diff --git a/book-10-lesson-1.module b/book-10-lesson-1.module
index 407ccb2d..84af688a 100644
--- a/book-10-lesson-1.module
+++ b/book-10-lesson-1.module
@@ -1,343 +1,57 @@
 $MODULE Book 10 · Lesson 1: Tell Me How To ... {st-page_009_001.jpg}
 FORMAT: 2
-DESCRIPTION: Vending machines and snacks; "how to" after know, learn, show, and teach; everyday words like favorite, stuck, and out of; time clauses with when, while, before, after, and until; connective words; "be supposed to"; map directions and dictation.
+DESCRIPTION: Vending machines and how to use them, "how to" with learn/teach/show, "no" and "there's no", time clauses (when, while, after, before, until), "be supposed to", directions, dictation, and outlines.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, lightly witty teacher voice
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Frank | charon | Male
+VOICE: Frank | achernar | Male
 VOICE: Tina | gacrux | Female
-VOICE: Carl | umbriel | Male
-VOICE: Dora | kore | Female
-VOICE: Man | achird | Male
+VOICE: Carl | achird | Male
+VOICE: Dora | schedar | Female
+VOICE: Man | achernar | Male
 VOICE: Woman | gacrux | Female
 VOICE: Peggy | gacrux | Female
-VOICE: Peter | zubenelgenubi | Male
+VOICE: Peter | achernar | Male
 VOICE: Hank | achird | Male
-VOICE: Pete | alnilam | Male
-VOICE: Eric | achird | Male
-VOICE: Adam | schedar | Male
-VOICE: Brad | alnilam | Male
-VOICE: Dave | schedar | Male
-VOICE: Fred | umbriel | Male
-VOICE: Greg | achird | Male
-VOICE: Stan | iapetus | Male
+VOICE: Pete | schedar | Male
+VOICE: Eric | achernar | Male
+VOICE: Adam | achird | Male
+VOICE: Brad | schedar | Male
+VOICE: Dave | achird | Male
+VOICE: Fred | schedar | Male
+VOICE: Greg | achernar | Male
+VOICE: Stan | achird | Male
 VOICE: Lynn | aoede | Female
-VOICE: Mark | achird | Male
-VOICE: Cashier | gacrux | Female
-VOICE: Rick | achird | Male
-VOICE: Ali | schedar | Male
-VOICE: Ann | kore | Female
-VOICE: Chris | charon | Male
-VOICE: George | algenib | Male
-VOICE: Chuck | alnilam | Male
-VOICE: Ed | rasalgethi | Male
-VOICE: Larry | algieba | Male
-VOICE: Jack | puck | Male
-VOICE: Bob | achird | Male
-VOICE: Hal | charon | Male
+VOICE: Mark | achernar | Male
+VOICE: Cashier | aoede | Female
+VOICE: Rick | achernar | Male
+VOICE: Ali | achird | Male
+VOICE: Ann | aoede | Female
+VOICE: Chris | achernar | Male
+VOICE: George | achernar | Male
+VOICE: John | achird | Male
+VOICE: Steve | achernar | Male
+VOICE: Ted | achernar | Male
+VOICE: Claire | aoede | Female
+VOICE: Chuck | achird | Male
+VOICE: Ed | achernar | Male
+VOICE: David | achird | Male
+VOICE: Larry | achernar | Male
+VOICE: Jack | achird | Male
+VOICE: Bob | achernar | Male
+VOICE: Hal | achird | Male
 VOICE: ID | achernar | speaker (auto)
 VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 1-1: Snacks and Vending Machines
-
-# Source: LLA 1A Figure 1
-$DIALOGUE Snacks and Vending Machines
-ID: 10-1a-f1
-INTRO: In this lesson you'll learn to buy snacks from a vending machine, explain how to do things with "how to", and connect events with words like before, after, and until. First, meet the machine itself — listen to each word and sentence and repeat it.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: vending machine
-VOCAB: popular
-LINE: This is a vending machine. {page_011_001.jpg} {bk10-l1a-f1-01.mp3}
-LINE: A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-02.mp3}
-LINE: Vending machines are popular. {page_011_001.jpg} {bk10-l1a-f1-03.mp3}
-LINE: Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-04.mp3}
-
-VOCAB: sodas
-VOCAB: soda pop
-LINE: Sodas are sometimes called soda water. {page_011_002.jpg} {bk10-l1a-f1-05.mp3}
-LINE: A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-06.mp3}
-
-VOCAB: chips
-LINE: Do you like potato chips or corn chips? {page_011_003.jpg} {bk10-l1a-f1-07.mp3}
-LINE: Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-08.mp3}
-
-VOCAB: chewing gum
-LINE: Do you want a piece of chewing gum? {page_011_004.jpg} {bk10-l1a-f1-09.mp3}
-LINE: Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-10.mp3}
-
-VOCAB: candy bar
-LINE: I like to eat chocolate candy bars. {page_011_005.jpg} {bk10-l1a-f1-11.mp3}
-LINE: Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-12.mp3}
-
-# Source: ST §What Kind of Snack Do You Want?
-$DIALOGUE What Kind of Snack Do You Want?
-ID: l1-s5
-INTRO: Greg and Stan are deciding on snacks — and ordering for Sue, who isn't there to defend her choice. Listen to the dialog.
-INSTRUCTION: Listen to the dialog.
-
-VOCAB: potato chips
-VOCAB: corn chips
-Greg: Do you want potato chips, corn chips, or a candy bar? {st-page_014_001.jpg}
-
-Stan: I don't want anything to eat. I just want some chewing gum. {st-page_014_002.jpg}
-
-Greg: What does Sue want?
-
-VOCAB: nuts
-Stan: She wants some nuts. {st-page_014_003.jpg}
-
-# Source: LLA 1A Figure 2
-$SELECT Snack Questions
-ID: 10-1a-f2
-INTRO: Now answer some quick questions about the snack words. Listen, tap the answer, then repeat the full answer aloud.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-OPTION: a | vending machines
-OPTION: b | soda pop
-OPTION: c | candy bar
-OPTION: d | chips
-OPTION: e | gum
-
-PROMPT: What's another name for soda? {bk10-l1a-f2-01-q.mp3}
-ANSWER: b
-FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-a.mp3}
-
-PROMPT: What do some people chew between meals? {bk10-l1a-f2-02-q.mp3}
-ANSWER: e
-FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-a.mp3}
-
-PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03-q.mp3}
-ANSWER: c
-FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-a.mp3}
-
-PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04-q.mp3}
-ANSWER: a
-FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-a.mp3}
-
-PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05-q.mp3}
-ANSWER: d
-FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-a.mp3}
-
-# Source: LLA 1A Figure 3
-$DIALOGUE Operating Machines
-ID: 10-1a-f3
-INTRO: Time to operate the machine: coins, slots, knobs — and what to do the day it keeps your money. Listen to each sentence and repeat it.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: detergent
-VOCAB: washing machine
-LINE: A detergent is a soap. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
-LINE: She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-02.mp3}
-
-VOCAB: insert
-VOCAB: opening
-LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-03.mp3}
-LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-04.mp3}
-LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-05.mp3}
-
-VOCAB: selection
-VOCAB: knob
-LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-06.mp3}
-LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-07.mp3}
-
-VOCAB: drop
-VOCAB: lift
-LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-08.mp3}
-LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-09.mp3}
-
-VOCAB: out of order
-VOCAB: get back
-VOCAB: coin release
-VOCAB: coin return
-LINE: The machine was out of order. {page_013_002.jpg} {bk10-l1a-f3-10.mp3}
-LINE: It didn't work. {page_013_002.jpg} {bk10-l1a-f3-11.mp3}
-LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-12.mp3}
-LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-13.mp3}
-
-# Source: ST §A Vending Machine (trimmed — lines duplicating LLA 1A Figures 1/3 dropped; distinct words kept)
-$DIALOGUE More Machine Words
-ID: l1-s2
-INTRO: A few more machine words that will come in handy the day the machine doesn't cooperate. Listen and read.
-INSTRUCTION: Listen and read.
-
-VOCAB: dispense
-LINE: A snack vending machine dispenses snacks. {st-page_012_001.jpg}
-
-VOCAB: work
-LINE: I can work this machine. It's easy.
-
-VOCAB: tray
-LINE: Your snack selection will drop into the tray.
-
-VOCAB: be supposed to | is supposed to
-LINE: The snack is supposed to drop into the tray.
-
-VOCAB: until
-LINE: Insert your coins again and wait until they drop.
-
-# Source: ST §What Is Your Selection?
-$DIALOGUE Which Knob? {st-page_015_001.jpg}
-ID: l1-s6
-INTRO: Two quick worked examples of making a selection. Look at the machine and follow along.
-INSTRUCTION: Listen and read the examples.
-
-Narrator: Ted wants some potato chips. Which knob should he pull? He should pull knob 1.
-Narrator: Sam pulled knob number 5. What was his selection? He selected some nuts.
-
-# Source: LLA 1A Figure 4
-$SELECT How Machines Work
-ID: 10-1a-f4
-INTRO: Now put the machine words to work. Listen to the situation and the question, then tap the correct answer.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: He picked out a candy bar. What did he do? {bk10-l1a-f4-01-q.mp3}
-OPTION: a | made a selection {bk10-l1a-f4-01-a.mp3}
-OPTION: b | bought a candy bar
-OPTION: c | ate a candy bar
-ANSWER: a
-
-PROMPT: How do you get your selection from the machine? {bk10-l1a-f4-02-q.mp3}
-OPTION: a | You pick it out.
-OPTION: b | You pay for it.
-OPTION: c | You lift the door. {bk10-l1a-f4-02-a.mp3}
-ANSWER: c
-
-PROMPT: What is a detergent? {bk10-l1a-f4-03-q.mp3}
-OPTION: a | a soup
-OPTION: b | a soap {bk10-l1a-f4-03-a.mp3}
-OPTION: c | a slot
-ANSWER: b
-
-PROMPT: She put the money in the slot. What did she do? {bk10-l1a-f4-04-q.mp3}
-OPTION: a | She dropped it.
-OPTION: b | She lifted it.
-OPTION: c | She inserted it. {bk10-l1a-f4-04-a.mp3}
-ANSWER: c
-
-PROMPT: What is another name for slot? {bk10-l1a-f4-05-q.mp3}
-OPTION: a | a knob
-OPTION: b | an opening {bk10-l1a-f4-05-a.mp3}
-OPTION: c | a door
-ANSWER: b
-
-PROMPT: When a machine doesn't work, what do we say? {bk10-l1a-f4-06-q.mp3}
-OPTION: a | It's out of order. {bk10-l1a-f4-06-a.mp3}
-OPTION: b | It's out of snacks.
-OPTION: c | It's out of money.
-ANSWER: a
-
-PROMPT: She used the washing machine. What did she do? {bk10-l1a-f4-07-q.mp3}
-OPTION: a | washed clothes {bk10-l1a-f4-07-a.mp3}
-OPTION: b | washed dishes
-OPTION: c | washed her car
-ANSWER: a
-
-PROMPT: How do you get your money back from a vending machine? {bk10-l1a-f4-08-q.mp3}
-OPTION: a | Lift the door.
-OPTION: b | Insert the money.
-OPTION: c | Turn the coin release. {bk10-l1a-f4-08-a.mp3}
-ANSWER: c
-
-PROMPT: Where do you get your change from? {bk10-l1a-f4-09-q.mp3}
-OPTION: a | coin release
-OPTION: b | coin return {bk10-l1a-f4-09-a.mp3}
-OPTION: c | selection knob
-ANSWER: b
-
-PROMPT: What do we say when something falls? {bk10-l1a-f4-10-q.mp3}
-OPTION: a | It drops. {bk10-l1a-f4-10-a.mp3}
-OPTION: b | It breaks.
-OPTION: c | It grows.
-ANSWER: a
-
-# Source: ST §This Is How You Do It.
-$SELECT This Is How You Do It
-ID: l1-s3
-ORDER
-INTRO: You know the words — now put the steps of using a vending machine in the right order, from coins to snack.
-INSTRUCTION: Put the sentences in order to show how to use the machine.
-
-TEMPLATE: How do you operate a vending machine?
-OPTION: a | Insert the coins in the coin slot.
-OPTION: b | Wait until the coins drop.
-OPTION: c | Make your selection. Pull the knob or push a button.
-OPTION: d | Get your selection from the tray.
-OPTION: e | Lastly, pick up the change from the coin return opening.
-ANSWER: a,b,c,d,e
-
-# Source: ST §When the Coins Get Stuck, ...
-$SELECT When the Coins Get Stuck
-ID: l1-s4
-ORDER
-INTRO: This time the coins get stuck. Arrange the whole story, from inserting the money to finally getting your snack.
-INSTRUCTION: Put the sentences in order to show what happens.
-
-TEMPLATE: What do you do when coins get stuck?
-OPTION: a | Put your money in the coin slot.
-OPTION: b | Wait until the coins drop.
-OPTION: c | The coins stick (don't drop), you can't make a selection.
-OPTION: d | Turn the coin release. You'll get your money back.
-OPTION: e | Get your change from the coin return.
-OPTION: f | Insert the coins again.
-OPTION: g | Make your selection and pull the knob.
-OPTION: h | Get your selection from the tray.
-ANSWER: a,b,c,d,e,f,g,h
-
-$LESSON 1-2: Machine Trouble
-
-# Source: LLA 1A Figure 5
-$DIALOGUE Exact Change
-ID: 10-1a-f5
-INTRO: In this part you'll handle machine trouble: exact change, stuck coins, and machines that have given up. First, Frank wants a soft drink — but there's a catch. Listen to his conversation with Tina.
-INSTRUCTION: Listen to the dialogue.
-
-VOCAB: soft drink
-VOCAB: exact change
-VOCAB: machine
-Frank: I'd like a soft drink. {bk10-l1a-f5-01.mp3}
-Tina: Do you have the exact change? {bk10-l1a-f5-02.mp3}
-Frank: No. Why do I need the exact change? {bk10-l1a-f5-03.mp3}
-Tina: Because this machine doesn't give change. {bk10-l1a-f5-04.mp3}
-
-# Source: LLA 1A Figure 6
-$SELECT Questions: Exact Change
-ID: 10-1a-f6
-REFERENCE
-INTRO: Answer the questions about Frank and Tina's conversation. Tap the answer, then repeat it aloud.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: What does Frank want? {bk10-l1a-f6-01-q.mp3}
-OPTION: a | some change
-OPTION: b | some water
-OPTION: c | a soft drink {bk10-l1a-f6-01-a.mp3}
-ANSWER: c
-
-PROMPT: What does Tina say that Frank has to have? {bk10-l1a-f6-02-q.mp3}
-OPTION: a | the correct drink
-OPTION: b | the exact change {bk10-l1a-f6-02-a.mp3}
-OPTION: c | the right machine
-ANSWER: b
-
-PROMPT: Why does he have to have the exact change? {bk10-l1a-f6-03-q.mp3}
-OPTION: a | because the machine is out of order
-OPTION: b | because the machine doesn't give change {bk10-l1a-f6-03-a.mp3}
-OPTION: c | because the machine doesn't have drinks
-ANSWER: b
+$SESSION 1-1: Vending Machines and Snacks
 
 # Source: ST §It's Stuck.
-$DIALOGUE It's Stuck
+$DIALOGUE "Stick" and "Stuck"
 ID: l1-s1
-INTRO: Before the next conversation, a closer look at the word "stick" — stamps, drawers, and even milk can do it. Listen and read.
-INSTRUCTION: Listen and read the sentences.
+INTRO: In this lesson you'll learn to talk about vending machines, explain how to use them, and say what people are supposed to do. We start with one small word you'll hear all week: "stick". Read each sentence.
+INSTRUCTION: Read the sentences.
 
 VOCAB: to stick | stick
 LINE: Be careful or the stamp will stick to your fingers. {st-page_011_001.jpg}
@@ -353,75 +67,425 @@ LINE: The stamp sticks to his finger.
 
 VOCAB: stuck
 LINE: I stuck the milk in the refrigerator. {st-page_011_002.jpg}
+NOTES: Here "stick" means "put": he put the milk in the refrigerator.
 
-VOCAB: is stuck
 LINE: The vegetable drawer is stuck. I can't close it.
 
