15.mp3}
-LINE: an officer {bk05-l4a-f4-16.mp3}
-LINE: an onion {bk05-l4a-f4-17.mp3}
-LINE: an hour {bk05-l4a-f4-18.mp3}
-
-# Source: ST §He's an Agent.
-$DIALOGUE Robert Is a Travel Agent
+# Source: ST §He's an Agent
+$DIALOGUE He's an Agent
 ID: l4-s5
-INTRO: Read these sentences about Robert the travel agent. Notice every a and an as you go.
-INSTRUCTION: Read the sentences.
+INTRO: Robert the travel agent will help us practice "a" and "an". Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 LINE: Robert is an agent. He's a travel agent.
 LINE: He has an office downtown.
@@ -277,24 +231,24 @@ LINE: Robert visits Henry an evening a month.
 LINE: They visit together for an hour. Then they go to a restaurant.
 
 # Source: LLA 4A Figure 5
-$PRODUCE Fill In: A or An
-ID: 4a-f5
+$PRODUCE Travel Agencies: "A" or "An"
+ID: 5-4a-f5
+INTRO: Listen to a paragraph about travel agencies, one sentence at a time, and type the missing words with "a" or "an".
+INSTRUCTION: Type the missing words.
 INPUT: type
 CHECK: exact
-INTRO: Listen to the paragraph about travel agents. Type the missing words with a or an, then repeat the full sentence.
-INSTRUCTION: Type the missing words.
-REPEAT
+HIDE_PROMPT
 
 PROMPT: A travel agent can make an airline reservation for you. {bk05-l4a-f5-01.mp3}
 TEMPLATE: ____{A travel agent} can make ____{an airline} reservation for you.
 RESPONSE: A travel agent can make an airline reservation for you. {bk05-l4a-f5-01.mp3}
 
 PROMPT: He or she can sell you a ticket for your trip on an airplane too. {bk05-l4a-f5-02.mp3}
-TEMPLATE: He or she can sell you ____{a ticket} for your trip on ____{an airplane} too.
+TEMPLATE: He or she can sell you ____{a ticket} for your trip on ____{an airplane}, too.
 RESPONSE: He or she can sell you a ticket for your trip on an airplane too. {bk05-l4a-f5-02.mp3}
 
 PROMPT: An agent works in an office. {bk05-l4a-f5-03.mp3}
-TEMPLATE: ____{An agent} works in ____{an office}.
+TEMPLATE: ____{An agent} works in ____{an} office.
 RESPONSE: An agent works in an office. {bk05-l4a-f5-03.mp3}
 
 PROMPT: Sometimes the office is in a big building downtown. {bk05-l4a-f5-04.mp3}
@@ -302,13 +256,13 @@ TEMPLATE: Sometimes the office is in ____{a} big ____{building} downtown.
 RESPONSE: Sometimes the office is in a big building downtown. {bk05-l4a-f5-04.mp3}
 
 PROMPT: It can be on an Air Force base, a Navy base, or an Army post too. {bk05-l4a-f5-05.mp3}
-TEMPLATE: It can be on ____{an Air Force} base, ____{a Navy} base, or ____{an Army} post too.
+TEMPLATE: It can be on ____{an Air Force} base, ____{a Navy} base, or ____{an Army} post, too.
 RESPONSE: It can be on an Air Force base, a Navy base, or an Army post too. {bk05-l4a-f5-05.mp3}
 
-# Source: ST §Mary Ann Is Cooking a Big Meal.
-$PRODUCE Mary Ann Is Cooking a Big Meal
+# Source: ST §Mary Ann Is Cooking a Big Meal
+$PRODUCE Mary Ann Is Cooking: "A" or "An"
 ID: l4-s6
-INTRO: Mary Ann is cooking a big dinner for Pam and Rob. Type a or an in each blank.
+INTRO: Mary Ann is cooking a big dinner. Type "a" or "an" in each blank.
 INSTRUCTION: Type "a" or "an" in each blank.
 INPUT: type
 CHECK: exact
@@ -329,9 +283,9 @@ TEMPLATE: Rob and Pam will come in ____{an} hour.
 RESPONSE: Rob and Pam will come in an hour.
 
 # Source: LLA 4A Figure 6
-$DIALOGUE A or The — Listen and Repeat
-ID: 4a-f6
-INTRO: Now a versus the. First mention: a. Second mention, when you both know which one: the. Listen to these pairs and repeat.
+$DIALOGUE Sentence Pairs with "A" and "The"
+ID: 5-4a-f6
+INTRO: Listen to pairs of sentences. The first mention takes "a" — the second takes "the", because now we both know which one we mean. Repeat each pair.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -343,21 +297,80 @@ LINE: Airman White asked a question. Sergeant Green answered the question. {bk05
 LINE: Kay called a travel agent. The travel agent made Kay's reservations. {bk05-l4a-f6-06.mp3}
 
 # Source: ST §The, A, An
-$DIALOGUE A Student, The Student
+$DIALOGUE Comparing "A" and "The"
 ID: l4-s7
-INTRO: Read these sentence pairs. A thing in general takes a; a specific thing you both know takes the.
-INSTRUCTION: Read the sentences.
+INTRO: Read and compare each pair of sentences. Notice when it's "a" and when it's "the".
+INSTRUCTION: Read and compare the sentences.
 
-LINE: A student is outside. The student from England is outside.
-LINE: There's a desk in the room. The desk belongs to Jack.
-LINE: A student is sleeping in the barracks. The new student is sleeping in the barracks.
-LINE: There are two classrooms in Building D. He locked the classrooms in Building D.
-LINE: She bought some onions. She put the onions on the table.
+LINE: A student is outside.
+LINE: The student from England is outside.
 
-# Source: ST §George Went to the Store.
-$PRODUCE George Went to the Store
+LINE: There's a desk in the room.
+LINE: The desk belongs to Jack.
+
+LINE: A student is sleeping in the barracks.
+LINE: The new student is sleeping in the barracks.
+
+LINE: There are two classrooms in Building D.
+LINE: He locked the classrooms in Building D.
+
+LINE: She bought some onions.
+LINE: She put the onions on the table.
+
+# Source: LLA 4A Figure 7
+$SELECT Choose the Best Answer
+ID: 5-4a-f7
+INTRO: Listen to each question and tap the best answer — "a" or "the" makes the difference. Then repeat the complete sentence.
+INSTRUCTION: Tap the best answer.
+REPEAT
+
+EXAMPLE
+PROMPT: Where do you learn English? {bk05-l4a-f7-ex-q.mp3}
+OPTION: a | in a room
+OPTION: b | in the classroom
+ANSWER: b
+FEEDBACK: We learn English in the classroom. {bk05-l4a-f7-ex-a.mp3}
+
+PROMPT: Which car belongs to Jack? {bk05-l4a-f7-01-q.mp3}
+OPTION: a | a new one
+OPTION: b | the blue one
+ANSWER: b
+FEEDBACK: The blue car belongs to Jack. {bk05-l4a-f7-01-a.mp3}
+
+PROMPT: Which flight will you leave on? {bk05-l4a-f7-02-q.mp3}
+OPTION: a | the next flight
+OPTION: b | a good flight
+ANSWER: a
+FEEDBACK: I'll leave on the next flight. {bk05-l4a-f7-02-a.mp3}
+
+PROMPT: When did you call Jan? {bk05-l4a-f7-03-q.mp3}
+OPTION: a | a day this week
+OPTION: b | the day before yesterday
+ANSWER: b
+FEEDBACK: I called Jan the day before yesterday. {bk05-l4a-f7-03-a.mp3}
+
+PROMPT: How much does a salad cost? {bk05-l4a-f7-04-q.mp3}
+OPTION: a | a dollar
+OPTION: b | the dollar
+ANSWER: a
+FEEDBACK: A salad costs a dollar. {bk05-l4a-f7-04-a.mp3}
+
+PROMPT: Which answer did you circle? {bk05-l4a-f7-05-q.mp3}
+OPTION: a | a short answer
+OPTION: b | the second answer
+ANSWER: b
+FEEDBACK: I circled the second answer. {bk05-l4a-f7-05-a.mp3}
+
+PROMPT: What is Tom? {bk05-l4a-f7-06-q.mp3}
+OPTION: a | an enlisted man
+OPTION: b | the enlisted man
+ANSWER: a
+FEEDBACK: Tom is an enlisted man. {bk05-l4a-f7-06-a.mp3}
+
+# Source: ST §George Went to the Store
+$PRODUCE George Went Shopping: "A" or "The"
 ID: l4-s8
-INTRO: George went shopping on Saturday. Type a or the in each blank.
+INTRO: George went shopping on Saturday. Type "a" or "the" in each blank.
 INSTRUCTION: Type "a" or "the" in each blank.
 INPUT: type
 CHECK: exact
@@ -380,422 +393,414 @@ RESPONSE: The store didn't have the soap he likes.
 TEMPLATE: He will have to go to ____{a} different store to buy that.
 RESPONSE: He will have to go to a different store to buy that.
 
-# Source: LLA 4A Figure 7
-$SELECT Choose the Best Answer
-ID: 4a-f7
-INTRO: Listen to each question and tap the best answer — a or the makes the difference. Then repeat the correct sentence.
-INSTRUCTION: Tap the correct answer.
+# Source: ST §Boat / Vote
+$DIALOGUE Sounds: "B" and "V"
+ID: l4-s9
+INTRO: Time for your ears: "b" and "v" sound close in English. Listen and repeat each pair of words.
+INSTRUCTION: Listen and repeat each word pair.
 REPEAT
 
-EXAMPLE
-PROMPT: Where do you learn English? {bk05-l4a-f7-ex-q.mp3}
-OPTION: a | in a room
-OPTION: b | in the classroom {bk05-l4a-f7-ex-a.mp3}
-ANSWER: b
+LINE: boat ... vote
+LINE: berry ... very
+LINE: bet ... vet
+LINE: ban ... van
+LINE: base ... vase
+LINE: robe ... rove
+LINE: bat ... vat
+LINE: swab ... suave
 
-PROMPT: Which car belongs to Jack? {bk05-l4a-f7-01-q.mp3}
-OPTION: a | a new one
-OPTION: b | the blue one {bk05-l4a-f7-01-a.mp3}
-ANSWER: b
+# Source: ST §Write: ll
+$PRODUCE Spelling with "ll"
+ID: l4-s10
+INTRO: Some English words are spelled with a double "l". Type "ll" to complete each word.
+INSTRUCTION: Type "ll" to complete each word.
+INPUT: type
+CHECK: exact
 
-PROMPT: Which flight will you leave on? {bk05-l4a-f7-02-q.mp3}
-OPTION: a | the next flight {bk05-l4a-f7-02-a.mp3}
-OPTION: b | a good flight
-ANSWER: a
+TEMPLATE: do____{ll}ar
+RESPONSE: dollar
+ACCEPT: ll
 
-PROMPT: When did you call Jan? {bk05-l4a-f7-03-q.mp3}
-OPTION: a | a day this week
-OPTION: b | the day before yesterday {bk05-l4a-f7-03-a.mp3}
-ANSWER: b
+TEMPLATE: se____{ll}ing
+RESPONSE: selling
+ACCEPT: ll
 
-PROMPT: How much does a salad cost? {bk05-l4a-f7-04-q.mp3}
-OPTION: a | a dollar {bk05-l4a-f7-04-a.mp3}
-OPTION: b | the dollar
-ANSWER: a
+TEMPLATE: ca____{ll}ed
+RESPONSE: called
+ACCEPT: ll
 
-PROMPT: Which answer did you circle? {bk05-l4a-f7-05-q.mp3}
-OPTION: a | a short answer
-OPTION: b | the second answer {bk05-l4a-f7-05-a.mp3}
-ANSWER: b
+TEMPLATE: sma____{ll}
+RESPONSE: small
+ACCEPT: ll
 
-PROMPT: What is Tom? {bk05-l4a-f7-06-q.mp3}
-OPTION: a | an enlisted man {bk05-l4a-f7-06-a.mp3}
-OPTION: b | the enlisted man
-ANSWER: a
+TEMPLATE: pi____{ll}ow
+RESPONSE: pillow
+ACCEPT: ll
 
-$LESSON 4-3: Containers, Much and Many
+TEMPLATE: fa____{ll}
+RESPONSE: fall
+ACCEPT: ll
 
-# Source: ST §What Did Ann Buy?
-$DIALOGUE What Did Ann Buy?
-ID: l4-s2
-INTRO: In this part you'll learn to count things that come in containers — bars of soap, tubes of toothpaste, cans of tomatoes — and the words many and much. First, Ann goes shopping. Listen and repeat.
-INSTRUCTION: Listen and repeat the words and sentences.
-REPEAT
+TEMPLATE: he____{ll}o
+RESPONSE: hello
+ACCEPT: ll
 
-VOCAB: a piece
-VOCAB: paper
-LINE: Ann has a piece of paper. It has the things she needs from the store. {st-page_089_001.jpg}
+TEMPLATE: wa____{ll}
+RESPONSE: wall
+ACCEPT: ll
 
-VOCAB: a slice
-LINE: Ann ate a slice of bread. Then she went to the store. {st-page_089_002.jpg}
+TEMPLATE: we____{ll}
+RESPONSE: well
+ACCEPT: ll
 
-VOCAB: a bar
-VOCAB: candy
-LINE: Ann bought a bar of soap and a candy bar for her son. {st-page_090_001.jpg}
+TEMPLATE: ga____{ll}on
+RESPONSE: gallon
+ACCEPT: ll
 
-VOCAB: a bottle
-LINE: She bought a bottle of shampoo and a bottle of milk. {st-page_090_002.jpg}
+$SESSION 4-3: Containers, Much and Many, and Measures
 
-VOCAB: a tube
-LINE: She bought a tube of toothpaste. {st-page_090_003.jpg}
+# Source: LLA 4B Figure 1
+# DROPPED (ST): "What Did Ann Buy?" — TTS twin of this cassette containers presentation (can, dozen, bottle, tube, bar, half; same role and modality); cassette kept. Ann's distinct "piece/slice" items are already taught in Linda's Lunch.
+$DIALOGUE Linda Needs a Dozen Eggs
+ID: 5-4b-f1
+INTRO: In this part: containers, amounts, and the words "much" and "many". First, Linda is going shopping — again. Listen to what she needs to buy.
+INSTRUCTION: Listen to the story.
 
-VOCAB: a can
-LINE: She bought a can of tomatoes. {st-page_090_004.jpg}
+LINE: Linda will go to the store after lunch. {bk05-l4b-f1-01.mp3}
 
-VOCAB: a dozen
-LINE: She bought two dozen eggs {st-page_090_005.jpg}
+VOCAB: can
+LINE: She needs one can of coffee and three cans of orange juice. {page_087_001.jpg|A tin can labeled "1 LB. MISTER"} {bk05-l4b-f1-02.mp3}
 
+VOCAB: dozen
 VOCAB: half
-LINE: and a half dozen pencils, too. {st-page_090_006.jpg}
+LINE: She needs a dozen eggs and half a dozen pears, too. {page_087_003.jpg|A group of twelve eggs} {bk05-l4b-f1-03.mp3}
 
-# Source: LLA 4B Figure 1 (word pass — kept after Ann's sentence panel as pronunciation practice)
-$DIALOGUE Container Words — Pronunciation
-ID: 4b-f1
-INTRO: Now the container words on their own. Listen and repeat each one for pronunciation.
-INSTRUCTION: Repeat each word.
-REPEAT
+VOCAB: bottle
+LINE: She needs to buy one bottle of water and two bottles of apple juice. {page_087_005.jpg|A large plastic container labeled "SPRING WATER"} {bk05-l4b-f1-04.mp3}
 
-LINE: Can. {bk05-l4b-f1-01.mp3}
-LINE: Cans. {bk05-l4b-f1-02.mp3}
-LINE: Dozen. {bk05-l4b-f1-03.mp3}
-LINE: Half. {bk05-l4b-f1-04.mp3}
-LINE: Bottle. {bk05-l4b-f1-05.mp3}
-LINE: Bottles. {bk05-l4b-f1-06.mp3}
-LINE: Tube. {bk05-l4b-f1-07.mp3}
-LINE: Tubes. {bk05-l4b-f1-08.mp3}
-LINE: Paper. {bk05-l4b-f1-09.mp3}
-LINE: Cups. {bk05-l4b-f1-10.mp3}
-LINE: Bars. {bk05-l4b-f1-11.mp3}
-LINE: Candy. {bk05-l4b-f1-12.mp3}
-LINE: Bar. {bk05-l4b-f1-13.mp3}
+VOCAB: tube
+LINE: Linda will get a tube of shampoo and two tubes of toothpaste. {page_087_007.jpg|A tube of shampoo} {bk05-l4b-f1-05.mp3}
 
-# Source: LLA 4B Figure 1 (paragraph)
-$DIALOGUE Linda's Shopping List
-ID: 4b-f1-b
-INTRO: Linda has a shopping list too. Listen to everything she needs — the big candy bar at the end is, naturally, essential.
-INSTRUCTION: Listen to the paragraph.
+VOCAB: paper
+VOCAB: cup
+LINE: She'll get toilet paper and a dozen paper cups. {page_087_009.jpg|A roll of toilet paper} {bk05-l4b-f1-06.mp3}
 
-LINE: Linda will go to the store after lunch. {bk05-l4b-f1-14.mp3}
-LINE: She needs 1 can of coffee and 3 cans of orange juice. {page_087_001.jpg} {bk05-l4b-f1-15.mp3}
-LINE: She needs 12 eggs and 6 pears too. {page_087_003.jpg} {bk05-l4b-f1-16.mp3}
-LINE: She needs to buy 1 bottle of water and 2 bottles of apple juice. {page_087_005.jpg} {bk05-l4b-f1-17.mp3}
-LINE: Linda will get a tube of shampoo and 2 tubes of toothpaste. {page_087_007.jpg} {bk05-l4b-f1-18.mp3}
-LINE: She'll get toilet paper and 12 paper cups. {page_087_009.jpg} {bk05-l4b-f1-19.mp3}
-LINE: She'll buy 2 bars of soap too. {page_087_011.jpg} {bk05-l4b-f1-20.mp3}
-LINE: Then she'll buy a big candy bar and eat it after dinner. {page_087_012.jpg} {bk05-l4b-f1-21.mp3}
+VOCAB: bar
+LINE: She'll buy two bars of soap, too. {page_087_011.jpg|Two bars of soap labeled "SOAP"} {bk05-l4b-f1-07.mp3}
 
-# Source: LLA 4B Figure 1 (Q&A)
+VOCAB: candy
+LINE: Then she'll buy a big candy bar and eat it after dinner. {page_087_012.jpg|A chocolate candy bar} {bk05-l4b-f1-08.mp3}
+
+# Source: LLA 4B Figure 1 (questions)
 $PRODUCE Questions About Linda's Shopping
-ID: 4b-f1-c
-REFERENCE
-INTRO: Answer the questions about Linda's list aloud, then repeat the correct answer. You can check the paragraph while you work.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 5-4b-f1-q
+REFERENCE: 5-4b-f1
+INTRO: Answer the questions about Linda's shopping trip aloud, then repeat the model answer. Careful — some of these try to trick you.
+INSTRUCTION: Answer each question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Does Linda need a can of coffee? {bk05-l4b-f1-22-q.mp3}
-RESPONSE: Yes, she needs a can of coffee. {bk05-l4b-f1-22-a.mp3}
+PROMPT: Does Linda need a can of coffee? {bk05-l4b-f1-q01.mp3}
+RESPONSE: Yes, she needs a can of coffee. {bk05-l4b-f1-a01.mp3}
 
-PROMPT: Does she need 1 can of orange juice? {bk05-l4b-f1-23-q.mp3}
-RESPONSE: No, she needs 3 cans of orange juice. {bk05-l4b-f1-23-a.mp3}
+PROMPT: Does she need one can of orange juice? {bk05-l4b-f1-q02.mp3}
+RESPONSE: No, she needs three cans of orange juice. {bk05-l4b-f1-a02.mp3}
 
-PROMPT: Does she need 12 eggs? {bk05-l4b-f1-24-q.mp3}
-RESPONSE: Yes, she needs 12 eggs. {bk05-l4b-f1-24-a.mp3}
+PROMPT: Does she need twelve eggs? {bk05-l4b-f1-q03.mp3}
+RESPONSE: Yes, she needs twelve eggs. {bk05-l4b-f1-a03.mp3}
 
-PROMPT: Does she need 12 pears? {bk05-l4b-f1-25-q.mp3}
-RESPONSE: No, she needs 6 pears. {bk05-l4b-f1-25-a.mp3}
+PROMPT: Does she need twelve pears? {bk05-l4b-f1-q04.mp3}
+RESPONSE: No, she needs six pears. {bk05-l4b-f1-a04.mp3}
 
-PROMPT: Does she need to buy a bottle of water? {bk05-l4b-f1-26-q.mp3}
-RESPONSE: Yes, she needs to buy a bottle of water. {bk05-l4b-f1-26-a.mp3}
+PROMPT: Does she need to buy a bottle of water? {bk05-l4b-f1-q05.mp3}
+RESPONSE: Yes, she needs to buy a bottle of water. {bk05-l4b-f1-a05.mp3}
 
-PROMPT: Does she need to buy 2 bottles of milk? {bk05-l4b-f1-27-q.mp3}
-RESPONSE: No, she needs to buy 2 bottles of apple juice. {bk05-l4b-f1-27-a.mp3}
+PROMPT: Does she need to buy two bottles of milk? {bk05-l4b-f1-q06.mp3}
+RESPONSE: No, she needs to buy two bottles of apple juice. {bk05-l4b-f1-a06.mp3}
 
-PROMPT: Will she get a bottle of shampoo? {bk05-l4b-f1-28-q.mp3}
-RESPONSE: No, she'll get a tube of shampoo. {bk05-l4b-f1-28-a.mp3}
+PROMPT: Will she get a bottle of shampoo? {bk05-l4b-f1-q07.mp3}
+RESPONSE: No, she'll get a tube of shampoo. {bk05-l4b-f1-a07.mp3}
 
-PROMPT: Will she get 2 tubes of toothpaste? {bk05-l4b-f1-29-q.mp3}
-RESPONSE: Yes, she'll get 2 tubes of toothpaste. {bk05-l4b-f1-29-a.mp3}
+PROMPT: Will she get two tubes of toothpaste? {bk05-l4b-f1-q08.mp3}
+RESPONSE: Yes, she'll get two tubes of toothpaste. {bk05-l4b-f1-a08.mp3}
 
-PROMPT: Will she get toilet paper? {bk05-l4b-f1-30-q.mp3}
-RESPONSE: Yes, she'll get toilet paper. {bk05-l4b-f1-30-a.mp3}
+PROMPT: Will she get toilet paper? {bk05-l4b-f1-q09.mp3}
+RESPONSE: Yes, she'll get toilet paper. {bk05-l4b-f1-a09.mp3}
 
-PROMPT: Will she get 2 paper cups? {bk05-l4b-f1-31-q.mp3}
-RESPONSE: No, she'll get 12 paper cups. {bk05-l4b-f1-31-a.mp3}
+PROMPT: Will she get two paper cups? {bk05-l4b-f1-q10.mp3}
+RESPONSE: No, she'll get twelve paper cups. {bk05-l4b-f1-a10.mp3}
 
-PROMPT: Will she buy 2 boxes of soap? {bk05-l4b-f1-32-q.mp3}
-RESPONSE: No, she'll buy 2 bars of soap. {bk05-l4b-f1-32-a.mp3}
+PROMPT: Will she buy two boxes of soap? {bk05-l4b-f1-q11.mp3}
+RESPONSE: No, she'll buy two bars of soap. {bk05-l4b-f1-a11.mp3}
 
-PROMPT: When will she eat her candy bar? {bk05-l4b-f1-33-q.mp3}
-RESPONSE: She'll eat her candy bar after dinner. {bk05-l4b-f1-33-a.mp3}
+PROMPT: When will she eat her candy bar? {bk05-l4b-f1-q12.mp3}
+RESPONSE: She'll eat her candy bar after dinner. {bk05-l4b-f1-a12.mp3}
 
-# Source: ST §I Have a Piece of Chalk. (recast with subject + verb cues to scaffold production)
-$PRODUCE Sentences with Pieces, Slices, and Bars
+# Source: ST §I Have a Piece of Chalk (recast: bare-cue sentence invention scaffolded into fill-ins)
+$PRODUCE A Piece, a Slice, a Bar
 ID: l4-s3
-INTRO: Your turn to build sentences. You'll see a subject, a verb, and a quantity phrase — say them as one full sentence.
-INSTRUCTION: Say one sentence using the subject, verb, and phrase.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any grammatical sentence that uses the cued subject and verb with the cued quantity phrase; small additions or changes in word order are fine, but the "of" phrase must be formed correctly.
+INTRO: Cans, bars, tubes, slices — English measures almost everything. Type the container or measure word that fits each sentence.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
 
 EXAMPLE
-TEMPLATE: the teacher / needs — a piece of chalk
+TEMPLATE: The teacher needs a ____ of chalk.
 RESPONSE: The teacher needs a piece of chalk.
+ACCEPT: piece
 
-TEMPLATE: I / need — three pieces of chicken
-RESPONSE: I need three pieces of chicken.
+TEMPLATE: I ate three ____ of chicken for dinner.
+RESPONSE: I ate three pieces of chicken for dinner.
+ACCEPT: pieces
 
-TEMPLATE: he / ate — a slice of tomato
-RESPONSE: He ate a slice of tomato.
+TEMPLATE: Put a ____ of tomato on my sandwich.
+RESPONSE: Put a slice of tomato on my sandwich.
+ACCEPT: slice
 
-TEMPLATE: she / bought — two bars of soap
-RESPONSE: She bought two bars of soap.
+TEMPLATE: She bought two ____ of soap at the store.
+RESPONSE: She bought two bars of soap at the store.
+ACCEPT: bars
 
-TEMPLATE: we / need — a bottle of water
-RESPONSE: We need a bottle of water.
+TEMPLATE: He drank a ____ of water after running.
+RESPONSE: He drank a bottle of water after running.
+ACCEPT: bottle | glass | cup
 
-TEMPLATE: Ann / has — a piece of paper
-RESPONSE: Ann has a piece of paper.
+TEMPLATE: May I have a ____ of paper?
+RESPONSE: May I have a piece of paper?
+ACCEPT: piece | sheet
 
-TEMPLATE: I / bought — a tube of toothpaste
-RESPONSE: I bought a tube of toothpaste.
+TEMPLATE: We need a new ____ of toothpaste.
+RESPONSE: We need a new tube of toothpaste.
+ACCEPT: tube
 
-TEMPLATE: they / ate — a can of green beans
-RESPONSE: They ate a can of green beans.
+TEMPLATE: She opened a ____ of green beans for lunch.
+RESPONSE: She opened a can of green beans for lunch.
+ACCEPT: can
 
-TEMPLATE: he / used — half a bottle of shampoo
-RESPONSE: He used half a bottle of shampoo.
+TEMPLATE: There is only half a ____ of shampoo left.
+RESPONSE: There is only half a bottle of shampoo left.
+ACCEPT: bottle | tube
 
-TEMPLATE: she / bought — half a dozen eggs
-RESPONSE: She bought half a dozen eggs.
+TEMPLATE: I bought half a ____ of eggs.
+RESPONSE: I bought half a dozen eggs.
+ACCEPT: dozen
 
-TEMPLATE: he / wants — a candy bar
-RESPONSE: He wants a candy bar.
+TEMPLATE: The boy wants a ____ bar.
+RESPONSE: The boy wants a candy bar.
+ACCEPT: candy
 
-# Source: ST §Many / Much
+# Source: ST §Many and Much
 $GRAMMAR Many and Much
 ID: l4-s13
-INTRO: Two words that both mean "a lot of": many for things you can count, much for things you can't. Here's the split before we drill it.
-
-**Many** is used with nouns you can count. It means "a lot of":
+INTRO: Two words for "a lot": here's when to use "many" and when to use "much".
 
+CARD: **Many** is used with nouns you can count. It means "a lot of".
 {He has many books.}
 {Do they have many children?}
 {We didn't see many pilots there.}
 
-**Much** is used with nouns you cannot count. It also means "a lot of", and it is used in negative sentences and questions:
-
+CARD: **Much** is used with nouns you cannot count — mostly in negative sentences and questions. It also means "a lot of".
 {He didn't drink much coffee.}
 {Did he have much work last week?}
 
-# Source: ST §They Have Many Children.
-$DIALOGUE Many and Much — Read the Sentences
-ID: l4-s14
-INTRO: Read these sentences. Count nouns take many; everything else takes much.
-INSTRUCTION: Read the sentences.
+SUMMARY:
+| Word | Used with | Example |
+|---|---|---|
+| many | count nouns | many books, many children |
+| much | non-count nouns (negatives, questions) | much coffee, much work |
 
+# Source: ST §They Have Many Children
+$DIALOGUE Many and Much in Sentences
+ID: l4-s14
+INTRO: Now hear the rule at work. Listen and repeat these sentences with "many" and "much".
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: many
 LINE: She has many shoes.
 LINE: He doesn't have many clothes.
 LINE: Do they have many children?
 LINE: They can't play many sports.
+
+VOCAB: much
 LINE: Ted doesn't have much time.
 LINE: The bottle doesn't have much milk in it.
 LINE: Will you have much homework this weekend?
 LINE: Did Jane have much money in her pocket?
 
-# SKIPPED (book): ST "THERE ARE MANY STUDENTS HERE." — instructor reads a sentence for students to change; no printed items. Dropped.
+# SKIPPED (book): "THERE ARE MANY STUDENTS HERE." (p. 97) — instructor-read transformation drill; stimulus sentences not printed. Dropped.
 
-# Source: LLA 4B Figure 2 (word pass)
-$DIALOGUE Many and Much — Listen
-ID: 4b-f2
-INTRO: Two small words. Listen and repeat them — then we'll put them to work.
-INSTRUCTION: Repeat the words.
-REPEAT
-
-LINE: Many. {bk05-l4b-f2-01.mp3}
-LINE: Much. {bk05-l4b-f2-02.mp3}
-
-# Source: LLA 4B Figure 2 (sentences)
+# Source: LLA 4B Figure 2
 $PRODUCE Say It with Many or Much
-ID: 4b-f2-b
-INTRO: You'll hear a sentence with "a lot of" or "a little". Listen, then repeat the second sentence — the same idea with many or much.
-INSTRUCTION: Listen and repeat the second sentence.
+ID: 5-4b-f2
+INTRO: Listen to the first sentence, then say it again using "many" or "much", and repeat the model answer.
+INSTRUCTION: Listen, then repeat the second sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Tom has a lot of friends. {bk05-l4b-f2-03-q.mp3}
-RESPONSE: He has many friends. {bk05-l4b-f2-03-a.mp3}
+PROMPT: Tom has a lot of friends. {bk05-l4b-f2-01-q.mp3}
+RESPONSE: He has many friends. {bk05-l4b-f2-01-a.mp3}
 
-PROMPT: Captain Hill speaks 7 languages. {bk05-l4b-f2-04-q.mp3}
-RESPONSE: She speaks many languages. {bk05-l4b-f2-04-a.mp3}
+PROMPT: Captain Hill speaks seven languages. {bk05-l4b-f2-02-q.mp3}
+RESPONSE: She speaks many languages. {bk05-l4b-f2-02-a.mp3}
 
-PROMPT: A lot of civilians work at the base. {bk05-l4b-f2-05-q.mp3}
-RESPONSE: Many civilians work at the base. {bk05-l4b-f2-05-a.mp3}
+PROMPT: A lot of civilians work at the base. {bk05-l4b-f2-03-q.mp3}
+RESPONSE: Many civilians work at the base. {bk05-l4b-f2-03-a.mp3}
 
-PROMPT: There were only a few customers in the store. {bk05-l4b-f2-06-q.mp3}
-RESPONSE: There weren't many customers in the store. {bk05-l4b-f2-06-a.mp3}
+PROMPT: There were only a few customers in the store. {bk05-l4b-f2-04-q.mp3}
+RESPONSE: There weren't many customers in the store. {bk05-l4b-f2-04-a.mp3}
 
-PROMPT: Will there be a lot of questions on the test? {bk05-l4b-f2-07-q.mp3}
-RESPONSE: Will there be many questions on the test? {bk05-l4b-f2-07-a.mp3}
+PROMPT: Will there be a lot of questions on the test? {bk05-l4b-f2-05-q.mp3}
+RESPONSE: Will there be many questions on the test? {bk05-l4b-f2-05-a.mp3}
 
-PROMPT: Terry doesn't drink a lot of coffee. {bk05-l4b-f2-08-q.mp3}
-RESPONSE: He doesn't drink much coffee. {bk05-l4b-f2-08-a.mp3}
+PROMPT: Terry doesn't drink a lot of coffee. {bk05-l4b-f2-06-q.mp3}
+RESPONSE: He doesn't drink much coffee. {bk05-l4b-f2-06-a.mp3}
 
-PROMPT: Jan ate only a little soup. {bk05-l4b-f2-09-q.mp3}
-RESPONSE: She didn't eat much soup. {bk05-l4b-f2-09-a.mp3}
+PROMPT: Jan ate only a little soup. {bk05-l4b-f2-07-q.mp3}
+RESPONSE: She didn't eat much soup. {bk05-l4b-f2-07-a.mp3}
 
-PROMPT: I have 2 quarters and a nickel. {bk05-l4b-f2-10-q.mp3}
-RESPONSE: I don't have much money. {bk05-l4b-f2-10-a.mp3}
+PROMPT: I have two quarters and a nickel. {bk05-l4b-f2-08-q.mp3}
+RESPONSE: I don't have much money. {bk05-l4b-f2-08-a.mp3}
 
-PROMPT: We only have a little milk. {bk05-l4b-f2-11-q.mp3}
-RESPONSE: We don't have much milk. {bk05-l4b-f2-11-a.mp3}
+PROMPT: We only have a little milk. {bk05-l4b-f2-09-q.mp3}
+RESPONSE: We don't have much milk. {bk05-l4b-f2-09-a.mp3}
 
-PROMPT: Do you play a lot of tennis? {bk05-l4b-f2-12-q.mp3}
-RESPONSE: Do you play much tennis? {bk05-l4b-f2-12-a.mp3}
+PROMPT: Do you play a lot of tennis? {bk05-l4b-f2-10-q.mp3}
+RESPONSE: Do you play much tennis? {bk05-l4b-f2-10-a.mp3}
 
 # Source: LLA 4B Figure 3
 $PRODUCE Ask a Question with Many or Much
-ID: 4b-f3
-INTRO: Now make questions. You'll hear a sentence and a new word — ask about the new word using many or much, then repeat the correct question.
-INSTRUCTION: Ask a question.
+ID: 5-4b-f3
+INTRO: You'll hear a sentence and a cue word. Ask a question with "many" or "much" about the cue, then repeat the model answer.
+INSTRUCTION: Ask a question using the cue word.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: Jan didn't buy many apples. (oranges)
+TEMPLATE: Jan didn't buy many *apples*. (oranges)
 PROMPT: Jan didn't buy many apples. Oranges. {bk05-l4b-f3-ex1-q.mp3}
 RESPONSE: Did she buy many oranges? {bk05-l4b-f3-ex1-a.mp3}
 
 EXAMPLE
-TEMPLATE: Tom can't eat much beef. (fish)
+TEMPLATE: Tom can't eat much *beef*. (fish)
 PROMPT: Tom can't eat much beef. Fish. {bk05-l4b-f3-ex2-q.mp3}
 RESPONSE: Can he eat much fish? {bk05-l4b-f3-ex2-a.mp3}
 
-TEMPLATE: Can she drink ____? (tea)
+TEMPLATE: Linda can't drink much *coffee*. (tea)
 PROMPT: Linda can't drink much coffee. Tea. {bk05-l4b-f3-01-q.mp3}
 RESPONSE: Can she drink much tea? {bk05-l4b-f3-01-a.mp3}
 
-TEMPLATE: Do they play ____? (soccer)
+TEMPLATE: The boys don't play much *football*. (soccer)
 PROMPT: The boys don't play much football. Soccer. {bk05-l4b-f3-02-q.mp3}
 RESPONSE: Do they play much soccer? {bk05-l4b-f3-02-a.mp3}
 
-TEMPLATE: Did you see ____ on the base? (airmen)
+TEMPLATE: We didn't see many *officers* on the base. (airmen)
 PROMPT: We didn't see many officers on the base. Airmen. {bk05-l4b-f3-03-q.mp3}
 RESPONSE: Did you see many airmen on the base? {bk05-l4b-f3-03-a.mp3}
 
-TEMPLATE: Are there ____ in the classroom? (desks)
+TEMPLATE: There aren't many *books* in the classroom. (desks)
 PROMPT: There aren't many books in the classroom. Desks. {bk05-l4b-f3-04-q.mp3}
 RESPONSE: Are there many desks in the classroom? {bk05-l4b-f3-04-a.mp3}
 
-TEMPLATE: Did she put ____ in the soup? (pepper)
+TEMPLATE: Linda didn't put much *salt* in the soup. (pepper)
 PROMPT: Linda didn't put much salt in the soup. Pepper. {bk05-l4b-f3-05-q.mp3}
 RESPONSE: Did she put much pepper in the soup? {bk05-l4b-f3-05-a.mp3}
 
-TEMPLATE: Will you visit ____ on your trip? (cities)
+TEMPLATE: We won't visit many *countries* on our trip. (cities)
 PROMPT: We won't visit many countries on our trip. Cities. {bk05-l4b-f3-06-q.mp3}
 RESPONSE: Will you visit many cities on your trip? {bk05-l4b-f3-06-a.mp3}
 
-TEMPLATE: Will they drink ____? (milk)
+TEMPLATE: The children won't drink much *water*. (milk)
 PROMPT: The children won't drink much water. Milk. {bk05-l4b-f3-07-q.mp3}
 RESPONSE: Will they drink much milk? {bk05-l4b-f3-07-a.mp3}
 
-TEMPLATE: Did they eat ____? (breakfast)
+TEMPLATE: The girls didn't eat much *dinner*. (breakfast)
 PROMPT: The girls didn't eat much dinner. Breakfast. {bk05-l4b-f3-08-q.mp3}
 RESPONSE: Did they eat much breakfast? {bk05-l4b-f3-08-a.mp3}
 
-TEMPLATE: Does he like to watch ____? (watch)
+TEMPLATE: Dan doesn't like to *play* many sports. (watch)
 PROMPT: Dan doesn't like to play many sports. Watch. {bk05-l4b-f3-09-q.mp3}
 RESPONSE: Does he like to watch many sports? {bk05-l4b-f3-09-a.mp3}
 
-TEMPLATE: Did she put ____ in the salad? (onions)
+TEMPLATE: Mary didn't put many *tomatoes* in the salad. (onions)
 PROMPT: Mary didn't put many tomatoes in the salad. Onions. {bk05-l4b-f3-10-q.mp3}
 RESPONSE: Did she put many onions in the salad? {bk05-l4b-f3-10-a.mp3}
 
 # Source: LLA 4B Figure 4
 $PRODUCE Answer with Many or Much
-ID: 4b-f4
-INTRO: Answer each question using the cue words — yes or no, many or much — then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+ID: 5-4b-f4
+INTRO: Listen to the question and the two cue words. Answer the question using "many" or "much", then repeat the model answer.
+INSTRUCTION: Answer using "many" or "much".
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: Does Bob have a lot of friends? (yes, many)
+TEMPLATE: Does Bob have a lot of friends?\n(yes, many)
 PROMPT: Does Bob have a lot of friends? Yes, many. {bk05-l4b-f4-ex1-q.mp3}
 RESPONSE: Yes, he has many friends. {bk05-l4b-f4-ex1-a.mp3}
 
 EXAMPLE
-TEMPLATE: Did Kay make a lot of sandwiches? (no, many)
+TEMPLATE: Did Kay make a lot of sandwiches?\n(no, many)
 PROMPT: Did Kay make a lot of sandwiches? No, many. {bk05-l4b-f4-ex2-q.mp3}
 RESPONSE: No, she didn't make many sandwiches. {bk05-l4b-f4-ex2-a.mp3}
 
 EXAMPLE
-TEMPLATE: Do you drink a lot of milk? (no, much)
+TEMPLATE: Do you drink a lot of milk?\n(no, much)
 PROMPT: Do you drink a lot of milk? No, much. {bk05-l4b-f4-ex3-q.mp3}
 RESPONSE: No, I don't drink much milk. {bk05-l4b-f4-ex3-a.mp3}
 
-TEMPLATE: Do you watch a lot of TV? (No, much.)
+TEMPLATE: Do you watch a lot of TV?\n(no, much)
 PROMPT: Do you watch a lot of TV? No, much. {bk05-l4b-f4-01-q.mp3}
 RESPONSE: No, I don't watch much TV. {bk05-l4b-f4-01-a.mp3}
 
-TEMPLATE: Are there a lot of tall buildings in Houston? (Yes, many.)
+TEMPLATE: Are there a lot of tall buildings in Houston?\n(yes, many)
 PROMPT: Are there a lot of tall buildings in Houston? Yes, many. {bk05-l4b-f4-02-q.mp3}
 RESPONSE: Yes, there are many tall buildings in Houston. {bk05-l4b-f4-02-a.mp3}
 
-TEMPLATE: Did you take a lot of trips last year? (No, many.)
+TEMPLATE: Did you take a lot of trips last year?\n(no, many)
 PROMPT: Did you take a lot of trips last year? No, many. {bk05-l4b-f4-03-q.mp3}
 RESPONSE: No, I didn't take many trips last year. {bk05-l4b-f4-03-a.mp3}
 
-TEMPLATE: Does your family eat a lot of candy? (No, much.)
+TEMPLATE: Does your family eat a lot of candy?\n(no, much)
 PROMPT: Does your family eat a lot of candy? No, much. {bk05-l4b-f4-04-q.mp3}
 RESPONSE: No, my family doesn't eat much candy. {bk05-l4b-f4-04-a.mp3}
 
-TEMPLATE: Do you put a lot of salt on your food? (No, much.)
+TEMPLATE: Do you put a lot of salt on your food?\n(no, much)
 PROMPT: Do you put a lot of salt on your food? No, much. {bk05-l4b-f4-05-q.mp3}
 RESPONSE: No, I don't put much salt on my food. {bk05-l4b-f4-05-a.mp3}
 
-TEMPLATE: Does Ann make a lot of her dresses? (Yes, many.)
+TEMPLATE: Does Ann make a lot of her dresses?\n(yes, many)
 PROMPT: Does Anne make a lot of her dresses? Yes, many. {bk05-l4b-f4-06-q.mp3}
 RESPONSE: Yes, Anne makes many of her dresses. {bk05-l4b-f4-06-a.mp3}
 
-TEMPLATE: Are there a lot of students in your class? (No, many.)
+TEMPLATE: Are there a lot of students in your class?\n(no, many)
 PROMPT: Are there a lot of students in your class? No, many. {bk05-l4b-f4-07-q.mp3}
 RESPONSE: No, there aren't many students in my class. {bk05-l4b-f4-07-a.mp3}
 
-TEMPLATE: Does John like a lot of sugar in his tea? (No, much.)
+TEMPLATE: Does John like a lot of sugar in his tea?\n(no, much)
 PROMPT: Does John like a lot of sugar in his tea? No, much. {bk05-l4b-f4-08-q.mp3}
 RESPONSE: No, John doesn't like much sugar in his tea. {bk05-l4b-f4-08-a.mp3}
 
-TEMPLATE: Can Dave play a lot of sports well? (Yes, many.)
+TEMPLATE: Can Dave play a lot of sports well?\n(yes, many)
 PROMPT: Can Dave play a lot of sports well? Yes, many. {bk05-l4b-f4-09-q.mp3}
 RESPONSE: Yes, Dave can play many sports well. {bk05-l4b-f4-09-a.mp3}
 
-TEMPLATE: Is there a lot of toothpaste in the tube? (No, much.)
+TEMPLATE: Is there a lot of toothpaste in the tube?\n(no, much)
 PROMPT: Is there a lot of toothpaste in the tube? No, much. {bk05-l4b-f4-10-q.mp3}
 RESPONSE: No, there's not much toothpaste in the tube. {bk05-l4b-f4-10-a.mp3}
 
-# Source: ST §We Don't Have Much Homework.
+# Source: ST §We Don't Have Much Homework (INPUT switched to speak — full-sentence answers)
 $PRODUCE No, Not Much
 ID: l4-s15
-INTRO: Answer every question with No and a full negative sentence using much. A pessimistic drill, but excellent practice.
-INSTRUCTION: Answer with "No" and a complete negative sentence using "much".
+INTRO: Answer each question with "No" and a full negative sentence using "much". Say your answer aloud.
+INSTRUCTION: Answer with "No" and a negative sentence using "much".
 INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
+CHECK: llm
+RUBRIC: Accept any accurate negative full-sentence answer starting with "No," and using "much" correctly with the non-count noun.
 
 EXAMPLE
 PROMPT: Do you have a lot of work right now?
@@ -834,440 +839,412 @@ PROMPT: Will she eat much food tomorrow morning?
 RESPONSE: No, she won't eat much food tomorrow morning.
 
 PROMPT: Did the barber put lots of soap on his face?
-RESPONSE: No, he didn't put much soap on his face.
+RESPONSE: No, the barber didn't put much soap on his face.
 
-$LESSON 4-4: Measurements, How Much and How Many
-
-# Source: LLA 4B Figure 5 (abbreviation notes salvaged from ST §Two Half Gallons Make One Gallon.)
-$DIALOGUE Weights and Measures
-ID: 4b-f5
-INTRO: This part is about measuring: pints, quarts, gallons, pounds — and asking how much and how many. Listen to the weights and measures and repeat each one.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 4B Figure 5
+# DROPPED (ST): "Two Half Gallons Make One Gallon" — TTS twin of this cassette measurement presentation; its conversion facts were salvaged into the NOTES below.
+$DIALOGUE Units of Measurement
+ID: 5-4b-f5
+INTRO: Now pints, quarts, gallons, and pounds — how Americans measure almost everything. Look at the pictures, then listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: pint
-LINE: This is a pint of juice. There is a pint of apple juice in this bottle. {page_091_001.jpg} {bk05-l4b-f5-01.mp3}
-NOTES: pint = pt.
+LINE: This is a pint of juice. There is a pint of apple juice in this bottle. {page_091_001.jpg|A bottle of apple juice labeled "1 PINT (pt.)"} {bk05-l4b-f5-01.mp3}
+NOTES: 1 pt. = 16 oz.
 
 VOCAB: quart
-LINE: This is a quart of milk. There are 2 pints in a quart. {page_091_002.jpg} {bk05-l4b-f5-02.mp3}
-NOTES: quart = qt.
+LINE: This is a quart of milk. There are two pints in a quart. {page_091_002.jpg|A carton of milk labeled "2% VIVA QUART"} {bk05-l4b-f5-02.mp3}
+NOTES: 1 qt. = 2 pt.
 
 VOCAB: gallon
-VOCAB: make
-LINE: There is a gallon of water in this bottle. 4 quarts make a gallon. {page_091_003.jpg} {bk05-l4b-f5-03.mp3}
-NOTES: gallon = gal.
+LINE: There is a gallon of water in this bottle. Four quarts make a gallon. {page_091_003.jpg|A large plastic jug of water labeled "SPRING WATER 1 GAL."} {bk05-l4b-f5-03.mp3}
+NOTES: 1 gal. = 4 qt.
 
 VOCAB: ounce
-LINE: There are 8 ounces of water in the cup. There's an ounce of medicine in the bottle. {page_091_004.jpg} {bk05-l4b-f5-04.mp3}
-NOTES: ounce = oz.
+LINE: There are eight ounces of water in the cup. There's an ounce of medicine in the bottle. {page_091_004.jpg|A measuring cup marked "8 oz" beside a small bottle of medicine marked "Rx 1 oz"} {bk05-l4b-f5-04.mp3}
+NOTES: ounce (oz.)
 
 VOCAB: pound
-LINE: There is a pound of coffee in this can. 16 ounces make 1 pound. {page_092_001.jpg} {bk05-l4b-f5-05.mp3}
-NOTES: pound = lb.
+LINE: There is a pound of coffee in this can. Sixteen ounces make one pound. {page_092_001.jpg|A can of coffee labeled "COFFEE 1 lb."} {bk05-l4b-f5-05.mp3}
+NOTES: 1 lb. = 16 oz.
 
 VOCAB: kilo
 VOCAB: kilogram
-LINE: This is a kilo of coffee. There are 2.2 pounds in 1 kilogram. {page_092_002.jpg} {bk05-l4b-f5-06.mp3}
-NOTES: kilogram = kg.
+LINE: This is a kilo of coffee. There are 2.2 pounds in one kilogram. {page_092_002.jpg|A bag of coffee beans labeled "COFFEE BEANS 1 Kilo"} {bk05-l4b-f5-06.mp3}
+NOTES: 1 kg = 2.2 lbs.
 
 VOCAB: ton
 LINE: There are 2,000 pounds in a ton. {bk05-l4b-f5-07.mp3}
+NOTES: 1 ton = 2,000 lbs.
 
 VOCAB: metric ton
 LINE: 1,000 kilograms make a metric ton. {bk05-l4b-f5-08.mp3}
+NOTES: 1 metric ton = 1,000 kg.
 
-# Source: ST §Steve Drank a Pint of Juice. (recast with per-item cues; write → speak per full-sentence rule)
-$PRODUCE Make a Sentence with a Measurement
+# Source: ST §Steve Drank a Pint of Juice (recast: cue-pair sentence invention scaffolded into conversion fill-ins)
+$PRODUCE Pints, Quarts, and Gallons
 ID: l4-s12
-INTRO: Now use the measurements yourself. You'll see a measurement and an item — say one sentence that puts them together with "of". Any sensible sentence works.
-INSTRUCTION: Say a sentence using the measurement, "of", and the item.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any grammatical sentence that uses the cued measurement with "of" and the cued item (e.g., "She drank a pint of orange juice."). The verb and the rest of the sentence are the learner's choice.
+INTRO: A quick check on the measures. Read each fact and type the measure word that fits.
+INSTRUCTION: Type the missing measure word.
+INPUT: type
+CHECK: exact
 
 EXAMPLE
-TEMPLATE: five ounces — salt
-RESPONSE: There are five ounces of salt in that bottle.
+TEMPLATE: There are 16 ounces of salt in that bottle. That's a ____ of salt.
+RESPONSE: That's a pound of salt.
+ACCEPT: pound
 
-EXAMPLE
-TEMPLATE: a gallon — milk
-RESPONSE: He bought a gallon of milk.
+TEMPLATE: Steve drank 16 ounces of orange juice. That's a ____ of orange juice.
+RESPONSE: That's a pint of orange juice.
+ACCEPT: pint
 
-TEMPLATE: a pint — orange juice
-RESPONSE: She drank a pint of orange juice.
+TEMPLATE: She bought two pints of milk at the commissary. That's a ____ of milk.
+RESPONSE: That's a quart of milk.
+ACCEPT: quart
 
-TEMPLATE: a quart — milk
-RESPONSE: We need a quart of milk.
+TEMPLATE: We bought four quarts of apple juice. That's a ____ of apple juice.
+RESPONSE: That's a gallon of apple juice.
+ACCEPT: gallon
 
-TEMPLATE: a pound — pepper
-RESPONSE: They bought a pound of pepper.
+TEMPLATE: The cook used 16 ounces of pepper. That's a ____ of pepper.
+RESPONSE: That's a pound of pepper.
+ACCEPT: pound
 
-TEMPLATE: a kilo — potatoes
-RESPONSE: He cooked a kilo of potatoes.
+TEMPLATE: He carried 2.2 pounds of potatoes home. That's a ____ of potatoes.
+RESPONSE: That's a kilo of potatoes.
+ACCEPT: kilo | kilogram
 
-# Source: ST §How Many...? How Much...?
-$GRAMMAR How Many and How Much
-ID: l4-s22
-INTRO: To ask about quantity, use how many for things you can count and how much for things you can't. Here are the patterns.
+# Source: ST §Bait / Bet
+$DIALOGUE Sounds: "Bait" and "Bet"
+ID: l4-s16
+INTRO: Two more sounds to tell apart — the vowels in "bait" and "bet". Listen and repeat each pair.
+INSTRUCTION: Listen and repeat each word pair.
+REPEAT
 
-**How many** is used with nouns you can count.
+LINE: bait ... bet late ... let rake ... wreck pain ... pen fade ... fed age ... edge gate ... get
+LINE: Abe ... ebb
 
-**Q:** How many children do you have?
-**A:** Five. I have five children.
+# Source: ST §Write: l
+$PRODUCE Spelling with "l"
+ID: l4-s17
+INTRO: Type "l" to complete each word.
+INSTRUCTION: Type "l" to complete each word.
+INPUT: type
+CHECK: exact
 
-**Q:** How many books did he buy?
-**A:** Two. He bought two books.
+TEMPLATE: ____{l}ate
+RESPONSE: late
+ACCEPT: l
 
-**How much** is used with nouns you cannot count.
+TEMPLATE: hospita____{l}
+RESPONSE: hospital
+ACCEPT: l
 
-**Q:** How much tea do you drink every day?
-**A:** Three cups. I drink three cups of tea a day.
+TEMPLATE: en____{l}isted
+RESPONSE: enlisted
+ACCEPT: l
 
-**Q:** How much fruit did she buy?
-**A:** Five pounds. She bought five pounds of fruit.
+TEMPLATE: arriva____{l}
+RESPONSE: arrival
+ACCEPT: l
 
-# SKIPPED (book): ST "HOW MUCH RICE DO YOU NEED?" — instructor-read cue with no printed items. Dropped.
+TEMPLATE: air____{l}ine
+RESPONSE: airline
+ACCEPT: l
+
+TEMPLATE: ____{l}eave
+RESPONSE: leave
+ACCEPT: l
+
+TEMPLATE: ki____{l}o
+RESPONSE: kilo
+ACCEPT: l
+
+TEMPLATE: nicke____{l}
+RESPONSE: nickel
+ACCEPT: l
+
+TEMPLATE: ____{l}ibrary
+RESPONSE: library
+ACCEPT: l
+
+TEMPLATE: Ju____{l}y
+RESPONSE: July
+ACCEPT: l
+
+$SESSION 4-4: How Much and How Many
 
 # Source: LLA 4C Figure 1
-$DIALOGUE At the Doctor's Office
-ID: 4c-f1
-INTRO: Dr. King is asking Mr. Hill about his diet. Five cups of coffee before lunch — the doctor has questions. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Dr. King's Questions {page_093_001.jpg|Dr. King talking with Mr. Hill at a desk}
+ID: 5-4c-f1
+INTRO: In this part you'll ask about amounts with "how much" and "how many". Dr. King is asking Mr. Hill about his habits — five cups of coffee, one glass of water. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 VOCAB: how much
+Dr_King: How much coffee do you drink? {bk05-l4c-f1-01.mp3}
+Mr_Hill: I drink a lot of it. {bk05-l4c-f1-02.mp3}
+
 VOCAB: how many
-Dr_King: How much coffee do you drink? {page_093_001.jpg} {bk05-l4c-f1-01.mp3}
-Mr_Hill: I drink a lot of it. {page_093_001.jpg} {bk05-l4c-f1-02.mp3}
+Dr_King: How many cups did you drink this morning? {bk05-l4c-f1-03.mp3}
+Mr_Hill: I drank 5 cups of coffee before lunch. {bk05-l4c-f1-04.mp3}
 
-Dr_King: How many cups did you drink this morning? {page_093_001.jpg} {bk05-l4c-f1-03.mp3}
-Mr_Hill: I drank five cups of coffee before lunch. {page_093_001.jpg} {bk05-l4c-f1-04.mp3}
+Dr_King: How much water do you drink? {bk05-l4c-f1-05.mp3}
+Mr_Hill: I don't drink much water. {bk05-l4c-f1-06.mp3}
 
-Dr_King: How much water do you drink? {page_093_001.jpg} {bk05-l4c-f1-05.mp3}
-Mr_Hill: I don't drink much water. {page_093_001.jpg} {bk05-l4c-f1-06.mp3}
+Dr_King: How many glasses did you drink yesterday? {bk05-l4c-f1-07.mp3}
+Mr_Hill: I only drank 1 glass of water. {bk05-l4c-f1-08.mp3}
 
-Dr_King: How many glasses did you drink yesterday? {page_093_001.jpg} {bk05-l4c-f1-07.mp3}
-Mr_Hill: I only drank one glass of water. {page_093_001.jpg} {bk05-l4c-f1-08.mp3}
+Dr_King: How many green vegetables do you eat? {bk05-l4c-f1-09.mp3}
+Mr_Hill: I don't eat many vegetables. {bk05-l4c-f1-10.mp3}
 
-Dr_King: How many green vegetables do you eat? {page_093_001.jpg} {bk05-l4c-f1-09.mp3}
-Mr_Hill: I don't eat many vegetables. {page_093_001.jpg} {bk05-l4c-f1-10.mp3}
+Dr_King: How much fruit do you eat? {bk05-l4c-f1-11.mp3}
+Mr_Hill: I like fruit. I eat a lot of it. {bk05-l4c-f1-12.mp3}
 
-Dr_King: How much fruit do you eat? {page_093_001.jpg} {bk05-l4c-f1-11.mp3}
-Mr_Hill: I like fruit. I eat a lot of it. {page_093_001.jpg} {bk05-l4c-f1-12.mp3}
+# Source: ST §How Many? How Much?
+$GRAMMAR How Many and How Much
+ID: l4-s21
+INTRO: The rule is the one you already know: "how many" for things you can count, "how much" for things you can't.
+
+CARD: **How many** is used with nouns you can count.
+{How many children do you have?}
+{Five. I have five children.}
+{How many books did he buy?}
+{Two. He bought two books.}
+
+CARD: **How much** is used with nouns you cannot count.
+{How much tea do you drink every day?}
+{Three cups. I drink three cups of tea a day.}
+{How much fruit did she buy?}
+{Five pounds. She bought five pounds of fruit.}
+
+SUMMARY:
+| QUESTIONS | ANSWERS |
+|---|---|
+| How many children do you have? | Five. I have five children. |
+| How many books did he buy? | Two. He bought two books. |
+| How much tea do you drink every day? | Three cups. I drink three cups of tea a day. |
+| How much fruit did she buy? | Five pounds. She bought five pounds of fruit. |
 
 # Source: LLA 4C Figure 2
-$PRODUCE Ask with How Many
-ID: 4c-f2
+$PRODUCE Questions with "How Many"
+ID: 5-4c-f2
+INTRO: You'll hear a sentence and a cue word. Ask a question with "how many" about the cue, then repeat the model answer.
+INSTRUCTION: Ask a question with "how many".
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: You'll hear a sentence with one word stressed, then a new word. Ask a how many question about the new word, then repeat the correct question.
-INSTRUCTION: Ask a question.
 
 EXAMPLE
-PROMPT: Tom wants three pieces of *ham*. toast {bk05-l4c-f2-ex-q.mp3}
+TEMPLATE: Tom wants three pieces of ham. (toast)
+PROMPT: Tom wants 3 pieces of ham. Toast. {bk05-l4c-f2-ex.mp3}
 RESPONSE: How many pieces of toast does he want? {bk05-l4c-f2-ex-a.mp3}
 
-PROMPT: Jan ate two pieces of *chicken*. Fruit. {bk05-l4c-f2-01-q.mp3}
+TEMPLATE: Jan ate two pieces of chicken. (fruit)
+PROMPT: Jan ate 2 pieces of chicken. Fruit. {bk05-l4c-f2-01.mp3}
 RESPONSE: How many pieces of fruit did she eat? {bk05-l4c-f2-01-a.mp3}
 
-PROMPT: Bob has two *yellow* neckties. Red. {bk05-l4c-f2-02-q.mp3}
+TEMPLATE: Bob has two yellow neckties. (red)
+PROMPT: Bob has 2 yellow neckties. Red. {bk05-l4c-f2-02.mp3}
 RESPONSE: How many red neckties does he have? {bk05-l4c-f2-02-a.mp3}
 
-PROMPT: Alan bought three *shirts*. Sweaters. {bk05-l4c-f2-03-q.mp3}
+TEMPLATE: Alan bought three shirts. (sweaters)
+PROMPT: Alan bought 3 shirts. Sweaters. {bk05-l4c-f2-03.mp3}
 RESPONSE: How many sweaters did he buy? {bk05-l4c-f2-03-a.mp3}
 
-PROMPT: Mary has two *brothers*. Sisters. {bk05-l4c-f2-04-q.mp3}
+TEMPLATE: Mary has two brothers. (sisters)
+PROMPT: Mary has 2 brothers. Sisters. {bk05-l4c-f2-04.mp3}
 RESPONSE: How many sisters does she have? {bk05-l4c-f2-04-a.mp3}
 
-PROMPT: *She's* packing two suitcases. He. {bk05-l4c-f2-05-q.mp3}
+TEMPLATE: She's packing two suitcases. (he)
+PROMPT: She's packing 2 suitcases. He. {bk05-l4c-f2-05.mp3}
 RESPONSE: How many suitcases is he packing? {bk05-l4c-f2-05-a.mp3}
 
-PROMPT: Mark took two trips in *June*. July. {bk05-l4c-f2-06-q.mp3}
+TEMPLATE: Mark took two trips in June. (July)
+PROMPT: Mark took 2 trips in June. July. {bk05-l4c-f2-06.mp3}
 RESPONSE: How many trips did he take in July? {bk05-l4c-f2-06-a.mp3}
 
-PROMPT: We need two pounds of *potatoes*. Onions. {bk05-l4c-f2-07-q.mp3}
+TEMPLATE: We need two pounds of potatoes. (onions)
+PROMPT: We need 2 pounds of potatoes. Onions. {bk05-l4c-f2-07.mp3}
 RESPONSE: How many pounds of onions do we need? {bk05-l4c-f2-07-a.mp3}
 
-PROMPT: I bought five cans of *orange juice*. Soup. {bk05-l4c-f2-08-q.mp3}
+TEMPLATE: I bought five cans of orange juice. (soup)
+PROMPT: I bought 5 cans of orange juice. Soup. {bk05-l4c-f2-08.mp3}
 RESPONSE: How many cans of soup did you buy? {bk05-l4c-f2-08-a.mp3}
 
-PROMPT: Captain Hill visited four *Navy* bases. Air Force. {bk05-l4c-f2-09-q.mp3}
+TEMPLATE: Capt Hill visited four Navy bases. (Air Force)
+PROMPT: Captain Hill visited 4 Navy bases. Air Force. {bk05-l4c-f2-09.mp3}
 RESPONSE: How many Air Force bases did he visit? {bk05-l4c-f2-09-a.mp3}
 
-PROMPT: Linda lived in *London* for three years. New York. {bk05-l4c-f2-10-q.mp3}
+TEMPLATE: Linda lived in London for three years. (New York)
+PROMPT: Linda lived in London for 3 years. New York. {bk05-l4c-f2-10.mp3}
 RESPONSE: How many years did she live in New York? {bk05-l4c-f2-10-a.mp3}
 
 # Source: LLA 4C Figure 3
-$PRODUCE Ask with How Much
-ID: 4c-f3
+$PRODUCE Questions with "How Much"
+ID: 5-4c-f3
+INTRO: Now listen to each statement and ask a question with "how much", then repeat the model answer.
+INSTRUCTION: Ask a question with "how much".
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Now the uncountables. Listen to each statement, then ask about it with how much. Repeat the correct question.
-INSTRUCTION: Ask a question.
 
 EXAMPLE
-PROMPT: We need some soap. {bk05-l4c-f3-ex-q.mp3}
+TEMPLATE: We need some soap.
+PROMPT: We need some soap. {bk05-l4c-f3-ex.mp3}
 RESPONSE: How much soap do we need? {bk05-l4c-f3-ex-a.mp3}
 
-PROMPT: Paul drinks a lot of milk. {bk05-l4c-f3-01-q.mp3}
+TEMPLATE: Paul drinks a lot of milk.
+PROMPT: Paul drinks a lot of milk. {bk05-l4c-f3-01.mp3}
 RESPONSE: How much milk does he drink? {bk05-l4c-f3-01-a.mp3}
 
-PROMPT: I don't want a lot of squash. {bk05-l4c-f3-02-q.mp3}
+TEMPLATE: I don't want a lot of squash.
+PROMPT: I don't want a lot of squash. {bk05-l4c-f3-02.mp3}
 RESPONSE: How much squash do you want? {bk05-l4c-f3-02-a.mp3}
 
-PROMPT: Jan is making some coffee. {bk05-l4c-f3-03-q.mp3}
+TEMPLATE: Jan is making some coffee.
+PROMPT: Jan is making some coffee. {bk05-l4c-f3-03.mp3}
 RESPONSE: How much coffee is she making? {bk05-l4c-f3-03-a.mp3}
 
-PROMPT: That uniform costs a lot of money. {bk05-l4c-f3-04-q.mp3}
+TEMPLATE: That uniform costs a lot of money.
+PROMPT: That uniform costs a lot of money. {bk05-l4c-f3-04.mp3}
 RESPONSE: How much money does it cost? {bk05-l4c-f3-04-a.mp3}
 
-PROMPT: Mr. Davis takes a lot of medicine. {bk05-l4c-f3-05-q.mp3}
+TEMPLATE: Mr. Davis takes a lot of medicine.
+PROMPT: Mr. Davis takes a lot of medicine. {bk05-l4c-f3-05.mp3}
 RESPONSE: How much medicine does he take? {bk05-l4c-f3-05-a.mp3}
 
-PROMPT: Her students do a lot of homework every night. {bk05-l4c-f3-06-q.mp3}
+TEMPLATE: Her students do a lot of homework every night.
+PROMPT: Her students do a lot of homework every night. {bk05-l4c-f3-06.mp3}
 RESPONSE: How much homework do they do every night? {bk05-l4c-f3-06-a.mp3}
 
-PROMPT: The children want some money for the movie. {bk05-l4c-f3-07-q.mp3}
+TEMPLATE: The children want some money for the movie.
+PROMPT: The children want some money for the movie. {bk05-l4c-f3-07.mp3}
 RESPONSE: How much money do they want for the movie? {bk05-l4c-f3-07-a.mp3}
 
-PROMPT: We'll need some paper for the test. {bk05-l4c-f3-08-q.mp3}
+TEMPLATE: We'll need some paper for the test.
+PROMPT: We'll need some paper for the test. {bk05-l4c-f3-08.mp3}
 RESPONSE: How much paper will you need? {bk05-l4c-f3-08-a.mp3}
 
-PROMPT: Sam eats a lot of bread with his meals. {bk05-l4c-f3-09-q.mp3}
+TEMPLATE: Sam eats a lot of bread with his meals.
+PROMPT: Sam eats a lot of bread with his meals. {bk05-l4c-f3-09.mp3}
 RESPONSE: How much bread does he eat with his meals? {bk05-l4c-f3-09-a.mp3}
 
-PROMPT: I bought some meat at the commissary today. {bk05-l4c-f3-10-q.mp3}
+TEMPLATE: I bought some meat at the commissary today.
+PROMPT: I bought some meat at the commissary today. {bk05-l4c-f3-10.mp3}
 RESPONSE: How much meat did you buy at the commissary today? {bk05-l4c-f3-10-a.mp3}
 
-# Source: ST §How Much Did You Eat?
-$PRODUCE Ask and Answer: How Much, How Many
-ID: l4-s23
-INTRO: One more pass, this time from the answer backwards. You'll see B's answer with one part marked — ask the question that fits it, then read the answer back.
-INSTRUCTION: Ask a question with "how much" or "how many" for the marked words, then answer it.
+# SKIPPED (book): "HOW MUCH RICE DO YOU NEED?" (p. 104) — instructor-read cue drill; cues not printed. Dropped.
+
+# Source: ST §How Much Did You Eat? (INPUT switched to speak — full-sentence questions; "B:" prefixes stripped for TTS)
+$PRODUCE Ask the Right Question
+ID: l4-s22
+INTRO: You'll hear an answer — your job is the question. Say a question with "how much" or "how many" that fits, then check the model.
+INSTRUCTION: Ask a question with "how much" or "how many".
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+RUBRIC: Accept any grammatically correct question using "how much" or "how many" that appropriately elicits the given answer.
 
 EXAMPLE
-TEMPLATE: B: Three cups. I drank three cups of *coffee*.
-RESPONSE: A: How much coffee did you drink? B: Three cups. I drank three cups of coffee.
+PROMPT: Three cups. I drank three cups of coffee.
+RESPONSE: How much coffee did you drink?
 
 EXAMPLE
-TEMPLATE: B: Two. He has two *children*.
-RESPONSE: A: How many children does he have? B: Two. He has two children.
+PROMPT: Two. He has two children.
+RESPONSE: How many children does he have?
 
-TEMPLATE: B: Four. We had four *pieces of pie*.
-RESPONSE: A: How many pieces of pie did you have? B: Four. We had four pieces of pie.
+PROMPT: Four. We had four pieces of pie.
+RESPONSE: How many pieces of pie did you have?
 
-TEMPLATE: B: Not much. She doesn't have much *money*.
-RESPONSE: A: How much money does she have? B: Not much. She doesn't have much money.
+PROMPT: Not much. She doesn't have much money.
+RESPONSE: How much money does she have?
 
-TEMPLATE: B: Five pounds. I got five pounds of *meat*.
-RESPONSE: A: How much meat did you get? B: Five pounds. I got five pounds of meat.
+PROMPT: Five pounds. I got five pounds of meat.
+RESPONSE: How much meat did you get?
 
-TEMPLATE: B: One brother and two sisters. He has one *brother* and two *sisters*.
-RESPONSE: A: How many brothers and sisters does he have? B: One brother and two sisters. He has one brother and two sisters.
+PROMPT: One brother and two sisters. He has one brother and two sisters.
+RESPONSE: How many brothers and sisters does he have?
 
-TEMPLATE: B: Ten. There are ten *students* in the classroom.
-RESPONSE: A: How many students are in the classroom? B: Ten. There are ten students in the classroom.
+PROMPT: Ten. There are ten students in the classroom.
+RESPONSE: How many students are there in the classroom?
 
-TEMPLATE: B: Three dozen. I made three dozen *cookies*.
-RESPONSE: A: How many cookies did you make? B: Three dozen. I made three dozen cookies.
+PROMPT: Three dozen. I made three dozen cookies.
+RESPONSE: How many cookies did you make?
 
-TEMPLATE: B: A dozen. There's a dozen *oranges* in the box.
-RESPONSE: A: How many oranges are in the box? B: A dozen. There's a dozen oranges in the box.
+PROMPT: A dozen. There's a dozen oranges in the box.
+RESPONSE: How many oranges are there in the box?
 
-TEMPLATE: B: Two bowls. He cooked two bowls of *rice*.
-RESPONSE: A: How much rice did he cook? B: Two bowls. He cooked two bowls of rice.
+PROMPT: Two bowls. He cooked two bowls of rice.
+RESPONSE: How much rice did he cook?
 
-$LESSON 4-5: Lunch, Menus, and Desserts
+$SESSION 4-5: Dishes and Desserts
 
 # Source: LLA 4C Figure 4
-$DIALOGUE Bowls, Dishes, Cakes, and Pies
-ID: 4c-f4
-INTRO: In this part: bowls, dishes, and the important science of dessert. Listen to the new words and sentences, and repeat them.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Bowls, Dishes, and Sweets
+ID: 5-4c-f4
+INTRO: In this part: bowls, dishes, and — at last — dessert. Look at each picture, then listen and repeat the new words in sentences.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 VOCAB: bowl
-VOCAB: bowls
-LINE: This is a bowl of soup. We put rice in bowls too. {page_096_001.jpg} {bk05-l4c-f4-01.mp3}
+LINE: This is a bowl of soup. We put rice in bowls, too. {page_096_001.jpg|Two bowls and salt and pepper shakers pouring into a bowl} {bk05-l4c-f4-01.mp3}
 
 VOCAB: dish
-VOCAB: dishes
-LINE: We put food on a dish. The dishes are on the table. {page_096_002.jpg} {bk05-l4c-f4-02.mp3}
+LINE: We put food on a dish. The dishes are on the table. {page_096_002.jpg|A small bowl and a flat dish plate} {bk05-l4c-f4-02.mp3}
 
 VOCAB: cake
-VOCAB: cakes
-LINE: This is a cake. John's sister made a cake for his birthday. {page_096_003.jpg} {bk05-l4c-f4-03.mp3}
+LINE: This is a cake. John's sister made a cake for his birthday. {page_096_003.jpg|A whole cake with a slice cut out and placed on a plate} {bk05-l4c-f4-03.mp3}
 
 VOCAB: pie
-VOCAB: pies
-LINE: This is a pie. Cooks put fruit or meat and vegetables in pies. {page_096_004.jpg} {bk05-l4c-f4-04.mp3}
+LINE: This is a pie. Cooks put fruit or meat and vegetables in pies. {page_096_004.jpg|A whole pie with a slice cut out and placed on a plate} {bk05-l4c-f4-04.mp3}
 
-VOCAB: cookies
 VOCAB: cookie
 VOCAB: among
-LINE: These are cookies. There is one small cookie. It's among the large cookies. {page_096_005.jpg} {bk05-l4c-f4-05.mp3}
+LINE: These are cookies. There is one small cookie. It's among the large cookies. {page_096_005.jpg|A dish with four small cookies on it} {bk05-l4c-f4-05.mp3}
 
-VOCAB: candy
-LINE: These are pieces of candy. Candy has a lot of sugar in it. {page_096_006.jpg} {bk05-l4c-f4-06.mp3}
+LINE: These are pieces of candy. Candy has a lot of sugar in it. {page_096_006.jpg|An assortment of wrapped and unwrapped pieces of candy} {bk05-l4c-f4-06.mp3}
 
-# Source: ST §He's Standing Between His Friends.
-$DIALOGUE Among and Between
-ID: l4-s29
-INTRO: Two position words before we go on: between is for two things; among is for more than two. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-LINE: Tom is a tall boy. Here he is among his friends. {st-page_113_001.jpg}
-
-VOCAB: between
-LINE: He's between John and Sam in this picture. {st-page_113_002.jpg}
-
-LINE: There's a pen among the pencils. {st-page_113_003.jpg}
-LINE: There's a notebook between the books. {st-page_113_004.jpg}
-
-# Source: LLA 4C Figure 5
-$DIALOGUE Jim and Judy Want Ice Cream
-ID: 4c-f5
-INTRO: Jim and Judy want dessert, and it's a hot day — cake and cookies don't stand a chance. Listen to the story.
-INSTRUCTION: Listen.
-
-VOCAB: dessert
-VOCAB: ice cream
-VOCAB: flavors
-VOCAB: chocolate
-VOCAB: vanilla
-VOCAB: chocolate chip
-
-LINE: After dinner, Jim and Judy wanted some dessert. {page_097_001.jpg} {bk05-l4c-f5-01.mp3}
-LINE: They didn't want cake, pie, cookies, or candy for dessert. {page_097_001.jpg} {bk05-l4c-f5-02.mp3}
-LINE: It was a hot day, and they wanted something cold. {page_097_001.jpg} {bk05-l4c-f5-03.mp3}
-LINE: They wanted ice cream. {page_097_001.jpg} {bk05-l4c-f5-04.mp3}
-LINE: They went to an ice cream store and bought 3 different flavors of ice cream. {page_097_001.jpg} {bk05-l4c-f5-05.mp3}
-LINE: Jim got chocolate and vanilla ice cream. {page_097_001.jpg} {bk05-l4c-f5-06.mp3}
-LINE: Judy saw chocolate chip among the flavors, and she got some chocolate chip ice cream. {page_097_001.jpg} {bk05-l4c-f5-07.mp3}
-
-# Source: LLA 4C Figure 5 (Q&A)
-$PRODUCE Questions About the Ice Cream Store
-ID: 4c-f5-b
-REFERENCE
-INTRO: Answer the questions about the story aloud, then repeat the correct answer. For the number of flavors, look at the picture.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Did Jim and Judy want dessert after dinner? {page_097_001.jpg} {bk05-l4c-f5-08-q.mp3}
-RESPONSE: Yes, they wanted dessert after dinner. {bk05-l4c-f5-08-a.mp3}
-
-PROMPT: Did they want cake, pie, cookies, or candy for dessert? {page_097_001.jpg} {bk05-l4c-f5-09-q.mp3}
-RESPONSE: No, they didn't want cake, pie, cookies, or candy for dessert. {bk05-l4c-f5-09-a.mp3}
-
-PROMPT: Did they want a cold dessert? {page_097_001.jpg} {bk05-l4c-f5-10-q.mp3}
-RESPONSE: Yes, they wanted a cold dessert. {bk05-l4c-f5-10-a.mp3}
-
-PROMPT: What did they want for dessert? {page_097_001.jpg} {bk05-l4c-f5-11-q.mp3}
-RESPONSE: They wanted ice cream for dessert. {bk05-l4c-f5-11-a.mp3}
-
-PROMPT: How many flavors of ice cream does the store have? {page_097_001.jpg} {bk05-l4c-f5-12-q.mp3}
-RESPONSE: The store has 6 flavors of ice cream. {bk05-l4c-f5-12-a.mp3}
-
-PROMPT: How many different flavors of ice cream did Jim and Judy buy? {page_097_001.jpg} {bk05-l4c-f5-13-q.mp3}
-RESPONSE: They bought 3 different flavors of ice cream. {bk05-l4c-f5-13-a.mp3}
-
-PROMPT: What flavors of ice cream did Jim get? {page_097_001.jpg} {bk05-l4c-f5-14-q.mp3}
-RESPONSE: He got chocolate and vanilla ice cream. {bk05-l4c-f5-14-a.mp3}
-
-PROMPT: What flavor of ice cream did Judy get? {page_097_001.jpg} {bk05-l4c-f5-15-q.mp3}
-RESPONSE: She got chocolate chip ice cream. {bk05-l4c-f5-15-a.mp3}
-
-# Source: LLA 4C Figure 6
-$SELECT Dessert Know-How
-ID: 4c-f6
-INTRO: A quick dessert knowledge check. Listen to each question and tap the right answer, then repeat it.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: When do we eat dessert? {bk05-l4c-f6-01-q.mp3}
-OPTION: a | before a meal
-OPTION: b | after a meal {bk05-l4c-f6-01-a.mp3}
-ANSWER: b
-
-PROMPT: Which of these are desserts? {bk05-l4c-f6-02-q.mp3}
-OPTION: a | pie and cake {bk05-l4c-f6-02-a.mp3}
-OPTION: b | soup and French fries
-ANSWER: a
-
-PROMPT: Which of these are flavors? {bk05-l4c-f6-03-q.mp3}
-OPTION: a | candy and cookies
-OPTION: b | chocolate and vanilla {bk05-l4c-f6-03-a.mp3}
-ANSWER: b
-
-PROMPT: Where do we put soup? {bk05-l4c-f6-04-q.mp3}
-OPTION: a | on dishes
-OPTION: b | in bowls {bk05-l4c-f6-04-a.mp3}
-ANSWER: b
-
-PROMPT: What does candy have in it? {bk05-l4c-f6-05-q.mp3}
-OPTION: a | a lot of sugar {bk05-l4c-f6-05-a.mp3}
-OPTION: b | a lot of salt
-ANSWER: a
-
-PROMPT: Which of these is very cold? {bk05-l4c-f6-06-q.mp3}
-OPTION: a | ice cream {bk05-l4c-f6-06-a.mp3}
-OPTION: b | cookies
-ANSWER: a
-
-# Source: ST §Lunch (final line reworded — the "next page" no longer exists here)
-$DIALOGUE Lunch with Dick and Harry {st-page_100_001.jpg}
+# Source: ST §Lunch
+$DIALOGUE Lunch with Dick and Harry {st-page_100_001.jpg|Dick and Harry sitting at a restaurant table eating lunch, with thought bubbles above them showing a pig, a sliced roast, a bottle of milk, and a block of cheese}
 ID: l4-s18
-INTRO: Dick and Harry are having lunch, and a serious dessert decision is coming. Read along.
-INSTRUCTION: Read the paragraph.
+INTRO: Dick and Harry are at lunch, and dessert is already on their minds. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Dick and Harry are eating lunch. Dick is having a salad and a cheese sandwich.
 
-LINE: Dick and Harry are eating lunch.
-LINE: Dick is having a salad and a cheese sandwich.
 LINE: Harry is having a bowl of soup and a ham sandwich.
-VOCAB: cup
+
 LINE: Dick is having a cup of coffee.
-VOCAB: glass
+
 LINE: Harry is having a glass of tea.
 
+VOCAB: dessert
 LINE: They will have dessert in a few minutes.
-LINE: The dessert menu is coming up next.
 LINE: What will Dick have for dessert? What will Harry have?
 
-# Source: ST §Dessert Menu (image renamed to the st- namespace)
-$GRAMMAR The Dessert Menu
+# Source: ST §Dessert Menu
+$DIALOGUE The Dessert Menu {st-page_101_001.jpg|Drawings of dessert items: two bowls of ice cream, a cake with a slice cut out next to a single slice on a plate, two slices of pie, and a plate with three cookies}
 ID: l4-s19
-INTRO: Here's the dessert menu. Tap any item to hear it. Choose wisely — you'll be ordering from it in a moment.
+INTRO: Here's the dessert menu, with prices. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
-**DESSERT MENU**
+VOCAB: ice cream
+VOCAB: vanilla
+VOCAB: chocolate
+LINE: Ice cream is seventy-five cents: vanilla or chocolate.
+NOTES: $0.75
 
-1. **{Ice cream}** $ .75
-   {vanilla}
-   {chocolate}
+LINE: German chocolate cake is one dollar and fifteen cents.
+NOTES: $1.15
 
-2. **{Cake}** $ 1.15
-   {German chocolate}
+LINE: Apple pie and chocolate pie are ninety cents.
+NOTES: $0.90
 
-3. **{Pie}** $ .90
-   {apple}
-   {chocolate}
-
-4. **{Cookies}** $ .75
-   {chocolate chip} (3)
-
-![Desserts](st-page_101_001.jpg)
-
-# Source: ST §Dessert Choices
-$DIALOGUE Choosing Dessert
-ID: l4-s20
-INTRO: Here's what everyone wants from the menu. Read the sentences.
-INSTRUCTION: Read the sentences.
+LINE: Three chocolate chip cookies are seventy-five cents.
+NOTES: $0.75
 
 LINE: Harry wants a dish of chocolate ice cream.
 LINE: Dick wants a piece of apple pie with ice cream.
@@ -1275,249 +1252,382 @@ LINE: I want some chocolate chip cookies.
 LINE: Do you want a piece of chocolate cake?
 LINE: Do you want a piece of chocolate pie?
 
-# Source: ST §What's For Dessert?
-$PRODUCE Order from the Menu
-ID: l4-s21
-REFERENCE: l4-s19
-INTRO: Now order for yourself. Use the cues to ask a question and answer it — you can open the menu while you work.
-INSTRUCTION: Ask and answer using the cues.
+# Source: LLA 4C Figure 5
+$DIALOGUE Dessert at the Ice Cream Store {page_097_001.jpg|An illustration of an ice cream shop titled "ICE CREAM DELIGHTS" with customers looking at different flavor tubs behind the counter}
+ID: 5-4c-f5
+INTRO: It was a hot day, and Jim and Judy wanted something cold. Listen to the story.
+INSTRUCTION: Listen to the story.
+
+LINE: After dinner, Jim and Judy wanted some dessert. {bk05-l4c-f5-01.mp3}
+LINE: They didn't want cake, pie, cookies, or candy for dessert. {bk05-l4c-f5-02.mp3}
+LINE: It was a hot day, and they wanted something cold. {bk05-l4c-f5-03.mp3}
+
+LINE: They wanted ice cream. {bk05-l4c-f5-04.mp3}
+
+VOCAB: flavor
+LINE: They went to an ice cream store and bought 3 different flavors of ice cream. {bk05-l4c-f5-05.mp3}
+
+LINE: Jim got chocolate and vanilla ice cream. {bk05-l4c-f5-06.mp3}
+
+VOCAB: chocolate chip
+LINE: Judy saw chocolate chip among the flavors, and she got some chocolate chip ice cream. {bk05-l4c-f5-07.mp3}
+
+# Source: LLA 4C Figure 5 (questions)
+$PRODUCE Questions About the Ice Cream Store
+ID: 5-4c-f5-b
+REFERENCE: 5-4c-f5
+INTRO: Answer the questions about Jim and Judy's dessert run, then repeat each answer. Open the story if you need it.
+INSTRUCTION: Answer each question aloud.
 INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed question based on the first cue and a natural matching answer based on the second cue; treat the model answer as a guide, not the only correct phrasing.
+CHECK: reveal
+REPEAT
+
+PROMPT: Did Jim and Judy want dessert after dinner? {bk05-l4c-f5-08-q.mp3}
+RESPONSE: Yes, they wanted dessert after dinner. {bk05-l4c-f5-08-a.mp3}
+
+PROMPT: Did they want cake, pie, cookies, or candy for dessert? {bk05-l4c-f5-09-q.mp3}
+RESPONSE: No, they didn't want cake, pie, cookies, or candy for dessert. {bk05-l4c-f5-09-a.mp3}
+
+PROMPT: Did they want a cold dessert? {bk05-l4c-f5-10-q.mp3}
+RESPONSE: Yes, they wanted a cold dessert. {bk05-l4c-f5-10-a.mp3}
+
+PROMPT: What did they want for dessert? {bk05-l4c-f5-11-q.mp3}
+RESPONSE: They wanted ice cream for dessert. {bk05-l4c-f5-11-a.mp3}
+
+PROMPT: How many flavors of ice cream does the store have? {bk05-l4c-f5-12-q.mp3}
+RESPONSE: The store has 6 flavors of ice cream. {bk05-l4c-f5-12-a.mp3}
+
+PROMPT: How many different flavors of ice cream did Jim and Judy buy? {bk05-l4c-f5-13-q.mp3}
+RESPONSE: They bought 3 different flavors of ice cream. {bk05-l4c-f5-13-a.mp3}
+
+PROMPT: What flavors of ice cream did Jim get? {bk05-l4c-f5-14-q.mp3}
+RESPONSE: He got chocolate and vanilla ice cream. {bk05-l4c-f5-14-a.mp3}
+
+PROMPT: What flavor of ice cream did Judy get? {bk05-l4c-f5-15-q.mp3}
+RESPONSE: She got chocolate chip ice cream. {bk05-l4c-f5-15-a.mp3}
+
+# Source: LLA 4C Figure 6
+$SELECT Questions About Desserts
+ID: 5-4c-f6
+INTRO: Tap the correct answer to each question about desserts and dishes, then repeat the complete sentence.
+INSTRUCTION: Tap the correct answer.
+SHOW_PROMPT
+REPEAT
+
+PROMPT: When do we eat dessert? {bk05-l4c-f6-01-q.mp3}
+OPTION: a | before a meal
+OPTION: b | after a meal
+ANSWER: b
+FEEDBACK: We eat desserts after a meal. {bk05-l4c-f6-01-a.mp3}
+
+PROMPT: Which of these are desserts? {bk05-l4c-f6-02-q.mp3}
+OPTION: a | pie and cake
+OPTION: b | soup and French fries
+ANSWER: a
+FEEDBACK: Pie and cake are desserts. {bk05-l4c-f6-02-a.mp3}
+
+PROMPT: Which of these are flavors? {bk05-l4c-f6-03-q.mp3}
+OPTION: a | candy and cookies
+OPTION: b | chocolate and vanilla
+ANSWER: b
+FEEDBACK: Chocolate and vanilla are flavors. {bk05-l4c-f6-03-a.mp3}
+
+PROMPT: Where do we put soup? {bk05-l4c-f6-04-q.mp3}
+OPTION: a | on dishes
+OPTION: b | in bowls
+ANSWER: b
+FEEDBACK: We put soup in bowls. {bk05-l4c-f6-04-a.mp3}
+
+PROMPT: What does candy have in it? {bk05-l4c-f6-05-q.mp3}
+OPTION: a | a lot of sugar
+OPTION: b | a lot of salt
+ANSWER: a
+FEEDBACK: Candy has a lot of sugar in it. {bk05-l4c-f6-05-a.mp3}
+
+PROMPT: Which of these is very cold? {bk05-l4c-f6-06-q.mp3}
+OPTION: a | ice cream
+OPTION: b | cookies
+ANSWER: a
+FEEDBACK: Ice cream is very cold. {bk05-l4c-f6-06-a.mp3}
+
+# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" (p. 102) — instructor-read paragraph; audio stimuli not in student text. Dropped.
+
+# SKIPPED (book): Reading Skill "SCAN AND ANSWER" (p. 103) — timed 8-second visual scanning drill based on a separate classroom transparency/menu. Dropped.
+
+# Source: ST §What's for Dessert?
+$PRODUCE What's for Dessert?
+ID: l4-s20
+REFERENCE: l4-s19
+INTRO: Now you're at the restaurant. Use the cues to say a question and its answer about dessert — open the menu if you need the prices. Then check the model.
+INSTRUCTION: Say the question and the answer from the cues.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
-TEMPLATE: want/dessert? — chocolate cake
-RESPONSE: What do you want for dessert? I want a piece of chocolate cake.
+PROMPT: want / dessert?\n— chocolate cake
+RESPONSE: What do you want for dessert?\n— I want a piece of chocolate cake.
 
 EXAMPLE
-TEMPLATE: want/coffee with it? — milk
-RESPONSE: Do you want coffee with it? I want a glass of milk, please.
+PROMPT: want / coffee with it?\n— milk
+RESPONSE: Do you want coffee with it?\n— I want a glass of milk, please.
 
-TEMPLATE: want/ice cream? — yes/chocolate
-RESPONSE: Do you want ice cream? Yes, I want chocolate ice cream.
+PROMPT: want / ice cream?\n— yes / chocolate
+RESPONSE: Do you want ice cream?\n— Yes, I want chocolate ice cream.
 
-TEMPLATE: want/pie? — yes/chocolate
-RESPONSE: Do you want pie? Yes, I want a piece of chocolate pie.
+PROMPT: want / pie?\n— yes / chocolate
+RESPONSE: Do you want pie?\n— Yes, I want a piece of chocolate pie.
 
-TEMPLATE: how much/cake/cost? — costs/$1.15
-RESPONSE: How much does cake cost? It costs $1.15.
+PROMPT: how much / cake / cost?\n— costs / $1.15
+RESPONSE: How much does the cake cost?\n— It costs one dollar and fifteen cents.
 
-TEMPLATE: want/dessert? — no/thank you
-RESPONSE: Do you want dessert? No, thank you.
+PROMPT: want / dessert?\n— no / thank you
+RESPONSE: Do you want dessert?\n— No, thank you.
 
-TEMPLATE: have/any pie? — yes/apple and chocolate
-RESPONSE: Do you have any pie? Yes, we have apple and chocolate pie.
+PROMPT: have / any pie?\n— yes / apple and chocolate
+RESPONSE: Do you have any pie?\n— Yes, we have apple and chocolate pie.
 
-TEMPLATE: want/coffee? — yes/half a cup
-RESPONSE: Do you want coffee? Yes, I want half a cup.
+PROMPT: want / coffee?\n— yes / half a cup
+RESPONSE: Do you want coffee?\n— Yes, I want half a cup.
 
-# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" (ST p.99) — instructor-read paragraphs with no recorded stimulus.
-# SKIPPED (book): Reading Skill "SCAN AND ANSWER" (ST p.100) — relies on an incomplete menu missing the sandwich and drink prices needed to answer.
-
-# Source: ST §Is It a Vegetable or a Fruit? (recast printed words as spoken prompts for audio-first review)
+# Source: ST §Is It a Vegetable, Fruit, or Dessert?
 $SELECT Vegetable, Fruit, or Dessert?
-ID: l4-s32
-INTRO: You'll hear a food word. Is it a vegetable, a fruit, or a dessert? Tap the right group.
-INSTRUCTION: Tap the correct category for each word.
+ID: l4-s34
+INTRO: One last pass over this part's food words: is it a vegetable, a fruit, or a dessert? Tap the category.
+INSTRUCTION: Tap the correct category for each food word.
 OPTION: v | Vegetable
 OPTION: f | Fruit
 OPTION: d | Dessert
 
-PROMPT: pie
+TEMPLATE: pie
 ANSWER: d
 
-PROMPT: potato
+TEMPLATE: potato
 ANSWER: v
 
-PROMPT: tomato
+TEMPLATE: tomato
+ANSWER: f|v
+
+TEMPLATE: squash
 ANSWER: v
 
-PROMPT: squash
+TEMPLATE: onion
 ANSWER: v
 
-PROMPT: onion
-ANSWER: v
-
-PROMPT: pear
+TEMPLATE: pear
 ANSWER: f
 
-PROMPT: lettuce
+TEMPLATE: lettuce
 ANSWER: v
 
-PROMPT: ice cream
+TEMPLATE: ice cream
 ANSWER: d
 
-PROMPT: cherry
+TEMPLATE: cherry
 ANSWER: f
 
-PROMPT: cookie
+TEMPLATE: cookie
 ANSWER: d
 
-PROMPT: corn
+TEMPLATE: corn
 ANSWER: v
 
-PROMPT: carrot
+TEMPLATE: carrot
 ANSWER: v
 
-PROMPT: banana
+TEMPLATE: banana
 ANSWER: f
 
-PROMPT: cake
+TEMPLATE: cake
 ANSWER: d
 
-PROMPT: apple
+TEMPLATE: apple
 ANSWER: f
 
-PROMPT: bean
+TEMPLATE: bean
 ANSWER: v
 
-PROMPT: orange
+TEMPLATE: orange
 ANSWER: f
 
-PROMPT: candy
+TEMPLATE: candy
 ANSWER: d
 
-$LESSON 4-6: Have To
+$SESSION 4-6: Have To
 
-# Source: ST §We Have To Go To The Lab
+# Source: ST §Have To
 $GRAMMAR Have To
-ID: l4-s24
-INTRO: This part is about have to — how to say something is necessary, and how to say it isn't. Here's the pattern before the drills.
+ID: l4-s23
+INTRO: In this part you'll say what's necessary with "have to" — and what's not necessary with "don't have to". Here's the pattern first.
 
-**Have to** is used to express something that is necessary. It means the same as "must".
-
-**Statements:**
+CARD: **Have to** is used to express something that is necessary. It is the same as "must".
 {We have to wear our name tags.}
 {She has to be at the airport at 7:30.}
 
-**Questions:**
-{Do we have to wear our caps outside?} — {Yes, we have to.}
-{Does he have to buy a new coat?} — {No, he doesn't have to.}
-{What time does she have to be there?} — {She has to be there at 0600.}
-{When do you have to leave?} — {I have to leave at 0800.}
-{Where do you have to go?} — {I have to go to a new base.}
+CARD: In yes/no questions, use **do** or **does** — and answer with a short answer.
+{Do we have to wear our caps outside?}
+{Yes, we have to.}
+{No, we don't have to.}
+{Does he have to buy a new coat?}
+{Yes, he has to.}
+{No, he doesn't have to.}
 
-**Do not have to** is used to say that something is NOT necessary:
+CARD: Information questions work the same way.
+{What time does she have to be there?}
+{She has to be there at 0600.}
+{When do you have to leave?}
+{I have to leave at 0800.}
+{Where do you have to go?}
+{I have to go to a new base.}
 
+CARD: **Do not have to** means something is *not necessary*.
 {We don't have to go to the bank. We have money.}
 {She doesn't have to wear a uniform. She's a civilian.}
 
+SUMMARY:
+| Form | Meaning | Example |
+|---|---|---|
+| have to / has to | necessary ("must") | She has to be at the airport at 7:30. |
+| Do/Does ... have to ...? | asking if necessary | Do we have to wear our caps outside? |
+| don't / doesn't have to | not necessary | She doesn't have to wear a uniform. |
+
 # Source: LLA 4C Figure 7
-$DIALOGUE Have To and Has To
-ID: 4c-f7
-INTRO: Listen to each situation, then repeat the sentence that says what someone has to do.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: have to
-VOCAB: has to
-
-LINE: Classes begin at 7:30. {bk05-l4c-f7-01-s.mp3}
-LINE: The students have to be in the classroom at 7:30. {bk05-l4c-f7-01-r.mp3}
-
-LINE: The teacher must be there early. {bk05-l4c-f7-02-s.mp3}
-LINE: The teacher has to arrive at 7:15. {bk05-l4c-f7-02-r.mp3}
-
-LINE: The students must wear their uniforms to class. {bk05-l4c-f7-03-s.mp3}
-LINE: They don't have to wear their uniforms after class. {bk05-l4c-f7-03-r.mp3}
-
-LINE: Lieutenant Davis wasn't in school today. {bk05-l4c-f7-04-s.mp3}
-LINE: He had to go to the doctor. {bk05-l4c-f7-04-r.mp3}
-
-LINE: He didn't read the lesson last night. {bk05-l4c-f7-05-s.mp3}
-LINE: He'll have to read it tonight. {bk05-l4c-f7-05-r.mp3}
-
-# Source: LLA 4C Figure 8
-$PRODUCE Answer with Have To
-ID: 4c-f8
+$PRODUCE Sentences with "Have To"
+ID: 5-4c-f7
+INTRO: Listen to the first sentence for context, then repeat the second sentence with "have to" or "has to".
+INSTRUCTION: Listen to the context and repeat the second sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Classes begin at 7:30. {bk05-l4c-f7-01-q.mp3}
+RESPONSE: The students have to be in the classroom at 7:30. {bk05-l4c-f7-01-a.mp3}
+
+PROMPT: The teacher must be there early. {bk05-l4c-f7-02-q.mp3}
+RESPONSE: The teacher has to arrive at 7:15. {bk05-l4c-f7-02-a.mp3}
+
+PROMPT: The students must wear their uniforms to class. {bk05-l4c-f7-03-q.mp3}
+RESPONSE: They don't have to wear their uniforms after class. {bk05-l4c-f7-03-a.mp3}
+
+PROMPT: Lieutenant Davis wasn't in school today. {bk05-l4c-f7-04-q.mp3}
+RESPONSE: He had to go to the doctor. {bk05-l4c-f7-04-a.mp3}
+
+PROMPT: He didn't read the lesson last night. {bk05-l4c-f7-05-q.mp3}
+RESPONSE: He'll have to read it tonight. {bk05-l4c-f7-05-a.mp3}
+
+# Source: LLA 4C Figure 8
+$PRODUCE Answer with "Have To"
+ID: 5-4c-f8
+INTRO: Listen to the question and the cue words. Answer aloud using "have to" or "has to", then repeat the correct answer.
+INSTRUCTION: Answer the question using "have to" or "has to".
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Listen to the question and the cue words, then answer in a full sentence with have to or has to. Repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
 
 EXAMPLE
-PROMPT: Where do you have to go? To the BX. {bk05-l4c-f8-ex-q.mp3}
+TEMPLATE: Where do you have to go? (to the BX)
+PROMPT: Where do you have to go? To the BX. {bk05-l4c-f8-ex.mp3}
 RESPONSE: I have to go to the BX. {bk05-l4c-f8-ex-a.mp3}
 
-PROMPT: What do you have to buy? Some shampoo. {bk05-l4c-f8-01-q.mp3}
+TEMPLATE: What do you have to buy? (some shampoo)
+PROMPT: What do you have to buy? Some shampoo. {bk05-l4c-f8-01.mp3}
 RESPONSE: I have to buy some shampoo. {bk05-l4c-f8-01-a.mp3}
 
-PROMPT: When does Steve have to report? At 0800 hours. {bk05-l4c-f8-02-q.mp3}
+TEMPLATE: When does Steve have to report? (at 0800 hours)
+PROMPT: When does Steve have to report? At 0800 hours. {bk05-l4c-f8-02.mp3}
 RESPONSE: He has to report at 0800 hours. {bk05-l4c-f8-02-a.mp3}
 
-PROMPT: Who does he have to report to? The captain. {bk05-l4c-f8-03-q.mp3}
+TEMPLATE: Who does he have to report to? (the captain)
+PROMPT: Who does he have to report to? The captain. {bk05-l4c-f8-03.mp3}
 RESPONSE: He has to report to the captain. {bk05-l4c-f8-03-a.mp3}
 
-PROMPT: Which lessons do we have to read tonight? Lesson 4. {bk05-l4c-f8-04-q.mp3}
+TEMPLATE: Which lesson do we have to read tonight? (Lesson 4)
+PROMPT: Which lessons do we have to read tonight? Lesson 4. {bk05-l4c-f8-04.mp3}
 RESPONSE: We have to read lesson 4 tonight. {bk05-l4c-f8-04-a.mp3}
 
-PROMPT: How many words do you have to memorize? 50. {bk05-l4c-f8-05-q.mp3}
+TEMPLATE: How many words do you have to memorize? (50)
+PROMPT: How many words do you have to memorize? 50. {bk05-l4c-f8-05.mp3}
 RESPONSE: I have to memorize 50 words. {bk05-l4c-f8-05-a.mp3}
 
-PROMPT: How much homework does Tom have to do? A lot. {bk05-l4c-f8-06-q.mp3}
+TEMPLATE: How much homework does Tom have to do? (a lot)
+PROMPT: How much homework does Tom have to do? A lot. {bk05-l4c-f8-06.mp3}
 RESPONSE: Tom has to do a lot of homework. {bk05-l4c-f8-06-a.mp3}
 
-PROMPT: Which uniform do I have to wear? Your white uniform. {bk05-l4c-f8-07-q.mp3}
+TEMPLATE: Which uniform do I have to wear? (your white uniform)
+PROMPT: Which uniform do I have to wear? Your white uniform. {bk05-l4c-f8-07.mp3}
 RESPONSE: You have to wear your white uniform. {bk05-l4c-f8-07-a.mp3}
 
-PROMPT: What time do you have to get up in the morning? 6:30. {bk05-l4c-f8-08-q.mp3}
+TEMPLATE: What time do you have to get up in the morning? (6:30)
+PROMPT: What time do you have to get up in the morning? 6:30. {bk05-l4c-f8-08.mp3}
 RESPONSE: I have to get up at 6:30 in the morning. {bk05-l4c-f8-08-a.mp3}
 
-PROMPT: Who does Alice have to meet at the airport? Her sister. {bk05-l4c-f8-09-q.mp3}
+TEMPLATE: Who does Alice have to meet at the airport? (her sister)
+PROMPT: Who does Alice have to meet at the airport? Her sister. {bk05-l4c-f8-09.mp3}
 RESPONSE: Alice has to meet her sister at the airport. {bk05-l4c-f8-09-a.mp3}
 
-PROMPT: How often do the airmen have to clean their rooms? Every day. {bk05-l4c-f8-10-q.mp3}
+TEMPLATE: How often do the airmen have to clean their rooms? (every day)
+PROMPT: How often do the airmen have to clean their rooms? Every day. {bk05-l4c-f8-10.mp3}
 RESPONSE: The airmen have to clean their rooms every day. {bk05-l4c-f8-10-a.mp3}
 
 # Source: LLA 4C Figure 9
-$PRODUCE Don't Have To
-ID: 4c-f9
+$PRODUCE Not Necessary: "Don't Have To"
+ID: 5-4c-f9
+INTRO: If you can do one thing, you don't have to do the other. Listen to the sentence and the cue, make a negative sentence with "don't have to" or "doesn't have to", then repeat the model.
+INSTRUCTION: Make a sentence with "don't have to" or "doesn't have to".
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Good news — this drill is all about what people don't have to do. Listen to the sentence and the new word, then make the new sentence with don't have to or doesn't have to.
-INSTRUCTION: Change the sentence using the new word.
 
 EXAMPLE
-PROMPT: We can get up at eight o'clock. *six* {bk05-l4c-f9-ex-q.mp3}
+TEMPLATE: We can get up at eight o'clock. (six)
+PROMPT: We can get up at 8 o'clock. 6. {bk05-l4c-f9-ex.mp3}
 RESPONSE: We don't have to get up at 6 o'clock. {bk05-l4c-f9-ex-a.mp3}
 
-PROMPT: We can get up *late*. early {bk05-l4c-f9-01-q.mp3}
+TEMPLATE: We can get up late. (early)
+PROMPT: We can get up late. Early. {bk05-l4c-f9-01.mp3}
 RESPONSE: We don't have to get up early. {bk05-l4c-f9-01-a.mp3}
 
-PROMPT: Dan can leave *Saturday*. Friday {bk05-l4c-f9-02-q.mp3}
+TEMPLATE: Dan can leave Saturday. (Friday)
+PROMPT: Dan can leave Saturday. Friday. {bk05-l4c-f9-02.mp3}
 RESPONSE: He doesn't have to leave Friday. {bk05-l4c-f9-02-a.mp3}
 
-PROMPT: You can report to the *captain*. Major {bk05-l4c-f9-03-q.mp3}
+TEMPLATE: You can report to the captain. (major)
+PROMPT: You can report to the captain. Major. {bk05-l4c-f9-03.mp3}
 RESPONSE: You don't have to report to the major. {bk05-l4c-f9-03-a.mp3}
 
-PROMPT: Kay can wear a *sweater*. Coat {bk05-l4c-f9-04-q.mp3}
+TEMPLATE: Kay can wear a sweater. (coat)
+PROMPT: Kay can wear a sweater. Coat. {bk05-l4c-f9-04.mp3}
 RESPONSE: She doesn't have to wear a coat. {bk05-l4c-f9-04-a.mp3}
 
-PROMPT: They can live *on the base*. Downtown {bk05-l4c-f9-05-q.mp3}
+TEMPLATE: They can live on the base. (downtown)
+PROMPT: They can live on the base. Downtown. {bk05-l4c-f9-05.mp3}
 RESPONSE: They don't have to live downtown. {bk05-l4c-f9-05-a.mp3}
 
-PROMPT: Linda can *fly* to Chicago. Drive {bk05-l4c-f9-06-q.mp3}
+TEMPLATE: Linda can fly to Chicago. (drive)
+PROMPT: Linda can fly to Chicago. Drive. {bk05-l4c-f9-06.mp3}
 RESPONSE: She doesn't have to drive to Chicago. {bk05-l4c-f9-06-a.mp3}
 
-PROMPT: The children can *take the bus*. Walk {bk05-l4c-f9-07-q.mp3}
+TEMPLATE: The children can take the bus. (walk)
+PROMPT: The children can take the bus. Walk. {bk05-l4c-f9-07.mp3}
 RESPONSE: They don't have to walk. {bk05-l4c-f9-07-a.mp3}
 
-PROMPT: The soldiers can *sit down*. Stand up {bk05-l4c-f9-08-q.mp3}
+TEMPLATE: The soldiers can sit down. (stand up)
+PROMPT: The soldiers can sit down. Stand up. {bk05-l4c-f9-08.mp3}
 RESPONSE: They don't have to stand up. {bk05-l4c-f9-08-a.mp3}
 
-PROMPT: Tim can wash the car *tomorrow*. Today {bk05-l4c-f9-09-q.mp3}
+TEMPLATE: Tim can wash the car tomorrow. (today)
+PROMPT: Tim can wash the car tomorrow. Today. {bk05-l4c-f9-09.mp3}
 RESPONSE: He doesn't have to wash it today. {bk05-l4c-f9-09-a.mp3}
 
-PROMPT: You can write with a *pencil*. Pen {bk05-l4c-f9-10-q.mp3}
+TEMPLATE: You can write with a pencil. (pen)
+PROMPT: You can write with a pencil. Pen. {bk05-l4c-f9-10.mp3}
 RESPONSE: You don't have to write with a pen. {bk05-l4c-f9-10-a.mp3}
 
-# Source: ST §Students Have To Do These Things.
-$PRODUCE Make Questions with Have To
-ID: l4-s25
-INTRO: Students have a long list of duties. Turn each statement into a question: Do students have to...?
-INSTRUCTION: Change the statement to a question.
+# Source: ST §Students Have to Do These Things
+$PRODUCE Ask: "Do They Have To...?"
+ID: l4-s24
+INTRO: Turn each statement into a question with "Do they have to...?". Say it aloud, then check the model.
+INSTRUCTION: Change the statement to a question with "Do they have to...?"
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1543,168 +1653,90 @@ RESPONSE: Do they have to go to lab?
 PROMPT: They have to do their homework.
 RESPONSE: Do they have to do their homework?
 
-# Source: ST §Do the Students Have To Bring Their ID Cards?
-$PRODUCE Ask and Answer with Have To
-ID: l4-s26
-INTRO: Last drill of this part. Ask whether the teacher or the students have to do each thing — then answer it yourself with a short answer.
-INSTRUCTION: Ask a question with "have to" and give a short answer.
+# Source: ST §What Do They Have to Do?
+$PRODUCE The Teacher and the Students
+ID: l4-s25
+INTRO: Imagine an English class on a base: the teacher is a civilian man, and the students are military and live in the barracks. For each cue, ask what the teacher has to do and what the students have to do, and answer both — then check the model.
+INSTRUCTION: Ask and answer with "Does the teacher have to...?" and "Do the students have to...?"
 INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed question about whether the teacher or students "have to" do the cued action, followed by a natural short answer; either yes or no is acceptable in the answer.
+CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
-TEMPLATE: wear a uniform (teacher)
-RESPONSE: Does the teacher have to wear a uniform? No, he doesn't.
+PROMPT: wear a uniform
+RESPONSE: Does the teacher have to wear a uniform?\n— No, he doesn't.\nDo the students have to wear uniforms?\n— Yes, they do.
 
-EXAMPLE
-TEMPLATE: wear a uniform (students)
-RESPONSE: Do the students have to wear uniforms? Yes, they do.
+PROMPT: come to class at 6:30 a.m.
+RESPONSE: Does the teacher have to come to class at 6:30 a.m.?\n— No, he doesn't.\nDo the students have to come to class at 6:30 a.m.?\n— No, they don't.
 
-TEMPLATE: come to class at 6:30 a.m. (students)
-RESPONSE: Do the students have to come to class at 6:30 a.m.? Yes, they do.
+PROMPT: wear a name tag
+RESPONSE: Does the teacher have to wear a name tag?\n— Yes, he does.\nDo the students have to wear name tags?\n— Yes, they do.
 
-TEMPLATE: wear a name tag (teacher)
-RESPONSE: Does the teacher have to wear a name tag? No, she doesn't.
+PROMPT: do homework
+RESPONSE: Does the teacher have to do homework?\n— No, he doesn't.\nDo the students have to do homework?\n— Yes, they do.
 
-TEMPLATE: do homework (students)
-RESPONSE: Do the students have to do homework? Yes, they do.
+PROMPT: live in the barracks
+RESPONSE: Does the teacher have to live in the barracks?\n— No, he doesn't.\nDo the students have to live in the barracks?\n— Yes, they do.
 
-TEMPLATE: live in the barracks (students)
-RESPONSE: Do the students have to live in the barracks? Yes, they do.
+PROMPT: buy a dictionary
+RESPONSE: Does the teacher have to buy a dictionary?\n— No, he doesn't.\nDo the students have to buy a dictionary?\n— Yes, they do.
 
-TEMPLATE: buy a dictionary (students)
-RESPONSE: Do the students have to buy a dictionary? Yes, they do.
+PROMPT: work hard
+RESPONSE: Does the teacher have to work hard?\n— Yes, he does.\nDo the students have to work hard?\n— Yes, they do.
 
-TEMPLATE: work hard (teacher)
-RESPONSE: Does the teacher have to work hard? Yes, he does.
-
-$LESSON 4-7: The Future with Will
+$SESSION 4-7: Plans, Phone Calls, and Instructions
 
 # Source: LLA 4D Figure 1
-$DIALOGUE Sentences with Will
-ID: 4d-f1
-INTRO: This part looks ahead: talking about the future with will. Listen to the sentences and repeat them.
+$DIALOGUE Future Sentences with "Will"
+ID: 5-4d-f1
+INTRO: In this part you'll talk about the future with "will" — and make a phone call. Listen and repeat these sentences about things that will happen.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: There will be a test tomorrow morning. {bk05-l4d-f1-01.mp3}
+
 LINE: Some students will take a trip this weekend. {bk05-l4d-f1-02.mp3}
+
 LINE: The class will have a new teacher on Monday. {bk05-l4d-f1-03.mp3}
+
 LINE: The students will get new textbooks next week. {bk05-l4d-f1-04.mp3}
-LINE: Lieutenant King will graduate in 2 months. {bk05-l4d-f1-05.mp3}
+
+LINE: Lieutenant King will graduate in two months. {bk05-l4d-f1-05.mp3}
+
 LINE: Sergeant Hill will return to his country in April. {bk05-l4d-f1-06.mp3}
 
 # Source: LLA 4D Figure 2
-$DIALOGUE John's Weekend Plans
-ID: 4d-f2
-INTRO: Jane is asking John about his weekend plans — he has them all worked out. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Plans for the Weekend
+ID: 5-4d-f2
+INTRO: Jane and John are talking about weekend plans. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Jane: What will you do next weekend? {bk05-l4d-f2-01.mp3}
 John: I'll take a trip to Houston. {bk05-l4d-f2-02.mp3}
-
 Jane: Will you drive? {bk05-l4d-f2-03.mp3}
 John: No, I'll fly. {bk05-l4d-f2-04.mp3}
-
 Jane: When will you leave? {bk05-l4d-f2-05.mp3}
 John: I'll leave on Friday, after class. {bk05-l4d-f2-06.mp3}
-
 Jane: What will you do there? {bk05-l4d-f2-07.mp3}
 John: I'll visit a friend. {bk05-l4d-f2-08.mp3}
-
 Jane: Will you return on Sunday? {bk05-l4d-f2-09.mp3}
 John: Yes, I'll come back on Sunday afternoon. {bk05-l4d-f2-10.mp3}
 
-# Source: LLA 4D Figure 2 (role-play pass)
-$PRODUCE Answer Jane's Questions
-ID: 4d-f2-b
-REFERENCE
-INTRO: Now you're John. Jane asks — you answer with John's lines. You can review the conversation if you need it.
-INSTRUCTION: Say John's answer aloud.
-INPUT: speak
-CHECK: reveal
-
-PROMPT: What will you do next weekend? {bk05-l4d-f2-11-q.mp3}
-RESPONSE: I'll take a trip to Houston. {bk05-l4d-f2-02.mp3}
-
-PROMPT: Will you drive? {bk05-l4d-f2-12-q.mp3}
-RESPONSE: No, I'll fly. {bk05-l4d-f2-04.mp3}
-
-PROMPT: When will you leave? {bk05-l4d-f2-13-q.mp3}
-RESPONSE: I'll leave on Friday, after class. {bk05-l4d-f2-06.mp3}
-
-PROMPT: What will you do there? {bk05-l4d-f2-14-q.mp3}
-RESPONSE: I'll visit a friend. {bk05-l4d-f2-08.mp3}
-
-PROMPT: Will you return on Sunday? {bk05-l4d-f2-15-q.mp3}
-RESPONSE: Yes, I'll come back on Sunday afternoon. {bk05-l4d-f2-10.mp3}
-
-# Source: LLA 4D Figure 3
-$DIALOGUE John's Trip
-ID: 4d-f3
-INTRO: Here's the full story of John's trip to Houston — dinner, a football game, and a dance. Just listen.
-INSTRUCTION: Listen to the story.
-
-LINE: John will take a trip next weekend. {bk05-l4d-f3-01.mp3}
-LINE: He'll fly to Houston Friday afternoon. {bk05-l4d-f3-02.mp3}
-LINE: His friend will meet him at the airport. {bk05-l4d-f3-03.mp3}
-LINE: On Saturday morning, John and his friend will go downtown. {bk05-l4d-f3-04.mp3}
-LINE: In the afternoon, they'll go to a football game. {bk05-l4d-f3-05.mp3}
-LINE: That night, they'll eat dinner at a nice restaurant. {bk05-l4d-f3-06.mp3}
-LINE: Then they'll go to a dance. {bk05-l4d-f3-07.mp3}
-LINE: They'll get up late Sunday morning. {bk05-l4d-f3-08.mp3}
-LINE: After lunch, John's friend will drive John to the airport. {bk05-l4d-f3-09.mp3}
-LINE: John will return to the base Sunday afternoon. {bk05-l4d-f3-10.mp3}
-
-# Source: LLA 4D Figure 3 (Q&A)
-$PRODUCE Questions About John's Trip
-ID: 4d-f3-b
-REFERENCE
-INTRO: Answer the questions about John's trip aloud, then repeat the correct answer. You can review the story while you work.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What will John do next weekend? {bk05-l4d-f3-11-q.mp3}
-RESPONSE: He'll take a trip. {bk05-l4d-f3-11-a.mp3}
-
-PROMPT: Where will he go? {bk05-l4d-f3-12-q.mp3}
-RESPONSE: He'll go to Houston. {bk05-l4d-f3-12-a.mp3}
-
-PROMPT: Will he drive to Houston? {bk05-l4d-f3-13-q.mp3}
-RESPONSE: No, he'll fly to Houston. {bk05-l4d-f3-13-a.mp3}
-
-PROMPT: Who will meet John at the airport? {bk05-l4d-f3-14-q.mp3}
-RESPONSE: John's friend will meet John at the airport. {bk05-l4d-f3-14-a.mp3}
-
-PROMPT: Where will John and his friend go on Saturday morning? {bk05-l4d-f3-15-q.mp3}
-RESPONSE: They'll go downtown on Saturday morning. {bk05-l4d-f3-15-a.mp3}
-
-PROMPT: What will they do in the afternoon? {bk05-l4d-f3-16-q.mp3}
-RESPONSE: They'll go to a football game in the afternoon. {bk05-l4d-f3-16-a.mp3}
-
-PROMPT: Where will they eat dinner that night? {bk05-l4d-f3-17-q.mp3}
-RESPONSE: They'll eat dinner at a restaurant that night. {bk05-l4d-f3-17-a.mp3}
-
-PROMPT: When will they go to a dance? {bk05-l4d-f3-18-q.mp3}
-RESPONSE: They'll go to a dance after dinner. {bk05-l4d-f3-18-a.mp3}
-
-PROMPT: Will they get up late Sunday morning? {bk05-l4d-f3-19-q.mp3}
-RESPONSE: Yes, they'll get up late Sunday morning. {bk05-l4d-f3-19-a.mp3}
-
-PROMPT: Who will drive John to the airport after lunch? {bk05-l4d-f3-20-q.mp3}
-RESPONSE: His friend will drive John to the airport after lunch. {bk05-l4d-f3-20-a.mp3}
-
-PROMPT: When will John return to the base? {bk05-l4d-f3-21-q.mp3}
-RESPONSE: John will return to the base Sunday afternoon. {bk05-l4d-f3-21-a.mp3}
+# Source: LLA 4D Figure 2 (role-play)
+$DIALOGUE Take John's Part
+ID: 5-4d-f2-role-john
+REFERENCE: 5-4d-f2
+PLAY_ROLE: John
+INTRO: Now practice the conversation again. Answer Jane's questions by speaking John's lines.
+INSTRUCTION: You are John — speak your lines in the pauses.
 
 # Source: ST §What Will You Do Next Year?
-$DIALOGUE Graduation Plans
-ID: l4-s28
-INTRO: One more future conversation: two lieutenants planning graduation, France, and Germany. Read the dialog.
-INSTRUCTION: Read the dialog.
+$DIALOGUE What Will You Do Next Year?
+ID: l4-s30
+INTRO: One more conversation about the future — graduation, a month at home, then France. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line of the dialog.
+REPEAT
 
 Lt_Brown: Will you graduate this Friday?
 Lt_White: No, I won't. I'll graduate in one week.
@@ -1723,80 +1755,153 @@ Lt_White: Will you come to France?
 
 Lt_Brown: Yes, we'll go and visit you.
 
-# SKIPPED (book): ST "IN TEN YEARS, I WILL HAVE A LOT OF MONEY" — open pair Q&A with no determinate answers. Dropped.
+# SKIPPED (book): "IN TEN YEARS, I WILL HAVE A LOT OF MONEY." (p. 112) — open conversational pair work. Dropped.
 
-$LESSON 4-8: Telephones, Stories, Sounds, and Dictation
-
-# Source: LLA 4D Figure 4 (word pass — context story follows)
-$DIALOGUE Telephone Words
-ID: 4d-f4
-INTRO: Last part: telephones, three short stories, some sounds and spelling, and dictation to finish. First, four telephone words — from the days when phones had dials. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: receiver
-LINE: receiver {page_102_001.jpg} {bk05-l4d-f4-01.mp3}
-
-VOCAB: dial tone
-LINE: dial tone {page_102_001.jpg} {bk05-l4d-f4-02.mp3}
-
-VOCAB: dial
-LINE: dial {page_102_001.jpg} {bk05-l4d-f4-03.mp3}
-
-VOCAB: dialed
-LINE: dialed {page_102_001.jpg} {bk05-l4d-f4-04.mp3}
-
-# Source: LLA 4D Figure 4 (paragraph)
-$DIALOGUE John Makes a Call
-ID: 4d-f4-b
-INTRO: John needs a plane reservation. Listen to how he makes the call, step by step.
+# Source: LLA 4D Figure 3
+$DIALOGUE John's Trip to Houston
+ID: 5-4d-f3-story
+INTRO: Now the whole weekend, hour by hour. Listen to the story of John's trip.
 INSTRUCTION: Listen to the story.
 
-LINE: John needed to call the airline and make a reservation. {page_102_001.jpg} {bk05-l4d-f4-05.mp3}
-LINE: He picked up the telephone receiver and listened. {page_102_001.jpg} {bk05-l4d-f4-06.mp3}
-LINE: He heard the dial tone. {page_102_001.jpg} {bk05-l4d-f4-07.mp3}
-LINE: Then he turned the dial with his finger. {page_102_001.jpg} {bk05-l4d-f4-08.mp3}
-LINE: He dialed 754-3210. {page_102_001.jpg} {bk05-l4d-f4-09.mp3}
+LINE: John will take a trip next weekend. {bk05-l4d-f3-01.mp3}
+LINE: He'll fly to Houston Friday afternoon. {bk05-l4d-f3-02.mp3}
+LINE: His friend will meet him at the airport. {bk05-l4d-f3-03.mp3}
+LINE: On Saturday morning, John and his friend will go downtown. {bk05-l4d-f3-04.mp3}
+LINE: In the afternoon, they'll go to a football game. {bk05-l4d-f3-05.mp3}
+LINE: That night, they'll eat dinner at a nice restaurant. {bk05-l4d-f3-06.mp3}
+LINE: Then they'll go to a dance. {bk05-l4d-f3-07.mp3}
+LINE: They'll get up late Sunday morning. {bk05-l4d-f3-08.mp3}
+LINE: After lunch, John's friend will drive John to the airport. {bk05-l4d-f3-09.mp3}
+LINE: John will return to the base Sunday afternoon. {bk05-l4d-f3-10.mp3}
 
-# Source: LLA 4D Figure 4 (Q&A)
-$PRODUCE Questions About the Call
-ID: 4d-f4-c
-REFERENCE
-INTRO: Answer the questions about John's call aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4D Figure 3 (questions)
+$PRODUCE Questions About John's Trip
+ID: 5-4d-f3
+REFERENCE: 5-4d-f3-story
+INTRO: Answer the questions about John's trip in full sentences, then repeat the model answers. Open the story if you need it.
+INSTRUCTION: Answer aloud based on the story.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What did John pick up? {page_102_001.jpg} {bk05-l4d-f4-10-q.mp3}
-RESPONSE: He picked up the receiver. {bk05-l4d-f4-10-a.mp3}
+PROMPT: What will John do next weekend? {bk05-l4d-f3-11.mp3}
+RESPONSE: He'll take a trip. {bk05-l4d-f3-12.mp3}
 
-PROMPT: What did he hear? {page_102_001.jpg} {bk05-l4d-f4-11-q.mp3}
-RESPONSE: He heard the dial tone. {bk05-l4d-f4-11-a.mp3}
+PROMPT: Where will he go? {bk05-l4d-f3-13.mp3}
+RESPONSE: He'll go to Houston. {bk05-l4d-f3-14.mp3}
 
-PROMPT: Did he push the dial? {page_102_001.jpg} {bk05-l4d-f4-12-q.mp3}
-RESPONSE: No, he turned the dial. {bk05-l4d-f4-12-a.mp3}
+PROMPT: Will he drive to Houston? {bk05-l4d-f3-15.mp3}
+RESPONSE: No, he'll fly to Houston. {bk05-l4d-f3-16.mp3}
 
-PROMPT: Did he dial 7 numbers? {page_102_001.jpg} {bk05-l4d-f4-13-q.mp3}
-RESPONSE: Yes, he dialed 754-3210. {bk05-l4d-f4-13-a.mp3}
+PROMPT: Who will meet John at the airport? {bk05-l4d-f3-17.mp3}
+RESPONSE: John's friend will meet John at the airport. {bk05-l4d-f3-18.mp3}
 
-# Source: ST §Instructions: To Call From a Dial Phone
-$DIALOGUE How to Use a Dial Phone
-ID: l4-s31
-INTRO: And here's the official procedure, in four steps. Listen and read.
+PROMPT: Where will John and his friend go on Saturday morning? {bk05-l4d-f3-19.mp3}
+RESPONSE: They'll go downtown on Saturday morning. {bk05-l4d-f3-20.mp3}
+
+PROMPT: What will they do in the afternoon? {bk05-l4d-f3-21.mp3}
+RESPONSE: They'll go to a football game in the afternoon. {bk05-l4d-f3-22.mp3}
+
+PROMPT: Where will they eat dinner that night? {bk05-l4d-f3-23.mp3}
+RESPONSE: They'll eat dinner at a restaurant that night. {bk05-l4d-f3-24.mp3}
+
+PROMPT: When will they go to a dance? {bk05-l4d-f3-25.mp3}
+RESPONSE: They'll go to a dance after dinner. {bk05-l4d-f3-26.mp3}
+
+PROMPT: Will they get up late Sunday morning? {bk05-l4d-f3-27.mp3}
+RESPONSE: Yes, they'll get up late Sunday morning. {bk05-l4d-f3-28.mp3}
+
+PROMPT: Who will drive John to the airport after lunch? {bk05-l4d-f3-29.mp3}
+RESPONSE: His friend will drive John to the airport after lunch. {bk05-l4d-f3-30.mp3}
+
+PROMPT: When will John return to the base? {bk05-l4d-f3-31.mp3}
+RESPONSE: John will return to the base Sunday afternoon. {bk05-l4d-f3-32.mp3}
+
+# Source: LLA 4D Figure 4
+$DIALOGUE Using the Telephone {page_102_001.jpg|A line drawing of a person holding a telephone receiver up to his ear while dialing numbers on the rotary telephone dial, with labels pointing to DIAL and RECEIVER}
+ID: 5-4d-f4-story
+INTRO: John has to call the airline for his flight. Learn the telephone words and listen to what he does.
+INSTRUCTION: Listen to the new words and the story.
+
+LINE: John needed to call the airline and make a reservation. {bk05-l4d-f4-01.mp3}
+VOCAB: receiver
+LINE: He picked up the telephone receiver and listened. {bk05-l4d-f4-02.mp3}
+VOCAB: dial tone
+LINE: He heard the dial tone. {bk05-l4d-f4-03.mp3}
+VOCAB: dial
+LINE: Then he turned the dial with his finger. {bk05-l4d-f4-04.mp3}
+VOCAB: to dial
+LINE: He dialed 754-3210. {bk05-l4d-f4-05.mp3}
+
+# Source: LLA 4D Figure 4 (questions)
+$PRODUCE Questions About the Phone Call
+ID: 5-4d-f4
+REFERENCE: 5-4d-f4-story
+INTRO: Answer the questions about John's phone call aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud based on the story.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did John pick up? {bk05-l4d-f4-06.mp3}
+RESPONSE: He picked up the receiver. {bk05-l4d-f4-07.mp3}
+
+PROMPT: What did he hear? {bk05-l4d-f4-08.mp3}
+RESPONSE: He heard the dial tone. {bk05-l4d-f4-09.mp3}
+
+PROMPT: Did he push the dial? {bk05-l4d-f4-10.mp3}
+RESPONSE: No, he turned the dial. {bk05-l4d-f4-11.mp3}
+
+PROMPT: Did he dial 7 numbers? {bk05-l4d-f4-12.mp3}
+RESPONSE: Yes, he dialed 754-3210. {bk05-l4d-f4-13.mp3}
+
+# Source: ST §To Call from a Dial Phone
+$DIALOGUE How to Call from a Dial Phone
+ID: l4-s33
+INTRO: Here are the steps for calling from a dial phone — yes, phones once had dials you turned. Listen and read.
 INSTRUCTION: Listen and read the instructions.
 
-LINE: 1st: Pick up the receiver. {st-page_115_001.jpg}
-LINE: 2nd: Listen for the dial tone. {st-page_115_002.jpg}
-LINE: 3rd: Turn the dial to call. Dial the number. {st-page_115_003.jpg}
-LINE: 4th: Talk. {st-page_115_004.jpg}
+LINE: First: Pick up the receiver. {st-page_115_001.jpg|A hand picking up the receiver of a rotary dial telephone}
 
-# SKIPPED (book): ST Listening/Speaking Skill "INSTRUCTIONS" — pantomime and open pair-work giving instructions; no printed prompts or models.
+LINE: Second: Listen for the dial tone. {st-page_115_002.jpg|A man holding a telephone receiver to his ear and listening to the dial tone, saying "HMMAIM"}
 
-# Source: LLA 4D Figure 5 (paragraph 1)
+LINE: Third: Turn the dial to call. Dial the number. {st-page_115_003.jpg|A hand dialing a rotary telephone while holding the receiver}
+
+LINE: Fourth: Talk. {st-page_115_004.jpg|A smiling man holding a telephone receiver to his ear and speaking}
+
+# Source: ST §To Make a Sandwich
+$DIALOGUE How to Make a Sandwich
+ID: l4-s32
+INTRO: And the steps for making a sandwich — instructions in order: first, next, then. Listen and read.
+INSTRUCTION: Listen and read the steps to make a sandwich.
+
+LINE: First, get two slices of bread. {st-page_114_001.jpg|Two slices of bread removed from a bread bag labeled "MRS. MAYERS BREAD"}
+LINE: Next, put a slice of cheese on one slice of bread. {st-page_114_002.jpg|A slice of cheese placed on top of one slice of bread next to the bread bag}
+LINE: Next, put some lettuce, a slice of onion, and a slice of tomato on the cheese. {st-page_114_003.jpg|A plate with lettuce, a slice of onion, and a slice of tomato prepared next to a cutting board}
+LINE: Then, put the second slice of bread on the first slice. {st-page_114_004.jpg|A completed sandwich on a plate with the second slice of bread on top, next to a fork and a glass}
+
+# SKIPPED (book): Listening Skill / Speaking Skill "INSTRUCTIONS" (p. 115) — open pantomime and oral instruction-giving activity. Dropped.
+
+# Source: ST §He's Standing Between His Friends
+$DIALOGUE Among and Between
+ID: l4-s31
+INTRO: Two small words for positions in a group: "among" for many, "between" for two. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Tom is a tall boy. Here he is among his friends. {st-page_113_001.jpg|A tall boy standing in a group of several young male friends}
+
+LINE: He's between John and Sam in this picture. {st-page_113_002.jpg|A boy standing directly in the middle between two other boys, John and Sam}
+
+LINE: There's a pen among the pencils. {st-page_113_003.jpg|A pen lying in the middle of several pencils}
+LINE: There's a notebook between the books. {st-page_113_004.jpg|A spiral notebook positioned between two hardbound books}
+
+$SESSION 4-8: Listening Practice
+
+# Source: LLA 4D Figure 5 (story 1)
 $DIALOGUE Jim's Car
-ID: 4d-f5
-INTRO: Now three short stories with one question each. Story one: Jim and his cars. Just listen.
+ID: 5-4d-f5-story1
+INTRO: In this part, just listen: three short stories, each with a question after it. First, Jim and his cars.
 INSTRUCTION: Listen to the story.
 
 LINE: Jim drove the same car for 10 years. {bk05-l4d-f5-01.mp3}
@@ -1806,23 +1911,25 @@ LINE: It's white outside and red inside, and it's very clean. {bk05-l4d-f5-04.mp
 LINE: Jim is the only driver of the car, and he washes it every weekend. {bk05-l4d-f5-05.mp3}
 
 # Source: LLA 4D Figure 5 (question 1)
-$SELECT The True Statement About Jim
-ID: 4d-f5-b
-REFERENCE
-INTRO: Tap the statement that's true. You can listen to the story again if you need to.
+$SELECT Jim's Car: Which Is True?
+ID: 5-4d-f5-q1
+REFERENCE: 5-4d-f5-story1
+INTRO: Based on the story you just heard, tap the true statement. You can open the story again if you need it.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
 OPTION: a | Jim is driving an old car.
 OPTION: b | Jim's son bought a new car.
-OPTION: c | Jim's new car is red and white. {bk05-l4d-f5-06.mp3}
+OPTION: c | Jim's new car is red and white.
 OPTION: d | Jim's son washes his car every weekend.
-ANSWER: c
 
-# Source: LLA 4D Figure 5 (paragraph 2)
-$DIALOGUE Pat's Trip
-ID: 4d-f5-c
-INTRO: Story two: Pat flies from warm Houston to Chicago in March — and packs like it's still Houston. Listen.
+TEMPLATE: Which statement is true?
+ANSWER: c
+FEEDBACK: Jim's new car is red and white. {bk05-l4d-f5-06.mp3}
+
+# Source: LLA 4D Figure 5 (story 2)
+$DIALOGUE Pat's Trip to Chicago
+ID: 5-4d-f5-story2
+INTRO: Next story: Pat flies from warm Houston to very cold Chicago — and packs like it's Houston. Listen.
 INSTRUCTION: Listen to the story.
 
 LINE: Pat lives in Houston. {bk05-l4d-f5-07.mp3}
@@ -1835,23 +1942,25 @@ LINE: It was very cold in Chicago. {bk05-l4d-f5-13.mp3}
 LINE: Pat was in Chicago for 5 days, and she was cold and unhappy every day. {bk05-l4d-f5-14.mp3}
 
 # Source: LLA 4D Figure 5 (question 2)
-$SELECT The True Statement About Pat
-ID: 4d-f5-d
-REFERENCE
-INTRO: Tap the true statement about Pat's trip.
+$SELECT Pat's Trip: Which Is True?
+ID: 5-4d-f5-q2
+REFERENCE: 5-4d-f5-story2
+INTRO: Based on the story about Pat, tap the true statement.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
 OPTION: a | Pat bought a new coat.
 OPTION: b | Pat won't go back to Chicago.
 OPTION: c | Pat visited her friends in Chicago.
-OPTION: d | Pat didn't pack her coat in her suitcase. {bk05-l4d-f5-15.mp3}
-ANSWER: d
+OPTION: d | Pat didn't pack her coat in her suitcase.
 
-# Source: LLA 4D Figure 5 (paragraph 3)
-$DIALOGUE Bob Gets Better
-ID: 4d-f5-e
-INTRO: Story three: Bob is sick — and not keen on doctors. Listen to how it works out.
+TEMPLATE: Which statement is true?
+ANSWER: d
+FEEDBACK: Pat didn't pack her coat in her suitcase. {bk05-l4d-f5-15.mp3}
+
+# Source: LLA 4D Figure 5 (story 3)
+$DIALOGUE Bob's Illness
+ID: 5-4d-f5-story3
+INTRO: Last story: Bob was sick. Listen to what he did about it.
 INSTRUCTION: Listen to the story.
 
 LINE: Bob was sick last week. {bk05-l4d-f5-16.mp3}
@@ -1865,208 +1974,107 @@ LINE: The doctor gave him some different medicine. {bk05-l4d-f5-23.mp3}
 LINE: Now Bob feels all right. {bk05-l4d-f5-24.mp3}
 
 # Source: LLA 4D Figure 5 (question 3)
-$SELECT The True Statement About Bob
-ID: 4d-f5-f
-REFERENCE
-INTRO: Tap the true statement about Bob.
+$SELECT Bob's Illness: Which Is True?
+ID: 5-4d-f5-q3
+REFERENCE: 5-4d-f5-story3
+INTRO: Based on the story about Bob, tap the true statement.
 INSTRUCTION: Tap the true statement.
 
-TEMPLATE: Which statement is true?
-OPTION: a | Bob went to the doctor. {bk05-l4d-f5-25.mp3}
+OPTION: a | Bob went to the doctor.
 OPTION: b | Bob hurt his leg last week.
 OPTION: c | Bob got some medicine at the hospital.
 OPTION: d | Bob bought a toothbrush at the drugstore.
+
+TEMPLATE: Which statement is true?
 ANSWER: a
-
-# Source: ST §Topic of Paragraphs
-$SELECT What's the Topic?
-ID: l4-s27
-INTRO: Read each paragraph and tap its topic — what the whole paragraph is about, not just one detail from it.
-INSTRUCTION: Read the paragraph and tap the best topic.
-
-TEMPLATE: Children in the United States go to school 5 days a week. Their school day begins at 8:00 a.m., and it ends at 3:00 p.m. They have lunch at school. School begins in September every year, and it ends in May. After 12 years of school, they graduate. They are in school a large part of their early years.
-OPTION: a | school lunches
-OPTION: b | graduation day
-OPTION: c | school years
-OPTION: d | the United States
-ANSWER: c
-
-TEMPLATE: It's important to eat vegetables. Many people don't like them, but we all need to eat them. There are many kinds of vegetables. At a grocery store you can buy carrots, squash, potatoes, tomatoes, lettuce and many more. Some vegetables you can just wash and eat or put into a salad or put on a sandwich. Some vegetables are cooked in soups and different dishes.
-OPTION: a | salads
-OPTION: b | soups
-OPTION: c | grocery stores
-OPTION: d | vegetables
-ANSWER: d
-
-# SKIPPED (book): ST Reading Skills "SAME OR DIFFERENT?", "IS HOT THE SAME AS COLD?", "SAME OR OPPOSITE?" (pp. 106–108) — timed speed-reading word drills, no workable app interaction.
+FEEDBACK: Bob went to the doctor. {bk05-l4d-f5-25.mp3}
 
 # Source: LLA 4D Figure 6
-$SELECT Airport, Grocery Store, or School?
-ID: 4d-f6
-INTRO: You'll hear a word from this week's vocabulary. Does it belong at the airport, the grocery store, or the school? Tap the group.
-INSTRUCTION: Tap the correct category for the word.
+$SELECT Where Does It Belong?
+ID: 5-4d-f6
+INTRO: You'll hear a word from this lesson or an earlier one. Tap the place it belongs to — the airport, the grocery store, or school.
+INSTRUCTION: Tap the correct category.
 
-OPTION: a | Airport
-OPTION: b | Grocery Store
-OPTION: c | School
+OPTION: a | airport
+OPTION: b | grocery store
+OPTION: c | school
 
 EXAMPLE
-PROMPT: pepper {bk05-l4d-f6-ex.mp3}
+PROMPT: pepper {bk05-l4d-f6-01.mp3}
+ANSWER: b
+FEEDBACK: We buy pepper at the grocery store. {bk05-l4d-f6-02.mp3}
+
+PROMPT: sugar {bk05-l4d-f6-03.mp3}
 ANSWER: b
 
-PROMPT: sugar {bk05-l4d-f6-01.mp3}
-ANSWER: b
-
-PROMPT: student {bk05-l4d-f6-02.mp3}
+PROMPT: student {bk05-l4d-f6-04.mp3}
 ANSWER: c
 
-PROMPT: airline {bk05-l4d-f6-03.mp3}
+PROMPT: airline {bk05-l4d-f6-05.mp3}
 ANSWER: a
 
-PROMPT: graduation {bk05-l4d-f6-04.mp3}
+PROMPT: graduation {bk05-l4d-f6-06.mp3}
 ANSWER: c
 
-PROMPT: classroom {bk05-l4d-f6-05.mp3}
+PROMPT: classroom {bk05-l4d-f6-07.mp3}
 ANSWER: c
 
-PROMPT: flight {bk05-l4d-f6-06.mp3}
+PROMPT: flight {bk05-l4d-f6-08.mp3}
 ANSWER: a
 
-PROMPT: salt {bk05-l4d-f6-07.mp3}
+PROMPT: salt {bk05-l4d-f6-09.mp3}
 ANSWER: b
 
-PROMPT: trip {bk05-l4d-f6-08.mp3}
+PROMPT: trip {bk05-l4d-f6-10.mp3}
 ANSWER: a
 
-PROMPT: butter {bk05-l4d-f6-09.mp3}
+PROMPT: butter {bk05-l4d-f6-11.mp3}
 ANSWER: b
 
-PROMPT: sharpener {bk05-l4d-f6-10.mp3}
+PROMPT: sharpener {bk05-l4d-f6-12.mp3}
 ANSWER: c
 
-PROMPT: ticket {bk05-l4d-f6-11.mp3}
+PROMPT: ticket {bk05-l4d-f6-13.mp3}
 ANSWER: a
 
-PROMPT: soup {bk05-l4d-f6-12.mp3}
+PROMPT: soup {bk05-l4d-f6-14.mp3}
 ANSWER: b
 
-# Source: ST §Speaking Skill: BOAT / VOTE
-$DIALOGUE Sounds: B and V
-ID: l4-s9
-INTRO: Pronunciation time: b and v. The difference is all in your lips — closed for b, top teeth on bottom lip for v. Read each pair aloud.
-INSTRUCTION: Read the word pairs aloud.
-REPEAT
-
-LINE: boat ... vote
-LINE: berry ... very
-LINE: bet ... vet
-LINE: ban ... van
-LINE: base ... vase
-LINE: robe ... rove
-LINE: bat ... vat
-LINE: swab ... suave
-
-# Source: ST §Speaking Skill: BAIT / BET
-$DIALOGUE Sounds: BAIT and BET
-ID: l4-s16
-INTRO: Now two vowels: the long sound in bait and the short sound in bet. Read each pair aloud.
-INSTRUCTION: Read the word pairs aloud.
-REPEAT
-
-LINE: bait ... bet
-LINE: late ... let
-LINE: rake ... wreck
-LINE: pain ... pen
-LINE: fade ... fed
-LINE: age ... edge
-LINE: gate ... get
-LINE: Abe ... ebb
-
-# Source: ST §Write: LL
-$PRODUCE Spelling: Double L
-ID: l4-s10
-INTRO: A quick spelling drill: type the double l to complete each word.
-INSTRUCTION: Type "ll" to complete the word.
+# Source: LLA 4D Figure 7
+$PRODUCE Type What You Hear
+ID: 5-4d-f7
+INTRO: Now write what you hear — a short story about Tom and his laundry. It doesn't end well for the white socks. Listen to each sentence and type it exactly.
+INSTRUCTION: Type the sentence you hear.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: do____{ll}ar
-RESPONSE: dollar
+PROMPT: Tom washed his socks last night. {bk05-l4d-f7-01.mp3}
+RESPONSE: Tom washed his socks last night. {bk05-l4d-f7-01.mp3}
 
-TEMPLATE: se____{ll}ing
-RESPONSE: selling
+PROMPT: He had a lot of white socks. {bk05-l4d-f7-02.mp3}
+RESPONSE: He had a lot of white socks. {bk05-l4d-f7-02.mp3}
 
-TEMPLATE: ca____{ll}ed
-RESPONSE: called
+PROMPT: He had only a few red socks. {bk05-l4d-f7-03.mp3}
+RESPONSE: He had only a few red socks. {bk05-l4d-f7-03.mp3}
 
-TEMPLATE: sma____{ll}
-RESPONSE: small
+PROMPT: He washed the red socks and the white socks together. {bk05-l4d-f7-04.mp3}
+RESPONSE: He washed the red socks and the white socks together. {bk05-l4d-f7-04.mp3}
 
-TEMPLATE: pi____{ll}ow
-RESPONSE: pillow
+PROMPT: The water in the sink was very hot. {bk05-l4d-f7-05.mp3}
+RESPONSE: The water in the sink was very hot. {bk05-l4d-f7-05.mp3}
 
-TEMPLATE: fa____{ll}
-RESPONSE: fall
+PROMPT: Now all his white socks are pink. {bk05-l4d-f7-06.mp3}
+RESPONSE: Now all his white socks are pink. {bk05-l4d-f7-06.mp3}
 
-TEMPLATE: he____{ll}o
-RESPONSE: hello
-
-TEMPLATE: wa____{ll}
-RESPONSE: wall
-
-TEMPLATE: we____{ll}
-RESPONSE: well
-
-TEMPLATE: ga____{ll}on
-RESPONSE: gallon
-
-# Source: ST §Write: L
-$PRODUCE Spelling: The Letter L
-ID: l4-s17
-INTRO: One more spelling round: type the single l to complete each word.
-INSTRUCTION: Type "l" to complete the word.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: ____{l}ate
-RESPONSE: late
-
-TEMPLATE: hospita____{l}
-RESPONSE: hospital
-
-TEMPLATE: en____{l}isted
-RESPONSE: enlisted
-
-TEMPLATE: arriva____{l}
-RESPONSE: arrival
-
-TEMPLATE: air____{l}ine
-RESPONSE: airline
-
-TEMPLATE: ____{l}eave
-RESPONSE: leave
-
-TEMPLATE: ki____{l}o
-RESPONSE: kilo
-
-TEMPLATE: nicke____{l}
-RESPONSE: nickel
-
-TEMPLATE: ____{l}ibrary
-RESPONSE: library
-
-TEMPLATE: Ju____{l}y
-RESPONSE: July
-
-# Source: LLA 4B Figure 6
-$PRODUCE Punctuation Dictation
-ID: 4b-f6
+# Source: LLA 4B Figure 6 (moved here to join the other writing-by-ear work)
+$PRODUCE Capital Letters and Punctuation
+ID: 5-4b-f6
+INTRO: One more writing pass: listen, then type each sentence with correct capital letters and punctuation. Every period counts here.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-INTRO: Dictation with a twist: this time the capital letters and punctuation are the graded part. Listen to each sentence and type it exactly right, then repeat it.
-INSTRUCTION: Type the sentence with correct capitalization and punctuation.
-REPEAT
+LONGFORM
 
 TEMPLATE: john drove to the airport
 PROMPT: John drove to the airport. {bk05-l4b-f6-01.mp3}
@@ -2092,28 +2100,258 @@ TEMPLATE: she was at gate 22
 PROMPT: She was at Gate 22. {bk05-l4b-f6-06.mp3}
 RESPONSE: She was at Gate 22. {bk05-l4b-f6-06.mp3}
 
-# Source: LLA 4D Figure 7
-$PRODUCE Dictation: Tom's Socks
-ID: 4d-f7
-INPUT: type
-CHECK: exact
-INTRO: Last activity of the lesson: plain dictation. Type each sentence exactly as you hear it — and learn from Tom's laundry mistake. That's the whole lesson. Well done.
-INSTRUCTION: Type the sentence you hear.
+$SESSION 4-9: Reading and Word Skills
 
-PROMPT: Tom washed his socks last night. {bk05-l4d-f7-01.mp3}
-RESPONSE: Tom washed his socks last night. {bk05-l4d-f7-01-a.mp3}
+# Source: ST §Reading: Topic of Paragraphs (paragraph 1)
+$GRAMMAR Reading: Find the Topic — Paragraph 1
+ID: l4-s26-r-p1
+READING
+INTRO: In this part you'll practice reading and word meanings. Read the first paragraph — then you'll pick its topic.
 
-PROMPT: He had a lot of white socks. {bk05-l4d-f7-02.mp3}
-RESPONSE: He had a lot of white socks. {bk05-l4d-f7-02-a.mp3}
+CARD: **Paragraph 1.** Children in the United States go to school 5 days a week. Their school day begins at 8:00 a.m., and it ends at 3:00 p.m. They have lunch at school. School begins in September every year, and it ends in May. After 12 years of school, they graduate. They are in school a large part of their early years.
 
-PROMPT: He had only a few red socks. {bk05-l4d-f7-03.mp3}
-RESPONSE: He had only a few red socks. {bk05-l4d-f7-03-a.mp3}
+# Source: ST §Reading: Topic of Paragraphs (paragraph 1 question)
+$SELECT Find the Topic — Paragraph 1
+ID: l4-s26-p1
+REFERENCE: l4-s26-r-p1
+INTRO: Tap the topic of the paragraph you just read. Open it again if you need to.
+INSTRUCTION: Select the topic of the paragraph.
+OPTION: a | school lunches
+OPTION: b | graduation day
+OPTION: c | school years
+OPTION: d | the United States
 
-PROMPT: He washed the red socks and the white socks together. {bk05-l4d-f7-04.mp3}
-RESPONSE: He washed the red socks and the white socks together. {bk05-l4d-f7-04-a.mp3}
+TEMPLATE: What is the topic of the paragraph?
+ANSWER: c
 
-PROMPT: The water in the sink was very hot. {bk05-l4d-f7-05.mp3}
-RESPONSE: The water in the sink was very hot. {bk05-l4d-f7-05-a.mp3}
+# Source: ST §Reading: Topic of Paragraphs (paragraph 2)
+$GRAMMAR Reading: Find the Topic — Paragraph 2
+ID: l4-s26-r-p2
+READING
 
-PROMPT: Now all his white socks are pink. {bk05-l4d-f7-06.mp3}
-RESPONSE: Now all his white socks are pink. {bk05-l4d-f7-06-a.mp3}
+CARD: **Paragraph 2.** It's important to eat vegetables. Many people don't like them, but we all need to eat them. There are many kinds of vegetables. At a grocery store you can buy carrots, squash, potatoes, tomatoes, lettuce and many more. Some vegetables you can just wash and eat or put into a salad or put on a sandwich. Some vegetables are cooked in soups and different dishes.
+
+# Source: ST §Reading: Topic of Paragraphs (paragraph 2 question)
+$SELECT Find the Topic — Paragraph 2
+ID: l4-s26-p2
+REFERENCE: l4-s26-r-p2
+INTRO: Now tap the topic of this paragraph.
+INSTRUCTION: Select the topic of the paragraph.
+OPTION: a | salads
+OPTION: b | soups
+OPTION: c | grocery stores
+OPTION: d | vegetables
+
+TEMPLATE: What is the topic of the paragraph?
+ANSWER: d
+
+# Source: ST §Same or Different?
+$SELECT Same or Different?
+ID: l4-s27
+INTRO: Look closely — some pairs are identical, and some differ by just a letter or two. Tap "Same" or "Different".
+INSTRUCTION: Tap "Same" if the two phrases are identical or "Different" if they differ.
+OPTION: s | Same
+OPTION: d | Different
+
+EXAMPLE
+TEMPLATE: good dresses ... gold dresses
+ANSWER: d
+
+EXAMPLE
+TEMPLATE: chocolate cake ... chocolate cake
+ANSWER: s
+
+TEMPLATE: graduate today ... graduate today
+ANSWER: s
+
+TEMPLATE: look up ... lock up
+ANSWER: d
+
+TEMPLATE: read books ... red books
+ANSWER: d
+
+TEMPLATE: half a bottle ... half a bottle
+ANSWER: s
+
+TEMPLATE: silver car ... silver car
+ANSWER: s
+
+TEMPLATE: seventh hot day ... seventy hot days
+ANSWER: d
+
+TEMPLATE: sick call ... sick call
+ANSWER: s
+
+TEMPLATE: must start ... must stand
+ANSWER: d
+
+TEMPLATE: two small labs ... two small lambs
+ANSWER: d
+
+TEMPLATE: visit San Antonio ... visits San Antonio
+ANSWER: d
+
+TEMPLATE: eat ice cream ... eat ice cream
+ANSWER: s
+
+TEMPLATE: woke up late ... woke up late
+ANSWER: s
+
+TEMPLATE: a good example ... a good example
+ANSWER: s
+
+TEMPLATE: two quarts ... two quarters
+ANSWER: d
+
+TEMPLATE: play the game ... played the game
+ANSWER: d
+
+# Source: ST §Is Hot the Same as Cold?
+$SELECT Words with the Same Meaning
+ID: l4-s28
+INTRO: Tap the word that means about the same as the cue word. Some of these go back a few lessons — that's the point.
+INSTRUCTION: Choose the word that has about the same meaning as the cue word.
+
+EXAMPLE
+TEMPLATE: penny
+OPTION: a | gold
+OPTION: b | pocket
+OPTION: c | cent
+OPTION: d | reservation
+OPTION: e | leg
+ANSWER: c
+
+EXAMPLE
+TEMPLATE: test
+OPTION: a | lab
+OPTION: b | headphone
+OPTION: c | class
+OPTION: d | break
+OPTION: e | quiz
+ANSWER: e
+
+TEMPLATE: slacks
+OPTION: a | shirts
+OPTION: b | clothes
+OPTION: c | stores
+OPTION: d | pants
+OPTION: e | pockets
+ANSWER: d
+
+TEMPLATE: wash
+OPTION: a | meet
+OPTION: b | clean
+OPTION: c | eat
+OPTION: d | dry
+OPTION: e | put
+ANSWER: b
+
+TEMPLATE: right
+OPTION: a | same
+OPTION: b | left
+OPTION: c | correct
+OPTION: d | every
+OPTION: e | turn
+ANSWER: c
+
+TEMPLATE: sore
+OPTION: a | hurting
+OPTION: b | medicine
+OPTION: c | doctor
+OPTION: d | dial
+OPTION: e | close
+ANSWER: a
+
+TEMPLATE: large
+OPTION: a | long
+OPTION: b | false
+OPTION: c | warm
+OPTION: d | same
+OPTION: e | big
+ANSWER: e
+
+TEMPLATE: stop
+OPTION: a | help
+OPTION: b | dry
+OPTION: c | sleep
+OPTION: d | touch
+OPTION: e | end
+ANSWER: e
+
+TEMPLATE: fall
+OPTION: a | brush
+OPTION: b | put
+OPTION: c | lock
+OPTION: d | autumn
+OPTION: e | spell
+ANSWER: d
+
+TEMPLATE: come back
+OPTION: a | start
+OPTION: b | move
+OPTION: c | visit
+OPTION: d | return
+OPTION: e | fly
+ANSWER: d
+
+TEMPLATE: cap
+OPTION: a | buy
+OPTION: b | hat
+OPTION: c | captain
+OPTION: d | wear
+OPTION: e | coat
+ANSWER: b
+
+TEMPLATE: leave
+OPTION: a | depart
+OPTION: b | change
+OPTION: c | help
+OPTION: d | arrive
+OPTION: e | stop
+ANSWER: a
+
+# Source: ST §Same or Opposite?
+$SELECT Same or Opposite?
+ID: l4-s29
+INTRO: Last activity of the lesson: do the two words mean the same, or the opposite? Tap your answer — and that's Lesson 4 done. Nice work.
+INSTRUCTION: Tap "Same" if the words have similar meanings or "Opposite" if they are opposites.
+OPTION: s | Same
+OPTION: o | Opposite
+
+EXAMPLE
+TEMPLATE: start ... begin
+ANSWER: s
+
+EXAMPLE
+TEMPLATE: sad ... happy
+ANSWER: o
+
+TEMPLATE: much ... many
+ANSWER: s
+
+TEMPLATE: black ... white
+ANSWER: o
+
+TEMPLATE: buy ... sell
+ANSWER: o
+
+TEMPLATE: dirty ... clean
+ANSWER: o
+
+TEMPLATE: trousers ... pants
+ANSWER: s
+
+TEMPLATE: new ... old
+ANSWER: o
+
+TEMPLATE: city ... town
+ANSWER: s
+
+TEMPLATE: hot ... cold
+ANSWER: o
+
+TEMPLATE: open ... close
+ANSWER: o
+
+TEMPLATE: show ... movie
+ANSWER: s
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diff --git a/book-5-lesson-5.module b/book-5-lesson-5.module
index a97b47ab..f060eb44 100644
--- a/book-5-lesson-5.module
+++ b/book-5-lesson-5.module
@@ -1,99 +1,240 @@
-$MODULE Book 5 · Lesson 5: We'll Review Today {st-page_117_001.jpg}
+$MODULE Book 5 · Lesson 5: We'll Review Today {st-page_117_001.jpg|A circular illustration divided into four quadrants showing various concepts: medicine bottles, store shelves with toiletries, a family in a van on a trip, and a woman shopping for produce at a market}
 FORMAT: 2
-DESCRIPTION: Review of Book 5 — word groups, instructions, punctuation, quantity words, question forms, and verb tenses. Recall practice only; no new material.
+DIOCO_DOC_ID: alc_book5_lesson5
+DESCRIPTION: Review of Book 5: health and personal care vocabulary, future tense with "will", travel expressions, containers and quantities, question forms, and sentence structures. Review lesson — no cassette audio; all activities recycle earlier material.
 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: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 5-1: Sounds, Steps, and Sentences
+$SESSION 5-1: Sounds, Spelling, and Step-by-Step
 
-# Source: ST §Say Them Right
-$DIALOGUE Say Them Right
+# Source: ST §Say Them Right.
+$DIALOGUE Hear the Difference
 ID: l5-s1
-INTRO: You've finished the week — today is review day, so everything here is something you've already learned. We start with pairs of words that sound almost the same but aren't. Listen carefully and repeat each pair.
-INSTRUCTION: Listen and repeat each pair of words.
+INTRO: Welcome to the review lesson — nothing here is new, which is exactly the point. In this lesson you'll polish the sounds, words, and grammar from the whole book. First, listen to each pair of similar-sounding words and repeat both — the small differences are the whole exercise.
+INSTRUCTION: Listen and repeat each word pair.
 REPEAT
 
-LINE: clothe — cloth
-LINE: thy — thigh
-LINE: teethe — teeth
-LINE: bathe — bath
-LINE: feet — fit
-LINE: sleep — slip
-LINE: meet — mitt
-LINE: we'll — will
-LINE: come — gum
-LINE: lock — log
-LINE: clad — glad
-LINE: could — good
-LINE: pin — pen
-LINE: lit — let
-LINE: will — well
-LINE: sit — set
+LINE: clothe — cloth thy — thigh teethe — teeth bathe — bath feet — fit sleep — slip meet — mitt we'll — will come — gum lock — log clad — glad could — good pin — pen lit — let will — well sit — set
 
-# SKIPPED (book): "REPEAT AND WRITE" — instructor-dictated spelling drill with incomplete printed words and no recorded stimulus. Dropped.
-# SKIPPED (book): "ANSWER THE QUESTIONS" — requires consulting a Table of Contents which is not present in the extraction. Dropped.
-# SKIPPED (book): "TOUCH YOUR TOES" — open pair command task ("Use the verbs... to give a command to another student"). Dropped.
+# Source: ST §Repeat and Write.
+$PRODUCE Complete the Words
+ID: l5-s2
+INTRO: Some words from this book have gone missing a letter or two. Type "p", "ll", "l", "ck", or "b" to make each word whole again.
+INSTRUCTION: Type the missing letter or letters (p, ll, l, ck, or b) to complete each word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: ____{p}oint
+RESPONSE: point
+ACCEPT: p
+
+TEMPLATE: ____{p}ick up
+RESPONSE: pick up
+ACCEPT: p
+
+TEMPLATE: air____{p}ort
+RESPONSE: airport
+ACCEPT: p
+
+TEMPLATE: tri____{p}
+RESPONSE: trip
+ACCEPT: p
+
+TEMPLATE: ca____{ll}
+RESPONSE: call
+ACCEPT: ll
+
+TEMPLATE: pu____{ll}
+RESPONSE: pull
+ACCEPT: ll
+
+TEMPLATE: ga____{ll}on
+RESPONSE: gallon
+ACCEPT: ll
+
+TEMPLATE: ye____{ll}ow
+RESPONSE: yellow
+ACCEPT: ll
+
+TEMPLATE: ____{l}ock
+RESPONSE: lock
+ACCEPT: l
+
+TEMPLATE: schoo____{l}
+RESPONSE: school
+ACCEPT: l
+
+TEMPLATE: ____{l}ettuce
+RESPONSE: lettuce
+ACCEPT: l
+
+TEMPLATE: choco____{l}ate
+RESPONSE: chocolate
+ACCEPT: l
+
+TEMPLATE: pa____{ck}
+RESPONSE: pack
+ACCEPT: ck
+
+TEMPLATE: ti____{ck}et
+RESPONSE: ticket
+ACCEPT: ck
+
+TEMPLATE: po____{ck}et
+RESPONSE: pocket
+ACCEPT: ck
+
+TEMPLATE: ne____{ck}
+RESPONSE: neck
+ACCEPT: ck
+
+TEMPLATE: ____{b}irthday
+RESPONSE: birthday
+ACCEPT: b
+
+TEMPLATE: ____{b}ar____{b}ershop
+RESPONSE: barbershop
+
+TEMPLATE: ____{b}utter
+RESPONSE: butter
+ACCEPT: b
+
+TEMPLATE: tooth____{b}rush
+RESPONSE: toothbrush
+ACCEPT: b
+
+# SKIPPED (book): "ANSWER THE QUESTIONS" (p. 118) — timed 8-second scanning of the Table of Contents table.
+# SKIPPED (book): "TOUCH YOUR TOES." (p. 119) — open classmate command pair task.
 
 # Source: ST §Instructions
-$PRODUCE Giving Instructions
-ID: l5-s2
-INTRO: Now for giving instructions, step by step — locking doors, making sandwiches, operating the mighty dial phone. Type words that make each step complete. More than one good answer is possible, so just be logical.
-INSTRUCTION: Type words that complete each step logically.
-INPUT: type
-CHECK: llm
-RUBRIC: Treat the model answer as a guide, not the only key. Accept any verbs and nouns that make each step logical and grammatical for the stated task, whether the learner types only the missing words or retypes the full step sentences; reject completions that make a step impossible or nonsensical.
-
-TEMPLATE: To lock the door
-TEMPLATE: 1st: Walk to ____.
-TEMPLATE: 2nd: ____ next to the door.
-TEMPLATE: 3rd: Pull the ____.
-TEMPLATE: 4th: Put the key in the ____.
-TEMPLATE: 5th: ____ the key.
-RESPONSE: To lock the door. 1st: Walk to the door. 2nd: Stand next to the door. 3rd: Pull the door. 4th: Put the key in the lock. 5th: Turn the key.
-
-TEMPLATE: To put on your coat
-TEMPLATE: First, ____ the coat from the chair.
-TEMPLATE: Next, put your arms in the ____.
-TEMPLATE: Then, button your coat's ____.
-RESPONSE: To put on your coat. First, pick up the coat from the chair. Next, put your arms in the sleeves. Then, button your coat's buttons.
-
-TEMPLATE: To sharpen a pencil
-TEMPLATE: First, put the pencil in the ____.
-TEMPLATE: Next, turn the ____.
-TEMPLATE: Then, check the pencil.
-RESPONSE: To sharpen a pencil. First, put the pencil in the sharpener. Next, turn the handle. Then, check the pencil.
-
-TEMPLATE: To turn on the television
-TEMPLATE: Walk to the television.
-TEMPLATE: ____ next to the television.
-TEMPLATE: ____ the knob.
-TEMPLATE: The television is now ____.
-RESPONSE: To turn on the television. Walk to the television. Stand next to the television. Turn the knob. The television is now on.
-
-TEMPLATE: To call on a dial phone
-TEMPLATE: First, pick up the ____.
-TEMPLATE: Listen for the ____.
-TEMPLATE: Next, ____ the numbers.
-RESPONSE: To call on a dial phone. First, pick up the receiver. Listen for the dial tone. Next, dial the numbers.
-
-TEMPLATE: To make a sandwich
-TEMPLATE: First, get two ____ of bread.
-TEMPLATE: Second, put a slice of ____, a slice of ____, and some ____ on one slice of bread.
-TEMPLATE: Third, put the second slice of bread on the lettuce.
-RESPONSE: To make a sandwich. First, get two slices of bread. Second, put a slice of ham, a slice of cheese, and some lettuce on one slice of bread. Third, put the second slice of bread on the lettuce.
-
-# SKIPPED (book): "JOHN'S TRIP" — instructor-read listen-and-fill dictation with no recorded stimulus. Dropped.
-
-# Source: ST §Let's Write a Paragraph
-$PRODUCE Punctuation and Capital Letters
+$PRODUCE Step-by-Step Instructions
 ID: l5-s3
-INTRO: Time to be picky. Rewrite each sentence with the correct capital letters and punctuation — Linda's evening depends on it. Here, a missing period actually counts against you.
-INSTRUCTION: Rewrite the sentence with correct punctuation and capitalization.
+INTRO: You've learned to give instructions step by step — locking doors, making sandwiches, important life skills. Type the missing word in each step.
+INSTRUCTION: Type the missing word to complete each instruction.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: To lock the door:
+TEMPLATE: 1st: Walk to the ____{door}.
+RESPONSE: Walk to the door.
+
+TEMPLATE: To lock the door:
+TEMPLATE: 2nd: ____{Stand} next to the door.
+RESPONSE: Stand next to the door.
+
+TEMPLATE: To lock the door:
+TEMPLATE: 3rd: Pull the ____{door|doorknob}.
+RESPONSE: Pull the door.
+
+TEMPLATE: To lock the door:
+TEMPLATE: 4th: Put the key in the ____{lock}.
+RESPONSE: Put the key in the lock.
+
+TEMPLATE: To lock the door:
+TEMPLATE: 5th: ____{Turn} the key.
+RESPONSE: Turn the key.
+
+TEMPLATE: To put on your coat:
+TEMPLATE: First, ____{take|get|pick up} the coat from the chair.
+RESPONSE: First, take the coat from the chair.
+
+TEMPLATE: To put on your coat:
+TEMPLATE: Next, put your arms in the ____{sleeves}.
+RESPONSE: Next, put your arms in the sleeves.
+
+TEMPLATE: To put on your coat:
+TEMPLATE: Then, button your coat's ____{buttons}.
+RESPONSE: Then, button your coat's buttons.
+
+TEMPLATE: To sharpen a pencil:
+TEMPLATE: First, put the pencil in the ____{sharpener}.
+RESPONSE: First, put the pencil in the sharpener.
+
+TEMPLATE: To sharpen a pencil:
+TEMPLATE: Next, turn the ____{handle|crank}.
+RESPONSE: Next, turn the handle.
+
+TEMPLATE: To sharpen a pencil:
+TEMPLATE: Then, ____{check} the pencil.
+RESPONSE: Then, check the pencil.
+
+TEMPLATE: To turn on the television:
+TEMPLATE: ____{Walk} to the television.
+RESPONSE: Walk to the television.
+
+TEMPLATE: To turn on the television:
+TEMPLATE: ____{Stand} next to the television.
+RESPONSE: Stand next to the television.
+
+TEMPLATE: To turn on the television:
+TEMPLATE: ____{Turn} the knob.
+RESPONSE: Turn the knob.
+
+TEMPLATE: To turn on the television:
+TEMPLATE: The television is now ____{on}.
+RESPONSE: The television is now on.
+
+TEMPLATE: To call on a dial phone:
+TEMPLATE: First, pick up the ____{receiver}.
+RESPONSE: First, pick up the receiver.
+
+TEMPLATE: To call on a dial phone:
+TEMPLATE: Listen for the ____{dial tone}.
+RESPONSE: Listen for the dial tone.
+
+TEMPLATE: To call on a dial phone:
+TEMPLATE: Next, ____{dial} the numbers.
+RESPONSE: Next, dial the numbers.
+
+TEMPLATE: To make a sandwich:
+TEMPLATE: First, get two ____{slices|pieces} of bread.
+RESPONSE: First, get two slices of bread.
+
+TEMPLATE: To make a sandwich:
+TEMPLATE: Second, put a slice of ____{ham|meat|cheese}, a slice of ____{cheese|tomato|ham}, and some ____{lettuce|mustard|mayo} on one slice of bread.
+RESPONSE: Second, put a slice of ham, a slice of cheese, and some lettuce on one slice of bread.
+
+TEMPLATE: To make a sandwich:
+TEMPLATE: Third, ____{put} the second slice of bread on the lettuce.
+RESPONSE: Third, put the second slice of bread on the lettuce.
+
+# Source: ST §John's Trip
+$PRODUCE John's Trip
+ID: l5-s4
+INTRO: John is off to New York in two weeks, and his story has some holes in it. Type the missing words to complete each sentence about his trip — remember your future with "will".
+INSTRUCTION: Type the missing words to complete the paragraph.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: John will go to New York ____{in} two weeks.
+RESPONSE: John will go to New York in two weeks.
+
+TEMPLATE: Yesterday, he called a ____{travel} agent and made a reservation.
+RESPONSE: Yesterday, he called a travel agent and made a reservation.
+
+TEMPLATE: He'll ____{pick up|get} his ticket at the travel agency ____{next} week.
+RESPONSE: He'll pick up his ticket at the travel agency next week.
+
+TEMPLATE: He'll pack his new ____{suitcase} next week, too.
+RESPONSE: He'll pack his new suitcase next week, too.
+
+TEMPLATE: In two weeks, ____{he'll|he will} go to the airport.
+RESPONSE: In two weeks, he'll go to the airport.
+
+TEMPLATE: His flight will ____{depart|leave} from Gate 9.
+RESPONSE: His flight will depart from Gate 9.
+
+TEMPLATE: He'll get ____{on} the plane and have a good ____{trip|flight|time}.
+RESPONSE: He'll get on the plane and have a good trip.
+
+# Source: ST §Let's Write a Paragraph.
+$PRODUCE Capital Letters and Periods
+ID: l5-s5
+INTRO: These sentences about Linda lost all their capital letters and punctuation. Type each one correctly — capitals and periods are the whole point here, so be exact.
+INSTRUCTION: Rewrite each sentence with correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
@@ -103,7 +244,8 @@ TEMPLATE: linda watched tv for two hours
 RESPONSE: Linda watched TV for two hours.
 
 TEMPLATE: next she took a long shower
-RESPONSE: Next she took a long shower.
+RESPONSE: Next, she took a long shower.
+ACCEPT: Next she took a long shower.
 
 TEMPLATE: she washed her hair
 RESPONSE: She washed her hair.
@@ -112,513 +254,449 @@ TEMPLATE: she dried her body and hair with a clean towel
 RESPONSE: She dried her body and hair with a clean towel.
 
 TEMPLATE: then a friend called linda on the phone
-RESPONSE: Then a friend called Linda on the phone.
+RESPONSE: Then, a friend called Linda on the phone.
+ACCEPT: Then a friend called Linda on the phone.
 
 TEMPLATE: they have a spanish test tomorrow
 RESPONSE: They have a Spanish test tomorrow.
 
 TEMPLATE: linda didnt study for the test
 RESPONSE: Linda didn't study for the test.
-ACCEPT: Linda did not study for the test.
 
-# SKIPPED (book): "DATES" — instructor-read dictation of dates with no printed stimuli. Dropped.
+# SKIPPED (book): "DATES" (p. 122) — instructor-dictated dates with no printed stimuli.
+
+$SESSION 5-2: Words in Groups
 
 # Source: ST §They Are...
 $SELECT Name the Group
-ID: l5-s4
-INTRO: You'll hear four words. One of them is the name for the whole group — tap that one. Listen first; the answers are all words you know.
-INSTRUCTION: Tap the word that names the whole group.
+ID: l5-s6
+INTRO: In this part you'll sort the book's vocabulary into groups. Each set has four words — one of them names the whole group. Tap it.
+INSTRUCTION: Tap the word that is the category name for the group.
 
-PROMPT: ice cream, pies, desserts, cakes
+TEMPLATE: ice cream, pies, desserts, cakes
 OPTION: a | ice cream
 OPTION: b | pies
 OPTION: c | desserts
 OPTION: d | cakes
 ANSWER: c
 
-PROMPT: leg, foot, toe, ankle
+TEMPLATE: leg, foot, toe, ankle
 OPTION: a | leg
 OPTION: b | foot
 OPTION: c | toe
 OPTION: d | ankle
 ANSWER: a
 
-PROMPT: vegetables, potatoes, onions, carrots
+TEMPLATE: vegetables, potatoes, onions, carrots
 OPTION: a | vegetables
 OPTION: b | potatoes
 OPTION: c | onions
 OPTION: d | carrots
 ANSWER: a
 
-PROMPT: majors, officers, captains, second lieutenants
+TEMPLATE: majors, officers, captains, second lieutenants
 OPTION: a | majors
 OPTION: b | officers
 OPTION: c | captains
 OPTION: d | second lieutenants
 ANSWER: b
 
-PROMPT: sleeve, pocket, zipper, jacket
+TEMPLATE: sleeve, pocket, zipper, jacket
 OPTION: a | sleeve
 OPTION: b | pocket
 OPTION: c | zipper
 OPTION: d | jacket
 ANSWER: d
 
-PROMPT: trunk, body, limbs, muscles
+TEMPLATE: trunk, body, limbs, muscles
 OPTION: a | trunk
 OPTION: b | body
 OPTION: c | limbs
 OPTION: d | muscles
 ANSWER: b
 
-PROMPT: first, thirtieth, twentieth, ordinal numbers
+TEMPLATE: first, thirtieth, twentieth, ordinal numbers
 OPTION: a | first
 OPTION: b | thirtieth
 OPTION: c | twentieth
 OPTION: d | ordinal numbers
 ANSWER: d
 
-PROMPT: bathroom, shampoo, soap, toothpaste
+TEMPLATE: bathroom, shampoo, soap, toothpaste
 OPTION: a | bathroom
 OPTION: b | shampoo
 OPTION: c | soap
 OPTION: d | toothpaste
 ANSWER: a
 
-PROMPT: drugstores, stores, BX, grocery stores
+TEMPLATE: drugstores, stores, BX, grocery stores
 OPTION: a | drugstores
 OPTION: b | stores
 OPTION: c | BX
 OPTION: d | grocery stores
 ANSWER: b
 
-PROMPT: nose, mouth, face, eyes
+TEMPLATE: nose, mouth, face, eyes
 OPTION: a | nose
 OPTION: b | mouth
 OPTION: c | face
 OPTION: d | eyes
 ANSWER: c
 
-$LESSON 5-2: Opposites, Choices, and Quantities
-
-# Source: ST §It's Different
-$SELECT Odd One Out
-ID: l5-s5
-INTRO: This part reviews word groups, opposites, and quantity words. First, the same game as before, reversed: three words belong together and one is an intruder. Tap the word that doesn't belong.
+# Source: ST §It's Different.
+$SELECT Which Word Doesn't Belong?
+ID: l5-s7
+INTRO: Now the opposite game — three words belong together, and one wandered in from somewhere else. Tap the word that doesn't belong.
 INSTRUCTION: Tap the word that does not belong in the group.
 
-PROMPT: salt, sugar, towel, pepper
+TEMPLATE: salt, sugar, towel, pepper
 OPTION: a | salt
 OPTION: b | sugar
 OPTION: c | towel
 OPTION: d | pepper
 ANSWER: c
 
-PROMPT: milk, gallon, quart, pint
+TEMPLATE: milk, gallon, quart, pint
 OPTION: a | milk
 OPTION: b | gallon
 OPTION: c | quart
 OPTION: d | pint
 ANSWER: a
 
-PROMPT: airline, airport, airplane, chalk
+TEMPLATE: airline, airport, airplane, chalk
 OPTION: a | airline
 OPTION: b | airport
 OPTION: c | airplane
 OPTION: d | chalk
 ANSWER: d
 
-PROMPT: corn, cookie, beans, squash
+TEMPLATE: corn, cookie, beans, squash
 OPTION: a | corn
 OPTION: b | cookie
 OPTION: c | beans
 OPTION: d | squash
 ANSWER: b
 
-PROMPT: ice cream, cake, sandwich, pie
+TEMPLATE: ice cream, cake, sandwich, pie
 OPTION: a | ice cream
 OPTION: b | cake
 OPTION: c | sandwich
 OPTION: d | pie
 ANSWER: c
 
-PROMPT: knee, hand, wrist, finger
+TEMPLATE: knee, hand, wrist, finger
 OPTION: a | knee
 OPTION: b | hand
 OPTION: c | wrist
 OPTION: d | finger
 ANSWER: a
 
-PROMPT: dial, receiver, telephone, quart
+TEMPLATE: dial, receiver, telephone, quart
 OPTION: a | dial
 OPTION: b | receiver
 OPTION: c | telephone
 OPTION: d | quart
 ANSWER: d
 
-PROMPT: pound, kilo, coffee, ton
+TEMPLATE: pound, kilo, coffee, ton
 OPTION: a | pound
 OPTION: b | kilo
 OPTION: c | coffee
 OPTION: d | ton
 ANSWER: c
 
-PROMPT: phone, dish, cup, glass
+TEMPLATE: phone, dish, cup, glass
 OPTION: a | phone
 OPTION: b | dish
 OPTION: c | cup
 OPTION: d | glass
 ANSWER: a
 
-PROMPT: lots of, many, a few, a lot of
+TEMPLATE: lots of, many, a few, a lot of
 OPTION: a | lots of
 OPTION: b | many
 OPTION: c | a few
 OPTION: d | a lot of
 ANSWER: c
 
-# SKIPPED (book): "THIS IS RUTKIN FROM STAR-1" — numbered diagram labeling task that depends on unseen visual pointers to body parts. Dropped.
-
-# Source: ST §Much and Many
-$PRODUCE Much, Many, a Little, a Few
-ID: l5-s6
-INTRO: A quick check on quantity words — much, many, a little, a few. Type the choice that fits each sentence. Remember: soup can't be counted; students can, usually.
-INSTRUCTION: Type the correct choice from the parentheses.
+# Source: ST §This Is Rutkin from Star-1.
+$PRODUCE This Is Rutkin from Star-1 {st-page_124_001.jpg|Line drawing of an alien creature named Rutkin standing on the surface of a planet or moon with floating circles around it, with numbered pointers pointing to various parts of its body}
+ID: l5-s8
+INTRO: Meet Rutkin from Star-1. He's not from around here, but his body parts have very familiar names. Type the name of each numbered part — include "left" or "right" where the drawing shows it.
+INSTRUCTION: Look at the drawing and type the name of each labeled body part.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: There's ____{a little} soup in the bowl. (a little, a few)
-RESPONSE: There's a little soup in the bowl.
+TEMPLATE: 1. ____
+RESPONSE: head
 
-TEMPLATE: There aren't ____{many} students in class. (many, much)
-RESPONSE: There aren't many students in class.
+TEMPLATE: 2. ____
+RESPONSE: right eye
+ACCEPT: eye
 
-TEMPLATE: Kim has ____{a few} books for you. (a little, a few)
-RESPONSE: Kim has a few books for you.
+TEMPLATE: 3. ____
+RESPONSE: nose
 
-TEMPLATE: She bought ____{many} notebooks at the store. (many, much)
-RESPONSE: She bought many notebooks at the store.
+TEMPLATE: 4. ____
+RESPONSE: mouth
 
-TEMPLATE: Is there ____{much} shampoo in the bottle? (many, much)
-RESPONSE: Is there much shampoo in the bottle?
+TEMPLATE: 5. ____
+RESPONSE: neck
 
-# SKIPPED (book): "DICTATION" — instructor-read dictation with no printed stimuli. Dropped.
+TEMPLATE: 6. ____
+RESPONSE: trunk
+ACCEPT: body
+
+TEMPLATE: 7. ____
+RESPONSE: left arm
+ACCEPT: arm
+
+TEMPLATE: 8. ____
+RESPONSE: left hand
+ACCEPT: hand
+
+TEMPLATE: 9. ____
+RESPONSE: right arm
+ACCEPT: arm
+
+TEMPLATE: 10. ____
+RESPONSE: right hand
+ACCEPT: hand
+
+TEMPLATE: 11. ____
+RESPONSE: right leg
+ACCEPT: leg
+
+TEMPLATE: 12. ____
+RESPONSE: right foot
+ACCEPT: foot
+
+$SESSION 5-3: Quantities, Questions, and Numbers
+
+# Source: ST §Much and Many
+$SELECT Quantity Words
+ID: l5-s9
+INTRO: This part reviews quantity words and question forms. Start here: "a little" and "much" go with things you can't count, "a few" and "many" with things you can. Tap the words that fit.
+INSTRUCTION: Tap the correct words to complete the sentence.
+
+TEMPLATE: There's ____ soup in the bowl.
+OPTION: a | a little
+OPTION: b | a few
+ANSWER: a
+
+TEMPLATE: There aren't ____ students in class.
+OPTION: a | many
+OPTION: b | much
+ANSWER: a
+
+TEMPLATE: Kim has ____ books for you.
+OPTION: a | a little
+OPTION: b | a few
+ANSWER: b
+
+TEMPLATE: She bought ____ notebooks at the store.
+OPTION: a | many
+OPTION: b | much
+ANSWER: a
+
+TEMPLATE: Is there ____ shampoo in the bottle?
+OPTION: a | many
+OPTION: b | much
+ANSWER: b
+
+# SKIPPED (book): "DICTATION" (p. 125) — instructor-read dictation with no printed stimuli.
 
 # Source: ST §Which...?
-$PRODUCE Questions with Which
-ID: l5-s7
-INTRO: Someone hands you an answer; you supply the question. Read each sentence, then ask the "which" question that fits it, out loud. The first one is done for you.
-INSTRUCTION: Read the answer and say a question with "which".
+$PRODUCE Ask with "Which"
+ID: l5-s10
+INTRO: Someone gives you an answer — you supply the question. Read each sentence, then ask the matching question aloud, starting with "Which".
+INSTRUCTION: Read the answer, then ask a question with "Which" aloud.
 INPUT: speak
 CHECK: llm
-RUBRIC: Ensure the question starts with "Which", uses the correct noun from the prompt, and is grammatically correct.
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct question starting with "Which" that asks about the specific noun in the answer.
 
 EXAMPLE
-TEMPLATE: I want the red pen.
+PROMPT: I want the red pen.
 RESPONSE: Which pen do you want?
 
-TEMPLATE: Rita brought a French dictionary.
+PROMPT: Rita brought a French dictionary.
 RESPONSE: Which dictionary did Rita bring?
 
-TEMPLATE: Gary hurt his right leg.
+PROMPT: Gary hurt his right leg.
 RESPONSE: Which leg did Gary hurt?
 
-TEMPLATE: The new books are on the table.
+PROMPT: The new books are on the table.
 RESPONSE: Which books are on the table?
 
-TEMPLATE: My wife and I went to a new restaurant.
+PROMPT: My wife and I went to a new restaurant.
 RESPONSE: Which restaurant did you go to?
 
-TEMPLATE: Tom bought the blue car.
+PROMPT: Tom bought the blue car.
 RESPONSE: Which car did Tom buy?
 
 # Source: ST §How Much, How Many...?
-$PRODUCE How Much or How Many
-ID: l5-s8
-INTRO: How much or how many? Type the one that completes each question. If you can count it, you already know what to do.
-INSTRUCTION: Type "How much" or "How many".
-INPUT: type
-CHECK: exact
+$SELECT "How Much" or "How Many"?
+ID: l5-s11
+INTRO: "How much" for water and money, "how many" for eggs and students. Tap the right one for each question.
+INSTRUCTION: Tap "How much" or "How many" to complete each question.
+OPTION: much | How much
+OPTION: many | How many
 
-TEMPLATE: ____{How much} money do you have?
-RESPONSE: How much money do you have?
+TEMPLATE: ____ money do you have?
+ANSWER: much
 
-TEMPLATE: ____{How much} rice will you eat?
-RESPONSE: How much rice will you eat?
+TEMPLATE: ____ rice will you eat?
+ANSWER: much
 
-TEMPLATE: ____{How many} pies do we need?
-RESPONSE: How many pies do we need?
+TEMPLATE: ____ pies do we need?
+ANSWER: many
 
-TEMPLATE: ____{How many} quarts of milk did he buy?
-RESPONSE: How many quarts of milk did he buy?
+TEMPLATE: ____ quarts of milk did he buy?
+ANSWER: many
 
-TEMPLATE: ____{How much} water do you drink every day?
-RESPONSE: How much water do you drink every day?
+TEMPLATE: ____ water do you drink everyday?
+ANSWER: much
 
-TEMPLATE: ____{How many} students are in the lab?
-RESPONSE: How many students are in the lab?
+TEMPLATE: ____ students are in the lab?
+ANSWER: many
 
 # Source: ST §Opposites
 $PRODUCE Opposites
-ID: l5-s9
-INTRO: Opposites. Read the first sentence, then finish the second with the opposite of the underlined word. Ted and Bob had very different days.
-INSTRUCTION: Type the opposite word to complete the second sentence.
+ID: l5-s12
+INTRO: Every word here has an enemy. Read the first sentence, then type the opposite of the underlined word to finish the second.
+INSTRUCTION: Type the opposite of the underlined word to complete the sentence.
 INPUT: type
 CHECK: exact
 
 EXAMPLE
-TEMPLATE: Ted's face was *dirty*. Bob's face was ____{clean}.
+TEMPLATE: Ted's face was *dirty*.
+TEMPLATE: Bob's face was ____.
 RESPONSE: Bob's face was clean.
+ACCEPT: clean
 
-TEMPLATE: Sandy's hair is *long*. Sally's hair is ____{short}.
+TEMPLATE: Sandy's hair is *long*.
+TEMPLATE: Sally's hair is ____.
 RESPONSE: Sally's hair is short.
+ACCEPT: short
 
-TEMPLATE: October 31 is the *last* day of the month. October 1 is the ____{first} day of the month.
+TEMPLATE: October 31 is the *last* day of the month.
+TEMPLATE: October 1 is the ____ day of the month.
 RESPONSE: October 1 is the first day of the month.
+ACCEPT: first
 
-TEMPLATE: My desk in the class is *small*. The teacher's desk is ____{large|big}.
-RESPONSE: The teacher's desk is large.
+TEMPLATE: My desk in the class is *small*.
+TEMPLATE: The teacher's desk is ____.
+RESPONSE: The teacher's desk is big.
+ACCEPT: big | large
 
-TEMPLATE: Mary has *a lot of* homework. Susan has ____{a little} homework.
+TEMPLATE: Mary has *a lot of* homework.
+TEMPLATE: Susan has ____ homework.
 RESPONSE: Susan has a little homework.
+ACCEPT: a little | little | not much
 
-TEMPLATE: I bought a *one-way* ticket to my country. Helen bought a ____{round-trip|round trip} ticket.
+TEMPLATE: I bought a *one-way* ticket to my country.
+TEMPLATE: Helen bought a ____ ticket.
 RESPONSE: Helen bought a round-trip ticket.
+ACCEPT: round-trip | round trip
 
-TEMPLATE: The radio is *on*. The television is ____{off}.
+TEMPLATE: The radio is *on*.
+TEMPLATE: The television is ____.
 RESPONSE: The television is off.
+ACCEPT: off
 
-TEMPLATE: *Pull* the door to open it. ____{Push} the door to close it.
+TEMPLATE: *Pull* the door to open it.
+TEMPLATE: ____ the door to close it.
 RESPONSE: Push the door to close it.
+ACCEPT: Push | push
 
-TEMPLATE: I only have *a few* cookies. Bill has ____{a lot of|many|lots of} cookies.
-RESPONSE: Bill has a lot of cookies.
+TEMPLATE: I only have *a few* cookies.
+TEMPLATE: Bill has ____ cookies.
+RESPONSE: Bill has many cookies.
+ACCEPT: many | a lot of | lots of
 
-TEMPLATE: His flight *arrived* at 8:15. My flight ____{departed|left} at 9:00.
+TEMPLATE: His flight *arrived* at 8:15.
+TEMPLATE: My flight ____ at 9:00.
 RESPONSE: My flight departed at 9:00.
+ACCEPT: departed | left
 
-TEMPLATE: Al is *sick* today. He will be ____{well|healthy} tomorrow.
+TEMPLATE: Al is *sick* today.
+TEMPLATE: He will be ____ tomorrow.
 RESPONSE: He will be well tomorrow.
+ACCEPT: well | healthy
 
 # Source: ST §At the Store
-$PRODUCE One or Ones
-ID: l5-s10
-INTRO: Henry is at the store, choosing between colors — a serious business. Complete the conversation with "one" or "ones".
-INSTRUCTION: Type "one" or "ones" to complete each line.
+$PRODUCE At the Store: "One" or "Ones"?
+ID: l5-s13
+INTRO: Henry is buying shirts, and the clerk is patient. Type "one" or "ones" to complete their conversation.
+INSTRUCTION: Type "one" or "ones" to complete the conversation.
 INPUT: type
 CHECK: exact
 
+TEMPLATE: Clerk: Here are the shirts you wanted to see.
+TEMPLATE: Henry: Thank you.
 TEMPLATE: Clerk: Which ____{ones} do you like?
 RESPONSE: Which ones do you like?
 
-TEMPLATE: Henry: I like the yellow ____{ones} and the blue ____{ones}. I don't like the red ____{ones}.
-RESPONSE: I like the yellow ones and the blue ones. I don't like the red ones.
+TEMPLATE: Henry: I like the yellow ____{one} and the blue ____{one}. I don't like the red ____{ones|one}.
+RESPONSE: I like the yellow one and the blue one. I don't like the red ones.
 
 # Source: ST §Is He Sleeping or Studying?
-$PRODUCE Questions with Or
-ID: l5-s11
-INTRO: Now make questions that offer two choices with "or", out loud. Warm or cold, clean or dirty — life is full of decisions.
-INSTRUCTION: Say a question with "or" using the two cues.
+$PRODUCE Questions with "Or"
+ID: l5-s14
+INTRO: Two choices, one question. Use the cue words to ask a question with "or" — say it aloud, like "Do you want warm or cold milk?"
+INSTRUCTION: Ask a question with "or" using the cue words.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any grammatically correct question that offers the two alternatives using "or".
+RUBRIC: Accept any natural, grammatically correct question joining the cue options with "or".
 
 EXAMPLE
-TEMPLATE: warm/cold milk
+TEMPLATE: warm / cold milk
 RESPONSE: Do you want warm or cold milk?
 
-TEMPLATE: comb/brush your hair
-RESPONSE: Do you comb or brush your hair?
+TEMPLATE: comb / brush your hair
+RESPONSE: Did you comb or brush your hair?
 
-TEMPLATE: drugstore/grocery store
+TEMPLATE: drugstore / grocery store
 RESPONSE: Are you going to the drugstore or the grocery store?
 
-TEMPLATE: clean/dirty
-RESPONSE: Is it clean or dirty?
+TEMPLATE: clean / dirty
+RESPONSE: Is your room clean or dirty?
 
-TEMPLATE: long/short
-RESPONSE: Is it long or short?
+TEMPLATE: long / short
+RESPONSE: Is her hair long or short?
 
-TEMPLATE: haircut/shave
+TEMPLATE: haircut / shave
 RESPONSE: Do you need a haircut or a shave?
 
 # Source: ST §Yes, I Want Some Dessert.
-$PRODUCE Some or Any
-ID: l5-s12
-INTRO: Some or any? Type the word that completes each sentence. Watch for negatives — they change everything.
-INSTRUCTION: Type "some" or "any".
-INPUT: type
-CHECK: exact
+$SELECT "Some" or "Any"?
+ID: l5-s15
+INTRO: "Some" or "any"? Negative sentences take "any". Tap the word that completes each sentence.
+INSTRUCTION: Choose "some" or "any" to complete each sentence.
+OPTION: a | some
+OPTION: b | any
 
-TEMPLATE: Do you want ____{some|any} soup?
-RESPONSE: Do you want some soup?
+TEMPLATE: Do you want ____ soup?
+ANSWER: a|b
 
-TEMPLATE: We don't have ____{any} money.
-RESPONSE: We don't have any money.
-
-TEMPLATE: I ate ____{some} chocolate ice cream.
-RESPONSE: I ate some chocolate ice cream.
-
-TEMPLATE: Diane doesn't want ____{any} dessert.
-RESPONSE: Diane doesn't want any dessert.
-
-TEMPLATE: Do you need ____{some|any} help?
-RESPONSE: Do you need some help?
-
-$LESSON 5-3: The Right Word
-
-# Source: ST §The Answer Is...
-$SELECT Choose the Right Word
-ID: l5-s13
-INTRO: This part is all about choosing the right word in context. Twenty sentences, each missing one word — most of this book's vocabulary walks by. Read each sentence and tap the word that fits.
-INSTRUCTION: Tap the word that completes the sentence.
-
-TEMPLATE: Wash your hair with shampoo. Then _______ it with clean water.
-OPTION: a | dry
-OPTION: b | rinse
-OPTION: c | comb
-OPTION: d | brush
+TEMPLATE: We don't have ____ money.
 ANSWER: b
 
-TEMPLATE: He had the wrong answer first. Then he _______ his answer. Now his answer is right.
-OPTION: a | changed
-OPTION: b | marked
-OPTION: c | stopped
-OPTION: d | touched
+TEMPLATE: I ate ____ chocolate ice cream.
 ANSWER: a
 
-TEMPLATE: Don't _______ the cup. It's very hot.
-OPTION: a | point to
-OPTION: b | mark
-OPTION: c | drink
-OPTION: d | touch
-ANSWER: d
-
-TEMPLATE: I _______ meet my brother at the airport tonight at 9. I can't go to the movies.
-OPTION: a | have to
-OPTION: b | can
-OPTION: c | point to
-OPTION: d | get
-ANSWER: a
-
-TEMPLATE: _______ your coat. It's very cold outside.
-OPTION: a | Push
-OPTION: b | Lock
-OPTION: c | Button
-OPTION: d | Pull
-ANSWER: c
-
-TEMPLATE: _______ the doorknob to the right. Then push the door.
-OPTION: a | Turn
-OPTION: b | Door
-OPTION: c | Push
-OPTION: d | Lock
-ANSWER: a
-
-TEMPLATE: Travel agent: When do you want to come back?
-TEMPLATE: Customer: I want to _______ in two weeks.
-OPTION: a | depart
-OPTION: b | stop
-OPTION: c | meet
-OPTION: d | return
-ANSWER: d
-
-TEMPLATE: Can you _______ his new pencil, please?
-OPTION: a | call
-OPTION: b | turn on
-OPTION: c | sharpen
-OPTION: d | rinse
-ANSWER: c
-
-TEMPLATE: Mary came back _______ the store two hours ago.
-OPTION: a | on
-OPTION: b | off
-OPTION: c | from
-OPTION: d | one-way
-ANSWER: c
-
-TEMPLATE: This book doesn't cost very much. It is _______ $2.00.
-OPTION: a | only
-OPTION: b | first
-OPTION: c | among
-OPTION: d | off
-ANSWER: a
-
-TEMPLATE: Joan went to the dispensary. She had a _______ throat.
-OPTION: a | sore
-OPTION: b | right
-OPTION: c | clean
-OPTION: d | short
-ANSWER: a
-
-TEMPLATE: Some of your socks are _______ my socks.
-OPTION: a | dozen
-OPTION: b | among
-OPTION: c | half
-OPTION: d | off
+TEMPLATE: Diane doesn't want ____ dessert.
 ANSWER: b
 
-TEMPLATE: Put ham, lettuce, and tomato _______ two slices of bread.
-OPTION: a | among
-OPTION: b | before
-OPTION: c | half
-OPTION: d | between
-ANSWER: d
-
-TEMPLATE: Your dress is very nice, Jane. Did you _______ it?
-OPTION: a | make
-OPTION: b | made
-OPTION: c | have to
-OPTION: d | dial
-ANSWER: a
-
-TEMPLATE: My hair is very long. I _______ get a haircut.
-OPTION: a | make
-OPTION: b | need to
-OPTION: c | shave
-OPTION: d | mustn't
-ANSWER: b
-
-TEMPLATE: I put my cigarettes in my shirt _______.
-OPTION: a | hand
-OPTION: b | pocket
-OPTION: c | jacket
-OPTION: d | socks
-ANSWER: b
-
-TEMPLATE: The _______ is December 22, 1990.
-OPTION: a | date
-OPTION: b | number
-OPTION: c | month
-OPTION: d | today
-ANSWER: a
-
-TEMPLATE: The muscles and _______ are inside the body.
-OPTION: a | skin
-OPTION: b | limbs
-OPTION: c | bones
-OPTION: d | trunk
-ANSWER: c
-
-TEMPLATE: Twelve eggs make a _______ eggs.
-OPTION: a | gallon
-OPTION: b | dozen
-OPTION: c | pound
-OPTION: d | half
-ANSWER: b
-
-TEMPLATE: Sixteen ounces make a _______.
-OPTION: a | gallon
-OPTION: b | kilo
-OPTION: c | pound
-OPTION: d | ton
-ANSWER: c
+TEMPLATE: Do you need ____ help?
+ANSWER: a|b
 
 # Source: ST §First, Second, Third
-$PRODUCE Writing Ordinal Numbers
-ID: l5-s14
-INTRO: Ordinal numbers, written out in full. Type each one as a word — hyphens included. The first one shows you how.
-INSTRUCTION: Type the ordinal number as a word.
+$PRODUCE First, Second, Third
+ID: l5-s17
+INTRO: Numbers like "21st" and "30th" have tricky spellings when you write them out. Type each ordinal number in words — hyphens included.
+INSTRUCTION: Type each ordinal number in words.
 INPUT: type
 CHECK: exact
 
@@ -644,78 +722,229 @@ RESPONSE: twenty-ninth
 TEMPLATE: 50th
 RESPONSE: fiftieth
 
-# Source: ST §Mark Ate One Bowl of Ice Cream
-$GRAMMAR Cans, Bars, and Slices
-ID: l5-s15
-INTRO: Here's a sentence-building table about quantities — bowls of ice cream, bars of soap, tubes of toothpaste. Read through it now; you'll build your own sentences from it next.
+# Source: ST §Making Sentences with Quantities (table)
+$GRAMMAR Sentence Table: Quantities
+ID: l5-s18-g
+INTRO: Here's a sentence-building table from the book — but the columns got scrambled, so some rows claim Danny ate a tube of juice. Look it over; you'll unscramble it next.
 
-For things you can't count one by one, use a container or measure word plus **of**: {a tube of toothpaste}, {a bowl of ice cream}, {two bars of soap}.
-
-Pick one piece from each column to make a sentence, like {Mark ate one bowl of ice cream at the restaurant.}
-
-| | | | |
+| Subject & Verb | Quantity | Item | Location / Time |
 |---|---|---|---|
-| Danny ate<br>They got<br>There are<br>There is<br>Joe bought<br>He put<br>Sam bought<br>Mark ate | 1 tube of<br>5 cans of<br>2 bottles of<br>1 bowl of<br>2 bars of<br>2 pieces of<br>1 slice of<br>1 gallon of | juice<br>soap<br>toothpaste<br>ice cream<br>corn<br>soup<br>pie<br>tomato | at the drugstore.<br>in the bathroom.<br>in the sandwich.<br>at the restaurant.<br>on the table.<br>for lunch.<br>for breakfast.<br>at the store. |
+| Danny ate | 1 tube of | juice | at the drugstore. |
+| They got | 5 cans of | soap | in the bathroom. |
+| There are | 2 bottles of | toothpaste | in the sandwich. |
+| There is | 1 bowl of | ice cream | at the restaurant. |
+| Joe bought | 2 bars of | corn | on the table. |
+| He put | 2 pieces of | soup | for lunch. |
+| Sam bought | 1 slice of | pie | for breakfast. |
+| Mark ate | 1 gallon of | tomato | at the store. |
 
-# Source: ST §Make Sentences From the Table
-$PRODUCE Make Sentences from the Table
-ID: l5-s16
-REFERENCE
-INTRO: Now build your own sentences — one piece from each column of the table, spoken aloud. Each cue names who and what; the table stays available if you need to peek.
-INSTRUCTION: Say a sentence from the table using the cue.
+# Source: ST §Making Sentences with Quantities
+$PRODUCE Make Sentences with Quantities
+ID: l5-s18
+REFERENCE: l5-s18-g
+INTRO: Build four sentences that actually make sense, taking one piece from each column of the table. Open the table if you need it — and remember, nobody eats a gallon of soap.
+INSTRUCTION: Make a logical sentence starting with the words shown, using the table.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any logical, grammatically correct sentence combining a subject and verb, a number + container word + "of" phrase, a food or item, and a place or time phrase, as in the model. The container phrase (e.g. "a tube of toothpaste") is the point — a missing "of" or an illogical container fails.
+RUBRIC: Treat the model as one valid combination. Accept any grammatically correct sentence that begins with the shown subject and verb and pairs a quantity container (tube, can, bottle, bowl, bar, piece, slice, gallon of) with a logical item (toothpaste, corn, soup, juice, ice cream, soap, pie, tomato); any sensible place or time phrase is fine. Illogical pairings (e.g. a tube of juice, a bar of soup) fail.
 
-TEMPLATE: Mark — ice cream
+TEMPLATE: Mark ate ____
 RESPONSE: Mark ate one bowl of ice cream for lunch.
 
-TEMPLATE: Sam — pie
-RESPONSE: Sam bought one slice of pie at the restaurant.
+TEMPLATE: Joe bought ____
+RESPONSE: Joe bought five cans of corn at the store.
 
-TEMPLATE: They — toothpaste
-RESPONSE: They got one tube of toothpaste at the drugstore.
+TEMPLATE: Sam bought ____
+RESPONSE: Sam bought two bars of soap at the drugstore.
 
-TEMPLATE: There are — juice
-RESPONSE: There are two bottles of juice on the table.
+TEMPLATE: He put ____
+RESPONSE: He put one slice of tomato in the sandwich.
 
-$LESSON 5-4: Stories and a Last Look
+$SESSION 5-4: Choose the Right Word
+
+# Source: ST §The Answer Is...
+$SELECT Choose the Right Word
+ID: l5-s16
+INTRO: One big vocabulary sweep — twenty sentences, each missing one word. In this part, tap the word that completes each sentence. It's the whole book in review, one blank at a time.
+INSTRUCTION: Tap the correct word or phrase to complete each sentence.
+
+TEMPLATE: Wash your hair with shampoo. Then ____ it with clean water.
+OPTION: a | dry
+OPTION: b | rinse
+OPTION: c | comb
+OPTION: d | brush
+ANSWER: b
+
+TEMPLATE: He had the wrong answer first. Then he ____ his answer. Now his answer is right.
+OPTION: a | changed
+OPTION: b | marked
+OPTION: c | stopped
+OPTION: d | touched
+ANSWER: a
+
+TEMPLATE: Don't ____ the cup. It's very hot.
+OPTION: a | point to
+OPTION: b | mark
+OPTION: c | drink
+OPTION: d | touch
+ANSWER: d
+
+TEMPLATE: I ____ meet my brother at the airport tonight at 9. I can't go to the movies.
+OPTION: a | have to
+OPTION: b | can
+OPTION: c | point to
+OPTION: d | get
+ANSWER: a
+
+TEMPLATE: ____ your coat. It's very cold outside.
+OPTION: a | Push
+OPTION: b | Lock
+OPTION: c | Button
+OPTION: d | Pull
+ANSWER: c
+
+TEMPLATE: ____ the doorknob to the right. Then push the door.
+OPTION: a | Turn
+OPTION: b | Door
+OPTION: c | Push
+OPTION: d | Lock
+ANSWER: a
+
+TEMPLATE: Travel agent: When do you want to come back?\nCustomer: I want to ____ in two weeks.
+OPTION: a | depart
+OPTION: b | stop
+OPTION: c | meet
+OPTION: d | return
+ANSWER: d
+
+TEMPLATE: Can you ____ his new pencil, please?
+OPTION: a | call
+OPTION: b | turn on
+OPTION: c | sharpen
+OPTION: d | rinse
+ANSWER: c
+
+TEMPLATE: Mary came back ____ the store two hours ago.
+OPTION: a | on
+OPTION: b | off
+OPTION: c | from
+OPTION: d | one-way
+ANSWER: c
+
+TEMPLATE: This book doesn't cost very much. It is ____ $2.00.
+OPTION: a | only
+OPTION: b | first
+OPTION: c | among
+OPTION: d | off
+ANSWER: a
+
+TEMPLATE: Joan went to the dispensary. She had a ____ throat.
+OPTION: a | sore
+OPTION: b | right
+OPTION: c | clean
+OPTION: d | short
+ANSWER: a
+
+TEMPLATE: Some of your socks are ____ my socks.
+OPTION: a | dozen
+OPTION: b | among
+OPTION: c | half
+OPTION: d | off
+ANSWER: b
+
+TEMPLATE: Put ham, lettuce, and tomato ____ two slices of bread.
+OPTION: a | among
+OPTION: b | before
+OPTION: c | half
+OPTION: d | between
+ANSWER: d
+
+TEMPLATE: Your dress is very nice, Jane. Did you ____ it?
+OPTION: a | make
+OPTION: b | made
+OPTION: c | have to
+OPTION: d | dial
+ANSWER: a
+
+TEMPLATE: My hair is very long. I ____ get a haircut.
+OPTION: a | make
+OPTION: b | need to
+OPTION: c | shave
+OPTION: d | mustn't
+ANSWER: b
+
+TEMPLATE: I put my cigarettes in my shirt ____.
+OPTION: a | hand
+OPTION: b | pocket
+OPTION: c | jacket
+OPTION: d | socks
+ANSWER: b
+
+TEMPLATE: The ____ is December 22, 1990.
+OPTION: a | date
+OPTION: b | number
+OPTION: c | month
+OPTION: d | today
+ANSWER: a
+
+TEMPLATE: The muscles and ____ are inside the body.
+OPTION: a | skin
+OPTION: b | limbs
+OPTION: c | bones
+OPTION: d | trunk
+ANSWER: c
+
+TEMPLATE: Twelve eggs make a ____ eggs.
+OPTION: a | gallon
+OPTION: b | dozen
+OPTION: c | pound
+OPTION: d | half
+ANSWER: b
+
+TEMPLATE: Sixteen ounces make a ____.
+OPTION: a | gallon
+OPTION: b | kilo
+OPTION: c | pound
+OPTION: d | ton
+ANSWER: c
+
+$SESSION 5-5: Conversations and Reading
 
 # Source: ST §Betty and Jan
 $SELECT Betty and Jan
-ID: l5-s17
-INTRO: This last part mixes everything together — stories, a conversation, and one final task. First, Betty and Jan want to go dancing, if work will let them. Tap the verb form that fits each sentence, and watch the time words.
-INSTRUCTION: Tap the answer that completes the story.
+ID: l5-s19
+INTRO: Last part — two conversations, a reading, and one final sorting job. First, Betty and Jan are going to a dance. Tap the verb form that fits each sentence, and watch the time words.
+INSTRUCTION: Tap the correct option to complete each sentence.
 
-TEMPLATE: Betty and Jan _______ to a dance tomorrow.
+TEMPLATE: Betty and Jan ____ to a dance tomorrow.
 OPTION: a | went
 OPTION: b | go
 OPTION: c | will go
 OPTION: d | goes
 ANSWER: c
 
-TEMPLATE: They _______ go last week.
+TEMPLATE: They ____ go last week.
 OPTION: a | won't
 OPTION: b | didn't
 OPTION: c | isn't
 OPTION: d | don't
 ANSWER: b
 
-TEMPLATE: Betty _______ work late.
+TEMPLATE: Betty ____ work late.
 OPTION: a | had to
 OPTION: b | have to
 OPTION: c | will have to
 OPTION: d | has to
 ANSWER: a
 
-TEMPLATE: Tonight they _______ to the stores.
+TEMPLATE: Tonight they ____ to the stores.
 OPTION: a | went
 OPTION: b | go
 OPTION: c | will go
 OPTION: d | going
 ANSWER: c
 
-TEMPLATE: Betty _______ buy a new dress.
+TEMPLATE: Betty ____ buy a new dress.
 OPTION: a | will want to
 OPTION: b | wanted to
 OPTION: c | wanting to
@@ -724,72 +953,68 @@ ANSWER: d
 
 # Source: ST §Ted and Ray
 $SELECT Ted and Ray
-ID: l5-s18
-INTRO: Ted needs a comb, and Ray — a true friend — knows where to get one. Tap the word that completes each line of their conversation.
-INSTRUCTION: Tap the answer that completes the conversation.
+ID: l5-s20
+INTRO: Ted needs a comb, and Ray happens to be going to the store. Tap the word that completes each line of their conversation.
+INSTRUCTION: Tap the correct word for each sentence.
 
-TEMPLATE: Ted: I need to _______ a comb.
+TEMPLATE: Ted: I need to ____ a comb.
 OPTION: a | sell
 OPTION: b | buy
 OPTION: c | move
 OPTION: d | take
 ANSWER: b
 
-TEMPLATE: Do you know where I _______ buy a comb?
+TEMPLATE: Ted: Do you know where I ____ buy a comb?
 OPTION: a | can
 OPTION: b | must
 OPTION: c | will
 OPTION: d | have to
 ANSWER: a
 
-TEMPLATE: Ray: Yes, you can buy _______ at the drugstore.
+TEMPLATE: Ray: Yes, you can buy ____ at the drugstore.
 OPTION: a | which
 OPTION: b | one
 OPTION: c | any
 OPTION: d | there
 ANSWER: b
 
-TEMPLATE: I _______ go to the store this afternoon.
+TEMPLATE: Ray: I ____ go to the store this afternoon.
 OPTION: a | point
 OPTION: b | have to
 OPTION: c | get
 OPTION: d | am
 ANSWER: b
 
-TEMPLATE: I _______ buy one for you.
+TEMPLATE: Ray: I ____ buy one for you.
 OPTION: a | have
 OPTION: b | need
 OPTION: c | will
 OPTION: d | want
 ANSWER: c
 
-TEMPLATE: Ted: Do you know _______ it costs?
+TEMPLATE: Ted: Do you know ____ it costs?
 OPTION: a | which
 OPTION: b | how many
 OPTION: c | that
 OPTION: d | how much
 ANSWER: d
 
-# Source: ST §Families
-$DIALOGUE A Family Sunday
-ID: l5-s19
-INTRO: A short story about big families and Sunday meals. Just listen — there's one question about it afterwards.
-INSTRUCTION: Listen to the story.
+# Source: ST §Reading: Families
+$GRAMMAR Reading: Families
+ID: l5-s21-r
+READING
+INTRO: A short paragraph about big family meals. Just read it — one question follows.
 
-Narrator: Some big families like to have lunch or dinner together on Sundays.
-Narrator: All the men, women, and children help.
-Narrator: Sometimes, the men cook the meat outside. The women cook the vegetables and dessert inside.
-Narrator: The children help with the table. They put the cups and glasses on the table.
-Narrator: Everybody works and eats together.
+CARD: Some big families like to have lunch or dinner together on Sundays. All the men, women, and children help. Sometimes, the men cook the meat outside. The women cook the vegetables and dessert inside. The children help with the table. They put the cups and glasses on the table. Everybody works and eats together.
 
 # Source: ST §Families (topic question)
-$SELECT What Is the Story About?
-ID: l5-s19-b
-REFERENCE
-INTRO: One question about the story you just heard. You can go back and listen again if you need to.
-INSTRUCTION: Tap the topic of the story.
+$SELECT Families: Choose the Topic
+ID: l5-s21
+REFERENCE: l5-s21-r
+INTRO: Now the question — what is the paragraph about? Open the reading again if you need another look.
+INSTRUCTION: Read the paragraph and tap the best topic.
 
-PROMPT: What is the story about?
+TEMPLATE: What is the topic of the paragraph?
 OPTION: a | Sundays
 OPTION: b | work
 OPTION: c | children
@@ -797,34 +1022,38 @@ OPTION: d | family meals
 ANSWER: d
 
 # Source: ST §There Is, There Are...
-$PRODUCE There Is or There Are
-ID: l5-s20
-INTRO: There is, there are — plus their questions and negatives. Type the form that fits each sentence.
-INSTRUCTION: Type the correct form of "there is" or "there are".
-INPUT: type
-CHECK: exact
+$SELECT "There Is" or "There Are"?
+ID: l5-s22
+INTRO: "There is" or "there are" — and sometimes "there isn't" or "there aren't". Tap the phrase that completes each sentence; a couple of them need a negative.
+INSTRUCTION: Tap the correct phrase to complete each sentence.
+OPTION: a | There is
+OPTION: b | There isn't
+OPTION: c | Is there
+OPTION: d | There are
+OPTION: e | There aren't
+OPTION: f | Are there
 
-TEMPLATE: ____{Is there} a dictionary in the room?
-RESPONSE: Is there a dictionary in the room?
+TEMPLATE: ____ a dictionary in the room?
+ANSWER: c
 
-TEMPLATE: ____{There are} several oranges on the table.
-RESPONSE: There are several oranges on the table.
+TEMPLATE: ____ several oranges on the table.
+ANSWER: d
 
-TEMPLATE: ____{There are} seven days in a week.
-RESPONSE: There are seven days in a week.
+TEMPLATE: ____ eight days in a week.
+ANSWER: e
 
-TEMPLATE: ____{Are there} any chairs in the lab?
-RESPONSE: Are there any chairs in the lab?
+TEMPLATE: ____ any chairs in the lab?
+ANSWER: f
 
-TEMPLATE: ____{There isn't} any chocolate ice cream. You'll have to eat vanilla ice cream.
-RESPONSE: There isn't any chocolate ice cream.
+TEMPLATE: ____ any chocolate ice cream. You'll have to eat vanilla ice cream.
+ANSWER: b
 
 # Source: ST §Alphabetical Order
 $SELECT Alphabetical Order
-ID: l5-s21
+ID: l5-s23
 ORDER
-INTRO: One last job: put eight words from this book in alphabetical order, from A to Z. When you're done, that's Book 5 — reviewed, finished, and yours. See you in Book 6.
-INSTRUCTION: Arrange the words in alphabetical order.
+INTRO: One last job: put eight words from this book in alphabetical order. When you're done, that's the whole book reviewed — well done.
+INSTRUCTION: Put the words in alphabetical order.
 
 TEMPLATE: Put these words in alphabetical order.
 OPTION: a | lock
diff --git a/book-5-lesson-5/st-page_124_001.jpg b/book-5-lesson-5/st-page_124_001.jpg
new file mode 100644
index 00000000..24eb9216
Binary files /dev/null and b/book-5-lesson-5/st-page_124_001.jpg differ
diff --git a/book-6-lesson-1.module b/book-6-lesson-1.module
index 3da57ded..2a0d7163 100644
--- a/book-6-lesson-1.module
+++ b/book-6-lesson-1.module
@@ -1,215 +1,295 @@
-$MODULE Book 6 · Lesson 1: How's the Weather? {st-page_003_001.jpg}
+$MODULE Book 6 · Lesson 1: How's the Weather? {st-page_003_001.jpg|A man standing indoors and looking out a window at a landscape with trees and a clear sky}
 FORMAT: 2
-DESCRIPTION: Weather vocabulary and weather changes, questions with "how" + be, grades and scores, and saying what you think with "think" + a noun clause.
+DIOCO_DOC_ID: alc_book6_lesson1
+DESCRIPTION: Weather vocabulary, questions with "how" + "be", opinions with "think (that)", plus sentence stress and rhythm, reading skills, and punctuation practice.
 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: Mr_Wilson | zubenelgenubi | Male
-VOICE: Lt_Hill | iapetus | Male
-VOICE: Col_Brown | schedar | Male
-VOICE: Mr_White | achird | Male
-VOICE: Mr_Black | alnilam | Male
-VOICE: Sgt_Lamb | puck | Male
+VOICE: Mr_Wilson | iapetus | Male
+VOICE: Lt_Hill | orus | Male
+VOICE: Col_Brown | puck | Male
+VOICE: Mr_White | alnilam | Male
+VOICE: Mr_Black | rasalgethi | Male
+VOICE: Sgt_Lamb | achird | Male
 VOICE: Bill | charon | Male
-VOICE: John | orus | Male
+VOICE: John | schedar | Male
 VOICE: Lt_Lamb | schedar | Male
+VOICE: Teacher | achernar | Female
 VOICE: Mr_Stars | achird | Male
-VOICE: Dick | achird | Male
-VOICE: Ben | algieba | Male
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Mary | leda | Female
+VOICE: Mr_Jackson | charon | Male
+VOICE: Jack | iapetus | Male
+VOICE: Sgt_Burns | orus | Male
+VOICE: Dick | charon | Male
+VOICE: Ben | iapetus | Male
+VOICE: Narrator | aoede | speaker (auto)
 
-$LESSON 1-1: Weather Words and Changes
+$SESSION 1-1: Weather Words
+
+# Source: LLA 1A Figure 1
+$DIALOGUE Weather Words in Pictures
+ID: 6-1a-f1
+INTRO: In this lesson you'll learn to talk about the weather — sun, clouds, rain, and snow — and to say what you think about all of it. First, five words you'll meet on every rainy day. Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: sky
+LINE: The plane is in the sky. {page_011_001.jpg|An airplane flying in the sky among clouds} {bk06-l1a-f1-01.mp3}
+
+VOCAB: cloud
+LINE: There are clouds in the sky. {page_011_002.jpg|Fluffy clouds floating in the sky} {bk06-l1a-f1-02.mp3}
+
+VOCAB: rain
+LINE: There's a lot of rain outside. {page_011_003.jpg|A boy kneeling in heavy rain wearing a raincoat and rain boots} {bk06-l1a-f1-03.mp3}
+
+VOCAB: raincoat
+LINE: The man is wearing a raincoat. {page_011_004.jpg|A man wearing a hooded raincoat} {bk06-l1a-f1-04.mp3}
+
+VOCAB: umbrella
+LINE: The girl has an umbrella. {page_011_005.jpg|A girl holding an open umbrella} {bk06-l1a-f1-05.mp3}
+
+# Source: LLA 1A Figure 1 (part 2)
+$SELECT Which Picture Is It?
+ID: 6-1a-f1-b
+INTRO: Now prove the pictures stuck. Listen to each sentence, tap the matching picture, then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: a | Picture A {page_011_001.jpg|An airplane flying in the sky among clouds}
+OPTION: b | Picture B {page_011_002.jpg|Fluffy clouds floating in the sky}
+OPTION: c | Picture C {page_011_003.jpg|A boy kneeling in heavy rain wearing a raincoat and rain boots}
+OPTION: d | Picture D {page_011_004.jpg|A man wearing a hooded raincoat}
+OPTION: e | Picture E {page_011_005.jpg|A girl holding an open umbrella}
+
+EXAMPLE
+PROMPT: He wore his raincoat in the rain yesterday. {bk06-l1a-f1-06.mp3}
+ANSWER: d
+FEEDBACK: He wore his raincoat in the rain yesterday. {bk06-l1a-f1-06-fb.mp3}
+
+PROMPT: She had her umbrella in the rain yesterday. {bk06-l1a-f1-07.mp3}
+ANSWER: e
+FEEDBACK: She had her umbrella in the rain yesterday. {bk06-l1a-f1-07-fb.mp3}
+
+PROMPT: We can see a lot of clouds. {bk06-l1a-f1-08.mp3}
+ANSWER: b
+FEEDBACK: We can see a lot of clouds. {bk06-l1a-f1-08-fb.mp3}
+
+PROMPT: He likes to play in the rain. {bk06-l1a-f1-09.mp3}
+ANSWER: c
+FEEDBACK: He likes to play in the rain. {bk06-l1a-f1-09-fb.mp3}
+
+PROMPT: The plane is flying in the blue sky. {bk06-l1a-f1-10.mp3}
+ANSWER: a
+FEEDBACK: The plane is flying in the blue sky. {bk06-l1a-f1-10-fb.mp3}
+
+# Source: LLA 1A Figure 4
+$DIALOGUE Showers, Storms, and Snow
+ID: 6-1a-f4
+INTRO: Weather comes in more flavors than just rain. Look at the pictures and learn some new weather words. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: shower
+LINE: There was a shower yesterday. {page_013_001.jpg|Heavy rain shower falling from dark clouds over a countryside landscape} {bk06-l1a-f4-01.mp3}
+
+VOCAB: storm
+LINE: They were walking in the storm yesterday. {page_013_002.jpg|Three people in long coats walking through a storm, one holding an umbrella} {bk06-l1a-f4-02.mp3}
+
+VOCAB: to get cold | get cold
+LINE: Sometimes we get cold in the rain. {page_013_003.jpg|A wet person shivering with arms crossed tight against the cold} {bk06-l1a-f4-03.mp3}
+
+VOCAB: change
+LINE: There was a change in the weather after the rain. {page_013_004.jpg|The sun breaking through clouds over a landscape with rain puddles} {bk06-l1a-f4-04.mp3}
+
+VOCAB: weather
+LINE: The weather is good today. {page_014_001.jpg|A man walking cheerfully along a sunlit path outdoors} {bk06-l1a-f4-05.mp3}
+
+VOCAB: sun
+LINE: The sun is very hot. {page_014_002.jpg|A man wiping sweat from his forehead with a handkerchief under a blazing hot sun} {bk06-l1a-f4-06.mp3}
+
+VOCAB: snow
+LINE: They play in the snow in the winter. {page_014_003.jpg|Two children in warm winter clothes building a snowman} {bk06-l1a-f4-07.mp3}
+
+# Source: LLA 1A Figure 5
+$SELECT What's the Weather in the Picture?
+ID: 6-1a-f5
+INTRO: Same words, new pictures. Listen to the sentence about the weather, tap the picture it describes, then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: a | Picture A {page_015_001.jpg|A person shivering cold wrapped in clothes}
+OPTION: b | Picture B {page_015_002.jpg|The sun shining beside clouds over a hills landscape}
+OPTION: c | Picture C {page_015_003.jpg|A man wiping sweat from his face under a bright sun}
+OPTION: d | Picture D {page_015_004.jpg|Rain falling heavily from a thick rain cloud}
+OPTION: e | Picture E {page_015_005.jpg|Children playing in the snow with a snowman}
+OPTION: f | Picture F {page_015_006.jpg|People walking in raincoats in a rainstorm}
+OPTION: g | Picture G {page_015_007.jpg|Layers of clouds across the sky}
+
+PROMPT: The weather is good today. {bk06-l1a-f5-01.mp3}
+ANSWER: b
+FEEDBACK: The weather is good today. {bk06-l1a-f5-01-fb.mp3}
+
+PROMPT: They were walking in the storm yesterday. {bk06-l1a-f5-02.mp3}
+ANSWER: f
+FEEDBACK: They were walking in the storm yesterday. {bk06-l1a-f5-02-fb.mp3}
+
+PROMPT: They play in the snow in the winter. {bk06-l1a-f5-03.mp3}
+ANSWER: e
+FEEDBACK: They play in the snow in the winter. {bk06-l1a-f5-03-fb.mp3}
+
+PROMPT: Sometimes we get cold in the rain. {bk06-l1a-f5-04.mp3}
+ANSWER: a
+FEEDBACK: Sometimes we get cold in the rain. {bk06-l1a-f5-04-fb.mp3}
+
+PROMPT: There was a change in the weather after the rain. {bk06-l1a-f5-05.mp3}
+ANSWER: g
+FEEDBACK: There was a change in the weather after the rain. {bk06-l1a-f5-05-fb.mp3}
+
+PROMPT: The sun is very hot. {bk06-l1a-f5-06.mp3}
+ANSWER: c
+FEEDBACK: The sun is very hot. {bk06-l1a-f5-06-fb.mp3}
+
+PROMPT: There was a shower yesterday. {bk06-l1a-f5-07.mp3}
+ANSWER: d
+FEEDBACK: There was a shower yesterday. {bk06-l1a-f5-07-fb.mp3}
 
 # Source: ST §A Change in the Weather
 $DIALOGUE A Change in the Weather
 ID: l1-s1
-INTRO: In this lesson you'll learn to talk about the weather — sun, clouds, rain, and snow — and to say what you think. First, watch one day go from sunshine to rain, hour by hour. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
+INTRO: Watch one day's sky go from warm sunshine to rain, hour by hour. The sky doesn't ask permission. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: sun
-VOCAB: to shine | shine/shone
-VOCAB: sky
+VOCAB: to shine
+LINE: It's 10:00 a.m. The sun is shining. {st-page_005_001.jpg|Outdoor landscape showing a clear sky with a dashed outline for the sun above trees and hills}
+
 VOCAB: clear
 VOCAB: sunshine
-LINE: It's 10:00 a.m. The sun is shining. The sky is clear. The sunshine is warm. {st-page_005_001.jpg}
+LINE: The sky is clear. The sunshine is warm. {st-page_005_001.jpg|Outdoor landscape showing a clear sky with a dashed outline for the sun above trees and hills}
 
-VOCAB: cloud
+LINE: It's noon. There are a few clouds in the sky. {st-page_005_002.jpg|Outdoor landscape showing fluffy clouds forming in the sky over trees and land}
+
+VOCAB: to get
 VOCAB: cloudy
-VOCAB: to get | get/got
 VOCAB: windy
-LINE: It's noon. There are a few clouds in the sky. It's getting cloudy and windy. {st-page_005_002.jpg}
+LINE: It's getting cloudy and windy. {st-page_005_002.jpg|Outdoor landscape showing fluffy clouds forming in the sky over trees and land}
 
-VOCAB: rain
-LINE: It's 3:00 p.m. now. It's very cloudy. It'll rain in a few minutes. {st-page_005_003.jpg}
+LINE: It's 3:00 p.m. now. It's very cloudy. It'll rain in a few minutes. {st-page_005_003.jpg|Landscape with wind blowing through trees under a darkening, cloudy sky}
 
-LINE: It's 3:20 p.m. It's raining. The rain started 10 minutes ago. {st-page_005_004.jpg}
+LINE: It's 3:20 p.m. It's raining. The rain started 10 minutes ago. {st-page_005_004.jpg|Heavy diagonal rain pouring over trees and hills in a stormy landscape}
 
-# Source: ST §The Weather Changed
+# Source: ST §The Weather Changed.
 $DIALOGUE The Weather Changed
 ID: l1-s2
-INTRO: Sunny in the morning, rainy by three o'clock — that's what we call a change in the weather. Read these sentences about it.
+INTRO: Here's that same day again, told in a few sentences. Just read and listen — no repeating this time.
 INSTRUCTION: Read the sentences.
 
 VOCAB: sunny
 VOCAB: rainy
 LINE: The weather changed from sunny to rainy in a few hours.
-
 LINE: There was a change in the weather in a few hours.
-
 LINE: First it was sunny. Next it got cloudy. Then it got rainy.
-
 LINE: After the rain, the weather will change again.
-
 VOCAB: nice
 LINE: The weather will be nice again.
 
-# Source: LLA 1A Figure 1
-$DIALOGUE Rain, Clouds, and the Sky
-ID: 1a-f1
-INTRO: Now the same words from the lab tape — rain, clouds, and the things you carry when the sky turns gray. Listen and repeat.
-INSTRUCTION: Repeat each word and sentence.
-REPEAT
-
-LINE: The plane is in the sky. {page_011_001.jpg} {bk06-l1a-f1-01.mp3}
-
-VOCAB: clouds
-LINE: There are clouds in the sky. {page_011_002.jpg} {bk06-l1a-f1-02.mp3}
-
-LINE: There's a lot of rain outside. {page_011_003.jpg} {bk06-l1a-f1-03.mp3}
-
-VOCAB: raincoat
-LINE: The man is wearing a raincoat. {page_011_004.jpg} {bk06-l1a-f1-04.mp3}
-
-VOCAB: umbrella
-LINE: The girl has an umbrella. {page_011_005.jpg} {bk06-l1a-f1-05.mp3}
-
-# Source: LLA 1A Figure 1 (second pass)
-$SELECT Which Picture Is It?
-ID: 1a-f1-b
-INTRO: Time to check your ear. Listen to each sentence and tap the picture that matches it.
-INSTRUCTION: Tap the correct picture.
-
-OPTION: a | Picture A {page_011_001.jpg}
-OPTION: b | Picture B {page_011_002.jpg}
-OPTION: c | Picture C {page_011_003.jpg}
-OPTION: d | Picture D {page_011_004.jpg}
-OPTION: e | Picture E {page_011_005.jpg}
-
-EXAMPLE
-PROMPT: He wore his raincoat in the rain yesterday. {bk06-l1a-f1-06.mp3}
-ANSWER: d
-
-PROMPT: She had her umbrella in the rain yesterday. {bk06-l1a-f1-07.mp3}
-ANSWER: e
-
-PROMPT: We can see a lot of clouds. {bk06-l1a-f1-08.mp3}
-ANSWER: b
-
-PROMPT: He likes to play in the rain. {bk06-l1a-f1-09.mp3}
-ANSWER: c
-
-PROMPT: The plane is flying in the blue sky. {bk06-l1a-f1-10.mp3}
-ANSWER: a
-
 # Source: ST §A Summer Shower
 $DIALOGUE A Summer Shower
 ID: l1-s5
-INTRO: Showers, storms, and snow — three kinds of weather, none of them good for a picnic. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Shower, storm, snow — here's what each one really means. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: shower
-LINE: A shower is a short rain. We have many showers in the spring. {st-page_007_001.jpg}
+LINE: A shower is a short rain. We have many showers in the spring. {st-page_007_001.jpg|A house during a light rain shower with rain falling down around it}
 
-VOCAB: storm
-LINE: Rainy and windy weather make a rainstorm. Sometimes we have storms in the summer. {st-page_007_002.jpg}
+LINE: Rainy and windy weather make a rainstorm. Sometimes we have storms in the summer. {st-page_007_002.jpg|A house during a heavy rainstorm with strong wind bending the trees and blowing rain sideways}
 
-VOCAB: snow
-LINE: The rain changes to snow in the winter. It snows in many cities in the U.S. {st-page_007_003.jpg}
+LINE: The rain changes to snow in the winter. It snows in many cities in the U.S. {st-page_007_003.jpg|A house surrounded by white snow covering the ground}
 
-# Source: LLA 1A Figure 4
-$DIALOGUE More Weather Words
-ID: 1a-f4
-INTRO: More weather words from the tape — showers, storms, sun, and snow. Listen and repeat each sentence.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 1B Figure 1
+$DIALOGUE Clear, Cloudy, Wet, and Dry
+ID: 6-1b-f1
+INTRO: One more set of weather words — the ones you'll use every single morning. Look at the pictures, listen, and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-LINE: There was a shower yesterday. {page_013_001.jpg} {bk06-l1a-f4-01.mp3}
+LINE: The sky is clear. {page_017_001.jpg|A clear open landscape with trees under a bright sun outlined in a clear sky} {bk06-l1b-f1-01.mp3}
 
-LINE: They were walking in the storm yesterday. {page_013_002.jpg} {bk06-l1a-f4-02.mp3}
+LINE: The sun shines. The sun is shining. {page_017_001.jpg|A clear open landscape with trees under a bright sun outlined in a clear sky} {bk06-l1b-f1-02.mp3}
 
-VOCAB: get
-LINE: Sometimes we get cold in the rain. {page_013_003.jpg} {bk06-l1a-f4-03.mp3}
+LINE: The weather is nice. {page_017_001.jpg|A clear open landscape with trees under a bright sun outlined in a clear sky} {bk06-l1b-f1-03.mp3}
 
-VOCAB: change
-LINE: There was a change in the weather after the rain. {page_013_004.jpg} {bk06-l1a-f4-04.mp3}
+LINE: We have sunshine on sunny days. {page_017_001.jpg|A clear open landscape with trees under a bright sun outlined in a clear sky} {bk06-l1b-f1-04.mp3}
 
-VOCAB: weather
-LINE: The weather is good today. {page_014_001.jpg} {bk06-l1a-f4-05.mp3}
+LINE: It's getting cloudy. {page_017_002.jpg|Dark rain clouds gathering over trees and a landscape} {bk06-l1b-f1-05.mp3}
 
-LINE: The sun is very hot. {page_014_002.jpg} {bk06-l1a-f4-06.mp3}
+VOCAB: to think
+LINE: I think it'll rain in a few minutes. {page_017_002.jpg|Dark rain clouds gathering over trees and a landscape} {bk06-l1b-f1-06.mp3}
 
-LINE: They play in the snow in the winter. {page_014_003.jpg} {bk06-l1a-f4-07.mp3}
+LINE: It's getting windy. {page_017_003.jpg|Wind blowing across a landscape bending trees and grass} {bk06-l1b-f1-07.mp3}
 
-# Source: LLA 1A Figure 5 (split into two — image-option pool capped at 6)
-$SELECT Match the Weather Picture (1)
-ID: 1a-f5
-INTRO: Listen to each sentence and tap the picture it describes. Four pictures now, three more in a moment.
+LINE: It's not rainy. {page_017_003.jpg|Wind blowing across a landscape bending trees and grass} {bk06-l1b-f1-08.mp3}
+
+VOCAB: dry
+LINE: It's dry. {page_017_003.jpg|Wind blowing across a landscape bending trees and grass} {bk06-l1b-f1-09.mp3}
+
+VOCAB: to rain
+LINE: It's raining now. {page_018_001.jpg|Heavy rain streaming down over trees and fields} {bk06-l1b-f1-10.mp3}
+
+LINE: The weather isn't dry. {page_018_001.jpg|Heavy rain streaming down over trees and fields} {bk06-l1b-f1-11.mp3}
+
+VOCAB: wet
+LINE: It's wet. {page_018_001.jpg|Heavy rain streaming down over trees and fields} {bk06-l1b-f1-12.mp3}
+
+VOCAB: to snow
+LINE: It's snowing in New York. {page_018_002.jpg|Snow falling over city skyscrapers and buildings} {bk06-l1b-f1-13.mp3}
+
+LINE: The weather isn't nice in New York. {page_018_002.jpg|Snow falling over city skyscrapers and buildings} {bk06-l1b-f1-14.mp3}
+
+# Source: LLA 1B Figure 2
+$SELECT Match the Weather
+ID: 6-1b-f2
+HIDE_PROMPT
+INTRO: Listen to the description of the weather, then tap the picture that matches what you hear. No peeking at the words — your ears do the work here.
 INSTRUCTION: Tap the correct picture.
+OPTION: a | raining {page_019_001.jpg|Dark, heavy rain falling heavily over a landscape with trees and hills}
+OPTION: b | windy {page_019_002.jpg|High winds blowing through trees and clouds, with leaves scattering in the air}
+OPTION: c | clear and sunny {page_019_003.jpg|Clear, sunny landscape with a bright sun, clear sky, trees, and rolling hills}
+OPTION: d | snowing {page_019_004.jpg|Snow falling softly over a city skyline with tall buildings and snow-covered roofs}
+OPTION: e | cloudy {page_019_005.jpg|Cloudy and overcast day over a river surrounded by dense trees and foliage}
 
-OPTION: a | Shivering person {page_015_001.jpg}
-OPTION: b | Sun beside clouds {page_015_002.jpg}
-OPTION: c | Man wiping sweat {page_015_003.jpg}
-OPTION: d | Rain falling {page_015_004.jpg}
-
-PROMPT: The weather is good today. {bk06-l1a-f5-01.mp3}
-ANSWER: b
-
-PROMPT: Sometimes we get cold in the rain. {bk06-l1a-f5-04.mp3}
-ANSWER: a
-
-PROMPT: The sun is very hot. {bk06-l1a-f5-06.mp3}
-ANSWER: c
-
-PROMPT: There was a shower yesterday. {bk06-l1a-f5-07.mp3}
-ANSWER: d
-
-# Source: LLA 1A Figure 5 (continued)
-$SELECT Match the Weather Picture (2)
-ID: 1a-f5-b
-INTRO: Three more pictures — snow, a storm, and a changing sky. Listen and tap the one that matches.
-INSTRUCTION: Tap the correct picture.
-
-OPTION: e | Children in snow {page_015_005.jpg}
-OPTION: f | People in storm {page_015_006.jpg}
-OPTION: g | Layers of clouds {page_015_007.jpg}
-
-PROMPT: They were walking in the storm yesterday. {bk06-l1a-f5-02.mp3}
-ANSWER: f
-
-PROMPT: They play in the snow in the winter. {bk06-l1a-f5-03.mp3}
+PROMPT: It's getting cloudy. I think it'll rain in a few minutes. {bk06-l1b-f2-01.mp3}
 ANSWER: e
+FEEDBACK: It's getting cloudy. I think it'll rain in a few minutes.
 
-PROMPT: There was a change in the weather after the rain. {bk06-l1a-f5-05.mp3}
-ANSWER: g
+PROMPT: The sky is clear. The sun is shining. The weather is nice. We have sunshine on sunny days. {bk06-l1b-f2-02.mp3}
+ANSWER: c
+FEEDBACK: The sky is clear. The sun is shining. The weather is nice. We have sunshine on sunny days.
+
+PROMPT: It's raining now. The weather isn't dry. It's wet. {bk06-l1b-f2-03.mp3}
+ANSWER: a
+FEEDBACK: It's raining now. The weather isn't dry. It's wet.
+
+PROMPT: It's snowing in New York. The weather isn't nice in New York. {bk06-l1b-f2-04.mp3}
+ANSWER: d
+FEEDBACK: It's snowing in New York. The weather isn't nice in New York.
+
+PROMPT: It's getting windy. It's not rainy. It's dry. {bk06-l1b-f2-05.mp3}
+ANSWER: b
+FEEDBACK: It's getting windy. It's not rainy. It's dry.
 
 # Source: ST §Wet and Dry
 $DIALOGUE Wet and Dry
 ID: l1-s6
-INTRO: Two little words that decide whether your walk home is pleasant: wet and dry. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Wet and dry, in real life — rain, hair, towels, and one empty swimming pool. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: wet
 LINE: Jan walked in the rain and got wet.
 LINE: Jim's hair is wet; he just washed it.
 
-VOCAB: dry
 LINE: I need a dry towel; this one's wet.
 LINE: There's no water in the swimming pool. It's dry.
 
@@ -219,41 +299,32 @@ LINE: My clothes didn't get wet. I was wearing my raincoat.
 LINE: I don't need a raincoat. I have an umbrella.
 LINE: Open your umbrella; it's starting to rain.
 
-# Source: ST §Yesterday's Weather (chart)
-$GRAMMAR Yesterday's Weather Around the World
-ID: l1-s3
-INTRO: Here's a chart of yesterday's weather in seven cities. Look it over — you'll answer questions from it next.
+$SESSION 1-2: Rain or Shine — Practice
 
-Yesterday's weather report:
+# Source: ST §Yesterday's Weather
+$GRAMMAR Yesterday's Weather
+ID: l1-s3
+INTRO: Now let's put the weather words to work. Here's yesterday's weather in seven cities around the world — you'll answer questions about it next.
 
 | City | Weather | Time |
 |---|---|---|
-| Cairo | cl | 2am |
-| London | r | 12am |
-| Paris | cy | 1am |
-| Beijing | cy | 8am |
-| Rome | wy | 1am |
-| Sydney | sy | 10am |
-| Tokyo | r | 9am |
+| Cairo | clear (cl) | 2:00 a.m. |
+| London | rainy (r) | 12:00 a.m. |
+| Paris | cloudy (cy) | 1:00 a.m. |
+| Beijing | cloudy (cy) | 8:00 a.m. |
+| Rome | windy (wy) | 1:00 a.m. |
+| Sydney | sunny (sy) | 10:00 a.m. |
+| Tokyo | rainy (r) | 9:00 a.m. |
 
-The abbreviations:
-
-- cl = {clear}
-- cy = {cloudy}
-- wy = {windy}
-- r = {rainy}
-- sy = {sunny}
-
-# Source: ST §It Was Cloudy
-$PRODUCE How Was the Weather There?
+# Source: ST §It Was Cloudy.
+$PRODUCE Yesterday's Weather — Questions
 ID: l1-s4
-REFERENCE
-INTRO: Answer questions about the weather chart aloud. You can open the chart while you answer — that's what charts are for.
-INSTRUCTION: Answer the questions aloud, using the chart.
+REFERENCE: l1-s3
+INTRO: Answer each question aloud using the weather table. If it wasn't rainy, say what it was — the table knows everything.
+INSTRUCTION: Answer the questions about yesterday's weather.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any short or full-sentence answer stating the same fact.
 
 EXAMPLE
 PROMPT: Was the weather in Sydney rainy?
@@ -263,26 +334,247 @@ EXAMPLE
 PROMPT: Was the weather in Rome windy?
 RESPONSE: Yes, it was.
 
-PROMPT: Was the weather in Cairo clear?
-RESPONSE: Yes, it was clear.
+PROMPT: Was the weather in Cairo cloudy?
+RESPONSE: No, it was clear.
 
-PROMPT: Was the weather in London sunny?
-RESPONSE: No, it was rainy.
+PROMPT: Was the weather in London rainy?
+RESPONSE: Yes, it was.
 
-PROMPT: Was the weather in Paris cloudy?
-RESPONSE: Yes, it was cloudy.
-
-PROMPT: Was the weather in Beijing windy?
+PROMPT: Was the weather in Paris sunny?
 RESPONSE: No, it was cloudy.
 
-PROMPT: Was the weather in Tokyo rainy?
-RESPONSE: Yes, it was rainy.
+PROMPT: Was the weather in Beijing cloudy?
+RESPONSE: Yes, it was.
 
-# Source: ST §Let's Review the Weather
-$SELECT Say It Another Way
+PROMPT: Was the weather in Tokyo windy?
+RESPONSE: No, it was rainy.
+
+# Source: ST §Linda Walked to Class in the Rain.
+$DIALOGUE Linda Walked to Class in the Rain {st-page_009_001.jpg|Several people walking in the rain wearing raincoats and holding umbrellas on a rainy city street}
+ID: l1-s7
+INTRO: Linda has a Spanish test and the sky has other plans. Read and listen to her rainy morning — questions follow.
+INSTRUCTION: Read the paragraph about Linda.
+
+Narrator: Linda got up early this morning.
+Narrator: She took a shower and had breakfast.
+Narrator: She studied for her Spanish test for an hour.
+Narrator: At 9 o'clock, she looked out the window. It was very cloudy.
+Narrator: It started to rain in a few minutes.
+Narrator: She had to leave at 9:30. Her test was at 10:00 a.m.
+Narrator: She didn't want to get wet.
+Narrator: She put on her raincoat and her boots.
+Narrator: She took her umbrella and walked to school.
+Narrator: She arrived at school at 9:50.
+Narrator: She went to her classroom and took off her raincoat.
+Narrator: Her clothes were dry. She was all right.
+
+# Source: ST §Questions: Linda Walked to Class in the Rain
+$PRODUCE Questions about Linda's Morning
+ID: l1-s8
+REFERENCE: l1-s7
+INTRO: Answer the questions about Linda's rainy walk aloud. Open the story again if your memory got wet.
+INSTRUCTION: Answer the questions about Linda.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+
+PROMPT: What did Linda do after breakfast?
+RESPONSE: She studied for her Spanish test for an hour.
+RUBRIC: Accept any statement that she studied for her Spanish test.
+
+PROMPT: Was the sky clear?
+RESPONSE: No, it was very cloudy.
+RUBRIC: Accept any statement indicating the sky was not clear or was cloudy.
+
+PROMPT: At what time was her test?
+RESPONSE: Her test was at 10:00 a.m.
+RUBRIC: Accept 10:00 or 10:00 a.m.
+
+PROMPT: Did Linda want to get wet?
+RESPONSE: No, she didn't want to get wet.
+RUBRIC: Accept "No, she didn't" or full sentence.
+
+PROMPT: What did she put on?
+RESPONSE: She put on her raincoat and her boots.
+RUBRIC: Must mention raincoat and boots.
+
+PROMPT: What did she take to school?
+RESPONSE: She took her umbrella.
+RUBRIC: Must mention her umbrella.
+
+PROMPT: What did she take off at school?
+RESPONSE: She took off her raincoat.
+RUBRIC: Must mention her raincoat.
+
+PROMPT: Were her clothes wet?
+RESPONSE: No, her clothes were dry.
+RUBRIC: Accept "No, they were dry" or "No, they weren't".
+
+# Source: LLA 1A Figure 6
+$PRODUCE Joe Plays in the Snow
+ID: 6-1a-f6
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Listen to the story about Joe and type the missing word to complete each sentence. Joe learned about warm clothes the hard way.
+INSTRUCTION: Type the missing word(s).
+
+TEMPLATE: Joe wants to go outside. There's a lot of snow.
+TEMPLATE: He ____ to play in the snow.
+PROMPT: He likes to play in the snow. {bk06-l1a-f6-01.mp3}
+RESPONSE: He likes to play in the snow. {bk06-l1a-f6-01.mp3}
+ACCEPT: likes
+
+TEMPLATE: He ____ put on his coat and hat.
+PROMPT: He must put on his coat and hat. {bk06-l1a-f6-02.mp3}
+RESPONSE: He must put on his coat and hat. {bk06-l1a-f6-02.mp3}
+ACCEPT: must
+
+TEMPLATE: ____{He} has to wear his gloves and ____{boots}, too.
+PROMPT: He has to wear his gloves and boots too. {bk06-l1a-f6-03.mp3}
+RESPONSE: He has to wear his gloves and boots, too. {bk06-l1a-f6-03.mp3}
+
+TEMPLATE: It's very cold outside.
+TEMPLATE: Last ____ Joe played outside in the snow.
+PROMPT: Last year he played outside in the snow. {bk06-l1a-f6-04.mp3}
+RESPONSE: Last year Joe played outside in the snow. {bk06-l1a-f6-04.mp3}
+ACCEPT: year
+
+TEMPLATE: He ____ wear warm clothes,
+PROMPT: He didn't wear warm clothes. {bk06-l1a-f6-05.mp3}
+RESPONSE: He didn't wear warm clothes. {bk06-l1a-f6-05.mp3}
+ACCEPT: didn't
+
+TEMPLATE: and he was ____ for two weeks.
+PROMPT: And he was sick for 2 weeks. {bk06-l1a-f6-06.mp3}
+RESPONSE: And he was sick for two weeks. {bk06-l1a-f6-06.mp3}
+ACCEPT: sick
+
+# Source: LLA 1B Figure 4
+$PRODUCE My New Raincoat
+ID: 6-1b-f4
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+REPEAT
+INTRO: One old raincoat, one wet day, one trip to the BX. Listen to the story and fill in the missing words, then repeat each completed sentence.
+INSTRUCTION: Type the missing word.
+
+TEMPLATE: I have a yellow raincoat. It's very old.
+PROMPT: I have a yellow raincoat. It's very old. {bk06-l1b-f4-00.mp3}
+
+TEMPLATE: The weather ____{was} rainy and windy yesterday.
+PROMPT: The weather was rainy and windy yesterday. {bk06-l1b-f4-01.mp3}
+RESPONSE: The weather was rainy and windy yesterday. {bk06-l1b-f4-01.mp3}
+
+TEMPLATE: I ____{wore} my raincoat.
+PROMPT: I wore my raincoat. {bk06-l1b-f4-02.mp3}
+RESPONSE: I wore my raincoat. {bk06-l1b-f4-02.mp3}
+
+TEMPLATE: I was cold ____{and} wet.
+PROMPT: I was cold and wet. {bk06-l1b-f4-03.mp3}
+RESPONSE: I was cold and wet. {bk06-l1b-f4-03.mp3}
+
+TEMPLATE: I went to the ____{BX} this morning.
+PROMPT: I went to the BX this morning. {bk06-l1b-f4-04.mp3}
+RESPONSE: I went to the BX this morning. {bk06-l1b-f4-04.mp3}
+
+TEMPLATE: I bought a ____{new} raincoat.
+PROMPT: I bought a new raincoat. {bk06-l1b-f4-05.mp3}
+RESPONSE: I bought a new raincoat. {bk06-l1b-f4-05.mp3}
+
+TEMPLATE: It cost twenty-five dollars.
+PROMPT: It cost twenty-five dollars. {bk06-l1b-f4-06.mp3}
+
+TEMPLATE: ____{Now} I can go outside in ____{the} rain.
+PROMPT: Now I can go outside in the rain. {bk06-l1b-f4-07.mp3}
+RESPONSE: Now I can go outside in the rain. {bk06-l1b-f4-07.mp3}
+
+# Source: LLA 1C Figure 1 (part 1)
+$DIALOGUE A Winter Day {page_023_001.jpg|Three young boys playing outside in the snow in winter, making snowballs and a snowman}
+ID: 6-1c-f1-passage
+INTRO: Look at the picture of the winter day and listen to the sentences. Cold sky, happy boys — questions come next.
+INSTRUCTION: Listen to the passage.
+
+LINE: It's winter. {bk06-l1c-f1-01.mp3}
+LINE: The weather is cold. {bk06-l1c-f1-02.mp3}
+LINE: The sky is cloudy. {bk06-l1c-f1-03.mp3}
+LINE: The sun isn't shining. {bk06-l1c-f1-04.mp3}
+LINE: It snowed yesterday. {bk06-l1c-f1-05.mp3}
+LINE: The boys are playing in the snow. {bk06-l1c-f1-06.mp3}
+
+# Source: LLA 1C Figure 1 (part 2)
+$PRODUCE A Winter Day — Questions
+ID: 6-1c-f1
+REFERENCE
+INTRO: Answer each question about the winter day aloud in a complete sentence, then repeat the model answer. Open the passage if you need it.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Is it winter? {bk06-l1c-f1-07-q.mp3}
+RESPONSE: Yes, it's winter. {bk06-l1c-f1-07-a.mp3}
+
+PROMPT: How's the weather? {bk06-l1c-f1-08-q.mp3}
+RESPONSE: The weather is cold. {bk06-l1c-f1-08-a.mp3}
+
+PROMPT: Is the sky clear? {bk06-l1c-f1-09-q.mp3}
+RESPONSE: No, it isn't. It's cloudy. {bk06-l1c-f1-09-a.mp3}
+
+PROMPT: Is the sun shining? {bk06-l1c-f1-10-q.mp3}
+RESPONSE: No, the sun isn't shining. {bk06-l1c-f1-10-a.mp3}
+
+PROMPT: When did it snow? {bk06-l1c-f1-11-q.mp3}
+RESPONSE: It snowed yesterday. {bk06-l1c-f1-11-a.mp3}
+
+PROMPT: What are the boys doing? {bk06-l1c-f1-12-q.mp3}
+RESPONSE: The boys are playing in the snow. {bk06-l1c-f1-12-a.mp3}
+
+# Source: LLA 1A Figure 7
+$SELECT Match Questions and Answers
+ID: 6-1a-f7
+INTRO: Listen to each question, tap the answer that fits it, then repeat the answer. Only one answer makes sense each time — the rest are just standing around.
+INSTRUCTION: Tap the matching answer.
+REPEAT
+
+OPTION: a | No, it snowed.
+OPTION: b | No, I didn't look at the sky.
+OPTION: c | Yes, it was hot all day.
+OPTION: d | Yes, it was very good.
+OPTION: e | Yes, it snowed in January.
+OPTION: f | Last year it got warm in April.
+
+EXAMPLE
+PROMPT: Was the sun hot yesterday? {bk06-l1a-f7-01-q.mp3}
+ANSWER: c
+FEEDBACK: Yes, it was hot all day. {bk06-l1a-f7-01-a.mp3}
+
+PROMPT: Did you like that book? {bk06-l1a-f7-02-q.mp3}
+ANSWER: d
+FEEDBACK: Yes, it was very good. {bk06-l1a-f7-02-a.mp3}
+
+PROMPT: Did it rain last night? {bk06-l1a-f7-03-q.mp3}
+ANSWER: a
+FEEDBACK: No, it snowed. {bk06-l1a-f7-03-a.mp3}
+
+PROMPT: Did it snow in San Antonio last winter? {bk06-l1a-f7-04-q.mp3}
+ANSWER: e
+FEEDBACK: Yes, it snowed in January. {bk06-l1a-f7-04-a.mp3}
+
+PROMPT: When does the weather in Texas get warm? {bk06-l1a-f7-05-q.mp3}
+ANSWER: f
+FEEDBACK: Last year it got warm in April. {bk06-l1a-f7-05-a.mp3}
+
+PROMPT: Did you see the rainbow this morning? {bk06-l1a-f7-06-q.mp3}
+ANSWER: b
+FEEDBACK: No, I didn't look at the sky. {bk06-l1a-f7-06-a.mp3}
+
+# Source: ST §Let's Review the Weather.
+$SELECT Same Meaning — Weather Review
 ID: l1-s11
-INTRO: Every weather word from this part, one more time. Read each statement and tap the sentence that says the same thing.
-INSTRUCTION: Tap the correct summary statement.
+INTRO: Read each statement about the weather and tap the sentence that means the same thing. Two of the options are only pretending.
+INSTRUCTION: Tap the sentence that has the same meaning.
 
 TEMPLATE: Yesterday it was cloudy and cold in the morning. It got sunny and warm in the afternoon.
 OPTION: a | Yesterday the weather was nice all day long.
@@ -332,339 +624,54 @@ OPTION: b | It's the summer season.
 OPTION: c | It's sunny weather.
 ANSWER: a
 
-$LESSON 1-2: Weather Stories and Word Stress
+$SESSION 1-3: How's the Weather?
 
-# Source: LLA 1A Figure 2
-$PRODUCE Find the Strong Stress
-ID: 1a-f2
-INPUT: type
-CHECK: exact
-INTRO: In this part you'll read and listen to weather stories — and train your ear for English stress. Every sentence has one word the speaker leans on. Listen and type that word.
-INSTRUCTION: Type the stressed word.
-
-EXAMPLE
-TEMPLATE: This food is cold.
-PROMPT: This food is cold. {bk06-l1a-f2-ex.mp3}
-RESPONSE: cold
-
-TEMPLATE: It'll be hot tomorrow.
-PROMPT: It'll be hot tomorrow. {bk06-l1a-f2-01.mp3}
-RESPONSE: hot
-
-TEMPLATE: I like to eat sandwiches.
-PROMPT: I like to eat sandwiches. {bk06-l1a-f2-02.mp3}
-RESPONSE: sandwiches
-
-TEMPLATE: Are you hungry?
-PROMPT: Are you hungry? {bk06-l1a-f2-03.mp3}
-RESPONSE: hungry
-
-TEMPLATE: Look at the clouds!
-PROMPT: Look at the clouds! {bk06-l1a-f2-04.mp3}
-RESPONSE: clouds
-
-TEMPLATE: My shoes are big.
-PROMPT: My shoes are big. {bk06-l1a-f2-05.mp3}
-RESPONSE: big
-
-TEMPLATE: Let's walk in the rain.
-PROMPT: Let's walk in the rain. {bk06-l1a-f2-06.mp3}
-RESPONSE: rain
-
-TEMPLATE: I want to play football.
-PROMPT: I want to play football. {bk06-l1a-f2-07.mp3}
-RESPONSE: football
-
-TEMPLATE: John bought an umbrella.
-PROMPT: John bought an umbrella. {bk06-l1a-f2-08.mp3}
-RESPONSE: John
-
-TEMPLATE: Look at the sky.
-PROMPT: Look at the sky. {bk06-l1a-f2-09.mp3}
-RESPONSE: sky
-
-TEMPLATE: I like sunshine!
-PROMPT: I like sunshine! {bk06-l1a-f2-10.mp3}
-RESPONSE: like
-
-# SKIPPED (book): ST Listening Skill "I'm NOT tired." — instructor-read primary-stress drill with no recorded or printed stimuli we can use; the cassette stress work above and in part 1-7 covers the point.
-
-# Source: LLA 1A Figure 3
-$DIALOGUE Repeat the Word Pairs
-ID: 1a-f3
-INTRO: A short word, then a longer word built on it. Listen and repeat each pair.
-INSTRUCTION: Repeat the words.
+# Source: ST §How's the Weather?
+$DIALOGUE Asking with "How"
+ID: l1-s9
+INTRO: In this part you'll learn to ask about anything — weather, food, families, ankles — with one small word: "how". Listen and repeat each question and its answer.
+INSTRUCTION: Repeat the questions and answers.
 REPEAT
 
-LINE: rain, raining {bk06-l1a-f3-01.mp3}
-LINE: look, looking {bk06-l1a-f3-02.mp3}
-LINE: arrive, arrival {bk06-l1a-f3-03.mp3}
-LINE: class, classes {bk06-l1a-f3-04.mp3}
-LINE: drive, driving {bk06-l1a-f3-05.mp3}
-LINE: eat, eating {bk06-l1a-f3-06.mp3}
-LINE: tooth, toothbrush {bk06-l1a-f3-07.mp3}
-LINE: dial, dial tone {bk06-l1a-f3-08.mp3}
+LINE: How's the weather?\n— It's rainy today.
 
-# Source: LLA 1A Figure 6
-$PRODUCE Joe and the Snow — Fill In the Words
-ID: 1a-f6
-INPUT: type
-CHECK: exact
-INTRO: Joe wants to play in the snow — last year that ended with two weeks in bed. Listen to the story and type the missing words.
-INSTRUCTION: Type the missing word or words.
+VOCAB: how
+LINE: How was the cake last night?\n— It was good.
+LINE: How's your ankle?\n— It hurts.
+LINE: How are you?\n— I'm bored.
+LINE: How's your class?\n— It's a good class.
+LINE: How was the weather in Houston?\n— It was nice and clear.
+LINE: How were your brothers and sisters?\n— They were all fine.
+LINE: How's your new teacher?\n— She's very nice.
+LINE: How are your two sons?\n— They're fine, thank you.
+LINE: How was the weather on the weekend?\n— It was sunny and warm.
 
-TEMPLATE: Joe wants to go outside. There's a lot of snow.
-TEMPLATE: He ____ to play in the snow.
-PROMPT: He likes to play in the snow. {bk06-l1a-f6-01.mp3}
-RESPONSE: He likes to play in the snow.
-ACCEPT: likes
+# Source: new (gap: "how" + BE is drilled on the tapes and in ST but never explained)
+$GRAMMAR How + Is, Are, Was, Were
+ID: l1-s9-g
+INTRO: The pattern behind all those questions, in two quick cards.
 
-TEMPLATE: He ____ put on his coat and hat.
-PROMPT: He must put on his coat and hat. {bk06-l1a-f6-02.mp3}
-RESPONSE: He must put on his coat and hat.
-ACCEPT: must
+CARD: To ask about someone or something right now, use **how** plus **is** or **are**.
+{How's the weather?}
+{How are you?}
 
-TEMPLATE: ____{He} has to wear his gloves and ____{boots} too.
-PROMPT: He has to wear his gloves and boots too. {bk06-l1a-f6-03.mp3}
-RESPONSE: He has to wear his gloves and boots too.
+CARD: To ask about the past, use **was** or **were**.
+{How was the weather in Houston?}
+{How were your brothers and sisters?}
 
-TEMPLATE: It's very cold outside.
-TEMPLATE: Last ____ he played outside in the snow.
-PROMPT: Last year he played outside in the snow. {bk06-l1a-f6-04.mp3}
-RESPONSE: Last year he played outside in the snow.
-ACCEPT: year
-
-TEMPLATE: He ____{didn't} wear warm clothes, and he was ____{sick} for two weeks.
-PROMPT: He didn't wear warm clothes. And he was sick for 2 weeks. {bk06-l1a-f6-05.mp3}
-RESPONSE: He didn't wear warm clothes, and he was sick for two weeks.
-
-# Source: LLA 1A Figure 7
-$SELECT Weather Questions — Pick the Answer
-ID: 1a-f7
-INTRO: Listen to each question about past weather and tap the answer that fits.
-INSTRUCTION: Tap the correct answer.
-
-OPTION: a | No, it snowed.
-OPTION: b | No, I didn't look at the sky.
-OPTION: c | Yes, it was hot all day.
-OPTION: d | Yes, it was very good.
-OPTION: e | Yes, it snowed in January.
-OPTION: f | Last year it got warm in April.
-
-EXAMPLE
-PROMPT: Was the sun hot yesterday? {bk06-l1a-f7-01.mp3}
-ANSWER: c
-
-PROMPT: Did you like that book? {bk06-l1a-f7-02.mp3}
-ANSWER: d
-
-PROMPT: Did it rain last night? {bk06-l1a-f7-03.mp3}
-ANSWER: a
-
-PROMPT: Did it snow in San Antonio last winter? {bk06-l1a-f7-04.mp3}
-ANSWER: e
-
-PROMPT: When does the weather in Texas get warm? {bk06-l1a-f7-05.mp3}
-ANSWER: f
-
-PROMPT: Did you see the rainbow this morning? {bk06-l1a-f7-06.mp3}
-ANSWER: b
-
-# Source: ST §Linda Walked to Class in the Rain
-$DIALOGUE Linda Walks to Class in the Rain {st-page_009_001.jpg}
-ID: l1-s7
-INTRO: Meet Linda — early riser, Spanish student, owner of a good raincoat. Listen to her rainy morning; you'll answer questions about it next.
-INSTRUCTION: Listen to the paragraph, then read it.
-
-Narrator: Linda got up early this morning.
-Narrator: She took a shower and had breakfast.
-Narrator: She studied for her Spanish test for an hour.
-Narrator: At 9 o'clock, she looked out the window.
-Narrator: It was very cloudy.
-Narrator: It started to rain in a few minutes.
-Narrator: She had to leave at 9:30.
-Narrator: Her test was at 10:00 a.m.
-Narrator: She didn't want to get wet.
-Narrator: She put on her raincoat and her boots.
-Narrator: She took her umbrella and walked to school.
-Narrator: She arrived at school at 9:50.
-Narrator: She went to her classroom and took off her raincoat.
-Narrator: Her clothes were dry.
-Narrator: She was all right.
-
-# Source: ST §Answer About Linda
-$PRODUCE Questions About Linda's Morning
-ID: l1-s8
-REFERENCE
-INTRO: Now answer questions about Linda's morning. You can reopen the story if the details escape you.
-INSTRUCTION: Answer the questions about the paragraph.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: What did Linda do after breakfast?
-RESPONSE: She studied for her Spanish test.
-
-PROMPT: Was the sky clear?
-RESPONSE: No, it was very cloudy.
-
-PROMPT: At what time was her test?
-RESPONSE: Her test was at 10:00 a.m.
-
-PROMPT: Did Linda want to get wet?
-RESPONSE: No, she didn't want to get wet.
-
-PROMPT: What did she put on?
-RESPONSE: She put on her raincoat and her boots.
-
-PROMPT: What did she take to school?
-RESPONSE: She took her umbrella.
-
-PROMPT: What did she take off at school?
-RESPONSE: She took off her raincoat.
-
-PROMPT: Were her clothes wet?
-RESPONSE: No, her clothes were dry.
-
-# Source: LLA 1B Figure 1
-$DIALOGUE Clear, Cloudy, Windy, Wet
-ID: 1b-f1
-INTRO: Four kinds of sky, one tape. Listen to these words for describing the weather and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: clear
-LINE: The sky is clear. {page_017_001.jpg} {bk06-l1b-f1-01.mp3}
-
-VOCAB: shine
-VOCAB: shining
-LINE: The sun shines. The sun is shining. {page_017_001.jpg} {bk06-l1b-f1-02.mp3}
-
-VOCAB: nice
-LINE: The weather is nice. {page_017_001.jpg} {bk06-l1b-f1-03.mp3}
-
-VOCAB: sunshine
-VOCAB: sunny
-LINE: We have sunshine on sunny days. {page_017_001.jpg} {bk06-l1b-f1-04.mp3}
-
-VOCAB: cloudy
-LINE: It's getting cloudy. {page_017_002.jpg} {bk06-l1b-f1-05.mp3}
-
-VOCAB: think
-VOCAB: rain
-LINE: I think it'll rain in a few minutes. {page_017_002.jpg} {bk06-l1b-f1-06.mp3}
-
-VOCAB: windy
-LINE: It's getting windy. {page_017_003.jpg} {bk06-l1b-f1-07.mp3}
-
-VOCAB: rainy
-LINE: It's not rainy. {page_017_003.jpg} {bk06-l1b-f1-08.mp3}
-
-VOCAB: dry
-LINE: It's dry. {page_017_003.jpg} {bk06-l1b-f1-09.mp3}
-
-VOCAB: raining
-LINE: It's raining now. {page_018_001.jpg} {bk06-l1b-f1-10.mp3}
-
-LINE: The weather isn't dry. {page_018_001.jpg} {bk06-l1b-f1-11.mp3}
-
-VOCAB: wet
-LINE: It's wet. {page_018_001.jpg} {bk06-l1b-f1-12.mp3}
-
-VOCAB: snowing
-LINE: It's snowing in New York. {page_018_002.jpg} {bk06-l1b-f1-13.mp3}
-
-LINE: The weather isn't nice in New York. {page_018_002.jpg} {bk06-l1b-f1-14.mp3}
-
-# Source: LLA 1B Figure 2
-$SELECT What's the Weather Like?
-ID: 1b-f2
-INTRO: Listen to each little weather report and tap the picture that matches it.
-INSTRUCTION: Tap the correct picture.
-
-OPTION: a | raining {page_019_001.jpg}
-OPTION: b | windy {page_019_002.jpg}
-OPTION: c | clear {page_019_003.jpg}
-OPTION: d | snowing {page_019_004.jpg}
-OPTION: e | cloudy {page_019_005.jpg}
-
-EXAMPLE
-PROMPT: It's getting cloudy. I think it'll rain in a few minutes. {bk06-l1b-f2-ex.mp3}
-ANSWER: e
-
-PROMPT: The sky is clear. The sun is shining. The weather is nice. We have sunshine on sunny days. {bk06-l1b-f2-01.mp3}
-ANSWER: c
-
-PROMPT: It's raining now. The weather isn't dry. It's wet. {bk06-l1b-f2-02.mp3}
-ANSWER: a
-
-PROMPT: It's snowing in New York. The weather isn't nice in New York. {bk06-l1b-f2-03.mp3}
-ANSWER: d
-
-PROMPT: It's getting windy. It's not rainy. It's dry. {bk06-l1b-f2-04.mp3}
-ANSWER: b
-
-# Source: LLA 1B Figure 4
-$PRODUCE A New Raincoat — Fill In the Words
-ID: 1b-f4
-INPUT: type
-CHECK: exact
-INTRO: A short story about bad weather and good shopping. Listen and type the missing word in each sentence.
-INSTRUCTION: Type the missing word.
-
-TEMPLATE: The weather ____{was} rainy and windy yesterday.
-PROMPT: The weather was rainy and windy yesterday. {bk06-l1b-f4-01.mp3}
-RESPONSE: The weather was rainy and windy yesterday. {bk06-l1b-f4-01.mp3}
-ACCEPT: was
-
-TEMPLATE: I ____{wore} my raincoat.
-PROMPT: I wore my raincoat. {bk06-l1b-f4-02.mp3}
-RESPONSE: I wore my raincoat. {bk06-l1b-f4-02.mp3}
-ACCEPT: wore
-
-TEMPLATE: I was cold ____{and} wet.
-PROMPT: I was cold and wet. {bk06-l1b-f4-03.mp3}
-RESPONSE: I was cold and wet. {bk06-l1b-f4-03.mp3}
-ACCEPT: and
-
-TEMPLATE: I went to the ____{BX} this morning.
-PROMPT: I went to the BX this morning. {bk06-l1b-f4-04.mp3}
-RESPONSE: I went to the BX this morning. {bk06-l1b-f4-04.mp3}
-ACCEPT: BX
-
-TEMPLATE: I bought a ____{new} raincoat.
-PROMPT: I bought a new raincoat. {bk06-l1b-f4-05.mp3}
-RESPONSE: I bought a new raincoat. {bk06-l1b-f4-05.mp3}
-ACCEPT: new
-
-TEMPLATE: ____{Now} I can go outside in ____{the} rain.
-PROMPT: Now I can go outside in the rain. {bk06-l1b-f4-06.mp3}
-RESPONSE: Now I can go outside in the rain. {bk06-l1b-f4-06.mp3}
-
-# Source: LLA 1B Figure 3
-$DIALOGUE Sentence Rhythm
-ID: 1b-f3
-INTRO: The CAPITAL letters show you the beats of each sentence. Listen and repeat, keeping the rhythm.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: She's a COOK. He's a DOCTor. {bk06-l1b-f3-01.mp3}
-LINE: I SPEAK FRENCH. He SPEAKS SPANish. {bk06-l1b-f3-02.mp3}
-LINE: CLOSE the DOOR. SIT in your CHAIR. {bk06-l1b-f3-03.mp3}
-LINE: DRINK your MILK. That GLASS is TALL. {bk06-l1b-f3-04.mp3}
-LINE: The GIRL ATE her FOOD. My BROther COOKed the MEAL. {bk06-l1b-f3-05.mp3}
-LINE: She BRUSHED the CHILD'S HAIR. I WASHED the DIRty TOWels. {bk06-l1b-f3-06.mp3}
-LINE: The CAR is HERE. The BUS is at the BUS stop. {bk06-l1b-f3-07.mp3}
-LINE: JOE WANTS a BOOK. My SISter DOESn't DANCE. {bk06-l1b-f3-08.mp3}
-
-$LESSON 1-3: How's the Weather? — Questions with How
+SUMMARY:
+| Question | Answer |
+|---|---|
+| How's the weather? | It's rainy today. |
+| How are you? | I'm fine, thanks. |
+| How was the cake? | It was good. |
+| How were your sisters? | They were all fine. |
 
 # Source: LLA 1B Figure 5
-$DIALOGUE How Are You? — Short Exchanges
-ID: 1b-f5
-INTRO: In this part you'll learn to ask about almost anything — weather, food, family — with one small word: how. Listen to these four short exchanges and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Four Short "How" Conversations
+ID: 6-1b-f5
+INTRO: Now hear "how" doing its job in four short conversations. Listen, then repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Mr_Wilson: How are you today? {bk06-l1b-f5-01.mp3}
@@ -679,595 +686,405 @@ Sgt_Lamb: The food was very good. {bk06-l1b-f5-06.mp3}
 Bill: How's your family? {bk06-l1b-f5-07.mp3}
 John: My family's fine. {bk06-l1b-f5-08.mp3}
 
-# Source: new (gap: "how" + BE questions are drilled on the tapes but never explained in the book)
-$GRAMMAR Questions with How + Be
-ID: 1b-f5-b
-INTRO: Before the drills, here's the pattern in one small box: "how" plus a form of "be".
-
-A question with **how** asks "what is it like?" The answer describes it.
-
-**Now** — use *is* or *are*:
-- {How's the weather?} — {It's rainy today.}
-- {How are your two sons?} — {They're fine, thank you.}
-
-**Past** — use *was* or *were*:
-- {How was the food in that new restaurant?} — {The food was very good.}
-- {How were your brothers and sisters?} — {They were all fine.}
-
-The answer usually gives a quality word: {nice}, {good}, {cold}, {fine}.
-
-# Source: ST §How's the Weather?
-$DIALOGUE How's the Weather? — Ask and Answer
-ID: l1-s9
-INTRO: Ten question-and-answer pairs with "how". Repeat each one — question and answer together.
-INSTRUCTION: Repeat and read the questions and answers.
-REPEAT
-
-LINE: How's the weather? It's rainy today.
-LINE: How was the cake last night? It was good.
-LINE: How's your ankle? It hurts.
-LINE: How are you? I'm bored.
-LINE: How's your class? It's a good class.
-LINE: How was the weather in Houston? It was nice and clear.
-LINE: How were your brothers and sisters? They were all fine.
-LINE: How's your new teacher? She's very nice.
-LINE: How are your two sons? They're fine, thank you.
-LINE: How was the weather on the weekend? It was sunny and warm.
-
 # Source: LLA 1B Figure 6
-$PRODUCE Make Questions with How
-ID: 1b-f6
+$PRODUCE Make Questions with "How"
+ID: 6-1b-f6
 INPUT: speak
 CHECK: reveal
-INTRO: Now you build the questions. Listen to a sentence and a cue, then ask a "how" question about the cue. Repeat the correct question after you hear it.
-INSTRUCTION: Speak the question using "how".
 REPEAT
+INTRO: Your turn to build the questions. Listen to the statement and the cue word, make a question using "how", say it aloud, then repeat the model answer.
+INSTRUCTION: Say the question aloud using "how".
 
 EXAMPLE
-TEMPLATE: fall
-PROMPT: The weather is hot in the summer. Fall. {bk06-l1b-f6-ex-q.mp3}
+PROMPT: The weather is hot in the summer.\n— Fall. {bk06-l1b-f6-ex-q.mp3}
 RESPONSE: How is the weather in the fall? {bk06-l1b-f6-ex-a.mp3}
 
-TEMPLATE: Sergeant Hill
-PROMPT: Sergeant Wilson is sick today. Sergeant Hill. {bk06-l1b-f6-01-q.mp3}
+PROMPT: Sergeant Wilson is sick today.\n— Sergeant Hill. {bk06-l1b-f6-01-q.mp3}
 RESPONSE: How is Sergeant Hill? {bk06-l1b-f6-01-a.mp3}
 
-TEMPLATE: the weather yesterday
-PROMPT: The sky is cloudy today. Weather yesterday. {bk06-l1b-f6-02-q.mp3}
+PROMPT: The sky is cloudy today.\n— Weather yesterday. {bk06-l1b-f6-02-q.mp3}
 RESPONSE: How was the weather yesterday? {bk06-l1b-f6-02-a.mp3}
 
-TEMPLATE: that restaurant
-PROMPT: The food in the mess hall is good. That restaurant. {bk06-l1b-f6-03-q.mp3}
+PROMPT: The food in the mess hall is good.\n— That restaurant. {bk06-l1b-f6-03-q.mp3}
 RESPONSE: How is the food in that restaurant? {bk06-l1b-f6-03-a.mp3}
 
-TEMPLATE: the water
-PROMPT: We swam for an hour this morning. Water. {bk06-l1b-f6-04-q.mp3}
+PROMPT: We swam for an hour this morning.\n— Water. {bk06-l1b-f6-04-q.mp3}
 RESPONSE: How was the water? {bk06-l1b-f6-04-a.mp3}
 
-TEMPLATE: last winter
-PROMPT: This winter was very cold. Last winter. {bk06-l1b-f6-05-q.mp3}
+PROMPT: This winter was very cold.\n— Last winter. {bk06-l1b-f6-05-q.mp3}
 RESPONSE: How was last winter? {bk06-l1b-f6-05-a.mp3}
 
-TEMPLATE: the 8 o'clock show
-PROMPT: The 6 o'clock show wasn't very good. 8 o'clock show. {bk06-l1b-f6-06-q.mp3}
+PROMPT: The 6 o'clock show wasn't very good.\n— 8 o'clock show. {bk06-l1b-f6-06-q.mp3}
 RESPONSE: How was the 8 o'clock show? {bk06-l1b-f6-06-a.mp3}
 
-TEMPLATE: the weather
-PROMPT: We visited San Francisco last week. Weather. {bk06-l1b-f6-07-q.mp3}
+PROMPT: We visited San Francisco last week.\n— Weather. {bk06-l1b-f6-07-q.mp3}
 RESPONSE: How was the weather there? {bk06-l1b-f6-07-a.mp3}
 
-TEMPLATE: today
-PROMPT: I was very tired yesterday. Today. {bk06-l1b-f6-08-q.mp3}
+PROMPT: I was very tired yesterday.\n— Today. {bk06-l1b-f6-08-q.mp3}
 RESPONSE: How are you today? {bk06-l1b-f6-08-a.mp3}
 
 # Source: LLA 1C Figure 8
-$SELECT How Was It? — Choose the Answer
-ID: 1c-f8
-INTRO: A "how" question expects a describing answer, not a time or a place. Listen and tap the answer that really answers the question.
+$SELECT Answer the "How" Question
+ID: 6-1c-f8
+INTRO: A "how" question asks what something was like — not when, not where. Listen to each question and tap the answer that really answers it.
 INSTRUCTION: Tap the correct answer.
 
 EXAMPLE
-PROMPT: How was your friend's graduation? {bk06-l1c-f8-00-q.mp3}
-OPTION: a | It was very nice. {bk06-l1c-f8-00-a.mp3}
+PROMPT: How was your friend's graduation? {bk06-l1c-f8-ex-q.mp3}
+OPTION: a | It was very nice. {bk06-l1c-f8-ex-a.mp3}
 OPTION: b | It was last week.
 ANSWER: a
 
-PROMPT: How was the movie last night? {bk06-l1c-f8-01.mp3}
+PROMPT: How was the movie last night? {bk06-l1c-f8-01-q.mp3}
 OPTION: a | The movie wasn't very good. {bk06-l1c-f8-01-a.mp3}
 OPTION: b | The movie started at 7:00.
 ANSWER: a
 
-PROMPT: How was the weather last week? {bk06-l1c-f8-02.mp3}
+PROMPT: How was the weather last week? {bk06-l1c-f8-02-q.mp3}
 OPTION: a | It was winter.
 OPTION: b | It was windy and cold. {bk06-l1c-f8-02-a.mp3}
 ANSWER: b
 
-PROMPT: How was the food in that restaurant? {bk06-l1c-f8-03.mp3}
+PROMPT: How was the food in that restaurant? {bk06-l1c-f8-03-q.mp3}
 OPTION: a | It's in Dallas.
 OPTION: b | I think it's very good. {bk06-l1c-f8-03-a.mp3}
 ANSWER: b
 
-PROMPT: How was John's new class? {bk06-l1c-f8-04.mp3}
+PROMPT: How was John's new class? {bk06-l1c-f8-04-q.mp3}
 OPTION: a | He likes it a lot. {bk06-l1c-f8-04-a.mp3}
 OPTION: b | It's at night.
 ANSWER: a
 
-PROMPT: How was the book? {bk06-l1c-f8-05.mp3}
+PROMPT: How was the book? {bk06-l1c-f8-05-q.mp3}
 OPTION: a | It's on the table.
 OPTION: b | It wasn't very good. It was long. {bk06-l1c-f8-05-a.mp3}
 ANSWER: b
 
-PROMPT: How are the hamburgers at the snack bar? {bk06-l1c-f8-06.mp3}
+PROMPT: How are the hamburgers at the snack bar? {bk06-l1c-f8-06-q.mp3}
 OPTION: a | They're awful. {bk06-l1c-f8-06-a.mp3}
 OPTION: b | Yes, they sell hamburgers at the snack bar.
 ANSWER: a
 
-PROMPT: How was your trip? {bk06-l1c-f8-07.mp3}
+PROMPT: How was your trip? {bk06-l1c-f8-07-q.mp3}
 OPTION: a | It was very long. I got very tired. {bk06-l1c-f8-07-a.mp3}
 OPTION: b | I drove to California.
 ANSWER: a
 
-PROMPT: How was Linda's score? {bk06-l1c-f8-08.mp3}
+PROMPT: How was Linda's score? {bk06-l1c-f8-08-q.mp3}
 OPTION: a | Linda's studying Spanish.
 OPTION: b | She got a good score. {bk06-l1c-f8-08-a.mp3}
 ANSWER: b
 
 # Source: ST §How Are You? I'm Fine, Thanks.
-$PRODUCE Ask with How
+$PRODUCE Ask and Answer with "How"
 ID: l1-s10
-INTRO: Now both halves are yours: read the cue, ask the "how" question, and answer it too. Any sensible answer works — you're the one being asked, after all.
-INSTRUCTION: Ask a "how" question from the cue, then answer it.
+INTRO: Now you play both sides. Read the cue words, ask the "how" question aloud, then give a reasonable answer yourself. Any sensible answer works — the weather is yours to invent.
+INSTRUCTION: Ask a question with "how" and the given words, then answer it.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed "How" question based on the cue, followed by any appropriate logical answer (positive or negative).
 
 EXAMPLE
 TEMPLATE: weather / yesterday
-RESPONSE: How was the weather yesterday? It was cloudy and cold.
+RESPONSE: How was the weather yesterday?\n— It was cloudy and cold.
+RUBRIC: Question must be "How was the weather yesterday?". Accept any reasonable weather description in the answer.
 
 EXAMPLE
 TEMPLATE: food / Aldo's restaurant
-RESPONSE: How's the food at Aldo's Restaurant? It's very good.
+RESPONSE: How's the food at Aldo's Restaurant?\n— It's very good.
+RUBRIC: Question must ask about the food at Aldo's Restaurant. Accept any reasonable opinion in the answer.
 
 TEMPLATE: family / today
-RESPONSE: How is your family today? They're fine.
+RESPONSE: How's your family today?\n— They're fine, thanks.
+RUBRIC: Question must be "How is / How's your family today?". Accept any reasonable answer about the family.
 
 TEMPLATE: show / Saturday night
-RESPONSE: How was the show Saturday night? It was very good.
+RESPONSE: How was the show Saturday night?\n— It was very interesting.
+RUBRIC: Question must be "How was the show Saturday night / on Saturday night?". Accept any reasonable opinion in the answer.
 
 TEMPLATE: winter / your country
-RESPONSE: How is the winter in your country? It's very cold.
+RESPONSE: How's the winter in your country?\n— It's cold and snowy.
+RUBRIC: Question must be "How is / How's the winter in your country?". Accept any reasonable answer.
 
 TEMPLATE: summers / Texas
-RESPONSE: How are the summers in Texas? They are hot.
+RESPONSE: How are the summers in Texas?\n— They're very hot and sunny.
+RUBRIC: Question must be "How are the summers in Texas?". Accept any reasonable answer.
 
 TEMPLATE: food / mess hall
-RESPONSE: How is the food in the mess hall? It's okay.
+RESPONSE: How's the food at the mess hall?\n— It's good.
+RUBRIC: Question must be "How is / How's the food at / in the mess hall?". Accept any reasonable opinion.
 
 TEMPLATE: teacher / this week
-RESPONSE: How is your teacher this week? She's nice.
+RESPONSE: How's your teacher this week?\n— She's very nice.
+RUBRIC: Question must be "How is / How's your teacher this week?". Accept any reasonable answer.
 
 TEMPLATE: weather / today
-RESPONSE: How is the weather today? It's sunny.
+RESPONSE: How's the weather today?\n— It's sunny and warm.
+RUBRIC: Question must be "How is / How's the weather today?". Accept any reasonable weather description.
 
 TEMPLATE: trip / last weekend
-RESPONSE: How was your trip last weekend? It was fun.
+RESPONSE: How was your trip last weekend?\n— It was great.
+RUBRIC: Question must be "How was your trip last weekend?". Accept any reasonable answer.
 
 TEMPLATE: test / Friday
-RESPONSE: How was the test on Friday? It was hard.
+RESPONSE: How was the test on Friday?\n— It was easy.
+RUBRIC: Question must be "How was the test on Friday / Friday's test?". Accept any reasonable answer.
 
 TEMPLATE: dinner / last night
-RESPONSE: How was dinner last night? It was good.
+RESPONSE: How was dinner last night?\n— It was delicious.
+RUBRIC: Question must be "How was dinner last night?". Accept any reasonable answer.
 
-# SKIPPED (book): ST Listening Skill "NUMBERS" — instructor-read number dictation with no printed stimuli. The cassette number task on Jan's story below covers the skill.
+$SESSION 1-4: Tests, Scores, and Feelings
 
-# Source: LLA 1B Figure 7
-$DIALOGUE Jan's Test
-ID: 1b-f7
-INTRO: Jan studied hard and it paid off. Her story is full of numbers — listen closely, because you'll be asked for every one of them.
-INSTRUCTION: Listen to the paragraph.
+# Source: LLA 1C Figure 3 (part 1)
+$DIALOGUE What's Wrong with Sally?
+ID: 6-1c-f3-passage
+INTRO: In this part you'll learn to talk about tests, scores, and how people feel about them. Meet Sally — her day is not going well. Look at the picture, listen, and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-LINE: Jan had to study for a test. {bk06-l1b-f7-01.mp3}
-LINE: She had to study 3 hours. {bk06-l1b-f7-02.mp3}
-LINE: She read 4 books. {bk06-l1b-f7-03.mp3}
-LINE: She got 3 of the books from the library. {bk06-l1b-f7-04.mp3}
-LINE: She had the test this morning at 9 o'clock. {bk06-l1b-f7-05.mp3}
-LINE: She made 100 on the test. {bk06-l1b-f7-06.mp3}
-LINE: Jan is very happy tonight. {bk06-l1b-f7-07.mp3}
+VOCAB: to cry
+LINE: Sally is crying. {bk06-l1c-f3-01.mp3}
 
-# Source: LLA 1B Figure 7 (second pass)
-$PRODUCE Jan's Test — The Numbers
-ID: 1b-f7-b
+VOCAB: upset
+LINE: She's very upset. {bk06-l1c-f3-02.mp3}
+
+VOCAB: score
+LINE: She's upset about her score. {bk06-l1c-f3-03.mp3}
+
+VOCAB: grade
+LINE: She wanted a good grade. {bk06-l1c-f3-04.mp3}
+
+LINE: Her grade on the test was only 40. {bk06-l1c-f3-05.mp3}
+
+LINE: Now she is upset. {bk06-l1c-f3-06.mp3}
+
+VOCAB: thought
+LINE: She thought she didn't need to study. {bk06-l1c-f3-07.mp3}
+
+LINE: She was wrong. {bk06-l1c-f3-08.mp3}
+
+# Source: LLA 1C Figure 3 (part 2)
+$PRODUCE Questions about Sally
+ID: 6-1c-f3
 REFERENCE
-INPUT: type
-CHECK: exact
-INTRO: Now type the five numbers from Jan's story, in the order you heard them. Replay the story if one slipped away.
-INSTRUCTION: Type the numbers from the story.
-
-TEMPLATE: Jan's Test Numbers
-SLOT: 1 | Number 1 | 3
-SLOT: 1 | Number 2 | 4
-SLOT: 1 | Number 3 | 3
-SLOT: 1 | Number 4 | 9
-SLOT: 1 | Number 5 | 100
-
-# Source: LLA 1B Figure 8
-$PRODUCE Dictation with Punctuation
-ID: 1b-f8
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
-INTRO: Dictation time — capital letters and punctuation count here, so type exactly what you hear.
-INSTRUCTION: Type the sentence with correct punctuation.
-
-TEMPLATE: linda is at the airport
-PROMPT: Linda is at the airport. {bk06-l1b-f8-01.mp3}
-RESPONSE: Linda is at the airport. {bk06-l1b-f8-01.mp3}
-
-TEMPLATE: she is waiting for flight 306
-PROMPT: She is waiting for flight 306. {bk06-l1b-f8-02.mp3}
-RESPONSE: She is waiting for flight 306. {bk06-l1b-f8-02.mp3}
-
-TEMPLATE: she isnt taking a trip she is meeting her brother
-PROMPT: She isn't taking a trip; she is meeting her brother. {bk06-l1b-f8-03.mp3}
-RESPONSE: She isn't taking a trip. She is meeting her brother. {bk06-l1b-f8-03.mp3}
-ACCEPT: She isn't taking a trip; she is meeting her brother.
-
-TEMPLATE: he lives in los angeles now
-PROMPT: He lives in Los Angeles now. {bk06-l1b-f8-04.mp3}
-RESPONSE: He lives in Los Angeles now. {bk06-l1b-f8-04.mp3}
-
-TEMPLATE: he is coming for lindas graduation tomorrow
-PROMPT: He is coming for Linda's graduation tomorrow. {bk06-l1b-f8-05.mp3}
-RESPONSE: He is coming for Linda's graduation tomorrow. {bk06-l1b-f8-05.mp3}
-
-TEMPLATE: do you think she will be glad to see him
-PROMPT: Do you think she will be glad to see him? {bk06-l1b-f8-06.mp3}
-RESPONSE: Do you think she will be glad to see him? {bk06-l1b-f8-06.mp3}
-
-$LESSON 1-4: Winter, Grades, and Feeling Upset
-
-# Source: LLA 1C Figure 1
-$DIALOGUE A Winter Day {page_023_001.jpg}
-ID: 1c-f1
-INTRO: This part brings winter weather, test scores, and one very upset student. Start with the winter scene — just listen.
-INSTRUCTION: Listen to the sentences.
-
-LINE: It's winter. {bk06-l1c-f1-01.mp3}
-LINE: The weather is cold. {bk06-l1c-f1-02.mp3}
-LINE: The sky is cloudy. {bk06-l1c-f1-03.mp3}
-LINE: The sun isn't shining. {bk06-l1c-f1-04.mp3}
-LINE: It snowed yesterday. {bk06-l1c-f1-05.mp3}
-LINE: The boys are playing in the snow. {bk06-l1c-f1-06.mp3}
-
-# Source: LLA 1C Figure 1 (second pass)
-$PRODUCE Questions About the Winter Day
-ID: 1c-f1-b
-REFERENCE
-INTRO: Answer the questions about the winter scene aloud, then repeat the correct answer after the tape.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer each question about Sally aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Is it winter? {bk06-l1c-f1-07-q.mp3}
-RESPONSE: Yes, it's winter. {bk06-l1c-f1-07-a.mp3}
+PROMPT: Is the girl crying? {bk06-l1c-f3-09-q.mp3}
+RESPONSE: Yes, she's crying. {bk06-l1c-f3-09-a.mp3}
 
-PROMPT: How's the weather? {bk06-l1c-f1-08-q.mp3}
-RESPONSE: The weather is cold. {bk06-l1c-f1-08-a.mp3}
+PROMPT: Is she happy? {bk06-l1c-f3-10-q.mp3}
+RESPONSE: No, she isn't. She's upset. {bk06-l1c-f3-10-a.mp3}
 
-PROMPT: Is the sky clear? {bk06-l1c-f1-09-q.mp3}
-RESPONSE: No, it isn't. It's cloudy. {bk06-l1c-f1-09-a.mp3}
+PROMPT: What is her score on the test? {bk06-l1c-f3-11-q.mp3}
+RESPONSE: It's only 40. {bk06-l1c-f3-11-a.mp3}
 
-PROMPT: Is the sun shining? {bk06-l1c-f1-10-q.mp3}
-RESPONSE: No, the sun isn't shining. {bk06-l1c-f1-10-a.mp3}
+PROMPT: Is this a good grade? {bk06-l1c-f3-12-q.mp3}
+RESPONSE: No, it isn't a good grade. It's a bad grade. {bk06-l1c-f3-12-a.mp3}
 
-PROMPT: When did it snow? {bk06-l1c-f1-11-q.mp3}
-RESPONSE: It snowed yesterday. {bk06-l1c-f1-11-a.mp3}
+PROMPT: What did Sally think? {bk06-l1c-f3-13-q.mp3}
+RESPONSE: She thought she didn't need to study. {bk06-l1c-f3-13-a.mp3}
 
-PROMPT: What are the boys doing? {bk06-l1c-f1-12-q.mp3}
-RESPONSE: The boys are playing in the snow. {bk06-l1c-f1-12-a.mp3}
-
-# Source: LLA 1C Figure 2
-$PRODUCE The Letter G
-ID: 1c-f2
-INTRO: A quick spelling break: the letter G. Listen to the word, repeat it, and type the missing letter.
-INSTRUCTION: Type the missing letter.
-INPUT: type
-CHECK: exact
-REPEAT
-
-PROMPT: leg {bk06-l1c-f2-01.mp3}
-TEMPLATE: le____
-RESPONSE: leg {bk06-l1c-f2-01.mp3}
-ACCEPT: g | G
-
-PROMPT: ago {bk06-l1c-f2-02.mp3}
-TEMPLATE: a____o
-RESPONSE: ago {bk06-l1c-f2-02.mp3}
-ACCEPT: g | G
-
-PROMPT: again {bk06-l1c-f2-03.mp3}
-TEMPLATE: a____ain
-RESPONSE: again {bk06-l1c-f2-03.mp3}
-ACCEPT: g | G
-
-PROMPT: begin {bk06-l1c-f2-04.mp3}
-TEMPLATE: be____in
-RESPONSE: begin {bk06-l1c-f2-04.mp3}
-ACCEPT: g | G
-
-PROMPT: big {bk06-l1c-f2-05.mp3}
-TEMPLATE: bi____
-RESPONSE: big {bk06-l1c-f2-05.mp3}
-ACCEPT: g | G
-
-PROMPT: got {bk06-l1c-f2-06.mp3}
-TEMPLATE: ____ot
-RESPONSE: got {bk06-l1c-f2-06.mp3}
-ACCEPT: g | G
-
-PROMPT: get {bk06-l1c-f2-07.mp3}
-TEMPLATE: ____et
-RESPONSE: get {bk06-l1c-f2-07.mp3}
-ACCEPT: g | G
-
-PROMPT: game {bk06-l1c-f2-08.mp3}
-TEMPLATE: ____ame
-RESPONSE: game {bk06-l1c-f2-08.mp3}
-ACCEPT: g | G
-
-PROMPT: grade {bk06-l1c-f2-09.mp3}
-TEMPLATE: ____rade
-RESPONSE: grade {bk06-l1c-f2-09.mp3}
-ACCEPT: g | G
-
-PROMPT: sugar {bk06-l1c-f2-10.mp3}
-TEMPLATE: su____ar
-RESPONSE: sugar {bk06-l1c-f2-10.mp3}
-ACCEPT: g | G
-
-# Source: ST §Write: G (the six words not already on the cassette drill above)
-$PRODUCE More Words with G
-ID: l1-s27
-INTRO: Six more G words from the book — no cassette this time, just a clear voice. Listen and type the missing letter.
-INSTRUCTION: Type the missing letter.
-INPUT: type
-CHECK: exact
-
-PROMPT: August
-TEMPLATE: Au____ust
-RESPONSE: August
-ACCEPT: g | G
-
-PROMPT: together
-TEMPLATE: to____ether
-RESPONSE: together
-ACCEPT: g | G
-
-PROMPT: gallon
-TEMPLATE: ____allon
-RESPONSE: gallon
-ACCEPT: g | G
-
-PROMPT: drugstore
-TEMPLATE: dru____store
-RESPONSE: drugstore
-ACCEPT: g | G
-
-PROMPT: girl
-TEMPLATE: ____irl
-RESPONSE: girl
-ACCEPT: g | G
-
-PROMPT: graduate
-TEMPLATE: ____raduate
-RESPONSE: graduate
-ACCEPT: g | G
-
-# Source: ST §Linda Was Upset
+# Source: ST §Linda Was Upset.
 $DIALOGUE Linda Was Upset
 ID: l1-s12
-INTRO: Remember Linda and her Spanish test? The test came back with a 59 on it — or did it? Listen to what happened.
+INTRO: Remember Linda and her Spanish test? Her score came back — and there's a twist at the end. Listen to the story, then read it.
 INSTRUCTION: Listen to the paragraph, then read it.
 
