diff --git a/book-1-lesson-1.module b/book-1-lesson-1.module index 7023f6e9..4239a211 100644 --- a/book-1-lesson-1.module +++ b/book-1-lesson-1.module @@ -1,148 +1,72 @@ $MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: alc_book1_lesson1 -DESCRIPTION: Greetings, classroom actions, the letters A–G, numbers 0–20, classroom objects, and "this/that". +DESCRIPTION: Greetings, classroom instructions and objects, the letters A–G, numbers 0–20, this/that and my/your, and the P/B sound contrast. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Speak like a warm, friendly teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Student | achernar | Male student VOICE: Teacher | gacrux | Female teacher +VOICE: Ted | achernar | Male speaker +VOICE: Aldo | schedar | Male speaker VOICE: Bill | achernar | Male speaker VOICE: Bob | achird | Male speaker -VOICE: Aldo | achernar | Male speaker -VOICE: Ted | achird | Male speaker VOICE: Sgt_Smith | achernar | Male speaker VOICE: Maj_Henry | achird | Male speaker VOICE: John | achernar | Male speaker VOICE: Mr_Bill | achird | Male speaker -VOICE: Narrator | achernar | speaker (auto) -VOICE: StudentA | achird | speaker (auto) -VOICE: StudentB | schedar | speaker (auto) +VOICE: StudentA | achernar | Male speaker +VOICE: StudentB | achird | Male speaker +VOICE: ID | achernar | speaker (auto) +VOICE: Narrator | achird | speaker (auto) -# ===================================================================== -$LESSON 1-1: Greetings +$LESSON 1-1: Classroom Actions -# Source: ST §How Are You? -$DIALOGUE Greetings — Informal -INTRO: Let's start the way every day starts: by saying hello. Listen to two friends greet each other, and repeat. -INSTRUCTION: Listen and repeat each line. -REPEAT - -VOCAB: Good morning -Bill: Good morning. - -VOCAB: How are you? -Bob: Good morning. How are you? - -VOCAB: Fine, thanks. -Bill: Fine, thanks. How are you? - -VOCAB: classroom -Bob: Fine, thanks. Oh, my teacher is in the classroom. - -VOCAB: See you later. -Bill: See you later. - -VOCAB: Okay -VOCAB: Goodbye -Bob: Okay. Goodbye. - -# Source: ST §What's Your Name? -$DIALOGUE What's Your Name? {st-page_007_001.jpg} -INTRO: Now two people meet and exchange names. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Aldo: Good morning. - -VOCAB: Hello -Ted: Hello. How are you? - -Aldo: Fine, thanks. And you? - -VOCAB: What's your name? -Ted: Fine. I'm Ted. What's your name? - -VOCAB: My name is -Aldo: My name is Aldo. - -# Source: ST §How Are You? (Formal) -$DIALOGUE Greetings — Formal -INTRO: Greetings get a little more polite with rank and a "sir". Listen to these formal exchanges and repeat. -INSTRUCTION: Listen and repeat the dialogs. -REPEAT - -VOCAB: sir -Sgt_Smith: Good morning, sir. {st-page_008_001.jpg} -Maj_Henry: Morning. How are you? -Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg} -Maj_Henry: Fine, thanks. - -VOCAB: Thanks -John: Thanks, Mr. Bill. {st-page_008_003.jpg} -Mr_Bill: Okay. See you later. -John: Goodbye. {st-page_008_004.jpg} - -# Source: LLA 1B Figure 2 -$DIALOGUE Greetings in the Classroom -INTRO: Here's a teacher and a student greeting each other, and saying goodbye when class is over. Listen and repeat. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Student: Good morning, ma'am. {page_016_001.jpg} {bk01-l1b-f2-01.mp3} -Teacher: Good morning. {page_016_001.jpg} {bk01-l1b-f2-02.mp3} - -Teacher: How are you? {page_016_002.jpg} {bk01-l1b-f2-03.mp3} -Student: Fine, thanks. {page_016_002.jpg} {bk01-l1b-f2-04.mp3} - -Teacher: It's 2 o'clock. {page_016_003.jpg} {bk01-l1b-f2-05.mp3} -LINE: Close your books, please. {page_016_003.jpg} {bk01-l1b-f2-06.mp3} - -Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3} -Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3} - -# Source: LLA 1D Figure 2 -$DIALOGUE Hello — Meeting Someone -INTRO: Two men meet and introduce themselves. Listen to the whole conversation and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Ted: Hello. {bk01-l1d-f2-01.mp3} -Aldo: Hello. How are you? {bk01-l1d-f2-02.mp3} -Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3} -Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3} -Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3} -Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3} - -# ===================================================================== -$LESSON 1-2: Classroom Actions - -# Source: LLA 1A Figure 1 -$DIALOGUE Classroom Actions -INTRO: You're going to learn the instructions a teacher gives in class. Listen to each one and repeat it. -INSTRUCTION: Listen and repeat each instruction. +# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat) +$DIALOGUE Classroom Instructions +ID: 1a-f1 +INTRO: Welcome to your first lesson. In this lesson you'll learn to greet people, name the things in a classroom, and handle the letters A to G and the numbers up to twenty. First, the instructions your teacher will use all day long. Listen to each one and repeat it. +INSTRUCTION: Repeat each instruction. REPEAT +VOCAB: to listen LINE: Listen. {page_011_001.jpg} {bk01-l1a-f1-01.mp3} + +VOCAB: to repeat LINE: Repeat. {page_011_002.jpg} {bk01-l1a-f1-02.mp3} + +VOCAB: to look at LINE: Look at the language laboratory activities. {page_011_003.jpg} {bk01-l1a-f1-03.mp3} + +VOCAB: to write LINE: Write the word. {page_011_004.jpg} {bk01-l1a-f1-04.mp3} + +VOCAB: to circle LINE: Circle the letter. {page_011_005.jpg} {bk01-l1a-f1-05.mp3} + +VOCAB: to go LINE: Go to the lab. {page_011_006.jpg} {bk01-l1a-f1-06.mp3} + +VOCAB: to open LINE: Open the door. {page_011_007.jpg} {bk01-l1a-f1-07.mp3} + +VOCAB: to close LINE: Close the book. {page_011_008.jpg} {bk01-l1a-f1-08.mp3} LINE: Open the window. {page_011_009.jpg} {bk01-l1a-f1-09.mp3} LINE: Close the door. {page_011_010.jpg} {bk01-l1a-f1-10.mp3} LINE: Close the window. {page_011_011.jpg} {bk01-l1a-f1-11.mp3} LINE: Open the book. {page_011_012.jpg} {bk01-l1a-f1-12.mp3} +# SKIPPED (master): ST §Look, Listen, and Repeat — cross-source twin of this presentation +# (same classroom-action verbs, same listen-and-repeat role, TTS only). Kept the cassette +# figures; the ST panel's VOCAB tags were transferred onto the lines above. + # Source: LLA 1A Figure 2 -$DIALOGUE More Classroom Actions -INTRO: Now you'll hear more instructions, including some with the polite word "please". Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +$DIALOGUE More Instructions, Please +ID: 1a-f2 +INTRO: The same instructions again, plus new ones with "please" — politeness costs nothing and your teacher notices. Listen and repeat each sentence. +INSTRUCTION: Repeat each sentence. REPEAT LINE: Listen. {bk01-l1a-f2-01.mp3} @@ -170,48 +94,13 @@ LINE: Please listen. {bk01-l1a-f2-22.mp3} LINE: Look at the book, please. {bk01-l1a-f2-23.mp3} LINE: Please write my name. {bk01-l1a-f2-24.mp3} -# Source: ST §Look, Listen, and Repeat. (verb vocab in illustrative sentences; TTS) -$DIALOGUE Action Words -INTRO: Here are the action words again, each in a short sentence. Listen and repeat. -INSTRUCTION: Repeat each word and sentence. -REPEAT +$LESSON 1-2: The Letters A to G -VOCAB: listen (to) -LINE: Listen to the teacher. {st-page_015_001.jpg} - -VOCAB: repeat -LINE: Repeat the word. {st-page_015_002.jpg} - -VOCAB: look (at) -LINE: Look at the chalkboard. {st-page_015_003.jpg} - -VOCAB: write -LINE: Write the word. {st-page_015_004.jpg} - -VOCAB: circle -LINE: Circle the letter c. {st-page_016_001.jpg} - -VOCAB: go (to) -LINE: Go to the door. {st-page_016_002.jpg} - -VOCAB: open -LINE: Open the door. {st-page_016_003.jpg} - -VOCAB: close -LINE: Close the door. {st-page_016_004.jpg} - -LINE: Open the book. {st-page_017_001.jpg} -LINE: Close the book. {st-page_017_002.jpg} -LINE: Open the window. {st-page_017_003.jpg} -LINE: Close the window. {st-page_017_004.jpg} - -# ===================================================================== -$LESSON 1-3: The Letters A to G - -# Source: LLA 1A Figure 3 (Part 1) +# Source: LLA 1A Figure 3 (part 1) $DIALOGUE The Letters A to G -INTRO: You'll hear the names of the letters A through G. Listen and repeat each one. -INSTRUCTION: Repeat each letter. +ID: 1a-f3 +INTRO: In this part you'll learn the first seven letters of the English alphabet, A to G — how they sound and how they look. Listen and repeat each letter. +INSTRUCTION: Repeat the letters. REPEAT LINE: A {bk01-l1a-f3-00a.mp3} @@ -222,9 +111,10 @@ LINE: E {bk01-l1a-f3-00e.mp3} LINE: F {bk01-l1a-f3-00f.mp3} LINE: G {bk01-l1a-f3-00g.mp3} -# Source: LLA 1A Figure 3 (Part 2) +# Source: LLA 1A Figure 3 (part 2) $SELECT Which Letter Do You Hear? -INTRO: Now you'll hear one letter at a time. Tap the letter you hear. +ID: 1a-f3-b +INTRO: Now you'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter. INSTRUCTION: Tap the letter you hear. EXAMPLE @@ -342,132 +232,67 @@ ANSWER: b # Source: LLA 1A Figure 4 $PRODUCE Write the Letters -INTRO: You'll hear the name of a capital letter and a small letter. Type the two letters you hear. +ID: 1a-f4 +INTRO: Dictation time. You'll hear the name of a capital letter and a small letter. Type both letters, exactly as you hear them. INSTRUCTION: Type the capital letter and the small letter. INPUT: type CHECK: exact EXAMPLE PROMPT: Capital A. Small a. {bk01-l1a-f4-00-ex.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{A} ____{a} RESPONSE: A a -ACCEPT: Aa | A, a PROMPT: Capital G. Small g. {bk01-l1a-f4-01.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{G} ____{g} RESPONSE: G g -ACCEPT: Gg | G, g PROMPT: Capital D. Small d. {bk01-l1a-f4-02.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{D} ____{d} RESPONSE: D d -ACCEPT: Dd | D, d PROMPT: Capital F. Small f. {bk01-l1a-f4-03.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{F} ____{f} RESPONSE: F f -ACCEPT: Ff | F, f PROMPT: Capital C. Small c. {bk01-l1a-f4-04.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{C} ____{c} RESPONSE: C c -ACCEPT: Cc | C, c PROMPT: Capital E. Small e. {bk01-l1a-f4-05.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{E} ____{e} RESPONSE: E e -ACCEPT: Ee | E, e PROMPT: Capital B. Small b. {bk01-l1a-f4-06.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{B} ____{b} RESPONSE: B b -ACCEPT: Bb | B, b PROMPT: Capital G. Small g. {bk01-l1a-f4-07.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{G} ____{g} RESPONSE: G g -ACCEPT: Gg | G, g PROMPT: Capital A. Small a. {bk01-l1a-f4-08.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{A} ____{a} RESPONSE: A a -ACCEPT: Aa | A, a PROMPT: Capital F. Small f. {bk01-l1a-f4-09.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{F} ____{f} RESPONSE: F f -ACCEPT: Ff | F, f PROMPT: Capital B. Small b. {bk01-l1a-f4-10.mp3} -TEMPLATE: ____ ____ +TEMPLATE: ____{B} ____{b} RESPONSE: B b -ACCEPT: Bb | B, b -# Source: LLA 1A Figure 5 -$SELECT Same or Different? -INTRO: You'll hear two words. Decide whether they are exactly the same or different. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different +# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet, write the letter. +# Instructor-read with no recorded stimulus and no given letters; the cassette dictation +# above covers the same skill for A–G. Convertible later with chosen letters + TTS. -EXAMPLE -PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3} -ANSWER: s - -PROMPT: putt. But. {bk01-l1a-f5-01.mp3} -ANSWER: d - -PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3} -ANSWER: s - -PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3} -ANSWER: d - -PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3} -ANSWER: d - -PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3} -ANSWER: s - -PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3} -ANSWER: d - -PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3} -ANSWER: s - -PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3} -ANSWER: d - -PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3} -ANSWER: s - -PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3} -ANSWER: s - -# ===================================================================== -$LESSON 1-4: Numbers Zero to Twenty - -# Source: ST §Numbers Zero to Twenty -$GRAMMAR Numbers Zero to Twenty -INTRO: Here are the numbers from zero to twenty. Tap any number to hear it. - -| | | -|---|---| -| 0 = {zero} | | -| 1 = {one} | 11 = {eleven} | -| 2 = {two} | 12 = {twelve} | -| 3 = {three} | 13 = {thirteen} | -| 4 = {four} | 14 = {fourteen} | -| 5 = {five} | 15 = {fifteen} | -| 6 = {six} | 16 = {sixteen} | -| 7 = {seven} | 17 = {seventeen} | -| 8 = {eight} | 18 = {eighteen} | -| 9 = {nine} | 19 = {nineteen} | -| 10 = {ten} | 20 = {twenty} | +$LESSON 1-3: Numbers 0 to 20 # Source: LLA 1A Figure 6 $DIALOGUE Numbers 0 to 20 -INTRO: Now listen to the numbers from zero to twenty and repeat each one. +ID: 1a-f6 +INTRO: New part, new goal: counting from zero to twenty. Listen and repeat each number — the teens will earn their keep later. INSTRUCTION: Repeat each number. REPEAT @@ -493,9 +318,29 @@ LINE: 18 {bk01-l1a-f6-18.mp3} LINE: 19 {bk01-l1a-f6-19.mp3} LINE: 20 {bk01-l1a-f6-20.mp3} +# Source: ST §Numbers Zero to Twenty +$GRAMMAR Numbers Zero to Twenty +ID: l1-s7 +INTRO: Here are the numbers zero to twenty with their written words. Tap any word to hear it again. + +| | | +|---|---| +| 0 = {zero} | | +| 1 = {one} | 11 = {eleven} | +| 2 = {two} | 12 = {twelve} | +| 3 = {three} | 13 = {thirteen} | +| 4 = {four} | 14 = {fourteen} | +| 5 = {five} | 15 = {fifteen} | +| 6 = {six} | 16 = {sixteen} | +| 7 = {seven} | 17 = {seventeen} | +| 8 = {eight} | 18 = {eighteen} | +| 9 = {nine} | 19 = {nineteen} | +| 10 = {ten} | 20 = {twenty} | + # Source: LLA 1A Figure 7 $SELECT Which Number Do You Hear? -INTRO: You'll hear a number. Tap the number you hear. +ID: 1a-f7 +INTRO: You'll hear one number at a time. Tap the number you hear. Thirteen and thirty love to be confused — listen to the end of the word. INSTRUCTION: Tap the number you hear. EXAMPLE @@ -618,12 +463,59 @@ OPTION: c | 16 OPTION: d | 2 ANSWER: d +# Source: ST §A Number and a Word +$SELECT Numbers as Words +ID: l1-s8 +INTRO: Same numbers, now in writing. You'll see a digit — tap the word that spells it. +INSTRUCTION: Tap the correct word for the number. +OPTION: sixteen | sixteen +OPTION: eight | eight +OPTION: two | two +OPTION: thirteen | thirteen +OPTION: ten | ten +OPTION: eleven | eleven +OPTION: one | one +OPTION: twelve | twelve +OPTION: five | five +OPTION: nine | nine + +TEMPLATE: 10 +ANSWER: ten + +TEMPLATE: 1 +ANSWER: one + +TEMPLATE: 12 +ANSWER: twelve + +TEMPLATE: 16 +ANSWER: sixteen + +TEMPLATE: 8 +ANSWER: eight + +TEMPLATE: 13 +ANSWER: thirteen + +TEMPLATE: 9 +ANSWER: nine + +TEMPLATE: 2 +ANSWER: two + +TEMPLATE: 11 +ANSWER: eleven + +TEMPLATE: 5 +ANSWER: five + # Source: LLA 1B Figure 1 $PRODUCE The Missing Number -INTRO: Listen to a short sequence of numbers and type the one that's missing. -INSTRUCTION: Type the missing number. +ID: 1b-f1 INPUT: type CHECK: exact +INTRO: You'll see three numbers with one missing. Listen to the whole sequence and type the number you didn't see. +INSTRUCTION: Type the missing number. EXAMPLE TEMPLATE: 14 7 ____ @@ -678,61 +570,149 @@ TEMPLATE: ____ 9 2 PROMPT: 7. 9. 2. {bk01-l1b-f1-12.mp3} RESPONSE: 7 -# Source: ST §A Number and a Word -$SELECT Number Words -INTRO: Match each numeral to its spelled-out word. Tap the correct word. -INSTRUCTION: Tap the correct word for the number. -OPTION: sixteen | sixteen -OPTION: eight | eight -OPTION: two | two -OPTION: thirteen | thirteen -OPTION: ten | ten -OPTION: eleven | eleven -OPTION: one | one -OPTION: twelve | twelve -OPTION: five | five -OPTION: nine | nine +# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read +# with no recorded stimulus or given items; the cassette missing-number dictation above +# covers the skill. Convertible later with chosen numbers + TTS. -TEMPLATE: 10 -ANSWER: ten +$LESSON 1-4: Greetings -TEMPLATE: 1 -ANSWER: one +# Source: ST §How Are You? +$DIALOGUE How Are You? +ID: l1-s1 +INTRO: New part: greetings — how to say hello, ask how someone is, and leave politely. Bill and Bob show you the whole routine. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -TEMPLATE: 12 -ANSWER: twelve +VOCAB: Good morning +Bill: Good morning. -TEMPLATE: 16 -ANSWER: sixteen +VOCAB: How are you? +Bob: Good morning. How are you? -TEMPLATE: 8 -ANSWER: eight +VOCAB: Fine, thanks. +Bill: Fine, thanks. How are you? -TEMPLATE: 13 -ANSWER: thirteen +VOCAB: classroom +Bob: Fine, thanks. Oh, my teacher is in the classroom. -TEMPLATE: 9 -ANSWER: nine +VOCAB: See you later. +Bill: See you later. -TEMPLATE: 2 -ANSWER: two +VOCAB: Okay +VOCAB: Goodbye +Bob: Okay. Goodbye. -TEMPLATE: 11 -ANSWER: eleven +# Source: LLA 1B Figure 2 +$DIALOGUE Greetings in the Classroom +ID: 1b-f2 +INTRO: A morning in the classroom, from hello to goodbye — with a little work in between. Listen and repeat what you hear. +INSTRUCTION: Listen and repeat each line. +REPEAT -TEMPLATE: 5 -ANSWER: five +Student: Good morning, ma'am. {page_016_001.jpg} {bk01-l1b-f2-01.mp3} +Teacher: Good morning. {page_016_001.jpg} {bk01-l1b-f2-02.mp3} -# SKIPPED (book): ST "DICTATION" (alphabet) and "DICTATION" (numbers) — instructor-read -# with no recorded stimulus and no given items, so nothing to voice or check. Convertible -# later with chosen items + TTS; dropped for now. +Teacher: How are you? {page_016_002.jpg} {bk01-l1b-f2-03.mp3} +Student: Fine, thanks. {page_016_002.jpg} {bk01-l1b-f2-04.mp3} -# ===================================================================== -$LESSON 1-5: Classroom Objects +Teacher: It's 2 o'clock. {page_016_003.jpg} {bk01-l1b-f2-05.mp3} +LINE: Close your books, please. {page_016_003.jpg} {bk01-l1b-f2-06.mp3} -# Source: ST §It's a Book. (grammar) +Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3} +Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3} + +# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?) +$DIALOGUE What Is Your Name? {page_030_001.jpg} +ID: 1d-f2 +INTRO: Ted and Aldo meet for the first time and trade names — a transaction you'll repeat for the rest of your life. Listen and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: Hello +Ted: Hello. {bk01-l1d-f2-01.mp3} +Aldo: Hello. How are you? {bk01-l1d-f2-02.mp3} +Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3} + +VOCAB: What is your name? +Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3} + +VOCAB: My name is +Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3} +Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3} + +# SKIPPED (master): ST §What's Your Name? — cross-source twin of the cassette dialog above +# (same Ted/Aldo exchange, TTS only). Its VOCAB tags were transferred onto the cassette lines. + +# Source: ST §How Are You? (Formal) +$DIALOGUE Formal Greetings +ID: l1-s3 +INTRO: When you greet an officer, add "sir." Sergeant Smith demonstrates on Major Henry — note who says "sir" and who doesn't. Listen and repeat. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT + +VOCAB: sir +Sgt_Smith: Good morning, sir. {st-page_008_001.jpg} +Maj_Henry: Morning. How are you? +Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg} +Maj_Henry: Fine, thanks. + +VOCAB: Thanks +John: Thanks, Mr. Bill. {st-page_008_003.jpg} +Mr_Bill: Okay. See you later. +John: Goodbye. {st-page_008_004.jpg} + +$LESSON 1-5: Things in the Classroom + +# Source: LLA 1B Figure 3 (VOCAB tags transferred from ST §It's a Book.) +$DIALOGUE What's That? +ID: 1b-f3 +INTRO: New part: the things around you in a classroom. For each picture you'll hear a question and its answer. Listen and repeat both. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: book +Narrator: What's that? {page_017_001.jpg} {bk01-l1b-f3-01-q.mp3} +LINE: It's a book. {page_017_001.jpg} {bk01-l1b-f3-01-a.mp3} + +VOCAB: chair +Narrator: What's that? {page_017_002.jpg} {bk01-l1b-f3-02-q.mp3} +LINE: It's a chair. {page_017_002.jpg} {bk01-l1b-f3-02-a.mp3} + +VOCAB: window +Narrator: What's that? {page_017_003.jpg} {bk01-l1b-f3-03-q.mp3} +LINE: It's a window. {page_017_003.jpg} {bk01-l1b-f3-03-a.mp3} + +VOCAB: clock +Narrator: What's that? {page_017_004.jpg} {bk01-l1b-f3-04-q.mp3} +LINE: It's a clock. {page_017_004.jpg} {bk01-l1b-f3-04-a.mp3} + +VOCAB: door +Narrator: What's that? {page_017_005.jpg} {bk01-l1b-f3-05-q.mp3} +LINE: It's a door. {page_017_005.jpg} {bk01-l1b-f3-05-a.mp3} + +Narrator: What's that? {page_017_006.jpg} {bk01-l1b-f3-06-q.mp3} +LINE: It's a chair. {page_017_006.jpg} {bk01-l1b-f3-06-a.mp3} + +VOCAB: table +Narrator: What's that? {page_017_007.jpg} {bk01-l1b-f3-07-q.mp3} +LINE: It's a table. {page_017_007.jpg} {bk01-l1b-f3-07-a.mp3} + +VOCAB: pencil +Narrator: What's that? {page_017_008.jpg} {bk01-l1b-f3-08-q.mp3} +LINE: It's a pencil. {page_017_008.jpg} {bk01-l1b-f3-08-a.mp3} + +VOCAB: pen +Narrator: What's that? {page_017_009.jpg} {bk01-l1b-f3-09-q.mp3} +LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3} + +VOCAB: notebook +Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3} +LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3} + +# Source: ST §It's a Book. (grammar table) $GRAMMAR It's a Book. -INTRO: To name a thing, English uses "It is" — usually shortened to "It's". +ID: l1-s4 +INTRO: A quick look at the pattern you've been repeating: "it is" almost always shrinks to "it's". | | | | |---|---|---| @@ -748,96 +728,585 @@ INTRO: To name a thing, English uses "It is" — usually shortened to "It's". | It's | a pen. | | It's | a pencil. | -# Source: ST §It's a Book. (vocab presentation) -$DIALOGUE Things in the Classroom -INTRO: Here are the things you'll find in a classroom. Listen to each one and repeat. -INSTRUCTION: Listen and repeat the sentences. +In everyday English you'll nearly always hear the short form: {It is a book.} becomes {It's a book.} — same meaning, one less syllable. + +# Source: LLA 1C Figure 1 (VOCAB tags transferred from ST §It's a Book.) +$DIALOGUE More Classroom Objects +ID: 1c-f1 +INTRO: More things to name — including words, letters, and numbers themselves. For each picture, listen to the question and answer and repeat them both. +INSTRUCTION: Listen and repeat the questions and answers. REPEAT -VOCAB: book -LINE: It's a book. {st-page_009_001.jpg} - -VOCAB: pen -LINE: It's a pen. {st-page_009_002.jpg} - -VOCAB: pencil -LINE: It's a pencil. {st-page_010_001.jpg} - -VOCAB: notebook -LINE: It's a notebook. {st-page_010_002.jpg} - -VOCAB: door -LINE: It's a door. {st-page_010_003.jpg} - -VOCAB: window -LINE: It's a window. {st-page_010_004.jpg} - -VOCAB: lab -LINE: It's a lab. {st-page_011_001.jpg} - -VOCAB: classroom -LINE: It's a classroom. {st-page_011_002.jpg} - -VOCAB: letter -LINE: It's a letter. {st-page_011_003.jpg} - -VOCAB: number -LINE: It's a number. {st-page_011_004.jpg} - -VOCAB: word -LINE: It's a word. {st-page_012_001.jpg} +LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3} +LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3} +LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3} VOCAB: picture -LINE: It's a picture. {st-page_012_002.jpg} +LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3} +LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3} -VOCAB: table -LINE: It's a table. {st-page_012_003.jpg} +VOCAB: classroom +LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3} +LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3} -VOCAB: clock -LINE: It's a clock. {st-page_012_004.jpg} +VOCAB: lab +LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3} +LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3} -VOCAB: chair -LINE: It's a chair. {st-page_013_001.jpg} +VOCAB: word +LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3} -# Source: LLA 1B Figure 3 -$DIALOGUE What's That? — Objects -INTRO: Now you'll hear a question and an answer about each object. Listen and repeat them both. +VOCAB: letter +LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3} + +VOCAB: number +LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3} + +# SKIPPED (master): ST §It's a Book. (sentence panel) — cross-source twin of the cassette +# presentations above (same fifteen objects, same "It's a ..." sentences, TTS only). Kept +# the cassette passes; the ST panel's VOCAB tags were distributed across them. + +# Source: LLA 1C Figure 4 +$DIALOGUE Words and Sentences +ID: 1c-f4 +INTRO: One more pass over the classroom words: first the word alone, then in a sentence. Listen and repeat both. +INSTRUCTION: Repeat each word and sentence. +REPEAT + +LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3} +LINE: A door. It's a door. {bk01-l1c-f4-02.mp3} +LINE: A window. It's a window. {bk01-l1c-f4-03.mp3} +LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3} +LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3} +LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3} +LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3} +LINE: A book. It's a book. {bk01-l1c-f4-08.mp3} +LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3} +LINE: A number. It's a number. {bk01-l1c-f4-10.mp3} +LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3} +LINE: A word. It's a word. {bk01-l1c-f4-12.mp3} +LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3} +LINE: A table. It's a table. {bk01-l1c-f4-14.mp3} +LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3} + +# SKIPPED (tape): LLA 1C Figure 3 — listening exercise whose stimuli are not available on +# the tape transcript (per the stage-1 conversion). + +# Source: LLA 1C Figure 2 (part 1) +$SELECT Tap the Object You Hear +ID: 1c-f2 +INTRO: You'll hear a question and an answer. Tap the picture that matches the object you hear. +INSTRUCTION: Tap the correct picture. + +PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3} +OPTION: a | the letter b {page_020_001.jpg} +OPTION: b | a pencil {page_020_002.jpg} +OPTION: c | the number 8 {page_020_003.jpg} +OPTION: d | a picture {page_020_004.jpg} +ANSWER: b + +PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3} +OPTION: a | a notebook {page_020_005.jpg} +OPTION: b | a book {page_020_006.jpg} +OPTION: c | a window {page_020_007.jpg} +OPTION: d | a lab {page_020_008.jpg} +ANSWER: a + +PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3} +OPTION: a | a picture {page_020_009.jpg} +OPTION: b | a pencil {page_020_010.jpg} +OPTION: c | a pen {page_020_011.jpg} +OPTION: d | a book {page_020_012.jpg} +ANSWER: c + +PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3} +OPTION: a | a notebook {page_020_013.jpg} +OPTION: b | a classroom {page_020_014.jpg} +OPTION: c | a window {page_020_015.jpg} +OPTION: d | a picture {page_020_016.jpg} +ANSWER: d + +PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3} +OPTION: a | a word {page_020_017.jpg} +OPTION: b | a book {page_020_018.jpg} +OPTION: c | a picture {page_020_019.jpg} +OPTION: d | the number 8 {page_020_020.jpg} +ANSWER: b + +PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3} +OPTION: a | a lab {page_020_021.jpg} +OPTION: b | a book {page_020_022.jpg} +OPTION: c | a classroom {page_020_023.jpg} +OPTION: d | a pencil {page_020_024.jpg} +ANSWER: a + +# Source: LLA 1C Figure 2 (part 2) +$PRODUCE Answer About the Pictures +ID: 1c-f2-b +INTRO: The same pictures, but now the questions are for you. Look at the picture, answer aloud in a full sentence, then repeat the model answer. +INSTRUCTION: Answer with a full sentence. +REPEAT + +PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3} +RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3} + +PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3} +RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3} + +PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3} +RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3} + +PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3} +RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3} + +PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3} +RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3} + +PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3} +RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3} + +# Source: LLA 1B Figure 4 +$PRODUCE The Missing Word +ID: 1b-f4 +INPUT: type +CHECK: exact +INTRO: Dictation with a gap. You'll see a sentence with one word missing and hear the whole thing. Type the missing word. +INSTRUCTION: Type the missing word. + +EXAMPLE +TEMPLATE: Good morning. How ____ you? +PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +ACCEPT: are + +TEMPLATE: See ____ later. +PROMPT: See you later. {bk01-l1b-f4-01.mp3} +RESPONSE: See you later. {bk01-l1b-f4-01.mp3} +ACCEPT: you + +TEMPLATE: Please ____ at your book. +PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} +RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3} +ACCEPT: look + +TEMPLATE: Open ____ notebook. +PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} +RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3} +ACCEPT: your + +TEMPLATE: ____ is a pencil. +PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} +RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3} +ACCEPT: This + +TEMPLATE: What is ____? +PROMPT: What is that? {bk01-l1b-f4-05.mp3} +RESPONSE: What is that? {bk01-l1b-f4-05.mp3} +ACCEPT: that + +TEMPLATE: Circle the ____. +PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} +RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3} +ACCEPT: word + +TEMPLATE: That is ____ pen. +PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} +RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3} +ACCEPT: my + +TEMPLATE: What's your ____? +PROMPT: What's your name? {bk01-l1b-f4-08.mp3} +RESPONSE: What's your name? {bk01-l1b-f4-08.mp3} +ACCEPT: name + +TEMPLATE: ____ to the lab, please. +PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} +RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3} +ACCEPT: Go + +TEMPLATE: That's a ____. +PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} +RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3} +ACCEPT: clock + +# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (S1 points, S2 names); +# classroom-dependent, convertible later as picture-cued naming. + +# Source: ST §It's a Book. (production exercise; INPUT changed to speak) +$PRODUCE Say What It Is +ID: l1-s11 +INTRO: Now you name things without help. Say a sentence for each picture — and for the later pictures, ask the question yourself and then answer it. +INSTRUCTION: Say a sentence for each picture. +INPUT: speak +CHECK: llm +RUBRIC: Match the model answer's shape: where the model is a single sentence, accept any sentence identifying the same object ("It's a pen." / "It is a pen."); where the model is a question plus its answer, require both the question and a matching answer. + +EXAMPLE +PROMPT: What's this? {st-page_021_001.jpg} +RESPONSE: It's a book. + +PROMPT: What's this? {st-page_021_002.jpg} +RESPONSE: It's a pen. + +PROMPT: What's this? {st-page_021_003.jpg} +RESPONSE: It's a pencil. + +PROMPT: What's this? {st-page_021_004.jpg} +RESPONSE: It's a notebook. + +PROMPT: What's this? {st-page_021_005.jpg} +RESPONSE: It's a door. + +PROMPT: What's this? {st-page_021_006.jpg} +RESPONSE: It's a window. + +PROMPT: {st-page_023_001.jpg} +RESPONSE: What is this? It's a lab. + +PROMPT: {st-page_023_002.jpg} +RESPONSE: What is this? It's a classroom. + +PROMPT: {st-page_023_003.jpg} +RESPONSE: What is this? It's a letter. + +PROMPT: {st-page_023_004.jpg} +RESPONSE: What is this? It's a number. + +PROMPT: {st-page_023_005.jpg} +RESPONSE: What is this? It's a word. + +PROMPT: {st-page_023_006.jpg} +RESPONSE: What is this? It's a picture. + +PROMPT: {st-page_023_007.jpg} +RESPONSE: What is this? It's a chair. + +PROMPT: {st-page_023_008.jpg} +RESPONSE: What is this? It's a clock. + +PROMPT: {st-page_023_009.jpg} +RESPONSE: What is this? It's a table. + +$LESSON 1-6: This and That + +# Source: ST §This and That (grammar; image renamed to st- namespace) +$GRAMMAR This and That +ID: l1-s9 +INTRO: New part: pointing at things. "This" is for something near you; "that" is for something farther away. Here's the pattern. + +**This** points at something near you — in your hand, on your desk. **That** points at something farther away — across the room. + +![Teacher showing 'This is a book', student pointing 'That's a book'](st-page_020_001.jpg) + +| | | | +|---|---|---| +| This | is | a pencil. | +| That | is | a door. | + +**That + is = That's** + +| | | +|---|---| +| That's | a pencil. | +| That's | a door. | + +Say {This is a pencil.} for the one in your hand, and {That's a door.} for the one over there. + +# Source: LLA 1C Figure 5 +$DIALOGUE Near and Far +ID: 1c-f5 +INTRO: The same objects, twice each: "this is" when it's near, "that's" when it's far. Listen and repeat. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: This is a pencil. {page_023_001.jpg} {bk01-l1c-f5-01.mp3} +LINE: That's a pencil. {page_023_002.jpg} {bk01-l1c-f5-02.mp3} +LINE: This is a table. {page_023_003.jpg} {bk01-l1c-f5-03.mp3} +LINE: That's a table. {page_023_004.jpg} {bk01-l1c-f5-04.mp3} +LINE: This is a chair. {page_023_005.jpg} {bk01-l1c-f5-05.mp3} +LINE: That's a chair. {page_023_006.jpg} {bk01-l1c-f5-06.mp3} +LINE: This is a notebook. {page_023_007.jpg} {bk01-l1c-f5-07.mp3} +LINE: That's a notebook. {page_023_008.jpg} {bk01-l1c-f5-08.mp3} +LINE: This is a window. {page_023_009.jpg} {bk01-l1c-f5-09.mp3} +LINE: That's a window. {page_023_010.jpg} {bk01-l1c-f5-10.mp3} +LINE: This is a clock. {page_023_011.jpg} {bk01-l1c-f5-11.mp3} +LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3} +LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3} +LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3} + +# Source: LLA 1C Figure 6 +$SELECT Near or Far? +ID: 1c-f6 +INTRO: Listen to each sentence — does "this" or "that" tell you the object is near or far? Tap the matching picture, then repeat the sentence. +INSTRUCTION: Tap the correct picture. +REPEAT + +PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3} +OPTION: a | near {page_024_001.jpg} {bk01-l1c-f6-01-a.mp3} +OPTION: b | far {page_024_002.jpg} +ANSWER: a + +PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3} +OPTION: a | near {page_024_003.jpg} {bk01-l1c-f6-02-a.mp3} +OPTION: b | far {page_024_004.jpg} +ANSWER: a + +PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3} +OPTION: a | near {page_024_005.jpg} +OPTION: b | far {page_024_006.jpg} {bk01-l1c-f6-03-a.mp3} +ANSWER: b + +PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3} +OPTION: a | near {page_024_007.jpg} +OPTION: b | far {page_024_008.jpg} {bk01-l1c-f6-04-a.mp3} +ANSWER: b + +PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3} +OPTION: a | near {page_024_009.jpg} {bk01-l1c-f6-05-a.mp3} +OPTION: b | far {page_024_010.jpg} +ANSWER: a + +PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3} +OPTION: a | near {page_024_011.jpg} +OPTION: b | far {page_024_012.jpg} {bk01-l1c-f6-06-a.mp3} +ANSWER: b + +PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3} +OPTION: a | near {page_024_013.jpg} {bk01-l1c-f6-07-a.mp3} +OPTION: b | far {page_024_014.jpg} +ANSWER: a + +PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3} +OPTION: a | near {page_024_015.jpg} +OPTION: b | far {page_024_016.jpg} {bk01-l1c-f6-08-a.mp3} +ANSWER: b + +PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3} +OPTION: a | near {page_024_017.jpg} {bk01-l1c-f6-09-a.mp3} +OPTION: b | far {page_024_018.jpg} +ANSWER: a + +PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3} +OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3} +OPTION: b | far {page_024_020.jpg} +ANSWER: a + +# Source: ST §What Is This? + §What Is This? What Is That? (two near-identical tables merged) +$GRAMMAR What Is This? What Is That? +ID: l1-s10 +INTRO: To ask about a thing, use "what" — near or far, the question works the same way. + +| | | | +|---|---|---| +| What | is | this? | +| What | is | that? | + +**What + is = What's** + +| | | +|---|---| +| What's | this? | +| What's | that? | + +Ask {What's this?} and answer {It's a book.} + +# Source: LLA 1C Figure 7 +$DIALOGUE Questions and Answers +ID: 1c-f7 +INTRO: Questions and answers about near and far things. Listen and repeat both the question and the answer. +INSTRUCTION: Repeat the questions and answers. +REPEAT + +LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3} +LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3} +LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3} +LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3} +LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3} +LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3} +LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3} +LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3} + +# Source: LLA 1C Figure 8 +$SELECT Listen and Choose: Near or Far +ID: 1c-f8 +INTRO: You'll hear a question and its answer. The answer tells you whether the object is near or far — tap the matching picture, then repeat the exchange. +INSTRUCTION: Tap the correct picture. +REPEAT + +PROMPT: What's that? This is a clock. {bk01-l1c-f8-01-q.mp3} +OPTION: a | near {page_027_001.jpg} {bk01-l1c-f8-01-a.mp3} +OPTION: b | far {page_027_002.jpg} +ANSWER: a + +PROMPT: What's that? That's a notebook. {bk01-l1c-f8-02-q.mp3} +OPTION: a | near {page_027_003.jpg} {bk01-l1c-f8-02-a.mp3} +OPTION: b | far {page_027_004.jpg} +ANSWER: a + +PROMPT: What's that? That's a pen. {bk01-l1c-f8-03-q.mp3} +OPTION: a | near {page_027_005.jpg} +OPTION: b | far {page_027_006.jpg} {bk01-l1c-f8-03-a.mp3} +ANSWER: b + +PROMPT: What's that? That's a table. {bk01-l1c-f8-04-q.mp3} +OPTION: a | near {page_027_007.jpg} +OPTION: b | far {page_027_008.jpg} {bk01-l1c-f8-04-a.mp3} +ANSWER: b + +PROMPT: What's that? That's a door. {bk01-l1c-f8-05-q.mp3} +OPTION: a | near {page_027_009.jpg} {bk01-l1c-f8-05-a.mp3} +OPTION: b | far {page_027_010.jpg} +ANSWER: a + +PROMPT: What's that? This is a chair. {bk01-l1c-f8-06-q.mp3} +OPTION: a | near {page_027_011.jpg} {bk01-l1c-f8-06-a.mp3} +OPTION: b | far {page_027_012.jpg} +ANSWER: a + +PROMPT: What's this? That's a window. {bk01-l1c-f8-07-q.mp3} +OPTION: a | near {page_027_013.jpg} +OPTION: b | far {page_027_014.jpg} {bk01-l1c-f8-07-a.mp3} +ANSWER: b + +PROMPT: What's this? This is a picture. {bk01-l1c-f8-08-q.mp3} +OPTION: a | near {page_027_015.jpg} +OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3} +ANSWER: b + +# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task; +# environment-dependent, not app-doable. +# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer +# (image page_022_001) — merged into the p.25 exercise below at stage 1; convertible later. + +# Source: ST §What Is This? What Is That? (production exercise; INPUT changed to speak, RUBRIC rewritten) +$PRODUCE Ask and Answer +ID: l1-s13 +INTRO: For each picture, do both jobs: ask the question and answer it. Say the question and the answer aloud. +INSTRUCTION: Say a question and an answer for the picture. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the factual key: require a "what" question plus an answer identifying the same object. Accept this/that/it's in the answer, and contracted or full forms throughout. + +EXAMPLE +PROMPT: {st-page_025_001.jpg} +RESPONSE: What's this? That's a pen. + +PROMPT: {st-page_025_002.jpg} +RESPONSE: What's this? That's a book. + +PROMPT: {st-page_026_001.jpg} +RESPONSE: What's this? That's a clock. + +PROMPT: {st-page_026_002.jpg} +RESPONSE: What's this? That's a picture. + +PROMPT: {st-page_026_003.jpg} +RESPONSE: What's this? That's a window. + +PROMPT: {st-page_026_004.jpg} +RESPONSE: What's this? That's a table. + +PROMPT: {st-page_027_001.jpg} +RESPONSE: What's this? That's a letter. + +PROMPT: {st-page_027_002.jpg} +RESPONSE: What's this? That's a page. + +$LESSON 1-7: My and Your + +# Source: ST §This Is My Pen. (grammar; image renamed to st- namespace) +$GRAMMAR My and Your +ID: l1-s14 +INTRO: New part: saying whose things they are. "My" for the speaker's things, "your" for the listener's. + +| | | | +|---|---|---| +| This is | a | book. | +| That is | my | chair. | +| That's | your | pen. | + +![Illustrations for my and your](st-page_027_003.jpg) + +{That is my chair.} — it belongs to me. {That's your pen.} — it belongs to you. + +# Source: LLA 1B Listening/Speaking Activity +$DIALOGUE My Pen, Your Pen +ID: 1b-ls1 +INTRO: My and your, near and far, all mixed together — twenty sentences to make the pattern automatic. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: What's that? {page_017_001.jpg} {bk01-l1b-f3-01-q.mp3} -LINE: It's a book. {page_017_001.jpg} {bk01-l1b-f3-01-a.mp3} +Narrator: This is my book. {bk01-l1b-f5-01.mp3} +LINE: That's your chair. {bk01-l1b-f5-02.mp3} +LINE: It's my pen. {bk01-l1b-f5-03.mp3} +LINE: That's your pencil. {bk01-l1b-f5-04.mp3} +LINE: That's my chair. {bk01-l1b-f5-05.mp3} +LINE: It's your notebook. {bk01-l1b-f5-06.mp3} +LINE: This is my picture. {bk01-l1b-f5-07.mp3} +LINE: That's your book. {bk01-l1b-f5-08.mp3} +LINE: That's your clock. {bk01-l1b-f5-09.mp3} +LINE: This is my pencil. {bk01-l1b-f5-10.mp3} +LINE: That's my notebook. {bk01-l1b-f5-11.mp3} +LINE: This is your picture. {bk01-l1b-f5-12.mp3} +LINE: It's my clock. {bk01-l1b-f5-13.mp3} +LINE: That's your pen. {bk01-l1b-f5-14.mp3} +LINE: This is my table. {bk01-l1b-f5-15.mp3} +LINE: That's your classroom. {bk01-l1b-f5-16.mp3} +LINE: This is your lab. {bk01-l1b-f5-17.mp3} +LINE: This is my classroom. {bk01-l1b-f5-18.mp3} +LINE: That's your table. {bk01-l1b-f5-19.mp3} +LINE: That's my lab. {bk01-l1b-f5-20.mp3} -Narrator: What's that? {page_017_002.jpg} {bk01-l1b-f3-02-q.mp3} -LINE: It's a chair. {page_017_002.jpg} {bk01-l1b-f3-02-a.mp3} +# Source: ST §What Is That? +$DIALOGUE My Pen and Your Pen, Side by Side +ID: l1-s15 +INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat. +INSTRUCTION: Listen and repeat these sentences. +REPEAT -Narrator: What's that? {page_017_003.jpg} {bk01-l1b-f3-03-q.mp3} -LINE: It's a window. {page_017_003.jpg} {bk01-l1b-f3-03-a.mp3} +LINE: This is my pen. That's your pen. +LINE: This is my book. That's your book. +LINE: This is my notebook. That's your notebook. +LINE: This is my picture. That's your picture. +LINE: This is my pencil. That's your pencil. +LINE: This is my chair. That's your chair. -Narrator: What's that? {page_017_004.jpg} {bk01-l1b-f3-04-q.mp3} -LINE: It's a clock. {page_017_004.jpg} {bk01-l1b-f3-04-a.mp3} +# Source: ST §That's Your Pen. +$DIALOGUE Whose Is It? +ID: l1-s16 +INTRO: Two students sort out whose things are whose. Just listen and read along — notice how "this" and "that" trade places depending on who is speaking. +INSTRUCTION: Read these questions and answers. -Narrator: What's that? {page_017_005.jpg} {bk01-l1b-f3-05-q.mp3} -LINE: It's a door. {page_017_005.jpg} {bk01-l1b-f3-05-a.mp3} +StudentA: What's this? +StudentB: That's your pen. -Narrator: What's that? {page_017_006.jpg} {bk01-l1b-f3-06-q.mp3} -LINE: It's a chair. {page_017_006.jpg} {bk01-l1b-f3-06-a.mp3} +StudentA: What's this? +StudentB: That's your book. -Narrator: What's that? {page_017_007.jpg} {bk01-l1b-f3-07-q.mp3} -LINE: It's a table. {page_017_007.jpg} {bk01-l1b-f3-07-a.mp3} +StudentA: What's this? +StudentB: That's your notebook. -Narrator: What's that? {page_017_008.jpg} {bk01-l1b-f3-08-q.mp3} -LINE: It's a pencil. {page_017_008.jpg} {bk01-l1b-f3-08-a.mp3} +StudentA: What's this? +StudentB: That's your pencil. -Narrator: What's that? {page_017_009.jpg} {bk01-l1b-f3-09-q.mp3} -LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3} +StudentA: What's that? +StudentB: This is my picture. That's your picture. -Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3} -LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3} +StudentA: What's that? +StudentB: This is my chair. That's your chair. + +StudentA: What's that? +StudentB: That's my book. This is your book. + +StudentA: What's that? +StudentB: That's my notebook. This is your notebook. + +$LESSON 1-8: Review — Words in the Classroom # Source: LLA 1D Figure 1 -$SELECT Which Word Do You Hear? -INTRO: You'll hear a word. Find it among the choices and tap it, then repeat it. +$SELECT Tap the Word You Hear +ID: 1d-f1 +INTRO: Review time: every word from this lesson comes back for inspection. You'll hear a word — find it among the choices, tap it, then say it back. Twenty-five words. They remember you, even if you don't remember them. INSTRUCTION: Tap the word you hear. REPEAT @@ -1024,184 +1493,10 @@ OPTION: c | clock OPTION: d | door ANSWER: a -# Source: LLA 1B Figure 4 -$PRODUCE Complete the Sentence -INTRO: Listen to each sentence and type the one missing word. -INSTRUCTION: Type the missing word. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: Good morning. How ____ you? -PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} -RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3} -ACCEPT: are - -TEMPLATE: See ____ later. -PROMPT: See you later. {bk01-l1b-f4-01.mp3} -RESPONSE: See you later. {bk01-l1b-f4-01.mp3} -ACCEPT: you - -TEMPLATE: Please ____ at your book. -PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} -RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3} -ACCEPT: look - -TEMPLATE: Open ____ notebook. -PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} -RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3} -ACCEPT: your - -TEMPLATE: ____ is a pencil. -PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} -RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3} -ACCEPT: This - -TEMPLATE: What is ____? -PROMPT: What is that? {bk01-l1b-f4-05.mp3} -RESPONSE: What is that? {bk01-l1b-f4-05.mp3} -ACCEPT: that - -TEMPLATE: Circle the ____. -PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} -RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3} -ACCEPT: word - -TEMPLATE: That is ____ pen. -PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} -RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3} -ACCEPT: my - -TEMPLATE: What's your ____? -PROMPT: What's your name? {bk01-l1b-f4-08.mp3} -RESPONSE: What's your name? {bk01-l1b-f4-08.mp3} -ACCEPT: name - -TEMPLATE: ____ to the lab, please. -PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} -RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3} -ACCEPT: Go - -TEMPLATE: That's a ____. -PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} -RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3} -ACCEPT: clock - -# Source: LLA 1C Figure 1 -$DIALOGUE Classroom Objects — Questions and Answers -INTRO: Here are more classroom objects, each with a question and answer. Listen and repeat both. -INSTRUCTION: Listen and repeat the questions and answers. -REPEAT - -LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3} -LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3} -LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3} -LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3} -LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3} -LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3} -LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3} -LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3} -LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3} -LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3} -LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3} -LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3} - -# Source: LLA 1C Figure 4 (pronunciation/vocab reinforcement; kept after the sentence presentations) -$DIALOGUE Words and Sentences -INTRO: Now hear each word on its own, then in a sentence. Repeat both. -INSTRUCTION: Repeat each word and sentence. -REPEAT - -LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3} -LINE: A door. It's a door. {bk01-l1c-f4-02.mp3} -LINE: A window. It's a window. {bk01-l1c-f4-03.mp3} -LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3} -LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3} -LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3} -LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3} -LINE: A book. It's a book. {bk01-l1c-f4-08.mp3} -LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3} -LINE: A number. It's a number. {bk01-l1c-f4-10.mp3} -LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3} -LINE: A word. It's a word. {bk01-l1c-f4-12.mp3} -LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3} -LINE: A table. It's a table. {bk01-l1c-f4-14.mp3} -LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3} - -# Source: LLA 1C Figure 2 (Part 1) -$SELECT Tap the Object -INTRO: You'll hear a question and answer naming an object. Tap the picture that matches. -INSTRUCTION: Tap the correct picture. - -PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3} -OPTION: a | the letter b {page_020_001.jpg} -OPTION: b | a pencil {page_020_002.jpg} -OPTION: c | the number 8 {page_020_003.jpg} -OPTION: d | a picture {page_020_004.jpg} -ANSWER: b - -PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3} -OPTION: a | a notebook {page_020_005.jpg} -OPTION: b | a book {page_020_006.jpg} -OPTION: c | a window {page_020_007.jpg} -OPTION: d | a lab {page_020_008.jpg} -ANSWER: a - -PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3} -OPTION: a | a picture {page_020_009.jpg} -OPTION: b | a pencil {page_020_010.jpg} -OPTION: c | a pen {page_020_011.jpg} -OPTION: d | a book {page_020_012.jpg} -ANSWER: c - -PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3} -OPTION: a | a notebook {page_020_013.jpg} -OPTION: b | a classroom {page_020_014.jpg} -OPTION: c | a window {page_020_015.jpg} -OPTION: d | a picture {page_020_016.jpg} -ANSWER: d - -PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3} -OPTION: a | a word {page_020_017.jpg} -OPTION: b | a book {page_020_018.jpg} -OPTION: c | a picture {page_020_019.jpg} -OPTION: d | the number 8 {page_020_020.jpg} -ANSWER: b - -PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3} -OPTION: a | a lab {page_020_021.jpg} -OPTION: b | a book {page_020_022.jpg} -OPTION: c | a classroom {page_020_023.jpg} -OPTION: d | a pencil {page_020_024.jpg} -ANSWER: a - -# Source: LLA 1C Figure 2 (Part 2) -$PRODUCE Answer About the Picture -INTRO: I'll point to a lettered picture and ask what it is. Answer in a full sentence, then repeat. -INSTRUCTION: Answer with a full sentence. -REPEAT - -PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3} -RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3} - -PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3} -RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3} - -PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3} -RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3} - -PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3} -RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3} - -PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3} -RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3} - -PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3} -RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3} - # Source: LLA 1D Figure 4 $PRODUCE What Is It? {page_032_001.jpg} -INTRO: Look at the numbered classroom picture. Listen to each question, answer aloud in a full sentence, then repeat the model. +ID: 1d-f4 +INTRO: One classroom, eight numbered things. For each number, answer the question aloud with a full sentence, then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. REPEAT @@ -1241,339 +1536,104 @@ PROMPT: What's that? {bk01-l1d-f4-08-q.mp3} TEMPLATE: Number 8 RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3} -# Source: ST §It's a Book. (production) -$PRODUCE Name the Object -INTRO: You'll see a picture and the question "What's this?" Say what it is in a full sentence. -INSTRUCTION: Answer aloud in a full sentence. -INPUT: speak -CHECK: llm -RUBRIC: Accept any sentence that correctly identifies the pictured object, e.g. "It's a pen." or "It is a pen." +$LESSON 1-9: Sounds — P and B + +# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson) +$GRAMMAR Two Sounds: P and B +ID: 1d-f3-b +INTRO: Last part: two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work. + +**P** and **B** are made with the lips in exactly the same position. The difference is your voice. + +- **P** — no voice, just a small puff of air: {pen}, {pencil}, {please}, {page}, {open} +- **B** — the voice is on: {book}, {notebook}, {table}, {number}, {lab} + +Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**. + +# Source: LLA 1A Figure 5 (moved here — its word pairs are P/B minimal pairs) +$SELECT Same or Different? +ID: 1a-f5 +INTRO: You'll hear two words. Tap Same if they're exactly the same, Different if they're not. The differences are tiny — that's the whole point. +INSTRUCTION: Tap S for Same or D for Different. +OPTION: s | S (Same) +OPTION: d | D (Different) EXAMPLE -PROMPT: What's this? {st-page_021_001.jpg} -RESPONSE: It's a book. +PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3} +ANSWER: s -PROMPT: What's this? {st-page_021_002.jpg} -RESPONSE: It's a pen. +PROMPT: putt. But. {bk01-l1a-f5-01.mp3} +ANSWER: d -PROMPT: What's this? {st-page_021_003.jpg} -RESPONSE: It's a pencil. +PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3} +ANSWER: s -PROMPT: What's this? {st-page_021_004.jpg} -RESPONSE: It's a notebook. +PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3} +ANSWER: d -PROMPT: What's this? {st-page_021_005.jpg} -RESPONSE: It's a door. +PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3} +ANSWER: d -PROMPT: What's this? {st-page_021_006.jpg} -RESPONSE: It's a window. +PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3} +ANSWER: s -PROMPT: What's this? {st-page_023_001.jpg} -RESPONSE: It's a lab. +PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3} +ANSWER: d -PROMPT: What's this? {st-page_023_002.jpg} -RESPONSE: It's a classroom. +PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3} +ANSWER: s -PROMPT: What's this? {st-page_023_003.jpg} -RESPONSE: It's a letter. +PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3} +ANSWER: d -PROMPT: What's this? {st-page_023_004.jpg} -RESPONSE: It's a number. +PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3} +ANSWER: s -PROMPT: What's this? {st-page_023_005.jpg} -RESPONSE: It's a word. +PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3} +ANSWER: s -PROMPT: What's this? {st-page_023_006.jpg} -RESPONSE: It's a picture. +# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — +# instructor-read minimal-pair discrimination with no recorded stimulus and no given word +# pairs; the two recorded activities in this part cover the same skill. -PROMPT: What's this? {st-page_023_007.jpg} -RESPONSE: It's a chair. - -PROMPT: What's this? {st-page_023_008.jpg} -RESPONSE: It's a clock. - -PROMPT: What's this? {st-page_023_009.jpg} -RESPONSE: It's a table. - -# ===================================================================== -$LESSON 1-6: This and That - -# Source: ST §This and That + §What Is This? (grammar) -$GRAMMAR This and That -INTRO: Use "this" for something near you, and "that" for something farther away. "That is" shortens to "That's". - -![Teacher showing 'This is a book', student pointing 'That's a book'](page_020_001.jpg) - -| | | | -|---|---|---| -| This | is | a pencil. | -| That | is | a door. | - -**That + is = That's** - -| | | -|---|---| -| That's | a pencil. | -| That's | a door. | - -**What + is = What's** - -| | | | | -|---|---|---|---| -| What's | this? | It's | a book. | - -# Source: LLA 1C Figure 5 -$DIALOGUE This Is / That's -INTRO: Now hear "this is" for near things and "that's" for far things. Listen and repeat. -INSTRUCTION: Repeat the sentences. -REPEAT - -LINE: This is a pencil. {page_023_001.jpg} {bk01-l1c-f5-01.mp3} -LINE: That's a pencil. {page_023_002.jpg} {bk01-l1c-f5-02.mp3} -LINE: This is a table. {page_023_003.jpg} {bk01-l1c-f5-03.mp3} -LINE: That's a table. {page_023_004.jpg} {bk01-l1c-f5-04.mp3} -LINE: This is a chair. {page_023_005.jpg} {bk01-l1c-f5-05.mp3} -LINE: That's a chair. {page_023_006.jpg} {bk01-l1c-f5-06.mp3} -LINE: This is a notebook. {page_023_007.jpg} {bk01-l1c-f5-07.mp3} -LINE: That's a notebook. {page_023_008.jpg} {bk01-l1c-f5-08.mp3} -LINE: This is a window. {page_023_009.jpg} {bk01-l1c-f5-09.mp3} -LINE: That's a window. {page_023_010.jpg} {bk01-l1c-f5-10.mp3} -LINE: This is a clock. {page_023_011.jpg} {bk01-l1c-f5-11.mp3} -LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3} -LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3} -LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3} - -# Source: LLA 1C Figure 6 -$SELECT Near or Far? -INTRO: Listen to each sentence and tap the picture showing whether the object is near or far. Then repeat the sentence. -INSTRUCTION: Tap the correct picture. -REPEAT - -PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3} -OPTION: a | near {page_024_001.jpg} {bk01-l1c-f6-01-a.mp3} -OPTION: b | far {page_024_002.jpg} -ANSWER: a - -PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3} -OPTION: a | near {page_024_003.jpg} {bk01-l1c-f6-02-a.mp3} -OPTION: b | far {page_024_004.jpg} -ANSWER: a - -PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3} -OPTION: a | near {page_024_005.jpg} -OPTION: b | far {page_024_006.jpg} {bk01-l1c-f6-03-a.mp3} -ANSWER: b - -PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3} -OPTION: a | near {page_024_007.jpg} -OPTION: b | far {page_024_008.jpg} {bk01-l1c-f6-04-a.mp3} -ANSWER: b - -PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3} -OPTION: a | near {page_024_009.jpg} {bk01-l1c-f6-05-a.mp3} -OPTION: b | far {page_024_010.jpg} -ANSWER: a - -PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3} -OPTION: a | near {page_024_011.jpg} -OPTION: b | far {page_024_012.jpg} {bk01-l1c-f6-06-a.mp3} -ANSWER: b - -PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3} -OPTION: a | near {page_024_013.jpg} {bk01-l1c-f6-07-a.mp3} -OPTION: b | far {page_024_014.jpg} -ANSWER: a - -PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3} -OPTION: a | near {page_024_015.jpg} -OPTION: b | far {page_024_016.jpg} {bk01-l1c-f6-08-a.mp3} -ANSWER: b - -PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3} -OPTION: a | near {page_024_017.jpg} {bk01-l1c-f6-09-a.mp3} -OPTION: b | far {page_024_018.jpg} -ANSWER: a - -PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3} -OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3} -OPTION: b | far {page_024_020.jpg} -ANSWER: a - -# Source: LLA 1C Figure 7 -$DIALOGUE What Is This? What Is That? -INTRO: Listen to questions and answers about near and far things, and repeat them. -INSTRUCTION: Repeat the questions and answers. -REPEAT - -LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3} -LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3} -LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3} -LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3} -LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3} -LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3} -LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3} -LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3} - -# Source: LLA 1C Figure 8 -$SELECT Listen and Choose — Near or Far -INTRO: You'll hear a question and an answer. Tap the picture showing whether the object is near or far, then repeat the exchange. -INSTRUCTION: Tap the correct picture. -REPEAT - -PROMPT: What's that? This is a clock. {bk01-l1c-f8-01-q.mp3} -OPTION: a | near {page_027_001.jpg} {bk01-l1c-f8-01-a.mp3} -OPTION: b | far {page_027_002.jpg} -ANSWER: a - -PROMPT: What's that? That's a notebook. {bk01-l1c-f8-02-q.mp3} -OPTION: a | near {page_027_003.jpg} {bk01-l1c-f8-02-a.mp3} -OPTION: b | far {page_027_004.jpg} -ANSWER: a - -PROMPT: What's that? That's a pen. {bk01-l1c-f8-03-q.mp3} -OPTION: a | near {page_027_005.jpg} -OPTION: b | far {page_027_006.jpg} {bk01-l1c-f8-03-a.mp3} -ANSWER: b - -PROMPT: What's that? That's a table. {bk01-l1c-f8-04-q.mp3} -OPTION: a | near {page_027_007.jpg} -OPTION: b | far {page_027_008.jpg} {bk01-l1c-f8-04-a.mp3} -ANSWER: b - -PROMPT: What's that? That's a door. {bk01-l1c-f8-05-q.mp3} -OPTION: a | near {page_027_009.jpg} {bk01-l1c-f8-05-a.mp3} -OPTION: b | far {page_027_010.jpg} -ANSWER: a - -PROMPT: What's that? This is a chair. {bk01-l1c-f8-06-q.mp3} -OPTION: a | near {page_027_011.jpg} {bk01-l1c-f8-06-a.mp3} -OPTION: b | far {page_027_012.jpg} -ANSWER: a - -PROMPT: What's this? That's a window. {bk01-l1c-f8-07-q.mp3} -OPTION: a | near {page_027_013.jpg} -OPTION: b | far {page_027_014.jpg} {bk01-l1c-f8-07-a.mp3} -ANSWER: b - -PROMPT: What's this? This is a picture. {bk01-l1c-f8-08-q.mp3} -OPTION: a | near {page_027_015.jpg} -OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3} -ANSWER: b - -# Source: ST §What Is This? What Is That? (production) -$PRODUCE Ask and Answer -INTRO: Look at each picture and say a question and an answer about it, like "What's this? That's a pen." -INSTRUCTION: Say a question and an answer aloud. -INPUT: speak -CHECK: llm -RUBRIC: Accept any correctly structured question and answer matching the picture (e.g. "What's this? That's a pen.") +# Source: LLA 1D Figure 3 +$SELECT P or B? +ID: 1d-f3 +INTRO: Now name the culprit. Listen to each word and decide which sound it has — P or B — and tap it. That's the whole lesson: greetings, classroom things, letters, numbers, and two well-behaved sounds. See you in Lesson 2. +INSTRUCTION: Tap the sound you hear. +OPTION: a | P sound (as in put) +OPTION: b | B sound (as in buy) EXAMPLE -PROMPT: {st-page_025_001.jpg} -RESPONSE: What's this? That's a pen. +PROMPT: pencil {bk01-l1d-f3-ex.mp3} +ANSWER: a -PROMPT: {st-page_025_002.jpg} -RESPONSE: What's this? That's a book. +PROMPT: pie {bk01-l1d-f3-01.mp3} +ANSWER: a -PROMPT: {st-page_026_001.jpg} -RESPONSE: What's this? That's a clock. +PROMPT: table {bk01-l1d-f3-02.mp3} +ANSWER: b -PROMPT: {st-page_026_002.jpg} -RESPONSE: What's this? That's a picture. +PROMPT: lab {bk01-l1d-f3-03.mp3} +ANSWER: b -PROMPT: {st-page_026_003.jpg} -RESPONSE: What's this? That's a window. +PROMPT: nap {bk01-l1d-f3-04.mp3} +ANSWER: a -PROMPT: {st-page_026_004.jpg} -RESPONSE: What's this? That's a table. +PROMPT: apple {bk01-l1d-f3-05.mp3} +ANSWER: a -PROMPT: {st-page_027_001.jpg} -RESPONSE: What's this? That's a letter. +PROMPT: bee {bk01-l1d-f3-06.mp3} +ANSWER: b -PROMPT: {st-page_027_002.jpg} -RESPONSE: What's this? That's a number. +PROMPT: number {bk01-l1d-f3-07.mp3} +ANSWER: b -# ===================================================================== -$LESSON 1-7: My and Your +PROMPT: page {bk01-l1d-f3-08.mp3} +ANSWER: a -# Source: ST §This Is My Pen. (grammar) -$GRAMMAR My and Your -INTRO: Use "my" for things that belong to you, and "your" for things that belong to the person you're talking to. +PROMPT: sleep {bk01-l1d-f3-09.mp3} +ANSWER: a -| | | | -|---|---|---| -| This is | a | book. | -| That is | my | chair. | -| That's | your | pen. | - -![Illustrations for my and your](page_027_003.jpg) - -# Source: LLA 1B Listening and Speaking Activity -$DIALOGUE My and Your Sentences -INTRO: Listen to these sentences with "my" and "your", and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: This is my book. {bk01-l1b-f5-01.mp3} -LINE: That's your chair. {bk01-l1b-f5-02.mp3} -LINE: It's my pen. {bk01-l1b-f5-03.mp3} -LINE: That's your pencil. {bk01-l1b-f5-04.mp3} -LINE: That's my chair. {bk01-l1b-f5-05.mp3} -LINE: It's your notebook. {bk01-l1b-f5-06.mp3} -LINE: This is my picture. {bk01-l1b-f5-07.mp3} -LINE: That's your book. {bk01-l1b-f5-08.mp3} -LINE: That's your clock. {bk01-l1b-f5-09.mp3} -LINE: This is my pencil. {bk01-l1b-f5-10.mp3} -LINE: That's my notebook. {bk01-l1b-f5-11.mp3} -LINE: This is your picture. {bk01-l1b-f5-12.mp3} -LINE: It's my clock. {bk01-l1b-f5-13.mp3} -LINE: That's your pen. {bk01-l1b-f5-14.mp3} -LINE: This is my table. {bk01-l1b-f5-15.mp3} -LINE: That's your classroom. {bk01-l1b-f5-16.mp3} -LINE: This is your lab. {bk01-l1b-f5-17.mp3} -LINE: This is my classroom. {bk01-l1b-f5-18.mp3} -LINE: That's your table. {bk01-l1b-f5-19.mp3} -LINE: That's my lab. {bk01-l1b-f5-20.mp3} - -# Source: ST §What Is That? (my/your model sentences; TTS) -$DIALOGUE My Pen, Your Pen -INTRO: Here are paired sentences contrasting "my" and "your". Listen and repeat. -INSTRUCTION: Listen and repeat these sentences. -REPEAT - -LINE: This is my pen. That's your pen. -LINE: This is my book. That's your book. -LINE: This is my notebook. That's your notebook. -LINE: This is my picture. That's your picture. -LINE: This is my pencil. That's your pencil. -LINE: This is my chair. That's your chair. - -# Source: ST §That's Your Pen. (TTS dialog) -$DIALOGUE Whose Is It? -INTRO: Two students ask and answer about whose things these are. Read and repeat. -INSTRUCTION: Read and repeat these questions and answers. -REPEAT - -StudentA: What's this? -StudentB: That's your pen. - -StudentA: What's this? -StudentB: That's your book. - -StudentA: What's this? -StudentB: That's your notebook. - -StudentA: What's this? -StudentB: That's your pencil. - -StudentA: What's that? -StudentB: This is my picture. That's your picture. - -StudentA: What's that? -StudentB: This is my chair. That's your chair. - -StudentA: What's that? -StudentB: That's my book. This is your book. - -StudentA: What's that? -StudentB: That's my notebook. This is your notebook. +PROMPT: boy {bk01-l1d-f3-10.mp3} +ANSWER: b diff --git a/book-1-lesson-1/bk01-l1d-f3-01.mp3 b/book-1-lesson-1/bk01-l1d-f3-01.mp3 new file mode 100644 index 00000000..b9f63c20 Binary files /dev/null and b/book-1-lesson-1/bk01-l1d-f3-01.mp3 differ diff --git a/book-1-lesson-1/bk01-l1d-f3-02.mp3 b/book-1-lesson-1/bk01-l1d-f3-02.mp3 new file mode 100644 index 00000000..98e5645e Binary files /dev/null and b/book-1-lesson-1/bk01-l1d-f3-02.mp3 differ diff --git a/book-1-lesson-1/bk01-l1d-f3-03.mp3 b/book-1-lesson-1/bk01-l1d-f3-03.mp3 new file mode 100644 index 00000000..cdd8f514 Binary files /dev/null and b/book-1-lesson-1/bk01-l1d-f3-03.mp3 differ diff --git a/book-1-lesson-1/bk01-l1d-f3-04.mp3 b/book-1-lesson-1/bk01-l1d-f3-04.mp3 new file mode 100644 index 00000000..3e8cc59d Binary files /dev/null and b/book-1-lesson-1/bk01-l1d-f3-04.mp3 differ diff --git a/book-1-lesson-1/bk01-l1d-f3-05.mp3 b/book-1-lesson-1/bk01-l1d-f3-05.mp3 new file mode 100644 index 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0-100. The final part (reading letter shapes) is optional extra 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: Bill | achernar | Male voice -VOICE: Pam | gacrux | Female voice -VOICE: Bob | achird | Male voice +VOICE: Bill | achernar | Male speaker +VOICE: Pam | gacrux | Female speaker VOICE: Ted | achernar | Male student VOICE: Mr_Wilson | schedar | Male teacher -VOICE: Ken | achernar | Male voice -VOICE: Ms_Evans | aoede | Female voice -VOICE: Don | achird | Male voice -VOICE: StudentA | achernar | Male voice -VOICE: StudentB | achird | Male voice +VOICE: Bob | achird | Male speaker +VOICE: StudentA | achernar | Male speaker +VOICE: StudentB | achird | Male speaker +VOICE: Ken | achernar | Male speaker +VOICE: Ms_Evans | aoede | Female teacher +VOICE: Don | achird | Male speaker +VOICE: ID | achernar | speaker (auto) -# ============================================================ $LESSON 2-1: The Alphabet -# ============================================================ # Source: LLA 2A Figure 1 -$DIALOGUE The Alphabet A to P -INTRO: Let's begin with the first half of the alphabet, A through P. Listen and say each letter after the speaker. -INSTRUCTION: Listen and repeat each letter. +$DIALOGUE The Alphabet: A to P +ID: 2a-f1 +INTRO: Welcome to Lesson 2. This week you'll learn to point things out, say what people do, count to one hundred, and tell people what not to do. First, the alphabet from A to P — listen and repeat each letter. +INSTRUCTION: Repeat the letters. REPEAT LINE: A {bk01-l2a-f1-01.mp3} @@ -47,8 +45,9 @@ LINE: O {bk01-l2a-f1-15.mp3} LINE: P {bk01-l2a-f1-16.mp3} # Source: LLA 2A Figure 2 -$SELECT Hear the Letter -INTRO: Now test your ear. You'll hear one letter; tap the one you hear. +$SELECT Which Letter Do You Hear? +ID: 2a-f2 +INTRO: Now check your ear. You'll hear one letter — tap it among the choices. Some of them sound suspiciously alike; that's the point. INSTRUCTION: Tap the letter you hear. EXAMPLE @@ -122,215 +121,35 @@ OPTION: c | G OPTION: d | E ANSWER: b -# Source: ST §Same/Different (letters) -$SELECT Same or Different Letters -INTRO: Look at two printed letters. Are they the same letter, or different ones? Tap your choice. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different +# Source: LLA 2A Figure 3 (word list kept as reading/pronunciation practice — +# these words carry the letter-hunt drill next, and return in sentences later +# in this lesson: occupations in part 2-7, objects in parts 2-2 and 2-3) +$DIALOGUE Words for Reading Practice +ID: 2a-f3 +INTRO: Here are twelve words you'll meet all through this lesson. Listen and repeat each one — right after this, you'll use them to hunt for letters. +INSTRUCTION: Repeat each word. +REPEAT -EXAMPLE -TEMPLATE: P ... d -ANSWER: d +LINE: student {bk01-l2a-f3-01.mp3} +LINE: doctor {bk01-l2a-f3-02.mp3} +LINE: pilot {bk01-l2a-f3-03.mp3} +LINE: teacher {bk01-l2a-f3-04.mp3} +LINE: cook {bk01-l2a-f3-05.mp3} +LINE: barber {bk01-l2a-f3-06.mp3} +LINE: clock {bk01-l2a-f3-07.mp3} +LINE: table {bk01-l2a-f3-08.mp3} +LINE: study {bk01-l2a-f3-09.mp3} +LINE: word {bk01-l2a-f3-10.mp3} +LINE: come {bk01-l2a-f3-11.mp3} +LINE: read {bk01-l2a-f3-12.mp3} -TEMPLATE: D ... O -ANSWER: d - -TEMPLATE: c ... a -ANSWER: d - -TEMPLATE: P ... B -ANSWER: d - -TEMPLATE: b ... d -ANSWER: d - -TEMPLATE: A ... H -ANSWER: d - -TEMPLATE: e ... c -ANSWER: d - -TEMPLATE: f ... f -ANSWER: s - -TEMPLATE: b ... b -ANSWER: s - -TEMPLATE: g ... d -ANSWER: d - -TEMPLATE: f ... j -ANSWER: d - -TEMPLATE: C ... C -ANSWER: s - -TEMPLATE: k ... h -ANSWER: d - -TEMPLATE: E ... F -ANSWER: d - -TEMPLATE: d ... p -ANSWER: d - -TEMPLATE: G ... G -ANSWER: s - -TEMPLATE: c ... o -ANSWER: d - -TEMPLATE: J ... L -ANSWER: d - -TEMPLATE: b ... p -ANSWER: d - -TEMPLATE: m ... n -ANSWER: d - -TEMPLATE: D ... D -ANSWER: s - -# Source: ST §Circle the Letter -$SELECT Match the Letter -INTRO: You'll see one letter at the top; tap the matching letter from the choices. -INSTRUCTION: Tap the matching letter. - -EXAMPLE -TEMPLATE: a -OPTION: 1 | c -OPTION: 2 | o -OPTION: 3 | a -ANSWER: 3 - -TEMPLATE: A -OPTION: 1 | A -OPTION: 2 | H -OPTION: 3 | P -ANSWER: 1 - -TEMPLATE: e -OPTION: 1 | a -OPTION: 2 | g -OPTION: 3 | e -ANSWER: 3 - -TEMPLATE: D -OPTION: 1 | O -OPTION: 2 | C -OPTION: 3 | D -ANSWER: 3 - -TEMPLATE: d -OPTION: 1 | b -OPTION: 2 | d -OPTION: 3 | p -ANSWER: 2 - -TEMPLATE: L -OPTION: 1 | J -OPTION: 2 | L -OPTION: 3 | F -ANSWER: 2 - -TEMPLATE: k -OPTION: 1 | k -OPTION: 2 | h -OPTION: 3 | a -ANSWER: 1 - -TEMPLATE: c -OPTION: 1 | e -OPTION: 2 | c -OPTION: 3 | o -ANSWER: 2 - -TEMPLATE: M -OPTION: 1 | M -OPTION: 2 | N -OPTION: 3 | H -ANSWER: 1 - -TEMPLATE: f -OPTION: 1 | h -OPTION: 2 | j -OPTION: 3 | f -ANSWER: 3 - -TEMPLATE: B -OPTION: 1 | B -OPTION: 2 | E -OPTION: 3 | D -ANSWER: 1 - -TEMPLATE: b -OPTION: 1 | p -OPTION: 2 | d -OPTION: 3 | b -ANSWER: 3 - -TEMPLATE: g -OPTION: 1 | a -OPTION: 2 | p -OPTION: 3 | g -ANSWER: 3 - -TEMPLATE: h -OPTION: 1 | h -OPTION: 2 | k -OPTION: 3 | b -ANSWER: 1 - -TEMPLATE: i -OPTION: 1 | l -OPTION: 2 | i -OPTION: 3 | j -ANSWER: 2 - -TEMPLATE: n -OPTION: 1 | o -OPTION: 2 | m -OPTION: 3 | n -ANSWER: 3 - -TEMPLATE: o -OPTION: 1 | c -OPTION: 2 | e -OPTION: 3 | o -ANSWER: 3 - -TEMPLATE: C -OPTION: 1 | C -OPTION: 2 | O -OPTION: 3 | D -ANSWER: 1 - -TEMPLATE: P -OPTION: 1 | P -OPTION: 2 | F -OPTION: 3 | B -ANSWER: 1 - -TEMPLATE: K -OPTION: 1 | A -OPTION: 2 | K -OPTION: 3 | H -ANSWER: 2 - -TEMPLATE: G -OPTION: 1 | O -OPTION: 2 | C -OPTION: 3 | G -ANSWER: 3 - -# Source: LLA 2A Figure 3 (Part 2) — letter-in-word identification +# Source: LLA 2A Figure 3 (letter identification) $PRODUCE Find the Letter in the Word -INTRO: You'll hear a letter, and see a word spelled out. Type the letter you hear — it's in the word. -INSTRUCTION: Type the letter you hear. +ID: 2a-f3-b INPUT: type CHECK: exact +INTRO: You'll see a word spelled out on screen and hear one letter. Find that letter inside the word and type it. +INSTRUCTION: Type the letter you hear. PROMPT: N {bk01-l2a-f3-13.mp3} TEMPLATE: s t u d e n t @@ -392,12 +211,13 @@ TEMPLATE: r e a d RESPONSE: e ACCEPT: E -# Source: LLA 2C Figure 8 — capital/small letter dictation -$PRODUCE Capital or Small Letter -INTRO: Listen for whether the speaker says a capital or a small letter, then type it exactly that way. -INSTRUCTION: Type the letter you hear. +# Source: LLA 2C Figure 8 (letter dictation — placed with the alphabet work it reinforces) +$PRODUCE Capital or Small? Write the Letter +ID: 2c-f8 INPUT: type CHECK: exact +INTRO: Letter dictation. You'll hear "capital" or "small" and a letter name — type exactly that letter, big or little. The difference is the whole exercise. +INSTRUCTION: Type the letter you hear. EXAMPLE PROMPT: capital B. {bk01-l2c-f8-ex.mp3} @@ -478,18 +298,17 @@ RESPONSE: D PROMPT: capital B. {bk01-l2c-f8-25.mp3} RESPONSE: B -# SKIPPED (book): Vocabulary "DICTATION" (repeat alphabet Hh–Pp, write the letter) — -# instructor-read with no recorded stimulus; letters are practiced above. Convertible -# later with chosen letters + TTS. +# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet (Hh-Pp), write the letter. +# Instructor-read with no recorded stimulus or given items; letter dictation is covered by +# LLA 2C Figure 8 above. Convertible later with chosen letters + TTS. -# ============================================================ -$LESSON 2-2: This, That, and Possessives -# ============================================================ +$LESSON 2-2: This and That — My, Your, His, Her -# Source: LLA 2A Figure 5 — near/far presentation -$DIALOGUE This and That {page_035_001.jpg} -INTRO: Use "this is" for something near you, and "that's" for something farther away. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +# Source: LLA 2A Figure 5 +$DIALOGUE This and That +ID: 2a-f5 +INTRO: In this part you'll learn to point at the world: "this" for something near you, "that" for something far away. Look at each picture, listen, and repeat. +INSTRUCTION: Repeat the sentences. REPEAT LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3} @@ -507,9 +326,12 @@ LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3} LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3} LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3} -# Source: ST §What's That? (grammar) -$GRAMMAR This Is / That's -INTRO: Here's how "this" and "that" pair up with the little possessive words: my, your, his, her. +# Source: ST §What's That? (grammar box; ST images renamed st-) +$GRAMMAR This Is My Book — That's Your Pen +ID: l2-s5 +INTRO: Before more practice, here's how these little words fit together — and who owns what. + +Use **this** for a thing near you, and **that** for a thing farther away. | | | | | |---|---|---|---| @@ -519,16 +341,51 @@ INTRO: Here's how "this" and "that" pair up with the little possessive words: my | That's | | his | name. | | That's | | his | chair. | -![An elderly woman sitting in a large armchair](page_034_001.jpg) +**That + is = That's**: {That is your pen.} → {That's your pen.} + +**My, your, his,** and **her** tell you whose thing it is: {my book}, {your pen}, {her pencil}, {his chair}. + +![An elderly woman sitting in a large armchair](st-page_034_001.jpg) {This is her chair.} -![A man sitting at a table with a pencil in front of him](page_034_002.jpg) +![A man sitting at a table with a pencil in front of him](st-page_034_002.jpg) {That's his pencil.} -# Source: LLA 2A Figure 6 -$SELECT This or That — Near or Far? -INTRO: Listen to each sentence. Does "this is" or "that's" tell you the object is near or far? Tap the picture that matches. +# Source: LLA 2A Listening and Speaking Activity +$DIALOGUE This, That, and Whose It Is +ID: 2a-ls1 +INTRO: Now the pointing words meet their owners: my, your, his, her. Listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: This is my book. {bk01-l2a-f3-25.mp3} +LINE: That's his chair. {bk01-l2a-f3-26.mp3} +LINE: It's her pen. {bk01-l2a-f3-27.mp3} +LINE: That's her pencil. {bk01-l2a-f3-28.mp3} +LINE: That's my chair. {bk01-l2a-f3-29.mp3} +LINE: It's his notebook. {bk01-l2a-f3-30.mp3} +LINE: This is her picture. {bk01-l2a-f3-31.mp3} +LINE: That's your book. {bk01-l2a-f3-32.mp3} +LINE: That's her clock. {bk01-l2a-f3-33.mp3} +LINE: This is my pencil. {bk01-l2a-f3-34.mp3} +LINE: That's his notebook. {bk01-l2a-f3-35.mp3} +LINE: This is your picture. {bk01-l2a-f3-36.mp3} +LINE: It's my clock. {bk01-l2a-f3-37.mp3} +LINE: That's his pen. {bk01-l2a-f3-38.mp3} +LINE: This is her table. {bk01-l2a-f3-39.mp3} +LINE: That's his classroom. {bk01-l2a-f3-40.mp3} +LINE: This is your lab. {bk01-l2a-f3-41.mp3} +LINE: This is my classroom. {bk01-l2a-f3-42.mp3} +LINE: That's his table. {bk01-l2a-f3-43.mp3} +LINE: That's her lab. {bk01-l2a-f3-44.mp3} + +# Source: LLA 2A Figure 6 (REPEAT added: the tape has a say-back beat and the +# answer clip carries the full sentence) +$SELECT Near or Far? +ID: 2a-f6 +INTRO: You'll hear a sentence. Decide whether the object is near or far, tap the matching picture, then repeat the sentence. INSTRUCTION: Tap the correct picture. +REPEAT EXAMPLE PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3} @@ -571,87 +428,10 @@ OPTION: a | near {page_036_015.jpg} OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3} ANSWER: b -# Source: LLA 2A "Listening and Speaking Activity" — possessives in sentences -$DIALOGUE My, Your, His, Her -INTRO: Now listen to short sentences with my, your, his, and her. Say each one back. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is my book. {bk01-l2a-f3-25.mp3} -LINE: That's his chair. {bk01-l2a-f3-26.mp3} -LINE: It's her pen. {bk01-l2a-f3-27.mp3} -LINE: That's her pencil. {bk01-l2a-f3-28.mp3} -LINE: That's my chair. {bk01-l2a-f3-29.mp3} -LINE: It's his notebook. {bk01-l2a-f3-30.mp3} -LINE: This is her picture. {bk01-l2a-f3-31.mp3} -LINE: That's your book. {bk01-l2a-f3-32.mp3} -LINE: That's her clock. {bk01-l2a-f3-33.mp3} -LINE: This is my pencil. {bk01-l2a-f3-34.mp3} -LINE: That's his notebook. {bk01-l2a-f3-35.mp3} -LINE: This is your picture. {bk01-l2a-f3-36.mp3} -LINE: It's my clock. {bk01-l2a-f3-37.mp3} -LINE: That's his pen. {bk01-l2a-f3-38.mp3} -LINE: This is her table. {bk01-l2a-f3-39.mp3} -LINE: That's his classroom. {bk01-l2a-f3-40.mp3} -LINE: This is your lab. {bk01-l2a-f3-41.mp3} -LINE: This is my classroom. {bk01-l2a-f3-42.mp3} -LINE: That's his table. {bk01-l2a-f3-43.mp3} -LINE: That's her lab. {bk01-l2a-f3-44.mp3} - -# Source: LLA 2B Figure 2 (Part 1) — His and Her presentation -$DIALOGUE His and Her {page_042_001.jpg} -INTRO: "His" goes with a man, "her" goes with a woman. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} -LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} -LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} -LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} -LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} -LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} - -# Source: LLA 2B Figure 2 (Part 2) — His or Her cloze -$PRODUCE Write His or Her -INTRO: Listen to the full sentence, then type the missing word — his or her. -INSTRUCTION: Type the missing word. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: That's ____ book. {page_042_001.jpg} -PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} -RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3} -ACCEPT: her - -TEMPLATE: That's ____ notebook. {page_042_002.jpg} -PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} -RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3} -ACCEPT: his - -TEMPLATE: That's ____ pencil. {page_042_003.jpg} -PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} -RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3} -ACCEPT: his - -TEMPLATE: That's ____ classroom. {page_042_004.jpg} -PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} -RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3} -ACCEPT: his - -TEMPLATE: That's ____ pen. {page_042_005.jpg} -PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} -RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3} -ACCEPT: her - -TEMPLATE: That's ____ chair. {page_042_006.jpg} -PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} -RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3} -ACCEPT: her - -# Source: ST §What's This? (read questions and answers) +# Source: ST §What's This? $DIALOGUE What's This? What's That? -INTRO: Here are short question-and-answer pairs with this and that. Say each one. +ID: l2-s6 +INTRO: Question and answer, in one breath. Repeat each pair after you hear it. INSTRUCTION: Repeat these questions and answers. REPEAT @@ -662,9 +442,10 @@ LINE: What's this? This is his pen. LINE: What's that? That's her clock. LINE: What's this? This is her picture. -# Source: ST §That's His Picture (read dialog) +# Source: ST §That's His Picture. $DIALOGUE That's His Picture -INTRO: Two students point things out to each other. Just read and listen. +ID: l2-s7 +INTRO: Two students point at everything in the room. Just read along with each question and answer — no repeating this time. INSTRUCTION: Read these questions and answers. StudentA: What's this? @@ -700,13 +481,304 @@ StudentB: That's my book. StudentA: What's that? StudentB: That's his picture. -# ============================================================ -$LESSON 2-3: These, Those, and Plurals -# ============================================================ +# Source: LLA 2B Figure 2 +$DIALOGUE His and Her +ID: 2b-f2 +INTRO: "His" for a man, "her" for a woman. Look at who owns each thing, listen, and repeat. +INSTRUCTION: Listen and repeat. +REPEAT -# Source: LLA 2A Figure 7 (Part 1) — these/those presentation -$DIALOGUE These and Those {page_037_001.jpg} -INTRO: When there's more than one, "this" becomes "these" and "that" becomes "those". Listen and repeat. +LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} +LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} +LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} +LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} +LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} +LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} + +# Source: LLA 2B Figure 2 (written pass) +$PRODUCE Write His or Her +ID: 2b-f2-b +INPUT: type +CHECK: exact +INTRO: Same pictures, but now you fill the gap. Listen to the sentence and type the missing word: his or her. +INSTRUCTION: Type the missing word. + +EXAMPLE +TEMPLATE: That's ____ book. {page_042_001.jpg} +PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} +RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3} +ACCEPT: her + +TEMPLATE: That's ____ notebook. {page_042_002.jpg} +PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} +RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3} +ACCEPT: his + +TEMPLATE: That's ____ pencil. {page_042_003.jpg} +PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} +RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3} +ACCEPT: his + +TEMPLATE: That's ____ classroom. {page_042_004.jpg} +PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} +RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3} +ACCEPT: his + +TEMPLATE: That's ____ pen. {page_042_005.jpg} +PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} +RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3} +ACCEPT: her + +TEMPLATE: That's ____ chair. {page_042_006.jpg} +PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} +RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3} +ACCEPT: her + +# Source: LLA 2A Figure 4 +$DIALOGUE Joe's Classroom +ID: 2a-f4 +INTRO: Bill and Pam meet, and Joe finally finds his classroom. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} +Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} +Bill: And what's his name? {bk01-l2a-f4-05.mp3} +Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} +Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} +Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} + +# Source: ST §What's His Name? +$DIALOGUE What's His Name? +ID: l2-s4 +INTRO: Bill and Bob talk about names — theirs, and everyone else's. Listen to how they ask and answer. +INSTRUCTION: Listen to the dialog. + +Bill: Hello. My name is Bill. What's your name? {st-page_033_001.jpg} +Bob: My name is Bob. {st-page_033_001.jpg} + +VOCAB: What's his name? +Bill: What's his name? {st-page_033_001.jpg} + +VOCAB: His name is +Bob: His name is Ted. {st-page_033_001.jpg} + +VOCAB: What's her name? +Bill: What's her name? {st-page_033_001.jpg} + +VOCAB: Her name is +Bob: Her name is Mary. {st-page_033_001.jpg} + +$LESSON 2-3: Don't Do That — Commands and Classroom Objects + +# Source: LLA 2B Figure 1 +$DIALOGUE Don't Open the Window +ID: 2b-f1 +INTRO: New part, new power: telling people what NOT to do. Listen to each instruction and repeat it — no windows will actually be opened. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} +LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} +LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} +LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} +LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} +LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} + +# Source: ST §Don't Open the Window. +$DIALOGUE Do This, Don't Do That +ID: l2-s1 +INTRO: Now read commands that say do this and don't do that — sometimes in the same breath. Read each sentence carefully. +INSTRUCTION: Read the sentences. + +LINE: Go to the window. Please don't open the window. +LINE: Don't close the door. Open it. +LINE: Don't write the word pen. Please write the word pencil. +LINE: Don't look at your book. Look at the teacher. +LINE: Circle the letter. Don't circle the number. +LINE: Please go to the door. Open it. Don't close it. +LINE: Please open your book. Don't open your notebook. +LINE: Listen. Don't repeat. + +# Source: ST §It's a TV. +$DIALOGUE The TV, the Radio, and the Recorder +ID: l2-s14 +INTRO: Four machines for your classroom: the television, the radio, the tape, and the recorder. Listen and repeat each sentence. +INSTRUCTION: Repeat the words and sentences. +REPEAT + +VOCAB: television (TV) +LINE: Look at the television. {st-page_040_002.jpg} + +VOCAB: radio +LINE: Listen to the radio. {st-page_040_003.jpg} + +VOCAB: tape +LINE: Listen to a tape. {st-page_041_001.jpg} + +VOCAB: recorder +LINE: Look at the recorder. {st-page_041_002.jpg} + +# Source: LLA 2B Figure 5 +$DIALOGUE Whose Radio Is That? +ID: 2b-f5 +INTRO: The same objects again, with owners this time. Listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: radio +LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3} + +VOCAB: recorder +LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3} + +VOCAB: tapes +LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3} + +VOCAB: television +LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3} + +VOCAB: chair +LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3} + +VOCAB: pictures +LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3} + +VOCAB: books +LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3} + +VOCAB: classroom +LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3} + +# Source: LLA 2B Figure 5 (matching pass) +$SELECT Match the Sentence to the Picture +ID: 2b-f5-b +INTRO: Now prove you were listening. You'll hear a sentence — tap the picture it talks about. +INSTRUCTION: Tap the matching picture. + +OPTION: 1 | radio {page_044_001.jpg} +OPTION: 2 | recorder {page_044_002.jpg} +OPTION: 3 | tapes {page_045_001.jpg} +OPTION: 4 | television {page_045_002.jpg} +OPTION: 5 | chair {page_045_003.jpg} +OPTION: 6 | pictures {page_045_004.jpg} +OPTION: 7 | books {page_045_005.jpg} +OPTION: 8 | classroom {page_045_006.jpg} + +EXAMPLE +PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3} +ANSWER: 5 + +PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3} +ANSWER: 1 + +PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3} +ANSWER: 8 + +PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3} +ANSWER: 3 + +PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3} +ANSWER: 4 + +PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3} +ANSWER: 7 + +PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3} +ANSWER: 2 + +PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3} +ANSWER: 6 + +# Source: LLA 2D Listening/Speaking Activity 1 +$PRODUCE Make It Negative +ID: 2d-ls1 +INTRO: You'll hear an instruction. Say it back as a negative — put "Don't" at the front. Then repeat the correct answer. +INSTRUCTION: Change the sentence to a negative instruction. +REPEAT + +EXAMPLE +PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} +RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} + +PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} +RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} + +PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} +RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} + +PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} +RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} + +PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} +RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} + +PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} +RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} + +PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} +RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} + +PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} +RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} + +PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} +RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} + +# Source: LLA 2D Figure 5 (word dictation — classroom-object vocabulary from this part) +$PRODUCE Word Dictation: Classroom Objects +ID: 2d-f5 +INPUT: type +CHECK: exact +INTRO: Dictation to close the part. You'll hear each word twice — type it exactly. They're all words you've met before. +INSTRUCTION: Type the word you hear. + +PROMPT: window. Window. {bk01-l2d-f5-01.mp3} +RESPONSE: window + +PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} +RESPONSE: classroom + +PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} +RESPONSE: circle + +PROMPT: table. Table. {bk01-l2d-f5-04.mp3} +RESPONSE: table + +PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} +RESPONSE: lab + +PROMPT: door. Door. {bk01-l2d-f5-06.mp3} +RESPONSE: door + +PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} +RESPONSE: picture + +PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} +RESPONSE: chair + +PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} +RESPONSE: pencil + +PROMPT: write. Write. {bk01-l2d-f5-10.mp3} +RESPONSE: write + +# SKIPPED (book): ST Writing Skill "DICTATION — Write the word." (two occurrences, 10 blanks +# each) — stimuli live in the instructor manual; word dictation is covered by LLA 2D Figure 5 +# above. Convertible later with chosen words + TTS. + +$LESSON 2-4: These and Those — Plurals + +# Source: LLA 2A Figure 7 +$DIALOGUE These and Those +ID: 2a-f7 +INTRO: In this part, one becomes many: "these" and "those" for more than one thing. Look at the pictures, listen, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -723,59 +795,33 @@ LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3} LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3} LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3} -# Source: ST §Singular and Plural + §This/That/These/Those (grammar, merged) -$GRAMMAR Singular and Plural -INTRO: One thing is singular; two or more is plural — and the plural usually adds an -s. +# Source: ST §Singular and Plural + §This / That / These / Those (merged; ST images renamed st-) +$GRAMMAR One or Many: This, That, These, Those +ID: l2-s13 +INTRO: Here's the whole family in one place: this, that, these, those — and the little s that makes plurals. -![A book vs two books](page_039_001.jpg) +To talk about more than one thing, add **-s**: {a book} → {books}; {a pen} → {pens}. -![A pen vs two pens](page_040_001.jpg) +![A book vs two books](st-page_039_001.jpg) -Near and far, singular and plural, all together: +![A pen vs two pens](st-page_040_001.jpg) -![A woman standing close beside a single table](page_041_004.jpg) -{This is a table.