+# Source: LLA 1A Figure 1
+$DIALOGUE Snacks from a Machine
+ID: 10-1a-f1
+INTRO: Now meet the machine itself — and everything inside it that's bad for your teeth. Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: vending machine
+LINE: This is a vending machine. A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-01a.mp3}
+
+VOCAB: popular
+LINE: Vending machines are popular. Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-01b.mp3}
+
+VOCAB: sodas
+VOCAB: soda pop
+LINE: Sodas are sometimes called soda water. A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-02.mp3}
+
+VOCAB: chips
+LINE: Do you like potato chips or corn chips? Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-03.mp3}
+
+VOCAB: chewing gum
+LINE: Do you want a piece of chewing gum? Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-04.mp3}
+
+VOCAB: candy bar
+LINE: I like to eat chocolate candy bars. Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-05.mp3}
+
+# Source: LLA 1A Figure 2
+$SELECT Which Snack Is It?
+ID: 10-1a-f2
+INTRO: Time to check those snack words. Listen to each question and tap the correct answer.
+INSTRUCTION: Tap the correct answer.
+
+OPTION: a | vending machines
+OPTION: b | soda pop
+OPTION: c | candy bar
+OPTION: d | chips
+OPTION: e | gum
+
+PROMPT: What's another name for soda? {bk10-l1a-f2-01.mp3}
+ANSWER: b
+FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-a.mp3}
+
+PROMPT: What do some people chew between meals? {bk10-l1a-f2-02.mp3}
+ANSWER: e
+FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-a.mp3}
+
+PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03.mp3}
+ANSWER: c
+FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-a.mp3}
+
+PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04.mp3}
+ANSWER: a
+FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-a.mp3}
+
+PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05.mp3}
+ANSWER: d
+FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-a.mp3}
+
+# Source: ST §What Kind of Snack Do You Want?
+$DIALOGUE What Kind of Snack Do You Want?
+ID: l1-s5
+INTRO: Greg and Stan are standing at the snack machine, deciding for themselves — and for Sue, who isn't even there. Read their conversation.
+INSTRUCTION: Read the dialog.
+
+VOCAB: potato chips
+VOCAB: corn chips
+Greg: Do you want potato chips, corn chips, or a candy bar? {st-page_014_001.jpg}
+
+Stan: I don't want anything to eat. I just want some chewing gum. {st-page_014_002.jpg}
+
+Greg: What does Sue want?
+
+VOCAB: nuts
+Stan: She wants some nuts. {st-page_014_003.jpg}
+
+# Source: LLA 1A Figure 3
+$DIALOGUE How a Vending Machine Works
+ID: 10-1a-f3
+INTRO: Here are the verbs you need to run a machine — "insert", "pull", "lift" — and what to do when it takes your money and gives you nothing. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: detergent
+VOCAB: washing machine
+LINE: A detergent is a soap. She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
+
+VOCAB: insert
+LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-02a.mp3}
+VOCAB: opening
+LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-02c.mp3}
+LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-02b.mp3}
+
+VOCAB: selection
+LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-03a.mp3}
+VOCAB: knob
+LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-03b.mp3}
+
+VOCAB: drop
+LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-04a.mp3}
+VOCAB: lift
+LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-04b.mp3}
+
+VOCAB: out of order
+LINE: The machine was out of order. It didn't work. {page_013_002.jpg} {bk10-l1a-f3-05a.mp3}
+
+VOCAB: get back
+LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-05b.mp3}
+
+VOCAB: coin release
+VOCAB: coin return
+LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-05c.mp3}
+
+# DROPPED (twin): ST §A Vending Machine — TTS twin of LLA 1A Figure 3 (same vocab presentation role); its distinct items salvaged below.
+# Source: ST §A Vending Machine (salvaged distinct lines)
+$DIALOGUE More Machine Words
+ID: l1-s2
+INTRO: A few more machine words the tape didn't teach: "dispense", "slot", and "tray". Read the sentences.
+INSTRUCTION: Read the sentences.
+
+VOCAB: dispense
+LINE: A snack vending machine dispenses snacks. {st-page_012_001.jpg}
+
+VOCAB: slot
+LINE: Put your coins in the slot.
+
+VOCAB: tray
+VOCAB: be supposed to | is supposed to
+LINE: The snack is supposed to drop into the tray.
+
+VOCAB: until
+LINE: Insert your coins again and wait until they drop.
+
+# Source: LLA 1A Figure 4
+$SELECT Check the Machine Words
+ID: 10-1a-f4
+INTRO: Ten quick questions on the machine words. Listen and tap the correct answer.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: He picked out a candy bar. What did he do? {bk10-l1a-f4-01-q.mp3}
+OPTION: a | made a selection
+OPTION: b | bought a candy bar
+OPTION: c | ate a candy bar
+ANSWER: a
+FEEDBACK: He made his selection. {bk10-l1a-f4-01-fb.mp3}
+
+PROMPT: How do you get your selection from the machine? {bk10-l1a-f4-02-q.mp3}
+OPTION: a | You pick it out.
+OPTION: b | You pay for it.
+OPTION: c | You lift the door.
+ANSWER: c
+FEEDBACK: To get your selection from the machine... lift the door. {bk10-l1a-f4-02-fb.mp3}
+
+PROMPT: What is a detergent? {bk10-l1a-f4-03-q.mp3}
+OPTION: a | a soup
+OPTION: b | a soap
+OPTION: c | a slot
+ANSWER: b
+FEEDBACK: A detergent is a soap. {bk10-l1a-f4-03-fb.mp3}
+
+PROMPT: She put the money in the slot. What did she do? {bk10-l1a-f4-04-q.mp3}
+OPTION: a | She dropped it.
+OPTION: b | She lifted it.
+OPTION: c | She inserted it.
+ANSWER: c
+FEEDBACK: She inserted her money. {bk10-l1a-f4-04-fb.mp3}
+
+PROMPT: What is another name for slot? {bk10-l1a-f4-05-q.mp3}
+OPTION: a | a knob
+OPTION: b | an opening
+OPTION: c | a door
+ANSWER: b
+FEEDBACK: Another name for slot is opening. {bk10-l1a-f4-05-fb.mp3}
+
+PROMPT: When a machine doesn't work, what do we say? {bk10-l1a-f4-06-q.mp3}
+OPTION: a | It's out of order.
+OPTION: b | It's out of snacks.
+OPTION: c | It's out of money.
+ANSWER: a
+FEEDBACK: It's out of order. {bk10-l1a-f4-06-fb.mp3}
+
+PROMPT: She used the washing machine. What did she do? {bk10-l1a-f4-07-q.mp3}
+OPTION: a | washed clothes
+OPTION: b | washed dishes
+OPTION: c | washed her car
+ANSWER: a
+FEEDBACK: She washed her clothes in the washing machine. {bk10-l1a-f4-07-fb.mp3}
+
+PROMPT: How do you get your money back from a vending machine? {bk10-l1a-f4-08-q.mp3}
+OPTION: a | Lift the door.
+OPTION: b | Insert the money.
+OPTION: c | Turn the coin release.
+ANSWER: c
+FEEDBACK: When you want to get your money back, turn the coin release. {bk10-l1a-f4-08-fb.mp3}
+
+PROMPT: Where do you get your change from? {bk10-l1a-f4-09-q.mp3}
+OPTION: a | coin release
+OPTION: b | coin return
+OPTION: c | selection knob
+ANSWER: b
+FEEDBACK: You get your change from the coin return. {bk10-l1a-f4-09-fb.mp3}
+
+PROMPT: What do we say when something falls? {bk10-l1a-f4-10-q.mp3}
+OPTION: a | It drops.
+OPTION: b | It breaks.
+OPTION: c | It grows.
+ANSWER: a
+FEEDBACK: When something falls, we say it drops. {bk10-l1a-f4-10-fb.mp3}
+
+# Source: ST §What Is Your Selection?
+$DIALOGUE Which Knob? {st-page_015_001.jpg}
+ID: l1-s6
+INTRO: You'll see a snack machine with numbered knobs and two worked examples — the questions and the answers are both shown. Nothing to answer here; just read.
+INSTRUCTION: Read the examples. No answer is required.
+
+Narrator: Ted wants some potato chips. Which knob should he pull?
+Narrator: He should pull knob 1.
+Narrator: Sam pulled knob number 5. What was his selection?
+Narrator: He selected some nuts.
+
+# Source: ST §This Is How You Do It.
+$SELECT Operating a Machine, Step by Step
+ID: l1-s3
+ORDER
+INTRO: Now prove you could run one of these yourself. Put the five steps in the right order, from coins to snack.
+INSTRUCTION: Put the sentences in order to show how to use the machine.
+
+TEMPLATE: How do you operate a vending machine?
+OPTION: a | Insert the coins in the coin slot.
+OPTION: b | Wait until the coins drop.
+OPTION: c | Make your selection. Pull the knob or push a button.
+OPTION: d | Get your selection from the tray.
+OPTION: e | Lastly, pick up the change from the coin return opening.
+ANSWER: a,b,c,d,e
+
+# Source: ST §When the Coins Get Stuck, ...
+$SELECT When the Coins Get Stuck
+ID: l1-s4
+ORDER
+INTRO: This time the machine misbehaves. Put all eight steps in order, from inserting the coins to finally getting your snack.
+INSTRUCTION: Put the sentences in order to show what happens.
+
+TEMPLATE: What do you do when coins get stuck?
+OPTION: a | Put your money in the coin slot.
+OPTION: b | Wait until the coins drop.
+OPTION: c | The coins stick (don't drop), you can't make a selection.
+OPTION: d | Turn the coin release. You'll get your money back.
+OPTION: e | Get your change from the coin return.
+OPTION: f | Insert the coins again.
+OPTION: g | Make your selection and pull the knob.
+OPTION: h | Get your selection from the tray.
+ANSWER: a,b,c,d,e,f,g,h
+
+$SESSION 1-2: Exact Change and Out of Order
+
+# Source: LLA 1A Figure 5
+$DIALOGUE Exact Change
+ID: 10-1a-f5
+INTRO: In this part you'll handle machines that don't cooperate — and the people standing in front of them. First, Frank wants a soft drink, but the machine has one condition. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+VOCAB: soft drink
+Frank: I'd like a soft drink. {bk10-l1a-f5-01.mp3}
+VOCAB: exact
+Tina: Do you have the exact change? {bk10-l1a-f5-02.mp3}
+Frank: No. Why do I need the exact change? {bk10-l1a-f5-03.mp3}
+VOCAB: machine
+Tina: Because this machine doesn't give change. {bk10-l1a-f5-04.mp3}
+
+# Source: LLA 1A Figure 6
+$SELECT Questions: Exact Change
+ID: 10-1a-f6
+REFERENCE
+INTRO: Three questions about Frank and Tina. Tap the correct answer, then repeat it aloud.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: What does Frank want? {bk10-l1a-f6-01.mp3}
+OPTION: a | some change
+OPTION: b | some water
+OPTION: c | a soft drink
+ANSWER: c
+FEEDBACK: Repeat: He wants a soft drink. {bk10-l1a-f6-01-a.mp3}
+
+PROMPT: What does Tina say that Frank has to have? {bk10-l1a-f6-02.mp3}
+OPTION: a | the correct drink
+OPTION: b | the exact change
+OPTION: c | the right machine
+ANSWER: b
+FEEDBACK: Repeat: He has to have the exact change. {bk10-l1a-f6-02-a.mp3}
+
+PROMPT: Why does he have to have the exact change? {bk10-l1a-f6-03.mp3}
+OPTION: a | because the machine is out of order
+OPTION: b | because the machine doesn't give change
+OPTION: c | because the machine doesn't have drinks
+ANSWER: b
+FEEDBACK: Because the machine doesn't give change. {bk10-l1a-f6-03-a.mp3}
+
+# Source: ST §The Window Is Stuck.
+$DIALOGUE The Window Is Stuck
+ID: l1-s7
+INTRO: Machines aren't the only things that get stuck. Lynn and Mark can't open a window, and the man with the tools has gone out — for cigarettes, paid to the penny. Read the dialog.
+INSTRUCTION: Read the dialog.
+
+Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
+
+Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
+
+VOCAB: out of town
+Lynn: He's not home. I think he went out of town for the weekend.
+
+Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
+
+VOCAB: for
+Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
+
+Mark: We'll have to wait until he comes back. His tools are in his truck.
+
+Narrator: At the Store
+
+Cashier: Your total is ten fifty-six, sir.
+NOTES: $10.56
+
+VOCAB: exactly
+Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
+
+Cashier: Thank you, sir. We like to get the exact amount.
+
+Narrator: Two Hours Later
+
+VOCAB: finally
+Mark: I think Frank's finally back.
+
+Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
+
 # Source: LLA 1A Figure 7
 $DIALOGUE Out of Order
 ID: 10-1a-f7
-INTRO: Carl's money may be stuck — or the machine may just be out of his drink. Listen to Carl and Dora work it out.
+INTRO: Now Carl versus the drink machine. His money went in; nothing came out. Listen to Carl and Dora.
 INSTRUCTION: Listen to the dialogue.
 
 VOCAB: operate
+Carl: I can't operate this machine. {bk10-l1a-f7-01.mp3}
 VOCAB: out of
 VOCAB: diet drink
-VOCAB: another
-VOCAB: worked
-Carl: I can't operate this machine. {bk10-l1a-f7-01.mp3}
 Dora: Maybe it's out of that diet drink. {bk10-l1a-f7-02.mp3}
 Carl: I think my money is stuck. I don't think it went down. {bk10-l1a-f7-03.mp3}
+VOCAB: another
 Dora: Try to get another kind of soft drink. {bk10-l1a-f7-04.mp3}
+VOCAB: worked
 Carl: Oh, it worked this time! I guess my money didn't stick; it did drop. {bk10-l1a-f7-05.mp3}
 
 # Source: LLA 1A Figure 8
 $SELECT Same Meaning
 ID: 10-1a-f8
 REFERENCE
-INTRO: Listen to a sentence about Carl and Dora's conversation, then tap the sentence that means the same thing and repeat it.
-INSTRUCTION: Tap the sentence that means the same thing.
+INTRO: You'll hear a sentence about Carl's battle with the machine. Tap the option that means the same thing, then repeat it.
+INSTRUCTION: Tap the answer that means the same.
 REPEAT
 
-PROMPT: Carl couldn't make the machine work. {bk10-l1a-f8-01-q.mp3}
-OPTION: a | He couldn't operate it. {bk10-l1a-f8-01-a.mp3}
+PROMPT: Carl couldn't make the machine work. {bk10-l1a-f8-01.mp3}
+OPTION: a | He couldn't operate it.
 OPTION: b | He couldn't select it.
 OPTION: c | He couldn't lift it.
 ANSWER: a
+FEEDBACK: Repeat: "He couldn't operate it." {bk10-l1a-f8-01-a.mp3}
 
-PROMPT: The machine was out of that diet drink. {bk10-l1a-f8-02-q.mp3}
+PROMPT: The machine was out of that diet drink. {bk10-l1a-f8-02.mp3}
 OPTION: a | It was out of order.
 OPTION: b | It had a lot of that diet drink.
-OPTION: c | It didn't have any of that diet drink. {bk10-l1a-f8-02-a.mp3}
+OPTION: c | It didn't have any of that diet drink.
 ANSWER: c
+FEEDBACK: Repeat: "It didn't have any of that diet drink." {bk10-l1a-f8-02-a.mp3}
 
-PROMPT: Carl thinks his money is stuck. {bk10-l1a-f8-03-q.mp3}
-OPTION: a | He thinks it didn't drop. {bk10-l1a-f8-03-a.mp3}
+PROMPT: Carl thinks his money is stuck. {bk10-l1a-f8-03.mp3}
+OPTION: a | He thinks it didn't drop.
 OPTION: b | He thinks it wasn't exact.
 OPTION: c | He thinks it doesn't change.
 ANSWER: a
+FEEDBACK: Repeat: "He thinks it didn't drop." {bk10-l1a-f8-03-a.mp3}
 
-PROMPT: Dora told him to get another kind of drink. {bk10-l1a-f8-04-q.mp3}
+PROMPT: Dora told him to get another kind of drink. {bk10-l1a-f8-04.mp3}
 OPTION: a | the same kind
-OPTION: b | a different kind {bk10-l1a-f8-04-a.mp3}
+OPTION: b | a different kind
 OPTION: c | a favorite kind
 ANSWER: b
+FEEDBACK: Repeat: "She told him to get a different drink." {bk10-l1a-f8-04-a.mp3}
+
+# Source: ST §At the Mess Hall
+$DIALOGUE At the Mess Hall
+ID: l1-s14
+INTRO: George and Carl at lunch. One friend went to the post office, another went downtown, and "the other one" is sick. Notice how "another" and "the other" divide up a group.
+INSTRUCTION: Read the dialog.
+
+George: I'm going to get a drink. Do you want more tea?
+
+Carl: Yes. Could you please bring me another glass?
+
+George: Where are your friends today?
+
+VOCAB: the other one
+Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
 
 # Source: ST §At the Soft Drink Vending Machine
 $DIALOGUE At the Soft Drink Vending Machine
 ID: l1-s9
-INTRO: Ann wants a diet drink. Chris has bad news for her diet. Listen to their conversation at the soft drink machine.
-INSTRUCTION: Listen to the dialog.
+INTRO: Ann is thirsty and trying to lose ten pounds — a hard combination when the machine is out of diet sodas. Read the dialog.
+INSTRUCTION: Read the dialog.
 
 Ann: I'm thirsty. Let's get some soda pop.
 
 VOCAB: soft drink vending machine
 Chris: Okay. There's a soft drink vending machine on the left side of the building.
 
-VOCAB: out of order
 Ann: Did they fix it? It was out of order yesterday.
 
-VOCAB: working
-VOCAB: soda
 Chris: It was working earlier. I got a soda from it this morning. {st-page_020_001.jpg}
 
 Chris: What kind do you want?
@@ -442,16 +506,16 @@ Chris: Uh huh! Do you want something else?
 
 Ann: No, thanks. I'll get some water.
 
-# Source: ST §Answer About the Vending Machine (INPUT changed to speak — full-sentence answers)
-$PRODUCE Questions: The Diet Drink
+# Source: ST §Answer About the Vending Machine
+$PRODUCE Questions About Ann's Drink
 ID: l1-s10
 REFERENCE
-INTRO: Now answer questions about Ann and Chris in complete sentences. Speak your answer — the dialog is there if you need to check.
+INTRO: Now answer some questions about Ann and Chris. Answer aloud in a full sentence — you can look back at the dialog if you need to.
 INSTRUCTION: Answer the questions according to the dialog.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
 
 PROMPT: What are Ann and Chris going to get?
 RESPONSE: They are going to get a soft drink / some soda pop.
@@ -471,62 +535,51 @@ RESPONSE: She wants a diet drink.
 PROMPT: Why didn't Ann get her soda?
 RESPONSE: Because the machine was out of diet sodas.
 
-# Source: LLA 1A Figure 9 (Part 1)
-$DIALOGUE A Little History (Part 1)
-ID: 10-1a-f9-a
-INTRO: A little history: vending machines have been collecting people's coins since 1880. Listen to the first paragraph.
-INSTRUCTION: Listen to the paragraph.
+# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs to select topic and main idea, no printed stimuli.
+# SKIPPED (book): "HOW DO YOU WANT YOUR COFFEE?" — instructor-read listening exercise with no printed sentences.
 
-LINE: In 1880, one of the first vending machines sold chewing gum. {bk10-l1a-f9-01.mp3}
-LINE: In 1902, some cities had rooms for vending machines only. {bk10-l1a-f9-02.mp3}
-LINE: These machines sold different snacks. {bk10-l1a-f9-03.mp3}
-LINE: Then, in 1927, machines started to sell soft drinks. {bk10-l1a-f9-04.mp3}
-LINE: These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-05.mp3}
+# Source: LLA 1A Figure 9 (reading)
+$DIALOGUE Vending Machines Everywhere
+ID: 10-1a-f9-reading
+INTRO: Three short paragraphs about vending machines — where they are, where they came from, and why people love them. Just listen; questions follow.
+INSTRUCTION: Listen to the paragraphs.
 
-# Source: LLA 1A Figure 9 (Part 2)
-$SELECT Main Idea 1
-ID: 10-1a-f9-b
+Narrator: Vending machines are everywhere; they're all around the world. You can find them in many places. They sell snacks, soft drinks, stamps, cigarettes, socks, stockings, sandwiches, and many other things. People everywhere can get almost anything from a vending machine. {bk10-l1a-f9-ex.mp3}
+Narrator: People enjoy vending machines. In 1880, one of the first vending machines sold chewing gum. In 1902, some cities had rooms for vending machines only. These machines sold different snacks. Then, in 1927, machines started to sell soft drinks. These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-01.mp3}
+Narrator: You can always eat or drink something when there's a vending machine near you. Many people get hungry between meals and buy snacks from vending machines. The machines have a big selection of things. People can eat snacks at any time of the day or night. Vending machines never close. It's good to have one near your home. {bk10-l1a-f9-02.mp3}
+
+# Source: LLA 1A Figure 9 (task)
+$SELECT Find the Main Idea
+ID: 10-1a-f9
 REFERENCE
-INTRO: What was that paragraph mostly about? Tap the main idea.
+INTRO: For each paragraph, tap the statement that gives its main idea — the big point, not just one detail. You can review the paragraphs while you decide.
 INSTRUCTION: Tap the main idea.
 
-TEMPLATE: What is the main idea?
+EXAMPLE
+TEMPLATE: What is the main idea of the first paragraph?
+OPTION: a | Vending machines are in restrooms.
+OPTION: b | People everywhere use vending machines.
+OPTION: c | Vending machines sell clothes.
+ANSWER: b
+
+TEMPLATE: What is the main idea of the second paragraph?
 OPTION: a | Vending machines are in rooms.
 OPTION: b | The first vending machine sold gum.
 OPTION: c | Vending machines are popular machines.
 ANSWER: c
 
-# Source: LLA 1A Figure 9 (Part 3)
-$DIALOGUE A Little History (Part 2)
-ID: 10-1a-f9-c
-INTRO: Now the second paragraph — why people love these machines.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Many people get hungry between meals and buy snacks from vending machines. {bk10-l1a-f9-06.mp3}
-LINE: The machines have a big selection of things. {bk10-l1a-f9-07.mp3}
-LINE: People can eat snacks at any time of the day or night. {bk10-l1a-f9-08.mp3}
-LINE: Vending machines never close. {bk10-l1a-f9-09.mp3}
-LINE: It's good to have one near your home. {bk10-l1a-f9-10.mp3}
-
-# Source: LLA 1A Figure 9 (Part 4)
-$SELECT Main Idea 2
-ID: 10-1a-f9-d
-REFERENCE
-INTRO: One more: tap the main idea of the paragraph you just heard.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
+TEMPLATE: What is the main idea of the third paragraph?
 OPTION: a | It's good to have a vending machine near your home.
 OPTION: b | People get hungry between meals and want snacks.
 OPTION: c | Vending machines sell many different snacks and drinks.
 ANSWER: a
 
-$LESSON 1-3: How To
+$SESSION 1-3: How To
 
 # Source: LLA 1A Figure 10
-$DIALOGUE How To — Model Sentences
+$DIALOGUE "How To" Sentences
 ID: 10-1a-f10
-INTRO: In this part you'll learn to use "how to" after verbs like learn, teach, show, and forget. Listen to the model sentences and repeat each one.
+INTRO: In this part you'll talk about learning itself — teaching, showing, forgetting, and finding out "how to" do things. Listen to the sentences and repeat them.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -541,22 +594,14 @@ LINE: Do you remember how to turn on that machine? {bk10-l1a-f10-08.mp3}
 LINE: Please show Fran how to do the math problem. {bk10-l1a-f10-09.mp3}
 LINE: Where did you learn how to use that machine? {bk10-l1a-f10-10.mp3}
 
-# Source: ST §Jim Knows How To Play Tennis. (table) + new talk-through
-$GRAMMAR How To — Know, Show, Ask
+# Source: ST §Jim Knows How To Play Tennis.
+$GRAMMAR The "How To" Pattern
 ID: l1-s17
-INTRO: Before you practice, here's how "how to" fits after different verbs.
+INTRO: Here's the "how to" pattern in one table — a verb like "know" or "teach", then "how to", then the action.
 
-After verbs of knowing and learning, **how to** comes right after the verb:
+The pattern is always the same: a verb, then **how to**, then the action.
 
-{Bill found out how to fix the car.} {Bill forgot how to fix the car.} {Bill remembered how to fix the car.}
-
-After **show**, **tell**, and **teach**, name the person first:
-
-{Bill showed me how to fix the car.} {Bill taught me how to fix the car.}
-
-After **ask**, the person is optional:
-
-{Bill asked how to fix the car.} {Bill asked me how to fix the car.}
+You can {learn how to fix the car} by yourself, or someone can {show you how to fix the car}. And when you can't do either, you {ask how to fix the car}.
 
 | | | | | |
 |---|---|---|---|---|
@@ -564,177 +609,212 @@ After **ask**, the person is optional:
 | Bill | showed / told / taught | me | how to | fix the car. |
 | Bill | asked | (me) | how to | fix the car. |
 
-# DROPPED (twin): ST §Read the Sentences (l1-s18) — TTS sentence list duplicating the cassette "How To" model sentences above.
+Notice: with **show**, **tell**, and **teach**, you say *who* is learning — {Bill showed me how to fix the car.}
+
+# Source: ST §Read the Sentences
+$DIALOGUE More "How To" Sentences
+ID: l1-s18
+INTRO: The same pattern, nine more ways. Read each sentence and notice the verb before "how to".
+INSTRUCTION: Read the sentences.
+
+LINE: Jim forgot how to operate this machine.
+LINE: Did you find out how to repair the bicycle?
+LINE: Yes, I'll tell you how to fix it.
+LINE: Robert will teach him how to use it again.
+LINE: I don't know how to drive a truck.
+LINE: When did George learn how to cook?
+LINE: What is Sue showing Tom how to do?
+LINE: Jane doesn't remember how to fly the plane.
+LINE: Keith asked me how to fix the radio.
 