 Narrator: Linda took her Spanish test two days ago.
 Narrator: Her Spanish teacher graded the tests yesterday.
-
-VOCAB: score
-Narrator: This morning, Linda got her score.
-Narrator: There was a 59 on her test. {st-page_014_001.jpg}
-
-VOCAB: grade
-VOCAB: upset
-Narrator: This was a bad grade for Linda. She got sad and angry. She got upset.
-
-VOCAB: to cry | cry/cried
-Narrator: She began to cry. {st-page_014_002.jpg}
+Narrator: This morning, Linda got her score. {st-page_014_001.jpg|A sad girl looking at a paper with "SPANISH TEST 59" on it shown by her teacher}
+Narrator: There was a 59 on her test. This was a bad grade for Linda.
+Narrator: She got sad and angry. She got upset.
+Narrator: She began to cry. {st-page_014_002.jpg|The girl crying and wiping away tears with a tissue}
 Narrator: Linda cried for a few seconds; then she stopped.
 Narrator: She dried her eyes. She looked at the test again. Only one answer was wrong.
 Narrator: She took the test to the teacher.
-Narrator: The teacher looked at it and said, "I wrote the wrong score on your test, Linda. Your true score is 95."
-Narrator: Linda's not upset now. She's very happy. {st-page_014_003.jpg}
+Teacher: I wrote the wrong score on your test, Linda. Your true score is 95.
+Narrator: Linda's not upset now. She's very happy. {st-page_014_003.jpg|The girl smiling as she thinks about a test with "SPANISH TEST 95" written on it}
 
-# Source: ST §Answer About Linda's Test
-$PRODUCE Questions About Linda's Test
+# Source: ST §Questions: Linda Was Upset
+$PRODUCE Questions about Linda's Test
 ID: l1-s13
-REFERENCE
-INTRO: Now the questions about Linda's test. The story is one tap away if you need it.
-INSTRUCTION: Answer the questions.
-INPUT: type
+REFERENCE: l1-s12
+INTRO: Answer the questions about Linda's test aloud. The story is there if you need to check the numbers.
+INSTRUCTION: Answer the questions about Linda's test.
+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: What did Linda do two days ago?
 RESPONSE: She took her Spanish test.
+RUBRIC: Accept any statement that Linda took a Spanish test.
 
 PROMPT: What did Linda's teacher do yesterday?
 RESPONSE: Her teacher graded the tests.
+RUBRIC: Accept any statement that the teacher graded tests.
 
 PROMPT: What score did Linda get?
 RESPONSE: She got a 59.
+RUBRIC: Accept 59 or "She got a 59".
 
 PROMPT: Was it a good grade?
 RESPONSE: No, it was a bad grade.
+RUBRIC: Accept "No, it wasn't" or "No, it was bad".
 
 PROMPT: What did Linda do?
-RESPONSE: She got upset and began to cry.
+RESPONSE: She began to cry.
+RUBRIC: Accept crying, getting upset, or drying her eyes.
 
 PROMPT: Did Linda cry a long time?
 RESPONSE: No, she cried for a few seconds.
+RUBRIC: Accept "No, she didn't" or "No, only for a few seconds".
 
 PROMPT: Was 59 the correct score?
 RESPONSE: No, her true score was 95.
+RUBRIC: Accept "No, it wasn't" or mentioning 95.
 
 PROMPT: How's Linda now?
 RESPONSE: She's very happy.
+RUBRIC: Accept "She is happy / not upset".
 
-# Source: LLA 1C Figure 3
-$DIALOGUE What's Wrong with Sally? {page_024_001.jpg}
-ID: 1c-f3
-INTRO: Sally also got a score back — hers really was a 40. Listen to the new words and their sentences, then repeat them.
-INSTRUCTION: Repeat each word and sentence.
-REPEAT
+# Source: LLA 1D Figure 5 (part 1)
+$DIALOGUE How's Sally?
+ID: 6-1d-f5
+INTRO: Back to Sally — and this time her father has seen the score. Look at the picture and listen to the story.
+INSTRUCTION: Listen to the story.
 
-VOCAB: cry
-LINE: Sally is crying. {bk06-l1c-f3-01.mp3}
+LINE: Sally is very upset. She's crying. {page_031_001.jpg|A man standing at a desk handing a piece of paper to a crying young girl} {bk06-l1d-f5-01.mp3}
+LINE: She took a test yesterday. She didn't get a good score. {page_031_001.jpg|A man standing at a desk handing a piece of paper to a crying young girl} {bk06-l1d-f5-02.mp3}
+LINE: Her father is angry. Sally can't watch TV for 1 week. {page_031_001.jpg|A man standing at a desk handing a piece of paper to a crying young girl} {bk06-l1d-f5-03.mp3}
+LINE: Her father will talk to her teacher. {page_031_001.jpg|A man standing at a desk handing a piece of paper to a crying young girl} {bk06-l1d-f5-04.mp3}
 
-LINE: She's very upset. {bk06-l1c-f3-02.mp3}
-
-LINE: She's upset about her score. {bk06-l1c-f3-03.mp3}
-
-LINE: She wanted a good grade. Her grade on the test was only 40. Now she is upset. {bk06-l1c-f3-04.mp3}
-
-VOCAB: think
-LINE: She thought she didn't need to study. She was wrong. {bk06-l1c-f3-05.mp3}
-
-# Source: LLA 1C Figure 3 (second pass)
-$PRODUCE Questions About Sally
-ID: 1c-f3-b
+# Source: LLA 1D Figure 5 (part 2)
+$PRODUCE Sally's Bad Day — Questions
+ID: 6-1d-f5-b
 REFERENCE
-INTRO: Now answer the questions about Sally aloud, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud.
 INPUT: speak
 CHECK: reveal
+INTRO: Answer each question aloud based on the story, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
 REPEAT
 
-PROMPT: Is the girl crying? {page_024_001.jpg} {bk06-l1c-f3-06-q.mp3}
-RESPONSE: Yes, she's crying. {bk06-l1c-f3-06-a.mp3}
+PROMPT: How's Sally? {bk06-l1d-f5-05-q.mp3}
+RESPONSE: Sally is upset. {bk06-l1d-f5-05-a.mp3}
 
-PROMPT: Is she happy? {page_024_001.jpg} {bk06-l1c-f3-07-q.mp3}
-RESPONSE: No, she isn't. She's upset. {bk06-l1c-f3-07-a.mp3}
+PROMPT: Is Sally crying? {bk06-l1d-f5-06-q.mp3}
+RESPONSE: Yes, Sally is crying. {bk06-l1d-f5-06-a.mp3}
 
-PROMPT: What is her score on the test? {page_024_001.jpg} {bk06-l1c-f3-08-q.mp3}
-RESPONSE: It's only 40. {bk06-l1c-f3-08-a.mp3}
+PROMPT: Did she get a good score on her test? {bk06-l1d-f5-07-q.mp3}
+RESPONSE: No, she didn't get a good score on her test. {bk06-l1d-f5-07-a.mp3}
 
-PROMPT: Is this a good grade? {page_024_001.jpg} {bk06-l1c-f3-09-q.mp3}
-RESPONSE: No, it isn't a good grade. It's a bad grade. {bk06-l1c-f3-09-a.mp3}
+PROMPT: Is her father happy? {bk06-l1d-f5-08-q.mp3}
+RESPONSE: No, he isn't happy. {bk06-l1d-f5-08-a.mp3}
 
-PROMPT: What did Sally think? {page_024_001.jpg} {bk06-l1c-f3-10-q.mp3}
-RESPONSE: She thought she didn't need to study. {bk06-l1c-f3-10-a.mp3}
+PROMPT: What will her father do? {bk06-l1d-f5-09-q.mp3}
+RESPONSE: He'll talk to her teacher. {bk06-l1d-f5-09-a.mp3}
+
+# Source: LLA 1B Figure 7 (part 1)
+$DIALOGUE Jan's Test
+ID: 6-1b-f7-story
+INTRO: Not every test story ends in tears. Listen to the story about Jan studying for her test, and pay close attention to the numbers you hear.
+INSTRUCTION: Listen to the story.
+
+LINE: Jan had to study for a test. {bk06-l1b-f7-01a.mp3}
+LINE: She had to study 3 hours. {bk06-l1b-f7-01b.mp3}
+LINE: She read 4 books. {bk06-l1b-f7-01c.mp3}
+LINE: She got 3 of the books from the library. {bk06-l1b-f7-01d.mp3}
+LINE: She had the test this morning at 9 o'clock. {bk06-l1b-f7-01e.mp3}
+LINE: She made 100 on the test. {bk06-l1b-f7-01f.mp3}
+LINE: Jan is very happy tonight. {bk06-l1b-f7-01g.mp3}
+
+# Source: LLA 1B Figure 7 (part 2)
+$PRODUCE Write the Numbers
+ID: 6-1b-f7
+INPUT: type
+CHECK: exact
+REFERENCE
+INTRO: Now type the numbers from Jan's story. Open the story again if the numbers ran away.
+INSTRUCTION: Type the number you hear.
+
+PROMPT: She had to study 3 hours. {bk06-l1b-f7-02.mp3}
+TEMPLATE: How many hours did Jan study?
+RESPONSE: 3
+ACCEPT: three
+
+PROMPT: She read 4 books. {bk06-l1b-f7-03.mp3}
+TEMPLATE: How many books did she read?
+RESPONSE: 4
+ACCEPT: four
+
+PROMPT: She got 3 of the books from the library. {bk06-l1b-f7-04.mp3}
+TEMPLATE: How many books were from the library?
+RESPONSE: 3
+ACCEPT: three
+
+PROMPT: She had the test this morning at 9 o'clock. {bk06-l1b-f7-05.mp3}
+TEMPLATE: What time was the test?
+RESPONSE: 9
+ACCEPT: nine | 9:00 | 9 o'clock
+
+PROMPT: She made 100 on the test. {bk06-l1b-f7-06.mp3}
+TEMPLATE: What score did she make?
+RESPONSE: 100
+ACCEPT: one hundred | a hundred
+
+# SKIPPED (book): Listening Skill "NUMBERS" (p. 14) — instructor-dictated numbers with no stimuli printed; the recorded numbers pass above covers the same skill.
+
+$SESSION 1-5: Saying What You Think
 
 # Source: ST §Let's Think About This.
-$DIALOGUE To Think
+$DIALOGUE Let's Think About This
 ID: l1-s14
-INTRO: Sally thought she didn't need to study. That verb — think, thought — is your next tool. Repeat these sentences.
-INSTRUCTION: Repeat the words and sentences.
+INTRO: In this part you'll learn to say what's in your head — with "think", "thought", and "think about". John will demonstrate. Listen and repeat.
+INSTRUCTION: Repeat these words and sentences.
 REPEAT
 
-VOCAB: to think | think
 LINE: John is thinking.
 
-VOCAB: think about
+VOCAB: to think about
 LINE: He's thinking about his test.
 
-VOCAB: thought
 LINE: John thought for a minute.
 
-VOCAB: thought about
 LINE: He thought about his test for a minute.
 
 # Source: ST §Think About Your Test, John.
-$DIALOGUE Think About Your Test, John
+$DIALOGUE Think About Your Test, John {st-page_017_001.jpg|A father talking to his son, who is thinking about a math test with an "A" grade on it}
 ID: l1-s15
-INTRO: John wants the movies; his father wants him to think. Listen to their conversation, then read it.
+INTRO: John wants the movies. His math test wants John. Listen to the conversation with his dad, then read it.
 INSTRUCTION: Listen to the conversation, then read it.
+REPEAT
 
 Mr_Stars: Where are you going, John?
-John: I'm going to the movies with my friends, Dad. {st-page_017_001.jpg}
+John: I'm going to the movies with my friends, Dad.
 Mr_Stars: When will you study for your math test?
 John: I don't know.
 Mr_Stars: Well, think about your test, John. Do you want to get a good grade or go to the movies?
 John: You're right, Dad. I want to get a good grade. I can go to the movies on the weekend.
 
-$LESSON 1-5: Saying What You Think
-
 # Source: ST §We Think You're Nice. (grammar box)
 $GRAMMAR Think + That
 ID: l1-s16
-INTRO: In this part you'll learn to say what you — or anyone — thinks. The trick: put a whole sentence after "think".
+INTRO: One small pattern, endless opinions. Here's how "think" connects to a whole sentence.
 
-After **think**, you can put a whole sentence. The word **that** can join them — or you can leave it out.
+CARD: To say an opinion, use **think** plus a whole sentence. You can add **that** — or leave it out. The meaning is exactly the same.
+{We think that you're nice.}
+{We think you're nice.}
 
-| We think | that | you're nice. |
+SUMMARY:
+| | | |
 |---|---|---|
-| We think | (—) | you're nice. |
-
-{We think that you're nice.} and {We think you're nice.} mean exactly the same thing.
-
-# Source: ST §Think + Noun Clause
-$DIALOGUE From Words to Thoughts
-ID: l1-s17
-INTRO: Someone says something; you report what they think. Each set shows the same idea three ways — repeat all three.
-INSTRUCTION: Repeat the sentences, then read them.
-REPEAT
-
-LINE: "It's warm in the room," Mary said.
-LINE: Mary thinks that it's warm in the room.
-LINE: Mary thinks it's warm in the room.
-
-LINE: "This movie is good," Mr. Jackson said.
-LINE: Mr. Jackson thinks that the movie is good.
-LINE: Mr. Jackson thinks the movie is good.
-
-LINE: "It isn't very cold outside," said Jack.
-LINE: Jack doesn't think that it is very cold outside.
-LINE: Jack doesn't think it is very cold outside.
-
-LINE: "The Italian students will arrive at 6:00," Sgt Burns said.
-LINE: Sgt Burns thinks that the Italian students will arrive at 6:00.
-LINE: He thinks the Italian students will arrive at 6:00.
-
-LINE: Frank liked Mr. Henry's new book.
-LINE: Frank thought that Mr. Henry's new book was good.
-LINE: Frank thought Mr. Henry's new book was good.
-
-LINE: Ted didn't like Mr. Henry's new book.
-LINE: Ted doesn't think that Mr. Henry's new book is good.
-LINE: Ted doesn't think Mr. Henry's new book is good.
-
-# Source: ST §What Do You Think?
-$DIALOGUE What Do You Think?
-ID: l1-s18
-INTRO: Ten more "think" sentences — present, past, positive, negative. Just read them.
-INSTRUCTION: Read these sentences.
-
-LINE: I think it'll snow this year.
-LINE: Mary didn't think the weather was nice.
-LINE: Becky thinks she'll get a good grade.
-LINE: I don't think we'll go to Chicago this summer.
-LINE: Becky thought the test was last Friday.
-LINE: Tom doesn't think the food at that restaurant is good.
-LINE: We think Mr. Brown is a good teacher.
-LINE: He doesn't think he'll go to the movies tonight.
-LINE: They didn't think the soccer game was very good.
-LINE: Mary thinks John can speak three languages.
+| We think | that | you're nice. |
+| We think | | you're nice. |
 
 # Source: LLA 1C Figure 4
-$DIALOGUE Sentences with Think
-ID: 1c-f4
-INTRO: The same pattern, now from the tape. Listen to sentences with "think" and "thinks" and repeat them.
+$DIALOGUE Think and Think That
+ID: 6-1c-f4
+INTRO: Hear the pattern at work — with "that" and without, yes and no, past and future. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1282,436 +1099,741 @@ LINE: Does John think he'll get a good score? {bk06-l1c-f4-08.mp3}
 LINE: Tom doesn't think it was cloudy yesterday. {bk06-l1c-f4-09.mp3}
 LINE: Mary thinks they won't eat dinner in a restaurant. {bk06-l1c-f4-10.mp3}
 
+# Source: ST §We Think You're Nice. (sentence panel)
+$DIALOGUE From Their Words to Your Report
+ID: l1-s17
+INTRO: First hear what each person says, then hear how we report their thought — with "that" and without. Listen and repeat.
+INSTRUCTION: Repeat the sentences, then read them.
+REPEAT
+
+Mary: It's warm in the room.
+Narrator: Mary thinks that it's warm in the room.
+LINE: Mary thinks it's warm in the room.
+
+Mr_Jackson: This movie is good.
+Narrator: Mr. Jackson thinks that the movie is good.
+LINE: Mr. Jackson thinks the movie is good.
+
+Jack: It isn't very cold outside.
+Narrator: Jack doesn't think that it is very cold outside.
+LINE: Jack doesn't think it is very cold outside.
+
+Sgt_Burns: The Italian students will arrive at 6:00.
+Narrator: Sgt Burns thinks that the Italian students will arrive at 6:00.
+LINE: He thinks the Italian students will arrive at 6:00.
+
+Narrator: Frank thought that Mr. Henry's new book was good.
+LINE: Frank thought Mr. Henry's new book was good.
+
+Narrator: Ted doesn't think that Mr. Henry's new book is good.
+LINE: Ted doesn't think Mr. Henry's new book is good.
+
+# Source: ST §What Do You Think?
+$DIALOGUE What Do You Think?
+ID: l1-s18
+INTRO: Ten more opinions — snow, grades, restaurants, and one impressive John who may speak three languages. Just read and listen.
+INSTRUCTION: Read these sentences.
+
+LINE: I think it'll snow this year.
+LINE: Mary didn't think the weather was nice.
+LINE: Becky thinks she'll get a good grade.
+LINE: I don't think we'll go to Chicago this summer.
+LINE: Becky thought the test was last Friday.
+LINE: Tom doesn't think the food at that restaurant is good.
+LINE: We think Mr. Brown is a good teacher.
+LINE: He doesn't think he'll go to the movies tonight.
+LINE: They didn't think the soccer game was very good.
+LINE: Mary thinks John can speak three languages.
+
 # Source: LLA 1C Figure 5
 $DIALOGUE Going to the BX
-ID: 1c-f5
-INTRO: Lieutenant Hill is off to the BX; Lieutenant Lamb has a test hanging over him. Listen to their conversation and repeat each line.
-INSTRUCTION: Listen and repeat.
+ID: 6-1c-f5
+INTRO: Two lieutenants, one BX trip, and a test on Friday. Listen to Lieutenant Hill and Lieutenant Lamb, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Lt_Hill: I think I'll go to the BX. Want to go? {bk06-l1c-f5-01.mp3}
+NOTES: Want to go? = Do you want to go?
+
 Lt_Lamb: I can't go. I have to study. I'm going to have a test. {bk06-l1c-f5-02.mp3}
+
 Lt_Hill: Will the test be tomorrow? {bk06-l1c-f5-03.mp3}
-Lt_Lamb: No. I think it's Friday. {bk06-l1c-f5-04.mp3}
-Lt_Hill: Well, good luck. {bk06-l1c-f5-05.mp3}
+
+Lt_Lamb: No, I think it's Friday. {bk06-l1c-f5-04.mp3}
+
+Lt_Hill: Well, good luck! {bk06-l1c-f5-05.mp3}
+
 Lt_Lamb: Thanks. See you later. {bk06-l1c-f5-06.mp3}
 
 # Source: LLA 1C Figure 6
 $PRODUCE Add "Think" to the Sentence
-ID: 1c-f6
-INTRO: Turn a plain sentence into somebody's thought. Listen to the sentence and the subject, say the new sentence with "think", then repeat the answer.
-INSTRUCTION: Change the sentence.
+ID: 6-1c-f6
 INPUT: speak
 CHECK: reveal
+INTRO: Turn plain statements into opinions. Listen to the sentence and the name or pronoun, then say the new sentence with "think" or "thinks", and repeat the model answer.
+INSTRUCTION: Say the new sentence using the cue.
 REPEAT
 
 EXAMPLE
-PROMPT: It'll rain tomorrow. I {bk06-l1c-f6-ex1-q.mp3}
+TEMPLATE: (I)
+PROMPT: It'll rain tomorrow. {bk06-l1c-f6-ex1-q.mp3}
 RESPONSE: I think it'll rain tomorrow. {bk06-l1c-f6-ex1-a.mp3}
 
 EXAMPLE
-PROMPT: She's late to class. She {bk06-l1c-f6-ex2-q.mp3}
+TEMPLATE: (she)
+PROMPT: She's late to class. {bk06-l1c-f6-ex2-q.mp3}
 RESPONSE: She thinks she's late to class. {bk06-l1c-f6-ex2-a.mp3}
 
-PROMPT: It'll rain today. John {bk06-l1c-f6-01-q.mp3}
+TEMPLATE: (John)
+PROMPT: It'll rain today. {bk06-l1c-f6-01-q.mp3}
 RESPONSE: John thinks it'll rain today. {bk06-l1c-f6-01-a.mp3}
 
-PROMPT: He'll go to class. Bob {bk06-l1c-f6-02-q.mp3}
+TEMPLATE: (Bob)
+PROMPT: He'll go to class. {bk06-l1c-f6-02-q.mp3}
 RESPONSE: Bob thinks he'll go to class. {bk06-l1c-f6-02-a.mp3}
 
-PROMPT: They'll leave tonight. Sergeant Jones {bk06-l1c-f6-03-q.mp3}
+TEMPLATE: (Sgt. Jones)
+PROMPT: They'll leave tonight. {bk06-l1c-f6-03-q.mp3}
 RESPONSE: Sergeant Jones thinks they'll leave tonight. {bk06-l1c-f6-03-a.mp3}
 
-PROMPT: She's not late to lab. She {bk06-l1c-f6-04-q.mp3}
+TEMPLATE: (she)
+PROMPT: She's not late to lab. {bk06-l1c-f6-04-q.mp3}
 RESPONSE: She thinks she's not late to lab. {bk06-l1c-f6-04-a.mp3}
 
-PROMPT: She'll be in class next week. Sally {bk06-l1c-f6-05-q.mp3}
+TEMPLATE: (Sally)
+PROMPT: She'll be in class next week. {bk06-l1c-f6-05-q.mp3}
 RESPONSE: Sally thinks she'll be in class next week. {bk06-l1c-f6-05-a.mp3}
 
-PROMPT: We'll have a test on Monday. Bill {bk06-l1c-f6-06-q.mp3}
+TEMPLATE: (Bill)
+PROMPT: We'll have a test on Monday. {bk06-l1c-f6-06-q.mp3}
 RESPONSE: Bill thinks we'll have a test on Monday. {bk06-l1c-f6-06-a.mp3}
 
-PROMPT: He'll get a bad grade. Aldo {bk06-l1c-f6-07-q.mp3}
+TEMPLATE: (Aldo)
+PROMPT: He'll get a bad grade. {bk06-l1c-f6-07-q.mp3}
 RESPONSE: Aldo thinks he'll get a bad grade. {bk06-l1c-f6-07-a.mp3}
 
-PROMPT: He'll get a good score. I {bk06-l1c-f6-08-q.mp3}
+TEMPLATE: (I)
+PROMPT: He'll get a good score. {bk06-l1c-f6-08-q.mp3}
 RESPONSE: I think he'll get a good score. {bk06-l1c-f6-08-a.mp3}
 
-PROMPT: Bob's not at the library. I {bk06-l1c-f6-09-q.mp3}
+TEMPLATE: (I)
+PROMPT: Bob's not at the library. {bk06-l1c-f6-09-q.mp3}
 RESPONSE: I think Bob's not at the library. {bk06-l1c-f6-09-a.mp3}
 
-PROMPT: Tom's working late. Susan {bk06-l1c-f6-10-q.mp3}
+TEMPLATE: (Susan)
+PROMPT: Tom's working late. {bk06-l1c-f6-10-q.mp3}
 RESPONSE: Susan thinks Tom's working late. {bk06-l1c-f6-10-a.mp3}
 
-# Source: ST §I Think She's Hungry.
-$PRODUCE Make a "Think" Sentence
-ID: l1-s19
-INTRO: The same transformation, now from the printed page. Read the sentence and the subject in parentheses, then say the "think" sentence aloud.
-INSTRUCTION: Make a sentence with "think" using the cue.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-
-EXAMPLE
-PROMPT: She's hungry.
-TEMPLATE: (I)
-RESPONSE: I think that she's hungry.
-
-EXAMPLE
-PROMPT: The teacher's not angry.
-TEMPLATE: (Ann)
-RESPONSE: Ann doesn't think that the teacher's angry.
-
-PROMPT: Pat's tired.
-TEMPLATE: (I)
-RESPONSE: I think Pat's tired.
-
-PROMPT: Mary is angry.
-TEMPLATE: (Bob)
-RESPONSE: Bob thinks Mary is angry.
-
-PROMPT: He can go to the barbershop tomorrow.
-TEMPLATE: (my brother)
-RESPONSE: My brother thinks he can go to the barbershop tomorrow.
-
-PROMPT: Linda was upset.
-TEMPLATE: (teacher)
-RESPONSE: The teacher thinks Linda was upset.
-
-PROMPT: Jan will get a good grade on the test.
-TEMPLATE: (I)
-RESPONSE: I think Jan will get a good grade on the test.
-
-PROMPT: It won't rain tomorrow.
-TEMPLATE: (the sergeant)
-RESPONSE: The sergeant doesn't think it will rain tomorrow.
-
-PROMPT: This is a good book.
-TEMPLATE: (Nancy)
-RESPONSE: Nancy thinks this is a good book.
-
-PROMPT: The test won't be on Friday.
-TEMPLATE: (they)
-RESPONSE: They don't think the test will be on Friday.
-
-PROMPT: The weather will be rainy today.
-TEMPLATE: (Alan)
-RESPONSE: Alan thinks the weather will be rainy today.
-
-PROMPT: The game was after class.
-TEMPLATE: (Bill)
-RESPONSE: Bill thinks the game was after class.
-
 # Source: LLA 1C Figure 7
 $PRODUCE Answer with "I Think"
-ID: 1c-f7
-INTRO: Not sure of the answer? "I think" is how English hedges. Listen to the question and the cue, answer with "I think", then repeat the model.
-INSTRUCTION: Answer aloud using the cue.
+ID: 6-1c-f7
 INPUT: speak
 CHECK: reveal
+INTRO: When you're not one hundred percent sure, "I think" saves the day. Listen to the question, read the cue, answer with "I think...", then repeat the model answer.
+INSTRUCTION: Answer the question aloud using the cue.
 REPEAT
 
 EXAMPLE
-PROMPT: What is your new teacher's name? Ms. White. {bk06-l1c-f7-ex1-q.mp3}
+TEMPLATE: (Ms. White)
+PROMPT: What is your new teacher's name? {bk06-l1c-f7-ex1-q.mp3}
 RESPONSE: I think it's Ms. White. {bk06-l1c-f7-ex1-a.mp3}
 
 EXAMPLE
-PROMPT: Where is the telephone? The office. {bk06-l1c-f7-ex2-q.mp3}
+TEMPLATE: (the office)
+PROMPT: Where is the telephone? {bk06-l1c-f7-ex2-q.mp3}
 RESPONSE: I think it's in the office. {bk06-l1c-f7-ex2-a.mp3}
 
 EXAMPLE
-PROMPT: What time is our break? 9:15. {bk06-l1c-f7-ex3-q.mp3}
+TEMPLATE: (9:15)
+PROMPT: What time is our break? {bk06-l1c-f7-ex3-q.mp3}
 RESPONSE: I think it's at 9:15. {bk06-l1c-f7-ex3-a.mp3}
 
-PROMPT: Where is Jan? Lab. {bk06-l1c-f7-01-q.mp3}
+TEMPLATE: (lab)
+PROMPT: Where is Jan? {bk06-l1c-f7-01-q.mp3}
 RESPONSE: I think she's in the lab. {bk06-l1c-f7-01-a.mp3}
 
-PROMPT: Who's at the door? Lieutenant Smith. {bk06-l1c-f7-02-q.mp3}
+TEMPLATE: (Lt. Smith)
+PROMPT: Who's at the door? {bk06-l1c-f7-02-q.mp3}
 RESPONSE: I think it's Lieutenant Smith. {bk06-l1c-f7-02-a.mp3}
 
-PROMPT: Where are the soldiers going? Mess hall. {bk06-l1c-f7-03-q.mp3}
+TEMPLATE: (mess hall)
+PROMPT: Where are the soldiers going? {bk06-l1c-f7-03-q.mp3}
 RESPONSE: I think they're going to the mess hall. {bk06-l1c-f7-03-a.mp3}
 
-PROMPT: What was Joe's score? 95. {bk06-l1c-f7-04-q.mp3}
+TEMPLATE: (ninety-five)
+PROMPT: What was Joe's score? {bk06-l1c-f7-04-q.mp3}
 RESPONSE: I think it was 95. {bk06-l1c-f7-04-a.mp3}
 
-PROMPT: When did it snow? On Thursday. {bk06-l1c-f7-05-q.mp3}
+TEMPLATE: (on Thursday)
+PROMPT: When did it snow? {bk06-l1c-f7-05-q.mp3}
 RESPONSE: I think it snowed on Thursday. {bk06-l1c-f7-05-a.mp3}
 
-PROMPT: When do we have lab? 10:00. {bk06-l1c-f7-06-q.mp3}
+TEMPLATE: (at ten o'clock)
+PROMPT: When do we have lab? {bk06-l1c-f7-06-q.mp3}
 RESPONSE: I think we have lab at 10:00. {bk06-l1c-f7-06-a.mp3}
 
-PROMPT: What country is she from? Canada. {bk06-l1c-f7-07-q.mp3}
+TEMPLATE: (Canada)
+PROMPT: What country is she from? {bk06-l1c-f7-07-q.mp3}
 RESPONSE: I think she's from Canada. {bk06-l1c-f7-07-a.mp3}
 
-PROMPT: Where is your book? In my room. {bk06-l1c-f7-08-q.mp3}
+TEMPLATE: (in my room)
+PROMPT: Where is your book? {bk06-l1c-f7-08-q.mp3}
 RESPONSE: I think it's in my room. {bk06-l1c-f7-08-a.mp3}
 
-PROMPT: Where is the salt? On the table. {bk06-l1c-f7-09-q.mp3}
+TEMPLATE: (on the table)
+PROMPT: Where is the salt? {bk06-l1c-f7-09-q.mp3}
 RESPONSE: I think it's on the table. {bk06-l1c-f7-09-a.mp3}
 
-PROMPT: What time is it? 3:30. {bk06-l1c-f7-10-q.mp3}
+TEMPLATE: (3:30)
+PROMPT: What time is it? {bk06-l1c-f7-10-q.mp3}
 RESPONSE: I think it's 3:30. {bk06-l1c-f7-10-a.mp3}
 
-$LESSON 1-6: Questions and Predictions with Think
+$SESSION 1-6: Questions and Opinions with "Think"
 
 # Source: ST §What Did He Think? (grammar box)
-$GRAMMAR Asking What People Think
+$GRAMMAR Who Thought? What Did He Think?
 ID: l1-s20
-INTRO: Now flip it around: asking what people think. Two questions, two targets — the person, or the thought.
+INTRO: In this part you'll turn "think" sentences into questions — and give a few opinions of your own. First, the patterns.
 
-| Bob | thought | the game was good. |
+CARD: To ask **who** had the thought, put "who" in the subject's place. Nothing else moves.
+{Bob thought the game was good.}
+{Who thought the game was good?}
+
+CARD: To ask about the thought itself, use **did ... think**.
+{Did Bob think the game was good?}
+{What did Bob think about the game?}
+
+SUMMARY:
+| | | |
 |---|---|---|
+| Bob | thought | the game was good. |
 | **Who** | **thought** | **the game was good?** |
 
 | Did | Bob | think | the game was good? |
 |---|---|---|---|
 | **What did** | **Bob** | **think?** | **(about the game?)** |
 
-- Ask about the person: {Who thought the game was good?}
-- Ask about the thought: {What did Bob think?}
-
-# Source: ST §What Did They Think About the Movie?
-$PRODUCE What Did They Think About the Movie? {st-page_021_001.jpg}
+# Source: ST §After the Movie
+$PRODUCE After the Movie {st-page_021_001.jpg|Group of people leaving a movie theater with speech bubbles showing their opinions: Sandy says "IT WAS VERY LONG!", Sam says "IT WAS A GOOD MOVIE.", Mary says "IT WAS VERY SAD!", Willie says "IT WAS BAD!", Rita says "IT WAS VERY SAD.", Peter says "IT WAS A FINE MOVIE."}
 ID: l1-s21
-INTRO: Five friends saw the same movie and, naturally, five opinions. You'll see their reactions in a comic. For each name on screen, ask what that person thought and answer from their speech bubble.
-INSTRUCTION: Ask and answer about the named person's opinion, using "think" or "thought".
+INTRO: Six people saw the same movie and left with six opinions. Look at what each person said in the picture and answer the questions aloud.
+INSTRUCTION: Answer the questions about what each person thought of the movie.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept any correctly formed question using "think" or "thought" (past or present tense, Wh- or yes/no format) about the cued person's opinion, paired with an answer expressing the same opinion as the model; phrasing may vary.
-
-EXAMPLE
-TEMPLATE: Willie
-PROMPT: {st-page_021_001.jpg}
-RESPONSE: What did Willie think about the movie? He thought it was bad.
-
-TEMPLATE: Sandy
-PROMPT: {st-page_021_001.jpg}
-RESPONSE: Did Sandy think the movie was long? Yes, she thought it was very long.
-
-TEMPLATE: Sam
-PROMPT: {st-page_021_001.jpg}
-RESPONSE: What did Sam think about the movie? He thought it was a good movie.
-
-TEMPLATE: Mary and Rita
-PROMPT: {st-page_021_001.jpg}
-RESPONSE: Who thought the movie was sad? Mary and Rita thought it was very sad.
-
-TEMPLATE: Peter
-PROMPT: {st-page_021_001.jpg}
-RESPONSE: Did Peter think the movie was bad? No, he thought it was a fine movie.
-
-# Source: ST §He Thinks It Will Cost Lots of Money. (grammar box)
-$GRAMMAR How Much Does Ed Think?
-ID: l1-s22
-INTRO: One more question shape: a question word, then "do/does ... think", then the thought.
-
-| Ed thinks | the car will cost | a lot of money. |
-|---|---|---|
-| **How much (money)** | **does Ed think** | **the car will cost?** |
-
-| Ed thinks | he can buy a car | in Houston. |
-|---|---|---|
-| **Where** | **does Ed think** | **he can buy a car?** |
-
-| Ed thinks | he can buy a truck | next month. |
-|---|---|---|
-| **When** | **does Ed think** | **he can buy a truck?** |
-
-The question word asks about the clause after "think": {How much does Ed think the car will cost?} — {Where does Ed think he can buy a car?}
-
-# Source: ST §Ask Questions with Think
-$PRODUCE Ask Questions with Think
-ID: l1-s23
-INTRO: Your turn to build those long questions. Read the sentence, then ask a question using the question word and subject in parentheses.
-INSTRUCTION: Ask the question using the cues in parentheses.
-INPUT: speak
-CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: I think there are 15 boys in our class.
-TEMPLATE: (how many / you)
-RESPONSE: How many boys do you think there are in our class?
-
-PROMPT: Mark thinks the tie costs $10.00.
-TEMPLATE: (how much / Ted)
-RESPONSE: How much does Ted think the tie costs?
-
-PROMPT: I think Bill will leave at ten o'clock.
-TEMPLATE: (when / you)
-RESPONSE: When do you think Bill will leave?
-
-PROMPT: John thinks they'll go to Houston.
-TEMPLATE: (where / Linda)
-RESPONSE: Where does Linda think they'll go?
-
-PROMPT: I think the show will start at 10:00 p.m.
-TEMPLATE: (when / Betty)
-RESPONSE: When does Betty think the show will start?
-
-PROMPT: He thinks it will snow in New York tomorrow.
-TEMPLATE: (where / you)
-RESPONSE: Where do you think it will snow tomorrow?
-
-PROMPT: Sgt Travis thinks the general will come on Wednesday.
-TEMPLATE: (when / Sgt Jackson)
-RESPONSE: When does Sgt Jackson think the general will come?
-
-PROMPT: George thinks that I can speak three languages.
-TEMPLATE: (how many / you)
-RESPONSE: How many languages do you think I can speak?
-
-PROMPT: I think you can learn a lot of words every day.
-TEMPLATE: (how many / you)
-RESPONSE: How many words do you think you can learn every day?
-
-PROMPT: I think Mr. White has a lot of money.
-TEMPLATE: (how much / you)
-RESPONSE: How much money do you think Mr. White has?
-
-PROMPT: We think we can buy 10 books.
-TEMPLATE: (how many / you)
-RESPONSE: How many books do you think you can buy?
-
-# SKIPPED (book): ST "I THINK HIS CAR COST A LOT OF MONEY." and Function "WHAT DO YOU THINK?" — both are answer-your-teacher's-questions tasks with no printed stimuli; nothing for a solo learner to answer.
-
-# Source: LLA 1D Figure 2
-$SELECT Match the Prediction
-ID: 1d-f2
-INTRO: "I think" is also how English predicts the future. Listen to each question and tap the prediction that answers it.
-INSTRUCTION: Tap the correct answer.
-
-OPTION: a | No, I think it will be cold and rainy.
-OPTION: b | I think he's at the library.
-OPTION: c | Yes, I think she got a bad score.
-OPTION: d | I think I'll study English too.
-OPTION: e | I think my sister is cooking chicken.
+PROMPT: Did Willie think the movie was bad?
+RESPONSE: Yes, he did.
 
 EXAMPLE
-PROMPT: There's a test tomorrow. Where's Tom? {bk06-l1d-f2-ex.mp3}
+PROMPT: Who thought the movie was bad?
+RESPONSE: Willie did.
+
+EXAMPLE
+PROMPT: What did Willie think about the movie?
+RESPONSE: He thought it was bad.
+
+PROMPT: What did Sandy think about the movie?
+RESPONSE: She thought it was very long.
+RUBRIC: Must state Sandy thought the movie was very long.
+
+PROMPT: Who thought it was a good movie?
+RESPONSE: Sam did.
+RUBRIC: Must name Sam.
+
+PROMPT: What did Mary think about the movie?
+RESPONSE: She thought it was very sad.
+RUBRIC: Must state Mary thought the movie was very sad.
+
+PROMPT: Who thought it was a fine movie?
+RESPONSE: Peter did.
+RUBRIC: Must name Peter.
+
+PROMPT: Did Rita think the movie was very sad?
+RESPONSE: Yes, she did.
+RUBRIC: Accept "Yes, she did" or "Yes, she thought it was very sad."
+
+# Source: ST §He Thinks It Will Cost Lots of Money. (grammar box)
+$GRAMMAR How Much Does Ed Think It Costs?
+ID: l1-s22
+INTRO: One more move: the question word jumps to the front, and "do" or "does ... think" follows right behind.
+
+CARD: Question words like **how much** move to the front, and **does ... think** comes next.
+{Ed thinks the car will cost a lot of money.}
+{How much does Ed think the car will cost?}
+
+CARD: The same pattern works with **where** and **when**.
+{Ed thinks he can buy a car in Houston.}
+{Where does Ed think he can buy a car?}
+{Ed thinks he can buy a truck next month.}
+{When does Ed think he can buy a truck?}
+
+SUMMARY:
+| | | |
+|---|---|---|
+| **How much (money)** | **does Ed think** | **the car will cost?** |
+| **Where** | **does Ed think** | **he can buy a car?** |
+| **When** | **does Ed think** | **he can buy a truck?** |
+
+# Source: ST §Ask Questions with Think
+$PRODUCE Ask Questions with "Think"
+ID: l1-s23
+INTRO: Now build those questions yourself. Read the statement and the cue words, then ask the question aloud with "think".
+INSTRUCTION: Form a question using the cue words and "think".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: I think there are 15 boys in our class. (how many / you)
+RESPONSE: How many boys do you think are in our class?
+RUBRIC: Accept "How many boys do you think (there) are in our class?".
+
+PROMPT: Mark thinks the tie costs $10.00. (how much / Ted)
+RESPONSE: How much does Ted think the tie costs?
+RUBRIC: Must be "How much does Ted think the tie costs / cost?".
+
+PROMPT: I think Bill will leave at ten o'clock. (when / you)
+RESPONSE: When do you think Bill will leave?
+RUBRIC: Must be "When do you think Bill will leave?".
+
+PROMPT: John thinks they'll go to Houston. (where / Linda)
+RESPONSE: Where does Linda think they'll go?
+RUBRIC: Must be "Where does Linda think they'll / they will go?".
+
+PROMPT: I think the show will start at 10:00 p.m. (when / Betty)
+RESPONSE: When does Betty think the show will start?
+RUBRIC: Must be "When does Betty think the show will start?".
+
+PROMPT: He thinks it will snow in New York tomorrow. (where / you)
+RESPONSE: Where do you think it will snow tomorrow?
+RUBRIC: Must be "Where do you think it will snow tomorrow?".
+
+PROMPT: Sgt Travis thinks the general will come on Wednesday. (when / Sgt Jackson)
+RESPONSE: When does Sgt Jackson think the general will come?
+RUBRIC: Must be "When does Sgt Jackson think the general will come?".
+
+PROMPT: George thinks that I can speak three languages. (how many / you)
+RESPONSE: How many languages do you think I can speak?
+RUBRIC: Must be "How many languages do you think I / you can speak?".
+
+PROMPT: I think you can learn a lot of words every day. (how many / you)
+RESPONSE: How many words do you think I can learn every day?
+RUBRIC: Must be "How many words do you think you / I can learn every day?".
+
+PROMPT: I think Mr. White has a lot of money. (how much / you)
+RESPONSE: How much money do you think Mr. White has?
+RUBRIC: Must be "How much money do you think Mr. White has?".
+
+PROMPT: We think we can buy 10 books. (how many / you)
+RESPONSE: How many books do you think you can buy?
+RUBRIC: Must be "How many books do you think we / you can buy?".
+
+# SKIPPED (book): "I THINK HIS CAR COST A LOT OF MONEY." (p. 22) — instructor-led oral drill without printed items.
+
+# Source: LLA 1D Figure 2
+$SELECT What Do You Think?
+ID: 6-1d-f2
+INTRO: Listen to each question and tap the "think" answer that actually fits it. Then repeat the answer.
+INSTRUCTION: Tap the correct response.
+REPEAT
+
+OPTION: a | No, I think it will be cold and rainy. {bk06-l1d-f2-opt-a.mp3}
+OPTION: b | I think he's at the library. {bk06-l1d-f2-opt-b.mp3}
+OPTION: c | Yes, I think she got a bad score. {bk06-l1d-f2-opt-c.mp3}
+OPTION: d | I think I'll study English too. {bk06-l1d-f2-opt-d.mp3}
+OPTION: e | I think my sister is cooking chicken. {bk06-l1d-f2-opt-e.mp3}
+
+EXAMPLE
+PROMPT: There's a test tomorrow. Where's Tom? {bk06-l1d-f2-01.mp3}
 ANSWER: b
-FEEDBACK: I think he's at the library. {bk06-l1d-f2-ex-a.mp3}
 
 PROMPT: I'm hungry. What's for dinner? {bk06-l1d-f2-02.mp3}
 ANSWER: e
-FEEDBACK: I think my sister is cooking chicken. {bk06-l1d-f2-02-a.mp3}
 
 PROMPT: I'll go to Dallas tomorrow. Will the weather be nice? {bk06-l1d-f2-03.mp3}
 ANSWER: a
-FEEDBACK: No, I think it will be cold and rainy. {bk06-l1d-f2-03-a.mp3}
 
 PROMPT: Is Mary upset? {bk06-l1d-f2-04.mp3}
 ANSWER: c
-FEEDBACK: Yes, I think she got a bad score. {bk06-l1d-f2-04-a.mp3}
 
 PROMPT: I'll study English tonight. What will you do? {bk06-l1d-f2-05.mp3}
 ANSWER: d
-FEEDBACK: I think I'll study English too. {bk06-l1d-f2-05-a.mp3}
 
 # Source: LLA 1D Figure 6
 $PRODUCE I Think I Can
-ID: 1d-f6
-INTRO: Listen to a phrase and a "yes" or "no". Say "I think I can..." or "I don't think I can...", then repeat the model.
-INSTRUCTION: Speak the sentence aloud.
+ID: 6-1d-f6
 INPUT: speak
 CHECK: reveal
+INTRO: Can you or can't you? Listen to the cue phrase and the clue "yes" or "no", make a sentence with "I think I can" or "I don't think I can", then repeat the answer.
+INSTRUCTION: Say the sentence aloud using "I think" or "I don't think".
 REPEAT
 
 EXAMPLE
+TEMPLATE: go to the movies tomorrow (yes)
 PROMPT: Go to the movies tomorrow. Yes. {bk06-l1d-f6-ex1-q.mp3}
 RESPONSE: I think I can go to the movies tomorrow. {bk06-l1d-f6-ex1-a.mp3}
 
 EXAMPLE
+TEMPLATE: watch the late show (no)
 PROMPT: Watch the late show. No. {bk06-l1d-f6-ex2-q.mp3}
 RESPONSE: I don't think I can watch the late show. {bk06-l1d-f6-ex2-a.mp3}
 
+TEMPLATE: go downtown this weekend (no)
 PROMPT: Go downtown this weekend. No. {bk06-l1d-f6-01-q.mp3}
 RESPONSE: I don't think I can go downtown this weekend. {bk06-l1d-f6-01-a.mp3}
 
+TEMPLATE: be nice to the new student (yes)
 PROMPT: Be nice to the new student. Yes. {bk06-l1d-f6-02-q.mp3}
 RESPONSE: I think I can be nice to the new student. {bk06-l1d-f6-02-a.mp3}
 
+TEMPLATE: buy a new car this year (no)
 PROMPT: Buy a new car this year. No. {bk06-l1d-f6-03-q.mp3}
 RESPONSE: I don't think I can buy a new car this year. {bk06-l1d-f6-03-a.mp3}
 
+TEMPLATE: sleep late Saturday (yes)
 PROMPT: Sleep late Saturday. Yes. {bk06-l1d-f6-04-q.mp3}
 RESPONSE: I think I can sleep late Saturday. {bk06-l1d-f6-04-a.mp3}
 
+TEMPLATE: call you tonight (yes)
 PROMPT: Call you tonight. Yes. {bk06-l1d-f6-05-q.mp3}
 RESPONSE: I think I can call you tonight. {bk06-l1d-f6-05-a.mp3}
 
+TEMPLATE: play soccer on Sunday (no)
 PROMPT: Play soccer on Sunday. No. {bk06-l1d-f6-06-q.mp3}
 RESPONSE: I don't think I can play soccer on Sunday. {bk06-l1d-f6-06-a.mp3}
 
+TEMPLATE: buy a new umbrella (yes)
 PROMPT: Buy a new umbrella. Yes. {bk06-l1d-f6-07-q.mp3}
 RESPONSE: I think I can buy a new umbrella. {bk06-l1d-f6-07-a.mp3}
 
+TEMPLATE: get a good score this Friday (yes)
 PROMPT: Get a good score this Friday. Yes. {bk06-l1d-f6-08-q.mp3}
 RESPONSE: I think I can get a good score this Friday. {bk06-l1d-f6-08-a.mp3}
 
-# SKIPPED (ST): "I Don't Think I Can Go." — same drill as the cassette "I Think I Can" above, but its bare-phrase cues give no way to know whether "think" or "don't think" is expected; the cassette twin (with yes/no cues) is kept instead.
-
-# Source: ST §I Think It'll Rain.
-$PRODUCE What Do You Think Will Happen?
-ID: l1-s25
-INTRO: Real life rarely hands you the answer, so guess politely. Read each situation and answer with "I think" — any sensible guess is a good one.
-INSTRUCTION: Answer with "I think ...".
+# Source: ST §I Don't Think I Can Go.
+$PRODUCE Will You or Won't You?
+ID: l1-s24
+INTRO: Same idea, but now the choice is yours — say what you think you'll do, or won't. Read the cue and make your own "I think" or "I don't think" sentence.
+INSTRUCTION: Make a statement using "I think" or "I don't think" and the given phrase.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: watch TV tonight
+RESPONSE: I think I'll watch TV tonight.
+RUBRIC: Accept any statement using "I think" or "I don't think" with watching TV tonight.
+
+EXAMPLE
+PROMPT: work late tomorrow
+RESPONSE: I don't think I can work late tomorrow.
+RUBRIC: Accept any statement using "I think" or "I don't think" with working late tomorrow.
+
+PROMPT: take a trip to Houston
+RESPONSE: I think I'll take a trip to Houston.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + taking a trip to Houston.
+
+PROMPT: play soccer this weekend
+RESPONSE: I think I'll play soccer this weekend.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + playing soccer this weekend.
+
+PROMPT: get a good score on my test tomorrow
+RESPONSE: I think I'll get a good score on my test tomorrow.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + getting a good score on the test.
+
+PROMPT: fly to France this weekend
+RESPONSE: I don't think I can fly to France this weekend.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + flying to France.
+
+PROMPT: take a short trip tomorrow
+RESPONSE: I think I'll take a short trip tomorrow.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + taking a short trip tomorrow.
+
+PROMPT: go to the barbershop tonight
+RESPONSE: I don't think I'll go to the barbershop tonight.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + going to the barbershop tonight.
+
+PROMPT: visit my brother next month
+RESPONSE: I think I'll visit my brother next month.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + visiting my brother next month.
+
+PROMPT: buy new clothes tonight
+RESPONSE: I think I'll buy new clothes tonight.
+RUBRIC: Accept any grammatical sentence using "I think" or "I don't think" + buying new clothes tonight.
+
+# SKIPPED (book): Function "WHAT DO YOU THINK?" (p. 23) — instructor-led questions without printed items.
+
+# Source: ST §I Think It'll Rain.
+$PRODUCE I Think It'll Rain
+ID: l1-s25
+INTRO: Real life rarely gives you the answer — so guess politely. Read each question and answer with "I think" and any reasonable idea.
+INSTRUCTION: Answer the question using "think".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any logical answer that uses "I think" to respond to the prompt's situation.
 
 EXAMPLE
 PROMPT: It's cold today. Where is my hat?
 RESPONSE: I think it's on the desk.
+RUBRIC: Accept any reasonable answer with "I think" answering where the hat is.
 
 PROMPT: I'm hungry. When will we eat?
-RESPONSE: I think we'll eat at 6:00.
+RESPONSE: I think we'll eat at six o'clock.
+RUBRIC: Accept any reasonable time with "I think (that)...".
 
 PROMPT: It's late. When will the children go to bed?
-RESPONSE: I think they will go to bed soon.
+RESPONSE: I think they'll go to bed at nine o'clock.
+RUBRIC: Accept any reasonable bedtime with "I think (that)...".
 
 PROMPT: The young child is crying. What's the matter?
-RESPONSE: I think he is upset.
+RESPONSE: I think he's hungry.
+RUBRIC: Accept any reasonable explanation with "I think (that)...".
 
 PROMPT: It's time for class. Where is Mary?
-RESPONSE: I think she's in the library.
+RESPONSE: I think she's in the lab.
+RUBRIC: Accept any reasonable location with "I think (that)...".
 
 PROMPT: This meat is good. What is it?
 RESPONSE: I think it's beef.
+RUBRIC: Accept any food item with "I think (that)...".
 
 PROMPT: That's a nice car. Whose car is it?
-RESPONSE: I think it's Mr. Wilson's car.
+RESPONSE: I think it's John's car.
+RUBRIC: Accept any owner with "I think (that)...".
 
 PROMPT: I'll visit Spain in September. How will the weather be?
-RESPONSE: I think it will be warm.
+RESPONSE: I think it will be warm and sunny.
+RUBRIC: Accept any weather description with "I think (that)...".
 
 PROMPT: The airman went to the hospital. How is he?
-RESPONSE: I think he's okay.
+RESPONSE: I think he's okay now.
+RUBRIC: Accept any reasonable health condition with "I think (that)...".
 
-# Source: ST §It's Cold in New York in the Winter.
-$DIALOGUE Cold in New York
-ID: l1-s26
-INTRO: Dick is back from New York — and back from a snowstorm. Listen to him and Ben put the whole lesson to work: weather, "how was it?", and plenty of thinking.
-INSTRUCTION: Listen to the conversation, then read it.
+# Source: ST §I Think She's Hungry. (kept as a spaced second pass after LLA 1C Figure 6 — adds negative forms)
+$PRODUCE Make Sentences with "Think" — Review
+ID: l1-s19
+INTRO: One last pass at the pattern — and this time some sentences go negative, with "doesn't think" and "don't think". Read the statement and the subject, then say the new sentence.
+INSTRUCTION: Make a sentence with "think" and the given subject.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
 
-Dick: It's nice to see you, Ben.
-Ben: Dick! I didn't think you were in town.
-Dick: I came back from my trip yesterday.
-Ben: How was the weather in New York?
-Dick: Cold. There was a big snowstorm.
-Ben: Brr! Do you think you want to live in New York?
-Dick: No, I think I just want to visit.
-Ben: Me, too. And only in the summer.
+EXAMPLE
+PROMPT: She's hungry. (I)
+RESPONSE: I think she's hungry.
+RUBRIC: Accept "I think that she's hungry." or "I think she's hungry."
 
-$LESSON 1-7: Sounds and Listening Review
+EXAMPLE
+PROMPT: The teacher's not angry. (Ann)
+RESPONSE: Ann doesn't think the teacher's angry.
+RUBRIC: Accept "Ann doesn't think (that) the teacher is / teacher's angry."
+
+PROMPT: Pat's tired. (I)
+RESPONSE: I think Pat's tired.
+RUBRIC: Accept "I think (that) Pat is / Pat's tired."
+
+PROMPT: Mary is angry. (Bob)
+RESPONSE: Bob thinks Mary is angry.
+RUBRIC: Accept "Bob thinks (that) Mary is angry."
+
+PROMPT: He can go to the barbershop tomorrow. (my brother)
+RESPONSE: My brother thinks he can go to the barbershop tomorrow.
+RUBRIC: Accept "My brother thinks (that) he can go to the barbershop tomorrow."
+
+PROMPT: Linda was upset. (teacher)
+RESPONSE: The teacher thinks Linda was upset.
+RUBRIC: Accept "The teacher thinks / thought (that) Linda was upset."
+
+PROMPT: Jan will get a good grade on the test. (I)
+RESPONSE: I think Jan will get a good grade on the test.
+RUBRIC: Accept "I think (that) Jan will get a good grade on the test."
+
+PROMPT: It won't rain tomorrow. (the sergeant)
+RESPONSE: The sergeant doesn't think it will rain tomorrow.
+RUBRIC: Accept "The sergeant doesn't think (that) it will / it'll rain tomorrow." or "The sergeant thinks it won't rain tomorrow."
+
+PROMPT: This is a good book. (Nancy)
+RESPONSE: Nancy thinks this is a good book.
+RUBRIC: Accept "Nancy thinks (that) this is a good book."
+
+PROMPT: The test won't be on Friday. (they)
+RESPONSE: They don't think the test will be on Friday.
+RUBRIC: Accept "They don't think (that) the test will be on Friday." or "They think the test won't be on Friday."
+
+PROMPT: The weather will be rainy today. (Alan)
+RESPONSE: Alan thinks the weather will be rainy today.
+RUBRIC: Accept "Alan thinks (that) the weather will be rainy today."
+
+PROMPT: The game was after class. (Bill)
+RESPONSE: Bill thinks the game was after class.
+RUBRIC: Accept "Bill thinks / thought (that) the game was after class."
+
+$SESSION 1-7: Rhythm and Stress
+
+# Source: LLA 1A Figure 2
+$SELECT Hear the Strong Word
+ID: 6-1a-f2
+INTRO: In this part you'll train your ear for English rhythm — every sentence has one word that hits hardest. Listen to each sentence and tap the word with the strongest stress.
+INSTRUCTION: Tap the stressed word.
+
+EXAMPLE
+PROMPT: This food is cold. {bk06-l1a-f2-ex.mp3}
+OPTION: a | This
+OPTION: b | food
+OPTION: c | is
+OPTION: d | cold
+ANSWER: d
+
+PROMPT: It'll be hot tomorrow. {bk06-l1a-f2-01.mp3}
+OPTION: a | It'll
+OPTION: b | be
+OPTION: c | hot
+OPTION: d | tomorrow
+ANSWER: c
+
+PROMPT: I like to eat sandwiches. {bk06-l1a-f2-02.mp3}
+OPTION: a | I
+OPTION: b | like
+OPTION: c | eat
+OPTION: d | sandwiches
+ANSWER: d
+
+PROMPT: Are you hungry? {bk06-l1a-f2-03.mp3}
+OPTION: a | Are
+OPTION: b | you
+OPTION: c | hungry
+ANSWER: c
+
+PROMPT: Look at the clouds. {bk06-l1a-f2-04.mp3}
+OPTION: a | Look
+OPTION: b | at
+OPTION: c | the
+OPTION: d | clouds
+ANSWER: d
+
+PROMPT: My shoes are big. {bk06-l1a-f2-05.mp3}
+OPTION: a | My
+OPTION: b | shoes
+OPTION: c | are
+OPTION: d | big
+ANSWER: d
+
+PROMPT: Let's walk in the rain. {bk06-l1a-f2-06.mp3}
+OPTION: a | Let's
+OPTION: b | walk
+OPTION: c | in
+OPTION: d | rain
+ANSWER: d
+
+PROMPT: I want to play football. {bk06-l1a-f2-07.mp3}
+OPTION: a | I
+OPTION: b | want
+OPTION: c | play
+OPTION: d | football
+ANSWER: d
+
+PROMPT: John bought an umbrella. {bk06-l1a-f2-08.mp3}
+OPTION: a | John
+OPTION: b | bought
+OPTION: c | an
+OPTION: d | umbrella
+ANSWER: a
+
+PROMPT: Look at the sky. {bk06-l1a-f2-09.mp3}
+OPTION: a | Look
+OPTION: b | at
+OPTION: c | the
+OPTION: d | sky
+ANSWER: d
+
+PROMPT: I like sunshine. {bk06-l1a-f2-10.mp3}
+OPTION: a | I
+OPTION: b | like
+OPTION: c | sunshine
+ANSWER: b
+
+# Source: LLA 1A Figure 3
+$DIALOGUE Word Rhythm
+ID: 6-1a-f3
+INTRO: Short word, longer word — same beat. Listen to the word pairs and repeat them, trying to say each pair in the same amount of time.
+INSTRUCTION: Listen and repeat each word pair.
+REPEAT
+
+LINE: Rain, raining. {bk06-l1a-f3-01.mp3}
+
+LINE: Look, looking. {bk06-l1a-f3-02.mp3}
+
+LINE: Arrive, arrival. {bk06-l1a-f3-03.mp3}
+
+LINE: Class, classes. {bk06-l1a-f3-04.mp3}
+
+LINE: Drive, driving. {bk06-l1a-f3-05.mp3}
+
+LINE: Eat, eating. {bk06-l1a-f3-06.mp3}
+
+LINE: Tooth, toothbrush. {bk06-l1a-f3-07.mp3}
+
+LINE: Dial, dial tone. {bk06-l1a-f3-08.mp3}
+
+# Source: LLA 1B Figure 3
+$DIALOGUE Sentence Rhythm
+ID: 6-1b-f3
+INTRO: Now whole sentences. The capital letters show which words carry the beat. Listen first, then repeat each pair.
+INSTRUCTION: Listen and repeat each pair of sentences.
+REPEAT
+
+LINE: She's a COOK.\nHe's a DOCTor. {bk06-l1b-f3-01.mp3}
+
+LINE: I SPEAK FRENCH.\nHe SPEAKS SPANish. {bk06-l1b-f3-02.mp3}
+
+LINE: CLOSE the DOOR.\nSIT in your CHAIR. {bk06-l1b-f3-03.mp3}
+
+LINE: DRINK your MILK.\nThat GLASS is TALL. {bk06-l1b-f3-04.mp3}
+
+LINE: The GIRL ATE her FOOD.\nMy BROther COOKed the MEAL. {bk06-l1b-f3-05.mp3}
+
+LINE: She BRUSHED the CHILD'S HAIR.\nI WASHED the DIRty TOWels. {bk06-l1b-f3-06.mp3}
+
+LINE: The CAR is HERE.\nThe BUS is at the BUS stop. {bk06-l1b-f3-07.mp3}
+
+LINE: JOE WANTS a BOOK.\nMy SISter DOESn't DANCE. {bk06-l1b-f3-08.mp3}
+
+# Source: LLA 1D Figure 3
+$DIALOGUE More Word Rhythm
+ID: 6-1d-f3
+INTRO: One more round of word pairs — this time with words from this lesson. Listen and repeat, keeping both words in the same amount of time.
+INSTRUCTION: Listen and repeat each word pair.
+REPEAT
+
+LINE: Cry, crying. {bk06-l1d-f3-01.mp3}
+
+LINE: Think, thinking. {bk06-l1d-f3-02.mp3}
+
+LINE: Sun, sunny. {bk06-l1d-f3-03.mp3}
+
+LINE: Is, isn't. {bk06-l1d-f3-04.mp3}
+
+LINE: Cook, cookies. {bk06-l1d-f3-05.mp3}
+
+LINE: Snow, snowing. {bk06-l1d-f3-06.mp3}
+
+LINE: Shine, shining. {bk06-l1d-f3-07.mp3}
+
+LINE: Drink, drinking. {bk06-l1d-f3-08.mp3}
+
+LINE: Are, aren't. {bk06-l1d-f3-09.mp3}
+
+LINE: Glass, glasses. {bk06-l1d-f3-10.mp3}
+
+# SKIPPED (book): Listening Skill "Sentence Stress" (p. 8) — instructor-read sentences with no stress target indicated in the student text; the recorded stress exercises in this part cover the same skill.
 
 # Source: LLA 1D Figure 1
-$SELECT Tap the Stressed Word
-ID: 1d-f1
-INTRO: This part is review — ears only. First, stress: listen to each sentence and tap the word the speaker leans on.
-INSTRUCTION: Tap the stressed word.
+$SELECT Hear the Strong Word — Round Two
+ID: 6-1d-f1
+INTRO: Last stress check — this time you can read the sentence while you listen. Tap the word that gets the strongest push.
+INSTRUCTION: Tap the word with the strongest stress.
 SHOW_PROMPT
 
 PROMPT: Today is a nice day. {bk06-l1d-f1-01.mp3}
@@ -1719,287 +1841,527 @@ OPTION: a | Today
 OPTION: b | nice
 OPTION: c | day
 ANSWER: b
-FEEDBACK: *nice* {bk06-l1d-f1-01-a.mp3}
+FEEDBACK: Nice. {bk06-l1d-f1-01-fb.mp3}
 
 PROMPT: Is the sky clear today? {bk06-l1d-f1-02.mp3}
 OPTION: a | sky
 OPTION: b | clear
 OPTION: c | today
 ANSWER: b
-FEEDBACK: *clear* {bk06-l1d-f1-02-a.mp3}
+FEEDBACK: Clear. {bk06-l1d-f1-02-fb.mp3}
 
 PROMPT: I have a yellow raincoat. {bk06-l1d-f1-03.mp3}
-OPTION: a | yellow
-OPTION: b | raincoat
-ANSWER: b
-FEEDBACK: *raincoat* {bk06-l1d-f1-03-a.mp3}
+OPTION: a | have
+OPTION: b | yellow
+OPTION: c | raincoat
+ANSWER: c
+FEEDBACK: Raincoat. {bk06-l1d-f1-03-fb.mp3}
 
 PROMPT: Do you need an umbrella? {bk06-l1d-f1-04.mp3}
 OPTION: a | need
 OPTION: b | umbrella
 ANSWER: b
-FEEDBACK: *umbrella* {bk06-l1d-f1-04-a.mp3}
+FEEDBACK: Umbrella. {bk06-l1d-f1-04-fb.mp3}
 
 PROMPT: It was windy yesterday. {bk06-l1d-f1-05.mp3}
-OPTION: a | windy
-OPTION: b | yesterday
-ANSWER: a
-FEEDBACK: *windy* {bk06-l1d-f1-05-a.mp3}
+OPTION: a | was
+OPTION: b | windy
+OPTION: c | yesterday
+ANSWER: b
+FEEDBACK: Windy. {bk06-l1d-f1-05-fb.mp3}
 
 PROMPT: It wasn't rainy last summer. {bk06-l1d-f1-06.mp3}
-OPTION: a | rainy
-OPTION: b | summer
-ANSWER: a
-FEEDBACK: *rainy* {bk06-l1d-f1-06-a.mp3}
+OPTION: a | wasn't
+OPTION: b | rainy
+OPTION: c | summer
+ANSWER: b
+FEEDBACK: Rainy. {bk06-l1d-f1-06-fb.mp3}
 
 PROMPT: Look at the sunshine. {bk06-l1d-f1-07.mp3}
 OPTION: a | Look
 OPTION: b | sunshine
 ANSWER: b
-FEEDBACK: *sunshine* {bk06-l1d-f1-07-a.mp3}
+FEEDBACK: Sunshine. {bk06-l1d-f1-07-fb.mp3}
 
 PROMPT: The child cried all night. {bk06-l1d-f1-08.mp3}
 OPTION: a | child
 OPTION: b | cried
 OPTION: c | night
 ANSWER: b
-FEEDBACK: *cried* {bk06-l1d-f1-08-a.mp3}
+FEEDBACK: Cried. {bk06-l1d-f1-08-fb.mp3}
 
 PROMPT: I thought the test was today. {bk06-l1d-f1-09.mp3}
 OPTION: a | thought
 OPTION: b | test
 OPTION: c | today
 ANSWER: a
-FEEDBACK: *thought* {bk06-l1d-f1-09-a.mp3}
+FEEDBACK: Thought. {bk06-l1d-f1-09-fb.mp3}
 
 PROMPT: Is it cloudy? {bk06-l1d-f1-10.mp3}
 OPTION: a | Is
 OPTION: b | cloudy
 ANSWER: b
-FEEDBACK: *cloudy* {bk06-l1d-f1-10-a.mp3}
+FEEDBACK: Cloudy. {bk06-l1d-f1-10-fb.mp3}
 
-# Source: LLA 1D Figure 3
-$DIALOGUE Short Word, Long Word
-ID: 1d-f3
-INTRO: Word pairs again — say the short word and the long word in the same amount of time. English squeezes; let it.
-INSTRUCTION: Listen and repeat.
+$SESSION 1-8: Reading Skills
+
+# Source: LLA 1C Figure 2 + ST §Write: g (merged twin — ST-only words appended with TTS prompts)
+$PRODUCE The Letter G
+ID: 6-1c-f2
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: This part sharpens your reading and writing: the letter "g", finding facts fast, and building outlines. First, listen to each word and type the complete word with the letter "g".
+INSTRUCTION: Type the complete word.
+
+PROMPT: leg {bk06-l1c-f2-01.mp3}
+TEMPLATE: le____
+RESPONSE: leg
+ACCEPT: g
+
+PROMPT: ago {bk06-l1c-f2-02.mp3}
+TEMPLATE: a____o
+RESPONSE: ago
+ACCEPT: g
+
+PROMPT: again {bk06-l1c-f2-03.mp3}
+TEMPLATE: a____ain
+RESPONSE: again
+ACCEPT: g
+
+PROMPT: begin {bk06-l1c-f2-04.mp3}
+TEMPLATE: be____in
+RESPONSE: begin
+ACCEPT: g
+
+PROMPT: big {bk06-l1c-f2-05.mp3}
+TEMPLATE: bi____
+RESPONSE: big
+ACCEPT: g
+
+PROMPT: got {bk06-l1c-f2-06.mp3}
+TEMPLATE: ____ot
+RESPONSE: got
+ACCEPT: g
+
+PROMPT: get {bk06-l1c-f2-07.mp3}
+TEMPLATE: ____et
+RESPONSE: get
+ACCEPT: g
+
+PROMPT: game {bk06-l1c-f2-08.mp3}
+TEMPLATE: ____ame
+RESPONSE: game
+ACCEPT: g
+
+PROMPT: grade {bk06-l1c-f2-09.mp3}
+TEMPLATE: ____rade
+RESPONSE: grade
+ACCEPT: g
+
+PROMPT: sugar {bk06-l1c-f2-10.mp3}
+TEMPLATE: su____ar
+RESPONSE: sugar
+ACCEPT: g
+
+PROMPT: August
+TEMPLATE: Au____ust
+RESPONSE: August
+ACCEPT: g
+
+PROMPT: together
+TEMPLATE: to____ether
+RESPONSE: together
+ACCEPT: g
+
+PROMPT: gallon
+TEMPLATE: ____allon
+RESPONSE: gallon
+ACCEPT: g
+
+PROMPT: drugstore
+TEMPLATE: dru____store
+RESPONSE: drugstore
+ACCEPT: g
+
+PROMPT: girl
+TEMPLATE: ____irl
+RESPONSE: girl
+ACCEPT: g
+
+PROMPT: graduate
+TEMPLATE: ____raduate
+RESPONSE: graduate
+ACCEPT: g
+
+# Source: new (gap: the ST scanning exercise's TV schedule was not present in the extracted student text; reconstructed to be consistent with the printed answer key — review)
+$GRAMMAR Sunday Night TV Schedule
+ID: l1-s28-ref
+INTRO: Here's a TV schedule for Sunday night. Don't study it — you'll learn to find facts in it fast.
+
+**SUNDAY EVENING TELEVISION**
+
+| Time | Channel 3 | Channel 7 | Channel 11 |
+|---|---|---|---|
+| 6:00 | News | Sports News | Music Hour |
+| 6:30 | The Wilson Show | Cartoons | Travel |
+| 7:00 | The Wilson Show | Comedy Time | Movie: "The Big Storm" |
+| 8:00 | Sunday Theater | 20/20 | Movie (continued) |
+
+# Source: ST §Scan and Select the Answer
+$SELECT Read the TV Schedule
+ID: l1-s28
+REFERENCE: l1-s28-ref
+INTRO: Scan the TV schedule — don't read every word, just hunt for the fact you need — and tap the correct answer.
+INSTRUCTION: Select the correct answer according to the TV schedule.
+
+TEMPLATE: What time does the movie begin?
+OPTION: a | at 6:30
+OPTION: b | at 8:00
+OPTION: c | at 7:00
+ANSWER: c
+
+TEMPLATE: What night is this television schedule for?
+OPTION: a | Wednesday
+OPTION: b | Sunday
+OPTION: c | Monday
+ANSWER: b
+
+TEMPLATE: What channel is The Wilson Show on?
+OPTION: a | Channel 3
+OPTION: b | Channel 7
+OPTION: c | Channel 11
+ANSWER: a
+
+TEMPLATE: What time does the show 20/20 begin?
+OPTION: a | 6:00
+OPTION: b | 8:00
+OPTION: c | 7:00
+ANSWER: b
+
+TEMPLATE: How many channels are on this schedule?
+OPTION: a | 4
+OPTION: b | 3
+OPTION: c | 5
+ANSWER: b
+
+TEMPLATE: What time does this television schedule begin?
+OPTION: a | 5:30
+OPTION: b | 6:00
+OPTION: c | 7:00
+ANSWER: b
+
+# Source: new (gap: the ST scanning exercise's advertisement was not present in the extracted student text; reconstructed from the printed answer key — review)
+$GRAMMAR A Newspaper Ad
+ID: l1-s29-ref
+INTRO: One small newspaper ad. Everything you need for the next questions is in it.
+
+> **FOR SALE**
+>
+> A nice car — only $2,500.
+>
+> Call Mr. Wilson after 5:00 p.m.
+>
+> Telephone: 555-4321
+
+# Source: ST §Scan and Write the Answer
+$PRODUCE Read the Ad
+ID: l1-s29
+REFERENCE: l1-s29-ref
+INTRO: Scan the ad and type each answer. Short answers are fine — this is speed reading, not essay writing.
+INSTRUCTION: Answer the questions about the advertisement.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+PROMPT: What's for sale?
+RESPONSE: a nice car
+ACCEPT: a car | car | a nice car
+
+PROMPT: How much does it cost?
+RESPONSE: $2,500
+ACCEPT: 2500 | $2500 | $2,500 | 2,500 dollars | 2500 dollars
+
+PROMPT: Who's selling the car?
+RESPONSE: Mr. Wilson
+ACCEPT: Mr Wilson | Mr. Wilson
+
+PROMPT: What time can you call him?
+RESPONSE: after 5:00 p.m.
+ACCEPT: after 5:00 | after 5 | after 5 p.m. | after 5:00 p.m. | after 5:00 pm
+
+PROMPT: What's Mr. Wilson's telephone number?
+RESPONSE: 555-4321
+ACCEPT: 555-4321 | 5554321
+
+# Source: ST §Box Outlines (passage 1)
+$DIALOGUE Three Good Friends
+ID: l1-s30-p1
+INTRO: Now you'll practice outlines — a way to organize what you read. First, read a short paragraph about three friends. You'll fill in its outline next.
+INSTRUCTION: Read the paragraph.
+
+Narrator: I have three good friends.
+Narrator: Sam is a cook. He works at a restaurant downtown.
+Narrator: Betty's a doctor. She works in a New York hospital.
+Narrator: Ted is a pilot in the U.S. Air Force.
+
+# Source: ST §Box Outlines (outline 1)
+$PRODUCE Outline: Three Good Friends
+ID: l1-s31
+REFERENCE: l1-s30-p1
+INTRO: Fill in the outline about the three friends, slot by slot. Short answers from the paragraph — no full sentences needed.
+INSTRUCTION: Fill in the outline details.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: My three good friends
+SLOT: 1 | Friend 1 name | Sam
+SLOT: 2 | Friend 1 job | cook
+SLOT: 2 | Friend 1 workplace | restaurant downtown
+SLOT: 1 | Friend 2 name | Betty
+SLOT: 2 | Friend 2 job | doctor
+SLOT: 2 | Friend 2 workplace | New York hospital
+SLOT: 1 | Friend 3 name | Ted
+SLOT: 2 | Friend 3 job | pilot
+SLOT: 2 | Friend 3 workplace | U.S. Air Force
+
+# Source: ST §Box Outlines (passage 2)
+$DIALOGUE The Four Seasons
+ID: l1-s30-p2
+INTRO: Next paragraph: the four seasons and their months. Read it — the outline follows.
+INSTRUCTION: Read the paragraph.
+
+Narrator: There are four seasons in a year.
+Narrator: They are spring, summer, fall, and winter.
+Narrator: Spring is March, April, and May.
+Narrator: Summer is June, July, and August.
+Narrator: Fall is September, October, and November.
+Narrator: Winter is December, January, and February.
+
+# Source: ST §Box Outlines (outline 2)
+$PRODUCE Outline: The Four Seasons
+ID: l1-s32
+REFERENCE: l1-s30-p2
+INTRO: Fill in the seasons outline. Open the paragraph again if December wanders off.
+INSTRUCTION: Fill in the outline details.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: The four seasons
+SLOT: 1 | First season | spring
+SLOT: 2 | Spring months | March, April, May
+SLOT: 1 | Second season | summer
+SLOT: 2 | Summer months | June, July, August
+SLOT: 1 | Third season | fall
+SLOT: 2 | Fall months | September, October, November
+SLOT: 1 | Fourth season | winter
+SLOT: 2 | Winter months | December, January, February
+
+# Source: ST §Box Outlines (passage 3)
+$DIALOGUE Our Trip Last Summer
+ID: l1-s30-p3
+INTRO: Last paragraph: a summer trip to three cities, with a relative in every one of them. Read it, then outline it.
+INSTRUCTION: Read the paragraph.
+
+Narrator: Last summer my wife and I took a nice trip.
+Narrator: We went to New York, Chicago, and Los Angeles.
+Narrator: We visited my wife's mother and father in New York.
+Narrator: Next, we drove to Chicago. We visited my brother there.
+Narrator: Then, we flew to Los Angeles and visited my wife's sister and her husband.
+
+# Source: ST §Box Outlines (outline 3)
+$PRODUCE Outline: Our Trip Last Summer
+ID: l1-s33
+REFERENCE: l1-s30-p3
+INTRO: Fill in the trip outline — the cities in order, and who was visited in each.
+INSTRUCTION: Fill in the outline details.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Our trip last summer
+SLOT: 1 | First city | New York
+SLOT: 2 | Visited in New York | wife's mother and father
+SLOT: 1 | Second city | Chicago
+SLOT: 2 | Visited in Chicago | my brother
+SLOT: 1 | Third city | Los Angeles
+SLOT: 2 | Visited in Los Angeles | wife's sister and husband
+
+$SESSION 1-9: Putting It Together
+
+# Source: ST §It's Cold in New York in the Winter.
+$DIALOGUE It's Cold in New York in the Winter
+ID: l1-s26
+INTRO: Last part — everything comes together: weather, opinions, and clean writing. First, Dick is back from a very snowy trip, and Ben has thoughts about that. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-LINE: cry, crying {bk06-l1d-f3-01.mp3}
-LINE: think, thinking {bk06-l1d-f3-02.mp3}
-LINE: sun, sunny {bk06-l1d-f3-03.mp3}
-LINE: is, isn't {bk06-l1d-f3-04.mp3}
-LINE: cook, cookies {bk06-l1d-f3-05.mp3}
-LINE: snow, snowing {bk06-l1d-f3-06.mp3}
-LINE: shine, shining {bk06-l1d-f3-07.mp3}
-LINE: drink, drinking {bk06-l1d-f3-08.mp3}
-LINE: are, aren't {bk06-l1d-f3-09.mp3}
-LINE: glass, glasses {bk06-l1d-f3-10.mp3}
+Dick: It's nice to see you, Ben.
+Ben: Dick! I didn't think you were in town.
+
+Dick: I came back from my trip yesterday.
+Ben: How was the weather in New York?
+
+Dick: Cold. There was a big snowstorm.
+Ben: Brr! Do you think you want to live in New York?
+
+Dick: No, I think I just want to visit.
+Ben: Me, too. And only in the summer.
 
 # Source: LLA 1D Figure 4
-$SELECT Weather Quiz
-ID: 1d-f4
-INTRO: Ten quick weather questions — snow is cold, rain is wet, and the sun has never once been cold. Tap the correct answer, then repeat it.
+$SELECT Weather Questions
+ID: 6-1d-f4
+INTRO: A quick weather quiz — everything from this lesson. Listen to each question, tap the correct answer, then repeat it.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: Where are the clouds? {bk06-l1d-f4-01-q.mp3}
+PROMPT: Where are the clouds? {bk06-l1d-f4-01.mp3}
 OPTION: a | in the sky
 OPTION: b | in the rain
 ANSWER: a
-FEEDBACK: The clouds are in the sky. {bk06-l1d-f4-01-a.mp3}
+FEEDBACK: The clouds are in the sky. {bk06-l1d-f4-01-fb.mp3}
 
-PROMPT: What color is snow? {bk06-l1d-f4-02-q.mp3}
+PROMPT: What color is snow? {bk06-l1d-f4-02.mp3}
 OPTION: a | It's green.
 OPTION: b | It's white.
 ANSWER: b
-FEEDBACK: Snow is white. {bk06-l1d-f4-02-a.mp3}
+FEEDBACK: Snow is white. {bk06-l1d-f4-02-fb.mp3}
 
-PROMPT: Is rain wet? {bk06-l1d-f4-03-q.mp3}
+PROMPT: Is rain wet? {bk06-l1d-f4-03.mp3}
 OPTION: a | Yes, it is.
 OPTION: b | No, it isn't.
 ANSWER: a
-FEEDBACK: Rain is wet. {bk06-l1d-f4-03-a.mp3}
+FEEDBACK: Rain is wet. {bk06-l1d-f4-03-fb.mp3}
 
-PROMPT: It's raining. Is the sky clear or cloudy? {bk06-l1d-f4-04-q.mp3}
+PROMPT: It's raining. Is the sky clear or cloudy? {bk06-l1d-f4-04.mp3}
 OPTION: a | It's cloudy.
 OPTION: b | It's clear.
 ANSWER: a
-FEEDBACK: The sky is cloudy. {bk06-l1d-f4-04-a.mp3}
+FEEDBACK: The sky is cloudy. {bk06-l1d-f4-04-fb.mp3}
 
-PROMPT: When does it snow? {bk06-l1d-f4-05-q.mp3}
+PROMPT: When does it snow? {bk06-l1d-f4-05.mp3}
 OPTION: a | in the winter
 OPTION: b | in the summer
 ANSWER: a
-FEEDBACK: It snows in the winter. {bk06-l1d-f4-05-a.mp3}
+FEEDBACK: It snows in the winter. {bk06-l1d-f4-05-fb.mp3}
 
-PROMPT: Is snow cold? {bk06-l1d-f4-06-q.mp3}
+PROMPT: Is snow cold? {bk06-l1d-f4-06.mp3}
 OPTION: a | No, it isn't.
 OPTION: b | Yes, it is.
 ANSWER: b
-FEEDBACK: Snow is cold. {bk06-l1d-f4-06-a.mp3}
+FEEDBACK: Snow is cold. {bk06-l1d-f4-06-fb.mp3}
 
-PROMPT: Is the sun cold? {bk06-l1d-f4-07-q.mp3}
+PROMPT: Is the sun cold? {bk06-l1d-f4-07.mp3}
 OPTION: a | Yes, it is.
 OPTION: b | No, it isn't.
 ANSWER: b
-FEEDBACK: The sun is hot. {bk06-l1d-f4-07-a.mp3}
+FEEDBACK: The sun is hot. {bk06-l1d-f4-07-fb.mp3}
 
-PROMPT: The sky is very clear today. What color is the sky? {bk06-l1d-f4-08-q.mp3}
+PROMPT: The sky is very clear today. What color is the sky? {bk06-l1d-f4-08.mp3}
 OPTION: a | It's blue.
 OPTION: b | It's white.
 ANSWER: a
-FEEDBACK: The color is blue. {bk06-l1d-f4-08-a.mp3}
+FEEDBACK: The color is blue. {bk06-l1d-f4-08-fb.mp3}
 
-PROMPT: Aldo is wearing a raincoat. How's the weather? {bk06-l1d-f4-09-q.mp3}
+PROMPT: Aldo is wearing a raincoat. How's the weather? {bk06-l1d-f4-09.mp3}
 OPTION: a | It's rainy.
 OPTION: b | It's sunny.
 ANSWER: a
-FEEDBACK: It's rainy. Aldo is wearing his raincoat. {bk06-l1d-f4-09-a.mp3}
+FEEDBACK: It's rainy. Aldo is wearing his raincoat. {bk06-l1d-f4-09-fb.mp3}
 
-PROMPT: Is the weather dry in a storm? {bk06-l1d-f4-10-q.mp3}
+PROMPT: Is the weather dry in a storm? {bk06-l1d-f4-10.mp3}
 OPTION: a | Yes, it is.
 OPTION: b | No, it isn't.
 ANSWER: b
-FEEDBACK: The weather is wet in a storm. {bk06-l1d-f4-10-a.mp3}
+FEEDBACK: The weather is wet in a storm. {bk06-l1d-f4-10-fb.mp3}
 
-$LESSON 1-8: Reading and Writing Wrap-Up
-
-# Source: LLA 1D Figure 5
-$DIALOGUE How's Sally? {page_031_001.jpg}
-ID: 1d-f5
-INTRO: Last part: two stories, some outlining, and your best punctuation. First, poor Sally again — this time her father is involved.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Sally is very upset. {bk06-l1d-f5-01.mp3}
-LINE: She's crying. {bk06-l1d-f5-02.mp3}
-LINE: She took a test yesterday. {bk06-l1d-f5-03.mp3}
-LINE: She didn't get a good score. {bk06-l1d-f5-04.mp3}
-LINE: Her father is angry. {bk06-l1d-f5-05.mp3}
-LINE: Sally can't watch TV for 1 week. {bk06-l1d-f5-06.mp3}
-LINE: Her father will talk to her teacher. {bk06-l1d-f5-07.mp3}
-
-# Source: LLA 1D Figure 5 (second pass)
-$PRODUCE Sally's Bad Day — Questions
-ID: 1d-f5-b
-REFERENCE
-INTRO: Answer the questions about Sally aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: How's Sally? {bk06-l1d-f5-08-q.mp3}
-RESPONSE: Sally is upset. {bk06-l1d-f5-08-a.mp3}
-
-PROMPT: Is Sally crying? {bk06-l1d-f5-09-q.mp3}
-RESPONSE: Yes, Sally is crying. {bk06-l1d-f5-09-a.mp3}
-
-PROMPT: Did she get a good score on her test? {bk06-l1d-f5-10-q.mp3}
-RESPONSE: No, she didn't get a good score on her test. {bk06-l1d-f5-10-a.mp3}
-
-PROMPT: Is her father happy? {bk06-l1d-f5-11-q.mp3}
-RESPONSE: No, he isn't happy. {bk06-l1d-f5-11-a.mp3}
-
-PROMPT: What will her father do? {bk06-l1d-f5-12-q.mp3}
-RESPONSE: He'll talk to her teacher. {bk06-l1d-f5-12-a.mp3}
-
-# Source: LLA 1D Figure 7
-$DIALOGUE Summer and Winter
-ID: 1d-f7
-INTRO: A short question-and-answer paragraph about summer and winter. Just listen — you'll rewrite it next, punctuation and all.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: How is the weather in the summer? {bk06-l1d-f7-01a.mp3}
-LINE: In the summer, the weather is warm or hot. {bk06-l1d-f7-01b.mp3}
-LINE: Is the weather hot in the winter? {bk06-l1d-f7-02.mp3}
-LINE: No, it isn't. {bk06-l1d-f7-03a.mp3}
-LINE: The weather in winter isn't hot. {bk06-l1d-f7-03b.mp3}
-LINE: In the winter, the weather is cold. {bk06-l1d-f7-04.mp3}
-LINE: Does it snow in the winter? {bk06-l1d-f7-05.mp3}
-LINE: That's right, sometimes we have snow in the winter. {bk06-l1d-f7-06.mp3}
-
-# Source: LLA 1D Figure 7 (second pass)
-$PRODUCE Punctuate the Paragraph
-ID: 1d-f7-b
+# Source: LLA 1B Figure 8
+$PRODUCE Punctuation: Linda at the Airport
+ID: 6-1b-f8
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: Now rewrite each sentence of that paragraph, adding capital letters, apostrophes, periods, and question marks. Every comma counts here.
-INSTRUCTION: Rewrite with correct punctuation.
+INTRO: Now the writing. Rewrite each sentence with correct capitalization and punctuation — capital letters, apostrophes, periods, and question marks. The audio tells you how each sentence should sound.
+INSTRUCTION: Type the sentence with correct punctuation and capital letters.
 
+TEMPLATE: linda is at the airport
+PROMPT: Linda is at the airport. {bk06-l1b-f8-01.mp3}
+RESPONSE: Linda is at the airport. {bk06-l1b-f8-01.mp3}
+
+TEMPLATE: she is waiting for flight 306
+PROMPT: She is waiting for flight 306. {bk06-l1b-f8-02.mp3}
+RESPONSE: She is waiting for Flight 306. {bk06-l1b-f8-02.mp3}
+ACCEPT: She is waiting for flight 306.
+
+TEMPLATE: she isnt taking a trip she is meeting her brother
+PROMPT: She isn't taking a trip; she is meeting her brother. {bk06-l1b-f8-03.mp3}
+RESPONSE: She isn't taking a trip; she is meeting her brother. {bk06-l1b-f8-03.mp3}
+ACCEPT: She isn't taking a trip. She is meeting her brother. | She isn't taking a trip; she's meeting her brother. | She isn't taking a trip. She's meeting her brother.
+
+TEMPLATE: he lives in los angeles now
+PROMPT: He lives in Los Angeles now. {bk06-l1b-f8-04.mp3}
+RESPONSE: He lives in Los Angeles now. {bk06-l1b-f8-04.mp3}
+
+TEMPLATE: he is coming for lindas graduation tomorrow
+PROMPT: He is coming for Linda's graduation tomorrow. {bk06-l1b-f8-05.mp3}
+RESPONSE: He is coming for Linda's graduation tomorrow. {bk06-l1b-f8-05.mp3}
+ACCEPT: He's coming for Linda's graduation tomorrow.
+
+TEMPLATE: do you think she will be glad to see him
+PROMPT: Do you think she will be glad to see him? {bk06-l1b-f8-06.mp3}
+RESPONSE: Do you think she will be glad to see him? {bk06-l1b-f8-06.mp3}
+
+# Source: LLA 1D Figure 7
+$PRODUCE Punctuation: Winter and Summer
+ID: 6-1d-f7
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: More punctuation practice, this time about the weather. Listen, then rewrite each sentence with correct capitalization and punctuation.
+INSTRUCTION: Type the sentence with correct punctuation and capital letters.
+
+PROMPT: How is the weather in the summer? {bk06-l1d-f7-01.mp3}
 TEMPLATE: how is the weather in the summer
 RESPONSE: How is the weather in the summer?
 
+PROMPT: In the summer, the weather is warm or hot. {bk06-l1d-f7-02.mp3}
 TEMPLATE: in the summer the weather is warm or hot
 RESPONSE: In the summer, the weather is warm or hot.
 
+PROMPT: Is the weather hot in the winter? {bk06-l1d-f7-03.mp3}
 TEMPLATE: is the weather hot in the winter
 RESPONSE: Is the weather hot in the winter?
 
+PROMPT: No, it isn't. {bk06-l1d-f7-04.mp3}
 TEMPLATE: no it isnt
 RESPONSE: No, it isn't.
 
+PROMPT: The weather in winter isn't hot. {bk06-l1d-f7-05.mp3}
 TEMPLATE: the weather in winter isnt hot
 RESPONSE: The weather in winter isn't hot.
 
+PROMPT: In the winter, the weather is cold. {bk06-l1d-f7-06.mp3}
 TEMPLATE: in the winter the weather is cold
 RESPONSE: In the winter, the weather is cold.
 
+PROMPT: Does it snow in the winter? {bk06-l1d-f7-07.mp3}
 TEMPLATE: does it snow in the winter
 RESPONSE: Does it snow in the winter?
 
+PROMPT: That's right, sometimes we have snow in the winter. {bk06-l1d-f7-08.mp3}
 TEMPLATE: thats right sometimes we have snow in the winter
 RESPONSE: That's right, sometimes we have snow in the winter.
+ACCEPT: That's right. Sometimes we have snow in the winter.
 
-# Source: ST §Box Outlines
-$PRODUCE Complete the Outlines
-ID: l1-s28
-INTRO: Read each short paragraph and fill in its outline — the skeleton of the story, one slot at a time.
-INSTRUCTION: Read the paragraph and complete the outline.
-INPUT: type
-
-TEMPLATE: I have three good friends. Sam is a cook. He works at a restaurant downtown. Betty's a doctor. She works in a New York hospital. Ted is a pilot in the U.S. Air Force.
-SLOT: 1 | Friend 1 name | Sam
-SLOT: 2 | Friend 1 profession | cook
-SLOT: 2 | Friend 1 workplace | restaurant downtown
-SLOT: 1 | Friend 2 name | Betty
-SLOT: 2 | Friend 2 profession | doctor
-SLOT: 2 | Friend 2 workplace | New York hospital
-SLOT: 1 | Friend 3 name | Ted
-SLOT: 2 | Friend 3 profession | pilot
-SLOT: 2 | Friend 3 workplace | U.S. Air Force
-
-TEMPLATE: There are four seasons in a year. They are spring, summer, fall, and winter. Spring is March, April, and May. Summer is June, July, and August. Fall is September, October, and November. Winter is December, January, and February.
-SLOT: 1 | Season 1 | spring
-SLOT: 2 | Season 1 months | March, April, May
-SLOT: 1 | Season 2 | summer
-SLOT: 2 | Season 2 months | June, July, August
-SLOT: 1 | Season 3 | fall
-SLOT: 2 | Season 3 months | September, October, November
-SLOT: 1 | Season 4 | winter
-SLOT: 2 | Season 4 months | December, January, February
-
-TEMPLATE: Last summer my wife and I took a nice trip. We went to New York, Chicago, and Los Angeles. We visited my wife's mother and father in New York. Next, we drove to Chicago. We visited my brother there. Then, we flew to Los Angeles and visited my wife's sister and her husband.
-SLOT: 1 | City 1 | New York
-SLOT: 2 | People visited | wife's mother and father
-SLOT: 1 | City 2 | Chicago
-SLOT: 2 | People visited | my brother
-SLOT: 1 | City 3 | Los Angeles
-SLOT: 2 | People visited | wife's sister and husband
-
-# SKIPPED (book): ST Reading Skill "SCAN AND SELECT THE ANSWER" / "SCAN AND WRITE THE ANSWER" — timed scanning of a TV schedule and a car ad that aren't in the source material.
-
-# Source: ST §Put In Capital Letters and Punctuation
-$PRODUCE Capital Letters and Punctuation
-ID: l1-s29
-INTRO: One last job: Willie's trip to New York, nine sentences, zero punctuation. Fix them — capitals and all — and the lesson is done. Well earned.
-INSTRUCTION: Type the sentence with correct capitalization and punctuation.
+# Source: ST §Put in Capital Letters and Punctuation.
+$PRODUCE Capitals and Punctuation: Willie's Trip
+ID: l1-s34
+INTRO: Last activity of the lesson — fix the capitals and punctuation in nine sentences about Willie's cold trip to New York. Then you're done: weather, "how", "think", and tidy sentences, all yours.
+INSTRUCTION: Type each sentence with correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-LONGFORM
 
 TEMPLATE: willie took a trip to new york last month
 RESPONSE: Willie took a trip to New York last month.
@@ -2028,4 +2390,4 @@ RESPONSE: Willie was in New York for one week.
 TEMPLATE: it was a good trip
 RESPONSE: It was a good trip.
 
-# SKIPPED (book): ST Writing Skill "DICTATION" — instructor-read sentences with no printed or recorded text; the cassette dictation in part 1-3 covers the skill.
+# SKIPPED (book): Writing Skill "DICTATION" (p. 32) — instructor-read sentences without printed text.
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diff --git a/book-6-lesson-2.module b/book-6-lesson-2.module
index a844e46b..a4f57048 100644
--- a/book-6-lesson-2.module
+++ b/book-6-lesson-2.module
@@ -1,205 +1,188 @@
-$MODULE Book 6 · Lesson 2: How Did You Get There? {st-page_035_001.jpg}
+$MODULE Book 6 · Lesson 2: How Did You Get There? {st-page_035_001.jpg|People dining inside Ernesto's Mexican Food restaurant, served by a waiter and waitress}
 FORMAT: 2
-DESCRIPTION: Travel and vehicle vocabulary, indefinite pronouns (something/anything/nothing), tableware and restaurant vocabulary, "would like", object pronouns, questions with "how", plus listening, reading, and writing skills.
+DIOCO_DOC_ID: alc_book6_lesson2
+DESCRIPTION: Travel and transportation vocabulary, object pronouns, "how" questions, restaurant and tableware words, "would like (to)", and indefinite pronouns like "something" and "anything".
 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: Mrs_Clark | kore | Female
-VOICE: Mark | achird | Male
-VOICE: Mary | achernar | Female
-VOICE: John | orus | Male
-VOICE: Jan | gacrux | Female
-VOICE: Tom | schedar | Male
-VOICE: Ann | kore | Female
-VOICE: Sam | charon | Male
-VOICE: Waiter | iapetus | Male
-VOICE: Mr_Bean | achird | Male
-VOICE: Mrs_Bean | achernar | Female
-VOICE: Miss_Bean | aoede | Female
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Narrator | aoede | Neutral, friendly narrator
+VOICE: Mrs_Clark | aoede | Warm mother
+VOICE: Mark | achird | Male student
+VOICE: Mary | gacrux | Female student
+VOICE: John | charon | Male student
+VOICE: Jan | leda | Female student
+VOICE: Tom | schedar | Male student
+VOICE: Ann | aoede | Female speaker
+VOICE: Sam | achird | Male speaker
+VOICE: Waiter | iapetus | Male restaurant server
+VOICE: Mr_Bean | orus | Male customer
+VOICE: Mrs_Bean | leda | Female customer
+VOICE: Miss_Bean | sulafat | Young female customer
 
-$LESSON 2-1: Travel and Vehicles
+$SESSION 2-1: Travel and Vehicles
 
 # Source: LLA 2A Figure 1
-$DIALOGUE John's Trip
-ID: 2a-f1
-INTRO: In this lesson you'll learn to say how people travel — by jet, ship, or helicopter — to order a meal politely, and to answer questions with words like him, her, and them. First, meet John. He's flying out tonight, and his wife is staying home. Listen to each word and sentence, then repeat it.
-INSTRUCTION: Repeat each word and sentence.
+$DIALOGUE John Takes a Trip
+ID: 6-2a-f1
+INTRO: In this lesson you'll learn to talk about travel, order food in a restaurant, and ask for things politely with "would like". First, meet John — a man who loves a trip, even without his family. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-VOCAB: travel
+VOCAB: to travel
 LINE: John likes to travel. {bk06-l2a-f1-01.mp3}
 
-VOCAB: get on
+VOCAB: to get on
 VOCAB: jet
-LINE: He will get on a jet tonight. {page_033_001.jpg} {bk06-l2a-f1-02.mp3}
+LINE: He will get on a jet tonight. {page_033_001.jpg|A man stepping into an airplane door where a flight attendant is waiting} {bk06-l2a-f1-02.mp3}
 
 VOCAB: without
-LINE: John will travel without his wife. {page_033_002.jpg} {bk06-l2a-f1-03.mp3}
+LINE: John will travel without his wife. {page_033_002.jpg|A man sitting in an airplane seat reading a newspaper} {bk06-l2a-f1-03.mp3}
 
-VOCAB: leave
+VOCAB: to leave
 VOCAB: home
-LINE: He will have to leave her at home with their children. {page_033_003.jpg} {bk06-l2a-f1-04.mp3}
+LINE: He will have to leave her at home with their children. {page_033_003.jpg|A woman tucking two children into bed} {bk06-l2a-f1-04.mp3}
 
-VOCAB: get off
-LINE: John will get off the jet in New York City. {page_033_004.jpg} {bk06-l2a-f1-05.mp3}
+VOCAB: to get off
+LINE: John will get off the jet in New York City. {page_033_004.jpg|A man standing in an airplane looking toward the aisle} {bk06-l2a-f1-05.mp3}
 
 VOCAB: something
-LINE: He will bring his wife something from New York. {page_033_005.jpg} {bk06-l2a-f1-06.mp3}
+LINE: He will bring his wife something from New York. {page_033_005.jpg|A man presenting a gift box to a smiling woman} {bk06-l2a-f1-06.mp3}
 
-# Source: LLA 2A Figure 1 (Part 2)
+# Source: LLA 2A Figure 1
 $PRODUCE Questions About John's Trip
-ID: 2a-f1-b
-INTRO: Now answer the questions about John's trip aloud in full sentences, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud in full sentences.
+ID: 6-2a-f1-b
+REFERENCE: 6-2a-f1
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Now the questions. Answer each one aloud in a complete sentence, then repeat the model answer. The story is one tap away if you need it.
+INSTRUCTION: Answer the question aloud.
 
-PROMPT: What does John like to do? {bk06-l2a-f1-07-q.mp3}
-RESPONSE: John likes to travel. {bk06-l2a-f1-07-a.mp3}
+PROMPT: What does John like to do? {bk06-l2a-f1-07.mp3}
+RESPONSE: John likes to travel. {bk06-l2a-f1-08.mp3}
 
-PROMPT: How will John travel? {bk06-l2a-f1-08-q.mp3}
-RESPONSE: He will travel by jet. {bk06-l2a-f1-08-a.mp3}
+PROMPT: How will John travel? {bk06-l2a-f1-09.mp3}
+RESPONSE: He will travel by jet. {bk06-l2a-f1-10.mp3}
 
-PROMPT: Will his wife go with him? {bk06-l2a-f1-09-q.mp3}
-RESPONSE: No, she won't go with him. {bk06-l2a-f1-09-a.mp3}
+PROMPT: Will his wife go with him? {bk06-l2a-f1-11.mp3}
+RESPONSE: No, she won't go with him. {bk06-l2a-f1-12.mp3}
 
-PROMPT: Where will his wife be? {bk06-l2a-f1-10-q.mp3}
-RESPONSE: She'll be at home with the children. {bk06-l2a-f1-10-a.mp3}
+PROMPT: Where will his wife be? {bk06-l2a-f1-13.mp3}
+RESPONSE: She'll be at home with the children. {bk06-l2a-f1-14.mp3}
 
-PROMPT: Where will John get off? {bk06-l2a-f1-11-q.mp3}
-RESPONSE: He'll get off the plane in New York City. {bk06-l2a-f1-11-a.mp3}
+PROMPT: Where will John get off? {bk06-l2a-f1-15.mp3}
+RESPONSE: He'll get off the plane in New York City. {bk06-l2a-f1-16.mp3}
 
-PROMPT: What will John bring his wife? {bk06-l2a-f1-12-q.mp3}
-RESPONSE: John will bring her something from New York. {bk06-l2a-f1-12-a.mp3}
+PROMPT: What will John bring his wife? {bk06-l2a-f1-17.mp3}
+RESPONSE: John will bring her something from New York. {bk06-l2a-f1-18.mp3}
 
-# Source: ST §We Got Here By Helicopter
-$DIALOGUE Jets, Ships, and Helicopters
-ID: l2-s6
-INTRO: More ways to get around — jets, ships, and helicopters — plus the difference between a house and a home. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat the new words and sentences.
+# Source: LLA 2A Figure 2
+$DIALOGUE The Town in the Afternoon {page_034_001.jpg|A scenery view showing numbered elements: 1. houses, 2. a delivery truck vehicle, 3. boats, 4. a sailboat, and 5. a helicopter flying in the sky above the town}
+ID: 6-2a-f2
+INTRO: Here's a quiet little town at the end of the day — houses, vehicles, boats, and one helicopter that never rests. Listen to the paragraph and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-VOCAB: helicopter
-VOCAB: blade
-LINE: This is a helicopter. The blades help a helicopter fly. {st-page_040_001.jpg}
-
-VOCAB: to travel | travel
-LINE: Capt Miller flies Air Force jets. Sometimes he travels to other bases in one of the planes. {st-page_040_002.jpg}
-
-VOCAB: ship
-VOCAB: by
-LINE: This is a ship. Mr. Wilson doesn't like to fly. He travels to Europe by ship. {st-page_040_003.jpg}
-
-VOCAB: boat
-LINE: Boats are small ships. This is a small boat. {st-page_040_004.jpg}
-
-VOCAB: vehicle
-LINE: Cars, buses, and trucks are vehicles.
-
-VOCAB: to get | get
-VOCAB: got
-LINE: I get to work by bus. I got to work late this morning.
+LINE: It's late afternoon in the town. {bk06-l2a-f2-01.mp3}
 
 VOCAB: house
-LINE: This is a house. It's the home of the Adams family. {st-page_041_001.jpg}
+LINE: After a day's work, all the families are in their houses. {bk06-l2a-f2-02.mp3}
 
-VOCAB: to leave | leave
-VOCAB: left
-LINE: Mr. Adams leaves for work every morning at 7:00. This morning he left home early.
+VOCAB: vehicle
+LINE: Their vehicles are next to their houses. They're not moving. {bk06-l2a-f2-03.mp3}
 
-# Source: LLA 2A Figure 2 — kept as pronunciation reinforcement after the sentence panel above
-$DIALOGUE Say the Words: Vehicles and Houses {page_034_001.jpg}
-ID: 2a-f2
-INTRO: A quick pronunciation pass on the words you just met — singular, then plural. Look at the numbered items in the picture and repeat each pair.
-INSTRUCTION: Repeat the words.
-REPEAT
+VOCAB: ship
+VOCAB: boat
+LINE: The ship and the boats are not moving. {bk06-l2a-f2-04.mp3}
 
-LINE: House. Houses. {bk06-l2a-f2-01.mp3}
-LINE: Vehicle. Vehicles. {bk06-l2a-f2-02.mp3}
-LINE: Ship. Ships. {bk06-l2a-f2-03.mp3}
-LINE: Boat. Boats. {bk06-l2a-f2-04.mp3}
-LINE: Helicopter. Helicopters. {bk06-l2a-f2-05.mp3}
+VOCAB: helicopter
+LINE: What's in the sky? It's a helicopter. A helicopter is watching the town. {bk06-l2a-f2-05.mp3}
 
-# Source: LLA 2A Figure 2 (Part 2)
-$DIALOGUE The Town {page_034_001.jpg}
-ID: 2a-f2-b
-INTRO: Now listen to a short description of that same town at the end of the day. Just listen — the questions come next.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: It's late afternoon in the town. {bk06-l2a-f2-06a.mp3}
-LINE: After a day's work, all the families are in their houses. {bk06-l2a-f2-06b.mp3}
-LINE: Their vehicles are next to their houses. {bk06-l2a-f2-06c.mp3}
-LINE: They're not moving. {bk06-l2a-f2-06d.mp3}
-LINE: The ship and the boats are not moving. {bk06-l2a-f2-06e.mp3}
-LINE: What's in the sky? {bk06-l2a-f2-06f.mp3}
-LINE: It's a helicopter. A helicopter is watching the town. {bk06-l2a-f2-06g.mp3}
-
-# Source: LLA 2A Figure 2 (Part 3)
-$PRODUCE Questions About the Town {page_034_001.jpg}
-ID: 2a-f2-c
-REFERENCE
-INTRO: Answer the questions about the town aloud, then repeat the correct answer. The paragraph is there if you need to check — the helicopter is still watching.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 2A Figure 2
+$PRODUCE Questions About the Town {page_034_001.jpg|A scenery view showing numbered elements: 1. houses, 2. a delivery truck vehicle, 3. boats, 4. a sailboat, and 5. a helicopter flying in the sky above the town}
+ID: 6-2a-f2-b
+REFERENCE: 6-2a-f2
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Look at the town and answer each question aloud in a full sentence. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 
-PROMPT: Are the families inside their houses or outside? {bk06-l2a-f2-07-q.mp3}
-RESPONSE: They're in their houses. {bk06-l2a-f2-07-a.mp3}
+PROMPT: Are the families inside their houses or outside? {bk06-l2a-f2-06.mp3}
+RESPONSE: They're in their houses. {bk06-l2a-f2-07.mp3}
 
-PROMPT: Where are their vehicles? {bk06-l2a-f2-08-q.mp3}
-RESPONSE: Their vehicles are next to their houses. {bk06-l2a-f2-08-a.mp3}
+PROMPT: Where are their vehicles? {bk06-l2a-f2-08.mp3}
+RESPONSE: Their vehicles are next to their houses. {bk06-l2a-f2-09.mp3}
 
-PROMPT: Are the ships and boats moving? {bk06-l2a-f2-09-q.mp3}
-RESPONSE: No, the ship and boats aren't moving. {bk06-l2a-f2-09-a.mp3}
+PROMPT: Are the ships and boats moving? {bk06-l2a-f2-10.mp3}
+RESPONSE: No, the ship and boats aren't moving. {bk06-l2a-f2-11.mp3}
 
-PROMPT: What's in the sky? {bk06-l2a-f2-10-q.mp3}
-RESPONSE: There's a helicopter in the sky. {bk06-l2a-f2-10-a.mp3}
+PROMPT: What's in the sky? {bk06-l2a-f2-12.mp3}
+RESPONSE: There's a helicopter in the sky. {bk06-l2a-f2-13.mp3}
+
+# Source: ST §We Got Here by Helicopter (edited: lines duplicating the cassette presentation dropped; distinct sentences and pictures kept)
+$DIALOGUE More Ways to Travel
+ID: l2-s6
+INTRO: A closer look at these machines — and the people who use them. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Cars, buses, and trucks are vehicles.
+
+VOCAB: blade
+LINE: This is a helicopter. The blades help a helicopter fly. {st-page_040_001.jpg|A military helicopter in flight with its rotor blades spinning}
+
+LINE: Capt Miller flies Air Force jets. Sometimes he travels to other bases in one of the planes. {st-page_040_002.jpg|A military jet plane flying upwards into the sky}
+
+VOCAB: by
+LINE: This is a ship. Mr. Wilson doesn't like to fly. He travels to Europe by ship. {st-page_040_003.jpg|A large ocean liner ship sailing on the water}
+
+LINE: Boats are small ships. This is a small boat. {st-page_040_004.jpg|A sailboat with striped sails on the water}
+
+VOCAB: to get
+LINE: I get to work by bus. I got to work late this morning.
+
+LINE: This is a house. It's the home of the Adams family. {st-page_041_001.jpg|A suburban house with a garage and a mailbox labeled ADAMS, a man standing near a car outside}
+
+LINE: Mr. Adams leaves for work every morning at 7:00. This morning he left home early.
 
 # Source: ST §Lt Lamb Flies a Helicopter
 $DIALOGUE Lt Lamb Flies a Helicopter
 ID: l2-s7
-INTRO: Meet Lt Lamb, a Navy helicopter pilot who is home for exactly one more day. Read the paragraph — questions follow.
-INSTRUCTION: Read the paragraph.
+INTRO: Lt Lamb is a Navy helicopter pilot, and his week at home is almost over. Read along as you listen.
+INSTRUCTION: Listen to the paragraph.
 
-LINE: Lt Lamb is in the Navy.
-LINE: He's a helicopter pilot.
-LINE: Right now he's at home.
-LINE: He came home a week ago.
-LINE: Tomorrow he'll have to leave his house and family again.
-LINE: He'll travel to a Navy base.
-LINE: He'll be on a jet early in the morning.
-LINE: He'll get to his base at noon.
-LINE: In the evening, he'll be on his ship.
-LINE: His ship is taking a lot of military vehicles to a different base.
+Narrator: Lt Lamb is in the Navy. He's a helicopter pilot.
+Narrator: Right now he's at home. He came home a week ago.
+Narrator: Tomorrow he'll have to leave his house and family again.
+Narrator: He'll travel to a Navy base. He'll be on a jet early in the morning.
+Narrator: He'll get to his base at noon. In the evening, he'll be on his ship.
+Narrator: His ship is taking a lot of military vehicles to a different base.
 
-# Source: ST §Answer About Lt Lamb
+# Source: ST §Lt Lamb Flies a Helicopter
 $PRODUCE Questions About Lt Lamb
 ID: l2-s8
-REFERENCE
-INTRO: Answer the questions about Lt Lamb aloud, in your own words. You can look back at the paragraph while you answer.
-INSTRUCTION: Answer the questions about the paragraph.
-INPUT: speak
+REFERENCE: l2-s7
+INTRO: Type a complete answer to each question about Lt Lamb. The reading is one tap away if a detail escapes you.
+INSTRUCTION: Type a complete answer.
+INPUT: type
 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: Treat the model answer as the factual key; accept any phrasing or short form of the same fact in a grammatically correct sentence.
 
 PROMPT: What's Lt Lamb's work in the Navy?
 RESPONSE: He's a helicopter pilot.
 
 PROMPT: Where's Lt Lamb right now?
-RESPONSE: Right now he's at home.
+RESPONSE: He's at home.
 
 PROMPT: When did he get home?
 RESPONSE: He came home a week ago.
 
 PROMPT: What will he have to do tomorrow?
-RESPONSE: Tomorrow he'll have to leave his house and family again.
+RESPONSE: He will have to leave his house and family again.
 
 PROMPT: Where will he travel tomorrow?
 RESPONSE: He'll travel to a Navy base.
@@ -211,297 +194,296 @@ PROMPT: When will he get to the Navy base?
 RESPONSE: He'll get to his base at noon.
 
 PROMPT: Where will he be in the evening?
-RESPONSE: In the evening, he'll be on his ship.
+RESPONSE: He'll be on his ship.
 
 PROMPT: What's his ship taking to a different base?
-RESPONSE: His ship is taking a lot of military vehicles to a different base.
+RESPONSE: It's taking a lot of military vehicles to a different base.
 
 PROMPT: What are vehicles?
 RESPONSE: Cars, buses, and trucks are vehicles.
 
-# Source: ST §Don't Leave Without Him.
-$DIALOGUE Get In, Get On, Get Off, Without
-ID: l2-s9
-INTRO: Three small but useful phrases — get in, get on and off, and without. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-VOCAB: get in
-LINE: Lt Lamb's plane gets in at 12:00 noon.
-LINE: My brother got in late last night.
-LINE: It was snowing last night. His plane didn't get in.
-
-LINE: You get on and get off the bus at the bus stop.
-LINE: You can get off the train at the next town.
-LINE: When can we get on the plane?
-
-LINE: Do you want coffee with or without sugar?
-LINE: You may go without me. I don't want to go.
-LINE: Take your I.D. card with you. You can't get in the commissary without it.
-
 # Source: LLA 2A Figure 3
 $SELECT Which Word Is Stressed?
-ID: 2a-f3
-INTRO: Every English sentence has one word with the strongest stress. Read the sentence on the screen, listen carefully, and tap the word you hear stressed most.
-INSTRUCTION: Tap the word with the strong stress.
+ID: 6-2a-f3
 SHOW_PROMPT
+INTRO: In every English sentence, one word is louder and longer than the rest. Listen and tap the word with the strongest stress — your ears will get sharper each time.
+INSTRUCTION: Tap the word with the strongest stress.
 
 PROMPT: He got off the plane in London. {bk06-l2a-f3-01.mp3}
 OPTION: a | got
 OPTION: b | off
 OPTION: c | plane
+OPTION: d | London
 ANSWER: b
+FEEDBACK: He got *off* the plane in London. {bk06-l2a-f3-01-fb.mp3}
 
 PROMPT: He left without his wife. {bk06-l2a-f3-02.mp3}
 OPTION: a | left
 OPTION: b | without
-OPTION: c | wife
+OPTION: c | his
+OPTION: d | wife
 ANSWER: b
+FEEDBACK: He left *without* his wife. {bk06-l2a-f3-02-fb.mp3}
 
 PROMPT: She's at home with the children. {bk06-l2a-f3-03.mp3}
 OPTION: a | home
 OPTION: b | with
-OPTION: c | children
-ANSWER: c
+OPTION: c | the
+OPTION: d | children
+ANSWER: d
+FEEDBACK: She's at home with the *children*. {bk06-l2a-f3-03-fb.mp3}
 
 PROMPT: He'll get on the plane tonight. {bk06-l2a-f3-04.mp3}
 OPTION: a | get
 OPTION: b | on
-OPTION: c | tonight
+OPTION: c | plane
+OPTION: d | tonight
 ANSWER: b
+FEEDBACK: He'll get *on* the plane tonight. {bk06-l2a-f3-04-fb.mp3}
 
 PROMPT: I saw a big ship. {bk06-l2a-f3-05.mp3}
 OPTION: a | saw
 OPTION: b | big
 OPTION: c | ship
 ANSWER: b
+FEEDBACK: I saw a *big* ship. {bk06-l2a-f3-05-fb.mp3}
 
 PROMPT: A car is a vehicle. {bk06-l2a-f3-06.mp3}
 OPTION: a | car
-OPTION: b | is
-OPTION: c | vehicle
+OPTION: b | vehicle
 ANSWER: a
+FEEDBACK: A *car* is a vehicle. {bk06-l2a-f3-06-fb.mp3}
 
 PROMPT: Their house is large. {bk06-l2a-f3-07.mp3}
-OPTION: a | Their
-OPTION: b | house
-OPTION: c | large
-ANSWER: c
+OPTION: a | house
+OPTION: b | large
+ANSWER: b
+FEEDBACK: Their house is *large*. {bk06-l2a-f3-07-fb.mp3}
 
 PROMPT: There's a helicopter in the sky. {bk06-l2a-f3-08.mp3}
 OPTION: a | helicopter
-OPTION: b | in
-OPTION: c | sky
+OPTION: b | sky
 ANSWER: a
+FEEDBACK: There's a *helicopter* in the sky. {bk06-l2a-f3-08-fb.mp3}
+
+# SKIPPED (book): Listening Skill "PRIMARY SENTENCE STRESS" (p. 43) — instructor-read stress discrimination without audio stimuli; the cassette stress activity above practices the same skill.
 
 # Source: LLA 2A Figure 4
-$PRODUCE Bill's Cars: Write the Numbers
-ID: 2a-f4
+$DIALOGUE Bill's Cars
+ID: 6-2a-f4-story
+INTRO: A short story about Bill and his two cars. Listen for the numbers — you'll need them in a moment.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Bill has 2 cars. He has a big car and a small car. {bk06-l2a-f4-01.mp3}
+LINE: The big car has 4 doors, and 5 men or women can travel in it. {bk06-l2a-f4-02.mp3}
+LINE: The small car has 2 doors, and only 2 men or women can travel in it. {bk06-l2a-f4-03.mp3}
+LINE: Bill likes to drive the small car. {bk06-l2a-f4-04.mp3}
+
+# Source: LLA 2A Figure 4
+$PRODUCE Bill's Cars: Type the Numbers
+ID: 6-2a-f4
+REFERENCE: 6-2a-f4-story
 INPUT: type
 CHECK: exact
-INTRO: Bill has two cars, and this paragraph is full of numbers. Listen and type the five numbers you hear, in order.
-INSTRUCTION: Type the numbers.
+INTRO: Now type the numbers from the story. Replay it if one got away.
+INSTRUCTION: Type the number you heard.
 
-TEMPLATE: 1. ____{2}
-TEMPLATE: 2. ____{4}
-TEMPLATE: 3. ____{5}
-TEMPLATE: 4. ____{2}
-TEMPLATE: 5. ____{2}
-PROMPT: Bill has 2 cars. He has a big car and a small car. The big car has 4 doors, and 5 men or women can travel in it. The small car has 2 doors, and only 2 men or women can travel in it. Bill likes to drive the small car. {bk06-l2a-f4-01.mp3}
-RESPONSE: 1. 2 2. 4 3. 5 4. 2 5. 2
+TEMPLATE: Total number of cars Bill has: ____
+RESPONSE: 2
+ACCEPT: 2 | two
 
-$LESSON 2-2: Something, Anything, and Nothing
+TEMPLATE: Number of doors the big car has: ____
+RESPONSE: 4
+ACCEPT: 4 | four
 
-# Source: ST §Something | Anything | Nothing (grammar box)
-$GRAMMAR Something, Anything, Nothing
-ID: l2-s24
-INTRO: New goal for this part: something, anything, and nothing. English is picky about which one goes where — here's the map.
+TEMPLATE: Number of people who can travel in the big car: ____
+RESPONSE: 5
+ACCEPT: 5 | five
 
-Use **something** and **nothing** in affirmative statements:
+TEMPLATE: Number of doors the small car has: ____
+RESPONSE: 2
+ACCEPT: 2 | two
 
-- {Let's order something for dessert.}
-- {There's nothing in this suitcase.}
+TEMPLATE: Number of people who can travel in the small car: ____
+RESPONSE: 2
+ACCEPT: 2 | two
 
-Use **something** and **anything** in questions:
-
-- {Would you like something to drink?}
-- {Did the teacher say anything about the quiz?}
-
-Use **anything** in negative statements:
-
-- {I didn't eat anything for breakfast.}
-
-# Source: LLA 2A Figure 6
-$DIALOGUE Something, Anything, Nothing: Short Dialogs
-ID: 2a-f6
-INTRO: Now hear the words in action — three short exchanges. Listen and repeat each line.
+# Source: LLA 2A Figure 5
+$DIALOGUE Short Word, Longer Word
+ID: 6-2a-f5
+INTRO: Each pair is a short word, then a longer word built from it. Repeat each pair in the same amount of time — English likes to squeeze its syllables.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-Mrs_Clark: Good morning. Do you want anything before you go? {bk06-l2a-f6-01a.mp3}
-Mark: No, nothing. Thank you, Mom. {bk06-l2a-f6-01b.mp3}
+LINE: Ship, shipper. {bk06-l2a-f5-01.mp3}
+LINE: Wind, windy. {bk06-l2a-f5-02.mp3}
+LINE: Wait, waiter. {bk06-l2a-f5-03.mp3}
+LINE: Rain, raincoat. {bk06-l2a-f5-04.mp3}
+LINE: Late, later. {bk06-l2a-f5-05.mp3}
+LINE: Shine, shiny. {bk06-l2a-f5-06.mp3}
+LINE: Air, airport. {bk06-l2a-f5-07.mp3}
+LINE: Arrive, arrival. {bk06-l2a-f5-08.mp3}
+LINE: Cloud, cloudy. {bk06-l2a-f5-09.mp3}
+LINE: Depart, departure. {bk06-l2a-f5-10.mp3}
+LINE: With, without. {bk06-l2a-f5-11.mp3}
+LINE: Sun, sunny. {bk06-l2a-f5-12.mp3}
 
-Mary: My eye hurts. Can you see something in it? {bk06-l2a-f6-02a.mp3}
-John: No, I don't see anything. {bk06-l2a-f6-02b.mp3}
+$SESSION 2-2: Something, Anything, Nothing
 
-Jan: I'm hungry. I want to eat something. {bk06-l2a-f6-03a.mp3}
-Tom: Let's go to the snack bar. There's nothing to eat here. {bk06-l2a-f6-03b.mp3}
-
-# Source: ST §Do You Want Anything?
-$DIALOGUE Do You Want Anything?
-ID: l2-s25
-INTRO: Read these question-and-answer pairs and notice which word each sentence chooses. No repeating this time — just read.
-INSTRUCTION: Read these sentences.
-
-LINE: Does your friend want something? No, he doesn't want anything.
-LINE: I want something for dessert. Would you like some ice cream?
-LINE: Would you like to buy something? Yes, I need a pen.
-LINE: I heard something. Did you hear anything? No, I didn't.
-LINE: Did you buy anything? Yes, I bought something.
-LINE: I saw something. I didn't see anything.
-LINE: Can you think of something? Yes, I'll think of something.
-LINE: Did you buy anything? No, nothing. I didn't buy anything.
-LINE: I want to do something tonight. Let's go to a movie.
-LINE: Are you doing anything this weekend? No, let's do something.
-
-# Source: LLA 2A Figure 7
-$PRODUCE Yes or No: Answer with Something or Anything
-ID: 2a-f7
-INPUT: speak
-CHECK: reveal
-INTRO: Answer each question aloud using the yes or no cue on the screen, then repeat the correct answer. Remember: anything for the no answers.
-INSTRUCTION: Answer aloud using the cue.
+# Source: LLA 2A Figure 6
+$DIALOGUE Three Short Conversations
+ID: 6-2a-f6
+INTRO: In this part you'll learn to use "something", "anything", and "nothing". Listen to three short conversations and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
+VOCAB: anything
+Mrs_Clark: Good morning. Do you want anything before you go? {bk06-l2a-f6-01.mp3}
+VOCAB: nothing
+Mark: No, nothing. Thank you, Mom. {bk06-l2a-f6-02.mp3}
+
+Mary: My eye hurts. Can you see something in it? {bk06-l2a-f6-03.mp3}
+John: No, I don't see anything. {bk06-l2a-f6-04.mp3}
+
+Jan: I'm hungry. I want to eat something. {bk06-l2a-f6-05.mp3}
+Tom: Let's go to the snack bar. There's nothing to eat here. {bk06-l2a-f6-06.mp3}
+
+# Source: ST §Something, Anything, Nothing (grammar box, rewritten as cards)
+$GRAMMAR Something, Anything, Nothing
+ID: l2-s25
+INTRO: You just heard the pattern — here it is in three short cards.
+
+CARD: In statements that say yes, use **something** — or **nothing** when there is none at all.
+{Let's order something for dessert.}
+{There's nothing in this suitcase.}
+
+CARD: In questions, you can use **something** or **anything**.
+{Would you like something to drink?}
+{Did the teacher say anything about the quiz?}
+
+CARD: In negative statements, use **anything**.
+{I didn't eat anything for breakfast.}
+
+SUMMARY:
+| Sentence type | Word | Example |
+|---|---|---|
+| Affirmative statement | something / nothing | Let's order something. / There's nothing here. |
+| Question | something / anything | Did you hear anything? |
+| Negative statement | anything | I didn't eat anything. |
+
+# Source: LLA 2A Figure 7
+$PRODUCE Answer with Something, Anything, or Nothing
+ID: 6-2a-f7
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Listen to each question and the word "yes" or "no". Answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+
 EXAMPLE
-TEMPLATE: (yes)
-PROMPT: Did Mary buy something? {bk06-l2a-f7-ex1-q.mp3}
+PROMPT: Did Mary buy something? — Yes. {bk06-l2a-f7-ex1.mp3}
 RESPONSE: Yes, she bought something. {bk06-l2a-f7-ex1-a.mp3}
 
 EXAMPLE
-TEMPLATE: (no)
-PROMPT: Did John buy anything? {bk06-l2a-f7-ex2-q.mp3}
+PROMPT: Did John buy anything? — No. {bk06-l2a-f7-ex2.mp3}
 RESPONSE: No, he didn't buy anything. {bk06-l2a-f7-ex2-a.mp3}
 
-TEMPLATE: (no)
-PROMPT: Did you hear something? {bk06-l2a-f7-01-q.mp3}
+PROMPT: Did you hear something? — No. {bk06-l2a-f7-01.mp3}
 RESPONSE: No, I didn't hear anything. {bk06-l2a-f7-01-a.mp3}
 
-TEMPLATE: (no)
-PROMPT: Did you do anything this weekend? {bk06-l2a-f7-02-q.mp3}
+PROMPT: Did you do anything this weekend? — No. {bk06-l2a-f7-02.mp3}
 RESPONSE: No, I didn't do anything this weekend. {bk06-l2a-f7-02-a.mp3}
 
-TEMPLATE: (yes)
-PROMPT: Do you see something over there? {bk06-l2a-f7-03-q.mp3}
+PROMPT: Do you see something over there? — Yes. {bk06-l2a-f7-03.mp3}
 RESPONSE: Yes, I see something over there. {bk06-l2a-f7-03-a.mp3}
 
-TEMPLATE: (yes)
-PROMPT: Did Tom say something? {bk06-l2a-f7-04-q.mp3}
+PROMPT: Did Tom say something? — Yes. {bk06-l2a-f7-04.mp3}
 RESPONSE: Yes, he said something. {bk06-l2a-f7-04-a.mp3}
 
-TEMPLATE: (no)
-PROMPT: Did he bring anything from New York? {bk06-l2a-f7-05-q.mp3}
+PROMPT: Did he bring anything from New York? — No. {bk06-l2a-f7-05.mp3}
 RESPONSE: No, he didn't bring anything from New York. {bk06-l2a-f7-05-a.mp3}
 
-TEMPLATE: (yes)
-PROMPT: Do you hear anything? {bk06-l2a-f7-06-q.mp3}
+PROMPT: Do you hear anything? — Yes. {bk06-l2a-f7-06.mp3}
 RESPONSE: Yes, I hear something. {bk06-l2a-f7-06-a.mp3}
 
-TEMPLATE: (no)
-PROMPT: Did you like something in the store? {bk06-l2a-f7-07-q.mp3}
+PROMPT: Did you like something in the store? — No. {bk06-l2a-f7-07.mp3}
 RESPONSE: No, I didn't like anything. {bk06-l2a-f7-07-a.mp3}
 
-TEMPLATE: (no)
-PROMPT: Did the teacher say anything? {bk06-l2a-f7-08-q.mp3}
+PROMPT: Did the teacher say anything? — No. {bk06-l2a-f7-08.mp3}
 RESPONSE: No, he didn't say anything. {bk06-l2a-f7-08-a.mp3}
 
-# Source: ST §Do You Want Something to Drink?
-$PRODUCE Ask and Answer: Something and Anything
+# Source: ST §Do You Want Anything?
+$DIALOGUE Do You Want Anything?
 ID: l2-s26
-INTRO: Your turn to build both halves. Ask a question with the cue verb and "anything", then answer it — yes or no, your choice. Say both aloud.
-INSTRUCTION: Ask and answer questions using "anything," "something," or "nothing" and the cue word.
+INTRO: Ten quick exchanges. Notice which word shows up in questions — and which one only appears after "don't" and "didn't".
+INSTRUCTION: Read the questions and answers.
+
+LINE: Does your friend want something? — No, he doesn't want anything.
+LINE: I want something for dessert. — Would you like some ice cream?
+LINE: Would you like to buy something? — Yes, I need a pen.
+LINE: I heard something. Did you hear anything? — No, I didn't.
+LINE: Did you buy anything? — Yes, I bought something.
+LINE: I saw something. — I didn't see anything.
+LINE: Can you think of something? — Yes, I'll think of something.
+LINE: Did you buy anything? — No, nothing. I didn't buy anything.
+LINE: I want to do something tonight. — Let's go to a movie.
+LINE: Are you doing anything this weekend? — No, let's do something.
+
+# Source: ST §Do You Want Something to Drink? (recast: bare verb cues replaced with about-yourself questions using the same verbs)
+$PRODUCE Answer About Yourself
+ID: l2-s27
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed question with "anything" or "something" using the cue verb, followed by a logical answer with "something," "anything," or "nothing" (e.g., "Yes, I bought something." or "No, I didn't buy anything."). Yes or no is the learner's choice.
+SHOW_PROMPT
+INTRO: Now you. Answer each question truthfully in a full sentence, using "something", "anything", or "nothing" correctly.
+INSTRUCTION: Answer the question aloud in a full sentence.
+RUBRIC: Any truthful yes/no answer about the learner is fine; the point is correct use of "something", "anything", or "nothing" — the wrong indefinite pronoun for the sentence type fails.
 
-EXAMPLE
-TEMPLATE: buy
-RESPONSE: Did you buy anything? Yes, I bought something.
+PROMPT: Did you buy anything yesterday?
+RESPONSE: No, I didn't buy anything yesterday.
 
-EXAMPLE
-TEMPLATE: learn
-RESPONSE: Did you learn something? No, I didn't learn anything.
+PROMPT: Do you want anything to drink right now?
+RESPONSE: Yes, I want something to drink.
 
-TEMPLATE: want
-RESPONSE: Do you want anything? Yes, I want something.
+PROMPT: Did you hear anything strange last night?
+RESPONSE: No, I didn't hear anything.
 
-TEMPLATE: get
-RESPONSE: Did you get anything? No, I didn't get anything.
+PROMPT: Are you doing anything this weekend?
+RESPONSE: Yes, I'm doing something with my family.
 
-TEMPLATE: hear
-RESPONSE: Did you hear anything? Yes, I heard something.
+PROMPT: Did you see anything interesting on TV yesterday?
+RESPONSE: No, I didn't see anything interesting.
 
-TEMPLATE: do
-RESPONSE: Are you going to do anything? No, I'm doing nothing.
+PROMPT: Did you order something at a restaurant this week?
+RESPONSE: Yes, I ordered something at a restaurant.
 
-TEMPLATE: see
-RESPONSE: Did you see anything? Yes, I saw something.
+PROMPT: Did you learn something new today?
+RESPONSE: Yes, I learned something new.
 
-TEMPLATE: order
-RESPONSE: Did you order anything? No, I didn't order anything.
-
-TEMPLATE: say
-RESPONSE: Did he say anything? Yes, he said something.
-
-TEMPLATE: bring
-RESPONSE: Did you bring anything? No, nothing.
-
-# Source: ST §Something Else | Anything Else | Nothing Else
+# Source: ST §Something Else, Anything Else, Nothing Else
 $DIALOGUE Something Else, Anything Else, Nothing Else
-ID: l2-s27
-INTRO: Add "else" and you get something else, anything else, and nothing else — very handy in restaurants, as you'll see later. Read the sentences.
+ID: l2-s28
+INTRO: Add the little word "else" and you're asking about more — more food, more drinks, more anything.
 INSTRUCTION: Read the sentences.
 
 VOCAB: anything else
 LINE: Jim studied all weekend. He didn't do anything else.
-
 LINE: I don't like coffee. Is there anything else to drink?
 
 VOCAB: something else
 LINE: John's blue suit was dirty. He had to wear something else.
-
 LINE: I saw that movie last week. Can we see something else?
 
 VOCAB: nothing else
 LINE: There's only one desk in the room. There's nothing else.
 
-# Source: LLA 2A Figure 5 — skills strand: weather and travel word pairs, placed before the dictation that uses them
-$DIALOGUE Word Pairs: Rain, Raincoat
-ID: 2a-f5
-INTRO: A pronunciation workout before the dictation — word pairs like rain and raincoat. Listen and repeat each pair, keeping the same amount of time for both words.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: ship, shipper {bk06-l2a-f5-01.mp3}
-LINE: wind, windy {bk06-l2a-f5-02.mp3}
-LINE: wait, waiter {bk06-l2a-f5-03.mp3}
-LINE: rain, raincoat {bk06-l2a-f5-04.mp3}
-LINE: late, later {bk06-l2a-f5-05.mp3}
-LINE: shine, shiny {bk06-l2a-f5-06.mp3}
-LINE: air, airport {bk06-l2a-f5-07.mp3}
-LINE: arrive, arrival {bk06-l2a-f5-08.mp3}
-LINE: cloud, cloudy {bk06-l2a-f5-09.mp3}
-LINE: depart, departure {bk06-l2a-f5-10.mp3}
-LINE: with, without {bk06-l2a-f5-11.mp3}
-LINE: sun, sunny {bk06-l2a-f5-12.mp3}
-
 # Source: LLA 2A Figure 8
-$PRODUCE Dictation: Weather Sentences
-ID: 2a-f8
+$PRODUCE Type the Sentences You Hear
+ID: 6-2a-f8
 INPUT: type
 CHECK: exact
-NORMALIZE: strict
-INTRO: Dictation time. Listen to each sentence and type exactly what you hear — capital letters and punctuation count here.
+HIDE_PROMPT
+INTRO: Time to write. Listen carefully and type each sentence exactly as you hear it.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: Yesterday it was cloudy and rainy. {bk06-l2a-f8-01.mp3}
@@ -528,335 +510,135 @@ RESPONSE: I think he will get a good score. {bk06-l2a-f8-07.mp3}
 PROMPT: The sun was out, and the sky was clear. {bk06-l2a-f8-08.mp3}
 RESPONSE: The sun was out, and the sky was clear. {bk06-l2a-f8-08.mp3}
 
-$LESSON 2-3: Tableware and "Would Like"
+$SESSION 2-3: At the Table and In the Restaurant
 
-# Source: LLA 2B Figure 1 (ST §What Are Those Things on the Table? dropped as TTS twin; its saucer line salvaged below)
-$DIALOGUE Tableware {page_037_001.jpg}
-ID: 2b-f1
-INTRO: New goal: eating out. We'll set the table first — forks, knives, spoons — and then learn the polite phrase "would like". Look at the picture, listen, and repeat.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 2B Figure 1 (+ "saucer" line salvaged from ST §What Are Those Things on the Table?)
+$DIALOGUE On the Table
+ID: 6-2b-f1
+INTRO: In this part you'll learn the words for things on the table and the people who bring them. Look at the table setting, then listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: fork
-LINE: We eat food with a fork. {bk06-l2b-f1-01.mp3}
+LINE: We eat food with a fork. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-01.mp3}
 
 VOCAB: plate
-LINE: The cook puts the food on a plate. {bk06-l2b-f1-02.mp3}
+LINE: The cook puts the food on a plate. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-02.mp3}
 
 VOCAB: glass
-LINE: She has water in her glass. {bk06-l2b-f1-03.mp3}
+LINE: She has water in her glass. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-03.mp3}
 
+VOCAB: to cut
 VOCAB: knife
-VOCAB: handle
-VOCAB: blade
-LINE: Cut the meat with a knife. All knives have a handle and a blade. {bk06-l2b-f1-04.mp3}
+LINE: Cut the meat with a knife. All knives have a handle and a blade. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-04.mp3}
 
 VOCAB: spoon
-LINE: He needs a spoon for his soup. {bk06-l2b-f1-05.mp3}
+LINE: He needs a spoon for his soup. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-05.mp3}
+
+VOCAB: saucer
+LINE: Sometimes we put a saucer under a cup. {st-page_049_001.jpg|A set of numbered tableware items including: 1. fork, 2. plate, 3. glass, 4. cup and saucer, 5. knife (5A. blade, 5B. handle), 6. spoon, 7. napkin}
 
 VOCAB: napkin
-LINE: Clean your fingers with your napkin. {bk06-l2b-f1-06.mp3}
-
-# Salvaged from ST §What Are Those Things on the Table? (item missing from the tape)
-VOCAB: saucer
-LINE: Sometimes we put a saucer under a cup. {st-page_049_001.jpg}
+LINE: Clean your fingers with your napkin. {page_037_001.jpg|A table set for a meal with labels pointing to various items: 1. FORK, 2. PLATE, 3. GLASS, 4. KNIFE (with sub-labels 4A. HANDLE, 4B. BLADE), 5. SPOON, and 6. NAPKIN.} {bk06-l2b-f1-06.mp3}
 
 # Source: LLA 2B Figure 2
-$SELECT Which Item Is It?
-ID: 2b-f2
-INTRO: Listen to a sentence about one of the items on the table. Tap the correct picture, then repeat the sentence.
+$SELECT Which One Do They Need?
+ID: 6-2b-f2
+HIDE_PROMPT
+INTRO: Listen to each sentence and tap the picture of the item you hear about. Then repeat the sentence.
 INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: a | spoon {page_038_001.jpg}
-OPTION: b | fork {page_038_002.jpg}
-OPTION: c | glass {page_038_003.jpg}
-OPTION: d | plate {page_038_004.jpg}
-OPTION: e | napkin {page_038_005.jpg}
-OPTION: f | knife {page_038_006.jpg}
+OPTION: a | spoon {page_038_001.jpg|A drawing of a spoon labeled "spoon"}
+OPTION: b | fork {page_038_002.jpg|A drawing of a fork labeled "fork"}
+OPTION: c | glass {page_038_003.jpg|A drawing of a glass labeled "glass"}
+OPTION: d | plate {page_038_004.jpg|A drawing of a plate labeled "plate"}
+OPTION: e | napkin {page_038_005.jpg|A drawing of a folded napkin labeled "napkin"}
+OPTION: f | knife {page_038_006.jpg|A drawing of a knife labeled "knife"}
 
-PROMPT: Tom needs a fork. {bk06-l2b-f2-01-q.mp3}
+PROMPT: Tom needs a fork. {bk06-l2b-f2-01.mp3}
 ANSWER: b
-FEEDBACK: Tom needs a fork. {bk06-l2b-f2-01-a.mp3}
+FEEDBACK: Tom needs a fork. {bk06-l2b-f2-01-fb.mp3}
 
-PROMPT: Sue wants a spoon for her coffee. {bk06-l2b-f2-02-q.mp3}
+PROMPT: Sue wants a spoon for her coffee. {bk06-l2b-f2-02.mp3}
 ANSWER: a
-FEEDBACK: Sue wants a spoon for her coffee. {bk06-l2b-f2-02-a.mp3}
+FEEDBACK: Sue wants a spoon for her coffee. {bk06-l2b-f2-02-fb.mp3}
 
-PROMPT: Can you bring me a knife? {bk06-l2b-f2-03-q.mp3}
+PROMPT: Can you bring me a knife? {bk06-l2b-f2-03.mp3}
 ANSWER: f
-FEEDBACK: Can you bring me a knife? {bk06-l2b-f2-03-a.mp3}
+FEEDBACK: Can you bring me a knife? {bk06-l2b-f2-03-fb.mp3}
 
-PROMPT: She wants a glass of tea. {bk06-l2b-f2-04-q.mp3}
+PROMPT: She wants a glass of tea. {bk06-l2b-f2-04.mp3}
 ANSWER: c
-FEEDBACK: She wants a glass of tea. {bk06-l2b-f2-04-a.mp3}
+FEEDBACK: She wants a glass of tea. {bk06-l2b-f2-04-fb.mp3}
 
-PROMPT: This plate is clean. {bk06-l2b-f2-05-q.mp3}
+PROMPT: This plate is clean. {bk06-l2b-f2-05.mp3}
 ANSWER: d
-FEEDBACK: This plate is clean. {bk06-l2b-f2-05-a.mp3}
+FEEDBACK: This plate is clean. {bk06-l2b-f2-05-fb.mp3}
 
-PROMPT: The napkin is white. {bk06-l2b-f2-06-q.mp3}
+PROMPT: The napkin is white. {bk06-l2b-f2-06.mp3}
 ANSWER: e
-FEEDBACK: The napkin is white. {bk06-l2b-f2-06-a.mp3}
+FEEDBACK: The napkin is white. {bk06-l2b-f2-06-fb.mp3}
 
-# Source: ST §Word Bank: Mary's Lunch
-$GRAMMAR Word Bank: Mary's Lunch
-ID: l2-s14
-INTRO: Here's a small word bank. Keep it in mind — you'll use it to complete a story about Mary's lunch.
-
-| | | |
-|---|---|---|
-| cuts | fork | knife |
-| napkin | plate | spoon |
-
-# Source: ST §Mary's Lunch
+# Source: ST §Mary's Lunch (word box named in the intro and instruction)
 $PRODUCE Mary's Lunch
-ID: l2-s15
-REFERENCE
-INTRO: Mary is having soup and a sandwich, and she needs the right tools for each. Complete the paragraph — type each missing word from the word bank.
-INSTRUCTION: Complete the paragraph with words from the box.
+ID: l2-s16
 INPUT: type
 CHECK: exact
+INTRO: Mary is having soup and a sandwich. Type the missing word in each sentence — choose from "fork", "plate", "knife", "spoon", "cut", and "napkin".
+INSTRUCTION: Type the missing word: fork, plate, knife, spoon, cut, or napkin.
 
 TEMPLATE: Mary is having lunch. She's having soup and a sandwich.
 TEMPLATE: Her sandwich is on her ____{plate}.
-RESPONSE: Mary is having lunch. She's having soup and a sandwich. Her sandwich is on her plate.
+RESPONSE: Her sandwich is on her plate.
 
-TEMPLATE: She ____{cuts} her sandwich with her ____{knife}.
+TEMPLATE: She ____{cuts} her sandwich with her knife.
 RESPONSE: She cuts her sandwich with her knife.
 
-TEMPLATE: She doesn't need a ____{fork} to eat it.
-RESPONSE: She doesn't need a fork to eat it.
+TEMPLATE: She doesn't need a ____{fork} to eat it. She can eat it with her fingers.
+RESPONSE: She doesn't need a fork to eat it. She can eat it with her fingers.
 
-TEMPLATE: She can eat it with her fingers.
 TEMPLATE: She needs a ____{spoon} to eat her soup.
-RESPONSE: She can eat it with her fingers. She needs a spoon to eat her soup.
+RESPONSE: She needs a spoon to eat her soup.
 
-TEMPLATE: She wants to put a little butter on her bread.
-TEMPLATE: She needs a ____{knife} to do that.
+TEMPLATE: She wants to put a little butter on her bread. She needs a ____{knife} to do that.
 RESPONSE: She wants to put a little butter on her bread. She needs a knife to do that.
 
 TEMPLATE: Mary wipes her mouth and fingers with her ____{napkin}.
 RESPONSE: Mary wipes her mouth and fingers with her napkin.
 
-# Source: ST §Would Like (To) — merged with LLA 2B Figure 4 contraction chart (TTS twin)
-$GRAMMAR Would Like (To)
-ID: l2-s20
-INTRO: "I want coffee" works, but "I'd like some coffee" gets you better service. Study the pattern and its contractions.
-
-**Would like** is a polite way to say "want."
-
-| | |
-|---|---|
-| **I would like** | **some chocolate ice cream.** |
-| **I would like to have** | |
-
-**Contractions:**
-I would like (to) = **I'd like (to)**
-You would like (to) = **You'd like (to)**
-He would like (to) = **He'd like (to)**
-She would like (to) = **She'd like (to)**
-We would like (to) = **We'd like (to)**
-They would like (to) = **They'd like (to)**
-
-In questions, **would** comes first:
-
-| | Would | I / you / he / she / we / they | like (to) ...? |
-|---|---|---|---|
-| **How** / **What** / **Who** / **When** / **Where** | **would** | | |
-
-Examples: {Would you like some coffee?} — {What would you like to do?} — {I'd like to order now.}
-
-# Source: LLA 2B Figure 3
-$PRODUCE From "Wants" to "Would Like"
-ID: 2b-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Now practice the upgrade. Listen to the sentence with "wants" and change it to "would like", then repeat the correct answer.
-INSTRUCTION: Change the sentence using "would like".
-REPEAT
-
-EXAMPLE
-PROMPT: Jack wants a cup of coffee. {bk06-l2b-f3-ex1-q.mp3}
-RESPONSE: Jack would like a cup of coffee. {bk06-l2b-f3-ex1-a.mp3}
-
-EXAMPLE
-PROMPT: Mary wants to travel. {bk06-l2b-f3-ex2-q.mp3}
-RESPONSE: Mary would like to travel. {bk06-l2b-f3-ex2-a.mp3}
-
-PROMPT: Ted wants a hamburger. {bk06-l2b-f3-01-q.mp3}
-RESPONSE: Ted would like a hamburger. {bk06-l2b-f3-01-a.mp3}
-
-PROMPT: Dan wants some chicken. {bk06-l2b-f3-02-q.mp3}
-RESPONSE: Dan would like some chicken. {bk06-l2b-f3-02-a.mp3}
-
-PROMPT: Ann wants some milk. {bk06-l2b-f3-03-q.mp3}
-RESPONSE: Ann would like some milk. {bk06-l2b-f3-03-a.mp3}
-
-PROMPT: The students want to get a good score. {bk06-l2b-f3-04-q.mp3}
-RESPONSE: The students would like to get a good score. {bk06-l2b-f3-04-a.mp3}
-
-PROMPT: John and I want to see a movie. {bk06-l2b-f3-05-q.mp3}
-RESPONSE: John and I would like to see a movie. {bk06-l2b-f3-05-a.mp3}
-
-PROMPT: The teacher wants to take a break. {bk06-l2b-f3-06-q.mp3}
-RESPONSE: The teacher would like to take a break. {bk06-l2b-f3-06-a.mp3}
-
-# Source: LLA 2B Figure 4 (Part 2)
-$DIALOGUE Contractions Practice: I'd, You'd, He'd
-ID: 2b-f4-b
-INTRO: Now the contractions, straight through — everyone would like some coffee and a good score. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: I'd like some coffee. {bk06-l2b-f4-01.mp3}
-LINE: You'd like some coffee. {bk06-l2b-f4-02.mp3}
-LINE: He'd like some coffee. {bk06-l2b-f4-03.mp3}
-LINE: She'd like some coffee. {bk06-l2b-f4-04.mp3}
-LINE: We'd like some coffee. {bk06-l2b-f4-05.mp3}
-LINE: They'd like some coffee. {bk06-l2b-f4-06.mp3}
-LINE: I'd like to get a good score. {bk06-l2b-f4-07.mp3}
-LINE: You'd like to get a good score. {bk06-l2b-f4-08.mp3}
-LINE: He'd like to get a good score. {bk06-l2b-f4-09.mp3}
-LINE: She'd like to get a good score. {bk06-l2b-f4-10.mp3}
-LINE: We'd like to get a good score. {bk06-l2b-f4-11.mp3}
-LINE: They'd like to get a good score. {bk06-l2b-f4-12.mp3}
-
-# Source: ST §Would Like
-$DIALOGUE Would Like in Questions and Answers
-ID: l2-s21
-INTRO: The same pattern, now in questions and answers. Repeat each sentence.
-INSTRUCTION: Repeat the sentences.
-REPEAT
-
-LINE: We'd like some breakfast.
-LINE: Would he like some water? Yes, he'd like some cold water.
-LINE: They'd like to order now.
-LINE: What would you like to do? I'd like to travel to your country.
-LINE: What would you like for dinner?
-LINE: Would you like some vanilla ice cream? Yes, I'd like some.
-LINE: When would you like to eat?
-
-# SKIPPED (book): "I'D LIKE....I WANT...." — instructor-read transformation drill with no printed
-# stimuli; the recorded equivalent is 2b-f3 above. "WOULD YOU LIKE SOME BREAD?" — instructor-read
-# Q&A drill with no printed stimuli. Dropped.
-
-# Source: LLA 2B Figure 5
-$PRODUCE Answer with a Contraction
-ID: 2b-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to the question and its cue, answer aloud using a contraction like "she'd" or "we'd", then repeat the correct answer.
-INSTRUCTION: Answer aloud using a contraction.
-REPEAT
-
-EXAMPLE
-PROMPT: Who would like to go to the library? They. {bk06-l2b-f5-ex-q.mp3}
-RESPONSE: They'd like to go to the library. {bk06-l2b-f5-ex-a.mp3}
-
-PROMPT: What would Anne like? A cup of coffee. {bk06-l2b-f5-01-q.mp3}
-RESPONSE: She'd like a cup of coffee. {bk06-l2b-f5-01-a.mp3}
-
-PROMPT: Where would John like to go? To New York. {bk06-l2b-f5-02-q.mp3}
-RESPONSE: He'd like to go to New York. {bk06-l2b-f5-02-a.mp3}
-
-PROMPT: When would you like to study? Tonight. {bk06-l2b-f5-03-q.mp3}
-RESPONSE: I'd like to study tonight. {bk06-l2b-f5-03-a.mp3}
-
-PROMPT: What would you and Sam like? A sandwich. {bk06-l2b-f5-04-q.mp3}
-RESPONSE: We'd like a sandwich. {bk06-l2b-f5-04-a.mp3}
-
-PROMPT: Who would like to play? They. {bk06-l2b-f5-05-q.mp3}
-RESPONSE: They'd like to play. {bk06-l2b-f5-05-a.mp3}
-
-PROMPT: When would he like to watch TV? At 8 o'clock. {bk06-l2b-f5-06-q.mp3}
-RESPONSE: He'd like to watch TV at 8 o'clock. {bk06-l2b-f5-06-a.mp3}
-
-# Source: ST §I'd Like to Eat Now.
-$PRODUCE Ask and Answer with "Would Like"
-ID: l2-s22
-INTRO: Now build both sides yourself: turn the cue words into a "would like" question, then answer it any way you like. Say both aloud.
-INSTRUCTION: Ask and answer questions like the examples.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed "would like" question built from the cue words, followed by any logical answer using "would like". The question form is the point — a malformed question fails; the answer content is free.
-
-EXAMPLE
-TEMPLATE: what/eat
-RESPONSE: What would you like to eat? I'd like to eat some soup.
-
-EXAMPLE
-TEMPLATE: where/live
-RESPONSE: Where would you like to live? We'd like to live in Hawaii.
-
-TEMPLATE: when/leave
-RESPONSE: When would you like to leave? I'd like to leave tomorrow.
-
-TEMPLATE: where/go
-RESPONSE: Where would you like to go? We'd like to go to the beach.
-
-TEMPLATE: what/watch
-RESPONSE: What would you like to watch? I'd like to watch a movie.
-
-TEMPLATE: how many tickets
-RESPONSE: How many tickets would you like? I'd like two tickets.
-
-TEMPLATE: when/travel to California
-RESPONSE: When would you like to travel to California? I'd like to travel there next week.
-
-TEMPLATE: where/eat lunch
-RESPONSE: Where would you like to eat lunch? I'd like to eat at a restaurant.
-
-TEMPLATE: what/play
-RESPONSE: What would you like to play? I'd like to play tennis.
-
-TEMPLATE: how/go
-RESPONSE: How would you like to go? I'd like to go by bus.
-
-TEMPLATE: what/for breakfast
-RESPONSE: What would you like for breakfast? I'd like eggs and toast.
-
-TEMPLATE: how many pieces of toast
-RESPONSE: How many pieces of toast would you like? I'd like two pieces.
-
-$LESSON 2-4: At the Restaurant
-
-# Source: LLA 2B Figure 6 (ST §At a Restaurant dropped as TTS twin — same words, same role)
-$DIALOGUE At the Restaurant: Tom and Mary
-ID: 2b-f6
-INTRO: This part puts you in a restaurant. Tom and Mary run the room — waiter, waitress, menu, order, check, and the all-important tip. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 2B Figure 6
+$DIALOGUE Tom and Mary at the Restaurant
+ID: 6-2b-f6
+INTRO: Tom and Mary work at Mac's Restaurant — plates in, tips out. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: waiter
 VOCAB: waitress
-LINE: Tom and Mary work in a restaurant. Tom is a waiter. Mary is a waitress. {page_040_001.jpg} {bk06-l2b-f6-01.mp3}
+LINE: Tom and Mary work in a restaurant. Tom is a waiter. Mary is a waitress. {page_040_001.jpg|Tom, a waiter holding a stack of plates, and Mary, a waitress holding a book labeled "MAC'S"} {bk06-l2b-f6-01.mp3}
 
 VOCAB: menu
-VOCAB: order
-LINE: Mary brought the menu to her customers. They will order their food from the menu. {page_040_002.jpg} {bk06-l2b-f6-02.mp3}
+VOCAB: to order
+LINE: Mary brought the menu to her customers. They will order their food from the menu. {page_040_002.jpg|A restaurant menu with "MAC'S" on the cover and "MENU" written on it} {bk06-l2b-f6-02.mp3}
 
-VOCAB: took their order
 VOCAB: delicious
-LINE: Tom is bringing the food to his customers. He took their order 10 minutes ago. They think their food will be delicious. {page_040_003.jpg} {bk06-l2b-f6-03.mp3}
+LINE: Tom is bringing the food to his customers. He took their order 10 minutes ago. They think their food will be delicious. {page_040_003.jpg|A waiter serving food under a domed cover to customers at a table, one customer has a thought bubble saying "MMMM!"} {bk06-l2b-f6-03.mp3}
 
 VOCAB: later
-VOCAB: takes their order
 VOCAB: awful
-VOCAB: anything
-LINE: Later on, Mary is with her customers. She takes their order. Mrs. Hill thinks onions are awful. She doesn't want anything with onions. {page_041_001.jpg} {bk06-l2b-f6-04.mp3}
+LINE: Later on, Mary is with her customers. She takes their order. Mrs. Hill thinks onions are awful. She doesn't want anything with onions. {page_041_001.jpg|A waiter and waitress attending to customers at a restaurant table; one customer thinks of a crossed-out onion, and a receipt labeled "MAC'S RESTAURANT CHECK" is displayed in a circle inset.} {bk06-l2b-f6-04.mp3}
 
 VOCAB: check
-VOCAB: leaving
 VOCAB: tip
-LINE: Tom brought his customers the check. They're leaving him a tip. {page_041_001.jpg} {bk06-l2b-f6-05.mp3}
+LINE: Tom brought his customers the check. They're leaving him a tip. {page_041_001.jpg|A waiter and waitress attending to customers at a restaurant table; one customer thinks of a crossed-out onion, and a receipt labeled "MAC'S RESTAURANT CHECK" is displayed in a circle inset.} {bk06-l2b-f6-05.mp3}
 
-# Source: LLA 2B Figure 6 (Part 2)
-$PRODUCE Questions About Tom and Mary
-ID: 2b-f6-b
-REFERENCE
-INTRO: Answer the questions about Tom, Mary, and their customers aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 2B Figure 6
+$PRODUCE Questions About the Restaurant
+ID: 6-2b-f6-q
+REFERENCE: 6-2b-f6
+INTRO: Answer the questions about Tom, Mary, and their customers aloud in a full sentence, then repeat the model. The story is a tap away.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -898,9 +680,10 @@ PROMPT: What do the customers leave for Tom? {bk06-l2b-f6-17-q.mp3}
 RESPONSE: They leave a tip for Tom. {bk06-l2b-f6-17-a.mp3}
 
 # Source: LLA 2B Figure 7
-$SELECT Who Does What in a Restaurant?
-ID: 2b-f7
-INTRO: A quick check on the restaurant words. Listen to each question, tap the correct answer, and then repeat it.
+$SELECT Restaurant Words
+ID: 6-2b-f7
+HIDE_PROMPT
+INTRO: Quick check on the restaurant words. Listen to each question, tap the correct answer, then repeat the complete answer.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
@@ -948,9 +731,9 @@ FEEDBACK: Yes, it was delicious. {bk06-l2b-f7-06-a.mp3}
 
 # Source: ST §Can We Read These Later?
 $DIALOGUE Sure, Later, Delicious, Awful
-ID: l2-s17
-INTRO: Four everyday words: sure, later, delicious — and awful, for when the French fries let you down. Repeat the words and read the sentences.
-INSTRUCTION: Repeat the words. Read the sentences.
+ID: l2-s18
+INTRO: Four small words that do a lot of work at the dinner table. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: sure
@@ -967,38 +750,34 @@ LINE: The chicken was delicious.
 LINE: The French fries at the snack bar are awful. They're bad.
 LINE: The weather was bad yesterday. It was awful.
 
-# Source: ST §The Food There Is Delicious.
+# Source: ST §The Food There Is Delicious (menu image salvaged from ST §At a Restaurant)
 $DIALOGUE The Food There Is Delicious
-ID: l2-s18
-INTRO: The Lamb family's last dinner before Lt Lamb goes back to his base. They chose the restaurant carefully. Read the paragraph.
-INSTRUCTION: Read the paragraph.
-
-LINE: Lt Lamb will go back to his base tomorrow morning.
-LINE: He and his family will go to a restaurant later this evening.
-LINE: They'll go to a Mexican restaurant.
-LINE: They know the cooks, the waiters, and waitresses in that restaurant.
-LINE: They know the menu very well.
-LINE: The food is always delicious.
-LINE: It's never awful.
-LINE: They think that their food will be good.
-LINE: They're sure that it'll be delicious.
-
-# Source: ST §Answer About the Restaurant
-$PRODUCE Questions About the Lambs' Restaurant
 ID: l2-s19
-REFERENCE
-INTRO: Answer the questions about the Lambs' dinner plans aloud. The paragraph is there to check.
-INSTRUCTION: Answer the questions about the paragraph.
-INPUT: speak
+INTRO: Before Lt Lamb leaves again, the family is going out for Mexican food. Listen to the paragraph.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Lt Lamb will go back to his base tomorrow morning.
+Narrator: He and his family will go to a restaurant later this evening. They'll go to a Mexican restaurant.
+Narrator: They know the cooks, the waiters, and waitresses in that restaurant. They know the menu very well. {st-page_050_001.jpg|A menu showing sections for Appetizers, Soups, Salads, Beef, Seafood, Poultry, and Desserts}
+Narrator: The food is always delicious. It's never awful.
+Narrator: They think that their food will be good. They're sure that it'll be delicious.
+
+# Source: ST §The Food There Is Delicious (one question with no basis in the paragraph dropped)
+$PRODUCE Questions About the Lambs' Dinner
+ID: l2-s20
+REFERENCE: l2-s19
+INTRO: Answer the questions about the Lambs' dinner plans. Type complete sentences — the paragraph is a tap away.
+INSTRUCTION: Type a complete answer.
+INPUT: type
 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: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
 
 PROMPT: Are the Lambs going to the restaurant now?
-RESPONSE: No, they will go later this evening.
+RESPONSE: No, they're going later this evening.
 
 PROMPT: Who do the Lambs know there?
-RESPONSE: They know the cooks, the waiters, and waitresses.
+RESPONSE: They know the cooks, the waiters, and the waitresses.
 
 PROMPT: Do they know the menu, too?
 RESPONSE: Yes, they know the menu very well.
@@ -1006,90 +785,287 @@ RESPONSE: Yes, they know the menu very well.
 PROMPT: How's the food?
 RESPONSE: The food is always delicious.
 
-PROMPT: How's the food at some mess halls?
-RESPONSE: It is awful.
+$SESSION 2-4: Would Like
 
-# Source: LLA 2C Figure 7 — placed here as the restaurant application of "would like"
-$PRODUCE Make the Offer with "Would Like"
-ID: 2c-f7
+# Source: ST §Would Like (To) + LLA 2B Figure 4 grammar table (merged into cards)
+$GRAMMAR Would Like (To)
+ID: l2-s21
+INTRO: In this part you'll learn the polite way to ask for things. "Want" works — "would like" gets better service.
+
+CARD: **Would like** is a polite way to say **want**.
+{I want some chocolate ice cream.}
+{I would like some chocolate ice cream.}
+{I would like to have some chocolate ice cream.}
+
+CARD: In speech, **would** shrinks to **'d**.
+{I'd like some coffee.}
+{She'd like some coffee.}
+{They'd like to order now.}
+
+CARD: For a question, put **would** before the person.
+{Would you like some vanilla ice cream?}
+{Yes, I'd like some.}
+
+CARD: Question words go first.
+{What would you like to do?}
+{When would you like to eat?}
+
+SUMMARY:
+| Full form | Contraction |
+|---|---|
+| I would like (to) | I'd like (to) |
+| you would like (to) | you'd like (to) |
+| he would like (to) | he'd like (to) |
+| she would like (to) | she'd like (to) |
+| we would like (to) | we'd like (to) |
+| they would like (to) | they'd like (to) |
+
+| | Would | I / you / he / she / we / they | like (to) ...? |
+|---|---|---|---|
+| **How / What / Who / When / Where** | **would** | **I / you / he / she / we / they** | **like (to) ...?** |
+
+# SKIPPED (book): "I'D LIKE....I WANT...." (p. 53) — oral transformation drill with instructor-read stimuli; the cassette drill below practices the same change.
+
+# Source: LLA 2B Figure 3
+$PRODUCE Change "Wants" to "Would Like"
+ID: 6-2b-f3
+INTRO: Listen to the sentence with "wants" or "wants to". Make it polite — change it to "would like" or "would like to" — then repeat the model.
+INSTRUCTION: Say the sentence using "would like" or "would like to".
 INPUT: speak
 CHECK: reveal
-INTRO: Now you're the waiter. Listen to the cue and ask a question with "would like" — offering something, or asking if someone wants to do something. Then repeat the model.
-INSTRUCTION: Ask a question with "would like".
 REPEAT
 
 EXAMPLE
-TEMPLATE: a cup of tea
+PROMPT: Jack wants a cup of coffee. {bk06-l2b-f3-ex1-q.mp3}
+RESPONSE: Jack would like a cup of coffee. {bk06-l2b-f3-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Mary wants to travel. {bk06-l2b-f3-ex2-q.mp3}
+RESPONSE: Mary would like to travel. {bk06-l2b-f3-ex2-a.mp3}
+
+PROMPT: Ted wants a hamburger. {bk06-l2b-f3-01-q.mp3}
+RESPONSE: Ted would like a hamburger. {bk06-l2b-f3-01-a.mp3}
+
+PROMPT: Dan wants some chicken. {bk06-l2b-f3-02-q.mp3}
+RESPONSE: Dan would like some chicken. {bk06-l2b-f3-02-a.mp3}
+
+PROMPT: Ann wants some milk. {bk06-l2b-f3-03-q.mp3}
+RESPONSE: Ann would like some milk. {bk06-l2b-f3-03-a.mp3}
+
+PROMPT: The students want to get a good score. {bk06-l2b-f3-04-q.mp3}
+RESPONSE: The students would like to get a good score. {bk06-l2b-f3-04-a.mp3}
+
+PROMPT: John and I want to see a movie. {bk06-l2b-f3-05-q.mp3}
+RESPONSE: John and I would like to see a movie. {bk06-l2b-f3-05-a.mp3}
+
+PROMPT: The teacher wants to take a break. {bk06-l2b-f3-06-q.mp3}
+RESPONSE: The teacher would like to take a break. {bk06-l2b-f3-06-a.mp3}
+
+# Source: LLA 2B Figure 4
+$DIALOGUE I'd Like, You'd Like
+ID: 6-2b-f4
+INTRO: Now run through the contractions — the same sentence, six owners. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: I'd like some coffee. {bk06-l2b-f4-01.mp3}
+LINE: You'd like some coffee. {bk06-l2b-f4-02.mp3}
+LINE: He'd like some coffee. {bk06-l2b-f4-03.mp3}
+LINE: She'd like some coffee. {bk06-l2b-f4-04.mp3}
+LINE: We'd like some coffee. {bk06-l2b-f4-05.mp3}
+LINE: They'd like some coffee. {bk06-l2b-f4-06.mp3}
+
+LINE: I'd like to get a good score. {bk06-l2b-f4-07.mp3}
+LINE: You'd like to get a good score. {bk06-l2b-f4-08.mp3}
+LINE: He'd like to get a good score. {bk06-l2b-f4-09.mp3}
+LINE: She'd like to get a good score. {bk06-l2b-f4-10.mp3}
+LINE: We'd like to get a good score. {bk06-l2b-f4-11.mp3}
+LINE: They'd like to get a good score. {bk06-l2b-f4-12.mp3}
+
+# Source: ST §Would Like (To): Examples
+$DIALOGUE Would Like: Questions and Answers
+ID: l2-s22
+INTRO: A few more examples — this time with questions. Repeat each one.
+INSTRUCTION: Repeat the sentences.
+REPEAT
+
+LINE: We'd like some breakfast.
+LINE: Would he like some water? — Yes, he'd like some cold water.
+LINE: They'd like to order now.
+LINE: What would you like to do? — I'd like to travel to your country.
+LINE: What would you like for dinner?
+LINE: Would you like some vanilla ice cream? — Yes, I'd like some.
+LINE: When would you like to eat?
+
+# Source: LLA 2B Figure 5
+$PRODUCE Answer with a Contraction
+ID: 6-2b-f5
+INTRO: Listen to each question and its short cue. Answer with a contraction — "I'd", "he'd", "they'd" — then repeat the model.
+INSTRUCTION: Answer using a contraction with "would like".
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: Who would like to go to the library? (they)
+PROMPT: Who would like to go to the library? — They. {bk06-l2b-f5-ex-q.mp3}
+RESPONSE: They'd like to go to the library. {bk06-l2b-f5-ex-a.mp3}
+
+TEMPLATE: What would Ann like? (a cup of coffee)
+PROMPT: What would Ann like? — A cup of coffee. {bk06-l2b-f5-01-q.mp3}
+RESPONSE: She'd like a cup of coffee. {bk06-l2b-f5-01-a.mp3}
+
+TEMPLATE: Where would John like to go? (to New York)
+PROMPT: Where would John like to go? — To New York. {bk06-l2b-f5-02-q.mp3}
+RESPONSE: He'd like to go to New York. {bk06-l2b-f5-02-a.mp3}
+
+TEMPLATE: When would you like to study? (tonight)
+PROMPT: When would you like to study? — Tonight. {bk06-l2b-f5-03-q.mp3}
+RESPONSE: I'd like to study tonight. {bk06-l2b-f5-03-a.mp3}
+
+TEMPLATE: What would you and Sam like? (a sandwich)
+PROMPT: What would you and Sam like? — A sandwich. {bk06-l2b-f5-04-q.mp3}
+RESPONSE: We'd like a sandwich. {bk06-l2b-f5-04-a.mp3}
+
+TEMPLATE: Who would like to play? (they)
+PROMPT: Who would like to play? — They. {bk06-l2b-f5-05-q.mp3}
+RESPONSE: They'd like to play. {bk06-l2b-f5-05-a.mp3}
+
+TEMPLATE: When would he like to watch TV? (at 8 o'clock)
+PROMPT: When would he like to watch TV? — At 8 o'clock. {bk06-l2b-f5-06-q.mp3}
+RESPONSE: He'd like to watch TV at 8 o'clock. {bk06-l2b-f5-06-a.mp3}
+
+# Source: LLA 2C Figure 7
+$PRODUCE Make an Offer with "Would You Like"
+ID: 6-2c-f7
+INTRO: Now you're the one offering. Read the words on the screen, listen to the subject pronoun, and ask a question with "would like". Then repeat the model question.
+INSTRUCTION: Ask a question with "would like" aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: a cup of tea (you)
 PROMPT: A cup of tea, you. {bk06-l2c-f7-ex-q.mp3}
 RESPONSE: Would you like a cup of tea? {bk06-l2c-f7-ex-a.mp3}
 
-TEMPLATE: a glass of water
+TEMPLATE: a glass of water (you)
 PROMPT: A glass of water, you. {bk06-l2c-f7-01-q.mp3}
 RESPONSE: Would you like a glass of water? {bk06-l2c-f7-01-a.mp3}
 
-TEMPLATE: a cup of coffee
+TEMPLATE: a cup of coffee (she)
 PROMPT: A cup of coffee, she. {bk06-l2c-f7-02-q.mp3}
 RESPONSE: Would she like a cup of coffee? {bk06-l2c-f7-02-a.mp3}
 
-TEMPLATE: to order now
+TEMPLATE: to order now (you)
 PROMPT: To order now, you. {bk06-l2c-f7-03-q.mp3}
 RESPONSE: Would you like to order now? {bk06-l2c-f7-03-a.mp3}
 
-TEMPLATE: a snack
+TEMPLATE: a snack (he)
 PROMPT: A snack, he. {bk06-l2c-f7-04-q.mp3}
 RESPONSE: Would he like a snack? {bk06-l2c-f7-04-a.mp3}
 
-TEMPLATE: to see a menu
+TEMPLATE: to see a menu (they)
 PROMPT: To see a menu, they. {bk06-l2c-f7-05-q.mp3}
 RESPONSE: Would they like to see a menu? {bk06-l2c-f7-05-a.mp3}
 
-TEMPLATE: to order dessert
+TEMPLATE: to order dessert (she)
 PROMPT: To order dessert, she. {bk06-l2c-f7-06-q.mp3}
 RESPONSE: Would she like to order dessert? {bk06-l2c-f7-06-a.mp3}
 
-TEMPLATE: something to drink
+TEMPLATE: something to drink (you)
 PROMPT: Something to drink, you. {bk06-l2c-f7-07-q.mp3}
 RESPONSE: Would you like something to drink? {bk06-l2c-f7-07-a.mp3}
 
-TEMPLATE: tea
+TEMPLATE: tea (he)
 PROMPT: Tea, he. {bk06-l2c-f7-08-q.mp3}
 RESPONSE: Would he like some tea? {bk06-l2c-f7-08-a.mp3}
 
 # Source: LLA 2C Figure 8
-$PRODUCE Ask About the Details
-ID: 2c-f8
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to two statements about what someone would like. Then ask the questions that fit the question words on the screen — who, what, when, or where.
-INSTRUCTION: Ask the questions aloud.
+$PRODUCE Complete the Questions
+ID: 6-2c-f8
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Listen to the statements and type the missing words to complete each question with "would like".
+INSTRUCTION: Type the missing words to complete the questions.
 
 EXAMPLE
-TEMPLATE: (Ed would like to go to New York. He'd like to go next month.)
-TEMPLATE: Who ___________________________
-TEMPLATE: When ___________________________
-PROMPT: Ed would like to go to New York. He'd like to go next month. {bk06-l2c-f8-ex-s.mp3}
-RESPONSE: Who would like to go to New York? When would he like to go to New York? {bk06-l2c-f8-ex-a.mp3}
+PROMPT: Ed would like to go to New York. He'd like to go next month. {bk06-l2c-f8-ex-q.mp3}
+TEMPLATE: Who ____{would like to go to} New York?
+TEMPLATE: When ____{would he like to go to} New York?
+RESPONSE: Who would like to go to New York?\nWhen would he like to go to New York?
 
-TEMPLATE: What ___________________________
-TEMPLATE: Where ___________________________
-PROMPT: Anne would like to eat. She'd like to go to a restaurant. {bk06-l2c-f8-01-s.mp3}
-RESPONSE: What would Anne like to do? Where would Anne like to go? {bk06-l2c-f8-01-a.mp3}
+PROMPT: Anne would like to eat. She'd like to go to a restaurant. {bk06-l2c-f8-01-q.mp3}
+TEMPLATE: What ____{would Anne like to do|would she like to do}?
+TEMPLATE: Where ____{would Anne like to go|would she like to go}?
+RESPONSE: What would Anne like to do?\nWhere would Anne like to go?
 
-TEMPLATE: What ___________________________
-TEMPLATE: When ___________________________
-PROMPT: Mary would like some chicken. She'd like her chicken right now. {bk06-l2c-f8-02-s.mp3}
-RESPONSE: What would Mary like? When would she like her chicken? {bk06-l2c-f8-02-a.mp3}
+PROMPT: Mary would like some chicken. She'd like her chicken right now. {bk06-l2c-f8-02-q.mp3}
+TEMPLATE: What ____{would Mary like|would she like}?
+TEMPLATE: When ____{would she like her chicken|would Mary like her chicken}?
+RESPONSE: What would Mary like?\nWhen would she like her chicken?
 
-TEMPLATE: Who ___________________________
-TEMPLATE: Where ___________________________
-PROMPT: Bill would like to get a hamburger. He'd like to go to the snack bar. {bk06-l2c-f8-03-s.mp3}
-RESPONSE: Who would like to get a hamburger? Where would he like to go? {bk06-l2c-f8-03-a.mp3}
+PROMPT: Bill would like to get a hamburger. He'd like to go to the snack bar. {bk06-l2c-f8-03-q.mp3}
+TEMPLATE: Who ____{would like to get a hamburger}?
+TEMPLATE: Where ____{would he like to go|would Bill like to go}?
+RESPONSE: Who would like to get a hamburger?\nWhere would he like to go?
+
+# Source: ST §I'd Like to Eat Now.
+$PRODUCE Ask and Answer with "Would Like"
+ID: l2-s23
+INTRO: Use the question word and verb to make a "would like" question — then answer it for yourself, any way you like.
+INSTRUCTION: Ask a question with "would like", then answer it.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any well-formed question using "would like" and a logical corresponding answer using "would like" / "'d like".
+
+EXAMPLE
+PROMPT: what/eat
+RESPONSE: What would you like to eat?\n— I'd like to eat some soup.
+
+EXAMPLE
+PROMPT: where/live
+RESPONSE: Where would you like to live?\n— We'd like to live in Hawaii.
+
+PROMPT: when/leave
+RESPONSE: When would you like to leave?\n— I'd like to leave at noon.
+
+PROMPT: where/go
+RESPONSE: Where would you like to go?\n— I'd like to go downtown.
+
+PROMPT: what/watch
+RESPONSE: What would you like to watch?\n— I'd like to watch television.
+
+PROMPT: how many tickets
+RESPONSE: How many tickets would you like?\n— I'd like two tickets, please.
+
+PROMPT: when/travel to California
+RESPONSE: When would you like to travel to California?\n— I'd like to travel to California next summer.
+
+PROMPT: where/eat lunch
+RESPONSE: Where would you like to eat lunch?\n— I'd like to eat lunch at the snack bar.
+
+PROMPT: what/play
+RESPONSE: What would you like to play?\n— I'd like to play soccer.
+
+PROMPT: how/go
+RESPONSE: How would you like to go?\n— I'd like to go by car.
+
+PROMPT: what/for breakfast
+RESPONSE: What would you like for breakfast?\n— I'd like eggs and toast.
+
+PROMPT: how many pieces of toast
+RESPONSE: How many pieces of toast would you like?\n— I'd like two pieces of toast.
+
+# SKIPPED (book): "WOULD YOU LIKE SOME BREAD?" (p. 53) — open classroom partner drill.
 
 # Source: ST §Anything Else?
 $DIALOGUE Anything Else?
-ID: l2-s28
-INTRO: A waiter and the Bean family — three ways to say whether you want anything else. Listen and repeat the dialog.
-INSTRUCTION: Listen and repeat the dialog.
+ID: l2-s29
+INTRO: The Bean family is finishing dinner, and the waiter has one favorite question. Listen and repeat each line.
+INSTRUCTION: Repeat the dialog.
 REPEAT
 
 Waiter: Do you want anything else, sir?
@@ -1103,9 +1079,9 @@ Miss_Bean: No, thank you. I don't want anything else.
 
 # Source: ST §He Ordered Fish.
 $DIALOGUE He Ordered Fish
-ID: l2-s29
-INTRO: John orders a whole meal, from the fish to the check. Listen and repeat each line — this is your script for real restaurants.
-INSTRUCTION: Listen and repeat the dialogs.
+ID: l2-s30
+INTRO: John orders dinner, then dessert, then the check — the whole restaurant story in one visit. Repeat each line.
+INSTRUCTION: Repeat the dialogs.
 REPEAT
 
 Waiter: Would you like to order now?
@@ -1130,254 +1106,310 @@ John: Yes, please bring me some coffee, too.
 Waiter: Anything else?
 John: No. Just bring me the check, please.
 
-# SKIPPED (book): "LET'S ORDER SOMETHING TO EAT." — menu + blank restaurant check form; the learner
-# invents and writes a customer's order (open, co-constructed role-play with no printed source
-# determining the items). Dropped.
+# SKIPPED (book): "LET'S ORDER SOMETHING TO EAT." (p. 60) — classroom partner role-play ordering from a menu and filling out a guest check.
 
-$LESSON 2-5: Object Pronouns — Me, Him, Her, Us, Them
+# Source: LLA 2B Figure 9
+$DIALOGUE Sentence Rhythm
+ID: 6-2b-f9
+INTRO: Listen to each pair of sentences — the capital letters show the beats. Repeat each line and keep the rhythm, even when extra words squeeze in.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-# Source: ST §Me, Him, Her, Them, Us + §He Walked to School With Me. (grammar boxes, merged)
-$GRAMMAR Me, Him, Her, Us, Them
+LINE: I want SOMEthing to EAT. {bk06-l2b-f9-01a.mp3}
+LINE: I don't want ANYthing to EAT. {bk06-l2b-f9-01b.mp3}
+
+LINE: He HAS to go withOUT her. {bk06-l2b-f9-02a.mp3}
+LINE: He'll HAVE to go withOUT her. {bk06-l2b-f9-02b.mp3}
+
+LINE: He LEFT a TIP. {bk06-l2b-f9-03a.mp3}
+LINE: He'll LEAVE a good TIP. {bk06-l2b-f9-03b.mp3}
+
+LINE: The WAIter brought a PLATE and a NAPkin. {bk06-l2b-f9-04a.mp3}
+LINE: The WAIter will bring a PLATE and a NAPkin. {bk06-l2b-f9-04b.mp3}
+
+LINE: He CUT the MEAT with a KNIFE. {bk06-l2b-f9-05a.mp3}
+LINE: He is CUTting the MEAT with a KNIFE. {bk06-l2b-f9-05b.mp3}
+
+LINE: I need a KNIFE, a FORK, and a SPOON. {bk06-l2b-f9-06a.mp3}
+LINE: I need a sharp KNIFE, a FORK, and a SPOON. {bk06-l2b-f9-06b.mp3}
+
+LINE: I'll BUY my TICket toMORrow. {bk06-l2b-f9-07a.mp3}
+LINE: I'll be BUYing my TICket toMORrow. {bk06-l2b-f9-07b.mp3}
+
+LINE: The FOOD there was deLIcious. {bk06-l2b-f9-08a.mp3}
+LINE: The FOOD there will be deLIcious. {bk06-l2b-f9-08b.mp3}
+
+$SESSION 2-5: Object Pronouns
+
+# Source: LLA 2C Figure 1
+$DIALOGUE Me, Him, Her, Us, Them
+ID: 6-2c-f1
+INTRO: In this part you'll learn the pronouns that receive the action — me, him, her, it, us, them. Listen to each pair of sentences and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Jan went to Hawaii with Bob. She went with him. {bk06-l2c-f1-01.mp3}
+
+LINE: The plane was at the airport. They got on it. {bk06-l2c-f1-02.mp3}
+
+LINE: Jan wrote three letters. The children read them. {bk06-l2c-f1-03.mp3}
+
+LINE: They liked the trip very much. They liked it very much. {bk06-l2c-f1-04.mp3}
+
+LINE: May I go with you? — Sure, you can go with us. {bk06-l2c-f1-05.mp3}
+
+LINE: John left his wife at home. He left her with the children. {bk06-l2c-f1-06.mp3}
+
+LINE: When did you meet your friends? — I met them after class. {bk06-l2c-f1-07.mp3}
+
+LINE: When may I visit you? — You can visit me on Saturday. {bk06-l2c-f1-08.mp3}
+
+# Source: ST grammar boxes §Me, Him, Her, Them, Us + §He Walked to School with Me (merged into cards)
+$GRAMMAR Object Pronouns
 ID: l2-s1
-INTRO: New goal for this part: the pronouns that come after the verb — me, him, her, us, them. One table to learn, then plenty of practice.
+INTRO: Here's the pattern behind what you just heard, in three short cards.
 
+CARD: When a person receives the action, the pronoun changes: **I** becomes **me**, **he** becomes **him**, **she** becomes **her**.
+{He called me last night.}
+{Yes, I know him.}
+{No, he doesn't know her.}
+
+CARD: **It**, **us**, and **them** work the same way.
+{They liked it very much.}
+{He spoke to us yesterday.}
+{I visited them last night.}
+
+CARD: After little words like **with**, **for**, **to**, and **under**, use the same object forms.
+{John walks to school with me.}
+{This is for us.}
+{The book is under it.}
+
+SUMMARY:
 | SUBJECT PRONOUNS | I | you | he | she | it | we | they |
 |---|---|---|---|---|---|---|---|
 | **OBJECT PRONOUNS** | **me** | **you** | **him** | **her** | **it** | **us** | **them** |
 
-Object pronouns come after the verb: {Does John know Mary? No, he doesn't know her.}
+# Source: ST §Me, Him, Her, Them, Us: Examples
+$DIALOGUE Questions and Answers with Object Pronouns
+ID: l2-s2
+INTRO: Read these questions and answers. In every answer, a name has turned into an object pronoun.
+INSTRUCTION: Read the questions and answers.
 
-They also come after words like **to**, **with**, and **for**:
+LINE: Does John know Mary? — No, he doesn't know her.
+LINE: Do you know Frank? — Yes, I know him.
+LINE: When did he call you? — He called me last night.
+LINE: Where did you meet Sally? — I met her at the library.
+LINE: Where will you talk to John? — I'll talk to him in class.
+LINE: Where did Bill see Ruth? — He saw her at the movies.
+LINE: Mary was here Friday. Did you see her?
+LINE: When did you visit mother and father? — I visited them last night.
+LINE: When did the teacher speak to you and John? — He spoke to us yesterday.
+LINE: Did the teacher want to talk to Tom and Mary? — Yes, he wanted to talk to them.
 
-| | |
-|---|---|
-| Mark talked to | **me.** |
-| She works with | **you.** |
-| | **her.** |
-| This is for | **him.** |
-| | **us.** |
-| | **them.** |
+# SKIPPED (book): "I DIDN'T SEE HIM." (p. 36) — instructor-led oral drill with unprinted questions.
 
-{John walks to school with me.} — {We bought this book for you. It's from us.}
-
-# Source: LLA 2C Figure 1 (ST §Me, Him, Her, Them, Us sentences dropped as TTS twin; its VOCAB tags moved here)
-$DIALOGUE Hear the Object Pronouns
-ID: 2c-f1
-INTRO: Listen to each statement and its answer, then repeat them. Notice how the answer swaps the name for a pronoun.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: him
-LINE: "Jan went to Hawaii with Bob." Answer: "She went with *him*." {bk06-l2c-f1-01.mp3}
-
-LINE: "The plane was at the airport." Answer: "They got on *it*." {bk06-l2c-f1-02.mp3}
-
-VOCAB: them
-LINE: "Jan wrote three letters." Answer: "The children read *them*." {bk06-l2c-f1-03.mp3}
-
-LINE: "They liked the trip very much." Answer: "They liked *it* very much." {bk06-l2c-f1-04.mp3}
-
-VOCAB: us
-LINE: "May I go with you?" Answer: "Sure, you can go with *us*." {bk06-l2c-f1-05.mp3}
-
-VOCAB: her
-LINE: "John left his wife at home." Answer: "He left *her* with the children." {bk06-l2c-f1-06.mp3}
-
-LINE: "When did you meet your friends?" Answer: "I met *them* after class." {bk06-l2c-f1-07.mp3}
-
-VOCAB: me
-LINE: "When may I visit you?" Answer: "You can visit *me* on Saturday." {bk06-l2c-f1-08.mp3}
-
-# Source: ST §He Walked to School With Me.
-$DIALOGUE With Me, For Us
+# Source: ST §He Walked to School with Me: Examples
+$DIALOGUE With Me, For You, To Him
 ID: l2-s4
-INTRO: Object pronouns after with, for, before, and under. Read these sentences.
-INSTRUCTION: Read these sentences.
+INTRO: The same pronouns after "with", "for", "to", and friends. Read the sentences.
+INSTRUCTION: Read the sentences.
 
 LINE: John and I walk to school. John walks to school with me.
-
 LINE: I talk to Mary on the phone. I talk to her on the phone.
-
 LINE: We look at the teacher in class. We look at him in class.
-
 LINE: I'm after you.
-
 LINE: They went before us.
-
 LINE: The book is under the chair. The book is under it.
-
 LINE: We bought this book for you. It's from us.
 
-# SKIPPED (book): "I DIDN'T SEE HIM." — instructor-read oral drill (answer your teacher's
-# questions) with no printed stimuli. The recorded equivalent is the drill below.
-
 # Source: LLA 2C Figure 2
-$PRODUCE Answer with a Pronoun
-ID: 2c-f2
+$PRODUCE Answer with Him, Her, It, or Them
+ID: 6-2c-f2
 INPUT: speak
 CHECK: reveal
-INTRO: Listen to the question and the short cue. Answer aloud in a full sentence, replacing the underlined words with an object pronoun. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Listen to the question and the short cue. Answer aloud using an object pronoun instead of the name, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud using an object pronoun.
 REPEAT
 
 EXAMPLE
 TEMPLATE: When did you leave *your home*? (last month)
-PROMPT: When did you leave your home? Last month. {bk06-l2c-f2-ex1-q.mp3}
+PROMPT: When did you leave your home? — Last month. {bk06-l2c-f2-ex1-q.mp3}
 RESPONSE: I left it last month. {bk06-l2c-f2-ex1-a.mp3}
 
 EXAMPLE
 TEMPLATE: Where did you see *Mr. Wilson*? (downtown)
-PROMPT: Where did you see Mr. Wilson? Downtown. {bk06-l2c-f2-ex2-q.mp3}
+PROMPT: Where did you see Mr. Wilson? — Downtown. {bk06-l2c-f2-ex2-q.mp3}
 RESPONSE: I saw him downtown. {bk06-l2c-f2-ex2-a.mp3}
 
 TEMPLATE: Where did you see *Mark*? (in the snack bar)
-PROMPT: Where did you see Mark? In the snack bar. {bk06-l2c-f2-01-q.mp3}
+PROMPT: Where did you see Mark? — In the snack bar. {bk06-l2c-f2-01-q.mp3}
 RESPONSE: I saw him in the snack bar. {bk06-l2c-f2-01-a.mp3}
 
 TEMPLATE: How do you like your *coffee*? (black)
-PROMPT: How do you like your coffee? Black. {bk06-l2c-f2-02-q.mp3}
+PROMPT: How do you like your coffee? — Black. {bk06-l2c-f2-02-q.mp3}
 RESPONSE: I like it black. {bk06-l2c-f2-02-a.mp3}
 
 TEMPLATE: Where did you meet your *wife*? (at a restaurant)
-PROMPT: Where did you meet your wife? At a restaurant. {bk06-l2c-f2-03-q.mp3}
+PROMPT: Where did you meet your wife? — At a restaurant. {bk06-l2c-f2-03-q.mp3}
 RESPONSE: I met her at a restaurant. {bk06-l2c-f2-03-a.mp3}
 
 TEMPLATE: Did you eat lunch with your *family* this week? (Wednesday)
-PROMPT: Did you eat lunch with your family this week? Wednesday. {bk06-l2c-f2-04-q.mp3}
+PROMPT: Did you eat lunch with your family this week? — Wednesday. {bk06-l2c-f2-04-q.mp3}
 RESPONSE: Yes, I ate with them on Wednesday. {bk06-l2c-f2-04-a.mp3}
 
 TEMPLATE: Where did you learn *English*? (England)
-PROMPT: Where did you learn English? England. {bk06-l2c-f2-05-q.mp3}
+PROMPT: Where did you learn English? — England. {bk06-l2c-f2-05-q.mp3}
 RESPONSE: I learned it in England. {bk06-l2c-f2-05-a.mp3}
 
-TEMPLATE: Will you close the *windows* please? (in a minute)
-PROMPT: Will you close the windows, please? In a minute. {bk06-l2c-f2-06-q.mp3}
+TEMPLATE: Will you close the *windows*, please? (in a minute)
+PROMPT: Will you close the windows, please? — In a minute. {bk06-l2c-f2-06-q.mp3}
 RESPONSE: Yes, I'll close them in a minute. {bk06-l2c-f2-06-a.mp3}
 
 TEMPLATE: Can you visit *me* in a day or two? (tomorrow)
-PROMPT: Can you visit me in a day or two? Tomorrow. {bk06-l2c-f2-07-q.mp3}
+PROMPT: Can you visit me in a day or two? — Tomorrow. {bk06-l2c-f2-07-q.mp3}
 RESPONSE: Yes, I can visit you tomorrow. {bk06-l2c-f2-07-a.mp3}
 
 TEMPLATE: May I go with *you and Bill* to the mess hall? (sure)
-PROMPT: May I go with you and Bill to the mess hall? Sure. {bk06-l2c-f2-08-q.mp3}
+PROMPT: May I go with you and Bill to the mess hall? — Sure. {bk06-l2c-f2-08-q.mp3}
 RESPONSE: Sure, you can go with us. {bk06-l2c-f2-08-a.mp3}
 
 TEMPLATE: Who will meet *Dan and me* at the airport? (Dad)
-PROMPT: Who will meet Dan and me at the airport? Dad. {bk06-l2c-f2-09-q.mp3}
+PROMPT: Who will meet Dan and me at the airport? — Dad. {bk06-l2c-f2-09-q.mp3}
 RESPONSE: Dad will meet you. {bk06-l2c-f2-09-a.mp3}
 
 TEMPLATE: Where did you leave your *mother*? (home)
-PROMPT: Where did you leave your mother? Home. {bk06-l2c-f2-10-q.mp3}
+PROMPT: Where did you leave your mother? — Home. {bk06-l2c-f2-10-q.mp3}
 RESPONSE: I left her at home. {bk06-l2c-f2-10-a.mp3}
 
-# Source: ST §It's For ____
-$PRODUCE Type the Missing Pronoun
+# Source: ST §It's for ____.
+$PRODUCE Type the Object Pronoun
 ID: l2-s5
-INTRO: Complete each mini-conversation — type the missing object pronoun. Small words, big difference.
-INSTRUCTION: Type the missing object pronoun.
+INTRO: Now in writing. Read each little dialog and type the object pronoun that completes it.
+INSTRUCTION: Type the correct object pronoun.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Ann: Did you see John?
 TEMPLATE: Sue: Yes, I saw ____{him}.
-RESPONSE: Ann: Did you see John? Sue: Yes, I saw him.
+RESPONSE: Ann: Did you see John?\nSue: Yes, I saw him.
 
 TEMPLATE: Tom: Jan was here yesterday. Did you talk to ____{her}?
 TEMPLATE: Bob: No, I didn't.
-RESPONSE: Tom: Jan was here yesterday. Did you talk to her? Bob: No, I didn't.
+RESPONSE: Tom: Jan was here yesterday. Did you talk to her?\nBob: No, I didn't.
 
 TEMPLATE: Ann: I was at the library last night.
 TEMPLATE: Jan: Bob and I were there, too. Did you see ____{us}?
-RESPONSE: Ann: I was at the library last night. Jan: Bob and I were there, too. Did you see us?
+RESPONSE: Ann: I was at the library last night.\nJan: Bob and I were there, too. Did you see us?
 
 TEMPLATE: Tom: Do you know Ann and her sister?
 TEMPLATE: Sue: No, I don't know ____{them}.
-RESPONSE: Tom: Do you know Ann and her sister? Sue: No, I don't know them.
+RESPONSE: Tom: Do you know Ann and her sister?\nSue: No, I don't know them.
 
 TEMPLATE: Tom: Hi. Can you talk to ____{me} for a minute?
 TEMPLATE: Sue: Yes, I can talk to you.
-RESPONSE: Tom: Hi. Can you talk to me for a minute? Sue: Yes, I can talk to you.
+RESPONSE: Tom: Hi. Can you talk to me for a minute?\nSue: Yes, I can talk to you.
 
 TEMPLATE: John: Is this candy for the teacher?
 TEMPLATE: Jane: Yes, it's for ____{him|her} from all of ____{us}.
-RESPONSE: John: Is this candy for the teacher? Jane: Yes, it's for him from all of us.
+RESPONSE: John: Is this candy for the teacher?\nJane: Yes, it's for him from all of us.
 
 TEMPLATE: Mother: John, Mike wants to talk to you.
 TEMPLATE: John: I can't talk to ____{him} right now.
-RESPONSE: Mother: John, Mike wants to talk to you. John: I can't talk to him right now.
+RESPONSE: Mother: John, Mike wants to talk to you.\nJohn: I can't talk to him right now.
 
 TEMPLATE: Bob: Do you see that desk? Your book is under ____{it}.
 RESPONSE: Bob: Do you see that desk? Your book is under it.
 
 TEMPLATE: Sue: Does Mary work with ____{you}?
 TEMPLATE: Tom: Yes, she works with me.
-RESPONSE: Sue: Does Mary work with you? Tom: Yes, she works with me.
+RESPONSE: Sue: Does Mary work with you?\nTom: Yes, she works with me.
 
 TEMPLATE: Airman White: When did you speak to the sergeant?
 TEMPLATE: Airman Black: I spoke to ____{him|her} yesterday morning.
-RESPONSE: Airman White: When did you speak to the sergeant? Airman Black: I spoke to him yesterday morning.
+RESPONSE: Airman White: When did you speak to the sergeant?\nAirman Black: I spoke to him yesterday morning.
 
-$LESSON 2-6: How Did You Get There?
+$SESSION 2-6: How Did You Get There?
+
+# Source: ST §Don't Leave Without Him. (VOCAB tags already taught earlier removed)
+$DIALOGUE Get In, Get On, Get Off
+ID: l2-s9
+INTRO: In this part you'll learn to ask and answer "how" questions about travel. First, the small words that ride along with "get". Repeat each sentence.
+INSTRUCTION: Repeat the sentences.
+REPEAT
+
+VOCAB: to get in
+LINE: Lt Lamb's plane gets in at 12:00 noon.
+LINE: My brother got in late last night.
+LINE: It was snowing last night. His plane didn't get in.
+
+LINE: You get on and get off the bus at the bus stop.
+LINE: You can get off the train at the next town.
+LINE: When can we get on the plane?
+
+LINE: Do you want coffee with or without sugar?
+LINE: You may go without me. I don't want to go.
+LINE: Take your I.D. card with you. You can't get in the commissary without it.
 
 # Source: LLA 2C Figure 3
-$DIALOGUE Ann and Sam: How Did He Get Home?
-ID: 2c-f3
-INTRO: New goal: asking how people get places. Sam's brother just arrived, and Ann wants the full travel report. Listen to the dialogue, then repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Did Your Brother Arrive?
+ID: 6-2c-f3
+INTRO: Ann wants to know all about Sam's brother — when he got in, and how he got everywhere. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Ann: Did your brother arrive? {bk06-l2c-f3-01.mp3}
-Sam: He *sure* did. He *got in* yesterday. {bk06-l2c-f3-02.mp3}
-Ann: How did he *get* home? {bk06-l2c-f3-03.mp3}
-Sam: He *got* home *by* taxi. {bk06-l2c-f3-04.mp3}
-Ann: When did his plane *get in*? {bk06-l2c-f3-05.mp3}
-Sam: It *got in* at ten in the morning. {bk06-l2c-f3-06.mp3}
-Ann: How will he *get* to school? {bk06-l2c-f3-07.mp3}
-Sam: He'll *get* there *by* bus. {bk06-l2c-f3-08.mp3}
 
-# Source: new (gap: the "how + get ... by" pattern is drilled throughout but never explained in the book)
-$GRAMMAR Asking How
-ID: 2c-f3-b
-INTRO: One small pattern does all the work here: how plus get, answered with by.
+Sam: He sure did. He got in yesterday. {bk06-l2c-f3-02.mp3}
 
-Ask about transportation with **how**:
+Ann: How did he get home? {bk06-l2c-f3-03.mp3}
 
-{How did he get home?} — {He got home by taxi.}
-{How does John get to work?} — {He gets to work by bus.}
+Sam: He got home by taxi. {bk06-l2c-f3-04.mp3}
 
-The answer uses **by** + the vehicle: {by bus}, {by car}, {by taxi}, {by plane}, {by train}, {by ship}, {by helicopter}.
+Ann: When did his plane get in? {bk06-l2c-f3-05.mp3}
 
-**Get to** a place means to arrive there: {How will he get to school?} — {He'll get there by bus.}
+Sam: It got in at ten in the morning. {bk06-l2c-f3-06.mp3}
+
+Ann: How will he get to school? {bk06-l2c-f3-07.mp3}
+
+Sam: He'll get there by bus. {bk06-l2c-f3-08.mp3}
+
+# Source: LLA 2C Figure 3
+$DIALOGUE Take Sam's Part
+ID: 6-2c-f3-role-sam
+REFERENCE: 6-2c-f3
+PLAY_ROLE: Sam
+INTRO: Practice the conversation again. You take Sam's part and speak his lines in the pauses.
+INSTRUCTION: You are Sam — speak your lines in the pauses.
 
 # Source: ST §How Did They Get Here?
 $DIALOGUE How Did They Get Here?
 ID: l2-s10
-INTRO: The pattern, ten ways — taxis, trains, trucks, and one helicopter. Repeat each question and its answer.
-INSTRUCTION: Repeat these sentences.
+INTRO: Ten "how" questions and their answers — every one with "by". Repeat each pair.
+INSTRUCTION: Repeat these questions and answers.
 REPEAT
 
-LINE: How did Ann go downtown? She went by taxi.
-LINE: How did the teacher come to class? He came by car.
-LINE: How did you come to San Antonio? I came by plane.
-LINE: How can I get downtown? You can get downtown by bus.
-LINE: How does Frank get to the base every day? He gets here by bus.
-LINE: How did they get to the small town? They got there by helicopter.
-LINE: How did you come to this country? I came here by ship.
-LINE: How are you going to Houston next week? I'm going by train.
-LINE: How did you get to Europe last year? We got there by jet.
-LINE: How did those soldiers get here? They got here by truck.
+LINE: How did Ann go downtown? — She went by taxi.
+LINE: How did the teacher come to class? — He came by car.
+LINE: How did you come to San Antonio? — I came by plane.
+LINE: How can I get downtown? — You can get downtown by bus.
+LINE: How does Frank get to the base every day? — He gets here by bus.
+LINE: How did they get to the small town? — They got there by helicopter.
+LINE: How did you come to this country? — I came here by ship.
+LINE: How are you going to Houston next week? — I'm going by train.
+LINE: How did you get to Europe last year? — We got there by jet.
+LINE: How did those soldiers get here? — They got here by truck.
 
 # Source: LLA 2C Figure 4
-$PRODUCE Answer: How Do They Get There?
-ID: 2c-f4
+$PRODUCE By Bus, By Car, By Plane
+ID: 6-2c-f4
 INPUT: speak
 CHECK: reveal
-INTRO: Read the sentence on the screen. Then listen to the question, answer it aloud with "by", and repeat the correct answer.
+INTRO: Read the sentence on the screen. Then listen to the "how" question and answer it using "by". Repeat the correct answer.
 INSTRUCTION: Answer the question aloud.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Sam's brother took *a bus* to *school*.
+TEMPLATE: Sam's brother took a *bus* to *school*.
 PROMPT: How did Sam's brother get to school? {bk06-l2c-f4-ex-q.mp3}
 RESPONSE: He got to school by bus. {bk06-l2c-f4-ex-a.mp3}
 
@@ -1386,7 +1418,7 @@ PROMPT: How does John get to work? {bk06-l2c-f4-01-q.mp3}
 RESPONSE: He gets to work by bus. {bk06-l2c-f4-01-a.mp3}
 
 TEMPLATE: Ann drives her *car* to *school*.
-PROMPT: How does Anne get to school? {bk06-l2c-f4-02-q.mp3}
+PROMPT: How does Ann get to school? {bk06-l2c-f4-02-q.mp3}
 RESPONSE: She gets to school by car. {bk06-l2c-f4-02-a.mp3}
 
 TEMPLATE: David takes a *plane* to *Los Angeles*.
@@ -1414,361 +1446,530 @@ PROMPT: How did the students get to Dallas? {bk06-l2c-f4-08-q.mp3}
 RESPONSE: They got to Dallas by train. {bk06-l2c-f4-08-a.mp3}
 
 # Source: ST §How Did You Get Downtown?
-$PRODUCE Answer with the Cue
+$PRODUCE Answer with "By"
 ID: l2-s11
-INTRO: Answer each "how" question aloud, using the vehicle in parentheses and "by".
-INSTRUCTION: Answer the questions. Use the word in parentheses.
+INTRO: Same pattern, new questions. Answer each one aloud using the cue in parentheses.
+INSTRUCTION: Answer the question using the cue in parentheses.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: Accept a correctly formed statement using the cue word with "by" (e.g. "by bus"). The "by + vehicle" phrase is the point — an answer without it fails.
 
 PROMPT: How does she go to town? (bus)
-RESPONSE: She goes to town by bus.
+RESPONSE: She goes by bus.
 
 PROMPT: How did they go to the airport? (taxi)
-RESPONSE: They went to the airport by taxi.
+RESPONSE: They went by taxi.
 
 PROMPT: How will they travel to their country? (plane)
-RESPONSE: They will travel to their country by plane.
+RESPONSE: They'll travel by plane.
 
 PROMPT: How do you get to work? (car)
 RESPONSE: I get to work by car.
 
 PROMPT: How can we go to the BX? (bus)
-RESPONSE: We can go to the BX by bus.
+RESPONSE: You can go by bus.
 
 PROMPT: How did you go to San Francisco? (plane)
-RESPONSE: I went to San Francisco by plane.
+RESPONSE: I went by plane.
 
 PROMPT: How will you and your friends go to Dallas? (train)
-RESPONSE: We will go to Dallas by train.
+RESPONSE: We'll go by train.
 
 PROMPT: How did you come here? (taxi)
-RESPONSE: I came here by taxi.
+RESPONSE: I came by taxi.
 
 # Source: LLA 2C Figure 5
-$PRODUCE Ask the "How" Question
-ID: 2c-f5
+$PRODUCE Ask with "How"
+ID: 6-2c-f5
 INPUT: speak
 CHECK: reveal
-INTRO: Now you ask. You'll see a person and a place — ask how they get there, then listen and repeat the correct question.
-INSTRUCTION: Ask the question aloud.
+INTRO: Now you ask. Use the two cues to make a question with "how", then listen and repeat the correct question.
+INSTRUCTION: Ask a question with "how" aloud.
 REPEAT
 
 EXAMPLE
 TEMPLATE: Sam / work
-PROMPT: Ask the question. {bk06-l2c-f5-ex-q.mp3}
-RESPONSE: How does Sam get to work? {bk06-l2c-f5-ex-a.mp3}
+RESPONSE: How does Sam get to work? {bk06-l2c-f5-ex.mp3}
 
 TEMPLATE: Capt Hill / class
-PROMPT: Number 1: Ask the question. {bk06-l2c-f5-01-q.mp3}
-RESPONSE: How does Captain Hill get to class? {bk06-l2c-f5-01-a.mp3}
+RESPONSE: How does Captain Hill get to class? {bk06-l2c-f5-01.mp3}
 
 TEMPLATE: John / downtown
-PROMPT: Number 2: {bk06-l2c-f5-02-q.mp3}
-RESPONSE: How does John get downtown? {bk06-l2c-f5-02-a.mp3}
+RESPONSE: How does John get downtown? {bk06-l2c-f5-02.mp3}
 
 TEMPLATE: Mr. and Mrs. Brown / Houston
-PROMPT: Number 3: {bk06-l2c-f5-03-q.mp3}
-RESPONSE: How do Mr. and Mrs. Brown get to Houston? {bk06-l2c-f5-03-a.mp3}
+RESPONSE: How do Mr. and Mrs. Brown get to Houston? {bk06-l2c-f5-03.mp3}
 
 TEMPLATE: Tom / work
-PROMPT: Number 4: {bk06-l2c-f5-04-q.mp3}
-RESPONSE: How does Tom get to work? {bk06-l2c-f5-04-a.mp3}
+RESPONSE: How does Tom get to work? {bk06-l2c-f5-04.mp3}
 
 TEMPLATE: Mary / home
-PROMPT: Number 5: {bk06-l2c-f5-05-q.mp3}
-RESPONSE: How does Mary get home? {bk06-l2c-f5-05-a.mp3}
+RESPONSE: How does Mary get home? {bk06-l2c-f5-05.mp3}
 
 TEMPLATE: John / restaurant
-PROMPT: Number 6: {bk06-l2c-f5-06-q.mp3}
-RESPONSE: How does John get to the restaurant? {bk06-l2c-f5-06-a.mp3}
+RESPONSE: How does John get to the restaurant? {bk06-l2c-f5-06.mp3}
 
 TEMPLATE: Tom / school
-PROMPT: Number 7: {bk06-l2c-f5-07-q.mp3}
-RESPONSE: How does Tom get to school? {bk06-l2c-f5-07-a.mp3}
+RESPONSE: How does Tom get to school? {bk06-l2c-f5-07.mp3}
 
 TEMPLATE: the students / mess hall
-PROMPT: Number 8: {bk06-l2c-f5-08-q.mp3}
-RESPONSE: How do the students get to the mess hall? {bk06-l2c-f5-08-a.mp3}
+RESPONSE: How do the students get to the mess hall? {bk06-l2c-f5-08.mp3}
 
 # Source: ST §How Can I Get Downtown?
 $PRODUCE Ask and Answer with "How"
 ID: l2-s12
-INTRO: Last pass on this pattern: build the whole exchange yourself. Ask a "how" question with the cue phrase, then answer it with "by" and any vehicle that makes sense.
-INSTRUCTION: Ask and answer questions with these words. Use "by" in the answers.
+INTRO: Last step: ask the "how" question AND answer it with "by" — any vehicle you like, as long as it moves.
+INSTRUCTION: Ask a question with the cue and answer using "by".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed "How" question using the cue phrase, followed by any logical answer using "by" (e.g. "by bus"). Any subject, tense, and vehicle are fine; the question form and the "by" phrase are the point.
+SHOW_PROMPT
+RUBRIC: Accept any well-formed HOW-question with the cue phrase and an answer specifying a mode of transportation using "by".
 
 EXAMPLE
-TEMPLATE: get there
-RESPONSE: How did he get there? He got there by boat.
+PROMPT: get there
+RESPONSE: How did he get there?\n— He got there by boat.
 
-TEMPLATE: go downtown
-RESPONSE: How did you go downtown? I went downtown by bus.
+PROMPT: go downtown
+RESPONSE: How did you go downtown?\n— I went downtown by bus.
 
-TEMPLATE: travel to Houston
-RESPONSE: How will you travel to Houston? I'll travel to Houston by plane.
+PROMPT: travel to Houston
+RESPONSE: How will you travel to Houston?\n— I'll travel to Houston by plane.
 
-TEMPLATE: get to the base
-RESPONSE: How do you get to the base? I get to the base by car.
+PROMPT: get to the base
+RESPONSE: How does he get to the base?\n— He gets to the base by car.
 
-TEMPLATE: get to work
-RESPONSE: How did she get to work? She got to work by taxi.
+PROMPT: get to work
+RESPONSE: How do you get to work?\n— I get to work by bus.
 
-TEMPLATE: get to his home
-RESPONSE: How can we get to his home? We can get to his home by train.
+PROMPT: get to his home
+RESPONSE: How did he get to his home?\n— He got to his home by taxi.
 
-TEMPLATE: get to New York
-RESPONSE: How did they get to New York? They got to New York by jet.
+PROMPT: get to New York
+RESPONSE: How will they get to New York?\n— They'll get to New York by train.
 
-TEMPLATE: come to class
-RESPONSE: How did he come to class? He came to class by bus.
+PROMPT: come to class
+RESPONSE: How did you come to class?\n— I came to class by car.
 
-TEMPLATE: go to the drugstore
-RESPONSE: How are you going to the drugstore? I'm going to the drugstore by car.
+PROMPT: go to the drugstore
+RESPONSE: How can I go to the drugstore?\n— You can go to the drugstore by bus.
 
-TEMPLATE: travel to Europe
-RESPONSE: How did she travel to Europe? She traveled to Europe by ship.
+PROMPT: travel to Europe
+RESPONSE: How did she travel to Europe?\n— She traveled to Europe by ship.
 
-TEMPLATE: go to Mexico
-RESPONSE: How will they go to Mexico? They will go to Mexico by plane.
+PROMPT: go to Mexico
+RESPONSE: How will they go to Mexico?\n— They'll go to Mexico by jet.
 
-# SKIPPED (book): Listening Skill "I SAW him." — instructor-read primary sentence stress drill
-# with no recorded stimuli; the recorded version is 2a-f3 in part 2-1. Reading Skills "WHICH WORD
-# DOESN'T BELONG?" and "CIRCLE THE SAME PHRASE." — timed (30-second) reading speed drills. Dropped.
+# Source: LLA 2C Figure 6 (+ five words salvaged from ST §Write: c)
+$PRODUCE Words with the Letter C
+ID: 6-2c-f6
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+REPEAT
+INTRO: A spelling break. Type the missing letter "c" to complete each word, then listen to the word and repeat it.
+INSTRUCTION: Type the missing letter.
 
-$LESSON 2-7: Listening, Reading, and Writing Skills
+PROMPT: record {bk06-l2c-f6-01.mp3}
+TEMPLATE: re____ord
+RESPONSE: record
+ACCEPT: c
+
+PROMPT: scarf {bk06-l2c-f6-02.mp3}
+TEMPLATE: s____arf
+RESPONSE: scarf
+ACCEPT: c
+
+PROMPT: raincoat {bk06-l2c-f6-03.mp3}
+TEMPLATE: rain____oat
+RESPONSE: raincoat
+ACCEPT: c
+
+PROMPT: clear {bk06-l2c-f6-04.mp3}
+TEMPLATE: ____lear
+RESPONSE: clear
+ACCEPT: c
+
+PROMPT: picture {bk06-l2c-f6-05.mp3}
+TEMPLATE: pi____ture
+RESPONSE: picture
+ACCEPT: c
+
+PROMPT: cut {bk06-l2c-f6-06.mp3}
+TEMPLATE: ____ut
+RESPONSE: cut
+ACCEPT: c
+
+PROMPT: Arabic {bk06-l2c-f6-07.mp3}
+TEMPLATE: Arabi____
+RESPONSE: Arabic
+ACCEPT: c
+
+PROMPT: second {bk06-l2c-f6-08.mp3}
+TEMPLATE: se____ond
+RESPONSE: second
+ACCEPT: c
+
+PROMPT: helicopter {bk06-l2c-f6-09.mp3}
+TEMPLATE: heli____opter
+RESPONSE: helicopter
+ACCEPT: c
+
+PROMPT: music {bk06-l2c-f6-10.mp3}
+TEMPLATE: musi____
+RESPONSE: music
+ACCEPT: c
+
+PROMPT: score {bk06-l2c-f6-11.mp3}
+TEMPLATE: s____ore
+RESPONSE: score
+ACCEPT: c
+
+PROMPT: cloudy {bk06-l2c-f6-12.mp3}
+TEMPLATE: ____loudy
+RESPONSE: cloudy
+ACCEPT: c
+
+PROMPT: locator
+TEMPLATE: lo____ator
+RESPONSE: locator
+ACCEPT: c
+
+PROMPT: cried
+TEMPLATE: ____ried
+RESPONSE: cried
+ACCEPT: c
+
+PROMPT: customer
+TEMPLATE: ____ustomer
+RESPONSE: customer
+ACCEPT: c
+
+PROMPT: vehicle
+TEMPLATE: vehi____le
+RESPONSE: vehicle
+ACCEPT: c
+
+PROMPT: country
+TEMPLATE: ____ountry
+RESPONSE: country
+ACCEPT: c
+
+$SESSION 2-7: Reading Skills — Words and Phrases
+
+# Source: ST §Which Word Doesn't Belong?
+$SELECT Which Word Doesn't Belong?
+ID: l2-s13
+INTRO: In this part, two quick reading games. First: four of the five words in each group go together — tap the one that doesn't fit.
+INSTRUCTION: Tap the word that does not belong in the group.
+
+EXAMPLE
+TEMPLATE: boy, woman, man, family, girl
+OPTION: a | boy
+OPTION: b | woman
+OPTION: c | man
+OPTION: d | family
+OPTION: e | girl
+ANSWER: d
+
+TEMPLATE: happy, sad, sick, angry, tired
+OPTION: a | happy
+OPTION: b | sad
+OPTION: c | sick
+OPTION: d | angry
+OPTION: e | tired
+ANSWER: c
+
+TEMPLATE: car, bus, truck, ship, train
+OPTION: a | car
+OPTION: b | bus
+OPTION: c | truck
+OPTION: d | ship
+OPTION: e | train
+ANSWER: d
+
+TEMPLATE: water, glass, coffee, tea, milk
+OPTION: a | water
+OPTION: b | glass
+OPTION: c | coffee
+OPTION: d | tea
+OPTION: e | milk
+ANSWER: b
+
+TEMPLATE: say, speak, answer, ask, listen
+OPTION: a | say
+OPTION: b | speak
+OPTION: c | answer
+OPTION: d | ask
+OPTION: e | listen
+ANSWER: e
+
+TEMPLATE: lamb, chicken, pork, dinner, beef
+OPTION: a | lamb
+OPTION: b | chicken
+OPTION: c | pork
+OPTION: d | dinner
+OPTION: e | beef
+ANSWER: d
+
+TEMPLATE: blouse, hat, shirt, jacket, sweater
+OPTION: a | blouse
+OPTION: b | hat
+OPTION: c | shirt
+OPTION: d | jacket
+OPTION: e | sweater
+ANSWER: b
+
+TEMPLATE: husband, friend, wife, daughter, son
+OPTION: a | husband
+OPTION: b | friend
+OPTION: c | wife
+OPTION: d | daughter
+OPTION: e | son
+ANSWER: b
+
+TEMPLATE: shoes, boots, stockings, gloves, socks
+OPTION: a | shoes
+OPTION: b | boots
+OPTION: c | stockings
+OPTION: d | gloves
+OPTION: e | socks
+ANSWER: d
+
+TEMPLATE: city, dining hall, BX, commissary, dispensary
+OPTION: a | city
+OPTION: b | dining hall
+OPTION: c | BX
+OPTION: d | commissary
+OPTION: e | dispensary
+ANSWER: a
+
+TEMPLATE: afternoon, evening, yesterday, morning, night
+OPTION: a | afternoon
+OPTION: b | evening
+OPTION: c | yesterday
+OPTION: d | morning
+OPTION: e | night
+ANSWER: c
+
+# Source: ST §Circle the Same Phrase.
+$SELECT Find the Same Phrase
+ID: l2-s14
+INTRO: Now train your eyes. Tap the phrase that is exactly the same as the underlined one — the others are close cousins. If this feels easy, move fast.
+INSTRUCTION: Tap the phrase that matches the underlined phrase.
+
+EXAMPLE
+TEMPLATE: *a sore throat*
+OPTION: a | a sore tongue
+OPTION: b | a sore tooth
+OPTION: c | a sore thumb
+OPTION: d | a sore throat
+OPTION: e | a sore toe
+ANSWER: d
+
+TEMPLATE: *a little salt*
+OPTION: a | a little soup
+OPTION: b | a little soap
+OPTION: c | a little salty
+OPTION: d | a little snow
+OPTION: e | a little salt
+ANSWER: e
+
+TEMPLATE: *at the game*
+OPTION: a | at the gate
+OPTION: b | all the games
+OPTION: c | at the game
+OPTION: d | after the game
+OPTION: e | and the gate
+ANSWER: c
+
+TEMPLATE: *after today*
+OPTION: a | again today
+OPTION: b | any day
+OPTION: c | a few days
+OPTION: d | always today
+OPTION: e | after today
+ANSWER: e
+
+TEMPLATE: *take a trip*
+OPTION: a | take a tape
+OPTION: b | take a train
+OPTION: c | take a trip
+OPTION: d | take a test
+OPTION: e | take a taxi
+ANSWER: c
+
+TEMPLATE: *later tonight*
+OPTION: a | late tonight
+OPTION: b | later tonight
+OPTION: c | late today
+OPTION: d | leave tonight
+OPTION: e | later today
+ANSWER: b
+
+TEMPLATE: *to the airport*
+OPTION: a | to the airline
+OPTION: b | to the airplane
+OPTION: c | on the airplane
+OPTION: d | at the airport
+OPTION: e | to the airport
+ANSWER: e
+
+TEMPLATE: *the second answer*
+OPTION: a | the short answer
+OPTION: b | the short airman
+OPTION: c | the second answer
+OPTION: d | the same answer
+ANSWER: c
+
+TEMPLATE: *his black suit*
+OPTION: a | his brown suit
+OPTION: b | her black shoe
+OPTION: c | her black suit
+OPTION: d | his black shoe
+OPTION: e | his black suit
+ANSWER: e
+
+TEMPLATE: *a silver bowl*
+OPTION: a | a silver boat
+OPTION: b | a silver bowl
+OPTION: c | a silver bar
+OPTION: d | a silver spoon
+OPTION: e | a silver car
+ANSWER: b
+
+TEMPLATE: *that's his sandwich*
+OPTION: a | that's a ham sandwich
+OPTION: b | what's this sandwich
+OPTION: c | that's half a sandwich
+OPTION: d | that's his sandwich
+OPTION: e | where's his sandwich
+ANSWER: d
+
+$SESSION 2-8: Putting It All Together
 
 # Source: LLA 2B Figure 8
 $DIALOGUE Jan and Bob's Trip
-ID: 2b-f8
-INTRO: Last part: skills practice — listening, reading, spelling, and writing, using everything from this lesson. First, Jan and Bob are off to Hawaii without the children. Just listen.
-INSTRUCTION: Listen to the paragraph.
+ID: 6-2b-f8-story
+INTRO: To finish the lesson: some listening, reading, and a little writing. First, Jan and Bob are off to Hawaii — without the children. Just listen.
+INSTRUCTION: Listen to the story.
 
-LINE: Jan and Bob will travel to Hawaii later this month. {bk06-l2b-f8-01.mp3}
-LINE: They will go without their children. {bk06-l2b-f8-02.mp3}
-LINE: They'll go to the airport on a helicopter. {bk06-l2b-f8-03.mp3}
-LINE: Then they'll travel to San Francisco on a plane. {bk06-l2b-f8-04.mp3}
-LINE: In San Francisco, they'll get on a ship. {bk06-l2b-f8-05.mp3}
-LINE: The weather will be sunny in Hawaii. {bk06-l2b-f8-06.mp3}
+LINE: Jan and Bob will travel to Hawaii later this month. {bk06-l2b-f8-01a.mp3}
+LINE: They will go without their children. {bk06-l2b-f8-01b.mp3}
+LINE: They'll go to the airport on a helicopter. {bk06-l2b-f8-01c.mp3}
+LINE: Then they'll travel to San Francisco on a plane. {bk06-l2b-f8-01d.mp3}
+LINE: In San Francisco, they'll get on a ship. {bk06-l2b-f8-01e.mp3}
+LINE: The weather will be sunny in Hawaii. {bk06-l2b-f8-01f.mp3}
 
-# Source: LLA 2B Figure 8 (Part 2). The ST Listening Skill "CAN YOU ANSWER THESE QUESTIONS?"
-# (instructor-read paragraphs, same task) is covered by this recorded version.
-$SELECT Which Questions Does the Paragraph Answer?
-ID: 2b-f8-b
+# Source: LLA 2B Figure 8
+$SELECT Which Questions Does the Story Answer?
+ID: 6-2b-f8
 MULTI
-REFERENCE
-INTRO: A paragraph answers some questions and stays quiet about others. Tap every question the paragraph about Jan and Bob actually answers — you can listen again while you decide.
-INSTRUCTION: Tap the questions that are answered.
+REFERENCE: 6-2b-f8-story
+INTRO: A good listener knows what a story said — and what it didn't. Tap every question the paragraph actually answers.
+INSTRUCTION: Tap all questions answered in the paragraph.
 
-TEMPLATE: Which questions are answered in the paragraph?
 OPTION: a | Where will Jan and Bob go later this month?
 OPTION: b | Who will take Jan and Bob to the airport?
 OPTION: c | How old are the children?
 OPTION: d | How will the weather be in Hawaii?
+
+TEMPLATE: Which questions are answered in the paragraph?
 ANSWER: a,d
 
-# Source: LLA 2B Figure 9
-$DIALOGUE Listen Closely: Sentence Pairs
-ID: 2b-f9
-INTRO: These sentence pairs differ by just a word or a tense — the kind of difference that changes the whole story. Listen and repeat both sentences.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: I want something to eat. {bk06-l2b-f9-01a.mp3}
-LINE: I don't want anything to eat. {bk06-l2b-f9-01b.mp3}
-
-LINE: He has to go without her. {bk06-l2b-f9-02a.mp3}
-LINE: He'll have to go without her. {bk06-l2b-f9-02b.mp3}
-
-LINE: He left a tip. {bk06-l2b-f9-03a.mp3}
-LINE: He'll leave a good tip. {bk06-l2b-f9-03b.mp3}
-
-LINE: The waiter brought a plate and a napkin. {bk06-l2b-f9-04a.mp3}
-LINE: The waiter will bring a plate and a napkin. {bk06-l2b-f9-04b.mp3}
-
-LINE: He cut the meat with a knife. {bk06-l2b-f9-05a.mp3}
-LINE: He is cutting the meat with a knife. {bk06-l2b-f9-05b.mp3}
-
-LINE: I need a knife, a fork, and a spoon. {bk06-l2b-f9-06a.mp3}
-LINE: I need a sharp knife, a fork, and a spoon. {bk06-l2b-f9-06b.mp3}
-
-LINE: I'll buy my ticket tomorrow. {bk06-l2b-f9-07a.mp3}
-LINE: I'll be buying my ticket tomorrow. {bk06-l2b-f9-07b.mp3}
-
-LINE: The food there was delicious. {bk06-l2b-f9-08a.mp3}
-LINE: The food there will be delicious. {bk06-l2b-f9-08b.mp3}
-
-# Source: LLA 2C Figure 6 (ST §Write: C dropped as TTS twin; its five extra words appended below)
-$PRODUCE Spell It with C
-ID: 2c-f6
-INPUT: type
-CHECK: exact
-INTRO: The letter c often sounds like k. Listen to each word and type the missing letter to complete it, then say the word back.
-INSTRUCTION: Type the missing letter ("c").
-REPEAT
-
-TEMPLATE: re____{c}ord
-PROMPT: record, record. {bk06-l2c-f6-01.mp3}
-RESPONSE: record
-
-TEMPLATE: s____{c}arf
-PROMPT: scarf, scarf. {bk06-l2c-f6-02.mp3}
-RESPONSE: scarf
-
-TEMPLATE: rain____{c}oat
-PROMPT: raincoat, raincoat. {bk06-l2c-f6-03.mp3}
-RESPONSE: raincoat
-
-TEMPLATE: ____{c}lear
-PROMPT: clear, clear. {bk06-l2c-f6-04.mp3}
-RESPONSE: clear
-
-TEMPLATE: pi____{c}ture
-PROMPT: picture, picture. {bk06-l2c-f6-05.mp3}
-RESPONSE: picture
-
-TEMPLATE: ____{c}ut
-PROMPT: cut, cut. {bk06-l2c-f6-06.mp3}
-RESPONSE: cut
-
-TEMPLATE: Arabi____{c}
-PROMPT: Arabic, Arabic. {bk06-l2c-f6-07.mp3}
-RESPONSE: Arabic
-
-TEMPLATE: se____{c}ond
-PROMPT: second, second. {bk06-l2c-f6-08.mp3}
-RESPONSE: second
-
-TEMPLATE: heli____{c}opter
-PROMPT: helicopter, helicopter. {bk06-l2c-f6-09.mp3}
-RESPONSE: helicopter
-
-TEMPLATE: musi____{c}
-PROMPT: music, music. {bk06-l2c-f6-10.mp3}
-RESPONSE: music
-
-TEMPLATE: s____{c}ore
-PROMPT: score, score. {bk06-l2c-f6-11.mp3}
-RESPONSE: score
-
-TEMPLATE: ____{c}loudy
-PROMPT: cloudy, cloudy. {bk06-l2c-f6-12.mp3}
-RESPONSE: cloudy
-
-# Salvaged from ST §Write: C (items missing from the tape; TTS prompts)
-TEMPLATE: lo____{c}ator
-PROMPT: locator, locator.
-RESPONSE: locator
-
-TEMPLATE: ____{c}ried
-PROMPT: cried, cried.
-RESPONSE: cried
-
-TEMPLATE: ____{c}ustomer
-PROMPT: customer, customer.
-RESPONSE: customer
-
-TEMPLATE: vehi____{c}le
-PROMPT: vehicle, vehicle.
-RESPONSE: vehicle
-
-TEMPLATE: ____{c}ountry
-PROMPT: country, country.
-RESPONSE: country
+# SKIPPED (book): Listening Skills "CAN YOU ANSWER THESE QUESTIONS?" and "HE HAS TWO PENCILS" (pp. 54–55) — instructor-read listening texts without audio stimuli.
 
 # Source: ST §What's the Topic?
-$DIALOGUE What's the Topic?
-ID: l2-s30
-INTRO: Read two short paragraphs — one about the seasons, one about a trip. Afterward you'll pick the topic of each.
-INSTRUCTION: Read the paragraphs.
+$GRAMMAR What's the Topic? — Paragraph 1
+ID: l2-s31-r-p1
+READING
+INTRO: Two short paragraphs. Read each one and decide what it's about — the topic is what the whole paragraph talks about, not just one sentence.
 
-LINE: Of all the seasons, I like fall.
-LINE: In the fall, the days are clear and cool.
-LINE: Spring is very windy, and summer is very hot.
-LINE: Winter is wet and cold, but fall is dry, cool, and sunny.
-LINE: I think the weather is very nice in the fall.
+CARD: **Paragraph 1.** Of all the seasons, I like fall. In the fall, the days are clear and cool. Spring is very windy, and summer is very hot. Winter is wet and cold, but fall is dry, cool, and sunny. I think the weather is very nice in the fall.
 
-LINE: John and Mary will take a trip to New York.
-LINE: They are packing their suitcases.
-LINE: John made the reservations for the trip last week, and he bought the tickets yesterday.
-LINE: He got tickets for a show in New York, too.
-LINE: They will depart on Saturday morning.
-
-# Source: ST §Select the Topic
-$SELECT Select the Topic
-ID: l2-s31
-REFERENCE
-INTRO: Tap the topic of each paragraph — what the whole paragraph is about, not just one detail it happens to mention.
-INSTRUCTION: Select the topic for each paragraph you read.
-
-TEMPLATE: Of all the seasons, I like fall. In the fall, the days are clear and cool. Spring is very windy, and summer is very hot. Winter is wet and cold, but fall is dry, cool, and sunny. I think the weather is very nice in the fall.
+# Source: ST §What's the Topic?
+$SELECT What's the Topic? — Paragraph 1
+ID: l2-s31-p1
+REFERENCE: l2-s31-r-p1
+INTRO: Now tap the topic of the paragraph you just read.
+INSTRUCTION: Tap the topic of the paragraph.
 OPTION: a | wind
 OPTION: b | hot weather
 OPTION: c | fall
+
+TEMPLATE: What is the topic of the paragraph?
 ANSWER: c
 
-TEMPLATE: John and Mary will take a trip to New York. They are packing their suitcases. John made the reservations for the trip last week, and he bought the tickets yesterday. He got tickets for a show in New York, too. They will depart on Saturday morning.
+# Source: ST §What's the Topic?
+$GRAMMAR What's the Topic? — Paragraph 2
+ID: l2-s31-r-p2
+READING
+
+CARD: **Paragraph 2.** John and Mary will take a trip to New York. They are packing their suitcases. John made the reservations for the trip last week, and he bought the tickets yesterday. He got tickets for a show in New York, too. They will depart on Saturday morning.
+
+# Source: ST §What's the Topic?
+$SELECT What's the Topic? — Paragraph 2
+ID: l2-s31-p2
+REFERENCE: l2-s31-r-p2
+INTRO: Same question for the second paragraph.
+INSTRUCTION: Tap the topic of the paragraph.
 OPTION: a | a trip to New York
 OPTION: b | airline reservations
 OPTION: c | a show in New York
+
+TEMPLATE: What is the topic of the paragraph?
 ANSWER: a
 
-# Source: ST §Meals in the U.S.
+# Source: ST §Outline the Paragraphs
 $DIALOGUE Meals in the U.S.
-ID: l2-s32
-INTRO: Read about the three meals many American families eat. You'll fill in an outline of it next.
+ID: l2-s32-r
+INTRO: A short reading about meals in the U.S. Read it carefully — you'll outline it next.
 INSTRUCTION: Read the paragraph.
 
-LINE: Many families in the U.S. eat three meals a day.
-LINE: These are breakfast, lunch, and dinner.
-LINE: For breakfast, a lot of families have toast, eggs, or fruit.
-LINE: For lunch, they have a sandwich, soup, or a salad.
-LINE: For dinner, many families have meat and a vegetable.
-LINE: Some families have dessert after dinner.
+Narrator: Many families in the U.S. eat three meals a day. These are breakfast, lunch, and dinner.
+Narrator: For breakfast, a lot of families have toast, eggs, or fruit.
+Narrator: For lunch, they have a sandwich, soup, or a salad.
+Narrator: For dinner, many families have meat and a vegetable. Some families have dessert after dinner.
 
-# Source: ST §Outline: Meals
+# Source: ST §Outline the Paragraphs
 $PRODUCE Outline: Meals
-ID: l2-s33
-REFERENCE
-INTRO: Complete the outline of the paragraph, one slot at a time. Short answers straight from the text are fine — you can look back while you work.
-INSTRUCTION: Complete the box outline using the paragraph you read.
+ID: l2-s32
+REFERENCE: l2-s32-r
+INTRO: Fill in the outline from the reading, one slot at a time. Short answers are fine — the reading is a tap away.
+INSTRUCTION: Fill in the outline from the reading.
 INPUT: type
+CHECK: exact
 
 TEMPLATE: Meals
 SLOT: 1 | First meal | breakfast
-SLOT: 2 | Foods for breakfast | toast, eggs, or fruit
+SLOT: 2 | Breakfast foods | toast, eggs, or fruit
 SLOT: 1 | Second meal | lunch
-SLOT: 2 | Foods for lunch | a sandwich, soup, or a salad
+SLOT: 2 | Lunch foods | sandwich, soup, or salad
 SLOT: 1 | Third meal | dinner
-SLOT: 2 | Foods for dinner | meat and a vegetable
+SLOT: 2 | Dinner foods | meat and vegetable
 
-# Source: ST §A Restaurant Menu
-$DIALOGUE A Restaurant Menu
-ID: l2-s34
-INTRO: One more short read: what's on a restaurant menu. Another outline follows.
+# Source: ST §Outline the Paragraphs
+$DIALOGUE Foods on a Restaurant Menu
+ID: l2-s33-r
+INTRO: One more reading — what you can order from a restaurant menu.
 INSTRUCTION: Read the paragraph.
 
-LINE: A restaurant menu has many different foods.
-LINE: You can choose from these foods.
-LINE: For soup you can order chicken soup, vegetable soup, or tomato soup.
-LINE: For meat you can order beef, chicken, or lamb.
-LINE: For vegetables you can order carrots, green beans, or corn.
+Narrator: A restaurant menu has many different foods. You can choose from these foods.
+Narrator: For soup you can order chicken soup, vegetable soup, or tomato soup.
+Narrator: For meat you can order beef, chicken, or lamb.
+Narrator: For vegetables you can order carrots, green beans, or corn.
 
-# Source: ST §Outline: Menu
-$PRODUCE Outline: Menu
-ID: l2-s35
-REFERENCE
-INTRO: Fill in the menu outline from the paragraph — categories first, then the choices in each.
-INSTRUCTION: Complete the box outline using the paragraph you read.
+# Source: ST §Outline the Paragraphs
+$PRODUCE Outline: Restaurant Menu
+ID: l2-s33
+REFERENCE: l2-s33-r
+INTRO: Now outline the menu reading the same way.
+INSTRUCTION: Fill in the outline from the reading.
 INPUT: type
+CHECK: exact
 
-TEMPLATE: Menu
+TEMPLATE: Restaurant Menu Foods
 SLOT: 1 | First category | soup
-SLOT: 2 | Soup choices | chicken soup, vegetable soup, or tomato soup
+SLOT: 2 | Soup choices | chicken, vegetable, or tomato
 SLOT: 1 | Second category | meat
 SLOT: 2 | Meat choices | beef, chicken, or lamb
 SLOT: 1 | Third category | vegetables
@@ -1776,13 +1977,12 @@ SLOT: 2 | Vegetable choices | carrots, green beans, or corn
 
 # Source: ST §Put in Capital Letters and Punctuation
 $PRODUCE Capital Letters and Punctuation
-ID: l2-s36
-INTRO: Last activity of the lesson. Type each sentence with correct capital letters and punctuation — here, the capitals and punctuation ARE the answer. Then you're done with Lesson 2; go get something delicious.
-INSTRUCTION: Type the sentence with correct capitalization and punctuation.
+ID: l2-s34
+INTRO: Last one. Type each sentence with correct capital letters, apostrophes, and end punctuation — then this lesson is done, and you've earned that dessert.
+INSTRUCTION: Rewrite the sentence with correct capitalization, apostrophes, and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-LONGFORM
 
 TEMPLATE: do you like to walk
 RESPONSE: Do you like to walk?
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diff --git a/book-6-lesson-3.module b/book-6-lesson-3.module
index 29fb17de..cc76ec7f 100644
--- a/book-6-lesson-3.module
+++ b/book-6-lesson-3.module
@@ -1,68 +1,209 @@
-$MODULE Book 6 · Lesson 3: It's Near the Bank {st-page_067_001.jpg}
+$MODULE Book 6 · Lesson 3: Post Office, Bank, and Directions {st-page_067_001.jpg|A map showing city buildings including TRAVEL AGENCY, RITZ RESTAURANT, SA BANK, and U.S. POST OFFICE}
 FORMAT: 2
-DIOCO_DOC_ID: alc_english_b6_l3
-DESCRIPTION: Mailing letters and packages, bank vocabulary, indirect objects ("give me the check"), "also" and "too", and asking for directions — with pronunciation, dictation, and punctuation practice.
+DIOCO_DOC_ID: alc_book6_lesson3
+DESCRIPTION: Mailing letters and packages, banking and identification, two-object word order, "also" and "too", sentence rhythm and stress, and asking for directions around town.
 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: Bob | achird | Male voice
-VOICE: Tom | schedar | Male voice
-VOICE: Mary | achernar | Female
+VOICE: Bob | schedar | Male
+VOICE: Tom | iapetus | Male
+VOICE: Mary | aoede | Female
 VOICE: Mark | achird | Male
-VOICE: Dan | orus | Male
-VOICE: Pat | leda | Female
-VOICE: Linda | aoede | Female
-VOICE: David | alnilam | Male
-VOICE: Clerk | kore | Female
+VOICE: Dan | charon | Male
+VOICE: Pat | schedar | Male
+VOICE: Linda | sulafat | Female
+VOICE: David | orus | Male
+VOICE: Clerk | achernar | Female
 VOICE: Jan | gacrux | Female
-VOICE: Teller | gacrux | Female
-VOICE: Waiter | iapetus | Male waiter
-VOICE: Sue | aoede | Female
-VOICE: Sgt_Kelly | charon | Male speaker
-VOICE: Capt_Brown | achird | Male speaker
-VOICE: Paul | rasalgethi | Male speaker
-VOICE: Dave | schedar | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Teller | aoede | Female teller
+VOICE: Waiter | charon | Male waiter
+VOICE: Sue | achernar | Female
+VOICE: Sgt_Kelly | charon | Male
+VOICE: Capt_Brown | achird | Male
+VOICE: Paul | iapetus | Male
+VOICE: Dave | achird | Male
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 3-1: Mailing Letters and Packages
+$SESSION 3-1: Mailing Letters and Packages
+
+# Source: LLA 3A Figure 1
+$DIALOGUE Sending a Package
+ID: 6-3a-f1
+INTRO: In this lesson you'll learn to do your errands in English — mail letters and packages, handle checks at the bank, and ask your way around town. First, meet Mary: she has pictures to send and only half an address. Look at the pictures, listen, and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: to pick out
+LINE: Mary picked out some pictures for her brother's new house. {page_053_001.jpg|A woman pointing to framed pictures hanging on a wall} {bk06-l3a-f1-01.mp3}
+VOCAB: to deliver
+LINE: She wanted to deliver them to him. {page_053_001.jpg|A woman pointing to framed pictures hanging on a wall} {bk06-l3a-f1-02.mp3}
+LINE: He lived in a different town. {page_053_001.jpg|A woman pointing to framed pictures hanging on a wall} {bk06-l3a-f1-03.mp3}
+VOCAB: to send
+VOCAB: to mail
+LINE: She had to send them in the mail. {page_053_001.jpg|A woman pointing to framed pictures hanging on a wall} {bk06-l3a-f1-04.mp3}
+
+VOCAB: package
+LINE: She wrote his name on the package. {page_053_002.jpg|Hands holding a pen writing 'MR. MARK MANDERS 1003' on a package} {bk06-l3a-f1-05.mp3}
+VOCAB: address
+LINE: Then she started to write the address. {page_053_002.jpg|Hands holding a pen writing 'MR. MARK MANDERS 1003' on a package} {bk06-l3a-f1-06.mp3}
+LINE: She thought about it and wrote the number. {page_053_002.jpg|Hands holding a pen writing 'MR. MARK MANDERS 1003' on a package} {bk06-l3a-f1-07.mp3}
+VOCAB: street
+LINE: What was the name of the street? She didn't know. {page_053_002.jpg|Hands holding a pen writing 'MR. MARK MANDERS 1003' on a package} {bk06-l3a-f1-08.mp3}
+
+LINE: She looked at some old mail. {page_053_003.jpg|A postcard addressed to Miss Mary Manders with a short handwritten message signed Mark} {bk06-l3a-f1-09.mp3}
+VOCAB: postcard
+LINE: She saw a postcard from her brother. It had his address on it. {page_053_003.jpg|A postcard addressed to Miss Mary Manders with a short handwritten message signed Mark} {bk06-l3a-f1-10.mp3}
+VOCAB: to finish
+LINE: She finished the package. {page_053_003.jpg|A postcard addressed to Miss Mary Manders with a short handwritten message signed Mark} {bk06-l3a-f1-11.mp3}
+
+VOCAB: post office
+LINE: She took it to the post office on 6th Street near her house. {page_053_004.jpg|A woman standing at a post office counter giving a package to an employee behind the counter with a sign that says POST OFFICE} {bk06-l3a-f1-12.mp3}
+VOCAB: stamp
+LINE: They put stamps on it. She mailed it that same day. {page_053_004.jpg|A woman standing at a post office counter giving a package to an employee behind the counter with a sign that says POST OFFICE} {bk06-l3a-f1-13.mp3}
+
+# Source: LLA 3A Figure 1 (Q&A pass)
+$PRODUCE Questions: Mary's Package
+ID: 6-3a-f1-b
+REFERENCE: 6-3a-f1
+INPUT: speak
+CHECK: reveal
+INTRO: Now the questions. Answer each one aloud about Mary and her package, then repeat the model answer. The story is there if you need to peek.
+INSTRUCTION: Answer each question aloud.
+REPEAT
+
+PROMPT: What did Mary do? {bk06-l3a-f1-14-q.mp3}
+RESPONSE: She picked out some pictures for her brother's new house. {bk06-l3a-f1-14-a.mp3}
+
+PROMPT: What did she want to do? {bk06-l3a-f1-15-q.mp3}
+RESPONSE: She wanted to deliver them to him. {bk06-l3a-f1-15-a.mp3}
+
+PROMPT: What did she have to do? {bk06-l3a-f1-16-q.mp3}
+RESPONSE: She had to send them in the mail. {bk06-l3a-f1-16-a.mp3}
+
+PROMPT: What did she write on the package? {bk06-l3a-f1-17-q.mp3}
+RESPONSE: She wrote his name on the package. {bk06-l3a-f1-17-a.mp3}
+
+PROMPT: Did she know the name of the street? {bk06-l3a-f1-18-q.mp3}
+RESPONSE: No, she didn't know the name of the street. {bk06-l3a-f1-18-a.mp3}
+
+PROMPT: What did she see among the old mail? {bk06-l3a-f1-19-q.mp3}
+RESPONSE: She saw a postcard from her brother. {bk06-l3a-f1-19-a.mp3}
+
+PROMPT: Where did she take the package? {bk06-l3a-f1-20-q.mp3}
+RESPONSE: She took it to the post office. {bk06-l3a-f1-20-a.mp3}
+
+# Source: LLA 3A Figure 2
+$SELECT Which Words Do You Hear?
+ID: 6-3a-f2
+MULTI
+HIDE_PROMPT
+INTRO: Listen to each sentence. Tap all the words from the choices that you hear in the sentence, then repeat the sentence.
+INSTRUCTION: Tap the word(s) you hear.
+REPEAT
+
+EXAMPLE
+PROMPT: John picked out two postcards for his friend. {bk06-l3a-f2-ex.mp3}
+OPTION: a | picked out
+OPTION: b | mail
+OPTION: c | postcards
+OPTION: d | finish
+ANSWER: a,c
+
+PROMPT: How many stamps do you need? {bk06-l3a-f2-01.mp3}
+OPTION: a | stamps
+OPTION: b | address
+OPTION: c | send
+OPTION: d | finish
+ANSWER: a
+FEEDBACK: How many stamps do you need? {bk06-l3a-f2-01-fb.mp3}
+
+PROMPT: I don't know Tom's new address. {bk06-l3a-f2-02.mp3}
+OPTION: a | package
+OPTION: b | address
+OPTION: c | street
+OPTION: d | mail
+ANSWER: b
+FEEDBACK: I don't know Tom's address. {bk06-l3a-f2-02-fb.mp3}
+
+PROMPT: When will you finish your letter? {bk06-l3a-f2-03.mp3}
+OPTION: a | postcard
+OPTION: b | finish
+OPTION: c | post office
+OPTION: d | letter
+ANSWER: b,d
+FEEDBACK: When will you finish your letter? {bk06-l3a-f2-03-fb.mp3}
+
+PROMPT: I got my mail at the post office. {bk06-l3a-f2-04.mp3}
+OPTION: a | mail
+OPTION: b | send
+OPTION: c | post office
+OPTION: d | street
+ANSWER: a,c
+FEEDBACK: I got my mail at the post office. {bk06-l3a-f2-04-fb.mp3}
+
+PROMPT: Can you read the address on this letter? {bk06-l3a-f2-05.mp3}
+OPTION: a | address
+OPTION: b | mail
+OPTION: c | letter
+OPTION: d | stamps
+ANSWER: a,c
+FEEDBACK: Can you read the address on this letter? {bk06-l3a-f2-05-fb.mp3}
+
+PROMPT: Did Tim send a postcard to you from New York? {bk06-l3a-f2-06.mp3}
+OPTION: a | send
+OPTION: b | street
+OPTION: c | postcard
+OPTION: d | letter
+ANSWER: a,c
+FEEDBACK: Did Tim send you a postcard from New York? {bk06-l3a-f2-06-fb.mp3}
+
+PROMPT: I want to mail this package to my family today. {bk06-l3a-f2-07.mp3}
+OPTION: a | mail
+OPTION: b | letter
+OPTION: c | send
+OPTION: d | package
+ANSWER: a,d
+FEEDBACK: I want to mail this package to my family today. {bk06-l3a-f2-07-fb.mp3}
+
+PROMPT: The BX and the post office are on the same street. {bk06-l3a-f2-08.mp3}
+OPTION: a | finish
+OPTION: b | post office
+OPTION: c | package
+OPTION: d | street
+ANSWER: b,d
+FEEDBACK: The BX and the post office are on the same street. {bk06-l3a-f2-08-fb.mp3}
 
 # Source: ST §He Likes to Write Letters
 $DIALOGUE Sgt Kelly Writes a Letter
 ID: l3-s1
-INTRO: In this lesson you'll learn to mail letters and packages, handle money at the bank, and find your way around town. First, meet Sgt Kelly — he writes to his wife every single week, and he never forgets the stamp. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
+INTRO: Sgt Kelly writes to his wife every week — a patient man. Listen to how a letter gets addressed, stamped, and mailed, and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: letter
-LINE: Sgt Kelly writes a letter to his wife every week. {st-page_069_001.jpg}
+LINE: Sgt Kelly writes a letter to his wife every week. {st-page_069_001.jpg|A hand writing a letter beginning "Dear Jan, Bobby's birthday present is coming"}
 
-VOCAB: address
 VOCAB: envelope
-VOCAB: street
+LINE: He writes her address on an envelope. {st-page_069_002.jpg|An addressed envelope showing "Jan Kelly, 3546 Jones St., San Antonio, Tx. 85555" and a return address}
+LINE: She lives in a house on Jones Street.
 VOCAB: state
-LINE: He writes her address on an envelope. She lives in a house on Jones Street. It's a street in San Antonio, a city in the state of Texas. {st-page_069_002.jpg}
+LINE: It's a street in San Antonio, a city in the state of Texas.
 
 VOCAB: return address
-VOCAB: stamp
-LINE: He writes his return address on the envelope. He puts the letter in the envelope and puts a stamp on the envelope. {st-page_069_003.jpg}
+LINE: He writes his return address on the envelope. {st-page_069_003.jpg|A hand sticking a stamp onto a letter, with labels pointing to "return address" and "stamp"}
+LINE: He puts the letter in the envelope and puts a stamp on the envelope.
 
-VOCAB: mail
-VOCAB: post office
 VOCAB: near
-LINE: Then he mails the letter at the post office near the base. {st-page_069_004.jpg}
+LINE: Then he mails the letter at the post office near the base. {st-page_069_004.jpg|A man sitting behind a post office counter box labeled U.S. POST OFFICE}
 
 # Source: ST §True or False?
-
-# Source: ST §True or False?
-$SELECT True or False — Sgt Kelly's Letter
+$SELECT True or False: Writing a Letter
 ID: l3-s2
-REFERENCE
+REFERENCE: l3-s1
 SHOW_PROMPT
-INTRO: Now decide whether each statement about Sgt Kelly's letter is true or false. You can look back at the story if your memory needs a stamp too.
+INTRO: How well do you remember Sgt Kelly's letter? Read each statement and tap True or False. Open the story if you're not sure.
 INSTRUCTION: Tap True or False.
 OPTION: T | True
 OPTION: F | False
@@ -91,209 +232,126 @@ ANSWER: F
 PROMPT: There's a post office near the base.
 ANSWER: T
 
-# Source: LLA 3A Figure 1 (part 1)
+# SKIPPED (book): ST §Back to the Post Office (word-form list) — bare single-word/verb-form list; every item (package, pick out, send, mailman, deliver, give) is taught in sentences in this module (Mary's package, Sending a Letter, the birthday story, and the two-object drills), so the list is dropped per the word-list rule.
 
-# Source: LLA 3A Figure 1 (part 1)
-$DIALOGUE Mary Mails a Package
-ID: 3a-f1
-INTRO: Mary picked out a present for her brother — but he lives in another town, so the mail will have to do the delivering. Listen to the new words and the story, and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3A Figure 3
+$DIALOGUE Sending a Letter
+ID: 6-3a-f3
+INTRO: Tom wrote a letter to his sister, but he's visiting Bob in Texas. Whose return address goes on the envelope? Listen to their conversation and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-VOCAB: to pick out
-LINE: pick out, picked out {bk06-l3a-f1-01a.mp3}
-VOCAB: to deliver
-LINE: deliver, delivered {bk06-l3a-f1-01b.mp3}
-VOCAB: to send
-LINE: send, sent {bk06-l3a-f1-01c.mp3}
-VOCAB: to mail
-LINE: mail, mailed {bk06-l3a-f1-01d.mp3}
+Bob: I'm glad you came to visit me in the state of Texas. {page_055_001.jpg|A man sitting at a table showing a letter in an envelope to another man seated across from him} {bk06-l3a-f3-01.mp3}
 
-LINE: Mary picked out some pictures for her brother's new house. {page_053_001.jpg} {bk06-l3a-f1-01e.mp3}
-LINE: She wanted to deliver them to him. {page_053_001.jpg} {bk06-l3a-f1-01f.mp3}
-LINE: He lived in a different town. {page_053_001.jpg} {bk06-l3a-f1-01g.mp3}
-LINE: She had to send them in the mail. {page_053_001.jpg} {bk06-l3a-f1-01h.mp3}
+VOCAB: help
+Tom: Me too. I wrote this letter to my sister, and I need your help. Can I write your return address on the envelope? {page_055_001.jpg|A man sitting at a table showing a letter in an envelope to another man seated across from him} {bk06-l3a-f3-02.mp3}
 
-LINE: on {bk06-l3a-f1-02a.mp3}
-VOCAB: package
-LINE: package {bk06-l3a-f1-02b.mp3}
-LINE: address {bk06-l3a-f1-02c.mp3}
-LINE: street {bk06-l3a-f1-02d.mp3}
+Bob: Sure. It's Post Office Box 555, Dallas, Texas. {page_055_001.jpg|A man sitting at a table showing a letter in an envelope to another man seated across from him} {bk06-l3a-f3-03.mp3}
 
-LINE: She wrote his name on the package. {page_053_002.jpg} {bk06-l3a-f1-02e.mp3}
-LINE: Then she started to write the address. {page_053_002.jpg} {bk06-l3a-f1-02f.mp3}
-LINE: She thought about it and wrote the number. {page_053_002.jpg} {bk06-l3a-f1-02g.mp3}
-LINE: What was the name of the street? She didn't know. {page_053_002.jpg} {bk06-l3a-f1-02h.mp3}
-
-VOCAB: postcard
-LINE: postcard {bk06-l3a-f1-03a.mp3}
-VOCAB: to finish
-LINE: finish, finished {bk06-l3a-f1-03b.mp3}
-
-LINE: She looked at some old mail. {page_053_003.jpg} {bk06-l3a-f1-03c.mp3}
-LINE: She saw a postcard from her brother. {page_053_003.jpg} {bk06-l3a-f1-03d.mp3}
-LINE: It had his address on it. {page_053_003.jpg} {bk06-l3a-f1-03e.mp3}
-LINE: She finished the package. {page_053_003.jpg} {bk06-l3a-f1-03f.mp3}
-
-LINE: post office {bk06-l3a-f1-04a.mp3}
-LINE: stamps {bk06-l3a-f1-04b.mp3}
-LINE: mail, mailed {bk06-l3a-f1-04c.mp3}
-
-LINE: She took it to the post office on 6th Street near her house. {page_053_004.jpg} {bk06-l3a-f1-04d.mp3}
-LINE: They put stamps on it. {page_053_004.jpg} {bk06-l3a-f1-04e.mp3}
-LINE: She mailed it that same day. {page_053_004.jpg} {bk06-l3a-f1-04f.mp3}
-
-# Source: LLA 3A Figure 1 (part 2)
-
-# Source: LLA 3A Figure 1 (part 2)
-$PRODUCE Questions About Mary's Package
-ID: 3a-f1-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now answer questions about Mary's package aloud in full sentences, then repeat the correct answer. The story is there if you need to check.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-
-PROMPT: What did Mary do? {bk06-l3a-f1-05-q.mp3}
-RESPONSE: She picked out some pictures for her brother's new house. {bk06-l3a-f1-05-a.mp3}
-
-PROMPT: What did she want to do? {bk06-l3a-f1-06-q.mp3}
-RESPONSE: She wanted to deliver them to him. {bk06-l3a-f1-06-a.mp3}
-
-PROMPT: What did she have to do? {bk06-l3a-f1-07-q.mp3}
-RESPONSE: She had to send them in the mail. {bk06-l3a-f1-07-a.mp3}
-
-PROMPT: What did she write on the package? {bk06-l3a-f1-08-q.mp3}
-RESPONSE: She wrote his name on the package. {bk06-l3a-f1-08-a.mp3}
-
-PROMPT: Did she know the name of the street? {bk06-l3a-f1-09-q.mp3}
-RESPONSE: No, she didn't know the name of the street. {bk06-l3a-f1-09-a.mp3}
-
-PROMPT: What did she see among the old mail? {bk06-l3a-f1-10-q.mp3}
-RESPONSE: She saw a postcard from her brother. {bk06-l3a-f1-10-a.mp3}
-
-PROMPT: Where did she take the package? {bk06-l3a-f1-11-q.mp3}
-RESPONSE: She took it to the post office. {bk06-l3a-f1-11-a.mp3}
-
-# Source: LLA 3A Figure 2
-
-# Source: LLA 3A Figure 2
-$SELECT Which Words Do You Hear?
-ID: 3a-f2
-MULTI
-INTRO: Listen to each sentence and tap the post-office words you hear in it. Then repeat the sentence — your ears and your mouth both get a turn.
-INSTRUCTION: Tap the words you hear.
-REPEAT
-
-PROMPT: How many stamps do you need? {bk06-l3a-f2-01-q.mp3}
-OPTION: a | stamps {bk06-l3a-f2-01-a.mp3}
-OPTION: b | address
-OPTION: c | send
-OPTION: d | finish
-ANSWER: a
-
-PROMPT: I don't know Tom's new address. {bk06-l3a-f2-02-q.mp3}
-OPTION: a | package
-OPTION: b | address {bk06-l3a-f2-02-a.mp3}
-OPTION: c | street
-OPTION: d | mail
-ANSWER: b
-
-PROMPT: When will you finish your letter? {bk06-l3a-f2-03-q.mp3}
-OPTION: a | postcard
-OPTION: b | finish {bk06-l3a-f2-03-a.mp3}
-OPTION: c | post office
-OPTION: d | letter
-ANSWER: b,d
-
-PROMPT: I got my mail at the post office. {bk06-l3a-f2-04-q.mp3}
-OPTION: a | mail {bk06-l3a-f2-04-a.mp3}
-OPTION: b | send
-OPTION: c | post office
-OPTION: d | street
-ANSWER: a,c
-
-PROMPT: Can you read the address on this letter? {bk06-l3a-f2-05-q.mp3}
-OPTION: a | address {bk06-l3a-f2-05-a.mp3}
-OPTION: b | mail
-OPTION: c | letter
-OPTION: d | stamps
-ANSWER: a,c
-
-PROMPT: Did Tim send a postcard to you from New York? {bk06-l3a-f2-06-q.mp3}
-OPTION: a | send {bk06-l3a-f2-06-a.mp3}
-OPTION: b | street
-OPTION: c | postcard
-OPTION: d | letter
-ANSWER: a,c
-
-PROMPT: I want to mail this package to my family today. {bk06-l3a-f2-07-q.mp3}
-OPTION: a | mail {bk06-l3a-f2-07-a.mp3}
-OPTION: b | letter
-OPTION: c | send
-OPTION: d | package
-ANSWER: a,d
-
-PROMPT: The BX and the post office are on the same street. {bk06-l3a-f2-08-q.mp3}
-OPTION: a | finish
-OPTION: b | post office {bk06-l3a-f2-08-a.mp3}
-OPTION: c | package
-OPTION: d | street
-ANSWER: b,d
-
-# DROPPED (ST): "Back to the Post Office" bare word list (package, pick out, send,
-# mailman, deliver, give) — dissolved: every word is taught in sentences in the
-# cassette story above and in the paragraph below (word-list rule).
-
-# Source: ST §He's Going to the Post Office
-
-# DROPPED (ST): "Back to the Post Office" bare word list (package, pick out, send,
-# mailman, deliver, give) — dissolved: every word is taught in sentences in the
-# cassette story above and in the paragraph below (word-list rule).
-
-# Source: ST §He's Going to the Post Office
-$DIALOGUE Sgt Kelly Goes to the Post Office {st-page_071_001.jpg}
-ID: l3-s4
-INTRO: Back to Sgt Kelly. He has a letter for his wife, a package for his son, and a birthday deadline in three days. Just listen to the story.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Sgt Kelly needs to go to the post office today.
-LINE: He wants to mail the letter to his wife and a package to his son.
-
-VOCAB: pick out
-LINE: Sgt Kelly bought a sweater for Bobby. He picked out a red and white one.
-LINE: He thinks that his son will like it. Bobby's birthday will be in three days.
-
-VOCAB: send
-LINE: Sgt Kelly needs to send the package today.
+Tom: Thanks. {page_055_001.jpg|A man sitting at a table showing a letter in an envelope to another man seated across from him} {bk06-l3a-f3-04.mp3}
 
 VOCAB: mailman
-VOCAB: deliver
-LINE: In two days, the mailman will deliver the package to his home address.
+Bob: The mailman can take the letter for you. He'll be here in a few minutes. {page_055_001.jpg|A man sitting at a table showing a letter in an envelope to another man seated across from him} {bk06-l3a-f3-05.mp3}
 
-VOCAB: give
-LINE: The mailman will give the package to Mrs. Kelly.
-LINE: She won't give it to Bobby that day. She'll give it to him on his birthday.
+# Source: LLA 3A Figure 4
+$PRODUCE Sending a Letter: Missing Words
+ID: 6-3a-f4
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Same conversation, with holes in it. Listen and type the missing word or words in each blank.
+INSTRUCTION: Type the missing word(s).
 
-# Source: ST §Answer About the Post Office
+PROMPT: I'm glad you came to visit me in the state of Texas. {bk06-l3a-f4-01.mp3}
+TEMPLATE: Bob: I'm glad you came to visit me in the ____{state} of Texas.
+RESPONSE: I'm glad you came to visit me in the state of Texas.
 
-# Source: ST §Answer About the Post Office
-$PRODUCE Answer About the Post Office
+PROMPT: Me too. I wrote this letter to my sister, and I need your help. {bk06-l3a-f4-02.mp3}
+TEMPLATE: Tom: Me, too. I wrote this ____{letter} to my sister, and I need your ____{help}.
+RESPONSE: Me too. I wrote this letter to my sister, and I need your help.
+
+PROMPT: Can I write your return address on the envelope? {bk06-l3a-f4-03.mp3}
+TEMPLATE: Tom: Can I write your ____{return address} on the ____{envelope}?
+RESPONSE: Can I write your return address on the envelope?
+
+PROMPT: The mailman can take the letter for you. {bk06-l3a-f4-04.mp3}
+TEMPLATE: Bob: The ____{mailman} can take the letter for you. He'll be here in a few minutes.
+RESPONSE: The mailman can take the letter for you. He'll be here in a few minutes.
+
+# Source: LLA 3A Figure 5 (story)
+$DIALOGUE Bob's Package {page_056_001.jpg|An envelope addressed to Miss Ann Brown with return address Bob Brown and stamps in the corner}
+ID: 6-3a-f5-story
+INTRO: Now look at an envelope up close. Listen to the facts about the package Bob is sending to Anne.
+INSTRUCTION: Listen to the sentences.
+
+LINE: Bob is sending this package to Anne for her birthday. {bk06-l3a-f5-01.mp3}
+LINE: Bob wrote Anne's address on the package. {bk06-l3a-f5-02.mp3}
+LINE: He wrote his address on the package also. {bk06-l3a-f5-03.mp3}
+LINE: Then he put 5 stamps on it. {bk06-l3a-f5-04.mp3}
+LINE: The mailman will deliver the package to Anne's house in Los Angeles. {bk06-l3a-f5-05.mp3}
+
+# Source: LLA 3A Figure 5 (questions)
+$PRODUCE Questions about the Address
+ID: 6-3a-f5
+REFERENCE: 6-3a-f5-story
+INPUT: type
+CHECK: exact
+INTRO: Questions about the addresses on the package. Listen, type your answer, then repeat the full sentence.
+INSTRUCTION: Type the answer to each question.
+REPEAT
+
+PROMPT: What street does Anne live on? {bk06-l3a-f5-06.mp3}
+RESPONSE: Anne lives on 10th Street. {bk06-l3a-f5-06-a.mp3}
+ACCEPT: 10th Street | Tenth Street | 10th St. | Tenth St. | on 10th Street | on Tenth Street
+
+PROMPT: What street does Bob live on? {bk06-l3a-f5-07.mp3}
+RESPONSE: Bob lives on C Street. {bk06-l3a-f5-07-a.mp3}
+ACCEPT: C Street | C St. | on C Street
+
+PROMPT: What state does Bob live in? {bk06-l3a-f5-08.mp3}
+RESPONSE: Bob lives in the state of Texas. {bk06-l3a-f5-08-a.mp3}
+ACCEPT: Texas | in Texas | in the state of Texas
+
+PROMPT: What city does Anne live in? {bk06-l3a-f5-09.mp3}
+RESPONSE: Anne lives in Los Angeles. {bk06-l3a-f5-09-a.mp3}
+ACCEPT: Los Angeles | in Los Angeles
+
+PROMPT: How many stamps are on the package? {bk06-l3a-f5-10.mp3}
+RESPONSE: There are 5 stamps on the package. {bk06-l3a-f5-10-a.mp3}
+ACCEPT: 5 | five | 5 stamps | five stamps | There are 5 stamps | There are five stamps
+
+$SESSION 3-2: Post Office Errands and Sentence Rhythm
+
+# Source: ST §He's Going to the Post Office
+$DIALOGUE Sgt Kelly Goes to the Post Office {st-page_071_001.jpg|Sgt Kelly sitting with a package on his desk, thinking of buying a sweater with a clerk and a mailman delivering it to 3546 Jones St.}
+ID: l3-s4
+INTRO: In this part you'll follow Sgt Kelly's errands to the post office, then work on the rhythm of English sentences. First, listen to what Sgt Kelly needs to mail — Bobby's birthday depends on it.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Sgt Kelly needs to go to the post office today.
+Narrator: He wants to mail the letter to his wife and a package to his son.
+Narrator: Sgt Kelly bought a sweater for Bobby. He picked out a red and white one.
+Narrator: He thinks that his son will like it. Bobby's birthday will be in three days.
+Narrator: Sgt Kelly needs to send the package today.
+Narrator: In two days, the mailman will deliver the package to his home address.
+Narrator: The mailman will give the package to Mrs. Kelly.
+Narrator: She won't give it to Bobby that day. She'll give it to him on his birthday.
+
+# Source: ST §Questions on the Reading
+$PRODUCE Questions on the Reading
 ID: l3-s5
-REFERENCE
-INTRO: Answer the questions about Sgt Kelly's trip to the post office aloud, in your own words. The story is there to check.
-INSTRUCTION: Answer the questions about the paragraph.
+REFERENCE: l3-s4
+INTRO: Answer the questions about Sgt Kelly's trip in complete sentences, aloud. The reading is there if you need it.
+INSTRUCTION: Answer the questions in complete sentences.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
 
 PROMPT: What does Sgt Kelly need to do at the post office?
 RESPONSE: He needs to mail a letter to his wife and a package to his son.
 
 PROMPT: Which sweater did Sgt Kelly choose for Bobby?
-RESPONSE: He picked out a red and white one.
+RESPONSE: He picked out a red and white sweater.
 
 PROMPT: What does he need to do today?
 RESPONSE: He needs to send the package today.
@@ -302,356 +360,314 @@ PROMPT: What will the mailman do in two days?
 RESPONSE: The mailman will deliver the package to his home address.
 
 PROMPT: Will Mrs. Kelly give the package to Bobby the same day?
-RESPONSE: No, she will give it to him on his birthday.
+RESPONSE: No, she won't. She'll give it to him on his birthday.
 
-
-$LESSON 3-2: Addresses, Envelopes, and Sentence Rhythm
-
-# Source: LLA 3A Figure 3
-
-# Source: LLA 3A Figure 3
-$DIALOGUE Tom's Letter — New Words and Dialogue
-ID: 3a-f3
-INTRO: In this part you'll work with envelopes and addresses, then tune up the rhythm of your English. Tom is visiting Bob in Texas and needs help addressing a letter home. Listen to the new words and the conversation, and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: state
-LINE: State. {page_055_001.jpg} {bk06-l3a-f3-01.mp3}
-
-VOCAB: letter
-LINE: Letter. {page_055_001.jpg} {bk06-l3a-f3-02.mp3}
-
-VOCAB: help
-LINE: Help. {page_055_001.jpg} {bk06-l3a-f3-03.mp3}
-
-VOCAB: return address
-LINE: Return address. {page_055_001.jpg} {bk06-l3a-f3-04.mp3}
-
-VOCAB: envelope
-LINE: Envelope. {page_055_001.jpg} {bk06-l3a-f3-05.mp3}
-
-VOCAB: mailman
-LINE: Mailman. {page_055_001.jpg} {bk06-l3a-f3-06.mp3}
-
-Bob: I'm glad you came to visit me in the state of Texas. {page_055_001.jpg} {bk06-l3a-f3-07.mp3}
-Tom: Me, too. {page_055_001.jpg} {bk06-l3a-f3-08.mp3}
-LINE: I wrote this letter to my sister, and I need your help. {page_055_001.jpg} {bk06-l3a-f3-09.mp3}
-LINE: Can I write your return address on the envelope? {page_055_001.jpg} {bk06-l3a-f3-10.mp3}
-Bob: Sure. {page_055_001.jpg} {bk06-l3a-f3-11.mp3}
-LINE: It's Post Office Box 555, Dallas, Texas. {page_055_001.jpg} {bk06-l3a-f3-12.mp3}
-Tom: Thanks. {page_055_001.jpg} {bk06-l3a-f3-13.mp3}
-Bob: The mailman can take the letter for you. {page_055_001.jpg} {bk06-l3a-f3-14.mp3}
-LINE: He'll be here in a few minutes. {page_055_001.jpg} {bk06-l3a-f3-15.mp3}
-
-# Source: LLA 3A Figure 4
-
-# Source: LLA 3A Figure 4
-$PRODUCE Fill In the Dialogue
-ID: 3a-f4
-INPUT: type
-CHECK: exact
-INTRO: Now listen to lines from Tom and Bob's conversation again and type the missing words.
-INSTRUCTION: Type the missing words.
-
-TEMPLATE: Bob: I'm glad you came to visit me in the ____ of Texas.
-PROMPT: I'm glad you came to visit me in the state of Texas. {bk06-l3a-f4-01.mp3}
-RESPONSE: I'm glad you came to visit me in the state of Texas.
-ACCEPT: state
-
-TEMPLATE: Tom: Me, too. I wrote this ____{letter} to my sister, and I need your ____{help}.
-PROMPT: Me too. I wrote this letter to my sister, and I need your help. {bk06-l3a-f4-02.mp3}
-RESPONSE: Me, too. I wrote this letter to my sister, and I need your help.
-
-TEMPLATE: Tom: Can I write your ____{return address} on the ____{envelope}?
-PROMPT: Can I write your return address on the envelope? {bk06-l3a-f4-03.mp3}
-RESPONSE: Can I write your return address on the envelope?
-
-TEMPLATE: Bob: The ____ can take the letter for you.
-PROMPT: The mailman can take the letter for you. {bk06-l3a-f4-04.mp3}
-RESPONSE: The mailman can take the letter for you.
-ACCEPT: mailman
-
-# Source: LLA 3A Figure 5
-
-# Source: LLA 3A Figure 5
-$PRODUCE Reading an Envelope
-ID: 3a-f5
-INPUT: speak
-CHECK: reveal
-INTRO: You'll see an addressed envelope. Answer each question about it aloud, then repeat the correct answer. Everything you need is on the picture.
-INSTRUCTION: Answer aloud based on the picture.
-REPEAT
-
-PROMPT: What street does Anne live on? {page_056_001.jpg} {bk06-l3a-f5-01-q.mp3}
-RESPONSE: Anne lives on 10th Street. {bk06-l3a-f5-01-a.mp3}
-
-PROMPT: What street does Bob live on? {page_056_001.jpg} {bk06-l3a-f5-02-q.mp3}
-RESPONSE: Bob lives on C Street. {bk06-l3a-f5-02-a.mp3}
-
-PROMPT: What state does Bob live in? {page_056_001.jpg} {bk06-l3a-f5-03-q.mp3}
-RESPONSE: Bob lives in the state of Texas. {bk06-l3a-f5-03-a.mp3}
-
-PROMPT: What city does Anne live in? {page_056_001.jpg} {bk06-l3a-f5-04-q.mp3}
-RESPONSE: Anne lives in Los Angeles. {bk06-l3a-f5-04-a.mp3}
-
-PROMPT: How many stamps are on the package? {page_056_001.jpg} {bk06-l3a-f5-05-q.mp3}
-RESPONSE: There are 5 stamps on the package. {bk06-l3a-f5-05-a.mp3}
-
-# Source: ST §Can You Buy a Money Order For Me?
-
-# Source: ST §Can You Buy a Money Order For Me?
-$DIALOGUE Buying a Money Order {st-page_072_001.jpg}
+# Source: ST §Can You Buy a Money Order for Me?
+$DIALOGUE Can You Buy a Money Order for Me? {st-page_072_001.jpg|Drawings of postcards being written and a sample MONEY ORDER form for $15.00 to John Wills}
 ID: l3-s6
-INTRO: Sgt Kelly is heading to the post office, and Capt Brown has errands for him — a money order and some postcards. Rank has its privileges. Just listen to their conversation.
-INSTRUCTION: Listen to the dialog.
+INTRO: Captain Brown hears the words "post office" and suddenly has requests. Listen to the dialog and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
 
 Sgt_Kelly: I'm going to the post office right now. Do you need anything from the post office, Captain?
 
 VOCAB: money order
-VOCAB: postcard
 Capt_Brown: Yes, can you buy a money order for me, and can you mail these postcards?
 
 Sgt_Kelly: Oh, sure. How much do you need the money order for?
+
 Capt_Brown: Just $15.00. Here, I'll give you some money.
+
 Sgt_Kelly: Do you want me to mail it?
+
 Capt_Brown: Yes, here's an envelope with the name and address. Thanks, Kelly.
 
 # Source: ST §At the Post Office
-
-# Source: ST §At the Post Office
-$PRODUCE At the Post Office Counter {st-page_073_001.jpg}
+$PRODUCE At the Post Office Counter {st-page_073_001.jpg|A man standing at a U.S. Mail counter talking to a postal clerk. A thought bubble shows mail items: postcards, letters, money orders, packages.}
 ID: l3-s7
-INTRO: Now Sgt Kelly is at the counter. Read the conversation with the mail clerk and type the missing words in each exchange.
-INSTRUCTION: Type the missing words.
+INTRO: Now Sgt Kelly is at the counter. Type the missing words to complete the dialog. On the last one, you do the arithmetic — the clerk certainly will.
+INSTRUCTION: Type the missing words to complete the dialog.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Mail clerk: Do you need some help?
 TEMPLATE: Sgt Kelly: Yes, I need a ____{money order} for $15.00, please.
-RESPONSE: Do you need some help? — Yes, I need a money order for $15.00, please.
+RESPONSE: Mail clerk: Do you need some help?\nSgt Kelly: Yes, I need a money order for $15.00, please.
 
 TEMPLATE: Mail clerk: Anything else?
 TEMPLATE: Sgt Kelly: I also need four ____{stamps} for these postcards.
-RESPONSE: Anything else? — I also need four stamps for these postcards.
+RESPONSE: Mail clerk: Anything else?\nSgt Kelly: I also need four stamps for these postcards.
 
 TEMPLATE: Mail clerk: ____{Anything else}?
-TEMPLATE: Sgt Kelly: Yes, I want to mail this ____{letter|package} and this ____{package|letter}.
-RESPONSE: Anything else? — Yes, I want to mail this letter and this package.
+TEMPLATE: Sgt Kelly: Yes, I want to mail this ____{package|letter} and this ____{letter|package}.
+RESPONSE: Mail clerk: Anything else?\nSgt Kelly: Yes, I want to mail this package and this letter.
 
 TEMPLATE: Mail clerk: Anything else, sir?
-TEMPLATE: Sgt Kelly: No, nothing else.
-TEMPLATE: Mail clerk: That'll be $15.00 for the money order, $.88 for the stamps, and $5.50 for the package. That's ____{$21.38|21.38}.
-RESPONSE: That'll be $15.00 for the money order, $.88 for the stamps, and $5.50 for the package. That's $21.38.
+TEMPLATE: Sgt Kelly: No, ____{nothing else}.
+RESPONSE: Mail clerk: Anything else, sir?\nSgt Kelly: No, nothing else.
+
+TEMPLATE: Mail clerk: That'll be $15.00 for the money order, $.88 for the stamps, and $5.50 for the package.
+TEMPLATE: That's ____{$21.38|21.38}.
+RESPONSE: Mail clerk: That'll be $15.00 for the money order, $.88 for the stamps, and $5.50 for the package.\nThat's $21.38.
 
 # Source: LLA 3A Figure 6
-
-# Source: LLA 3A Figure 6
-$DIALOGUE Word Rhythm — Short and Long
-ID: 3a-f6
-INTRO: Time for pronunciation. You'll hear a short word, then a longer one — try to say each pair in the same amount of time. English squeezes syllables; let it.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Word Rhythm
+ID: 6-3a-f6
+INTRO: Short word, long word — same beat. Listen to each pair and repeat, saying each word in the same amount of time.
+INSTRUCTION: Listen and repeat each pair of words.
 REPEAT
 
 LINE: mail, mailing {bk06-l3a-f6-01.mp3}
-LINE: big, begin {bk06-l3a-f6-02.mp3}
-LINE: drive, driver {bk06-l3a-f6-03.mp3}
-LINE: or, orange {bk06-l3a-f6-04.mp3}
-LINE: arrive, arrival {bk06-l3a-f6-05.mp3}
-LINE: pie, pilot {bk06-l3a-f6-06.mp3}
-LINE: a, again {bk06-l3a-f6-07.mp3}
-LINE: pen, pencil {bk06-l3a-f6-08.mp3}
-LINE: send, sending {bk06-l3a-f6-09.mp3}
-LINE: too, tonight {bk06-l3a-f6-10.mp3}
 
-# Source: LLA 3A Figure 7
+LINE: big, begin {bk06-l3a-f6-02.mp3}
+
+LINE: drive, driver {bk06-l3a-f6-03.mp3}
+
+LINE: or, orange {bk06-l3a-f6-04.mp3}
+
+LINE: arrive, arrival {bk06-l3a-f6-05.mp3}
+
+LINE: pie, pilot {bk06-l3a-f6-06.mp3}
+
+LINE: a, again {bk06-l3a-f6-07.mp3}
+
+LINE: pen, pencil {bk06-l3a-f6-08.mp3}
+
+LINE: send, sending {bk06-l3a-f6-09.mp3}
+
+LINE: to, tonight {bk06-l3a-f6-10.mp3}
 
 # Source: LLA 3A Figure 7
 $DIALOGUE Sentence Rhythm
-ID: 3a-f7
-INTRO: Same idea with whole sentences: the capital letters mark the beats. Listen and repeat, keeping the two sentences in each pair the same length.
+ID: 6-3a-f7
+INTRO: Now whole sentences — different words, same rhythm. Listen and repeat each pair, keeping the beat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: I took the BUS. She took the TAXI. {bk06-l3a-f7-01.mp3}
-LINE: APples are FRUIT. CARrots are VEGetables. {bk06-l3a-f7-02.mp3}
-LINE: I'd like SOUP for LUNCH. I want a SANDwich, TOO. {bk06-l3a-f7-03.mp3}
-LINE: Bob SWIMS every DAY. He plays TENnis every WEEKend. {bk06-l3a-f7-04.mp3}
-LINE: Our FLIGHT LEAVES at NOON. Their FLIGHT dePARTS at MIDnight. {bk06-l3a-f7-05.mp3}
-LINE: SAM was in the ARmy. He's a PIlot in the AIR Force. {bk06-l3a-f7-06.mp3}
-LINE: She's READing a BOOK. He's WATCHing TELevision. {bk06-l3a-f7-07.mp3}
-LINE: They FLEW to SPAIN in MAY. We WENT to FRANCE and ENGland. {bk06-l3a-f7-08.mp3}
+LINE: I took the BUS.\nSHE took the TAXI. {bk06-l3a-f7-01.mp3}
+
+LINE: APples are FRUIT.\nCARrots are VEGetables. {bk06-l3a-f7-02.mp3}
+
+LINE: I'd like SOUP for LUNCH.\nI want a SANDwich, TOO. {bk06-l3a-f7-03.mp3}
+
+LINE: Bob SWIMS every DAY.\nHe plays TENnis every WEEKend. {bk06-l3a-f7-04.mp3}
+
+LINE: Our FLIGHT LEAVES at NOON.\nTheir FLIGHT dePARTS at MIDnight. {bk06-l3a-f7-05.mp3}
+
+LINE: SAM was in the ARmy.\nHe's a PIlot in the AIR Force. {bk06-l3a-f7-06.mp3}
+
+LINE: She's READing a BOOK.\nHe's WATCHing TELevision. {bk06-l3a-f7-07.mp3}
+
+LINE: They FLEW to SPAIN in MAY.\nWe WENT to FRANCE and ENGland. {bk06-l3a-f7-08.mp3}
 
 # Source: LLA 3A Figure 8
-
-# Source: LLA 3A Figure 8
-$PRODUCE Find the Strong Stress
-ID: 3a-f8
-INPUT: type
-CHECK: exact
-INTRO: One word in each sentence carries the strongest stress. Listen carefully and type that word — your ear decides, not the spelling.
-INSTRUCTION: Type the word with strong stress.
+$SELECT Which Word Is Strongest?
+ID: 6-3a-f8
+SHOW_PROMPT
+INTRO: One word in each sentence is stronger than the rest. Listen and tap the word with the strongest stress.
+INSTRUCTION: Tap the word with the strongest stress.
 
 EXAMPLE
 TEMPLATE: That's my pen.
 PROMPT: That's my pen. {bk06-l3a-f8-ex.mp3}
-RESPONSE: my
+OPTION: a | That's
+OPTION: b | my
+OPTION: c | pen
+ANSWER: b
 
 TEMPLATE: These are Paul's books.
 PROMPT: These are Paul's books. {bk06-l3a-f8-01.mp3}
-RESPONSE: these
+OPTION: a | These
+OPTION: b | are
+OPTION: c | Paul's
+OPTION: d | books
+ANSWER: a
+FEEDBACK: These are Paul's books. {bk06-l3a-f8-01-fb.mp3}
 
 TEMPLATE: I ordered a cup of soup.
 PROMPT: I ordered a cup of soup. {bk06-l3a-f8-02.mp3}
-RESPONSE: cup
+OPTION: a | ordered
+OPTION: b | cup
+OPTION: c | soup
+ANSWER: b
+FEEDBACK: I ordered a cup of soup. {bk06-l3a-f8-02-fb.mp3}
 
 TEMPLATE: Linda's family speaks French.
 PROMPT: Linda's family speaks French. {bk06-l3a-f8-03.mp3}
-RESPONSE: French
+OPTION: a | Linda's
+OPTION: b | family
+OPTION: c | speaks
+OPTION: d | French
+ANSWER: d
+FEEDBACK: Linda's family speaks French. {bk06-l3a-f8-03-fb.mp3}
 
 TEMPLATE: Ted is always late for class.
 PROMPT: Ted is always late for class. {bk06-l3a-f8-04.mp3}
-RESPONSE: always
+OPTION: a | Ted
+OPTION: b | always
+OPTION: c | late
+OPTION: d | class
+ANSWER: b
+FEEDBACK: Ted is always late for class. {bk06-l3a-f8-04-fb.mp3}
 
 TEMPLATE: Jan sent this package to us.
 PROMPT: Jan sent this package to us. {bk06-l3a-f8-05.mp3}
-RESPONSE: Jan
+OPTION: a | Jan
+OPTION: b | sent
+OPTION: c | package
+OPTION: d | us
+ANSWER: a
+FEEDBACK: Jan sent this package to us. {bk06-l3a-f8-05-fb.mp3}
 
 TEMPLATE: This letter needs 3 stamps.
 PROMPT: This letter needs 3 stamps. {bk06-l3a-f8-06.mp3}
-RESPONSE: 3
-ACCEPT: three
+OPTION: a | letter
+OPTION: b | needs
+OPTION: c | 3
+OPTION: d | stamps
+ANSWER: c
+FEEDBACK: This letter needs 3 stamps. {bk06-l3a-f8-06-fb.mp3}
 
 TEMPLATE: They'll arrive at 5 o'clock in the morning.
 PROMPT: They'll arrive at 5 o'clock in the morning. {bk06-l3a-f8-07.mp3}
-RESPONSE: morning
+OPTION: a | arrive
+OPTION: b | 5 o'clock
+OPTION: c | morning
+ANSWER: c
+FEEDBACK: They'll arrive at 5 o'clock in the morning. {bk06-l3a-f8-07-fb.mp3}
 
 TEMPLATE: Let's go to the post office after lunch.
 PROMPT: Let's go to the post office after lunch. {bk06-l3a-f8-08.mp3}
-RESPONSE: after
+OPTION: a | post office
+OPTION: b | after
+OPTION: c | lunch
+ANSWER: b
+FEEDBACK: Let's go to the post office after lunch. {bk06-l3a-f8-08-fb.mp3}
 
 TEMPLATE: The children are in bed at midnight.
 PROMPT: The children are in bed at midnight. {bk06-l3a-f8-09.mp3}
-RESPONSE: bed
+OPTION: a | children
+OPTION: b | bed
+OPTION: c | midnight
+ANSWER: b
+FEEDBACK: The children are in bed at midnight. {bk06-l3a-f8-09-fb.mp3}
 
 TEMPLATE: They mustn't watch the late show on T.V.
 PROMPT: They mustn't watch the late show on TV. {bk06-l3a-f8-10.mp3}
-RESPONSE: mustn't
+OPTION: a | mustn't
+OPTION: b | watch
+OPTION: c | late show
+OPTION: d | TV
+ANSWER: a
+FEEDBACK: They mustn't watch the late show on TV. {bk06-l3a-f8-10-fb.mp3}
 
+# SKIPPED (book): ST Listening Skill (p. 80) — instructor-read sentence-stress discrimination with no printed stimulus; the taped stress exercise above covers the same skill.
 