} +For **one** thing: **this** (near) or **that** (far). +For **more than one**: **these** (near) or **those** (far). -![A woman standing close beside two tables](page_041_005.jpg) -{These are tables.} +![Two columns of demonstrative illustrations: a woman standing close beside one table then beside two tables; a man pointing from a distance at one chair then at three chairs](st-page_041_003.jpg) -![A man pointing from a distance at one chair](page_041_006.jpg) -{That is a chair.} +{This is a table.} → {These are tables.} -![A man pointing from a distance at three chairs](page_041_007.jpg) -{Those are chairs.} +{That is a chair.} → {Those are chairs.} -# Source: LLA 2A Figure 8 -$SELECT These or Those — Near or Far? -INTRO: Listen to each plural sentence and tap the picture that shows whether the objects are near or far. -INSTRUCTION: Tap the correct picture. - -PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} -OPTION: a | near {page_038_001.jpg} -OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} -ANSWER: b - -PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} -OPTION: a | near {page_038_003.jpg} -OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} -ANSWER: b - -PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} -OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} -OPTION: b | far {page_038_006.jpg} -ANSWER: a - -PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} -OPTION: a | near {page_038_007.jpg} -OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} -ANSWER: b - -# Source: LLA 2A Figure 7 (Part 2) — picture Q&A -$PRODUCE What's This? What Are These? -INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +# Source: LLA 2A Figure 7 (Q&A pass) +$PRODUCE Answer About the Pictures +ID: 2a-f7-b INPUT: speak CHECK: reveal +INTRO: Look at the picture and listen to the question. Answer aloud with a full sentence, then repeat the correct answer. +INSTRUCTION: Answer aloud with a full sentence. REPEAT PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3} @@ -814,9 +860,38 @@ RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3} PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3} RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3} -# Source: LLA 2C Figure 7 (Part 1) — these/those sentences -$DIALOGUE More These and Those -INTRO: Here are more sentences with these and those plus the possessives. Say each one back. +# Source: LLA 2A Figure 8 (REPEAT added: the tape has a say-back beat and the +# answer clip carries the full sentence) +$SELECT Near or Far? More Than One +ID: 2a-f8 +INTRO: You'll hear a sentence about one thing or many. Tap the picture that matches — near or far — then repeat the sentence. +INSTRUCTION: Tap the correct picture. +REPEAT + +PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} +OPTION: a | near {page_038_001.jpg} +OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} +ANSWER: b + +PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} +OPTION: a | near {page_038_003.jpg} +OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} +ANSWER: b + +PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} +OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} +OPTION: b | far {page_038_006.jpg} +ANSWER: a + +PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} +OPTION: a | near {page_038_007.jpg} +OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} +ANSWER: b + +# Source: LLA 2C Figure 7 +$DIALOGUE These and Those with Owners +ID: 2c-f7 +INTRO: More these and those — now with owners attached. Listen to each sentence and repeat it. INSTRUCTION: Listen and repeat. REPEAT @@ -836,12 +911,15 @@ LINE: These are your pictures. {bk01-l2c-f7-13.mp3} LINE: These are my pens. {bk01-l2c-f7-14.mp3} LINE: Those are his pencils. {bk01-l2c-f7-15.mp3} -# Source: LLA 2C Figure 7 (Part 2) — singular/plural transformation -$PRODUCE Change Singular and Plural -INTRO: You'll hear a sentence and a cue word. Change it from singular to plural, or plural to singular, then repeat the answer. -INSTRUCTION: Change the sentence using the cue word. +# Source: LLA 2C Figure 7 (transformation drill) +# DROPPED (twin): ST "This Is a Pen. Those Are Pens." (l2-s16) — TTS twin of this +# cassette drill; this one covers both directions (singular→plural and back). +$PRODUCE One to Many, Many to One +ID: 2c-f7-b INPUT: speak CHECK: reveal +INTRO: You'll hear a sentence and a cue word. Change the sentence to match the cue — singular to plural, or back again — then repeat the correct answer. +INSTRUCTION: Change the sentence using the cue word. REPEAT EXAMPLE @@ -923,9 +1001,10 @@ RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3} PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3} RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3} -# Source: ST §What Are These? (read Q&A) +# Source: ST §What Are These? $DIALOGUE What Are These? What Are Those? -INTRO: A few more plural question-and-answer pairs. Say each one. +ID: l2-s17 +INTRO: Questions and answers about plurals, in one breath. Repeat each pair. INSTRUCTION: Repeat these questions and answers. REPEAT @@ -936,287 +1015,15 @@ LINE: What are those? Those are desks. LINE: What are those? These are books. LINE: What are these? These are pens. -# SKIPPED (book): "THESE ARE DESKS — Make sentences with these and those." Open-ended free -# production with no fixed answer set or recorded stimulus; nothing checkable to drill. +# SKIPPED (book): ST "THESE ARE DESKS. — Make sentences with these and those." — open free +# production with no fixed answer set or checkable target; better suited to a future $CHAT. -# Source: ST §Dictation (LLA word dictation used for audio) -$PRODUCE Spell the Classroom Words -INTRO: Listen to each classroom word, said twice, and type it exactly. -INSTRUCTION: Type the word you hear. -INPUT: type -CHECK: exact - -PROMPT: window. Window. {bk01-l2d-f5-01.mp3} -RESPONSE: window - -PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} -RESPONSE: classroom - -PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} -RESPONSE: circle - -PROMPT: table. Table. {bk01-l2d-f5-04.mp3} -RESPONSE: table - -PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} -RESPONSE: lab - -PROMPT: door. Door. {bk01-l2d-f5-06.mp3} -RESPONSE: door - -PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} -RESPONSE: picture - -PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} -RESPONSE: chair - -PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} -RESPONSE: pencil - -PROMPT: write. Write. {bk01-l2d-f5-10.mp3} -RESPONSE: write - -# ============================================================ -$LESSON 2-4: Objects, Negative Instructions, and Greetings -# ============================================================ - -# Source: LLA 2B Figure 5 (Part 1) — more objects vocab in sentences -$DIALOGUE Things in the Classroom -INTRO: Here are some new objects — a radio, a recorder, tapes, and a television — each in a sentence. Say each one. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: radio -LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3} - -VOCAB: recorder -LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3} - -VOCAB: tapes -LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3} - -VOCAB: television -LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3} - -VOCAB: chair -LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3} - -VOCAB: pictures -LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3} - -VOCAB: books -LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3} - -VOCAB: classroom -LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3} - -# Source: LLA 2B Figure 5 (Part 2) — match sentence to picture -$SELECT Match the Object -INTRO: Listen to each sentence and tap the picture it describes. -INSTRUCTION: Tap the matching picture. -OPTION: 1 | radio {page_044_001.jpg} -OPTION: 2 | recorder {page_044_002.jpg} -OPTION: 3 | tapes {page_045_001.jpg} -OPTION: 4 | television {page_045_002.jpg} -OPTION: 5 | chair {page_045_003.jpg} -OPTION: 6 | pictures {page_045_004.jpg} -OPTION: 7 | books {page_045_005.jpg} -OPTION: 8 | classroom {page_045_006.jpg} - -EXAMPLE -PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3} -ANSWER: 5 - -PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3} -ANSWER: 1 - -PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3} -ANSWER: 8 - -PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3} -ANSWER: 3 - -PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3} -ANSWER: 4 - -PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3} -ANSWER: 7 - -PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3} -ANSWER: 2 - -PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3} -ANSWER: 6 - -# Source: ST §It's a TV (vocab in sentences) -$DIALOGUE Look and Listen -INTRO: Here are the same objects with action verbs — look, listen. Say each sentence. -INSTRUCTION: Repeat the words and sentences. -REPEAT - -VOCAB: television (TV) -LINE: Look at the television. {st-page_040_002.jpg} - -VOCAB: radio -LINE: Listen to the radio. {st-page_040_003.jpg} - -VOCAB: tape -LINE: Listen to a tape. {st-page_041_001.jpg} - -VOCAB: recorder -LINE: Look at the recorder. {st-page_041_002.jpg} - -# Source: LLA 2B Figure 1 — negative imperatives presentation -$DIALOGUE Don't Do That! {page_041_001.jpg} -INTRO: To tell someone NOT to do something, start with "Don't". Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} -LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} -LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} -LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} -LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} -LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} - -# Source: ST §Don't Open the Window (read sentences) -$DIALOGUE Do and Don't -INTRO: Read these classroom instructions — some positive, some negative. -INSTRUCTION: Read the sentences. - -LINE: Go to the window. Please don't open the window. -LINE: Don't close the door. Open it. -LINE: Don't write the word pen. Please write the word pencil. -LINE: Don't look at your book. Look at the teacher. -LINE: Circle the letter. Don't circle the number. -LINE: Please go to the door. Open it. Don't close it. -LINE: Please open your book. Don't open your notebook. -LINE: Listen. Don't repeat. - -# Source: LLA 2D LS Activity 1 — positive → negative transformation -$PRODUCE Make It Negative -INTRO: You'll hear an instruction. Make it negative by adding "Don't", then say it aloud. -INSTRUCTION: Change the sentence to a negative instruction. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} -RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} - -PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} -RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} - -PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} -RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} - -PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} -RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} - -PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} -RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} - -PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} -RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} - -PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} -RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} - -PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} -RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} - -PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} -RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} - -# Source: LLA 2A Figure 4 — Bill & Pam dialog -$DIALOGUE Hello, My Name Is Bill -INTRO: Bill and Pam meet and talk about a student named Joe. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} -Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} -Bill: And what's his name? {bk01-l2a-f4-05.mp3} -Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} -Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} -Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} - -# Source: LLA 2B Figure 6 — Mr. Wilson & Ted dialog -$DIALOGUE Good Morning, Sir -INTRO: A teacher greets a new student. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} -Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} -Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} -Ted: My name is Ted. {bk01-l2b-f6-05.mp3} - -# Source: ST §What's His Name? (dialog) -$DIALOGUE What's His Name? -INTRO: Bill asks Bob about other people. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Bill: Hello. My name is Bill. What's your name? {st-page_033_002.jpg} -Bob: My name is Bob. {st-page_033_002.jpg} - -VOCAB: What's his name? -Bill: What's his name? {st-page_033_003.jpg} - -VOCAB: His name is -Bob: His name is Ted. {st-page_033_003.jpg} - -VOCAB: What's her name? -Bill: What's her name? {st-page_033_004.jpg} - -VOCAB: Her name is -Bob: Her name is Mary. {st-page_033_004.jpg} - -# Source: ST §Spell Your Name, Please (dialog) -$DIALOGUE Spell Your Name, Please -INTRO: Bob meets Ken and asks him to repeat and spell his name. Listen and repeat. -INSTRUCTION: Repeat and read the dialog. -REPEAT - -Bob: Hello. My name is Bob. What's your name? -Ken: My name is Ken Bates. - -Bob: Repeat your name, please. -Ken: It's Ken Bates. - -Bob: Spell your name, please. -Ken: K-e-n. B-a-t-e-s. - -# Source: ST §That's His Classroom (dialog) -$DIALOGUE That's His Classroom -INTRO: Ms. Evans welcomes Don to his classroom. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Ms_Evans: Good morning. I'm Ms. Evans. -Don: Hi! I'm Don, and this is Steve. - -Ms_Evans: Don, this is your classroom, and I'm your teacher. -Don: Thank you, Ms. Evans. What's his classroom? - -Ms_Evans: His classroom is number 22. -Don: Oh, yes. Mr. Davis is his teacher. - -# ============================================================ -$LESSON 2-5: Numbers -# ============================================================ +$LESSON 2-5: Numbers (1) # Source: LLA 2C Figure 1 $DIALOGUE Numbers 1 to 20 -INTRO: Let's count from one to twenty. Listen and say each number. +ID: 2c-f1 +INTRO: This part is about numbers — by the end you'll count all the way to one hundred. Start small: one to twenty. Listen and repeat. INSTRUCTION: Listen and repeat each number. REPEAT @@ -1243,6 +1050,7 @@ LINE: 20 {bk01-l2c-f1-20.mp3} # Source: LLA 2C Figure 2 $DIALOGUE Counting by Tens +ID: 2c-f2 INTRO: Now count by tens, all the way to one hundred. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1259,9 +1067,12 @@ LINE: 90 {bk01-l2c-f2-09.mp3} LINE: a hundred {bk01-l2c-f2-10.mp3} LINE: one hundred {bk01-l2c-f2-11.mp3} -# Source: ST §0 to 100 (grammar) -$GRAMMAR Numbers 0 to 100 -INTRO: Here is the whole field of numbers from zero to one hundred. Say and read them. +# Source: ST §0 to 100 +$GRAMMAR The Numbers 0 to 100 +ID: l2-s8 +INTRO: Every number from zero to one hundred, in one table. Read across each row and say the numbers to yourself. + +Say and read the numbers. | | | | | | | | | | | |---|---|---|---|---|---|---|---|---|---| @@ -1278,8 +1089,9 @@ INTRO: Here is the whole field of numbers from zero to one hundred. Say and read | 100 | | | | | | | | | | # Source: ST §thirTEEN THIRty -$DIALOGUE Teens and Tens -INTRO: Watch out for the teen/ty pairs — thirteen versus thirty. Listen for the stress and repeat. +$DIALOGUE thirTEEN or THIRty +ID: l2-s9 +INTRO: Thirteen and thirty sound dangerously alike — the stress gives them away. TEEN is loud at the end; TY is quiet. Listen and repeat each pair. INSTRUCTION: Repeat and read these numbers. REPEAT @@ -1291,9 +1103,61 @@ LINE: 17 — 70 LINE: 18 — 80 LINE: 19 — 90 -# Source: LLA 2C Figure 3 — numbers + nouns +# Source: ST §Write the Number (number dictation; trimmed to the teen/-ty contrast +# pairs — its remaining generic items duplicate LLA 2C Figure 5, kept in part 2-6) +$PRODUCE Thirteen or Thirty? Write It +ID: l2-s11 +INTRO: Now your ear decides: thirteen or thirty? Listen to each number and type it, using digits. +INSTRUCTION: Type the number you hear. +INPUT: type +CHECK: exact + +PROMPT: 13 +RESPONSE: 13 + +PROMPT: 30 +RESPONSE: 30 + +PROMPT: 15 +RESPONSE: 15 + +PROMPT: 50 +RESPONSE: 50 + +PROMPT: 16 +RESPONSE: 16 + +PROMPT: 60 +RESPONSE: 60 + +PROMPT: 14 +RESPONSE: 14 + +PROMPT: 40 +RESPONSE: 40 + +PROMPT: 17 +RESPONSE: 17 + +PROMPT: 70 +RESPONSE: 70 + +PROMPT: 18 +RESPONSE: 18 + +PROMPT: 80 +RESPONSE: 80 + +PROMPT: 19 +RESPONSE: 19 + +PROMPT: 90 +RESPONSE: 90 + +# Source: LLA 2C Figure 3 $DIALOGUE Numbers and Nouns -INTRO: Now we put numbers together with plural nouns. Say each phrase. +ID: 2c-f3 +INTRO: Numbers meet nouns: fifty-one tables, fifty-two chairs. Listen and repeat each phrase. INSTRUCTION: Listen and repeat. REPEAT @@ -1319,9 +1183,69 @@ LINE: 69 televisions {bk01-l2c-f3-19.mp3} LINE: 70 students {bk01-l2c-f3-20.mp3} LINE: 100 teachers {bk01-l2c-f3-21.mp3} -# Source: LLA 2C Figure 4 — number discrimination -$SELECT Hear the Number -INTRO: You'll hear a number. Find it among the choices and tap it. +# Source: LLA 2B Figure 4 (placed after the number presentations it depends on) +$SELECT Which Number Do You Hear? +ID: 2b-f4 +INTRO: You'll hear a number — tap it, then check and repeat the answer. Watch out for the teen and ty traps. +INSTRUCTION: Tap the number you hear. +REPEAT + +PROMPT: 90 {bk01-l2b-f4-01-q.mp3} +OPTION: a | 19 +OPTION: b | 90 {bk01-l2b-f4-01-a.mp3} +OPTION: c | 9 +ANSWER: b + +PROMPT: 40 {bk01-l2b-f4-02-q.mp3} +OPTION: a | 40 {bk01-l2b-f4-02-a.mp3} +OPTION: b | 4 +OPTION: c | 14 +ANSWER: a + +PROMPT: 30 {bk01-l2b-f4-03-q.mp3} +OPTION: a | 3 +OPTION: b | 13 +OPTION: c | 30 {bk01-l2b-f4-03-a.mp3} +ANSWER: c + +PROMPT: 16 {bk01-l2b-f4-04-q.mp3} +OPTION: a | 16 {bk01-l2b-f4-04-a.mp3} +OPTION: b | 60 +OPTION: c | 6 +ANSWER: a + +PROMPT: 70 {bk01-l2b-f4-05-q.mp3} +OPTION: a | 70 {bk01-l2b-f4-05-a.mp3} +OPTION: b | 17 +OPTION: c | 7 +ANSWER: a + +PROMPT: 80 {bk01-l2b-f4-06-q.mp3} +OPTION: a | 80 {bk01-l2b-f4-06-a.mp3} +OPTION: b | 18 +OPTION: c | 8 +ANSWER: a + +PROMPT: 35 {bk01-l2b-f4-07-q.mp3} +OPTION: a | 5 +OPTION: b | 30 +OPTION: c | 35 {bk01-l2b-f4-07-a.mp3} +ANSWER: c + +PROMPT: 22 {bk01-l2b-f4-08-q.mp3} +OPTION: a | 20 +OPTION: b | 22 {bk01-l2b-f4-08-a.mp3} +OPTION: c | 2 +ANSWER: b + +$LESSON 2-6: Numbers (2) + +# Source: LLA 2C Figure 4 +# DROPPED (twin): ST "Circle the Number" (l2-s10) — TTS number-discrimination pass with +# invented answers; this cassette version covers the same skill. +$SELECT Tap the Number +ID: 2c-f4 +INTRO: More number listening — twenty rounds this time. Tap the number you hear. After this, no number can hide from you. INSTRUCTION: Tap the number you hear. PROMPT: 10 {bk01-l2c-f4-01.mp3} @@ -1464,66 +1388,13 @@ OPTION: c | 18 OPTION: d | 80 ANSWER: b -# Source: LLA 2B Figure 4 — teen vs ty discrimination -$SELECT Teen or Ty? -INTRO: These pairs sound alike — listen carefully and tap the number you hear. -INSTRUCTION: Tap the number you hear. -REPEAT - -PROMPT: 90 {bk01-l2b-f4-01-q.mp3} -OPTION: a | 19 -OPTION: b | 90 {bk01-l2b-f4-01-a.mp3} -OPTION: c | 9 -ANSWER: b - -PROMPT: 40 {bk01-l2b-f4-02-q.mp3} -OPTION: a | 40 {bk01-l2b-f4-02-a.mp3} -OPTION: b | 4 -OPTION: c | 14 -ANSWER: a - -PROMPT: 30 {bk01-l2b-f4-03-q.mp3} -OPTION: a | 3 -OPTION: b | 13 -OPTION: c | 30 {bk01-l2b-f4-03-a.mp3} -ANSWER: c - -PROMPT: 16 {bk01-l2b-f4-04-q.mp3} -OPTION: a | 16 {bk01-l2b-f4-04-a.mp3} -OPTION: b | 60 -OPTION: c | 6 -ANSWER: a - -PROMPT: 70 {bk01-l2b-f4-05-q.mp3} -OPTION: a | 70 {bk01-l2b-f4-05-a.mp3} -OPTION: b | 17 -OPTION: c | 7 -ANSWER: a - -PROMPT: 80 {bk01-l2b-f4-06-q.mp3} -OPTION: a | 80 {bk01-l2b-f4-06-a.mp3} -OPTION: b | 18 -OPTION: c | 8 -ANSWER: a - -PROMPT: 35 {bk01-l2b-f4-07-q.mp3} -OPTION: a | 5 -OPTION: b | 30 -OPTION: c | 35 {bk01-l2b-f4-07-a.mp3} -ANSWER: c - -PROMPT: 22 {bk01-l2b-f4-08-q.mp3} -OPTION: a | 20 -OPTION: b | 22 {bk01-l2b-f4-08-a.mp3} -OPTION: c | 2 -ANSWER: b - -# Source: LLA 2C Figure 5 — number dictation -$PRODUCE Write the Number -INTRO: Listen to each number and type it using digits. -INSTRUCTION: Type the number you hear. +# Source: LLA 2C Figure 5 +$PRODUCE Number Dictation +ID: 2c-f5 INPUT: type CHECK: exact +INTRO: Number dictation. Listen and type the number you hear, in digits. +INSTRUCTION: Type the number you hear. PROMPT: 13 {bk01-l2c-f5-01.mp3} RESPONSE: 13 {bk01-l2c-f5-01.mp3} @@ -1555,9 +1426,10 @@ RESPONSE: 11 {bk01-l2c-f5-09.mp3} PROMPT: 60 {bk01-l2c-f5-10.mp3} RESPONSE: 60 {bk01-l2c-f5-10.mp3} -# Source: ST §Numbers (digit → word) +# Source: ST §Numbers $PRODUCE Write the Number Word -INTRO: You'll see a number; type out its English word. +ID: l2-s12 +INTRO: Now write the numbers as words. You'll see the digits — type the word, hyphens and all. INSTRUCTION: Type the missing number word. INPUT: type CHECK: exact @@ -1565,6 +1437,7 @@ CHECK: exact EXAMPLE TEMPLATE: 79 ____ RESPONSE: seventy-nine +ACCEPT: seventy nine TEMPLATE: 1 ____ RESPONSE: one @@ -1589,23 +1462,28 @@ RESPONSE: nineteen TEMPLATE: 21 ____ RESPONSE: twenty-one +ACCEPT: twenty one TEMPLATE: 31 ____ RESPONSE: thirty-one +ACCEPT: thirty one TEMPLATE: 41 ____ RESPONSE: forty-one +ACCEPT: forty one TEMPLATE: 51 ____ RESPONSE: fifty-one +ACCEPT: fifty one -# ============================================================ -$LESSON 2-6: Occupations -# ============================================================ +$LESSON 2-7: People — Names and Jobs -# Source: LLA 2B Figure 3 (Part 1) — occupations he/she -$DIALOGUE People's Jobs {page_043_001.jpg} -INTRO: Let's meet some people and learn their jobs. Just listen. +# Source: LLA 2B Figure 3 (Part 1) +# DROPPED (twin): ST word list "This Is a Pilot." (l2-s18) — bare occupation word list; +# the same occupations are presented here in full sentences with pictures. +$DIALOGUE Betty's a Cook +ID: 2b-f3 +INTRO: This part is about people: their names and their jobs. Meet seven of them — look at each picture and listen. No repeating yet. INSTRUCTION: Listen to the sentences. LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3} @@ -1616,36 +1494,55 @@ LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3} LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3} LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3} -# Source: ST §This Is a Pilot (occupation vocab) -$DIALOGUE Occupations -INTRO: Here are the occupation words on their own. Say each one. -INSTRUCTION: Repeat the words. -REPEAT +# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. +$GRAMMAR I'm, You're, Bill's +ID: l2-s19 +INTRO: Here's how to say who is what — the long way, and the short way English actually uses. -VOCAB: doctor -LINE: a doctor {st-page_043_001.jpg} +| | | | +|---|---|---| +| I | am | a student. | +| I | am | a pilot. | +| I | am | a doctor. | -VOCAB: pilot -LINE: a pilot {st-page_043_002.jpg} +**I + am = I'm** -VOCAB: student -LINE: a student {st-page_043_003.jpg} +| | | +|---|---| +| I'm | a student. | +| I'm | a pilot. | +| I'm | a doctor. | -VOCAB: barber -LINE: a barber {st-page_043_004.jpg} +| | | | +|---|---|---| +| You | are | a teacher. | +| You | are | a barber. | +| You | are | a cook. | -VOCAB: cook -LINE: a cook {st-page_044_001.jpg} +**You + are = You're** -VOCAB: mechanic -LINE: a mechanic {st-page_044_002.jpg} +| | | +|---|---| +| You're | a teacher. | +| You're | a barber. | +| You're | a cook. | -VOCAB: teacher -LINE: a teacher {st-page_044_003.jpg} +| | | | +|---|---|---| +| Bill | is | a pilot. | -# Source: LLA 2B Figure 3 (Part 2) — I'm +**Bill + is = Bill's** + +| | | +|---|---| +| Bill's | a pilot. | + +Say the short forms: {I'm a student.} — {You're a teacher.} — {Bill's a pilot.} + +# Source: LLA 2B Figure 3 (Part 2) $DIALOGUE I'm a Cook -INTRO: Now pretend you are each person. Say their job with "I'm". +ID: 2b-f3-b +INTRO: Now pretend you're the person in each picture. Listen and repeat: I'm a cook. INSTRUCTION: Listen and repeat. REPEAT @@ -1657,9 +1554,10 @@ LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3} LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3} LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3} -# Source: LLA 2B Figure 3 (Part 3) — You're +# Source: LLA 2B Figure 3 (Part 3) $DIALOGUE You're a Cook -INTRO: Now say each person's job with "you're". +ID: 2b-f3-c +INTRO: Now you're talking to them instead. Listen and repeat: You're a cook. INSTRUCTION: Listen and repeat. REPEAT @@ -1671,25 +1569,10 @@ LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3} LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3} LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3} -# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. (grammar) -$GRAMMAR I'm, You're, Bill's -INTRO: The verb "to be" contracts: I am becomes I'm, you are becomes you're, and Bill is becomes Bill's. - -| | | | -|---|---|---| -| I | am | a student. | -| You | are | a teacher. | -| Bill | is | a pilot. | - -**I + am = {I'm a student.}** - -**You + are = {You're a teacher.}** - -**Bill + is = {Bill's a pilot.}** - -# Source: ST §I'm a Student (presentation) -$DIALOGUE I'm a Student, You're a Teacher -INTRO: Listen to the full form and the contraction side by side, and say them. +# Source: ST §I'm a Student. +$DIALOGUE Say It Two Ways +ID: l2-s20 +INTRO: Each sentence comes twice: the long way, then the short way. Repeat both — the short way is how people really talk. INSTRUCTION: Repeat the sentences. REPEAT @@ -1711,9 +1594,16 @@ LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg} LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg} -# Source: ST §What Are You? What Am I? What's Betty? (grammar) -$GRAMMAR What Are You? -INTRO: To ask about a job, use "what" with the right form of "be". +# Source: ST §What Are You? What Am I? What's Betty? +$GRAMMAR What Am I? What Are You? +ID: l2-s21 +INTRO: To ask about someone's job, flip the sentence around and start with "what". + +| | | | +|---|---|---| +| I | am | a teacher. | +| You | are | a student. | +| Betty | is | a mechanic. | | | | | |---|---|---| @@ -1721,13 +1611,12 @@ INTRO: To ask about a job, use "what" with the right form of "be". | What | are | you? | | What | is | Betty? | -{What are you?} — {I'm a teacher.} +Ask them aloud: {What am I?} — {What are you?} — {What is Betty?} -{What's Betty?} — {Betty's a doctor.} - -# Source: ST §What Are You? (read Q&A) -$DIALOGUE What Are You? — Questions and Answers -INTRO: Here are job questions with their answers. Say each pair. +# Source: ST §What Are You? +$DIALOGUE Questions About Jobs +ID: l2-s22 +INTRO: Repeat these questions and answers about jobs — question first, answer right behind it. INSTRUCTION: Repeat these questions and answers. REPEAT @@ -1742,9 +1631,10 @@ LINE: What are you? You're a barber. LINE: What's Tom? He's a student. LINE: What am I? You're a pilot. -# Source: LLA 2D Figure 1 (Part 1) — names -$DIALOGUE Names {page_053_001.jpg} -INTRO: Here are seven people's names. Look at each picture and repeat the name. +# Source: LLA 2D Figure 1 (Part 1) +$DIALOGUE Meet Ben, Ann, and Don +ID: 2d-f1 +INTRO: Seven new faces. Look at the pictures and repeat the names you hear. INSTRUCTION: Listen and repeat each name. REPEAT @@ -1756,12 +1646,11 @@ LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3} LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3} LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3} -# Source: LLA 2D Figure 1 (Part 2) — what's his/her name -$PRODUCE What's His or Her Name? -INTRO: Look at each person, listen to the question, and answer aloud. Then repeat the answer. +# Source: LLA 2D Figure 1 (Part 2) +$PRODUCE What's His Name? What's Her Name? +ID: 2d-f1-b +INTRO: Same seven people. Listen to the question, answer aloud with a full sentence — His name is... or Her name is... — then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal REPEAT PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3} @@ -1785,12 +1674,11 @@ RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3} RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} -# Source: LLA 2D Figure 1 (Part 3) — occupations Q&A +# Source: LLA 2D Figure 1 (Part 3) $PRODUCE What's Ben? -INTRO: Now you'll be asked what each person's job is. Answer aloud, then repeat the answer. +ID: 2d-f1-c +INTRO: Same seven people — now their jobs. Answer each question aloud with a full sentence, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal REPEAT PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3} @@ -1814,12 +1702,13 @@ RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3} RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} -# Source: LLA 2D Figure 2 (Part 1) — write the names +# Source: LLA 2D Figure 2 (Part 1) $PRODUCE Write the Names -INTRO: Listen as each name is introduced and spelled out, then type the name. -INSTRUCTION: Type the name. +ID: 2d-f2 INPUT: type CHECK: exact +INTRO: You'll hear a name spelled out, letter by letter. Type the name you hear. +INSTRUCTION: Type the name. EXAMPLE PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3} @@ -1844,12 +1733,11 @@ ACCEPT: Anne PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3} RESPONSE: Ken -# Source: LLA 2D Figure 2 (Part 2) — occupations Q&A +# Source: LLA 2D Figure 2 (Part 2) $PRODUCE What Is Bill? -INTRO: Look at the same people again. Answer what each one's job is, then repeat the answer. +ID: 2d-f2-b +INTRO: New pictures, same question: what is each person? Answer aloud with a full sentence, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal REPEAT PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3} @@ -1873,12 +1761,13 @@ RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3} PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3} RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3} -# Source: LLA 2C Figure 6 — number + occupation/item -$PRODUCE Say the Number and the Word -INTRO: Look at the picture and listen to the number. Say the number with the thing you see, then repeat the answer. -INSTRUCTION: Say the number and the word aloud. +# Source: LLA 2C Figure 6 (placed here as a numbers-meet-occupations callback) +$PRODUCE How Many Barbers? +ID: 2c-f6 INPUT: speak CHECK: reveal +INTRO: Numbers and jobs together. Look at the picture, listen to the number, and say them as one phrase — twelve barbers. Then repeat the correct answer. +INSTRUCTION: Say the number and the word aloud. REPEAT EXAMPLE @@ -1915,13 +1804,97 @@ RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3} PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3} RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3} -# ============================================================ -$LESSON 2-7: Pronunciation -# ============================================================ +# Source: LLA 2A Figure 9 (word dictation — occupation vocabulary from this part) +$PRODUCE Word Dictation: Jobs +ID: 2a-f9 +INPUT: type +CHECK: exact +INTRO: Dictation to finish the part. Listen to each word and type it — mostly jobs, and you know them all by now. +INSTRUCTION: Type the word you hear. -# Source: LLA 2D LS Activity 2 — minimal pairs /e/ vs /æ/ -$DIALOGUE Listen to the Vowels -INTRO: Listen to these word pairs — the vowel changes from the "e" sound to the "a" sound. Repeat each pair. +PROMPT: pilot {bk01-l2a-f9-01.mp3} +RESPONSE: pilot {bk01-l2a-f9-01.mp3} + +PROMPT: mechanic {bk01-l2a-f9-02.mp3} +RESPONSE: mechanic {bk01-l2a-f9-02.mp3} + +PROMPT: student {bk01-l2a-f9-03.mp3} +RESPONSE: student {bk01-l2a-f9-03.mp3} + +PROMPT: doctor {bk01-l2a-f9-04.mp3} +RESPONSE: doctor {bk01-l2a-f9-04.mp3} + +PROMPT: barber {bk01-l2a-f9-05.mp3} +RESPONSE: barber {bk01-l2a-f9-05.mp3} + +PROMPT: teacher {bk01-l2a-f9-06.mp3} +RESPONSE: teacher {bk01-l2a-f9-06.mp3} + +PROMPT: cook {bk01-l2a-f9-07.mp3} +RESPONSE: cook {bk01-l2a-f9-07.mp3} + +PROMPT: notebooks {bk01-l2a-f9-08.mp3} +RESPONSE: notebooks {bk01-l2a-f9-08.mp3} + +PROMPT: windows {bk01-l2a-f9-09.mp3} +RESPONSE: windows {bk01-l2a-f9-09.mp3} + +PROMPT: pictures {bk01-l2a-f9-10.mp3} +RESPONSE: pictures {bk01-l2a-f9-10.mp3} + +$LESSON 2-8: Conversations and Sounds + +# Source: LLA 2B Figure 6 +$DIALOGUE Good Morning, Mr. Wilson +ID: 2b-f6 +INTRO: Time to use it all in real conversations, then sharpen your ear on some tricky sounds. First, Ted meets his new teacher. Listen and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} +Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} +Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} +Ted: My name is Ted. {bk01-l2b-f6-05.mp3} + +# Source: ST §Spell Your Name, Please. +# SKIPPED (book): ST "P-L-E-A-S-E, SPELLS PLEASE." spelling-aloud section — teacher-led +# oral spelling; the "spell" vocabulary is carried in this dialog instead. +$DIALOGUE Spell Your Name, Please +ID: l2-s23 +INTRO: Bob wants Ken's name — all of it, letter by letter. Listen and repeat each line. +INSTRUCTION: Repeat and read the dialog. +REPEAT + +Bob: Hello. My name is Bob. What's your name? +Ken: My name is Ken Bates. + +Bob: Repeat your name, please. +Ken: It's Ken Bates. + +VOCAB: to spell | spell +Bob: Spell your name, please. +Ken: K-e-n. B-a-t-e-s. + +# Source: ST §That's His Classroom. +$DIALOGUE That's His Classroom +ID: l2-s24 +INTRO: Ms. Evans shows Don his classroom. Steve gets a classroom too, eventually. Listen and repeat each line. +INSTRUCTION: Practice this dialog. +REPEAT + +Ms_Evans: Good morning. I'm Ms. Evans. +Don: Hi! I'm Don, and this is Steve. + +Ms_Evans: Don, this is your classroom, and I'm your teacher. +Don: Thank you, Ms. Evans. What's his classroom? + +Ms_Evans: His classroom is number 22. +Don: Oh, yes. Mr. Davis is his teacher. + +# Source: LLA 2D Listening/Speaking Activity 2 +$DIALOGUE Met or Mat? Listen and Repeat +ID: 2d-ls2 +INTRO: These word pairs sound almost the same — almost. The vowel in the middle is the whole difference. Listen carefully and repeat each pair. INSTRUCTION: Listen and repeat. REPEAT @@ -1936,10 +1909,14 @@ LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3} LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3} LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3} -# Source: ST §Pan/Pen (read word pairs) -$DIALOGUE Read the Word Pairs -INTRO: Here are more "e" and "a" word pairs to read. +# Source: ST §Pan/Pen (kept alongside the cassette pass: it is a reading pass and +# adds pairs — bat/bet, tan/ten, pan/pen, lass/less, lather/leather, rack/wreck, +# batter/better — that feed the Same or Different check below) +$DIALOGUE Pan or Pen? Read the Pairs +ID: l2-s25 +INTRO: Now read similar pairs yourself, out loud. Same drill, but this time your eyes lead and your mouth follows. INSTRUCTION: Read these words. +REPEAT LINE: and / end LINE: bath / Beth @@ -1954,9 +1931,10 @@ LINE: lather / leather LINE: rack / wreck LINE: batter / better -# Source: LLA 2D Figure 3 — same/different vowel discrimination -$SELECT Same or Different Sound -INTRO: Listen to two words. Are they exactly the same, or different? Tap your answer. +# Source: LLA 2D Figure 3 +$SELECT Same or Different? +ID: 2d-f3 +INTRO: You'll hear two words. Tap S if they're the same word, or D if they're different. Trust your ears, not your hopes. INSTRUCTION: Tap S for Same or D for Different. OPTION: s | S (Same) OPTION: d | D (Different) @@ -1999,9 +1977,10 @@ ANSWER: d PROMPT: lather, leather {bk01-l2d-f3-10.mp3} ANSWER: d -# Source: LLA 2D Figure 4 — K vs G sound -$SELECT K or G Sound -INTRO: Listen for the hard sound — is it the K of "came" or the G of "game"? Tap the sound you hear. +# Source: LLA 2D Figure 4 +$SELECT K or G? +ID: 2d-f4 +INTRO: Two sounds: K as in "came", and G as in "game". Listen to each word and tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | K sound (as in came) OPTION: b | G sound (as in game) @@ -2040,6 +2019,213 @@ ANSWER: b PROMPT: coal, coal {bk01-l2d-f4-10.mp3} ANSWER: a -# SKIPPED (book): ST Listening-skill blocks "CLOSE/GOODBYE" (/s/–/z/) and "SAME/DIFFERENT" -# (word-pair discrimination) — instructor-read with no recorded stimulus and no given -# words. Convertible later with chosen items + TTS. +# SKIPPED (book): ST Listening-skill "CLOSE / GOODBYE" (/s/-/z/) and ST Listening-skill +# "SAME/DIFFERENT" — instructor-read sound discrimination with no recorded stimulus and no +# given word list. Convertible later with chosen items + TTS. + +$LESSON 2-9: Extra Practice — Reading Letters + +# Source: ST §Same/Different (letter shapes; optional part for script-unfamiliar learners) +$SELECT Same Letter or Different? +ID: l2-s2 +INTRO: This last part is optional extra practice reading English letter shapes. If you can already tell b from d at a glance, skip ahead with a clear conscience. Otherwise: look at each pair of letters and tap Same or Different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +TEMPLATE: P ... d +ANSWER: d + +TEMPLATE: D ... O +ANSWER: d + +TEMPLATE: c ... a +ANSWER: d + +TEMPLATE: P ... B +ANSWER: d + +TEMPLATE: b ... d +ANSWER: d + +TEMPLATE: A ... H +ANSWER: d + +TEMPLATE: e ... c +ANSWER: d + +TEMPLATE: f ... f +ANSWER: s + +TEMPLATE: b ... b +ANSWER: s + +TEMPLATE: g ... d +ANSWER: d + +TEMPLATE: f ... j +ANSWER: d + +TEMPLATE: C ... C +ANSWER: s + +TEMPLATE: k ... h +ANSWER: d + +TEMPLATE: E ... F +ANSWER: d + +TEMPLATE: d ... p +ANSWER: d + +TEMPLATE: G ... G +ANSWER: s + +TEMPLATE: c ... o +ANSWER: d + +TEMPLATE: J ... L +ANSWER: d + +TEMPLATE: b ... p +ANSWER: d + +TEMPLATE: m ... n +ANSWER: d + +TEMPLATE: D ... D +ANSWER: s + +# Source: ST §Circle the Letter (letter shapes) +$SELECT Find the Matching Letter +ID: l2-s3 +INTRO: One more round of shape-spotting: you'll see a letter — tap its exact match. b is not d, and never will be. That's the end of the lesson — nicely done. +INSTRUCTION: Tap the matching letter. + +EXAMPLE +TEMPLATE: a +OPTION: 1 | c +OPTION: 2 | o +OPTION: 3 | a +ANSWER: 3 + +TEMPLATE: A +OPTION: 1 | A +OPTION: 2 | H +OPTION: 3 | P +ANSWER: 1 + +TEMPLATE: e +OPTION: 1 | a +OPTION: 2 | g +OPTION: 3 | e +ANSWER: 3 + +TEMPLATE: D +OPTION: 1 | O +OPTION: 2 | C +OPTION: 3 | D +ANSWER: 3 + +TEMPLATE: d +OPTION: 1 | b +OPTION: 2 | d +OPTION: 3 | p +ANSWER: 2 + +TEMPLATE: L +OPTION: 1 | J +OPTION: 2 | L +OPTION: 3 | F +ANSWER: 2 + +TEMPLATE: k +OPTION: 1 | k +OPTION: 2 | h +OPTION: 3 | a +ANSWER: 1 + +TEMPLATE: c +OPTION: 1 | e +OPTION: 2 | c +OPTION: 3 | o +ANSWER: 2 + +TEMPLATE: M +OPTION: 1 | M +OPTION: 2 | N +OPTION: 3 | H +ANSWER: 1 + +TEMPLATE: f +OPTION: 1 | h +OPTION: 2 | j +OPTION: 3 | f +ANSWER: 3 + +TEMPLATE: B +OPTION: 1 | B +OPTION: 2 | E +OPTION: 3 | D +ANSWER: 1 + +TEMPLATE: b +OPTION: 1 | p +OPTION: 2 | d +OPTION: 3 | b +ANSWER: 3 + +TEMPLATE: g +OPTION: 1 | a +OPTION: 2 | p +OPTION: 3 | g +ANSWER: 3 + +TEMPLATE: h +OPTION: 1 | h +OPTION: 2 | k +OPTION: 3 | b +ANSWER: 1 + +TEMPLATE: i +OPTION: 1 | l +OPTION: 2 | i +OPTION: 3 | j +ANSWER: 2 + +TEMPLATE: n +OPTION: 1 | o +OPTION: 2 | m +OPTION: 3 | n +ANSWER: 3 + +TEMPLATE: o +OPTION: 1 | c +OPTION: 2 | e +OPTION: 3 | o +ANSWER: 3 + +TEMPLATE: C +OPTION: 1 | C +OPTION: 2 | O +OPTION: 3 | D +ANSWER: 1 + +TEMPLATE: P +OPTION: 1 | P +OPTION: 2 | F +OPTION: 3 | B +ANSWER: 1 + +TEMPLATE: K +OPTION: 1 | A +OPTION: 2 | K +OPTION: 3 | H +ANSWER: 2 + +TEMPLATE: G +OPTION: 1 | O +OPTION: 2 | C +OPTION: 3 | G +ANSWER: 3 diff --git a/book-1-lesson-2/bk01-l2a-f3-01.mp3 b/book-1-lesson-2/bk01-l2a-f3-01.mp3 new file mode 100644 index 00000000..77677a4b Binary files /dev/null and b/book-1-lesson-2/bk01-l2a-f3-01.mp3 differ diff --git a/book-1-lesson-2/bk01-l2a-f3-02.mp3 b/book-1-lesson-2/bk01-l2a-f3-02.mp3 new file mode 100644 index 00000000..49efcf1b Binary files /dev/null and b/book-1-lesson-2/bk01-l2a-f3-02.mp3 differ diff --git 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$MODULE Book 1 · Lesson 3: Is He a Teacher? {st-page_051_001.jpg} FORMAT: 2 DIOCO_DOC_ID: alc_book1_lesson3 -DESCRIPTION: The alphabet, occupations, subject pronouns, the verb BE (affirmative, negative, questions, short answers), and American coins. +DESCRIPTION: Occupations, the verb BE with every pronoun, negatives, yes/no questions and short answers, U.S. coins, plus sounds and spelling. The final part (Reading Letters) is optional extra 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: Sgt_Jones | achernar | Male speaker, brisk and friendly -VOICE: Student | achird | Male student VOICE: Student_1 | achernar | Male student -VOICE: Student_2 | achird | Male student -VOICE: Narrator | achernar | speaker (auto) +VOICE: Student_2 | schedar | Male student +VOICE: Sgt_Jones | achernar | Male sergeant, brisk but friendly +VOICE: Student | achird | Male student +VOICE: ID | achernar | speaker (auto) +VOICE: Narrator | achird | speaker (auto) -# ===================================================================== $LESSON 3-1: The Alphabet and Spelling # Source: LLA 3A Figure 1 $DIALOGUE The Alphabet -INTRO: Let's warm up with the alphabet. Listen to each letter and say it back. -INSTRUCTION: Repeat each letter. +ID: 3a-f1 +INTRO: In this lesson you'll learn to say what people do for a living, count American coins, and ask and answer yes/no questions. First, the alphabet — listen and repeat each letter. All twenty-six; nobody gets skipped. +INSTRUCTION: Listen and repeat each letter. REPEAT LINE: A {bk01-l3a-f1-01.mp3} @@ -50,88 +52,89 @@ LINE: Y {bk01-l3a-f1-25.mp3} LINE: Z {bk01-l3a-f1-26.mp3} # Source: LLA 3A Figure 2 -$SELECT Hear the Letter (Lowercase) -INTRO: Now test your ear. You'll hear a letter — tap the one you hear. +$SELECT Tap the Letter You Hear +ID: 3a-f2 +INTRO: Now let's see how well those letters stuck. You'll hear one letter — tap it from the four choices. INSTRUCTION: Tap the letter you hear. -PROMPT: B. {bk01-l3a-f2-01.mp3} +PROMPT: B {bk01-l3a-f2-01.mp3} OPTION: a | a OPTION: b | b OPTION: c | c OPTION: d | d ANSWER: b -PROMPT: H. {bk01-l3a-f2-02.mp3} +PROMPT: H {bk01-l3a-f2-02.mp3} OPTION: a | e OPTION: b | f OPTION: c | g OPTION: d | h ANSWER: d -PROMPT: L. {bk01-l3a-f2-03.mp3} +PROMPT: L {bk01-l3a-f2-03.mp3} OPTION: a | i OPTION: b | j OPTION: c | k OPTION: d | l ANSWER: d -PROMPT: O. {bk01-l3a-f2-04.mp3} +PROMPT: O {bk01-l3a-f2-04.mp3} OPTION: a | m OPTION: b | n OPTION: c | o OPTION: d | p ANSWER: c -PROMPT: T. {bk01-l3a-f2-05.mp3} +PROMPT: T {bk01-l3a-f2-05.mp3} OPTION: a | q OPTION: b | r OPTION: c | s OPTION: d | t ANSWER: d -PROMPT: X. {bk01-l3a-f2-06.mp3} +PROMPT: X {bk01-l3a-f2-06.mp3} OPTION: a | u OPTION: b | v OPTION: c | w OPTION: d | x ANSWER: d -PROMPT: A. {bk01-l3a-f2-07.mp3} +PROMPT: A {bk01-l3a-f2-07.mp3} OPTION: a | Y OPTION: b | Z OPTION: c | A OPTION: d | B ANSWER: c -PROMPT: D. {bk01-l3a-f2-08.mp3} +PROMPT: D {bk01-l3a-f2-08.mp3} OPTION: a | C OPTION: b | D OPTION: c | E OPTION: d | F ANSWER: b -PROMPT: J. {bk01-l3a-f2-09.mp3} +PROMPT: J {bk01-l3a-f2-09.mp3} OPTION: a | G OPTION: b | H OPTION: c | I OPTION: d | J ANSWER: d -PROMPT: M. {bk01-l3a-f2-10.mp3} +PROMPT: M {bk01-l3a-f2-10.mp3} OPTION: a | K OPTION: b | L OPTION: c | M OPTION: d | N ANSWER: c -PROMPT: R. {bk01-l3a-f2-11.mp3} +PROMPT: R {bk01-l3a-f2-11.mp3} OPTION: a | O OPTION: b | P OPTION: c | Q OPTION: d | R ANSWER: d -PROMPT: U. {bk01-l3a-f2-12.mp3} +PROMPT: U {bk01-l3a-f2-12.mp3} OPTION: a | S OPTION: b | T OPTION: c | U @@ -139,307 +142,270 @@ OPTION: d | V ANSWER: c # Source: LLA 3A Figure 12 -$SELECT Hear the Letter Again -INTRO: A few more. Listen carefully — these vowels sound alike. +$SELECT Tap the Letter You Hear (Second Round) +ID: 3a-f12 +INTRO: A few more letters — these ones like to sound alike, so listen closely before you tap. INSTRUCTION: Tap the letter you hear. -EXAMPLE -PROMPT: A. {bk01-l3a-f12-ex.mp3} -OPTION: a | a -OPTION: b | e -OPTION: c | i -OPTION: d | o -ANSWER: a - -PROMPT: D. {bk01-l3a-f12-01.mp3} +PROMPT: D {bk01-l3a-f12-01.mp3} OPTION: a | a OPTION: b | b OPTION: c | c OPTION: d | d ANSWER: d -PROMPT: I. {bk01-l3a-f12-02.mp3} +PROMPT: I {bk01-l3a-f12-02.mp3} OPTION: a | e OPTION: b | a OPTION: c | i OPTION: d | y ANSWER: c -PROMPT: M. {bk01-l3a-f12-03.mp3} +PROMPT: M {bk01-l3a-f12-03.mp3} OPTION: a | h OPTION: b | m OPTION: c | n OPTION: d | w ANSWER: b -PROMPT: E. {bk01-l3a-f12-04.mp3} +PROMPT: E {bk01-l3a-f12-04.mp3} OPTION: a | a OPTION: b | i OPTION: c | e OPTION: d | y ANSWER: c -# Source: ST §Spell It, Please +# Source: ST §Spell It, Please. $DIALOGUE Spell It, Please -INTRO: Sergeant Jones is checking a new student in. Listen to how he asks him to spell his name. -INSTRUCTION: Listen, then repeat and read the dialog. +ID: l3-s1 +INTRO: Sergeant Jones needs a name and a student control number — and he wants them spelled out. Listen to the dialog and repeat each line; spelling your own name aloud is a skill you'll use forever. +INSTRUCTION: Listen and repeat each line. REPEAT Sgt_Jones: What's your name? Student: John Doe. - -VOCAB: spell Sgt_Jones: Spell it, please. Student: J-O-H-N D-O-E. VOCAB: student control number Sgt_Jones: What's your student control number? Student: 82976832. - Sgt_Jones: Repeat that, please. Student: 82976832. - Sgt_Jones: Okay. -# Source: LLA 3C Figure 1 -$PRODUCE Spelling — Type the Word -INTRO: You'll hear a word spelled out letter by letter. Type the whole word. -INSTRUCTION: Type the spelled word. -INPUT: type -CHECK: exact +$LESSON 3-2: Occupations — He, She, They -EXAMPLE -PROMPT: P, E, N, N, Y. {bk01-l3c-f1-00-ex.mp3} -RESPONSE: penny {bk01-l3c-f1-00-ex-a.mp3} +# Source: ST §He Is a Teacher. She Is a Doctor. (grammar) +$GRAMMAR He's and She's +ID: l3-s2 +INTRO: Time to meet some teachers, pilots, and barbers. First, one small habit of English: "is" almost always gets squeezed into the word before it. -PROMPT: D, O, L, L, A, R. {bk01-l3c-f1-01.mp3} -RESPONSE: dollar {bk01-l3c-f1-01-a.mp3} +In everyday English, **is** contracts onto the word before it: -PROMPT: T, A, B, L, E. {bk01-l3c-f1-02.mp3} -RESPONSE: table {bk01-l3c-f1-02-a.mp3} - -PROMPT: P, E, N, C, I, L. {bk01-l3c-f1-03.mp3} -RESPONSE: pencil {bk01-l3c-f1-03-a.mp3} - -PROMPT: P, I, C, T, U, R, E. {bk01-l3c-f1-04.mp3} -RESPONSE: picture {bk01-l3c-f1-04-a.mp3} - -PROMPT: Q, U, A, R, T, E, R. {bk01-l3c-f1-05.mp3} -RESPONSE: quarter {bk01-l3c-f1-05-a.mp3} - -PROMPT: M, E, C, H, A, N, I, C. {bk01-l3c-f1-06.mp3} -RESPONSE: mechanic {bk01-l3c-f1-06-a.mp3} - -PROMPT: D, O, C, T, O, R. {bk01-l3c-f1-07.mp3} -RESPONSE: doctor {bk01-l3c-f1-07-a.mp3} - -PROMPT: T, E, A, C, H, E, R. {bk01-l3c-f1-08.mp3} -RESPONSE: teacher {bk01-l3c-f1-08-a.mp3} - -PROMPT: W, E. {bk01-l3c-f1-09.mp3} -RESPONSE: we {bk01-l3c-f1-09-a.mp3} - -PROMPT: Y, O, U. {bk01-l3c-f1-10.mp3} -RESPONSE: you {bk01-l3c-f1-10-a.mp3} - -# Source: LLA 3C Figure 2 -$PRODUCE Spell It Aloud -INTRO: Now the other way round — read the word and spell it out loud, then check yourself. -INSTRUCTION: Spell the word aloud, letter by letter. -INPUT: speak -CHECK: reveal -REPEAT - -TEMPLATE: nickel -RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3} - -TEMPLATE: money -RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3} - -TEMPLATE: she -RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3} - -TEMPLATE: not -RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3} - -TEMPLATE: barber -RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3} - -TEMPLATE: they -RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3} - -TEMPLATE: penny -RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3} - -TEMPLATE: my -RESPONSE: M-Y. {bk01-l3c-f2-08.mp3} - -TEMPLATE: your -RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3} - -TEMPLATE: pilot -RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3} - -# ===================================================================== -$LESSON 3-2: Occupations and Pronouns - -# Source: ST §He Is a Teacher / She Is a Doctor -$GRAMMAR He's a Teacher. She's a Doctor. -INTRO: When you say what someone does, English usually shortens "is" to "'s". Listen for the contraction. - -A name or **he/she** plus **is** usually contracts in speech: - -| Full form | Contraction | +| | | |---|---| -| {Bill is a pilot.