 # Source: LLA 1A Figure 11
-$PRODUCE Answer with How To
+$PRODUCE Answer with "How To"
 ID: 10-1a-f11
-INTRO: Answer each question with a full sentence using "how to" and the cue on the screen. Then repeat the model answer.
-INSTRUCTION: Answer aloud using "how to".
 INPUT: speak
 CHECK: reveal
+INTRO: Now you answer. Listen to each question and use the "Yes" or "No" cue on the screen to answer aloud with a full "how to" sentence.
+INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 EXAMPLE
-PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
 TEMPLATE: No
+PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
 RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
 
-PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
 TEMPLATE: No
+PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
 RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
 
-PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
 TEMPLATE: Yes
+PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
 RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
 
-PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
 TEMPLATE: Yes
+PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
 RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
 
-PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
 TEMPLATE: No
+PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
 RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
 
-PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
 TEMPLATE: Yes
+PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
 RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
 
-PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
 TEMPLATE: No
+PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
 RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
 
-PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
 TEMPLATE: Yes
+PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
 RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
 
-PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
 TEMPLATE: No
+PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
 RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
 
+# SKIPPED (book): "I'M NOT GOING TO SHOW YOU HOW." — Instructor asks questions based on printed dialogs; questions are not printed.
+
 # Source: ST §His Father Taught Him How To Drive.
-$PRODUCE Make It Negative
+$PRODUCE Change the Sentence
 ID: l1-s19
-INTRO: Make a new negative sentence with the cue word: Pele showed Jimmy soccer — but not baseball. Say your sentence, then compare with the model.
-INSTRUCTION: Use the word in parentheses and make a new sentence.
+INTRO: Read each sentence, then use the cue word to make a new negative sentence with "how to" — Pele showed Jimmy soccer, but not baseball.
+INSTRUCTION: Use the cue word and make a new negative sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Require a negative sentence using "how to" with the cued action. Accept simple negative sentences as well as contrastive sentences using "but not" (e.g. "Pele showed Jimmy how to play soccer, but not baseball.").
+RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
 
 EXAMPLE
-PROMPT: Pele showed Jimmy how to play soccer. (baseball)
+PROMPT: Pele showed Jimmy how to play soccer.
+TEMPLATE: (baseball)
 RESPONSE: Pele didn't show Jimmy how to play baseball.
 
-PROMPT: Marie taught Jane how to cook. (drive)
+PROMPT: Marie taught Jane how to cook.
+TEMPLATE: (drive)
 RESPONSE: Marie didn't teach Jane how to drive.
 
-PROMPT: Sgt Rogers showed Sgt Anderson how to repair the plane. (fly)
+PROMPT: Sgt Rogers showed Sgt Anderson how to repair the plane.
+TEMPLATE: (fly)
 RESPONSE: Sgt Rogers didn't show Sgt Anderson how to fly the plane.
 
-PROMPT: Betty found out how to lock the window. (repair)
+PROMPT: Betty found out how to lock the window.
+TEMPLATE: (repair)
 RESPONSE: Betty didn't find out how to repair the window.
 
-PROMPT: Lt Anderson knows how to drive. (fly)
+PROMPT: Lt Anderson knows how to drive.
+TEMPLATE: (fly)
 RESPONSE: Lt Anderson doesn't know how to fly.
 
-PROMPT: Jerome told me how to find his house. (office)
+PROMPT: Jerome told me how to find his house.
+TEMPLATE: (office)
 RESPONSE: Jerome didn't tell me how to find his office.
 
-PROMPT: Captain Klein remembered how to fly the plane. (repair)
+PROMPT: Captain Klein remembered how to fly the plane.
+TEMPLATE: (repair)
 RESPONSE: Captain Klein didn't remember how to repair the plane.
 
-PROMPT: Dennis asked Judy how to cook the chicken. (beef)
+PROMPT: Dennis asked Judy how to cook the chicken.
+TEMPLATE: (beef)
 RESPONSE: Dennis didn't ask Judy how to cook the beef.
 
-PROMPT: Tony forgot how to speak French. (Italian)
+PROMPT: Tony forgot how to speak French.
+TEMPLATE: (Italian)
 RESPONSE: Tony didn't forget how to speak Italian.
 
 # Source: ST §I Learned How to Cook and Wash.
-$PRODUCE Yes And, No But
+$PRODUCE Yes and No with "How To"
 ID: l1-s20
-INTRO: Answer each question using the cue — "yes, and" or "no, but" — in a full sentence with "how to".
-INSTRUCTION: Read the question and the cue. Make a new sentence using "how to".
+INTRO: Answer each question with the cued information: "yes, and" adds a second skill; "no, but" trades one skill for another. Say the whole sentence.
+INSTRUCTION: Answer with the cue, using "how to".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
 RUBRIC: The learner should produce a complete sentence answering the question with the cued information, using the structure "how to".
 
 EXAMPLE
-PROMPT: Does Jim know how to play football? (yes, and soccer)
+PROMPT: Does Jim know how to play football?
+TEMPLATE: (yes, and soccer)
 RESPONSE: Yes, Jim knows how to play football and soccer.
 
 EXAMPLE
-PROMPT: Does Jim know how to play football? (no, but soccer)
+PROMPT: Does Jim know how to play football?
+TEMPLATE: (no, but soccer)
 RESPONSE: No, Jim doesn't know how to play football, but he knows how to play soccer.
 
-PROMPT: Did Fred learn how to cook? (no, but wash clothes)
+PROMPT: Did Fred learn how to cook?
+TEMPLATE: (no, but wash clothes)
 RESPONSE: No, Fred didn't learn how to cook, but he learned how to wash clothes.
 
-PROMPT: Did he show you how to fix the clock? (yes, and lamp)
+PROMPT: Did he show you how to fix the clock?
+TEMPLATE: (yes, and lamp)
 RESPONSE: Yes, he showed me how to fix the clock and the lamp.
 
-PROMPT: Did Bobby learn how to multiply? (yes, and divide)
+PROMPT: Did Bobby learn how to multiply?
+TEMPLATE: (yes, and divide)
 RESPONSE: Yes, Bobby learned how to multiply and divide.
 
-PROMPT: Did Ali teach you how to speak Arabic? (yes, and French)
+PROMPT: Did Ali teach you how to speak Arabic?
+TEMPLATE: (yes, and French)
 RESPONSE: Yes, Ali taught me how to speak Arabic and French.
 
-PROMPT: Did Cathy forget how to operate the recorder? (no, but the washing machine)
+PROMPT: Did Cathy forget how to operate the recorder?
+TEMPLATE: (no, but the washing machine)
 RESPONSE: No, Cathy didn't forget how to operate the recorder, but she forgot how to operate the washing machine.
 
-PROMPT: Did you ask me how to spell "store"? (no, but score)
+PROMPT: Did you ask me how to spell "store"?
+TEMPLATE: (no, but score)
 RESPONSE: No, I didn't ask you how to spell "store", but I asked you how to spell "score".
 
-PROMPT: Does Captain Richards know how to fly a jet? (yes, and helicopter)
+PROMPT: Does Captain Richards know how to fly a jet?
+TEMPLATE: (yes, and helicopter)
 RESPONSE: Yes, Captain Richards knows how to fly a jet and a helicopter.
 
-PROMPT: Did your father tell you how to start the car? (no, but wash it)
+PROMPT: Did your father tell you how to start the car?
+TEMPLATE: (no, but wash it)
 RESPONSE: No, my father didn't tell me how to start the car, but he told me how to wash it.
 
-# Source: ST §Please Teach Me How To Operate This Machine. (long paragraphs split into short lines)
-$DIALOGUE Willie Learns To Do Laundry
+# Source: ST §Please Teach Me How To Operate This Machine.
+$DIALOGUE Willie Learns to Do His Laundry
 ID: l1-s15
-INTRO: Willie moved away from home and met his first washing machine. Listen to how he learned to do his laundry.
-INSTRUCTION: Listen to the story.
+INTRO: Willie moved away from home and met his first washing machine. Read how his roommate Frank taught him how to operate it — step by step.
+INSTRUCTION: Read the paragraphs.
 
 VOCAB: learn how to
 LINE: When Willie moved away from home, he had to learn how to do his laundry. {st-page_024_001.jpg}
-
 VOCAB: first time
-VOCAB: operate
-VOCAB: washing machine
+LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine.
 VOCAB: find out
-LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine. He had to find out.
-
-LINE: Willie had a roommate, Frank. Frank knew how to operate a washing machine.
+LINE: He had to find out.
 
+LINE: Willie had a roommate, Frank.
+LINE: Frank knew how to operate a washing machine.
 VOCAB: taught
 LINE: Frank taught Willie. These were his instructions:
 
-VOCAB: another
-LINE: First, put your light clothes in one machine, and your dark clothes in another machine. They have to be in different machines.
-
-LINE: Next, select the correct temperature. Wash light colors in warm water and use cold water for dark colors.
-
-VOCAB: detergent
+LINE: First, put your light clothes in one machine, and your dark clothes in another machine.
+LINE: They have to be in different machines.
+LINE: Next, select the correct temperature.
+LINE: Wash light colors in warm water and use cold water for dark colors.
+LINE: Put one cup of detergent in each machine.
 VOCAB: quarters
+LINE: Then insert four quarters in the slots.
 VOCAB: last
-LINE: Put one cup of detergent in each machine. Then insert four quarters in the slots. Last, push the coin tray in.
+LINE: Last, push the coin tray in.
 
-VOCAB: found out
-LINE: Willie found out that it was very easy to operate a washing machine. He was glad because he had to do his laundry many, many times after that.
+LINE: Willie found out that it was very easy to operate a washing machine.
+LINE: He was glad because he had to do his laundry many, many times after that.
 
-# Source: ST §Answer About Willie (INPUT changed to speak — full-sentence answers)
+# Source: ST §questions on Willie
 $PRODUCE Questions About Willie
 ID: l1-s16
 REFERENCE
-INTRO: Answer the questions about Willie in complete sentences. Speak your answer — the story is there if you need to check.
-INSTRUCTION: Answer these questions about the story.
+INTRO: Now answer some questions about Willie and his laundry. Answer aloud in a full sentence; look back at the story if you need to.
+INSTRUCTION: Answer these questions about the paragraphs.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
 
 PROMPT: What did Willie have to do when he moved away from home?
 RESPONSE: He had to learn how to do his laundry.
@@ -754,92 +834,101 @@ RESPONSE: He found out that it was very easy to operate a washing machine.
 PROMPT: How many times did Willie have to do his laundry after that?
 RESPONSE: He had to do it many, many times after that.
 
-# SKIPPED (book): "I'M NOT GOING TO SHOW YOU HOW." — Instructor asks questions based on printed dialogs; questions are not printed.
+$SESSION 1-4: Favorite, Out Of, and No
 
-$LESSON 1-4: Favorites and Nothing Left
+# Source: ST §My Favorite Sport Is Soccer.
+$DIALOGUE My Favorite Sport
+ID: l1-s8
+INTRO: This part adds everyday words like "favorite" and "no", and you'll build longer sentences. First, Rick and Ali talk sports — and discover that football has two names.
+INSTRUCTION: Read the dialog.
+
+VOCAB: favorite
+Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
+
+VOCAB: everywhere
+Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
+
+Rick: Soccer, you mean.
+
+Ali: Oh, yes, I forgot that it's called soccer in the United States.
 
 # Source: LLA 1B Figure 1
 $DIALOGUE New Words in Sentences
-ID: l1b-f1
-INTRO: In this part you'll pick up small everyday words — favorite, stuck, out of, no — the ones Americans use constantly without noticing. Listen to each word in its sentences and repeat.
-INSTRUCTION: Repeat each word and sentence.
+ID: 10-1b-f1
+INTRO: Six sentences with this part's key words — "favorite", "out of", "no", and friends. Listen and repeat each one.
+INSTRUCTION: Repeat the words and sentences.
 REPEAT
 
-VOCAB: favorite
 LINE: I like this kind of gum better than any other kind. It's my favorite. {bk10-l1b-f1-01.mp3}
 
-VOCAB: work
 LINE: This machine works well. It operates easily all the time. {bk10-l1b-f1-02.mp3}
 
-VOCAB: out of
 LINE: The machine was out of my favorite gum. There wasn't any left. {bk10-l1b-f1-03.mp3}
 
-VOCAB: stick
 LINE: Stick the coin in this slot. Insert the coin here. {bk10-l1b-f1-04.mp3}
 
 VOCAB: time
-LINE: I went to the library two times last week. {bk10-l1b-f1-05.mp3}
+LINE: I went to the library 2 times last week. {bk10-l1b-f1-05.mp3}
 
 VOCAB: no
 LINE: The machine had no coffee. It didn't have any coffee. {bk10-l1b-f1-06.mp3}
 
 # Source: LLA 1B Figure 2
 $PRODUCE Complete the Sentence
-ID: l1b-f2
+ID: 10-1b-f2
 INPUT: type
 CHECK: exact
-INTRO: Listen to part of a sentence, then type the missing word to complete it. Then listen to and repeat the full sentence.
-INSTRUCTION: Type the missing word or words.
+INTRO: Listen to the start of each sentence and type the word or phrase that finishes it, then repeat the completed sentence. The tape confirms your answer.
+INSTRUCTION: Type the correct word or phrase to complete the sentence.
 REPEAT
 
 EXAMPLE
+PROMPT: When you like something a lot, it's your— {bk10-l1b-f2-ex-q.mp3}
 TEMPLATE: When you like something a lot, it's your ____.
-PROMPT: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex.mp3}
-RESPONSE: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex.mp3}
+RESPONSE: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex-a.mp3}
 ACCEPT: favorite
 
+PROMPT: When you insert a coin in the slot, you— {bk10-l1b-f2-01-q.mp3}
 TEMPLATE: When you insert a coin in the slot, you ____.
-PROMPT: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01.mp3}
-RESPONSE: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01.mp3}
+RESPONSE: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01-a.mp3}
 ACCEPT: stick it in
 
-TEMPLATE: There isn't any more candy. The machine is ____.
-PROMPT: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02.mp3}
-RESPONSE: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02.mp3}
+PROMPT: There isn't any more candy. The machine is— {bk10-l1b-f2-02-q.mp3}
+TEMPLATE: There isn't any more candy, the machine is ____.
+RESPONSE: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02-a.mp3}
 ACCEPT: out of it
 
+PROMPT: The machine is operating well. It is— {bk10-l1b-f2-03-q.mp3}
 TEMPLATE: The machine is operating well. It is ____.
-PROMPT: The machine is operating well. It is working. {bk10-l1b-f2-03.mp3}
-RESPONSE: The machine is operating well. It is working. {bk10-l1b-f2-03.mp3}
+RESPONSE: The machine is operating well. It is working. {bk10-l1b-f2-03-a.mp3}
 ACCEPT: working
 
+PROMPT: That machine doesn't have any diet drinks. It has— {bk10-l1b-f2-04-q.mp3}
 TEMPLATE: That machine doesn't have any diet drinks. It has ____ diet drinks.
-PROMPT: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04.mp3}
-RESPONSE: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04.mp3}
+RESPONSE: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04-a.mp3}
 ACCEPT: no
 
+PROMPT: Marge can't go today. She can't go this— {bk10-l1b-f2-05-q.mp3}
 TEMPLATE: Marge can't go today. She can't go this ____.
-PROMPT: Marge can't go today. She can't go this time. {bk10-l1b-f2-05.mp3}
-RESPONSE: Marge can't go today. She can't go this time. {bk10-l1b-f2-05.mp3}
+RESPONSE: Marge can't go today. She can't go this time. {bk10-l1b-f2-05-a.mp3}
 ACCEPT: time
 
 # Source: LLA 1B Figure 3
 $DIALOGUE More New Words
-ID: l1b-f3
-INTRO: More new words — including a second life for "stick" and "out of". Listen and repeat.
-INSTRUCTION: Repeat each word and sentence.
+ID: 10-1b-f3
+INTRO: A few more: "lastly", "cream", "finally" — and "stick" doing yet another job, this time on an envelope. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 LINE: She is out of the office for the day. She's not in the office today. {bk10-l1b-f3-01.mp3}
 
 VOCAB: lastly
-LINE: First he went to the school. Then he went to the library, and lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
+LINE: First he went to the school. Then he went to the library. And lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
 
 VOCAB: cream
 LINE: Cream comes from milk. I like cream in my coffee. {bk10-l1b-f3-03.mp3}
 
-VOCAB: finally
-LINE: He tried to start the car many times. Finally, he called a mechanic. At last, he got some help. {bk10-l1b-f3-04.mp3}
+LINE: He tried to start the car many times. Finally he called a mechanic. At last he got some help. {bk10-l1b-f3-04.mp3}
 
 LINE: The letter needs another stamp. Stick this one on the envelope, please. {bk10-l1b-f3-05.mp3}
 
@@ -847,8 +936,8 @@ LINE: He had no money. He didn't have any money. {bk10-l1b-f3-06.mp3}
 
 # Source: LLA 1B Figure 4
 $SELECT Similar Meaning
-ID: l1b-f4
-INTRO: Listen to the sentence, then tap the sentence with a similar meaning and repeat it.
+ID: 10-1b-f4
+INTRO: Listen to each sentence and tap the option that means about the same thing, then repeat it aloud.
 INSTRUCTION: Tap the sentence with a similar meaning.
 REPEAT
 
@@ -888,81 +977,12 @@ OPTION: b | First he went to see her.
 OPTION: c | Then he called her.
 ANSWER: a
 
-# Source: ST §My Favorite Sport Is Soccer.
-$DIALOGUE My Favorite Sport
-ID: l1-s8
-INTRO: Rick and Ali talk sports — and discover that "football" doesn't mean the same thing everywhere. Listen to the dialog.
-INSTRUCTION: Listen to the dialog.
-
-Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
-
-VOCAB: popular
-VOCAB: everywhere
-Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
-
-Rick: Soccer, you mean.
-
-Ali: Oh, yes, I forgot that it's called soccer in the United States.
-
-# Source: ST §The Window Is Stuck.
-$DIALOGUE The Window Is Stuck
-ID: l1-s7
-INTRO: Lynn and Mark can't open a stuck window, and Frank has the tools — if he ever comes back. Listen to the story.
-INSTRUCTION: Listen to the dialog.
-
-VOCAB: lift
-Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
-
-Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
-
-VOCAB: out of town
-Lynn: He's not home. I think he went out of town for the weekend.
-
-Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
-
-VOCAB: for
-Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
-
-Mark: We'll have to wait until he comes back. His tools are in his truck.
-
-Narrator: At the Store
-
-Cashier: Your total is $10.56, sir.
-
-VOCAB: exactly
-Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
-
-VOCAB: exact
-Cashier: Thank you, sir. We like to get the exact amount.
-
-Narrator: Two Hours Later
-
-Mark: I think Frank's finally back.
-
-Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
-
-# Source: ST §At the Mess Hall
-$DIALOGUE Another Glass, Please
-ID: l1-s14
-INTRO: A quick exchange at the mess hall: "another", and "the other one". Carl's friends have scattered all over the base.
-INSTRUCTION: Listen to the dialog.
-
-George: I'm going to get a drink. Do you want more tea?
-
-VOCAB: another
-Carl: Yes. Could you please bring me another glass?
-
-George: Where are your friends today?
-
-VOCAB: the other one
-Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
-
-# Source: ST §There's No Money For a New Car. (table) + new talk-through
-$GRAMMAR There Is No, There Are No
+# Source: ST §There's No Money For a New Car.
+$GRAMMAR "There's No Sugar"
 ID: l1-s11
-INTRO: "No" before a noun means "not any". Here's the pattern before you practice it.
+INTRO: A quick look at "no" after "there is" and "there are" — the shortest way to say something isn't there at all.
 
-**No** before a noun means *not any*:
+When there isn't any of something, you can say it with **no**: {There's no sugar in a diet drink.} {There are no students in room C.}
 
 | There's | a lot of | sugar | in a soda pop. |
 |---|---|---|---|
@@ -974,12 +994,12 @@ INTRO: "No" before a noun means "not any". Here's the pattern before you practic
 | | a few | | in room B. |
 | | no | | in room C. |
 
-{There's no sugar in a diet drink.} {There are no students in room C.}
+Use **There's no** with singular or uncountable things, and **There are no** with plurals.
 
 # Source: ST §Make Sentences With "No"
-$PRODUCE Sentences with There ... No
+$PRODUCE Sentences with "There's No"
 ID: l1-s12
-INTRO: Make a sentence with "there is no" or "there are no" using the cue on the screen. Say it aloud.
+INTRO: Use each cue to say a full sentence with "There is no" or "There are no" — or "was" and "were" if the past fits better. An empty vending machine, an empty lab: say it out loud.
 INSTRUCTION: Make a sentence with There is/are/was/were + no.
 INPUT: speak
 CHECK: llm
@@ -1015,9 +1035,9 @@ PROMPT: students in the lab
 RESPONSE: There are no students in the lab.
 