-$LESSON 3-3: At the Bank
+$SESSION 3-3: At the Bank
 
 # Source: ST §At the Bank
-
-# Source: ST §At the Bank
-$DIALOGUE Tom and Jan at the Bank
+$DIALOGUE At the Bank
 ID: l3-s14
-INTRO: In this part you'll learn bank words — checks, tellers, identification — and what to say when the line is long. Tom and Jan are waiting at the bank; so is everyone else in town. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
+INTRO: New part, new building: the bank. You'll learn to cash a check, show identification, and survive a crowd. Watch Tom and Jan at the bank, and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: bank
 VOCAB: in line
-LINE: Tom and Jan are in the bank. They're standing in line. {st-page_078_001.jpg}
+LINE: Tom and Jan are in the bank. They're standing in line. {st-page_078_001.jpg|People standing in a line in front of teller counters at a bank}
 
 VOCAB: people
 VOCAB: crowded
-LINE: There are a lot of people in the bank. The bank is crowded. {st-page_078_002.jpg}
+LINE: There are a lot of people in the bank. The bank is crowded. {st-page_078_002.jpg|A crowded bank interior with many people waiting in lines and walking around}
 
 VOCAB: teller
-VOCAB: cash a check
-LINE: Jan gets to the teller first. She wants to cash a check. She needs $30.00. {st-page_078_003.jpg}
+VOCAB: to cash a check
+LINE: Jan gets to the teller first. She wants to cash a check. She needs $30.00. {st-page_078_003.jpg|A woman at a bank teller desk presenting a check to a female bank teller with a nameplate "MS. RUIZ"}
 
-VOCAB: write a check
-VOCAB: sign
-LINE: Jan writes a check to the bank. She puts the date and "$30.00" on it and then signs her name. {st-page_078_004.jpg}
+VOCAB: to write a check
+VOCAB: to sign
+LINE: Jan writes a check to the bank. She puts the date and "$30.00" on it and then signs her name. {st-page_078_004.jpg|Close-up of a person writing and signing a check for $30.00 on a bank counter}
 
 VOCAB: identification
-LINE: The teller needs to see some identification. {st-page_079_001.jpg}
+LINE: The teller needs to see some identification. {st-page_079_001.jpg|A woman showing her ID card to a bank teller wearing a name tag "Ms. RUIZ"}
 
-VOCAB: show
+VOCAB: to show
 VOCAB: driver's license
-LINE: Jan shows the teller her driver's license. {st-page_079_002.jpg}
+LINE: Jan shows the teller her driver's license. {st-page_079_002.jpg|A woman showing her driver's license to the bank teller}
 
-VOCAB: finish
-LINE: Jan and the teller finish. Jan takes her money and leaves, and the teller helps the next customer. {st-page_079_003.jpg}
+LINE: Jan and the teller finish. Jan takes her money and leaves, and the teller helps the next customer. {st-page_079_003.jpg|A bank teller talking to a woman, while a man waits behind her}
 
 VOCAB: traveler's check
-LINE: Tom is next. He wants to buy traveler's checks for a trip. {st-page_079_004.jpg}
+LINE: Tom is next. He wants to buy traveler's checks for a trip. {st-page_079_004.jpg|A man buying traveler's checks at the bank counter from a teller named Ms. RUIZ}
 
-# Source: LLA 3B Figure 1 (part 1)
-
-# Source: LLA 3B Figure 1 (part 1)
-$DIALOGUE Bank Words in Pictures
-ID: 3b-f1
-INTRO: Now hear the key bank words one at a time, each with its picture. Repeat them — clear pronunciation now saves confusion at the counter later.
+# Source: LLA 3B Figure 1 (word pass — kept as pronunciation reinforcement after the sentence presentation above)
+$DIALOGUE Banking Words
+ID: 6-3b-f1
+INTRO: You just met these words on the page. Now hear them from the tape, look at the pictures, and repeat each one.
 INSTRUCTION: Listen and repeat each word.
 REPEAT
 
-LINE: Driver's license. {page_059_001.jpg} {bk06-l3b-f1-01.mp3}
+LINE: Driver's license. {page_059_001.jpg|A Texas Department of Public Safety driver's license showing a man's photo and signature} {bk06-l3b-f1-01.mp3}
 
-LINE: Traveler's check. {page_059_002.jpg} {bk06-l3b-f1-02.mp3}
+LINE: Traveler's check. {page_059_002.jpg|A traveler's check for ten dollars with a signature space} {bk06-l3b-f1-02.mp3}
 
-LINE: Bank. Teller. {page_059_003.jpg} {bk06-l3b-f1-03.mp3}
+LINE: Bank. {page_059_003.jpg|Bank tellers standing behind windows at a bank counter labeled TELLERS} {bk06-l3b-f1-03.mp3}
 
-VOCAB: check
-LINE: Check. {page_059_004.jpg} {bk06-l3b-f1-04.mp3}
+LINE: Teller. {page_059_003.jpg|Bank tellers standing behind windows at a bank counter labeled TELLERS} {bk06-l3b-f1-04.mp3}
 
-VOCAB: money order
-LINE: Money order. {page_059_005.jpg} {bk06-l3b-f1-05.mp3}
+LINE: Check. {page_059_004.jpg|A personal check filled out for dollars signed by John Dixon} {bk06-l3b-f1-05.mp3}
 
-LINE: Identification. {page_059_006.jpg} {bk06-l3b-f1-06.mp3}
+LINE: Money order. {page_059_005.jpg|A money order document with number 275694} {bk06-l3b-f1-06.mp3}
 
-# Source: LLA 3B Figure 1 (part 2)
+LINE: Identification. {page_059_006.jpg|A set of identification cards including a Social Security card} {bk06-l3b-f1-07.mp3}
 
-# Source: LLA 3B Figure 1 (part 2)
-$SELECT Match the Sentence to the Picture
-ID: 3b-f1-b
-INTRO: You'll hear a sentence about one of the pictures. Tap the picture it matches, then repeat the sentence.
-INSTRUCTION: Tap the matching picture.
+# Source: LLA 3B Figure 1 (picture-identification pass)
+$SELECT Which Picture?
+ID: 6-3b-f1-b
+HIDE_PROMPT
+INTRO: Listen to each sentence, tap the picture it describes, then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: a | driver's license {page_059_001.jpg}
-OPTION: b | traveler's check {page_059_002.jpg}
-OPTION: c | bank teller {page_059_003.jpg}
-OPTION: d | check {page_059_004.jpg}
-OPTION: e | money order {page_059_005.jpg}
-OPTION: f | identification {page_059_006.jpg}
+OPTION: a | driver's license {page_059_001.jpg|A Texas Department of Public Safety driver's license showing a man's photo and signature}
+OPTION: b | traveler's check {page_059_002.jpg|A traveler's check for ten dollars with a signature space}
+OPTION: c | bank teller {page_059_003.jpg|Bank tellers standing behind windows at a bank counter labeled TELLERS}
+OPTION: d | check {page_059_004.jpg|A personal check filled out for dollars signed by John Dixon}
+OPTION: e | money order {page_059_005.jpg|A money order document with number 275694}
+OPTION: f | identification {page_059_006.jpg|A set of identification cards including a Social Security card}
 
 EXAMPLE
-PROMPT: Dan bought some traveler's checks for his trip. {bk06-l3b-f1-ex-q.mp3}
+PROMPT: Dan bought some traveler's checks for his trip. {bk06-l3b-f1-ex.mp3}
 ANSWER: b
 
-PROMPT: The teller works in the bank. {bk06-l3b-f1-01-q.mp3}
+PROMPT: The teller works in the bank. {bk06-l3b-f1-08.mp3}
 ANSWER: c
-FEEDBACK: The teller works in the bank. {bk06-l3b-f1-01-a.mp3}
+FEEDBACK: The teller works in the bank. {bk06-l3b-f1-08-fb.mp3}
 
-PROMPT: The clerk wanted to see John's identification. {bk06-l3b-f1-02-q.mp3}
+PROMPT: The clerk wanted to see John's identification. {bk06-l3b-f1-09.mp3}
 ANSWER: f
-FEEDBACK: The clerk wanted to see John's identification. {bk06-l3b-f1-02-a.mp3}
+FEEDBACK: The clerk wanted to see John's identification. {bk06-l3b-f1-09-fb.mp3}
 
-PROMPT: Linda put her money in the bank today. {bk06-l3b-f1-03-q.mp3}
+PROMPT: Linda put her money in the bank today. {bk06-l3b-f1-10.mp3}
 ANSWER: c
-FEEDBACK: Linda put her money in the bank today. {bk06-l3b-f1-03-a.mp3}
+FEEDBACK: Linda put her money in the bank today. {bk06-l3b-f1-10-fb.mp3}
 
-PROMPT: You can buy a money order at the post office. {bk06-l3b-f1-04-q.mp3}
+PROMPT: You can buy a money order at the post office. {bk06-l3b-f1-11.mp3}
 ANSWER: e
-FEEDBACK: You can buy a money order at the post office. {bk06-l3b-f1-04-a.mp3}
+FEEDBACK: You can buy a money order at the post office. {bk06-l3b-f1-11-fb.mp3}
 
-PROMPT: Paul showed me his driver's license. {bk06-l3b-f1-05-q.mp3}
+PROMPT: Paul showed me his driver's license. {bk06-l3b-f1-12.mp3}
 ANSWER: a
-FEEDBACK: Paul showed me his driver's license. {bk06-l3b-f1-05-a.mp3}
+FEEDBACK: Paul showed me his driver's license. {bk06-l3b-f1-12-fb.mp3}
 
-PROMPT: Anne sends a check to her sister every month. {bk06-l3b-f1-06-q.mp3}
+PROMPT: Anne sends a check to her sister every month. {bk06-l3b-f1-13.mp3}
 ANSWER: d
-FEEDBACK: Anne sends a check to her sister every month. {bk06-l3b-f1-06-a.mp3}
+FEEDBACK: Anne sends a check to her sister every month. {bk06-l3b-f1-13-fb.mp3}
 
 # Source: LLA 3B Figure 2
-
-# Source: LLA 3B Figure 2
-$DIALOGUE Money Questions and Answers
-ID: 3b-f2
-INTRO: Five short exchanges about money orders, checks, and identification. Listen and repeat each line.
+$DIALOGUE Bank Questions and Answers
+ID: 6-3b-f2
+INTRO: Five short questions and answers about money and where to keep it. Listen and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
@@ -659,7 +675,7 @@ Mary: Do you have your money at home? {bk06-l3b-f2-01.mp3}
 Mark: No, I have it in the bank. {bk06-l3b-f2-02.mp3}
 
 Dan: Can I buy a money order at the post office? {bk06-l3b-f2-03.mp3}
-Pat: Yes. You can buy a money order from the teller at the bank, too. {bk06-l3b-f2-04.mp3}
+Pat: Yes, you can buy a money order from the teller at the bank, too. {bk06-l3b-f2-04.mp3}
 
 Linda: Can I buy clothes in this store with a traveler's check? {bk06-l3b-f2-05.mp3}
 Mark: Yes, a traveler's check and money are the same. {bk06-l3b-f2-06.mp3}
@@ -670,55 +686,105 @@ Clerk: Yes. You may buy the books with a check. {bk06-l3b-f2-08.mp3}
 Jan: Did the clerk want to see your identification? {bk06-l3b-f2-09.mp3}
 Tom: Yes, she wanted to see my driver's license. {bk06-l3b-f2-10.mp3}
 
-# Source: LLA 3B Figure 3
+# Source: ST §They Went to the Bank
+$PRODUCE They Went to the Bank
+ID: l3-s15
+REFERENCE: l3-s14
+INTRO: Back to Tom and Jan's trip to the bank. Type the correct word or phrase in each blank — both choices are shown, only one is right. The story is there if you need it.
+INSTRUCTION: Type the correct word or phrase to complete each sentence.
+INPUT: type
+CHECK: exact
 
-# Source: LLA 3B Figure 3
-$SELECT Which Questions Are Answered?
-ID: 3b-f3
+TEMPLATE: Tom and Jan went to the ____{bank} (bank / post office) yesterday.
+RESPONSE: Tom and Jan went to the bank yesterday.
+
+TEMPLATE: They stood ____{in line} (crowded / in line) ten minutes.
+RESPONSE: They stood in line ten minutes.
+
+TEMPLATE: There were a lot of ____{people} (letters / people) there.
+RESPONSE: There were a lot of people there.
+
+TEMPLATE: It was ____{crowded} (near / crowded).
+RESPONSE: It was crowded.
+
+TEMPLATE: The ____{teller} (teller / clerk) helped Jan first.
+RESPONSE: The teller helped Jan first.
+
+TEMPLATE: She needed to ____{cash a check} (buy a check / cash a check) for $30.00.
+RESPONSE: She needed to cash a check for $30.00.
+
+TEMPLATE: The teller needed to see some ____{identification} (identification / checks).
+RESPONSE: The teller needed to see some identification.
+
+TEMPLATE: Jan ____{showed} (showed / finished) the teller her ____{driver's license} (bank / driver's license).
+RESPONSE: Jan showed the teller her driver's license.
+
+TEMPLATE: Then she ____{wrote a check} (waited in line / wrote a check).
+RESPONSE: Then she wrote a check.
+
+TEMPLATE: Jan and the teller ____{finished} (signed / finished).
+RESPONSE: Jan and the teller finished.
+
+TEMPLATE: Tom was next. He bought some ____{traveler's checks} (traveler's checks / identification).
+RESPONSE: Tom was next. He bought some traveler's checks.
+
+# Source: LLA 3B Figure 3 (story)
+$DIALOGUE Downtown Errands
+ID: 6-3b-f3-story
+INTRO: Tom and Bob are out doing errands downtown. Just listen to the story.
+INSTRUCTION: Listen to the story.
+
+LINE: Tom and Bob drove downtown this morning in Bob's car. {bk06-l3b-f3-01.mp3}
+LINE: They went to the post office. {bk06-l3b-f3-02.mp3}
+LINE: They bought stamps and mailed a package there. {bk06-l3b-f3-03.mp3}
+LINE: Now they will go to the bank. {bk06-l3b-f3-04.mp3}
+LINE: Bob doesn't have much money in his pocket. {bk06-l3b-f3-05.mp3}
+LINE: He needs $50. {bk06-l3b-f3-06.mp3}
+
+# Source: LLA 3B Figure 3 (task)
+$SELECT Which Questions Does the Story Answer? (Downtown)
+ID: 6-3b-f3
 MULTI
-INTRO: You'll hear a short paragraph, then see four questions. Tap only the questions the paragraph actually answers — some of them it never touches.
-INSTRUCTION: Tap the questions that are answered in the paragraph.
+REFERENCE: 6-3b-f3-story
+INTRO: A story never tells you everything. Tap only the questions this one actually answers — you can open the story to check.
+INSTRUCTION: Tap the questions answered in the paragraph.
 
-PROMPT: {bk06-l3b-f3-01.mp3}
-TEMPLATE: Which questions are answered in the paragraph?
 OPTION: a | What is the name of the city?
 OPTION: b | How did they go downtown?
 OPTION: c | How many stamps did they buy?
 OPTION: d | How much money does he need?
+
+TEMPLATE: Which questions are answered in the paragraph?
 ANSWER: b,d
 
-# Source: LLA 3B Figure 4 (part 1)
-
-# Source: LLA 3B Figure 4 (part 1)
+# Source: LLA 3B Figure 4
 $DIALOGUE Cashing a Traveler's Check
-ID: 3b-f4
-INTRO: Tom is at the teller's window, turning paper into money. Listen to the dialogue and repeat each line.
-INSTRUCTION: Listen and repeat.
+ID: 6-3b-f4
+INTRO: Tom is at the teller's window with a traveler's check and, luckily, his driver's license. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Tom: I'd like to cash this traveler's check, please. {page_061_001.jpg} {bk06-l3b-f4-01.mp3}
-Teller: Can you show me some identification? {page_061_002.jpg} {bk06-l3b-f4-02.mp3}
-Tom: Sure. Here's my driver's license. {page_061_002.jpg} {bk06-l3b-f4-03.mp3}
-Teller: Okay. Sign here, please. $50. Here you are, sir. {page_061_003.jpg} {bk06-l3b-f4-04.mp3}
-Tom: Thank you very much. {page_061_004.jpg} {bk06-l3b-f4-05.mp3}
+Tom: I'd like to cash this traveler's check, please. {page_061_001.jpg|A man talking to a female bank teller over a counter} {bk06-l3b-f4-01.mp3}
+Teller: Can you show me some identification? {page_061_002.jpg|Close-up of hands as someone hands a driver's license to another person} {bk06-l3b-f4-02.mp3}
+Tom: Sure. Here's my driver's license. {page_061_002.jpg|Close-up of hands as someone hands a driver's license to another person} {bk06-l3b-f4-03.mp3}
+Teller: Okay. Sign here, please. Fifty dollars. Here you are, sir. {page_061_003.jpg|Close-up of hands signing a traveler's check at a bank counter} {bk06-l3b-f4-04.mp3}
+Tom: Thank you very much. {page_061_004.jpg|A man standing next to another man who holds out cash} {bk06-l3b-f4-05.mp3}
 
-# Source: LLA 3B Figure 4 (part 2)
-
-# Source: LLA 3B Figure 4 (part 2)
-$PRODUCE Questions About the Bank
-ID: 3b-f4-b
-REFERENCE
-INTRO: Now answer questions about Tom and the teller aloud, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+# Source: LLA 3B Figure 4 (Q&A pass)
+$PRODUCE Questions: Cashing a Traveler's Check
+ID: 6-3b-f4-b
+REFERENCE: 6-3b-f4
 INPUT: speak
 CHECK: reveal
+INTRO: Answer each question about Tom at the bank aloud, then repeat the model answer. Open the conversation if you need it.
+INSTRUCTION: Answer the question aloud.
 REPEAT
 
 PROMPT: Were Tom and Bob at the post office? {bk06-l3b-f4-06-q.mp3}
 RESPONSE: No, they were at the bank. {bk06-l3b-f4-06-a.mp3}
 
 PROMPT: What did Tom want to do? {bk06-l3b-f4-07-q.mp3}
-RESPONSE: Tom wanted to cash a traveler's check. {bk04-l3b-f4-07-a.mp3}
+RESPONSE: Tom wanted to cash a traveler's check. {bk06-l3b-f4-07-a.mp3}
 
 PROMPT: What did the clerk want? {bk06-l3b-f4-08-q.mp3}
 RESPONSE: The clerk wanted some identification. {bk06-l3b-f4-08-a.mp3}
@@ -729,348 +795,391 @@ RESPONSE: No, Tom showed her his driver's license. {bk06-l3b-f4-09-a.mp3}
 PROMPT: How much money did Tom cash a check for? {bk06-l3b-f4-10-q.mp3}
 RESPONSE: Tom cashed a check for $50. {bk06-l3b-f4-10-a.mp3}
 
-# Source: LLA 3B Figure 5
+$SESSION 3-4: Crowded Places
 
 # Source: LLA 3B Figure 5
 $PRODUCE Spell the Words
-ID: 3b-f5
-INTRO: Three new words arrive letter by letter. Type each word as it's spelled out, then listen and repeat it — you'll need all three in a moment.
-INSTRUCTION: Type the word you hear spelled.
+ID: 6-3b-f5
 INPUT: type
 CHECK: exact
+HIDE_PROMPT
+INTRO: This part is about crowds — the people, the lines, the waiting. First, three useful words arrive letter by letter: listen to the spelling, type the word, then say it.
+INSTRUCTION: Type the word you hear.
 REPEAT
 
-PROMPT: Number 1 is "people," P-E-O-P-L-E. {bk06-l3b-f5-01-q.mp3}
-RESPONSE: people {bk06-l3b-f5-01-a.mp3}
+PROMPT: people {bk06-l3b-f5-01.mp3}
+RESPONSE: people {bk06-l3b-f5-01-r.mp3}
 
-PROMPT: Number 2 is "crowded," C-R-O-W-D-E-D. {bk06-l3b-f5-02-q.mp3}
-RESPONSE: crowded {bk06-l3b-f5-02-a.mp3}
+PROMPT: crowded {bk06-l3b-f5-02.mp3}
+RESPONSE: crowded {bk06-l3b-f5-02-r.mp3}
 
-PROMPT: Number 3 is "stand in line," S-T-A-N-D, stand, I-N, in, L-I-N-E, line. {bk06-l3b-f5-03-q.mp3}
-RESPONSE: stand in line {bk06-l3b-f5-03-a.mp3}
-
-# Source: LLA 3B Figure 6
+PROMPT: stand in line {bk06-l3b-f5-03.mp3}
+RESPONSE: stand in line {bk06-l3b-f5-03-r.mp3}
 
 # Source: LLA 3B Figure 6
 $DIALOGUE Crowded Places
-ID: 3b-f6
-INTRO: Buses, movies, mess halls at noon — wherever you go, everyone else had the same idea. Listen to the sentences about crowded places and repeat them.
-INSTRUCTION: Listen and repeat.
+ID: 6-3b-f6
+INTRO: Stores, buses, classrooms, the mess hall at noon — look at the pictures and repeat the sentences about crowded places.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-LINE: A lot of people are there. {page_062_001.jpg} {bk06-l3b-f6-01a.mp3}
-LINE: The store is crowded. {page_062_001.jpg} {bk06-l3b-f6-01b.mp3}
+LINE: A lot of people are there. The store is crowded. {page_062_001.jpg|A crowded clothing store with shoppers browsing under a SALE sign} {bk06-l3b-f6-01.mp3}
 
-LINE: There are 20 students in the classroom. {page_062_002.jpg} {bk06-l3b-f6-02a.mp3}
-LINE: There are 20 chairs in the classroom. {page_062_002.jpg} {bk06-l3b-f6-02b.mp3}
-LINE: The classroom is crowded. {page_062_002.jpg} {bk06-l3b-f6-02c.mp3}
+LINE: There are 20 students in the classroom. There are 20 chairs in the classroom. The classroom is crowded. {page_062_002.jpg|A crowded classroom packed with students standing close together} {bk06-l3b-f6-02.mp3}
 
-LINE: Many people want to get on the bus. {page_062_003.jpg} {bk06-l3b-f6-03a.mp3}
-LINE: They are standing in line at the bus stop. {page_062_003.jpg} {bk06-l3b-f6-03b.mp3}
-LINE: The bus will be crowded. {page_062_003.jpg} {bk06-l3b-f6-03c.mp3}
+LINE: Many people want to get on the bus. They are standing in line at the bus stop. The bus will be crowded. {page_062_003.jpg|People standing in line at a bus stop next to a BUS sign} {bk06-l3b-f6-03.mp3}
 
-LINE: A lot of people want to see the movie. {page_063_001.jpg} {bk06-l3b-f6-04a.mp3}
-LINE: They are standing in line to get tickets. {page_063_001.jpg} {bk06-l3b-f6-04b.mp3}
-LINE: The movie will be crowded. {page_063_001.jpg} {bk06-l3b-f6-04c.mp3}
+LINE: A lot of people want to see the movie. They are standing in line to get tickets. The movie will be crowded. {page_063_001.jpg|People standing in line at a movie theater ticket window marked TICKETS} {bk06-l3b-f6-04.mp3}
 
-LINE: Many students eat lunch at noon. {page_063_002.jpg} {bk06-l3b-f6-05a.mp3}
-LINE: The mess hall is crowded at noon. {page_063_002.jpg} {bk06-l3b-f6-05b.mp3}
-LINE: The students stand in line in the mess hall at noon. {page_063_002.jpg} {bk06-l3b-f6-05c.mp3}
+LINE: Many students eat lunch at noon. The mess hall is crowded at noon. The students stand in line in the mess hall at noon. {page_063_002.jpg|Military personnel standing in line outside a building under a MESS HALL sign} {bk06-l3b-f6-05.mp3}
 
 # Source: LLA 3B Figure 7
-
-# Source: LLA 3B Figure 7
-$PRODUCE People, Crowded, In Line
-ID: 3b-f7
-INTRO: Listen to each sentence and type the missing words — they'll be "people", "crowded", or "stand in line". Then repeat the whole sentence.
-INSTRUCTION: Type the missing word(s).
-INPUT: type
-CHECK: exact
+$SELECT Complete the Sentences
+ID: 6-3b-f7
+HIDE_PROMPT
+INTRO: Listen to each sentence and tap the word or phrase that completes it. Then repeat the whole sentence.
+INSTRUCTION: Tap the correct missing word.
 REPEAT
 
+OPTION: crowded | crowded
+OPTION: people | people
+OPTION: stand_in_line | stand in line
+
+PROMPT: The bank was very crowded. {bk06-l3b-f7-01.mp3}
 TEMPLATE: The bank was very ____.
-PROMPT: The bank was very crowded. {bk06-l3b-f7-01-q.mp3}
-RESPONSE: The bank was very crowded. {bk06-l3b-f7-01-a.mp3}
-ACCEPT: crowded
+ANSWER: crowded
+FEEDBACK: The bank was very crowded. {bk06-l3b-f7-01-fb.mp3}
 
+PROMPT: A lot of people were in the bank. {bk06-l3b-f7-02.mp3}
 TEMPLATE: A lot of ____ were in the bank.
-PROMPT: A lot of people were in the bank. {bk06-l3b-f7-02-q.mp3}
-RESPONSE: A lot of people were in the bank. {bk06-l3b-f7-02-a.mp3}
-ACCEPT: people
+ANSWER: people
+FEEDBACK: A lot of people were in the bank. {bk06-l3b-f7-02-fb.mp3}
 
+PROMPT: Tom had to stand in line at the bank. {bk06-l3b-f7-03.mp3}
 TEMPLATE: Tom had to ____ at the bank.
-PROMPT: Tom had to stand in line at the bank. {bk06-l3b-f7-03-q.mp3}
-RESPONSE: Tom had to stand in line at the bank. {bk06-l3b-f7-03-a.mp3}
-ACCEPT: stand in line
+ANSWER: stand_in_line
+FEEDBACK: Tom had to stand in line at the bank. {bk06-l3b-f7-03-fb.mp3}
 
+PROMPT: There weren't many people in the restaurant. {bk06-l3b-f7-04.mp3}
 TEMPLATE: There weren't many ____ in the restaurant.
-PROMPT: There weren't many people in the restaurant. {bk06-l3b-f7-04-q.mp3}
-RESPONSE: There weren't many people in the restaurant. {bk06-l3b-f7-04-a.mp3}
-ACCEPT: people
+ANSWER: people
+FEEDBACK: There weren't many people in the restaurant. {bk06-l3b-f7-04-fb.mp3}
 
+PROMPT: The restaurant wasn't crowded. {bk06-l3b-f7-05.mp3}
 TEMPLATE: The restaurant wasn't ____.
-PROMPT: The restaurant wasn't crowded. {bk06-l3b-f7-05-q.mp3}
-RESPONSE: The restaurant wasn't crowded. {bk06-l3b-f7-05-a.mp3}
-ACCEPT: crowded
+ANSWER: crowded
+FEEDBACK: The restaurant wasn't crowded. {bk06-l3b-f7-05-fb.mp3}
 
+PROMPT: Tom and Bob didn't stand in line at the restaurant. {bk06-l3b-f7-06.mp3}
 TEMPLATE: Tom and Bob didn't ____ at the restaurant.
-PROMPT: Tom and Bob didn't stand in line at the restaurant. {bk06-l3b-f7-06-q.mp3}
-RESPONSE: Tom and Bob didn't stand in line at the restaurant. {bk06-l3b-f7-06-a.mp3}
-ACCEPT: stand in line
+ANSWER: stand_in_line
+FEEDBACK: Tom and Bob didn't stand in line at the restaurant. {bk06-l3b-f7-06-fb.mp3}
 
-# Source: LLA 3B Figure 8
+# Source: LLA 3B Figure 8 (story)
+$DIALOGUE Tom and Bob's Lunch
+ID: 6-3b-f8-story
+INTRO: Tom and Bob face a crowded bank and, mercifully, an empty restaurant. Just listen to the story.
+INSTRUCTION: Listen to the story.
 
-# Source: LLA 3B Figure 8
-$SELECT Which Questions Are Answered? (Restaurant)
-ID: 3b-f8
+LINE: Tom and Bob went to the bank at 10:30 a.m. {bk06-l3b-f8-01.mp3}
+LINE: Many people wanted to cash checks. {bk06-l3b-f8-02.mp3}
+LINE: The bank was very crowded. {bk06-l3b-f8-03.mp3}
+LINE: Tom sat down in a chair and Bob stood in line. {bk06-l3b-f8-04.mp3}
+LINE: They left the bank at 11:00 a.m. and walked to a restaurant. {bk06-l3b-f8-05.mp3}
+LINE: It wasn't crowded. Only a few people were there. {bk06-l3b-f8-06.mp3}
+LINE: Tom and Bob didn't have to stand in line at the restaurant. {bk06-l3b-f8-07.mp3}
+LINE: They ordered chicken and vegetables for lunch. {bk06-l3b-f8-08.mp3}
+LINE: They ate ice cream for dessert. {bk06-l3b-f8-09.mp3}
+LINE: Bob left $2 on the table for the waiter. {bk06-l3b-f8-10.mp3}
+LINE: After lunch they went home. {bk06-l3b-f8-11.mp3}
+
+# Source: LLA 3B Figure 8 (task)
+$SELECT Which Questions Does the Story Answer? (Lunch)
+ID: 6-3b-f8
 MULTI
-INTRO: One more paragraph for your ears — this time about lunch. Tap every question the paragraph answers.
-INSTRUCTION: Tap the questions that are answered in the paragraph.
+REFERENCE: 6-3b-f8-story
+INTRO: Again — tap only the questions the story answers. Open it to check yourself.
+INSTRUCTION: Tap the questions answered in the paragraph.
 
-PROMPT: {bk06-l3b-f8-01.mp3}
-TEMPLATE: Which questions are answered in the paragraph?
 OPTION: a | What time of day was it?
 OPTION: b | What was the name of the restaurant?
 OPTION: c | How many people were there?
 OPTION: d | What did Tom and Bob eat for lunch?
 OPTION: e | How many dollars did they leave for the waiter?
+
+TEMPLATE: Which questions are answered in the paragraph?
 ANSWER: a,d,e
 
-# Source: ST §They Went to the Bank
+# Source: LLA 3B Figure 9
+$SELECT Choose the Right Answer
+ID: 6-3b-f9
+INTRO: Listen to each question and tap the answer that makes sense. Then repeat it.
+INSTRUCTION: Tap the correct answer.
+REPEAT
 
-# Source: ST §They Went to the Bank
-$PRODUCE The Trip to the Bank
-ID: l3-s15
-REFERENCE: l3-s14
-INTRO: Retell Tom and Jan's trip to the bank: type the missing words in each sentence. Their story from earlier is there if you need it.
-INSTRUCTION: Type the correct words to complete the paragraph.
-INPUT: type
-CHECK: exact
+PROMPT: Who selected his tie? {bk06-l3b-f9-01.mp3}
+OPTION: a | John picked it out.
+OPTION: b | The stamps are on the table.
+ANSWER: a
+FEEDBACK: John picked it out. {bk06-l3b-f9-01-fb.mp3}
 
-TEMPLATE: Tom and Jan went to the ____{bank} yesterday.
-RESPONSE: Tom and Jan went to the bank yesterday.
+PROMPT: Who delivered this package? {bk06-l3b-f9-02.mp3}
+OPTION: a | the mailman
+OPTION: b | at 7 o'clock
+ANSWER: a
+FEEDBACK: The mailman delivered the package. {bk06-l3b-f9-02-fb.mp3}
 
-TEMPLATE: They stood ____{in line} ten minutes.
-RESPONSE: They stood in line ten minutes.
+PROMPT: Did you write the address on the envelope? {bk06-l3b-f9-03.mp3}
+OPTION: a | Yes, the check is on the table.
+OPTION: b | Yes, I wrote the number and the name of the street.
+ANSWER: b
+FEEDBACK: Yes, I wrote the number and the name of the street. {bk06-l3b-f9-03-fb.mp3}
 
-TEMPLATE: There were a lot of ____{people} there.
-RESPONSE: There were a lot of people there.
+PROMPT: Jack needs to buy travelers' checks. Where does he need to go? {bk06-l3b-f9-04.mp3}
+OPTION: a | He needs to go to the bank.
+OPTION: b | He needs to go to the drug store.
+ANSWER: a
+FEEDBACK: He needs to go to the bank. {bk06-l3b-f9-04-fb.mp3}
 
-TEMPLATE: It was ____{crowded}.
-RESPONSE: It was crowded.
+PROMPT: Where's the bank? {bk06-l3b-f9-05.mp3}
+OPTION: a | Yes, it is.
+OPTION: b | It's on First Street.
+ANSWER: b
+FEEDBACK: The bank is on 1st Street. {bk06-l3b-f9-05-fb.mp3}
 
-TEMPLATE: The ____{teller} helped Jan first.
-RESPONSE: The teller helped Jan first.
+PROMPT: Who gave you that scarf? {bk06-l3b-f9-06.mp3}
+OPTION: a | at the bank
+OPTION: b | Mary sent it to me.
+ANSWER: b
+FEEDBACK: Mary sent it to me. {bk06-l3b-f9-06-fb.mp3}
 
-TEMPLATE: She needed to ____{cash a check} for $30.00.
-RESPONSE: She needed to cash a check for $30.00.
+PROMPT: Sam was buying stamps. Where was he? {bk06-l3b-f9-07.mp3}
+OPTION: a | He was at the post office.
+OPTION: b | He was in the lab.
+ANSWER: a
+FEEDBACK: He was at the post office. {bk06-l3b-f9-07-fb.mp3}
 
-TEMPLATE: The teller needed to see some ____{identification}.
-RESPONSE: The teller needed to see some identification.
+PROMPT: Did you finish your letter? {bk06-l3b-f9-08.mp3}
+OPTION: a | Yes, and I mailed it this morning.
+OPTION: b | Yes, I'll write it tomorrow morning.
+ANSWER: a
+FEEDBACK: Yes, and I mailed it this morning. {bk06-l3b-f9-08-fb.mp3}
 
-TEMPLATE: Jan ____{showed} the teller her ____{driver's license}.
-RESPONSE: Jan showed the teller her driver's license.
-
-TEMPLATE: Then she wrote a ____{check}.
-RESPONSE: Then she wrote a check.
-
-TEMPLATE: Jan and the teller ____{finished}.
-RESPONSE: Jan and the teller finished.
-
-TEMPLATE: Tom was next. He bought some ____{traveler's checks}.
-TEMPLATE: He's taking a trip to New York this weekend.
-RESPONSE: Tom was next. He bought some traveler's checks. He's taking a trip to New York this weekend.
-
-# SKIPPED (ST): Listening Skill — primary sentence stress. Instructor-read drill with
-# no recorded stimulus; the same skill is covered by the cassette "Find the Strong
-# Stress" activity in part 3-2.
-
-
-$LESSON 3-4: Give Me the Check — Indirect Objects
+$SESSION 3-5: Giving Things to People
 
 # Source: LLA 3C Figure 1
-
-# Source: LLA 3C Figure 1
-$DIALOGUE Two Coffees, Please
-ID: 3c-f1
-INTRO: In this part you'll learn indirect objects — English lets you say "give the check to me" or "give me the check", and both are right. First, lunch with Tom and Bob, and a waiter who earns his tip. Listen and repeat.
+$DIALOGUE At the Restaurant {page_065_001.jpg|A waiter serving food and coffee to Tom and Bob sitting at a restaurant table}
+ID: 6-3c-f1
+INTRO: In this part you'll learn two ways to give, send, and bring things to people. Tom and Bob are at a restaurant, and the waiter is about to bring them things. Listen and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Waiter: Can I bring you some coffee? {page_065_001.jpg} {bk06-l3c-f1-01.mp3}
-Tom: Yes. Please bring us two cups of coffee. {page_065_001.jpg} {bk06-l3c-f1-02.mp3}
-
+Waiter: Can I bring you some coffee? {bk06-l3c-f1-01.mp3}
+Tom: Yes. Please bring us 2 cups of coffee. {bk06-l3c-f1-02.mp3}
 Waiter: Do you want to order breakfast or lunch? {bk06-l3c-f1-03.mp3}
 Tom: Please show us the menu for lunch. {bk06-l3c-f1-04.mp3}
-
 Bob: Can you give me the check for our meal? {bk06-l3c-f1-05.mp3}
 Waiter: Yes, sir. I'll give you the check now. {bk06-l3c-f1-06.mp3}
-
 Bob: The food was delicious, and the waiter was nice. {bk06-l3c-f1-07.mp3}
 Tom: I think I'll leave him a big tip. {bk06-l3c-f1-08.mp3}
 
 # Source: LLA 3C Figure 2
-
-# Source: LLA 3C Figure 2
-$PRODUCE Fill In the Restaurant Dialogue
-ID: 3c-f2
+$PRODUCE At the Restaurant: Missing Words
+ID: 6-3c-f2
 INPUT: type
 CHECK: exact
-INTRO: Listen to the restaurant lines again and type the missing words — notice it's always a verb plus a person: bring you, show us, give me.
+HIDE_PROMPT
+INTRO: Same restaurant, missing verbs and pronouns. Listen and type the missing words in the blanks.
 INSTRUCTION: Type the missing words.
 
-TEMPLATE: Waiter: Can I ____{bring} ____{you} some coffee?
 PROMPT: Can I bring you some coffee? {bk06-l3c-f2-01.mp3}
+TEMPLATE: Waiter: Can I ____{bring} ____{you} some coffee?
 RESPONSE: Can I bring you some coffee?
 
-TEMPLATE: Tom: Yes, please ____{bring} ____{us} two cups of coffee.
 PROMPT: Yes, please bring us 2 cups of coffee. {bk06-l3c-f2-02.mp3}
-RESPONSE: Yes, please bring us two cups of coffee.
+TEMPLATE: Tom: Yes, please ____{bring} ____{us} two cups of coffee.
+RESPONSE: Yes, please bring us 2 cups of coffee.
 
+PROMPT: Please show us the menu for lunch. {bk06-l3c-f2-03.mp3}
 TEMPLATE: Waiter: Do you want to order breakfast or lunch?
 TEMPLATE: Tom: Please ____{show} ____{us} the menu for lunch.
-PROMPT: Do you want to order breakfast or lunch? Please show us the menu for lunch. {bk06-l3c-f2-03.mp3}
-RESPONSE: Do you want to order breakfast or lunch? Please show us the menu for lunch.
+RESPONSE: Please show us the menu for lunch.
 
-TEMPLATE: Bob: Can you ____{give} ____{me} the check for our meal?
 PROMPT: Can you give me the check for our meal? {bk06-l3c-f2-04.mp3}
+TEMPLATE: Bob: Can you ____{give} ____{me} the check for our meal?
 RESPONSE: Can you give me the check for our meal?
 
-TEMPLATE: Waiter: Yes, sir. I'll ____{give} ____{you} the check now.
 PROMPT: Yes, sir. I'll give you the check now. {bk06-l3c-f2-05.mp3}
+TEMPLATE: Waiter: Yes, sir. I'll ____{give} ____{you} the check now.
 RESPONSE: Yes, sir. I'll give you the check now.
 
+PROMPT: I think I'll leave him a big tip. {bk06-l3c-f2-06.mp3}
 TEMPLATE: Bob: The food was delicious, and the waiter was nice.
 TEMPLATE: Tom: I think I'll ____{leave} ____{him} a big tip.
-PROMPT: The food was delicious, and the waiter was nice. I think I'll leave him a big tip. {bk06-l3c-f2-06.mp3}
-RESPONSE: The food was delicious, and the waiter was nice. I think I'll leave him a big tip.
+RESPONSE: I think I'll leave him a big tip.
 
 # Source: ST §Indirect Object (grammar box)
-
-# Source: ST §Indirect Object (grammar box)
-$GRAMMAR Indirect Objects
+$GRAMMAR Two Ways to Say It
 ID: l3-s8
-INTRO: A quick look at how English says who gets what. There are two word orders, and they mean exactly the same thing.
+INTRO: Here's the pattern behind what you just heard — two word orders, one meaning.
 
-Some verbs — give, send, bring, show, get, buy — are followed by two objects: a **direct object** (the thing) and an **indirect object** (the person).
+CARD: Verbs like **send**, **give**, and **get** can take two objects: the thing, and the person who gets it. When the person comes second, use **to** or **for**.
+{John sent a postcard to Tom.}
+{John sent a postcard to him.}
+{Sally got a ticket for Ann.}
+{Sally got a ticket for her.}
 
-When the person comes second, use **to** or **for**:
+CARD: You can also put the person right after the verb — then **to** and **for** disappear.
+{John sent Tom a postcard.}
+{John sent him a postcard.}
+{Sally got Ann a ticket.}
+{Sally got her a ticket.}
 
+SUMMARY:
 | | Direct Object | Indirect Object |
 |---|---|---|
-| John sent | a postcard | to Tom. / to him. |
-| Sally got | a ticket | for Ann. / for her. |
-
-When the person comes first, drop the "to" or "for":
+| John sent | a postcard | to Tom. |
+| John sent | a postcard | to him. |
+| Sally got | a ticket | for Ann. |
+| Sally got | a ticket | for her. |
 
 | | Indirect Object | Direct Object |
 |---|---|---|
-| John sent | Tom / him | a postcard. |
-| Sally got | Ann / her | a ticket. |
-
-Both orders say the same thing: {John sent a postcard to Tom.} — {John sent Tom a postcard.}
+| John sent | Tom | a postcard. |
+| John sent | him | a postcard. |
+| Sally got | Ann | a ticket. |
+| Sally got | her | a ticket. |
 
 # Source: LLA 3C Figure 3
-
-# Source: LLA 3C Figure 3
-$DIALOGUE Two Ways to Say It
-ID: 3c-f3
-INTRO: Now hear the pattern in action: each set says the same idea with "to" and then without it. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Tim Gave Her the Book
+ID: 6-3c-f3
+INTRO: Every idea comes in two shapes: "give the book to her" and "give her the book". Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Tim gave Linda a good book. {bk06-l3c-f3-01a.mp3}
-LINE: Tim gave the book to her. {bk06-l3c-f3-01b.mp3}
-LINE: Tim gave her the book. {bk06-l3c-f3-01c.mp3}
+LINE: Tim gave Linda a good book. {bk06-l3c-f3-01.mp3}
+LINE: Tim gave the book to her. {bk06-l3c-f3-02.mp3}
+LINE: Tim gave her the book. {bk06-l3c-f3-03.mp3}
 
-LINE: This candy is good. {bk06-l3c-f3-02a.mp3}
-LINE: Who gave the candy to you? {bk06-l3c-f3-02b.mp3}
-LINE: Who gave you the candy? {bk06-l3c-f3-02c.mp3}
+LINE: This candy is good. {bk06-l3c-f3-04.mp3}
+LINE: Who gave the candy to you? {bk06-l3c-f3-05.mp3}
+LINE: Who gave you the candy? {bk06-l3c-f3-06.mp3}
 
-LINE: I'd like some tea. {bk06-l3c-f3-03a.mp3}
-LINE: Can you bring a cup of tea to me? {bk06-l3c-f3-03b.mp3}
-LINE: Can you bring me a cup of tea? {bk06-l3c-f3-03c.mp3}
+LINE: I'd like some tea. {bk06-l3c-f3-07.mp3}
+LINE: Can you bring a cup of tea to me? {bk06-l3c-f3-08.mp3}
+LINE: Can you bring me a cup of tea? {bk06-l3c-f3-09.mp3}
 
-LINE: Bob and Sue ordered ice cream. {bk06-l3c-f3-04a.mp3}
-LINE: The waiter brought ice cream to them. {bk06-l3c-f3-04b.mp3}
-LINE: The waiter brought them ice cream. {bk06-l3c-f3-04c.mp3}
+LINE: Bob and Sue ordered ice cream. {bk06-l3c-f3-10.mp3}
+LINE: The waiter brought ice cream to them. {bk06-l3c-f3-11.mp3}
+LINE: The waiter brought them ice cream. {bk06-l3c-f3-12.mp3}
 
-LINE: The clerk wanted to see David's ID card. {bk06-l3c-f3-05a.mp3}
-LINE: David showed his ID card to him. {bk06-l3c-f3-05b.mp3}
-LINE: David showed him his ID card. {bk06-l3c-f3-05c.mp3}
+LINE: The clerk wanted to see David's ID card. {bk06-l3c-f3-13.mp3}
+LINE: David showed his ID card to him. {bk06-l3c-f3-14.mp3}
+LINE: David showed him his ID card. {bk06-l3c-f3-15.mp3}
 
-# Source: ST §I Wrote Him a Letter (trimmed — the "to" pairs are covered by the cassette activity above)
-
-# Source: ST §I Wrote Him a Letter (trimmed — the "to" pairs are covered by the cassette activity above)
-$DIALOGUE Getting Things For People
+# Source: ST §I Wrote Him a Letter
+$DIALOGUE I Wrote Him a Letter
 ID: l3-s9
-INTRO: With verbs like get, buy, and cook, the word is "for", not "to" — but the switch works exactly the same way. Read and listen to both versions of each sentence.
-INSTRUCTION: Read the sentences.
+INTRO: More pairs — this time with "for" as well as "to". Read and repeat both ways of saying each sentence.
+INSTRUCTION: Read and repeat the sentence pairs.
+REPEAT
 
-LINE: Did you get any ice cream for the children? Did you get the children any ice cream?
-LINE: The waitress didn't bring a glass of water for Ted. The waitress didn't bring Ted a glass of water.
-LINE: Tom's brother bought a new radio for him. Tom's brother bought him a new radio.
-LINE: They want to buy dinner for us tonight. They want to buy us dinner tonight.
+LINE: I gave ten dollars to Paul.
+LINE: I gave Paul ten dollars.
+
+LINE: Did you get any ice cream for the children?
+LINE: Did you get the children any ice cream?
+
+LINE: The waitress didn't bring a glass of water for Ted.
+LINE: The waitress didn't bring Ted a glass of water.
+
+LINE: He sent pictures of Saudi Arabia to the class.
+LINE: He sent the class pictures of Saudi Arabia.
+
+LINE: Tom's brother bought a new radio for him.
+LINE: Tom's brother bought him a new radio.
+
+LINE: They want to buy dinner for us tonight.
+LINE: They want to buy us dinner tonight.
+
+LINE: Please give some money to me.
+LINE: Please give me some money.
+
+LINE: I can't send any money to you now.
+LINE: I can't send you any money now.
+
+LINE: When did the teacher give the test to him?
+LINE: When did the teacher give him the test?
+
+LINE: Where can I mail a letter to her?
+LINE: Where can I mail her a letter?
 
 # Source: LLA 3C Figure 4
-
-# Source: LLA 3C Figure 4
-$PRODUCE Say It the Other Way
-ID: 3c-f4
+$PRODUCE Change the Sentence
+ID: 6-3c-f4
 INPUT: speak
 CHECK: reveal
-INTRO: You'll hear a sentence with "to him", "to me", "to them". Say it the other way — person first, no "to" — then repeat the correct answer.
-INSTRUCTION: Change the sentence and speak it aloud.
+INTRO: Now you do the switch. Listen to the sentence, put the person right after the verb, then repeat the model answer.
+INSTRUCTION: Change the sentence aloud.
 REPEAT
 
 EXAMPLE
+TEMPLATE: The waiter brought ice cream to them.
 PROMPT: The waiter brought ice cream to them. {bk06-l3c-f4-ex-q.mp3}
 RESPONSE: The waiter brought them ice cream. {bk06-l3c-f4-ex-a.mp3}
 
+TEMPLATE: David showed his ID card to him.
 PROMPT: David showed his ID card to him. {bk06-l3c-f4-01-q.mp3}
 RESPONSE: David showed him his ID card. {bk06-l3c-f4-01-a.mp3}
 
+TEMPLATE: Who gave that book to you?
 PROMPT: Who gave that book to you? {bk06-l3c-f4-02-q.mp3}
 RESPONSE: Who gave you that book? {bk06-l3c-f4-02-a.mp3}
 
+TEMPLATE: Can you bring a cup of tea to me?
 PROMPT: Can you bring a cup of tea to me? {bk06-l3c-f4-03-q.mp3}
 RESPONSE: Can you bring me a cup of tea? {bk06-l3c-f4-03-a.mp3}
 
+TEMPLATE: John didn't give the candy to them.
 PROMPT: John didn't give the candy to them. {bk06-l3c-f4-04-q.mp3}
 RESPONSE: John didn't give them the candy. {bk06-l3c-f4-04-a.mp3}
 
+TEMPLATE: Tom mailed the card to us.
 PROMPT: Tom mailed the card to us. {bk06-l3c-f4-05-q.mp3}
 RESPONSE: Tom mailed us the card. {bk06-l3c-f4-05-a.mp3}
 
+TEMPLATE: Mark didn't write the check to me.
 PROMPT: Mark didn't write the check to me. {bk06-l3c-f4-06-q.mp3}
 RESPONSE: Mark didn't write me the check. {bk06-l3c-f4-06-a.mp3}
 
+TEMPLATE: Did Ted give the mail to you?
 PROMPT: Did Ted give the mail to you? {bk06-l3c-f4-07-q.mp3}
 RESPONSE: Did Ted give you the mail? {bk06-l3c-f4-07-a.mp3}
 
+TEMPLATE: Did Linda show the postcards to them?
 PROMPT: Did Linda show the postcards to them? {bk06-l3c-f4-08-q.mp3}
 RESPONSE: Did Linda show them the postcards? {bk06-l3c-f4-08-a.mp3}
 
+TEMPLATE: When did he write this letter to you?
 PROMPT: When did he write this letter to you? {bk06-l3c-f4-09-q.mp3}
 RESPONSE: When did he write you this letter? {bk06-l3c-f4-09-a.mp3}
 
+TEMPLATE: Can you take this package to him?
 PROMPT: Can you take this package to him? {bk06-l3c-f4-10-q.mp3}
 RESPONSE: Can you take him this package? {bk06-l3c-f4-10-a.mp3}
 
-# Source: ST §He Sold a Record to Him (trimmed to items the cassette drill didn't cover, mostly "for")
-
-# Source: ST §He Sold a Record to Him (trimmed to items the cassette drill didn't cover, mostly "for")
-$PRODUCE Say It the Other Way — With For
+# Source: ST §He Sold a Record to Him (salvaged "for"-pattern items; the "to" items duplicated the taped drill above and were dropped)
+$PRODUCE Now with "For"
 ID: l3-s10
-INTRO: Same trick, now with "for" as well as "to". Read the sentence, move the person before the thing, and say the new sentence aloud.
-INSTRUCTION: Say the sentence with the indirect object after the verb.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
+INTRO: The same switch, now with "for". Say the new sentence with the person right after the verb, then check the model.
+INSTRUCTION: Change the sentence aloud.
 
 EXAMPLE
-PROMPT: She mailed a letter *to him*.
-RESPONSE: She mailed *him* a letter.
+PROMPT: I ordered a cup of coffee for you.
+RESPONSE: I ordered you a cup of coffee.
 
 PROMPT: Mary cooked a delicious dinner for us.
 RESPONSE: Mary cooked us a delicious dinner.
@@ -1078,402 +1187,518 @@ RESPONSE: Mary cooked us a delicious dinner.
 PROMPT: Did Jan buy a new coat for her sister?
 RESPONSE: Did Jan buy her sister a new coat?
 
-PROMPT: I ordered a cup of coffee for you.
-RESPONSE: I ordered you a cup of coffee.
+PROMPT: Sally got a ticket for Ann.
+RESPONSE: Sally got Ann a ticket.
 
-PROMPT: The teacher gave a test to the students.
-RESPONSE: The teacher gave the students a test.
-
-PROMPT: My mother sent this box of fruit to me.
-RESPONSE: My mother sent me this box of fruit.
-
-# Source: LLA 3C Figure 5
-
-# Source: LLA 3C Figure 5
-$PRODUCE Ask a "Too" Question
-ID: 3c-f5
-INPUT: speak
-CHECK: reveal
-INTRO: You'll hear a sentence and then a cue word. Ask whether the same thing happened to the cued person too, then repeat the correct answer.
-INSTRUCTION: Make a new question and say it aloud.
-REPEAT
-
-EXAMPLE
-PROMPT: Tom sent *me* a postcard. You. {bk06-l3c-f5-ex-q.mp3}
-RESPONSE: Did Tom send you a postcard too? {bk06-l3c-f5-ex-a.mp3}
-
-PROMPT: He gave a book to *Linda*. You. {bk06-l3c-f5-01-q.mp3}
-RESPONSE: Did he give a book to you too? {bk06-l3c-f5-01-a.mp3}
-
-PROMPT: You can bring a cup of tea to *me*. Him. {bk06-l3c-f5-02-q.mp3}
-RESPONSE: Can you bring a cup of tea to him too? {bk06-l3c-f5-02-a.mp3}
-
-PROMPT: The waiter brought *them* ice cream. Him. {bk06-l3c-f5-03-q.mp3}
-RESPONSE: Did the waiter bring him ice cream too? {bk06-l3c-f5-03-a.mp3}
-
-PROMPT: David showed *him* his driver's license. Us. {bk06-l3c-f5-04-q.mp3}
-RESPONSE: Did David show us his driver's license too? {bk06-l3c-f5-04-a.mp3}
-
-PROMPT: Bill can send a letter to *Ted*. Us. {bk06-l3c-f5-05-q.mp3}
-RESPONSE: Can Bill send a letter to us too? {bk06-l3c-f5-05-a.mp3}
-
-PROMPT: Kim can take *Ali* in his car. Me. {bk06-l3c-f5-06-q.mp3}
-RESPONSE: Can Kim take me in his car too? {bk06-l3c-f5-06-a.mp3}
-
-PROMPT: You can send *me* a postcard from your country. Her. {bk06-l3c-f5-07-q.mp3}
-RESPONSE: Can you send her a postcard from your country too? {bk06-l3c-f5-07-a.mp3}
-
-PROMPT: He'll give *the teacher* some stamps. Us. {bk06-l3c-f5-08-q.mp3}
-RESPONSE: Will he give us some stamps too? {bk06-l3c-f5-08-a.mp3}
-
-# Source: LLA 3C Figure 8
-
-# Source: LLA 3C Figure 8
-$PRODUCE Make a Question with a Cue
-ID: 3c-f8
-INPUT: speak
-CHECK: reveal
-INTRO: Now build information questions. You'll hear a sentence and a question word — When, What, How many — and you ask the matching question, then repeat the model.
-INSTRUCTION: Ask a question.
-REPEAT
-
-EXAMPLE
-PROMPT: Aldo sent me some postcards. How many? {bk06-l3c-f8-ex-q.mp3}
-RESPONSE: How many postcards did Aldo send you? {bk06-l3c-f8-ex-a.mp3}
-
-PROMPT: Sue mailed you a letter. When? {bk06-l3c-f8-01-q.mp3}
-RESPONSE: When did Sue mail me a letter? {bk06-l3c-f8-01-a.mp3}
-
-PROMPT: John gave her something. What? {bk06-l3c-f8-02-q.mp3}
-RESPONSE: What did John give her? {bk06-l3c-f8-02-a.mp3}
-
-PROMPT: David bought me some gloves. When? {bk06-l3c-f8-03-q.mp3}
-RESPONSE: When did David buy you those gloves? {bk06-l3c-f8-03-a.mp3}
-
-PROMPT: He mailed a letter to his friends. Where? {bk06-l3c-f8-04-q.mp3}
-RESPONSE: Where did he mail him the letter? {bk06-l3c-f8-04-a.mp3}
-
-PROMPT: She took some books to the teacher. How many? {bk06-l3c-f8-05-q.mp3}
-RESPONSE: How many books did she take to the teacher? {bk06-l3c-f8-05-a.mp3}
-
-PROMPT: I'll send you some postcards. When? {bk06-l3c-f8-06-q.mp3}
-RESPONSE: When will you send me some postcards? {bk06-l3c-f8-06-a.mp3}
-
-PROMPT: You can bring us some stamps. How many? {bk06-l3c-f8-07-q.mp3}
-RESPONSE: How many stamps can you bring us? {bk06-l3c-f8-07-a.mp3}
-
-PROMPT: Mr. Jones will give them a test. Where? {bk06-l3c-f8-08-q.mp3}
-RESPONSE: Where will Mr. Jones give them a test? {bk06-l3c-f8-08-a.mp3}
-
-# Source: ST §They Didn't Give Me Any Money
+PROMPT: They want to buy dinner for us tonight.
+RESPONSE: They want to buy us dinner tonight.
 
 # Source: ST §They Didn't Give Me Any Money
 $PRODUCE Make It Negative
 ID: l3-s11
-INTRO: Read each sentence, then say the negative version using the word in parentheses. The dentist gives toothbrushes — candy, never.
-INSTRUCTION: Make the sentence negative with the words in parentheses.
+INTRO: Someone always gets the fork but not the spoon. Make each sentence negative using the cue in parentheses, aloud, then check the model.
+INSTRUCTION: Make the sentence negative using the cue words.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: The waiter brought me a *fork*. (spoon)
+PROMPT: The waiter brought me a fork. (spoon)
 RESPONSE: He didn't bring me a spoon.
 
-PROMPT: The teacher gave him a *good grade*. (bad grade)
+PROMPT: The teacher gave him a good grade. (bad grade)
 RESPONSE: The teacher didn't give him a bad grade.
 
-PROMPT: Karen and Bill sent us a *postcard*. (letter)
+PROMPT: Karen and Bill sent us a postcard. (letter)
 RESPONSE: Karen and Bill didn't send us a letter.
 
-PROMPT: The teacher got me a different *textbook*. (dictionary)
+PROMPT: The teacher got me a different textbook. (dictionary)
 RESPONSE: The teacher didn't get me a dictionary.
 
-PROMPT: I ordered you a *piece of pie* for dessert. (any ice cream)
+PROMPT: I ordered you a piece of pie for dessert. (any ice cream)
 RESPONSE: I didn't order you any ice cream for dessert.
 
-PROMPT: The sergeant can give you a new *name tag*. (uniform)
+PROMPT: The sergeant can give you a new name tag. (uniform)
 RESPONSE: The sergeant can't give you a new uniform.
 
-PROMPT: Ted's father will buy him a *bus ticket*. (train ticket)
+PROMPT: Ted's father will buy him a bus ticket. (train ticket)
 RESPONSE: Ted's father won't buy him a train ticket.
 
-PROMPT: The dentist gives the children *toothbrushes*. (any candy)
+PROMPT: The dentist gives the children toothbrushes. (any candy)
 RESPONSE: The dentist doesn't give the children any candy.
 
-PROMPT: Mr. and Mrs. Allen mailed their son *books*. (any money)
+PROMPT: Mr. and Mrs. Allen mailed their son books. (any money)
 RESPONSE: Mr. and Mrs. Allen didn't mail their son any money.
 
-PROMPT: The teacher gave the students a *short quiz*. (long test)
+PROMPT: The teacher gave the students a short quiz. (long test)
 RESPONSE: The teacher didn't give the students a long test.
 
-PROMPT: The mailman will leave you some letters. *(big package)*
+PROMPT: The mailman will leave you some letters. (big package)
 RESPONSE: The mailman won't leave you a big package.
 
-# Source: ST §Can You Sell Me Some Stamps? (grammar table)
+$SESSION 3-6: Asking Questions and Writing Practice
 
-# Source: ST §Can You Sell Me Some Stamps? (grammar table)
-$GRAMMAR Sentence-Building Table
+# Source: ST §Can You Sell Me Some Stamps? (grammar box)
+$GRAMMAR Can You Sell Me Some Stamps?
 ID: l3-s12
-INTRO: Here's a sentence machine. Pick one piece from each column and you get a question about giving, sending, or bringing — dessert, stamps, or the check.
+INTRO: In this part you'll build questions — about who gets what, at the bank and the post office. Start with the pattern: two cards and a table you can raid for words.
 
-Take one item from each column to build a question — for example {Can you bring me the check?} or {Will Mary send him a letter?}
+CARD: To ask, start with **Can**, **Did**, **Do**, **Does**, or **Will** — the person still comes right after the verb.
+{Can I bring you a cup of tea?}
+{Did the clerk send them the check?}
+{Will the waiter bring us dessert?}
 
-| | | | | |
+CARD: Statements use the same order: person first, thing second.
+{Mary mailed him a postcard.}
+{Bill gave her some fruit.}
+
+SUMMARY:
+| Modal / Aux | Subject | Verb | Indirect Object | Direct Object |
 |---|---|---|---|---|
-| Can | I | bring | us | dessert |
-| Did | you | give | me | some stamps |
-| Do | Bill | mail | you | a cup of tea |
-| Does | he | sell | Tom | this jacket |
-| Will | Mary | send | him | a letter |
-| | she | | Pam | that package |
-| | Bob and Al | | her | some fruit |
-| | they | | them | those books |
-| | the clerk | | Bill and me | a postcard |
-| | the waiter | | Jan and Ted | the check |
+| Can, Did, Do, Does, Will | I, you, Bill, he, Mary, she, Bob and Al, they, the clerk, the waiter | bring, give, mail, sell, send | us, me, you, Tom, him, Pam, her, them, Bill and me, Jan and Ted | dessert, some stamps, a cup of tea, this jacket, a letter, that package, some fruit, those books, a postcard, the check |
 
-# Source: ST §Make Sentences (prompts recast from bare numbering to starter cues)
-
-# Source: ST §Make Sentences (prompts recast from bare numbering to starter cues)
-$PRODUCE Build Your Own Sentences
+# Source: ST §Make Sentences with Indirect Objects
+$PRODUCE Make Sentences from the Table
 ID: l3-s13
-REFERENCE
-INTRO: Now run the machine yourself. Each item gives you a starting point — build a full sentence or question from the table and say it aloud. Any correct combination counts.
-INSTRUCTION: Say a sentence or question built from the table.
-INPUT: speak
+REFERENCE: l3-s12
+INTRO: Your turn to build. Type a statement or question following each cue — open the table whenever you need words.
+INSTRUCTION: Write a statement or question using words from the table.
+INPUT: type
 CHECK: llm
-RUBRIC: Accept any grammatically correct sentence or question that begins as the item asks, especially ones using an indirect object; the model answer is only one sample. Do not restrict to the model's vocabulary — the grader cannot see the table.
+RUBRIC: Accept any grammatically correct sentence using a verb like "bring", "give", "mail", "sell", or "send" with the person (indirect object) placed before the thing (direct object), matching the cue's sentence type or starting word. The person-before-thing word order is the point — a "to"/"for" phrase after the thing fails. Any subjects and objects are fine.
 
-EXAMPLE
-TEMPLATE: Make a question starting with "Can I …".
-RESPONSE: Can I bring you a cup of tea?
+TEMPLATE: Ask a question starting with "Can".
+RESPONSE: Can you sell me some stamps?
 
-EXAMPLE
-TEMPLATE: Make a statement starting with "Mary …".
-RESPONSE: Mary mailed him a postcard.
+TEMPLATE: Make a statement about "Mary".
+RESPONSE: Mary gave him that package.
 
-TEMPLATE: Make a statement starting with "The clerk …".
-RESPONSE: The clerk sold me some stamps.
+TEMPLATE: Ask a question starting with "Will".
+RESPONSE: Will the waiter bring us dessert?
 
-TEMPLATE: Make a question starting with "Did you …".
-RESPONSE: Did you send Tom a letter?
+TEMPLATE: Make a statement about "Bill".
+RESPONSE: Bill mailed Pam a letter.
 
-TEMPLATE: Make a statement starting with "Bob and Al …".
-RESPONSE: Bob and Al will bring us dessert.
+TEMPLATE: Ask a question starting with "Did".
+RESPONSE: Did the clerk send them the check?
 
-TEMPLATE: Make a question starting with "Does he …".
-RESPONSE: Does he give them those books?
+TEMPLATE: Make a statement starting with "I".
+RESPONSE: I will bring you a cup of tea.
 
-TEMPLATE: Make a statement starting with "I …".
-RESPONSE: I mailed Jan and Ted a postcard.
-
-TEMPLATE: Make a question starting with "Will the waiter …".
-RESPONSE: Will the waiter give me the check?
-
-# Source: LLA 3C Figure 6 (part 1)
-
-# Source: LLA 3C Figure 6 (part 1)
-$DIALOGUE Bob at the Bank
-ID: 3c-f6-a
-INTRO: Time to put it all together. Listen to a short paragraph about Bob at the bank — you'll answer questions about it next. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Bob is at the bank. {page_068_001.jpg} {bk06-l3c-f6-01a.mp3}
-LINE: He wants to cash a traveler's check. {page_068_001.jpg} {bk06-l3c-f6-01b.mp3}
-LINE: He gives the teller a traveler's check. {page_068_001.jpg} {bk06-l3c-f6-01c.mp3}
-LINE: The teller asks Bob for his identification. {page_068_001.jpg} {bk06-l3c-f6-01d.mp3}
-LINE: Bob shows the teller his driver's license. {page_068_001.jpg} {bk06-l3c-f6-01e.mp3}
-LINE: She gives him the money. {page_068_001.jpg} {bk06-l3c-f6-01f.mp3}
-
-# Source: LLA 3C Figure 6 (part 2)
-
-# Source: LLA 3C Figure 6 (part 2)
-$PRODUCE Questions About Bob
-ID: 3c-f6-b
-REFERENCE
-INTRO: Answer the questions about Bob aloud in full sentences, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 3C Figure 5
+$PRODUCE Ask with "Too"
+ID: 6-3c-f5
 INPUT: speak
 CHECK: reveal
+INTRO: Someone got a postcard — did you get one, too? Listen to the sentence and the pronoun cue, ask a question with "too", then repeat the model answer.
+INSTRUCTION: Ask a question with "too?" aloud.
 REPEAT
 
-PROMPT: Who's at the bank? {bk06-l3c-f6-02-q.mp3}
-RESPONSE: Bob's at the bank. {bk06-l3c-f6-02-a.mp3}
+EXAMPLE
+TEMPLATE: Tom sent *me* a postcard. (you)
+PROMPT: Tom sent me a postcard. (you) {bk06-l3c-f5-ex-q.mp3}
+RESPONSE: Did Tom send you a postcard, too? {bk06-l3c-f5-ex-a.mp3}
 
-PROMPT: What does Bob want to do? {bk06-l3c-f6-03-q.mp3}
-RESPONSE: He wants to cash a traveler's check. {bk06-l3c-f6-03-a.mp3}
+TEMPLATE: He gave a book to *Linda*. (you)
+PROMPT: He gave a book to Linda. (you) {bk06-l3c-f5-01-q.mp3}
+RESPONSE: Did he give a book to you, too? {bk06-l3c-f5-01-a.mp3}
 
-PROMPT: Whom does he give his traveler's check to? {bk06-l3c-f6-04-q.mp3}
-RESPONSE: He gives the teller the traveler's check. {bk06-l3c-f6-04-a.mp3}
+TEMPLATE: You can bring a cup of tea to *me*. (him)
+PROMPT: You can bring a cup of tea to me. (him) {bk06-l3c-f5-02-q.mp3}
+RESPONSE: Can you bring a cup of tea to him, too? {bk06-l3c-f5-02-a.mp3}
 
-PROMPT: What does the teller want? {bk06-l3c-f6-05-q.mp3}
-RESPONSE: She wants his identification. {bk06-l3c-f6-05-a.mp3}
+TEMPLATE: The waiter brought *them* ice cream. (him)
+PROMPT: The waiter brought them ice cream. (him) {bk06-l3c-f5-03-q.mp3}
+RESPONSE: Did the waiter bring him ice cream, too? {bk06-l3c-f5-03-a.mp3}
 
-PROMPT: What does Bob show her? {bk06-l3c-f6-06-q.mp3}
-RESPONSE: He shows her his driver's license. {bk06-l3c-f6-06-a.mp3}
+TEMPLATE: David showed *him* his driver's license. (us)
+PROMPT: David showed him his driver's license. (us) {bk06-l3c-f5-04-q.mp3}
+RESPONSE: Did David show us his driver's license, too? {bk06-l3c-f5-04-a.mp3}
 
-# Source: LLA 3C Figure 6 (part 3)
+TEMPLATE: Bill can send a letter to *Ted*. (us)
+PROMPT: Bill can send a letter to Ted. (us) {bk06-l3c-f5-05-q.mp3}
+RESPONSE: Can Bill send a letter to us, too? {bk06-l3c-f5-05-a.mp3}
 
-# Source: LLA 3C Figure 6 (part 3)
-$DIALOGUE Tom at the Post Office
-ID: 3c-f6-c
-INTRO: Second paragraph: Tom at the post office, ten stamps, and $2.20. Just listen.
-INSTRUCTION: Listen to the paragraph.
+TEMPLATE: Kim can take *Ali* in his car. (me)
+PROMPT: Kim can take Ali in his car. (me) {bk06-l3c-f5-06-q.mp3}
+RESPONSE: Can Kim take me in his car, too? {bk06-l3c-f5-06-a.mp3}
 
-LINE: Tom is at the post office. {page_068_002.jpg} {bk06-l3c-f6-07a.mp3}
-LINE: He wants to send his friends some postcards. {page_068_002.jpg} {bk06-l3c-f6-07b.mp3}
-LINE: Tom needs stamps for the postcards. {page_068_002.jpg} {bk06-l3c-f6-07c.mp3}
-LINE: The clerk sells Tom 10 stamps. {page_068_003.jpg} {bk06-l3c-f6-07d.mp3}
-LINE: Tom gives the clerk $2.20. {page_068_003.jpg} {bk06-l3c-f6-07e.mp3}
-LINE: The clerk gives Tom the stamps. {page_068_003.jpg} {bk06-l3c-f6-07f.mp3}
+TEMPLATE: You can send *me* a postcard from your country. (her)
+PROMPT: You can send me a postcard from your country. (her) {bk06-l3c-f5-07-q.mp3}
+RESPONSE: Can you send her a postcard from your country, too? {bk06-l3c-f5-07-a.mp3}
 
-# Source: LLA 3C Figure 6 (part 4)
+TEMPLATE: He'll give *the teacher* some stamps. (us)
+PROMPT: He'll give the teacher some stamps. (us) {bk06-l3c-f5-08-q.mp3}
+RESPONSE: Will he give us some stamps, too? {bk06-l3c-f5-08-a.mp3}
 
-# Source: LLA 3C Figure 6 (part 4)
-$PRODUCE Questions About Tom
-ID: 3c-f6-d
-REFERENCE
-INTRO: Answer the questions about Tom aloud in full sentences, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 3C Figure 8
+$PRODUCE Ask a Question
+ID: 6-3c-f8
 INPUT: speak
 CHECK: reveal
+INTRO: Now ask for the missing information. Read the sentence, listen for the question-word cue, ask the question aloud, then repeat the model answer.
+INSTRUCTION: Ask a question aloud.
 REPEAT
 
-PROMPT: Where's Tom? {bk06-l3c-f6-08-q.mp3}
-RESPONSE: Tom is at the post office. {bk06-l3c-f6-08-a.mp3}
+EXAMPLE
+TEMPLATE: Aldo sent me some postcards. (how many)
+PROMPT: Aldo sent me some postcards. — How many? {bk06-l3c-f8-ex-q.mp3}
+RESPONSE: How many postcards did Aldo send you? {bk06-l3c-f8-ex-a.mp3}
 
-PROMPT: What does he want to send his friends? {bk06-l3c-f6-09-q.mp3}
-RESPONSE: He wants to send them some postcards. {bk06-l3c-f6-09-a.mp3}
+TEMPLATE: Sue mailed you a letter. (when)
+PROMPT: Sue mailed you a letter. — When? {bk06-l3c-f8-01-q.mp3}
+RESPONSE: When did Sue mail me a letter? {bk06-l3c-f8-01-a.mp3}
 
-PROMPT: What does he need? {bk06-l3c-f6-10-q.mp3}
-RESPONSE: He needs stamps for the postcards. {bk06-l3c-f6-10-a.mp3}
+TEMPLATE: John gave her something. (what)
+PROMPT: John gave her something. — What? {bk06-l3c-f8-02-q.mp3}
+RESPONSE: What did John give her? {bk06-l3c-f8-02-a.mp3}
 
-PROMPT: Who sells him 10 stamps? {bk06-l3c-f6-11-q.mp3}
-RESPONSE: The clerk sells him 10 stamps. {bk06-l3c-f6-11-a.mp3}
+TEMPLATE: David bought me some gloves. (when)
+PROMPT: David bought me some gloves. — When? {bk06-l3c-f8-03-q.mp3}
+RESPONSE: When did David buy you those gloves? {bk06-l3c-f8-03-a.mp3}
 
-PROMPT: How much money does Tom give the clerk? {bk06-l3c-f6-12-q.mp3}
-RESPONSE: He gives her $2.20. {bk06-l3c-f6-12-a.mp3}
+TEMPLATE: He mailed a letter to his friends. (where)
+PROMPT: He mailed a letter to his friends. — Where? {bk06-l3c-f8-04-q.mp3}
+RESPONSE: Where did he mail him the letter? {bk06-l3c-f8-04-a.mp3}
 
-PROMPT: What does the clerk give Tom? {bk06-l3c-f6-13-q.mp3}
-RESPONSE: She gives him the stamps. {bk06-l3c-f6-13-a.mp3}
+TEMPLATE: She took some books to the teacher. (how many)
+PROMPT: She took some books to the teacher. — How many? {bk06-l3c-f8-05-q.mp3}
+RESPONSE: How many books did she take to the teacher? {bk06-l3c-f8-05-a.mp3}
 
+TEMPLATE: I'll send you some postcards. (when)
+PROMPT: I'll send you some postcards. — When? {bk06-l3c-f8-06-q.mp3}
+RESPONSE: When will you send me some postcards? {bk06-l3c-f8-06-a.mp3}
 
-$LESSON 3-5: Also and Too
+TEMPLATE: You can bring us some stamps. (how many)
+PROMPT: You can bring us some stamps. — How many? {bk06-l3c-f8-07-q.mp3}
+RESPONSE: How many stamps can you bring us? {bk06-l3c-f8-07-a.mp3}
 
-# Source: LLA 3D Figure 1
+TEMPLATE: Mr. Jones will give them a test. (where)
+PROMPT: Mr. Jones will give them a test. — Where? {bk06-l3c-f8-08-q.mp3}
+RESPONSE: Where will Mr. Jones give them a test? {bk06-l3c-f8-08-a.mp3}
 
-# Source: LLA 3D Figure 1
-$PRODUCE Jan's Birthday
-ID: 3d-f1
+# Source: LLA 3C Figure 6 (bank story)
+$DIALOGUE Bob at the Bank {page_068_001.jpg|A man handing a check or document to a female bank teller across a counter}
+ID: 6-3c-f6-bank-story
+INTRO: Bob is at the bank again — this time, watch who gives what to whom. Just listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Bob is at the bank. {bk06-l3c-f6-01.mp3}
+LINE: He wants to cash a traveler's check. {bk06-l3c-f6-02.mp3}
+LINE: He gives the teller a traveler's check. {bk06-l3c-f6-03.mp3}
+LINE: The teller asks Bob for his identification. {bk06-l3c-f6-04.mp3}
+LINE: Bob shows the teller his driver's license. {bk06-l3c-f6-05.mp3}
+LINE: She gives him the money. {bk06-l3c-f6-06.mp3}
+
+# Source: LLA 3C Figure 6 (bank Q&A)
+$PRODUCE Questions: Bob at the Bank
+ID: 6-3c-f6-bank-qa
+REFERENCE: 6-3c-f6-bank-story
+INPUT: speak
+CHECK: reveal
+INTRO: Answer the questions about Bob's visit aloud, then repeat each model answer. The story is there if you need it.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: Who's at the bank? {bk06-l3c-f6-07-q.mp3}
+RESPONSE: Bob's at the bank. {bk06-l3c-f6-07-a.mp3}
+
+PROMPT: What does Bob want to do? {bk06-l3c-f6-08-q.mp3}
+RESPONSE: He wants to cash a traveler's check. {bk06-l3c-f6-08-a.mp3}
+
+PROMPT: Whom does he give his traveler's check to? {bk06-l3c-f6-09-q.mp3}
+RESPONSE: He gives the teller the traveler's check. {bk06-l3c-f6-09-a.mp3}
+
+PROMPT: What does the teller want? {bk06-l3c-f6-10-q.mp3}
+RESPONSE: She wants his identification. {bk06-l3c-f6-10-a.mp3}
+
+PROMPT: What does Bob show her? {bk06-l3c-f6-11-q.mp3}
+RESPONSE: He shows her his driver's license. {bk06-l3c-f6-11-a.mp3}
+
+# Source: LLA 3C Figure 6 (post office story)
+$DIALOGUE Tom at the Post Office {page_068_002.jpg|A man standing at a US Post Office window presenting an ID to the clerk}
+ID: 6-3c-f6-po-story
+INTRO: Meanwhile, Tom is at the post office buying stamps — ten of them. Just listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Tom is at the post office. {page_068_002.jpg|A man standing at a US Post Office window presenting an ID to the clerk} {bk06-l3c-f6-12.mp3}
+LINE: He wants to send his friends some postcards. {page_068_002.jpg|A man standing at a US Post Office window presenting an ID to the clerk} {bk06-l3c-f6-13.mp3}
+LINE: Tom needs stamps for the postcards. {page_068_003.jpg|Close-up view of hands exchanging money and sheets of postage stamps} {bk06-l3c-f6-14.mp3}
+LINE: The clerk sells Tom 10 stamps. {page_068_003.jpg|Close-up view of hands exchanging money and sheets of postage stamps} {bk06-l3c-f6-15.mp3}
+LINE: Tom gives the clerk $2.20. {page_068_003.jpg|Close-up view of hands exchanging money and sheets of postage stamps} {bk06-l3c-f6-16.mp3}
+LINE: The clerk gives Tom the stamps. {page_068_003.jpg|Close-up view of hands exchanging money and sheets of postage stamps} {bk06-l3c-f6-17.mp3}
+
+# Source: LLA 3C Figure 6 (post office Q&A)
+$PRODUCE Questions: Tom at the Post Office
+ID: 6-3c-f6-po-qa
+REFERENCE: 6-3c-f6-po-story
+INPUT: speak
+CHECK: reveal
+INTRO: Answer the questions about Tom's stamps aloud, then repeat each model answer.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: Where's Tom? {bk06-l3c-f6-18-q.mp3}
+RESPONSE: Tom is at the post office. {bk06-l3c-f6-18-a.mp3}
+
+PROMPT: What does he want to send his friends? {bk06-l3c-f6-19-q.mp3}
+RESPONSE: He wants to send them some postcards. {bk06-l3c-f6-19-a.mp3}
+
+PROMPT: What does he need? {bk06-l3c-f6-20-q.mp3}
+RESPONSE: He needs stamps for the postcards. {bk06-l3c-f6-20-a.mp3}
+
+PROMPT: Who sells him 10 stamps? {bk06-l3c-f6-21-q.mp3}
+RESPONSE: The clerk sells him 10 stamps. {bk06-l3c-f6-21-a.mp3}
+
+PROMPT: How much money does Tom give the clerk? {bk06-l3c-f6-22-q.mp3}
+RESPONSE: He gives her $2.20. {bk06-l3c-f6-22-a.mp3}
+
+PROMPT: What does the clerk give Tom? {bk06-l3c-f6-23-q.mp3}
+RESPONSE: She gives him the stamps. {bk06-l3c-f6-23-a.mp3}
+
+# Source: LLA 3C Figure 7
+$PRODUCE The "-ed" Ending
+ID: 6-3c-f7
 INPUT: type
 CHECK: exact
-INTRO: New part, new skill: saying that something is true of one more person — "also" and "too". But first, sharpen your ears with Jan's birthday story. Listen to each sentence and type the missing words.
-INSTRUCTION: Type the missing word or words.
+INTRO: Many past-tense verbs end in an "-ed" that sounds like a quick "t": "asked", "walked". Listen, type the missing letters, then repeat the word.
+INSTRUCTION: Type the missing letters.
+REPEAT
 
-TEMPLATE: Sunday was Jan's birthday.
+EXAMPLE
+TEMPLATE: brush____{ed}
+PROMPT: brushed {bk06-l3c-f7-ex.mp3}
+RESPONSE: brushed {bk06-l3c-f7-ex.mp3}
+
+TEMPLATE: ask____{ed}
+PROMPT: asked {bk06-l3c-f7-01.mp3}
+RESPONSE: asked {bk06-l3c-f7-01.mp3}
+
+TEMPLATE: dance____{d|ed}
+PROMPT: danced {bk06-l3c-f7-02.mp3}
+RESPONSE: danced {bk06-l3c-f7-02.mp3}
+
+TEMPLATE: get dress____{ed}
+PROMPT: get dressed {bk06-l3c-f7-03.mp3}
+RESPONSE: get dressed {bk06-l3c-f7-03.mp3}
+
+TEMPLATE: like____{d|ed}
+PROMPT: liked {bk06-l3c-f7-04.mp3}
+RESPONSE: liked {bk06-l3c-f7-04.mp3}
+
+TEMPLATE: lock____{ed}
+PROMPT: locked {bk06-l3c-f7-05.mp3}
+RESPONSE: locked {bk06-l3c-f7-05.mp3}
+
+TEMPLATE: look____{ed} at
+PROMPT: looked at {bk06-l3c-f7-06.mp3}
+RESPONSE: looked at {bk06-l3c-f7-06.mp3}
+
+TEMPLATE: pack____{ed}
+PROMPT: packed {bk06-l3c-f7-07.mp3}
+RESPONSE: packed {bk06-l3c-f7-07.mp3}
+
+TEMPLATE: pick____{ed} up
+PROMPT: picked up {bk06-l3c-f7-08.mp3}
+RESPONSE: picked up {bk06-l3c-f7-08.mp3}
+
+TEMPLATE: talk____{ed}
+PROMPT: talked {bk06-l3c-f7-09.mp3}
+RESPONSE: talked {bk06-l3c-f7-09.mp3}
+
+TEMPLATE: walk____{ed}
+PROMPT: walked {bk06-l3c-f7-10.mp3}
+RESPONSE: walked {bk06-l3c-f7-10.mp3}
+
+# Source: ST §Write: -ed (trimmed of "brushed" and "locked", already on the taped drill above)
+$PRODUCE More "-ed" Endings
+ID: l3-s20
+INTRO: More of the same sound, no tape this time. Type the missing letters to finish each past-tense verb.
+INSTRUCTION: Complete the past tense verbs by typing the missing letters.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: cook____{ed}
+RESPONSE: cooked
+
+TEMPLATE: mark____{ed}
+RESPONSE: marked
+
+TEMPLATE: help____{ed}
+RESPONSE: helped
+
+TEMPLATE: watch____{ed}
+RESPONSE: watched
+
+TEMPLATE: wash____{ed}
+RESPONSE: washed
+
+TEMPLATE: check____{ed}
+RESPONSE: checked
+
+TEMPLATE: work____{ed}
+RESPONSE: worked
+
+TEMPLATE: finish____{ed}
+RESPONSE: finished
+
+TEMPLATE: stopp____{ed}
+RESPONSE: stopped
+
+TEMPLATE: pick____{ed} out
+RESPONSE: picked out
+
+# Source: LLA 3C Figure 9
+$PRODUCE Capital Letters and Punctuation
+ID: 6-3c-f9
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: Last stop in this part: writing. Listen to each sentence and type it exactly — capital letters and punctuation count.
+INSTRUCTION: Type the sentence with correct punctuation.
+
+TEMPLATE: bob works in a big building in New York
+PROMPT: Bob works in a big building in New York. {bk06-l3c-f9-01.mp3}
+RESPONSE: Bob works in a big building in New York. {bk06-l3c-f9-01.mp3}
+
+TEMPLATE: he moved to a new office last week
+PROMPT: He moved to a new office last week. {bk06-l3c-f9-02.mp3}
+RESPONSE: He moved to a new office last week. {bk06-l3c-f9-02.mp3}
+
+TEMPLATE: he likes to work there
+PROMPT: He likes to work there. {bk06-l3c-f9-03.mp3}
+RESPONSE: He likes to work there. {bk06-l3c-f9-03.mp3}
+
+TEMPLATE: why is he happy in his new office
+PROMPT: Why is he happy in his new office? {bk06-l3c-f9-04.mp3}
+RESPONSE: Why is he happy in his new office? {bk06-l3c-f9-04.mp3}
+
+TEMPLATE: its large and it has many windows
+PROMPT: It's large and it has many windows. {bk06-l3c-f9-05.mp3}
+RESPONSE: It's large and it has many windows. {bk06-l3c-f9-05.mp3}
+
+TEMPLATE: his old office only had one window
+PROMPT: His old office only had one window. {bk06-l3c-f9-06.mp3}
+RESPONSE: His old office only had one window. {bk06-l3c-f9-06.mp3}
+
+TEMPLATE: now he can see outside of his office
+PROMPT: Now he can see outside of his office. {bk06-l3c-f9-07.mp3}
+RESPONSE: Now he can see outside of his office. {bk06-l3c-f9-07.mp3}
+
+$SESSION 3-7: Jan's Birthday and "Also"
+
+# Source: LLA 3D Figure 1 (story)
+$DIALOGUE Jan's Birthday
+ID: 6-3d-f1-story
+INTRO: In this part: a birthday, and the little words "also" and "too". First, listen to what Jan got for her birthday. Spoiler — it's red.
+INSTRUCTION: Listen to the story.
+
+LINE: Sunday was Jan's birthday. {bk06-l3d-f1-01.mp3}
+LINE: She wanted a red coat with gold buttons on it. {bk06-l3d-f1-02.mp3}
+LINE: Her father bought the coat. {bk06-l3d-f1-03.mp3}
+LINE: Her mother cooked a big dinner. {bk06-l3d-f1-04.mp3}
+LINE: In the afternoon, her family and friends ate ice cream and cake together. {bk06-l3d-f1-05.mp3}
+LINE: Her young brother and sister gave her a book and a yellow ball. {bk06-l3d-f1-06.mp3}
+LINE: Her mother and father gave her the red coat. {bk06-l3d-f1-07.mp3}
+LINE: Then the children played games. {bk06-l3d-f1-08.mp3}
+LINE: Jan had a very happy birthday. {bk06-l3d-f1-09.mp3}
+
+# Source: LLA 3D Figure 1 (completion pass)
+$PRODUCE Jan's Birthday: Missing Words
+ID: 6-3d-f1
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Now the story with holes in it. Listen to each sentence and type the missing words in the blanks.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: She wanted a red coat with gold buttons on it. {bk06-l3d-f1-10.mp3}
 TEMPLATE: She wanted a red coat ____{with} gold buttons on it.
-PROMPT: She wanted a red coat with gold buttons on it. {bk06-l3d-f1-01.mp3}
-RESPONSE: She wanted a red coat with gold buttons on it. {bk06-l3d-f1-01.mp3}
+RESPONSE: She wanted a red coat with gold buttons on it. {bk06-l3d-f1-10.mp3}
 
+PROMPT: Her father bought the coat. {bk06-l3d-f1-11.mp3}
 TEMPLATE: Her ____{father} bought the coat.
-PROMPT: Her father bought the coat. {bk06-l3d-f1-02.mp3}
-RESPONSE: Her father bought the coat. {bk06-l3d-f1-02.mp3}
+RESPONSE: Her father bought the coat. {bk06-l3d-f1-11.mp3}
 
+PROMPT: Her mother cooked a big dinner. {bk06-l3d-f1-12.mp3}
 TEMPLATE: Her mother ____{cooked} a big dinner.
-PROMPT: Her mother cooked a big dinner. {bk06-l3d-f1-03.mp3}
-RESPONSE: Her mother cooked a big dinner. {bk06-l3d-f1-03.mp3}
+RESPONSE: Her mother cooked a big dinner. {bk06-l3d-f1-12.mp3}
 
+PROMPT: In the afternoon, her family and friends ate ice cream and cake together. {bk06-l3d-f1-13.mp3}
 TEMPLATE: In the ____{afternoon}, her family and friends ate ____{ice cream} and cake together.
-PROMPT: In the afternoon, her family and friends ate ice cream and cake together. {bk06-l3d-f1-04.mp3}
-RESPONSE: In the afternoon, her family and friends ate ice cream and cake together. {bk06-l3d-f1-04.mp3}
+RESPONSE: In the afternoon, her family and friends ate ice cream and cake together. {bk06-l3d-f1-13.mp3}
 
+PROMPT: Her young brother and sister gave her a book and a yellow ball. {bk06-l3d-f1-14.mp3}
 TEMPLATE: Her young ____{brother} and sister gave her a ____{book} and a yellow ball.
-PROMPT: Her young brother and sister gave her a book and a yellow ball. {bk06-l3d-f1-05.mp3}
-RESPONSE: Her young brother and sister gave her a book and a yellow ball. {bk06-l3d-f1-05.mp3}
+RESPONSE: Her young brother and sister gave her a book and a yellow ball. {bk06-l3d-f1-14.mp3}
 
+PROMPT: Her mother and father gave her the red coat. {bk06-l3d-f1-15.mp3}
 TEMPLATE: Her ____{mother} and father gave her the ____{red} coat.
-PROMPT: Her mother and father gave her the red coat. {bk06-l3d-f1-06.mp3}
-RESPONSE: Her mother and father gave her the red coat. {bk06-l3d-f1-06.mp3}
+RESPONSE: Her mother and father gave her the red coat. {bk06-l3d-f1-15.mp3}
 
+PROMPT: Then the children played games. {bk06-l3d-f1-16.mp3}
 TEMPLATE: Then the children played ____{games}.
-PROMPT: Then the children played games. {bk06-l3d-f1-07.mp3}
-RESPONSE: Then the children played games. {bk06-l3d-f1-07.mp3}
+RESPONSE: Then the children played games. {bk06-l3d-f1-16.mp3}
 
+PROMPT: Jan had a very happy birthday. {bk06-l3d-f1-17.mp3}
 TEMPLATE: Jan had a very happy ____{birthday}.
-PROMPT: Jan had a very happy birthday. {bk06-l3d-f1-08.mp3}
-RESPONSE: Jan had a very happy birthday. {bk06-l3d-f1-08.mp3}
+RESPONSE: Jan had a very happy birthday. {bk06-l3d-f1-17.mp3}
 
-# Source: ST §Also (grammar box)
-
-# Source: ST §Also (grammar box)
-$GRAMMAR Also
+# Source: ST §Also = Too (grammar box)
+$GRAMMAR "Also" Means "Too"
 ID: l3-s16
-INTRO: "Too" sits at the end of a sentence. "Also" moves into the middle — and where it lands depends on the verb. Here's the map.
+INTRO: "Also" and "too" say the same thing — the only trick is where "also" sits. Two cards.
 
-**Also** goes after "is" and "can", but before an ordinary verb:
+CARD: **Also** and **too** mean the same. **Too** goes at the end of the sentence; **also** goes inside it.
+{David wants to go, too.}
+{He also wants to go.}
 
+CARD: **Also** comes after **is**, **can**, or **will** — but before an ordinary verb.
+{Ted is also a pilot.}
+{Ted can also fly a plane.}
+{Ted also flew yesterday.}
+
+SUMMARY:
 | | | |
 |---|---|---|
 | Bill | is | a pilot. |
-| Ted | is also | a pilot. |
-
-| | | |
-|---|---|---|
+| Ted | is **also** | a pilot. |
 | Bill | can | fly a plane. |
-| Ted | can also | fly a plane. |
-
-| | | |
-|---|---|---|
+| Ted | can **also** | fly a plane. |
 | Bill | flew | yesterday. |
-| Ted | also flew | yesterday. |
-
-{Ted is also a pilot.} {Ted can also fly a plane.} {Ted also flew yesterday.}
+| Ted | **also** flew | yesterday. |
 
 # Source: LLA 3D Figure 2
-
-# Source: LLA 3D Figure 2
-$DIALOGUE Also and Too
-ID: 3d-f2
-INTRO: Hear "too" and "also" doing the same job in the same sentences. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Using "Too" and "Also"
+ID: 6-3d-f2
+INTRO: Hear both words in action. Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Mary wants to go. David wants to go, too. He also wants to go. {bk06-l3d-f2-01.mp3}
-LINE: Jan was late for class. She was late for lunch, too. She was also late for lunch. {bk06-l3d-f2-02.mp3}
+LINE: Mary wants to go. David wants to go, too. {bk06-l3d-f2-01.mp3}
+LINE: He also wants to go. {bk06-l3d-f2-02.mp3}
+LINE: Jan was late for class. She was late for lunch, too. {bk06-l3d-f2-03.mp3}
+LINE: She was also late for lunch. {bk06-l3d-f2-04.mp3}
 
-# Source: ST §This Is Also an Exercise
-
-# Source: ST §This Is Also an Exercise
-$DIALOGUE More Also Sentences
-ID: l3-s17
-INTRO: A few more "also" sentences to get the rhythm into your ear. Repeat each one.
-INSTRUCTION: Repeat these sentences.
-REPEAT
-
-VOCAB: also
-LINE: I'm tired. She's also tired.
-LINE: Sam will be a pilot. Peter will also be a pilot.
-LINE: Mary wants cake for dessert. John also wants cake for dessert.
-LINE: Mrs. Wilson bought meat at the commissary. She also bought some fruit there.
+# SKIPPED (book): ST §This Is Also an Exercise — four-line "also" repetition panel; duplicate of the taped presentation above, dropped.
 
 # Source: LLA 3D Figure 3
-
-# Source: LLA 3D Figure 3
-$PRODUCE Change the Sentence with Also
-ID: 3d-f3
+$PRODUCE Say It with "Also"
+ID: 6-3d-f3
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: You'll hear a sentence and a cue. Say a new sentence about the cue using "also", then repeat the correct answer — remember where "also" sits.
-INSTRUCTION: Change the sentence using "also".
+INTRO: Someone always does the same thing. Listen to the sentence and the cue word, say a new sentence with "also", then repeat the model.
+INSTRUCTION: Say the new sentence using "also".
 
 EXAMPLE
 TEMPLATE: *John* went to Chicago. (Bill)
-PROMPT: John went to Chicago. Bill. {bk06-l3d-f3-ex-q.mp3}
+PROMPT: John went to Chicago. Bill {bk06-l3d-f3-ex-q.mp3}
 RESPONSE: Bill also went to Chicago. {bk06-l3d-f3-ex-a.mp3}
 
 TEMPLATE: *Jan* likes this restaurant. (Mary)
-PROMPT: Jan likes this restaurant. Mary. {bk06-l3d-f3-01-q.mp3}
+PROMPT: Jan likes this restaurant. Mary {bk06-l3d-f3-01-q.mp3}
 RESPONSE: Mary also likes this restaurant. {bk06-l3d-f3-01-a.mp3}
 
 TEMPLATE: Bob ordered *ice cream* for dessert. (cake)
@@ -1493,7 +1718,7 @@ PROMPT: Mary is a doctor. Jan. {bk06-l3d-f3-05-q.mp3}
 RESPONSE: Jan is also a doctor. {bk06-l3d-f3-05-a.mp3}
 
 TEMPLATE: *Ali* goes to this school. (David)
-PROMPT: Ollie goes to this school. David. {bk06-l3d-f3-06-q.mp3}
+PROMPT: Ali goes to this school. David. {bk06-l3d-f3-06-q.mp3}
 RESPONSE: David also goes to this school. {bk06-l3d-f3-06-a.mp3}
 
 TEMPLATE: *Mark* wants to go downtown. (Bob)
@@ -1501,38 +1726,30 @@ PROMPT: Mark wants to go downtown. Bob. {bk06-l3d-f3-07-q.mp3}
 RESPONSE: Bob also wants to go downtown. {bk06-l3d-f3-07-a.mp3}
 
 TEMPLATE: *They* are going to the post office. (we)
-PROMPT: They are going to the post office. We. {bk06-l3d-f3-08-q.mp3}
+PROMPT: They are going to the post office. We {bk06-l3d-f3-08-q.mp3}
 RESPONSE: We are also going to the post office. {bk06-l3d-f3-08-a.mp3}
 
 TEMPLATE: *Tom and Jan* need help. (I)
-PROMPT: Tom and Jan need help. I. {bk06-l3d-f3-09-q.mp3}
+PROMPT: Tom and Jan need help. I {bk06-l3d-f3-09-q.mp3}
 RESPONSE: I also need help. {bk06-l3d-f3-09-a.mp3}
 
 TEMPLATE: *Bill* has a driver's license. (Linda)
 PROMPT: Bill has a driver's license. Linda. {bk06-l3d-f3-10-q.mp3}
 RESPONSE: Linda also has a driver's license. {bk06-l3d-f3-10-a.mp3}
 
-# DROPPED (ST): "Make Statements with Also" — cross-source twin of the cassette drill
-# above (same task, same speak modality); the cassette version is kept.
-
 # Source: LLA 3D Figure 4
-
-# DROPPED (ST): "Make Statements with Also" — cross-source twin of the cassette drill
-# above (same task, same speak modality); the cassette version is kept.
-
-# Source: LLA 3D Figure 4
-$PRODUCE Ask a Question with Also
-ID: 3d-f4
+$PRODUCE Ask a Question with "Also"
+ID: 6-3d-f4
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Same pattern, now as questions: hear the sentence and the cue, and ask whether it's also true of the new person. Then repeat the model.
-INSTRUCTION: Change the sentence to a question using "also".
+INTRO: Now make it a question. Listen to the sentence and the cue word, ask with "also", then repeat the model.
+INSTRUCTION: Form a question using "also".
 
 EXAMPLE
 TEMPLATE: *Ann* plays tennis every day. (her sister)
 PROMPT: Ann plays tennis every day. Her sister. {bk06-l3d-f4-ex-q.mp3}
-RESPONSE: Does her sister also play tennis every day? {bk06-l3d-f4-ex-a.mp3}
+RESPONSE: Does her sister also play tennis every day?
 
 TEMPLATE: *Ted* showed his identification to the teller. (Tom)
 PROMPT: Ted showed his identification to the teller. Tom. {bk06-l3d-f4-01-q.mp3}
@@ -1563,64 +1780,128 @@ PROMPT: The mailman delivers packages every day. Store. {bk06-l3d-f4-07-q.mp3}
 RESPONSE: Does the store also deliver packages every day? {bk06-l3d-f4-07-a.mp3}
 
 TEMPLATE: *Ali* signed a traveler's check. (his brother)
-PROMPT: Ollie signed the traveler's check. His brother. {bk06-l3d-f4-08-q.mp3}
+PROMPT: Ali signed the traveler's check. His brother. {bk06-l3d-f4-08-q.mp3}
 RESPONSE: Did his brother also sign a traveler's check? {bk06-l3d-f4-08-a.mp3}
 
-# Source: ST §Ask and Answer with Also
-
-# Source: ST §Ask and Answer with Also
-$PRODUCE Ask and Answer with Also
+# Source: ST §Do You Also Speak French?
+$PRODUCE Ask and Answer with "Also"
 ID: l3-s19
-INTRO: Last round with "also" — this time you ask the question AND answer it yourself. Read the cue, ask, and answer yes.
-INSTRUCTION: Ask and answer. Use "also" and the word in parentheses.
+INTRO: This time you do both jobs: ask a question with "also" and the cue word, then answer it with a short yes-answer. Say both, then check the model.
+INSTRUCTION: Ask and answer questions with "also" and the word in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
 PROMPT: Tom studies before dinner. (after)
-RESPONSE: Does he also study after dinner? Yes, he does.
+RESPONSE: Does he also study after dinner?\n— Yes, he does.
 
 PROMPT: We need some bread. (milk)
-RESPONSE: Do we also need some milk? Yes, we do.
+RESPONSE: Do we also need some milk?\n— Yes, we do.
 
 PROMPT: Mark drinks coffee. (tea)
-RESPONSE: Does he also drink tea? Yes, he does.
+RESPONSE: Does he also drink tea?\n— Yes, he does.
 
 PROMPT: Linda took the bus. (Jan)
-RESPONSE: Did Jan also take the bus? Yes, she did.
+RESPONSE: Did Jan also take the bus?\n— Yes, she did.
 
 PROMPT: Mary is a waitress. (Sue)
-RESPONSE: Is Sue also a waitress? Yes, she is.
+RESPONSE: Is Sue also a waitress?\n— Yes, she is.
 
 PROMPT: Bob flew to New York. (Tom)
-RESPONSE: Did Tom also fly to New York? Yes, he did.
+RESPONSE: Did Tom also fly to New York?\n— Yes, he did.
 
 PROMPT: The children like fruit. (vegetables)
-RESPONSE: Do they also like vegetables? Yes, they do.
+RESPONSE: Do they also like vegetables?\n— Yes, they do.
 
 PROMPT: Al is making a reservation. (Don)
-RESPONSE: Is Don also making a reservation? Yes, he is.
+RESPONSE: Is Don also making a reservation?\n— Yes, he is.
 
 PROMPT: Don will be in New York next week. (Al)
-RESPONSE: Will Al also be in New York next week? Yes, he will.
+RESPONSE: Will Al also be in New York next week?\n— Yes, he will.
 
 PROMPT: She ordered cake for dessert. (he)
-RESPONSE: Did he also order cake for dessert? Yes, he did.
+RESPONSE: Did he also order cake for dessert?\n— Yes, he did.
 
 PROMPT: He reviews the lesson after class. (you)
-RESPONSE: Do you also review the lesson after class? Yes, I do.
+RESPONSE: Do you also review the lesson after class?\n— Yes, I do.
 
+# Source: ST §Mary Is a Civilian. John Is Also a Civilian. (salvaged items with "will", "are ...-ing", and "gave"; the rest duplicated the taped drill)
+$PRODUCE More Practice with "Also"
+ID: l3-s18
+INTRO: One last round of "also", from memory — this time with "will", "are", and "gave". Make a statement with "also" and the cue word, aloud.
+INSTRUCTION: Make a statement with "also" and the word in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
-$LESSON 3-6: Directions Around Town
+EXAMPLE
+PROMPT: My father speaks Spanish. (French)
+RESPONSE: My father also speaks French.
+
+PROMPT: Jan will watch TV. (Linda)
+RESPONSE: Linda will also watch TV.
+
+PROMPT: Tom and Jan are studying tonight. (Jim and Bill)
+RESPONSE: Jim and Bill are also studying tonight.
+
+PROMPT: She gave the children milk. (some cookies)
+RESPONSE: She also gave the children some cookies.
+
+PROMPT: Dan will send me a postcard. (package)
+RESPONSE: Dan will also send me a package.
+
+PROMPT: Tom can play baseball well. (tennis)
+RESPONSE: Tom can also play tennis well.
+
+$SESSION 3-8: Finding Your Way Around Town
+
+# Source: LLA 3D Figure 5
+$DIALOGUE Asking for Directions {page_074_001.jpg|Map of a small town showing streets labeled First Street, Second Street, Third Street, A Street, B Street, and C Street, along with buildings such as Drugstore, Hospital, Bank, Grocery Store, Restaurant, Library, and Post Office}
+ID: 6-3d-f5
+INTRO: Final part: finding your way. You'll ask for directions, give them, and walk through cashing checks and mailing letters step by step. Look at the town map and listen to Jan and Sue.
+INSTRUCTION: Listen to the dialogues.
+
+Jan: Is there a grocery store near here? {bk06-l3d-f5-01.mp3}
+Sue: Yes, there's a grocery store on C Street. {bk06-l3d-f5-02.mp3}
+
+Jan: How can I go from the post office to the bank? {bk06-l3d-f5-03.mp3}
+Sue: Go to B Street. Walk on B Street to Third Street. {bk06-l3d-f5-04.mp3}
+
+Jan: How can I go from the library to the post office? {bk06-l3d-f5-05.mp3}
+Sue: Walk on Second Street to C Street, then turn right and go to First Street. The post office is on First Street. {bk06-l3d-f5-06.mp3}
+
+Jan: Where is a good restaurant? {bk06-l3d-f5-07.mp3}
+Sue: There's a good restaurant on A Street. {bk06-l3d-f5-08.mp3}
+Jan: Can we walk there? {bk06-l3d-f5-09.mp3}
+Sue: Yes, we're near it now. {bk06-l3d-f5-10.mp3}
+
+Jan: Where's the drugstore? {bk06-l3d-f5-11.mp3}
+Sue: The drugstore is on Third Street. {bk06-l3d-f5-12.mp3}
+Jan: Is it near the hospital? {bk06-l3d-f5-13.mp3}
+Sue: Yes, the hospital's also on Third Street. {bk06-l3d-f5-14.mp3}
+
+# Source: LLA 3D Figure 5 (role-play, Sue's part)
+$DIALOGUE Take Sue's Part {page_074_001.jpg|Map of a small town showing streets labeled First Street, Second Street, Third Street, A Street, B Street, and C Street, along with buildings such as Drugstore, Hospital, Bank, Grocery Store, Restaurant, Library, and Post Office}
+ID: 6-3d-f5-role-sue
+REFERENCE: 6-3d-f5
+PLAY_ROLE: Sue
+INTRO: Same conversation — now you give the directions. You're Sue; speak her lines in the pauses. The map is your friend.
+INSTRUCTION: You are Sue — speak your lines in the pauses.
+
+# Source: LLA 3D Figure 5 (role-play, Jan's part)
+$DIALOGUE Take Jan's Part {page_074_001.jpg|Map of a small town showing streets labeled First Street, Second Street, Third Street, A Street, B Street, and C Street, along with buildings such as Drugstore, Hospital, Bank, Grocery Store, Restaurant, Library, and Post Office}
+ID: 6-3d-f5-role-jan
+REFERENCE: 6-3d-f5
+PLAY_ROLE: Jan
+INTRO: Change roles: now you ask. You're Jan — speak her lines in the pauses.
+INSTRUCTION: You are Jan — speak your lines in the pauses.
 
 # Source: ST §Where's the Post Office?
-
-# Source: ST §Where's the Post Office?
-$DIALOGUE Where's the Post Office? {st-page_086_001.jpg}
+$DIALOGUE Where's the Post Office? {st-page_086_001.jpg|Map of a city area showing streets labelled A Street, B Street, C Street, 1st Street, and buildings including Store, Drive-in Teller, National Bank, and U.S. Post Office}
 ID: l3-s21
-INTRO: In this part you'll learn to ask for directions and give them — streets, corners, and what's next to what. Two short conversations: one downtown, one on base. Listen and repeat.
-INSTRUCTION: Repeat the dialogs.
+INTRO: Two more direction conversations — one downtown, one on base. Listen and repeat each line, following along on the map.
+INSTRUCTION: Listen and repeat the dialogs.
 REPEAT
 
 Paul: Excuse me. Is the post office near here?
@@ -1638,12 +1919,10 @@ Bob: Can I walk there from here?
 Dan: Yes, you can get there in ten minutes.
 
 # Source: ST §Excuse Me, Where's the Post Office?
-
-# Source: ST §Excuse Me, Where's the Post Office?
-$DIALOGUE Getting Around the Base {st-page_087_001.jpg}
+$DIALOGUE Around the Base {st-page_087_001.jpg|Map layout showing base locations: Classrooms, 1st Street, Post Office, Locator, 2nd Street, Dispensary, 3rd Street, BX, Commissary, Andrews Street, Language Laboratory, Library, Swimming Pool, Bank, Bonner Street, Barracks, Barracks, Mess Hall}
 ID: l3-s22
-INTRO: Now practice the direction words themselves — near, between, next to, turn right, turn left — with the base map on screen. Repeat each sentence.
-INSTRUCTION: Repeat the sentences; then read them.
+INTRO: Now a base map. Repeat each sentence about where things are, and find each place on the map as you go.
+INSTRUCTION: Repeat the sentences, then read them.
 REPEAT
 
 LINE: The language lab is near the library.
@@ -1654,274 +1933,16 @@ LINE: The mess hall is on Bonner Street next to the barracks.
 LINE: Go to Andrews Street and turn left. The dispensary is between 2nd and 3rd Streets.
 LINE: Go to 1st Street and turn left. The post office is next to the Locator.
 
-# SKIPPED (ST): "How do I get from … to …? Excuse me. Where's …?" — open pair work
-# asking for directions from the map; co-constructed task with no solo path.
-# SKIPPED (ST): Listening Skill "Can You Answer These Questions?" — instructor-read
-# paragraphs; the same skill is covered by the cassette "Which Questions Are Answered?"
-# activities in part 3-3.
+# SKIPPED (book): ST "HOW DO I GET FROM ... TO ...?" (p. 88) — open map role-play pair activity with no scripted lines; no solo path.
+# SKIPPED (book): ST Listening Skill "CAN YOU ANSWER THESE QUESTIONS?" (p. 88) — instructor-read listening stimulus not printed; convertible later with chosen items + TTS.
 
-# Source: LLA 3D Figure 5 (part 1)
-
-# SKIPPED (ST): "How do I get from … to …? Excuse me. Where's …?" — open pair work
-# asking for directions from the map; co-constructed task with no solo path.
-# SKIPPED (ST): Listening Skill "Can You Answer These Questions?" — instructor-read
-# paragraphs; the same skill is covered by the cassette "Which Questions Are Answered?"
-# activities in part 3-3.
-
-# Source: LLA 3D Figure 5 (part 1)
-$DIALOGUE Asking for Directions {page_074_001.jpg}
-ID: 3d-f5
-INTRO: Jan and Sue are walking around town with a map — the same map you'll see on screen. Listen to their five short exchanges; in a moment you'll take over each role.
-INSTRUCTION: Listen to the dialogues.
-
-Narrator: Number 1.
-Jan: Is there a grocery store near here? {bk06-l3d-f5-01.mp3}
-Sue: Yes, there's a grocery store on C Street. {bk06-l3d-f5-02.mp3}
-
-Narrator: Number 2.
-Jan: How can I go from the post office to the bank? {bk06-l3d-f5-03.mp3}
-Sue: Go to B Street, walk on B Street to 3rd Street. {bk06-l3d-f5-04.mp3}
-
-Narrator: Number 3.
-Jan: How can I go from the library to the post office? {bk06-l3d-f5-05.mp3}
-Sue: Walk on 2nd Street to C Street, then turn right and go to 1st Street. The post office is on 1st Street. {bk06-l3d-f5-06.mp3}
-
-Narrator: Number 4.
-Jan: Where is a good restaurant? {bk06-l3d-f5-07.mp3}
-Sue: There's a good restaurant on A Street. {bk06-l3d-f5-08.mp3}
-Jan: Can we walk there? {bk06-l3d-f5-09.mp3}
-Sue: Yes, we're near it now. {bk06-l3d-f5-10.mp3}
-
-Narrator: Number 5.
-Jan: Where's the drugstore? {bk06-l3d-f5-11.mp3}
-Sue: The drugstore is on 3rd Street. {bk06-l3d-f5-12.mp3}
-Jan: Is it near the hospital? {bk06-l3d-f5-13.mp3}
-Sue: Yes, the hospital's also on 3rd Street. {bk06-l3d-f5-14.mp3}
-
-# Source: LLA 3D Figure 5 (part 2)
-
-# Source: LLA 3D Figure 5 (part 2)
-$DIALOGUE Play Sue's Part {page_074_001.jpg}
-ID: 3d-f5-b
-REFERENCE: 3d-f5
-PLAY_ROLE: Sue
-INTRO: Now you are Sue — the one who knows where everything is. Hear Jan's question, read Sue's line, and say it aloud.
-INSTRUCTION: Read Sue's lines aloud.
-
-$PRODUCE Play Jan's Part {page_074_001.jpg}
-ID: 3d-f5-c
-REFERENCE
-INTRO: Switch roles: now you are Jan, the one asking. Read Jan's question aloud, then hear Sue's answer.
-INSTRUCTION: Read Jan's lines aloud.
-INPUT: speak
-CHECK: reveal
-
-PROMPT: Sue: Yes, there's a grocery store on C Street. {bk06-l3d-f5-22.mp3}
-TEMPLATE: Jan: Is there a grocery store near here?
-RESPONSE: Is there a grocery store near here? {bk06-l3d-f5-01.mp3}
-
-PROMPT: Sue: Go to B Street, walk on B Street to 3rd Street. {bk06-l3d-f5-23.mp3}
-TEMPLATE: Jan: How can I go from the post office to the bank?
-RESPONSE: How can I go from the post office to the bank? {bk06-l3d-f5-03.mp3}
-
-PROMPT: Sue: Walk on 2nd Street to C Street, then turn right and go to 1st Street. The post office is on 1st Street. {bk06-l3d-f5-24.mp3}
-TEMPLATE: Jan: How can I go from the library to the post office?
-RESPONSE: How can I go from the library to the post office? {bk06-l3d-f5-05.mp3}
-
-PROMPT: Sue: There's a good restaurant on A Street. {bk06-l3d-f5-25.mp3}
-TEMPLATE: Jan: Where is a good restaurant?
-RESPONSE: Where is a good restaurant? {bk06-l3d-f5-07.mp3}
-
-PROMPT: Sue: Yes, we're near it now. {bk06-l3d-f5-26.mp3}
-TEMPLATE: Jan: Can we walk there?
-RESPONSE: Can we walk there? {bk06-l3d-f5-09.mp3}
-
-PROMPT: Sue: The drugstore is on 3rd Street. {bk06-l3d-f5-27.mp3}
-TEMPLATE: Jan: Where is the drugstore?
-RESPONSE: Where is the drugstore? {bk06-l3d-f5-11b.mp3}
-
-PROMPT: Sue: Yes, the hospital's also on 3rd Street. {bk06-l3d-f5-28.mp3}
-TEMPLATE: Jan: Is it near the hospital?
-RESPONSE: Is it near the hospital? {bk06-l3d-f5-13.mp3}
-
-# Source: LLA 3C Figure 7 (skills strand, floated to the review part)
-
-# Source: LLA 3C Figure 7 (skills strand, floated to the review part)
-$PRODUCE Spell the -ed Ending
-ID: 3c-f7
-INPUT: type
-CHECK: exact
-INTRO: Last part — a review round that mixes the whole lesson. First, spelling: hear each past-tense word and type the letters that finish it.
-INSTRUCTION: Type "ed" to complete the word.
-
-EXAMPLE
-TEMPLATE: brush____
-PROMPT: brushed. {bk06-l3c-f7-ex.mp3}
-RESPONSE: brushed
-ACCEPT: ed
-
-TEMPLATE: ask____
-PROMPT: asked. {bk06-l3c-f7-01.mp3}
-RESPONSE: asked
-ACCEPT: ed
-
-TEMPLATE: danc____
-PROMPT: danced. {bk06-l3c-f7-02.mp3}
-RESPONSE: danced
-ACCEPT: ed
-
-TEMPLATE: get dress____
-PROMPT: get dressed. {bk06-l3c-f7-03.mp3}
-RESPONSE: get dressed
-ACCEPT: ed
-
-TEMPLATE: lik____
-PROMPT: liked. {bk06-l3c-f7-04.mp3}
-RESPONSE: liked
-ACCEPT: ed
-
-TEMPLATE: lock____
-PROMPT: locked. {bk06-l3c-f7-05.mp3}
-RESPONSE: locked
-ACCEPT: ed
-
-TEMPLATE: look____ at
-PROMPT: looked at. {bk06-l3c-f7-06.mp3}
-RESPONSE: looked at
-ACCEPT: ed
-
-TEMPLATE: pack____
-PROMPT: packed. {bk06-l3c-f7-07.mp3}
-RESPONSE: packed
-ACCEPT: ed
-
-TEMPLATE: pick____ up
-PROMPT: picked up. {bk06-l3c-f7-08.mp3}
-RESPONSE: picked up
-ACCEPT: ed
-
-TEMPLATE: talk____
-PROMPT: talked. {bk06-l3c-f7-09.mp3}
-RESPONSE: talked
-ACCEPT: ed
-
-TEMPLATE: walk____
-PROMPT: walked. {bk06-l3c-f7-10.mp3}
-RESPONSE: walked
-ACCEPT: ed
-
-# DROPPED (ST): "Write ed" — cross-source twin of the cassette -ed spelling drill above
-# (same task, same type modality); the cassette version with audio is kept.
-
-# Source: LLA 3B Figure 9 (recycles the whole lesson's vocabulary — placed as review)
-
-# DROPPED (ST): "Write ed" — cross-source twin of the cassette -ed spelling drill above
-# (same task, same type modality); the cassette version with audio is kept.
-
-# Source: LLA 3B Figure 9 (recycles the whole lesson's vocabulary — placed as review)
-$SELECT Choose the Best Answer
-ID: 3b-f9
-INTRO: Someone asks a question; two answers appear, and only one of them makes sense. Tap it, then repeat the full answer — this round revisits everything from stamps to scarves.
-INSTRUCTION: Tap the correct answer.
+# Source: ST §Instructions: Cashing a Check
+$DIALOGUE How to Cash a Check
+ID: l3-s23
+INTRO: Everything you know about checks, in seven steps. Listen and repeat each one — in order.
+INSTRUCTION: Listen and repeat the steps for cashing a check.
 REPEAT
 
-PROMPT: Who selected his tie? {bk06-l3b-f9-01-q.mp3}
-OPTION: a | John picked it out.
-OPTION: b | The stamps are on the table.
-ANSWER: a
-FEEDBACK: John picked it out. {bk06-l3b-f9-01-a.mp3}
-
-PROMPT: Who delivered this package? {bk06-l3b-f9-02-q.mp3}
-OPTION: a | The mailman.
-OPTION: b | At 7 o'clock.
-ANSWER: a
-FEEDBACK: The mailman delivered the package. {bk06-l3b-f9-02-a.mp3}
-
-PROMPT: Did you write the address on the envelope? {bk06-l3b-f9-03-q.mp3}
-OPTION: a | Yes, the check is on the table.
-OPTION: b | Yes, I wrote the number and the name of the street.
-ANSWER: b
-FEEDBACK: Yes, I wrote the number and the name of the street. {bk06-l3b-f9-03-a.mp3}
-
-PROMPT: Jack needs to buy travelers' checks. Where does he need to go? {bk06-l3b-f9-04-q.mp3}
-OPTION: a | He needs to go to the bank.
-OPTION: b | He needs to go to the drug store.
-ANSWER: a
-FEEDBACK: He needs to go to the bank. {bk06-l3b-f9-04-a.mp3}
-
-PROMPT: Where's the bank? {bk06-l3b-f9-05-q.mp3}
-OPTION: a | Yes, it is.
-OPTION: b | It's on First Street.
-ANSWER: b
-FEEDBACK: The bank is on 1st Street. {bk06-l3b-f9-05-a.mp3}
-
-PROMPT: Who gave you that scarf? {bk06-l3b-f9-06-q.mp3}
-OPTION: a | At the bank.
-OPTION: b | Mary sent it to me.
-ANSWER: b
-FEEDBACK: Mary sent it to me. {bk06-l3b-f9-06-a.mp3}
-
-PROMPT: Sam was buying stamps. Where was he? {bk06-l3b-f9-07-q.mp3}
-OPTION: a | He was at the post office.
-OPTION: b | He was in the lab.
-ANSWER: a
-FEEDBACK: He was at the post office. {bk06-l3b-f9-07-a.mp3}
-
-PROMPT: Did you finish your letter? {bk06-l3b-f9-08-q.mp3}
-OPTION: a | Yes, and I mailed it this morning.
-OPTION: b | Yes, I'll write it tomorrow morning.
-ANSWER: a
-FEEDBACK: Yes, and I mailed it this morning. {bk06-l3b-f9-08-a.mp3}
-
-# Source: LLA 3C Figure 9 (skills strand, floated to the review part)
-
-# Source: LLA 3C Figure 9 (skills strand, floated to the review part)
-$PRODUCE Punctuate the Sentences
-ID: 3c-f9
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
-LONGFORM
-INTRO: Dictation with teeth: type each sentence you hear exactly, with capital letters and end punctuation. This time, the periods and question marks count.
-INSTRUCTION: Type the sentence with correct punctuation and capitalization.
-
-TEMPLATE: bob works in a big building in New York
-PROMPT: Bob works in a big building in New York. {bk06-l3c-f9-01.mp3}
-RESPONSE: Bob works in a big building in New York.
-
-TEMPLATE: he moved to a new office last week
-PROMPT: He moved to a new office last week. {bk06-l3c-f9-02.mp3}
-RESPONSE: He moved to a new office last week.
-
-TEMPLATE: he likes to work there
-PROMPT: He likes to work there. {bk06-l3c-f9-03.mp3}
-RESPONSE: He likes to work there.
-
-TEMPLATE: why is he happy in his new office
-PROMPT: Why is he happy in his new office? {bk06-l3c-f9-04.mp3}
-RESPONSE: Why is he happy in his new office?
-
-TEMPLATE: its large and it has many windows
-PROMPT: It's large and it has many windows. {bk06-l3c-f9-05.mp3}
-RESPONSE: It's large and it has many windows.
-
-TEMPLATE: his old office only had one window
-PROMPT: His old office only had one window. {bk06-l3c-f9-06.mp3}
-RESPONSE: His old office only had one window.
-
-TEMPLATE: now he can see outside of his office
-PROMPT: Now he can see outside of his office. {bk06-l3c-f9-07.mp3}
-RESPONSE: Now he can see outside of his office.
-
-# Source: ST §Instructions
-
-# Source: ST §Instructions
-$DIALOGUE Step by Step — Checks and Letters
-ID: l3-s23
-INTRO: Two everyday procedures, step by step: cashing a check and mailing a letter. Read them carefully — you'll put the steps in order next, from memory.
-INSTRUCTION: Read the instructions.
-
-Narrator: Cashing a check.
 LINE: Take a check from your checkbook.
 LINE: Write the date on the check.
 LINE: Write the number of dollars and cents on the check.
@@ -1930,7 +1951,13 @@ LINE: Give the check to the teller.
 LINE: Show the teller your identification card.
 LINE: Take the money and your I.D. card and put them in your pocket.
 
-Narrator: Mailing a letter.
+# Source: ST §Instructions: Mailing a Letter
+$DIALOGUE How to Mail a Letter
+ID: l3-s24
+INTRO: And the last activity of the lesson: mailing a letter, start to finish. Repeat each step. Then go mail something — you've earned it.
+INSTRUCTION: Listen and repeat the steps for mailing a letter.
+REPEAT
+
 LINE: Write the letter and sign it.
 LINE: Put the letter in an envelope.
 LINE: Close the envelope.
@@ -1939,47 +1966,4 @@ LINE: Write the return address there, too.
 LINE: Put the stamp on the letter.
 LINE: Take the letter to the post office.
 
-# Source: new (gap: the instructions are presented but never applied — sequencing pass added)
-
-# Source: new (gap: the instructions are presented but never applied — sequencing pass added)
-$SELECT Put the Steps in Order — Cashing a Check
-ID: l3-s23-b
-ORDER
-REFERENCE
-INTRO: The steps for cashing a check have been shuffled. Put them back in order — the teller will not accept a signed check with no date.
-INSTRUCTION: Arrange the steps in the correct order.
-
-OPTION: a | Take a check from your checkbook.
-OPTION: b | Write the date on the check.
-OPTION: c | Write the number of dollars and cents on the check.
-OPTION: d | Sign your name on the check.
-OPTION: e | Give the check to the teller.
-OPTION: f | Show the teller your identification card.
-OPTION: g | Take the money and your I.D. card and put them in your pocket.
-
-TEMPLATE: What do you do first, next, and last when you cash a check?
-ANSWER: a,b,c,d,e,f,g
-
-# Source: new (gap: the instructions are presented but never applied — sequencing pass added)
-
-# Source: new (gap: the instructions are presented but never applied — sequencing pass added)
-$SELECT Put the Steps in Order — Mailing a Letter
-ID: l3-s23-c
-ORDER
-REFERENCE
-INTRO: One last task: put the steps for mailing a letter in order. That's Lesson 3 — you can now mail it, bank it, and find your way home.
-INSTRUCTION: Arrange the steps in the correct order.
-
-OPTION: a | Write the letter and sign it.
-OPTION: b | Put the letter in an envelope.
-OPTION: c | Close the envelope.
-OPTION: d | Write the address on the envelope.
-OPTION: e | Write the return address there, too.
-OPTION: f | Put the stamp on the letter.
-OPTION: g | Take the letter to the post office.
-
-TEMPLATE: What do you do first, next, and last when you mail a letter?
-ANSWER: a,b,c,d,e,f,g
-
-# SKIPPED (ST): "Can You Give Me Instructions?" — give instructions to another student
-# and act them out; open pair work with physical actions, no solo path.
+# SKIPPED (book): ST "CAN YOU GIVE ME INSTRUCTIONS?" (p. 90) — open classmate pair instruction-giving activity; no solo path.
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diff --git a/book-6-lesson-4.module b/book-6-lesson-4.module
index 6aca5a54..448df30d 100644
--- a/book-6-lesson-4.module
+++ b/book-6-lesson-4.module
@@ -1,620 +1,211 @@
-$MODULE Book 6 · Lesson 4: A Vacation in California {st-page_093_001.jpg}
+$MODULE Book 6 · Lesson 4: A Vacation in California {st-page_093_001.jpg|Map of California showing San Francisco, Los Angeles, and the Pacific Ocean}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book6_lesson4
-DESCRIPTION: Talk about vacations and sightseeing — hotel check-ins, the past tense, asking and answering with "why" and "because", and joining sentences with "and" and "but". Includes pronunciation, spelling, and dictation work.
+DESCRIPTION: Vacation and travel vocabulary, hotel check-in, joining sentences with "and" and "but", asking and answering with "why" and "because", plus stories, sounds, and reading practice.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_PROMPT: gacrux | For stimulus and question audio
-VOICE_RESPONSE: schedar | For model-answer audio
-VOICE: Clerk | charon | Male clerk
-VOICE: Bob | achird | Male hotel guest
-VOICE: Tom | schedar | Male
-VOICE: Don | umbriel | Male
-VOICE: Mark | achird | Male
-VOICE: John | orus | Male
-VOICE: Ted | alnilam | Male
-VOICE: Ben | algieba | Male
-VOICE: Sam | charon | Male
-VOICE: Jan | gacrux | Female
-VOICE: David | alnilam | Male
-VOICE: Mr_White | achird | Male speaker
+VOICE_INTRO: aoede | Warm, encouraging teacher
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Clerk | schedar | Male hotel clerk
+VOICE: Bob | charon | Male traveler
+VOICE: Tom | iapetus | Male
+VOICE: Don | puck | Male
+VOICE: Mark | alnilam | Male
+VOICE: John | achird | Male
+VOICE: Ted | schedar | Male
+VOICE: Ben | charon | Male
+VOICE: Sam | orus | Male
+VOICE: Jan | aoede | Female
+VOICE: David | achird | Male
+VOICE: Mr_White | schedar | Male speaker
 VOICE: Mrs_White | aoede | Female speaker
-VOICE: Hotel_Clerk | charon | Male speaker
-VOICE: Mike | algieba | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Hotel_Clerk | achird | Male hotel clerk
+VOICE: Capt_Smith | charon | Male officer
+VOICE: Lt_Lamb | achird | Male officer
+VOICE: Mike | iapetus | Male speaker
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 4-1: Vacation Words
+$SESSION 4-1: Vacation Words and Hotel Talk
 
 # Source: LLA 4A Figure 1
-# DROPPED (ST twin): "I Need a Vacation" (l4-s1) — TTS vocab presentation of the same vacation set; the cassette presentation below is kept instead. Its extra items (rest, take a rest) are taught with cassette audio in part 4-5.
-$DIALOGUE New Words: Taking a Vacation
+$DIALOGUE Vacation Words
 ID: 6-4a-f1
-INTRO: In this lesson you'll learn to talk about vacations — where you went, what you did there, and why. First, the new words. Listen to each word in a sentence and repeat it.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: In this lesson you'll learn to talk about vacations — where to go, where to stay, and what to do when you get there. First, the new words: listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-VOCAB: trees
-LINE: There are a lot of trees near their house. {page_075_001.jpg} {bk06-l4a-f1-01.mp3}
+VOCAB: tree
+LINE: There are a lot of trees near their house. {page_075_001.jpg|A suburban house with large trees surrounding it} {bk06-l4a-f1-01.mp3}
 
 VOCAB: state
-LINE: He lived in the state of California a long time ago. {page_075_002.jpg} {bk06-l4a-f1-02.mp3}
+LINE: He lived in the state of California a long time ago. {page_075_002.jpg|An outline map of the state of California} {bk06-l4a-f1-02.mp3}
 
-VOCAB: take a vacation
-VOCAB: go sightseeing
-LINE: Alan takes a vacation in New York City. He likes to go sightseeing. {page_075_003.jpg} {bk06-l4a-f1-03.mp3}
+VOCAB: to take a vacation
+VOCAB: to go sightseeing
+LINE: Alan takes a vacation in New York City. He likes to go sightseeing. {page_075_003.jpg|A man looking up at high-rise buildings in New York City with a sign that says BOND} {bk06-l4a-f1-03.mp3}
 
-VOCAB: mountains
+VOCAB: mountain
 VOCAB: vacation
-LINE: Don and Sue went to the mountains for their vacation. {page_075_004.jpg} {bk06-l4a-f1-04.mp3}
+LINE: Don and Sue went to the mountains for their vacation. {page_075_004.jpg|A scenic landscape showing mountain peaks under a clear sky} {bk06-l4a-f1-04.mp3}
 
-VOCAB: checked in
+VOCAB: to check in
 VOCAB: hotel
 VOCAB: lake
-LINE: They checked in at a hotel near the lake. {page_076_001.jpg} {bk06-l4a-f1-05.mp3}
+LINE: They checked in at a hotel near the lake. {page_076_001.jpg|A large hotel building situated next to a lake surrounded by trees and mountains} {bk06-l4a-f1-05.mp3}
 
-VOCAB: stayed
-VOCAB: overnight
+VOCAB: to stay overnight
 VOCAB: ocean
-LINE: John stayed overnight near the ocean. {page_076_002.jpg} {bk06-l4a-f1-06.mp3}
+LINE: John stayed overnight near the ocean. {page_076_002.jpg|A man walking on a sandy beach by the ocean near a tent} {bk06-l4a-f1-06.mp3}
 
-VOCAB: loaded
+VOCAB: to load
 VOCAB: camera
 VOCAB: roll
 VOCAB: film
-LINE: Mark loaded his camera with a roll of film. {page_076_003.jpg} {bk06-l4a-f1-07.mp3}
-
-VOCAB: smiled
-VOCAB: took pictures of
-LINE: The children smiled, and he took pictures of them. {page_076_004.jpg} {bk06-l4a-f1-08.mp3}
+LINE: Mark loaded his camera with a roll of film. {page_076_003.jpg|A person's hand opening the back compartment of a camera to load a roll of film} {bk06-l4a-f1-07.mp3}
 
+VOCAB: to smile
+VOCAB: to take pictures of
+LINE: The children smiled, and he took pictures of them. {page_076_004.jpg|A man holding a camera up to his eyes to take pictures of two smiling children standing in front of him} {bk06-l4a-f1-08.mp3}
 
 # Source: LLA 4A Figure 2
-$SELECT Questions About the New Words
+$SELECT Vacation Words: Questions and Answers
 ID: 6-4a-f2
-INTRO: Now put the new words to work. Listen to each question, tap the correct answer, then repeat it aloud.
+HIDE_PROMPT
+INTRO: Now put the new words to work. Listen to each question, tap the correct answer, then repeat the full answer you hear.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: What color are trees? {bk06-l4a-f2-01-q.mp3}
-OPTION: a | green {bk06-l4a-f2-01-a.mp3}
+PROMPT: What color are trees? {bk06-l4a-f2-01.mp3}
+OPTION: a | green
 OPTION: b | blue
 ANSWER: a
+FEEDBACK: Trees are green. {bk06-l4a-f2-01-fb.mp3}
 
-PROMPT: What state is the Defense Language Institute in? {bk06-l4a-f2-02-q.mp3}
+PROMPT: What state is the Defense Language Institute in? {bk06-l4a-f2-02.mp3}
 OPTION: a | New York
-OPTION: b | Texas {bk06-l4a-f2-02-a.mp3}
+OPTION: b | Texas
 ANSWER: b
+FEEDBACK: The Defense Language Institute is in the state of Texas. {bk06-l4a-f2-02-fb.mp3}
 
-PROMPT: John doesn't work for 3 weeks. What does he do? {bk06-l4a-f2-03-q.mp3}
-OPTION: a | He takes a vacation. {bk06-l4a-f2-03-a.mp3}
+PROMPT: John doesn't work for 3 weeks. What does he do? {bk06-l4a-f2-03.mp3}
+OPTION: a | He takes a vacation.
 OPTION: b | He goes to work.
 ANSWER: a
+FEEDBACK: John takes a vacation. {bk06-l4a-f2-03-fb.mp3}
 
-PROMPT: What do you do in a new city? {bk06-l4a-f2-04-q.mp3}
+PROMPT: What do you do in a new city? {bk06-l4a-f2-04.mp3}
 OPTION: a | Go to your house.
-OPTION: b | Go sightseeing. {bk06-l4a-f2-04-a.mp3}
+OPTION: b | Go sightseeing.
 ANSWER: b
+FEEDBACK: You go sightseeing. {bk06-l4a-f2-04-fb.mp3}
 
-PROMPT: How are the mountains in your town? {bk06-l4a-f2-05-q.mp3}
-OPTION: a | They're very tall. {bk06-l4a-f2-05-a.mp3}
+PROMPT: How are the mountains in your town? {bk06-l4a-f2-05.mp3}
+OPTION: a | They're very tall.
 OPTION: b | They have lots of fish.
 ANSWER: a
+FEEDBACK: The mountains are very tall. {bk06-l4a-f2-05-fb.mp3}
 
-PROMPT: What can you do on your vacation? {bk06-l4a-f2-06-q.mp3}
+PROMPT: What can you do on your vacation? {bk06-l4a-f2-06.mp3}
 OPTION: a | I can go to work.
-OPTION: b | I can travel. {bk06-l4a-f2-06-a.mp3}
+OPTION: b | I can travel.
 ANSWER: b
+FEEDBACK: I can travel. {bk06-l4a-f2-06-fb.mp3}
 
-PROMPT: What time did he arrive? {bk06-l4a-f2-07-q.mp3}
-OPTION: a | He checked in at the hotel at 6:00 p.m. {bk06-l4a-f2-07-a.mp3}
+PROMPT: What time did he arrive? {bk06-l4a-f2-07.mp3}
+OPTION: a | He checked in at the hotel at 6:00 p.m.
 OPTION: b | Yes, he was happy.
 ANSWER: a
+FEEDBACK: He checked in at the hotel at 6:00 PM. {bk06-l4a-f2-07-fb.mp3}
 
-PROMPT: Where did you stay in New York? {bk06-l4a-f2-08-q.mp3}
-OPTION: a | at a hotel {bk06-l4a-f2-08-a.mp3}
+PROMPT: Where did you stay in New York? {bk06-l4a-f2-08.mp3}
+OPTION: a | at a hotel
 OPTION: b | in a restaurant
 ANSWER: a
+FEEDBACK: I stayed at a hotel. {bk06-l4a-f2-08-fb.mp3}
 
-PROMPT: What's a small body of water? {bk06-l4a-f2-09-q.mp3}
+PROMPT: What's a small body of water? {bk06-l4a-f2-09.mp3}
 OPTION: a | an ocean
-OPTION: b | a lake {bk06-l4a-f2-09-a.mp3}
+OPTION: b | a lake
 ANSWER: b
+FEEDBACK: A lake is a small body of water. {bk06-l4a-f2-09-fb.mp3}
 
-PROMPT: What did he do at the hotel? {bk06-l4a-f2-10-q.mp3}
-OPTION: a | stayed overnight {bk06-l4a-f2-10-a.mp3}
+PROMPT: What did he do at the hotel? {bk06-l4a-f2-10.mp3}
+OPTION: a | stayed overnight
 OPTION: b | traveled
 ANSWER: a
+FEEDBACK: He stayed overnight. {bk06-l4a-f2-10-fb.mp3}
 
-PROMPT: What's a large body of salt water? {bk06-l4a-f2-11-q.mp3}
-OPTION: a | an ocean {bk06-l4a-f2-11-a.mp3}
+PROMPT: What's a large body of salt water? {bk06-l4a-f2-11.mp3}
+OPTION: a | an ocean
 OPTION: b | a lake
 ANSWER: a
+FEEDBACK: An ocean is a large body of salt water. {bk06-l4a-f2-11-fb.mp3}
 
-PROMPT: What do you do with a roll of film? {bk06-l4a-f2-12-q.mp3}
-OPTION: a | load a camera {bk06-l4a-f2-12-a.mp3}
+PROMPT: What do you do with a roll of film? {bk06-l4a-f2-12.mp3}
+OPTION: a | load a camera
 OPTION: b | open it
 ANSWER: a
+FEEDBACK: You load a camera with a roll of film. {bk06-l4a-f2-12-fb.mp3}
 
-PROMPT: Was John smiling? {bk06-l4a-f2-13-q.mp3}
+PROMPT: Was John smiling? {bk06-l4a-f2-13.mp3}
 OPTION: a | Yes, he was sad.
-OPTION: b | Yes, he was happy. {bk06-l4a-f2-13-a.mp3}
+OPTION: b | Yes, he was happy.
 ANSWER: b
+FEEDBACK: Yes, he was happy. {bk06-l4a-f2-13-fb.mp3}
 
-PROMPT: What did Carl do with his camera? {bk06-l4a-f2-14-q.mp3}
-OPTION: a | He took pictures of the children. {bk06-l4a-f2-14-a.mp3}
+PROMPT: What did Carl do with his camera? {bk06-l4a-f2-14.mp3}
+OPTION: a | He took pictures of the children.
 OPTION: b | He stayed overnight.
 ANSWER: a
+FEEDBACK: He took pictures of the children. {bk06-l4a-f2-14-fb.mp3}
 
-
-# Source: ST §Let's Go to the Mountains
-$DIALOGUE Let's Go to the Mountains {st-page_097_001.jpg}
+# Source: ST §Let's Go to the Mountains.
+$DIALOGUE Let's Go to the Mountains {st-page_097_001.jpg|A scenic view of a large resort hotel at Lake Sunshine surrounded by evergreen trees and mountains, with sailboats on the water}
 ID: l4-s2
-INTRO: Meet Mr. and Mrs. White. They're planning their vacation — and last year's trip to the ocean was hot enough that Mrs. White has other ideas this time. Listen to their conversation.
-INSTRUCTION: Listen to the dialog.
+INTRO: Mr. and Mrs. White are planning this year's vacation. The ocean is out — listen to why the mountains win, then read the dialog with them.
+INSTRUCTION: Listen to the dialog, then repeat each line.
+REPEAT
 
 Mr_White: Where do you want to go on our vacation?
 Mrs_White: I don't want to go to the ocean. We went there last year, and it was very hot.
 Mr_White: What would you like to do?
 Mrs_White: This year I'd like to go to Lake Sunshine. It's in the mountains, and the weather is always cool.
 Mr_White: I hear a lot of nice things about that lake.
-Mrs_White: Yes, many people like it. It's large, and the water's clear and cold. The trees there are tall and always green.
+Mrs_White: Yes, many people like it.
+LINE: It's large, and the water's clear and cold.
+LINE: The trees there are tall and always green.
 Mr_White: All right. After we rest at the lake, we can go to San Francisco and stay overnight.
 Mrs_White: I'd like that. I always like to go sightseeing in San Francisco.
 
-
-# Source: ST §We Need Reservations at a Hotel
-$DIALOGUE We Need Reservations at a Hotel {st-page_098_001.jpg}
+# Source: ST §We Need Reservations at a Hotel.
+$DIALOGUE We Need Reservations at a Hotel {st-page_098_001.jpg|A hotel clerk smiling and answering a telephone at the front desk of Hotel Royale}
 ID: l4-s3
-INTRO: The Whites need somewhere to sleep. Mr. White calls the Hotel Royale to make a reservation — listen for "check in" and "check out".
-INSTRUCTION: Listen to the dialog.
+INTRO: Mr. White calls the Hotel Royale for a room. Listen for the dates — when the Whites will check in and when they'll check out — then read the dialog.
+INSTRUCTION: Listen to the dialog, then repeat each line.
+REPEAT
 
 Hotel_Clerk: Hotel Royale, may I help you?
-Mr_White: This is Ben White. I'd like to make a reservation. My wife and I need a room. We'd like to stay at the hotel from the third to the eighth of August.
 
-VOCAB: for five days
-VOCAB: check in
+Mr_White: This is Ben White.
+LINE: I'd like to make a reservation.
+LINE: My wife and I need a room.
+LINE: We'd like to stay at the hotel from the third to the eighth of August.
+
+VOCAB: for
 VOCAB: or
 Hotel_Clerk: Okay. A room for two people for five days. Will you check in in the morning or in the afternoon?
 
-VOCAB: check out
+VOCAB: to check out
 Mr_White: We'll be there in the afternoon of the third. We'll check out on the eighth in the morning.
+
 Hotel_Clerk: Very good, sir. Thank you for calling Hotel Royale.
 
-
-# Source: ST §She's Smiling
-$DIALOGUE She's Smiling {st-page_099_001.jpg}
-ID: l4-s4
-INTRO: The vacation starts tomorrow, and Mrs. White has a surprise for her husband. Listen for the camera words — you'll need them later.
-INSTRUCTION: Listen to the dialog.
-
-VOCAB: smiling
-Mr_White: Why are you smiling?
-
-VOCAB: relax
-VOCAB: at last
-Mrs_White: Because our vacation begins tomorrow. We can relax at last. This is for you.
-Mr_White: What is it?
-Mrs_White: Open it.
-
-VOCAB: rolls of film
-Mr_White: A camera and five rolls of film!
-
-VOCAB: load
-Mrs_White: And here are the instructions. They tell you how to load the film.
-
-VOCAB: take
-VOCAB: pictures
-Mr_White: Thanks. Now I can take lots of pictures.
-
-
-# Source: ST §They're Back From Their Vacation
-$PRODUCE Back From Their Vacation
-ID: l4-s5
-INTRO: The Whites are home again — the whole trip in nine sentences. Type the missing word or words in each one.
-INSTRUCTION: Type the missing word(s).
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Mr. and Mrs. White returned from their ____{vacation} two days ago.
-RESPONSE: Mr. and Mrs. White returned from their vacation two days ago.
-ACCEPT: vacation
-
-TEMPLATE: They didn't go to the ____{ocean} this year.
-RESPONSE: They didn't go to the ocean this year.
-ACCEPT: ocean
-
-TEMPLATE: They ____{took} their vacation in the ____{mountains}.
-RESPONSE: They took their vacation in the mountains.
-
-TEMPLATE: They went to Lake Sunshine. They liked the ____{trees} and the water at the ____{lake}.
-RESPONSE: They went to Lake Sunshine. They liked the trees and the water at the lake.
-
-TEMPLATE: They ____{stayed} at ____{Hotel} Royale.
-RESPONSE: They stayed at Hotel Royale.
-
-TEMPLATE: They ____{relaxed} there for five days.
-RESPONSE: They relaxed there for five days.
-ACCEPT: relaxed
-
-TEMPLATE: Then they went to San Francisco. They stayed ____{overnight} at the San Francisco Hotel.
-RESPONSE: Then they went to San Francisco. They stayed overnight at the San Francisco Hotel.
-ACCEPT: overnight
-
-TEMPLATE: The next morning they ____{checked out} of the hotel and ____{went sightseeing}.
-RESPONSE: The next morning they checked out of the hotel and went sightseeing.
-
-TEMPLATE: Mrs. White gave Mr. White a ____{camera} and five ____{rolls} of film.
-RESPONSE: Mrs. White gave Mr. White a camera and five rolls of film.
-
-
-$LESSON 4-2: Sounds and Spelling
-
-# Source: LLA 4A Figure 3
-$PRODUCE Hear the Strong Stress
-ID: 6-4a-f3
-INPUT: type
-CHECK: exact
-INTRO: This part trains your ears and your spelling. First: every English sentence has one word louder than the rest. Listen, type the strongest word, then repeat the whole sentence.
-INSTRUCTION: Type the word with the strong stress.
-REPEAT
-
-EXAMPLE
-TEMPLATE: Look at those tall trees!
-PROMPT: Look at those tall trees! {bk06-l4a-f3-ex.mp3}
-RESPONSE: tall
-
-TEMPLATE: John will go downtown on Saturday.
-PROMPT: John will go downtown on Saturday. {bk06-l4a-f3-01.mp3}
-RESPONSE: downtown
-
-TEMPLATE: Mary lived in California last year.
-PROMPT: Mary lived in California last year. {bk06-l4a-f3-02.mp3}
-RESPONSE: California
-
-TEMPLATE: When are you coming home?
-PROMPT: When are you coming home? {bk06-l4a-f3-03.mp3}
-RESPONSE: home
-
-TEMPLATE: The sky was cloudy all day.
-PROMPT: The sky was cloudy all day. {bk06-l4a-f3-04.mp3}
-RESPONSE: cloudy
-
-TEMPLATE: What are we having for dinner?
-PROMPT: What are we having for dinner? {bk06-l4a-f3-05.mp3}
-RESPONSE: dinner
-
-TEMPLATE: He took pictures of the children.
-PROMPT: He took pictures of the children. {bk06-l4a-f3-06.mp3}
-RESPONSE: children
-
-TEMPLATE: Where were you yesterday?
-PROMPT: Where were you yesterday? {bk06-l4a-f3-07.mp3}
-RESPONSE: were
-
-TEMPLATE: Let's stop and stay here tonight.
-PROMPT: Let's stop and stay here tonight. {bk06-l4a-f3-08.mp3}
-RESPONSE: here
-
-TEMPLATE: I have to study tonight.
-PROMPT: I have to study tonight. {bk06-l4a-f3-09.mp3}
-RESPONSE: study
-
-TEMPLATE: Will you change the tape?
-PROMPT: Will you change the tape? {bk06-l4a-f3-10.mp3}
-RESPONSE: change
-
-
-# Source: LLA 4A Figure 4
-$PRODUCE Spell the /z/ Sound with S
-ID: 6-4a-f4
-INPUT: type
-CHECK: exact
-INTRO: Many English words spell the /z/ sound with the letter "s". Listen to each word, repeat it, then type the missing "s".
-INSTRUCTION: Type the missing letter "s".
-REPEAT
-
-PROMPT: peas {bk06-l4a-f4-01.mp3}
-TEMPLATE: pea____{s}
-RESPONSE: peas
-
-PROMPT: choose {bk06-l4a-f4-02.mp3}
-TEMPLATE: choo____{s}e
-RESPONSE: choose
-
-PROMPT: stands {bk06-l4a-f4-03.mp3}
-TEMPLATE: stand____{s}
-RESPONSE: stands
-
-PROMPT: close {bk06-l4a-f4-04.mp3}
-TEMPLATE: clo____{s}e
-RESPONSE: close
-
-PROMPT: sailors {bk06-l4a-f4-05.mp3}
-TEMPLATE: sailor____{s}
-RESPONSE: sailors
-
-PROMPT: nose {bk06-l4a-f4-06.mp3}
-TEMPLATE: no____{s}e
-RESPONSE: nose
-
-PROMPT: trains {bk06-l4a-f4-07.mp3}
-TEMPLATE: train____{s}
-RESPONSE: trains
-
-PROMPT: these {bk06-l4a-f4-08.mp3}
-TEMPLATE: the____{s}e
-RESPONSE: these
-
-PROMPT: zippers {bk06-l4a-f4-09.mp3}
-TEMPLATE: zipper____{s}
-RESPONSE: zippers
-
-PROMPT: those {bk06-l4a-f4-10.mp3}
-TEMPLATE: tho____{s}e
-RESPONSE: those
-
-PROMPT: beans {bk06-l4a-f4-11.mp3}
-TEMPLATE: bean____{s}
-RESPONSE: beans
-
-PROMPT: thousand {bk06-l4a-f4-12.mp3}
-TEMPLATE: thou____{s}and
-RESPONSE: thousand
-
-PROMPT: returns {bk06-l4a-f4-13.mp3}
-TEMPLATE: return____{s}
-RESPONSE: returns
-
-PROMPT: Thursday {bk06-l4a-f4-14.mp3}
-TEMPLATE: Thur____{s}day
-RESPONSE: Thursday
-
-PROMPT: leaves {bk06-l4a-f4-15.mp3}
-TEMPLATE: leave____{s}
-RESPONSE: leaves
-
-PROMPT: trees {bk06-l4a-f4-16.mp3}
-TEMPLATE: tree____{s}
-RESPONSE: trees
-
-PROMPT: words {bk06-l4a-f4-17.mp3}
-TEMPLATE: word____{s}
-RESPONSE: words
-
-PROMPT: please {bk06-l4a-f4-18.mp3}
-TEMPLATE: plea____{s}e
-RESPONSE: please
-
-
-# Source: ST §Write: S
-$PRODUCE More Words with S
-ID: l4-s20
-INTRO: A second round of "s" spellings — this time reading only, no tape to help you. Type the missing "s" in each word.
-INSTRUCTION: Type the missing letter for the /z/ sound (spelled with "s").
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: clo____{s}ed
-RESPONSE: closed
-ACCEPT: s
-
-TEMPLATE: knive____{s}
-RESPONSE: knives
-ACCEPT: s
-
-TEMPLATE: plea____{s}e
-RESPONSE: please
-ACCEPT: s
-
-TEMPLATE: sea____{s}on
-RESPONSE: season
-ACCEPT: s
-
-TEMPLATE: thing____{s}
-RESPONSE: things
-ACCEPT: s
-
-TEMPLATE: hand____{s}
-RESPONSE: hands
-ACCEPT: s
-
-TEMPLATE: doe____{s}n't
-RESPONSE: doesn't
-ACCEPT: s
-
-TEMPLATE: tomatoe____{s}
-RESPONSE: tomatoes
-ACCEPT: s
-
-TEMPLATE: trou____{s}ers
-RESPONSE: trousers
-ACCEPT: s
-
-TEMPLATE: house____{s}
-RESPONSE: houses
-ACCEPT: s
-
-TEMPLATE: choo____{s}ing
-RESPONSE: choosing
-ACCEPT: s
-
-TEMPLATE: he'____{s}
-RESPONSE: he's
-ACCEPT: s
-
-
-# Source: LLA 4A Figure 5
-$PRODUCE Karen Goes to the Drugstore
-ID: 6-4a-f5
-INPUT: type
-CHECK: exact
-INTRO: Now listen closely to a short story about Karen and her shopping trip. For each sentence, type the missing word you hear.
-INSTRUCTION: Type the missing word.
-
-TEMPLATE: Karen needed some things from ____ drugstore.
-PROMPT: Karen needed some things from the drugstore. {bk06-l4a-f5-01.mp3}
-RESPONSE: Karen needed some things from the drugstore.
-ACCEPT: the
-
-TEMPLATE: She wanted to buy ____ shampoo and a new toothbrush.
-PROMPT: She wanted to buy some shampoo and a new toothbrush. {bk06-l4a-f5-02.mp3}
-RESPONSE: She wanted to buy some shampoo and a new toothbrush.
-ACCEPT: some
-
-TEMPLATE: ____ called her friend Mary on the telephone.
-PROMPT: She called her friend Mary on the telephone. {bk06-l4a-f5-03.mp3}
-RESPONSE: She called her friend Mary on the telephone.
-ACCEPT: she | She
-
-TEMPLATE: Karen thought Mary would like to go with her to ____ drugstore.
-PROMPT: Karen thought Mary would like to go with her to the drugstore. {bk06-l4a-f5-04.mp3}
-RESPONSE: Karen thought Mary would like to go with her to the drugstore.
-ACCEPT: the
-
-TEMPLATE: The two friends met ____ Karen's house.
-PROMPT: The two friends met at Karen's house. {bk06-l4a-f5-05.mp3}
-RESPONSE: The two friends met at Karen's house.
-ACCEPT: at
-
-TEMPLATE: They took the ____ downtown.
-PROMPT: They took the bus downtown. {bk06-l4a-f5-06.mp3}
-RESPONSE: They took the bus downtown.
-ACCEPT: bus
-
-
-# Source: LLA 4A Figure 6
-$DIALOGUE Tom's Letter
-ID: 6-4a-f6-a
-INTRO: Tom left home in June — and his brother Ted didn't hear from him for three weeks. Then a letter arrived. Listen to the story.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Tom took a vacation. {bk06-l4a-f6-01.mp3}
-LINE: He left his home in Chicago on the 1st of June. {bk06-l4a-f6-02.mp3}
-LINE: On June 20, his brother got a letter from Tom. {bk06-l4a-f6-03.mp3}
-LINE: The letter said: "Dear Ted, I am in China now. {bk06-l4a-f6-04.mp3}
-LINE: I saw the wall yesterday. {bk06-l4a-f6-05.mp3}
-LINE: Everything is very nice here in China. {bk06-l4a-f6-06.mp3}
-LINE: The hotel doesn't cost much, and the food is delicious. {bk06-l4a-f6-07.mp3}
-LINE: I think I will stay here 3 months. {bk06-l4a-f6-08.mp3}
-LINE: Can you send my mail to me here? {bk06-l4a-f6-09.mp3}
-LINE: And Ted, please write to me. {bk06-l4a-f6-10.mp3}
-LINE: Your brother, Tom." {bk06-l4a-f6-11.mp3}
-
-
-# Source: LLA 4A Figure 6 (questions)
-$SELECT Tom's Letter: Which Questions Were Answered?
-ID: 6-4a-f6-b
-MULTI
-REFERENCE
-INTRO: A letter never tells you everything. Tap only the questions the letter actually answered — you can review the story while you decide.
-INSTRUCTION: Tap the questions answered in the paragraph.
-
-OPTION: a | What year did Tom take his vacation?
-OPTION: b | Where did Tom go on vacation?
-OPTION: c | How did Tom travel to China?
-OPTION: d | How is the food in China?
-OPTION: e | Where does Tom eat?
-
-TEMPLATE: Which questions are answered in the paragraph?
-ANSWER: b,d
-
-
-# Source: LLA 4A Figure 7
-$DIALOGUE Pronunciation Pairs
-ID: 6-4a-f7
-INTRO: To finish this part, some word pairs — a short word, then a longer one built from it. Listen and repeat each pair.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: travel / traveling {bk06-l4a-f7-01.mp3}
-LINE: night / tonight {bk06-l4a-f7-02.mp3}
-LINE: order / ordering {bk06-l4a-f7-03.mp3}
-LINE: cloud / cloudy {bk06-l4a-f7-04.mp3}
-LINE: snow / snowing {bk06-l4a-f7-05.mp3}
-LINE: pack / package {bk06-l4a-f7-06.mp3}
-LINE: add / address {bk06-l4a-f7-07.mp3}
-LINE: house / houses {bk06-l4a-f7-08.mp3}
-LINE: rest / rested {bk06-l4a-f7-09.mp3}
-LINE: smile / smiling {bk06-l4a-f7-10.mp3}
-
-
-$LESSON 4-3: Yesterday — The Past Tense and the Hotel
-
-# Source: new (gap: the -ed past is drilled on tape 4B but never restated in this lesson)
-$GRAMMAR Yesterday: Add -ed
-ID: 4b-f1-g
-INTRO: In this part you'll talk about things that already happened — and check into a hotel. First, a quick reminder about the past tense.
-
-When something is finished — yesterday, last week, ten minutes ago — add **-ed** to the verb:
-
-{We pack our suitcases.} → {We packed our suitcases yesterday.}
-
-{Bill stays at a hotel.} → {Bill stayed at a hotel last week.}
-
-{She travels to France.} → {She traveled to France last summer.}
-
-The time expression tells you it's over: {yesterday}, {last night}, {a few minutes ago}.
-
-
-# Source: LLA 4B Figure 1
-$PRODUCE Say It in the Past
-ID: 4b-f1
-INTRO: Listen to a sentence and a time expression. Say the sentence again in the past tense with the new time, then repeat the correct answer.
-INSTRUCTION: Say the sentence in the past tense.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: We pack our suitcases. (yesterday)
-PROMPT: We pack our suitcases. Yesterday. {bk06-l4b-f1-ex1-q.mp3}
-RESPONSE: We packed our suitcases yesterday. {bk06-l4b-f1-ex1-a.mp3}
-
-EXAMPLE
-TEMPLATE: Sam orders dessert sometimes. (last Friday)
-PROMPT: Sam orders dessert sometimes. Last Friday. {bk06-l4b-f1-ex2-q.mp3}
-RESPONSE: Sam ordered dessert last Friday. {bk06-l4b-f1-ex2-a.mp3}
-
-TEMPLATE: The child is crying now. (last night)
-PROMPT: The child is crying now. Last night. {bk06-l4b-f1-01-q.mp3}
-RESPONSE: The child cried last night. {bk06-l4b-f1-01-a.mp3}
-
-TEMPLATE: Bill stays at a hotel. (last week)
-PROMPT: Bill stays at a hotel. Last week. {bk06-l4b-f1-02-q.mp3}
-RESPONSE: Bill stayed at a hotel last week. {bk06-l4b-f1-02-a.mp3}
-
-TEMPLATE: They mail letters at the post office. (yesterday)
-PROMPT: They mail letters at the post office. Yesterday. {bk06-l4b-f1-03-q.mp3}
-RESPONSE: They mailed letters at the post office yesterday. {bk06-l4b-f1-03-a.mp3}
-
-TEMPLATE: She travels to France. (last summer)
-PROMPT: She travels to France. Last summer. {bk06-l4b-f1-04-q.mp3}
-RESPONSE: She traveled to France last summer. {bk06-l4b-f1-04-a.mp3}
-
-TEMPLATE: Linda stays with her mother. (last Saturday)
-PROMPT: Linda stays with her mother. Last Saturday. {bk06-l4b-f1-05-q.mp3}
-RESPONSE: Linda stayed with her mother last Saturday. {bk06-l4b-f1-05-a.mp3}
-
-TEMPLATE: I show my ID card at the bank. (a few minutes ago)
-PROMPT: I show my ID card at the bank. A few minutes ago. {bk06-l4b-f1-06-q.mp3}
-RESPONSE: I showed my ID card at the bank a few minutes ago. {bk06-l4b-f1-06-a.mp3}
-
-TEMPLATE: The doctor always signs his name. (ten minutes ago)
-PROMPT: The doctor always signs his name. 10 minutes ago. {bk06-l4b-f1-07-q.mp3}
-RESPONSE: The doctor signed his name 10 minutes ago. {bk06-l4b-f1-07-a.mp3}
-
-TEMPLATE: We finish our lunch in 10 minutes. (20 minutes ago)
-PROMPT: We finish our lunch in 10 minutes. 20 minutes ago. {bk06-l4b-f1-08-q.mp3}
-RESPONSE: We finished our lunch 20 minutes ago. {bk06-l4b-f1-08-a.mp3}
-
-
 # Source: LLA 4B Figure 2
-$DIALOGUE Checking In at the Hotel
-ID: 4b-f2
-INTRO: Bob arrives at a hotel in the evening — no reservation, just one night, and big sightseeing plans for the morning. Listen to how he checks in.
+$DIALOGUE Checking In at a Hotel
+ID: 6-4b-f2
+INTRO: Bob is checking into a hotel for the night — no reservation, just a room and a 7 o'clock wake-up call. Listen to Bob and the clerk.
 INSTRUCTION: Listen to the dialogue.
 
 Clerk: Good evening, sir. May I help you? {bk06-l4b-f2-01.mp3}
@@ -626,80 +217,270 @@ Bob: Can you call me at 7 o'clock tomorrow morning, please? I want to do some si
 Clerk: Yes, sir. I'll call you at 7. {bk06-l4b-f2-07.mp3}
 Bob: Thank you. {bk06-l4b-f2-08.mp3}
 
-
-# Source: LLA 4B Figure 2 (role play)
-$DIALOGUE You Are the Hotel Guest
-ID: 4b-f2-b
-REFERENCE: 4b-f2
+# Source: LLA 4B Figure 2 (role-play pass)
+$DIALOGUE You Are Bob
+ID: 6-4b-f2-role-bob
+REFERENCE: 6-4b-f2
 PLAY_ROLE: Bob
-INTRO: Your turn at the front desk — you're Bob now. Listen to the clerk, read your line aloud, then hear the model.
-INSTRUCTION: Read Bob's lines aloud.
+INTRO: Same hotel, same clerk — but this time you are Bob. Speak Bob's lines when it's your turn.
+INSTRUCTION: You are Bob — say Bob's lines in the pauses.
 
-$DIALOGUE Mr. Hill's Visit
-ID: 4b-f3
-INTRO: Mr. Hill went to the hospital — but there's nothing wrong with him. Listen to the story and find out why he went.
-INSTRUCTION: Listen to the paragraph.
+# Source: ST §She's Smiling.
+$DIALOGUE She's Smiling {st-page_099_001.jpg|A woman handing a wrapped gift box to a man, with a close-up inset showing a camera, rolls of film, and an instruction booklet}
+ID: l4-s4
+INTRO: Mrs. White is smiling, and there's a box with a bow on it. Listen to find out why, then read the dialog.
+INSTRUCTION: Listen to the dialog, then repeat each line.
+REPEAT
 
-Narrator: Mr. Hill went to the hospital Thursday afternoon. {bk06-l4b-f3-01.mp3}
-Narrator: He wasn't sick; he was fine. {bk06-l4b-f3-02.mp3}
-Narrator: Why did he go to the hospital? {bk04-l4b-f3-03.mp3}
-Narrator: He wanted to visit his friend, Ben Wilson. {bk06-l4b-f3-04.mp3}
-Narrator: Ben has a bad leg. {bk06-l4b-f3-05.mp3}
-Narrator: He went to the hospital last week. {bk06-l4b-f3-06.mp3}
-Narrator: He will stay in the hospital for a month. {bk06-l4b-f3-07.mp3}
-Narrator: Mr. Hill will visit Ben every week. {bk06-l4b-f3-08.mp3}
-Narrator: They are good friends. {bk06-l4b-f3-09.mp3}
+Mr_White: Why are you smiling?
 
+VOCAB: to relax
+VOCAB: at last
+Mrs_White: Because our vacation begins tomorrow. We can relax at last. This is for you.
 
-# Source: LLA 4B Figure 3 (questions)
-$SELECT Mr. Hill: Which Questions Can You Answer?
-ID: 4b-f3-b
-REFERENCE
-MULTI
-INTRO: Same game as with Tom's letter: tap only the questions the story actually answers. You can review the paragraph while you decide.
-INSTRUCTION: Tap the questions that the story answers.
+Mr_White: What is it?
+Mrs_White: Open it.
 
-TEMPLATE: Which questions are answered in the paragraph?
-OPTION: a | Where did Mr. Hill go?
-OPTION: b | When will Ben Wilson eat lunch?
-OPTION: c | What is the matter with Ben?
-OPTION: d | How did Mr. Hill get to the hospital?
-ANSWER: a,c
+Mr_White: A camera and five rolls of film!
 
+Mrs_White: And here are the instructions. They tell you how to load the film.
 
-# Source: LLA 4B Figure 6
-$PRODUCE Dictation: Weather Words
-ID: 4b-f6
+Mr_White: Thanks. Now I can take lots of pictures.
+
+# Source: ST §They're Back From Their Vacation.
+$PRODUCE They're Back from Their Vacation
+ID: l4-s5
+INTRO: Now you tell the story. Type the missing word in each sentence about the Whites' trip — everything comes from the dialogs you just heard.
+INSTRUCTION: Type the missing word or words.
 INPUT: type
 CHECK: exact
-INTRO: Six short words, all starting with "s". Listen and type each one — you'll sort them in a moment.
+
+TEMPLATE: Mr. and Mrs. White returned from their ____{vacation} two days ago.
+RESPONSE: Mr. and Mrs. White returned from their vacation two days ago.
+
+TEMPLATE: They didn't go to the ____{ocean} this year.
+RESPONSE: They didn't go to the ocean this year.
+
+TEMPLATE: They ____{took} their vacation in the ____{mountains}.
+RESPONSE: They took their vacation in the mountains.
+
+TEMPLATE: They went to Lake Sunshine. They liked the ____{trees} and the water at the ____{lake}.
+RESPONSE: They went to Lake Sunshine. They liked the trees and the water at the lake.
+
+TEMPLATE: They ____{stayed} at ____{Hotel} Royale.
+RESPONSE: They stayed at Hotel Royale.
+
+TEMPLATE: They ____{relaxed} there for five days. Then they went to San Francisco.
+RESPONSE: They relaxed there for five days. Then they went to San Francisco.
+
+TEMPLATE: They stayed ____{overnight} at the San Francisco Hotel.
+RESPONSE: They stayed overnight at the San Francisco Hotel.
+
+TEMPLATE: The next morning they ____{checked out} of the hotel and ____{went sightseeing}.
+RESPONSE: The next morning they checked out of the hotel and went sightseeing.
+
+TEMPLATE: Mrs. White gave Mr. White a ____{camera} and five ____{rolls} of film. He took a lot of pictures.
+RESPONSE: Mrs. White gave Mr. White a camera and five rolls of film. He took a lot of pictures.
+
+$SESSION 4-2: Stories in the Past
+
+# Source: LLA 4B Figure 1
+$PRODUCE Yesterday and Last Week: Past Tense
+ID: 6-4b-f1
+INTRO: In this part you'll listen to stories about things that already happened. Warm up first: change each sentence to the past tense using the time cue, then repeat the model answer.
+INSTRUCTION: Change the sentence using the past time cue.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+REPEAT
+
+EXAMPLE
+TEMPLATE: We pack our suitcases. (yesterday)
+PROMPT: We pack our suitcases. — Yesterday. {bk06-l4b-f1-ex1-q.mp3}
+RESPONSE: We packed our suitcases yesterday. {bk06-l4b-f1-ex1-a.mp3}
+
+EXAMPLE
+TEMPLATE: Sam orders dessert sometimes. (last Friday)
+PROMPT: Sam orders dessert sometimes. — Last Friday. {bk06-l4b-f1-ex2-q.mp3}
+RESPONSE: Sam ordered dessert last Friday. {bk06-l4b-f1-ex2-a.mp3}
+
+TEMPLATE: The child is crying now. (last night)
+PROMPT: The child is crying now. — Last night. {bk06-l4b-f1-01-q.mp3}
+RESPONSE: The child cried last night. {bk06-l4b-f1-01-a.mp3}
+
+TEMPLATE: Bill stays at a hotel. (last week)
+PROMPT: Bill stays at a hotel. — Last week. {bk06-l4b-f1-02-q.mp3}
+RESPONSE: Bill stayed at a hotel last week. {bk06-l4b-f1-02-a.mp3}
+
+TEMPLATE: They mail letters at the post office. (yesterday)
+PROMPT: They mail letters at the post office. — Yesterday. {bk06-l4b-f1-03-q.mp3}
+RESPONSE: They mailed letters at the post office yesterday. {bk06-l4b-f1-03-a.mp3}
+
+TEMPLATE: She travels to France. (last summer)
+PROMPT: She travels to France. — Last summer. {bk06-l4b-f1-04-q.mp3}
+RESPONSE: She traveled to France last summer. {bk06-l4b-f1-04-a.mp3}
+
+TEMPLATE: Linda stays with her mother. (last Saturday)
+PROMPT: Linda stays with her mother. — Last Saturday. {bk06-l4b-f1-05-q.mp3}
+RESPONSE: Linda stayed with her mother last Saturday. {bk06-l4b-f1-05-a.mp3}
+
+TEMPLATE: I show my ID card at the bank. (a few minutes ago)
+PROMPT: I show my ID card at the bank. — A few minutes ago. {bk06-l4b-f1-06-q.mp3}
+RESPONSE: I showed my ID card at the bank a few minutes ago. {bk06-l4b-f1-06-a.mp3}
+
+TEMPLATE: The doctor always signs his name. (ten minutes ago)
+PROMPT: The doctor always signs his name. — 10 minutes ago. {bk06-l4b-f1-07-q.mp3}
+RESPONSE: The doctor signed his name 10 minutes ago. {bk06-l4b-f1-07-a.mp3}
+
+TEMPLATE: We finish our lunch in 10 minutes. (20 minutes ago)
+PROMPT: We finish our lunch in 10 minutes. — 20 minutes ago. {bk06-l4b-f1-08-q.mp3}
+RESPONSE: We finished our lunch 20 minutes ago. {bk06-l4b-f1-08-a.mp3}
+
+# Source: LLA 4A Figure 5 (Part 1)
+$DIALOGUE A Trip to the Drugstore
+ID: 6-4a-f5-story
+INTRO: Karen needs shampoo and a new toothbrush — a small trip, but a whole story. Just listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Karen needed some things from the drugstore. {bk06-l4a-f5-01.mp3}
+LINE: She wanted to buy some shampoo and a new toothbrush. {bk06-l4a-f5-02.mp3}
+LINE: She called her friend Mary on the telephone. {bk06-l4a-f5-03.mp3}
+LINE: Karen thought Mary would like to go with her to the drugstore. {bk06-l4a-f5-04.mp3}
+LINE: The two friends met at Karen's house. {bk06-l4a-f5-05.mp3}
+LINE: They took the bus downtown. {bk06-l4a-f5-06.mp3}
+
+# Source: LLA 4A Figure 5 (Part 2)
+$PRODUCE A Trip to the Drugstore: Missing Words
+ID: 6-4a-f5
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: The same story, one sentence at a time. Listen to each sentence and type the missing word or words.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: Karen needed some things from the drugstore. {bk06-l4a-f5-07.mp3}
+TEMPLATE: Karen needed some things from ____{the} drugstore.
+RESPONSE: Karen needed some things from the drugstore. {bk06-l4a-f5-07.mp3}
+
+PROMPT: She wanted to buy some shampoo and a new toothbrush. {bk06-l4a-f5-08.mp3}
+TEMPLATE: She wanted to buy ____{some} shampoo and a new toothbrush.
+RESPONSE: She wanted to buy some shampoo and a new toothbrush. {bk06-l4a-f5-08.mp3}
+
+PROMPT: She called her friend Mary on the telephone. {bk06-l4a-f5-09.mp3}
+TEMPLATE: ____{She} called her friend Mary on ____{the} telephone.
+RESPONSE: She called her friend Mary on the telephone. {bk06-l4a-f5-09.mp3}
+
+PROMPT: Karen thought Mary would like to go with her to the drugstore. {bk06-l4a-f5-10.mp3}
+TEMPLATE: Karen thought Mary would ____{like} to go with her to ____{the} drugstore.
+RESPONSE: Karen thought Mary would like to go with her to the drugstore. {bk06-l4a-f5-10.mp3}
+
+PROMPT: The two friends met at Karen's house. {bk06-l4a-f5-11.mp3}
+TEMPLATE: The two friends met ____{at} Karen's house.
+RESPONSE: The two friends met at Karen's house. {bk06-l4a-f5-11.mp3}
+
+PROMPT: They took the bus downtown. {bk06-l4a-f5-12.mp3}
+TEMPLATE: They took the ____{bus} downtown.
+RESPONSE: They took the bus downtown. {bk06-l4a-f5-12.mp3}
+
+# Source: LLA 4A Figure 6 (Part 1)
+$DIALOGUE Tom's Letter from China
+ID: 6-4a-f6-story
+INTRO: Tom left Chicago on the first of June. On June 20, a letter arrived from very far away. Listen to what it says.
+INSTRUCTION: Listen to the story.
+
+LINE: Tom took a vacation. {bk06-l4a-f6-01.mp3}
+LINE: He left his home in Chicago on the 1st of June. {bk06-l4a-f6-02.mp3}
+LINE: On June 20, his brother got a letter from Tom. {bk06-l4a-f6-03.mp3}
+LINE: The letter said: "Dear Ted, I am in China now. {bk06-l4a-f6-04.mp3}
+LINE: I saw the wall yesterday. {bk06-l4a-f6-05.mp3}
+LINE: Everything is very nice here in China. {bk06-l4a-f6-06.mp3}
+LINE: The hotel doesn't cost much, and the food is delicious. {bk06-l4a-f6-07.mp3}
+LINE: I think I will stay here 3 months. {bk06-l4a-f6-08.mp3}
+LINE: Can you send my mail to me here? {bk06-l4a-f6-09.mp3}
+LINE: And Ted, please write to me. Your brother, Tom." {bk06-l4a-f6-10.mp3}
+
+# Source: LLA 4A Figure 6 (Part 2)
+$SELECT What Does the Letter Tell You?
+ID: 6-4a-f6
+MULTI
+REFERENCE
+INTRO: A letter answers some questions — and leaves others open. Tap all the questions Tom's letter really answers; open the letter again if you need it.
+INSTRUCTION: Tap all the questions answered in the letter.
+
+OPTION: a | What year did Tom take his vacation?
+OPTION: b | Where did Tom go on vacation?
+OPTION: c | How did Tom travel to China?
+OPTION: d | How is the food in China?
+OPTION: e | Where does Tom eat?
+
+TEMPLATE: Which questions can you answer from Tom's letter?
+ANSWER: b,d
+
+# Source: LLA 4B Figure 3 (Part 1)
+$DIALOGUE Mr. Hill Visits Ben
+ID: 6-4b-f3-story
+INTRO: Mr. Hill went to the hospital on Thursday — and he isn't sick at all. Listen to find out why he went.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mr. Hill went to the hospital Thursday afternoon. {bk06-l4b-f3-01.mp3}
+LINE: He wasn't sick; he was fine. {bk06-l4b-f3-02.mp3}
+LINE: Why did he go to the hospital? {bk06-l4b-f3-03.mp3}
+LINE: He wanted to visit his friend, Ben Wilson. {bk06-l4b-f3-04.mp3}
+LINE: Ben has a bad leg. {bk06-l4b-f3-05.mp3}
+LINE: He went to the hospital last week. {bk06-l4b-f3-06.mp3}
+LINE: He will stay in the hospital for a month. {bk06-l4b-f3-07.mp3}
+LINE: Mr. Hill will visit Ben every week. {bk06-l4b-f3-08.mp3}
+LINE: They are good friends. {bk06-l4b-f3-09.mp3}
+
+# Source: LLA 4B Figure 3 (Part 2)
+$SELECT Which Questions Are Answered?
+ID: 6-4b-f3
+REFERENCE: 6-4b-f3-story
+MULTI
+INTRO: Which questions does the paragraph about Mr. Hill and Ben answer? Tap all that apply, then listen to the explanation.
+INSTRUCTION: Tap all questions answered in the paragraph.
+
+OPTION: a | Where did Mr. Hill go? {bk06-l4b-f3-opt-a.mp3}
+OPTION: b | When will Ben Wilson eat lunch? {bk06-l4b-f3-opt-b.mp3}
+OPTION: c | What is the matter with Ben? {bk06-l4b-f3-opt-c.mp3}
+OPTION: d | How did Mr. Hill get to the hospital? {bk06-l4b-f3-opt-d.mp3}
+
+TEMPLATE: Which questions are answered in the story about Mr. Hill and Ben?
+ANSWER: a,c
+FEEDBACK: The paragraph answers where Mr. Hill went (to the hospital) and what is the matter with Ben (he has a bad leg). {bk06-l4b-f3-fb.mp3}
+
+# Source: LLA 4B Figure 6 (Part 1)
+$PRODUCE Type the Word You Hear
+ID: 6-4b-f6-dict
+INPUT: type
+CHECK: exact
+INTRO: Six short words — weather, scores, sky. Listen carefully and type each one.
 INSTRUCTION: Type the word you hear.
 
-PROMPT: storm. Storm. {bk06-l4b-f6-01.mp3}
-RESPONSE: storm
+PROMPT: storm {bk06-l4b-f6-01.mp3}
+RESPONSE: storm {bk06-l4b-f6-01.mp3}
 
-PROMPT: sunny. Sunny. {bk06-l4b-f6-02.mp3}
-RESPONSE: sunny
+PROMPT: sunny {bk06-l4b-f6-02.mp3}
+RESPONSE: sunny {bk06-l4b-f6-02.mp3}
 
-PROMPT: shower. Shower. {bk06-l4b-f6-03.mp3}
-RESPONSE: shower
+PROMPT: shower {bk06-l4b-f6-03.mp3}
+RESPONSE: shower {bk06-l4b-f6-03.mp3}
 
-PROMPT: score. Score. {bk06-l4b-f6-04.mp3}
-RESPONSE: score
+PROMPT: score {bk06-l4b-f6-04.mp3}
+RESPONSE: score {bk06-l4b-f6-04.mp3}
 
-PROMPT: sky. Sky. {bk06-l4b-f6-05.mp3}
-RESPONSE: sky
+PROMPT: sky {bk06-l4b-f6-05.mp3}
+RESPONSE: sky {bk06-l4b-f6-05.mp3}
 
-PROMPT: snow. Snow. {bk06-l4b-f6-06.mp3}
-RESPONSE: snow
+PROMPT: snow {bk06-l4b-f6-06.mp3}
+RESPONSE: snow {bk06-l4b-f6-06.mp3}
 
-
-# Source: LLA 4B Figure 6 (alphabetizing)
-$SELECT Alphabetical Order: The Dictation Words
-ID: 4b-f6-b
+# Source: LLA 4B Figure 6 (Part 2)
+$SELECT The Same Words, A to Z
+ID: 6-4b-f6-order
 ORDER
-INTRO: Those six words again. When words all start with the same letter, the second letter decides. Arrange them in alphabetical order.
-INSTRUCTION: Arrange the words in alphabetical order.
+INTRO: Now take the six words you just typed and put them in alphabetical order. They all start with "s" — the second letter decides.
+INSTRUCTION: Arrange the words from A to Z.
 
 OPTION: a | storm
 OPTION: b | sunny
@@ -708,140 +489,137 @@ OPTION: d | score
 OPTION: e | sky
 OPTION: f | snow
 
-TEMPLATE: Put the words in alphabetical order:
+TEMPLATE: Put these words in alphabetical order:
 ANSWER: d,c,e,f,a,b
 
-
-# Source: ST §Alphabetical Order
-$SELECT More Alphabetical Order
-ID: l4-s22
-ORDER
-INTRO: Four more sets from this lesson's vocabulary. Arrange each set in alphabetical order — the second and third letters do the work.
-INSTRUCTION: Put the words in alphabetical order.
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | blade
-OPTION: b | boat
-OPTION: c | because
-OPTION: d | but
-OPTION: e | bank
-ANSWER: e,c,a,b,d
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | ocean
-OPTION: b | overnight
-OPTION: c | order
-OPTION: d | on
-OPTION: e | off
-ANSWER: a,e,d,c,b
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | people
-OPTION: b | pick out
-OPTION: c | postcard
-OPTION: d | package
-OPTION: e | plate
-ANSWER: d,a,b,e,c
-
-TEMPLATE: Put these words in alphabetical order.
-OPTION: a | change
-OPTION: b | cut
-OPTION: c | clear
-OPTION: d | camera
-OPTION: e | check
-ANSWER: d,a,e,c,b
-
-
 # Source: LLA 4B Figure 7
-$PRODUCE Punctuation and Capital Letters
-ID: 4b-f7
+$PRODUCE Capital Letters and Punctuation
+ID: 6-4b-f7
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: Jan went to a basketball game — and lost her money somewhere along the way. Each sentence appears with no capitals and no punctuation. Listen, then type it correctly.
-INSTRUCTION: Rewrite the sentence with correct punctuation and capital letters.
+INTRO: A short story about Jan at a basketball game — with all the capital letters and punctuation missing. Listen to each sentence, then retype it correctly.
+INSTRUCTION: Type each sentence with correct capitalization and punctuation.
 
-PROMPT: Jan and some friends went to a basketball game last Friday night. {bk06-l4b-f7-01.mp3}
 TEMPLATE: jan and some friends went to a basketball game last friday night
-RESPONSE: Jan and some friends went to a basketball game last Friday night.
+PROMPT: Jan and some friends went to a basketball game last Friday night. {bk06-l4b-f7-01.mp3}
+RESPONSE: Jan and some friends went to a basketball game last Friday night. {bk06-l4b-f7-01.mp3}
 
-PROMPT: The game ended. {bk06-l4b-f7-02.mp3}
 TEMPLATE: the game ended
-RESPONSE: The game ended.
+PROMPT: The game ended. {bk06-l4b-f7-02.mp3}
+RESPONSE: The game ended. {bk06-l4b-f7-02.mp3}
 
-PROMPT: They were hungry. {bk06-l4b-f7-03.mp3}
 TEMPLATE: they were hungry
-RESPONSE: They were hungry.
+PROMPT: They were hungry. {bk06-l4b-f7-03.mp3}
+RESPONSE: They were hungry. {bk06-l4b-f7-03.mp3}
 
-PROMPT: They stopped at the snack bar and got some sandwiches. {bk06-l4b-f7-04.mp3}
 TEMPLATE: they stopped at the snack bar and got some sandwiches
-RESPONSE: They stopped at the snack bar and got some sandwiches.
+PROMPT: They stopped at the snack bar and got some sandwiches. {bk06-l4b-f7-04.mp3}
+RESPONSE: They stopped at the snack bar and got some sandwiches. {bk06-l4b-f7-04.mp3}
 
-PROMPT: Jan didn't have any money. {bk06-l4b-f7-05.mp3}
 TEMPLATE: jan didnt have any money
-RESPONSE: Jan didn't have any money.
+PROMPT: Jan didn't have any money. {bk06-l4b-f7-05.mp3}
+RESPONSE: Jan didn't have any money. {bk06-l4b-f7-05.mp3}
 
-PROMPT: What did she do? {bk06-l4b-f7-06.mp3}
 TEMPLATE: what did she do
-RESPONSE: What did she do?
+PROMPT: What did she do? {bk06-l4b-f7-06.mp3}
+RESPONSE: What did she do? {bk06-l4b-f7-06.mp3}
 
-PROMPT: Nothing. {bk06-l4b-f7-07.mp3}
 TEMPLATE: nothing
-RESPONSE: Nothing.
+PROMPT: Nothing. {bk06-l4b-f7-07.mp3}
+RESPONSE: Nothing. {bk06-l4b-f7-07.mp3}
 
-PROMPT: One of her friends put $5 in Jan's hand. {bk06-l4b-f7-08.mp3}
 TEMPLATE: one of her friends put five dollars in jans hand
-RESPONSE: One of her friends put five dollars in Jan's hand.
+PROMPT: One of her friends put $5 in Jan's hand. {bk06-l4b-f7-08.mp3}
+RESPONSE: One of her friends put $5 in Jan's hand. {bk06-l4b-f7-08.mp3}
+ACCEPT: One of her friends put five dollars in Jan's hand.
 
-PROMPT: The next day she returned the money. {bk06-l4b-f7-09.mp3}
 TEMPLATE: the next day she returned the money
-RESPONSE: The next day she returned the money.
+PROMPT: The next day she returned the money. {bk06-l4b-f7-09.mp3}
+RESPONSE: The next day she returned the money. {bk06-l4b-f7-09.mp3}
+ACCEPT: The next day, she returned the money.
 
-
-$LESSON 4-4: Why and Because
+$SESSION 4-3: Why and Because
 
 # Source: ST §Why and Because (grammar box)
 $GRAMMAR Why and Because
 ID: l4-s15
-INTRO: In this part you'll ask for reasons and give them. The question word is "why" — the answer starts with "because". Here's the pattern.
+INTRO: Now the big little question: "why". In this part you'll learn to ask for reasons with "why" and give them with "because".
 
-| | |
+CARD: **Why** asks for a reason. **Because** gives the reason.
+{Why are you late?}
+{Because I didn't look at the clock.}
+
+CARD: The answer often starts right at **because** — that one word tells your listener a reason is coming.
+{Why is he in his room?}
+{Because he's sick.}
+
+SUMMARY:
+| Question | Answer |
 |---|---|
-| Capt Smith: | Where's Lt Hill? |
-| Lt Lamb: | He's in his room. |
-| Capt Smith: | **Why** is he in his room? |
-| Lt Lamb: | **Because** he's sick. |
+| Why are you late? | Because I didn't look at the clock. |
+| Why is he in his room? | Because he's sick. |
 
+# Source: ST §Why and Because (dialog)
+$DIALOGUE Why Is He in His Room? {st-page_110_001.jpg|A classroom of military students listening to an officer; a thought bubble above shows a sick man in bed with medicine on a nightstand, with a question mark indicating a question about his whereabouts}
+ID: l4-s16
+INTRO: Captain Smith wants to know where Lieutenant Hill is — and, more importantly, why. Listen and repeat each line.
+INSTRUCTION: Repeat the dialog.
+REPEAT
+
+Capt_Smith: Where's Lt Hill?
+Lt_Lamb: He's in his room.
+VOCAB: why
+Capt_Smith: Why is he in his room?
+VOCAB: because
+Lt_Lamb: Because he's sick.
 
 # Source: LLA 4B Figure 4
-# DROPPED (ST twin): "Why? Because." (l4-s16) — TTS list of why/because pairs duplicating this cassette presentation and the drill after it; several of its items reappear in the drills below.
-$DIALOGUE Why? Because.
-ID: 4b-f4
-INTRO: Five quick questions, five quick reasons. Listen to the short dialogues with "why" and "because", and repeat each line.
+$DIALOGUE Asking Why, Answering Because
+ID: 6-4b-f4
+INTRO: Five quick exchanges: one speaker asks "why", the other answers with "because". Listen and repeat each question and answer.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-Tom: Why did you go to the mess hall? {bk06-l4b-f4-01-q.mp3}
-Don: Because I was very hungry. {bk06-l4b-f4-01-a.mp3}
+Tom: Why did you go to the mess hall? {bk06-l4b-f4-01.mp3}
+Don: Because I was very hungry. {bk06-l4b-f4-02.mp3}
 
-Mark: Why is Tim at home? {bk06-l4b-f4-02-q.mp3}
-John: Because he is sick. {bk06-l4b-f4-02-a.mp3}
+Mark: Why is Tim at home? {bk06-l4b-f4-03.mp3}
+John: Because he is sick. {bk06-l4b-f4-04.mp3}
 
-Ted: Why did they order cold drinks? {bk06-l4b-f4-03-q.mp3}
-Ben: Because they were thirsty. {bk06-l4b-f4-03-a.mp3}
+Ted: Why did they order cold drinks? {bk06-l4b-f4-05.mp3}
+Ben: Because they were thirsty. {bk06-l4b-f4-06.mp3}
 
-Ted: Why is she wearing a coat? {bk06-l4b-f4-04-q.mp3}
-Don: Because she is cold. {bk06-l4b-f4-04-a.mp3}
+Ted: Why is she wearing a coat? {bk06-l4b-f4-07.mp3}
+Don: Because she is cold. {bk06-l4b-f4-08.mp3}
 
-Sam: Why did he go to the post office? {bk06-l4b-f4-05-q.mp3}
-Tom: Because he wanted to mail a letter. {bk06-l4b-f4-05-a.mp3}
+Sam: Why did he go to the post office? {bk06-l4b-f4-09.mp3}
+Tom: Because he wanted to mail a letter. {bk06-l4b-f4-10.mp3}
 
+# Source: ST §Why? Because.
+$DIALOGUE More Why and Because
+ID: l4-s17
+INTRO: Twelve more questions with their reasons. Read each pair — every "why" gets its "because".
+INSTRUCTION: Read each question and answer.
+
+LINE: Why are you smiling?\n— Because I'm happy.
+LINE: Why were you late?\n— Because I didn't look at the clock.
+LINE: Why are you tired?\n— Because I worked a long time today.
+LINE: Why are you cold?\n— Because I don't have a coat.
+LINE: Why did he go to New York?\n— Because he wanted to go sightseeing.
+LINE: Why did Ted go to California?\n— Because he wanted to see the ocean.
+LINE: Why does she take her vacation in Florida?\n— Because it's warm in Florida.
+LINE: Why do you need to go to the store?\n— Because I need to get some film for my camera.
+LINE: Why did John wash the car?\n— Because it was dirty.
+LINE: Why do we have to go to the lab?\n— Because we need to listen to the tapes.
+LINE: Why did they eat a big breakfast?\n— Because they were very hungry.
+LINE: Why did Jan go to bed?\n— Because she was sick.
 
 # Source: LLA 4B Figure 5
-$SELECT Pick the Best Reason
-ID: 4b-f5
-INTRO: Every "why" question here has four possible reasons — only one makes sense. Listen, tap the best answer, then repeat it.
+$SELECT Choose the Best Reason
+ID: 6-4b-f5
+INTRO: Listen to each "why" question and tap the answer that makes the most sense — only one "because" really fits. Then repeat it.
 INSTRUCTION: Tap the best answer.
 REPEAT
 
@@ -915,140 +693,342 @@ OPTION: c | Because she was late.
 OPTION: d | Because she didn't brush her teeth.
 ANSWER: b
 
+$SESSION 4-4: Joining Sentences: And and But
 
-# Source: LLA 4C Figure 8
-$PRODUCE Ask a Question with Why
-ID: 4c-f8
-INTRO: Now you make the questions. Listen to a statement, then ask about it with "why" — in the past tense — and repeat the model.
-INSTRUCTION: Ask a "why" question.
+# Source: ST §And and But (grammar box; extra examples salvaged from the ST reading sets)
+$GRAMMAR And and But
+ID: l4-s6
+INTRO: In this part you'll learn to join two sentences into one. Two little words do all the work: "and" for ideas that go together, "but" for ideas that don't.
+
+CARD: **And** joins two statements that are similar — one adds to the other.
+{I called Jan, and we talked for an hour.}
+{Lee can speak Spanish, and her sister can speak French.}
+
+CARD: **But** joins two statements that express opposite ideas.
+{I also called Steve, but he wasn't home.}
+{The TV is on, but we're not watching it.}
+
+SUMMARY:
+| Conjunction | Use | Example |
+|---|---|---|
+| and | addition — similar ideas | I called Jan, and we talked for an hour. |
+| but | contrast — opposite ideas | I also called Steve, but he wasn't home. |
+
+# Source: LLA 4C Figure 3
+$DIALOGUE Sentences with And
+ID: 6-4c-f3
+INTRO: Listen to how "and" joins two ideas — sometimes with "too" at the end. Repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Tom stayed overnight, and Jack stayed, too. {bk06-l4c-f3-01.mp3}
+LINE: The students rested after class, and the teacher read a book. {bk06-l4c-f3-02.mp3}
+LINE: I took a vacation in June, and my family went with me. {bk06-l4c-f3-03.mp3}
+LINE: Mr. Jones went to the mountains, and Mrs. Jones went, too. {bk06-l4c-f3-04.mp3}
+LINE: Linda took a picture of the ocean, and Ali took one, too. {bk06-l4c-f3-05.mp3}
+LINE: Lt. Hill can fly an airplane, and Lt. Lamb can, too. {bk06-l4c-f3-06.mp3}
+LINE: Mr. Green checked in last night, and Mr. Page checked out. {bk06-l4c-f3-07.mp3}
+LINE: It may rain today, and it may rain tomorrow, too. {bk06-l4c-f3-08.mp3}
+LINE: The Browns went sightseeing, and their children went to the movies. {bk06-l4c-f3-09.mp3}
+LINE: Jack can take good pictures, and Tom can take good ones, too. {bk06-l4c-f3-10.mp3}
+
+# Source: LLA 4C Figure 4
+$PRODUCE Add It with And ... Too
+ID: 6-4c-f4
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Listen to the sentence and the cue word. Make one longer sentence with "and" and "too", then repeat the model.
+INSTRUCTION: Add the cue word using "and ... too".
 
 EXAMPLE
-TEMPLATE: They began a new class.
-PROMPT: They began a new class. {bk06-l4c-f8-ex1-q.mp3}
-RESPONSE: Why did they begin a new class? {bk06-l4c-f8-ex1-a.mp3}
+PROMPT: We saw the ocean. (mountains) {bk06-l4c-f4-ex-q.mp3}
+RESPONSE: We saw the ocean, and we saw the mountains too. {bk06-l4c-f4-ex-a.mp3}
+
+PROMPT: I drank a lot of water. (milk) {bk06-l4c-f4-01-q.mp3}
+RESPONSE: I drank a lot of water, and I drank a lot of milk too. {bk06-l4c-f4-01-a.mp3}
+
+PROMPT: He's mailing a letter. (package) {bk06-l4c-f4-02-q.mp3}
+RESPONSE: He's mailing a letter, and he's mailing a package too. {bk06-l4c-f4-02-a.mp3}
+
+PROMPT: We went to the bank. (post office) {bk06-l4c-f4-03-q.mp3}
+RESPONSE: We went to the bank, and we went to the post office too. {bk06-l4c-f4-03-a.mp3}
+
+PROMPT: The bus is crowded. (street) {bk06-l4c-f4-04-q.mp3}
+RESPONSE: The bus is crowded, and the street is crowded too. {bk06-l4c-f4-04-a.mp3}
+
+PROMPT: I bought some stamps. (postcards) {bk06-l4c-f4-05-q.mp3}
+RESPONSE: I bought some stamps, and I bought some postcards too. {bk06-l4c-f4-05-a.mp3}
+
+PROMPT: It's windy today. (wet) {bk06-l4c-f4-06-q.mp3}
+RESPONSE: It's windy today, and it's wet today too. {bk06-l4c-f4-06-a.mp3}
+
+PROMPT: The chicken is delicious. (fish) {bk06-l4c-f4-07-q.mp3}
+RESPONSE: The chicken is delicious, and the fish is delicious too. {bk06-l4c-f4-07-a.mp3}
+
+# Source: ST §I Had the Film, and Ted Had the Camera. (image salvaged from the ST "and" reading page)
+$PRODUCE Join Them with And {st-page_102_001.jpg|A man and a woman dancing happily together with musical notes floating around them}
+ID: l4-s8
+INTRO: Now two full sentences at a time. Read them, join them into one with "and", and say the new sentence aloud. Then check the model.
+INSTRUCTION: Use "and" to connect the two sentences into one.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
-TEMPLATE: He put on a sweater.
-PROMPT: He put on a sweater. {bk06-l4c-f8-ex2-q.mp3}
-RESPONSE: Why did he put on a sweater? {bk06-l4c-f8-ex2-a.mp3}
+PROMPT: I bought the film. Ted loaded the camera.
+RESPONSE: I bought the film, and Ted loaded the camera.
 
-TEMPLATE: Bill made a reservation.
-PROMPT: Bill made a reservation. {bk06-l4c-f8-01-q.mp3}
-RESPONSE: Why did Bill make a reservation? {bk06-l4c-f8-01-a.mp3}
+PROMPT: Jack cashed a check. I wrote one, too.
+RESPONSE: Jack cashed a check, and I wrote one, too.
 
-TEMPLATE: She bought stamps.
-PROMPT: She bought stamps. {bk06-l4c-f8-02-q.mp3}
-RESPONSE: Why did she buy stamps? {bk06-l4c-f8-02-a.mp3}
+PROMPT: We took a taxi downtown. They took the bus.
+RESPONSE: We took a taxi downtown, and they took the bus.
 
-TEMPLATE: She sent Bob a letter.
-PROMPT: She sent Bob a letter. {bk06-l4c-f8-03-q.mp3}
-RESPONSE: Why did she send him a letter? {bk06-l4c-f8-03-a.mp3}
+PROMPT: Mike's in the Army. His brother's in the Navy.
+RESPONSE: Mike's in the Army, and his brother's in the Navy.
 
-TEMPLATE: Tom brought me a plate.
-PROMPT: Tom brought me a plate. {bk06-l4c-f8-04-q.mp3}
-RESPONSE: Why did Tom bring you a plate? {bk06-l4c-f8-04-a.mp3}
+PROMPT: He flies a helicopter. His brother flies a jet.
+RESPONSE: He flies a helicopter, and his brother flies a jet.
 
-TEMPLATE: They got on the train.
-PROMPT: They got on the train. {bk06-l4c-f8-05-q.mp3}
-RESPONSE: Why did they get on the train? {bk06-l4c-f8-05-a.mp3}
+PROMPT: Maria cooks dinner. Tom washes the dishes.
+RESPONSE: Maria cooks dinner, and Tom washes the dishes.
 
-TEMPLATE: Mary sold all her books.
-PROMPT: Mary sold all her books. {bk06-l4c-f8-06-q.mp3}
-RESPONSE: Why did Mary sell all her books? {bk06-l4c-f8-06-a.mp3}
+PROMPT: Kay's playing tennis. Bob's playing basketball.
+RESPONSE: Kay's playing tennis, and Bob's playing basketball.
 
-TEMPLATE: We wore our old clothes.
-PROMPT: We wore our old clothes. {bk06-l4c-f8-07-q.mp3}
-RESPONSE: Why did you wear your old clothes? {bk06-l4c-f8-07-a.mp3}
+PROMPT: Sam arrived at 5:30. Bill got here an hour later.
+RESPONSE: Sam arrived at 5:30, and Bill got here an hour later.
 
-TEMPLATE: The barber cut his hair very short.
-PROMPT: The barber cut his hair very short. {bk06-l4c-f8-08-q.mp3}
-RESPONSE: Why did the barber cut his hair very short? {bk06-l4c-f8-08-a.mp3}
+PROMPT: Anne wants chocolate cake. I'd like apple pie.
+RESPONSE: Anne wants chocolate cake, and I'd like apple pie.
 
-TEMPLATE: Her dress cost a lot of money.
-PROMPT: Her dress cost a lot of money. {bk06-l4c-f8-09-q.mp3}
-RESPONSE: Why did her dress cost a lot of money? {bk06-l4c-f8-09-a.mp3}
+PROMPT: Our waitress was nice. The food was delicious.
+RESPONSE: Our waitress was nice, and the food was delicious.
 
-TEMPLATE: John gave me an apple.
-PROMPT: John gave me an apple. {bk06-l4c-f8-10-q.mp3}
-RESPONSE: Why did John give you an apple? {bk06-l4c-f8-10-a.mp3}
+PROMPT: Jack's taking the test now. Jim will take it tomorrow.
+RESPONSE: Jack's taking the test now, and Jim will take it tomorrow.
 
+# Source: LLA 4C Figure 5
+$DIALOGUE Sentences with But
+ID: 6-4c-f5
+INTRO: Now the other side: "but" joins ideas that pull in different directions. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-# Source: LLA 4D Figure 2
-$PRODUCE Answer with Because
-ID: 4d-f2
+LINE: Jan took a trip, but John stayed at home. {bk06-l4c-f5-01.mp3}
+LINE: Al drove to Texas, but David took the train. {bk06-l4c-f5-02.mp3}
+LINE: Tom doesn't put sugar in his tea, but Jan does. {bk06-l4c-f5-03.mp3}
+LINE: David slept a short time, but Ted slept 8 hours. {bk06-l4c-f5-04.mp3}
+LINE: He'll take a vacation, but she won't. {bk06-l4c-f5-05.mp3}
+LINE: Alan had a headache, but I was fine. {bk06-l4c-f5-06.mp3}
+LINE: David can speak French, but Tom can't. {bk06-l4c-f5-07.mp3}
+LINE: It won't rain today, but it will tomorrow. {bk06-l4c-f5-08.mp3}
+
+# Source: LLA 4C Figure 6
+$PRODUCE Say It with But
+ID: 6-4c-f6
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Now the other half: giving reasons. Listen to the question, use the cue on the screen to answer with "because", then repeat the model.
-INSTRUCTION: Answer the question aloud using "because".
+INTRO: Listen to the sentence and the cue word. Make a contrast with "but" — yes to the first thing, no to the second. Then repeat the model.
+INSTRUCTION: Add the negative contrast using "but".
 
 EXAMPLE
-TEMPLATE: Why did Ted go to the doctor? (sore throat)
-PROMPT: Why did Ted go to the doctor? Sore throat. {bk06-l4d-f2-ex-q.mp3}
-RESPONSE: Because he had a sore throat. {bk06-l4d-f2-ex-a.mp3}
+PROMPT: I like tea. (coffee) {bk06-l4c-f6-ex-q.mp3}
+RESPONSE: I like tea, but I don't like coffee. {bk06-l4c-f6-ex-a.mp3}
 
-TEMPLATE: Why did Mary go to California? (wanted to see the ocean)
-PROMPT: Why did Mary go to California? Wanted to see the ocean. {bk06-l4d-f2-01-q.mp3}
-RESPONSE: Because she wanted to see the ocean. {bk06-l4d-f2-01-a.mp3}
+PROMPT: Ted plays tennis. (football) {bk06-l4c-f6-01-q.mp3}
+RESPONSE: Ted plays tennis, but he doesn't play football. {bk06-l4c-f6-01-a.mp3}
 
-TEMPLATE: Why did Tom wear a raincoat? (raining)
-PROMPT: Why did Tom wear a raincoat? Raining. {bk06-l4d-f2-02-q.mp3}
-RESPONSE: Because it was raining. {bk06-l4d-f2-02-a.mp3}
+PROMPT: Jan has a sore toe. (foot) {bk06-l4c-f6-02-q.mp3}
+RESPONSE: Jan has a sore toe, but she doesn't have a sore foot. {bk06-l4c-f6-02-a.mp3}
 
-TEMPLATE: Why did you take a shower? (dirty)
-PROMPT: Why did you take a shower? Dirty. {bk06-l4d-f2-03-q.mp3}
-RESPONSE: Because I was dirty. {bk06-l4d-f2-03-a.mp3}
+PROMPT: Mark brushed his teeth. (hair) {bk06-l4c-f6-03-q.mp3}
+RESPONSE: Mark brushed his teeth, but he didn't brush his hair. {bk06-l4c-f6-03-a.mp3}
 
-TEMPLATE: Why did he buy a big house? (a big family)
-PROMPT: Why did he buy a big house? A big family. {bk06-l4d-f2-04-q.mp3}
-RESPONSE: Because he has a big family. {bk06-l4d-f2-04-a.mp3}
+PROMPT: Mary has a towel. (washcloth) {bk06-l4c-f6-04-q.mp3}
+RESPONSE: Mary has a towel, but she doesn't have a washcloth. {bk06-l4c-f6-04-a.mp3}
 
-TEMPLATE: Why did she go to New York City? (go sightseeing)
-PROMPT: Why did she go to New York City? Go sightseeing. {bk06-l4d-f2-05-q.mp3}
-RESPONSE: Because she wanted to go sightseeing. {bk06-l4d-f2-05-a.mp3}
+PROMPT: Put pepper in the soup. (salt) {bk06-l4c-f6-05-q.mp3}
+RESPONSE: Put pepper in the soup, but don't put salt in it. {bk06-l4c-f6-05-a.mp3}
 
-TEMPLATE: Why do you listen to the radio? (like music)
-PROMPT: Why do you listen to the radio? Like music. {bk06-l4d-f2-06-q.mp3}
-RESPONSE: Because I like music. {bk06-l4d-f2-06-a.mp3}
+PROMPT: You need shoes. (socks) {bk06-l4c-f6-06-q.mp3}
+RESPONSE: You need shoes, but you don't need socks. {bk06-l4c-f6-06-a.mp3}
 
-TEMPLATE: Why did she call the airline? (make a reservation)
-PROMPT: Why did she call the airline? Make a reservation. {bk06-l4d-f2-07-q.mp3}
-RESPONSE: Because she wanted to make a reservation. {bk06-l4d-f2-07-a.mp3}
+PROMPT: We eat soup. (soap) {bk06-l4c-f6-07-q.mp3}
+RESPONSE: We eat soup, but we don't eat soap. {bk06-l4c-f6-07-a.mp3}
 
-TEMPLATE: Why did she go to the soccer game? (like sports)
-PROMPT: Why did she go to the soccer game? Like sports. {bk06-l4d-f2-08-q.mp3}
-RESPONSE: Because she likes sports. {bk06-l4d-f2-08-a.mp3}
+PROMPT: I went to the bank. (post office) {bk06-l4c-f6-08-q.mp3}
+RESPONSE: I went to the bank, but I didn't go to the post office. {bk06-l4c-f6-08-a.mp3}
 
-TEMPLATE: Why did he cook some eggs? (hungry)
-PROMPT: Why did he cook some eggs? Hungry. {bk06-l4d-f2-09-q.mp3}
-RESPONSE: Because he was hungry. {bk06-l4d-f2-09-a.mp3}
+# Source: ST §He Does, But I Don't. (image salvaged from the ST "but" reading page)
+$PRODUCE Make a Contrast with But {st-page_104_001.jpg|A man and a woman dancing together awkwardly, the man looks distressed as he steps on the woman's foot}
+ID: l4-s10
+INTRO: Use "but" and the cue in parentheses to build the contrast. Say the whole new sentence aloud, then check the model.
+INSTRUCTION: Use "but" and the words in parentheses to make a new sentence.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
-TEMPLATE: Why did he go to the post office? (need some stamps)
-PROMPT: Why did he go to the post office? Need some stamps. {bk06-l4d-f2-10-q.mp3}
-RESPONSE: Because he needed some stamps. {bk06-l4d-f2-10-a.mp3}
+EXAMPLE
+PROMPT: The BX is open.
+TEMPLATE: (commissary, closed)
+RESPONSE: The BX is open, but the commissary is closed.
 
+EXAMPLE
+PROMPT: I like apples.
+TEMPLATE: (bananas)
+RESPONSE: I like apples, but I don't like bananas.
 
-$LESSON 4-5: Rest and Relax — More New Words
+PROMPT: John had dinner.
+TEMPLATE: (dessert)
+RESPONSE: John had dinner, but he didn't have dessert.
+
+PROMPT: The sky is clear today.
+TEMPLATE: (cloudy, yesterday)
+RESPONSE: The sky is clear today, but it was cloudy yesterday.
+
+PROMPT: Mr. Brown is tall.
+TEMPLATE: (Mrs. Brown, short)
+RESPONSE: Mr. Brown is tall, but Mrs. Brown is short.
+
+PROMPT: One child was crying.
+TEMPLATE: (others, happy)
+RESPONSE: One child was crying, but the others were happy.
+
+PROMPT: Mary was upset yesterday.
+TEMPLATE: (today)
+RESPONSE: Mary was upset yesterday, but she's all right today.
+
+PROMPT: The post office is closed now.
+TEMPLATE: (open, ten minutes ago)
+RESPONSE: The post office is closed now, but it was open ten minutes ago.
+
+PROMPT: He thought the food was delicious.
+TEMPLATE: (she, awful)
+RESPONSE: He thought the food was delicious, but she thought it was awful.
+
+PROMPT: Lt Hill wants to go by plane.
+TEMPLATE: (Mrs. Hill, car)
+RESPONSE: Lt Hill wants to go by plane, but Mrs. Hill wants to go by car.
+
+PROMPT: You can buy a money order at the bank.
+TEMPLATE: (stamps)
+RESPONSE: You can buy a money order at the bank, but you can't buy stamps there.
+
+PROMPT: The waitress brought us some tea.
+TEMPLATE: (any water)
+RESPONSE: The waitress brought us some tea, but she didn't bring any water.
+
+# Source: LLA 4C Figure 7
+$PRODUCE And or But?
+ID: 6-4c-f7
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Two sentences each time. Decide: do the ideas add together, or pull apart? Join them with "and" or "but", then repeat the model.
+INSTRUCTION: Connect the sentences with "and" or "but".
+
+EXAMPLE
+PROMPT: John lives in California. His brother lives there too. {bk06-l4c-f7-ex1-q.mp3}
+RESPONSE: John lives in California, and his brother lives there too. {bk06-l4c-f7-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Bill checked out of the hotel after 3 days. Tom stayed a week. {bk06-l4c-f7-ex2-q.mp3}
+RESPONSE: Bill checked out of the hotel after 3 days, but Tom stayed a week. {bk06-l4c-f7-ex2-a.mp3}
+
+PROMPT: Tom bought a roll of film. He put it in his camera. {bk06-l4c-f7-01-q.mp3}
+RESPONSE: Tom bought a roll of film, and he put it in his camera. {bk06-l4c-f7-01-a.mp3}
+
+PROMPT: They took a trip to Canada. Their children went too. {bk06-l4c-f7-02-q.mp3}
+RESPONSE: They took a trip to Canada, and their children went too. {bk06-l4c-f7-02-a.mp3}
+
+PROMPT: Ali wore a coat. He didn't wear a tie. {bk06-l4c-f7-03-q.mp3}
+RESPONSE: Ali wore a coat, but he didn't wear a tie. {bk06-l4c-f7-03-a.mp3}
+
+PROMPT: Tom took a picture of Susan. Susan took a picture of Tom. {bk06-l4c-f7-04-q.mp3}
+RESPONSE: Tom took a picture of Susan, and Susan took a picture of Tom. {bk06-l4c-f7-04-a.mp3}
+
+PROMPT: Linda took a vacation. Bill had to work. {bk06-l4c-f7-05-q.mp3}
+RESPONSE: Linda took a vacation, but Bill had to work. {bk06-l4c-f7-05-a.mp3}
+
+PROMPT: I'll stay home tonight. I'll do my homework. {bk06-l4c-f7-06-q.mp3}
+RESPONSE: I'll stay home tonight, and I'll do my homework. {bk06-l4c-f7-06-a.mp3}
+
+PROMPT: We'd like to fly to Florida. We can't get airline reservations. {bk06-l4c-f7-07-q.mp3}
+RESPONSE: We'd like to fly to Florida, but we can't get airline reservations. {bk06-l4c-f7-07-a.mp3}
+
+PROMPT: John wanted to take a long trip. He only had a short vacation. {bk06-l4c-f7-08-q.mp3}
+RESPONSE: John wanted to take a long trip, but he only had a short vacation. {bk06-l4c-f7-08-a.mp3}
+
+PROMPT: They live in a hotel now. They want to buy a house. {bk06-l4c-f7-09-q.mp3}
+RESPONSE: They live in a hotel now, but they want to buy a house. {bk06-l4c-f7-09-a.mp3}
+
+PROMPT: Ali has a house in Florida. Linda has a home there too. {bk06-l4c-f7-10-q.mp3}
+RESPONSE: Ali has a house in Florida, and Linda has a home there too. {bk06-l4c-f7-10-a.mp3}
+
+PROMPT: Mary is smiling. Ted is crying. {bk06-l4c-f7-11-q.mp3}
+RESPONSE: Mary is smiling, but Ted is crying. {bk06-l4c-f7-11-a.mp3}
+
+PROMPT: They sell film at the drugstore. They sell cameras too. {bk06-l4c-f7-12-q.mp3}
+RESPONSE: They sell film at the drugstore, and they sell cameras at the drugstore too. {bk06-l4c-f7-12-a.mp3}
+
+# Source: ST §I'd Like to Go, But I Can't.
+$PRODUCE Type And or But
+ID: l4-s11
+INTRO: Same choice, on the keyboard this time. Type "and" or "but" to complete each sentence.
+INSTRUCTION: Type "and" or "but" to complete each sentence.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: The radio is on, ____{but} I can't hear anything.
+RESPONSE: The radio is on, but I can't hear anything.
+
+TEMPLATE: Ann's at the library, ____{and} Jim's there, too.
+RESPONSE: Ann's at the library, and Jim's there, too.
+
+TEMPLATE: Jan wants to travel, ____{but} she has to stay here.
+RESPONSE: Jan wants to travel, but she has to stay here.
+
+TEMPLATE: I went to the doctor, ____{and} he gave me some medicine.
+RESPONSE: I went to the doctor, and he gave me some medicine.
+
+TEMPLATE: I'd like to take pictures, ____{but} I don't have any film.
+RESPONSE: I'd like to take pictures, but I don't have any film.
+
+TEMPLATE: I had cherry pie for dessert, ____{and} it was delicious.
+RESPONSE: I had cherry pie for dessert, and it was delicious.
+
+TEMPLATE: The chicken was good, ____{but} the vegetables were awful.
+RESPONSE: The chicken was good, but the vegetables were awful.
+
+TEMPLATE: Jane sent me a postcard, ____{and} I sent her one, too.
+RESPONSE: Jane sent me a postcard, and I sent her one, too.
+
+TEMPLATE: Marian will fly to Dallas, ____{and} we'll meet her there.
+RESPONSE: Marian will fly to Dallas, and we'll meet her there.
+
+TEMPLATE: Lt Brown can fly helicopters, ____{but} he can't fly jets.
+RESPONSE: Lt Brown can fly helicopters, but he can't fly jets.
+
+$SESSION 4-5: Rest, Relax, Long and Short
 
 # Source: LLA 4C Figure 1
-# DROPPED (ST twin): "There Are Fifty States" (l4-s12) — TTS presentation of state / long / short / final / at first; "state" is taught in part 4-1 and the rest here on cassette. The words are practiced below in "Long Trips and Short Trips".
-$DIALOGUE New Words: Rest and Relax
-ID: 4c-f1
-INTRO: More new words in this part — mostly about doing very little, which takes surprisingly many words. Listen to each one in its sentences and repeat.
+$DIALOGUE More Vacation Words
+ID: 6-4c-f1
+INTRO: A few more words for the traveler: rest, relax, long and short, at first and at last. Listen and repeat each line.
 INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-VOCAB: rest
-VOCAB: take a rest
+VOCAB: to rest
+VOCAB: to take a rest
 LINE: Tom was very tired. He's resting in his chair now. He's taking a rest. {bk06-l4c-f1-01.mp3}
 
 VOCAB: at first
-LINE: His name is Ted. At first I thought his name was Tom. {bk06-l4c-f1-02.mp3}
+LINE: His name is Ted. At first, I thought his name was Tom. {bk06-l4c-f1-02.mp3}
 
-VOCAB: relax
+VOCAB: to relax
 LINE: He's watching TV and relaxing. {bk06-l4c-f1-03.mp3}
 
 VOCAB: short
@@ -1060,107 +1040,94 @@ LINE: Five years is a long time. A trip to New York is a long trip. {bk06-l4c-f1
 VOCAB: at last
 LINE: Jan wanted to go to Europe for a long time. Now she's there at last. {bk06-l4c-f1-06.mp3}
 
-VOCAB: check out
+VOCAB: to check out
 LINE: What time did Mr. Brown leave the hotel? He checked out at 9 o'clock. {bk06-l4c-f1-07.mp3}
 
 VOCAB: final
 LINE: He smoked his final cigarette last month. Now he doesn't smoke. {bk06-l4c-f1-08.mp3}
 
+# Source: LLA 4C Figure 2 (Part 1; resting-man picture salvaged from the ST vocabulary pages)
+$DIALOGUE Tom's Vacation Plans {st-page_095_001.jpg|A man reclining in an armchair with his feet up resting}
+ID: 6-4c-f2-story
+INTRO: Tom is tired. The ocean? The mountains? Listen to how his big vacation plans get smaller — and smarter.
+INSTRUCTION: Listen to the story.
 
-# Source: LLA 4C Figure 2
-$DIALOGUE Tom Needs a Rest
-ID: 4c-f2
-INTRO: Tom is so tired that even choosing a vacation is hard work. Listen to how he finally decides.
-INSTRUCTION: Listen to the paragraph.
+LINE: Tom needs a rest. {bk06-l4c-f2-01.mp3}
+LINE: At first, he thought he'd like to take a trip. {bk06-l4c-f2-02.mp3}
+LINE: He thought he'd like to go to the ocean. {bk06-l4c-f2-03.mp3}
+LINE: Then he thought he'd like to go to the mountains. {bk06-l4c-f2-04.mp3}
+LINE: He doesn't have a long time. {bk06-l4c-f2-05.mp3}
+LINE: He just wants to read, to rest, and to relax. {bk06-l4c-f2-06.mp3}
+LINE: At last, he chose to check in at a nice hotel. {bk06-l4c-f2-07.mp3}
+LINE: He can take a rest for a short time and then check out. {bk06-l4c-f2-08.mp3}
+LINE: Next month he will have time. {bk06-l4c-f2-09.mp3}
+LINE: He can take a long trip for his final vacation of the year. {bk06-l4c-f2-10.mp3}
 
-LINE: Tom needs a rest. {bk06-l4c-f2-01a.mp3}
-LINE: At first, he thought he'd like to take a trip. {bk06-l4c-f2-01b.mp3}
-LINE: He thought he'd like to go to the ocean. {bk06-l4c-f2-01c.mp3}
-LINE: Then he thought he'd like to go to the mountains. {bk06-l4c-f2-01d.mp3}
-LINE: He doesn't have a long time. {bk06-l4c-f2-01e.mp3}
-LINE: He just wants to read, to rest, and to relax. {bk06-l4c-f2-01f.mp3}
-LINE: At last, he chose to check in at a nice hotel. {bk06-l4c-f2-01g.mp3}
-LINE: He can take a rest for a short time and then check out. {bk06-l4c-f2-01h.mp3}
-LINE: Next month he will have time. {bk06-l4c-f2-01i.mp3}
-LINE: He can take a long trip for his final vacation of the year. {bk06-l4c-f2-01j.mp3}
-
-
-# Source: LLA 4C Figure 2 (questions)
-$PRODUCE Questions About Tom
-ID: 4c-f2-b
+# Source: LLA 4C Figure 2 (Part 2)
+$PRODUCE Questions About Tom's Plans
+ID: 6-4c-f2
 REFERENCE
-INTRO: Answer the questions about Tom's plan aloud, in complete sentences, then repeat each model answer. You can review the story if Tom's decisions got away from you.
-INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Answer each question about Tom's plans aloud in a full sentence — open the story if you need it. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 
-PROMPT: What does Tom need? {bk06-l4c-f2-02-q.mp3}
-RESPONSE: Tom needs a rest. {bk06-l4c-f2-02-a.mp3}
+PROMPT: What does Tom need? {bk06-l4c-f2-11-q.mp3}
+RESPONSE: Tom needs a rest. {bk06-l4c-f2-11-a.mp3}
 
-PROMPT: What did he think at first? {bk06-l4c-f2-03-q.mp3}
-RESPONSE: At first he thought he'd like to take a trip. {bk06-l4c-f2-03-a.mp3}
+PROMPT: What did he think at first? {bk06-l4c-f2-12-q.mp3}
+RESPONSE: At first he thought he'd like to take a trip. {bk06-l4c-f2-12-a.mp3}
 
-PROMPT: What did he think about then? {bk06-l4c-f2-04-q.mp3}
-RESPONSE: He thought he'd like to go to the mountains. {bk06-l4c-f2-04-a.mp3}
+PROMPT: What did he think about then? {bk06-l4c-f2-13-q.mp3}
+RESPONSE: He thought he'd like to go to the mountains. {bk06-l4c-f2-13-a.mp3}
 
-PROMPT: Does he have a long time? {bk06-l4c-f2-05-q.mp3}
-RESPONSE: No, he doesn't have a long time. {bk06-l4c-f2-05-a.mp3}
+PROMPT: Does he have a long time? {bk06-l4c-f2-14-q.mp3}
+RESPONSE: No, he doesn't have a long time. {bk06-l4c-f2-14-a.mp3}
 
-PROMPT: What three things does he just want to do? {bk06-l4c-f2-06-q.mp3}
-RESPONSE: He just wants to read, to rest, and to relax. {bk06-l4c-f2-06-a.mp3}
+PROMPT: What three things does he just want to do? {bk06-l4c-f2-15-q.mp3}
+RESPONSE: He just wants to read, to rest, and to relax. {bk06-l4c-f2-15-a.mp3}
 
-PROMPT: What did he choose to do at last? {bk06-l4c-f2-07-q.mp3}
-RESPONSE: At last he chose to check in at a nice hotel. {bk06-l4c-f2-07-a.mp3}
+PROMPT: What did he choose to do at last? {bk06-l4c-f2-16-q.mp3}
+RESPONSE: At last he chose to check in at a nice hotel. {bk06-l4c-f2-16-a.mp3}
 
-PROMPT: What can he do at the hotel? {bk06-l4c-f2-08-q.mp3}
-RESPONSE: He can take a rest for a short time and then check out. {bk06-l4c-f2-08-a.mp3}
+PROMPT: What can he do at the hotel? {bk06-l4c-f2-17-q.mp3}
+RESPONSE: He can take a rest for a short time and then check out. {bk06-l4c-f2-17-a.mp3}
 
-PROMPT: What will he have next month? {bk06-l4c-f2-09-q.mp3}
-RESPONSE: Next month he will have time. {bk06-l4c-f2-09-a.mp3}
+PROMPT: What will he have next month? {bk06-l4c-f2-18-q.mp3}
+RESPONSE: Next month he will have time. {bk06-l4c-f2-18-a.mp3}
 
-PROMPT: What can he do for his final vacation of the year? {bk06-l4c-f2-10-q.mp3}
-RESPONSE: He can take a long trip. {bk06-l4c-f2-10-a.mp3}
+PROMPT: What can he do for his final vacation of the year? {bk06-l4c-f2-19-q.mp3}
+RESPONSE: He can take a long trip. {bk06-l4c-f2-19-a.mp3}
 
-
-# Source: ST §Long Trips and Short Trips
-$PRODUCE Long Trips and Short Trips
+# Source: ST §Long Trips and Short Trips (U.S. map salvaged from the ST vocabulary pages)
+$PRODUCE Long Trips and Short Trips {st-page_107_001.jpg|A map of the United States showing California on the west coast, Florida on the southeast coast, and a dashed line connecting San Antonio and Austin in Texas}
 ID: l4-s13
-INTRO: John's family visits a different state every year — this story uses the new words. Type the missing word in each sentence.
-INSTRUCTION: Type the missing word in each sentence.
+INTRO: John's family visits a different state every year. Type the missing word in each sentence of the story.
+INSTRUCTION: Type the missing word or words.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Every year, John goes with his family on a vacation to a different ____{state}.
 RESPONSE: Every year, John goes with his family on a vacation to a different state.
-ACCEPT: state
 
 TEMPLATE: Last year, they went to Nevada. This year, they think they'll drive to Florida, ____{but} they're not sure.
 RESPONSE: Last year, they went to Nevada. This year, they think they'll drive to Florida, but they're not sure.
-ACCEPT: but
 
 TEMPLATE: They'll make their ____{final} choice on the weekend.
 RESPONSE: They'll make their final choice on the weekend.
-ACCEPT: final
 
 TEMPLATE: ____{At first}, John didn't like to travel to different states.
 RESPONSE: At first, John didn't like to travel to different states.
-ACCEPT: At first | at first
 
-TEMPLATE: He only liked ____{short} trips to towns near his home.
-RESPONSE: He only liked short trips to towns near his home.
-ACCEPT: short
+TEMPLATE: He only liked ____{short} trips to towns near his home. Now he likes ____{long} trips, too. Sometimes he and his family leave home and travel for two or three weeks.
+RESPONSE: He only liked short trips to towns near his home. Now he likes long trips, too. Sometimes he and his family leave home and travel for two or three weeks.
 
-TEMPLATE: Now he likes ____{long} trips, too.
-RESPONSE: Now he likes long trips, too.
-ACCEPT: long
-
-
-# Source: ST §The Answer Is...
+# Source: ST §The Answer Is ....
 $SELECT Choose the Right Word
 ID: l4-s14
-INTRO: A quick check on this lesson's vocabulary so far. Read each sentence and tap the word that completes it.
-INSTRUCTION: Tap the correct answer.
+INTRO: A quick check of the lesson's words. Tap the word or phrase that completes each sentence.
+INSTRUCTION: Tap the correct answer to complete each sentence.
 
 TEMPLATE: I'm tired. I need to ____.
 OPTION: a | travel
@@ -1218,567 +1185,380 @@ OPTION: c | not
 OPTION: d | but
 ANSWER: a
 
+$SESSION 4-6: Putting It All Together
 
-$LESSON 4-6: And and But
-
-# Source: ST §And and But (grammar box)
-$GRAMMAR And and But
-ID: l4-s6
-INTRO: In this part you'll join two short sentences into one longer one. "And" adds; "but" turns the sentence around. Here's how they work.
-
-The conjunctions **and** and **but** can be used to join two statements. **And** shows addition and is used when the statements are similar.
-
-| | |
-|---|---|
-| I called Jan. | We talked for an hour. |
-
-**I called Jan, and we talked for an hour.**
-
-**But** is used to connect statements that express opposite ideas.
-
-| | |
-|---|---|
-| I also called Steve. | He wasn't home. |
-
-**I also called Steve, but he wasn't home.**
-
-
-# Source: LLA 4C Figure 3
-# DROPPED (ST twin): "Ann Can Dance, and Bill Can Dance, Too" (l4-s7) — TTS "and"-sentence list duplicating this cassette presentation; review function is covered by the typed and/but cloze later in this part.
-$DIALOGUE Sentences with And
-ID: 4c-f3
-INTRO: First, "and" in action. Listen to the connected sentences — many with "too" at the end — and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Tom stayed overnight, and Jack stayed too. {bk06-l4c-f3-01.mp3}
-LINE: The students rested after class, and the teacher read a book. {bk06-l4c-f3-02.mp3}
-LINE: I took a vacation in June, and my family went with me. {bk06-l4c-f3-03.mp3}
-LINE: Mr. Jones went to the mountains, and Mrs. Jones went too. {bk06-l4c-f3-04.mp3}
-LINE: Linda took a picture of the ocean, and Ollie took one too. {bk06-l4c-f3-05.mp3}
-LINE: Lieutenant Hill can fly an airplane, and Lieutenant Lamb can too. {bk06-l4c-f3-06.mp3}
-LINE: Mr. Green checked in last night, and Mr. Page checked out. {bk06-l4c-f3-07.mp3}
-LINE: It may rain today, and it may rain tomorrow too. {bk06-l4c-f3-08.mp3}
-LINE: The Browns went sightseeing, and their children went to the movies. {bk06-l4c-f3-09.mp3}
-LINE: Jack can take good pictures, and Tom can take good ones too. {bk06-l4c-f3-10.mp3}
-
-
-# Source: LLA 4C Figure 4
-$PRODUCE Make a Sentence with And ... Too
-ID: 4c-f4
-INTRO: Your turn. Listen to a sentence and a new word, then say one long sentence with "and" and "too". Repeat the model afterwards.
-INSTRUCTION: Speak the new sentence.
+# Source: LLA 4C Figure 8
+$PRODUCE Ask Why
+ID: 6-4c-f8
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Time to put the whole lesson to work. First: turn each statement into a "why" question, then repeat the model.
+INSTRUCTION: Change the sentence to a "why" question.
 
 EXAMPLE
-TEMPLATE: We saw the ocean. (mountains)
-PROMPT: We saw the ocean. Mountains. {bk06-l4c-f4-ex-q.mp3}
-RESPONSE: We saw the ocean, and we saw the mountains too. {bk06-l4c-f4-ex-a.mp3}
-
-TEMPLATE: I drank a lot of water. (milk)
-PROMPT: I drank a lot of water. Milk. {bk06-l4c-f4-01-q.mp3}
-RESPONSE: I drank a lot of water, and I drank a lot of milk too. {bk06-l4c-f4-01-a.mp3}
-
-TEMPLATE: He's mailing a letter. (package)
-PROMPT: He's mailing a letter. Package. {bk06-l4c-f4-02-q.mp3}
-RESPONSE: He's mailing a letter, and he's mailing a package too. {bk06-l4c-f4-02-a.mp3}
-
-TEMPLATE: We went to the bank. (post office)
-PROMPT: We went to the bank. Post office. {bk06-l4c-f4-03-q.mp3}
-RESPONSE: We went to the bank, and we went to the post office too. {bk06-l4c-f4-03-a.mp3}
-
-TEMPLATE: The bus is crowded. (street)
-PROMPT: The bus is crowded. Street. {bk06-l4c-f4-04-q.mp3}
-RESPONSE: The bus is crowded, and the street is crowded too. {bk06-l4c-f4-04-a.mp3}
-
-TEMPLATE: I bought some stamps. (postcards)
-PROMPT: I bought some stamps. Postcards. {bk06-l4c-f4-05-q.mp3}
-RESPONSE: I bought some stamps, and I bought some postcards too. {bk06-l4c-f4-05-a.mp3}
-
-TEMPLATE: It's windy today. (wet)
-PROMPT: It's windy today. Wet. {bk06-l4c-f4-06-q.mp3}
-RESPONSE: It's windy today, and it's wet today too. {bk06-l4c-f4-06-a.mp3}
-
-TEMPLATE: The chicken is delicious. (fish)
-PROMPT: The chicken is delicious. Fish. {bk06-l4c-f4-07-q.mp3}
-RESPONSE: The chicken is delicious, and the fish is delicious too. {bk06-l4c-f4-07-a.mp3}
-
-
-# Source: ST §I Had the Film, and Ted Had the Camera
-$PRODUCE Connect with And
-ID: l4-s8
-INTRO: Two different sentences this time — join each pair into one with "and". Read the pair, say the new sentence, then check the model.
-INSTRUCTION: Use "and" to connect the sentences.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
+PROMPT: They began a new class. {bk06-l4c-f8-ex1-q.mp3}
+RESPONSE: Why did they begin a new class? {bk06-l4c-f8-ex1-a.mp3}
 
 EXAMPLE
-PROMPT: I bought the film. Ted loaded the camera.
-RESPONSE: I bought the film, and Ted loaded the camera.
+PROMPT: He put on a sweater. {bk06-l4c-f8-ex2-q.mp3}
+RESPONSE: Why did he put on a sweater? {bk06-l4c-f8-ex2-a.mp3}
 
-PROMPT: Jack cashed a check. I wrote one, too.
-RESPONSE: Jack cashed a check, and I wrote one, too.
+PROMPT: Bill made a reservation. {bk06-l4c-f8-01-q.mp3}
+RESPONSE: Why did Bill make a reservation? {bk06-l4c-f8-01-a.mp3}
 
-PROMPT: We took a taxi downtown. They took the bus.
-RESPONSE: We took a taxi downtown, and they took the bus.
+PROMPT: She bought stamps. {bk06-l4c-f8-02-q.mp3}
+RESPONSE: Why did she buy stamps? {bk06-l4c-f8-02-a.mp3}
 
-PROMPT: Mike's in the Army. His brother's in the Navy.
-RESPONSE: Mike's in the Army, and his brother's in the Navy.
+PROMPT: She sent Bob a letter. {bk06-l4c-f8-03-q.mp3}
+RESPONSE: Why did she send him a letter? {bk06-l4c-f8-03-a.mp3}
 
-PROMPT: He flies a helicopter. His brother flies a jet.
-RESPONSE: He flies a helicopter, and his brother flies a jet.
+PROMPT: Tom brought me a plate. {bk06-l4c-f8-04-q.mp3}
+RESPONSE: Why did Tom bring you a plate? {bk06-l4c-f8-04-a.mp3}
 
-PROMPT: Maria cooks dinner. Tom washes the dishes.
-RESPONSE: Maria cooks dinner, and Tom washes the dishes.
+PROMPT: They got on the train. {bk06-l4c-f8-05-q.mp3}
+RESPONSE: Why did they get on the train? {bk06-l4c-f8-05-a.mp3}
 
-PROMPT: Kay's playing tennis. Bob's playing basketball.
-RESPONSE: Kay's playing tennis, and Bob's playing basketball.
+PROMPT: Mary sold all her books. {bk06-l4c-f8-06-q.mp3}
+RESPONSE: Why did Mary sell all her books? {bk06-l4c-f8-06-a.mp3}
 
-PROMPT: Sam arrived at 5:30. Bill got here an hour later.
-RESPONSE: Sam arrived at 5:30, and Bill got here an hour later.
+PROMPT: We wore our old clothes. {bk06-l4c-f8-07-q.mp3}
+RESPONSE: Why did you wear your old clothes? {bk06-l4c-f8-07-a.mp3}
 
-PROMPT: Anne wants chocolate cake. I'd like apple pie.
-RESPONSE: Anne wants chocolate cake, and I'd like apple pie.
+PROMPT: The barber cut his hair very short. {bk06-l4c-f8-08-q.mp3}
+RESPONSE: Why did the barber cut his hair very short? {bk06-l4c-f8-08-a.mp3}
 
-PROMPT: Our waitress was nice. The food was delicious.
-RESPONSE: Our waitress was nice, and the food was delicious.
+PROMPT: Her dress cost a lot of money. {bk06-l4c-f8-09-q.mp3}
+RESPONSE: Why did her dress cost a lot of money? {bk06-l4c-f8-09-a.mp3}
 
-PROMPT: Jack's taking the test now. Jim will take it tomorrow.
-RESPONSE: Jack's taking the test now, and Jim will take it tomorrow.
+PROMPT: John gave me an apple. {bk06-l4c-f8-10-q.mp3}
+RESPONSE: Why did John give you an apple? {bk06-l4c-f8-10-a.mp3}
 
+# Source: LLA 4D Figure 1 (Part 1)
+$DIALOGUE John's Trip to Florida
+ID: 6-4d-f1-story
+INTRO: John went to Florida for a week of very hard resting. Listen to the story.
+INSTRUCTION: Listen to the story.
 
-# Source: LLA 4C Figure 5
-# DROPPED (ST twin): "Tom Likes Music, But He Can't Dance" (l4-s9) — TTS "but"-sentence list duplicating this cassette presentation; review function is covered by the typed and/but cloze later in this part.
-$DIALOGUE Sentences with But
-ID: 4c-f5
-INTRO: Now "but" — for when the second half doesn't go the way you expected. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
-REPEAT
+LINE: John took a trip to Florida. {bk06-l4d-f1-01.mp3}
+LINE: Why did he go to Florida? Because he wanted to rest. {bk06-l4d-f1-02.mp3}
+LINE: He went by airplane, and he stayed at a very nice hotel. It was big and new. {bk06-l4d-f1-03.mp3}
+LINE: John stayed at the hotel a week. {bk06-l4d-f1-04.mp3}
+LINE: He stayed in bed late every morning, he swam in the ocean every afternoon, and he danced and listened to music every night. {bk06-l4d-f1-05.mp3}
+LINE: Do you think John had a good vacation? {bk06-l4d-f1-06.mp3}
 
-LINE: Jan took a trip, but John stayed at home. {bk06-l4c-f5-01.mp3}
-LINE: Al drove to Texas, but David took the train. {bk06-l4c-f5-02.mp3}
-LINE: Tom doesn't put sugar in his tea, but Jan does. {bk06-l4c-f5-03.mp3}
-LINE: David slept a short time, but Ted slept 8 hours. {bk06-l4c-f5-04.mp3}
-LINE: He'll take a vacation, but she won't. {bk06-l4c-f5-05.mp3}
-LINE: Alan had a headache, but I was fine. {bk06-l4c-f5-06.mp3}
-LINE: David can speak French, but Tom can't. {bk06-l4c-f5-07.mp3}
-LINE: It won't rain today, but it will tomorrow. {bk06-l4c-f5-08.mp3}
-
-
-# Source: LLA 4C Figure 6
-$PRODUCE Make a Sentence with But
-ID: 4c-f6
-INTRO: Listen to a sentence and a new word, then say one long sentence with "but" — the second half is negative. Repeat the model afterwards.
-INSTRUCTION: Speak the new sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: I like tea. (coffee)
-PROMPT: I like tea. Coffee. {bk06-l4c-f6-ex-q.mp3}
-RESPONSE: I like tea, but I don't like coffee. {bk06-l4c-f6-ex-a.mp3}
-
-TEMPLATE: Ted plays tennis. (football)
-PROMPT: Ted plays tennis. Football. {bk06-l4c-f6-01-q.mp3}
-RESPONSE: Ted plays tennis, but he doesn't play football. {bk06-l4c-f6-01-a.mp3}
-
-TEMPLATE: Jan has a sore toe. (foot)
-PROMPT: Jan has a sore toe. Foot. {bk06-l4c-f6-02-q.mp3}
-RESPONSE: Jan has a sore toe, but she doesn't have a sore foot. {bk06-l4c-f6-02-a.mp3}
-
-TEMPLATE: Mark brushed his teeth. (hair)
-PROMPT: Mark brushed his teeth. Hair. {bk06-l4c-f6-03-q.mp3}
-RESPONSE: Mark brushed his teeth, but he didn't brush his hair. {bk06-l4c-f6-03-a.mp3}
-
-TEMPLATE: Mary has a towel. (washcloth)
-PROMPT: Mary has a towel. Washcloth. {bk06-l4c-f6-04-q.mp3}
-RESPONSE: Mary has a towel, but she doesn't have a washcloth. {bk06-l4c-f6-04-a.mp3}
-
-TEMPLATE: Put pepper in the soup. (salt)
-PROMPT: Put pepper in the soup. Salt. {bk06-l4c-f6-05-q.mp3}
-RESPONSE: Put pepper in the soup, but don't put salt in it. {bk06-l4c-f6-05-a.mp3}
-
-TEMPLATE: You need shoes. (socks)
-PROMPT: You need shoes. Socks. {bk06-l4c-f6-06-q.mp3}
-RESPONSE: You need shoes, but you don't need socks. {bk06-l4c-f6-06-a.mp3}
-
-TEMPLATE: We eat soup. (soap)
-PROMPT: We eat soup. Soap. {bk06-l4c-f6-07-q.mp3}
-RESPONSE: We eat soup, but we don't eat soap. {bk06-l4c-f6-07-a.mp3}
-
-TEMPLATE: I went to the bank. (post office)
-PROMPT: I went to the bank. Post office. {bk06-l4c-f6-08-q.mp3}
-RESPONSE: I went to the bank, but I didn't go to the post office. {bk06-l4c-f6-08-a.mp3}
-
-
-# Source: LLA 4D Figure 6
-# DROPPED (ST twin): "He Does, But I Don't" (l4-s10) — TTS but-transformation with cue words, duplicating this cassette drill and Figure 6 of tape 4C.
-$PRODUCE But with a Cue Word
-ID: 4d-f6
-INPUT: speak
-CHECK: reveal
-REPEAT
-INTRO: More "but" practice, this time in the past tense too. Listen to a sentence and a cue word, make the contrast sentence, then repeat the model.
-INSTRUCTION: Change the sentence using the cue word.
-
-EXAMPLE
-TEMPLATE: Ali thinks it'll rain today. (tomorrow)
-PROMPT: Ali thinks it'll rain today. Tomorrow. {bk06-l4d-f6-ex1-q.mp3}
-RESPONSE: Ali thinks it'll rain today, but he doesn't think it'll rain tomorrow. {bk06-l4d-f6-ex1-a.mp3}
-
-EXAMPLE
-TEMPLATE: David went to Chicago yesterday. (New York)
-PROMPT: David went to Chicago yesterday. New York. {bk06-l4d-f6-ex2-q.mp3}
-RESPONSE: David went to Chicago yesterday, but he didn't go to New York. {bk06-l4d-f6-ex2-a.mp3}
-
-TEMPLATE: Linda recorded the new lesson. (old lesson)
-PROMPT: Linda recorded the new lesson. Old lesson.
-RESPONSE: Linda recorded the new lesson, but she didn't record the old lesson.
-
-TEMPLATE: The small boy was crying. (sad)
-PROMPT: The small boy was crying. Sad. {bk06-l4d-f6-02-q.mp3}
-RESPONSE: The small boy was crying, but he wasn't sad. {bk06-l4d-f6-02-a.mp3}
-
-TEMPLATE: Tom plays football. (basketball)
-PROMPT: Tom plays football. Basketball. {bk06-l4d-f6-03-q.mp3}
-RESPONSE: Tom plays football, but he doesn't play basketball. {bk06-l4d-f6-03-a.mp3}
-
-TEMPLATE: Jack wrote some letters. (postcards)
-PROMPT: Jack wrote some letters. Postcards. {bk06-l4d-f6-04-q.mp3}
-RESPONSE: Jack wrote some letters, but he didn't write any postcards. {bk06-l4d-f6-04-a.mp3}
-
-TEMPLATE: You ordered dinner. (coffee)
-PROMPT: You ordered dinner. Coffee. {bk06-l4d-f6-05-q.mp3}
-RESPONSE: You ordered dinner, but you didn't order coffee. {bk06-l4d-f6-05-a.mp3}
-
-TEMPLATE: David finished the exercise. (lesson)
-PROMPT: David finished the exercise. Lesson. {bk06-l4d-f6-06-q.mp3}
-RESPONSE: David finished the exercise, but he didn't finish the lesson. {bk06-l4d-f6-06-a.mp3}
-
-TEMPLATE: The soup was delicious. (hot)
-PROMPT: The soup was delicious. Hot. {bk06-l4d-f6-07-q.mp3}
-RESPONSE: The soup was delicious, but it wasn't hot. {bk06-l4d-f6-07-a.mp3}
-
-TEMPLATE: Ted bought a suitcase. (ticket)
-PROMPT: Ted bought a suitcase. Ticket. {bk06-l4d-f6-08-q.mp3}
-RESPONSE: Ted bought a suitcase, but he didn't buy a ticket. {bk06-l4d-f6-08-a.mp3}
-
-TEMPLATE: Mary danced with Tom. (John)
-PROMPT: Mary danced with Tom. John. {bk06-l4d-f6-09-q.mp3}
-RESPONSE: Mary danced with Tom, but she didn't dance with John. {bk06-l4d-f6-09-a.mp3}
-
-TEMPLATE: I have a knife. (fork)
-PROMPT: I have a knife. Fork. {bk06-l4d-f6-10-q.mp3}
-RESPONSE: I have a knife, but I don't have a fork. {bk06-l4d-f6-10-a.mp3}
-
-
-# Source: LLA 4C Figure 7
-$PRODUCE And or But? Connect the Sentences
-ID: 4c-f7
-INTRO: Now you choose the conjunction. Listen to two sentences and connect them with "and" or "but" — whichever fits. Then repeat the model.
-INSTRUCTION: Speak the connected sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: John lives in California. His brother lives there, too.
-PROMPT: John lives in California. His brother lives there too. {bk06-l4c-f7-ex1-q.mp3}
-RESPONSE: John lives in California, and his brother lives there too. {bk06-l4c-f7-ex1-a.mp3}
-
-EXAMPLE
-TEMPLATE: Bill checked out of the hotel after three days. Tom stayed a week.
-PROMPT: Bill checked out of the hotel after 3 days. Tom stayed a week. {bk06-l4c-f7-ex2-q.mp3}
-RESPONSE: Bill checked out of the hotel after 3 days, but Tom stayed a week. {bk06-l4c-f7-ex2-a.mp3}
-
-TEMPLATE: Tom bought a roll of film. He put it in his camera.
-PROMPT: Tom bought a roll of film. He put it in his camera. {bk06-l4c-f7-01-q.mp3}
-RESPONSE: Tom bought a roll of film, and he put it in his camera. {bk06-l4c-f7-01-a.mp3}
-
-TEMPLATE: They took a trip to Canada. Their children went, too.
-PROMPT: They took a trip to Canada. Their children went too. {bk06-l4c-f7-02-q.mp3}
-RESPONSE: They took a trip to Canada, and their children went too. {bk06-l4c-f7-02-a.mp3}
-
-TEMPLATE: Ollie wore a coat. He didn't wear a tie.
-PROMPT: Ollie wore a coat. He didn't wear a tie. {bk06-l4c-f7-03-q.mp3}
-RESPONSE: Ollie wore a coat, but he didn't wear a tie. {bk06-l4c-f7-03-a.mp3}
-
-TEMPLATE: Tom took a picture of Susan. Susan took a picture of Tom.
-PROMPT: Tom took a picture of Susan. Susan took a picture of Tom. {bk06-l4c-f7-04-q.mp3}
-RESPONSE: Tom took a picture of Susan, and Susan took a picture of Tom. {bk06-l4c-f7-04-a.mp3}
-
-TEMPLATE: Linda took a vacation. Bill had to work.
-PROMPT: Linda took a vacation. Bill had to work. {bk06-l4c-f7-05-q.mp3}
-RESPONSE: Linda took a vacation, but Bill had to work. {bk06-l4c-f7-05-a.mp3}
-
-TEMPLATE: I'll stay home tonight. I'll do my homework.
-PROMPT: I'll stay home tonight. I'll do my homework. {bk06-l4c-f7-06-q.mp3}
-RESPONSE: I'll stay home tonight, and I'll do my homework. {bk06-l4c-f7-06-a.mp3}
-
-TEMPLATE: We'd like to fly to Florida. We can't get airline reservations.
-PROMPT: We'd like to fly to Florida. We can't get airline reservations. {bk06-l4c-f7-07-q.mp3}
-RESPONSE: We'd like to fly to Florida, but we can't get airline reservations. {bk06-l4c-f7-07-a.mp3}
-
-TEMPLATE: John wanted to take a long trip. He only had a short vacation.
-PROMPT: John wanted to take a long trip. He only had a short vacation. {bk06-l4c-f7-08-q.mp3}
-RESPONSE: John wanted to take a long trip, but he only had a short vacation. {bk06-l4c-f7-08-a.mp3}
-
-TEMPLATE: They live in a hotel now. They want to buy a house.
-PROMPT: They live in a hotel now. They want to buy a house. {bk06-l4c-f7-09-q.mp3}
-RESPONSE: They live in a hotel now, but they want to buy a house. {bk06-l4c-f7-09-a.mp3}
-
-TEMPLATE: Ollie has a house in Florida. Linda has a home there, too.
-PROMPT: Ollie has a house in Florida. Linda has a home there too. {bk06-l4c-f7-10-q.mp3}
-RESPONSE: Ollie has a house in Florida, and Linda has a home there too. {bk06-l4c-f7-10-a.mp3}
-
-TEMPLATE: Mary is smiling. Ted is crying.
-PROMPT: Mary is smiling. Ted is crying. {bk06-l4c-f7-11-q.mp3}
-RESPONSE: Mary is smiling, but Ted is crying. {bk06-l4c-f7-11-a.mp3}
-
-TEMPLATE: They sell film at the drugstore. They sell cameras, too.
-PROMPT: They sell film at the drugstore. They sell cameras too. {bk06-l4c-f7-12-q.mp3}
-RESPONSE: They sell film at the drugstore, and they sell cameras at the drugstore too. {bk06-l4c-f7-12-a.mp3}
-
-
-# Source: ST §I'd Like to Go, But I Can't
-$PRODUCE Type And or But
-ID: l4-s11
-INTRO: Last conjunction task — no audio to lean on this time. Read each sentence and type "and" or "but" in the gap.
-INSTRUCTION: Type "and" or "but" to complete the sentence.
+# Source: LLA 4D Figure 1 (Part 2)
+$PRODUCE John's Trip: Missing Words
+ID: 6-4d-f1
 INPUT: type
 CHECK: exact
-
-TEMPLATE: The radio is on, ____{but} I can't hear anything.
-RESPONSE: The radio is on, but I can't hear anything.
-ACCEPT: but
-
-TEMPLATE: Ann's at the library, ____{and} Jim's there, too.
-RESPONSE: Ann's at the library, and Jim's there, too.
-ACCEPT: and
-
-TEMPLATE: Jan wants to travel, ____{but} she has to stay here.
-RESPONSE: Jan wants to travel, but she has to stay here.
-ACCEPT: but
-
-TEMPLATE: I went to the doctor, ____{and} he gave me some medicine.
-RESPONSE: I went to the doctor, and he gave me some medicine.
-ACCEPT: and
-
-TEMPLATE: I'd like to take pictures, ____{but} I don't have any film.
-RESPONSE: I'd like to take pictures, but I don't have any film.
-ACCEPT: but
-
-TEMPLATE: I had cherry pie for dessert, ____{and} it was delicious.
-RESPONSE: I had cherry pie for dessert, and it was delicious.
-ACCEPT: and
-
-TEMPLATE: The chicken was good, ____{but} the vegetables were awful.
-RESPONSE: The chicken was good, but the vegetables were awful.
-ACCEPT: but
-
-TEMPLATE: Jane sent me a postcard, ____{and} I sent her one, too.
-RESPONSE: Jane sent me a postcard, and I sent her one, too.
-ACCEPT: and
-
-TEMPLATE: Marian will fly to Dallas, ____{and} we'll meet her there.
-RESPONSE: Marian will fly to Dallas, and we'll meet her there.
-ACCEPT: and
-
-TEMPLATE: Lt Brown can fly helicopters, ____{but} he can't fly jets.
-RESPONSE: Lt Brown can fly helicopters, but he can't fly jets.
-ACCEPT: but
-
-
-$LESSON 4-7: Putting It All Together
-
-# Source: LLA 4D Figure 1
-$PRODUCE John's Trip to Florida
-ID: 4d-f1
-INPUT: type
-CHECK: exact
-INTRO: Time to use everything at once. John took a vacation in Florida and did absolutely nothing useful — listen to the paragraph and type the missing words.
+HIDE_PROMPT
+REFERENCE: 6-4d-f1-story
+INTRO: Listen to each sentence from the story and type the missing words in the blanks.
 INSTRUCTION: Type the missing word(s).
 
-TEMPLATE: John took a trip to Florida. ____{Why} did he go to Florida? Because ____{he} wanted to rest.
-PROMPT: John took a trip to Florida. Why did he go to Florida? Because he wanted to rest. {bk06-l4d-f1-01.mp3}
-RESPONSE: John took a trip to Florida. Why did he go to Florida? Because he wanted to rest.
+PROMPT: Why did he go to Florida? {bk06-l4d-f1-07.mp3}
+TEMPLATE: ____{Why|why} did he go to Florida?
+RESPONSE: Why did he go to Florida? {bk06-l4d-f1-07.mp3}
 
+PROMPT: Because he wanted to rest. {bk06-l4d-f1-08.mp3}
+TEMPLATE: Because ____{he} wanted to rest.
+RESPONSE: Because he wanted to rest. {bk06-l4d-f1-08.mp3}
+
+PROMPT: He went by airplane, and he stayed at a very nice hotel. {bk06-l4d-f1-09.mp3}
 TEMPLATE: He went by ____{airplane}, and he stayed at a very ____{nice} hotel.
-PROMPT: He went by airplane, and he stayed at a very nice hotel. {bk06-l4d-f1-02.mp3}
-RESPONSE: He went by airplane, and he stayed at a very nice hotel.
+RESPONSE: He went by airplane, and he stayed at a very nice hotel. {bk06-l4d-f1-09.mp3}
 
-TEMPLATE: It was big and new. ____{John} stayed at the hotel a week.
-PROMPT: It was big and new. John stayed at the hotel a week. {bk06-l4d-f1-03.mp3}
-RESPONSE: It was big and new. John stayed at the hotel a week.
+PROMPT: John stayed at the hotel a week. {bk06-l4d-f1-10.mp3}
+TEMPLATE: ____{John} stayed at the hotel a week.
+RESPONSE: John stayed at the hotel a week. {bk06-l4d-f1-10.mp3}
 
+PROMPT: He stayed in bed late every morning, he swam in the ocean every afternoon, and he danced and listened to music every night. {bk06-l4d-f1-11.mp3}
 TEMPLATE: ____{He} stayed in bed late every morning, ____{he} swam in the ocean every afternoon, ____{and} he danced and listened to music ____{every} night.
-PROMPT: He stayed in bed late every morning, he swam in the ocean every afternoon, and he danced and listened to music every night. {bk06-l4d-f1-04.mp3}
-RESPONSE: He stayed in bed late every morning, he swam in the ocean every afternoon, and he danced and listened to music every night.
+RESPONSE: He stayed in bed late every morning, he swam in the ocean every afternoon, and he danced and listened to music every night. {bk06-l4d-f1-11.mp3}
 
+PROMPT: Do you think John had a good vacation? {bk06-l4d-f1-12.mp3}
 TEMPLATE: Do you think John had ____{a} good vacation?
-PROMPT: Do you think John had a good vacation? {bk06-l4d-f1-05.mp3}
-RESPONSE: Do you think John had a good vacation?
+RESPONSE: Do you think John had a good vacation? {bk06-l4d-f1-12.mp3}
 
+# Source: LLA 4D Figure 2
+$PRODUCE Answer with Because
+ID: 6-4d-f2
+INPUT: speak
+CHECK: reveal
+REPEAT
+SHOW_PROMPT
+INTRO: Listen to each "why" question and use the cue in parentheses to answer with "because". Then repeat the model answer.
+INSTRUCTION: Answer aloud with "because", then repeat.
+
+EXAMPLE
+PROMPT: Why did Ted go to the doctor? {bk06-l4d-f2-ex-q.mp3}
+TEMPLATE: (sore throat)
+RESPONSE: Because he had a sore throat. {bk06-l4d-f2-ex-a.mp3}
+
+PROMPT: Why did Mary go to California? {bk06-l4d-f2-01-q.mp3}
+TEMPLATE: (wanted to see the ocean)
+RESPONSE: Because she wanted to see the ocean. {bk06-l4d-f2-01-a.mp3}
+
+PROMPT: Why did Tom wear a raincoat? {bk06-l4d-f2-02-q.mp3}
+TEMPLATE: (raining)
+RESPONSE: Because it was raining. {bk06-l4d-f2-02-a.mp3}
+
+PROMPT: Why did you take a shower? {bk06-l4d-f2-03-q.mp3}
+TEMPLATE: (dirty)
+RESPONSE: Because I was dirty. {bk06-l4d-f2-03-a.mp3}
+
+PROMPT: Why did he buy a big house? {bk06-l4d-f2-04-q.mp3}
+TEMPLATE: (a big family)
+RESPONSE: Because he has a big family. {bk06-l4d-f2-04-a.mp3}
+
+PROMPT: Why did she go to New York City? {bk06-l4d-f2-05-q.mp3}
+TEMPLATE: (go sightseeing)
+RESPONSE: Because she wanted to go sightseeing. {bk06-l4d-f2-05-a.mp3}
+
+PROMPT: Why do you listen to the radio? {bk06-l4d-f2-06-q.mp3}
+TEMPLATE: (like music)
+RESPONSE: Because I like music. {bk06-l4d-f2-06-a.mp3}
+
+PROMPT: Why did she call the airline? {bk06-l4d-f2-07-q.mp3}
+TEMPLATE: (make a reservation)
+RESPONSE: Because she wanted to make a reservation. {bk06-l4d-f2-07-a.mp3}
+
+PROMPT: Why did she go to the soccer game? {bk06-l4d-f2-08-q.mp3}
+TEMPLATE: (like sports)
+RESPONSE: Because she likes sports. {bk06-l4d-f2-08-a.mp3}
+
+PROMPT: Why did he cook some eggs? {bk06-l4d-f2-09-q.mp3}
+TEMPLATE: (hungry)
+RESPONSE: Because he was hungry. {bk06-l4d-f2-09-a.mp3}
+
+PROMPT: Why did he go to the post office? {bk06-l4d-f2-10-q.mp3}
+TEMPLATE: (need some stamps)
+RESPONSE: Because he needed some stamps. {bk06-l4d-f2-10-a.mp3}
+
+# Source: ST §The Whites at Lake Sunshine
+$DIALOGUE The Whites at Lake Sunshine
+ID: l4-s18-ref
+INTRO: Remember the Whites? Here's how their vacation actually went. Read the story — you'll ask the "why" questions next.
+INSTRUCTION: Read the story about Mr. and Mrs. White's vacation.
+
+Narrator: Mr. and Mrs. White returned from their vacation two days ago.
+Narrator: They took their vacation in the mountains this year.
+Narrator: Mrs. White didn't want to go to the ocean.
+Narrator: They went to Lake Sunshine.
+Narrator: They heard a lot of nice things about it.
+Narrator: Many people like it.
+Narrator: The water is clear and cold, and there are tall, green trees near it.
+Narrator: Then they went to San Francisco.
+Narrator: They wanted to go sightseeing there.
+Narrator: Mr. White took many pictures.
+Narrator: He likes San Francisco very much.
+
+# Source: ST §Why Did They Go to the Lake?
+$PRODUCE Why Did They Go to the Lake?
+ID: l4-s18
+REFERENCE: l4-s18-ref
+INTRO: Use each cue to ask a "why" question about the Whites — and answer it with "because". Open the story whenever you need it.
+INSTRUCTION: Ask and answer a "why" question from the cue.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key. Accept any grammatically correct question starting with "Why" built from the cue, and any answer starting with "Because" that gives the same reason as the model, in any phrasing.
+
+EXAMPLE
+TEMPLATE: (the Whites / vacation in the mountains this year)
+RESPONSE: Why did the Whites take their vacation in the mountains this year?\n— Because Mrs. White didn't want to go to the ocean.
+
+TEMPLATE: (they / go to Lake Sunshine)
+RESPONSE: Why did they go to Lake Sunshine?\n— Because they heard a lot of nice things about it.
+
+TEMPLATE: (many people / like Lake Sunshine)
+RESPONSE: Why do many people like it?\n— Because the water is clear and cold, and there are tall, green trees near it.
+
+TEMPLATE: (they / go to San Francisco)
+RESPONSE: Why did they go to San Francisco?\n— Because they wanted to go sightseeing there.
+
+TEMPLATE: (Mr. White / take many pictures)
+RESPONSE: Why did Mr. White take many pictures?\n— Because he likes San Francisco very much.
 
 # Source: LLA 4D Figure 3
 $SELECT Yes or No?
-ID: 4d-f3
+ID: 6-4d-f3
+OPTION: a | yes
+OPTION: b | no
 REPEAT
-INTRO: Look at each picture, listen to the question about it, and tap Yes or No. Then repeat the full answer you hear.
-INSTRUCTION: Tap Yes or No.
+INTRO: Look at the picture, listen to the question, and tap "yes" or "no". Then repeat the full answer.
+INSTRUCTION: Tap "yes" or "no".
 
-OPTION: a | Yes
-OPTION: b | No
-
-PROMPT: Can you travel by ship on this? {page_092_001.jpg} {bk06-l4d-f3-01-q.mp3}
+PROMPT: Can you travel by ship on this? {bk06-l4d-f3-01-q.mp3}
+TEMPLATE: {page_092_001.jpg|A cruise ship sailing on the ocean near a shore with birds flying}
 ANSWER: a
-FEEDBACK: Yes, we can travel by ship on the ocean. {bk06-l4d-f3-01-a.mp3}
+FEEDBACK: Yes, we can travel by ship on the ocean.
 
-PROMPT: Is this the state of Florida? {page_092_002.jpg} {bk06-l4d-f3-02-q.mp3}
+PROMPT: Is this the state of Florida? {bk06-l4d-f3-02-q.mp3}
+TEMPLATE: {page_092_002.jpg|An outline map of the state of California}
 ANSWER: b
 FEEDBACK: No, this is the state of California, not Florida. {bk06-l4d-f3-02-a.mp3}
 
-PROMPT: Can you stay overnight here? {page_092_003.jpg} {bk06-l4d-f3-03-q.mp3}
+PROMPT: Can you stay overnight here? {bk06-l4d-f3-03-q.mp3}
+TEMPLATE: {page_092_003.jpg|A large multi-story hotel building with a palm tree in front and a sign reading "Hotel"}
 ANSWER: a
 FEEDBACK: Yes, you can stay overnight in a hotel. {bk06-l4d-f3-03-a.mp3}
 
-PROMPT: Do you put this in a camera? {page_092_004.jpg} {bk06-l4d-f3-04-q.mp3}
+PROMPT: Do you put this in a camera? {bk06-l4d-f3-04-q.mp3}
+TEMPLATE: {page_092_004.jpg|A box of color film with text "COLOR FILM 100 24 exp"}
 ANSWER: a
-FEEDBACK: Yes, you put a roll of film in a camera. {bk06-l4d-f3-04-a.mp3}
+FEEDBACK: Yes, you put a roll of film in a camera.
 
-PROMPT: Can you mail this? {page_092_005.jpg} {bk06-l4d-f3-05-q.mp3}
+PROMPT: Can you mail this? {bk06-l4d-f3-05-q.mp3}
+TEMPLATE: {page_092_005.jpg|A landscape showing trees and foliage}
 ANSWER: b
-FEEDBACK: No, you can't mail big trees. {bk06-l4d-f3-05-a.mp3}
+FEEDBACK: No, you can't mail big trees.
 
-PROMPT: Is she smiling? {page_092_006.jpg} {bk06-l4d-f3-06-q.mp3}
+PROMPT: Is she smiling? {bk06-l4d-f3-06-q.mp3}
+TEMPLATE: {page_092_006.jpg|A line drawing of a smiling woman with short hair}
 ANSWER: a
 FEEDBACK: Yes, she is smiling because she is happy. {bk06-l4d-f3-06-a.mp3}
 
-PROMPT: Can you take a picture with this? {page_093_001.jpg} {bk06-l4d-f3-07-q.mp3}
+PROMPT: Can you take a picture with this? {bk06-l4d-f3-07-q.mp3}
+TEMPLATE: {page_093_001.jpg|A 35mm camera with a lens}
 ANSWER: a
 FEEDBACK: Yes, you can take a picture with a camera. {bk06-l4d-f3-07-a.mp3}
 
-PROMPT: Is this dry? {page_093_002.jpg} {bk06-l4d-f3-08-q.mp3}
+PROMPT: Is this dry? {bk06-l4d-f3-08-q.mp3}
+TEMPLATE: {page_093_002.jpg|A sailboat on a lake near trees and mountains}
 ANSWER: b
 FEEDBACK: No, a lake is always wet, not dry. {bk06-l4d-f3-08-a.mp3}
 
-
 # Source: LLA 4D Figure 4
-$PRODUCE No, That's Not Right
-ID: 4d-f4
+$PRODUCE No, She Didn't: Vocabulary Review
+ID: 6-4d-f4
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Everyone in these questions is slightly wrong about the facts. Listen to the question and the cue word, correct it with a full negative answer, then repeat the model.
-INSTRUCTION: Answer the question aloud.
+SHOW_PROMPT
+INTRO: Every question here gets a "no". Deny it, then use the cue in parentheses to say what really happened. Repeat the model answer.
+INSTRUCTION: Answer aloud using the cue word, then repeat.
 
 EXAMPLE
-PROMPT: Did Ann cash a money order? Traveler's check. {bk06-l4d-f4-ex-q.mp3}
+PROMPT: Did Ann cash a money order? {bk06-l4d-f4-ex-q.mp3}
+TEMPLATE: (traveler's check)
 RESPONSE: No, she cashed a traveler's check. {bk06-l4d-f4-ex-a.mp3}
 
-PROMPT: Did Linda send you a package? Letter. {bk06-l4d-f4-01-q.mp3}
+PROMPT: Did Linda send you a package? {bk06-l4d-f4-01-q.mp3}
+TEMPLATE: (letter)
 RESPONSE: No, she sent me a letter. {bk06-l4d-f4-01-a.mp3}
 
-PROMPT: Did Ted cut his meat with his fork? Knife. {bk06-l4d-f4-02-q.mp3}
+PROMPT: Did Ted cut his meat with his fork? {bk06-l4d-f4-02-q.mp3}
+TEMPLATE: (knife)
 RESPONSE: No, he cut it with his knife. {bk06-l4d-f4-02-a.mp3}
 
-PROMPT: Did the waitress bring you a napkin? Plate. {bk06-l4d-f4-03-q.mp3}
+PROMPT: Did the waitress bring you a napkin? {bk06-l4d-f4-03-q.mp3}
+TEMPLATE: (plate)
 RESPONSE: No, she brought me a plate. {bk06-l4d-f4-03-a.mp3}
 
-PROMPT: Did John check into the hotel? Check out. {bk06-l4d-f4-04-q.mp3}
+PROMPT: Did John check into the hotel? {bk06-l4d-f4-04-q.mp3}
+TEMPLATE: (check out)
 RESPONSE: No, he checked out of the hotel. {bk06-l4d-f4-04-a.mp3}
 
-PROMPT: Did Miss Hill travel on a plane? Ship. {bk06-l4d-f4-05-q.mp3}
+PROMPT: Did Miss Hill travel on a plane? {bk06-l4d-f4-05-q.mp3}
+TEMPLATE: (ship)
 RESPONSE: No, she traveled on a ship. {bk06-l4d-f4-05-a.mp3}
 
-PROMPT: Did the mailman give you some letters? Postcards. {bk06-l4d-f4-06-q.mp3}
+PROMPT: Did the mailman give you some letters? {bk06-l4d-f4-06-q.mp3}
+TEMPLATE: (postcards)
 RESPONSE: No, he gave me some postcards. {bk06-l4d-f4-06-a.mp3}
 
-PROMPT: Did Jan see the mountains? Ocean. {bk06-l4d-f4-07-q.mp3}
+PROMPT: Did Jan see the mountains? {bk06-l4d-f4-07-q.mp3}
+TEMPLATE: (ocean)
 RESPONSE: No, she saw the ocean. {bk06-l4d-f4-07-a.mp3}
 
-PROMPT: Does Mr. Wilson think it will rain? Snow. {bk06-l4d-f4-08-q.mp3}
+PROMPT: Does Mr. Wilson think it will rain? {bk06-l4d-f4-08-q.mp3}
+TEMPLATE: (snow)
 RESPONSE: No, he thinks it will snow. {bk06-l4d-f4-08-a.mp3}
 
-
 # Source: LLA 4D Figure 5
-$DIALOGUE How Was Your Weekend?
-ID: 4d-f5
-INTRO: Jan and David are catching up on Monday morning. David went sightseeing — and yes, he took pictures. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Weekend Sightseeing
+ID: 6-4d-f5
 REPEAT
+INTRO: Jan asks David about his weekend at the lake — camera included, naturally. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 
 Jan: Hi, David. How are you? {bk06-l4d-f5-01.mp3}
-David: Oh hi, Jan. Fine, thanks. How are you? {bk06-l4d-f5-02.mp3}
-
+David: Oh, hi Jan. Fine, thanks. How are you? {bk06-l4d-f5-02.mp3}
 Jan: I'm fine. How was your weekend? {bk06-l4d-f5-03.mp3}
 David: It was very nice. {bk06-l4d-f5-04.mp3}
-
 Jan: What did you do? {bk06-l4d-f5-05.mp3}
 David: My wife and I went sightseeing. {bk06-l4d-f5-06.mp3}
-
 Jan: Where did you go? {bk06-l4d-f5-07.mp3}
 David: We drove to the lake. I took my camera with me and took a lot of pictures. {bk06-l4d-f5-08.mp3}
-
 Jan: I'd like to see your pictures. Will you show them to me? {bk06-l4d-f5-09.mp3}
 David: I'll be happy to. {bk06-l4d-f5-10.mp3}
 
-
-# Source: ST §Vacation Paragraph
-$DIALOGUE The Whites' Vacation
-ID: l4-s17
-INTRO: Back to the Whites one last time — their whole vacation as one story. Read and listen; you'll ask questions about it next.
-INSTRUCTION: Read the paragraph.
-
-LINE: Mr. and Mrs. White returned from their vacation two days ago.
-LINE: They took their vacation in the mountains this year.
-LINE: Mrs. White didn't want to go to the ocean.
-LINE: They went to Lake Sunshine.
-LINE: They heard a lot of nice things about it.
-LINE: Many people like it.
-LINE: The water is clear and cold, and there are tall, green trees near it.
-LINE: Then they went to San Francisco.
-LINE: They wanted to go sightseeing there.
-LINE: Mr. White took many pictures.
-LINE: He likes San Francisco very much.
-
-
-# Source: ST §Why Did They Go to the Lake?
-$PRODUCE Ask Why, Answer Because
-ID: l4-s18
-REFERENCE
-INTRO: Now do both jobs at once: for each underlined sentence, ask a "why" question about it, then answer with "because", using the sentence that follows. You can review the story while you work.
-INSTRUCTION: Ask a "why" question about the underlined sentence, then answer it with "because".
+# Source: LLA 4D Figure 6
+$PRODUCE Yes to This, But Not to That
+ID: 6-4d-f6
 INPUT: speak
-CHECK: llm
-RUBRIC: The learner must produce a "why" question corresponding to the emphasized sentence, followed by an answer starting with "because" that gives the reason (drawn from the following context sentence). Treat the model answer as the key; accept any phrasing of the same question and reason.
+CHECK: reveal
+REPEAT
+SHOW_PROMPT
+INTRO: One last round of contrasts. Listen to the statement, then use the cue to say what didn't happen — with "but". Repeat the model.
+INSTRUCTION: Say the contrasting sentence with "but", then repeat.
 
 EXAMPLE
-TEMPLATE: *They took their vacation in the mountains this year.* Mrs. White didn't want to go to the ocean.
-RESPONSE: Why did the Whites take their vacation in the mountains this year? Because Mrs. White didn't want to go to the ocean.
+PROMPT: Ali thinks it'll rain today. {bk06-l4d-f6-ex1-q.mp3}
+TEMPLATE: (tomorrow)
+RESPONSE: Ali thinks it'll rain today, but he doesn't think it'll rain tomorrow. {bk06-l4d-f6-ex1-a.mp3}
 
-TEMPLATE: *They went to Lake Sunshine.* They heard a lot of nice things about it.
-RESPONSE: Why did they go to Lake Sunshine? Because they heard a lot of nice things about it.
+EXAMPLE
+PROMPT: David went to Chicago yesterday. {bk06-l4d-f6-ex2-q.mp3}
+TEMPLATE: (New York)
+RESPONSE: David went to Chicago yesterday, but he didn't go to New York. {bk06-l4d-f6-ex2-a.mp3}
 
-TEMPLATE: *Many people like it.* The water is clear and cold, and there are tall, green trees near it.
-RESPONSE: Why do many people like it? Because the water is clear and cold, and there are tall, green trees near it.
+PROMPT: Linda recorded the new tape. {bk06-l4d-f6-01-q.mp3}
+TEMPLATE: (old tape)
+RESPONSE: Linda recorded the new tape, but she didn't record the old one. {bk06-l4d-f6-01-a.mp3}
 
-TEMPLATE: *Then they went to San Francisco.* They wanted to go sightseeing there.
-RESPONSE: Why did they go to San Francisco? Because they wanted to go sightseeing there.
+PROMPT: The small boy was crying. {bk06-l4d-f6-02-q.mp3}
+TEMPLATE: (sad)
+RESPONSE: The small boy was crying, but he wasn't sad. {bk06-l4d-f6-02-a.mp3}
 
-TEMPLATE: *Mr. White took many pictures.* He likes San Francisco very much.
-RESPONSE: Why did Mr. White take many pictures? Because he likes San Francisco very much.
+PROMPT: Tom plays football. {bk06-l4d-f6-03-q.mp3}
+TEMPLATE: (basketball)
+RESPONSE: Tom plays football, but he doesn't play basketball. {bk06-l4d-f6-03-a.mp3}
 
+PROMPT: Jack wrote some letters. {bk06-l4d-f6-04-q.mp3}
+TEMPLATE: (postcards)
+RESPONSE: Jack wrote some letters, but he didn't write any postcards. {bk06-l4d-f6-04-a.mp3}
+
+PROMPT: You ordered dinner. {bk06-l4d-f6-05-q.mp3}
+TEMPLATE: (coffee)
+RESPONSE: You ordered dinner, but you didn't order coffee. {bk06-l4d-f6-05-a.mp3}
+
+PROMPT: David finished the exercise. {bk06-l4d-f6-06-q.mp3}
+TEMPLATE: (lesson)
+RESPONSE: David finished the exercise, but he didn't finish the lesson. {bk06-l4d-f6-06-a.mp3}
+
+PROMPT: The soup was delicious. {bk06-l4d-f6-07-q.mp3}
+TEMPLATE: (hot)
+RESPONSE: The soup was delicious, but it wasn't hot. {bk06-l4d-f6-07-a.mp3}
+
+PROMPT: Ted bought a suitcase. {bk06-l4d-f6-08-q.mp3}
+TEMPLATE: (ticket)
+RESPONSE: Ted bought a suitcase, but he didn't buy a ticket. {bk06-l4d-f6-08-a.mp3}
+
+PROMPT: Mary danced with Tom. {bk06-l4d-f6-09-q.mp3}
+TEMPLATE: (John)
+RESPONSE: Mary danced with Tom, but she didn't dance with John. {bk06-l4d-f6-09-a.mp3}
+
+PROMPT: I have a knife. {bk06-l4d-f6-10-q.mp3}
+TEMPLATE: (fork)
+RESPONSE: I have a knife, but I don't have a fork. {bk06-l4d-f6-10-a.mp3}
 
 # Source: ST §Vacations and Trips
 $DIALOGUE Vacations and Trips
 ID: l4-s19
-INTRO: One more vacation conversation — Mike and Sam compare trips. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Mike and Sam are back from their trips and comparing notes. Repeat each line, then try reading the whole dialog aloud.
+INSTRUCTION: Repeat the dialog, then read and recite it.
 REPEAT
 
 Mike: How was your vacation?
@@ -1790,36 +1570,509 @@ Sam: Where did you stay?
 Mike: We stayed at the Green Tree Inn.
 Sam: That's a very nice hotel.
 
-# SKIPPED (book): ST Function "HE LIKES THE MOUNTAINS" — open personalized pair task ("write the names of these things", then ask a partner "why" questions); no solo path, dropped.
-# SKIPPED (book): ST Reading Skill "WHICH WORD DOESN'T BELONG?" and "CIRCLE THE SAME PHRASE" — timed reading-speed drills; no workable interaction in our format.
-# SKIPPED (book): ST Listening Skill "CAN YOU ANSWER THESE QUESTIONS?" — instructor-read paragraph with no printed or recorded stimulus; convertible later with chosen items + TTS.
+# SKIPPED (book): "HE LIKES THE MOUNTAINS." (p. 111) — personal-data writing and partner Q&A task; no solo path. Convertible later as open practice.
 
-# Source: ST §What's the Topic?
-$SELECT What's the Topic?
-ID: l4-s21
-INTRO: Last activity of the lesson: read each paragraph and tap what it's mostly about. When you're done, go take a rest — after this lesson, you know exactly how to say that.
-INSTRUCTION: Read the paragraph and tap the topic.
+$SESSION 4-7: Sounds and Stress
 
-TEMPLATE: Diane works at a shoe store downtown. People buy their shoes from her. She sells small shoes and big shoes. She sells shoes in different colors. Diane talks to many people every day. She likes to help them. She likes her work.
+# Source: LLA 4A Figure 3
+$SELECT Hear the Strong Word
+ID: 6-4a-f3
+SHOW_PROMPT
+INTRO: This part trains your ears. In every English sentence, one word is stronger than the rest — listen and tap the word with the strongest stress.
+INSTRUCTION: Tap the word with the strongest stress.
+
+EXAMPLE
+PROMPT: Look at those tall trees! {bk06-l4a-f3-ex.mp3}
+OPTION: a | Look
+OPTION: b | those
+OPTION: c | tall
+OPTION: d | trees
+ANSWER: c
+
+PROMPT: John will go downtown on Saturday. {bk06-l4a-f3-01.mp3}
+OPTION: a | John
+OPTION: b | go
+OPTION: c | downtown
+OPTION: d | Saturday
+ANSWER: c
+
+PROMPT: Mary lived in California last year. {bk06-l4a-f3-02.mp3}
+OPTION: a | Mary
+OPTION: b | lived
+OPTION: c | California
+OPTION: d | year
+ANSWER: c
+
+PROMPT: When are you coming home? {bk06-l4a-f3-03.mp3}
+OPTION: a | When
+OPTION: b | coming
+OPTION: c | home
+ANSWER: c
+
+PROMPT: The sky was cloudy all day. {bk06-l4a-f3-04.mp3}
+OPTION: a | sky
+OPTION: b | cloudy
+OPTION: c | day
+ANSWER: b
+
+PROMPT: What are we having for dinner? {bk06-l4a-f3-05.mp3}
+OPTION: a | What
+OPTION: b | having
+OPTION: c | dinner
+ANSWER: c
+
+PROMPT: He took pictures of the children. {bk06-l4a-f3-06.mp3}
+OPTION: a | took
+OPTION: b | pictures
+OPTION: c | children
+ANSWER: c
+
+PROMPT: Where were you yesterday? {bk06-l4a-f3-07.mp3}
+OPTION: a | Where
+OPTION: b | were
+OPTION: c | you
+OPTION: d | yesterday
+ANSWER: b
+
+PROMPT: Let's stop and stay here tonight. {bk06-l4a-f3-08.mp3}
+OPTION: a | stop
+OPTION: b | stay
+OPTION: c | here
+OPTION: d | tonight
+ANSWER: c
+
+PROMPT: I have to study tonight. {bk06-l4a-f3-09.mp3}
+OPTION: a | have
+OPTION: b | study
+OPTION: c | tonight
+ANSWER: b
+
+PROMPT: Will you change the tape? {bk06-l4a-f3-10.mp3}
+OPTION: a | Will
+OPTION: b | change
+OPTION: c | tape
+ANSWER: b
+
+# Source: LLA 4A Figure 4
+$DIALOGUE When S Sounds Like Z
+ID: 6-4a-f4
+INTRO: In many English words, the letter "s" is pronounced like a "z" — "please", "trees", "Thursday". Listen and repeat each word.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: peas {bk06-l4a-f4-01.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: choose {bk06-l4a-f4-02.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: stands {bk06-l4a-f4-03.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: close {bk06-l4a-f4-04.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: sailors {bk06-l4a-f4-05.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: nose {bk06-l4a-f4-06.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: trains {bk06-l4a-f4-07.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: these {bk06-l4a-f4-08.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: zippers {bk06-l4a-f4-09.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: those {bk06-l4a-f4-10.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: beans {bk06-l4a-f4-11.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: thousand {bk06-l4a-f4-12.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: returns {bk06-l4a-f4-13.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: Thursday {bk06-l4a-f4-14.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: leaves {bk06-l4a-f4-15.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: trees {bk06-l4a-f4-16.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: words {bk06-l4a-f4-17.mp3}
+NOTES: "s" sounds like /z/
+
+LINE: please {bk06-l4a-f4-18.mp3}
+NOTES: "s" sounds like /z/
+
+# SKIPPED (book): ST Skills "WRITE: s" (l4-s20) — penmanship-style letter drill; every answer is the printed letter "s", so there is nothing to solve. Dropped.
+
+# Source: LLA 4A Figure 7
+$DIALOGUE Word Pairs: Short and Long
+ID: 6-4a-f7
+INTRO: Each pair gives you a short word, then a longer word built from it. Repeat each pair with the same rhythm you hear.
+INSTRUCTION: Listen and repeat each word pair.
+REPEAT
+
+LINE: travel / traveling {bk06-l4a-f7-01.mp3}
+LINE: night / tonight {bk06-l4a-f7-02.mp3}
+LINE: order / ordering {bk06-l4a-f7-03.mp3}
+LINE: cloud / cloudy {bk06-l4a-f7-04.mp3}
+LINE: snow / snowing {bk06-l4a-f7-05.mp3}
+LINE: pack / package {bk06-l4a-f7-06.mp3}
+LINE: ad / address {bk06-l4a-f7-07.mp3}
+LINE: house / houses {bk06-l4a-f7-08.mp3}
+LINE: rest / rested {bk06-l4a-f7-09.mp3}
+LINE: smile / smiling {bk06-l4a-f7-10.mp3}
+
+$SESSION 4-8: Reading: Topics and Word Groups
+
+# Source: ST §What's the Topic? (Paragraph 1)
+$GRAMMAR Reading: What's the Topic? — Paragraph 1
+ID: l4-s23-r-p1
+READING
+INTRO: In this part you'll practice reading. Read each short paragraph, then choose its topic — what it's mostly about.
+
+CARD: **Paragraph 1.** Diane works at a shoe store downtown. People buy their shoes from her. She sells small shoes and big shoes. She sells shoes in different colors. Diane talks to many people every day. She likes to help them. She likes her work.
+
+# Source: ST §What's the Topic? (Paragraph 1)
+$SELECT What's the Topic? — Paragraph 1
+ID: l4-s23-p1
+REFERENCE: l4-s23-r-p1
+INTRO: Now tap what the paragraph is mostly about — the topic, not just one detail.
+INSTRUCTION: Choose the topic of the paragraph.
+
+TEMPLATE: What is the topic?
 OPTION: a | customers
 OPTION: b | shoe stores
 OPTION: c | Diane's work
 ANSWER: c
 
-TEMPLATE: There are fifty states in the United States. Forty-eight of the states are between two very large oceans. The forty-ninth state is in the Pacific Ocean. The fiftieth state is between Canada and Russia.
+# Source: ST §What's the Topic? (Paragraph 2)
+$GRAMMAR Reading: What's the Topic? — Paragraph 2
+ID: l4-s23-r-p2
+READING
+INTRO: Paragraph two — a little geography this time.
+
+CARD: **Paragraph 2.** There are fifty states in the United States. Forty-eight of the states are between two very large oceans. The forty-ninth state is in the Pacific Ocean. The fiftieth state is between Canada and Russia.
+
+# Source: ST §What's the Topic? (Paragraph 2)
+$SELECT What's the Topic? — Paragraph 2
+ID: l4-s23-p2
+REFERENCE: l4-s23-r-p2
+INTRO: Same question: what is this paragraph mostly about?
+INSTRUCTION: Choose the topic of the paragraph.
+
+TEMPLATE: What is the topic?
 OPTION: a | states in the U.S.
 OPTION: b | the Pacific Ocean
 OPTION: c | Canada and Russia
 ANSWER: a
 
-TEMPLATE: People do different things on their vacation. Some people from the cities like to go to the ocean. Some people like to go to the mountains. Some people from small towns like to go to the big cities. They like to go sightseeing, and they like to take pictures of the buildings.
+# Source: ST §What's the Topic? (Paragraph 3)
+$GRAMMAR Reading: What's the Topic? — Paragraph 3
+ID: l4-s23-r-p3
+READING
+INTRO: Paragraph three: what people do on vacation. This should sound familiar by now.
+
+CARD: **Paragraph 3.** People do different things on their vacation. Some people from the cities like to go to the ocean. Some people like to go to the mountains. Some people from small towns like to go to the big cities. They like to go sightseeing, and they like to take pictures of the buildings.
+
+# Source: ST §What's the Topic? (Paragraph 3)
+$SELECT What's the Topic? — Paragraph 3
+ID: l4-s23-p3
+REFERENCE: l4-s23-r-p3
+INTRO: Tap the topic of the paragraph.
+INSTRUCTION: Choose the topic of the paragraph.
+
+TEMPLATE: What is the topic?
 OPTION: a | people
 OPTION: b | vacations
 OPTION: c | big cities
 ANSWER: b
 
-TEMPLATE: Bob has a sore throat. He got it yesterday, and today it really hurts. He'll go to the doctor this afternoon. The doctor will give him medicine for his throat. Bob will have to take one spoonful every four hours. He'll be fine in a few days.
+# Source: ST §What's the Topic? (Paragraph 4)
+$GRAMMAR Reading: What's the Topic? — Paragraph 4
+ID: l4-s23-r-p4
+READING
+INTRO: Last paragraph: poor Bob and his sore throat.
+
+CARD: **Paragraph 4.** Bob has a sore throat. He got it yesterday, and today it really hurts. He'll go to the doctor this afternoon. The doctor will give him medicine for his throat. Bob will have to take one spoonful* every four hours. He'll be fine in a few days.
+
+*spoonful = a spoon taking medicine from a small bottle ![A spoon taking medicine from a small bottle labeled with a prescription cross logo](st-page_118_001.jpg)
+
+# Source: ST §What's the Topic? (Paragraph 4)
+$SELECT What's the Topic? — Paragraph 4
+ID: l4-s23-p4
+REFERENCE: l4-s23-r-p4
+INTRO: One more time: tap the topic.
+INSTRUCTION: Choose the topic of the paragraph.
+
+TEMPLATE: What is the topic?
 OPTION: a | Bob's doctor
 OPTION: b | Bob's medicine
 OPTION: c | Bob's sore throat
 ANSWER: c
+
+# SKIPPED (book): Listening Skill "CAN YOU ANSWER THESE QUESTIONS?" (p. 117) — instructor-read listening paragraphs not printed in the student text; dropped.
+
+# Source: ST §Which Word Doesn't Belong?
+$SELECT Which Word Doesn't Belong?
+ID: l4-s21
+INTRO: Four of the words in each group belong together — one is the odd one out. Tap the word that doesn't belong.
+INSTRUCTION: Tap the word that does not belong in the group.
+
+EXAMPLE
+TEMPLATE: Which word doesn't belong?
+OPTION: a | brother
+OPTION: b | woman
+OPTION: c | sister
+OPTION: d | father
+OPTION: e | mother
+ANSWER: b
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | cool
+OPTION: b | cold
+OPTION: c | spring
+OPTION: d | hot
+OPTION: e | warm
+ANSWER: c
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | captain
+OPTION: b | colonel
+OPTION: c | major
+OPTION: d | military
+OPTION: e | lieutenant
+ANSWER: d
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | ear
+OPTION: b | thumb
+OPTION: c | nose
+OPTION: d | mouth
+OPTION: e | eye
+ANSWER: b
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | cake
+OPTION: b | candy
+OPTION: c | cookie
+OPTION: d | ice cream
+OPTION: e | soup
+ANSWER: e
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | lettuce
+OPTION: b | cheese
+OPTION: c | carrots
+OPTION: d | onions
+OPTION: e | potatoes
+ANSWER: b
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | dirty
+OPTION: b | clear
+OPTION: c | cloudy
+OPTION: d | rainy
+OPTION: e | sunny
+ANSWER: a
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | score
+OPTION: b | grade
+OPTION: c | class
+OPTION: d | test
+OPTION: e | quiz
+ANSWER: c
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | telephone
+OPTION: b | dial
+OPTION: c | call
+OPTION: d | receiver
+OPTION: e | sharpener
+ANSWER: e
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | drugstore
+OPTION: b | soap
+OPTION: c | toothbrush
+OPTION: d | toothpaste
+OPTION: e | shampoo
+ANSWER: a
+
+TEMPLATE: Which word doesn't belong?
+OPTION: a | soccer
+OPTION: b | basketball
+OPTION: c | baseball
+OPTION: d | gymnasium
+OPTION: e | tennis
+ANSWER: d
+
+$SESSION 4-9: Word Study: Look-Alikes and A to Z
+
+# Source: ST §Circle the Same Phrase
+$SELECT Find the Same Phrase
+ID: l4-s22
+INTRO: One last part: sharp eyes. Find the phrase that matches the key exactly — the look-alikes are very close, so read every word.
+INSTRUCTION: Tap the phrase that is identical to the key phrase.
+
+EXAMPLE
+TEMPLATE: Key: *a score of 92*
+OPTION: a | he scored 92
+OPTION: b | be scoring 92
+OPTION: c | to score 92
+OPTION: d | a score of 92
+OPTION: e | for scoring 92
+ANSWER: d
+
+TEMPLATE: Key: *winter weather*
+OPTION: a | winter weather
+OPTION: b | windy weather
+OPTION: c | windy winter
+OPTION: d | winter wind
+OPTION: e | winter white
+ANSWER: a
+
+TEMPLATE: Key: *the sun shone*
+OPTION: a | the sunshine
+OPTION: b | the sun's shining
+OPTION: c | the sun shines
+OPTION: d | the sunshine's
+OPTION: e | the sun shone
+ANSWER: e
+
+TEMPLATE: Key: *a spring day*
+OPTION: a | a rainy day
+OPTION: b | a spring day
+OPTION: c | a sunny day
+OPTION: d | a summer day
+OPTION: e | a cloudy day
+ANSWER: b
+
+TEMPLATE: Key: *play in the snow*
+OPTION: a | stay in the state
+OPTION: b | stay in the storm
+OPTION: c | play in the snow
+OPTION: d | stay in the snow
+OPTION: e | play in the show
+ANSWER: c
+
+TEMPLATE: Key: *arrive on time*
+OPTION: a | arrive on the tenth
+OPTION: b | arrive on time
+OPTION: c | arrive in time
+OPTION: d | arrive in a taxi
+OPTION: e | arrive in town
+ANSWER: b
+
+TEMPLATE: Key: *go to the bank*
+OPTION: a | go to the barber
+OPTION: b | go to the base
+OPTION: c | go on the bus
+OPTION: d | go to the bank
+OPTION: e | go in the boat
+ANSWER: d
+
+TEMPLATE: Key: *played basketball*
+OPTION: a | played basketball
+OPTION: b | playing baseball
+OPTION: c | play basketball
+OPTION: d | played baseball
+OPTION: e | plays basketball
+ANSWER: a
+
+TEMPLATE: Key: *a dry towel*
+OPTION: a | dry towels
+OPTION: b | a hand towel
+OPTION: c | two towels
+OPTION: d | a blue towel
+OPTION: e | a bath towel
+OPTION: f | a dry towel
+ANSWER: f
+
+TEMPLATE: Key: *write a check*
+OPTION: a | with a check
+OPTION: b | write a check
+OPTION: c | cash a check
+OPTION: d | wrote a check
+OPTION: e | sign a check
+ANSWER: b
+
+TEMPLATE: Key: *travel by boat*
+OPTION: a | travel by ship
+OPTION: b | traveled by boat
+OPTION: c | travel by boat
+OPTION: d | travels by bus
+OPTION: e | travel by plane
+ANSWER: c
+
+# Source: ST §Alphabetical Order (List A)
+$SELECT Alphabetical Order: List A
+ID: l4-s24-a
+ORDER
+INTRO: Put each list of five words in alphabetical order. All these words start with "b" — the second letter decides.
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | blade
+OPTION: b | boat
+OPTION: c | because
+OPTION: d | but
+OPTION: e | bank
+ANSWER: e,c,a,b,d
+
+# Source: ST §Alphabetical Order (List B)
+$SELECT Alphabetical Order: List B
+ID: l4-s24-b
+ORDER
+INTRO: Now the "o" words — same idea, the second and third letters decide.
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | ocean
+OPTION: b | overnight
+OPTION: c | order
+OPTION: d | on
+OPTION: e | off
+ANSWER: a,e,d,c,b
+
+# Source: ST §Alphabetical Order (List C)
+$SELECT Alphabetical Order: List C
+ID: l4-s24-c
+ORDER
+INTRO: The "p" words next. You know what to do.
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | people
+OPTION: b | pick out
+OPTION: c | postcard
+OPTION: d | package
+OPTION: e | plate
+ANSWER: d,a,b,e,c
+
+# Source: ST §Alphabetical Order (List D)
+$SELECT Alphabetical Order: List D
+ID: l4-s24-d
+ORDER
+INTRO: The final list: the "c" words. Put them in order — and that's the whole lesson done. You've earned a vacation.
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | change
+OPTION: b | cut
+OPTION: c | clear
+OPTION: d | camera
+OPTION: e | check
+ANSWER: d,a,e,c,b
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diff --git a/book-6-lesson-5.module b/book-6-lesson-5.module
index 1d5750ff..94fad79b 100644
--- a/book-6-lesson-5.module
+++ b/book-6-lesson-5.module
@@ -1,25 +1,23 @@
-$MODULE Book 6 · Lesson 5: Review — Vocabulary, Conjunctions, and Eating Out {st-page_121_001.jpg}
+$MODULE Book 6 · Lesson 5: Book 6 Review {st-page_121_001.jpg|A circular illustration divided into four quadrants showing an ocean view, a Mexican restaurant, a city block with a bank, and a map of California}
 FORMAT: 2
-DESCRIPTION: Review lesson for Book 6: word groups, because/and/but, object pronouns, ordering food, paragraph topics, outlines, forming questions, and indirect objects. No new material — a recall workout.
+DIOCO_DOC_ID: alc_book6_lesson5
+DESCRIPTION: Review of Book 6: vocabulary, "because" and "how" questions, "and"/"but", object pronouns and indirect objects, and reading topics and outlines. The final part (phrase matching) is optional extra reading practice.
 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: ID | achernar | speaker (auto)
 
-$LESSON 5-1: Words That Belong Together
+$SESSION 5-1: Vocabulary Review
 
-# SKIPPED (book): "LISTEN AND CIRCLE." — Instructor-read sound discrimination (stress) with no recorded stimulus. Convertible later with chosen items + TTS.
-# SKIPPED (book): "HOW MANY DID YOU SAY?" — Instructor-read number dictation with no recorded stimulus or given constraints. Convertible later with chosen items + TTS.
-# SKIPPED (book): "CAN YOU ANSWER THESE QUESTIONS?" — Instructor-read listening comprehension paragraphs with no recorded stimulus or printed text.
-# SKIPPED (book): "CIRCLE THE SAME PHRASE." — Timed scanning speed drill; no workable interaction in this format.
-# SKIPPED (book): "EXCUSE ME, WHERE'S THE POST OFFICE?" — Map-based listening comprehension; the instructor-read questions are missing, so the intended items cannot be determined.
+# SKIPPED (book): "LISTEN AND CIRCLE." — instructor-read stress identification; stimuli in instructor manual. Convertible later with TTS audio.
+# SKIPPED (book): "HOW MANY DID YOU SAY?" — instructor-read number dictation without printed stimuli.
+# SKIPPED (book): "CAN YOU ANSWER THESE QUESTIONS?" — instructor-read listening comprehension paragraphs.
 
-# Source: ST l5-s1 "WHICH WORD DOESN'T BELONG?"
+# Source: ST §Which Word Doesn't Belong?
 $SELECT Which Word Doesn't Belong?
 ID: l5-s1
-INTRO: This is review week — no new words, no new grammar, just making sure Book 6 stuck. In this lesson you'll review vocabulary, the little connecting words like "and", "but", and "because", pronouns, and how to order a meal. First: you'll see groups of five words — tap the one that doesn't belong with the others.
+INTRO: This is the review lesson — in this lesson you'll sharpen everything from Book 6, with nothing new to learn. First, word groups: in each group, four words belong together and one is an impostor. Tap the word that doesn't belong.
 INSTRUCTION: Tap the word that does not belong in the group.
 