} | {Bill's a pilot.} | -| {He is a pilot.} | {He's a pilot.} | -| {Betty is a doctor.} | {Betty's a doctor.} | -| {She is a doctor.} | {She's a doctor.} | +| Bill + is = Bill's | a pilot. | +| He + is = He's | a pilot. | +| Betty + is = Betty's | a doctor. | +| She + is = She's | a doctor. | -# Source: ST §He Is a Teacher / She Is a Doctor -$DIALOGUE Full Form and Contraction -INTRO: Here's the long form and the short form side by side. Repeat both. -INSTRUCTION: Repeat each pair. +Say {He's a pilot} and {She's a doctor} — the long forms "He is", "She is" sound formal and slow. + +# Source: ST §He Is a Teacher. She Is a Doctor. (sentences) +$DIALOGUE Say It Both Ways +ID: l3-s3 +INTRO: Each sentence comes twice — first the long way, then the everyday short way. Repeat both, then use the short one for the rest of your life. +INSTRUCTION: Listen and repeat. REPEAT +VOCAB: he's LINE: He is a mechanic. He's a mechanic. + +VOCAB: she's LINE: She is a mechanic. She's a mechanic. + LINE: She is a doctor. She's a doctor. + LINE: He is a doctor. He's a doctor. + LINE: He is a cook. He's a cook. + LINE: She is a cook. She's a cook. + LINE: She is a student. She's a student. + LINE: He is a student. He's a student. + LINE: He is a pilot. He's a pilot. + LINE: She is a pilot. She's a pilot. # Source: LLA 3A Figure 3 -$DIALOGUE Occupations — He and She {page_058_001.jpg} -INTRO: Look at each person and listen to the question and answer. These are the jobs we'll keep using all lesson. +# DROPPED (twin): ST "He" / "She" picture panels (l3-s4, l3-s5) — same presentations on cassette here and in 3b-f1. +$DIALOGUE What's He? What's She? +ID: 3a-f3 +INTRO: Seven people, seven jobs. Look at each picture, listen to the question and its answer, and repeat both. INSTRUCTION: Listen and repeat. REPEAT -Narrator: What's he? {page_058_001.jpg} {bk01-l3a-f3-01-q.mp3} -LINE: He's a teacher. {page_058_001.jpg} {bk01-l3a-f3-01-a.mp3} +VOCAB: teacher +LINE: What's he? He's a teacher. {page_058_001.jpg} {bk01-l3a-f3-01.mp3} -Narrator: What's she? {page_058_002.jpg} {bk01-l3a-f3-02-q.mp3} -LINE: She's a student. {page_058_002.jpg} {bk01-l3a-f3-02-a.mp3} +VOCAB: student +LINE: What's she? She's a student. {page_058_002.jpg} {bk01-l3a-f3-02.mp3} -Narrator: What's he? {page_058_003.jpg} {bk01-l3a-f3-03-q.mp3} -LINE: He's a mechanic. {page_058_003.jpg} {bk01-l3a-f3-03-a.mp3} +VOCAB: mechanic +LINE: What's he? He's a mechanic. {page_058_003.jpg} {bk01-l3a-f3-03.mp3} -Narrator: What's she? {page_058_004.jpg} {bk01-l3a-f3-04-q.mp3} -LINE: She's a cook. {page_058_004.jpg} {bk01-l3a-f3-04-a.mp3} +VOCAB: cook +LINE: What's she? She's a cook. {page_058_004.jpg} {bk01-l3a-f3-04.mp3} -Narrator: What's he? {page_058_005.jpg} {bk01-l3a-f3-05-q.mp3} -LINE: He's a barber. {page_058_005.jpg} {bk01-l3a-f3-05-a.mp3} +VOCAB: barber +LINE: What's he? He's a barber. {page_058_005.jpg} {bk01-l3a-f3-05.mp3} -Narrator: What's she? {page_058_006.jpg} {bk01-l3a-f3-06-q.mp3} -LINE: She's a doctor. {page_058_006.jpg} {bk01-l3a-f3-06-a.mp3} +VOCAB: doctor +LINE: What's she? She's a doctor. {page_058_006.jpg} {bk01-l3a-f3-06.mp3} -Narrator: What's he? {page_058_007.jpg} {bk01-l3a-f3-07-q.mp3} -LINE: He's a pilot. {page_058_007.jpg} {bk01-l3a-f3-07-a.mp3} +VOCAB: pilot +LINE: What's he? He's a pilot. {page_058_007.jpg} {bk01-l3a-f3-07.mp3} + +# Source: ST §They're Students. (grammar) +$GRAMMAR They're +ID: l3-s6 +INTRO: One doctor is "he" or "she". Two doctors are "they" — and when that happens, the "a" disappears and an "-s" shows up. + +| | | | | +|---|---|---|---| +| She | is | a | doctor. | +| He | is | a | doctor. | +| **They** | **are** | | **doctors.** | + +| | | +|---|---| +| They + are = They're | doctors. | +| | pilots. | +| | barbers. | + +So: {She's a doctor.} + {He's a doctor.} = {They're doctors.} — no "a", and "-s" on the job. # Source: LLA 3A Figure 4 -$DIALOGUE Occupations — They {page_058_008.jpg} -INTRO: Now there's more than one person in each picture, so we use "they". +# DROPPED (twin): ST "They" picture panel (l3-s7) — same plural presentation on cassette here. +$DIALOGUE What Are They? +ID: 3a-f4 +INTRO: The same jobs, but now in pairs and groups. Listen to each question and answer, and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: What are they? {page_058_008.jpg} {bk01-l3a-f4-01-q.mp3} -LINE: They're doctors. {page_058_008.jpg} {bk01-l3a-f4-01-a.mp3} +LINE: What are they? They're doctors. {page_058_008.jpg} {bk01-l3a-f4-01.mp3} +LINE: What are they? They're barbers. {page_058_009.jpg} {bk01-l3a-f4-02.mp3} +LINE: What are they? They're students. {page_058_010.jpg} {bk01-l3a-f4-03.mp3} +LINE: What are they? They're teachers. {page_058_011.jpg} {bk01-l3a-f4-04.mp3} +LINE: What are they? They're mechanics. {page_058_012.jpg} {bk01-l3a-f4-05.mp3} +LINE: What are they? They're pilots. {page_059_001.jpg} {bk01-l3a-f4-06.mp3} +LINE: What are they? They're cooks. {page_059_002.jpg} {bk01-l3a-f4-07.mp3} -Narrator: What are they? {page_058_009.jpg} {bk01-l3a-f4-02-q.mp3} -LINE: They're barbers. {page_058_009.jpg} {bk01-l3a-f4-02-a.mp3} +# Source: LLA 3A Figure 5 +$DIALOGUE Occupation Sentences +ID: 3a-f5 +INTRO: Now just the sentences, no pictures — singular first, then plural. Repeat each one and keep the rhythm going. +INSTRUCTION: Listen and repeat. +REPEAT -Narrator: What are they? {page_058_010.jpg} {bk01-l3a-f4-03-q.mp3} -LINE: They're students. {page_058_010.jpg} {bk01-l3a-f4-03-a.mp3} - -Narrator: What are they? {page_058_011.jpg} {bk01-l3a-f4-04-q.mp3} -LINE: They're teachers. {page_058_011.jpg} {bk01-l3a-f4-04-a.mp3} - -Narrator: What are they? {page_058_012.jpg} {bk01-l3a-f4-05-q.mp3} -LINE: They're mechanics. {page_058_012.jpg} {bk01-l3a-f4-05-a.mp3} - -Narrator: What are they? {page_059_001.jpg} {bk01-l3a-f4-06-q.mp3} -LINE: They're pilots. {page_059_001.jpg} {bk01-l3a-f4-06-a.mp3} - -Narrator: What are they? {page_059_002.jpg} {bk01-l3a-f4-07-q.mp3} -LINE: They're cooks. {page_059_002.jpg} {bk01-l3a-f4-07-a.mp3} +LINE: He's a teacher. {bk01-l3a-f5-01.mp3} +LINE: She's a student. {bk01-l3a-f5-02.mp3} +LINE: She's a cook. {bk01-l3a-f5-03.mp3} +LINE: He's a barber. {bk01-l3a-f5-04.mp3} +LINE: He's a pilot. {bk01-l3a-f5-05.mp3} +LINE: She's a doctor. {bk01-l3a-f5-06.mp3} +LINE: He's a mechanic. {bk01-l3a-f5-07.mp3} +LINE: They're doctors. {bk01-l3a-f5-08.mp3} +LINE: They're barbers. {bk01-l3a-f5-09.mp3} +LINE: They're students. {bk01-l3a-f5-10.mp3} +LINE: They're teachers. {bk01-l3a-f5-11.mp3} +LINE: They're mechanics. {bk01-l3a-f5-12.mp3} +LINE: They're pilots. {bk01-l3a-f5-13.mp3} +LINE: They're cooks. {bk01-l3a-f5-14.mp3} # Source: LLA 3A Figure 6 -$SELECT Match the Occupation -INTRO: You'll hear a question and its answer. Tap the picture that matches. +$SELECT Match the Job to the Picture +ID: 3a-f6 +INTRO: Listen to the question and answer, then tap the picture that matches. Careful — some pictures show one person and some show a whole crew. INSTRUCTION: Tap the correct picture. -PROMPT: What's he? He's a teacher. {bk01-l3a-f6-01-q.mp3} -OPTION: a | {page_060_001.jpg} -OPTION: b | {page_060_002.jpg} -OPTION: c | {page_060_003.jpg} +PROMPT: What's he? He's a teacher. {bk01-l3a-f6-01.mp3} +OPTION: a | male teacher pointing to math equations {page_060_001.jpg} +OPTION: b | female teacher {page_060_002.jpg} +OPTION: c | two female teachers {page_060_003.jpg} ANSWER: a -PROMPT: What are they? They're students. {bk01-l3a-f6-02-q.mp3} -OPTION: a | {page_060_004.jpg} -OPTION: b | {page_060_005.jpg} -OPTION: c | {page_060_006.jpg} +PROMPT: What are they? They're students. {bk01-l3a-f6-02.mp3} +OPTION: a | male student {page_060_004.jpg} +OPTION: b | female student {page_060_005.jpg} +OPTION: c | two students {page_060_006.jpg} ANSWER: c -PROMPT: What's he? He's a mechanic. {bk01-l3a-f6-03-q.mp3} -OPTION: a | {page_060_007.jpg} -OPTION: b | {page_060_008.jpg} -OPTION: c | {page_060_009.jpg} +PROMPT: What's he? He's a mechanic. {bk01-l3a-f6-03.mp3} +OPTION: a | three mechanics {page_060_007.jpg} +OPTION: b | mechanic working on an engine {page_060_008.jpg} +OPTION: c | mechanic under the hood {page_060_009.jpg} ANSWER: c -PROMPT: What's she? She's a doctor. {bk01-l3a-f6-04-q.mp3} -OPTION: a | {page_060_010.jpg} -OPTION: b | {page_060_011.jpg} -OPTION: c | {page_060_012.jpg} +PROMPT: What's she? She's a doctor. {bk01-l3a-f6-04.mp3} +OPTION: a | female doctor {page_060_010.jpg} +OPTION: b | male doctor {page_060_011.jpg} +OPTION: c | three doctors {page_060_012.jpg} ANSWER: a -PROMPT: What are they? They're mechanics. {bk01-l3a-f6-05-q.mp3} -OPTION: a | {page_060_013.jpg} -OPTION: b | {page_060_014.jpg} -OPTION: c | {page_060_015.jpg} +PROMPT: What are they? They're mechanics. {bk01-l3a-f6-05.mp3} +OPTION: a | mechanic working on an engine {page_060_013.jpg} +OPTION: b | mechanic under the hood {page_060_014.jpg} +OPTION: c | three mechanics {page_060_015.jpg} ANSWER: c -PROMPT: What's he? He's a barber. {bk01-l3a-f6-06-q.mp3} -OPTION: a | {page_061_001.jpg} -OPTION: b | {page_061_002.jpg} -OPTION: c | {page_061_003.jpg} +PROMPT: What's he? He's a barber. {bk01-l3a-f6-06.mp3} +OPTION: a | male doctor {page_061_001.jpg} +OPTION: b | barber cutting hair {page_061_002.jpg} +OPTION: c | female teacher and student {page_061_003.jpg} ANSWER: b -PROMPT: What's she? She's a teacher. {bk01-l3a-f6-07-q.mp3} -OPTION: a | {page_061_004.jpg} -OPTION: b | {page_061_005.jpg} -OPTION: c | {page_061_006.jpg} +PROMPT: What's she? She's a teacher. {bk01-l3a-f6-07.mp3} +OPTION: a | female teacher pointing at chalkboard {page_061_004.jpg} +OPTION: b | mechanic working on an engine {page_061_005.jpg} +OPTION: c | female teacher and student {page_061_006.jpg} ANSWER: a -PROMPT: What are they? They're cooks. {bk01-l3a-f6-08-q.mp3} -OPTION: a | {page_061_007.jpg} -OPTION: b | {page_061_008.jpg} -OPTION: c | {page_061_009.jpg} +PROMPT: What are they? They're cooks. {bk01-l3a-f6-08.mp3} +OPTION: a | three cooks {page_061_007.jpg} +OPTION: b | male chef stirring a pot {page_061_008.jpg} +OPTION: c | mechanic {page_061_009.jpg} ANSWER: a -PROMPT: What are they? They're barbers. {bk01-l3a-f6-09-q.mp3} -OPTION: a | {page_061_010.jpg} -OPTION: b | {page_061_011.jpg} -OPTION: c | {page_061_012.jpg} +PROMPT: What are they? They're barbers. {bk01-l3a-f6-09.mp3} +OPTION: a | male doctor {page_061_010.jpg} +OPTION: b | class of students {page_061_011.jpg} +OPTION: c | mechanic {page_061_012.jpg} ANSWER: b -PROMPT: What's she? She's a pilot. {bk01-l3a-f6-10-q.mp3} -OPTION: a | {page_061_013.jpg} -OPTION: b | {page_061_014.jpg} -OPTION: c | {page_061_015.jpg} +PROMPT: What's she? She's a pilot. {bk01-l3a-f6-10.mp3} +OPTION: a | female pilot {page_061_013.jpg} +OPTION: b | male pilot {page_061_014.jpg} +OPTION: c | three cooks {page_061_015.jpg} ANSWER: a # Source: LLA 3A Figure 7 -$PRODUCE What Is He? What Are They? -INTRO: Look at each picture and answer the question in a full sentence, then check. +$PRODUCE Answer: What Are They? +ID: 3a-f7 +INTRO: Your turn to talk. Look at the picture, listen to the question, and answer aloud in a full sentence — then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT +EXAMPLE +PROMPT: What is he? {page_062_001.jpg} {bk01-l3a-f7-ex-q.mp3} +RESPONSE: He's a pilot. {bk01-l3a-f7-ex-a.mp3} + PROMPT: What is he? {page_062_002.jpg} {bk01-l3a-f7-01-q.mp3} RESPONSE: He's a pilot. {bk01-l3a-f7-01-a.mp3} @@ -470,37 +436,194 @@ RESPONSE: They're pilots. {bk01-l3a-f7-09-a.mp3} PROMPT: What are they? {page_062_011.jpg} {bk01-l3a-f7-10-q.mp3} RESPONSE: They're barbers. {bk01-l3a-f7-10-a.mp3} -# Source: ST §They're Students -$GRAMMAR They're Students. -INTRO: When you talk about more than one person, "he" and "she" become "they", and "is" becomes "are". +$LESSON 3-3: Am, Is, Are — Every Pronoun -| | | | | -|---|---|---|---| -| She | is | a | doctor. | -| He | is | a | doctor. | -| **They** | **are** | | **doctors.** | - -**They + are = They're**: {They're doctors.} · {They're pilots.} · {They're barbers.} - -# Source: LLA 3B Vocabulary + ST §They — illustrative occupation sentences -$DIALOGUE They — More Than One -INTRO: Here's the plural again, this time with pictures. Repeat each one. +# Source: LLA 3B vocabulary pass +$DIALOGUE Occupation Words and Sentences +ID: 3b-ls1 +INTRO: In this part you'll put "am", "is", and "are" with every pronoun. First, a second pass over the job words: each word twice, then a sentence. Repeat everything. INSTRUCTION: Listen and repeat. REPEAT -VOCAB: they're -LINE: They're doctors. {st-page_057_001.jpg} -LINE: They're pilots. {st-page_057_002.jpg} -LINE: They're barbers. {st-page_058_001.jpg} -LINE: They're cooks. {st-page_058_002.jpg} -LINE: They're mechanics. {st-page_058_003.jpg} -LINE: They're teachers. {st-page_058_004.jpg} -LINE: They're students. {st-page_058_005.jpg} +VOCAB: barber +LINE: Barber. Barber. He's a barber. He's a barber. {bk01-l3b-f1-01a.mp3} -# Source: ST §They're Students (transformation drill) +VOCAB: cook +LINE: Cook. Cook. She's a cook. She's a cook. {bk01-l3b-f1-02a.mp3} + +VOCAB: doctor +LINE: Doctor. Doctor. She's a doctor. She's a doctor. {bk01-l3b-f1-03a.mp3} + +VOCAB: mechanic +LINE: Mechanic. Mechanic. He's a mechanic. He's a mechanic. {bk01-l3b-f1-04a.mp3} + +VOCAB: pilot +LINE: Pilot. Pilot. They're pilots. They're pilots. {bk01-l3b-f1-05a.mp3} + +VOCAB: student +LINE: Students. Students. We're students. We're students. {bk01-l3b-f1-06a.mp3} + +VOCAB: teacher +LINE: Teacher. Teacher. He's a teacher. He's a teacher. {bk01-l3b-f1-07a.mp3} + +# Source: LLA 3B Figure 1 +$DIALOGUE Occupations Review +ID: 3b-f1 +INTRO: The same jobs, new faces. Look at each picture and repeat the sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: He's a barber. {page_067_001.jpg} {bk01-l3b-f1-01b.mp3} +LINE: She's a doctor. {page_067_002.jpg} {bk01-l3b-f1-02b.mp3} +LINE: He's a cook. {page_067_003.jpg} {bk01-l3b-f1-03b.mp3} +LINE: She's a student. {page_067_004.jpg} {bk01-l3b-f1-04b.mp3} +LINE: They're pilots. {page_067_005.jpg} {bk01-l3b-f1-05b.mp3} +LINE: They're teachers. {page_067_006.jpg} {bk01-l3b-f1-06b.mp3} +LINE: He's a mechanic. {page_067_007.jpg} {bk01-l3b-f1-07b.mp3} +LINE: He's a doctor. {page_067_008.jpg} {bk01-l3b-f1-08b.mp3} + +# Source: ST §We're Students. (grammar) +$GRAMMAR We're +ID: l3-s9 +INTRO: When "I" joins anyone else, the group is "we" — and "we" takes "are". + +| | | | | +|---|---|---|---| +| She | is | a | student. | +| I | am | a | student. | +| **We** | **are** | | **students.** | + +| | | +|---|---| +| We + are = We're | doctors. | +| | pilots. | +| | barbers. | + +{She's a student.} + {I'm a student.} = {We're students.} + +# Source: ST §We're Students. (sentences) +$DIALOGUE We're Students +ID: l3-s10 +INTRO: You and I, he and I, Bob and Tom and I — they all become "we". Repeat each pair of sentences. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: we +VOCAB: we're +LINE: You and I are cooks. We're cooks. + +LINE: He and I are students. We're students. +LINE: She and I are mechanics. We're mechanics. +LINE: You and I are pilots. We're pilots. +LINE: They and I are students. We're students. +LINE: John and I are teachers. We're teachers. +LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks. +LINE: Bob, Tom and I are pilots. We're pilots. +LINE: You and I are mechanics. We're mechanics. +LINE: Ted and I are barbers. We're barbers. + +# Source: ST §You're Mechanics. (grammar) +$GRAMMAR You're +ID: l3-s11 +INTRO: English uses the same "you" for one person or a whole room — only the noun changes. + +| | | | | +|---|---|---|---| +| She | is | a | mechanic. | +| You | are | a | mechanic. | +| **You** | **are** | | **mechanics.** | + +| | | +|---|---| +| You + are = You're | doctors. | +| | pilots. | +| | barbers. | + +One person: {You're a mechanic.} Several people: {You're mechanics.} + +# Source: ST §You're Mechanics. (sentences) +$DIALOGUE You're Mechanics +ID: l3-s12 +INTRO: Repeat these sentences — watch how "you" plus one more person becomes plural "you". +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: He's a pilot. You're a pilot. You're pilots. +LINE: She's a doctor. You're a doctor. You're doctors. +LINE: You're a student. He's a student. You're students. +LINE: You're a cook, and Tom is a cook. You're cooks. +LINE: You're a mechanic and she is a mechanic. You're mechanics. +LINE: Bill's a teacher. You're a teacher. You're teachers. +LINE: John's a barber. You're a barber. You're barbers. +LINE: She's a cook, and you're a cook. You're cooks. + +# Source: LLA 3B Figure 2 +$SELECT Am, Is, or Are? +ID: 3b-f2 +INTRO: Now the tape gives you the pieces of a sentence with the verb missing. Tap am, is, or are — then repeat the whole sentence. +INSTRUCTION: Tap the correct verb. +REPEAT + +EXAMPLE +PROMPT: "She" ... "a pilot." {bk01-l3b-f2-ex-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-ex-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "They" ... "students." {bk01-l3b-f2-01-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-01-a.mp3} +ANSWER: c + +PROMPT: "He" ... "a doctor." {bk01-l3b-f2-02-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-02-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "You" ... "his teacher." {bk01-l3b-f2-03-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-03-a.mp3} +ANSWER: c + +PROMPT: "He" ... "my barber." {bk01-l3b-f2-04-q.mp3} +OPTION: a | am +OPTION: b | is {bk01-l3b-f2-04-a.mp3} +OPTION: c | are +ANSWER: b + +PROMPT: "We" ... "pilots." {bk01-l3b-f2-05-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are {bk01-l3b-f2-05-a.mp3} +ANSWER: c + +PROMPT: "You" ... "a mechanic." {bk01-l3b-f2-06-q.mp3} +OPTION: a | Am +OPTION: b | Is +OPTION: c | Are {bk01-l3b-f2-06-a.mp3} +ANSWER: c + +PROMPT: "I" ... "your teacher." {bk01-l3b-f2-07-q.mp3} +OPTION: a | am {bk01-l3b-f2-07-a.mp3} +OPTION: b | is +OPTION: c | are +ANSWER: a + +PROMPT: "He" ... "a doctor." {bk01-l3b-f2-08-q.mp3} +OPTION: a | Am +OPTION: b | Is {bk01-l3b-f2-08-a.mp3} +OPTION: c | Are +ANSWER: b + +# Source: ST §Change to "They're" $PRODUCE Make It Plural -INTRO: Change each "he" or "she" sentence so it talks about more than one — say it with "they". -INSTRUCTION: Change the sentence to use "they". +ID: l3-s8 +INTRO: One cook becomes many. Read the sentence and change it to "they're" — the "a" goes away and an "-s" arrives. +INSTRUCTION: Change the sentence to plural, aloud. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -539,1177 +662,84 @@ RESPONSE: They're mechanics. PROMPT: He's a teacher. RESPONSE: They're teachers. -# Source: ST §We're Students -$GRAMMAR We're Students. -INTRO: When you include yourself in a group, use "we are" — usually shortened to "we're". +$LESSON 3-4: Money — U.S. Coins -| | | | | -|---|---|---|---| -| She | is | a | student. | -| I | am | a | student. | -| **We** | **are** | | **students.** | - -**We + are = We're**: {We're doctors.} · {We're pilots.} · {We're barbers.} - -# Source: ST §We're Students -$DIALOGUE We're Students. -INTRO: Each sentence adds you to a group. Listen for how it ends in "we're". -INSTRUCTION: Repeat and read the sentences. -REPEAT - -VOCAB: we're -LINE: You and I are cooks. We're cooks. -LINE: He and I are students. We're students. -LINE: She and I are mechanics. We're mechanics. -LINE: You and I are pilots. We're pilots. -LINE: They and I are students. We're students. -LINE: John and I are teachers. We're teachers. -LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks. -LINE: Bob, Tom and I are pilots. We're pilots. -LINE: You and I are mechanics. We're mechanics. -LINE: Ted and I are barbers. We're barbers. - -# Source: ST §You're Mechanics -$GRAMMAR You're Mechanics. -INTRO: "You" takes "are" whether it means one person or several — shortened to "you're". - -| | | | | -|---|---|---|---| -| She | is | a | mechanic. | -| You | are | a | mechanic. | -| **You** | **are** | | **mechanics.** | - -**You + are = You're**: {You're doctors.} · {You're pilots.} · {You're barbers.} - -# Source: ST §You're Mechanics -$DIALOGUE You're Mechanics. -INTRO: Listen for how single people add up to "you're" plus the plural job. -INSTRUCTION: Repeat these sentences. -REPEAT - -LINE: He's a pilot. You're a pilot. You're pilots. -LINE: She's a doctor. You're a doctor. You're doctors. -LINE: You're a student. He's a student. You're students. -LINE: You're a cook, and Tom is a cook. You're cooks. -LINE: You're a mechanic and she is a mechanic. You're mechanics. -LINE: Bill's a teacher. You're a teacher. You're teachers. -LINE: John's a barber. You're a barber. You're barbers. -LINE: She's a cook, and you're a cook. You're cooks. - -# Source: LLA 3B Figure 1 -$DIALOGUE More Occupation Practice {page_067_001.jpg} -INTRO: Listen to one more set of people and say each sentence back. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: He's a barber. {page_067_001.jpg} {bk01-l3b-f1-01.mp3} -LINE: She's a doctor. {page_067_002.jpg} {bk01-l3b-f1-02.mp3} -LINE: He's a cook. {page_067_003.jpg} {bk01-l3b-f1-03.mp3} -LINE: She's a student. {page_067_004.jpg} {bk01-l3b-f1-04.mp3} -LINE: They're pilots. {page_067_005.jpg} {bk01-l3b-f1-05.mp3} -LINE: They're teachers. {page_067_006.jpg} {bk01-l3b-f1-06.mp3} -LINE: He's a mechanic. {page_067_007.jpg} {bk01-l3b-f1-07.mp3} -LINE: He's a doctor. {page_067_008.jpg} {bk01-l3b-f1-08.mp3} - -# Source: LLA 3B Figure 2 -$SELECT Am, Is, or Are? -INTRO: Pick the right form of BE for each subject, then repeat the whole sentence. -INSTRUCTION: Tap the correct verb. -REPEAT - -EXAMPLE -PROMPT: "She" "a pilot." {bk01-l3b-f2-ex-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-ex-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "They" "students." {bk01-l3b-f2-01-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-01-a.mp3} -ANSWER: c - -PROMPT: "He" "a doctor." {bk01-l3b-f2-02-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-02-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "You" "his teacher." {bk01-l3b-f2-03-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-03-a.mp3} -ANSWER: c - -PROMPT: "He" "my barber." {bk01-l3b-f2-04-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-04-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "We" "pilots." {bk01-l3b-f2-05-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-05-a.mp3} -ANSWER: c - -PROMPT: "You" "a mechanic." {bk01-l3b-f2-06-q.mp3} -OPTION: a | Am -OPTION: b | Is -OPTION: c | Are {bk01-l3b-f2-06-a.mp3} -ANSWER: c - -PROMPT: "I" "your teacher." {bk01-l3b-f2-07-q.mp3} -OPTION: a | am {bk01-l3b-f2-07-a.mp3} -OPTION: b | is -OPTION: c | are -ANSWER: a - -PROMPT: "He" "a doctor." {bk01-l3b-f2-08-q.mp3} -OPTION: a | Am -OPTION: b | Is {bk01-l3b-f2-08-a.mp3} -OPTION: c | Are -ANSWER: b - -# Source: ST §They Are Doctors (verb-choice MCQ) -$SELECT Complete with BE -INTRO: Tap the word that finishes each sentence correctly. -INSTRUCTION: Tap the correct word. - -TEMPLATE: She ____ a pilot. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: b - -TEMPLATE: They ____ students. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: c - -TEMPLATE: You ____ my teacher. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | isn't -ANSWER: c - -TEMPLATE: He ____ a student. He's a teacher. -OPTION: a | isn't -OPTION: b | aren't -OPTION: c | is -OPTION: d | are -ANSWER: a - -TEMPLATE: We ____ pilots. We're mechanics. -OPTION: a | not -OPTION: b | am not -OPTION: c | isn't -OPTION: d | aren't -ANSWER: d - -TEMPLATE: ____ you a doctor? -OPTION: a | Am -OPTION: b | Is -OPTION: c | Not -OPTION: d | Are -ANSWER: d - -TEMPLATE: I ____ a barber. -OPTION: a | am -OPTION: b | is -OPTION: c | are -OPTION: d | not -ANSWER: a - -TEMPLATE: ____ she a barber? -OPTION: a | Am -OPTION: b | Is -OPTION: c | Not -OPTION: d | Are -ANSWER: b - -# Source: LLA 3A Figure 9 -$SELECT Listen and Choose the Picture -INTRO: A quick mixed review — coins, classroom objects, and people. Tap what you hear. -INSTRUCTION: Tap the correct picture. - -PROMPT: What's this? It's my pen. {bk01-l3a-f9-01-q.mp3} -OPTION: a | {page_064_001.jpg} -OPTION: b | {page_064_002.jpg} -OPTION: c | {page_064_003.jpg} -ANSWER: a - -PROMPT: What are those? They're half dollars. {bk01-l3a-f9-02-q.mp3} -OPTION: a | {page_064_004.jpg} -OPTION: b | {page_064_005.jpg} -OPTION: c | {page_064_006.jpg} -ANSWER: b - -PROMPT: What are these? They're letters. {bk01-l3a-f9-03-q.mp3} -OPTION: a | {page_064_007.jpg} -OPTION: b | {page_064_008.jpg} -OPTION: c | {page_064_009.jpg} -ANSWER: a - -PROMPT: What is he? He's a pilot. {bk01-l3a-f9-04-q.mp3} -OPTION: a | {page_064_010.jpg} -OPTION: b | {page_064_011.jpg} -OPTION: c | {page_064_012.jpg} -ANSWER: c - -PROMPT: What are they? They're barbers. {bk01-l3a-f9-05-q.mp3} -OPTION: a | {page_064_013.jpg} -OPTION: b | {page_064_014.jpg} -OPTION: c | {page_064_015.jpg} -ANSWER: b - -PROMPT: What is she? She's a mechanic. {bk01-l3a-f9-06-q.mp3} -OPTION: a | {page_064_016.jpg} -OPTION: b | {page_064_017.jpg} -OPTION: c | {page_064_018.jpg} -ANSWER: a - -# ===================================================================== -$LESSON 3-3: Negatives - -# Source: ST §They're Not Doctors -$GRAMMAR Negatives with BE — "not" -INTRO: To make a BE sentence negative, just put "not" after the verb. - -![Three mechanics in uniform standing next to the open hood of a car.](page_062_001.jpg) - -| | | | | -|---|---|---|---| -| I'm | not | a | pilot. | -| He's / She's / Bill's | not | a | doctor. | -| You're | not | a | student. | - -| | | | -|---|---|---| -| We're / They're | not | doctors. | -| Bill and I are | not | teachers. | -| You're | not | students. | - -# Source: ST §This Is Not Your Pen -$DIALOGUE This Is Not Your Pen. -INTRO: Listen to these negative sentences and repeat them. -INSTRUCTION: Repeat these sentences. -REPEAT - -VOCAB: not -LINE: We're not teachers. -LINE: We're not doctors. -LINE: I'm not a student. -LINE: Those are not my books. -LINE: This is not your pencil. -LINE: You're not a barber. -LINE: This is not my classroom. -LINE: She's not a cook. -LINE: These are not your pens. -LINE: They're not pilots. - -# Source: LLA 3C Figure 3 Part 1 -$DIALOGUE It's Not a Pencil. {page_074_001.jpg} -INTRO: Each picture shows one thing — so we say what it is and what it isn't. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: That's a book. It's not a pen. {page_074_001.jpg} {bk01-l3c-f3-01.mp3} -LINE: This is a lab. It isn't a classroom. {page_074_002.jpg} {bk01-l3c-f3-02.mp3} -LINE: That's a door. It's not a window. {page_074_003.jpg} {bk01-l3c-f3-03.mp3} -LINE: This is a chair. It isn't a table. {page_074_004.jpg} {bk01-l3c-f3-04.mp3} -LINE: That's a pen. It's not a pencil. {page_074_005.jpg} {bk01-l3c-f3-05.mp3} -LINE: That's not a letter. It's a number. {page_074_006.jpg} {bk01-l3c-f3-06.mp3} -LINE: It isn't a chair. It's a table. {page_075_001.jpg} {bk01-l3c-f3-07.mp3} -LINE: It's not a picture. It's a notebook. {page_075_002.jpg} {bk01-l3c-f3-08.mp3} -LINE: That isn't a clock. It's a picture. {page_075_003.jpg} {bk01-l3c-f3-09.mp3} -LINE: He's a pilot. He isn't a mechanic. {page_075_004.jpg} {bk01-l3c-f3-10.mp3} -LINE: She's a teacher. She's not a student. {page_075_005.jpg} {bk01-l3c-f3-11.mp3} -LINE: She's a doctor. She isn't a cook. {page_075_006.jpg} {bk01-l3c-f3-12.mp3} -LINE: He's not a teacher. He's a student. {page_076_001.jpg} {bk01-l3c-f3-13.mp3} -LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg} {bk01-l3c-f3-14.mp3} -LINE: He's not a barber. He's a doctor. {page_076_003.jpg} {bk01-l3c-f3-15.mp3} - -# Source: LLA 3C Figure 3 Part 2 -$PRODUCE What's That? (Singular) -INTRO: Look at the picture and say what it is and what it isn't, then check. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-ex-q.mp3} -RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-ex-a.mp3} - -PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-16-q.mp3} -RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-16-a.mp3} - -PROMPT: What's that? {page_074_002.jpg} {bk01-l3c-f3-17-q.mp3} -RESPONSE: It's a lab. It isn't a classroom. {bk01-l3c-f3-17-a.mp3} - -PROMPT: What's that? {page_074_003.jpg} {bk01-l3c-f3-18-q.mp3} -RESPONSE: It's a door. It isn't a window. {bk01-l3c-f3-18-a.mp3} - -PROMPT: What's that? {page_074_004.jpg} {bk01-l3c-f3-19-q.mp3} -RESPONSE: It's a chair. It's not a table. {bk01-l3c-f3-19-a.mp3} - -PROMPT: What's that? {page_074_005.jpg} {bk01-l3c-f3-20-q.mp3} -RESPONSE: It's a pen. It isn't a pencil. {bk01-l3c-f3-20-a.mp3} - -PROMPT: What's that? {page_074_006.jpg} {bk01-l3c-f3-21-q.mp3} -RESPONSE: It's a number. It isn't a letter. {bk01-l3c-f3-21-a.mp3} - -PROMPT: What's that? {page_075_001.jpg} {bk01-l3c-f3-22-q.mp3} -RESPONSE: It's a table. It isn't a chair. {bk01-l3c-f3-22-a.mp3} - -PROMPT: What's that? {page_075_002.jpg} {bk01-l3c-f3-23-q.mp3} -RESPONSE: It's a notebook. It isn't a picture. {bk01-l3c-f3-23-a.mp3} - -PROMPT: What's that? {page_075_003.jpg} {bk01-l3c-f3-24-q.mp3} -RESPONSE: It's a picture. It's not a clock. {bk01-l3c-f3-24-a.mp3} - -PROMPT: What's he? {page_075_004.jpg} {bk01-l3c-f3-25-q.mp3} -RESPONSE: He's a pilot. He isn't a mechanic. {bk01-l3c-f3-25-a.mp3} - -PROMPT: What's she? {page_075_005.jpg} {bk01-l3c-f3-26-q.mp3} -RESPONSE: She's a teacher. She isn't a student. {bk01-l3c-f3-26-a.mp3} - -PROMPT: What's she? {page_075_006.jpg} {bk01-l3c-f3-27-q.mp3} -RESPONSE: She's a doctor. She isn't a cook. {bk01-l3c-f3-27-a.mp3} - -PROMPT: What is he? {page_076_001.jpg} {bk01-l3c-f3-28-q.mp3} -RESPONSE: He's a student. He isn't a teacher. {bk01-l3c-f3-28-a.mp3} - -PROMPT: What's she? {page_076_002.jpg} {bk01-l3c-f3-29-q.mp3} -RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-29-a.mp3} - -PROMPT: What is he? {page_076_003.jpg} {bk01-l3c-f3-30-q.mp3} -RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-30-a.mp3} - -# Source: ST §They Aren't Pilots (isn't/aren't grammar) -$GRAMMAR They Aren't Pilots. -INTRO: "Is not" and "are not" usually shorten to "isn't" and "aren't". - -| | | | | -|---|---|---|---| -| He / She | is not = | **isn't** | a barber. | -| You / We / They | are not = | **aren't** | barbers. | - -# Source: ST §Joe Isn't a Cook -$DIALOGUE Joe Isn't a Cook. He's a Mechanic. -INTRO: Each pair corrects one fact with "isn't". Repeat and read along. -INSTRUCTION: Repeat the sentences, then read them. -REPEAT - -VOCAB: isn't -LINE: John is a student. He isn't a teacher. -LINE: He is a mechanic. He isn't a doctor. -LINE: This is my book. This isn't your book. -LINE: Sara is a teacher. She isn't a student. -LINE: He is a cook. He isn't a barber. -LINE: Mary is a teacher. She isn't a student. -LINE: That isn't my pen. That's her pen. -LINE: My name isn't Tom. It's John. -LINE: Sally isn't a mechanic. She's a barber. -LINE: He isn't a pilot. He's a mechanic. - -# Source: ST §They Aren't Pilots -$DIALOGUE They Aren't Pilots. -INTRO: Now the plural — listen for "aren't" correcting each group. -INSTRUCTION: Repeat and read these sentences. -REPEAT - -VOCAB: aren't -LINE: We are students. We aren't teachers. -LINE: You are doctors. You aren't pilots. -LINE: You are a doctor. You aren't a barber. -LINE: They're teachers. They aren't students. -LINE: Those are books. Those aren't notebooks. -LINE: You aren't students. You're teachers. -LINE: They aren't pilots. They're barbers. -LINE: We aren't barbers. We're students. -LINE: They aren't doors. They're windows. -LINE: You aren't teachers. You're students. - -# Source: ST §He Isn't a Pilot (contraction drill) -$PRODUCE Contract It — isn't / aren't -INTRO: Say each sentence again, but shorten "is not" to "isn't" and "are not" to "aren't". -INSTRUCTION: Change "is not" or "are not" to "isn't" or "aren't" aloud. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -PROMPT: They are not students. -RESPONSE: They aren't students. - -PROMPT: He is not a pilot. -RESPONSE: He isn't a pilot. - -PROMPT: She is not a cook. -RESPONSE: She isn't a cook. - -PROMPT: Jim is not a barber. -RESPONSE: Jim isn't a barber. - -PROMPT: That is not your book. -RESPONSE: That isn't your book. - -PROMPT: Those are not my books. -RESPONSE: Those aren't my books. - -PROMPT: They are not your books. -RESPONSE: They aren't your books. - -PROMPT: We are not mechanics. -RESPONSE: We aren't mechanics. - -PROMPT: Mary is not a student. -RESPONSE: Mary isn't a student. - -PROMPT: Jim and I are not doctors. -RESPONSE: Jim and I aren't doctors. - -PROMPT: Bob is not a pilot. -RESPONSE: Bob isn't a pilot. - -PROMPT: It is not your pencil. -RESPONSE: It isn't your pencil. - -# Source: LLA 3C Figure 4 Part 1 -$DIALOGUE They're Not Mechanics. (Plural) {page_077_001.jpg} -INTRO: Now the plural — what they are, and what they aren't. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: They're pilots. They're not mechanics. {page_077_001.jpg} {bk01-l3c-f4-00-ex.mp3} -LINE: They're books. They aren't pictures. {page_077_002.jpg} {bk01-l3c-f4-01.mp3} -LINE: They're students. They're not teachers. {page_077_003.jpg} {bk01-l3c-f4-02.mp3} -LINE: They're pens. They're not notebooks. {page_077_004.jpg} {bk01-l3c-f4-03.mp3} -LINE: They're barbers. They aren't doctors. {page_077_005.jpg} {bk01-l3c-f4-04.mp3} -LINE: They're cooks. They aren't barbers. {page_077_006.jpg} {bk01-l3c-f4-05.mp3} -LINE: They're tables. They're not chairs. {page_077_007.jpg} {bk01-l3c-f4-06.mp3} - -# Source: LLA 3C Figure 4 Part 2 -$PRODUCE What Are They? (Plural) -INTRO: Answer each picture in the plural — say what they are and aren't, then check. -INSTRUCTION: Answer aloud with full sentences. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: What are they? {page_077_001.jpg} {bk01-l3c-f4-00-ex2-q.mp3} -RESPONSE: They're pilots. They're not mechanics. {bk01-l3c-f4-00-ex2-a.mp3} - -PROMPT: What are those? {page_077_002.jpg} {bk01-l3c-f4-07-q.mp3} -RESPONSE: They're books. They're not pictures. {bk01-l3c-f4-07-a.mp3} - -PROMPT: What are they? {page_077_003.jpg} {bk01-l3c-f4-08-q.mp3} -RESPONSE: They're students. They aren't teachers. {bk01-l3c-f4-08-a.mp3} - -PROMPT: What are those? {page_077_004.jpg} {bk01-l3c-f4-09-q.mp3} -RESPONSE: They're pens. They aren't notebooks. {bk01-l3c-f4-09-a.mp3} - -PROMPT: What are they? {page_077_005.jpg} {bk01-l3c-f4-10-q.mp3} -RESPONSE: They're barbers. They're not doctors. {bk01-l3c-f4-10-a.mp3} - -PROMPT: What are they? {page_077_006.jpg} {bk01-l3c-f4-11-q.mp3} -RESPONSE: They're cooks. They aren't barbers. {bk01-l3c-f4-11-a.mp3} - -PROMPT: What are those? {page_077_007.jpg} {bk01-l3c-f4-12-q.mp3} -RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-12-a.mp3} - -# Source: LLA 3C Figure 5 -$PRODUCE Fill in the Negative -INTRO: Listen to the full sentence, then type the missing words that make it negative. -INSTRUCTION: Type the missing words. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: They're pilots. ____ mechanics. -PROMPT: They're pilots. They're not mechanics. {bk01-l3c-f5-ex.mp3} -RESPONSE: They're pilots. They're not mechanics. -ACCEPT: They're not - -TEMPLATE: They're books. They ____ pictures. -PROMPT: They're books. They aren't pictures. {bk01-l3c-f5-01.mp3} -RESPONSE: They're books. They aren't pictures. -ACCEPT: aren't - -TEMPLATE: They're students. ____ teachers. -PROMPT: They're students. They're not teachers. {bk01-l3c-f5-02.mp3} -RESPONSE: They're students. They're not teachers. -ACCEPT: They're not - -TEMPLATE: Those are pens. ____ pencils. -PROMPT: Those are pens. They're not pencils. {bk01-l3c-f5-03.mp3} -RESPONSE: Those are pens. They're not pencils. -ACCEPT: They're not - -TEMPLATE: They're barbers. ____ doctors. -PROMPT: They're barbers. They aren't doctors. {bk01-l3c-f5-04.mp3} -RESPONSE: They're barbers. They aren't doctors. -ACCEPT: They aren't - -TEMPLATE: They're cooks. ____ barbers. -PROMPT: They're cooks. They aren't barbers. {bk01-l3c-f5-05.mp3} -RESPONSE: They're cooks. They aren't barbers. -ACCEPT: They aren't - -TEMPLATE: Those are tables. ____ chairs. -PROMPT: Those are tables. They're not chairs. {bk01-l3c-f5-06.mp3} -RESPONSE: Those are tables. They're not chairs. -ACCEPT: They're not - -# ===================================================================== -$LESSON 3-4: Yes/No Questions and Short Answers - -# Source: ST §Are They Students (question-formation grammar) -$GRAMMAR Are They Students? -INTRO: To ask a yes/no question with BE, move the verb in front of the subject. - -| | | | | -|---|---|---|---| -| **Am** | I | a | student? | -| **Is** | he / she / it | a | doctor? | -| **Are** | we / you / they | | mechanics? | - -# Source: ST §Are They Teachers (read the questions) -$DIALOGUE Are They Teachers? -INTRO: Just read each question aloud — notice the verb comes first. -INSTRUCTION: Read the questions. - -LINE: Is he a student? -LINE: Are they students? -LINE: Is he a doctor? -LINE: Are they doctors? -LINE: Is he a pilot? -LINE: Are they pilots? -LINE: Is she a mechanic? -LINE: Are they mechanics? -LINE: Is she a barber? -LINE: Are they barbers? -LINE: Is she a teacher? -LINE: Are those books? -LINE: Is this a book? -LINE: Are they notebooks? -LINE: Is this a pen? -LINE: Are these pencils? -LINE: Is this a chair? -LINE: Are they pens? -LINE: Is that a pencil? -LINE: Are those desks? -LINE: Is that a notebook? -LINE: Are these chairs? -LINE: Is that a desk? -LINE: Are these desks? - -# Source: ST §Is Joe a Barber (statement→question drill) -$PRODUCE Make It a Question -INTRO: Turn each statement into a yes/no question by moving the verb to the front. -INSTRUCTION: Change these statements to questions. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -PROMPT: He's a barber. -RESPONSE: Is he a barber? - -PROMPT: Sam's a pilot. -RESPONSE: Is Sam a pilot? - -PROMPT: She's a doctor. -RESPONSE: Is she a doctor? - -PROMPT: Betty's a student. -RESPONSE: Is Betty a student? - -PROMPT: They're teachers. -RESPONSE: Are they teachers? - -PROMPT: Tom and Jerry are mechanics. -RESPONSE: Are Tom and Jerry mechanics? - -PROMPT: Those are pencils. -RESPONSE: Are those pencils? - -PROMPT: That's a book. -RESPONSE: Is that a book? - -PROMPT: They're barbers. -RESPONSE: Are they barbers? - -PROMPT: These are chairs. -RESPONSE: Are these chairs? - -PROMPT: He's a teacher. -RESPONSE: Is he a teacher? - -PROMPT: She's a mechanic. -RESPONSE: Is she a mechanic? - -PROMPT: They're mechanics. -RESPONSE: Are they mechanics? - -# Source: ST §Is This Your Book (cued question building) -$PRODUCE Build the Question from a Cue -INTRO: You'll see a short cue like "she / doctor" — turn it into a full BE question. -INSTRUCTION: Make a question from the cue. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -TEMPLATE: that / book -RESPONSE: Is that a book? - -TEMPLATE: this / pen -RESPONSE: Is this a pen? - -TEMPLATE: she / doctor -RESPONSE: Is she a doctor? - -TEMPLATE: you / student -RESPONSE: Are you a student? - -TEMPLATE: those / pencils -RESPONSE: Are those pencils? - -TEMPLATE: they / teachers -RESPONSE: Are they teachers? - -TEMPLATE: you / mechanics -RESPONSE: Are you mechanics? - -TEMPLATE: we / doctors -RESPONSE: Are we doctors? - -TEMPLATE: he / cook -RESPONSE: Is he a cook? - -TEMPLATE: your / pencil -RESPONSE: Is that your pencil? - -TEMPLATE: my / pencil -RESPONSE: Is this my pencil? - -TEMPLATE: your / books -RESPONSE: Are those your books? - -TEMPLATE: my / books -RESPONSE: Are these my books? - -# Source: ST §Short Answers with BE -$GRAMMAR Short Answers with BE -INTRO: You don't repeat the whole sentence to answer — just use a short "yes" or "no" phrase. - -| Question | Short Answer (Yes) | Short Answer (No) | -|---|---|---| -| {Is this a pen?} | {Yes, it is.} | {No, it isn't.} | -| {Is she a doctor?} | {Yes, she is.} | {No, she isn't.} | -| {Are you a student?} | {Yes, I am.} | {No, I'm not.} | -| {Are these pencils?} | {Yes, they are.} | {No, they aren't.} | -| {Are they students?} | {Yes, they are.} | {No, they aren't.} | - -# Source: ST §Is This Your Pen? Yes, It Is. -$DIALOGUE Is This Your Pen? Yes, It Is. -INTRO: Listen to the question and its short answer together, then repeat both. -INSTRUCTION: Repeat these questions and answers. -REPEAT - -LINE: Is that my pen? No, it's not. -LINE: Is he a mechanic? No, he isn't. -LINE: Are you students? Yes, we are. -LINE: Is this a book? Yes, it is. -LINE: Are they students? No, they aren't. -LINE: Is she a barber? No, she's not. -LINE: Are those your books? No, they're not. -LINE: Are you a doctor? No, I'm not. -LINE: Is he a doctor? Yes, he is. -LINE: Are these pencils? Yes, they are. - -# Source: LLA 3C Figure 6 Part 1 -$DIALOGUE Yes Answers {page_079_001.jpg} -INTRO: Listen to each question and its positive short answer, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Is this a pen? Yes, it is. {page_079_001.jpg} {bk01-l3c-f6-01.mp3} -LINE: Is this a book? Yes, it is. {page_079_002.jpg} {bk01-l3c-f6-02.mp3} -LINE: Is this a chair? Yes, it is. {page_079_003.jpg} {bk01-l3c-f6-03.mp3} -LINE: Is this a table? Yes, it is. {page_079_004.jpg} {bk01-l3c-f6-04.mp3} -LINE: Is that a clock? Yes, it is. {page_079_005.jpg} {bk01-l3c-f6-05.mp3} -LINE: Is that a window? Yes, it is. {page_079_006.jpg} {bk01-l3c-f6-06.mp3} -LINE: Is that a door? Yes, it is. {page_079_007.jpg} {bk01-l3c-f6-07.mp3} -LINE: Is he a doctor? Yes, he is. {page_080_008.jpg} {bk01-l3c-f6-08.mp3} -LINE: Is she a doctor? Yes, she is. {page_080_009.jpg} {bk01-l3c-f6-09.mp3} -LINE: Is he a student? Yes, he is. {page_080_010.jpg} {bk01-l3c-f6-10.mp3} -LINE: Is he a barber? Yes, he is. {page_080_011.jpg} {bk01-l3c-f6-11.mp3} -LINE: Is she a cook? Yes, she is. {page_080_012.jpg} {bk01-l3c-f6-12.mp3} -LINE: Is she a mechanic? Yes, she is. {page_080_013.jpg} {bk01-l3c-f6-13.mp3} -LINE: Is she a teacher? Yes, she is. {page_080_014.jpg} {bk01-l3c-f6-14.mp3} - -# Source: LLA 3C Figure 6 Part 2 -$DIALOGUE No Answers {page_079_001.jpg} -INTRO: Now the same kind of questions, but with negative short answers. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Is this a book? No, it's not. {page_079_001.jpg} {bk01-l3c-f6-15.mp3} -LINE: Is this a clock? No, it's not. {page_079_002.jpg} {bk01-l3c-f6-16.mp3} -LINE: Is this a table? No, it's not. {page_079_003.jpg} {bk01-l3c-f6-17.mp3} -LINE: Is this a chair? No, it isn't. {page_079_004.jpg} {bk01-l3c-f6-18.mp3} -LINE: Is that a book? No, it isn't. {page_079_005.jpg} {bk01-l3c-f6-19.mp3} -LINE: Is that a door? No, it isn't. {page_079_006.jpg} {bk01-l3c-f6-20.mp3} -LINE: Is that a window? No, it isn't. {page_079_007.jpg} {bk01-l3c-f6-21.mp3} -LINE: Is he a barber? No, he's not. {page_080_008.jpg} {bk01-l3c-f6-22.mp3} -LINE: Is she a cook? No, she's not. {page_080_009.jpg} {bk01-l3c-f6-23.mp3} -LINE: Is he a teacher? No, he's not. {page_080_010.jpg} {bk01-l3c-f6-24.mp3} -LINE: Is he a doctor? No, he isn't. {page_080_011.jpg} {bk01-l3c-f6-25.mp3} -LINE: Is she a student? No, she isn't. {page_080_012.jpg} {bk01-l3c-f6-26.mp3} -LINE: Is she a pilot? No, she isn't. {page_080_013.jpg} {bk01-l3c-f6-27.mp3} -LINE: Is she a doctor? No, she isn't. {page_080_014.jpg} {bk01-l3c-f6-28.mp3} - -# Source: LLA 3C Figure 6 Part 3 -$PRODUCE Yes or No — Answer the Question -INTRO: Look at the picture, listen to the question, and give the right short answer. -INSTRUCTION: Answer aloud with a short sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Is this a clock? {page_079_001.jpg} {bk01-l3c-f6-ex-q.mp3} -RESPONSE: No, it's not. {bk01-l3c-f6-ex-a.mp3} - -PROMPT: Is this a pencil? {page_079_001.jpg} {bk01-l3c-f6-29-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-29-a.mp3} - -PROMPT: Is this a notebook? {page_079_002.jpg} {bk01-l3c-f6-30-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-30-a.mp3} - -PROMPT: Is this a chair? {page_079_003.jpg} {bk01-l3c-f6-31-q.mp3} -RESPONSE: Yes, it is. {bk01-l3c-f6-31-a.mp3} - -PROMPT: Is this a window? {page_079_004.jpg} {bk01-l3c-f6-32-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-32-a.mp3} - -PROMPT: Is that a pen? {page_079_005.jpg} {bk01-l3c-f6-33-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-33-a.mp3} - -PROMPT: Is that a window? {page_079_006.jpg} {bk01-l3c-f6-34-q.mp3} -RESPONSE: Yes, it is. {bk01-l3c-f6-34-a.mp3} - -PROMPT: Is that a picture? {page_079_007.jpg} {bk01-l3c-f6-35-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-35-a.mp3} - -PROMPT: Is he a doctor? {page_080_008.jpg} {bk01-l3c-f6-36-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f6-36-a.mp3} - -PROMPT: Is she a barber? {page_080_009.jpg} {bk01-l3c-f6-37-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f6-37-a.mp3} - -PROMPT: Is he a teacher? {page_080_010.jpg} {bk01-l3c-f6-38-q.mp3} -RESPONSE: No, he isn't. {bk01-l3c-f6-38-a.mp3} - -PROMPT: Is he a barber? {page_080_011.jpg} {bk01-l3c-f6-39-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f6-39-a.mp3} - -PROMPT: Is she a cook? {page_080_012.jpg} {bk01-l3c-f6-40-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f6-40-a.mp3} - -PROMPT: Is she a mechanic? {page_080_013.jpg} {bk01-l3c-f6-41-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f6-41-a.mp3} - -PROMPT: Is she a doctor? {page_080_014.jpg} {bk01-l3c-f6-42-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f6-42-a.mp3} - -# Source: LLA 3C Figure 7 -$PRODUCE More Yes/No Answers -INTRO: Same task, new pictures. Listen and answer with a short yes or no. -INSTRUCTION: Answer aloud with a short sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Is he a doctor? {page_081_001.jpg} {bk01-l3c-f7-ex-q.mp3} -RESPONSE: No, he isn't. {bk01-l3c-f7-ex-a.mp3} - -PROMPT: Is he a cook? {page_081_002.jpg} {bk01-l3c-f7-01-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-01-a.mp3} - -PROMPT: Is she a doctor? {page_081_003.jpg} {bk01-l3c-f7-02-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-02-a.mp3} - -PROMPT: Is he a pilot? {page_081_004.jpg} {bk01-l3c-f7-03-q.mp3} -RESPONSE: No, he isn't. {bk01-l3c-f7-03-a.mp3} - -PROMPT: Is he a pilot? {page_081_005.jpg} {bk01-l3c-f7-04-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-04-a.mp3} - -PROMPT: Is she a barber? {page_081_006.jpg} {bk01-l3c-f7-05-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-05-a.mp3} - -PROMPT: Is he a barber? {page_081_007.jpg} {bk01-l3c-f7-06-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-06-a.mp3} - -PROMPT: Is she a student? {page_081_008.jpg} {bk01-l3c-f7-07-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f7-07-a.mp3} - -PROMPT: Is she a student? {page_081_009.jpg} {bk01-l3c-f7-08-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-08-a.mp3} - -PROMPT: Is he a mechanic? {page_081_010.jpg} {bk01-l3c-f7-09-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-09-a.mp3} - -PROMPT: Is she a cook? {page_081_011.jpg} {bk01-l3c-f7-10-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-10-a.mp3} - -PROMPT: Is she a cook? {page_081_012.jpg} {bk01-l3c-f7-11-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f7-11-a.mp3} - -PROMPT: Is he a doctor? {page_081_013.jpg} {bk01-l3c-f7-12-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-12-a.mp3} - -# Source: LLA 3D Figure 1 Part 1 -$DIALOGUE Are They...? — Yes {page_083_001.jpg} -INTRO: Plural questions now — "are they" and "are those", with positive answers. -INSTRUCTION: Listen and repeat each question and answer. -REPEAT - -Narrator: Are they cooks? {page_083_001.jpg} {bk01-l3d-f1-01.mp3} -LINE: Yes, they are. {page_083_001.jpg} {bk01-l3d-f1-02.mp3} - -Narrator: Are they barbers? {page_083_002.jpg} {bk01-l3d-f1-03.mp3} -LINE: Yes, they are. {page_083_002.jpg} {bk01-l3d-f1-04.mp3} - -Narrator: Are they pilots? {page_083_003.jpg} {bk01-l3d-f1-05.mp3} -LINE: Yes, they are. {page_083_003.jpg} {bk01-l3d-f1-06.mp3} - -Narrator: Are they students? {page_083_004.jpg} {bk01-l3d-f1-07.mp3} -LINE: Yes, they are. {page_083_004.jpg} {bk01-l3d-f1-08.mp3} - -Narrator: Are they teachers? {page_083_005.jpg} {bk01-l3d-f1-09.mp3} -LINE: Yes, they are. {page_083_005.jpg} {bk01-l3d-f1-10.mp3} - -Narrator: Are they doctors? {page_083_006.jpg} {bk01-l3d-f1-11.mp3} -LINE: Yes, they are. {page_083_006.jpg} {bk01-l3d-f1-12.mp3} - -Narrator: Are they mechanics? {page_083_007.jpg} {bk01-l3d-f1-13.mp3} -LINE: Yes, they are. {page_083_007.jpg} {bk01-l3d-f1-14.mp3} - -Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-15.mp3} -LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-16.mp3} - -Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-17.mp3} -LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-18.mp3} - -Narrator: Are those pens? {page_083_010.jpg} {bk01-l3d-f1-19.mp3} -LINE: Yes, they are. {page_083_010.jpg} {bk01-l3d-f1-20.mp3} - -Narrator: Are those letters? {page_083_011.jpg} {bk01-l3d-f1-21.mp3} -LINE: Yes, they are. {page_083_011.jpg} {bk01-l3d-f1-22.mp3} - -# Source: LLA 3D Figure 1 Part 2 -$DIALOGUE Are They...? — No {page_083_001.jpg} -INTRO: Same pictures, but this time the answers are negative. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are they teachers? {page_083_001.jpg} {bk01-l3d-f1-23.mp3} -LINE: No, they're not. {page_083_001.jpg} {bk01-l3d-f1-24.mp3} - -Narrator: Are they doctors? {page_083_002.jpg} {bk01-l3d-f1-25.mp3} -LINE: No, they're not. {page_083_002.jpg} {bk01-l3d-f1-26.mp3} - -Narrator: Are they cooks? {page_083_003.jpg} {bk01-l3d-f1-27.mp3} -LINE: No, they aren't. {page_083_003.jpg} {bk01-l3d-f1-28.mp3} - -Narrator: Are they mechanics? {page_083_004.jpg} {bk01-l3d-f1-29.mp3} -LINE: No, they aren't. {page_083_004.jpg} {bk01-l3d-f1-30.mp3} - -Narrator: Are they barbers? {page_083_005.jpg} {bk01-l3d-f1-31.mp3} -LINE: No, they aren't. {page_083_005.jpg} {bk01-l3d-f1-32.mp3} - -Narrator: Are they pilots? {page_083_006.jpg} {bk01-l3d-f1-33.mp3} -LINE: No, they aren't. {page_083_006.jpg} {bk01-l3d-f1-34.mp3} - -Narrator: Are they students? {page_083_007.jpg} {bk01-l3d-f1-35.mp3} -LINE: No, they're not. {page_083_007.jpg} {bk01-l3d-f1-36.mp3} - -Narrator: Are those letters? {page_083_008.jpg} {bk01-l3d-f1-37.mp3} -LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-38.mp3} - -Narrator: Are those tables? {page_083_009.jpg} {bk01-l3d-f1-39.mp3} -LINE: No, they're not. {page_083_009.jpg} {bk01-l3d-f1-40.mp3} - -Narrator: Are those books? {page_083_010.jpg} {bk01-l3d-f1-41.mp3} -LINE: No, they're not. {page_083_010.jpg} {bk01-l3d-f1-42.mp3} - -Narrator: Are those windows? {page_083_011.jpg} {bk01-l3d-f1-43.mp3} -LINE: No, they aren't. {page_083_011.jpg} {bk01-l3d-f1-44.mp3} - -# Source: LLA 3D Figure 2 -$PRODUCE Are They...? — Answer -INTRO: Look at each group and answer the question aloud, then check. -INSTRUCTION: Answer the question aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Are they doctors? {page_084_001.jpg} {bk01-l3d-f2-01-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-01-a.mp3} - -PROMPT: Are they cooks? {page_084_002.jpg} {bk01-l3d-f2-02-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-02-a.mp3} - -PROMPT: Are they teachers? {page_084_003.jpg} {bk01-l3d-f2-03-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-03-a.mp3} - -PROMPT: Are they teachers? {page_084_004.jpg} {bk01-l3d-f2-04-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-04-a.mp3} - -PROMPT: Are they mechanics? {page_084_005.jpg} {bk01-l3d-f2-05-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-05-a.mp3} - -PROMPT: Are they pilots? {page_084_006.jpg} {bk01-l3d-f2-06-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3} - -PROMPT: Are they barbers? {page_084_007.jpg} {bk01-l3d-f2-07-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3} - -# Source: LLA 3D Figure 6 Part 1 -$DIALOGUE A Short Dialogue -INTRO: Two students aren't sure which room is which. Listen, then say it back. -INSTRUCTION: Listen and repeat. -REPEAT - -Student_1: Is this your classroom? {bk01-l3d-f6-01.mp3} -Student_2: No, it isn't. {bk01-l3d-f6-02.mp3} -Student_1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3} -Student_2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} - -# Source: LLA 3D Figure 6 Part 2 -$PRODUCE Complete the Dialogue -INTRO: Now you're the second student. Listen to each question and give the answer. -INSTRUCTION: Answer aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3} -RESPONSE: No, it isn't. - -PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3} -RESPONSE: It isn't a classroom. It's a lab. - -# ===================================================================== -$LESSON 3-5: This, That, These, Those - -# Source: LLA 3D Figure 4 Part 1 -$DIALOGUE Are These My Books? {page_086_001.jpg} -INTRO: "These" and "those" point at more than one thing — near and far. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-01-q.mp3} -LINE: Yes, they are. {page_086_001.jpg} {bk01-l3d-f4-01-a.mp3} - -Narrator: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-02-q.mp3} -LINE: Yes, they are. {page_086_002.jpg} {bk01-l3d-f4-02-a.mp3} - -Narrator: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-03-q.mp3} -LINE: Yes, they are. {page_086_003.jpg} {bk01-l3d-f4-03-a.mp3} - -Narrator: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-04-q.mp3} -LINE: Yes, they are. {page_086_004.jpg} {bk01-l3d-f4-04-a.mp3} - -Narrator: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-05-q.mp3} -LINE: No, they aren't. {page_086_005.jpg} {bk01-l3d-f4-05-a.mp3} - -Narrator: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-06-q.mp3} -LINE: No, they aren't. {page_086_006.jpg} {bk01-l3d-f4-06-a.mp3} - -Narrator: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-07-q.mp3} -LINE: No, it isn't. {page_086_007.jpg} {bk01-l3d-f4-07-a.mp3} - -Narrator: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-08-q.mp3} -LINE: No, they aren't. {page_086_008.jpg} {bk01-l3d-f4-08-a.mp3} - -# Source: LLA 3D Figure 4 Part 2 -$PRODUCE These and Those — Answer -INTRO: You'll hear those questions again. Answer each one aloud, then check. -INSTRUCTION: Answer aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-09-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-09-a.mp3} - -PROMPT: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-10-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-10-a.mp3} - -PROMPT: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-11-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-11-a.mp3} - -PROMPT: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-12-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-12-a.mp3} - -PROMPT: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-13-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-13-a.mp3} - -PROMPT: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-14-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-14-a.mp3} - -PROMPT: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-15-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3} - -PROMPT: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-16-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3} - -# Source: LLA 3D Figure 5 Part 1 -$DIALOGUE Is That My Pen? {page_087_001.jpg} -INTRO: Now the singular — "this" for near, "that" for far. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-01-q.mp3} -LINE: Yes, it is. {page_087_001.jpg} {bk01-l3d-f5-01-a.mp3} - -Narrator: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-02-q.mp3} -LINE: Yes, it is. {page_087_002.jpg} {bk01-l3d-f5-02-a.mp3} - -Narrator: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-03-q.mp3} -LINE: Yes, it is. {page_087_003.jpg} {bk01-l3d-f5-03-a.mp3} - -Narrator: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-04-q.mp3} -LINE: Yes, it is. {page_087_004.jpg} {bk01-l3d-f5-04-a.mp3} - -Narrator: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-05-q.mp3} -LINE: No, it isn't. {page_087_005.jpg} {bk01-l3d-f5-05-a.mp3} - -Narrator: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-06-q.mp3} -LINE: No, it isn't. {page_087_006.jpg} {bk01-l3d-f5-06-a.mp3} - -Narrator: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-07-q.mp3} -LINE: No, it isn't. {page_087_007.jpg} {bk01-l3d-f5-07-a.mp3} - -Narrator: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-08-q.mp3} -LINE: No, it isn't. {page_087_008.jpg} {bk01-l3d-f5-08-a.mp3} - -# Source: LLA 3D Figure 5 Part 2 -$PRODUCE This and That — Answer -INTRO: Hear each singular question again and answer it aloud, then check. -INSTRUCTION: Answer aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-09-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3} - -PROMPT: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-10-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3} - -PROMPT: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-11-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3} - -PROMPT: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-12-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3} - -PROMPT: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-13-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3} - -PROMPT: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-14-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3} - -PROMPT: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-15-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3} - -PROMPT: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-16-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3} - -# ===================================================================== -$LESSON 3-6: American Money - -# Source: LLA 3B Figure 3 + ST §This Is Money (coin presentation with values) -$DIALOGUE U.S. Coins {page_068_001.jpg} -INTRO: Now let's meet American money — each coin and how many cents it's worth. +# Source: LLA 3B Figure 3 (value notations merged from ST §This Is Money.) +# DROPPED (twin): ST "This Is Money." (l3-s33) — same presentation; cassette version kept, ST notation notes merged in. +$DIALOGUE U.S. Coins +ID: 3b-f3 +INTRO: Time for money. Six coins, from the humble penny up to the dollar. Listen, repeat, and hold on to the values — there's a quiz right after. INSTRUCTION: Listen and repeat. REPEAT VOCAB: penny VOCAB: cent -LINE: This is a penny. {page_068_001.jpg} {bk01-l3b-f3-01a.mp3} -LINE: It's 1 cent. {page_068_001.jpg} {bk01-l3b-f3-01b.mp3} +LINE: Penny. This is a penny. It's 1 cent. {page_068_001.jpg} {bk01-l3b-f3-01.mp3} +NOTES: 1¢ — $.01 VOCAB: nickel -LINE: This is a nickel. {page_069_001.jpg} {bk01-l3b-f3-02a.mp3} -LINE: It's 5 cents. {page_069_001.jpg} {bk01-l3b-f3-02b.mp3} +LINE: Nickel. This is a nickel. It's 5 cents. {page_069_001.jpg} {bk01-l3b-f3-02.mp3} +NOTES: 5¢ — $.05 VOCAB: dime -LINE: This is a dime. {page_069_002.jpg} {bk01-l3b-f3-03a.mp3} -LINE: It's 10 cents. {page_069_002.jpg} {bk01-l3b-f3-03b.mp3} +LINE: Dime. This is a dime. It's 10 cents. {page_069_002.jpg} {bk01-l3b-f3-03.mp3} +NOTES: 10¢ — $.10 VOCAB: quarter -LINE: This is a quarter. {page_069_003.jpg} {bk01-l3b-f3-04a.mp3} -LINE: It's 25 cents. {page_069_003.jpg} {bk01-l3b-f3-04b.mp3} +LINE: Quarter. This is a quarter. It's 25 cents. {page_069_003.jpg} {bk01-l3b-f3-04.mp3} +NOTES: 25¢ — $.25 VOCAB: half dollar -LINE: This is a half dollar. {page_069_004.jpg} {bk01-l3b-f3-05a.mp3} -LINE: It's 50 cents. {page_069_004.jpg} {bk01-l3b-f3-05b.mp3} +LINE: Half dollar. This is a half dollar. It's 50 cents. {page_069_004.jpg} {bk01-l3b-f3-05.mp3} +NOTES: 50¢ — $.50 VOCAB: dollar -LINE: This is a dollar. {page_069_005.jpg} {bk01-l3b-f3-06a.mp3} -LINE: It's 100 cents. {page_069_005.jpg} {bk01-l3b-f3-06b.mp3} +LINE: Dollar. This is a dollar. It's 100 cents. {page_069_005.jpg} {bk01-l3b-f3-06.mp3} +NOTES: 100¢ — $1.00 # Source: LLA 3B Figure 4 -$SELECT How Much Is It Worth? -INTRO: You'll hear a coin's name — tap how many cents it's worth, then say the sentence. +$SELECT Coin Values +ID: 3b-f4 +INTRO: Here's that quiz. You'll hear the name of a coin — tap its value, then repeat the answer. INSTRUCTION: Tap the correct value. REPEAT -PROMPT: A dime is. {bk01-l3b-f4-01-q.mp3} +PROMPT: A dime is... {bk01-l3b-f4-01-q.mp3} OPTION: a | 1 cent OPTION: b | 5 cents OPTION: c | 10 cents {bk01-l3b-f4-01-a.mp3} OPTION: d | 25 cents ANSWER: c -PROMPT: A quarter is. {bk01-l3b-f4-02-q.mp3} +PROMPT: A quarter is... {bk01-l3b-f4-02-q.mp3} OPTION: a | 1 cent OPTION: b | 5 cents OPTION: c | 10 cents OPTION: d | 25 cents {bk01-l3b-f4-02-a.mp3} ANSWER: d -PROMPT: A nickel is. {bk01-l3b-f4-03-q.mp3} +PROMPT: A nickel is... {bk01-l3b-f4-03-q.mp3} OPTION: a | 1 cent OPTION: b | 5 cents {bk01-l3b-f4-03-a.mp3} OPTION: c | 10 cents OPTION: d | 25 cents ANSWER: b -PROMPT: A penny is. {bk01-l3b-f4-04-q.mp3} +PROMPT: A penny is... {bk01-l3b-f4-04-q.mp3} OPTION: a | 1 cent {bk01-l3b-f4-04-a.mp3} OPTION: b | 5 cents OPTION: c | 10 cents OPTION: d | 25 cents ANSWER: a -PROMPT: A half dollar is. {bk01-l3b-f4-05-q.mp3} +PROMPT: A half dollar is... {bk01-l3b-f4-05-q.mp3} OPTION: a | 1 cent OPTION: b | 50 cents {bk01-l3b-f4-05-a.mp3} OPTION: c | 10 cents OPTION: d | 100 cents ANSWER: b -PROMPT: A dollar is. {bk01-l3b-f4-06-q.mp3} +PROMPT: A dollar is... {bk01-l3b-f4-06-q.mp3} OPTION: a | 50 cents OPTION: b | 5 cents OPTION: c | 100 cents {bk01-l3b-f4-06-a.mp3} @@ -1717,13 +747,18 @@ OPTION: d | 25 cents ANSWER: c # Source: LLA 3A Figure 8 -$PRODUCE What Are Those? (Coins) -INTRO: Look at each handful of coins and say what they are, then check. +$PRODUCE What Are Those? — Coins +ID: 3a-f8 +INTRO: Piles of coins now. Look at the picture, listen to the question, and answer aloud in a full sentence — then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT +EXAMPLE +PROMPT: What are those? {page_063_001.jpg} {bk01-l3a-f8-ex-q.mp3} +RESPONSE: They're dimes. {bk01-l3a-f8-ex-a.mp3} + PROMPT: What are those? {page_063_002.jpg} {bk01-l3a-f8-01-q.mp3} RESPONSE: They're dimes. {bk01-l3a-f8-01-a.mp3} @@ -1748,130 +783,128 @@ RESPONSE: They're nickels and dimes. {bk01-l3a-f8-07-a.mp3} PROMPT: What are they? {page_063_009.jpg} {bk01-l3a-f8-08-q.mp3} RESPONSE: They're pennies and dimes. {bk01-l3a-f8-08-a.mp3} -# Source: LLA 3D Figure 3 -$PRODUCE Are Those Pennies? -INTRO: Look at the coins, answer the yes/no question, and name them when asked. -INSTRUCTION: Answer the question aloud. +# Source: ST §What's This? It's a Nickel. +$PRODUCE One Coin at a Time +ID: l3-s34 +INTRO: Now mostly one coin at a time. Look at the picture, listen to the question, and answer aloud — "It's a..." for one coin, "They're..." for more. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal -EXAMPLE -PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-ex1-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-ex2-q.mp3} -RESPONSE: They're dimes. {bk01-l3d-f3-ex2-a.mp3} - -PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-01-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f3-01-a.mp3} - -PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-02-q.mp3} -RESPONSE: They're dimes. {bk01-l3d-f3-02-a.mp3} - -PROMPT: Are those nickels? {page_085_002.jpg} {bk01-l3d-f3-03-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3} - -PROMPT: Are those pennies? {page_085_003.jpg} {bk01-l3d-f3-04-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-04-a.mp3} - -PROMPT: Are those half dollars? {page_085_004.jpg} {bk01-l3d-f3-05-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f3-05-a.mp3} - -PROMPT: What are they? {page_085_004.jpg} {bk01-l3d-f3-06-q.mp3} -RESPONSE: They're quarters. {bk01-l3d-f3-06-a.mp3} - -PROMPT: Are those dollars? {page_085_005.jpg} {bk01-l3d-f3-07-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-07-a.mp3} - -PROMPT: Are those half dollars? {page_085_006.jpg} {bk01-l3d-f3-08-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-08-a.mp3} - -# Source: ST §What's This? (coin picture Q&A) -$PRODUCE What's This Coin? -INTRO: Look at each coin and answer the question with its name. -INSTRUCTION: Type your answer to the question. -INPUT: type -CHECK: llm -RUBRIC: Accept correct identification of the coin matching the prompt's question form (e.g. "It's a penny.", "That's a quarter.", "They are dimes."). - PROMPT: What's this? {st-page_076_001.jpg} RESPONSE: It's a penny. PROMPT: What's that? {st-page_076_002.jpg} -RESPONSE: That's a quarter. +RESPONSE: It's a quarter. PROMPT: What's this? {st-page_076_003.jpg} RESPONSE: It's a nickel. PROMPT: What's that? {st-page_076_004.jpg} -RESPONSE: That's a nickel. +RESPONSE: It's a nickel. PROMPT: What are these? {st-page_077_001.jpg} -RESPONSE: They are nickels. +RESPONSE: They're nickels. PROMPT: What's that? {st-page_077_002.jpg} -RESPONSE: That's a dime. +RESPONSE: It's a dime. PROMPT: What are these? {st-page_077_003.jpg} -RESPONSE: They are dimes. +RESPONSE: They're dimes. PROMPT: What's that? {st-page_077_004.jpg} -RESPONSE: That's a half dollar. +RESPONSE: It's a half dollar. -# Source: ST §2 Dimes and a Nickel = 25 Cents (coin arithmetic) -$PRODUCE Add Up the Coins -INTRO: Add up the coins and type the total in cents — just the number. -INSTRUCTION: Type the total amount in cents using numbers. +# Source: ST §Count the Money +$PRODUCE Count the Money +ID: l3-s35 +INTRO: Time for some arithmetic. Add up the coins and type the number of cents — digits only, no spelling required. +INSTRUCTION: Type the number of cents. INPUT: type CHECK: exact -TEMPLATE: 2 nickels and a penny = ____ cents +EXAMPLE +TEMPLATE: 2 dimes and a nickel = ____{25} cents +RESPONSE: 25 + +TEMPLATE: 2 nickels and a penny = ____{11} cents RESPONSE: 11 -ACCEPT: 11 -TEMPLATE: 3 dimes and a penny = ____ cents +TEMPLATE: 3 dimes and a penny = ____{31} cents RESPONSE: 31 -ACCEPT: 31 -TEMPLATE: 4 nickels = ____ cents +TEMPLATE: 4 nickels = ____{20} cents RESPONSE: 20 -ACCEPT: 20 -TEMPLATE: 2 quarters and a dime = ____ cents +TEMPLATE: 2 quarters and a dime = ____{60} cents RESPONSE: 60 -ACCEPT: 60 -TEMPLATE: 1 quarter and 1 penny = ____ cents +TEMPLATE: 1 quarter and 1 penny = ____{26} cents RESPONSE: 26 -ACCEPT: 26 -TEMPLATE: a half dollar and a quarter = ____ cents +TEMPLATE: a half dollar and a quarter = ____{75} cents RESPONSE: 75 -ACCEPT: 75 -TEMPLATE: a dollar = ____ cents +TEMPLATE: a dollar = ____{100} cents RESPONSE: 100 -ACCEPT: 100 -TEMPLATE: a penny and 3 nickels = ____ cents +TEMPLATE: a penny and 3 nickels = ____{16} cents RESPONSE: 16 -ACCEPT: 16 -TEMPLATE: a dime and a nickel = ____ cents +TEMPLATE: a dime and a nickel = ____{15} cents RESPONSE: 15 -ACCEPT: 15 -TEMPLATE: 2 nickels and a dime = ____ cents +TEMPLATE: 2 nickels and a dime = ____{20} cents RESPONSE: 20 -ACCEPT: 20 -# ===================================================================== -$LESSON 3-7: Sounds, Spelling, and Dictation +# Source: LLA 3A Figure 9 +$SELECT Listen and Find +ID: 3a-f9 +INTRO: A mixed review — pens, coins, letters, and a pilot or two. Listen to the question and answer, then tap the matching picture. +INSTRUCTION: Tap the correct picture. + +PROMPT: What's this? It's my pen. {bk01-l3a-f9-01.mp3} +OPTION: a | a pen {page_064_001.jpg} +OPTION: b | a quarter {page_064_002.jpg} +OPTION: c | a notebook {page_064_003.jpg} +ANSWER: a + +PROMPT: What are those? They're half dollars. {bk01-l3a-f9-02.mp3} +OPTION: a | three dimes {page_064_004.jpg} +OPTION: b | two half-dollar coins {page_064_005.jpg} +OPTION: c | two open windows {page_064_006.jpg} +ANSWER: b + +PROMPT: What are these? They're letters. {bk01-l3a-f9-03.mp3} +OPTION: a | letters A to G {page_064_007.jpg} +OPTION: b | numbers 1 to 8 {page_064_008.jpg} +OPTION: c | three nickels {page_064_009.jpg} +ANSWER: a + +PROMPT: What is he? He's a pilot. {bk01-l3a-f9-04.mp3} +OPTION: a | a table {page_064_010.jpg} +OPTION: b | a mechanic {page_064_011.jpg} +OPTION: c | a male pilot {page_064_012.jpg} +ANSWER: c + +PROMPT: What are they? They're barbers. {bk01-l3a-f9-05.mp3} +OPTION: a | a class of students {page_064_013.jpg} +OPTION: b | a barber cutting hair {page_064_014.jpg} +OPTION: c | a closed book {page_064_015.jpg} +ANSWER: a + +PROMPT: What is she? She's a mechanic. {bk01-l3a-f9-06.mp3} +OPTION: a | mechanic under the hood {page_064_016.jpg} +OPTION: b | mechanic {page_064_017.jpg} +OPTION: c | male pilot {page_064_018.jpg} +ANSWER: a + +$LESSON 3-5: Sounds and Words # Source: LLA 3A Figure 10 $SELECT Same or Different? -INTRO: You'll hear two words. Decide whether they sound exactly the same or different. +ID: 3a-f10 +INTRO: Ear training. You'll hear two words — if they're exactly the same, tap Same; if anything differs, tap Different. Some pairs differ by one small buzzing sound. INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different @@ -1900,41 +933,63 @@ PROMPT: December. December. {bk01-l3a-f10-05.mp3} ANSWER: s # Source: LLA 3A Figure 11 -$SELECT T Sound or D Sound? -INTRO: Listen for the consonant — is it the T sound as in "time", or the D sound as in "dime"? +$SELECT T or D? +ID: 3a-f11 +INTRO: "Time" or "dime" — one small sound, twenty-five cents of difference. Listen to each word and tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | T sound (as in time) OPTION: b | D sound (as in dime) EXAMPLE -PROMPT: dollar. {bk01-l3a-f11-ex1.mp3} +PROMPT: dollar {bk01-l3a-f11-ex1.mp3} ANSWER: b EXAMPLE -PROMPT: two. {bk01-l3a-f11-ex2.mp3} +PROMPT: two {bk01-l3a-f11-ex2.mp3} ANSWER: a -PROMPT: ten. {bk01-l3a-f11-01.mp3} +PROMPT: ten {bk01-l3a-f11-01.mp3} ANSWER: a -PROMPT: ladder. {bk01-l3a-f11-02.mp3} +PROMPT: ladder {bk01-l3a-f11-02.mp3} ANSWER: b -PROMPT: lid. {bk01-l3a-f11-03.mp3} +PROMPT: lid {bk01-l3a-f11-03.mp3} ANSWER: b -PROMPT: after. {bk01-l3a-f11-04.mp3} +PROMPT: after {bk01-l3a-f11-04.mp3} ANSWER: a -PROMPT: hit. {bk01-l3a-f11-05.mp3} +PROMPT: hit {bk01-l3a-f11-05.mp3} ANSWER: a -PROMPT: into. {bk01-l3a-f11-06.mp3} +PROMPT: into {bk01-l3a-f11-06.mp3} ANSWER: a +# Source: ST §Speaking Skill: IS +$DIALOGUE The Sound of "Is" +ID: l3-s30 +INTRO: These short words all share the vowel sound of "is". Repeat each one — quick and light, no long vowels. +INSTRUCTION: Listen and repeat each word. +REPEAT + +LINE: in +LINE: if +LINE: sit +LINE: is +LINE: it +LINE: it's +LINE: this +LINE: his +LINE: listen +LINE: window +LINE: nickel +LINE: picture + # Source: LLA 3B Figure 5 -$SELECT Which Word Did You Hear? -INTRO: These words sound alike. Listen carefully and tap the one you hear. +$SELECT Which Word Do You Hear? +ID: 3b-f5 +INTRO: One word spoken, four lookalikes on the screen. Tap the one you actually heard. INSTRUCTION: Tap the word you hear. EXAMPLE @@ -2015,112 +1070,1432 @@ OPTION: c | clock OPTION: d | cent ANSWER: b -# Source: ST §Speaking Skill: IS -$DIALOGUE The Short "i" Sound -INTRO: Here are some words with the short "i" sound. Listen and practice each one. -INSTRUCTION: Practice these words. -REPEAT +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THIS / THESE" — instructor-read +# minimal-pair discrimination with no recorded stimulus and no given words. Convertible later +# with chosen items + TTS. +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "TIME / DIME" (/t/–/d/), and Writing +# "DICTATION" — instructor-read discrimination and dictation with no printed items or recorded +# stimulus. Convertible later with chosen items + TTS. -LINE: in -LINE: if -LINE: sit -LINE: is -LINE: it -LINE: it's -LINE: this -LINE: his -LINE: listen -LINE: window -LINE: nickel -LINE: picture +$LESSON 3-6: Spelling Practice # Source: LLA 3A Figure 14 -$PRODUCE Spelling Dictation -INTRO: Listen to each word and type it. After you answer, you'll hear it spelled out. -INSTRUCTION: Type the word you hear. +$PRODUCE Type the Word You Hear +ID: 3a-f14 INPUT: type CHECK: exact +INTRO: Dictation time. Listen to the word and type it — spelling counts. Then say it back with the tape. +INSTRUCTION: Type the word you hear. REPEAT -PROMPT: student. {bk01-l3a-f13-01-q.mp3} -RESPONSE: student {bk01-l3a-f13-01-a.mp3} +EXAMPLE +PROMPT: Dime. {bk01-l3a-f13-ex.mp3} +RESPONSE: dime {bk01-l3a-f13-ex-fb.mp3} -PROMPT: chair. {bk01-l3a-f13-02-q.mp3} -RESPONSE: chair {bk01-l3a-f13-02-a.mp3} +PROMPT: student {bk01-l3a-f13-01.mp3} +RESPONSE: student {bk01-l3a-f13-01-fb.mp3} -PROMPT: half dollar. {bk01-l3a-f13-03-q.mp3} -RESPONSE: half dollar {bk01-l3a-f13-03-a.mp3} +PROMPT: chair {bk01-l3a-f13-02.mp3} +RESPONSE: chair {bk01-l3a-f13-02-fb.mp3} -PROMPT: cook. {bk01-l3a-f13-04-q.mp3} -RESPONSE: cook {bk01-l3a-f13-04-a.mp3} +PROMPT: half dollar {bk01-l3a-f13-03.mp3} +RESPONSE: half dollar {bk01-l3a-f13-03-fb.mp3} -PROMPT: door. {bk01-l3a-f13-05-q.mp3} -RESPONSE: door {bk01-l3a-f13-05-a.mp3} +PROMPT: cook {bk01-l3a-f13-04.mp3} +RESPONSE: cook {bk01-l3a-f13-04-fb.mp3} -PROMPT: time. {bk01-l3a-f13-06-q.mp3} -RESPONSE: time {bk01-l3a-f13-06-a.mp3} +PROMPT: door {bk01-l3a-f13-05.mp3} +RESPONSE: door {bk01-l3a-f13-05-fb.mp3} -PROMPT: classroom. {bk01-l3a-f13-07-q.mp3} -RESPONSE: classroom {bk01-l3a-f13-07-a.mp3} +PROMPT: time {bk01-l3a-f13-06.mp3} +RESPONSE: time {bk01-l3a-f13-06-fb.mp3} -PROMPT: these. {bk01-l3a-f13-08-q.mp3} -RESPONSE: these {bk01-l3a-f13-08-a.mp3} +PROMPT: classroom {bk01-l3a-f13-07.mp3} +RESPONSE: classroom {bk01-l3a-f13-07-fb.mp3} -PROMPT: quarter. {bk01-l3a-f13-09-q.mp3} -RESPONSE: quarter {bk01-l3a-f13-09-a.mp3} +PROMPT: these {bk01-l3a-f13-08.mp3} +RESPONSE: these {bk01-l3a-f13-08-fb.mp3} -PROMPT: window. {bk01-l3a-f13-10-q.mp3} -RESPONSE: window {bk01-l3a-f13-10-a.mp3} +PROMPT: quarter {bk01-l3a-f13-09.mp3} +RESPONSE: quarter {bk01-l3a-f13-09-fb.mp3} -PROMPT: clock. {bk01-l3a-f13-11-q.mp3} -RESPONSE: clock {bk01-l3a-f13-11-a.mp3} +PROMPT: window {bk01-l3a-f13-10.mp3} +RESPONSE: window {bk01-l3a-f13-10-fb.mp3} -PROMPT: pilot. {bk01-l3a-f13-12-q.mp3} -RESPONSE: pilot {bk01-l3a-f13-12-a.mp3} +PROMPT: clock {bk01-l3a-f13-11.mp3} +RESPONSE: clock {bk01-l3a-f13-11-fb.mp3} + +PROMPT: pilot {bk01-l3a-f13-12.mp3} +RESPONSE: pilot {bk01-l3a-f13-12-fb.mp3} # Source: LLA 3B Figure 6 -$PRODUCE Word Dictation -INTRO: One more dictation round — these are grammar words and occupations. Type what you hear. -INSTRUCTION: Type the word you hear. +$PRODUCE Write the Words +ID: 3b-f6 INPUT: type CHECK: exact +INTRO: More dictation — each word comes twice. Type what you hear, apostrophes included. +INSTRUCTION: Type the word you hear. -PROMPT: dime {bk01-l3b-f6-01.mp3} +PROMPT: dime. Dime. {bk01-l3b-f6-01.mp3} RESPONSE: dime -PROMPT: nickel {bk01-l3b-f6-02.mp3} +PROMPT: nickel. Nickel. {bk01-l3b-f6-02.mp3} RESPONSE: nickel -PROMPT: mechanic {bk01-l3b-f6-03.mp3} +PROMPT: mechanic. Mechanic. {bk01-l3b-f6-03.mp3} RESPONSE: mechanic -PROMPT: they {bk01-l3b-f6-04.mp3} +PROMPT: they. They. {bk01-l3b-f6-04.mp3} RESPONSE: they -PROMPT: am {bk01-l3b-f6-05.mp3} +PROMPT: am. Am. {bk01-l3b-f6-05.mp3} RESPONSE: am -PROMPT: aren't {bk01-l3b-f6-06.mp3} +PROMPT: aren't. Aren't. {bk01-l3b-f6-06.mp3} RESPONSE: aren't -PROMPT: we're {bk01-l3b-f6-07.mp3} +PROMPT: we're. We're. {bk01-l3b-f6-07.mp3} RESPONSE: we're +ACCEPT: we are -PROMPT: teacher {bk01-l3b-f6-08.mp3} +PROMPT: teacher. Teacher. {bk01-l3b-f6-08.mp3} RESPONSE: teacher -PROMPT: name {bk01-l3b-f6-09.mp3} +PROMPT: name. Name. {bk01-l3b-f6-09.mp3} RESPONSE: name -PROMPT: dollar {bk01-l3b-f6-10.mp3} +PROMPT: dollar. Dollar. {bk01-l3b-f6-10.mp3} RESPONSE: dollar -PROMPT: he's {bk01-l3b-f6-11.mp3} +PROMPT: he's. He's. {bk01-l3b-f6-11.mp3} RESPONSE: he's +ACCEPT: he is -PROMPT: those {bk01-l3b-f6-12.mp3} +PROMPT: those. Those. {bk01-l3b-f6-12.mp3} RESPONSE: those -# SKIPPED (book): ST Reading Skills (visual letter discrimination), ST Listening Skills -# (instructor-read minimal pairs /s/-/z/, this/these, time/dime — no recorded stimulus), -# ST Writing Skill "WRITE: c" and "DICTATION" — convertible later with TTS/chosen items. +# Source: LLA 3C Figure 1 +$PRODUCE Letters into Words +ID: 3c-f1 +INPUT: type +CHECK: exact +INTRO: Now you get the word letter by letter. Type the word the letters spell, then listen to the answer. +INSTRUCTION: Type the word you hear spelled out. + +EXAMPLE +PROMPT: P, E, N, N, Y. {bk01-l3c-f1-ex1.mp3} +RESPONSE: penny {bk01-l3c-f1-ex2.mp3} + +PROMPT: D, O, L, L, A, R. {bk01-l3c-f1-01-q.mp3} +RESPONSE: dollar {bk01-l3c-f1-01-a.mp3} + +PROMPT: T, A, B, L, E. {bk01-l3c-f1-02-q.mp3} +RESPONSE: table {bk01-l3c-f1-02-a.mp3} + +PROMPT: P, E, N, C, I, L. {bk01-l3c-f1-03-q.mp3} +RESPONSE: pencil {bk01-l3c-f1-03-a.mp3} + +PROMPT: P, I, C, T, U, R, E. {bk01-l3c-f1-04-q.mp3} +RESPONSE: picture {bk01-l3c-f1-04-a.mp3} + +PROMPT: Q, U, A, R, T, E, R. {bk01-l3c-f1-05-q.mp3} +RESPONSE: quarter {bk01-l3c-f1-05-a.mp3} + +PROMPT: M, E, C, H, A, N, I, C. {bk01-l3c-f1-06-q.mp3} +RESPONSE: mechanic {bk01-l3c-f1-06-a.mp3} + +PROMPT: D, O, C, T, O, R. {bk01-l3c-f1-07-q.mp3} +RESPONSE: doctor {bk01-l3c-f1-07-a.mp3} + +PROMPT: T, E, A, C, H, E, R. {bk01-l3c-f1-08-q.mp3} +RESPONSE: teacher {bk01-l3c-f1-08-a.mp3} + +PROMPT: W, E. {bk01-l3c-f1-09-q.mp3} +RESPONSE: we {bk01-l3c-f1-09-a.mp3} + +PROMPT: Y, O, U. {bk01-l3c-f1-10-q.mp3} +RESPONSE: you {bk01-l3c-f1-10-a.mp3} + +# Source: LLA 3C Figure 2 +$PRODUCE Spell It Aloud +ID: 3c-f2 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: Now you're the tape. Read the word on the screen and spell it aloud, letter by letter — then listen and repeat the correct spelling. +INSTRUCTION: Spell the word aloud. + +TEMPLATE: nickel +RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3} + +TEMPLATE: money +RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3} + +TEMPLATE: she +RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3} + +TEMPLATE: not +RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3} + +TEMPLATE: barber +RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3} + +TEMPLATE: they +RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3} + +TEMPLATE: penny +RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3} + +TEMPLATE: my +RESPONSE: M-Y. {bk01-l3c-f2-08.mp3} + +TEMPLATE: your +RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3} + +TEMPLATE: pilot +RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3} + +# SKIPPED (book): ST "Write: C" — penmanship/handwriting practice of the letter c; print-era +# mechanics with no meaningful interaction beyond tracing letters. Dropped per master guide. + +$LESSON 3-7: Saying No — Not, Isn't, Aren't + +# Source: ST §They're Not Doctors. They're Mechanics. (grammar) +$GRAMMAR Not +ID: l3-s16 +INTRO: Now for saying no — because sometimes he is very much not a pilot. The word "not" goes right after the verb. + +To make a sentence negative, put **not** right after the verb: + +| | | | | +|---|---|---|---| +| I'm | | | | +| He's | not | a | pilot. | +| She's | | | doctor. | +| Bill's | | | student. | +| You're | | | | + +| | | | +|---|---|---| +| We're | not | doctors. | +| Bill and I are | | teachers. | +| They're | | students. | +| Mr. and Mrs. Jones are | | | +| You're | | | + +{He's not a pilot.} {I'm not a student.} {They're not doctors.} + +# Source: ST §This Is Not Your Pen. +$DIALOGUE Not Sentences +ID: l3-s17 +INTRO: Practice "not" with every pronoun — including "I'm not", which never contracts any other way. Repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: We're not teachers. +LINE: We're not doctors. +VOCAB: not +LINE: I'm not a student. +LINE: Those are not my books. +LINE: This is not your pencil. +LINE: You're not a barber. +LINE: This is not my classroom. +LINE: She's not a cook. +LINE: These are not your pens. +LINE: They're not pilots. + +# Source: ST §They Aren't Pilots. (grammar) +$GRAMMAR Isn't and Aren't +ID: l3-s19 +INTRO: English squeezes "not" too. "Is not" becomes "isn't", and "are not" becomes "aren't". + +| | | | | +|---|---|---|---| +| He / She | is not = | isn't | a barber. | +| You / We / They | are not = | aren't | barbers. | + +{He isn't a barber.} {They aren't barbers.} + +# Source: LLA 3C Figure 3 (presentation) +# DROPPED (twin): ST "It's Not a Pencil." (l3-s18) and "Joe Isn't a Cook." (l3-s20) — the same +# negative patterns, presented here on cassette with pictures. +$DIALOGUE It's Not, It Isn't +ID: 3c-f3 +INTRO: Each picture gets two sentences — what it is, and what it's not. Listen and repeat both. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: That's a book. It's not a pen. {page_074_001.jpg} {bk01-l3c-f3-01.mp3} +LINE: This is a lab. It isn't a classroom. {page_074_002.jpg} {bk01-l3c-f3-02.mp3} +LINE: That's a door. It's not a window. {page_074_003.jpg} {bk01-l3c-f3-03.mp3} +LINE: This is a chair. It isn't a table. {page_074_004.jpg} {bk01-l3c-f3-04.mp3} +LINE: That's a pen. It's not a pencil. {page_074_005.jpg} {bk01-l3c-f3-05.mp3} +LINE: That's not a letter. It's a number. {page_074_006.jpg} {bk01-l3c-f3-06.mp3} +LINE: It isn't a chair. It's a table. {page_075_001.jpg} {bk01-l3c-f3-07.mp3} +LINE: It's not a picture. It's a notebook. {page_075_002.jpg} {bk01-l3c-f3-08.mp3} +LINE: That isn't a clock. It's a picture. {page_075_003.jpg} {bk01-l3c-f3-09.mp3} +LINE: He's a pilot. He isn't a mechanic. {page_075_004.jpg} {bk01-l3c-f3-10.mp3} +LINE: She's a teacher. She's not a student. {page_075_005.jpg} {bk01-l3c-f3-11.mp3} +LINE: She's a doctor. She isn't a cook. {page_075_006.jpg} {bk01-l3c-f3-12.mp3} +LINE: He's not a teacher. He's a student. {page_076_001.jpg} {bk01-l3c-f3-13.mp3} +LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg} {bk01-l3c-f3-14.mp3} +LINE: He's not a barber. He's a doctor. {page_076_003.jpg} {bk01-l3c-f3-15.mp3} + +# Source: LLA 3C Figure 3 (production) +$PRODUCE Say What It's Not +ID: 3c-f3-b +INPUT: speak +CHECK: reveal +INTRO: Now you answer. Look at the picture and say what it is — and, just as important, what it is not. +INSTRUCTION: Answer aloud with two sentences. + +EXAMPLE +PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-ex-q.mp3} +RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-ex-a.mp3} + +PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-16-q.mp3} +RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-16-a.mp3} + +PROMPT: What's that? {page_074_002.jpg} {bk01-l3c-f3-17-q.mp3} +RESPONSE: It's a lab. It isn't a classroom. {bk01-l3c-f3-17-a.mp3} + +PROMPT: What's that? {page_074_003.jpg} {bk01-l3c-f3-18-q.mp3} +RESPONSE: It's a door. It isn't a window. {bk01-l3c-f3-18-a.mp3} + +PROMPT: What's that? {page_074_004.jpg} {bk01-l3c-f3-19-q.mp3} +RESPONSE: It's a chair. It's not a table. {bk04-l3c-f3-19-a.mp3} + +PROMPT: What's that? {page_074_005.jpg} {bk01-l3c-f3-20-q.mp3} +RESPONSE: It's a pen. It isn't a pencil. {bk01-l3c-f3-20-a.mp3} + +PROMPT: What's that? {page_074_006.jpg} {bk01-l3c-f3-21-q.mp3} +RESPONSE: It's a number. It isn't a letter. {bk01-l3c-f3-21-a.mp3} + +PROMPT: What's that? {page_075_001.jpg} {bk01-l3c-f3-22-q.mp3} +RESPONSE: It's a table. It isn't a chair. {bk01-l3c-f3-22-a.mp3} + +PROMPT: What's that? {page_075_002.jpg} {bk01-l3c-f3-23-q.mp3} +RESPONSE: It's a notebook. It isn't a picture. {bk01-l3c-f3-23-a.mp3} + +PROMPT: What's that? {page_075_003.jpg} {bk01-l3c-f3-24-q.mp3} +RESPONSE: It's a picture. It's not a clock. {bk01-l3c-f3-24-a.mp3} + +PROMPT: What's he? {page_075_004.jpg} {bk01-l3c-f3-25-q.mp3} +RESPONSE: He's a pilot. He isn't a mechanic. {bk01-l3c-f3-25-a.mp3} + +PROMPT: What's she? {page_075_005.jpg} {bk01-l3c-f3-26-q.mp3} +RESPONSE: She's a teacher. She isn't a student. {bk01-l3c-f3-26-a.mp3} + +PROMPT: What's she? {page_075_006.jpg} {bk01-l3c-f3-27-q.mp3} +RESPONSE: She's a doctor. She isn't a cook. {bk01-l3c-f3-27-a.mp3} + +PROMPT: What is he? {page_076_001.jpg} {bk01-l3c-f3-28-q.mp3} +RESPONSE: He's a student. He isn't a teacher. {bk01-l3c-f3-28-a.mp3} + +PROMPT: What's she? {page_076_002.jpg} {bk01-l3c-f3-29-q.mp3} +RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-29-a.mp3} + +PROMPT: What is he? {page_076_003.jpg} {bk01-l3c-f3-30-q.mp3} +RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-30-a.mp3} + +# Source: LLA 3C Figure 4 (presentation) +$DIALOGUE They're Not, They Aren't +ID: 3c-f4 +INTRO: The same trick in the plural: "they're not" and "they aren't" mean exactly the same thing. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: They're pilots. They're not mechanics. {page_077_001.jpg} {bk01-l3c-f4-01.mp3} +LINE: They're books. They aren't pictures. {page_077_002.jpg} {bk01-l3c-f4-02.mp3} +LINE: They're students. They're not teachers. {page_077_003.jpg} {bk01-l3c-f4-03.mp3} +LINE: They're pens. They're not notebooks. {page_077_004.jpg} {bk01-l3c-f4-04.mp3} +LINE: They're barbers. They aren't doctors. {page_077_005.jpg} {bk01-l3c-f4-05.mp3} +LINE: They're cooks. They aren't barbers. {page_077_006.jpg} {bk01-l3c-f4-06.mp3} +LINE: They're tables. They're not chairs. {page_077_007.jpg} {bk01-l3c-f4-07.mp3} + +# Source: LLA 3C Figure 4 (production) +$PRODUCE Plural: Say Both Sentences +ID: 3c-f4-b +INPUT: speak +CHECK: reveal +INTRO: Answer about the groups. Say what they are and what they're not, then repeat the model answer. +INSTRUCTION: Answer aloud with two sentences. + +EXAMPLE +PROMPT: What are they? {page_077_001.jpg} {bk01-l3c-f4-ex-q.mp3} +RESPONSE: They're pilots. They're not mechanics. {bk01-l3c-f4-ex-a.mp3} + +PROMPT: What are those? {page_077_002.jpg} {bk01-l3c-f4-08-q.mp3} +RESPONSE: They're books. They're not pictures. {bk01-l3c-f4-08-a.mp3} + +PROMPT: What are they? {page_077_003.jpg} {bk01-l3c-f4-09-q.mp3} +RESPONSE: They're students. They aren't teachers. {bk01-l3c-f4-09-a.mp3} + +PROMPT: What are those? {page_077_004.jpg} {bk01-l3c-f4-10-q.mp3} +RESPONSE: They're pens. They aren't notebooks. {bk01-l3c-f4-10-a.mp3} + +PROMPT: What are they? {page_077_005.jpg} {bk01-l3c-f4-11-q.mp3} +RESPONSE: They're barbers. They're not doctors. {bk01-l3c-f4-11-a.mp3} + +PROMPT: What are they? {page_077_006.jpg} {bk01-l3c-f4-12-q.mp3} +RESPONSE: They're cooks. They aren't barbers. {bk01-l3c-f4-12-a.mp3} + +PROMPT: What are those? {page_077_007.jpg} {bk01-l3c-f4-13-q.mp3} +RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-13-a.mp3} + +# Source: ST §They Aren't Pilots. (sentences) +$DIALOGUE We Aren't, You Aren't +ID: l3-s21 +INTRO: The tape practiced "they" — here are "we" and "you" too, since they refuse to be left out. Repeat each pair. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: aren't +LINE: We are students. We aren't teachers. + +LINE: You are doctors. You aren't pilots. +LINE: You are a doctor. You aren't a barber. +LINE: They're teachers. They aren't students. +LINE: Those are books. Those aren't notebooks. +LINE: You aren't students. You're teachers. +LINE: They aren't pilots. They're barbers. +LINE: We aren't barbers. We're students. +LINE: They aren't doors. They're windows. +LINE: You aren't teachers. You're students. + +# Source: LLA 3C Figure 5 +$PRODUCE Type the Negative +ID: 3c-f5 +INPUT: type +CHECK: exact +INTRO: Listen to the whole sentence, then type the missing negative words in the gap. +INSTRUCTION: Type the missing words. + +EXAMPLE +TEMPLATE: They're pilots. ____ mechanics. +PROMPT: They're pilots. They're not mechanics. {bk01-l3c-f5-ex.mp3} +RESPONSE: They're pilots. They're not mechanics. +ACCEPT: They're not + +TEMPLATE: They're books. They ____ pictures. +PROMPT: They're books. They aren't pictures. {bk01-l3c-f5-01.mp3} +RESPONSE: They're books. They aren't pictures. +ACCEPT: aren't | are not + +TEMPLATE: They're students. ____ teachers. +PROMPT: They're students. They're not teachers. {bk01-l3c-f5-02.mp3} +RESPONSE: They're students. They're not teachers. +ACCEPT: They're not | They are not | They aren't + +TEMPLATE: Those are pens. ____ pencils. +PROMPT: Those are pens. They're not pencils. {bk01-l3c-f5-03.mp3} +RESPONSE: Those are pens. They're not pencils. +ACCEPT: They're not | They are not | They aren't + +TEMPLATE: They're barbers. ____ doctors. +PROMPT: They're barbers. They aren't doctors. {bk01-l3c-f5-04.mp3} +RESPONSE: They're barbers. They aren't doctors. +ACCEPT: They aren't | They are not | They're not + +TEMPLATE: They're cooks. ____ barbers. +PROMPT: They're cooks. They aren't barbers. {bk01-l3c-f5-05.mp3} +RESPONSE: They're cooks. They aren't barbers. +ACCEPT: They aren't | They are not | They're not + +TEMPLATE: Those are tables. ____ chairs. +PROMPT: Those are tables. They're not chairs. {bk01-l3c-f5-06.mp3} +RESPONSE: Those are tables. They're not chairs. +ACCEPT: They're not | They are not | They aren't + +# Source: ST §Change to Contractions +$PRODUCE Make It a Contraction +ID: l3-s22 +INTRO: Squeeze "is not" into "isn't" and "are not" into "aren't". Say the whole sentence, short form and all. +INSTRUCTION: Say the sentence with a contraction. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +PROMPT: They are not students. +RESPONSE: They aren't students. + +PROMPT: He is not a pilot. +RESPONSE: He isn't a pilot. + +PROMPT: She is not a cook. +RESPONSE: She isn't a cook. + +PROMPT: Jim is not a barber. +RESPONSE: Jim isn't a barber. + +PROMPT: That is not your book. +RESPONSE: That isn't your book. + +PROMPT: Those are not my books. +RESPONSE: Those aren't my books. + +PROMPT: They are not your books. +RESPONSE: They aren't your books. + +PROMPT: We are not mechanics. +RESPONSE: We aren't mechanics. + +PROMPT: Mary is not a student. +RESPONSE: Mary isn't a student. + +PROMPT: Jim and I are not doctors. +RESPONSE: Jim and I aren't doctors. + +PROMPT: Bob is not a pilot. +RESPONSE: Bob isn't a pilot. + +PROMPT: It is not your pencil. +RESPONSE: It isn't your pencil. + +$LESSON 3-8: Yes/No Questions and Short Answers + +# Source: ST §Are They Students? (grammar) +$GRAMMAR Asking Yes/No Questions +ID: l3-s23 +INTRO: This part is about asking questions — and answering them without writing an essay. To ask, the verb jumps to the front of the sentence. + +To ask a yes/no question, put **is** or **are** first: + +**Singular:** +| | | | +|---|---|---| +| Is | he | a student? | +| Is | she | a doctor? | +| Is | this | a book? | +| Is | that | a pen? | + +**Plural:** +| | | | +|---|---|---| +| Are | they | students? | +| Are | we | doctors? | +| Are | these | books? | +| Are | those | pens? | + +{He is a student.} → {Is he a student?