 # Source: ST §Make Sentences With "Have No"
-$PRODUCE Sentences with Have No
+$PRODUCE Sentences with "Have No"
 ID: l1-s13
-INTRO: Same idea, new verb: make a sentence with "have", "has", or "had" plus "no" and the cue.
+INTRO: Same idea, different verb: make sentences with "have", "has", or "had" plus "no". Pick any subject that makes sense.
 INSTRUCTION: Make a sentence with have/has/had + no.
 INPUT: speak
 CHECK: llm
@@ -1052,15 +1072,13 @@ RESPONSE: You have no identification.
 PROMPT: more checks in her checkbook
 RESPONSE: She has no more checks in her checkbook.
 
-$LESSON 1-5: Longer Sentences and Coffee Breaks
-
 # Source: LLA 1B Figure 5
 $PRODUCE Make a Long Sentence
-ID: l1b-f5
+ID: 10-1b-f5
 INPUT: speak
 CHECK: reveal
-INTRO: In this part you'll build longer sentences and follow some longer conversations. First: read the short sentence, listen to the phrase, and say them together as one sentence.
-INSTRUCTION: Combine the sentence and the phrase aloud.
+INTRO: Now stretch your sentences. Read the short sentence on the screen, listen to the extra phrase, and say the whole long sentence aloud.
+INSTRUCTION: Combine the sentence and the phrase you hear.
 REPEAT
 
 EXAMPLE
@@ -1069,7 +1087,7 @@ PROMPT: For his selection. {bk10-l1b-f5-ex-q.mp3}
 RESPONSE: George lifted the door of the vending machine for his selection. {bk10-l1b-f5-ex-a.mp3}
 
 TEMPLATE: Sally bought a new dress.
-PROMPT: with pockets. {bk10-l1b-f5-01-q.mp3}
+PROMPT: With pockets. {bk10-l1b-f5-01-q.mp3}
 RESPONSE: Sally bought a new dress with big pockets. {bk10-l1b-f5-01-a.mp3}
 
 TEMPLATE: Frank had an accident.
@@ -1081,7 +1099,7 @@ PROMPT: For some coffee with cream. {bk10-l1b-f5-03-q.mp3}
 RESPONSE: Jan pulled the knob on the machine for some coffee with cream. {bk10-l1b-f5-03-a.mp3}
 
 TEMPLATE: Hal didn't want to go out for dinner.
-PROMPT: without money. {bk10-l1b-f5-04-q.mp3}
+PROMPT: Without money. {bk10-l1b-f5-04-q.mp3}
 RESPONSE: Hal didn't want to go out for dinner without money. {bk10-l1b-f5-04-a.mp3}
 
 TEMPLATE: Ted watched his favorite show.
@@ -1096,11 +1114,11 @@ TEMPLATE: Bill taught John how to change the tire.
 PROMPT: On the truck. {bk10-l1b-f5-07-q.mp3}
 RESPONSE: Bill taught John how to change the tire on the truck. {bk10-l1b-f5-07-a.mp3}
 
-# Source: ST §Combine the Sentences (INPUT changed to speak — full-sentence answers)
+# Source: ST §Combine the Sentences
 $PRODUCE Combine the Sentences
 ID: l1-s21
-INTRO: Now combine two whole sentences into one. Say your version aloud — more than one correct combination is possible.
-INSTRUCTION: Read the two sentences, then say one combined sentence.
+INTRO: Read the two short sentences and say them as one — two quarters, one slot, one sentence. There's usually more than one good way.
+INSTRUCTION: Combine the two sentences into one and say it aloud.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -1134,160 +1152,382 @@ RESPONSE: My favorite restaurant is downtown on the river.
 PROMPT: That restaurant has good soup. They serve hot bread with it.
 RESPONSE: That restaurant has good soup with hot bread.
 
+$SESSION 1-5: Tell Me How to Work This Machine
+
 # Source: LLA 1B Figure 6
 $DIALOGUE How to Work the Machine
-ID: l1b-f6
-INTRO: A woman needs help with the vending machine, and a helpful stranger explains it. Listen to the conversation.
+ID: 10-1b-f6
+INTRO: In this part you'll ask strangers for help with machines — and give help yourself. First, a woman meets an unfamiliar vending machine. Just listen.
 INSTRUCTION: Listen to the conversation.
 
-Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-01.mp3}
-Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-02.mp3}
-Woman: Do I have to use the exact change? {bk10-l1b-f6-03.mp3}
-Man: Yes. This machine doesn't give change. {bk10-l1b-f6-04.mp3}
+Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-d1-01.mp3}
+Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-d1-02.mp3}
+Woman: Do I have to use the exact change? {bk10-l1b-f6-d1-03.mp3}
+Man: Yes. This machine doesn't give change. {bk10-l1b-f6-d1-04.mp3}
 
-# Source: LLA 1B Figure 6 (Questions)
-$SELECT Questions: Working the Machine
-ID: l1b-f6-b
+# Source: LLA 1B Figure 6 (questions)
+$PRODUCE Questions: Working the Machine
+ID: 10-1b-f6-b
 REFERENCE
-INTRO: Now answer the questions about the conversation. Tap the best answer, then repeat it.
-INSTRUCTION: Tap the correct answer.
+INTRO: Now answer questions about that conversation. Answer aloud with a full sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud.
+INPUT: speak
+CHECK: reveal
 REPEAT
+SHOW_PROMPT
 
-PROMPT: What did the woman ask? {bk10-l1b-f6-05-q.mp3}
-OPTION: a | when the machine works
-OPTION: b | how to work the machine {bk10-l1b-f6-05-a.mp3}
-OPTION: c | about the kind of machine
-ANSWER: b
+PROMPT: What did the woman ask? {bk10-l1b-f6-01-q.mp3}
+RESPONSE: She asked how to work the machine. {bk10-l1b-f6-01-a.mp3}
 
-PROMPT: What did the man tell her to do first? {bk10-l1b-f6-06-q.mp3}
-OPTION: a | insert the money {bk10-l1b-f6-06-a.mp3}
-OPTION: b | lift the door
-OPTION: c | push the coin release
-ANSWER: a
+PROMPT: What did the man tell her to do first? {bk10-l1b-f6-02-q.mp3}
+RESPONSE: He told her to insert the money first. {bk10-l1b-f6-02-a.mp3}
 
-PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-07-q.mp3}
-OPTION: a | his favorite knob
-OPTION: b | the selection knob {bk10-l1b-f6-07-a.mp3}
-OPTION: c | the coin release knob
-ANSWER: b
+PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-03-q.mp3}
+RESPONSE: He told her to pull the selection knob. {bk10-l1b-f6-03-a.mp3}
 
-PROMPT: What must the woman do? {bk10-l1b-f6-08-q.mp3}
-OPTION: a | use exact change {bk10-l1b-f6-08-a.mp3}
-OPTION: b | get more change
-OPTION: c | turn the knobs again
-ANSWER: a
+PROMPT: What must the woman do? {bk10-l1b-f6-04-q.mp3}
+RESPONSE: She must use exact change. {bk10-l1b-f6-04-a.mp3}
 
-PROMPT: Does the machine give change? {bk10-l1b-f6-09-q.mp3}
-OPTION: a | Sometimes it does.
-OPTION: b | Yes, it will.
-OPTION: c | No, it doesn't. {bk10-l1b-f6-09-a.mp3}
-ANSWER: c
+PROMPT: Does the machine give change? {bk10-l1b-f6-05-q.mp3}
+RESPONSE: No, it doesn't. {bk10-l1b-f6-05-a.mp3}
 
 # Source: LLA 1B Figure 7
-$DIALOGUE Is It Out of Order?
-ID: l1b-f7
-INTRO: Another machine, another mystery: the diet drink didn't come out. Listen to the conversation.
+$DIALOGUE The Coins Are Stuck
+ID: 10-1b-f7
+INTRO: Another machine, another problem: the diet drink won't come out. Listen for what the woman suggests.
 INSTRUCTION: Listen to the conversation.
 
-Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. {bk10-l1b-f7-01.mp3}
-Man: Is it out of order, or out of diet drink? {bk10-l1b-f7-02.mp3}
-Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. {bk10-l1b-f7-03.mp3}
-Woman: Maybe the coins are stuck. {bk10-l1b-f7-04.mp3}
-Man: What should I do? {bk10-l1b-f7-05.mp3}
-Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-06.mp3}
+Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. Is it out of order, or out of diet drink? {bk10-l1b-f7-d1-01.mp3}
+Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. Maybe the coins are stuck. {bk10-l1b-f7-d1-02.mp3}
+Man: What should I do? {bk10-l1b-f7-d1-03.mp3}
+Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-d1-04.mp3}
 
-# Source: LLA 1B Figure 7 (Questions)
-$SELECT Questions: Stuck Coins
-ID: l1b-f7-b
+# Source: LLA 1B Figure 7 (questions)
+$PRODUCE Questions: Stuck Coins
+ID: 10-1b-f7-b
 REFERENCE
-INTRO: Answer the questions about the conversation. Tap the best answer and repeat it.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: What did the man want from the vending machine? {bk10-l1b-f7-07-q.mp3}
-OPTION: a | a candy bar
-OPTION: b | a soda pop
-OPTION: c | a diet drink {bk10-l1b-f7-07-a.mp3}
-ANSWER: c
-
-PROMPT: What did the woman think about the machine? {bk10-l1b-f7-08-q.mp3}
-OPTION: a | It was broken.
-OPTION: b | It was out of sodas.
-OPTION: c | The coins were stuck. {bk10-l1b-f7-08-a.mp3}
-ANSWER: c
-
-PROMPT: What did she tell him to do? {bk10-l1b-f7-09-q.mp3}
-OPTION: a | Find another machine and use it.
-OPTION: b | Put in more coins.
-OPTION: c | Push the coin release. {bk10-l1b-f7-09-a.mp3}
-ANSWER: c
-
-# Source: LLA 1B Figure 8
-$DIALOGUE Ned's Coffee
-ID: l1b-f8
-INTRO: Ned needs his morning coffee, and his favorite machine picks today of all days to betray him. Listen to the story.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Ned wanted some coffee. {bk10-l1b-f8-01.mp3}
-LINE: He went to his favorite vending machine. {bk10-l1b-f8-02.mp3}
-LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-03.mp3}
-LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-04.mp3}
-LINE: "No coffee?" {bk10-l1b-f8-05.mp3}
-LINE: "I can't go out and get coffee right now because I can't be out of my office at this time." {bk10-l1b-f8-06.mp3}
-LINE: "I guess I'll try it again before I try another machine." {bk10-l1b-f8-07.mp3}
-LINE: He inserted another coin and pulled the knobs, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-08.mp3}
-LINE: They didn't work. {bk10-l1b-f8-09.mp3}
-LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-10.mp3}
-LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-11.mp3}
-LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-12.mp3}
-
-# Source: LLA 1B Figure 8 (Questions)
-$PRODUCE Questions About Ned
-ID: l1b-f8-b
-REFERENCE
-INTRO: Now answer questions about Ned's terrible morning. Speak your answer in a complete sentence, then repeat the model answer.
+INTRO: Three questions about the stuck coins. Answer aloud, then repeat the model answer.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
+SHOW_PROMPT
 
-PROMPT: Where did Ned go to get his coffee? {bk10-l1b-f8-13-q.mp3}
-RESPONSE: He went to his favorite vending machine. {bk10-l1b-f8-13-a.mp3}
+PROMPT: What kind of drink did the man want? {bk10-l1b-f7-01-q.mp3}
+RESPONSE: He wanted a diet drink. {bk10-l1b-f7-01-a.mp3}
 
-PROMPT: Why was that his favorite vending machine? {bk10-l1b-f8-14-q.mp3}
-RESPONSE: Because it always worked and was never out of coffee. {bk10-l1b-f8-14-a.mp3}
+PROMPT: What did the woman think about the machine? {bk10-l1b-f7-02-q.mp3}
+RESPONSE: She thought the coins were stuck. {bk10-l1b-f7-02-a.mp3}
 
-PROMPT: Why can't he go out and get coffee? {bk10-l1b-f8-15-q.mp3}
-RESPONSE: Because he can't be out of his office at this time. {bk10-l1b-f8-15-a.mp3}
+PROMPT: What did she tell him to do? {bk10-l1b-f7-03-q.mp3}
+RESPONSE: She told him to push the coin release. {bk10-l1b-f7-03-a.mp3}
 
-PROMPT: What did Ned write on a piece of paper? {bk10-l1b-f8-16-q.mp3}
-RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-16-a.mp3}
+# Source: LLA 1B Figure 8
+$DIALOGUE Ned's Coffee
+ID: 10-1b-f8
+INTRO: Ned just wanted his morning coffee. The machine had other plans. Listen to the whole sad story.
+INSTRUCTION: Listen to the paragraph.
 
-PROMPT: What did he do with the paper? {bk10-l1b-f8-17-q.mp3}
-RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-17-a.mp3}
+LINE: Ned wanted some coffee. {bk10-l1b-f8-p1-01.mp3}
+LINE: He went to his favorite vending machine. {bk10-l1b-f8-p1-02.mp3}
+LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-p1-03.mp3}
+LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-p1-04.mp3}
+LINE: No coffee? I can't go out and get coffee right now because I can't be out of my office at this time. {bk10-l1b-f8-p1-05.mp3}
+LINE: I guess I'll try it again before I try another machine. {bk10-l1b-f8-p1-06.mp3}
+LINE: He inserted another coin and pulled the knobs, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-p1-07.mp3}
+LINE: They didn't work. {bk10-l1b-f8-p1-08.mp3}
+LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-p1-09.mp3}
+LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-p1-10.mp3}
+LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-p1-11.mp3}
 
-$LESSON 1-6: Time Clauses — When, While, Before, After, Until
+# Source: LLA 1B Figure 8 (questions)
+$PRODUCE Questions About Ned
+ID: 10-1b-f8-b
+REFERENCE
+INTRO: Answer these questions about Ned's terrible, coffee-less morning. Answer aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+SHOW_PROMPT
+
+PROMPT: Where did Ned go to get his coffee? {bk10-l1b-f8-01-q.mp3}
+RESPONSE: He went to his favorite vending machine. {bk10-l1b-f8-01-a.mp3}
+
+PROMPT: Why was that his favorite vending machine? {bk10-l1b-f8-02-q.mp3}
+RESPONSE: Because it always worked and was never out of coffee. {bk10-l1b-f8-02-a.mp3}
+
+PROMPT: Why can't he go out and get coffee? {bk10-l1b-f8-03-q.mp3}
+RESPONSE: Because he can't be out of his office at this time. {bk10-l1b-f8-03-a.mp3}
+
+PROMPT: What did Ned write on a piece of paper? {bk10-l1b-f8-04-q.mp3}
+RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-04-a.mp3}
+
+PROMPT: What did he do with the paper? {bk10-l1b-f8-05-q.mp3}
+RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-05-a.mp3}
+
+# Source: LLA 1C Figure 5
+$DIALOGUE How to Use the Soda Machine
+ID: 10-1c-f5
+INTRO: Now you say the lines. Hank asks Pete how to use a soft drink machine. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Hank: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-01.mp3}
+Pete: Sure. Put the money in the slot, make your selection, and pull the knob. {page_024_001.jpg} {bk10-l1c-f5-02.mp3}
+Hank: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-03.mp3}
+Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024_001.jpg} {bk10-l1c-f5-04.mp3}
+Hank: Thanks for your help. {page_024_001.jpg} {bk10-l1c-f5-05.mp3}
+
+# Source: LLA 1C Figure 6
+$DIALOGUE The Stamp Machine
+ID: 10-1c-f6
+INTRO: Not everything in a machine is edible. Eric needs stamps; Adam knows the machine. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Eric: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg} {bk10-l1c-f6-01.mp3}
+Adam: Of course. Put your money in this slot, push this button, and pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-02.mp3}
+Eric: Will the machine give me change? {page_024_002.jpg} {bk10-l1c-f6-03.mp3}
+Adam: Yes, it will. {page_024_002.jpg} {bk10-l1c-f6-04.mp3}
+
+# Source: LLA 1C Figure 7 (dialog 1)
+$DIALOGUE Brad Buys a Candy Bar
+ID: 10-1c-f7a
+INTRO: Brad wants a candy bar and Carl knows the machine's one rule: coins first, button second. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
+Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. Be sure the coins drop before you push the button. {bk10-l1c-f7-02.mp3}
+Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-03.mp3}
+
+# Source: LLA 1C Figure 7 (questions 1)
+$PRODUCE Questions: Brad's Candy Bar
+ID: 10-1c-f7b
+REFERENCE: 10-1c-f7a
+INTRO: Two questions about Brad. Answer aloud in a complete sentence, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Brad want to know? {bk10-l1c-f7-04.mp3}
+RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-05.mp3}
+
+PROMPT: What did Brad do wrong? {bk10-l1c-f7-06.mp3}
+RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-07.mp3}
+
+# Source: LLA 1C Figure 7 (dialog 2)
+$DIALOGUE Nothing Came Out
+ID: 10-1c-f7c
+INTRO: Dave and Fred try everything — different knobs, the coin release — and reach the only possible conclusion. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-08.mp3}
+Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-09.mp3}
+Dave: I pull them all and nothing happens. {bk10-l1c-f7-10.mp3}
+Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-11.mp3}
+Dave: I did that too. {bk10-l1c-f7-12.mp3}
+Fred: Then it's out of order. {bk10-l1c-f7-13.mp3}
+
+# Source: LLA 1C Figure 7 (questions 2)
+$PRODUCE Questions: Nothing Came Out
+ID: 10-1c-f7d
+REFERENCE: 10-1c-f7c
+INTRO: Answer these questions about Dave, Fred, and the machine that defeated them both.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Dave ask Fred? {bk10-l1c-f7-14.mp3}
+RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-15.mp3}
+
+PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-16.mp3}
+RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-17.mp3}
+
+PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-18.mp3}
+RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-19.mp3}
+
+PROMPT: What was the matter with the machine? {bk10-l1c-f7-20.mp3}
+RESPONSE: It was out of order. {bk10-l1c-f7-21.mp3}
+
+# Source: LLA 1C Figure 8
+$SELECT Finish the Instructions
+ID: 10-1c-f8
+INTRO: You'll hear the first part of an instruction. Tap the ending that completes it — all lines you've heard people say at machines in this lesson.
+INSTRUCTION: Tap the correct ending phrase.
+
+OPTION: a | stamps out here.
+OPTION: b | pull the knob.
+OPTION: c | try to push the coin return.
+OPTION: d | how to use this machine?
+OPTION: e | before you push the button.
+OPTION: f | you lift this door and get it.
+
+PROMPT: Excuse me, can you tell me— {bk10-l1c-f8-01.mp3}
+ANSWER: d
+
+PROMPT: Make your selection and— {bk10-l1c-f8-02.mp3}
+ANSWER: b
+
+PROMPT: The soda will drop and then— {bk10-l1c-f8-03.mp3}
+ANSWER: f
+
+PROMPT: Push this button and pull the— {bk10-l1c-f8-04.mp3}
+ANSWER: a
+
+PROMPT: Be sure the coins drop— {bk10-l1c-f8-05.mp3}
+ANSWER: e
+
+PROMPT: When the coins stick— {bk10-l1c-f8-06.mp3}
+ANSWER: c
+
+# Source: ST §Can You Tell Me ...?
+$DIALOGUE Ways to Ask How
+ID: l1-s30
+INSTRUCTION: Read the sentences.
+INTRO: There's more than one way to ask for help. Read these sentences — every one of them gets a machine explained to you.
+
+LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
+LINE: Sure. Just put the money in the slot.
+LINE: Wait until it drops. Then lift this door.
+LINE: Make your selection.
+LINE: How do you use this machine?
+LINE: You're supposed to put your money in first. Then pull the knob.
+LINE: Do you know how to operate this?
+LINE: Push the button.
+LINE: Do you know how this machine works?
+LINE: Show me how this works, please.
+
+# Source: ST §Make Your Selection.
+$DIALOGUE Eight Machine Conversations
+ID: l1-s31
+INTRO: Eight short conversations at eight different machines — drinks, stamps, coffee, candy, and sandwiches. Read them all; by the end you'll have heard every phrase this lesson teaches.
+INSTRUCTION: Read the dialogs.
+
+John: Can you help me, please? I put some money in this machine, but the drink didn't come out. Do you think it's out of order? {st-page_037_001.jpg}
+Steve: No, I don't. I just bought a soft drink a few minutes ago. Maybe the coins are stuck.
+John: What should I do?
+Steve: Push the coin return. You should get your money back. Then try again.
+
+Ted: Will you please show me how this machine works? I want to buy a stamp for this letter. {st-page_037_002.jpg}
+Claire: Sure. Just put a quarter in the slot. Push the button and pull the stamp out.
+Ted: Will the machine give me change?
+Claire: Yes, this one does. Look in the change cup.
+
+Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
+Ed: Yes, it costs thirty-five cents.
+NOTES: 35¢
+Chuck: Can I get it with sugar and cream?
+Ed: Sure. You can get coffee with sugar, with cream, or with both.
+
+Mark: Can you help me operate this machine? I put some money in it, but nothing came out. {st-page_038_002.jpg}
+David: Maybe it's out of that kind of candy. Push a different button.
+Mark: I pushed them all and nothing happens.
+David: Well, maybe the coins are stuck. Try turning the coin return.
+
+Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
+Larry: There's a vending machine with sandwiches in it in the next room.
+Lynn: Can you come with me and show me how to use it?
+Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
+
+Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
+Jack: Oh, sure. It costs two dollars and fifty cents for a book of stamps. Put the coins in here and push the button below the stamps you want.
+NOTES: $2.50
+Fred: Where can I get some change?
+Jack: There's a change machine over there. It gives quarters for dollar bills.
+
+Adam: I want to get a soda. Do you know how this machine works? {st-page_040_001.jpg}
+Mark: Yes. First put in fifty cents, make your selection, and then push the button. Be sure that the coins drop before you push the button.
+NOTES: 50¢
+Adam: I'll get you one, too. What's your favorite soda?
+Mark: Oh, thanks. I'd like a diet soda.
+
+Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
+Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
+
+# Source: ST §Let Me Show You How To Do It!
+$DIALOGUE Let Me Show You How
+ID: l1-s37
+INTRO: One more time, in pictures: the whole operation from getting change to collecting your snack. Read each step.
+INSTRUCTION: Read the instructions for how to use a vending machine.
+
+LINE: Let me show you how to do it. {st-page_048_001.jpg}
+LINE: First, get some change. {st-page_048_002.jpg}
+LINE: Then insert the money in the slot. {st-page_048_003.jpg}
+LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
+LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
+LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
+
+# Source: ST §Excuse Me, Please.
+$PRODUCE Say It Yourself
+ID: l1-s32
+INTRO: Your turn at the machine. Finish each sentence out loud so it makes sense — anything a person might really say while fighting a vending machine.
+INSTRUCTION: Complete the sentences logically. Say the full sentence aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine.
+
+EXAMPLE
+TEMPLATE: Excuse me, please. How can I ____?
+RESPONSE: How can I use this machine?
+
+TEMPLATE: Maybe the coins are ____.
+RESPONSE: Maybe the coins are stuck.
+
+TEMPLATE: This machine ____.
+RESPONSE: This machine is out of order.
+
+TEMPLATE: How do you ____?
+RESPONSE: How do you operate this machine?
+
+TEMPLATE: I pulled the knob, but ____.
+RESPONSE: I pulled the knob, but nothing came out.
+
+TEMPLATE: I want to buy some ____.
+RESPONSE: I want to buy some gum.
+
+TEMPLATE: Don't ____.
+RESPONSE: Don't push that button.
+
+TEMPLATE: Yes, you can ____.
+RESPONSE: Yes, you can get change here.
+
+TEMPLATE: Oh, sure. Put ____.
+RESPONSE: Oh, sure. Put your money in the slot.
+
+TEMPLATE: Wait until ____.
+RESPONSE: Wait until the coins drop.
+
+TEMPLATE: Can you tell me ____?
+RESPONSE: Can you tell me how this works?
+
+# SKIPPED (book): "I NEED A DRINK." — open role-play task for pairs.
+# SKIPPED (book): "NOW YOU DO IT!" — tell the class how to do one of these things; open instructor-led production.
+
+$SESSION 1-6: Time Clauses and Sequence Words
 