 TEMPLATE: Which word does not belong?
@@ -102,100 +100,123 @@ OPTION: d | raincoat
 OPTION: e | umbrella
 ANSWER: e
 
-# Source: ST l5-s3 (vocabulary box)
-$GRAMMAR Review Word Box
+# Source: ST §Write It on the Line (word-bank cloze)
+$SELECT Fill In the Missing Word
+ID: l5-s5
+INTRO: Now put the week's words back to work. Each sentence is missing one word — pick it from the word bank. Twenty sentences, twenty words: every word gets its moment.
+INSTRUCTION: Tap the word or phrase that best completes each sentence.
+OPTION: overnight | overnight
+OPTION: loading | loading
+OPTION: home | home
+OPTION: postcards | postcards
+OPTION: left | left
+OPTION: sure | sure
+OPTION: crowded | crowded
+OPTION: cut | cut
+OPTION: money_order | money order
+OPTION: shower | shower
+OPTION: relaxing | relaxing
+OPTION: plate | plate
+OPTION: clear | clear
+OPTION: post_office | post office
+OPTION: dry | dry
+OPTION: ocean | ocean
+OPTION: smiling | smiling
+OPTION: final | final
+OPTION: cash_a_check | cash a check
+OPTION: menu | menu
+
+TEMPLATE: There are many people in the bank. The bank is ____.
+ANSWER: crowded
+FEEDBACK: There are many people in the bank. The bank is crowded.
+
+TEMPLATE: Did you ____ your finger with that knife?
+ANSWER: cut
+FEEDBACK: Did you cut your finger with that knife?
+
+TEMPLATE: Don't touch the ____. The food is very hot.
+ANSWER: plate
+FEEDBACK: Don't touch the plate. The food is very hot.
+
+TEMPLATE: Sam bought a roll of film. He's ____ his camera.
+ANSWER: loading
+FEEDBACK: Sam bought a roll of film. He's loading his camera.
+
+TEMPLATE: Lt Green is very sick. He stayed ____.
+ANSWER: home
+FEEDBACK: Lt Green is very sick. He stayed home.
+
+TEMPLATE: My father sent me a ____ for $200.00.
+ANSWER: money_order
+FEEDBACK: My father sent me a money order for $200.00.
+
+TEMPLATE: Send me some ____ from your country.
+ANSWER: postcards
+FEEDBACK: Send me some postcards from your country.
+
+TEMPLATE: Jan isn't doing anything. She's just ____.
+ANSWER: relaxing
+FEEDBACK: Jan isn't doing anything. She's just relaxing.
+
+TEMPLATE: The flight arrives at Gate 6. I'm ____.
+ANSWER: sure
+FEEDBACK: The flight arrives at Gate 6. I'm sure.
+
+TEMPLATE: It didn't rain very long. It was just a spring ____.
+ANSWER: shower
+FEEDBACK: It didn't rain very long. It was just a spring shower.
+
+TEMPLATE: I don't have any money. I need to ____.
+ANSWER: cash_a_check
+FEEDBACK: I don't have any money. I need to cash a check.
+
+TEMPLATE: I ____ my raincoat in the classroom, and I got wet.
+ANSWER: left
+FEEDBACK: I left my raincoat in the classroom, and I got wet.
+
+TEMPLATE: There aren't any clouds in the sky. The sky is ____.
+ANSWER: clear
+FEEDBACK: There aren't any clouds in the sky. The sky is clear.
+
+TEMPLATE: You can't get lamb in this restaurant. It's not on the ____.
+ANSWER: menu
+FEEDBACK: You can't get lamb in this restaurant. It's not on the menu.
+
+TEMPLATE: It didn't rain. The street is ____.
+ANSWER: dry
+FEEDBACK: It didn't rain. The street is dry.
+
+TEMPLATE: You can mail it at the ____ near my house.
+ANSWER: post_office
+FEEDBACK: You can mail it at the post office near my house.
+
+TEMPLATE: He had a ____ cigarette. Then he left.
+ANSWER: final
+FEEDBACK: He had a final cigarette. Then he left.
+
+TEMPLATE: There are many fish in the ____.
+ANSWER: ocean
+FEEDBACK: There are many fish in the ocean.
+
+TEMPLATE: I think he's happy. He's ____.
+ANSWER: smiling
+FEEDBACK: I think he's happy. He's smiling.
+
+TEMPLATE: We didn't stay in Los Angeles long. We only stayed ____.
+ANSWER: overnight
+FEEDBACK: We didn't stay in Los Angeles long. We only stayed overnight.
+
+$SESSION 5-2: Questions and Answers
+
+# Source: ST §Because
+$PRODUCE Answering with "Because"
 ID: l5-s3
-INTRO: Here are twenty words from this book, all in one box. Look through them and tap any you're unsure of — you'll use every one of them in the next activity.
-
-Twenty words to review. Tap a word to hear it.
-
-| | | | |
-|---|---|---|---|
-| {overnight} | {home} | {left} | {shower} |
-| {loading} | {postcards} | {sure} | {menu} |
-| {crowded} | {money order} | {dry} | {ocean} |
-| {cut} | {post office} | {clear} | {smiling} |
-| {relaxing} | {cash a check} | {plate} | {final} |
-
-# Source: ST l5-s4 "WRITE IT ON THE LINE."
-$PRODUCE Fill In the Missing Word
-ID: l5-s4
-REFERENCE
-INTRO: Now put those words to work. Read each sentence and type the missing word — the box is in the reference if your memory needs a nudge.
-INSTRUCTION: Type the correct word from the box to complete the sentence.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: There are many people in the bank. The bank is ____{crowded}.
-RESPONSE: There are many people in the bank. The bank is crowded.
-
-TEMPLATE: Did you ____{cut} your finger with that knife?
-RESPONSE: Did you cut your finger with that knife?
-
-TEMPLATE: Don't touch the ____{plate}. The food is very hot.
-RESPONSE: Don't touch the plate. The food is very hot.
-
-TEMPLATE: Sam bought a roll of film. He's ____{loading} his camera.
-RESPONSE: Sam bought a roll of film. He's loading his camera.
-
-TEMPLATE: Lt Green is very sick. He stayed ____{home}.
-RESPONSE: Lt Green is very sick. He stayed home.
-
-TEMPLATE: My father sent me a ____{money order} for $200.00.
-RESPONSE: My father sent me a money order for $200.00.
-
-TEMPLATE: Send me some ____{postcards} from your country.
-RESPONSE: Send me some postcards from your country.
-
-TEMPLATE: Jan isn't doing anything. She's just ____{relaxing}.
-RESPONSE: Jan isn't doing anything. She's just relaxing.
-
-TEMPLATE: The flight arrives at Gate 6. I'm ____{sure}.
-RESPONSE: The flight arrives at Gate 6. I'm sure.
-
-TEMPLATE: It didn't rain very long. It was just a spring ____{shower}.
-RESPONSE: It didn't rain very long. It was just a spring shower.
-
-TEMPLATE: I don't have any money. I need to ____{cash a check}.
-RESPONSE: I don't have any money. I need to cash a check.
-
-TEMPLATE: I ____{left} my raincoat in the classroom, and I got wet.
-RESPONSE: I left my raincoat in the classroom, and I got wet.
-
-TEMPLATE: There aren't any clouds in the sky. The sky is ____{clear}.
-RESPONSE: There aren't any clouds in the sky. The sky is clear.
-
-TEMPLATE: You can't get lamb in this restaurant. It's not on the ____{menu}.
-RESPONSE: You can't get lamb in this restaurant. It's not on the menu.
-
-TEMPLATE: It didn't rain. The street is ____{dry}.
-RESPONSE: It didn't rain. The street is dry.
-
-TEMPLATE: You can mail it at the ____{post office} near my house.
-RESPONSE: You can mail it at the post office near my house.
-
-TEMPLATE: He had a ____{final} cigarette. Then he left.
-RESPONSE: He had a final cigarette. Then he left.
-
-TEMPLATE: There are many fish in the ____{ocean}.
-RESPONSE: There are many fish in the ocean.
-
-TEMPLATE: I think he's happy. He's ____{smiling}.
-RESPONSE: I think he's happy. He's smiling.
-
-TEMPLATE: We didn't stay in Los Angeles long. We only stayed ____{overnight}.
-RESPONSE: We didn't stay in Los Angeles long. We only stayed overnight.
-
-$LESSON 5-2: Because, And, But — and Ordering Dinner
-
-# Source: ST l5-s2 "BECAUSE"
-$PRODUCE Answer with Because
-ID: l5-s2
-INTRO: This part reviews the small words that hold sentences together — because, and, but — plus your pronouns, and a dinner out. First: answer each question you hear with a reason that starts with "because". Any sensible reason counts; nobody will check your alibi.
-INSTRUCTION: Answer each question aloud with "because".
+INTRO: In this part you'll review asking and answering questions. Every "why" deserves a "because" — answer each question aloud, starting with "because" and giving a sensible reason.
+INSTRUCTION: Answer each question aloud using "because".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any logical reason that answers the question, whether a clause starting with "because" or a full sentence with "because" in the middle. An answer without "because" fails.
+SHOW_PROMPT
+RUBRIC: Accept any reasonable answer that begins with "because" or "Because" and provides a logical reason.
 
 EXAMPLE
 PROMPT: Why are you making a sandwich?
@@ -205,16 +226,16 @@ PROMPT: Why was John late for class?
 RESPONSE: Because he missed the bus.
 
 PROMPT: Why did she go to the post office?
-RESPONSE: Because she needed to buy stamps.
+RESPONSE: Because she wanted to buy some stamps.
 
 PROMPT: Why is the child crying?
-RESPONSE: Because he is sad.
+RESPONSE: Because he hurt his finger.
 
 PROMPT: Why is your mother upset?
-RESPONSE: Because I broke a glass.
+RESPONSE: Because I was late for dinner.
 
 PROMPT: Why did she wear her raincoat today?
-RESPONSE: Because it is raining.
+RESPONSE: Because it was raining.
 
 PROMPT: Why do you like to eat at this restaurant?
 RESPONSE: Because the food is delicious.
@@ -223,207 +244,59 @@ PROMPT: Why did you put on your sweater?
 RESPONSE: Because I was cold.
 
 PROMPT: Why did you go to Houston by bus?
-RESPONSE: Because my car was broken.
+RESPONSE: Because I don't have a car.
 
-# Source: ST l5-s5 "AND... BUT..."
-$PRODUCE Combine with And or But
-ID: l5-s5
-INTRO: Two short sentences become one. Use "and" to add information and "but" when the second sentence pushes against the first. Read the pair, then say the new sentence aloud.
-INSTRUCTION: Combine the two sentences aloud using "and" or "but".
-INPUT: speak
-CHECK: llm
-RUBRIC: The choice of "and" versus "but" is the point — the wrong conjunction fails; accept any faithful spoken combination of the two given sentences.
+# Source: ST §Excuse Me, Where's the Post Office?
+$SELECT Where's the Post Office? {st-page_126_001.jpg|A street map showing 1st Street, 2nd Street, 3rd Street, Andrews Street, and Bonner Street with labeled buildings including Classrooms, Post Office, Locator, Dispensary, BX, Commissary, Language Laboratory, Library, Swimming Pool, Bank, Barracks, and Mess Hall}
+ID: l5-s4
+INTRO: You'll see a map of a base — streets, a post office, a bank, even a swimming pool. Listen to each question and tap the answer that matches the map. Nobody gets lost on a map this small. Probably.
+INSTRUCTION: Look at the map and tap the correct answer.
 
-TEMPLATE: John's plane left on time. It didn't get in on time.
-RESPONSE: John's plane left on time, but it didn't get in on time.
+PROMPT: Where is the post office?
+OPTION: a | The post office is between 1st and 2nd Streets.
+OPTION: b | The post office is on Andrews and 3rd Streets.
+ANSWER: a
 
-TEMPLATE: He gets on the bus at 7:30. He gets off at 8:15.
-RESPONSE: He gets on the bus at 7:30, and he gets off at 8:15.
-
-TEMPLATE: John doesn't need stamps. He needs a money order.
-RESPONSE: John doesn't need stamps, but he needs a money order.
-
-TEMPLATE: Tom likes to travel by plane. He doesn't like to travel by car.
-RESPONSE: Tom likes to travel by plane, but he doesn't like to travel by car.
-
-TEMPLATE: Ann writes her family every day. She calls them every week.
-RESPONSE: Ann writes her family every day, and she calls them every week.
-
-TEMPLATE: It was very cold today. It didn't snow.
-RESPONSE: It was very cold today, but it didn't snow.
-
-TEMPLATE: I was late for the test. The teacher was very angry.
-RESPONSE: I was late for the test, and the teacher was very angry.
-
-TEMPLATE: Ted would like to go to lab. Jan doesn't want to go.
-RESPONSE: Ted would like to go to lab, but Jan doesn't want to go.
-
-# Source: ST l5-s11 (split: the two conjunction-cloze items from "HOW WAS IT?")
-$SELECT And or But?
-ID: l5-s11-b
-INTRO: A quick check on the same point — tap the conjunction that fits each sentence.
-INSTRUCTION: Tap the word that completes the sentence.
-
-TEMPLATE: My father bought me a shirt, ______ my mother bought me a shirt.
-OPTION: a | for
-OPTION: b | but
-OPTION: c | by
-OPTION: d | and
-ANSWER: d
-
-TEMPLATE: I can't speak English, ______ I can speak French.
-OPTION: a | by
-OPTION: b | but
-OPTION: c | and
-OPTION: d | for
+PROMPT: Where is the dispensary?
+OPTION: a | The dispensary is near the mess hall.
+OPTION: b | The dispensary is near the commissary.
 ANSWER: b
 
-# Source: ST l5-s6 "I LIKE MARY AND TOM. I LIKE THEM."
-$PRODUCE Object Pronouns: Him, Her, Them
-ID: l5-s6
-INTRO: Time for pronouns. The person in parentheses tells you who — type the right word: me, you, him, her, us, or them.
-INSTRUCTION: Type me, you, him, her, us, or them to complete the sentence.
-INPUT: type
-CHECK: exact
+PROMPT: What is next to the Locator?
+OPTION: a | The post office is next to the Locator.
+OPTION: b | The swimming pool is next to the Locator.
+ANSWER: a
 
-EXAMPLE
-TEMPLATE: Did you say good morning to ____{them}? (your students)
-RESPONSE: Did you say good morning to them?
+PROMPT: Where is the library?
+OPTION: a | The library is on Andrews Street.
+OPTION: b | The library is on 3rd Street.
+ANSWER: a
 
-TEMPLATE: Did you talk to ____{her} yesterday? (Mary)
-RESPONSE: Did you talk to her yesterday?
+PROMPT: Where is the mess hall?
+OPTION: a | The mess hall is near the BX.
+OPTION: b | The mess hall is near the bank.
+ANSWER: b
 
-TEMPLATE: Send ____{us} a postcard from Egypt. (Bob and me)
-RESPONSE: Send us a postcard from Egypt.
+PROMPT: Where is the language lab?
+OPTION: a | The language lab is on 3rd Street.
+OPTION: b | The language lab is near the library.
+ANSWER: a
 
-TEMPLATE: Mark wrote to ____{him} two weeks ago. (John)
-RESPONSE: Mark wrote to him two weeks ago.
+PROMPT: Where is the commissary?
+OPTION: a | It's next to the BX.
+OPTION: b | It's near the barracks.
+ANSWER: a
 
-TEMPLATE: I got a letter. Tom wrote to ____{me}.
-RESPONSE: I got a letter. Tom wrote to me.
+PROMPT: How do I get to the dispensary?
+OPTION: a | Walk on Andrews Street to 2nd Street. The dispensary is right there.
+OPTION: b | Go to Bonner Street and turn left. The dispensary is on Bonner between 2nd and 3rd Streets.
+ANSWER: b
 
-TEMPLATE: Thank you for your help. This is for ____{you}. (you)
-RESPONSE: Thank you for your help. This is for you.
-
-# Source: ST l5-s7 (menu)
-$GRAMMAR Johnny's Restaurant Menu
-ID: l5-s7
-INTRO: Here's the dinner menu at Johnny's Restaurant. Read through the dishes and the prices — you're eating here in a moment, so choose wisely.
-
-**Dinner Menu**
-
-| Main dishes | |
-|---|---|
-| {Beef and rice} | 4.25 |
-| {Beef and potatoes} | 4.25 |
-| {Chicken and rice} | 4.75 |
-| {Chicken and vegetables} | 3.75 |
-| {Fish and fries} | 4.25 |
-
-| Soups | |
-|---|---|
-| {Vegetable} | 1.00 |
-| {Chicken} | 1.25 |
-
-| Salads | |
-|---|---|
-| {Dinner salad} | .75 |
-| {Large salad} | 1.25 |
-| {Fruit salad} | .90 |
-
-| Desserts | |
-|---|---|
-| {Ice cream (vanilla)} | 1.20 |
-| {Ice cream (chocolate)} | 1.20 |
-| {Pie (apple)} | 1.50 |
-| {Pie (cherry)} | 1.50 |
-
-| Drinks | |
-|---|---|
-| {Tea} | .50 |
-| {Juice} | .80 |
-| {Milk} | .75 |
-| {Coffee} | .75 |
-
-# Source: ST l5-s8 "WHAT WOULD YOU LIKE TO ORDER?"
-$PRODUCE Ordering Dinner
-ID: l5-s8
-REFERENCE
-INTRO: The waiter is at your table. Answer his questions like a customer — order anything you like; the menu is in the reference. The chicken has been waiting all day.
-INSTRUCTION: Answer the waiter as a restaurant customer. Check the menu in the reference.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The student should provide a polite and appropriate response to the waiter's question as a restaurant customer.
-
-PROMPT: Would you like to order now?
-RESPONSE: Yes, I would like the beef and rice.
-
-PROMPT: What would you like to drink?
-RESPONSE: I'll have some coffee, please.
-
-PROMPT: Would you like anything else?
-RESPONSE: No, thank you.
-
-# Source: ST l5-s18 "NO, NOTHING ELSE." (moved next to the restaurant material)
-$PRODUCE Anything Else, Nothing Else, Something Else
-ID: l5-s18
-INTRO: Two short exchanges from the same restaurant. Type the missing phrase: anything else, nothing else, or something else.
-INSTRUCTION: Type the correct phrase: anything else, nothing else, or something else.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Waiter: Can I bring you ____{anything else}, ma'am?
-TEMPLATE: Mrs. White: Yes, please. I'd like a dish of vanilla ice cream.
-RESPONSE: Can I bring you anything else, ma'am? — Yes, please. I'd like a dish of vanilla ice cream.
-
-TEMPLATE: Waiter: Can I bring you ____{anything else}, sir?
-TEMPLATE: Mr. White: No, ____{nothing else}, thank you.
-RESPONSE: Can I bring you anything else, sir? — No, nothing else, thank you.
-
-# Source: ST l5-s10 "I THINK WE CAN GO HOME."
-$PRODUCE Say What You Think
-ID: l5-s10
-INTRO: Nobody knows everything — when you're not sure, start with "I think". Read each situation and its question, then answer aloud with a sentence beginning "I think".
-INSTRUCTION: Answer the question aloud with a sentence that starts with "I think".
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any logical answer that begins with "I think" and responds to the given question.
-
-EXAMPLE
-PROMPT: It's raining today. Where is my raincoat?
-RESPONSE: I think it's in the classroom.
-
-PROMPT: I'm tired. When can we rest?
-RESPONSE: I think we can rest now.
-
-PROMPT: It's cloudy. When will it rain?
-RESPONSE: I think it will rain this afternoon.
-
-PROMPT: The young child is crying. What's the matter?
-RESPONSE: I think he is hungry.
-
-PROMPT: It's time for class. Where is Lt Hill?
-RESPONSE: I think he is in the library.
-
-PROMPT: They're taking a vacation. Where are they going?
-RESPONSE: I think they are going to Florida.
-
-PROMPT: That's a nice camera. Whose camera is it?
-RESPONSE: I think it is John's camera.
-
-PROMPT: They'll visit Germany in May. How will the weather be?
-RESPONSE: I think the weather will be nice.
-
-PROMPT: Lt Brown will stay overnight. Where will he stay?
-RESPONSE: I think he will stay at a hotel.
-
-# Source: ST l5-s11 "HOW WAS IT?" (question-response items; conjunction items split to l5-s11-b)
-$SELECT Choose the Best Response
-ID: l5-s11
-INTRO: Now just listen. You'll hear a question — tap the answer that actually responds to it. Three of the four options are only pretending to.
-INSTRUCTION: Listen to the question and tap the correct response.
+# Source: ST §How Was It? (items 1–5 and 8; the two "and/but" gap items moved to part 5-3)
+$SELECT Choose the Best Answer
+ID: l5-s12
+INTRO: Someone asks a question — you tap the reply that actually answers it. The other options are just people talking.
+INSTRUCTION: Listen and tap the correct answer.
 
 PROMPT: How's the weather today?
 OPTION: a | I didn't wear a coat.
@@ -467,104 +340,53 @@ OPTION: c | I don't know.
 OPTION: d | I eat at noon.
 ANSWER: c
 
-$LESSON 5-3: Reading, Outlines, and Questions
-
-# Source: ST l5-s9 "WHAT'S THE TOPIC?"
-$SELECT What's the Topic?
-ID: l5-s9
-INTRO: In this final part you'll read short paragraphs, organize them into outlines, and review how to ask questions. First: read each paragraph and tap what it's mainly about — the topic, not just a detail.
-INSTRUCTION: Read the paragraph and tap the topic.
-
-TEMPLATE: John is 17 years old. He finished his driver's education class last week. He took his test and got a good score. He'll get his driver's license in one month. John is happy. He can drive his father's car.
-OPTION: a | John's birthday
-OPTION: b | John's father's car
-OPTION: c | John's driver's license
-ANSWER: c
-
-TEMPLATE: There's a new restaurant near the base. The building is large, and there are nice pictures on the walls. The waiters and waitresses are good. They help their customers and smile a lot, but something's wrong. The food isn't very good. It's not awful, but it isn't delicious.
-OPTION: a | the new restaurant
-OPTION: b | one customer's meal
-OPTION: c | waiters and waitresses
-ANSWER: a
-
-TEMPLATE: My family and I took our vacation in Florida this summer. We went there by ship. We stayed in a large hotel with a bank, a post office, and three restaurants. We went sightseeing every day and took a lot of pictures. We sent postcards and pictures to our friends. It was a nice vacation.
-OPTION: a | a long trip by boat
-OPTION: b | our vacation in Florida
-OPTION: c | summer weather in Florida
-ANSWER: b
-
-# Source: ST l5-s12 (reading paragraph)
-$DIALOGUE Three Friends Downtown
-ID: l5-s12
-INTRO: A short paragraph about three friends with errands downtown. Just read and listen — you'll outline it next, so keep track of who went where.
-INSTRUCTION: Read the paragraph.
-
-LINE: Tom, John, and David are good friends.
-LINE: This morning, the three of them went downtown.
-LINE: They had to do things.
-LINE: Tom had to go to the post office.
-LINE: He had to buy stamps and mail a package.
-LINE: John had to go to the bank and cash a check.
-LINE: David had to return some books to the library.
-
-# Source: ST l5-s13 (outline completion)
-$PRODUCE Outline: Three Friends Downtown
-ID: l5-s13
-REFERENCE
-INTRO: Now organize what you read. Fill in the outline — each friend, where he went, and what he did there. The paragraph is in the reference if the details have already escaped.
-INSTRUCTION: Complete the outline based on the paragraph.
-INPUT: type
-
-TEMPLATE: Three friends downtown
-SLOT: 1 | Friend | Tom
-SLOT: 2 | Location | post office
-SLOT: 2 | Activity | buy stamps and mail a package
-SLOT: 1 | Friend | John
-SLOT: 2 | Location | bank
-SLOT: 2 | Activity | cash a check
-SLOT: 1 | Friend | David
-SLOT: 2 | Location | library
-SLOT: 2 | Activity | return some books
-
-# Source: ST l5-s14 (reading paragraph)
-$DIALOGUE The Hill Children
-ID: l5-s14
-INTRO: Another paragraph — the three Hill children, their ages, and what they do. Read carefully; an outline follows this one too.
-INSTRUCTION: Read the paragraph.
-
-LINE: Mr. and Mrs. Hill have three children: Jan, Paul, and Mark.
-LINE: Jan is 25 years old. She goes to school, and she works at a bank.
-LINE: Paul is 23 years old. He's a mechanic in the Army.
-LINE: Mark is 17 years old, and he's in high school.
-LINE: He works a few hours a week at a restaurant.
-
-# Source: ST l5-s15 (outline completion)
-$PRODUCE Outline: The Hill Children
-ID: l5-s15
-REFERENCE
-INTRO: Fill in the outline of the Hill family — each child's age and details. The paragraph is one tap away in the reference.
-INSTRUCTION: Complete the outline based on the paragraph.
-INPUT: type
-
-TEMPLATE: The Hill children
-SLOT: 1 | Child | Jan
-SLOT: 2 | Age | 25 years old
-SLOT: 2 | Details | goes to school and works at a bank
-SLOT: 1 | Child | Paul
-SLOT: 2 | Age | 23 years old
-SLOT: 2 | Details | mechanic in the Army
-SLOT: 1 | Child | Mark
-SLOT: 2 | Age | 17 years old
-SLOT: 2 | Details | in high school and works at a restaurant
-
-# Source: ST l5-s16 "HOW'S THE WEATHER?"
-$PRODUCE Find the Question
-ID: l5-s16
-INTRO: This time you get the answer and must supply the question. Listen to each answer, then ask aloud the question that fits, using how, why, what, or when.
-INSTRUCTION: Say a question for the answer you hear. Use how, why, what, or when.
+# Source: ST §I Think We Can Go Home
+$PRODUCE I Think...
+ID: l5-s11
+INTRO: Not completely sure of your answer? That's exactly what "I think" is for. Begin each answer with "I think" and commit anyway.
+INSTRUCTION: Answer each question aloud, starting with "I think".
 INPUT: speak
 CHECK: llm
-RUBRIC: The question must use "how", "why", "what", or "when" and naturally elicit the given answer; treat the model as one good key and accept equivalent questions.
+SHOW_PROMPT
+RUBRIC: Accept any reasonable answer beginning with "I think" that logically addresses the question.
+
+EXAMPLE
+PROMPT: It's raining today. Where is my raincoat?
+RESPONSE: I think it's in the classroom.
+
+PROMPT: I'm tired. When can we rest?
+RESPONSE: I think we can rest after class.
+
+PROMPT: It's cloudy. When will it rain?
+RESPONSE: I think it will rain this afternoon.
+
+PROMPT: The young child is crying. What's the matter?
+RESPONSE: I think he's hungry.
+
+PROMPT: It's time for class. Where is Lt Hill?
+RESPONSE: I think he's in the lab.
+
+PROMPT: They're taking a vacation. Where are they going?
+RESPONSE: I think they're going to Florida.
+
+PROMPT: That's a nice camera. Whose camera is it?
+RESPONSE: I think it's John's camera.
+
+PROMPT: They'll visit Germany in May. How will the weather be?
+RESPONSE: I think it will be warm and sunny.
+
+PROMPT: Lt Brown will stay overnight. Where will he stay?
+RESPONSE: I think he'll stay at a hotel.
+
+# Source: ST §How's the Weather? (question formation)
+$PRODUCE Make the Question
+ID: l5-s15
+INTRO: Now the tables turn: you get the answer, and you make the question. Use "how", "why", "what", or "when" — whichever one the answer is waiting for.
+INSTRUCTION: Say a question that fits the answer, using "how", "why", "what", or "when".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model response as the key. Accept any grammatically correct question that uses the same question word as the model and that the prompt sentence would naturally answer; other wording is fine.
 
 EXAMPLE
 PROMPT: I'm fine, thank you.
@@ -579,14 +401,14 @@ RESPONSE: How is the food in the mess hall?
 PROMPT: I got here by bus.
 RESPONSE: How did you get here?
 
-PROMPT: We traveled by car on our last vacation.
+PROMPT: We traveled by car (on our last vacation).
 RESPONSE: How did you travel on your last vacation?
 
 PROMPT: Because I'm very cold.
-RESPONSE: Why are you wearing a coat?
+RESPONSE: Why did you put on your coat?
 
 PROMPT: Because tomorrow we have a test on Book 6.
-RESPONSE: Why are you studying?
+RESPONSE: Why are you studying tonight?
 
 PROMPT: I think it's a very good movie.
 RESPONSE: What do you think of the movie?
@@ -594,14 +416,71 @@ RESPONSE: What do you think of the movie?
 PROMPT: I think he'll leave next week.
 RESPONSE: When will he leave?
 
-# Source: ST l5-s17 "I WATCHED THE MOVIE. I ALSO READ THE BOOK."
-$PRODUCE Add It with Also
-ID: l5-s17
-INTRO: Use "also" to add one more thing. Listen to the sentence, look at the cue on screen, and say a new sentence with "also".
-INSTRUCTION: Say a new sentence using "also" and the cue in parentheses.
+$SESSION 5-3: Building Sentences
+
+# Source: ST §And... But...
+$PRODUCE Joining Sentences with "And" and "But"
+ID: l5-s6
+INTRO: This part reviews building bigger sentences. Join each pair of sentences into one with "and" or "but" — "and" adds, "but" pushes back.
+INSTRUCTION: Combine the two sentences into one using "and" or "but".
 INPUT: speak
 CHECK: llm
-RUBRIC: Ensure the new sentence correctly incorporates "also" and the cue word(s) to add information logically.
+SHOW_PROMPT
+RUBRIC: Accept the two clauses joined accurately by "and" or "but". Punctuation and subject pronoun omission in the second clause ("and gets off...") are acceptable.
+
+PROMPT: John's plane left on time. It didn't get in on time.
+RESPONSE: John's plane left on time, but it didn't get in on time.
+
+PROMPT: He gets on the bus at 7:30. He gets off at 8:15.
+RESPONSE: He gets on the bus at 7:30, and he gets off at 8:15.
+
+PROMPT: John doesn't need stamps. He needs a money order.
+RESPONSE: John doesn't need stamps, but he needs a money order.
+
+PROMPT: Tom likes to travel by plane. He doesn't like to travel by car.
+RESPONSE: Tom likes to travel by plane, but he doesn't like to travel by car.
+
+PROMPT: Ann writes her family every day. She calls them every week.
+RESPONSE: Ann writes her family every day, and she calls them every week.
+
+PROMPT: It was very cold today. It didn't snow.
+RESPONSE: It was very cold today, but it didn't snow.
+
+PROMPT: I was late for the test. The teacher was very angry.
+RESPONSE: I was late for the test, and the teacher was very angry.
+
+PROMPT: Ted would like to go to lab. Jan doesn't want to go.
+RESPONSE: Ted would like to go to lab, but Jan doesn't want to go.
+
+# Source: ST §How Was It? (items 6–7, split out — gapped conjunction items belong with the "and"/"but" review)
+$SELECT "And" or "But"?
+ID: l5-s12-b
+INTRO: Two quick checks on the same point. Tap the word that completes each sentence.
+INSTRUCTION: Tap the word that completes the sentence.
+
+TEMPLATE: My father bought me a shirt, ____ my mother bought me a shirt.
+OPTION: a | for
+OPTION: b | but
+OPTION: c | by
+OPTION: d | and
+ANSWER: d
+
+TEMPLATE: I can't speak English, ____ I can speak French.
+OPTION: a | by
+OPTION: b | but
+OPTION: c | and
+OPTION: d | for
+ANSWER: b
+
+# Source: ST §I Watched the Movie. I Also Read the Book.
+$PRODUCE Using "Also"
+ID: l5-s16
+INTRO: One more way to add information: "also". Say the sentence again with the cue word in it — and "also" in the right place.
+INSTRUCTION: Say the sentence again using "also" and the cue word shown.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept sentences correctly placing "also" with the new object or subject noun phrase from the cue.
 
 EXAMPLE
 PROMPT: Mark went to the bank.
@@ -628,30 +507,45 @@ PROMPT: Lt Wilson flies small airplanes.
 TEMPLATE: (helicopters)
 RESPONSE: Lt Wilson also flies helicopters.
 
-# Source: ST l5-s20 (table; moved before the indirect-object drills it explains)
-$GRAMMAR Giving Things to People
-ID: l5-s20
-INTRO: One last pattern: giving, sending, and bringing things to people. Study the table — the person comes right after the verb, and the thing comes last.
+# Source: ST §Object Pronouns
+$PRODUCE Object Pronouns
+ID: l5-s7
+INTRO: Time for the little words that stand in for people. Type the object pronoun — "me", "you", "him", "her", "us", or "them" — that fits each sentence.
+INSTRUCTION: Type the correct object pronoun (me, you, him, her, us, them).
+INPUT: type
+CHECK: exact
 
-When you give, send, or bring something *to* someone, the person can come right after the verb — person first, thing last: {Can you buy me some stamps?} {Will she write me a check?}
+EXAMPLE
+TEMPLATE: Did you say good morning to ____{them}? (your students)
+RESPONSE: Did you say good morning to them?
 
-Build questions by taking one word or phrase from each column:
+TEMPLATE: Did you talk to ____{her} yesterday? (Mary)
+RESPONSE: Did you talk to her yesterday?
 
-| | | | | |
-|---|---|---|---|---|
-| Can<br>Did<br>Do<br>Does<br>Will | I<br>you<br>Ted<br>he<br>John<br>she<br>Sue and Tom<br>they<br>the clerk<br>the waitress | send<br>give<br>bring<br>sell<br>write<br>buy | Sam and Ted<br>me<br>you<br>Linda<br>him<br>Jan<br>her<br>them<br>Bill and me<br>us | a roll of film<br>a letter<br>a postcard<br>a camera<br>the menu<br>a napkin<br>some stamps<br>a check<br>an umbrella<br>a clean knife |
+TEMPLATE: Send ____{us} a postcard from Egypt. (Bob and me)
+RESPONSE: Send us a postcard from Egypt.
 
-# Source: ST l5-s19 "I GAVE IT TO HER."
-$PRODUCE Person First, Thing Last
-ID: l5-s19
-INTRO: Now practice that order. You'll hear a sentence with "to" — say it again with the person right after the verb, and no "to" at all.
-INSTRUCTION: Say the sentence again with the indirect object right after the verb.
+TEMPLATE: Mark wrote to ____{him} two weeks ago. (John)
+RESPONSE: Mark wrote to him two weeks ago.
+
+TEMPLATE: I got a letter. Tom wrote to ____{me}.
+RESPONSE: I got a letter. Tom wrote to me.
+
+TEMPLATE: Thank you for your help. This is for ____{you}. (you)
+RESPONSE: Thank you for your help. This is for you.
+
+# Source: ST §I Gave It to Her
+$PRODUCE Saying It the Short Way: I Gave Her the Camera
+ID: l5-s18
+INTRO: "Ann sent a letter to Tom" — or, shorter, "Ann sent Tom a letter". Say each sentence the short way, with the person right after the verb.
+INSTRUCTION: Say the sentence again with the person right after the verb.
 INPUT: speak
 CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
 PROMPT: Ann sent a letter to Tom.
-RESPONSE: Ann sent *Tom* a letter.
+RESPONSE: Ann sent Tom a letter.
 
 PROMPT: Ted gave a new camera to Mary.
 RESPONSE: Ted gave Mary a new camera.
@@ -668,12 +562,21 @@ RESPONSE: Tom sent Ann a package.
 PROMPT: Sam, bring a spoon from the table to me.
 RESPONSE: Sam, bring me a spoon from the table.
 
-# Source: ST l5-s21 "ASK A QUESTION" (recast from open "write a question" to cued assembly)
-$PRODUCE Build a Question
-ID: l5-s21
-REFERENCE
-INTRO: Build questions from the table's pieces. Read the words on screen, put them together, and say the full question aloud — the table is in the reference if you want to see the columns again.
-INSTRUCTION: Say the complete question using the words shown.
+# Source: ST §Can You Buy Me Some Stamps? (reference table)
+$GRAMMAR Question-Building Table
+ID: l5-s19-g
+INTRO: Here's a question-building table: take one piece from each column and you get a real question. Look it over — you'll build your own questions next.
+
+| | | | | |
+|---|---|---|---|---|
+| Can<br>Did<br>Do<br>Does<br>Will | I<br>you<br>Ted<br>he<br>John<br>she<br>Sue and Tom<br>they<br>the clerk<br>the waitress | send<br>give<br>bring<br>sell<br>write<br>buy | Sam and Ted<br>me<br>you<br>Linda<br>him<br>Jan<br>her<br>them<br>Bill and me<br>us | a roll of film<br>a letter<br>a postcard<br>a camera<br>the menu<br>a napkin<br>some stamps<br>a check<br>an umbrella<br>a clean knife |
+
+# Source: ST §Can You Buy Me Some Stamps? (bare "Write question N" prompts scaffolded with cue words from the table)
+$PRODUCE Can You Buy Me Some Stamps?
+ID: l5-s19
+REFERENCE: l5-s19-g
+INTRO: Now build the questions yourself. Say a question from the cue words — the table is one tap away if you need it.
+INSTRUCTION: Say a question using the cue words. Open the table if you need help.
 INPUT: speak
 CHECK: reveal
 
@@ -681,43 +584,294 @@ EXAMPLE
 TEMPLATE: Will / she / write / me / a check
 RESPONSE: Will she write me a check?
 
+EXAMPLE
 TEMPLATE: Can / he / give / her / some stamps
 RESPONSE: Can he give her some stamps?
 
-TEMPLATE: Did / you / bring / us / a menu
-RESPONSE: Did you bring us a menu?
+TEMPLATE: Can / you / buy / me / some stamps
+RESPONSE: Can you buy me some stamps?
 
-TEMPLATE: Can / they / sell / him / a camera
-RESPONSE: Can they sell him a camera?
+TEMPLATE: Did / the clerk / sell / him / a roll of film
+RESPONSE: Did the clerk sell him a roll of film?
 
-TEMPLATE: Does / the clerk / sell / them / some stamps
-RESPONSE: Does the clerk sell them some stamps?
+TEMPLATE: Will / John / bring / us / the menu
+RESPONSE: Will John bring us the menu?
 
-TEMPLATE: Will / John / send / Linda / a postcard
-RESPONSE: Will John send Linda a postcard?
+TEMPLATE: Does / she / send / them / a postcard
+RESPONSE: Does she send them a postcard?
 
-TEMPLATE: Can / you / buy / me / a roll of film
-RESPONSE: Can you buy me a roll of film?
+TEMPLATE: Did / you / give / Linda / an umbrella
+RESPONSE: Did you give Linda an umbrella?
 
-TEMPLATE: Did / she / bring / him / a clean knife
-RESPONSE: Did she bring him a clean knife?
+TEMPLATE: Can / the waitress / bring / me / a clean knife
+RESPONSE: Can the waitress bring me a clean knife?
 
-# Source: ST l5-s21 (open production pass, kept from the source's free "write a question" intent)
-$PRODUCE Ask for What You Need
-ID: l5-s21-b
-REFERENCE
-INTRO: Last activity of Book 6. Real situations this time: ask for what you need — person after the verb, thing at the end. Then close the book and go rest. You've earned it.
-INSTRUCTION: Ask a question that fits the situation. Use the pattern from the table.
+# Source: ST §Johnny's Restaurant Menu
+$GRAMMAR Johnny's Restaurant Menu
+ID: l5-s8
+INTRO: Johnny's Restaurant has kindly shared its dinner menu. Read it over — main dishes, pie, and coffee for seventy-five cents. You'll order in a moment.
+
+| J O H N N Y ' S R E S T A U R A N T | | | |
+|---|---|---|---|
+| **Dinner Menu** | | | |
+| **Main dishes** | | **Soups** | |
+| {Beef and rice} | $4.25 | {Vegetable} | $1.00 |
+| {Beef and potatoes} | $4.25 | {Chicken} | $1.25 |
+| {Chicken and rice} | $4.75 | | |
+| {Chicken and vegetables} | $3.75 | **Salads** | |
+| {Fish and fries} | $4.25 | | |
+| | | {Dinner salad} | $0.75 |
+| **Desserts** | | {Large salad} | $1.25 |
+| | | {Fruit salad} | $0.90 |
+| **Ice cream** | | | |
+| &nbsp;&nbsp;&nbsp;&nbsp;{vanilla} | $1.20 | **Drinks** | |
+| &nbsp;&nbsp;&nbsp;&nbsp;{chocolate} | $1.20 | | |
+| **Pie** | | {Tea} | $0.50 |
+| &nbsp;&nbsp;&nbsp;&nbsp;{apple} | $1.50 | {Juice} | $0.80 |
+| &nbsp;&nbsp;&nbsp;&nbsp;{cherry} | $1.50 | {Milk} | $0.75 |
+| | | {Coffee} | $0.75 |
+
+# Source: ST §What Would You Like to Order?
+$PRODUCE Ordering at Johnny's Restaurant
+ID: l5-s9
+REFERENCE: l5-s8
+INTRO: The waiter is ready and the menu is yours. Answer each of his questions and order a real meal — the menu is in the reference if the prices slip your mind.
+INSTRUCTION: Answer the waiter using items from the menu.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any polite, grammatical question with an indirect object right after the verb (like "Can you buy me some stamps?") that fits the situation.
+RUBRIC: Accept any food item from the menu for the main order, a drink from the menu for the second turn, and a dessert, soup, side, or polite decline for the third turn.
 
-PROMPT: You need stamps, and your friend is going to the post office. Ask him to buy you some.
-RESPONSE: Can you buy me some stamps?
+PROMPT: Would you like to order now?
+RESPONSE: Yes, I'd like the chicken and rice, please.
 
-PROMPT: You're at a restaurant, and you don't have a menu. Ask the waitress to bring you one.
-RESPONSE: Will you bring me a menu, please?
+PROMPT: What would you like to drink?
+RESPONSE: I'd like a glass of milk, please.
 
-PROMPT: Your sister is on vacation in Florida. Ask her to send you a postcard.
-RESPONSE: Can you send me a postcard?
+PROMPT: Would you like anything else?
+RESPONSE: No, thank you. That's all.
+
+# Source: ST §No, Nothing Else.
+$PRODUCE Anything Else? Nothing Else.
+ID: l5-s17
+INTRO: One last exchange at the restaurant. Type the missing words: "anything else", "nothing else", or "something else".
+INSTRUCTION: Type the missing words: "anything else", "nothing else", or "something else".
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Waiter: Can I bring you ____{anything else}, ma'am?
+TEMPLATE: Mrs. White: Yes, please. I'd like a dish of vanilla ice cream.
+RESPONSE: Can I bring you anything else, ma'am?\n— Yes, please. I'd like a dish of vanilla ice cream.
+
+TEMPLATE: Waiter: Can I bring you ____{anything else}, sir?
+TEMPLATE: Mr. White: No, ____{nothing else}, thank you.
+RESPONSE: Can I bring you anything else, sir?\n— No, nothing else, thank you.
+
+$SESSION 5-4: Reading Review
+
+# Source: ST §What's the Topic? — Paragraph 1 (reading)
+$GRAMMAR Reading: What's the Topic? — Paragraph 1
+ID: l5-s10-r-p1
+READING
+INTRO: This part reviews your reading skills. Read this short paragraph about John — then you'll pick its topic.
+
+CARD: **Paragraph 1.** John is 17 years old. He finished his driver's education class last week. He took his test and got a good score. He'll get his driver's license in one month. John is happy. He can drive his father's car.
+
+# Source: ST §What's the Topic? — Paragraph 1 (question)
+$SELECT What's the Topic? — Paragraph 1
+ID: l5-s10-p1
+REFERENCE: l5-s10-r-p1
+INTRO: So — what was that paragraph really about? Tap the topic.
+INSTRUCTION: Tap the topic of the paragraph.
+OPTION: a | John's birthday
+OPTION: b | John's father's car
+OPTION: c | John's driver's license
+
+TEMPLATE: What is the topic of the paragraph?
+ANSWER: c
+
+# Source: ST §What's the Topic? — Paragraph 2 (reading)
+$GRAMMAR Reading: What's the Topic? — Paragraph 2
+ID: l5-s10-r-p2
+READING
+INTRO: Next paragraph: a new restaurant with one small problem.
+
+CARD: **Paragraph 2.** There's a new restaurant near the base. The building is large, and there are nice pictures on the walls. The waiters and waitresses are good. They help their customers and smile a lot, but something's wrong. The food isn't very good. It's not awful, but it isn't delicious.
+
+# Source: ST §What's the Topic? — Paragraph 2 (question)
+$SELECT What's the Topic? — Paragraph 2
+ID: l5-s10-p2
+REFERENCE: l5-s10-r-p2
+INTRO: Tap the topic of the restaurant paragraph.
+INSTRUCTION: Tap the topic of the paragraph.
+OPTION: a | the new restaurant
+OPTION: b | one customer's meal
+OPTION: c | waiters and waitresses
+
+TEMPLATE: What is the topic of the paragraph?
+ANSWER: a
+
+# Source: ST §What's the Topic? — Paragraph 3 (reading)
+$GRAMMAR Reading: What's the Topic? — Paragraph 3
+ID: l5-s10-r-p3
+READING
+INTRO: Last one: a family vacation in Florida.
+
+CARD: **Paragraph 3.** My family and I took our vacation in Florida this summer. We went there by ship. We stayed in a large hotel with a bank, a post office, and three restaurants. We went sightseeing every day and took a lot of pictures. We sent postcards and pictures to our friends. It was a nice vacation.
+
+# Source: ST §What's the Topic? — Paragraph 3 (question)
+$SELECT What's the Topic? — Paragraph 3
+ID: l5-s10-p3
+REFERENCE: l5-s10-r-p3
+INTRO: Tap the topic of the vacation paragraph.
+INSTRUCTION: Tap the topic of the paragraph.
+OPTION: a | a long trip by boat
+OPTION: b | our vacation in Florida
+OPTION: c | summer weather in Florida
+
+TEMPLATE: What is the topic of the paragraph?
+ANSWER: b
+
+# Source: ST §Three Friends Downtown (reading)
+$GRAMMAR Reading: Three Friends Downtown
+ID: l5-s13-r
+READING
+INTRO: Now, outlines. Read about three friends and their errands downtown — pay attention to who went where, and what for.
+
+CARD: Tom, John, and David are good friends. This morning, the three of them went downtown. They had to do things. Tom had to go to the post office. He had to buy stamps and mail a package. John had to go to the bank and cash a check. David had to return some books to the library.
+
+# Source: ST §Three Friends Downtown (outline)
+$PRODUCE Outline: Three Friends Downtown
+ID: l5-s13
+REFERENCE: l5-s13-r
+INTRO: Fill in the outline: who went where, and what they did there. The paragraph is in the reference if your memory blurs.
+INSTRUCTION: Type short answers to complete the outline.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Three friends downtown
+SLOT: 1 | First friend | Tom
+SLOT: 2 | Place Tom went | post office
+SLOT: 2 | What Tom did | buy stamps and mail a package
+SLOT: 1 | Second friend | John
+SLOT: 2 | Place John went | bank
+SLOT: 2 | What John did | cash a check
+SLOT: 1 | Third friend | David
+SLOT: 2 | Place David went | library
+SLOT: 2 | What David did | return some books
+
+# Source: ST §The Hill Children (reading)
+$GRAMMAR Reading: The Hill Children
+ID: l5-s14-r
+READING
+INTRO: One more: the Hill family's three children — their ages and what they do. The parents, mercifully, are not on the test.
+
+CARD: Mr. and Mrs. Hill have three children: Jan, Paul, and Mark. Jan is 25 years old. She goes to school, and she works at a bank. Paul is 23 years old. He's a mechanic in the Army. Mark is 17 years old, and he's in high school. He works a few hours a week at a restaurant.
+
+# Source: ST §The Hill Children (outline)
+$PRODUCE Outline: The Hill Children
+ID: l5-s14
+REFERENCE: l5-s14-r
+INTRO: Complete the outline about the Hill children. Type short answers — the paragraph is one tap away.
+INSTRUCTION: Type short answers to complete the outline.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: The Hill children
+SLOT: 1 | First child | Jan
+SLOT: 2 | Jan's age | 25
+SLOT: 2 | Jan's occupation | student and bank worker
+SLOT: 1 | Second child | Paul
+SLOT: 2 | Paul's age | 23
+SLOT: 2 | Paul's occupation | mechanic in the Army
+SLOT: 1 | Third child | Mark
+SLOT: 2 | Mark's age | 17
+SLOT: 2 | Mark's occupation | high school student and restaurant worker
+
+$SESSION 5-5: Extra Practice — Reading Phrases
+
+# Source: ST §Circle the Same Phrase (word-shape discrimination — collected as an optional trailing part)
+$SELECT Find the Same Phrase
+ID: l5-s2
+INTRO: This last part is optional extra practice for your reading eyes: find the phrase that exactly matches the key phrase — the others are close, but not the same. If you can already read these comfortably, skip ahead. And with that, Book 6 is done.
+INSTRUCTION: Tap the phrase that is exactly the same as the underlined phrase.
+
+TEMPLATE: *all right*
+OPTION: a | all night
+OPTION: b | are right
+OPTION: c | any night
+OPTION: d | all right
+OPTION: e | any right
+ANSWER: d
+
+TEMPLATE: *silver dollar*
+OPTION: a | seven dollars
+OPTION: b | some dollars
+OPTION: c | silver dollar
+OPTION: d | same dollar
+OPTION: e | six dollars
+ANSWER: c
+
+TEMPLATE: *arrival date*
+OPTION: a | arrived late
+OPTION: b | arrival day
+OPTION: c | arrive late
+OPTION: d | arrive today
+OPTION: e | arrival date
+ANSWER: e
+
+TEMPLATE: *a bad picture*
+OPTION: a | a big picture
+OPTION: b | a black picture
+OPTION: c | a bad paragraph
+OPTION: d | a big package
+OPTION: e | a bad picture
+ANSWER: e
+
+TEMPLATE: *read the mail*
+OPTION: a | reads the menu
+OPTION: b | read his mail
+OPTION: c | reads her mail
+OPTION: d | read the mail
+OPTION: e | read the menu
+ANSWER: d
+
+TEMPLATE: *pen and pencil*
+OPTION: a | pen and paper
+OPTION: b | pen and pencil
+OPTION: c | pen and phone
+OPTION: d | pen and postcard
+OPTION: e | pen and picture
+ANSWER: b
+
+TEMPLATE: *send the postcard*
+OPTION: a | send the postcard
+OPTION: b | read the paragraph
+OPTION: c | read the postcard
+OPTION: d | send the package
+OPTION: e | read the paper
+ANSWER: a
+
+TEMPLATE: *gallon of milk*
+OPTION: a | gallon of juice
+OPTION: b | gallons of water
+OPTION: c | gallons of milk
+OPTION: d | gallons of tea
+OPTION: e | gallon of milk
+ANSWER: e
+
+TEMPLATE: *a few minutes ago*
+OPTION: a | a minute ago
+OPTION: b | a few minutes ago
+OPTION: c | ten minutes ago
+OPTION: d | a few months ago
+OPTION: e | two minutes ago
+ANSWER: b
+
+TEMPLATE: *two dimes and a nickel*
+OPTION: a | ten dimes and a nickel
+OPTION: b | the dimes and nickels
+OPTION: c | ten dimes and nickels
+OPTION: d | two dimes and a nickel
+OPTION: e | three dimes and a nickel
+ANSWER: d
diff --git a/book-6-lesson-5/st-page_126_001.jpg b/book-6-lesson-5/st-page_126_001.jpg
new file mode 100644
index 00000000..b79626d4
Binary files /dev/null and b/book-6-lesson-5/st-page_126_001.jpg differ
diff --git a/book-7-lesson-1.module b/book-7-lesson-1.module
index e4c81863..453bdffb 100644
--- a/book-7-lesson-1.module
+++ b/book-7-lesson-1.module
@@ -1,138 +1,131 @@
-$MODULE Book 7 · Lesson 1: What's This Shape Called? {st-page_009_001.jpg}
+$MODULE Book 7 · Lesson 1: What's This Shape Called? {st-page_009_001.jpg|A female teacher standing in front of a chalkboard with geometric shapes drawn on it, speaking to three seated students}
 FORMAT: 2
-DIOCO_DOC_ID: alc_en_book7_lesson1
-DESCRIPTION: Meeting people and talking about jobs, naming shapes and math words, "other" and "both", descriptive adjectives and opposites, sentence combining, pronoun referents, and describing people and places.
+DIOCO_DOC_ID: alc_book7_lesson1
+DESCRIPTION: Meeting people and talking about jobs; shapes and math words; asking what things are called; "other" and "both"; opposites and describing words; combining sentences with adjectives; describing people and places.
 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: John | orus | Male student
+VOICE_PROMPT: gacrux | For stimulus and question audio
+VOICE_RESPONSE: schedar | For model answers, warm and clear
+VOICE: John | achird | Male student
 VOICE: Al | charon | Male student
-VOICE: Mrs_Murphy | gacrux | Female teacher
-VOICE: Anna | leda | Female student
-VOICE: Officer | achird | Male officer
-VOICE: Sergeant | schedar | Male sergeant
-VOICE: Carl | umbriel | Male
-VOICE: Colonel | achird | Male officer
-VOICE: Susan | gacrux | Female student
-VOICE: Karen | aoede | Female student
-VOICE: Linda | aoede | Female student
-VOICE: Jim | iapetus | Male student
-VOICE: Mary | achernar | Female student
-VOICE: Sue | aoede | Female student
-VOICE: Dan | orus | Male student
-VOICE: Bob | achird | Male student
-VOICE: Mark | achird | Male student
-VOICE: Kent | charon | Male student
-VOICE: Steve | iapetus | Male student
-VOICE: David | alnilam | Male student
-VOICE: Tom | schedar | Male student
-VOICE: ID | achernar | speaker (auto)
+VOICE: Mrs_Murphy | aoede | Female teacher
+VOICE: Anna | gacrux | Female student
+VOICE: Linda | gacrux | Female student
+VOICE: Jim | achird | Male student
+VOICE: Mary | aoede | Female speaker
+VOICE: Sue | achernar | Female speaker
+VOICE: Dan | schedar | Male speaker
+VOICE: Bob | charon | Male speaker
+VOICE: Mark | orus | Male speaker
+VOICE: Kent | puck | Male speaker
+VOICE: Steve | iapetus | Male speaker
+VOICE: David | alnilam | Male speaker
+VOICE: Tom | rasalgethi | Male speaker
+VOICE: Man1 | schedar | Male soldier
+VOICE: Carl | achird | Male soldier
+VOICE: Officer | schedar | Male officer
+VOICE: Sergeant | charon | Male sergeant
+VOICE: Colonel | schedar | Male officer
+VOICE: Susan | aoede | Female speaker
+VOICE: Karen | gacrux | Female speaker
 
-$LESSON 1-1: Meeting People and Jobs
+$SESSION 1-1: New Friends and Jobs
 
-$DIALOGUE Meeting a New Student
-ID: 1a-f1
 # Source: LLA 1A Figure 1
-INTRO: In this lesson you'll learn to introduce people, name jobs and shapes, describe things with new adjectives, and build longer sentences from short ones. First, John meets a new student — listen and repeat each line.
+$DIALOGUE Meeting a New Student {page_011_001.jpg|Two men in military dress shirts talking to each other while holding cups, standing near a window and door with a sign}
+ID: 7-1a-f1
+INTRO: In this lesson you'll learn to name shapes, compare things, and describe people and places. First, John meets Al — new in town and already booked for soccer after class. Listen, then repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-John: Hi! I'm John Hall. Are you new here? {page_011_001.jpg} {bk07-l1a-f1-01.mp3}
-Al: Yes. I'm Al Roberts. I arrived Sunday. {page_011_001.jpg} {bk07-l1a-f1-02.mp3}
-John: Glad to meet you. Where are you from? {page_011_001.jpg} {bk07-l1a-f1-03.mp3}
-Al: My home is near New York City. {page_011_001.jpg} {bk07-l1a-f1-04.mp3}
-John: Are you a student here? {page_011_001.jpg} {bk07-l1a-f1-05.mp3}
-Al: Yes. I'm a student at the language school. {page_011_001.jpg} {bk07-l1a-f1-06.mp3}
-John: What's your job? {page_011_001.jpg} {bk07-l1a-f1-07.mp3}
-Al: I was a mechanic, but now I'm a student too. {page_011_001.jpg} {bk07-l1a-f1-08.mp3}
-John: Do you like to play soccer? {page_011_001.jpg} {bk07-l1a-f1-09.mp3}
-Al: Yes, I do. Do you play? {page_011_001.jpg} {bk07-l1a-f1-10.mp3}
-John: Yes. Let's play a game today after class. {page_011_001.jpg} {bk07-l1a-f1-11.mp3}
-Al: OK. I'll see you then. {page_011_001.jpg} {bk07-l1a-f1-12.mp3}
+John: Hi. I'm John Hall. Are you new here? {bk07-l1a-f1-01.mp3}
+Al: Yes. I'm Al Roberts. I arrived Sunday. {bk07-l1a-f1-02.mp3}
+John: Glad to meet you. Where are you from? {bk07-l1a-f1-03.mp3}
+Al: My home is near New York City. Are you a student here? {bk07-l1a-f1-04.mp3}
+John: Yes. I'm a student at the language school. What's your job? {bk07-l1a-f1-05.mp3}
+Al: I was a mechanic, but now I'm a student too. {bk07-l1a-f1-06.mp3}
+John: Do you like to play soccer? {bk07-l1a-f1-07.mp3}
+Al: Yes, I do. Do you play? {bk07-l1a-f1-08.mp3}
+John: Yes. Let's play a game today after class. {bk07-l1a-f1-09.mp3}
+Al: Okay. I'll see you then. {bk07-l1a-f1-10.mp3}
 
-$PRODUCE Questions About Al
-ID: 1a-f1-b
 # Source: LLA 1A Figure 1 (questions)
-REFERENCE
-INTRO: Now some questions about John and Al. Answer aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions About John and Al
+ID: 7-1a-f1-b
+REFERENCE: 7-1a-f1
+INTRO: Five quick questions about John and Al. Answer aloud in a full sentence, then repeat the model answer. Open the dialogue if you need it.
+INSTRUCTION: Answer each question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What is the name of John's new friend? {bk07-l1a-f1-13-q.mp3}
-RESPONSE: His name is Al Roberts. {bk07-l1a-f1-13-a.mp3}
+PROMPT: What is the name of John's new friend? {bk07-l1a-f1-11.mp3}
+RESPONSE: His name is Al Roberts. {bk07-l1a-f1-12.mp3}
 
-PROMPT: When did Al arrive? {bk07-l1a-f1-14-q.mp3}
-RESPONSE: Al arrived Sunday. {bk07-l1a-f1-14-a.mp3}
+PROMPT: When did Al arrive? {bk07-l1a-f1-13.mp3}
+RESPONSE: Al arrived Sunday. {bk07-l1a-f1-14.mp3}
 
-PROMPT: Where is Al from? {bk07-l1a-f1-15-q.mp3}
-RESPONSE: Al's home is near New York City. {bk07-l1a-f1-15-a.mp3}
+PROMPT: Where is Al from? {bk07-l1a-f1-15.mp3}
+RESPONSE: Al's home is near New York City. {bk07-l1a-f1-16.mp3}
 
-PROMPT: What is his job? {bk07-l1a-f1-16-q.mp3}
-RESPONSE: He was a mechanic before. {bk07-l1a-f1-16-a.mp3}
+PROMPT: What is his job? {bk07-l1a-f1-17.mp3}
+RESPONSE: He was a mechanic before. {bk07-l1a-f1-18.mp3}
 
-PROMPT: What sport does Al play? {bk07-l1a-f1-17-q.mp3}
-RESPONSE: Al plays soccer. {bk07-l1a-f1-17-a.mp3}
+PROMPT: What sport does Al play? {bk07-l1a-f1-19.mp3}
+RESPONSE: Al plays soccer. {bk07-l1a-f1-20.mp3}
 
-$DIALOGUE Introducing Al
-ID: 1a-f2
 # Source: LLA 1A Figure 2
-INTRO: Al is meeting John's friends, and John does the talking. Listen and repeat how he introduces his new friend.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Introducing a Friend {page_012_001.jpg|Three young men in casual athletic shirts with numbers printed on them, two holding coffee cups talking, one listening, with two figures playing soccer in the background}
+ID: 7-1a-f2
+INTRO: John introduces Al to his friends — everything he just learned, in five sentences. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-LINE: I want you to meet my new friend. {page_012_001.jpg} {bk07-l1a-f2-01.mp3}
-LINE: His name is Al Roberts. {page_012_001.jpg} {bk07-l1a-f2-02.mp3}
-LINE: Al's home is near New York City. {page_012_001.jpg} {bk07-l1a-f2-03.mp3}
-LINE: He arrived Sunday. {page_012_001.jpg} {bk07-l1a-f2-04.mp3}
-LINE: He's a student here, and he plays soccer. {page_012_001.jpg} {bk07-l1a-f2-05.mp3}
+John: I want you to meet my new friend. {bk07-l1a-f2-01.mp3}
+John: His name is Al Roberts. {bk07-l1a-f2-02.mp3}
+John: Al's home is near New York City. {bk07-l1a-f2-03.mp3}
+John: He arrived Sunday. {bk07-l1a-f2-04.mp3}
+John: He's a student here, and he plays soccer. {bk07-l1a-f2-05.mp3}
 
-$DIALOGUE Talking About Jobs
-ID: l1-s1
 # Source: ST §What's Your Job?
-INTRO: Al was a mechanic — that was his job. Here are more jobs. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE What's Your Job?
+ID: l1-s1
+INTRO: Al used to be a mechanic. Here's how to ask about anyone's job. Listen and repeat each question and answer.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 VOCAB: job
-VOCAB: doctor
-LINE: What's his job? He's a doctor. {st-page_011_001.jpg}
+LINE: What's his job? {st-page_011_001.jpg|A male doctor with a stethoscope talking to a woman patient}
+LINE: He's a doctor.
 
-VOCAB: nurse
-LINE: What's her job? She's a nurse. {st-page_011_002.jpg}
+LINE: What's her job? {st-page_011_002.jpg|A female nurse holding a clipboard talking to a young boy standing on a scale}
+LINE: She's a nurse.
 
-VOCAB: teacher
-LINE: What's his job? He's a teacher. {st-page_011_003.jpg}
+LINE: What's his job? {st-page_011_003.jpg|A male teacher standing at an open door talking to a male student}
+LINE: He's a teacher.
 
-$DIALOGUE That's His Job
-ID: l1-s2
 # Source: ST §That's Her Job.
-INTRO: Now read about what these people do all day — and what they're called for doing it.
+$DIALOGUE That's His Job, That's Her Job
+ID: l1-s2
+INTRO: Six people, six jobs. Just read these sentences — no repeating this time.
 INSTRUCTION: Read the sentences.
 
 LINE: John helps sick people. He's a doctor. That's his job.
-VOCAB: hospital
 LINE: Anne works in a hospital. She's a nurse. That's her job.
 LINE: George has fifty students. He's a teacher. That's his job.
-VOCAB: mechanic
 LINE: Mark's car didn't start. He called David. David's a mechanic. That's his job.
-VOCAB: travel agent
 LINE: Linda makes airline and hotel reservations for other people. She's a travel agent. That's her job.
-VOCAB: waiter
 LINE: I work in a restaurant. I'm a waiter. That's my job.
 
+# Source: ST §What's His Job?
 $PRODUCE What's His Job?
 ID: l1-s3
-# Source: ST §What's His Job?
-INTRO: You'll read what each person does. Say what their job is called — a short answer is fine.
-INSTRUCTION: Answer the question aloud.
+INTRO: Now you name the job. Listen to what each person does and answer aloud with a full sentence.
+INSTRUCTION: Answer the question about each person's job.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a short or full sentence identifying the correct job (e.g., "He's a pilot."). Accept common synonyms for the same job (e.g. "mailman" for "mail carrier", "taxi driver" / "cab driver").
+RUBRIC: Accept any correct identification of the profession based on the description (e.g. "He's a pilot.", "She's a teacher.").
 
 EXAMPLE
 PROMPT: Tom has a small class of ten students. What's his job?
@@ -148,7 +141,7 @@ PROMPT: Jan works in a classroom. She helps students learn English. What's her j
 RESPONSE: She's a teacher.
 
 PROMPT: Carol works in a bank. She cashes checks and sells money orders. What's her job?
-RESPONSE: She's a bank teller.
+RESPONSE: She's a teller.
 
 PROMPT: Steve takes people to airports, stores, and restaurants in his car. What's his job?
 RESPONSE: He's a taxi driver.
@@ -168,265 +161,115 @@ RESPONSE: He's a cook.
 PROMPT: Glen shaves men's faces and cuts their hair. What's his job?
 RESPONSE: He's a barber.
 
-$LESSON 1-2: Shapes
+$SESSION 1-2: Shapes and Math Words
 
-$DIALOGUE Naming Shapes
-ID: l1-s4
 # Source: ST §These Are Called Shapes.
-INTRO: In this part you'll learn to name shapes and lines — circles, triangles, squares, and rectangles. Look at each picture, and repeat the questions and answers.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE These Are Called Shapes
+ID: l1-s4
+INTRO: New goal: name shapes and talk about math. Circles, triangles, squares, rectangles — and the useful question "What's this called?". Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
+LINE: What are these? {st-page_012_001.jpg|A set of four geometric shapes: a rectangle, an inverted triangle, a circle, and a square}
 VOCAB: shape
-LINE: What are these? They're shapes. What are these called? They're called shapes. {st-page_012_001.jpg}
-LINE: How many shapes are there? There are four shapes. {st-page_012_001.jpg}
+LINE: They're shapes.
+LINE: What are these called?
+LINE: They're called shapes.
+LINE: How many shapes are there?
+LINE: There are four shapes.
 
+LINE: What's this? {st-page_012_002.jpg|A simple circle}
 VOCAB: circle
-LINE: What's this? It's a circle. What's this called? It's called a circle. {st-page_012_002.jpg}
+LINE: It's a circle.
+LINE: What's this called?
+VOCAB: It's called ...
+LINE: It's called a circle.
 
+LINE: What's this? {st-page_013_001.jpg|A triangle shape}
 VOCAB: triangle
-LINE: What's this? It's a triangle. What's this called? It's called a triangle. {st-page_013_001.jpg}
+LINE: It's a triangle.
+LINE: What's this called?
+LINE: It's called a triangle.
 
+LINE: What's this? {st-page_013_002.jpg|A square shape}
 VOCAB: square
-LINE: What's this? It's a square. What's this called? It's called a square. {st-page_013_002.jpg}
+LINE: It's a square.
+LINE: What's this called?
+LINE: It's called a square.
 
+LINE: What's this? {st-page_013_003.jpg|A rectangle shape}
 VOCAB: rectangle
-LINE: What's this? It's a rectangle. What's this called? It's called a rectangle. {st-page_013_003.jpg}
+LINE: It's a rectangle.
+LINE: What's this called?
+LINE: It's called a rectangle.
 
+LINE: What are these? {st-page_013_004.jpg|Three lines: a curved line, a solid line, and a dashed line}
 VOCAB: line
-LINE: What are these? They're lines. What are these called? They're called lines. {st-page_013_004.jpg}
+LINE: They're lines.
+LINE: What are these called?
+LINE: They're called lines.
 
-$DIALOGUE Shape Words — Pronunciation
-ID: 1a-f3
-# Source: LLA 1A Figure 3 (word list kept after the sentence presentation, as pronunciation reinforcement)
-INTRO: Now hear the shape and math words on their own, from the lab tape. Repeat each one clearly.
-INSTRUCTION: Repeat each word.
+# Source: ST §What's This Shape Called?
+$PRODUCE What's This Shape Called?
+ID: l1-s5
+INTRO: Your turn. Say what each shape is called — a full sentence, please.
+INSTRUCTION: Say what each shape or set is called.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept answers that correctly identify the shape or shapes (e.g. "It's a square.", "It's called a square.", "They're lines.").
+
+EXAMPLE
+PROMPT: What is this called? {st-page_014_009.jpg|A tall triangle}
+RESPONSE: It's called a triangle.
+
+PROMPT: What is this called? {st-page_014_001.jpg|A small square}
+RESPONSE: It's called a square.
+
+PROMPT: What is this called? {st-page_014_002.jpg|A circle}
+RESPONSE: It's called a circle.
+
+PROMPT: What is this called? {st-page_014_003.jpg|A rectangle}
+RESPONSE: It's called a rectangle.
+
+PROMPT: What are these called? {st-page_014_004.jpg|Three lines: wavy, solid, and dashed}
+RESPONSE: They're called lines.
+
+PROMPT: What is this called? {st-page_014_005.jpg|A triangle}
+RESPONSE: It's called a triangle.
+
+PROMPT: What are these called? {st-page_014_006.jpg|A set of four shapes: square, circle, rectangle, and triangle}
+RESPONSE: They're called shapes.
+
+PROMPT: What is this called? {st-page_014_007.jpg|A large square}
+RESPONSE: It's called a square.
+
+PROMPT: What is this called? {st-page_014_008.jpg|A large rectangle}
+RESPONSE: It's called a rectangle.
+
+# Source: ST §Linda's Studying Mathematics.
+$DIALOGUE Linda's Studying Mathematics
+ID: l1-s6
+INTRO: A few more math words: "mathematics", "mistake", "side", and "edge". Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
 VOCAB: mathematics
 VOCAB: math
-LINE: Mathematics. Math. {page_013_001.jpg} {bk07-l1a-f3-01.mp3}
+LINE: This is mathematics. Math is a short word for mathematics. {st-page_015_001.jpg|A frame containing basic geometric shapes and simple addition and subtraction math equations}
 
-LINE: Circle. {page_013_002.jpg} {bk07-l1a-f3-02.mp3}
-
-VOCAB: draw
-VOCAB: drew
-LINE: Draw. Drew. {page_013_003.jpg} {bk07-l1a-f3-03.mp3}
-
-LINE: Line. Lines. {page_013_004.jpg} {bk07-l1a-f3-04.mp3}
-
-LINE: Shape. Shapes. {page_013_005.jpg} {bk07-l1a-f3-05.mp3}
-
-VOCAB: side
-LINE: Side. Sides. {page_013_006.jpg} {bk07-l1a-f3-06.mp3}
-
-
-LINE: Triangle. Triangles. {page_013_007.jpg} {bk07-l1a-f3-08.mp3}
-
-LINE: Square. Squares. {page_013_008.jpg} {bk07-l1a-f3-09.mp3}
-
-LINE: Rectangle. Rectangles. {page_013_009.jpg} {bk07-l1a-f3-10.mp3}
-
-$PRODUCE What's This Shape Called?
-ID: l1-s5
-# Source: ST §What's This Shape Called?
-INTRO: Time to name the shapes yourself. Look at each picture and say what it's called.
-INSTRUCTION: Look at the picture and say what the shape is called.
-INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model answer as the key; accept any phrasing that names the same shape (e.g., "a triangle" or "It's called a triangle."). Two items ask about a group and want the CATEGORY word ("They're called lines." / "They're called shapes."): if the learner instead lists the individual shapes ("a triangle, a square"), that is not the target — say so and hint that one word covers all of them.
-
-EXAMPLE
-PROMPT: What's this shape called? {st-page_014_005.jpg}
-RESPONSE: It's called a triangle.
-
-PROMPT: What's this shape called? {st-page_014_001.jpg}
-RESPONSE: It's called a square.
-
-PROMPT: What's this shape called? {st-page_014_002.jpg}
-RESPONSE: It's called a circle.
-
-PROMPT: What's this shape called? {st-page_014_003.jpg}
-RESPONSE: It's called a rectangle.
-
-PROMPT: What are these called? {st-page_014_004.jpg}
-RESPONSE: They're called lines.
-
-PROMPT: What are these called? {st-page_014_006.jpg}
-RESPONSE: They're called shapes.
-
-PROMPT: What's this shape called? {st-page_014_007.jpg}
-RESPONSE: It's called a square.
-
-PROMPT: What's this shape called? {st-page_014_008.jpg}
-RESPONSE: It's called a rectangle.
-
-PROMPT: What's this shape called? {st-page_014_009.jpg}
-RESPONSE: It's called a triangle.
-
-$SELECT Which Words Do You Hear?
-ID: 1a-f4
-# Source: LLA 1A Figure 4
-MULTI
-INTRO: Listen to each sentence and tap every word you hear in it. Then repeat the whole sentence.
-INSTRUCTION: Tap the words you hear.
-REPEAT
-
-PROMPT: All triangles have 3 sides. {bk07-l1a-f4-01-q.mp3}
-OPTION: a | squares
-OPTION: b | triangles
-OPTION: c | lines
-OPTION: d | sides
-OPTION: e | circles
-ANSWER: b,d
-FEEDBACK: Repeat: All triangles have 3 sides. {bk07-l1a-f4-01-a.mp3}
-
-PROMPT: The sides of a square are the same. {bk07-l1a-f4-02-q.mp3}
-OPTION: a | line
-OPTION: b | sides
-OPTION: c | circle
-OPTION: d | shapes
-OPTION: e | square
-ANSWER: b,e
-FEEDBACK: Repeat: The sides of a square are the same. {bk07-l1a-f4-02-a.mp3}
-
-PROMPT: ID cards and doors are rectangles. {bk07-l1a-f4-03-q.mp3}
-OPTION: a | triangles
-OPTION: b | rectangles
-OPTION: c | squares
-OPTION: d | line
-OPTION: e | math
-ANSWER: b
-FEEDBACK: Repeat: ID cards and doors are rectangles. {bk07-l1a-f4-03-a.mp3}
-
-PROMPT: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-q.mp3}
-OPTION: a | drew
-OPTION: b | squares
-OPTION: c | shapes
-OPTION: d | rectangles
-OPTION: e | sides
-ANSWER: b,d,e
-FEEDBACK: Repeat: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-a.mp3}
-
-PROMPT: A ball and an orange have the same shape. {bk07-l1a-f4-05-q.mp3}
-OPTION: a | drew
-OPTION: b | draw
-OPTION: c | shape
-OPTION: d | math
-OPTION: e | side
-ANSWER: c
-FEEDBACK: Repeat: A ball and an orange have the same shape. {bk07-l1a-f4-05-a.mp3}
-
-PROMPT: The students sat on only one side of the lab. {bk07-l1a-f4-06-q.mp3}
-OPTION: a | math
-OPTION: b | lines
-OPTION: c | rectangle
-OPTION: d | mathematics
-OPTION: e | side
-ANSWER: e
-FEEDBACK: Repeat: The students sat on only one side of the lab. {bk07-l1a-f4-06-a.mp3}
-
-PROMPT: Please draw a circle around the correct answer. {bk07-l1a-f4-07-q.mp3}
-OPTION: a | draw
-OPTION: b | mathematics
-OPTION: c | circle
-OPTION: d | square
-OPTION: e | shape
-ANSWER: a,c
-FEEDBACK: Repeat: Please draw a circle around the correct answer. {bk07-l1a-f4-07-a.mp3}
-
-PROMPT: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-q.mp3}
-OPTION: a | squares
-OPTION: b | shapes
-OPTION: c | mathematics
-OPTION: d | lines
-OPTION: e | math
-ANSWER: c
-FEEDBACK: Repeat: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-a.mp3}
-
-PROMPT: The pilot drew a line on the map. {bk07-l1a-f4-09-q.mp3}
-OPTION: a | circle
-OPTION: b | drew
-OPTION: c | triangle
-OPTION: d | line
-OPTION: e | square
-ANSWER: b,d
-FEEDBACK: Repeat: The pilot drew a line on the map. {bk07-l1a-f4-09-a.mp3}
-
-PROMPT: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-q.mp3}
-OPTION: a | shapes
-OPTION: b | numbers
-OPTION: c | rectangles
-OPTION: d | lines
-OPTION: e | math
-ANSWER: a,b,d,e
-FEEDBACK: Repeat: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-a.mp3}
-
-$SELECT Which Shape Is It?
-ID: 1a-f5
-# Source: LLA 1A Figure 5
-INTRO: You'll hear a description of a shape or line. Tap the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the matching picture.
-REPEAT
-
-OPTION: a | A {page_015_001.jpg}
-OPTION: b | B {page_015_003.jpg}
-OPTION: c | C {page_015_005.jpg}
-OPTION: d | D {page_015_002.jpg}
-OPTION: e | E {page_015_004.jpg}
-OPTION: f | F {page_015_006.jpg}
-
-EXAMPLE
-PROMPT: All circles are the same shape. {bk07-l1a-f5-ex-q.mp3}
-ANSWER: e
-FEEDBACK: Repeat: All circles are the same shape. {bk07-l1a-f5-ex-a.mp3}
-
-PROMPT: A line can be short or long. {bk07-l1a-f5-01-q.mp3}
-ANSWER: f
-FEEDBACK: Repeat: A line can be short or long. {bk07-l1a-f5-01-a.mp3}
-
-PROMPT: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-q.mp3}
-ANSWER: a
-FEEDBACK: Repeat: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-a.mp3}
-
-PROMPT: The sides of some triangles are the same. {bk07-l1a-f5-03-q.mp3}
-ANSWER: b
-FEEDBACK: Repeat: The sides of some triangles are the same. {bk07-l1a-f5-03-a.mp3}
-
-PROMPT: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-q.mp3}
-ANSWER: d
-FEEDBACK: Repeat: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-a.mp3}
-
-PROMPT: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-q.mp3}
-ANSWER: c
-FEEDBACK: Repeat: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-a.mp3}
-
-$LESSON 1-3: Math Words and Naming Things
-
-$DIALOGUE Math, Mistake, Side, Edge
-ID: l1-s6
-# Source: ST §Linda's Studying Mathematics.
-INTRO: In this part you'll learn the words for math class — including "mistake", a word every student needs sooner or later. Look at the pictures, listen, and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: mathematics
-LINE: This is mathematics. Math is a short word for mathematics. {st-page_015_001.jpg}
-
-VOCAB: wrong
 VOCAB: mistake
-LINE: This is the wrong answer. It's a mistake. {st-page_015_002.jpg}
+LINE: This is the wrong answer. It's a mistake. {st-page_015_002.jpg|An addition math problem 2 + 2 = 5 crossed out with a large X}
 
 VOCAB: side
-LINE: A triangle has three sides. {st-page_015_003.jpg}
+LINE: A triangle has three sides. {st-page_015_003.jpg|A triangle with sides labeled: side 1, side 2, and side 3}
 
 VOCAB: edge
-LINE: She's sitting on the edge of the chair. {st-page_015_004.jpg}
+LINE: She's sitting on the edge of the chair. {st-page_015_004.jpg|A woman sitting precariously on the very edge of a chair}
 
-$DIALOGUE Math Words in Sentences
-ID: l1-s7
 # Source: ST §We're Studying Math.
-INTRO: Read how the new words work in everyday sentences.
+$DIALOGUE We're Studying Math
+ID: l1-s7
+INTRO: Read these sentences about math class. Poor Ken left his book at school again.
 INSTRUCTION: Read the sentences.
 
 LINE: Linda is studying numbers, lines, and shapes. She is studying mathematics.
@@ -435,34 +278,197 @@ LINE: Dan must learn mathematics because he wants to be a pilot.
 LINE: Bob and Pat like English, but they don't like mathematics.
 LINE: The math teacher gave the class a quiz today.
 LINE: Ken can't do his math homework because he left his book at school.
-
 LINE: This sentence isn't correct. There's a mistake in it.
 LINE: What's the mistake? A word is wrong.
-
 LINE: Rectangles and squares have four sides.
 LINE: He wrote the homework on the right side of the chalkboard.
-
 LINE: The book is on the edge of the table.
 LINE: The edges of the papers were dirty.
 
-$DIALOGUE Mrs. Murphy's Math Class {st-page_016_001.jpg}
-ID: l1-s8
-# Source: ST §Mrs. Murphy Teaches Math.
-INTRO: Mrs. Murphy's class is drawing shapes — well, most of them are. Jim is drawing cars. Listen and repeat the dialogs to learn "draw", "describe", and "compare".
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1A Figure 3 (kept as pronunciation reinforcement after the ST sentence panels)
+$DIALOGUE Say the Shape and Math Words
+ID: 7-1a-f3
+INTRO: A quick pronunciation pass over the words you just met. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
 REPEAT
 
-VOCAB: to draw
-Mrs_Murphy: Please draw these shapes in your notebook. I drew them on the chalkboard.
+LINE: Mathematics. {page_013_001.jpg|Math equations: 3+3=6, 10x2=20, 10/2=5, along with geometric shapes: triangle, square, rectangle, circle} {bk07-l1a-f3-01.mp3}
 
-VOCAB: drawing
+LINE: Math. {bk07-l1a-f3-02.mp3}
+
+LINE: Circle. {page_013_002.jpg|A circle} {bk07-l1a-f3-03.mp3}
+
+VOCAB: to draw
+LINE: Draw. {page_013_003.jpg|A hand holding a pencil drawing geometric lines} {bk07-l1a-f3-04.mp3}
+
+LINE: Drew. {bk07-l1a-f3-05.mp3}
+
+LINE: Line. Lines. {page_013_004.jpg|Two horizontal straight lines} {bk07-l1a-f3-06.mp3}
+
+LINE: Shape. Shapes. {page_013_005.jpg|Four geometric shapes: a circle, a square, a rectangle, and a triangle} {bk07-l1a-f3-07.mp3}
+
+LINE: Side. Sides. {page_013_006.jpg|A square with its sides numbered 1, 2, 3, and 4} {bk07-l1a-f3-08.mp3}
+
+LINE: Triangle. Triangles. {page_013_007.jpg|A triangle showing its sides} {bk07-l1a-f3-09.mp3}
+
+LINE: Square. Squares. {page_013_008.jpg|A square} {bk07-l1a-f3-10.mp3}
+
+LINE: Rectangle. {page_013_009.jpg|A rectangle} {bk07-l1a-f3-11.mp3}
+
+# Source: LLA 1A Figure 4
+$SELECT Which Words Do You Hear?
+ID: 7-1a-f4
+MULTI
+HIDE_PROMPT
+REPEAT
+INTRO: Listen to each sentence and tap all the words you hear from the list. Then repeat the sentence.
+INSTRUCTION: Tap all the words you hear.
+
+PROMPT: All triangles have 3 sides. {bk07-l1a-f4-01.mp3}
+OPTION: a | squares
+OPTION: b | triangles
+OPTION: c | lines
+OPTION: d | sides
+OPTION: e | circles
+ANSWER: b,d
+FEEDBACK: All triangles have 3 sides. {bk07-l1a-f4-01-fb.mp3}
+
+PROMPT: The sides of a square are the same. {bk07-l1a-f4-02.mp3}
+OPTION: a | line
+OPTION: b | sides
+OPTION: c | circle
+OPTION: d | shapes
+OPTION: e | square
+ANSWER: b,e
+FEEDBACK: The sides of a square are the same. {bk07-l1a-f4-02-fb.mp3}
+
+PROMPT: ID cards and doors are rectangles. {bk07-l1a-f4-03.mp3}
+OPTION: a | triangles
+OPTION: b | rectangles
+OPTION: c | squares
+OPTION: d | line
+OPTION: e | math
+ANSWER: b
+FEEDBACK: ID cards and doors are rectangles. {bk07-l1a-f4-03-fb.mp3}
+
+PROMPT: Squares and rectangles have 4 sides. {bk07-l1a-f4-04.mp3}
+OPTION: a | drew
+OPTION: b | squares
+OPTION: c | shapes
+OPTION: d | rectangles
+OPTION: e | sides
+ANSWER: b,d,e
+FEEDBACK: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-fb.mp3}
+
+PROMPT: A ball and an orange have the same shape. {bk07-l1a-f4-05.mp3}
+OPTION: a | drew
+OPTION: b | draw
+OPTION: c | shape
+OPTION: d | math
+OPTION: e | side
+ANSWER: c
+FEEDBACK: A ball and an orange have the same shape. {bk07-l1a-f4-05-fb.mp3}
+
+PROMPT: The students sat on only one side of the lab. {bk07-l1a-f4-06.mp3}
+OPTION: a | math
+OPTION: b | lines
+OPTION: c | rectangle
+OPTION: d | mathematics
+OPTION: e | side
+ANSWER: e
+FEEDBACK: The students sat on only one side of the lab. {bk07-l1a-f4-06-fb.mp3}
+
+PROMPT: Please draw a circle around the correct answer. {bk07-l1a-f4-07.mp3}
+OPTION: a | draw
+OPTION: b | mathematics
+OPTION: c | circle
+OPTION: d | square
+OPTION: e | shape
+ANSWER: a,c
+FEEDBACK: Please draw a circle around the correct answer. {bk07-l1a-f4-07-fb.mp3}
+
+PROMPT: Jan studies Spanish and mathematics. {bk07-l1a-f4-08.mp3}
+OPTION: a | squares
+OPTION: b | shapes
+OPTION: c | mathematics
+OPTION: d | lines
+OPTION: e | math
+ANSWER: c
+FEEDBACK: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-fb.mp3}
+
+PROMPT: The pilot drew a line on the map. {bk07-l1a-f4-09.mp3}
+OPTION: a | circle
+OPTION: b | drew
+OPTION: c | triangle
+OPTION: d | line
+OPTION: e | square
+ANSWER: b,d
+FEEDBACK: The pilot drew a line on the map. {bk07-l1a-f4-09-fb.mp3}
+
+PROMPT: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10.mp3}
+OPTION: a | shapes
+OPTION: b | numbers
+OPTION: c | rectangles
+OPTION: d | lines
+OPTION: e | math
+ANSWER: a,b,d,e
+FEEDBACK: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-fb.mp3}
+
+# Source: LLA 1A Figure 5
+$SELECT Find the Shape You Hear
+ID: 7-1a-f5
+REPEAT
+INTRO: Listen to each description and tap the matching shape or line. Then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
+
+OPTION: a | A {page_015_001.jpg|A large triangle}
+OPTION: b | B {page_015_003.jpg|A wide triangle}
+OPTION: c | C {page_015_005.jpg|A rectangle}
+OPTION: d | D {page_015_002.jpg|A square}
+OPTION: e | E {page_015_004.jpg|Two circles, one large and one small}
+OPTION: f | F {page_015_006.jpg|Two horizontal lines of different lengths}
+
+EXAMPLE
+PROMPT: All circles are the same shape. {bk07-l1a-f5-ex.mp3}
+ANSWER: e
+FEEDBACK: All circles are the same shape. {bk07-l1a-f5-ex-fb.mp3}
+
+PROMPT: A line can be short or long. {bk07-l1a-f5-01.mp3}
+ANSWER: f
+FEEDBACK: A line can be short or long. {bk07-l1a-f5-01-fb.mp3}
+
+PROMPT: Some triangles have two long sides and one short side. {bk07-l1a-f5-02.mp3}
+ANSWER: a
+FEEDBACK: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-fb.mp3}
+
+PROMPT: The sides of some triangles are the same. {bk07-l1a-f5-03.mp3}
+ANSWER: b
+FEEDBACK: The sides of some triangles are the same. {bk07-l1a-f5-03-fb.mp3}
+
+PROMPT: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04.mp3}
+ANSWER: d
+FEEDBACK: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-fb.mp3}
+
+PROMPT: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05.mp3}
+ANSWER: c
+FEEDBACK: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-fb.mp3}
+
+$SESSION 1-3: Draw, Describe, Compare — and Numbers
+
+# Source: ST §Mrs. Murphy Teaches Math.
+$DIALOGUE Mrs. Murphy Teaches Math {st-page_016_001.jpg|Mrs. Murphy, a math teacher standing at the chalkboard in front of her class pointing to drawn geometric shapes while talking to students}
+ID: l1-s8
+INTRO: In this part you'll learn three classroom commands: "draw", "describe", and "compare". Jim would rather draw cars. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Mrs_Murphy: Please draw these shapes in your notebook. I drew them on the chalkboard.
 Linda: I'm drawing the shapes, but Jim's drawing cars.
 Mrs_Murphy: Jim, please draw the shapes now. You can draw cars after school.
 
 VOCAB: to describe
 Mrs_Murphy: Jim, please describe a triangle.
 Jim: A triangle is a shape with three sides.
-
 VOCAB: description
 Mrs_Murphy: That's right. Now give a description of a square.
 Jim: A square has four sides.
@@ -473,96 +479,30 @@ Linda: A rectangle has two short sides and two long sides. The sides of a square
 Mrs_Murphy: Now compare the lines on the chalkboard. Are they the same?
 Linda: No, they're different. The first line is short. The second line is long.
 
-$DIALOGUE Four Words for Math Class
-ID: 1a-f6
-# Source: LLA 1A Figure 6 (word box, kept after the sentence presentation as pronunciation reinforcement)
-INTRO: Here are the four key words from the lab tape. Repeat each one clearly.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: compare
-LINE: Compare. {bk07-l1a-f6-01.mp3}
-
-VOCAB: describe
-LINE: Describe. {bk07-l1a-f6-02.mp3}
-
-LINE: Mistake. {bk07-l1a-f6-03.mp3}
-
-LINE: Description. {bk07-l1a-f6-04.mp3}
-
-$PRODUCE Mrs. Murphy and Anna — Missing Words
-ID: 1a-f6-b
-# Source: LLA 1A Figure 6 (dialogue)
-INTRO: Listen to Mrs. Murphy and Anna talking about shapes. Where a word is missing, type it; then repeat each sentence.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
-REPEAT
-
-TEMPLATE: Anna, please ____ squares and triangles.
-PROMPT: Anna, please compare squares and triangles. {bk07-l1a-f6-05-q.mp3}
-RESPONSE: Anna, please compare squares and triangles. {bk07-l1a-f6-05-a.mp3}
-ACCEPT: compare
-
-TEMPLATE: They're not the same. Squares have 4 sides; triangles have only 3 sides.
-PROMPT: They're not the same. Squares have 4 sides; triangles have only 3 sides. {bk07-l1a-f6-06-q.mp3}
-RESPONSE: They're not the same. Squares have 4 sides. Triangles have only 3 sides. {bk07-l1a-f6-06-a.mp3}
-
-TEMPLATE: Are all triangles the same?
-PROMPT: Are all triangles the same? {bk07-l1a-f6-07-q.mp3}
-RESPONSE: Are all triangles the same? {bk07-l1a-f6-07-a.mp3}
-
-TEMPLATE: Yes. No, that's a ____. Some are different.
-PROMPT: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-08-q.mp3}
-RESPONSE: Yes. No. That's a mistake. Some are different. {bk07-l1a-f6-08-a.mp3}
-ACCEPT: mistake
-
-TEMPLATE: Can you ____ rectangles?
-PROMPT: Can you describe rectangles? {bk07-l1a-f6-09-q.mp3}
-RESPONSE: Can you describe rectangles? {bk07-l1a-f6-09-a.mp3}
-ACCEPT: describe
-
-TEMPLATE: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides.
-PROMPT: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-10-q.mp3}
-RESPONSE: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-10-a.mp3}
-
-TEMPLATE: Good. Give a ____ of circles.
-PROMPT: Good. Give a description of circles. {bk07-l1a-f6-11-q.mp3}
-RESPONSE: Good. Give a description of circles. {bk07-l1a-f6-11-a.mp3}
-ACCEPT: description
-
-TEMPLATE: Circles and the letter O are the same shape.
-PROMPT: Circles and the letter O are the same shape. {bk07-l1a-f6-12-q.mp3}
-RESPONSE: Circles and the letter O are the same shape. {bk07-l1a-f6-12-a.mp3}
-
+# Source: ST §Linda's Mistake (word-box cloze converted to a shared-pool select)
 $SELECT Linda's Mistake
 ID: l1-s9
-# Source: ST §Linda's Mistake (paragraph completion with printed word bank)
-INTRO: Linda drew a triangle — with four sides. Complete her story one sentence at a time by choosing from the word bank. Used words dim as you go.
-INSTRUCTION: Choose the missing word from the word bank.
-REPEAT
+INTRO: A short story about Mrs. Murphy's class, one sentence at a time. Tap the word that completes each sentence — the sentence may use its past form.
+INSTRUCTION: Tap the word that completes the sentence.
 
-OPTION: mathematics | mathematics
-OPTION: mistake | mistake
-OPTION: compared | compared
-OPTION: draw | draw
 OPTION: math | math
-OPTION: sides | sides
-OPTION: described | described
-OPTION: drew | drew
+OPTION: describe | describe
+OPTION: draw | draw
+OPTION: compare | compare
+OPTION: mistake | mistake
+OPTION: side | side
 OPTION: edge | edge
-OPTION: rectangle | rectangle
 
 TEMPLATE: Jim and Linda study numbers and shapes in their ____ class.
-ANSWER: mathematics|math
+ANSWER: math
 FEEDBACK: Jim and Linda study numbers and shapes in their math class.
 
-TEMPLATE: Their teacher is Mrs. Murphy. Today she ____ four shapes to the students.
-ANSWER: described
-FEEDBACK: Their teacher is Mrs. Murphy. Today she described four shapes to the students.
+TEMPLATE: Today she ____ four shapes to the students.
+ANSWER: describe
+FEEDBACK: Today she described four shapes to the students.
 
 TEMPLATE: Then she ____ the shapes on the chalkboard.
-ANSWER: drew
+ANSWER: draw
 FEEDBACK: Then she drew the shapes on the chalkboard.
 
 TEMPLATE: Linda and Jim had to ____ them in their notebooks.
@@ -570,7 +510,7 @@ ANSWER: draw
 FEEDBACK: Linda and Jim had to draw them in their notebooks.
 
 TEMPLATE: Mrs. Murphy looked at Linda's notebook and ____ the square to the triangle.
-ANSWER: compared
+ANSWER: compare
 FEEDBACK: Mrs. Murphy looked at Linda's notebook and compared the square to the triangle.
 
 TEMPLATE: She saw a ____.
@@ -578,66 +518,163 @@ ANSWER: mistake
 FEEDBACK: She saw a mistake.
 
 TEMPLATE: Linda's triangle had four ____, not three!
-ANSWER: sides
+ANSWER: side
 FEEDBACK: Linda's triangle had four sides, not three!
 
-TEMPLATE: On the ____ of the page Mrs. Murphy wrote: "This is a ____!"
-ANSWER: edge|rectangle
+TEMPLATE: On the ____ of the page Mrs. Murphy wrote: "This is a rectangle!"
+ANSWER: edge
 FEEDBACK: On the edge of the page Mrs. Murphy wrote: "This is a rectangle!"
 
-$PRODUCE Type the Numbers
-ID: 1a-f7
-# Source: LLA 1A Figure 7
-INTRO: The Nelsons took a trip through Texas, and the trip had a lot of numbers in it. Listen to each sentence and type the number you hear.
-INSTRUCTION: Type the number.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-PROMPT: The Nelsons have 3 children. {bk07-l1a-f7-00-ex.mp3}
-RESPONSE: 3
-
-PROMPT: They stayed in Houston 5 days. {bk07-l1a-f7-01.mp3}
-RESPONSE: 5
-
-PROMPT: They were in San Antonio for 4 days. {bk07-l1a-f7-02.mp3}
-RESPONSE: 4
-
-PROMPT: They stayed 1 night in Dallas. {bk07-l1a-f7-03.mp3}
-RESPONSE: 1
-
-PROMPT: Their hotel room cost $100. {bk07-l1a-f7-04.mp3}
-RESPONSE: 100
-
-PROMPT: Mr. Nelson had only $10 in his pocket. {bk07-l1a-f7-05.mp3}
-RESPONSE: 10
-
-$DIALOGUE What's It Called?
-ID: 1b-f1
-# Source: LLA 1B Figure 1
-INTRO: English has a name for everything — even 12 o'clock at night. Listen to these questions and answers about what things are called, and repeat them.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1A Figure 6
+$DIALOGUE Comparing Shapes
+ID: 7-1a-f6
+INTRO: Now hear Anna compare and describe shapes for Mrs. Murphy — including one quick mistake. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-LINE: What's 12 o'clock at night called? It's called midnight. {bk07-l1b-f1-01.mp3}
-LINE: What's the meal in the morning called? It's called breakfast. {bk07-l1b-f1-02.mp3}
-LINE: What's this yellow vegetable called? That's called squash. {bk07-l1b-f1-03.mp3}
-LINE: What are Saturday and Sunday called? They're called the weekend. {bk07-l1b-f1-04.mp3}
-LINE: What's a grocery store on base called? It's called a commissary. {bk07-l1b-f1-05.mp3}
-LINE: What are these pieces of red fruit called? Those are called apples. {bk07-l1b-f1-06.mp3}
+Mrs_Murphy: Anna, please compare squares and triangles. {bk07-l1a-f6-01.mp3}
+Anna: They're not the same. Squares have 4 sides; triangles have only 3 sides. {bk07-l1a-f6-02.mp3}
+Mrs_Murphy: Are all triangles the same? {bk07-l1a-f6-03.mp3}
+Anna: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-04.mp3}
+Mrs_Murphy: Can you describe rectangles? {bk07-l1a-f6-05.mp3}
+Anna: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-06.mp3}
+Mrs_Murphy: Good. Give a description of circles. {bk07-l1a-f6-07.mp3}
+Anna: Circles and the letter O are the same shape. {bk07-l1a-f6-08.mp3}
 
-$PRODUCE It's Called a...
-ID: 1b-f2
-# Source: LLA 1B Figure 2
+# Source: LLA 1A Figure 6 (word bank)
+$SELECT Complete the Dialogue
+ID: 7-1a-f6-b
+HIDE_PROMPT
+REPEAT
+INTRO: Choose the correct word from the word bank to complete each line of the dialogue. Then repeat the completed sentence.
+INSTRUCTION: Choose the correct word from the word bank.
+
+OPTION: compare | compare
+OPTION: describe | describe
+OPTION: mistake | mistake
+OPTION: description | description
+
+TEMPLATE: Mrs. Murphy: Anna, please ____ squares and triangles.
+PROMPT: Anna, please compare squares and triangles. {bk07-l1a-f6-09.mp3}
+ANSWER: compare
+FEEDBACK: Anna, please compare squares and triangles. {bk07-l1a-f6-09-fb.mp3}
+
+TEMPLATE: Anna: Yes. No! That's a ____. Some are different.
+PROMPT: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-10.mp3}
+ANSWER: mistake
+FEEDBACK: Yes. No. That's a mistake. Some are different. {bk07-l1a-f6-10-fb.mp3}
+
+TEMPLATE: Mrs. Murphy: Can you ____ rectangles?
+PROMPT: Can you describe rectangles? {bk07-l1a-f6-11.mp3}
+ANSWER: describe
+FEEDBACK: Can you describe rectangles? {bk07-l1a-f6-11-fb.mp3}
+
+TEMPLATE: Mrs. Murphy: Good. Give a ____ of circles.
+PROMPT: Good. Give a description of circles. {bk07-l1a-f6-12.mp3}
+ANSWER: description
+FEEDBACK: Good. Give a description of circles. {bk07-l1a-f6-12-fb.mp3}
+
+# Source: LLA 1A Figure 7 (story)
+$DIALOGUE The Nelsons' Trip to Texas
+ID: 7-1a-f7-story
+INTRO: The Nelsons took three children to Texas and came home with ten dollars. Listen for the numbers — just listen for now.
+INSTRUCTION: Listen to the story.
+
+LINE: Mr. and Mrs. Nelson took their 3 children to Texas last summer. {bk07-l1a-f7-01a.mp3}
+LINE: They stayed in Houston 5 days and in San Antonio 4 days. {bk07-l1a-f7-01b.mp3}
+LINE: They visited Dallas also and stayed 1 night in a big hotel there. {bk07-l1a-f7-01c.mp3}
+LINE: Their hotel room cost $100. {bk07-l1a-f7-01d.mp3}
+LINE: Mr. Nelson came home with only $10 in his pocket. {bk07-l1a-f7-01e.mp3}
+
+# Source: LLA 1A Figure 7 (numbers)
+$PRODUCE Write the Numbers
+ID: 7-1a-f7
+REFERENCE: 7-1a-f7-story
 INPUT: type
 CHECK: exact
-INTRO: Now you name things. Listen to each description, type the missing word in the answer, then repeat the full answer.
+INTRO: Now type only the number you hear in each part of the story. Open the story if you need it.
+INSTRUCTION: Type the number.
+
+EXAMPLE
+TEMPLATE: Ken bought a new car ____{2} weeks ago. It has ____{4} doors. ____{6} people can sit in it.
+PROMPT: Ken bought a new car 2 weeks ago. It has 4 doors. 6 people can sit in it. {bk07-l1a-f7-ex.mp3}
+RESPONSE: Ken bought a new car 2 weeks ago. It has 4 doors. 6 people can sit in it.
+
+TEMPLATE: a. How many children did the Nelsons take?
+PROMPT: The Nelsons have 3 children. {bk07-l1a-f7-02.mp3}
+RESPONSE: 3
+ACCEPT: three
+
+TEMPLATE: b. How many days did they stay in Houston?
+PROMPT: They stayed in Houston 5 days. {bk07-l1a-f7-03.mp3}
+RESPONSE: 5
+ACCEPT: five
+
+TEMPLATE: c. How many days were they in San Antonio?
+PROMPT: They were in San Antonio for 4 days. {bk07-l1a-f7-04.mp3}
+RESPONSE: 4
+ACCEPT: four
+
+TEMPLATE: d. How many nights did they stay in Dallas?
+PROMPT: They stayed 1 night in Dallas. {bk07-l1a-f7-05.mp3}
+RESPONSE: 1
+ACCEPT: one
+
+TEMPLATE: e. How many dollars did the hotel room cost?
+PROMPT: Their hotel room cost $100. {bk07-l1a-f7-06.mp3}
+RESPONSE: 100
+ACCEPT: 100 dollars | one hundred | a hundred
+
+TEMPLATE: f. How many dollars did Mr. Nelson have left?
+PROMPT: Mr. Nelson had only $10 in his pocket. {bk07-l1a-f7-07.mp3}
+RESPONSE: 10
+ACCEPT: 10 dollars | ten
+
+$SESSION 1-4: What's It Called? — and "Other"
+
+# Source: LLA 1B Figure 1
+$DIALOGUE What Is It Called?
+ID: 1b-f1
+INTRO: A new part and a very useful question: "What is it called?" — the fastest way to learn any word. Listen and repeat each question and answer.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: What's 12 o'clock at night called? {bk07-l1b-f1-01.mp3}
+VOCAB: midnight
+LINE: It's called midnight. {bk07-l1b-f1-02.mp3}
+
+LINE: What's the meal in the morning called? {bk07-l1b-f1-03.mp3}
+VOCAB: breakfast
+LINE: It's called breakfast. {bk07-l1b-f1-04.mp3}
+
+LINE: What's this yellow vegetable called? {bk07-l1b-f1-05.mp3}
+VOCAB: squash
+LINE: That's called squash. {bk07-l1b-f1-06.mp3}
+
+LINE: What are Saturday and Sunday called? {bk07-l1b-f1-07.mp3}
+VOCAB: the weekend
+LINE: They're called the weekend. {bk07-l1b-f1-08.mp3}
+
+LINE: What's a grocery store on base called? {bk07-l1b-f1-09.mp3}
+VOCAB: commissary
+LINE: It's called a commissary. {bk07-l1b-f1-10.mp3}
+
+LINE: What are these pieces of red fruit called? {bk07-l1b-f1-11.mp3}
+VOCAB: apple
+LINE: Those are called apples. {bk07-l1b-f1-12.mp3}
+
+# Source: LLA 1B Figure 2
+$PRODUCE What Are They Called?
+ID: 1b-f2
+INTRO: Listen to the description and question, then type the missing word to complete the answer. Then repeat the full answer.
 INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
 REPEAT
 
 EXAMPLE
 PROMPT: This man cuts hair. What's he called? {bk07-l1b-f2-ex-q.mp3}
-TEMPLATE: He's called a ____.
+TEMPLATE: He's called a ____. (barber)
 RESPONSE: He's called a barber. {bk07-l1b-f2-ex-a.mp3}
 ACCEPT: barber
 
@@ -649,7 +686,7 @@ ACCEPT: mistake
 PROMPT: This is 1 cent. What's it called? {bk07-l1b-f2-02-q.mp3}
 TEMPLATE: It's called a ____.
 RESPONSE: It's called a penny. {bk07-l1b-f2-02-a.mp3}
-ACCEPT: penny | cent | one cent
+ACCEPT: penny
 
 PROMPT: This shape has 3 sides. What's it called? {bk07-l1b-f2-03-q.mp3}
 TEMPLATE: It's called a ____.
@@ -664,7 +701,7 @@ ACCEPT: pilot
 PROMPT: Mathematics is also called something else. What's it called? {bk07-l1b-f2-05-q.mp3}
 TEMPLATE: It's also called ____.
 RESPONSE: It's also called math. {bk07-l1b-f2-05-a.mp3}
-ACCEPT: math | maths | It's also called maths.
+ACCEPT: math
 
 PROMPT: This shape is like the letter O. What's it called? {bk07-l1b-f2-06-q.mp3}
 TEMPLATE: It's called a ____.
@@ -674,7 +711,7 @@ ACCEPT: circle
 PROMPT: These boys and girls are very young. What are they called? {bk07-l1b-f2-07-q.mp3}
 TEMPLATE: They're called ____.
 RESPONSE: They're called children. {bk07-l1b-f2-07-a.mp3}
-ACCEPT: children | kids
+ACCEPT: children
 
 PROMPT: These people go to school. What are they called? {bk07-l1b-f2-08-q.mp3}
 TEMPLATE: They're called ____.
@@ -691,111 +728,100 @@ TEMPLATE: It's called a ____.
 RESPONSE: It's called a rectangle. {bk07-l1b-f2-10-a.mp3}
 ACCEPT: rectangle
 
-$LESSON 1-4: Other and Both
+# Source: ST §One Boy Is Sad. The Other Boy Is Happy. (rewritten as cards)
+$GRAMMAR The Other One
+ID: l1-s15
+INTRO: When there are two of something, here's how to talk about the second one.
 
-$GRAMMAR One, the Other, Both
-ID: l1-s13-g
-INTRO: In this part you'll learn to talk about two things: this one, the other one, or both. Here's the whole idea in one minute.
+CARD: When you talk about two things, use **the other** for the second one.
 
-CARD: When you talk about two things, you can point at them one at a time. **The other** means the second one of the two.
-{One answer is wrong.}
-{The other answer is right.}
+![Two boys side by side: one sad, one happy](st-page_023_001.jpg)
 
-CARD: If the second one is the same as the first, add **also**.
-{One boy is happy.}
-{The other boy is also happy.}
+{One answer is wrong. The other answer is right.}
+{We liked one show. We didn't like the other show.}
+{Sam ate one sandwich. He didn't eat the other sandwich.}
 
-CARD: When the two things go together, you can group them with the word **both**.
-{Both boys are happy.}
-
-CARD: You can use **both** to talk about any two things at once.
-{We finished both lessons yesterday.}
-{I want both apples.}
-
-$DIALOGUE Other — Model Sentences
-ID: l1-s13
-# Source: ST §One Boy Is Sad. The Other Boy Is Happy.
-INTRO: Read these pairs. Each one names the first thing, then the other one.
-INSTRUCTION: Read the sentences.
-
-LINE: One answer is wrong. The other answer is right. {st-page_023_001.jpg}
-LINE: We liked one show. We didn't like the other show.
-LINE: Sam ate one sandwich. He didn't eat the other sandwich.
-LINE: One book is on the table. The other one is on the chair.
-LINE: Sally read one book. She didn't read the other one.
+CARD: You can say **the other one** instead of repeating the noun.
+{One book is on the table. The other one is on the chair.}
+{Sally read one book. She didn't read the other one.}
 
+# Source: LLA 1B Figure 3
 $SELECT Both or Other?
 ID: 1b-f3
-# Source: LLA 1B Figure 3
-INTRO: Listen to each sentence. Do you hear the word "both" or "other"? Tap your answer, then repeat the sentence.
-INSTRUCTION: Tap "both" or "other".
+HIDE_PROMPT
+INTRO: Two small words, easy to mix up: "both" and "other". Tap the one you hear in each sentence, then repeat the sentence.
+INSTRUCTION: Tap the word you hear.
+REPEAT
+
 OPTION: a | both
 OPTION: b | other
-REPEAT
 
 EXAMPLE
 PROMPT: Mary put on her other glove. {bk07-l1b-f3-ex.mp3}
 ANSWER: b
 
-PROMPT: Don't lock the other door. {bk04-l1b-f3-01-q.mp3}
+PROMPT: Don't lock the other door. {bk07-l1b-f3-01.mp3}
 ANSWER: b
-FEEDBACK: Repeat: "Don't lock the other door." {bk07-l1b-f3-01-a.mp3}
+FEEDBACK: Don't lock the other door. {bk07-l1b-f3-01-fb.mp3}
 
-PROMPT: Both stores sell men's clothes. {bk04-l1b-f3-02-q.mp3}
+PROMPT: Both stores sell men's clothes. {bk07-l1b-f3-02.mp3}
 ANSWER: a
-FEEDBACK: Repeat: "Both stores sell men's clothes." {bk07-l1b-f3-02-a.mp3}
+FEEDBACK: Both stores sell men's clothes. {bk07-l1b-f3-02-fb.mp3}
 
-PROMPT: The teacher opened both windows. {bk04-l1b-f3-03-q.mp3}
+PROMPT: The teacher opened both windows. {bk07-l1b-f3-03.mp3}
 ANSWER: a
-FEEDBACK: Repeat: "The teacher opened both windows." {bk07-l1b-f3-03-a.mp3}
+FEEDBACK: The teacher opened both windows. {bk07-l1b-f3-03-fb.mp3}
 
-PROMPT: She saw the other movie last week. {bk04-l1b-f3-04-q.mp3}
+PROMPT: She saw the other movie last week. {bk07-l1b-f3-04.mp3}
 ANSWER: b
-FEEDBACK: Repeat: "She saw the other movie last week." {bk07-l1b-f3-04-a.mp3}
+FEEDBACK: She saw the other movie last week. {bk07-l1b-f3-04-fb.mp3}
 
-PROMPT: We finished both lessons yesterday. {bk04-l1b-f3-05-q.mp3}
+PROMPT: We finished both lessons yesterday. {bk07-l1b-f3-05.mp3}
 ANSWER: a
-FEEDBACK: Repeat: "We finished both lessons yesterday." {bk07-l1b-f3-05-a.mp3}
+FEEDBACK: We finished both lessons yesterday. {bk07-l1b-f3-05-fb.mp3}
 
-PROMPT: I looked up the word in both dictionaries. {bk04-l1b-f3-06-q.mp3}
+PROMPT: I looked up the word in both dictionaries. {bk07-l1b-f3-06.mp3}
 ANSWER: a
-FEEDBACK: Repeat: "I looked up the word in both dictionaries." {bk07-l1b-f3-06-a.mp3}
+FEEDBACK: I looked up the word in both dictionaries. {bk07-l1b-f3-06-fb.mp3}
 
-PROMPT: There are only 7 students in the other class. {bk04-l1b-f3-07-q.mp3}
+PROMPT: There are only 7 students in the other class. {bk07-l1b-f3-07.mp3}
 ANSWER: b
-FEEDBACK: Repeat: "There are only 7 students in the other class." {bk07-l1b-f3-07-a.mp3}
+FEEDBACK: There are only 7 students in the other class. {bk07-l1b-f3-07-fb.mp3}
 
-PROMPT: Mrs. Davis will visit her other daughter next month. {bk04-l1b-f3-08-q.mp3}
+PROMPT: Mrs. Davis will visit her other daughter next month. {bk07-l1b-f3-08.mp3}
 ANSWER: b
-FEEDBACK: Repeat: "Mrs. Davis will visit her other daughter next month." {bk07-l1b-f3-08-a.mp3}
+FEEDBACK: Mrs. Davis will visit her other daughter next month. {bk07-l1b-f3-08-fb.mp3}
 
-$DIALOGUE The Other One
+# Source: LLA 1B Figure 4
+$PRODUCE The Other One
 ID: 1b-f4
-# Source: LLA 1B Figure 4 (book instruction: "Repeat the sentences.")
-INTRO: Listen to each three-sentence set and repeat it. Notice how "other" names the second one.
-INSTRUCTION: Listen and repeat.
+SHOW_PROMPT
+INPUT: speak
+CHECK: reveal
 REPEAT
+INTRO: Listen to the two setup sentences, then say the third sentence using "other". Then repeat the model.
+INSTRUCTION: Say the third sentence aloud.
 
-LINE: The teacher has 2 pens. One pen is black. {bk07-l1b-f4-01-q.mp3}
-LINE: The other pen is red. {bk07-l1b-f4-01-a.mp3}
+PROMPT: The teacher has two pens. One pen is black. {bk07-l1b-f4-01-q.mp3}
+RESPONSE: The other pen is red. {bk07-l1b-f4-01-a.mp3}
 
-LINE: Two girls took the test. One girl got a good grade. {bk07-l1b-f4-02-q.mp3}
-LINE: The other girl also got a good grade. {bk07-l1b-f4-02-a.mp3}
+PROMPT: Two girls took the test. One girl got a good grade. {bk07-l1b-f4-02-q.mp3}
+RESPONSE: The other girl also got a good grade. {bk07-l1b-f4-02-a.mp3}
 
-LINE: Mr. and Mrs. Clark have 2 cars. One car is old. {bk07-l1b-f4-03-q.mp3}
-LINE: The other car is new. {bk07-l1b-f4-03-a.mp3}
+PROMPT: Mr. and Mrs. Clark have two cars. One car is old. {bk07-l1b-f4-03-q.mp3}
+RESPONSE: The other car is new. {bk07-l1b-f4-03-a.mp3}
 
-LINE: Two flights arrived in Chicago. One flight was late. {bk07-l1b-f4-04-q.mp3}
-LINE: The other flight was on time. {bk07-l1b-f4-04-a.mp3}
+PROMPT: Two flights arrived in Chicago. One flight was late. {bk07-l1b-f4-04-q.mp3}
+RESPONSE: The other flight was on time. {bk07-l1b-f4-04-a.mp3}
 
-LINE: The student described 2 shapes. One shape has 4 sides. {bk07-l1b-f4-05-q.mp3}
-LINE: The other shape also had 4 sides. {bk07-l1b-f4-05-a.mp3}
+PROMPT: The student described two shapes. One shape has four sides. {bk07-l1b-f4-05-q.mp3}
+RESPONSE: The other shape also had four sides. {bk07-l1b-f4-05-a.mp3}
 
-$PRODUCE Complete with Other
-ID: l1-s14
-# Source: ST §One Student Speaks French. The Other One Speaks Chinese.
-INTRO: Read each pair of sentences and type the missing word. It's the same word every time — that's the point.
-INSTRUCTION: Complete the sentences with "other".
+# Source: ST §Complete with Other
+$PRODUCE Complete with "Other"
+ID: l1-s16
+INTRO: Type "other" to complete each pair. Yes, the answer is always "other" — the point is seeing where it goes.
+INSTRUCTION: Type the word "other" to complete each sentence.
 INPUT: type
 CHECK: exact
 
@@ -833,107 +859,90 @@ RESPONSE: I see two books. One book is on the table. The other one is on the flo
 TEMPLATE: Two planes got in at ten o'clock. One plane was from Dallas. The ____{other} one was from Los Angeles.
 RESPONSE: Two planes got in at ten o'clock. One plane was from Dallas. The other one was from Los Angeles.
 
-$PRODUCE Say the Other Sentence
-ID: l1-s15
-# Source: ST §This Exercise Is Easy.
-INTRO: You'll hear a sentence about one thing and see a cue word. Say the sentence about the other one, using the cue.
-INSTRUCTION: Say a sentence about the other one, using the cue.
+# SKIPPED (book): "THIS EXERCISE IS EASY. THE OTHER EXERCISE ISN'T." — instructor-spoken oral drill with no printed stimuli.
+
+# Source: ST §The Other Girl Plays Soccer
+$PRODUCE The Other Girl Plays Soccer
+ID: l1-s17
+INTRO: Change each sentence using "the other" and the word in parentheses. Say the new sentence aloud.
+INSTRUCTION: Change the sentence using "other" and the word in parentheses.
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+RUBRIC: Accept any correct sentence using "other" (or "the other...") with the given word.
 
 EXAMPLE
-PROMPT: We studied one lesson.
-RESPONSE: We didn't study the other lesson.
+PROMPT: One grade was good. (bad)
+RESPONSE: The other grade was bad.
 
-EXAMPLE
-PROMPT: One brother is in the army.
-RESPONSE: The other brother isn't.
-
-PROMPT: One dish was dirty.
-TEMPLATE: (clean)
+PROMPT: One dish was dirty. (clean)
 RESPONSE: The other dish was clean.
 
-PROMPT: One customer ordered pie.
-TEMPLATE: (cake)
+PROMPT: One customer ordered pie. (cake)
 RESPONSE: The other customer ordered cake.
 
-PROMPT: One restaurant had delicious food.
-TEMPLATE: (awful)
-RESPONSE: The other restaurant was awful.
+PROMPT: One restaurant had delicious food. (awful)
+RESPONSE: The other restaurant had awful food.
 
-PROMPT: One desk is too small.
-TEMPLATE: (large)
-RESPONSE: The other desk is large.
+PROMPT: One desk is too small. (large)
+RESPONSE: The other desk is too large.
 
-PROMPT: One man drives a new car.
-TEMPLATE: (old)
+PROMPT: One man drives a new car. (old)
 RESPONSE: The other man drives an old car.
 
-PROMPT: One student studies mathematics.
-TEMPLATE: (languages)
+PROMPT: One student studies mathematics. (languages)
 RESPONSE: The other student studies languages.
 
-PROMPT: One child ate an apple.
-TEMPLATE: (orange)
+PROMPT: One child ate an apple. (orange)
 RESPONSE: The other child ate an orange.
 
-PROMPT: One shoe is black.
-TEMPLATE: (brown)
+PROMPT: One shoe is black. (brown)
 RESPONSE: The other shoe is brown.
 
-PROMPT: One class went to the lab.
-TEMPLATE: (library)
+PROMPT: One class went to the lab. (library)
 RESPONSE: The other class went to the library.
 
-PROMPT: One woman wore a white dress.
-TEMPLATE: (black)
+PROMPT: One woman wore a white dress. (black)
 RESPONSE: The other woman wore a black dress.
 
-$DIALOGUE Also and Both
-ID: l1-s16
+$SESSION 1-5: "Both"
+
 # Source: ST §Both Boys Are Happy.
-INTRO: When the other one is the same, "also" and "both" step in. Repeat these three-step patterns.
-INSTRUCTION: Repeat the sentences.
+$DIALOGUE Both Boys Are Happy {st-page_026_001.jpg|Two young boys smiling next to each other}
+ID: l1-s18
+INTRO: This part is about "both" — the word for when the two things are the same. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
-LINE: One boy is happy. The other boy is also happy. Both boys are happy. {st-page_026_001.jpg}
+VOCAB: both
+LINE: One boy is happy. The other boy is also happy. Both boys are happy.
 LINE: This cake is delicious. The other cake is also delicious. Both cakes are delicious.
 LINE: This restaurant is crowded. The other restaurant is also crowded. Both restaurants are crowded.
 
-$DIALOGUE Reading with Both
-ID: l1-s17
-# Source: ST §I Have Two Brothers. Both Brothers Are Soldiers.
-INTRO: Read more sentences with "both" — books, brothers, movies, and one man who ordered two desserts.
-INSTRUCTION: Read the sentences.
-
-LINE: I am reading two books. Both books are good.
-LINE: Lana has two brothers. Both brothers are mechanics.
-LINE: Jan and Lisa took a test. Both girls got good grades.
-LINE: We saw two movies last weekend. We liked both movies.
-LINE: Ted ordered pie and cake. He couldn't finish both desserts.
-LINE: Nancy and I visited Los Angeles and Chicago. We flew to both cities.
-
-$DIALOGUE Both — Model Sentences
-ID: 1b-f5
-# Source: LLA 1B Figure 5
-INTRO: Now hear the "both" pattern from the lab tape. Listen and repeat each pair.
+# Source: LLA 1B Figure 5 (presentation)
+$DIALOGUE Sentences with "Both"
+ID: 1b-f5-dialogue
+INTRO: Now the cassette's turn. Listen and repeat the sentences using "both".
 INSTRUCTION: Listen and repeat.
 REPEAT
 
 LINE: Jim is reading two books. Both books are good. {bk07-l1b-f5-01.mp3}
+
 LINE: Susan has two coats. Both coats are blue. {bk07-l1b-f5-02.mp3}
+
 LINE: Ken drives two trucks. Both trucks are big. {bk07-l1b-f5-03.mp3}
+
 LINE: Marian described two shows. Both shows were awful. {bk07-l1b-f5-04.mp3}
+
 LINE: Mrs. Murphy drew two lines. Both lines were long. {bk07-l1b-f5-05.mp3}
 
-$PRODUCE Questions with Both
-ID: 1b-f5-b
 # Source: LLA 1B Figure 5 (questions)
+$PRODUCE Answer with "Both"
+ID: 1b-f5-qa
 INPUT: speak
 CHECK: reveal
-INTRO: Now answer questions about those sentences using "both", then repeat the correct answers.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
+INTRO: Listen to each question, answer aloud in a complete sentence with "both", and repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 
 PROMPT: Are both of Jim's books good? {bk07-l1b-f5-06-q.mp3}
 RESPONSE: Both books are good. {bk07-l1b-f5-06-a.mp3}
@@ -950,283 +959,271 @@ RESPONSE: Yes, both shows were awful. {bk07-l1b-f5-09-a.mp3}
 PROMPT: Were Mrs. Murphy's two lines short? {bk07-l1b-f5-10-q.mp3}
 RESPONSE: No, both lines were long. {bk07-l1b-f5-10-a.mp3}
 
-$PRODUCE Make Questions with Both
-ID: l1-s18
+# Source: ST §Both Brothers Are Soldiers
+$DIALOGUE Both Brothers Are Mechanics
+ID: l1-s19
+INTRO: Six more "both" sentences to read. Ted ordered two desserts — a bold plan that failed.
+INSTRUCTION: Read the sentences.
+
+LINE: I am reading two books. Both books are good.
+LINE: Lana has two brothers. Both brothers are mechanics.
+LINE: Jan and Lisa took a test. Both girls got good grades.
+LINE: We saw two movies last weekend. We liked both movies.
+LINE: Ted ordered pie and cake. He couldn't finish both desserts.
+LINE: Nancy and I visited Los Angeles and Chicago. We flew to both cities.
+
 # Source: ST §Are Both Boys Tall?
-INTRO: You'll hear a sentence about two things and see a cue. Make a question with "both" and the cue.
-INSTRUCTION: Make a question with "both" and the cue.
+$PRODUCE Are Both Boys Tall?
+ID: l1-s20
+INTRO: Make a question with "both" and the cue in parentheses. Say it aloud.
+INSTRUCTION: Make a question using "both" and the word in parentheses.
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+RUBRIC: Accept any correct question using "both" with the cue word(s).
 
 EXAMPLE
-PROMPT: The two boys are brothers.
-TEMPLATE: (tall)
+PROMPT: The two boys are brothers. (tall)
 RESPONSE: Are both boys tall?
 
 EXAMPLE
-PROMPT: Both girls are happy.
-TEMPLATE: (smiling)
+PROMPT: Both girls are happy. (smiling)
 RESPONSE: Are both girls smiling?
 
-PROMPT: The two girls are sisters.
-TEMPLATE: (tall)
+PROMPT: The two girls are sisters. (tall)
 RESPONSE: Are both girls tall?
 
-PROMPT: Both meals were long.
-TEMPLATE: (delicious)
-RESPONSE: Are both meals delicious?
+PROMPT: Both meals were long. (delicious)
+RESPONSE: Were both meals delicious?
 
-PROMPT: The two days were cold.
-TEMPLATE: (cloudy)
-RESPONSE: Are both days cloudy?
+PROMPT: The two days were cold. (cloudy)
+RESPONSE: Were both days cloudy?
 
-PROMPT: Both triangles are large.
-TEMPLATE: (the same)
+PROMPT: Both triangles are large. (the same)
 RESPONSE: Are both triangles the same?
 
-PROMPT: The two sentences were long.
-TEMPLATE: (in the book)
-RESPONSE: Are both sentences in the book?
+PROMPT: The two sentences were long. (in the book)
+RESPONSE: Were both sentences in the book?
 
-PROMPT: Both buses are crowded.
-TEMPLATE: (small)
+PROMPT: Both buses are crowded. (small)
 RESPONSE: Are both buses small?
 
-PROMPT: The two jackets are brown.
-TEMPLATE: (new)
+PROMPT: The two jackets are brown. (new)
 RESPONSE: Are both jackets new?
 
-PROMPT: Both mistakes were bad.
-TEMPLATE: (awful)
-RESPONSE: Are both mistakes awful?
+PROMPT: Both mistakes were bad. (awful)
+RESPONSE: Were both mistakes awful?
 
-PROMPT: The two pilots are good.
-TEMPLATE: (young)
+PROMPT: The two pilots are good. (young)
 RESPONSE: Are both pilots young?
 
-PROMPT: Both houses are new.
-TEMPLATE: (white)
+PROMPT: Both houses are new. (white)
 RESPONSE: Are both houses white?
 
-PROMPT: The two boys were asleep.
-TEMPLATE: (tired)
-RESPONSE: Are both boys tired?
+PROMPT: The two boys were asleep. (tired)
+RESPONSE: Were both boys tired?
 
-$PRODUCE Answer with Other, Also, or Both
-ID: l1-s19
-# Source: ST §One House Is Small. The Other House Is Large.
-INTRO: Listen to the sentence and look at the cue. If the cue is different, say the "other" sentence. If it's the same, you'll need "also" and "both".
-INSTRUCTION: Use the cue with "other". Add "also" and "both" if the cue is the same.
-INPUT: speak
-CHECK: reveal
+PROMPT: Both girls were happy. (smiling)
+RESPONSE: Were both girls smiling?
 
-EXAMPLE
-PROMPT: One boy is tall.
-TEMPLATE: (short)
-RESPONSE: The other boy is short.
-
-EXAMPLE
-PROMPT: One girl is sad.
-TEMPLATE: (sad)
-RESPONSE: The other girl is also sad. Both girls are sad.
-
-PROMPT: One season was dry.
-TEMPLATE: (wet)
-RESPONSE: The other season was wet.
-
-PROMPT: One room was dirty.
-TEMPLATE: (clean)
-RESPONSE: The other room was clean.
-
-PROMPT: One clock is wrong.
-TEMPLATE: (wrong)
-RESPONSE: The other clock is also wrong. Both clocks are wrong.
-
-PROMPT: One child is crying.
-TEMPLATE: (smiling)
-RESPONSE: The other child is smiling.
-
-PROMPT: One student is early.
-TEMPLATE: (early)
-RESPONSE: The other student is also early. Both students are early.
-
-PROMPT: One ticket cost $20.00.
-TEMPLATE: ($25.00)
-RESPONSE: The other ticket cost $25.00.
-
-PROMPT: One cup of coffee was hot.
-TEMPLATE: (cold)
-RESPONSE: The other cup of coffee was cold.
-
-PROMPT: One sweater was very large.
-TEMPLATE: (very large)
-RESPONSE: The other sweater was also very large. Both sweaters were very large.
-
-PROMPT: One officer was a captain.
-TEMPLATE: (major)
-RESPONSE: The other officer was a major.
-
-PROMPT: One woman ordered chicken.
-TEMPLATE: (chicken)
-RESPONSE: The other woman also ordered chicken. Both women ordered chicken.
-
-$PRODUCE Make Questions with the Other
-ID: l1-s20
-# Source: ST §Is the Other Car New? Are Both Cars New?
-INTRO: One more question drill — this time about the other one. Listen, look at the cue, and ask the question. Add "also" when the cue is the same.
-INSTRUCTION: Make a question with "other" and the cue. Add "also" if needed.
-INPUT: speak
-CHECK: reveal
-
-EXAMPLE
-PROMPT: One man is tall.
-TEMPLATE: (short)
-RESPONSE: Is the other man short?
-
-EXAMPLE
-PROMPT: One answer is correct.
-TEMPLATE: (correct)
-RESPONSE: Is the other answer also correct?
-
-PROMPT: This towel is wet.
-TEMPLATE: (dry)
-RESPONSE: Is the other towel dry?
-
-PROMPT: One student was late for class.
-TEMPLATE: (late)
-RESPONSE: Is the other student also late?
-
-PROMPT: Ted drew one circle.
-TEMPLATE: (Janet)
-RESPONSE: Did Janet draw the other circle?
-
-PROMPT: One student is from Zaire.
-TEMPLATE: (Zaire)
-RESPONSE: Is the other student also from Zaire?
-
-PROMPT: One customer is happy.
-TEMPLATE: (upset)
-RESPONSE: Is the other customer upset?
-
-PROMPT: One barracks is near the mess hall.
-TEMPLATE: (near the mess hall)
-RESPONSE: Is the other barracks also near the mess hall?
-
-PROMPT: This jacket is small.
-TEMPLATE: (large)
-RESPONSE: Is the other jacket large?
-
-PROMPT: One test has fifty questions.
-TEMPLATE: (fifty questions)
-RESPONSE: Does the other test also have fifty questions?
-
-PROMPT: One pilot flies big planes.
-TEMPLATE: (small)
-RESPONSE: Does the other pilot fly small planes?
-
-PROMPT: We can buy film at this store.
-TEMPLATE: (a camera)
-RESPONSE: Can we buy a camera at the other store?
-
-$PRODUCE Other, Also, Both — Missing Words
-ID: 1b-f6
 # Source: LLA 1B Figure 6
+$PRODUCE Write the Missing Words
+ID: 1b-f6
 INPUT: type
 CHECK: exact
-INTRO: Listen to the sentences from the tape and type the missing words on the screen. Then repeat the correct sentence.
-INSTRUCTION: Type the missing word(s).
+HIDE_PROMPT
 REPEAT
+INTRO: "Other", "also", and "both" together now. Type the missing words to complete each set, then listen and repeat the full sentence.
+INSTRUCTION: Type the missing words.
 
-PROMPT: One watch is silver; the other watch is gold. {bk07-l1b-f6-01-q.mp3}
-TEMPLATE: One watch is silver. The ____{other watch} is gold.
-RESPONSE: The other watch is gold. {bk07-l1b-f6-01-a.mp3}
+PROMPT: One watch is silver. {bk07-l1b-f6-01.mp3}
+TEMPLATE: One watch is silver. The ____{other watch|other} is gold.
+RESPONSE: The other watch is gold.
 
-PROMPT: One classroom is small; the other classroom is also small. Both classrooms are small. {bk07-l1b-f6-02-q.mp3}
+PROMPT: One classroom is small. {bk07-l1b-f6-02.mp3}
 TEMPLATE: One classroom is small.
 TEMPLATE: The ____{other} classroom is ____{also} small.
 TEMPLATE: ____{Both} ____{classrooms} are small.
-RESPONSE: Both classrooms are small. {bk07-l1b-f6-02-a.mp3}
+RESPONSE: The other classroom is also small. Both classrooms are small.
 
-PROMPT: She ate one cookie; she also ate the other cookie. She ate both cookies. {bk07-l1b-f6-03-q.mp3}
+PROMPT: She ate one cookie. {bk07-l1b-f6-03.mp3}
 TEMPLATE: She ate one cookie.
 TEMPLATE: She ____{also} ate the ____{other} cookie.
 TEMPLATE: She ate ____{both} ____{cookies}.
-RESPONSE: She ate both cookies. {bk07-l1b-f6-03-a.mp3}
+RESPONSE: She also ate the other cookie. She ate both cookies.
 
-PROMPT: He wrote one letter with a pencil; he wrote the other letter with a pen. {bk07-l1b-f6-04-q.mp3}
+PROMPT: He wrote one letter with a pencil. {bk07-l1b-f6-04.mp3}
 TEMPLATE: He wrote one letter with a pencil.
 TEMPLATE: He wrote the ____{other} ____{letter} with a pen.
-RESPONSE: He wrote the other letter with a pen. {bk07-l1b-f6-04-a.mp3}
+RESPONSE: He wrote the other letter with a pen.
 
-PROMPT: One train goes to Chicago; the other train goes to New York. {bk07-l1b-f6-05-q.mp3}
+PROMPT: One train goes to Chicago. {bk07-l1b-f6-05.mp3}
 TEMPLATE: One train goes to Chicago.
 TEMPLATE: The ____{other} ____{train} goes to New York.
-RESPONSE: The other train goes to New York. {bk07-l1b-f6-05-a.mp3}
+RESPONSE: The other train goes to New York.
 
-PROMPT: We listened to one tape; we also listened to the other tape. We listened to both tapes. {bk07-l1b-f6-06-q.mp3}
-TEMPLATE: We listened to one tape.
-TEMPLATE: We ____{also} listened to the ____{other} tape.
-TEMPLATE: We listened to both tapes.
-RESPONSE: We listened to both tapes. {bk07-l1b-f6-06-a.mp3}
+PROMPT: We listened to one lesson. {bk07-l1b-f6-06.mp3}
+TEMPLATE: We listened to one lesson.
+TEMPLATE: We ____{also} listened to the ____{other|other tape|other lesson}.
+TEMPLATE: We listened to both lessons.
+RESPONSE: We also listened to the other lesson. We listened to both lessons.
 
-$PRODUCE Describe the Pictures
+# Source: ST §One House Is Small, the Other Is Large
+$PRODUCE The Other, Also, or Both?
 ID: l1-s21
-# Source: ST §Describe the Pictures
-INTRO: Now put "other" and "both" to work. Look at each picture and describe what you see, comparing the two things in it.
-INSTRUCTION: Describe the picture, comparing the objects.
+INTRO: The cue in parentheses decides your sentence. If it repeats the first quality, answer with "also" — and then with "both".
+INSTRUCTION: Change the sentence using "other", "also", or "both".
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any phrasing that expresses the same comparison, ideally using "other" or "both".
+RUBRIC: Accept correct formations matching the example patterns with "the other" or "both".
 
-PROMPT: {st-page_029_001.jpg}
+EXAMPLE
+PROMPT: One boy is tall. (short)
+RESPONSE: The other boy is short.
+
+EXAMPLE
+PROMPT: One girl is sad. (sad)
+RESPONSE: The other girl is also sad. Both girls are sad.
+
+PROMPT: One season was dry. (wet)
+RESPONSE: The other season was wet.
+
+PROMPT: One room was dirty. (clean)
+RESPONSE: The other room was clean.
+
+PROMPT: One clock is wrong. (wrong)
+RESPONSE: The other clock is also wrong. Both clocks are wrong.
+
+PROMPT: One child is crying. (smiling)
+RESPONSE: The other child is smiling.
+
+PROMPT: One student is early. (early)
+RESPONSE: The other student is also early. Both students are early.
+
+PROMPT: One ticket cost $20.00. ($25.00)
+RESPONSE: The other ticket cost $25.00.
+
+PROMPT: One cup of coffee was hot. (cold)
+RESPONSE: The other cup of coffee was cold.
+
+PROMPT: One sweater was very large. (very large)
+RESPONSE: The other sweater was also very large. Both sweaters were very large.
+
+PROMPT: One officer was a captain. (major)
+RESPONSE: The other officer was a major.
+
+PROMPT: One woman ordered chicken. (chicken)
+RESPONSE: The other woman also ordered chicken. Both women ordered chicken.
+
+# Source: ST §Is the Other Car New?
+$PRODUCE Is the Other Car New?
+ID: l1-s22
+INTRO: Now make questions with "the other" — and add "also" when the quality is the same.
+INSTRUCTION: Make a question using "the other" (and "also" if the quality is the same).
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept correct question formations with "the other" and optional "also".
+
+EXAMPLE
+PROMPT: One man is tall. (short)
+RESPONSE: Is the other man short?
+
+EXAMPLE
+PROMPT: One answer is correct. (correct)
+RESPONSE: Is the other answer also correct?
+
+PROMPT: This towel is wet. (dry)
+RESPONSE: Is the other towel dry?
+
+PROMPT: One student was late for class. (late)
+RESPONSE: Was the other student also late for class?
+
+PROMPT: Ted drew one circle. (Janet)
+RESPONSE: Did Janet draw the other circle?
+
+PROMPT: One student is from Zaire. (Zaire)
+RESPONSE: Is the other student also from Zaire?
+
+PROMPT: One customer is happy. (upset)
+RESPONSE: Is the other customer upset?
+
+PROMPT: One barracks is near the mess hall. (near the mess hall)
+RESPONSE: Is the other barracks also near the mess hall?
+
+PROMPT: This jacket is small. (large)
+RESPONSE: Is the other jacket large?
+
+PROMPT: One test has fifty questions. (fifty questions)
+RESPONSE: Does the other test also have fifty questions?
+
+PROMPT: One pilot flies big planes. (small)
+RESPONSE: Does the other pilot fly small planes?
+
+PROMPT: We can buy film at this store. (a camera)
+RESPONSE: Can we buy a camera at the other store?
+
+# Source: ST §Describe the Pictures
+$PRODUCE Describe the Pictures
+ID: l1-s23
+INTRO: Describe each picture with "one... the other" or "both". Say a full sentence about what you see.
+INSTRUCTION: Describe each picture using "one... the other" or "both".
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept descriptions using "one... the other" or "both" that match the picture features.
+
+PROMPT: Describe the picture. {st-page_029_001.jpg|Two drawn squares of different sizes side by side}
 RESPONSE: One square is small. The other square is large.
 
-PROMPT: {st-page_029_002.jpg}
+PROMPT: Describe the picture. {st-page_029_002.jpg|Two drawn pencils of different lengths}
 RESPONSE: One pencil is short. The other pencil is long.
 
-PROMPT: {st-page_029_003.jpg}
-RESPONSE: Both test grades are 40. Both grades are bad.
+PROMPT: Describe the picture. {st-page_029_003.jpg|Two test papers side by side, one labeled "ENGLISH TEST 40" and the other "MATH TEST 40"}
+RESPONSE: Both grades are 40.
 
-PROMPT: {st-page_029_004.jpg}
-RUBRIC: This picture shows a single circle drawn with a mistake — it is not closed. Accept any sensible description of that fact; "one"/"the other"/"both" are not required for this item.
-RESPONSE: It is a circle, but it has a mistake. It is not closed.
+PROMPT: Describe the picture. {st-page_029_004.jpg|An open curved line segment forming an incomplete circle}
+RESPONSE: This is a curved line.
 
-PROMPT: {st-page_029_005.jpg}
-RESPONSE: Both boys are smiling. Both boys are happy.
+PROMPT: Describe the picture. {st-page_029_005.jpg|Two smiling boys standing side by side}
+RESPONSE: Both boys are happy.
 
-PROMPT: {st-page_029_006.jpg}
+PROMPT: Describe the picture. {st-page_029_006.jpg|An old biplane flying above a modern jet airplane}
 RESPONSE: One airplane is old. The other airplane is new.
 
-PROMPT: {st-page_030_001.jpg}
-RESPONSE: One grade is bad. The other grade is good.
+PROMPT: Describe the picture. {st-page_030_001.jpg|Two test papers, one labeled "ENGLISH TEST 45" and the other "MATH TEST 92"}
+RESPONSE: One grade is 45. The other grade is 92.
 
-PROMPT: {st-page_030_002.jpg}
-RESPONSE: Both lines are long.
+PROMPT: Describe the picture. {st-page_030_002.jpg|Two straight parallel lines running diagonally across the box}
+RESPONSE: Both lines are straight.
 
-PROMPT: {st-page_030_003.jpg}
+PROMPT: Describe the picture. {st-page_030_003.jpg|Two men in suits standing side by side, one short and one tall}
 RESPONSE: One man is short. The other man is tall.
 
-PROMPT: {st-page_030_004.jpg}
-RESPONSE: Both shapes are triangles.
+PROMPT: Describe the picture. {st-page_030_004.jpg|Two identical triangles side by side}
+RESPONSE: Both triangles are the same.
 
-PROMPT: {st-page_030_005.jpg}
+PROMPT: Describe the picture. {st-page_030_005.jpg|Two boys side by side, the one on the left frowning/crying and the one on the right smiling}
 RESPONSE: One boy is sad. The other boy is happy.
 
-PROMPT: {st-page_030_006.jpg}
+PROMPT: Describe the picture. {st-page_030_006.jpg|Two pencils of identical length lying horizontally parallel to each other}
 RESPONSE: Both pencils are the same length.
 
+# Source: LLA 1B Figure 7 (story)
 $DIALOGUE Bob and Dave's Vacation
 ID: 1b-f7-story
-# Source: LLA 1B Figure 7 (recorded passage)
-INTRO: Bob and Dave took a vacation that didn't quite work out. Listen to the complete story; you can consult it while answering the question that follows.
+INTRO: Bob and Dave planned a vacation by the ocean. The hotels had other plans. Just listen.
 INSTRUCTION: Listen to the story.
 
-LINE: Bob and Dave didn't have classes last week. They wanted to take a vacation. On Monday, they drove to a big city near the ocean and stopped at a hotel. There were a lot of people at the hotel. The hotel didn't have a room for Bob and Dave. All the other hotels in the city were crowded too. Bob and Dave had to stay in their car overnight. {bk07-l1b-f7-01.mp3}
+LINE: Bob and Dave didn't have classes last week. {bk07-l1b-f7-01a.mp3}
+LINE: They wanted to take a vacation. {bk07-l1b-f7-01b.mp3}
+LINE: On Monday, they drove to a big city near the ocean and stopped at a hotel. {bk07-l1b-f7-01c.mp3}
+LINE: There were a lot of people at the hotel. {bk07-l1b-f7-01d.mp3}
+LINE: The hotel didn't have a room for Bob and Dave. {bk07-l1b-f7-01e.mp3}
+LINE: All the other hotels in the city were crowded too. {bk07-l1b-f7-01f.mp3}
+LINE: Bob and Dave had to stay in their car overnight. {bk07-l1b-f7-01g.mp3}
 
-$SELECT Bob and Dave — What Didn't You Hear?
+# Source: LLA 1B Figure 7 (check)
+$SELECT What Didn't You Hear?
 ID: 1b-f7
-# Source: LLA 1B Figure 7 (question)
-INTRO: Now choose the statement that was NOT in the story.
+INTRO: One of these statements is NOT from the story. Tap the one you did not hear.
 INSTRUCTION: Tap the statement you did not hear.
 REFERENCE: 1b-f7-story
 
@@ -1237,13 +1234,79 @@ OPTION: c | They slept in their car Monday night.
 ANSWER: b
 FEEDBACK: Bob and Dave drove to a city near the ocean, not the mountains. {bk07-l1b-f7-02.mp3}
 
-$LESSON 1-5: Opposites and Descriptive Adjectives
+$SESSION 1-6: Opposites and Alike
 
-$DIALOGUE New Adjectives in Sentences
-ID: 1c-f1
-# Source: LLA 1C Figure 1 (kept over ST §One Car Is Fast / §Hot Is the Opposite of Cold — cassette twin)
-INTRO: In this part you'll learn words for describing things — fast and slow, wide and narrow, strong and weak. Listen to each word in its sentences and repeat.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: ST §One Car Is Fast. The Other Car Is Slow.
+$DIALOGUE One Car Is Fast. The Other Car Is Slow.
+ID: l1-s24
+INTRO: Time for describing words: little, round, wide, narrow, fast, slow, strong, weak. Pictures included. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+VOCAB: little
+LINE: One circle is little. It's small. {st-page_030_007.jpg|A small circle drawn in the center of the frame}
+
+LINE: The other circle is big. It isn't small. {st-page_030_008.jpg|A large circle drawn in the center of the frame}
+
+VOCAB: round
+LINE: Both circles have the same shape. They're round.
+
+VOCAB: wide
+LINE: One street is wide. {st-page_031_001.jpg|A wide multilane highway stretching far into the distance}
+
+VOCAB: narrow
+LINE: The other street is narrow. {st-page_031_002.jpg|An aerial view of a narrow street with a car parked along the side}
+
+VOCAB: fast
+LINE: One car is fast. {st-page_031_003.jpg|A sleek, modern sports car driving fast around a curve on a track}
+
+VOCAB: slow
+LINE: The other car is slow. {st-page_031_004.jpg|An old vintage automobile driving slowly past a tree}
+
+VOCAB: strong
+LINE: One man is strong. {st-page_031_005.jpg|A muscular man effortlessly lifting a heavy barbell above his head}
+
+VOCAB: weak
+LINE: The other man is weak. {st-page_031_006.jpg|A thin, weak man struggling unsuccessfully to lift a barbell from the ground}
+
+# Source: ST §What Do You See?
+$PRODUCE What Do You See?
+ID: l1-s25
+INTRO: Say one sentence about each picture, using the new describing words.
+INSTRUCTION: Say a sentence describing what you see in the picture.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept sentences describing the picture with the target adjectives (little/round, wide/narrow, fast/slow, strong/weak).
+
+PROMPT: {st-page_032_001.jpg|A single circle drawn inside a frame}
+RESPONSE: This is a round circle.
+
+PROMPT: {st-page_032_002.jpg|Two identical circles drawn side-by-side inside a frame}
+RESPONSE: Both circles are round.
+
+PROMPT: {st-page_032_003.jpg|A wide multilane highway stretching into the distance}
+RESPONSE: The highway is wide.
+
+PROMPT: {st-page_032_004.jpg|An aerial view of a narrow street with a car parked along the side}
+RESPONSE: The street is narrow.
+
+PROMPT: {st-page_032_005.jpg|A sleek, modern sports car driving fast on a race track}
+RESPONSE: The car is fast.
+
+PROMPT: {st-page_032_006.jpg|An old vintage car driving slowly past a tree}
+RESPONSE: The car is slow.
+
+PROMPT: {st-page_032_007.jpg|A muscular, strong man lifting a barbell high above his head}
+RESPONSE: The man is strong.
+
+PROMPT: {st-page_032_008.jpg|A thin, weak man straining to lift a heavy barbell off the ground}
+RESPONSE: The man is weak.
+
+# Source: LLA 1C Figure 1
+$DIALOGUE Opposites and Alike
+ID: 7-1c-f1
+INTRO: More sentences with these words — plus two new ones: "opposite" and "alike". Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: opposite
@@ -1252,582 +1315,539 @@ LINE: Noon and midnight are opposites. {bk07-l1c-f1-02.mp3}
 
 VOCAB: alike
 LINE: A quiz and a test are alike; they are the same. {bk07-l1c-f1-03.mp3}
-LINE: Your jacket looks like my jacket. {bk07-l1c-f1-04.mp3}
-LINE: Our jackets are alike. {bk07-l1c-f1-05.mp3}
+LINE: Your jacket looks like my jacket. Our jackets are alike. {bk07-l1c-f1-04.mp3}
 
-VOCAB: fast
-LINE: He talks very fast. {bk07-l1c-f1-06.mp3}
-LINE: What did he say? {bk07-l1c-f1-07.mp3}
-LINE: Jill doesn't read fast; she's just learning. {bk07-l1c-f1-08.mp3}
+LINE: He talks very fast. What did he say? {bk07-l1c-f1-05.mp3}
+LINE: Jill doesn't read fast; she's just learning. {bk07-l1c-f1-06.mp3}
 
-VOCAB: little
-LINE: Little and small are alike. {bk07-l1c-f1-09.mp3}
-LINE: Billy is a little boy; he's not a big boy. {bk07-l1c-f1-10.mp3}
+LINE: Little and small are alike. {bk07-l1c-f1-07.mp3}
+LINE: Billy is a little boy; he's not a big boy. {bk07-l1c-f1-08.mp3}
 
-VOCAB: narrow
-LINE: A knife is long and narrow. {bk07-l1c-f1-11.mp3}
-LINE: The narrow street was crowded. {bk07-l1c-f1-12.mp3}
+LINE: A knife is long and narrow. {bk07-l1c-f1-09.mp3}
+LINE: The narrow street was crowded. {bk07-l1c-f1-10.mp3}
 
-VOCAB: round
-LINE: Cups, bowls, and glasses are round. {bk07-l1c-f1-13.mp3}
-LINE: Circles are round; other shapes are not round. {bk07-l1c-f1-14.mp3}
+LINE: Cups, bowls, and glasses are round. {bk07-l1c-f1-11.mp3}
+LINE: Circles are round; other shapes are not round. {bk07-l1c-f1-12.mp3}
 
-VOCAB: slow
-LINE: Slow is the opposite of fast. {bk07-l1c-f1-15.mp3}
-LINE: They took a long vacation on a slow boat. {bk07-l1c-f1-16.mp3}
+LINE: Slow is the opposite of fast. {bk07-l1c-f1-13.mp3}
+LINE: They took a long vacation on a slow boat. {bk07-l1c-f1-14.mp3}
 
-VOCAB: strong
-LINE: Strong winds blow every spring. {bk07-l1c-f1-17.mp3}
-LINE: Harvey is a mechanic; his hands and arms are strong. {bk07-l1c-f1-18.mp3}
+LINE: Strong winds blow every spring. {bk07-l1c-f1-15.mp3}
+LINE: Harvey is a mechanic; his hands and arms are strong. {bk07-l1c-f1-16.mp3}
 
-VOCAB: weak
-LINE: Weak is the opposite of strong. {bk07-l1c-f1-19.mp3}
-LINE: Babies are weak; young men are strong. {bk07-l1c-f1-20.mp3}
+LINE: Weak is the opposite of strong. {bk07-l1c-f1-17.mp3}
+LINE: Babies are weak; young men are strong. {bk07-l1c-f1-18.mp3}
 
-VOCAB: wide
-LINE: Wide and narrow are opposites. {bk07-l1c-f1-21.mp3}
-LINE: This chair is wide; two people can sit in it. {bk07-l1c-f1-22.mp3}
+LINE: Wide and narrow are opposites. {bk07-l1c-f1-19.mp3}
+LINE: This chair is wide; two people can sit in it. {bk07-l1c-f1-20.mp3}
 
-# DROPPED (twin): ST §One Car Is Fast. The Other Car Is Slow. (l1-s22) and ST §Hot Is the Opposite of Cold. (l1-s24) — same vocab presentation role as the cassette-backed 1C Figure 1; their receptive/production functions are kept via l1-s25 and l1-s23 below.
-
-$PRODUCE Pictures: Alike or Different?
-ID: 1c-f2
-# Source: LLA 1C Figure 2
-INTRO: Look at the pictures and listen to the descriptions. Answer each question aloud, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
+# Source: ST §Hot Is the Opposite of Cold
+$DIALOGUE Hot Is the Opposite of Cold
+ID: l1-s26
+INTRO: Hot and cold, good and bad — opposites. And when two things look the same, one is "like" the other. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
-TEMPLATE: Picture 1 {page_024_001.jpg}
-PROMPT: Look at Picture 1: these boats are not the same. One is little and the other is big. Are these two boats alike? {bk07-l1c-f2-01-q.mp3}
-RESPONSE: No, they're not alike; they're different. {bk07-l1c-f2-01-a.mp3}
+LINE: Hot is the opposite of cold. {st-page_033_001.jpg|A hot cup of coffee steaming on a saucer alongside a cold glass filled with ice cubes}
+LINE: Good is the opposite of bad.
+LINE: Right is the opposite of wrong.
 
-TEMPLATE: Picture 1 {page_024_001.jpg}
-PROMPT: Are both boats big? {bk07-l1c-f2-02-q.mp3}
-RESPONSE: No. One boat is big and the other boat is little. {bk07-l1c-f2-02-a.mp3}
+VOCAB: like
+LINE: Airplane A is like airplane B. The airplanes are alike. They are the same. {st-page_033_002.jpg|Three pairs of drawings: two identical jets labeled A and B pointing right; two leather belts labeled A and B, one black and one white; two identical pencils labeled A and B stacked horizontally}
+LINE: The black belt is not like the white belt.
+LINE: The belts are not alike.
+LINE: They are different.
+LINE: One belt is black.
+LINE: The other belt is white.
+LINE: Pencil A is like pencil B. The pencils are alike. They are the same. Both pencils are long.
 
-TEMPLATE: Picture 2 {page_024_002.jpg}
-PROMPT: Look at Picture 2: these cars are different. They are opposites. One car is old; it is slow. The other car is new; it is fast. Are these cars alike? {bk07-l1c-f2-03-q.mp3}
-RESPONSE: No, these cars are not alike; they are different. {bk07-l1c-f2-03-a.mp3}
-
-TEMPLATE: Picture 2 {page_024_002.jpg}
-PROMPT: Are both cars old? {bk07-l1c-f2-04-q.mp3}
-RESPONSE: No. One car is old; the other car is new. {bk07-l1c-f2-04-a.mp3}
-
-TEMPLATE: Picture 2 {page_024_002.jpg}
-PROMPT: Is the new car fast? {bk07-l1c-f2-05-q.mp3}
-RESPONSE: Yes, the new car is fast. {bk07-l1c-f2-05-a.mp3}
-
-TEMPLATE: Picture 2 {page_024_002.jpg}
-PROMPT: Is the old car fast also? {bk07-l1c-f2-06-q.mp3}
-RESPONSE: No, the old car is slow. {bk07-l1c-f2-06-a.mp3}
-
-TEMPLATE: Picture 3 {page_024_003.jpg}
-PROMPT: Look at Picture 3: sick is the opposite of well. One man is sick, and the other man is well. These men are not the same. What is the opposite of well? {bk07-l1c-f2-07-q.mp3}
-RESPONSE: Sick. {bk07-l1c-f2-07-a.mp3}
-
-TEMPLATE: Picture 3 {page_024_003.jpg}
-PROMPT: Are both men sick? {bk07-l1c-f2-08-q.mp3}
-RESPONSE: No. Both men are not sick; only one man is sick. The other man is well. {bk07-l1c-f2-08-a.mp3}
-
-TEMPLATE: Picture 4 {page_024_004.jpg}
-PROMPT: Look at Picture 4: these children are the same. Both children are small and weak. They are not big and strong. Some men are very strong, but children are weak. Are the children alike? {bk07-l1c-f2-09-q.mp3}
-RESPONSE: Yes. {bk07-l1c-f2-09-a.mp3}
-
-TEMPLATE: Picture 4 {page_024_004.jpg}
-PROMPT: Are both children strong? {bk07-l1c-f2-10-q.mp3}
-RESPONSE: No, both children are not strong. Both children are weak. {bk07-l1c-f2-10-a.mp3}
-
-TEMPLATE: Picture 4 {page_024_004.jpg}
-PROMPT: Are some men very strong? {bk07-l1c-f2-11-q.mp3}
-RESPONSE: Yes, some men are very strong. {bk07-l1c-f2-11-a.mp3}
-
-TEMPLATE: Picture 5 {page_024_005.jpg}
-PROMPT: Now look at Picture 5: wide is the opposite of narrow. One of these neckties is wide; the other neck tie is narrow. The neckties are different. Are the neckties different? {bk07-l1c-f2-12-q.mp3}
-RESPONSE: Yes, they are. The neckties are not alike. {bk07-l1c-f2-12-a.mp3}
-
-TEMPLATE: Picture 5 {page_024_005.jpg}
-PROMPT: What is the opposite of narrow? {bk07-l1c-f2-13-q.mp3}
-RESPONSE: Wide. {bk07-l1c-f2-13-a.mp3}
-
-TEMPLATE: Picture 5 {page_024_005.jpg}
-PROMPT: Is one neck tie wide? {bk07-l1c-f2-14-q.mp3}
-RESPONSE: Yes, one neck tie is wide and the other neck tie is narrow. {bk07-l1c-f2-14-a.mp3}
-
-TEMPLATE: Picture 6 {page_024_006.jpg}
-PROMPT: Look at Picture 6: these tables are alike. Both tables are round. Are both tables round? {bk07-l1c-f2-15-q.mp3}
-RESPONSE: Yes, both tables are round. {bk07-l1c-f2-15-a.mp3}
-
-$SELECT Which Picture Is It?
-ID: l1-s25
-# Source: ST §Which One Is It?
-INTRO: You'll hear one adjective at a time. Tap the picture it describes.
-INSTRUCTION: Listen to the word and tap the matching picture.
+# Source: ST §Which One Is It? (split — image options capped at 6)
+$SELECT Which Picture Is It? — Fast, Slow, Strong, Weak, Wide, Narrow
+ID: l1-s27
+INTRO: Six pictures, six words. Tap the picture that matches each word you hear.
+INSTRUCTION: Tap the picture that matches the word.
+OPTION: a | Picture 1 {st-page_034_001.jpg|A sleek sports car driving fast on a curved race track}
+OPTION: b | Picture 2 {st-page_034_002.jpg|An old vintage car driving slowly near a tree}
+OPTION: c | Picture 3 {st-page_034_003.jpg|A strong muscular man lifting a heavy barbell over his head}
+OPTION: d | Picture 4 {st-page_034_004.jpg|A weak man struggling to lift a heavy barbell from the floor}
+OPTION: e | Picture 5 {st-page_034_005.jpg|A wide multilane road stretching into the distance}
+OPTION: f | Picture 6 {st-page_034_006.jpg|A narrow street viewed from above with a parked car}
 
 PROMPT: fast
-OPTION: 1 | {st-page_034_001.jpg}
-OPTION: 2 | {st-page_034_002.jpg}
-ANSWER: 1
+ANSWER: a
 
 PROMPT: slow
-OPTION: 1 | {st-page_034_001.jpg}
-OPTION: 2 | {st-page_034_002.jpg}
-ANSWER: 2
+ANSWER: b
 
 PROMPT: strong
-OPTION: 1 | {st-page_034_003.jpg}
-OPTION: 2 | {st-page_034_004.jpg}
-ANSWER: 1
+ANSWER: c
 
 PROMPT: weak
-OPTION: 1 | {st-page_034_003.jpg}
-OPTION: 2 | {st-page_034_004.jpg}
-ANSWER: 2
+ANSWER: d
 
 PROMPT: wide
-OPTION: 1 | {st-page_034_005.jpg}
-OPTION: 2 | {st-page_034_006.jpg}
-ANSWER: 1
+ANSWER: e
 
 PROMPT: narrow
-OPTION: 1 | {st-page_034_005.jpg}
-OPTION: 2 | {st-page_034_006.jpg}
-ANSWER: 2
+ANSWER: f
+
+# Source: ST §Which One Is It? (split — image options capped at 6)
+$SELECT Which Picture Is It? — Hot, Round, Alike, Opposite
+ID: l1-s27-b
+INTRO: Four more words: "hot", "round", "alike", and "opposite". Tap the matching picture.
+INSTRUCTION: Tap the picture that matches the word.
+OPTION: a | Picture 1 {st-page_034_007.jpg|A hot steaming bowl of soup or coffee on a saucer}
+OPTION: b | Picture 2 {st-page_034_008.jpg|A simple circle centered in a frame}
+OPTION: c | Picture 3 {st-page_035_001.jpg|Two young boys smiling, looking identical to each other}
+OPTION: d | Picture 4 {st-page_035_002.jpg|Two young boys, one frowning and sad, the other smiling and happy}
 
 PROMPT: hot
-OPTION: 1 | {st-page_034_007.jpg}
-OPTION: 2 | {st-page_034_008.jpg}
-ANSWER: 1
+ANSWER: a
 
 PROMPT: round
-OPTION: 1 | {st-page_034_007.jpg}
-OPTION: 2 | {st-page_034_008.jpg}
-ANSWER: 2
+ANSWER: b
 
 PROMPT: alike
-OPTION: 1 | {st-page_035_001.jpg}
-OPTION: 2 | {st-page_035_002.jpg}
-ANSWER: 1
+ANSWER: c
 
 PROMPT: opposite
-OPTION: 1 | {st-page_035_001.jpg}
-OPTION: 2 | {st-page_035_002.jpg}
-ANSWER: 2
+ANSWER: d
 
-$SELECT Alike or Opposite?
-ID: 1c-f3
-# Source: LLA 1C Figure 3
-INTRO: You'll hear two words. Decide if they mean the same or the opposite, tap your answer, then repeat the correct answer.
-INSTRUCTION: Tap Alike or Opposite.
-REPEAT
-
-OPTION: a | Alike
-OPTION: o | Opposite
-
-EXAMPLE
-PROMPT: start, begin {bk07-l1c-f3-ex-q.mp3}
-ANSWER: a
-FEEDBACK: Start and begin are alike. {bk07-l1c-f3-ex-a.mp3}
-
-PROMPT: big, large {bk07-l1c-f3-01-q.mp3}
-ANSWER: a
-FEEDBACK: Big and large are alike. {bk07-l1c-f3-01-a.mp3}
-
-PROMPT: fast, slow {bk07-l1c-f3-02-q.mp3}
-ANSWER: o
-FEEDBACK: Fast is the opposite of slow. {bk07-l1c-f3-02-a.mp3}
-
-PROMPT: always, never {bk07-l1c-f3-03-q.mp3}
-ANSWER: o
-FEEDBACK: Always is the opposite of never. {bk07-l1c-f3-03-a.mp3}
-
-PROMPT: have to, must {bk07-l1c-f3-04-q.mp3}
-ANSWER: a
-FEEDBACK: Have to and must are alike. {bk07-l1c-f3-04-a.mp3}
-
-PROMPT: pull, push {bk07-l1c-f3-05-q.mp3}
-ANSWER: o
-FEEDBACK: Push is the opposite of pull. {bk07-l1c-f3-05-a.mp3}
-
-PROMPT: return, go back {bk07-l1c-f3-06-q.mp3}
-ANSWER: a
-FEEDBACK: Return and go back are alike. {bk07-l1c-f3-06-a.mp3}
-
-PROMPT: speak, talk {bk07-l1c-f3-07-q.mp3}
-ANSWER: a
-FEEDBACK: Speak and talk are alike. {bk07-l1c-f3-07-a.mp3}
-
-PROMPT: narrow, wide {bk07-l1c-f3-08-q.mp3}
-ANSWER: o
-FEEDBACK: Wide is the opposite of narrow. {bk07-l1c-f3-08-a.mp3}
-
-PROMPT: open, close {bk07-l1c-f3-09-q.mp3}
-ANSWER: o
-FEEDBACK: Open is the opposite of close. {bk07-l1c-f3-09-a.mp3}
-
-PROMPT: small, little {bk07-l1c-f3-10-q.mp3}
-ANSWER: a
-FEEDBACK: Small and little are alike. {bk07-l1c-f3-10-a.mp3}
-
-$PRODUCE Opposites and Alike
-ID: l1-s26
 # Source: ST §Opposites
-INTRO: Type the missing word in each sentence about opposites and words that are alike.
-INSTRUCTION: Type the missing word to complete the sentence.
+$PRODUCE Opposites
+ID: l1-s28
+INTRO: Type the missing word in each sentence about opposites and alike words.
+INSTRUCTION: Type the missing word to complete each sentence.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: The opposite of big is ____{small|little}.
 RESPONSE: The opposite of big is small.
-ACCEPT: small | little
 
 TEMPLATE: The opposite of narrow is ____{wide}.
 RESPONSE: The opposite of narrow is wide.
-ACCEPT: wide
 
-TEMPLATE: ____{Strong} is the opposite of weak.
+TEMPLATE: ____{Strong|strong} is the opposite of weak.
 RESPONSE: Strong is the opposite of weak.
-ACCEPT: Strong | strong
 
-TEMPLATE: ____{Slow} is the opposite of fast.
+TEMPLATE: ____{Slow|slow} is the opposite of fast.
 RESPONSE: Slow is the opposite of fast.
-ACCEPT: Slow | slow
 
 TEMPLATE: Small and ____{little} are alike.
 RESPONSE: Small and little are alike.
-ACCEPT: little
 
-TEMPLATE: Also and too are ____{alike}.
+TEMPLATE: Also and too are ____{alike|the same}.
 RESPONSE: Also and too are alike.
-ACCEPT: alike
 
-TEMPLATE: Wet and dry are not ____{alike}.
+TEMPLATE: Wet and dry are not ____{alike|the same}.
 RESPONSE: Wet and dry are not alike.
-ACCEPT: alike
 
 TEMPLATE: Check out is the ____{opposite} of check in.
 RESPONSE: Check out is the opposite of check in.
-ACCEPT: opposite
 
 TEMPLATE: Our notebooks are blue. My notebook is ____{like} your notebook.
 RESPONSE: Our notebooks are blue. My notebook is like your notebook.
-ACCEPT: like
 
 TEMPLATE: I have a red pen. You have a red pen. My pen is ____{like} your pen.
 RESPONSE: I have a red pen. You have a red pen. My pen is like your pen.
-ACCEPT: like
 
-$PRODUCE What Do You See?
-ID: l1-s23
-# Source: ST §What Do You See?
-INTRO: Now describe pictures with the new adjectives. Look at each one and say what you see.
-INSTRUCTION: Look at the picture and describe what you see.
-INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model answer as the key; accept any sentence or standalone noun phrase using the same adjective for the same object (e.g. "a wide street", "It is a wide street.").
-
-PROMPT: {st-page_032_001.jpg}
-RESPONSE: I see a little circle.
-
-PROMPT: {st-page_032_002.jpg}
-RESPONSE: I see two little circles. Both circles are round.
-
-PROMPT: {st-page_032_003.jpg}
-RESPONSE: I see a wide street.
-
-PROMPT: {st-page_032_004.jpg}
-RESPONSE: I see a narrow street.
-
-PROMPT: {st-page_032_005.jpg}
-RESPONSE: I see a fast car.
-
-PROMPT: {st-page_032_006.jpg}
-RESPONSE: I see a slow car.
-
-PROMPT: {st-page_032_007.jpg}
-RESPONSE: I see a strong man.
-
-PROMPT: {st-page_032_008.jpg}
-RESPONSE: I see a weak man.
-
-$LESSON 1-6: Building Bigger Sentences
-
-$DIALOGUE From Three Sentences to One
-ID: 1c-f5
-# Source: LLA 1C Figure 5
-INTRO: In this part you'll learn to fold three short sentences into one good one. Listen to each set and repeat every sentence — including the big one at the end.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-LINE: The boy is little. {bk07-l1c-f5-01a.mp3}
-LINE: He wants the cap. {bk07-l1c-f5-01b.mp3}
-LINE: The cap is red. {bk07-l1c-f5-01c.mp3}
-LINE: The little boy wants the red cap. {bk07-l1c-f5-01d.mp3}
-
-LINE: The hotel is old. {bk07-l1c-f5-02a.mp3}
-LINE: It is near a lake. {bk07-l1c-f5-02b.mp3}
-LINE: The lake is large. {bk07-l1c-f5-02c.mp3}
-LINE: The old hotel is near a large lake. {bk07-l1c-f5-02d.mp3}
-
-LINE: The children are young. {bk07-l1c-f5-03a.mp3}
-LINE: They can walk to the school. {bk07-l1c-f5-03b.mp3}
-LINE: It is new. {bk07-l1c-f5-03c.mp3}
-LINE: The young children can walk to the new school. {bk07-l1c-f5-03d.mp3}
-
-LINE: The students were bored. {bk07-l1c-f5-04a.mp3}
-LINE: They watched a movie. {bk07-l1c-f5-04b.mp3}
-LINE: It was awful. {bk07-l1c-f5-04c.mp3}
-LINE: The bored students watched an awful movie. {bk07-l1c-f5-04d.mp3}
-
-LINE: The man was hungry. {bk07-l1c-f5-05a.mp3}
-LINE: He ate lunch at a snack bar. {bk07-l1c-f5-05b.mp3}
-LINE: It was crowded. {bk07-l1c-f5-05c.mp3}
-LINE: The hungry man ate lunch at a crowded snack bar. {bk07-l1c-f5-05d.mp3}
-
-$GRAMMAR Adjectives Go Before the Noun
-ID: 1c-f5-g
-INTRO: One quick rule before you combine sentences yourself.
-
-CARD: In English, an adjective goes right before the noun it describes.
-{a little boy}
-{a red cap}
-
-CARD: You can use this rule to combine short sentences. Let's look at three separate facts.
-{The boy is little.}
-{He wants the cap.}
-{The cap is red.}
-
-CARD: Just move each describing word in front of the thing it describes. Three sentences become one!
-{The little boy wants the red cap.}
-
-$PRODUCE Put the Adjective in Its Place
-ID: l1-s27
-# Source: ST §The Student Flies Fast Airplanes.
-INTRO: You'll hear two sentences — one about the thing, one describing it. Say them as one sentence.
-INSTRUCTION: Combine the two sentences into one.
+# Source: LLA 1C Figure 2
+$PRODUCE Questions About the Pictures
+ID: 7-1c-f2
 INPUT: speak
 CHECK: reveal
+INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat the model answer.
+REPEAT
+
+PROMPT: Are these two boats alike? {page_024_001.jpg|A large sailboat in the water above a smaller rowboat with an oar} {bk07-l1c-f2-01-q.mp3}
+RESPONSE: The boats are not alike. {bk07-l1c-f2-01-a.mp3}
+
+PROMPT: Are both boats big? {page_024_001.jpg|A large sailboat in the water above a smaller rowboat with an oar} {bk07-l1c-f2-02-q.mp3}
+RESPONSE: One boat is big and the other boat is little. {bk07-l1c-f2-02-a.mp3}
+
+PROMPT: Are these cars alike? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-03-q.mp3}
+RESPONSE: The old car and the new car are different. {bk07-l1c-f2-03-a.mp3}
+
+PROMPT: Are both cars old? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-04-q.mp3}
+RESPONSE: The other car is new. {bk07-l1c-f2-04-a.mp3}
+
+PROMPT: Is the new car fast? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-05-q.mp3}
+RESPONSE: The new car is fast. {bk07-l1c-f2-05-a.mp3}
+
+PROMPT: Is the old car fast also? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-06-q.mp3}
+RESPONSE: The old car is slow. {bk07-l1c-f2-06-a.mp3}
+
+PROMPT: What is the opposite of well? {page_024_003.jpg|A confused man scratching his head looking back at a businessman walking by fast} {bk07-l1c-f2-07-q.mp3}
+RESPONSE: Sick is the opposite of well. {bk07-l1c-f2-07-a.mp3}
+
+PROMPT: Are both men sick? {page_024_003.jpg|A confused man scratching his head looking back at a businessman walking by fast} {bk07-l1c-f2-08-q.mp3}
+RESPONSE: The other man is well. {bk07-l1c-f2-08-a.mp3}
+
+PROMPT: Are the children alike? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-09-q.mp3}
+RESPONSE: The children are alike. {bk07-l1c-f2-09-a.mp3}
+
+PROMPT: Are both children strong? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-10-q.mp3}
+RESPONSE: Both children are weak. {bk07-l1c-f2-10-a.mp3}
+
+PROMPT: Are some men very strong? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-11-q.mp3}
+RESPONSE: Some men are very strong. {bk07-l1c-f2-11-a.mp3}
+
+PROMPT: Are the neckties different? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-12-q.mp3}
+RESPONSE: The neckties are not alike. {bk07-l1c-f2-12-a.mp3}
+
+PROMPT: What is the opposite of narrow? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-13-q.mp3}
+RESPONSE: Wide is the opposite of narrow. {bk07-l1c-f2-13-a.mp3}
+
+PROMPT: Is one neck tie wide? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-14-q.mp3}
+RESPONSE: One neck tie is wide and the other neck tie is narrow. {bk07-l1c-f2-14-a.mp3}
+
+PROMPT: Are both tables round? {page_024_006.jpg|A larger round three-legged table above a smaller round three-legged table} {bk07-l1c-f2-15-q.mp3}
+RESPONSE: Both tables are round. {bk07-l1c-f2-15-a.mp3}
+
+# Source: LLA 1C Figure 3
+$SELECT Alike or Opposite?
+ID: 7-1c-f3
+HIDE_PROMPT
+REPEAT
+INTRO: You'll hear two words. Decide if they mean the same — "alike" — or the opposite.
+INSTRUCTION: Tap "alike" or "opposite".
+
+OPTION: a | alike
+OPTION: b | opposite
 
 EXAMPLE
-PROMPT: The girl is crying. She is little.
+PROMPT: start, begin {bk07-l1c-f3-ex.mp3}
+ANSWER: a
+FEEDBACK: Start and begin are alike.
+
+PROMPT: big, large {bk07-l1c-f3-01.mp3}
+ANSWER: a
+FEEDBACK: Big and large are alike. {bk07-l1c-f3-01-fb.mp3}
+
+PROMPT: fast, slow {bk07-l1c-f3-02.mp3}
+ANSWER: b
+FEEDBACK: Fast is the opposite of slow. {bk07-l1c-f3-02-fb.mp3}
+
+PROMPT: always, never {bk07-l1c-f3-03.mp3}
+ANSWER: b
+FEEDBACK: Always is the opposite of never. {bk07-l1c-f3-03-fb.mp3}
+
+PROMPT: have to, must {bk07-l1c-f3-04.mp3}
+ANSWER: a
+FEEDBACK: Have to and must are alike. {bk07-l1c-f3-04-fb.mp3}
+
+PROMPT: pull, push {bk07-l1c-f3-05.mp3}
+ANSWER: b
+FEEDBACK: Push is the opposite of pull. {bk07-l1c-f3-05-fb.mp3}
+
+PROMPT: return, go back {bk07-l1c-f3-06.mp3}
+ANSWER: a
+FEEDBACK: Return and go back are alike. {bk07-l1c-f3-06-fb.mp3}
+
+PROMPT: speak, talk {bk07-l1c-f3-07.mp3}
+ANSWER: a
+FEEDBACK: Speak and talk are alike. {bk07-l1c-f3-07-fb.mp3}
+
+PROMPT: narrow, wide {bk07-l1c-f3-08.mp3}
+ANSWER: b
+FEEDBACK: Wide is the opposite of narrow. {bk07-l1c-f3-08-fb.mp3}
+
+PROMPT: open, close {bk07-l1c-f3-09.mp3}
+ANSWER: b
+FEEDBACK: Open is the opposite of close. {bk07-l1c-f3-09-fb.mp3}
+
+PROMPT: small, little {bk07-l1c-f3-10.mp3}
+ANSWER: a
+FEEDBACK: Small and little are alike. {bk07-l1c-f3-10-fb.mp3}
+
+$SESSION 1-7: Building Bigger Sentences
+
+# Source: LLA 1C Figure 5
+$DIALOGUE Three Small Sentences, One Good Sentence
+ID: 7-1c-f5
+INTRO: New skill: folding three little sentences into one good one. Listen to each set, then repeat the combined sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: The boy is little. He wants the cap. The cap is red. {bk07-l1c-f5-01.mp3}
+LINE: The little boy wants the red cap. {bk07-l1c-f5-02.mp3}
+
+LINE: The hotel is old. It is near a lake. The lake is large. {bk07-l1c-f5-03.mp3}
+LINE: The old hotel is near a large lake. {bk07-l1c-f5-04.mp3}
+
+LINE: The children are young. They can walk to the school. It is new. {bk07-l1c-f5-05.mp3}
+LINE: The young children can walk to the new school. {bk07-l1c-f5-06.mp3}
+
+LINE: The students were bored. They watched a movie. It was awful. {bk07-l1c-f5-07.mp3}
+LINE: The bored students watched an awful movie. {bk07-l1c-f5-08.mp3}
+
+LINE: The man was hungry. He ate lunch at a snack bar. It was crowded. {bk07-l1c-f5-09.mp3}
+LINE: The hungry man ate lunch at a crowded snack bar. {bk07-l1c-f5-10.mp3}
+
+# Source: new (gap: adjective-before-noun combining is drilled on the tapes but never explained)
+$GRAMMAR Put the Describing Word First
+ID: 7-1c-f5-g
+INTRO: Here's the trick behind what you just heard, in two short cards.
+
+CARD: Take the describing word and put it **in front of** its noun.
+{The boy is little.}
+{The little boy wants the cap.}
+
+CARD: You can do it twice in one sentence — one describing word for each noun.
+{The little boy wants the red cap.}
+{The old hotel is near a large lake.}
+
+# Source: LLA 1C Figure 6
+$PRODUCE Write the Missing Adjectives
+ID: 7-1c-f6
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+REPEAT
+INTRO: Listen to the sentences and type the missing describing words in the blanks. Then repeat the final combined sentence.
+INSTRUCTION: Type the missing words.
+
+PROMPT: The man is old. He knows the answer. It is correct. The old man knows the correct answer. {bk07-l1c-f6-01-q.mp3}
+TEMPLATE: The man is ____{old}. He knows the answer.
+TEMPLATE: It is ____{correct}.
+TEMPLATE: The ____{old} man knows the ____{correct} answer.
+RESPONSE: The old man knows the correct answer.
+
+PROMPT: The woman was tired. She drank some tea. The tea was hot. The tired woman drank some hot tea. {bk07-l1c-f6-02-q.mp3}
+TEMPLATE: The woman was ____{tired}. She drank some tea.
+TEMPLATE: The tea was ____{hot}.
+TEMPLATE: The ____{tired} woman drank some ____{hot} tea.
+RESPONSE: The tired woman drank some hot tea. {bk07-l1c-f6-02-a.mp3}
+
+PROMPT: The girl was hungry. She ate a piece of cake. It was big. The hungry girl ate a big piece of cake. {bk07-l1c-f6-03-q.mp3}
+TEMPLATE: The girl was ____{hungry}. She ate a piece of cake.
+TEMPLATE: It was ____{big}.
+TEMPLATE: The ____{hungry} girl ate a ____{big} piece of cake.
+RESPONSE: The hungry girl ate a big piece of cake.
+
+PROMPT: The men are thirsty. They are drinking water. It is cold. The thirsty men are drinking cold water. {bk07-l1c-f6-04-q.mp3}
+TEMPLATE: The men are ____{thirsty}. They are drinking water.
+TEMPLATE: It is ____{cold}.
+TEMPLATE: The ____{thirsty} men are drinking ____{cold} water.
+RESPONSE: The thirsty men are drinking cold water. {bk07-l1c-f6-04-a.mp3}
+
+PROMPT: The pilot is young. He is flying an airplane. The airplane is new. The young pilot is flying a new airplane. {bk07-l1c-f6-05-q.mp3}
+TEMPLATE: The pilot is ____{young}. He is flying an airplane.
+TEMPLATE: The airplane is ____{new}.
+TEMPLATE: The ____{young} pilot is flying a ____{new} airplane.
+RESPONSE: The young pilot is flying a new airplane. {bk07-l1c-f6-05-a.mp3}
+
+PROMPT: The man was sick. He took some medicine. It was the wrong medicine. The sick man took the wrong medicine. {bk07-l1c-f6-06-q.mp3}
+TEMPLATE: The man was ____{sick}. He took some medicine.
+TEMPLATE: It was the ____{wrong} medicine.
+TEMPLATE: The ____{sick} man took the ____{wrong} medicine.
+RESPONSE: The sick man took the wrong medicine.
+
+PROMPT: The children were happy. They liked the weather. It was warm. The happy children liked the warm weather. {bk07-l1c-f6-07-q.mp3}
+TEMPLATE: The children were ____{happy}. They liked the weather.
+TEMPLATE: It was ____{warm}.
+TEMPLATE: The ____{happy} children liked the ____{warm} weather.
+RESPONSE: The happy children liked the warm weather. {bk07-l1c-f6-07-a.mp3}
+
+PROMPT: The customer was angry. He didn't leave a tip for the waiter. The waiter was slow. The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08-q.mp3}
+TEMPLATE: The customer was ____{angry}. He didn't leave a tip for the waiter.
+TEMPLATE: The waiter was ____{slow}.
+TEMPLATE: The ____{angry} customer didn't leave a tip for the ____{slow} waiter.
+RESPONSE: The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08-a.mp3}
+
+# Source: LLA 1D Figure 1
+$PRODUCE Combine the Sentences Aloud
+ID: 7-1d-f1
+INTRO: Now build the combined sentence yourself. Listen to the three sentences, say them as one, then repeat the model.
+INSTRUCTION: Say the combined sentence aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: The boy was little. He packed a suitcase. The suitcase was small. {bk07-l1d-f1-01-q.mp3}
+RESPONSE: The little boy packed a small suitcase. {bk07-l1d-f1-01-a.mp3}
+
+PROMPT: The man is tall. He has a wife. She is short. {bk07-l1d-f1-02-q.mp3}
+RESPONSE: The tall man has a short wife. {bk07-l1d-f1-02-a.mp3}
+
+PROMPT: The students were hungry. They ate a meal. The meal was big. {bk07-l1d-f1-03-q.mp3}
+RESPONSE: The hungry students ate a big meal. {bk07-l1d-f1-03-a.mp3}
+
+PROMPT: The women were old. They wore dresses. The dresses were black. {bk07-l1d-f1-04-q.mp3}
+RESPONSE: The old women wore black dresses. {bk07-l1d-f1-04-a.mp3}
+
+PROMPT: The soldier is young. He is buying boots. The boots are new. {bk07-l1d-f1-05-q.mp3}
+RESPONSE: The young soldier is buying new boots. {bk07-l1d-f1-05-a.mp3}
+
+PROMPT: The girl is unhappy. She is writing a letter. The letter is long. {bk07-l1d-f1-06-q.mp3}
+RESPONSE: The unhappy girl is writing a long letter. {bk07-l1d-f1-06-a.mp3}
+
+# Source: ST §Combine the Sentences
+$PRODUCE Type the Describing Word and Noun
+ID: l1-s29
+INTRO: Same skill, on paper this time. Type the describing word and its noun together.
+INSTRUCTION: Complete the sentence with the descriptive adjective and noun.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: The girl is crying. She is little.
+TEMPLATE: The ____{little girl} is crying.
 RESPONSE: The little girl is crying.
 
 EXAMPLE
-PROMPT: Bob drives a taxi. It is red.
+TEMPLATE: Bob drives a taxi. It is red.
+TEMPLATE: Bob drives a ____{red taxi}.
 RESPONSE: Bob drives a red taxi.
 
-PROMPT: Jim has an umbrella. It is black.
+TEMPLATE: Jim has an umbrella. It is black.
+TEMPLATE: Jim has a ____{black umbrella}.
 RESPONSE: Jim has a black umbrella.
 
-PROMPT: Alice is writing a letter. It is long.
+TEMPLATE: Alice is writing a letter. It is long.
+TEMPLATE: Alice is writing a ____{long letter}.
 RESPONSE: Alice is writing a long letter.
 
-PROMPT: The street is crowded. It is narrow.
+TEMPLATE: The street is crowded. It is narrow.
+TEMPLATE: The ____{narrow street} is crowded.
 RESPONSE: The narrow street is crowded.
 
-PROMPT: The teacher drew a triangle. It was big.
+TEMPLATE: The teacher drew a triangle. It was big.
+TEMPLATE: The teacher drew a ____{big triangle|large triangle}.
 RESPONSE: The teacher drew a big triangle.
 
-PROMPT: The girl plays basketball. She is tall.
+TEMPLATE: The girl plays basketball. She is tall.
+TEMPLATE: The ____{tall girl} plays basketball.
 RESPONSE: The tall girl plays basketball.
 
-PROMPT: The student marked the answer. It was correct.
+TEMPLATE: The student marked the answer. It was correct.
+TEMPLATE: The student marked the ____{correct answer}.
 RESPONSE: The student marked the correct answer.
 
-PROMPT: That package is for you. It is large.
+TEMPLATE: That package is for you. It is large.
+TEMPLATE: That ____{large package|big package} is for you.
 RESPONSE: That large package is for you.
 
-PROMPT: The boy plays football. He is strong.
+TEMPLATE: The boy plays football. He is strong.
+TEMPLATE: The ____{strong boy} plays football.
 RESPONSE: The strong boy plays football.
 
-PROMPT: The man is going to the hospital. He is sick.
+TEMPLATE: The man is going to the hospital. He is sick.
+TEMPLATE: The ____{sick man} is going to the hospital.
 RESPONSE: The sick man is going to the hospital.
 
-PROMPT: The children are watching a TV show. It is old.
+TEMPLATE: The children are watching a TV show. It is old.
+TEMPLATE: The children are watching an ____{old TV show}.
 RESPONSE: The children are watching an old TV show.
 
-$PRODUCE Missing Adjectives
-ID: 1c-f6
-# Source: LLA 1C Figure 6
+# Source: ST §Make One Sentence
+$PRODUCE Make One Sentence
+ID: l1-s30
+INTRO: Last step: combine all three sentences yourself and type the result.
+INSTRUCTION: Combine the three sentences into one sentence.
 INPUT: type
 CHECK: exact
-INTRO: Type the missing adjectives in the short sentences and in the combined one. Then listen and repeat the final sentence.
-INSTRUCTION: Type the missing words.
-REPEAT
-
-PROMPT: The man is old. He knows the answer. It is correct. The old man knows the correct answer. {bk07-l1c-f6-01-q.mp3}
-TEMPLATE: The man is ____{old}. He knows the answer. It is ____{correct}.
-TEMPLATE: The ____{old} man knows the ____{correct} answer.
-RESPONSE: The old man knows the correct answer. {bk07-l1c-f6-01.mp3}
-
-PROMPT: The woman was tired. She drank some tea. The tea was hot. The tired woman drank some hot tea. {bk07-l1c-f6-02-q.mp3}
-TEMPLATE: The woman was ____{tired}. She drank some tea. The tea was ____{hot}.
-TEMPLATE: The ____{tired} woman drank some ____{hot} tea.
-RESPONSE: The tired woman drank some hot tea. {bk07-l1c-f6-02.mp3}
-
-PROMPT: The girl was hungry. She ate a piece of cake. It was big. The hungry girl ate a big piece of cake. {bk07-l1c-f6-03-q.mp3}
-TEMPLATE: The girl was ____{hungry}. She ate a piece of cake. It was ____{big}.
-TEMPLATE: The ____{hungry} girl ate a ____{big} piece of cake.
-RESPONSE: The hungry girl ate a big piece of cake. {bk07-l1c-f6-03.mp3}
-
-PROMPT: The men are thirsty. They are drinking water. It is cold. The thirsty men are drinking cold water. {bk07-l1c-f6-04-q.mp3}
-TEMPLATE: The men are ____{thirsty}. They are drinking water. It is ____{cold}.
-TEMPLATE: The ____{thirsty} men are drinking ____{cold} water.
-RESPONSE: The thirsty men are drinking cold water. {bk07-l1c-f6-04.mp3}
-
-PROMPT: The pilot is young. He is flying an airplane. The airplane is new. The young pilot is flying a new airplane. {bk07-l1c-f6-05-q.mp3}
-TEMPLATE: The pilot is ____{young}. He is flying an airplane. The airplane is ____{new}.
-TEMPLATE: The ____{young} pilot is flying a ____{new} airplane.
-RESPONSE: The young pilot is flying a new airplane. {bk07-l1c-f6-05.mp3}
-
-PROMPT: The man was sick. He took some medicine. It was the wrong medicine. The sick man took the wrong medicine. {bk07-l1c-f6-06-q.mp3}
-TEMPLATE: The man was ____{sick}. He took some medicine. It was the ____{wrong} medicine.
-TEMPLATE: The ____{sick} man took the ____{wrong} medicine.
-RESPONSE: The sick man took the wrong medicine. {bk07-l1c-f6-06.mp3}
-
-PROMPT: The children were happy. They liked the weather. It was warm. The happy children liked the warm weather. {bk07-l1c-f6-07-q.mp3}
-TEMPLATE: The children were ____{happy}. They liked the weather. It was ____{warm}.
-TEMPLATE: The ____{happy} children liked the ____{warm} weather.
-RESPONSE: The happy children liked the warm weather. {bk07-l1c-f6-07.mp3}
-
-PROMPT: The customer was angry. He didn't leave a tip for the waiter. The waiter was slow. The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08-q.mp3}
-TEMPLATE: The customer was ____{angry}. He didn't leave a tip for the waiter. The waiter was ____{slow}.
-TEMPLATE: The ____{angry} customer didn't leave a tip for the ____{slow} waiter.
-RESPONSE: The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08.mp3}
-
-$PRODUCE Three Sentences into One
-ID: l1-s28
-# Source: ST §The Hungry Man Ate a Big Sandwich.
-INTRO: Now three sentences at a time. Read them and say one combined sentence.
-INSTRUCTION: Make one sentence from the three sentences.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
 
 EXAMPLE
-PROMPT: The man is old. He got off the bus. It was crowded.
+TEMPLATE: The man is old. He got off the bus. It was crowded.
 RESPONSE: The old man got off the crowded bus.
 
-PROMPT: The pilot is young. He drives a car. The car is fast.
+TEMPLATE: The pilot is young. He drives a car. The car is fast.
 RESPONSE: The young pilot drives a fast car.
 
-PROMPT: The barber is short. He gives haircuts. They are good.
+TEMPLATE: The barber is short. He gives haircuts. They are good.
 RESPONSE: The short barber gives good haircuts.
 
-PROMPT: The man was wet. He put on shoes and socks. They were dry.
+TEMPLATE: The man was wet. He put on shoes and socks. They were dry.
 RESPONSE: The wet man put on dry shoes and socks.
 
-PROMPT: The boy was strong. He moved the TV. It was big.
+TEMPLATE: The boy was strong. He moved the TV. It was big.
 RESPONSE: The strong boy moved the big TV.
 
-PROMPT: The children are thirsty. They are drinking milk. It is cold.
+TEMPLATE: The children are thirsty. They are drinking milk. It is cold.
 RESPONSE: The thirsty children are drinking cold milk.
 
-PROMPT: My camera is old. It takes pictures. They are good.
+TEMPLATE: My camera is old. It takes pictures. They are good.
 RESPONSE: My old camera takes good pictures.
 
-PROMPT: The mess hall is new. It is near the BX. The BX is small.
+TEMPLATE: The mess hall is new. It is near the BX. The BX is small.
 RESPONSE: The new mess hall is near the small BX.
 
-PROMPT: The boy is little. He is eating a bowl of ice cream. It is big.
+TEMPLATE: The boy is little. He is eating a bowl of ice cream. It is big.
 RESPONSE: The little boy is eating a big bowl of ice cream.
 
-$PRODUCE Combine the Sentences
-ID: 1d-f1
-# Source: LLA 1D Figure 1
-INPUT: speak
-CHECK: reveal
-INTRO: Same skill, ears only: listen to three short sentences, combine them into one aloud, then repeat the correct answer.
-INSTRUCTION: Combine the sentences into one.
-REPEAT
+# SKIPPED (book): Listening Skill "WHAT DID YOU NOT HEAR?" (ST p. 30) — spoken paragraphs exist only in the instructor manual with no recorded audio or printed stimulus text; the same task type is covered by the cassette versions in this module.
 
-EXAMPLE
-PROMPT: The boy was little. He packed a suitcase. The suitcase was small. {bk07-l1d-f1-ex-q.mp3}
-RESPONSE: The little boy packed a small suitcase. {bk07-l1d-f1-ex-a.mp3}
-
-PROMPT: The man is tall. He has a wife. She is short. {bk07-l1d-f1-01-q.mp3}
-RESPONSE: The tall man has a short wife. {bk07-l1d-f1-01-a.mp3}
-
-PROMPT: The students were hungry. They ate a meal. The meal was big. {bk07-l1d-f1-02-q.mp3}
-RESPONSE: The hungry students ate a big meal. {bk07-l1d-f1-02-a.mp3}
-
-PROMPT: The women were old. They wore dresses. The dresses were black. {bk07-l1d-f1-03-q.mp3}
-RESPONSE: The old women wore black dresses. {bk07-l1d-f1-03-a.mp3}
-
-PROMPT: The soldier is young. He is buying boots. The boots are new. {bk07-l1d-f1-04-q.mp3}
-RESPONSE: The young soldier is buying new boots. {bk07-l1d-f1-04-a.mp3}
-
-PROMPT: The girl is unhappy. She is writing a letter. The letter is long. {bk07-l1d-f1-05-q.mp3}
-RESPONSE: The unhappy girl is writing a long letter. {bk07-l1d-f1-05-a.mp3}
-
-$LESSON 1-7: Reading Skills — Referents and Outlines
+$SESSION 1-8: Reading — Who Is "He"?
 
+# Source: ST §He and Jack Are the Same.
 $DIALOGUE He and Jack Are the Same
 ID: l1-s10
-# Source: ST §He and Jack Are the Same.
-INTRO: In this part you'll practice two reading skills: knowing who "he", "she", "it", and "they" point to, and pulling the main facts out of a paragraph. Start by reading these examples.
-INSTRUCTION: Read the sentences. Notice the words that mean the same.
+INTRO: This part is reading practice. First: little words like "he", "they", and "it" — who do they point to? Read each sentence and check the note below it.
+INSTRUCTION: Read the sentences and notice the words that mean the same.
 
 LINE: Jack has a new raincoat. He bought it yesterday. Now Jack can walk in the rain.
-LINE: He = Jack. He and Jack are the same.
-LINE: The children are hungry. They want lunch now. I'll make some sandwiches for them.
-LINE: They = children. They and children are the same.
+NOTES: He = Jack. He and Jack are the same.
 
-$SELECT What Does the Pronoun Mean?
+LINE: The children are hungry. They want lunch now. I'll make some sandwiches for them.
+NOTES: They = children. They and children are the same.
+
+# Source: ST §Ken Took a Vacation
+$SELECT Who Is "They"?
 ID: l1-s11
-# Source: ST §Ken Took a Vacation.
-INTRO: Read each short paragraph and decide who or what the marked word points to. Tap your answer.
-INSTRUCTION: Read the paragraph and tap the correct answer.
+INTRO: Read each paragraph and tap what the underlined word refers to.
+INSTRUCTION: Read the paragraph and choose what the underlined word refers to.
 
 EXAMPLE
 TEMPLATE: Ken and Kathy went to the movies last night. *They* saw many of their friends there. It was a good show.
-TEMPLATE: They = ____.
+TEMPLATE: They = ____
 OPTION: a | the movies
 OPTION: b | Ken and Kathy
 OPTION: c | their friends
 ANSWER: b
 
 TEMPLATE: Alice walked to school this morning. The weather was rainy and cold. Her new umbrella didn't help her. *It* was at home.
-TEMPLATE: It = ____.
+TEMPLATE: It = ____
 OPTION: a | school
 OPTION: b | weather
 OPTION: c | umbrella
 ANSWER: c
 
 TEMPLATE: The students take tests on Friday and always get good grades. *They* ask their teachers questions in class every day and study every night.
-TEMPLATE: They = ____.
+TEMPLATE: They = ____
 OPTION: a | students
 OPTION: b | teachers
 OPTION: c | tests
 ANSWER: a
 
 TEMPLATE: Mary and her mother will go to England next summer. Mary's friend Susan lives there. *She* has a house in London. Mary and her mother will stay at Susan's house for a month.
-TEMPLATE: She = ____.
+TEMPLATE: She = ____
 OPTION: a | Mary
 OPTION: b | Susan
 OPTION: c | Mary's mother
 ANSWER: b
 
 TEMPLATE: Linda's teacher wrote some numbers on the chalkboard. Then *she* asked the class a question. Linda knew the answer, but her friend didn't.
-TEMPLATE: She = ____.
+TEMPLATE: She = ____
 OPTION: a | Linda
 OPTION: b | Linda's teacher
 OPTION: c | Linda's friend
 ANSWER: b
 
 TEMPLATE: Henry wanted to fly to New York on Sunday. He called a taxi. The taxi driver didn't come on time, and Henry arrived at the airport late. Then the airline agent gave him the wrong ticket. *He* didn't go to New York that day.
-TEMPLATE: He = ____.
+TEMPLATE: He = ____
 OPTION: a | Henry
 OPTION: b | the driver
 OPTION: c | the agent
 ANSWER: a
 
-$PRODUCE Type the Referent
-ID: l1-s12
 # Source: ST §What Does It Refer To?
-INTRO: Same skill, no choices this time. Read the paragraph and type who or what the marked word points to.
-INSTRUCTION: Read the paragraph and type what the marked word refers to.
+$PRODUCE What Does It Refer To?
+ID: l1-s12
+INTRO: Same game, but now you type the answer yourself.
+INSTRUCTION: Type what the underlined word refers to.
 INPUT: type
 CHECK: exact
 
@@ -1843,168 +1863,119 @@ RESPONSE: He = Ken
 TEMPLATE: Steve and Mike are barbers. Their customers like them a lot. *They* give good haircuts, and they listen to the people in their barbershop.
 TEMPLATE: They = ____{Steve and Mike}
 RESPONSE: They = Steve and Mike
-ACCEPT: Steve and Mike | the barbers
 
 TEMPLATE: Lisa went to France and England last summer. She bought a new camera for her trip. The camera didn't cost much. *It*'s small, but it takes good pictures.
-TEMPLATE: It = ____{the camera}
+TEMPLATE: It = ____{the camera|The camera|a new camera|camera}
 RESPONSE: It = the camera
-ACCEPT: the camera | camera
 
 TEMPLATE: Mr. and Mrs. Stevens live in Florida. Every winter their friends in Chicago get boxes of fruit from them in the mail. *They* always like the delicious fruit.
-TEMPLATE: They = ____{their friends in Chicago}
+TEMPLATE: They = ____{their friends in Chicago|their friends|friends in Chicago|friends}
 RESPONSE: They = their friends in Chicago
-ACCEPT: their friends in Chicago | their friends | friends
 
 TEMPLATE: Kathy wanted to buy a book, but she didn't have any money or identification. The clerk in the store didn't cash Kathy's check. *She* needed to see her driver's license or I.D. card.
-TEMPLATE: She = ____{the clerk}
-RESPONSE: She = the clerk
-ACCEPT: the clerk | clerk
+TEMPLATE: She = ____{the clerk in the store|the clerk|The clerk|clerk}
+RESPONSE: She = the clerk in the store
 
-# SKIPPED (book): "READ QUICKLY." and "MORE PRACTICE" (timed reading / read-at-a-glance drills) — no workable solo interaction in our format.
-
-$PRODUCE Who Is "He"? What Is "It"?
-ID: 1d-f2
 # Source: LLA 1D Figure 2
-INPUT: speak
-CHECK: reveal
-INTRO: The lab tape's version of the same skill. Read the paragraph on screen, listen to the question about the marked word, answer aloud, then repeat the correct sentence.
-INSTRUCTION: Answer the question aloud.
+$SELECT Pronoun Referents by Ear
+ID: 7-1d-f2
+HIDE_PROMPT
+INTRO: Now with audio. Read the short paragraph, listen to the question about the underlined word, tap the answer, then repeat the sentence.
+INSTRUCTION: Tap the correct referent.
 REPEAT
 
 TEMPLATE: Charles and Linda drew four shapes on the chalkboard. The shapes were alike. *They* were round. The four shapes were circles.
+TEMPLATE: They = ____
 PROMPT: What word is the same as "they"? Shapes or Linda and Charles? {bk07-l1d-f2-01-q.mp3}
-RESPONSE: The shapes were round. {bk07-l1d-f2-01-a.mp3}
+OPTION: a | shapes
+OPTION: b | Linda and Charles
+ANSWER: a
+FEEDBACK: The shapes were round. {bk07-l1d-f2-01-fb.mp3}
 
 TEMPLATE: Jack took a vacation in Florida last month. His brother is in the Navy there. *He* stayed for two weeks and went sightseeing every day.
-PROMPT: Look at the word "he." What is the same as "he"? Jack or his brother? {bk07-l1d-f2-02-q.mp3}
-RESPONSE: Jack stayed for 2 weeks and went sightseeing every day. {bk07-l1d-f2-02-a.mp3}
+TEMPLATE: He = ____
+PROMPT: What is the same as "he"? Jack or his brother? {bk07-l1d-f2-02-q.mp3}
+OPTION: a | Jack
+OPTION: b | his brother
+ANSWER: a
+FEEDBACK: Jack stayed for two weeks and went sightseeing every day. {bk07-l1d-f2-02-fb.mp3}
 
 TEMPLATE: Martha and Jane work in a big store downtown every day after school. Their customers are always happy. *They* think the two girls are good clerks.
+TEMPLATE: They = ____
 PROMPT: Is "they" Martha and Jane? {bk07-l1d-f2-03-q.mp3}
-RESPONSE: Their customers think the two girls are good clerks. {bk07-l1d-f2-03-a.mp3}
+OPTION: a | Martha and Jane
+OPTION: b | their customers
+ANSWER: b
+FEEDBACK: Their customers think the two girls are good clerks.
 
 TEMPLATE: Sally is in Mrs. Murphy's math class. *She* does her homework every night and makes good grades on the math tests. Sally wants to be a math teacher too.
+TEMPLATE: She = ____
 PROMPT: Who is "she"? {bk07-l1d-f2-04-q.mp3}
-RESPONSE: Sally does her homework every night and makes good grades on the math tests. {bk07-l1d-f2-04-a.mp3}
+OPTION: a | Sally
+OPTION: b | Mrs. Murphy
+ANSWER: a
+FEEDBACK: Sally does her homework every night and makes good grades on the math tests. {bk07-l1d-f2-04-fb.mp3}
 
 TEMPLATE: Mr. Roberts teaches English in Chicago. He goes to his classroom early every day and helps his students. Friday is always a good day for Mr. Roberts and the students. *It* is the last day of class. Mr. Roberts doesn't give the students homework on Friday.
+TEMPLATE: It = ____
 PROMPT: What is the same as "it"? {bk07-l1d-f2-05-q.mp3}
-RESPONSE: Friday is the last day of class. {bk07-l1d-f2-05-a.mp3}
+OPTION: a | Chicago
+OPTION: b | Friday
+OPTION: c | classroom
+ANSWER: b
+FEEDBACK: Friday is the last day of class. {bk07-l1d-f2-05-fb.mp3}
 
-# DROPPED (source defect): ST "The New Restaurant" outline (l1-s29) — the source module contains no paragraph and no outline slots, so there is nothing to convert.
+# Source: ST §Read Quickly
+$DIALOGUE Reading Practice: Tennis and Lunch
+ID: l1-s13
+INTRO: Two short stories to read. In the second one, the waitress does not get a big tip.
+INSTRUCTION: Read each sentence.
 
-$DIALOGUE Sports and School
-ID: l1-s30
-# Source: ST §Sports and School
-INTRO: Read two short paragraphs — Mike's sports year and Alice's very full day. You'll fill in outlines about them next.
+LINE: Dan and I play tennis at seven o'clock every Saturday morning.
+LINE: We like the cool weather in the morning.
+LINE: We also like to eat a big breakfast at a good restaurant after we play.
+LINE: Many of our friends don't like to get up early on weekends.
+LINE: We sometimes ask our friends to play tennis with us, but they want to stay in bed.
+
+LINE: Janet and Sharon went to a restaurant for lunch.
+LINE: Janet ordered soup and a sandwich, and Sharon ordered a big salad.
+LINE: The waitress made a mistake.
+LINE: She gave Janet the soup and the salad. She gave Sharon the sandwich.
+LINE: Janet gave Sharon her salad, and Sharon gave Janet her sandwich.
+LINE: The waitress didn't get a big tip.
+
+# Source: ST §More Reading Practice
+$DIALOGUE Reading Practice: Jimmy and the New Building
+ID: l1-s14
+INTRO: Two more stories: Jimmy's clouds, and a very tall building.
 INSTRUCTION: Read the paragraphs.
 
-LINE: Every year Mike plays sports at his school.
-LINE: In the fall he plays football and soccer.
-LINE: In the winter he plays basketball.
-LINE: In the spring he plays baseball and tennis.
-LINE: Alice is a student. She has a schedule.
-LINE: In the morning she goes to school.
-LINE: In the afternoon she sells women's clothes in a store downtown.
-LINE: She gets home late and eats dinner. Then she studies her lessons all evening.
+LINE: Last week, Jimmy flew to Florida to visit his aunt.
+LINE: He wanted to take pictures of the clouds from the airplane, but he didn't.
+LINE: His mother put his camera in his big suitcase.
+LINE: Jimmy got some paper and drew the clouds.
+LINE: He drew big, white clouds. He drew small clouds.
+LINE: The clouds had many shapes.
+LINE: His aunt in Florida liked Jimmy's pictures.
 
-$PRODUCE Outline: Mike's Sports
-ID: l1-s31
-# Source: ST outline exercise (Sports and School)
-REFERENCE: l1-s30
-INTRO: Fill in the outline of Mike's sports, season by season. You can look back at the text while you work.
-INSTRUCTION: Fill in the outline from the text.
-INPUT: type
+LINE: There is a new building downtown.
+LINE: It has a drugstore, a barbershop, and a restaurant.
+LINE: It is very tall.
+LINE: There are a lot of offices in it.
+LINE: Five thousand people work in the new building every day.
 
-TEMPLATE: Mike's Sports
-SLOT: 1 | Season 1 | fall
-SLOT: 2 | Sport | football
-SLOT: 2 | Sport | soccer
-SLOT: 1 | Season 2 | winter
-SLOT: 2 | Sport | basketball
-SLOT: 1 | Season 3 | spring
-SLOT: 2 | Sport | baseball
-SLOT: 2 | Sport | tennis
+$SESSION 1-9: Describing People and Places
 
-$PRODUCE Outline: Alice's Schedule
+# Source: ST §What Does She Look Like? What Is She Like?
+$DIALOGUE What Does She Look Like? What Is She Like?
 ID: l1-s32
-# Source: ST outline exercise (Sports and School)
-REFERENCE: l1-s30
-INTRO: Now Alice's day — morning, afternoon, evening. Fill in what she does at each time.
-INSTRUCTION: Fill in the outline from the text.
-INPUT: type
-
-TEMPLATE: Alice's Schedule
-SLOT: 1 | Time 1 | morning
-SLOT: 2 | Activity | goes to school
-SLOT: 1 | Time 2 | afternoon
-SLOT: 2 | Activity | sells clothes
-SLOT: 1 | Time 3 | evening
-SLOT: 2 | Activity | studies lessons
-
-$DIALOGUE Airports and Cities
-ID: l1-s33
-# Source: ST §Airports and Cities
-INTRO: Two more paragraphs to read: big and small airports, and a city with exactly three large buildings.
-INSTRUCTION: Read the paragraphs.
-
-LINE: Some airports are large. Other airports are very small.
-LINE: There are big airplanes and many people at large airports.
-LINE: Flights arrive and depart all day and night.
-LINE: Small airports are not crowded. They have only little airplanes.
-LINE: People don't arrive or depart at night.
-LINE: Our city is very small. It has only three large buildings.
-LINE: They are the bank, the post office, and the grocery store.
-LINE: The bank is old. It was the first big building in the city.
-LINE: The post office is new and clean.
-LINE: The grocery store is near the post office. It is always crowded.
-
-$PRODUCE Outline: Airports
-ID: l1-s34
-# Source: ST outline exercise (Airports and Cities)
-REFERENCE: l1-s33
-INTRO: Fill in the outline comparing large and small airports. Look back at the text if you need to.
-INSTRUCTION: Fill in the outline from the text.
-INPUT: type
-
-TEMPLATE: Airports
-SLOT: 1 | Type 1 | large
-SLOT: 2 | Airplanes | big
-SLOT: 2 | People | many
-SLOT: 2 | Flights arrive | all day and night
-SLOT: 1 | Type 2 | small
-SLOT: 2 | Crowded | not crowded
-SLOT: 2 | Airplanes | little
-SLOT: 2 | Flights arrive | not at night
-
-$PRODUCE Outline: City Buildings
-ID: l1-s35
-# Source: ST outline exercise (Airports and Cities)
-REFERENCE: l1-s33
-INTRO: Last outline: the three large buildings and what each one is like.
-INSTRUCTION: Fill in the outline from the text.
-INPUT: type
-
-TEMPLATE: Large Buildings in Our City
-SLOT: 1 | Building 1 | bank
-SLOT: 2 | Description | old
-SLOT: 1 | Building 2 | post office
-SLOT: 2 | Description | new and clean
-SLOT: 1 | Building 3 | grocery store
-SLOT: 2 | Description | crowded
-
-$LESSON 1-8: Describing People and Places
-
-$DIALOGUE What Does She Look Like?
-ID: l1-s36
-# Source: ST §What Does She Look Like?
-INTRO: In this part you'll learn two very useful questions: "What does she look like?" for appearance, and "What is she like?" for everything else. Read the dialogs.
-INSTRUCTION: Read the dialogs.
+INTRO: This part: describing people and places. Two key questions — "What does she look like?" for the outside, and "What is she like?" for everything else. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
 
 VOCAB: What does ... look like?
 Mary: What does your teacher look like?
 Anna: She's short and has brown hair. Her eyes are blue.
-
 VOCAB: What is ... like?
 Mary: What is she like?
 Anna: She's young and very nice. She's a good teacher, too.
@@ -2020,39 +1991,11 @@ Dan: What was the weather like there?
 Bob: It was awful! It rained for three days.
 Dan: Oh! It was warm and sunny here.
 
-$DIALOGUE What Is Beth Like?
-ID: 1d-f4
-# Source: LLA 1D Figure 4
-INTRO: Karen visited her friend Beth in Los Angeles, and Susan wants the full report. Listen and repeat.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Susan: I don't know Beth. What's she like? {bk07-l1d-f4-01.mp3}
-Karen: She's very nice, and she's always happy. {bk04-l1d-f4-02.mp3}
-Susan: What does she look like? {bk07-l1d-f4-03.mp3}
-Karen: She's tall and has blue eyes. {bk07-l1d-f4-04.mp3}
-Susan: What color is her hair? {bk07-l1d-f4-05.mp3}
-Karen: Beth's hair is brown, and it's very long. {bk07-l1d-f4-06.mp3}
-
-$DIALOGUE Beth's House
-ID: 1d-f5
-# Source: LLA 1D Figure 5
-INTRO: Susan has more questions — now about Beth's house. Listen, and repeat Karen's answers.
-INSTRUCTION: Listen and repeat Karen's lines.
-REPEAT
-
-Susan: What is Beth's house like? {bk07-l1d-f5-01.mp3}
-Karen: It's new and not very big. {bk07-l1d-f5-02.mp3}
-Susan: How many rooms does it have? {bk07-l1d-f5-03.mp3}
-Karen: It has 6 rooms with large windows. {bk07-l1d-f5-04.mp3}
-Susan: Is it near the ocean? {bk07-l1d-f5-05.mp3}
-Karen: Yes. Beth can walk there in 5 minutes. {bk07-l1d-f5-06.mp3}
-
-$SELECT Match Question and Answer
-ID: l1-s37
 # Source: ST §Can You Match These?
-INTRO: You'll hear questions with "look like" and "like". Tap the answer that fits each one.
-INSTRUCTION: Match the question to the answer.
+$SELECT Match the Question and the Answer
+ID: l1-s33
+INTRO: Match each question with its answer. "Look like" or "be like" — that's the whole trick.
+INSTRUCTION: Match each question with the correct answer.
 OPTION: a | It's blue and has four doors.
 OPTION: b | It's delicious.
 OPTION: c | The jacket is red and the pants are black.
@@ -2078,11 +2021,46 @@ ANSWER: d
 PROMPT: What does her car look like?
 ANSWER: a
 
-$DIALOGUE Describing a Doctor and a City
-ID: l1-s38
-# Source: ST §More Dialogs
-INTRO: Two more conversations — a doctor described head to toe, and Houston described weather and all. Listen and repeat.
-INSTRUCTION: Repeat the dialogs.
+# Source: LLA 1D Figure 4
+$DIALOGUE Describing Beth
+ID: 7-1d-f4
+INTRO: Karen visited her friend Beth in Los Angeles. Listen to Karen describe Beth to Susan, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Susan: I don't know Beth. What's she like? {bk07-l1d-f4-01.mp3}
+Karen: She's very nice, and she's always happy. {bk07-l1d-f4-02.mp3}
+Susan: What does she look like? {bk07-l1d-f4-03.mp3}
+Karen: She's tall and has blue eyes. {bk07-l1d-f4-04.mp3}
+Susan: What color is her hair? {bk07-l1d-f4-05.mp3}
+Karen: Beth's hair is brown, and it's very long. {bk07-l1d-f4-06.mp3}
+
+# Source: LLA 1D Figure 5
+$DIALOGUE Beth's House
+ID: 7-1d-f5
+INTRO: Now Susan asks about Beth's house — five minutes from the ocean, if you're wondering. Listen.
+INSTRUCTION: Listen to the dialogue.
+
+Susan: What is Beth's house like? {bk07-l1d-f5-01.mp3}
+Karen: It's new and not very big. {bk07-l1d-f5-02.mp3}
+Susan: How many rooms does it have? {bk07-l1d-f5-03.mp3}
+Karen: It has six rooms with large windows. {bk07-l1d-f5-04.mp3}
+Susan: Is it near the ocean? {bk07-l1d-f5-05.mp3}
+Karen: Yes. Beth can walk there in five minutes. {bk07-l1d-f5-06.mp3}
+
+# Source: LLA 1D Figure 5 (role-play)
+$DIALOGUE Role-Play: You're Karen
+ID: 7-1d-f5-role-karen
+REFERENCE: 7-1d-f5
+PLAY_ROLE: Karen
+INTRO: Now take Karen's part in the conversation. Answer Susan when it's your turn.
+INSTRUCTION: You are Karen — speak your lines in the pauses.
+
+# Source: ST §What Does Your Doctor Look Like?
+$DIALOGUE What Does Your Doctor Look Like?
+ID: l1-s34
+INTRO: Kent's doctor: short, brown hair, not young. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Mark: Is that man your doctor?
@@ -2092,6 +2070,13 @@ Kent: He has brown hair and eyes.
 Mark: Is he young?
 Kent: No, he's not. He's an old man.
 
+# Source: ST §What Is Houston Like?
+$DIALOGUE What Is Houston Like?
+ID: l1-s35
+INTRO: What is Houston like? Hot, crowded, and next to an ocean. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
 Steve: I think I'll go to Houston next weekend.
 David: I went there last month. I can describe it to you.
 Steve: Good. What's it like?
@@ -2101,11 +2086,11 @@ David: Yes. A few million people live there.
 Steve: What is the weather like?
 David: It's hot, but you can swim in the ocean.
 
-$DIALOGUE Bob's Room
-ID: l1-s39
-# Source: ST §Study Your Part
-INTRO: One last dialog: Bob describes his room at the language school. Small, but nice. Listen and repeat.
-INSTRUCTION: Repeat the dialog.
+# Source: ST §What's Your Room Like?
+$DIALOGUE What's Your Room Like?
+ID: l1-s36
+INTRO: Bob's room at the language school — small but nice, no telephone. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Tom: What's your room like at the language school?
@@ -2116,196 +2101,337 @@ NOTES: hall = long, narrow passageway from which the rooms in a building or hous
 Tom: What else does it have?
 Bob: It also has a desk, a chair, and a TV.
 
-# SKIPPED (book): "CAN YOU GIVE A DESCRIPTION OF IT?" — open pair task with nothing scripted; no solo path.
-# SKIPPED (book): "HARRY WENT TO THE BX AFTER LUNCH." — substitution table with no specific checkable prompts.
+# SKIPPED (book): "CAN YOU GIVE A DESCRIPTION OF IT?" — open pair ask-and-answer speaking practice with no solo path; dropped.
 
-$LESSON 1-9: Putting It Together
+$SESSION 1-10: Putting It All Together
 
-$DIALOGUE Dinner Plans
-ID: 1c-f4
-# Source: LLA 1C Figure 4 (dialogue 1)
-INTRO: This last part mixes everything from the lesson: conversations, review questions, and a dictation. First, listen to find out where the men will eat dinner — Carl has opinions about the mess hall.
-INSTRUCTION: Listen to the conversation.
+# Source: LLA 1C Figure 4 (dialog 1)
+$DIALOGUE Eating Out
+ID: 7-1c-f4-d1
+INTRO: Last part — everything together: conversations, a story, outlines, and some careful typing. First, listen: where will Carl eat dinner?
+INSTRUCTION: Listen to the dialogue.
 
-Officer: Carl, do you want to eat dinner with us? {bk07-l1c-f4-d1-01.mp3}
-Carl: I don't know. Where are you going? {bk07-l1c-f4-d1-02.mp3}
-Officer: To the mess hall. {bk04-l1c-f4-d1-03.mp3}
-Carl: No thank you. I don't like the food there. {bk07-l1c-f4-d1-04.mp3}
-Officer: Okay. We'll eat in a restaurant downtown. {bk07-l1c-f4-d1-05.mp3}
-Carl: Good. Let's go. Do you have any money? {bk07-l1c-f4-d1-06.mp3}
+Man1: Carl, do you want to eat dinner with us? {bk07-l1c-f4-01.mp3}
+Carl: I don't know. Where are you going? {bk07-l1c-f4-02.mp3}
+Man1: To the mess hall. {bk07-l1c-f4-03.mp3}
+Carl: No thank you. I don't like the food there. {bk07-l1c-f4-04.mp3}
+Man1: Okay. We'll eat in a restaurant downtown. {bk07-l1c-f4-05.mp3}
+Carl: Good. Let's go. Do you have any money? {bk07-l1c-f4-06.mp3}
 
-$PRODUCE Question: Where Will They Eat?
-ID: 1c-f4-b
 # Source: LLA 1C Figure 4 (question 1)
-REFERENCE
-INTRO: Answer the question about the conversation you just heard.
-INSTRUCTION: Answer the question aloud.
+$PRODUCE Question: Where Will They Eat?
+ID: 7-1c-f4-q1
+REFERENCE: 7-1c-f4-d1
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+SHOW_PROMPT
+INTRO: Answer the question about the conversation in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+RUBRIC: The learner must state that the men will eat in a restaurant downtown. Accept any complete sentence expressing this fact.
 
-PROMPT: Where will the men eat dinner? {bk07-l1c-f4-01-q.mp3}
-RESPONSE: In a restaurant downtown. {bk07-l1c-f4-01-a.mp3}
+PROMPT: Where will the men eat dinner? {bk07-l1c-f4-07.mp3}
+RESPONSE: In a restaurant downtown. {bk07-l1c-f4-08.mp3}
 
-$DIALOGUE The Mess Hall
-ID: 1c-f4-c
-# Source: LLA 1C Figure 4 (dialogue 2)
-INTRO: Carl may have a point. Listen to an officer and a sergeant discuss why the mess hall food is awful.
-INSTRUCTION: Listen to the conversation.
+# Source: LLA 1C Figure 4 (dialog 2)
+$DIALOGUE Mess Hall Cooks
+ID: 7-1c-f4-d2
+INTRO: Another conversation: the mess hall food is awful, and everyone knows why. Listen for the number of cooks.
+INSTRUCTION: Listen to the dialogue.
 
-Officer: Sergeant, the food in this mess hall is awful. Why? {bk07-l1c-f4-d2-01.mp3}
-Sergeant: Because we have only 5 cooks, sir. And they're new. We need 10 cooks here. {bk07-l1c-f4-d2-02.mp3}
-Officer: I'll send some of the men to the other mess hall today. You'll have 10 cooks here tomorrow. {bk07-l1c-f4-d2-03.mp3}
-Sergeant: Thank you, sir. That will help us a lot. {bk07-l1c-f4-d2-04.mp3}
+Officer: Sergeant, the food in this mess hall is awful. {bk07-l1c-f4-09.mp3}
+Sergeant: Why? {bk07-l1c-f4-10.mp3}
+Officer: Because we have only 5 cooks, sir. And they're new. We need 10 cooks here. {bk07-l1c-f4-11.mp3}
+Sergeant: I'll send some of the men to the other mess hall today. You'll have 10 cooks here tomorrow. {bk07-l1c-f4-12.mp3}
+Officer: Thank you, sir. That will help us a lot. {bk07-l1c-f4-13.mp3}
 
-$PRODUCE Question: How Many Cooks?
-ID: 1c-f4-d
 # Source: LLA 1C Figure 4 (question 2)
-REFERENCE
-INTRO: Answer the question about the conversation you just heard.
-INSTRUCTION: Answer the question aloud.
+$PRODUCE Question: How Many Cooks?
+ID: 7-1c-f4-q2
+REFERENCE: 7-1c-f4-d2
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+SHOW_PROMPT
+INTRO: Answer the question about the conversation in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+RUBRIC: The learner must state that the sergeant needs 10 cooks in the mess hall. Accept any complete sentence expressing this fact.
 
-PROMPT: How many cooks does the sergeant need in the mess hall? {bk07-l1c-f4-02-q.mp3}
-RESPONSE: The sergeant needs 10 cooks. {bk07-l1c-f4-02-a.mp3}
+PROMPT: How many cooks does the sergeant need in the mess hall? {bk07-l1c-f4-14.mp3}
+RESPONSE: The sergeant needs 10 cooks. {bk07-l1c-f4-15.mp3}
 
-$DIALOGUE Airport Pickup
-ID: 1d-f3
 # Source: LLA 1D Figure 3
-INTRO: A short one: the Colonel needs a ride tomorrow morning. Listen for the time.
+$DIALOGUE Meeting the General
+ID: 7-1d-f3
+INTRO: A quick exchange between a colonel and his driver. Listen for the times.
 INSTRUCTION: Listen to the conversation.
 
 Colonel: Sergeant, please pick me up at the office at 7 o'clock tomorrow morning. {bk07-l1d-f3-01.mp3}
 Sergeant: Yes, sir. Where do you want to go, Colonel? {bk07-l1d-f3-02.mp3}
 Colonel: To the airport. I have to meet the general's airplane at 7:45. {bk07-l1d-f3-03.mp3}
 
-$PRODUCE Question: When Does the General Arrive?
-ID: 1d-f3-b
 # Source: LLA 1D Figure 3 (question)
-REFERENCE
-INTRO: Answer the question about the conversation.
-INSTRUCTION: Answer aloud.
+$PRODUCE Question: The General's Arrival Time
+ID: 7-1d-f3-b
+REFERENCE: 7-1d-f3
+INTRO: Answer the question about the conversation aloud.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept "At 7:45", "7:45", "He will arrive at 7:45", or any phrasing stating the general arrives at 7:45.
 
 PROMPT: What time will the general arrive? {bk07-l1d-f3-04-q.mp3}
 RESPONSE: At 7:45. {bk07-l1d-f3-04-a.mp3}
 
-$SELECT Review: Choose the Best Answer
-ID: 1d-f6
-# Source: LLA 1D Figure 6
-INTRO: A quick review of the whole lesson — shapes, mistakes, jobs, "both", and more. Listen to each statement or question and tap the best answer.
-INSTRUCTION: Tap the correct option.
+# Source: ST §Harry Went to the BX After Lunch (table recast as cards + summary table)
+$GRAMMAR Harry Went to the BX After Lunch
+ID: l1-s37
+INTRO: This table builds little stories: someone went somewhere, bought something, and tried to cash a check. You'll write your own next.
 
-PROMPT: That's a small car. {bk07-l1d-f6-01-q.mp3}
+CARD: Pick a person, a place, and a time — that's your first sentence.
+{Tom and Al went to the BX yesterday.}
+{Julie went to the grocery store this morning.}
+
+CARD: Then say what they bought, or what they wanted or had to do.
+{They bought a shirt and film.}
+{Harry had to cash a check.}
+
+CARD: The clerk asks for identification — and sometimes it's not there.
+{The clerk asked for his I.D. card, but he did not have it. It was at home.}
+
+SUMMARY:
+| | | | | |
+|---|---|---|---|---|
+| Tom and Al<br>Harry<br>Julie<br>I | went to the | drugstore<br>BX<br>bank<br>grocery store | yesterday.<br>after lunch.<br>Monday night.<br>this morning. | They<br>He<br>She<br>I |
+| bought | bread<br>medicine<br>a money order<br>fruit<br>a shirt | and | milk.<br>film.<br>traveler's checks.<br>toothpaste.<br>a comb. | They<br>He<br>She<br>I |
+| wanted to<br>had to | cash a check. | The clerk asked for | Tom's<br>his<br>her<br>my | I.D. card,<br>driver's license,<br>identification, |
+| but | he<br>she<br>I | did not have it. | It was | at home.<br>in the car.<br>at the hotel. |
+
+# Source: ST §Make Sentences Using the Table
+$PRODUCE Make Sentences Using the Table
+ID: l1-s38
+REFERENCE: l1-s37
+INTRO: Build your own little stories from the table — type two connected sentences each time. Open the table if you need it.
+INSTRUCTION: Write sentences using words from the table.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any grammatically correct sentences constructed from the elements in the table.
+
+EXAMPLE
+PROMPT: Write two connected sentences using the table.
+RESPONSE: Tom and Al went to the BX yesterday. They bought a shirt and film.
+
+PROMPT: Write two connected sentences using the table.
+RESPONSE: Harry went to the bank after lunch. He had to cash a check.
+
+PROMPT: Write two connected sentences using the table.
+RESPONSE: Julie went to the grocery store this morning. She bought fruit and milk.
+
+PROMPT: Write two connected sentences using the table.
+RESPONSE: I went to the drugstore Monday night. The clerk asked for my I.D. card, but I did not have it.
+
+# Source: LLA 1D Figure 6
+$SELECT Vocabulary Review
+ID: 7-1d-f6
+HIDE_PROMPT
+INTRO: Ten quick review questions over the whole lesson. Listen to each prompt and tap the best answer.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: That's a small car. {bk07-l1d-f6-01.mp3}
 TEMPLATE: It's ____.
-OPTION: a | little {bk07-l1d-f6-01-a.mp3}
+OPTION: a | little
 OPTION: b | round
 OPTION: c | wide
 OPTION: d | large
 ANSWER: a
+FEEDBACK: It's little. {bk07-l1d-f6-01-fb.mp3}
 
-PROMPT: What does the general look like? {bk07-l1d-f6-02-q.mp3}
+PROMPT: What does the general look like? {bk07-l1d-f6-02.mp3}
 OPTION: a | He's a pilot.
 OPTION: b | He has four children.
-OPTION: c | He's tall and has gray hair. {bk07-l1d-f6-02-a.mp3}
+OPTION: c | He's tall and has gray hair.
 OPTION: d | He arrived on base last week.
 ANSWER: c
+FEEDBACK: He's tall and has gray hair. {bk07-l1d-f6-02-fb.mp3}
 
-PROMPT: Jan is studying mathematics in school. {bk07-l1d-f6-03-q.mp3}
+PROMPT: Jan is studying mathematics in school. {bk07-l1d-f6-03.mp3}
 TEMPLATE: She's studying ____.
 OPTION: a | countries
-OPTION: b | numbers {bk07-l1d-f6-03-a.mp3}
+OPTION: b | numbers
 OPTION: c | languages
 OPTION: d | letters
 ANSWER: b
+FEEDBACK: She's studying numbers. {bk07-l1d-f6-03-fb.mp3}
 
-PROMPT: John made a picture on the chalkboard. {bk07-l1d-f6-04-q.mp3}
+PROMPT: John made a picture on the chalkboard. {bk07-l1d-f6-04.mp3}
 TEMPLATE: He ____ it.
-OPTION: a | drew {bk07-l1d-f6-04-a.mp3}
+OPTION: a | drew
 OPTION: b | described
 OPTION: c | compared
 OPTION: d | wrote
 ANSWER: a
+FEEDBACK: He drew it. {bk07-l1d-f6-04-fb.mp3}
 
-PROMPT: Large and big are the same. {bk07-l1d-f6-05-q.mp3}
+PROMPT: Large and big are the same. {bk07-l1d-f6-05.mp3}
 TEMPLATE: They are ____.
 OPTION: a | strong
 OPTION: b | opposite
-OPTION: c | alike {bk07-l1d-f6-05-a.mp3}
+OPTION: c | alike
 OPTION: d | weak
 ANSWER: c
+FEEDBACK: They are alike. {bk07-l1d-f6-05-fb.mp3}
 
-PROMPT: This number is wrong. {bk07-l1d-f6-06-q.mp3}
+PROMPT: This number is wrong. {bk07-l1d-f6-06.mp3}
 TEMPLATE: It's a ____.
 OPTION: a | line
 OPTION: b | side
 OPTION: c | shape
-OPTION: d | mistake {bk07-l1d-f6-06-a.mp3}
+OPTION: d | mistake
 ANSWER: d
+FEEDBACK: It's a mistake. {bk07-l1d-f6-06-fb.mp3}
 
-PROMPT: What's this fruit called? {bk07-l1d-f6-07-q.mp3}
+PROMPT: What's this fruit called? {bk07-l1d-f6-07.mp3}
 OPTION: a | An apple it's called.
-OPTION: b | It's called an apple. {bk07-l1d-f6-07-a.mp3}
+OPTION: b | It's called an apple.
 OPTION: c | Call it an apple.
 OPTION: d | It's an apple called.
 ANSWER: b
+FEEDBACK: It's called an apple. {bk07-l1d-f6-07-fb.mp3}
 
-PROMPT: What is Mary's job? {bk07-l1d-f6-08-q.mp3}
+PROMPT: What is Mary's job? {bk07-l1d-f6-08.mp3}
 OPTION: a | She's young.
 OPTION: b | She's on vacation.
 OPTION: c | She's from Houston.
-OPTION: d | She's a teacher. {bk07-l1d-f6-08-a.mp3}
+OPTION: d | She's a teacher.
 ANSWER: d
+FEEDBACK: She's a teacher. {bk07-l1d-f6-08-fb.mp3}
 
-PROMPT: Ken is going to a movie. Al is going too. {bk07-l1d-f6-09-q.mp3}
+PROMPT: Ken is going to a movie. Al is going too. {bk07-l1d-f6-09.mp3}
 OPTION: a | The other boy is going.
 OPTION: b | One boy is going.
-OPTION: c | Both boys are going. {bk07-l1d-f6-09-a.mp3}
+OPTION: c | Both boys are going.
 OPTION: d | They're not going.
 ANSWER: c
+FEEDBACK: Both boys are going. {bk07-l1d-f6-09-fb.mp3}
 
-PROMPT: You're late. Is something wrong with your watch? {bk07-l1d-f6-10-q.mp3}
+PROMPT: You're late. Is something wrong with your watch? {bk07-l1d-f6-10.mp3}
 TEMPLATE: Yes. It's ____.
-OPTION: a | slow {bk07-l1d-f6-10-a.mp3}
+OPTION: a | slow
 OPTION: b | upset
 OPTION: c | happy
 OPTION: d | strong
 ANSWER: a
+FEEDBACK: Yes, it's slow. {bk07-l1d-f6-10-fb.mp3}
 
-# SKIPPED (book): ST Listening Skill "WHAT DID YOU NOT HEAR?" (p. 30) — instructor-read with no recorded stimulus; convertible later with chosen items + TTS. The recorded LLA versions (1B Figure 7, 1D Figure 7) are converted.
-
-$DIALOGUE Martha and Sally's Lunch
-ID: 1d-f7-story
-# Source: LLA 1D Figure 7 (recorded passage)
-INTRO: Martha and Sally's lunch plans met a very slow waiter. Listen to the complete story; you can consult it while answering the question that follows.
+# Source: LLA 1D Figure 7 (story)
+$DIALOGUE A Trip Downtown
+ID: 7-1d-f7-story
+INTRO: Martha and Sally went downtown for lunch and a movie. The waiter did not hurry. Just listen.
 INSTRUCTION: Listen to the story.
 
-LINE: Martha and Sally took the bus downtown Saturday afternoon. They wanted to eat lunch first, then see a movie at 2 o'clock. They sat down in the restaurant at 12:30. The restaurant was very crowded and the waiter was slow. He didn't come to their table or bring them menus for 15 minutes. The girls didn't want to be late to the show. They left the restaurant and ate lunch at a snack bar near the movie. {bk07-l1d-f7-01-q.mp3}
+LINE: Martha and Sally took the bus downtown Saturday afternoon. {bk07-l1d-f7-01a.mp3}
+LINE: They wanted to eat lunch first, then see a movie at 2 o'clock. They sat down in the restaurant at 12:30. {bk07-l1d-f7-01b.mp3}
+LINE: The restaurant was very crowded and the waiter was slow. {bk07-l1d-f7-01c.mp3}
+LINE: He didn't come to their table or bring them menus for 15 minutes. {bk07-l1d-f7-01d.mp3}
+LINE: The girls didn't want to be late to the show. They left the restaurant and ate lunch at a snack bar near the movie. {bk07-l1d-f7-01e.mp3}
 
-$SELECT Martha and Sally — What Didn't You Hear?
-ID: 1d-f7
-# Source: LLA 1D Figure 7 (question)
-INTRO: Now choose the statement that was NOT in the story.
-INSTRUCTION: Tap the information you did not hear.
-REFERENCE: 1d-f7-story
+# Source: LLA 1D Figure 7 (check)
+$SELECT What Didn't You Hear? — A Trip Downtown
+ID: 7-1d-f7
+REFERENCE: 7-1d-f7-story
+INTRO: One of these statements was not in the story. Tap the one you did not hear.
+INSTRUCTION: Tap the statement you did not hear.
 
-PROMPT: Which statement did you not hear?
 OPTION: a | Martha and Sally went downtown on the bus.
 OPTION: b | They wanted to see a movie at 2:00 p.m.
-OPTION: c | The girls ordered soup and salads for lunch. {bk07-l1d-f7-01-a.mp3}
+OPTION: c | The girls ordered soup and salads for lunch.
 OPTION: d | The waiter was slow, and the restaurant was crowded.
-ANSWER: c
 
-$PRODUCE Punctuation Dictation
-ID: 1d-f8
+TEMPLATE: Which information was not in the story?
+ANSWER: c
+FEEDBACK: The girls ordered soup and salads for lunch. {bk07-l1d-f7-02.mp3}
+
+# Source: ST §Writing Skill: Box Outlines (readings)
+$GRAMMAR Outlines: Reading Passages
+ID: l1-s31-r
+READING
+INTRO: Read each paragraph. You will complete the outline for each one.
+
+CARD: **Example: Food at the New Restaurant.** There is a new restaurant downtown. They have good food on the menu there. People can order vegetables and meat. The vegetables are potatoes, squash, and carrots. The meats are beef, pork, and lamb. For dessert they can have pie, cake, or ice cream.
+
+CARD: **Paragraph 1: Mike's Sports.** Every year Mike plays sports at his school. In the fall he plays football and soccer. In the winter he plays basketball. In the spring he plays baseball and tennis.
+
+CARD: **Paragraph 2: Alice's Schedule.** Alice is a student. She has a schedule. In the morning she goes to school. In the afternoon she sells women's clothes in a store downtown. She gets home late and eats dinner. Then she studies her lessons all evening.
+
+CARD: **Paragraph 3: Airports.** Some airports are large. Other airports are very small. There are big airplanes and many people at large airports. Flights arrive and depart all day and night. Small airports are not crowded. They have only little airplanes. People don't arrive or depart at night.
+
+CARD: **Paragraph 4: City Buildings.** Our city is very small. It has only three large buildings. They are the bank, the post office, and the grocery store. The bank is old. It was the first big building in the city. The post office is new and clean. The grocery store is near the post office. It is always crowded.
+
+# Source: ST §Writing Skill: Box Outlines (task)
+$PRODUCE Complete the Outline
+ID: l1-s31
+REFERENCE: l1-s31-r
+INTRO: Fill in each outline from its paragraph — short answers straight from the text. Open the reading if you need it.
+INSTRUCTION: Complete each outline based on the reading.
+INPUT: type
+
+EXAMPLE
+TEMPLATE: Food at new restaurant
+SLOT: 1 | Category 1 | vegetables
+SLOT: 2 | Vegetable 1 | potatoes
+SLOT: 2 | Vegetable 2 | squash
+SLOT: 2 | Vegetable 3 | carrots
+SLOT: 1 | Category 2 | meats
+SLOT: 2 | Meat 1 | beef
+SLOT: 2 | Meat 2 | pork
+SLOT: 2 | Meat 3 | lamb
+SLOT: 1 | Category 3 | desserts
+SLOT: 2 | Dessert 1 | pie
+SLOT: 2 | Dessert 2 | cake
+SLOT: 2 | Dessert 3 | ice cream
+
+TEMPLATE: Mike's sports
+SLOT: 1 | Season 1 | fall
+SLOT: 2 | Sport 1 | football
+SLOT: 2 | Sport 2 | soccer
+SLOT: 1 | Season 2 | winter
+SLOT: 2 | Sport 1 | basketball
+SLOT: 1 | Season 3 | spring
+SLOT: 2 | Sport 1 | baseball
+SLOT: 2 | Sport 2 | tennis
+
+TEMPLATE: Alice's schedule
+SLOT: 1 | Time 1 | morning
+SLOT: 2 | Activity | goes to school
+SLOT: 1 | Time 2 | afternoon
+SLOT: 2 | Activity | sells clothes
+SLOT: 1 | Time 3 | evening
+SLOT: 2 | Activity | studies lessons
+
+TEMPLATE: Airports
+SLOT: 1 | Type 1 | large airports
+SLOT: 2 | Detail 1 | big airplanes
+SLOT: 2 | Detail 2 | many people
+SLOT: 1 | Type 2 | small airports
+SLOT: 2 | Detail 1 | little airplanes
+SLOT: 2 | Detail 2 | not crowded
+
+TEMPLATE: Buildings in our city
+SLOT: 1 | Building 1 | bank
+SLOT: 2 | Detail | old
+SLOT: 1 | Building 2 | post office
+SLOT: 2 | Detail | new and clean
+SLOT: 1 | Building 3 | grocery store
+SLOT: 2 | Detail | crowded
+
 # Source: LLA 1D Figure 8
-LONGFORM
+$PRODUCE Punctuation Practice
+ID: 7-1d-f8
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-INTRO: Last task of the lesson. Listen to each sentence and rewrite it with the correct capital letters, apostrophes, question marks, and periods. Then you're done — nice work.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
+INTRO: One last exercise: listen and type each sentence with correct capitals and punctuation. Then you're done — go compare two of everything you own.
+INSTRUCTION: Type the sentence with correct punctuation and capitals.
 
 TEMPLATE: paul is studying mathematics in school
 PROMPT: Paul is studying mathematics in school. {bk07-l1d-f8-01.mp3}
@@ -2319,14 +2445,10 @@ TEMPLATE: will paul get a good grade on the test
 PROMPT: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3}
 RESPONSE: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3}
 
-TEMPLATE: yes
-PROMPT: Yes. {bk07-l1d-f8-04.mp3}
-RESPONSE: Yes. {bk07-l1d-f8-04.mp3}
-
-TEMPLATE: hes a good student and knows all the answers
-PROMPT: He's a good student and knows all the answers. {bk07-l1d-f8-05.mp3}
-RESPONSE: He's a good student and knows all the answers. {bk07-l1d-f8-05.mp3}
+TEMPLATE: yes hes a good student and knows all the answers
+PROMPT: Yes. He's a good student and knows all the answers. {bk07-l1d-f8-04.mp3}
+RESPONSE: Yes. He's a good student and knows all the answers. {bk07-l1d-f8-04.mp3}
 
 TEMPLATE: there wont be any mistakes on pauls test
-PROMPT: There won't be any mistakes on Paul's test. {bk07-l1d-f8-06.mp3}
-RESPONSE: There won't be any mistakes on Paul's test. {bk07-l1d-f8-06.mp3}
+PROMPT: There won't be any mistakes on Paul's test. {bk07-l1d-f8-05.mp3}
+RESPONSE: There won't be any mistakes on Paul's test. {bk07-l1d-f8-05.mp3}
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diff --git a/book-7-lesson-2.module b/book-7-lesson-2.module
index 1e45fbba..c825a2f0 100644
--- a/book-7-lesson-2.module
+++ b/book-7-lesson-2.module
@@ -1,373 +1,369 @@
-$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg}
+$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg|A man sitting at a desk writing in a spiral notebook while a woman stands next to him pointing and explaining something}
 FORMAT: 2
-DESCRIPTION: Shapes and positions, math terms, comparisons with -er and than, some/any, both/other — plus word stress, listening, and dictation practice.
+DIOCO_DOC_ID: alc_book7_lesson2
+DESCRIPTION: Shapes and positions, circle parts, basic math talk, comparing with "-er" and "than", and the little words "some", "any", "both", and "other" — with the original lab recordings.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_PROMPT: gacrux | For stimulus/prompt audio
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Mary | achernar | Female
-VOICE: Barbara | gacrux | Female
-VOICE: Audrey | leda | Female
-VOICE: Arthur | achird | Male
-VOICE: Basil | charon | Male
-VOICE: Betty | gacrux | Female
-VOICE: Craig | iapetus | Male
-VOICE: Cathy | achernar | Female
-VOICE: Dora | kore | Female
-VOICE: Doug | sadachbia | Male
-VOICE: Efran | alnilam | Male
-VOICE: Edith | callirrhoe | Female
-VOICE: Fred | umbriel | Male
-VOICE: Fran | aoede | Female
-VOICE: Chris | charon | Male
-VOICE: Chuck | alnilam | Male
-VOICE: Customer | achird | Male customer
-VOICE: Clerk | kore | Female clerk
-VOICE: Student | schedar | Male student
-VOICE: Instructor | charon | Male instructor
-VOICE: Girl | gacrux | Young female
-VOICE: Boy | achird | Young male
-VOICE: Grocer | charon | Male speaker
+VOICE: Mary | aoede | Female speaker
+VOICE: Barbara | gacrux | Female speaker
+VOICE: Audrey | achernar | Female speaker
+VOICE: Arthur | iapetus | Male speaker
+VOICE: Basil | orus | Male speaker
+VOICE: Betty | callirrhoe | Female speaker
+VOICE: Craig | puck | Male speaker
+VOICE: Cathy | sulafat | Female speaker
+VOICE: Dora | leda | Female speaker
+VOICE: Doug | achird | Male speaker
+VOICE: Efran | schedar | Male speaker
+VOICE: Edith | aoede | Female speaker
+VOICE: Fred | charon | Male speaker
+VOICE: Fran | gacrux | Female speaker
+VOICE: Chris | achird | Male student
+VOICE: Chuck | schedar | Male student
+VOICE: Customer | achernar | Female customer
+VOICE: Clerk | alnilam | Male clerk
+VOICE: Student | achird | Male student
+VOICE: Instructor | schedar | Male instructor
+VOICE: Student1 | achird | Male student
+VOICE: Student2 | schedar | Male student
 VOICE: Linda | aoede | Female speaker
 VOICE: Mark | achird | Male speaker
 VOICE: Sam | charon | Male speaker
-VOICE: Sue | aoede | Female speaker
+VOICE: Sue | gacrux | Female speaker
 VOICE: Max | iapetus | Male speaker
-VOICE: Mickey | alnilam | Male speaker
-VOICE: Billie | leda | Female speaker
-VOICE: Dick | achird | Male speaker
+VOICE: Mickey | schedar | Male speaker
+VOICE: Billie | achernar | Female speaker
+VOICE: Dick | orus | Male speaker
 VOICE: Jack | puck | Male speaker
-VOICE: Herb | orus | Male speaker
-VOICE: Frank | charon | Male speaker
-VOICE: Isabel | callirrhoe | Female speaker
-VOICE: Carmen | aoede | Female speaker
-VOICE: Bob | achird | Male speaker
-VOICE: Alice | achernar | Female speaker
-VOICE: Peter | zubenelgenubi | Male speaker
-VOICE: Henry | iapetus | Male speaker
-VOICE: Sgt_Smith | alnilam | Male speaker
-VOICE: Sgt_White | rasalgethi | Male speaker
+VOICE: Herb | achird | Male speaker
+VOICE: Boy | charon | Young male speaker
+VOICE: Grocer | achird | Male speaker
+VOICE: StudentA | aoede | Female student
+VOICE: StudentB | achird | Male student
+VOICE: Frank | iapetus | Male speaker
+VOICE: Isabel | sulafat | Female speaker
+VOICE: Carmen | leda | Female speaker
+VOICE: Bob | orus | Male speaker
+VOICE: Alice | kore | Female speaker
+VOICE: Peter | rasalgethi | Male speaker
+VOICE: Henry | umbriel | Male speaker
+VOICE: Sgt_Smith | fenrir | Male speaker
+VOICE: Sgt_White | algenib | Male speaker
 VOICE: Lt_Lee | algieba | Male speaker
-VOICE: Ms_Jan | erinome | Female speaker
-VOICE: Warren | algenib | Male speaker
-VOICE: Juanita | despina | Female speaker
-VOICE: Wendell | sadachbia | Male speaker
-VOICE: Cpt_Ross | orus | Male speaker
-VOICE: Lt_Dunn | umbriel | Male speaker
-VOICE: Lucy | leda | Female speaker
-VOICE: Nikki | erinome | Female speaker
-VOICE: Lydia | callirrhoe | Female speaker
+VOICE: Ms_Jan | zephyr | Female speaker
+VOICE: Warren | schedar | Male speaker
+VOICE: Juanita | aoede | Female speaker
+VOICE: Wendell | enceladus | Male speaker
+VOICE: Cpt_Ross | achird | Male speaker
+VOICE: Lt_Dunn | charon | Male speaker
+VOICE: Lucy | achernar | Female speaker
+VOICE: Nikki | sulafat | Female speaker
+VOICE: Lydia | leda | Female speaker
 VOICE: Ann | kore | Female speaker
-VOICE: Alma | achernar | Female speaker
-VOICE: Ruth | laomedeia | Female speaker
-VOICE: Paul | rasalgethi | Male speaker
-VOICE: Marcie | despina | Female speaker
-VOICE: Marvin | orus | Male speaker
-VOICE: Steve | iapetus | Male speaker
-VOICE: Sgt_Oaks | sadachbia | Male speaker
-VOICE: Pvt_Gunn | algieba | Male speaker
-VOICE: Mr_Shell | umbriel | Male speaker
-VOICE: Mr_Castro | puck | Male speaker
-VOICE: George | algenib | Male speaker
-VOICE: Grant | charon | Male speaker
-VOICE: Les | alnilam | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Alma | zephyr | Female speaker
+VOICE: Ruth | callirrhoe | Female speaker
+VOICE: Paul | iapetus | Male speaker
+VOICE: Marcie | aoede | Female speaker
+VOICE: Marvin | puck | Male speaker
+VOICE: Steve | alnilam | Male speaker
+VOICE: Sgt_Oaks | umbriel | Male speaker
+VOICE: Pvt_Gunn | fenrir | Male speaker
+VOICE: Mr_Shell | algenib | Male speaker
+VOICE: Mr_Castro | algieba | Male speaker
+VOICE: George | schedar | Male speaker
+VOICE: Grant | achird | Male speaker
+VOICE: Les | charon | Male speaker
 
-$LESSON 2-1: Top, Bottom, Center — and First Comparisons
+$SESSION 2-1: The Board and the Circle
 
 # Source: LLA 2A Figure 1
-# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — TTS twin of this cassette presentation; cassette kept.
-$DIALOGUE Top, Center, Bottom {page_035_001.jpg}
-ID: 2a-f1
-INTRO: In this lesson you'll learn to talk about shapes and positions, do some math in English, and compare things — who's taller, what costs more. First, three small words: top, center, and bottom. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — same words, same repeat-after-me role as this cassette figure; cassette kept.
+$DIALOGUE Top, Center, and Bottom {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
+ID: 7-2a-f1
+INTRO: In this lesson you'll learn to talk about shapes and simple math, compare things with "-er" and "than", and use "some", "any", "both", and "other". We start at the blackboard — listen and repeat the words for "top", "center", and "bottom".
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-LINE: Top. This is the top. {bk07-l2a-f1-01.mp3}
-LINE: Center. This is the center. {bk07-l2a-f1-02.mp3}
-LINE: Bottom. This is the bottom. The bottom is opposite the top. {bk07-l2a-f1-03.mp3}
+VOCAB: top
+LINE: This is the top. {bk07-l2a-f1-01.mp3}
 
-# SKIPPED (book): ST "IT'S IN THE CENTER." — instructor-led picture Q&A with no printed questions.
+VOCAB: center
+LINE: This is the center. {bk07-l2a-f1-02.mp3}
 
-# Source: LLA 2A Figure 1 (part 2)
-$SELECT Find the Position
-ID: 2a-f1-b
-INTRO: Now find the position on the chalkboard. Listen to the sentence, tap the place it names, then repeat the sentence.
-INSTRUCTION: Tap the correct position.
+VOCAB: bottom
+LINE: This is the bottom. {bk07-l2a-f1-03.mp3}
+
+VOCAB: opposite
+LINE: The bottom is opposite the top. {bk07-l2a-f1-04.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Where on the Board?
+ID: 7-2a-f1-b
+INTRO: Now listen to each sentence and tap the place on the board it names. Then repeat the sentence.
+INSTRUCTION: Tap the matching position.
 REPEAT
 
-OPTION: a | top
-OPTION: b | center
-OPTION: c | bottom
+OPTION: a | top (A) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
+OPTION: b | center (B) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
+OPTION: c | bottom (C) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
 
-PROMPT: This is the top. {bk07-l2a-f1-04-q.mp3}
+PROMPT: This is the top. {bk07-l2a-f1-05.mp3}
 ANSWER: a
-FEEDBACK: Repeat: This is the top. {bk07-l2a-f1-04-a.mp3}
+FEEDBACK: This is the top. {bk07-l2a-f1-06.mp3}
 
-PROMPT: The bottom is opposite the top. {bk07-l2a-f1-05-q.mp3}
+PROMPT: The bottom is opposite the top. {bk07-l2a-f1-07.mp3}
 ANSWER: c
-FEEDBACK: Repeat: The bottom is opposite the top. {bk07-l2a-f1-05-a.mp3}
+FEEDBACK: The bottom is opposite the top. {bk07-l2a-f1-08.mp3}
 
-PROMPT: This is the center. {bk07-l2a-f1-06-q.mp3}
+PROMPT: This is the center. {bk07-l2a-f1-09.mp3}
 ANSWER: b
-FEEDBACK: Repeat: This is the center. {bk07-l2a-f1-06-a.mp3}
+FEEDBACK: This is the center. {bk07-l2a-f1-10.mp3}
+
+# Source: ST §It's in the Center
+$PRODUCE Top, Center, or Bottom? {st-page_049_002.jpg|A collection of various geometric shapes and objects labeled A through I: A is a triangle, B is a small circle, C is a square, D is a box/rectangle, E is a glove, F is an ID card, G is a hat, H is an apple, I is a cup}
+ID: l2-s2
+INTRO: You'll see a picture full of shapes and objects, labeled A to I. Say where each one is — at the top, in the center, or at the bottom.
+INSTRUCTION: Say where the item is.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key; accept any short sentence that names the same position (top, center/middle, or bottom).
+
+PROMPT: Where is the triangle (A)?
+RESPONSE: It's at the top.
+
+PROMPT: Where is the small circle (B)?
+RESPONSE: It's at the top.
+
+PROMPT: Where is the square (C)?
+RESPONSE: It's at the top.
+
+PROMPT: Where is the rectangle (D)?
+RESPONSE: It's in the center.
+
+PROMPT: Where is the glove (E)?
+RESPONSE: It's in the center.
+
+PROMPT: Where is the ID card (F)?
+RESPONSE: It's in the center.
+
+PROMPT: Where is the hat (G)?
+RESPONSE: It's at the bottom.
+
+PROMPT: Where is the apple (H)?
+RESPONSE: It's at the bottom.
+
+PROMPT: Where is the cup (I)?
+RESPONSE: It's at the bottom.
 
 # Source: LLA 2A Figure 2
-$PRODUCE Hear the Strong Word
-ID: 2a-f2
-INPUT: type
-CHECK: exact
-INTRO: Every English sentence has one word that sounds stronger than the rest. Listen, type the strongest word you hear, then say the whole sentence back.
-INSTRUCTION: Type the strong word.
+$SELECT The Strongest Word
+ID: 7-2a-f2
+SHOW_PROMPT
 REPEAT
+INTRO: Every English sentence has one word that sounds the strongest. Listen, tap that word, then repeat the sentence just the way you heard it.
+INSTRUCTION: Tap the word you hear most strongly.
 
 EXAMPLE
-TEMPLATE: This is the top.
-PROMPT: This is the top. {bk07-l2a-f2-ex-q.mp3}
-RESPONSE: This is the *top*. {bk07-l2a-f2-ex-a.mp3}
-ACCEPT: top
+PROMPT: This is the top. {bk07-l2a-f2-ex.mp3}
+OPTION: a | This
+OPTION: b | is
+OPTION: c | the
+OPTION: d | top
+ANSWER: d
+FEEDBACK: This is the top.
 
-TEMPLATE: She didn't have any money.
-PROMPT: She didn't have any money. {bk07-l2a-f2-01-q.mp3}
-RESPONSE: She didn't have *any* money. {bk07-l2a-f2-01-a.mp3}
-ACCEPT: any
+PROMPT: She didn't have any money. {bk07-l2a-f2-01.mp3}
+OPTION: a | She
+OPTION: b | didn't
+OPTION: c | have
+OPTION: d | any
+OPTION: e | money
+ANSWER: d
+FEEDBACK: She doesn't have any money. {bk07-l2a-f2-01-fb.mp3}
 
-TEMPLATE: Put it in the center of the circle.
-PROMPT: Put it in the center of the circle. {bk07-l2a-f2-02-q.mp3}
-RESPONSE: Put it in the *center* of the circle. {bk07-l2a-f2-02-a.mp3}
-ACCEPT: center
+PROMPT: Put it in the center of the circle. {bk07-l2a-f2-02.mp3}
+OPTION: a | Put
+OPTION: b | it
+OPTION: c | center
+OPTION: d | circle
+ANSWER: c
+FEEDBACK: Put it in the center of the circle. {bk07-l2a-f2-02-fb.mp3}
 
-TEMPLATE: I like mathematics.
-PROMPT: I like mathematics. {bk07-l2a-f2-03-q.mp3}
-RESPONSE: I like *mathematics*. {bk07-l2a-f2-03-a.mp3}
-ACCEPT: mathematics
+PROMPT: I like mathematics. {bk07-l2a-f2-03.mp3}
+OPTION: a | I
+OPTION: b | like
+OPTION: c | mathematics
+ANSWER: c
+FEEDBACK: I like mathematics. {bk07-l2a-f2-03-fb.mp3}
 
-TEMPLATE: Does a triangle have 3 sides?
-PROMPT: Does a triangle have 3 sides? {bk07-l2a-f2-04-q.mp3}
-RESPONSE: Does a triangle have *3* sides? {bk07-l2a-f2-04-a.mp3}
-ACCEPT: 3 | three
+PROMPT: Does a triangle have three sides? {bk07-l2a-f2-04.mp3}
+OPTION: a | triangle
+OPTION: b | have
+OPTION: c | three
+OPTION: d | sides
+ANSWER: c
+FEEDBACK: Does a triangle have 3 sides? {bk07-l2a-f2-04-fb.mp3}
 
-TEMPLATE: I don't like to drive fast.
-PROMPT: I don't like to drive fast. {bk07-l2a-f2-05-q.mp3}
-RESPONSE: I don't *like* to drive fast. {bk07-l2a-f2-05-a.mp3}
-ACCEPT: like
+PROMPT: I don't like to drive fast. {bk07-l2a-f2-05.mp3}
+OPTION: a | don't
+OPTION: b | like
+OPTION: c | drive
+OPTION: d | fast
+ANSWER: b
+FEEDBACK: I don't like to drive fast. {bk07-l2a-f2-05-fb.mp3}
 
-TEMPLATE: I can't describe it.
-PROMPT: I can't describe it. {bk07-l2a-f2-06-q.mp3}
-RESPONSE: I can't *describe* it. {bk07-l2a-f2-06-a.mp3}
-ACCEPT: describe
+PROMPT: I can't describe it. {bk07-l2a-f2-06.mp3}
+OPTION: a | I
+OPTION: b | can't
+OPTION: c | describe
+OPTION: d | it
+ANSWER: c
+FEEDBACK: I can't describe it. {bk07-l2a-f2-06-fb.mp3}
 
-TEMPLATE: First Street is very narrow.
-PROMPT: First Street is very narrow. {bk07-l2a-f2-07-q.mp3}
-RESPONSE: First Street is very *narrow*. {bk07-l2a-f2-07-a.mp3}
-ACCEPT: narrow
+PROMPT: First Street is very narrow. {bk07-l2a-f2-07.mp3}
+OPTION: a | First
+OPTION: b | Street
+OPTION: c | very
+OPTION: d | narrow
+ANSWER: d
+FEEDBACK: First Street is very narrow. {bk07-l2a-f2-07-fb.mp3}
 
-TEMPLATE: Third Street is very wide.
-PROMPT: Third Street is very wide. {bk07-l2a-f2-08-q.mp3}
-RESPONSE: Third Street is very *wide*. {bk07-l2a-f2-08-a.mp3}
-ACCEPT: wide
+PROMPT: Third Street is very wide. {bk07-l2a-f2-08.mp3}
+OPTION: a | Third
+OPTION: b | Street
+OPTION: c | very
+OPTION: d | wide
+ANSWER: d
+FEEDBACK: Third Street is very wide. {bk07-l2a-f2-08-fb.mp3}
 
-TEMPLATE: I can draw a square now.
-PROMPT: I can draw a square now. {bk07-l2a-f2-09-q.mp3}
-RESPONSE: I can draw a *square* now. {bk07-l2a-f2-09-a.mp3}
-ACCEPT: square
+PROMPT: I can draw a square now. {bk07-l2a-f2-09.mp3}
+OPTION: a | draw
+OPTION: b | a
+OPTION: c | square
+OPTION: d | now
+ANSWER: c
+FEEDBACK: I can draw a square now. {bk07-l2a-f2-09-fb.mp3}
 
 # Source: LLA 2A Figure 3
-$DIALOGUE At the BX
-ID: 2a-f3
-INTRO: Mary and Barbara are planning a quick shopping trip. Just listen.
+$DIALOGUE Let's Go to the BX
+ID: 7-2a-f3
+INTRO: Mary and Barbara are making shopping plans. Just listen.
 INSTRUCTION: Listen to the dialogue.
 
 Mary: Hi, Barbara. Let's go to the BX. I have to buy a blouse. {bk07-l2a-f3-01.mp3}
 Barbara: Okay. I need some socks. What time do you want to go? {bk07-l2a-f3-02.mp3}
 Mary: Let's go now. {bk07-l2a-f3-03.mp3}
 Barbara: Good. We'll take the bus. {bk07-l2a-f3-04.mp3}
-Mary: Allright. Let's go. {bk07-l2a-f3-05.mp3}
+Mary: All right. Let's go. {bk07-l2a-f3-05.mp3}
 
-# Source: LLA 2A Figure 3 (part 2)
-$PRODUCE Where Are They Going?
-ID: 2a-f3-b
-REFERENCE
-INPUT: speak
-CHECK: llm
-INTRO: One question about Mary and Barbara. Answer aloud in a full sentence — you can look back at the dialogue if you need to.
-INSTRUCTION: Answer aloud in a full sentence.
-SHOW_PROMPT
-RUBRIC: Accept any full sentence stating they want to go to the BX (Base Exchange).
+# Source: LLA 2A Figure 3
+$PRODUCE One Question About Mary and Barbara
+ID: 7-2a-f3-b
+REFERENCE: 7-2a-f3
+INPUT: type
+CHECK: exact
+INTRO: One question about the conversation. Type the answer — open the dialogue again if you need it.
+INSTRUCTION: Type your answer.
 
-PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06-q.mp3}
-RESPONSE: They want to go to the BX. {bk07-l2a-f3-06-a.mp3}
-
-# Source: LLA 2A Figure 4
-$DIALOGUE Prettier, Taller, Faster
-ID: 2a-f4
-INTRO: Now for comparing people and things. Listen to the sentences and repeat them — notice the "-er" ending and the word "than".
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Dorothy is pretty. Dorothy's sister is prettier than she is. {bk07-l2a-f4-01.mp3}
-LINE: Greg is tall. Greg's brother isn't taller than he is. {bk07-l2a-f4-02.mp3}
-LINE: Hank drives fast. Harv drives faster than Hank does. {bk07-l2a-f4-03.mp3}
-LINE: The Winters' house is big. The Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-04.mp3}
-LINE: Jack's car is new. John's car is newer than Jack's. {bk07-l2a-f4-05.mp3}
-LINE: Kay's hair is long. Letty's hair is longer than Kay's hair. {bk07-l2a-f4-06.mp3}
-
-# Source: LLA 2A Figure 4 (part 2)
-$PRODUCE Who Is Taller?
-ID: 2a-f4-b
-INPUT: speak
-CHECK: reveal
-INTRO: Answer the questions about the people you just heard. Say the full comparison aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud.
-REPEAT
-
-PROMPT: Who is prettier, Dorothy or her sister? {bk07-l2a-f4-07-q.mp3}
-RESPONSE: Dorothy's sister is prettier than she is. {bk07-l2a-f4-07-a.mp3}
-
-PROMPT: Who is taller, Greg or his brother? {bk07-l2a-f4-08-q.mp3}
-RESPONSE: Greg is taller than his brother. {bk07-l2a-f4-08-a.mp3}
-
-PROMPT: Who drives faster, Hank or Harv? {bk07-l2a-f4-09-q.mp3}
-RESPONSE: Harv drives faster than Hank does. {bk07-l2a-f4-09-a.mp3}
-
-PROMPT: Is the Walters' house bigger than the Winters' house? {bk07-l2a-f4-10-q.mp3}
-RESPONSE: No, the Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-10-a.mp3}
-
-PROMPT: Whose car is newer, Jack's or John's? {bk07-l2a-f4-11-q.mp3}
-RESPONSE: John's car is newer than Jack's. {bk07-l2a-f4-11-a.mp3}
-
-PROMPT: Whose hair is longer, Kay's or Letty's? {bk07-l2a-f4-12-q.mp3}
-RESPONSE: Letty's hair is longer than Kay's. {bk07-l2a-f4-12-a.mp3}
+PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06.mp3}
+RESPONSE: To the BX. {bk07-l2a-f3-07.mp3}
+ACCEPT: the BX | they want to go to the BX | to the BX | BX
 
 # Source: LLA 2A Figure 5
 $DIALOGUE Parts of a Circle
-ID: 2a-f5
-INTRO: A circle has parts with impressive names. Look at each picture, listen, and repeat.
-INSTRUCTION: Listen and repeat.
+ID: 7-2a-f5
+INTRO: A circle has parts with names: the circumference, the diameter, and the radius. Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: circle
-LINE: A circle is round. {page_038_001.jpg} {bk07-l2a-f5-01.mp3}
+VOCAB: round
+LINE: A circle is round. {page_038_001.jpg|A black line forming a circle} {bk07-l2a-f5-01.mp3}
 
 VOCAB: circumference
-LINE: How do you spell circumference? {page_038_002.jpg} {bk07-l2a-f5-02.mp3}
+LINE: How do you spell circumference? {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise} {bk07-l2a-f5-02.mp3}
 
 VOCAB: diameter
-LINE: Every circle has a diameter. {page_038_003.jpg} {bk07-l2a-f5-03.mp3}
+LINE: Every circle has a diameter. {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves} {bk07-l2a-f5-03.mp3}
 
 VOCAB: radius
-LINE: The radius is in the circle. {page_038_004.jpg} {bk07-l2a-f5-04.mp3}
+LINE: The radius is in the circle. {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius} {bk07-l2a-f5-04.mp3}
 
 # Source: ST §Let's Talk About Circles
-$DIALOGUE What the Parts of a Circle Mean {st-page_050_001.jpg}
-ID: l2-s2
-INTRO: Here's what those circle words actually mean. Listen and repeat each definition.
+$DIALOGUE What the Parts of a Circle Mean {st-page_050_001.jpg|Three diagrams showing circles with labeled parts: A shows circumference, B shows diameter, C shows radius}
+ID: l2-s3
+INTRO: Now the same words, explained. Listen and repeat — and yes, "circumference" is still the longest one.
 INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
 LINE: The line on the outside of a circle is called the circumference.
 
 LINE: The line from one side of a circle to the other side is the diameter.
-LINE: The diameter touches the center of the circle.
+LINE: It touches the center of the circle.
 
 LINE: We call the line from the outside of a circle to the center of the circle the radius.
 
 VOCAB: half
 LINE: The radius of a circle is one half of the diameter.
 
-# SKIPPED (book): ST "MORE CIRCLES" — instructor-led picture Q&A with no printed questions.
-
-# Source: LLA 2A Figure 5 (part 2)
-$SELECT Match the Circle Picture
-ID: 2a-f5-b
-INTRO: Listen to the sentence and tap the picture it goes with. Then repeat the sentence.
-INSTRUCTION: Tap the correct picture.
+# Source: LLA 2A Figure 5
+$SELECT Circle Parts: Match the Picture
+ID: 7-2a-f5-b
+INTRO: Listen to each sentence and tap the picture it talks about. Then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
 REPEAT
 
-OPTION: a | circle {page_038_001.jpg}
-OPTION: b | circumference {page_038_002.jpg}
-OPTION: c | diameter {page_038_003.jpg}
-OPTION: d | radius {page_038_004.jpg}
+OPTION: a | circle (A) {page_038_001.jpg|A black line forming a circle}
+OPTION: b | circumference (B) {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise}
+OPTION: c | diameter (C) {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves}
+OPTION: d | radius (D) {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius}
 
-PROMPT: Circumference is a long word. {bk07-l2a-f5-05-q.mp3}
+PROMPT: Circumference is a long word. {bk07-l2a-f5-05.mp3}
 ANSWER: b
-FEEDBACK: Repeat: Circumference is a long word. {bk07-l2a-f5-05-a.mp3}
+FEEDBACK: Circumference is a long word. {bk07-l2a-f5-06.mp3}
 
-PROMPT: The radius is a short line. {bk07-l2a-f5-06-q.mp3}
+PROMPT: The radius is a short line. {bk07-l2a-f5-07.mp3}
 ANSWER: d
-FEEDBACK: Repeat: The radius is a short line. {bk07-l2a-f5-06-a.mp3}
+FEEDBACK: The radius is a short line. {bk07-l2a-f5-08.mp3}
 
-PROMPT: A circle is round. {bk07-l2a-f5-07-q.mp3}
+PROMPT: A circle is round. {bk07-l2a-f5-09.mp3}
 ANSWER: a
-FEEDBACK: Repeat: A circle is round. {bk07-l2a-f5-07-a.mp3}
+FEEDBACK: A circle is round. {bk07-l2a-f5-10.mp3}
 
-PROMPT: The diameter is a long line. {bk07-l2a-f5-08-q.mp3}
+PROMPT: The diameter is a long line. {bk07-l2a-f5-11.mp3}
 ANSWER: c
-FEEDBACK: Repeat: The diameter is a long line. {bk07-l2a-f5-08-a.mp3}
+FEEDBACK: The diameter is a long line. {bk07-l2a-f5-12.mp3}
 
-# Source: LLA 2A Figure 6
-$DIALOGUE Both and the Other
-ID: 2a-f6
-INTRO: Two useful little words: "both" and "the other". Listen to the short dialogues and repeat each line — we'll come back to these words later in the lesson.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Audrey: Do you want cream and sugar? {bk07-l2a-f6-01.mp3}
-Arthur: Yes. I'd like both, please. {bk07-l2a-f6-02.mp3}
-
-Basil: This is my car. {bk07-l2a-f6-03.mp3}
-Betty: Then whose car is the other? {bk07-l2a-f6-04.mp3}
-Basil: It's my brother's. {bk07-l2a-f6-05.mp3}
-
-Craig: Do you like chocolate or vanilla ice cream? {bk07-l2a-f6-06.mp3}
-Cathy: I like both. {bk07-l2a-f6-07.mp3}
-Craig: I do too. {bk07-l2a-f6-08.mp3}
-
-Dora: That's my sister's book. {bk07-l2a-f6-09.mp3}
-Doug: Oh. Then the other is my book. {bk07-l2a-f6-10.mp3}
-
-Efran: I study mathematics and language in school. {bk07-l2a-f6-11.mp3}
-Edith: I study both too. {bk07-l2a-f6-12.mp3}
-
-Fred: Do you know whose pens these are? {bk07-l2a-f6-13.mp3}
-Fran: One is my pen, but I don't know about the other. {bk07-l2a-f6-14.mp3}
-
-# Source: LLA 2A Figure 6 (part 2)
-$PRODUCE Questions on Both and Other
-ID: 2a-f6-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Answer questions about those dialogues aloud. Peek back at them if your memory is shorter than the list.
-INSTRUCTION: Answer aloud.
-REPEAT
-
-PROMPT: Does Arthur want cream and sugar? {bk07-l2a-f6-15-q.mp3}
-RESPONSE: Yes, he'd like both. {bk07-l2a-f6-15-a.mp3}
-
-PROMPT: Whose is the other car? {bk07-l2a-f6-16-q.mp3}
-RESPONSE: It's Basil's brother's. {bk07-l2a-f6-16-a.mp3}
-
-PROMPT: Does Cathy like chocolate or vanilla ice cream? {bk07-l2a-f6-17-q.mp3}
-RESPONSE: She likes both. {bk07-l2a-f6-17-a.mp3}
-
-PROMPT: Which book is Doug's? {bk07-l2a-f6-18-q.mp3}
-RESPONSE: The other is his. {bk07-l2a-f6-18-a.mp3}
-
-PROMPT: Ephraim studies both mathematics and language. What does Edith study? {bk07-l2a-f6-19-q.mp3}
-RESPONSE: She studies both too. {bk07-l2a-f6-19-a.mp3}
-
-PROMPT: Does Fran know whose pens these are? {bk07-l2a-f6-20-q.mp3}
-RESPONSE: One is her pen, but she doesn't know about the other. {bk07-l2a-f6-20-a.mp3}
-
-# Source: LLA 2A Figure 7
-$PRODUCE Dictation: Shapes
-ID: 2a-f7
+# Source: ST §More Circles
+$PRODUCE Name the Circle Parts {st-page_050_002.jpg|Four circles labeled A through D showing center point, radius, diameter, and circumference}
+ID: l2-s4
+INTRO: Four circles, four parts. Type the name of the part each picture shows.
+INSTRUCTION: Type the name of the part.
 INPUT: type
 CHECK: exact
-INTRO: Dictation time. Listen to each sentence and type exactly what you hear.
+
+TEMPLATE: Picture A shows the ____{center|center point}.
+RESPONSE: Picture A shows the center.
+
+TEMPLATE: Picture B shows the ____{radius}.
+RESPONSE: Picture B shows the radius.
+
+TEMPLATE: Picture C shows the ____{diameter}.
+RESPONSE: Picture C shows the diameter.
+
+TEMPLATE: Picture D shows the ____{circumference}.
+RESPONSE: Picture D shows the circumference.
+
+# Source: LLA 2A Figure 7
+$PRODUCE Write What You Hear
+ID: 7-2a-f7
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: To finish this part: listen to each sentence and type it exactly as you hear it. You'll hear it again afterwards to check.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: I can draw a circle. {bk07-l2a-f7-01.mp3}
@@ -385,693 +381,195 @@ RESPONSE: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
 PROMPT: I think I made a mistake. {bk07-l2a-f7-05.mp3}
 RESPONSE: I think I made a mistake. {bk07-l2a-f7-05.mp3}
 
-$LESSON 2-2: Describing Things and Reading Skills
+$SESSION 2-2: Comparing Things ("-er" and "than")
 
-# Source: LLA 2B Figure 1
-# DROPPED (twin): ST "This Is a Curved Line" — TTS twin of this cassette presentation; "more" is covered by the cassette in part 2-4.
-$DIALOGUE Curved, Straight, Heavy, Light
-ID: 2b-f1
-INTRO: In this part you'll learn words for describing things — curved, straight, heavy, light, hard, easy — and then practice finding the point of a paragraph. Listen and repeat each new word in its sentence.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 2A Figure 4
+$DIALOGUE Taller, Faster, Prettier
+ID: 7-2a-f4
+INTRO: In this part you'll learn to compare two people or things with "-er" and "than". Listen to each pair of sentences and repeat.
+INSTRUCTION: Listen and repeat each pair of sentences.
 REPEAT
 
-VOCAB: curved
-LINE: This is a curved line. {page_041_001.jpg} {bk07-l2b-f1-01.mp3}
-
-VOCAB: straight
-LINE: Look at the straight line. {page_041_002.jpg} {bk07-l2b-f1-02.mp3}
-
-VOCAB: each
-LINE: Becky has a book. Diane has a book. Each girl has a book. {page_041_003.jpg} {bk07-l2b-f1-03.mp3}
-
-VOCAB: heavy
-LINE: This desk is heavy. {page_041_004.jpg} {bk07-l2b-f1-04.mp3}
-
-VOCAB: light
-LINE: This chair is light. {page_042_001.jpg} {bk07-l2b-f1-05.mp3}
-
-VOCAB: hard
-LINE: I can't work this problem. It's hard. {page_042_002.jpg} {bk07-l2b-f1-06.mp3}
-
-VOCAB: easy
-LINE: I can work this problem. It's easy. {page_042_003.jpg} {bk07-l2b-f1-07.mp3}
-
-# Source: LLA 2B Figure 2
-$SELECT Match the Picture
-ID: 2b-f2
-INTRO: Listen to the sentence and tap the picture that matches it. Then repeat the sentence.
-INSTRUCTION: Tap the matching picture.
-REPEAT
-
-OPTION: a | two women with books {page_043_001.jpg}
-OPTION: b | 1 + 1 = 2 {page_043_002.jpg}
-OPTION: c | long addition {page_043_003.jpg}
-OPTION: d | men carrying heavy object {page_043_004.jpg}
-OPTION: e | wavy line {page_043_005.jpg}
-OPTION: f | straight line {page_043_006.jpg}
-OPTION: g | wooden chair {page_043_007.jpg}
-
-EXAMPLE
-PROMPT: This desk is heavy. It's not light. {bk07-l2b-f2-ex.mp3}
-ANSWER: d
-FEEDBACK: Repeat: This desk is heavy. It's not light. {bk07-l2b-f2-ex-fb.mp3}
-
-PROMPT: I can't draw a curved line. {bk07-l2b-f2-02.mp3}
-ANSWER: e
-FEEDBACK: Repeat: I can't draw a curved line. {bk07-l2b-f2-02-fb.mp3}
-
-PROMPT: I read 2 books today. Each book was very good. {bk07-l2b-f2-03.mp3}
-ANSWER: a
-FEEDBACK: Repeat: I read 2 books today. Each book was very good. {bk07-l2b-f2-03-fb.mp3}
-
-PROMPT: I worked all the problems in class. They were easy. {bk07-l2b-f2-04.mp3}
-ANSWER: b
-FEEDBACK: Repeat: I solved all the problems in class today. They were easy. {bk07-l2b-f2-04-fb.mp3}
-
-PROMPT: I can move that chair. It's light. {bk07-l2b-f2-05.mp3}
-ANSWER: g
-FEEDBACK: Repeat: I can move that chair. It's light. {bk07-l2b-f2-05-fb.mp3}
-
-PROMPT: I can't work this problem. It's hard. {bk07-l2b-f2-06.mp3}
-ANSWER: c
-FEEDBACK: Repeat: I can't work this problem. It's hard. {bk07-l2b-f2-06-fb.mp3}
-
-PROMPT: Can you draw a straight line? {bk07-l2b-f2-07.mp3}
-ANSWER: f
-FEEDBACK: Repeat: Can you draw a straight line? {bk07-l2b-f2-07-fb.mp3}
-
-# Source: ST §Was It a Hard Test?
-$DIALOGUE Was It a Hard Test?
-ID: l2-s10
-INTRO: Four short conversations using your new adjectives — one of them about a test score of 69. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Sam: What's your score?
-Sue: I made 98. It was an easy test.
-Sam: I thought it was hard. My score was 69!
-Sue: I think you didn't study very much.
-
-Max: Did you draw that rectangle?
-Mickey: Yes, do you like it?
-Max: I think it's very nice, Mick, but uh..., why are the sides curved?
-Mickey: What? Oh, you're right; they are curved. I can change that. I'll draw them straight.
-
-Billie: I'll help you. That table is heavy.
-Dick: Thanks. I didn't know it was heavy. I thought it was light.
-
-Jack: Did you finish your homework?
-Herb: No, I have four more problems in math.
-
-# Source: LLA 2B Figure 3
-$DIALOGUE Shapes and Where They Are
-ID: 2b-f3
-INTRO: Circles, squares, rectangles, triangles — and where they sit. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: circle
-LINE: A circle. This is a circle. {page_044_001.jpg} {bk07-l2b-f3-01.mp3}
-
-VOCAB: square
-LINE: A square. This is a square. {page_044_002.jpg} {bk07-l2b-f3-02.mp3}
-
-VOCAB: rectangle
-LINE: A rectangle. This is a rectangle. {page_044_003.jpg} {bk07-l2b-f3-03.mp3}
-
-VOCAB: triangle
-LINE: A triangle. This is a triangle. {page_044_004.jpg} {bk07-l2b-f3-04.mp3}
-
-LINE: The circle is at the top of the square. {page_044_005.jpg} {bk07-l2b-f3-05.mp3}
-
-LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg} {bk07-l2b-f3-06.mp3}
-
-LINE: The circle is in the center of the square. {page_044_007.jpg} {bk07-l2b-f3-07.mp3}
-
-LINE: The triangle is in the center of the rectangle. {page_044_008.jpg} {bk07-l2b-f3-08.mp3}
-
-LINE: The large circle is at the top. The small circle is at the bottom. {bk07-l2b-f3-09.mp3}
-
-# Source: LLA 2B Figure 4
-$SELECT Find the Right Picture
-ID: 2b-f4
-INTRO: You'll see four pictures labeled A to D. Listen to the sentence and tap the letter of the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the correct picture.
-REPEAT
-
-OPTION: a | A
-OPTION: b | B
-OPTION: c | C
-OPTION: d | D
-
-EXAMPLE
-TEMPLATE: {page_045_001.jpg}
-PROMPT: The triangle is at the top of the square. {bk07-l2b-f4-01.mp3}
-ANSWER: b
-FEEDBACK: Repeat: the triangle is at the top of the square. {bk07-l2b-f4-01-fb.mp3}
-
-TEMPLATE: {page_045_002.jpg}
-PROMPT: The circle is at the top of the triangle. {bk07-l2b-f4-02.mp3}
-ANSWER: a
-FEEDBACK: Repeat: the circle is at the top of the triangle. {bk07-l2b-f4-02-fb.mp3}
-
-TEMPLATE: {page_045_003.jpg}
-PROMPT: The triangle is at the bottom of the square. {bk07-l2b-f4-03.mp3}
-ANSWER: d
-FEEDBACK: Repeat: the triangle is at the bottom of the square. {bk07-l2b-f4-03-fb.mp3}
-
-TEMPLATE: {page_045_004.jpg}
-PROMPT: The square is at the bottom of the triangle. {bk07-l2b-f4-04.mp3}
-ANSWER: c
-FEEDBACK: Repeat: the square is at the bottom of the triangle. {bk07-l2b-f4-04-fb.mp3}
-
-TEMPLATE: {page_045_005.jpg}
-PROMPT: The square is in the center of the circle. {bk07-l2b-f4-05.mp3}
-ANSWER: d
-FEEDBACK: Repeat: the square is in the center of the circle. {bk07-l2b-f4-05-fb.mp3}
-
-TEMPLATE: {page_046_001.jpg}
-PROMPT: The circle is in the center of the square. {bk07-l2b-f4-06.mp3}
-ANSWER: c
-FEEDBACK: Repeat: the circle is in the center of the square. {bk07-l2b-f4-06-fb.mp3}
-
-TEMPLATE: {page_046_002.jpg}
-PROMPT: The triangle is at the top of the square. {bk07-l2b-f4-07.mp3}
-ANSWER: a
-FEEDBACK: Repeat: the triangle is at the top of the square. {bk07-l2b-f4-07-fb.mp3}
-
-TEMPLATE: {page_046_003.jpg}
-PROMPT: The large circle is at the bottom of the square. {bk07-l2b-f4-08.mp3}
-ANSWER: b
-FEEDBACK: Repeat: the large circle is at the bottom of the square. {bk07-l2b-f4-08-fb.mp3}
-
-TEMPLATE: {page_046_004.jpg}
-PROMPT: The small triangle is at the top of the square. {bk07-l2b-f4-09.mp3}
-ANSWER: a
-FEEDBACK: Repeat: the small triangle is at the top of the square. {bk07-l2b-f4-09-fb.mp3}
-
-TEMPLATE: {page_046_005.jpg}
-PROMPT: The rectangle is in the center of the square. {bk07-l2b-f4-10.mp3}
-ANSWER: c
-FEEDBACK: Repeat: the rectangle is in the center of the square. {bk07-l2b-f4-10-fb.mp3}
-
-# Source: ST §Write the Topic
-$GRAMMAR Reading: Six Short Paragraphs
-ID: l2-s7-r
-READING
-INTRO: Six short paragraphs to read — no audio, just you and the text. You'll name each one's topic next.
-
-CARD: **Paragraph 1.** This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.
-
-CARD: **Paragraph 2.** Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.
-
-CARD: **Paragraph 3.** This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.
-
-CARD: **Paragraph 4.** Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.
-
-CARD: **Paragraph 5.** John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.
-
-CARD: **Paragraph 6.** I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.
-
-$PRODUCE Write the Topic
-ID: l2-s7
-REFERENCE: l2-s7-r
-INTRO: Now a reading skill: the topic. Read each paragraph and type, in just a few words, what it's about.
-INSTRUCTION: Write each paragraph's topic in a few words. Reopen the paragraphs any time.
-INPUT: type
-CHECK: llm
-RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
-
-EXAMPLE
-PROMPT: Paragraph 1: what is the topic?
-RESPONSE: my math class
-
-PROMPT: Paragraph 2: what is the topic?
-RESPONSE: buying a money order
-
-PROMPT: Paragraph 3: what is the topic?
-RESPONSE: Bob's trip to Los Angeles
-
-PROMPT: Paragraph 4: what is the topic?
-RESPONSE: Joan's houses
-
-PROMPT: Paragraph 5: what is the topic?
-RESPONSE: John's bad day
-
-PROMPT: Paragraph 6: what is the topic?
-RESPONSE: doing homework
-$GRAMMAR Reading: Five More Paragraphs
-ID: l2-s8-r
-READING
-INTRO: Five more paragraphs, same quiet drill: read them; the main-idea questions come right after.
-
-CARD: **Paragraph 1.** I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.
-
-CARD: **Paragraph 2.** Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.
-
-CARD: **Paragraph 3.** Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.
-
-CARD: **Paragraph 4.** Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.
-
-CARD: **Paragraph 5.** Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.
-
-$SELECT What's the Main Idea
-ID: l2-s8
-REFERENCE: l2-s8-r
-INTRO: One more reading skill: the main idea. Read each paragraph and tap the sentence that says what the whole paragraph is really about — not just one detail from it.
-INSTRUCTION: Select each paragraph's main idea. Reopen the paragraphs any time.
-
-PROMPT: Paragraph 1: what's the main idea?
-OPTION: a | I will buy film for my camera.
-OPTION: b | My mother and father live in San Antonio.
-OPTION: c | I'll take my vacation in San Antonio.
-ANSWER: c
-
-PROMPT: Paragraph 2: what's the main idea?
-OPTION: a | The children are good students.
-OPTION: b | Mrs. Truman has a good class.
-OPTION: c | Elementary school children are good students.
-ANSWER: b
-
-PROMPT: Paragraph 3: what's the main idea?
-OPTION: a | Mickey is a barber.
-OPTION: b | Mickey cuts men's hair all day long.
-OPTION: c | Mickey goes home and relaxes.
-ANSWER: a
-
-PROMPT: Paragraph 4: what's the main idea?
-OPTION: a | Dinner at the Big Onion costs $6.95.
-OPTION: b | Sgt Connors likes beef a lot, but Sgt Miller likes fish.
-OPTION: c | Many airmen think the Big Onion has delicious food.
-ANSWER: c
-
-PROMPT: Paragraph 5: what's the main idea?
-OPTION: a | Tony's store sells different kinds of clothes.
-OPTION: b | Tony sells many shirts and dresses in the summer.
-OPTION: c | In the winter, he sells a lot of coats, jackets, hats, and gloves.
-ANSWER: a
-$LESSON 2-3: Math Words and Problems
-
-# Source: ST §Explain the Problem to Me
-$DIALOGUE Explain the Problem to Me
-ID: l2-s3
-INTRO: This part is about math in English — problems, mistakes, and how to explain them. Listen and repeat these sentences with the new words.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-VOCAB: problem
-LINE: Here is a math problem. What is the answer?
-
-LINE: Each apple costs 20 cents. What do three apples cost?
-
-VOCAB: understand
-LINE: I understand the problem. I can work the problem.
-
-VOCAB: count
-LINE: Count the apples again. There are 12 apples in the box, not 11.
-
-VOCAB: error
-VOCAB: make a mistake
-LINE: Your answer is correct. You didn't make an error. You didn't make a mistake.
-
-VOCAB: explain
-LINE: Who can explain the problem? Who can talk about it?
-
-# Source: ST §I Don't Understand This Problem
-$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg}
-ID: l2-s4
-INTRO: Mark did nine problems last night, but number ten defeated him. Listen to Linda and Mark, and repeat each line.
-INSTRUCTION: Repeat the dialog, then read it.
-REPEAT
-
-Linda: Did you do the homework last night?
-Mark: I did nine of the problems, but I didn't understand number ten.
-Linda: But Mrs. Murphy explained each problem in class yesterday.
-
-VOCAB: explanation
-Mark: I know, but her explanation of number ten wasn't clear.
-Linda: I think I see your error. You counted 121 boxes, but there are only 120.
-Mark: Where?
-Linda: Here.
-Narrator: (Later)
-Mark: Now, I understand. Thanks.
-Linda: You're welcome.
-
-# Source: ST §Answer About the Dialog
-$PRODUCE Questions on the Homework Dialog
-ID: l2-s5
-REFERENCE
-INTRO: Answer the questions about Linda and Mark aloud, in full sentences. You can check the dialog while you answer.
-INSTRUCTION: Answer these questions about the dialog.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: Why didn't Mark do all of his homework?
-RESPONSE: He didn't understand number ten.
-
-PROMPT: Did Mrs. Murphy explain the homework?
-RESPONSE: Yes, she explained each problem in class yesterday.
-
-PROMPT: Did Mark understand Mrs. Murphy's explanation?
-RESPONSE: No, her explanation wasn't clear to him.
-
-PROMPT: How many problems did Mark finish?
-RESPONSE: He finished nine of the problems.
-
-PROMPT: Which problem did Linda explain to Mark?
-RESPONSE: She explained number ten.
-
-PROMPT: What was Mark's mistake?
-RESPONSE: He counted 121 boxes, but there are only 120.
-
-# Source: ST §Linda Understood the Homework
-$PRODUCE Problems, Errors, and Explanations
-ID: l2-s6
-INTRO: Complete each sentence with one of the new words — problem, explain, error, and friends. Type the missing word.
-INSTRUCTION: Type the correct word to complete the sentence.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: How many ____{problems} are there on the test?
-RESPONSE: How many problems are there on the test?
-
-TEMPLATE: Linda ____{explained} the homework to Mark.
-RESPONSE: Linda explained the homework to Mark.
-
-TEMPLATE: Walter wrote ____{each} answer correctly on his test paper.
-RESPONSE: Walter wrote each answer correctly on his test paper.
-
-TEMPLATE: Did you ____{understand} his explanation?
-RESPONSE: Did you understand his explanation?
-
-TEMPLATE: You made a(n) ____{error|mistake} on number eight. That's the wrong answer.
-RESPONSE: You made an error on number eight. That's the wrong answer.
-
-TEMPLATE: The math problems are not alike. ____{Each} one is different.
-RESPONSE: The math problems are not alike. Each one is different.
-
-TEMPLATE: Linda ____{understood|explained} the homework, but Mark didn't understand it.
-RESPONSE: Linda understood the homework, but Mark didn't understand it.
-
-TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
-RESPONSE: The teacher gave the students 25 problems for homework.
-
-TEMPLATE: I don't understand number six. Will you please ____{explain} it again?
-RESPONSE: I don't understand number six. Will you please explain it again?
-
-TEMPLATE: How many students did you ____{count} in Mrs. Green's class? There were 12 students in her class.
-RESPONSE: How many students did you count in Mrs. Green's class? There were 12 students in her class.
-
-TEMPLATE: Did you understand Mrs. Murphy's ____{explanation} of problem three?
-RESPONSE: Did you understand Mrs. Murphy's explanation of problem three?
-
-# Source: LLA 2B Figure 5 + ST §Problems in Math ("total" salvaged from the dropped TTS twin)
-$DIALOGUE Math Words
-ID: 2b-f5
-INTRO: Time to add, subtract, multiply, and divide — in English. Listen and repeat each word and its sentence.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: add
-LINE: Add. I can add numbers. {bk07-l2b-f5-01.mp3}
-
-VOCAB: divide
-LINE: Divide. Can you divide 6 by 2? {bk07-l2b-f5-02.mp3}
-
-VOCAB: equals
-LINE: Equals. 2 and 2 equals 4. {bk07-l2b-f5-03.mp3}
-
-VOCAB: multiply
-LINE: Multiply. We learned to multiply in class today. {bk07-l2b-f5-04.mp3}
-
-VOCAB: subtract
-LINE: Subtract. I must learn to subtract. {bk07-l2b-f5-05.mp3}
-
-LINE: Understand. Do you understand this math? {page_047_001.jpg} {bk07-l2b-f5-06.mp3}
-
-VOCAB: minus
-LINE: Minus. 8 minus 4 equals 4. {bk07-l2b-f5-07.mp3}
-
-VOCAB: plus
-LINE: Plus. 1 plus 1 equals 2. {bk07-l2b-f5-08.mp3}
-
-VOCAB: times
-LINE: Times. 2 times 5 equals 10. {bk07-l2b-f5-09.mp3}
-
-LINE: Problem. This is a hard math problem. {bk07-l2b-f5-10.mp3}
-
-VOCAB: half
-LINE: Half. Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg} {bk07-l2b-f5-11.mp3}
-
-VOCAB: total
-LINE: Total. We added the numbers and got a total of eight.
-
-# Source: LLA 2B Figure 6
-$SELECT Tap the Problem You Hear
-ID: 2b-f6
-INTRO: Listen to the math problem and tap the written problem that matches it — numbers and symbol both have to be right.
-INSTRUCTION: Tap the correct problem.
-
-EXAMPLE
-PROMPT: 4 times 2. {bk07-l2b-f6-01.mp3}
-OPTION: a | 4 - 2 = _____
-OPTION: b | 4 + 2 = _____
-OPTION: c | 4 × 2 = _____
-OPTION: d | 4 - 2 = _____
-ANSWER: c
-
-PROMPT: 7 minus 3. {bk07-l2b-f6-02.mp3}
-OPTION: a | 7 + 3 = _____
-OPTION: b | 7 - 3 = _____
-OPTION: c | 7 × 3 = _____
-OPTION: d | 7 ÷ 3 = _____
-ANSWER: b
-
-PROMPT: 9 plus 8. {bk07-l2b-f6-03.mp3}
-OPTION: a | 9 + 8 = _____
-OPTION: b | 9 × 8 = _____
-OPTION: c | 9 - 8 = _____
-OPTION: d | 9 - 8 = _____
-ANSWER: a
-
-PROMPT: 10 divided by 5. {bk07-l2b-f6-04.mp3}
-OPTION: a | 10 × 5 = _____
-OPTION: b | 10 ÷ 5 = _____
-OPTION: c | 10 + 5 = _____
-OPTION: d | 10 - 5 = _____
-ANSWER: b
-
-PROMPT: 22 minus 6. {bk07-l2b-f6-05.mp3}
-OPTION: a | 32 - 6 = _____
-OPTION: b | 22 - 7 = _____
-OPTION: c | 6 - 22 = _____
-OPTION: d | 22 - 6 = _____
-ANSWER: d
-
-PROMPT: 15 divided by 3. {bk07-l2b-f6-06.mp3}
-OPTION: a | 15 ÷ 3 = _____
-OPTION: b | 50 - 3 = _____
-OPTION: c | 15 - 30 = _____
-OPTION: d | 15 + 30 = _____
-ANSWER: a
-
-PROMPT: 12 plus 4. {bk07-l2b-f6-07.mp3}
-OPTION: a | 24 + 4 = _____
-OPTION: b | 12 + 40 = _____
-OPTION: c | 12 + 4 = _____
-OPTION: d | 12 + 14 = _____
-ANSWER: c
-
-PROMPT: 8 times 3. {bk07-l2b-f6-08.mp3}
-OPTION: a | 18 × 30 = _____
-OPTION: b | 18 × 3 = _____
-OPTION: c | 8 × 3 = _____
-OPTION: d | 80 × 3 = _____
-ANSWER: c
-
-# Source: LLA 2B Figure 7
-$PRODUCE Solve the Problem
-ID: 2b-f7
-INPUT: type
-CHECK: exact
-INTRO: Now you do the math. Listen to the problem, type the answer, then repeat the full sentence.
-INSTRUCTION: Type the number.
-REPEAT
-
-PROMPT: 4 times 2. {bk07-l2b-f7-01.mp3}
-RESPONSE: 8 {bk07-l2b-f7-01-fb.mp3}
-ACCEPT: eight
-
-PROMPT: 7 minus 3. {bk07-l2b-f7-02.mp3}
-RESPONSE: 4 {bk07-l2b-f7-02-fb.mp3}
-ACCEPT: four
-
-PROMPT: 9 plus 8. {bk07-l2b-f7-03.mp3}
-RESPONSE: 17 {bk07-l2b-f7-03-fb.mp3}
-ACCEPT: seventeen
-
-PROMPT: 10 divided by 5. {bk07-l2b-f7-04.mp3}
-RESPONSE: 2 {bk07-l2b-f7-04-fb.mp3}
-ACCEPT: two
-
-PROMPT: 22 minus 6. {bk07-l2b-f7-05.mp3}
-RESPONSE: 16 {bk07-l2b-f7-05-fb.mp3}
-ACCEPT: sixteen
-
-PROMPT: 15 divided by 3. {bk07-l2b-f7-06.mp3}
-RESPONSE: 5 {bk07-l2b-f7-06-fb.mp3}
-ACCEPT: five
-
-PROMPT: 12 plus 4. {bk07-l2b-f7-07.mp3}
-RESPONSE: 16 {bk07-l2b-f7-07-fb.mp3}
-ACCEPT: sixteen
-
-PROMPT: 8 times 3. {bk07-l2b-f7-08.mp3}
-RESPONSE: 24 {bk07-l2b-f7-08-fb.mp3}
-ACCEPT: twenty-four | twenty four
-
-# Source: ST §Let's Go Into the Lab
-$DIALOGUE Walking Into, Dividing Into
-ID: l2-s16
-INTRO: One small word: "into" — for walking into rooms, dividing cakes, and one unlucky man and a door. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-VOCAB: into
-LINE: The teacher is walking into the lab. {st-page_064_001.jpg}
-
-LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg}
-
-LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg}
-
-LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg}
-
-# SKIPPED (book): ST "DRAW THESE SHAPES." — spatial drawing task with no checkable output.
-
-# Source: LLA 2C Figure 3
-$DIALOGUE A Mistake in Math
-ID: 2c-f3
-INTRO: Chris made a mistake on a math problem, and Chuck knows exactly where. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Chris: I think I made a mistake on one of my math problems. {bk07-l2c-f3-01.mp3}
-LINE: Will you help me with it? {bk07-l2c-f3-02.mp3}
-Chuck: Yes, I'll help you. {bk07-l2c-f3-03.mp3}
-LINE: Which problem is it? {bk07-l2c-f3-04.mp3}
-Chris: It's number 4. {bk07-l2c-f3-05.mp3}
-LINE: It's very hard. {bk07-l2c-f3-06.mp3}
-Chuck: Oh. {bk07-l2c-f3-07.mp3}
-LINE: I see your mistake. {bk07-l2c-f3-08.mp3}
-LINE: You needed to multiply, but you added. {bk07-l2c-f3-09.mp3}
-Chris: I understand now. {bk07-l2c-f3-10.mp3}
-LINE: Thanks a lot. {bk07-l2c-f3-11.mp3}
-Chuck: You're welcome. {bk07-l2c-f3-12.mp3}
-LINE: See you later. {bk07-l2c-f3-13.mp3}
-
-$LESSON 2-4: Comparing with -er and Than
+LINE: Dorothy is pretty. Dorothy's sister is prettier than she is. {bk07-l2a-f4-01.mp3}
+LINE: Greg is tall. Greg's brother isn't taller than he is. {bk07-l2a-f4-02.mp3}
+LINE: Hank drives fast. Harv drives faster than Hank does. {bk07-l2a-f4-03.mp3}
+LINE: The Winters' house is big. The Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-04.mp3}
+LINE: Jack's car is new. John's car is newer than Jack's. {bk07-l2a-f4-05.mp3}
+LINE: Kay's hair is long. Lettie's hair is longer than Kay's hair. {bk07-l2a-f4-06.mp3}
 
 # Source: ST §Making Comparisons
 $GRAMMAR Making Comparisons
-ID: l2-s17
-INTRO: This part is all about comparing: add -er to the adjective and use "than". Read through the patterns — the drills that follow use every one of them.
+ID: l2-s19
+INTRO: Here's how "-er" works — and the three spelling tricks that come with it.
 