} + +# Source: ST §Are They Teachers? +$DIALOGUE Question Practice +ID: l3-s24 +INTRO: Practice the question melody — the voice rises at the end. Say each question after you hear it. +INSTRUCTION: Listen and repeat each question. +REPEAT + +LINE: Is he a student? +LINE: Are they students? +LINE: Is he a doctor? +LINE: Are they doctors? +LINE: Is he a pilot? +LINE: Are they pilots? +LINE: Is she a mechanic? +LINE: Are they mechanics? +LINE: Is she a barber? +LINE: Are they barbers? +LINE: Is she a teacher? +LINE: Are those books? +LINE: Is this a book? +LINE: Are they notebooks? +LINE: Is this a pen? +LINE: Are these pencils? +LINE: Is this a chair? +LINE: Are they pens? +LINE: Is that a pencil? +LINE: Are those desks? +LINE: Is that a notebook? +LINE: Are these chairs? +LINE: Is that a desk? +LINE: Are these desks? + +# Source: ST §Is Joe a Barber? +$PRODUCE Turn It into a Question +ID: l3-s25 +INTRO: Read the statement and flip it into a question — move "is" or "are" to the front and let your voice rise. +INSTRUCTION: Change the statement to a question, aloud. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +PROMPT: He's a barber. +RESPONSE: Is he a barber? + +PROMPT: Sam's a pilot. +RESPONSE: Is Sam a pilot? + +PROMPT: She's a doctor. +RESPONSE: Is she a doctor? + +PROMPT: Betty's a student. +RESPONSE: Is Betty a student? + +PROMPT: They're teachers. +RESPONSE: Are they teachers? + +PROMPT: Tom and Jerry are mechanics. +RESPONSE: Are Tom and Jerry mechanics? + +PROMPT: Those are pencils. +RESPONSE: Are those pencils? + +PROMPT: That's a book. +RESPONSE: Is that a book? + +PROMPT: They're barbers. +RESPONSE: Are they barbers? + +PROMPT: These are chairs. +RESPONSE: Are these chairs? + +PROMPT: He's a teacher. +RESPONSE: Is he a teacher? + +PROMPT: She's a mechanic. +RESPONSE: Is she a mechanic? + +PROMPT: They're mechanics. +RESPONSE: Are they mechanics? + +# Source: ST §Are You a Student? (grammar) +$GRAMMAR Am, Is, or Are in Questions +ID: l3-s26 +INTRO: One table to keep the question verbs straight — am with I, is with one person or thing, are with everything plural and with you. + +| | | | +|---|---|---| +| Am | I | a student? | +| Is | he / she / it / Mary | a student? | +| Are | you / we / they / the boys | students? | + +{Am I a student?} {Is she a doctor?} {Are you students?} + +# Source: ST §Is This Your Book? +$PRODUCE Build the Question +ID: l3-s27 +INTRO: You get two cue words — build the full question from them. "That" and "book" become "Is that a book?" Choose "is" or "are" to match. +INSTRUCTION: Make a question from the cue words, aloud. +INPUT: speak +CHECK: reveal + +EXAMPLE +TEMPLATE: that/book +RESPONSE: Is that a book? + +TEMPLATE: this/pen +RESPONSE: Is this a pen? + +TEMPLATE: she/doctor +RESPONSE: Is she a doctor? + +TEMPLATE: you/student +RESPONSE: Are you a student? + +TEMPLATE: those/pencils +RESPONSE: Are those pencils? + +TEMPLATE: they/teachers +RESPONSE: Are they teachers? + +TEMPLATE: you/mechanics +RESPONSE: Are you mechanics? + +TEMPLATE: we/doctors +RESPONSE: Are we doctors? + +TEMPLATE: he/cook +RESPONSE: Is he a cook? + +TEMPLATE: your/pencil +RESPONSE: Is this your pencil? + +TEMPLATE: my/pencil +RESPONSE: Is that my pencil? + +TEMPLATE: your/books +RESPONSE: Are these your books? + +TEMPLATE: my/books +RESPONSE: Are those my books? + +# Source: ST §Is That Your Pencil? No, It Isn't. (grammar) +$GRAMMAR Short Answers +ID: l3-s28 +INTRO: You don't answer a yes/no question with a whole speech. Pronoun plus verb — that's the whole answer. + +**Short Answers** + +| | | | +|---|---|---| +| Is this/that a pen? | Yes, it is. | No, it isn't. | +| Is he/she a doctor? | Yes, he/she is. | No, he/she isn't. | +| Are you a student? | Yes, I am. | No, I'm not. | +| Are these/those pencils? | Yes, they are. | No, they aren't. | +| Are they/we/you students? | Yes, they/we/we are. | No, they/we/we aren't. | + +{Yes, it is.} {No, it isn't.} {Yes, I am.} {No, I'm not.} + +# Source: ST §Is This Your Pen? Yes, It Is. +$DIALOGUE Short Answer Practice +ID: l3-s29 +INTRO: Question, short answer, done. Repeat each pair and let the answers get automatic. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Is that my pen? No, it's not. +LINE: Is he a mechanic? No, he isn't. +VOCAB: yes +LINE: Are you students? Yes, we are. +LINE: Is this a book? Yes, it is. +LINE: Are they students? No, they aren't. +LINE: Is she a barber? No, she's not. +LINE: Are those your books? No, they're not. +LINE: Are you a doctor? No, I'm not. +LINE: Is he a doctor? Yes, he is. +LINE: Are these pencils? Yes, they are. + +# Source: LLA 3C Figure 6 (Yes answers) +$DIALOGUE Questions with Yes Answers +ID: 3c-f6-a +INTRO: Now the cassette takes over. Look at each picture, listen to the question and its "yes" answer, and repeat both. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Is this a pen? Yes, it is. {page_079_001.jpg} {bk01-l3c-f6-01.mp3} +LINE: Is this a book? Yes, it is. {page_079_002.jpg} {bk01-l3c-f6-02.mp3} +LINE: Is this a chair? Yes, it is. {page_079_003.jpg} {bk01-l3c-f6-03.mp3} +LINE: Is this a table? Yes, it is. {page_079_004.jpg} {bk01-l3c-f6-04.mp3} +LINE: Is that a clock? Yes, it is. {page_079_005.jpg} {bk01-l3c-f6-05.mp3} +LINE: Is that a window? Yes, it is. {page_079_006.jpg} {bk01-l3c-f6-06.mp3} +LINE: Is that a door? Yes, it is. {page_079_007.jpg} {bk01-l3c-f6-07.mp3} +LINE: Is he a doctor? Yes, he is. {page_080_008.jpg} {bk01-l3c-f6-08.mp3} +LINE: Is she a doctor? Yes, she is. {page_080_009.jpg} {bk01-l3c-f6-09.mp3} +LINE: Is he a student? Yes, he is. {page_080_010.jpg} {bk01-l3c-f6-10.mp3} +LINE: Is he a barber? Yes, he is. {page_080_011.jpg} {bk01-l3c-f6-11.mp3} +LINE: Is she a cook? Yes, she is. {page_080_012.jpg} {bk01-l3c-f6-12.mp3} +LINE: Is she a mechanic? Yes, she is. {page_080_013.jpg} {bk01-l3c-f6-13.mp3} +LINE: Is she a teacher? Yes, she is. {page_080_014.jpg} {bk01-l3c-f6-14.mp3} + +# Source: LLA 3C Figure 6 (No answers) +$DIALOGUE Questions with No Answers +ID: 3c-f6-b +INTRO: Same pictures, wrong guesses — so every answer is "no". Repeat the questions and the answers. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Is this a book? No, it's not. {page_079_001.jpg} {bk01-l3c-f6-15.mp3} +LINE: Is this a clock? No, it's not. {page_079_002.jpg} {bk01-l3c-f6-16.mp3} +LINE: Is this a table? No, it's not. {page_079_003.jpg} {bk01-l3c-f6-17.mp3} +LINE: Is this a chair? No, it isn't. {page_079_004.jpg} {bk01-l3c-f6-18.mp3} +LINE: Is that a book? No, it isn't. {page_079_005.jpg} {bk01-l3c-f6-19.mp3} +LINE: Is that a door? No, it isn't. {page_079_006.jpg} {bk01-l3c-f6-20.mp3} +LINE: Is that a window? No, it isn't. {page_079_007.jpg} {bk01-l3c-f6-21.mp3} +LINE: Is he a barber? No, he's not. {page_080_008.jpg} {bk01-l3c-f6-22.mp3} +LINE: Is she a cook? No, she's not. {page_080_009.jpg} {bk01-l3c-f6-23.mp3} +LINE: Is he a teacher? No, he's not. {page_080_010.jpg} {bk01-l3c-f6-24.mp3} +LINE: Is he a doctor? No, he isn't. {page_080_011.jpg} {bk01-l3c-f6-25.mp3} +LINE: Is she a student? No, she isn't. {page_080_012.jpg} {bk01-l3c-f6-26.mp3} +LINE: Is she a pilot? No, she isn't. {page_080_013.jpg} {bk01-l3c-f6-27.mp3} +LINE: Is she a doctor? No, she isn't. {page_080_014.jpg} {bk01-l3c-f6-28.mp3} + +# Source: LLA 3C Figure 6 (production) +$PRODUCE Answer Yes or No +ID: 3c-f6-c +INPUT: speak +CHECK: reveal +INTRO: Your turn — no script this time. Look at the picture, listen to the question, and give the short answer aloud. Then repeat the model. +INSTRUCTION: Answer aloud with a short answer. +REPEAT + +EXAMPLE +PROMPT: Is this a clock? {page_079_001.jpg} {bk01-l3c-f6-ex2-q.mp3} +RESPONSE: No, it's not. {bk01-l3c-f6-ex2-a.mp3} + +PROMPT: Is this a pencil? {page_079_001.jpg} {bk01-l3c-f6-29-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-29-a.mp3} + +PROMPT: Is this a notebook? {page_079_002.jpg} {bk01-l3c-f6-30-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-30-a.mp3} + +PROMPT: Is this a chair? {page_079_003.jpg} {bk01-l3c-f6-31-q.mp3} +RESPONSE: Yes, it is. {bk01-l3c-f6-31-a.mp3} + +PROMPT: Is this a window? {page_079_004.jpg} {bk01-l3c-f6-32-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-32-a.mp3} + +PROMPT: Is that a pen? {page_079_005.jpg} {bk01-l3c-f6-33-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-33-a.mp3} + +PROMPT: Is that a window? {page_079_006.jpg} {bk01-l3c-f6-34-q.mp3} +RESPONSE: Yes, it is. {bk01-l3c-f6-34-a.mp3} + +PROMPT: Is that a picture? {page_079_007.jpg} {bk01-l3c-f6-35-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-35-a.mp3} + +PROMPT: Is he a doctor? {page_080_008.jpg} {bk01-l3c-f6-36-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f6-36-a.mp3} + +PROMPT: Is she a barber? {page_080_009.jpg} {bk01-l3c-f6-37-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f6-37-a.mp3} + +PROMPT: Is he a teacher? {page_080_010.jpg} {bk01-l3c-f6-38-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f6-38-a.mp3} + +PROMPT: Is he a barber? {page_080_011.jpg} {bk01-l3c-f6-39-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f6-39-a.mp3} + +PROMPT: Is she a cook? {page_080_012.jpg} {bk01-l3c-f6-40-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f6-40-a.mp3} + +PROMPT: Is she a mechanic? {page_080_013.jpg} {bk01-l3c-f6-41-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f6-41-a.mp3} + +PROMPT: Is she a doctor? {page_080_014.jpg} {bk01-l3c-f6-42-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f6-42-a.mp3} + +# Source: LLA 3C Figure 7 +$PRODUCE Is He a Cook? +ID: 3c-f7 +INPUT: speak +CHECK: reveal +INTRO: One more round with the occupations. Look at the person, answer the question with a short answer, then repeat the model. +INSTRUCTION: Answer aloud with a short answer. +REPEAT + +EXAMPLE +PROMPT: Is he a doctor? {page_081_001.jpg} {bk01-l3c-f7-ex-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f7-ex-a.mp3} + +PROMPT: Is he a cook? {page_081_002.jpg} {bk01-l3c-f7-01-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-01-a.mp3} + +PROMPT: Is she a doctor? {page_081_003.jpg} {bk01-l3c-f7-02-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-02-a.mp3} + +PROMPT: Is he a pilot? {page_081_004.jpg} {bk01-l3c-f7-03-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f7-03-a.mp3} + +PROMPT: Is he a pilot? {page_081_005.jpg} {bk01-l3c-f7-04-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-04-a.mp3} + +PROMPT: Is she a barber? {page_081_006.jpg} {bk01-l3c-f7-05-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-05-a.mp3} + +PROMPT: Is he a barber? {page_081_007.jpg} {bk01-l3c-f7-06-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-06-a.mp3} + +PROMPT: Is she a student? {page_081_008.jpg} {bk01-l3c-f7-07-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-07-a.mp3} + +PROMPT: Is she a student? {page_081_009.jpg} {bk01-l3c-f7-08-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-08-a.mp3} + +PROMPT: Is he a mechanic? {page_081_010.jpg} {bk01-l3c-f7-09-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-09-a.mp3} + +PROMPT: Is she a cook? {page_081_011.jpg} {bk01-l3c-f7-10-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-10-a.mp3} + +PROMPT: Is she a cook? {page_081_012.jpg} {bk01-l3c-f7-11-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-11-a.mp3} + +PROMPT: Is he a doctor? {page_081_013.jpg} {bk01-l3c-f7-12-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-12-a.mp3} + +$LESSON 3-9: Are They Pilots? — Plural Questions and Review + +# Source: LLA 3D Figure 1 (Yes answers) +$DIALOGUE Are They Cooks? Yes, They Are. +ID: 3d-f1 +INTRO: Now the same game in the plural — are they cooks, barbers, pilots? Every guess here is right. Listen and repeat the questions and answers. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Are they cooks? {page_083_001.jpg} {bk01-l3d-f1-01-q.mp3} +LINE: Yes, they are. {page_083_001.jpg} {bk01-l3d-f1-01-a.mp3} + +Narrator: Are they barbers? {page_083_002.jpg} {bk01-l3d-f1-02-q.mp3} +LINE: Yes, they are. {page_083_002.jpg} {bk01-l3d-f1-02-a.mp3} + +Narrator: Are they pilots? {page_083_003.jpg} {bk01-l3d-f1-03-q.mp3} +LINE: Yes, they are. {page_083_003.jpg} {bk01-l3d-f1-03-a.mp3} + +Narrator: Are they students? {page_083_004.jpg} {bk01-l3d-f1-04-q.mp3} +LINE: Yes, they are. {page_083_004.jpg} {bk01-l3d-f1-04-a.mp3} + +Narrator: Are they teachers? {page_083_005.jpg} {bk01-l3d-f1-05-q.mp3} +LINE: Yes, they are. {page_083_005.jpg} {bk01-l3d-f1-05-a.mp3} + +Narrator: Are they doctors? {page_083_006.jpg} {bk01-l3d-f1-06-q.mp3} +LINE: Yes, they are. {page_083_006.jpg} {bk01-l3d-f1-06-a.mp3} + +Narrator: Are they mechanics? {page_083_007.jpg} {bk01-l3d-f1-07-q.mp3} +LINE: Yes, they are. {page_083_007.jpg} {bk01-l3d-f1-07-a.mp3} + +Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-08-q.mp3} +LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-08-a.mp3} + +Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-09-q.mp3} +LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-09-a.mp3} + +Narrator: Are those pens? {page_083_010.jpg} {bk01-l3d-f1-10-q.mp3} +LINE: Yes, they are. {page_083_010.jpg} {bk01-l3d-f1-10-a.mp3} + +Narrator: Are those letters? {page_083_011.jpg} {bk01-l3d-f1-11-q.mp3} +LINE: Yes, they are. {page_083_011.jpg} {bk01-l3d-f1-11-a.mp3} + +# Source: LLA 3D Figure 1 (No answers) +$DIALOGUE Are They Teachers? No, They're Not. +ID: 3d-f1-b +INTRO: Same pictures, but this time every guess is wrong — the cooks are not teachers, whatever the tape hopes. Repeat the questions and the "no" answers. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Are they teachers? {page_083_001.jpg} {bk01-l3d-f1-12-q.mp3} +LINE: No, they're not. {page_083_001.jpg} {bk01-l3d-f1-12-a.mp3} + +Narrator: Are they doctors? {page_083_002.jpg} {bk01-l3d-f1-13-q.mp3} +LINE: No, they're not. {page_083_002.jpg} {bk01-l3d-f1-13-a.mp3} + +Narrator: Are they cooks? {page_083_003.jpg} {bk01-l3d-f1-14-q.mp3} +LINE: No, they aren't. {page_083_003.jpg} {bk01-l3d-f1-14-a.mp3} + +Narrator: Are they mechanics? {page_083_004.jpg} {bk01-l3d-f1-15-q.mp3} +LINE: No, they aren't. {page_083_004.jpg} {bk01-l3d-f1-15-a.mp3} + +Narrator: Are they barbers? {page_083_005.jpg} {bk01-l3d-f1-16-q.mp3} +LINE: No, they aren't. {page_083_005.jpg} {bk01-l3d-f1-16-a.mp3} + +Narrator: Are they pilots? {page_083_006.jpg} {bk01-l3d-f1-17-q.mp3} +LINE: No, they aren't. {page_083_006.jpg} {bk01-l3d-f1-17-a.mp3} + +Narrator: Are they students? {page_083_007.jpg} {bk01-l3d-f1-18-q.mp3} +LINE: No, they're not. {page_083_007.jpg} {bk01-l3d-f1-18-a.mp3} + +Narrator: Are those letters? {page_083_008.jpg} {bk01-l3d-f1-19-q.mp3} +LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-19-a.mp3} + +Narrator: Are those tables? {page_083_009.jpg} {bk01-l3d-f1-20-q.mp3} +LINE: No, they're not. {page_083_009.jpg} {bk01-l3d-f1-20-a.mp3} + +Narrator: Are those books? {page_083_010.jpg} {bk01-l3d-f1-21-q.mp3} +LINE: No, they're not. {page_083_010.jpg} {bk01-l3d-f1-21-a.mp3} + +Narrator: Are those windows? {page_083_011.jpg} {bk01-l3d-f1-22-q.mp3} +LINE: No, they aren't. {page_083_011.jpg} {bk01-l3d-f1-22-a.mp3} + +# Source: LLA 3D Figure 2 +$PRODUCE Answer About the Groups +ID: 3d-f2 +INTRO: Your turn to judge. Look at the group, listen to the question, and answer with a short answer — yes or no, as the picture demands. +INSTRUCTION: Answer aloud with a short answer. +INPUT: speak +CHECK: reveal + +PROMPT: Are they doctors? {page_084_001.jpg} {bk01-l3d-f2-01-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-01-a.mp3} + +PROMPT: Are they cooks? {page_084_002.jpg} {bk01-l3d-f2-02-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-02-a.mp3} + +PROMPT: Are they teachers? {page_084_003.jpg} {bk01-l3d-f2-03-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-03-a.mp3} + +PROMPT: Are they teachers? {page_084_004.jpg} {bk01-l3d-f2-04-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-04-a.mp3} + +PROMPT: Are they mechanics? {page_084_005.jpg} {bk01-l3d-f2-05-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-05-a.mp3} + +PROMPT: Are they pilots? {page_084_006.jpg} {bk01-l3d-f2-06-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3} + +PROMPT: Are they barbers? {page_084_007.jpg} {bk01-l3d-f2-07-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3} + +# Source: LLA 3D Figure 3 +$PRODUCE Coins: Yes or No? +ID: 3d-f3 +INTRO: Back to the coins — a callback from earlier. Answer yes or no, and when the answer is no, be ready to say what the coins really are. +INSTRUCTION: Answer aloud. +INPUT: speak +CHECK: reveal + +PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-01-q1.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f3-01-a1.mp3} + +PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-01-q2.mp3} +RESPONSE: They're dimes. {bk01-l3d-f3-01-a2.mp3} + +PROMPT: Are those nickels? {page_085_002.jpg} {bk01-l3d-f3-02-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-02-a.mp3} + +PROMPT: Are those pennies? {page_085_003.jpg} {bk01-l3d-f3-03-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3} + +PROMPT: Are those half dollars? {page_085_004.jpg} {bk01-l3d-f3-04-q1.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f3-04-a1.mp3} + +PROMPT: What are they? {page_085_004.jpg} {bk01-l3d-f3-04-q2.mp3} +RESPONSE: They're quarters. {bk01-l3d-f3-04-a2.mp3} + +PROMPT: Are those dollars? {page_085_005.jpg} {bk01-l3d-f3-05-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-05-a.mp3} + +PROMPT: Are those half dollars? {page_085_006.jpg} {bk01-l3d-f3-06-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-06-a.mp3} + +# Source: ST §They Are Doctors. +$SELECT Review: Am, Is, Are — and Their Negatives +ID: l3-s32 +INTRO: A written check of the whole verb "be" — statements, negatives, and questions in one sweep. Tap the word that completes each sentence. +INSTRUCTION: Tap the correct answer. + +TEMPLATE: She ____ a pilot. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: b + +TEMPLATE: They ____ students. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: c + +TEMPLATE: You ____ my teacher. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | isn't +ANSWER: c + +TEMPLATE: He ____ a student. He's a teacher. +OPTION: a | isn't +OPTION: b | aren't +OPTION: c | is +OPTION: d | are +ANSWER: a + +TEMPLATE: We ____ pilots. We're mechanics. +OPTION: a | not +OPTION: b | am not +OPTION: c | isn't +OPTION: d | aren't +ANSWER: d + +TEMPLATE: ____ you a doctor? +OPTION: a | Am +OPTION: b | Is +OPTION: c | Not +OPTION: d | Are +ANSWER: d + +TEMPLATE: I ____ a barber. +OPTION: a | am +OPTION: b | is +OPTION: c | are +OPTION: d | not +ANSWER: a + +TEMPLATE: ____ she a barber? +OPTION: a | Am +OPTION: b | Is +OPTION: c | Not +OPTION: d | Are +ANSWER: b + +$LESSON 3-10: This, That, These, Those + +# Source: LLA 3D Figure 4 (presentation) +$DIALOGUE These and Those +ID: 3d-f4 +INTRO: Last teaching point: whose things are these? Questions with "these" and "those", plus my, your, his, and her. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-01-q.mp3} +LINE: Yes, they are. {page_086_001.jpg} {bk01-l3d-f4-01-a.mp3} + +Narrator: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-02-q.mp3} +LINE: Yes, they are. {page_086_002.jpg} {bk01-l3d-f4-02-a.mp3} + +Narrator: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-03-q.mp3} +LINE: Yes, they are. {page_086_003.jpg} {bk01-l3d-f4-03-a.mp3} + +Narrator: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-04-q.mp3} +LINE: Yes, they are. {page_086_004.jpg} {bk01-l3d-f4-04-a.mp3} + +Narrator: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-05-q.mp3} +LINE: No, they aren't. {page_086_005.jpg} {bk01-l3d-f4-05-a.mp3} + +Narrator: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-06-q.mp3} +LINE: No, they aren't. {page_086_006.jpg} {bk01-l3d-f4-06-a.mp3} + +Narrator: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-07-q.mp3} +LINE: No, it isn't. {page_086_007.jpg} {bk01-l3d-f4-07-a.mp3} + +Narrator: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-08-q.mp3} +LINE: No, they aren't. {page_086_008.jpg} {bk01-l3d-f4-08-a.mp3} + +# Source: LLA 3D Figure 4 (production) +$PRODUCE Answer: These and Those +ID: 3d-f4-b +INTRO: Same pictures, but now the answers are yours. Answer each question aloud, then repeat the model. +INSTRUCTION: Answer aloud with a short answer. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-09-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-09-a.mp3} + +PROMPT: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-10-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-10-a.mp3} + +PROMPT: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-11-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-11-a.mp3} + +PROMPT: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-12-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-12-a.mp3} + +PROMPT: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-13-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-13-a.mp3} + +PROMPT: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-14-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-14-a.mp3} + +PROMPT: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-15-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3} + +PROMPT: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-16-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3} + +# Source: LLA 3D Figure 5 (presentation) +$DIALOGUE This and That +ID: 3d-f5 +INTRO: Back to the singular: "this" for near, "that" for far. Listen to the questions and answers, and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-01-q.mp3} +LINE: Yes, it is. {page_087_001.jpg} {bk01-l3d-f5-01-a.mp3} + +Narrator: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-02-q.mp3} +LINE: Yes, it is. {page_087_002.jpg} {bk01-l3d-f5-02-a.mp3} + +Narrator: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-03-q.mp3} +LINE: Yes, it is. {page_087_003.jpg} {bk01-l3d-f5-03-a.mp3} + +Narrator: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-04-q.mp3} +LINE: Yes, it is. {page_087_004.jpg} {bk01-l3d-f5-04-a.mp3} + +Narrator: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-05-q.mp3} +LINE: No, it isn't. {page_087_005.jpg} {bk01-l3d-f5-05-a.mp3} + +Narrator: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-06-q.mp3} +LINE: No, it isn't. {page_087_006.jpg} {bk01-l3d-f5-06-a.mp3} + +Narrator: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-07-q.mp3} +LINE: No, it isn't. {page_087_007.jpg} {bk01-l3d-f5-07-a.mp3} + +Narrator: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-08-q.mp3} +LINE: No, it isn't. {page_087_008.jpg} {bk01-l3d-f5-08-a.mp3} + +# Source: LLA 3D Figure 5 (production) +$PRODUCE Answer: This and That +ID: 3d-f5-b +INTRO: Now answer for yourself — look at each picture and give the short answer aloud. +INSTRUCTION: Answer aloud with a short answer. +INPUT: speak +CHECK: reveal + +PROMPT: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-09-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3} + +PROMPT: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-10-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3} + +PROMPT: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-11-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3} + +PROMPT: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-12-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3} + +PROMPT: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-13-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3} + +PROMPT: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-14-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3} + +PROMPT: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-15-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3} + +PROMPT: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-16-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3} + +# Source: LLA 3D Figure 6 (dialogue) +$DIALOGUE Is This Your Classroom? +ID: 3d-f6 +INTRO: A short conversation between two students — one of them is quite sure this is a classroom. He's wrong. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Student_1: Is this your classroom? {bk01-l3d-f6-01.mp3} +Student_2: No, it isn't. {bk01-l3d-f6-02.mp3} +Student_1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3} +Student_2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} + +# Source: LLA 3D Figure 6 (role play) +$PRODUCE Your Turn in the Dialog +ID: 3d-f6-b +INTRO: Now take the second student's part and answer the questions yourself. That's the whole lesson — the next part is optional letter practice, in case your eyes want a workout too. +INSTRUCTION: Answer the questions aloud. +INPUT: speak +CHECK: reveal + +PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f6-02.mp3} + +PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3} +RESPONSE: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} + +$LESSON 3-11: Extra Practice — Reading Letters (Optional) + +# Source: ST §Same/Different Letter +$SELECT Same Letter or Different? +ID: l3-s13 +INTRO: This part is optional eye training for reading English letters — if you can already read them comfortably, feel free to skip it. Look at the two letters and tap Same or Different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +TEMPLATE: x e +ANSWER: d + +TEMPLATE: a a +ANSWER: s + +TEMPLATE: x x +ANSWER: s + +TEMPLATE: n x +ANSWER: d + +TEMPLATE: w v +ANSWER: d + +TEMPLATE: z z +ANSWER: s + +TEMPLATE: i j +ANSWER: d + +TEMPLATE: c e +ANSWER: d + +TEMPLATE: k k +ANSWER: s + +TEMPLATE: b d +ANSWER: d + +TEMPLATE: l i +ANSWER: d + +TEMPLATE: f f +ANSWER: s + +TEMPLATE: m n +ANSWER: d + +TEMPLATE: g p +ANSWER: d + +TEMPLATE: r n +ANSWER: d + +TEMPLATE: h h +ANSWER: s + +TEMPLATE: u v +ANSWER: d + +# Source: ST §One Letter Is the Same +$SELECT Find the Same Letter +ID: l3-s14 +INTRO: One letter on top, four below. Tap the one that matches — b, d, p, and q enjoy impersonating each other. +INSTRUCTION: Tap the same letter. + +EXAMPLE +TEMPLATE: p +OPTION: 1 | d +OPTION: 2 | q +OPTION: 3 | p +OPTION: 4 | b +ANSWER: 3 + +TEMPLATE: a +OPTION: 1 | a +OPTION: 2 | b +OPTION: 3 | c +OPTION: 4 | d +ANSWER: 1 + +TEMPLATE: i +OPTION: 1 | j +OPTION: 2 | l +OPTION: 3 | i +OPTION: 4 | e +ANSWER: 3 + +TEMPLATE: m +OPTION: 1 | j +OPTION: 2 | k +OPTION: 3 | l +OPTION: 4 | m +ANSWER: 4 + +TEMPLATE: b +OPTION: 1 | h +OPTION: 2 | k +OPTION: 3 | b +OPTION: 4 | p +ANSWER: 3 + +TEMPLATE: c +OPTION: 1 | e +OPTION: 2 | c +OPTION: 3 | o +OPTION: 4 | a +ANSWER: 2 + +TEMPLATE: s +OPTION: 1 | z +OPTION: 2 | x +OPTION: 3 | s +OPTION: 4 | w +ANSWER: 3 + +TEMPLATE: d +OPTION: 1 | p +OPTION: 2 | b +OPTION: 3 | d +OPTION: 4 | h +ANSWER: 3 + +TEMPLATE: t +OPTION: 1 | l +OPTION: 2 | t +OPTION: 3 | i +OPTION: 4 | f +ANSWER: 2 + +TEMPLATE: n +OPTION: 1 | h +OPTION: 2 | m +OPTION: 3 | n +OPTION: 4 | r +ANSWER: 3 + +TEMPLATE: k +OPTION: 1 | h +OPTION: 2 | d +OPTION: 3 | b +OPTION: 4 | k +ANSWER: 4 + +TEMPLATE: g +OPTION: 1 | q +OPTION: 2 | y +OPTION: 3 | g +OPTION: 4 | p +ANSWER: 3 + +TEMPLATE: v +OPTION: 1 | v +OPTION: 2 | w +OPTION: 3 | u +OPTION: 4 | m +ANSWER: 1 + +# Source: ST §One Letter Is Different +$SELECT Find the Different Letter +ID: l3-s15 +INTRO: Last one: three letters match and one doesn't. Tap the odd one out — then you're done with the whole lesson. +INSTRUCTION: Tap the different letter. + +TEMPLATE: Which letter is different? +OPTION: 1 | d +OPTION: 2 | d +OPTION: 3 | d +OPTION: 4 | l +ANSWER: 4 + +TEMPLATE: Which letter is different? +OPTION: 1 | x +OPTION: 2 | x +OPTION: 3 | z +OPTION: 4 | x +ANSWER: 3 + +TEMPLATE: Which letter is different? +OPTION: 1 | l +OPTION: 2 | l +OPTION: 3 | i +OPTION: 4 | l +ANSWER: 3 + +TEMPLATE: Which letter is different? +OPTION: 1 | y +OPTION: 2 | g +OPTION: 3 | g +OPTION: 4 | g +ANSWER: 1 + +TEMPLATE: Which letter is different? +OPTION: 1 | j +OPTION: 2 | i +OPTION: 3 | j +OPTION: 4 | j +ANSWER: 2 + +TEMPLATE: Which letter is different? +OPTION: 1 | d +OPTION: 2 | b +OPTION: 3 | d +OPTION: 4 | d +ANSWER: 2 + +TEMPLATE: Which letter is different? +OPTION: 1 | m +OPTION: 2 | n +OPTION: 3 | n +OPTION: 4 | n +ANSWER: 1 + +TEMPLATE: Which letter is different? +OPTION: 1 | e +OPTION: 2 | c +OPTION: 3 | e +OPTION: 4 | e +ANSWER: 2 + +TEMPLATE: Which letter is different? +OPTION: 1 | o +OPTION: 2 | a +OPTION: 3 | o +OPTION: 4 | o +ANSWER: 2 + +TEMPLATE: Which letter is different? +OPTION: 1 | b +OPTION: 2 | p +OPTION: 3 | p +OPTION: 4 | p +ANSWER: 1 diff --git a/book-1-lesson-3/bk01-l3a-f1-03.mp3 b/book-1-lesson-3/bk01-l3a-f1-03.mp3 index a755b706..8c762c6f 100644 Binary files a/book-1-lesson-3/bk01-l3a-f1-03.mp3 and b/book-1-lesson-3/bk01-l3a-f1-03.mp3 differ diff --git a/book-1-lesson-3/bk01-l3a-f1-04.mp3 b/book-1-lesson-3/bk01-l3a-f1-04.mp3 index 2c7c911a..ab935bcd 100644 Binary files a/book-1-lesson-3/bk01-l3a-f1-04.mp3 and b/book-1-lesson-3/bk01-l3a-f1-04.mp3 differ diff --git a/book-1-lesson-3/bk01-l3a-f1-07.mp3 b/book-1-lesson-3/bk01-l3a-f1-07.mp3 index c5b27c18..0ed014eb 100644 Binary files a/book-1-lesson-3/bk01-l3a-f1-07.mp3 and b/book-1-lesson-3/bk01-l3a-f1-07.mp3 differ diff --git a/book-1-lesson-3/bk01-l3a-f1-09.mp3 b/book-1-lesson-3/bk01-l3a-f1-09.mp3 index e4abac2a..5114314f 100644 Binary files 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$MODULE Book 1 · Lesson 4: Today Is Thursday FORMAT: 2 -DIOCO_DOC_ID: lc_alc_book1_lesson4 -DESCRIPTION: This/that/these/those with classroom objects, my/your/his/her, the alphabet, days of the week, telling time, and prepositions of location (in/on/under). +DESCRIPTION: Yes/no questions with this, that, these and those; my, your, his, her; the alphabet and spelling; days of the week; telling time; and in, on, under. The final part is optional letter-reading practice — skip it if you already read English letters comfortably. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, encouraging teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Student_1 | achernar | Male student -VOICE: Student_2 | schedar | Male student -VOICE: Ken | achernar | Male student -VOICE: Jim | achird | Male student -VOICE: Narrator | achernar | speaker (auto) +VOICE: Student1 | achernar | Male student +VOICE: Student2 | gacrux | Female student +VOICE: ID | achernar | speaker (auto) +VOICE: Narrator | achird | speaker (auto) -# ============================================================================ $LESSON 4-1: Is This a Pen? -# ============================================================================ -# Source: LLA 4A Figure 1 (Part 1) -$DIALOGUE Is This a Pen? — Yes, It Is -INTRO: Let's name the things around us. Listen to each question and its yes answer, then say it back. +# Source: LLA 4A Figure 1 +$DIALOGUE Is This a Pen? +ID: 4a-f1 +INTRO: In this lesson you'll learn to ask and answer yes/no questions, name the days of the week, tell the time, and say where things are. We start with classroom objects — you'll hear a question about each picture and its answer. Listen and repeat both. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01a.mp3} -LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01b.mp3} +Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01-q.mp3} +LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01-a.mp3} -Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02a.mp3} -LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02b.mp3} +Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02-q.mp3} +LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02-a.mp3} -Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03a.mp3} -LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03b.mp3} +Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03-q.mp3} +LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03-a.mp3} -Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04a.mp3} -LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04b.mp3} +Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04-q.mp3} +LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04-a.mp3} -Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05a.mp3} -LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05b.mp3} +Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05-q.mp3} +LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05-a.mp3} -Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06a.mp3} -LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06b.mp3} +Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06-q.mp3} +LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06-a.mp3} -Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07a.mp3} -LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07b.mp3} +Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07-q.mp3} +LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07-a.mp3} -# Source: LLA 4A Figure 1 (Part 2) -$DIALOGUE Is This a Pen? — No, It Isn't -INTRO: Now the answers are negative. Listen for "No, it isn't," and repeat. +# Source: LLA 4A Figure 1 +$DIALOGUE No, It Isn't +ID: 4a-f1-b +INTRO: Same pictures — but now every guess is wrong. Listen to the questions and the "no" answers, and repeat them. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08a.mp3} -LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08b.mp3} +Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08-q.mp3} +LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08-a.mp3} -Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09a.mp3} -LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09b.mp3} +Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09-q.mp3} +LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09-a.mp3} -Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10a.mp3} -LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10b.mp3} +Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10-q.mp3} +LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10-a.mp3} -Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11a.mp3} -LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11b.mp3} +Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11-q.mp3} +LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11-a.mp3} -Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12a.mp3} -LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12b.mp3} +Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12-q.mp3} +LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12-a.mp3} -Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13a.mp3} -LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13b.mp3} +Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13-q.mp3} +LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13-a.mp3} -Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14a.mp3} -LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14b.mp3} +Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14-q.mp3} +LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14-a.mp3} -# Source: ST §Grammar Yes/No Questions -$GRAMMAR Yes/No Questions — Short and Long Answers -INTRO: Here's how to answer yes/no questions with a full sentence, not just one word. +# Source: new (gap: this/that/these/those drilled throughout 4A but never explained) +$GRAMMAR This, That, These, Those +ID: 4a-g1 +INTRO: A quick word about this, that, these, and those before you answer on your own. -A yes/no question can take a short word, but a **long answer** repeats the subject and verb. +Use **this** for one thing near you: {Is this a pen?} -| Question | Long Answer | +Use **that** for one thing farther away: {Is that a door?} + +For more than one thing, **this** becomes **these** and **that** becomes **those**: {Are these books?} — {Are those chairs?} + +| | Near | Far | +|---|---|---| +| One | this | that | +| More than one | these | those | + +# Source: LLA 4A Figure 1 +$PRODUCE Answer: Yes or No +ID: 4a-f1-c +INPUT: speak +CHECK: reveal +INTRO: Your turn. You'll see a picture and hear a question about it — answer aloud with yes or no, then check against the model. +INSTRUCTION: Answer the questions aloud. + +EXAMPLE +PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-15-ex-q.mp3} +RESPONSE: No, it isn't a clock. {bk01-l4a-f1-15-ex-a.mp3} + +PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-16-q.mp3} +RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-16-a.mp3} + +PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-17-q.mp3} +RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-17-a.mp3} + +PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-18-q.mp3} +RESPONSE: Yes, it's a chair. {bk01-l4a-f1-18-a.mp3} + +PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-19-q.mp3} +RESPONSE: No, it isn't a window. {bk01-l4a-f1-19-a.mp3} + +PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-20-q.mp3} +RESPONSE: No, it isn't a pen. {bk01-l4a-f1-20-a.mp3} + +PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-21-q.mp3} +RESPONSE: Yes, it's a window. {bk01-l4a-f1-21-a.mp3} + +PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-22-q.mp3} +RESPONSE: Yes, it's a door. {bk01-l4a-f1-22-a.mp3} + +# Source: LLA 4A Figure 2 +$DIALOGUE Are These Books? +ID: 4a-f2 +INTRO: Now for more than one thing at a time — these and those. Listen to the questions and the "yes" answers, and repeat them. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01-q.mp3} +LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01-a.mp3} + +Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02-q.mp3} +LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02-a.mp3} + +Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03-q.mp3} +LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03-a.mp3} + +Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04-q.mp3} +LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04-a.mp3} + +Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05-q.mp3} +LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05-a.mp3} + +Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06-q.mp3} +LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06-a.mp3} + +# Source: LLA 4A Figure 2 +$DIALOGUE No, They Aren't +ID: 4a-f2-b +INTRO: The same plural pictures, and another round of wrong guesses. Listen to the "no" answers and repeat them. +INSTRUCTION: Listen and repeat. +REPEAT + +Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07-q.mp3} +LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07-a.mp3} + +Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08-q.mp3} +LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08-a.mp3} + +Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09-q.mp3} +LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09-a.mp3} + +Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10-q.mp3} +LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10-a.mp3} + +Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11-q.mp3} +LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11-a.mp3} + +Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12-q.mp3} +LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12-a.mp3} + +# Source: ST §Are You a Student? +$GRAMMAR Long Answers to Yes/No Questions +ID: l4-s1 +INTRO: Here's the full pattern for answering yes/no questions — about things and about people. + +| Question | Long Answers | |---|---| -| Are you a student? | {Yes, I'm a student.} / {No, I'm not a student.} | -| Is she a teacher? | {Yes, she's a teacher.} / {No, she isn't a teacher.} | -| Is this a pen? | {Yes, this is a pen.} / {No, this isn't a pen.} | -| Are they doctors? | {Yes, they're doctors.} / {No, they aren't doctors.} | +| {Are you a student?} | {Yes, I'm a student.}
{No, I'm not a student.} | +| {Is she a teacher?} | {Yes, she's a teacher.}
{No, she's not a teacher.}
{No, she isn't a teacher.} | +| {Is this a pen?} | {Yes, this is a pen.}
{No, this isn't a pen.} | +| {Are they doctors?} | {Yes, they're doctors.}
{No, they're not doctors.}