 # Source: LLA 1C Figure 1
-$DIALOGUE Coffee Before the Bell {page_021_001.jpg}
+$DIALOGUE Coffee Before the Bell
 ID: 10-1c-f1
-INTRO: In this part you'll connect two events in one sentence with when, while, before, after, and until. Peggy and Peter show you how — over coffee, naturally. Listen and repeat each line.
+INTRO: In this part you'll connect sentences with time words: "when", "while", "before", "after", and "until". Peggy and Peter have time for coffee — barely. Listen for the connecting words, then repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-Peggy: Do we have time for coffee before the bell rings? {bk10-l1c-f1-01.mp3}
-Peter: Yes, I think we have time for a cup before it rings. {bk10-l1c-f1-02.mp3}
-Peggy: Will you hold my books while I get it? {bk10-l1c-f1-03.mp3}
-Peter: Sure. I don't want any, but I'll wait until you get yours. {bk10-l1c-f1-04.mp3}
-Peggy: Will you wait with me while I drink it? {bk10-l1c-f1-05.mp3}
-Peter: Yes, we're early. I can wait until you finish it. {bk10-l1c-f1-06.mp3}
+Peggy: Do we have time for coffee before the bell rings? {page_021_001.jpg} {bk10-l1c-f1-01.mp3}
+Peter: Yes, I think we have time for a cup before it rings. {page_021_001.jpg} {bk10-l1c-f1-02.mp3}
+Peggy: Will you hold my books while I get it? {page_021_001.jpg} {bk10-l1c-f1-03.mp3}
+Peter: Sure. I don't want any, but I'll wait until you get yours. {page_021_001.jpg} {bk10-l1c-f1-04.mp3}
+Peggy: Will you wait with me while I drink it? {page_021_001.jpg} {bk10-l1c-f1-05.mp3}
+Peter: Yes, we're early. I can wait until you finish it. {page_021_001.jpg} {bk10-l1c-f1-06.mp3}
 
-# Source: ST §When, While, After, Before, Until (table) + new talk-through
+# Source: ST §When, While, After, Before, Until
 $GRAMMAR When, While, After, Before, Until
 ID: l1-s22
-INTRO: Here are the five time words, side by side, before you drill them.
+INTRO: Five little words that join two actions into one sentence. Here's what each one means.
 
-A time clause tells *when* the main event happens:
+Two actions, one sentence — a time word does the connecting:
 
 | | | |
 |---|---|---|
@@ -1297,18 +1537,43 @@ A time clause tells *when* the main event happens:
 | James was watching TV | **before** | his brother called. |
 | Fran can't buy a new car | **until** | she saves some money. |
 
-- **while** = during the same time: {Jerry listens to the radio while he studies.}
-- **when** = at that moment: {Bonnie saw the new sofa when she came in.}
-- **after** and **before** put two events in order: {Major Sims will write to us after he arrives home.}
-- **until** = up to that moment, and not before: {Fran can't buy a new car until she saves some money.}
+- **while** — at the same time: {Jerry listens to the radio while he studies.}
+- **when** — at that moment: {Bonnie saw the new sofa when she came in.}
+- **after** — later than: {Major Sims will write to us after he arrives home.}
+- **before** — earlier than: {James was watching TV before his brother called.}
+- **until** — up to that time, and not before: {Fran can't buy a new car until she saves some money.}
+
+# Source: ST §Read the Sentences (Time Clauses)
+$DIALOGUE Time Clauses in Action
+ID: l1-s23
+INTRO: Ten sentences, five time words. Read each one and notice which word connects the two actions.
+INSTRUCTION: Read the sentences.
+
+LINE: Greg exercised until they closed the gym.
+LINE: Will you mail this letter before you leave the office?
+LINE: Lt Martin went to the drugstore after he left the dispensary.
+LINE: Johnny always eats while he cooks.
+LINE: After Kathy finished her homework, she went to the movie.
+LINE: Robert can't send the package until he finds out the new address.
+LINE: Does Captain Reyes always work out before he swims?
+LINE: Richard will learn Arabic when he goes to Yemen.
+LINE: When Diane saw Mike, he was driving his new car.
+LINE: Barbara listens to music while she exercises.
 
 # Source: LLA 1C Figure 2
-$SELECT Complete the Sentence
+$SELECT Pick the Right Ending
 ID: 10-1c-f2
-INTRO: Listen to the first part of a sentence, then tap the time clause that completes it correctly. Listen to the full sentence and repeat it.
+INTRO: Listen to the first part of a sentence and tap the ending that fits the time word, then repeat the full sentence.
 INSTRUCTION: Tap the correct phrase.
 REPEAT
 
+EXAMPLE
+PROMPT: They ate at the restaurant. {bk10-l1c-f2-ex-q.mp3}
+OPTION: a | until they saw the movie.
+OPTION: b | after they saw the movie.
+ANSWER: b
+FEEDBACK: They ate at the restaurant after they saw the movie. {bk10-l1c-f2-ex-a.mp3}
+
 PROMPT: I was very thirsty. {bk10-l1c-f2-01-q.mp3}
 OPTION: a | before I drank the soda
 OPTION: b | before I didn't drink the soda
@@ -1357,84 +1622,60 @@ OPTION: b | until they did their homework
 ANSWER: a
 FEEDBACK: They went to a movie after they did their homework. {bk10-l1c-f2-08-a.mp3}
 
-# Source: ST §Read the Sentences (Time Clauses)
-$DIALOGUE Time Clauses in Action
-ID: l1-s23
-INTRO: Ten more time-clause sentences — read along while you listen.
-INSTRUCTION: Listen and read the sentences.
-
-LINE: Greg exercised until they closed the gym.
-LINE: Will you mail this letter before you leave the office?
-LINE: Lt Martin went to the drugstore after he left the dispensary.
-LINE: Johnny always eats while he cooks.
-LINE: After Kathy finished her homework, she went to the movie.
-LINE: Robert can't send the package until he finds out the new address.
-LINE: Does Captain Reyes always work out before he swims?
-LINE: Richard will learn Arabic when he goes to Yemen.
-LINE: When Diane saw Mike, he was driving his new car.
-LINE: Barbara listens to music while she exercises.
-
 # Source: LLA 1C Figure 3
-$PRODUCE Say a New Sentence
+$PRODUCE Combine with a Time Word
 ID: 10-1c-f3
+INTRO: Read the two sentences on the screen, listen for the time word, and say the new combined sentence aloud. Then repeat the correct answer.
+INSTRUCTION: Combine the sentences using the spoken connective word.
 INPUT: speak
 CHECK: reveal
-INTRO: Read the two sentences on the screen, listen for the connecting word, and say the new combined sentence aloud. Then repeat the model answer.
-INSTRUCTION: Combine the sentences aloud.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Were you next to the vending machine?
-TEMPLATE: It fell.
+TEMPLATE: Were you next to the vending machine? It fell.
 PROMPT: when {bk10-l1c-f3-ex-q.mp3}
 RESPONSE: Were you next to the vending machine when it fell? {bk10-l1c-f3-ex-a.mp3}
 
-TEMPLATE: He ate a candy bar.
-TEMPLATE: She drank a diet soda.
+TEMPLATE: He ate a candy bar. She drank a diet soda.
 PROMPT: while {bk10-l1c-f3-01-q.mp3}
 RESPONSE: He ate a candy bar while she drank a diet soda. {bk10-l1c-f3-01-a.mp3}
 
-TEMPLATE: You insert the coins.
-TEMPLATE: You lift the door.
+TEMPLATE: You insert the coins. You lift the door.
 PROMPT: before {bk10-l1c-f3-02-q.mp3}
 RESPONSE: You insert the coins before you lift the door. {bk10-l1c-f3-02-a.mp3}
 
-TEMPLATE: The selection will drop.
-TEMPLATE: You insert the money.
+TEMPLATE: The selection will drop. You insert the money.
 PROMPT: after {bk10-l1c-f3-03-q.mp3}
 RESPONSE: The selection will drop after you insert the money. {bk10-l1c-f3-03-a.mp3}
 
-TEMPLATE: Don't add the detergent.
-TEMPLATE: You put the clothes in the washing machine.
+TEMPLATE: Don't add the detergent. You put the clothes in the washing machine.
 PROMPT: until {bk10-l1c-f3-04-q.mp3}
 RESPONSE: Don't add the detergent until you put the clothes in the washing machine. {bk10-l1c-f3-04-a.mp3}
 
-TEMPLATE: Bill was in the shower.
-TEMPLATE: The telephone rang.
+TEMPLATE: Bill was in the shower. The telephone rang.
 PROMPT: when {bk10-l1c-f3-05-q.mp3}
 RESPONSE: Bill was in the shower when the telephone rang. {bk10-l1c-f3-05-a.mp3}
 
-# Source: ST §It's the Same, But Different. (table) + new talk-through
-$GRAMMAR The Time Clause Can Move
+# Source: ST §It's the Same, But Different.
+$GRAMMAR Two Ways to Say It
 ID: l1-s24
-INTRO: One more thing before the next drill: the time clause can go first or last.
+INTRO: The time clause can come first or last — the meaning stays the same.
 
 | | |
 |---|---|
 | The students were studying | when the teacher walked in. |
 | When the teacher walked in, | the students were studying. |
 
-Both sentences mean the same thing. When the time clause comes **first**, put a comma after it.
+Both sentences mean the same thing. When the time clause comes **first**, put a comma after it: {When the teacher walked in, the students were studying.}
 
-{The students were studying when the teacher walked in.} {When the teacher walked in, the students were studying.}
-
-# Source: ST §Change the Sentence Order (recast as spoken transformation)
-$PRODUCE Change the Sentence Order
+# Source: ST §Change the Sentence Order
+$PRODUCE Move the Time Clause
 ID: l1-s25
-INTRO: Say each sentence again with the time clause moved to the other position. Same meaning, new order.
-INSTRUCTION: Move the time clause to the other position and say the sentence.
+INTRO: Say each sentence again with the time clause moved to the other position — if it started the sentence, move it to the end, and the other way around.
+INSTRUCTION: Say the sentence with the time clause in the other position.
 INPUT: speak
 CHECK: reveal
+SHOW_PROMPT
 
 TEMPLATE: Phil was asleep when Allan arrived.
 RESPONSE: When Allan arrived, Phil was asleep.
@@ -1452,95 +1693,115 @@ TEMPLATE: While I was studying, the lights went out.
 RESPONSE: The lights went out while I was studying.
 
 # Source: ST §He Exercises Before He Swims.
-$PRODUCE Combine with a Time Word
+$PRODUCE Combine with the Cued Time Word
 ID: l1-s26
-INTRO: Combine the two sentences using the time word in parentheses. The clause can go at the beginning or the end — say your sentence aloud.
-INSTRUCTION: Use the word in parentheses to make a new sentence.
+INTRO: Read the two sentences and join them with the time word in the cue. The time clause can go at the beginning or the end.
+INSTRUCTION: Combine the two sentences with the cued time word.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
 RUBRIC: The learner must combine the two sentences using the cued time conjunction. The time clause can be at the beginning or end of the sentence.
 
 EXAMPLE
-PROMPT: Bobby brushes his teeth. He eats breakfast. (after)
+PROMPT: Bobby brushes his teeth. He eats breakfast.
+TEMPLATE: (after)
 RESPONSE: Bobby brushes his teeth after he eats breakfast.
 
-PROMPT: Jeff ate breakfast. He walked to school. (before)
+PROMPT: Jeff ate breakfast. He walked to school.
+TEMPLATE: (before)
 RESPONSE: Jeff ate breakfast before he walked to school.
 
-PROMPT: The soccer game is over. John is going to leave. (when)
+PROMPT: The soccer game is over. John is going to leave.
+TEMPLATE: (when)
 RESPONSE: When the soccer game is over, John is going to leave.
 
-PROMPT: Captain Lewis can't leave. Captain Rice arrives. (until)
+PROMPT: Captain Lewis can't leave. Captain Rice arrives.
+TEMPLATE: (until)
 RESPONSE: Captain Lewis can't leave until Captain Rice arrives.
 
-PROMPT: Charles listens to music. He drives to work. (while)
+PROMPT: Charles listens to music. He drives to work.
+TEMPLATE: (while)
 RESPONSE: Charles listens to music while he drives to work.
 
-PROMPT: John gets up. He takes a shower. (after)
+PROMPT: John gets up. He takes a shower.
+TEMPLATE: (after)
 RESPONSE: John takes a shower after he gets up.
 
-PROMPT: She went shopping. Sharon cashed a check. (before)
+PROMPT: She went shopping. Sharon cashed a check.
+TEMPLATE: (before)
 RESPONSE: Before she went shopping, Sharon cashed a check.
 
-PROMPT: He left the dining hall. Where did Sgt Dole go? (after)
+PROMPT: He left the dining hall. Where did Sgt Dole go?
+TEMPLATE: (after)
 RESPONSE: Where did Sgt Dole go after he left the dining hall?
 
-PROMPT: You came in the back door. Did you see Col Watkins? (when)
+PROMPT: You came in the back door. Did you see Col Watkins?
+TEMPLATE: (when)
 RESPONSE: Did you see Col Watkins when you came in the back door?
 
-PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30. (until)
+PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30.
+TEMPLATE: (until)
 RESPONSE: Ms. Mill won't leave until her last customer leaves at 9:30.
 
-PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning. (until)
+PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning.
+TEMPLATE: (until)
 RESPONSE: Pvt Williams can't mail the letter until the Major signs it in the morning.
 
 # Source: ST §No, I Didn't See Him When I Came In.
-$PRODUCE Answer with the Cue
+$PRODUCE Answer with a Time Clause
 ID: l1-s27
-INTRO: Answer each question using the cue — a complete sentence, time clause included.
-INSTRUCTION: Use the cues to answer the questions in complete sentences.
+INTRO: Answer each question with the cue, keeping the time clause in your answer — a "yes" agrees, a "no" corrects.
+INSTRUCTION: Use the cues to answer in complete sentences.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Accept any complete, grammatical sentence answering the question with the cued information, including the time clause. The time clause may come at the beginning or the end of the sentence.
+RUBRIC: Accept a complete sentence answering the question with the cued information, including the time clause.
 
 EXAMPLE
-PROMPT: Did you see Harvey when you came in? (no, Mike)
+PROMPT: Did you see Harvey when you came in?
+TEMPLATE: (no, Mike)
 RESPONSE: No, I saw Mike when I came in.
 
-PROMPT: Does Teddy read while he watches TV? (yes)
+PROMPT: Does Teddy read while he watches TV?
+TEMPLATE: (yes)
 RESPONSE: Yes, Teddy reads while he watches TV.
 
-PROMPT: Did John go to the BX after he finished lunch? (no, commissary)
+PROMPT: Did John go to the BX after he finished lunch?
+TEMPLATE: (no, commissary)
 RESPONSE: No, John went to the commissary after he finished lunch.
 
-PROMPT: Does Scott pick you up before he picks up his brother? (no, after)
+PROMPT: Does Scott pick you up before he picks up his brother?
+TEMPLATE: (no, after)
 RESPONSE: No, Scott picks me up after he picks up his brother.
 
-PROMPT: Did Lt Carson lock the door before she left? (yes)
+PROMPT: Did Lt Carson lock the door before she left?
+TEMPLATE: (yes)
 RESPONSE: Yes, Lt Carson locked the door before she left.
 
-PROMPT: Did you read the paper while you were waiting? (no, a book)
+PROMPT: Did you read the paper while you were waiting?
+TEMPLATE: (no, a book)
 RESPONSE: No, I read a book while I was waiting.
 
-PROMPT: Did Sara call her sister when she arrived at the hotel? (no, brother)
+PROMPT: Did Sara call her sister when she arrived at the hotel?
+TEMPLATE: (no, brother)
 RESPONSE: No, Sara called her brother when she arrived at the hotel.
 
-PROMPT: Does your wife stay awake until you get home? (yes)
+PROMPT: Does your wife stay awake until you get home?
+TEMPLATE: (yes)
 RESPONSE: Yes, my wife stays awake until I get home.
 
-PROMPT: Did Judy go to the store after she left my house? (no, the library)
+PROMPT: Did Judy go to the store after she left my house?
+TEMPLATE: (no, the library)
 RESPONSE: No, Judy went to the library after she left my house.
 
 # Source: ST §Who Did You See When You Came In?
-$PRODUCE Ask About the Underlined Part
+$PRODUCE Make the Question
 ID: l1-s28
-INTRO: Now you ask the questions. Read the sentence and ask a question about its underlined part.
+INTRO: Now work backwards: read each sentence and ask a question about its underlined part. Underlined place? Ask "where". Underlined action? Ask "what".
 INSTRUCTION: Ask a question about the underlined part of the sentence.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question that targets the emphasized part of the sentence. Accept valid questions whether or not they include the non-emphasized time clause.
+RUBRIC: The learner must form a question that targets the emphasized part of the sentence.
 
 EXAMPLE
 TEMPLATE: Michael saw *Captain Jackson* while he was working.
@@ -1570,385 +1831,127 @@ RESPONSE: What was Ester doing when Fernando called?
 TEMPLATE: Captain Gentry went *to the BX* before he went to his office.
 RESPONSE: Where did Captain Gentry go before he went to his office?
 