-CARD: To compare people or things, add -er to regular adjectives. Use the word "than" before the second thing.
-{tall}
-{taller}
+CARD: **-er** and **than** are added to regular adjectives to compare people or things.
 {Greg is taller than Dana.}
-{clean}
-{cleaner}
 {This window is cleaner than that one.}
 
-CARD: When a word ends in a single consonant with a short vowel sound, double the consonant before adding -er.
-{wet}
-{wetter}
+CARD: Words that end in a consonant with a short vowel sound before the consonant double the consonant before adding **-er** and **than**.
 {His shoes are wetter than his coat.}
-{big}
-{bigger}
 
-CARD: For words ending in a consonant and a y, change the y to an i before adding -er.
-{happy}
-{happier}
+CARD: Words that end in a consonant + y change the y to i and add **-er** and **than**.
 {The men were happier than the women.}
-{heavy}
-{heavier}
 
-CARD: If an adjective already ends in the letter e, just add an r.
-{nice}
-{nicer}
+CARD: Words that end in e need only **-r** and **than**.
 {Today's weather is nicer than yesterday's.}
-{large}
-{larger}
 
 SUMMARY:
-| tall | taller |
-|---|---|
-| clean | cleaner |
-| narrow | narrower |
-| weak | weaker |
-| slow | slower |
-| long | longer |
+**1. Regular adjectives:**
+| | | |
+|---|---|---|
+| tall | -er | taller |
+| clean | -er | cleaner |
+| narrow | -er | narrower |
+| weak | -er | weaker |
+| slow | -er | slower |
+| long | -er | longer |
 
-| wet | wetter |
-|---|---|
-| big | bigger |
-| sad | sadder |
-| hot | hotter |
+**2. Consonant doubling:**
+| | | |
+|---|---|---|
+| wet | + ter | wetter |
+| big | + ger | bigger |
+| sad | + der | sadder |
+| hot | + ter | hotter |
 
-| happy | happier |
-|---|---|
-| heavy | heavier |
-| rainy | rainier |
-| windy | windier |
-| thirsty | thirstier |
-| hungry | hungrier |
+**3. Consonant + y:**
+| | | |
+|---|---|---|
+| happy | -ier | happier |
+| heavy | -ier | heavier |
+| rainy | -ier | rainier |
+| windy | -ier | windier |
+| thirsty | -ier | thirstier |
+| hungry | -ier | hungrier |
 
-| nice | nicer |
-|---|---|
-| large | larger |
-| little | littler |
-| late | later |
-| wide | wider |
+**4. Ending in e:**
+| | | |
+|---|---|---|
+| nice | -r | nicer |
+| large | -r | larger |
+| little | -r | littler |
+| late | -r | later |
+| wide | -r | wider |
+| blue | -r | bluer |
 
-$SELECT Shorter or Taller? Yes or No
-ID: 2c-f1
-INTRO: Look at the picture of the classroom. Listen to each question, tap Yes or No, then repeat the full answer.
+# Source: ST §The Girl Is Taller Than the Boy
+$DIALOGUE Taller or Shorter?
+ID: l2-s20
+INTRO: Now see the pattern in action — statements first, then questions and answers about them. Just read and listen.
+INSTRUCTION: Read the statements, questions, and answers.
+
+LINE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg|A taller girl wearing glasses and holding books standing next to a shorter boy}
+LINE: The squares are larger than the triangles. The triangles are smaller than the squares. {st-page_068_002.jpg|Two large squares shown above two smaller triangles}
+
+StudentA: Is the girl shorter than the boy?
+StudentB: No, she isn't. The girl is taller than the boy. The boy is shorter than the girl.
+
+StudentA: Are the squares larger than the triangles?
+StudentB: Yes, they are.
+LINE: The squares are larger than the triangles.
+LINE: The triangles are smaller than the squares.
+
+# Source: LLA 2A Figure 4
+$PRODUCE Who Is Taller? Answer the Questions
+ID: 7-2a-f4-b
+REFERENCE: 7-2a-f4
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Answer each comparison question aloud in a full sentence — open the sentences again if you need them. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+
+PROMPT: Who is prettier, Dorothy or her sister? {bk07-l2a-f4-07-q.mp3}
+RESPONSE: Dorothy's sister is prettier than she is. {bk07-l2a-f4-07-a.mp3}
+
+PROMPT: Who is taller, Greg or his brother? {bk07-l2a-f4-08-q.mp3}
+RESPONSE: Greg is taller than his brother. {bk07-l2a-f4-08-a.mp3}
+
+PROMPT: Who drives faster, Hank or Harv? {bk07-l2a-f4-09-q.mp3}
+RESPONSE: Harv drives faster than Hank does. {bk07-l2a-f4-09-a.mp3}
+
+PROMPT: Is the Walters' house bigger than the Winters' house? {bk07-l2a-f4-10-q.mp3}
+RESPONSE: No, the Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-10-a.mp3}
+
+PROMPT: Whose car is newer, Jack's or John's? {bk07-l2a-f4-11-q.mp3}
+RESPONSE: John's car is newer than Jack's. {bk07-l2a-f4-11-a.mp3}
+
+PROMPT: Whose hair is longer, Kay's or Lettie's? {bk07-l2a-f4-12-q.mp3}
+RESPONSE: Lettie's hair is longer than Kay's. {bk07-l2a-f4-12-a.mp3}
+
+# Source: LLA 2C Figure 1
+$SELECT Yes or No: The Boy, the Girl, and the Shapes {page_051_001.jpg|A man and a woman standing face-to-face with two circles, a rectangle, and a triangle floating between them}
+ID: 7-2c-f1
+INTRO: Look at the picture. Listen to each question comparing the two students and the shapes, and tap Yes or No. Then repeat the answer.
 INSTRUCTION: Tap Yes or No.
 REPEAT
 
 OPTION: y | Yes
 OPTION: n | No
 
-PROMPT: Is the girl shorter than the boy? {page_051_001.jpg} {bk07-l2c-f1-01-q.mp3}
+EXAMPLE
+PROMPT: Is the girl shorter than the boy? {bk07-l2c-f1-01.mp3}
 ANSWER: y
-FEEDBACK: Yes, the girl is shorter than the boy. {bk07-l2c-f1-01-a.mp3}
+FEEDBACK: Yes, the girl is shorter than the boy. {bk07-l2c-f1-02.mp3}
 
-PROMPT: Is the girl taller than the boy? {page_051_001.jpg} {bk07-l2c-f1-02-q.mp3}
+PROMPT: Is the girl taller than the boy? {bk07-l2c-f1-03.mp3}
 ANSWER: n
-FEEDBACK: No, the girl isn't taller than the boy. {bk07-l2c-f1-02-a.mp3}
+FEEDBACK: No, the girl isn't taller than the boy. {bk07-l2c-f1-04.mp3}
 
-PROMPT: Is the boy's hair longer than the girl's hair? {page_051_001.jpg} {bk07-l2c-f1-03-q.mp3}
+PROMPT: Is the boy's hair longer than the girl's hair? {bk07-l2c-f1-05.mp3}
 ANSWER: n
-FEEDBACK: No, the boy's hair isn't longer than the girl's hair. {bk07-l2c-f1-03-a.mp3}
+FEEDBACK: No, the boy's hair isn't longer than the girl's hair. {bk07-l2c-f1-06.mp3}
 
-PROMPT: Is the circle larger than the rectangle? {page_051_001.jpg} {bk07-l2c-f1-04-q.mp3}
+PROMPT: Is the circle larger than the rectangle? {bk07-l2c-f1-07.mp3}
 ANSWER: y
-FEEDBACK: Yes, the circle is larger than the rectangle. {bk07-l2c-f1-04-a.mp3}
+FEEDBACK: Yes, the circle is larger than the rectangle. {bk07-l2c-f1-08.mp3}
 
-PROMPT: Is the triangle smaller than the circle? {page_051_001.jpg} {bk07-l2c-f1-05-q.mp3}
+PROMPT: Is the triangle smaller than the circle? {bk07-l2c-f1-09.mp3}
 ANSWER: y
-FEEDBACK: Yes, the triangle is smaller than the circle. {bk07-l2c-f1-05-a.mp3}
+FEEDBACK: Yes, the triangle is smaller than the circle. {bk07-l2c-f1-10.mp3}
+
+# Source: LLA 2D Figure 2
+$SELECT The Boy or the Girl?
+ID: 7-2d-f2
+INTRO: Another picture, more comparing. Listen to each question, tap the boy or the girl, then repeat the model sentence.
+INSTRUCTION: Tap the correct option.
+REPEAT
+
+OPTION: a | A (Boy)
+OPTION: b | B (Girl)
+
+EXAMPLE
+PROMPT: Who has the shorter pencil? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-ex.mp3}
+ANSWER: b
+FEEDBACK: The girl has the shorter pencil. {bk07-l2d-f2-ex-fb.mp3}
+
+PROMPT: Who has the larger box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-01.mp3}
+ANSWER: a
+FEEDBACK: The boy has the larger box. {bk07-l2d-f2-01-fb.mp3}
+
+PROMPT: Who has the smaller box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-02.mp3}
+ANSWER: b
+FEEDBACK: The girl has the smaller box. {bk07-l2d-f2-02-fb.mp3}
+
+PROMPT: Where is the bigger triangle? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-03.mp3}
+ANSWER: a
+FEEDBACK: The bigger triangle is on the smaller table. {bk07-l2d-f2-03-fb.mp3}
+
+PROMPT: Where is the smaller ball? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-04.mp3}
+ANSWER: b
+FEEDBACK: The smaller ball is on the bigger table. {bk07-l2d-f2-04-fb.mp3}
+
+PROMPT: Who has the longer table? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-05.mp3}
+ANSWER: b
+FEEDBACK: The girl has the longer table. {bk07-l2d-f2-05-fb.mp3}
 
 # Source: ST §Write the Correct Form
-$PRODUCE Write the -er Form
-ID: l2-s20
-INTRO: Type the -er form of each word. Watch the spelling — some consonants double, and some y's become i's.
-INSTRUCTION: Type the -er form of the word.
+$PRODUCE Spell the "-er" Form
+ID: l2-s22
+INTRO: Type the "-er" form of each word. Watch the spelling — some words double a letter, and "y" likes to become "i".
+INSTRUCTION: Type the "-er" form.
 INPUT: type
 CHECK: exact
 
@@ -1079,14 +577,6 @@ EXAMPLE
 TEMPLATE: cold
 RESPONSE: colder
 
-EXAMPLE
-TEMPLATE: wide
-RESPONSE: wider
-
-EXAMPLE
-TEMPLATE: thirsty
-RESPONSE: thirstier
-
 TEMPLATE: old
 RESPONSE: older
 
@@ -1135,11 +625,11 @@ RESPONSE: sadder
 TEMPLATE: hot
 RESPONSE: hotter
 
-# Source: ST §Complete With -er Than
-$PRODUCE Complete with -er Than
-ID: l2-s21
-INTRO: Complete each sentence with the -er form of the word in parentheses plus "than". Type the missing words.
-INSTRUCTION: Complete the sentence using the -er form plus "than".
+# Source: ST §Your Feet Are Bigger Than My Feet
+$PRODUCE Complete the Comparison
+ID: l2-s23
+INTRO: Complete each sentence with the "-er" form of the word in parentheses, plus "than". Type both words.
+INSTRUCTION: Type the comparative form with "than".
 INPUT: type
 CHECK: exact
 
@@ -1177,269 +667,1266 @@ RESPONSE: Thomas Street is narrower than Green Street.
 TEMPLATE: My desk is ____{cleaner than} Sgt Sam's desk. (clean)
 RESPONSE: My desk is cleaner than Sgt Sam's desk.
 
-# Source: ST §Compare the Statements
-$PRODUCE Build the Comparison
-ID: l2-s22
-INTRO: Read the two statements, then finish the comparison they add up to. Type the missing part.
-INSTRUCTION: Complete the sentences to make a comparison, like the example.
+# Source: ST §The Radius Is Shorter Than the Diameter
+$PRODUCE Finish the Comparison Sentence
+ID: l2-s24
+INTRO: Read the facts, then finish the comparison. Type the whole ending.
+INSTRUCTION: Complete the comparison.
 INPUT: type
 CHECK: exact
 
 EXAMPLE
-TEMPLATE: The radius of the circle is short. The radius is ____{shorter than the diameter}.
+TEMPLATE: The radius of the circle is short.
+TEMPLATE: The radius is ____{shorter than the diameter}.
 RESPONSE: The radius is shorter than the diameter.
 
-TEMPLATE: The top of the hill is high. The bottom of the hill is low. The top of the hill is ____{higher than the bottom}.
+TEMPLATE: The top of the hill is high. The bottom of the hill is low.
+TEMPLATE: The top of the hill is ____{higher than the bottom|higher than the bottom of the hill}.
 RESPONSE: The top of the hill is higher than the bottom.
-ACCEPT: higher than the bottom
 
-TEMPLATE: That problem is hard. This problem is not hard. That problem is ____{harder than this problem}.
+TEMPLATE: That problem is hard. This problem is not hard.
+TEMPLATE: That problem is ____{harder than this problem|harder than this one}.
 RESPONSE: That problem is harder than this problem.
-ACCEPT: harder than this problem
 
-TEMPLATE: Line A is straight. Line B is not very straight. Line A is ____{straighter than line B}.
-RESPONSE: Line A is straighter than line B.
-ACCEPT: straighter than line B | straighter than B
+TEMPLATE: Line A is straight. Line B is not very straight.
+TEMPLATE: Line A is ____{straighter than Line B|straighter than line b}.
+RESPONSE: Line A is straighter than Line B.
 
-TEMPLATE: Yesterday wasn't warm. Today is warm. Today is ____{warmer than yesterday}.
+TEMPLATE: Yesterday wasn't warm. Today is warm.
+TEMPLATE: Today is ____{warmer than yesterday}.
 RESPONSE: Today is warmer than yesterday.
-ACCEPT: warmer than yesterday
 
-TEMPLATE: The shirt is not very wet. The sweater is wet. The sweater is ____{wetter than the shirt}.
+TEMPLATE: The shirt is not very wet. The sweater is wet.
+TEMPLATE: The sweater is ____{wetter than the shirt}.
 RESPONSE: The sweater is wetter than the shirt.
-ACCEPT: wetter than the shirt
 
-TEMPLATE: My daughter is 18 years old. My son is 16 years old. My daughter is ____{older than my son}.
+TEMPLATE: My daughter is 18 years old. My son is 16 years old.
+TEMPLATE: My daughter is ____{older than my son}.
 RESPONSE: My daughter is older than my son.
-ACCEPT: older than my son
 
-TEMPLATE: The red car is new. The green car is not new. The red car is ____{newer than the green car}.
+TEMPLATE: The red car is new. The green car is not new.
+TEMPLATE: The red car is ____{newer than the green car}.
 RESPONSE: The red car is newer than the green car.
-ACCEPT: newer than the green car
 
-TEMPLATE: Linda is happy. Mark isn't very happy. Linda is ____{happier than Mark}.
+TEMPLATE: Linda is happy. Mark isn't very happy.
+TEMPLATE: Linda is ____{happier than Mark}.
 RESPONSE: Linda is happier than Mark.
-ACCEPT: happier than Mark
 
-TEMPLATE: I'm not very thirsty. John is thirsty. John is ____{thirstier than me|thirstier than I am}.
+TEMPLATE: I'm not very thirsty. John is thirsty.
+TEMPLATE: John is ____{thirstier than I am|thirstier than me}.
 RESPONSE: John is thirstier than I am.
-ACCEPT: thirstier than I am | thirstier than me
 
-TEMPLATE: Tom woke up at 7 a.m. I woke up at 6 a.m. I woke up ____{earlier than Tom}.
+TEMPLATE: Tom woke up at 7 a.m. I woke up at 6 a.m.
+TEMPLATE: I woke up ____{earlier than Tom}.
 RESPONSE: I woke up earlier than Tom.
-ACCEPT: earlier than Tom
 
-# SKIPPED (book): ST "STATEMENT --> QUESTION" — instructor-read statements with no recorded or printed stimuli.
+# Source: ST §Statement to Question
+$PRODUCE Turn It into a Question
+ID: l2-s25
+INTRO: Read each statement, then ask the same question about the new person or thing in parentheses. Say it aloud.
+INSTRUCTION: Say the question with the new cue.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
-# Source: ST §The Girl Is Taller Than the Boy
-$PRODUCE Answer About the Pictures
-ID: l2-s18
-INTRO: Look at the pictures and answer each question aloud — a short answer first, then the full comparison.
-INSTRUCTION: Look at the pictures and answer the questions.
+EXAMPLE
+PROMPT: Sgt Sam is older than Lt Lee. (Capt Kim)
+RESPONSE: Is Sgt Sam older than Capt Kim?
+
+PROMPT: The red car is faster than the green car. (blue car)
+RESPONSE: Is the red car faster than the blue car?
+
+PROMPT: Mary is taller than Jane. (Sue)
+RESPONSE: Is Mary taller than Sue?
+
+PROMPT: Problem one is harder than problem two. (problem three)
+RESPONSE: Is problem one harder than problem three?
+
+PROMPT: My desk is cleaner than your desk. (his desk)
+RESPONSE: Is your desk cleaner than his desk?
+
+PROMPT: Today is colder than yesterday. (last Monday)
+RESPONSE: Is today colder than last Monday?
+
+# Source: ST §A Car Is Slower Than a Jet
+$PRODUCE Which Is Faster? Ask and Answer
+ID: l2-s21
+INTRO: Two pictures, two adjectives. Ask a comparison question about them and answer it — like the example with the car and the plane.
+INSTRUCTION: Make a question and answer with "-er" and "than".
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a short answer (e.g. "No" or "No, she isn't") followed by a full sentence stating the comparison. Standard pronouns like "she" or "him" are fine.
+RUBRIC: Treat the model as the key. Accept a question-and-answer pair (or just the answer) that correctly compares the same two things with the given adjectives using -er + than; either thing may come first if the comparison stays true.
 
-TEMPLATE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg}
-PROMPT: Is the girl shorter than the boy?
-RESPONSE: No, she isn't. The girl is taller than the boy.
+EXAMPLE
+PROMPT: car / plane {st-page_069_001.jpg|A automobile driving on a road}
+RESPONSE: Is a car faster than a plane?\n— No, a car isn't faster than a plane. A plane is faster than a car.
 
-TEMPLATE: The squares are larger than the triangles. The triangles are smaller than the squares. {st-page_068_002.jpg}
-PROMPT: Are the squares larger than the triangles?
-RESPONSE: Yes, they are. The squares are larger than the triangles.
+TEMPLATE: {st-page_069_001.jpg|A automobile driving on a road}
+PROMPT: slow / fast {st-page_069_002.jpg|A jet airplane flying in the sky}
+RESPONSE: Is a plane slower than a car?\n— No, a plane isn't slower than a car. A car is slower than a plane.
 
-# Source: LLA 2D Figure 1
-$DIALOGUE Price, Than, More
-ID: 2d-f1
-INTRO: Three words you'll need for shopping and comparing: price, than, and more. Listen and repeat.
+TEMPLATE: {st-page_069_003.jpg|A tall skyscraper building next to a smaller building}
+PROMPT: tall / short {st-page_069_004.jpg|A portrait of a man with short hair}
+RESPONSE: Is a house taller than a skyscraper?\n— No, a house isn't taller than a skyscraper. A skyscraper is taller than a house.
+
+TEMPLATE: {st-page_070_001.jpg|A tall, big tree with broad leaves}
+PROMPT: big / small {st-page_070_002.jpg|A small bush-like tree}
+RESPONSE: Is a bush bigger than a tree?\n— No, a bush isn't bigger than a tree. A tree is bigger than a bush.
+
+TEMPLATE: {st-page_070_003.jpg|A wide garage door open with a car parked inside}
+PROMPT: wide / narrow {st-page_070_004.jpg|A narrow front door of a house with a lamp beside it}
+RESPONSE: Is a front door wider than a garage door?\n— No, a front door isn't wider than a garage door. A garage door is wider than a front door.
+
+TEMPLATE: {st-page_070_005.jpg|Two men struggling to carry a heavy box, sweat drops near their heads}
+PROMPT: heavy / light {st-page_070_006.jpg|A man carrying a small, light wrapped parcel easily with one finger}
+RESPONSE: Is a small package heavier than a big box?\n— No, a small package isn't heavier than a big box. A big box is heavier than a small package.
+
+TEMPLATE: {st-page_071_001.jpg|A bowl of hot steaming soup}
+PROMPT: hot / cold {st-page_071_002.jpg|An ice cream cone}
+RESPONSE: Is ice cream hotter than soup?\n— No, ice cream isn't hotter than soup. Soup is hotter than ice cream.
+
+# Source: ST §His Arms Are Longer Than Bill's Arms (cues expanded so each sentence is fully determined)
+$PRODUCE Make Comparison Sentences {st-page_074_001.jpg|Line drawing of a gorilla standing on all fours with long arms extending to the ground}
+ID: l2-s26
+INTRO: Last comparison drill — promise. Build one sentence from each set of cue words, using "-er" and "than".
+INSTRUCTION: Say a sentence using the cue words.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatically correct comparison sentence using the cue words with -er + than; it must be negative when the cue says "not".
+
+EXAMPLE
+PROMPT: his arms / long / Bill's arms
+RESPONSE: His arms are longer than Bill's arms.
+
+PROMPT: Joe's ears / not big / Mary's
+RESPONSE: Joe's ears aren't bigger than Mary's.
+
+PROMPT: my hands / small / Tom's hands
+RESPONSE: My hands are smaller than Tom's hands.
+
+PROMPT: her hair / long / Jean's hair
+RESPONSE: Her hair is longer than Jean's hair.
+
+PROMPT: my car / not big / his car
+RESPONSE: My car is not bigger than his car.
+
+PROMPT: New York / cold / Cairo
+RESPONSE: New York is colder than Cairo.
+
+PROMPT: my uncle / old / Tom
+RESPONSE: My uncle is older than Tom.
+
+PROMPT: my sister / young / Sue
+RESPONSE: My sister is younger than Sue.
+
+PROMPT: this belt / wide / that belt
+RESPONSE: This belt is wider than that belt.
+
+PROMPT: this river / narrow / that river
+RESPONSE: This river is narrower than that river.
+
+PROMPT: Texas / big / California
+RESPONSE: Texas is bigger than California.
+
+PROMPT: Joe / not older / Mary
+RESPONSE: Joe is not older than Mary.
+
+$SESSION 2-3: Describing Things: Shapes and Math Words
+
+# Source: LLA 2B Figure 1
+# DROPPED (twin): ST "This Is a Curved Line." — same adjectives, same repeat-after-me role as this cassette figure; cassette kept ("more" is taught by LLA 2D Figure 1 in part 2-4).
+$DIALOGUE Curved, Straight, Heavy, Light
+ID: 7-2b-f1
+INTRO: In this part you'll learn words for describing things — lines, weights, easy problems and hard ones — then the shapes and math words to go with them. Look at each picture, listen, and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: curved
+LINE: This is a curved line. {page_041_001.jpg|A wavy horizontal line} {bk07-l2b-f1-01.mp3}
+
+VOCAB: straight
+LINE: Look at the straight line. {page_041_002.jpg|A straight horizontal line} {bk07-l2b-f1-02.mp3}
+
+LINE: Becky has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-03.mp3}
+LINE: Diane has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-04.mp3}
+VOCAB: each
+LINE: Each girl has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-05.mp3}
+
+VOCAB: heavy
+LINE: This desk is heavy. {page_041_004.jpg|Two men straining and sweating as they try to lift a large heavy wooden desk together} {bk07-l2b-f1-06.mp3}
+
+VOCAB: light
+LINE: This chair is light. {page_042_001.jpg|A simple lightweight wooden chair} {bk07-l2b-f1-07.mp3}
+
+VOCAB: hard
+LINE: I can't work this problem. It's hard. {page_042_002.jpg|A math addition problem with five 5-digit numbers stacked: 98752, 36417, 21985, + 85796} {bk07-l2b-f1-08.mp3}
+
+VOCAB: easy
+LINE: I can work this problem. It's easy. {page_042_003.jpg|A simple math addition problem: 1 + 1 = 2} {bk07-l2b-f1-09.mp3}
+
+# Source: ST §Was It a Hard Test?
+$DIALOGUE Was It a Hard Test?
+ID: l2-s12
+INTRO: Four tiny conversations using the new words. Poor Sam and his 69. Just read and listen.
+INSTRUCTION: Read the dialogs.
+
+Sam: What's your score?
+Sue: I made 98. It was an easy test.
+Sam: I thought it was hard. My score was 69!
+Sue: I think you didn't study very much.
+
+Max: Did you draw that rectangle?
+Mickey: Yes, do you like it?
+Max: I think it's very nice, Mick, but uh..., why are the sides curved?
+Mickey: What? Oh, you're right; they are curved. I can change that. I'll draw them straight.
+
+Billie: I'll help you. That table is heavy.
+Dick: Thanks. I didn't know it was heavy. I thought it was light.
+
+Jack: Did you finish your homework?
+Herb: No, I have four more problems in math.
+
+# Source: LLA 2B Figure 2
+$SELECT Match the Sentence to the Picture
+ID: 7-2b-f2
+INTRO: Listen to each sentence and tap the picture that matches. Then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
+REPEAT
+
+OPTION: a | Picture A {page_043_001.jpg|Two women standing and holding books}
+OPTION: b | Picture B {page_043_002.jpg|An addition problem: 1 + 1 = 2}
+OPTION: c | Picture C {page_043_003.jpg|A long column addition math problem}
+OPTION: d | Picture D {page_043_004.jpg|Two men carrying a heavy object on a stretcher}
+OPTION: e | Picture E {page_043_005.jpg|A wavy line}
+OPTION: f | Picture F {page_043_006.jpg|A straight horizontal line}
+OPTION: g | Picture G {page_043_007.jpg|A wooden chair}
+
+EXAMPLE
+PROMPT: This desk is heavy. It's not light. {bk07-l2b-f2-ex.mp3}
+ANSWER: d
+FEEDBACK: This desk is heavy. It's not light. {bk07-l2b-f2-ex-fb.mp3}
+
+PROMPT: I can't draw a curved line. {bk07-l2b-f2-01.mp3}
+ANSWER: e
+FEEDBACK: I can't draw a curved line. {bk07-l2b-f2-01-fb.mp3}
+
+PROMPT: I read two books today. Each book was very good. {bk07-l2b-f2-02.mp3}
+ANSWER: a
+FEEDBACK: I read two books today. Each book was very good. {bk07-l2b-f2-02-fb.mp3}
+
+PROMPT: I worked all the problems in class. They were easy. {bk07-l2b-f2-03.mp3}
+ANSWER: b
+FEEDBACK: I solved all the problems in class today. They were easy. {bk07-l2b-f2-03-fb.mp3}
+
+PROMPT: I can move that chair. It's light. {bk07-l2b-f2-04.mp3}
+ANSWER: g
+FEEDBACK: I can move that chair. It's light. {bk07-l2b-f2-04-fb.mp3}
+
+PROMPT: I can't work this problem. It's hard. {bk07-l2b-f2-05.mp3}
+ANSWER: c
+FEEDBACK: I can't work this problem. It's hard. {bk07-l2b-f2-05-fb.mp3}
+
+PROMPT: Can you draw a straight line? {bk07-l2b-f2-06.mp3}
+ANSWER: f
+FEEDBACK: Can you draw a straight line? {bk07-l2b-f2-06-fb.mp3}
+
+# Source: LLA 2B Figure 3
+$DIALOGUE Shapes and Where They Are
+ID: 7-2b-f3
+INTRO: Squares, rectangles, triangles — and where they sit. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
+LINE: This is a circle. {page_044_001.jpg|A circle inside a frame} {bk07-l2b-f3-01.mp3}
+
+VOCAB: square
+LINE: This is a square. {page_044_002.jpg|A square inside a frame} {bk07-l2b-f3-02.mp3}
+
+VOCAB: rectangle
+LINE: This is a rectangle. {page_044_003.jpg|A rectangle inside a frame} {bk07-l2b-f3-03.mp3}
+
+VOCAB: triangle
+LINE: This is a triangle. {page_044_004.jpg|A triangle inside a frame} {bk07-l2b-f3-04.mp3}
+
+LINE: The circle is at the top of the square. {page_044_005.jpg|A square containing a small circle near the top} {bk07-l2b-f3-05.mp3}
+
+LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg|A triangle containing a small horizontal rectangle at the bottom} {bk07-l2b-f3-06.mp3}
+
+LINE: The circle is in the center of the square. {page_044_007.jpg|A square containing a small circle in the middle} {bk07-l2b-f3-07.mp3}
+
+LINE: The triangle is in the center of the rectangle. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-08.mp3}
+LINE: The large circle is at the top. The small circle is at the bottom. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-09.mp3}
+
+# Source: LLA 2B Figure 4
+$SELECT Which Picture Is It?
+ID: 7-2b-f4
+INTRO: Now the tricky part: four pictures each time, only one matches what you hear. Listen, tap the letter, then repeat the sentence.
+INSTRUCTION: Tap the correct letter.
+REPEAT
+
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+OPTION: d | D
+
+EXAMPLE
+PROMPT: The triangle is at the top of the square. {page_045_001.jpg|Four squares labeled a, b, c, d containing geometric shapes in various positions} {bk07-l2b-f4-ex.mp3}
+ANSWER: b
+FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-01-fb.mp3}
+
+PROMPT: The circle is at the top of the triangle. {page_045_002.jpg|Four triangles and circles labeled a, b, c, d containing shapes in various positions} {bk07-l2b-f4-02.mp3}
+ANSWER: a
+FEEDBACK: The circle is at the top of the triangle. {bk07-l2b-f4-02-fb.mp3}
+
+PROMPT: The triangle is at the bottom of the square. {page_045_003.jpg|Four squares labeled a, b, c, d containing triangles in various positions} {bk07-l2b-f4-03.mp3}
+ANSWER: d
+FEEDBACK: The triangle is at the bottom of the square. {bk07-l2b-f4-03-fb.mp3}
+
+PROMPT: The square is at the bottom of the triangle. {page_045_004.jpg|Four triangles and squares labeled a, b, c, d containing small shapes inside} {bk07-l2b-f4-04.mp3}
+ANSWER: c
+FEEDBACK: The square is at the bottom of the triangle. {bk07-l2b-f4-04-fb.mp3}
+
+PROMPT: The square is in the center of the circle. {page_045_005.jpg|Four circles and squares labeled a, b, c, d containing shapes inside or on edges} {bk07-l2b-f4-05.mp3}
+ANSWER: d
+FEEDBACK: The square is in the center of the circle. {bk07-l2b-f4-05-fb.mp3}
+
+PROMPT: The circle is in the center of the square. {page_046_001.jpg|Four squares labeled a, b, c, d containing shapes inside} {bk07-l2b-f4-06.mp3}
+ANSWER: c
+FEEDBACK: The circle is in the center of the square. {bk07-l2b-f4-06-fb.mp3}
+
+PROMPT: The triangle is at the top of the square. {page_046_002.jpg|Four squares labeled a, b, c, d containing small triangles in different positions inside} {bk07-l2b-f4-07.mp3}
+ANSWER: a
+FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-07-fb.mp3}
+
+PROMPT: The large circle is at the bottom of the square. {page_046_003.jpg|Four squares labeled a, b, c, d containing pairs of small circles in different arrangements} {bk07-l2b-f4-08.mp3}
+ANSWER: b
+FEEDBACK: The large circle is at the bottom of the square. {bk07-l2b-f4-08-fb.mp3}
+
+PROMPT: The small triangle is at the top of the square. {page_046_004.jpg|Four squares labeled a, b, c, d containing pairs of small triangles in different arrangements} {bk07-l2b-f4-09.mp3}
+ANSWER: a
+FEEDBACK: The small triangle is at the top of the square. {bk07-l2b-f4-09-fb.mp3}
+
+PROMPT: The rectangle is in the center of the square. {page_046_005.jpg|Four squares labeled a, b, c, d containing rectangles in different positions} {bk07-l2b-f4-10.mp3}
+ANSWER: c
+FEEDBACK: The rectangle is in the center of the square. {bk07-l2b-f4-10-fb.mp3}
+
+# Source: LLA 2B Figure 5
+$DIALOGUE Math Words
+ID: 7-2b-f5
+INTRO: Add, subtract, multiply, divide — the words that make numbers do things. Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: to add
+LINE: I can add numbers. {bk07-l2b-f5-01.mp3}
+NOTES: 3 + 3 = 6
+
+VOCAB: to divide
+LINE: Can you divide six by two? {bk07-l2b-f5-02.mp3}
+NOTES: 6 ÷ 2 = 3
+
+VOCAB: to equal
+LINE: Two and two equals four. {bk07-l2b-f5-03.mp3}
+NOTES: 2 + 2 = 4
+
+VOCAB: to multiply
+LINE: We learned to multiply in class today. {bk07-l2b-f5-04.mp3}
+NOTES: 3 × 3 = 9
+
+VOCAB: to subtract
+LINE: I must learn to subtract. {bk07-l2b-f5-05.mp3}
+NOTES: 10 - 9 = 1
+
+VOCAB: to understand
+LINE: Do you understand this math? {page_047_001.jpg|A man standing at a chalkboard with algebra equations, explaining to a woman who looks confused} {bk07-l2b-f5-06.mp3}
+
+VOCAB: minus
+LINE: Eight minus four equals four. {bk07-l2b-f5-07.mp3}
+NOTES: 8 - 4 = 4
+
+VOCAB: plus
+LINE: One plus one equals two. {bk07-l2b-f5-08.mp3}
+NOTES: 1 + 1 = 2
+
+VOCAB: times
+LINE: Two times five equals ten. {bk07-l2b-f5-09.mp3}
+NOTES: 2 × 5 = 10
+
+VOCAB: problem
+LINE: This is a hard math problem. {bk07-l2b-f5-10.mp3}
+
+LINE: Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg|A man giving a whole apple to Ronnie, while another man holds only half an apple} {bk07-l2b-f5-11.mp3}
+
+# Source: ST §Problems in Math (distinct items only; the rest duplicated LLA 2B Figure 5)
+$DIALOGUE More Math Words
+ID: l2-s15
+INTRO: A few more ways Americans say math out loud. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+VOCAB: and
+VOCAB: from
+LINE: Two and one equals three. Four from five equals one.
+
+VOCAB: total
+LINE: The total is eight. We added the numbers and got a total of eight.
+
+VOCAB: multiplied by
+LINE: Multiply these numbers. Five multiplied by five is twenty-five.
+
+VOCAB: divided by
+LINE: Six divided by two is three. How much is twenty-five divided by five?
+
+# Source: LLA 2B Figure 6 (two duplicate distractor options repaired: "÷" restored)
+$SELECT Hear the Problem, Find the Equation
+ID: 7-2b-f6
+INTRO: Listen to the math problem and tap the equation that says the same thing.
+INSTRUCTION: Tap the correct equation.
+
+EXAMPLE
+PROMPT: 4 times 2 {bk07-l2b-f6-ex.mp3}
+OPTION: a | 4 - 2
+OPTION: b | 4 + 2
+OPTION: c | 4 × 2
+OPTION: d | 4 ÷ 2
+ANSWER: c
+FEEDBACK: 4 times 2 {bk07-l2b-f6-01-fb.mp3}
+
+PROMPT: 7 minus 3 {bk07-l2b-f6-02.mp3}
+OPTION: a | 7 + 3
+OPTION: b | 7 - 3
+OPTION: c | 7 × 3
+OPTION: d | 7 ÷ 3
+ANSWER: b
+FEEDBACK: 7 minus 3 {bk07-l2b-f6-02-fb.mp3}
+
+PROMPT: 9 plus 8 {bk07-l2b-f6-03.mp3}
+OPTION: a | 9 + 8
+OPTION: b | 9 × 8
+OPTION: c | 9 - 8
+OPTION: d | 9 ÷ 8
+ANSWER: a
+FEEDBACK: 9 plus 8 {bk07-l2b-f6-03-fb.mp3}
+
+PROMPT: 10 divided by 5 {bk07-l2b-f6-04.mp3}
+OPTION: a | 10 × 5
+OPTION: b | 10 ÷ 5
+OPTION: c | 10 + 5
+OPTION: d | 10 - 5
+ANSWER: b
+FEEDBACK: 10 divided by 5 {bk07-l2b-f6-04-fb.mp3}
+
+PROMPT: 22 minus 6 {bk07-l2b-f6-05.mp3}
+OPTION: a | 32 - 6
+OPTION: b | 22 - 7
+OPTION: c | 6 - 22
+OPTION: d | 22 - 6
+ANSWER: d
+FEEDBACK: 22 minus 6 {bk07-l2b-f6-05-fb.mp3}
+
+PROMPT: 15 divided by 3 {bk07-l2b-f6-06.mp3}
+OPTION: a | 15 ÷ 3
+OPTION: b | 50 - 3
+OPTION: c | 15 - 30
+OPTION: d | 15 + 30
+ANSWER: a
+FEEDBACK: 15 divided by 3 {bk07-l2b-f6-06-fb.mp3}
+
+PROMPT: 12 plus 4 {bk07-l2b-f6-07.mp3}
+OPTION: a | 24 + 4
+OPTION: b | 12 + 40
+OPTION: c | 12 + 4
+OPTION: d | 12 + 14
+ANSWER: c
+FEEDBACK: 12 plus 4 {bk07-l2b-f6-07-fb.mp3}
+
+PROMPT: 8 times 3 {bk07-l2b-f6-08.mp3}
+OPTION: a | 18 × 30
+OPTION: b | 18 × 3
+OPTION: c | 8 × 3
+OPTION: d | 80 × 3
+ANSWER: c
+FEEDBACK: 8 times 3 {bk07-l2b-f6-08-fb.mp3}
+
+# Source: LLA 2B Figure 7
+$PRODUCE Do the Math
+ID: 7-2b-f7
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Now you do the arithmetic. Listen to the problem, type the answer, then repeat the full equation you hear back.
+INSTRUCTION: Type the answer to the math problem.
+
+PROMPT: 4 times 2 {bk07-l2b-f7-01.mp3}
+RESPONSE: 4 times 2 equals 8. {bk07-l2b-f7-01-fb.mp3}
+ACCEPT: 8 | eight
+
+PROMPT: 7 minus 3 {bk07-l2b-f7-02.mp3}
+RESPONSE: 7 minus 3 is 4. {bk07-l2b-f7-02-fb.mp3}
+ACCEPT: 4 | four
+
+PROMPT: 9 plus 8 {bk07-l2b-f7-03.mp3}
+RESPONSE: 9 plus 8 equals 17. {bk07-l2b-f7-03-fb.mp3}
+ACCEPT: 17 | seventeen
+
+PROMPT: 10 divided by 5 {bk07-l2b-f7-04.mp3}
+RESPONSE: 10 divided by 5 is 2. {bk07-l2b-f7-04-fb.mp3}
+ACCEPT: 2 | two
+
+PROMPT: 22 minus 6 {bk07-l2b-f7-05.mp3}
+RESPONSE: 22 minus 6 equals 16. {bk07-l2b-f7-05-fb.mp3}
+ACCEPT: 16 | sixteen
+
+PROMPT: 15 divided by 3 {bk07-l2b-f7-06.mp3}
+RESPONSE: 15 divided by 3 is 5. {bk07-l2b-f7-06-fb.mp3}
+ACCEPT: 5 | five
+
+PROMPT: 12 plus 4 {bk07-l2b-f7-07.mp3}
+RESPONSE: 12 plus 4 equals 16. {bk07-l2b-f7-07-fb.mp3}
+ACCEPT: 16 | sixteen
+
+PROMPT: 8 times 3 {bk07-l2b-f7-08.mp3}
+RESPONSE: 8 times 3 is 24. {bk07-l2b-f7-08-fb.mp3}
+ACCEPT: 24 | twenty-four | twenty four
+
+# SKIPPED (book): ST Listening Skill "DRAW THESE SHAPES." (p. 65) — instructor-read drawing task with no recorded audio or printed stimulus sentences.
+
+$SESSION 2-4: Math Problems, Prices, and Numbers
+
+# Source: ST §Explain the Problem to Me
+$DIALOGUE Explain the Problem to Me
+ID: l2-s5
+INTRO: In this part you'll talk about math problems, mistakes, and prices. First, the words for when things go wrong — and how to fix them. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: Here is a math problem. What is the answer?
+LINE: Each apple costs 20 cents. What do three apples cost?
+
+LINE: I understand the problem. I can work the problem.
+
+VOCAB: to count
+LINE: Count the apples again. There are 12 apples in the box, not 11.
+
+VOCAB: error
+VOCAB: to make a mistake
+LINE: Your answer is correct. You didn't make an error. You didn't make a mistake.
+
+VOCAB: to explain
+LINE: Who can explain the problem? Who can talk about it?
+
+# Source: ST §I Don't Understand This Problem
+$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg|A young man writing in an open workbook with a pencil while a young woman points to it and explains}
+ID: l2-s6
+INTRO: Mark did nine problems out of ten — and number ten is winning. Listen to Linda help him, and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Linda: Did you do the homework last night?
+Mark: I did nine of the problems, but I didn't understand number ten.
+
+Linda: But Mrs. Murphy explained each problem in class yesterday.
+
+VOCAB: explanation
+Mark: I know, but her explanation of number ten wasn't clear.
+Linda: I think I see your error. You counted 121 boxes, but there are only 120.
+Mark: Where?
+Linda: Here.
+Mark: Now, I understand. Thanks.
+Linda: You're welcome.
+
+# Source: ST §Questions on the Dialog
+$PRODUCE Questions About Linda and Mark
+ID: l2-s7
+REFERENCE: l2-s6
+INTRO: Six questions about Linda and Mark. Type your answers in complete sentences — the dialog is one tap away if you need it.
+INSTRUCTION: Type a complete-sentence answer.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any complete-sentence phrasing of the same fact.
+
+PROMPT: Why didn't Mark do all of his homework?
+RESPONSE: He didn't understand number ten.
+
+PROMPT: Did Mrs. Murphy explain the homework?
+RESPONSE: Yes, she did.
+
+PROMPT: Did Mark understand Mrs. Murphy's explanation?
+RESPONSE: No, he didn't.
+
+PROMPT: How many problems did Mark finish?
+RESPONSE: He finished nine problems.
+
+PROMPT: Which problem did Linda explain to Mark?
+RESPONSE: She explained problem number ten.
+
+PROMPT: What was Mark's mistake?
+RESPONSE: He counted 121 boxes instead of 120.
+
+# Source: ST §Linda Understood the Homework
+$PRODUCE Fill In the Missing Word
+ID: l2-s8
+INTRO: Same words, your turn to use them. Type the missing word in each sentence.
+INSTRUCTION: Type the correct word.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: How many ____{problems} are there on the test?
+RESPONSE: How many problems are there on the test?
+
+TEMPLATE: Linda ____{explained} the homework to Mark.
+RESPONSE: Linda explained the homework to Mark.
+
+TEMPLATE: Walter wrote ____{each} answer correctly on his test paper.
+RESPONSE: Walter wrote each answer correctly on his test paper.
+
+TEMPLATE: Did you ____{understand} his explanation?
+RESPONSE: Did you understand his explanation?
+
+TEMPLATE: You made a(n) ____{error|mistake} on number eight. That's the wrong answer.
+RESPONSE: You made an error on number eight. That's the wrong answer.
+
+TEMPLATE: The math problems are not alike. ____{Each} one is different.
+RESPONSE: The math problems are not alike. Each one is different.
+
+TEMPLATE: Linda ____{understood} the homework, but Mark didn't understand it.
+RESPONSE: Linda understood the homework, but Mark didn't understand it.
+
+TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
+RESPONSE: The teacher gave the students 25 problems for homework.
+
+TEMPLATE: I don't understand number six. Will you please ____{explain} it again?
+RESPONSE: I don't understand number six. Will you please explain it again?
+
+TEMPLATE: How many students did you ____{count} in Mrs. Green's class? There were 12 students in her class.
+RESPONSE: How many students did you count in Mrs. Green's class? There were 12 students in her class.
+
+TEMPLATE: Did you understand Mrs. Murphy's ____{explanation} of problem three?
+RESPONSE: Did you understand Mrs. Murphy's explanation of problem three?
+
+# Source: LLA 2C Figure 3
+$DIALOGUE Chris and Chuck's Math Problem
+ID: 7-2c-f3
+INTRO: Chris made a mistake on problem four — Chuck spots it in seconds. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Chris: I think I made a mistake on one of my math problems. {bk07-l2c-f3-01.mp3}
+LINE: Will you help me with it? {bk07-l2c-f3-02.mp3}
+Chuck: Yes, I'll help you. Which problem is it? {bk07-l2c-f3-03.mp3}
+Chris: It's number 4. It's very hard. {bk07-l2c-f3-04.mp3}
+Chuck: Oh, I see your mistake. {bk07-l2c-f3-05.mp3}
+LINE: You needed to multiply, but you added. {bk07-l2c-f3-06.mp3}
+Chris: I understand now. Thanks a lot. {bk07-l2c-f3-07.mp3}
+Chuck: You're welcome. See you later. {bk07-l2c-f3-08.mp3}
+
+# Source: LLA 2D Figure 1
+$DIALOGUE Price, Than, More
+ID: 7-2d-f1
+INTRO: Three little words you'll need for shopping. Look at the pictures and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
 VOCAB: price
-LINE: What's the price of these apples? {page_057_001.jpg} {bk07-l2d-f1-01.mp3}
+LINE: What's the price of these apples? {page_057_001.jpg|A woman pointing at apples stacked behind a counter to a male clerk} {bk07-l2d-f1-01.mp3}
 
 VOCAB: than
-LINE: One pencil is longer than the other pencil. {page_057_002.jpg} {bk07-l2d-f1-02.mp3}
+LINE: One pencil is longer than the other pencil. {page_057_002.jpg|Two pencils placed side by side horizontally, top one longer than bottom one} {bk07-l2d-f1-02.mp3}
 
 VOCAB: more
-LINE: I'd like more coffee, please. {page_057_003.jpg} {bk07-l2d-f1-03.mp3}
+LINE: I'd like more coffee, please. {page_057_003.jpg|A woman sitting at a table with a coffee cup, requesting more coffee} {bk07-l2d-f1-03.mp3}
 
 # Source: ST §That's a Good Price
 $DIALOGUE That's a Good Price
-ID: l2-s14
-INTRO: How to talk prices in a store: so much a pound, three for a dollar. Listen and repeat.
+ID: l2-s16
+INTRO: How to ask what things cost — and how the answers sound. Listen and repeat.
 INSTRUCTION: Listen and repeat the words and sentences.
 REPEAT
 
+VOCAB: to cost
 LINE: The price of each apple is 20 cents. Each apple costs 20 cents.
-
 LINE: What's the price of bananas? Bananas are 35 cents a pound today.
-
 LINE: How much do oranges cost? The price of oranges is three pounds for a dollar.
 
-# Source: LLA 2D Figure 2
-$SELECT Who Has the Larger Box? {page_058_001.jpg}
-ID: 2d-f2
-INTRO: Look at the picture of the boy and the girl. Listen to each question, tap the right person, then repeat the full answer.
-INSTRUCTION: Tap the correct person.
+# Source: ST §I Need More Apples
+$DIALOGUE I Need More Apples {st-page_063_001.jpg|A grocer behind a fruit counter handing a bag of apples to a young boy. Boxes of fruit are labeled: BANANAS 35¢ lb, APPLES 20¢ ea, ORANGES 3 lbs $1}
+ID: l2-s17
+INTRO: A boy, four apples, and 80 cents — but only three quarters in his pocket. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-OPTION: a | Boy
-OPTION: b | Girl
+Boy: Please, sir, I need more apples.
+Grocer: Okay, son. How many do you need?
+Boy: I think about four more apples. Here are three quarters.
 
-EXAMPLE
-PROMPT: Who has the shorter pencil? {bk07-l2d-f2-ex-q.mp3}
-ANSWER: b
-FEEDBACK: The girl has the shorter pencil. {bk07-l2d-f2-ex-a.mp3}
+VOCAB: some more
+Grocer: Four apples are 80 cents. Do you have some more money?
+Boy: Yeah. Here's a nickel.
+NOTES: yeah = yes
+Grocer: Thank you.
 
-PROMPT: Who has the larger box? {bk07-l2d-f2-01-q.mp3}
-ANSWER: a
-FEEDBACK: The boy has the larger box. {bk07-l2d-f2-01-a.mp3}
+# Source: LLA 2D Figure 3
+$DIALOGUE Two Short Dialogs: A Price and a Problem
+ID: 7-2d-f3
+INTRO: Two quick scenes — a shirt with a price tag, and a math problem going wrong in every direction. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-PROMPT: Who has the smaller box? {bk07-l2d-f2-02-q.mp3}
-ANSWER: b
-FEEDBACK: The girl has the smaller box. {bk07-l2d-f2-02-a.mp3}
+Customer: Can you tell me the price of this shirt? {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-01.mp3}
+Clerk: Yes. It's $14.00. {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-02.mp3}
 
-PROMPT: Where is the bigger triangle? {bk07-l2d-f2-03-q.mp3}
-ANSWER: a
-FEEDBACK: The bigger triangle is on the smaller table. {bk07-l2d-f2-03-a.mp3}
+Student: I don't understand this problem. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-03.mp3}
+Instructor: Here you must multiply, not divide. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-04.mp3}
+LINE: And here you must add, not subtract. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-05.mp3}
 
-PROMPT: Where is the smaller ball? {bk07-l2d-f2-04-q.mp3}
-ANSWER: b
-FEEDBACK: The smaller ball is on the bigger table. {bk07-l2d-f2-04-a.mp3}
+# Source: ST §Let's Go into the Lab
+$DIALOGUE Into, Divide, Half
+ID: l2-s18
+INTRO: One more small word — "into" — for walking, cutting cake, and, occasionally, bumping. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
 
-PROMPT: Who has the longer table? {bk07-l2d-f2-05-q.mp3}
-ANSWER: b
-FEEDBACK: The girl has the longer table. {bk07-l2d-f2-05-a.mp3}
+VOCAB: into
+LINE: The teacher is walking into the lab. {st-page_064_001.jpg|A woman walking through an open door into a room marked "LANGUAGE LAB"}
 
-# Source: ST §A Car Is Slower Than a Jet
-$PRODUCE Ask and Answer: Faster, Bigger, Wider
-ID: l2-s19
-INTRO: Now you make the questions. Look at the pictures and the cue word, then ask a comparison question and answer it aloud.
-INSTRUCTION: Look at the pictures and make a question and answer for each pair.
+VOCAB: divide (into)
+LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg|A woman standing at a table cutting a round cake with a knife}
+
+LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg|Two young boys standing next to each other, each holding half of a divided apple}
+
+LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg|A man rubbing his head in pain after bumping hard into a closed door, with a sound effect "BONK!"}
+
+# Source: LLA 2D Figure 5 (part 1)
+$DIALOGUE Shapes in Class
+ID: 7-2d-f5-d1
+INTRO: Two students compare notes about geometry class. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Student1: Today we studied different shapes in class. {bk07-l2d-f5-01.mp3}
+Student2: What shapes did you study? {bk07-l2d-f5-02.mp3}
+Student1: We drew circles, triangles, squares, and rectangles. {bk07-l2d-f5-03.mp3}
+Student2: We'll study shapes next week. {bk07-l2d-f5-04.mp3}
+Student1: Well, I have to go. I have to do my homework. {bk07-l2d-f5-05.mp3}
+Student2: I do too. See you tomorrow. {bk07-l2d-f5-06.mp3}
+
+# Source: LLA 2D Figure 5 (part 2)
+$PRODUCE How Many Shapes?
+ID: 7-2d-f5-q1
+REFERENCE: 7-2d-f5-d1
+INPUT: type
+CHECK: exact
+INTRO: One question about what you just heard. Type the answer.
+INSTRUCTION: Type the answer.
+
+PROMPT: How many different shapes do they say in the dialogue? {bk07-l2d-f5-07.mp3}
+RESPONSE: 4 shapes {bk07-l2d-f5-08.mp3}
+ACCEPT: 4 | four | four shapes | 4 different shapes | four different shapes
+
+# Source: LLA 2D Figure 5 (part 3)
+$DIALOGUE Buying Apples
+ID: 7-2d-f5-d2
+INTRO: At the fruit stand: two prices, one decision. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Customer: What is the price of these apples? {bk07-l2d-f5-09.mp3}
+Clerk: Those are 49 cents a pound. {bk07-l2d-f5-10.mp3}
+Customer: How much are these larger ones? {bk07-l2d-f5-11.mp3}
+Clerk: They're 79 cents a pound. {bk07-l2d-f5-12.mp3}
+Customer: They cost more money, but they look good. Let's buy a pound of the larger ones. {bk07-l2d-f5-13.mp3}
+
+# Source: LLA 2D Figure 5 (part 4)
+$PRODUCE Which Apples?
+ID: 7-2d-f5-q2
+REFERENCE: 7-2d-f5-d2
+INPUT: type
+CHECK: exact
+INTRO: One question about the apples. Type the answer.
+INSTRUCTION: Type the answer.
+
+PROMPT: Which apples did they buy? {bk07-l2d-f5-14.mp3}
+RESPONSE: They bought the larger apples. {bk07-l2d-f5-15.mp3}
+ACCEPT: the larger ones | the larger apples | larger ones | larger apples | they bought the larger ones
+
+# Source: LLA 2C Figure 5 (part 1)
+$DIALOGUE Captain Jackson's Shopping
+ID: 7-2c-f5-d1
+INTRO: Captain Jackson has a long shopping list. Listen closely — the numbers matter in a moment.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Captain Jackson is going to the commissary today. {bk07-l2c-f5-01.mp3}
+LINE: He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-02.mp3}
+
+# Source: LLA 2C Figure 5 (part 1, questions)
+$PRODUCE Captain Jackson's Numbers
+ID: 7-2c-f5-p1
+INPUT: type
+CHECK: exact
+REFERENCE: 7-2c-f5-d1
+INTRO: How much of everything? Type each number — replay the paragraph if the beans and tomatoes blur together.
+INSTRUCTION: Type each number as digits or words.
+
+TEMPLATE: 1. Cans of beans: ____
+RESPONSE: 4
+ACCEPT: four
+
+TEMPLATE: 2. Pounds of potatoes: ____
+RESPONSE: 5
+ACCEPT: five
+
+TEMPLATE: 3. Chickens: ____
+RESPONSE: 3
+ACCEPT: three
+
+TEMPLATE: 4. Gallons of milk: ____
+RESPONSE: 2
+ACCEPT: two
+
+TEMPLATE: 5. Pounds of tomatoes: ____
+RESPONSE: 4
+ACCEPT: four
+
+TEMPLATE: 6. Big boxes of rice: ____
+RESPONSE: 1
+ACCEPT: one
+
+# Source: LLA 2C Figure 5 (part 2)
+$DIALOGUE Mike's Test Scores
+ID: 7-2c-f5-d2
+INTRO: Now Mike and his five tests — highs, lows, and a big goal. Listen for the numbers.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mike had 5 tests last month. {bk07-l2c-f5-03.mp3}
+LINE: He made the highest score on test number 1. His score was 96. {bk07-l2c-f5-04.mp3}
+LINE: His lowest score was on test number 4. He made a 74. {bk07-l2c-f5-05.mp3}
+LINE: His other scores were 82, 77, and 90. {bk07-l2c-f5-06.mp3}
+LINE: This month he will have 6 tests. He wants a score of 100 this month. {bk07-l2c-f5-07.mp3}
+
+# Source: LLA 2C Figure 5 (part 2, questions)
+$PRODUCE Mike's Numbers
+ID: 7-2c-f5-p2
+INPUT: type
+CHECK: exact
+REFERENCE: 7-2c-f5-d2
+INTRO: Type Mike's numbers, in order. The paragraph is there to replay if you need it.
+INSTRUCTION: Type each number as digits or words.
+
+TEMPLATE: 7. Tests last month: ____
+RESPONSE: 5
+ACCEPT: five
+
+TEMPLATE: 8. Highest score test number: ____
+RESPONSE: 1
+ACCEPT: one
+
+TEMPLATE: 9. Highest score: ____
+RESPONSE: 96
+ACCEPT: ninety-six | ninety six
+
+TEMPLATE: 10. Lowest score test number: ____
+RESPONSE: 4
+ACCEPT: four
+
+TEMPLATE: 11. Lowest score: ____
+RESPONSE: 74
+ACCEPT: seventy-four | seventy four
+
+TEMPLATE: 12. First other score: ____
+RESPONSE: 82
+ACCEPT: eighty-two | eighty two
+
+TEMPLATE: 13. Second other score: ____
+RESPONSE: 77
+ACCEPT: seventy-seven | seventy seven
+
+TEMPLATE: 14. Third other score: ____
+RESPONSE: 90
+ACCEPT: ninety
+
+TEMPLATE: 15. Tests this month: ____
+RESPONSE: 6
+ACCEPT: six
+
+TEMPLATE: 16. Target score this month: ____
+RESPONSE: 100
+ACCEPT: one hundred | a hundred
+
+# Source: LLA 2C Figure 6 (part 1)
+$DIALOGUE Connecting Points
+ID: 7-2c-f6-directions
+INTRO: Close your eyes and draw in your head: lines from point to point, making shapes. Just listen.
+INSTRUCTION: Listen to the directions.
+
+LINE: Draw a line from point A to point B. Draw a line from point B to point C. {bk07-l2c-f6-01.mp3}
+LINE: Draw a line from point C to point D. Draw a line from point D to point A. {bk07-l2c-f6-02.mp3}
+LINE: Draw a line from point E to point F. Draw a line from point F to point G. Draw a line from point G to point E. {bk07-l2c-f6-03.mp3}
+LINE: Draw a line from point H to point I. Draw a line from point I to point J. {bk07-l2c-f6-04.mp3}
+LINE: Draw a line from point J to point K. Draw a line from point K to point H. {bk07-l2c-f6-05.mp3}
+
+# Source: LLA 2C Figure 6 (part 2)
+$PRODUCE Name the Shapes
+ID: 7-2c-f6
+INPUT: type
+CHECK: exact
+REFERENCE: 7-2c-f6-directions
+INTRO: What did those lines make? Type the name of each shape — replay the directions if you lost count of the points.
+INSTRUCTION: Type the name of the shape.
+
+TEMPLATE: 1. Shape ABCD is a ____.
+PROMPT: Shape ABCD is a square. {bk07-l2c-f6-06.mp3}
+RESPONSE: square {bk07-l2c-f6-06-b.mp3}
+ACCEPT: a square
+
+TEMPLATE: 2. Shape EFG is a ____.
+PROMPT: Shape EFG is a triangle. {bk07-l2c-f6-07.mp3}
+RESPONSE: triangle {bk07-l2c-f6-07-b.mp3}
+ACCEPT: a triangle
+
+TEMPLATE: 3. Shape HIJK is a ____.
+PROMPT: Shape HIJK is a rectangle. {bk07-l2c-f6-08.mp3}
+RESPONSE: rectangle {bk07-l2c-f6-08-b.mp3}
+ACCEPT: a rectangle
+
+# SKIPPED (tape): LLA 2C Figure 7 — physical freehand drawing instructions without text assessment
+
+$SESSION 2-5: "Both" and "the Other"
+
+# Source: LLA 2A Figure 6
+$DIALOGUE Both, Please
+ID: 7-2a-f6
+INTRO: This part is about two handy little words: "both" — the two together — and "the other" — the second one. Listen to the mini-dialogues and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Audrey: Do you want cream and sugar? {bk07-l2a-f6-01.mp3}
+VOCAB: both
+Arthur: Yes. I'd like both, please. {bk07-l2a-f6-02.mp3}
+
+Basil: This is my car. {bk07-l2a-f6-03.mp3}
+VOCAB: other
+Betty: Then whose car is the other? {bk07-l2a-f6-04.mp3}
+Basil: It's my brother's. {bk07-l2a-f6-05.mp3}
+
+Craig: Do you like chocolate or vanilla ice cream? {bk07-l2a-f6-06.mp3}
+Cathy: I like both. {bk07-l2a-f6-07.mp3}
+Craig: I do too. {bk07-l2a-f6-08.mp3}
+
+Dora: That's my sister's book. {bk07-l2a-f6-09.mp3}
+Doug: Oh. Then the other is my book. {bk07-l2a-f6-10.mp3}
+
+Efran: I study mathematics and language in school. {bk07-l2a-f6-11.mp3}
+Edith: I study both too. {bk07-l2a-f6-12.mp3}
+
+Fred: Do you know whose pens these are? {bk07-l2a-f6-13.mp3}
+Fran: One is my pen, but I don't know about the other. {bk07-l2a-f6-14.mp3}
+
+# Source: new (gap: "both" / "the other" are drilled on the tape and in the book but never explained)
+$GRAMMAR "Both" and "the Other"
+ID: 7-2a-f6-g
+INTRO: The rule of two, in two cards.
+
+CARD: **Both** means the two together — this one AND that one.
+{I like both.}
+{Both books are small.}
+
+CARD: When you talk about two things, the second one is **the other**.
+{One is my pen, but I don't know about the other.}
+{This pencil is Tom's. The other is Bob's pencil.}
+
+SUMMARY:
+| Word | Meaning | Example |
+|---|---|---|
+| both | the two together | Both are new. |
+| the other | the second of two | One glove is wet, but the other's okay. |
+
+# Source: LLA 2A Figure 6
+$PRODUCE Questions: Both or the Other?
+ID: 7-2a-f6-b
+REFERENCE: 7-2a-f6
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Answer each question about the mini-dialogues aloud — open them again if a detail escapes you. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+
+PROMPT: Does Arthur want cream and sugar? {bk07-l2a-f6-15-q.mp3}
+RESPONSE: Yes, he'd like both. {bk07-l2a-f6-15-a.mp3}
+
+PROMPT: Whose is the other car? {bk07-l2a-f6-16-q.mp3}
+RESPONSE: It's Basil's brother's. {bk07-l2a-f6-16-a.mp3}
+
+PROMPT: Does Cathy like chocolate or vanilla ice cream? {bk07-l2a-f6-17-q.mp3}
+RESPONSE: She likes both. {bk07-l2a-f6-17-a.mp3}
+
+PROMPT: Which book is Doug's? {bk07-l2a-f6-18-q.mp3}
+RESPONSE: The other is his. {bk07-l2a-f6-18-a.mp3}
+
+PROMPT: Ephraim studies both mathematics and language. What does Edith study? {bk07-l2a-f6-19-q.mp3}
+RESPONSE: She studies both too. {bk07-l2a-f6-19-a.mp3}
+
+PROMPT: Does Fran know whose pens these are? {bk07-l2a-f6-20-q.mp3}
+RESPONSE: One is her pen, but she doesn't know about the other. {bk07-l2a-f6-20-a.mp3}
+
+# Source: ST §Both Are Small
+$DIALOGUE Both Are Small
+ID: l2-s31
+INTRO: Ten sentences showing "both" at work. Just read and listen.
+INSTRUCTION: Read the sentences and notice how "both" is used.
+
+LINE: This book is small. The other book is also small. Both books are small. Both are small.
+LINE: Tom speaks Spanish and English. Marie speaks English and Arabic. Both speak two languages.
+LINE: Did you take my book and his book? Yes, I took both of them.
+LINE: My car is new. Your car is also new. Both are new.
+LINE: I read two books. I liked both of them.
+LINE: Do you want milk or coffee? I'll have both, please.
+LINE: Do you speak French or English? I speak both.
+LINE: Do you want chicken or fish? I don't know. I like both.
+LINE: Is your mother or dad there? No, both are out.
+LINE: Jean wants a hamburger, and Phil wants one, too. Both want a hamburger.
+
+# Source: ST §One Twin Is a Boy; the Other Is a Girl
+$DIALOGUE One Is a Boy; the Other Is a Girl
+ID: l2-s32
+INTRO: Now "the other" — one thing, then the second one. Read and listen.
+INSTRUCTION: Read the sentences and notice how "other" is used.
+
+LINE: One student is from Europe. The other is from Africa.
+LINE: This pencil is Tom's. The other is Bob's pencil.
+LINE: I'll eat the big piece of cake. You can have the other.
+LINE: One glove is wet, but the other's okay.
+LINE: There's only one shoe here. Where's the other?
+LINE: Mary has two sons. One's a student and the other's in the military.
+LINE: One class is studying math. The other is studying English.
+LINE: We took a two-week vacation. We stayed in Florida for one week and in Georgia the other.
+
+# Source: ST §Use Both
+$PRODUCE Answer with "Both"
+ID: l2-s33
+INTRO: Why choose? Answer each either-or question with "both", aloud.
+INSTRUCTION: Answer using "both".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a question using the cued adjective or its opposite comparative to compare the two items, followed by a matching answer. The items and meaning must match the visual cues.
+RUBRIC: Accept any clear answer that correctly uses "both" to answer the question.
 
 EXAMPLE
-TEMPLATE: slow {st-page_069_001.jpg}
-TEMPLATE: {st-page_069_002.jpg}
-RESPONSE: Is a car faster than a plane? No, a car isn't faster than a plane. A plane is faster than a car.
+PROMPT: Do you need a blue shirt or a white one?
+RESPONSE: I need both.
 
-TEMPLATE: fast {st-page_069_001.jpg}
-TEMPLATE: {st-page_069_002.jpg}
-RESPONSE: Is a plane faster than a car? Yes, a plane is faster than a car.
+PROMPT: Do you want coffee or tea?
+RESPONSE: I want both.
 
-TEMPLATE: tall {st-page_069_003.jpg}
-RESPONSE: Is the first building taller than the second building? Yes, the first building is taller than the second building.
+PROMPT: Did you invite Mark or Bill?
+RESPONSE: I invited both of them.
 
-TEMPLATE: short {st-page_069_004.jpg}
-RESPONSE: Is the boy shorter than the man? Yes, he is shorter.
+PROMPT: Do you speak Spanish or French?
+RESPONSE: I speak both.
 
-TEMPLATE: big {st-page_070_001.jpg}
-TEMPLATE: {st-page_070_002.jpg}
-RESPONSE: Is the first tree bigger than the second tree? Yes, it is bigger.
+PROMPT: Are you studying math or English?
+RESPONSE: I'm studying both.
 
-TEMPLATE: small {st-page_070_001.jpg}
-TEMPLATE: {st-page_070_002.jpg}
-RESPONSE: Is the second tree smaller than the first tree? Yes, it is smaller.
-
-TEMPLATE: wide {st-page_070_003.jpg}
-RESPONSE: Is the garage door wider than the front door? Yes, it is wider.
-
-TEMPLATE: narrow {st-page_070_004.jpg}
-RESPONSE: Is the front door narrower than the garage door? Yes, it is narrower.
-
-TEMPLATE: heavy {st-page_070_005.jpg}
-RESPONSE: Is the large box heavier than the small box? Yes, it is heavier.
-
-TEMPLATE: light {st-page_070_006.jpg}
-RESPONSE: Is the small box lighter than the large box? Yes, it is lighter.
-
-TEMPLATE: hot {st-page_071_001.jpg}
-RESPONSE: Is the soup hotter than the ice cream? Yes, it is hotter.
-
-TEMPLATE: cold {st-page_071_002.jpg}
-RESPONSE: Is the ice cream colder than the soup? Yes, it is colder.
-
-# Source: ST §Make Sentences With Cues
-$PRODUCE Make Your Own Comparisons
-ID: l2-s23
-INTRO: Build a comparative sentence from the cue words and say it aloud, then check the model. The cues do half the work; the -er does the rest.
-INSTRUCTION: Make a comparative sentence using the given words.
-INPUT: speak
+# Source: ST §This Car Belongs to Me; the Other Belongs to My Father
+$PRODUCE Finish with "the Other"
+ID: l2-s34
+INTRO: Finish each sentence's second half with "the other" and the cue in parentheses.
+INSTRUCTION: Complete the sentence using "the other".
+INPUT: type
 CHECK: llm
-RUBRIC: Accept any grammatical comparative sentence (adjective + -er + than) built from the cued words; the model shows one good version. A "not" in the cue must produce a negative sentence.
+RUBRIC: Accept any sentence correctly completing the contrast using "the other" and the cue word(s).
 
-EXAMPLE
-TEMPLATE: arms/long
-RESPONSE: His arms are longer than Bill's arms.
+TEMPLATE: This box of candy is for me; ... (the teacher)
+RESPONSE: the other is for the teacher.
 
-EXAMPLE
-TEMPLATE: ears/not big
-RESPONSE: Joe's ears aren't bigger than Mary's.
+TEMPLATE: One woman is my mother; ... (my sister)
+RESPONSE: the other is my sister.
 
-TEMPLATE: hands/small/Tom's
-RESPONSE: His hands are smaller than Tom's.
+TEMPLATE: One building is the commissary; ... (the dispensary)
+RESPONSE: the other is the dispensary.
 
-TEMPLATE: hair/long/Jean's
-RESPONSE: Her hair is longer than Jean's.
+TEMPLATE: One coat is for me; ... (my father)
+RESPONSE: the other is for my father.
 
-TEMPLATE: car/not big/car
-RESPONSE: This car isn't bigger than that car.
+TEMPLATE: This blouse is green; ... (blue)
+RESPONSE: the other is blue.
 
-TEMPLATE: New York/cold/Cairo
-RESPONSE: New York is colder than Cairo.
+TEMPLATE: One desk is light; ... (heavy)
+RESPONSE: the other is heavy.
 
-TEMPLATE: uncle/old/Tom
-RESPONSE: My uncle is older than Tom.
+TEMPLATE: That's a baseball; ... (basketball)
+RESPONSE: the other is a basketball.
 
-TEMPLATE: sister/young/Sue
-RESPONSE: Her sister is younger than Sue.
+TEMPLATE: This car belongs to me; ... (my friend)
+RESPONSE: the other belongs to my friend.
 
-TEMPLATE: belt/wide/that
-RESPONSE: This belt is wider than that belt.
+TEMPLATE: This problem is easy; ... (hard)
+RESPONSE: the other is hard.
 
-TEMPLATE: river/narrow
-RESPONSE: This river is narrower than that river.
+TEMPLATE: One cup is coffee; ... (tea)
+RESPONSE: the other is tea.
 
-TEMPLATE: Texas/big/California
-RESPONSE: Texas is bigger than California.
+# SKIPPED (book): ST Reading Skill "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." (p. 72) — physical actions and page drawing tasks (drawing shapes on inside back cover / touching toes).
 
-TEMPLATE: Joe/not older/Mary
-RESPONSE: Joe isn't older than Mary.
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 1
+ID: l2-s13-r-p1
+READING
+INTRO: Small words like "one", "there", and "both" point back at something. Read each short paragraph, then decide what the highlighted words point to.
 
-$LESSON 2-5: Some and Any
+CARD: **Paragraph 1.** I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy **a new one**.
 
-# Source: new (gap: some/any is drilled heavily but never explained anywhere in the lesson)
-$GRAMMAR Some and Any
-ID: l2-s24-g
-INTRO: This part practices two small but stubborn words: "some" and "any". Here's the short version before the dialogues and drills.
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 1
+ID: l2-s13-p1
+REFERENCE: l2-s13-r-p1
+INTRO: So — a new what?
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | a school
+OPTION: b | a storm
+OPTION: c | a clock
 
-CARD: Use **some** in positive sentences to talk about an indefinite amount.
-{He put some money on the table.}
-{We need some apples for the pie.}
+TEMPLATE: A new one =
+ANSWER: c
 
-CARD: Use **any** instead of "some" in negative sentences.
-{I didn't buy any fruit.}
-{She doesn't have any friends here.}
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 2
+ID: l2-s13-r-p2
+READING
 
-CARD: In questions, use **some** when you are offering something or expect the answer to be "yes".
-{I made some coffee. Do you want some?}
-{Do you want some coffee?}
+CARD: **Paragraph 2.** I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's **his home**.
 
-CARD: Use **any** in questions when you really don't know the answer.
-{Did you make any mistakes on the test?}
-{Do you have any questions?}
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 2
+ID: l2-s13-p2
+REFERENCE: l2-s13-r-p2
+INTRO: Whose home — and where?
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | the United States
+OPTION: b | Mr. Jones
+OPTION: c | a good teacher
 
+TEMPLATE: His home =
+ANSWER: a
+
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 3
+ID: l2-s13-r-p3
+READING
+
+CARD: **Paragraph 3.** Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like **these changes**.
+
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 3
+ID: l2-s13-p3
+REFERENCE: l2-s13-r-p3
+INTRO: Which changes are we complaining about?
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | changes in the day
+OPTION: b | changes in the weather
+OPTION: c | changes in the clouds
+
+TEMPLATE: These changes =
+ANSWER: b
+
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 4
+ID: l2-s13-r-p4
+READING
+
+CARD: **Paragraph 4.** Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's **his job**!
+
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 4
+ID: l2-s13-p4
+REFERENCE: l2-s13-r-p4
+INTRO: What exactly is Bob's job?
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | to be a mechanic
+OPTION: b | to be a truck driver
+OPTION: c | to be a worker
+
+TEMPLATE: His job =
+ANSWER: a
+
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 5
+ID: l2-s13-r-p5
+READING
+
+CARD: **Paragraph 5.** There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go **inside**.
+
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 5
+ID: l2-s13-p5
+REFERENCE: l2-s13-r-p5
+INTRO: Inside what, exactly?
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | customers
+OPTION: b | a window
+OPTION: c | the bank
+
+TEMPLATE: Inside =
+ANSWER: c
+
+# Source: ST §Reading: Pronoun Referents
+$GRAMMAR Reading: What Do the Words Point To? — Paragraph 6
+ID: l2-s13-r-p6
+READING
+
+CARD: **Paragraph 6.** I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see **both** very well. I take people with me. They like to look out of the windows of my airplane.
+
+# Source: ST §Reading: Pronoun Referents
+$SELECT Select the Referent — Paragraph 6
+ID: l2-s13-p6
+REFERENCE: l2-s13-r-p6
+INTRO: "Both" — but both of what? This is the word you've been practicing.
+INSTRUCTION: Tap the correct meaning.
+OPTION: a | my job is hard and a small plane
+OPTION: b | the people and the windows in my plane
+OPTION: c | the city and the land around the city
+
+TEMPLATE: Both =
+ANSWER: c
+
+# Source: ST §Which Words Are the Same?
+$PRODUCE Which Words Are the Same?
+ID: l2-s14
+INTRO: Same skill, no answer choices this time. Read each little text and type the word or words the highlighted phrase points to.
+INSTRUCTION: Type the word or words the highlighted phrase refers to.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
+TEMPLATE: There = ____{Europe|military bases in Europe}
+RESPONSE: There = Europe
+
+TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have *a red one*. Would you like to see one in a different color?" "No, thank you," Joan said.
+TEMPLATE: A red one = ____{a red hat}
+RESPONSE: A red one = a red hat
+
+TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
+TEMPLATE: This office = ____{an office|the office}
+RESPONSE: This office = an office
+
+TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
+TEMPLATE: These vegetables = ____{tomatoes and onions}
+RESPONSE: These vegetables = tomatoes and onions
+
+TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
+TEMPLATE: Good score = ____{100}
+RESPONSE: Good score = 100
+
+TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
+TEMPLATE: The money = ____{fifty dollars}
+RESPONSE: The money = fifty dollars
+
+$SESSION 2-6: "Some" and "Any"
+
+# Source: ST §Do You Want Some?
 $DIALOGUE Do You Want Some?
-ID: l2-s24
-INTRO: Ten little exchanges with "some" — coffee, candy, shoes, and traveler's checks. Listen and repeat.
-INSTRUCTION: Repeat the sentences.
-REPEAT
+ID: l2-s27
+INTRO: This part is about "some" and "any". First, ten tiny conversations where people offer, need, and take "some". Just read and listen.
+INSTRUCTION: Read the dialogs.
 
-VOCAB: some
 Frank: I made some coffee. Do you want some?
 Betty: Sure. I'll take a cup.
 
@@ -1472,11 +1959,10 @@ Lt_Dunn: I'll write some, too. We can mail them together.
 
 # Source: ST §Do You Have Any?
 $DIALOGUE Do You Have Any?
-ID: l2-s25
-INTRO: Ten more exchanges, this time with "any". Just read and listen — no repeating this round.
+ID: l2-s28
+INTRO: Now the other side: ten conversations where there ISN'T any. Read and listen.
 INSTRUCTION: Read the dialogs.
 
-VOCAB: any
 Lucy: I need some paper. Do you have any?
 Nikki: Sure. Here's some.
 
@@ -1507,140 +1993,107 @@ Grant: He doesn't have any.
 Sue: I made a salad. Do you want any?
 Les: Yes, give me some, please.
 
-# SKIPPED (book): ST "ANSWER WITH SOME OR ANY." and "I NEED SOME CHANGE. DO YOU HAVE ANY?" — instructor-led oral drills with no printed stimuli.
+# Source: new (gap: "some"/"any" are drilled heavily but never explained)
+$GRAMMAR "Some" or "Any"?
+ID: l2-s27-g
+INTRO: The short rule behind all those dialogs.
 
-# Source: LLA 2C Listening/Speaking (some)
-$PRODUCE Answer with Some
-ID: 2c-ls1
+CARD: Use **some** when there IS an amount — in statements and in friendly offers.
+{There's some on the table.}
+{Do you want some coffee?}
+
+CARD: Use **any** when there ISN'T — in negative sentences, and often in questions.
+{I don't need any.}
+{She never takes any medicine.}
+{Did you make any mistakes on the test?}
+
+SUMMARY:
+| Word | Where it lives | Example |
+|---|---|---|
+| some | statements, offers | I made some coffee. Would you like some? |
+| any | negatives, many questions | I didn't get any. Do you have any? |
+
+# Source: LLA 2C Figure 1 (oral drill)
+$PRODUCE Breakfast with "Some"
+ID: 7-2c-f1-some
+INTRO: Breakfast, eight ways. Answer each question aloud using the cue word and "some". Then repeat the model answer.
+INSTRUCTION: Answer aloud with "some".
 INPUT: speak
 CHECK: reveal
-INTRO: Answer each breakfast question aloud using "some" and the food cue you hear. Then repeat the correct answer.
-INSTRUCTION: Answer the question using "some".
 REPEAT
 
 EXAMPLE
-PROMPT: What did you have for breakfast? Eggs. {bk07-l2c-f1-06-q.mp3}
-RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-06-a.mp3}
+TEMPLATE: eggs
+PROMPT: What did you have for breakfast? {bk07-l2c-f1-11.mp3}
+RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-12.mp3}
 
-PROMPT: What did you have for breakfast? Eggs. {bk07-l2c-f1-07-q.mp3}
-RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-07-a.mp3}
+TEMPLATE: eggs
+PROMPT: What did you have for breakfast? {bk07-l2c-f1-13.mp3}
+RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-14.mp3}
 
-PROMPT: What did you have for breakfast? Milk. {bk07-l2c-f1-08-q.mp3}
-RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-08-a.mp3}
+TEMPLATE: milk
+PROMPT: What did you have for breakfast? {bk07-l2c-f1-15.mp3}
+RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-16.mp3}
 
-PROMPT: What did you have for breakfast? Orange juice. {bk07-l2c-f1-09-q.mp3}
-RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-09-a.mp3}
+TEMPLATE: orange juice
+PROMPT: What did you have for breakfast? {bk07-l2c-f1-17.mp3}
+RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-18.mp3}
 
-PROMPT: What did she have for breakfast? Tea. {bk07-l2c-f1-10-q.mp3}
-RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-10-a.mp3}
+TEMPLATE: tea
+PROMPT: What did she have for breakfast? {bk07-l2c-f1-19.mp3}
+RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-20.mp3}
 
-PROMPT: What did he have for breakfast? Coffee. {bk07-l2c-f1-11-q.mp3}
-RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-11-a.mp3}
+TEMPLATE: coffee
+PROMPT: What did he have for breakfast? {bk07-l2c-f1-21.mp3}
+RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-22.mp3}
 
-PROMPT: What did they eat for breakfast? Bread and butter. {bk07-l2c-f1-12-q.mp3}
-RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-12-a.mp3}
+TEMPLATE: bread and butter
+PROMPT: What did they eat for breakfast? {bk07-l2c-f1-23.mp3}
+RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-24.mp3}
 
-PROMPT: What do you want for breakfast? Fruit. {bk07-l2c-f1-13-q.mp3}
-RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-13-a.mp3}
+TEMPLATE: fruit
+PROMPT: What do you want for breakfast? {bk07-l2c-f1-25.mp3}
+RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-26.mp3}
 
-# Source: LLA 2C Listening/Speaking (any)
-$PRODUCE Change the Sentence with Any
-ID: 2c-ls2
+# Source: LLA 2C Figure 1 (oral drill)
+$PRODUCE The Wilsons Didn't Have Any
+ID: 7-2c-f1-any
+INTRO: The Wilson family's kitchen is remarkably empty this morning. Put each new food word into the negative sentence with "any", then repeat the model.
+INSTRUCTION: Say the sentence with "any".
 INPUT: speak
 CHECK: reveal
-INTRO: The Wilson family's breakfast was not a success. Listen to the cue and say the sentence again with the new food, keeping "any". Then repeat the correct answer.
-INSTRUCTION: Change the sentence using the cue word.
 REPEAT
 
 EXAMPLE
-PROMPT: The Wilson family didn't have any butter for breakfast today. Eggs. {bk07-l2c-f1-14-q.mp3}
-RESPONSE: The Wilson family didn't have any eggs for breakfast today. {bk07-l2c-f1-14-a.mp3}
+TEMPLATE: eggs
+PROMPT: The Wilson family didn't have any butter for breakfast today. {bk07-l2c-f1-27.mp3}
+RESPONSE: The Wilson family didn't have any eggs for breakfast today. {bk07-l2c-f1-28.mp3}
 
-PROMPT: Rice. {bk07-l2c-f1-15-q.mp3}
-RESPONSE: The Wilson family didn't have any rice for breakfast today. {bk07-l2c-f1-15-a.mp3}
+TEMPLATE: rice
+PROMPT: rice {bk07-l2c-f1-29.mp3}
+RESPONSE: The Wilson family didn't have any rice for breakfast today. {bk07-l2c-f1-30.mp3}
 
-PROMPT: Tea. {bk07-l2c-f1-16-q.mp3}
-RESPONSE: The Wilson family didn't have any tea for breakfast today. {bk04-l2c-f1-16-a.mp3}
+TEMPLATE: tea
+PROMPT: tea {bk07-l2c-f1-31.mp3}
+RESPONSE: The Wilson family didn't have any tea for breakfast today. {bk07-l2c-f1-32.mp3}
 
-PROMPT: Bread. {bk07-l2c-f1-17-q.mp3}
-RESPONSE: The Wilson family didn't have any bread for breakfast today. {bk07-l2c-f1-17-a.mp3}
+TEMPLATE: bread
+PROMPT: bread {bk07-l2c-f1-33.mp3}
+RESPONSE: The Wilson family didn't have any bread for breakfast today. {bk07-l2c-f1-34.mp3}
 
-PROMPT: Coffee. {bk07-l2c-f1-18-q.mp3}
-RESPONSE: The Wilson family didn't have any coffee for breakfast today. {bk07-l2c-f1-18-a.mp3}
+TEMPLATE: coffee
+PROMPT: coffee {bk07-l2c-f1-35.mp3}
+RESPONSE: The Wilson family didn't have any coffee for breakfast today. {bk07-l2c-f1-36.mp3}
 
-PROMPT: Milk. {bk07-l2c-f1-19-q.mp3}
-RESPONSE: The Wilson family didn't have any milk for breakfast today. {bk07-l2c-f1-19-a.mp3}
+TEMPLATE: milk
+PROMPT: milk {bk07-l2c-f1-37.mp3}
+RESPONSE: The Wilson family didn't have any milk for breakfast today. {bk07-l2c-f1-38.mp3}
 
-# Source: LLA 2C Figure 2
-$PRODUCE Some or Any — Listen and Type
-ID: 2c-f2
-INPUT: type
-CHECK: exact
-INTRO: Listen to the sentence and type the word you heard: "some" or "any". Then repeat the whole sentence.
+# Source: ST §I Need Some Stamps. Do You Have Any?
+$PRODUCE Type "Some" or "Any"
+ID: l2-s30
+INTRO: Twelve sentences, one blank each. Type "some" or "any" — the sentence tells you which.
 INSTRUCTION: Type "some" or "any".
-REPEAT
-
-EXAMPLE
-TEMPLATE: I want ____ tea.
-PROMPT: I want some tea. {bk07-l2c-f2-ex-q.mp3}
-RESPONSE: I want some tea. {bk07-l2c-f2-ex-a.mp3}
-ACCEPT: some
-
-TEMPLATE: I need ____ money.
-PROMPT: I need some money. {bk07-l2c-f2-01-q.mp3}
-RESPONSE: I need some money. {bk07-l2c-f2-01-a.mp3}
-ACCEPT: some
-
-TEMPLATE: I didn't buy ____ fruit.
-PROMPT: I didn't buy any fruit. {bk07-l2c-f2-02-q.mp3}
-RESPONSE: I didn't buy any fruit. {bk07-l2c-f2-02-a.mp3}
-ACCEPT: any
-
-TEMPLATE: Do you want ____ coffee?
-PROMPT: Do you want some coffee? {bk07-l2c-f2-03-q.mp3}
-RESPONSE: Do you want some coffee? {bk07-l2c-f2-03-a.mp3}
-ACCEPT: some
-
-TEMPLATE: He put ____ money on the table.
-PROMPT: He put some money on the table. {bk07-l2c-f2-04-q.mp3}
-RESPONSE: He put some money on the table. {bk07-l2c-f2-04-a.mp3}
-ACCEPT: some
-
-TEMPLATE: She doesn't have ____ friends here.
-PROMPT: She doesn't have any friends here. {bk07-l2c-f2-05-q.mp3}
-RESPONSE: She doesn't have any friends here. {bk07-l2c-f2-05-a.mp3}
-ACCEPT: any
-
-TEMPLATE: Did you put ____ shirts in the suitcase?
-PROMPT: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-q.mp3}
-RESPONSE: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-a.mp3}
-ACCEPT: some
-
-TEMPLATE: I want ____ bread and butter.
-PROMPT: I want some bread and butter. {bk07-l2c-f2-07-q.mp3}
-RESPONSE: I want some bread and butter. {bk07-l2c-f2-07-a.mp3}
-ACCEPT: some
-
-TEMPLATE: She doesn't have ____ boys in her class.
-PROMPT: She doesn't have any boys in her class. {bk07-l2c-f2-08-q.mp3}
-RESPONSE: She doesn't have any boys in her class. {bk07-l2c-f2-08-a.mp3}
-ACCEPT: any
-
-TEMPLATE: He never takes ____ medicine.
-PROMPT: He never takes any medicine. {bk07-l2c-f2-09-q.mp3}
-RESPONSE: She never takes any medicine. {bk07-l2c-f2-09-a.mp3}
-ACCEPT: any
-
-TEMPLATE: He doesn't have ____ hair on his head.
-PROMPT: He doesn't have any hair on his head. {bk07-l2c-f2-10-q.mp3}
-RESPONSE: He doesn't have any hair on his head. {bk07-l2c-f2-10-a.mp3}
-ACCEPT: any
-
-# Source: ST §I Need Some Stamps
-$PRODUCE Some or Any — You Decide
-ID: l2-s26
-INTRO: This time there's no audio to help you. Read each sentence and decide: some or any. Type your choice.
-INSTRUCTION: Type "some" or "any" in the blank.
 INPUT: type
 CHECK: exact
 
@@ -1648,7 +2101,6 @@ EXAMPLE
 TEMPLATE: I have ____{some} paper.
 RESPONSE: I have some paper.
 
-EXAMPLE
 TEMPLATE: John doesn't have ____{any}.
 RESPONSE: John doesn't have any.
 
@@ -1682,457 +2134,514 @@ RESPONSE: She didn't have any quarters.
 TEMPLATE: She gave him ____{some} dimes.
 RESPONSE: She gave him some dimes.
 
-$LESSON 2-6: Both, the Other, and Words That Refer Back
-
-# Source: new (gap: both/the other is drilled in 2A and ST but never explained)
-$GRAMMAR Both and the Other
-ID: l2-s27-g
-INTRO: This part returns to "both" and "the other", then trains a reading skill: knowing what small words point back to.
-
-CARD: Use **both** to talk about two things together.
-{Both books are small.}
-
-CARD: You can also use **both** by itself when it is clear what two things you mean.
-{Do you want milk or coffee? I'll have both, please.}
-
-CARD: When talking about two things, use **the other** to mean the second one.
-{One glove is wet, but the other's okay.}
-
-CARD: This is especially common when looking for a missing item from a pair.
-{There's only one shoe here. Where's the other?}
-
-$DIALOGUE Both Are Small
-ID: l2-s27
-INTRO: Read the sentences and notice how "both" works — two things, one word.
-INSTRUCTION: Read the sentences. Notice the use of "both".
-
-VOCAB: both
-LINE: This book is small. The other book is also small. Both books are small. Both are small.
-LINE: Tom speaks Spanish and English. Marie speaks English and Arabic. Both speak two languages.
-LINE: Did you take my book and his book? Yes, I took both of them.
-LINE: My car is new. Your car is also new. Both are new.
-LINE: I read two books. I liked both of them.
-LINE: Do you want milk or coffee? I'll have both, please.
-LINE: Do you speak French or English? I speak both.
-LINE: Do you want chicken or fish? I don't know. I like both.
-LINE: Is your mother or dad there? No, both are out.
-LINE: Jean wants a hamburger, and Phil wants one, too. Both want a hamburger.
-
-# Source: ST §One Twin Is a Boy; The Other Is a Girl
-$DIALOGUE One... The Other...
-ID: l2-s28
-INTRO: Now "the other" — for the second of two shoes, gloves, sons, and vacations. Read the sentences.
-INSTRUCTION: Read the sentences. Notice the use of "other".
-
-VOCAB: other
-LINE: One student is from Europe. The other is from Africa.
-LINE: This pencil is Tom's. The other is Bob's pencil.
-LINE: I'll eat the big piece of cake. You can have the other.
-LINE: One glove is wet, but the other's okay.
-LINE: There's only one shoe here. Where's the other?
-LINE: Mary has two sons. One's a student and the other's in the military.
-LINE: One class is studying math. The other is studying English.
-LINE: We took a two-week vacation. We stayed in Florida for one week and in Georgia the other.
-
-# SKIPPED (book): ST "USE BOTH." — instructor-led listening drill with no printed stimuli.
-
-# Source: ST §Complete With Other
-$PRODUCE Complete with The Other
-ID: l2-s29
-INTRO: Finish each sentence with "the other" and the cue in parentheses. Type the ending.
-INSTRUCTION: Complete the sentence using "the other" and the cue.
+# Source: LLA 2C Figure 2
+$PRODUCE Listen: "Some" or "Any"?
+ID: 7-2c-f2
+INTRO: Now by ear. Listen to each sentence and type "some" or "any" in the blank, then repeat the full sentence.
+INSTRUCTION: Type "some" or "any".
 INPUT: type
 CHECK: exact
+HIDE_PROMPT
+REPEAT
 
 EXAMPLE
-TEMPLATE: This box of candy is for me; ... (the teacher)
-RESPONSE: the other is for the teacher.
-ACCEPT: the other is for the teacher
+TEMPLATE: I want ____{some} tea.
+PROMPT: I want some tea. {bk07-l2c-f2-ex.mp3}
+RESPONSE: I want some tea. {bk07-l2c-f2-ex.mp3}
 
-TEMPLATE: One woman is my mother; ... (my sister)
-RESPONSE: the other is my sister.
-ACCEPT: the other is my sister
+TEMPLATE: I need ____{some} money.
+PROMPT: I need some money. {bk07-l2c-f2-01.mp3}
+RESPONSE: I need some money. {bk07-l2c-f2-01-fb.mp3}
 
-TEMPLATE: One building is the commissary; ... (the dispensary)
-RESPONSE: the other is the dispensary.
-ACCEPT: the other is the dispensary
+TEMPLATE: I didn't buy ____{any} fruit.
+PROMPT: I didn't buy any fruit. {bk07-l2c-f2-02.mp3}
+RESPONSE: I didn't buy any fruit. {bk07-l2c-f2-02-fb.mp3}
 
-TEMPLATE: One coat is for me; ... (my father)
-RESPONSE: the other is for my father.
-ACCEPT: the other is for my father
+TEMPLATE: Do you want ____{some} coffee?
+PROMPT: Do you want some coffee? {bk07-l2c-f2-03.mp3}
+RESPONSE: Do you want some coffee? {bk07-l2c-f2-03-fb.mp3}
 
-TEMPLATE: This blouse is green; ... (blue)
-RESPONSE: the other is blue.
-ACCEPT: the other is blue
+TEMPLATE: He put ____{some} money on the table.
+PROMPT: He put some money on the table. {bk07-l2c-f2-04.mp3}
+RESPONSE: He put some money on the table. {bk07-l2c-f2-04-fb.mp3}
 
-TEMPLATE: One desk is light; ... (heavy)
-RESPONSE: the other is heavy.
-ACCEPT: the other is heavy
+TEMPLATE: She doesn't have ____{any} friends here.
+PROMPT: She doesn't have any friends here. {bk07-l2c-f2-05.mp3}
+RESPONSE: She doesn't have any friends here. {bk07-l2c-f2-05-fb.mp3}
 
-TEMPLATE: That's a baseball; ... (basketball)
-RESPONSE: the other is a basketball.
-ACCEPT: the other is a basketball
+TEMPLATE: Did you put ____{some} shirts in the suitcase?
+PROMPT: Did you put some shirts in the suitcase? {bk07-l2c-f2-06.mp3}
+RESPONSE: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-fb.mp3}
 
-TEMPLATE: This car belongs to me; ... (my friend)
-RESPONSE: the other belongs to my friend.
-ACCEPT: the other belongs to my friend
+TEMPLATE: I want ____{some} bread and butter.
+PROMPT: I want some bread and butter. {bk07-l2c-f2-07.mp3}
+RESPONSE: I want some bread and butter. {bk07-l2c-f2-07-fb.mp3}
 
-TEMPLATE: This problem is easy; ... (hard)
-RESPONSE: the other is hard.
-ACCEPT: the other is hard
+TEMPLATE: She doesn't have ____{any} boys in her class.
+PROMPT: She doesn't have any boys in her class. {bk07-l2c-f2-08.mp3}
+RESPONSE: She doesn't have any boys in her class. {bk07-l2c-f2-08-fb.mp3}
 
-TEMPLATE: One cup is coffee; ... (tea)
-RESPONSE: the other is tea.
-ACCEPT: the other is tea
+TEMPLATE: He never takes ____{any} medicine.
+PROMPT: He never takes any medicine. {bk07-l2c-f2-09.mp3}
+RESPONSE: She never takes any medicine. {bk07-l2c-f2-09-fb.mp3}
 
-# Source: ST §Identify the Referent
-$SELECT What Does It Refer To?
-ID: l2-s11
-INTRO: Words like "both", "one", and "there" always point back to something. Read each paragraph and tap what the underlined words refer to.
-INSTRUCTION: Read each paragraph and select the correct answer for the underlined word(s).
+TEMPLATE: He doesn't have ____{any} hair on his head.
+PROMPT: He doesn't have any hair on his head. {bk07-l2c-f2-10.mp3}
+RESPONSE: He doesn't have any hair on his head. {bk07-l2c-f2-10-fb.mp3}
+
+# Source: ST §Answer with Some or Any
+$PRODUCE Answer with "Some" or "Any"
+ID: l2-s29
+INTRO: Last pass: answer each question aloud — "some" when the answer is yes, "any" when it's no. The cue in parentheses tells you which.
+INSTRUCTION: Answer using "some" for yes and "any" for no.
+INPUT: speak
+CHECK: llm
+RUBRIC: Require "some" in affirmative responses and "any" in negative responses.
 
 EXAMPLE
-TEMPLATE: I visited England and France last year. My mother and father went with me. We liked *both countries*. This was our first trip to England. We stayed there for two weeks. Next year we may go to China.
-TEMPLATE: Both countries = ____
-OPTION: a | England and France
-OPTION: b | my mother and father
-OPTION: c | China
-ANSWER: a
+PROMPT: Does he have any sisters? (yes)
+RESPONSE: Yes, I think he has some.
 
-TEMPLATE: I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy *a new one*.
-TEMPLATE: A new one = ____
-OPTION: a | a school
-OPTION: b | a storm
-OPTION: c | a clock
+PROMPT: Would you like a cup of tea? (no)
+RESPONSE: No, thanks. I don't want any.
+
+PROMPT: Do you need any envelopes? (yes)
+RESPONSE: Yes, I need some.
+
+PROMPT: Does she have any children? (no)
+RESPONSE: No, she doesn't have any.
+
+PROMPT: Did you buy any stamps? (yes)
+RESPONSE: Yes, I bought some.
+
+PROMPT: Are there any mistakes on the test? (no)
+RESPONSE: No, there aren't any.
+
+# SKIPPED (book): ST "I NEED SOME CHANGE. DO YOU HAVE ANY?" (p. 69) — open classmate pair Q&A practice with no solo path.
+
+$SESSION 2-7: Reading, Stress, and Punctuation
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 1
+ID: l2-s9-r-p1
+READING
+INTRO: Last part: reading and listening skills. You'll read six short paragraphs, one at a time, and name each one's topic in a few words right after reading it.
+
+CARD: **Paragraph 1.** This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 1
+ID: l2-s9-p1
+REFERENCE: l2-s9-r-p1
+INTRO: In a few words: what is the paragraph about?
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: my math class
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 2
+ID: l2-s9-r-p2
+READING
+
+CARD: **Paragraph 2.** Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 2
+ID: l2-s9-p2
+REFERENCE: l2-s9-r-p2
+INTRO: Paragraph two — same job: name its topic.
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: buying a money order
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 3
+ID: l2-s9-r-p3
+READING
+
+CARD: **Paragraph 3.** This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 3
+ID: l2-s9-p3
+REFERENCE: l2-s9-r-p3
+INTRO: What's this one about?
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: Bob's trip to Los Angeles
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 4
+ID: l2-s9-r-p4
+READING
+
+CARD: **Paragraph 4.** Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 4
+ID: l2-s9-p4
+REFERENCE: l2-s9-r-p4
+INTRO: Halfway there. Name the topic.
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: Joan's houses
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 5
+ID: l2-s9-r-p5
+READING
+
+CARD: **Paragraph 5.** John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 5
+ID: l2-s9-p5
+REFERENCE: l2-s9-r-p5
+INTRO: Poor John. What's the paragraph about?
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: John's bad day
+
+# Source: ST §Reading: Six Short Paragraphs
+$GRAMMAR Reading: What's It About? — Paragraph 6
+ID: l2-s9-r-p6
+READING
+
+CARD: **Paragraph 6.** I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.
+
+# Source: ST §Reading: Six Short Paragraphs
+$PRODUCE Write the Topic — Paragraph 6
+ID: l2-s9-p6
+REFERENCE: l2-s9-r-p6
+INTRO: Last topic to name.
+INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
+
+PROMPT: What is the topic?
+RESPONSE: doing homework
+
+# Source: ST §Reading: Five Paragraphs
+$GRAMMAR Reading: Find the Main Idea — Paragraph 1
+ID: l2-s10-r-p1
+READING
+INTRO: Now a step up from topics: read each paragraph, then choose the sentence that states its main idea.
+
+CARD: **Paragraph 1.** I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.
+
+# Source: ST §Reading: Five Paragraphs
+$SELECT What's the Main Idea — Paragraph 1
+ID: l2-s10-p1
+REFERENCE: l2-s10-r-p1
+INTRO: Which sentence covers the whole paragraph? Tap it.
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | I will buy film for my camera.
+OPTION: b | My mother and father live in San Antonio.
+OPTION: c | I'll take my vacation in San Antonio.
+
+TEMPLATE: What is the main idea?
 ANSWER: c
 
-TEMPLATE: I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's *his home*.
-TEMPLATE: His home = ____
-OPTION: a | the United States
-OPTION: b | Mr. Jones
-OPTION: c | a good teacher
-ANSWER: a
+# Source: ST §Reading: Five Paragraphs
+$GRAMMAR Reading: Find the Main Idea — Paragraph 2
+ID: l2-s10-r-p2
+READING
 
-TEMPLATE: Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like *these changes*.
-TEMPLATE: These changes = ____
-OPTION: a | changes in the day
-OPTION: b | changes in the weather
-OPTION: c | changes in the clouds
+CARD: **Paragraph 2.** Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.
+
+# Source: ST §Reading: Five Paragraphs
+$SELECT What's the Main Idea — Paragraph 2
+ID: l2-s10-p2
+REFERENCE: l2-s10-r-p2
+INTRO: Careful — two options are true, but only one is the main idea.
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | The children are good students.
+OPTION: b | Mrs. Truman has a good class.
+OPTION: c | Elementary school children are good students.
+
+TEMPLATE: What is the main idea?
 ANSWER: b
 
-TEMPLATE: Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's *his job*!
-TEMPLATE: His job = ____
-OPTION: a | to be a mechanic
-OPTION: b | to be a truck driver
-OPTION: c | to be a worker
+# Source: ST §Reading: Five Paragraphs
+$GRAMMAR Reading: Find the Main Idea — Paragraph 3
+ID: l2-s10-r-p3
+READING
+
+CARD: **Paragraph 3.** Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.
+
+# Source: ST §Reading: Five Paragraphs
+$SELECT What's the Main Idea — Paragraph 3
+ID: l2-s10-p3
+REFERENCE: l2-s10-r-p3
+INTRO: What's the big picture about Mickey?
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | Mickey is a barber.
+OPTION: b | Mickey cuts men's hair all day long.
+OPTION: c | Mickey goes home and relaxes.
+
+TEMPLATE: What is the main idea?
 ANSWER: a
 
-TEMPLATE: There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go *inside*.
-TEMPLATE: Inside = ____
-OPTION: a | customers
-OPTION: b | a window
-OPTION: c | the bank
+# Source: ST §Reading: Five Paragraphs
+$GRAMMAR Reading: Find the Main Idea — Paragraph 4
+ID: l2-s10-r-p4
+READING
+
+CARD: **Paragraph 4.** Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.
+
+# Source: ST §Reading: Five Paragraphs
+$SELECT What's the Main Idea — Paragraph 4
+ID: l2-s10-p4
+REFERENCE: l2-s10-r-p4
+INTRO: Fish, beef, prices — but what's the point of it all?
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | Dinner at the Big Onion costs $6.95.
+OPTION: b | Sgt Connors likes beef a lot, but Sgt Miller likes fish.
+OPTION: c | Many airmen think the Big Onion has delicious food.
+
+TEMPLATE: What is the main idea?
 ANSWER: c
 
-TEMPLATE: I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see *both* very well. I take people with me. They like to look out of the windows of my airplane.
-TEMPLATE: Both = ____
-OPTION: a | my job is hard and a small plane
-OPTION: b | the people and the windows in my plane
-OPTION: c | the city and the land around the city
-ANSWER: c
+# Source: ST §Reading: Five Paragraphs
+$GRAMMAR Reading: Find the Main Idea — Paragraph 5
+ID: l2-s10-r-p5
+READING
 
-# Source: ST §Which Words Are the Same?
-$PRODUCE Type the Referent
-ID: l2-s12
-INTRO: Same skill, no options this time. Read the paragraph and type the word or words the underlined phrase points back to.
-INSTRUCTION: Type the word or words that the underlined word refers to.
+CARD: **Paragraph 5.** Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.
+
+# Source: ST §Reading: Five Paragraphs
+$SELECT What's the Main Idea — Paragraph 5
+ID: l2-s10-p5
+REFERENCE: l2-s10-r-p5
+INTRO: Last one — what's the main idea of Tony's story?
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | Tony's store sells different kinds of clothes.
+OPTION: b | Tony sells many shirts and dresses in the summer.
+OPTION: c | In the winter, he sells a lot of coats, jackets, hats, and gloves.
+
+TEMPLATE: What is the main idea?
+ANSWER: a
+
+# Source: LLA 2C Figure 4 (part 1)
+$DIALOGUE Our New Teacher
+ID: 7-2c-f4-story
+INTRO: Now listening skills. Here's a short paragraph about Miss Evans, the new teacher. Just listen — you'll fill in her story next.
+INSTRUCTION: Listen to the story.
+
+LINE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-01.mp3}
+LINE: She is tall and has black hair. {bk07-l2c-f4-02.mp3}
+LINE: She is always smiling. {bk07-l2c-f4-03.mp3}
+LINE: Miss Evans wears very nice clothes. {bk07-l2c-f4-04.mp3}
+LINE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-05.mp3}
+LINE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-06.mp3}
+
+# Source: LLA 2C Figure 4 (part 2)
+$PRODUCE Fill In Miss Evans's Story
+ID: 7-2c-f4
 INPUT: type
 CHECK: exact
+HIDE_PROMPT
+REFERENCE: 7-2c-f4-story
+INTRO: Listen to each sentence again and type the missing words. The full story is one tap away.
+INSTRUCTION: Type the missing word(s).
 
-TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
-TEMPLATE: There = ____{Europe}
-RESPONSE: There = Europe
+TEMPLATE: Our new teacher, Miss Evans ____{looks} like my Aunt Sarah.
+PROMPT: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}
+RESPONSE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}
 
-TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have a red one. Would you like to see one in a different color?" "No, thank you," Joan said.
-TEMPLATE: A red one = ____{a red hat}
-RESPONSE: A red one = a red hat
+TEMPLATE: She ____{is} tall and has black hair.
+PROMPT: She is tall and has black hair. {bk07-l2c-f4-08.mp3}
+RESPONSE: She is tall and has black hair. {bk07-l2c-f4-08.mp3}
 
-TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
-TEMPLATE: This office = ____{an office}
-RESPONSE: This office = an office
+TEMPLATE: ____{She} is always smiling.
+PROMPT: She is always smiling. {bk07-l2c-f4-09.mp3}
+RESPONSE: She is always smiling. {bk07-l2c-f4-09.mp3}
 
-TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
-TEMPLATE: These vegetables = ____{tomatoes and onions}
-RESPONSE: These vegetables = tomatoes and onions
+TEMPLATE: Miss Evans ____{wears} very nice clothes.
+PROMPT: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}
+RESPONSE: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}
 
-TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
-TEMPLATE: Good score = ____{100}
-RESPONSE: Good score = 100
+TEMPLATE: I think ____{she} and Aunt Sarah buy their ____{clothes} at the same store.
+PROMPT: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
+RESPONSE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
 
-TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
-TEMPLATE: The money = ____{fifty dollars}
-RESPONSE: The money = fifty dollars
-
-$LESSON 2-7: Putting It Together — Shopping, Stress, and Dictation
-
-# Source: LLA 2D Figure 3
-$DIALOGUE At the Store and In Class
-ID: 2d-f3
-INTRO: This last part mixes everything from the lesson: shopping, word stress, listening, and dictation. First, two short exchanges — one at a store, one in class. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Customer: Can you tell me the price of this shirt? {page_059_001.jpg} {bk07-l2d-f3-01.mp3}
-Clerk: Yes. It's $14. {page_059_001.jpg} {bk07-l2d-f3-02.mp3}
-
-Student: I don't understand this problem. {page_059_002.jpg} {bk07-l2d-f3-03.mp3}
-Instructor: Here you must multiply, not divide. And here you must add, not subtract. {page_059_002.jpg} {bk07-l2d-f3-04.mp3}
-
-# Source: ST §I Need More Apples
-$DIALOGUE I Need More Apples {st-page_063_001.jpg}
-ID: l2-s15
-INTRO: A boy, a grocer, and a small budget problem. Listen and repeat the dialog.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Boy: Please, sir, I need more apples.
-Grocer: Okay, son. How many do you need?
-Boy: I think about four more apples. Here are three quarters.
-Grocer: Four apples are 80 cents. Do you have some more money?
-Boy: Yeah. Here's a nickel.
-Grocer: Thank you.
-
-# Source: LLA 2D Figure 5 (part 1)
-$DIALOGUE Studying Shapes
-ID: 2d-f5-d1
-INTRO: Two students talk about the shapes they studied in class. Just listen — there's a question coming.
-INSTRUCTION: Listen to the dialogue.
-
-Girl: Today we studied different shapes in class. {bk07-l2d-f5-01.mp3}
-Boy: What shapes did you study? {bk07-l2d-f5-02.mp3}
-Girl: We drew circles, triangles, squares, and rectangles. We'll study shapes next week. {bk07-l2d-f5-03.mp3}
-Boy: Well, I have to go. I have to do my homework. {bk07-l2d-f5-04.mp3}
-Girl: I do too. See you tomorrow. {bk07-l2d-f5-05.mp3}
-
-# Source: LLA 2D Figure 5 (part 2)
-$PRODUCE How Many Shapes?
-ID: 2d-f5-q1
-REFERENCE
-INPUT: type
-CHECK: exact
-INTRO: One question about that dialogue. Type the answer — you can review the dialogue first.
-INSTRUCTION: Type the answer.
-
-PROMPT: How many different shapes do they say in the dialogue? {bk07-l2d-f5-06-q.mp3}
-RESPONSE: 4 shapes
-ACCEPT: four shapes | 4 | four
-
-# Source: LLA 2D Figure 5 (part 3)
-$DIALOGUE Buying Apples
-ID: 2d-f5-d2
-INTRO: Now a customer buying apples — the larger ones cost more, of course. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-LINE: What is the price of these apples? — Those are 49 cents a pound. {bk07-l2d-f5-07.mp3}
-LINE: How much are these larger ones? — They're 79 cents a pound. {bk07-l2d-f5-08.mp3}
-LINE: They cost more money, but they look good. Let's buy a pound of the larger ones. {bk07-l2d-f5-09.mp3}
-
-# Source: LLA 2D Figure 5 (part 4)
-$PRODUCE Which Apples?
-ID: 2d-f5-q2
-REFERENCE
-INPUT: type
-CHECK: exact
-INTRO: One question about the apples. Type the answer.
-INSTRUCTION: Type the answer.
-
-PROMPT: Which apples did they buy? {bk07-l2d-f5-10-q.mp3}
-RESPONSE: the larger ones
-ACCEPT: larger ones | the larger apples | larger apples | the large ones | they bought the larger ones | they bought the larger apples | the bigger ones | bigger ones
+TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sarah?
+PROMPT: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
+RESPONSE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
 
 # Source: LLA 2D Figure 4
-$PRODUCE Strong Words
-ID: 2d-f4
-INPUT: type
-CHECK: exact
-INTRO: Back to strong words, now with this lesson's vocabulary. Listen to each sentence, type the word with the strongest stress, then repeat the sentence.
-INSTRUCTION: Type the strong word.
+$SELECT The Strongest Word, Again
+ID: 7-2d-f4
+SHOW_PROMPT
+INTRO: One more round of finding the strongest word — this time with the whole lesson's vocabulary in the sentences. Tap the word, then repeat the sentence.
+INSTRUCTION: Tap the stressed word.
 REPEAT
 
-TEMPLATE: What is two times three?
-PROMPT: What is 2 times 3? {bk07-l2d-f4-01-q.mp3}
-RESPONSE: three {bk07-l2d-f4-01-a.mp3}
-ACCEPT: 3
+PROMPT: What is two times three? {bk07-l2d-f4-01.mp3}
+OPTION: a | What
+OPTION: b | two
+OPTION: c | times
+OPTION: d | three
+ANSWER: d
+FEEDBACK: What is two times three? {bk07-l2d-f4-01-fb.mp3}
 
-TEMPLATE: Is this the bottom or the top?
-PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02-q.mp3}
-RESPONSE: top {bk07-l2d-f4-02-a.mp3}
+PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02.mp3}
+OPTION: a | bottom
+OPTION: b | top
+ANSWER: b
+FEEDBACK: Is this the bottom or the top? {bk07-l2d-f4-02-fb.mp3}
 
-TEMPLATE: I want only half a glass of milk, please.
-PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03-q.mp3}
-RESPONSE: half {bk07-l2d-f4-03-a.mp3}
+PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03.mp3}
+OPTION: a | only
+OPTION: b | half
+OPTION: c | glass
+OPTION: d | milk
+ANSWER: b
+FEEDBACK: I want only half a glass of milk, please. {bk07-l2d-f4-03-fb.mp3}
 
-TEMPLATE: This is easy.
-PROMPT: This is easy. {bk07-l2d-f4-04-q.mp3}
-RESPONSE: easy {bk07-l2d-f4-04-a.mp3}
+PROMPT: This is easy. {bk07-l2d-f4-04.mp3}
+OPTION: a | This
+OPTION: b | easy
+ANSWER: b
+FEEDBACK: This is easy. {bk07-l2d-f4-04-fb.mp3}
 
-TEMPLATE: These problems are hard.
-PROMPT: These problems are hard. {bk07-l2d-f4-05-q.mp3}
-RESPONSE: hard {bk07-l2d-f4-05-a.mp3}
+PROMPT: These problems are hard. {bk07-l2d-f4-05.mp3}
+OPTION: a | problems
+OPTION: b | hard
+ANSWER: b
+FEEDBACK: These problems are very hard. {bk07-l2d-f4-05-fb.mp3}
 
-TEMPLATE: I want each of you to repeat this sentence.
-PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06-q.mp3}
-RESPONSE: each {bk07-l2d-f4-06-a.mp3}
+PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06.mp3}
+OPTION: a | want
+OPTION: b | each
+OPTION: c | repeat
+OPTION: d | sentence
+ANSWER: b
+FEEDBACK: I want each of you to repeat this sentence. {bk07-l2d-f4-06-fb.mp3}
 
-TEMPLATE: A bus is very heavy.
-PROMPT: A bus is very heavy. {bk07-l2d-f4-07-q.mp3}
-RESPONSE: heavy {bk07-l2d-f4-07-a.mp3}
+PROMPT: A bus is very heavy. {bk07-l2d-f4-07.mp3}
+OPTION: a | bus
+OPTION: b | very
+OPTION: c | heavy
+ANSWER: c
+FEEDBACK: A bus is very heavy. {bk07-l2d-f4-07-fb.mp3}
 
-TEMPLATE: The total price is $25.00.
-PROMPT: The total price is $25. {bk07-l2d-f4-08-q.mp3}
-RESPONSE: total {bk07-l2d-f4-08-a.mp3}
+PROMPT: The total price is $25.00. {bk07-l2d-f4-08.mp3}
+OPTION: a | total
+OPTION: b | price
+OPTION: c | 25
+ANSWER: a
+FEEDBACK: The total price is $25. {bk07-l2d-f4-08-fb.mp3}
 
-TEMPLATE: All of my students understand.
-PROMPT: All of my students understand. {bk07-l2d-f4-09-q.mp3}
-RESPONSE: all {bk07-l2d-f4-09-a.mp3}
+PROMPT: All of my students understand. {bk07-l2d-f4-09.mp3}
+OPTION: a | All
+OPTION: b | students
+OPTION: c | understand
+ANSWER: a
+FEEDBACK: All of my students understand. {bk07-l2d-f4-09-fb.mp3}
 
-TEMPLATE: Ten plus ten equals twenty.
-PROMPT: 10 plus 10 equals 20. {bk07-l2d-f4-10-q.mp3}
-RESPONSE: twenty {bk07-l2d-f4-10-a.mp3}
-ACCEPT: 20
-
-# Source: LLA 2C Figure 4
-$PRODUCE The New Teacher — Missing Words
-ID: 2c-f4
-INPUT: type
-CHECK: exact
-INTRO: Listen to a paragraph about a new teacher and type the missing words in the printed sentences. Play it again as often as you need.
-INSTRUCTION: Type the missing words.
-
-PROMPT: Our new teacher, Ms. Evans, looks like my Aunt Sarah. She is tall and has black hair. She is always smiling. Ms. Evans wears very nice clothes. I think she and Aunt Sarah buy their clothes at the same store. Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-01-q.mp3}
-TEMPLATE: Our new teacher, Miss Evans ____{looks} like my Aunt Sara.
-TEMPLATE: She ____{is} tall and has black hair.
-TEMPLATE: ____{She} is always smiling.
-TEMPLATE: Miss Evans ____{wears} very nice clothes.
-TEMPLATE: I think ____{she} and Aunt Sara buy their ____{clothes} at the same store.
-TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sara?
-RESPONSE: Our new teacher, Ms. Evans, looks like my Aunt Sarah. She is tall and has black hair. She is always smiling. Ms. Evans wears very nice clothes. I think she and Aunt Sarah buy their clothes at the same store. Do you think she'll be nice like my Aunt Sarah?
-
-# Source: LLA 2C Figure 5 (paragraph 1)
-$PRODUCE Write the Numbers (1)
-ID: 2c-f5-a
-INPUT: type
-CHECK: exact
-INTRO: Captain Jackson is going shopping, and his list is full of numbers. Listen and type every number you hear, in order — only the numbers.
-INSTRUCTION: Type the numbers.
-
-PROMPT: Captain Jackson is going to the commissary today. He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-01-q.mp3}
-TEMPLATE: 1. ____{4}
-TEMPLATE: 2. ____{5}
-TEMPLATE: 3. ____{3}
-TEMPLATE: 4. ____{2}
-TEMPLATE: 5. ____{4}
-TEMPLATE: 6. ____{1}
-RESPONSE: 4, 5, 3, 2, 4, 1
-
-# Source: LLA 2C Figure 5 (paragraph 2)
-$PRODUCE Write the Numbers (2)
-ID: 2c-f5-b
-INPUT: type
-CHECK: exact
-INTRO: Now Mike and his five tests — scores included. Listen and type each number you hear, in order.
-INSTRUCTION: Type the numbers.
-
-PROMPT: Mike had 5 tests last month. He made the highest score on test number 1. His score was 96. His lowest score was on test number 4. He made a 74. His other scores were 82, 77, and 90. This month he will have 6 tests. He wants a score of 100 this month. {bk07-l2c-f5-02-q.mp3}
-TEMPLATE: 1. ____{5}
-TEMPLATE: 2. ____{1}
-TEMPLATE: 3. ____{96}
-TEMPLATE: 4. ____{4}
-TEMPLATE: 5. ____{74}
-TEMPLATE: 6. ____{82}
-TEMPLATE: 7. ____{77}
-TEMPLATE: 8. ____{90}
-TEMPLATE: 9. ____{6}
-TEMPLATE: 10. ____{100}
-RESPONSE: 5, 1, 96, 4, 74, 82, 77, 90, 6, 100
-
-# SKIPPED (book): LLA 2C Figures 6 & 7 — drawing shapes based on audio instructions; spatial/drawing tasks cannot be converted.
+PROMPT: Ten plus ten equals twenty. {bk07-l2d-f4-10.mp3}
+OPTION: a | plus
+OPTION: b | equals
+OPTION: c | twenty
+ANSWER: c
+FEEDBACK: 10 plus 10 equals 20. {bk07-l2d-f4-10-fb.mp3}
 
 # Source: LLA 2C Figure 8
-$PRODUCE Punctuate the Paragraph: At the Restaurant
-ID: 2c-f8
+$PRODUCE Fix the Capitals and Punctuation: At the Restaurant
+ID: 7-2c-f8
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-LONGFORM
-INTRO: Dictation with teeth. Listen to each sentence and type it with the correct punctuation and capital letters — every comma counts here.
-INSTRUCTION: Type the sentence with correct punctuation.
+HIDE_PROMPT
+INTRO: You'll see sentences with no capital letters and no punctuation. Listen, then retype each one correctly — capitals and punctuation count this time.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
-PROMPT: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
 TEMPLATE: do you always leave a tip for the waiter at a restaurant
-RESPONSE: Do you always leave a tip for the waiter at a restaurant?
+PROMPT: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
+RESPONSE: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
 
-PROMPT: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
 TEMPLATE: last week my family and i went to a new restaurant
-RESPONSE: Last week, my family and I went to a new restaurant.
+PROMPT: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
+RESPONSE: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
 
-PROMPT: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
 TEMPLATE: after dinner dad wrote a check
-RESPONSE: After dinner, Dad wrote a check.
+PROMPT: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
+RESPONSE: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
 
-PROMPT: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
 TEMPLATE: he didnt have any money for a tip
-RESPONSE: He didn't have any money for a tip.
+PROMPT: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
+RESPONSE: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
 
-PROMPT: I gave him $3. {bk07-l2c-f8-05.mp3}
 TEMPLATE: i gave him three dollars
-RESPONSE: I gave him three dollars.
+PROMPT: I gave him $3. {bk07-l2c-f8-05.mp3}
+RESPONSE: I gave him three dollars. {bk07-l2c-f8-05.mp3}
 ACCEPT: I gave him $3.
 
-PROMPT: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
 TEMPLATE: he left it on the table for the waitress
-RESPONSE: He left it on the table for the waitress.
+PROMPT: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
+RESPONSE: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
 
 # Source: LLA 2D Figure 6
-$PRODUCE Punctuate the Paragraph: Shopping
-ID: 2d-f6
+$PRODUCE Fix the Capitals and Punctuation: Shopping
+ID: 7-2d-f6
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: One last paragraph. Listen to each sentence and rewrite the printed line with correct capitalization and punctuation. Then you're done with Lesson 2 — nicely done.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
+HIDE_PROMPT
+INTRO: One last paragraph to repair, sentence by sentence — capitals and punctuation again. When you finish this one, the lesson is done. Nicely done getting here.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
 TEMPLATE: my two brothers and i went to a store last week
 PROMPT: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
-RESPONSE: My two brothers and I went to a store last week.
+RESPONSE: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
 
 TEMPLATE: we wanted to shop
 PROMPT: We wanted to shop. {bk07-l2d-f6-02.mp3}
-RESPONSE: We wanted to shop.
+RESPONSE: We wanted to shop. {bk07-l2d-f6-02.mp3}
 
 TEMPLATE: one of my brothers bought a blue sweater
 PROMPT: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
-RESPONSE: One of my brothers bought a blue sweater.
+RESPONSE: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
 
 TEMPLATE: the other one bought a pair of pants and a pair of shoes
 PROMPT: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
-RESPONSE: The other one bought a pair of pants and a pair of shoes.
+RESPONSE: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
 
 TEMPLATE: i didnt buy anything
 PROMPT: I didn't buy anything. {bk07-l2d-f6-05.mp3}
-RESPONSE: I didn't buy anything.
+RESPONSE: I didn't buy anything. {bk07-l2d-f6-05.mp3}
 
 TEMPLATE: i didnt have any money
 PROMPT: I didn't have any money. {bk07-l2d-f6-06.mp3}
-RESPONSE: I didn't have any money.
+RESPONSE: I didn't have any money. {bk07-l2d-f6-06.mp3}
 
 TEMPLATE: i will have some money next week
 PROMPT: I will have some money next week. {bk07-l2d-f6-07.mp3}
-RESPONSE: I will have some money next week.
+RESPONSE: I will have some money next week. {bk07-l2d-f6-07.mp3}
 
 TEMPLATE: i want to go shopping again
 PROMPT: I want to go shopping again. {bk07-l2d-f6-08.mp3}
-RESPONSE: I want to go shopping again.
-
-# SKIPPED (book): ST "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." — physical actions and spatial drawing tasks.
+RESPONSE: I want to go shopping again. {bk07-l2d-f6-08.mp3}
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index cb6205d6..1178348d 100644
--- a/book-7-lesson-3.module
+++ b/book-7-lesson-3.module
@@ -1,440 +1,273 @@
-$MODULE Book 7 · Lesson 3: We Sent You a Postcard {st-page_083_001.jpg}
+$MODULE Book 7 · Lesson 3: We Sent You a Postcard {st-page_083_001.jpg|A man standing in front of a postcard rack looking at postcards, while in the background another man sits at a table near a window writing a postcard}
 FORMAT: 2
-DESCRIPTION: Houses and yards, animals, asking how old, position words, the earth and sky, superlative adjectives, and reading and writing postcards.
+DIOCO_DOC_ID: alc_book7_lesson3
+DESCRIPTION: House, yard, and animal vocabulary; where things are (by, around, over, above, below); asking "How old...?"; the superlative "-est"; reading and writing postcards; listening and reading practice.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, friendly teacher
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Mary | achernar | Female
-VOICE: Anne | aoede | Female
-VOICE: Man1 | achird | Male
-VOICE: Man2 | schedar | Male
-VOICE: Officer | achird | Male officer
+VOICE: Mary | aoede | Female speaker
+VOICE: Anne | achernar | Female speaker
+VOICE: David | achird | Male student
+VOICE: Diane | gacrux | Female student
+VOICE: Barb | aoede | Female student
+VOICE: Ben | charon | Male student
+VOICE: Officer | schedar | Male officer
+VOICE: Pilot | achird | Male pilot
 VOICE: Sgt | schedar | Male sergeant
-VOICE: David | alnilam | Male
-VOICE: Diane | gacrux | Female
-VOICE: Barb | gacrux | Female
-VOICE: Ben | algieba | Male
-VOICE: Ted | alnilam | Male
-VOICE: Ken | orus | Male
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Driver | charon | Male driver
+VOICE: Ted | schedar | Male speaker
+VOICE: Ken | achird | Male speaker
 
-$LESSON 3-1: The New House and the Animals
-
-# Source: LLA 3A Figure 2
-$DIALOGUE House and Yard Words
-ID: 3a-f2
-INTRO: Welcome to Lesson 3. You'll learn to describe a house and its yard, ask how old people and things are, compare things with "the biggest" and "the best", and read a postcard from a friend far away. First, listen to these sentences about a house and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: leaf
-LINE: A leaf is green in the summer. {bk07-l3a-f2-01.mp3}
-
-VOCAB: leaves
-LINE: In the fall, leaves change color. {bk07-l3a-f2-02.mp3}
-
-VOCAB: roof
-LINE: A roof is the top of a building. {bk07-l3a-f2-03.mp3}
-LINE: It rains on the roofs of houses. {bk07-l3a-f2-04.mp3}
-
-VOCAB: garage
-LINE: The car is in the garage. {bk07-l3a-f2-05.mp3}
-LINE: The garage door is closed. {bk07-l3a-f2-06.mp3}
-
-VOCAB: yard
-LINE: There is a tree in the yard. {bk07-l3a-f2-07.mp3}
-
-VOCAB: flower
-VOCAB: grass
-LINE: There are flowers and grass in the yard. {bk07-l3a-f2-08.mp3}
-
-VOCAB: front
-LINE: This is the front yard of the house. {bk07-l3a-f2-09.mp3}
-LINE: The front door of the house is closed. {bk07-l3a-f2-10.mp3}
-
-VOCAB: back
-LINE: Back is the opposite of front. {bk07-l3a-f2-11.mp3}
-LINE: The backyard is on the other side of the house. {bk07-l3a-f2-12.mp3}
-
-# Source: LLA 3A Figure 1 (kept after the sentence panel as pronunciation reinforcement)
-$DIALOGUE Word Practice: Around the House
-ID: 3a-f1
-INTRO: Now the same words one at a time, with pictures. Just listen — you already did the hard part.
-INSTRUCTION: Listen to the words.
-
-LINE: Leaf. {page_063_001.jpg} {bk07-l3a-f1-01.mp3}
-LINE: Leaves. {bk07-l3a-f1-02.mp3}
-LINE: Roof. {bk07-l3a-f1-03.mp3}
-LINE: Garage. {bk07-l3a-f1-04.mp3}
-LINE: Yard. {bk07-l3a-f1-05.mp3}
-LINE: Flower. {page_063_002.jpg} {bk07-l3a-f1-06.mp3}
-LINE: Grass. {bk07-l3a-f1-07.mp3}
-LINE: Front. {page_063_003.jpg} {bk07-l3a-f1-08.mp3}
-LINE: Back. {bk07-l3a-f1-09.mp3}
+$SESSION 3-1: The New House and the Pets
 
 # Source: ST §The Clarks Have a New Home
-$DIALOGUE The Clarks Have a New Home
+$DIALOGUE The Clarks' New House {st-page_085_001.jpg|A labeled diagram of a house showing roof, back yard, garage, front yard, front door, fence, and gate, with a family standing in front}
 ID: l3-s1
-INTRO: The Clark family just bought a house — white walls, a red roof, and a yard big enough to lose a dog in. Listen and read along.
-INSTRUCTION: Listen and read.
+INTRO: In this lesson you'll learn to talk about houses, yards, and animals, ask how old people and things are, say something is the biggest or the oldest, and read and write a postcard. First, meet the Clarks — they just bought a house. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
 
-Narrator: Two weeks ago Mr. and Mrs. Clark bought a house. The house is white with a red roof.
+LINE: Two weeks ago Mr. and Mrs. Clark bought a house.
+VOCAB: roof
+LINE: The house is white with a red roof.
+VOCAB: garage
 LINE: It has seven rooms and a garage for the car.
 
+VOCAB: yard
 VOCAB: front yard
 VOCAB: flowers
-LINE: The house has a big yard. The front yard has flowers, grass, and a tree. {st-page_085_001.jpg}
+VOCAB: grass
+LINE: The house has a big yard. The front yard has flowers, grass, and a tree. {st-page_085_002.jpg|Three types of flowers}
 
-LINE: The other tree is near the front of the house. {st-page_085_001.jpg}
+VOCAB: front
+LINE: The other tree is near the front of the house.
 
 VOCAB: backyard
 VOCAB: fence
 LINE: The backyard is inside the fence.
-
 VOCAB: gate
-VOCAB: back door
 LINE: The fence has a gate near the back door of the house.
 
 LINE: The trees in the back are taller than the roof.
 
-LINE: It is summer now. The trees have leaves, and the grass is green. {st-page_085_003.jpg}
-LINE: In the winter, the grass will be brown. {st-page_085_002.jpg}
-LINE: There won't be any leaves on the trees or any flowers in the yard. {st-page_085_002.jpg}
+VOCAB: leaves | leaf
+LINE: It is summer now. The trees have leaves, and the grass is green. {st-page_085_003.jpg|Three different tree leaves}
 
-# Source: LLA 3A Figure 3
-$PRODUCE The House in Winter {page_065_001.jpg}
-ID: 3a-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Here's a house in winter — snow on the roof, and someone in the yard built a man out of it. Answer each question aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud in a full sentence.
+LINE: In the winter, the grass will be brown.
+LINE: There won't be any leaves on the trees or any flowers in the yard.
+
+# SKIPPED (book): "WHICH ONE IS IT?" (ST p. 86) — instructor-spoken listening identification with no printed cue text. Dropped.
+
+# Source: LLA 3A Figure 1
+$DIALOGUE Hear the Words
+ID: 7-3a-f1
+INTRO: Now hear the key words on their own, in a clear studio voice. Just listen — repeating comes next.
+INSTRUCTION: Listen to the words.
+
+LINE: Leaf. {page_063_001.jpg|A single tree leaf} {bk07-l3a-f1-01.mp3}
+
+LINE: Leaves. {bk07-l3a-f1-02.mp3}
+
+LINE: Roof. {page_063_003.jpg|A suburban house with labels pointing to ROOF, LEAVES, HOUSE, GARAGE, TREE, and YARD} {bk07-l3a-f1-03.mp3}
+
+LINE: Garage. {bk07-l3a-f1-04.mp3}
+
+LINE: Yard. {bk07-l3a-f1-05.mp3}
+
+LINE: Flower. {page_063_002.jpg|A flower and grass growing outdoors} {bk07-l3a-f1-06.mp3}
+
+LINE: Grass. {bk07-l3a-f1-07.mp3}
+
+LINE: Front. {bk07-l3a-f1-08.mp3}
+
+LINE: Back. {bk07-l3a-f1-09.mp3}
+
+# Source: LLA 3A Figure 2
+$DIALOGUE The Words in Sentences
+ID: 7-3a-f2
+INTRO: One sentence for each new word — the roof, the garage, the yard, all present and accounted for. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-PROMPT: Is it summer in the picture? {bk07-l3a-f3-01-q.mp3}
-RESPONSE: No, it isn't. {bk07-l3a-f3-01-a.mp3}
+LINE: A leaf is green in the summer. {bk07-l3a-f2-01.mp3}
 
-PROMPT: What season is it? {bk07-l3a-f3-02-q.mp3}
-RESPONSE: It's winter. {bk07-l3a-f3-02-a.mp3}
+LINE: In the fall, leaves change color. {bk07-l3a-f2-02.mp3}
 
-PROMPT: Do the trees have leaves? {bk07-l3a-f3-03-q.mp3}
-RESPONSE: No, they don't. These trees don't have leaves in the winter. {bk07-l3a-f3-03-a.mp3}
+LINE: A roof is the top of a building. {bk07-l3a-f2-03.mp3}
 
-PROMPT: What's on the roof of the house? {bk07-l3a-f3-04-q.mp3}
-RESPONSE: Snow. There's snow on the roof of the house. {bk07-l3a-f3-04-a.mp3}
+LINE: It rains on the roofs of houses. {bk07-l3a-f2-04.mp3}
 
-PROMPT: Can you see any grass or flowers in the picture? {bk07-l3a-f3-05-q.mp3}
-RESPONSE: No, they're under the snow. {bk07-l3a-f3-05-a.mp3}
+LINE: The car is in the garage. {bk07-l3a-f2-05.mp3}
 
-PROMPT: Is grass green in the winter? {bk07-l3a-f3-06-q.mp3}
-RESPONSE: No, it's brown. Grass is green in the summer and brown in the winter. {bk07-l3a-f3-06-a.mp3}
+LINE: The garage door is closed. {bk07-l3a-f2-06.mp3}
 
-PROMPT: Where are the boys playing? {bk07-l3a-f3-07-q.mp3}
-RESPONSE: In the front yard. The boys are playing in the front yard. {bk07-l3a-f3-07-a.mp3}
+LINE: There is a tree in the yard. {bk07-l3a-f2-07.mp3}
 
-PROMPT: Can you see the backyard? {bk07-l3a-f3-08-q.mp3}
-RESPONSE: No, it's on the opposite side of the house. The backyard is on the opposite side of the house. {bk07-l3a-f3-08-a.mp3}
+LINE: There are flowers and grass in the yard. {bk07-l3a-f2-08.mp3}
 
-PROMPT: Can you see the family's car? {bk07-l3a-f3-09-q.mp3}
-RESPONSE: No, the car is in the garage. {bk07-l3a-f3-09-a.mp3}
+LINE: This is the front yard of the house. {bk07-l3a-f2-09.mp3}
 
-PROMPT: What's that shape near the right side of the house? It's wearing a hat and looks like a man. {bk07-l3a-f3-10-q.mp3}
-RESPONSE: It's called a snowman. {bk07-l3a-f3-10-a.mp3}
+LINE: The front door of the house is closed. {bk07-l3a-f2-10.mp3}
+
+VOCAB: back
+LINE: Back is the opposite of front. {bk07-l3a-f2-11.mp3}
+
+LINE: The backyard is on the other side of the house. {bk07-l3a-f2-12.mp3}
+
+# Source: LLA 3A Figure 3
+$PRODUCE Winter at the House {page_065_001.jpg|A house in winter covered in snow with a snowman in the front yard and two children playing outside}
+ID: 7-3a-f3
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Here's the same kind of house — in winter, under a lot of snow. Look at the picture, answer each question aloud, then repeat the model answer. The snowman is patient.
+INSTRUCTION: Answer each question aloud.
+
+PROMPT: Is it summer in the picture? {bk07-l3a-f3-01.mp3}
+RESPONSE: No, it isn't. {bk07-l3a-f3-02.mp3}
+
+PROMPT: What season is it? {bk07-l3a-f3-03.mp3}
+RESPONSE: It's winter. {bk07-l3a-f3-04.mp3}
+
+PROMPT: Do the trees have leaves? {bk07-l3a-f3-05.mp3}
+RESPONSE: No, they don't. These trees don't have leaves in the winter. {bk07-l3a-f3-06.mp3}
+
+PROMPT: What's on the roof of the house? {bk07-l3a-f3-07.mp3}
+RESPONSE: Snow. There's snow on the roof of the house. {bk07-l3a-f3-08.mp3}
+
+PROMPT: Can you see any grass or flowers in the picture? {bk07-l3a-f3-09.mp3}
+RESPONSE: No, they're under the snow. {bk07-l3a-f3-10.mp3}
+
+PROMPT: Is grass green in the winter? {bk07-l3a-f3-11.mp3}
+RESPONSE: No, it's brown. Grass is green in the summer and brown in the winter. {bk07-l3a-f3-12.mp3}
+
+PROMPT: Where are the boys playing? {bk07-l3a-f3-13.mp3}
+RESPONSE: In the front yard. The boys are playing in the front yard. {bk07-l3a-f3-14.mp3}
+
+PROMPT: Can you see the backyard? {bk07-l3a-f3-15.mp3}
+RESPONSE: No, it's on the opposite side of the house. The backyard is on the opposite side of the house. {bk07-l3a-f3-16.mp3}
+
+PROMPT: Can you see the family's car? {bk07-l3a-f3-17.mp3}
+RESPONSE: No, the car is in the garage. {bk07-l3a-f3-18.mp3}
+
+PROMPT: What's that shape near the right side of the house? It's wearing a hat and looks like a man. {bk07-l3a-f3-19.mp3}
+RESPONSE: It's called a snowman. {bk07-l3a-f3-20.mp3}
 
 # Source: ST §The Children Like Animals
 $DIALOGUE The Children Like Animals
 ID: l3-s2
-INTRO: Steve and Alice Clark have a dog, a cat, and some very well-fed birds in the trees. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: The Clarks didn't move in alone — Steve and Alice brought a dog, a cat, and some very interested birds. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
 VOCAB: animal
-LINE: Steve and Alice Clark like animals. {st-page_087_002.jpg}
+LINE: Steve and Alice Clark like animals. {st-page_087_002.jpg|A dog, a cat, and a bird standing together}
 
 VOCAB: dog
 VOCAB: cat
-LINE: They have a dog and a cat. {st-page_087_003.jpg}
+LINE: They have a dog and a cat. {st-page_087_003.jpg|A happy dog sitting}
 
 VOCAB: bird
-LINE: There are also birds in the trees near their house. {st-page_087_005.jpg}
-LINE: They play with the dog and the cat. {st-page_087_006.jpg}
-LINE: They watch the birds every day. {st-page_088_001.jpg}
-LINE: They give food to the animals every morning. {st-page_088_002.jpg}
+LINE: There are also birds in the trees near their house. {st-page_087_005.jpg|Three birds flying}
+
+LINE: Steve and Alice play with the dog and cat and watch the birds every day. {st-page_087_006.jpg|A dog and a cat standing together friendly}
+
+LINE: They give food to the animals every morning. {st-page_088_002.jpg|A dog, a cat, and a bird waiting for food}
+
+# DROPPED (book): ST "A Rebus" (p. 89) — the same sentences as "The Children Like Animals" in the same reading modality; kept the earlier presentation.
+
+# Source: LLA 3B Figure 1
+$PRODUCE Name the Animals
+ID: 7-3b-f1
+INTRO: Look at each picture, listen to the animal's name, and type it. Then listen again and repeat.
+INSTRUCTION: Type the name of the animal.
+INPUT: type
+CHECK: exact
+REPEAT
+
+PROMPT: dog {bk07-l3b-f1-01.mp3}
+TEMPLATE: ____ {page_069_001.jpg|A happy cartoon dog sitting down with tongue out}
+RESPONSE: dog {bk07-l3b-f1-02.mp3}
+
+PROMPT: bird {bk07-l3b-f1-03.mp3}
+TEMPLATE: ____ {page_069_002.jpg|A small cartoon bird singing with a speech bubble containing a musical note}
+RESPONSE: bird {bk07-l3b-f1-04.mp3}
+
+PROMPT: cat {bk07-l3b-f1-05.mp3}
+TEMPLATE: ____ {page_069_003.jpg|A smiling cartoon cat standing up with its tail in the air}
+RESPONSE: cat {bk07-l3b-f1-06.mp3}
 
 # Source: LLA 3B Figure 2
-$DIALOGUE Animals Need Food and Water
-ID: 3b-f2
-INTRO: A few facts about animals — where their food comes from, and who buys it. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Sentences About Animals
+ID: 7-3b-f2
+INTRO: A few facts about animals — including who feeds whom. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: A few animals have two legs. {bk07-l3b-f2-01.mp3}
+
 LINE: Other animals have four legs. {bk07-l3b-f2-02.mp3}
+
 LINE: Dogs, cats, and birds are animals. {bk07-l3b-f2-03.mp3}
+
 LINE: All animals need food and water. {bk07-l3b-f2-04.mp3}
+
 LINE: Many people buy food for their animals. {bk07-l3b-f2-05.mp3}
+
 LINE: Grocery stores sell dog food and cat food. {bk07-l3b-f2-06.mp3}
+
 LINE: Birds get their food from the trees and grass. {bk07-l3b-f2-07.mp3}
+
 LINE: Sometimes people give the birds food and water. {bk07-l3b-f2-08.mp3}
 
-# Source: LLA 3B Figure 1
-$PRODUCE Spell the Animal Names
-ID: 3b-f1
-INPUT: type
-CHECK: exact
-INTRO: Now spell what you hear. Listen to each animal name and its spelling, and type the name.
-INSTRUCTION: Type the animal name you hear.
-
-PROMPT: Number 1: dog. D-O-G. {bk07-l3b-f1-01.mp3}
-RESPONSE: dog
-
-PROMPT: Number 2: bird. B-I-R-D. {bk07-l3b-f1-02.mp3}
-RESPONSE: bird
-
-PROMPT: Number 3: cat. C-A-T. {bk07-l3b-f1-03.mp3}
-RESPONSE: cat
-
-# Source: LLA 3B Figure 1 (second pass)
-$DIALOGUE Word Practice: Dog, Bird, Cat
-ID: 3b-f1-b
-INTRO: One more quick pass — say each animal's name after the speaker.
-INSTRUCTION: Repeat the names.
-REPEAT
-
-LINE: Dog. {page_069_001.jpg} {bk07-l3b-f1-04.mp3}
-LINE: Bird. {page_069_002.jpg} {bk07-l3b-f1-05.mp3}
-LINE: Cat. {page_069_003.jpg} {bk07-l3b-f1-06.mp3}
-
-$LESSON 3-2: How Old Are You?
-
-# Source: LLA 3A Figure 4
-$DIALOGUE How Old Is It?
-ID: 3a-f4
-INTRO: In this part you'll learn to ask how old people and things are. Mary and Anne are talking about children, houses, and some very old trees. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Mary: Do you have any children? {bk07-l3a-f4-01.mp3}
-Anne: Yes. I have a son and a daughter. {bk07-l3a-f4-02.mp3}
-
-Mary: How old is your son? {bk07-l3a-f4-03.mp3}
-Anne: He's 15 years old. {bk07-l3a-f4-04.mp3}
-
-Mary: How old is your daughter? {bk07-l3a-f4-05.mp3}
-Anne: She's 12. {bk07-l3a-f4-06.mp3}
-
-Mary: This is a very nice house. How old is it? {bk07-l3a-f4-07.mp3}
-Anne: It's 20 years old. {bk07-l3a-f4-08.mp3}
-
-Mary: Those trees are very tall. How old are they? {bk07-l3a-f4-09.mp3}
-Anne: They're more than 200 years old. {bk07-l3a-f4-10.mp3}
-
-# Source: ST §How Old Are You?
-$DIALOGUE Asking About Ages
-ID: l3-s11
-INTRO: "How old" works for people, houses, cities, and cars — everything has an age. Listen to these questions and answers.
-INSTRUCTION: Listen and read.
-
-LINE: How old is Steve? He's ten years old. {st-page_096_001.jpg}
-LINE: How old are Mr. and Mrs. Clark? They're both thirty years old.
-LINE: How old is their house? It's fifteen years old.
-LINE: How old is this base? It's about 45 years old.
-LINE: How old is the city? It's over 250 years old.
-LINE: How old is your car? It's only a year old.
-LINE: How old is Alice? She's six years old.
-LINE: How old are Jane and Dick? She's seven; he's eleven.
-LINE: How old are you? Twenty-four.
-
-# Source: LLA 3A Figure 5
-$PRODUCE Complete the Questions and Answers
-ID: 3a-f5
-INPUT: type
-CHECK: exact
-INTRO: Now build the questions yourself. Type the missing words, then listen to the correct sentence and repeat it.
-INSTRUCTION: Type the missing word(s).
-REPEAT
-
-TEMPLATE: How ____ are these buildings?
-PROMPT: How old are these buildings? {bk07-l3a-f5-01-q.mp3}
-RESPONSE: How old are these buildings? {bk07-l3a-f5-01-a.mp3}
-ACCEPT: old
-
-TEMPLATE: Some of them are eighty years ____.
-PROMPT: Some of them are 80 years old. {bk07-l3a-f5-02-q.mp3}
-RESPONSE: Some of them are 80 years old. {bk07-l3a-f5-02-a.mp3}
-ACCEPT: old
-
-TEMPLATE: ____ old are the others?
-PROMPT: How old are the others? {bk07-l3a-f5-03-q.mp3}
-RESPONSE: How old are the others? {bk07-l3a-f5-03-a.mp3}
-ACCEPT: How
-
-TEMPLATE: They're only ____ years old.
-PROMPT: They're only 20 years old. {bk07-l3a-f5-04-q.mp3}
-RESPONSE: They're only 20 years old. {bk07-l3a-f5-04-a.mp3}
-ACCEPT: twenty | 20
-
-TEMPLATE: ____ is the dentist's office?
-PROMPT: How old is the dentist's office? {bk07-l3a-f5-05-q.mp3}
-RESPONSE: How old is the dentist's office? {bk07-l3a-f5-05-a.mp3}
-ACCEPT: How old
-
-TEMPLATE: It's thirty ____.
-PROMPT: It's 30 years old. {bk07-l3a-f5-06-q.mp3}
-RESPONSE: It's 30 years old. {bk07-l3a-f5-06-a.mp3}
-ACCEPT: years old
-
-TEMPLATE: How old ____ the dentist?
-PROMPT: How old is the dentist? {bk07-l3a-f5-07-q.mp3}
-RESPONSE: How old is the dentist? {bk07-l3a-f5-07-a.mp3}
-ACCEPT: is
-
-TEMPLATE: ____.
-PROMPT: He's 55. {bk07-l3a-f5-08-q.mp3}
-RESPONSE: He's 55. {bk07-l3a-f5-08-a.mp3}
-ACCEPT: He is fifty-five | He's fifty-five | He is 55
-
-# Source: ST §The Clark Family
-$DIALOGUE The Clarks' Neighbors
-ID: l3-s12
-INTRO: Meet the Deans, the family next door to the Clarks. Listen for everyone's age — there will be questions.
-INSTRUCTION: Listen to the paragraph.
-
-Narrator: The Clark family lives next to the Dean family.
-LINE: Mr. and Mrs. Dean are both thirty-five years old.
-LINE: They have two daughters and one son. Ann is twelve and Susan is nine.
-LINE: Michael is only two.
-LINE: Mrs. Dean's mother lives there, too. She's sixty years old.
-LINE: Mr. and Mrs. Dean bought a new car last year.
-LINE: They bought their house four years ago. It was five years old then.
-
-# Source: ST §Answer About the Deans
-$PRODUCE Answer About the Deans
-ID: l3-s13
-REFERENCE
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-INTRO: Now answer questions about the Deans aloud, in full sentences. You can look back at the paragraph if the ages start to blur together.
-INSTRUCTION: Answer aloud in a full sentence.
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: How old are Mr. and Mrs. Dean?
-RESPONSE: They are thirty-five years old.
-
-PROMPT: How old are their daughters?
-RESPONSE: Ann is twelve and Susan is nine.
-
-PROMPT: How old is Michael?
-RESPONSE: He is two years old.
-
-PROMPT: How old is Mrs. Dean's mother?
-RESPONSE: She is sixty years old.
-
-PROMPT: How old is the Deans' car?
-RESPONSE: It is one year old.
-
-PROMPT: How old is their house?
-RESPONSE: It is nine years old.
-
-# Source: ST §How Old Are Your Children?
-$DIALOGUE How Old Are Your Children?
-ID: l3-s14
-INTRO: Ted is showing Ken a picture of his children — as fathers do. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Ted: How's your family, Ken? {st-page_098_001.jpg}
-Ken: Fine, thanks. How are your children?
-Ted: Good! Here's a picture of them.
-Ken: How old are your sons?
-Ted: One's three, and the other's eight.
-Ken: How old is your daughter?
-Ted: She's five years old.
-Ken: You have a very nice family, Ted.
-
-# Source: LLA 3B Figure 5
-$PRODUCE Ages: Add or Subtract
-ID: 3b-f5
-INPUT: speak
-CHECK: reveal
-INTRO: A little math with ages — someone is always a few years older or younger. Listen, work it out, say the answer aloud, then repeat the correct answer.
-INSTRUCTION: Say the answer aloud in a full sentence.
-REPEAT
-
-EXAMPLE
-PROMPT: Bill is 20 years old. Ken is 2 years younger. How old is Ken? {bk07-l3b-f5-ex-q.mp3}
-RESPONSE: Ken is 18 years old. {bk07-l3b-f5-ex-a.mp3}
-
-PROMPT: John is 10. Mary is 3 years older. How old is Mary? {bk07-l3b-f5-01-q.mp3}
-RESPONSE: Mary is 13 years old. {bk07-l3b-f5-01-a.mp3}
-
-PROMPT: Lisa is 16. Her sister is 5 years younger. How old is her sister? {bk07-l3b-f5-02-q.mp3}
-RESPONSE: Her sister is 11. {bk07-l3b-f5-02-a.mp3}
-
-PROMPT: Betty is 20 years old. Steve is 5 years older. How old is Steve? {bk07-l3b-f5-03-q.mp3}
-RESPONSE: Steve is 25 years old. {bk07-l3b-f5-03-a.mp3}
-
-PROMPT: Two years from now, Larry will be 21. How old is Larry? {bk07-l3b-f5-04-q.mp3}
-RESPONSE: Larry is 19 years old. {bk07-l3b-f5-04-a.mp3}
-
-PROMPT: Frank bought his car 2 years ago. It was 4 years old then. How old is it now? {bk07-l3b-f5-05-q.mp3}
-RESPONSE: It's 6 years old. {bk07-l3b-f5-05-a.mp3}
-
-PROMPT: Mr. and Mrs. Baker were 25 years old 10 years ago. How old are they now? {bk07-l3b-f5-06-q.mp3}
-RESPONSE: They're 35 years old. {bk07-l3b-f5-06-a.mp3}
-
-$LESSON 3-3: Around the Backyard
+$SESSION 3-2: Where Things Are — By, Around, Over
 
 # Source: ST §The Cat's Walking Around the Tree
-$DIALOGUE Around, By, and Over
-ID: l3-s3
-INTRO: In this part you'll learn words that say where things are — around, by, next to, over, above, and below. A cat, a dog, and a bird will demonstrate. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Where Is the Cat?
+ID: l3-s4
+INTRO: In this part you'll learn the little words that say where things are — "by", "around", "over", "above", and "below". The cat and the dog will demonstrate. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
-VOCAB: to walk around | walking around
-LINE: The cat is walking around the tree. {st-page_090_001.jpg}
+VOCAB: around
+LINE: The cat is walking around the tree. {st-page_090_001.jpg|A cat walking around the trunk of a tree}
 
-VOCAB: to sit by | sitting by
-LINE: The cat is sitting by the tree. {st-page_090_002.jpg}
+VOCAB: by
+LINE: The cat is sitting by the tree. {st-page_090_002.jpg|A cat sitting by the base of a tree}
 
 VOCAB: next to
-LINE: The dog is sitting next to the cat. {st-page_090_003.jpg}
+LINE: The dog is sitting next to the cat. {st-page_090_003.jpg|A dog sitting next to a cat}
 
-VOCAB: to fly over | flying over
-LINE: The bird is flying over the tree. {st-page_090_004.jpg}
+VOCAB: over
+LINE: The bird is flying over the tree. {st-page_090_004.jpg|A bird flying in the sky over a tree}
 
 VOCAB: above
 VOCAB: below
-LINE: The cat is above the dog. The dog is below the cat. {st-page_090_005.jpg}
+LINE: The cat is above the dog. The dog is below the cat. {st-page_090_005.jpg|A cat sitting on a tree branch above a dog sitting below on the ground}
 
 # Source: LLA 3B Figure 3
 $DIALOGUE Fences and Gates
-ID: 3b-f3
-INTRO: Two more backyard words — fence and gate — plus "by" and "next to", which mean the same thing. Look at the pictures, listen, and repeat.
-INSTRUCTION: Listen and repeat.
+ID: 7-3b-f3
+INTRO: Two more useful words for the yard: the fence, and the gate that lets you through it. Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-VOCAB: by
-LINE: The book is by the chair. {page_070_001.jpg} {bk07-l3b-f3-01.mp3}
+LINE: The book is by the chair. {page_070_001.jpg|A wooden chair with a book sitting on the floor next to it} {bk07-l3b-f3-01.mp3}
 
-LINE: By and next to are the same. {page_070_001.jpg} {bk07-l3b-f3-02.mp3}
+LINE: By and next to are the same. {page_070_001.jpg|A wooden chair with a book sitting on the floor next to it} {bk07-l3b-f3-02.mp3}
 
-VOCAB: fence
-LINE: There is a fence between the base and the street. {page_070_002.jpg} {bk07-l3b-f3-03.mp3}
+LINE: There is a fence between the base and the street. {page_070_002.jpg|A wire mesh fence topped with barbed wire separating property} {bk07-l3b-f3-03.mp3}
 
-VOCAB: gate
-LINE: A gate in a fence is like a door in a wall. {page_070_003.jpg} {bk07-l3b-f3-04.mp3}
+LINE: A gate in a fence is like a door in a wall. {page_070_003.jpg|An open wooden fence gate hanging on its hinges} {bk07-l3b-f3-04.mp3}
 
 # Source: ST §Birds Fly Over the Trees
-$DIALOGUE The Clarks Drove Around
-ID: l3-s4
-INTRO: Here are the position words at work in the Clarks' neighborhood. Just read and listen.
-INSTRUCTION: Listen and read.
+$DIALOGUE Around the New Neighborhood
+ID: l3-s5
+INTRO: Now the same words at work in the Clarks' neighborhood. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
 LINE: The Clarks drove around the city and looked at new houses.
 LINE: They drove by some old houses, but they didn't stop.
@@ -449,9 +282,9 @@ LINE: There is grass below the trees.
 
 # Source: ST §The Library Is Next to the School
 $SELECT Choose the Right Word
-ID: l3-s5
-INTRO: Your turn. Each sentence has a gap — tap the word that belongs in it.
-INSTRUCTION: Tap the correct word to complete the sentence.
+ID: l3-s6
+INTRO: Time to choose for yourself. Read each sentence and tap the word that says where.
+INSTRUCTION: Tap the correct word to complete each sentence.
 
 TEMPLATE: The mailman left the package ____ the front door.
 OPTION: a | around
@@ -503,213 +336,218 @@ OPTION: a | above
 OPTION: b | below
 ANSWER: b
 
-# Source: LLA 3B Figure 4
-$DIALOGUE Two Backyards {page_071_001.jpg}
-ID: 3b-f4
-INTRO: The Foxes and the Days are neighbors, with one fence and one gate between them. Look at the picture and listen to who is standing where.
+# Source: LLA 3B Figure 4 (Part 1)
+$DIALOGUE The Two Backyards {page_071_001.jpg|A detailed line drawing of a suburban backyard scene divided by a wooden fence between two properties labeled "SUE FOX", "PAT DAY", "BEN FOX", and "JIM DAY", showing people doing yard work, sitting at a picnic table, playing on swing sets, and chatting over the fence}
+ID: 7-3b-f4-story
+INTRO: The Foxes and the Days are neighbors, and everyone is in the backyard. Look at the picture and listen to the description.
 INSTRUCTION: Listen to the description.
 
 LINE: Ben and Sue Fox live next to Jim and Pat Day. {bk07-l3b-f4-01.mp3}
-LINE: The Day's backyard is next to the Fox's backyard. {bk07-l3b-f4-02.mp3}
+
+LINE: The Days' backyard is next to the Foxes' backyard. {bk07-l3b-f4-02.mp3}
+
 LINE: There is a fence between the two backyards. {bk07-l3b-f4-03.mp3}
+
 LINE: Sue and Pat are standing by the fence. {bk07-l3b-f4-04.mp3}
+
 LINE: Ben and Jim are standing by the gate. {bk07-l3b-f4-05.mp3}
+
 LINE: In one backyard, the children are eating. {bk07-l3b-f4-06.mp3}
+
 LINE: In the other backyard, a young boy and girl are playing, and an older boy is cutting the grass. {bk07-l3b-f4-07.mp3}
-LINE: A very young child is sitting by the back door of the Day's house. {bk07-l3b-f4-08.mp3}
 
-# Source: LLA 3B Figure 4 (questions)
-$SELECT Yes or No: The Backyards
-ID: 3b-f4-b
-REFERENCE
-INTRO: Now questions about that picture. Tap Yes or No, then repeat the correct answer — you can peek back at the description if the neighbors got mixed up.
-INSTRUCTION: Tap Yes or No.
-REPEAT
+LINE: A very young child is sitting by the back door of the Days' house. {bk07-l3b-f4-08.mp3}
 
+# Source: LLA 3B Figure 4 (Part 2)
+$SELECT Questions About the Backyards {page_071_001.jpg|A detailed line drawing of a suburban backyard scene divided by a wooden fence between two properties labeled "SUE FOX", "PAT DAY", "BEN FOX", and "JIM DAY", showing people doing yard work, sitting at a picnic table, playing on swing sets, and chatting over the fence}
+ID: 7-3b-f4
+REFERENCE: 7-3b-f4-story
+INTRO: Now some questions about that busy picture. Listen to each one and tap "Yes" or "No" — you can open the description again if you need it.
+INSTRUCTION: Tap "Yes" or "No".
 OPTION: y | Yes
 OPTION: n | No
 
-PROMPT: Is there a front yard in the picture? {bk07-l3b-f4-09-q.mp3}
+PROMPT: Is there a front yard in the picture? {bk07-l3b-f4-01-q.mp3}
 ANSWER: n
-FEEDBACK: Repeat: Is there a front yard in the picture? No. This is a picture of two backyards. {bk07-l3b-f4-09-a.mp3}
+FEEDBACK: No. This is a picture of two backyards. {bk07-l3b-f4-01-fb.mp3}
 
-PROMPT: Is Sue Fox standing by the fence? {bk07-l3b-f4-10-q.mp3}
+PROMPT: Is Sue Fox standing by the fence? {bk07-l3b-f4-02-q.mp3}
 ANSWER: y
-FEEDBACK: Repeat: Is Sue Fox standing by the fence? Yes, Sue Fox is standing by the fence. {bk07-l3b-f4-10-a.mp3}
+FEEDBACK: Yes, Sue Fox is standing by the fence. {bk07-l3b-f4-02-fb.mp3}
 
-PROMPT: Is Pat Day standing by the fence too? {bk07-l3b-f4-11-q.mp3}
+PROMPT: Is Pat Day standing by the fence too? {bk07-l3b-f4-03-q.mp3}
 ANSWER: y
-FEEDBACK: Repeat: Is Pat Day standing by the fence too? Yes, Pat Day is standing by the fence too. {bk07-l3b-f4-11-a.mp3}
+FEEDBACK: Yes, Pat Day is standing by the fence too. {bk07-l3b-f4-03-fb.mp3}
 
-PROMPT: Are Pat and Sue on the same side of the fence? {bk07-l3b-f4-12-q.mp3}
+PROMPT: Are Pat and Sue on the same side of the fence? {bk07-l3b-f4-04-q.mp3}
 ANSWER: n
-FEEDBACK: Are Pat and Sue on the same side of the fence? No, Pat and Sue are on opposite sides of the fence. {bk07-l3b-f4-12-a.mp3}
+FEEDBACK: No, Pat and Sue are on opposite sides of the fence. {bk07-l3b-f4-04-fb.mp3}
 
-PROMPT: Are Ben and Jim standing next to the gate? {bk07-l3b-f4-13-q.mp3}
+PROMPT: Are Ben and Jim standing next to the gate? {bk07-l3b-f4-05-q.mp3}
 ANSWER: y
-FEEDBACK: Repeat: Are Ben and Jim standing next to the gate? Yes, Ben and Jim are standing next to the gate. {bk07-l3b-f4-13-a.mp3}
+FEEDBACK: Yes, Ben and Jim are standing next to the gate. {bk07-l3b-f4-05-fb.mp3}
 
-PROMPT: Is the gate open? {bk07-l3b-f4-14-q.mp3}
+PROMPT: Is the gate open? {bk07-l3b-f4-06-q.mp3}
 ANSWER: n
-FEEDBACK: Repeat: Is the gate open? No, the gate's not open; it's closed. {bk07-l3b-f4-14-a.mp3}
+FEEDBACK: No, the gate's not open; it's closed. {bk07-l3b-f4-06-fb.mp3}
 
-PROMPT: Is a dog sitting by the door? {bk07-l3b-f4-15-q.mp3}
+PROMPT: Is a dog sitting by the door? {bk07-l3b-f4-07-q.mp3}
 ANSWER: n
-FEEDBACK: Repeat: Is a dog sitting by the door? No, a small child is sitting by the door, not a dog. A dog is sitting next to the table. {bk07-l3b-f4-15-a.mp3}
+FEEDBACK: No, a small child is sitting by the door, not a dog. A dog is sitting next to the table. {bk07-l3b-f4-07-fb.mp3}
 
-PROMPT: Is there a cat in the picture? {bk07-l3b-f4-16-q.mp3}
+PROMPT: Is there a cat in the picture? {bk07-l3b-f4-08-q.mp3}
 ANSWER: y
-FEEDBACK: Repeat: Is there a cat in the picture? Yes, there's a cat near the table. {bk07-l3b-f4-16-a.mp3}
+FEEDBACK: Yes, there's a cat near the table. {bk07-l3b-f4-08-fb.mp3}
 
 # Source: LLA 3B Figure 7
-$SELECT True or False: Animals and Yards
-ID: 3b-f7
-INTRO: A quick check on everything so far — animals, fences, gates, front and back. Tap True or False, then repeat the correct sentence.
-INSTRUCTION: Tap True or False.
-REPEAT
-
+$SELECT True or False?
+ID: 7-3b-f7
+INTRO: A quick check on everything so far — animals, fences, fronts and backs. Listen to each statement and tap "True" or "False".
+INSTRUCTION: Tap "True" or "False".
 OPTION: t | True
 OPTION: f | False
 
 PROMPT: Dogs, cats, and birds are animals. {bk07-l3b-f7-01-q.mp3}
 ANSWER: t
-FEEDBACK: Repeat: Dogs, cats, and birds are animals. {bk07-l3b-f7-01-a.mp3}
+FEEDBACK: Dogs, cats, and birds are animals. {bk07-l3b-f7-01-fb.mp3}
 
 PROMPT: All animals have 4 legs. {bk07-l3b-f7-02-q.mp3}
 ANSWER: f
-FEEDBACK: Repeat: Not all animals have 4 legs. {bk07-l3b-f7-02-a.mp3}
+FEEDBACK: Not all animals have 4 legs. {bk07-l3b-f7-02-fb.mp3}
 
 PROMPT: A gate is like a door. {bk07-l3b-f7-03-q.mp3}
 ANSWER: t
-FEEDBACK: Repeat: A gate is like a door. {bk07-l3b-f7-03-a.mp3}
+FEEDBACK: A gate is like a door. {bk07-l3b-f7-03-fb.mp3}
 
 PROMPT: Animals don't need food and water. {bk07-l3b-f7-04-q.mp3}
 ANSWER: f
-FEEDBACK: Repeat: Animals need food and water. {bk07-l3b-f7-04-a.mp3}
+FEEDBACK: Animals need food and water. {bk07-l3b-f7-04-fb.mp3}
 
 PROMPT: Front is the opposite of back. {bk07-l3b-f7-05-q.mp3}
 ANSWER: t
-FEEDBACK: Repeat: Front is the opposite of back. {bk07-l3b-f7-05-a.mp3}
+FEEDBACK: Front is the opposite of back. {bk07-l3b-f7-05-fb.mp3}
 
 PROMPT: Next to is the opposite of by. {bk07-l3b-f7-06-q.mp3}
 ANSWER: f
-FEEDBACK: Repeat: Next to and by are the same. {bk07-l3b-f7-06-a.mp3}
+FEEDBACK: Next to and by are the same. {bk07-l3b-f7-06-fb.mp3}
 
 PROMPT: Some yards have fences. {bk07-l3b-f7-07-q.mp3}
 ANSWER: t
-FEEDBACK: Repeat: Some yards have fences. {bk07-l3b-f7-07-a.mp3}
+FEEDBACK: Some yards have fences. {bk07-l3b-f7-07-fb.mp3}
 
 PROMPT: Birds climb trees and roofs. {bk07-l3b-f7-08-q.mp3}
 ANSWER: f
-FEEDBACK: Repeat: Birds fly to trees and roofs. {bk07-l3b-f7-08-a.mp3}
+FEEDBACK: Birds fly to trees and roofs. {bk07-l3b-f7-08-fb.mp3}
 
-$LESSON 3-4: Run and Climb
+$SESSION 3-3: Run and Climb
 
-# Source: ST §The Cat's Climbing the Tree
-$DIALOGUE Run and Climb
-ID: l3-s6
-INTRO: In this part you'll learn two verbs: run and climb — dogs do one, cats do the other. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3B Figure 6 (Part 1)
+$DIALOGUE Climb and Run
+ID: 7-3b-f6
+INTRO: Two action verbs now: "climb" and "run". Mountain climbers do one; Mr. Clark, who is always late for the bus, does the other. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: to run | run
-LINE: Dogs run fast.
+VOCAB: to climb
+LINE: Two boys are climbing the mountain. {page_072_001.jpg|Two climbers attached to ropes scaling a steep mountain peak} {bk07-l3b-f6-01.mp3}
 
-VOCAB: to climb | climb
-LINE: Cats climb trees.
+LINE: They climbed a mountain in Canada last summer. {page_072_001.jpg|Two climbers attached to ropes scaling a steep mountain peak} {bk07-l3b-f6-02.mp3}
+
+LINE: Next summer they will climb mountains in France. {page_072_001.jpg|Two climbers attached to ropes scaling a steep mountain peak} {bk07-l3b-f6-03.mp3}
+
+VOCAB: to run
+LINE: Mr. Clark is running to the bus stop. {page_072_002.jpg|A man holding a briefcase running rapidly toward a bus at a bus stop} {bk07-l3b-f6-04.mp3}
 
 VOCAB: ran
-LINE: The dog ran to the back of the house.
+LINE: He also ran yesterday morning. {page_072_002.jpg|A man holding a briefcase running rapidly toward a bus at a bus stop} {bk07-l3b-f6-05.mp3}
 
-VOCAB: climbed
+LINE: He has to run to the bus stop every morning. He is always late. {page_072_002.jpg|A man holding a briefcase running rapidly toward a bus at a bus stop} {bk07-l3b-f6-06.mp3}
+
+# Source: LLA 3B Figure 6 (Part 2)
+$PRODUCE Answer About the Climbers and Mr. Clark
+ID: 7-3b-f6-b
+REFERENCE: 7-3b-f6
+INTRO: Questions about the climbers and the runner you just met. Answer each one aloud, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Are the boys climbing a fence? {bk07-l3b-f6-07-q.mp3}
+RESPONSE: No, they're not. They're climbing a mountain. {bk07-l3b-f6-07-a.mp3}
+
+PROMPT: Did they climb a mountain last summer? {bk07-l3b-f6-08-q.mp3}
+RESPONSE: Yes, they did. They climbed a mountain last summer. {bk07-l3b-f6-08-a.mp3}
+
+PROMPT: Will they also climb mountains next summer? {bk07-l3b-f6-09-q.mp3}
+RESPONSE: Yes, they will. They'll climb mountains next summer too. {bk07-l3b-f6-09-a.mp3}
+
+PROMPT: Is Mr. Clark walking? {bk07-l3b-f6-10-q.mp3}
+RESPONSE: No, he's not walking. Mr. Clark is running. {bk07-l3b-f6-10-a.mp3}
+
+PROMPT: Does he have to run? {bk07-l3b-f6-11-q.mp3}
+RESPONSE: Yes, he does. He's late. He has to run. {bk07-l3b-f6-11-a.mp3}
+
+PROMPT: Where does he run? {bk07-l3b-f6-12-q.mp3}
+RESPONSE: To the bus stop. Mr. Clark runs to the bus stop every morning. {bk07-l3b-f6-12-a.mp3}
+
+# Source: ST §The Cat's Climbing the Tree
+$DIALOGUE Dogs Run, Cats Climb {st-page_092_001.jpg|A dog standing near a tree looking up at a cat that is climbing up the trunk}
+ID: l3-s7
+INTRO: More running and climbing — present, past, and future. Notice the past form "ran". Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Dogs run fast.
+LINE: Cats climb trees.
+LINE: The dog ran to the back of the house.
 LINE: The cat saw the dog and climbed a tree.
 LINE: The children run and play in the backyard.
 LINE: Sometimes cats climb to the roof of the house.
 LINE: We will climb mountains on our vacation.
 LINE: The boy runs to school every morning.
-
-VOCAB: climbing
 LINE: The cat is climbing the tree.
-
-VOCAB: running
 LINE: The dog is running fast.
 
-# Source: LLA 3B Figure 6
-$DIALOGUE Climbing and Running
-ID: 3b-f6
-INTRO: Two boys climb mountains for fun; Mr. Clark runs to the bus stop because he is always late. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Two boys are climbing the mountain. {page_072_001.jpg} {bk07-l3b-f6-01.mp3}
-LINE: They climbed the mountain in Canada last summer. {page_072_001.jpg} {bk07-l3b-f6-02.mp3}
-LINE: Next summer they will climb mountains in France. {page_072_001.jpg} {bk07-l3b-f6-03.mp3}
-
-LINE: Mr. Clark is running to the bus stop. {page_072_002.jpg} {bk07-l3b-f6-04.mp3}
-LINE: He also ran yesterday morning. {page_072_002.jpg} {bk07-l3b-f6-05.mp3}
-LINE: He has to run to the bus stop every morning. He is always late. {page_072_002.jpg} {bk07-l3b-f6-06.mp3}
-
-# Source: LLA 3B Figure 6 (questions)
-$PRODUCE Answer About the Pictures
-ID: 3b-f6-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now answer questions about the climbers and the runner. Answer aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-
-PROMPT: Are the boys climbing a fence? {page_072_001.jpg} {bk07-l3b-f6-07-q.mp3}
-RESPONSE: No, they're not. They're climbing a mountain. {bk07-l3b-f6-07-a.mp3}
-
-PROMPT: Did they climb a mountain last summer? {page_072_001.jpg} {bk07-l3b-f6-08-q.mp3}
-RESPONSE: Yes, they did. They climbed the mountain last summer. {bk07-l3b-f6-08-a.mp3}
-
-PROMPT: Will they also climb mountains next summer? {page_072_001.jpg} {bk07-l3b-f6-09-q.mp3}
-RESPONSE: Yes, they will. They'll climb mountains next summer too. {bk07-l3b-f6-09-a.mp3}
-
-PROMPT: Is Mr. Clark walking? {page_072_002.jpg} {bk07-l3b-f6-10-q.mp3}
-RESPONSE: No, he's not walking. Mr. Clark is running. {bk07-l3b-f6-10-a.mp3}
-
-PROMPT: Does he have to run? {page_072_002.jpg} {bk07-l3b-f6-11-q.mp3}
-RESPONSE: Yes, he does. He's late. He has to run. {bk07-l3b-f6-11-a.mp3}
-
-PROMPT: Where does he run? {page_072_002.jpg} {bk07-l3b-f6-12-q.mp3}
-RESPONSE: To the bus stop. Mr. Clark runs to the bus stop every morning. {bk07-l3b-f6-12-a.mp3}
-
 # Source: ST §What Are They Doing?
 $PRODUCE Running or Climbing?
-ID: l3-s7
+ID: l3-s8
+INTRO: Look at each picture and decide: is this running, or climbing? Type the word.
+INSTRUCTION: Type "running" or "climbing" for each picture.
 INPUT: type
 CHECK: exact
-INTRO: Look at each picture and type what the person or animal is doing: running or climbing.
-INSTRUCTION: Type "running" or "climbing".
 
-TEMPLATE: {st-page_093_001.jpg}
+TEMPLATE: {st-page_093_001.jpg|A baby crawling up stairs on hands and knees}
 RESPONSE: climbing
+ACCEPT: Climbing
 
-TEMPLATE: {st-page_093_002.jpg}
+TEMPLATE: {st-page_093_002.jpg|A man carrying a briefcase running after a bus}
 RESPONSE: running
+ACCEPT: Running
 
-TEMPLATE: {st-page_093_003.jpg}
+TEMPLATE: {st-page_093_003.jpg|A cat climbing up a tree trunk}
 RESPONSE: climbing
+ACCEPT: Climbing
 
-TEMPLATE: {st-page_093_004.jpg}
+TEMPLATE: {st-page_093_004.jpg|Two men in athletic wear running side by side}
 RESPONSE: running
+ACCEPT: Running
 
-TEMPLATE: {st-page_093_005.jpg}
+TEMPLATE: {st-page_093_005.jpg|A dog chasing a cat that is running away}
 RESPONSE: running
+ACCEPT: Running
 
-TEMPLATE: {st-page_093_006.jpg}
+TEMPLATE: {st-page_093_006.jpg|A mountain climber scaling a rocky wall with a rope}
 RESPONSE: climbing
+ACCEPT: Climbing
 
 # Source: ST §Cats Can Climb Trees
 $PRODUCE Climb, Climbed, Run, or Ran
-ID: l3-s8
+ID: l3-s9
+INTRO: Now pick the right form — "climb", "climbed", "run", or "ran" — and type it in the gap. Watch the time words.
+INSTRUCTION: Type "climb", "climbed", "run", or "ran".
 INPUT: type
 CHECK: exact
-INTRO: Complete each sentence with climb, climbed, run, or ran — watch the tense.
-INSTRUCTION: Type the missing word.
 
 TEMPLATE: Cats can ____ trees.
 RESPONSE: Cats can climb trees.
@@ -751,11 +589,113 @@ TEMPLATE: The soldier ____ from the barracks to the mess hall.
 RESPONSE: The soldier ran from the barracks to the mess hall.
 ACCEPT: ran
 
+# Source: LLA 3B Figure 8 (Part 1)
+$DIALOGUE Brutus the Cat
+ID: 7-3b-f8-story
+INTRO: Meet Brutus — a cat with ambitions and a dog who can only watch from the ground. Listen to the story.
+INSTRUCTION: Listen to the story.
+
+LINE: Mary has a cat and a dog. {bk07-l3b-f8-01.mp3}
+
+LINE: Mary's cat is called Brutus. {bk07-l3b-f8-02.mp3}
+
+LINE: Brutus is always climbing. {bk07-l3b-f8-03.mp3}
+
+LINE: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-04.mp3}
+
+LINE: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-05.mp3}
+
+LINE: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-06.mp3}
+
+LINE: He was watching the birds. {bk07-l3b-f8-07.mp3}
+
+LINE: Her cat was happy, but Mary was upset. {bk07-l3b-f8-08.mp3}
+
+LINE: She ran to her father and asked him for help. {bk07-l3b-f8-09.mp3}
+
+LINE: He climbed the roof and got Brutus. {bk07-l3b-f8-10.mp3}
+
+# Source: LLA 3B Figure 8 (Part 2)
+$PRODUCE Complete the Story
+ID: 7-3b-f8-b
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Now the story comes back with gaps. Listen to each sentence and type the correct word from the choices in parentheses.
+INSTRUCTION: Type the correct word(s).
+
+EXAMPLE
+TEMPLATE: Mary has a ____{cat} (cat / bird) and a dog.
+PROMPT: Mary has a cat and a dog. {bk07-l3b-f8-ex.mp3}
+RESPONSE: Mary has a cat and a dog. {bk07-l3b-f8-ex.mp3}
+
+TEMPLATE: Mary's ____{cat} (cat / dog) is called Brutus.
+PROMPT: Mary's cat is called Brutus. {bk07-l3b-f8-p2-01.mp3}
+RESPONSE: Mary's cat is called Brutus. {bk07-l3b-f8-p2-01.mp3}
+
+TEMPLATE: Brutus is always ____{climbing} (climbing / running).
+PROMPT: Brutus is always climbing. {bk07-l3b-f8-p2-02.mp3}
+RESPONSE: Brutus is always climbing. {bk07-l3b-f8-p2-02.mp3}
+
+TEMPLATE: He ____{climbs} (climbs / climbed) to the top of trees, ____{fences} (roofs / fences), and houses.
+PROMPT: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-p2-03.mp3}
+RESPONSE: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-p2-03.mp3}
+
+TEMPLATE: Mary's ____{dog} (bird / dog) wants to ____{climb} (climb / run to) them too, but he can only ____{run from} (climb to / run from) one side of the ____{yard} (gate / yard) to the other.
+PROMPT: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-p2-04.mp3}
+RESPONSE: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-p2-04.mp3}
+
+TEMPLATE: Yesterday Brutus ____{climbed} (climbed / was climbing) to the ____{roof} (front / roof) of the house and stayed there.
+PROMPT: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-p2-05.mp3}
+RESPONSE: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-p2-05.mp3}
+
+TEMPLATE: He was watching the ____{birds} (bird / birds).
+PROMPT: He was watching the birds. {bk07-l3b-f8-p2-06.mp3}
+RESPONSE: He was watching the birds. {bk07-l3b-f8-p2-06.mp3}
+
+TEMPLATE: Her ____{cat} (cat / dog) was happy, but Mary was upset.
+PROMPT: Her cat was happy, but Mary was upset. {bk07-l3b-f8-p2-07.mp3}
+RESPONSE: Her cat was happy, but Mary was upset. {bk07-l3b-f8-p2-07.mp3}
+
+TEMPLATE: She ____{ran} (runs / ran) to her father and asked him for help. He ____{climbed} (climbed / ran) the ____{roof} (roof / gate) and got Brutus.
+PROMPT: She ran to her father and asked him for help. He climbed the roof and got Brutus. {bk07-l3b-f8-p2-08.mp3}
+RESPONSE: She ran to her father and asked him for help. He climbed the roof and got Brutus. {bk07-l3b-f8-p2-08.mp3}
+
+# Source: LLA 3B Figure 8 (Part 3)
+$PRODUCE Questions About Brutus
+ID: 7-3b-f8-c
+REFERENCE: 7-3b-f8-story
+INTRO: Last pass on Brutus. Answer each question aloud in a full sentence, then repeat the model answer. Open the story again if you need it.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: How many animals does Mary have? {bk07-l3b-f8-q1.mp3}
+RESPONSE: Mary has 2 animals. {bk07-l3b-f8-a1.mp3}
+
+PROMPT: Which animal can climb things? {bk07-l3b-f8-q2.mp3}
+RESPONSE: The cat can climb things. {bk07-l3b-f8-a2.mp3}
+
+PROMPT: Where does the cat climb? {bk07-l3b-f8-q3.mp3}
+RESPONSE: The cat climbs to the tops of trees, fences, and roofs. {bk07-l3b-f8-a3.mp3}
+
+PROMPT: Can the dog climb things too? {bk07-l3b-f8-q4.mp3}
+RESPONSE: No, it can't. The dog can only run. {bk07-l3b-f8-a4.mp3}
+
+PROMPT: What was the cat watching? {bk07-l3b-f8-q5.mp3}
+RESPONSE: The cat was watching the birds. {bk07-l3b-f8-a5.mp3}
+
+PROMPT: What did Mary's father do? {bk07-l3b-f8-q6.mp3}
+RESPONSE: Mary's father climbed to the roof of the house. {bk07-l3b-f8-a6.mp3}
+
+$SESSION 3-4: How Old Are They?
+
 # Source: ST §John Was Absent the Past Three Days
-$DIALOGUE Rear, Past, Absent, Present
-ID: l3-s9
-INTRO: Four more words: rear, past, absent, and present. Each one gets a few example sentences. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Past and Present, Front and Rear
+ID: l3-s10
+INTRO: In this part you'll pick up four handy words — "rear", "past", "absent", and "present" — and then learn to ask the question everyone gets asked: "How old are you?" Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: rear
@@ -775,8 +715,8 @@ LINE: Dan is here today. He is present.
 
 # Source: ST §It Means the Same
 $SELECT It Means the Same
-ID: l3-s10
-INTRO: Read each sentence and tap the sentence that means the same thing.
+ID: l3-s11
+INTRO: Each sentence on the screen has a twin with the same meaning. Read the sentence and tap its twin.
 INSTRUCTION: Tap the sentence with a similar meaning.
 OPTION: a | Texas is our home now.
 OPTION: b | Is Alex absent?
@@ -799,175 +739,206 @@ ANSWER: b
 TEMPLATE: I deliver mail in my present job.
 ANSWER: c
 
-# Source: LLA 3B Figure 8
-$DIALOGUE Brutus the Cat: Story
-ID: 3b-f8-story
-INTRO: Before completing the sentences, listen to the whole story about Mary's cat, Brutus. The story remains available as a reference for the questions afterward.
-INSTRUCTION: Listen to the story.
+# Source: LLA 3A Figure 4
+$DIALOGUE How Old Is Your Son?
+ID: 7-3a-f4
+INTRO: Mary is visiting Anne's house and has questions — about the children, the house, even the trees. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-LINE: Mary has a cat and a dog. {bk07-l3b-f8-ex.mp3}
-LINE: Mary's cat is called Brutus. {bk07-l3b-f8-01.mp3}
-LINE: Brutus is always climbing. {bk07-l3b-f8-02.mp3}
-LINE: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-03.mp3}
-LINE: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-04.mp3}
-LINE: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-05.mp3}
-LINE: He was watching the birds. {bk07-l3b-f8-06.mp3}
-LINE: Her cat was happy, but Mary was upset. {bk07-l3b-f8-07.mp3}
-LINE: She ran to her father and asked him for help. He climbed the roof and got Brutus. {bk07-l3b-f8-08.mp3}
+Mary: Do you have any children? {bk07-l3a-f4-01.mp3}
+Anne: Yes. I have a son and a daughter. {bk07-l3a-f4-02.mp3}
+Mary: How old is your son? {bk07-l3a-f4-03.mp3}
+Anne: He's fifteen years old. {bk07-l3a-f4-04.mp3}
+Mary: How old is your daughter? {bk07-l3a-f4-05.mp3}
+Anne: She's twelve. {bk07-l3a-f4-06.mp3}
+Mary: This is a very nice house. How old is it? {bk07-l3a-f4-07.mp3}
+Anne: It's twenty years old. {bk07-l3a-f4-08.mp3}
+Mary: Those trees are very tall. How old are they? {bk07-l3a-f4-09.mp3}
+Anne: They're more than two hundred years old. {bk07-l3a-f4-10.mp3}
 
-# Source: LLA 3B Figure 8 (sentence completion)
-$PRODUCE Brutus the Cat
-ID: 3b-f8
+# Source: LLA 3A Figure 4 (role-play)
+$DIALOGUE You Are Mary
+ID: 7-3a-f4-role-mary
+REFERENCE: 7-3a-f4
+PLAY_ROLE: Mary
+INTRO: Same conversation — now you do the asking. You are Mary; speak her questions in the pauses.
+INSTRUCTION: You are Mary — speak your lines in the pauses.
+
+# Source: LLA 3A Figure 4 (role-play)
+$DIALOGUE You Are Anne
+ID: 7-3a-f4-role-anne
+REFERENCE: 7-3a-f4
+PLAY_ROLE: Anne
+INTRO: Now change roles. You are Anne — answer Mary's questions in the pauses.
+INSTRUCTION: You are Anne — speak your lines in the pauses.
+
+# Source: ST §How Old Are You? I'm Twenty Years Old.
+$GRAMMAR Asking About Age
+ID: l3-s12
+INTRO: Here's the pattern behind Mary's questions — "How old" works for people, houses, and even trees.
+
+CARD: To ask about age, use **How old** with "is" or "are". Answer with a number and "years old".
+{How old is Steve?}
+{He's ten years old.}
+{How old are Mr. and Mrs. Clark?}
+{They're both thirty years old.}
+
+CARD: The same question works for things and places, not just people.
+{How old is their house?}
+{It's fifteen years old.}
+{How old is this base?}
+{It's about 45 years old.}
+{How old is the city?}
+{It's over 250 years old.}
+{How old is your car?}
+{It's only a year old.}
+
+CARD: In conversation, a short answer — even just the number — is fine.
+{How old are Jane and Dick?}
+{She's seven; he's eleven.}
+{How old are you?}
+{Twenty-four.}
+
+SUMMARY:
+![A house with a small family standing in front, along with dialogue text box containing sample questions and answers about age](st-page_096_001.jpg)
+
+| Question | Answer |
+|---|---|
+| How old is Steve? | He's ten years old. |
+| How old are Mr. and Mrs. Clark? | They're both thirty years old. |
+| How old is their house? | It's fifteen years old. |
+| How old is this base? | It's about 45 years old. |
+| How old is the city? | It's over 250 years old. |
+| How old is your car? | It's only a year old. |
+| How old is Alice? | She's six years old. |
+| How old are Jane and Dick? | She's seven; he's eleven. |
+| How old are you? | Twenty-four. |
+
+# SKIPPED (book): "HOW OLD IS HE?" & "HOW OLD ... ?" (ST p. 96) — teacher-student and open student-pair oral practice with no solo path. Dropped.
+# SKIPPED (book): "CAN YOU FOLLOW INSTRUCTIONS?" (ST p. 99) — classroom physical-action tasks ("Go to the chalkboard..."). Dropped.
+
+# Source: LLA 3A Figure 5
+$PRODUCE Complete: How Old...?
+ID: 7-3a-f5
 INPUT: type
 CHECK: exact
-INTRO: Here's a story about Mary's cat, Brutus, who climbs everything and regrets nothing. Listen to each sentence and type the correct word from the choices.
-INSTRUCTION: Type the correct word from the choices.
+HIDE_PROMPT
+REPEAT
+INTRO: Type the missing words and numbers to complete each question and answer. Then listen and repeat the full exchange.
+INSTRUCTION: Type the missing words.
 
-EXAMPLE
-PROMPT: Mary has a cat and a dog. {bk07-l3b-f8-ex.mp3}
-TEMPLATE: Mary has a ____{cat} (cat / bird) and a dog.
-RESPONSE: Mary has a cat and a dog. {bk07-l3b-f8-ex.mp3}
+PROMPT: How old are these buildings? Some of them are eighty years old. {bk07-l3a-f5-01.mp3}
+TEMPLATE: How ____{old} are these buildings?\nSome of them are eighty years ____{old}.
+RESPONSE: How old are these buildings?\nSome of them are eighty years old. {bk07-l3a-f5-01.mp3}
 
-PROMPT: Mary's cat is called Brutus. {bk07-l3b-f8-01.mp3}
-TEMPLATE: Mary's ____{cat} (cat / dog) is called Brutus.
-RESPONSE: Mary's cat is called Brutus. {bk07-l3b-f8-01.mp3}
+PROMPT: How old are the others? They're only twenty years old. {bk07-l3a-f5-02.mp3}
+TEMPLATE: ____{How} old are the others?\nThey're only ____{twenty|20} years old.
+RESPONSE: How old are the others?\nThey're only twenty years old. {bk07-l3a-f5-02.mp3}
 
-PROMPT: Brutus is always climbing. {bk07-l3b-f8-02.mp3}
-TEMPLATE: Brutus is always ____{climbing} (climbing / running).
-RESPONSE: Brutus is always climbing. {bk07-l3b-f8-02.mp3}
+PROMPT: How old is the dentist's office? It's thirty years old. {bk07-l3a-f5-03.mp3}
+TEMPLATE: ____{How old} is the dentist's office?\nIt's thirty ____{years old}.
+RESPONSE: How old is the dentist's office?\nIt's thirty years old. {bk07-l3a-f5-03.mp3}
 
-PROMPT: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-03.mp3}
-TEMPLATE: He ____{climbs} (climbs / climbed) to the top of trees, ____{fences} (roofs / fences), and houses.
-RESPONSE: He climbs to the top of trees, fences, and houses. {bk07-l3b-f8-03.mp3}
+PROMPT: How old is the dentist? He's fifty-five. {bk07-l3a-f5-04.mp3}
+TEMPLATE: How old ____{is} the dentist?\n____{He's 55|He is 55|He's fifty-five|He is fifty-five}.
+RESPONSE: How old is the dentist?\nHe's fifty-five. {bk07-l3a-f5-04.mp3}
 
-PROMPT: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-04.mp3}
-TEMPLATE: Mary's ____{dog} (bird / dog) wants to ____{climb} (climb / run to) them too, but he can only ____{run from} (climb to / run from) one side of the ____{yard} (gate / yard) to the other.
-RESPONSE: Mary's dog wants to climb them too, but he can only run from one side of the yard to the other. {bk07-l3b-f8-04.mp3}
-
-PROMPT: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-05.mp3}
-TEMPLATE: Yesterday Brutus ____{climbed} (climbed / was climbing) to the ____{roof} (front / roof) of the house and stayed there.
-RESPONSE: Yesterday, Brutus climbed to the roof of the house and stayed there. {bk07-l3b-f8-05.mp3}
-
-PROMPT: He was watching the birds. {bk07-l3b-f8-06.mp3}
-TEMPLATE: He was watching the ____{birds} (bird / birds).
-RESPONSE: He was watching the birds. {bk07-l3b-f8-06.mp3}
-
-PROMPT: Her cat was happy, but Mary was upset. {bk07-l3b-f8-07.mp3}
-TEMPLATE: Her ____{cat} (cat / dog) was happy, but Mary was upset.
-RESPONSE: Her cat was happy, but Mary was upset. {bk07-l3b-f8-07.mp3}
-
-PROMPT: She ran to her father and asked him for help. He climbed the roof and got Brutus. {bk07-l3b-f8-08.mp3}
-TEMPLATE: She ____{ran} (runs / ran) to her father and asked him for help. He ____{climbed} (climbed / ran) the ____{roof} (roof / gate) and got Brutus.
-RESPONSE: She ran to her father and asked him for help. He climbed the roof and got Brutus. {bk07-l3b-f8-08.mp3}
-
-# Source: LLA 3B Figure 8 (questions)
-$PRODUCE Questions About Brutus
-ID: 3b-f8-b
+# Source: LLA 3B Figure 5
+$PRODUCE A Little Older, a Little Younger
+ID: 7-3b-f5
+INTRO: A bit of arithmetic with ages. Listen to each problem, work it out, and answer aloud in a complete sentence. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Now questions about Mary, Brutus, and the long-suffering dog. Answer aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-REFERENCE: 3b-f8-story
-
-PROMPT: How many animals does Mary have? {bk07-l3b-f8-09-q.mp3}
-RESPONSE: Mary has 2 animals. {bk07-l3b-f8-09-a.mp3}
-
-PROMPT: Which animal can climb things? {bk07-l3b-f8-10-q.mp3}
-RESPONSE: The cat can climb things. {bk07-l3b-f8-10-a.mp3}
-
-PROMPT: Where does the cat climb? {bk07-l3b-f8-11-q.mp3}
-RESPONSE: The cat climbs to the tops of trees, fences, and roofs. {bk07-l3b-f8-11-a.mp3}
-
-PROMPT: Can the dog climb things too? {bk07-l3b-f8-12-q.mp3}
-RESPONSE: No, it can't. The dog can only run. {bk07-l3b-f8-12-a.mp3}
-
-PROMPT: What was the cat watching? {bk07-l3b-f8-13-q.mp3}
-RESPONSE: The cat was watching the birds. {bk07-l3b-f8-13-a.mp3}
-
-PROMPT: What did Mary's father do? {bk07-l3b-f8-14-q.mp3}
-RESPONSE: Mary's father climbed to the roof of the house. {bk07-l3b-f8-14-a.mp3}
-
-$LESSON 3-5: Hills, Rivers, and the Sky
-
-# Source: LLA 3C Figure 2
-$DIALOGUE High and Low: Picture Sentences
-ID: 3c-f2
-INTRO: This part is about the world outside — hills, rivers, the sun, and the sky above it all. Look at each picture and repeat the sentence.
-INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: The airplane is above the trees. {page_075_001.jpg} {bk07-l3c-f2-01.mp3}
-LINE: The airplane is below the clouds. {page_075_002.jpg} {bk07-l3c-f2-02.mp3}
-LINE: The sun is high in the sky. {page_075_003.jpg} {bk07-l3c-f2-03.mp3}
-LINE: The sun is low in the sky. {page_075_004.jpg} {bk07-l3c-f2-04.mp3}
-LINE: The ball is going over the fence. {page_075_005.jpg} {bk07-l3c-f2-05.mp3}
-LINE: The river starts in the mountains and goes to the ocean. {page_075_006.jpg} {bk07-l3c-f2-06.mp3}
-LINE: One hill is higher than the other two hills. {page_075_007.jpg} {bk07-l3c-f2-07.mp3}
+EXAMPLE
+PROMPT: Bill is 20 years old. Ken is 2 years younger. How old is Ken? {bk07-l3b-f5-ex-q.mp3}
+RESPONSE: Ken is 18 years old. {bk07-l3b-f5-ex-a.mp3}
 
-# Source: LLA 3C Figure 1 (kept after the sentence panel as pronunciation reinforcement)
-$DIALOGUE Word Practice: Above and Below
-ID: 3c-f1
-INTRO: Now just the words from those sentences. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
+PROMPT: John is 10. Mary is 3 years older. How old is Mary? {bk07-l3b-f5-01-q.mp3}
+RESPONSE: Mary is 13 years old. {bk07-l3b-f5-01-a.mp3}
+
+PROMPT: Lisa is 16. Her sister is 5 years younger. How old is her sister? {bk07-l3b-f5-02-q.mp3}
+RESPONSE: Her sister is 11. {bk07-l3b-f5-02-a.mp3}
+
+PROMPT: Betty is 20 years old. Steve is 5 years older. How old is Steve? {bk07-l3b-f5-03-q.mp3}
+RESPONSE: Steve is 25 years old. {bk07-l3b-f5-03-a.mp3}
+
+PROMPT: Two years from now, Larry will be 21. How old is Larry? {bk07-l3b-f5-04-q.mp3}
+RESPONSE: Larry is 19 years old. {bk07-l3b-f5-04-a.mp3}
+
+PROMPT: Frank bought his car 2 years ago. It was 4 years old then. How old is it now? {bk07-l3b-f5-05-q.mp3}
+RESPONSE: It's 6 years old. {bk07-l3b-f5-05-a.mp3}
+
+PROMPT: Mr. and Mrs. Baker were 25 years old 10 years ago. How old are they now? {bk07-l3b-f5-06-q.mp3}
+RESPONSE: They're 35 years old. {bk07-l3b-f5-06-a.mp3}
+
+# Source: ST §Reading: The Clark Family (content is about the Dean family)
+$GRAMMAR Reading: The Deans Next Door
+ID: l3-s13-r
+READING
+INTRO: A short reading about the Clarks' neighbors, the Deans. Read it carefully — the ages matter, and questions follow.
+
+CARD: The Clark family lives next to the Dean family. Mr. and Mrs. Dean are both thirty-five years old. They have two daughters and one son. Ann is twelve and Susan is nine. Michael is only two. Mrs. Dean's mother lives there, too. She's sixty years old. Mr. and Mrs. Dean bought a new car last year. They bought their house four years ago. It was five years old then.
+
+# Source: ST §Reading questions
+$PRODUCE Questions About the Deans
+ID: l3-s13
+REFERENCE: l3-s13-r
+INTRO: Now answer questions about the Dean family aloud. Two of them need a little arithmetic — open the reading if you need it.
+INSTRUCTION: Answer the questions about the reading.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatically correct full sentence or concise answer that states the correct age according to the reading passage.
+
+PROMPT: How old are Mr. and Mrs. Dean?
+RESPONSE: They are thirty-five years old.
+
+PROMPT: How old are their daughters?
+RESPONSE: Ann is twelve and Susan is nine.
+
+PROMPT: How old is Michael?
+RESPONSE: He is two years old.
+
+PROMPT: How old is Mrs. Dean's mother?
+RESPONSE: She is sixty years old.
+
+PROMPT: How old is the Deans' car?
+RESPONSE: It is one year old.
+
+PROMPT: How old is their house?
+RESPONSE: It is nine years old.
+
+# Source: ST §How Old Are Your Children?
+$DIALOGUE How Old Are Your Children? {st-page_098_001.jpg|Two military officers in uniform standing and looking at photographs of children held in their hands}
+ID: l3-s14
+INTRO: Ted and Ken compare family photos. One more chance to hear the age questions in a real conversation — listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-LINE: above {bk07-l3c-f1-01.mp3}
-LINE: below {bk07-l3c-f1-02.mp3}
-LINE: high {bk07-l3c-f1-03.mp3}
-LINE: low {bk07-l3c-f1-04.mp3}
-LINE: over {bk07-l3c-f1-05.mp3}
-LINE: river {bk07-l3c-f1-06.mp3}
-LINE: hill {bk07-l3c-f1-07.mp3}
+Ted: How's your family, Ken?
+Ken: Fine, thanks. How are your children?
+Ted: Good! Here's a picture of them.
+Ken: How old are your sons?
+Ted: One's three, and the other's eight.
+Ken: How old is your daughter?
+Ted: She's five years old.
+Ken: You have a very nice family, Ted.
 
-# Source: LLA 3C Figure 2 (questions)
-$SELECT Yes or No: High and Low
-ID: 3c-f2-b
-INTRO: Same pictures, new questions. Tap Yes or No, then repeat the correct answer.
-INSTRUCTION: Tap Yes or No.
-REPEAT
-
-OPTION: y | Yes
-OPTION: n | No
-
-PROMPT: Is the airplane higher than the trees? {page_075_001.jpg} {bk07-l3c-f2-08-q.mp3}
-ANSWER: y
-FEEDBACK: Repeat: The airplane is higher than the trees. {bk07-l3c-f2-08-fb.mp3}
-
-PROMPT: Are the clouds above the airplane? {page_075_002.jpg} {bk07-l3c-f2-09-q.mp3}
-ANSWER: y
-FEEDBACK: Repeat: The clouds are above the airplane. {bk07-l3c-f2-09-fb.mp3}
-
-PROMPT: Is the sun low in the sky? {page_075_003.jpg} {bk07-l3c-f2-10-q.mp3}
-ANSWER: n
-FEEDBACK: The sun is high in this picture, not low. Repeat: The sun is high. {bk07-l3c-f2-10-fb.mp3}
-
-PROMPT: Are the mountains over the sun? {page_075_004.jpg} {bk07-l3c-f2-11-q.mp3}
-ANSWER: n
-FEEDBACK: The mountains are below the sun, not over it. Repeat: The sun is over the mountains. {bk07-l3c-f2-11-fb.mp3}
-
-PROMPT: Is the fence below the ball? {page_075_005.jpg} {bk07-l3c-f2-12-q.mp3}
-ANSWER: y
-FEEDBACK: Repeat: The fence is below the ball. {bk07-l3c-f2-12-fb.mp3}
-
-PROMPT: Is the river like a lake? {page_075_006.jpg} {bk07-l3c-f2-13-q.mp3}
-ANSWER: n
-FEEDBACK: The water in a river is fast; the water in a lake doesn't go to an ocean. Repeat: The river isn't like a lake. {bk07-l3c-f2-13-fb.mp3}
-
-PROMPT: Are hills and mountains the same? {page_075_007.jpg} {bk07-l3c-f2-14-q.mp3}
-ANSWER: n
-FEEDBACK: Hills are lower. Repeat: Hills are lower than mountains. {bk07-l3c-f2-14-fb.mp3}
+$SESSION 3-5: Hills, Rivers, High and Low
 
 # Source: ST §Mountains Are Higher Than Hills
-$DIALOGUE Mountains, Hills, and Rivers
+$DIALOGUE Mountains, Hills, and Rivers {st-page_103_001.jpg|A labeled diagram showing a landscape with sky, clouds, a river, a hill, a mountain, and an airplane flying above}
 ID: l3-s18
-INTRO: More sentences with mountain, hill, river, high, and low — high scores and low rivers included. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: In this part we head outdoors: mountains, hills, rivers — and "high" and "low" for everything from the sun to test scores. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: mountain
 VOCAB: hill
-LINE: The mountain is taller than the hill. {st-page_103_001.jpg}
+LINE: The mountain is taller than the hill.
 LINE: From the top of the hill we saw all of the city.
 
 VOCAB: river
@@ -984,246 +955,145 @@ LINE: Ninety-six is a high score; forty is a low score.
 LINE: The river is low; there isn't much water in it.
 LINE: After a storm, the river will be high again.
 
-# Source: ST §Location Words (word box)
-$GRAMMAR Word Box
+# Source: LLA 3C Figure 1
+$DIALOGUE Hear the Words: High and Low
+ID: 7-3c-f1
+INTRO: The key words again, one at a time. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: Above. {bk07-l3c-f1-01.mp3}
+
+LINE: Below. {bk07-l3c-f1-02.mp3}
+
+LINE: High. {bk07-l3c-f1-03.mp3}
+
+LINE: Low. {bk07-l3c-f1-04.mp3}
+
+LINE: Over. {bk07-l3c-f1-05.mp3}
+
+LINE: River. {bk07-l3c-f1-06.mp3}
+
+LINE: Hill. {bk07-l3c-f1-07.mp3}
+
+# Source: LLA 3C Figure 2 (Part 1)
+$DIALOGUE Pictures in the Sky
+ID: 7-3c-f2
+INTRO: One picture per sentence — airplanes, the sun, a ball going over a fence. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: The airplane is above the trees. {page_075_001.jpg|An airplane flying above a cloud and trees} {bk07-l3c-f2-01.mp3}
+
+LINE: The airplane is below the clouds. {page_075_002.jpg|An airplane flying below a cloud} {bk07-l3c-f2-02.mp3}
+
+LINE: The sun is high in the sky. {page_075_003.jpg|The sun shining high over mountains} {bk07-l3c-f2-03.mp3}
+
+LINE: The sun is low in the sky. {page_075_004.jpg|The sun shining low over mountains} {bk07-l3c-f2-04.mp3}
+
+LINE: The ball is going over the fence. {page_075_005.jpg|A person throwing a ball over a fence to another person} {bk07-l3c-f2-05.mp3}
+
+LINE: The river starts in the mountains and goes to the ocean. {page_075_006.jpg|A river flowing between hills and trees} {bk07-l3c-f2-06.mp3}
+
+LINE: One hill is higher than the other two hills. {page_075_007.jpg|Mountains with hills beneath them} {bk07-l3c-f2-07.mp3}
+
+# Source: LLA 3C Figure 2 (Part 2)
+$SELECT Yes or No: Above and Below
+ID: 7-3c-f2-b
+INTRO: Same pictures, but now the questions are yours to judge. Look, listen, tap "Yes" or "No" — then repeat the correct sentence.
+INSTRUCTION: Tap "Yes" or "No".
+REPEAT
+
+OPTION: y | Yes
+OPTION: n | No
+
+PROMPT: Is the airplane higher than the trees? {page_075_001.jpg|An airplane flying above a cloud and trees} {bk07-l3c-f2-08-q.mp3}
+ANSWER: y
+FEEDBACK: The airplane is higher than the trees. {bk07-l3c-f2-08-fb.mp3}
+
+PROMPT: Are the clouds above the airplane? {page_075_002.jpg|An airplane flying below a cloud} {bk07-l3c-f2-09-q.mp3}
+ANSWER: y
+FEEDBACK: The clouds are above the airplane. {bk07-l3c-f2-09-fb.mp3}
+
+PROMPT: Is the sun low in the sky? {page_075_003.jpg|The sun shining high over mountains} {bk07-l3c-f2-10-q.mp3}
+ANSWER: n
+FEEDBACK: The sun is high. {bk07-l3c-f2-10-fb.mp3}
+
+PROMPT: Are the mountains over the sun? {page_075_004.jpg|The sun shining low over mountains} {bk07-l3c-f2-11-q.mp3}
+ANSWER: n
+FEEDBACK: The sun is over the mountains. {bk07-l3c-f2-11-fb.mp3}
+
+PROMPT: Is the fence below the ball? {page_075_005.jpg|A person throwing a ball over a fence to another person} {bk07-l3c-f2-12-q.mp3}
+ANSWER: y
+FEEDBACK: The fence is below the ball. {bk07-l3c-f2-12-fb.mp3}
+
+PROMPT: Is the river like a lake? {page_075_006.jpg|A river flowing between hills and trees} {bk07-l3c-f2-13-q.mp3}
+ANSWER: n
+FEEDBACK: The river isn't like a lake. {bk07-l3c-f2-13-fb.mp3}
+
+PROMPT: Are hills and mountains the same? {page_075_007.jpg|Mountains with hills beneath them} {bk07-l3c-f2-14-q.mp3}
+ANSWER: n
+FEEDBACK: Hills are lower than mountains. {bk07-l3c-f2-14-fb.mp3}
+
+# Source: ST §The River Is Below the Town
+$SELECT Pick the Word: High, Low, Above, Below
 ID: l3-s19
-INTRO: Here are the words for the next exercise. Keep them handy — you'll fill each one into a sentence.
-
-CARD: Let's look at some words for nature and the outdoors.
-{hill}
-{river}
-
-CARD: Use these words to talk about where something is.
-{above}
-{below}
-
-CARD: We use these words to describe height.
-{high}
-{low}
-
-CARD: To compare the height of two things, use this word.
-{higher}
-
-$PRODUCE Complete with the Word Box
-ID: l3-s20
-REFERENCE
-INPUT: type
-CHECK: exact
-INTRO: Type the word from the box that completes each sentence. The box is one tap away if you need it.
-INSTRUCTION: Type the missing word.
+INTRO: Complete each sentence with a word from the bank on the screen. Some words get used more than once — that's allowed.
+INSTRUCTION: Tap the correct word from the bank.
+OPTION: hill | hill
+OPTION: above | above
+OPTION: high | high
+OPTION: low | low
+OPTION: river | river
+OPTION: below | below
+OPTION: higher | higher
 
 TEMPLATE: The clouds are ____ the city.
-RESPONSE: The clouds are above the city.
-ACCEPT: above
+ANSWER: above
+FEEDBACK: The clouds are above the city.
 
 TEMPLATE: The airport is ____ the airplane.
-RESPONSE: The airport is below the airplane.
-ACCEPT: below
+ANSWER: below
+FEEDBACK: The airport is below the airplane.
 
 TEMPLATE: His room is ____ my room; it's on the top floor.
-RESPONSE: His room is above my room; it's on the top floor.
-ACCEPT: above
+ANSWER: above
+FEEDBACK: His room is above my room; it's on the top floor.
 
 TEMPLATE: The children ran to the top of the ____.
-RESPONSE: The children ran to the top of the hill.
-ACCEPT: hill
+ANSWER: hill
+FEEDBACK: The children ran to the top of the hill.
 
 TEMPLATE: Tom took his boat to the ____ last weekend.
-RESPONSE: Tom took his boat to the river last weekend.
-ACCEPT: river
+ANSWER: river
+FEEDBACK: Tom took his boat to the river last weekend.
 
 TEMPLATE: Ann's grade is 98; that's a very ____ score.
-RESPONSE: Ann's grade is 98; that's a very high score.
-ACCEPT: high
+ANSWER: high
+FEEDBACK: Ann's grade is 98; that's a very high score.
 
 TEMPLATE: These shoes cost only $9.98. The price was very ____.
-RESPONSE: These shoes cost only $9.98. The price was very low.
-ACCEPT: low
+ANSWER: low
+FEEDBACK: These shoes cost only $9.98. The price was very low.
 
 TEMPLATE: It will be dark soon; the sun is ____ in the sky.
-RESPONSE: It will be dark soon; the sun is low in the sky.
-ACCEPT: low
+ANSWER: low
+FEEDBACK: It will be dark soon; the sun is low in the sky.
 
 TEMPLATE: The roof is ten feet ____ my head.
-RESPONSE: The roof is ten feet above my head.
-ACCEPT: above
+ANSWER: above
+FEEDBACK: The roof is ten feet above my head.
 
 TEMPLATE: We sometimes swim in the ____ outside of town.
-RESPONSE: We sometimes swim in the river outside of town.
-ACCEPT: river
+ANSWER: river
+FEEDBACK: We sometimes swim in the river outside of town.
 
-# Source: ST §The Sun Shines on the Earth
-$DIALOGUE The Earth, the Moon, and the Stars
-ID: l3-s16
-INTRO: Now let's look up: the earth, the moon, the stars, and the whole world. Listen and read the sentences.
-INSTRUCTION: Listen and read.
-
-VOCAB: earth
-LINE: The earth travels around the sun. {st-page_102_001.jpg}
-LINE: People live on the earth but not on the sun.
-LINE: It's day on one side of the earth now. On the other side, it's night.
-
-VOCAB: moon
-LINE: The moon travels around the earth. {st-page_102_002.jpg}
-LINE: Sometimes the moon looks like a ball.
-LINE: We can't always see the moon at night.
-
-VOCAB: star
-LINE: We can see the stars only at night.
-
-VOCAB: sky
-LINE: There are millions of stars in the sky.
-LINE: Silver stars show a general's rank.
-
-VOCAB: world
-LINE: The earth is also called the world.
-LINE: Where is your country on the world map?
-LINE: The first flight around the world was in 1924.
-
-VOCAB: land
-LINE: The moon has land but no water.
-LINE: Our homes and buildings stand on land.
-LINE: Cars and trains travel on land; ships travel on water.
-
-# Source: LLA 3C Figure 4
-$DIALOGUE Sky Words in Sentences
-ID: 3c-f4
-INTRO: The same sky words on the cassette, one picture each. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: The moon shines at night. {page_076_001.jpg} {bk07-l3c-f4-01.mp3}
-
-LINE: The earth circles the sun. {page_076_002.jpg} {bk07-l3c-f4-02.mp3}
-
-VOCAB: stars
-LINE: The stars are high above the earth. {page_076_003.jpg} {bk07-l3c-f4-03.mp3}
-
-LINE: A map of the world shows both land and water. {page_076_004.jpg} {bk07-l3c-f4-04.mp3}
-
-VOCAB: around
-LINE: The moon moves in a circle around the earth. {page_076_005.jpg} {bk07-l3c-f4-05.mp3}
-
-# Source: ST §Is the Moon Round?
-$PRODUCE Yes or No About the World
-ID: l3-s17
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-INTRO: Answer each question aloud in a full sentence. The cue in parentheses tells you whether the answer is yes or no — the sentence is your job.
-INSTRUCTION: Answer aloud, following the cue.
-
-PROMPT: Is the world round?
-TEMPLATE: (yes)
-RESPONSE: Yes, the world is round.
-
-PROMPT: Do ships travel on land?
-TEMPLATE: (no)
-RESPONSE: No, ships don't travel on land.
-
-PROMPT: Do people live on the earth?
-TEMPLATE: (yes)
-RESPONSE: Yes, people live on the earth.
-
-PROMPT: Can we see the moon every day?
-TEMPLATE: (no)
-RESPONSE: No, we can't see the moon every day.
-
-PROMPT: Does the moon always look round?
-TEMPLATE: (no)
-RESPONSE: No, the moon doesn't always look round.
-
-PROMPT: Is there land under every building?
-TEMPLATE: (yes)
-RESPONSE: Yes, there is land under every building.
-
-PROMPT: Can airplanes fly around the world?
-TEMPLATE: (yes)
-RESPONSE: Yes, airplanes can fly around the world.
-
-PROMPT: Can we see the stars in the daytime?
-TEMPLATE: (no)
-RESPONSE: No, we can't see the stars in the daytime.
-
-PROMPT: Are the earth and the world the same?
-TEMPLATE: (yes)
-RESPONSE: Yes, the earth and the world are the same.
-
-PROMPT: Are there only a few stars in the sky?
-TEMPLATE: (no)
-RESPONSE: No, there are millions of stars in the sky.
-
-# Source: LLA 3C Figure 5 (dialog 1)
-$DIALOGUE The Stars and the Moon
-ID: 3c-f5
-INTRO: David and Diane are looking at a night sky with no moon in it. Diane knows why. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-David: Look at the stars! There are millions of them. {bk07-l3c-f5-01.mp3}
-Diane: The sky is clear, and there's no moon tonight. {bk07-l3c-f5-02.mp3}
-David: Why can't we see the moon now? {bk07-l3c-f5-03.mp3}
-Diane: Because it's between the Earth and the Sun. {bk07-l3c-f5-04.mp3}
-David: When can we see the moon again? {bk07-l3c-f5-05.mp3}
-Diane: We'll see a piece of it tomorrow night. {bk07-l3c-f5-06.mp3}
-David: When will we see all of it? {bk07-l3c-f5-07.mp3}
-Diane: In 2 weeks. Next week we'll see half of it. {bk07-l3c-f5-08.mp3}
-
-# Source: LLA 3C Figure 5 (dialog 2)
-$DIALOGUE Around the World
-ID: 3c-f5-b
-INTRO: Ben went around the world with the Navy and mostly saw water. Just listen to his conversation with Barb — you'll complete parts of it next.
-INSTRUCTION: Listen to the conversation.
-
-Barb: How many countries are there on Earth? {bk07-l3c-f5-09.mp3}
-Ben: There are 171. {bk07-l3c-f5-10.mp3}
-Barb: Where did you learn that? {bk07-l3c-f5-11.mp3}
-Ben: I looked at the world map and counted them. {bk07-l3c-f5-12.mp3}
-Barb: Did you visit many of them? {bk07-l3c-f5-13.mp3}
-Ben: No, not many. {bk07-l3c-f5-14.mp3}
-Barb: I thought you were in the Navy. {bk07-l3c-f5-15.mp3}
-Ben: I was, and I traveled around the world. {bk07-l3c-f5-16.mp3}
-Barb: But you didn't see land. {bk07-l3c-f5-17.mp3}
-Ben: That's right. I only saw a lot of water. {bk07-l3c-f5-18.mp3}
-
-# Source: LLA 3C Figure 6
-$PRODUCE Complete the Conversation
-ID: 3c-f6
-REFERENCE
+# Source: LLA 3A Figure 8
+$PRODUCE Dictation: The Family Vacation
+ID: 7-3a-f8
 INPUT: type
 CHECK: exact
-INTRO: Now fill in the missing words from Barb and Ben's conversation. Listen, type the missing words, then repeat the full line. You can review the dialog if Ben's numbers escape you.
-INSTRUCTION: Type the missing word(s).
-REPEAT
-
-PROMPT: How many countries are there on Earth? {bk07-l3c-f6-01-q.mp3}
-TEMPLATE: Barb: How many countries are there ____{on Earth}?
-RESPONSE: How many countries are there on Earth? {bk07-l3c-f6-01-a.mp3}
-
-PROMPT: I looked at the world map and counted them. {bk07-l3c-f6-02-q.mp3}
-TEMPLATE: Ben: There are one hundred and seventy-one.
-TEMPLATE: Barb: Where did you learn that?
-TEMPLATE: Ben: I looked at the ____{world} map and counted them.
-RESPONSE: I looked at the world map and counted them. {bk07-l3c-f6-02-a.mp3}
-
-PROMPT: I was, and I traveled around the world. {bk07-l3c-f6-03-q.mp3}
-TEMPLATE: Barb: Did you visit many of them?
-TEMPLATE: Ben: No, not many.
-TEMPLATE: Barb: I thought you were in the Navy.
-TEMPLATE: Ben: I was, and I traveled ____{around} the ____{world}.
-RESPONSE: I was, and I traveled around the world. {bk07-l3c-f6-03-a.mp3}
-
-PROMPT: But you didn't see any land. {bk07-l3c-f6-04-q.mp3}
-TEMPLATE: Barb: But you didn't see any ____{land}?
-TEMPLATE: Ben: That's right. I only saw a lot of water.
-RESPONSE: But you didn't see any land. {bk07-l3c-f6-04-a.mp3}
-
-# Source: LLA 3A Figure 8 (dictation; placed here with the mountains-and-ocean vocabulary)
-$PRODUCE Dictation: A Family Vacation
-ID: 3a-f8
-INPUT: type
-CHECK: exact
-INTRO: Time to write. Jim's family can't agree between the mountains and the ocean — California gets them both. Listen to each sentence and type it exactly as you hear it.
+INTRO: Time to write. Jim's family can't agree on a vacation — mountains or ocean. Listen to each sentence and type exactly what you hear.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: Jim and his family will take a vacation next month. {bk07-l3a-f8-01.mp3}
@@ -1250,60 +1120,214 @@ RESPONSE: Jim will buy airline tickets to California tomorrow. {bk07-l3a-f8-07.m
 PROMPT: Then they can go to the mountains and the ocean. {bk07-l3a-f8-08.mp3}
 RESPONSE: Then they can go to the mountains and the ocean. {bk07-l3a-f8-08.mp3}
 
-$LESSON 3-6: The Biggest and the Best
+$SESSION 3-6: The Earth, the Moon, and the Stars
+
+# Source: ST §The Sun Shines on the Earth
+$DIALOGUE The Sun, the Earth, and the Moon
+ID: l3-s16
+INTRO: Now we look up: the earth, the moon, the stars — and the whole world. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: earth
+LINE: The earth travels around the sun. {st-page_102_001.jpg|Diagram showing the sun shining rays onto the Earth, with labeled parts: SUN, EARTH, MOON, STARS, OCEAN, LAND}
+LINE: People live on the earth but not on the sun.
+LINE: It's day on one side of the earth now. On the other side, it's night.
+
+VOCAB: moon
+LINE: The moon travels around the earth.
+LINE: Sometimes the moon looks like a ball.
+LINE: We can't always see the moon at night.
+
+VOCAB: star
+LINE: We can see the stars only at night. {st-page_102_002.jpg|Night sky with a crescent moon and several stars above a small house and fence}
+VOCAB: sky
+LINE: There are millions of stars in the sky.
+LINE: Silver stars show a general's rank.
+
+VOCAB: world
+LINE: The earth is also called the world.
+LINE: Where is your country on the world map?
+LINE: The first flight around the world was in 1924.
+
+VOCAB: land
+LINE: The moon has land but no water.
+LINE: Our homes and buildings stand on land.
+LINE: Cars and trains travel on land; ships travel on water.
+
+# Source: LLA 3C Figure 4
+$DIALOGUE Sentences About Earth and Space
+ID: 7-3c-f4
+INTRO: The same big ideas, now on the tape and with pictures. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: The moon shines at night. {page_076_001.jpg|A crescent moon in a black square box} {bk07-l3c-f4-01.mp3}
+
+LINE: The Earth circles the sun. {page_076_002.jpg|A drawing of the planet earth showing continents} {bk07-l3c-f4-02.mp3}
+
+LINE: The stars are high above the Earth. {page_076_003.jpg|A night sky showing a crescent moon and stars over a cabin} {bk07-l3c-f4-03.mp3}
+
+LINE: A map of the world shows both land and water. {page_076_004.jpg|A world map showing land areas labeled LAND and ocean labeled ATLANTIC OCEAN} {bk07-l3c-f4-04.mp3}
+
+LINE: The moon moves in a circle around the Earth. {page_076_005.jpg|A diagram showing the Earth orbiting around the Sun and the Moon orbiting around the Earth} {bk07-l3c-f4-05.mp3}
+
+# Source: LLA 3C Figure 5 (Dialogue 1)
+$DIALOGUE Looking at the Stars
+ID: 7-3c-f5-d1
+INTRO: David and Diane are out under a clear night sky, and David has questions about the missing moon. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+David: Look at the stars! There are millions of them. {bk07-l3c-f5-01.mp3}
+Diane: The sky is clear, and there's no moon tonight. {bk07-l3c-f5-02.mp3}
+David: Why can't we see the moon now? {bk07-l3c-f5-03.mp3}
+Diane: Because it's between the Earth and the Sun. {bk07-l3c-f5-04.mp3}
+David: When can we see the moon again? {bk07-l3c-f5-05.mp3}
+Diane: We'll see a piece of it tomorrow night. {bk07-l3c-f5-06.mp3}
+David: When will we see all of it? {bk07-l3c-f5-07.mp3}
+Diane: In two weeks. Next week we'll see half of it. {bk07-l3c-f5-08.mp3}
+
+# Source: LLA 3C Figure 5 (Dialogue 2)
+$DIALOGUE Around the World
+ID: 7-3c-f5-d2
+INTRO: Ben went around the whole world with the Navy — and mostly saw water. Just listen to his conversation with Barb.
+INSTRUCTION: Listen to the dialogue.
+
+Barb: How many countries are there on Earth? {bk07-l3c-f5-09.mp3}
+Ben: There are 171. {bk07-l3c-f5-10.mp3}
+Barb: Where did you learn that? {bk07-l3c-f5-11.mp3}
+Ben: I looked at the world map and counted them. {bk07-l3c-f5-12.mp3}
+Barb: Did you visit many of them? {bk07-l3c-f5-13.mp3}
+Ben: No, not many. {bk07-l3c-f5-14.mp3}
+Barb: I thought you were in the Navy. {bk07-l3c-f5-15.mp3}
+Ben: I was, and I traveled around the world. {bk07-l3c-f5-16.mp3}
+Barb: But you didn't see land? {bk07-l3c-f5-17.mp3}
+Ben: That's right. I only saw a lot of water. {bk07-l3c-f5-18.mp3}
+
+# Source: LLA 3C Figure 6
+$PRODUCE Complete the Dialogue
+ID: 7-3c-f6
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Lines from Barb and Ben's conversation come back with gaps. Listen and type the missing words.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: How many countries are there on Earth? {bk07-l3c-f6-01.mp3}
+TEMPLATE: Barb: How many countries are there ____{on Earth}?
+RESPONSE: How many countries are there on Earth?
+
+PROMPT: I looked at the world map and counted them. {bk07-l3c-f6-02.mp3}
+TEMPLATE: Ben: I looked at the ____{world} map and counted them.
+RESPONSE: I looked at the world map and counted them.
+
+PROMPT: I was, and I traveled around the world. {bk07-l3c-f6-03.mp3}
+TEMPLATE: Ben: I was, and I traveled ____{around} the ____{world}.
+RESPONSE: I was, and I traveled around the world.
+
+PROMPT: But you didn't see any land. {bk07-l3c-f6-04.mp3}
+TEMPLATE: Barb: But you didn't see any ____{land}?
+RESPONSE: But you didn't see any land?
+
+# Source: ST §Is the Moon Round?
+$PRODUCE Is the Moon Round?
+ID: l3-s17
+INTRO: Ten questions about the world you live on. Answer each one aloud with a complete sentence, then check the model.
+INSTRUCTION: Answer each question with a complete sentence.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+PROMPT: Is the world round?
+RESPONSE: Yes, the world is round.
+
+PROMPT: Do ships travel on land?
+RESPONSE: No, ships don't travel on land.
+
+PROMPT: Do people live on the earth?
+RESPONSE: Yes, people live on the earth.
+
+PROMPT: Can we see the moon every day?
+RESPONSE: No, we can't see the moon every day.
+
+PROMPT: Does the moon always look round?
+RESPONSE: No, the moon doesn't always look round.
+
+PROMPT: Is there land under this building?
+RESPONSE: Yes, there is land under this building.
+
+PROMPT: Can airplanes fly around the world?
+RESPONSE: Yes, airplanes can fly around the world.
+
+PROMPT: Can we see the stars in the daytime?
+RESPONSE: No, we can't see the stars in the daytime.
+
+PROMPT: Are the earth and the world the same?
+RESPONSE: Yes, the earth and the world are the same.
+
+PROMPT: Are there only a few stars in the sky?
+RESPONSE: No, there are many stars in the sky.
+
+$SESSION 3-7: The "-est" Ending
+
+# Source: LLA 3C Figure 7 (Presentation)
+$DIALOGUE Small, Smaller, Smallest
+ID: 7-3c-f7
+INTRO: In this part you'll learn to say something is the biggest, the longest, or the wettest of them all — the "-est" ending. Listen to the comparisons and repeat. Poor Ken.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: The dog is small. The cat is smaller. The bird is the smallest. {page_079_001.jpg|A dog, a cat, and a singing bird standing in a line, showing their relative sizes} {bk07-l3c-f7-01.mp3}
+
+LINE: The table knife is long. The meat knife is longer. The bread knife is the longest. {page_079_002.jpg|Three knives of different lengths: a table knife, a meat knife, and a bread knife} {bk07-l3c-f7-02.mp3}
+
+LINE: Sam is wet. Bob is wetter. Ken is the wettest. {page_079_003.jpg|Three men standing in water at different depths: Sam, Bob, and Ken} {bk07-l3c-f7-03.mp3}
 
 # Source: ST §Comparative and Superlative
-$GRAMMAR Comparative and Superlative
-ID: l3-s22
-INTRO: In this part you'll learn the superlative — how to say something is the biggest, the oldest, or the fastest of them all.
+$GRAMMAR Comparing Three or More: the -est
+ID: l3-s21
+INTRO: Here's the rule behind those sentences — when two things aren't enough, "-est" picks the winner.
 
-CARD: Use the comparative to compare two things, and the superlative for three or more. Compare two things with **-er**, and compare three or more with **the -est**.
-{The car is fast.}
-{The train is faster.}
+CARD: You already know **-er** for comparing two things.
+{The train is faster than the car.}
+{Bottle 2 is bigger than bottle 1.}
+
+CARD: To compare three or more people or things, use **the** and add **-est** to the adjective.
 {The airplane is the fastest.}
+{Bottle 3 is the biggest.}
+{Steven has the oldest one.}
+{The one in the center is the newest.}
 
-CARD: Add these endings to most regular one-syllable adjectives.
-{old}
-{older}
-{the oldest}
-{light}
-{lighter}
-{the lightest}
-{new}
-{newer}
-{the newest}
+CARD: This works with one-syllable adjectives and some two-syllable adjectives, like "heavy".
+{Carol has the heaviest suitcase.}
+{The small suitcase is the lightest.}
+{The large suitcase is the widest.}
 
-CARD: If the adjective already ends in "e", just add **-r** or **-st**.
-{wide}
-{wider}
-{the widest}
-
-CARD: For short words ending in a single vowel and consonant, double the last letter.
-{big}
-{bigger}
-{the biggest}
-
-CARD: You can also use these endings for some two-syllable adjectives. If the word ends in "y", change the "y" to "i" before adding the ending.
-{heavy}
-{heavier}
-{the heaviest}
+CARD: Watch the spelling: a one-syllable word with a short vowel and one final consonant doubles that consonant — "big" becomes "the biggest", "hot" becomes "the hottest", "wet" becomes "the wettest".
+{Ken is the wettest.}
+{Yesterday was the hottest day of the year.}
 
 SUMMARY:
 | ADJECTIVE | COMPARATIVE | SUPERLATIVE |
 |---|---|---|
 | big | bigger | the biggest |
+| hot | hotter | the hottest |
+| wet | wetter | the wettest |
 | heavy | heavier | the heaviest |
 | light | lighter | the lightest |
 | new | newer | the newest |
 | old | older | the oldest |
 | wide | wider | the widest |
 
-$DIALOGUE The Suitcases
-ID: l3-s23
-INTRO: Five suitcases, five superlatives. Listen and read.
-INSTRUCTION: Listen and read.
+# Source: ST §The Small Suitcase Is the Lightest
+$DIALOGUE The Suitcases {st-page_107_001.jpg|Four suitcases of different sizes standing in a line}
+ID: l3-s22
+INTRO: Four suitcases, and every one of them is "the most" something. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-LINE: David has the biggest suitcase. {st-page_107_001.jpg}
+LINE: David has the biggest suitcase.
 LINE: Carol has the heaviest suitcase.
 LINE: Steven has the oldest one.
 LINE: The small suitcase is the lightest.
@@ -1312,164 +1336,109 @@ LINE: The one in the center is the newest.
 
 # Source: ST §The Airplane Is the Fastest
 $DIALOGUE Fast, Faster, the Fastest
-ID: l3-s24
-INTRO: Each line builds the full ladder: fast, faster, the fastest. Listen and read.
-INSTRUCTION: Listen and read.
+ID: l3-s23
+INTRO: Full chains now — plain, "-er", "-est" — with pictures to match. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
 
-LINE: The car is fast. The train is faster than the car. The airplane is the fastest. {st-page_107_002.jpg}
-LINE: Bottle 1 is big. Bottle 2 is bigger than bottle 1. Bottle 3 is the biggest. {st-page_108_001.jpg}
-LINE: Joe is 20 years old. Bob's 40. He's older than Joe. Ted's 50. He's the oldest. {st-page_108_002.jpg}
-LINE: The English test was easy. The math test was easier than the English test. The French test was the easiest. {st-page_108_003.jpg}
-LINE: The first tree is tall. The second tree is taller than the first tree. The third tree is the tallest. {st-page_108_004.jpg}
+LINE: The car is fast.
+LINE: The train is faster than the car.
+LINE: The airplane is the fastest. {st-page_107_002.jpg|An airplane, a train, and a car shown together in a side-by-side comparison}
+LINE: Bottle 1 is big.
+LINE: Bottle 2 is bigger than bottle 1.
+LINE: Bottle 3 is the biggest. {st-page_108_001.jpg|Three glass bottles numbered 1, 2, and 3, increasing in size from left to right}
+LINE: Joe is 20 years old. Bob's 40. He's older than Joe. Ted's 50. He's the oldest. {st-page_108_002.jpg|Three men standing next to each other representing Joe, Bob, and Ted}
+LINE: The English test was easy. {st-page_108_003.jpg|Three test papers labeled ENGLISH TEST 85, MATH TEST 92, and FRENCH TEST 100}
+LINE: The math test was easier than the English test. {st-page_108_003.jpg|Three test papers labeled ENGLISH TEST 85, MATH TEST 92, and FRENCH TEST 100}
+LINE: The French test was the easiest. {st-page_108_003.jpg|Three test papers labeled ENGLISH TEST 85, MATH TEST 92, and FRENCH TEST 100}
+LINE: The first tree is tall. {st-page_108_004.jpg|Three trees numbered 1, 2, and 3, increasing in height from left to right}
+LINE: The second tree is taller than the first tree. {st-page_108_004.jpg|Three trees numbered 1, 2, and 3, increasing in height from left to right}
+LINE: The third tree is the tallest. {st-page_108_004.jpg|Three trees numbered 1, 2, and 3, increasing in height from left to right}
 
-# Source: LLA 3C Figure 7 (part 1)
-$PRODUCE Small, Smaller, Smallest
-ID: 3c-f7
-INPUT: speak
-CHECK: reveal
-INTRO: The speaker starts the ladder — small, smaller — and the picture finishes it. Listen, then repeat the final sentence.
-INSTRUCTION: Listen and repeat the final sentence.
-
-PROMPT: The dog is small. The cat is smaller. {page_079_001.jpg} {bk07-l3c-f7-01-q.mp3}
-RESPONSE: The bird is the smallest. {bk07-l3c-f7-01-a.mp3}
-
-PROMPT: The table knife is long. The meat knife is longer. {page_079_002.jpg} {bk07-l3c-f7-02-q.mp3}
-RESPONSE: The bread knife is the longest. {bk07-l3c-f7-02-a.mp3}
-
-PROMPT: Sam is wet. Bob is wetter. {page_079_003.jpg} {bk07-l3c-f7-03-q.mp3}
-RESPONSE: Ken is the wettest. {bk07-l3c-f7-03-a.mp3}
-
-# Source: LLA 3C Figure 7 (part 2)
-$PRODUCE Answer with the Superlative
-ID: 3c-f7-b
+# Source: LLA 3C Figure 7 (Questions)
+$PRODUCE Answer with the "-est" Word
+ID: 7-3c-f7-b
+INTRO: Back to the dog, the knives, and the three wet men. Look at each picture and answer aloud with an "-est" sentence, then repeat the model.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
-INTRO: Same pictures, but now you answer the questions yourself. Answer aloud in a full sentence, then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
 
-PROMPT: Which animal is the largest? {page_079_001.jpg} {bk07-l3c-f7-04-q.mp3}
+PROMPT: Look at the first picture. Which animal is the largest? {page_079_001.jpg|A dog, a cat, and a singing bird standing in a line, showing their relative sizes} {bk07-l3c-f7-04-q.mp3}
 RESPONSE: The dog is the largest. {bk07-l3c-f7-04-a.mp3}
 
-PROMPT: Which knife is the shortest? {page_079_002.jpg} {bk07-l3c-f7-05-q.mp3}
+PROMPT: Look at the second picture. Which knife is the shortest? {page_079_002.jpg|Three knives of different lengths: a table knife, a meat knife, and a bread knife} {bk07-l3c-f7-05-q.mp3}
 RESPONSE: The table knife is the shortest. {bk07-l3c-f7-05-a.mp3}
 
-PROMPT: Who is the driest? {page_079_003.jpg} {bk07-l3c-f7-06-q.mp3}
+PROMPT: Now look at the third picture. Who is the driest? {page_079_003.jpg|Three men standing in water at different depths: Sam, Bob, and Ken} {bk07-l3c-f7-06-q.mp3}
 RESPONSE: Sam is the driest. {bk07-l3c-f7-06-a.mp3}
 
-# Source: LLA 3C Figure 8 (part 1)
-$SELECT Match the Sentence to the Picture
-ID: 3c-f8
-INTRO: Listen to each sentence and tap the picture that matches it, then repeat the sentence.
-INSTRUCTION: Tap the correct picture.
-REPEAT
-
-PROMPT: He put the longest pencil in the box. {bk07-l3c-f8-01-q.mp3}
-OPTION: a | {page_080_001.jpg}
-OPTION: b | {page_080_002.jpg}
-ANSWER: a
-FEEDBACK: He put the longest pencil in the box. {bk07-l3c-f8-01-fb.mp3}
-
-PROMPT: Carol got the lowest score on the test. {bk07-l3c-f8-02-q.mp3}
-OPTION: a | {page_080_003.jpg}
-OPTION: b | {page_080_004.jpg}
-ANSWER: b
-FEEDBACK: Carol got the lowest score on the test. {bk07-l3c-f8-02-fb.mp3}
-
-PROMPT: Problem 1 is the easiest. {bk07-l3c-f8-03-q.mp3}
-OPTION: a | {page_080_005.jpg}
-OPTION: b | {page_080_006.jpg}
-ANSWER: b
-FEEDBACK: Problem 1 is the easiest. {bk07-l3c-f8-03-fb.mp3}
-
-PROMPT: The circle is the smallest shape. {bk07-l3c-f8-04-q.mp3}
-OPTION: a | {page_080_007.jpg}
-OPTION: b | {page_080_008.jpg}
-ANSWER: a
-FEEDBACK: The circle is the smallest shape. {bk07-l3c-f8-04-fb.mp3}
-
 # Source: ST §He Is the Tallest Man Here
 $PRODUCE Change the Word
-ID: l3-s25
+ID: l3-s24
+INTRO: A substitution drill: say the sentence again, but with the "-est" form of the new word in parentheses. Watch the spelling changes — "happy" becomes "the happiest".
+INSTRUCTION: Say the sentence with the superlative form of the cue word.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
-INTRO: Swap the underlined word for the superlative of the cue in parentheses, and say the new sentence aloud. Watch the spelling changes — happy becomes happiest.
-INSTRUCTION: Say the sentence with the new superlative.
 
 EXAMPLE
-PROMPT: Sgt Sam is the *oldest* student in the class.
-TEMPLATE: (short)
+PROMPT: Sgt Sam is the oldest student in the class. (short)
 RESPONSE: Sgt Sam is the shortest student in the class.
 
-PROMPT: He is the *strongest* man here.
-TEMPLATE: (happy)
+PROMPT: He is the strongest man here. (happy)
 RESPONSE: He is the happiest man here.
 
-PROMPT: He is the *strongest* man here.
-TEMPLATE: (hungry)
+PROMPT: He is the happiest man here. (hungry)
 RESPONSE: He is the hungriest man here.
 
-PROMPT: He is the *strongest* man here.
-TEMPLATE: (young)
+PROMPT: He is the hungriest man here. (young)
 RESPONSE: He is the youngest man here.
 
-PROMPT: He is the *strongest* man here.
-TEMPLATE: (short)
+PROMPT: He is the youngest man here. (short)
 RESPONSE: He is the shortest man here.
 
-PROMPT: He is the *strongest* man here.
-TEMPLATE: (tall)
+PROMPT: He is the shortest man here. (tall)
 RESPONSE: He is the tallest man here.
 
-PROMPT: That's the *slowest* car in this town.
-TEMPLATE: (fast)
+PROMPT: That's the slowest car in this town. (fast)
 RESPONSE: That's the fastest car in this town.
 
-PROMPT: That's the *slowest* car in this town.
-TEMPLATE: (clean)
+PROMPT: That's the fastest car in this town. (clean)
 RESPONSE: That's the cleanest car in this town.
 
-PROMPT: That's the *slowest* car in this town.
-TEMPLATE: (dirty)
+PROMPT: That's the cleanest car in this town. (dirty)
 RESPONSE: That's the dirtiest car in this town.
 
-PROMPT: That's the *slowest* car in this town.
-TEMPLATE: (old)
+PROMPT: That's the dirtiest car in this town. (old)
 RESPONSE: That's the oldest car in this town.
 
-PROMPT: That's the *slowest* car in this town.
-TEMPLATE: (small)
+PROMPT: That's the oldest car in this town. (small)
 RESPONSE: That's the smallest car in this town.
 
-PROMPT: Yesterday was the *coldest* day of the year.
-TEMPLATE: (hot)
+PROMPT: Yesterday was the coldest day of the year. (hot)
 RESPONSE: Yesterday was the hottest day of the year.
 
-PROMPT: Yesterday was the *coldest* day of the year.
-TEMPLATE: (wet)
+PROMPT: Yesterday was the hottest day of the year. (wet)
 RESPONSE: Yesterday was the wettest day of the year.
 
-PROMPT: Yesterday was the *coldest* day of the year.
-TEMPLATE: (sunny)
+PROMPT: Yesterday was the wettest day of the year. (sunny)
 RESPONSE: Yesterday was the sunniest day of the year.
 
-PROMPT: Yesterday was the *coldest* day of the year.
-TEMPLATE: (nice)
+PROMPT: Yesterday was the sunniest day of the year. (nice)
 RESPONSE: Yesterday was the nicest day of the year.
 
-PROMPT: Yesterday was the *coldest* day of the year.
-TEMPLATE: (long)
+PROMPT: Yesterday was the nicest day of the year. (long)
 RESPONSE: Yesterday was the longest day of the year.
 
-# Source: ST §The Largest City
-$PRODUCE The Largest City
-ID: l3-s26
+# Source: ST §London Is the Largest City in England
+$PRODUCE Bigger Than Any Other = the Biggest
+ID: l3-s25
+INTRO: "Bigger than any other city" is a long way to say "the biggest city". Say each sentence the short way, with "the" and "-est". You'll also collect some world geography records along the way.
+INSTRUCTION: Change each sentence using "the" and "-est".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
-INTRO: "Bigger than any other city" is just a long way to say "the biggest city". Change each sentence to the superlative and say it aloud.
-INSTRUCTION: Change the sentence using "the" and "-est".
 
 EXAMPLE
 PROMPT: London is bigger than any other city in England.
@@ -1490,8 +1459,8 @@ RESPONSE: Alaska is the largest state in the United States.
 PROMPT: Rhode Island is smaller than any other state in the United States.
 RESPONSE: Rhode Island is the smallest state in the United States.
 
-PROMPT: Russia is bigger than any other country in the world.
-RESPONSE: Russia is the biggest country in the world.
+PROMPT: The Soviet Union is bigger than any other country in the world.
+RESPONSE: The Soviet Union is the biggest country in the world.
 
 PROMPT: The Nile is longer than any other river in the world.
 RESPONSE: The Nile is the longest river in the world.
@@ -1505,118 +1474,122 @@ RESPONSE: The Pacific is the largest ocean in the world.
 PROMPT: Lake Superior is larger than the other Great Lakes.
 RESPONSE: Lake Superior is the largest of the Great Lakes.
 
-# Source: ST §Change to Questions
-$PRODUCE Change to Questions
-ID: l3-s27
+# SKIPPED (book): "LISTEN AND ANSWER." (ST p. 110) — oral teacher-student Q&A based on the facts from the preceding exercise. Dropped.
+
+# Source: ST §Statements to Questions
+$PRODUCE Make It a Question
+ID: l3-s26
+INTRO: Turn each statement into a question that starts with the word in parentheses. Say your question aloud.
+INSTRUCTION: Say a question beginning with the given word.
 INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-INTRO: Now turn superlative statements into questions. The cue in parentheses tells you which question word to start with — say the question aloud.
-INSTRUCTION: Change the statement to a question using the cue word.
+CHECK: llm
+RUBRIC: Accept any grammatically correct question formed from the statement and beginning with the specified question word.
 
-EXAMPLE
-PROMPT: August is the hottest month of the year here.
-TEMPLATE: (Is)
-RESPONSE: Is August the hottest month of the year here?
-
-EXAMPLE
-PROMPT: August is the hottest month of the year here.
-TEMPLATE: (What's)
-RESPONSE: What's the hottest month of the year here?
-
-EXAMPLE
-PROMPT: August is the hottest month of the year here.
-TEMPLATE: (Which)
-RESPONSE: Which month is the hottest here?
-
-PROMPT: Los Angeles is the biggest city in California.
-TEMPLATE: (Is)
+PROMPT: Los Angeles is the biggest city in California. (Is)
 RESPONSE: Is Los Angeles the biggest city in California?
 
-PROMPT: The earliest flight from here to Dallas is Flight 123.
-TEMPLATE: (What's)
+PROMPT: The earliest flight from here to Dallas is Flight 123. (What's)
 RESPONSE: What's the earliest flight from here to Dallas?
 
-PROMPT: The first day of class is always the longest.
-TEMPLATE: (Which)
+PROMPT: The first day of class is always the longest. (Which)
 RESPONSE: Which day of class is always the longest?
 
-PROMPT: Arnold is the strongest man in the barracks.
-TEMPLATE: (Who's)
+PROMPT: Arnold is the strongest man in the barracks. (Who's)
 RESPONSE: Who's the strongest man in the barracks?
 
-PROMPT: The hotels downtown by the river are the nicest.
-TEMPLATE: (Which)
+PROMPT: The hotels downtown by the river are the nicest. (Which)
 RESPONSE: Which hotels are the nicest?
 
-PROMPT: Alaska has the coldest weather in the United States.
-TEMPLATE: (Does)
+PROMPT: Alaska has the coldest weather in the United States. (Does)
 RESPONSE: Does Alaska have the coldest weather in the United States?
 
-$LESSON 3-7: Superlative Questions and Facts
+$SESSION 3-8: The Biggest of All
 
-# Source: LLA 3D Figure 1
-$SELECT Which Is the Tallest?
-ID: 3d-f1
-INTRO: This part puts superlatives to work on pictures, facts, and a map. First: look at each picture, listen to the question, tap the answer, then repeat it.
-INSTRUCTION: Tap the correct answer.
+# Source: LLA 3C Figure 8 (Matching)
+$SELECT Which Picture Is It?
+ID: 7-3c-f8
+INTRO: More "-est" practice, now with your eyes. Look at Picture A and Picture B, listen to the sentence, and tap the picture it describes. Then repeat the sentence.
+INSTRUCTION: Tap A or B.
 REPEAT
 
-PROMPT: Which is the tallest? {page_083_001.jpg} {bk07-l3d-f1-01-q.mp3}
-OPTION: a | the tree
-OPTION: b | the building {bk07-l3d-f1-01-a.mp3}
-OPTION: c | the person
+OPTION: a | Picture A
+OPTION: b | Picture B
+
+TEMPLATE: Picture A {page_080_001.jpg|Two pencils outside an open pencil box, and one inside}
+TEMPLATE: Picture B {page_080_002.jpg|Two pencils above an open pencil box, and one small pencil inside}
+PROMPT: He put the longest pencil in the box. {bk07-l3c-f8-01.mp3}
+ANSWER: a
+FEEDBACK: He put the longest pencil in the box. {bk07-l3c-f8-01-fb.mp3}
+
+TEMPLATE: Picture A {page_080_003.jpg|Three test papers showing scores: Linda 60, Carol 80, Ellen 90}
+TEMPLATE: Picture B {page_080_004.jpg|Three test papers showing scores: Linda 90, Carol 60, Ellen 80}
+PROMPT: Carol got the lowest score on the test. {bk07-l3c-f8-02.mp3}
 ANSWER: b
+FEEDBACK: Carol got the lowest score on the test. {bk07-l3c-f8-02-fb.mp3}
 
-PROMPT: Which is the fastest? {page_083_002.jpg} {bk07-l3d-f1-02-q.mp3}
-OPTION: a | the truck
-OPTION: b | the train
-OPTION: c | the airplane {bk07-l3d-f1-02-a.mp3}
-ANSWER: c
-
-PROMPT: Which window is the widest? {page_083_003.jpg} {bk07-l3d-f1-03-q.mp3}
-OPTION: a | the window on the left
-OPTION: b | the window in the center {bk07-l3d-f1-03-a.mp3}
-OPTION: c | the window on the right
+TEMPLATE: Picture A {page_080_005.jpg|Three math problems: 457 x 26, 2 + 2, and 495 + 873 + 962 + 478}
+TEMPLATE: Picture B {page_080_006.jpg|Three math problems: 3 + 3, 689 + 782 + 598 + 232, and 25 + 12}
+PROMPT: Problem 1 is the easiest. {bk07-l3c-f8-03.mp3}
 ANSWER: b
+FEEDBACK: Problem 1 is the easiest. {bk07-l3c-f8-03-fb.mp3}
 
-PROMPT: Which month is the shortest? {page_083_004.jpg} {bk07-l3d-f1-04-q.mp3}
-OPTION: a | February {bk07-l3d-f1-04-a.mp3}
-OPTION: b | March
-OPTION: c | April
+TEMPLATE: Picture A {page_080_007.jpg|Four shapes: a small circle, a small square, a large square, and a large triangle}
+TEMPLATE: Picture B {page_080_008.jpg|Four shapes: a rectangle, a large circle, a small square, and a small triangle}
+PROMPT: The circle is the smallest shape. {bk07-l3c-f8-04.mp3}
 ANSWER: a
+FEEDBACK: The circle is the smallest shape. {bk07-l3c-f8-04-fb.mp3}
 
-PROMPT: Who is the strongest? {page_083_005.jpg} {bk07-l3d-f1-05-q.mp3}
-OPTION: a | the first man {bk07-l3d-f1-05-a.mp3}
-OPTION: b | the second man
-OPTION: c | the third man
-ANSWER: a
+# Source: LLA 3D Figure 1
+$SELECT Which Is the Most?
+ID: 7-3d-f1
+INTRO: Look at each set of pictures and listen to the question. Tap the letter of the correct picture, then repeat the answer.
+INSTRUCTION: Tap the correct letter.
+REPEAT
 
-PROMPT: Which shape is the smallest? {page_083_006.jpg} {bk07-l3d-f1-06-q.mp3}
-OPTION: a | the circle
-OPTION: b | the square
-OPTION: c | the triangle {bk07-l3d-f1-06-a.mp3}
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+
+EXAMPLE
+PROMPT: Which is the tallest? {page_083_001.jpg|Panel showing (a) a tree, (b) a tall building, and (c) a person} {bk07-l3d-f1-01.mp3}
+ANSWER: b
+FEEDBACK: The building is the tallest. {bk07-l3d-f1-01-fb.mp3}
+
+PROMPT: Which is the fastest? {page_083_002.jpg|Panel showing (a) a truck, (b) a train, and (c) an airplane} {bk07-l3d-f1-02.mp3}
 ANSWER: c
+FEEDBACK: The airplane is the fastest. {bk07-l3d-f1-02-fb.mp3}
 
-PROMPT: Which car is the newest? {page_083_007.jpg} {bk07-l3d-f1-07-q.mp3}
-OPTION: a | the small car {bk07-l3d-f1-07-a.mp3}
-OPTION: b | the middle car
-OPTION: c | the big car
+PROMPT: Which window is the widest? {page_083_003.jpg|Panel showing (a) a single window, (b) a double window, and (c) a tall narrow window} {bk07-l3d-f1-03.mp3}
+ANSWER: b
+FEEDBACK: The window in the center is the widest. {bk07-l3d-f1-03-fb.mp3}
+
+PROMPT: Which month is the shortest? {page_083_004.jpg|Panel showing calendars for (a) February 1980, (b) March 1980, and (c) April 1980} {bk07-l3d-f1-04.mp3}
 ANSWER: a
+FEEDBACK: February is the shortest month. {bk07-l3d-f1-04-fb.mp3}
 
-PROMPT: Who is the youngest? {page_083_008.jpg} {bk07-l3d-f1-08-q.mp3}
-OPTION: a | the man on the left
-OPTION: b | the man in the center
-OPTION: c | the man on the right {bk07-l3d-f1-08-a.mp3}
+PROMPT: Who is the strongest? {page_083_005.jpg|Panel showing three weightlifters (a), (b), and (c) lifting different sized barbells} {bk07-l3d-f1-05.mp3}
+ANSWER: a
+FEEDBACK: He's the strongest. {bk07-l3d-f1-05-fb.mp3}
+
+PROMPT: Which shape is the smallest? {page_083_006.jpg|Panel showing three geometric shapes: (a) circle, (b) square, and (c) triangle} {bk07-l3d-f1-06.mp3}
 ANSWER: c
+FEEDBACK: The triangle is the smallest shape. {bk07-l3d-f1-06-fb.mp3}
+
+PROMPT: Which car is the newest? {page_083_007.jpg|Panel showing three cars (a), (b), and (c) involved in a crash} {bk07-l3d-f1-07.mp3}
+ANSWER: a
+FEEDBACK: The small car is the newest. {bk07-l3d-f1-07-fb.mp3}
+
+PROMPT: Who is the youngest? {page_083_008.jpg|Panel showing three men's faces labeled (a), (b), and (c)} {bk07-l3d-f1-08.mp3}
+ANSWER: c
+FEEDBACK: The man on the right side is the youngest. {bk07-l3d-f1-08-fb.mp3}
 
 # Source: LLA 3D Figure 2
 $PRODUCE Compare the Facts
-ID: 3d-f2
+ID: 7-3d-f2
+INTRO: Read the facts on the screen — scores, ages, flight times. Listen to each question, answer aloud in a complete sentence, and repeat the model answer.
+INSTRUCTION: Answer each question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Read the facts on the screen, listen to the question, and answer aloud in a full sentence. Then repeat the correct answer. Yes, the watches question requires a moment of thought — that's the point.
-INSTRUCTION: Answer aloud in a full sentence.
 REPEAT
 
 EXAMPLE
@@ -1629,231 +1602,171 @@ RESPONSE: The math book is the biggest. {bk07-l3d-f2-ex-a.mp3}
 TEMPLATE: Bob's score was 83.
 TEMPLATE: Jan's score was 95.
 TEMPLATE: Pat's score was 75.
-PROMPT: Whose score was the highest? {bk07-l3d-f2-01a-q.mp3}
-RESPONSE: Jan's score was the highest. {bk07-l3d-f2-01a-a.mp3}
+PROMPT: Whose score was the highest? {bk07-l3d-f2-01-q.mp3}
+RESPONSE: Jan's score was the highest. {bk07-l3d-f2-01-a.mp3}
 
 TEMPLATE: Bob's score was 83.
 TEMPLATE: Jan's score was 95.
 TEMPLATE: Pat's score was 75.
-PROMPT: Who got the lowest score? {bk07-l3d-f2-01b-q.mp3}
-RESPONSE: Pat got the lowest score. {bk07-l3d-f2-01b-a.mp3}
+PROMPT: Who got the lowest score? {bk07-l3d-f2-02-q.mp3}
+RESPONSE: Pat got the lowest score. {bk07-l3d-f2-02-a.mp3}
 
 TEMPLATE: David is 21 years old.
 TEMPLATE: Susan is 10 years old.
 TEMPLATE: Bonnie is 13 years old.
-PROMPT: Who is the youngest? {bk07-l3d-f2-02a-q.mp3}
-RESPONSE: Susan is the youngest. {bk07-l3d-f2-02a-a.mp3}
+PROMPT: Who is the youngest? {bk07-l3d-f2-03-q.mp3}
+RESPONSE: Susan is the youngest. {bk07-l3d-f2-03-a.mp3}
 
 TEMPLATE: David is 21 years old.
 TEMPLATE: Susan is 10 years old.
 TEMPLATE: Bonnie is 13 years old.
-PROMPT: Who is the oldest? {bk07-l3d-f2-02b-q.mp3}
-RESPONSE: David is the oldest. {bk07-l3d-f2-02b-a.mp3}
+PROMPT: Who is the oldest? {bk07-l3d-f2-04-q.mp3}
+RESPONSE: David is the oldest. {bk07-l3d-f2-04-a.mp3}
 
 TEMPLATE: The Army has 782,000 people.
 TEMPLATE: The Navy has 561,000 people.
 TEMPLATE: The Air Force has 597,000 people.
-PROMPT: Which is the largest? {bk07-l3d-f2-03a-q.mp3}
-RESPONSE: The Army is the largest. {bk07-l3d-f2-03a-a.mp3}
+PROMPT: Which is the largest? {bk07-l3d-f2-05-q.mp3}
+RESPONSE: The army is the largest. {bk07-l3d-f2-05-a.mp3}
 
 TEMPLATE: The Army has 782,000 people.
 TEMPLATE: The Navy has 561,000 people.
 TEMPLATE: The Air Force has 597,000 people.
-PROMPT: Which is the smallest? {bk07-l3d-f2-03b-q.mp3}
-RESPONSE: The Navy is the smallest. {bk07-l3d-f2-03b-a.mp3}
+PROMPT: Which is the smallest? {bk07-l3d-f2-06-q.mp3}
+RESPONSE: The navy is the smallest. {bk07-l3d-f2-06-a.mp3}
 
 TEMPLATE: Lt Smith came to class at 9:00 a.m.
 TEMPLATE: Lt Jones came to class at 8:10 a.m.
 TEMPLATE: Lt Brown came to class at 7:45 a.m.
-PROMPT: Who was the latest? {bk07-l3d-f2-04a-q.mp3}
-RESPONSE: Lieutenant Smith was the latest. {bk07-l3d-f2-04a-a.mp3}
+PROMPT: Who was the latest? {bk07-l3d-f2-07-q.mp3}
+RESPONSE: Lieutenant Smith was the latest. {bk07-l3d-f2-07-a.mp3}
 
 TEMPLATE: Lt Smith came to class at 9:00 a.m.
 TEMPLATE: Lt Jones came to class at 8:10 a.m.
 TEMPLATE: Lt Brown came to class at 7:45 a.m.
-PROMPT: Who was the earliest? {bk07-l3d-f2-04b-q.mp3}
-RESPONSE: Lieutenant Brown was the earliest. {bk07-l3d-f2-04b-a.mp3}
+PROMPT: Who was the earliest? {bk07-l3d-f2-08-q.mp3}
+RESPONSE: Lieutenant Brown was the earliest. {bk07-l3d-f2-08-a.mp3}
 
 TEMPLATE: Flight 007 was two hours long.
 TEMPLATE: Flight 123 was six hours long.
 TEMPLATE: Flight 456 was one hour long.
 TEMPLATE: Flight 789 was four hours long.
-PROMPT: Which flight was the shortest? {bk07-l3d-f2-05a-q.mp3}
-RESPONSE: Flight 456 was the shortest. {bk07-l3d-f2-05a-a.mp3}
+PROMPT: Which flight was the shortest? {bk07-l3d-f2-09-q.mp3}
+RESPONSE: Flight 456 was the shortest. {bk07-l3d-f2-09-a.mp3}
 
 TEMPLATE: Flight 007 was two hours long.
 TEMPLATE: Flight 123 was six hours long.
 TEMPLATE: Flight 456 was one hour long.
 TEMPLATE: Flight 789 was four hours long.
-PROMPT: Which flight was the longest? {bk07-l3d-f2-05b-q.mp3}
-RESPONSE: Flight 123 was the longest. {bk07-l3d-f2-05b-a.mp3}
+PROMPT: Which flight was the longest? {bk07-l3d-f2-10-q.mp3}
+RESPONSE: Flight 123 was the longest. {bk07-l3d-f2-10-a.mp3}
 
 TEMPLATE: The time is 12:00 p.m.
 TEMPLATE: Alan's watch says 12:03.
 TEMPLATE: Mike's watch says 12:10.
 TEMPLATE: Paul's watch says 12:06.
-PROMPT: Whose watch is the fastest? {bk07-l3d-f2-06a-q.mp3}
-RESPONSE: Mike's watch is the fastest. {bk07-l3d-f2-06a-a.mp3}
+PROMPT: Whose watch is the fastest? {bk07-l3d-f2-11-q.mp3}
+RESPONSE: Mike's watch is the fastest. {bk07-l3d-f2-11-a.mp3}
 
 TEMPLATE: The time is 12:00 p.m.
 TEMPLATE: Alan's watch says 12:03.
 TEMPLATE: Mike's watch says 12:10.
 TEMPLATE: Paul's watch says 12:06.
-PROMPT: Which boy has the slowest watch? {bk07-l3d-f2-06b-q.mp3}
-RESPONSE: Alan has the slowest watch. {bk07-l3d-f2-06b-a.mp3}
+PROMPT: Which boy has the slowest watch? {bk07-l3d-f2-12-q.mp3}
+RESPONSE: Alan has the slowest watch.
 
 # Source: LLA 3D Figure 3
-$SELECT The Map of South America {page_085_001.jpg}
-ID: 3d-f3
-INTRO: Now a geography quiz. You'll see a map of South America — listen to each question, tap the correct country, then repeat the answer.
+$SELECT The Map of South America {page_085_001.jpg|A map of South America showing various countries including Venezuela, Colombia, Ecuador, Peru, Bolivia, Chile, Argentina, Paraguay, Uruguay, Brazil, Guyana, Surinam, and French Guiana}
+ID: 7-3d-f3
+INTRO: Now the "-est" words go traveling. Look at the map of South America, listen to each question, and tap the correct country. Then repeat the model answer.
 INSTRUCTION: Tap the correct country.
 REPEAT
 
-PROMPT: Which country is the largest? {bk07-l3d-f3-01-q.mp3}
+PROMPT: Which country is the largest? {bk07-l3d-f3-01.mp3}
 OPTION: a | Argentina
 OPTION: b | Colombia
-OPTION: c | Brazil {bk07-l3d-f3-01-a.mp3}
+OPTION: c | Brazil
 OPTION: d | Peru
 ANSWER: c
+FEEDBACK: The largest country is Brazil. {bk07-l3d-f3-01-fb.mp3}
 
-PROMPT: Which country is the smallest? {bk07-l3d-f3-02-q.mp3}
+PROMPT: Which country is the smallest? {bk07-l3d-f3-02.mp3}
 OPTION: a | Venezuela
 OPTION: b | Surinam
 OPTION: c | Guyana
-OPTION: d | French Guiana {bk07-l3d-f3-02-a.mp3}
+OPTION: d | French Guiana
 ANSWER: d
+FEEDBACK: The smallest country is French Guiana. {bk07-l3d-f3-02-fb.mp3}
 
-PROMPT: Which country is the widest? {bk07-l3d-f3-03-q.mp3}
-OPTION: a | Brazil {bk07-l3d-f3-03-a.mp3}
+PROMPT: Which country is the widest? {bk07-l3d-f3-03.mp3}
+OPTION: a | Brazil
 OPTION: b | Bolivia
 OPTION: c | Paraguay
 OPTION: d | Uruguay
 ANSWER: a
+FEEDBACK: The widest country is Brazil. {bk07-l3d-f3-03-fb.mp3}
 
-PROMPT: Which country is the narrowest? {bk07-l3d-f3-04-q.mp3}
-OPTION: a | Chile {bk07-l3d-f3-04-a.mp3}
+PROMPT: Which country is the narrowest? {bk07-l3d-f3-04.mp3}
+OPTION: a | Chile
 OPTION: b | Peru
 OPTION: c | Surinam
 OPTION: d | Colombia
 ANSWER: a
+FEEDBACK: The narrowest country is Chile. {bk07-l3d-f3-04-fb.mp3}
 
-PROMPT: Which country is the longest? {bk07-l3d-f3-05-q.mp3}
+PROMPT: Which country is the longest? {bk07-l3d-f3-05.mp3}
 OPTION: a | Argentina
-OPTION: b | Chile {bk07-l3d-f3-05-a.mp3}
+OPTION: b | Chile
 OPTION: c | Peru
 OPTION: d | Colombia
 ANSWER: b
+FEEDBACK: The longest country is also Chile. {bk07-l3d-f3-05-fb.mp3}
 
-# Source: ST §Is Don the Heaviest?
-$PRODUCE Ask and Answer with Superlatives
-ID: l3-s28
+# Source: ST §Ask and Answer: Superlatives
+$PRODUCE Ask and Answer with "-est"
+ID: l3-s27
+INTRO: Now you make both halves. For each picture, use the cue words to ask a "Who is the...?" or "Which is the...?" question with an "-est" word — like "Who's the heaviest man?" — and then answer it yourself.
+INSTRUCTION: Ask and answer a question about the picture using a superlative.
 INPUT: speak
 CHECK: llm
-INTRO: Now you make both halves. Look at the picture, use the cue word to ask a superlative question — then answer it from what you see. The examples show the pattern.
-INSTRUCTION: Ask a question with the cue word, then answer it.
-RUBRIC: Accept a superlative question using "who", "which", or "what" with the cue word, followed by the correct matching answer in full or short form; treat the model answer as the factual key for the answer half.
+RUBRIC: Accept any grammatically correct question and answer pair using the superlative forms of the given cue words matching the picture.
 
 EXAMPLE
-PROMPT: {st-page_112_001.jpg}
-TEMPLATE: heavy
-RESPONSE: Who's the heaviest man? Don's the heaviest man.
+PROMPT: {st-page_112_001.jpg|Three men standing side by side labelled Dan, Dave, and Don, with Dan being slim and Don being large/heavy}
+TEMPLATE: heavy / light
+RESPONSE: Who's the heaviest man?\n— Don's the heaviest man.
 
-EXAMPLE
-PROMPT: {st-page_112_001.jpg}
-TEMPLATE: light
-RESPONSE: Which man's the lightest? Dan's the lightest.
+PROMPT: {st-page_112_002.jpg|A small fork, a long pencil, and a long curved leather belt with a metal buckle lying on a surface}
+TEMPLATE: long / short
+RESPONSE: Which item is the longest?\n— The belt is the longest.
 
-PROMPT: {st-page_112_002.jpg}
-TEMPLATE: long
-RESPONSE: Which is the longest? The belt is the longest.
+PROMPT: {st-page_112_003.jpg|A line drawing showing a large triangle, a small circle, and a small rectangle}
+TEMPLATE: large / small / big / little
+RESPONSE: Which shape is the largest?\n— The triangle is the largest.
 
-PROMPT: {st-page_112_002.jpg}
-TEMPLATE: short
-RESPONSE: Which is the shortest? The fork is the shortest.
+PROMPT: {st-page_113_001.jpg|A small airplane flying above a car and a locomotive train engine}
+TEMPLATE: fast / slow
+RESPONSE: Which vehicle is the fastest?\n— The airplane is the fastest.
 
-PROMPT: {st-page_112_003.jpg}
-TEMPLATE: large
-RESPONSE: Which is the largest? The triangle is the largest.
+PROMPT: {st-page_113_002.jpg|Three math addition problems written out: Problem 1 (2 + 3 + 7 = 12), Problem 2 (24 + 41 = 65), and Problem 3 (378 + 299 = 677)}
+TEMPLATE: hard / easy
+RESPONSE: Which problem is the easiest?\n— Problem 1 is the easiest.
 
-PROMPT: {st-page_112_003.jpg}
-TEMPLATE: small
-RESPONSE: Which is the smallest? The circle and the rectangle are the smallest.
+PROMPT: {st-page_113_003.jpg|An aerial view of three different roads labelled A, B, and C with varying widths and traffic density}
+TEMPLATE: wide / narrow
+RESPONSE: Which road is the widest?\n— Road A is the widest.
 
-PROMPT: {st-page_113_001.jpg}
-TEMPLATE: fast
-RESPONSE: Which is the fastest? The airplane is the fastest.
+# SKIPPED (book): Speaking Skill "WHAT ARE THEY SAYING?" (ST pp. 114–115) — unscripted cartoon role-play with the class. Dropped.
 
-PROMPT: {st-page_113_001.jpg}
-TEMPLATE: slow
-RESPONSE: Which is the slowest? The car is the slowest.
-
-PROMPT: {st-page_113_002.jpg}
-TEMPLATE: hard
-RESPONSE: Which problem is the hardest? Problem 3 is the hardest.
-
-PROMPT: {st-page_113_002.jpg}
-TEMPLATE: easy
-RESPONSE: Which problem is the easiest? Problem 1 is the easiest.
-
-PROMPT: {st-page_113_003.jpg}
-TEMPLATE: wide
-RESPONSE: Which road is the widest? Road A is the widest.
-
-PROMPT: {st-page_113_003.jpg}
-TEMPLATE: narrow
-RESPONSE: Which road is the narrowest? Road C is the narrowest.
-
-$LESSON 3-8: We Sent You a Postcard
-
-# Source: ST §We're in London
-$DIALOGUE We're in London
-ID: l3-s29
-INTRO: This part is about postcards — reading them and writing them. The Clarks are in London, and Tom and Nancy just got mail. Read the postcard.
-INSTRUCTION: Read the postcard.
-
-Narrator: June 8
-Narrator: Dear Tom and Nancy,
-Narrator: We arrived in England on Tuesday. The flight was long, but the children slept a lot. Our hotel is small and very nice. The food is different, but good.
-Narrator: Today, we walked around London. Tomorrow, we'll ride the bus! It's cool and rainy here. How's your weather?
-Narrator: Dan and Linda Clark
-Narrator: Mr. and Mrs. Tom Dean, 144 Lakeside Drive, Dallas, Texas 75260, United States
-
-# Source: ST §Answer About the Postcard
-$PRODUCE Answer About the Postcard
-ID: l3-s30
-REFERENCE
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-INTRO: Answer questions about the Clarks' postcard aloud, in full sentences. The postcard is one tap away if you need to check the details.
-INSTRUCTION: Answer aloud in a full sentence.
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: Who wrote the post card?
-RESPONSE: Dan and Linda Clark wrote the postcard.
-
-PROMPT: When did they write it?
-RESPONSE: They wrote it on June 8.
-
-PROMPT: Where are Dan and Linda?
-RESPONSE: They are in London, England.
-
-PROMPT: How's the weather there?
-RESPONSE: It is cool and rainy.
-
-PROMPT: What's the food like?
-RESPONSE: It is different, but good.
-
-PROMPT: Where are Tom and Nancy?
-RESPONSE: They are in Dallas, Texas.
+$SESSION 3-9: Reading and Writing Postcards
 
 # Source: LLA 3D Figure 4
-$PRODUCE Marianne's Postcard {page_086_001.jpg}
-ID: 3d-f4
+$PRODUCE Marianne's Postcard {page_086_001.jpg|A postcard addressed to Miss Janet Nelson in Dallas, Texas, with a message on the left side written by Marianne about a train trip in France}
+ID: 7-3d-f4
+INTRO: This lesson is called "We Sent You a Postcard" — time to earn the title. Look at the postcard Marianne sent Janet, answer each question aloud in a full sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Another postcard — Marianne is in France and took a train up a mountain. Read it on the screen, answer each question aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud in a full sentence.
 REPEAT
 
 PROMPT: Who got the postcard? {bk07-l3d-f4-01-q.mp3}
@@ -1874,7 +1787,7 @@ RESPONSE: Marianne took a train to the top of a mountain. {bk07-l3d-f4-05-a.mp3}
 PROMPT: What did Marianne write on the right side of the postcard? {bk07-l3d-f4-06-q.mp3}
 RESPONSE: She wrote Janet's name and address. {bk07-l3d-f4-06-a.mp3}
 
-PROMPT: What is on the second line? {bk07-l3d-f4-07-q.mp3}
+PROMPT: Janet's first name and last name are on the first line. What is on the second line? {bk07-l3d-f4-07-q.mp3}
 RESPONSE: Janet's house number and street name are on the second line. {bk07-l3d-f4-07-a.mp3}
 
 PROMPT: What's on the third line? {bk07-l3d-f4-08-q.mp3}
@@ -1883,191 +1796,317 @@ RESPONSE: The city, state, and ZIP code are on the third line. {bk07-l3d-f4-08-a
 PROMPT: What's on the bottom line on the right side of the postcard? {bk07-l3d-f4-09-q.mp3}
 RESPONSE: The name of the country is on the bottom line. {bk07-l3d-f4-09-a.mp3}
 
+# Source: ST §Postcard: We're in London
+$GRAMMAR Postcard: We're in London
+ID: l3-s28-r
+READING
+INTRO: The Clarks made it to England, and here's the postcard to prove it. Read it — questions follow.
+
+CARD: **June 8**\n\nDear Tom and Nancy,\n\nWe arrived in England on Tuesday. The flight was long, but the children slept a lot. Our hotel is small and very nice. The food is different, but good.\n\nToday, we walked around London. Tomorrow, we'll ride the bus! It's cool and rainy here. How's your weather?\n\nDan and Linda Clark\n\n**To:** Mr. and Mrs. Tom Dean, 144 Lakeside Drive, Dallas, Texas 75260, United States
+
+# Source: ST §Questions on the Postcard
+$PRODUCE Questions on the Postcard
+ID: l3-s28
+REFERENCE: l3-s28-r
+INTRO: Answer the questions about the Clarks' postcard aloud. Open the postcard again if you need to check a detail.
+INSTRUCTION: Answer the questions about the postcard.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any accurate answer based on the postcard text.
+
+PROMPT: Who wrote the postcard?
+RESPONSE: Dan and Linda Clark wrote it.
+
+PROMPT: When did they write it?
+RESPONSE: They wrote it on June 8.
+
+PROMPT: Where are Dan and Linda?
+RESPONSE: They are in London, England.
+
+PROMPT: How's the weather there?
+RESPONSE: It is cool and rainy.
+
+PROMPT: What's the food like?
+RESPONSE: The food is different, but good.
+
+PROMPT: Where are Tom and Nancy?
+RESPONSE: They are in Dallas, Texas.
+
 # Source: LLA 3D Figure 5
-$PRODUCE Where on the Postcard? {page_087_001.jpg}
-ID: 3d-f5
+$PRODUCE Where Does It Go on the Postcard? {page_087_001.jpg|A blank postcard template with numbered lines for message text on the left and address lines on the right}
+ID: 7-3d-f5
+INTRO: Bill wants to write a postcard to a friend, and every part has its place. Look at the numbered lines and type the line number for each question.
+INSTRUCTION: Type the line number.
 INPUT: type
 CHECK: exact
-INTRO: Bill wants to write to a friend, and his blank postcard has numbered lines. Listen to each question and type the number of the correct line.
-INSTRUCTION: Type the line number.
 
 EXAMPLE
-PROMPT: Where will Bill put the stamp? {bk07-l3d-f5-ex-q.mp3}
+PROMPT: Where will Bill put the stamp? {bk07-l3d-f5-ex.mp3}
+TEMPLATE: Line ____
 RESPONSE: 6
+ACCEPT: Line 6 | line 6 | 6
 
-PROMPT: Where will Bill sign his name? {bk07-l3d-f5-01-q.mp3}
+PROMPT: Where will Bill sign his name? {bk07-l3d-f5-01.mp3}
+TEMPLATE: Line ____
 RESPONSE: 5
+ACCEPT: Line 5 | line 5 | 5
 
-PROMPT: Where will he write the date? {bk07-l3d-f5-02-q.mp3}
+PROMPT: Where will he write the date? {bk07-l3d-f5-02.mp3}
+TEMPLATE: Line ____
 RESPONSE: 1
+ACCEPT: Line 1 | line 1 | 1
 
-PROMPT: Where will he write his friend's first and last name? {bk07-l3d-f5-03-q.mp3}
+PROMPT: Where will he write his friend's first and last name? {bk07-l3d-f5-03.mp3}
+TEMPLATE: Line ____
 RESPONSE: 7
+ACCEPT: Line 7 | line 7 | 7
 
-PROMPT: Where will he write only his friend's first name? {bk07-l3d-f5-04-q.mp3}
+PROMPT: Where will he write only his friend's first name? {bk07-l3d-f5-04.mp3}
+TEMPLATE: Line ____
 RESPONSE: 2
+ACCEPT: Line 2 | line 2 | 2
 
-PROMPT: Where will Bill write the name of his friend's country? {bk07-l3d-f5-05-q.mp3}
+PROMPT: Where will Bill write the name of his friend's country? {bk07-l3d-f5-05.mp3}
+TEMPLATE: Line ____
 RESPONSE: 10
+ACCEPT: Line 10 | line 10 | 10
 
-PROMPT: Where will Bill start his message? {bk07-l3d-f5-06-q.mp3}
+PROMPT: Where will Bill start his message? {bk07-l3d-f5-06.mp3}
+TEMPLATE: Line ____
 RESPONSE: 3
+ACCEPT: Line 3 | line 3 | 3
 
-PROMPT: Where will he write the city, state, and ZIP code? {bk07-l3d-f5-07-q.mp3}
+PROMPT: Where will he write the city, state, and ZIP code? {bk07-l3d-f5-07.mp3}
+TEMPLATE: Line ____
 RESPONSE: 9
+ACCEPT: Line 9 | line 9 | 9
 
-PROMPT: Where will he write his friend's house number and street name? {bk07-l3d-f5-08-q.mp3}
+PROMPT: Where will he write his friend's house number and street name? {bk07-l3d-f5-08.mp3}
+TEMPLATE: Line ____
 RESPONSE: 8
+ACCEPT: Line 8 | line 8 | 8
 
-# Source: ST §I'll Send You a Card
-$DIALOGUE Steve's Postcard
-ID: l3-s31
-INTRO: Steve Clark wrote a postcard too. Listen to what he wrote and where he sent it — you'll rebuild that postcard next.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: What can Bill write on line 4? {bk07-l3d-f5-09-q.mp3}
+RESPONSE: Your friend. {bk07-l3d-f5-09-a.mp3}
+ACCEPT: Your friend | your friend
 
-LINE: Steve Clark wrote a postcard to Anne and Susan Dean on June 16, 1988.
-LINE: Here's what he put on it:
-LINE: Dear Anne and Susan, We took a boat from England to France yesterday.
-LINE: Now we're on the train to Paris. We'll stay there for five days. Your friend, Steve.
-LINE: Then he sent the postcard to this address: Anne and Susan Dean, 144 Lakeside Drive, Dallas, Texas 75260, United States.
+# Source: new (gap: the ST exercise "Complete the Postcard" presumes a short story about Steve's trip that the extract did not carry; the facts below are reconstructed from the exercise's own answer key and the London postcard)
+$GRAMMAR Reading: Steve Writes a Postcard
+ID: l3-s29-r
+READING
+INTRO: One more traveler with news. Read about Steve's day — you'll write his postcard for him next.
+
+CARD: It is June 16, 1988. Steve Clark is on vacation with his family. Yesterday they took a boat from England to France. Now they are on the train to Paris, and they will stay there for five days. Steve wants to write a postcard to his friends Anne and Susan Dean. They live at 144 Lakeside Drive, Dallas, Texas 75260, United States.
 
 # Source: ST §Complete the Postcard
-$PRODUCE Complete the Postcard
-ID: l3-s32
-REFERENCE
+$PRODUCE Write Steve's Postcard
+ID: l3-s29
+REFERENCE: l3-s29-r
+INTRO: Now fill in Steve's postcard piece by piece — the date, the names, the message, the address. Open the reading if you need a fact.
+INSTRUCTION: Type the missing part of the postcard.
 INPUT: type
-INTRO: Now write Steve's postcard yourself, line by line — date, greeting, message, sign-off, and address. Review the paragraph whenever you need it.
-INSTRUCTION: Fill in each part of the postcard.
+CHECK: exact
 
-TEMPLATE: Postcard
-SLOT: 1 | Date | June 16, 1988
-SLOT: 1 | Greeting (Dear...) | Anne and Susan
-SLOT: 1 | Message Sentence 1 | We took a boat from England to France yesterday.
-SLOT: 1 | Message Sentence 2 | Now we're on the train to Paris.
-SLOT: 1 | Message Sentence 3 | We'll stay there for five days.
-SLOT: 1 | Sign-off (Your friend,) | Steve
-SLOT: 1 | Address (1) Names | Anne and Susan Dean
-SLOT: 1 | Address (2) Number and street | 144 Lakeside Drive
-SLOT: 1 | Address (3) City | Dallas
-SLOT: 1 | Address (4) State and zip code | Texas 75260
-SLOT: 1 | Address (5) Country | United States
+TEMPLATE: Date: ____{June 16, 1988|June 16}
+RESPONSE: Date: June 16, 1988
 
-$LESSON 3-9: Listening Practice
+TEMPLATE: Salutation: Dear ____{Anne and Susan|Anne and Susan Dean},
+RESPONSE: Salutation: Dear Anne and Susan,
 
-# Source: LLA 3A Figure 6
-$DIALOGUE Listening: School in the United States
-ID: 3a-f6
-INTRO: This part trains your ears. First, a short paragraph about school in the United States. Just listen — afterwards you'll decide which questions it actually answers.
-INSTRUCTION: Listen to the paragraph.
+TEMPLATE: Message:\nWe took a boat from England to France yesterday. Now we're on the train to Paris. We'll stay there for ____{five days|5 days}.\nYour friend, ____{Steve|Steve Clark}
+RESPONSE: We took a boat from England to France yesterday. Now we're on the train to Paris. We'll stay there for five days. Your friend, Steve
 
-Narrator: Children in the United States go to school for 12 years. {bk07-l3a-f6-01.mp3}
+TEMPLATE: Recipient Name: ____{Anne and Susan Dean|Anne & Susan Dean}
+RESPONSE: Recipient Name: Anne and Susan Dean
+
+TEMPLATE: Street Address: ____{144 Lakeside Drive}
+RESPONSE: Street Address: 144 Lakeside Drive
+
+TEMPLATE: City, State, and Zip: ____{Dallas, Texas 75260|Dallas, TX 75260}
+RESPONSE: City, State, and Zip: Dallas, Texas 75260
+
+TEMPLATE: Country: ____{United States|USA|U.S.A.}
+RESPONSE: Country: United States
+
+$SESSION 3-10: Listening Practice
+
+# Source: LLA 3C Figure 3 (Conversation 1)
+$DIALOGUE Lieutenant Smith Can't Fly
+ID: 7-3c-f3-d1
+INTRO: This part is all listening — short conversations and stories, each followed by questions. First: Lieutenant Smith won't be flying today. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Officer: Lieutenant Smith can't fly today. {bk07-l3c-f3-d1-01.mp3}
+Pilot: No problem, sir. I can fly with his student. {bk07-l3c-f3-d1-02.mp3}
+Officer: That's good. Thanks. {bk07-l3c-f3-d1-03.mp3}
+Pilot: What's wrong with him? {bk07-l3c-f3-d1-04.mp3}
+Officer: He's sick. He called me at home last night. {bk07-l3c-f3-d1-05.mp3}
+
+# Source: LLA 3C Figure 3 (Question 1)
+$PRODUCE Why Can't He Fly?
+ID: 7-3c-f3-q1
+REFERENCE: 7-3c-f3-d1
+INTRO: One question about the conversation you just heard. Answer it aloud.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any statement that Lieutenant Smith is sick.
+
+PROMPT: Why can't Lieutenant Smith fly today? {bk07-l3c-f3-q1.mp3}
+RESPONSE: Because he's sick. Lieutenant Smith is sick and can't fly today. {bk07-l3c-f3-a1.mp3}
+
+# Source: LLA 3C Figure 3 (Conversation 2)
+$DIALOGUE Checking I.D. Cards
+ID: 7-3c-f3-d2
+INTRO: Next, a stop at the gate — the sergeant needs to see some identification. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Sgt: May I please see your ID card, sir? {bk07-l3c-f3-d2-01.mp3}
+Driver: Yes. Here it is. {bk07-l3c-f3-d2-02.mp3}
+LINE: What's wrong, Sergeant? {bk07-l3c-f3-d2-03.mp3}
+Sgt: Nothing, sir. We have to check IDs at this gate. {bk07-l3c-f3-d2-04.mp3}
+Driver: 24 hours a day? {bk07-l3c-f3-d2-05.mp3}
+Sgt: No, sir. Only after 6 o'clock at night. {bk07-l3c-f3-d2-06.mp3}
+
+# Source: LLA 3C Figure 3 (Question 2)
+$PRODUCE When Are IDs Checked?
+ID: 7-3c-f3-q2
+REFERENCE: 7-3c-f3-d2
+INTRO: One question about the conversation at the gate. Answer it aloud.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any statement that ID cards are checked only after 6 o'clock at night / after 6:00 p.m.
+
+PROMPT: When does the sergeant have to check ID cards? {bk07-l3c-f3-q2.mp3}
+RESPONSE: Only after 6 o'clock at night. The sergeant has to check ID cards after 6 o'clock at night. {bk07-l3c-f3-a2.mp3}
+
+# Source: LLA 3A Figure 6 (Story)
+$DIALOGUE School in the United States
+ID: 7-3a-f6-story
+INTRO: Now a listening skill: knowing what a paragraph did — and didn't — tell you. First, listen to this short paragraph about school in the United States.
+INSTRUCTION: Listen to the story.
+
+LINE: Children in the United States go to school for twelve years. {bk07-l3a-f6-01.mp3}
 LINE: They study in the fall, winter, and spring, but not in the summer. {bk07-l3a-f6-02.mp3}
 LINE: They learn English, mathematics, and other things. {bk07-l3a-f6-03.mp3}
 LINE: Some of them study other languages. {bk07-l3a-f6-04.mp3}
 LINE: Many students learn Spanish or French. {bk07-l3a-f6-05.mp3}
 LINE: A few students learn Russian or Chinese. {bk07-l3a-f6-06.mp3}
 
-# Source: LLA 3A Figure 6 (questions)
-$SELECT Which Questions? (School)
-ID: 3a-f6-b
+# Source: LLA 3A Figure 6 (Questions)
+$SELECT Which Questions Can You Answer? — School
+ID: 7-3a-f6
 MULTI
-REFERENCE
-INTRO: Not every question has an answer in the paragraph — that's the trick. Tap only the questions the paragraph can answer.
-INSTRUCTION: Tap the questions you can answer.
+REFERENCE: 7-3a-f6-story
+INTRO: Some of these questions the paragraph answered; some it never touched. Tap every question you could actually answer from what you heard.
+INSTRUCTION: Tap all the questions you can answer.
 
-TEMPLATE: Which questions can you answer?
 OPTION: a | How many years do children in the U.S. go to school?
 OPTION: b | What time of day are they in school?
 OPTION: c | What months of the year are they in school?
 OPTION: d | What seasons of the year are they in school?
 OPTION: e | What languages can they learn in school?
+
+TEMPLATE: Which questions can you answer from the paragraph?
 ANSWER: a,d,e
 
-# Source: LLA 3A Figure 7
-$DIALOGUE Listening: The First Flight
-ID: 3a-f7
-INTRO: Next, a paragraph about the first airplane flight — twelve seconds of history. Just listen.
-INSTRUCTION: Listen to the paragraph.
+# Source: LLA 3A Figure 7 (Story)
+$DIALOGUE The First Airplane Flight
+ID: 7-3a-f7-story
+INTRO: Another paragraph — this one about two brothers and twelve historic seconds in the air. Listen carefully.
+INSTRUCTION: Listen to the story.
 