{No, they aren't doctors.} | + +Both "no" forms are correct — pick either one. # Source: ST §Yes, It's a Notebook. -$DIALOGUE Yes, It's a Book -INTRO: Listen to these question-and-answer pairs about people and things, then say them back. -INSTRUCTION: Listen and repeat. +$DIALOGUE Yes, It's a Notebook +ID: l4-s2 +INTRO: The same question-and-answer pattern, now with people as well as things. Listen and repeat each pair. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg} @@ -100,189 +198,119 @@ LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg} LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg} LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg} -# Source: LLA 4A Figure 1 (Part 3) -$PRODUCE Is This a Pen? — Answer Aloud -INTRO: Look at each picture, answer the question aloud, then check against the tape. -INSTRUCTION: Answer the question aloud. -INPUT: speak -CHECK: reveal - -EXAMPLE -PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-ex-q.mp3} -RESPONSE: No, it isn't a clock. {bk01-l4a-f1-ex-a.mp3} - -PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-15-q.mp3} -RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-15-a.mp3} - -PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-16-q.mp3} -RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-16-a.mp3} - -PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-17-q.mp3} -RESPONSE: Yes, it's a chair. {bk01-l4a-f1-17-a.mp3} - -PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-18-q.mp3} -RESPONSE: No, it isn't a window. {bk01-l4a-f1-18-a.mp3} - -PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-19-q.mp3} -RESPONSE: No, it isn't a pen. {bk01-l4a-f1-19-a.mp3} - -PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-20-q.mp3} -RESPONSE: Yes, it's a window. {bk01-l4a-f1-20-a.mp3} - -PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-21-q.mp3} -RESPONSE: Yes, it's a door. {bk01-l4a-f1-21-a.mp3} - # Source: ST §Yes, Jim Is a Doctor. -$PRODUCE Yes/No — Give the Long Answer -INTRO: Read each question and the start of the answer, then say the full long answer. -INSTRUCTION: Answer aloud with a full long answer. +$PRODUCE Give a Long Answer +ID: l4-s3 INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any correct long answer matching the prompt and the given Yes/No cue (e.g., "Yes, he's a mechanic" or "Yes, he is a mechanic"). +INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters. +INSTRUCTION: Answer with a full long answer. +RUBRIC: Yes or no is the learner's choice. Require a full long answer with the correct pronoun and verb form (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" fails. PROMPT: Is Joe a mechanic? -TEMPLATE: Yes, ____ -RESPONSE: Yes, he's a mechanic. +RESPONSE: Yes, he is a mechanic. PROMPT: Are you a pilot? -TEMPLATE: No, ____ RESPONSE: No, I'm not a pilot. PROMPT: Are we students? -TEMPLATE: Yes, ____ -RESPONSE: Yes, we're students. +RESPONSE: Yes, we are students. PROMPT: Is she a teacher? -TEMPLATE: No, ____ -RESPONSE: No, she's not a teacher. +RESPONSE: No, she isn't a teacher. PROMPT: Are they cooks? -TEMPLATE: No, ____ RESPONSE: No, they aren't cooks. -# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "HE / DAY" — instructor-read -# minimal-pair drills with no recorded stimulus and no given word pairs. Convertible later -# with chosen items + TTS. +$LESSON 4-2: My, Your, His, Her -# ============================================================================ -$LESSON 4-2: This, That, These, Those -# ============================================================================ - -# Source: LLA 4A Figure 2 (Part 1) -$DIALOGUE Are These Books? — Yes -INTRO: Now we move to plurals — "these" for things near, "those" for things far. Listen and repeat. +# Source: LLA 4A Figure 3 +$DIALOGUE Whose Is It? — Phrases +ID: 4a-f3 +INTRO: Next goal: saying whose things are. First just the short phrases — my, your, his, her. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01a.mp3} -LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01b.mp3} +LINE: my pen {page_091_001.jpg} {bk01-l4a-f3-01.mp3} +LINE: your book {page_091_002.jpg} {bk01-l4a-f3-02.mp3} +LINE: her notebook {page_091_003.jpg} {bk01-l4a-f3-03.mp3} +LINE: his quarter {page_091_004.jpg} {bk01-l4a-f3-04.mp3} +LINE: my chair {page_091_005.jpg} {bk01-l4a-f3-05.mp3} +LINE: your pencil {page_091_006.jpg} {bk01-l4a-f3-06.mp3} +LINE: her table {page_091_007.jpg} {bk01-l4a-f3-07.mp3} +LINE: his clock {page_091_008.jpg} {bk01-l4a-f3-08.mp3} -Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02a.mp3} -LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02b.mp3} - -Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03a.mp3} -LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03b.mp3} - -Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04a.mp3} -LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04b.mp3} - -Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05a.mp3} -LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05b.mp3} - -Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06a.mp3} -LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06b.mp3} - -# Source: LLA 4A Figure 2 (Part 2) -$DIALOGUE Are These Books? — No -INTRO: Here come the negative plural answers: "No, they aren't." Listen and say them back. +# Source: LLA 4A Figure 3 +$DIALOGUE Whose Is It? — Sentences +ID: 4a-f3-b +INTRO: The same phrases, now inside full sentences with this and that. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07a.mp3} -LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07b.mp3} +LINE: this is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3} +LINE: that's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3} +LINE: that's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3} +LINE: this is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3} +LINE: this is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3} +LINE: this is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3} +LINE: that's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3} +LINE: that's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3} -Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08a.mp3} -LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08b.mp3} +# Source: new (gap: my/your/his/her drilled in 4A Figures 3–5 but never explained) +$GRAMMAR My, Your, His, Her +ID: 4a-g2 +INTRO: One small table before the questions start flying: which word goes with which person. -Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09a.mp3} -LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09b.mp3} +Each person gets their own word for ownership: -Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10a.mp3} -LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10b.mp3} +| Person | Word | Example | +|---|---|---| +| I | my | {This is my pen.} | +| you | your | {That's your book.} | +| he | his | {This is his quarter.} | +| she | her | {That's her notebook.} | -Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11a.mp3} -LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11b.mp3} +Notice the switch in questions and answers: {Is that my pen?} → {Yes, that's your pen.} — *my* becomes *your* when the other person answers. -Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12a.mp3} -LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12b.mp3} - -# Source: LLA 4A Figure 3 (Part 1) -$DIALOGUE My, Your, His, Her -INTRO: Let's add the little words that show whose thing it is: my, your, his, her. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: my pen. {page_091_001.jpg} {bk01-l4a-f3-01.mp3} -LINE: your book. {page_091_002.jpg} {bk01-l4a-f3-02.mp3} -LINE: her notebook. {page_091_003.jpg} {bk01-l4a-f3-03.mp3} -LINE: his quarter. {page_091_004.jpg} {bk01-l4a-f3-04.mp3} -LINE: my chair. {page_091_005.jpg} {bk01-l4a-f3-05.mp3} -LINE: your pencil. {page_091_006.jpg} {bk01-l4a-f3-06.mp3} -LINE: her table. {page_091_007.jpg} {bk01-l4a-f3-07.mp3} -LINE: his clock. {page_091_008.jpg} {bk01-l4a-f3-08.mp3} - -# Source: LLA 4A Figure 3 (Part 2) -$DIALOGUE This Is My Pen -INTRO: Now the same possessives inside full sentences with this and that. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3} -LINE: That's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3} -LINE: That's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3} -LINE: This is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3} -LINE: This is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3} -LINE: This is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3} -LINE: That's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3} -LINE: That's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3} - -# Source: LLA 4A Figure 4 (Part 1) +# Source: LLA 4A Figure 4 $DIALOGUE Is That My Pen? -INTRO: Now listen to questions and answers that mix possessives with this and that. +ID: 4a-f4 +INTRO: Now questions and answers about whose things these are. Watch how "my" turns into "your" in the answer. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01a.mp3} -LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01b.mp3} +Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01-q.mp3} +LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01-a.mp3} -Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02a.mp3} -LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02b.mp3} +Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02-q.mp3} +LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02-a.mp3} -Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03a.mp3} -LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03b.mp3} +Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03-q.mp3} +LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03-a.mp3} -Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04a.mp3} -LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04b.mp3} +Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04-q.mp3} +LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04-a.mp3} -Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05a.mp3} -LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05b.mp3} +Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05-q.mp3} +LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05-a.mp3} -Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06a.mp3} -LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06b.mp3} +Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06-q.mp3} +LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06-a.mp3} -Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07a.mp3} -LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07b.mp3} +Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07-q.mp3} +LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07-a.mp3} -Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08a.mp3} -LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08b.mp3} +Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08-q.mp3} +LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08-a.mp3} -# Source: LLA 4A Figure 4 (Part 2) -$PRODUCE Is That My Pen? — Answer Aloud -INTRO: Look at the picture, give a full answer aloud, then repeat the correct one. -INSTRUCTION: Answer aloud with a full sentence. +# Source: LLA 4A Figure 4 +$PRODUCE Answer About Ownership +ID: 4a-f4-b INPUT: speak CHECK: reveal +INTRO: Your turn with the same pictures. Answer each question aloud, then repeat the model answer — and keep an eye on that my/your switch. +INSTRUCTION: Answer the questions aloud. REPEAT PROMPT: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-09-q.mp3} @@ -311,42 +339,42 @@ RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3} # Source: LLA 4A Figure 5 $DIALOGUE Are These My Books? -INTRO: Last set — plural objects with my, your, his, and her. Listen and say them back. +ID: 4a-f5 +INTRO: Last round for ownership — plural things this time. Listen to the questions and answers, and repeat them. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01a.mp3} -LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01b.mp3} +Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01-q.mp3} +LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01-a.mp3} -Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02a.mp3} -LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02b.mp3} +Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02-q.mp3} +LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02-a.mp3} -Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03a.mp3} -LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03b.mp3} +Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03-q.mp3} +LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03-a.mp3} -Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04a.mp3} -LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04b.mp3} +Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04-q.mp3} +LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04-a.mp3} -Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05a.mp3} -LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05b.mp3} +Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05-q.mp3} +LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05-a.mp3} -Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06a.mp3} -LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06b.mp3} +Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06-q.mp3} +LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06-a.mp3} -Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07a.mp3} -LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07b.mp3} +Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07-q.mp3} +LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07-a.mp3} -Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08a.mp3} -LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08b.mp3} +Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08-q.mp3} +LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08-a.mp3} -# ============================================================================ -$LESSON 4-3: The Alphabet -# ============================================================================ +$LESSON 4-3: The Alphabet and Spelling # Source: LLA 4A Figure 6 $DIALOGUE The Alphabet -INTRO: Let's go through the whole alphabet. Listen to each letter and say it back. -INSTRUCTION: Listen and repeat each letter. +ID: 4a-f6 +INTRO: In this part you'll learn the English alphabet and use it to spell words. Here are all twenty-six letters — listen and repeat each one. +INSTRUCTION: Listen and repeat. REPEAT LINE: A {bk01-l4a-f6-01.mp3} @@ -377,8 +405,9 @@ LINE: Y {bk01-l4a-f6-25.mp3} LINE: Z {bk01-l4a-f6-26.mp3} # Source: LLA 4A Figure 7 -$SELECT Hear the Letter -INTRO: You'll hear a letter. Tap the one you hear — watch for capital and small letters. +$SELECT Tap the Letter You Hear +ID: 4a-f7 +INTRO: Now pick letters out by ear. You'll hear one letter and see four — tap the one you heard. Capital or small, it's still the same letter. INSTRUCTION: Tap the letter you hear. PROMPT: G {bk01-l4a-f7-01.mp3} @@ -452,79 +481,1100 @@ OPTION: d | L ANSWER: d # Source: ST §What's the Letter? -$PRODUCE The Next Letter -INTRO: Type the letter that fills the gap so the sequence stays in alphabetical order. -INSTRUCTION: Type the missing letter. +$PRODUCE What's the Missing Letter? +ID: l4-s4 INPUT: type CHECK: exact +INTRO: Alphabet order practice. Each sequence has one letter missing — type it. +INSTRUCTION: Type the missing letter. -TEMPLATE: W ____ Y Z -RESPONSE: X -ACCEPT: x | X +TEMPLATE: W ____{X|x} Y Z +RESPONSE: W X Y Z -TEMPLATE: F G ____ I -RESPONSE: H -ACCEPT: h | H +TEMPLATE: F G ____{H|h} I +RESPONSE: F G H I -TEMPLATE: R S ____ U -RESPONSE: T -ACCEPT: t | T +TEMPLATE: R S ____{T|t} U +RESPONSE: R S T U -TEMPLATE: K L M ____ -RESPONSE: N -ACCEPT: n | N +TEMPLATE: K L M ____{N|n} +RESPONSE: K L M N -TEMPLATE: D E F ____ -RESPONSE: G -ACCEPT: g | G +TEMPLATE: D E F ____{G|g} +RESPONSE: D E F G -TEMPLATE: ____ B C D -RESPONSE: A -ACCEPT: a | A +TEMPLATE: ____{A|a} B C D +RESPONSE: A B C D -TEMPLATE: ____ I J K -RESPONSE: H -ACCEPT: h | H +TEMPLATE: ____{H|h} I J K +RESPONSE: H I J K -TEMPLATE: O P ____ R -RESPONSE: Q -ACCEPT: q | Q +TEMPLATE: O P ____{Q|q} R +RESPONSE: O P Q R -TEMPLATE: i j k ____ -RESPONSE: l -ACCEPT: L | l +TEMPLATE: i j k ____{l|L} +RESPONSE: i j k l -TEMPLATE: q ____ s t -RESPONSE: r -ACCEPT: R | r +TEMPLATE: q ____{r|R} s t +RESPONSE: q r s t -TEMPLATE: d ____ f g -RESPONSE: e -ACCEPT: E | e +TEMPLATE: d ____{e|E} f g +RESPONSE: d e f g -TEMPLATE: u v ____ x -RESPONSE: w -ACCEPT: W | w +TEMPLATE: u v ____{w|W} x +RESPONSE: u v w x -TEMPLATE: g h ____ j -RESPONSE: i -ACCEPT: I | i +TEMPLATE: g h ____{i|I} j +RESPONSE: g h i j -TEMPLATE: n o ____ q -RESPONSE: p -ACCEPT: P | p +TEMPLATE: n o ____{p|P} q +RESPONSE: n o p q -TEMPLATE: t ____ v w -RESPONSE: u -ACCEPT: U | u +TEMPLATE: t ____{u|U} v w +RESPONSE: t u v w -TEMPLATE: k l ____ n -RESPONSE: m -ACCEPT: M | m +TEMPLATE: k l ____{m|M} n +RESPONSE: k l m n -# Source: ST §Reading Skills — Same or Different? -$SELECT Same or Different? — Letters -INTRO: You'll see two letters. Tap Same if they match, Different if they don't. +# Source: LLA 4B Figure 1 +$PRODUCE Spelling Dictation +ID: 4b-f1-a +INPUT: type +CHECK: exact +INTRO: Now the letters do real work. You'll hear a word spelled out letter by letter — type the word it makes. +INSTRUCTION: Type the word you hear spelled out. + +PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01.mp3} +RESPONSE: tomorrow + +PROMPT: O-N. {bk01-l4b-f1-02.mp3} +RESPONSE: on + +PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03.mp3} +RESPONSE: calendar + +PROMPT: U-N-D-E-R. {bk01-l4b-f1-04.mp3} +RESPONSE: under + +PROMPT: M-A-P. {bk01-l4b-f1-05.mp3} +RESPONSE: map + +PROMPT: D-A-Y. {bk01-l4b-f1-06.mp3} +RESPONSE: day + +# Source: LLA 4B Figure 1 +$PRODUCE What's the Word? +ID: 4b-f1-b +INPUT: speak +CHECK: reveal +INTRO: Same idea, out loud this time. Listen to the spelling, say the whole word, then repeat the answer. +INSTRUCTION: Say the word aloud. +REPEAT + +PROMPT: What's the word? {bk01-l4b-f1-07-q.mp3} +RESPONSE: The word is "tomorrow". {bk01-l4b-f1-07-a.mp3} + +PROMPT: What's the word? {bk01-l4b-f1-08-q.mp3} +RESPONSE: The word is "on". {bk01-l4b-f1-08-a.mp3} + +PROMPT: What's the word? {bk01-l4b-f1-09-q.mp3} +RESPONSE: The word is "calendar". {bk01-l4b-f1-09-a.mp3} + +PROMPT: What's the word? {bk01-l4b-f1-10-q.mp3} +RESPONSE: The word is "under". {bk01-l4b-f1-10-a.mp3} + +PROMPT: What's the word? {bk01-l4b-f1-11-q.mp3} +RESPONSE: The word is "map". {bk01-l4b-f1-11-a.mp3} + +PROMPT: What's the word? {bk01-l4b-f1-12-q.mp3} +RESPONSE: The word is "day". {bk01-l4b-f1-12-a.mp3} + +# Source: LLA 4B Figure 1 +$PRODUCE The Secret Word +ID: 4b-f1-c +INPUT: type +CHECK: exact +INTRO: One last word, spelled out for you. Type it — a little detective work before we move on. +INSTRUCTION: Type the secret word. + +PROMPT: What's the word? The word is "Monday." M-O-N-D-A-Y. {bk01-l4b-f1-13.mp3} +RESPONSE: Monday + +$LESSON 4-4: Days of the Week + +# Source: ST §This Is a Calendar. +$DIALOGUE This Is a Calendar {st-page_088_001.jpg} +ID: l4-s5 +INTRO: New goal: the days of the week. You'll see a calendar and hear what a week, a weekend, today, and tomorrow are. Just listen and read along. +INSTRUCTION: Read the sentences. + +VOCAB: calendar +LINE: This is a calendar. + +VOCAB: week +VOCAB: days +LINE: A week is seven days. + +VOCAB: Sunday +VOCAB: Monday +VOCAB: Tuesday +VOCAB: Wednesday +VOCAB: Thursday +VOCAB: Friday +VOCAB: Saturday +LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday. + +VOCAB: weekend +LINE: Saturday and Sunday are the weekend. + +VOCAB: today +VOCAB: tomorrow +LINE: Today is Thursday. Tomorrow is Friday. + +# Source: LLA 4B Figure 3 +$DIALOGUE The Days of the Week +ID: 4b-f3 +INTRO: Now say the seven days yourself. Listen and repeat each one. +INSTRUCTION: Repeat each day. +REPEAT + +LINE: Sunday. {bk01-l4b-f3-01.mp3} +LINE: Monday. {bk01-l4b-f3-02.mp3} +LINE: Tuesday. {bk01-l4b-f3-03.mp3} +LINE: Wednesday. {bk01-l4b-f3-04.mp3} +LINE: Thursday. {bk01-l4b-f3-05.mp3} +LINE: Friday. {bk01-l4b-f3-06.mp3} +LINE: Saturday. {bk01-l4b-f3-07.mp3} + +# Source: LLA 4B Figure 4 +$DIALOGUE Today and Tomorrow +ID: 4b-f4 +INTRO: The days in pairs: if today is one day, tomorrow is the next. Listen and repeat each pair. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3} +LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3} +LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3} +LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3} +LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3} +LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3} +LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3} + +# DROPPED: ST "Today Is Monday." (l4-s6) — TTS twin of LLA 4B Figure 4 above (same sentences, same repeat modality); cassette version kept. + +# Source: LLA 4B Figure 5 +$PRODUCE Type the Missing Day +ID: 4b-f5 +INPUT: type +CHECK: exact +INTRO: Listen to each pair of sentences and type the day that's missing from your screen. +INSTRUCTION: Type the missing day. + +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} +TEMPLATE: Today is ____. Tomorrow is Monday. + +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} +ACCEPT: Sunday + +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} +TEMPLATE: Today is Wednesday. Tomorrow is ____. + +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} +ACCEPT: Thursday + +PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} +TEMPLATE: Today is ____. Tomorrow is Saturday. + +PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} +ACCEPT: Friday + +PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} +TEMPLATE: Today is Monday. Tomorrow is ____. + +PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} +ACCEPT: Tuesday + +PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} +TEMPLATE: Today is ____. Tomorrow is Sunday. + +PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} +ACCEPT: Saturday + +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} +TEMPLATE: Today is ____. Tomorrow is Thursday. + +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} +ACCEPT: Wednesday + +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} +TEMPLATE: Today is Sunday. Tomorrow is ____. + +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} +ACCEPT: Monday + +# Source: LLA 4D Figure 4 +$SELECT Tomorrow Is... +ID: 4d-f4 +INTRO: A quick check without the calendar. You'll hear what day it is today — tap the day that comes tomorrow. +INSTRUCTION: Tap the correct day for tomorrow. + +PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01-q.mp3} +OPTION: a | Sunday +OPTION: b | Tuesday +OPTION: c | Thursday +ANSWER: b +FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-a.mp3} + +PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02-q.mp3} +OPTION: a | Friday +OPTION: b | Wednesday +OPTION: c | Tuesday +ANSWER: a +FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-a.mp3} + +PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03-q.mp3} +OPTION: a | Thursday +OPTION: b | Sunday +OPTION: c | Saturday +ANSWER: c +FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-a.mp3} + +PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04-q.mp3} +OPTION: a | Tuesday +OPTION: b | Monday +OPTION: c | Thursday +ANSWER: c +FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-a.mp3} + +PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05-q.mp3} +OPTION: a | Sunday +OPTION: b | Friday +OPTION: c | Monday +ANSWER: a +FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-a.mp3} + +PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06-q.mp3} +OPTION: a | Monday +OPTION: b | Wednesday +OPTION: c | Sunday +ANSWER: b +FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-a.mp3} + +PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07-q.mp3} +OPTION: a | Monday +OPTION: b | Wednesday +OPTION: c | Saturday +ANSWER: a +FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-a.mp3} + +# Source: LLA 4C Figure 1 +$DIALOGUE Good Morning — What Day Is It? +ID: 4c-f1 +INTRO: Two students meet in the morning and — of course — talk about what day it is. Listen to the dialog and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Student1: Good morning. {bk01-l4c-f1-01.mp3} +Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3} +Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3} + +VOCAB: dialog +Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3} +Student1: It's Thursday. {bk01-l4c-f1-05.mp3} +Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3} + +# DROPPED: ST "What Day Is It?" (l4-s8, Ken and Jim) — TTS twin of LLA 4C Figure 1 above (same dialog, same practice role); cassette version kept. + +# Source: LLA 4C Figure 2 +$PRODUCE Your Turn in the Dialog +ID: 4c-f2 +INPUT: speak +CHECK: reveal +INTRO: Now you play Student 2. You'll hear Student 1's line — say Student 2's reply from the dialog, then check against the recording. +INSTRUCTION: Say Student 2's response aloud. + +PROMPT: Good morning. {bk01-l4c-f2-01.mp3} +TEMPLATE: Student 1: Good morning. +RESPONSE: Good morning. How are you? {bk01-l4c-f2-02.mp3} + +PROMPT: Fine, thanks. And you? {bk01-l4c-f2-03.mp3} +TEMPLATE: Student 1: Fine, thanks. And you? +RESPONSE: Okay. What day is it? {bk01-l4c-f2-04.mp3} + +PROMPT: It's Thursday. {bk01-l4c-f2-05.mp3} +TEMPLATE: Student 1: It's Thursday. +RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-06.mp3} + +# Source: ST §No, Today Isn't Friday. +$PRODUCE Questions About the Week +ID: l4-s7 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Time to answer real questions about the week. For this activity, imagine today is Thursday — just like on the calendar. Answer each question aloud in a full sentence. +INSTRUCTION: Answer aloud. Imagine today is Thursday. +RUBRIC: Imagine today is Thursday, so tomorrow is Friday — answers must be consistent with that. General facts must be correct (the weekend is Saturday and Sunday; a week is seven days). Accept full or short answers with any reasonable phrasing. + +EXAMPLE +PROMPT: Is today Thursday? +RESPONSE: Yes, it's Thursday. + +PROMPT: Is today Thursday? +RESPONSE: Yes, it is Thursday. + +PROMPT: Is today Friday? +RESPONSE: No, today isn't Friday. + +PROMPT: What's today? +RESPONSE: Today is Thursday. + +PROMPT: What's tomorrow? +RESPONSE: Tomorrow is Friday. + +PROMPT: Is tomorrow Monday? +RESPONSE: No, tomorrow isn't Monday. + +PROMPT: Is tomorrow Saturday? +RESPONSE: No, tomorrow isn't Saturday. + +PROMPT: What's a weekend? +RESPONSE: The weekend is Saturday and Sunday. + +PROMPT: Is the weekend Saturday and Sunday? +RESPONSE: Yes, it is. + +PROMPT: Is a week seven days? +RESPONSE: Yes, a week is seven days. + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "HE / DAY", and "DIME / PEN" — instructor-read sound discrimination with no recorded stimulus and no given items; the same skills are covered by the three recorded LLA activities below. Convertible later with chosen items + TTS. + +# Source: LLA 4B Figure 2 +$SELECT Same or Different? +ID: 4b-f2 +INTRO: Sharpen your ears. You'll hear two words — sometimes the same word twice, sometimes two words that differ by one small sound, like "see" and "say". Tap Same or Different. +INSTRUCTION: Tap S for Same or D for Different. +OPTION: s | S (Same) +OPTION: d | D (Different) + +PROMPT: meet, mate. {bk01-l4b-f2-01.mp3} +ANSWER: d + +PROMPT: page, page. {bk01-l4b-f2-02.mp3} +ANSWER: s + +PROMPT: week, week. {bk01-l4b-f2-03.mp3} +ANSWER: s + +PROMPT: wait, wait. {bk01-l4b-f2-04.mp3} +ANSWER: s + +PROMPT: plays, please. {bk01-l4b-f2-05.mp3} +ANSWER: d + +PROMPT: see, say. {bk01-l4b-f2-06.mp3} +ANSWER: d + +PROMPT: name, name. {bk01-l4b-f2-07.mp3} +ANSWER: s + +PROMPT: lake, leak. {bk01-l4b-f2-08.mp3} +ANSWER: d + +PROMPT: we, way. {bk01-l4b-f2-09.mp3} +ANSWER: d + +PROMPT: mean, mean. {bk01-l4b-f2-10.mp3} +ANSWER: s + +# Source: LLA 4C Figure 3 +$SELECT E or A? +ID: 4c-f3 +INTRO: The same two sounds, one word at a time. Does the word have the E sound of "she" or the A sound of "day"? Tap the sound you hear. +INSTRUCTION: Tap the sound you hear. +OPTION: a | E sound (as in she) +OPTION: b | A sound (as in day) + +PROMPT: weak {bk01-l4c-f3-01.mp3} +ANSWER: a + +PROMPT: same {bk01-l4c-f3-02.mp3} +ANSWER: b + +PROMPT: place {bk01-l4c-f3-03.mp3} +ANSWER: b + +PROMPT: eat {bk01-l4c-f3-04.mp3} +ANSWER: a + +PROMPT: see {bk01-l4c-f3-05.mp3} +ANSWER: a + +PROMPT: page {bk01-l4c-f3-06.mp3} +ANSWER: b + +PROMPT: make {bk01-l4c-f3-07.mp3} +ANSWER: b + +PROMPT: we {bk01-l4c-f3-08.mp3} +ANSWER: a + +PROMPT: these {bk01-l4c-f3-09.mp3} +ANSWER: a + +PROMPT: eight {bk01-l4c-f3-10.mp3} +ANSWER: b + +# Source: LLA 4B Figure 6 +$SELECT M or N? +ID: 4b-f6 +INTRO: One more ear-trainer: M as in "my", or N as in "no"? Wednesday hides one of them — listen closely and tap the sound you hear. +INSTRUCTION: Tap the sound you hear. +OPTION: a | M sound (as in my) +OPTION: b | N sound (as in no) + +PROMPT: time. {bk01-l4b-f6-01.mp3} +ANSWER: a + +PROMPT: not. {bk01-l4b-f6-02.mp3} +ANSWER: b + +PROMPT: much. {bk01-l4b-f6-03.mp3} +ANSWER: a + +PROMPT: Wednesday. {bk01-l4b-f6-04.mp3} +ANSWER: b + +PROMPT: fifteen. {bk01-l4b-f6-05.mp3} +ANSWER: b + +PROMPT: dime. {bk01-l4b-f6-06.mp3} +ANSWER: a + +PROMPT: meet. {bk01-l4b-f6-07.mp3} +ANSWER: a + +PROMPT: lesson. {bk01-l4b-f6-08.mp3} +ANSWER: b + +PROMPT: come. {bk01-l4b-f6-09.mp3} +ANSWER: a + +PROMPT: under. {bk01-l4b-f6-10.mp3} +ANSWER: b + +$LESSON 4-5: Telling Time + +# Source: LLA 4B Figure 7 +$DIALOGUE Go to the Lab at 9 O'clock +ID: 4b-f7 +INTRO: Next goal: telling time. You'll see clocks and hear instructions with times on the hour. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3} +LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3} +LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3} +LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3} +LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3} + +# Source: LLA 4B Figure 8 +$SELECT Tap the Clock — On the Hour +ID: 4b-f8 +INTRO: Now match what you hear to a clock face. Listen to the instruction and tap the clock showing that time. +INSTRUCTION: Tap the correct clock. + +PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3} +OPTION: a | {page_100_001.jpg} +OPTION: b | {page_100_002.jpg} +OPTION: c | {page_100_003.jpg} +OPTION: d | {page_100_004.jpg} +ANSWER: c + +PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3} +OPTION: a | {page_100_005.jpg} +OPTION: b | {page_100_006.jpg} +OPTION: c | {page_100_007.jpg} +OPTION: d | {page_100_008.jpg} +ANSWER: b + +PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3} +OPTION: a | {page_100_009.jpg} +OPTION: b | {page_100_010.jpg} +OPTION: c | {page_100_011.jpg} +OPTION: d | {page_100_012.jpg} +ANSWER: a + +PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3} +OPTION: a | {page_100_013.jpg} +OPTION: b | {page_100_014.jpg} +OPTION: c | {page_100_015.jpg} +OPTION: d | {page_100_016.jpg} +ANSWER: d + +PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3} +OPTION: a | {page_100_017.jpg} +OPTION: b | {page_100_018.jpg} +OPTION: c | {page_100_019.jpg} +OPTION: d | {page_100_020.jpg} +ANSWER: d + +PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3} +OPTION: a | {page_100_021.jpg} +OPTION: b | {page_100_022.jpg} +OPTION: c | {page_100_023.jpg} +OPTION: d | {page_100_024.jpg} +ANSWER: c + +# Source: ST §Time +$PRODUCE Write the Time — O'clock +ID: l4-s9 +INPUT: type +CHECK: exact +INTRO: Now write the time yourself. You'll see a clock on the hour — type the time it shows, like "9 o'clock". +INSTRUCTION: Type the time shown on the clock. + +EXAMPLE +TEMPLATE: {st-page_091_001.jpg} +RESPONSE: It's 9 o'clock. +ACCEPT: 9 o'clock + +EXAMPLE +TEMPLATE: {st-page_091_002.jpg} +RESPONSE: It's 10 o'clock. +ACCEPT: 10 o'clock + +EXAMPLE +TEMPLATE: {st-page_091_003.jpg} +RESPONSE: It's 7 o'clock. +ACCEPT: 7 o'clock + +TEMPLATE: It's ____{12|twelve} o'clock. {st-page_091_004.jpg} +RESPONSE: It's 12 o'clock. + +TEMPLATE: It's ____{2|two} o'clock. {st-page_091_005.jpg} +RESPONSE: It's 2 o'clock. + +TEMPLATE: It's ____{1|one} o'clock. {st-page_091_006.jpg} +RESPONSE: It's 1 o'clock. + +# Source: ST §Go to the Classroom at 8:30 (layout table flattened) +$GRAMMAR Go to the Classroom at 8:30 +ID: l4-s11 +INTRO: A command can say where to go and when — here's the pattern. + +A command names a **place** and a **time**, joined by **at**: + +{Go to the classroom at 8:30.} + +{Go to the lab at 10 o'clock.} + +![Language lab and classroom](st-page_093_001.jpg) + +![Clocks showing various times](st-page_093_002.jpg) + +# Source: LLA 4C Figure 4 +$DIALOGUE Telling Time with Minutes +ID: 4c-f4 +INTRO: Clocks don't only stop on the hour. Now the times come with minutes — 10:20, 7:10, 9:30. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: Go to the lab at 7 o'clock. {page_103_001.jpg} {bk01-l4c-f4-01.mp3} +LINE: Go to the classroom at 10:20. {page_103_002.jpg} {bk01-l4c-f4-02.mp3} +LINE: Go to the lab at 7:10. {page_103_003.jpg} {bk01-l4c-f4-03.mp3} +LINE: Go to the lab at 2 o'clock. {page_103_004.jpg} {bk01-l4c-f4-04.mp3} +LINE: Go to the classroom at 9:30. {page_103_005.jpg} {bk01-l4c-f4-05.mp3} +LINE: Go to the classroom at 1:15. {page_103_006.jpg} {bk01-l4c-f4-06.mp3} + +# Source: LLA 4C Figure 5 +$SELECT Tap the Clock — With Minutes +ID: 4c-f5 +INTRO: Match the times with minutes to the right clock face. Listen and tap the clock you hear. +INSTRUCTION: Tap the correct clock. + +PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3} +OPTION: a | {page_104_001.jpg} +OPTION: b | {page_104_002.jpg} {bk01-l4c-f5-01-a.mp3} +OPTION: c | {page_104_003.jpg} +OPTION: d | {page_104_004.jpg} +ANSWER: b + +PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3} +OPTION: a | {page_104_005.jpg} {bk01-l4c-f5-02-a.mp3} +OPTION: b | {page_104_006.jpg} +OPTION: c | {page_104_007.jpg} +OPTION: d | {page_104_008.jpg} +ANSWER: a + +PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3} +OPTION: a | {page_104_009.jpg} +OPTION: b | {page_104_010.jpg} +OPTION: c | {page_104_011.jpg} +OPTION: d | {page_104_012.jpg} {bk01-l4c-f5-03-a.mp3} +ANSWER: d + +PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3} +OPTION: a | {page_104_013.jpg} +OPTION: b | {page_104_014.jpg} {bk01-l4c-f5-04-a.mp3} +OPTION: c | {page_104_015.jpg} +OPTION: d | {page_104_016.jpg} +ANSWER: b + +PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3} +OPTION: a | {page_104_017.jpg} +OPTION: b | {page_104_018.jpg} +OPTION: c | {page_104_019.jpg} {bk01-l4c-f5-05-a.mp3} +OPTION: d | {page_104_020.jpg} +ANSWER: c + +PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3} +OPTION: a | {page_104_021.jpg} {bk01-l4c-f5-06-a.mp3} +OPTION: b | {page_104_022.jpg} +OPTION: c | {page_104_023.jpg} +OPTION: d | {page_104_024.jpg} +ANSWER: a + +# Source: ST §What's the Time? +$PRODUCE Write the Time — With Minutes +ID: l4-s10 +INPUT: type +CHECK: exact +INTRO: Last stop for clocks: type the missing minutes for each time shown. Yes, there are fifteen of them — after this, no clock will surprise you. +INSTRUCTION: Type the missing numbers for the time shown. + +EXAMPLE +TEMPLATE: It's 2 o'clock. {st-page_092_001.jpg} +RESPONSE: It's 2 o'clock. + +EXAMPLE +TEMPLATE: It's 9 o'clock. {st-page_092_002.jpg} +RESPONSE: It's 9 o'clock. + +EXAMPLE +TEMPLATE: It's 10 o'clock. {st-page_092_003.jpg} +RESPONSE: It's 10 o'clock. + +EXAMPLE +TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg} +RESPONSE: It's 3:10. + +TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg} +RESPONSE: It's 6:30. + +TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg} +RESPONSE: It's 12:15. + +TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg} +RESPONSE: It's 10:20. + +TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg} +RESPONSE: It's 3:45. + +TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg} +RESPONSE: It's 9:40. + +TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg} +RESPONSE: It's 2:15. + +TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg} +RESPONSE: It's 6:50. + +TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg} +RESPONSE: It's 8:05. + +TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg} +RESPONSE: It's 7:25. + +TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg} +RESPONSE: It's 5:35. + +TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg} +RESPONSE: It's 2:55. + +$LESSON 4-6: In, On, Under + +# Source: ST §That's a Classroom. +$DIALOGUE That's a Classroom {st-page_096_001.jpg} +ID: l4-s14 +INTRO: New goal: saying where things are. First, the things themselves — a tour of the classroom, one object at a time. Listen and repeat. +INSTRUCTION: Repeat the sentences. +REPEAT + +VOCAB: map +LINE: That's a map. + +VOCAB: clock +LINE: That's a clock. + +VOCAB: wall +LINE: That's a wall. + +VOCAB: door +LINE: That's a door. + +VOCAB: chair +LINE: That's a chair. + +VOCAB: chalkboard +VOCAB: blackboard +LINE: That's a chalkboard or blackboard. + +VOCAB: desk +LINE: That's a desk. + +VOCAB: desks +LINE: Those are desks. + +# Source: ST §On / In / Under +$GRAMMAR On, In, Under +ID: l4-s15 +INTRO: Three little words do all the location work: on, in, under. Here's how they fit together. + +This is a **box**. This is a table. + +![Table with a box and a clock on it, and a book underneath](st-page_097_001.jpg) + +* {on the table} +* {in the box} +* {under the table} + +| | | | | +|---|---|---|---| +| The box | is | on | the table. | +| The clock | is | in | the box. | +| The book | is | under | the table. | + +{The box is on the table.} — {The clock is in the box.} — {The book is under the table.} + +# Source: ST §In the Classroom. +$DIALOGUE In the Classroom +ID: l4-s16 +INTRO: Now the whole classroom, described piece by piece with on, in, and under. Look at each picture, listen, and repeat. +INSTRUCTION: Look at the picture. Repeat the sentences. +REPEAT + +LINE: This is a classroom. {st-page_098_001.jpg} +VOCAB: under +LINE: The pencil is under the table. +VOCAB: on +LINE: The clock is on the wall. +VOCAB: in +LINE: Two desks are in the classroom. +LINE: The map is on the wall. + +LINE: The book is on the table. {st-page_098_002.jpg} + +LINE: The picture is on the wall. {st-page_098_003.jpg} + +LINE: The map is on the wall. {st-page_098_004.jpg} + +LINE: The book is under the chair. {st-page_098_005.jpg} + +LINE: The student is in the lab. {st-page_099_001.jpg} + +LINE: The teacher is in the classroom. {st-page_099_002.jpg} +LINE: The students are in the classroom. +LINE: The teacher and the students are in the classroom. + +# Source: LLA 4C Figure 6 +$DIALOGUE Where Is It? {page_105_001.jpg} +ID: 4c-f6-a +INTRO: Here's a classroom on tape — first the phrase, then the full sentence. Listen and repeat. +INSTRUCTION: Listen and repeat. + +REPEAT + +LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01.mp3} +LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-02.mp3} +LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-03.mp3} +LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-04.mp3} +LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-05.mp3} + +# Source: LLA 4C Figure 6 +$DIALOGUE Where Is It? — Questions and Answers {page_105_001.jpg} +ID: 4c-f6-b +INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-06.mp3} +LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-07.mp3} +LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-08.mp3} +LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-09.mp3} +LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-10.mp3} +LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-11.mp3} +LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-12.mp3} +LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-13.mp3} +LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-14.mp3} +LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-15.mp3} + +# Source: LLA 4C Figure 6 +$PRODUCE Answer About the Classroom {page_105_001.jpg} +ID: 4c-f6-c +INPUT: speak +CHECK: reveal +INTRO: Your turn with the classroom picture. Answer each question aloud — yes or no according to the picture — then repeat the correct answer. +INSTRUCTION: Answer aloud. +REPEAT + +PROMPT: Is a chair in the classroom? {bk01-l4c-f6-16-q.mp3} +RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-16-a.mp3} + +PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-17-q.mp3} +RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-17-a.mp3} + +PROMPT: Is a pencil under the table? {bk01-l4c-f6-18-q.mp3} +RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-18-a.mp3} + +PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-19-q.mp3} +RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-19-a.mp3} + +PROMPT: Are four books on the table? {bk01-l4c-f6-20-q.mp3} +RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-20-a.mp3} + +PROMPT: Are three desks in the classroom? {bk01-l4c-f6-21-q.mp3} +RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-21-a.mp3} + +# Source: LLA 4C Figure 7 +$PRODUCE Type the Preposition +ID: 4c-f7 +INPUT: type +CHECK: exact +INTRO: Listen to each sentence and type the little word it uses: on, in, or under. +INSTRUCTION: Type the missing word. + +TEMPLATE: A clock is ____ the wall. +PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3} +RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-a.mp3} +ACCEPT: on + +TEMPLATE: A desk is ____ the classroom. +PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3} +RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-a.mp3} +ACCEPT: in + +TEMPLATE: Four books are ____ the desk. +PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3} +RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-a.mp3} +ACCEPT: on + +TEMPLATE: A pencil is ____ the table. +PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3} +RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-a.mp3} +ACCEPT: under + +TEMPLATE: A window is ____ the classroom. +PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3} +RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-a.mp3} +ACCEPT: in + +# Source: ST §What Are Those? +$DIALOGUE What Are Those? +ID: l4-s17 +INTRO: Everything from this lesson in one place: what things are, and where they are. Read along as you listen. +INSTRUCTION: Read the sentences. + +LINE: What's that? It's a book. It's on the chair. +LINE: What are those? Those are pencils. They're on the book. +LINE: What's this? It's a map. It's on the table. +LINE: What's that? That's my notebook. It's under the table. +LINE: What are these? They're desks. They're in the classroom. +LINE: What's this? It's a box. It's on the table. +LINE: What's this? It's a pen. It's under the notebook. +LINE: What are these? They're pictures. They're in the book. +LINE: What's that? It's a calendar. It's on the wall. +LINE: What's that? It's a chalkboard. It's in the classroom. + +# SKIPPED (book): ST "IN/ON/UNDER" (listen and write the number) — instructor-read stimulus with no recording; convertible later with chosen items + TTS. + +# Source: ST §What's In the Classroom? +$DIALOGUE What's on the Wall? +ID: l4-s18 +INTRO: One more reading pass — questions about the classroom, each with its answer. Read along as you listen. +INSTRUCTION: Read the sentences. + +LINE: What's on the wall? A map is on the wall. +LINE: What's under the desk? Four books are under the desk. +LINE: What's on the table? A box is on the table. +LINE: What's in the classroom? A calendar is in the classroom. +LINE: What's under the table? Two pictures are under the table. +LINE: What's on the chair? Three pens are on the chair. +LINE: What's in the desk? Pencils are in the desk. +LINE: What's on the wall? A blackboard is on the wall. + +# Source: LLA 4C Figure 8 +$DIALOGUE Classroom Commands +ID: 4c-f8 +INTRO: To finish this part: fifteen polite commands with put, go, sit, and stand. Nobody is checking whether you actually stand up — but say each one like you mean it. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3} +LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3} +LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3} +LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3} +LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3} +LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3} +LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3} +LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3} +LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3} +LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3} +LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3} +LINE: Sit down, please. {bk01-l4c-f8-12.mp3} +LINE: Please sit down. {bk01-l4c-f8-13.mp3} +LINE: Stand up, please. {bk01-l4c-f8-14.mp3} +LINE: Please stand up. {bk01-l4c-f8-15.mp3} + +$LESSON 4-7: Review — In the Classroom + +# Source: LLA 4D Figure 1 +$DIALOGUE Classroom Words in Sentences +ID: 4d-f1 +INTRO: Review time — you've met all these objects before, and now they get their official portraits. Listen to each word and its sentence, and repeat them. +INSTRUCTION: Repeat each word and sentence. +REPEAT + +VOCAB: calendar +LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3} + +VOCAB: box +LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3} + +VOCAB: chalkboard +LINE: The chalkboard is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-03.mp3} + +VOCAB: blackboard +LINE: The blackboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-04.mp3} + +VOCAB: desk +LINE: The desk is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-05.mp3} + +VOCAB: map +LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3} + +VOCAB: wall +LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3} + +VOCAB: week +LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3} + +VOCAB: weekend +LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3} + +# Source: LLA 4D Figure 1 (split: >6 image options — first five pictures) +$SELECT Tap the Picture — Classroom Objects +ID: 4d-f1-b +INTRO: Listen to each sentence and tap the picture it describes. First group: the classroom objects. +INSTRUCTION: Tap the correct picture. + +OPTION: 1 | {page_107_001.jpg} +OPTION: 2 | {page_107_002.jpg} +OPTION: 3 | {page_107_003.jpg} +OPTION: 4 | {page_107_004.jpg} +OPTION: 5 | {page_107_005.jpg} + +PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3} +ANSWER: 5 + +PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3} +ANSWER: 1 + +PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3} +ANSWER: 3|4 + +PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3} +ANSWER: 2 + +PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3} +ANSWER: 3|4 + +# Source: LLA 4D Figure 1 (split: >6 image options — remaining four pictures) +$SELECT Tap the Picture — Walls and Weeks +ID: 4d-f1-c +INTRO: Second group: maps, walls, weeks, and weekends. Same job — listen and tap the matching picture. +INSTRUCTION: Tap the correct picture. + +OPTION: 6 | {page_107_006.jpg} +OPTION: 7 | {page_108_001.jpg} +OPTION: 8 | {page_108_002.jpg} +OPTION: 9 | {page_108_003.jpg} + +PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3} +ANSWER: 6 + +PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3} +ANSWER: 8 + +PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3} +ANSWER: 9 + +PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3} +ANSWER: 7 + +# Source: LLA 4D Figure 2 +$DIALOGUE Where Things Are +ID: 4d-f2 +INTRO: One more pass over places and times — on, in, under, and a couple of "go to" commands. Listen and repeat. +INSTRUCTION: Repeat each sentence. +REPEAT + +LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3} +LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3} +LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3} +LINE: Go to the lab at 10:30. {page_109_002.jpg} {bk01-l4d-f2-04.mp3} +LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3} +LINE: The clock is on the wall. {page_109_004.jpg} {bk01-l4d-f2-06.mp3} +LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3} +LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3} + +# Source: LLA 4D Figure 2 +$SELECT Match Sentence to Picture +ID: 4d-f2-b +INTRO: Last listening check of the review: hear the sentence, tap the picture it matches. +INSTRUCTION: Tap the correct picture. + +OPTION: 1 | {page_108_004.jpg} +OPTION: 2 | {page_108_005.jpg} +OPTION: 3 | {page_109_001.jpg} +OPTION: 4 | {page_109_002.jpg} +OPTION: 5 | {page_109_003.jpg} +OPTION: 6 | {page_109_004.jpg} +OPTION: 7 | {page_109_005.jpg} +OPTION: 8 | {page_109_006.jpg} + +PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3} +ANSWER: 3 + +PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3} +ANSWER: 8 + +PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3} +ANSWER: 5 + +PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3} +ANSWER: 7 + +PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3} +ANSWER: 1 + +PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3} +ANSWER: 4 + +PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3} +ANSWER: 2 + +PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3} +ANSWER: 6 + +# SKIPPED (book): LLA 4D Figure 3 "Connect the numbers" — drawing activity, no workable interaction in this format. + +$LESSON 4-8: Extra Practice — Reading Letters + +# Source: ST §Same/Different +$SELECT Same or Different Letters +ID: l4-s12 +INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: two letters at a time — tap Same or Different. INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different @@ -593,10 +1643,11 @@ ANSWER: d TEMPLATE: r ... r ANSWER: s -# Source: ST §One Letter Is the Same +# Source: ST §One Letter Is the Same. $SELECT Find the Matching Letter -INTRO: Look at the key letter, then tap the choice that is exactly the same. -INSTRUCTION: Tap the letter that matches the key letter. +ID: l4-s13 +INTRO: One more round with lookalike letters — find the exact match for the letter shown. That's the whole lesson: nicely done. +INSTRUCTION: Tap the matching letter. EXAMPLE TEMPLATE: v @@ -676,966 +1727,3 @@ OPTION: 1 | L OPTION: 2 | I OPTION: 3 | P ANSWER: 2 - -# Source: LLA 4B Figure 1 -$PRODUCE Spell the Word -INTRO: You'll hear a word spelled out, letter by letter. Type the whole word, then check. -INSTRUCTION: Type the word you hear. -INPUT: type -CHECK: exact -REPEAT - -PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01-q.mp3} -RESPONSE: tomorrow {bk01-l4b-f1-01-a.mp3} - -PROMPT: O-N. {bk01-l4b-f1-02-q.mp3} -RESPONSE: on {bk01-l4b-f1-02-a.mp3} - -PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03-q.mp3} -RESPONSE: calendar {bk01-l4b-f1-03-a.mp3} - -PROMPT: U-N-D-E-R. {bk01-l4b-f1-04-q.mp3} -RESPONSE: under {bk01-l4b-f1-04-a.mp3} - -PROMPT: M-A-P. {bk01-l4b-f1-05-q.mp3} -RESPONSE: map {bk01-l4b-f1-05-a.mp3} - -PROMPT: D-A-Y. {bk01-l4b-f1-06-q.mp3} -RESPONSE: day {bk01-l4b-f1-06-a.mp3} - -PROMPT: M-O-N-D-A-Y. {bk01-l4b-f1-07-q.mp3} -RESPONSE: Monday {bk01-l4b-f1-07-a.mp3} - -# ============================================================================ -$LESSON 4-4: Days of the Week -# ============================================================================ - -# Source: ST §This Is a Calendar. -$DIALOGUE This Is a Calendar -INTRO: Here are the seven days of the week, and the words for the calendar. Just read along. -INSTRUCTION: Read the sentences. - -VOCAB: calendar -LINE: This is a calendar. {st-page_088_001.jpg} - -VOCAB: week -VOCAB: days -LINE: A week is seven days. - -VOCAB: Sunday -VOCAB: Monday -VOCAB: Tuesday -VOCAB: Wednesday -VOCAB: Thursday -VOCAB: Friday -VOCAB: Saturday -LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday. - -VOCAB: weekend -LINE: Saturday and Sunday are the weekend. - -VOCAB: today -VOCAB: tomorrow -LINE: Today is Thursday. Tomorrow is Friday. - -# Source: LLA 4B Figure 3 -$DIALOGUE Days of the Week -INTRO: Now listen to each day and say it back after the speaker. -INSTRUCTION: Listen and repeat each day. -REPEAT - -LINE: Sunday. {bk01-l4b-f3-01.mp3} -LINE: Monday. {bk01-l4b-f3-02.mp3} -LINE: Tuesday. {bk01-l4b-f3-03.mp3} -LINE: Wednesday. {bk01-l4b-f3-04.mp3} -LINE: Thursday. {bk01-l4b-f3-05.mp3} -LINE: Friday. {bk01-l4b-f3-06.mp3} -LINE: Saturday. {bk01-l4b-f3-07.mp3} - -# Source: LLA 4B Figure 4 -$DIALOGUE Today and Tomorrow -INTRO: Listen for how "today" and "tomorrow" go together, day by day. Repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3} -LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3} -LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3} -LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3} -LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3} -LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3} -LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3} - -# Source: LLA 4D Figure 4 -$SELECT Tomorrow Is— -INTRO: You'll hear today's day. Tap the day that comes tomorrow. -INSTRUCTION: Tap the correct day. - -PROMPT: Today is Monday. Tomorrow is— {bk01-l4d-f4-01.mp3} -OPTION: a | Sunday -OPTION: b | Tuesday {bk01-l4d-f4-01-a.mp3} -OPTION: c | Thursday -ANSWER: b - -PROMPT: Today is Thursday. Tomorrow is— {bk01-l4d-f4-02.mp3} -OPTION: a | Friday {bk01-l4d-f4-02-a.mp3} -OPTION: b | Wednesday -OPTION: c | Tuesday -ANSWER: a - -PROMPT: Today is Friday. Tomorrow is— {bk01-l4d-f4-03.mp3} -OPTION: a | Thursday -OPTION: b | Sunday -OPTION: c | Saturday {bk01-l4d-f4-03-a.mp3} -ANSWER: c - -PROMPT: Today is Wednesday. Tomorrow is— {bk01-l4d-f4-04.mp3} -OPTION: a | Tuesday -OPTION: b | Monday -OPTION: c | Thursday {bk01-l4d-f4-04-a.mp3} -ANSWER: c - -PROMPT: Today is Saturday. Tomorrow is— {bk01-l4d-f4-05.mp3} -OPTION: a | Sunday {bk01-l4d-f4-05-a.mp3} -OPTION: b | Friday -OPTION: c | Monday -ANSWER: a - -PROMPT: Today is Tuesday. Tomorrow is— {bk01-l4d-f4-06.mp3} -OPTION: a | Monday -OPTION: b | Wednesday {bk01-l4d-f4-06-a.mp3} -OPTION: c | Sunday -ANSWER: b - -PROMPT: Today is Sunday. Tomorrow is— {bk01-l4d-f4-07.mp3} -OPTION: a | Monday {bk01-l4d-f4-07-a.mp3} -OPTION: b | Wednesday -OPTION: c | Saturday -ANSWER: a - -# Source: LLA 4B Figure 5 -$PRODUCE Fill in the Day -INTRO: Listen to the full sentence, then type the missing day, and check the spelling. -INSTRUCTION: Type the missing day. -INPUT: type -CHECK: exact -REPEAT - -TEMPLATE: Today is ____. Tomorrow is Monday. -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01-q.mp3} -RESPONSE: The answer is Sunday. Capital S, U, N, D, A, Y. {bk01-l4b-f5-01-a.mp3} -ACCEPT: Sunday - -TEMPLATE: Today is Wednesday. Tomorrow is ____. -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02-q.mp3} -RESPONSE: The answer is Thursday. Capital T, H, U, R, S, D, A, Y. {bk01-l4b-f5-02-a.mp3} -ACCEPT: Thursday - -TEMPLATE: Today is ____. Tomorrow is Saturday. -PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03-q.mp3} -RESPONSE: The answer is Friday. Capital F, R, I, D, A, Y. {bk01-l4b-f5-03-a.mp3} -ACCEPT: Friday - -TEMPLATE: Today is Monday. Tomorrow is ____. -PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04-q.mp3} -RESPONSE: The answer is Tuesday. Capital T, U, E, S, D, A, Y. {bk01-l4b-f5-04-a.mp3} -ACCEPT: Tuesday - -TEMPLATE: Today is ____. Tomorrow is Sunday. -PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05-q.mp3} -RESPONSE: The answer is Saturday. Capital S, A, T, U, R, D, A, Y. {bk01-l4b-f5-05-a.mp3} -ACCEPT: Saturday - -TEMPLATE: Today is ____. Tomorrow is Thursday. -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06-q.mp3} -RESPONSE: The answer is Wednesday. Capital W, E, D, N, E, S, D, A, Y. {bk01-l4b-f5-06-a.mp3} -ACCEPT: Wednesday - -TEMPLATE: Today is Sunday. Tomorrow is ____. -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07-q.mp3} -RESPONSE: The answer is Monday. Capital M, O, N, D, A, Y. {bk01-l4b-f5-07-a.mp3} -ACCEPT: Monday - -# Source: ST §No, Today Isn't Friday. -$PRODUCE Days — Answer About Today -INTRO: Imagine today is Thursday. Answer each question aloud in a full sentence. -INSTRUCTION: Answer the question aloud. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Treat today as Thursday and tomorrow as Friday. Accept any natural, correct answer to the question. - -EXAMPLE -PROMPT: Is today Thursday? -RESPONSE: Yes, it's Thursday. - -PROMPT: Is today Friday? -RESPONSE: No, today isn't Friday. - -PROMPT: What's today? -RESPONSE: Today is Thursday. - -PROMPT: What's tomorrow? -RESPONSE: Tomorrow is Friday. - -PROMPT: Is tomorrow Monday? -RESPONSE: No, tomorrow isn't Monday. - -PROMPT: Is tomorrow Saturday? -RESPONSE: No, tomorrow isn't Saturday. - -PROMPT: What's a weekend? -RESPONSE: The weekend is Saturday and Sunday. - -PROMPT: Is the weekend Saturday and Sunday? -RESPONSE: Yes, the weekend is Saturday and Sunday. - -PROMPT: Is a week seven days? -RESPONSE: Yes, a week is seven days. - -# ============================================================================ -$LESSON 4-5: Telling Time -# ============================================================================ - -# Source: ST §Time -$PRODUCE What O'Clock Is It? -INTRO: Look at each clock and type the hour it shows. -INSTRUCTION: Look at the clock and type the missing time. -INPUT: type -CHECK: exact - -EXAMPLE -PROMPT: {st-page_091_001.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 9 o'clock. -ACCEPT: 9 o'clock | nine o'clock - -EXAMPLE -PROMPT: {st-page_091_002.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 10 o'clock. -ACCEPT: 10 o'clock | ten o'clock - -PROMPT: {st-page_091_003.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 7 o'clock. -ACCEPT: 7 o'clock | seven o'clock - -PROMPT: {st-page_091_004.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 12 o'clock. -ACCEPT: 12 o'clock | twelve o'clock - -PROMPT: {st-page_091_005.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 2 o'clock. -ACCEPT: 2 o'clock | two o'clock - -PROMPT: {st-page_091_006.jpg} -TEMPLATE: It's ____. -RESPONSE: It's 1 o'clock. -ACCEPT: 1 o'clock | one o'clock - -# Source: ST §What's the Time? -$PRODUCE What Are the Minutes? -INTRO: Each clock shows an hour and some minutes. Type the missing minutes. -INSTRUCTION: Look at the clock and type the missing minutes. -INPUT: type -CHECK: exact - -EXAMPLE -PROMPT: {st-page_092_004.jpg} -TEMPLATE: It's 3:____. -RESPONSE: 10 -ACCEPT: ten - -PROMPT: {st-page_092_005.jpg} -TEMPLATE: It's 6:____. -RESPONSE: 30 -ACCEPT: thirty - -PROMPT: {st-page_092_006.jpg} -TEMPLATE: It's 12:____. -RESPONSE: 15 -ACCEPT: fifteen - -PROMPT: {st-page_092_007.jpg} -TEMPLATE: It's 10:____. -RESPONSE: 20 -ACCEPT: twenty - -PROMPT: {st-page_092_008.jpg} -TEMPLATE: It's 3:____. -RESPONSE: 45 -ACCEPT: forty-five - -PROMPT: {st-page_092_009.jpg} -TEMPLATE: It's 9:____. -RESPONSE: 40 -ACCEPT: forty - -PROMPT: {st-page_092_010.jpg} -TEMPLATE: It's 2:____. -RESPONSE: 15 -ACCEPT: fifteen - -PROMPT: {st-page_092_011.jpg} -TEMPLATE: It's 6:____. -RESPONSE: 50 -ACCEPT: fifty - -PROMPT: {st-page_092_012.jpg} -TEMPLATE: It's 8:____. -RESPONSE: 05 -ACCEPT: 5 | five | oh five - -PROMPT: {st-page_092_013.jpg} -TEMPLATE: It's 7:____. -RESPONSE: 25 -ACCEPT: twenty-five - -PROMPT: {st-page_092_014.jpg} -TEMPLATE: It's 5:____. -RESPONSE: 35 -ACCEPT: thirty-five - -PROMPT: {st-page_092_015.jpg} -TEMPLATE: It's 2:____. -RESPONSE: 55 -ACCEPT: fifty-five - -# Source: LLA 4B Figure 7 -$DIALOGUE Go to the Lab at 9 O'Clock -INTRO: Now we put times into instructions about where to go. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3} -LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3} -LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3} -LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3} -LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3} - -# Source: LLA 4B Figure 8 -$SELECT What Time? — On the Hour -INTRO: Listen to the instruction and tap the clock that shows the right time. -INSTRUCTION: Tap the correct clock. - -PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3} -OPTION: a | {page_100_001.jpg} -OPTION: b | {page_100_002.jpg} -OPTION: c | {page_100_003.jpg} -OPTION: d | {page_100_004.jpg} -ANSWER: c - -PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3} -OPTION: a | {page_100_005.jpg} -OPTION: b | {page_100_006.jpg} -OPTION: c | {page_100_007.jpg} -OPTION: d | {page_100_008.jpg} -ANSWER: b - -PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3} -OPTION: a | {page_100_009.jpg} -OPTION: b | {page_100_010.jpg} -OPTION: c | {page_100_011.jpg} -OPTION: d | {page_100_012.jpg} -ANSWER: a - -PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3} -OPTION: a | {page_100_013.jpg} -OPTION: b | {page_100_014.jpg} -OPTION: c | {page_100_015.jpg} -OPTION: d | {page_100_016.jpg} -ANSWER: d - -PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3} -OPTION: a | {page_100_017.jpg} -OPTION: b | {page_100_018.jpg} -OPTION: c | {page_100_019.jpg} -OPTION: d | {page_100_020.jpg} -ANSWER: d - -PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3} -OPTION: a | {page_100_021.jpg} -OPTION: b | {page_100_022.jpg} -OPTION: c | {page_100_023.jpg} -OPTION: d | {page_100_024.jpg} -ANSWER: c - -# Source: LLA 4C Figure 4 -$DIALOGUE Go to the Lab at 7:10 -INTRO: Now times include the minutes, too. Listen and repeat each instruction. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Go to the lab at 7 o'clock. {bk01-l4c-f4-01.mp3} -LINE: Go to the classroom at 10:20. {bk01-l4c-f4-02.mp3} -LINE: Go to the lab at 7:10. {bk01-l4c-f4-03.mp3} -LINE: Go to the lab at 2 o'clock. {bk01-l4c-f4-04.mp3} -LINE: Go to the classroom at 9:30. {bk01-l4c-f4-05.mp3} -LINE: Go to the classroom at 1:15. {bk01-l4c-f4-06.mp3} - -# Source: LLA 4C Figure 5 -$SELECT What Time? — Hours and Minutes -INTRO: Listen to the time, then tap the clock that matches it. -INSTRUCTION: Tap the correct clock. - -PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3} -OPTION: a | 1:50 {page_104_001.jpg} -OPTION: b | 2:15 {page_104_002.jpg} -OPTION: c | 2:20 {page_104_003.jpg} -OPTION: d | 6:05 {page_104_004.jpg} -ANSWER: b - -PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3} -OPTION: a | 9:20 {page_104_005.jpg} -OPTION: b | 6:30 {page_104_006.jpg} -OPTION: c | 1:40 {page_104_007.jpg} -OPTION: d | 10:35 {page_104_008.jpg} -ANSWER: a - -PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3} -OPTION: a | 1:50 {page_104_009.jpg} -OPTION: b | 12:30 {page_104_010.jpg} -OPTION: c | 2:45 {page_104_011.jpg} -OPTION: d | 10:00 {page_104_012.jpg} -ANSWER: d - -PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3} -OPTION: a | 8:50 {page_104_013.jpg} -OPTION: b | 11:10 {page_104_014.jpg} -OPTION: c | 6:00 {page_104_015.jpg} -OPTION: d | 12:35 {page_104_016.jpg} -ANSWER: b - -PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3} -OPTION: a | 9:10 {page_104_017.jpg} -OPTION: b | 10:20 {page_104_018.jpg} -OPTION: c | 8:50 {page_104_019.jpg} -OPTION: d | 11:35 {page_104_020.jpg} -ANSWER: c - -PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3} -OPTION: a | 7:20 {page_104_021.jpg} -OPTION: b | 12:30 {page_104_022.jpg} -OPTION: c | 1:55 {page_104_023.jpg} -OPTION: d | 7:40 {page_104_024.jpg} -ANSWER: a - -# ============================================================================ -$LESSON 4-6: Sounds — M/N and E/A -# ============================================================================ - -# Source: LLA 4B Figure 2 -$SELECT Same or Different? — Words -INTRO: You'll hear two words. Tap Same if they sound the same, Different if they don't. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -PROMPT: meet, mate. {bk01-l4b-f2-01.mp3} -ANSWER: d - -PROMPT: page, page. {bk01-l4b-f2-02.mp3} -ANSWER: s - -PROMPT: week, week. {bk01-l4b-f2-03.mp3} -ANSWER: s - -PROMPT: wait, wait. {bk01-l4b-f2-04.mp3} -ANSWER: s - -PROMPT: plays, please. {bk01-l4b-f2-05.mp3} -ANSWER: d - -PROMPT: see, say. {bk01-l4b-f2-06.mp3} -ANSWER: d - -PROMPT: name, name. {bk01-l4b-f2-07.mp3} -ANSWER: s - -PROMPT: lake, leak. {bk01-l4b-f2-08.mp3} -ANSWER: d - -PROMPT: we, way. {bk01-l4b-f2-09.mp3} -ANSWER: d - -PROMPT: mean, mean. {bk01-l4b-f2-10.mp3} -ANSWER: s - -# Source: LLA 4B Figure 6 -$SELECT The M and N Sounds -INTRO: Listen to each word. Tap M for the sound in "my," or N for the sound in "no." -INSTRUCTION: Tap the sound you hear. -OPTION: a | M sound (as in my) -OPTION: b | N sound (as in no) - -PROMPT: time. {bk01-l4b-f6-01.mp3} -ANSWER: a - -PROMPT: not. {bk01-l4b-f6-02.mp3} -ANSWER: b - -PROMPT: much. {bk01-l4b-f6-03.mp3} -ANSWER: a - -PROMPT: Wednesday. {bk01-l4b-f6-04.mp3} -ANSWER: b - -PROMPT: fifteen. {bk01-l4b-f6-05.mp3} -ANSWER: b - -PROMPT: dime. {bk01-l4b-f6-06.mp3} -ANSWER: a - -PROMPT: meet. {bk01-l4b-f6-07.mp3} -ANSWER: a - -PROMPT: lesson. {bk01-l4b-f6-08.mp3} -ANSWER: b - -PROMPT: come. {bk01-l4b-f6-09.mp3} -ANSWER: a - -PROMPT: under. {bk01-l4b-f6-10.mp3} -ANSWER: b - -# Source: LLA 4C Figure 3 -$SELECT The E and A Sounds -INTRO: Listen to each word. Tap E for the sound in "she," or A for the sound in "day." -INSTRUCTION: Tap the sound you hear. -OPTION: a | E sound (as in she) -OPTION: b | A sound (as in day) - -PROMPT: weak {bk01-l4c-f3-01.mp3} -ANSWER: a - -PROMPT: same {bk01-l4c-f3-02.mp3} -ANSWER: b - -PROMPT: place {bk01-l4c-f3-03.mp3} -ANSWER: b - -PROMPT: eat {bk01-l4c-f3-04.mp3} -ANSWER: a - -PROMPT: see {bk01-l4c-f3-05.mp3} -ANSWER: a - -PROMPT: page {bk01-l4c-f3-06.mp3} -ANSWER: b - -PROMPT: make {bk01-l4c-f3-07.mp3} -ANSWER: b - -PROMPT: we {bk01-l4c-f3-08.mp3} -ANSWER: a - -PROMPT: these {bk01-l4c-f3-09.mp3} -ANSWER: a - -PROMPT: eight {bk01-l4c-f3-10.mp3} -ANSWER: b - -# ============================================================================ -$LESSON 4-7: A Morning Greeting -# ============================================================================ - -# Source: LLA 4C Figure 1 -$DIALOGUE Good Morning -INTRO: Two students meet in the morning. Listen to their short chat and say each line back. -INSTRUCTION: Listen and repeat. -REPEAT - -Student_1: Good morning. {bk01-l4c-f1-01.mp3} -Student_2: Good morning. {bk01-l4c-f1-02.mp3} -LINE: How are you? {bk01-l4c-f1-03.mp3} -Student_1: Fine, thanks. {bk01-l4c-f1-04.mp3} -LINE: And you? {bk01-l4c-f1-05.mp3} -Student_2: Okay. {bk01-l4c-f1-06.mp3} -LINE: What day is it? {bk01-l4c-f1-07.mp3} -Student_1: It's Thursday. {bk01-l4c-f1-08.mp3} -Student_2: Oh, tomorrow is Friday. {bk01-l4c-f1-09.mp3} - -# Source: ST §What Day Is It? -$DIALOGUE What Day Is It? -INTRO: Here's the same kind of morning greeting between Ken and Jim. Practice both parts. -INSTRUCTION: Practice this dialog. -REPEAT - -Ken: Good morning, Jim. -Jim: Good morning, Ken. How are you? -Ken: Fine, thanks. And you? -Jim: Okay. Ken, what day is it? -Ken: It's Thursday. -Jim: Oh! Tomorrow is Friday! - -# Source: LLA 4C Figure 2 -$PRODUCE You Are Student 2 -INTRO: You're the second student. You'll hear Student 1, then type Student 2's reply exactly. -INSTRUCTION: Type Student 2's reply. -INPUT: type -CHECK: exact - -TEMPLATE: Student 1: Good morning. -PROMPT: Good morning. How are you? {bk01-l4c-f2-01.mp3} -RESPONSE: Good morning. How are you? {bk01-l4c-f2-01.mp3} - -TEMPLATE: Student 1: Fine, thanks. And you? -PROMPT: Okay. What day is it? {bk01-l4c-f2-02.mp3} -RESPONSE: Okay. What day is it? {bk01-l4c-f2-02.mp3} - -TEMPLATE: Student 1: It's Thursday. -PROMPT: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3} -RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3} - -# SKIPPED (book): ST Listening-skill "DIME / PEN" — instructor-read sound discrimination -# drill with no recorded stimulus and no given words. Convertible later with TTS. - -# ============================================================================ -$LESSON 4-8: In, On, Under — The Classroom -# ============================================================================ - -# Source: ST §That's a Classroom. -$DIALOGUE That's a Classroom {st-page_096_001.jpg} -INTRO: Let's name the things in a classroom. Listen and say each one back. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: map -LINE: That's a map. - -LINE: That's a clock. - -VOCAB: wall -LINE: That's a wall. - -LINE: That's a door. - -LINE: That's a chair. - -VOCAB: chalkboard -VOCAB: blackboard -LINE: That's a chalkboard or blackboard. - -VOCAB: desk -LINE: That's a desk. - -LINE: Those are desks. - -# Source: ST §This Is a Calendar (objects) + LLA 4D Figure 1 (vocab callbacks) -$DIALOGUE More Classroom Objects -INTRO: A few more things you'll find around a room — a box, a calendar, and the days they hold. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: calendar -LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3} - -VOCAB: box -LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3} - -VOCAB: chalkboard -LINE: The chalkboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-03.mp3} - -VOCAB: blackboard -LINE: The blackboard is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-04.mp3} - -VOCAB: desk -LINE: The desk is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-05.mp3} - -VOCAB: map -LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3} - -VOCAB: wall -LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3} - -VOCAB: week -LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3} - -VOCAB: weekend -LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3} - -# Source: LLA 4D Figure 1 (Part 2) -$SELECT Tap the Object -INTRO: Listen to each sentence and tap the picture it describes. -INSTRUCTION: Tap the correct picture. -OPTION: 1 | {page_107_001.jpg} -OPTION: 2 | {page_107_002.jpg} -OPTION: 3 | {page_107_004.jpg} -OPTION: 4 | {page_107_005.jpg} -OPTION: 5 | {page_107_003.jpg} -OPTION: 6 | {page_107_006.jpg} -OPTION: 7 | {page_108_001.jpg} -OPTION: 8 | {page_108_002.jpg} -OPTION: 9 | {page_108_003.jpg} - -PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3} -ANSWER: 5 - -PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3} -ANSWER: 1 - -PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3} -ANSWER: 6 - -PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3} -ANSWER: 8 - -PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3} -ANSWER: 3 - -PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3} -ANSWER: 9 - -PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3} -ANSWER: 2 - -PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3} -ANSWER: 7 - -PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3} -ANSWER: 4 - -# Source: ST §Grammar ON / IN / UNDER -$GRAMMAR On / In / Under -INTRO: These three little words tell you where something is. - -Picture a box and a table: - -![A box on a table, a clock in the box, and a book under the table](page_097_001.jpg) - -- The box is {on} the table. -- The clock is {in} the box. -- The book is {under} the table. - -So **on** means resting on top, **in** means inside, and **under** means below. - -# Source: LLA 4C Figure 6 (Part 1) -$DIALOGUE In the Classroom {page_105_001.jpg} -INTRO: Look at the classroom picture. Listen to where each thing is, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01a.mp3} -LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-01b.mp3} -LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-01c.mp3} -LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-01d.mp3} -LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-01e.mp3} - -# Source: ST §In the Classroom. -$DIALOGUE Where Is Everything? -INTRO: More sentences about where things are in the room. Listen and say them back. -INSTRUCTION: Look at the pictures. Repeat the sentences. -REPEAT - -LINE: This is a classroom. {st-page_098_001.jpg} -VOCAB: under -LINE: The pencil is under the table. {st-page_098_001.jpg} -VOCAB: on -LINE: The clock is on the wall. {st-page_098_001.jpg} -VOCAB: in -LINE: Two desks are in the classroom. {st-page_098_001.jpg} -LINE: The map is on the wall. {st-page_098_001.jpg} - -LINE: The book is on the table. {st-page_098_002.jpg} -LINE: The picture is on the wall. {st-page_098_003.jpg} -LINE: The map is on the wall. {st-page_098_004.jpg} -LINE: The book is under the chair. {st-page_098_005.jpg} - -LINE: The student is in the lab. {st-page_099_001.jpg} - -LINE: The teacher is in the classroom. {st-page_099_002.jpg} -LINE: The students are in the classroom. {st-page_099_002.jpg} -LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg} - -# Source: LLA 4C Figure 6 (Part 2) -$DIALOGUE Questions About the Classroom {page_105_001.jpg} -INTRO: Now listen to questions about the room and their answers. Repeat both. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-02a.mp3} -LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-02b.mp3} -LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-02c.mp3} -LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-02d.mp3} -LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-02e.mp3} -LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-02f.mp3} -LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-02g.mp3} -LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-02h.mp3} -LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-02i.mp3} -LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-02j.mp3} - -# Source: LLA 4C Figure 7 -$PRODUCE On, Under, or In -INTRO: Listen to each sentence and type the missing preposition: on, under, or in. -INSTRUCTION: Type the missing word. -INPUT: type -CHECK: exact -REPEAT - -TEMPLATE: A clock is ____ the wall. -PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3} -RESPONSE: A clock is on the wall. {bk01-l4c-f7-01.mp3} -ACCEPT: on - -TEMPLATE: A desk is ____ the classroom. -PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3} -RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02.mp3} -ACCEPT: in - -TEMPLATE: Four books are ____ the desk. -PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3} -RESPONSE: Four books are on the desk. {bk01-l4c-f7-03.mp3} -ACCEPT: on - -TEMPLATE: A pencil is ____ the table. -PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3} -RESPONSE: A pencil is under the table. {bk01-l4c-f7-04.mp3} -ACCEPT: under - -TEMPLATE: A window is ____ the classroom. -PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3} -RESPONSE: A window is in the classroom. {bk01-l4c-f7-05.mp3} -ACCEPT: in - -# Source: LLA 4C Figure 6 (Part 3) -$PRODUCE Answer About the Classroom {page_105_001.jpg} -INTRO: Look at the classroom picture. Answer each question aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Is a chair in the classroom? {bk01-l4c-f6-ex-q.mp3} -RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-ex-a.mp3} - -PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-03a-q.mp3} -RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-03a-a.mp3} - -PROMPT: Is a pencil under the table? {bk01-l4c-f6-03b-q.mp3} -RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-03b-a.mp3} - -PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-03c-q.mp3} -RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-03c-a.mp3} - -PROMPT: Are four books on the table? {bk01-l4c-f6-03d-q.mp3} -RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-03d-a.mp3} - -PROMPT: Are three desks in the classroom? {bk01-l4c-f6-03e-q.mp3} -RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-03e-a.mp3} - -# Source: ST §What Are Those? -$DIALOGUE What's That? -INTRO: Read these little question-and-answer pairs about what things are and where they are. -INSTRUCTION: Read the sentences. - -LINE: What's that? It's a book. It's on the chair. -LINE: What are those? Those are pencils. They're on the book. -LINE: What's this? It's a map. It's on the table. -LINE: What's that? That's my notebook. It's under the table. -LINE: What are these? They're desks. They're in the classroom. -LINE: What's this? It's a box. It's on the table. -LINE: What's this? It's a pen. It's under the notebook. -LINE: What are these? They're pictures. They're in the book. -LINE: What's that? It's a calendar. It's on the wall. -LINE: What's that? It's a chalkboard. It's in the classroom. - -# Source: ST §What's in the Classroom? -$DIALOGUE What's in the Classroom? -INTRO: Read these question-and-answer pairs about what's on, under, and in the room. -INSTRUCTION: Read the sentences. - -LINE: What's on the wall? A map is on the wall. -LINE: What's under the desk? Four books are under the desk. -LINE: What's on the table? A box is on the table. -LINE: What's in the classroom? A calendar is in the classroom. -LINE: What's under the table? Two pictures are under the table. -LINE: What's on the chair? Three pens are on the chair. -LINE: What's in the desk? Pencils are in the desk. -LINE: What's on the wall? A blackboard is on the wall. - -# SKIPPED (book): ST "IN/ON/UNDER — Listen and write the number" dictation — no audio -# or number-to-image mapping in the source. Convertible later with TTS. - -# ============================================================================ -$LESSON 4-9: Locations and Instructions -# ============================================================================ - -# Source: LLA 4D Figure 2 (Part 1) -$DIALOGUE Where Things Are -INTRO: A new set of sentences about where things are and when to go places. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3} -LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3} -LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3} -LINE: Go to the lab at 10:30. {page_109_004.jpg} {bk01-l4d-f2-04.mp3} -LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3} -LINE: The clock is on the wall. {page_109_002.jpg} {bk01-l4d-f2-06.mp3} -LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3} -LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3} - -# Source: LLA 4D Figure 2 (Part 2) -$SELECT Match the Sentence -INTRO: Listen to each sentence and tap the picture that matches it. -INSTRUCTION: Tap the matching picture. -OPTION: 1 | {page_108_004.jpg} -OPTION: 2 | {page_108_005.jpg} -OPTION: 3 | {page_109_001.jpg} -OPTION: 4 | {page_109_004.jpg} -OPTION: 5 | {page_109_003.jpg} -OPTION: 6 | {page_109_002.jpg} -OPTION: 7 | {page_109_005.jpg} -OPTION: 8 | {page_109_006.jpg} - -PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3} -ANSWER: 3 - -PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3} -ANSWER: 8 - -PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3} -ANSWER: 5 - -PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3} -ANSWER: 7 - -PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3} -ANSWER: 1 - -PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3} -ANSWER: 4 - -PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3} -ANSWER: 2 - -PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3} -ANSWER: 6 - -# Source: LLA 4C Figure 8 -$DIALOGUE Classroom Instructions -INTRO: Finally, the things a teacher might ask you to do — putting things away, coming and going, sitting and standing. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3} -LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3} -LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3} -LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3} -LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3} -LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3} -LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3} -LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3} -LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3} -LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3} -LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3} -LINE: Sit down, please. {bk01-l4c-f8-12.mp3} -LINE: Please sit down. {bk01-l4c-f8-13.mp3} -LINE: Stand up, please. {bk01-l4c-f8-14.mp3} -LINE: Please stand up. {bk01-l4c-f8-15.mp3} - -# SKIPPED (book): LLA 4D Figure 3 — 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00000000..ba0ff209 Binary files /dev/null and b/book-1-lesson-4/st-page_092_001.jpg differ diff --git a/book-1-lesson-4/st-page_092_002.jpg b/book-1-lesson-4/st-page_092_002.jpg new file mode 100644 index 00000000..c7917f01 Binary files /dev/null and b/book-1-lesson-4/st-page_092_002.jpg differ diff --git a/book-1-lesson-4/st-page_092_003.jpg b/book-1-lesson-4/st-page_092_003.jpg new file mode 100644 index 00000000..e6974fdd Binary files /dev/null and b/book-1-lesson-4/st-page_092_003.jpg differ diff --git a/book-1-lesson-5.module b/book-1-lesson-5.module index 0e1fac50..dcdf40a4 100644 --- a/book-1-lesson-5.module +++ b/book-1-lesson-5.module @@ -1,27 +1,28 @@ $MODULE Book 1 · Lesson 5: Review {st-page_101_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: lc_alc_book1_lesson5 -DESCRIPTION: Review of prepositions, classroom commands, vocabulary, numbers, and core grammar from Book 1. +DIOCO_DOC_ID: alc_book1_lesson5 +DESCRIPTION: Review of the first week — classroom commands and objects, numbers, money, jobs, days, and greetings. The final part, Extra Practice: Reading and Writing Letters, is optional letter work for learners still getting comfortable with the alphabet. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Speak like a warm, encouraging teacher -VOICE_PROMPT: achird | Questions and cues, read clearly +VOICE_INTRO: aoede | Warm, encouraging teacher voice +VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Teacher | aoede | Female teacher -VOICE: John | achernar | Male speaker -VOICE: Mark | achird | Male speaker +VOICE: Teacher | aoede | Female teacher, clear and kind +VOICE: John | achernar | Male student +VOICE: Mark | achird | Male student +VOICE: ID | achernar | speaker (auto) -$LESSON 5-1: Classroom Commands and Vocabulary +$LESSON 5-1: Review — Commands, Words, and Questions -# Source: ST §Put This Book on the Desk -$DIALOGUE Where Does It Go? -INTRO: Let's warm up with the little words that tell us where things go: on, under, and in. Listen and say each one after me. -INSTRUCTION: Listen and repeat each sentence. +# Source: ST §Put This Book on the Desk, Please. +$DIALOGUE Commands: On, Under, and In +ID: l5-s1 +INTRO: This is the review of your first week — no new words today, just everything you've learned, back for a check. In this lesson you'll practice commands, classroom words, numbers, money, jobs, days, and greetings until they come out without thinking. First, commands with "put" — listen and repeat each sentence. +INSTRUCTION: Repeat these sentences. REPEAT -VOCAB: put -LINE: Put my book on the desk. +LINE: Put my book on the desk. {st-page_101_001.jpg} LINE: Put your pen on the table, please. LINE: Put the pencils on the book. LINE: Please put the calendar on the wall. @@ -37,143 +38,26 @@ LINE: Put the desk in the classroom. LINE: Please put the pencil in the notebook. # Source: ST §Sit Down. Stand Up. -$DIALOGUE Sit Down. Stand Up. -INTRO: Here are two commands you hear every day in class. Listen, then say them back. -INSTRUCTION: Listen and repeat. +$DIALOGUE Sit Down, Stand Up +ID: l5-s2 +INTRO: A very short classroom dialog to review commands. Repeat each line after the teacher — you don't actually have to stand up. +INSTRUCTION: Listen and repeat the dialog. REPEAT -VOCAB: sit down -Teacher: Good morning. Sit down, please. {st-page_102_001.jpg} +Teacher: Good morning. {st-page_102_001.jpg} +Teacher: Sit down, please. +Teacher: Stand up and answer. {st-page_102_002.jpg} +Teacher: Thank you. -VOCAB: stand up -Teacher: Stand up and answer. Thank you. {st-page_102_002.jpg} +# SKIPPED (book): Reading Skill "Circle the same letters." (CLOCK CHALKBOARD STUDENT / PAGE DOCTOR NICKEL) — The source markdown omitted the key letters for each item, making the exercises unsolvable. +# SKIPPED (book): "DICTATION" (Listen and write the words) — Instructor-read with no recorded stimulus or given words. Convertible later with chosen items + TTS. +# SKIPPED (book): "WHAT IS LETTER 'A'? IT'S A LAB." and "WORDS AND PICTURES" — Teacher-led picture identification and a 26-item picture-naming grid with no answer key. Dropped. -# Source: ST Reading/Listening Skill (orthographic letter-matching, dictation, picture-from-statement) -# SKIPPED (book): "CLOCK CHALKBOARD STUDENT" / "PAGE DOCTOR NICKEL" letter-matching, "DICTATION" (instructor-read, no stimulus — convertible later with chosen words + TTS), and "WHAT IS LETTER A? IT'S A LAB." (instructor-read picture-select with no recording) — visual/orthographic or un-stimulus'd tasks. The pictures themselves are practiced in the next activity. - -# Source: ST §Words and Pictures (split 1 of 2 — ≤ pool size, kept type/exact per book modality) -$PRODUCE Name the Picture (1) -INTRO: Time to recall some words. You'll see a picture — type the word for it. -INSTRUCTION: Type the word for the picture. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: {st-page_107_012.jpg} -RESPONSE: a number -ACCEPT: number - -TEMPLATE: {st-page_107_001.jpg} -RESPONSE: a lab -ACCEPT: lab - -TEMPLATE: {st-page_107_002.jpg} -RESPONSE: a pencil -ACCEPT: pencil - -TEMPLATE: {st-page_107_003.jpg} -RESPONSE: a window -ACCEPT: window - -TEMPLATE: {st-page_107_004.jpg} -RESPONSE: a book -ACCEPT: book - -TEMPLATE: {st-page_107_005.jpg} -RESPONSE: a nickel -ACCEPT: nickel - -TEMPLATE: {st-page_107_006.jpg} -RESPONSE: a letter -ACCEPT: letter - -TEMPLATE: {st-page_107_007.jpg} -RESPONSE: a pilot -ACCEPT: pilot - -TEMPLATE: {st-page_107_008.jpg} -RESPONSE: a teacher -ACCEPT: teacher - -TEMPLATE: {st-page_107_009.jpg} -RESPONSE: a penny -ACCEPT: penny - -TEMPLATE: {st-page_107_010.jpg} -RESPONSE: a quarter -ACCEPT: quarter - -TEMPLATE: {st-page_107_011.jpg} -RESPONSE: a student -ACCEPT: student - -TEMPLATE: {st-page_108_001.jpg} -RESPONSE: a cook -ACCEPT: cook - -# Source: ST §Words and Pictures (split 2 of 2) -$PRODUCE Name the Picture (2) -INTRO: A few more pictures to name. Same idea — type the word. -INSTRUCTION: Type the word for the picture. -INPUT: type -CHECK: exact - -TEMPLATE: {st-page_108_002.jpg} -RESPONSE: a door -ACCEPT: door - -TEMPLATE: {st-page_108_003.jpg} -RESPONSE: a pen -ACCEPT: pen - -TEMPLATE: {st-page_108_004.jpg} -RESPONSE: a classroom -ACCEPT: classroom - -TEMPLATE: {st-page_108_005.jpg} -RESPONSE: a barber -ACCEPT: barber - -TEMPLATE: {st-page_108_006.jpg} -RESPONSE: a clock -ACCEPT: clock - -TEMPLATE: {st-page_108_007.jpg} -RESPONSE: a dime -ACCEPT: dime - -TEMPLATE: {st-page_108_008.jpg} -RESPONSE: a doctor -ACCEPT: doctor - -TEMPLATE: {st-page_108_009.jpg} -RESPONSE: a half dollar -ACCEPT: half dollar | half-dollar - -TEMPLATE: {st-page_108_010.jpg} -RESPONSE: a notebook -ACCEPT: notebook - -TEMPLATE: {st-page_108_011.jpg} -RESPONSE: a word -ACCEPT: word - -TEMPLATE: {st-page_108_012.jpg} -RESPONSE: a mechanic -ACCEPT: mechanic - -TEMPLATE: {st-page_108_013.jpg} -RESPONSE: a calendar -ACCEPT: calendar - -TEMPLATE: {st-page_108_014.jpg} -RESPONSE: a picture -ACCEPT: picture - -# Source: ST §Pronounce /ɪ/ -$DIALOGUE The Short "i" Sound -INTRO: Listen to the short "i" sound — the vowel in "it" and "sit". Say each word after me. -INSTRUCTION: Listen and repeat each word. +# Source: ST §Pronounce: The IH Sound +$DIALOGUE Pronunciation: The "i" Sound +ID: l5-s3 +INTRO: Ten words you already know, all with the same short "i" sound — as in "sit" and "his". Listen and repeat each one carefully. +INSTRUCTION: Repeat and read the words. REPEAT LINE: picture @@ -187,11 +71,11 @@ LINE: mechanic LINE: it LINE: television -# Source: ST §What's the Word (numbers/symbols → words) -# SKIPPED (book): "WRITE: c" orthographic spelling task — dropped. -$PRODUCE Say the Number -INTRO: Let's review your numbers and money words. Type out the word for each number or symbol. -INSTRUCTION: Type the word for the number or symbol. +# Source: ST §What's the Word? +$PRODUCE Numbers and Symbols +ID: l5-s5 +INTRO: Time to check your numbers. You'll see a number or a symbol on the screen — type it as a word, the way you learned it. Spelling counts. +INSTRUCTION: Look at the number or symbol and type the word. INPUT: type CHECK: exact @@ -235,18 +119,123 @@ TEMPLATE: ¢ RESPONSE: cent ACCEPT: cents -# SKIPPED (book): "SAME/DIFFERENT", "TWO LETTERS ARE THE SAME" (visual letter-matching) and "DICTATION" (instructor-read spelling, no stimulus) — dropped. - -$LESSON 5-2: Grammar and Comprehension Review - -# Source: ST §What Day Is It? (open answers) -$PRODUCE Answer About Yourself -INTRO: Now answer some questions about yourself and your classroom. Type a full, natural answer for each. -INSTRUCTION: Type a full answer to each question. +# Source: ST §What Is He? +$PRODUCE Jobs: Complete the Word +ID: l5-s11 +INTRO: Someone asks what you are. Each job word is missing its first two letters — type them to complete it. You met all these people in the first four lessons. +INSTRUCTION: Type the missing letters to complete the word. INPUT: type +CHECK: exact + +TEMPLATE: What are you? +TEMPLATE: a ____{do}ctor +RESPONSE: a doctor + +TEMPLATE: What are you? +TEMPLATE: a ____{te}acher +RESPONSE: a teacher + +TEMPLATE: What are you? +TEMPLATE: a ____{st}udent +RESPONSE: a student + +TEMPLATE: What are you? +TEMPLATE: a ____{co}ok +RESPONSE: a cook + +TEMPLATE: What are you? +TEMPLATE: a ____{me}chanic +RESPONSE: a mechanic + +TEMPLATE: What are you? +TEMPLATE: a ____{pi}lot +RESPONSE: a pilot + +TEMPLATE: What are you? +TEMPLATE: a ____{ba}rber +RESPONSE: a barber + +# Source: ST §This Is Money (recast: number-code decoding puzzle → value-to-coin recall) +$PRODUCE Money Words +ID: l5-s12 +INTRO: A quick check of your pocket money. You'll hear an amount — type the coin or bill it names. No looking in your wallet. +INSTRUCTION: Listen to the amount and type the money word. +INPUT: type +CHECK: exact + +EXAMPLE +PROMPT: one cent +RESPONSE: penny +ACCEPT: a penny + +PROMPT: ten cents +RESPONSE: dime +ACCEPT: a dime + +PROMPT: five cents +RESPONSE: nickel +ACCEPT: a nickel + +PROMPT: twenty-five cents +RESPONSE: quarter +ACCEPT: a quarter + +PROMPT: fifty cents +RESPONSE: half dollar +ACCEPT: a half dollar | half a dollar + +PROMPT: one hundred cents +RESPONSE: dollar +ACCEPT: a dollar | one dollar + +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" — Instructor-read word-pair discrimination with no given words. Convertible later with chosen items + TTS. + +# Source: ST §Write the Missing Words +$PRODUCE Complete the Sentences +ID: l5-s9 +INTRO: Now put the week together. Each little exchange is missing a word or two — days, greetings, jobs, prepositions. Type what's missing. +INSTRUCTION: Type the missing word or words to complete each sentence. +INPUT: type +CHECK: exact + +TEMPLATE: Today is Saturday. Tomorrow is ____{Sunday}. +RESPONSE: Today is Saturday. Tomorrow is Sunday. + +TEMPLATE: How ____{are} you? ____{Fine}, thanks. +RESPONSE: How are you? Fine, thanks. + +TEMPLATE: My ____{name} is Aldo. What ____{is|'s} your name? +RESPONSE: My name is Aldo. What is your name? + +TEMPLATE: What are you? ____{I'm|I am} a doctor. +RESPONSE: What are you? I'm a doctor. + +TEMPLATE: Is she a teacher? No, she ____{isn't|is not}. +RESPONSE: Is she a teacher? No, she isn't. + +TEMPLATE: Go to lab ____{at} 9 o'clock. +RESPONSE: Go to lab at 9 o'clock. + +TEMPLATE: The map is ____{on} the wall. +RESPONSE: The map is on the wall. + +TEMPLATE: A, B, C, and D are capital ____{letters}. +RESPONSE: A, B, C, and D are capital letters. + +TEMPLATE: Are you a teacher? No, ____{I'm|I am} not. +RESPONSE: Are you a teacher? No, I'm not. + +TEMPLATE: What's that? It's ____{a|my|your|his|her} book. +RESPONSE: What's that? It's a book. + +# Source: ST §Answer the Questions +$PRODUCE Answer the Questions +ID: l5-s8 +INTRO: Now answer for yourself. You'll hear a question — answer aloud in a full sentence. Most of the questions are about you, so any true answer works; nobody here will check your desk. +INSTRUCTION: Answer each question aloud in a full sentence. +INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any natural, grammatically correct answer to the question. +RUBRIC: Most questions are about the learner's own situation — accept any grammatical, natural answer that addresses the question (yes or no both acceptable where the question allows both, e.g. whether today is Tuesday). For factual items, treat the model answer as the key (e.g. Saturday and Sunday are the weekend) and accept any phrasing or short form of the same fact. PROMPT: What is your name? RESPONSE: My name is John. @@ -258,81 +247,32 @@ PROMPT: Is your teacher in the classroom? RESPONSE: Yes, my teacher is in the classroom. PROMPT: What's on your desk? -RESPONSE: My book is on my desk. +RESPONSE: My book and pen are on my desk. PROMPT: Is today Tuesday? -RESPONSE: Yes, today is Tuesday. +RESPONSE: No, today is Monday. PROMPT: How are you? -RESPONSE: I am fine, thanks. +RESPONSE: Fine, thanks. PROMPT: What are you? RESPONSE: I am a student. PROMPT: What is Saturday and Sunday? -RESPONSE: They are the weekend. +RESPONSE: Saturday and Sunday are the weekend. PROMPT: What's on the wall? -RESPONSE: A clock is on the wall. +RESPONSE: The clock and the chalkboard are on the wall. PROMPT: Is this your book? RESPONSE: Yes, this is my book. -# Source: ST §What Day Is It? (cloze) -$PRODUCE Fill in the Words -INTRO: Fill the gaps with the missing word or words. Type single-blank answers; for the longer ones, say it and then check. -INSTRUCTION: Type or say the missing word(s). -INPUT: type +$LESSON 5-2: Review Test -TEMPLATE: Today is Saturday. Tomorrow is ____. -CHECK: exact -RESPONSE: Sunday - -TEMPLATE: How ____ you? ____, thanks. -CHECK: reveal -RESPONSE: How are you? Fine, thanks. - -TEMPLATE: My ____ is Aldo. What ____ your name? -CHECK: reveal -RESPONSE: My name is Aldo. What is your name? - -TEMPLATE: What are you? ____ a doctor. -CHECK: exact -RESPONSE: I'm -ACCEPT: I am - -TEMPLATE: Is she a teacher? No, she ____. -CHECK: exact -RESPONSE: isn't -ACCEPT: is not - -TEMPLATE: Go to lab ____ 9 o'clock. -CHECK: exact -RESPONSE: at - -TEMPLATE: The map is ____ the wall. -CHECK: exact -RESPONSE: on - -TEMPLATE: A, B, C, and D are capital ____. -CHECK: exact -RESPONSE: letters - -TEMPLATE: Are you a teacher? No, ____ not. -CHECK: exact -RESPONSE: I'm -ACCEPT: I am - -TEMPLATE: What's that? It's ____ book. -CHECK: exact -RESPONSE: a -ACCEPT: my | his | her | your - -# SKIPPED (book): Listening Skill "SAME/DIFFERENT" minimal-pair discrimination — instructor-read with no recorded stimulus or printed pairs. Dropped. - -# Source: ST §This Is a Test (split 1 of 2 — single $SELECT split for length) -$SELECT Review Test (1) -INTRO: Here's a review test covering everything from this book. Tap the best answer to complete each sentence or reply. +# Source: ST §This Is a Test +$SELECT Review Test +ID: l5-s10 +INTRO: Part two is the week's test — thirty questions covering everything from lessons one to four. Tap the best answer for each one. Some questions you'll only hear, so listen first. No teacher is watching; the score is between you and the app. INSTRUCTION: Tap the best answer. TEMPLATE: ____ are students. @@ -405,7 +345,8 @@ OPTION: c | It's a quarter. OPTION: d | Those are dimes. ANSWER: d -TEMPLATE: Ted: What is ____ name? — Aldo: My name is Aldo. +TEMPLATE: Ted: What is ____ name? +TEMPLATE: Aldo: My name is Aldo. OPTION: a | your OPTION: b | my OPTION: c | his @@ -440,11 +381,6 @@ OPTION: c | What OPTION: d | This ANSWER: b -# Source: ST §This Is a Test (split 2 of 2) -$SELECT Review Test (2) -INTRO: A few more test questions. Tap the best answer for each. -INSTRUCTION: Tap the best answer. - TEMPLATE: It's 9 ____. OPTION: a | letter OPTION: b | student @@ -515,7 +451,8 @@ OPTION: c | please OPTION: d | that ANSWER: c -TEMPLATE: Ted: Hello. — Bill: ____. +TEMPLATE: Ted: Hello. +TEMPLATE: Bill: ____. OPTION: a | Good afternoon. OPTION: b | Goodbye. OPTION: c | See you later. @@ -550,12 +487,11 @@ OPTION: c | no OPTION: d | at ANSWER: a -# SKIPPED (book): "WHAT IS HE?" syllable-completion spelling and "THIS IS MONEY." number-to-letter decoding puzzle — orthographic/puzzle tasks. Dropped. - # Source: ST §Good Morning $DIALOGUE Good Morning -INTRO: Let's finish with a short conversation that ties together greetings, time, and goodbyes. Practice both parts aloud. -INSTRUCTION: Listen and practice the dialog. +ID: l5-s13 +INTRO: You made it through the test. One last dialog to say good morning — and goodbye to your first week. Repeat each line, then go rest; the next lesson will still be there tomorrow. +INSTRUCTION: Practice this dialog. REPEAT John: Good morning! How are you? @@ -564,3 +500,194 @@ John: Fine, thanks. What's the time? Mark: It's 7:30. John: See you in class! Mark: Okay. See you later. + +$LESSON 5-3: Extra Practice — Reading and Writing Letters + +# Source: ST §Same or Different? +$SELECT Same or Different? +ID: l5-s6 +INTRO: This last part is extra practice with English letters. If you can already read these letters comfortably, feel free to skip it. You'll see two letters — decide whether they are the same or different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +TEMPLATE: k ... l +ANSWER: d + +TEMPLATE: Q ... O +ANSWER: d + +TEMPLATE: i ... j +ANSWER: d + +TEMPLATE: E ... E +ANSWER: s + +TEMPLATE: c ... o +ANSWER: d + +TEMPLATE: P ... P +ANSWER: s + +TEMPLATE: b ... d +ANSWER: d + +TEMPLATE: v ... w +ANSWER: d + +TEMPLATE: q ... q +ANSWER: s + +TEMPLATE: M ... N +ANSWER: d + +TEMPLATE: N ... Z +ANSWER: d + +TEMPLATE: f ... f +ANSWER: s + +TEMPLATE: F ... E +ANSWER: d + +TEMPLATE: W ... M +ANSWER: d + +TEMPLATE: i ... i +ANSWER: s + +TEMPLATE: R ... P +ANSWER: d + +TEMPLATE: v ... v +ANSWER: s + +# Source: ST §Circle the Same Letters +$SELECT Find the Matching Letters +ID: l5-s7 +INTRO: More letter practice. You'll see a pair of letters at the top — tap the option that matches it exactly. Watch out for reversed twins like b and d. +INSTRUCTION: Tap the matching letters. + +EXAMPLE +TEMPLATE: sp +OPTION: a | st +OPTION: b | sl +OPTION: c | sp +OPTION: d | ps +ANSWER: c + +TEMPLATE: nd +OPTION: a | no +OPTION: b | nb +OPTION: c | dn +OPTION: d | nd +ANSWER: d + +TEMPLATE: th +OPTION: a | ht +OPTION: b | th +OPTION: c | tk +OPTION: d | lh +ANSWER: b + +TEMPLATE: pr +OPTION: a | pr +OPTION: b | rp +OPTION: c | pl +OPTION: d | br +ANSWER: a + +TEMPLATE: ch +OPTION: a | hc +OPTION: b | sh +OPTION: c | ck +OPTION: d | ch +ANSWER: d + +TEMPLATE: sk +OPTION: a | sh +OPTION: b | sk +OPTION: c | hs +OPTION: d | ks +ANSWER: b + +TEMPLATE: sn +OPTION: a | sn +OPTION: b | sh +OPTION: c | ns +OPTION: d | sm +ANSWER: a + +TEMPLATE: pl +OPTION: a | bl +OPTION: b | pl +OPTION: c | bl +OPTION: d | dl +ANSWER: b + +TEMPLATE: tr +OPTION: a | tl +OPTION: b | th +OPTION: c | tr +OPTION: d | tn +ANSWER: c + +TEMPLATE: ck +OPTION: a | ch +OPTION: b | ck +OPTION: c | cl +OPTION: d | cr +ANSWER: b + +TEMPLATE: dr +OPTION: a | rd +OPTION: b | br +OPTION: c | dr +OPTION: d | lr +ANSWER: c + +TEMPLATE: pr +OPTION: a | pr +OPTION: b | rp +OPTION: c | pl +OPTION: d | br +ANSWER: a + +# Source: ST §Write: C (letter-writing drill kept in the optional letters part) +$PRODUCE The Letter C +ID: l5-s4 +INTRO: One more letter exercise, and then you're done. 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