-# Source: ST §When He Comes Home, ... (long paragraphs split into short lines)
+# Source: ST §When He Comes Home, ...
 $DIALOGUE Keith and Ms. Adams
 ID: l1-s29
-INTRO: Two creatures of habit: Keith, who does everything in exactly the same order, and Ms. Adams, who never does anything the same way twice. Listen to their routines.
-INSTRUCTION: Listen to the paragraphs.
+INTRO: Two people, two routines: Keith does exactly the same thing every evening, and Ms. Adams does something different every single morning. Read both paragraphs and watch the time words.
+INSTRUCTION: Read the paragraphs.
 
 LINE: Keith does the same thing when he comes home in the evenings.
-LINE: He picks up the mail before he goes into the house. He doesn't open it until he changes his clothes.
-LINE: He reads the mail before he turns on the TV. When he finishes with the mail, he cooks his dinner.
+LINE: He picks up the mail before he goes into the house.
+LINE: He doesn't open it until he changes his clothes.
+LINE: He reads the mail before he turns on the TV.
+LINE: When he finishes with the mail, he cooks his dinner.
 LINE: Then he eats his dinner while he watches TV.
 
 LINE: Ms. Adams has a different schedule every morning.
-LINE: On Monday, she reads the newspaper after she eats breakfast. On Tuesday, she runs before she eats breakfast.
+LINE: On Monday, she reads the newspaper after she eats breakfast.
+LINE: On Tuesday, she runs before she eats breakfast.
 LINE: On Wednesday, she eats her breakfast while she's washing the clothes.
-LINE: On Thursday, she doesn't eat breakfast. She studies in the library until she goes to lunch with her friend.
+LINE: On Thursday, she doesn't eat breakfast.
+LINE: She studies in the library until she goes to lunch with her friend.
 LINE: On Friday, she goes downtown after she gets up, and has breakfast at a cafe.
 
 # SKIPPED (book): "WHEN HE COMES HOME, ... answer questions about it." — questions are not printed.
 # SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read exercise to fill in blanks, no printed stimuli.
 
-$LESSON 1-7: First, Next, Then — Giving Instructions
-
 # Source: LLA 1C Figure 4
-$DIALOGUE Connective Words
+$PRODUCE Write the Sequence Words
 ID: 10-1c-f4
-INTRO: In this part you'll put steps in order — first, next, then, finally — and learn to ask for and give instructions. Start by repeating the connective words.
-INSTRUCTION: Repeat the words.
-REPEAT
-
-LINE: After. After that. Finally. {bk10-l1c-f4-01.mp3}
-LINE: First. {bk10-l1c-f4-02.mp3}
-LINE: Last. At last. Lastly. {bk10-l1c-f4-03.mp3}
-LINE: Next. Second. Then. {bk10-l1c-f4-04.mp3}
-
-# Source: LLA 1C Figure 4 (Paragraph 1)
-$PRODUCE The Roller Cola
-ID: 10-1c-f4-b
+INTRO: Two little stories, told step by step with words like "First", "Next", and "Finally". Listen to each sentence and type the sequence word you hear.
+INSTRUCTION: Type the missing connective word.
 INPUT: type
 CHECK: exact
-INTRO: Listen to the story of Gina and the roller cola — sentence by sentence. Type the connective word you hear at the start of each one.
-INSTRUCTION: Type the missing connective word.
 
-TEMPLATE: ____, she inserted the coins in the slot.
-PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
-RESPONSE: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
-ACCEPT: First
+TEMPLATE: Gina wanted to get a roller cola from a vending machine.
+TEMPLATE: ____{First}, she inserted the coins in the slot.
+PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-01.mp3}
+RESPONSE: First, she inserted the coins in the slot.
 
-TEMPLATE: ____, she pushed the button of her selection, but the roller cola didn't drop.
-PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
-RESPONSE: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
-ACCEPT: Second
+TEMPLATE: ____{Second}, she pushed the button of her selection, but the roller cola didn't drop.
+PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-02.mp3}
+RESPONSE: Second, she pushed the button of her selection, but the roller cola didn't drop.
 
-TEMPLATE: ____, she pushed the coin return 3 times.
-PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
-RESPONSE: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
-ACCEPT: Next
+TEMPLATE: ____{Next}, she pushed the coin return 3 times.
+PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-03.mp3}
+RESPONSE: Next, she pushed the coin return 3 times.
 
-TEMPLATE: ____, the roller cola dropped, but another can of soda fell too.
-PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
-RESPONSE: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
-ACCEPT: Finally
+TEMPLATE: ____{Finally}, the roller cola dropped, but another can of soda fell too.
+PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-04.mp3}
+RESPONSE: Finally, the roller cola dropped, but another can of soda fell too.
 
-TEMPLATE: ____{At first} Gina thought, "What should I do with it?" ____{Then} she saw a friend.
-PROMPT: At first Gina thought, "What should I do with it?" Then she saw a friend. {bk10-l1c-f4-09.mp3}
-RESPONSE: At first Gina thought, "What should I do with it?" Then she saw a friend. {bk10-l1c-f4-09.mp3}
+TEMPLATE: ____{At first} Gina thought, "What should I do with it?"
+PROMPT: At first Gina thought, "What should I do with it?" {bk10-l1c-f4-05.mp3}
+RESPONSE: At first Gina thought, "What should I do with it?"
 
-TEMPLATE: ____, Gina went to class.
-PROMPT: After that, Gina went to class. {bk10-l1c-f4-10.mp3}
-RESPONSE: After that, Gina went to class. {bk10-l1c-f4-10.mp3}
-ACCEPT: After that
+TEMPLATE: ____{Then} she saw a friend. She gave him the other soda.
+PROMPT: Then she saw a friend. {bk10-l1c-f4-06.mp3}
+RESPONSE: Then she saw a friend.
 
-# Source: LLA 1C Figure 4 (Paragraph 2)
-$PRODUCE Laundry Day
-ID: 10-1c-f4-c
-INPUT: type
-CHECK: exact
-INTRO: Now laundry day, step by step. Type the connective word you hear in each sentence.
-INSTRUCTION: Type the missing connective word.
+TEMPLATE: ____{After that}, Gina went to class.
+PROMPT: After that, Gina went to class. {bk10-l1c-f4-07.mp3}
+RESPONSE: After that, Gina went to class.
 
-TEMPLATE: ____, he found an empty washing machine.
-PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-11.mp3}
-RESPONSE: First, he found an empty washing machine. {bk10-l1c-f4-11.mp3}
-ACCEPT: First
+TEMPLATE: Bill had to wash his clothes.
+TEMPLATE: ____{First}, he found an empty washing machine.
+PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-08.mp3}
+RESPONSE: First, he found an empty washing machine.
 
-TEMPLATE: ____ he put in his clothes.
-PROMPT: Then he put in his clothes. {bk10-l1c-f4-12.mp3}
-RESPONSE: Then he put in his clothes. {bk10-l1c-f4-12.mp3}
-ACCEPT: Then
+TEMPLATE: ____{Then} he put in his clothes.
+PROMPT: Then he put in his clothes. {bk10-l1c-f4-09.mp3}
+RESPONSE: Then he put in his clothes.
 
-TEMPLATE: ____, he put in the detergent.
-PROMPT: Next, he put in the detergent. {bk10-l1c-f4-13.mp3}
-RESPONSE: Next, he put in the detergent. {bk10-l1c-f4-13.mp3}
-ACCEPT: Next
+TEMPLATE: ____{Next}, he put in the detergent.
+PROMPT: Next, he put in the detergent. {bk10-l1c-f4-10.mp3}
+RESPONSE: Next, he put in the detergent.
 
-TEMPLATE: ____, he closed the machine and inserted the coins.
-PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-14.mp3}
-RESPONSE: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-14.mp3}
-ACCEPT: Last
+TEMPLATE: ____{Last}, he closed the machine and inserted the coins.
+PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-11.mp3}
+RESPONSE: Last, he closed the machine and inserted the coins.
 
-TEMPLATE: ____, he just waited.
-PROMPT: After that, he just waited. {bk10-l1c-f4-15.mp3}
-RESPONSE: After that, he just waited. {bk10-l1c-f4-15.mp3}
-ACCEPT: After that
+TEMPLATE: ____{After that}, he just waited.
+PROMPT: After that, he just waited. {bk10-l1c-f4-12.mp3}
+RESPONSE: After that, he just waited.
 
-TEMPLATE: ____, the machine stopped.
-PROMPT: Finally, the machine stopped. {bk10-l1c-f4-16.mp3}
-RESPONSE: Finally, the machine stopped. {bk10-l1c-f4-16.mp3}
-ACCEPT: Finally
+TEMPLATE: ____{Finally}, the machine stopped.
+PROMPT: Finally, the machine stopped. {bk10-l1c-f4-13.mp3}
+RESPONSE: Finally, the machine stopped.
 
-TEMPLATE: ____ he had some clean clothes.
-PROMPT: At last he had some clean clothes. {bk10-l1c-f4-17.mp3}
-RESPONSE: At last he had some clean clothes. {bk10-l1c-f4-17.mp3}
-ACCEPT: At last
+TEMPLATE: ____{At last} he had some clean clothes.
+PROMPT: At last he had some clean clothes. {bk10-l1c-f4-14.mp3}
+RESPONSE: At last he had some clean clothes.
 
-# Source: ST §Let Me Show You How To Do It!
-$DIALOGUE Let Me Show You How
-ID: l1-s37
-INTRO: Watch one complete demonstration, step by step, from getting change to holding the snack.
-INSTRUCTION: Listen and follow the steps.
-
-LINE: Let me show you how to do it. {st-page_048_001.jpg}
-LINE: First, get some change. {st-page_048_002.jpg}
-LINE: Then insert the money in the slot. {st-page_048_003.jpg}
-LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
-LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
-LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
-
-# SKIPPED (book): Figure 5 roleplay — unprompted roleplay of the same dialogs.
-# Source: LLA 1C Figure 5
-$DIALOGUE How To Use This Machine {page_024_001.jpg}
-ID: 10-1c-f5
-INTRO: Hank needs a soda, and Pete knows the machine. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Hank: Excuse me. Can you tell me how to use this machine? {bk10-l1c-f5-01.mp3}
-Pete: Sure. Put the money in the slot. Make your selection, and pull the knob. {bk10-l1c-f5-02.mp3}
-Hank: Do I get the soda then? {bk10-l1c-f5-03.mp3}
-Pete: Yes. It will drop right here. Lift this door and get your drink. {bk10-l1c-f5-04.mp3}
-Hank: Thanks for your help. {bk10-l1c-f5-05.mp3}
-
-# SKIPPED (book): Figure 6 roleplay — unprompted roleplay of the same dialogs.
-# Source: LLA 1C Figure 6
-$DIALOGUE Getting Stamps {page_024_002.jpg}
-ID: 10-1c-f6
-INTRO: Eric needs stamps. Listen to Adam's instructions and repeat each line — some machines do give change.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Eric: Will you please show me how this machine works? I need some stamps. {bk10-l1c-f6-01.mp3}
-Adam: Of course. Just put your money in this slot. Push this button. And pull the stamps out right here. {bk10-l1c-f6-02.mp3}
-Eric: Will the machine give me change? {bk10-l1c-f6-03.mp3}
-Adam: Yes, it will. {bk10-l1c-f6-04.mp3}
-
-# Source: LLA 1C Figure 7 (Dialog 1)
-$DIALOGUE A Candy Bar for Brad
-ID: 10-1c-f7-d1
-INTRO: Brad wants a candy bar and has been doing something wrong. Listen to Carl set him straight.
-INSTRUCTION: Listen to the dialogue.
-
-Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
-Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. {bk10-l1c-f7-02.mp3}
-LINE: Be sure the coins drop before you push the button. {bk10-l1c-f7-03.mp3}
-Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-04.mp3}
-
-# Source: LLA 1C Figure 7 (Questions on Dialog 1)
-$PRODUCE Questions: Brad and Carl
-ID: 10-1c-f7-q1
-REFERENCE
-INTRO: Answer the two questions about Brad and Carl. Speak aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What did Brad want to know? {bk10-l1c-f7-05-q.mp3}
-RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-05-a.mp3}
-
-PROMPT: What did Brad do wrong? {bk10-l1c-f7-06-q.mp3}
-RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-06-a.mp3}
-
-# Source: LLA 1C Figure 7 (Dialog 2)
-$DIALOGUE Nothing Came Out
-ID: 10-1c-f7-d2
-INTRO: Dave put money in and got nothing. Fred works through the possibilities — all of them. Listen.
-INSTRUCTION: Listen to the dialogue.
-
-Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-07.mp3}
-Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-08.mp3}
-Dave: I pull them all and nothing happens. {bk10-l1c-f7-09.mp3}
-Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-10.mp3}
-Dave: I did that too. {bk10-l1c-f7-11.mp3}
-Fred: Then it's out of order. {bk10-l1c-f7-12.mp3}
-
-# Source: LLA 1C Figure 7 (Questions on Dialog 2)
-$PRODUCE Questions: Dave and Fred
-ID: 10-1c-f7-q2
-REFERENCE
-INTRO: Answer the questions about Dave and Fred. Speak aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What did Dave ask Fred? {bk10-l1c-f7-13-q.mp3}
-RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-13-a.mp3}
-
-PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-14-q.mp3}
-RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-14-a.mp3}
-
-PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-15-q.mp3}
-RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-15-a.mp3}
-
-PROMPT: What was the matter with the machine? {bk10-l1c-f7-16-q.mp3}
-RESPONSE: It was out of order. {bk10-l1c-f7-16-a.mp3}
-
-# Source: ST §Can You Tell Me ...?
-$DIALOGUE Can You Tell Me How?
-ID: l1-s30
-INTRO: Ten handy ways to ask how something works — and to answer. Read along while you listen.
-INSTRUCTION: Listen and read the sentences.
-
-LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
-LINE: Sure. Just put the money in the slot.
-LINE: Wait until it drops. Then lift this door.
-LINE: Make your selection.
-LINE: How do you use this machine?
-LINE: You're supposed to put your money in first. Then pull the knob.
-LINE: Do you know how to operate this?
-LINE: Push the button.
-LINE: Do you know how this machine works?
-LINE: Show me how this works, please.
-
-# DROPPED (twin): four of the eight ST §Make Your Selection dialogs — print twins of LLA 1B Figure 7 and LLA 1C Figures 6/7 dialogs already converted above; the four distinct ones are kept here.
-# Source: ST §Make Your Selection. (trimmed; prices spelled out for TTS)
-$DIALOGUE More Machine Conversations
-ID: l1-s31
-INTRO: Four more short conversations at machines: coffee, sandwiches, stamps — and one machine that has given up entirely.
-INSTRUCTION: Listen to the dialogs.
-
-Narrator: At the coffee machine.
-Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
-Ed: Yes, it costs thirty-five cents.
-NOTES: 35¢
-Chuck: Can I get it with sugar and cream?
-Ed: Sure. You can get coffee with sugar, with cream, or with both.
-
-Narrator: Something to eat.
-Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
-Larry: There's a vending machine with sandwiches in it in the next room.
-Lynn: Can you come with me and show me how to use it?
-Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
-
-Narrator: Buying stamps.
-Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
-Jack: Oh, sure. It costs two dollars and fifty cents for a book of stamps. Put the coins in here and push the button below the stamps you want.
-NOTES: $2.50
-Fred: Where can I get some change?
-Jack: There's a change machine over there. It gives quarters for dollar bills.
-
-Narrator: Out of order — again.
-Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
-Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
-
-# Source: LLA 1C Figure 8
-$SELECT Complete the Sentences
-ID: 10-1c-f8
-INTRO: Listen to the first part of each sentence, tap the phrase that completes it, then repeat the full sentence.
-INSTRUCTION: Tap the correct phrase.
-REPEAT
-
-OPTION: a | stamps out here.
-OPTION: b | pull the knob.
-OPTION: c | try to push the coin return.
-OPTION: d | how to use this machine?
-OPTION: e | before you push the button.
-OPTION: f | you lift this door and get it.
-
-PROMPT: Excuse me, can you tell me— {bk10-l1c-f8-01-q.mp3}
-ANSWER: d
-FEEDBACK: Excuse me, can you tell me how to use this machine? {bk10-l1c-f8-01-a.mp3}
-
-PROMPT: Make your selection and— {bk10-l1c-f8-02-q.mp3}
-ANSWER: b
-FEEDBACK: Make your selection and pull the knob. {bk10-l1c-f8-02-a.mp3}
-
-PROMPT: The soda will drop and then— {bk10-l1c-f8-03-q.mp3}
-ANSWER: f
-FEEDBACK: The soda will drop here, and you lift this door and get it. {bk10-l1c-f8-03-a.mp3}
-
-PROMPT: Push this button and pull the— {bk10-l1c-f8-04-q.mp3}
-ANSWER: a
-FEEDBACK: Push this button and pull the stamps out here. {bk10-l1c-f8-04-a.mp3}
-
-PROMPT: Be sure the coins drop— {bk10-l1c-f8-05-q.mp3}
-ANSWER: e
-FEEDBACK: Be sure the coins drop before you push the button. {bk10-l1c-f8-05-a.mp3}
-
-PROMPT: When the coins stick— {bk10-l1c-f8-06-q.mp3}
-ANSWER: c
-FEEDBACK: When the coins are stuck, try to push the coin return. {bk10-l1c-f8-06-a.mp3}
-
-# Source: ST §Excuse Me, Please. (INPUT changed to speak — open sentence completions)
-$PRODUCE Excuse Me, Please
-ID: l1-s32
-INTRO: Finish each sentence so it makes sense at a vending machine. Say your version aloud, then compare with the model.
-INSTRUCTION: Complete the sentences logically.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine. Accept any sensible, grammatical completion; the model is one example.
-
-EXAMPLE
-PROMPT: Excuse me, please. How can I ...?
-RESPONSE: How can I use this machine?
-
-PROMPT: Maybe the coins are ....
-RESPONSE: Maybe the coins are stuck.
-
-PROMPT: This machine ....
-RESPONSE: This machine is out of order.
-
-PROMPT: How do you ...?
-RESPONSE: How do you operate this machine?
-
-PROMPT: I pulled the knob, but ....
-RESPONSE: I pulled the knob, but nothing came out.
-
-PROMPT: I want to buy some ....
-RESPONSE: I want to buy some gum.
-
-PROMPT: Don't ....
-RESPONSE: Don't push that button.
-
-PROMPT: Yes, you can ....
-RESPONSE: Yes, you can get change here.
-
-PROMPT: Oh, sure. Put ....
-RESPONSE: Oh, sure. Put your money in the slot.
-
-PROMPT: Wait until ....
-RESPONSE: Wait until the coins drop.
-
-PROMPT: Can you tell me ...?
-RESPONSE: Can you tell me how this works?
-
-# SKIPPED (book): "I NEED A DRINK." — open role-play task for pairs.
-
-$LESSON 1-8: Be Supposed To
+$SESSION 1-7: Supposed To
 
 # Source: LLA 1D Figure 1
-$DIALOGUE Have To, Should, Supposed To
-ID: 10-l1d-f1
-INTRO: In this part you'll learn "be supposed to" — for rules, plans, and the things people expect of you. Listen to each pair of sentences and repeat.
+$DIALOGUE "Supposed To" Sentences
+ID: 10-1d-f1
+INTRO: In this part you'll learn "be supposed to" — one phrase that covers both rules you must follow and things people simply expect. Listen to each pair of sentences and repeat them.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: You have to obey traffic laws. {bk10-l1d-f1-01a.mp3}
-LINE: You're supposed to obey traffic laws. {bk10-l1d-f1-01b.mp3}
+LINE: You have to obey traffic laws. {bk10-l1d-f1-01.mp3}
+LINE: You're supposed to obey traffic laws. {bk10-l1d-f1-02.mp3}
 
-LINE: You have to wear your uniform to class. {bk10-l1d-f1-02a.mp3}
-LINE: You're supposed to wear your uniform to class. {bk10-l1d-f1-02b.mp3}
+LINE: You have to wear your uniform to class. {bk10-l1d-f1-03.mp3}
+LINE: You're supposed to wear your uniform to class. {bk10-l1d-f1-04.mp3}
 
-LINE: You have to be on time to class. {bk10-l1d-f1-03a.mp3}
-LINE: You're supposed to be on time to class. {bk10-l1d-f1-03b.mp3}
+LINE: You have to be on time to class. {bk10-l1d-f1-05.mp3}
+LINE: You're supposed to be on time to class. {bk10-l1d-f1-06.mp3}
 
-LINE: You should be on time for dinner. {bk10-l1d-f1-04a.mp3}
-LINE: You're supposed to be on time for dinner. {bk10-l1d-f1-04b.mp3}
+LINE: You should be on time for dinner. {bk10-l1d-f1-07.mp3}
+LINE: You're supposed to be on time for dinner. {bk10-l1d-f1-08.mp3}
 
-LINE: You should thank people when they help you. {bk10-l1d-f1-05a.mp3}
-LINE: You're supposed to thank people when they help you. {bk10-l1d-f1-05b.mp3}
+LINE: You should thank people when they help you. {bk10-l1d-f1-09.mp3}
+LINE: You're supposed to thank people when they help you. {bk10-l1d-f1-10.mp3}
 
-LINE: You should write to your family often. {bk10-l1d-f1-06a.mp3}
-LINE: You're supposed to write to your family often. {bk10-l1d-f1-06b.mp3}
+LINE: You should write to your family often. {bk10-l1d-f1-11.mp3}
+LINE: You're supposed to write to your family often. {bk10-l1d-f1-12.mp3}
 
-# Source: ST §Be Supposed To (grammar)
-$GRAMMAR Be Supposed To
+# Source: ST §Be Supposed To
+$GRAMMAR The "Be Supposed To" Pattern
 ID: l1-s33
-INTRO: Here's the full pattern — statements, negatives, and questions — before you drill it.
+INTRO: Here's how "be supposed to" is built, and the two jobs it does — plans and expectations, plus things that aren't allowed.
 
 | | | |
 |---|---|---|
@@ -1961,16 +1964,23 @@ INTRO: Here's the full pattern — statements, negatives, and questions — befo
 
 **Be supposed to** is used to express something that:
 
-- is planned or arranged: {The train was supposed to arrive at 10:30.} {The movie is supposed to start at 7:00.}
-- is to be expected, because of duty or law: {Are the men supposed to clean the barracks?} {We're supposed to wear our uniforms every day.}
+-- is planned or arranged
+{The train was supposed to arrive at 10:30.}
+{The movie is supposed to start at 7:00.}
 
-**Be not supposed to** is used to express something that is not allowed or advisable: {You're not supposed to wear your hats inside the building.} {They're not supposed to watch TV at 2 in the morning.}
+-- is to be expected (because of duty or law)
+{Are the men supposed to clean the barracks?}
+{We're supposed to wear our uniforms every day.}
+
+**Be not supposed to** is used to express something that is not allowed or advisable.
+{You're not supposed to wear your hats inside the building.}
+{They're not supposed to watch TV at 2 in the morning.}
 
 # Source: ST §Read the Sentences (Supposed To)
-$DIALOGUE Supposed-To Sentences
+$DIALOGUE More "Supposed To" Sentences
 ID: l1-s34
-INTRO: A few more supposed-to sentences — read along while you listen. Most of them are rules you've already broken at least once.
-INSTRUCTION: Listen and read the sentences.
+INTRO: Eight everyday examples — licenses, airplanes, dinner times, and dogs. Read each sentence.
+INSTRUCTION: Read the sentences.
 