-Narrator: The first airplane flight in the United States was near the Atlantic Ocean on December 17, 1903. {bk07-l3a-f7-01.mp3}
+LINE: The first airplane flight in the United States was near the Atlantic Ocean on December 17, 1903. {bk07-l3a-f7-01.mp3}
 LINE: Two brothers took several flights in their small airplane that day. {bk07-l3a-f7-02.mp3}
 LINE: The younger brother flew first. {bk07-l3a-f7-03.mp3}
-LINE: He flew for 12 seconds. {bk07-l3a-f7-04.mp3}
-LINE: Later, the older brother flew for 59 seconds. {bk07-l3a-f7-05.mp3}
+LINE: He flew for twelve seconds. {bk07-l3a-f7-04.mp3}
+LINE: Later, the older brother flew for fifty-nine seconds. {bk07-l3a-f7-05.mp3}
 
-# Source: LLA 3A Figure 7 (questions)
-$SELECT Which Questions? (The First Flight)
-ID: 3a-f7-b
+# Source: LLA 3A Figure 7 (Questions)
+$SELECT Which Questions Can You Answer? — The Flight
+ID: 7-3a-f7
 MULTI
-REFERENCE
-INTRO: Same task again: tap only the questions the paragraph can answer. Notice it never named the brothers.
-INSTRUCTION: Tap the questions you can answer.
+REFERENCE: 7-3a-f7-story
+INTRO: Same task: tap every question the paragraph gave you enough information to answer.
+INSTRUCTION: Tap all the questions you can answer.
 
-TEMPLATE: Which questions can you answer?
 OPTION: a | When was the first airplane flight in the U.S.?
 OPTION: b | Where was the first flight?
 OPTION: c | What was the name of the two brothers?
 OPTION: d | How many times did they fly their airplane?
 OPTION: e | How many seconds were the flights?
 OPTION: f | What time of the day did they fly?
+
+TEMPLATE: Which questions can you answer from the paragraph?
 ANSWER: a,b,e
 
-# Source: LLA 3C Figure 3 (conversation 1)
-$DIALOGUE Listening: Lieutenant Smith
-ID: 3c-f3
-INTRO: Now short conversations. Lieutenant Smith was supposed to fly today. He won't. Listen for the reason.
-INSTRUCTION: Listen to the conversation.
+# Source: LLA 3D Figure 6 (Story)
+$DIALOGUE Chicago
+ID: 7-3d-f6-story
+INTRO: A paragraph about Chicago — big, tall, and famously windy. Listen.
+INSTRUCTION: Listen to the description.
 
-Man1: Lieutenant Smith can't fly today. {bk07-l3c-f3-01.mp3}
-Man2: No problem, sir. I can fly with his student. {bk07-l3c-f3-02.mp3}
-Man1: That's good. Thanks. What's wrong with him? {bk07-l3c-f3-03.mp3}
-Man2: He's sick. He called me at home last night. {bk07-l3c-f3-04.mp3}
+LINE: Chicago is a very big city. {bk07-l3d-f6-01a.mp3}
+LINE: 3 million people live there. {bk07-l3d-f6-01b.mp3}
+LINE: It is next to a large lake and has many tall buildings. {bk07-l3d-f6-01c.mp3}
+LINE: One of them is the tallest building in the United States. {bk07-l3d-f6-01d.mp3}
+LINE: In the winter, the weather there is very cold. {bk07-l3d-f6-01e.mp3}
+LINE: There's a lot of wind and snow. {bk07-l3d-f6-01f.mp3}
+LINE: Chicago is called the windy city. {bk07-l3d-f6-01g.mp3}
 
-# Source: LLA 3C Figure 3 (question 1)
-$PRODUCE Question: Lieutenant Smith
-ID: 3c-f3-b
-REFERENCE
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-INTRO: Now answer the question about that conversation aloud, in a full sentence.
-INSTRUCTION: Answer aloud with a full sentence.
-RUBRIC: Accept any phrasing stating that Lt. Smith (or "he") is sick or ill, as a full sentence or short answer.
+# Source: LLA 3D Figure 6 (Questions)
+$SELECT Which Questions Can You Answer? — Chicago
+ID: 7-3d-f6
+REFERENCE: 7-3d-f6-story
+MULTI
+INTRO: Tap all the questions the Chicago paragraph actually answered — and nothing it didn't.
+INSTRUCTION: Tap all questions that can be answered.
 
-PROMPT: Why can't Lt Smith fly today? {bk07-l3c-f3-05-q.mp3}
-RESPONSE: Because he's sick. {bk07-l3c-f3-05-a.mp3}
+OPTION: a | What is the name of the city?
+OPTION: b | How many people live there?
+OPTION: c | What is the name of the lake near the city?
+OPTION: d | How is the weather in the city?
+OPTION: e | Who lives in the city?
 
-# Source: LLA 3C Figure 3 (conversation 2)
-$DIALOGUE Listening: At the Gate
-ID: 3c-f3-c
-INTRO: Another conversation, this time at the base gate. Listen for when the sergeant has to check ID cards.
-INSTRUCTION: Listen to the conversation.
+TEMPLATE: Which questions can you answer with the paragraph?
+ANSWER: a,b,d
 
-Sgt: May I please see your ID card, sir? {bk07-l3c-f3-06.mp3}
-Officer: Yes. Here it is. What's wrong, Sergeant? {bk07-l3c-f3-07.mp3}
-Sgt: Nothing, sir. We have to check IDs at this gate. {bk07-l3c-f3-08.mp3}
-Officer: 24 hours a day? {bk07-l3c-f3-09.mp3}
-Sgt: No, sir. Only after 6 o'clock at night. {bk07-l3c-f3-10.mp3}
+# Source: LLA 3D Figure 7 (Story)
+$DIALOGUE The Great Lakes
+ID: 7-3d-f7-story
+INTRO: One more paragraph: five lakes so big they behave like small oceans. Listen.
+INSTRUCTION: Listen to the description.
 
-# Source: LLA 3C Figure 3 (question 2)
-$PRODUCE Question: At the Gate
-ID: 3c-f3-d
-REFERENCE
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-INTRO: Now answer the question about the conversation at the gate, aloud and in a full sentence.
-INSTRUCTION: Answer aloud with a full sentence.
-RUBRIC: Accept any answer indicating that ID cards are checked after 6 o'clock at night (or "after 6 p.m."), in full-sentence or short form.
+LINE: There are 5 very big lakes between Canada and the United States. {bk07-l3d-f7-01a.mp3}
+LINE: They are called the Great Lakes, and they are like small oceans. {bk07-l3d-f7-01b.mp3}
+LINE: One of them, Lake Superior, is the second largest lake in the world. {bk07-l3d-f7-01c.mp3}
+LINE: New York State is by the two smallest lakes. {bk07-l3d-f7-01d.mp3}
+LINE: Chicago is also next to one of the Great Lakes. {bk07-l3d-f7-01e.mp3}
 
-PROMPT: When does the sergeant have to check I.D. cards? {bk07-l3c-f3-11-q.mp3}
-RESPONSE: Only after 6 o'clock at night. {bk07-l3c-f3-11-a.mp3}
+# Source: LLA 3D Figure 7 (Questions)
+$SELECT Which Questions Can You Answer? — The Great Lakes
+ID: 7-3d-f7
+REFERENCE: 7-3d-f7-story
+MULTI
+INTRO: Last one of these. Tap every question the Great Lakes paragraph answered.
+INSTRUCTION: Tap all questions that can be answered.
 
-# Source: LLA 3C Figure 8 (part 2)
-$DIALOGUE Train Vacations
-ID: 3c-f8-b
-INTRO: Here's a paragraph about people who take the train on vacation — slower than flying, but you get a window. Just listen; you'll write these sentences next.
-INSTRUCTION: Just listen.
+OPTION: a | What two countries are around the big lakes?
+OPTION: b | What are the lakes called?
+OPTION: c | How many lakes are there?
+OPTION: d | What is the name of the ocean?
+OPTION: e | What is the largest lake in the world?
+OPTION: f | What is the name of the state by the two smallest lakes?
+
+TEMPLATE: Which questions can you answer with the paragraph?
+ANSWER: a,b,c,f
+
+# Source: LLA 3C Figure 8 (Listening Passage)
+$DIALOGUE Traveling by Train
+ID: 7-3c-f8-train
+INTRO: Some people would rather watch the mountains go by than drive past them. Listen to this passage about traveling by train — you'll write it from dictation next.
+INSTRUCTION: Listen to the passage.
 
 LINE: Some people don't like to fly or drive on their vacations. {bk07-l3c-f8-05.mp3}
 LINE: They can't see cities, mountains, or lakes from an airplane. {bk07-l3c-f8-06.mp3}
@@ -2079,11 +2118,11 @@ LINE: They can just sit at a window and look outside. {bk07-l3c-f8-11.mp3}
 LINE: Trains are slower than airplanes, but many people like them. {bk07-l3c-f8-12.mp3}
 
 # Source: LLA 3C Figure 9
-$PRODUCE Dictation: Train Vacations
-ID: 3c-f9
+$PRODUCE Dictation: Traveling by Train
+ID: 7-3c-f9
 INPUT: type
 CHECK: exact
-INTRO: You just heard these sentences about trains — now write them. Listen to each one and type it exactly as you hear it.
+INTRO: Now the same passage, sentence by sentence. Listen and type exactly what you hear.
 INSTRUCTION: Type the sentence you hear.
 
 PROMPT: Some people don't like to fly or drive on their vacations. {bk07-l3c-f9-01.mp3}
@@ -2094,6 +2133,7 @@ RESPONSE: They can't see cities, mountains, or lakes from an airplane. {bk07-l3c
 
 PROMPT: In a car, they have to drive all day. {bk07-l3c-f9-03.mp3}
 RESPONSE: In a car, they have to drive all day. {bk07-l3c-f9-03.mp3}
+ACCEPT: In a car they have to drive all day.
 
 PROMPT: The train is the answer to their problems. {bk07-l3c-f9-04.mp3}
 RESPONSE: The train is the answer to their problems. {bk07-l3c-f9-04.mp3}
@@ -2103,173 +2143,149 @@ RESPONSE: They can have their own small rooms on the train. {bk07-l3c-f9-05.mp3}
 
 PROMPT: On the train, people can eat, sleep, or read a book. {bk07-l3c-f9-06.mp3}
 RESPONSE: On the train, people can eat, sleep, or read a book. {bk07-l3c-f9-06.mp3}
+ACCEPT: On the train people can eat, sleep, or read a book. | On the train, people can eat, sleep or read a book.
 
 PROMPT: They can just sit at a window and look outside. {bk07-l3c-f9-07.mp3}
 RESPONSE: They can just sit at a window and look outside. {bk07-l3c-f9-07.mp3}
 
 PROMPT: Trains are slower than airplanes, but many people like them. {bk07-l3c-f9-08.mp3}
 RESPONSE: Trains are slower than airplanes, but many people like them. {bk07-l3c-f9-08.mp3}
+ACCEPT: Trains are slower than airplanes but many people like them.
 
-# Source: LLA 3D Figure 6 (part 1)
-$DIALOGUE Listening: Chicago
-ID: 3d-f6
-INTRO: A paragraph about Chicago — big, cold, and windy. Just listen.
-INSTRUCTION: Listen to the paragraph.
+$SESSION 3-11: Reading Skills and Review
 
-LINE: Chicago is a very big city. {bk07-l3d-f6-p-01.mp3}
-LINE: 3 million people live there. {bk07-l3d-f6-p-02.mp3}
-LINE: It is next to a large lake and has many tall buildings. {bk07-l3d-f6-p-03.mp3}
-LINE: One of them is the tallest building in the United States. {bk07-l3d-f6-p-04.mp3}
-LINE: In the winter, the weather there is very cold. {bk07-l3d-f6-p-05.mp3}
-LINE: There's a lot of wind and snow. {bk07-l3d-f6-p-06.mp3}
-LINE: Chicago is called the windy city. {bk07-l3d-f6-p-07.mp3}
-
-# Source: LLA 3D Figure 6 (part 2)
-$SELECT Which Questions? (Chicago)
-ID: 3d-f6-b
-REFERENCE
-MULTI
-INTRO: You know the drill by now: tap only the questions the Chicago paragraph can answer.
-INSTRUCTION: Tap all correct questions.
-
-OPTION: a | What is the name of the city?
-OPTION: b | How many people live there?
-OPTION: c | What is the name of the lake near the city?
-OPTION: d | How is the weather in the city?
-OPTION: e | Who lives in the city?
-
-TEMPLATE: Which questions are answered by the paragraph?
-ANSWER: a,b,d
-
-# Source: LLA 3D Figure 7 (part 1)
-$DIALOGUE Listening: The Great Lakes
-ID: 3d-f7
-INTRO: One more paragraph — the Great Lakes, which are lakes doing their best impression of oceans. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: There are 5 very big lakes between Canada and the United States. {bk07-l3d-f7-p-01.mp3}
-LINE: They are called the Great Lakes, and they are like small oceans. {bk07-l3d-f7-p-02.mp3}
-LINE: One of them, Lake Superior, is the second largest lake in the world. {bk07-l3d-f7-p-03.mp3}
-LINE: New York State is by the two smallest lakes. {bk07-l3d-f7-p-04.mp3}
-LINE: Chicago is also next to one of the Great Lakes. {bk07-l3d-f7-p-05.mp3}
-
-# Source: LLA 3D Figure 7 (part 2)
-$SELECT Which Questions? (The Great Lakes)
-ID: 3d-f7-b
-REFERENCE
-MULTI
-INTRO: Last one: tap only the questions the Great Lakes paragraph can answer. Careful — "second largest" is not "largest".
-INSTRUCTION: Tap all correct questions.
-
-OPTION: a | What two countries are around the Big Lakes?
-OPTION: b | What are the lakes called?
-OPTION: c | How many lakes are there?
-OPTION: d | What is the name of the ocean?
-OPTION: e | What is the largest lake in the world?
-OPTION: f | What is the name of the state by the two smallest lakes?
-
-TEMPLATE: Which questions are answered by the paragraph?
-ANSWER: a,b,c,f
-
-$LESSON 3-10: Review — Reading and Responses
-
-# Source: ST §Pronoun Reference
-$PRODUCE Who Is It? Pronoun Reference
+# Source: ST §Pronoun Referents
+$PRODUCE Who Is "He"?
 ID: l3-s15
+INTRO: One last skill: reading carefully. Each short story has an underlined pronoun — "he", "it", "we". Read the story and type the person or thing the pronoun points back to.
+INSTRUCTION: Type the noun or phrase that the underlined pronoun refers to.
 INPUT: type
 CHECK: exact
-INTRO: This last part reviews the whole lesson. First, a reading skill: each paragraph has an underlined pronoun — read carefully and type who or what it refers to.
-INSTRUCTION: Type the word(s) the underlined pronoun refers to.
 
-EXAMPLE
-TEMPLATE: There are apples on the trees in our yard. *They* are delicious. — They = ____
-RESPONSE: apples
+TEMPLATE: Our house is on the edge of town. There are a lot of trees in back of it. Our dog pushes open the gate with his nose and leaves the yard. *He* likes to run and see the animals there.
+TEMPLATE: He = ____{Our dog|our dog|the dog|The dog}
+RESPONSE: He = Our dog
 
-TEMPLATE: Our house is on the edge of town. There are a lot of trees in back of it. Our dog pushes open the gate with his nose and leaves the yard. *He* likes to run and see the animals there. — He = ____
-RESPONSE: our dog
-ACCEPT: dog | the dog | our dog
+TEMPLATE: Diane and Linda studied math with their friends last night. The homework problems were not easy. *They* were long and very hard.
+TEMPLATE: They = ____{The homework problems|the homework problems|homework problems|The problems|the problems|problems}
+RESPONSE: They = The homework problems
 
-TEMPLATE: Diane and Linda studied math with their friends last night. The homework problems were not easy. *They* were long and very hard. — They = ____
-RESPONSE: the homework problems
-ACCEPT: problems | homework problems | the homework problems
+TEMPLATE: Leon's Restaurant is always crowded. The food there is delicious and doesn't cost much money. Also, *it* is in a very small building.
+TEMPLATE: It = ____{Leon's Restaurant|Leon's restaurant|the restaurant|The restaurant}
+RESPONSE: It = Leon's Restaurant
 
-TEMPLATE: Leon's Restaurant is always crowded. The food there is delicious and doesn't cost much money. Also, *it* is in a very small building. — It = ____
-RESPONSE: Leon's Restaurant
-ACCEPT: Leon's Restaurant | the restaurant | restaurant
+TEMPLATE: Ted will fly to Texas in August. He will visit his brother in Dallas for two weeks. His brother has a new house by a lake. *He* likes the city and wants Ted to move there.
+TEMPLATE: He = ____{His brother|his brother|Ted's brother|brother}
+RESPONSE: He = His brother
 
-TEMPLATE: Ted will fly to Texas in August. He will visit his brother in Dallas for two weeks. His brother has a new house by a lake. *He* likes the city and wants Ted to move there. — He = ____
-RESPONSE: his brother
-ACCEPT: brother | his brother | Ted's brother
+TEMPLATE: We can't put our car in our garage. *It* has to sit outside. The car is not big, but there are many boxes of books, old clothes, and other things in the garage.
+TEMPLATE: It = ____{our car|Our car|the car|The car|car}
+RESPONSE: It = Our car
 
-TEMPLATE: We can't put our car in our garage. *It* has to sit outside. The car is not big, but there are many boxes of books, old clothes, and other things in the garage. — It = ____
-RESPONSE: our car
-ACCEPT: car | our car | the car
+TEMPLATE: Sally Davis has a cat. Its name is Fluffy. Fluffy likes birds. Yesterday *it* climbed to the top of a tree and stayed there. Mr. Davis had to climb the tree and bring it down.
+TEMPLATE: It = ____{Fluffy|the cat|The cat|a cat|Sally Davis's cat}
+RESPONSE: It = Fluffy
 
-TEMPLATE: Sally Davis has a cat. Its name is Fluffy. Fluffy likes birds. Yesterday *it* climbed to the top of a tree and stayed there. Mr. Davis had to climb the tree and bring it down. — It = ____
-RESPONSE: Fluffy
-ACCEPT: Fluffy | the cat | cat
+TEMPLATE: The Clarks have many nice flowers in their yard. Every morning Alice Clark cuts some of the flowers and takes them inside. *She* gives them to her mother, and Mrs. Clark puts them in a bowl on a table next to the window in the front.
+TEMPLATE: She = ____{Alice Clark|Alice|Alice Clark}
+RESPONSE: She = Alice Clark
 
-TEMPLATE: The Clarks have many nice flowers in their yard. Every morning Alice Clark cuts some of the flowers and takes them inside. *She* gives them to her mother, and Mrs. Clark puts them in a bowl on a table next to the window in the front. — She = ____
-RESPONSE: Alice Clark
-ACCEPT: Alice | Alice Clark
+TEMPLATE: My friend and I are in the same math class. He can always answer the teacher's questions, but I can't. He gets good grades on the tests, but I don't. I don't understand this. *We* study together every night. Why don't I make good grades, too?
+TEMPLATE: We = ____{My friend and I|my friend and I|My friend and me}
+RESPONSE: We = My friend and I
 
-TEMPLATE: My friend and I are in the same math class. He can always answer the teacher's questions, but I can't. He gets good grades on the tests, but I don't. I don't understand this. *We* study together every night. Why don't I make good grades, too? — We = ____
-RESPONSE: my friend and I
-ACCEPT: my friend and I | I and my friend
-
-# Source: ST §Contextual Reference
+# Source: ST §Contextual References
 $PRODUCE What Does It Refer To?
-ID: l3-s21
+ID: l3-s20
+INTRO: Same idea, harder cases — this time the underlined words point to whole phrases: "this drink", "those colors", "then". Read each story and type what the words refer to.
+INSTRUCTION: Type the word or words that the underlined word refers to.
 INPUT: type
 CHECK: exact
-INTRO: Same skill, harder targets — this time the underlined words point back at whole phrases. Read each paragraph and type what the underlined words refer to.
-INSTRUCTION: Type the word(s) the underlined expression refers to.
 
-EXAMPLE
-TEMPLATE: In the United States, a few schools are for boys or girls only. Many schools are for *both*. — Both = ____
-RESPONSE: boys and girls
-ACCEPT: boys and girls | boys or girls
+TEMPLATE: Some people don't like to eat a meal early in the morning. They want only a cup of coffee. *This drink* is their breakfast.
+TEMPLATE: This drink = ____{a cup of coffee|coffee|cup of coffee}
+RESPONSE: This drink = a cup of coffee
 
-TEMPLATE: Some people don't like to eat a meal early in the morning. They want only a cup of coffee. *This drink* is their breakfast. — This drink = ____
-RESPONSE: a cup of coffee
-ACCEPT: a cup of coffee | coffee
+TEMPLATE: Dallas and Houston are big cities. One city has one million people. The other has about two million. *Both cities* are in Texas.
+TEMPLATE: Both cities = ____{Dallas and Houston|Houston and Dallas}
+RESPONSE: Both cities = Dallas and Houston
 
-TEMPLATE: Dallas and Houston are big cities. One city has one million people. The other has about two million. *Both cities* are in Texas. — Both cities = ____
-RESPONSE: Dallas and Houston
-ACCEPT: Dallas and Houston
+TEMPLATE: Many mothers and fathers buy their children a dog. The children like to play with the dog, but they don't want to give it dinner or wash *it*.
+TEMPLATE: It = ____{the dog|a dog|dog}
+RESPONSE: It = the dog
 
-TEMPLATE: Many mothers and fathers buy their children a dog. The children like to play with the dog, but they don't want to give it dinner or wash *it*. — It = ____
-RESPONSE: the dog
-ACCEPT: the dog | dog | their dog
+TEMPLATE: Men's suits are brown, blue, black, or white. Women wear dresses in *those colors*, but they also wear red, green, yellow, and orange clothes.
+TEMPLATE: Those colors = ____{brown, blue, black, or white|brown, blue, black, and white|brown, blue, black, white}
+RESPONSE: Those colors = brown, blue, black, or white
 
-TEMPLATE: Men's suits are brown, blue, black, or white. Women wear dresses in *those colors*, but they also wear red, green, yellow, and orange clothes. — Those colors = ____
-RESPONSE: brown, blue, black, or white
-ACCEPT: brown, blue, black, or white | brown, blue, black, and white
+TEMPLATE: Early in September, some stores are crowded with students. They are buying pens, pencils, paper, and notebooks. They need *these things* for school.
+TEMPLATE: These things = ____{pens, pencils, paper, and notebooks|pens, pencils, paper and notebooks}
+RESPONSE: These things = pens, pencils, paper, and notebooks
 
-TEMPLATE: Early in September, some stores are crowded with students. They are buying pens, pencils, paper, and notebooks. They need *these things* for school. — These things = ____
-RESPONSE: pens, pencils, paper, and notebooks
-ACCEPT: pens, pencils, paper, and notebooks | pens, pencils, paper, notebooks
+TEMPLATE: A lot of families have two cars. The husband drives to his job in the small car. His wife drives the children to school, music lessons, and the doctor in the large *one*.
+TEMPLATE: One = ____{car|a car|the car}
+RESPONSE: One = car
 
-TEMPLATE: A lot of families have two cars. The husband drives to his job in the small car. His wife drives the children to school, music lessons, and the doctor in the large *one*. — One = ____
-RESPONSE: car
-ACCEPT: car | large car
+TEMPLATE: Students don't have to go to school in the summer. Younger students swim, play with their friends, and take trips with their families *then*. Many older students work or go to class for half a day.
+TEMPLATE: Then = ____{in the summer|the summer|summer}
+RESPONSE: Then = in the summer
 
-TEMPLATE: Students don't have to go to school in the summer. Younger students swim, play with their friends, and take trips with their families *then*. Many older students work or go to class for half a day. — Then = ____
-RESPONSE: in the summer
-ACCEPT: in the summer | summer
+TEMPLATE: You don't have to spend a lot of money on a trip. In many restaurants, dinner costs ten or fifteen dollars, but breakfast and lunch cost only half of *that*. Eat *those meals* in a restaurant. Then eat a sandwich in your hotel room for dinner.
+TEMPLATE: That = ____{ten or fifteen dollars|ten to fifteen dollars|dinner|the cost of dinner}
+TEMPLATE: Those meals = ____{breakfast and lunch|breakfast & lunch}
+RESPONSE: That = ten or fifteen dollars. Those meals = breakfast and lunch.
 
-TEMPLATE: You don't have to spend a lot of money on a trip. In many restaurants, dinner costs ten or fifteen dollars, but breakfast and lunch cost only half of *that*. Eat *those meals* in a restaurant. Then eat a sandwich in your hotel room for dinner. — That = ____
-RESPONSE: ten or fifteen dollars
-ACCEPT: ten or fifteen dollars | ten or fifteen
+# Source: ST §Read Quickly: Thought Groups
+$DIALOGUE Read in Thought Groups
+ID: l3-s30
+INTRO: Good readers take in a few words at a time, not one by one. Read each line in one look — about Jane, who teaches two languages at once.
+INSTRUCTION: Read each phrase at a glance.
 
-TEMPLATE: Those meals = ____
-RESPONSE: breakfast and lunch
-ACCEPT: breakfast and lunch
+LINE: Jane lives in Canada.
+LINE: She speaks French and English.
+LINE: She teaches both languages to students from other countries.
+LINE: In the morning the students study in the classroom.
+LINE: In the afternoon they go to the lab and the library.
+LINE: On Saturday Jane takes them downtown to stores, movies, and restaurants.
+LINE: Sometimes the students visit Jane's home.
+LINE: Jane's students always learn a lot.
+
+# SKIPPED (book): Reading Skill comprehension questions (ST p. 110) — the book says "Then answer questions about the paragraph" but prints no questions. Presentation converted as the thought-group reading above.
+
+# Source: ST §More Practice: Short Passages (passage 1)
+$DIALOGUE Alan the Doctor
+ID: l3-s31
+INTRO: Two more short readings for practice. First, a day in the life of a busy young doctor. Read at a steady pace.
+INSTRUCTION: Read the passage at a steady pace.
+
+LINE: Alan is a young doctor.
+LINE: His office is at 189 Third Street.
+LINE: He goes to the hospital early every morning.
+LINE: At ten o'clock he leaves the hospital and goes to his office.
+LINE: Many sick people come to see him there.
+LINE: He looks at them and asks them questions.
+LINE: Then, he gives them medicine.
+LINE: He helps people all afternoon.
+LINE: Sometimes he must return to the hospital at night.
+
+# Source: ST §More Practice: Short Passages (passage 2)
+$DIALOGUE Maria Far from Home
+ID: l3-s31-b
+INTRO: And second: Maria, counting the days on her calendar until summer. Read at a steady pace.
+INSTRUCTION: Read the passage at a steady pace.
+
+LINE: Maria's home is in California.
+LINE: She goes to school in New York.
+LINE: She likes her classes and has a lot of friends, but she isn't happy at school.
+LINE: She wants to see her family.
+LINE: She calls them every Saturday morning and talks to them for an hour.
+LINE: She will go back home for a vacation in the summer.
+LINE: Every day she looks at the calendar and thinks about her summer vacation.
 
 # Source: LLA 3D Figure 8
-$SELECT Choose the Best Response
-ID: 3d-f8
-INTRO: One last round, mixing everything from this lesson — ages, superlatives, yards, and gates. Listen to each question or statement, tap the best response, then repeat it. This is the end of Lesson 3; you've earned a postcard of your own.
+$SELECT Review: Put It All Together
+ID: 7-3d-f8
+INTRO: The whole lesson in ten questions — ages, prepositions, yards, and "-est" words. Listen to each one, tap the best response, and repeat the model sentence. Then go send someone a postcard.
 INSTRUCTION: Tap the best response.
 REPEAT
 
@@ -2277,76 +2293,84 @@ PROMPT: How old is that car? {bk07-l3d-f8-01-q.mp3}
 OPTION: a | It's old.
 OPTION: b | It's older.
 OPTION: c | It has five years.
-OPTION: d | It's five years old. {bk07-l3d-f8-01-a.mp3}
+OPTION: d | It's five years old.
 ANSWER: d
+FEEDBACK: That car is 5 years old. {bk07-l3d-f8-01-a.mp3}
 
 PROMPT: How old is Mary's mother? {bk07-l3d-f8-02-q.mp3}
 OPTION: a | She's older than Mary.
-OPTION: b | She's ninety-one years old. {bk07-l3d-f8-02-a.mp3}
+OPTION: b | She's ninety-one years old.
 OPTION: c | Her birthday was last week.
 OPTION: d | Her years are ninety-one.
 ANSWER: b
+FEEDBACK: Mary's mother is 91 years old. {bk07-l3d-f8-02-a.mp3}
 
 PROMPT: Al's grade is higher than any other grade. {bk07-l3d-f8-03-q.mp3}
 OPTION: a | Al's got the only high grade.
 OPTION: b | The other grades are also high.
-OPTION: c | Al's grade is the highest. {bk07-l3d-f8-03-a.mp3}
+OPTION: c | Al's grade is the highest.
 OPTION: d | Other students have higher grades.
 ANSWER: c
+FEEDBACK: Al's grade is the highest. {bk07-l3d-f8-03-a.mp3}
 
 PROMPT: Please circle the right answer. {bk07-l3d-f8-04-q.mp3}
+TEMPLATE: Draw a circle ____ the right answer.
 OPTION: a | above
 OPTION: b | by
-OPTION: c | around {bk07-l3d-f8-04-a.mp3}
+OPTION: c | around
 OPTION: d | below
 ANSWER: c
+FEEDBACK: Draw a circle around the right answer. {bk07-l3d-f8-04-a.mp3}
 
 PROMPT: The mountain is under the clouds. {bk07-l3d-f8-05-q.mp3}
-OPTION: a | over {bk07-l3d-f8-05-a.mp3}
+TEMPLATE: The clouds are ____ the mountain.
+OPTION: a | over
 OPTION: b | around
 OPTION: c | below
 OPTION: d | next to
 ANSWER: a
+FEEDBACK: The clouds are over the mountain. {bk07-l3d-f8-05-a.mp3}
 
 PROMPT: It's early morning. Where is the sun? {bk07-l3d-f8-06-q.mp3}
+TEMPLATE: It's ____ in the sky.
 OPTION: a | back
-OPTION: b | low {bk07-l3d-f8-06-a.mp3}
+OPTION: b | low
 OPTION: c | front
 OPTION: d | high
 ANSWER: b
+FEEDBACK: The sun is low in the early morning. {bk07-l3d-f8-06-a.mp3}
 
 PROMPT: What's in the garage? {bk07-l3d-f8-07-q.mp3}
-OPTION: a | the car {bk07-l3d-f8-07-a.mp3}
+OPTION: a | the car
 OPTION: b | the house
 OPTION: c | the room
 OPTION: d | the train
 ANSWER: a
+FEEDBACK: The car is in the garage. {bk07-l3d-f8-07-a.mp3}
 
 PROMPT: Where are the children? {bk07-l3d-f8-08-q.mp3}
-OPTION: a | yard {bk07-l3d-f8-08-a.mp3}
+TEMPLATE: They're outside in the ____.
+OPTION: a | yard
 OPTION: b | earth
 OPTION: c | land
 OPTION: d | world
 ANSWER: a
+FEEDBACK: The children are outside in the yard. {bk07-l3d-f8-08-a.mp3}
 
 PROMPT: Those students are late. {bk07-l3d-f8-09-q.mp3}
+TEMPLATE: They're ____ to class.
 OPTION: a | run
 OPTION: b | climb
-OPTION: c | running {bk07-l3d-f8-09-a.mp3}
+OPTION: c | running
 OPTION: d | climbing
 ANSWER: c
+FEEDBACK: The students are running to class. {bk07-l3d-f8-09-a.mp3}
 
 PROMPT: Where did my baseball go? {bk07-l3d-f8-10-q.mp3}
+TEMPLATE: It's on the other side of the ____.
 OPTION: a | leaf
-OPTION: b | fence {bk07-l3d-f8-10-a.mp3}
+OPTION: b | fence
 OPTION: c | grass
 OPTION: d | animal
 ANSWER: b
-
-# SKIPPED (book): ST "WHICH ONE IS IT?" — instructor-read word-to-picture matching with no recorded or printed stimulus.
-# SKIPPED (book): ST "A REBUS" — picture-substitution reading drill; no new linguistic content.
-# SKIPPED (book): ST "HOW OLD IS HE?" / "HOW OLD ... ?" — instructor-led / pair Q&A with no fixed stimuli.
-# SKIPPED (book): ST Reading Skill "CAN YOU FOLLOW INSTRUCTIONS?" — physical classroom actions (drawing, moving); not app-doable.
-# SKIPPED (book): ST "LISTEN AND ANSWER." — instructor-read questions with no recorded stimulus; convertible later with chosen items + TTS.
-# SKIPPED (book): ST Speaking Skill "WHAT ARE THEY SAYING?" — open, unscripted role-play of a cartoon.
-# SKIPPED (book): ST Reading Skills "READ QUICKLY" / "MORE PRACTICE" — timed eye-movement drills; no workable interaction.
+FEEDBACK: Your baseball is on the other side of the fence. {bk07-l3d-f8-10-a.mp3}
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--- a/book-7-lesson-4.module
+++ b/book-7-lesson-4.module
@@ -1,85 +1,84 @@
-$MODULE Book 7 · Lesson 4: The Furniture Is Pretty {st-page_121_001.jpg}
+$MODULE Book 7 · Lesson 4: The Furniture Is Pretty {st-page_121_001.jpg|An line drawing of a living room combined with a kitchen space showing various furniture pieces and appliances including armchair, sofa, tables, lamps, cabinets, stove, sink, and counter}
 FORMAT: 2
-DESCRIPTION: Living room and kitchen vocabulary; saying what things are used for (use ... for / use ... to); adverbs of frequency; word stress, dictation, and reading skills.
+DIOCO_DOC_ID: alc_book7_lesson4
+DESCRIPTION: Living room and kitchen vocabulary, saying what things are used for ("for" + "-ing" / "to" + verb), words for how often, sentence stress, phone conversations, reading practice, and dictation.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, slightly wry teacher voice
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Receptionist | gacrux | Female receptionist
-VOICE: Mrs_Fuller | aoede | Female
-VOICE: Hal | charon | Male
-VOICE: Nancy_Node | aoede | Female
-VOICE: Nancy | gacrux | Female
-VOICE: Friend | aoede | Female
-VOICE: Husband | achird | Male
-VOICE: Norm | achird | Male
-VOICE: Mother | aoede | Older female
+VOICE: Ms_Black | aoede | Female receptionist
+VOICE: Mrs_Fuller | achernar | Female caller
+VOICE: Dr_Adams | schedar | Male doctor
+VOICE: Hal | achird | Male clerk
+VOICE: Mrs_Node | aoede | Female caller
+VOICE: Manager | charon | Male store manager
+VOICE: Al | schedar | Male student
+VOICE: Ben | charon | Male student
+VOICE: Sal | aoede | Female student
+VOICE: Bet | gacrux | Female student
+VOICE: Nancy | aoede | Female
+VOICE: Norm | charon | Male
+VOICE: Mother | gacrux | Older female
+VOICE: Friend | achernar | Female friend
+VOICE: Husband | schedar | Male friend's husband
 VOICE: Joe_Cain | charon | Male speaker
-VOICE: Jack_Cain | achird | Male speaker
-VOICE: Jane | aoede | Female speaker
-VOICE: Mark | achird | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Jack_Cain | schedar | Male speaker
+VOICE: Jane | gacrux | Female speaker
+VOICE: Mark | iapetus | Male speaker
 
-$LESSON 4-1: The Living Room
+$SESSION 4-1: The Living Room
 
 # Source: LLA 4A Figure 1
-# DROPPED (ST): §Our Living Room and §We Keep Books in the Bookcase — TTS twins of the
-# cassette vocabulary panels (LLA 4A Fig 1 + 4B Fig 1); every ST word appears in the kept
-# cassette panels or elsewhere in the module ("to keep" in 4C Fig 3; "rug" in 4B Fig 1).
 $DIALOGUE Living Room Words
-ID: 4a-f1
-INTRO: In this lesson you'll learn to name the rooms of a house, the furniture in them, and what all those things are used for. We start in the living room — listen to each new word in a sentence, and repeat it.
-INSTRUCTION: Repeat each word and sentence.
+ID: 7-4a-f1
+INTRO: Welcome to a new lesson. In this lesson you'll learn the words for the things in a living room and a kitchen, how to say what things are used for, and words like "always" and "never". First stop: the living room. Listen to each word in a sentence and repeat it.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: bookcase
-LINE: This is a bookcase. {page_091_001.jpg} {bk07-l4a-f1-01.mp3}
+LINE: This is a bookcase. {page_091_001.jpg|An empty wooden bookcase with three open shelves} {bk07-l4a-f1-01.mp3}
 
 VOCAB: carpet
-LINE: We have carpet in our house. {page_091_002.jpg} {bk07-l4a-f1-02.mp3}
+LINE: We have carpet in our house. {page_091_002.jpg|A room section showing carpet on the floor} {bk07-l4a-f1-02.mp3}
 
 VOCAB: ceiling
-LINE: The ceiling is high. {page_091_003.jpg} {bk07-l4a-f1-03.mp3}
+LINE: The ceiling is high. {page_091_003.jpg|A corner where walls meet the ceiling, with an arrow pointing up to the ceiling} {bk07-l4a-f1-03.mp3}
 
 VOCAB: floor
-LINE: We walk on the floor. {page_091_004.jpg} {bk07-l4a-f1-04.mp3}
+LINE: We walk on the floor. {page_091_004.jpg|A corner where two walls meet a carpeted/patterned floor} {bk07-l4a-f1-04.mp3}
 
 VOCAB: drapes
-LINE: The drapes are on the window. {page_091_005.jpg} {bk07-l4a-f1-05.mp3}
+LINE: The drapes are on the window. {page_091_005.jpg|A window hanging long drapes on both sides with a valance on top} {bk07-l4a-f1-05.mp3}
 
 VOCAB: living room
-LINE: This is a living room. {page_092_001.jpg} {bk07-l4a-f1-06.mp3}
+LINE: This is a living room. {page_092_001.jpg|A living room set with a sofa, armchair, coffee table, end table with lamp, and window drapes} {bk07-l4a-f1-06.mp3}
 
 VOCAB: furniture
-LINE: These things are called furniture. {page_092_002.jpg} {bk07-l4a-f1-07.mp3}
+LINE: These things are called furniture. {page_092_002.jpg|A collection of household furniture including a sofa, coffee table, chairs, shelf, and cabinet} {bk07-l4a-f1-07.mp3}
 
 VOCAB: ceiling fan
-LINE: A room with a ceiling fan is cool. {page_092_003.jpg} {bk07-l4a-f1-08.mp3}
+LINE: A room with a ceiling fan is cool. {page_092_003.jpg|A ceiling fan with four blades mounted to the ceiling} {bk07-l4a-f1-08.mp3}
 
 VOCAB: shelf
-LINE: Please put the book on the first shelf. {page_092_004.jpg} {bk07-l4a-f1-09.mp3}
+LINE: Please put the book on the first shelf. {page_092_004.jpg|A bookcase with three shelves, with a single book on the bottom shelf} {bk07-l4a-f1-09.mp3}
 
 VOCAB: shelves
-LINE: There are 3 shelves in this bookcase. {page_092_004.jpg} {bk07-l4a-f1-10.mp3}
+LINE: There are 3 shelves in this bookcase. {page_092_004.jpg|A bookcase with three shelves, with a single book on the bottom shelf} {bk07-l4a-f1-10.mp3}
 
-# Source: LLA 4A Figure 2
-$SELECT Tap the Picture
-ID: 4a-f2
-INTRO: Now check yourself. Listen to each sentence and tap the picture it describes.
+# Source: LLA 4A Figure 2 (split: 9 image options exceed the 6-option cap)
+$SELECT Find the Picture: The Living Room
+ID: 7-4a-f2
+HIDE_PROMPT
+INTRO: Now check yourself. Listen to each sentence and tap the picture it matches. Then repeat the sentence.
 INSTRUCTION: Tap the correct picture.
+REPEAT
 
-OPTION: a | furniture {page_093_001.jpg}
-OPTION: b | floor {page_093_002.jpg}
-OPTION: c | drapes {page_093_003.jpg}
-OPTION: d | bookcase {page_093_004.jpg}
-OPTION: e | ceiling fan {page_093_005.jpg}
-OPTION: f | ceiling {page_093_006.jpg}
-OPTION: g | bookcase next to window {page_093_007.jpg}
-OPTION: h | carpet {page_093_008.jpg}
-OPTION: i | living room {page_093_009.jpg}
+OPTION: c | drapes {page_093_003.jpg|Window drapes hung around a window}
+OPTION: f | ceiling {page_093_006.jpg|An arrow pointing to the ceiling in the corner of a room}
+OPTION: g | bookcase next to window {page_093_007.jpg|A room interior showing a bookcase, framed picture, and drapes}
+OPTION: h | carpet {page_093_008.jpg|Carpeted floor area between walls}
+OPTION: i | living room {page_093_009.jpg|A complete living room setup with furniture}
 
 EXAMPLE
 PROMPT: This is the living room. {bk07-l4a-f2-ex.mp3}
@@ -97,6 +96,19 @@ ANSWER: h
 PROMPT: Look up at the ceiling. {bk07-l4a-f2-05.mp3}
 ANSWER: f
 
+# Source: LLA 4A Figure 2 (split, second half)
+$SELECT Find the Picture: Shelves and Floors
+ID: 7-4a-f2-b
+HIDE_PROMPT
+INTRO: Same game, four more pictures. Listen, tap, and repeat the sentence.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: a | furniture {page_093_001.jpg|A set of various furniture pieces including a couch, table, and chairs}
+OPTION: b | floor {page_093_002.jpg|A corner showing the floor area}
+OPTION: d | bookcase {page_093_004.jpg|A bookcase with multiple books on the bottom shelf}
+OPTION: e | ceiling fan {page_093_005.jpg|A ceiling fan hanging from above}
+
 PROMPT: Please put the books on the bottom shelf. {bk07-l4a-f2-06.mp3}
 ANSWER: d
 
@@ -109,440 +121,498 @@ ANSWER: a
 PROMPT: There's a fan in every room. {bk07-l4a-f2-09.mp3}
 ANSWER: e
 
-# Source: LLA 4A Figure 3
+# Source: LLA 4B Figure 1
+$DIALOGUE Living Room Furniture
+ID: 7-4b-f1
+INTRO: More things to sit on, put things on, and trip over. Listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: armchair
+LINE: There's an armchair in this room. {page_097_001.jpg|An armchair} {bk07-l4b-f1-01.mp3}
+
+VOCAB: coffee table
+LINE: This is a coffee table. {page_097_002.jpg|A coffee table} {bk07-l4b-f1-02.mp3}
+
+VOCAB: couch
+LINE: You can sit on a couch. {page_097_003.jpg|A couch} {bk07-l4b-f1-03.mp3}
+
+VOCAB: end table
+LINE: An end table is different from a coffee table. {page_097_004.jpg|An end table} {bk07-l4b-f1-04.mp3}
+
+VOCAB: rug
+LINE: There is a small rug at the front door. {page_097_005.jpg|A rug on the floor near a door frame} {bk07-l4b-f1-05.mp3}
+
+VOCAB: lamp
+LINE: There's a lamp on the end table. {page_097_006.jpg|A lamp on an end table} {bk07-l4b-f1-06.mp3}
+
+VOCAB: sofa
+LINE: A sofa is the same as a couch. {page_097_007.jpg|A sofa} {bk07-l4b-f1-07.mp3}
+
+# DROPPED (ST): "Our Living Room" (l4-s1) and "We Keep Books in the Bookcase" (l4-s2) — TTS twins of the cassette vocab presentations above (LLA 4A f1 + 4B f1). The distinct "to lie" line is salvaged into "Pretty or Ugly?" in part 4-4.
+
+# Source: ST §The Furniture in the Living Room (retrieval pass over both vocab sets)
+$SELECT The Furniture in the Living Room {st-page_125_001.jpg|A living room scene with numbered parts: 1. sofa/couch, 2. coffee table, 3. armchair, 4. end table, 5. lamp, 6. drapes/curtains, 7. ceiling, 8. floor/rug, 9. bookcase/shelves, 10. plant}
+ID: l4-s3
+INTRO: You'll see one big picture of a living room with ten numbered things in it. For each word, tap the number that points to it.
+INSTRUCTION: Look at the picture and tap the correct number for each item.
+OPTION: 1 | Number 1
+OPTION: 2 | Number 2
+OPTION: 3 | Number 3
+OPTION: 4 | Number 4
+OPTION: 5 | Number 5
+OPTION: 6 | Number 6
+OPTION: 7 | Number 7
+OPTION: 8 | Number 8
+OPTION: 9 | Number 9
+OPTION: 10 | Number 10
+
+TEMPLATE: sofa / couch
+ANSWER: 1
+
+TEMPLATE: coffee table
+ANSWER: 2
+
+TEMPLATE: armchair
+ANSWER: 3
+
+TEMPLATE: end table
+ANSWER: 4
+
+TEMPLATE: lamp
+ANSWER: 5
+
+TEMPLATE: drapes / curtains
+ANSWER: 6
+
+TEMPLATE: ceiling
+ANSWER: 7
+
+TEMPLATE: floor / rug
+ANSWER: 8
+
+TEMPLATE: bookcase / shelves
+ANSWER: 9
+
+TEMPLATE: plant
+ANSWER: 10
+
+# Source: LLA 4A Figure 3 (part 1)
 $DIALOGUE Nancy and Norm's New House
-ID: 4a-f3
-INTRO: Nancy and Norm just bought a house — you'll hear quite a lot about it in this lesson. Listen to the paragraph phrase by phrase and repeat each one.
+ID: 7-4a-f3
+INTRO: Meet Nancy and Norm. They just got a new house, and you'll be hearing a lot about it. Listen to the paragraph and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Nancy and Norm's new house... {bk07-l4a-f3-01.mp3}
-LINE: has a lot of nice things in it. {bk07-l4a-f3-02.mp3}
-LINE: It has ceiling fans, {bk07-l4a-f3-03.mp3}
-LINE: carpets, {bk07-l4a-f3-04.mp3}
-LINE: and drapes in all the rooms. {bk07-l4a-f3-05.mp3}
-LINE: There is a nice bookcase {bk07-l4a-f3-06.mp3}
-LINE: with shelves from the floor to the ceiling {bk07-l4a-f3-07.mp3}
-LINE: in the living room. {bk07-l4a-f3-08.mp3}
-LINE: They will get new furniture for that room. {bk07-l4a-f3-09.mp3}
+LINE: Nancy and Norm's new house has a lot of nice things in it. {bk07-l4a-f3-01.mp3}
+LINE: It has ceiling fans, carpets, and drapes in all the rooms. {bk07-l4a-f3-02.mp3}
+LINE: There is a nice bookcase with shelves from the floor to the ceiling in the living room. {bk07-l4a-f3-03.mp3}
+LINE: They will get new furniture for that room. {bk07-l4a-f3-04.mp3}
 
-# Source: LLA 4A Figure 3 (questions)
+# Source: LLA 4A Figure 3 (part 2)
 $PRODUCE Questions About the New House
-ID: 4a-f3-b
-REFERENCE
-INTRO: Answer the questions about Nancy and Norm's house aloud, in a full sentence. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 7-4a-f3-b
+INPUT: speak
+CHECK: reveal
+REFERENCE: 7-4a-f3
+INTRO: Now answer three questions about the house, aloud. Open the paragraph if you need it, and repeat the model answer after each one.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: What does the house have in all the rooms? {bk07-l4a-f3-05-q.mp3}
+RESPONSE: The house has ceiling fans, carpets, and drapes in all the rooms. {bk07-l4a-f3-05-a.mp3}
+
+PROMPT: What does it have in the living room? {bk07-l4a-f3-06-q.mp3}
+RESPONSE: It has a nice bookcase with shelves from the floor to the ceiling. {bk07-l4a-f3-06-a.mp3}
+
+PROMPT: What will Nancy and Norm get? {bk07-l4a-f3-07-q.mp3}
+RESPONSE: They will get new furniture for the living room. {bk07-l4a-f3-07-a.mp3}
+
+# Source: LLA 4B Figure 2 (part 1)
+$DIALOGUE Shopping for Furniture
+ID: 7-4b-f2-story
+INTRO: Nancy and Norm go furniture shopping — and they don't come home empty-handed. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Nancy and Norm went to a furniture store. {bk07-l4b-f2-01.mp3}
+
+LINE: They picked out a new sofa and a coffee table. {bk07-l4b-f2-02.mp3}
+
+LINE: They saw two nice big armchairs. {bk07-l4b-f2-03.mp3}
+
+LINE: They were pretty with the sofa. {bk07-l4b-f2-04.mp3}
+
+LINE: They bought the chairs and an end table. {bk07-l4b-f2-05.mp3}
+
+LINE: Then they picked out a pretty lamp. {bk07-l4b-f2-06.mp3}
+
+LINE: They will put it on the end table between the new chairs. {bk07-l4b-f2-07.mp3}
+
+LINE: They got a small rug for the floor under the coffee table. {bk07-l4b-f2-08.mp3}
+
+LINE: They like their new furniture. {bk07-l4b-f2-09.mp3}
+
+# Source: LLA 4B Figure 2 (part 2)
+$PRODUCE Questions About the Shopping Trip
+ID: 7-4b-f2-qa
+REFERENCE: 7-4b-f2-story
+INTRO: How much of the shopping trip do you remember? Answer each question aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat the model answer.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What does the house have in all the rooms? {bk07-l4a-f3-10-q.mp3}
-RESPONSE: The house has ceiling fans, carpets, and drapes in all the rooms. {bk07-l4a-f3-10-a.mp3}
+PROMPT: Where did Nancy and Norm go? {bk07-l4b-f2-q1.mp3}
+RESPONSE: They went to a furniture store. {bk07-l4b-f2-a1.mp3}
 
-PROMPT: What does it have in the living room? {bk07-l4a-f3-11-q.mp3}
-RESPONSE: It has a nice bookcase with shelves from the floor to the ceiling. {bk07-l4a-f3-11-a.mp3}
+PROMPT: What did they pick out? {bk07-l4b-f2-q2.mp3}
+RESPONSE: They picked out a new sofa and a coffee table. {bk07-l4b-f2-a2.mp3}
 
-PROMPT: What will Nancy and Norm get? {bk07-l4a-f3-12-q.mp3}
-RESPONSE: They will get new furniture for the living room. {bk07-l4a-f3-12-a.mp3}
+PROMPT: How many armchairs did they buy? {bk07-l4b-f2-q3.mp3}
+RESPONSE: They bought 2 armchairs. {bk07-l4b-f2-a3.mp3}
+
+PROMPT: How many tables did they buy? {bk07-l4b-f2-q4.mp3}
+RESPONSE: They bought a coffee table and an end table. {bk07-l4b-f2-a4.mp3}
+
+PROMPT: What did they buy for the end table? {bk07-l4b-f2-q5.mp3}
+RESPONSE: They bought a lamp for the end table. {bk07-l4b-f2-a5.mp3}
+
+PROMPT: Where will they put the new rug? {bk07-l4b-f2-q6.mp3}
+RESPONSE: They got a small rug for the floor under the coffee table. {bk07-l4b-f2-a6.mp3}
 
 # Source: LLA 4A Figure 4
-$PRODUCE Which Word Is Strongest?
-ID: 4a-f4
-INTRO: In every English sentence, one word is stronger than the rest. Listen to each sentence and type the word with the strongest stress.
-INSTRUCTION: Type the stressed word.
-INPUT: type
-CHECK: exact
+$SELECT Tap the Strongest Word
+ID: 7-4a-f4
+SHOW_PROMPT
+REPEAT
+INTRO: In every English sentence, one word sounds stronger than the rest. Listen to each sentence and tap the word you hear the strongest. Then repeat the sentence the same way.
+INSTRUCTION: Tap the stressed word.
 
 EXAMPLE
 PROMPT: This is the living room. {bk07-l4a-f4-ex.mp3}
-TEMPLATE: This is the living room.
-RESPONSE: living
-ACCEPT: Living
+OPTION: a | living
+OPTION: b | room
+ANSWER: a
+FEEDBACK: living
 
 PROMPT: I want some new drapes. {bk07-l4a-f4-01.mp3}
-TEMPLATE: I want some new drapes.
-RESPONSE: drapes
-ACCEPT: Drapes
+OPTION: a | want
+OPTION: b | drapes
+ANSWER: b
+FEEDBACK: drapes
 
 PROMPT: Put it on the shelf. {bk07-l4a-f4-02.mp3}
-TEMPLATE: Put it on the shelf.
-RESPONSE: shelf
-ACCEPT: Shelf
+OPTION: a | Put
+OPTION: b | shelf
+ANSWER: b
+FEEDBACK: shelf
 
 PROMPT: This is a bookcase. {bk07-l4a-f4-03.mp3}
-TEMPLATE: This is a bookcase.
-RESPONSE: bookcase
-ACCEPT: Bookcase
+OPTION: a | This
+OPTION: b | bookcase
+ANSWER: b
+FEEDBACK: bookcase
 
 PROMPT: That's a table. {bk07-l4a-f4-04.mp3}
-TEMPLATE: That's a table.
-RESPONSE: table
-ACCEPT: Table
+OPTION: a | That's
+OPTION: b | table
+ANSWER: b
+FEEDBACK: table
 
 PROMPT: What do you want? {bk07-l4a-f4-05.mp3}
-TEMPLATE: What do you want?
-RESPONSE: want
-ACCEPT: Want
+OPTION: a | What
+OPTION: b | want
+ANSWER: b
+FEEDBACK: want
 
 PROMPT: Bob made a mistake. {bk07-l4a-f4-06.mp3}
-TEMPLATE: Bob made a mistake.
-RESPONSE: mistake
-ACCEPT: Mistake
+OPTION: a | made
+OPTION: b | mistake
+ANSWER: b
+FEEDBACK: mistake
 
 PROMPT: I'm tired. {bk07-l4a-f4-07.mp3}
-TEMPLATE: I'm tired.
-RESPONSE: tired
-ACCEPT: Tired
+OPTION: a | I'm
+OPTION: b | tired
+ANSWER: b
+FEEDBACK: tired
 
 PROMPT: I got a letter from my brother yesterday. {bk07-l4a-f4-08.mp3}
-TEMPLATE: I got a letter from my brother yesterday.
-RESPONSE: brother
-ACCEPT: Brother
+OPTION: a | letter
+OPTION: b | brother
+OPTION: c | yesterday
+ANSWER: b
+FEEDBACK: brother
 
 PROMPT: That's my sister. {bk07-l4a-f4-09.mp3}
-TEMPLATE: That's my sister.
-RESPONSE: sister
-ACCEPT: Sister
+OPTION: a | That's
+OPTION: b | sister
+ANSWER: b
+FEEDBACK: sister
 
-# Source: LLA 4A Figure 5
+# SKIPPED (book): "SAY SOMETHING ABOUT IT" (p. 125) — open teacher-led oral production practice.
+# SKIPPED (book): Listening Skill "DID YOU HEAR THAT?" (p. 126) — instructor-read listening passage with unprinted stimulus text.
+
+$SESSION 4-2: Time, Appointments, and Pets
+
+# Source: LLA 4A Figure 5 (part 1)
+$DIALOGUE Hours in a Day
+ID: 7-4a-f5-story
+INTRO: In this part you'll practice telling about time, making appointments on the phone, and talking about dogs and cats. First, listen carefully to a short paragraph about how we divide the day — there's a memory check right after it.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: There are 24 hours in a day, 60 minutes in an hour, and 60 seconds in a minute. {bk07-l4a-f5-01.mp3}
+LINE: A day begins at midnight and ends 24 hours later, at midnight the next day. {bk07-l4a-f5-02.mp3}
+LINE: We divide a day into 2 halves of 12 hours each. {bk07-l4a-f5-03.mp3}
+LINE: We call the first half AM, from midnight to 12 noon. {bk07-l4a-f5-04.mp3}
+LINE: We call the second half PM, from noon to midnight. {bk07-l4a-f5-05.mp3}
+
+# Source: LLA 4A Figure 5 (part 2)
 $SELECT What Didn't You Hear?
-ID: 4a-f5
+ID: 7-4a-f5
 MULTI
-INTRO: Listen to a short paragraph about hours and days. Then tap every statement the paragraph did NOT mention. Yes — this time you're listening for what's missing.
-INSTRUCTION: Tap the information you did not hear.
+REFERENCE: 7-4a-f5-story
+INTRO: Two of these statements were never in the paragraph. Tap both of them — and you can open the paragraph again if your memory argues with you.
+INSTRUCTION: Tap the statements you did not hear.
 
 OPTION: a | We divide a day into two halves.
 OPTION: b | There are seven days in a week.
 OPTION: c | There are twenty-four hours in a day.
 OPTION: d | The sun is high in the sky at noon.
 
-PROMPT: There are 24 hours in a day, 60 minutes in an hour, and 60 seconds in a minute. A day begins at midnight and ends 24 hours later, at midnight the next day. We divide a day into 2 halves of 12 hours each. We call the first half AM, from midnight to 12 noon. We call the second half PM, from noon to midnight. {bk07-l4a-f5-01.mp3}
+TEMPLATE: Which statements did you NOT hear in the paragraph?
 ANSWER: b,d
+FEEDBACK: "There are 7 days in a week" and "The sun is high in the sky at noon" were not in the paragraph. {bk07-l4a-f5-fb.mp3}
 
-# Source: LLA 4A Figure 6
-$DIALOGUE A Doctor's Appointment
-ID: 4a-f6
-INTRO: Mrs. Fuller calls the doctor's office. Listen for the time — the receptionist has to pass the message on, and so will you.
+# Source: LLA 4A Figure 6 (part 1)
+$DIALOGUE A Call to the Doctor's Office
+ID: 7-4a-f6-dialogue
+INTRO: Mrs. Fuller needs to see the doctor. Listen to how she makes the appointment on the phone.
 INSTRUCTION: Listen to the dialogue.
 
-Receptionist: Dr. Adams' office. {bk07-l4a-f6-01.mp3}
+Ms_Black: Dr. Adams' office. {bk07-l4a-f6-01.mp3}
 Mrs_Fuller: This is Mrs. Fuller. I want to see the doctor tomorrow morning, please. {bk07-l4a-f6-02.mp3}
-Receptionist: Very well, Mrs. Fuller. Will 10 o'clock be okay? {bk07-l4a-f6-03.mp3}
+Ms_Black: Very well, Mrs. Fuller. Will 10 o'clock be okay? {bk07-l4a-f6-03.mp3}
 Mrs_Fuller: 10 will be fine. Thank you. {bk07-l4a-f6-04.mp3}
-Receptionist: We'll see you then. {bk07-l4a-f6-05.mp3}
+Ms_Black: We'll see you then. {bk07-l4a-f6-05.mp3}
+Dr_Adams: Who is coming in tomorrow morning, Ms. Black? {bk07-l4a-f6-06.mp3}
+Ms_Black: Mrs. Fuller called. She's coming in at 10 o'clock. {bk07-l4a-f6-07.mp3}
 
-Narrator: Who is coming in tomorrow morning, Ms. Black? {bk07-l4a-f6-06.mp3}
-Receptionist: Mrs. Fuller called. She's coming in at 10 o'clock. {bk07-l4a-f6-07.mp3}
-
-# Source: LLA 4A Figure 6 (question)
+# Source: LLA 4A Figure 6 (part 2)
 $PRODUCE When Is the Appointment?
-ID: 4a-f6-b
-REFERENCE
-INTRO: Now answer the question about the phone call. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
+ID: 7-4a-f6
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
+REFERENCE: 7-4a-f6-dialogue
+INTRO: Answer the question about the phone call in a complete sentence. Open the dialogue again if you need it.
+INSTRUCTION: Answer the question aloud.
+RUBRIC: Accept any complete sentence stating that Mrs. Fuller will see the doctor at 10 o'clock.
 
-PROMPT: When will Mrs. Fuller go to see the doctor? {bk07-l4a-f6-08-q.mp3}
-RESPONSE: Mrs. Fuller is going to see the doctor at 10 o'clock. {bk07-l4a-f6-08-a.mp3}
+PROMPT: When will Mrs. Fuller go to see the doctor? {bk07-l4a-f6-q.mp3}
+RESPONSE: Mrs. Fuller is going to see the doctor at 10 o'clock. {bk07-l4a-f6-a.mp3}
 
-# Source: LLA 4A Figure 7
-$DIALOGUE The Refrigerator Repair Call
-ID: 4a-f7
-INTRO: Another call: Mrs. Node's brand-new refrigerator has already stopped working. Listen for the time and the address.
+# Source: LLA 4A Figure 7 (part 1)
+$DIALOGUE A Call About the Refrigerator
+ID: 7-4a-f7-dialogue
+INTRO: A new refrigerator that doesn't work — someone has to fix it. Listen to the phone call at the furniture store.
 INSTRUCTION: Listen to the dialogue.
 
 Hal: How's Furniture Store? {bk07-l4a-f7-01.mp3}
-Nancy_Node: This is Nancy Node. Something is wrong with my new refrigerator. Can you send someone to look at it? {bk07-l4a-f7-02.mp3}
+Mrs_Node: This is Nancy Node. Something is wrong with my new refrigerator. Can you send someone to look at it? {bk07-l4a-f7-02.mp3}
 Hal: I can send someone there this afternoon at 3, Mrs. Node. What's that address? {bk07-l4a-f7-03.mp3}
-Nancy_Node: 1235 Tall Timber Trail. 3 o'clock will be fine. Goodbye. {bk07-l4a-f7-04.mp3}
-
-Narrator: Was that call for me, Hal? {bk07-l4a-f7-05.mp3}
+Mrs_Node: 1235 Tall Timber Trail. 3 o'clock will be fine. Goodbye. {bk07-l4a-f7-04.mp3}
+Manager: Was that call for me, Hal? {bk07-l4a-f7-05.mp3}
 Hal: Yes. Here's the address. Mrs. Node is having a problem with her new refrigerator. I want you to go and look at it at 3 o'clock. {bk07-l4a-f7-06.mp3}
 
-# Source: LLA 4A Figure 7 (question)
-$PRODUCE What Time Is the Visit?
-ID: 4a-f7-b
-REFERENCE
-INTRO: Answer the question about the call. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
+# Source: LLA 4A Figure 7 (part 2)
+$PRODUCE When Will They Come?
+ID: 7-4a-f7
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
+REFERENCE: 7-4a-f7-dialogue
+INTRO: Answer the question about the phone call in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+RUBRIC: Accept any complete sentence stating that someone will go to Mrs. Node's house at 3 o'clock.
 
-PROMPT: What time will someone go to Mrs. Node's house? {bk07-l4a-f7-07-q.mp3}
-RESPONSE: Someone will go to Mrs. Node's house at 3 o'clock. {bk07-l4a-f7-07-a.mp3}
+PROMPT: What time will someone go to Mrs. Node's house? {bk07-l4a-f7-q.mp3}
+RESPONSE: Someone will go to Mrs. Node's house at 3 o'clock. {bk07-l4a-f7-a.mp3}
 
 # Source: LLA 4A Figure 8
-$PRODUCE Capitals and Periods
-ID: 4a-f8
-LONGFORM
+$PRODUCE Capital Letters and Punctuation
+ID: 7-4a-f8
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-INTRO: One more pass over Nancy and Norm's house — this time in writing. Listen to each sentence, then retype the line on your screen with the capital letters and punctuation it deserves.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
+LONGFORM
+INTRO: You'll see each sentence written with no capital letters and no punctuation. Listen, then type it correctly — capitals and punctuation are the whole point here.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
-PROMPT: Nancy and Norm like their new house. {bk07-l4a-f8-01.mp3}
 TEMPLATE: nancy and norm like their new house
-RESPONSE: Nancy and Norm like their new house.
+PROMPT: Nancy and Norm like their new house. {bk07-l4a-f8-01.mp3}
+RESPONSE: Nancy and Norm like their new house. {bk07-l4a-f8-01.mp3}
 
-PROMPT: They have a lot of books. {bk07-l4a-f8-02.mp3}
 TEMPLATE: they have a lot of books
-RESPONSE: They have a lot of books.
+PROMPT: They have a lot of books. {bk07-l4a-f8-02.mp3}
+RESPONSE: They have a lot of books. {bk07-l4a-f8-02.mp3}
 
-PROMPT: They can keep their books in the big bookcase in the living room. {bk07-l4a-f8-03.mp3}
 TEMPLATE: they can keep their books in the big bookcase in the living room
-RESPONSE: They can keep their books in the big bookcase in the living room.
+PROMPT: They can keep their books in the big bookcase in the living room. {bk07-l4a-f8-03.mp3}
+RESPONSE: They can keep their books in the big bookcase in the living room. {bk07-l4a-f8-03.mp3}
 
-PROMPT: They will buy new furniture for their living room, but they don't have to buy new drapes or a new carpet. {bk07-l4a-f8-04.mp3}
 TEMPLATE: they will buy new furniture for their living room, but they dont have to buy new drapes or a new carpet
-RESPONSE: They will buy new furniture for their living room, but they don't have to buy new drapes or a new carpet.
+PROMPT: They will buy new furniture for their living room, but they don't have to buy new drapes or a new carpet. {bk07-l4a-f8-04.mp3}
+RESPONSE: They will buy new furniture for their living room, but they don't have to buy new drapes or a new carpet. {bk07-l4a-f8-04.mp3}
 
-$LESSON 4-2: Furniture Shopping and Pets
-
-# Source: LLA 4B Figure 1
-$DIALOGUE Furniture for the Living Room
-ID: 4b-f1
-INTRO: In this part, more living room furniture, a fan that needs plugging in, some pets, and your first dictation. Start here: listen to each new word in a sentence, and repeat it.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 4B Figure 3 (part 1)
+$DIALOGUE Dogs and Cats
+ID: 7-4b-f3-dialogue
+INTRO: Al and Ben have opinions about pets. Listen to their short conversation — you'll act it out next.
+INSTRUCTION: Listen to the dialogue.
 REPEAT
 
-VOCAB: armchair
-LINE: There's an armchair in this room. {page_097_001.jpg} {bk07-l4b-f1-01.mp3}
+Al: Do you like animals? {bk07-l4b-f3-d01.mp3}
+Ben: I like dogs, but I don't like cats. {bk07-l4b-f3-d02.mp3}
+Al: Why do you like dogs? {bk07-l4b-f3-d03.mp3}
+Ben: Because they can stay in the yard. {bk07-l4b-f3-d04.mp3}
+Al: That's true. {bk07-l4b-f3-d05.mp3}
 
-VOCAB: coffee table
-LINE: This is a coffee table. {page_097_002.jpg} {bk07-l4b-f1-02.mp3}
+# Source: LLA 4B Figure 3 (role-play)
+$DIALOGUE Dogs and Cats: You Are Al
+ID: 7-4b-f3-role-al
+REFERENCE: 7-4b-f3-dialogue
+PLAY_ROLE: Al
+INTRO: Now practice the dialogue. You are Al — say Al's lines in the pauses.
+INSTRUCTION: You are Al — speak your lines in the pauses.
 
-VOCAB: couch
-LINE: You can sit on a couch. {page_097_003.jpg} {bk07-l4b-f1-03.mp3}
+# Source: LLA 4B Figure 3 (role-play)
+$DIALOGUE Dogs and Cats: You Are Ben
+ID: 7-4b-f3-role-ben
+REFERENCE: 7-4b-f3-dialogue
+PLAY_ROLE: Ben
+INTRO: Now switch — you are Ben. Say Ben's lines in the pauses.
+INSTRUCTION: You are Ben — speak your lines in the pauses.
 
-VOCAB: end table
-LINE: An end table is different from a coffee table. {page_097_004.jpg} {bk07-l4b-f1-04.mp3}
-
-VOCAB: rug
-LINE: There is a small rug at the front door. {page_097_005.jpg} {bk07-l4b-f1-05.mp3}
-
-VOCAB: lamp
-LINE: There's a lamp on the end table. {page_097_006.jpg} {bk07-l4b-f1-06.mp3}
-
-VOCAB: sofa
-LINE: A sofa is the same as a couch. {page_097_007.jpg} {bk07-l4b-f1-07.mp3}
-
-# Source: LLA 4B Figure 2
-$DIALOGUE Nancy and Norm Go Shopping
-ID: 4b-f2
-INTRO: Remember that empty living room? Nancy and Norm are at the furniture store fixing that. Listen and repeat each sentence — there will be questions.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-LINE: Nancy and Norm went to a furniture store. {bk07-l4b-f2-01.mp3}
-LINE: They picked out a new sofa and a coffee table. {bk07-l4b-f2-02.mp3}
-LINE: They saw two nice big armchairs. {bk07-l4b-f2-03.mp3}
-LINE: They were pretty with the sofa. {bk07-l4b-f2-04.mp3}
-LINE: They bought the chairs and an end table. {bk07-l4b-f2-05.mp3}
-LINE: Then they picked out a pretty lamp. {bk07-l4b-f2-06.mp3}
-LINE: They will put it on the end table between the new chairs. {bk07-l4b-f2-07.mp3}
-LINE: They got a small rug for the floor under the coffee table. {bk07-l4b-f2-08.mp3}
-LINE: They like their new furniture. {bk07-l4b-f2-09.mp3}
-
-# Source: LLA 4B Figure 2 (questions)
-$PRODUCE Questions About the Shopping Trip
-ID: 4b-f2-b
-REFERENCE
-INTRO: Answer the questions about Nancy and Norm's shopping trip aloud, then repeat the correct answer. Yes, they really did buy all of it.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Where did Nancy and Norm go? {bk07-l4b-f2-10-q.mp3}
-RESPONSE: They went to a furniture store. {bk07-l4b-f2-10-a.mp3}
-
-PROMPT: What did they pick out? {bk07-l4b-f2-11-q.mp3}
-RESPONSE: They picked out a new sofa and a coffee table. {bk07-l4b-f2-11-a.mp3}
-
-PROMPT: How many armchairs did they buy? {bk07-l4b-f2-12-q.mp3}
-RESPONSE: They bought 2 armchairs. {bk07-l4b-f2-12-a.mp3}
-
-PROMPT: How many tables did they buy? {bk07-l4b-f2-13-q.mp3}
-RESPONSE: They bought a coffee table and an end table. {bk07-l4b-f2-13-a.mp3}
-
-PROMPT: What did they buy for the end table? {bk07-l4b-f2-14-q.mp3}
-RESPONSE: They bought a lamp for the end table. {bk07-l4b-f2-14-a.mp3}
-
-PROMPT: Where will they put the new rug? {bk07-l4b-f2-15-q.mp3}
-RESPONSE: They got a small rug for the floor under the coffee table. {bk07-l4b-f2-15-a.mp3}
-
-# Source: ST §Plug It In the Outlet
-$DIALOGUE Plug It In
-ID: l4-s6
-INTRO: A quick, practical detour: how to get a fan working. Two new words — the plug and the outlet. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: This is a fan. {st-page_131_001.jpg}
-
-VOCAB: plug
-LINE: This is a plug. {st-page_131_002.jpg}
-
-VOCAB: outlet
-LINE: This is an outlet. {st-page_131_003.jpg}
-
-LINE: Put the plug in the outlet. {st-page_131_004.jpg}
-
-VOCAB: to plug in | plug in
-LINE: Plug the fan in. He plugged in the fan. {st-page_131_005.jpg}
-
-# Source: ST §At Home With the Cains
-$DIALOGUE At Home With the Cains {st-page_132_001.jpg}
-ID: l4-s7
-INTRO: Joe Cain is hot. Jack Cain is not. Listen to what happens when the fan finally gets plugged in, and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Joe_Cain: Where's the electric fan?
-Jack_Cain: On a shelf in the garage. Why?
-Joe_Cain: Because it's hot in here.
-Jack_Cain: Hot!? It's only 75.
-Narrator: Joe Cain goes to the garage and comes back to the living room with the fan.
-Joe_Cain: Where's an outlet?
-Jack_Cain: Turn around. You're standing by one.
-Joe_Cain: Oh! Here it is. I'll plug it in here.
-Jack_Cain: Hey! It's windy in here! Turn it around.
-
-# Source: LLA 4B Figure 3
-$PRODUCE Do You Like Animals?
-ID: 4b-f3
-INTRO: Al and Ben are talking about pets. Listen to each line, type the missing word, then repeat the sentence.
-INSTRUCTION: Type the missing word.
+# Source: LLA 4B Figure 3 (part 2)
+$PRODUCE Dogs and Cats: Type the Missing Word
+ID: 7-4b-f3-cloze
 INPUT: type
 CHECK: exact
-REPEAT
+HIDE_PROMPT
+INTRO: One more pass through Al and Ben's conversation. Listen to each line and type the missing word.
+INSTRUCTION: Type the missing word.
 
-TEMPLATE: Al: Do you like ____?
 PROMPT: Do you like animals? {bk07-l4b-f3-01.mp3}
-RESPONSE: Do you like animals? {bk07-l4b-f3-01-a.mp3}
+TEMPLATE: Al: Do you like ____{animals}?
+RESPONSE: Do you like animals?
 ACCEPT: animals
 
-TEMPLATE: Ben: I like ____, but I don't like cats.
 PROMPT: I like dogs, but I don't like cats. {bk07-l4b-f3-02.mp3}
-RESPONSE: I like dogs, but I don't like cats. {bk07-l4b-f3-02-a.mp3}
+TEMPLATE: Ben: I like ____{dogs}, but I don't like cats.
+RESPONSE: I like dogs, but I don't like cats.
 ACCEPT: dogs
 
-TEMPLATE: Al: Why do you ____ dogs?
 PROMPT: Why do you like dogs? {bk07-l4b-f3-03.mp3}
-RESPONSE: Why do you like dogs? {bk07-l4b-f3-03-a.mp3}
+TEMPLATE: Al: Why do you ____{like} dogs?
+RESPONSE: Why do you like dogs?
 ACCEPT: like
 
-TEMPLATE: Ben: Because they can stay in the ____.
-TEMPLATE: Al: That's true.
 PROMPT: Because they can stay in the yard. {bk07-l4b-f3-04.mp3}
-RESPONSE: Because they can stay in the yard. {bk07-l4b-f3-04-a.mp3}
+TEMPLATE: Ben: Because they can stay in the ____{yard}.
+RESPONSE: Because they can stay in the yard.
 ACCEPT: yard
 
-# Source: LLA 4B Figure 4
-$PRODUCE A Dog and a Cat
-ID: 4b-f4
-INTRO: One more pet conversation — Sal has a dog and a cat, and Bet wants an animal of her own. Type the missing words and repeat each sentence.
-INSTRUCTION: Type the missing word or words.
-INPUT: type
-CHECK: exact
+# Source: LLA 4B Figure 4 (part 1)
+$DIALOGUE Pets in the Backyard
+ID: 7-4b-f4-dialogue
+INTRO: Sal has a dog and a cat; Bet is thinking about a bird. Listen to their conversation.
+INSTRUCTION: Listen to the dialogue.
 REPEAT
 
-TEMPLATE: Sal: I have a dog and a ____.
+Sal: I have a dog and a cat. {bk07-l4b-f4-d01.mp3}
+Bet: Do they stay in your house? {bk07-l4b-f4-d02.mp3}
+Sal: No, they stay in the backyard. They like to run and play. {bk07-l4b-f4-d03.mp3}
+Bet: Do they climb the hill next to your fence? {bk07-l4b-f4-d04.mp3}
+Sal: Yes, they do. {bk07-l4b-f4-d05.mp3}
+Bet: I want an animal. I think I'll get a bird. {bk07-l4b-f4-d06.mp3}
+Sal: Oh, that's nice! {bk07-l4b-f4-d07.mp3}
+
+# Source: LLA 4B Figure 4 (role-play)
+$DIALOGUE Pets in the Backyard: You Are Sal
+ID: 7-4b-f4-role-sal
+REFERENCE: 7-4b-f4-dialogue
+PLAY_ROLE: Sal
+INTRO: Now practice the dialogue. You are Sal — say Sal's lines in the pauses.
+INSTRUCTION: You are Sal — speak your lines in the pauses.
+
+# Source: LLA 4B Figure 4 (role-play)
+$DIALOGUE Pets in the Backyard: You Are Bet
+ID: 7-4b-f4-role-bet
+REFERENCE: 7-4b-f4-dialogue
+PLAY_ROLE: Bet
+INTRO: Now you are Bet — say Bet's lines in the pauses.
+INSTRUCTION: You are Bet — speak your lines in the pauses.
+
+# Source: LLA 4B Figure 4 (part 2)
+$PRODUCE Pets in the Backyard: Type the Missing Words
+ID: 7-4b-f4-cloze
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Last pass: listen to each line of the conversation and type the missing words.
+INSTRUCTION: Type the missing word(s).
+
 PROMPT: I have a dog and a cat. {bk07-l4b-f4-01.mp3}
-RESPONSE: I have a dog and a cat. {bk07-l4b-f4-01-a.mp3}
+TEMPLATE: Sal: I have a dog and a ____{cat}.
+RESPONSE: I have a dog and a cat.
 ACCEPT: cat
 
-TEMPLATE: Bet: Do they stay in your house?
-TEMPLATE: Sal: No, they stay in the ____.
-PROMPT: No, they stay in the backyard. {bk07-l4b-f4-02.mp3}
-RESPONSE: No, they stay in the backyard. {bk07-l4b-f4-02-a.mp3}
-ACCEPT: backyard
-
-TEMPLATE: Sal: They like to ____ and play.
-PROMPT: They like to run and play. {bk07-l4b-f4-03.mp3}
-RESPONSE: They like to run and play. {bk07-l4b-f4-03-a.mp3}
-ACCEPT: run
+PROMPT: No, they stay in the backyard. They like to run and play. {bk07-l4b-f4-02.mp3}
+TEMPLATE: Sal: No, they stay in the ____{backyard}. They like to ____{run} and play.
+RESPONSE: No, they stay in the backyard. They like to run and play.
 
+PROMPT: Do they climb the hill next to your fence? {bk07-l4b-f4-03.mp3}
 TEMPLATE: Bet: Do they climb the ____{hill} next to your ____{fence}?
-PROMPT: Do they climb the hill next to your fence? {bk07-l4b-f4-04.mp3}
-RESPONSE: Do they climb the hill next to your fence? {bk07-l4b-f4-04-a.mp3}
+RESPONSE: Do they climb the hill next to your fence?
 
-TEMPLATE: Sal: Yes, they do.
-TEMPLATE: Bet: I want an ____.
-PROMPT: I want an animal. {bk07-l4b-f4-05.mp3}
-RESPONSE: I want an animal. {bk07-l4b-f4-05-a.mp3}
-ACCEPT: animal
+PROMPT: I want an animal. I think I'll get a bird. {bk07-l4b-f4-04.mp3}
+TEMPLATE: Bet: I want an ____{animal}. I think I'll get a ____{bird}.
+RESPONSE: I want an animal. I think I'll get a bird.
 
-TEMPLATE: Bet: I think I'll get a ____.
-TEMPLATE: Sal: Oh, that's nice!
-PROMPT: I think I'll get a bird. {bk07-l4b-f4-06.mp3}
-RESPONSE: I think I'll get a bird. {bk07-l4b-f4-06-a.mp3}
-ACCEPT: bird
+# Source: LLA 4B Figure 5 (part 1)
+$DIALOGUE An Address Book
+ID: 7-4b-f5-story
+INTRO: Listen to a short paragraph about addresses — and about a very useful little notebook.
+INSTRUCTION: Listen to the story.
 
-# Source: LLA 4B Figure 5
-$SELECT What Didn't You Hear? (Addresses)
-ID: 4b-f5
-INTRO: Listen to a short paragraph about addresses. Then tap the one statement the paragraph did NOT mention.
-INSTRUCTION: Tap the information you did not hear.
+VOCAB: address
+LINE: "Your address is the number of your house." It is the names of your street, city, and state. {bk07-l4b-f5-01.mp3}
+LINE: People may want to write to you or visit you; they need your address. {bk07-l4b-f5-02.mp3}
+LINE: You can put all your friends' addresses in a notebook. {bk07-l4b-f5-03.mp3}
+LINE: Now you have a book with addresses. An address book. {bk07-l4b-f5-04.mp3}
+
+# Source: LLA 4B Figure 5 (part 2)
+$SELECT An Address Book: What Didn't You Hear?
+ID: 7-4b-f5
+REFERENCE: 7-4b-f5-story
+INTRO: One of these sentences was never in the paragraph. Tap it.
+INSTRUCTION: Tap the statement you did not hear.
 
 OPTION: a | Your address is the number of your house.
 OPTION: b | You put your phone number with your address.
 OPTION: c | Your city and state are in your address.
 
-PROMPT: "Your address is the number of your house." It is the names of your street, city, and state. People may want to write to you or visit you; they need your address. You can put all your friends' addresses in a notebook. Now you have a book with addresses. An address book. {bk07-l4b-f5-01.mp3}
+TEMPLATE: Which information was not in the paragraph?
 ANSWER: b
-
-# Source: ST §Pronoun References
-$PRODUCE Pronoun References
-ID: l4-s3
-INTRO: Reading practice. In each paragraph one small word — it, we, they — stands for something bigger. Read carefully and type who or what the underlined word refers to.
-INSTRUCTION: Read the paragraph, and type what the underlined word refers to.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: My friend Bob speaks four languages. He speaks English, French, Russian and Arabic. He learned Arabic in Egypt. *It* was the hardest of the four languages.
-TEMPLATE: It = ____
-RESPONSE: It = Arabic.
-ACCEPT: Arabic | Arabic.
-
-TEMPLATE: I like to go to Houston. It is bigger than San Antonio and you can see many things there. My friend and I went there last week. *We* like to travel together. Next month *we* may take a trip to Dallas.
-TEMPLATE: We = ____
-RESPONSE: We = My friend and I.
-ACCEPT: My friend and I | my friend and I | Bob and I
-
-TEMPLATE: I like to cook. On the weekend, a few friends come to my house, and we cook dinner together. One of us makes a dessert, one or two people cook the meat, and someone washes and cuts up vegetables for a salad. *We* all like to cook and eat together.
-TEMPLATE: We = ____
-RESPONSE: We = my friends and I.
-ACCEPT: My friends and I | my friends and I | a few friends and I
-
-TEMPLATE: Tony and Marilyn bought a new house. It's bigger than their old one. They had to buy more furniture. They needed two lamps, a new armchair, and some new carpet. *They* are very happy in their new home.
-TEMPLATE: They = ____
-RESPONSE: They = Tony and Marilyn.
-ACCEPT: Tony and Marilyn | Tony and Marilyn.
-
-TEMPLATE: My friends Rosemary and Martha are coming to my house for lunch next Tuesday. We'll have a light lunch, just salad and iced tea. Then we'll have ice cream for dessert. After lunch *we'll* go to a movie. I'll wash the dirty dishes later.
-TEMPLATE: We = ____
-RESPONSE: We = Rosemary, Martha, and I.
-ACCEPT: Rosemary, Martha, and I | my friends and I | Rosemary, Martha and I
-
-TEMPLATE: My brother Al is in the Air Force. My other brother, Nick, is in the Navy. *They'll* come home for my graduation next month. My sister and my mother won't be there. My sister will be in France on vacation, and Mother is in the hospital. I'll have to send them some pictures of my graduation.
-TEMPLATE: They = ____
-RESPONSE: They = Al and Nick.
-ACCEPT: Al and Nick | my brothers | My brothers
+FEEDBACK: You put your phone number with your address was not in the paragraph. {bk07-l4b-f5-fb.mp3}
 
 # Source: LLA 4B Figure 6
-$PRODUCE Dictation
-ID: 4b-f6
+$PRODUCE Write What You Hear
+ID: 7-4b-f6
 INPUT: type
 CHECK: exact
-INTRO: Your first dictation of the week. Listen to each sentence and type exactly what you hear — the full sentence plays again after you answer.
-INSTRUCTION: Type the sentence.
+INTRO: Ten sentences, one at a time. Listen carefully and type exactly what you hear.
+INSTRUCTION: Type the sentence you hear.
 
 PROMPT: Billy can run fast. {bk07-l4b-f6-01.mp3}
 RESPONSE: Billy can run fast. {bk07-l4b-f6-01.mp3}
@@ -552,7 +622,7 @@ RESPONSE: Can you describe him for me? {bk07-l4b-f6-02.mp3}
 
 PROMPT: 7 minus 2 is 5. {bk07-l4b-f6-03.mp3}
 RESPONSE: 7 minus 2 is 5. {bk07-l4b-f6-03.mp3}
-ACCEPT: Seven minus two is five.
+ACCEPT: Seven minus two is five. | 7 minus 2 is 5
 
 PROMPT: Did you understand that problem? {bk07-l4b-f6-04.mp3}
 RESPONSE: Did you understand that problem? {bk07-l4b-f6-04.mp3}
@@ -575,94 +645,94 @@ RESPONSE: The moon is above the trees. {bk07-l4b-f6-09.mp3}
 PROMPT: There is a gate in the fence. {bk07-l4b-f6-10.mp3}
 RESPONSE: There is a gate in the fence. {bk07-l4b-f6-10.mp3}
 
-$LESSON 4-3: The Kitchen
+$SESSION 4-3: The Kitchen
 
 # Source: LLA 4C Figure 3
-# DROPPED (ST): §Our Kitchen — TTS twin of the cassette kitchen panels (LLA 4C Fig 3 +
-# 4D Fig 1); every ST word (cabinet, drawer, can opener, curtain, sink, faucet, stove,
-# pot, pan, fan, floor, refrigerator) appears in the kept cassette panels or in 4A Fig 1.
 $DIALOGUE Kitchen Words
-ID: 4c-f3
-INTRO: New part, new room: the kitchen. You'll learn what's in it — and hear what Nancy is doing to hers. Look at each picture, then repeat the word and the sentence.
-INSTRUCTION: Repeat each word and sentence.
+ID: 7-4c-f3
+INTRO: In this part we move to the kitchen — where the food, the dishes, and most of the work live. Listen to each word in a sentence and repeat it.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: cabinet
-LINE: This is a cabinet. {page_103_001.jpg} {bk07-l4c-f3-01.mp3}
+LINE: This is a cabinet. {page_103_001.jpg|An open kitchen cabinet showing two stacks of plates stored inside} {bk07-l4c-f3-01.mp3}
 
 VOCAB: drawer
-LINE: We keep spoons and forks in the drawer. {page_103_002.jpg} {bk07-l4c-f3-02.mp3}
+LINE: We keep spoons and forks in the drawer. {page_103_002.jpg|An open drawer filled with neatly arranged spoons and forks} {bk07-l4c-f3-02.mp3}
 
 VOCAB: kitchen
-LINE: We sometimes eat in the kitchen. {page_103_003.jpg} {bk07-l4c-f3-03.mp3}
+LINE: We sometimes eat in the kitchen. {page_103_003.jpg|A view of a kitchen showing a stove, refrigerator, and table} {bk07-l4c-f3-03.mp3}
 
 VOCAB: refrigerator
-LINE: We keep food and juice in the refrigerator. {page_103_004.jpg} {bk07-l4c-f3-04.mp3}
+LINE: We keep food and juice in the refrigerator. {page_103_004.jpg|An open refrigerator packed full of food and drink containers} {bk07-l4c-f3-04.mp3}
 
 VOCAB: sink
-LINE: Do you wash the dishes in the sink? {page_103_005.jpg} {bk07-l4c-f3-05.mp3}
+LINE: Do you wash the dishes in the sink? {page_103_005.jpg|A kitchen sink full of plates being washed with water running from a faucet} {bk07-l4c-f3-05.mp3}
 
 VOCAB: stove
-LINE: We cook on the stove. {page_103_006.jpg} {bk07-l4c-f3-06.mp3}
+LINE: We cook on the stove. {page_103_006.jpg|A pot sitting on a burning stove burner with steam rising from it} {bk07-l4c-f3-06.mp3}
+
+# DROPPED (ST): "Our Kitchen" (l4-s5) — TTS twin of the cassette kitchen presentations (LLA 4C f3 + 4D f1); its items all reappear on tape.
 
 # Source: LLA 4C Figure 4
-$SELECT Tap the Kitchen Picture
-ID: 4c-f4
-INTRO: Listen to each sentence, tap the picture it matches, then repeat the sentence you hear.
-INSTRUCTION: Tap the matching picture.
+$SELECT Find the Picture: The Kitchen
+ID: 7-4c-f4
+INTRO: Listen to each sentence and tap the kitchen picture it matches. Then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
+HIDE_PROMPT
 REPEAT
 
-OPTION: a | a kitchen {page_104_001.jpg}
-OPTION: b | a stove {page_104_002.jpg}
-OPTION: c | a sink {page_104_003.jpg}
-OPTION: d | a drawer {page_104_004.jpg}
-OPTION: e | a cabinet {page_104_005.jpg}
-OPTION: f | a refrigerator {page_104_006.jpg}
+OPTION: a | kitchen {page_104_001.jpg|A view of a kitchen showing a stove, refrigerator, and table}
+OPTION: b | stove {page_104_002.jpg|A pot sitting on a stove burner with steam rising}
+OPTION: c | sink {page_104_003.jpg|A kitchen sink full of dishes being washed}
+OPTION: d | drawer {page_104_004.jpg|An open drawer filled with spoons and forks}
+OPTION: e | cabinet {page_104_005.jpg|An open cabinet showing plates stored on shelves}
+OPTION: f | refrigerator {page_104_006.jpg|An open refrigerator full of food}
 
 EXAMPLE
-PROMPT: The stove is hot. {bk07-l4c-f4-01-q.mp3}
+PROMPT: The stove is hot. {bk07-l4c-f4-01.mp3}
 ANSWER: b
-FEEDBACK: The stove is hot. {bk07-l4c-f4-01-a.mp3}
+FEEDBACK: The stove is hot. {bk07-l4c-f4-01-fb.mp3}
 
-PROMPT: Mother bought a new refrigerator. {bk07-l4c-f4-02-q.mp3}
+PROMPT: Mother bought a new refrigerator. {bk07-l4c-f4-02.mp3}
 ANSWER: f
-FEEDBACK: Mother bought a new white refrigerator. {bk07-l4c-f4-02-a.mp3}
+FEEDBACK: Mother bought a new white refrigerator. {bk07-l4c-f4-02-fb.mp3}
 
-PROMPT: We washed the dishes in the sink. {bk07-l4c-f4-03-q.mp3}
+PROMPT: We washed the dishes in the sink. {bk07-l4c-f4-03.mp3}
 ANSWER: c
-FEEDBACK: We washed the dishes in the sink. {bk07-l4c-f4-03-a.mp3}
+FEEDBACK: We washed the dishes in the sink. {bk07-l4c-f4-03-fb.mp3}
 
-PROMPT: This is a big kitchen. {bk07-l4c-f4-04-q.mp3}
+PROMPT: This is a big kitchen. {bk07-l4c-f4-04.mp3}
 ANSWER: a
-FEEDBACK: This is a big kitchen. {bk07-l4c-f4-04-a.mp3}
+FEEDBACK: This is a big kitchen. {bk07-l4c-f4-04-fb.mp3}
 
-PROMPT: I can't open the drawer. {bk07-l4c-f4-05-q.mp3}
+PROMPT: I can't open the drawer. {bk07-l4c-f4-05.mp3}
 ANSWER: d
-FEEDBACK: I can't open the drawer. {bk07-l4c-f4-05-a.mp3}
+FEEDBACK: I can't open the drawer. {bk07-l4c-f4-05-fb.mp3}
 
-PROMPT: We keep the dishes in the cabinet. {bk07-l4c-f4-06-q.mp3}
+PROMPT: We keep the dishes in the cabinet. {bk07-l4c-f4-06.mp3}
 ANSWER: e
-FEEDBACK: We keep the dishes in the cabinet. {bk07-l4c-f4-06-a.mp3}
+FEEDBACK: We keep the dishes in the cabinet. {bk07-l4c-f4-06-fb.mp3}
 
-# Source: LLA 4C Figure 5
-$DIALOGUE Nancy's New Kitchen
-ID: 4c-f5
-INTRO: Nancy, as you may have guessed, loves her new kitchen. Listen to the paragraph — questions follow.
-INSTRUCTION: Listen to the paragraph.
+# Source: LLA 4C Figure 5 (part 1)
+$DIALOGUE Nancy's Kitchen
+ID: 7-4c-f5-story
+INTRO: Nancy's favorite room in the new house is the kitchen. Listen to the paragraph and read along.
+INSTRUCTION: Listen and read along.
 
 LINE: Nancy likes to cook. {bk07-l4c-f5-01.mp3}
 LINE: She is very happy with the kitchen in her new house. {bk07-l4c-f5-02.mp3}
 LINE: It has a nice new stove and a big new refrigerator. {bk07-l4c-f5-03.mp3}
-LINE: There are 2 sinks and lots of cabinets for the dishes. {bk07-l4c-f5-04.mp3}
+LINE: There are two sinks and lots of cabinets for the dishes. {bk07-l4c-f5-04.mp3}
 LINE: The bottom cabinets have drawers for the knives and forks. {bk07-l4c-f5-05.mp3}
 LINE: Nancy and Norm like to eat breakfast in the kitchen every morning. {bk07-l4c-f5-06.mp3}
 
-# Source: LLA 4C Figure 5 (questions)
-$PRODUCE Questions About the Kitchen
-ID: 4c-f5-b
-REFERENCE
-INTRO: Now answer the questions about Nancy's kitchen aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4C Figure 5 (part 2)
+$PRODUCE Questions About Nancy's Kitchen
+ID: 7-4c-f5
+REFERENCE: 7-4c-f5-story
+INTRO: Answer each question about the paragraph aloud in a complete sentence — open it again if you need to. Then repeat the correct answer.
+INSTRUCTION: Answer aloud based on the reading.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -684,129 +754,303 @@ RESPONSE: They like to eat breakfast in the kitchen every morning. {bk07-l4c-f5-
 
 # Source: ST §What Is a Kitchen?
 $PRODUCE What Is a Kitchen?
-ID: l4-s5
-INTRO: Now read and write: complete each sentence by typing the name of the thing in the picture.
-INSTRUCTION: Type the name of the picture to complete the sentence.
+ID: l4-s6
+INTRO: Now write a little. A short paragraph about kitchens goes by, one sentence at a time — type the name of the pictured item in each gap.
+INSTRUCTION: Type the name of each pictured item to complete the paragraph.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: A ____ is a room in a house. {st-page_130_001.jpg}
+TEMPLATE: A (1) ____{kitchen} is a room in a house. {st-page_130_001.jpg|Diagram of a kitchen with cabinets, sink, stove, and refrigerator}
 RESPONSE: A kitchen is a room in a house.
-ACCEPT: kitchen
 
-TEMPLATE: There's always a ____ in the kitchen... {st-page_130_002.jpg}
-RESPONSE: There's always a sink in the kitchen...
-ACCEPT: sink
+TEMPLATE: There's always a (2) ____{sink} in the kitchen {st-page_130_002.jpg|Drawing of a sink with faucet}
+RESPONSE: There's always a sink in the kitchen
 
-TEMPLATE: ...and sometimes a ____{table} {st-page_130_003.jpg}
-TEMPLATE: and some ____{chairs}. {st-page_130_004.jpg}
-RESPONSE: ...and sometimes a table and some chairs.
+TEMPLATE: and sometimes a (3) ____{table} {st-page_130_003.jpg|Drawing of a dining table}
+RESPONSE: and sometimes a table
 
-TEMPLATE: We cook in the kitchen on a ____. {st-page_130_005.jpg}
+TEMPLATE: and some (4) ____{chairs}. {st-page_130_004.jpg|Drawing of two chairs}
+RESPONSE: and some chairs.
+
+TEMPLATE: We cook in the kitchen on a (5) ____{stove}. {st-page_130_005.jpg|Drawing of a stove with oven}
 RESPONSE: We cook in the kitchen on a stove.
-ACCEPT: stove
 
-TEMPLATE: Look in the ____. You'll see milk, butter, eggs, meat and other food there. {st-page_130_006.jpg}
+TEMPLATE: Look in the (6) ____{refrigerator}. You'll see milk, butter, eggs, meat and other food there. {st-page_130_006.jpg|Drawing of a full refrigerator}
 RESPONSE: Look in the refrigerator. You'll see milk, butter, eggs, meat and other food there.
-ACCEPT: refrigerator | fridge
 
-TEMPLATE: Where do we keep dishes? In the ____. {st-page_130_007.jpg}
+TEMPLATE: Where do we keep dishes? In the (7) ____{cabinet}. {st-page_130_007.jpg|Drawing of a wall cabinet}
 RESPONSE: Where do we keep dishes? In the cabinet.
-ACCEPT: cabinet | cabinets
 
-TEMPLATE: Knives, forks, and spoons are in a ____ under the cabinet. {st-page_130_008.jpg}
+TEMPLATE: Knives, forks, and spoons are in a (8) ____{drawer|drawers} under the cabinet. {st-page_130_008.jpg|Drawing of kitchen drawers}
 RESPONSE: Knives, forks, and spoons are in a drawer under the cabinet.
-ACCEPT: drawer | drawers
 
-TEMPLATE: Someone has to clean the kitchen ____ every day. {st-page_130_009.jpg}
+TEMPLATE: Someone has to clean the kitchen (9) ____{floor} every day. {st-page_130_009.jpg|Drawing of a tiled floor}
 RESPONSE: Someone has to clean the kitchen floor every day.
-ACCEPT: floor
+
+# Source: ST §Plug It in the Outlet
+$DIALOGUE Plug It in the Outlet
+ID: l4-s7
+INTRO: A fan is no use until it's plugged in. Learn the words "plug" and "outlet" — listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: This is a fan. {st-page_131_001.jpg|A box-style electric fan plugged into a wall outlet}
+
+VOCAB: plug
+LINE: This is a plug. {st-page_131_002.jpg|An electrical power cord ending in a two-prong plug}
+
+VOCAB: outlet
+LINE: This is an outlet. {st-page_131_003.jpg|A wall electrical outlet with two sockets}
+
+LINE: Put the plug in the outlet. {st-page_131_004.jpg|A hand holding an electrical plug up to a wall outlet}
+
+VOCAB: to plug in
+LINE: Plug the fan in. He plugged in the fan. {st-page_131_005.jpg|A box fan connected to a wall outlet}
+
+# Source: ST §At Home with the Cains
+$DIALOGUE At Home with the Cains {st-page_132_001.jpg|A man sitting relaxed in an armchair with his hands behind his head, looking over at an electric fan set on a small table}
+ID: l4-s8
+INTRO: Joe is hot; Jack disagrees. Listen to the Cains argue about a fan, and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Joe_Cain: Where's the electric fan?
+Jack_Cain: On a shelf in the garage. Why?
+Joe_Cain: Because it's hot in here.
+Jack_Cain: Hot!? It's only 75.
+NOTES: Temperatures are in Fahrenheit: 75°F ≈ 24°C.
+Joe_Cain: Where's an outlet?
+Jack_Cain: Turn around. You're standing by one.
+Joe_Cain: Oh! Here it is. I'll plug it in here.
+Jack_Cain: Hey! It's windy in here! Turn it around.
+
+# Source: LLA 4C Figure 2
+$SELECT The Strongest Word: More Practice
+ID: 7-4c-f2
+INTRO: More strong-word practice. Listen to each sentence, tap the word you hear the strongest, and repeat the sentence the same way.
+INSTRUCTION: Tap the word with the strong stress.
+SHOW_PROMPT
+REPEAT
+
+EXAMPLE
+PROMPT: We keep our books in the bookcase. {bk07-l4c-f2-ex.mp3}
+OPTION: a | books
+OPTION: b | bookcase
+ANSWER: b
+FEEDBACK: We keep our books in the *bookcase*. {bk07-l4c-f2-exb.mp3}
+
+PROMPT: Our ceiling is very high. {bk07-l4c-f2-01.mp3}
+OPTION: a | ceiling
+OPTION: b | high
+ANSWER: b
+FEEDBACK: Our ceiling is very *high*. {bk07-l4c-f2-01-fb.mp3}
+
+PROMPT: Your blouse is very pretty. {bk07-l4c-f2-02.mp3}
+OPTION: a | blouse
+OPTION: b | pretty
+ANSWER: b
+FEEDBACK: Your blouse is very *pretty*. {bk07-l4c-f2-02-fb.mp3}
+
+PROMPT: Is this your house? {bk07-l4c-f2-03.mp3}
+OPTION: a | this
+OPTION: b | house
+ANSWER: a
+FEEDBACK: Is *this* your house? {bk07-l4c-f2-03-fb.mp3}
+
+PROMPT: Do you like these drapes? {bk07-l4c-f2-04.mp3}
+OPTION: a | like
+OPTION: b | drapes
+ANSWER: b
+FEEDBACK: Do you like these *drapes*? {bk07-l4c-f2-04-fb.mp3}
+
+PROMPT: When did you get that car? {bk07-l4c-f2-05.mp3}
+OPTION: a | get
+OPTION: b | that
+ANSWER: b
+FEEDBACK: When did you get *that* car? {bk07-l4c-f2-05-fb.mp3}
+
+PROMPT: Let's go to dinner. {bk07-l4c-f2-06.mp3}
+OPTION: a | go
+OPTION: b | dinner
+ANSWER: b
+FEEDBACK: Let's go to *dinner*. {bk07-l4c-f2-06-fb.mp3}
+
+PROMPT: That's a big box. {bk07-l4c-f2-07.mp3}
+OPTION: a | big
+OPTION: b | box
+ANSWER: a
+FEEDBACK: That's a *big* box. {bk07-l4c-f2-07-fb.mp3}
+
+PROMPT: I like to climb mountains. {bk07-l4c-f2-08.mp3}
+OPTION: a | climb
+OPTION: b | mountains
+ANSWER: b
+FEEDBACK: I like to climb *mountains*. {bk07-l4c-f2-08-fb.mp3}
+
+PROMPT: Is the Earth round? {bk07-l4c-f2-09.mp3}
+OPTION: a | Earth
+OPTION: b | round
+ANSWER: b
+FEEDBACK: Is the Earth *round*? {bk07-l4c-f2-09-fb.mp3}
+
+PROMPT: Put the table next to the window. {bk07-l4c-f2-10.mp3}
+OPTION: a | table
+OPTION: b | window
+ANSWER: a
+FEEDBACK: Put the *table* next to the window. {bk07-l4c-f2-10-fb.mp3}
+
+# Source: LLA 4C Figure 7 (part 1)
+$DIALOGUE Come See Our New House
+ID: 7-4c-f7-dialogue
+INTRO: Nancy is showing off the new house to everyone who will pick up the phone. Listen to the conversation.
+INSTRUCTION: Listen to the dialogue.
+
+Nancy: Can you come over this evening? I want you to see our new house. {bk07-l4c-f7-01.mp3}
+Friend: We'd like to very much, Nancy. Will 7 o'clock be all right? {bk07-l4c-f7-02.mp3}
+Nancy: That'll be fine. {bk07-l4c-f7-03.mp3}
+Husband: Who was that on the phone? {bk07-l4c-f7-04.mp3}
+Friend: That was Nancy. She wants us to come over and see their new house this evening at 7 o'clock. {bk07-l4c-f7-05.mp3}
+
+# Source: LLA 4C Figure 7 (part 2)
+$PRODUCE Why Does Nancy Want Them Over?
+ID: 7-4c-f7
+REFERENCE: 7-4c-f7-dialogue
+INTRO: Answer the question about the phone call in a complete sentence.
+INSTRUCTION: Answer the question in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must explain why Nancy wants her friends to come over. Accept any phrasing stating she wants them to see her (new) house.
+
+PROMPT: Why does Nancy want them to come over? {bk07-l4c-f7-06.mp3}
+RESPONSE: Nancy wants them to see her new house. {bk07-l4c-f7-07.mp3}
+
+# Source: LLA 4C Figure 8 (part 1)
+$DIALOGUE Dinner or Yard Work?
+ID: 7-4c-f8-dialogue
+INTRO: Nancy's mother wants everyone at her house for dinner. Norm has other plans — the yard, apparently, needs him more. Listen to the conversation.
+INSTRUCTION: Listen to the dialogue.
+
+Nancy: Norm, Mother is here. She wants us to go to her house this evening. She wants us to have dinner with her. {bk07-l4c-f8-01.mp3}
+Norm: I want to work in the yard this evening, Nancy. {bk07-l4c-f8-02.mp3}
+Nancy: Okay. I'll ask her to stay for dinner at our house. {bk07-l4c-f8-03.mp3}
+Norm: Good. You two can talk, and I can work in the yard. {bk07-l4c-f8-04.mp3}
+Nancy: Okay. I'll ask her. Bye. {bk07-l4c-f8-05.mp3}
+Mother: What did Norm say, dear? {bk07-l4c-f8-06.mp3}
+Nancy: He wants you to stay for dinner here. We can talk, and he can work in the yard. {bk07-l4c-f8-07.mp3}
+
+# Source: LLA 4C Figure 8 (part 2)
+$PRODUCE What Does Norm Want?
+ID: 7-4c-f8
+REFERENCE: 7-4c-f8-dialogue
+INTRO: Answer the question about the conversation in a complete sentence.
+INSTRUCTION: Answer the question in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must explain what Norm wants to do. Accept any phrasing stating he wants to stay home / work in the yard this evening.
+
+PROMPT: What does Norm want? {bk07-l4c-f8-08.mp3}
+RESPONSE: Norm wants to stay at home and work in the yard this evening. {bk07-l4c-f8-09.mp3}
+
+# SKIPPED (book): "WHERE'S THE CAN OPENER?" (p. 133) — instructor-read listening discrimination with unprinted stimulus sentences.
+
+$SESSION 4-4: Pretty, Ugly, and New Kitchen Things
 
 # Source: LLA 4D Figure 1
 $DIALOGUE More Kitchen Words
-ID: 4d-f1
-INTRO: A few more kitchen words — plus two useful opinions, pretty and ugly. Look at each picture, listen, and repeat.
-INSTRUCTION: Listen and repeat.
+ID: 7-4d-f1
+INTRO: In this part you'll learn a few more kitchen words — plus two useful opinions: "pretty" and "ugly". Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: can opener
-LINE: This is a can opener. {page_107_001.jpg} {bk07-l4d-f1-01.mp3}
+LINE: This is a can opener. {page_107_001.jpg|A hand using a manual can opener to open a metal can} {bk07-l4d-f1-01.mp3}
 
 VOCAB: curtain
-LINE: There's a curtain on the window. {page_107_002.jpg} {bk07-l4d-f1-02.mp3}
+LINE: There's a curtain on the window. {page_107_002.jpg|A window framed by curtains hanging on either side} {bk07-l4d-f1-02.mp3}
 
 VOCAB: faucet
-LINE: Water comes from a faucet. {page_107_003.jpg} {bk07-l4d-f1-03.mp3}
+LINE: Water comes from a faucet. {page_107_003.jpg|Water flowing from a faucet into a sink} {bk07-l4d-f1-03.mp3}
 
 VOCAB: pan
-LINE: We cook eggs in a pan. {page_107_004.jpg} {bk07-l4d-f1-04.mp3}
+LINE: We cook eggs in a pan. {page_107_004.jpg|Three eggs frying in a skillet pan on a stove} {bk07-l4d-f1-04.mp3}
 
 VOCAB: pot
-LINE: A pot is bigger than a pan. {page_107_005.jpg} {bk07-l4d-f1-05.mp3}
+LINE: A pot is bigger than a pan. {page_107_005.jpg|A large cooking pot with steam rising from it} {bk07-l4d-f1-05.mp3}
 
 VOCAB: pretty
-LINE: Those are pretty flowers. {page_107_006.jpg} {bk07-l4d-f1-06.mp3}
+LINE: Those are pretty flowers. {page_107_006.jpg|A potted plant with pretty open flowers} {bk07-l4d-f1-06.mp3}
 
 VOCAB: ugly
-LINE: I think that dog is ugly. {page_107_007.jpg} {bk07-l4d-f1-07.mp3}
+LINE: I think that dog is ugly. {page_107_007.jpg|A side view headshot of a droopy, sad-looking bloodhound dog} {bk07-l4d-f1-07.mp3}
 
-VOCAB: use
-LINE: We use a cup for drinking tea. {page_107_008.jpg} {bk07-l4d-f1-08.mp3}
+VOCAB: to use
+LINE: We use a cup for drinking tea. {page_107_008.jpg|A teacup filled with hot tea resting on a saucer} {bk07-l4d-f1-08.mp3}
 
-# Source: LLA 4D Figure 2
-$SELECT Tap What You Hear
-ID: 4d-f2
-INTRO: Listen to each sentence, tap the picture it describes, then repeat the sentence.
+# Source: LLA 4D Figure 2 (split: 8 image options exceed the 6-option cap)
+$SELECT Find the Picture: Curtains and Pans
+ID: 7-4d-f2
+HIDE_PROMPT
+INTRO: Listen to each sentence and tap the picture it matches. Repeat the sentence after you check your answer.
 INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: a | a teacup {page_108_001.jpg}
-OPTION: b | a pot {page_108_002.jpg}
-OPTION: c | a can opener {page_108_003.jpg}
-OPTION: d | an ugly dog {page_108_004.jpg}
-OPTION: e | a faucet {page_108_005.jpg}
-OPTION: f | eggs in a pan {page_108_006.jpg}
-OPTION: g | a curtain {page_108_007.jpg}
-OPTION: h | pretty flowers {page_108_008.jpg}
+OPTION: c | can opener {page_108_003.jpg|A hand opening a can with a can opener}
+OPTION: f | pan {page_108_006.jpg|Eggs frying in a pan}
+OPTION: g | curtains {page_108_007.jpg|A open window with curtains}
+OPTION: h | flowers {page_108_008.jpg|A potted plant with flowers}
 
-EXAMPLE
-PROMPT: This is a can opener. {bk07-l4d-f2-ex-q.mp3}
+PROMPT: This is a can opener. {bk07-l4d-f2-01.mp3}
 ANSWER: c
-FEEDBACK: Repeat: This is a can opener. {bk07-l4d-f2-ex-a.mp3}
+FEEDBACK: This is a can opener. {bk07-l4d-f2-01-fb.mp3}
 
-PROMPT: Those are new curtains on the window. {bk07-l4d-f2-02-q.mp3}
+PROMPT: Those are new curtains on the window. {bk07-l4d-f2-02.mp3}
 ANSWER: g
-FEEDBACK: Repeat: Those are new curtains on the window. {bk07-l4d-f2-02-a.mp3}
+FEEDBACK: Those are new curtains on the window. {bk07-l4d-f2-02-fb.mp3}
 
-PROMPT: I like those pretty flowers in the yard. {bk07-l4d-f2-03-q.mp3}
+PROMPT: I like those pretty flowers in the yard. {bk07-l4d-f2-03.mp3}
 ANSWER: h
-FEEDBACK: Repeat: I like those pretty flowers in the yard. {bk07-l4d-f2-03-a.mp3}
+FEEDBACK: I like those pretty flowers in the yard. {bk07-l4d-f2-03-fb.mp3}
 
-PROMPT: He put the pan in the sink. {bk07-l4d-f2-04-q.mp3}
+PROMPT: He put the pan in the sink. {bk07-l4d-f2-04.mp3}
 ANSWER: f
-FEEDBACK: Repeat: He put the pan in the sink. {bk07-l4d-f2-04-a.mp3}
+FEEDBACK: He put the pan in the sink. {bk07-l4d-f2-04-fb.mp3}
 
-PROMPT: Becky cooked the chicken in a pot. {bk07-l4d-f2-05-q.mp3}
+# Source: LLA 4D Figure 2 (split, second half)
+$SELECT Find the Picture: Pots and Faucets
+ID: 7-4d-f2-b
+HIDE_PROMPT
+INTRO: Four more sentences, four more pictures — including one unlucky dog. Listen, tap, and repeat.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: a | cup {page_108_001.jpg|A teacup resting on a saucer}
+OPTION: b | pot {page_108_002.jpg|A large pot with steam rising}
+OPTION: d | dog {page_108_004.jpg|A droopy-faced hound dog}
+OPTION: e | faucet {page_108_005.jpg|Water running from a faucet}
+
+PROMPT: Becky cooked the chicken in a pot. {bk07-l4d-f2-05.mp3}
 ANSWER: b
-FEEDBACK: Repeat: Becky cooked the chicken in a pot. {bk07-l4d-f2-05-a.mp3}
+FEEDBACK: Becky cooked the chicken in a pot. {bk07-l4d-f2-05-fb.mp3}
 
-PROMPT: We got the water from the faucet. {bk07-l4d-f2-06-q.mp3}
+PROMPT: We got the water from the faucet. {bk07-l4d-f2-06.mp3}
 ANSWER: e
-FEEDBACK: Repeat: We got the water from the faucet. {bk07-l4d-f2-06-a.mp3}
+FEEDBACK: We got the water from the faucet. {bk07-l4d-f2-06-fb.mp3}
 
-PROMPT: I think that's an ugly dog. {bk07-l4d-f2-07-q.mp3}
+PROMPT: I think that's an ugly dog. {bk07-l4d-f2-07.mp3}
 ANSWER: d
-FEEDBACK: Repeat: I think that's an ugly dog. {bk07-l4d-f2-07-a.mp3}
+FEEDBACK: I think that's an ugly dog. {bk07-l4d-f2-07-fb.mp3}
 
-PROMPT: We use a cup for drinking tea. {bk07-l4d-f2-08-q.mp3}
+PROMPT: We use a cup for drinking tea. {bk07-l4d-f2-08.mp3}
 ANSWER: a
-FEEDBACK: Repeat: We use a cup for drinking tea. {bk07-l4d-f2-08-a.mp3}
+FEEDBACK: We use a cup for drinking tea. {bk07-l4d-f2-08-fb.mp3}
 
-# Source: LLA 4D Figure 3
+# Source: LLA 4D Figure 3 (part 1)
 $DIALOGUE Nancy Changes Her Kitchen
-ID: 4d-f3
-INTRO: Nancy is making the kitchen her own. Her old can opener did not survive the process. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
+ID: 7-4d-f3
+INTRO: Nancy is redecorating — and her younger sister is inheriting the ugly can opener. Listen to the story and repeat each line.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: Nancy is changing her kitchen. {bk07-l4d-f3-01.mp3}
@@ -816,12 +1060,12 @@ LINE: Norm put a new can opener on the wall for her. {bk07-l4d-f3-04.mp3}
 LINE: She gave her ugly old can opener to her younger sister. {bk07-l4d-f3-05.mp3}
 LINE: She wants all new things in her pretty new kitchen. {bk07-l4d-f3-06.mp3}
 
-# Source: LLA 4D Figure 3 (questions)
-$PRODUCE Questions About the Changes
-ID: 4d-f3-b
-REFERENCE
-INTRO: Answer the questions about Nancy's kitchen aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4D Figure 3 (part 2)
+$PRODUCE Questions About Nancy's Changes
+ID: 7-4d-f3-b
+REFERENCE: 7-4d-f3
+INTRO: Answer each question about Nancy's kitchen aloud. Then listen and repeat the model answer.
+INSTRUCTION: Answer aloud based on the story.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -844,48 +1088,109 @@ RESPONSE: She gave the ugly thing to her younger sister. {bk07-l4d-f3-11-a.mp3}
 PROMPT: What does Nancy want? {bk07-l4d-f3-12-q.mp3}
 RESPONSE: She wants all new things in her pretty new kitchen. {bk07-l4d-f3-12-a.mp3}
 
-# Source: ST §The Ugly Room
-$DIALOGUE The Ugly Carpet
+# Source: ST §What's It Called? (retrieval over the whole kitchen set)
+$SELECT What's It Called? {st-page_134_001.jpg|A detailed kitchen scene with numbered items: 1 pointing to refrigerator, 2 pointing to cabinet, 3 pointing to stove controls, 4 pointing to sink, 5 pointing to window curtains, 6 pointing to open drawer, 7 pointing to shelf, 8 pointing to can opener on counter, 9 pointing to hanging pots, 10 pointing to frying pan on shelf, 11 pointing to floor, 12 pointing to faucet}
 ID: l4-s9
-INTRO: Jane and Mark's carpet is old and ugly, and Jane has decided its time is up. Read their conversation.
-INSTRUCTION: Read the dialog.
+INTRO: One big kitchen, twelve numbered things. For each number, tap the word that names it — a review of everything so far.
+INSTRUCTION: Look at the picture and match the number to the object.
+OPTION: refrigerator | refrigerator
+OPTION: cabinet | cabinet
+OPTION: stove | stove
+OPTION: sink | sink
+OPTION: curtains | curtains
+OPTION: drawer | drawer
+OPTION: shelf | shelf
+OPTION: can_opener | can opener
+OPTION: pots | pots
+OPTION: pan | pan
+OPTION: floor | floor
+OPTION: faucet | faucet
+
+TEMPLATE: Number 1
+ANSWER: refrigerator
+
+TEMPLATE: Number 2
+ANSWER: cabinet
+
+TEMPLATE: Number 3
+ANSWER: stove
+
+TEMPLATE: Number 4
+ANSWER: sink
+
+TEMPLATE: Number 5
+ANSWER: curtains
+
+TEMPLATE: Number 6
+ANSWER: drawer
+
+TEMPLATE: Number 7
+ANSWER: shelf
+
+TEMPLATE: Number 8
+ANSWER: can_opener
+
+TEMPLATE: Number 9
+ANSWER: pots
+
+TEMPLATE: Number 10
+ANSWER: pan
+
+TEMPLATE: Number 11
+ANSWER: floor
+
+TEMPLATE: Number 12
+ANSWER: faucet
+
+# Source: ST §The Ugly Room
+$DIALOGUE The Ugly Room
+ID: l4-s11
+INTRO: Jane and Mark look at their old carpet and don't like what they see. Listen and repeat the dialog — notice the new word "lay".
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
 
 Jane: This carpet is old and ugly. We need a new, pretty one.
 
-VOCAB: to lay | lay
+VOCAB: to lay
 Mark: I think we can lay new carpet for $500.
+
 Jane: A new color will look nice.
 Mark: You're right. I'm tired of the old color.
+
 Jane: We need a new couch too.
 Mark: We can talk about a new couch later.
+
 Jane: Would you like to look at carpets tonight?
 Mark: Sure. Let's go downtown after dinner.
 
-# Source: ST §It's a Pretty Dress
-$DIALOGUE Pretty and Ugly
-ID: l4-s10
-INTRO: More practice with pretty, ugly, and the verb lay. Read each pair of sentences and repeat them.
+# Source: ST §It's a Pretty Dress (+ "to lie" line salvaged from dropped ST §We Keep Books in the Bookcase)
+$DIALOGUE Pretty or Ugly?
+ID: l4-s12
+INTRO: A few pictures of pretty things, ugly things, and things being laid down. Read and repeat each sentence.
 INSTRUCTION: Read and repeat the sentences.
 REPEAT
 
-LINE: She thinks it's pretty. She wants to buy it. {st-page_137_001.jpg}
+LINE: She thinks it's pretty. She wants to buy it. {st-page_137_001.jpg|A woman trying on a dress in front of a full-length mirror, smiling at her reflection}
 
-LINE: The weather today is ugly. It's not nice. {st-page_137_002.jpg}
+LINE: The weather today is ugly. It's not nice. {st-page_137_002.jpg|A bare tree bending in strong winds on a stormy day}
 
-LINE: Your little girl is very pretty. Oh, thank you. {st-page_137_003.jpg}
+LINE: Your little girl is very pretty. — Oh, thank you. {st-page_137_003.jpg|A woman standing behind a young girl, both smiling}
 
-LINE: He thinks his car is ugly. Other people think it's nice. {st-page_137_004.jpg}
+LINE: He thinks his car is ugly. Other people think it's nice. {st-page_137_004.jpg|A car parked on the street}
 
-LINE: Young man, lay your clothes on the bed, please. {st-page_137_005.jpg}
+LINE: Young man, lay your clothes on the bed, please. {st-page_137_005.jpg|A man instructing a boy who is folding clothes near a bed}
 
-VOCAB: laid (down) | laid
-LINE: He laid his hand on the child's shoulder. {st-page_137_006.jpg}
+VOCAB: laid
+LINE: He laid his hand on the child's shoulder. {st-page_137_006.jpg|A man placing his hand gently on a young boy's shoulder}
 
-# Source: ST §I Don't Want That Ugly, Old One.
-$PRODUCE Lay, Laid, Pretty, or Ugly?
-ID: l4-s11
-INTRO: Complete each sentence with lay, laid, pretty, or ugly. Type just the missing word.
-INSTRUCTION: Type the missing word: lay, laid, pretty, or ugly.
+VOCAB: to lie | lying
+LINE: Mark's lying on the rug. It's also called a carpet. {st-page_124_001.jpg|A drawing of a room interior with labeled items: CEILING, BOOKCASE showing a bookshelf with books, SHELF, DRAPES at the window, RUG on the floor where a boy is lying down}
+
+# Source: ST §I Don't Want That Ugly, Old One
+$PRODUCE Pretty, Ugly, Lay, or Laid?
+ID: l4-s13
+INTRO: Now you choose the word. Type "lay", "laid", "pretty", or "ugly" to complete each sentence.
+INSTRUCTION: Type lay, laid, pretty, or ugly to complete each sentence.
 INPUT: type
 CHECK: exact
 
@@ -929,36 +1234,66 @@ TEMPLATE: Which carpet did you ____ in your living room?
 RESPONSE: Which carpet did you lay in your living room?
 ACCEPT: lay
 
-$LESSON 4-4: What Do We Use It For?
+# SKIPPED (book): Speaking Skill "WHAT DID THEY SAY?" (pp. 139-141) — open-ended cartoon role-play and discussion without fixed scripts.
 
-# Source: ST §Use Your Head for Thinking (+ authored talk-through — Source: new (gap: table never explained))
-$GRAMMAR Use ... For Doing Something
-ID: l4-s12
-INTRO: This part is about saying what things are for. Here's the first pattern — use something FOR doing something.
+$SESSION 4-5: What Do You Use It For?
 
-CARD: When you want to say what a tool or object is for, state the thing, then add "for" and an action.
-{We use a knife for cutting meat.}
+# Source: ST §Use ... For + Gerund (table re-authored as grammar cards)
+$GRAMMAR Use It For Doing Something
+ID: l4-s14
+INTRO: In this part you'll learn to say what things are used for. There are two patterns — here's the first: "use ... for" plus an "-ing" word.
 
-CARD: Remember to always add "-ing" to the action word after "for".
-{We use a cup for drinking coffee.}
-{We use a camera for taking pictures.}
+CARD: To say what something is for, use **use ... for** plus the **-ing** form of the verb.
+{I use a knife for cutting meat.}
+{You use a cup for drinking coffee.}
+{The boys use a glass for drinking milk.}
 
-CARD: When talking about "he", "she", or "it", add an "s" to the verb. Say "uses" instead of "use".
-{He uses a knife for cutting meat.}
-{She uses a camera for taking pictures.}
+CARD: After "he", "she", or one person's name, say **uses**.
+{Becky uses a knife for cutting meat.}
+{John uses a camera for taking pictures.}
 
 SUMMARY:
-| Subject | Verb | Object | Preposition | Gerund | Object |
-|---|---|---|---|---|---|
-| I / You / We / They | use | a knife | for | cutting | meat. |
-| | | a cup | for | drinking | coffee. |
-| | | a camera | for | taking | pictures. |
-| He / She / It | uses | | | | |
+| Subject | use / uses | Thing | for + -ing |
+|---|---|---|---|
+| I / You / Sue and I / The boys | use | a knife | for cutting meat. |
+| Becky / He / John | uses | a camera | for taking pictures. |
 
-$DIALOGUE Sentences with Use ... For
-ID: l4-s13
-INTRO: Read and repeat these sentences — questions, negatives, past tense — all with the "use ... for" pattern.
-INSTRUCTION: Read and repeat the sentences.
+# Source: LLA 4C Figure 1
+$PRODUCE Yes or No: What It's Used For
+ID: 7-4c-f1
+INTRO: Look at each picture, listen to the question, and answer aloud with "Yes, I use..." or "No, I don't use...". Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Do you use a fork for eating rice? {page_101_001.jpg|A man pointing to a plate of hot food emitting steam} {bk07-l4c-f1-ex-q.mp3}
+RESPONSE: Yes, I use a fork for eating rice. {bk07-l4c-f1-ex-a.mp3}
+
+PROMPT: Do you use a suitcase for packing clothes? {page_101_002.jpg|A box containing clothes and items} {bk07-l4c-f1-01-q.mp3}
+RESPONSE: Yes, I use a suitcase for packing clothes. {bk07-l4c-f1-01-a.mp3}
+
+PROMPT: Do you use a pen for writing on the blackboard? {page_101_003.jpg|A man writing the number 4 on a wall or surface} {bk07-l4c-f1-02-q.mp3}
+RESPONSE: No, I don't use a pen for writing on the blackboard. {bk07-l4c-f1-02-a.mp3}
+
+PROMPT: Do you use a spoon for eating meat? {page_101_004.jpg|A plate with food, a fork on the left, and a knife on the right} {bk07-l4c-f1-03-q.mp3}
+RESPONSE: No, I don't use a spoon for eating meat. {bk07-l4c-f1-03-a.mp3}
+
+PROMPT: Do you use a chair for sitting? {page_101_005.jpg|A woman seated on a chair} {bk07-l4c-f1-04-q.mp3}
+RESPONSE: Yes, I use a chair for sitting. {bk07-l4c-f1-04-a.mp3}
+
+PROMPT: Do you use a glass for drinking milk? {page_101_006.jpg|A glass half filled with liquid} {bk07-l4c-f1-05-q.mp3}
+RESPONSE: Yes, I use a glass for drinking milk. {bk07-l4c-f1-05-a.mp3}
+
+PROMPT: Do you use fingers for hearing? {page_101_007.jpg|A close-up drawing of a human ear} {bk07-l4c-f1-06-q.mp3}
+RESPONSE: No, I don't use fingers for hearing. {bk07-l4c-f1-06-a.mp3}
+
+# Source: ST §Use Your Head for Thinking
+$DIALOGUE Use Your Head for Thinking
+ID: l4-s15
+INTRO: The pattern works everywhere — libraries, beds, even your own teeth. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
 LINE: Did you use the library for studying?
@@ -972,65 +1307,100 @@ LINE: What did your friends use for traveling?
 LINE: Do you use soap for brushing your teeth?
 LINE: A pilot doesn't use a car for flying.
 
-# Source: LLA 4C Figure 1
-$PRODUCE Do You Use It for That?
-ID: 4c-f1
-INTRO: Look at each picture, listen to the question, and answer aloud in a full sentence — some of these deserve a firm no. Then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: ST §I Use a Spoon for Eating Soup (recast from single-cue reveal to about-you LLM grading)
+$PRODUCE What Do You Use It For? — About You
+ID: l4-s16
+INTRO: Your turn. For each object, say what YOU use it for, using "use ... for" plus an "-ing" word. Any true use is a good answer.
+INSTRUCTION: Say what you use each object for: "I use a ... for ...-ing".
 INPUT: speak
-CHECK: reveal
-REPEAT
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any sensible sentence saying what the learner uses the named object for, in the pattern "I use a/an <object> for <verb>-ing (...)". Any plausible purpose is fine; the "for + -ing" pattern is the point — an answer without it should be corrected toward it.
 
 EXAMPLE
-PROMPT: Do you use a fork for eating rice? {page_101_001.jpg} {bk07-l4c-f1-ex-q.mp3}
-RESPONSE: Yes, I use a fork for eating rice. {bk07-l4c-f1-ex-a.mp3}
+PROMPT: spoon
+RESPONSE: I use a spoon for eating soup.
 
-PROMPT: Do you use a suitcase for packing clothes? {page_101_002.jpg} {bk07-l4c-f1-01-q.mp3}
-RESPONSE: Yes, I use a suitcase for packing clothes. {bk07-l4c-f1-01-a.mp3}
+PROMPT: knife
+RESPONSE: I use a knife for cutting meat.
 
-PROMPT: Do you use a pen for writing on the blackboard? {page_101_003.jpg} {bk07-l4c-f1-02-q.mp3}
-RESPONSE: No, I don't use a pen for writing on the blackboard. {bk07-l4c-f1-02-a.mp3}
+PROMPT: camera
+RESPONSE: I use a camera for taking pictures.
 
-PROMPT: Do you use a spoon for eating meat? {page_101_004.jpg} {bk07-l4c-f1-03-q.mp3}
-RESPONSE: No, I don't use a spoon for eating meat. {bk07-l4c-f1-03-a.mp3}
+PROMPT: cup
+RESPONSE: I use a cup for drinking coffee.
 
-PROMPT: Do you use a chair for sitting? {page_101_005.jpg} {bk07-l4c-f1-04-q.mp3}
-RESPONSE: Yes, I use a chair for sitting. {bk07-l4c-f1-04-a.mp3}
+PROMPT: glass
+RESPONSE: I use a glass for drinking water.
 
-PROMPT: Do you use a glass for drinking milk? {page_101_006.jpg} {bk07-l4c-f1-05-q.mp3}
-RESPONSE: Yes, I use a glass for drinking milk. {bk07-l4c-f1-05-a.mp3}
+PROMPT: pencil
+RESPONSE: I use a pencil for writing.
 
-PROMPT: Do you use fingers for hearing? {page_101_007.jpg} {bk07-l4c-f1-06-q.mp3}
-RESPONSE: No, I don't use fingers for hearing. {bk07-l4c-f1-06-a.mp3}
+PROMPT: bed
+RESPONSE: I use a bed for sleeping.
 
-# Source: ST §We Use a Towel to Dry Our Hands (+ authored talk-through — Source: new (gap: table never explained))
-$GRAMMAR Use ... To Do Something
-ID: l4-s14
-INTRO: There's a second way to say exactly the same thing — use something TO do something.
+PROMPT: stove
+RESPONSE: I use a stove for cooking food.
 
-CARD: English gives you a simple pattern to explain what an object is for: **use** plus the thing, plus **to** and a verb.
-{We use a knife to cut meat.}
-{We use a cup to drink tea.}
+# Source: ST §Sentences with "Not"
+$PRODUCE Sentences with "Not"
+ID: l4-s17
+INTRO: Now make the sentence negative. Hear a sentence and a cue word, and say what you DON'T use the thing for.
+INSTRUCTION: Make a negative sentence with the cue word.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
-CARD: The second half of the sentence always uses **to** followed by the action you do.
-{We use a camera to take pictures.}
+EXAMPLE
+PROMPT: I use a knife for cutting meat.
+TEMPLATE: (soup)
+RESPONSE: I don't use a knife for eating soup.
 
-CARD: Remember to change the verb to **uses** when the subject is he, she, or it.
-{He uses a knife to cut meat.}
-{She uses a camera to take pictures.}
+PROMPT: I use a cup for drinking coffee.
+TEMPLATE: (meat)
+RESPONSE: I don't use a cup for cutting meat.
+
+PROMPT: They use a camera for taking pictures.
+TEMPLATE: (driving)
+RESPONSE: They don't use a camera for driving.
+
+PROMPT: We use a stove for cooking food.
+TEMPLATE: (sleeping)
+RESPONSE: We don't use a stove for sleeping.
+
+PROMPT: He uses a pencil for writing.
+TEMPLATE: (drinking)
+RESPONSE: He doesn't use a pencil for drinking.
+
+PROMPT: She uses a car for traveling.
+TEMPLATE: (flying)
+RESPONSE: She doesn't use a car for flying.
+
+# Source: ST §Use ... To + Infinitive (table re-authored as grammar cards)
+$GRAMMAR Use It To Do Something
+ID: l4-s18
+INTRO: Here's the second pattern — same meaning, different shape: "use ... to" plus the verb.
+
+CARD: There's a second way to say what something is for: **use ... to** plus the verb.
+{I use a knife to cut meat.}
+{The girls use a cup to drink tea.}
+{The men use a spoon to eat ice cream.}
+
+CARD: As before, one person gets **uses**.
+{Tom uses a knife to cut meat.}
+{Ann uses a cup to drink tea.}
 
 SUMMARY:
-| Subject | Verb | Object | Infinitive Phrase |
+| Subject | use / uses | Thing | to + verb |
 |---|---|---|---|
-| I / You / We / They | use | a knife | to cut meat. |
-| | | a cup | to drink tea. |
-| | | a camera | to take pictures. |
-| He / She / It | uses | | |
+| I / You / We / The girls | use | a knife | to cut meat. |
+| Tom / Ann | uses | a cup | to drink tea. |
 
+# Source: ST §We Use a Towel to Dry Our Hands
 $DIALOGUE Two Ways to Say It
-ID: l4-s15
-INTRO: Each line says the same thing twice — once with "for" plus -ing, once with "to" plus the verb. Read and repeat both versions.
-INSTRUCTION: Read and repeat both sentences.
+ID: l4-s19
+INTRO: Each sentence comes twice — once with "for ...-ing", once with "to ...". Same meaning, both correct. Listen and repeat the pairs.
+INSTRUCTION: Listen and repeat the pairs of sentences.
 REPEAT
 
 LINE: We use a sharpener for sharpening a pencil. We use a sharpener to sharpen a pencil.
@@ -1044,82 +1414,90 @@ LINE: We use our feet for walking. We use our feet to walk.
 LINE: We use our ears for listening. We use our ears to listen.
 LINE: We use our eyes for seeing. We use our eyes to see.
 
-# Source: LLA 4C Figure 6
-$PRODUCE Build the Question and Answer
-ID: 4c-f6
-INTRO: Now build the whole exchange yourself. From the two cue words you hear, make a "Do you use...?" question and answer it. Then repeat the model.
-INSTRUCTION: Make a question and answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: couch / sitting
-PROMPT: couch, sitting {bk07-l4c-f6-ex1-q.mp3}
-RESPONSE: Do you use a couch for sitting? Yes, I use a couch for sitting. {bk07-l4c-f6-ex1-a.mp3}
-
-EXAMPLE
-TEMPLATE: bookcase / put books
-PROMPT: bookcase, put books {bk07-l4c-f6-ex2-q.mp3}
-RESPONSE: Do you use a bookcase to put books in? Yes, I use a bookcase to put books in. {bk07-l4c-f6-ex2-a.mp3}
-
-TEMPLATE: stove / cooking
-PROMPT: stove, cooking {bk07-l4c-f6-01-q.mp3}
-RESPONSE: Do you use a stove for cooking? Yes, I use a stove for cooking. {bk07-l4c-f6-01-a.mp3}
-
-TEMPLATE: ceiling fan / cool room
-PROMPT: ceiling fan, cool room {bk07-l4c-f6-02-q.mp3}
-RESPONSE: Do you use a ceiling fan to cool a room? Yes, I use a ceiling fan to cool a room. {bk07-l4c-f6-02-a.mp3}
-
-TEMPLATE: cabinet / keeping dishes
-PROMPT: cabinet, keeping dishes {bk07-l4c-f6-03-q.mp3}
-RESPONSE: Do you use a cabinet for keeping dishes in? Yes, I use a cabinet for keeping dishes in. {bk07-l4c-f6-03-a.mp3}
-
-TEMPLATE: sink / wash dishes
-PROMPT: sink, wash dishes {bk07-l4c-f6-04-q.mp3}
-RESPONSE: Do you use a sink to wash dishes in? Yes, I use a sink to wash dishes in. {bk07-l4c-f6-04-a.mp3}
-
 # Source: LLA 4D Figure 5
-$PRODUCE What Do You Use It For?
-ID: 4d-f5
+$PRODUCE Answer with "To" + Verb
+ID: 7-4d-f5
+INTRO: Look at each picture and read the cue phrase. Listen to the question and answer aloud using "to" and the verb. Repeat the correct answer.
+INSTRUCTION: Answer the question aloud using the cue.
 INPUT: speak
 CHECK: reveal
-INTRO: Look at the picture, listen to the question, and answer aloud using the phrase on your screen. Then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 EXAMPLE
 TEMPLATE: to cut meat
-PROMPT: What do you use a knife for? {page_110_001.jpg} {bk07-l4d-f5-ex-q.mp3}
-RESPONSE: I use a knife to cut meat. {bk07-l4d-f5-ex-a.mp3}
+PROMPT: What do you use a knife for? {page_110_001.jpg|A man cutting meat on a dinner plate with a knife and fork} {bk07-l4d-f5-01-q.mp3}
+RESPONSE: I use a knife to cut meat. {bk07-l4d-f5-01-a.mp3}
 
 TEMPLATE: to open cans
-PROMPT: What do you use a can opener for? {page_110_002.jpg} {bk07-l4d-f5-01-q.mp3}
-RESPONSE: I use a can opener to open cans. {bk07-l4d-f5-01-a.mp3}
+PROMPT: What do you use a can opener for? {page_110_002.jpg|Hands using a manual can opener to open a metal can} {bk07-l4d-f5-02-q.mp3}
+RESPONSE: I use a can opener to open cans. {bk07-l4d-f5-02-a.mp3}
 
 TEMPLATE: to write checks
-PROMPT: What do you use a pen for? {page_110_003.jpg} {bk07-l4d-f5-02-q.mp3}
-RESPONSE: I use a pen to write checks. {bk07-l4d-f5-02-a.mp3}
+PROMPT: What do you use a pen for? {page_110_003.jpg|A man sitting at a table writing with a pen in a checkbook} {bk07-l4d-f5-03-q.mp3}
+RESPONSE: I use a pen to write checks. {bk07-l4d-f5-03-a.mp3}
 
 TEMPLATE: to brush our teeth
-PROMPT: What do we use a toothbrush for? {page_110_004.jpg} {bk07-l4d-f5-03-q.mp3}
-RESPONSE: We use a toothbrush to brush our teeth. {bk07-l4d-f5-03-a.mp3}
+PROMPT: What do we use a toothbrush for? {page_110_004.jpg|A man brushing his teeth with a toothbrush} {bk07-l4d-f5-04-q.mp3}
+RESPONSE: We use a toothbrush to brush our teeth. {bk07-l4d-f5-04-a.mp3}
 
 TEMPLATE: to sit on
-PROMPT: What do we use a sofa for? {page_110_005.jpg} {bk07-l4d-f5-04-q.mp3}
-RESPONSE: We use a sofa to sit on. {bk07-l4d-f5-04-a.mp3}
+PROMPT: What do we use a sofa for? {page_110_005.jpg|A man and a woman sitting on a sofa} {bk07-l4d-f5-05-q.mp3}
+RESPONSE: We use a sofa to sit on. {bk07-l4d-f5-05-a.mp3}
 
 TEMPLATE: to cook in
-PROMPT: What do we use a pot for? {page_110_006.jpg} {bk07-l4d-f5-05-q.mp3}
-RESPONSE: We use a pot to cook in. {bk07-l4d-f5-05-a.mp3}
+PROMPT: What do we use a pot for? {page_110_006.jpg|A pot with steam rising sitting on a stove burner} {bk07-l4d-f5-06-q.mp3}
+RESPONSE: We use a pot to cook in. {bk07-l4d-f5-06-a.mp3}
 
-# Source: LLA 4D Figure 6
-$PRODUCE Answer with the Phrase
-ID: 4d-f6
+# Source: ST §Change the Sentence
+$PRODUCE Change "For" to "To"
+ID: l4-s20
+INTRO: Hear a sentence with "for ...-ing" and say it again with "to ..." instead. Same meaning, new shape.
+INSTRUCTION: Change the sentence with "for ...-ing" to "to ...".
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: He uses a knife for cutting meat.
+RESPONSE: He uses a knife to cut meat.
+
+PROMPT: We use a sharpener for sharpening a pencil.
+RESPONSE: We use a sharpener to sharpen a pencil.
+
+PROMPT: We use a doorknob for opening a door.
+RESPONSE: We use a doorknob to open a door.
+
+PROMPT: The teacher uses chalk for writing.
+RESPONSE: The teacher uses chalk to write.
+
+PROMPT: We use a cabinet for keeping medicine.
+RESPONSE: We use a cabinet to keep medicine.
+
+PROMPT: We use an umbrella for staying dry.
+RESPONSE: We use an umbrella to stay dry.
+
+PROMPT: We use a stove for cooking.
+RESPONSE: We use a stove to cook.
+
+PROMPT: We use our lips, teeth, and tongues for talking.
+RESPONSE: We use our lips, teeth, and tongues to talk.
+
+PROMPT: We use our feet for walking.
+RESPONSE: We use our feet to walk.
+
+PROMPT: We use our ears for listening.
+RESPONSE: We use our ears to listen.
+
+PROMPT: We use our eyes for seeing.
+RESPONSE: We use our eyes to see.
+
+# Source: LLA 4D Figure 6 (part 1)
+$PRODUCE Answer with "For" or "To"
+ID: 7-4d-f6
+INTRO: Now the cue decides the pattern. Read the cue phrase, listen to the question, and answer in a complete sentence using that phrase. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud using the cue.
 INPUT: speak
 CHECK: reveal
-INTRO: Same idea, no pictures this time. Listen to each question and answer it using the phrase on your screen, then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 TEMPLATE: for drinking
@@ -1146,181 +1524,201 @@ TEMPLATE: to keep
 PROMPT: What do we use a refrigerator for? {bk07-l4d-f6-06-q.mp3}
 RESPONSE: We use a refrigerator to keep food in. {bk07-l4d-f6-06-a.mp3}
 
-# Source: ST §Do You Use a Towel for Drying Dishes?
-$PRODUCE Ask and Answer: Do You Use...?
-ID: l4-s16
-INTRO: Your turn, no audio cues. From the two words on your screen, ask a "Do you use...?" question and answer it yourself. Either pattern works — "for" plus -ing or "to" plus the verb.
-INSTRUCTION: Ask a question with the words, then answer it.
+# Source: LLA 4C Figure 6
+$PRODUCE Make Questions and Answers
+ID: 7-4c-f6
+INTRO: Now build both halves yourself. Use the cue words to make a question and its answer about what each thing is used for. Then repeat the model.
+INSTRUCTION: Say the question and answer aloud.
 INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed question using "use... for -ing" or "use... to", followed by a matching affirmative or negative answer. Either pattern is fine; the question-plus-answer pair is the point.
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: couch / sitting
+RESPONSE: Do you use a couch for sitting?\n— Yes, I use a couch for sitting. {bk07-l4c-f6-ex1.mp3}
+
+EXAMPLE
+TEMPLATE: bookcase / put books
+RESPONSE: Do you use a bookcase to put books in?\n— Yes, I use a bookcase to put books in. {bk07-l4c-f6-ex2.mp3}
+
+TEMPLATE: stove / cooking
+PROMPT: stove / cooking {bk07-l4c-f6-01-q.mp3}
+RESPONSE: Do you use a stove for cooking?\n— Yes, I use a stove for cooking. {bk07-l4c-f6-01-a.mp3}
+
+TEMPLATE: ceiling fan / cool room
+PROMPT: ceiling fan / cool room {bk07-l4c-f6-02-q.mp3}
+RESPONSE: Do you use a ceiling fan to cool a room?\n— Yes, I use a ceiling fan to cool a room. {bk07-l4c-f6-02-a.mp3}
+
+TEMPLATE: cabinet / keeping dishes
+PROMPT: cabinet / keeping dishes {bk07-l4c-f6-03-q.mp3}
+RESPONSE: Do you use a cabinet for keeping dishes in?\n— Yes, I use a cabinet for keeping dishes in. {bk07-l4c-f6-03-a.mp3}
+
+TEMPLATE: sink / wash dishes
+PROMPT: sink / wash dishes {bk07-l4c-f6-04-q.mp3}
+RESPONSE: Do you use a sink to wash dishes in?\n— Yes, I use a sink to wash dishes in. {bk07-l4c-f6-04-a.mp3}
+
+# Source: ST §Do You Use a Towel for Drying Dishes? (cue pairs moved to display-only TEMPLATEs)
+$PRODUCE Do You Use a Towel for Drying Dishes?
+ID: l4-s21
+INTRO: More question-and-answer building — and watch out, a couple of these deserve a "No" answer.
+INSTRUCTION: Form a question and answer with the cue words.
+INPUT: speak
+CHECK: reveal
 
 EXAMPLE
 TEMPLATE: towel / dry dishes
-RESPONSE: Do you use a towel to dry dishes? Yes, I use a towel to dry dishes.
+RESPONSE: Do you use a towel for drying dishes?\n— Yes, I use a towel for drying dishes.
 
 TEMPLATE: pen / write
-RESPONSE: Do you use a pen to write? Yes, I use a pen to write.
+RESPONSE: Do you use a pen for writing?\n— Yes, I use a pen for writing.
 
 TEMPLATE: glass / drink
-RESPONSE: Do you use a glass to drink? Yes, I use a glass to drink.
+RESPONSE: Do you use a glass for drinking?\n— Yes, I use a glass for drinking.
 
 TEMPLATE: chair / sit
-RESPONSE: Do you use a chair to sit? Yes, I use a chair to sit.
+RESPONSE: Do you use a chair for sitting?\n— Yes, I use a chair for sitting.
 
 TEMPLATE: pencil / write
-RESPONSE: Do you use a pencil to write? Yes, I use a pencil to write.
+RESPONSE: Do you use a pencil for writing?\n— Yes, I use a pencil for writing.
 
 TEMPLATE: train / fly
-RESPONSE: Do you use a train to fly? No, I don't use a train to fly.
+RESPONSE: Do you use a train for flying?\n— No, I don't use a train for flying.
 
 TEMPLATE: soap / wash
-RESPONSE: Do you use soap to wash? Yes, I use soap to wash.
+RESPONSE: Do you use soap for washing?\n— Yes, I use soap for washing.
 
 TEMPLATE: spoon / meat
-RESPONSE: Do you use a spoon for meat? No, I don't use a spoon for meat.
+RESPONSE: Do you use a spoon for cutting meat?\n— No, I don't use a spoon for cutting meat.
 
 TEMPLATE: fork / meat
-RESPONSE: Do you use a fork to eat meat? Yes, I use a fork to eat meat.
+RESPONSE: Do you use a fork for eating meat?\n— Yes, I use a fork for eating meat.
 
 TEMPLATE: suitcase / pack
-RESPONSE: Do you use a suitcase to pack? Yes, I use a suitcase to pack.
+RESPONSE: Do you use a suitcase for packing clothes?\n— Yes, I use a suitcase for packing clothes.
 
 TEMPLATE: toothbrush / teeth
-RESPONSE: Do you use a toothbrush for your teeth? Yes, I use a toothbrush for my teeth.
+RESPONSE: Do you use a toothbrush for brushing your teeth?\n— Yes, I use a toothbrush for brushing your teeth.
 
 # Source: ST §What Do We Use a Knife For?
-$PRODUCE Ask and Answer: What Do We Use It For?
-ID: l4-s17
-INTRO: Last one in this part — you're both teacher and student now. Look at the picture, ask "What do we use a ... for?", and then answer your own question.
-INSTRUCTION: Make a question about the picture and answer it.
+$PRODUCE What Do We Use It For?
+ID: l4-s22
+INTRO: Last step: just a picture, no words. Ask what the thing is used for and answer yourself — "to ..." or "for ...-ing", your choice.
+INSTRUCTION: Look at the picture and say what we use it for.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed question about the item's purpose, followed by a reasonable answer using "for -ing" or "to + verb". The item named should match the model answer's item.
+RUBRIC: Accept any appropriate statement of purpose with "to + verb" or "for + verb-ing" matching the picture.
 
 EXAMPLE
-TEMPLATE: knife
-RESPONSE: What do we use a knife for? We use a knife to cut meat.
+PROMPT: knife
+RESPONSE: What do we use a knife for?\n— We use a knife to cut meat.
 
-PROMPT: {st-page_146_001.jpg}
-RESPONSE: What do we use a couch for? We use a couch to sit on.
+PROMPT: {st-page_146_001.jpg|A comfortable couch or sofa sitting against a paneled wall}
+RESPONSE: What do we use a sofa for?\n— We use a sofa to sit on.
 
-PROMPT: {st-page_146_002.jpg}
-RESPONSE: What do we use a cabinet for? We use a cabinet to keep dishes.
+PROMPT: {st-page_146_002.jpg|An open cabinet showing shelves with dishes and a teacup}
+RESPONSE: What do we use a cabinet for?\n— We use a cabinet to keep dishes.
 
-PROMPT: {st-page_146_003.jpg}
-RESPONSE: What do we use a stove for? We use a stove to cook food.
+PROMPT: {st-page_146_003.jpg|A kitchen stove/oven with a pot on top}
+RESPONSE: What do we use a stove for?\n— We use a stove to cook food.
 
-PROMPT: {st-page_146_004.jpg}
-RESPONSE: What do we use a sink for? We use a sink to wash dishes.
+PROMPT: {st-page_146_004.jpg|A kitchen sink filled with soapy water and dishes being washed under a running faucet}
+RESPONSE: What do we use a sink for?\n— We use a sink to wash dishes.
 
-PROMPT: {st-page_146_005.jpg}
-RESPONSE: What do we use plates for? We use plates to eat food.
+PROMPT: {st-page_146_005.jpg|An open cupboard filled with stacks of plates}
+RESPONSE: What do we use a cupboard for?\n— We use a cupboard for keeping plates.
 
-PROMPT: {st-page_146_006.jpg}
-RESPONSE: What do we use a pot for? We use a pot to cook food.
+PROMPT: {st-page_146_006.jpg|A large pot boiling on a stove top with steam coming out}
+RESPONSE: What do we use a pot for?\n— We use a pot to cook food.
 
-PROMPT: {st-page_146_007.jpg}
-RESPONSE: What do we use a camera for? We use a camera to take pictures.
+PROMPT: {st-page_146_007.jpg|A Pentax camera with its lens visible}
+RESPONSE: What do we use a camera for?\n— We use a camera to take pictures.
 
-PROMPT: {st-page_146_008.jpg}
-RESPONSE: What do we use a car for? We use a car to drive.
+PROMPT: {st-page_146_008.jpg|An automobile/car driving on a road}
+RESPONSE: What do we use a car for?\n— We use a car for traveling.
 
-PROMPT: {st-page_146_009.jpg}
-RESPONSE: What do we use a fan for? We use a fan to stay cool.
+PROMPT: {st-page_146_009.jpg|An electric box fan with an attached electrical cord}
+RESPONSE: What do we use a fan for?\n— We use a fan to cool a room.
 
-PROMPT: {st-page_146_010.jpg}
-RESPONSE: What do we use a can opener for? We use a can opener to open cans.
+PROMPT: {st-page_146_010.jpg|A hand using a hand-held can opener to open a tin can}
+RESPONSE: What do we use a can opener for?\n— We use a can opener to open cans.
 
-# SKIPPED (book): Function "WHAT'S THIS USED FOR?" — "Make questions and answers like the
-# example about things around you." Environment-dependent task; unanswerable solo. Dropped.
+# SKIPPED (book): Function "WHAT'S THIS USED FOR?" (p. 147) — open classroom object inquiry drill.
 
-$LESSON 4-5: How Often? — Frequency and Phone Calls
+$SESSION 4-6: How Often? — and Dictation
 
-# Source: ST §Adverbs of Frequency
-$GRAMMAR Always, Usually, Sometimes, Never
-ID: l4-s22
-INTRO: In this part you'll learn the words that say how often something happens — from always all the way down to never.
+# Source: ST §I Usually Eat a Salad
+$DIALOGUE Always, Sometimes, Never
+ID: l4-s27
+INTRO: In this part you'll learn six little words that say how often things happen — from "always" down to "never" — and finish with a dictation. Listen and repeat each question and answer.
+INSTRUCTION: Listen and repeat the questions and answers.
+REPEAT
 
-CARD: Use **always** to say that something happens every day.
-{always}
-{Do you always eat lunch here?}
-{Yes, I always eat lunch here.}
+VOCAB: always
+LINE: Do you always eat lunch here?\n— Yes, I always eat lunch here.
+LINE: Are you always in class in the morning?\n— Yes, I'm always in class in the morning.
 
-CARD: Use **usually** when something happens on most days.
-{usually}
-{Do you usually eat on the base?}
-{Yes, I usually eat on the base.}
+VOCAB: usually
+LINE: Do you usually eat on the base?\n— Yes, I usually eat on the base.
+LINE: Is he usually at home in the evenings?\n— Yes, he's usually at home in the evening.
 
-CARD: **Often** means an action happens many times.
-{often}
-{Do you often work late?}
-{Yes, I often work late.}
+VOCAB: often
+LINE: Do you often work late?\n— Yes, I often work late.
+LINE: Are they often tired?\n— Yes, they're often tired.
 
-CARD: **Sometimes** means something happens on some days, but not many.
-{sometimes}
-{Do you sometimes arrive late?}
-{Yes, I sometimes arrive late.}
+VOCAB: sometimes
+LINE: Do you sometimes arrive late?\n— Yes, I sometimes arrive late.
+LINE: Is John sometimes sick?\n— Yes, he's sometimes sick.
 
-CARD: **Seldom** means almost never. It happens very rarely.
-{seldom}
-{Do you seldom go on vacation?}
-{Yes, I seldom go on vacation.}
+VOCAB: seldom
+LINE: Do you seldom go on vacation?\n— Yes, I seldom go on vacation.
+LINE: Are they seldom in the library?\n— Yes, they're seldom in the library.
 
-CARD: Use **never** when something happens on no days at all.
-{never}
-{Do you eat fish?}
-{No, I never eat fish.}
+VOCAB: never
+LINE: Do you eat fish?\n— No, I never eat fish.
+LINE: Are you late?\n— No, I'm never late.
+
+# Source: new (gap: the how-often words are drilled on tape and in the ST Q&A but never explained; forms taken only from this lesson's sentences)
+$GRAMMAR Words for How Often
+ID: 7-4d-f4-g
+INTRO: A quick look at how these six words work before you drill them.
+
+CARD: These six words tell **how often** something happens — from every single time down to not at all.
+{I always eat lunch here.}
+{I seldom go on vacation.}
+
+CARD: The how-often word goes **before** the main verb.
+{I often work late.}
+{I never eat fish.}
+
+CARD: But it goes **after** "am", "is", and "are".
+{He's usually at home in the evening.}
+{I'm never late.}
 
 SUMMARY:
-These words tell **how often** something happens. Each calendar shows the days it happens in three or four weeks.
+| Most often | | | | | Least often |
+|---|---|---|---|---|---|
+| always | usually | often | sometimes | seldom | never |
 
-**always** (every day)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | x | x | x | x | x | |
-| | x | x | x | x | x | |
+# Source: LLA 4D Figure 4 (part 1 — pronunciation pass; the words were just presented in sentences above)
+$DIALOGUE Say the How-Often Words
+ID: 7-4d-f4
+INTRO: You've heard all six words in sentences. Now say each one clearly after the recording.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
 
-**usually** (most days)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | x | x | x | x | x | |
-| | | x | x | x | | |
-| | x | x | x | x | x | |
+LINE: Always {bk07-l4d-f4-01.mp3}
+LINE: Often {bk07-l4d-f4-02.mp3}
+LINE: Usually {bk07-l4d-f4-03.mp3}
+LINE: Sometimes {bk07-l4d-f4-04.mp3}
+LINE: Seldom {bk07-l4d-f4-05.mp3}
+LINE: Never {bk07-l4d-f4-06.mp3}
 
-**often** (many times)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | x | x | x | x | | |
-| | x | x | x | x | | |
-| | | | x | x | x | |
-
-**sometimes** (some days)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | x | | | | | |
-| | | | | x | x | |
-| | | | | | | |
-
-**seldom** (almost never)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | x | | | | | |
-| | | | | | | |
-| | | | | | | |
-| | | x | | | | |
-
-**never** (no days)
-| S | M | T | W | T | F | S |
-|---|---|---|---|---|---|---|
-| | | | | | | |
-
-# Source: LLA 4D Figure 4
-
-$SELECT Hear the Frequency Word
-ID: 4d-f4
-INTRO: Listen to each sentence and tap the frequency word you hear, then repeat the sentence. Bill, you'll notice, never answers questions in class — don't be Bill.
-INSTRUCTION: Tap the word you hear.
+# Source: LLA 4D Figure 4 (part 2)
+$SELECT Which Word Did You Hear?
+ID: 7-4d-f4-b
+HIDE_PROMPT
+INTRO: Listen to each sentence and tap the how-often word you hear in it. Repeat the sentence after you check your answer.
+INSTRUCTION: Tap the word you hear in the sentence.
 REPEAT
 
 OPTION: a | always
@@ -1331,300 +1729,51 @@ OPTION: e | seldom
 OPTION: f | never
 
 EXAMPLE
-PROMPT: He always arrives on time. {bk07-l4d-f4-ex-q.mp3}
+PROMPT: He always arrives on time. {bk07-l4d-f4-07.mp3}
 ANSWER: a
-FEEDBACK: Repeat: He always arrives on time. {bk07-l4d-f4-ex-a.mp3}
+FEEDBACK: He always arrives on time. {bk07-l4d-f4-07-fb.mp3}
 
-PROMPT: I sometimes go downtown after work. {bk07-l4d-f4-01-q.mp3}
+PROMPT: I sometimes go downtown after work. {bk07-l4d-f4-08.mp3}
 ANSWER: d
-FEEDBACK: Repeat: I sometimes go downtown after work. {bk07-l4d-f4-01-a.mp3}
+FEEDBACK: I sometimes go downtown after work. {bk07-l4d-f4-08-fb.mp3}
 
-PROMPT: I usually go home and sleep. {bk07-l4d-f4-02-q.mp3}
+PROMPT: I usually go home and sleep. {bk07-l4d-f4-09.mp3}
 ANSWER: c
-FEEDBACK: Repeat: I usually go home and sleep. {bk07-l4d-f4-02-a.mp3}
+FEEDBACK: I usually go home and sleep. {bk07-l4d-f4-09-fb.mp3}
 
-PROMPT: Do you always eat at the snack bar? {bk07-l4d-f4-03-q.mp3}
+PROMPT: Do you always eat at the snack bar? {bk07-l4d-f4-10.mp3}
 ANSWER: a
-FEEDBACK: Repeat: Do you always eat at the snack bar? {bk07-l4d-f4-03-a.mp3}
+FEEDBACK: Do you always eat at the snack bar? {bk07-l4d-f4-10-fb.mp3}
 
-PROMPT: I eat there often. {bk07-l4d-f4-04-q.mp3}
+PROMPT: I eat there often. {bk07-l4d-f4-11.mp3}
 ANSWER: b
-FEEDBACK: Repeat: I eat there often. {bk07-l4d-f4-04-a.mp3}
+FEEDBACK: I eat there often. {bk07-l4d-f4-11-fb.mp3}
 
-PROMPT: I never play tennis on Wednesday. {bk07-l4d-f4-05-q.mp3}
+PROMPT: I never play tennis on Wednesday. {bk07-l4d-f4-12.mp3}
 ANSWER: f
-FEEDBACK: Repeat: I never play tennis on Wednesday. {bk07-l4d-f4-05-a.mp3}
+FEEDBACK: I never play tennis on Wednesday. {bk07-l4d-f4-12-fb.mp3}
 
-PROMPT: I usually write letters at night. {bk07-l4d-f4-06-q.mp3}
+PROMPT: I usually write letters at night. {bk07-l4d-f4-13.mp3}
 ANSWER: c
-FEEDBACK: Repeat: I usually write letters at night. {bk07-l4d-f4-06-a.mp3}
+FEEDBACK: I usually write letters at night. {bk07-l4d-f4-13-fb.mp3}
 
-PROMPT: Amy often visits her mother on the weekend. {bk07-l4d-f4-07-q.mp3}
+PROMPT: Amy often visits her mother on the weekend. {bk07-l4d-f4-14.mp3}
 ANSWER: b
-FEEDBACK: Repeat: Amy often visits her mother on the weekend. {bk07-l4d-f4-07-a.mp3}
+FEEDBACK: Amy often visits her mother on the weekend. {bk07-l4d-f4-14-fb.mp3}
 
-PROMPT: Bill never answers questions in class. {bk07-l4d-f4-08-q.mp3}
+PROMPT: Bill never answers questions in class. {bk07-l4d-f4-15.mp3}
 ANSWER: f
-FEEDBACK: Repeat: Bill never answers questions in class. {bk07-l4d-f4-08-a.mp3}
+FEEDBACK: Bill never answers questions in class. {bk07-l4d-f4-15-fb.mp3}
 
-PROMPT: France seldom writes her friends. {bk07-l4d-f4-09-q.mp3}
+PROMPT: France seldom writes her friends. {bk07-l4d-f4-16.mp3}
 ANSWER: e
-FEEDBACK: Repeat: France seldom writes her friends. {bk07-l4d-f4-09-a.mp3}
+FEEDBACK: France seldom writes her friends. {bk07-l4d-f4-16-fb.mp3}
 
-# Source: LLA 4C Figure 2
-$PRODUCE Which Word Is Strongest? — Second Pass
-ID: 4c-f2
-INTRO: Back to word stress. Listen, type the strongest word, then repeat it. Careful — this round, the strong word isn't always the one you'd guess.
-INSTRUCTION: Type the stressed word.
-INPUT: type
-CHECK: exact
-REPEAT
-
-EXAMPLE
-TEMPLATE: We keep our books in the bookcase.
-PROMPT: We keep our books in the bookcase. {bk07-l4c-f2-ex-q.mp3}
-RESPONSE: bookcase {bk07-l4c-f2-ex-a.mp3}
-ACCEPT: Bookcase
-
-TEMPLATE: Our ceiling is very high.
-PROMPT: Our ceiling is very high. {bk07-l4c-f2-01-q.mp3}
-RESPONSE: high {bk07-l4c-f2-01-a.mp3}
-ACCEPT: High
-
-TEMPLATE: Your blouse is very pretty.
-PROMPT: Your blouse is very pretty. {bk07-l4c-f2-02-q.mp3}
-RESPONSE: pretty {bk07-l4c-f2-02-a.mp3}
-ACCEPT: Pretty
-
-TEMPLATE: Is this your house?
-PROMPT: Is this your house? {bk07-l4c-f2-03-q.mp3}
-RESPONSE: this {bk07-l4c-f2-03-a.mp3}
-ACCEPT: This
-
-TEMPLATE: Do you like these drapes?
-PROMPT: Do you like these drapes? {bk07-l4c-f2-04-q.mp3}
-RESPONSE: drapes {bk07-l4c-f2-04-a.mp3}
-ACCEPT: Drapes
-
-TEMPLATE: When did you get that car?
-PROMPT: When did you get that car? {bk07-l4c-f2-05-q.mp3}
-RESPONSE: that {bk07-l4c-f2-05-a.mp3}
-ACCEPT: That
-
-TEMPLATE: Let's go to dinner.
-PROMPT: Let's go to dinner. {bk07-l4c-f2-06-q.mp3}
-RESPONSE: dinner {bk07-l4c-f2-06-a.mp3}
-ACCEPT: Dinner
-
-TEMPLATE: That's a big box.
-PROMPT: That's a big box. {bk07-l4c-f2-07-q.mp3}
-RESPONSE: big {bk07-l4c-f2-07-a.mp3}
-ACCEPT: Big
-
-TEMPLATE: I like to climb mountains.
-PROMPT: I like to climb mountains. {bk07-l4c-f2-08-q.mp3}
-RESPONSE: mountains {bk07-l4c-f2-08-a.mp3}
-ACCEPT: Mountains
-
-TEMPLATE: Is the earth round?
-PROMPT: Is the earth round? {bk07-l4c-f2-09-q.mp3}
-RESPONSE: round {bk07-l4c-f2-09-a.mp3}
-ACCEPT: Round
-
-TEMPLATE: Put the table next to the window.
-PROMPT: Put the table next to the window. {bk07-l4c-f2-10-q.mp3}
-RESPONSE: table {bk07-l4c-f2-10-a.mp3}
-ACCEPT: Table
-
-# Source: LLA 4C Figure 7
-$DIALOGUE Come See Our New House
-ID: 4c-f7
-INTRO: Nancy is on the phone again — this time inviting friends over to admire the new house. Listen; you'll answer a question afterward.
-INSTRUCTION: Listen to the dialogue.
-
-Nancy: Can you come over this evening? {bk07-l4c-f7-01.mp3}
-Nancy: I want you to see our new house. {bk07-l4c-f7-02.mp3}
-Friend: We'd like to very much, Nancy. {bk07-l4c-f7-03.mp3}
-Nancy: Will 7 o'clock be all right? {bk07-l4c-f7-04.mp3}
-Friend: That'll be fine. {bk07-l4c-f7-05.mp3}
-Husband: Who was that on the phone? {bk07-l4c-f7-06.mp3}
-Friend: That was Nancy. {bk07-l4c-f7-07.mp3}
-Friend: She wants us to come over and see their new house this evening at 7 o'clock. {bk07-l4c-f7-08.mp3}
-
-# Source: LLA 4C Figure 7 (question)
-$PRODUCE Why Come Over?
-ID: 4c-f7-b
-REFERENCE
-INTRO: Answer the question about the phone call. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
-
-PROMPT: Why does Nancy want them to come over? {bk07-l4c-f7-09-q.mp3}
-RESPONSE: Nancy wants them to see her new house. {bk07-l4c-f7-09-a.mp3}
-
-# Source: LLA 4C Figure 8
-$DIALOGUE Dinner Plans
-ID: 4c-f8
-INTRO: Nancy's mother wants dinner at her house; Norm wants an evening with his yard. Listen to how they work it out.
-INSTRUCTION: Listen to the dialogue.
-
-Nancy: Norm, Mother is here. {bk07-l4c-f8-01.mp3}
-Nancy: She wants us to go to her house this evening. {bk07-l4c-f8-02.mp3}
-Nancy: She wants us to have dinner with her. {bk07-l4c-f8-03.mp3}
-Norm: I want to work in the yard this evening, Nancy. {bk07-l4c-f8-04.mp3}
-Nancy: Okay. I'll ask her to stay for dinner at our house. {bk07-l4c-f8-05.mp3}
-Norm: Good. You two can talk, and I can work in the yard. {bk07-l4c-f8-06.mp3}
-Nancy: Okay. I'll ask her. Bye. {bk07-l4c-f8-07.mp3}
-Mother: What did Norm say, dear? {bk07-l4c-f8-08.mp3}
-Nancy: He wants you to stay for dinner here. {bk07-l4c-f8-09.mp3}
-Nancy: We can talk, and he can work in the yard. {bk07-l4c-f8-10.mp3}
-
-# Source: LLA 4C Figure 8 (question)
-$PRODUCE What Does Norm Want?
-ID: 4c-f8-b
-REFERENCE
-INTRO: Answer the question about the dialogue. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact (staying home and working in the yard).
-
-PROMPT: What does Norm want? {bk07-l4c-f8-11-q.mp3}
-RESPONSE: Norm wants to stay at home and work in the yard this evening. {bk07-l4c-f8-11-a.mp3}
-
-$LESSON 4-6: Reading and Dictation
-
-# Source: ST §Write the Topic
-$PRODUCE What's the Topic?
-ID: l4-s8
-INTRO: Last part: reading skills, then one final dictation. First, read each paragraph and type its topic in a word or a short phrase.
-INSTRUCTION: Read the paragraph and type the topic in one word or a phrase.
-INPUT: type
-CHECK: llm
-RUBRIC: Accept any reasonable short phrase that captures the main topic of the paragraph; treat the model answer as the key.
-
-TEMPLATE: Tom and his friend Robert went to Canada last month on vacation. It was very cold there. They went up to the mountains for three days and nights. There was a lot of snow. They took pictures of the mountains and the trees with snow on them. They also saw many animals. They took pictures of these animals. Their vacation was a good one.
-RESPONSE: A vacation in Canada.
-
-TEMPLATE: Mary got up at 6 o'clock in the morning. She went to work. She finished her work at 5:30 p.m. Then, she drove to the grocery store. She got home at 7:30. She was very tired. She put the food in the cabinet and turned on the TV. She only wanted to relax after her long day.
-RESPONSE: A long day at work.
-
-TEMPLATE: Dorothy's house has a very large kitchen. There is a big, new stove and a refrigerator in it. The floor of the kitchen is very pretty. Dorothy likes to clean it. She'll make new red, and white curtains for the windows. She likes to cook in this big kitchen.
-RESPONSE: Dorothy's kitchen.
-
-# Source: ST §What's the Main Idea?
-$SELECT What's the Main Idea?
-ID: l4-s20
-INTRO: Now the same skill with choices: read each paragraph and tap the sentence that gives its main idea.
-INSTRUCTION: Read the paragraph and tap the main idea.
-
-TEMPLATE: My family eats three meals a day. These meals are breakfast, lunch, and dinner. For breakfast we eat toast, eggs, and juice or milk. For lunch we have a salad, some meat, a drink, and sometimes a dessert. Dinner is bigger. For dinner we eat meat and two or three vegetables. Sometimes we get hungry before bedtime. Then, we eat a snack. I like to eat cold chicken for a snack.
-OPTION: a | My family eats a lot of food each day.
-OPTION: b | My family eats three meals a day.
-OPTION: c | My family is always hungry.
-ANSWER: b
-
-TEMPLATE: Sybil will go to Europe this summer. She bought a plane ticket to London. She will be in London for five days. Then, she will take a train from London to Paris. She will meet two good friends there. After one or two days in Paris, they will all take a train to Austria. They will go sightseeing together. This will be Sybil's first visit to Europe.
-OPTION: a | Women like to travel to Europe in summer.
-OPTION: b | Many friends meet each other in Europe.
-OPTION: c | Sybil will take a trip to Europe this summer.
-ANSWER: c
-
-# Source: ST §Chart/Box Outlines (Reading)
-$DIALOGUE Two Short Paragraphs
-ID: l4-s18
-INTRO: Read these two short paragraphs carefully — in a moment you'll fill in an outline of each one.
-INSTRUCTION: Read the paragraphs.
-
-Narrator: My mother bought new furniture for two rooms in our house.
-LINE: She bought a new couch, an armchair, and a bookcase for the living room.
-LINE: She bought a stove, a refrigerator, and a new table for the kitchen.
-LINE: Our home is very pretty now.
-
-Narrator: My sister and I went to the post office, the bank, and the grocery store today.
-LINE: First, we went to the post office. We bought envelopes, stamps, and post cards.
-LINE: Next, we went to the bank. We bought a money order and cashed a check.
-LINE: Then we went to the grocery store and bought ice cream, bread, and eggs.
-
-# Source: ST §Complete the Box Outlines
-$PRODUCE Complete the Outlines
-ID: l4-s19
-REFERENCE
-INTRO: Now fill in the outline for each paragraph, slot by slot. You can look back at the reading while you work.
-INSTRUCTION: Complete the outlines from the paragraphs.
-INPUT: type
-
-TEMPLATE: New Furniture
-SLOT: 1 | Living room | a new couch, an armchair, and a bookcase
-SLOT: 1 | Kitchen | a stove, a refrigerator, and a new table
-
-TEMPLATE: The post office, the bank, and the grocery store
-SLOT: 1 | Post office | envelopes, stamps, and post cards
-SLOT: 1 | Bank | a money order and cashed a check
-SLOT: 1 | Grocery store | ice cream, bread, and eggs
-
-# Source: ST §Soccer or Football?
-$PRODUCE Soccer or Football?
-ID: l4-s21
-INTRO: One more round of pronoun detective work — read each paragraph and type what the underlined words refer to.
-INSTRUCTION: Read the paragraph and type what the underlined word refers to.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Many people play soccer and football in the United States. Some people think they are the same. In the United States *these two sports* are not the same. In football you can touch the ball with your hands, but in soccer you can touch *it* only with the other parts of your body.
-TEMPLATE: These two sports = ____
-RESPONSE: These two sports = soccer and football.
-ACCEPT: soccer and football | soccer and football
-
-TEMPLATE: Many people play soccer and football in the United States. Some people think they are the same. In the United States *these two sports* are not the same. In football you can touch the ball with your hands, but in soccer you can touch *it* only with the other parts of your body.
-TEMPLATE: It = ____
-RESPONSE: It = the ball.
-ACCEPT: the ball | ball
-
-TEMPLATE: Would you like to take a trip to the moon one day? Sometimes I think about *it*. On a clear night, the moon is very near.
-TEMPLATE: It = ____
-RESPONSE: It = taking a trip to the moon.
-ACCEPT: taking a trip to the moon | take a trip to the moon | a trip to the moon
-
-TEMPLATE: You can use a sofa, chairs, end tables, and lamps in your living room. You can buy *this furniture* in one store or in different stores. We bought *all of our furniture* at the same store.
-TEMPLATE: This furniture = ____
-RESPONSE: This furniture = a sofa, chairs, end tables, and lamps.
-ACCEPT: a sofa, chairs, end tables, and lamps | sofa, chairs, end tables, and lamps
-
-TEMPLATE: You can use a sofa, chairs, end tables, and lamps in your living room. You can buy *this furniture* in one store or in different stores. We bought *all of our furniture* at the same store.
-TEMPLATE: All of our furniture = ____
-RESPONSE: All of our furniture = a sofa, chairs, end tables, and lamps.
-ACCEPT: a sofa, chairs, end tables, and lamps | sofa, chairs, end tables, and lamps
-
-TEMPLATE: Los Angeles, Houston, and Chicago are very large. I'd like to visit *these cities*. I'd like to go sightseeing and take a lot of pictures. I want to put *them* in a book with my other pictures.
-TEMPLATE: These cities = ____
-RESPONSE: These cities = Los Angeles, Houston, and Chicago.
-ACCEPT: Los Angeles, Houston, and Chicago
-
-TEMPLATE: Los Angeles, Houston, and Chicago are very large. I'd like to visit *these cities*. I'd like to go sightseeing and take a lot of pictures. I want to put *them* in a book with my other pictures.
-TEMPLATE: Them = ____
-RESPONSE: Them = pictures.
-ACCEPT: pictures | a lot of pictures
-
-TEMPLATE: In some countries there are only two seasons. In the United States there are *four*. The weather is very different in *each one*. Winter is the coldest and summer is the hottest.
-TEMPLATE: Four = ____
-RESPONSE: Four = seasons.
-ACCEPT: seasons
-
-TEMPLATE: In some countries there are only two seasons. In the United States there are *four*. The weather is very different in *each one*. Winter is the coldest and summer is the hottest.
-TEMPLATE: Each one = ____
-RESPONSE: Each one = season.
-ACCEPT: season
-
-# Source: LLA 4D Figure 6 (preparation)
-$DIALOGUE Get Ready for Dictation
-ID: 4d-f6-b
-INTRO: Warm up for the final dictation: listen to these sentences and repeat them. In a moment you'll be typing them from memory of your ears alone.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 4D Figure 6 (part 2)
+$DIALOGUE Get Ready for the Dictation
+ID: 7-4d-f6-b
+INTRO: These are the exact sentences you'll write in a moment. Listen and repeat each one — your ears are doing the studying.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: The leaves are on the trees. {bk07-l4d-f6-07.mp3}
@@ -1637,12 +1786,12 @@ LINE: The gate in the fence is open. {bk07-l4d-f6-13.mp3}
 LINE: The cat climbed the tree and got the bird. {bk07-l4d-f6-14.mp3}
 
 # Source: LLA 4D Figure 7
-$PRODUCE Dictation — Second Pass
-ID: 4d-f7
+$PRODUCE Write the Sentences You Hear
+ID: 7-4d-f7
 INPUT: type
 CHECK: exact
-INTRO: Now the dictation itself: type each sentence exactly as you hear it. That's the whole lesson — you can now furnish a house, equip a kitchen, and explain what everything in it is for.
-INSTRUCTION: Type the sentence.
+INTRO: Now write them. Listen to each sentence carefully and type exactly what you hear.
+INSTRUCTION: Type the sentence you hear.
 
 PROMPT: The leaves are on the trees. {bk07-l4d-f7-01.mp3}
 RESPONSE: The leaves are on the trees. {bk07-l4d-f7-01.mp3}
@@ -1668,17 +1817,235 @@ RESPONSE: The gate in the fence is open. {bk07-l4d-f7-07.mp3}
 PROMPT: The cat climbed the tree and got the bird. {bk07-l4d-f7-08.mp3}
 RESPONSE: The cat climbed the tree and got the bird. {bk07-l4d-f7-08.mp3}
 
-# SKIPPED (book): Speaking Skill "THE FURNITURE IN THE LIVING ROOM" — instructor says a
-# number from the picture, student invents a sentence; open free production. Dropped.
-# SKIPPED (book): Listening Skill "DID YOU HEAR THAT?" — instructor-read paragraphs with
-# no printed text; no stimuli available. Convertible later with chosen items + TTS.
-# SKIPPED (book): Listening Skill "WHERE'S THE CAN OPENER?" and Speaking Skill "WHAT'S IT
-# CALLED?" — instructor-read items with no printed stimuli. Convertible later with chosen
-# items + TTS.
-# SKIPPED (book): Speaking Skill "WHAT DID THEY SAY?" — act out cartoons; open, unscripted
-# role-play. Dropped.
-# SKIPPED (book): Speaking Skills "I USE A SPOON FOR EATING SOUP", "SENTENCES WITH 'NOT'",
-# and "CHANGE THE SENTENCE" — instructor-led oral drills. Dropped.
-# SKIPPED (book): Writing Skill "THE TRIP" — open paragraph composition; deferred.
-# SKIPPED (book): Reading Skill "PLEASE DO THIS." — physical actions (drawing, walking
-# around, writing on the page). Dropped.
+$SESSION 4-7: Reading Practice
+
+# Source: ST §Supply the Referent
+$PRODUCE Little Words: "It", "We", "They"
+ID: l4-s4
+INTRO: In this part you'll practice reading: finding what little words like "it" and "they" point back to, naming topics, and picking out main ideas. Read each short text, then type the word or words the underlined word stands for.
+INSTRUCTION: Type the word or words that the underlined word refers to.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: My friend Bob speaks four languages. He speaks English, French, Russian and Arabic. He learned Arabic in Egypt. *It* was the hardest of the four languages.
+TEMPLATE: It = ____{Arabic}
+RESPONSE: It = Arabic
+
+TEMPLATE: I like to go to Houston. It is bigger than San Antonio and you can see many things there. My friend and I went there last week. *We* like to travel together. Next month we may take a trip to Dallas.
+TEMPLATE: We = ____{my friend and I}
+RESPONSE: We = my friend and I
+
+TEMPLATE: I like to cook. On the weekend, a few friends come to my house, and we cook dinner together. One of us makes a dessert, one or two people cook the meat, and someone washes and cuts up vegetables for a salad. *We* all like to cook and eat together.
+TEMPLATE: We = ____{my friends and I|a few friends and I|friends and I}
+RESPONSE: We = my friends and I
+
+TEMPLATE: Tony and Marilyn bought a new house. It's bigger than their old one. They had to buy more furniture. They needed two lamps, a new armchair, and some new carpet. *They* are very happy in their new home.
+TEMPLATE: They = ____{Tony and Marilyn}
+RESPONSE: They = Tony and Marilyn
+
+TEMPLATE: My friends Rosemary and Martha are coming to my house for lunch next Tuesday. We'll have a light lunch, just salad and iced tea. Then we'll have ice cream for dessert. After lunch *we'll* go to a movie. I'll wash the dirty dishes later.
+TEMPLATE: We = ____{Rosemary, Martha, and I|Rosemary and Martha and I|my friends and I}
+RESPONSE: We = Rosemary, Martha, and I
+
+TEMPLATE: My brother Al is in the Air Force. My other brother, Nick, is in the Navy. *They'll* come home for my graduation next month. My sister and my mother won't be there. My sister will be in France on vacation, and Mother is in the hospital. I'll have to send them some pictures of my graduation.
+TEMPLATE: They = ____{Al and Nick|my brothers|my brothers Al and Nick}
+RESPONSE: They = Al and Nick
+
+# Source: ST §Paragraph Topics — Paragraph 1
+$GRAMMAR Reading: Paragraph Topics — Paragraph 1
+ID: l4-s10-r-p1
+READING
+INTRO: Read each paragraph, then write what the paragraph is about.
+
+CARD: **Paragraph 1.** Tom and his friend Robert went to Canada last month on vacation. It was very cold there. They went up to the mountains for three days and nights. There was a lot of snow. They took pictures of the mountains and the trees with snow on them. They also saw many animals. They took pictures of these animals. Their vacation was a good one.
+
+$PRODUCE Write the Topic — Paragraph 1
+ID: l4-s10-p1
+REFERENCE: l4-s10-r-p1
+INTRO: In a word or a short phrase — what is this paragraph about?
+INSTRUCTION: Write the topic in one word or a phrase.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase identifying the vacation to Canada / Tom and Robert's trip.
+
+PROMPT: What is the topic?
+RESPONSE: Tom and Robert's vacation in Canada
+
+# Source: ST §Paragraph Topics — Paragraph 2
+$GRAMMAR Reading: Paragraph Topics — Paragraph 2
+ID: l4-s10-r-p2
+READING
+INTRO: Here's the next paragraph — read it carefully.
+
+CARD: **Paragraph 2.** Mary got up at 6 o'clock in the morning. She went to work. She finished her work at 5:30 p.m. Then, she drove to the grocery store. She got home at 7:30. She was very tired. She put the food in the cabinet and turned on the TV. She only wanted to relax after her long day.
+
+$PRODUCE Write the Topic — Paragraph 2
+ID: l4-s10-p2
+REFERENCE: l4-s10-r-p2
+INTRO: Same question: what is this one about?
+INSTRUCTION: Write the topic in one word or a phrase.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase identifying Mary's long/busy day or Mary's routine.
+
+PROMPT: What is the topic?
+RESPONSE: Mary's long day
+
+# Source: ST §Paragraph Topics — Paragraph 3
+$GRAMMAR Reading: Paragraph Topics — Paragraph 3
+ID: l4-s10-r-p3
+READING
+INTRO: One more paragraph — and this one should feel familiar.
+
+CARD: **Paragraph 3.** Dorothy's house has a very large kitchen. There is a big, new stove and a refrigerator in it. The floor of the kitchen is very pretty. Dorothy likes to clean it. She'll make new red, and white curtains for the windows. She likes to cook in this big kitchen.
+
+$PRODUCE Write the Topic — Paragraph 3
+ID: l4-s10-p3
+REFERENCE: l4-s10-r-p3
+INTRO: Last topic: what is this paragraph about?
+INSTRUCTION: Write the topic in one word or a phrase.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase identifying Dorothy's kitchen.
+
+PROMPT: What is the topic?
+RESPONSE: Dorothy's kitchen
+
+# Source: ST §Chart Outline: New Furniture (reading)
+$GRAMMAR Reading: Furniture Purchases
+ID: l4-s23-r1
+READING
+INTRO: Read this short paragraph about a shopping mother — you'll sort her purchases into an outline next.
+
+CARD: **Paragraph 1.** My mother bought new furniture for two rooms in our house. She bought a new couch, an armchair, and a bookcase for the living room. She bought a stove, a refrigerator, and a new table for the kitchen. Our home is very pretty now.
+
+# Source: ST §Chart Outline: New Furniture
+$PRODUCE Complete the Outline: New Furniture
+ID: l4-s23
+INPUT: type
+REFERENCE: l4-s23-r1
+INTRO: Fill in the outline: which two rooms, and what went into each. Open the paragraph whenever you need it.
+INSTRUCTION: Complete the outline from the reading.
+
+TEMPLATE: New Furniture
+SLOT: 1 | Room 1 | living room
+SLOT: 2 | Item 1 | couch
+SLOT: 2 | Item 2 | armchair
+SLOT: 2 | Item 3 | bookcase
+SLOT: 1 | Room 2 | kitchen
+SLOT: 2 | Item 1 | stove
+SLOT: 2 | Item 2 | refrigerator
+SLOT: 2 | Item 3 | table
+
+# Source: ST §Chart Outline: Running Errands (reading)
+$GRAMMAR Reading: Running Errands
+ID: l4-s24-r1
+READING
+INTRO: Another paragraph, another outline coming. Read about a busy day of errands.
+
+CARD: **Paragraph 2.** My sister and I went to the post office, the bank, and the grocery store today. First, we went to the post office. We bought envelopes, stamps, and post cards. Next, we went to the bank. We bought a money order and cashed a check. Then we went to the grocery store and bought ice cream, bread, and eggs.
+
+# Source: ST §Chart Outline: Running Errands
+$PRODUCE Complete the Outline: Running Errands
+ID: l4-s24
+INPUT: type
+REFERENCE: l4-s24-r1
+INTRO: Fill in the outline: where they went, in order, and what happened at each stop.
+INSTRUCTION: Complete the outline from the reading.
+
+TEMPLATE: Places Visited
+SLOT: 1 | First place | post office
+SLOT: 2 | Bought | envelopes, stamps, and post cards
+SLOT: 1 | Second place | bank
+SLOT: 2 | Business | bought a money order and cashed a check
+SLOT: 1 | Third place | grocery store
+SLOT: 2 | Bought | ice cream, bread, and eggs
+
+# Source: ST §Main Idea — Paragraph 1 (reading)
+$GRAMMAR Reading: Main Idea — Paragraph 1
+ID: l4-s25-r-p1
+READING
+INTRO: Now for main ideas — the one sentence that says what the whole paragraph is about. Read this one about meals.
+
+CARD: **Paragraph 1.** My family eats three meals a day. These meals are breakfast, lunch, and dinner. For breakfast we eat toast, eggs, and juice or milk. For lunch we have a salad, some meat, a drink, and sometimes a dessert. Dinner is bigger. For dinner we eat meat and two or three vegetables. Sometimes we get hungry before bedtime. Then, we eat a snack. I like to eat cold chicken for a snack.
+
+# Source: ST §Main Idea — Paragraph 1
+$SELECT What's the Main Idea? — Paragraph 1
+ID: l4-s25-p1
+REFERENCE: l4-s25-r-p1
+INTRO: Which sentence says what the whole paragraph is about? Tap it.
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | My family eats a lot of food each day.
+OPTION: b | My family eats three meals a day.
+OPTION: c | My family is always hungry.
+
+TEMPLATE: What is the main idea?
+ANSWER: b
+
+# Source: ST §Main Idea — Paragraph 2 (reading)
+$GRAMMAR Reading: Main Idea — Paragraph 2
+ID: l4-s25-r-p2
+READING
+INTRO: One more main-idea paragraph — this one is going places.
+
+CARD: **Paragraph 2.** Sybil will go to Europe this summer. She bought a plane ticket to London. She will be in London for five days. Then, she will take a train from London to Paris. She will meet two good friends there. After one or two days in Paris, they will all take a train to Austria. They will go sightseeing together. This will be Sybil's first visit to Europe.
+
+# Source: ST §Main Idea — Paragraph 2
+$SELECT What's the Main Idea? — Paragraph 2
+ID: l4-s25-p2
+REFERENCE: l4-s25-r-p2
+INTRO: Same job: tap the sentence that covers the whole paragraph.
+INSTRUCTION: Tap the main idea of the paragraph.
+OPTION: a | Women like to travel to Europe in summer.
+OPTION: b | Many friends meet each other in Europe.
+OPTION: c | Sybil will take a trip to Europe this summer.
+
+TEMPLATE: What is the main idea?
+ANSWER: c
+
+# Source: ST §Soccer or Football?
+$PRODUCE Soccer or Football?
+ID: l4-s26
+INTRO: One last round of pointing words — "it", "them", "these" — and then you've finished the lesson. Nicely done.
+INSTRUCTION: Type the referent for each underlined word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Many people play soccer and football in the United States. Some people think they are the same. In the United States *these two sports* are not the same.
+TEMPLATE: These two sports = ____{soccer and football}
+RESPONSE: These two sports = soccer and football
+
+TEMPLATE: In football you can touch the ball with your hands, but in soccer you can touch *it* only with the other parts of your body.
+TEMPLATE: It = ____{the ball}
+RESPONSE: It = the ball
+
+TEMPLATE: Would you like to take a trip to the moon one day? Sometimes I think about *it*. On a clear night, the moon is very near.
+TEMPLATE: It = ____{a trip to the moon|taking a trip to the moon}
+RESPONSE: It = a trip to the moon
+
+TEMPLATE: You can use a sofa, chairs, end tables, and lamps in your living room. You can buy *this furniture* in one store or in different stores.
+TEMPLATE: This furniture = ____{a sofa, chairs, end tables, and lamps|sofa, chairs, end tables, and lamps}
+RESPONSE: This furniture = a sofa, chairs, end tables, and lamps
+
+TEMPLATE: We bought *all of our furniture* at the same store.
+TEMPLATE: All of our furniture = ____{a sofa, chairs, end tables, and lamps|sofa, chairs, end tables, and lamps}
+RESPONSE: All of our furniture = a sofa, chairs, end tables, and lamps
+
+TEMPLATE: Los Angeles, Houston, and Chicago are very large. I'd like to visit *these cities*.
+TEMPLATE: These cities = ____{Los Angeles, Houston, and Chicago}
+RESPONSE: These cities = Los Angeles, Houston, and Chicago
+
+TEMPLATE: I'd like to go sightseeing and take a lot of pictures. I want to put *them* in a book with my other pictures.
+TEMPLATE: Them = ____{pictures|a lot of pictures}
+RESPONSE: Them = pictures
+
+TEMPLATE: In some countries there are only two seasons. In the United States there are *four*.
+TEMPLATE: Four = ____{four seasons|seasons}
+RESPONSE: Four = four seasons
+
+TEMPLATE: The weather is very different in *each one*. Winter is the coldest and summer is the hottest.
+TEMPLATE: Each one = ____{each season|season}
+RESPONSE: Each one = each season
+
+# SKIPPED (book): Writing Skill "THE TRIP" (p. 152) — free paragraph composition from substitution table; deferred per ALC core guidelines.
+# SKIPPED (book): Reading Skill "PLEASE DO THIS." (p. 153) — physical classroom actions and drawing commands; deferred per ALC core guidelines.
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diff --git a/book-7-lesson-5.module b/book-7-lesson-5.module
index d8572503..ddcbe984 100644
--- a/book-7-lesson-5.module
+++ b/book-7-lesson-5.module
@@ -1,263 +1,224 @@
-$MODULE Book 7 · Lesson 5: Don't Make a Mistake {st-page_155_001.jpg}
+$MODULE Book 7 · Lesson 5: Don't Make a Mistake {st-page_155_001.jpg|A circular diagram divided into six triangular segments depicting various concepts: geometric shapes, a living room with a ceiling fan and couch, a night landscape with a moon over hills and a house with a fence, pieces of cut fruit, a teacher pointing at a math equation on a chalkboard while students watch, and a curved roadway}
 FORMAT: 2
-DESCRIPTION: Review lesson (no tapes): pronoun and reference words, combining sentences with adjectives, some/any and both, comparatives with -er/-est, and reading for the main idea.
+DIOCO_DOC_ID: alc_book7_lesson5
+DESCRIPTION: Review of Book 7: pronoun referents, comparisons, sentence combining, and reading skills.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
 
-$LESSON 5-1: Reference Words
+$SESSION 5-1: Pronouns, Ages, and Combining Sentences
 
-# SKIPPED (book): "OPPOSITES" — instructor-led oral drill with no printed stimuli.
-# SKIPPED (book): "DID YOU HEAR THAT?" — instructor-read listening comprehension with no recorded stimuli.
+# SKIPPED (book): "OPPOSITES" — instructor-led oral opposites drill with no printed stimuli.
+# SKIPPED (book): "DID YOU HEAR THAT?" — instructor-read listening comprehension paragraphs without printed stimuli.
 
-# Source: ST §It = Florida (l5-s1)
-$PRODUCE Pronoun Reference
+# Source: ST §It = Florida
+$PRODUCE What Does "It" Point To?
 ID: l5-s1
-INTRO: Welcome to review day — nothing new here, just a chance to prove the earlier material stuck. You'll read short paragraphs and type exactly who or what each pronoun points to. Read the whole paragraph first; pronouns love to point backwards.
-INSTRUCTION: Read the paragraph and type the correct referent on the line.
+INTRO: You've finished this book — this lesson is the review, so nothing here is new. We start with pronouns: every "he", "she", "it", and "they" points at someone or something. Read each little story and type who or what the marked word points to.
+INSTRUCTION: Type the word or phrase that the underlined pronoun refers to.
 INPUT: type
 CHECK: exact
 
 EXAMPLE
 TEMPLATE: Many people take their vacation in Florida. *It* has the ocean and nice weather all year.
 TEMPLATE: It = ____{Florida}
-RESPONSE: It = Florida.
+RESPONSE: It = Florida
 
 TEMPLATE: Mac is a happy man. *He* likes to play, and he doesn't work a lot. He has many friends. *They* often go to the movies together on Friday night, to the football games on Saturday, and sometimes to a basketball game on Tuesday.
-TEMPLATE: They = ____{Mac and his friends|his friends|Mac and friends}
-RESPONSE: They = Mac and his friends.
+TEMPLATE: They = ____{Mac's friends|his friends|friends}
+RESPONSE: They = Mac's friends
 
 TEMPLATE: The children in my family like animals very much. Often they see dogs and cats without homes and bring these animals to our house. Sometimes the animals are sick. Then the children give *them* medicine and good food.
-TEMPLATE: Them = ____{the animals|sick animals|the sick animals}
-RESPONSE: Them = the sick animals.
+TEMPLATE: Them = ____{sick animals|the animals|animals|dogs and cats|dogs and cats without homes}
+RESPONSE: Them = the animals
 
 TEMPLATE: Fred needs a job. Every day he looks at the ads for jobs in the newspaper. For twelve years in the past he was a student, but he's not a student now. He finished school in June. Now *he* has to work.
 TEMPLATE: He = ____{Fred}
-RESPONSE: He = Fred.
+RESPONSE: He = Fred
 
 TEMPLATE: Laura took a long vacation with friends. *They* went to Alaska and climbed a high mountain. The first day it was sunny. The second day it rained. The third day on the mountain it snowed. Laura and her friends had to climb down fast.
-TEMPLATE: They = ____{Laura and her friends|Laura and friends|her friends}
-RESPONSE: They = Laura and her friends.
+TEMPLATE: They = ____{Laura and her friends|Laura and friends|friends}
+RESPONSE: They = Laura and her friends
 
 TEMPLATE: Betty saw a pretty carpet in a store downtown. *She* wanted to buy it, but the price was more money than she had. She went home, looked at her living room, and thought about the carpet. The next day Betty got a job. Soon she will have the money for a new carpet.
 TEMPLATE: She = ____{Betty}
-RESPONSE: She = Betty.
+RESPONSE: She = Betty
 
-TEMPLATE: Do you know the name of the longest river in the world? It is the Nile. It begins in Tanzania and stops at the Mediterranean Sea. Africa is the home of this river.
-TEMPLATE: *This river* = ____{the Nile|the Nile river|The Nile}
-RESPONSE: This river = the Nile.
+TEMPLATE: Do you know the name of the longest river in the world? It is the Nile. It begins in Tanzania and stops at the Mediterranean Sea. Africa is the home of *this river*.
+TEMPLATE: This river = ____{the Nile|the Nile River|Nile}
+RESPONSE: This river = the Nile
 
-TEMPLATE: John Miller is an airman. His brother Don is a soldier. John is in the Air Force. Don is in the Army. Both are in the military.
-TEMPLATE: *Both* = ____{John and Don|Don and John|John Miller and Don Miller|the brothers}
-RESPONSE: Both = John and Don.
+TEMPLATE: John Miller is an airman. His brother Don is a soldier. John is in the Air Force. Don is in the Army. *Both* are in the military.
+TEMPLATE: Both = ____{John and Don|John and Don Miller|John Miller and Don Miller|the brothers}
+RESPONSE: Both = John and Don
 
 TEMPLATE: Mary plays basketball. It's her job. For six months of the year Mary works long hours. Then after the basketball season is over, *she* can relax.
 TEMPLATE: She = ____{Mary}
-RESPONSE: She = Mary.
+RESPONSE: She = Mary
 
 TEMPLATE: My brother is buying a car for his daughter. *She* uses it to drive to school.
-TEMPLATE: She = ____{his daughter|the daughter}
-RESPONSE: She = his daughter.
+TEMPLATE: She = ____{his daughter|my brother's daughter|the daughter|daughter}
+RESPONSE: She = his daughter
 
 TEMPLATE: Dick works for his dad in his store downtown. *He* works after school and usually on Saturday too.
 TEMPLATE: He = ____{Dick}
-RESPONSE: He = Dick.
+RESPONSE: He = Dick
 
-# SKIPPED (book): "WHAT DO WE USE A COMB FOR?" — open pair work.
-# SKIPPED (book): "UNDERSTAND...UNDERSTOOD", "OTHER", "COMPARE", "RELATED WORDS" — instructor-led oral/listening tasks with no printed stimuli.
-# SKIPPED (book): "WHAT DOES IT LOOK LIKE?" — open pair work.
-# SKIPPED (book): "LETS DRAW!", "DRAW THE SHAPES" — physical action/drawing tasks.
-# SKIPPED (book): "OUR HOME IN SAN ANTONIO." — instructor-read dictation cloze with no audio.
+# SKIPPED (book): "WHAT DO WE USE A COMB FOR?", "UNDERSTAND...UNDERSTOOD", "OTHER", "COMPARE.", "RELATED WORDS", "WHAT DOES IT LOOK LIKE?" — instructor-led oral classroom and pair drills.
+# SKIPPED (book): "LET'S DRAW!" & "DRAW THE SHAPES." — physical drawing activities on paper / chalkboard.
+# SKIPPED (book): "OUR HOME IN SAN ANTONIO." — listening gap-fill with instructor-read text unprinted in the book.
 
-# Source: ST §Select the Same Words (l5-s2)
-$PRODUCE Other Reference Words
+# Source: ST §Select the Same Words
+$PRODUCE Trickier Words: "Other", "Here", "Do This"
 ID: l5-s2
-INTRO: Same detective work, trickier words — "other", "here", "one", and "do this". Read each paragraph and type what the marked words stand for.
-INSTRUCTION: Read the paragraph and type the correct referent for the underlined word.
+INTRO: Same job, sneakier words. Words like "other", "here", and "do this" also point back at something said earlier. Read each passage and type what the marked words stand for.
+INSTRUCTION: Type the word or phrase that the underlined word refers to.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: It was a hot Sunday afternoon and the lake outside the city was very crowded. It was crowded with boats and with people. The people were trying to swim, and the boats were going from one side of the lake to the *other*.
-TEMPLATE: Other = ____{other side|the other side|the other side of the lake}
-RESPONSE: Other = the other side of the lake.
+TEMPLATE: Other = ____{side|the other side|the other side of the lake|side of the lake}
+RESPONSE: Other = the other side of the lake
 
 TEMPLATE: From 1820 to 1930 more than 37 million people came to the United States from other countries. They wanted jobs and land. Some of them worked for a few years and then went home. The others stayed *here*.
-TEMPLATE: Here = ____{in the United States|the United States|US|USA}
-RESPONSE: Here = in the United States.
+TEMPLATE: Here = ____{the United States|the US|the U.S.|United States}
+RESPONSE: Here = the United States
 
 TEMPLATE: The Lopez family live in a big house on the edge of town. They have two dogs and a cat. The dogs cost a lot of money. Mr. Lopez paid $100 for one of the dogs and $150 for *the other one*.
-TEMPLATE: The other one = ____{the other dog|the second dog|one of the dogs}
-RESPONSE: The other one = the other dog.
+TEMPLATE: The other one = ____{the other dog|the second dog|one of the dogs|dog}
+RESPONSE: The other one = the other dog
 
 TEMPLATE: In our country most people wash and dry their clothes inside the house, but in many countries women wash the clothes outside and dry them in the sun. Our grocery stores are inside also, but in very warm countries people may buy and sell food outside. Most people take a shower inside, but in a hot country people may *do this* outside too.
-TEMPLATE: Do this = ____{take a shower|shower|wash}
-RESPONSE: Do this = take a shower.
+TEMPLATE: Do this = ____{take a shower|shower|take showers}
+RESPONSE: Do this = take a shower
 
 TEMPLATE: The grass around the house is very green, and there are some pretty flowers next to the fence in the backyard. On the other side of the fence vegetables grow. Bill works in the yard after dinner every evening. Some people think his is the prettiest *one* on the block.
-TEMPLATE: One = ____{yard|the yard|grass|the grass}
-RESPONSE: One = yard.
+TEMPLATE: One = ____{yard|backyard}
+RESPONSE: One = yard
 
-$LESSON 5-2: Speaking Review — Ages, Some/Any, and Both
-
-# Source: ST §I'm Two Years Older (l5-s3)
-$PRODUCE How Old Is He?
+# Source: ST §Age and Time Comparisons
+$PRODUCE Age and Time Comparisons
 ID: l5-s3
-INTRO: Now some speaking practice, starting with little age puzzles. Each item gives you facts — ask the age question the facts answer, like "How old is Al?", then answer it aloud with the right number. The arithmetic is small; the grammar is the point.
-INSTRUCTION: Read the facts. Ask an age question, then answer it aloud.
-INPUT: speak
+INTRO: Now some arithmetic hiding inside English. Read the sentences about ages and years, do the small calculation, and type the answer. Sally's brother has been waiting for you.
+INSTRUCTION: Read the sentences and calculate the answer.
+INPUT: type
 CHECK: llm
-RUBRIC: The learner must form a question based on the premise (e.g. "How old is Al?") and answer it with the correctly calculated age; treat the model answer as the arithmetic key.
+RUBRIC: Accept answers that give the correct number or time period, either as digits or written out in words.
 
 EXAMPLE
-TEMPLATE: Sally is twelve. *Her brother is ten years older*.
-RESPONSE: How old is Sally's brother? He's twenty-two.
+TEMPLATE: Sally is twelve. Her brother is ten years older.
+PROMPT: How old is Sally's brother?
+RESPONSE: He's 22.
 
-TEMPLATE: John was 16 on his last birthday. *His friend Al is two years younger than John*.
-RESPONSE: How old is Al? He is 14.
+TEMPLATE: John was 16 on his last birthday. His friend Al is two years younger than John.
+PROMPT: How old is Al?
+RESPONSE: He's 14.
 
-TEMPLATE: Tim's sister is 18. *Tim is half that*.
-RESPONSE: How old is Tim? He is 9.
+TEMPLATE: Tim's sister is 18. Tim is half that.
+PROMPT: How old is Tim?
+RESPONSE: He's 9.
 
-TEMPLATE: *Terry has a birthday next week*. She will be 31 years older than her three-year-old son.
-RESPONSE: How old will Terry be? She will be 34.
+TEMPLATE: Terry has a birthday next week. She will be 31 years older than her three-year-old son.
+PROMPT: How old will Terry be?
+RESPONSE: She will be 34.
 
-TEMPLATE: Guy and his brother are both sixteen. *Their mother is twenty-five years older*.
-RESPONSE: How old is their mother? She is 41.
+TEMPLATE: Guy and his brother are both sixteen. Their mother is twenty-five years older.
+PROMPT: How old is their mother?
+RESPONSE: She's 41.
 
-TEMPLATE: *Mr. Wilson is two years older than Mrs. Wilson*. He is forty.
-RESPONSE: How old is Mrs. Wilson? She is 38.
+TEMPLATE: Mr. Wilson is two years older than Mrs. Wilson. He is forty.
+PROMPT: How old is Mrs. Wilson?
+RESPONSE: She's 38.
 
-TEMPLATE: *The school opened for the first class in 1910*. It's 1990 now.
-RESPONSE: How old is the school? It is 80 years old.
+TEMPLATE: The school opened for the first class in 1910. It's 1990 now.
+PROMPT: How old is the school?
+RESPONSE: It's 80 years old.
 
-TEMPLATE: We have a very big *tree* in our yard. The tree is older than my father's mother. *She is 88*.
-RESPONSE: How old is the tree? It is older than 88.
+TEMPLATE: We have a very big tree in our yard. The tree is older than my father's mother. She is 88.
+PROMPT: Is the tree older than 88?
+RESPONSE: Yes, it's more than 88 years old.
 
-TEMPLATE: *My cat is my age*. I'm two years older than my sister. She's 11.
-RESPONSE: How old is the cat? It is 13.
+TEMPLATE: My cat is my age. I'm two years older than my sister. She's 11.
+PROMPT: How old is the cat?
+RESPONSE: It's 13.
 
-TEMPLATE: Every student in my class is older than Ray. The oldest one in the class is 29. On his next birthday Ray will be *six years younger than that*.
-RESPONSE: How old will Ray be? He will be 23.
+TEMPLATE: Every student in my class is older than Ray. The oldest one in the class is 29. On his next birthday Ray will be six years younger than that.
+PROMPT: How old will Ray be on his next birthday?
+RESPONSE: He will be 23.
 
-TEMPLATE: We bought our furniture ten years ago. *Two years later we bought the refrigerator*.
-RESPONSE: How old is the refrigerator? It is 8 years old.
+TEMPLATE: We bought our furniture ten years ago. Two years later we bought the refrigerator.
+PROMPT: How many years ago did we buy the refrigerator?
+RESPONSE: Eight years ago.
 
-# Source: ST §Combine the Sentences (l5-s4)
+# Source: ST §Combine the Sentences
 $PRODUCE Combine the Sentences
 ID: l5-s4
-INTRO: You'll see two or three short sentences about one thing. Combine them into a single smooth sentence aloud, keeping the underlined details. Adjectives go before the noun — that's the whole trick.
-INSTRUCTION: Combine the sentences aloud. Use the underlined information.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
+INTRO: Two or three little sentences walk in; one good sentence walks out. Combine them into a single sentence, moving each describing word in front of the thing it describes — just like in the example.
+INSTRUCTION: Combine the sentences into one sentence.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any grammatically correct combination of the given sentences that incorporates the descriptive adjectives properly.
 
 EXAMPLE
-PROMPT: The man is tall. He has a car. *His car is red*.
+TEMPLATE: The man is tall.
+TEMPLATE: He has a car.
+TEMPLATE: *His car is red.*
 RESPONSE: The tall man has a red car.
 
-PROMPT: *The glass is green*. It is on the table. *The table is red*.
+TEMPLATE: *The glass is green.*
+TEMPLATE: It is on the table.
+TEMPLATE: *The table is red.*
 RESPONSE: The green glass is on the red table.
 
-PROMPT: *The airplane is small*. The airplane flew over the ocean.
+TEMPLATE: *The airplane is small.*
+TEMPLATE: The airplane flew over the ocean.
 RESPONSE: The small airplane flew over the ocean.
 
-PROMPT: *The refrigerator is in the kitchen*. *The refrigerator is new*.
+TEMPLATE: *The refrigerator is in the kitchen.*
+TEMPLATE: *The refrigerator is new.*
 RESPONSE: The new refrigerator is in the kitchen.
 
-PROMPT: He drank some tea. *The tea was hot*.
+TEMPLATE: He drank some tea.
+TEMPLATE: *The tea was hot.*
 RESPONSE: He drank some hot tea.
 
-PROMPT: *The woman is old*. The woman will climb a mountain.
+TEMPLATE: *The woman is old.*
+TEMPLATE: The woman will climb a mountain.
 RESPONSE: The old woman will climb a mountain.
 
-PROMPT: *The girl is short*. She is wearing a hat. *It is white*.
+TEMPLATE: *The girl is short.*
+TEMPLATE: She is wearing a hat.
+TEMPLATE: *It is white.*
 RESPONSE: The short girl is wearing a white hat.
 
-PROMPT: The boy looks like his mother. *He is small*.
+TEMPLATE: The boy looks like his mother.
+TEMPLATE: *He is small.*
 RESPONSE: The small boy looks like his mother.
 
-PROMPT: They have a house. *It is old*.
+TEMPLATE: They have a house.
+TEMPLATE: *It is old.*
 RESPONSE: They have an old house.
 
-PROMPT: He has a bird. *It is big and yellow*.
+TEMPLATE: He has a bird.
+TEMPLATE: *It is big and yellow.*
 RESPONSE: He has a big, yellow bird.
 
-PROMPT: She had a truck. *The truck was old and red*.
+TEMPLATE: She had a truck.
+TEMPLATE: *The truck was old and red.*
 RESPONSE: She had an old, red truck.
 
-# SKIPPED (book): "SYNONYMS", "NEW HOSPITAL" — instructor-read oral drills with no printed stimuli.
-# SKIPPED (book): "INSTRUCTIONS", "WHAT'S THIS CALLED?" — physical action and drawing.
+# SKIPPED (book): "SYNONYMS", "INSTRUCTIONS", "WHAT'S THIS CALLED?", "I NEED SOME MONEY. DO YOU HAVE ANY?", "NEW HOSPITAL" — instructor-led oral, board-drawing, and partner pair drills.
 
-# Source: ST §Do You Have Any? (l5-s5)
-$PRODUCE Some and Any
+# Source: ST §I'd Like Both, Please.
+$PRODUCE I'd Like Both, Please
 ID: l5-s5
-INTRO: You'll hear something you need — eggs, soap, money. Say the pattern aloud: "I need some eggs. Do you have any?" Then answer: "Yes, I have some." Same pattern every time — it's quite a shopping list.
-INSTRUCTION: Say "I need some…", ask "Do you have any?", then give a short answer.
+INTRO: Cake or cookies? Why choose. Each question offers two things — answer aloud with a full sentence using "both" and take everything.
+INSTRUCTION: Answer the question aloud with a complete sentence using "both".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed pair of sentences using "some" and "any" for the given word, followed by a logical short answer, e.g. "I need some eggs. Do you have any? Yes, I have some." — a negative answer ("No, I don't have any.") is also fine.
-
-EXAMPLE
-PROMPT: money
-RESPONSE: I need some money. Do you have any? Yes, I have some.
-
-PROMPT: eggs
-RESPONSE: I need some eggs. Do you have any? Yes, I have some.
-
-PROMPT: potatoes
-RESPONSE: I need some potatoes. Do you have any? Yes, I have some.
-
-PROMPT: dessert
-RESPONSE: I need some dessert. Do you have any? Yes, I have some.
-
-PROMPT: bread
-RESPONSE: I need some bread. Do you have any? Yes, I have some.
-
-PROMPT: sugar
-RESPONSE: I need some sugar. Do you have any? Yes, I have some.
-
-PROMPT: soup
-RESPONSE: I need some soup. Do you have any? Yes, I have some.
-
-PROMPT: chairs
-RESPONSE: I need some chairs. Do you have any? Yes, I have some.
-
-PROMPT: furniture
-RESPONSE: I need some furniture. Do you have any? Yes, I have some.
-
-PROMPT: tables
-RESPONSE: I need some tables. Do you have any? Yes, I have some.
-
-PROMPT: soap
-RESPONSE: I need some soap. Do you have any? Yes, I have some.
-
-PROMPT: water
-RESPONSE: I need some water. Do you have any? Yes, I have some.
-
-PROMPT: toothpaste
-RESPONSE: I need some toothpaste. Do you have any? Yes, I have some.
-
-PROMPT: cups
-RESPONSE: I need some cups. Do you have any? Yes, I have some.
-
-PROMPT: spoons
-RESPONSE: I need some spoons. Do you have any? Yes, I have some.
-
-PROMPT: glasses
-RESPONSE: I need some glasses. Do you have any? Yes, I have some.
-
-PROMPT: paper
-RESPONSE: I need some paper. Do you have any? Yes, I have some.
-
-# Source: ST §I'd Like Both, Please (l5-s6)
-$PRODUCE Answer with Both
-ID: l5-s6
-INTRO: You'll hear questions that offer two choices. Be greedy — take both. Answer aloud with a sentence using "both".
-INSTRUCTION: Answer the question aloud with a sentence using "both".
-INPUT: speak
-CHECK: reveal
+RUBRIC: Accept any complete, natural sentence that uses "both" to answer the question affirmatively for both options.
 
 EXAMPLE
 PROMPT: Do you want cake or cookies?
@@ -267,7 +228,7 @@ PROMPT: Did you go to China or Russia on your vacation?
 RESPONSE: I went to both.
 
 PROMPT: Is Pat watching TV or doing his homework?
-RESPONSE: He is doing both.
+RESPONSE: He's doing both.
 
 PROMPT: Did Tom buy the brown slacks or the blue ones?
 RESPONSE: He bought both.
@@ -282,7 +243,7 @@ PROMPT: Did the children play baseball or soccer last night?
 RESPONSE: They played both.
 
 PROMPT: Is Bill studying English or Spanish?
-RESPONSE: He is studying both.
+RESPONSE: He's studying both.
 
 PROMPT: Does Lou have a cat or a dog?
 RESPONSE: He has both.
@@ -293,154 +254,206 @@ RESPONSE: He wrote both.
 PROMPT: Did he talk to Susan or Tony?
 RESPONSE: He talked to both.
 
-$LESSON 5-3: Comparatives and Main Ideas
+$SESSION 5-2: Matching, Comparing, and Reading
 
-# Source: ST §Match the Sentences (l5-s7)
-$SELECT Match the Sentences (Part 1)
-ID: l5-s7
-INTRO: Last part of the review — matching, comparing, and two short readings. First, read each statement and tap the sentence that goes with it.
-INSTRUCTION: Tap the statement that matches.
+# Source: ST §Match: Definitions and Actions
+$SELECT Match: Definitions and Actions
+ID: l5-s6
+INTRO: This part of the review is matching, comparing, and reading. First, matching by ear: listen to each sentence and tap the sentence that goes with it — the moon, the diameter, or poor Bill's homework.
+INSTRUCTION: Tap the sentence that matches what you hear.
 OPTION: a | It's the moon.
 OPTION: b | She never does her homework.
 OPTION: c | They had the wrong answer.
 OPTION: d | It's the diameter.
 OPTION: e | He always does it.
 
-TEMPLATE: It divides a circle.
+PROMPT: It divides a circle.
 ANSWER: d
 
-TEMPLATE: He brushes his teeth every day.
+PROMPT: He brushes his teeth every day.
 ANSWER: e
 
-TEMPLATE: She doesn't like mathematics.
+PROMPT: She doesn't like mathematics.
 ANSWER: b
 
-TEMPLATE: They made a mistake.
+PROMPT: They made a mistake.
 ANSWER: c
 
-TEMPLATE: We usually see it at night.
+PROMPT: We usually see it at night.
 ANSWER: a
 
-# Source: ST §Match the Sentences (l5-s8)
-$SELECT Match the Sentences (Part 2)
-ID: l5-s8
-INTRO: Five more pairs to match — same game, new sentences.
-INSTRUCTION: Tap the statement that matches.
+# Source: ST §Match: Objects and Locations
+$SELECT Match: Objects and Locations
+ID: l5-s7
+INTRO: One more round of matching — things and places this time. Listen to each sentence and tap its partner.
+INSTRUCTION: Tap the sentence that matches what you hear.
 OPTION: a | He opened a can.
 OPTION: b | It's a lamp.
 OPTION: c | It's a cabinet.
 OPTION: d | You usually do it.
 OPTION: e | It's a mountain.
 
-TEMPLATE: It's on the big desk.
+PROMPT: It's on the big desk.
 ANSWER: b
 
-TEMPLATE: We keep dishes in it.
+PROMPT: We keep dishes in it.
 ANSWER: c
 
-TEMPLATE: They want to climb it.
+PROMPT: They want to climb it.
 ANSWER: e
 
-TEMPLATE: You study five days a week.
+PROMPT: You study five days a week.
 ANSWER: d
 
-TEMPLATE: Bill used a can opener.
+PROMPT: Bill used a can opener.
 ANSWER: a
 
-# Source: ST §Adjectives (table); talk-through: new (gap: -er/-est is drilled next but never restated in this lesson)
-$GRAMMAR Comparing with -er and -est
-ID: l5-s9
-INTRO: A one-minute reminder before the next drill — how -er and -est compare things.
+# Source: new (gap: comparatives are drilled in this review but the rule is never restated in the lesson)
+$GRAMMAR Bigger and Biggest — a Quick Reminder
+ID: l5-s8-g
+INTRO: Before the next exercise, a thirty-second reminder of how English compares things.
 
-CARD: To compare two things, add **-er** to the adjective and use the word *than*.
+CARD: To compare **two** things, add **-er** and use **than**.
 {A tree is taller than a flower.}
+{A mountain is higher than a hill.}
 
-CARD: To pick one out of a group, use *the* and add **-est** to the adjective.
-{June 21 is the longest day in the year.}
-
-CARD: Watch the spelling! If an adjective ends in "y", change it to an "i".
-{pretty}
-{prettier}
-{the prettiest}
-
-CARD: For short words ending in a single consonant, double the last letter.
-{big}
-{bigger}
-{the biggest}
+CARD: To compare **three or more**, use **the** and add **-est**.
+{June 21 is usually the longest day in the year.}
+{He is the heaviest of the three boys.}
 
 SUMMARY:
-Here are adjectives you already know:
+| Word | Comparing two | Comparing three or more |
+|---|---|---|
+| tall | taller than | the tallest |
+| old | older than | the oldest |
+| big | bigger than | the biggest |
+| pretty | prettier than | the prettiest |
 
-| | | | | | | |
-|---|---|---|---|---|---|---|
-| big | small | pretty | narrow | wide | old | short |
-| nice | high | long | young | large | tall | heavy |
+Word box for the next exercise: big, small, pretty, narrow, wide, old, short, nice, high, long, young, large, tall, heavy.
 
+# Source: ST §It's Bigger Than a Bread Box
 $PRODUCE Bigger and Biggest
-ID: l5-s10
-INTRO: Now put -er and -est to work. Type the form that completes each sentence — the adjective table from the last card is there if you need it.
-REFERENCE
-INSTRUCTION: Type the correct -er or -est form of an adjective to complete the sentence.
+ID: l5-s8
+REFERENCE: l5-s8-g
+INTRO: Which is bigger, older, prettiest? Complete each sentence with the "-er" or "-est" form of a word from the box. Open the reminder card if you need the word list.
+INSTRUCTION: Type the "-er" or "-est" form of a word from the box: "big, small, pretty, narrow, wide, old, short, nice, high, long, young, large, tall, heavy".
 INPUT: type
 CHECK: exact
 
 EXAMPLE
-TEMPLATE: A tree is ____{taller} than a flower.
+TEMPLATE: A tree is ____{taller} than a flower. (tall)
 RESPONSE: A tree is taller than a flower.
 
-TEMPLATE: The weather in spring is ____{nicer|warmer|milder|better} than the weather in winter.
+TEMPLATE: The weather in spring is ____{nicer|warmer|prettier} than the weather in winter.
 RESPONSE: The weather in spring is nicer than the weather in winter.
 
-TEMPLATE: A boy is ____{younger|smaller|shorter|weaker} than a man.
-RESPONSE: A boy is younger than a man.
+TEMPLATE: A boy is ____{shorter|smaller|younger} than a man.
+RESPONSE: A boy is shorter than a man.
 
-TEMPLATE: Alex weighs more than his two brothers. He is the ____{heaviest} of the three boys.
+TEMPLATE: Alex weighs more than his two brothers. He is the ____{heaviest|biggest} of the three boys.
 RESPONSE: Alex weighs more than his two brothers. He is the heaviest of the three boys.
 
 TEMPLATE: June 21 is usually the ____{longest} day in the year.
 RESPONSE: June 21 is usually the longest day in the year.
 
-TEMPLATE: December 21 is usually the ____{shortest|coldest|darkest} day in the year.
+TEMPLATE: December 21 is usually the ____{shortest} day in the year.
 RESPONSE: December 21 is usually the shortest day in the year.
 
-TEMPLATE: Which flower in the yard is the ____{prettiest}?
+TEMPLATE: Which flower in the yard is the ____{prettiest|nicest|biggest|tallest}?
 RESPONSE: Which flower in the yard is the prettiest?
 
-TEMPLATE: A truck is ____{larger|bigger|heavier} than a car.
-RESPONSE: A truck is larger than a car.
+TEMPLATE: A truck is ____{bigger|heavier|larger|longer|wider} than a car.
+RESPONSE: A truck is bigger than a car.
 
-TEMPLATE: Bob is 32. Mary is 33. John is 27. Mary is the ____{oldest}. John is the ____{youngest}.
-RESPONSE: Bob is 32. Mary is 33. John is 27. Mary is the oldest. John is the youngest.
+TEMPLATE: Bob is 32. Mary is 33. John is 27. Mary is the ____{oldest} and John is the ____{youngest}.
+RESPONSE: Bob is 32. Mary is 33. John is 27. Mary is the oldest and John is the youngest.
 
-TEMPLATE: A mountain is ____{higher|larger|bigger} than a hill.
+TEMPLATE: A mountain is ____{higher|taller|bigger|larger} than a hill.
 RESPONSE: A mountain is higher than a hill.
 
 TEMPLATE: My hand is ____{smaller|shorter} than my foot.
 RESPONSE: My hand is smaller than my foot.
 
-# SKIPPED (book): "WRITE A PARAGRAPH." — paragraph composition from a table, deferred.
+# Source: ST §Sentence Building Table
+$GRAMMAR Sentence Building Table
+ID: l5-s9
+INTRO: A table for building connected sentences: who has something, and where they keep it. Study the pattern — you'll write your own sets next.
 
-# Source: ST §Write the Topic (l5-s11)
-$PRODUCE Find the Topic
-ID: l5-s11
-INTRO: Read about Jake and his unlucky math test, then type the paragraph's topic in a few words. Jake made one mistake on this test — keep your own count lower.
-INSTRUCTION: Read the paragraph and type the main topic.
+CARD: Connect who has an item with where they keep it.
+{Randall has a new car. He keeps it in the garage.}
+{The students have a new refrigerator. They keep it in the kitchen.}
+{You and I have a new couch. We keep it in the living room.}
+
+SUMMARY:
+| Subject | Verb | Object | Subject Pronoun | Verb | Location / Purpose |
+|---|---|---|---|---|---|
+| Randall | has | a new car. | He | keeps it | in the garage. |
+| Randall | has | a new refrigerator. | He | keeps it | in the kitchen. |
+| Randall | has | a new couch. | He | keeps it | in the living room. |
+| The students | have | a new car. | They | keep it | in the garage. |
+| The students | have | a new refrigerator. | They | keep it | in the kitchen. |
+| The students | have | a new couch. | They | keep it | in the living room. |
+| You and I | have | a new car. | We | keep it | in the garage. |
+| You and I | have | a new refrigerator. | We | keep it | in the kitchen. |
+| You and I | have | a new couch. | We | keep it | in the living room. |
+
+# Source: ST §Write Sentences Using the Table
+$PRODUCE Write Sentences Using the Table
+ID: l5-s10
+REFERENCE: l5-s9
+INTRO: Your turn to build. For each cue, write three connected sentences: what they have, where they keep it, and what they use it for. Open the table if you need it.
+INSTRUCTION: Write three connected sentences about the item. Open the table if you need it.
 INPUT: type
 CHECK: llm
-RUBRIC: Accept any short phrase that captures the main idea (Jake's math test, retaking a math test, making a bad grade, etc.).
+RUBRIC: The model shows the pattern: subject + "has/have a new" + item, then pronoun + "keeps/keep it" + location. Accept any grammatically correct sentences following this pattern with the named subject and item; a third sentence about what it is used for is optional and may say anything sensible.
 
-TEMPLATE: Jake is very upset. He made a bad score on his math test. He is a good student and he usually makes good grades. But his teacher taught the class some new math, and he didn't understand some of the problems. The teacher will explain his mistakes to him after class. He will take a second math test on Friday. He wants a good score then.
-TEMPLATE: Topic: ____
+PROMPT: Write sentences about Randall and a new refrigerator.
+RESPONSE: Randall has a new refrigerator. He keeps it in the kitchen. He uses it to keep food cold.
+
+PROMPT: Write sentences about the students and a new car.
+RESPONSE: The students have a new car. They keep it in the garage. They use it to drive to school.
+
+PROMPT: Write sentences about you and me and a new couch.
+RESPONSE: You and I have a new couch. We keep it in the living room. We use it to sit on.
+
+# Source: ST §Write the Topic (reading)
+$GRAMMAR Reading: Jake's Math Test
+ID: l5-s11-r
+READING
+INTRO: Jake had a bad day with numbers. Read what happened — afterwards you'll say what the paragraph is about.
+
+CARD: Jake is very upset. He made a bad score on his math test. He is a good student and he usually makes good grades. But his teacher taught the class some new math, and he didn't understand some of the problems. The teacher will explain his mistakes to him after class. He will take a second math test on Friday. He wants a good score then.
+
+# Source: ST §Write the Topic
+$PRODUCE Write the Topic
+ID: l5-s11
+REFERENCE: l5-s11-r
+INTRO: In a few words: what is the whole paragraph about? Type the topic. Open the reading again if you need to.
+INSTRUCTION: Type the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase identifying the topic (e.g., Jake's math test, Jake's bad grade, Jake's test score).
+
+PROMPT: What is the topic of the paragraph?
 RESPONSE: Jake's math test
 
-# Source: ST §Select the Main Idea (l5-s12)
-$SELECT Find the Main Idea
+# Source: ST §Select the Main Idea (reading)
+$GRAMMAR Reading: The Allen Family
+ID: l5-s12-r
+READING
+INTRO: The Allen family cannot sit still — read where they've all been. Then you'll pick the main idea.
+
+CARD: Everyone in the Allen family likes to go to other countries. Mrs. Allen visited Spain and England. Later she worked in Africa and traveled in France and Italy. Thirty years ago, Mrs. Allen was a student in Mexico. She met her husband there. He was on vacation in Mexico at the time. Three of the Allen children were students in other countries. Betty studied in Brazil, Mary studied in Greece, and Linda was a student in Colombia.
+
+# Source: ST §Select the Main Idea
+$SELECT What's the Main Idea?
 ID: l5-s12
-INTRO: One last paragraph — the much-traveled Allen family. Tap the main idea, and the week's review is done. Well earned.
-INSTRUCTION: Read the paragraph and tap the main idea.
+REFERENCE: l5-s12-r
+INTRO: Tap the sentence that covers the whole paragraph — not just one detail from it. And with that, you've finished this book's review. Well done.
+INSTRUCTION: Tap the main idea of the paragraph.
 OPTION: a | Many countries have good schools.
 OPTION: b | The Allen family likes to travel.
 OPTION: c | Mrs. Allen lived in Mexico.
 
-TEMPLATE: Everyone in the Allen family likes to go to other countries. Mrs. Allen visited Spain and England. Later she worked in Africa and traveled in France and Italy. Thirty years ago, Mrs. Allen was a student in Mexico. She met her husband there. He was on vacation in Mexico at the time. Three of the Allen children were students in other countries. Betty studied in Brazil, Mary studied in Greece, and Linda was a student in Colombia.
+TEMPLATE: What is the main idea of the paragraph?
 ANSWER: b
diff --git a/book-8-lesson-1.module b/book-8-lesson-1.module
index c6129255..a47b9525 100644
--- a/book-8-lesson-1.module
+++ b/book-8-lesson-1.module
@@ -1,276 +1,331 @@
-$MODULE Book 8 · Lesson 1: How Do I Get To...? {st-page_009_001.jpg}
+$MODULE Book 8 · Lesson 1: How Do I Get To...? {st-page_009_001.jpg|A woman holding a map asking a police officer "HOW DO I GET TO MAIN STREET FROM HERE?", and the officer responding "GO STRAIGHT..."}
 FORMAT: 2
-DESCRIPTION: Temperatures and seasons, weekend plans with "be going to", asking questions, compass and street directions, irregular past verbs (grow, fall, freeze, take off, land), better/worse comparisons, and punctuation.
+DIOCO_DOC_ID: alc_book8_lesson1
+DESCRIPTION: Temperatures and weather, future plans with "be going to", giving and following street directions, and comparing with "better", "best", "worse", and "worst".
 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: Rosemary | gacrux | Young woman
-VOICE: Mrs_Brown | aoede | Warm, motherly
-VOICE: Sylvia | gacrux | Female speaker
-VOICE: Jane | aoede | Female speaker
+VOICE: Woman1 | aoede | Female speaker
+VOICE: Rosemary | gacrux | Female student
+VOICE: Mrs_Brown | aoede | Female adult
+VOICE: Sylvia | aoede | Female speaker
+VOICE: Jane | gacrux | Female speaker
 VOICE: Mark | achird | Male speaker
-VOICE: Jan | gacrux | Female speaker
-VOICE: Bill | charon | Male speaker
-VOICE: Dave | schedar | Male speaker
-VOICE: ID | achernar | speaker (auto)
+VOICE: Jan | aoede | Female speaker
+VOICE: Bill | schedar | Male speaker
+VOICE: Dave | charon | Male speaker
 
-$LESSON 1-1: Thermometers, Temperature, and the Seasons
+$SESSION 1-1: Temperature and Weather Words
 
-# Source: ST §What's His Temperature? (merged content of LLA 1A Figure 1, dropped as TTS twin)
-$DIALOGUE Thermometers and Temperature
-ID: l1-s2
-INTRO: In this lesson you'll learn to read a thermometer, say what people are going to do, give street directions, and compare things. First, the thermometer — listen and repeat these sentences about temperature.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: ST §What's His Temperature? (LLA 1A Figure 1 dropped as TTS twin; its "centigrade" line merged here)
+$DIALOGUE Thermometers and Temperatures
+ID: l1-s1
+INTRO: In this lesson you'll learn to read a thermometer, say what people are going to do, give directions around town, and compare good, better, and best. First, temperatures — listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: thermometer
-LINE: The doctor is putting a thermometer in his mouth. {st-page_011_001.jpg}
+LINE: The doctor is putting a thermometer in his mouth. {st-page_011_001.jpg|A doctor putting a thermometer in a male patient's mouth}
 
 VOCAB: Fahrenheit
-LINE: It was 48 degrees Fahrenheit this morning. {st-page_011_002.jpg}
-NOTES: 48°F
+LINE: It was 48 degrees Fahrenheit this morning. {st-page_011_002.jpg|A Fahrenheit thermometer diagram showing markings for boiling point of water at 212°, room temperature at 68°, freezing point of water at 32°, and 0°}
+NOTES: 48° F
 
 VOCAB: Celsius
-VOCAB: centigrade
-LINE: It's 10 degrees Celsius right now. {st-page_011_003.jpg}
-NOTES: 10°C
+LINE: It's 10 degrees Celsius right now. {st-page_011_003.jpg|A Celsius (centigrade) thermometer diagram showing markings for boiling point of water at 100°, room temperature at 20°, freezing point of water at 0°, and -10° and -20°}
+NOTES: 10° C (centigrade)
 
+VOCAB: centigrade
 LINE: A Celsius thermometer is also called a centigrade thermometer.
 
 VOCAB: degree
 LINE: The marks on the thermometer are called degrees.
-NOTES: degree = °
+NOTES: ° = degree
 
 VOCAB: temperature
 LINE: A thermometer tells you the temperature of things.
 
 LINE: What is the temperature right now? It is 60 degrees Fahrenheit.
-NOTES: 60°F
+NOTES: 60° F
 
 VOCAB: ice
-LINE: Please put some ice in my tea. {st-page_012_001.jpg}
+LINE: Please put some ice in my tea. {st-page_012_001.jpg|Four ice cubes}
 
 LINE: Water changes to ice at 32 degrees Fahrenheit.
-NOTES: 32°F
+NOTES: 32° F
 
-VOCAB: freeze
-VOCAB: froze
-LINE: Water freezes at 32 degrees Fahrenheit, or 0 degrees Celsius. {st-page_012_002.jpg}
-NOTES: 32°F = 0°C
+VOCAB: to freeze
+LINE: Water freezes at 32 degrees Fahrenheit or 0 degrees Celsius. {st-page_012_002.jpg|A glass of iced beverage with a slice of lemon}
+NOTES: 32° F or 0° C
 
 LINE: The lake froze last winter.
 
-# SKIPPED (book): "IT IS WARM. IT IS 70° FAHRENHEIT." — instructor-read questions with no
-# printed or recorded stimuli. Convertible later with chosen items + TTS.
+# Source: ST §It Is Warm. It Is 70° Fahrenheit.
+$SELECT Reading the Thermometer {st-page_012_003.jpg|A thermometer scale comparing Fahrenheit temperatures on the left to Celsius temperatures on the right}
+ID: l1-s2
+INTRO: You'll see a scale with Fahrenheit degrees on one side and Celsius on the other. Use it to choose the matching temperature — the thermometer never lies.
+INSTRUCTION: Look at the thermometer scale and tap the correct answer.
 
-# Source: LLA 1A Figure 2 (part 1)
-$PRODUCE Type the Temperature
-ID: 1a-f2
+EXAMPLE
+TEMPLATE: It's ____ Celsius.
+OPTION: a | 10°
+OPTION: b | 5°
+OPTION: c | 7°
+ANSWER: b
+
+TEMPLATE: It is ____ Celsius.
+OPTION: a | 27°
+OPTION: b | 21°
+OPTION: c | 10°
+ANSWER: b
+
+TEMPLATE: It is ____ Fahrenheit.
+OPTION: a | 80°
+OPTION: b | 70°
+OPTION: c | 60°
+ANSWER: b
+
+TEMPLATE: The temperature is ____.
+OPTION: a | 38° C
+OPTION: b | 20° F
+OPTION: c | 47° F
+ANSWER: c
+
+TEMPLATE: ____ is hotter than ____.
+OPTION: a | 21° C, 50° F
+OPTION: b | 50° F, 21° C
+ANSWER: a
+
+TEMPLATE: ____ is colder than ____.
+OPTION: a | -1° C, 20° F
+OPTION: b | 20° F, -1° C
+ANSWER: b
+
+TEMPLATE: You looked at a ____ thermometer.
+OPTION: a | Celsius
+OPTION: b | Fahrenheit
+ANSWER: b
+
+TEMPLATE: It is ____.
+OPTION: a | 28° F
+OPTION: b | 28° C
+ANSWER: a
+
+TEMPLATE: You looked at a ____ thermometer.
+OPTION: a | Celsius
+OPTION: b | Fahrenheit
+ANSWER: a
+
+# Source: LLA 1A Figure 2
+$PRODUCE Temperatures Around the World
+ID: 8-1a-f2
 INPUT: type
 CHECK: exact
-INTRO: You'll hear the temperature in eight cities around the world. Type the number and the degrees you hear — Fahrenheit or Celsius. London, you may want a coat.
-INSTRUCTION: Type the temperature (for example, 78°F or 17°C).
+HIDE_PROMPT
+INTRO: Now a world tour by thermometer. Listen to the recorded temperature for each city, and type it using the degree symbol or the letter.
+INSTRUCTION: Type the temperature (for example: 78°F or 78 F).
+
+EXAMPLE
+TEMPLATE: Cairo
+PROMPT: The temperature in Cairo was 17°C. {bk08-l1a-f2-ex1.mp3}
+RESPONSE: 17°C
+ACCEPT: 17 C | 17 degrees C | 17° C | 17 degrees Celsius
+
+EXAMPLE
+TEMPLATE: Dallas
+PROMPT: The temperature in Dallas was 76°F. {bk08-l1a-f2-ex2.mp3}
+RESPONSE: 76°F
+ACCEPT: 76 F | 76 degrees F | 76° F | 76 degrees Fahrenheit
 
 PROMPT: The temperature in Houston was 78°F. {bk08-l1a-f2-01.mp3}
+TEMPLATE: Houston: ____
 RESPONSE: 78°F
-ACCEPT: 78° F | 78F | 78 F
+ACCEPT: 78 F | 78 degrees F | 78° F | 78 degrees Fahrenheit
 
 PROMPT: The temperature in London was 8°C. {bk08-l1a-f2-02.mp3}
+TEMPLATE: London: ____
 RESPONSE: 8°C
-ACCEPT: 8° C | 8C | 8 C
+ACCEPT: 8 C | 8 degrees C | 8° C | 8 degrees Celsius
 
 PROMPT: The temperature in Los Angeles was 70°F. {bk08-l1a-f2-03.mp3}
+TEMPLATE: Los Angeles: ____
 RESPONSE: 70°F
-ACCEPT: 70° F | 70F | 70 F
+ACCEPT: 70 F | 70 degrees F | 70° F | 70 degrees Fahrenheit
 
 PROMPT: The temperature in New York was 53°F. {bk08-l1a-f2-04.mp3}
+TEMPLATE: New York: ____
 RESPONSE: 53°F
-ACCEPT: 53° F | 53F | 53 F
+ACCEPT: 53 F | 53 degrees F | 53° F | 53 degrees Fahrenheit
 
 PROMPT: The temperature in Paris was 9°C. {bk08-l1a-f2-05.mp3}
+TEMPLATE: Paris: ____
 RESPONSE: 9°C
-ACCEPT: 9° C | 9C | 9 C
+ACCEPT: 9 C | 9 degrees C | 9° C | 9 degrees Celsius
 
 PROMPT: The temperature in Rome was 11°C. {bk08-l1a-f2-06.mp3}
+TEMPLATE: Rome: ____
 RESPONSE: 11°C
-ACCEPT: 11° C | 11C | 11 C
+ACCEPT: 11 C | 11 degrees C | 11° C | 11 degrees Celsius
 
 PROMPT: The temperature in San Francisco was 58°F. {bk08-l1a-f2-07.mp3}
+TEMPLATE: San Francisco: ____
 RESPONSE: 58°F
-ACCEPT: 58° F | 58F | 58 F
+ACCEPT: 58 F | 58 degrees F | 58° F | 58 degrees Fahrenheit
 
 PROMPT: The temperature in Tokyo was 14°C. {bk08-l1a-f2-08.mp3}
+TEMPLATE: Tokyo: ____
 RESPONSE: 14°C
-ACCEPT: 14° C | 14C | 14 C
+ACCEPT: 14 C | 14 degrees C | 14° C | 14 degrees Celsius
 
-# Source: LLA 1A Figure 2 (part 2)
+# Source: LLA 1A Figure 2 (questions pass)
 $PRODUCE What Was the Temperature?
-ID: 1a-f2-b
+ID: 8-1a-f2-b
 INPUT: speak
 CHECK: reveal
-INTRO: Now answer questions about those same temperatures. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Same cities, but now you do the talking. Listen to each question about the temperatures around the world, answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat the model answer.
 REPEAT
 
-PROMPT: What was the temperature in Houston? {bk08-l1a-f2-09-q.mp3}
-RESPONSE: The temperature in Houston was 78°F. {bk08-l1a-f2-09-a.mp3}
+PROMPT: What was the temperature in Houston? {bk08-l1a-f2-q01.mp3}
+RESPONSE: The temperature in Houston was 78°F. {bk08-l1a-f2-a01.mp3}
 
-PROMPT: What was the temperature in Paris? {bk08-l1a-f2-10-q.mp3}
-RESPONSE: The temperature in Paris was 9°C. {bk08-l1a-f2-10-a.mp3}
+PROMPT: What was the temperature in Paris? {bk08-l1a-f2-q02.mp3}
+RESPONSE: The temperature in Paris was 9°C. {bk08-l1a-f2-a02.mp3}
 
-PROMPT: What was the temperature in San Francisco? {bk08-l1a-f2-11-q.mp3}
-RESPONSE: The temperature in San Francisco was 58°F. {bk08-l1a-f2-11-a.mp3}
+PROMPT: What was the temperature in San Francisco? {bk08-l1a-f2-q03.mp3}
+RESPONSE: The temperature in San Francisco was 58°F. {bk08-l1a-f2-a03.mp3}
 
-PROMPT: What was the temperature in Tokyo? {bk08-l1a-f2-12-q.mp3}
-RESPONSE: The temperature in Tokyo was 14°C. {bk08-l1a-f2-12-a.mp3}
+PROMPT: What was the temperature in Tokyo? {bk08-l1a-f2-q04.mp3}
+RESPONSE: The temperature in Tokyo was 14°C. {bk08-l1a-f2-a04.mp3}
 
-PROMPT: What was the temperature in Los Angeles? {bk08-l1a-f2-13-q.mp3}
-RESPONSE: It was 70°F in Los Angeles. {bk08-l1a-f2-13-a.mp3}
+PROMPT: What was the temperature in Los Angeles? {bk08-l1a-f2-q05.mp3}
+RESPONSE: It was 70°F in Los Angeles. {bk08-l1a-f2-a05.mp3}
 
-PROMPT: What was the temperature in London? {bk08-l1a-f2-14-q.mp3}
-RESPONSE: The temperature in London was 8°C. {bk08-l1a-f2-14-a.mp3}
+PROMPT: What was the temperature in London? {bk08-l1a-f2-q06.mp3}
+RESPONSE: The temperature in London was 8°C. {bk08-l1a-f2-a06.mp3}
 
-PROMPT: What was the temperature in New York? {bk08-l1a-f2-15-q.mp3}
-RESPONSE: The temperature in New York was 53°F. {bk08-l1a-f2-15-a.mp3}
+PROMPT: What was the temperature in New York? {bk08-l1a-f2-q07.mp3}
+RESPONSE: The temperature in New York was 53°F. {bk08-l1a-f2-a07.mp3}
 
-PROMPT: What was the temperature in Rome? {bk08-l1a-f2-16-q.mp3}
-RESPONSE: The temperature in Rome was 11°C. {bk08-l1a-f2-16-a.mp3}
+PROMPT: What was the temperature in Rome? {bk08-l1a-f2-q08.mp3}
+RESPONSE: The temperature in Rome was 11°C. {bk08-l1a-f2-a08.mp3}
 
 # Source: ST §Grow and Fall
 $DIALOGUE Grow and Fall
 ID: l1-s5
-INTRO: Two more useful verbs: grow and fall. Children do the first, leaves and unlucky people do the second. Listen and repeat.
-INSTRUCTION: Listen and repeat each sentence.
+INTRO: Two useful verbs — things grow, and things fall: leaves, temperatures, and occasionally people. Listen and repeat the sentences.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: grow
-LINE: My daughter is growing very fast. {st-page_015_001.jpg}
+VOCAB: to grow
+LINE: My daughter is growing very fast. {st-page_015_001.jpg|A young girl standing next to a height measuring scale marked on a wall}
+LINE: John grows vegetables every year. {st-page_015_002.jpg|A man named John kneeling down in a vegetable patch tending to growing plants}
 
-LINE: John grows vegetables every year. {st-page_015_002.jpg}
-
-VOCAB: fall
-LINE: In autumn, the leaves fall to the ground. {st-page_015_003.jpg}
-
-VOCAB: fell
-LINE: My son fell down, but he didn't cry. {st-page_015_004.jpg}
+VOCAB: to fall
+LINE: In autumn, the leaves fall to the ground. {st-page_015_003.jpg|Autumn leaves falling from a tree branch down toward the ground}
 
+VOCAB: to fall down
+LINE: My son fell down, but he didn't cry. {st-page_015_004.jpg|A young boy lying on the ground after falling down}
 LINE: Linda walked on the ice and fell down.
-
-LINE: The temperature fell 6 degrees in two hours.
-NOTES: 6°
-
-VOCAB: grew
+LINE: The temperature fell 6° in two hours.
 LINE: Children grow very fast.
-
-LINE: The number of students grew this month.
-LINE: We had 700 last month, and this month we have 1000.
-
+LINE: The number of students grew this month. We had 700 last month, and this month we have 1000.
 LINE: Mary grows a lot of tomatoes, but she never gives me any.
-
 LINE: My husband grew potatoes, tomatoes, and carrots last year.
 
 # Source: ST §Is It Winter, Summer, Spring, or Fall?
 $SELECT Which Season Is It?
 ID: l1-s6
-INTRO: Read each sentence and decide which season it describes. Ice on the ground is a strong hint.
+INTRO: Each sentence gives you a clue about the weather. Decide which season it is — winter, summer, spring, or fall.
 INSTRUCTION: Tap the correct season.
-OPTION: A | winter
-OPTION: B | summer
-OPTION: C | spring
-OPTION: D | fall
+OPTION: a | Winter
+OPTION: b | Summer
+OPTION: c | Spring
+OPTION: d | Fall
 
 TEMPLATE: The thermometer shows 6° F.
-ANSWER: A
+ANSWER: a
 
 TEMPLATE: The leaves fall to the ground.
-ANSWER: D
+ANSWER: d
 
 TEMPLATE: The temperature is 90° F.
-ANSWER: B
+ANSWER: b
 
 TEMPLATE: There is ice on the ground.
-ANSWER: A
+ANSWER: a
 
 TEMPLATE: The weather is cooler now.
-ANSWER: D
+ANSWER: d
 
 TEMPLATE: The thermometer shows 40° C.
-ANSWER: B
+ANSWER: b
 
 TEMPLATE: The leaves are starting to grow.
-ANSWER: C
+ANSWER: c
 
 TEMPLATE: The weather is warmer now.
-ANSWER: C
+ANSWER: c
 
 TEMPLATE: The leaves change color.
-ANSWER: D
+ANSWER: d
 
 TEMPLATE: I put a lot of ice in my tea.
-ANSWER: B
+ANSWER: b
 
-# SKIPPED (book): Listening Skill — "sum·mer" syllables. Instructor-read with no recorded
-# stimulus. Convertible later with chosen items + TTS.
+# SKIPPED (book): Listening Skill: Syllables (ST p. 16) — instructor-read syllable count task with no printed stimuli.
 
-$LESSON 1-2: Weekend Plans — Be Going To
+# Source: LLA 1C Figure 1
+$DIALOGUE Green Beans and Iced Tea
+ID: 8-1c-f1
+INTRO: Rosemary is making a salad, and her mother wants tea with ice — the words you just learned, at home in a kitchen. Listen to their conversation, then repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-# Source: LLA 1A Figure 3 (part 1)
-$SELECT Weekend Plans
-ID: 1a-f3
-INTRO: A new pattern for this part: "going to", for future plans. Listen to what each person or family is going to do this Saturday, and tap the matching activity. The Robinsons plan to stay home and watch TV — someone has to.
-INSTRUCTION: Tap the correct activity.
+Rosemary: Do we have any green beans, Mom? I'm going to make a green bean salad. {bk08-l1c-f1-01.mp3}
+Mrs_Brown: Yes, we have some that we grew last year. They're in the freezer. {bk08-l1c-f1-02.mp3}
+LINE: Your father grew a lot of green beans last year, and I froze some. Are you going to get them now? {bk08-l1c-f1-03.mp3}
+Rosemary: Yes, I am. {bk08-l1c-f1-04.mp3}
+Mrs_Brown: Then bring me some ice, please. I'm going to have some tea. {bk08-l1c-f1-05.mp3}
+LINE: Oh, there's water on the kitchen floor. Don't fall. {bk08-l1c-f1-06.mp3}
+Rosemary: All right, I won't. {bk08-l1c-f1-07.mp3}
 
-OPTION: 1 | eat at a nice restaurant
-OPTION: 2 | see a movie
-OPTION: 3 | visit friends
-OPTION: 4 | stay home and watch TV
-OPTION: 5 | read a book
+# Source: LLA 1C Figure 1 (fill-in pass)
+$PRODUCE Green Beans — Missing Words
+ID: 8-1c-f1-b
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Now prove you caught the words. Listen to the sentences from the conversation and type the missing words in the blanks.
+INSTRUCTION: Type the missing word(s).
 
-PROMPT: James is going to read a book this Saturday. {page_013_001.jpg} {bk08-l1a-f3-01.mp3}
-ANSWER: 5
+PROMPT: Your father grew a lot of green beans last year, and I froze some. {bk08-l1c-f1-08.mp3}
+TEMPLATE: Mrs. Brown: Your father ____{grew} a lot of green beans last year and I ____{froze} some.
+RESPONSE: Your father grew a lot of green beans last year, and I froze some.
 
-PROMPT: Dorothy is going to visit some friends this Saturday. {page_013_002.jpg} {bk08-l1a-f3-02.mp3}
-ANSWER: 3
+PROMPT: Then bring me some iced tea, please. {bk08-l1c-f1-09.mp3}
+TEMPLATE: Mrs. Brown: Then bring me some ____{ice|iced tea} please.
+RESPONSE: Then bring me some ice, please.
 
-PROMPT: Mr. and Mrs. Jones are going to eat in a nice restaurant. {page_013_003.jpg} {bk08-l1a-f3-03.mp3}
-ANSWER: 1
+PROMPT: Oh, there's water on the kitchen floor. Don't fall. {bk08-l1c-f1-10.mp3}
+TEMPLATE: Mrs. Brown: Oh, there's water on the kitchen floor. Don't ____{fall}.
+RESPONSE: Oh, there's water on the kitchen floor. Don't fall.
 
-PROMPT: The Robinsons are going to stay home and watch TV. {page_013_004.jpg} {bk08-l1a-f3-04.mp3}
-ANSWER: 4
+$SESSION 1-2: Plans with "Be Going To"
 
-PROMPT: Mr. Ford is going to see a movie. {page_013_005.jpg} {bk08-l1a-f3-05.mp3}
-ANSWER: 2
-
-# Source: ST §Bob Is Going to Arrive at 4:30
-$GRAMMAR Be Going To
-ID: l1-s8
-INTRO: Here's the pattern itself: be going to, for things that haven't happened yet. It means the same as "will".
-
-To talk about future plans, use **am / is / are + going to + verb**. It means the same as **will**.
-
-| | | | |
-|---|---|---|---|
-| I | am | going to | leave at 8:00. |
-| He | is | going to | leave at 8:00. |
-| You | are | going to | leave at 8:00. |
-
-In speech, these contract:
-
-{I'm going to leave at 8:00.}
-{He's going to leave at 8:00.}
-{They're going to leave at 8:00.}
-
-# Source: ST §Read the Sentences
-$DIALOGUE Plans with Going To
+# Source: ST §Future Plans
+$DIALOGUE Future Plans
 ID: l1-s9
-INTRO: Read along as Fred checks the weather report and Sam and Lou drive to the airport. Every sentence uses "going to".
-INSTRUCTION: Read the sentences.
+INTRO: In this part you'll learn to talk about the future with "be going to". Listen to Fred's cold-weather plans and Jim's trip, and repeat each sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
 LINE: Fred is going to listen to the weather report.
 LINE: The temperature is going to fall.
 LINE: It's going to freeze.
+VOCAB: be going to
 LINE: It's going to be 28° Fahrenheit.
 LINE: Fred is going to buy a warmer coat.
 LINE: Sam and Lou are going to drive to the airport.
@@ -281,64 +336,123 @@ LINE: He's going to leave on Thursday.
 LINE: The plane is going to take off at 10:00 a.m.
 LINE: Jim is going to return next year.
 
-# Source: LLA 1A Figure 3 (part 2)
-$PRODUCE Answer About Their Plans
-ID: 1a-f3-b
+# Source: ST §Future: Be Going To (grammar box)
+$GRAMMAR Future: Be Going To
+ID: l1-s8
+INTRO: Here's the pattern you just heard, in one card.
+
+CARD: **Be going to** means the same as **will**. Use **am**, **is**, or **are**, then **going to**, then the verb.
+{I'm going to leave at 8:00.}
+{He's going to leave at 8:00.}
+{They're going to leave at 8:00.}
+
+SUMMARY:
+| | | |
+|---|---|---|
+| **will** | = | **be going to** |
+
+| | | | | |
+|---|---|---|---|---|
+| I | am | going to | leave | at 8:00. |
+| He | is | going to | leave | at 8:00. |
+| You | are | going to | leave | at 8:00. |
+
+# Source: LLA 1A Figure 3
+$SELECT Weekend Plans
+ID: 8-1a-f3
+HIDE_PROMPT
+INTRO: Five people have plans for this Saturday. Listen to what each person is going to do, and choose the correct activity.
+INSTRUCTION: Tap the activity each person is going to do.
+
+OPTION: 1 | eat at a nice restaurant
+OPTION: 2 | see a movie
+OPTION: 3 | visit friends
+OPTION: 4 | stay home and watch TV
+OPTION: 5 | read a book
+
+EXAMPLE
+PROMPT: James is going to read a book this Saturday. {page_013_001.jpg|A young man wearing a collared shirt and tie} {bk08-l1a-f3-01.mp3}
+TEMPLATE: James {page_013_001.jpg|A young man wearing a collared shirt and tie}
+ANSWER: 5
+
+PROMPT: Dorothy is going to visit some friends this Saturday. {page_013_002.jpg|A young woman with shoulder-length hair smiling} {bk08-l1a-f3-02.mp3}
+TEMPLATE: Dorothy {page_013_002.jpg|A young woman with shoulder-length hair smiling}
+ANSWER: 3
+
+PROMPT: Mr. and Mrs. Jones are going to eat in a nice restaurant. {page_013_003.jpg|A man and a woman smiling next to each other} {bk08-l1a-f3-03.mp3}
+TEMPLATE: Mr. and Mrs. Jones {page_013_003.jpg|A man and a woman smiling next to each other}
+ANSWER: 1
+
+PROMPT: The Robinsons are going to stay home and watch TV. {page_013_004.jpg|A family of four with a father, mother, son, and daughter} {bk08-l1a-f3-04.mp3}
+TEMPLATE: The Robinsons {page_013_004.jpg|A family of four with a father, mother, son, and daughter}
+ANSWER: 4
+
+PROMPT: Mr. Ford is going to see a movie. {page_013_005.jpg|An older balding man with a light mustache} {bk08-l1a-f3-05.mp3}
+TEMPLATE: Mr. Ford {page_013_005.jpg|An older balding man with a light mustache}
+ANSWER: 2
+
+# Source: LLA 1A Figure 3 (questions pass)
+$PRODUCE Questions About Weekend Plans
+ID: 8-1a-f3-b
 INPUT: speak
 CHECK: reveal
-INTRO: Back to Saturday's plans. Answer each question aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Same five people — but now the questions come to you. Listen to each question about their plans, answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud, then repeat the model answer.
 REPEAT
 
-PROMPT: Is James going to eat at a nice restaurant? {page_013_001.jpg} {bk08-l1a-f3-06-q.mp3}
-RESPONSE: No, James isn't going to eat at a nice restaurant. {bk08-l1a-f3-06-a.mp3}
+PROMPT: Is James going to eat at a nice restaurant? {bk08-l1a-f3-q01a.mp3}
+RESPONSE: No, James isn't going to eat at a nice restaurant. {bk08-l1a-f3-a01a.mp3}
 
-PROMPT: What is James going to do this Saturday? {page_013_001.jpg} {bk08-l1a-f3-07-q.mp3}
-RESPONSE: James is going to read a book this Saturday. {bk08-l1a-f3-07-a.mp3}
+PROMPT: What is James going to do this Saturday? {bk08-l1a-f3-q01b.mp3}
+TEMPLATE: Cue: read a book
+RESPONSE: James is going to read a book this Saturday. {bk08-l1a-f3-a01b.mp3}
 
-PROMPT: Is Dorothy going to see a movie? {page_013_002.jpg} {bk08-l1a-f3-08-q.mp3}
-RESPONSE: No, Dorothy isn't going to see a movie. {bk08-l1a-f3-08-a.mp3}
+PROMPT: Is Dorothy going to see a movie? {bk08-l1a-f3-q02a.mp3}
+RESPONSE: No, Dorothy isn't going to see a movie. {bk08-l1a-f3-a02a.mp3}
 
-PROMPT: What is Dorothy going to do this Saturday? {page_013_002.jpg} {bk08-l1a-f3-09-q.mp3}
-RESPONSE: She's going to visit friends this Saturday. {bk08-l1a-f3-09-a.mp3}
+PROMPT: What is Dorothy going to do this Saturday? {bk08-l1a-f3-q02b.mp3}
+TEMPLATE: Cue: visit friends
+RESPONSE: She's going to visit friends this Saturday. {bk08-l1a-f3-a02b.mp3}
 
-PROMPT: Are Mr. and Mrs. Jones going to stay home and watch TV? {page_013_003.jpg} {bk08-l1a-f3-10-q.mp3}
-RESPONSE: No, Mr. and Mrs. Jones aren't going to stay home and watch TV. {bk08-l1a-f3-10-a.mp3}
+PROMPT: Are Mr. and Mrs. Jones going to stay home and watch TV? {bk08-l1a-f3-q03a.mp3}
+RESPONSE: No, Mr. and Mrs. Jones aren't going to stay home and watch TV. {bk08-l1a-f3-a03a.mp3}
 
-PROMPT: What are Mr. and Mrs. Jones going to do this Saturday? {page_013_003.jpg} {bk08-l1a-f3-11-q.mp3}
-RESPONSE: They're going to eat at a nice restaurant. {bk08-l1a-f3-11-a.mp3}
+PROMPT: What are Mr. and Mrs. Jones going to do this Saturday? {bk08-l1a-f3-q03b.mp3}
+TEMPLATE: Cue: eat at a nice restaurant
+RESPONSE: They're going to eat at a nice restaurant. {bk08-l1a-f3-a03b.mp3}
 
-PROMPT: Are the Robinsons going to stay home and watch TV? {page_013_004.jpg} {bk08-l1a-f3-12-q.mp3}
-RESPONSE: Yes, the Robinsons are going to stay home and watch TV. {bk08-l1a-f3-12-a.mp3}
+PROMPT: Are the Robinsons going to stay home and watch TV? {bk08-l1a-f3-q04.mp3}
+RESPONSE: Yes, the Robinsons are going to stay home and watch TV. {bk08-l1a-f3-a04.mp3}
 
-PROMPT: Is Mr. Ford going to visit some friends on Saturday? {page_013_005.jpg} {bk08-l1a-f3-13-q.mp3}
-RESPONSE: No, Mr. Ford isn't going to visit friends. {bk08-l1a-f3-13-a.mp3}
+PROMPT: Is Mr. Ford going to visit some friends on Saturday? {bk08-l1a-f3-q05a.mp3}
+RESPONSE: No, Mr. Ford isn't going to visit friends. {bk08-l1a-f3-a05a.mp3}
 
-PROMPT: What is Mr. Ford going to do on Saturday? {page_013_005.jpg} {bk08-l1a-f3-14-q.mp3}
-RESPONSE: Mr. Ford's going to see a movie. {bk08-l1a-f3-14-a.mp3}
+PROMPT: What is Mr. Ford going to do on Saturday? {bk08-l1a-f3-q05b.mp3}
+TEMPLATE: Cue: see a movie
+RESPONSE: Mr. Ford's going to see a movie. {bk08-l1a-f3-a05b.mp3}
 
-# Source: ST §Victor Isn't Going to Sell the Car
+# Source: ST §Negative: Be Not Going To (grammar box)
 $GRAMMAR Not Going To
 ID: l1-s10
-INTRO: And when the plan is NOT to do something — add "not" after am, is, or are.
-
-To make it negative, add **not** after am / is / are.
-
-| | | | |
-|---|---|---|---|
-| I | am not | going to | swim. |
-| She | is not | going to | swim. |
-| You | are not | going to | swim. |
+INTRO: To say what is NOT going to happen, one little word does the job.
 
+CARD: Put **not** after **am**, **is**, or **are**.
+{She is not going to swim.}
 {He isn't going to stay.}
 {They aren't going to stay.}
-{I'm not going to swim.}
 
-# Source: ST §They Aren't Going to Buy a New Stove.
-$PRODUCE Make It Negative
+SUMMARY:
+| | | | | |
+|---|---|---|---|---|
+| I | am | not | going to | swim. |
+| She | is | not | going to | swim. |
+| You | are | not | going to | swim. |
+
+# Source: ST §They Aren't Going to Buy a New Stove
+$PRODUCE Making It Negative
 ID: l1-s11
-INTRO: Change each sentence: it becomes negative, and the word in parentheses replaces part of it. Ken drives to the store — but not, it turns out, to the bank.
-INSTRUCTION: Change the sentence using the word in parentheses.
+INTRO: The plans keep changing. Change each sentence to the negative of "be going to", using the word in parentheses — say the whole sentence aloud, then check the model.
+INSTRUCTION: Say the negative sentence using the word in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -378,10 +492,10 @@ PROMPT: You're going to leave at 5:00. (6:30)
 RESPONSE: You aren't going to leave at 6:30.
 
 # Source: ST §Is Margaret Going to Leave Today?
-$PRODUCE Say It with Going To
+$PRODUCE From "Will" to "Going To"
 ID: l1-s12
-INTRO: "Will" and "be going to" mean the same thing. Change each sentence to use "be going to" — questions and negatives included.
-INSTRUCTION: Change the sentences. Use "be going to" aloud.
+INTRO: Everything "will" can say, "be going to" can say too. Change each sentence — keep questions as questions and negatives as negatives.
+INSTRUCTION: Say the sentence using "be going to".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -420,66 +534,36 @@ RESPONSE: They are going to leave work early today.
 PROMPT: Won't Sandra mail the package?
 RESPONSE: Isn't Sandra going to mail the package?
 
-$LESSON 1-3: Asking Questions with Going To
+$SESSION 1-3: Questions with "Going To"
 
-# Source: ST §What Are You Going to Do?
-$GRAMMAR Questions with Going To
-ID: l1-s14
-INTRO: In this part you'll ask the questions — yes/no questions and question-word questions with "going to". Watch how the word order flips.
+# Source: new (gap: the question form with "be going to" is drilled on the tapes but never explained)
+$GRAMMAR Asking Questions with "Going To"
+ID: l1-going-to-q
+INTRO: In this part, you ask the questions. One small move makes it work.
 
-Statement: {Steve is going to run.}
+CARD: For a yes/no question, put **am**, **is**, or **are** in front of the subject.
+{Is he going to work late today?}
+{Are they going to study in the library tonight?}
 
-Yes/no question — move **is** to the front: {Is Steve going to run?}
-
-Question-word question — the question word comes first: {What is Steve going to do?}
-
-# Source: LLA 1B Figure 3
-$PRODUCE Ask: This or That?
-ID: 1b-f3
-INTRO: Look at the picture and listen to the cue with two choices. Ask an either-or question using "going to", then repeat the correct question.
-INSTRUCTION: Ask a question using "going to".
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: Sgt Smith
-PROMPT: Sergeant Smith: "Do his homework." "Write a letter." {page_018_001.jpg} {bk08-l1b-f3-01-q.mp3}
-RESPONSE: Is Sergeant Smith going to do his homework or write a letter? {bk08-l1b-f3-01-a.mp3}
-
-TEMPLATE: Mrs. Miller
-PROMPT: Mrs. Miller, "Buy a dress, a blouse." {page_018_002.jpg} {bk08-l1b-f3-02-q.mp3}
-RESPONSE: Is Mrs. Miller going to buy a dress or a blouse? {bk08-l1b-f3-02-a.mp3}
-
-TEMPLATE: Ann & Paul
-PROMPT: Anne and Paul, "Cash a check, buy a money order." {page_018_003.jpg} {bk08-l1b-f3-03-q.mp3}
-RESPONSE: Are Anne and Paul going to cash a check or buy a money order? {bk08-l1b-f3-03-a.mp3}
-
-TEMPLATE: the children
-PROMPT: Children, "Read books, do homework." {page_018_004.jpg} {bk08-l1b-f3-04-q.mp3}
-RESPONSE: Are the children going to read books or do homework? {bk08-l1b-f3-04-a.mp3}
-
-TEMPLATE: the new students
-PROMPT: The new students, "Play soccer, football." {page_018_005.jpg} {bk08-l1b-f3-05-q.mp3}
-RESPONSE: Are the new students going to play soccer or football? {bk08-l1b-f3-05-a.mp3}
-
-TEMPLATE: Jan
-PROMPT: Jan, "Mail a letter, buy stamps." {page_018_006.jpg} {bk08-l1b-f3-06-q.mp3}
-RESPONSE: Is Jan going to mail a letter or buy stamps? {bk08-l1b-f3-06-a.mp3}
+CARD: A question word goes at the very front.
+{What is Private Moon going to mail?}
+{Who is going to make sandwiches?}
+{When is the class going to finish?}
 
 # Source: LLA 1B Figure 4
-$PRODUCE Complete the Question
-ID: 1b-f4
-INTRO: Listen to a statement, then use its information to complete the follow-up question. Type the missing words, then repeat the full question.
-INSTRUCTION: Type the missing words to complete the question.
+$PRODUCE Complete the Questions
+ID: 8-1b-f4
+HIDE_PROMPT
 INPUT: type
 CHECK: exact
 REPEAT
+INTRO: Listen to the statement. Use its information to complete the question on the screen. Then listen and repeat the full question.
+INSTRUCTION: Type the missing words to complete the question.
 
 EXAMPLE
-PROMPT: Arthur is going to move the sofa. {bk08-l1b-f4-00-q.mp3}
+PROMPT: Arthur is going to move the sofa. {bk08-l1b-f4-ex-q.mp3}
 TEMPLATE: ____{Is} he ____{going to move} the arm chair, too?
-RESPONSE: Is he going to move the armchair too? {bk08-l1b-f4-00-a.mp3}
+RESPONSE: Is he going to move the armchair too? {bk08-l1b-f4-ex-a.mp3}
 
 PROMPT: Ralph worked late yesterday. {bk08-l1b-f4-01-q.mp3}
 TEMPLATE: Is ____{he} going ____{to work} late today?
@@ -513,76 +597,147 @@ PROMPT: Captain Carter is going to grow vegetables this summer. {bk08-l1b-f4-08-
 TEMPLATE: ____{Is he} going to ____{grow} fruit this summer, too?
 RESPONSE: Is he going to grow fruit this summer too? {bk08-l1b-f4-08-a.mp3}
 
-# Source: LLA 1D Figure 5
-$PRODUCE Ask and Answer About the Pictures
-ID: 1d-f5
+# Source: LLA 1B Figure 3
+$PRODUCE Questions with "Or"
+ID: 8-1b-f3
 INPUT: speak
 CHECK: reveal
-INTRO: Look at the picture and listen to the cue. Ask a yes/no question using "going to", then answer it based on the picture — you're both sides of this conversation.
-INSTRUCTION: Ask the question and give a short answer.
 REPEAT
+INTRO: You'll see a picture and hear two possibilities. Ask a question with "going to" offering the choice with "or", then repeat the correct question.
+INSTRUCTION: Ask a question with "going to" and "or".
 
 EXAMPLE
-PROMPT: Play soccer. {page_030_001.jpg} {bk08-l1d-f5-ex-cue.mp3}
-RESPONSE: Is the man going to play soccer? No, he isn't. {bk08-l1d-f5-ex-a.mp3}
+PROMPT: Sergeant Smith: "Do his homework." "Write a letter." {page_018_001.jpg|Sgt Smith holding a pencil} {bk08-l1b-f3-ex-q.mp3}
+RESPONSE: Is Sergeant Smith going to do his homework or write a letter? {bk08-l1b-f3-ex-a.mp3}
 
-PROMPT: Travel by plane. {page_030_002.jpg} {bk08-l1d-f5-01-cue.mp3}
-RESPONSE: Are they going to travel by plane? No, they aren't. {bk08-l1d-f5-01-a.mp3}
+PROMPT: Mrs. Miller: "Buy a dress, a blouse." {page_018_002.jpg|Mrs. Miller opening a door near clothes hanging on a rack} {bk08-l1b-f3-02-q.mp3}
+RESPONSE: Is Mrs. Miller going to buy a dress or a blouse? {bk08-l1b-f3-02-a.mp3}
 
-PROMPT: Eat. {page_030_003.jpg} {bk08-l1d-f5-02-cue.mp3}
-RESPONSE: Is the soldier going to eat in the mess hall? Yes, he is. {bk08-l1d-f5-02-a.mp3}
+PROMPT: Ann and Paul: "Cash a check, buy a money order." {page_018_003.jpg|Ann and Paul walking toward a bank building} {bk08-l1b-f3-03-q.mp3}
+RESPONSE: Are Ann and Paul going to cash a check or buy a money order? {bk08-l1b-f3-03-a.mp3}
 
-PROMPT: Chicken. {page_031_001.jpg} {bk08-l1d-f5-03-cue.mp3}
-RESPONSE: Is he going to cook chicken? No, he isn't. {bk08-l1d-f5-03-a.mp3}
+PROMPT: The children: "Read books, do homework." {page_018_004.jpg|Two children sitting at desks in a classroom} {bk08-l1b-f3-04-q.mp3}
+RESPONSE: Are the children going to read books or do homework? {bk08-l1b-f3-04-a.mp3}
 
-PROMPT: Fall. {page_031_002.jpg} {bk08-l1d-f5-04-cue.mp3}
-RESPONSE: Is she going to fall? Yes, she is. {bk08-l1d-f5-04-a.mp3}
+PROMPT: The new students: "Play soccer, football." {page_018_005.jpg|Three young students running outside on a field} {bk08-l1b-f3-05-q.mp3}
+RESPONSE: Are the new students going to play soccer or football? {bk08-l1b-f3-05-a.mp3}
+
+PROMPT: Jan: "Mail a letter, buy stamps." {page_018_006.jpg|Jan reaching to open the door of a U.S. Post Office} {bk08-l1b-f3-06-q.mp3}
+RESPONSE: Is Jan going to mail a letter or buy stamps? {bk08-l1b-f3-06-a.mp3}
 
 # Source: ST §Is the Boy Going to Eat the Apple?
 $PRODUCE Is He Going To...?
 ID: l1-s13
-INTRO: Same job, new pictures. Make a yes/no question about each picture using the cue word, then give a short yes/no answer.
-INSTRUCTION: Make a yes/no question about the picture, then give a short answer.
+INTRO: Look at each picture and use the cue to ask a yes/no question with "be going to" — then answer it yourself, since nobody else is here.
+INSTRUCTION: Ask a yes/no question with "be going to", then give the short answer.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model RESPONSE as the key. Require a yes/no question with "be going to" built on the cue, plus a short answer with the same yes/no as the model. Question phrasing and subject wording may vary.
+RUBRIC: Accept a correctly formed yes/no question with "be going to" matching the cue, followed by a short answer; treat the model answer's short answer as the factual key.
 
 EXAMPLE
-TEMPLATE: eat {st-page_022_001.jpg}
-RESPONSE: Is the boy going to eat an apple? Yes, he is.
+PROMPT: eat {st-page_022_001.jpg|A young boy holding an apple near his mouth, preparing to take a bite}
+RESPONSE: Is the boy going to eat an apple?\n— Yes, he is.
 
-TEMPLATE: study {st-page_022_002.jpg}
-RESPONSE: Are they going to study? No, they aren't.
+PROMPT: study {st-page_022_002.jpg|People swimming and playing in a lake or river}
+RESPONSE: Are they going to study?\n— No, they aren't.
 
-TEMPLATE: move the sofa {st-page_022_003.jpg}
-RESPONSE: Is he going to move the sofa? No, he isn't.
+PROMPT: move the sofa {st-page_022_003.jpg|A man sleeping soundly on a large sofa}
+RESPONSE: Is he going to move the sofa?\n— No, he isn't.
 
-TEMPLATE: travel by plane {st-page_022_004.jpg}
-RESPONSE: Are they going to travel by plane? Yes, they are.
+PROMPT: travel by plane {st-page_022_004.jpg|Passengers sitting inside an airplane cabin looking out the window or at a flight attendant}
+RESPONSE: Are they going to travel by plane?\n— Yes, they are.
 
-TEMPLATE: land {st-page_023_001.jpg}
-RESPONSE: Is the plane going to land? Yes, it is.
+PROMPT: land {st-page_023_001.jpg|An airplane flying high in the sky}
+RESPONSE: Is the plane going to land?\n— No, it isn't.
 
-TEMPLATE: freeze {st-page_023_002.jpg}
-RESPONSE: Is it going to freeze? Yes, it is.
+PROMPT: freeze {st-page_023_002.jpg|A thermometer showing a temperature reading around freezing mark}
+RESPONSE: Is it going to freeze?\n— Yes, it is.
 
-TEMPLATE: buy a car {st-page_023_003.jpg}
-RESPONSE: Are they going to buy a car? No, they aren't.
+PROMPT: buy a car {st-page_023_003.jpg|Two people standing in front of a store window with a sign above reading "COMMISSARY"}
+RESPONSE: Are they going to buy a car?\n— No, they aren't.
 
-TEMPLATE: get a haircut {st-page_023_004.jpg}
-RESPONSE: Is he going to get a haircut? Yes, he is.
+PROMPT: get a haircut {st-page_023_004.jpg|A man getting his hair cut by a barber in a barbershop}
+RESPONSE: Is he going to get a haircut?\n— Yes, he is.
 
-TEMPLATE: play {st-page_024_001.jpg}
-RESPONSE: Is the child going to play? No, he isn't.
+PROMPT: play {st-page_024_001.jpg|A child sleeping comfortably in a bed under covers}
+RESPONSE: Is the child going to play?\n— No, he isn't.
 
-TEMPLATE: cook {st-page_024_002.jpg}
-RESPONSE: Is she going to cook? Yes, she is.
+PROMPT: cook {st-page_024_002.jpg|A woman in a kitchen holding up a frying pan near shelves}
+RESPONSE: Is she going to cook?\n— Yes, she is.
 
-# Source: ST §Answer the Questions
+# Source: LLA 1D Figure 5
+$PRODUCE Ask and Answer About the Pictures
+ID: 8-1d-f5
+INTRO: One more round with pictures — this time in writing. Look at each picture and listen to the cue, then type a yes/no question with "going to" and the short answer.
+INSTRUCTION: Type a question and short answer based on the picture.
+INPUT: type
+CHECK: llm
+RUBRIC: The learner must write a yes/no question using "going to" with the cue word, followed by a short answer; treat the model answer's short answer as the factual key.
+REPEAT
+
+EXAMPLE
+TEMPLATE: Cue: play soccer
+PROMPT: Play soccer. {page_030_001.jpg|A male basketball player wearing a jersey numbered 3 standing near a basketball and hoop} {bk08-l1d-f5-ex-q.mp3}
+RESPONSE: Is the man going to play soccer?\n— No, he isn't. {bk08-l1d-f5-ex-a.mp3}
+
+TEMPLATE: Cue: travel by plane
+PROMPT: Travel by plane. {page_030_002.jpg|Two men standing near the open door of a car} {bk08-l1d-f5-01-q.mp3}
+RESPONSE: Are they going to travel by plane?\n— No, they aren't.
+
+TEMPLATE: Cue: eat
+PROMPT: Eat. {page_030_003.jpg|A man in a cap pushing open a glass door labeled MESS HALL} {bk08-l1d-f5-02-q.mp3}
+RESPONSE: Is the soldier going to eat in the mess hall?\n— Yes, he is.
+
+TEMPLATE: Cue: chicken
+PROMPT: Chicken. {page_031_001.jpg|A man in an apron preparing a fish on a cutting board next to a pan} {bk08-l1d-f5-03-q.mp3}
+RESPONSE: Is he going to cook chicken?\n— No, he isn't.
+
+TEMPLATE: Cue: fall
+PROMPT: Fall. {page_031_002.jpg|A woman running while carrying two grocery bags full of food} {bk08-l1d-f5-04-q.mp3}
+RESPONSE: Is she going to fall?\n— Yes, she is.
+
+# Source: LLA 1C Figure 3
+$PRODUCE Make Questions
+ID: 8-1c-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Now the question words. Listen to the statement and the question word, make the question, then repeat the model answer.
+INSTRUCTION: Say the question aloud.
+REPEAT
+
+EXAMPLE
+PROMPT: We're going to eat at a restaurant.\n— Where? {bk08-l1c-f3-ex.mp3}
+RESPONSE: Where are we going to eat? {bk08-l1c-f3-ex-a.mp3}
+
+PROMPT: Private Moon is going to mail a package.\n— What? {bk08-l1c-f3-01.mp3}
+RESPONSE: What is Private Moon going to mail? {bk08-l1c-f3-01-a.mp3}
+
+PROMPT: Someone is going to make sandwiches.\n— Who? {bk08-l1c-f3-02.mp3}
+RESPONSE: Who is going to make sandwiches? {bk08-l1c-f3-02-a.mp3}
+
+PROMPT: Lieutenant Martinez is going to graduate this summer.\n— When? {bk08-l1c-f3-03.mp3}
+RESPONSE: When is Lieutenant Martinez going to graduate? {bk08-l1c-f3-03-a.mp3}
+
+PROMPT: Some students are going to study Russian.\n— Who? {bk08-l1c-f3-04.mp3}
+RESPONSE: Who is going to study Russian? {bk08-l1c-f3-04-a.mp3}
+
+PROMPT: My friend Sarah is going to see a movie.\n— What? {bk08-l1c-f3-05.mp3}
+RESPONSE: What is your friend Sarah going to see? {bk08-l1c-f3-05-a.mp3}
+
+PROMPT: The students are going to listen to tapes.\n— Where? {bk08-l1c-f3-06.mp3}
+RESPONSE: Where are the students going to listen to tapes? {bk08-l1c-f3-06-a.mp3}
+
+PROMPT: The class is going to finish soon.\n— When? {bk08-l1c-f3-07.mp3}
+RESPONSE: When is the class going to finish? {bk08-l1c-f3-07-a.mp3}
+
+PROMPT: The Wilsons are going on a trip to South America.\n— Where? {bk08-l1c-f3-08.mp3}
+RESPONSE: Where are the Wilsons going on their trip? {bk08-l1c-f3-08-a.mp3}
+
+# Source: ST §What Are You Going to Do?
 $PRODUCE Answer with the Cue
-ID: l1-s15
-INTRO: Now answer question-word questions. Use the cue in parentheses and answer in a full sentence.
-INSTRUCTION: Answer the questions aloud using the cue.
+ID: l1-s14
+INTRO: Answer each question in a complete sentence, using the cue in parentheses. The cue does the deciding — you do the grammar.
+INSTRUCTION: Answer in a complete sentence using the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -608,13 +763,13 @@ PROMPT: When are they going to arrive? (at 9:30)
 RESPONSE: They are going to arrive at 9:30.
 
 PROMPT: Which shirt are you going to buy? (the blue one)
-RESPONSE: I'm going to buy the blue one.
+RESPONSE: I'm going to buy the blue shirt.
 
 PROMPT: When is the plane going to take off? (in one hour)
 RESPONSE: The plane is going to take off in one hour.
 
 PROMPT: Where are Mike and Floyd going to eat? (in the dining hall)
-RESPONSE: They are going to eat in the dining hall.
+RESPONSE: Mike and Floyd are going to eat in the dining hall.
 
 PROMPT: Which thermometer are you going to use? (Fahrenheit)
 RESPONSE: I'm going to use the Fahrenheit thermometer.
@@ -623,107 +778,72 @@ PROMPT: Who is going to move the coffee table? (John)
 RESPONSE: John is going to move the coffee table.
 
 PROMPT: What is Alan going to bring? (salad)
-RESPONSE: Alan is going to bring a salad.
-
-# Source: LLA 1C Figure 3
-$PRODUCE Make a Question
-ID: 1c-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to a statement followed by a question word, then ask the new question with that word. Repeat the correct question.
-INSTRUCTION: Ask the question aloud.
-REPEAT
-
-EXAMPLE
-PROMPT: We're going to eat at a restaurant. Where? {bk08-l1c-f3-ex-q.mp3}
-RESPONSE: Where are we going to eat? {bk08-l1c-f3-ex-a.mp3}
-
-PROMPT: Private Moon is going to mail a package. What? {bk08-l1c-f3-01-q.mp3}
-RESPONSE: What is Private Moon going to mail? {bk08-l1c-f3-01-a.mp3}
-
-PROMPT: Someone is going to make sandwiches. Who? {bk08-l1c-f3-02-q.mp3}
-RESPONSE: Who is going to make sandwiches? {bk08-l1c-f3-02-a.mp3}
-
-PROMPT: Lieutenant Martinez is going to graduate this summer. When? {bk08-l1c-f3-03-q.mp3}
-RESPONSE: When is Lieutenant Martinez going to graduate? {bk08-l1c-f3-03-a.mp3}
-
-PROMPT: Some students are going to study Russian. Who? {bk08-l1c-f3-04-q.mp3}
-RESPONSE: Who is going to study Russian? {bk08-l1c-f3-04-a.mp3}
-
-PROMPT: My friend Sarah is going to see a movie. What? {bk08-l1c-f3-05-q.mp3}
-RESPONSE: What is your friend Sarah going to see? {bk08-l1c-f3-05-a.mp3}
-
-PROMPT: The students are going to listen to tapes. Where? {bk08-l1c-f3-06-q.mp3}
-RESPONSE: Where are the students going to listen to tapes? {bk08-l1c-f3-06-a.mp3}
-
-PROMPT: The class is going to finish soon. When? {bk08-l1c-f3-07-q.mp3}
-RESPONSE: When is the class going to finish? {bk08-l1c-f3-07-a.mp3}
-
-PROMPT: The Wilsons are going on a trip to South America. Where? {bk08-l1c-f3-08-q.mp3}
-RESPONSE: Where are the Wilsons going on their trip? {bk08-l1c-f3-08-a.mp3}
+RESPONSE: Alan is going to bring salad.
 
 # Source: ST §What Are You Going to Buy?
-$PRODUCE Ask About the Underlined Part
-ID: l1-s16
-INTRO: You'll see a statement with one part underlined. Ask the question that asks about exactly that part — the underline tells you what you don't "know".
-INSTRUCTION: Change the sentence to a question about the underlined part.
+$PRODUCE Make the Question
+ID: l1-s15
+INTRO: Read each sentence — the underlined words are the answer. Ask the question with "be going to" that gets that answer.
+INSTRUCTION: Ask the question for the underlined words.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model RESPONSE as the key. Require a question with an appropriate question word that asks about the same information as the model, using "be going to" or the present continuous; pronoun substitutions for names are fine, and wording may vary slightly.
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct question using "be going to" that asks for the underlined information.
 
 EXAMPLE
-TEMPLATE: I am going to buy *a car*.
+PROMPT: I am going to buy *a car*.
 RESPONSE: What are you going to buy?
 
-TEMPLATE: Harry is going to leave *tomorrow*.
+PROMPT: Harry is going to leave *tomorrow*.
 RESPONSE: When is Harry going to leave?
 
-TEMPLATE: Nora and Jean are going to *Dallas*.
-RESPONSE: Where are Nora and Jean going?
+PROMPT: Nora and Jean are going to *Dallas*.
+RESPONSE: Where are Nora and Jean going to go?
 
-TEMPLATE: They are going to *walk* to school.
-RESPONSE: How are they going to get to school?
+PROMPT: They are going to *walk* to school.
+RESPONSE: How are they going to go to school?
 
-TEMPLATE: Jim is going to wear *his brown jacket*.
+PROMPT: Jim is going to wear *his brown jacket*.
 RESPONSE: What is Jim going to wear?
 
-TEMPLATE: William is going to travel *in California*.
+PROMPT: William is going to travel *in California*.
 RESPONSE: Where is William going to travel?
 
-TEMPLATE: Fred is going to send *the letter*.
+PROMPT: Fred is going to send *the letter*.
 RESPONSE: What is Fred going to send?
 
-TEMPLATE: She is going to cook *the chicken*.
+PROMPT: She is going to cook *the chicken*.
 RESPONSE: What is she going to cook?
 
-TEMPLATE: Lt Adams is going to fly *the new plane*.
+PROMPT: Lt Adams is going to fly *the new plane*.
 RESPONSE: What is Lt Adams going to fly?
 
-TEMPLATE: Irene is going to put the salad *in the refrigerator*.
+PROMPT: Irene is going to put the salad *in the refrigerator*.
 RESPONSE: Where is Irene going to put the salad?
 
-TEMPLATE: Jim's plane is going to leave *at 3:25 p.m.*
+PROMPT: Jim's plane is going to leave *at 3:25 p.m.*
 RESPONSE: What time is Jim's plane going to leave?
 
-# SKIPPED (book): "WHAT ARE YOU GOING TO DO...? — Choose one of the following and talk
-# about it." Open-ended free production with no determinate answer. Dropped.
+# SKIPPED (book): "WHAT ARE YOU GOING TO DO...?" (ST p. 25) — open pair speaking prompts about personal future plans.
 
-$LESSON 1-4: Directions — North, South, and Straight Ahead
+$SESSION 1-4: Directions and Distances
 
-# Source: LLA 1B Figure 1 (kilometer VOCAB salvaged from dropped ST §Directions twin)
-$DIALOGUE North, South, East, West {page_017_001.jpg}
-ID: 1b-f1
-INTRO: Now, directions — starting with the compass. Listen and repeat; by the end of this part you'll be able to send a stranger across town with confidence.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 1B Figure 1 (merged: TTS lines and "kilometer" vocab salvaged from ST §Directions — TTS twin dropped)
+$DIALOGUE Directions and Distances {page_017_001.jpg|A map of North America showing Canada, Mexico, and the United States, with labeled cities: Los Angeles, San Antonio, Dallas, Chicago, New York, and a compass rose}
+ID: 8-1b-f1
+INTRO: New skill: finding your way. You'll see a map of North America — listen and repeat the words and sentences about directions and distances.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: north
 VOCAB: south
 VOCAB: east
 VOCAB: west
-LINE: North, south, east, west. {bk08-l1b-f1-01.mp3}
+LINE: North. South. East. West. {bk08-l1b-f1-01.mp3}
 
-VOCAB: directions
+LINE: North is opposite south. East is opposite west.
+
+VOCAB: direction
 LINE: North, south, east, and west are directions. {bk08-l1b-f1-02.mp3}
 
 LINE: Canada is north of the United States. {bk08-l1b-f1-03.mp3}
@@ -742,23 +862,22 @@ LINE: A highway is a road between two cities. {bk08-l1b-f1-08.mp3}
 
 VOCAB: mile
 VOCAB: kilometer
-LINE: There are 1.6 kilometers in one mile. {bk08-l1b-f1-09.mp3}
+LINE: There are 1.6 kilometers in 1 mile. {bk08-l1b-f1-09.mp3}
 
-# SKIPPED (book): "DALLAS IS NORTH OF AUSTIN — Look at the map. Ask and answer questions."
-# Co-constructed pair practice with no solo path. Dropped.
+LINE: Peter lives three miles from the school.
 
-# Source: LLA 1B Figure 2 (part 1)
-$PRODUCE Make Statements About the Map {page_017_001.jpg}
-ID: 1b-f2-a
-INTRO: Look at the map of the United States. Listen to the two place names, make a statement about where the first is, then repeat the correct answer.
-INSTRUCTION: Make a statement using the locations.
+# Source: LLA 1B Figure 2 (statements pass)
+$PRODUCE Which Direction? {page_017_001.jpg|A map of North America showing Canada, Mexico, and the United States, with labeled cities: Los Angeles, San Antonio, Dallas, Chicago, New York, and a compass rose}
+ID: 8-1b-f2a
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: You'll see the map of North America and hear two place names. Make a statement giving the compass direction between them, then repeat the model answer.
+INSTRUCTION: Make a statement using compass directions.
 
 EXAMPLE
-PROMPT: The United States. Mexico. {bk08-l1b-f2-00-q.mp3}
-RESPONSE: The United States is north of Mexico. {bk08-l1b-f2-00-a.mp3}
+PROMPT: The United States. Mexico. {bk08-l1b-f2-ex-q.mp3}
+RESPONSE: The United States is north of Mexico. {bk08-l1b-f2-ex-a.mp3}
 
 PROMPT: Dallas. Chicago. {bk08-l1b-f2-01-q.mp3}
 RESPONSE: Dallas is south of Chicago. {bk08-l1b-f2-01-a.mp3}
@@ -772,14 +891,14 @@ RESPONSE: New York City is east of Chicago. {bk08-l1b-f2-03-a.mp3}
 PROMPT: Dallas. San Antonio. {bk08-l1b-f2-04-q.mp3}
 RESPONSE: Dallas is north of San Antonio. {bk08-l1b-f2-04-a.mp3}
 
-# Source: LLA 1B Figure 2 (part 2)
-$PRODUCE How Long Is the Highway? {page_017_001.jpg}
-ID: 1b-f2-b
-INTRO: Same map, new question: distances. Listen, read the miles off the map, and answer in a full sentence. Then repeat the correct answer.
-INSTRUCTION: Answer the question based on the map.
+# Source: LLA 1B Figure 2 (distances pass)
+$PRODUCE Highway Distances {page_017_001.jpg|A map of North America showing Canada, Mexico, and the United States, with labeled cities: Los Angeles, San Antonio, Dallas, Chicago, New York, and a compass rose}
+ID: 8-1b-f2b
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Listen to each question, read the distances shown on the map, and answer aloud. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud based on the map.
 
 PROMPT: How long is the highway between Chicago and Los Angeles? {bk08-l1b-f2-05-q.mp3}
 RESPONSE: The highway between Chicago and Los Angeles is 2,095 miles long. {bk08-l1b-f2-05-a.mp3}
@@ -793,176 +912,209 @@ RESPONSE: The highway between Chicago and New York City is 843 miles long. {bk08
 PROMPT: How long is the highway between Dallas and New York City? {bk08-l1b-f2-08-q.mp3}
 RESPONSE: The highway between Dallas and New York City is 1,607 miles long. {bk08-l1b-f2-08-a.mp3}
 
+# Source: ST §Dallas Is North of Austin
+$PRODUCE The Texas Map {st-page_029_001.jpg|A map of the state of Texas showing key cities including El Paso, Dallas, Austin, San Antonio, Houston, and Laredo, along with major highways and a compass}
+ID: l1-s19
+INTRO: Now a map of Texas — cities and highways. Listen to each question, find the answer on the map, and say it in a full sentence.
+INSTRUCTION: Answer the questions using the Texas map.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+EXAMPLE
+PROMPT: Which city is north of Austin?
+RESPONSE: Dallas is north of Austin.
+
+EXAMPLE
+PROMPT: Which highway goes from San Antonio to Laredo?
+RESPONSE: Highway 35 goes from San Antonio to Laredo.
+
+PROMPT: Which city is south of San Antonio?
+RESPONSE: Laredo is south of San Antonio.
+
+PROMPT: Which city is west of San Antonio?
+RESPONSE: El Paso is west of San Antonio.
+
+PROMPT: Which city is east of Austin?
+RESPONSE: Houston is east of Austin.
+
+PROMPT: Which highway goes from El Paso to San Antonio?
+RESPONSE: Interstate 10 goes from El Paso to San Antonio.
+
 # Source: ST §Where Is the Grocery Store?
-$DIALOGUE Blocks and Corners {st-page_030_001.jpg}
+$DIALOGUE Blocks and Corners {st-page_030_001.jpg|A street grid map showing Main Street, Broadway, First Street, Second Street, and Third Street, with various buildings labeled}
 ID: l1-s20
-INTRO: From highways down to city streets: blocks, corners, and going straight ahead. Listen and repeat.
-INSTRUCTION: Listen and repeat each sentence.
+INTRO: From highways to sidewalks. These are the words for finding your way around town — listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: block
-LINE: A block has streets on each side. The post office and the bank are on the same block.
+LINE: A block has streets on each side.
+LINE: The post office and the bank are on the same block.
 
 VOCAB: corner
-LINE: I'll meet you at the corner of Broadway and First St. There is a restaurant on the corner of Second and Main.
+LINE: I'll meet you at the corner of Broadway and First St.
+LINE: There is a restaurant on the corner of Second and Main.
 
 VOCAB: park
 LINE: There's a park on Main Street. Children like to go to parks.
 
 VOCAB: straight ahead
-LINE: Don't turn right. Don't turn left. Go straight ahead. The grocery store is straight ahead, on the right.
+LINE: Don't turn right. Don't turn left. Go straight ahead.
+LINE: The grocery store is straight ahead, on the right.
 
+VOCAB: directions
 LINE: He gave me directions to the grocery store. He told me to go straight ahead for a block and a half.
-
 LINE: Before a test, read the directions at the top of the page.
 
 VOCAB: for
 LINE: I drove for an hour. Then I saw the school.
-
 LINE: I stayed at the library for three hours.
 
 # Source: ST §How Do I Get To...?
 $DIALOGUE How Do I Get To...?
-ID: l1-s24
-INTRO: Here are the phrases people actually use when they're lost — and the answers they hope to hear. Read along.
-INSTRUCTION: Read the sentences.
+ID: l1-s23
+INTRO: Here are the sentences people actually say when they're lost — and the answers they hope to hear. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
-VOCAB: How do I get to...? | get to
+VOCAB: How do I get to
 LINE: Excuse me, please. How do I get to the hospital?
 LINE: Drive east on Broadway for ten blocks.
 LINE: Walk straight ahead to the corner. Then turn left.
-LINE: Stay on Highway 90 East to Houston.
+LINE: Stay on Highway 90 East to Houston. {st-page_036_002.jpg|Highway road sign for EAST Highway 90}
 LINE: It's north of the library on 4th Street.
-LINE: Turn right at the corner of Maple and Pine.
-LINE: Go on Highway 9 for 20 miles.
+LINE: Turn right at the corner of Maple and Pine. {st-page_036_004.jpg|Street sign for MAPLE}
+LINE: Go on Highway 9 for 20 miles. {st-page_036_003.jpg|Highway road sign for Highway 9}
 LINE: Walk north on Elm Street. At the next corner turn left.
-LINE: Go back to 281 South and turn left.
-LINE: It's outside the loop, west of the city.
+LINE: Go back to 281 South and turn left. {st-page_036_001.jpg|Highway road sign for Highway 281}
+LINE: It's outside the loop, west of the city. {st-page_036_005.jpg|Highway road sign for LOOP 410}
 
-# Source: ST §Excuse Me. How Can I Get to the Library?
-$DIALOGUE Getting to the Library
+# Source: ST §How Can I Get to the Library?
+$DIALOGUE How Can I Get to the Library?
 ID: l1-s22
-INTRO: Bill needs the downtown library, and Dave has the route. Listen and repeat each line.
+INTRO: Bill needs the downtown library, and Dave knows the bus routes. Listen to their conversation and repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Bill: How can I get to the library?
 Dave: The base library or the one downtown?
-
 Bill: The downtown library.
 Dave: Get on the bus at 48th and Lake.
-
 Bill: Okay.
 Dave: Get off at Main and Lake and walk south.
-
 Bill: Okay. Then what?
 Dave: Turn left on Pine. Go straight ahead three blocks.
-
 Bill: Thanks!
 Dave: You're welcome.
 
-# SKIPPED (ST): Road Signs — five image-only panels with no readable text in the source;
-# nothing to teach or voice without the sign wording. Dropped.
+$SESSION 1-5: How Do I Get To...?
 
 # Source: LLA 1D Figure 1
-$DIALOGUE Directions to the Bookstore {page_027_001.jpg}
-ID: 1d-f1
-INTRO: One more short exchange — Sylvia wants the new bookstore. Follow along on the map, and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Directions to the Bookstore {page_027_001.jpg|Map of a city area showing streets and buildings with a dashed route line from Park Avenue, turning onto Jones St. towards the New Bookstore}
+ID: 8-1d-f1
+INTRO: In this part you'll follow directions on real maps — and give some of your own. First, listen to Sylvia and Jane talk about the way to the bookstore, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Sylvia: Can you give me directions to the new bookstore? {bk08-l1d-f1-01.mp3}
-Jane: Sure. {bk08-l1d-f1-02.mp3}
-LINE: Take Park Avenue, turn left at Jones Street, walk one block straight ahead. {bk08-l1d-f1-03.mp3}
-LINE: The new bookstore is at the corner of Adams and Jones. {bk08-l1d-f1-04.mp3}
-
-# SKIPPED (book): LLA 1D Figure 2 — spatial drawing task (drawing a route on a map).
-# SKIPPED (book): "LET'S GO! — Listen to the directions and mark the map with a pencil."
-# Both are physical map-marking with no text response. Dropped.
+Jane: Sure. Take Park Avenue, turn left at Jones Street. {bk08-l1d-f1-02.mp3}
+LINE: Walk one block straight ahead. The new bookstore is at the corner of Adams and Jones. {bk08-l1d-f1-03.mp3}
 
 # Source: LLA 1A Figure 4
-$PRODUCE Listen and Complete the Directions {page_014_001.jpg}
-ID: 1a-f4
+$PRODUCE Giving Directions {page_014_001.jpg|City map showing streets Main, Oak Road, Pine, Elm, Cedar, Pecan, 1st St through 5th St, and landmarks including Medical Center, Airport, Oak Road Mall, Bookstore, Cinema, Post Office, Cafe, Bank, Library, and Park}
+ID: 8-1a-f4
 INPUT: type
 CHECK: exact
-INTRO: Look at the map. You're at the Oak Road Information Center. Listen to each set of directions and type the missing words to complete them.
-INSTRUCTION: Type the missing words.
+HIDE_PROMPT
+INTRO: You are at the Oak Road Information Center, on the corner of Main Street and Oak Road, and everyone seems to be lost today. Listen to each question, follow the map, and type the missing words to complete the directions.
+INSTRUCTION: Type the missing words in the blanks.
+
+EXAMPLE
+PROMPT: Excuse me, please. How do I get to the nearest school? {bk08-l1a-f4-ex-q.mp3}
+TEMPLATE: Go east ____{on Oak Road} to ____{5th St|5th Street}. Turn to ____{the left} and ____{go two|go 2} blocks. It's ____{on your right}, north of ____{the post office}.
+RESPONSE: Go east on Oak Road to 5th Street. Turn to the left and go 2 blocks. It's on your right, north of the post office. {bk08-l1a-f4-ex-a.mp3}
 
 PROMPT: Excuse me, please. How do I get to the Uptown Cinema? {bk08-l1a-f4-01-q.mp3}
-TEMPLATE: Go east ____{on Oak Road|Oak Road} to ____{3rd Street}. Turn to ____{the left|left} and ____{go 2|go two|2} blocks. It's ____{on your right}, north of ____{the Wise Owl Bookstore}.
+TEMPLATE: Go east ____{on Oak Road} to ____{3rd Street|3rd St|Third Street}. Turn to ____{the left} and ____{go 2|go two} blocks. It's ____{on your right}, north of ____{the Wise Owl Bookstore|the bookstore}.
 RESPONSE: Go east on Oak Road to 3rd Street. Turn to the left and go 2 blocks. It's on your right, north of the Wise Owl Bookstore. {bk08-l1a-f4-01-a.mp3}
 
 PROMPT: Excuse me, please. How can I get to the Park Café? {bk08-l1a-f4-02-q.mp3}
-TEMPLATE: Go south on ____{Main Street} for one block. Turn ____{left on Pine} and ____{go 2|go two|2} blocks. It's ____{on your left}, between ____{2nd and 3rd Street|2nd and 3rd Streets|Second and Third Street}.
+TEMPLATE: Go south on ____{Main Street|Main St} for one block. Turn ____{left on Pine} and ____{go 2|go two} blocks. It's ____{on your left} between ____{2nd and 3rd Street|2nd and 3rd St|Second and Third Street}.
 RESPONSE: Go south on Main Street for 1 block. Turn left on Pine and go 2 blocks. It's on your left, between 2nd and 3rd Street. {bk08-l1a-f4-02-a.mp3}
 
 PROMPT: Excuse me, please. How do I get to the post office? {bk08-l1a-f4-03-q.mp3}
-TEMPLATE: First, go east ____{on Oak Road|Oak Road} to ____{5th Street}. Turn ____{left}. Then, go straight ahead ____{for 1|for one|1|one} block. It's ____{on your right}.
+TEMPLATE: First go east ____{on Oak Road} to ____{5th Street|5th St|Fifth Street}. Turn ____{left}. Then go straight ahead ____{for 1|for one} block. It's ____{on your right}.
 RESPONSE: First, go east on Oak Road to 5th Street. Turn left. Then, go straight ahead for 1 block. It's on your right. {bk08-l1a-f4-03-a.mp3}
 
 PROMPT: Excuse me, please. How do I get to the Wise Owl Bookstore? {bk08-l1a-f4-04-q.mp3}
-TEMPLATE: Go east ____{on Oak Road|Oak Road} to ____{3rd Street}. Turn ____{left on 3rd|left}. Then, go straight ahead ____{to Pecan}. It's ____{on Pecan}, between ____{3rd and 4th|3rd and 4th Streets|Third and Fourth}.
+TEMPLATE: Go east ____{on Oak Road} to ____{3rd Street|3rd St|Third Street}. Turn ____{left on 3rd|left on Third}. Then go straight ahead ____{to Pecan}. It's ____{on Pecan} between ____{3rd and 4th|3rd and 4th Street|Third and Fourth Street}.
 RESPONSE: Go east on Oak Road to 3rd Street. Turn left on 3rd. Then, go straight ahead to Pecan. It's on Pecan, between 3rd and 4th. {bk08-l1a-f4-04-a.mp3}
 
-# Source: ST §Excuse Me, Please
-$PRODUCE Give Directions
-ID: l1-s25
-INTRO: Your turn to be the helpful local. Look at the map and give directions from the Information Center to each place, out loud.
-INSTRUCTION: Look at the map and give the directions aloud.
-INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model RESPONSE as the key. Accept directions that follow the model's route — same streets, turns, and destination — with free phrasing; minor omissions of detail are fine.
+# Source: LLA 1D Figure 2
+$SELECT Follow the Directions {page_028_001.jpg|City street map grid showing locations such as First Bank, Joe's Coffee Shop, U S Post Office, Library with marker #2, Office Building, Little Store, New Bookstore, Al's Drug Store, Old & New Car Dealers with marker #3, Barber Shop, Ice Cream Shop with marker #1, Grocery Store, and School}
+ID: 8-1d-f2
+HIDE_PROMPT
+INTRO: You'll see a street map with numbered starting points. Listen to each set of directions, trace the route with your eyes, and tap the destination you reach.
+INSTRUCTION: Tap the correct destination.
 
-EXAMPLE
-TEMPLATE: Excuse me, please. How do I get to the nearest school? {st-page_037_001.jpg}
-RESPONSE: Go east on Oak Road to 5th Street. Turn to the left and go two blocks. It's on your right, north of the post office.
+OPTION: a | U.S. Post Office
+OPTION: b | Al's Drug Store
+OPTION: c | First Bank
+OPTION: d | Library
+OPTION: e | Little Store
+OPTION: f | Office Building
+OPTION: g | Joe's Coffee Shop
 
-TEMPLATE: Excuse me, please. How do I get to the Uptown Cinema? {st-page_037_001.jpg}
-RESPONSE: Go west on Oak Road to 3rd Street. Turn right and go straight ahead. It's on your right.
+PROMPT: Start at the ice cream shop. Go west on Park Avenue. Turn right at Lincoln. Go north for 2 blocks. Turn left. {bk08-l1d-f2-01.mp3}
+ANSWER: a
+FEEDBACK: The post office is on your left. {bk08-l1d-f2-01-fb.mp3}
 
-TEMPLATE: Excuse me, please. How can I get to the Park Cafe? {st-page_037_001.jpg}
-RESPONSE: Go west on Oak Road to Pine Street. Turn right and go straight ahead. It's on your left.
+PROMPT: From the library, go south on State Street. Turn left on Park Avenue for 1 block. Turn left at Lincoln. {bk08-l1d-f2-02.mp3}
+ANSWER: b
+FEEDBACK: The drugstore is on the corner of Lincoln and Adams. {bk08-l1d-f2-02-fb.mp3}
 
-TEMPLATE: Excuse me, please. How do I get to the post office? {st-page_037_001.jpg}
-RESPONSE: First go east on Oak Road to 5th Street. Turn left. Then go one block. It's on your right.
+PROMPT: Start at the old and new car dealers. Go north on Jones Street. Walk straight ahead for 1 block. Turn left. Go west for 2 blocks. {bk08-l1d-f2-03.mp3}
+ANSWER: c
+FEEDBACK: The bank is at the corner of Broadway and State Street, on your left. {bk08-l1d-f2-03-fb.mp3}
 
-TEMPLATE: Excuse me, please. How do I get to the Wise Owl Book Store? {st-page_037_001.jpg}
-RESPONSE: Go west on Oak Road to 4th Street. Turn right. Then go three blocks and turn left on Elm. It's on your right.
+# SKIPPED (book): Listening Skill: "LET'S GO!" (ST pp. 31-32) — instructor-read map marking exercise without printed text stimuli.
 
 # Source: ST §Where Are You?
 $PRODUCE Where Are You?
 ID: l1-s21
-INTRO: Now follow directions instead of giving them. Read each route, trace it on the map, and type where you end up. Getting lost here is cheaper than in a real city.
-INSTRUCTION: Follow the directions on the map, then type where you are.
+INTRO: Now the long routes. Read each set of directions, follow them on the map, and type where you end up. No wrong turns, please — there's no gas station on this map.
+INSTRUCTION: Follow the directions on the map and type where you are.
 INPUT: type
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key. Accept any phrasing that names the same place or destination (short forms like "the Post Office" are fine).
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form naming the same place.
 
 EXAMPLE
-TEMPLATE: You're at the Park Cafe on Pine Street. Go west to Main Street and turn right. Go straight ahead for two blocks. It's on the right, north of the Oak Road Mall. Where are you? {st-page_033_001.jpg}
-RESPONSE: I am at the Medical Center at Pecan and Main.
+PROMPT: You're at the Park Cafe on Pine Street. Go west to Main Street and turn right. Go straight ahead for two blocks. It's on the right, north of the Oak Road Mall. Where are you? {st-page_033_001.jpg|A detailed city map showing various landmarks}
+RESPONSE: at the Medical Center at Pecan and Main
 
-TEMPLATE: You're at the bus station on Oak Road. Go north on Fifth Street to Elm Street. Turn to the left and go straight for four blocks. Go south on Main Street for two blocks. It's on the left, south of the Oak Road Mall. Where are you? {st-page_034_001.jpg}
-RESPONSE: I am at the Post Office.
+PROMPT: You're at the bus station on Oak Road. Go north on Fifth Street to Elm Street. Turn to the left and go straight for four blocks. Go south on Main Street for two blocks. It's on the left, south of the Oak Road Mall. Where are you? {st-page_034_001.jpg|A detailed city map showing various landmarks}
+RESPONSE: at the Oak Road Hotel
 
-TEMPLATE: You're at the Holiday Hotel at the corner of Oak Road and Fourth Street. Go north on Fourth Street for three blocks and turn left. What's on the right side of the street? {st-page_034_001.jpg}
-RESPONSE: The Wise Owl Book Store is on the right side of the street.
+PROMPT: You're at the Holiday Hotel at the corner of Oak Road and Fourth Street. Go north on Fourth Street for three blocks and turn left. What's on the right side of the street? {st-page_034_001.jpg|A detailed city map showing various landmarks}
+RESPONSE: the Uptown Cinema
 
-TEMPLATE: You're at Loop 410 and Highway 181 South. Get on Loop 410 and circle to the north on 410 to Highway 281. Get on 281 and go south to Highway 90. Go west on 90 to the next highway. Where are you? {st-page_035_001.jpg}
-RESPONSE: I am at Interstate 35.
+PROMPT: You're at Loop 410 and Highway 181 South. Get on Loop 410 and circle to the north on 410 to Highway 281. Get on 281 and go south to Highway 90. Go west on 90 to the next highway. Where are you? {st-page_035_001.jpg|A highway map showing loop roads and interstate connections around San Antonio}
+RESPONSE: at Interstate 35
 
-TEMPLATE: You're at Highway 16 and Loop 410. Go south on 410 to Interstate 35. Get on 35 and go north. Get off of Interstate 35 at BR 81. Stay on BR 81 to Loop 13. Go west on Loop 13. It's on the right, south of Highway 90. Where are you? {st-page_035_001.jpg}
-RESPONSE: I am at Kelly AFB.
+PROMPT: You're at Highway 16 and Loop 410. Go south on 410 to Interstate 35. Get on 35 and go north. Get off of Interstate 35 at BR 81. Stay on BR 81 to Loop 13. Go west on Loop 13. It's on the right, south of Highway 90. Where are you? {st-page_035_001.jpg|A highway map showing loop roads and interstate connections around San Antonio}
+RESPONSE: at Kelly Air Force Base
 
-TEMPLATE: You're on Highway 87, north of the city. Go south on 87 to Loop 410. Go to the east on 410. Get off of 410 at Interstate 35. Get on Interstate 35 and go north. Where are you going? {st-page_035_001.jpg}
-RESPONSE: I am going to Dallas.
+PROMPT: You're on Highway 87, north of the city. Go south on 87 to Loop 410. Go to the east on 410. Get off of 410 at Interstate 35. Get on Interstate 35 and go north. Where are you going? {st-page_035_001.jpg|A highway map showing loop roads and interstate connections around San Antonio}
+RESPONSE: to Dallas
 
 # Source: LLA 1D Figure 6
-$SELECT Choose the Right Directions {page_032_001.jpg}
-ID: 1d-f6
-INTRO: Last stop in this part. You'll hear where you are and a question asking for directions — check the map and tap the directions that actually work.
+$SELECT Asking for Directions {page_032_001.jpg|A street map showing streets and buildings with a compass rose indicating North, South, East, West}
+ID: 8-1d-f6
+INTRO: You'll see a street map and hear people asking the way. Tap the directions that actually get them there, then repeat the answer.
 INSTRUCTION: Tap the correct directions.
-SHOW_PROMPT
+REPEAT
 
 PROMPT: We're at the bookstore. Can you please give me directions to the school? {bk08-l1d-f6-01-q.mp3}
 OPTION: a | Take Adams Street and turn left.
@@ -971,9 +1123,9 @@ OPTION: c | Go north on Broadway and turn right.
 ANSWER: b
 
 PROMPT: Now we're at the library. Where's the nearest café? {bk08-l1d-f6-02-q.mp3}
-OPTION: a | There's a cafe on this same block.
-OPTION: b | There's a cafe two streets down.
-OPTION: c | There's a cafe opposite the library. {bk08-l1d-f6-02-a.mp3}
+OPTION: a | There's a café on this same block.
+OPTION: b | There's a café two streets down.
+OPTION: c | There's a café opposite the library. {bk08-l1d-f6-02-a.mp3}
 ANSWER: c
 
 PROMPT: We're at the office building. Can you give me directions to the nearest school? {bk08-l1d-f6-03-q.mp3}
@@ -994,21 +1146,46 @@ OPTION: b | Turn right on Lincoln and walk south for two blocks. {bk08-l1d-f6-05
 OPTION: c | Go east two blocks and turn right.
 ANSWER: b
 
-$LESSON 1-5: Planes, Ice, and the Past
+# Source: ST §Excuse Me, Please
+$PRODUCE Excuse Me, Please {st-page_037_001.jpg|A detailed city map showing street names and landmarks}
+ID: l1-s24
+INTRO: Your turn to be the local. You're at the Oak Road Information Center at Main Street and Oak Road. Someone asks the way — look at the map and give them the full directions aloud.
+INSTRUCTION: Give directions from the Information Center, step by step.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the key route; accept equivalent phrasing of the same route, and do not penalize different but coherent step-by-step directions to the same destination.
+
+EXAMPLE
+PROMPT: Excuse me, please. How do I get to the nearest school?
+RESPONSE: Go east on Oak Road to 5th Street.\nTurn to the left and go two blocks.\nIt's on your right, north of the post office.
+
+PROMPT: Excuse me, please. How do I get to the Uptown Cinema?
+RESPONSE: Go north on Main Street to Elm Street.\nTurn right and go two blocks.\nIt's on your left.
+
+PROMPT: Excuse me, please. How can I get to the Park Cafe?
+RESPONSE: Go east on Oak Road to 1st Street.\nTurn right and go one block.\nIt's on the corner of Pine and 1st Street.
+
+PROMPT: Excuse me, please. How do I get to the post office?
+RESPONSE: First go east on Oak Road to 5th Street.\nTurn left.\nThen go one block north.\nIt's on your right.
+
+PROMPT: Excuse me, please. How do I get to the Wise Owl Book Store?
+RESPONSE: Go north on Main Street to Pecan Street.\nTurn right.\nThen go one block.\nIt's on the corner of Pecan and 1st Street.
+
+$SESSION 1-6: Airplanes and a Trip to the Airport
 
 # Source: ST §Where Are the Airplanes?
-$DIALOGUE Take Off and Land
+$DIALOGUE Taking Off and Landing {st-page_013_001.jpg|An airport control tower and terminal building with an airplane parked on the tarmac in the foreground and another airplane flying in the sky above}
 ID: l1-s3
-INTRO: This part is about verbs for planes, plants, and gravity — take off, land, grow, fall, freeze — and what they did yesterday. Start with the planes. Listen and repeat.
-INSTRUCTION: Repeat the words and sentences.
+INTRO: In this part: airplanes. They go up, they come down, and you'll learn to say which is which. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: take off
-VOCAB: took off
-LINE: The airplane takes off at 9:00 a.m. {st-page_013_001.jpg}
+VOCAB: to take off
+LINE: The airplane takes off at 9:00 a.m.
 LINE: The big plane took off. It is in the sky.
 
-VOCAB: land
+VOCAB: to land
 LINE: The plane lands at 12:00 noon.
 LINE: The blue airplane is landing right now.
 
@@ -1017,29 +1194,30 @@ LINE: The small plane didn't take off. It is on the ground.
 LINE: The plane landed. It is on the ground.
 
 # Source: ST §Is It Landing or Taking Off?
-$DIALOGUE Landing or Taking Off?
+$DIALOGUE Is It Landing or Taking Off?
 ID: l1-s4
-INTRO: Mark and Jan are at the airport, waiting for their sister — and disagreeing about airplanes. Just listen.
+INTRO: Mark and Jan are at the airport, watching for their sister's plane — with mixed success. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
 
 Mark: A plane is landing over there. Do you think that's our sister's plane?
 Jan: That plane isn't landing. It's taking off.
 Mark: Oh, you're right. It is leaving the ground.
-Jan: Oh look! A plane is landing now. That may be our sister's plane. {st-page_014_001.jpg}
+Jan: Oh look! A plane is landing now. That may be our sister's plane.
 
-# SKIPPED (book): "WHAT DO YOU SEE? — Talk about what you see in the picture."
-# Open-ended, co-constructed classroom discussion. Dropped.
+# SKIPPED (book): "WHAT DO YOU SEE?" (ST p. 14) — open pair discussion about the airport scene; unstructured speaking task.
 
 # Source: LLA 1C Figure 2
-$SELECT Where Is the Plane?
-ID: 1c-f2
-INTRO: Listen to each statement about a plane — is it landing, taking off, in the sky, or on the ground? Tap the matching picture, then repeat the sentence.
+$SELECT Find the Plane
+ID: 8-1c-f2
+INTRO: Four pictures of planes, four moments of a flight. Listen to each statement, tap the picture that matches what you hear, then repeat the sentence.
 INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: a | Plane taking off {page_022_001.jpg}
-OPTION: b | Plane in the sky {page_022_002.jpg}
-OPTION: c | Plane landing {page_022_003.jpg}
-OPTION: d | Plane on the ground {page_022_004.jpg}
+OPTION: a | Picture A {page_022_001.jpg|An airplane taking off from a runway and climbing into the sky}
+OPTION: b | Picture B {page_022_002.jpg|An airplane flying in the sky among clouds}
+OPTION: c | Picture C {page_022_003.jpg|An airplane descending towards landing near clouds}
+OPTION: d | Picture D {page_022_004.jpg|An airplane parked on the airport tarmac on the ground}
 
 PROMPT: The plane is landing. {bk08-l1c-f2-01.mp3}
 ANSWER: c
@@ -1065,122 +1243,113 @@ PROMPT: The plane is in the sky. {bk08-l1c-f2-06.mp3}
 ANSWER: b
 FEEDBACK: The plane is in the sky. {bk08-l1c-f2-06-fb.mp3}
 
-# Source: LLA 1C Figure 1 (part 1)
-$PRODUCE Complete the Lines
-ID: 1c-f1
+# Source: LLA 1C Figure 6
+$DIALOGUE My Brother's Arrival
+ID: 8-1c-f6
+INTRO: A whole story now, with everything from this lesson in it: ice on the ground, a late plane, and a brother who grows tomatoes in December. Just listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Yesterday, my father, my mother, and I drove to the airport. {bk08-l1c-f6-01.mp3}
+LINE: My brother was arriving from Phoenix. {bk08-l1c-f6-02.mp3}
+LINE: The thermometer showed 30°F at our house. {bk08-l1c-f6-03.mp3}
+LINE: That is below 0°C. {bk08-l1c-f6-04.mp3}
+LINE: We got in the car and it began to rain. {bk08-l1c-f6-05.mp3}
+LINE: The rain fell fast, and some of it froze. {bk08-l1c-f6-06.mp3}
+LINE: Then we had ice on the ground. {bk08-l1c-f6-07.mp3}
+VOCAB: to arrive
+LINE: My brother's plane arrived late. {bk08-l1c-f6-08.mp3}
+LINE: In bad weather, planes can't always take off or land on time. {bk08-l1c-f6-09.mp3}
+LINE: I was happy to see my brother. {bk08-l1c-f6-10.mp3}
+LINE: He was glad to see us too, but he didn't like the cold weather. {bk08-l1c-f6-11.mp3}
+LINE: The temperature in Phoenix was in the 80s that day. {bk08-l1c-f6-12.mp3}
+LINE: My brother is growing tomatoes in December at his house. {bk08-l1c-f6-13.mp3}
+LINE: I think we will visit him next year at winter vacation. {bk08-l1c-f6-14.mp3}
+
+# Source: LLA 1C Figure 6 (fill-in pass)
+$PRODUCE Complete the Story
+ID: 8-1c-f6-b
 INPUT: type
 CHECK: exact
-INTRO: You'll hear lines from a kitchen conversation about green beans and ice. Type the missing words as you hear them — you'll get the whole dialogue next.
+HIDE_PROMPT
+INTRO: Back through the story, sentence by sentence. Listen and type the missing words.
 INSTRUCTION: Type the missing word(s).
 
-TEMPLATE: Your father ____{grew} a lot of green beans last year, and I ____{froze} some.
-PROMPT: Your father grew a lot of green beans last year, and I froze some. {bk08-l1c-f1-01.mp3}
-RESPONSE: Your father grew a lot of green beans last year, and I froze some. {bk08-l1c-f1-01-a.mp3}
+PROMPT: The thermometer showed 30°F at our house. {bk08-l1c-f6-15.mp3}
+TEMPLATE: The ____{thermometer} showed 30 degrees ____{Fahrenheit} at our house.
+RESPONSE: The thermometer showed 30 degrees Fahrenheit at our house.
 
-TEMPLATE: Then bring me some ____{ice}, please.
-PROMPT: Then bring me some iced tea, please. {bk08-l1c-f1-02.mp3}
-RESPONSE: Then bring me some ice, please. {bk08-l1c-f1-02-a.mp3}
+PROMPT: That is below 0°C. {bk08-l1c-f6-16.mp3}
+TEMPLATE: That is below 0 degrees ____{Celsius}!
+RESPONSE: That is below 0 degrees Celsius!
 
-TEMPLATE: Don't ____{fall}.
-PROMPT: Don't fall. {bk08-l1c-f1-03.mp3}
-RESPONSE: Don't fall. {bk08-l1c-f1-03-a.mp3}
+PROMPT: The rain fell fast, and some of it froze. {bk08-l1c-f6-17.mp3}
+TEMPLATE: The rain ____{fell} fast, and some of it ____{froze}.
+RESPONSE: The rain fell fast, and some of it froze.
 
-# Source: LLA 1C Figure 1 (part 2)
-$DIALOGUE Green Beans and Ice
-ID: 1c-f1-b
-INTRO: Here's the whole conversation — Rosemary, her mother, some frozen green beans, and a wet kitchen floor. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+PROMPT: Then we had ice on the ground. {bk08-l1c-f6-18.mp3}
+TEMPLATE: Then we had ____{ice} on the ____{ground}.
+RESPONSE: Then we had ice on the ground.
 
-Rosemary: Do we have any green beans, Mom? {bk08-l1c-f1-04.mp3}
-LINE: I'm going to make a green bean salad. {bk08-l1c-f1-05.mp3}
-Mrs_Brown: Yes, we have some that we grew last year. {bk08-l1c-f1-06.mp3}
-LINE: They're in the freezer. {bk08-l1c-f1-07.mp3}
-LINE: Your father grew a lot of green beans last year, and I froze some. {bk08-l1c-f1-08.mp3}
-LINE: Are you going to get them now? {bk08-l1c-f1-09.mp3}
-Rosemary: Yes, I am. {bk08-l1c-f1-10.mp3}
-Mrs_Brown: Then bring me some ice, please. {bk08-l1c-f1-11.mp3}
-LINE: I'm going to have some tea. {bk08-l1c-f1-12.mp3}
-LINE: Oh, there's water on the kitchen floor. Don't fall. {bk08-l1c-f1-13.mp3}
-Rosemary: All right, I won't. {bk08-l1c-f1-14.mp3}
+PROMPT: In bad weather, planes can't always take off or land on time. {bk08-l1c-f6-19.mp3}
+TEMPLATE: In bad weather, planes can't always ____{take off} or ____{land} on time.
+RESPONSE: In bad weather, planes can't always take off or land on time.
+
+PROMPT: The temperature in Phoenix was in the 80s that day. {bk08-l1c-f6-20.mp3}
+TEMPLATE: The ____{temperature|temperatures} in Phoenix was in the 80's that day.
+RESPONSE: The temperature in Phoenix was in the 80's that day.
+
+PROMPT: My brother is growing tomatoes in December at his house. {bk08-l1c-f6-21.mp3}
+TEMPLATE: My brother is ____{growing} tomatoes in December at his house!
+RESPONSE: My brother is growing tomatoes in December at his house!
 
 # Source: LLA 1D Figure 3
-$PRODUCE Answer About Yesterday
-ID: 1d-f3
+$PRODUCE Answer in Complete Sentences
+ID: 8-1d-f3
+INTRO: Questions about airports, falls, and Mr. Brothers' vegetables — everything you've heard so far. Listen to the question and the short cue, answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
-INTRO: Now put those past forms to work. Listen to each question, use the short cue on your screen, and answer in a complete sentence. Then repeat the correct answer.
-INSTRUCTION: Answer aloud in a complete sentence.
 REPEAT
 
 EXAMPLE
-TEMPLATE: 7:30
-PROMPT: What time did your friend's plane take off? {bk08-l1d-f3-ex-q.mp3}
+PROMPT: What time did your friend's plane take off?\n— 7:30. {bk08-l1d-f3-ex-q.mp3}
 RESPONSE: My friend's plane took off at 7:30. {bk08-l1d-f3-ex-a.mp3}
 
-TEMPLATE: At the airport.
-PROMPT: Where did you fall down? {bk08-l1d-f3-01-q.mp3}
+PROMPT: Where did you fall down?\n— At the airport. {bk08-l1d-f3-01-q.mp3}
 RESPONSE: I fell down at the airport. {bk08-l1d-f3-01-a.mp3}
 
-TEMPLATE: To pick up my friend.
-PROMPT: Why did you go to the airport? {bk08-l1d-f3-02-q.mp3}
+PROMPT: Why did you go to the airport?\n— To pick up my friend. {bk08-l1d-f3-02-q.mp3}
 RESPONSE: I went to the airport to pick up my friend. {bk08-l1d-f3-02-a.mp3}
 
-TEMPLATE: 8:15.
-PROMPT: When did your friend's plane land? {bk08-l1d-f3-03-q.mp3}
+PROMPT: When did your friend's plane land?\n— 8:15. {bk08-l1d-f3-03-q.mp3}
 RESPONSE: His plane landed at 8:15. {bk08-l1d-f3-03-a.mp3}
 
-TEMPLATE: Last year.
-PROMPT: When did Mrs. Brothers freeze the green beans? {bk08-l1d-f3-04-q.mp3}
+PROMPT: When did Mrs. Brothers freeze the green beans?\n— Last year. {bk08-l1d-f3-04-q.mp3}
 RESPONSE: She froze them last year. {bk08-l1d-f3-04-a.mp3}
 
-TEMPLATE: Potatoes and tomatoes.
-PROMPT: What other vegetables did Mr. Brothers grow? {bk08-l1d-f3-05-q.mp3}
+PROMPT: What other vegetables did Mr. Brothers grow?\n— Potatoes and tomatoes. {bk08-l1d-f3-05-q.mp3}
 RESPONSE: He also grew potatoes and tomatoes. {bk08-l1d-f3-05-a.mp3}
 
-# Source: LLA 1C Figure 6
-$PRODUCE My Brother's Arrival
-ID: 1c-f6
-INPUT: type
-CHECK: exact
-INTRO: One story to tie it all together: a freezing day, an icy runway, and a brother in warm, sunny Phoenix. Listen and type the missing words.
-INSTRUCTION: Type the missing word(s).
+$SESSION 1-7: Better, Best, Worse, Worst
 
-TEMPLATE: The ____{thermometer} showed 30 degrees ____{Fahrenheit} at our house.
-PROMPT: The thermometer showed 30°F at our house. {bk08-l1c-f6-01.mp3}
-RESPONSE: The thermometer showed 30 degrees Fahrenheit at our house.
+# Source: ST §Irregular Comparisons (grammar; card-ified, examples from ST §Nancy Had the Best Score)
+$GRAMMAR Better, Best, Worse, Worst
+ID: l1-s25
+INTRO: In this part you'll learn to compare things — good, bad, and their stronger relatives. Two cards.
 
-TEMPLATE: That is below 0 degrees ____{Celsius}!
-PROMPT: That is below 0°C. {bk08-l1c-f6-02.mp3}
-RESPONSE: That is below 0 degrees Celsius!
+CARD: **Good** and **bad** have irregular forms. To compare two things, use **better than** and **worse than**.
+{Joe's score is better than Harry's.}
+{Sam's score is worse than Harry's.}
 
-TEMPLATE: The rain ____{fell} fast, and some of it ____{froze}.
-PROMPT: The rain fell fast, and some of it froze. {bk08-l1c-f6-03.mp3}
-RESPONSE: The rain fell fast, and some of it froze.
+CARD: For the top and the bottom of a whole group, use **the best** and **the worst**.
+{Nancy had the best score.}
+{Janet had the worst score.}
 
-TEMPLATE: Then we had ____{ice} on the ____{ground}.
-PROMPT: Then we had ice on the ground. {bk08-l1c-f6-04.mp3}
-RESPONSE: Then we had ice on the ground.
-
-TEMPLATE: In bad weather, planes can't always ____{take off} or ____{land} on time.
-PROMPT: In bad weather, planes can't always take off or land on time. {bk08-l1c-f6-05.mp3}
-RESPONSE: In bad weather, planes can't always take off or land on time.
-
-TEMPLATE: The ____{temperature} in Phoenix was in the 80's that day.
-PROMPT: The temperature in Phoenix was in the 80s that day. {bk08-l1c-f6-06.mp3}
-RESPONSE: The temperature in Phoenix was in the 80's that day.
-ACCEPT: temperatures
-
-TEMPLATE: My brother is ____{growing} tomatoes in December at his house!
-PROMPT: My brother is growing tomatoes in December at his house. {bk08-l1c-f6-07.mp3}
-RESPONSE: My brother is growing tomatoes in December at his house!
-
-$LESSON 1-6: Better and Worse
-
-# Source: ST §Test Scores
-$GRAMMAR Test Scores
-ID: l1-s26
-INTRO: In this part you'll compare things with better, worse, best, and worst. Here are six test scores — Nancy is doing fine; Janet, less so. Keep them in view.
+SUMMARY:
+| | Comparing two | The whole group |
+|---|---|---|
+| good | better | the best |
+| bad | worse | the worst |
 
 | TEST SCORES | |
 |---|---|
@@ -1191,11 +1360,12 @@ INTRO: In this part you'll compare things with better, worse, best, and worst. H
 | Sam | 62 |
 | Janet | 56 |
 
-# Source: ST §Nancy Had the Best Score.
-$DIALOGUE Better, Worse, Best, Worst
-ID: l1-s27
-INTRO: Read how the four comparison words describe those scores: better and worse for two things, best and worst for the whole group.
-INSTRUCTION: Read the sentences.
+# Source: ST §Nancy Had the Best Score
+$DIALOGUE Nancy Had the Best Score
+ID: l1-s26
+INTRO: Six students took a test. Their scores tell the whole story — listen and repeat the sentences.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
 LINE: Harry had a score of 85. It's a good score.
 LINE: Sara's score is 69. It's a bad score.
@@ -1213,298 +1383,443 @@ VOCAB: worst
 LINE: Janet's score is 56. She had the worst score.
 
 # Source: LLA 1C Figure 4
-$PRODUCE Better or Worse?
-ID: 1c-f4
+$PRODUCE Better and Worse
+ID: 8-1c-f4
 INPUT: speak
 CHECK: reveal
-INTRO: Look at the pair of pictures and listen to the cue. Make two sentences — one with "better", one with "worse" — then repeat the correct answer.
-INSTRUCTION: Speak the sentences aloud.
+INTRO: You'll hear which item is better and which is worse. Make both comparison sentences aloud, then repeat the models.
+INSTRUCTION: Say the comparison aloud.
 REPEAT
 
 EXAMPLE
-TEMPLATE: {page_023_001.jpg}
-TEMPLATE: {page_023_002.jpg}
-PROMPT: Picture 1A, "worse", and Picture 1B, "better". {bk08-l1c-f4-ex-q.mp3}
+TEMPLATE: Compare Car 1A and Car 1B.
+PROMPT: Picture 1A: worse, and Picture 1B: better. {bk08-l1c-f4-ex.mp3}
 RESPONSE: Car 1A is worse than Car 1B. Car 1B is better than Car 1A. {bk08-l1c-f4-ex-a.mp3}
 
-TEMPLATE: {page_023_003.jpg}
-TEMPLATE: {page_023_004.jpg}
+TEMPLATE: Compare the meals in Picture 2A and Picture 2B.
 PROMPT: Picture 2A: better, and Picture 2B: worse. {bk08-l1c-f4-01-q.mp3}
 RESPONSE: Her meal is better than his meal. His meal is worse than her meal. {bk08-l1c-f4-01-a.mp3}
 
-TEMPLATE: {page_023_005.jpg}
-TEMPLATE: {page_023_006.jpg}
+TEMPLATE: Compare the clothes in Picture 3A and Picture 3B.
 PROMPT: Picture 3A: worse, and 3B: better. {bk08-l1c-f4-02-q.mp3}
 RESPONSE: Her clothes are worse than his clothes. His clothes are better than her clothes. {bk08-l1c-f4-02-a.mp3}
 
 # Source: ST §Which One Is Better? Which One Is Worse?
 $PRODUCE Which One Is Better?
-ID: l1-s28
-INTRO: More pairs to judge — apples, sofas, airplanes. Say two sentences about each pair, using "better" and "worse".
-INSTRUCTION: Use better or worse to make sentences about the pictures aloud.
+ID: l1-s27
+INTRO: Two pictures each time: one has seen better days. Compare them with "better" and "worse" — both directions.
+INSTRUCTION: Compare the two pictures using "better" or "worse".
 INPUT: speak
-CHECK: reveal
+CHECK: llm
+RUBRIC: Accept sentences correctly comparing the two items using "better" or "worse" in either or both directions; treat the model answer's judgment of which is better as the key.
 
 EXAMPLE
-TEMPLATE: {st-page_040_001.jpg}
-TEMPLATE: {st-page_040_002.jpg}
+PROMPT: a {st-page_040_001.jpg|A whole, healthy red apple}
+TEMPLATE: b {st-page_040_002.jpg|A rotten apple with a worm crawling out of it}
 RESPONSE: Apple a is better than apple b. Apple b is worse than apple a.
 
-TEMPLATE: {st-page_040_003.jpg}
-TEMPLATE: {st-page_040_004.jpg}
-RESPONSE: Sofa b is better than sofa a. Sofa a is worse than sofa b.
+PROMPT: a {st-page_040_003.jpg|An old, damaged armchair with torn upholstery and stuffing sticking out}
+TEMPLATE: b {st-page_040_004.jpg|A brand new, neat sofa in good condition}
+RESPONSE: Sofa b is better than chair a. Chair a is worse than sofa b.
 
-TEMPLATE: {st-page_040_005.jpg}
-TEMPLATE: {st-page_040_006.jpg}
+PROMPT: a {st-page_040_005.jpg|A neatly groomed man with well-combed hair and a smile}
+TEMPLATE: b {st-page_040_006.jpg|A man with messy, unkempt hair and a sad expression}
 RESPONSE: Man a looks better than man b. Man b looks worse than man a.
 
-TEMPLATE: {st-page_041_001.jpg}
-TEMPLATE: {st-page_041_002.jpg}
+PROMPT: a {st-page_041_001.jpg|A crashed airplane with a broken wing and bent propeller on the ground}
+TEMPLATE: b {st-page_041_002.jpg|A small airplane flying smoothly in the sky above clouds}
 RESPONSE: Airplane b is better than airplane a. Airplane a is worse than airplane b.
 
-TEMPLATE: {st-page_041_003.jpg}
-TEMPLATE: {st-page_041_004.jpg}
+PROMPT: a {st-page_041_003.jpg|A torn and tattered short-sleeve collared shirt}
+TEMPLATE: b {st-page_041_004.jpg|A clean, neatly pressed short-sleeve collared shirt}
 RESPONSE: Shirt b is better than shirt a. Shirt a is worse than shirt b.
 
-TEMPLATE: {st-page_041_005.jpg}
-TEMPLATE: {st-page_041_006.jpg}
+PROMPT: a {st-page_041_005.jpg|A clean, shiny classic convertible car in excellent condition}
+TEMPLATE: b {st-page_041_006.jpg|An old, damaged car with a dented front end and broken bumper}
 RESPONSE: Car a is better than car b. Car b is worse than car a.
 
-# Source: ST §Which Picture Shows the Best Weather?
-$PRODUCE Best and Worst
-ID: l1-s29
-INTRO: Now three pictures at a time — so it's best and worst. Ask the question and answer it yourself, out loud, for each set.
-INSTRUCTION: Ask and answer questions about the pictures aloud. Use best or worst.
-INPUT: speak
-CHECK: reveal
+# Source: LLA 1C Figure 5 (ratings table)
+$GRAMMAR Restaurant Ratings
+ID: 8-1c-f5-table
+INTRO: A restaurant guide: four stars means very good, one star means bring your own sandwich. Look at the list.
 
-EXAMPLE
-TEMPLATE: {st-page_042_001.jpg}
-TEMPLATE: {st-page_042_002.jpg}
-TEMPLATE: {st-page_042_003.jpg}
-RESPONSE: Which picture shows the best weather? Picture 1a shows the best weather. Which picture shows the worst weather? Picture 1c shows the worst weather.
+| Rating | Description |
+|---|---|
+| ★★★★ | Very Good |
+| ★★★ | Good |
+| ★★ | Okay |
+| ★ | Not good |
 
-TEMPLATE: {st-page_042_004.jpg}
-TEMPLATE: {st-page_042_005.jpg}
-TEMPLATE: {st-page_042_006.jpg}
-RESPONSE: Which table is the best? Table 2c is the best. Which table is the worst? Table 2a is the worst.
+### Chinese
+- **Chop Sticks** ★
+- **Chinese Star** ★★★★
+- **Old Taiwan** ★★★
 
-TEMPLATE: {st-page_043_001.jpg}
-TEMPLATE: {st-page_043_002.jpg}
-TEMPLATE: {st-page_043_003.jpg}
-RESPONSE: Which building is the best? Building 3a is the best. Which building is the worst? Building 3b is the worst.
+### Italian
+- **Roma** ★★★★
+- **Flying Pizza** ★
+- **Tito's Cafeteria** ★★★
 
-TEMPLATE: {st-page_043_004.jpg}
-TEMPLATE: {st-page_043_005.jpg}
-TEMPLATE: {st-page_043_006.jpg}
-RESPONSE: Which shoes are the best? Shoes 4c are the best. Which shoes are the worst? Shoes 4a are the worst.
+### American
+- **Mom's Cafe** ★★★
+- **Great Steak** ★★★★
+- **Happy Burger** ★
 
-TEMPLATE: {st-page_043_007.jpg}
-TEMPLATE: {st-page_043_008.jpg}
-TEMPLATE: {st-page_043_009.jpg}
-RESPONSE: Which airplane is the best? Airplane 5b is the best. Which airplane is the worst? Airplane 5c is the worst.
-
-TEMPLATE: {st-page_043_010.jpg}
-TEMPLATE: {st-page_043_011.jpg}
-TEMPLATE: {st-page_043_012.jpg}
-RESPONSE: Which road is the best? Road 6a is the best. Which road is the worst? Road 6c is the worst.
-
-# Source: new (gap: the cassette's best/worst restaurant questions need the figure's rating
-# list, which is not in the source module; ratings reconstructed from the answer key, with
-# middle ratings invented for the unasked restaurants)
-$GRAMMAR Restaurant Guide
-ID: 1c-f5-ref
-INTRO: Here's a restaurant guide: four kinds of food, three restaurants each, rated with stars. Study it — you'll answer questions about it next, and your stomach may take notes too.
-
-More stars = a better restaurant.
-
-| Restaurant | Food | Rating |
-|---|---|---|
-| Chinese Star | Chinese | ★★★★ |
-| Old Taiwan | Chinese | ★★★ |
-| Chop Sticks | Chinese | ★ |
-| Roma | Italian | ★★★★ |
-| Tito's Cafeteria | Italian | ★★★ |
-| Flying Pizza | Italian | ★ |
-| Great Steak | American | ★★★★ |
-| Mom's Cafe | American | ★★★ |
-| Happy Burger | American | ★ |
-| The Pink Patio | Mexican | ★★★★ |
-| Don Pedro's | Mexican | ★★★ |
-| Maria's Cafe | Mexican | ★ |
+### Mexican
+- **Maria's Cafe** ★
+- **Don Pedro's** ★★
+- **The Pink Patio** ★★★★
 
 # Source: LLA 1C Figure 5
-$SELECT Restaurant Ratings
-ID: 1c-f5
-REFERENCE: 1c-f5-ref
-INTRO: Now the questions: which restaurant is the best, and which is the worst? Check the guide, tap your answer, then repeat the confirmation.
+$SELECT Choose the Restaurant
+ID: 8-1c-f5
+REFERENCE: 8-1c-f5-table
+INTRO: Listen to each question about the restaurant list — best and worst of each kind. Tap the correct restaurant, then repeat the sentence. Open the ratings list if you need it.
 INSTRUCTION: Tap the correct restaurant.
 REPEAT
 
-OPTION: a | Chop Sticks
-OPTION: b | Chinese Star
-OPTION: c | Old Taiwan
-OPTION: d | Roma
-OPTION: e | Flying Pizza
-OPTION: f | Tito's Cafeteria
-OPTION: g | Mom's Cafe
-OPTION: h | Great Steak
-OPTION: i | Happy Burger
-OPTION: j | Maria's Cafe
-OPTION: k | Don Pedro's
-OPTION: l | The Pink Patio
+OPTION: a | Chop Sticks ★
+OPTION: b | Chinese Star ★★★★
+OPTION: c | Old Taiwan ★★★
+OPTION: d | Roma ★★★★
+OPTION: e | Flying Pizza ★
+OPTION: f | Tito's Cafeteria ★★★
+OPTION: g | Mom's Cafe ★★★
+OPTION: h | Great Steak ★★★★
+OPTION: i | Happy Burger ★
+OPTION: j | Maria's Cafe ★
+OPTION: k | Don Pedro's ★★
+OPTION: l | The Pink Patio ★★★★
 
-PROMPT: Which is the best American restaurant on the list? {bk08-l1c-f5-01-q.mp3}
+PROMPT: Which is the best American restaurant on the list? {bk08-l1c-f5-01.mp3}
 ANSWER: h
 FEEDBACK: This is the best American restaurant on the list. {bk08-l1c-f5-01-fb.mp3}
 
-PROMPT: Which is the best Italian restaurant? {bk08-l1c-f5-02-q.mp3}
+PROMPT: Which is the best Italian restaurant? {bk08-l1c-f5-02.mp3}
 ANSWER: d
 FEEDBACK: This is the best Italian restaurant on the list. {bk08-l1c-f5-02-fb.mp3}
 
-PROMPT: Which is the best Mexican restaurant? {bk08-l1c-f5-03-q.mp3}
+PROMPT: Which is the best Mexican restaurant? {bk08-l1c-f5-03.mp3}
 ANSWER: l
 FEEDBACK: This is the best Mexican restaurant on the list. {bk08-l1c-f5-03-fb.mp3}
 
-PROMPT: Which is the worst Italian restaurant? {bk08-l1c-f5-04-q.mp3}
+PROMPT: Which is the worst Italian restaurant? {bk08-l1c-f5-04.mp3}
 ANSWER: e
 FEEDBACK: This is the worst Italian restaurant on the list. {bk08-l1c-f5-04-fb.mp3}
 
-PROMPT: Which is the best Chinese restaurant? {bk08-l1c-f5-05-q.mp3}
+PROMPT: Which is the best Chinese restaurant? {bk08-l1c-f5-05.mp3}
 ANSWER: b
 FEEDBACK: This is the best Chinese restaurant on the list. {bk08-l1c-f5-05-fb.mp3}
 
-PROMPT: Which is the worst Chinese restaurant? {bk08-l1c-f5-06-q.mp3}
+PROMPT: Which is the worst Chinese restaurant? {bk08-l1c-f5-06.mp3}
 ANSWER: a
 FEEDBACK: This is the worst Chinese restaurant on the list. {bk08-l1c-f5-06-fb.mp3}
 
-PROMPT: Which is the worst American restaurant? {bk08-l1c-f5-07-q.mp3}
+PROMPT: Which is the worst American restaurant? {bk08-l1c-f5-07.mp3}
 ANSWER: i
 FEEDBACK: This is the worst American restaurant on the list. {bk08-l1c-f5-07-fb.mp3}
 
-PROMPT: Which is the worst Mexican restaurant? {bk08-l1c-f5-08-q.mp3}
+PROMPT: Which is the worst Mexican restaurant? {bk08-l1c-f5-08.mp3}
 ANSWER: j
 FEEDBACK: This is the worst Mexican restaurant on the list. {bk08-l1c-f5-08-fb.mp3}
 
-# Source: LLA 1D Figure 4 (part 1)
-$GRAMMAR David and Bob's Grades
-ID: 1d-f4-ref
-INTRO: One more comparison table: David and Bob's grades. David is winning at driving; Bob is winning at math.
+# Source: ST §Which Picture Shows the Best Weather?
+$PRODUCE The Best and the Worst
+ID: l1-s28
+INTRO: Three pictures each round. Ask which is the best and which is the worst, and answer your own questions — the tornado picture should be an easy call.
+INSTRUCTION: Ask and answer questions using "best" or "worst".
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept questions and answers using "best" or "worst"; treat the model answer's choices of best and worst as the key.
+
+EXAMPLE
+PROMPT: 1a {st-page_042_001.jpg|Bright sunny weather with a clear sky}
+TEMPLATE: 1b {st-page_042_002.jpg|Heavy rain and stormy winds}
+TEMPLATE: 1c {st-page_042_003.jpg|A dark, dangerous tornado swirling down}
+RESPONSE: Which picture shows the best weather?\n— Picture 1a shows the best weather.\nWhich picture shows the worst weather?\n— Picture 1c shows the worst weather.
+
+PROMPT: 2a {st-page_042_004.jpg|An old wooden table with a scratched surface}
+TEMPLATE: 2b {st-page_042_005.jpg|A basic, plain wooden table}
+TEMPLATE: 2c {st-page_042_006.jpg|A clean, well-made wooden table in great condition}
+RESPONSE: Which table is the best?\n— Table 2c is the best table.\nWhich table is the worst?\n— Table 2a is the worst table.
+
+PROMPT: 3a {st-page_043_001.jpg|A modern tall multi-story building}
+TEMPLATE: 3b {st-page_043_002.jpg|An old run-down, condemned building}
+TEMPLATE: 3c {st-page_043_003.jpg|A plain medium-sized two-story building}
+RESPONSE: Which building is the best?\n— Building 3a is the best building.\nWhich building is the worst?\n— Building 3b is the worst building.
+
+PROMPT: 4a {st-page_043_004.jpg|A pair of old, worn-out shoes with torn open toes}
+TEMPLATE: 4b {st-page_043_005.jpg|A pair of leather slip-on shoes in good condition}
+TEMPLATE: 4c {st-page_043_006.jpg|A pair of brand-new shiny leather shoes}
+RESPONSE: Which shoes are the best?\n— Shoes 4c are the best shoes.\nWhich shoes are the worst?\n— Shoes 4a are the worst shoes.
+
+PROMPT: 5a {st-page_043_007.jpg|A single-propeller light airplane}
+TEMPLATE: 5b {st-page_043_008.jpg|A modern commercial jet airliner}
+TEMPLATE: 5c {st-page_043_009.jpg|An early biplane in flight with acrobatic performers}
+RESPONSE: Which airplane is the best?\n— Airplane 5b is the best airplane.\nWhich airplane is the worst?\n— Airplane 5a is the worst airplane.
+
+PROMPT: 6a {st-page_043_010.jpg|A modern highway overpass with paved multi-lane roads}
+TEMPLATE: 6b {st-page_043_011.jpg|A paved curved road running through countryside}
+TEMPLATE: 6c {st-page_043_012.jpg|A rough dirt path through a rural field}
+RESPONSE: Which road is the best?\n— Road 6a is the best road.\nWhich road is the worst?\n— Road 6c is the worst road.
+
+# Source: LLA 1D Figure 4 (grade table)
+$GRAMMAR Grade Report
+ID: 8-1d-f4-grades
+INTRO: David and Bob got their grades back. Look at the report — someone should study more math.
 
 | Subject | David | Bob |
 |---|---|---|
-| English | 92 | 89 |
-| Math | 75 | 90 |
-| French | 85 | 80 |
-| Driver's class | 98 | 96 |
+| English | {92} | {89} |
+| Math | {75} | {90} |
+| French | {85} | {80} |
+| Driver's class | {98} | {96} |
 
-# Source: LLA 1D Figure 4 (part 2)
-$PRODUCE Compare the Grades
-ID: 1d-f4
-REFERENCE: 1d-f4-ref
+# Source: LLA 1D Figure 4
+$PRODUCE Comparing Grades
+ID: 8-1d-f4
+REFERENCE: 8-1d-f4-grades
+INTRO: Compare David's and Bob's grades using "better than" and "worse than". Make both statements aloud, then repeat the models. Open the grade report if you need it.
+INSTRUCTION: Compare the grades aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Compare David and Bob subject by subject. Listen to the cue, then make two statements — one with "better than", one with "worse than".
-INSTRUCTION: Speak the two comparison sentences.
 REPEAT
 
 EXAMPLE
-TEMPLATE: David's grade in English / Bob's grade in English
+TEMPLATE: English — David: 92, Bob: 89
 PROMPT: David's grade in English. Bob's grade in English. {bk08-l1d-f4-ex-q.mp3}
-RESPONSE: David's grade in English was better than Bob's. Bob's grade in English was worse than David's. {bk08-l1d-f4-ex-a.mp3}
+RESPONSE: David's grade in English was better than Bob's.\nBob's grade in English was worse than David's. {bk08-l1d-f4-ex-a.mp3}
 
-TEMPLATE: David's grade in math / Bob's grade in math
+TEMPLATE: Math — David: 75, Bob: 90
 PROMPT: David's grade in math. Bob's grade in math. {bk08-l1d-f4-01-q.mp3}
-RESPONSE: David's grade in math was worse than Bob's grade in math. Bob's grade in math was better than David's grade in math. {bk08-l1d-f4-01-a.mp3}
+RESPONSE: David's grade in math was worse than Bob's grade in math.\nBob's grade in math was better than David's grade in math. {bk08-l1d-f4-01-a.mp3}
 
-TEMPLATE: David's grade in French / Bob's grade in French
+TEMPLATE: French — David: 85, Bob: 80
 PROMPT: David's grade in French. Bob's grade in French. {bk08-l1d-f4-02-q.mp3}
-RESPONSE: David's grade in French was better than Bob's grade. Bob's grade in French was worse than David's grade. {bk08-l1d-f4-02-a.mp3}
+RESPONSE: David's grade in French was better than Bob's grade.\nBob's grade in French was worse than David's grade. {bk08-l1d-f4-02-a.mp3}
 
-TEMPLATE: David's grade in driver's class / Bob's grade in driver's class
+TEMPLATE: Driver's class — David: 98, Bob: 96
 PROMPT: David's grade in driver's class. Bob's grade in driver's class. {bk08-l1d-f4-03-q.mp3}
-RESPONSE: David's grade in driver's class was better than Bob's grade. Bob's grade in driver's class was worse than David's grade. {bk08-l1d-f4-03-a.mp3}
+RESPONSE: David's grade in driver's class was better than Bob's grade.\nBob's grade in driver's class was worse than David's grade. {bk08-l1d-f4-03-a.mp3}
 
 # Source: ST §The Best Airline
 $PRODUCE The Best Airline
-ID: l1-s30
-INTRO: Steve and George are arguing about airlines. Read their conversation and type the correct word in each blank: better, best, worse, or worst.
-INSTRUCTION: Type the correct word (better, best, worse, or worst) in the blank.
+ID: l1-s29
+INTRO: Steve is choosing an airline, and George has opinions. Read their conversation and type the correct form — "better", "best", "worse", or "worst" — in each blank.
+INSTRUCTION: Type the correct form in each blank.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Steve: I'm going on a trip next week. I'm going to fly on Apple Airlines.
+
 TEMPLATE: George: Is Apple Airlines ____{better} than Blue Air? (better/best)
-RESPONSE: Is Apple Airlines better than Blue Air?
+RESPONSE: George: Is Apple Airlines better than Blue Air?
 
 TEMPLATE: Steve: Yes, I heard it was much ____{better}. (better/best)
-RESPONSE: Yes, I heard it was much better.
+RESPONSE: Steve: Yes, I heard it was much better.
 
 TEMPLATE: George: A lot of people think that Blue Air is the ____{best}. (better/best)
-RESPONSE: A lot of people think that Blue Air is the best.
+RESPONSE: George: A lot of people think that Blue Air is the best.
 
 TEMPLATE: Steve: But Apple Airlines isn't the ____{worst}. (worse/worst)
-RESPONSE: But Apple Airlines isn't the worst.
+RESPONSE: Steve: But Apple Airlines isn't the worst.
 
 TEMPLATE: George: That's true. My dad thinks that Silver Airlines is the ____{worst}. (worse/worst)
-RESPONSE: That's true. My dad thinks that Silver Airlines is the worst.
+RESPONSE: George: That's true. My dad thinks that Silver Airlines is the worst.
 
 TEMPLATE: Steve: Well, I'm not going to take the ____{best} airline, (better/best)
 TEMPLATE: but I'm not going to take the ____{worst}. (worse/worst)
 RESPONSE: Well, I'm not going to take the best airline, but I'm not going to take the worst.
 
-# SKIPPED (book): "WHO'S THE BEST STUDENT? — Answer the following questions using better,
-# best, worse, worst." Open-ended personal-preference questions. Dropped.
+TEMPLATE: George: Have a safe trip.
 
-$LESSON 1-7: Punctuation, Sounds, and Review
+TEMPLATE: Steve: Thanks.
 
-# Source: ST §Punctuation
-$GRAMMAR Punctuation
-ID: l1-s17
-INTRO: Last part: punctuation, the h sound, note-taking, and some review. First, what capital letters, commas, and quotation marks are for — small marks, big difference.
+# Source: ST §Who's the Best Student?
+$PRODUCE Best and Worst — Your Turn
+ID: l1-s30
+INTRO: Now some questions with no textbook answer — just yours. Answer each one in a complete sentence using "better", "best", "worse", or "worst".
+INSTRUCTION: Answer in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct full sentence using the appropriate comparative or superlative form (better, best, worse, worst) to answer the question; the learner's own opinion is fine.
 
-**Capital letters:** **C**apt **A**ndrews works at **M**edina **A**ir **F**orce **B**ase.
-**Apostrophes:** He**'**s a pilot, and he**'**s also my friend**'**s instructor.
-**Periods:** He teaches student pilots**.** And next week, we'll be student pilots at Medina**.**
-**Question mark:** Do you think Capt Andrews will teach us**?**
-**Commas:** Capt Andrews flies on Monday**,** Wednesday**,** and Friday mornings**,** and then he teaches the student pilots every afternoon.
-**Exclamation mark:** Oh good**!** We have class in the afternoons**!** Capt Andrews will be our teacher**!**
-**Quotation marks:** **"**You're wrong about that. This morning the major said, **'**Capt Andrews won't teach new students after this class.**'** He just doesn't have the time.**"**
-Tom said, **"**That's not true!**"**
+PROMPT: Which season has the best weather?
+RESPONSE: Spring has the best weather.
 
-# Source: ST §Punctuation Rewrite
-$PRODUCE Punctuation Practice
-ID: l1-s18
-LONGFORM
-INTRO: Rewrite each sentence with the correct capital letters and punctuation. Here, the commas and capitals are the whole point — spelling alone won't save you.
-INSTRUCTION: Rewrite the sentence with correct punctuation and capitalization.
+PROMPT: Which has worse food: the mess hall, or the Officers' Club?
+RESPONSE: The mess hall has worse food than the Officers' Club.
+
+PROMPT: Which is better for you: candy or fruit?
+RESPONSE: Fruit is better for you than candy.
+
+PROMPT: What is the best month for vacation?
+RESPONSE: July is the best month for vacation.
+
+PROMPT: Which is the worst: very hot weather, very wet weather, or very cold weather?
+RESPONSE: Very cold weather is the worst.
+
+$SESSION 1-8: Review — Listening, Reading, and Writing
+
+# Source: LLA 1A Figure 5 (description pass)
+$DIALOGUE A Picture of Our Children
+ID: 8-1a-f5-talk
+INTRO: This last part pulls the lesson together: listening, reading, and some careful writing. First, a mother describes a photo of her three children. Just listen — you'll take notes next.
+INSTRUCTION: Listen to the description.
+
+Woman1: My husband took a picture of our children. {bk08-l1a-f5-01.mp3}
+Woman1: I'm going to describe the picture to you. {bk08-l1a-f5-02.mp3}
+Woman1: On the left side of the picture is our son, Mike. {bk08-l1a-f5-03.mp3}
+Woman1: He's the oldest, and he's 13 years old. {bk08-l1a-f5-04.mp3}
+Woman1: He's wearing a red shirt and blue pants. {bk08-l1a-f5-05.mp3}
+Woman1: In the center is Margaret; she's 11 years old. {bk08-l1a-f5-06.mp3}
+Woman1: She's wearing brown pants and an orange shirt. {bk08-l1a-f5-07.mp3}
+Woman1: On the right is the baby. {bk08-l1a-f5-08.mp3}
+Woman1: His name is Teddy, and he's 7 years old. {bk08-l1a-f5-09.mp3}
+Woman1: He's wearing green short pants and a white shirt. {bk08-l1a-f5-10.mp3}
+
+# Source: LLA 1A Figure 5 (outline pass)
+$PRODUCE Notes About the Children
+ID: 8-1a-f5-tree
+REFERENCE: 8-1a-f5-talk
 INPUT: type
 CHECK: exact
-NORMALIZE: strict
+INTRO: Fill in the notes for each child — age and clothes. If your memory blurs, open the description and listen again.
+INSTRUCTION: Fill in the outline for the three children.
 
-TEMPLATE: frank robert and joe wanted to take a vacation together
-RESPONSE: Frank, Robert, and Joe wanted to take a vacation together.
-ACCEPT: Frank, Robert and Joe wanted to take a vacation together.
+TEMPLATE: Mike (left side)
+SLOT: 1 | Age | 13 years old
+SLOT: 2 | Clothes | red shirt and blue pants
 
-TEMPLATE: frank and joe wanted to go to the mountains but robert wanted to go to the lake
-RESPONSE: Frank and Joe wanted to go to the mountains, but Robert wanted to go to the lake.
+TEMPLATE: Margaret (center)
+SLOT: 1 | Age | 11 years old
+SLOT: 2 | Clothes | brown pants and an orange shirt
 
-TEMPLATE: frank said why do we always have to go to the lake
-RESPONSE: Frank said, "Why do we always have to go to the lake?"
+TEMPLATE: Teddy (right side)
+SLOT: 1 | Age | 7 years old
+SLOT: 2 | Clothes | green short pants and a white shirt
 
-TEMPLATE: lets go to the mountains this year
-RESPONSE: Let's go to the mountains this year.
-ACCEPT: "Let's go to the mountains this year."
+# Source: ST §Select the True Statement
+$SELECT Choose the True Statement
+ID: l1-s7
+INTRO: Each sentence tells you something without saying it directly — Sam's lunch, for example, says plenty. Listen, think, and tap the statement that must be true.
+INSTRUCTION: Tap the true statement about the sentence.
+
+EXAMPLE
+PROMPT: For lunch today, Sam ate two sandwiches, three pieces of chicken, some potato salad, and some fruit.
+OPTION: a | Sam had a big breakfast this morning.
+OPTION: b | Sam was very hungry today.
+OPTION: c | Sam didn't eat much lunch today.
+OPTION: d | Sam wasn't hungry today at lunch.
+ANSWER: b
+
+PROMPT: I studied last night, and I think I'll get a good score today.
+OPTION: a | You're going to lunch.
+OPTION: b | You'll play football today.
+OPTION: c | You'll have a test today.
+OPTION: d | You're doing your homework.
+ANSWER: c
+
+PROMPT: Mr. and Mrs. White got their traveler's checks this morning, and now they're leaving.
+OPTION: a | They're staying at a hospital.
+OPTION: b | They're going on a trip.
+OPTION: c | They're going to the bank.
+OPTION: d | They're driving a new car.
+ANSWER: b
+
+PROMPT: Class starts at 8:30 a.m., Sam, and you're late!
+OPTION: a | It's after 9:00 a.m.
+OPTION: b | It's 7 in the morning.
+OPTION: c | It's 5 o'clock in the morning.
+OPTION: d | It's 8:25 a.m.
+ANSWER: a
+
+PROMPT: Joe put on a heavy coat, a hat, and gloves and left the building.
+OPTION: a | It was summer.
+OPTION: b | It was winter.
+OPTION: c | It was spring.
+OPTION: d | It was fall.
+ANSWER: b
+
+PROMPT: My friend Maria is from Spain, and she speaks two languages.
+OPTION: a | She speaks English and Arabic.
+OPTION: b | She speaks French, English, and Spanish.
+OPTION: c | She speaks only French and English.
+OPTION: d | She speaks English and Spanish.
+ANSWER: d
+
+PROMPT: The Johnsons left the store with a couch, an armchair, a coffee table, and two end tables.
+OPTION: a | They just bought a new car.
+OPTION: b | They needed some new clothes.
+OPTION: c | They needed living room furniture.
+OPTION: d | They went out for dinner.
+ANSWER: c
+
+PROMPT: George lives near the river, and all his friends visit him on hot summer days.
+OPTION: a | George usually goes to his friends' houses.
+OPTION: b | George's mother is a very good cook.
+OPTION: c | George plays basketball in the summer.
+OPTION: d | George's friends like to swim in the summer.
+ANSWER: d
+
+PROMPT: Mary got her soap, a towel, and a washcloth.
+OPTION: a | She wants to take a shower.
+OPTION: b | She went to the store.
+OPTION: c | She needs some cigarettes.
+OPTION: d | She's tired and thirsty.
+ANSWER: a
+
+# Source: ST §Punctuation (grammar)
+$GRAMMAR Punctuation
+ID: l1-s16
+INTRO: Time to write. These small marks — periods, commas, question marks — do a lot of work. One rule per card.
+
+CARD: Use capital letters for names, titles, and proper nouns.
+{Capt Andrews works at Medina Air Force Base.}
+
+CARD: Use apostrophes for contractions and possessives.
+{He's a pilot, and he's also my friend's instructor.}
+
+CARD: Use periods at the end of complete sentences.
+{He teaches student pilots.}
+{And next week, we'll be student pilots at Medina.}
+
+CARD: Use question marks at the end of questions.
+{Do you think Capt Andrews will teach us?}
+
+CARD: Use commas to separate items in a list and connect clauses.
+{Capt Andrews flies on Monday, Wednesday, and Friday mornings, and then he teaches the student pilots every afternoon.}
+
+CARD: Use exclamation marks to show strong feeling or excitement.
+{Oh good! We have class in the afternoons!}
+{Capt Andrews will be our teacher!}
+
+CARD: Use quotation marks to show the exact words someone said.
+{"You're wrong about that. This morning the major said, 'Capt Andrews won't teach new students after this class.' He just doesn't have the time."}
+{Tom said, "That's not true!"}
+
+SUMMARY:
+| | |
+|---|---|
+| **Capital letters:** | **C**apt **A**ndrews works at **M**edina **A**ir **F**orce **B**ase. |
+| **Apostrophes:** | He**'**s a pilot, and he**'**s also my friend**'**s instructor. |
+| **Periods:** | He teaches student pilots**.** And next week, we'll be student pilots at Medina**.** |
+| **Question mark:** | Do you think Capt Andrews will teach us**?** |
+| **Commas:** | Capt Andrews flies on Monday**,** Wednesday**,** and Friday mornings**,** and then he teaches the student pilots every afternoon. |
+| **Exclamation mark:** | Oh good**!** We have class in the afternoons**!** Capt Andrews will be our teacher**!** |
+| **Quotation marks:** | **"**You're wrong about that. This morning the major said, **'**Capt Andrews won't teach new students after this class.**'** He just doesn't have the time.**"** |
+| | **Tom said, "That's not true!"** |
 
 # Source: LLA 1B Figure 5
-$PRODUCE Punctuation Dictation
-ID: 1b-f5
+$PRODUCE Listen and Punctuate
+ID: 8-1b-f5
 LONGFORM
-INTRO: Same skill, now by ear. Listen to each sentence from a family conversation about their house, and rewrite it with the correct capitals, commas, periods, and quotation marks.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
+INTRO: You'll see sentences from a story about a family's house, with all the capital letters and punctuation missing. Listen to how each sentence is read, then type it correctly — every capital and comma counts.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
 TEMPLATE: yesterday my family and i talked about our house
 PROMPT: Yesterday my family and I talked about our house. {bk08-l1b-f5-01.mp3}
@@ -1513,175 +1828,65 @@ RESPONSE: Yesterday my family and I talked about our house. {bk08-l1b-f5-01.mp3}
 TEMPLATE: our house has a kitchen a dining room a living room and five other rooms
 PROMPT: Our house has a kitchen, a dining room, a living room, and five other rooms. {bk08-l1b-f5-02.mp3}
 RESPONSE: Our house has a kitchen, a dining room, a living room, and five other rooms. {bk08-l1b-f5-02.mp3}
+ACCEPT: Our house has a kitchen, a dining room, a living room and five other rooms.
 
 TEMPLATE: my mother likes her room she can rest in her room
 PROMPT: My mother likes her room; she can rest in her room. {bk08-l1b-f5-03.mp3}
 RESPONSE: My mother likes her room; she can rest in her room. {bk08-l1b-f5-03.mp3}
+ACCEPT: My mother likes her room. She can rest in her room.
 
 TEMPLATE: i like to eat my father said
 PROMPT: "I like to eat," my father said. {bk08-l1b-f5-04.mp3}
 RESPONSE: "I like to eat," my father said. {bk08-l1b-f5-04.mp3}
 
-TEMPLATE: which room do i like
-PROMPT: "Which room do I like?" {bk08-l1b-f5-05.mp3}
-RESPONSE: "Which room do I like?" {bk08-l1b-f5-05.mp3}
-
-TEMPLATE: we all said the dining room
-PROMPT: We all said, "The dining room." {bk08-l1b-f5-06.mp3}
-RESPONSE: We all said, "The dining room." {bk08-l1b-f5-06.mp3}
+TEMPLATE: which room do i like we all said the dining room
+PROMPT: "Which room do I like?" We all said, "The dining room." {bk08-l1b-f5-05.mp3}
+RESPONSE: "Which room do I like?" We all said, "The dining room." {bk08-l1b-f5-05.mp3}
 
 TEMPLATE: my sister and i like the living room we can rest and talk in the living room
-PROMPT: My sister and I like the living room; we can rest and talk in the living room. {bk08-l1b-f5-07.mp3}
-RESPONSE: My sister and I like the living room; we can rest and talk in the living room. {bk08-l1b-f5-07.mp3}
+PROMPT: My sister and I like the living room; we can rest and talk in the living room. {bk08-l1b-f5-06.mp3}
+RESPONSE: My sister and I like the living room; we can rest and talk in the living room. {bk08-l1b-f5-06.mp3}
+ACCEPT: My sister and I like the living room. We can rest and talk in the living room.
 
 TEMPLATE: my sister and i like to talk a lot
-PROMPT: My sister and I like to talk a lot. {bk08-l1b-f5-08.mp3}
-RESPONSE: My sister and I like to talk a lot. {bk08-l1b-f5-08.mp3}
+PROMPT: My sister and I like to talk a lot. {bk08-l1b-f5-07.mp3}
+RESPONSE: My sister and I like to talk a lot. {bk08-l1b-f5-07.mp3}
 
-# Source: ST §Hannah Hurt Her Hand.
-$DIALOGUE The H Sound
-ID: l1-s31
-INTRO: A quick pronunciation drill: words that start with h. Listen and repeat — but watch out, two of them are hiding a silent h.
-INSTRUCTION: Repeat these words, then read them.
-REPEAT
-
-LINE: hospital
-LINE: hair
-LINE: heavy
-LINE: hotel
-LINE: hour
-NOTES: The h in "hour" is silent.
-LINE: hand
-LINE: house
-LINE: hurt
-LINE: human
-LINE: honest
-NOTES: The h in "honest" is silent.
-
-# Source: ST §Select the True Statement
-$SELECT Choose the True Statement
-ID: l1-s7
-INTRO: Time to read between the lines. Read each sentence and tap the statement that must be true — nobody puts on a heavy coat and gloves in July.
-INSTRUCTION: Read the sentence. Tap the true statement about the sentence.
-
-EXAMPLE
-TEMPLATE: For lunch today, Sam ate two sandwiches, three pieces of chicken, some potato salad, and some fruit.
-OPTION: a | Sam had a big breakfast this morning.
-OPTION: b | Sam was very hungry today.
-OPTION: c | Sam didn't eat much lunch today.
-OPTION: d | Sam wasn't hungry today at lunch.
-ANSWER: b
-
-TEMPLATE: I studied last night, and I think I'll get a good score today.
-OPTION: a | You're going to lunch.
-OPTION: b | You'll play football today.
-OPTION: c | You'll have a test today.
-OPTION: d | You're doing your homework.
-ANSWER: c
-
-TEMPLATE: Mr. and Mrs. White got their traveler's checks this morning, and now they're leaving.
-OPTION: a | They're staying at a hospital.
-OPTION: b | They're going on a trip.
-OPTION: c | They're going to the bank.
-OPTION: d | They're driving a new car.
-ANSWER: b
-
-TEMPLATE: Class starts at 8:30 a.m., Sam, and you're late!
-OPTION: a | It's after 9:00 a.m.
-OPTION: b | It's 7 in the morning.
-OPTION: c | It's 5 o'clock in the morning.
-OPTION: d | It's 8:25 a.m.
-ANSWER: a
-
-TEMPLATE: Joe put on a heavy coat, a hat, and gloves and left the building.
-OPTION: a | It was summer.
-OPTION: b | It was winter.
-OPTION: c | It was spring.
-OPTION: d | It was fall.
-ANSWER: b
-
-TEMPLATE: My friend Maria is from Spain, and she speaks two languages.
-OPTION: a | She speaks English and Arabic.
-OPTION: b | She speaks French, English, and Spanish.
-OPTION: c | She speaks only French and English.
-OPTION: d | She speaks English and Spanish.
-ANSWER: d
-
-TEMPLATE: The Johnsons left the store with a couch, an armchair, a coffee table, and two end tables.
-OPTION: a | They just bought a new car.
-OPTION: b | They needed some new clothes.
-OPTION: c | They needed living room furniture.
-OPTION: d | They went out for dinner.
-ANSWER: c
-
-TEMPLATE: George lives near the river, and all his friends visit him on hot summer days.
-OPTION: a | George usually goes to his friends' houses.
-OPTION: b | George's mother is a very good cook.
-OPTION: c | George plays basketball in the summer.
-OPTION: d | George's friends like to swim in the summer.
-ANSWER: d
-
-TEMPLATE: Mary got her soap, a towel, and a washcloth.
-OPTION: a | She wants to take a shower.
-OPTION: b | She went to the store.
-OPTION: c | She needs some cigarettes.
-OPTION: d | She's tired and thirsty.
-ANSWER: a
-
-# Source: LLA 1A Figure 5 (part 1)
-$DIALOGUE Listen and Take Notes
-ID: 1a-f5
-INTRO: A mother describes her three children — names, ages, clothes. Listen carefully and take notes; you'll fill in a chart next.
-INSTRUCTION: Listen to the description.
-
-LINE: I'm going to describe the picture to you. {page_015_001.jpg} {bk08-l1a-f5-01.mp3}
-LINE: On the left side of the picture is our son, Mike. {page_015_001.jpg} {bk08-l1a-f5-02.mp3}
-LINE: He is the oldest, and he is 13 years old. {page_015_001.jpg} {bk08-l1a-f5-03.mp3}
-LINE: He is wearing a red shirt and blue pants. {page_015_001.jpg} {bk08-l1a-f5-04.mp3}
-LINE: In the center is Margaret; she is 11 years old. {page_015_001.jpg} {bk08-l1a-f5-05.mp3}
-LINE: She is wearing brown pants and an orange shirt. {page_015_001.jpg} {bk08-l1a-f5-06.mp3}
-LINE: On the right is the baby. {page_015_001.jpg} {bk08-l1a-f5-07.mp3}
-LINE: His name is Teddy, and he is 7 years old. {page_015_001.jpg} {bk08-l1a-f5-08.mp3}
-LINE: He's wearing green short pants and a white shirt. {page_015_001.jpg} {bk08-l1a-f5-09.mp3}
-
-# Source: LLA 1A Figure 5 (part 2)
-$PRODUCE Complete the Chart
-ID: 1a-f5-b
+# Source: ST §Rewrite with Correct Punctuation
+$PRODUCE Rewrite with Correct Punctuation
+ID: l1-s17
+INTRO: Same job, no audio to help this time. Type each sentence with correct capital letters and punctuation marks.
+INSTRUCTION: Type each sentence with correct capitalization and punctuation.
 INPUT: type
-REFERENCE
-INTRO: Now fill in the chart from your notes — each child's name, age, and clothes. You can go back and listen again if Teddy's outfit escaped you.
-INSTRUCTION: Complete the chart from your notes.
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
 
-TEMPLATE: Our Children
-SLOT: 1 | Left child's name | Mike
-SLOT: 2 | Age | 13
-SLOT: 2 | Clothes | red shirt and blue pants
-SLOT: 1 | Center child's name | Margaret
-SLOT: 2 | Age | 11
-SLOT: 2 | Clothes | brown pants and orange shirt
-SLOT: 1 | Right child's name | Teddy
-SLOT: 2 | Age | 7
-SLOT: 2 | Clothes | green short pants and white shirt
+TEMPLATE: frank robert and joe wanted to take a vacation together
+RESPONSE: Frank, Robert, and Joe wanted to take a vacation together.
 
-# SKIPPED (book): "PUT IT IN A BOX. — Listen and fill in the box outlines." Instructor-read
-# listening dictation into a diagram with no recorded stimulus. Dropped.
+TEMPLATE: frank and joe wanted to go to the mountains but robert wanted to go to the lake
+RESPONSE: Frank and Joe wanted to go to the mountains, but Robert wanted to go to the lake.
+
+TEMPLATE: frank said why do we always have to go to the lake lets go to the mountains this year
+RESPONSE: Frank said, "Why do we always have to go to the lake? Let's go to the mountains this year."
 
 # Source: ST §Put the Sentences in Order
-$SELECT Put the Story in Order
+$SELECT Put the Sentences in Order
 ID: l1-s32
 ORDER
-INTRO: One last job: put each set of sentences into an order that tells the story — showers before shopping, haircuts after breakfast. That's the whole lesson; next stop, Lesson 2.
-INSTRUCTION: Put the sentences in order to form a logical paragraph.
+INTRO: Each set of sentences tells a little story — but somebody shuffled them. Arrange them so the story makes sense from beginning to end.
+INSTRUCTION: Arrange the sentences in chronological order.
 
 EXAMPLE
-TEMPLATE: Put these sentences in order.
-OPTION: a | He went to the snack bar for lunch.
+TEMPLATE: Arrange the sentences in order.
+OPTION: a | He ate it.
 OPTION: b | He ordered a sandwich.
-OPTION: c | He ate it.
+OPTION: c | He went to the snack bar for lunch.
 OPTION: d | And then he returned to class.
-ANSWER: a,b,c,d
+ANSWER: c,b,a,d
 
-TEMPLATE: Put these sentences in order.
+TEMPLATE: Arrange the sentences in order.
 OPTION: a | Jim got dressed and went to the store.
 OPTION: b | He went into the bathroom and took a shower.
 OPTION: c | He bought some toothpaste.
@@ -1689,16 +1894,30 @@ OPTION: d | Jim got up at 8:00 a.m. last Saturday.
 OPTION: e | After his shower, he wanted to brush his teeth, but he didn't have any toothpaste.
 ANSWER: d,b,e,a,c
 
-TEMPLATE: Put these sentences in order.
+TEMPLATE: Arrange the sentences in order.
 OPTION: a | Fred said, "Okay, I'll come back this afternoon."
 OPTION: b | Fred needed a haircut.
 OPTION: c | The barber said, "I can't cut your hair this morning. Can you come back later, please?"
 OPTION: d | He went to the barbershop and spoke to his barber.
 ANSWER: b,d,c,a
 
-TEMPLATE: Put these sentences in order.
+TEMPLATE: Arrange the sentences in order.
 OPTION: a | Jane was late to class.
 OPTION: b | But this morning she got up late.
 OPTION: c | Jane usually gets up at 5:30 on weekday mornings.
 OPTION: d | She got dressed and left the house at 7:30.
 ANSWER: c,b,d,a
+
+# Source: ST §Hannah Hurt Her Hand
+$DIALOGUE Words with H
+ID: l1-s31
+INTRO: One last thing: the "h" sound at the start of words — and two sneaky words where the "h" says nothing at all. Listen and repeat each word. That's the lesson — you can now find your way anywhere, and complain about the weather when you get there.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: hospital hair heavy hotel hour
+NOTES: The "h" in "hour" is silent.
+LINE: hand house hurt human honest
+NOTES: The "h" in "honest" is silent.
+
+# SKIPPED (book): Writing Skill: "PUT IT IN A BOX" (ST pp. 47-48) — instructor-read outline listening task without printed stimuli.
diff --git a/book-8-lesson-1/bk08-l1a-f2-01.mp3 b/book-8-lesson-1/bk08-l1a-f2-01.mp3
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index 9d71ba34..2f3a0212 100644
--- a/book-8-lesson-2.module
+++ b/book-8-lesson-2.module
@@ -1,317 +1,181 @@
-$MODULE Book 8 · Lesson 2: Free Time, Fitness, and Possessives {st-page_051_001.jpg}
+$MODULE Book 8 · Lesson 2: Getting in Shape {st-page_051_001.jpg|Illustrations showing various fitness activities including running, volleyball, bench press, stretching, team exercises, and jogging}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book8_lesson2
-DESCRIPTION: Gym and free-time vocabulary, verbs followed by to-infinitives, descriptive adjectives, possessive pronouns, following directions, dictation, and punctuation practice.
+DESCRIPTION: Fitness vocabulary, verbs followed by "to", descriptive adjectives, possessive pronouns, following directions, dictation, punctuation, and reading skills.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Man1 | schedar | Male speaker
+VOICE: Man2 | charon | Male speaker
 VOICE: Jean | aoede | Female speaker
 VOICE: Bob | achird | Male speaker
-VOICE: Teacher | achird | Male teacher
-VOICE: Students | schedar | Group of students
-VOICE: Jerry | achird | Male speaker
-VOICE: Kim | kore | Female speaker
-VOICE: Charlie | iapetus | Male speaker
-VOICE: Jack | puck | Male speaker
-VOICE: Ben | algieba | Male speaker
-VOICE: David | alnilam | Male speaker
+VOICE: Teacher | schedar | Male teacher
+VOICE: Students | achird | Students answering together
+VOICE: Jerry | schedar | Male speaker
+VOICE: Kim | aoede | Female speaker
+VOICE: Charlie | orus | Male speaker
+VOICE: Jack | iapetus | Male speaker
+VOICE: Ben | schedar | Male speaker
+VOICE: David | orus | Male speaker
 VOICE: Pat | leda | Female speaker
-VOICE: Peter | zubenelgenubi | Male speaker
-VOICE: Steve | iapetus | Male speaker
-VOICE: Student1 | achird | Male speaker
-VOICE: Student2 | charon | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Peter | achird | Male speaker
+VOICE: Steve | charon | Male speaker
+VOICE: Student | achird | Male student
+VOICE: Sgt_Jameson | charon | Male sergeant
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 2-1: Free Time and Getting in Shape
+$SESSION 2-1: Getting in Shape — Fitness Words
 
-# SKIPPED (book): LLA 2A Figure 1 — drawing shapes from spoken directions (spatial/drawing response, not expressible).
-# SKIPPED (book): ST "HOW OFTEN DO YOU GO TO THE GYM?" — personal frequency chart + pair ask-and-answer; open, co-constructed pair task.
-# DROPPED (twin): ST §They Work Out in the Gym — same vocab presentation role/modality as LLA 2A Figure 2 (cassette kept); distinct "in good shape / out of shape" lines and images salvaged into the activity below.
+# SKIPPED (book+tape): LLA 2A Figure 1 — Drawing physical shapes from spoken directions (unsupported drawing task).
 
-# Source: LLA 2A Figure 2 + salvaged lines from ST §They Work Out in the Gym
-$DIALOGUE Free Time at the Gym
-ID: 2a-f2
-INTRO: In this lesson you'll learn to talk about free time — sports, workouts, and the things people try, forget, and remember to do. First, the key words, each in a sentence. Listen and repeat.
-INSTRUCTION: Repeat each word and sentence.
+# Source: LLA 2A Figure 2
+$DIALOGUE Fitness Words in Sentences
+ID: 8-2a-f2
+INTRO: In this lesson you'll learn to talk about exercise and getting in shape, use verbs like "want to" and "forget to", and say whose things are whose. First, the fitness words — some people here work harder than others. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: sit-ups
-LINE: Captain Jeffrey does 50 sit-ups every day. {page_034_001.jpg} {bk08-l2a-f2-01.mp3}
+LINE: Captain Jeffrey does 50 sit-ups every day. {page_034_001.jpg|A woman sitting on the floor stretching her arms forward towards her toes} {bk08-l2a-f2-01.mp3}
 
 VOCAB: gym
-LINE: They go to the gym every afternoon. {page_034_002.jpg} {bk08-l2a-f2-02.mp3}
+LINE: They go to the gym every afternoon. {page_034_002.jpg|Two men wearing caps standing in front of a building labeled GYM} {bk08-l2a-f2-02.mp3}
 
 VOCAB: free time
-LINE: We have fun in our free time. {page_034_003.jpg} {bk08-l2a-f2-03.mp3}
+LINE: We have fun in our free time. {page_034_003.jpg|People playing water polo or swimming in a pool with a ball} {bk08-l2a-f2-03.mp3}
 
-VOCAB: try
-LINE: He tried to hit the ball. {page_034_004.jpg} {bk08-l2a-f2-04.mp3}
+VOCAB: to try | tried
+LINE: He tried to hit the ball. {page_034_004.jpg|Two people playing tennis across a net with a tennis ball} {bk08-l2a-f2-04.mp3}
 
 VOCAB: push-ups
-VOCAB: difficult
-LINE: Push-ups are difficult. {page_034_005.jpg} {bk08-l2a-f2-05.mp3}
+LINE: Push-ups are difficult. {page_034_005.jpg|Four men doing push-ups on the floor together} {bk08-l2a-f2-05.mp3}
 
 VOCAB: volleyball
-VOCAB: exciting
-LINE: Volleyball is an exciting game. {page_034_006.jpg} {bk08-l2a-f2-06.mp3}
+LINE: Volleyball is an exciting game. {page_034_006.jpg|People playing volleyball over a high net with a ball} {bk08-l2a-f2-06.mp3}
 
-VOCAB: get in shape
-LINE: The men will get in shape. {page_035_001.jpg} {bk08-l2a-f2-07.mp3}
-
-LINE: Tom and Bob are not doing exercises. They are not getting in shape. {st-page_054_001.jpg}
-
-VOCAB: in good shape
-LINE: These men run every day. They are in good shape. {st-page_054_002.jpg}
-
-LINE: Tom and Bob never exercise. They are out of shape.
+VOCAB: to get in shape
+LINE: The men will get in shape. {page_035_001.jpg|Two soccer players running after a ball on a field with spectators watching} {bk08-l2a-f2-07.mp3}
 
 # Source: LLA 2A Figure 2 (Part 2)
-$SELECT Which Picture Is It?
-ID: 2a-f2-b
-INTRO: Now prove the words stuck. Listen to each sentence and tap the picture it describes, then repeat the sentence.
+$SELECT Which Picture Do You Hear?
+ID: 8-2a-f2-b
+HIDE_PROMPT
+INTRO: Now check yourself. Listen to each sentence and tap the picture that matches what you hear. Then repeat the sentence.
 INSTRUCTION: Tap the matching picture.
 REPEAT
 
-OPTION: a | sit-ups {page_034_001.jpg}
-OPTION: b | gym {page_034_002.jpg}
-OPTION: c | free time {page_034_003.jpg}
-OPTION: d | tennis {page_034_004.jpg}
-OPTION: e | push-ups {page_034_005.jpg}
-OPTION: f | volleyball {page_034_006.jpg}
-OPTION: g | soccer {page_035_001.jpg}
+OPTION: a | sit-ups {page_034_001.jpg|A woman sitting on the floor stretching her arms forward towards her toes}
+OPTION: b | gym {page_034_002.jpg|Two men wearing caps standing in front of a building labeled GYM}
+OPTION: c | free time {page_034_003.jpg|People playing water polo or swimming in a pool with a ball}
+OPTION: d | tennis {page_034_004.jpg|Two people playing tennis across a net with a tennis ball}
+OPTION: e | push-ups {page_034_005.jpg|Four men doing push-ups on the floor together}
+OPTION: f | volleyball {page_034_006.jpg|People playing volleyball over a high net with a ball}
+OPTION: g | get in shape {page_035_001.jpg|Two soccer players running after a ball on a field with spectators watching}
 
-PROMPT: Jeff hit the tennis ball. {bk08-l2a-f2-08-q.mp3}
+PROMPT: Jeff hit the tennis ball. {bk08-l2a-f2-08.mp3}
 ANSWER: d
-FEEDBACK: Repeat: Jeff hit the tennis ball. {bk08-l2a-f2-08-fb.mp3}
+FEEDBACK: Jeff hit the tennis ball. {bk08-l2a-f2-08-fb.mp3}
 
-PROMPT: She is doing sit-ups. {bk08-l2a-f2-09-q.mp3}
+PROMPT: She is doing sit-ups. {bk08-l2a-f2-09.mp3}
 ANSWER: a
-FEEDBACK: Repeat: She is doing sit-ups. {bk08-l2a-f2-09-fb.mp3}
+FEEDBACK: She is doing sit-ups. {bk08-l2a-f2-09-fb.mp3}
 
-PROMPT: The privates are doing their morning push-ups. {bk08-l2a-f2-10-q.mp3}
+PROMPT: The privates are doing their morning push-ups. {bk08-l2a-f2-10.mp3}
 ANSWER: e
-FEEDBACK: Repeat: The privates are doing their morning push-ups. {bk08-l2a-f2-10-fb.mp3}
+FEEDBACK: The privates are doing their morning push-ups. {bk08-l2a-f2-10-fb.mp3}
 
-PROMPT: The students are playing volleyball. {bk08-l2a-f2-11-q.mp3}
+PROMPT: The students are playing volleyball. {bk08-l2a-f2-11.mp3}
 ANSWER: f
-FEEDBACK: Repeat: The students are playing volleyball. {bk08-l2a-f2-11-fb.mp3}
+FEEDBACK: The students are playing volleyball. {bk08-l2a-f2-11-fb.mp3}
 
-PROMPT: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-q.mp3}
+PROMPT: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12.mp3}
 ANSWER: c
-FEEDBACK: Repeat: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-fb.mp3}
+FEEDBACK: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-fb.mp3}
 
-PROMPT: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-q.mp3}
+PROMPT: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13.mp3}
 ANSWER: b
-FEEDBACK: Repeat: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-fb.mp3}
+FEEDBACK: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-fb.mp3}
 
-PROMPT: They want to get in shape. {bk08-l2a-f2-14-q.mp3}
+PROMPT: They want to get in shape. {bk08-l2a-f2-14.mp3}
 ANSWER: g
-FEEDBACK: Repeat: They want to get in shape. {bk08-l2a-f2-14-fb.mp3}
+FEEDBACK: They want to get in shape. {bk08-l2a-f2-14-fb.mp3}
 
-# Source: LLA 2B Figure 3 (Part 1)
-$DIALOGUE Workout Words
-ID: 2b-f3
-INTRO: Four more phrases for the gym — including one for the people who never go. Listen and repeat.
-INSTRUCTION: Repeat each word and sentence.
+# DROPPED twin: ST §They Work Out in the Gym — same vocab, same picture-plus-sentence role as the two cassette panels; its distinct "in shape" / "out of shape" lines are salvaged into the next activity.
+# Source: LLA 2B Figure 3 + salvaged ST §They Work Out in the Gym lines
+$DIALOGUE More Fitness Words
+ID: 8-2b-f3
+INTRO: A few more words about exercise — and about people who avoid it. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
-VOCAB: exercise
-LINE: They exercise every afternoon. {page_040_001.jpg} {bk08-l2b-f3-01.mp3}
+VOCAB: to exercise
+LINE: They exercise every afternoon. {page_040_001.jpg|Three people doing jumping jacks exercise in unison} {bk08-l2b-f3-01.mp3}
 
 VOCAB: workout
-LINE: Roger likes to work out in the gym. {page_040_002.jpg} {bk08-l2b-f3-02.mp3}
+VOCAB: to work out
+LINE: Roger likes to work out in the gym. {page_040_002.jpg|A man lifting a heavy weight or dumbbell} {bk08-l2b-f3-02.mp3}
 
 VOCAB: out of shape
-LINE: He is out of shape. {page_040_003.jpg} {bk08-l2b-f3-03.mp3}
+LINE: He is out of shape. {page_040_003.jpg|A man with a sad or worried expression looking forward} {bk08-l2b-f3-03.mp3}
 
-VOCAB: have fun
-LINE: They always have fun on Saturday. {page_040_004.jpg} {bk08-l2b-f3-04.mp3}
+VOCAB: to have fun
+LINE: They always have fun on Saturday. {page_040_004.jpg|Two people smiling and rowing a canoe in rough water} {bk08-l2b-f3-04.mp3}
+
+VOCAB: in shape
+LINE: They run every day. They are in good shape. {st-page_054_002.jpg|Two fit men jogging happily outdoors}
+
+LINE: Tom and Bob never exercise. They are out of shape. {st-page_054_001.jpg|Two men sitting in chairs watching television and drinking sodas}
 
 # Source: LLA 2B Figure 3 (Part 2)
-$SELECT Match the Workout Words
-ID: 2b-f3-b
-INTRO: Same four phrases, now by ear. Listen to the sentence and tap the picture that matches it.
-INSTRUCTION: Tap the matching picture.
-
-OPTION: a | exercise {page_040_001.jpg}
-OPTION: b | workout {page_040_002.jpg}
-OPTION: c | out of shape {page_040_003.jpg}
-OPTION: d | have fun {page_040_004.jpg}
-
-PROMPT: The soldiers must exercise every day. {bk08-l2b-f3-05.mp3}
-ANSWER: a
-
-PROMPT: Mr. Matthews is out of shape. {bk08-l2b-f3-06.mp3}
-ANSWER: c
-
-PROMPT: The men are having fun. {bk08-l2b-f3-07.mp3}
-ANSWER: d
-
-PROMPT: The airman works out in his free time. {bk08-l2b-f3-08.mp3}
-ANSWER: b
-
-# Source: ST §What Did Jean Forget?
-$DIALOGUE What Did Jean Forget?
-ID: l2-s2
-INTRO: Jean and Bob just left the house, and Jean has that feeling — they forgot something. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
+$SELECT Match the Picture
+ID: 8-2b-f3-b
+INTRO: Listen to the sentence, tap the picture it describes, and repeat the sentence.
+INSTRUCTION: Tap the correct picture.
 REPEAT
 
-VOCAB: to forget
-Jean: I think we forgot something.
-Bob: What did we forget?
-
-VOCAB: to remember
-Jean: I can't remember!
-
-VOCAB: to shut
-Bob: Did you shut the car windows?
-
-Jean: That's it! We forgot about the windows.
-Bob: No, I remembered. I closed them.
-
-Jean: Did you shut the windows in the back, too?
-Bob: Yes, I shut every window in the car.
-
-# Source: ST §Listen to Your Teacher, Students.
-$DIALOGUE We'll Try to Remember
-ID: l2-s3
-INTRO: Mr. Sunshine has a test tomorrow and very little faith in his students' memory. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Teacher: We're going to have a test tomorrow, students. Don't forget!
-Students: No problem, Mr. Sunshine. We'll remember.
-
-Teacher: Will you remember your books?
-Students: Yes, we'll remember to bring our books.
-
-VOCAB: to try
-Teacher: And please try to memorize all of the new words.
-Students: We'll try very hard to learn them.
-
-# Source: ST §Tennis Is Fun!
-$DIALOGUE Tennis Is Fun
-ID: l2-s4
-INTRO: A short story about Henry, Carmen, a tennis ball, and one forgotten errand. Just listen and read along.
-INSTRUCTION: Listen to the story.
-
-Narrator: Between class and supper, Henry and Carmen have some free time. {st-page_056_001.jpg}
-
-VOCAB: to have a good time
-Narrator: At this time they usually exercise and have a good time. {st-page_056_002.jpg}
-
-Narrator: Sometimes, they play tennis. {st-page_056_003.jpg}
-Narrator: Carmen plays tennis very well.
-
-VOCAB: to hit
-Narrator: Yesterday, Henry learned to hit the ball. {st-page_056_004.jpg}
-
-Narrator: The first time, Henry tried to hit the ball. {st-page_056_005.jpg}
-
-VOCAB: to miss
-Narrator: He missed. {st-page_057_001.jpg}
-
-Narrator: He didn't miss the second time. {st-page_057_002.jpg}
-
-Narrator: Carmen and Henry were happy. They had fun. {st-page_057_003.jpg}
-
-VOCAB: watch
-Narrator: Then Carmen looked at her watch. {st-page_057_004.jpg}
-
-Narrator: It was 3:45. "Oh, no!" she said. {st-page_057_005.jpg}
-Narrator: "I forgot to go to the post office, and it closes at 3:30. {st-page_057_006.jpg}
-Narrator: I need to mail a letter to my mother. I must remember to go tomorrow." {st-page_057_007.jpg}
-
-# Source: ST §Look at the Pictures
-$PRODUCE Questions on the Story
-ID: l2-s5
-REFERENCE
-INTRO: Now answer questions about Henry and Carmen. You can open the story again if a detail slips away — Carmen would understand.
-INSTRUCTION: Answer according to the story.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
+OPTION: a | Picture A {page_040_001.jpg|Three people doing jumping jacks exercise in unison}
+OPTION: b | Picture B {page_040_002.jpg|A man lifting a heavy weight or dumbbell}
+OPTION: c | Picture C {page_040_003.jpg|A man with a sad or worried expression looking forward}
+OPTION: d | Picture D {page_040_004.jpg|Two people smiling and rowing a canoe in rough water}
 
 EXAMPLE
-PROMPT: When do Carmen and Henry have supper?
-RESPONSE: They have supper between 6:00 and 7:00.
+PROMPT: The soldiers must exercise every day. {bk08-l2b-f3-ex.mp3}
+ANSWER: a
 
-PROMPT: When do Carmen and Henry have free time?
-RESPONSE: They have free time between class and supper.
+PROMPT: Mr. Matthews is out of shape. {bk08-l2b-f3-05.mp3}
+ANSWER: c
+FEEDBACK: Mr. Matthews is out of shape. {bk08-l2b-f3-05-fb.mp3}
 
-PROMPT: What do they do at this time?
-RESPONSE: They usually exercise and have a good time.
+PROMPT: The men are having fun. {bk08-l2b-f3-06.mp3}
+ANSWER: d
+FEEDBACK: The men are having fun. {bk08-l2b-f3-06-fb.mp3}
 
-PROMPT: What do they sometimes play?
-RESPONSE: Sometimes, they play tennis.
+PROMPT: The airman works out in his free time. {bk08-l2b-f3-07.mp3}
+ANSWER: b
+FEEDBACK: The airman works out in his free time. {bk08-l2b-f3-07-fb.mp3}
 
-PROMPT: What did Henry learn yesterday?
-RESPONSE: He learned to hit the ball.
-
-PROMPT: What did Henry do the first time?
-RESPONSE: He tried to hit the ball.
-
-PROMPT: Did he hit the ball?
-RESPONSE: No, he missed.
-
-PROMPT: Did he hit the ball the second time?
-RESPONSE: Yes, he didn't miss the second time.
-
-PROMPT: Were Carmen and Henry happy?
-RESPONSE: Yes, they were happy.
-
-PROMPT: What did Carmen look at?
-RESPONSE: She looked at her watch.
-
-PROMPT: What did Carmen forget to do?
-RESPONSE: She forgot to go to the post office.
-
-PROMPT: What does she need to do?
-RESPONSE: She needs to mail a letter to her mother.
-
-# Source: ST §Getting in Shape — Word Bank
-$GRAMMAR Getting in Shape — Word Bank
+# Source: ST §Getting in Shape (word-bank cloze)
+$PRODUCE Tips for Getting in Shape
 ID: l2-s6
-INTRO: Here's a small word bank of this part's vocabulary. Keep it handy — you'll use these words to complete some fitness advice next.
-
-**Words for the exercise:**
-* {try to}
-* {exercise}
-* {volleyball}
-* {fun}
-* {work out}
-* {have a good time}
-* {situps}
-* {gym}
-* {get out of shape}
-
-# Source: ST §Getting in Shape
-$PRODUCE Getting in Shape
-ID: l2-s7
-REFERENCE
-INTRO: Some sensible advice about exercise, with holes in it. Type the missing words from the word bank — you can open the bank while you work.
-INSTRUCTION: Complete the sentences using the words from the bank.
+INTRO: Here's some advice for anyone who wants to get in shape without hating it. Complete each tip with a word or phrase from the box on the screen.
+INSTRUCTION: Type the missing words from the box: "gym", "try to", "work out", "exercise", "fun", "situps", "volleyball", "get out of shape", "have a good time".
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Choose a ____{gym} near your home.
 RESPONSE: Choose a gym near your home.
 
-TEMPLATE: ____{Try to} exercise three days a week.
+TEMPLATE: ____{Try to|try to} exercise three days a week.
 RESPONSE: Try to exercise three days a week.
-ACCEPT: try to | Try to
 
-TEMPLATE: Start SLOWLY! The first day ____{exercise} for only five to eight minutes. The next day you can work out for a longer time.
-RESPONSE: Start SLOWLY! The first day exercise for only five to eight minutes. The next day you can work out for a longer time.
-ACCEPT: exercise
+TEMPLATE: Start SLOWLY! The first day ____{work out} for only five to eight minutes. The next day you can work out for a longer time.
+RESPONSE: Start SLOWLY! The first day work out for only five to eight minutes. The next day you can work out for a longer time.
 
-TEMPLATE: ____{Work out} with a friend. Exercise is more ____{fun} together.
-RESPONSE: Work out with a friend. Exercise is more fun together.
+TEMPLATE: ____{Exercise|exercise} with a friend. Exercise is more ____{fun} together.
+RESPONSE: Exercise with a friend. Exercise is more fun together.
 
 TEMPLATE: Select an exercise you like. You don't have to run or do pushups or ____{situps}. You can play tennis, ____{volleyball} or basketball.
 RESPONSE: Select an exercise you like. You don't have to run or do pushups or situps. You can play tennis, volleyball or basketball.
@@ -322,10 +186,12 @@ RESPONSE: Try not to have more than three days between workouts, or you will get
 TEMPLATE: Don't forget to ____{have a good time}!
 RESPONSE: Don't forget to have a good time!
 
+# SKIPPED (book): ST "HOW OFTEN DO YOU GO TO THE GYM?" — personal chart survey / open pair practice.
+
 # Source: ST §Let's Try Again!
 $DIALOGUE Let's Try Again!
-ID: l2-s8
-INTRO: Two quick conversations to close this part: a baseball game and a movie nobody wants to miss. Listen and repeat.
+ID: l2-s7
+INTRO: Jerry has free time and a plan. Kim has doubts. Listen and repeat the dialog.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
@@ -334,100 +200,256 @@ Kim: I can't play baseball very well.
 Jerry: Well, you can learn and we can have fun.
 Kim: All right. I'll play.
 
+$SESSION 2-2: Verbs with "To" — Forget, Remember, Try
+
+# Source: ST §What Did Jean Forget?
+$DIALOGUE What Did Jean Forget?
+ID: l2-s2
+INTRO: In this part you'll learn verbs like "forget", "remember", and "try" — and the little word "to" that follows them. Jean is sure they forgot something. She just can't remember what. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Jean: I think we forgot something.
+VOCAB: to forget
+Bob: What did we forget?
+
+VOCAB: to remember
+Jean: I can't remember!
+
+VOCAB: to shut
+Bob: Did you shut the car windows?
+Jean: That's it! We forgot about the windows.
+Bob: No, I remembered. I closed them.
+Jean: Did you shut the windows in the back, too?
+Bob: Yes, I shut every window in the car.
+
+# Source: ST §Listen to Your Teacher, Students.
+$DIALOGUE Listen to Your Teacher, Students
+ID: l2-s3
+INTRO: Mr. Sunshine's class has a test tomorrow. He is not worried. Much. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Teacher: We're going to have a test tomorrow, students. Don't forget!
+Students: No problem, Mr. Sunshine. We'll remember.
+Teacher: Will you remember your books?
+Students: Yes, we'll remember to bring our books.
+Teacher: And please try to memorize all of the new words.
+Students: We'll try very hard to learn them.
+
+# Source: ST §Tennis Is Fun!
+$DIALOGUE Tennis Is Fun!
+ID: l2-s4
+INTRO: Henry and Carmen have free time between class and supper. Listen to the story of their tennis afternoon — it ends with a small disaster at the post office.
+INSTRUCTION: Listen to the story.
+
+Narrator: Between class and supper, Henry and Carmen have some free time. {st-page_056_001.jpg|A daily schedule chart showing: 8-2 class, 3-5 rest, 6-7 supper, 8-10 study}
+
+VOCAB: to have a good time
+Narrator: At this time they usually exercise and have a good time. {st-page_056_002.jpg|A man and a woman smiling next to each other}
+Narrator: Sometimes, they play tennis. {st-page_056_003.jpg|Two people playing tennis over a net}
+Narrator: Carmen plays tennis very well.
+
+VOCAB: to hit
+Narrator: Yesterday, Henry learned to hit the ball. {st-page_056_004.jpg|A tennis racket about to hit a tennis ball, labeled 'hit'}
+Narrator: The first time Henry tried to hit the ball, {st-page_056_005.jpg|A tennis player swinging a racket to try to hit a ball}
+
+VOCAB: to miss
+Narrator: he missed. {st-page_057_001.jpg|A tennis player swinging and missing the tennis ball}
+Narrator: He didn't miss the second time. {st-page_057_002.jpg|A tennis player swinging his racket and successfully hitting the ball}
+Narrator: Carmen and Henry were happy. They had fun. {st-page_057_003.jpg|A man and a woman holding tennis rackets and smiling}
+
+VOCAB: watch
+Narrator: Then Carmen looked at her watch. {st-page_057_004.jpg|A wrist wearing a watch showing 3:45}
+Narrator: It was 3:45. "Oh, no!" she said, "I forgot to go to the post office, {st-page_057_005.jpg|A woman with hands on her head looking worried}
+Narrator: and it closes at 3:30. {st-page_057_006.jpg|The entrance to a U.S. Post Office}
+Narrator: I need to mail a letter to my mother. I must remember to go tomorrow." {st-page_057_007.jpg|A stamped letter addressed to Joan Doe in San Antonio, Tex. from Bill Black in Denver, Colo.}
+
+# Source: ST §Look at the Pictures. (questions on Tennis Is Fun!)
+$PRODUCE Questions About Henry and Carmen
+ID: l2-s5
+REFERENCE: l2-s4
+INTRO: Now answer questions about Henry, Carmen, and the tennis afternoon. Answer aloud in a full sentence — open the story again if you need it.
+INSTRUCTION: Answer each question aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any grammatically correct phrasing or short form of the same fact(s).
+
+EXAMPLE
+PROMPT: When do Carmen and Henry have supper?
+RESPONSE: They have supper between 6:00 and 7:00.
+
+PROMPT: When do Carmen and Henry have free time?
+RESPONSE: They have free time between class and supper.
+
+PROMPT: What do they usually do in their free time?
+RESPONSE: They usually exercise and have a good time.
+
+PROMPT: What do they sometimes play?
+RESPONSE: They sometimes play tennis.
+
+PROMPT: What did Henry learn yesterday?
+RESPONSE: He learned to hit the ball.
+
+PROMPT: What did Henry try to do?
+RESPONSE: He tried to hit the ball.
+
+PROMPT: Did he hit the ball the first time?
+RESPONSE: No, he didn't. He missed.
+
+PROMPT: Did he hit the ball the second time?
+RESPONSE: Yes, he did. He didn't miss.
+
+PROMPT: Were Carmen and Henry happy?
+RESPONSE: Yes, they were. They had fun.
+
+PROMPT: What did Carmen look at?
+RESPONSE: She looked at her watch.
+
+PROMPT: What did Carmen forget to do?
+RESPONSE: She forgot to go to the post office.
+
+PROMPT: What does she need to do?
+RESPONSE: She needs to mail a letter to her mother.
+
+# Source: ST §Don't Miss the Movie!
+$DIALOGUE Don't Miss the Movie!
+ID: l2-s8
+INTRO: Charlie wants to see a movie, and this time nobody is going to miss it. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
 Charlie: Jack, do you have a watch? What time is it?
 Jack: It's 3:20.
 Charlie: It's time for the movie. Let's not miss it.
 Jack: Let's call Mike. He wants to watch it, too.
 Charlie: Thanks. I'll call him right now.
 
-$LESSON 2-2: Verbs Followed by To
+# Source: ST §John Wants to Play Volleyball (grammar table, card-ified)
+$GRAMMAR Verbs Followed by "To"
+ID: l2-s10
+INTRO: You've heard "forgot to go" and "learned to hit". Here's the pattern behind all of them.
 
-# Source: ST §John Wants to Play Volleyball
-$GRAMMAR Verbs Followed by To
+CARD: Some verbs are followed by another verb with **to** — the infinitive.
+{Carlos likes to speak English.}
+{Carlos wants to speak English.}
+
+CARD: It works the same with "begin", "start", "learn", and "try".
+{Carlos begins to speak English.}
+{Carlos learns to speak English.}
+{Carlos tries to speak English.}
+
+CARD: And with "forget", "remember", and "need".
+{Carlos forgets to speak English.}
+{Carlos remembers to speak English.}
+{Carlos needs to speak English.}
+
+SUMMARY:
+| Verb | + to + verb |
+|---|---|
+| begins | to speak English. |
+| forgets | to speak English. |
+| learns | to speak English. |
+| likes | to speak English. |
+| needs | to speak English. |
+| remembers | to speak English. |
+| starts | to speak English. |
+| tries | to speak English. |
+| wants | to speak English. |
+
+# Source: ST §Infinitive as Direct Object
+$DIALOGUE Practice the Pattern
 ID: l2-s11
-INTRO: In this part you'll learn the pattern behind everything you just heard: verbs like want, need, forget, and try take a second verb with "to." Here's how it works.
+INTRO: Six sentences, one pattern: a verb plus "to" plus another verb. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-Certain verbs may be followed by the present infinitive form (to speak, to work, to talk, etc.).
-
-| | | |
-|---|---|---|
-| Carlos | begins<br>forgets<br>learns<br>likes<br>needs<br>remembers<br>starts<br>tries<br>wants | to speak English. |
-
-**Read the sentences.**
-1. {I like to go to the movies.}
-2. {Alan wants to get in shape.}
-3. {They began to study at six o'clock.}
-4. {Rita needs to buy a house.}
-5. {He will remember to get the pictures.}
-6. {We started to play volleyball.}
+LINE: I like to go to the movies.
+LINE: Alan wants to get in shape.
+LINE: They began to study at six o'clock.
+LINE: Rita needs to buy a house.
+LINE: He will remember to get the pictures.
+LINE: We started to play volleyball.
 
 # Source: LLA 2A Figure 3
-$SELECT Same Meaning
-ID: 2a-f3
-INTRO: Listen to the sentence, then tap the sentence that means the same thing — did it happen, or didn't it? Repeat the correct answer afterward.
-INSTRUCTION: Tap the best answer.
+$SELECT Which Means the Same?
+ID: 8-2a-f3
+INTRO: If Mike forgot to lock the door — did he lock it? Listen to each sentence, tap the statement with the same meaning, then repeat the correct answer.
+INSTRUCTION: Tap the sentence that has the same meaning.
 REPEAT
 
 EXAMPLE
-PROMPT: Jackie learned to play soccer. {bk08-l2a-f3-ex-q.mp3}
+PROMPT: Jackie learned to play soccer. {bk08-l2a-f3-ex.mp3}
 OPTION: a | Jackie doesn't play soccer.
-OPTION: b | Jackie played soccer. {bk08-l2a-f3-ex-a.mp3}
+OPTION: b | Jackie plays soccer.
 OPTION: c | Jackie won't play soccer.
 ANSWER: b
+FEEDBACK: Jackie played soccer. {bk08-l2a-f3-ex-fb.mp3}
 
-PROMPT: Mike forgot to lock the door. {bk08-l2a-f3-01-q.mp3}
+PROMPT: Mike forgot to lock the door. {bk08-l2a-f3-01.mp3}
 OPTION: a | He locked the door.
-OPTION: b | He didn't lock the door. {bk08-l2a-f3-01-a.mp3}
+OPTION: b | He didn't lock the door.
 OPTION: c | He is going to lock the door.
 ANSWER: b
+FEEDBACK: He didn't lock the door. {bk08-l2a-f3-01-fb.mp3}
 
-PROMPT: Jim and Tim will begin to study French. {bk08-l2a-f3-02-q.mp3}
+PROMPT: Jim and Tim will begin to study French. {bk08-l2a-f3-02.mp3}
 OPTION: a | They will not study French.
 OPTION: b | They will finish studying French.
-OPTION: c | They will start to study French. {bk08-l2a-f3-02-a.mp3}
+OPTION: c | They will start to study French.
 ANSWER: c
+FEEDBACK: They will start to study French. {bk08-l2a-f3-02-fb.mp3}
 
-PROMPT: Jane remembered to buy the soap. {bk08-l2a-f3-03-q.mp3}
+PROMPT: Jane remembered to buy the soap. {bk08-l2a-f3-03.mp3}
 OPTION: a | Jane forgot to buy the soap.
-OPTION: b | Jane bought the soap. {bk08-l2a-f3-03-a.mp3}
+OPTION: b | Jane bought the soap.
 OPTION: c | Jane didn't buy the soap.
 ANSWER: b
+FEEDBACK: Jane bought the soap. {bk08-l2a-f3-03-fb.mp3}
 
-PROMPT: Dan needs to cash a check. {bk08-l2a-f3-04-q.mp3}
+PROMPT: Dan needs to cash a check. {bk08-l2a-f3-04.mp3}
 OPTION: a | Dan didn't cash a check.
-OPTION: b | Dan has to cash a check. {bk08-l2a-f3-04-a.mp3}
+OPTION: b | Dan has to cash a check.
 OPTION: c | Dan won't cash a check.
 ANSWER: b
+FEEDBACK: Dan has to cash a check. {bk08-l2a-f3-04-fb.mp3}
 
-PROMPT: Marianne and Nan can't move the box. {bk08-l2a-f3-05-q.mp3}
+PROMPT: Marianne and Nan can't move the box. {bk08-l2a-f3-05.mp3}
 OPTION: a | They moved the box.
 OPTION: b | They remembered to move the box.
-OPTION: c | They didn't move the box. {bk08-l2a-f3-05-a.mp3}
+OPTION: c | They didn't move the box.
 ANSWER: c
+FEEDBACK: They didn't move the box. {bk08-l2a-f3-05-fb.mp3}
 
-PROMPT: Rick started to read the newspaper at 7 o'clock. {bk08-l2a-f3-06-q.mp3}
-OPTION: a | He began to read at 7 o'clock. {bk08-l2a-f3-06-a.mp3}
+PROMPT: Rick started to read the newspaper at 7 o'clock. {bk08-l2a-f3-06.mp3}
+OPTION: a | He began to read at 7 o'clock.
 OPTION: b | He finished the paper at 7 o'clock.
 OPTION: c | He reads the paper at 7 o'clock every day.
 ANSWER: a
+FEEDBACK: He began to read at 7 o'clock. {bk08-l2a-f3-06-fb.mp3}
 
-PROMPT: Mark needed to go downtown last night. {bk08-l2a-f3-07-q.mp3}
+PROMPT: Mark needed to go downtown last night. {bk08-l2a-f3-07.mp3}
 OPTION: a | He goes downtown every night.
-OPTION: b | He had to go downtown last night. {bk08-l2a-f3-07-a.mp3}
+OPTION: b | He had to go downtown last night.
 OPTION: c | He didn't go downtown last night.
 ANSWER: b
+FEEDBACK: He had to go downtown last night. {bk08-l2a-f3-07-fb.mp3}
 
-PROMPT: Lucy likes to see old movies. {bk08-l2a-f3-08-q.mp3}
-OPTION: a | She wants to see old movies. {bk08-l2a-f3-08-a.mp3}
+PROMPT: Lucy likes to see old movies. {bk08-l2a-f3-08.mp3}
+OPTION: a | She wants to see old movies.
 OPTION: b | She never sees old movies.
 OPTION: c | She doesn't want to see old movies.
 ANSWER: a
+FEEDBACK: She wants to see old movies. {bk08-l2a-f3-08-fb.mp3}
 
-# Source: ST §What Do You Like To Do?
-$PRODUCE What Do You Like to Do?
+$SESSION 2-3: Questions and Answers with Infinitives
+
+# Source: ST §What Do You Like to Do?
+$PRODUCE What Do They Like to Do?
 ID: l2-s12
-INTRO: Answer each question in a full sentence, using the words in parentheses. The "to" stays glued to the second verb.
-INSTRUCTION: Answer with the words in parentheses.
+INTRO: In this part you'll ask and answer questions with "want to", "like to", and their friends. Start easy: answer each question using the words in parentheses.
+INSTRUCTION: Answer each question aloud using the words in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -461,526 +483,306 @@ RESPONSE: Tommy likes to listen to the radio.
 PROMPT: What does Kathleen like to do? (buy clothes)
 RESPONSE: Kathleen likes to buy clothes.
 
-# Source: ST §Ray Needs to Buy a New Car
-$GRAMMAR Questions with Do, Does, and Did
+# Source: ST §Ray Needs to Buy a New Car. (grammar table, card-ified)
+$GRAMMAR Questions with "Need To"
 ID: l2-s13
-INTRO: To ask about these verbs, put do, does, or did in front — the "to" phrase doesn't move. Here are the question and answer patterns.
+INTRO: How to turn "Sue needs to lock the door" into a question — and how to answer it.
 
-**Questions and Short Answers**
+CARD: To ask, put **do**, **does**, or **did** first. The main verb stays in its base form.
+{Do they need to lock the door?}
+{Does Sue need to lock the door?}
+{Did Sue need to lock the door?}
 
-| | | | |
-|---|---|---|---|
-| Do/Did | they | need | to lock the door? |
-| Does/Did | Sue | | |
+CARD: In a "yes" answer, the verb carries the tense.
+{Yes, they need to lock the door.}
+{Yes, Sue needs to lock the door.}
+{Yes, Sue needed to lock the door.}
 
-| | | | |
-|---|---|---|---|
-| Yes, | they | need/needed | to lock the door. |
-| | Sue | needs/needed | |
+CARD: In a "no" answer, **don't**, **doesn't**, or **didn't** carries the tense — the verb goes back to its base form.
+{No, they don't need to lock the door.}
+{No, Sue doesn't need to lock the door.}
+{No, Sue didn't need to lock the door.}
 
-| | | | | |
-|---|---|---|---|---|
-| No, | they | don't/didn't | need | to lock the door. |
-| | Sue | doesn't/didn't | | |
-
-Try them aloud: {Did they need to lock the door?} — {Yes, they needed to lock the door.} — {No, Sue didn't need to lock the door.}
+SUMMARY:
+| Question | Yes | No |
+|---|---|---|
+| Do they need to lock the door? | Yes, they need to lock the door. | No, they don't need to lock the door. |
+| Did they need to lock the door? | Yes, they needed to lock the door. | No, they didn't need to lock the door. |
+| Does Sue need to lock the door? | Yes, Sue needs to lock the door. | No, Sue doesn't need to lock the door. |
+| Did Sue need to lock the door? | Yes, Sue needed to lock the door. | No, Sue didn't need to lock the door. |
 
 # Source: LLA 2A Figure 4
 $PRODUCE Change It to a Question
-ID: 2a-f4
+ID: 8-2a-f4
 INPUT: speak
 CHECK: reveal
-INTRO: You'll hear a sentence and then a new word. Use the new word to turn the sentence into a question, then repeat the correct answer.
-INSTRUCTION: Say the new question aloud.
+INTRO: Now do it yourself, exactly as the cards just showed. Read the sentence on the screen. Listen to the sentence and the substitution cue, then say the new question aloud.
+INSTRUCTION: Change the sentence into a question with the new words.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Mike forgot to lock the door.
-TEMPLATE: Did Mike forget to ____?
+TEMPLATE: Mike forgot to lock the door. (*car*)
 PROMPT: Mike forgot to lock the door. Car. {bk08-l2a-f4-ex-q.mp3}
 RESPONSE: Did Mike forget to lock the car? {bk08-l2a-f4-ex-a.mp3}
 
-TEMPLATE: Jim and Tim will begin to study French.
-TEMPLATE: ____ study French?
+TEMPLATE: Jim and Tim will begin to study French. (*Jan and Anne*)
 PROMPT: Jim and Tim will begin to study French. Jan and Anne. {bk08-l2a-f4-01-q.mp3}
 RESPONSE: Will Jan and Anne begin to study French? {bk08-l2a-f4-01-a.mp3}
 
-TEMPLATE: Jane remembered to buy the soap.
-TEMPLATE: Did she remember to ____?
+TEMPLATE: Jane remembered to buy the soap. (*towels*)
 PROMPT: Jane remembered to buy soap. Towels. {bk08-l2a-f4-02-q.mp3}
-RESPONSE: Did she remember to buy towels? {bk08-l2a-f4-02-a.mp3}
+RESPONSE: Did she remember to buy towels?
 
-TEMPLATE: Dan needs to cash a check.
-TEMPLATE: ____ cash a check?
+TEMPLATE: Dan needs to cash a check. (*Henry*)
 PROMPT: Dan needs to cash a check. Henry. {bk08-l2a-f4-03-q.mp3}
 RESPONSE: Does Henry need to cash a check? {bk08-l2a-f4-03-a.mp3}
 
-TEMPLATE: Mary Ann and I tried to move the box.
-TEMPLATE: Did you and Mary Ann ____?
+TEMPLATE: Mary Ann and I tried to move the box. (*sofa*)
 PROMPT: Marianne and I tried to move the box. Sofa. {bk08-l2a-f4-04-q.mp3}
 RESPONSE: Did you and Marianne try to move the sofa? {bk08-l2a-f4-04-a.mp3}
 
-TEMPLATE: Rick started to read the newspaper at 7 o'clock.
-TEMPLATE: ____ the newspaper at 7 o'clock?
+TEMPLATE: Rick started to read the newspaper at 7 o'clock. (*Bob*)
 PROMPT: Rick started to read the newspaper at 7 o'clock. Bob. {bk08-l2a-f4-05-q.mp3}
 RESPONSE: Did Bob start to read the newspaper at 7 o'clock? {bk08-l2a-f4-05-a.mp3}
 
-TEMPLATE: Lucy likes to see old movies.
-TEMPLATE: Does she like ____?
+TEMPLATE: Lucy likes to see old movies. (*new*)
 PROMPT: Lucy likes to see old movies. New. {bk08-l2a-f4-06-q.mp3}
-RESPONSE: Does she like to see new movies? {bk08-l2a-f4-06-a.mp3}
+RESPONSE: Does she like to see new movies?
 
-# Source: ST §Ask and Answer
-$PRODUCE Ask and Answer
+# Source: ST §Ask and Answer: Infinitives
+$PRODUCE Ask It, Then Answer It
 ID: l2-s14
-INTRO: Now build both halves yourself. Take the cue, ask a question with it, then answer your own question — yes or no, your choice.
-INSTRUCTION: Ask a question with the cue, then answer it.
+INTRO: Now build both halves yourself: make a yes/no question from the cue, then answer it. Any sensible question counts.
+INSTRUCTION: Ask and answer a question aloud using the cue phrase.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question using the cue (e.g. "Did you forget to lock the door?") and provide either an affirmative or negative answer matching it ("Yes, I forgot..." or "No, I didn't..."). Tense (past/present) and subject can vary as long as the question and answer match.
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct yes/no question and answer pair using the given verb and infinitive; any subject and any reasonable completion is fine.
 
 EXAMPLE
-TEMPLATE: forget to lock
-RESPONSE: Did you forget to lock the door? Yes, I forgot to lock the door.
+PROMPT: forget to lock
+RESPONSE: Did you forget to lock the door?\n— Yes, I forgot to lock the door.
 
-TEMPLATE: need to learn
-RESPONSE: Do you need to learn Spanish? Yes, I need to learn Spanish.
+PROMPT: need to learn
+RESPONSE: Do you need to learn English?\n— Yes, I need to learn English.
 
-TEMPLATE: begin to play
-RESPONSE: Did they begin to play tennis? Yes, they began to play tennis.
+PROMPT: begin to play
+RESPONSE: Did they begin to play volleyball?\n— Yes, they began to play volleyball.
 
-TEMPLATE: start to sing
-RESPONSE: Did she start to sing? No, she didn't start to sing.
+PROMPT: start to sing
+RESPONSE: Did she start to sing?\n— Yes, she started to sing.
 
-TEMPLATE: want to drive
-RESPONSE: Do you want to drive the car? Yes, I want to drive the car.
+PROMPT: want to drive
+RESPONSE: Do you want to drive to New York?\n— Yes, I want to drive to New York.
 
-TEMPLATE: remember to buy
-RESPONSE: Did you remember to buy milk? Yes, I remembered to buy milk.
+PROMPT: remember to buy
+RESPONSE: Did you remember to buy milk?\n— Yes, I remembered to buy milk.
 
-TEMPLATE: forget to sign
-RESPONSE: Did he forget to sign the paper? No, he didn't forget to sign the paper.
+PROMPT: forget to sign
+RESPONSE: Did he forget to sign the check?\n— Yes, he forgot to sign the check.
+
+# SKIPPED (book): ST "WHAT ARE THEY TRYING TO DO?" (picture Q&A) — instructor-prompted, no printed questions.
 
 # Source: ST §Make Questions
-$PRODUCE Make Questions
-ID: l2-s16
-INTRO: Read each line from a dialog and make a question about the underlined phrase — then answer it. The model shows one good way.
-INSTRUCTION: Make a question using the emphasized words.
+$PRODUCE Make a Question About It
+ID: l2-s15
+INTRO: People will tell you things; your job is to ask about the underlined part. Jim and Joe are talking about tennis, and Sgt Mays has an ear problem.
+INSTRUCTION: Make a question about the underlined phrase.
 INPUT: speak
 CHECK: llm
-RUBRIC: Require a question targeting the emphasized infinitive phrase (e.g. "What does Jim need to buy?"), followed by a matching answer statement. Accept free phrasing, minor grammatical variations, and pronoun substitutions.
+SHOW_PROMPT
+RUBRIC: Accept any appropriate, grammatically correct question that targets the underlined information; the model answer is one good version, not the only one.
 
 EXAMPLE
-TEMPLATE: Jim: To the BX. I *need to buy* some new shoes.
-RESPONSE: What does Jim need to buy? He needs to buy some new shoes.
+PROMPT: Jim says, "I need to buy some new shoes."
+RESPONSE: What does Jim need to buy?
 
-TEMPLATE: Jim: Do you *like to play* tennis?
-RESPONSE: What does Jim like to play? He likes to play tennis.
+PROMPT: Jim asks Joe, "Do you *like to play* tennis?"
+RESPONSE: What does Joe like to play?
 
-TEMPLATE: Joe: Yes, I do. I *learned to play* three years ago.
-RESPONSE: What did Joe learn to play? He learned to play tennis.
+PROMPT: Joe says, "I *learned to play* three years ago."
+RESPONSE: When did Joe learn to play tennis?
 
-TEMPLATE: Jim: I'd *like to learn* to play tennis.
-RESPONSE: What would Jim like to learn? He'd like to learn to play tennis.
+PROMPT: Jim says, "I'd *like to learn* to play tennis."
+RESPONSE: What would Jim like to learn?
 
-TEMPLATE: Joe (to Jim): Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes.
-RESPONSE: What shouldn't Jim forget to pick up? He shouldn't forget to pick up tennis shoes.
+PROMPT: Joe says, "Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes."
+RESPONSE: What should Jim not forget to pick up?
 
-TEMPLATE: Jim: I won't. I'll *remember to get* tennis balls too.
-RESPONSE: What will Jim remember to get? He will remember to get tennis balls.
+PROMPT: Jim says, "I'll *remember to get* tennis balls too."
+RESPONSE: What will Jim remember to get?
 
-TEMPLATE: Sgt Mays: Sir, my ears *began to hurt* last night.
-RESPONSE: What began to hurt? His ears began to hurt.
+PROMPT: Sgt Mays says, "Sir, my ears *began to hurt* last night."
+RESPONSE: When did Sgt Mays's ears begin to hurt?
 
-TEMPLATE: Capt Coffey (to Sgt Mays): Do you *need to go* to the doctor?
-RESPONSE: Who needs to go to the doctor? Sgt Mays needs to go to the doctor.
+PROMPT: Capt Coffey asks Sgt Mays, "Do you *need to go* to the doctor?"
+RESPONSE: Where does Sgt Mays need to go?
 
-TEMPLATE: Sgt Mays: Yes, sir. I'll *try to see* the doctor this morning and get some medicine.
-RESPONSE: Who will he try to see? He will try to see the doctor.
+PROMPT: Sgt Mays says, "I'll *try to see* the doctor this morning and get some medicine."
+RESPONSE: When will Sgt Mays try to see the doctor?
 
-TEMPLATE: Capt Coffey: You must *remember to take* the medicine every day.
-RESPONSE: What must he remember to take? He must remember to take the medicine.
-
-# Source: ST §What Are They Trying to Do?
-$PRODUCE What Are They Trying to Do?
-ID: l2-s15
-INTRO: Look at each picture and say what the person is trying to do. Some of them are clearly not succeeding — describe the attempt, not the result.
-INSTRUCTION: Answer aloud using "trying to".
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any reasonable answer describing the person's action using an infinitive (e.g., "He is trying to remember", "She is trying to reach the box", "They are trying to swim").
-
-PROMPT: What is he trying to do? {st-page_068_001.jpg}
-RESPONSE: He is trying to remember something.
-
-PROMPT: What is she trying to do? {st-page_068_002.jpg}
-RESPONSE: She is trying to reach the box.
-
-PROMPT: What is he trying to do? {st-page_068_003.jpg}
-RESPONSE: He is trying to play tennis.
-
-PROMPT: What are they trying to do? {st-page_068_004.jpg}
-RESPONSE: They are trying to swim.
-
-PROMPT: What is he trying to do? {st-page_068_005.jpg}
-RESPONSE: He is trying to hit the baseball.
-
-PROMPT: What is she trying to do? {st-page_068_006.jpg}
-RESPONSE: She is trying to cook dinner.
-
-PROMPT: What is he trying to do? {st-page_069_001.jpg}
-RESPONSE: He is trying to do his homework.
-
-PROMPT: What is she trying to do? {st-page_069_002.jpg}
-RESPONSE: She is trying to learn tennis.
+PROMPT: The doctor says, "You must *remember to take* the medicine every day."
+RESPONSE: How often must Sgt Mays remember to take the medicine?
 
 # Source: LLA 2D Figure 1
-$PRODUCE Picture Questions
-ID: 2d-f1
+$PRODUCE Look and Answer
+ID: 8-2d-f1
 INPUT: speak
 CHECK: reveal
-INTRO: One more pass with pictures, this time from the tape. Look at the picture, listen to the question, and answer in a full sentence. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
+INTRO: Everything from this part in one pass. Look at each picture and listen to the question. Answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud based on the picture.
 
 EXAMPLE
-PROMPT: What do they like to do? {page_049_001.jpg} {bk08-l2d-f1-01-q.mp3}
+PROMPT: What do they like to do? {page_049_001.jpg|A person swimming in water with high waves} {bk08-l2d-f1-01-q.mp3}
 RESPONSE: They like to swim. {bk08-l2d-f1-01-a.mp3}
 
-PROMPT: What does the daughter want to do? {page_049_002.jpg} {bk08-l2d-f1-02-q.mp3}
+PROMPT: What does the daughter want to do? {page_049_002.jpg|A woman and a child at an ice cream counter ordering} {bk08-l2d-f1-02-q.mp3}
 RESPONSE: She wants to eat ice cream. {bk08-l2d-f1-02-a.mp3}
 
-PROMPT: What did he forget to bring? {page_049_003.jpg} {bk08-l2d-f1-03-q.mp3}
+PROMPT: What did he forget to bring? {page_049_003.jpg|A man standing outside in heavy rain} {bk08-l2d-f1-03-q.mp3}
 RESPONSE: He forgot to bring his umbrella. {bk08-l2d-f1-03-a.mp3}
 
-PROMPT: What did he remember? {page_049_004.jpg} {bk08-l2d-f1-04-q.mp3}
+PROMPT: What did he remember? {page_049_004.jpg|A boy reaching up to turn a doorknob} {bk08-l2d-f1-04-q.mp3}
 RESPONSE: He remembered to lock the door. {bk08-l2d-f1-04-a.mp3}
 
-PROMPT: What is she trying to do? {page_049_005.jpg} {bk08-l2d-f1-05-q.mp3}
+PROMPT: What is she trying to do? {page_049_005.jpg|A woman slamming a large door or refrigerator door shut} {bk08-l2d-f1-05-q.mp3}
 RESPONSE: She is trying to move the refrigerator. {bk08-l2d-f1-05-a.mp3}
 
-PROMPT: What does he need to do? {page_049_006.jpg} {bk08-l2d-f1-06-q.mp3}
+PROMPT: What does he need to do? {page_049_006.jpg|A man looking down at his wrist watch} {bk08-l2d-f1-06-q.mp3}
 RESPONSE: He needs to buy a new shirt. {bk08-l2d-f1-06-a.mp3}
 
-PROMPT: What is she learning? {page_050_001.jpg} {bk08-l2d-f1-07-q.mp3}
+PROMPT: What is she learning? {page_050_001.jpg|A man and woman in a car with a sign "AL'S DRIVING SCHOOL" on top} {bk08-l2d-f1-07-q.mp3}
 RESPONSE: She is learning to drive a car. {bk08-l2d-f1-07-a.mp3}
 
-PROMPT: What is the little boy doing? {page_050_002.jpg} {bk08-l2d-f1-08-q.mp3}
+PROMPT: What is the little boy doing? {page_050_002.jpg|A young boy looking confused or thoughtful with finger near his mouth} {bk08-l2d-f1-08-q.mp3}
 RESPONSE: The little boy is starting to cry. {bk08-l2d-f1-08-a.mp3}
 
-# SKIPPED (book): ST Listening Skill: Syllables — instructor-read syllable-count drill; no recorded stimulus or printed words. Convertible later with chosen items + TTS.
+$SESSION 2-4: Descriptive Adjectives
 
-$LESSON 2-3: Listening Practice — Directions, Talks, and Dictation
+# SKIPPED (book): ST Listening Skill "SYLLABLES" — instructor-read word list for counting syllables.
 
-# Source: LLA 2B Figure 1
-$PRODUCE Listen and Answer
-ID: 2b-f1
-INPUT: speak
-CHECK: reveal
-INTRO: This part is all listening: short conversations, street directions, two little talks, and a dictation. First, listen to each conversation and answer the question about it aloud.
-INSTRUCTION: Answer the question aloud.
+# Source: ST §This Lesson Is Important.
+$DIALOGUE Words That Describe
+ID: l2-s16
+INTRO: In this part you'll learn words that describe things: "beautiful", "difficult", "important", and more. Each new word comes with a plainer one that means almost the same. Listen and repeat.
+INSTRUCTION: Listen and repeat each pair of sentences.
 REPEAT
 
-EXAMPLE
-PROMPT: Where does Colonel Adams want Airman Sawyer to go? Airman Sawyer, go to the locator and get a new name tag. Yes, sir. I'll do it right now. Where does Colonel Adams want Airman Sawyer to go? {bk08-l2b-f1-ex-q.mp3}
-TEMPLATE: Where does Col Adams want Airman Sawyer to go?
-RESPONSE: He wants her to go to the locator. {bk08-l2b-f1-ex-a.mp3}
+VOCAB: beautiful
+LINE: Anna is very pretty. Anna is beautiful. {st-page_071_001.jpg|A portrait of a young woman with long hair}
 
-PROMPT: Where are Sergeant Victors and Sergeant Jones going to eat lunch today? The mess hall is very crowded today. Let's go to the NCO club. Okay. The food's always good there. Where are Sergeant Victors and Sergeant Jones going to eat lunch today? {bk08-l2b-f1-01-q.mp3}
-TEMPLATE: Where are Sgt Victors and Sgt Jones going to eat lunch today?
-RESPONSE: They are going to eat at the NCO club. {bk08-l2b-f1-01-a.mp3}
+VOCAB: difficult
+LINE: The problem is hard. The problem is difficult. {st-page_071_002.jpg|A chalkboard showing complex mathematical/physics equations}
 
-PROMPT: Where are the officers' barracks? Sergeant Jameson, this is my first day at Lackland. Which barracks are for the enlisted students? Those next to the small BX are for the enlisted. The barracks near the locator are for the officers. Thank you, Sergeant. Where are the officers' barracks? {bk08-l2b-f1-02-q.mp3}
-TEMPLATE: Where are the officers' barracks?
-RESPONSE: The officers' barracks are near the locator. {bk08-l2b-f1-02-a.mp3}
+VOCAB: healthy
+LINE: Sgt Adams is not sick. Sgt Adams is healthy. {st-page_071_003.jpg|A military officer in uniform wearing a cap}
 
-PROMPT: What do the men want to be? Men, you are learning to fly. You are going to be the best pilots in the U.S. Air Force. Is that right? Yes, sir. We want to be the best. We want to be the best. What do the men want to be? {bk08-l2b-f1-03-q.mp3}
-TEMPLATE: What do the men want to be?
-RESPONSE: The men want to be the best pilots in the U.S. Air Force. {bk08-l2b-f1-03-a.mp3}
+VOCAB: interesting
+LINE: The book is about the moon. The book is interesting. {st-page_071_004.jpg|A book cover titled "MOON TRAVEL" showing an astronaut}
 
-# Source: LLA 2D Figure 2
-$PRODUCE Which Word Changed?
-ID: 2d-f2
-INPUT: type
-CHECK: exact
-INTRO: Read the sentence on your screen, then listen carefully. If the speaker changes a word, type the word you heard. If the sentences match exactly, type the whole sentence.
-INSTRUCTION: Type the changed word, or the full sentence if nothing changed.
+VOCAB: important
+LINE: The letter is from the colonel. The letter is important. {st-page_072_001.jpg|An envelope with postage stamp addressed from Col. Mohamed, Sudan to Captain Kline, Lackland AFB}
 
-EXAMPLE
-TEMPLATE: Jim hit the ball.
-PROMPT: Jim missed the ball. {bk08-l2d-f2-ex.mp3}
-RESPONSE: Jim missed the ball.
-ACCEPT: missed
+LINE: There was a soccer game yesterday between Italy and Sudan. {st-page_072_002.jpg|A group of young boys playing soccer on a field}
+LINE: The score was 1 to 1. {st-page_072_002.jpg|A group of young boys playing soccer on a field}
+VOCAB: exciting
+LINE: The game was exciting. {st-page_072_002.jpg|A group of young boys playing soccer on a field}
 
-TEMPLATE: Harry remembered to buy the toothpaste.
-PROMPT: Harry remembered to buy the toothpaste. {bk08-l2d-f2-01.mp3}
-RESPONSE: Harry remembered to buy the toothpaste.
-
-TEMPLATE: Lt Roberts likes to play volleyball.
-PROMPT: Lieutenant Roberts likes to play tennis. {bk08-l2d-f2-02.mp3}
-RESPONSE: Lieutenant Roberts likes to play tennis.
-ACCEPT: tennis
-
-TEMPLATE: The soldiers must do many sit-ups every day.
-PROMPT: The soldiers must do many push-ups every day. {bk08-l2d-f2-03.mp3}
-RESPONSE: The soldiers must do many push-ups every day.
-ACCEPT: push-ups
-
-TEMPLATE: Captain Santos and Captain Anderson go to the gymnasium three times a week.
-PROMPT: Captain Santos and Captain Anderson go to the gymnasium 3 times a week. {bk08-l2d-f2-04.mp3}
-RESPONSE: Captain Santos and Captain Anderson go to the gymnasium three times a week.
-
-TEMPLATE: The pilot looked at his clock.
-PROMPT: The pilot looked at his watch. {bk08-l2d-f2-05.mp3}
-RESPONSE: The pilot looked at his watch.
-ACCEPT: watch
-
-TEMPLATE: The women need to get in shape.
-PROMPT: The women need to work out. {bk08-l2d-f2-06.mp3}
-RESPONSE: The women need to work out.
-ACCEPT: work out
-
-TEMPLATE: Jack and Robert had fun at the game.
-PROMPT: Jack and Robert had a good time at the game. {bk08-l2d-f2-07.mp3}
-RESPONSE: Jack and Robert had a good time at the game.
-ACCEPT: a good time
-
-TEMPLATE: The Army exercises more than the Air Force.
-PROMPT: The Army exercises more than the Air Force. {bk08-l2d-f2-08.mp3}
-RESPONSE: The Army exercises more than the Air Force.
-
-# SKIPPED (book): LLA 2B Figure 4 — draw lines on a map from spoken directions (drawing response, not expressible).
-# SKIPPED (book): ST Listening Skill "HE DROVE EAST ON HIGHWAY..." — instructor reads map directions for the learner to draw/mark; drawing responses not expressible.
-
-# Source: LLA 2B Figure 2
-$PRODUCE Follow the Directions {page_039_001.jpg}
-ID: 2b-f2
-INPUT: speak
-CHECK: reveal
-INTRO: You'll see a street map. Listen to the directions, trace the route with your eyes or your finger, and say where you end up. Getting lost is educational too — but try not to.
-INSTRUCTION: Follow the directions and say the destination aloud.
-REPEAT
-
-EXAMPLE
-PROMPT: You are on the corner of Walters and Main. Go north on Main one block. Turn left on Star. Turn left on Circle C. Go to 416, Circle C. Where are you? {bk08-l2b-f2-ex-q.mp3}
-RESPONSE: At Major Burns's house. {bk08-l2b-f2-ex-a.mp3}
-
-PROMPT: You are on the corner of Star and Main. Go east on Star and turn right on Bradley. Go to the corner of Bradley and Walters. Where are you? {bk08-l2b-f2-01-q.mp3}
-RESPONSE: At Oma's Deli. {bk08-l2b-f2-01-a.mp3}
-
-PROMPT: You are on the corner of Walters and Market. Go north on Market to Theo. Turn right on Theo. Go to the corner of Theo and Main. Where are you? {bk08-l2b-f2-02-q.mp3}
-RESPONSE: At Food City. {bk08-l2b-f2-02-a.mp3}
-
-PROMPT: You are on the corner of Bradley and Star. Go west on Star to Market. Turn right on Market. Go to the corner of Theo and Market. Where are you? {bk08-l2b-f2-03-q.mp3}
-RESPONSE: At the hospital. {bk08-l2b-f2-03-a.mp3}
-
-# Source: ST §Where Are You Now? (1)
-$PRODUCE Where Are You Now? (Map 1)
-ID: l2-s9
-INTRO: Now read the directions yourself. Follow the route on the map and type the name of the place where you end up.
-INSTRUCTION: Follow the directions on the map and type the destination.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Leave the school on Timberhills Rd. and travel west to Park St. At Park, turn left and go straight to Valley View Avenue. Turn left at Valley View Ave. and take a right on Meadow. It's on your right, at Main and Meadow Streets. Where are you? {st-page_063_001.jpg}
-RESPONSE: Hospital
-ACCEPT: hospital | the hospital
-
-TEMPLATE: Leave your apartment and go east on Main. Then turn left at Woodlawn and travel north for three blocks. At Circle Drive, turn left again and stop the car. You will see it on your right. Where are you? {st-page_063_001.jpg}
-RESPONSE: Grocery Store
-ACCEPT: grocery store | the grocery store
-
-# Source: ST §Where Are You Now? (2)
-$PRODUCE Where Are You Now? (Map 2)
-ID: l2-s10
-INTRO: A new town, a new map, the same job: follow the directions and type where you end up.
-INSTRUCTION: Follow the directions on the map and type the destination.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Leave the restaurant and turn left on Oak Hill. Go south to Bentwood and turn right. Stay on Bentwood for two blocks, and then turn right at Centerview Dr. Go north for one block, then look to the left. You will see it on the corner of Dreary Lane and Centerview Drive. It will be the big building on the left. Which building is it? {st-page_064_001.jpg}
-RESPONSE: Library
-ACCEPT: library | the library | Library
-
-TEMPLATE: You're on Broad St. now, at Aggie Park. Drive south on Broad St. to Park Blvd. and turn left. Drive north on Park for four blocks and then turn right. You'll be on Main St. In the second block on your right, you'll see a large building. Which building is it? {st-page_064_001.jpg}
-RESPONSE: Hospital
-ACCEPT: hospital | the hospital | Hospital
-
-# SKIPPED (book): ST "COMPLETE THE OUTLINE" Listening Skill — instructor-read paragraphs with no recorded stimulus or printed text. The taped outline work below (LLA 2A Figure 5) covers the same skill.
-
-# Source: LLA 2A Figure 5 (Part 1)
-$DIALOGUE Two Short Talks
-ID: 2a-f5
-INTRO: Two short talks: Captain Rossi's shopping list, and a word about thermometers. Listen closely — you'll fill in an outline of each one next.
-INSTRUCTION: Listen to the paragraphs.
-
-LINE: Captain Rossi is going to the commissary today. {bk08-l2a-f5-01.mp3}
-LINE: She has to buy meat, vegetables, and fruit. {bk08-l2a-f5-02.mp3}
-LINE: She wants to get chicken and beef. {bk08-l2a-f5-03.mp3}
-LINE: She'll buy corn and squash. {bk08-l2a-f5-04.mp3}
-LINE: Her children like those vegetables. {bk08-l2a-f5-05.mp3}
-LINE: Also, she'll buy apples and oranges. {bk08-l2a-f5-06.mp3}
-LINE: She likes to have them for snacks. {bk08-l2a-f5-07.mp3}
-
-LINE: There are two kinds of thermometers: Fahrenheit thermometers and Celsius thermometers. {bk08-l2a-f5-08.mp3}
-LINE: When it's freezing, the Celsius thermometer reads 0 degrees, and the Fahrenheit thermometer reads 32 degrees. {bk08-l2a-f5-09.mp3}
-LINE: The temperature is the same: freezing. {bk08-l2a-f5-10.mp3}
-
-# Source: LLA 2A Figure 5 (Part 2)
-$PRODUCE Complete the Outlines
-ID: 2a-f5-b
-INPUT: type
-CHECK: exact
-REFERENCE
-INTRO: Fill in the outline for each talk, slot by slot. You can replay the talks if the vegetables escape you.
-INSTRUCTION: Fill in the outline from the talk.
-
-TEMPLATE: Commissary
-SLOT: 1 | Category 1 | meat
-SLOT: 2 | Item 1 | chicken
-SLOT: 2 | Item 2 | beef
-SLOT: 1 | Category 2 | vegetables
-SLOT: 2 | Item 1 | corn
-SLOT: 2 | Item 2 | squash
-SLOT: 1 | Category 3 | fruit
-SLOT: 2 | Item 1 | apples
-SLOT: 2 | Item 2 | oranges
-
-TEMPLATE: Thermometers
-SLOT: 1 | Type 1 | Fahrenheit thermometers
-SLOT: 2 | Freezing temperature | 32 degrees
-SLOT: 1 | Type 2 | Celsius thermometers
-SLOT: 2 | Freezing temperature | 0 degrees
-
-# Source: LLA 2C Figure 5
-$PRODUCE Dictation
-ID: 2c-f5
-INPUT: type
-CHECK: exact
-INTRO: A dictation to finish the listening work. Type each sentence exactly as you hear it — every word earns its place.
-INSTRUCTION: Type the sentence you hear.
-
-PROMPT: The plane to New York took off on time. {bk08-l2c-f5-01.mp3}
-RESPONSE: The plane to New York took off on time. {bk08-l2c-f5-01.mp3}
-
-PROMPT: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3}
-RESPONSE: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3}
-
-PROMPT: That highway is better than this road. {bk08-l2c-f5-03.mp3}
-RESPONSE: That highway is better than this road. {bk08-l2c-f5-03.mp3}
-
-PROMPT: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3}
-RESPONSE: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3}
-ACCEPT: The temperature fell ten degrees in one hour.
-
-PROMPT: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3}
-RESPONSE: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3}
-ACCEPT: John drove east on Highway six for three hours.
-
-PROMPT: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3}
-RESPONSE: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3}
-ACCEPT: The plane is going to land at five o'clock.
-
-PROMPT: Helen took the children to the park. {bk08-l2c-f5-07.mp3}
-RESPONSE: Helen took the children to the park. {bk08-l2c-f5-07.mp3}
-
-PROMPT: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3}
-RESPONSE: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3}
-ACCEPT: The temperature is going to be twenty degrees tonight.
-
-$LESSON 2-4: Descriptive Adjectives
-
-# DROPPED (twin): ST §This Lesson Is Important — same adjective presentation role/modality as LLA 2C Figure 1 (cassette kept); its picture grounding is covered by the picture-match activity below.
+VOCAB: terrific
+LINE: The movie was very good. The movie was terrific. {st-page_072_003.jpg|A movie theater marquee showing "ROMANCING THE ROCK" with a line of people waiting outside}
 
 # Source: LLA 2C Figure 1
-$DIALOGUE Words That Describe
-ID: 2c-f1
-INTRO: In this part you'll learn seven adjectives for describing things — from difficult all the way to terrific. Listen and repeat each sentence.
+$DIALOGUE Say the Describing Words
+ID: 8-2c-f1
+INTRO: Same words, now from the tape. Listen to each sentence and repeat it, paying attention to the describing word.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: difficult
-LINE: Mathematics is *difficult*. {bk08-l2c-f1-01.mp3}
+LINE: Mathematics is difficult. {bk08-l2c-f1-01.mp3}
 
-VOCAB: beautiful
-LINE: Jane's hair is *beautiful*. {bk08-l2c-f1-02.mp3}
+LINE: Jane's hair is beautiful. {bk08-l2c-f1-02.mp3}
 
-VOCAB: healthy
-LINE: He's a very *healthy* person. {bk08-l2c-f1-03.mp3}
+LINE: He's a very healthy person. {bk08-l2c-f1-03.mp3}
 
-VOCAB: interesting
-LINE: My language class is very *interesting*. {bk08-l2c-f1-04.mp3}
+LINE: My language class is very interesting. {bk08-l2c-f1-04.mp3}
 
-VOCAB: exciting
-LINE: Soccer is a very *exciting* game. {bk08-l2c-f1-05.mp3}
+LINE: Soccer is a very exciting game. {bk08-l2c-f1-05.mp3}
 
-VOCAB: important
-LINE: This envelope has an *important* letter. {bk08-l2c-f1-06.mp3}
+LINE: This envelope has an important letter. {bk08-l2c-f1-06.mp3}
 
-VOCAB: terrific
-LINE: That movie was *terrific*. {bk08-l2c-f1-07.mp3}
+LINE: That movie was terrific! {bk08-l2c-f1-07.mp3}
 
 # Source: LLA 2C Figure 2
-$SELECT Match the Description
-ID: 2c-f2
-INTRO: Listen to the description and tap the picture that matches it, then repeat the sentence. The wrong picture is usually the sadder one.
-INSTRUCTION: Tap the correct picture.
+$SELECT Which Picture Matches?
+ID: 8-2c-f2
+HIDE_PROMPT
+INTRO: Listen to each description and tap the picture that matches what you hear. Then repeat the correct sentence.
+INSTRUCTION: Tap the matching picture.
 REPEAT
 
 EXAMPLE
 PROMPT: These math problems are very difficult. {bk08-l2c-f2-ex.mp3}
-OPTION: a | difficult math {page_043_001.jpg}
-OPTION: b | easy math {page_043_002.jpg}
+OPTION: a | Difficult math problems {page_043_001.jpg|Long complex multiplication and division math problems on paper}
+OPTION: b | Simple math problems {page_043_002.jpg|Simple addition, division, and multiplication math problems}
 ANSWER: a
+FEEDBACK: Letter A has the difficult problem. {bk08-l2c-f2-ex-fb.mp3}
 
 PROMPT: Kim's house is beautiful. {bk08-l2c-f2-01-q.mp3}
-OPTION: a | clock house {page_043_003.jpg}
-OPTION: b | beautiful house {page_043_004.jpg} {bk08-l2c-f2-01-a.mp3}
+OPTION: a | House with a clock face sketch {page_043_003.jpg|A sketch of a house with a clock face drawn on its front exterior wall}
+OPTION: b | Beautiful modern house {page_043_004.jpg|A large, modern two-story suburban house surrounded by trees}
 ANSWER: b
+FEEDBACK: Kim's house is beautiful. {bk08-l2c-f2-01-a.mp3}
 
 PROMPT: Arnold is a very healthy person. {bk08-l2c-f2-02-q.mp3}
-OPTION: a | healthy person {page_044_001.jpg} {bk08-l2c-f2-02-a.mp3}
-OPTION: b | unhealthy person {page_044_002.jpg}
+OPTION: a | Fit young man {page_044_001.jpg|A smiling, fit young man wearing a t-shirt}
+OPTION: b | Unhealthy man {page_044_002.jpg|An overweight man looking tired and unhappy}
 ANSWER: a
+FEEDBACK: Arnold is a very healthy person. {bk08-l2c-f2-02-a.mp3}
 
 PROMPT: History class was very interesting yesterday. {bk08-l2c-f2-03-q.mp3}
-OPTION: a | boring class {page_044_003.jpg}
-OPTION: b | interesting class {page_044_004.jpg} {bk08-l2c-f2-03-a.mp3}
+OPTION: a | Bored students asleep {page_044_003.jpg|A classroom filled with bored, sleepy students resting their heads on desks}
+OPTION: b | Engaged students listening {page_044_004.jpg|A classroom of engaged, happy students leaning forward attentive to a lesson}
 ANSWER: b
+FEEDBACK: History class was very interesting yesterday. {bk08-l2c-f2-03-a.mp3}
 
 PROMPT: The soccer game between Mexico and Saudi Arabia was very exciting. {bk08-l2c-f2-04-q.mp3}
-OPTION: a | exciting game {page_044_005.jpg} {bk08-l2c-f2-04-a.mp3}
-OPTION: b | watching a game {page_044_006.jpg}
+OPTION: a | Exciting goal action {page_044_005.jpg|An exciting view of a sports match from the crowd as a player scores a goal}
+OPTION: b | Spectators waiting behind fence {page_044_006.jpg|Spectators watching a sports match from behind a fence banner}
 ANSWER: a
+FEEDBACK: The soccer game between Mexico and Saudi Arabia was very exciting. {bk08-l2c-f2-04-a.mp3}
 
 PROMPT: That envelope has an important letter. {bk08-l2c-f2-05-q.mp3}
-OPTION: a | junk mail {page_045_001.jpg}
-OPTION: b | important letter {page_045_002.jpg} {bk08-l2c-f2-05-a.mp3}
+OPTION: a | Junk mail advertisement {page_045_001.jpg|An envelope with junk mail advertisement text "YOU'RE A LUCKY WINNER! (Advertisement)"}
+OPTION: b | Department of Public Safety envelope {page_045_002.jpg|An envelope from Dept of Public Safety STATE OF TEXAS marked "IMPORTANT DOCUMENT"}
 ANSWER: b
+FEEDBACK: That envelope has an important letter. {bk08-l2c-f2-05-a.mp3}
 
 PROMPT: That movie was really terrific. {bk08-l2c-f2-06-q.mp3}
-OPTION: a | terrific movie {page_045_003.jpg} {bk08-l2c-f2-06-a.mp3}
-OPTION: b | boring movie {page_045_004.jpg}
+OPTION: a | Happy smiling audience {page_045_003.jpg|A film frame showing happy, smiling people looking at the camera}
+OPTION: b | Bored moviegoers {page_045_004.jpg|A film frame showing bored or unamused people sitting together}
 ANSWER: a
+FEEDBACK: That movie was really terrific. {bk08-l2c-f2-06-a.mp3}
 
-# Source: new (gap: a/an before adjectives — drilled in the next activity but never explained)
-$GRAMMAR A or An Before the Adjective
-ID: l2-s18-a
-INTRO: One small detail before you drill: when an adjective moves in front of the noun, the word "a" or "an" follows the adjective's first sound.
+# Source: new (gap: adjective placement and a/an drilled in the next activity but never explained)
+$GRAMMAR Where the Describing Word Goes
+ID: l2-s17-g
+INTRO: One small rule before you build these sentences yourself.
 
-Put the adjective between **a/an** and the noun — and let the adjective choose the article:
+CARD: A describing word goes **before** the noun it describes.
+{Jan has a job.}
+{Jan has an exciting job.}
 
-- {a difficult test} — but {an important test}
-- {an exciting game}, {an interesting book}
-- {a beautiful city}, {a healthy person}, {a terrific cook}
+CARD: Use **an**, not "a", when the next word starts with a vowel sound.
+{a difficult test}
+{an important test}
+{an interesting book}
 
-Use **an** when the next word starts with a vowel sound.
-
-# Source: ST §She Was an Important Person
-$PRODUCE Add the Adjective
-ID: l2-s18
-INTRO: Rebuild each sentence with the adjective in parentheses — and watch whether it takes "a" or "an."
-INSTRUCTION: Say the sentence with the adjective added.
+# Source: ST §She Was an Important Person.
+$PRODUCE Add the Describing Word
+ID: l2-s17
+INTRO: Take a plain sentence and dress it up: put the adjective in parentheses where it belongs. Watch out for "a" turning into "an".
+INSTRUCTION: Say the sentence again with the adjective in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1003,7 +805,7 @@ PROMPT: Jim read a book about China. (interesting)
 RESPONSE: Jim read an interesting book about China.
 
 PROMPT: He is the father of five children. (healthy)
-RESPONSE: He is the healthy father of five children.
+RESPONSE: He is the father of five healthy children.
 
 PROMPT: Lt Ellis was working on a problem. (difficult)
 RESPONSE: Lt Ellis was working on a difficult problem.
@@ -1019,95 +821,132 @@ RESPONSE: Jan has an exciting job.
 
 # Source: ST §That's Very Interesting!
 $SELECT That's Very Interesting!
-ID: l2-s19
-INTRO: Someone tells you their news; pick the response that fits. Enthusiasm is required — accuracy, too.
-INSTRUCTION: Tap the response that matches the statement.
+ID: l2-s18
+INTRO: People love to share their news — and a good listener has the right reply ready. Tap the response that fits each statement.
+INSTRUCTION: Tap the matching response.
+OPTION: a | That will be exciting! When are you going to leave?
+OPTION: b | That's interesting. I'd like to read it.
+OPTION: c | That's a very difficult language.
+OPTION: d | It's beautiful! When were you there?
+OPTION: e | That's terrific! Now you can drive to school.
 
-OPTION: a | That's a very difficult language.
-OPTION: b | That's terrific! Now you can drive to school.
-OPTION: c | That will be exciting! When are you going to leave?
-OPTION: d | That's interesting. I'd like to read it.
-OPTION: e | It's beautiful! When were you there?
-
-TEMPLATE: We're taking a trip to Hawaii.
-ANSWER: c
-
-TEMPLATE: This book is about people from different countries.
-ANSWER: d
-
-TEMPLATE: My brother is studying Chinese.
+PROMPT: We're taking a trip to Hawaii.
 ANSWER: a
 
-TEMPLATE: I took this picture of Niagara Falls.
-ANSWER: e
-
-TEMPLATE: I bought a new car.
+PROMPT: This book is about people from different countries.
 ANSWER: b
 
-$LESSON 2-5: Possessive Pronouns
+PROMPT: My brother is studying Chinese.
+ANSWER: c
 
-# Source: ST §That's His New Car. That's His.
-$GRAMMAR Mine, Yours, His, Hers
-ID: l2-s21
-INTRO: In this part you'll learn to drop the noun and keep the owner: my car becomes mine, her car becomes hers. Here's the full set.
+PROMPT: I took this picture of Niagara Falls.
+ANSWER: d
 
-| | |
+PROMPT: I bought a new car.
+ANSWER: e
+
+$SESSION 2-5: Possessive Pronouns
+
+# Source: ST §Possessive Pronouns (grammar table, card-ified)
+$GRAMMAR Mine, Yours, Hers — Possessive Pronouns
+ID: l2-s20
+INTRO: In this part you'll learn to say whose things are whose without repeating the noun. Say "That's mine" — not "That's my car" every single time.
+
+CARD: A possessive adjective comes **before** a noun. A possessive **pronoun** stands alone — no noun after it.
+{That's my car.}
+{That's mine.}
+
+CARD: "Your" becomes **yours**, and "her" becomes **hers**.
+{That's your car.}
+{That's yours.}
+{That's her car.}
+{That's hers.}
+
+CARD: "His" stays **his**. "Our" becomes **ours**, and "their" becomes **theirs**.
+{That's his car.}
+{That's his.}
+{That's our car.}
+{That's ours.}
+{That's their car.}
+{That's theirs.}
+
+SUMMARY:
+| Possessive Adjective | Possessive Pronoun |
 |---|---|
-| That's my car. | **{That's mine.}** |
-| That's their car. | **{That's theirs.}** |
-| That's her car. | **{That's hers.}** |
+| That's **my** car. | That's **mine**. |
+| That's **their** car. | That's **theirs**. |
+| That's **her** car. | That's **hers**. |
+| That's **his** car. | That's **his**. |
+| That's **our** car. | That's **ours**. |
+| That's **your** car. | That's **yours**. |
 
-**Examples:**
-1. {That looks like an interesting book. Is it yours?} — {No, it's not mine. It's my sister's.}
-2. {That's a beautiful house. Is it yours?} — {No, it's theirs. Ours is over there.}
-3. {That's an important paper. It must be his.} — {No, it's not. It's hers.}
-4. {What a pretty cat! Is it yours?} — {Yes, it's ours.}
+# Source: ST §Possessive Pronouns in Use
+$DIALOGUE Possessive Pronouns in Use
+ID: l2-s21
+INTRO: Eight little exchanges about books, houses, cats, and flowers — all held together by "mine", "yours", "his", and "hers". Just listen and read along.
+INSTRUCTION: Read the questions and answers.
+
+LINE: That looks like an interesting book. Is it yours?
+LINE: No, it's not mine. It's my sister's.
+
+LINE: That's a beautiful house. Is it yours?
+LINE: No, it's theirs. Ours is over there.
+
+LINE: That's an important paper. It must be his.
+LINE: No, it's not. It's hers.
+
+LINE: What a pretty cat! Is it yours?
+LINE: Yes, it's ours.
+
+LINE: There's a blue car. Is that hers?
+LINE: No, that's mine. Hers is over there.
+
+LINE: Here's someone's jacket. Is it yours?
+LINE: Yes, it's mine.
+
+LINE: My test was very difficult. Was yours hard?
+LINE: Yes, ours was very difficult too.
+
+LINE: What pretty flowers! Are they hers?
+LINE: No, they're mine.
 
 # Source: LLA 2C Figure 3
-$PRODUCE Read the Answer
-ID: 2c-f3
+$PRODUCE Answer with Mine, His, or Hers
+ID: 8-2c-f3
+INTRO: Now it's your turn to answer. Listen to each question, then respond aloud using the right possessive pronoun. The model answer plays afterward.
+INSTRUCTION: Answer aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: You'll hear a question about who owns something. Read the answer on your screen aloud — mine, yours, his, and hers do all the work.
-INSTRUCTION: Read the answer aloud.
 
 PROMPT: That's a beautiful house. Is that Colonel MacDonald's? {bk08-l2c-f3-01.mp3}
-TEMPLATE: Yes, it's his.
 RESPONSE: Yes, it's his.
 
 PROMPT: That looks like an interesting book. Is it yours? {bk08-l2c-f3-02.mp3}
-TEMPLATE: No, it's not mine. It's Dorothy's.
 RESPONSE: No, it's not mine. It's Dorothy's.
 
 PROMPT: What a pretty little girl. Is she yours? {bk08-l2c-f3-03.mp3}
-TEMPLATE: Yes, she's mine.
 RESPONSE: Yes, she's mine.
 
 PROMPT: Here's someone's jacket. Is it yours? {bk08-l2c-f3-04.mp3}
-TEMPLATE: No, that's Sgt Powell's.
 RESPONSE: No, that's Sgt Powell's.
 
 PROMPT: Is this your classroom? {bk08-l2c-f3-05.mp3}
-TEMPLATE: No, mine is next door.
 RESPONSE: No, mine is next door.
 
 PROMPT: That was a difficult test. Was yours hard? {bk08-l2c-f3-06.mp3}
-TEMPLATE: Yes, ours was very difficult, too!
 RESPONSE: Yes, ours was very difficult, too!
 
 PROMPT: Is that Henry's radio? {bk08-l2c-f3-07.mp3}
-TEMPLATE: No, that's mine.
 RESPONSE: No, that's mine.
 
 PROMPT: Is that Carol's red-and-white truck? {bk08-l2c-f3-08.mp3}
-TEMPLATE: Yes, that's hers.
 RESPONSE: Yes, that's hers.
 
 # Source: LLA 2C Figure 4
-$SELECT Say the Same Thing
-ID: 2c-f4
-INTRO: Listen to a sentence, then tap the sentence that means the same thing — the owner stays, the noun goes. Repeat the correct answer.
-INSTRUCTION: Tap the sentence that means the same thing.
+$SELECT Same Meaning: Whose Is It?
+ID: 8-2c-f4
+INTRO: Listen to each sentence, then tap the sentence with the same meaning. Repeat the correct answer.
+INSTRUCTION: Tap the sentence with the same meaning.
 REPEAT
 
 EXAMPLE
@@ -1116,48 +955,55 @@ OPTION: a | It's his.
 OPTION: b | It's ours.
 OPTION: c | It's hers.
 ANSWER: c
+FEEDBACK: It's hers. {bk08-l2c-f4-ex-fb.mp3}
 
 PROMPT: The books are mine and Jack's. {bk08-l2c-f4-01-q.mp3}
-OPTION: a | They're ours. {bk08-l2c-f4-01-a.mp3}
+OPTION: a | They're ours.
 OPTION: b | They're yours.
 OPTION: c | They're his.
 ANSWER: a
+FEEDBACK: They're ours. {bk08-l2c-f4-01-a.mp3}
 
 PROMPT: That's my pencil. {bk08-l2c-f4-02-q.mp3}
 OPTION: a | That's his.
-OPTION: b | That's mine. {bk08-l2c-f4-02-a.mp3}
+OPTION: b | That's mine.
 OPTION: c | That's ours.
 ANSWER: b
+FEEDBACK: That's mine. {bk08-l2c-f4-02-a.mp3}
 
 PROMPT: That's Fred's hat. {bk08-l2c-f4-03-q.mp3}
 OPTION: a | That's hers.
 OPTION: b | That's yours.
-OPTION: c | That's his. {bk08-l2c-f4-03-a.mp3}
+OPTION: c | That's his.
 ANSWER: c
+FEEDBACK: That's his. {bk08-l2c-f4-03-a.mp3}
 
 PROMPT: Their house is the biggest one on our street. {bk08-l2c-f4-04-q.mp3}
-OPTION: a | Theirs is the biggest one on our street. {bk08-l2c-f4-04-a.mp3}
+OPTION: a | Theirs is the biggest one on our street.
 OPTION: b | His is the biggest one on our street.
 OPTION: c | Ours is the biggest one on our street.
 ANSWER: a
+FEEDBACK: Theirs is the biggest one on our street. {bk08-l2c-f4-04-a.mp3}
 
 PROMPT: Susan's truck is red. {bk08-l2c-f4-05-q.mp3}
 OPTION: a | Theirs is red.
 OPTION: b | Ours is red.
-OPTION: c | Hers is red. {bk08-l2c-f4-05-a.mp3}
+OPTION: c | Hers is red.
 ANSWER: c
+FEEDBACK: Hers is red. {bk08-l2c-f4-05-a.mp3}
 
 PROMPT: That's the Medrano's car. {bk08-l2c-f4-06-q.mp3}
 OPTION: a | That's his.
-OPTION: b | That's theirs. {bk08-l2c-f4-06-a.mp3}
+OPTION: b | That's theirs.
 OPTION: c | That's mine.
 ANSWER: b
+FEEDBACK: That's theirs. {bk08-l2c-f4-06-a.mp3}
 
 # Source: ST §Whose Is It?
 $PRODUCE Whose Is It?
 ID: l2-s22
-INTRO: Answer each question with a short possessive answer: it's his, it's hers, they're theirs. The owner is named in parentheses.
-INSTRUCTION: Answer with a possessive pronoun.
+INTRO: Quick-fire round: someone in parentheses owns each thing. Answer with the right pronoun — "It's his", "They're hers", and so on.
+INSTRUCTION: Answer each question aloud using a possessive pronoun.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1196,92 +1042,119 @@ RESPONSE: They're his.
 PROMPT: Whose dog is this? (Bob and John)
 RESPONSE: It's theirs.
 
-# Source: ST §That's Bill's Car -> That's His
-$PRODUCE Shorten It with a Pronoun
+# Source: ST §Replace with Possessive Pronoun
+$PRODUCE Say It the Short Way
 ID: l2-s23
-INTRO: Replace the underlined phrase with one possessive pronoun and say the new sentence. Shorter, same meaning.
-INSTRUCTION: Say the sentence with a possessive pronoun.
+INTRO: Same idea, other direction: replace the underlined words with one possessive pronoun and say the new sentence.
+INSTRUCTION: Replace the underlined words with a possessive pronoun.
 INPUT: speak
 CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
-TEMPLATE: *My car* is blue.
+PROMPT: *My car* is blue.
 RESPONSE: Mine is blue.
 
-TEMPLATE: That's *Sara's hat*.
+PROMPT: That's *Sara's hat*.
 RESPONSE: That's hers.
 
-TEMPLATE: *His shirt* is white.
+PROMPT: *His shirt* is white.
 RESPONSE: His is white.
 
-TEMPLATE: That's *the Smith's car*.
+PROMPT: That's *the Smiths' car*.
 RESPONSE: That's theirs.
 
-TEMPLATE: *Our house* is over there.
+PROMPT: *Our house* is over there.
 RESPONSE: Ours is over there.
 
-TEMPLATE: That's *Kevin's camera*.
+PROMPT: That's *Kevin's camera*.
 RESPONSE: That's his.
 
-TEMPLATE: *Her coat* is dirty.
+PROMPT: *Her coat* is dirty.
 RESPONSE: Hers is dirty.
 
-TEMPLATE: *Their grass* is the greenest.
+PROMPT: *Their grass* is the greenest.
 RESPONSE: Theirs is the greenest.
 
-TEMPLATE: He mailed *her letter* yesterday.
+PROMPT: He mailed *her letter* yesterday.
 RESPONSE: He mailed hers yesterday.
 
-TEMPLATE: *His language* is French.
+PROMPT: *His language* is French.
 RESPONSE: His is French.
 
-TEMPLATE: That's *my radio*.
+PROMPT: That's *my radio*.
 RESPONSE: That's mine.
 
+$SESSION 2-6: More Practice with Possessives
+
 # Source: ST §Ours Is Next to the Corner
-$PRODUCE Mine Is Working. Yours Isn't.
+$PRODUCE Ours Is Next to the Corner
 ID: l2-s24
-INTRO: Type the missing possessive pronouns — mine, yours, his, hers, ours, or theirs. The rest of the sentence tells you whose.
-INSTRUCTION: Type the missing pronoun(s).
+INTRO: More practice with "mine", "yours", and friends — this time you type them. Two cameras, two cars, two dogs: keep track of whose is whose.
+INSTRUCTION: Type the correct possessive pronoun (mine, yours, hers, his, ours, theirs) to complete each sentence.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: We both have cameras. ____{Mine|Yours|His|Hers|Theirs} is working. ____{Mine|Yours|His|Hers|Theirs} isn't.
+TEMPLATE: We both have cameras. ____{Mine|Yours} is working. ____{Yours|Mine} isn't.
 RESPONSE: We both have cameras. Mine is working. Yours isn't.
 
-TEMPLATE: Jim and Lilly both have new cars. ____{His} has four doors. ____{Hers} has two doors.
+TEMPLATE: Jim and Lilly both have new cars. ____{His|Hers} has four doors. ____{Hers|His} has two doors.
 RESPONSE: Jim and Lilly both have new cars. His has four doors. Hers has two doors.
 
 TEMPLATE: Fred bought a new jacket. ____{His} is the brown one.
 RESPONSE: Fred bought a new jacket. His is the brown one.
 
-TEMPLATE: The Roberts' house is on the corner. ____{Ours|Mine|Theirs} is next to it.
+TEMPLATE: The Roberts' house is on the corner. ____{Ours|Mine|Theirs|His|Hers} is next to it.
 RESPONSE: The Roberts' house is on the corner. Ours is next to it.
 
-TEMPLATE: Our gate is open. ____{Theirs|Yours|His|Hers} is closed.
-RESPONSE: Our gate is open. Theirs is closed.
+TEMPLATE: Our gate is open. ____{Yours|Theirs|His|Hers} is closed.
+RESPONSE: Our gate is open. Yours is closed.
 
-TEMPLATE: Both of our watches are wrong. ____{Mine} is four minutes fast. ____{Yours} is five minutes slow.
+TEMPLATE: Both of our watches are wrong. ____{Mine|Yours} is four minutes fast. ____{Yours|Mine} is five minutes slow.
 RESPONSE: Both of our watches are wrong. Mine is four minutes fast. Yours is five minutes slow.
 
-TEMPLATE: Steven and Maria both have dogs. ____{His} are small dogs. ____{Hers} are big dogs.
+TEMPLATE: Steven and Maria both have dogs. ____{His|Hers} are small dogs. ____{Hers|His} are big dogs.
 RESPONSE: Steven and Maria both have dogs. His are small dogs. Hers are big dogs.
 
-TEMPLATE: Their car is red. ____{Ours|Mine|Yours} is white.
+TEMPLATE: Their car is red. ____{Ours|Mine|Yours|His|Hers} is white.
 RESPONSE: Their car is red. Ours is white.
 
-# SKIPPED (book): ST "IT'S NOT MINE." — select an object in the room, then pair ask-and-answer; open, co-constructed pair task.
+# SKIPPED (book): ST "IT'S NOT MINE." — open classroom object-pointing pair practice.
 
-$LESSON 2-6: Possessives in Use
+# Source: ST §That's Its Dish.
+$PRODUCE Its Name Is Duke
+ID: l2-s25
+INTRO: One more possessive word: "its" — for a dog, a house, or anything that isn't a person. Meet Duke, who eats all its food. Type "its" or "Its" in each gap.
+INSTRUCTION: Complete the sentences with "its" or "Its".
+INPUT: type
+CHECK: exact
+
+TEMPLATE: This is our dog. ____{Its} name is Duke. {st-page_078_001.jpg|A dog wagging its tail, lowering its head to eat from a bowl on the ground}
+RESPONSE: This is our dog. Its name is Duke.
+
+TEMPLATE: Duke is black and white. ____{Its} body is mostly white, but two of ____{its} legs are black.
+RESPONSE: Duke is black and white. Its body is mostly white, but two of its legs are black.
+
+TEMPLATE: In the morning, our son puts food and water in Duke's dishes. Duke eats all ____{its} food.
+RESPONSE: In the morning, our son puts food and water in Duke's dishes. Duke eats all its food.
+
+TEMPLATE: We have a new house. ____{Its} rooms are large.
+RESPONSE: We have a new house. Its rooms are large.
+
+TEMPLATE: The front door and ____{its} roof are blue.
+RESPONSE: The front door and its roof are blue.
+
+TEMPLATE: The children like ____{its} big backyard. Next to ____{its} garage is a small tree.
+RESPONSE: The children like its big backyard. Next to its garage is a small tree.
 
 # Source: ST §Mine's Delicious!
-$DIALOGUE Mine's Delicious!
+$DIALOGUE Mine's Delicious! {st-page_079_001.jpg|A group of people enjoying desserts, coffee, and exercising near a school building}
 ID: l2-s26
-INTRO: In this part possessives go to work in real conversations — and at the end you'll meet the punctuation that owns them, the apostrophe. First, listen and repeat these short exchanges.
+INTRO: Dessert, coffee, and exercise — three short exchanges where possessives do the work. Listen and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Jack: How's your dessert? {st-page_079_001.jpg}
+Jack: How's your dessert?
 Ben: Mine's delicious! How's yours?
 
 David: How's your coffee?
@@ -1294,233 +1167,462 @@ LINE: Ben's test was easy, but hers was difficult.
 LINE: Your school is big, but ours is bigger.
 LINE: Did the students do their pushups today?
 
-# Source: ST §How's Your Dessert? (two column-interleaved dialogs, reconstructed)
+# Source: ST §How's Your Dessert?
 $DIALOGUE How's Your Dessert?
 ID: l2-s27
-INTRO: Two students compare desserts — twice. Read along; no repeating this time, just enjoy the pie dispute.
-INSTRUCTION: Read the dialogs.
+INTRO: Jack and Ben got the two smallest pieces of pie in the room, and they've noticed. Listen to the whole conversation.
+INSTRUCTION: Listen to the dialogue.
 
-Student1: How's your dessert?
-Student2: I think it's good, but mine's very small.
-Student1: Are the other pieces small, too?
-Student2: No. His dessert is large, and hers is too.
-Student1: Both of theirs are larger than ours.
-Student2: You're right. Let's ask for different ones.
-
-Student1: My pie's delicious. Who made it?
-Student2: Jane's mother. She puts lots of fruit in her pies.
-Student1: Mine is too. Did she make the other pie, too?
-Student2: No. Pam and Dot did, but theirs is good, too.
-Student1: You're right. Both desserts are very good.
-
-# Source: ST §It's Mine!
-$PRODUCE It's Mine!
-ID: l2-s29
-INTRO: Read the first dialog, then complete the second one the same way. Type the words that fill each gap.
-INSTRUCTION: Complete the second dialog to match the pattern.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: Alice: Whose coat is this?
-TEMPLATE: Barbie: It's mine.
-TEMPLATE: Alice: It is?
-TEMPLATE: Barbie: Yes. See? There's my name.
-TEMPLATE: Now complete:
-TEMPLATE: Alice: Whose hat is this?
-TEMPLATE: Barbie: It's Jack's.
-TEMPLATE: Alice: It is?
-TEMPLATE: Barbie: Yes. See? There's ____{his name}.
-RESPONSE: Alice: Whose hat is this? Barbie: It's Jack's. Alice: It is? Barbie: Yes. See? There's his name.
-
-TEMPLATE: Mark: I have my dictionary. Do you and Jack have yours?
-TEMPLATE: Jan: I have mine, but he doesn't have his.
-TEMPLATE: Now complete:
-TEMPLATE: Mark: I have ____{mine}. Do ____{you} and ____{he}?
-TEMPLATE: Jan: ____{I have mine}, but ____{he doesn't have his}.
-RESPONSE: Mark: I have mine. Do you and he? Jan: I have mine, but he doesn't have his.
-
-TEMPLATE: Fred: Whose books are these?
-TEMPLATE: Mary: The dictionary is mine and the notebook is his.
-TEMPLATE: Now complete:
-TEMPLATE: Fred: Whose ____{books} are these?
-TEMPLATE: Mary: The ____{dictionary} is ____{mine} and ____{the notebook} is ____{his}.
-RESPONSE: Fred: Whose books are these? Mary: The dictionary is mine and the notebook is his.
-
-TEMPLATE: Rob: Is this your jacket?
-TEMPLATE: Phil: No, it's not. Mine is red.
-TEMPLATE: Rob: Whose is it?
-TEMPLATE: Phil: I think it's Jane's.
-TEMPLATE: Now complete:
-TEMPLATE: Rob: Is this ____{yours}?
-TEMPLATE: Phil: No, it's not. ____{Mine is red}.
-TEMPLATE: Rob: Whose is it?
-TEMPLATE: Phil: I think ____{it's Jane's}.
-RESPONSE: Rob: Is this yours? Phil: No, it's not. Mine is red. Rob: Whose is it? Phil: I think it's Jane's.
-
-TEMPLATE: Brenda: I have my bus ticket. Does Jim have his?
-TEMPLATE: Carol: Yes, he has his.
-TEMPLATE: Now complete:
-TEMPLATE: Brenda: I have ____{mine}.
-TEMPLATE: Carol: Yes, ____{he has his}.
-RESPONSE: Brenda: I have mine. Carol: Yes, he has his.
-
-# Source: ST §That's Its Dish
-$PRODUCE Its Name Is Duke
-ID: l2-s25
-INTRO: Meet Duke the dog and a new house. Type the missing possessive adjectives — "its" will be doing most of the work.
-INSTRUCTION: Type the missing possessive adjectives.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: This is our dog. ____{Its} name is Duke. Duke is black and white. {st-page_078_001.jpg}
-TEMPLATE: ____{Its} body is mostly white, but two of ____{its} legs are black.
-TEMPLATE: In the morning, our son puts food and water in Duke's dishes. Duke eats all ____{its|his} food.
-RESPONSE: This is our dog. Its name is Duke. Duke is black and white. Its body is mostly white, but two of its legs are black. In the morning, our son puts food and water in Duke's dishes. Duke eats all its food.
-
-TEMPLATE: We have a new house. ____{Its} rooms are large. The front door and ____{its} roof are blue.
-TEMPLATE: The children like ____{its} big backyard. Next to ____{its|the} garage is a small tree.
-RESPONSE: We have a new house. Its rooms are large. The front door and its roof are blue. The children like its big backyard. Next to its garage is a small tree.
+Jack: How's your dessert?
+Ben: I think it's good, but mine's very small.
+Jack: Mine is too. Are the other pieces small, too?
+Ben: No. His dessert is large, and hers is too.
+Jack: Both of theirs are larger than ours.
+Ben: You're right. Let's ask for different ones.
+Jack: My pie's delicious. Who made it?
+Ben: Jane's mother. She puts lots of fruit in her pies.
+Jack: Did she make the other pie, too?
+Ben: No. Pam and Dot did, but theirs is good, too.
+Jack: You're right. Both desserts are very good.
 
 # Source: ST §We Exercise. Do You?
-$PRODUCE We Exercise. Do You?
+$PRODUCE We Exercise. Do You? {st-page_081_001.jpg|Two people doing physical exercises on gym equipment}
 ID: l2-s28
-INTRO: A husband and wife with very organized gym schedules. Type the missing possessive adjectives and pronouns — my, mine, her, hers, their, theirs, and friends.
-INSTRUCTION: Type the missing possessives.
+INTRO: A husband and wife who exercise every day — separately, on principle. Complete the story with the right possessive words.
+INSTRUCTION: Type the correct possessive word (my, mine, her, hers, his, our, ours, their, theirs, yours).
 INPUT: type
 CHECK: exact
 
-TEMPLATE: My wife and I exercise every day at the gym. We don't do ____{our} exercises together. Our schedules are different. The men do ____{their} exercises in the morning and the women do ____{theirs} in the afternoon. {st-page_081_001.jpg}
-RESPONSE: My wife and I exercise every day at the gym. We don't do our exercises together. Our schedules are different. The men do their exercises in the morning and the women do theirs in the afternoon.
+TEMPLATE: My wife and I exercise every day at the gym. We don't do ____{our} exercises together.
+RESPONSE: My wife and I exercise every day at the gym. We don't do our exercises together.
 
-TEMPLATE: My wife works out with ____{her} sister and I work out with ____{my} friend Jack. ____{Her|Their} schedule of exercises is different from mine. I do pushups and situps for ____{mine} and he plays volleyball for ____{his}.
-RESPONSE: My wife works out with her sister and I work out with my friend Jack. Her schedule of exercises is different from mine. I do pushups and situps for mine and he plays volleyball for his.
+TEMPLATE: Our schedules are different. The men do ____{their} exercises in the morning and the women do ____{theirs} in the afternoon.
+RESPONSE: Our schedules are different. The men do their exercises in the morning and the women do theirs in the afternoon.
 
-TEMPLATE: My wife likes to do pushups and situps, too, but we do ____{ours} at different times. She does ____{hers} first and then she swims. I do ____{mine} later.
-RESPONSE: My wife likes to do pushups and situps, too, but we do ours at different times. She does hers first and then she swims. I do mine later.
+TEMPLATE: My wife works out with ____{her} sister and I work out with ____{my} friend Jack.
+RESPONSE: My wife works out with her sister and I work out with my friend Jack.
+
+TEMPLATE: ____{His} schedule of exercises is different from mine.
+RESPONSE: His schedule of exercises is different from mine.
+
+TEMPLATE: I do pushups and situps for ____{mine} and he plays volleyball for ____{his}.
+RESPONSE: I do pushups and situps for mine and he plays volleyball for his.
+
+TEMPLATE: My wife likes to do pushups and situps, too, but we do ____{ours} at different times.
+RESPONSE: My wife likes to do pushups and situps, too, but we do ours at different times.
+
+TEMPLATE: She does ____{hers} first and then she swims. I do ____{mine} later.
+RESPONSE: She does hers first and then she swims. I do mine later.
 
 TEMPLATE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ____{ours}. Do you do ____{yours}?
 RESPONSE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ours. Do you do yours?
 
+# SKIPPED (book): ST "IT'S MINE!" — open dialog variation / pair substitution practice.
+
 # Source: LLA 2D Figure 3 (Part 1)
-$PRODUCE Dictation: Short Answers
-ID: 2d-f3
+$PRODUCE Type What You Hear: Whose Is It?
+ID: 8-2d-f3-dict
 INPUT: type
 CHECK: exact
-INTRO: Type each sentence exactly as you hear it. These eight lines belong to two conversations — you'll reassemble them in a moment.
-INSTRUCTION: Type the sentence.
+HIDE_PROMPT
+INTRO: Eight short lines from two conversations about coats and jackets. Listen to each one and type exactly what you hear — you'll rebuild the conversations next.
+INSTRUCTION: Type the sentence you hear.
 
 PROMPT: No, he has his on. {bk08-l2d-f3-01.mp3}
-RESPONSE: No, he has his on.
+RESPONSE: No, he has his on. {bk08-l2d-f3-01.mp3}
 
 PROMPT: It's Calvin's. {bk08-l2d-f3-02.mp3}
-RESPONSE: It's Calvin's.
+RESPONSE: It's Calvin's. {bk08-l2d-f3-02.mp3}
 
 PROMPT: Is that Jeff's coat? {bk08-l2d-f3-03.mp3}
-RESPONSE: Is that Jeff's coat?
+RESPONSE: Is that Jeff's coat? {bk08-l2d-f3-03.mp3}
 
 PROMPT: Whose is this? {bk08-l2d-f3-04.mp3}
-RESPONSE: Whose is this?
+RESPONSE: Whose is this? {bk08-l2d-f3-04.mp3}
 
 PROMPT: I think it's new. {bk08-l2d-f3-05.mp3}
-RESPONSE: I think it's new.
+RESPONSE: I think it's new. {bk08-l2d-f3-05.mp3}
 
 PROMPT: Is that Steve's jacket? {bk08-l2d-f3-06.mp3}
-RESPONSE: Is that Steve's jacket?
+RESPONSE: Is that Steve's jacket? {bk08-l2d-f3-06.mp3}
 
 PROMPT: Yes, he bought it last week. {bk08-l2d-f3-07.mp3}
-RESPONSE: Yes, he bought it last week.
+RESPONSE: Yes, he bought it last week. {bk08-l2d-f3-07.mp3}
 
 PROMPT: Yes, it's his. His name is in it. {bk08-l2d-f3-08.mp3}
-RESPONSE: Yes, it's his. His name is in it.
+RESPONSE: Yes, it's his. His name is in it. {bk08-l2d-f3-08.mp3}
 
 # Source: LLA 2D Figure 3 (Part 2)
-$SELECT Rebuild the Dialogues
-ID: 2d-f3-b
+$SELECT Rebuild the Conversation: Jeff's Coat
+ID: 8-2d-f3-order1
 ORDER
-INTRO: Those eight sentences make two short conversations about coats and jackets. Put each set in an order that makes sense.
+INTRO: Those sentences belong to two conversations. Here's the first: put the four lines in an order that makes sense.
 INSTRUCTION: Arrange the sentences in the correct order.
 
-TEMPLATE: Dialogue 1
 OPTION: a | No, he has his on.
 OPTION: b | It's Calvin's.
 OPTION: c | Is that Jeff's coat?
 OPTION: d | Whose is this?
+
+TEMPLATE: Arrange the sentences to form the conversation.
 ANSWER: c,a,d,b
 
-TEMPLATE: Dialogue 2
+# Source: LLA 2D Figure 3 (Part 3)
+$DIALOGUE Jeff's Coat
+ID: 8-2d-f3-d1
+REPEAT
+INTRO: Here's that conversation in its correct order. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+
+Man1: Is that Jeff's coat? {bk08-l2d-f3-d1-01.mp3}
+Man2: No, he has his on. {bk08-l2d-f3-d1-02.mp3}
+Man1: Whose is this? {bk08-l2d-f3-d1-03.mp3}
+Man2: It's Calvin's. {bk08-l2d-f3-d1-04.mp3}
+
+# Source: LLA 2D Figure 3 (Part 4)
+$SELECT Rebuild the Conversation: Steve's Jacket
+ID: 8-2d-f3-order2
+ORDER
+INTRO: And the second conversation — same job. Put the four lines in order.
+INSTRUCTION: Arrange the sentences in the correct order.
+
 OPTION: e | I think it's new.
 OPTION: f | Is that Steve's jacket?
 OPTION: g | Yes, he bought it last week.
 OPTION: h | Yes, it's his. His name is in it.
+
+TEMPLATE: Arrange the sentences to form the conversation.
 ANSWER: f,h,e,g
 
-# Source: LLA 2D Figure 3 (Part 3)
-$DIALOGUE The Dialogues, Complete
-ID: 2d-f3-c
-INTRO: Here are the two finished conversations, in order. Listen and repeat each line — you built these, after all.
-INSTRUCTION: Listen and repeat each line.
+# Source: LLA 2D Figure 3 (Part 5)
+$DIALOGUE Steve's Jacket
+ID: 8-2d-f3-d2
 REPEAT
+INTRO: Here it is in order. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
 
-LINE: Is that Jeff's coat? {bk08-l2d-f3-09.mp3}
-LINE: No, he has his on. {bk08-l2d-f3-10.mp3}
-LINE: Whose is this? {bk08-l2d-f3-11.mp3}
-LINE: It's Calvin's. {bk08-l2d-f3-12.mp3}
+Man1: Is that Steve's jacket? {bk08-l2d-f3-d2-01.mp3}
+Man2: Yes, it's his. His name is in it. {bk08-l2d-f3-d2-02.mp3}
+Man1: I think it's new. {bk08-l2d-f3-d2-03.mp3}
+Man2: Yes, he bought it last week. {bk08-l2d-f3-d2-04.mp3}
 
-LINE: Is that Steve's jacket? {bk08-l2d-f3-13.mp3}
-LINE: Yes, it's his. His name is in it. {bk08-l2d-f3-14.mp3}
-LINE: I think it's new. {bk08-l2d-f3-15.mp3}
-LINE: Yes, he bought it last week. {bk08-l2d-f3-16.mp3}
+$SESSION 2-7: Following Directions and Outlines
 
-# Source: new (gap: punctuation rules drilled in the next three activities but never explained)
-$GRAMMAR Punctuation Reminders
-ID: 2b-f5-g
-INTRO: Before you rewrite some sentences, four quick reminders about English punctuation.
+# Source: LLA 2B Figure 1
+$PRODUCE Listen and Answer
+ID: 8-2b-f1
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: In this part you'll train your ears: answer questions about conversations, follow directions on a map, and fill in outlines. First, read the question, then listen to the conversation. When you hear the question again, answer aloud in a complete sentence, and repeat the correct answer.
+INSTRUCTION: Answer the question aloud based on the conversation.
 
-- **Capital letters** start every sentence and every name: {Pat and Mike}, {Victor said}.
-- **Apostrophes** show ownership and contractions: {Pat's car}, {they're}, {I'll}.
-- **Commas** separate items in a list and come before "but" or "and" joining two sentences: {push-ups, sit-ups, and other exercises}.
-- **Quotation marks** wrap the exact words someone says, with a comma before them: {Victor said, "I want to have fun."}
+EXAMPLE
+TEMPLATE: Where does Col Adams want Airman Sawyer to go?
+PROMPT: Airman Sawyer, go to the locator and get a new name tag.\n— Yes, sir. I'll do it right now.\nWhere does Colonel Adams want Airman Sawyer to go? {bk08-l2b-f1-ex-q.mp3}
+RESPONSE: He wants her to go to the locator. {bk08-l2b-f1-ex-a.mp3}
+
+TEMPLATE: Where are Sgt Victors and Sgt Jones going to eat lunch today?
+PROMPT: The mess hall is very crowded today.\n— Let's go to the NCO club.\n— Okay. The food's always good there.\nWhere are Sergeant Victors and Sergeant Jones going to eat lunch today? {bk08-l2b-f1-01-q.mp3}
+RESPONSE: They are going to eat at the NCO club. {bk08-l2b-f1-01-a.mp3}
+
+# Source: LLA 2B Figure 1 (conversation 2)
+$DIALOGUE The New Student at Lackland
+ID: 8-2b-f1-c
+INTRO: The next conversation is longer — a new student asking about the barracks. Just listen; the question comes right after.
+INSTRUCTION: Listen to the conversation.
+
+Student: Sergeant Jameson, this is my first day at Lackland. Which barracks are for the enlisted students? {bk08-l2b-f1-c-01.mp3}
+Sgt_Jameson: Those next to the small BX are for the enlisted. The barracks near the locator are for the officers. {bk08-l2b-f1-c-02.mp3}
+Student: Thank you, Sergeant. {bk08-l2b-f1-c-03.mp3}
+
+# Source: LLA 2B Figure 1 (question 2)
+$PRODUCE Answer About the Conversation
+ID: 8-2b-f1-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Now the question. Answer aloud in a complete sentence — open the conversation if you need it — then repeat the correct answer.
+INSTRUCTION: Answer the question aloud based on the conversation.
+
+TEMPLATE: Where are the officers' barracks?
+PROMPT: Where are the officers' barracks? {bk08-l2b-f1-02-q.mp3}
+RESPONSE: The officers' barracks are near the locator. {bk08-l2b-f1-02-a.mp3}
+
+# Source: LLA 2B Figure 1 (continued)
+$PRODUCE Listen and Answer: The Pilots
+ID: 8-2b-f1-d
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: One more conversation. Read the question, listen, and answer aloud when you hear the question again.
+INSTRUCTION: Answer the question aloud based on the conversation.
+
+TEMPLATE: What do the men want to be?
+PROMPT: Men, you are learning to fly. You are going to be the best pilots in the U.S. Air Force. Is that right?\n— Yes, sir. We want to be the best.\nWhat do the men want to be? {bk08-l2b-f1-03-q.mp3}
+RESPONSE: The men want to be the best pilots in the U.S. Air Force. {bk08-l2b-f1-03-a.mp3}
+
+# Source: LLA 2B Figure 2
+$PRODUCE Follow the Directions on the Map {page_039_001.jpg|Map of city streets showing Gas Station, Food City, Mall, Hospital, School, Library, Park, Circle C, Drug Store, Oma's Deli, and 416 Major Burns}
+ID: 8-2b-f2
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Look at the map. Listen to the directions, follow them street by street, and type the name of the place where you arrive. Then repeat the answer.
+INSTRUCTION: Type the name of the destination.
+
+EXAMPLE
+PROMPT: You are on the corner of Walters and Main. Go north on Main one block. Turn left on Star. Turn left on Circle C. Go to 416, Circle C. Where are you? {bk08-l2b-f2-ex.mp3}
+RESPONSE: Major Burns's house {bk08-l2b-f2-ex-a.mp3}
+ACCEPT: Major Burns' house | Major Burn's house | at Major Burns's house | at Major Burns' house
+
+PROMPT: You are on the corner of Star and Main. Go east on Star and turn right on Bradley. Go to the corner of Bradley and Walters. Where are you? {bk08-l2b-f2-01.mp3}
+RESPONSE: Oma's Deli {bk08-l2b-f2-01-a.mp3}
+ACCEPT: at Oma's Deli
+
+PROMPT: You are on the corner of Walters and Market. Go north on Market to Theo. Turn right on Theo. Go to the corner of Theo and Main. Where are you? {bk08-l2b-f2-02.mp3}
+RESPONSE: Food City {bk08-l2b-f2-02-a.mp3}
+ACCEPT: at Food City
+
+PROMPT: You are on the corner of Bradley and Star. Go west on Star to Market. Turn right on Market. Go to the corner of Theo and Market. Where are you? {bk08-l2b-f2-03.mp3}
+RESPONSE: the hospital {bk08-l2b-f2-03-a.mp3}
+ACCEPT: hospital | at the hospital
+
+# SKIPPED (book+tape): LLA 2B Figure 4 "Listen and Draw Lines" — drawing a route on a map (physical drawing task without interactive questions).
+# SKIPPED (book): ST Listening Skill "HE DROVE EAST ON HIGHWAY...." — oral directions with map marking (instructor-read stimulus not printed).
+
+# Source: ST §Where Are You Now?
+$PRODUCE Where Are You Now?
+ID: l2-s9
+INTRO: Same game, new town — but this time you read the directions yourself. Trace the route on the map with your eyes, then type where you end up.
+INSTRUCTION: Follow the directions on the map and type the name of the place.
+INPUT: type
+CHECK: llm
+RUBRIC: Treat the model answer as the key; accept the place name with or without "at", "the", or minor spelling slips.
+
+TEMPLATE: Leave the school on Timberhills Rd. and travel west to Park St. At Park, turn left and go straight to Valley View Avenue. Turn left at Valley View Ave. and take a right on Meadow. It's on your right, at Main and Meadow Streets. {st-page_063_001.jpg|A neighborhood map showing Timberhills Rd., Park St., Valley View Avenue, Woodlawn, Hollow Lane, Oak Dale, Breeze, Main, and various locations like School, Park, Hospital, Tennis Courts, Swimming Pool, Ed's House, Mike's House, Library, Grocery Store, Furniture Store, Movie, Office Bldg, Apartments, Shopping Center, Restaurant, and Drug Store}
+TEMPLATE: Where are you? ____
+RESPONSE: At the Drug Store.
+
+TEMPLATE: Leave your apartment and go east on Main. Then turn left at Woodlawn and travel north for three blocks. At Circle Drive, turn left again and stop the car. You will see it on your right. {st-page_063_001.jpg|A neighborhood map showing Timberhills Rd., Park St., Valley View Avenue, Woodlawn, Hollow Lane, Oak Dale, Breeze, Main, and various locations like School, Park, Hospital, Tennis Courts, Swimming Pool, Ed's House, Mike's House, Library, Grocery Store, Furniture Store, Movie, Office Bldg, Apartments, Shopping Center, Restaurant, and Drug Store}
+TEMPLATE: Where are you? ____
+RESPONSE: At Ed's House.
+
+TEMPLATE: Leave the restaurant and turn left on Oak Hill. Go south to Bentwood and turn right. Stay on Bentwood for two blocks, and then turn right at Centerview Dr. Go north for one block, then look to the left. You will see it on the corner of Dreary Lane and Centerview Drive. It will be the big building on the left. {st-page_064_001.jpg|A detailed town map showing Main St, Bentwood Dr, Dreary Lane, Centerview Dr, Oak Hill, Brier Cliff, Park Blvd, Broad St, Oaks Rd, and various stores, apartments, hospital, library, school, gym, post office, and other buildings}
+TEMPLATE: Which building is it? ____
+RESPONSE: The Post Office.
+
+TEMPLATE: You're on Broad St. now, at Aggie Park. Drive south on Broad St. to Park Blvd. and turn left. Drive north on Park for four blocks and then turn right. You'll be on Main St. In the second block on your right, you'll see a large building. {st-page_064_001.jpg|A detailed town map showing Main St, Bentwood Dr, Dreary Lane, Centerview Dr, Oak Hill, Brier Cliff, Park Blvd, Broad St, Oaks Rd, and various stores, apartments, hospital, library, school, gym, post office, and other buildings}
+TEMPLATE: Which building is it? ____
+RESPONSE: The School.
+
+# Source: LLA 2A Figure 5 (Passage 1)
+$DIALOGUE Captain Rossi Goes Shopping
+ID: 8-2a-f5-rossi
+INTRO: Now, outlines — a way to organize what you hear. First, just listen to the paragraph about Captain Rossi's trip to the commissary. Notice the three groups of food.
+INSTRUCTION: Listen to the story.
+
+LINE: Captain Rossi is going to the commissary today. {bk08-l2a-f5-01.mp3}
+LINE: She has to buy meat, vegetables, and fruit. {bk08-l2a-f5-02.mp3}
+LINE: She wants to get chicken and beef. {bk08-l2a-f5-03.mp3}
+LINE: She'll buy corn and squash. {bk08-l2a-f5-04.mp3}
+LINE: Her children like those vegetables. {bk08-l2a-f5-05.mp3}
+LINE: Also, she'll buy apples and oranges. {bk08-l2a-f5-06.mp3}
+LINE: She likes to have them for snacks. {bk08-l2a-f5-07.mp3}
+
+# Source: LLA 2A Figure 5 (Outline 1)
+$PRODUCE Complete the Shopping Outline
+ID: 8-2a-f5-outline1
+INPUT: type
+CHECK: exact
+REFERENCE: 8-2a-f5-rossi
+INTRO: Fill in the outline of Captain Rossi's shopping list — the three categories and the items in each. Listen to the story again if you need to.
+INSTRUCTION: Type the correct category or food item for each slot.
+
+TEMPLATE: Commissary Shopping List Outline
+SLOT: 1 | Category 1 | meat
+SLOT: 2 | Item 1 | chicken
+SLOT: 2 | Item 2 | beef
+SLOT: 1 | Category 2 | vegetables
+SLOT: 2 | Item 1 | corn
+SLOT: 2 | Item 2 | squash
+SLOT: 1 | Category 3 | fruit
+SLOT: 2 | Item 1 | apples
+SLOT: 2 | Item 2 | oranges
+
+# Source: LLA 2A Figure 5 (Passage 2)
+$DIALOGUE Two Kinds of Thermometers
+ID: 8-2a-f5-thermometers
+INTRO: One more short passage — this one about thermometers. Listen for the two kinds and their freezing temperatures.
+INSTRUCTION: Listen to the passage.
+
+LINE: There are two kinds of thermometers: Fahrenheit thermometers and Celsius thermometers. {bk08-l2a-f5-08.mp3}
+LINE: When it's freezing, the Celsius thermometer reads 0 degrees, and the Fahrenheit thermometer reads 32 degrees. {bk08-l2a-f5-09.mp3}
+LINE: The temperature is the same: freezing. {bk08-l2a-f5-10.mp3}
+
+# Source: LLA 2A Figure 5 (Outline 2)
+$PRODUCE Complete the Thermometer Outline
+ID: 8-2a-f5-outline2
+INPUT: type
+CHECK: exact
+REFERENCE: 8-2a-f5-thermometers
+INTRO: Fill in the outline with the two thermometer types and their freezing temperatures. Replay the passage if you need it.
+INSTRUCTION: Type the thermometer type or temperature for each slot.
+
+TEMPLATE: Thermometers Outline
+SLOT: 1 | Thermometer type 1 | Fahrenheit
+SLOT: 2 | Freezing temperature | 32 degrees
+SLOT: 1 | Thermometer type 2 | Celsius
+SLOT: 2 | Freezing temperature | 0 degrees
+
+# SKIPPED (book): ST Writing Skill "COMPLETE THE OUTLINE." — instructor-dictated listening outline (stimuli not printed in ST).
+
+$SESSION 2-8: Dictation, Punctuation, and Sentence Order
+
+# Source: LLA 2C Figure 5
+$PRODUCE Dictation
+ID: 8-2c-f5
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: Now, writing by ear. Listen to each sentence and type exactly what you hear — no peeking, that's the whole sport.
+INSTRUCTION: Type the sentence you hear.
+
+PROMPT: The plane to New York took off on time. {bk08-l2c-f5-01.mp3}
+RESPONSE: The plane to New York took off on time. {bk08-l2c-f5-01.mp3}
+
+PROMPT: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3}
+RESPONSE: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3}
+ACCEPT: Col. Smith is going to Spain in July. | Col Smith is going to Spain in July.
+
+PROMPT: That highway is better than this road. {bk08-l2c-f5-03.mp3}
+RESPONSE: That highway is better than this road. {bk08-l2c-f5-03.mp3}
+
+PROMPT: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3}
+RESPONSE: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3}
+ACCEPT: The temperature fell 10 degrees in one hour. | The temperature fell ten degrees in 1 hour. | The temperature fell ten degrees in one hour.
+
+PROMPT: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3}
+RESPONSE: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3}
+ACCEPT: John drove east on Highway 6 for three hours. | John drove east on Highway Six for 3 hours. | John drove east on Highway Six for three hours.
+
+PROMPT: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3}
+RESPONSE: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3}
+ACCEPT: The plane is going to land at five o'clock. | The plane is going to land at 5:00.
+
+PROMPT: Helen took the children to the park. {bk08-l2c-f5-07.mp3}
+RESPONSE: Helen took the children to the park. {bk08-l2c-f5-07.mp3}
+
+PROMPT: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3}
+RESPONSE: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3}
+ACCEPT: The temperature is going to be twenty degrees tonight.
+
+# Source: LLA 2D Figure 2
+$PRODUCE Listen for the Difference
+ID: 8-2d-f2
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: The printed sentence and the spoken sentence don't quite agree. Listen carefully, catch the word that's different, and type the word you actually hear.
+INSTRUCTION: Type the missing word from the spoken sentence.
+
+EXAMPLE
+PROMPT: Jim missed the ball. {bk08-l2d-f2-ex.mp3}
+TEMPLATE: Jim ____ the ball. (hit)
+RESPONSE: Jim missed the ball.
+ACCEPT: missed
+
+PROMPT: Henry remembered to buy the toothpaste. {bk08-l2d-f2-01.mp3}
+TEMPLATE: Harry ____ to buy the toothpaste. (remembered)
+RESPONSE: Harry remembered to buy the toothpaste.
+ACCEPT: remembered
+
+PROMPT: Lieutenant Roberts likes to play tennis. {bk08-l2d-f2-02.mp3}
+TEMPLATE: Lt. Roberts likes to play ____. (volleyball)
+RESPONSE: Lieutenant Roberts likes to play tennis.
+ACCEPT: tennis
+
+PROMPT: The soldiers must do many push-ups every day. {bk08-l2d-f2-03.mp3}
+TEMPLATE: The soldiers must do many ____ every day. (sit-ups)
+RESPONSE: The soldiers must do many push-ups every day.
+ACCEPT: push-ups | pushups
+
+PROMPT: Captain Santos and Captain Anderson go to the gymnasium 3 times a week. {bk08-l2d-f2-04.mp3}
+TEMPLATE: Captain Santos and Captain Anderson go to the ____ three times a week. (gymnasium)
+RESPONSE: Captain Santos and Captain Anderson go to the gymnasium three times a week.
+ACCEPT: gymnasium
+
+PROMPT: The pilot looked at his watch. {bk08-l2d-f2-05.mp3}
+TEMPLATE: The pilot looked at his ____. (clock)
+RESPONSE: The pilot looked at his watch.
+ACCEPT: watch
+
+PROMPT: The women need to work out. {bk08-l2d-f2-06.mp3}
+TEMPLATE: The women need to ____. (get in shape)
+RESPONSE: The women need to work out.
+ACCEPT: work out
+
+PROMPT: Jack and Robert had a good time at the game. {bk08-l2d-f2-07.mp3}
+TEMPLATE: Jack and Robert had ____ at the game. (fun)
+RESPONSE: Jack and Robert had a good time at the game.
+ACCEPT: a good time
+
+PROMPT: The Army exercises more than the Air Force. {bk08-l2d-f2-08.mp3}
+TEMPLATE: The Army ____ more than the Air Force. (exercises)
+RESPONSE: The Army exercises more than the Air Force.
+ACCEPT: exercises
+
+# Source: new (gap: capitalization, commas, and quotation marks are drilled three times but never explained)
+$GRAMMAR Capital Letters, Commas, and Quotation Marks
+ID: 8-2b-f5-g
+INTRO: Before you fix broken sentences, here are the three tools you'll be using.
+
+CARD: Begin every sentence — and every name — with a capital letter. End with a period or a question mark.
+{Pat and Mike have cars.}
+{Is that Jeff's coat?}
+
+CARD: Use a comma before "but" or "and" when they join two sentences, and between items in a list.
+{Victor wants to play tennis, but Fred wants to do push-ups.}
+{She has to buy meat, vegetables, and fruit.}
+
+CARD: Put a speaker's exact words inside quotation marks, with a comma after "said".
+{Victor said, "I want to have fun."}
 
 # Source: LLA 2B Figure 5
-$PRODUCE Punctuation: Pat and Mike's Cars
-ID: 2b-f5
+$PRODUCE Fix the Sentences: Pat and Mike's Cars
+ID: 8-2b-f5
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: Listen to each sentence and read the unpunctuated text on screen. Rewrite it with correct capital letters and punctuation — here, the commas and apostrophes ARE the exercise.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
+INTRO: These sentences lost all their capital letters and punctuation. Rewrite each one correctly — the fixed version plays after you answer.
+INSTRUCTION: Type each sentence with correct punctuation and capital letters.
 
-PROMPT: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3}
 TEMPLATE: pat and mike have cars that are a lot alike but the colors are different
 RESPONSE: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3}
 
-PROMPT: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3}
 TEMPLATE: pats car is blue and mikes car is dark green
 RESPONSE: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3}
 
-PROMPT: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3}
 TEMPLATE: pat likes to say that his car is nicer than mikes but mike says no mine is nicer than yours
 RESPONSE: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3}
 
-PROMPT: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3}
 TEMPLATE: they have a good time with each other about their cars
 RESPONSE: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3}
 
-# Source: ST §Correct Punctuation
-$PRODUCE Punctuation: A Call from School
-ID: l2-s20
-LONGFORM
-INTRO: A short story about a phone call from school, with all its punctuation removed. Rewrite each sentence correctly — capitals, commas, apostrophes, and quotation marks.
-INSTRUCTION: Write the sentence using correct punctuation.
+# Source: ST §Punctuation: A Call from School
+$PRODUCE Fix the Sentences: A Call from School
+ID: l2-s19
+INTRO: A worried parent, a phone call, and not a single punctuation mark in sight. Rewrite each sentence with capital letters, punctuation, and quotation marks.
+INSTRUCTION: Rewrite the sentence with correct capitalization, punctuation, and quotation marks.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
+LONGFORM
 
 TEMPLATE: yesterday a teacher phoned from my sons school
-RESPONSE: Yesterday, a teacher phoned from my son's school.
-ACCEPT: Yesterday a teacher phoned from my son's school.
+RESPONSE: Yesterday a teacher phoned from my son's school.
 
 TEMPLATE: he said your son hurt his leg can you come to the school right now
 RESPONSE: He said, "Your son hurt his leg. Can you come to the school right now?"
@@ -1530,85 +1632,113 @@ RESPONSE: "I'll be there in a few minutes," I said.
 
 TEMPLATE: i left the house ran to my car and drove to the school
 RESPONSE: I left the house, ran to my car, and drove to the school.
-ACCEPT: I left the house, ran to my car and drove to the school.
 
 TEMPLATE: i got there in five minutes
 RESPONSE: I got there in five minutes.
 
 # Source: LLA 2D Figure 4
-$PRODUCE Punctuation: Victor and Fred
-ID: 2d-f4
+$PRODUCE Fix the Sentences: Victor and Fred
+ID: 8-2d-f4
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: One last punctuation pass — a paragraph about Victor and Fred, who plan to get in shape any day now. Rewrite each sentence with correct capital letters and punctuation, then listen to the model.
-INSTRUCTION: Rewrite with correct punctuation.
+HIDE_PROMPT
+INTRO: Last punctuation round — and you can hear each sentence read aloud as a hint. Rewrite it with capital letters and correct punctuation.
+INSTRUCTION: Rewrite with capital letters and correct punctuation.
 
+PROMPT: Victor and Fred want to work out in their free time. {bk08-l2d-f4-01.mp3}
 TEMPLATE: victor and fred want to work out in their free time
-RESPONSE: Victor and Fred want to work out in their free time. {bk08-l2d-f4-01.mp3}
+TEMPLATE: ____
+RESPONSE: Victor and Fred want to work out in their free time.
 
+PROMPT: They're both out of shape and need to exercise. {bk08-l2d-f4-02.mp3}
 TEMPLATE: they re both out of shape and need to exercise
-RESPONSE: They're both out of shape and need to exercise. {bk08-l2d-f4-02.mp3}
+TEMPLATE: ____
+RESPONSE: They're both out of shape and need to exercise.
 
+PROMPT: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises. {bk08-l2d-f4-03.mp3}
 TEMPLATE: victor wants to play tennis but fred wants to do push-ups sit-ups and other exercises
-RESPONSE: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises. {bk08-l2d-f4-03.mp3}
+TEMPLATE: ____
+RESPONSE: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises.
+ACCEPT: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups and other exercises.
 
+PROMPT: Victor said, "I want to have fun." {bk08-l2d-f4-04.mp3}
 TEMPLATE: victor said i want to have fun
-RESPONSE: Victor said, "I want to have fun." {bk08-l2d-f4-04.mp3}
+TEMPLATE: ____
+RESPONSE: Victor said, "I want to have fun."
 ACCEPT: Victor said, "I want to have fun".
 
+PROMPT: Fred said, "I want to get in shape." {bk08-l2d-f4-05.mp3}
 TEMPLATE: fred said i want to get in shape
-RESPONSE: Fred said, "I want to get in shape." {bk08-l2d-f4-05.mp3}
+TEMPLATE: ____
+RESPONSE: Fred said, "I want to get in shape."
 ACCEPT: Fred said, "I want to get in shape".
 
+PROMPT: They'll try to exercise three times a week. {bk08-l2d-f4-06.mp3}
 TEMPLATE: they ll try to exercise three times a week
-RESPONSE: They'll try to exercise three times a week. {bk08-l2d-f4-06.mp3}
+TEMPLATE: ____
+RESPONSE: They'll try to exercise three times a week.
+ACCEPT: They'll try to exercise 3 times a week.
 
-$LESSON 2-7: Reading Skills
-
-# Source: ST §Scrambled Sentences
-$SELECT Scrambled Sentences
-ID: l2-s30
+# Source: ST §Scrambled Sentences: Study Partners
+$SELECT Build the Story: Study Partners
+ID: l2-s29
 ORDER
-INTRO: This last part sharpens your reading: ordering sentences, drawing conclusions, and finding topics and main ideas. First, put each set of sentences in an order that tells the story.
-INSTRUCTION: Arrange the sentences to make a paragraph.
+INTRO: A paragraph is a story in order — first this, then that. Arrange the sentences so the story makes sense.
+INSTRUCTION: Put the sentences in order to make a paragraph.
 
 EXAMPLE
-TEMPLATE: Arrange the sentences in order.
-OPTION: a | He went to a restaurant.
+TEMPLATE: Put the sentences in order to make a paragraph.
+OPTION: a | He ate it.
 OPTION: b | He ordered dinner.
-OPTION: c | He ate it.
+OPTION: c | He went to a restaurant.
 OPTION: d | Then he went home to do his homework.
-ANSWER: a,b,c,d
+ANSWER: c,b,a,d
 
-TEMPLATE: Arrange the sentences in order.
-OPTION: a | James and Karen are in the same Spanish class.
-OPTION: b | James said, "Karen, let's study for the test together."
-OPTION: c | Karen said, "Okay, James. Your house or mine?"
-OPTION: d | James said, "At your house, Karen. We studied for the last test at mine."
-ANSWER: a,b,c,d
+TEMPLATE: Put the sentences in order to make a paragraph.
+OPTION: a | James said, "At your house, Karen. We studied for the last test at mine."
+OPTION: b | Karen said, "Okay, James. Your house or mine?"
+OPTION: c | James and Karen are in the same Spanish class.
+OPTION: d | James said, "Karen, let's study for the test together."
+ANSWER: c,d,b,a
 
-TEMPLATE: Arrange the sentences in order.
+# Source: ST §Scrambled Sentences: At the Gym
+$SELECT Build the Story: At the Gym
+ID: l2-s30
+ORDER
+INTRO: Bob and Fred's afternoon, in five scrambled pieces. Put them in order.
+INSTRUCTION: Put the sentences in order to make a paragraph.
+
+TEMPLATE: Put the sentences in order to make a paragraph.
 OPTION: a | Bob and Fred went to the gym.
-OPTION: b | They played a game of volleyball there.
+OPTION: b | Fred said, "Let's take a shower."
 OPTION: c | After the game, Bob said, "I'm hot!"
-OPTION: d | Fred said, "Let's take a shower."
+OPTION: d | They played a game of volleyball there.
 OPTION: e | After their showers, they went to the messhall.
-ANSWER: a,b,c,d,e
+ANSWER: a,d,c,b,e
 
-TEMPLATE: Arrange the sentences in order.
-OPTION: a | Mark and Ned visited Mark's mother at his sister's house.
-OPTION: b | After their visit, Ned said, "I like your mother's house."
-OPTION: c | Mark said, "Oh, that house isn't hers. It belongs to my sister and her husband."
-OPTION: d | "Well then," Ned said, "Your sister has a very nice house."
-ANSWER: a,b,c,d
-
-# Source: ST §Sally Drank Some Water
-$SELECT What Must Be True?
+# Source: ST §Scrambled Sentences: Visiting Mother
+$SELECT Build the Story: Visiting Mother
 ID: l2-s31
-INTRO: Read each sentence and tap the statement that must be true. You're reading between the lines — carefully, not creatively.
-INSTRUCTION: Tap the true statement.
+ORDER
+INTRO: One more scrambled story — this one with a possessive twist about whose house it really is.
+INSTRUCTION: Put the sentences in order to make a paragraph.
+
+TEMPLATE: Put the sentences in order to make a paragraph.
+OPTION: a | Mark said, "Oh, that house isn't hers. It belongs to my sister and her husband."
+OPTION: b | After their visit, Ned said, "I like your mother's house."
+OPTION: c | Mark and Ned visited Mark's mother at his sister's house.
+OPTION: d | "Well then," Ned said, "Your sister has a very nice house."
+ANSWER: c,b,a,d
+
+$SESSION 2-9: Reading Skills
+
+# Source: ST §Inferences
+$SELECT Read Between the Lines
+ID: l2-s32
+INTRO: Final part: reading. A sentence often tells you more than it says — if Fred packed a suitcase, Fred is going somewhere. Read each sentence and tap the statement that must be true.
+INSTRUCTION: Read the sentence and tap the true statement about it.
 
 EXAMPLE
 TEMPLATE: For lunch today, Sam ate two sandwiches, three pieces of chicken, some potato salad and some fruit.
@@ -1674,101 +1804,138 @@ OPTION: c | He sees the doctor every week.
 OPTION: d | He works out at the gym everyday.
 ANSWER: d
 
-# Source: ST §Read and Write the Topic (paragraphs restructured as a reading, so the two tasks below can reference it)
-$DIALOGUE Five Short Paragraphs
-ID: l2-s32-a
-INTRO: Read and listen to five short paragraphs. Afterward you'll name each one's topic and pick its main idea, so pay attention to what each is really about.
-INSTRUCTION: Read the paragraphs.
+# Source: ST §Reading: Anita's Trip — Paragraph 1
+$GRAMMAR Reading: Anita's Trip
+ID: l2-s33-r-p1
+READING
+INTRO: Now four short paragraphs, one at a time. Read each one, then say what it's about. First: Anita and a travel agent.
 
-Narrator: Paragraph one. On Saturday, Paul bought two tickets to Los Angeles.
-LINE: Sunday morning, he showed the tickets to Barb. She said, "These are the wrong tickets! They're not ours!"
-LINE: Then Paul called their travel agent.
-LINE: The travel agent said, "I'm sorry. I gave the Chapmans your tickets, and I gave you theirs."
-LINE: Monday morning Paul and Barb returned the tickets.
+CARD: **Paragraph 1.** Last month Anita talked to a travel agent. She came home from the agent's office with little books about Chicago, Los Angeles, and New Orleans. For three days she looked at those books. And then she went back to the travel agent and bought a ticket to New Orleans. I think her vacation there is going to be terrific. Ours was.
 
-Narrator: Paragraph two. Last month Anita talked to a travel agent.
-LINE: She came home from the agent's office with little books about Chicago, Los Angeles, and New Orleans.
-LINE: For three days she looked at those books.
-LINE: And then she went back to the travel agent and bought a ticket to New Orleans.
-LINE: I think her vacation there is going to be terrific. Ours was.
-
-Narrator: Paragraph three. Every day, Greg goes to the gym on the base.
-LINE: He puts on his gym clothes and begins to exercise.
-LINE: First, he does situps. Then he does pushups.
-LINE: After these exercises, he goes outside and runs around the gym eight or ten times.
-LINE: Then he goes back inside and plays a game of handball.
-LINE: After an hour or two of exercise, he takes a shower and gets dressed.
-
-Narrator: Paragraph four. It was Paul's birthday. Paul arrived late at the restaurant.
-LINE: The restaurant was very crowded. Paul looked around, but he didn't see his family.
-LINE: He asked a waiter for help.
-LINE: The waiter remembered Paul's wife and children. The waiter showed Paul their table.
-
-Narrator: Paragraph five. Do you want to be healthy? Exercise makes you healthy.
-LINE: How often do you exercise? Do you try to exercise three or more times each week?
-LINE: Go to the gym after work or school. Exercise for 15 to 30 minutes.
-LINE: You will be in better shape after a few weeks of exercise.
-
-# Source: ST §Read and Write the Topic
-$PRODUCE Write the Topic
-ID: l2-s32
-REFERENCE
-INTRO: For each paragraph, type its topic in a few words — what it's about, not the whole story. Reopen the reading whenever you like.
-INSTRUCTION: Type the topic in a few words.
+# Source: ST §Write the Topic — Paragraph 1
+$PRODUCE What's the Topic? — Anita's Trip
+ID: l2-s33-p1-top
+REFERENCE: l2-s33-r-p1
+INTRO: In a few words, what is this paragraph about? Type the topic.
+INSTRUCTION: Write the topic of the paragraph in a few words.
 INPUT: type
 CHECK: llm
-RUBRIC: Treat the model response as the key: accept any short phrase (up to about 5 words) naming the same topic (e.g. "tickets", "a trip", "exercise", "a birthday dinner"). Reject topics about a different subject.
+RUBRIC: Accept any phrase identifying Anita's trip or ticket to New Orleans.
 
-EXAMPLE
-TEMPLATE: Paragraph 1 — Paul, Barb, and the airline tickets.
-RESPONSE: tickets
+PROMPT: What is the topic of the paragraph?
+RESPONSE: Anita's trip to New Orleans
 
-TEMPLATE: Paragraph 2 — Anita and the travel agent.
-RESPONSE: a trip to New Orleans
-
-TEMPLATE: Paragraph 3 — Greg at the gym.
-RESPONSE: exercise
-
-TEMPLATE: Paragraph 4 — Paul at the restaurant.
-RESPONSE: Paul's birthday
-
-TEMPLATE: Paragraph 5 — Do you want to be healthy?
-RESPONSE: health and exercise
-
-# Source: ST §Select the Main Idea
-$SELECT Select the Main Idea
-ID: l2-s33
-REFERENCE
-INTRO: Last activity of the lesson. Tap the main idea of each paragraph — the sentence the whole paragraph works for. Then you're done: enjoy your free time. You've earned the vocabulary for it.
-INSTRUCTION: Tap the main idea of each paragraph.
-
-EXAMPLE
-TEMPLATE: Paragraph 1 — Paul, Barb, and the airline tickets.
-OPTION: a | The travel agent made a mistake.
-OPTION: b | The ticket agent made a mistake.
-OPTION: c | Paul made a mistake.
-ANSWER: a
-
-TEMPLATE: Paragraph 2 — Anita and the travel agent.
+# Source: ST §Main Idea — Paragraph 1
+$SELECT What's the Main Idea? — Anita's Trip
+ID: l2-s33-p1-main
+REFERENCE: l2-s33-r-p1
+INTRO: Now the main idea — the one sentence the whole paragraph is really saying.
+INSTRUCTION: Tap the main idea of the paragraph.
 OPTION: a | Anita thought about a trip to New Orleans.
 OPTION: b | Anita is going to take a trip to New Orleans.
 OPTION: c | Anita wants to take a trip to Los Angeles.
+
+TEMPLATE: What is the main idea of the paragraph?
 ANSWER: b
 
-TEMPLATE: Paragraph 3 — Greg at the gym.
+# Source: ST §Reading: Greg at the Gym — Paragraph 2
+$GRAMMAR Reading: Greg at the Gym
+ID: l2-s33-r-p2
+READING
+INTRO: Next paragraph: Greg, a man with a serious exercise routine.
+
+CARD: **Paragraph 2.** Every day, Greg goes to the gym on the base. He puts on his gym clothes and begins to exercise. First, he does situps. Then he does pushups. After these exercises, he goes outside and runs around the gym eight or ten times. Then he goes back inside and plays a game of handball. After an hour or two of exercise, he takes a shower and gets dressed.
+
+# Source: ST §Write the Topic — Paragraph 2
+$PRODUCE What's the Topic? — Greg at the Gym
+ID: l2-s33-p2-top
+REFERENCE: l2-s33-r-p2
+INTRO: In a few words: what is this paragraph about?
+INSTRUCTION: Write the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any phrase identifying Greg's daily exercises or workout at the gym.
+
+PROMPT: What is the topic of the paragraph?
+RESPONSE: Greg's exercise at the gym
+
+# Source: ST §Main Idea — Paragraph 2
+$SELECT What's the Main Idea? — Greg at the Gym
+ID: l2-s33-p2-main
+REFERENCE: l2-s33-r-p2
+INTRO: And the main idea. Careful — two of these are details, not the point.
+INSTRUCTION: Tap the main idea of the paragraph.
 OPTION: a | Greg is in good shape.
 OPTION: b | Greg exercises each day.
 OPTION: c | Greg starts to exercise slowly.
+
+TEMPLATE: What is the main idea of the paragraph?
 ANSWER: b
 
-TEMPLATE: Paragraph 4 — Paul at the restaurant.
+# Source: ST §Reading: Paul at the Restaurant — Paragraph 3
+$GRAMMAR Reading: Paul at the Restaurant
+ID: l2-s33-r-p3
+READING
+INTRO: Third paragraph: Paul's birthday dinner gets off to a confusing start.
+
+CARD: **Paragraph 3.** It was Paul's birthday. Paul arrived late at the restaurant. The restaurant was very crowded. Paul looked around, but he didn't see his family. He asked a waiter for help. The waiter remembered Paul's wife and children. The waiter showed Paul their table.
+
+# Source: ST §Write the Topic — Paragraph 3
+$PRODUCE What's the Topic? — Paul at the Restaurant
+ID: l2-s33-p3-top
+REFERENCE: l2-s33-r-p3
+INTRO: In a few words: what is this paragraph about?
+INSTRUCTION: Write the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any phrase identifying Paul at the restaurant or the waiter helping Paul find his family.
+
+PROMPT: What is the topic of the paragraph?
+RESPONSE: Paul at the restaurant
+
+# Source: ST §Main Idea — Paragraph 3
+$SELECT What's the Main Idea? — Paul at the Restaurant
+ID: l2-s33-p3-main
+REFERENCE: l2-s33-r-p3
+INTRO: Tap the main idea of Paul's story.
+INSTRUCTION: Tap the main idea of the paragraph.
 OPTION: a | Paul's wife went to a restaurant.
 OPTION: b | The waiter helped Paul.
 OPTION: c | Paul arrived first.
+
+TEMPLATE: What is the main idea of the paragraph?
 ANSWER: b
 
-TEMPLATE: Paragraph 5 — Do you want to be healthy?
+# Source: ST §Reading: Exercise and Health — Paragraph 4
+$GRAMMAR Reading: Exercise and Health
+ID: l2-s33-r-p4
+READING
+INTRO: Last paragraph — and it brings the lesson full circle, back to exercise.
+
+CARD: **Paragraph 4.** Do you want to be healthy? Exercise makes you healthy. How often do you exercise? Do you try to exercise three or more times each week? Go to the gym after work or school. Exercise for 15 to 30 minutes. You will be in better shape after a few weeks of exercise.
+
+# Source: ST §Write the Topic — Paragraph 4
+$PRODUCE What's the Topic? — Exercise and Health
+ID: l2-s33-p4-top
+REFERENCE: l2-s33-r-p4
+INTRO: In a few words: what is this paragraph about?
+INSTRUCTION: Write the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any phrase identifying exercise, health, or getting in shape.
+
+PROMPT: What is the topic of the paragraph?
+RESPONSE: Exercise and good health
+
+# Source: ST §Main Idea — Paragraph 4
+$SELECT What's the Main Idea? — Exercise and Health
+ID: l2-s33-p4-main
+REFERENCE: l2-s33-r-p4
+INTRO: Last question of the lesson. Tap the main idea — and then go do some situps. Or don't. You've earned the free time.
+INSTRUCTION: Tap the main idea of the paragraph.
 OPTION: a | Exercise at the gym is best.
 OPTION: b | Students exercise in the afternoon.
 OPTION: c | Exercise is important for a healthy body.
+
+TEMPLATE: What is the main idea of the paragraph?
 ANSWER: c
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-$MODULE Book 8 · Lesson 3: Dial the Operator {st-page_093_001.jpg}
+$MODULE Book 8 · Lesson 3: Dial the Operator {st-page_093_001.jpg|A man inserting a coin into the coin slot of a public pay telephone}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book8_lesson3
-DESCRIPTION: Making local and long distance phone calls, comparing things with more/less/most/least, and saying what may or might happen. Includes syllable counting, dictation, and punctuation practice.
+DESCRIPTION: Making local and long-distance phone calls, pay-phone vocabulary, syllables and spelling, comparisons with more/less and most/least, possibility with "may" and "might", and questions with "who" and "whom".
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, slightly wry teacher voice
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Narrator | aoede | Neutral narrator
-VOICE: Ali | schedar | Male student
-VOICE: Bob | achird | Male
-VOICE: Operator | gacrux | Female telephone operator
-VOICE: Man | achird | Young man
-VOICE: Tony | umbriel | Male
-VOICE: Juan | achird | Male
-VOICE: Karen | aoede | Female
-VOICE: Kathy | leda | Female
-VOICE: Frank | charon | Male
-VOICE: Harry | puck | Male
-VOICE: Carol | kore | Female
-VOICE: Sam | charon | Male
-VOICE: Linda | aoede | Female
-VOICE: Pvt_Moore | orus | Male
-VOICE: Pvt_King | iapetus | Male
-VOICE: Sandra | achernar | Female
-VOICE: David | alnilam | Male
-VOICE: Jeff | orus | Male
-VOICE: Gary | achird | Male
-VOICE: Larry | algieba | Male
-VOICE: Terry | schedar | Male
-VOICE: Pvt_Jones | achird | Male
-VOICE: Sgt_Cline | charon | Male
-VOICE: Ralph | alnilam | Male
-VOICE: Herb | orus | Male
-VOICE: Sandy | aoede | Female
-VOICE: Jim | iapetus | Male
-VOICE: Elaine | achernar | Female
-VOICE: Susan | gacrux | Female
-VOICE: ID | achernar | speaker (auto)
+VOICE: Ali | charon | Male speaker
+VOICE: Bob | iapetus | Male speaker
+VOICE: Operator | aoede | Female telephone operator
+VOICE: Man | achird | Young male caller
+VOICE: Tony | schedar | Male speaker
+VOICE: Juan | achird | Male speaker
+VOICE: Kathy | aoede | Female speaker
+VOICE: Karen | gacrux | Female speaker
+VOICE: Frank | charon | Male speaker
+VOICE: Harry | iapetus | Male speaker
+VOICE: Carol | achernar | Female speaker
+VOICE: Sam | orus | Male speaker
+VOICE: Linda | gacrux | Female speaker
+VOICE: Pvt_Moore | charon | Male speaker
+VOICE: Pvt_King | schedar | Male speaker
+VOICE: Sandra | aoede | Female speaker
+VOICE: David | achird | Male speaker
+VOICE: Jeff | schedar | Male speaker
+VOICE: Gary | achird | Male speaker
+VOICE: Larry | charon | Male speaker
+VOICE: Terry | puck | Male speaker
+VOICE: Pvt_Jones | iapetus | Male speaker
+VOICE: Sgt_Cline | alnilam | Male speaker
+VOICE: Ralph | achird | Male speaker
+VOICE: Herb | orus | Male speaker
+VOICE: Sandy | aoede | Female speaker
+VOICE: Jim | schedar | Male speaker
+VOICE: Elaine | gacrux | Female speaker
+VOICE: Susan | achernar | Female speaker
 
-$LESSON 3-1: Making a Phone Call
-
-# Source: ST §How to Make a Long Distance Phone Call
-$DIALOGUE How to Make a Long Distance Call
-ID: l3-s1
-INTRO: New lesson, new skill: the telephone. In this lesson you'll learn to make local and long distance calls in English, compare things with more and less, and say what may happen next. First, the eleven steps of a long distance call from a pay phone — listen and repeat each step.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-VOCAB: change
-LINE: One: Get some change. {st-page_095_001.jpg}
-
-VOCAB: coin
-LINE: Two: Put your coins near the telephone. {st-page_095_002.jpg}
-
-LINE: Three: Pick up the receiver.
-
-LINE: Four: Listen for the dial tone.
-
-VOCAB: slot
-LINE: Five: Put a quarter in the slot.
-
-LINE: Six: Dial "zero." The operator will answer you. {st-page_095_003.jpg}
-
-LINE: Seven: Then say, "Operator, I'd like to make a long distance call. The number is (555) 678-9101." {st-page_095_004.jpg}
-
-LINE: Eight: The operator will say: "Deposit $1.50 for the first three minutes, please." {st-page_096_001.jpg}
-
-LINE: Nine: Pay for your call. Deposit the money in the slot. {st-page_096_002.jpg}
-
-VOCAB: conversation
-LINE: Ten: Have your conversation. {st-page_096_003.jpg}
-
-VOCAB: to hang up
-LINE: Eleven: Hang up the phone. {st-page_096_004.jpg}
-
-# Source: ST §Put the Sentences in Order
-$SELECT Put the Steps in Order
-ID: l3-s2
-ORDER
-INTRO: Now, from memory: put the eleven steps of a long distance call back in order. The operator is patient, but not that patient.
-INSTRUCTION: Put the sentences in order to show how to make a long distance call.
-
-TEMPLATE: How to make a long distance phone call from a public or pay phone:
-OPTION: a | Dial "0". The operator will answer you.
-OPTION: b | Pay for your call. Deposit the money in the slot.
-OPTION: c | Have your conversation.
-OPTION: d | Get some change.
-OPTION: e | Listen for the dial tone.
-OPTION: f | Then say: "Operator, I'd like to make a long distance call. The number is (555) 678-9101."
-OPTION: g | Pick up the receiver.
-OPTION: h | Put a quarter in the slot.
-OPTION: i | Hang up the phone.
-OPTION: j | The operator will say: "Deposit $1.50 for the first three minutes please."
-OPTION: k | Put your coins next to the telephone.
-ANSWER: d,k,g,e,h,a,f,j,b,c,i
-
-# Source: ST §What Did Private Jones Do?
-$PRODUCE What Did Private Jones Do?
-ID: l3-s3
-INTRO: Private Jones made his call yesterday, so everything happened in the past. Read each sentence and say it again in the past tense, then check the model.
-INSTRUCTION: Change the sentences to the past tense aloud.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-
-EXAMPLE
-PROMPT: Private Jones *makes* a long distance phone call from a pay phone.
-RESPONSE: Private Jones made a long distance phone call from a pay phone.
-
-PROMPT: He *gets* some change.
-RESPONSE: He got some change.
-
-PROMPT: He *puts* the change near the phone.
-RESPONSE: He put the change near the phone.
-
-PROMPT: He *picks* up the receiver and *listens* for the dial tone.
-RESPONSE: He picked up the receiver and listened for the dial tone.
-
-PROMPT: He *puts* a quarter in the slot.
-RESPONSE: He put a quarter in the slot.
-
-PROMPT: He *dials* "0".
-RESPONSE: He dialed "0".
-
-PROMPT: The operator *answers*.
-RESPONSE: The operator answered.
-
-PROMPT: He *says* to the Operator: "I want to make a long distance phone call. The number is (555) 678-9101."
-RESPONSE: He said to the operator: "I want to make a long distance phone call. The number is (555) 678-9101."
-
-PROMPT: The operator *says*: "Deposit one dollar and fifty cents for the first three minutes."
-RESPONSE: The operator said: "Deposit one dollar and fifty cents for the first three minutes."
-
-PROMPT: He *pays* for his call.
-RESPONSE: He paid for his call.
-
-PROMPT: He *has* a conversation with his sister.
-RESPONSE: He had a conversation with his sister.
-
-PROMPT: He *hangs* up the phone.
-RESPONSE: He hung up the phone.
+$SESSION 3-1: Telephone Words and the Pay Phone
 
 # Source: LLA 3A Figure 2
-$DIALOGUE Telephone Words in Sentences
-ID: 3a-f2
-INTRO: Here are the lesson's telephone words, each inside a sentence. Listen and repeat, paying special attention to the new words.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Phone Words in Sentences
+ID: 8-3a-f2
+INTRO: In this lesson you'll learn to use the telephone in English — local calls, long-distance calls, and the operator in between. First, the words you'll need. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: busy
@@ -165,6 +61,7 @@ LINE: The call just cost a quarter. {bk08-l3a-f2-03.mp3}
 VOCAB: local
 LINE: Local calls are calls inside a city. {bk08-l3a-f2-04.mp3}
 
+VOCAB: change
 LINE: Coins are called change. {bk08-l3a-f2-05.mp3}
 
 VOCAB: operator
@@ -179,78 +76,41 @@ LINE: A public phone usually costs money. {bk08-l3a-f2-08.mp3}
 VOCAB: person
 LINE: He is the person I was calling. {bk08-l3a-f2-09.mp3}
 
+VOCAB: slot
 LINE: Put the money in the slot. {bk08-l3a-f2-10.mp3}
 
-# Source: LLA 3A Figure 3
-$DIALOGUE Telephone Phrases
-ID: 3a-f3
-INTRO: Four short phrases you'll hear constantly on the telephone. Listen and repeat them.
-INSTRUCTION: Listen and repeat the phrases.
-REPEAT
-
-LINE: Just a minute. {bk08-l3a-f3-01.mp3}
-LINE: Long distance call. {bk08-l3a-f3-02.mp3}
-LINE: Person-to-person call. {bk08-l3a-f3-03.mp3}
-LINE: Station-to-station call. {bk08-l3a-f3-04.mp3}
-
-# Source: LLA 3A Figure 4
-$DIALOGUE Telephone Phrases in Sentences
-ID: 3a-f4
-INTRO: The same four phrases again, now inside full sentences. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: "Just a minute." The operator said, "Just a minute." {bk08-l3a-f4-01.mp3}
-LINE: "Long distance call." I want to make a long distance call. {bk08-l3a-f4-02.mp3}
-LINE: "Person-to-person call." Ali made a person-to-person call to his mother. {bk08-l3a-f4-03.mp3}
-LINE: "Station-to-station call." She made a station-to-station call to her home. {bk08-l3a-f4-04.mp3}
-
 # Source: ST §I Found Just One Person
-$DIALOGUE More New Words: Pages, Persons, and Prices
+$DIALOGUE More Useful Words
 ID: l3-s4
-INTRO: A few more new words — you'll need them for the story that follows. Listen and repeat each pair of sentences.
+INTRO: A few more words you'll meet in this lesson, this time with pictures. Listen and repeat.
 INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
 VOCAB: page
-LINE: The phone book has many pages. There are maps of the city at the back of the phone book. {st-page_099_001.jpg}
+LINE: The phone book has many pages. There are maps of the city at the back of the phone book. {st-page_099_001.jpg|An open phone book directory showing column lines and a map with text reading "SAN ANTONIO DIRECTORY"}
 
-LINE: How many people are there in the room? There is only one person in the room. {st-page_099_002.jpg}
+LINE: How many people are there in the room? There is only one person in the room. {st-page_099_002.jpg|A man sitting in an office chair at a desk, looking forward; the room appears otherwise empty}
 
-LINE: Do you have any money? I have just two dollars. Or, I just have two dollars. {st-page_099_003.jpg}
+LINE: Do you have any money? I have just two dollars. {st-page_099_003.jpg|A smiling man handing two one-dollar bills to another man}
 
-VOCAB: to find | found
-LINE: What did you find? I found a coin. {st-page_099_004.jpg}
+VOCAB: to find
+LINE: What did you find? I found a coin. {st-page_099_004.jpg|A man presenting a coin on the flat palm of his hand to another man}
 
-LINE: This radio costs $195.00. It's expensive. {st-page_100_001.jpg}
+LINE: This radio costs $195.00. It's expensive. {st-page_100_001.jpg|A large radio with a cassette player, with a price tag attached reading "$195.00"}
 
-LINE: The other radio costs $15.00. It's cheap. {st-page_100_002.jpg}
-
-# Source: ST §Word Bank (The Book Was Expensive)
-$GRAMMAR Word Bank: The Bookstore Story
-ID: l3-s5
-INTRO: Here's a small word bank. You'll use these words to complete the story that follows — keep it handy.
-
-Use these words to complete the story:
-
-- {cheaper}
-- {expensive}
-- {find}
-- {found}
-- {just}
-- {pages}
-- {person}
+LINE: The other radio costs $15.00. It's cheap. {st-page_100_002.jpg|A small portable transistor radio with a price tag attached reading "$15.00"}
 
 # Source: ST §The Book Was Expensive
-$PRODUCE The Book Was Expensive
-ID: l3-s6
-REFERENCE
-INTRO: A short story about a book that cost too much. Type the missing word in each gap — every answer is in the word bank, which you can open while you work.
-INSTRUCTION: Complete the paragraph using the words from the bank.
+$PRODUCE The Expensive Book
+ID: l3-s5
+INTRO: Here's a short story about a book that cost too much. Type the missing word in each sentence — the words are ones you just learned.
+INSTRUCTION: Type the missing word. Use forms of: "want", "person", "find", "expensive", "just", "cheap", "page", "write".
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Yesterday, I went into a bookstore. I wanted to buy a book about Abraham Lincoln.
+TEMPLATE: Yesterday, I went into a bookstore. I ____{wanted} to buy a book about Abraham Lincoln.
+RESPONSE: Yesterday, I went into a bookstore. I wanted to buy a book about Abraham Lincoln.
+
 TEMPLATE: I think he was a very interesting ____{person} and I wanted to read more about him.
 RESPONSE: I think he was a very interesting person and I wanted to read more about him.
 
@@ -263,255 +123,440 @@ RESPONSE: Later I found a cheaper book. I was happy.
 TEMPLATE: Then I saw some dirty ____{pages} and I didn't want to buy it.
 RESPONSE: Then I saw some dirty pages and I didn't want to buy it.
 
-TEMPLATE: I wrote the name of the book on a piece of paper.
+TEMPLATE: I ____{wrote} the name of the book on a piece of paper.
+RESPONSE: I wrote the name of the book on a piece of paper.
+
 TEMPLATE: Today, I'm going to try to ____{find} it in a different bookstore.
 RESPONSE: Today, I'm going to try to find it in a different bookstore.
 
-# Source: LLA 3B Figure 3
-$PRODUCE Catch the Different Word
-ID: 3b-f3
-INPUT: type
-CHECK: exact
-INTRO: Now listen closely. The sentence you hear and the sentence you see differ by exactly one word. Type the word you actually heard — the printed one is an impostor.
-INSTRUCTION: Type the correct spoken word.
-
-EXAMPLE
-PROMPT: Mike made a local call to a friend. {bk08-l3b-f3-ex.mp3}
-TEMPLATE: Mike made a *long distance* call to a friend.
-RESPONSE: local
-ACCEPT: local
-
-PROMPT: You need to know how to make a long-distance phone call. {bk08-l3b-f3-01.mp3}
-TEMPLATE: You *want* to know how to make a long distance phone call.
-RESPONSE: need {bk08-l3b-f3-01-a.mp3}
-ACCEPT: need
-
-PROMPT: A person-to-person call is the most expensive call. {bk08-l3b-f3-02.mp3}
-TEMPLATE: A person-to-person call is the most *important* call.
-RESPONSE: expensive {bk08-l3b-f3-02-a.mp3}
-ACCEPT: expensive
-
-PROMPT: A station-to-station call is less expensive. {bk08-l3b-f3-03.mp3}
-TEMPLATE: A station-to-station call is less *difficult*.
-RESPONSE: expensive {bk08-l3b-f3-03-a.mp3}
-ACCEPT: expensive
-
-PROMPT: The operator can help you. {bk08-l3b-f3-04.mp3}
-TEMPLATE: The operator can *find* you.
-RESPONSE: help {bk08-l3b-f3-04-a.mp3}
-ACCEPT: help
-
-PROMPT: You need to have the right change at a pay phone. {bk08-l3b-f3-05.mp3}
-TEMPLATE: You need to have the right *coins* at a pay phone.
-RESPONSE: change {bk08-l3b-f3-05-a.mp3}
-ACCEPT: change
-
-PROMPT: The operator says to put the money in the slot. {bk08-l3b-f3-06.mp3}
-TEMPLATE: The operator says to put the money in the *phone*.
-RESPONSE: slot {bk08-l3b-f3-06-a.mp3}
-ACCEPT: slot
-
-PROMPT: A phone in a home is not a public phone. {bk08-l3b-f3-07.mp3}
-TEMPLATE: A phone in a home is not a *pay* phone.
-RESPONSE: public {bk08-l3b-f3-07-a.mp3}
-ACCEPT: public
-
-PROMPT: The operator will say what to pay on a public phone. {bk08-l3b-f3-08.mp3}
-TEMPLATE: The *person* will say what to pay on a public phone.
-RESPONSE: operator {bk08-l3b-f3-08-a.mp3}
-ACCEPT: operator
-
-# SKIPPED (ST): Listening Skill — count the syllables. Instructor-read discrimination with no recorded stimulus; the cassette syllable drills (3a-f1, 3b-f2, 3d-f1) cover the same skill.
-
-# Source: LLA 3A Figure 1
-$SELECT Counting Syllables
-ID: 3a-f1
-INTRO: Time to count syllables — you'll need this skill later, when long adjectives take "more" instead of "-er". Listen to each word and tap the number of syllables you hear, then repeat the word.
-INSTRUCTION: Tap the number of syllables.
+# Source: LLA 3A Figure 3
+$DIALOGUE Types of Calls
+ID: 8-3a-f3
+INTRO: Four phrases you'll hear every time you call long distance. Listen and repeat each one — you'll hear them in full sentences next.
+INSTRUCTION: Listen and repeat each phrase.
 REPEAT
 
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
+VOCAB: just a minute
+LINE: Just a minute. {bk08-l3a-f3-01.mp3}
 
-EXAMPLE
-PROMPT: beautiful {bk08-l3a-f1-ex.mp3}
-ANSWER: 3
-FEEDBACK: The word "beautiful" has 3 syllables. {bk08-l3a-f1-ex-fb.mp3}
+VOCAB: long distance call
+LINE: Long-distance call. {bk08-l3a-f3-02.mp3}
 
-PROMPT: difficult {bk08-l3a-f1-01.mp3}
-ANSWER: 3
-FEEDBACK: The word "difficult" has 3 syllables. {bk08-l3a-f1-01-fb.mp3}
+VOCAB: person-to-person call
+LINE: Person-to-person call. {bk08-l3a-f3-03.mp3}
 
-PROMPT: thermometer {bk08-l3a-f1-02.mp3}
-ANSWER: 4
-FEEDBACK: The word "thermometer" has 4 syllables. {bk08-l3a-f1-02-fb.mp3}
+VOCAB: station-to-station call
+LINE: Station-to-station call. {bk08-l3a-f3-04.mp3}
 
-PROMPT: healthy {bk08-l3a-f1-03.mp3}
-ANSWER: 2
-FEEDBACK: The word "healthy" has 2 syllables. {bk08-l3a-f1-03-fb.mp3}
-
-PROMPT: terrific {bk08-l3a-f1-04.mp3}
-ANSWER: 3
-FEEDBACK: The word "terrific" has 3 syllables. {bk08-l3a-f1-04-fb.mp3}
-
-PROMPT: forget {bk08-l3a-f1-05.mp3}
-ANSWER: 2
-FEEDBACK: The word "forget" has 2 syllables. {bk08-l3a-f1-05-fb.mp3}
-
-PROMPT: important {bk08-l3a-f1-06.mp3}
-ANSWER: 3
-FEEDBACK: The word "important" has 3 syllables. {bk08-l3a-f1-06-fb.mp3}
-
-PROMPT: gymnasium {bk08-l3a-f1-07.mp3}
-ANSWER: 4
-FEEDBACK: The word "gymnasium" has 4 syllables. {bk08-l3a-f1-07-fb.mp3}
-
-PROMPT: exercise {bk08-l3a-f1-08.mp3}
-ANSWER: 3
-FEEDBACK: The word "exercise" has 3 syllables. {bk08-l3a-f1-08-fb.mp3}
-
-# Source: LLA 3A Figure 5
-$PRODUCE Dictation
-ID: 3a-f5
-INPUT: type
-CHECK: exact
-INTRO: Dictation. You'll hear a word, a sentence using it, and the word again. Type the word — spelling counts.
-INSTRUCTION: Type the word you hear.
-
-PROMPT: "Beautiful." The young girl was very beautiful. Beautiful. {bk08-l3a-f5-01-q.mp3}
-RESPONSE: beautiful {bk08-l3a-f5-01-a.mp3}
-
-PROMPT: "Difficult." The math problem was difficult. Difficult. {bk08-l3a-f5-02-q.mp3}
-RESPONSE: difficult {bk08-l3a-f5-02-a.mp3}
-
-PROMPT: "Exciting." The football game was exciting. Exciting. {bk08-l3a-f5-03-q.mp3}
-RESPONSE: exciting {bk08-l3a-f5-03-a.mp3}
-
-PROMPT: "Healthy." He eats healthy food. Healthy. {bk08-l3a-f5-04-q.mp3}
-RESPONSE: healthy {bk08-l3a-f5-04-a.mp3}
-
-PROMPT: "Important." This test is important. Important. {bk08-l3a-f5-05-q.mp3}
-RESPONSE: important {bk08-l3a-f5-05-a.mp3}
-
-PROMPT: "Interesting." I'm reading an interesting book. Interesting. {bk08-l3a-f5-06-q.mp3}
-RESPONSE: interesting {bk08-l3a-f5-06-a.mp3}
-
-PROMPT: "Terrific." He did a terrific job. Terrific. {bk08-l3a-f5-07-q.mp3}
-RESPONSE: terrific {bk08-l3a-f5-07-a.mp3}
-
-PROMPT: "Exercise." That is good exercise. Exercise. {bk08-l3a-f5-08-q.mp3}
-RESPONSE: exercise {bk08-l3a-f5-08-a.mp3}
-
-PROMPT: "Gymnasium." Let's go to the gymnasium and play volleyball. Gymnasium. {bk08-l3a-f5-09-q.mp3}
-RESPONSE: gymnasium {bk08-l3a-f5-09-a.mp3}
-
-PROMPT: "Volleyball." I like to play volleyball. Volleyball. {bk08-l3a-f5-10-q.mp3}
-RESPONSE: volleyball {bk08-l3a-f5-10-a.mp3}
-
-# Source: new (gap: "whom" is drilled on the tape but never explained anywhere in the lesson)
-$GRAMMAR Who and Whom
-ID: 3a-f6-b
-INTRO: One small point of formal English before the next drill: who and whom.
-
-In everyday English, a question usually starts with **who** and the little word (to, for, with...) stays at the end:
-
-{Who do you want to speak to?}
-
-In formal English, that little word moves to the front — and **who** becomes **whom**:
-
-{To whom do you want to speak?}
-
-Both questions mean exactly the same thing. The telephone operator may use the formal one.
-
-# Source: LLA 3A Figure 6
-$DIALOGUE Questions with Whom
-ID: 3a-f6
-INTRO: Each pair says the same thing twice: first the everyday way with "who", then the formal way with "whom". Listen and repeat both.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3A Figure 4
+$DIALOGUE Types of Calls in Sentences
+ID: 8-3a-f4
+INTRO: The same phrases, now inside real sentences. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Who do you want to speak to? To whom do you want to speak? {bk08-l3a-f6-01.mp3}
-LINE: Who is he calling for? For whom is he calling? {bk08-l3a-f6-02.mp3}
-LINE: Who did he hang up on? On whom did he hang up? {bk08-l3a-f6-03.mp3}
-LINE: Who did he get change from? From whom did he get change? {bk08-l3a-f6-04.mp3}
-LINE: Who did he go to the game with? With whom did he go to the game? {bk08-l3a-f6-05.mp3}
-LINE: Who are they talking about? About whom are they talking? {bk08-l3a-f6-06.mp3}
+LINE: The operator said, "Just a minute." {bk08-l3a-f4-01.mp3}
 
-$LESSON 3-2: Local and Long Distance Calls
+LINE: I want to make a long-distance call. {bk08-l3a-f4-02.mp3}
 
-# Source: LLA 3B Figure 1
-$DIALOGUE Ali Makes a Long Distance Call
-ID: 3b-f1
-INTRO: In this part you'll follow real phone calls — and learn why some calls cost more than others. Ali wants to call Yemen, and his friend Bob knows how pay phones work. Listen and repeat the dialogue.
-INSTRUCTION: Listen and repeat.
-REPEAT
+LINE: Ali made a person-to-person call to his mother. {bk08-l3a-f4-03.mp3}
 
-Ali: I saw a pay phone in this building. {bk08-l3b-f1-01.mp3}
-Bob: Do you have the right change? {bk08-l3b-f1-02.mp3}
-Ali: Yes. What do I do first? {bk08-l3b-f1-03.mp3}
-Bob: Put a quarter in the slot and listen for the dial tone. {bk08-l3b-f1-04.mp3}
-LINE: Then dial 0 for the operator. {bk08-l3b-f1-05.mp3}
-LINE: Say you want to make a long distance call to Yemen, and give her the number. {bk08-l3b-f1-06.mp3}
-Ali: Okay. I want to make a long distance call to Yemen. {bk08-l3b-f1-07.mp3}
-LINE: The number is 902-555-328-6162. {bk08-l3b-f1-08.mp3}
-LINE: She said, "Just a minute." What does that mean? {bk08-l3b-f1-09.mp3}
-Bob: She wants you to wait. {bk08-l3b-f1-10.mp3}
-Ali: Oh. She said the line is busy. I can try again later. {bk08-l3b-f1-11.mp3}
-Bob: Okay. Hang up the receiver. We'll make the call again later. {bk08-l3b-f1-12.mp3}
+LINE: She made a station-to-station call to her home. {bk08-l3a-f4-04.mp3}
 
-# Source: ST §What Kind of Call Do You Want to Make?
-$GRAMMAR Two Kinds of Long Distance Calls
-ID: l3-s7
-INTRO: Two kinds of long distance calls, one important difference: the price. Read the table.
+# Source: ST §Kinds of Long Distance Calls
+$GRAMMAR Station-to-Station or Person-to-Person?
+ID: l3-s6
+INTRO: Two kinds of long-distance calls — and one of them costs more.
 
-| Kinds of long distance calls | |
+CARD: A **station-to-station** call is the simple kind. This kind of call is cheaper.
+{You talk to any person at that number.}
+
+CARD: A **person-to-person** call names the person you want. This kind of call is more expensive.
+{You ask for someone by name.}
+
+SUMMARY:
+| Station-to-Station | Person-to-Person |
 |---|---|
-| **Station-to-Station** | **Person-to-Person** |
 | You talk to any person at that number. | You ask for someone by name. |
 | This kind of call is cheaper. | This kind of call is more expensive. |
 
-# SKIPPED (ST): "Read about the different kinds of calls. Then listen to your teacher and circle the correct answer." — instructor-read scenarios with no recorded stimulus. Dropped.
+# SKIPPED (book): "WHAT KIND OF CALL DO YOU WANT TO MAKE?" (ST) — instructor-read situational listening exercise; convertible later with synthesized prompts.
+
+# Source: ST §How to Make a Long Distance Phone Call from a Public or Pay Phone
+$DIALOGUE How to Use a Pay Phone
+ID: l3-s1
+INTRO: Eleven steps from a pocket full of change to "goodbye". Listen and repeat each step — you'll put them in order yourself in a moment.
+INSTRUCTION: Listen and repeat the steps.
+REPEAT
+
+LINE: Step 1. Get some change. {st-page_095_001.jpg|A young man receiving coin change from a clerk}
+
+VOCAB: coin
+LINE: Step 2. Put your coins near the telephone. {st-page_095_002.jpg|A man inserting a coin into the slot of a pay phone}
+
+VOCAB: receiver
+LINE: Step 3. Pick up the receiver.
+
+VOCAB: dial tone
+LINE: Step 4. Listen for the dial tone.
+
+LINE: Step 5. Put a quarter in the slot.
+
+VOCAB: 0 | zero
+LINE: Step 6. Dial "zero." The operator will answer you. {st-page_095_003.jpg|A man dialing '0' on a pay phone}
+
+LINE: Step 7. Then say, "Operator, I'd like to make a long distance call. The number is (555) 678-9101." {st-page_095_004.jpg|A man holding the receiver and speaking into the pay phone}
+
+VOCAB: deposit
+LINE: Step 8. The operator will say: "Deposit $1.50 for the first three minutes, please." {st-page_096_001.jpg|A man listening to the pay phone receiver attentively}
+
+VOCAB: to pay
+LINE: Step 9. Pay for your call. Deposit the money in the slot. {st-page_096_002.jpg|A man inserting additional coins into the pay phone coin slot}
+
+VOCAB: conversation
+LINE: Step 10. Have your conversation. {st-page_096_003.jpg|A man holding the receiver and talking on the pay phone}
+
+VOCAB: to hang up
+LINE: Step 11. Hang up the phone. {st-page_096_004.jpg|A man hanging up the phone receiver on the hook}
+
+# Source: ST §Put the Sentences in Order
+$SELECT The Steps in Order
+ID: l3-s2
+ORDER
+INTRO: You just heard the eleven steps. Now put them back in order — the operator is waiting.
+INSTRUCTION: Arrange the steps in the correct order to make a long distance call.
+OPTION: a | Dial "0". The operator will answer you.
+OPTION: b | Pay for your call. Deposit the money in the slot.
+OPTION: c | Have your conversation.
+OPTION: d | Get some change.
+OPTION: e | Listen for the dial tone.
+OPTION: f | Then say: "Operator, I'd like to make a long distance call. The number is (555) 678-9101."
+OPTION: g | Pick up the receiver.
+OPTION: h | Put a quarter in the slot.
+OPTION: i | Hang up the phone.
+OPTION: j | The operator will say: "Deposit $1.50 for the first three minutes please."
+OPTION: k | Put your coins next to the telephone.
+
+TEMPLATE: What is the correct order of the steps?
+ANSWER: d,k,g,e,h,a,f,j,b,c,i
+
+# Source: ST §Yesterday Private Jones Made a Call
+$PRODUCE Private Jones Made a Call
+ID: l3-s3
+INTRO: Private Jones made a long-distance call yesterday. Tell the story in the past tense — say each sentence about yesterday, then check the model.
+INSTRUCTION: Change each sentence to the past tense.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+PROMPT: Private Jones makes a long distance phone call from a pay phone.
+RESPONSE: Yesterday, Private Jones made a long distance phone call from a pay phone.
+
+PROMPT: He gets some change.
+RESPONSE: He got some change.
+
+PROMPT: He puts the change near the phone.
+RESPONSE: He put the change near the phone.
+
+PROMPT: He picks up the receiver and listens for the dial tone.
+RESPONSE: He picked up the receiver and listened for the dial tone.
+
+PROMPT: He puts a quarter in the slot.
+RESPONSE: He put a quarter in the slot.
+
+PROMPT: He dials "0".
+RESPONSE: He dialed "0".
+
+PROMPT: The operator answers.
+RESPONSE: The operator answered.
+
+PROMPT: He says to the operator: "I want to make a long distance phone call. The number is (555) 678-9101."
+RESPONSE: He said to the operator: "I want to make a long distance phone call. The number is (555) 678-9101."
+
+PROMPT: The operator says: "Deposit one dollar and fifty cents for the first three minutes."
+RESPONSE: The operator said: "Deposit one dollar and fifty cents for the first three minutes."
+
+PROMPT: He pays for his call.
+RESPONSE: He paid for his call.
+
+PROMPT: He has a conversation with his sister.
+RESPONSE: He had a conversation with his sister.
+
+PROMPT: He hangs up the phone.
+RESPONSE: He hung up the phone.
+
+$SESSION 3-2: Who and Whom
+
+# Source: new (gap: who/whom pattern drilled on tape 3A but never explained) + ST §To Whom Am I Speaking? (forms salvaged as examples)
+$GRAMMAR Who and Whom
+ID: 8-3a-f6-g
+INTRO: In this part you'll learn two ways to ask about people — an everyday way with "who", and a formal way with "whom".
+
+CARD: In everyday questions, use **who** and put the preposition at the end.
+{Who do you want to speak to?}
+{Who was he looking for?}
+
+CARD: In formal questions, move the preposition to the front and use **whom**.
+{To whom do you want to speak?}
+{For whom was he looking?}
+
+CARD: **Whom** can also stand alone as the object of the verb. In conversation, most people just say "who".
+{Whom did they see?}
+{Who did they see?}
+
+SUMMARY:
+| Everyday | Formal |
+|---|---|
+| Who do you want to speak to? | To whom do you want to speak? |
+| Who was he looking for? | For whom was he looking? |
+| Who did they see? | Whom did they see? |
+
+# Source: LLA 3A Figure 6
+$DIALOGUE Two Ways to Ask
+ID: 8-3a-f6
+INTRO: Each question comes twice — first the everyday way ending in a preposition, then the formal way starting with the preposition and "whom". Listen and repeat both.
+INSTRUCTION: Listen and repeat each question.
+REPEAT
+
+LINE: Who do you want to speak to? {bk08-l3a-f6-01a.mp3}
+LINE: To whom do you want to speak? {bk08-l3a-f6-01b.mp3}
+
+LINE: Who is he calling for? {bk08-l3a-f6-02a.mp3}
+LINE: For whom is he calling? {bk08-l3a-f6-02b.mp3}
+
+LINE: Who did he hang up on? {bk08-l3a-f6-03a.mp3}
+LINE: On whom did he hang up? {bk08-l3a-f6-03b.mp3}
+
+LINE: Who did he get change from? {bk08-l3a-f6-04a.mp3}
+LINE: From whom did he get change? {bk08-l3a-f6-04b.mp3}
+
+LINE: Who did he go to the game with? {bk08-l3a-f6-05a.mp3}
+LINE: With whom did he go to the game? {bk08-l3a-f6-05b.mp3}
+
+LINE: Who are they talking about? {bk08-l3a-f6-06a.mp3}
+LINE: About whom are they talking? {bk08-l3a-f6-06b.mp3}
+
+# DROPPED: ST §To Whom Am I Speaking? (l3-s28) — TTS twin of the cassette presentation above; its distinct forms were folded into the "Who and Whom" grammar cards.
+
+# Source: ST §To Whom Was the Letter Addressed?
+$PRODUCE Who or Whom?
+ID: l3-s29
+INTRO: Now you write them. Type "whom" or "who" to complete each pair of questions — remember, "whom" follows the preposition.
+INSTRUCTION: Type "whom" or "who".
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: To ____{whom} was the letter addressed?
+TEMPLATE: ____{Who} was the letter addressed to?
+RESPONSE: To whom was the letter addressed? Who was the letter addressed to?
+
+TEMPLATE: To ____{whom} was she writing?
+TEMPLATE: ____{Who} was she writing to?
+RESPONSE: To whom was she writing? Who was she writing to?
+
+TEMPLATE: With ____{whom} was he dancing?
+TEMPLATE: ____{Who} was he dancing with?
+RESPONSE: With whom was he dancing? Who was he dancing with?
+
+TEMPLATE: ____{Whom} did they see?
+TEMPLATE: ____{Who} did they see?
+RESPONSE: Whom did they see? Who did they see?
+
+TEMPLATE: To ____{whom} did you give the book?
+TEMPLATE: ____{Who} did you give the book to?
+RESPONSE: To whom did you give the book? Who did you give the book to?
+
+$SESSION 3-3: Making a Long-Distance Call
+
+# Source: LLA 3B Figure 1
+$DIALOGUE Ali Makes a Long-Distance Call
+ID: 8-3b-f1
+INTRO: In this part you'll follow real phone calls from start to finish. Ali wants to call Yemen from a pay phone, and Bob talks him through it — the line has other plans. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Ali: I saw a pay phone in this building. {bk08-l3b-f1-01.mp3}
+
+Bob: Do you have the right change? {bk08-l3b-f1-02.mp3}
+
+Ali: Yes. What do I do first? {bk08-l3b-f1-03.mp3}
+
+Bob: Put a quarter in the slot and listen for the dial tone. {bk08-l3b-f1-04.mp3}
+
+Bob: Then dial 0 for the operator. {bk08-l3b-f1-05.mp3}
+
+Bob: Say you want to make a long-distance call to Yemen, and give her the number. {bk08-l3b-f1-06.mp3}
+
+Ali: Okay. I want to make a long-distance call to Yemen. {bk08-l3b-f1-07.mp3}
+
+LINE: The number is 902-555-328-6162. {bk08-l3b-f1-08.mp3}
+
+Ali: She said, "Just a minute." What does that mean? {bk08-l3b-f1-09.mp3}
+
+Bob: She wants you to wait. {bk08-l3b-f1-10.mp3}
+
+Ali: Oh. She said the line is busy. I can try again later. {bk08-l3b-f1-11.mp3}
+
+Bob: Okay. Hang up the receiver. We'll make the call again later. {bk08-l3b-f1-12.mp3}
+
+# Source: LLA 3B Figure 3
+$PRODUCE Which Word Did You Hear?
+ID: 8-3b-f3
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+INTRO: The sentence on screen has one word that is different from the sentence you'll hear. The underlined word is the impostor — listen and type the word that replaces it.
+INSTRUCTION: Type the word you hear.
+
+EXAMPLE
+TEMPLATE: Mike made a *long distance* call to a friend.
+PROMPT: Mike made a local call to a friend. {bk08-l3b-f3-ex.mp3}
+RESPONSE: local
+
+TEMPLATE: You *want* to know how to make a long distance phone call.
+PROMPT: You need to know how to make a long-distance phone call. {bk08-l3b-f3-01.mp3}
+RESPONSE: need
+
+TEMPLATE: A person-to-person call is the most *important* call.
+PROMPT: A person-to-person call is the most expensive call. {bk08-l3b-f3-02.mp3}
+RESPONSE: expensive
+
+TEMPLATE: A station-to-station call is less *difficult*.
+PROMPT: A station-to-station call is less expensive. {bk08-l3b-f3-03.mp3}
+RESPONSE: expensive
+
+TEMPLATE: The operator can *find* you.
+PROMPT: The operator can help you. {bk08-l3b-f3-04.mp3}
+RESPONSE: help
+
+TEMPLATE: You need to have the right *coins* at a pay phone.
+PROMPT: You need to have the right change at a pay phone. {bk08-l3b-f3-05.mp3}
+RESPONSE: change
+
+TEMPLATE: The operator says to put the money in the *phone*.
+PROMPT: The operator says to put the money in the slot. {bk08-l3b-f3-06.mp3}
+RESPONSE: slot
+
+TEMPLATE: A phone in a home is not a *pay* phone.
+PROMPT: A phone in a home is not a public phone. {bk08-l3b-f3-07.mp3}
+RESPONSE: public
+
+TEMPLATE: The *person* will say what to pay on a public phone.
+PROMPT: The operator will say what to pay on a public phone. {bk08-l3b-f3-08.mp3}
+RESPONSE: operator
+
+# Source: LLA 3B Figure 4
+$SELECT Choose the Correct Answer
+ID: 8-3b-f4
+INTRO: Now some quick thinking about phone situations. Listen to each question or situation, tap the best answer, then repeat it.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+EXAMPLE
+PROMPT: The sky is dark and cloudy. What do you think? {bk08-l3b-f4-ex.mp3}
+OPTION: a | It can't rain.
+OPTION: b | It will rain.
+OPTION: c | It may rain.
+ANSWER: c
+FEEDBACK: It may rain. {bk08-l3b-f4-ex-fb.mp3}
+
+PROMPT: Mary is looking at the hats. What is she going to do? {bk08-l3b-f4-01.mp3}
+OPTION: a | She may buy one.
+OPTION: b | She won't buy one.
+OPTION: c | She will buy one.
+ANSWER: a
+FEEDBACK: She may buy one. {bk08-l3b-f4-01-fb.mp3}
+
+PROMPT: Did Ted put the money in the slot? {bk08-l3b-f4-02.mp3}
+OPTION: a | No, he didn't hang up the phone.
+OPTION: b | No, he didn't dial the operator.
+OPTION: c | No, he didn't pay for the phone call.
+ANSWER: c
+FEEDBACK: No, he didn't pay for the phone call. {bk08-l3b-f4-02-fb.mp3}
+
+PROMPT: Does Bill want the expensive suit? {bk08-l3b-f4-03.mp3}
+OPTION: a | No, he wants the cheap one.
+OPTION: b | No, he may want the cheap one.
+OPTION: c | No, he doesn't want the cheap one.
+ANSWER: b
+FEEDBACK: No, he may want the cheap one. {bk08-l3b-f4-03-fb.mp3}
+
+PROMPT: Why did Frank hang up the phone? {bk08-l3b-f4-04.mp3}
+OPTION: a | Because he made a phone call.
+OPTION: b | Because the line was busy.
+OPTION: c | Because he called the operator.
+ANSWER: b
+FEEDBACK: Because the line was busy. {bk08-l3b-f4-04-fb.mp3}
+
+PROMPT: Did the operator want him to wait? {bk08-l3b-f4-05.mp3}
+OPTION: a | Yes, she said, "Just a minute, please."
+OPTION: b | Yes, she said, "Hang up, please."
+OPTION: c | Yes, she said, "Make a local call, please."
+ANSWER: a
+FEEDBACK: Yes, she said, "Just a minute, please." {bk08-l3b-f4-05-fb.mp3}
+
+PROMPT: Is a pay phone for everyone? {bk08-l3b-f4-06.mp3}
+OPTION: a | Yes, it is a station-to-station phone.
+OPTION: b | Yes, it is a one person phone.
+OPTION: c | Yes, it is a public phone.
+ANSWER: c
+FEEDBACK: Yes, it's a public phone. {bk08-l3b-f4-06-fb.mp3}
+
+PROMPT: The phone call cost just $1. Was it cheap? {bk08-l3b-f4-07.mp3}
+OPTION: a | Yes, it was expensive.
+OPTION: b | Yes, it was cheap.
+OPTION: c | Yes, it was free.
+ANSWER: b
+FEEDBACK: Yes, it was cheap. {bk08-l3b-f4-07-fb.mp3}
+
+PROMPT: Why did Bill dial 0? {bk08-l3b-f4-08.mp3}
+OPTION: a | He wanted the operator.
+OPTION: b | He wanted the phone book.
+OPTION: c | He wanted a local call.
+ANSWER: a
+FEEDBACK: Because he wanted the operator. {bk08-l3b-f4-08-fb.mp3}
+
+$SESSION 3-4: Local Calls and Getting Help
 
 # Source: ST §Tony Makes a Local Call
 $DIALOGUE Tony Makes a Local Call
-ID: l3-s8
-INTRO: Tony borrows a phone to invite Karen to the movies. The line is busy, of course — it always is. Listen and repeat the dialog.
-INSTRUCTION: Repeat and read the dialogs.
+ID: l3-s7
+INTRO: In this part: local calls, busy lines, and asking for help. Tony borrows a phone to invite Karen to the movies — it takes him two tries. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-Tony: Can I use your phone? I need to make a call. {st-page_102_001.jpg}
+Tony: Can I use your phone? I need to make a call. {st-page_102_001.jpg|A man talking on a landline telephone, holding a glass with a fruit slice on the side}
+
 Juan: Is that a local call?
+
+VOCAB: to call up
 Tony: Yes. I'm going to call up a friend here in the city. I don't know her number.
 Juan: Look it up in the phone book.
 Tony: Here it is!
 
-Narrator: (Tony dials the number.)
-
-Tony: The line is busy. {st-page_102_002.jpg}
+Tony: The line is busy. {st-page_102_002.jpg|A man holding a phone receiver to his ear while turning the pages of an open telephone book}
 Juan: Well, hang up and try again in a few minutes.
 
-Narrator: (After a few minutes, Tony dials the number again.)
+Tony: Hello. Is Karen there? {st-page_102_003.jpg|A man smiling and talking into a phone receiver held to his ear}
 
-Tony: Hello. Is Karen there? {st-page_102_003.jpg}
 Kathy: Just a minute. I'll call her.
 Karen: Hello.
 Tony: Hi, Karen. I called you a few minutes ago, but your line was busy.
 Karen: Yeah. Kathy was on the phone.
 Tony: What are you doing this Friday? I'm going to go see Superman X. Do you want to go?
 
-Karen: That'll be fun. {st-page_102_004.jpg}
+Karen: That'll be fun. {st-page_102_004.jpg|A woman with curly hair talking on a telephone handset}
 Tony: Good. I'll pick you up at 7:00.
 Karen: See you Friday at 7:00 then.
 Tony: Okay. Bye.
 
-# Source: ST §Tony Is Going to the Movies
+# Source: ST §Tony Is Going to the Movies on Friday
 $SELECT True or False: Tony's Call
-ID: l3-s9
+ID: l3-s8
 REFERENCE
-INTRO: True or false, according to Tony's phone call. You can open the dialog to check while you answer.
-INSTRUCTION: Tap True or False.
+INTRO: Ten statements about Tony's call. Tap True or False — open the dialog again if your memory needs a nudge.
+INSTRUCTION: Tap True or False based on the dialog.
 OPTION: T | True
 OPTION: F | False
 
@@ -545,98 +590,195 @@ ANSWER: F
 PROMPT: Tony will pick Karen up at 7:00.
 ANSWER: T
 
-# Source: LLA 3B Figure 4
-$SELECT Listen and Answer
-ID: 3b-f4
-INTRO: Listen to each question, then tap the best answer and repeat it. Everything here comes from this lesson's phone calls — plus a little guessing about hats and the weather.
-INSTRUCTION: Tap the correct answer.
+# Source: ST §I'm Mad!
+$DIALOGUE I'm Mad!
+ID: l3-s21
+INTRO: Jeff has a dime, a phone that wants a quarter, and a busy line. It's not his day. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
+Jeff: I'm mad!
+NOTES: mad = angry
+Gary: Why?
+Jeff: I can't make a call on this phone!
+Gary: Why not?
+Jeff: I don't know. I put in a dime.
+Gary: A local call costs a quarter, here.
+Jeff: Oh! It's more expensive than I thought!
+Gary: Do you need more change?
+Jeff: No thanks. Oh no! Now the line's busy!
+Gary: Hang up and try again.
+
+# Source: ST §Can You Help Me, Please?
+$DIALOGUE Can You Help Me, Please?
+ID: l3-s18
+INTRO: Four short conversations about getting help with phone calls — kinds of calls, prices, and the cheapest hours to call. Just listen and read.
+INSTRUCTION: Read the dialogs.
+
+Carol: Can you help me, please? I want to make a long distance call. {st-page_112_001.jpg|A woman using a public wall-mounted pay phone to speak with an operator}
+
+Sam: There are two kinds, station-to-station and person-to-person.
+Carol: Which is cheaper?
+Sam: Calls without the operator's help.
+Carol: Which kind is that?
+Sam: Station-to-station.
+
+Bob: Excuse me. Can you help me? How can I make a local call on this pay phone? {st-page_112_002.jpg|A woman standing at a desk talking to a man who is using a desk phone}
+Linda: First listen for the dial tone. Then deposit the coins in the slot and dial.
+Bob: What do local calls on a pay phone cost?
+Linda: Different cities have different prices, but in this city they cost 25 cents.
+Bob: Thanks for your help.
+Linda: You're welcome.
+
+Pvt_Moore: How much does a long distance call cost?
+Pvt_King: When are you making the call?
+Pvt_Moore: Well, when is it less expensive?
+Pvt_King: Weekdays after 5 p.m. and on weekends.
+Pvt_Moore: When can I make the cheapest long distance call?
+Pvt_King: Between 11 p.m. and 8 a.m.
+
+Sandra: I'd like to make a person-to-person call, but first I need to know the cost.
+David: Look it up in the front of the phone book or ask the operator.
+Sandra: Thanks. I'll do that.
+David: You're welcome.
+
+# SKIPPED (book): "HELP!" — open pair role-play without fixed scripts.
+
+# Source: ST §I Want to Make A...
+$PRODUCE Finish the Sentence
+ID: l3-s19
+INTRO: Start with the words on screen and finish each sentence aloud — anything a real caller might say. The model shows one good answer.
+INSTRUCTION: Complete each sentence about making phone calls.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any natural, grammatically correct sentence completion appropriate to telephone situations.
+
 EXAMPLE
-PROMPT: The sky is dark and cloudy. What do you think? {bk08-l3b-f4-ex.mp3}
-OPTION: a | It can't rain.
-OPTION: b | It will rain.
-OPTION: c | It may rain.
-ANSWER: c
+PROMPT: How can I make...
+RESPONSE: How can I make a long distance call?
 
-PROMPT: Mary is looking at the hats. What is she going to do? {bk08-l3b-f4-01.mp3}
-OPTION: a | She may buy one.
-OPTION: b | She won't buy one.
-OPTION: c | She will buy one.
-ANSWER: a
-FEEDBACK: Repeat: She may buy one. {bk08-l3b-f4-01-fb.mp3}
+PROMPT: How much...
+RESPONSE: How much does a long distance call cost?
 
-PROMPT: Did Ted put the money in the slot? {bk08-l3b-f4-02.mp3}
-OPTION: a | No, he didn't hang up the phone.
-OPTION: b | No, he didn't dial the operator.
-OPTION: c | No, he didn't pay for the phone call.
-ANSWER: c
-FEEDBACK: Repeat: No, he didn't pay for the phone call. {bk08-l3b-f4-02-fb.mp3}
+PROMPT: I want to make...
+RESPONSE: I want to make a person-to-person call.
 
-PROMPT: Does Bill want the expensive suit? {bk08-l3b-f4-03.mp3}
-OPTION: a | No, he wants the cheap one.
-OPTION: b | No, he may want the cheap one.
-OPTION: c | No, he doesn't want the cheap one.
-ANSWER: b
-FEEDBACK: Repeat: No, he may want the cheap one. {bk08-l3b-f4-03-fb.mp3}
+PROMPT: Operator,...
+RESPONSE: Operator, I'd like to make a long distance call.
 
-PROMPT: Why did Frank hang up the phone? {bk08-l3b-f4-04.mp3}
-OPTION: a | Because he made a phone call.
-OPTION: b | Because the line was busy.
-OPTION: c | Because he called the operator.
-ANSWER: b
-FEEDBACK: Repeat: Because the line was busy. {bk08-l3b-f4-04-fb.mp3}
+PROMPT: Which kind of long distance call...
+RESPONSE: Which kind of long distance call is cheaper?
 
-PROMPT: Did the operator want him to wait? {bk08-l3b-f4-05.mp3}
-OPTION: a | Yes, she said, "Just a minute, please."
-OPTION: b | Yes, she said, "Hang up, please."
-OPTION: c | Yes, she said, "Make a local call, please."
-ANSWER: a
-FEEDBACK: Repeat: Yes, she said, "Just a minute, please." {bk08-l3b-f4-05-fb.mp3}
+PROMPT: Calls without the operator's help...
+RESPONSE: Calls without the operator's help are cheaper.
 
-PROMPT: Is a pay phone for everyone? {bk08-l3b-f4-06.mp3}
-OPTION: a | Yes, it is a station-to-station phone.
-OPTION: b | Yes, it is a one person phone.
-OPTION: c | Yes, it is a public phone.
-ANSWER: c
-FEEDBACK: Repeat: Yes, it's a public phone. {bk08-l3b-f4-06-fb.mp3}
+PROMPT: Person-to-person calls...
+RESPONSE: Person-to-person calls are the most expensive.
 
-PROMPT: The phone call cost just $1. Was it cheap? {bk08-l3b-f4-07.mp3}
-OPTION: a | Yes, it was expensive.
-OPTION: b | Yes, it was cheap.
-OPTION: c | Yes, it was free.
-ANSWER: b
-FEEDBACK: Repeat: Yes, it was cheap. {bk08-l3b-f4-07-fb.mp3}
+PROMPT: Station-to-station calls...
+RESPONSE: Station-to-station calls are less expensive than person-to-person calls.
 