 LINE: You're supposed to have a driver's license before you drive.
 LINE: When dinner is at 7 o'clock, you're supposed to be there at 7 o'clock.
@@ -1983,8 +1993,8 @@ LINE: She's not supposed to walk on the grass at school.
 
 # Source: LLA 1D Figure 2
 $SELECT Are We Supposed To?
-ID: 10-l1d-f2
-INTRO: Listen to each question, tap the correct short answer, then repeat the full sentence.
+ID: 10-1d-f2
+INTRO: Listen to each question and tap the answer with "supposed to" that matches — then repeat the full response.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
@@ -2044,10 +2054,10 @@ ANSWER: a
 FEEDBACK: He's supposed to put American coins in American vending machines. {bk10-l1d-f2-08-a.mp3}
 
 # Source: ST §Are You Supposed To?
-$PRODUCE Say It with Supposed To
+$PRODUCE Say It with "Supposed To"
 ID: l1-s35
-INTRO: Say each sentence again using "be supposed to" — keep the meaning exactly the same.
-INSTRUCTION: Make a new sentence with "be supposed to" based on the cue.
+INTRO: Read each sentence with "should" or "have to", then say it again with "be supposed to" — same meaning, new phrase.
+INSTRUCTION: Restate the sentence with "be supposed to".
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -2082,87 +2092,82 @@ RESPONSE: You're supposed to wear seat belts on base.
 # SKIPPED (book): "I'M SUPPOSED TO ...!" — open pair practice.
 
 # Source: ST §You're Not Supposed To Do Those Things At School!
-$PRODUCE The Rules at School
+$PRODUCE Rules at School
 ID: l1-s36
-INTRO: Make a statement or a question with "be supposed to" about life at school, using the cue. Some cues are questions — the question mark tells you which.
+INTRO: School rules, your words. Turn each cue into a statement or question with "be supposed to" — and yes, sleeping in class is on the list.
 INSTRUCTION: Make a statement or question with "be supposed to" from the cue.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
 RUBRIC: The learner must create a question or statement using "be supposed to" (or "not supposed to") and the provided cue. Accept valid statements or questions.
 
 EXAMPLE
-PROMPT: turn off the lights when you leave the room?
+TEMPLATE: turn off the lights when you leave the room?
 RESPONSE: Are you supposed to turn off the lights when you leave the room?
 
 EXAMPLE
-PROMPT: sleep in class
+TEMPLATE: sleep in class
 RESPONSE: You're not supposed to sleep in class.
 
-PROMPT: wear uniform every day
+TEMPLATE: wear uniform every day
 RESPONSE: You're supposed to wear a uniform every day.
 
-PROMPT: walk on the grass
+TEMPLATE: walk on the grass
 RESPONSE: You're not supposed to walk on the grass.
 
-PROMPT: take a test every week?
+TEMPLATE: take a test every week?
 RESPONSE: Are you supposed to take a test every week?
 
-PROMPT: when go to lab?
+TEMPLATE: when go to lab?
 RESPONSE: When are you supposed to go to lab?
 
-PROMPT: how often go to library?
+TEMPLATE: how often go to library?
 RESPONSE: How often are you supposed to go to the library?
 
-PROMPT: smoke in the classroom
+TEMPLATE: smoke in the classroom
 RESPONSE: You're not supposed to smoke in the classroom.
 
-PROMPT: wear hats in the classroom
+TEMPLATE: wear hats in the classroom
 RESPONSE: You're not supposed to wear hats in the classroom.
 
-PROMPT: do homework before class
+TEMPLATE: do homework before class
 RESPONSE: You're supposed to do your homework before class.
 
-PROMPT: stay in class until bell rings
+TEMPLATE: stay in class until bell rings
 RESPONSE: You're supposed to stay in class until the bell rings.
 
-PROMPT: take a 10 minute break after lab
+TEMPLATE: take a 10 minute break after lab
 RESPONSE: You're supposed to take a 10 minute break after lab.
 
-$LESSON 1-9: Around Town — Directions, Dictation, and Review
+$SESSION 1-8: Around Town, Dictation, and Outlines
 
-# Source: LLA 1D Figure 3 (Part 1)
-$DIALOGUE Giving Directions {page_028_001.jpg}
-ID: 10-l1d-f3
-INTRO: Last part — a tour of the town. Madge gives Helen directions to every errand on their Saturday list. Just listen and try to follow the route on the map.
+# Source: LLA 1D Figure 3 (part 1)
+$DIALOGUE Directions Around Town {page_028_001.jpg}
+ID: 10-1d-f3-a
+INTRO: Last part: a town map, some spelling, and two outlines to finish. First, Madge plans a very full Saturday for Helen — you'll see the map while you listen to her directions.
 INSTRUCTION: Listen to the directions.
 
 LINE: Madge and Helen needed to do a lot of things Saturday afternoon. {bk10-l1d-f3-01.mp3}
 LINE: Helen didn't know the town very well. {bk10-l1d-f3-02.mp3}
 LINE: Madge had to give her directions. {bk10-l1d-f3-03.mp3}
-LINE: "We can meet at the drugstore after class. {bk10-l1d-f3-04.mp3}
-LINE: It's on the corner of Sunshine Street and Highway 102." {bk10-l1d-f3-05.mp3}
-LINE: "Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch." {bk10-l1d-f3-06.mp3}
-LINE: "After lunch, you can go west for a block and a half to the travel agency." {bk10-l1d-f3-07.mp3}
-LINE: "I'll go north for a block and turn west to go to Sandy's house. {bk10-l1d-f3-08.mp3}
-LINE: You can meet me there. {bk10-l1d-f3-09.mp3}
-LINE: It's the second house on the south side from the corner of Long Road and Orange Drive." {bk10-l1d-f3-10.mp3}
-LINE: "Then you and Sandy can look for blouses in the store on the northwest corner across from her house." {bk10-l1d-f3-11.mp3}
-LINE: "I'll meet you in the park across from the store afterwards." {bk10-l1d-f3-12.mp3}
-LINE: "We can go together to the bank. {bk10-l1d-f3-13.mp3}
-LINE: It's a block north and west." {bk10-l1d-f3-14.mp3}
-LINE: "Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner." {bk10-l1d-f3-15.mp3}
-LINE: "Then we can keep going south for 2 blocks and turn east on Green Avenue. {bk10-l1d-f3-16.mp3}
-LINE: The library is on our right, and we can return our books." {bk10-l1d-f3-17.mp3}
-LINE: "When we go home, we'll walk east. {bk10-l1d-f3-18.mp3}
-LINE: We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive." {bk10-l1d-f3-19.mp3}
+LINE: "We can meet at the drugstore after class. It's on the corner of Sunshine Street and Highway 102." {bk10-l1d-f3-04.mp3}
+LINE: "Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch." {bk10-l1d-f3-05.mp3}
+LINE: "After lunch, you can go west for a block and a half to the travel agency." {bk10-l1d-f3-06.mp3}
+LINE: "I'll go north for a block and turn west to go to Sandy's house. You can meet me there." {bk10-l1d-f3-07.mp3}
+LINE: "It's the second house on the south side from the corner of Long Road and Orange Drive." {bk10-l1d-f3-08.mp3}
+LINE: "Then you and Sandy can look for blouses in the store on the northwest corner across from her house." {bk10-l1d-f3-09.mp3}
+LINE: "I'll meet you in the park across from the store afterwards." {bk10-l1d-f3-10.mp3}
+LINE: "We can go together to the bank. It's a block north and west." {bk10-l1d-f3-11.mp3}
+LINE: "Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner." {bk10-l1d-f3-12.mp3}
+LINE: "Then we can keep going south for 2 blocks and turn east on Green Avenue." {bk10-l1d-f3-13.mp3}
+LINE: "The library is on our right, and we can return our books." {bk10-l1d-f3-14.mp3}
+LINE: "When we go home, we'll walk east. We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive." {bk10-l1d-f3-15.mp3}
 
-# Source: LLA 1D Figure 3 (Part 2)
-$SELECT Map Key {page_028_001.jpg}
-ID: 10-l1d-f3-b
+# Source: LLA 1D Figure 3 (part 2)
+$SELECT Find It on the Map {page_028_001.jpg}
+ID: 10-1d-f3-b
 REFERENCE
-INTRO: Now find each place on the map. Tap the letter that marks it — and if you get lost, the directions are right there to check.
-INSTRUCTION: Tap the correct letter for each building.
+INTRO: Now match each place to its letter on the map. You can replay Madge's directions while you decide — nobody remembers ten buildings on the first pass.
+INSTRUCTION: Tap the correct letter for each location.
 
 OPTION: a | A
 OPTION: b | B
@@ -2177,115 +2182,146 @@ OPTION: j | J
 
 TEMPLATE: bank
 ANSWER: g
-FEEDBACK: G is the bank. {bk10-l1d-f3-20.mp3}
+FEEDBACK: G is the bank. {bk10-l1d-f3-ans-g.mp3}
 
 TEMPLATE: library
 ANSWER: i
-FEEDBACK: I is the library. {bk10-l1d-f3-21.mp3}
+FEEDBACK: I is the library. {bk10-l1d-f3-ans-i.mp3}
 
 TEMPLATE: vegetable place
 ANSWER: j
-FEEDBACK: J is the vegetable place. {bk10-l1d-f3-22.mp3}
+FEEDBACK: J is the vegetable place. {bk10-l1d-f3-ans-j.mp3}
 
 TEMPLATE: Sandy's house
 ANSWER: d
-FEEDBACK: D is Sandy's house. {bk10-l1d-f3-23.mp3}
+FEEDBACK: D is Sandy's house. {bk10-l1d-f3-ans-d.mp3}
 
 TEMPLATE: city park
 ANSWER: f
-FEEDBACK: F is the city park. {bk10-l1d-f3-24.mp3}
+FEEDBACK: F is the city park. {bk10-l1d-f3-ans-f.mp3}
 
 TEMPLATE: shoe shop
 ANSWER: h
-FEEDBACK: H is the shoe shop. {bk10-l1d-f3-25.mp3}
+FEEDBACK: H is the shoe shop. {bk10-l1d-f3-ans-h.mp3}
 
 TEMPLATE: drugstore
 ANSWER: a
-FEEDBACK: A is the drugstore. {bk10-l1d-f3-26.mp3}
+FEEDBACK: A is the drugstore. {bk10-l1d-f3-ans-a.mp3}
 
 TEMPLATE: travel agency
 ANSWER: b
-FEEDBACK: B is the travel agency. {bk10-l1d-f3-27.mp3}
+FEEDBACK: B is the travel agency. {bk10-l1d-f3-ans-b.mp3}
 
 TEMPLATE: blouse store
 ANSWER: e
-FEEDBACK: E is the blouse store. {bk10-l1d-f3-28.mp3}
+FEEDBACK: E is the blouse store. {bk10-l1d-f3-ans-e.mp3}
 
 TEMPLATE: restaurant
 ANSWER: c
-FEEDBACK: C is the restaurant. {bk10-l1d-f3-29.mp3}
+FEEDBACK: C is the restaurant. {bk10-l1d-f3-ans-c.mp3}
 
 # Source: LLA 1D Figure 4
-$PRODUCE Spell the Words
-ID: 10-l1d-f4
+$PRODUCE Spelling Dictation
+ID: 10-1d-f4
 INPUT: type
 CHECK: exact
-INTRO: Spelling practice: listen to each word and type it. No tricks — just ears and fingers.
+INTRO: Ten words, dictated one at a time. Listen and type each word exactly as you hear it.
 INSTRUCTION: Type the word you hear.
 
-PROMPT: apologize. {bk10-l1d-f4-01-q.mp3}
+PROMPT: apologize {bk10-l1d-f4-01-q.mp3}
 RESPONSE: apologize {bk10-l1d-f4-01-a.mp3}
 
-PROMPT: realize. {bk10-l1d-f4-02-q.mp3}
+PROMPT: realize {bk10-l1d-f4-02-q.mp3}
 RESPONSE: realize {bk10-l1d-f4-02-a.mp3}
 
-PROMPT: forgive. {bk10-l1d-f4-03-q.mp3}
+PROMPT: forgive {bk10-l1d-f4-03-q.mp3}
 RESPONSE: forgive {bk10-l1d-f4-03-a.mp3}
 
-PROMPT: pleased. {bk10-l1d-f4-04-q.mp3}
+PROMPT: pleased {bk10-l1d-f4-04-q.mp3}
 RESPONSE: pleased {bk10-l1d-f4-04-a.mp3}
 
-PROMPT: really. {bk10-l1d-f4-05-q.mp3}
+PROMPT: really {bk10-l1d-f4-05-q.mp3}
 RESPONSE: really {bk10-l1d-f4-05-a.mp3}
 
-PROMPT: blanket. {bk10-l1d-f4-06-q.mp3}
+PROMPT: blanket {bk10-l1d-f4-06-q.mp3}
 RESPONSE: blanket {bk10-l1d-f4-06-a.mp3}
 
-PROMPT: laundry. {bk10-l1d-f4-07-q.mp3}
+PROMPT: laundry {bk10-l1d-f4-07-q.mp3}
 RESPONSE: laundry {bk10-l1d-f4-07-a.mp3}
 
-PROMPT: closet. {bk10-l1d-f4-08-q.mp3}
+PROMPT: closet {bk10-l1d-f4-08-q.mp3}
 RESPONSE: closet {bk10-l1d-f4-08-a.mp3}
 
-PROMPT: feelings. {bk10-l1d-f4-09-q.mp3}
+PROMPT: feelings {bk10-l1d-f4-09-q.mp3}
 RESPONSE: feelings {bk10-l1d-f4-09-a.mp3}
 
-PROMPT: pillow. {bk10-l1d-f4-10-q.mp3}
+PROMPT: pillow {bk10-l1d-f4-10-q.mp3}
 RESPONSE: pillow {bk10-l1d-f4-10-a.mp3}
 
-# Source: LLA 1D Figure 5
+# Source: LLA 1D Figure 5 (part 1)
 $DIALOGUE Kinds of Vending Machines
-ID: 10-l1d-f5
-INTRO: A short paragraph about the kinds of vending machines. Just listen — you know all these words now.
+ID: 10-1d-f5-a
+INTRO: A short paragraph that sorts vending machines into three kinds. Listen carefully — you'll organize it into an outline next.
 INSTRUCTION: Listen to the paragraph.
 
-LINE: Coins operate many kinds of machines. {bk10-l1d-f5-01.mp3}
-LINE: We call these machines vending machines. {bk10-l1d-f5-02.mp3}
-LINE: One kind of vending machine sells food. {bk10-l1d-f5-03.mp3}
-LINE: They sell sandwiches, chips, and candy. {bk10-l1d-f5-04.mp3}
-LINE: Another kind sells drinks. {bk10-l1d-f5-05.mp3}
-LINE: They sell sodas, juices, coffee, and tea. {bk10-l1d-f5-06.mp3}
-LINE: A third kind of vending machine helps us with our work. {bk10-l1d-f5-07.mp3}
-LINE: These machines wash our clothes, dry our clothes, and wash our cars. {bk10-l1d-f5-08.mp3}
-LINE: Vending machines are very useful machines. {bk10-l1d-f5-09.mp3}
+LINE: Coins operate many kinds of machines. We call these machines vending machines. {bk10-l1d-f5-01.mp3}
+LINE: One kind of vending machine sells food. They sell sandwiches, chips, and candy. {bk10-l1d-f5-02.mp3}
+LINE: Another kind sells drinks. They sell sodas, juices, coffee, and tea. {bk10-l1d-f5-03.mp3}
+LINE: A third kind of vending machine helps us with our work. These machines wash our clothes, dry our clothes, and wash our cars. {bk10-l1d-f5-04.mp3}
+LINE: Vending machines are very useful machines. {bk10-l1d-f5-05.mp3}
 
-# SKIPPED (book): Figure 5 chart completion — Outline completion with no printed key; judgment call.
+# Source: LLA 1D Figure 5 (part 2)
+$PRODUCE Outline: Vending Machines
+ID: 10-1d-f5-b
+INPUT: type
+REFERENCE
+INTRO: Fill in the outline: three kinds of machine, and the examples of each. You can replay the paragraph while you work.
+INSTRUCTION: Complete the outline.
 
-# Source: LLA 1D Figure 6
-$DIALOGUE Snacks
-ID: 10-l1d-f6
-INTRO: One last paragraph — about snacks: big ones, small ones, and liquid ones. Listen. And that's the lesson: you can now buy a snack, explain the machine to a stranger, and complain correctly when it eats your quarter.
+TEMPLATE: Vending Machines
+SLOT: 1 | Kind of machine | sells food
+SLOT: 2 | Example | sandwiches
+SLOT: 2 | Example | chips
+SLOT: 2 | Example | candy
+SLOT: 1 | Kind of machine | sells drinks
+SLOT: 2 | Example | sodas
+SLOT: 2 | Example | juices
+SLOT: 2 | Example | coffee
+SLOT: 2 | Example | tea
+SLOT: 1 | Kind of machine | helps with work
+SLOT: 2 | Example | wash clothes
+SLOT: 2 | Example | dry clothes
+SLOT: 2 | Example | wash cars
+
+# Source: LLA 1D Figure 6 (part 1)
+$DIALOGUE Kinds of Snacks
+ID: 10-1d-f6-a
+INTRO: One more paragraph — this one sorts snackers into three kinds. Listen for the three groups and their examples.
 INSTRUCTION: Listen to the paragraph.
 