-PROMPT: Why did Bill dial 0? {bk08-l3b-f4-08.mp3}
-OPTION: a | He wanted the operator.
-OPTION: b | He wanted the phone book.
-OPTION: c | He wanted a local call.
-ANSWER: a
-FEEDBACK: Repeat: Because he wanted the operator. {bk08-l3b-f4-08-fb.mp3}
+$SESSION 3-5: Syllables and Spelling
 
-$LESSON 3-3: Comparing Things
-
-# Source: ST §They Make Things in Factories
-$DIALOGUE A Furniture Factory
-ID: l3-s10
-INTRO: New part, new goal: comparing things — cheaper, more expensive, the most exciting. First, Frank and Harry compare jobs. Listen and repeat.
-INSTRUCTION: Repeat the dialog. Then read it.
+# Source: LLA 3A Figure 1
+$SELECT How Many Syllables?
+ID: 8-3a-f1
+INTRO: This part trains your ear and your spelling. Listen to each word, count the syllables, tap the number, then repeat the word.
+INSTRUCTION: Tap the number of syllables you hear.
 REPEAT
 
-Frank: Where do you work?
-Harry: I work in a factory.
-Frank: What do they make there?
-Harry: They make furniture. It's a furniture factory.
-Frank: My brother works in a factory, too. He works in an automobile factory.
-Harry: Then he gets more money than I do!
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+EXAMPLE
+PROMPT: beautiful {bk08-l3a-f1-ex.mp3}
+ANSWER: 3
+FEEDBACK: beautiful {bk08-l3a-f1-ex-fb.mp3}
+
+PROMPT: difficult {bk08-l3a-f1-01.mp3}
+ANSWER: 3
+FEEDBACK: difficult {bk08-l3a-f1-01-fb.mp3}
+
+PROMPT: thermometer {bk08-l3a-f1-02.mp3}
+ANSWER: 4
+FEEDBACK: thermometer {bk08-l3a-f1-02-fb.mp3}
+
+PROMPT: healthy {bk08-l3a-f1-03.mp3}
+ANSWER: 2
+FEEDBACK: healthy {bk08-l3a-f1-03-fb.mp3}
+
+PROMPT: terrific {bk08-l3a-f1-04.mp3}
+ANSWER: 3
+FEEDBACK: terrific {bk08-l3a-f1-04-fb.mp3}
+
+PROMPT: forget {bk08-l3a-f1-05.mp3}
+ANSWER: 2
+FEEDBACK: forget {bk08-l3a-f1-05-fb.mp3}
+
+PROMPT: important {bk08-l3a-f1-06.mp3}
+ANSWER: 3
+FEEDBACK: important {bk08-l3a-f1-06-fb.mp3}
+
+PROMPT: gymnasium {bk08-l3a-f1-07.mp3}
+ANSWER: 4
+FEEDBACK: gymnasium {bk08-l3a-f1-07-fb.mp3}
+
+PROMPT: exercise {bk08-l3a-f1-08.mp3}
+ANSWER: 3
+FEEDBACK: exercise {bk08-l3a-f1-08-fb.mp3}
+
+# SKIPPED (book): Listening Skill "SYLLABLES" (ST) — instructor-read words with no printed text; convertible later with chosen words + TTS.
+
+# Source: LLA 3A Figure 5
+$PRODUCE Spell the Word
+ID: 8-3a-f5
+INPUT: type
+CHECK: exact
+HIDE_PROMPT
+REPEAT
+INTRO: You'll hear a word and a sentence built around it. Type that word — spelling counts. Then say it back.
+INSTRUCTION: Type the word you hear.
+
+PROMPT: The young girl was very beautiful. {bk08-l3a-f5-01.mp3}
+RESPONSE: beautiful {bk08-l3a-f5-01-resp.mp3}
+
+PROMPT: The math problem was difficult. {bk08-l3a-f5-02.mp3}
+RESPONSE: difficult {bk08-l3a-f5-02-resp.mp3}
+
+PROMPT: The football game was exciting. {bk08-l3a-f5-03.mp3}
+RESPONSE: exciting {bk08-l3a-f5-03-resp.mp3}
+
+PROMPT: He eats healthy food. {bk08-l3a-f5-04.mp3}
+RESPONSE: healthy {bk08-l3a-f5-04-resp.mp3}
+
+PROMPT: This test is important. {bk08-l3a-f5-05.mp3}
+RESPONSE: important {bk08-l3a-f5-05-resp.mp3}
+
+PROMPT: I'm reading an interesting book. {bk08-l3a-f5-06.mp3}
+RESPONSE: interesting {bk08-l3a-f5-06-resp.mp3}
+
+PROMPT: He did a terrific job. {bk08-l3a-f5-07.mp3}
+RESPONSE: terrific {bk08-l3a-f5-07-resp.mp3}
+
+PROMPT: That is good exercise. {bk08-l3a-f5-08.mp3}
+RESPONSE: exercise {bk08-l3a-f5-08-resp.mp3}
+
+PROMPT: Let's go to the gymnasium and play volleyball. {bk08-l3a-f5-09.mp3}
+RESPONSE: gymnasium {bk08-l3a-f5-09-resp.mp3}
+
+PROMPT: I like to play volleyball. {bk08-l3a-f5-10.mp3}
+RESPONSE: volleyball {bk08-l3a-f5-10-resp.mp3}
 
 # Source: LLA 3B Figure 2
-$SELECT More Syllable Counting
-ID: 3b-f2
-INTRO: Before the grammar, a warm-up: count the syllables again. It matters — short adjectives take "-er", long ones take "more". Tap the number, then repeat the word.
+$SELECT Count the Syllables
+ID: 8-3b-f2
+INTRO: More words, a little longer this time. Tap the number of syllables — then hear the word inside a sentence.
 INSTRUCTION: Tap the number of syllables.
 REPEAT
+
 OPTION: 2 | 2
 OPTION: 3 | 3
 OPTION: 4 | 4
@@ -645,230 +787,262 @@ OPTION: 5 | 5
 EXAMPLE
 PROMPT: exciting {bk08-l3b-f2-ex.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: "exciting." {bk08-l3b-f2-ex-fb.mp3}
+FEEDBACK: exciting {bk08-l3b-f2-ex-fb.mp3}
 
 PROMPT: temperature {bk08-l3b-f2-01.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: "temperature." The temperature is high today. {bk08-l3b-f2-01-fb.mp3}
+FEEDBACK: The temperature is high today. {bk08-l3b-f2-01-fb.mp3}
 
 PROMPT: refrigerator {bk08-l3b-f2-02.mp3}
 ANSWER: 5
-FEEDBACK: Repeat: "refrigerator." Put the milk in the refrigerator. {bk08-l3b-f2-02-fb.mp3}
+FEEDBACK: Put the milk in the refrigerator. {bk08-l3b-f2-02-fb.mp3}
 
 PROMPT: usually {bk08-l3b-f2-03.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: "usually." We usually go downtown on the weekends. {bk08-l3b-f2-03-fb.mp3}
+FEEDBACK: We usually go downtown on the weekends. {bk08-l3b-f2-03-fb.mp3}
 
 PROMPT: furniture {bk08-l3b-f2-04.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: "furniture." They bought some new furniture. {bk08-l3b-f2-04-fb.mp3}
+FEEDBACK: They bought some new furniture. {bk08-l3b-f2-04-fb.mp3}
 
 PROMPT: kitchen {bk08-l3b-f2-05.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: "kitchen." Put the dirty dishes in the kitchen. {bk08-l3b-f2-05-fb.mp3}
+FEEDBACK: Put the dirty dishes in the kitchen. {bk08-l3b-f2-05-fb.mp3}
 
 PROMPT: sofa {bk08-l3b-f2-06.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: "sofa." This is our new sofa for the living room. {bk08-l3b-f2-06-fb.mp3}
+FEEDBACK: This is our new sofa for the living room. {bk08-l3b-f2-06-fb.mp3}
 
 PROMPT: cabinet {bk08-l3b-f2-07.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: "cabinet." Put the clean dishes in the cabinet. {bk08-l3b-f2-07-fb.mp3}
+FEEDBACK: Put the clean dishes in the cabinet. {bk08-l3b-f2-07-fb.mp3}
 
 PROMPT: garage {bk08-l3b-f2-08.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: "garage." Ralph put the car in the garage. {bk08-l3b-f2-08-fb.mp3}
+FEEDBACK: Ralph put the car in the garage. {bk08-l3b-f2-08-fb.mp3}
 
-# Source: ST §Comparatives
-$GRAMMAR Comparatives
-ID: l3-s11
-INTRO: Here's how comparatives work in English: "-er" for short adjectives, "more" or "less" for long ones. Count the syllables and you'll know which to use.
+# Source: LLA 3D Figure 1
+$SELECT Syllables: Quick Check
+ID: 8-3d-f1
+INTRO: One last round of syllable counting — a mix of old friends and a few new words. Tap the number, then repeat the word.
+INSTRUCTION: Tap the number of syllables.
+REPEAT
 
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+OPTION: 5 | 5
+
+PROMPT: difficult {bk08-l3d-f1-01.mp3}
+ANSWER: 3
+FEEDBACK: difficult {bk08-l3d-f1-01-fb.mp3}
+
+PROMPT: beautiful {bk08-l3d-f1-02.mp3}
+ANSWER: 3
+FEEDBACK: beautiful {bk08-l3d-f1-02-fb.mp3}
+
+PROMPT: workout {bk08-l3d-f1-03.mp3}
+ANSWER: 2
+FEEDBACK: workout {bk08-l3d-f1-03-fb.mp3}
+
+PROMPT: exciting {bk08-l3d-f1-04.mp3}
+ANSWER: 3
+FEEDBACK: exciting {bk08-l3d-f1-04-fb.mp3}
+
+PROMPT: terrific {bk08-l3d-f1-05.mp3}
+ANSWER: 3
+FEEDBACK: terrific {bk08-l3d-f1-05-fb.mp3}
+
+PROMPT: ocean {bk08-l3d-f1-06.mp3}
+ANSWER: 2
+FEEDBACK: ocean {bk08-l3d-f1-06-fb.mp3}
+
+PROMPT: kernel {bk08-l3d-f1-07.mp3}
+ANSWER: 2
+FEEDBACK: kernel {bk08-l3d-f1-07-fb.mp3}
+
+PROMPT: delicious {bk08-l3d-f1-08.mp3}
+ANSWER: 3
+FEEDBACK: delicious {bk08-l3d-f1-08-fb.mp3}
+
+PROMPT: evening {bk08-l3d-f1-09.mp3}
+ANSWER: 2
+FEEDBACK: evening {bk08-l3d-f1-09-fb.mp3}
+
+PROMPT: lieutenant {bk08-l3d-f1-10.mp3}
+ANSWER: 3
+FEEDBACK: lieutenant {bk08-l3d-f1-10-fb.mp3}
+
+$SESSION 3-6: More, Less, Most, and Least
+
+# Source: ST §They Make Things in Factories
+$DIALOGUE A Furniture Factory
+ID: l3-s9
+INTRO: In this part you'll learn to compare things with "more", "less", "most", and "least". First, Frank and Harry compare jobs — listen for "more money". Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Frank: Where do you work?
+
+VOCAB: factory
+Harry: I work in a factory.
+Frank: What do they make there?
+Harry: They make furniture. It's a furniture factory.
+Frank: My brother works in a factory, too. He works in an automobile factory.
+Harry: Then he gets more money than I do!
+
+# Source: ST §Comparison with More/Less and Most/Least
+$GRAMMAR More, Less, Most, and Least
+ID: l3-s10
+INTRO: How to say which thing is bigger, better, or cheaper — with "more", "less", "most", and "least".
+
+CARD: Use **-er than** with short adjectives, and **more than** or **less than** with longer adjectives.
 {The sofa is heavier than the chair.}
 {Chinese is more difficult than English.}
+{Problem b is less difficult than problem a.}
 
-| | Adjectives | | |
-|---|---|---|---|
-| | big, cool, cold, clean, clear, fast, hard, high, hot, large, late, light, long, low, new, near, nice, old, sad, short, sick, small, slow, straight, strong, tall, weak | **-er** | **than** |
-| | angry, dirty, early, easy, cloudy, happy, healthy, heavy, hungry, narrow, pretty, thirsty, ugly, windy | **-er** | **than** |
-| **more** / **less** | awful, upset | | **than** |
-| **more** / **less** | beautiful, delicious, difficult, different, exciting, expensive, important, interesting, terrific | | **than** |
-
-To make the comparative:
-1. Add **-er + than** to one-syllable adjectives.
-   Change the **y** to **i** and add **-er** to two-syllable adjectives which end in **y** or **w**, + **than**.
-2. Put **more/less** before adjectives of two or more syllables, + **than**.
-
-# Source: ST §Superlatives
-$GRAMMAR Superlatives
-ID: l3-s12
-INTRO: And when you compare three or more things, you need the superlative: "-est" for short adjectives, "the most" or "the least" for long ones.
-
+CARD: Use **the -est** with short adjectives, and **the most** or **the least** with longer adjectives for superlatives.
 {Chicago has the tallest buildings.}
 {Bill bought the most expensive car.}
+{Problem c is the least difficult.}
 
-| | Adjectives | |
-|---|---|---|
-| **the** | big, cool, cold, clean, clear, fast, hard, high, hot, large, late, light, long, low, new, near, nice, old, sad, short, sick, small, slow, straight, strong, tall, weak | **-est** |
-| **the** | angry, dirty, early, easy, cloudy, happy, healthy, heavy, hungry, narrow, pretty, thirsty, ugly, windy | **-est** |
-| **the most** / **the least** | awful, upset | |
-| **the most** / **the least** | beautiful, delicious, difficult, different, exciting, expensive, important, interesting, terrific | |
+SUMMARY:
+| Comparative | Superlative |
+|---|---|
+| **-er than** (short adjectives) | **the -est** (short adjectives) |
+| **more / less ... than** (long adjectives) | **the most / least ...** (long adjectives) |
 
-To make the superlative:
-1. Add **-est** to one-syllable adjectives.
-   Change the **y** to **i** and add **-est** to two-syllable adjectives which end in **y** or **w**.
-2. Put **the most/least** before adjectives of two or more syllables.
+# Source: ST §Is Math More Difficult Than Language?
+$DIALOGUE Less and Least
+ID: l3-s11
+INTRO: Three sentences that line things up from "less" to "least". Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
 
-# Source: ST §Is Math More Difficult Than Language? (recast as reference examples — the math problems and book covers are visual, not speakable)
-$GRAMMAR Less and Least: Three Examples
-ID: l3-s13
-INTRO: Three quick examples of "less" and "the least" — math problems, book prices, and classrooms. Look at each set, then tap the sentence to hear the comparison.
+LINE: Problem "b" is less difficult than problem "a", but problem "c" is the least difficult.
 
-**Math problems:**
+LINE: Book "a" is less expensive than book "c", but book "b" is the least expensive. {st-page_105_001.jpg|Book cover titled "CREATE YOUR SPACE" with a price tag of $16.00}
 
-a. 20(345 + 768) - 235 / 16(967 - 543) + 10
-b. 209 x 75 / 25
-c. 2 + 2
-
-{Problem "b" is less difficult than problem "a", but problem "c" is the least difficult.}
-
-**Books:**
-
-![a. CREATE YOUR SPACE — $16.00](st-page_105_001.jpg)
-![b. LOST MINES — $14.99](st-page_105_002.jpg)
-![c. HOW TO WIN — $29.00](st-page_105_003.jpg)
-
-{Book "a" is less expensive than book "c", but book "b" is the least expensive.}
-
-**Classes:**
-
-![a. Students with raised hands](st-page_105_004.jpg)
-![b. Students sitting at desks](st-page_105_005.jpg)
-![c. Students studying closely around a table](st-page_105_006.jpg)
-
-{Class "b" is less interesting than class "c", but class "a" is the least interesting.}
+LINE: Class "b" is less interesting than class "c", but class "a" is the least interesting. {st-page_105_004.jpg|Classroom full of attentive students with raised hands}
 
 # Source: LLA 3C Figure 1
-$SELECT More, Less, Most, Least: Listen and Choose
-ID: 3c-f1
-INTRO: Listen to the statements and the question, then tap the correct answer. Keep careful track of who has more, who has less, and who has the least.
+$SELECT Listening: Less and Least
+ID: 8-3c-f1
+HIDE_PROMPT
+INTRO: Now by ear alone. Listen to the statements and the question, then tap the correct answer.
 INSTRUCTION: Tap the correct answer.
 
 EXAMPLE
-PROMPT: Sally bought an expensive dress. Peggy bought a more expensive dress than Sally. Jane bought the most expensive dress. Whose dress was the least expensive? {bk08-l3c-f1-ex-q.mp3}
-OPTION: a | Sally's dress {bk08-l3c-f1-ex-a.mp3}
+PROMPT: Sally bought an expensive dress. Peggy bought a more expensive dress than Sally. Jane bought the most expensive dress. Whose dress was the least expensive? {bk08-l3c-f1-ex.mp3}
+OPTION: a | Sally's dress
 OPTION: b | Peggy's dress
 OPTION: c | Jane's dress
 ANSWER: a
+FEEDBACK: Sally's dress was the least expensive. {bk08-l3c-f1-ex-fb.mp3}
 
-PROMPT: The movie Ramona wasn't exciting. The movie Ivanhoe was less exciting. The movie King Richard was the least exciting. Which movie was less exciting than the other two? {bk08-l3c-f1-01-q.mp3}
+PROMPT: The movie Ramona wasn't exciting. The movie Ivanhoe was less exciting. The movie King Richard was the least exciting. Which movie was less exciting than the other two? {bk08-l3c-f1-01.mp3}
 OPTION: a | Ramona
 OPTION: b | Ivanhoe
-OPTION: c | King Richard {bk08-l3c-f1-01-a.mp3}
+OPTION: c | King Richard
 ANSWER: c
+FEEDBACK: The movie King Richard was the least exciting. {bk08-l3c-f1-01-fb.mp3}
 
-PROMPT: Bill's picture was more beautiful than Sam's or Carl's pictures. Whose picture was the most beautiful? {bk08-l3c-f1-02-q.mp3}
+PROMPT: Bill's picture was more beautiful than Sam's or Carl's pictures. Whose picture was the most beautiful? {bk08-l3c-f1-02.mp3}
 OPTION: a | Carl's picture
 OPTION: b | Sam's picture
-OPTION: c | Bill's picture {bk08-l3c-f1-02-a.mp3}
+OPTION: c | Bill's picture
 ANSWER: c
+FEEDBACK: Bill's picture was the most beautiful. {bk08-l3c-f1-02-fb.mp3}
 
-PROMPT: Tom is healthy. Fred is less healthy. Who is healthier? {bk08-l3c-f1-03-q.mp3}
-OPTION: a | Tom {bk08-l3c-f1-03-a.mp3}
+PROMPT: Tom is healthy. Fred is less healthy. Who is healthier? {bk08-l3c-f1-03.mp3}
+OPTION: a | Tom
 OPTION: b | Fred
 ANSWER: a
+FEEDBACK: Tom is healthier than Fred. {bk08-l3c-f1-03-fb.mp3}
 
-PROMPT: His book is less interesting than hers. Which book is more interesting? {bk08-l3c-f1-04-q.mp3}
+PROMPT: His book is less interesting than hers. Which book is more interesting? {bk08-l3c-f1-04.mp3}
 OPTION: a | His
-OPTION: b | Hers {bk08-l3c-f1-04-a.mp3}
+OPTION: b | Hers
 ANSWER: b
+FEEDBACK: Her book is more interesting than his. {bk08-l3c-f1-04-fb.mp3}
 
-PROMPT: The test for Book A is more difficult than the test for Book B. Book C's test is the most difficult. Which test is the least difficult? {bk08-l3c-f1-05-q.mp3}
+PROMPT: The test for Book A is more difficult than the test for Book B. Book C's test is the most difficult. Which test is the least difficult? {bk08-l3c-f1-05.mp3}
 OPTION: a | Book A's test
-OPTION: b | Book B's test {bk08-l3c-f1-05-a.mp3}
+OPTION: b | Book B's test
 OPTION: c | Book C's test
 ANSWER: b
+FEEDBACK: Book B's test is the least difficult. {bk08-l3c-f1-05-fb.mp3}
 
-PROMPT: Sue's news was less important than Jan's or Mary's news. Whose news was the least important? {bk08-l3c-f1-06-q.mp3}
+PROMPT: Sue's news was less important than Jan's or Mary's news. Whose news was the least important? {bk08-l3c-f1-06.mp3}
 OPTION: a | Jan's news
 OPTION: b | Mary's news
-OPTION: c | Sue's news {bk08-l3c-f1-06-a.mp3}
+OPTION: c | Sue's news
 ANSWER: c
+FEEDBACK: Sue's news was the least important. {bk08-l3c-f1-06-fb.mp3}
 
-PROMPT: George was happier than Tim or Fred. Who was the happiest? {bk08-l3c-f1-07-q.mp3}
+PROMPT: George was happier than Tim or Fred. Who was the happiest? {bk08-l3c-f1-07.mp3}
 OPTION: a | Tim
 OPTION: b | Fred
-OPTION: c | George {bk08-l3c-f1-07-a.mp3}
+OPTION: c | George
 ANSWER: c
+FEEDBACK: George was the happiest. {bk08-l3c-f1-07-fb.mp3}
 
 # Source: LLA 3C Figure 2
-$PRODUCE Ask a Comparison Question
-ID: 3c-f2
+$PRODUCE Ask a Comparative Question
+ID: 8-3c-f2
 INPUT: speak
 CHECK: reveal
-INTRO: Read the two statements and listen for the cue word — "more" or "less". Then ask a question comparing the two things, and repeat the model question.
-INSTRUCTION: Ask a comparison question.
 REPEAT
+INTRO: Read the two statements, listen for the cue word "more" or "less", then ask one comparative question aloud. Repeat the model question after.
+INSTRUCTION: Form a comparative question aloud using the cue.
 
 EXAMPLE
-TEMPLATE: Bob was healthy last year.
-TEMPLATE: Ted was healthy last year.
-PROMPT: Bob was healthy last year. Ted was healthy last year. More. {bk08-l3c-f2-ex-q.mp3}
+TEMPLATE: Bob was healthy last year.\nTed was healthy last year.
+PROMPT: More. {bk08-l3c-f2-ex-q.mp3}
 RESPONSE: Was Bob healthier than Ted last year? {bk08-l3c-f2-ex-a.mp3}
 
-TEMPLATE: Person-to-person calls are expensive.
-TEMPLATE: Station-to-station calls are expensive.
-PROMPT: Person-to-person calls are expensive. Station-to-station calls are expensive. Listen. More. {bk08-l3c-f2-01-q.mp3}
+TEMPLATE: Person-to-person calls are expensive.\nStation-to-station calls are expensive.
+PROMPT: More. {bk08-l3c-f2-01-q.mp3}
 RESPONSE: Are person-to-person calls more expensive than station-to-station calls? {bk08-l3c-f2-01-a.mp3}
 
-TEMPLATE: Spring was beautiful this year.
-TEMPLATE: Spring was beautiful last year.
-PROMPT: Spring was beautiful this year. Spring was beautiful last year. Listen. More. {bk08-l3c-f2-02-q.mp3}
+TEMPLATE: Spring was beautiful this year.\nSpring was beautiful last year.
+PROMPT: More. {bk08-l3c-f2-02-q.mp3}
 RESPONSE: Was spring more beautiful this year than last year? {bk08-l3c-f2-02-a.mp3}
 
-TEMPLATE: Texas doesn't have very cold weather.
-TEMPLATE: New Mexico doesn't have very cold weather.
-PROMPT: Texas doesn't have very cold weather. New Mexico doesn't have very cold weather. Listen. Less. {bk08-l3c-f2-03-q.mp3}
+TEMPLATE: Texas doesn't have very cold weather.\nNew Mexico doesn't have very cold weather.
+PROMPT: Less. {bk08-l3c-f2-03-q.mp3}
 RESPONSE: Does Texas have less cold weather than New Mexico? {bk08-l3c-f2-03-a.mp3}
 
-TEMPLATE: Betty is beautiful.
-TEMPLATE: Tess is beautiful.
-PROMPT: Betty is beautiful. Tess is beautiful. Listen. More. {bk08-l3c-f2-04-q.mp3}
+TEMPLATE: Betty is beautiful.\nTess is beautiful.
+PROMPT: More. {bk08-l3c-f2-04-q.mp3}
 RESPONSE: Is Betty more beautiful than Tess? {bk08-l3c-f2-04-a.mp3}
 
-TEMPLATE: Bill is important at work now.
-TEMPLATE: Ted is important at work now.
-PROMPT: Bill is important at work now. Ted is important at work now. Listen. More. {bk08-l3c-f2-05-q.mp3}
+TEMPLATE: Bill is important at work now.\nTed is important at work now.
+PROMPT: More. {bk08-l3c-f2-05-q.mp3}
 RESPONSE: Is Bill more important than Ted at work now? {bk08-l3c-f2-05-a.mp3}
 
-TEMPLATE: That movie isn't exciting.
-TEMPLATE: This movie isn't exciting.
-PROMPT: That movie isn't exciting. This movie isn't exciting. Listen. Less. {bk08-l3c-f2-06-q.mp3}
+TEMPLATE: That movie isn't exciting.\nThis movie isn't exciting.
+PROMPT: Less. {bk08-l3c-f2-06-q.mp3}
 RESPONSE: Is that movie less exciting than this movie? {bk08-l3c-f2-06-a.mp3}
 
-TEMPLATE: My apartment has interesting furniture in it.
-TEMPLATE: Your apartment has interesting furniture, too.
-PROMPT: My apartment has interesting furniture in it. Your apartment has interesting furniture too. Listen. More. {bk08-l3c-f2-07-q.mp3}
+TEMPLATE: My apartment has interesting furniture in it.\nYour apartment has interesting furniture, too.
+PROMPT: More. {bk08-l3c-f2-07-q.mp3}
 RESPONSE: Does my apartment have more interesting furniture than your apartment? {bk08-l3c-f2-07-a.mp3}
 
-TEMPLATE: She cooked healthy food last night.
-TEMPLATE: I cooked healthy food, too.
-PROMPT: She cooked healthy food last night. I cooked healthy food too. Listen. More. {bk08-l3c-f2-08-q.mp3}
+TEMPLATE: She cooked healthy food last night.\nI cooked healthy food, too.
+PROMPT: More. {bk08-l3c-f2-08-q.mp3}
 RESPONSE: Did she cook healthier food than I cooked last night? {bk08-l3c-f2-08-a.mp3}
 
-# Source: ST §Change the Sentence
+# Source: ST §The Book Was More Interesting Than the Movie
 $PRODUCE Say It with Less
-ID: l3-s14
-INTRO: Turn each sentence around. If the book was more interesting than the movie, then the movie was — well, you know. Say the new sentence with "less", then check the model.
-INSTRUCTION: Change the sentence aloud. Use "less".
+ID: l3-s12
+INTRO: Turn each "more" sentence around: same fact, said with "less". Say the new sentence, then check the model.
+INSTRUCTION: Change each sentence to use "less".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
-EXAMPLE
-PROMPT: The book was more interesting than the movie.
-RESPONSE: The movie was less interesting than the book.
-
 PROMPT: English is more difficult than Spanish.
 RESPONSE: Spanish is less difficult than English.
 
@@ -893,19 +1067,15 @@ RESPONSE: That letter is less important than this one.
 PROMPT: Meat is more expensive than fruit.
 RESPONSE: Fruit is less expensive than meat.
 
-# Source: ST §The Most Difficult Language
-$PRODUCE Say It with Least
-ID: l3-s15
-INTRO: Now the superlatives. Use the word in parentheses to say what is the least — poor yellow squash never had a chance. Say the whole sentence aloud.
-INSTRUCTION: Change the sentences aloud using the cue.
+# Source: ST §Chinese Is the Most Difficult Language
+$PRODUCE Say It with the Least
+ID: l3-s13
+INTRO: Now the superlative in reverse. Restate each opinion with "the least", using the word in parentheses.
+INSTRUCTION: Change each sentence to use the word in parentheses with "the least".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
-EXAMPLE
-PROMPT: Chinese is the most difficult language. (French / least)
-RESPONSE: French is the least difficult language.
-
 PROMPT: Carlos thinks soccer is the most exciting sport. (basketball)
 RESPONSE: Carlos thinks basketball is the least exciting sport.
 
@@ -930,85 +1100,52 @@ RESPONSE: Pete thinks baseball is the least difficult game.
 PROMPT: Henry thinks San Antonio is the most beautiful city. (New York)
 RESPONSE: Henry thinks New York is the least beautiful city.
 
-# Source: ST §Make a Question
-$PRODUCE Make a Comparison Question
-ID: l3-s17
-INTRO: Now build the question yourself from the two words given. Use "more" or "less" — the model answers use "more".
-INSTRUCTION: Make a question with the words that are given. Use "more" or "less" in the question.
+# Source: ST §Which Is More Expensive, an Automobile or a Bicycle?
+$PRODUCE Build the Question
+ID: l3-s15
+INTRO: From three cue words, build one comparison question with "more". The example shows the pattern — then it's all yours.
+INSTRUCTION: Form a question comparing the two items using "more" or "less".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: expensive car/camera
+PROMPT: expensive car / camera
 RESPONSE: Which is more expensive, a car or a camera?
 
-PROMPT: difficult French/Arabic
+PROMPT: difficult French / Arabic
 RESPONSE: Which is more difficult, French or Arabic?
 
-PROMPT: important food/money
+PROMPT: important food / money
 RESPONSE: Which is more important, food or money?
 
-PROMPT: delicious cookies/apples
-RESPONSE: Which is more delicious, cookies or apples?
+PROMPT: delicious cookies / apples
+RESPONSE: Which are more delicious, cookies or apples?
 
-PROMPT: expensive sofa/chair
+PROMPT: expensive sofa / chair
 RESPONSE: Which is more expensive, a sofa or a chair?
 
-PROMPT: beautiful spring/winter
+PROMPT: beautiful spring / winter
 RESPONSE: Which is more beautiful, spring or winter?
 
-PROMPT: delicious rice/potatoes
-RESPONSE: Which is more delicious, rice or potatoes?
+PROMPT: delicious rice / potatoes
+RESPONSE: Which are more delicious, rice or potatoes?
 
-PROMPT: interesting book/movie
+PROMPT: interesting book / movie
 RESPONSE: Which is more interesting, a book or a movie?
 
-PROMPT: beautiful lake/flowers
+PROMPT: beautiful lake / flowers
 RESPONSE: Which is more beautiful, a lake or flowers?
 
-# Source: LLA 3D Figure 4
-$PRODUCE More, Most, Less, Least: Fill In
-ID: 3d-f4
-INPUT: type
-CHECK: exact
-INTRO: Listen to the statements, then type the missing words in the sentence on the screen — comparative or superlative, as the sentence requires.
-INSTRUCTION: Type the missing words.
-
-EXAMPLE
-PROMPT: The red car is expensive. The blue car is more expensive. And the yellow car is the most expensive. {bk08-l3d-f4-ex1.mp3}
-TEMPLATE: The yellow car is ____{the most} expensive, the blue car is ____{less expensive}, and the ____{red} car is the ____{least} expensive.
-RESPONSE: The yellow car is the most expensive, the blue car is less expensive, and the red car is the least expensive.
-
-PROMPT: Station-to-station calls are less expensive than person-to-person calls. {bk08-l3d-f4-01.mp3}
-TEMPLATE: Person-to-person calls are ____{more expensive} than station-to-station calls.
-RESPONSE: Person-to-person calls are more expensive than station-to-station calls.
-
-PROMPT: Bill is hungrier than Tom. {bk08-l3d-f4-02.mp3}
-TEMPLATE: Bill is ____{hungrier} ____{than} Tom.
-RESPONSE: Bill is hungrier than Tom.
-
-PROMPT: John's lunch was delicious. Ted's lunch was more delicious. And Frank's lunch was the most delicious. {bk08-l3d-f4-03.mp3}
-TEMPLATE: Frank's lunch was ____{the} ____{most} delicious, Ted's lunch was ____{less} delicious, and John's lunch was the least ____{delicious}.
-RESPONSE: Frank's lunch was the most delicious, Ted's lunch was less delicious, and John's lunch was the least delicious.
-
-PROMPT: Mary's test was difficult. Bob's test was less difficult. And Sally's test was the least difficult. {bk08-l3d-f4-04.mp3}
-TEMPLATE: Sally's test was the least ____{difficult}, Bob's test was ____{more} difficult, and Mary's test was ____{the most} ____{difficult}.
-RESPONSE: Sally's test was the least difficult, Bob's test was more difficult, and Mary's test was the most difficult.
-
-# Source: ST §Answer the Questions
-$PRODUCE Which Is More...?
-ID: l3-s16
-INTRO: Your opinion this time — there's no wrong choice, only wrong grammar. Answer each question aloud with a full comparative sentence.
-INSTRUCTION: Answer the questions aloud with a full sentence. Use "more" or "less".
+# Source: ST §Which Is More Exciting, Tennis or Volleyball?
+$PRODUCE Your Opinion: More or Less?
+ID: l3-s14
+INTRO: Now your own opinions. Answer each question in a full sentence with "more" or "less" — there's no wrong taste, only wrong grammar.
+INSTRUCTION: Answer each question in a complete sentence using "more" or "less".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any grammatical full-sentence answer that uses a comparative (more/less) to choose one of the options in the prompt.
-
-EXAMPLE
-PROMPT: Which is more exciting, tennis or volleyball?
-RESPONSE: Tennis is more exciting than volleyball.
+RUBRIC: Accept any grammatically correct full sentence using "more" or "less" to compare the two given choices.
 
 PROMPT: Which is more interesting, math or language?
 RESPONSE: Language is more interesting than math.
@@ -1023,7 +1160,7 @@ PROMPT: Which is more expensive, a long distance call or a local call?
 RESPONSE: A long distance call is more expensive than a local call.
 
 PROMPT: Which is more beautiful, the ocean or the mountains?
-RESPONSE: The ocean is more beautiful than the mountains.
+RESPONSE: The mountains are more beautiful than the ocean.
 
 PROMPT: Which language is less difficult, Arabic or Chinese?
 RESPONSE: Arabic is less difficult than Chinese.
@@ -1034,65 +1171,57 @@ RESPONSE: New York is more interesting than London.
 PROMPT: Which is less expensive, a sweater or a coat?
 RESPONSE: A sweater is less expensive than a coat.
 
-# Source: ST §Ask and Answer Questions
-$PRODUCE Ask and Answer: Most and Least
-ID: l3-s18
-INTRO: The final comparison drill — promise. Ask the superlative question about the three items, then answer it yourself. Choose whichever item you like; the grammar is what counts.
-INSTRUCTION: Ask questions aloud and answer them. Use the words that are given.
+# SKIPPED (book): "I THINK FRENCH BREAD IS MORE DELICIOUS..." — open classroom discussion without fixed cues.
+
+# Source: ST §Which Is the Most Interesting Book?
+$PRODUCE Ask and Answer: The Most and the Least
+ID: l3-s16
+INTRO: Ask a superlative question about the three items, then answer it yourself. You get to be both sides of the conversation.
+INSTRUCTION: Ask a superlative question using the given items and answer it.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept a correctly formed superlative question asking "Which is the...", followed by a matching short or long answer choosing one of the items.
+RUBRIC: Accept any grammatically correct superlative question and corresponding answer using the given words.
 
 EXAMPLE
 PROMPT: button, camera, can opener (most expensive)
-RESPONSE: Which is the most expensive? A camera is the most expensive.
+RESPONSE: Which is the most expensive?\n— A camera is the most expensive.
 
 PROMPT: candy, corn, eggs (most delicious)
-RESPONSE: Which is the most delicious? Candy is the most delicious.
+RESPONSE: Which is the most delicious?\n— Candy is the most delicious.
 
 PROMPT: spring, summer, winter (most beautiful)
-RESPONSE: Which is the most beautiful? Spring is the most beautiful.
+RESPONSE: Which is the most beautiful?\n— Spring is the most beautiful.
 
 PROMPT: baseball, basketball, volleyball (least exciting)
-RESPONSE: Which is the least exciting? Baseball is the least exciting.
+RESPONSE: Which is the least exciting?\n— Volleyball is the least exciting.
 
 PROMPT: Army, Air Force, Navy (most exciting)
-RESPONSE: Which is the most exciting? The Air Force is the most exciting.
+RESPONSE: Which is the most exciting?\n— The Air Force is the most exciting.
 
 PROMPT: books, movies, television (least interesting)
-RESPONSE: Which is the least interesting? Television is the least interesting.
+RESPONSE: Which is the least interesting?\n— Television is the least interesting.
 
 PROMPT: soccer, tennis, football (most difficult)
-RESPONSE: Which is the most difficult? Football is the most difficult.
+RESPONSE: Which is the most difficult?\n— Tennis is the most difficult.
 
-# SKIPPED (ST): "I THINK FRENCH BREAD IS MORE DELICIOUS THAN ANY OTHER KIND OF BREAD." — open discussion task using comparatives; co-constructed production without a determinate correct answer. Dropped.
+$SESSION 3-7: May and Might
 
-$LESSON 3-4: May and Might
-
-# Source: ST §May and Might (grammar box)
-$GRAMMAR May and Might
-ID: l3-s26
-INTRO: This part's goal: saying what may or might happen — things you're not sure about. May and might mean the same thing here. Read the table.
-
-{When are you going to see Major Williams?}
-{I may see him at lunch.}
-
-| | | |
-|---|---|---|
-| I, You, John, Marie, Bob and Linda, Steve and I | **may** / **might** | go to the movies. |
-
-# Source: ST §May and Might (dialogs)
-$DIALOGUE May and Might in Conversation
-ID: l3-s27
-INTRO: Five tiny conversations, all full of uncertainty. Listen and repeat.
-INSTRUCTION: Repeat the dialogs.
+# Source: ST §When Are You Going to See Major Williams?
+$DIALOGUE Short Talks with May and Might
+ID: l3-s23
+INTRO: In this part you'll learn to talk about things that are possible — with "may" and "might". Five short exchanges to start. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
 REPEAT
 
 Larry: It's raining.
+
+VOCAB: might
 Terry: We might not walk to the store.
 
 Pvt_Jones: When is Capt Williams going to Spain?
+
+VOCAB: may
 Sgt_Cline: He may go next month.
 
 Ralph: When are you going to the gym today?
@@ -1104,58 +1233,68 @@ Jim: I may. It's a beautiful drive.
 Elaine: Will I need to take a sweater to the movie?
 Susan: You might; sometimes it's cool there.
 
+# Source: ST §May and Might (table recast as cards)
+$GRAMMAR May and Might
+ID: l3-s22
+INTRO: One small word, a whole world of maybe.
+
+CARD: Use **may** or **might** to say something is possible — you're not sure, but it could happen.
+{I may go to the movies.}
+{We might not walk to the store.}
+
+CARD: **May** and **might** stay the same for every subject, and the verb after them never changes.
+{John may go to the movies.}
+{Bob and Linda might go to the movies.}
+
+SUMMARY:
+| | | |
+|---|---|---|
+| I<br>You<br>John<br>Marie<br>Bob and Linda<br>Steve and I | **may**<br>**might** | go to the movies. |
+
 # Source: LLA 3C Figure 3
 $PRODUCE Answer with May
-ID: 3c-f3
+ID: 8-3c-f3
 INPUT: speak
 CHECK: reveal
-INTRO: Answer each question with "may", using the cue you hear. Nobody in this drill is sure of anything — that's the point. Then repeat the model answer.
-INSTRUCTION: Answer using "may".
 REPEAT
+INTRO: Listen to the question and the cue phrase, then answer aloud with "may". Repeat the model answer after.
+INSTRUCTION: Answer the question aloud using "may".
 
 EXAMPLE
-TEMPLATE: When will Ben go to London? (this summer)
-PROMPT: When will Ben go to London this summer? {bk08-l3c-f3-ex-q.mp3}
+PROMPT: When will Ben go to London?\n— this summer {bk08-l3c-f3-ex-q.mp3}
 RESPONSE: He may go this summer. {bk08-l3c-f3-ex-a.mp3}
 
-TEMPLATE: Who will meet John at the airport?
-PROMPT: Who will meet John at the airport? Mary. {bk08-l3c-f3-01-q.mp3}
+PROMPT: Who will meet John at the airport?\n— Mary {bk08-l3c-f3-01-q.mp3}
 RESPONSE: Mary may meet John at the airport. {bk08-l3c-f3-01-a.mp3}
 
-TEMPLATE: When do you think Ben will see Sue?
-PROMPT: When do you think Ben will see Sue? Tonight. {bk08-l3c-f3-02-q.mp3}
+PROMPT: When do you think Ben will see Sue?\n— Tonight {bk08-l3c-f3-02-q.mp3}
 RESPONSE: Ben may see Sue tonight. {bk08-l3c-f3-02-a.mp3}
 
-TEMPLATE: Where will Mr. Brown be next hour?
-PROMPT: Where will Mr. Brown be next hour? The classroom. {bk08-l3c-f3-03-q.mp3}
+PROMPT: Where will Mr. Brown be next hour?\n— The classroom {bk08-l3c-f3-03-q.mp3}
 RESPONSE: Mr. Brown may be in the classroom next hour. {bk08-l3c-f3-03-a.mp3}
 
-TEMPLATE: Where can I find a pay phone?
-PROMPT: Where can I find a pay phone? Next door. {bk08-l3c-f3-04-q.mp3}
+PROMPT: Where can I find a pay phone?\n— Next door {bk08-l3c-f3-04-q.mp3}
 RESPONSE: You may find a pay phone next door. {bk08-l3c-f3-04-a.mp3}
 
-TEMPLATE: How is he going to travel to New York?
-PROMPT: How is he going to travel to New York? By plane. {bk08-l3c-f3-05-q.mp3}
-RESPONSE: He may travel to New York by plane.
+PROMPT: How is he going to travel to New York?\n— By plane {bk08-l3c-f3-05-q.mp3}
+RESPONSE: He may travel by plane.
 
-TEMPLATE: When does she want to leave?
-PROMPT: When does she want to leave? Soon. {bk08-l3c-f3-06-q.mp3}
+PROMPT: When does she want to leave?\n— Soon {bk08-l3c-f3-06-q.mp3}
 RESPONSE: She may want to leave soon. {bk08-l3c-f3-06-a.mp3}
 
-TEMPLATE: Which dress does Mary want?
-PROMPT: Which dress does Mary want? Less expensive. {bk08-l3c-f3-07-q.mp3}
+PROMPT: Which dress does Mary want?\n— Less expensive {bk08-l3c-f3-07-q.mp3}
 RESPONSE: Mary may want the less expensive one. {bk08-l3c-f3-07-a.mp3}
 
-TEMPLATE: Does Harry want the cheap or the expensive car?
-PROMPT: Does Harry want the cheap or the expensive car? Cheap. {bk08-l3c-f3-08-q.mp3}
+PROMPT: Does Harry want the cheap or the expensive car?\n— Cheap {bk08-l3c-f3-08-q.mp3}
 RESPONSE: Harry may want the cheap one. {bk08-l3c-f3-08-a.mp3}
 
 # Source: LLA 3C Figure 4
-$PRODUCE What May Happen?
-ID: 3c-f4
+$PRODUCE Complete the Sentence with May
+ID: 8-3c-f4
 INPUT: type
 CHECK: exact
-INTRO: Listen to the situation, then type the missing word. If she bought shampoo, what may happen tonight? Exactly.
+REPEAT
+INTRO: Listen to the situation, then type the missing word to complete the "may" sentence. Then say the whole sentence back.
 INSTRUCTION: Type the missing word.
 
 EXAMPLE
@@ -1167,7 +1306,7 @@ ACCEPT: rain
 PROMPT: John took his camera. {bk08-l3c-f4-01-q.mp3}
 TEMPLATE: John may take some ____.
 RESPONSE: John may take some pictures. {bk08-l3c-f4-01-a.mp3}
-ACCEPT: pictures | photos | photographs
+ACCEPT: pictures
 
 PROMPT: She got some shampoo. {bk08-l3c-f4-02-q.mp3}
 TEMPLATE: She may wash her ____ tonight.
@@ -1182,7 +1321,7 @@ ACCEPT: letter
 PROMPT: He called the airlines. {bk08-l3c-f4-04-q.mp3}
 TEMPLATE: He may take a ____.
 RESPONSE: He may take a trip. {bk08-l3c-f4-04-a.mp3}
-ACCEPT: trip | flight | plane | vacation
+ACCEPT: trip
 
 PROMPT: Bill asked Mary to the party. {bk08-l3c-f4-05-q.mp3}
 TEMPLATE: Mary ____ go with him.
@@ -1204,163 +1343,15 @@ TEMPLATE: Mary may buy a ____.
 RESPONSE: Mary may buy a dress. {bk08-l3c-f4-08-a.mp3}
 ACCEPT: dress
 
-# Source: ST §Which Statement is True?
-$SELECT What Must Be True?
-ID: l3-s30
-INTRO: A little detective work. Read each sentence and tap the statement that must be true about it — no phone required, just logic.
-INSTRUCTION: Read the sentence. Tap the true statement about the sentence.
-
-PROMPT: Frank cashed a check.
-OPTION: a | He bought a new car.
-OPTION: b | He stayed at a hotel.
-OPTION: c | He needed some money.
-OPTION: d | He wrote some letters.
-ANSWER: c
-
-PROMPT: The Madisons paid their dinner check.
-OPTION: a | They went to the grocery store.
-OPTION: b | They wore their new clothes.
-OPTION: c | They ate dinner at a restaurant.
-OPTION: d | They had their dinner at home.
-ANSWER: c
-
-PROMPT: Oh, I didn't bring my raincoat!
-OPTION: a | It's raining outside.
-OPTION: b | It's a sunny day today.
-OPTION: c | The sun is shining.
-OPTION: d | It's night time now.
-ANSWER: a
-
-PROMPT: Dan sent me a postcard.
-OPTION: a | He's writing a check.
-OPTION: b | He's taking pictures.
-OPTION: c | He's on the phone.
-OPTION: d | He's on vacation.
-ANSWER: d
-
-PROMPT: Jan took some medicine and went to bed.
-OPTION: a | She's sick.
-OPTION: b | She's a doctor.
-OPTION: c | She's healthy.
-OPTION: d | She's angry.
-ANSWER: a
-
-PROMPT: Ray hung up the phone.
-OPTION: a | He's talking to someone.
-OPTION: b | He finished his call.
-OPTION: c | It's a public phone.
-OPTION: d | Local calls are cheap.
-ANSWER: b
-
-PROMPT: The line is busy.
-OPTION: a | It's a pay phone.
-OPTION: b | Someone is talking.
-OPTION: c | Put money in the slot.
-OPTION: d | Make your call now.
-ANSWER: b
-
-PROMPT: He asked his father for money.
-OPTION: a | He had traveler's checks.
-OPTION: b | He has money in the bank.
-OPTION: c | He cashed his check.
-OPTION: d | He needs some money.
-ANSWER: d
-
-# Source: ST §It Might Rain Tonight
-$PRODUCE Change May to Might
-ID: l3-s29
-INTRO: Swap "may" for "might" — the meaning doesn't change one bit. Say the whole sentence aloud, then check the model.
-INSTRUCTION: Change the sentences aloud. Use "might".
+# Source: ST §It May Snow Tonight
+$PRODUCE Answer with May or Might
+ID: l3-s24
+INTRO: Answer each question with "may" or "might", using the cue in parentheses. Say your answer, then check the model.
+INSTRUCTION: Answer each question with "may" or "might" using the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
-EXAMPLE
-PROMPT: I'm tired. I *may* go to bed early.
-RESPONSE: I'm tired. I might go to bed early.
-
-PROMPT: Jane is getting sick. She *may* miss school tomorrow.
-RESPONSE: Jane is getting sick. She might miss school tomorrow.
-
-PROMPT: The plane took off late. It *may* not be on time.
-RESPONSE: The plane took off late. It might not be on time.
-
-PROMPT: My sister called today. She *may* visit us on her vacation.
-RESPONSE: My sister called today. She might visit us on her vacation.
-
-PROMPT: Ken fell and hurt his arm. He *may* not play baseball tomorrow night.
-RESPONSE: Ken fell and hurt his arm. He might not play baseball tomorrow night.
-
-PROMPT: I'm going to take a jacket because it *may* get cold tonight.
-RESPONSE: I'm going to take a jacket because it might get cold tonight.
-
-PROMPT: Jackie is asking a question. She *may* not understand the teacher.
-RESPONSE: Jackie is asking a question. She might not understand the teacher.
-
-PROMPT: It's cloudy outside. It *may* rain soon.
-RESPONSE: It's cloudy outside. It might rain soon.
-
-# Source: LLA 3D Figure 3
-$PRODUCE May or Will?
-ID: 3d-f3
-INPUT: type
-CHECK: exact
-INTRO: May or will? If it's certain, type "will"; if it's only possible, type "may". Listen to the context sentence first, then repeat the completed sentence.
-INSTRUCTION: Type "may" or "will".
-REPEAT
-
-EXAMPLE
-TEMPLATE: John ____ be studying.
-PROMPT: John has a test tomorrow. {bk08-l3d-f3-ex1-q.mp3}
-RESPONSE: John may be studying. {bk08-l3d-f3-ex1-a.mp3}
-ACCEPT: may
-
-EXAMPLE
-TEMPLATE: I ____ get there at noon.
-PROMPT: I need to get there at noon. {bk08-l3d-f3-ex2-q.mp3}
-RESPONSE: I will get there at noon. {bk08-l3d-f3-ex2-a.mp3}
-ACCEPT: will
-
-TEMPLATE: I ____ see the doctor tomorrow.
-PROMPT: I made a doctor's appointment for tomorrow. {bk08-l3d-f3-01-q.mp3}
-RESPONSE: I will see the doctor tomorrow. {bk08-l3d-f3-01-a.mp3}
-ACCEPT: will
-
-TEMPLATE: I ____ go out tonight.
-PROMPT: I need to study, but I want to go out tonight. {bk08-l3d-f3-02-q.mp3}
-RESPONSE: I may go out tonight. {bk08-l3d-f3-02-a.mp3}
-ACCEPT: may
-
-TEMPLATE: He ____ be here at 10.
-PROMPT: He can be here at 10 o'clock. {bk08-l3d-f3-03-q.mp3}
-RESPONSE: He may be here at 10 o'clock. {bk08-l3d-f3-03-a.mp3}
-ACCEPT: may
-
-TEMPLATE: She ____ take a trip.
-PROMPT: She bought an airline ticket. {bk08-l3d-f3-04-q.mp3}
-RESPONSE: She will take a trip. {bk08-l3d-f3-04-a.mp3}
-ACCEPT: will
-
-TEMPLATE: Harry ____ go in his car.
-PROMPT: Harry can go in his car. {bk08-l3d-f3-05-q.mp3}
-RESPONSE: Harry may go in his car. {bk08-l3d-f3-05-a.mp3}
-ACCEPT: may
-
-TEMPLATE: The woman ____ read a book.
-PROMPT: The woman got a book from the library. {bk08-l3d-f3-06-q.mp3}
-RESPONSE: The woman will read a book. {bk08-l3d-f3-06-a.mp3}
-ACCEPT: will
-
-# Source: ST §It May Snow Tonight
-$PRODUCE It May Snow Tonight
-ID: l3-s28
-INTRO: Answer each question with "may" or "might", using the cue in parentheses. Which one you choose is up to you — fitting, for a lesson about uncertainty.
-INSTRUCTION: Answer the questions aloud with "may" or "might".
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a full-sentence answer using "may" or "might" that incorporates the information from the cue.
-
 EXAMPLE
 PROMPT: Where's Fred? (the garage)
 RESPONSE: He may be in the garage.
@@ -1370,7 +1361,7 @@ PROMPT: When is your sister coming to town? (next week)
 RESPONSE: She might come next week.
 
 PROMPT: When is Tom going to New York? (September)
-RESPONSE: He may go in September.
+RESPONSE: He may go to New York in September.
 
 PROMPT: How will Tom go to New York? (by plane)
 RESPONSE: He might go by plane.
@@ -1379,246 +1370,234 @@ PROMPT: Why is Sally studying? (have a test)
 RESPONSE: She may have a test.
 
 PROMPT: What is Major Moore buying? (a new uniform)
-RESPONSE: He might be buying a new uniform.
+RESPONSE: He might buy a new uniform.
 
 PROMPT: How will Sgt Heye get to work tomorrow? (go with Sgt Brooks)
 RESPONSE: He may go with Sgt Brooks.
 
 PROMPT: Where's Lt Williams going? (the library)
-RESPONSE: He might be going to the library.
+RESPONSE: He might go to the library.
 
 PROMPT: Why is Judy running? (be late)
 RESPONSE: She may be late.
 
-# SKIPPED (ST): "WE MAY GO TO THE AIR SHOW THIS WEEKEND." — talk/write about open-ended weekend plans with may/might; no determinate answer. Dropped.
-
-$LESSON 3-5: Putting It All Together
-
-# Source: LLA 3D Figure 1
-$SELECT Syllable Review
-ID: 3d-f1
-INTRO: Last part: everything together — calls, comparisons, may and might, and some careful writing. First, one more round of syllable counting. Tap the number, then repeat the word.
-INSTRUCTION: Tap the number of syllables.
-REPEAT
-
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-OPTION: 5 | 5
-
-PROMPT: difficult {bk08-l3d-f1-01.mp3}
-ANSWER: 3
-FEEDBACK: The word "difficult" has 3 syllables. {bk08-l3d-f1-01-a.mp3}
-
-PROMPT: beautiful {bk08-l3d-f1-02.mp3}
-ANSWER: 3
-FEEDBACK: The word "beautiful" also has 3 syllables. {bk08-l3d-f1-02-a.mp3}
-
-PROMPT: workout {bk08-l3d-f1-03.mp3}
-ANSWER: 2
-FEEDBACK: The word "workout" has 2 syllables. {bk08-l3d-f1-03-a.mp3}
-
-PROMPT: exciting {bk08-l3d-f1-04.mp3}
-ANSWER: 3
-FEEDBACK: The word "exciting" has 3 syllables. {bk08-l3d-f1-04-a.mp3}
-
-PROMPT: terrific {bk08-l3d-f1-05.mp3}
-ANSWER: 3
-FEEDBACK: The word "terrific" has 3 syllables. {bk08-l3d-f1-05-a.mp3}
-
-PROMPT: ocean {bk08-l3d-f1-06.mp3}
-ANSWER: 2
-FEEDBACK: The word "ocean" has 2 syllables. {bk08-l3d-f1-06-a.mp3}
-
-PROMPT: kernel {bk08-l3d-f1-07.mp3}
-ANSWER: 2
-FEEDBACK: The word "kernel" has 2 syllables. {bk08-l3d-f1-07-a.mp3}
-
-PROMPT: delicious {bk08-l3d-f1-08.mp3}
-ANSWER: 3
-FEEDBACK: The word "delicious" has 3 syllables. {bk08-l3d-f1-08-a.mp3}
-
-PROMPT: evening {bk08-l3d-f1-09.mp3}
-ANSWER: 2
-FEEDBACK: The word "evening" has 2 syllables. {bk08-l3d-f1-09-a.mp3}
-
-PROMPT: lieutenant {bk08-l3d-f1-10.mp3}
-ANSWER: 3
-FEEDBACK: The word "lieutenant" has 3 syllables. {bk08-l3d-f1-10-a.mp3}
-
-# Source: LLA 3D Figure 2 (Part 1)
-$DIALOGUE A Call to New York
-ID: 3d-f2
-INTRO: A young man wants to call New York, and the operator explains his options — including the cheaper one. Just listen; questions follow.
-INSTRUCTION: Listen to the dialogue.
-
-Operator: Operator, may I help you? {page_065_001.jpg} {bk08-l3d-f1-11.mp3}
-Man: Yes. I want to make a long-distance call to New York. {page_065_001.jpg} {bk08-l3d-f1-12.mp3}
-Operator: A person-to-person call or a station-to-station call? {page_065_001.jpg} {bk08-l3d-f1-13.mp3}
-Man: I don't know. Which is less expensive? {page_065_001.jpg} {bk08-l3d-f1-14.mp3}
-Operator: A station-to-station call is less expensive than a person-to-person call. {page_065_001.jpg} {bk08-l3d-f1-15.mp3}
-Man: A station-to-station call then, please. The number is 518-555-3897. {page_065_001.jpg} {bk08-l3d-f1-16.mp3}
-Operator: Just a minute, please. I'm sorry, that line is busy. Hang up and try again later, please. {page_065_001.jpg} {bk08-l3d-f1-17.mp3}
-
-# Source: LLA 3D Figure 2 (Part 2)
-$PRODUCE Questions About the Call
-ID: 3d-f2-b
-REFERENCE
-INTRO: Now three questions about that call. Read each question as you hear it, answer aloud with a full sentence, then repeat the correct answer. You can open the dialogue to check.
-INSTRUCTION: Answer the questions aloud.
+# Source: ST §It Might Rain Tonight
+$PRODUCE Change May to Might
+ID: l3-s25
+INTRO: Same meaning, different word. Say each sentence again with "might".
+INSTRUCTION: Change each sentence to use "might" instead of "may".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
-REPEAT
-
-PROMPT: 1. What city did the young man want to call? {bk08-l3d-f2-01-q.mp3}
-RESPONSE: He wanted to call New York. {bk08-l3d-f2-01-a.mp3}
-
-PROMPT: 2. Which call is less expensive? {bk08-l3d-f2-02-q.mp3}
-RESPONSE: A station-to-station call is less expensive than a person-to-person call. {bk08-l3d-f2-02-a.mp3}
-
-PROMPT: 3. What did the operator say about his call? {bk08-l3d-f2-03-q.mp3}
-RESPONSE: He'll try again later. {bk08-l3d-f2-03-a.mp3}
-
-# Source: ST §Can You Help Me, Please?
-$DIALOGUE Can You Help Me, Please?
-ID: l3-s20
-INTRO: Four short conversations about phone calls — kinds, costs, and the cheapest time to call home. Just listen and read.
-INSTRUCTION: Read the dialogs.
-
-Carol: Can you help me, please? I want to make a long distance call. {st-page_112_001.jpg}
-Sam: There are two kinds, station-to-station and person-to-person.
-Carol: Which is cheaper?
-Sam: Calls without the operator's help.
-Carol: Which kind is that?
-Sam: Station-to-station.
-
-Bob: Excuse me. Can you help me? How can I make a local call on this pay phone? {st-page_112_002.jpg}
-Linda: First listen for the dial tone. Then deposit the coins in the slot and dial.
-Bob: What do local calls on a pay phone cost?
-Linda: Different cities have different prices, but in this city they cost 25 cents.
-Bob: Thanks for your help.
-Linda: You're welcome.
-
-Pvt_Moore: How much does a long distance call cost?
-Pvt_King: When are you making the call?
-Pvt_Moore: Well, when is it less expensive?
-Pvt_King: Weekdays after 5 p.m. and on weekends.
-Pvt_Moore: When can I make the cheapest long distance call?
-Pvt_King: Between 11 p.m. and 8 a.m.
-
-Sandra: I'd like to make a person-to-person call, but first I need to know the cost.
-David: Look it up in the front of the phone book or ask the operator.
-Sandra: Thanks. I'll do that.
-David: You're welcome.
-
-# Source: ST §I Want to Make a...
-$PRODUCE Complete the Phone Sentences
-ID: l3-s21
-REFERENCE
-INTRO: Finish each sentence so it matches what you just read in the conversations — you can open them to check. Any sensible, correct completion works.
-INSTRUCTION: Complete the sentences.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any completion that is factually consistent with the preceding dialogs and grammatically correct, whether the learner types only the completion phrase or the full sentence including the prompt text.
 
 EXAMPLE
-PROMPT: How can I make
-RESPONSE: How can I make a long distance call?
+PROMPT: I'm tired. I may go to bed early.
+RESPONSE: I'm tired. I might go to bed early.
 
-PROMPT: How much
-RESPONSE: How much does a long distance call cost?
+PROMPT: Jane is getting sick. She may miss school tomorrow.
+RESPONSE: Jane is getting sick. She might miss school tomorrow.
 
-PROMPT: I want to make
-RESPONSE: I want to make a local call on this pay phone.
+PROMPT: The plane took off late. It may not be on time.
+RESPONSE: The plane took off late. It might not be on time.
 
-PROMPT: Operator,
-RESPONSE: Operator, I'd like to make a long distance call.
+PROMPT: My sister called today. She may visit us on her vacation.
+RESPONSE: My sister called today. She might visit us on her vacation.
 
-PROMPT: Which kind of long distance call
-RESPONSE: Which kind of long distance call is cheaper?
+PROMPT: Ken fell and hurt his arm. He may not play baseball tomorrow night.
+RESPONSE: Ken fell and hurt his arm. He might not play baseball tomorrow night.
 
-PROMPT: Calls without the operator's help
-RESPONSE: Calls without the operator's help are cheaper.
+PROMPT: I'm going to take a jacket because it may get cold tonight.
+RESPONSE: I'm going to take a jacket because it might get cold tonight.
 
-PROMPT: Person-to-person calls
-RESPONSE: Person-to-person calls are more expensive.
+PROMPT: Jackie is asking a question. She may not understand the teacher.
+RESPONSE: Jackie is asking a question. She might not understand the teacher.
 
-PROMPT: Station-to-station calls
-RESPONSE: Station-to-station calls are less expensive than person-to-person calls.
+PROMPT: It's cloudy outside. It may rain soon.
+RESPONSE: It's cloudy outside. It might rain soon.
 
-# SKIPPED (ST): "HELP!" — take a role and construct a conversation asking for help. Open, co-constructed role-play with no determinate model answer. Dropped.
+# Source: LLA 3D Figure 3
+$PRODUCE May or Will?
+ID: 8-3d-f3
+INTRO: "Will" is sure; "may" is only maybe. Listen to the clue sentence, then type the right one. Listen to the model and repeat.
+INSTRUCTION: Type "may" or "will".
+INPUT: type
+CHECK: exact
+REPEAT
 
-# Source: ST §I'm Mad!
-$DIALOGUE I'm Mad!
-ID: l3-s25
-INTRO: Jeff is mad at a pay phone. It happens to everyone, eventually. Read the dialog.
-INSTRUCTION: Read the dialog.
+EXAMPLE
+PROMPT: John has a test tomorrow. {bk08-l3d-f3-ex1-q.mp3}
+TEMPLATE: John *may* be studying.
+RESPONSE: John may be studying. {bk08-l3d-f3-ex1-a.mp3}
+ACCEPT: may
 
-Jeff: I'm mad!
-NOTES: mad = angry
-Gary: Why?
-Jeff: I can't make a call on this phone!
-Gary: Why not?
-Jeff: I don't know. I put in a dime.
-Gary: A local call costs a quarter, here.
-Jeff: Oh! It's more expensive than I thought!
-Gary: Do you need more change?
-Jeff: No thanks. Oh no! Now the line's busy!
-Gary: Hang up and try again.
+EXAMPLE
+PROMPT: I need to get there at noon. {bk08-l3d-f3-ex2-q.mp3}
+TEMPLATE: I *will* get there at noon.
+RESPONSE: I will get there at noon. {bk08-l3d-f3-ex2-a.mp3}
+ACCEPT: will
 
-# Source: LLA 3C Figure 5 (Part 1)
-$DIALOGUE Reading: Two Kinds of Calls {page_064_001.jpg}
-ID: 3c-f5
-INTRO: A short paragraph that sums up the two kinds of telephone calls. Just listen.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: I made a doctor's appointment for tomorrow. {bk08-l3d-f3-01-q.mp3}
+TEMPLATE: I ____ see the doctor tomorrow.
+RESPONSE: I will see the doctor tomorrow.
+ACCEPT: will
+
+PROMPT: I need to study, but I want to go out tonight. {bk08-l3d-f3-02-q.mp3}
+TEMPLATE: I ____ go out tonight.
+RESPONSE: I may go out tonight.
+ACCEPT: may
+
+PROMPT: He can be here at 10 o'clock. {bk08-l3d-f3-03-q.mp3}
+TEMPLATE: He ____ be here at 10.
+RESPONSE: He may be here by 10 o'clock.
+ACCEPT: may
+
+PROMPT: She bought an airline ticket. {bk08-l3d-f3-04-q.mp3}
+TEMPLATE: She ____ take a trip.
+RESPONSE: She will take a trip.
+ACCEPT: will
+
+PROMPT: Harry can go in his car. {bk08-l3d-f3-05-q.mp3}
+TEMPLATE: Harry ____ go in his car.
+RESPONSE: Harry may go in his car.
+ACCEPT: may
+
+PROMPT: The woman got a book from the library. {bk08-l3d-f3-06-q.mp3}
+TEMPLATE: The woman ____ read a book.
+RESPONSE: The woman will read a book.
+ACCEPT: will
+
+# SKIPPED (book): "WE MAY GO TO THE AIR SHOW THIS WEEKEND" items 1–4 — open oral pair conversation.
+
+# Source: ST §We May Go to the Air Show This Weekend
+$PRODUCE What May Happen to You?
+ID: l3-s26
+INTRO: Two questions about your own future. Answer with "may" or "might" — nobody will hold you to it.
+INSTRUCTION: Answer in a complete sentence using "may" or "might".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct full sentence using "may" or "might" that answers the question.
+
+PROMPT: What are you going to watch on TV tonight?
+RESPONSE: I may watch a movie on TV tonight.
+
+PROMPT: What will you be doing in five years?
+RESPONSE: I might be working as an engineer in five years.
+
+$SESSION 3-8: Putting It All Together
+
+# Source: LLA 3D Figure 2
+$DIALOGUE A Call to New York {page_065_001.jpg|Illustration of a wall-mounted pay telephone}
+ID: 8-3d-f2-dialogue
+INTRO: This last part mixes everything from the lesson. First, a young man calls New York — and, in the grand tradition of this lesson, meets a busy line. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+Operator: Operator, may I help you? {bk08-l3d-f2-01.mp3}
+Man: Yes. I want to make a long-distance call to New York. {bk08-l3d-f2-02.mp3}
+Operator: A person-to-person call or a station-to-station call? {bk08-l3d-f2-03.mp3}
+Man: I don't know. Which is less expensive? {bk08-l3d-f2-04.mp3}
+Operator: A station-to-station call is less expensive than a person-to-person call. {bk08-l3d-f2-05.mp3}
+Man: A station-to-station call then, please. The number is 518-555-3897. {bk08-l3d-f2-06.mp3}
+Operator: Just a minute, please. {bk08-l3d-f2-07.mp3}
+Operator: I'm sorry, that line is busy. Hang up and try again later, please. {bk08-l3d-f2-08.mp3}
+
+# Source: LLA 3D Figure 2 (questions)
+$PRODUCE Questions About the Call
+ID: 8-3d-f2
+REFERENCE: 8-3d-f2-dialogue
+INTRO: Three questions about the phone call. Answer each one aloud, then repeat the model answer. Open the conversation again if you need it.
+INSTRUCTION: Answer each question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What city did the young man want to call? {bk08-l3d-f2-q1.mp3}
+RESPONSE: He wanted to call New York. {bk08-l3d-f2-a1.mp3}
+
+PROMPT: Which call is less expensive? {bk08-l3d-f2-q2.mp3}
+RESPONSE: A station-to-station call is less expensive than a person-to-person call. {bk08-l3d-f2-a2.mp3}
+
+PROMPT: What did the operator say about his call? {bk08-l3d-f2-q3.mp3}
+RESPONSE: He'll try again later. {bk08-l3d-f2-a3.mp3}
+
+# Source: LLA 3C Figure 5
+$DIALOGUE Telephone Calls: A Short Paragraph
+ID: 8-3c-f5-story
+INTRO: Listen to a short paragraph about telephone calls — you'll take notes on it next.
+INSTRUCTION: Listen to the passage.
 
 LINE: You can make two kinds of telephone calls: local and long-distance. {bk08-l3c-f5-01.mp3}
-LINE: We make local calls with 1 coin in the slot. {bk08-l3c-f5-02.mp3}
-LINE: They are cheap. {bk08-l3c-f5-03.mp3}
-LINE: Long-distance calls usually take many coins in the slot. {bk08-l3c-f5-04.mp3}
-LINE: They are sometimes expensive. {bk08-l3c-f5-05.mp3}
+LINE: We make local calls with one coin in the slot. They are cheap. {bk08-l3c-f5-02.mp3}
+LINE: Long-distance calls usually take many coins in the slot. They are sometimes expensive. {bk08-l3c-f5-03.mp3}
 
-# Source: LLA 3C Figure 5 (Part 2)
-$PRODUCE Complete the Outline {page_064_001.jpg}
-ID: 3c-f5-b
+# SKIPPED (book): Writing Skill "BOX OUTLINES" — listening exercise without printed paragraphs or audio stimuli.
+
+# Source: LLA 3C Figure 5 (outline)
+$PRODUCE Outline: Two Kinds of Calls
+ID: 8-3c-f5
 INPUT: type
-REFERENCE
-INTRO: Now fill in the outline of that paragraph, one slot at a time. You can replay the paragraph if you need it.
-INSTRUCTION: Type the missing information in the outline.
+CHECK: exact
+REFERENCE: 8-3c-f5-story
+INTRO: Now complete the outline about telephone calls, based on what you heard. Open the paragraph again if you need it.
+INSTRUCTION: Fill in the outline slots.
 
-TEMPLATE: Telephone Calls
-SLOT: 1 | First kind of call | local
+TEMPLATE: Two Kinds of Telephone Calls
+SLOT: 1 | First type of call | local calls
 SLOT: 2 | Cost | cheap
-SLOT: 1 | Second kind of call | long-distance
+SLOT: 1 | Second type of call | long-distance calls
 SLOT: 2 | Cost | expensive
 
-# SKIPPED (ST): "BOX OUTLINES" — "Listen to each paragraph and fill in the box outlines." The paragraphs are instructor-read and not printed, so there is no content to present. The recorded outline task above (3c-f5-b) covers the skill.
+# Source: LLA 3D Figure 4
+$PRODUCE Write the Comparisons
+ID: 8-3d-f4
+INTRO: Comparisons again — this time in writing. Read the cues and type the missing words.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
 
-# Source: ST §Scrambled Sentences (1)
-$SELECT Scrambled Paragraph: Barry's Trip
-ID: l3-s22
+EXAMPLE
+TEMPLATE: Mary is less angry than Jean.
+TEMPLATE: Mary / Jean
+TEMPLATE: Jean is ____{angrier} than Mary.
+RESPONSE: Jean is angrier than Mary.
+
+TEMPLATE: station-to-station
+TEMPLATE: person-to-person
+TEMPLATE: Person-to-person calls are ____{more expensive} than station-to-station calls.
+RESPONSE: Person-to-person calls are more expensive than station-to-station calls.
+
+TEMPLATE: Bill
+TEMPLATE: Tom
+TEMPLATE: Bill is ____{hungrier} ____{than} Tom.
+RESPONSE: Bill is hungrier than Tom.
+
+TEMPLATE: John (delicious)
+TEMPLATE: Ted (more delicious)
+TEMPLATE: Frank (most delicious)
+TEMPLATE: Frank's lunch was ____{the} ____{most} delicious, Ted's lunch was ____{less} delicious, and John's lunch was the least ____{delicious}.
+RESPONSE: Frank's lunch was the most delicious, Ted's lunch was less delicious, and John's lunch was the least delicious.
+
+TEMPLATE: Mary (difficult)
+TEMPLATE: Bob (less difficult)
+TEMPLATE: Sally (least difficult)
+TEMPLATE: Sally's test was the least ____{difficult}, Bob's test was ____{more} difficult, and Mary's test was ____{the} ____{most} difficult.
+RESPONSE: Sally's test was the least difficult, Bob's test was more difficult, and Mary's test was the most difficult.
+
+# Source: ST §Scrambled Sentences
+$SELECT Scrambled Stories
+ID: l3-s20
 ORDER
-INTRO: Four sentences from Barry's week, shuffled. Read them and arrange them into a paragraph that makes sense.
-INSTRUCTION: Put the sentences in order to form a paragraph.
+INTRO: Three little stories, shuffled. Put each one back in order.
+INSTRUCTION: Arrange the sentences in the correct order to tell the story.
 
-TEMPLATE: Read the sentences and arrange them in the correct order.
+TEMPLATE: Barry's Vacation
 OPTION: a | Today he must pack his suitcases.
 OPTION: b | Barry called the travel agent and made a reservation last week.
 OPTION: c | After he packs, he'll be ready for his vacation.
 OPTION: d | Yesterday he went there and picked up his ticket.
 ANSWER: b,d,a,c
 
-# Source: ST §Scrambled Sentences (2)
-$SELECT Scrambled Paragraph: Carl's Dinner
-ID: l3-s23
-ORDER
-INTRO: Carl's dinner, scrambled. Put the five sentences in order — he can't eat before he orders.
-INSTRUCTION: Put the sentences in order to form a paragraph.
-
-TEMPLATE: Read the sentences and arrange them in the correct order.
+TEMPLATE: Carl's Dinner
 OPTION: a | After a short time, the waiter brought his food.
 OPTION: b | He sat down and looked at the menu.
 OPTION: c | At six o'clock, Carl was hungry.
@@ -1626,14 +1605,7 @@ OPTION: d | Then he ordered a big dinner.
 OPTION: e | He went to a little restaurant near his house.
 ANSWER: c,e,b,d,a
 
-# Source: ST §Scrambled Sentences (3)
-$SELECT Scrambled Paragraph: Marge's Ticket
-ID: l3-s24
-ORDER
-INTRO: Marge, a policeman, and a missing driver's license. Arrange the story — it does not end well for Marge.
-INSTRUCTION: Put the sentences in order to form a paragraph.
-
-TEMPLATE: Read the sentences and arrange them in the correct order.
+TEMPLATE: Marge's Driving
 OPTION: a | He said, "May I see your driver's license?"
 OPTION: b | A policeman stopped her.
 OPTION: c | Then she said, "I don't have one."
@@ -1641,53 +1613,82 @@ OPTION: d | Marge was driving her car yesterday.
 OPTION: e | He gave her a ticket.
 ANSWER: d,b,a,c,e
 
-# Source: ST §To Whom Am I Speaking?
-$DIALOGUE Who and Whom: Review
-ID: l3-s31
-INTRO: Remember "whom" from the start of the lesson? Here it is again. Read each set of questions and its answer — same meaning, different levels of formality.
-INSTRUCTION: Read the sentences.
+# Source: ST §Which Statement Is True?
+$SELECT Which Statement Is True?
+ID: l3-s27
+INTRO: Read each sentence and decide what must be true. A little detective work — the clues are all there.
+INSTRUCTION: Read each sentence and tap the true statement.
 
-LINE: Whom did Capt Carter give it to? To whom did Capt Carter give it? Who did Capt Carter give it to? He gave it to Tim.
-LINE: Whom do you want to speak to? To whom do you want to speak? Who do you want to speak to? I'd like to speak to Joyce.
-LINE: Who was he looking for? For whom was he looking? Whom was he looking for? He was looking for Sgt Ellis.
-LINE: With whom does she study? Who does she study with? Whom does she study with? She usually studies with Lisa.
-LINE: Whom do you see? Who do you see? I think it's Sarah, but I'm not sure.
+TEMPLATE: Frank cashed a check.
+OPTION: a | He bought a new car.
+OPTION: b | He stayed at a hotel.
+OPTION: c | He needed some money.
+OPTION: d | He wrote some letters.
+ANSWER: c
 
-# Source: ST §To Whom Was the Letter Addressed?
-$PRODUCE Complete with Who or Whom
-ID: l3-s32
-INTRO: Type "whom" after a preposition, "who" at the start of the everyday version. Two gaps per item — mind the capital letters.
-INSTRUCTION: Complete the questions with "whom" and "who".
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
+TEMPLATE: The Madisons paid their dinner check.
+OPTION: a | They went to the grocery store.
+OPTION: b | They wore their new clothes.
+OPTION: c | They ate dinner at a restaurant.
+OPTION: d | They had their dinner at home.
+ANSWER: c
 
-EXAMPLE
-TEMPLATE: To ____{whom} was the letter addressed?
-TEMPLATE: ____{Who} was the letter addressed to?
-RESPONSE: To whom was the letter addressed? Who was the letter addressed to?
+TEMPLATE: Oh, I didn't bring my raincoat!
+OPTION: a | It's raining outside.
+OPTION: b | It's a sunny day today.
+OPTION: c | The sun is shining.
+OPTION: d | It's night time now.
+ANSWER: a
 
-TEMPLATE: To ____{whom} was she writing?
-TEMPLATE: ____{Who} was she writing to?
-RESPONSE: To whom was she writing? Who was she writing to?
+TEMPLATE: Dan sent me a postcard.
+OPTION: a | He's writing a check.
+OPTION: b | He's taking pictures.
+OPTION: c | He's on the phone.
+OPTION: d | He's on vacation.
+ANSWER: d
 
-TEMPLATE: With ____{whom} was he dancing?
-TEMPLATE: ____{Who} was he dancing with?
-RESPONSE: With whom was he dancing? Who was he dancing with?
+TEMPLATE: Jan took some medicine and went to bed.
+OPTION: a | She's sick.
+OPTION: b | She's a doctor.
+OPTION: c | She's healthy.
+OPTION: d | She's angry.
+ANSWER: a
 
-TEMPLATE: ____{Whom} did they see?
-TEMPLATE: ____{Who} did they see?
-RESPONSE: Whom did they see? Who did they see?
+TEMPLATE: Ray hung up the phone.
+OPTION: a | He's talking to someone.
+OPTION: b | He finished his call.
+OPTION: c | It's a public phone.
+OPTION: d | Local calls are cheap.
+ANSWER: b
 
-TEMPLATE: To ____{whom} did you give the book?
-TEMPLATE: ____{Who} did you give the book to?
-RESPONSE: To whom did you give the book? Who did you give the book to?
+TEMPLATE: The line is busy.
+OPTION: a | It's a pay phone.
+OPTION: b | Someone is talking.
+OPTION: c | Put money in the slot.
+OPTION: d | Make your call now.
+ANSWER: b
+
+TEMPLATE: He asked his father for money.
+OPTION: a | He had traveler's checks.
+OPTION: b | He has money in the bank.
+OPTION: c | He cashed his check.
+OPTION: d | He needs some money.
+ANSWER: d
+
+# Source: ST §Add Ten to That Number (reading)
+$DIALOGUE Seven Numbers
+ID: l3-s17-rd
+INTRO: You'll see seven numbers on this card. Read them — you'll need them for the math directions coming next.
+INSTRUCTION: Read the numbers.
+
+LINE: Here are seven numbers: 13, 12, 25, 1, 37, 9, 42.
 
 # Source: ST §Add Ten to That Number
-$PRODUCE Follow the Directions: Numbers
-ID: l3-s19
-INTRO: A change of pace: read the directions in English and do the arithmetic. Type the final answer as a number. Yes, there will be math.
-INSTRUCTION: Follow the directions and type the final answer as a number.
+$PRODUCE Follow the Math Directions
+ID: l3-s17
+REFERENCE: l3-s17-rd
+INTRO: Follow each set of directions step by step and type only the final answer. English and arithmetic, together at last.
+INSTRUCTION: Follow the math directions and type the final answer.
 INPUT: type
 CHECK: exact
 
@@ -1698,77 +1699,91 @@ RESPONSE: 6
 TEMPLATE: (a) Add 37 and 23. (b) Divide 22 by 11. (c) Add the two answers together. (d) Divide the total in half.
 RESPONSE: 31
 
-TEMPLATE: Here are seven numbers: 13, 12, 25, 1, 37, 9, 42. (a) First you must add all the numbers together. (b) Then multiply the total by 15. (c) Now subtract 12 from the answer. (d) And last divide the answer by 3.
+TEMPLATE: (a) First you must add all seven numbers together. (b) Then multiply the total by 15. (c) Now subtract 12 from the answer. (d) And last divide the answer by 3.
 RESPONSE: 691
 
-TEMPLATE: (45 + 17) + (68 - 23)/(5 x 3) X 15 (a) Add the first two numbers together. (b) Subtract 23 from 68. (c) Multiply 5 by 3. (d) Divide the answer in (b) by the answer in (c). (e) Add the answers in (a) and (d) together. (f) Multiply the total by 15.
+TEMPLATE: (45 + 17) + (68 - 23) / (5 x 3) x 15
+TEMPLATE: (a) Add the first two numbers together. (b) Subtract 23 from 68.
+TEMPLATE: (c) Multiply 5 by 3. (d) Divide the answer in (b) by the answer in (c).
+TEMPLATE: (e) Add the answers in (a) and (d) together. (f) Multiply the total by 15.
 RESPONSE: 975
 
-TEMPLATE: (a) Choose any number between 1 and 10. (b) Multiply that number by 3. (c) Now add 45 to the answer. (d) Divide the total by 3. (e) Now subtract your number from the answer.
+TEMPLATE: (a) Choose any number between 1 and 10. (b) Multiply that number by 3.
+TEMPLATE: (c) Now add 45 to the answer. (d) Divide the total by 3.
+TEMPLATE: (e) Now subtract your number from the answer.
 RESPONSE: 15
 
 # Source: LLA 3D Figure 5
-$PRODUCE Punctuation Dictation
-ID: 3d-f5
-LONGFORM
+$PRODUCE Listen and Punctuate
+ID: 8-3d-f5
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-INTRO: Dictation with a twist: you hear each sentence, but the version on screen has lost its capitals and punctuation. Rewrite it correctly — every comma counts here.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
+HIDE_PROMPT
+INTRO: Listen to each sentence, then retype the text on screen with correct capital letters and punctuation. The commas are the point here, so they count.
+INSTRUCTION: Rewrite with correct capitalization and punctuation.
 
 PROMPT: Marcos wants to make a long-distance call. {bk08-l3d-f5-01.mp3}
 TEMPLATE: marcos wants to make a long distance call
-RESPONSE: Marcos wants to make a long-distance call.
+RESPONSE: Marcos wants to make a long-distance call. {bk08-l3d-f5-01.mp3}
+ACCEPT: Marcos wants to make a long distance call.
 
 PROMPT: He wants to call station to station. {bk08-l3d-f5-02.mp3}
 TEMPLATE: he wants to call station-to-station
-RESPONSE: He wants to call station-to-station.
+RESPONSE: He wants to call station-to-station. {bk08-l3d-f5-02.mp3}
+ACCEPT: He wants to call station to station.
 
 PROMPT: It is less expensive, but his wife may not be at home. {bk08-l3d-f5-03.mp3}
 TEMPLATE: it is less expensive but his wife may not be at home
-RESPONSE: It is less expensive, but his wife may not be at home.
+RESPONSE: It is less expensive, but his wife may not be at home. {bk08-l3d-f5-03.mp3}
 
 PROMPT: He doesn't want to talk to anyone else. {bk08-l3d-f5-04.mp3}
 TEMPLATE: he doesnt want to talk to anyone else
-RESPONSE: He doesn't want to talk to anyone else.
+RESPONSE: He doesn't want to talk to anyone else. {bk08-l3d-f5-04.mp3}
 
 PROMPT: He must call person to person. {bk08-l3d-f5-05.mp3}
 TEMPLATE: he must call person-to-person
-RESPONSE: He must call person-to-person.
+RESPONSE: He must call person-to-person. {bk08-l3d-f5-05.mp3}
+ACCEPT: He must call person to person.
 
-PROMPT: The operator says, "Just a minute, please." {bk08-l3d-f5-06a.mp3}
-TEMPLATE: the operator says just a minute please
-RESPONSE: The operator says, "Just a minute, please."
+PROMPT: The operator says, "Just a minute, please." Then Marcos talks to his wife. {bk08-l3d-f5-06.mp3}
+TEMPLATE: the operator says just a minute please then marcos talks to his wife
+RESPONSE: The operator says, "Just a minute, please." Then Marcos talks to his wife. {bk08-l3d-f5-06.mp3}
 
-PROMPT: Then Marcos talks to his wife. {bk08-l3d-f5-06b.mp3}
-TEMPLATE: then marcos talks to his wife
-RESPONSE: Then Marcos talks to his wife.
-
-# Source: ST §Punctuation
-$PRODUCE Punctuate the Story: Sam Calls Home
-ID: l3-s33
-INTRO: One last story to punctuate: Sam calls his family. Rewrite each sentence with correct capitals and punctuation. And that's the lesson — you can now make a call, compare the prices, and say what may happen if the line is busy.
-INSTRUCTION: Type the sentence using correct punctuation and capitalization.
+# Source: ST §Punctuation: Sam's Long Distance Call
+$PRODUCE Punctuate Sam's Call
+ID: l3-s30
+LONGFORM
+INTRO: One last job: fix the capitals and punctuation in Sam's phone-call story. Then hang up the receiver — you've finished the lesson.
+INSTRUCTION: Rewrite each sentence using correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
-LONGFORM
 
 TEMPLATE: saturday morning sam made a long distance phone call to his family
+TEMPLATE: ____
 RESPONSE: Saturday morning Sam made a long distance phone call to his family.
+ACCEPT: Saturday morning, Sam made a long distance phone call to his family.
 
 TEMPLATE: his mother answered the phone
+TEMPLATE: ____
 RESPONSE: His mother answered the phone.
 
 TEMPLATE: sam said hi mom how are you
-RESPONSE: Sam said, "Hi Mom, how are you?"
+TEMPLATE: ____
+RESPONSE: Sam said, "Hi, Mom. How are you?"
+ACCEPT: Sam said, "Hi, Mom, how are you?" | Sam said, "Hi Mom. How are you?" | Sam said, "Hi Mom, how are you?"
 
 TEMPLATE: she said sam its sam on the phone
-RESPONSE: She said, "Sam! It's Sam on the phone!"
+TEMPLATE: ____
+RESPONSE: She said, "Sam! It's Sam on the phone."
+ACCEPT: She said, "Sam, it's Sam on the phone." | She said, "Sam! It's Sam on the phone!"
 
 TEMPLATE: then sams father his brother and his brothers wife picked up the phone
+TEMPLATE: ____
 RESPONSE: Then Sam's father, his brother, and his brother's wife picked up the phone.
+ACCEPT: Then Sam's father, his brother and his brother's wife picked up the phone.
 
 TEMPLATE: they talked for about fifteen minutes
+TEMPLATE: ____
 RESPONSE: They talked for about fifteen minutes.
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diff --git a/book-8-lesson-4.module b/book-8-lesson-4.module
index 45711e2b..8f31da2a 100644
--- a/book-8-lesson-4.module
+++ b/book-8-lesson-4.module
@@ -1,136 +1,133 @@
-$MODULE Book 8 · Lesson 4: She Took a Message {st-page_125_001.jpg}
+$MODULE Book 8 · Lesson 4: She Took a Message {st-page_125_001.jpg|A "WHILE YOU WERE OUT" telephone message memo filled out for Mr. Miller from Mr. Brown, stating "He'll call you tonight at your residence."}
 FORMAT: 2
-DESCRIPTION: Phone calls in English — holding the line, leaving and taking messages, "might", telling time, schedules with until/till, and renting an apartment; plus sound and reading skills.
+DIOCO_DOC_ID: alc_book8_lesson4
+DESCRIPTION: Handling telephone calls and messages, expressing possibility with "might", telling time and daily schedules, passing messages with "tell", and renting an apartment — plus syllable, sound, and reading-skill practice.
 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: Jan | gacrux | Female
-VOICE: Ted | alnilam | Male
-VOICE: Caller | achird | Male
-VOICE: Receiver | schedar | Male
-VOICE: Mr_Miller | charon | Male speaker
+VOICE: Tom | achird | Male caller
+VOICE: Secretary | aoede | Female receptionist
+VOICE: Mr_Miller | schedar | Male speaker
 VOICE: Ms_Craft | aoede | Female speaker
 VOICE: Mr_Brown | achird | Male speaker
 VOICE: Alan | schedar | Male speaker
 VOICE: James | achird | Male speaker
-VOICE: Bill_Owens | achird | Male speaker
-VOICE: Capt_Jones | charon | Male speaker
-VOICE: Stan | iapetus | Male speaker
-VOICE: Dan | orus | Male speaker
-VOICE: Eva | aoede | Female speaker
-VOICE: Sgt_Jones | achird | Male speaker
-VOICE: Col_Irving | orus | Male speaker
+VOICE: Bill_Owens | schedar | Male speaker
+VOICE: Capt_Jones | achird | Male speaker
+VOICE: Stan | schedar | Male speaker
+VOICE: Dan | achird | Male speaker
+VOICE: Sgt_Jones | puck | Male speaker
+VOICE: Col_Irving | alnilam | Male speaker
 VOICE: Sgt_Ramos | rasalgethi | Male speaker
 VOICE: Col_Vassar | umbriel | Male speaker
-VOICE: Sgt_Collier | zubenelgenubi | Male speaker
-VOICE: Col_Gonzales | alnilam | Male speaker
-VOICE: Sgt_Kline | iapetus | Male speaker
+VOICE: Sgt_Collier | fenrir | Male speaker
+VOICE: Col_Gonzales | achird | Male speaker
+VOICE: Sgt_Kline | schedar | Male speaker
 VOICE: Col_Butler | charon | Male speaker
-VOICE: Sgt_Chavez | algieba | Male speaker
-VOICE: Col_Moore | puck | Male speaker
-VOICE: David | alnilam | Male speaker
+VOICE: Sgt_Chavez | iapetus | Male speaker
+VOICE: Col_Moore | orus | Male speaker
+VOICE: David | puck | Male speaker
 VOICE: Irene | kore | Female speaker
-VOICE: Sam | charon | Male speaker
+VOICE: Sam | achird | Male speaker
 VOICE: Rita | achernar | Female speaker
-VOICE: Jane | aoede | Female speaker
+VOICE: Jane | sulafat | Female speaker
 VOICE: Ken | orus | Male speaker
-VOICE: Joann | callirrhoe | Female speaker
-VOICE: Gene | schedar | Male speaker
-VOICE: Jim | iapetus | Male speaker
-VOICE: Kathy | leda | Female speaker
-VOICE: Keith | puck | Male speaker
-VOICE: Jon | achird | Male speaker
-VOICE: Sally | gacrux | Female speaker
-VOICE: Julio | umbriel | Male speaker
+VOICE: Joann | leda | Female speaker
+VOICE: Gene | alnilam | Male speaker
+VOICE: Jim | rasalgethi | Male speaker
+VOICE: Kathy | gacrux | Female speaker
+VOICE: Keith | iapetus | Male speaker
+VOICE: Jon | schedar | Male speaker
+VOICE: Sally | aoede | Female speaker
+VOICE: Julio | charon | Male speaker
+VOICE: Manager | charon | Male apartment manager
+VOICE: Charles | achird | Male caller
+VOICE: Locator | aoede | Female locator agent
+VOICE: Sgt_Ahmed | charon | Male military officer
+VOICE: Mrs_Jay | gacrux | Female caller
+VOICE: John | schedar | Male speaker
 VOICE: Allie | aoede | Female speaker
-VOICE: Pete | alnilam | Male speaker
-VOICE: John | orus | Male speaker
-VOICE: Manager | achird | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Pete | schedar | Male speaker
+VOICE: Narrator | achernar | speaker (auto)
 
-$LESSON 4-1: Telephone Phrases and Might
+$SESSION 4-1: Telephone Calls and "Might"
 
 # Source: LLA 4A Figure 1
-$DIALOGUE Telephone Phrases
-ID: 4a-f1
-INTRO: In this lesson you'll learn to handle phone calls in English — hold the line, take a message, tell the time, and even rent an apartment without seeing anyone's face. First, the phrases every call needs. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Telephone Expressions {page_069_001.jpg|Two men talking to each other over the telephone line}
+ID: 8-4a-f1
+INTRO: In this lesson you'll learn to handle a phone call in English — answer it, take a message, tell the time, and even rent an apartment without meeting anyone. First, the phrases every call is made of. Listen and repeat.
+INSTRUCTION: Listen and repeat each phrase and sentence.
 REPEAT
 
-VOCAB: be back
-LINE: "I'll be back soon." {page_069_001.jpg} {bk08-l4a-f1-01.mp3}
+VOCAB: to be back
+LINE: I'll be back soon. {bk08-l4a-f1-01.mp3}
 
-VOCAB: call back
-LINE: "I'll call back later." {bk08-l4a-f1-02.mp3}
+VOCAB: to call back
+LINE: I'll call back later. {bk08-l4a-f1-02.mp3}
 
-VOCAB: hold
-LINE: "Can you hold for a moment?" {bk08-l4a-f1-03.mp3}
+VOCAB: to hold
+LINE: Can you hold for a moment? {bk08-l4a-f1-03.mp3}
 
-VOCAB: hold on
-LINE: "Hold on and I'll get her." {bk08-l4a-f1-04.mp3}
+VOCAB: to hold on
+LINE: Hold on and I'll get her. {bk08-l4a-f1-04.mp3}
 
-VOCAB: wait
-LINE: "Please wait a minute." {bk08-l4a-f1-05.mp3}
+VOCAB: to wait
+LINE: Please wait a minute. {bk08-l4a-f1-05.mp3}
 
 VOCAB: message
-LINE: "Did he leave a message?" {bk08-l4a-f1-06.mp3}
+LINE: Did he leave a message? {bk08-l4a-f1-06.mp3}
 
 VOCAB: moment
-LINE: "Wait one moment, please." {bk08-l4a-f1-07.mp3}
+LINE: Wait one moment, please. {bk08-l4a-f1-07.mp3}
 
-VOCAB: hold the line
-LINE: "The operator asked me to hold the line." {bk08-l4a-f1-08.mp3}
+VOCAB: to hold the line
+LINE: The operator asked me to hold the line. {bk08-l4a-f1-08.mp3}
 
-VOCAB: leave a message
-LINE: "I want to leave a message." {bk08-l4a-f1-09.mp3}
+VOCAB: to leave a message
+LINE: I want to leave a message. {bk08-l4a-f1-09.mp3}
 
-VOCAB: return my call
-LINE: "I want him to return my call." {bk08-l4a-f1-10.mp3}
+VOCAB: to return a call
+LINE: I want him to return my call. {bk08-l4a-f1-10.mp3}
 
-VOCAB: take a message
-LINE: "May I take a message?" {bk08-l4a-f1-11.mp3}
+VOCAB: to take a message
+LINE: May I take a message? {bk08-l4a-f1-11.mp3}
 
-VOCAB: tell
-LINE: "Please tell her I called." {bk08-l4a-f1-12.mp3}
-
-# Source: ST §Would You Like to Leave a Message?
+VOCAB: to tell
+LINE: Please tell her I called. {bk08-l4a-f1-12.mp3}
 
 # Source: ST §Would You Like to Leave a Message?
 $DIALOGUE Would You Like to Leave a Message?
 ID: l4-s1
-INTRO: Mr. Miller steps out of the office — and of course that's exactly when Mr. Brown calls. Listen to how Ms. Craft handles it, and repeat each line.
+INTRO: Mr. Miller steps out of the office at one o'clock — and of course the phone rings the moment he's gone. Listen to how Ms. Craft handles the call, and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Mr_Miller: I'm leaving now. I'll be back in about two hours. {st-page_127_001.jpg}
-Ms_Craft: All right, Mr. Miller. See you at three. {st-page_127_001.jpg}
+Mr_Miller: I'm leaving now. I'll be back in about two hours. {st-page_127_001.jpg|A man standing near a woman sitting at a desk with a phone and a clock showing 1:00}
+Ms_Craft: All right, Mr. Miller. See you at three.
 
-Narrator: The phone rings. {st-page_127_002.jpg}
+VOCAB: ring
+Narrator: The phone rings. {st-page_127_002.jpg|A telephone ringing on a desk}
 
-Ms_Craft: Miller & Wright. This is Ms. Craft. May I help you? {st-page_127_003.jpg}
+Ms_Craft: Miller & Wright. This is Ms. Craft. May I help you? {st-page_127_003.jpg|A woman at a desk talking on the telephone near a clock showing 1:30}
 Mr_Brown: Yes. Is Mr. Miller there?
 Ms_Craft: No. Mr. Miller isn't here. He'll be back in an hour. Can I take a message?
 Mr_Brown: Yes. Please tell him Ed Brown called. I'll call him back at home tonight.
 
-Mr_Miller: I'm back! Did I get any calls? {st-page_127_004.jpg}
+Mr_Miller: I'm back! Did I get any calls? {st-page_127_004.jpg|A man talking to a woman sitting at a desk near a clock showing 3:00}
 Ms_Craft: Yes, Mr. Brown called.
-
 Mr_Miller: Did he leave a message?
 Ms_Craft: It's on your desk.
 Mr_Miller: Thank you, Ms. Craft.
 
-# Source: ST §Would You Like to Leave a Message? (True/False)
-
-# Source: ST §Would You Like to Leave a Message? (True/False)
-$SELECT True or False — The Message
+# Source: ST §True or False
+$SELECT True or False? {st-page_125_001.jpg|A "WHILE YOU WERE OUT" telephone message memo filled out for Mr. Miller from Mr. Brown, stating "He'll call you tonight at your residence."}
 ID: l4-s2
-REFERENCE
+REFERENCE: l4-s1
 SHOW_PROMPT
-INTRO: Now check what you caught from the call. Decide whether each statement is true — the dialog is there if you need to look back.
-INSTRUCTION: Tap True or False.
+INTRO: Here's the message memo Ms. Craft left on the desk. Decide whether each statement is true or false — open the dialog again if you need it.
+INSTRUCTION: Tap True or False according to the dialog and the phone memo.
 OPTION: T | True
 OPTION: F | False
 
@@ -152,7 +149,7 @@ ANSWER: F
 PROMPT: Mr. Brown took a message.
 ANSWER: F
 
-PROMPT: Mr. Brown will call Mr. Miller at his residence.
+PROMPT: Mr. Brown will call Mr. Miller at his residence (home).
 ANSWER: T
 
 PROMPT: Ms. Craft told Mr. Miller about his call.
@@ -161,125 +158,55 @@ ANSWER: T
 PROMPT: There is a message on Mr. Brown's chair.
 ANSWER: F
 
-# SKIPPED (book): LLA 4A Figure 2 tally task — mark-as-you-listen bookkeeping, not expressible.
+# Source: LLA 4A Figure 2 (Part 1)
+$DIALOGUE Tom Calls About an Apartment
+ID: 8-4a-f2
+INTRO: Tom Trent needs an apartment, and Mr. Walker is — naturally — out. Listen to how the secretary keeps the call going anyway.
+INSTRUCTION: Listen to the dialogue.
 
-# Source: LLA 4A Figure 2
+Tom: Hello, is Mr. Walker there? {bk08-l4a-f2-01.mp3}
+Secretary: No, Mr. Walker is out. He'll be back later. Do you want to leave a message? {bk08-l4a-f2-02.mp3}
+Tom: I'm looking for an apartment. I think Mr. Walker has one for rent. {bk08-l4a-f2-03.mp3}
+Secretary: I don't know, but he might. Just a minute, I'll look for the book. {bk08-l4a-f2-04.mp3}
+Tom: All right. {bk08-l4a-f2-05.mp3}
+Secretary: I can't find the book. Please leave a message. I'll tell him you called. {bk08-l4a-f2-06.mp3}
+Tom: Oh, thanks. Yes. I'll leave a message. Please tell him that I called about the apartment. Will he be back this afternoon? {bk08-l4a-f2-07.mp3}
+Secretary: Yes, he will. He'll return your call. What's your name? {bk08-l4a-f2-08.mp3}
+Tom: This is Tom Trent, and my phone number is 555-3412. {bk08-l4a-f2-09.mp3}
+Secretary: Thank you very much. {bk08-l4a-f2-10.mp3}
 
-# SKIPPED (book): LLA 4A Figure 2 tally task — mark-as-you-listen bookkeeping, not expressible.
+# Source: LLA 4A Figure 2 (Part 2)
+$SELECT How Many Times Did You Hear It?
+ID: 8-4a-f2-b
+REFERENCE: 8-4a-f2
+INTRO: Some phrases did a lot of work in that call. How many times did each one appear? Tap the count — open the dialog again if you need to.
+INSTRUCTION: Tap the number of times you heard each phrase.
 
-# Source: LLA 4A Figure 2
-$DIALOGUE Calling Long Distance
-ID: 4a-f2
-INTRO: Jan is calling long distance, where every minute costs money. Just listen.
-INSTRUCTION: Listen to the dialog.
+OPTION: 1 | 1 time
+OPTION: 2 | 2 times
+OPTION: 3 | 3 times
+OPTION: 4 | 4 times
 
-Jan: Hello, is Mary there? {bk08-l4a-f2-01.mp3}
-Ted: Yes, she is. Can you hold on? I'll get her. {bk08-l4a-f2-02.mp3}
-Jan: Thanks. I'm calling long distance, but I can hold on a minute. {bk08-l4a-f2-03.mp3}
+TEMPLATE: leave a message
+ANSWER: 3
+FEEDBACK: "leave a message" was used 3 times.
 
-# Source: LLA 4A Figure 2
+TEMPLATE: tell
+ANSWER: 2
+FEEDBACK: "tell" was used 2 times.
 
-# Source: LLA 4A Figure 2
-$DIALOGUE Leaving a Message
-ID: 4a-f2-b
-INTRO: Tom Trent wants an apartment, but Mr. Walker is out. Listen to how a complete message gets left — name, number, and reason.
-INSTRUCTION: Listen to the dialog.
+TEMPLATE: be back
+ANSWER: 2
+FEEDBACK: "be back" was used 2 times.
 
-Caller: Hello, is Mr. Walker there? {bk08-l4a-f2-04.mp3}
-Receiver: No, Mr. Walker is out. He'll be back later. Do you want to leave a message? {bk08-l4a-f2-05.mp3}
-Caller: I'm looking for an apartment. I think Mr. Walker has one for rent. {bk08-l4a-f2-06.mp3}
-Receiver: I don't know, but he might. Just a minute, I'll look for the book. {bk08-l4a-f2-07.mp3}
-Caller: All right. {bk08-l4a-f2-08.mp3}
-Receiver: I can't find the book. Please leave a message. I'll tell him you called. {bk08-l4a-f2-09.mp3}
-Caller: Oh, thanks. Yes. I'll leave a message. Please tell him that I called about the apartment. Will he be back this afternoon? {bk08-l4a-f2-10.mp3}
-Receiver: Yes, he will. He'll return your call. What's your name? {bk08-l4a-f2-11.mp3}
-Caller: This is Tom Trent, and my phone number is 555-3412. {bk08-l4a-f2-12.mp3}
-Receiver: Thank you very much. {bk08-l4a-f2-13.mp3}
-
-# Source: ST §Can You Hold?
-
-# Source: ST §Can You Hold?
-$DIALOGUE Can You Hold?
-ID: l4-s3
-INTRO: A short call: James is returning David's call from this morning. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Alan: Hello.
-James: Hello. Is David there?
-Alan: Yes. Who's calling, please?
-
-VOCAB: his call
-James: This is James. David called me this morning. I'm returning his call.
-
-Alan: Hold on, please. I'll call him.
-
-# Source: ST §Telephone Phrases (grammar box)
-
-# Source: ST §Telephone Phrases (grammar box)
-$GRAMMAR Ways to Say "Please Wait"
-ID: l4-s3-b
-INTRO: Here are the polite ways to ask a caller to wait. They all buy you the same thirty seconds — pick any one.
-
-| | | |
-|---|---|---|
-| {Hold on,} | please. | {I'll call him.} |
-| {Hold the line,} | | |
-| {Just a minute,} | | |
-| {Just a moment,} | | |
-
-| | |
-|---|---|
-| {Can you wait a minute,} | please? |
-| {Can you hold,} | |
-
-# Source: ST §Hold the Line, Please
-
-# Source: ST §Hold the Line, Please
-$PRODUCE Complete the Phone Dialogs
-ID: l4-s4
-REFERENCE
-INTRO: Now put the phrases to work. Type the missing words in each short phone dialog — the table you just saw has everything you need.
-INSTRUCTION: Type the missing words to complete the telephone dialogs.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Ben: Hello!
-TEMPLATE: Al: Hello. This is Al. Is Charlie there?
-TEMPLATE: Ben: ____{Just a moment, please.|Hold on.|Hold the line, please.|One moment, please.} I'll check.
-TEMPLATE: Charlie isn't here. Do you want to ____{leave a message}?
-TEMPLATE: Al: Please ____{tell} him that I returned his call.
-TEMPLATE: Ben: All right.
-RESPONSE: Ben: Hello! Al: Hello. This is Al. Is Charlie there? Ben: Just a moment, please. I'll check. Charlie isn't here. Do you want to leave a message? Al: Please tell him that I returned his call. Ben: All right.
-
-TEMPLATE: Julie: Martin residence. This is Julie.
-TEMPLATE: Bob: Julie, this is Bob. Is my wife there?
-TEMPLATE: Julie: ____{One moment, please.|Hold on.|Hold the line, please.|Just a moment, please.} I'll call her.
-RESPONSE: Julie: Martin residence. This is Julie. Bob: Julie, this is Bob. Is my wife there? Julie: One moment, please. I'll call her.
-
-TEMPLATE: Lt Rust: Hello! This is Lt Rust.
-TEMPLATE: Lt Smith: Lt Rust, this is Lt Smith. Is Capt Gray there?
-TEMPLATE: Lt Rust: He's on the other line. ____{Can you hold, please?}
-TEMPLATE: Lt Smith: Yes. I'll ____{hold}.
-RESPONSE: Lt Rust: Hello! This is Lt Rust. Lt Smith: Lt Rust, this is Lt Smith. Is Capt Gray there? Lt Rust: He's on the other line. Can you hold, please? Lt Smith: Yes. I'll hold.
-
-TEMPLATE: Anna: Hello!
-TEMPLATE: Linda: Hello. This is Linda. Is Jane there?
-TEMPLATE: Anna: She's not here right now. Can I ____{take a message}?
-TEMPLATE: Linda: No, thank you. I'll ____{call back} later.
-RESPONSE: Anna: Hello! Linda: Hello. This is Linda. Is Jane there? Anna: She's not here right now. Can I take a message? Linda: No, thank you. I'll call back later.
-
-TEMPLATE: Daniel: Hello!
-TEMPLATE: Carlos: Hi, Daniel. Is Paul there?
-TEMPLATE: Daniel: Yes. He's sitting right here. He's ____{waiting} for your call. ____{Hold the line, please.|Hold on.}
-RESPONSE: Daniel: Hello! Carlos: Hi, Daniel. Is Paul there? Daniel: Yes. He's sitting right here. He's waiting for your call. Hold the line, please.
+TEMPLATE: return your call
+ANSWER: 1
+FEEDBACK: "return your call" was used 1 time.
 
 # Source: LLA 4A Figure 3
-
-# Source: LLA 4A Figure 3
-$DIALOGUE More Telephone Phrases
-ID: 4a-f3
-INTRO: Five more sentences you'll hear on almost every call. Listen and repeat.
+$DIALOGUE More Telephone Sentences
+ID: 8-4a-f3
+INTRO: Five sentences you'll hear on almost any call. Listen and repeat each one.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -290,74 +217,134 @@ LINE: She can return your call tomorrow. {bk08-l4a-f3-04.mp3}
 LINE: Please tell him I'll call back later. {bk08-l4a-f3-05.mp3}
 
 # Source: LLA 4A Figure 4
-
-# Source: LLA 4A Figure 4
-$SELECT Complete the Dialog
-ID: 4a-f4
-INTRO: Listen to the first part of a phone conversation, then tap the sentence that completes it best. After you hear the full dialog, repeat the missing line.
-INSTRUCTION: Tap the best sentence to complete the dialog.
+$SELECT Complete the Call
+ID: 8-4a-f4
+INTRO: Each phone call stops one line too early. Listen, tap the sentence that finishes it, then repeat the full exchange.
+INSTRUCTION: Tap the sentence that completes the dialogue.
 REPEAT
 
 OPTION: a | Can you hold on a moment?
-OPTION: b | How much does a long-distance call cost?
+OPTION: b | How much does a long distance call cost?
 OPTION: c | Do you want to leave a message?
 OPTION: d | She can return your call tomorrow.
 OPTION: e | Please tell him I'll call back later.
 
 EXAMPLE
-PROMPT: Hello, this is Ann. Is Alice there? — Hi, Ann. No, she isn't. {bk08-l4a-f4-01-q.mp3}
+PROMPT: Hello, this is Anne. Is Alice there?\n— Hi, Anne. No, she isn't. {bk08-l4a-f4-01-q.mp3}
 ANSWER: c
-FEEDBACK: Hello, this is Ann. Is Alice there? — Hi, Ann. No, she isn't. Do you want to leave a message? {bk08-l4a-f4-01-a.mp3}
+FEEDBACK: Hello, this is Anne. Is Alice there?\n— Hi, Anne. No, she isn't. Do you want to leave a message? {bk08-l4a-f4-01-fb.mp3}
 
-PROMPT: Hello, operator? — Yes, this is the operator. May I help you? — Yes. {bk08-l4a-f4-02-q.mp3}
+PROMPT: Hello, operator?\n— Yes, this is the operator. May I help you?\n— Yes. {bk08-l4a-f4-02-q.mp3}
 ANSWER: b
-FEEDBACK: Hello, operator? — Yes, this is the operator. May I help you? — Yes. How much does a long-distance call cost? {bk08-l4a-f4-02-a.mp3}
+FEEDBACK: Hello, operator?\n— Yes, this is the operator. May I help you?\n— Yes. How much does a long-distance call cost? {bk08-l4a-f4-02-fb.mp3}
 
-PROMPT: Hello, this is Bill. Is Kathy there? — Hello, Bill. Yes, I'll get her. {bk08-l4a-f4-03-q.mp3}
+PROMPT: Hello, this is Bill. Is Kathy there?\n— Hello, Bill. Yes, I'll get her. {bk08-l4a-f4-03-q.mp3}
 ANSWER: a
-FEEDBACK: Hello, this is Bill. Is Kathy there? — Hello, Bill. Yes, I'll get her. Can you hold on a moment? {bk08-l4a-f4-03-a.mp3}
+FEEDBACK: Hello, this is Bill. Is Kathy there?\n— Hello, Bill. Yes, I'll get her. Can you hold on a moment? {bk08-l4a-f4-03-fb.mp3}
 
-PROMPT: Hello, this is Lieutenant West. May I please speak to Lieutenant Andrews? — Hello. He isn't here. I'll take a message for him. — Oh, good. Thank you. {bk08-l4a-f4-04-q.mp3}
+PROMPT: Hello, this is Lieutenant West. May I please speak to Lieutenant Andrews?\n— Hello. He isn't here. I'll take a message for him.\n— Oh, good. Thank you. {bk08-l4a-f4-04-q.mp3}
 ANSWER: e
-FEEDBACK: Hello, this is Lieutenant West. May I please speak to Lieutenant Andrews? — Hello. He isn't here. I'll take a message for him. — Oh, good. Thank you. Please tell him I'll call back later. {bk08-l4a-f4-04-a.mp3}
+FEEDBACK: Hello, this is Lieutenant West. May I please speak to Lieutenant Andrews?\n— Hello. He isn't here. I'll take a message for him.\n— Oh, good. Thank you. Please tell him I'll call back later. {bk08-l4a-f4-04-fb.mp3}
 
-PROMPT: Hello, this is Captain Miles. Is Lieutenant West there? — No, she isn't. May I take a message? — Thank you. I want her to call me back this afternoon. Will you please tell her that? — Yes, but she went out of town today. {bk08-l4a-f4-05-q.mp3}
+PROMPT: Hello, this is Captain Miles. Is Lieutenant West there?\n— No, she isn't. May I take a message?\n— Thank you. I want her to call me back this afternoon. Will you please tell her that?\n— Yes, but she went out of town today. {bk08-l4a-f4-05-q.mp3}
 ANSWER: d
-FEEDBACK: Hello, this is Captain Miles. Is Lieutenant West there? — No, she isn't. May I take a message? — Thank you. I want her to call me back this afternoon. Will you please tell her that? — Yes, but she went out of town today. She can return your call tomorrow. {bk08-l4a-f4-05-a.mp3}
+FEEDBACK: Hello, this is Captain Miles. Is Lieutenant West there?\n— No, she isn't. May I take a message?\n— Thank you. I want her to call me back this afternoon. Will you please tell her that?\n— Yes, but she went out of town today. She can return your call tomorrow. {bk08-l4a-f4-05-fb.mp3}
 
-# Source: new (gap: "might" is drilled on tape 4A and used in the dialogs, but never explained anywhere in the ST)
+# Source: ST §Can You Hold?
+$DIALOGUE Can You Hold?
+ID: l4-s3
+INTRO: James is returning David's call. Listen and repeat — "hold on" is the phrase doing the work here.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-# Source: new (gap: "might" is drilled on tape 4A and used in the dialogs, but never explained anywhere in the ST)
-$GRAMMAR Might — When You're Not Sure
-ID: 4a-f5-g
-INTRO: One small word before the next drills: "might". It's how English says "maybe" inside a sentence.
+Alan: Hello.
+James: Hello. Is David there?
+Alan: Yes. Who's calling, please?
+James: This is James. David called me this morning. I'm returning his call.
+Alan: Hold on, please. I'll call him.
 
-When you know, say what you know. When you're not sure, use **might**:
+# Source: ST §Hold the Line, Please. (restructured into per-gap items)
+$PRODUCE Complete the Phone Dialogs
+ID: l4-s4
+INTRO: Now you fill the silences. Type the missing telephone phrase in each gap — things like "hold on", "take a message", or "call back".
+INSTRUCTION: Type the missing word or phrase in each gap.
+INPUT: type
+CHECK: exact
 
-- {Are you going to call your family tonight?} — {I don't know, I might.}
-- {Where's my English book?} — {I don't have it, but John might.}
-- {I'm looking for Steve. Where is he?} — {He's not here, but he might be in the library.}
+TEMPLATE: — Al: Hello. This is Al. Is Charlie there?
+TEMPLATE: — Ben: ____{Just a moment, please.|One moment, please.|Hold the line, please.|Hold on.} I'll check. Charlie isn't here. Do you want to ____{leave a message}?
+RESPONSE: Al: Hello. This is Al. Is Charlie there?\n— Ben: Just a moment, please. I'll check. Charlie isn't here. Do you want to leave a message?
 
-**Might** means "maybe yes, maybe no." It never changes form — no -s, no endings:
+TEMPLATE: — Al: Please ____{tell} him that I returned his call.
+TEMPLATE: — Ben: All right.
+RESPONSE: Al: Please tell him that I returned his call.\n— Ben: All right.
 
-- {I might stay a week.}
-- {He might be in the library.}
-- {Mrs. Andrews might.}
+TEMPLATE: — Bob: Julie, this is Bob. Is my wife there?
+TEMPLATE: — Julie: ____{Just a moment, please.|One moment, please.|Hold on.|Hold the line, please.} I'll call her.
+RESPONSE: Bob: Julie, this is Bob. Is my wife there?\n— Julie: Just a moment, please. I'll call her.
+
+TEMPLATE: — Lt Smith: Lt Rust, this is Lt Smith. Is Capt Gray there?
+TEMPLATE: — Lt Rust: He's on the other line. ____{Can you hold, please?|Hold the line, please.|Hold on.}
+TEMPLATE: — Lt Smith: Yes. I'll ____{hold|wait}.
+RESPONSE: Lt Smith: Lt Rust, this is Lt Smith. Is Capt Gray there?\n— Lt Rust: He's on the other line. Can you hold, please?\n— Lt Smith: Yes. I'll hold.
+
+TEMPLATE: — Linda: Hello. This is Linda. Is Jane there?
+TEMPLATE: — Anna: She's not here right now. Can I ____{take a message}?
+TEMPLATE: — Linda: No, thank you. I'll ____{call back} later.
+RESPONSE: Linda: Hello. This is Linda. Is Jane there?\n— Anna: She's not here right now. Can I take a message?\n— Linda: No, thank you. I'll call back later.
+
+TEMPLATE: — Carlos: Hi, Daniel. Is Paul there?
+TEMPLATE: — Daniel: Yes. He's sitting right here. He's ____{waiting|holding} for your call. ____{Hold on.|Hold the line, please.|Just a moment, please.|One moment, please.}
+RESPONSE: Carlos: Hi, Daniel. Is Paul there?\n— Daniel: Yes. He's sitting right here. He's waiting for your call. Hold on.
+
+# Source: ST §We Use Bells to Give Messages.
+$DIALOGUE Bells Give Messages {st-page_131_002.jpg|Two bells hanging side by side}
+ID: l4-s6
+INTRO: Phones aren't the only things that ring. Read these sentences about bells and the messages they send.
+INSTRUCTION: Read the sentences.
+
+VOCAB: bell
+LINE: The bell on the telephone rings. There's a call for you.
+LINE: The doorbell rings. Someone is at the door.
+LINE: The school bell is ringing. It's time for class.
+LINE: In hospitals, there are bells by each bed. You ring the bell, and the nurse comes.
+
+# Source: new (gap: "might" is drilled on the tape but never explained anywhere in the lesson)
+$GRAMMAR Saying "Might" — Maybe Yes, Maybe No
+ID: 8-4a-f5-g
+INTRO: You heard the secretary say Mr. Walker "might" have an apartment. Here's what that little word does — it keeps you honest when you're not sure.
+
+CARD: When you don't know for sure, use **might**. It means "maybe".
+{I don't know, but he might be.}
+{I'm not sure, but I might stay a week.}
+
+CARD: "Might" can stand alone at the end of a short answer.
+{Are you going to call your family tonight?}
+{I don't know, I might.}
+
+CARD: You can also say who else "might" do it.
+{I don't have it, but John might.}
+{I don't know, but Alice might.}
+
+SUMMARY:
+| Sure | Not sure |
+|---|---|
+| He is the new teacher. | It might be the new teacher. |
+| I'll stay a week. | I might stay a week. |
+| John has it. | John might have it. |
 
 # Source: LLA 4A Figure 5
-
-# Source: LLA 4A Figure 5
-$PRODUCE Answering with Might
-ID: 4a-f5
+$PRODUCE Answer with "Might"
+ID: 8-4a-f5
 INPUT: speak
 CHECK: reveal
-INTRO: You'll hear questions nobody can answer for sure. Answer aloud with "might" — any reasonable guess works — then listen to the tape's answer and repeat it.
-INSTRUCTION: Answer aloud using "might", then repeat the model.
+INTRO: Nobody is sure of anything in this drill. Listen to each question, answer aloud using "might", then repeat the model answer.
+INSTRUCTION: Answer the question aloud using "might".
 REPEAT
 
 EXAMPLE
-PROMPT: Is Tom going to dinner? {bk08-l4a-f5-ex-q.mp3}
-RESPONSE: I don't know, but he might be. {bk08-l4a-f5-ex-a.mp3}
+PROMPT: Is Tom going to dinner? {bk08-l4a-f5-00-q.mp3}
+RESPONSE: I don't know, but he might be. {bk08-l4a-f5-00-a.mp3}
 
 PROMPT: Who's that talking to Captain Miles? {bk08-l4a-f5-01-q.mp3}
 RESPONSE: I don't know, but it might be the new teacher. {bk08-l4a-f5-01-a.mp3}
@@ -378,20 +365,18 @@ PROMPT: Did you work out today? {bk08-l4a-f5-06-q.mp3}
 RESPONSE: No, but I might work out tomorrow. {bk08-l4a-f5-06-a.mp3}
 
 # Source: LLA 4A Figure 6
-
-# Source: LLA 4A Figure 6
-$PRODUCE Might with Cues
-ID: 4a-f6
+$PRODUCE "Might" with Cue Words
+ID: 8-4a-f6
 INPUT: speak
 CHECK: reveal
-INTRO: Same idea, but now with help. Use the cue words on the screen to build your "might" answer aloud, then repeat the model.
-INSTRUCTION: Answer aloud using "might" and the cue words.
+INTRO: Same idea, with help on screen. Read the cue words, listen to the question, and answer aloud using "might" and the cues. Then repeat the model answer.
+INSTRUCTION: Answer aloud using "might" and the prompt words.
 REPEAT
 
 EXAMPLE
 TEMPLATE: not here, the library
-PROMPT: I'm looking for Steve. Where is he? {bk08-l4a-f6-ex-q.mp3}
-RESPONSE: He's not here, but he might be in the library. {bk08-l4a-f6-ex-a.mp3}
+PROMPT: I'm looking for Steve. Where is he? {bk08-l4a-f6-00-q.mp3}
+RESPONSE: He's not here, but he might be in the library. {bk08-l4a-f6-00-a.mp3}
 
 TEMPLATE: not sure, new student
 PROMPT: Who's that talking to the teacher? {bk08-l4a-f6-01-q.mp3}
@@ -413,19 +398,16 @@ TEMPLATE: don't know, Mrs. Andrews
 PROMPT: Does Mr. Walker have an apartment for rent? {bk08-l4a-f6-05-q.mp3}
 RESPONSE: I don't know, but Mrs. Andrews might. {bk08-l4a-f6-05-a.mp3}
 
-# Source: ST §Can I Take a Message?
-
 # Source: ST §Can I Take a Message?
 $DIALOGUE Can I Take a Message?
-ID: l4-s33
-INTRO: Major Owens might be home — and then again he might not. Listen and repeat this message call: phone phrases and "might", all in one.
-INSTRUCTION: Listen and repeat the dialog.
+ID: l4-s29
+INTRO: One last call for this part — Major Owens "might" be home. Listen and repeat, and notice how the message gets taken: pencil first, promises second.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Bill_Owens: Hello?
 Capt_Jones: Hello. Is Major Owens there?
-Bill_Owens: He might be. Just a minute.
-LINE: He's not here!
+Bill_Owens: He might be. Just a minute. He's not here!
 Capt_Jones: Can you take a message?
 Bill_Owens: Yes. Where's a pencil? Okay.
 Capt_Jones: Tell him to call me tonight.
@@ -434,126 +416,126 @@ Capt_Jones: I'll be at 555-9652.
 Bill_Owens: I'll tell him when he gets home.
 Capt_Jones: Thanks. Bye.
 
-$LESSON 4-2: Telling Time and Schedules
+$SESSION 4-2: Telling Time and Daily Schedules
 
 # Source: LLA 4B Figure 1
-
-# Source: LLA 4B Figure 1
-$DIALOGUE Ways to Tell Time
-ID: 4b-f1
-INTRO: In this part you'll learn to tell the time — English has about five ways to say every clock face, and messages are full of them. Look at each clock, listen, and repeat.
-INSTRUCTION: Listen and repeat each time.
+$DIALOGUE Ways to Say the Time
+ID: 8-4b-f1
+INTRO: In this part you'll learn to say the time the way people really say it — "a quarter past", "twenty till". Look at each clock, listen, and repeat. Yes, there are five ways to say 6:15. Soon you'll know them all.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: It's a quarter after 6. {page_073_001.jpg} {bk08-l4b-f1-01.mp3}
-LINE: It's a quarter past 6. {page_073_001.jpg} {bk08-l4b-f1-01b.mp3}
-LINE: It's 15 after 6. {page_073_001.jpg} {bk08-l4b-f1-01c.mp3}
-LINE: It's 15 past 6. {page_073_001.jpg} {bk08-l4b-f1-01d.mp3}
-LINE: It's 6:15. {page_073_001.jpg} {bk08-l4b-f1-01e.mp3}
+LINE: It's a quarter after 6. {page_073_001.jpg|A clock showing the time 6:15} {bk08-l4b-f1-01.mp3}
+LINE: It's a quarter past 6. {page_073_001.jpg|A clock showing the time 6:15} {bk08-l4b-f1-02.mp3}
+LINE: It's 15 after 6. {page_073_001.jpg|A clock showing the time 6:15} {bk08-l4b-f1-03.mp3}
+LINE: It's 15 past 6. {page_073_001.jpg|A clock showing the time 6:15} {bk08-l4b-f1-04.mp3}
+LINE: It's 6:15. {page_073_001.jpg|A clock showing the time 6:15} {bk08-l4b-f1-05.mp3}
 
-LINE: It's 10 minutes past 4. {page_073_002.jpg} {bk08-l4b-f1-02.mp3}
-LINE: It's 10 minutes after 4. {page_073_002.jpg} {bk08-l4b-f1-02b.mp3}
-LINE: It's 10 past 4. {page_073_002.jpg} {bk08-l4b-f1-02c.mp3}
-LINE: It's 10 after 4. {page_073_002.jpg} {bk08-l4b-f1-02d.mp3}
-LINE: It's 4:10. {page_073_002.jpg} {bk08-l4b-f1-02e.mp3}
+LINE: It's 10 minutes past 4. {page_073_002.jpg|A clock showing the time 4:10} {bk08-l4b-f1-06.mp3}
+LINE: It's 10 minutes after 4. {page_073_002.jpg|A clock showing the time 4:10} {bk08-l4b-f1-07.mp3}
+LINE: It's 10 past 4. {page_073_002.jpg|A clock showing the time 4:10} {bk08-l4b-f1-08.mp3}
+LINE: It's 10 after 4. {page_073_002.jpg|A clock showing the time 4:10} {bk08-l4b-f1-09.mp3}
+LINE: It's 4:10. {page_073_002.jpg|A clock showing the time 4:10} {bk08-l4b-f1-10.mp3}
 
-LINE: It's 20 minutes to 3. {page_073_003.jpg} {bk08-l4b-f1-03.mp3}
-LINE: It's 20 minutes till 3. {page_073_003.jpg} {bk08-l4b-f1-03b.mp3}
-LINE: It's 20 to 3. {page_073_003.jpg} {bk08-l4b-f1-03c.mp3}
-LINE: It's 20 till 3. {page_073_003.jpg} {bk08-l4b-f1-03d.mp3}
-LINE: It's 2:40. {page_073_003.jpg} {bk08-l4b-f1-03e.mp3}
+LINE: It's 20 minutes to 3. {page_073_003.jpg|A clock showing the time 2:40} {bk08-l4b-f1-11.mp3}
+LINE: It's 20 minutes till 3. {page_073_003.jpg|A clock showing the time 2:40} {bk08-l4b-f1-12.mp3}
+LINE: It's 20 to 3. {page_073_003.jpg|A clock showing the time 2:40} {bk08-l4b-f1-13.mp3}
+LINE: It's 20 till 3. {page_073_003.jpg|A clock showing the time 2:40} {bk08-l4b-f1-14.mp3}
+LINE: It's 2:40. {page_073_003.jpg|A clock showing the time 2:40} {bk08-l4b-f1-15.mp3}
 
-LINE: It's a quarter to 9. {page_073_004.jpg} {bk08-l4b-f1-04.mp3}
-LINE: It's a quarter till 9. {page_073_004.jpg} {bk08-l4b-f1-04b.mp3}
-LINE: It's 15 to 9. {page_073_004.jpg} {bk08-l4b-f1-04c.mp3}
-LINE: It's 15 till 9. {page_073_004.jpg} {bk08-l4b-f1-04d.mp3}
-LINE: It's 8:45. {page_073_004.jpg} {bk08-l4b-f1-04e.mp3}
+LINE: It's a quarter to 9. {page_073_004.jpg|A clock showing the time 8:45} {bk08-l4b-f1-16.mp3}
+LINE: It's a quarter till 9. {page_073_004.jpg|A clock showing the time 8:45} {bk08-l4b-f1-17.mp3}
+LINE: It's 15 to 9. {page_073_004.jpg|A clock showing the time 8:45} {bk08-l4b-f1-18.mp3}
+LINE: It's 15 till 9. {page_073_004.jpg|A clock showing the time 8:45} {bk08-l4b-f1-19.mp3}
+LINE: It's 8:45. {page_073_004.jpg|A clock showing the time 8:45} {bk08-l4b-f1-20.mp3}
 
-LINE: It's half past 7. {page_073_005.jpg} {bk08-l4b-f1-05.mp3}
-LINE: It's 7:30. {page_073_005.jpg} {bk08-l4b-f1-05b.mp3}
+LINE: It's half past 7. {page_073_005.jpg|A clock showing the time 7:30} {bk08-l4b-f1-21.mp3}
+LINE: It's 7:30. {page_073_005.jpg|A clock showing the time 7:30} {bk08-l4b-f1-22.mp3}
 
-# Source: ST §What's the Time? (grammar)
-
-# Source: ST §What's the Time? (grammar)
-$GRAMMAR What's the Time?
+# Source: ST §What's the Time? (card-ified)
+$GRAMMAR Telling Time: After, Past, Till, To
 ID: l4-s8
-INTRO: Here's the system behind all those clocks: minutes "after" or "past" the hour on the way up, "till" or "to" the next hour on the way down.
+INTRO: The system behind all those sentences. Two halves of the clock, two little words for each half.
 
-| IT'S | 12 | (MINUTES) | AFTER or PAST | ONE / TWO / THREE / FOUR / FIVE / SIX / SEVEN / EIGHT / NINE / TEN / ELEVEN / TWELVE |
-|---|---|---|---|---|
-| | 11 1 | {five} | | |
-| | 10 2 | {ten} | | |
-| | 9 3 | {(a) quarter} | | |
-| | 8 4 | {twenty} | | |
-| | 7 5 | {twenty-five} | (MINUTES) | |
-| | 6 | {half} | PAST | |
+CARD: In the first half hour, count the minutes **after** or **past** the hour.
+{It's five after one.}
+{It's five past one.}
 
-**EXAMPLES:**
-{It's five (minutes) after one.}
-{It's five (minutes) past one.}
-{It's (a) quarter after one.}
+CARD: 15 minutes is **a quarter**, and 30 minutes is **half past**.
+{It's a quarter after one.}
+{It's a quarter past one.}
 {It's half past one.}
 
-| IT'S | {five} | (MINUTES) | 12 | TILL or TO | ONE / TWO / THREE / FOUR / FIVE / SIX / SEVEN / EIGHT / NINE / TEN / ELEVEN / TWELVE |
-|---|---|---|---|---|---|
-| | {ten} | | 11 1 | | |
-| | {(a) quarter} | | 10 2 | | |
-| | {twenty} | (MINUTES) | 9 3 | | |
-| | {twenty-five} | | 8 4 | | |
-
-**EXAMPLES:**
+CARD: Past the half hour, count the minutes left **till** or **to** the NEXT hour.
 {It's five till two.}
 {It's five minutes till two.}
 {It's ten to two.}
 {It's ten minutes to two.}
-{It's (a) quarter to two.}
+
+CARD: And 45 minutes is "a quarter to" the next hour.
+{It's a quarter to two.}
+{It's a quarter till two.}
+
+SUMMARY:
+| Clock | Say |
+|---|---|
+| 1:05 | five after / past one |
+| 1:15 | a quarter after / past one |
+| 1:30 | half past one |
+| 1:45 | a quarter to / till two |
+| 1:50 | ten to / till two |
+| 1:55 | five to / till two |
 
 # Source: LLA 4B Figure 2
+$SELECT Which Clock Is It?
+ID: 8-4b-f2
+INTRO: Now the other direction: listen to the time and tap the clock that shows it.
+INSTRUCTION: Tap the matching clock.
 
-# Source: LLA 4B Figure 2
-$SELECT Match the Time to the Clock
-ID: 4b-f2
-INTRO: You'll hear a time. Tap the clock that shows it — they're all within an hour of each other, so listen closely.
-INSTRUCTION: Tap the clock that matches the time you hear.
-
-OPTION: a | 6:15 {page_074_001.jpg}
-OPTION: b | 6:20 {page_074_002.jpg}
-OPTION: c | 5:50 {page_074_003.jpg}
-OPTION: d | 6:30 {page_074_004.jpg}
-OPTION: e | 5:45 {page_074_005.jpg}
-OPTION: f | 5:40 {page_074_006.jpg}
+OPTION: a | Clock A {page_074_001.jpg|A clock showing 8:15}
+OPTION: b | Clock B {page_074_002.jpg|A clock showing 7:30}
+OPTION: c | Clock C {page_074_003.jpg|A clock showing 9:10}
+OPTION: d | Clock D {page_074_004.jpg|A clock showing 2:40}
+OPTION: e | Clock E {page_074_005.jpg|A clock showing 4:10}
+OPTION: f | Clock F {page_074_006.jpg|A clock showing 6:15}
 
 PROMPT: It's 20 minutes after 6. {bk08-l4b-f2-01.mp3}
 ANSWER: b
+FEEDBACK: It's 20 minutes after 6. {bk08-l4b-f2-01-fb.mp3}
 
 PROMPT: It's a quarter till 6. {bk08-l4b-f2-02.mp3}
 ANSWER: e
+FEEDBACK: It's a quarter till 6. {bk08-l4b-f2-02-fb.mp3}
 
 PROMPT: It's 10 to 6. {bk08-l4b-f2-03.mp3}
 ANSWER: c
+FEEDBACK: It's 10 to 6. {bk08-l4b-f2-03-fb.mp3}
 
 PROMPT: It's half past 6. {bk08-l4b-f2-04.mp3}
 ANSWER: d
+FEEDBACK: It's half past 6. {bk08-l4b-f2-04-fb.mp3}
 
 PROMPT: It's a quarter after 6. {bk08-l4b-f2-05.mp3}
 ANSWER: a
+FEEDBACK: It's a quarter after 6. {bk08-l4b-f2-05-fb.mp3}
 
 PROMPT: It's 20 minutes to 6. {bk08-l4b-f2-06.mp3}
 ANSWER: f
+FEEDBACK: It's 20 minutes to 6. {bk08-l4b-f2-06-fb.mp3}
 
 PROMPT: It's a quarter to 6. {bk08-l4b-f2-07.mp3}
 ANSWER: e
+FEEDBACK: It's a quarter to 6. {bk08-l4b-f2-07-fb.mp3}
 
 PROMPT: It's a quarter past 6. {bk08-l4b-f2-08.mp3}
 ANSWER: a
+FEEDBACK: It's a quarter past 6. {bk08-l4b-f2-08-fb.mp3}
 
 # Source: LLA 4B Figure 3
-
-# Source: LLA 4B Figure 3
-$SELECT What Time Is It?
-ID: 4b-f3
-INTRO: Now times inside real sentences — flights, movies, the mailman. Listen and tap the digital time you hear.
-INSTRUCTION: Tap the correct time.
+$SELECT Match the Time You Hear
+ID: 8-4b-f3
+INTRO: Listen to each sentence and tap the written time that matches it. The clock words go by fast — that's the point.
+INSTRUCTION: Tap the matching time.
 
 OPTION: a | 8:15
 OPTION: b | 3:50
@@ -566,328 +548,321 @@ OPTION: h | 9:10
 OPTION: i | 6:15
 OPTION: j | 5:20
 
+EXAMPLE
 PROMPT: I leave work at 10 till 4. {bk08-l4b-f3-01.mp3}
 ANSWER: b
+FEEDBACK: I leave work at 10 till 4. {bk08-l4b-f3-01-fb.mp3}
 
 PROMPT: Dinner is at half past 7. {bk08-l4b-f3-02.mp3}
 ANSWER: f
+FEEDBACK: Dinner is at half past 7. {bk08-l4b-f3-02-fb.mp3}
 
 PROMPT: The late movie starts at 10 minutes after 9. {bk08-l4b-f3-03.mp3}
 ANSWER: h
+FEEDBACK: The late movie starts at 10 minutes after 9. {bk08-l4b-f3-03-fb.mp3}
 
 PROMPT: The volleyball game starts at a quarter past 8. {bk08-l4b-f3-04.mp3}
 ANSWER: a
+FEEDBACK: The volleyball game starts at a quarter past 8. {bk08-l4b-f3-04-fb.mp3}
 
 PROMPT: I'll meet you at the library about 10 after 6. {bk08-l4b-f3-05.mp3}
 ANSWER: c
+FEEDBACK: I'll meet you at the library about 10 after 6. {bk08-l4b-f3-05-fb.mp3}
 
 PROMPT: The mailman comes about 5 minutes to 3. {bk08-l4b-f3-06.mp3}
 ANSWER: g
+FEEDBACK: The mailman comes about 5 minutes to 3. {bk08-l4b-f3-06-fb.mp3}
 
 PROMPT: I get up every day about a quarter after 6. {bk08-l4b-f3-07.mp3}
 ANSWER: i
+FEEDBACK: I get up every day about a quarter after 6. {bk08-l4b-f3-07-fb.mp3}
 
 PROMPT: Steve and David will meet for lunch at a quarter till 12. {bk08-l4b-f3-08.mp3}
 ANSWER: d
+FEEDBACK: Steve and David will meet for lunch at a quarter till 12. {bk08-l4b-f3-08-fb.mp3}
 
 PROMPT: My flight leaves at 20 past 5. {bk08-l4b-f3-09.mp3}
 ANSWER: j
+FEEDBACK: My flight leaves at 20 past 5. {bk08-l4b-f3-09-fb.mp3}
 
 PROMPT: Class finishes at 10 minutes till 3. {bk08-l4b-f3-10.mp3}
 ANSWER: e
+FEEDBACK: Class finishes at 10 minutes till 3. {bk08-l4b-f3-10-fb.mp3}
 
-# Source: ST §What Time Is It? (clock pictures)
-
-# Source: ST §What Time Is It? (clock pictures)
-$PRODUCE Say the Time
+# Source: ST §What Time Is It?
+$PRODUCE What Time Is It?
 ID: l4-s9
-INTRO: Your turn to be the clock. For each picture, ask "What time is it?" and answer it aloud, using after, past, to, or till.
-INSTRUCTION: Ask and answer about the time on the clock.
+INTRO: Your turn to be the clock. Look at each one and say the time aloud with "after", "past", "to", or "till" — that phrasing is the point of this drill.
+INSTRUCTION: Look at the clock and say the time using "after", "past", "to", or "till".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correct reading of the time shown on the clock face using after/past/to/till/quarter/half phrasing, with or without the preliminary "What time is it?" question.
+RUBRIC: The time must match the clock and be phrased with "after", "past", "to", or "till" (including "quarter"/"half" forms). Digital phrasing ("It's nine ten", "seven forty-five") is NOT acceptable — coach toward the after/past/to/till form. Repeating the question "What time is it?" is optional.
 
 EXAMPLE
-TEMPLATE: {st-page_134_005.jpg}
-RESPONSE: What time is it? It's ten minutes after nine.
+PROMPT: What time is it? {st-page_134_005.jpg|A square clock showing the time 9:10}
+RESPONSE: It's ten minutes after nine.
 
-TEMPLATE: {st-page_134_001.jpg}
-RESPONSE: What time is it? It's five minutes after two.
+PROMPT: What time is it? {st-page_134_001.jpg|A square clock showing the time 2:05}
+RESPONSE: It's five after two.
 
-TEMPLATE: {st-page_134_002.jpg}
-RESPONSE: What time is it? It's a quarter after two.
+PROMPT: What time is it? {st-page_134_002.jpg|A square clock showing the time 2:15}
+RESPONSE: It's a quarter after two.
 
-TEMPLATE: {st-page_134_003.jpg}
-RESPONSE: What time is it? It's twenty minutes after two.
+PROMPT: What time is it? {st-page_134_003.jpg|A square clock showing the time 2:20}
+RESPONSE: It's twenty after two.
 
-TEMPLATE: {st-page_134_004.jpg}
-RESPONSE: What time is it? It's ten to nine.
+PROMPT: What time is it? {st-page_134_004.jpg|A square clock showing the time 8:50}
+RESPONSE: It's ten till nine.
 
-TEMPLATE: {st-page_134_006.jpg}
-RESPONSE: What time is it? It's half past three.
+PROMPT: What time is it? {st-page_134_006.jpg|A square clock showing the time 3:30}
+RESPONSE: It's half past three.
 
-TEMPLATE: {st-page_134_007.jpg}
-RESPONSE: What time is it? It's a quarter to nine.
+PROMPT: What time is it? {st-page_134_007.jpg|A square clock showing the time 8:45}
+RESPONSE: It's a quarter till nine.
 
-TEMPLATE: {st-page_134_008.jpg}
-RESPONSE: What time is it? It's twenty-five to seven.
+PROMPT: What time is it? {st-page_134_008.jpg|A square clock showing the time 6:35}
+RESPONSE: It's twenty-five till seven.
 
-TEMPLATE: {st-page_134_009.jpg}
-RESPONSE: What time is it? It's five to nine.
+PROMPT: What time is it? {st-page_134_009.jpg|A square clock showing the time 8:55}
+RESPONSE: It's five till nine.
 
-TEMPLATE: {st-page_134_010.jpg}
-RESPONSE: What time is it? It's twenty-five past eight.
+PROMPT: What time is it? {st-page_134_010.jpg|A square clock showing the time 8:25}
+RESPONSE: It's twenty-five after eight.
 
-TEMPLATE: {st-page_134_011.jpg}
-RESPONSE: What time is it? It's twenty to nine.
+PROMPT: What time is it? {st-page_134_011.jpg|A square clock showing the time 8:40}
+RESPONSE: It's twenty till nine.
 
-TEMPLATE: {st-page_134_012.jpg}
-RESPONSE: What time is it? It's twenty minutes after three.
+PROMPT: What time is it? {st-page_134_012.jpg|A square clock showing the time 3:20}
+RESPONSE: It's twenty after three.
 
-# Source: ST §Schedules (grammar)
-
-# Source: ST §Schedules (grammar)
-$GRAMMAR Schedules — Until and Till
+# Source: ST §Daily Schedules (card-ified; schedules kept as reference tables)
+$GRAMMAR Until and Till
 ID: l4-s10
-INTRO: "Until" and "till" mean the same thing: the action goes on, then stops at that time. Here are two full daily schedules we'll be using.
+INTRO: One more time word: "until". It tells you when something stops. Below are two daily schedules — you'll answer questions about them next.
 
-| | | |
-|---|---|---|
-| I work | {until} | five. |
-| | {till} | |
+CARD: **Until** and **till** mean the same thing: up to that time — and then it stops.
+{I work until five.}
+{I work till five.}
 
+SUMMARY:
 | David's schedule | Mr. & Mrs. Lewis's schedule |
 |---|---|
-| 8:00-11:15 classes | 8:00-12:00 work |
-| 11:15-12:00 lunch | 12:00- 1:00 lunch |
-| 12:00- 3:00 classes | 1:00- 5:00 work |
-| 3:00- 6:00 free time | 5:00- 6:00 free time |
-| 6:00- 7:00 supper | 6:00- 7:00 supper |
-| 7:00- 9:00 study | 7:00- 8:00 clean |
-| 9:00-10:30 watch TV | 8:00-10:30 watch TV |
-| 10:30- 7:00 sleep | 10:30- 6:30 sleep |
-
-# Source: ST §What Do They Do Every Day?
+| 8:00–11:15 classes | 8:00–12:00 work |
+| 11:15–12:00 lunch | 12:00–1:00 lunch |
+| 12:00–3:00 classes | 1:00–5:00 work |
+| 3:00–6:00 free time | 5:00–6:00 free time |
+| 6:00–7:00 supper | 6:00–7:00 supper |
+| 7:00–9:00 study | 7:00–8:00 clean |
+| 9:00–10:30 watch TV | 8:00–10:30 watch TV |
+| 10:30–7:00 sleep | 10:30–6:30 sleep |
 
 # Source: ST §What Do They Do Every Day?
 $PRODUCE What Do They Do Every Day?
 ID: l4-s11
-REFERENCE
-INTRO: Complete each sentence with "until" or "till" and the right time. The schedules are one tap away — David and the Lewises live very organized lives.
-INSTRUCTION: Type the missing time using "until" or "till".
+REFERENCE: l4-s10
+INTRO: Complete each sentence about David and the Lewises with "until" or "till" and the time. Their schedules are one tap away — nobody expects you to memorize when they clean.
+INSTRUCTION: Complete the sentence using "until" or "till" and the schedule.
 INPUT: type
 CHECK: exact
 
 EXAMPLE
-TEMPLATE: David sleeps ____ in the morning.
+TEMPLATE: David sleeps ____{until seven|till seven} in the morning.
 RESPONSE: David sleeps until seven in the morning.
-ACCEPT: until seven | till seven | until 7:00 | till 7:00
 
-TEMPLATE: In the morning, Mr. and Mrs. Lewis work ____.
+TEMPLATE: In the morning, Mr. and Mrs. Lewis work ____{until twelve|till twelve|until 12:00|till 12:00}.
 RESPONSE: In the morning, Mr. and Mrs. Lewis work until twelve.
-ACCEPT: until twelve | till twelve | until 12:00 | till 12:00
 
-TEMPLATE: In the evening, Mr. and Mrs. Lewis, and David watch TV ____.
+TEMPLATE: In the evening, Mr. and Mrs. Lewis, and David watch TV ____{until ten-thirty|till ten-thirty|until 10:30|till 10:30}.
 RESPONSE: In the evening, Mr. and Mrs. Lewis, and David watch TV until ten-thirty.
-ACCEPT: until ten-thirty | till ten-thirty | until 10:30 | till 10:30
 
-TEMPLATE: David has classes ____ in the afternoon.
+TEMPLATE: David has classes ____{until three|till three|until 3:00|till 3:00} in the afternoon.
 RESPONSE: David has classes until three in the afternoon.
-ACCEPT: until three | till three | until 3:00 | till 3:00
 
-TEMPLATE: After class, David has free time ____.
+TEMPLATE: After class, David has free time ____{until six|till six|until 6:00|till 6:00}.
 RESPONSE: After class, David has free time until six.
-ACCEPT: until six | till six | until 6:00 | till 6:00
 
-TEMPLATE: Mr. and Mrs. Lewis sleep ____ in the morning.
+TEMPLATE: Mr. and Mrs. Lewis sleep ____{until six-thirty|till six-thirty|until 6:30|till 6:30} in the morning.
 RESPONSE: Mr. and Mrs. Lewis sleep until six-thirty in the morning.
-ACCEPT: until six-thirty | till six-thirty | until 6:30 | till 6:30
 
-TEMPLATE: David studies ____ in the evening.
+TEMPLATE: David studies ____{until nine|till nine|until 9:00|till 9:00} in the evening.
 RESPONSE: David studies until nine in the evening.
-ACCEPT: until nine | till nine | until 9:00 | till 9:00
 
-TEMPLATE: Mr. and Mrs. Lewis work ____ in the afternoon.
+TEMPLATE: Mr. and Mrs. Lewis work ____{until five|till five|until 5:00|till 5:00} in the afternoon.
 RESPONSE: Mr. and Mrs. Lewis work until five in the afternoon.
-ACCEPT: until five | till five | until 5:00 | till 5:00
 
-TEMPLATE: In the morning, David has classes ____.
+TEMPLATE: In the morning, David has classes ____{until eleven-fifteen|till eleven-fifteen|until a quarter after eleven|till a quarter after eleven|until 11:15|till 11:15}.
 RESPONSE: In the morning, David has classes until eleven-fifteen.
-ACCEPT: until eleven-fifteen | till eleven-fifteen | until 11:15 | till 11:15
 
-# Source: ST §Donna's Schedules (grammar)
-
-# Source: ST §Donna's Schedules (grammar)
-$GRAMMAR Donna's Schedules
+# Source: ST §Donna's Schedule (card-ified; schedules kept as reference tables)
+$GRAMMAR From ... To
 ID: l4-s12
-INTRO: "From ... to" gives both ends of an activity. Meet Donna: school, work, and one very full Saturday.
+INTRO: To give a start AND an end, use "from ... to". Donna's week is below — she works, studies, and still finds time to dance.
 
-| | | | | |
-|---|---|---|---|---|
-| Sam sleeps | {from} | one | {to} | four. |
-| | | | {until} | |
-| | | | {till} | |
+CARD: **From** gives the start; **to** — or **until**, or **till** — gives the end.
+{Sam sleeps from one to four.}
+{Sam sleeps from one until four.}
+{Sam sleeps from one till four.}
 
+SUMMARY:
 | Donna's schedule from Monday to Friday | Last Saturday, she... |
 |---|---|
-| 8:00-12:00 school | 10:00-11:00 breakfast |
-| 12:00- 1:00 lunch | 11:00- 3:00 washed clothes |
-| 1:00- 3:00 school | 3:00- 6:00 went to stores |
-| 3:00- 7:00 work | 6:00- 8:00 went to the movies |
-| 7:00- 8:00 supper | 8:00-10:00 dinner |
-| 8:00-10:00 study | 10:00-12:00 danced |
-| 10:00-10:30 watch TV | |
-| 10:30- 7:00 sleep | |
+| 8:00–12:00 school | 10:00–11:00 breakfast |
+| 12:00–1:00 lunch | 11:00–3:00 washed clothes |
+| 1:00–3:00 school | 3:00–6:00 went to stores |
+| 3:00–7:00 work | 6:00–8:00 went to the movies |
+| 7:00–8:00 supper | 8:00–10:00 dinner |
+| 8:00–10:00 study | 10:00–12:00 danced |
+| 10:00–10:30 watch TV | |
+| 10:30–7:00 sleep | |
 
-# Source: ST §Ask and Answer About Donna
-
-# Source: ST §Ask and Answer About Donna
-$PRODUCE Questions About Donna
+# Source: ST §Donna Works From Monday to Friday.
+$PRODUCE Donna's Week
 ID: l4-s13
-REFERENCE
-INTRO: Answer the questions about Donna's week aloud, using from, to, until, or till. Her schedule is right there — Donna hides nothing.
-INSTRUCTION: Answer aloud using from/to/until/till.
+REFERENCE: l4-s12
+INTRO: Answer aloud about Donna's schedule using "from ... to". Her schedule is in the reference if you need it.
+INSTRUCTION: Answer the questions using "from ... to/till/until".
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same activities and times using from/to/until/till.
+RUBRIC: Accept any correct sentence describing Donna's schedule accurately using from ... to/till/until.
 
-EXAMPLE
-PROMPT: What does Donna do from Monday to Friday?
-RESPONSE: Donna goes to school and works from Monday to Friday.
+PROMPT: What does Donna do from Monday to Friday from eight to twelve?
+RESPONSE: Donna goes to school from eight till twelve.
 
-EXAMPLE
-PROMPT: When does Donna work?
-RESPONSE: She works from three to seven.
+PROMPT: When does Donna work from Monday to Friday?
+RESPONSE: Donna works from three to seven.
 
-EXAMPLE
-PROMPT: What did Donna do last Saturday?
-RESPONSE: She went to the stores from 3:00 to 6:00 last Saturday.
+PROMPT: What did Donna do from three to six last Saturday?
+RESPONSE: She went to the stores from three to six last Saturday.
 
-PROMPT: When does Donna have school?
-RESPONSE: She has school from eight to noon and one to three.
+PROMPT: What did Donna do from six to eight last Saturday?
+RESPONSE: She went to the movies from six to eight.
 
-PROMPT: What time did she eat dinner last Saturday?
-RESPONSE: She ate dinner from eight to ten.
+PROMPT: When did Donna wash clothes last Saturday?
+RESPONSE: She washed clothes from eleven to three.
 
-PROMPT: How long did she dance last Saturday?
-RESPONSE: She danced from ten until midnight.
-
-# Source: ST §Until / Till (Negative)
-
-# Source: ST §Until / Till (Negative)
-$GRAMMAR Not Until
+# Source: ST §I Can't Go to the Game Until Six.
+$DIALOGUE I Can't Go Until Six
 ID: l4-s14
-INTRO: With a negative — won't, can't, didn't — "until" means the action happens at that time and not one minute before.
-
-| | | | | |
-|---|---|---|---|---|
-| My brother | {won't} | graduate | {until} | August. |
-| | {can't} | | {till} | |
-| | {didn't} | | | |
-
-# Source: ST §I Can't Go to the Game Until Six
-
-# Source: ST §I Can't Go to the Game Until Six
-$DIALOGUE I Can't Go to the Game Until Six
-ID: l4-s15
-INTRO: Dan will be late to the game — his sister's flight moved, twice. Count how many "untils" fit into one small delay. Just listen.
-INSTRUCTION: Listen to the dialog.
+INTRO: Dan's sister changed flights at the last moment, so nothing in his day happens on time. Read the dialog and notice every "until".
+INSTRUCTION: Read the dialog.
 
 Stan: Are you going to the game tonight?
-Dan: Yes, but I'll be late. I have to pick up my sister at the airport. I can't go to the game until after six o'clock.
-
+Dan: Yes, but I'll be late.
+LINE: I have to pick up my sister at the airport.
+LINE: I can't go to the game until after six o'clock.
 Stan: Isn't she going to arrive at 3:00?
-Dan: No. She's not going to arrive until 5:00. She had to change to a different flight at the last moment.
-LINE: She had to work until noon. She didn't get to the airport until time for the 3 o'clock flight.
-
+Dan: No. She's not going to arrive until 5:00.
+LINE: She had to change to a different flight at the last moment.
+LINE: She had to work until noon.
+LINE: She didn't get to the airport until time for the 3 o'clock flight.
 Stan: I'll see you at the game then.
 
-# Source: ST §What a Day!
-
 # Source: ST §What a Day!
 $DIALOGUE What a Day!
-ID: l4-s16
-INTRO: Eva's whole day ran late — bus, lunch, New York. Read her letter home; every disaster comes with a time attached.
-INSTRUCTION: Read the letter.
+ID: l4-s15
+INTRO: Eva's whole day ran late — the bus, the letters, lunch, even New York. Listen to the letter she writes her mother, and count how many times "until" has to rescue a sentence.
+INSTRUCTION: Listen to the letter.
 
-Eva: July 8
-LINE: Dear Mommy,
-LINE: I'm writing this letter to tell you about my day. I need to tell someone.
+Narrator: July 8
+Narrator: Dear Mommy,
+Narrator: I'm writing this letter to tell you about my day.
+LINE: I need to tell someone.
 LINE: Now I can smile, and I want you to smile with me.
-LINE: It started with my eight o'clock bus. It didn't come until twenty after eight.
-LINE: I didn't arrive at the office until ten past nine! I found many letters on my desk.
-LINE: Mr. Miller needed the letters before lunch. I worked very fast, but I didn't finish until a quarter to one.
-LINE: I went to lunch at the little restaurant on the corner. It was very crowded.
-LINE: I didn't get my food until ten after one. I ate fast and went back to the office.
-LINE: The afternoon was the same. I had to make an important long distance phone call to Mr. Jones in New York.
-LINE: The line was busy for a long time. I didn't talk to Mr. Jones until a quarter after three.
-LINE: It was a quarter past five in New York and his office clerk wasn't there.
-LINE: "Oh, no," I thought, "I won't get the answer till tomorrow."
-LINE: I was right. Mr. Jones didn't have the answer to my question.
-LINE: I was very tired at 5:00. I took a nice, hot shower, and now I'm writing you this letter.
+Narrator: It started with my eight o'clock bus. It didn't come until twenty after eight.
+Narrator: I didn't arrive at the office until ten past nine!
+Narrator: I found many letters on my desk. Mr. Miller needed the letters before lunch.
+Narrator: I worked very fast, but I didn't finish until a quarter to one.
+Narrator: I went to lunch at the little restaurant on the corner. It was very crowded.
+Narrator: I didn't get my food until ten after one. I ate fast and went back to the office.
+Narrator: The afternoon was the same. I had to make an important long distance phone call to Mr. Jones in New York.
+Narrator: The line was busy for a long time. I didn't talk to Mr. Jones until a quarter after three.
+Narrator: It was a quarter past five in New York and his office clerk wasn't there.
+Narrator: "Oh, no," I thought, "I won't get the answer till tomorrow."
+Narrator: I was right. Mr. Jones didn't have the answer to my question.
+Narrator: I was very tired at 5:00.
+LINE: I took a nice, hot shower, and now I'm writing you this letter.
 LINE: Tomorrow will be a better day.
-LINE: Your daughter,
-LINE: Eva
+Narrator: Your daughter, Eva
 
-# SKIPPED (book): "Listen to the questions and answer them" (about Eva's letter) — instructor-read, no recorded stimuli or printed questions.
-# SKIPPED (book): "WHERE DID YOU LIVE FROM 1985 UNTIL 1987?" — open pair task about the learners' own pasts; no solo path.
+# SKIPPED (book): "WHERE DID YOU LIVE FROM 1985 UNTIL 1987?" — open classmate Q&A interview; no solo path.
 
-$LESSON 4-3: Giving and Taking Messages
+$SESSION 4-3: Leaving Messages with "Tell"
 
-# Source: ST §Tell Him I'll Return His Call
+# Source: ST §Tell Lt Jones That I'll See Him at the Library. (card-ified)
+$GRAMMAR Tell Him That...
+ID: l4-s16
+INTRO: In this part you'll learn to pass a message along: "Tell him I called." One pattern, endlessly useful — here it is.
 
-# Source: ST §Tell Him I'll Return His Call
-$DIALOGUE Tell Him I'll Return His Call
-ID: l4-s19
-INTRO: In this part you'll learn to pass a message along with "tell". Five office calls, five busy colonels — one of them officially "just left". Listen and repeat.
-INSTRUCTION: Listen and repeat each exchange.
+CARD: To pass a message, say **tell** + the person + the message. The word "that" is optional.
+{Tell Jeff that his hat is outside.}
+{Tell Mark Capt Winters called.}
+{Tell Sgt Lewis that his barracks number is 7542.}
+
+CARD: The message can be an instruction, too.
+{Tell Chris she has to go to the dispensary now.}
+
+CARD: To keep a secret, use **don't tell**.
+{Don't tell Alice that she can't go.}
+{Don't tell Sam I won't be there.}
+{Don't tell Mike that I told you about it!}
+{Don't tell Bob he forgot to make the deposit.}
+
+SUMMARY:
+| | Tell | him / her / Sam | (that) | we'll go at 6:30. |
+|---|---|---|---|---|
+| Don't | tell | him / her / Sam | (that) | I won't be there. |
+
+# Source: LLA 4B Figure 4
+$PRODUCE Give a Message
+ID: 8-4b-f4
+INTRO: You're the messenger now. Listen to the statement, look at the name on screen, and pass the message along with "Tell". Then repeat the model answer.
+INSTRUCTION: Say the message aloud using "Tell".
+INPUT: speak
+CHECK: reveal
 REPEAT
 
-Sgt_Jones: Sir, Captain Johnson is on the phone.
-Col_Irving: Tell him that I'll call back this afternoon.
+EXAMPLE
+TEMPLATE: John
+PROMPT: I'm going home. {bk08-l4b-f4-01-q.mp3}
+RESPONSE: Tell John that I'm going home. {bk08-l4b-f4-01-a.mp3}
 
-Sgt_Ramos: Sir, Major Adams is holding for you.
-Col_Vassar: Tell her that you'll take a message.
+TEMPLATE: Paul
+PROMPT: I'll call back later. {bk08-l4b-f4-02-q.mp3}
+RESPONSE: Tell Paul that I'll call back later. {bk08-l4b-f4-02-a.mp3}
 
-Sgt_Collier: Sir, George Robinson is waiting on line #1.
-Col_Gonzales: Tell him that I'll return the call in an hour.
+TEMPLATE: Jane
+PROMPT: I'll meet her at the library. {bk08-l4b-f4-03-q.mp3}
+RESPONSE: Tell Jane I'll meet her at the library. {bk08-l4b-f4-03-a.mp3}
 
-Sgt_Kline: Sir, Col Ryan wants to know what time you'll pick him up.
-Col_Butler: Tell him that I'll pick him up at a quarter till seven.
+TEMPLATE: Ann
+PROMPT: I can't go to the movie tonight. {bk08-l4b-f4-04-q.mp3}
+RESPONSE: Tell Anne that I can't go to the movie tonight. {bk08-l4b-f4-04-a.mp3}
 
-Sgt_Chavez: Sir, Ms. Cantu is waiting in the office.
-Col_Moore: Don't tell her I'm here! Tell her I just left.
+TEMPLATE: the manager
+PROMPT: I want a 2-bedroom apartment. {bk08-l4b-f4-05-q.mp3}
+RESPONSE: Tell the manager that I want a 2-bedroom apartment. {bk08-l4b-f4-05-a.mp3}
 
-# Source: ST §Tell + Object + That Clause (grammar)
+TEMPLATE: Jack
+PROMPT: I'd like to buy his car. {bk08-l4b-f4-06-q.mp3}
+RESPONSE: Tell Jack I'd like to buy his car. {bk08-l4b-f4-06-a.mp3}
 
-# Source: ST §Tell + Object + That Clause (grammar)
-$GRAMMAR Tell Him That...
+TEMPLATE: Mr. West
+PROMPT: His plane will leave at 10. {bk08-l4b-f4-07-q.mp3}
+RESPONSE: Tell Mr. West that his plane will leave at 10. {bk08-l4b-f4-07-a.mp3}
+
+TEMPLATE: Mrs. Barr
+PROMPT: She left her coat at the doctor's office. {bk08-l4b-f4-08-q.mp3}
+RESPONSE: Tell Mrs. Barr she left her coat at the doctor's office. {bk08-l4b-f4-08-a.mp3}
+
+TEMPLATE: Mary
+PROMPT: I'll bring a cake for the dinner. {bk08-l4b-f4-09-q.mp3}
+RESPONSE: Tell Mary I'll bring a cake for the dinner. {bk08-l4b-f4-09-a.mp3}
+
+# Source: ST §Tell John His Mother Called.
+$PRODUCE Tell — and Don't Tell
 ID: l4-s17
-INTRO: Here's the pattern: tell, then the person, then the message. The word "that" is optional — the message isn't.
-
-| | | | | |
-|---|---|---|---|---|
-| | Tell | him | (that) | we'll go at 6:30. |
-| | Tell | her | | |
-| Don't | tell | Sam | | |
-
-**Read the sentences:**
-- {Tell Jeff that his hat is outside.}
-- {Don't tell Alice that she can't go.}
-- {Tell Mark Capt Winters called.}
-- {Don't tell Sam I won't be there.}
-- {Tell Sgt Lewis that his barracks number is 7542.}
-- {Don't tell Mike that I told you about it!}
-- {Tell Chris she has to go to the dispensary now.}
-- {Don't tell Bob he forgot to make the deposit.}
-
-# Source: ST §Tell John His Mother Called
-
-# Source: ST §Tell John His Mother Called
-$PRODUCE Tell John His Mother Called
-ID: l4-s18
-INTRO: Turn each sentence into a message: use "tell" or "don't tell" with the name in parentheses. Say it aloud, then check the model.
-INSTRUCTION: Change the sentence using tell or don't tell and the cue in parentheses.
+INTRO: Same pattern, now with secrets. Change each sentence using "tell" or "don't tell" and the name in parentheses, then check the model.
+INSTRUCTION: Change each sentence using "tell" or "don't tell" and the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -930,13 +905,67 @@ RESPONSE: Tell Fred he can wait for me in the dining room.
 PROMPT: I forgot to mail Ted's letter. (don't/Ted)
 RESPONSE: Don't tell Ted I forgot to mail his letter.
 
-# Source: ST §Match the Sentences
+# Source: LLA 4B Figure 5
+$PRODUCE Leave the Message Yourself
+ID: 8-4b-f5
+INTRO: Now put it all together on the phone. Listen to the conversation, read the message cue, and leave the message as the caller. Then repeat the model answer.
+INSTRUCTION: Say the message aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
 
-# Source: ST §Match the Sentences
+EXAMPLE
+TEMPLATE: You can meet Yoko tonight.
+PROMPT: Hello, is Yoko there?\n— No, she isn't. May I take a message? {bk08-l4b-f5-01-q.mp3}
+RESPONSE: Yes, please tell Yoko that I can meet her tonight. {bk08-l4b-f5-01-a.mp3}
+
+TEMPLATE: You will call Joe later today.
+PROMPT: Hello, is Joe there?\n— No, he isn't. May I take a message? {bk08-l4b-f5-02-q.mp3}
+RESPONSE: Yes, please tell Joe I'll call him later today. {bk08-l4b-f5-02-a.mp3}
+
+TEMPLATE: You want to buy Mr. Smith's blue car.
+PROMPT: Hello, may I speak to Mr. Smith?\n— He's not here right now. May I take a message? {bk08-l4b-f5-03-q.mp3}
+RESPONSE: Yes, please tell Mr. Smith I want to buy his blue car. {bk08-l4b-f5-03-a.mp3}
+
+TEMPLATE: Ann left her coat at the library.
+PROMPT: Hello, may I speak to Anne?\n— She's not here. Can I take a message? {bk08-l4b-f5-04-q.mp3}
+RESPONSE: Yes, please tell Anne that she left her coat at the library. {bk08-l4b-f5-04-a.mp3}
+
+TEMPLATE: You can't go to the volleyball game tonight.
+PROMPT: Hi, this is Jill. Is Fran there?\n— No, she's not. Do you want to leave a message? {bk08-l4b-f5-05-q.mp3}
+RESPONSE: Yes, please tell Fran that I can't go to the volleyball game tonight. {bk08-l4b-f5-05-a.mp3}
+
+TEMPLATE: Mr. West's flight to Dallas leaves at ten a.m.
+PROMPT: Hello, this is Southern Airways calling. May I speak to Mr. West?\n— He's not here right now. May I take a message? {bk08-l4b-f5-06-q.mp3}
+RESPONSE: Yes, please tell Mr. West that his flight to Dallas leaves at 10:00 a.m. {bk08-l4b-f5-06-a.mp3}
+
+# Source: ST §Tell Him I'll Return His Call.
+$DIALOGUE Passing Messages at the Office
+ID: l4-s18
+INTRO: Five offices, five phone calls, five messages passed along. Listen and repeat each exchange. Colonel Moore's message is, let's say, diplomatically flexible.
+INSTRUCTION: Listen and repeat each exchange.
+REPEAT
+
+Sgt_Jones: Sir, Captain Johnson is on the phone.
+Col_Irving: Tell him that I'll call back this afternoon.
+
+Sgt_Ramos: Sir, Major Adams is holding for you.
+Col_Vassar: Tell her that you'll take a message.
+
+Sgt_Collier: Sir, George Robinson is waiting on line #1.
+Col_Gonzales: Tell him that I'll return the call in an hour.
+
+Sgt_Kline: Sir, Col Ryan wants to know what time you'll pick him up.
+Col_Butler: Tell him that I'll pick him up at a quarter till seven.
+
+Sgt_Chavez: Sir, Ms. Cantu is waiting in the office.
+Col_Moore: Don't tell her I'm here! Tell her I just left.
+
+# Source: ST §Match the Sentences.
 $SELECT Match the Messages
-ID: l4-s20
-INTRO: Pick the message that fits each situation. Someone who's hungry probably isn't asking for more money.
-INSTRUCTION: Tap the phrase that correctly completes the sentence.
+ID: l4-s19
+INTRO: Each situation needs the right message. Tap the ending that completes the sentence sensibly — "I'm hungry" and "I want to rest" are not interchangeable.
+INSTRUCTION: Tap the ending that completes each sentence.
 OPTION: a | I want to eat.
 OPTION: b | I need more money.
 OPTION: c | I'll call later.
@@ -971,105 +1000,12 @@ ANSWER: h
 TEMPLATE: I'm tired. Tell him that ____
 ANSWER: g
 
-# Source: LLA 4B Figure 4
-
-# Source: LLA 4B Figure 4
-$PRODUCE Give a Message
-ID: 4b-f4
-INPUT: speak
-CHECK: reveal
-INTRO: Now do it by ear. Listen to the sentence, then turn it into a message for the person named on the screen. Say it aloud, then repeat the model.
-INSTRUCTION: Speak the message aloud.
-REPEAT
-
-EXAMPLE
-TEMPLATE: John
-PROMPT: I'm going home. {bk08-l4b-f4-ex-q.mp3}
-RESPONSE: Tell John that I'm going home. {bk08-l4b-f4-ex-a.mp3}
-
-TEMPLATE: Paul
-PROMPT: I'll call back later. {bk08-l4b-f4-01-q.mp3}
-RESPONSE: Tell Paul that I'll call back later. {bk08-l4b-f4-01-a.mp3}
-
-TEMPLATE: Jane
-PROMPT: I'll meet her at the library. {bk08-l4b-f4-02-q.mp3}
-RESPONSE: Tell Jane I'll meet her at the library. {bk08-l4b-f4-02-a.mp3}
-
-TEMPLATE: Ann
-PROMPT: I can't go to the movie tonight. {bk08-l4b-f4-03-q.mp3}
-RESPONSE: Tell Anne that I can't go to the movie tonight. {bk08-l4b-f4-03-a.mp3}
-
-TEMPLATE: manager
-PROMPT: I want a 2-bedroom apartment. {bk08-l4b-f4-04-q.mp3}
-RESPONSE: Tell the manager that I want a 2-bedroom apartment. {bk08-l4b-f4-04-a.mp3}
-
-TEMPLATE: Jack
-PROMPT: I'd like to buy his car. {bk08-l4b-f4-05-q.mp3}
-RESPONSE: Tell Jack I'd like to buy his car. {bk08-l4b-f4-05-a.mp3}
-
-TEMPLATE: Mr. West
-PROMPT: His plane will leave at 10. {bk08-l4b-f4-06-q.mp3}
-RESPONSE: Tell Mr. West that his plane will leave at 10. {bk08-l4b-f4-06-a.mp3}
-
-TEMPLATE: Mrs. Barr
-PROMPT: She left her coat at the doctor's office. {bk08-l4b-f4-07-q.mp3}
-RESPONSE: Tell Mrs. Barr she left her coat at the doctor's office. {bk08-l4b-f4-07-a.mp3}
-
-TEMPLATE: Mary
-PROMPT: I'll bring a cake for the dinner. {bk08-l4b-f4-08-q.mp3}
-RESPONSE: Tell Mary I'll bring a cake for the dinner. {bk08-l4b-f4-08-a.mp3}
-
-# Source: LLA 4B Figure 5
-
-# Source: LLA 4B Figure 5
-$PRODUCE Take a Message
-ID: 4b-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Full calls this time. Listen, and when they offer to take a message, use the cue on the screen to leave one aloud. Then repeat the model.
-INSTRUCTION: Speak the message aloud.
-REPEAT
-
-TEMPLATE: You will call Joe later today.
-PROMPT: Hello, is Joe there? ... No, he isn't. ... May I take a message? {bk08-l4b-f5-01-q.mp3}
-RESPONSE: Yes, please tell Joe I'll call him later today. {bk08-l4b-f5-01-a.mp3}
-
-TEMPLATE: You want to buy Mr. Smith's blue car.
-PROMPT: Hello, may I speak to Mr. Smith? ... He's not here right now. ... May I take a message? {bk08-l4b-f5-02-q.mp3}
-RESPONSE: Yes, please tell Mr. Smith I want to buy his blue car. {bk08-l4b-f5-02-a.mp3}
-
-TEMPLATE: Ann left her coat at the library.
-PROMPT: Hello, may I speak to Anne? ... She's not here. ... Can I take a message? {bk08-l4b-f5-03-q.mp3}
-RESPONSE: Yes, please tell Anne that she left her coat at the library. {bk08-l4b-f5-03-a.mp3}
-
-TEMPLATE: You can't go to the volleyball game tonight.
-PROMPT: Hi, this is Jill. Is Fran there? ... No, she's not. ... Do you want to leave a message? {bk08-l4b-f5-04-q.mp3}
-RESPONSE: Yes, please tell Fran that I can't go to the volleyball game tonight. {bk08-l4b-f5-04-a.mp3}
-
-TEMPLATE: Mr. West's flight to Dallas leaves at ten a.m.
-PROMPT: Hello, this is Southern Airways calling. ... May I speak to Mr. West? ... He's not here right now. ... May I take a message? {bk08-l4b-f5-05-q.mp3}
-RESPONSE: Yes, please tell Mr. West that his flight to Dallas leaves at 10:00 a.m. {bk08-l4b-f5-05-a.mp3}
-
-# Source: ST §We Use Bells to Give Messages
-
-# Source: ST §We Use Bells to Give Messages
-$DIALOGUE Bells Give Messages Too
-ID: l4-s6
-INTRO: Not every message needs words. Read how bells do the same job.
-INSTRUCTION: Read the sentences.
-
-LINE: The bell on the telephone rings. There's a call for you. {st-page_131_002.jpg}
-LINE: The doorbell rings. Someone is at the door.
-LINE: The school bell is ringing. It's time for class.
-LINE: In hospitals, there are bells by each bed. You ring the bell, and the nurse comes.
-
-# Source: ST §May I Speak To....
-
-# Source: ST §May I Speak To....
+# Source: ST §May I Speak To...
 $DIALOGUE May I Speak To...
-ID: l4-s22
-INTRO: Eight quick calls to finish the part — everything from "hold the line" to "let me get a pencil". Read them; by now you've heard every phrase in them.
-INSTRUCTION: Read the dialogs.
+ID: l4-s21
+INTRO: A parade of phone openings — asking for someone, holding the line, taking messages. Listen and repeat; these are the exact lines you'll use most.
+INSTRUCTION: Listen and repeat the telephone conversations.
+REPEAT
 
 David: Hello. May I please speak to Mr. Jon Barr?
 Irene: He's not here right now. May I take a message?
@@ -1098,511 +1034,390 @@ Sally: Yes. May I speak with the manager?
 Jane: Hello. May I speak to Ann Mills?
 Julio: She's not here right now. May I take a message?
 Jane: Yes. Would you ask her to call Jane at 555-9831.
-Julio: Just a minute. Let me get a pencil.... Now, what was that number again?
+Julio: Just a minute. Let me get a pencil... Now, what was that number again?
 Jane: 5-5-5, 9-8-3-1.
 
-# SKIPPED (book): "HE'S/SHE'S NOT HERE" and "HOLD THE LINE" — open pair role-play tasks practicing phone messages; no fixed scripts, no solo path.
+# SKIPPED (book): "HE'S/SHE'S NOT HERE." — open pair role-play chart; no solo path.
+# SKIPPED (book): "HOLD THE LINE." — open unscripted dialog completion pair task; no solo path.
 
-$LESSON 4-4: Renting an Apartment
-
-# Source: LLA 4C Figure 1
+$SESSION 4-4: Renting an Apartment
 
 # Source: LLA 4C Figure 1
 $DIALOGUE How Jack Got His Apartment
-ID: 4c-f1
-INTRO: New goal for this part: renting an apartment. Follow Jack from the "for rent" sign to the signed lease — listen, look at the pictures, and repeat.
-INSTRUCTION: Listen and repeat.
+ID: 8-4c-f1
+INTRO: In this part you'll learn to call about an apartment for rent — bedrooms, deposit, and all. First, how Jack did it, in six easy steps. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: apartment
-LINE: Jack looked for an apartment. {page_077_001.jpg} {bk08-l4c-f1-01.mp3}
+LINE: Jack looked for an apartment. {page_077_001.jpg|A car parked outside an apartment building} {bk08-l4c-f1-01.mp3}
 
 VOCAB: for rent
-LINE: There were some apartments for rent on Jones Street. {page_077_002.jpg} {bk08-l4c-f1-02.mp3}
+LINE: There were some apartments for rent on Jones Street. {page_077_002.jpg|A sign in front of a house reading FOR RENT} {bk08-l4c-f1-02.mp3}
 
 VOCAB: manager
-LINE: Jack talked to the manager. {page_077_003.jpg} {bk08-l4c-f1-03.mp3}
+LINE: Jack talked to the manager. {page_077_003.jpg|A man talking to an apartment manager} {bk08-l4c-f1-03.mp3}
 
 VOCAB: bedroom
-LINE: The manager said the apartment has 1 bedroom. {page_077_004.jpg} {bk08-l4c-f1-04.mp3}
+LINE: The manager said the apartment has 1 bedroom. {page_077_004.jpg|A man standing in a bedroom showing it to another man} {bk08-l4c-f1-04.mp3}
 
 VOCAB: deposit
 VOCAB: rent
-LINE: He also said the deposit is $200, and the rent is $300 a month. {page_077_005.jpg} {bk08-l4c-f1-05.mp3}
+LINE: He also said the deposit is $200, and the rent is $300 a month. {page_077_005.jpg|Money labelled DEPOSIT and RENT} {bk08-l4c-f1-05.mp3}
 
-LINE: Jack rented the apartment. {page_077_006.jpg} {bk08-l4c-f1-06.mp3}
+VOCAB: to rent
+LINE: Jack rented the apartment. {page_077_006.jpg|A man sitting in a chair in his rented apartment living room} {bk08-l4c-f1-06.mp3}
 
 # Source: LLA 4C Figure 2
-
-# Source: LLA 4C Figure 2
-$PRODUCE Apartment Words — Dictation
-ID: 4c-f2
+$PRODUCE Write the Word You Hear
+ID: 8-4c-f2
 INPUT: type
 CHECK: exact
-INTRO: Now spell them. Listen to each sentence and its key word, then type the word you hear.
-INSTRUCTION: Type the word.
+HIDE_PROMPT
+INTRO: Quick ear check on the new words. Listen to each sentence, then type the word or phrase you hear.
+INSTRUCTION: Type the word or phrase you hear.
 
-PROMPT: He lives in an apartment. Apartment. {bk08-l4c-f2-01.mp3}
-RESPONSE: apartment {bk08-l4c-f2-01.mp3}
+EXAMPLE
+PROMPT: He lives in an apartment. {bk08-l4c-f2-01.mp3}
+RESPONSE: apartment {bk08-l4c-f2-01-a.mp3}
 
-PROMPT: He's sleeping in the bedroom. Bedroom. {bk08-l4c-f2-02.mp3}
-RESPONSE: bedroom {bk08-l4c-f2-02b.mp3}
+PROMPT: He's sleeping in the bedroom. {bk08-l4c-f2-02.mp3}
+RESPONSE: bedroom {bk08-l4c-f2-02-a.mp3}
 
-PROMPT: She gave him the deposit. Deposit. {bk08-l4c-f2-03.mp3}
-RESPONSE: deposit {bk08-l4c-f2-03b.mp3}
+PROMPT: She gave him the deposit. {bk08-l4c-f2-03.mp3}
+RESPONSE: deposit {bk08-l4c-f2-03-a.mp3}
 
-PROMPT: The house on the corner is for rent. For rent. {bk08-l4c-f2-04.mp3}
-RESPONSE: for rent {bk08-l4c-f2-04b.mp3}
+PROMPT: The house on the corner is for rent. {bk08-l4c-f2-04.mp3}
+RESPONSE: for rent {bk08-l4c-f2-04-a.mp3}
 
-PROMPT: He didn't look for Mary's book. Look for. {bk08-l4c-f2-05.mp3}
-RESPONSE: look for {bk08-l4c-f2-05b.mp3}
+PROMPT: He didn't look for Mary's book. {bk08-l4c-f2-05.mp3}
+RESPONSE: look for {bk08-l4c-f2-05-a.mp3}
 
-PROMPT: He's a restaurant manager. Manager. {bk08-l4c-f2-06.mp3}
-RESPONSE: manager {bk08-l4c-f2-06b.mp3}
+PROMPT: He's a restaurant manager. {bk08-l4c-f2-06.mp3}
+RESPONSE: manager {bk08-l4c-f2-06-a.mp3}
 
-PROMPT: He wants to rent a car. Rent. {bk08-l4c-f2-07.mp3}
-RESPONSE: rent {bk08-l4c-f2-07.mp3}
+PROMPT: He wants to rent a car. {bk08-l4c-f2-07.mp3}
+RESPONSE: rent {bk08-l4c-f2-07-a.mp3}
 
-# Source: ST §Lt West Wants to Rent an Apartment
+# Source: LLA 4C Figure 3 (Part 1)
+$DIALOGUE Calling Westside Apartments
+ID: 8-4c-f3-d
+INTRO: Charles calls about an apartment for rent — rooms, rent, deposit, and when he can see it. Listen to the whole call.
+INSTRUCTION: Listen to the dialogue.
 
-# Source: ST §Lt West Wants to Rent an Apartment
-$DIALOGUE Lt West Wants to Rent an Apartment
-ID: l4-s27
-INTRO: Lt West has until the end of the month to find a place — no pressure. Listen and repeat the story; the apartment words are the ones to keep.
-INSTRUCTION: Listen and repeat.
-REPEAT
+Manager: Westside Apartments. {bk08-l4c-f3-01.mp3}
+Charles: Hello, may I speak to the manager? {bk08-l4c-f3-02.mp3}
+Manager: This is the manager. How can I help you? {bk08-l4c-f3-03.mp3}
+Charles: I'm calling about the apartment for rent. Can you tell me about it? {bk08-l4c-f3-04.mp3}
+Manager: Well, it has 1 bedroom, a living room, and a kitchen. {bk08-l4c-f3-05.mp3}
+LINE: There is a refrigerator and a stove in the kitchen. {bk08-l4c-f3-06.mp3}
+Charles: How much is the rent? {bk08-l4c-f3-07.mp3}
+Manager: The rent is $350 a month, and there is a deposit of $200. {bk08-l4c-f3-08.mp3}
+Charles: When can I see the apartment? {bk08-l4c-f3-09.mp3}
+Manager: You can come by any time between 9 and 12 in the morning, and between 1 and 6 in the afternoon. {bk08-l4c-f3-10.mp3}
+LINE: I'll be happy to show you the apartment. {bk08-l4c-f3-11.mp3}
+Charles: I'll be there tomorrow morning. Thank you very much. {bk08-l4c-f3-12.mp3}
 
-VOCAB: to look for | look for
-LINE: Last Sunday, Lt West looked for an apartment. {st-page_150_001.jpg}
-LINE: She needs to find one before the last day of the month.
-LINE: She drove on Vail Street, and she saw a nice apartment building.
-
-LINE: There were some apartments for rent.
-
-LINE: She went to the office and talked to the manager. {st-page_150_002.jpg}
-
-VOCAB: dining room
-LINE: The manager showed her a two-bedroom apartment. It was nice.
-LINE: The kitchen was small, but the bedrooms and the living room were big.
-
-LINE: "The rent is $450.00 a month," the manager said.
-
-LINE: He also told her about a deposit.
-LINE: "What kind of deposit?" She asked him.
-
-VOCAB: to return | return
-LINE: "It's called a cleaning deposit," he said, "and we'll return it to you later."
-LINE: "When?" she asked.
-LINE: "When you leave," he said. "The deposit for a two-bedroom apartment will be $200.00."
-LINE: "Thank you. I'll think about it, and I'll call you," Lt West said to the manager.
-LINE: Lt West likes the apartment, but she wants to see other apartments. Then she will choose.
-
-# Source: ST §How Much Is the Rent?
-
-# Source: ST §How Much Is the Rent?
-$PRODUCE Questions About Lt West
-ID: l4-s28
-REFERENCE
-INTRO: Answer the questions about Lt West's apartment hunt aloud. The story is one tap away, in case the rent slips your mind — it slipped mine.
-INSTRUCTION: Answer the questions about Lt West.
-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: What did Lt West do last Sunday?
-RESPONSE: She looked for an apartment.
-
-PROMPT: What did she see?
-RESPONSE: She saw a nice apartment building.
-
-PROMPT: Were there any apartments for rent?
-RESPONSE: Yes, there were some apartments for rent.
-
-PROMPT: Who did Lt West talk to?
-RESPONSE: She talked to the manager.
-
-PROMPT: What did the manager show Lt West?
-RESPONSE: He showed her a two-bedroom apartment.
-
-PROMPT: How much was the rent?
-RESPONSE: The rent was $450.00 a month.
-
-PROMPT: When will the manager return the deposit to Lt West?
-RESPONSE: He will return it when she leaves.
-
-PROMPT: How much is the deposit for a two-bedroom apartment?
-RESPONSE: The deposit is $200.00.
-
-PROMPT: Is Lt West going to rent the apartment?
-RESPONSE: She wants to see other apartments first.
-
-# Source: ST §Garden, Rent, Manage
-
-# Source: ST §Garden, Rent, Manage
-$DIALOGUE Garden, Rent, Manage
-ID: l4-s29
-INTRO: Three more words in context — a garden, a rented apartment, and the man who manages it. Read the paragraphs.
-INSTRUCTION: Read the paragraphs.
-
-VOCAB: garden
-LINE: Mary's father grows vegetables and flowers in his garden. {st-page_151_001.jpg}
-LINE: He likes to work in his garden on weekends. He has a big backyard.
-
-VOCAB: to rent | rent
-LINE: Mary rents an apartment downtown. She rented the apartment last month to be near the factory where she works.
-LINE: There isn't any ground around her apartment for a garden.
-
-VOCAB: to manage | manage
-LINE: Edward manages the apartment where Mary lives. He stays in the office all day and shows apartments to customers.
-LINE: His job is apartment manager.
-
-# Source: ST §Complete the Sentences
-
-# Source: ST §Complete the Sentences
-$PRODUCE Complete the Sentences
-ID: l4-s30
-REFERENCE
-INTRO: Type the missing forms of garden, rent, and manage. Watch the verb endings — the paragraphs are there to check.
-INSTRUCTION: Type the missing words.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: What does Mary's father grow in the ____{garden} in his backyard? He grows vegetables and flowers in his ____{garden}.
-RESPONSE: What does Mary's father grow in the garden in his backyard? He grows vegetables and flowers in his garden.
-
-TEMPLATE: What does Mary ____{rent} downtown? She ____{rents} an apartment. She ____{rented} it to be near the factory where she works.
-RESPONSE: What does Mary rent downtown? She rents an apartment. She rented it to be near the factory where she works.
-
-TEMPLATE: What kind of work does Eddie do? He ____{manages} apartments. He is ____{managing} apartments now. He ____{managed} apartments last year, too.
-RESPONSE: What kind of work does Eddie do? He manages apartments. He is managing apartments now. He managed apartments last year, too.
-
-# Source: ST §The New House Has a Basement
-
-# Source: ST §The New House Has a Basement
-$DIALOGUE The New House Has a Basement
-ID: l4-s5
-INTRO: Pete's new house will have a basement with a view — houses on hills are like that. Read the dialog.
-INSTRUCTION: Read the dialog.
-
-Allie: What's that paper you're holding, Pete? {st-page_131_001.jpg}
-
-VOCAB: basement
-Pete: It's a drawing of our new house. We're going to have a basement in it.
-
-Allie: Why are you putting in a basement? Isn't that expensive?
-Pete: Not really. The house is on a hill.
-LINE: One side of the basement will be below the ground like any other basement. But the other side will have windows above the ground.
-LINE: Here. Look at the drawing.
-Allie: That looks great, Pete!
-
-# Source: LLA 4C Figure 3
-
-# Source: LLA 4C Figure 3
-$SELECT A Call to the Manager
-ID: 4c-f3
-INTRO: Charles calls about an apartment for rent. Listen to each line of the call and tap the word you hear.
-INSTRUCTION: Tap the correct word.
+# Source: LLA 4C Figure 3 (Part 2)
+$SELECT Westside: Which Word Did You Hear?
+ID: 8-4c-f3
+REFERENCE: 8-4c-f3-d
+INTRO: How closely did you listen? For each line of the Westside call, tap the word or phrase you actually heard.
+INSTRUCTION: Tap the word or phrase you hear.
 
 TEMPLATE: Charles: Hello. May I speak to the ____?
-PROMPT: Hello, may I speak to the manager? {bk08-l4c-f3-01.mp3}
 OPTION: a | manager
 OPTION: b | operator
 ANSWER: a
 
 TEMPLATE: Manager: This is the manager. How can I ____ you?
-PROMPT: How can I help you? {bk08-l4c-f3-02.mp3}
 OPTION: a | tell
 OPTION: b | help
 ANSWER: b
 
 TEMPLATE: Charles: I'm calling about the ____ for rent.
-PROMPT: I'm calling about the apartment for rent. {bk08-l4c-f3-03.mp3}
 OPTION: a | house
 OPTION: b | apartment
 ANSWER: b
 
 TEMPLATE: Charles: Can you ____ it?
-PROMPT: Can you tell me about it? {bk08-l4c-f3-04.mp3}
 OPTION: a | show me
 OPTION: b | tell me about
 ANSWER: b
 
 TEMPLATE: Manager: Well, it has ____, a living room and a kitchen.
-PROMPT: Well, it has 1 bedroom, a living room, and a kitchen. {bk08-l4c-f3-05.mp3}
 OPTION: a | two bedrooms
 OPTION: b | one bedroom
 ANSWER: b
 
 TEMPLATE: Manager: There is a ____ and a stove in the kitchen.
-PROMPT: There is a refrigerator and a stove in the kitchen. {bk08-l4c-f3-06.mp3}
 OPTION: a | refrigerator
 OPTION: b | table
 ANSWER: a
 
 TEMPLATE: Charles: How much is ____?
-PROMPT: How much is the rent? {bk08-l4c-f3-07.mp3}
 OPTION: a | for rent
 OPTION: b | the rent
 ANSWER: b
 
 TEMPLATE: Manager: The rent is ____ a month.
-PROMPT: The rent is $350 a month, and there is a deposit of $200. {bk08-l4c-f3-08.mp3}
 OPTION: a | $300.00
 OPTION: b | $350.00
 ANSWER: b
 
 TEMPLATE: Manager: And there is a ____ of $200.00.
-PROMPT: The rent is $350 a month, and there is a deposit of $200. {bk08-l4c-f3-09.mp3}
 OPTION: a | deposit
 OPTION: b | check
 ANSWER: a
 
 TEMPLATE: Charles: When ____ the apartment?
-PROMPT: When can I see the apartment? {bk08-l4c-f3-10.mp3}
 OPTION: a | can I go to
 OPTION: b | can I see
 ANSWER: b
 
 TEMPLATE: Manager: You can come by any time between ____ in the morning...
-PROMPT: You can come by any time between 9 and 12 in the morning, and between 1 and 6 in the afternoon. {bk08-l4c-f3-11.mp3}
 OPTION: a | 9 and 10
 OPTION: b | 9 and 12
 ANSWER: b
 
 TEMPLATE: Manager: I'll be ____ to show you the apartment.
-PROMPT: I'll be happy to show you the apartment. {bk08-l4c-f3-12.mp3}
 OPTION: a | glad
 OPTION: b | happy
 ANSWER: b
 
 TEMPLATE: Charles: I'll be there ____. Thank you very much.
-PROMPT: I'll be there tomorrow morning. {bk08-l4c-f3-13.mp3}
 OPTION: a | in the morning
 OPTION: b | tomorrow morning
 ANSWER: b
 
-# SKIPPED (book): "WHEN CAN I SEE...?" — instructor-read conversations about four apartment advertisements with note-taking; the audio doesn't exist, so there's nothing to present.
+# Source: LLA 4C Figure 4 (Part 1)
+$DIALOGUE Lucky Apartment Locators
+ID: 8-4c-f4-d
+INTRO: Sergeant Ahmed's family is arriving from Saudi Arabia, and he needs a furnished two-bedroom fast. Listen to his call to Lucky Apartment Locators.
+INSTRUCTION: Listen to the dialogue.
 
-$LESSON 4-5: Apartment Calls and Punctuation
+Locator: Lucky Apartment Locators, can I help you? {bk08-l4c-f4-01.mp3}
+Sgt_Ahmed: Yes, please. This is Sergeant Ahmed. {bk08-l4c-f4-02.mp3}
+LINE: My family is coming from Saudi Arabia, and I'm looking for an apartment close to Lackland Air Force Base. {bk08-l4c-f4-03.mp3}
+Locator: How many bedrooms will you need, sir? {bk08-l4c-f4-04.mp3}
+Sgt_Ahmed: Two bedrooms, and the apartment must be furnished. {bk08-l4c-f4-05.mp3}
+Locator: Let me look at what we have. Hold on, please. {bk08-l4c-f4-06.mp3}
+LINE: I have 3 apartments I can show you, Sergeant. {bk08-l4c-f4-07.mp3}
+LINE: I can take you to see them tomorrow at 3 o'clock. Is that okay? {bk08-l4c-f4-08.mp3}
+Sgt_Ahmed: That'll be fine. I'll come to your office at 2:30. {bk08-l4c-f4-09.mp3}
+Locator: Good. I'll see you tomorrow, and thank you for calling Lucky Apartment Locators. {bk08-l4c-f4-10.mp3}
 
-# Source: ST §I'm Looking For....
-
-# Source: ST §I'm Looking For....
-$DIALOGUE I'm Looking For...
-ID: l4-s31
-INTRO: In this part you'll practice complete apartment calls — and finish with punctuation. First, John interviews a manager properly: bedrooms, baths, kids, pets, price. Read the dialog; it's the checklist for your own calls.
-INSTRUCTION: Read the dialog.
-
-John: Hello. May I speak to the manager? {st-page_152_001.jpg}
-Manager: This is the manager speaking. May I help you? {st-page_152_001.jpg}
-
-John: Yes. I'm calling about an apartment. Do you have any for rent?
-Manager: Yes, we do. What are you looking for? A one or a two-bedroom?
-
-John: I'd like a two-bedroom.
-Manager: I don't have a two-bedroom right now, but I'll have one next week.
-
-John: How many baths does it have?
-Manager: There are two baths, a living room, dining room and a kitchen. It also has a garage and a small garden.
-
-John: Can children live in the apartment?
-Manager: Yes.
-
-John: What about pets?
-Manager: No, you can't have pets in the apartment.
-
-John: How much does the apartment cost?
-Manager: The rent is four hundred a month and there's a deposit of $200.
-
-John: When can I see it?
-Manager: Any day after Monday from 9 to 5.
-
-# Source: LLA 4C Figure 4
-
-# Source: LLA 4C Figure 4
-$SELECT Apartment Locators
-ID: 4c-f4
-INTRO: Sgt Ahmed's family is coming, and he needs two furnished bedrooms near Lackland. Listen and tap the word you hear in each line.
-INSTRUCTION: Tap the correct word.
+# Source: LLA 4C Figure 4 (Part 2)
+$SELECT Lucky Locators: Which Word Did You Hear?
+ID: 8-4c-f4
+REFERENCE: 8-4c-f4-d
+INTRO: Back through Sergeant Ahmed's call, line by line. Tap the word you actually heard in each sentence.
+INSTRUCTION: Tap the word you hear.
 
 TEMPLATE: Locator: Lucky ____ Locators. Can I help you?
-PROMPT: Lucky Apartment Locators, can I help you? {bk08-l4c-f4-01.mp3}
 OPTION: a | Apartment
 OPTION: b | House
 ANSWER: a
 
 TEMPLATE: Sgt Ahmed: My ____ is coming from Saudi Arabia...
-PROMPT: My family is coming from Saudi Arabia, and I'm looking for an apartment close to Lackland Air Force Base. {bk08-l4c-f4-02.mp3}
 OPTION: a | family
 OPTION: b | friend
 ANSWER: a
 
 TEMPLATE: Sgt Ahmed: ...and I'm ____ an apartment close to Lackland Air Force Base.
-PROMPT: My family is coming from Saudi Arabia, and I'm looking for an apartment close to Lackland Air Force Base. {bk08-l4c-f4-03.mp3}
 OPTION: a | looking for
 OPTION: b | looking at
 ANSWER: a
 
 TEMPLATE: Locator: How many ____ will you need, sir?
-PROMPT: How many bedrooms will you need, sir? {bk08-l4c-f4-04.mp3}
 OPTION: a | bedrooms
 OPTION: b | bathrooms
 ANSWER: a
 
 TEMPLATE: Sgt Ahmed: ____ bedrooms and the apartment must be furnished.
-PROMPT: Two bedrooms, and the apartment must be furnished. {bk08-l4c-f4-05.mp3}
 OPTION: a | Two
-OPTION: b | one
+OPTION: b | One
 ANSWER: a
 
-TEMPLATE: Locator: ____ please.
-PROMPT: Hold on, please. {bk08-l4c-f4-06.mp3}
+TEMPLATE: Locator: Let me look at what we have. ____ please.
 OPTION: a | Hold on
 OPTION: b | Hang up
 ANSWER: a
 
 TEMPLATE: Locator: I have ____ apartments I can show you, sergeant.
-PROMPT: I have 3 apartments that I can show you, Sergeant. {bk08-l4c-f4-07.mp3}
 OPTION: a | three
 OPTION: b | two
 ANSWER: a
 
-TEMPLATE: Locator: I can take you to see them ____ at 3 o'clock. Is that okay?
-PROMPT: I can take you to see them tomorrow at 3 o'clock. {bk08-l4c-f4-08.mp3}
+TEMPLATE: Locator: I can take you to see them ____ at 3 o'clock.
 OPTION: a | today
 OPTION: b | tomorrow
 ANSWER: b
 
 TEMPLATE: Sgt Ahmed: That'll be fine. I'll come to your ____ at 2:30.
-PROMPT: I'll come to your office at 2:30. {bk08-l4c-f4-09.mp3}
 OPTION: a | apartment
 OPTION: b | office
 ANSWER: b
 
-TEMPLATE: Locator: Good. I'll see you ____ and thank you for calling...
-PROMPT: I'll see you tomorrow, and thank you for calling Lucky Apartment Locators. {bk08-l4c-f4-10.mp3}
+TEMPLATE: Locator: Good. I'll see you ____ and thank you for calling Lucky Apartment Locators.
 OPTION: a | tomorrow
 OPTION: b | today
 ANSWER: a
 
-# Source: LLA 4C Figure 5
+# Source: LLA 4C Figure 5 (Part 1)
+$DIALOGUE Melrose Apartments
+ID: 8-4c-f5-d
+INTRO: Mrs. Jay has questions: furnished or not, stove, refrigerator, rent. Listen to her call with the Melrose Apartments manager.
+INSTRUCTION: Listen to the dialogue.
 
-# Source: LLA 4C Figure 5
-$SELECT Melrose Apartments
-ID: 4c-f5
-INTRO: One more call — Mrs. Jay wants a furnished place, and the manager has an answer for everything. Tap the word you hear.
-INSTRUCTION: Tap the correct word.
+Manager: Melrose Apartments, manager speaking. {bk08-l4c-f5-01.mp3}
+Mrs_Jay: I'm calling about the apartment you have for rent; is it furnished? {bk08-l4c-f5-02.mp3}
+Manager: No, it isn't, but you can rent furniture at the Acme Furniture Store. {bk08-l4c-f5-03.mp3}
+Mrs_Jay: Does the apartment have a stove and refrigerator? {bk08-l4c-f5-04.mp3}
+Manager: Oh, yes, ma'am. You will just need bedroom and living room furniture; the kitchen is furnished. {bk08-l4c-f5-05.mp3}
+Mrs_Jay: Good. How much is the rent? {bk08-l4c-f5-06.mp3}
+Manager: It's $425 a month, and there is a $200 deposit. {bk08-l4c-f5-07.mp3}
+Mrs_Jay: Can my husband and I come and see it this evening at 7 o'clock? {bk08-l4c-f5-08.mp3}
+Manager: Yes, that will be fine. {bk08-l4c-f5-09.mp3}
+Mrs_Jay: Okay, we'll see you then. {bk08-l4c-f5-10.mp3}
+
+# Source: LLA 4C Figure 5 (Part 2)
+$SELECT Melrose: Which Word Did You Hear?
+ID: 8-4c-f5
+REFERENCE: 8-4c-f5-d
+INTRO: Last listening check. Tap the word or phrase you heard in each part of Mrs. Jay's call.
+INSTRUCTION: Tap the word or phrase you hear.
 
 TEMPLATE: Manager: Melrose Apartments. ____ speaking.
-PROMPT: Melrose Apartments, manager speaking. {bk08-l4c-f5-01.mp3}
 OPTION: a | Manager
 OPTION: b | Message
 ANSWER: a
 
 TEMPLATE: Mrs. Jay: I'm calling about the apartment you have ____. Is it furnished?
-PROMPT: I'm calling about the apartment you have for rent; is it furnished? {bk08-l4c-f5-02.mp3}
 OPTION: a | for sale
 OPTION: b | for rent
 ANSWER: b
 
 TEMPLATE: Manager: No, it isn't, but you can rent ____ at the Acme Furniture Store.
-PROMPT: No, it isn't, but you can rent furniture at the Acme Furniture Store. {bk08-l4c-f5-03.mp3}
 OPTION: a | furniture
 OPTION: b | apartments
 ANSWER: a
 
 TEMPLATE: Mrs. Jay: Does the ____ have a stove and refrigerator?
-PROMPT: Does the apartment have a stove and refrigerator? {bk08-l4c-f5-04.mp3}
 OPTION: a | house
 OPTION: b | apartment
 ANSWER: b
 
 TEMPLATE: Manager: You will just need bedroom and ____ furniture.
-PROMPT: You will just need bedroom and living room furniture; the kitchen is furnished. {bk08-l4c-f5-05.mp3}
 OPTION: a | living room
 OPTION: b | dining room
 ANSWER: a
 
 TEMPLATE: Mrs. Jay: Good. How much is the ____?
-PROMPT: Good. How much is the rent? {bk08-l4c-f5-06.mp3}
 OPTION: a | deposit
 OPTION: b | rent
 ANSWER: b
 
 TEMPLATE: Manager: It's ____ a month and there is a $200.00 deposit.
-PROMPT: It's $425 a month, and there is a $200 deposit. {bk08-l4c-f5-07.mp3}
 OPTION: a | $200.00
 OPTION: b | $425.00
 ANSWER: b
 
 TEMPLATE: Mrs. Jay: Can my ____ and I come and see it this evening at 7 o'clock?
-PROMPT: Can my husband and I come and see it this evening at 7 o'clock? {bk08-l4c-f5-08.mp3}
 OPTION: a | husband
 OPTION: b | friend
 ANSWER: a
 
 TEMPLATE: Manager: Yes, that will be ____.
-PROMPT: Yes, that will be fine. {bk08-l4c-f5-09.mp3}
 OPTION: a | okay
 OPTION: b | fine
 ANSWER: b
 
-# Source: LLA 4C Figure 6
+# Source: ST §The New House Has a Basement.
+$DIALOGUE The New House Has a Basement {st-page_131_001.jpg|A man holding a rolled-up paper next to a drawing of a house built on a slope showing a basement with windows}
+ID: l4-s5
+INTRO: Not everyone rents — Pete is building. His new house gets a basement that's only half underground. Read the dialog and look at the drawing.
+INSTRUCTION: Read the dialog.
+
+Allie: What's that paper you're holding, Pete?
+VOCAB: basement
+Pete: It's a drawing of our new house. We're going to have a basement in it.
+Allie: Why are you putting in a basement? Isn't that expensive?
+Pete: Not really. The house is on a hill.
+LINE: One side of the basement will be below the ground like any other basement.
+LINE: But the other side will have windows above the ground.
+LINE: Here. Look at the drawing.
+Allie: That looks great, Pete!
 
 # Source: LLA 4C Figure 6
-$PRODUCE Punctuation Dictation
-ID: 4c-f6
+$PRODUCE Punctuate What You Hear
+ID: 8-4c-f6
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: Ms. Barr calls the Sunnyside Apartments — and you write it all down. Listen and type each sentence with correct capitalization and punctuation; capitals and commas count this time.
-INSTRUCTION: Type the sentence with correct punctuation.
+HIDE_PROMPT
+INTRO: Dictation with teeth: this story about Ms. Barr's phone call is missing its capital letters and punctuation. Listen to each sentence, then type it correctly — every comma counts here.
+INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
-TEMPLATE: miss barr called the sunnyside apartments
 PROMPT: Ms. Barr called the Sunnyside Apartments. {bk08-l4c-f6-01.mp3}
-RESPONSE: Ms. Barr called the Sunnyside Apartments. {bk08-l4c-f6-01.mp3}
+TEMPLATE: miss barr called the sunnyside apartments
+TEMPLATE: ____
+RESPONSE: Miss Barr called the Sunnyside Apartments. {bk08-l4c-f6-01-b.mp3}
+ACCEPT: Ms. Barr called the Sunnyside Apartments.
 
-TEMPLATE: she said hello this is miss barr
 PROMPT: She said, "Hello, this is Ms. Barr." {bk08-l4c-f6-02.mp3}
-RESPONSE: She said, "Hello, this is Ms. Barr." {bk08-l4c-f6-02.mp3}
+TEMPLATE: she said hello this is miss barr
+TEMPLATE: ____
+RESPONSE: She said, "Hello, this is Miss Barr." {bk08-l4c-f6-02.mp3}
+ACCEPT: She said, "Hello, this is Ms. Barr."
 
-TEMPLATE: may i please talk to the manager
 PROMPT: May I please talk to the manager? {bk08-l4c-f6-03.mp3}
-RESPONSE: May I please talk to the manager? {bk08-l4c-f6-03.mp3}
+TEMPLATE: may i please talk to the manager
+TEMPLATE: ____
+RESPONSE: "May I please talk to the manager?" {bk08-l4c-f6-03.mp3}
+ACCEPT: May I please talk to the manager?
 
-TEMPLATE: the secretary said she isnt here now
 PROMPT: The secretary said, "She isn't here now." {bk08-l4c-f6-04.mp3}
+TEMPLATE: the secretary said she isnt here now
+TEMPLATE: ____
 RESPONSE: The secretary said, "She isn't here now." {bk08-l4c-f6-04.mp3}
 
-TEMPLATE: may i take a message
 PROMPT: May I take a message? {bk08-l4c-f6-05.mp3}
-RESPONSE: May I take a message? {bk08-l4c-f6-05.mp3}
+TEMPLATE: may i take a message
+TEMPLATE: ____
+RESPONSE: "May I take a message?" {bk08-l4c-f6-05.mp3}
+ACCEPT: May I take a message?
 
+PROMPT: Ms. Barr said, "Yes." {bk08-l4c-f6-06.mp3}
 TEMPLATE: miss barr said yes
-PROMPT: Ms. Barr said, "Yes. {bk08-l4c-f6-06.mp3}
-RESPONSE: Ms. Barr said, "Yes. {bk08-l4c-f6-06.mp3}
+TEMPLATE: ____
+RESPONSE: Miss Barr said, "Yes." {bk08-l4c-f6-06-b.mp3}
+ACCEPT: Ms. Barr said, "Yes."
 
+PROMPT: Please tell her I'm looking for an apartment. {bk08-l4c-f6-07.mp3}
 TEMPLATE: please tell her im looking for an apartment
-PROMPT: Please tell her I'm looking for an apartment." {bk08-l4c-f6-07.mp3}
-RESPONSE: Please tell her I'm looking for an apartment." {bk08-l4c-f6-07.mp3}
+TEMPLATE: ____
+RESPONSE: "Please tell her I'm looking for an apartment." {bk08-l4c-f6-07.mp3}
+ACCEPT: Please tell her I'm looking for an apartment. | "Please tell her I'm looking for an apartment.
 
-TEMPLATE: ill call back later
 PROMPT: I'll call back later. {bk08-l4c-f6-08.mp3}
+TEMPLATE: ill call back later
+TEMPLATE: ____
 RESPONSE: I'll call back later. {bk08-l4c-f6-08.mp3}
+ACCEPT: "I'll call back later."
 
-TEMPLATE: thank you
 PROMPT: Thank you. {bk08-l4c-f6-09.mp3}
-RESPONSE: Thank you. {bk08-l4c-f6-09.mp3}
-
-# Source: ST §Why Did They Take Ron's Phone?
+TEMPLATE: thank you
+TEMPLATE: ____
+RESPONSE: Thank you." {bk08-l4c-f6-09.mp3}
+ACCEPT: Thank you. | "Thank you."
 
 # Source: ST §Why Did They Take Ron's Phone?
 $PRODUCE Why Did They Take Ron's Phone?
-ID: l4-s26
-INTRO: Now fix the punctuation yourself. Rewrite each line with capitals and punctuation. Poor Ron — they took his phone; don't take his commas too.
-INSTRUCTION: Type the sentence with correct capitalization and punctuation.
+ID: l4-s23
+INTRO: Ron's phone has mysteriously disappeared. Rewrite each sentence of the story with correct capital letters and punctuation — the reason is in the last one.
+INSTRUCTION: Rewrite the sentence with correct capitalization and punctuation.
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
@@ -1616,357 +1431,127 @@ RESPONSE: He looked at his desk.
 
 TEMPLATE: his pens pencils and calendar were there but his phone wasnt on his desk
 RESPONSE: His pens, pencils, and calendar were there, but his phone wasn't on his desk.
-ACCEPT: His pens, pencils and calendar were there, but his phone wasn't on his desk.
 
 TEMPLATE: wheres my phone he asked
 RESPONSE: "Where's my phone?" he asked.
 
-TEMPLATE: then someone said you forgot to pay for your phone this month ron
-RESPONSE: Then someone said, "You forgot to pay for your phone this month, Ron."
+TEMPLATE: then someone said you forgot to pay for your phone this month ron they came and picked it up
+RESPONSE: Then someone said, "You forgot to pay for your phone this month, Ron. They came and picked it up."
 
-TEMPLATE: they came and picked it up
-RESPONSE: "They came and picked it up."
+$SESSION 4-5: Reading About Apartments
 
-$LESSON 4-6: Sounds and Listening
-
-# Source: LLA 4D Figure 1
-
-# Source: LLA 4D Figure 1
-$SELECT Count the Syllables
-ID: 4d-f1
-INTRO: This part is for your ears. First: syllables. Tap how many beats you hear in each word, then repeat the word.
-INSTRUCTION: Tap the number of syllables you hear.
-REPEAT
-
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-
-EXAMPLE
-PROMPT: manager. manager. {bk08-l4d-f1-00-ex.mp3}
-ANSWER: 3
-FEEDBACK: The word "manager" has 3 syllables. Repeat: "manager." {bk08-l4d-f1-00-ex-fb.mp3}
-
-PROMPT: rent, rent. {bk08-l4d-f1-01.mp3}
-ANSWER: 1
-FEEDBACK: The word "rent" has 1 syllable. Repeat: "rent." {bk08-l4d-f1-01-fb.mp3}
-
-PROMPT: apartment, apartment. {bk08-l4d-f1-02.mp3}
-ANSWER: 3
-FEEDBACK: The word "apartment" has 3 syllables. Repeat: "apartment." {bk08-l4d-f1-02-fb.mp3}
-
-PROMPT: moment, moment. {bk08-l4d-f1-03.mp3}
-ANSWER: 2
-FEEDBACK: The word "moment" has 2 syllables. Repeat: "moment." {bk08-l4d-f1-03-fb.mp3}
-
-PROMPT: might, might. {bk08-l4d-f1-04.mp3}
-ANSWER: 1
-FEEDBACK: The word "might" has 1 syllable. Repeat: "might." {bk08-l4d-f1-04-fb.mp3}
-
-PROMPT: bedroom, bedroom. {bk08-l4d-f1-05.mp3}
-ANSWER: 2
-FEEDBACK: The word "bedroom" has 2 syllables. Repeat: "bedroom." {bk08-l4d-f1-05-fb.mp3}
-
-PROMPT: garden, garden. {bk08-l4d-f1-06.mp3}
-ANSWER: 2
-FEEDBACK: The word "garden" has 2 syllables. Repeat: "garden." {bk08-l4d-f1-06-fb.mp3}
-
-PROMPT: deposit, deposit. {bk08-l4d-f1-07.mp3}
-ANSWER: 3
-FEEDBACK: The word "deposit" has 3 syllables. Repeat: "deposit." {bk08-l4d-f1-07-fb.mp3}
-
-PROMPT: until, until. {bk08-l4d-f1-08.mp3}
-ANSWER: 2
-FEEDBACK: The word "until" has 2 syllables. Repeat: "until." {bk08-l4d-f1-08-fb.mp3}
-
-PROMPT: operator, operator. {bk08-l4d-f1-09.mp3}
-ANSWER: 4
-FEEDBACK: The word "operator" has 4 syllables. Repeat: "operator." {bk08-l4d-f1-09-fb.mp3}
-
-PROMPT: expensive, expensive. {bk08-l4d-f1-10.mp3}
-ANSWER: 3
-FEEDBACK: The word "expensive" has 3 syllables. Repeat: "expensive." {bk08-l4d-f1-10-fb.mp3}
-
-# SKIPPED (book): ST Listening Skill "Syllables" — instructor-read discrimination with no recorded stimulus and no given words; the recorded LLA syllable drill above covers the skill.
-
-# Source: LLA 4D Figure 2
-
-# SKIPPED (book): ST Listening Skill "Syllables" — instructor-read discrimination with no recorded stimulus and no given words; the recorded LLA syllable drill above covers the skill.
-
-# Source: LLA 4D Figure 2
-$DIALOGUE The First Sound: H
-ID: 4d-f2
-INTRO: Listen closely to the first sound of each word. Most begin with a spoken h — but not all of them do. Repeat each word.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: hotel {bk08-l4d-f2-01.mp3}
-LINE: held {bk08-l4d-f2-02.mp3}
-LINE: hold {bk08-l4d-f2-03.mp3}
-LINE: help {bk08-l4d-f2-04.mp3}
-LINE: half {bk08-l4d-f2-05.mp3}
-LINE: hour {bk08-l4d-f2-06.mp3}
-LINE: hours {bk08-l4d-f2-07.mp3}
-
-# Source: ST §Speaking Skill: Have/Hour
-
-# Source: ST §Speaking Skill: Have/Hour
-$DIALOGUE Have and Hour
-ID: l4-s7
-INTRO: More h-words to say aloud. Pronounce the h in almost all of them — but "hour" and "honor" keep theirs silent.
-INSTRUCTION: Repeat the words.
-REPEAT
-
-LINE: highway
-LINE: honor
-LINE: healthy
-LINE: hang
-LINE: have
-LINE: hers
-LINE: hour
-LINE: hold
-LINE: husband
-LINE: hit
-
-# Source: LLA 4D Figure 3
-
-# Source: LLA 4D Figure 3
-$SELECT What's NOT in the Paragraph?
-ID: 4d-f3
-INTRO: Listen to each paragraph, then tap the statement with information the paragraph never gave you. Memory, not imagination.
-INSTRUCTION: Tap the statement with information not in the paragraph.
-
-EXAMPLE
-PROMPT: Tom lives in Dallas. He drives a blue car, and he likes to exercise. He is a student. {bk08-l4d-f2-ex.mp3}
-OPTION: a | Tom has a beautiful sister.
-OPTION: b | Tom drives a blue car.
-OPTION: c | Tom likes to exercise.
-ANSWER: a
-
-PROMPT: The apartment is old, but it's very nice. The rooms are large, and the beds are new. The apartment has a garage and an exercise room. The rent is cheap. Mr. Walker, the manager, is terrific. It's a nice place to live. {bk08-l4d-f3-01.mp3}
-OPTION: a | Mr. Walker is the apartment manager.
-OPTION: b | You can see the mountains from the window.
-OPTION: c | The apartment has an exercise room.
-ANSWER: b
-
-PROMPT: Mr. Green's house is for rent. It has 1 bedroom, and the furniture in the living room is very nice. It is near the school, and the rent is not expensive. Call Mr. Green at 555-1234. {bk08-l4d-f3-02.mp3}
-OPTION: a | Mr. Green's house is for rent.
-OPTION: b | It is near the school.
-OPTION: c | Mrs. Green will answer the phone.
-ANSWER: c
-
-PROMPT: Betty and Jane go to the gymnasium every day. They do difficult exercises, but the exercises are healthy. They like to have fun too. They play volleyball on Mondays, Wednesdays, and Fridays, and they exercise with music on Tuesdays and Thursdays. {bk08-l4d-f3-03.mp3}
-OPTION: a | The girls do healthy exercises.
-OPTION: b | Betty and Jane are very beautiful girls.
-OPTION: c | The girls play volleyball on Mondays, Wednesdays, and Fridays.
-ANSWER: b
-
-PROMPT: Carl is going to take a trip in January. He wants to go north, but January is not a good time for travel in the north. There may be ice on the highways, and the temperature may be very low. He may have many problems. {bk08-l4d-f3-04.mp3}
-OPTION: a | His car may freeze in the low temperatures.
-OPTION: b | January is not a good time for travel in the north.
-OPTION: c | There may be ice on the highways.
-ANSWER: a
-
-PROMPT: Mary and Bob have a new apartment. They want to get some new furniture for the living room. They need a new sofa, 2 end tables, and a coffee table. Mary wants a new carpet and drapes too. Bob wants some new bookcases. The living room will be very pretty. {bk08-l4d-f3-05.mp3}
-OPTION: a | They want to get a new sofa, end tables, and a coffee table.
-OPTION: b | They want to get a new stove and refrigerator.
-OPTION: c | They want to get a new carpet and drapes.
-ANSWER: b
-
-PROMPT: Ellen works in an office for Mr. Biggs. She answers the telephone and takes messages for Mr. Biggs. Her job is not hard. {bk08-l4d-f3-06.mp3}
-OPTION: a | Ellen works in an office.
-OPTION: b | Ellen answers the telephone.
-OPTION: c | Ellen likes her job.
-ANSWER: c
-
-PROMPT: Dick and Jane live in an apartment. They want a house with a garden. Jane wants to grow flowers, and Dick wants to grow vegetables. {bk08-l4d-f3-07.mp3}
-OPTION: a | Dick and Jane live in an apartment.
-OPTION: b | Dick and Jane are looking for a house.
-OPTION: c | Dick and Jane want a garden.
-ANSWER: b
-
-PROMPT: Ted went to a movie last night. He wanted to go early, but the movie started at 8:00. He got there at 7:45, and he got home at 11:30. He was tired. {bk08-l4d-f3-08.mp3}
-OPTION: a | Ted didn't like the movie.
-OPTION: b | Ted wanted to go to the movie early.
-OPTION: c | Ted got home at 11:30.
-ANSWER: a
-
-# Source: LLA 4D Figure 4
-
-# Source: LLA 4D Figure 4
-$DIALOGUE Listen for Important Information
-ID: 4d-f4
-INTRO: Two short reports — an apartment call and two airlines. Listen for the numbers and times; you'll fill in outlines with them next.
+# Source: ST §Lt West Wants to Rent an Apartment.
+$DIALOGUE Lt West Looks for an Apartment
+ID: l4-s24
+INTRO: In this part you'll read about apartment hunting and do some of it yourself. First: Lt West spends her Sunday looking. Listen and follow along.
 INSTRUCTION: Listen to the paragraphs.
 
-LINE: John needed an apartment. He called the Sunnyside Apartments. {bk08-l4d-f4-01.mp3}
-LINE: The manager said, "I have 2 apartments for rent. One has 1 bedroom and the other has 2 bedrooms." {bk08-l4d-f4-02.mp3}
-LINE: The smaller apartment has furniture and costs $300. {bk08-l4d-f4-03.mp3}
-LINE: The larger apartment doesn't have furniture, but it has a garage. It costs $500. {bk08-l4d-f4-04.mp3}
-LINE: John wanted to rent the 2-bedroom apartment, but it was expensive. {bk08-l4d-f4-05.mp3}
-LINE: He thanked the manager for the information and hung up. {bk08-l4d-f4-06.mp3}
-LINE: Sam is going to take a vacation. He called 2 airlines and asked about flights to London. {bk08-l4d-f4-07.mp3}
-LINE: Bluebird Airlines has 2 flights, one at 6:00 a.m. and one at 6:00 p.m. {bk08-l4d-f4-08.mp3}
-LINE: Happy Times Airlines has 2 flights too, one at 10:00 a.m. and one at 4:00 p.m. {bk08-l4d-f4-09.mp3}
-LINE: Sam has to make a reservation for one of the flights. {bk08-l4d-f4-10.mp3}
+VOCAB: look for
+Narrator: Last Sunday, Lt West looked for an apartment. She needs to find one before the last day of the month.
+LINE: She drove on Vail Street, and she saw a nice apartment building.
+LINE: There were some apartments for rent. {st-page_150_001.jpg|An apartment building with a sign that reads "FOR RENT"}
+Narrator: She went to the office and talked to the manager. {st-page_150_002.jpg|An office desk with a man behind it, labeled "APARTMENT OFFICE"}
+Narrator: The manager showed her a two-bedroom apartment. It was nice.
+VOCAB: kitchen
+VOCAB: living room
+LINE: The kitchen was small, but the bedrooms and the living room were big.
+Narrator: "The rent is $450.00 a month," the manager said. He also told her about a deposit.
+Narrator: "What kind of deposit?" She asked him.
+Narrator: "It's called a cleaning deposit," he said, "and we'll return it to you later."
+Narrator: "When?" she asked.
+Narrator: "When you leave," he said. "The deposit for a two-bedroom apartment will be $200.00."
+Narrator: "Thank you. I'll think about it, and I'll call you," Lt West said to the manager.
+Narrator: Lt West likes the apartment, but she wants to see other apartments. Then she will choose.
 
-# Source: LLA 4D Figure 4 (outline)
+# Source: ST §How Much Is the Rent?
+$PRODUCE How Much Is the Rent?
+ID: l4-s25
+REFERENCE: l4-s24
+INTRO: Answer the questions about Lt West aloud, in full sentences. The passage is one tap away if the deposit details escape you.
+INSTRUCTION: Answer the questions according to the passage.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatically correct and factually accurate answer based on the passage; treat the model answer as the factual key and accept any phrasing or short form of the same fact(s).
 
-# Source: LLA 4D Figure 4 (outline)
-$PRODUCE Outline: Sunnyside Apartments
-ID: 4d-f4-b
-INPUT: type
-REFERENCE
-INTRO: Fill in the outline about the Sunnyside apartments. You can replay the paragraphs while you work — that's what the reference button is for.
-INSTRUCTION: Fill in the outline from the talk.
-TEMPLATE: Sunnyside Apartments
-SLOT: 1 | First option | 1 bedroom
-SLOT: 2 | Included | furniture
-SLOT: 2 | Price | $300
-SLOT: 1 | Second option | 2 bedrooms
-SLOT: 2 | Included | garage
-SLOT: 2 | Price | $500
+PROMPT: What did Lt West do last Sunday?
+RESPONSE: She looked for an apartment.
 
-# Source: LLA 4D Figure 4 (outline)
+PROMPT: What did she see?
+RESPONSE: She saw a nice apartment building with apartments for rent.
 
-# Source: LLA 4D Figure 4 (outline)
-$PRODUCE Outline: Flights to London
-ID: 4d-f4-c
-INPUT: type
-REFERENCE
-INTRO: Same job for Sam's trip — the airlines and their flight times go in the outline.
-INSTRUCTION: Fill in the outline from the talk.
-TEMPLATE: Flights to London
-SLOT: 1 | First airline | Bluebird Airlines
-SLOT: 2 | Morning flight | 6:00 a.m.
-SLOT: 2 | Evening flight | 6:00 p.m.
-SLOT: 1 | Second airline | Happy Times Airlines
-SLOT: 2 | Morning flight | 10:00 a.m.
-SLOT: 2 | Evening flight | 4:00 p.m.
+PROMPT: Were there any apartments for rent?
+RESPONSE: Yes, there were.
 
-# SKIPPED (book): ST "BOX OUTLINES" — instructor-read paragraphs guiding blank diagram charts; no audio exists, and the recorded LLA outline task above covers the skill.
+PROMPT: Who did Lt West talk to?
+RESPONSE: She talked to the manager.
 
-$LESSON 4-7: Reading Skills
+PROMPT: What did the manager show Lt West?
+RESPONSE: The manager showed her a two-bedroom apartment.
 
-# Source: ST §Add Ten to That Number
+PROMPT: How much was the rent?
+RESPONSE: The rent was $450.00 a month.
 
-# Source: ST §Add Ten to That Number
-$PRODUCE Follow the Instructions
-ID: l4-s21
-INTRO: This part sharpens your reading. First, a workout with numbers: follow each step exactly and type the final answer. The math is easy — the English is the exercise.
-INSTRUCTION: Follow the steps and type the final number.
+PROMPT: When will the manager return the deposit to Lt West?
+RESPONSE: When she leaves.
+
+PROMPT: How much is the deposit for a two-bedroom apartment?
+RESPONSE: The deposit is $200.00.
+
+PROMPT: Is Lt West going to rent the apartment?
+RESPONSE: She will think about it and see other apartments first.
+
+# Source: ST §Garden, Rent, Manage
+$PRODUCE Garden, Rent, Manage
+ID: l4-s26
+INTRO: Three little stories, three working words. Read each story, then fill the gaps with the right form of "garden", "rent", or "manage".
+INSTRUCTION: Read the story and type the missing words.
 INPUT: type
 CHECK: exact
 
-EXAMPLE
-TEMPLATE: (a) Add 19 to 17.
-TEMPLATE: (b) Divide that by 6.
-RESPONSE: 6
+TEMPLATE: Mary's father grows vegetables and flowers in his garden. He likes to work in his garden on weekends. He has a big backyard. {st-page_151_001.jpg|A cartoon illustration of a man with a cap kneeling in a garden, holding a small trowel near flowers and vegetables, with a house behind him}
+TEMPLATE: What does Mary's father grow in the ____{garden} in his backyard? He grows vegetables and flowers in his ____{garden}.
+RESPONSE: What does Mary's father grow in the garden in his backyard? He grows vegetables and flowers in his garden.
 
-TEMPLATE: (a) Add 45 to 72.
-TEMPLATE: (b) Subtract 53 from your answer.
-TEMPLATE: (c) Then divide that number by 4.
-TEMPLATE: (d) Multiply that by 6.
-RESPONSE: 96
+TEMPLATE: Mary rents an apartment downtown. She rented the apartment last month to be near the factory where she works. There isn't any ground around her apartment for a garden.
+TEMPLATE: What does Mary ____{rent} downtown? She ____{rents} an apartment. She ____{rented} it to be near the factory where she works.
+RESPONSE: What does Mary rent downtown? She rents an apartment. She rented it to be near the factory where she works.
 
-TEMPLATE: Here are five numbers: 118, 73, 34, 22, 4.
-TEMPLATE: (a) Subtract the second number from the first.
-TEMPLATE: (b) Then divide your answer by 3.
-TEMPLATE: (c) Then add that answer to the third number.
-TEMPLATE: (d) Now add the fourth and fifth numbers to that answer.
-TEMPLATE: (e) Multiply your answer by 5.
-RESPONSE: 375
+TEMPLATE: Edward manages the apartment where Mary lives. He stays in the office all day and shows apartments to customers. His job is apartment manager.
+TEMPLATE: What kind of work does Eddie do? He ____{manages} apartments. He is ____{managing} apartments now. He ____{managed} apartments last year, too.
+RESPONSE: What kind of work does Eddie do? He manages apartments. He is managing apartments now. He managed apartments last year, too.
 
-TEMPLATE: (a) Multiply 12 by 7.
-TEMPLATE: (b) Divide 72 by 8.
-TEMPLATE: (c) Add the two answers.
-TEMPLATE: (d) Then subtract 36 from the answer.
-RESPONSE: 57
+# Source: ST §I'm Looking For...
+$DIALOGUE I'm Looking For... {st-page_152_001.jpg|A drawing of two men split by a diagonal dividing line; on the left, a man speaking into a telephone receiver looking thoughtful; on the right, an apartment manager answering a desk telephone while holding a classified newspaper ad listing apartments for rent}
+ID: l4-s27
+INTRO: John calls about a two-bedroom — baths, children, pets, price, the whole checklist. Listen and repeat: this is exactly the call you'd make.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
 
-TEMPLATE: [43 + (12 - 5)] / 25 x (3 + 37)
-TEMPLATE: (a) Subtract 5 from 12.
-TEMPLATE: (b) Add 43 to the answer from step (a).
-TEMPLATE: (c) Divide the answer from step (b) by 25.
-TEMPLATE: (d) Add 3 to 37.
-TEMPLATE: (e) Multiply the answers from steps (c) and (d).
-RESPONSE: 80
+John: Hello. May I speak to the manager?
+Manager: This is the manager speaking. May I help you?
+John: Yes. I'm calling about an apartment. Do you have any for rent?
+Manager: Yes, we do. What are you looking for? A one or a two-bedroom?
+John: I'd like a two-bedroom.
+Manager: I don't have a two-bedroom right now, but I'll have one next week.
+John: How many baths does it have?
+VOCAB: dining room
+Manager: There are two baths, a living room, dining room and a kitchen. It also has a garage and a small garden.
+John: Can children live in the apartment?
+Manager: Yes.
+John: What about pets?
+Manager: No, you can't have pets in the apartment.
+John: How much does the apartment cost?
+Manager: The rent is four hundred a month and there's a deposit of $200.
+John: When can I see it?
+Manager: Any day after Monday from 9 to 5.
 
-# Note: The last problem asks the learner to "Choose any number between 1-10", so the final
-# answer will always be 11 regardless of the chosen number.
-TEMPLATE: (a) Choose any number between 1-10.
-TEMPLATE: (b) Multiply your number by 5.
-TEMPLATE: (c) Add 55 to that.
-TEMPLATE: (d) Then divide the answer by 5.
-TEMPLATE: (e) Now subtract the number you chose from the answer.
-RESPONSE: 11
+# SKIPPED (book): "WHEN CAN I SEE...?" — open role-play practice calling about classified ads; no solo path.
 
-# Source: ST §Reading: Thermometers and Travel
-
-# Source: ST §Reading: Thermometers and Travel
-$DIALOGUE Reading: Thermometers and Travel
-ID: l4-s23
-INTRO: Two short paragraphs to read — one about thermometers, one about Tom's vacation. You'll name their topics and main ideas next, so read like it matters.
-INSTRUCTION: Read the paragraphs.
-
-LINE: We have two thermometers at home.
-LINE: One shows the temperature in degrees Fahrenheit. This is the one we put into our mouths when we are sick.
-LINE: The other thermometer shows the temperature in degrees Celsius. That is the one we put next to the back door.
-LINE: It shows us how hot or cold it is outside.
-
-LINE: Tom has a two week vacation. Tom likes Mexico.
-LINE: The people and the weather are nice.
-LINE: Yesterday, he took off from New York. After he flew for four hours, he landed in Mexico City.
-LINE: Mexico City is crowded, but Tom thinks that Mexico is a beautiful country.
-LINE: Tom wants to see many places in Mexico. Tom always goes to Mexico on his vacation.
-
-# Source: ST §What's the Topic?
-
-# Source: ST §What's the Topic?
-$PRODUCE What's the Topic?
-ID: l4-s24
-REFERENCE
-INTRO: A topic is what a paragraph is about, in a word or two. Type a short topic for each paragraph — you can look back at them.
-INSTRUCTION: Write a short topic for the paragraph.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any short topic description — a noun phrase, verb phrase, or short sentence — that correctly identifies the subject of the paragraph (e.g. "Thermometers" for the first, "Tom's vacation" or "A trip to Mexico" for the second).
-
-PROMPT: Paragraph 1: We have two thermometers at home...
-RESPONSE: Thermometers
-
-PROMPT: Paragraph 2: Tom has a two week vacation...
-RESPONSE: Tom's vacation to Mexico
-
-# Source: ST §What's the Main Idea?
-
-# Source: ST §What's the Main Idea?
-$SELECT What's the Main Idea?
-ID: l4-s25
-REFERENCE
-INTRO: The topic is what it's about; the main idea is what it says. Tap the main idea of each paragraph.
-INSTRUCTION: Select the main idea of the paragraph.
-
-TEMPLATE: Paragraph 1: We have two thermometers at home...
-OPTION: a | One shows the temperature in Fahrenheit.
-OPTION: b | One is next to the back door.
-OPTION: c | There are two different kinds of thermometers.
-ANSWER: c
-
-TEMPLATE: Paragraph 2: Tom has a two week vacation...
-OPTION: a | Tom doesn't like to live in New York.
-OPTION: b | Tom went to Mexico on his vacation.
-OPTION: c | Tom thinks that Mexico is crowded.
-ANSWER: b
-
-# Source: ST §Select the Inference
-
-# Source: ST §Select the Inference
-$SELECT What Can You Infer?
-ID: l4-s32
-INTRO: Read each statement and tap what must be true. Nobody says "Frank made a phone call" — but the quarter in the slot gives him away.
-INSTRUCTION: Tap the sentence that must be true.
+# Source: ST §Sally Drank Some Water.
+$SELECT Reading Between the Lines
+ID: l4-s28
+INTRO: Nobody says "he made a phone call" — the quarter in the slot says it for them. Read each statement and tap the conclusion you can draw from it.
+INSTRUCTION: Tap the true inference about the statement.
 
 EXAMPLE
 TEMPLATE: Sally drank some water.
@@ -2032,16 +1617,14 @@ OPTION: c | It's snowing.
 OPTION: d | It's winter.
 ANSWER: a
 
-# Source: ST §Scrambled Sentences 1–4 (merged)
-
-# Source: ST §Scrambled Sentences 1–4 (merged)
-$SELECT Scrambled Sentences
-ID: l4-s34
+# Source: ST §Scrambled Sentences
+$SELECT Put the Story in Order
+ID: l4-s30
 ORDER
-INTRO: Last one: put each set of sentences in order so the story makes sense. Then you're done with this lesson — go leave someone a proper message.
-INSTRUCTION: Arrange the sentences into a paragraph.
+INTRO: Each little story arrived scrambled — errands, banks, and one apartment hunt. Arrange the sentences so the story makes sense from first to last.
+INSTRUCTION: Put the sentences in order to make a coherent paragraph.
 
-TEMPLATE: Ned's errands — what happened first, next, and last?
+TEMPLATE: Put the sentences in order to tell the story of Ned's errands.
 OPTION: a | From the drugstore, he went to the commissary.
 OPTION: b | There he got some chicken for his family's dinner.
 OPTION: c | Ned's first stop was the drugstore.
@@ -2049,7 +1632,7 @@ OPTION: d | His last stop was the post office.
 OPTION: e | He picked up his mother's medicine there.
 ANSWER: c,e,a,b,d
 
-TEMPLATE: Martha goes shopping.
+TEMPLATE: Put the sentences in order to tell the story of Martha's errands.
 OPTION: a | From the bank, she took a bus downtown.
 OPTION: b | First, she counted her money.
 OPTION: c | Then she walked to the bank.
@@ -2057,7 +1640,7 @@ OPTION: d | Martha needed to buy a few things.
 OPTION: e | She cashed a check there and got some money.
 ANSWER: d,b,c,e,a
 
-TEMPLATE: Karen rents an apartment.
+TEMPLATE: Put the sentences in order to tell the story of Karen's apartment hunt.
 OPTION: a | She didn't want it because it was small.
 OPTION: b | She put a deposit on it.
 OPTION: c | Karen wanted to rent a new apartment.
@@ -2065,10 +1648,511 @@ OPTION: d | Then she looked at a two-bedroom apartment.
 OPTION: e | First, the manager showed her a one-bedroom apartment.
 ANSWER: c,e,a,d,b
 
-TEMPLATE: The Bradleys' evening out.
+TEMPLATE: Put the sentences in order to tell the story of the Bradley family's evening.
 OPTION: a | They ordered some ice cream there.
 OPTION: b | Last night the Bradley family had an early dinner.
 OPTION: c | After dinner, they went to a movie.
 OPTION: d | They ate their ice cream in the car.
 OPTION: e | After the movie, they stopped at the snack bar.
 ANSWER: b,c,e,a,d
+
+$SESSION 4-6: Listening and Reading Skills
+
+# Source: LLA 4D Figure 1
+$SELECT How Many Syllables?
+ID: 8-4d-f1
+INTRO: In this part, some ear and eye training: syllables, the "h" sound, and finding what a paragraph does — and doesn't — say. Start here: listen to each word, tap how many syllables you hear, then repeat the word.
+INSTRUCTION: Tap the number of syllables.
+REPEAT
+
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+EXAMPLE
+PROMPT: manager {bk08-l4d-f1-ex.mp3}
+ANSWER: 3
+FEEDBACK: manager {bk08-l4d-f1-ex.mp3}
+
+PROMPT: rent {bk08-l4d-f1-01.mp3}
+ANSWER: 1
+FEEDBACK: rent {bk08-l4d-f1-01-fb.mp3}
+
+PROMPT: apartment {bk08-l4d-f1-02.mp3}
+ANSWER: 3
+FEEDBACK: apartment {bk08-l4d-f1-02-fb.mp3}
+
+PROMPT: moment {bk08-l4d-f1-03.mp3}
+ANSWER: 2
+FEEDBACK: moment {bk08-l4d-f1-03-fb.mp3}
+
+PROMPT: might {bk08-l4d-f1-04.mp3}
+ANSWER: 1
+FEEDBACK: might {bk08-l4d-f1-04-fb.mp3}
+
+PROMPT: bedroom {bk08-l4d-f1-05.mp3}
+ANSWER: 2
+FEEDBACK: bedroom {bk08-l4d-f1-05-fb.mp3}
+
+PROMPT: garden {bk08-l4d-f1-06.mp3}
+ANSWER: 2
+FEEDBACK: garden {bk08-l4d-f1-06-fb.mp3}
+
+PROMPT: deposit {bk08-l4d-f1-07.mp3}
+ANSWER: 3
+FEEDBACK: deposit {bk08-l4d-f1-07-fb.mp3}
+
+PROMPT: until {bk08-l4d-f1-08.mp3}
+ANSWER: 2
+FEEDBACK: until {bk08-l4d-f1-08-fb.mp3}
+
+PROMPT: operator {bk08-l4d-f1-09.mp3}
+ANSWER: 4
+FEEDBACK: operator {bk08-l4d-f1-09-fb.mp3}
+
+PROMPT: expensive {bk08-l4d-f1-10.mp3}
+ANSWER: 3
+FEEDBACK: expensive {bk08-l4d-f1-10-fb.mp3}
+
+# SKIPPED (book): ST Listening Skills syllable-counting drill ("res'i'dence 1 2 3 4") — instructor-read stimuli with unprinted words; the cassette syllables activity above covers the same skill.
+
+# Source: LLA 4D Figure 2 + ST §Have/Hour (ST word list merged in as TTS lines; "hour" and "hold" already covered by the tape)
+$DIALOGUE The "H" Sound
+ID: 8-4d-f2
+INTRO: Listen to each word and repeat it. Most of these start with a spoken "h" — but in "hour" and "honor", the "h" is silent. English keeps a few surprises like that.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: *h*otel {bk08-l4d-f2-01.mp3}
+
+LINE: *h*eld {bk08-l4d-f2-02.mp3}
+
+LINE: *h*old {bk08-l4d-f2-03.mp3}
+
+LINE: *h*elp {bk08-l4d-f2-04.mp3}
+
+LINE: *h*alf {bk08-l4d-f2-05.mp3}
+
+LINE: *h*ighway
+
+LINE: *h*ealthy
+
+LINE: *h*ang
+
+LINE: *h*ave
+
+LINE: *h*ers
+
+LINE: *h*usband
+
+LINE: *h*it
+
+LINE: hour {bk08-l4d-f2-06.mp3}
+
+LINE: hours {bk08-l4d-f2-07.mp3}
+
+LINE: honor
+
+# Source: ST §Add Ten to That Number.
+$PRODUCE Follow the Directions: Numbers
+ID: l4-s20
+INTRO: Math, but in English. Read the steps carefully, do the arithmetic, and type the final number. Using paper is entirely legal.
+INSTRUCTION: Follow the math instructions and type the final number.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: (a) Add 19 to 17.\n(b) Divide that by 6.
+RESPONSE: 6
+
+TEMPLATE: (a) Add 45 to 72.\n(b) Subtract 53 from your answer.\n(c) Then divide that number by 4.\n(d) Multiply that by 6.
+RESPONSE: 96
+
+TEMPLATE: Here are five numbers: 118, 73, 34, 22, 4.\n(a) Subtract the second number from the first.\n(b) Then divide your answer by 3.\n(c) Then add that answer to the third number.\n(d) Now add the fourth and fifth numbers to that answer.\n(e) Multiply your answer by 5.
+RESPONSE: 375
+
+TEMPLATE: (a) Multiply 12 by 7.\n(b) Divide 72 by 8.\n(c) Add the two answers.\n(d) Then subtract 36 from the answer.
+RESPONSE: 57
+
+TEMPLATE: (a) Subtract 5 from 12.\n(b) Add 43 to the answer from step (a).\n(c) Divide the answer from step (b) by 25.\n(d) Add 3 to 37.\n(e) Multiply the answers from steps (c) and (d).
+RESPONSE: 80
+
+TEMPLATE: (a) Choose any number between 1-10.\n(b) Multiply your number by 5.\n(c) Add 55 to that.\n(d) Then divide the answer by 5.\n(e) Now subtract the number you chose from the answer.
+RESPONSE: 11
+
+# Source: LLA 4D Figure 3 (Example)
+$DIALOGUE Tom's Life
+ID: 8-4d-f3-ex-story
+INTRO: Now for detective listening: after each short paragraph, you'll spot the one statement it never made. First, an example about Tom. Just listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Tom lives in Dallas. {bk08-l4d-f2-ex-01.mp3}
+LINE: He drives a blue car, and he likes to exercise. {bk08-l4d-f2-ex-02.mp3}
+LINE: He is a student. {bk08-l4d-f2-ex-03.mp3}
+
+$SELECT What Wasn't Mentioned? (Example)
+ID: 8-4d-f3-ex
+REFERENCE: 8-4d-f3-ex-story
+INTRO: Here's the example: one of these statements is NOT in the paragraph about Tom. His sister may well be beautiful — but nobody said so.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+EXAMPLE
+PROMPT: What information is not in the paragraph?
+OPTION: a | Tom has a beautiful sister.
+OPTION: b | Tom drives a blue car.
+OPTION: c | Tom likes to exercise.
+ANSWER: a
+
+# Source: LLA 4D Figure 3 (Item 1)
+$DIALOGUE The Apartment
+ID: 8-4d-f3-p1-story
+INTRO: Listen to the description of the apartment.
+INSTRUCTION: Listen to the story.
+
+LINE: The apartment is old, but it's very nice. {bk08-l4d-f3-01a.mp3}
+LINE: The rooms are large, and the beds are new. {bk08-l4d-f3-01b.mp3}
+LINE: The apartment has a garage and an exercise room. {bk08-l4d-f3-01c.mp3}
+LINE: The rent is cheap. {bk08-l4d-f3-01d.mp3}
+LINE: Mr. Walker, the manager, is terrific. {bk08-l4d-f3-01e.mp3}
+LINE: It's a nice place to live. {bk08-l4d-f3-01f.mp3}
+
+$SELECT What Wasn't Mentioned? — The Apartment
+ID: 8-4d-f3-p1
+REFERENCE: 8-4d-f3-p1-story
+INTRO: Choose the statement that was NOT mentioned about the apartment.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | Mr. Walker is the apartment manager.
+OPTION: b | You can see the mountains from the window.
+OPTION: c | The apartment has an exercise room.
+ANSWER: b
+
+# Source: LLA 4D Figure 3 (Item 2)
+$DIALOGUE Mr. Green's House
+ID: 8-4d-f3-p2-story
+INTRO: Listen to the description of Mr. Green's house.
+INSTRUCTION: Listen to the story.
+
+LINE: Mr. Green's house is for rent. {bk08-l4d-f3-02a.mp3}
+LINE: It has 1 bedroom, and the furniture in the living room is very nice. {bk08-l4d-f3-02b.mp3}
+LINE: It is near the school, and the rent is not expensive. {bk08-l4d-f3-02c.mp3}
+LINE: Call Mr. Green at 555-1234. {bk08-l4d-f3-02d.mp3}
+
+$SELECT What Wasn't Mentioned? — Mr. Green's House
+ID: 8-4d-f3-p2
+REFERENCE: 8-4d-f3-p2-story
+INTRO: Choose the statement that was NOT mentioned about Mr. Green's house.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | Mr. Green's house is for rent.
+OPTION: b | It is near the school.
+OPTION: c | Mrs. Green will answer the phone.
+ANSWER: c
+
+# Source: LLA 4D Figure 3 (Item 3)
+$DIALOGUE Exercising at the Gym
+ID: 8-4d-f3-p3-story
+INTRO: Listen to the paragraph about Betty and Jane's exercise routine.
+INSTRUCTION: Listen to the story.
+
+LINE: Betty and Jane go to the gymnasium every day. {bk08-l4d-f3-03a.mp3}
+LINE: They do difficult exercises, but the exercises are healthy. {bk08-l4d-f3-03b.mp3}
+LINE: They like to have fun too. {bk08-l4d-f3-03c.mp3}
+LINE: They play volleyball on Mondays, Wednesdays, and Fridays, and they exercise with music on Tuesdays and Thursdays. {bk08-l4d-f3-03d.mp3}
+
+$SELECT What Wasn't Mentioned? — At the Gym
+ID: 8-4d-f3-p3
+REFERENCE: 8-4d-f3-p3-story
+INTRO: Choose the statement that was NOT mentioned about Betty and Jane.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | The girls do healthy exercises.
+OPTION: b | Betty and Jane are very beautiful girls.
+OPTION: c | The girls play volleyball on Mondays, Wednesdays, and Fridays.
+ANSWER: b
+
+# Source: LLA 4D Figure 3 (Item 4)
+$DIALOGUE Carl's Trip North
+ID: 8-4d-f3-p4-story
+INTRO: Listen to the paragraph about Carl's planned trip.
+INSTRUCTION: Listen to the story.
+
+LINE: Carl is going to take a trip in January. {bk08-l4d-f3-04a.mp3}
+LINE: He wants to go north, but January is not a good time for travel in the north. {bk08-l4d-f3-04b.mp3}
+LINE: There may be ice on the highways, and the temperature may be very low. {bk08-l4d-f3-04c.mp3}
+LINE: He may have many problems. {bk08-l4d-f3-04d.mp3}
+
+$SELECT What Wasn't Mentioned? — Carl's Trip
+ID: 8-4d-f3-p4
+REFERENCE: 8-4d-f3-p4-story
+INTRO: Choose the statement that was NOT mentioned about Carl's trip.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | His car may freeze in the low temperatures.
+OPTION: b | January is not a good time for travel in the north.
+OPTION: c | There may be ice on the highways.
+ANSWER: a
+
+# Source: LLA 4D Figure 3 (Item 5)
+$DIALOGUE New Living Room Furniture
+ID: 8-4d-f3-p5-story
+INTRO: Listen to the paragraph about Mary and Bob's new apartment.
+INSTRUCTION: Listen to the story.
+
+LINE: Mary and Bob have a new apartment. {bk08-l4d-f3-05a.mp3}
+LINE: They want to get some new furniture for the living room. {bk08-l4d-f3-05b.mp3}
+LINE: They need a new sofa, 2 end tables, and a coffee table. {bk08-l4d-f3-05c.mp3}
+LINE: Mary wants a new carpet and drapes too. {bk08-l4d-f3-05d.mp3}
+LINE: Bob wants some new bookcases. {bk08-l4d-f3-05e.mp3}
+LINE: The living room will be very pretty. {bk08-l4d-f3-05f.mp3}
+
+$SELECT What Wasn't Mentioned? — New Furniture
+ID: 8-4d-f3-p5
+REFERENCE: 8-4d-f3-p5-story
+INTRO: Choose the statement that was NOT mentioned about Mary and Bob's apartment.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | They want to get a new sofa, end tables and a coffee table.
+OPTION: b | They want to get a new stove and refrigerator.
+OPTION: c | They want to get a new carpet and drapes.
+ANSWER: b
+
+# Source: LLA 4D Figure 3 (Item 6)
+$DIALOGUE Ellen's Job
+ID: 8-4d-f3-p6-story
+INTRO: Listen to the paragraph about Ellen's job.
+INSTRUCTION: Listen to the story.
+
+LINE: Ellen works in an office for Mr. Biggs. {bk08-l4d-f3-06a.mp3}
+LINE: She answers the telephone and takes messages for Mr. Biggs. {bk08-l4d-f3-06b.mp3}
+LINE: Her job is not hard. {bk08-l4d-f3-06c.mp3}
+
+$SELECT What Wasn't Mentioned? — Ellen's Job
+ID: 8-4d-f3-p6
+REFERENCE: 8-4d-f3-p6-story
+INTRO: Choose the statement that was NOT mentioned about Ellen's job.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | Ellen works in an office.
+OPTION: b | Ellen answers the telephone.
+OPTION: c | Ellen likes her job.
+ANSWER: c
+
+# Source: LLA 4D Figure 3 (Item 7)
+$DIALOGUE Looking for a House
+ID: 8-4d-f3-p7-story
+INTRO: Listen to the paragraph about Dick and Jane.
+INSTRUCTION: Listen to the story.
+
+LINE: Dick and Jane live in an apartment. {bk08-l4d-f3-07a.mp3}
+LINE: They want a house with a garden. {bk08-l4d-f3-07b.mp3}
+LINE: Jane wants to grow flowers, and Dick wants to grow vegetables. {bk08-l4d-f3-07c.mp3}
+
+$SELECT What Wasn't Mentioned? — Dick and Jane
+ID: 8-4d-f3-p7
+REFERENCE: 8-4d-f3-p7-story
+INTRO: Choose the statement that was NOT mentioned about Dick and Jane. Careful — one of these is only implied, never said.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | Dick and Jane live in an apartment.
+OPTION: b | Dick and Jane are looking for a house.
+OPTION: c | Dick and Jane want a garden.
+ANSWER: b
+
+# Source: LLA 4D Figure 3 (Item 8)
+$DIALOGUE Going to the Movie
+ID: 8-4d-f3-p8-story
+INTRO: Listen to the paragraph about Ted going to the movie.
+INSTRUCTION: Listen to the story.
+
+LINE: Ted went to a movie last night. {bk08-l4d-f3-08a.mp3}
+LINE: He wanted to go early, but the movie started at 8:00. {bk08-l4d-f3-08b.mp3}
+LINE: He got there at 7:45, and he got home at 11:30. {bk08-l4d-f3-08c.mp3}
+LINE: He was tired. {bk08-l4d-f3-08d.mp3}
+
+$SELECT What Wasn't Mentioned? — Ted's Evening
+ID: 8-4d-f3-p8
+REFERENCE: 8-4d-f3-p8-story
+INTRO: Choose the statement that was NOT mentioned about Ted.
+INSTRUCTION: Tap the statement not in the paragraph.
+
+PROMPT: What information is not in the paragraph?
+OPTION: a | Ted didn't like the movie.
+OPTION: b | Ted wanted to go to the movie early.
+OPTION: c | Ted got home at 11:30.
+ANSWER: a
+
+# Source: ST §Reading: Thermometers — Paragraph 1
+$GRAMMAR Reading: Two Thermometers
+ID: l4-s22-r-p1
+READING
+INTRO: Now from listening to reading. Read this short paragraph — the questions about its topic and main idea come right after.
+
+CARD: We have two thermometers at home. One shows the temperature in degrees Fahrenheit. This is the one we put into our mouths when we are sick. The other thermometer shows the temperature in degrees Celsius. That is the one we put next to the back door. It shows us how hot or cold it is outside.
+
+# Source: ST §What's the Topic? — Paragraph 1
+$PRODUCE What's the Topic? — Thermometers
+ID: l4-s22-top-p1
+REFERENCE: l4-s22-r-p1
+INTRO: In a few words: what is the paragraph about? Type the topic.
+INSTRUCTION: Write the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any phrase identifying thermometers or two thermometers as the topic.
+
+PROMPT: What is the topic?
+RESPONSE: two thermometers
+
+# Source: ST §What's the Main Idea? — Paragraph 1
+$SELECT What's the Main Idea? — Thermometers
+ID: l4-s22-mi-p1
+REFERENCE: l4-s22-r-p1
+INTRO: The main idea covers the whole paragraph, not just one sentence of it. Tap it.
+INSTRUCTION: Choose the main idea of the paragraph.
+OPTION: a | One shows the temperature in Fahrenheit.
+OPTION: b | One is next to the back door.
+OPTION: c | There are two different kinds of thermometers.
+
+TEMPLATE: What is the main idea?
+ANSWER: c
+
+# Source: ST §Reading: Tom's Vacation — Paragraph 2
+$GRAMMAR Reading: Tom's Vacation
+ID: l4-s22-r-p2
+READING
+INTRO: One more paragraph — Tom takes his vacation. Read it, then find its topic and main idea.
+
+CARD: Tom has a two week vacation. Tom likes Mexico. The people and the weather are nice. Yesterday, he took off from New York. After he flew for four hours, he landed in Mexico City. Mexico City is crowded, but Tom thinks that Mexico is a beautiful country. Tom wants to see many places in Mexico. Tom always goes to Mexico on his vacation.
+
+# Source: ST §What's the Topic? — Paragraph 2
+$PRODUCE What's the Topic? — Tom's Vacation
+ID: l4-s22-top-p2
+REFERENCE: l4-s22-r-p2
+INTRO: Same job: type the topic of the paragraph in a few words.
+INSTRUCTION: Write the topic of the paragraph in a few words.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any phrase identifying Tom's vacation or Tom's trip to Mexico as the topic.
+
+PROMPT: What is the topic?
+RESPONSE: Tom's vacation in Mexico
+
+# Source: ST §What's the Main Idea? — Paragraph 2
+$SELECT What's the Main Idea? — Tom's Vacation
+ID: l4-s22-mi-p2
+REFERENCE: l4-s22-r-p2
+INTRO: Tap the main idea — the one statement the whole paragraph supports.
+INSTRUCTION: Choose the main idea of the paragraph.
+OPTION: a | Tom doesn't like to live in New York.
+OPTION: b | Tom went to Mexico on his vacation.
+OPTION: c | Tom thinks that Mexico is crowded.
+
+TEMPLATE: What is the main idea?
+ANSWER: b
+
+# Source: LLA 4D Figure 4 (Example 1)
+$DIALOGUE Chinese Restaurant (Example)
+ID: 8-4d-f4-ex1-story
+INTRO: Last skill: taking notes in a chart. One sentence can split neatly into branches — look at the example chart while you listen.
+INSTRUCTION: Listen to the sentence.
+
+LINE: The new Chinese restaurant is open for both lunch and dinner. {page_085_001.jpg|A flow chart diagram with Chinese Restaurant in the top box, branching down to lunch on the left and dinner on the right} {bk08-l4d-f4-ex1.mp3}
+
+$PRODUCE Take Notes: Chinese Restaurant (Example)
+ID: 8-4d-f4-ex1
+INPUT: type
+CHECK: exact
+REFERENCE: 8-4d-f4-ex1-story
+INTRO: Here's how the sentence becomes a chart — the restaurant on top, its two meals below.
+INSTRUCTION: Fill in the missing information.
+
+EXAMPLE
+TEMPLATE: Chinese Restaurant
+SLOT: 1 | Meal 1 | lunch
+SLOT: 1 | Meal 2 | dinner
+
+# Source: LLA 4D Figure 4 (Example 2)
+$DIALOGUE Malibu Theater (Example)
+ID: 8-4d-f4-ex2-story
+INTRO: One more worked example — the Malibu Theater and its two shows.
+INSTRUCTION: Listen to the sentence.
+
+LINE: The Malibu Theater has 2 shows: an early show and a late show. {page_085_002.jpg|A flow chart diagram with Malibu Theater in the top box, branching down to early show on the left and late show on the right} {bk08-l4d-f4-ex2.mp3}
+
+$PRODUCE Take Notes: Malibu Theater (Example)
+ID: 8-4d-f4-ex2
+INPUT: type
+CHECK: exact
+REFERENCE: 8-4d-f4-ex2-story
+INTRO: Same pattern: the theater on top, its two shows below.
+INSTRUCTION: Fill in the missing information.
+
+EXAMPLE
+TEMPLATE: Malibu Theater
+SLOT: 1 | Show 1 | early show
+SLOT: 1 | Show 2 | late show
+
+# Source: LLA 4D Figure 4 (Item 1)
+$DIALOGUE Sunnyside Apartments
+ID: 8-4d-f4-p1-story
+INTRO: Now a real one. John calls the Sunnyside Apartments about two very different apartments. Listen closely — you'll sort the details next.
+INSTRUCTION: Listen to the story.
+
+LINE: John needed an apartment. He called the Sunnyside Apartments. {bk08-l4d-f4-01a.mp3}
+LINE: The manager said, "I have 2 apartments for rent. One has 1 bedroom and the other has 2 bedrooms." {bk08-l4d-f4-01b.mp3}
+LINE: The smaller apartment has furniture and costs $300. {bk08-l4d-f4-01c.mp3}
+LINE: The larger apartment doesn't have furniture, but it has a garage. It costs $500. {bk08-l4d-f4-01d.mp3}
+LINE: John wanted to rent the 2-bedroom apartment, but it was expensive. He thanked the manager for the information and hung up. {bk08-l4d-f4-01e.mp3}
+
+$PRODUCE Take Notes: Sunnyside Apartments
+ID: 8-4d-f4-p1
+INPUT: type
+CHECK: exact
+REFERENCE: 8-4d-f4-p1-story
+INTRO: Sort the two apartments into the outline — size, feature, and cost for each. Replay the story from the reference if the numbers slip away.
+INSTRUCTION: Fill in the outline based on the listening passage.
+
+TEMPLATE: Sunnyside Apartments
+SLOT: 1 | First apartment | 1 bedroom
+SLOT: 2 | Feature | furniture
+SLOT: 2 | Cost | $300
+SLOT: 1 | Second apartment | 2 bedrooms
+SLOT: 2 | Feature | garage
+SLOT: 2 | Cost | $500
+
+# Source: LLA 4D Figure 4 (Item 2)
+$DIALOGUE Flights to London
+ID: 8-4d-f4-p2-story
+INTRO: One more: Sam calls two airlines about flights to London. Listen for the airline names and the four departure times.
+INSTRUCTION: Listen to the story.
+
+LINE: Sam is going to take a vacation. He called 2 airlines and asked about flights to London. {bk08-l4d-f4-02a.mp3}
+LINE: Bluebird Airlines has 2 flights, one at 6:00 a.m. and one at 6:00 p.m. {bk08-l4d-f4-02b.mp3}
+LINE: Happy Times Airlines has 2 flights too, one at 10:00 a.m. and one at 4:00 p.m. {bk08-l4d-f4-02c.mp3}
+LINE: Sam has to make a reservation for one of the flights. {bk08-l4d-f4-02d.mp3}
+
+$PRODUCE Take Notes: Flights to London
+ID: 8-4d-f4-p2
+INPUT: type
+CHECK: exact
+REFERENCE: 8-4d-f4-p2-story
+INTRO: Fill in the airlines and their departure times. That's the last activity of the lesson — you can now take the call, take the message, tell the time, and rent the apartment.
+INSTRUCTION: Fill in the outline based on the listening passage.
+
+TEMPLATE: Flights to London
+SLOT: 1 | First airline | Bluebird Airlines
+SLOT: 2 | First flight | 6:00 a.m.
+SLOT: 2 | Second flight | 6:00 p.m.
+SLOT: 1 | Second airline | Happy Times Airlines
+SLOT: 2 | First flight | 10:00 a.m.
+SLOT: 2 | Second flight | 4:00 p.m.
+
+# SKIPPED (book): Writing Skill "BOX OUTLINES" (pp. 158-159) — blank outline diagrams requiring instructor-read listening passages; the cassette note-taking activities above cover the chart skill.
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diff --git a/book-8-lesson-5.module b/book-8-lesson-5.module
index 8310790b..9180c493 100644
--- a/book-8-lesson-5.module
+++ b/book-8-lesson-5.module
@@ -1,45 +1,19 @@
-$MODULE Book 8 · Lesson 5: Remember to Review {st-page_161_001.jpg}
+$MODULE Book 8 · Lesson 5: Remember to Review {st-page_161_001.jpg|A circular diagram divided into six pie sections illustrating various vocabulary and grammar themes from the book: two boys arguing over a toy, a nurse preparing a shot, two men giving directions, a man talking on a payphone, a couple looking at an apartment for rent, and a person using a phone}
 FORMAT: 2
-DIOCO_DOC_ID: alc_english_book8_lesson5
-DESCRIPTION: Review lesson (no tapes): comparatives and superlatives, the week's vocabulary, directions and phone language, plans with "going to", may and might, numbers, and telling time.
+DIOCO_DOC_ID: alc_book8_lesson5
+DESCRIPTION: Review of Book 8: comparisons, "going to", telephone messages, apartments, directions, math, and telling time.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
 
-$LESSON 5-1: Comparing Things
+$SESSION 5-1: Comparisons, Words, and "Going To"
 
-# Source: new (gap: the review drills comparatives/superlatives heavily but the lesson never restates the pattern)
-$GRAMMAR How English Compares Things
-ID: l5-s1-g
-INTRO: It's review day — nothing new, just everything from this week, one more time. In this lesson you'll go back over comparing things, the week's vocabulary, plans with "going to", may and might, numbers, and telling time. First, a short reminder about how English compares things.
-
-**Comparing two things** — use the *-er* form, or **more** / **less**:
-
-- {John is taller than Jean.}
-- {The big car is more expensive than the small one.}
-- {Soccer is less exciting than football.}
-
-**Comparing three or more** — use the *-est* form, or **most** / **least**:
-
-- {Which restaurant downtown is the best one?}
-- {Which one of these three questions is the most important?}
-- {Question number four was the least difficult one.}
-
-Short adjectives change their ending: {taller}, {newer}, {wider}. Long adjectives keep their shape and take a helper word: {more expensive}, {most important}, {less exciting}, {least difficult}.
-
-Two adjectives refuse to follow the rules:
-
-| | comparing two | comparing three or more |
-|---|---|---|
-| good | {better} | {the best} |
-| bad | {worse} | {the worst} |
-
-# Source: ST l5-s1 "Select the Best Answer", items 1–9 (comparison items)
-$SELECT Better, Best, More, Most
-ID: l5-s1-a
-INTRO: Nine sentences, each missing a comparing word. Tap the one that fits — better, best, more, most, and their gloomy relatives, less and least.
+# Source: ST §Select the Best Answer (items 1–9: comparisons)
+$SELECT Comparing Things
+ID: l5-s1
+INTRO: In this lesson you'll review everything from this book: comparing things, taking phone messages, renting apartments, giving directions, doing math, and telling time. First, comparisons — for each sentence, tap the word that fits. No new words here, only old friends.
 INSTRUCTION: Tap the word that completes the sentence.
 
 EXAMPLE
@@ -106,50 +80,11 @@ OPTION: c | better
 OPTION: d | best
 ANSWER: d
 
-# Source: ST l5-s8 "Write a New Sentence" (input switched to speak — full-sentence answers)
-$PRODUCE Say It the Other Way
-ID: l5-s8
-INTRO: Now flip each comparison. If the test is harder than the lesson, then the lesson is easier than the test — same fact, opposite direction. Say the new sentence aloud.
-INSTRUCTION: Say the same comparison the other way, using the opposite adjective.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed sentence that flips the comparison and uses the opposite adjective, meaning the same thing (e.g., "The chair is older than the sofa").
-
-EXAMPLE
-TEMPLATE: This lesson is easier than the test.
-RESPONSE: The test is more difficult than this lesson.
-
-TEMPLATE: The red shirt is more expensive than the green shirt.
-RESPONSE: The green shirt is less expensive than the red shirt.
-
-TEMPLATE: Sundays are more fun than Mondays.
-RESPONSE: Mondays are less fun than Sundays.
-
-TEMPLATE: John is taller than Jean.
-RESPONSE: Jean is shorter than John.
-
-TEMPLATE: The sofa is newer than the chair.
-RESPONSE: The chair is older than the sofa.
-
-TEMPLATE: The door is narrower than the table.
-RESPONSE: The table is wider than the door.
-
-TEMPLATE: A mountain is higher than a hill.
-RESPONSE: A hill is lower than a mountain.
-
-TEMPLATE: Football is more exciting than baseball.
-RESPONSE: Baseball is less exciting than football.
-
-TEMPLATE: Most birds are smaller than cats.
-RESPONSE: Cats are larger than most birds.
-
-$LESSON 5-2: The Week's Words
-
-# Source: ST l5-s1 "Select the Best Answer", items 10–21 (vocabulary items)
-$SELECT Finish the Sentence
+# Source: ST §Select the Best Answer (items 10–21: vocabulary and expressions)
+$SELECT Choose the Right Word
 ID: l5-s1-b
-INTRO: This part is one long vocabulary sweep — everything the week taught you about streets, phones, weather, planes, and apartments. Each sentence is missing a word or phrase; tap the one that completes it.
-INSTRUCTION: Tap the word or phrase that completes the sentence.
+INTRO: Now the rest of the words — messages, streets, weather, and one unlucky fall on the ice. Tap the word that completes each sentence.
+INSTRUCTION: Tap the word that completes the sentence.
 
 TEMPLATE: Don't tell Dad that I forgot ____ my room.
 OPTION: a | to clean
@@ -235,11 +170,334 @@ OPTION: c | deposit
 OPTION: d | person
 ANSWER: a
 
-# Source: ST l5-s7 "Does She Work in a Bank?", vocabulary items (inference items moved to part 5-3)
-$SELECT The Right Word
-ID: l5-s7-b
-INTRO: More of the week's words — phones, money, factories, and one letter addressed to somebody. Some sentences are little two-line conversations; read both lines before you tap.
-INSTRUCTION: Tap the word or phrase that completes the sentence.
+# Source: ST §Who? . . . What? . . . Where? . . . When? (recast: the question is asked, the learner answers from the cue)
+$PRODUCE What Are They Going to Do?
+ID: l5-s2
+INTRO: Everyone in this book has plans. You'll hear a question about what someone is "going to" do, and see a short cue on screen. Answer aloud in a full sentence with "going to".
+INSTRUCTION: Answer the question aloud using "going to" and the cue.
+INPUT: speak
+CHECK: llm
+RUBRIC: The "going to" form is the point — accept any full-sentence answer that uses "going to" and matches the cue content; an answer without "going to" fails. Any natural phrasing is fine.
+
+EXAMPLE
+PROMPT: Where is Mike going to go?
+TEMPLATE: mess hall
+RESPONSE: He's going to go to the mess hall.
+
+PROMPT: Where is John going to go?
+TEMPLATE: restaurant
+RESPONSE: He's going to go to the restaurant.
+
+PROMPT: Where are they going to fly?
+TEMPLATE: Los Angeles
+RESPONSE: They're going to fly to Los Angeles.
+
+PROMPT: When is Grace going to play volleyball?
+TEMPLATE: free time
+RESPONSE: She's going to play volleyball in her free time.
+
+PROMPT: What is Sally going to do?
+TEMPLATE: deposit / apartment
+RESPONSE: She's going to put a deposit on an apartment.
+
+PROMPT: Where is the plane going to take off from?
+TEMPLATE: airport
+RESPONSE: The plane is going to take off from the airport.
+
+PROMPT: What is Bill going to do?
+TEMPLATE: get in shape
+RESPONSE: He's going to get in shape.
+
+PROMPT: What is Lesley going to do?
+TEMPLATE: leave a message
+RESPONSE: She's going to leave a message.
+
+PROMPT: What is Jan going to use to make her call?
+TEMPLATE: pay phone
+RESPONSE: She's going to use a pay phone.
+
+# Source: ST §Study the Pictures (INPUT changed type → speak)
+$PRODUCE Study the Pictures
+ID: l5-s3
+INTRO: Time to look at some pictures — gyms, pay phones, and people exercising harder than we are. Answer each question aloud in a complete sentence; the picture has everything you need.
+INSTRUCTION: Look at the picture and answer aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any complete sentence expressing the same fact(s), in any phrasing.
+
+PROMPT: Where does Mark play volleyball? {st-page_166_001.jpg|Entrance to a building with a sign that reads "HEALTH AND FITNESS GYM"}
+RESPONSE: Mark plays volleyball at the health and fitness gym.
+
+PROMPT: What is Bob going to do? {st-page_166_002.jpg|A man holding a telephone receiver to his ear while reaching to insert a coin into a pay phone}
+RESPONSE: Bob is going to make a phone call from a pay phone.
+
+PROMPT: What is Jan looking at? {st-page_166_003.jpg|An outdoor/indoor thermometer with temperature markings mounted on a wall}
+RESPONSE: Jan is looking at a thermometer.
+
+PROMPT: What are Harry and Al doing? {st-page_166_004.jpg|Two men doing push-ups side by side on the floor}
+RESPONSE: Harry and Al are doing push-ups.
+
+PROMPT: What is Carl doing? {st-page_166_005.jpg|A young man sitting at a desk talking on the telephone with a pen in hand}
+RESPONSE: Carl is talking on the phone and writing a message.
+
+PROMPT: What is the woman asking for? {st-page_167_001.jpg|A woman holding a map asking a police officer for directions; speech bubble says "HOW DO I GET TO MAIN STREET FROM HERE?" and police officer says "GO STRAIGHT..."}
+RESPONSE: The woman is asking for directions.
+
+PROMPT: What are they looking for? {st-page_167_002.jpg|An apartment building with a sign in front that says "FOR RENT"}
+RESPONSE: They are looking for an apartment for rent.
+
+PROMPT: What is he doing? {st-page_167_003.jpg|A man playing tennis, swinging a racket at an approaching ball}
+RESPONSE: He is playing tennis.
+
+PROMPT: What's in the glass? {st-page_167_004.jpg|A tall glass filled with iced drink and a lemon slice garnish}
+RESPONSE: There is an iced drink with lemon in the glass.
+
+PROMPT: What's she doing? {st-page_167_005.jpg|A woman doing sit-ups on the floor}
+RESPONSE: She is doing sit-ups.
+
+# SKIPPED (book): "NUMBER, PLEASE." (p. 168) — open pair role-play with unscripted dialogs.
+
+$SESSION 5-2: Apartments, Directions, Math, and Time
+
+# Source: ST §Rolling Stone Apartments
+$PRODUCE Renting an Apartment {st-page_169_001.jpg|Two men talking on telephones: one is taking notes while the other reads from newspaper real estate listings for apartments for rent}
+ID: l5-s4
+INTRO: In this part you'll review apartments, directions, math, and clocks. First: Ms. Black is calling about a two-bedroom apartment, and the manager is very ready to rent one. Type the missing word in each line of their phone call.
+INSTRUCTION: Type the missing word to complete the apartment rental conversation.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Manager: Rolling Stone Apartments. May I help you?
+TEMPLATE: Ms. Black: I'm ____{looking} for an apartment with two bedrooms.
+RESPONSE: I'm looking for an apartment with two bedrooms.
+
+TEMPLATE: Ms. Black: I'm looking for an apartment with two ____{bedrooms}. Do you have any for rent?
+RESPONSE: I'm looking for an apartment with two bedrooms. Do you have any for rent?
+
+TEMPLATE: Ms. Black: Do you have any for rent?
+TEMPLATE: Manager: Yes, ____{we} have four or five.
+RESPONSE: Yes, we have four or five.
+
+TEMPLATE: Ms. Black: Do they have a ____{stove} and a refrigerator?
+TEMPLATE: Manager: Yes, they do.
+RESPONSE: Do they have a stove and a refrigerator? — Yes, they do.
+
+TEMPLATE: Manager: We have a two-bedroom ____{apartment} with one bath for $410.00.
+RESPONSE: We have a two-bedroom apartment with one bath for $410.00.
+
+TEMPLATE: Manager: ...and a two-bedroom ____{with} two baths for $460.
+RESPONSE: ...and a two-bedroom with two baths for $460.
+
+TEMPLATE: Ms. Black: What about a deposit?
+TEMPLATE: Manager: The ____{deposit} is $150. Can I show you one of our apartments?
+RESPONSE: The deposit is $150. Can I show you one of our apartments?
+
+# SKIPPED (book): "SAY THE OPPOSITE." (p. 170) — teacher-led oral drill without printed items.
+
+# Source: ST §How Do I Get to . . . ?
+$PRODUCE How Do I Get There? {st-page_171_001.jpg|City street map grid showing numbered locations from 1 to 16, street names such as West Ave, Front St, Texas Ave, Colorado St, Houston Ave, California St, Pacific Ave, State St, and a compass rose indicating North, South, East, West}
+ID: l5-s5
+INTRO: You'll see a street map with numbered places on it. Read each situation and give directions aloud, using streets, blocks, and turns — the person asking is completely lost without you.
+INSTRUCTION: Look at the map and give clear directions aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as one good route, not the only one; accept any coherent set of directions that uses direction-giving language (go, turn, block, corner, street names) to reach the named destination. Do not fail an answer for choosing a different plausible route.
+
+PROMPT: You are at the school (7). Give a friend directions to the public library (14).
+RESPONSE: Go west on Front Street for two blocks to Houston Avenue. Turn left and go south for one block. The library is on the corner of Houston and Colorado.
+
+PROMPT: You are in the Lowest Price Bookstore (5). Tell someone how to find the post office (11).
+RESPONSE: Go out of the bookstore and walk east on Texas Avenue for one block. Turn right on Pacific Avenue. The post office is on your left.
+
+PROMPT: You are visiting a friend in the hospital (16). Someone asks for directions to a cafe.
+RESPONSE: Go north on California Street to Front Street. Turn left and walk one block to Houston Avenue. Nan's Cafe is on the corner.
+
+PROMPT: You are in the Anthony Hotel (1). Give someone directions to the Blue Moon Restaurant (4).
+RESPONSE: Go south on West Avenue to Texas Avenue. Turn left and go east for two blocks. The Blue Moon Restaurant is on the corner of Texas and Houston.
+
+# SKIPPED (book): "HOLD THE PHONE!" (p. 172) — instructor-led listening drill without printed stimulus list.
+# SKIPPED (book): "HOW MANY SYLLABLES?" (p. 172) — instructor-led listening skill drill with unprinted words.
+
+# Source: ST §Match the Sentences (Set 1) (stimuli made spoken PROMPTs — listening pass)
+$SELECT Match the Sentences: What Comes Next
+ID: l5-s6
+INTRO: Some things may happen, and some might not — nobody's promising anything. Listen to each sentence, then tap the sentence that best follows it.
+INSTRUCTION: Tap the best follow-up sentence.
+OPTION: a | He may be tired.
+OPTION: b | Let's call first.
+OPTION: c | She may buy a new one.
+OPTION: d | It may rain today.
+OPTION: e | But I might do it later.
+OPTION: f | But I think he'll get it.
+
+PROMPT: I can't do it today.
+ANSWER: e
+
+PROMPT: It's cloudy today.
+ANSWER: d
+
+PROMPT: He may not get the job.
+ANSWER: f
+
+PROMPT: The small boy is crying.
+ANSWER: a
+
+PROMPT: Her car is old.
+ANSWER: c
+
+PROMPT: They might not be home.
+ANSWER: b
+
+# Source: ST §Match the Sentences (Set 2) (stimuli made spoken PROMPTs — listening pass)
+$SELECT Match the Sentences: Best Response
+ID: l5-s7
+INTRO: Six more maybes. This time, listen and tap the best response to what you hear.
+INSTRUCTION: Tap the best response.
+OPTION: a | I don't know; she might.
+OPTION: b | I'll have to rent one.
+OPTION: c | He may be sick.
+OPTION: d | She may go to England.
+OPTION: e | She may have a bad test score.
+OPTION: f | He may be back tonight.
+
+PROMPT: He's not in class today.
+ANSWER: c
+
+PROMPT: Why is Linda upset?
+ANSWER: e
+
+PROMPT: Is Howard coming back?
+ANSWER: f
+
+PROMPT: Does Mary have a car?
+ANSWER: a
+
+PROMPT: Jean likes to travel.
+ANSWER: d
+
+PROMPT: I need an apartment.
+ANSWER: b
+
+# Source: ST §What Is the Answer? (printed step lists made spoken PROMPTs — mental math by ear)
+$PRODUCE Do the Math
+ID: l5-s8
+INTRO: Now some math — by ear. Listen to the instructions, do the arithmetic in your head, and type the final number. Paper is allowed; we won't tell.
+INSTRUCTION: Listen, do the math, and type the final number.
+INPUT: type
+CHECK: exact
+
+PROMPT: Add 3 and 5. Then subtract 2 from the answer. Then multiply by 5. Then add 1.
+TEMPLATE: The answer is ____.
+RESPONSE: The answer is 31.
+ACCEPT: 31 | thirty-one | thirty one
+
+PROMPT: Multiply 7 by 4. Then subtract 2. Then subtract 1. Then divide by 5.
+TEMPLATE: The answer is ____.
+RESPONSE: The answer is 5.
+ACCEPT: 5 | five
+
+PROMPT: Divide 30 by 15. Then add 4 to the answer. Then subtract 3 from that.
+TEMPLATE: The answer is ____.
+RESPONSE: The answer is 3.
+ACCEPT: 3 | three
+
+PROMPT: Subtract 4 from 13. Then multiply the answer by 3.
+TEMPLATE: The answer is ____.
+RESPONSE: The answer is 27.
+ACCEPT: 27 | twenty-seven | twenty seven
+
+PROMPT: Add 8 plus 6 plus 3 plus 17.
+TEMPLATE: The answer is ____.
+RESPONSE: The answer is 34.
+ACCEPT: 34 | thirty-four | thirty four
+
+# Source: ST §What Time Is It?
+$PRODUCE What Time Is It?
+ID: l5-s9
+INTRO: Five clocks, five times. Look at each clock and type the time as a sentence, like the example.
+INSTRUCTION: Look at the clock and type the time.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+PROMPT: {st-page_175_001.jpg|A square clock showing the time quarter to three (2:45)}
+RESPONSE: It's a quarter to three.
+ACCEPT: It's a quarter to three. | It's a quarter to 3. | It's two forty-five. | It's 2:45.
+
+PROMPT: {st-page_175_002.jpg|A square clock showing the time half past seven (7:30)}
+RESPONSE: It's half past seven.
+ACCEPT: It's half past seven. | It's half past 7. | It's seven thirty. | It's 7:30.
+
+PROMPT: {st-page_175_003.jpg|A square clock showing the time three o'clock (3:00)}
+RESPONSE: It's three o'clock.
+ACCEPT: It's three o'clock. | It's 3:00. | It's three.
+
+PROMPT: {st-page_175_004.jpg|A square clock showing the time twenty-five to eight (7:35)}
+RESPONSE: It's twenty-five to eight.
+ACCEPT: It's twenty-five to eight. | It's twenty-five to 8. | It's seven thirty-five. | It's 7:35.
+
+PROMPT: {st-page_175_005.jpg|A square clock showing the time quarter past six (6:15)}
+RESPONSE: It's a quarter past six.
+ACCEPT: It's a quarter past six. | It's a quarter past 6. | It's quarter past six. | It's six fifteen. | It's 6:15.
+
+$SESSION 5-3: Messages, Comparisons, and the Big Word Check
+
+# Source: ST §Does She Work in a Bank?
+$SELECT Does She Work in a Bank?
+ID: l5-s10
+INTRO: In this last part you'll put it all together: what makes sense, passing on messages, and turning comparisons around. Read each sentence and tap the answer that makes sense — some of these are sneaky.
+INSTRUCTION: Tap the answer that best fits or follows the sentence.
+
+EXAMPLE
+TEMPLATE: Alice is a doctor.
+OPTION: a | She works in a bank.
+OPTION: b | She works in a library.
+OPTION: c | She works in a commissary.
+OPTION: d | She works in a hospital.
+ANSWER: d
+
+TEMPLATE: Bill is walking into the school with some books in his arms.
+OPTION: a | Bill is a mechanic.
+OPTION: b | Bill is a pilot.
+OPTION: c | Bill is a student.
+OPTION: d | Bill is a cook.
+ANSWER: c
+
+TEMPLATE: The streets are wet.
+OPTION: a | It rained last night.
+OPTION: b | The sun is shining.
+OPTION: c | It may snow tomorrow.
+OPTION: d | The temperature is 32°.
+ANSWER: a
+
+TEMPLATE: It is 5:15 p.m., and Jan is in the kitchen.
+OPTION: a | Jan is watching TV.
+OPTION: b | Jan is taking a bath.
+OPTION: c | Jan is playing tennis.
+OPTION: d | Jan is cooking dinner.
+ANSWER: d
+
+TEMPLATE: Frank is holding a telephone.
+OPTION: a | Frank is interesting.
+OPTION: b | Frank is talking.
+OPTION: c | Frank is exciting.
+OPTION: d | Frank is studying.
+ANSWER: b
+
+TEMPLATE: We must go to the bank tomorrow.
+OPTION: a | It's cheap.
+OPTION: b | It's healthy.
+OPTION: c | It's important.
+OPTION: d | It's local.
+ANSWER: c
+
+TEMPLATE: Allen missed the ball.
+OPTION: a | He tried to hit the ball.
+OPTION: b | He hit the ball.
+OPTION: c | He waited for the ball.
+OPTION: d | He remembered the ball.
+ANSWER: a
 
 TEMPLATE: Please ____ the door. It's cold in here.
 OPTION: a | miss
@@ -350,262 +608,85 @@ OPTION: c | left a message
 OPTION: d | returned a call
 ANSWER: c
 
-# SKIPPED (book): "TELL MARY (THAT) JOHN CALLED." — Instructor-read drill with no
-# printed sentences provided in the student text.
-
-$LESSON 5-3: Plans, Pictures, Numbers, and Time
-
-# Source: ST l5-s2 "Ask and Answer Questions" (question-word hint added to each cue as scaffolding)
-$PRODUCE Ask and Answer with Going To
-ID: l5-s2
-INTRO: In this last part you'll put the week together — plans with "going to", may and might, pictures, numbers, and clocks. First, "going to". Each cue starts with a question word: use it to ask a question about the person, then answer it yourself. You're both sides of this conversation.
-INSTRUCTION: Ask a question with "going to" from the cue, then answer it aloud.
+# Source: ST §Tell Mary (That) John Called (recast: message heard, recipient shown as cue)
+$PRODUCE Pass the Message On
+ID: l5-s11
+INTRO: You'll hear a message, and the screen shows who needs to get it. Pass it on aloud with "Tell ... that ..." — messages don't deliver themselves.
+INSTRUCTION: Say the message to the person shown, using "Tell ... that ...".
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a correctly formed question using "going to" that matches the cue's question word, followed by a sensible answer using "going to". Contractions and full forms are both fine.
+RUBRIC: Accept any correct indirect imperative reporting the heard message to the person in the cue using "Tell [person] (that) [statement]"; "that" may be included or omitted.
 
 EXAMPLE
-TEMPLATE: Where? Mike — mess hall
-RESPONSE: Where is Mike going to go? He's going to go to the mess hall.
+PROMPT: John called.
+TEMPLATE: (Mary)
+RESPONSE: Tell Mary that John called.
 
-TEMPLATE: Where? John — restaurant
-RESPONSE: Where is John going to go? He's going to go to a restaurant.
+PROMPT: John called.
+TEMPLATE: (Mark)
+RESPONSE: Tell Mark that John called.
 
-TEMPLATE: Where? fly — Los Angeles
-RESPONSE: Where is he going to fly? He is going to fly to Los Angeles.
+PROMPT: The doctor called.
+TEMPLATE: (John)
+RESPONSE: Tell John that the doctor called.
 
-TEMPLATE: What? Grace — volleyball — free time
-RESPONSE: What is Grace going to do in her free time? She is going to play volleyball.
+PROMPT: Dinner is ready.
+TEMPLATE: (him)
+RESPONSE: Tell him that dinner is ready.
 
-TEMPLATE: What? Sally — deposit — apartment
-RESPONSE: What is Sally going to do? She is going to pay a deposit on the apartment.
+PROMPT: Class is over.
+TEMPLATE: (them)
+RESPONSE: Tell them that class is over.
 
-TEMPLATE: Where? plane — take off — airport
-RESPONSE: Where is the plane going to take off? The plane is going to take off from the airport.
+PROMPT: Mr. Davis is here.
+TEMPLATE: (her)
+RESPONSE: Tell her that Mr. Davis is here.
 
-TEMPLATE: What? Bill — get in shape
-RESPONSE: What is Bill going to do? He is going to get in shape.
+PROMPT: We are leaving now.
+TEMPLATE: (Bill)
+RESPONSE: Tell Bill that we are leaving now.
 
-TEMPLATE: What? Lesley — leave a message
-RESPONSE: What is Lesley going to do? She is going to leave a message.
+PROMPT: Everyone is present.
+TEMPLATE: (the teacher)
+RESPONSE: Tell the teacher that everyone is present.
 
-TEMPLATE: What? Jan — pay phone
-RESPONSE: What is Jan going to use? She is going to use the pay phone.
+PROMPT: The truck is ready.
+TEMPLATE: (the sergeant)
+RESPONSE: Tell the sergeant that the truck is ready.
 
-# Source: ST l5-s3 "Study the Pictures" (write → speak; SHOW_PROMPT dropped — review stays audio-first)
-$PRODUCE Study the Pictures
-ID: l5-s3
-INTRO: You'll see a picture and hear a question about it. Answer aloud, in a full sentence — the picture already knows the answer, so you just have to say it.
-INSTRUCTION: Look at the picture, listen to the question, and answer in a full sentence.
+# Source: ST §More . . . Most . . . Less . . . Least (INPUT changed type → speak; stimulus audio-first)
+$PRODUCE Say It the Other Way
+ID: l5-s12
+INTRO: One last drill, and it ends the book. You'll hear a comparison — say the same fact the other way around, like the example. When you finish, this book is done, and the next one is waiting patiently.
+INSTRUCTION: Say the comparison the opposite way (for example with "less", or an opposite word with "-er").
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact in a grammatically correct sentence.
-
-PROMPT: Where does Mark play volleyball? {st-page_166_001.jpg}
-RESPONSE: He plays volleyball at the Health and Fitness Gym.
-
-PROMPT: What is Bob going to do? {st-page_166_002.jpg}
-RESPONSE: He is going to make a phone call.
-
-PROMPT: What is Jan looking at? {st-page_166_003.jpg}
-RESPONSE: She is looking at a thermometer.
-
-PROMPT: What are Harry and Al doing? {st-page_166_004.jpg}
-RESPONSE: They are doing push-ups.
-
-PROMPT: What is Carl doing? {st-page_166_005.jpg}
-RESPONSE: He is talking on the telephone.
-
-PROMPT: What is the woman asking for? {st-page_167_001.jpg}
-RESPONSE: She is asking for directions.
-
-PROMPT: What are they looking for? {st-page_167_002.jpg}
-RESPONSE: They are looking for an apartment for rent.
-
-PROMPT: What is he doing? {st-page_167_003.jpg}
-RESPONSE: He is playing tennis.
-
-PROMPT: What's in the glass? {st-page_167_004.jpg}
-RESPONSE: There is iced tea in the glass.
-
-PROMPT: What's she doing? {st-page_167_005.jpg}
-RESPONSE: She is doing sit-ups.
-
-# SKIPPED (book): "NUMBER, PLEASE." — open-ended partner roleplay for making phone calls.
-# SKIPPED (book): "ROLLING STONE APARTMENTS" — listen-and-fill dialog with no recorded stimulus available.
-# SKIPPED (book): "SAY THE OPPOSITE." — instructor-read, no printed stimulus; convertible later with chosen items + TTS.
-# SKIPPED (book): "HOW DO I GET TO . . . ?" — open partner directions task on a map.
-# SKIPPED (book): "HOLD THE PHONE!" / "HOW MANY SYLLABLES?" — instructor-read drills with no printed stimuli; convertible later with chosen items + TTS.
-
-# Source: ST l5-s4 "Match the Sentences", first block (stimuli spoken as PROMPTs — audio-first)
-$SELECT May and Might — Find the Reply (1)
-ID: l5-s4-a
-INTRO: You'll hear a sentence. Tap the reply that goes with it — most of them use may or might, because nobody in this lesson is ever completely sure of anything.
-INSTRUCTION: Tap the sentence that goes with the one you hear.
-OPTION: a | He may be tired.
-OPTION: b | Let's call first.
-OPTION: c | She may buy a new one.
-OPTION: d | It may rain today.
-OPTION: e | But I might do it later.
-OPTION: f | But I think he'll get it.
-
-PROMPT: I can't do it today.
-ANSWER: e
-
-PROMPT: It's cloudy today.
-ANSWER: d
-
-PROMPT: He may not get the job.
-ANSWER: f
-
-PROMPT: The small boy is crying.
-ANSWER: a
-
-PROMPT: Her car is old.
-ANSWER: c
-
-PROMPT: They might not be home.
-ANSWER: b
-
-# Source: ST l5-s4 "Match the Sentences", second block
-$SELECT May and Might — Find the Reply (2)
-ID: l5-s4-b
-INTRO: Six more. Same job — hear the sentence, tap its partner.
-INSTRUCTION: Tap the sentence that goes with the one you hear.
-OPTION: a | I don't know; she might.
-OPTION: b | I'll have to rent one.
-OPTION: c | He may be sick.
-OPTION: d | She may go to England.
-OPTION: e | She may have a bad test score.
-OPTION: f | He may be back tonight.
-
-PROMPT: He's not in class today.
-ANSWER: c
-
-PROMPT: Why is Linda upset?
-ANSWER: e
-
-PROMPT: Is Howard coming back?
-ANSWER: f
-
-PROMPT: Does Mary have a car?
-ANSWER: a
-
-PROMPT: Jean likes to travel.
-ANSWER: d
-
-PROMPT: I need an apartment.
-ANSWER: b
-
-# Source: ST l5-s5 "What Is the Answer?"
-$PRODUCE What Is the Answer?
-ID: l5-s5
-INTRO: Math, in English. Follow the steps in your head and type the final number. No calculator needed — probably.
-INSTRUCTION: Follow the math steps and type the final answer.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: (a) Add 3 and 5. (b) Subtract 2 from the answer. (c) Multiply by 5. (d) Add 1. — The answer is ____.
-RESPONSE: The answer is 31.
-ACCEPT: 31 | thirty-one | thirty one
-
-TEMPLATE: (a) Multiply 7 by 4. (b) Subtract 2. (c) Subtract 1. (d) Divide by 5. — The answer is ____.
-RESPONSE: The answer is 5.
-ACCEPT: 5 | five
-
-TEMPLATE: (a) Divide 30 by 15. (b) Now add 4 to the answer. (c) Subtract 3 from that. — The answer is ____.
-RESPONSE: The answer is 3.
-ACCEPT: 3 | three
-
-TEMPLATE: (a) Subtract 4 from 13. (b) Multiply the answer by 3. — The answer is ____.
-RESPONSE: The answer is 27.
-ACCEPT: 27 | twenty-seven | twenty seven
-
-TEMPLATE: (a) Add 8 plus 6 plus 3 plus 17. — The answer is ____.
-RESPONSE: The answer is 34.
-ACCEPT: 34 | thirty-four | thirty four
-
-# Source: ST l5-s6 "What Time Is It?"
-$PRODUCE What Time Is It?
-ID: l5-s6
-INTRO: Five clocks, no numbers written anywhere — just hands. Type each time in words, like "half past seven".
-INSTRUCTION: Look at the clock and type the time in words.
-INPUT: type
-CHECK: exact
+RUBRIC: Accept any grammatically correct comparison expressing the opposite relationship of the prompt (e.g., using "less [adjective]", an antonym with "-er", or "more [antonym]"); the two things and the relationship must stay factually the same.
 
 EXAMPLE
-TEMPLATE: {st-page_175_001.jpg}
-RESPONSE: It's a quarter to three.
-ACCEPT: a quarter to three | quarter to three | two forty-five
+PROMPT: This lesson is easier than the test.
+RESPONSE: The test is more difficult than this lesson.
 
-TEMPLATE: {st-page_175_002.jpg}
-RESPONSE: It's half past seven.
-ACCEPT: half past seven | seven thirty
+PROMPT: The red shirt is more expensive than the green shirt.
+RESPONSE: The green shirt is less expensive than the red shirt.
 
-TEMPLATE: {st-page_175_003.jpg}
-RESPONSE: It's three o'clock.
-ACCEPT: three o'clock | three
+PROMPT: Sundays are more fun than Mondays.
+RESPONSE: Mondays are less fun than Sundays.
 
-TEMPLATE: {st-page_175_004.jpg}
-RESPONSE: It's twenty-five to eight.
-ACCEPT: twenty-five to eight | twenty-five minutes to eight | seven thirty-five | twenty five to eight | It's seven thirty-five.
+PROMPT: John is taller than Jean.
+RESPONSE: Jean is shorter than John.
 
-TEMPLATE: {st-page_175_005.jpg}
-RESPONSE: It's a quarter past six.
-ACCEPT: a quarter past six | quarter past six | six fifteen
+PROMPT: The sofa is newer than the chair.
+RESPONSE: The chair is older than the sofa.
 
-# Source: ST l5-s7 "Does She Work in a Bank?", inference items (stimuli spoken as PROMPTs — audio-first)
-$SELECT What Can You Say?
-ID: l5-s7-a
-INTRO: Last activity of the week. You'll hear a statement about somebody; tap the sentence that best follows from it. When you're done, Book 8 is behind you — and it can't say the same about you.
-INSTRUCTION: Listen, then tap the best answer.
+PROMPT: The door is narrower than the table.
+RESPONSE: The table is wider than the door.
 
-EXAMPLE
-PROMPT: Alice is a doctor.
-OPTION: a | She works in a bank.
-OPTION: b | She works in a library.
-OPTION: c | She works in a commissary.
-OPTION: d | She works in a hospital.
-ANSWER: d
+PROMPT: A mountain is higher than a hill.
+RESPONSE: A hill is lower than a mountain.
 
-PROMPT: Bill is walking into the school with some books in his arms.
-OPTION: a | Bill is a mechanic.
-OPTION: b | Bill is a pilot.
-OPTION: c | Bill is a student.
-OPTION: d | Bill is a cook.
-ANSWER: c
+PROMPT: Football is more exciting than baseball.
+RESPONSE: Baseball is less exciting than football.
 
-PROMPT: The streets are wet.
-OPTION: a | It rained last night.
-OPTION: b | The sun is shining.
-OPTION: c | It may snow tomorrow.
-OPTION: d | The temperature is 32°.
-ANSWER: a
-
-PROMPT: It is 5:15 p.m., and Jan is in the kitchen.
-OPTION: a | Jan is watching TV.
-OPTION: b | Jan is taking a bath.
-OPTION: c | Jan is playing tennis.
-OPTION: d | Jan is cooking dinner.
-ANSWER: d
-
-PROMPT: Frank is holding a telephone.
-OPTION: a | Frank is interesting.
-OPTION: b | Frank is talking.
-OPTION: c | Frank is exciting.
-OPTION: d | Frank is studying.
-ANSWER: b
-
-PROMPT: We must go to the bank tomorrow.
-OPTION: a | It's cheap.
-OPTION: b | It's healthy.
-OPTION: c | It's important.
-OPTION: d | It's local.
-ANSWER: c
-
-PROMPT: Allen missed the ball.
-OPTION: a | He tried to hit the ball.
-OPTION: b | He hit the ball.
-OPTION: c | He waited for the ball.
-OPTION: d | He remembered the ball.
-ANSWER: a
+PROMPT: Most birds are smaller than cats.
+RESPONSE: Cats are larger than most birds.
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