-LINE: People like to eat snacks between meals. {bk10-l1d-f6-01.mp3}
-LINE: People eat all kinds of food for snacks. {bk10-l1d-f6-02.mp3}
-LINE: Some people eat big snacks. {bk10-l1d-f6-03.mp3}
-LINE: They're small meals. {bk10-l1d-f6-04.mp3}
-LINE: They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-05.mp3}
-LINE: Other people like small snacks. {bk10-l1d-f6-06.mp3}
-LINE: A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-07.mp3}
-LINE: Some people just want a drink. {bk10-l1d-f6-08.mp3}
-LINE: They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-09.mp3}
-LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-10.mp3}
+LINE: People like to eat snacks between meals. People eat all kinds of food for snacks. {bk10-l1d-f6-01.mp3}
+LINE: Some people eat big snacks. They're small meals. They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-02.mp3}
+LINE: Other people like small snacks. A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-03.mp3}
+LINE: Some people just want a drink. They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-04.mp3}
+LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-05.mp3}
 
-# SKIPPED (book): Figure 6 chart completion — Outline completion with no printed key; judgment call.
+# Source: LLA 1D Figure 6 (part 2)
+$PRODUCE Outline: Snacks
+ID: 10-1d-f6-b
+INPUT: type
+REFERENCE
+INTRO: Fill in the last outline: the three kinds of snacks and their examples. That's the whole lesson — you can now explain a vending machine to anyone, in order, with exact change.
+INSTRUCTION: Complete the outline.
+
+TEMPLATE: Snacks
+SLOT: 1 | Snack type | big snacks
+SLOT: 2 | Example | sandwich
+SLOT: 2 | Example | hamburger
+SLOT: 1 | Snack type | small snacks
+SLOT: 2 | Example | candy bar
+SLOT: 2 | Example | nuts
+SLOT: 2 | Example | chips
+SLOT: 1 | Snack type | drinks
+SLOT: 2 | Example | coffee
+SLOT: 2 | Example | juice
+SLOT: 2 | Example | soda
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diff --git a/book-10-lesson-2.module b/book-10-lesson-2.module
index 1910820d..f181f263 100644
--- a/book-10-lesson-2.module
+++ b/book-10-lesson-2.module
@@ -1,56 +1,281 @@
-$MODULE Book 10 · Lesson 2: Shopping, Introductions, and Main Ideas {st-page_051_001.jpg}
+$MODULE Book 10 · Lesson 2: Let Me Introduce You {st-page_051_001.jpg}
 FORMAT: 2
-DIOCO_DOC_ID: alc_english_book_10_lesson_2
-DESCRIPTION: Shopping-center vocabulary, making introductions, adjective + infinitive, simple present as future, prepositions of place, and finding topics and main ideas of paragraphs.
+DESCRIPTION: Shopping at an American mall, polite introductions, adjective + infinitive, simple present as future, prepositions of place, and finding the topic and main idea of a paragraph.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, friendly teacher voice
-VOICE_PROMPT: gacrux | Questions and cues, read clearly
-VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Frank | charon | Male voice
-VOICE: Doris | gacrux | Female voice
-VOICE: Steve | iapetus | Male speaker
-VOICE: John | orus | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: Captain_James | achird | Male speaker
-VOICE: Major_Stans | charon | Male speaker
-VOICE: Captain_Gray | schedar | Male speaker
-VOICE: Dorothy | aoede | Female speaker
-VOICE: Chris | charon | Male speaker
-VOICE: Tony_White | achird | Male speaker
-VOICE: Travel_Agent | aoede | Female speaker
-VOICE: David | alnilam
+VOICE_INTRO: aoede | Warm, lightly witty teacher
+VOICE_PROMPT: gacrux
+VOICE_RESPONSE: schedar
+VOICE: Frank | achernar | Male
+VOICE: Doris | gacrux | Female
+VOICE: Peg | gacrux | Female
+VOICE: Mary | aoede | Female
+VOICE: Man1 | achernar | Male
+VOICE: Man2 | achird | Male
+VOICE: Art | schedar | Male
+VOICE: Friend | achernar | Male
+VOICE: Sally | gacrux | Female
+VOICE: Jack | achird | Male
+VOICE: Student1 | achernar | Male
+VOICE: Instructor | schedar | Male
+VOICE: Student2 | achird | Male
+VOICE: Steve | achernar | Male
+VOICE: John | achird | Male
+VOICE: Don | schedar | Male
+VOICE: Captain_James | achernar | Male
+VOICE: Major_Stans | achird | Male
+VOICE: Captain_Gray | schedar | Male
+VOICE: Dorothy | aoede | Female
+VOICE: Chris | gacrux | Male
+VOICE: Tony_White | achernar | Male
+VOICE: Travel_Agent | aoede | Female
+VOICE: David | achernar
 VOICE: Jane | aoede
-VOICE: Jeff | orus
-VOICE: Mrs_Smith | achernar
-VOICE: Mrs_Barr | achernar
+VOICE: Jeff | achird
+VOICE: Mrs_Smith | aoede
+VOICE: Mrs_Barr | aoede
 VOICE: Dr_Rivers | achernar
 VOICE: Miss_Ash | aoede
-VOICE: Mr_West | charon
-VOICE: Mr_Farr | achird
-VOICE: Tommy | schedar
-VOICE: Col_Green | iapetus
-VOICE: Sgt_Stacy | orus
-VOICE: Gen_Briggs | alnilam
-VOICE: Capt_Barber | achird
-VOICE: Col_Flowers | charon
+VOICE: Mr_West | achird
+VOICE: Mr_Farr | schedar
+VOICE: Tommy | gacrux
+VOICE: Col_Green | achernar
+VOICE: Sgt_Stacy | achird
+VOICE: Gen_Briggs | schedar
+VOICE: Capt_Barber | achernar
+VOICE: Col_Flowers | achird
 VOICE: Capt_Prince | schedar
 VOICE: ID | achernar | speaker (auto)
 VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 2-1: The Shopping Center
+$SESSION 2-1: Finding the Main Idea
 
-# Source: LLA 2A Figure 2 (kept over ST §The Shopping Center / §More About the Shopping Center — cross-source twin, cassette wins)
+# Source: new (gap: topic vs. main idea is drilled all through LLA 2A Figures 1 and 6 but never defined; the ST Listening Skills block was instructor-read)
+$GRAMMAR Topic and Main Idea
+ID: 2a-f1-a
+INTRO: Welcome to Lesson 2. This week you'll learn to find your way around an American shopping mall, introduce people politely, and talk about future plans. But first, a listening skill: finding the topic and main idea of a paragraph.
+
+Every paragraph has a **topic** and a **main idea**.
+
+- The **topic** is what the paragraph is about. It's a word or a short phrase, like {dogs} or {my job}.
+- The **main idea** is the most important thing the paragraph says about the topic. It's a complete sentence, like {Dogs make good pets.}
+
+The other sentences give **details** — they support the main idea.
+
+# SKIPPED (book): ST Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the same skill is covered by the recorded paragraphs below.
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Jan and the Vending Machine
+ID: 2a-f1-p1
+INTRO: Here's a short paragraph about Jan and a vending machine that took her money and gave her nothing back. Just listen — the questions come next.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Jan was hungry. She wanted a candy bar. {bk10-l2a-f1-01a.mp3}
+LINE: She finally found a vending machine. {bk10-l2a-f1-01b.mp3}
+LINE: It took her money, but it didn't give her any candy or her money back. {bk10-l2a-f1-01c.mp3}
+LINE: She shook the machine. She was angry. She didn't have any more change. {bk10-l2a-f1-01d.mp3}
+LINE: It always happens. Machines don't always work when you need them. {bk10-l2a-f1-01e.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: The Vending Machine
+ID: 2a-f1-q1
+REFERENCE: 2a-f1-p1
+INTRO: Now tap the topic — a short phrase — and then the main idea — the writer's point about it. You can review the paragraph if you need to.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Select the topic. {bk10-l2a-f1-02.mp3}
+OPTION: a | vending machines
+OPTION: b | more change
+OPTION: c | a candy bar
+ANSWER: a
+FEEDBACK: The topic of the paragraph is "Vending Machines." {bk10-l2a-f1-02-a.mp3}
+
+PROMPT: Now select the main idea.
+OPTION: a | Jan wanted a candy bar.
+OPTION: b | Machines don't always work.
+OPTION: c | Jan shook the machine.
+ANSWER: b
+FEEDBACK: The main idea is: "Machines don't always work." {bk10-l2a-f1-03.mp3}
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Money and Friendship
+ID: 2a-f1-p2
+INTRO: Next, a paragraph with some free advice about money and friends. Listen for the writer's point.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: When you lend a friend money, you sometimes hurt your friendship. {bk10-l2a-f1-04a.mp3}
+LINE: When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. {bk10-l2a-f1-04b.mp3}
+LINE: Why? Because you won't feel good around him until he gives you back the money. {bk10-l2a-f1-04c.mp3}
+LINE: It may be difficult, but it's better not to lend money to a friend. {bk10-l2a-f1-04d.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: Money and Friendship
+ID: 2a-f1-q2
+REFERENCE: 2a-f1-p2
+INTRO: Same job as before: first the topic, then the main idea.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Select the topic. {bk10-l2a-f1-05.mp3}
+OPTION: a | giving money back
+OPTION: b | feeling good
+OPTION: c | money and friendship
+ANSWER: c
+FEEDBACK: The topic of the paragraph is "Money and Friendship." {bk10-l2a-f1-05-a.mp3}
+
+PROMPT: Now select the main idea.
+OPTION: a | Don't lend money to friends.
+OPTION: b | Don't ask friends for advice.
+OPTION: c | Friends don't pay back money.
+ANSWER: a
+FEEDBACK: The main idea is: "Don't lend money to friends." {bk10-l2a-f1-06.mp3}
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Nell's Work
+ID: 2a-f1-p3
+INTRO: One more paragraph — this one is about Nell, who works in a bank. Her vocabulary will come back later in this lesson, so listen closely.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Nell works in a bank. {bk10-l2a-f1-07a.mp3}
+LINE: She opens and closes accounts for people every day. {bk10-l2a-f1-07b.mp3}
+LINE: She gives them the checkbooks for their checking accounts. {bk10-l2a-f1-07c.mp3}
+LINE: She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. {bk10-l2a-f1-07d.mp3}
+LINE: Bank work isn't easy, but Nell likes it very much. {bk10-l2a-f1-07e.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: Nell's Work
+ID: 2a-f1-q3
+REFERENCE: 2a-f1-p3
+INTRO: Last one of this set: pick the topic and the main idea for the paragraph about Nell.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Select the topic in Number 3. {bk10-l2a-f1-08.mp3}
+OPTION: a | Nell's bank
+OPTION: b | Nell's work
+OPTION: c | Nell's help
+ANSWER: b
+FEEDBACK: The topic is "Nell's Work." {bk10-l2a-f1-08-a.mp3}
+
+PROMPT: Now select the main idea.
+OPTION: a | Nell's bank cashes checks.
+OPTION: b | Nell opens and closes accounts.
+OPTION: c | Nell likes to work in the bank.
+ANSWER: c
+FEEDBACK: The main idea is: "Nell likes to work in the bank." {bk10-l2a-f1-09.mp3}
+
+# Source: LLA 2A Figure 6
+$DIALOGUE Apartment Managers
+ID: 2a-f6-p1
+INTRO: Now you'll do the same work without answer choices. First, listen to a paragraph about apartment managers — people whose phone never stops ringing.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Apartment managers have a difficult job. {bk10-l2a-f6-01a.mp3}
+LINE: They make appointments, show the people the empty apartments, and take deposits on the rent. {bk10-l2a-f6-01b.mp3}
+LINE: They also have to talk to people when things in the apartments break or don't work. {bk10-l2a-f6-01c.mp3}
+LINE: Many times they have to work longer than 8 hours a day. {bk10-l2a-f6-01d.mp3}
+LINE: It's not an easy job. {bk10-l2a-f6-01e.mp3}
+
+# Source: LLA 2A Figure 6
+$PRODUCE Write the Topic and Main Idea: Apartment Managers
+ID: 2a-f6-q1
+REFERENCE: 2a-f6-p1
+INTRO: This time no choices — type the topic in a word or two, then the main idea in a full sentence.
+INSTRUCTION: Type your answer.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept answers that correctly identify the topic (Apartment managers) and the main idea (Apartment managers have difficult jobs).
+
+PROMPT: Write the topic. {bk10-l2a-f6-02.mp3}
+RESPONSE: Apartment managers
+
+PROMPT: Now write the main idea.
+RESPONSE: Apartment managers have difficult jobs.
+
+# Source: LLA 2A Figure 6
+$DIALOGUE Jane's Animals
+ID: 2a-f6-p2
+INTRO: One more paragraph — Jane and her small zoo. Listen for what the writer says about her.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Jane likes animals. {bk10-l2a-f6-04a.mp3}
+LINE: She has 2 dogs, a cat, and a bird. {bk10-l2a-f6-04b.mp3}
+LINE: She keeps her cat and bird in the house. {bk10-l2a-f6-04c.mp3}
+LINE: She has a yard with a fence, and her dogs stay outside in the yard. {bk10-l2a-f6-04d.mp3}
+LINE: She is good to her animals, and she likes to play with them. {bk10-l2a-f6-04e.mp3}
+
+# Source: LLA 2A Figure 6
+$PRODUCE Write the Topic and Main Idea: Jane's Animals
+ID: 2a-f6-q2
+REFERENCE: 2a-f6-p2
+INTRO: Type the topic and the main idea for the paragraph about Jane.
+INSTRUCTION: Type your answer.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept answers that correctly identify the topic (Jane's animals) and the main idea (Jane likes animals).
+
+PROMPT: Write the topic. {bk10-l2a-f6-05.mp3}
+RESPONSE: Jane's animals
+
+PROMPT: Now write the main idea.
+RESPONSE: Jane likes animals.
+
+# Source: LLA 2A Figure 4
+$SELECT Strong Syllables
+ID: 2a-f4
+INTRO: A pronunciation break before we go shopping. Listen to each word and tap the number of the syllable that sounds strongest.
+INSTRUCTION: Tap the number of the stressed syllable.
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+OPTION: 5 | 5
+OPTION: 6 | 6
+
+EXAMPLE
+PROMPT: apologize {bk10-l2a-f4-ex.mp3}
+ANSWER: 2
+
+PROMPT: bicycle {bk10-l2a-f4-01.mp3}
+ANSWER: 1
+
+PROMPT: complete {bk10-l2a-f4-02.mp3}
+ANSWER: 2
+
+PROMPT: automobile {bk10-l2a-f4-03.mp3}
+ANSWER: 1
+
+PROMPT: different {bk10-l2a-f4-04.mp3}
+ANSWER: 1
+
+PROMPT: information {bk10-l2a-f4-05.mp3}
+ANSWER: 3
+
+PROMPT: insurance {bk10-l2a-f4-06.mp3}
+ANSWER: 2
+
+PROMPT: immediately {bk10-l2a-f4-07.mp3}
+ANSWER: 2
+
+PROMPT: signature {bk10-l2a-f4-08.mp3}
+ANSWER: 1
+
+PROMPT: gymnasium {bk10-l2a-f4-09.mp3}
+ANSWER: 2
+
+PROMPT: identification {bk10-l2a-f4-10.mp3}
+ANSWER: 5
+
+# SKIPPED (book): ST Listening Skill "LISTEN!" (stressed syllables) — instructor-read word list with no words provided; the recorded Figure 4 drill above covers the same skill.
+
+$SESSION 2-2: The Shopping Center
+
+# Source: LLA 2A Figure 2
 $DIALOGUE Ruth Goes Shopping {page_032_001.jpg}
 ID: 2a-f2
-INTRO: Welcome to Lesson 2. In this lesson you'll learn to shop at an American mall, introduce people politely, and say what you're glad — or afraid — to do. First, follow Ruth's shopping trip: listen and repeat each sentence.
+INTRO: In this part you'll learn the words for the stores in an American shopping mall. Follow Ruth's shopping trip and repeat each sentence — you'll need these words all week.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: cafeteria
-LINE: Ruth ate lunch in the cafeteria. {bk10-l2a-f2-ex.mp3}
-
 VOCAB: mall
 VOCAB: shopping center
 LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-01.mp3}
@@ -62,7 +287,6 @@ LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-02.mp3}
 VOCAB: parking lot
 LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-03.mp3}
 
-VOCAB: shop
 LINE: First she went to a book shop in the mall. {bk10-l2a-f2-04.mp3}
 
 VOCAB: upstairs
@@ -84,92 +308,117 @@ LINE: She went downstairs to the first floor. {bk10-l2a-f2-09.mp3}
 VOCAB: go shopping
 LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-10.mp3}
 
-# Source: ST §The Shopping Center / §More About the Shopping Center (salvaged items from dropped TTS twins of LLA 2A Figure 2 and LLA 2B Figure 1)
-$DIALOGUE More Shopping Words {st-page_053_001.jpg}
-ID: l2-s1-b
-INTRO: A few more mall words the tape didn't mention. Listen and repeat.
+# Source: ST §The Shopping Center (distinct items; twin lines of LLA 2A Figure 2 dropped)
+$DIALOGUE More Places in the Mall {st-page_053_001.jpg}
+ID: l2-s1
+INTRO: A few more places you'll find at the mall — including one where the merchandise meows. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
+LINE: You can buy clothes, curtains, furniture, dishes, and tools at a department store.
+
+VOCAB: cafeteria
+LINE: A cafeteria is a restaurant similar to a mess hall.
+
 VOCAB: pet shop
 LINE: The pet shop sells cats, dogs, and birds.
 
+LINE: When you go shopping at a shopping center, you can compare the prices for things in different stores.
+
+LINE: You can't park your car in front of the mall.
+
+VOCAB: to let | let
+LINE: The police won't let you park there.
+
+# Source: ST §More About the Shopping Center
+$DIALOGUE Upstairs and Downstairs {st-page_054_001.jpg}
+ID: l2-s2
+INTRO: Malls have two floors, and several ways to get between them. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: floor
+LINE: This shopping center has two floors, the first floor or ground floor, and the second floor.
+
+VOCAB: stairs
+LINE: The stairs are next to the barbershop.
+
+VOCAB: escalator
+LINE: The stairs don't move, but the escalator does.
+
+VOCAB: up
+VOCAB: down
+LINE: People go up and down on the stairs and escalators.
+
+LINE: The cafeteria and the bookstore are upstairs.
+
 VOCAB: adult
 LINE: The mall has clothing stores for children and adults.
 
-VOCAB: to let | let
-LINE: You can't park in front of the mall. The police won't let you park there.
+LINE: Men can buy clothes at the For Men clothing store upstairs.
 
-LINE: When you go shopping at a shopping center, you can compare the prices for things in different stores.
+LINE: My Child Clothing Store and Ben's Barbershop are downstairs.
 
 # Source: LLA 2A Figure 3
-$SELECT Questions About Ruth
+$SELECT Questions About Ruth's Trip
 ID: 2a-f3
 REFERENCE: 2a-f2
-INTRO: Now some questions about Ruth's trip. Tap the correct answer, then repeat it aloud.
+INTRO: Now some questions about Ruth's shopping trip. Listen, tap the correct answer, then repeat it aloud.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: Where did Ruth go? {bk10-l2a-f3-01-q.mp3}
+PROMPT: Where did Ruth go? {bk10-l2a-f3-01.mp3}
 OPTION: a | to the mall {bk10-l2a-f3-01-a.mp3}
 OPTION: b | to the parking lot
 OPTION: c | to her car
 ANSWER: a
-FEEDBACK: Ruth went to the mall. {bk10-l2a-f3-01-fb.mp3}
 
-PROMPT: Where did she park her car? {bk10-l2a-f3-02-q.mp3}
+PROMPT: Where did she park her car? {bk10-l2a-f3-02.mp3}
 OPTION: a | in a garage
 OPTION: b | on the street
 OPTION: c | in the parking lot {bk10-l2a-f3-02-a.mp3}
 ANSWER: c
-FEEDBACK: She parked her car in the parking lot. {bk10-l2a-f3-02-fb.mp3}
 
-PROMPT: Which store did she go to first? {bk10-l2a-f3-03-q.mp3}
+PROMPT: Which store did she go to first? {bk10-l2a-f3-03.mp3}
 OPTION: a | the variety store
 OPTION: b | the clothing store
 OPTION: c | the book shop {bk10-l2a-f3-03-a.mp3}
 ANSWER: c
-FEEDBACK: She went to the bookshop first. {bk10-l2a-f3-03-fb.mp3}
 
-PROMPT: Where did Ruth buy a dress? {bk10-l2a-f3-04-q.mp3}
+PROMPT: Where did Ruth buy a dress? {bk10-l2a-f3-04.mp3}
 OPTION: a | the variety store
 OPTION: b | the clothing store {bk10-l2a-f3-04-a.mp3}
 OPTION: c | the drug store
 ANSWER: b
-FEEDBACK: She bought a dress at the clothing store. {bk10-l2a-f3-04-fb.mp3}
 
-PROMPT: Can one buy a dress at a department store? {bk10-l2a-f3-05-q.mp3}
+PROMPT: Can one buy a dress at a department store? {bk10-l2a-f3-05.mp3}
 OPTION: a | maybe
 OPTION: b | yes {bk10-l2a-f3-05-a.mp3}
 OPTION: c | no
 ANSWER: b
-FEEDBACK: Yes, a department store sells dresses. {bk10-l2a-f3-05-fb.mp3}
 
-PROMPT: Can one buy a refrigerator at a variety store? {bk10-l2a-f3-06-q.mp3}
+PROMPT: Can one buy a refrigerator at a variety store? {bk10-l2a-f3-06.mp3}
 OPTION: a | maybe
 OPTION: b | yes
 OPTION: c | no {bk10-l2a-f3-06-a.mp3}
 ANSWER: c
-FEEDBACK: No, a variety store doesn't sell refrigerators. {bk10-l2a-f3-06-fb.mp3}
 
-PROMPT: How do you say, "She got her packages"? {bk10-l2a-f3-07-q.mp3}
+PROMPT: How do you say, "She got her packages"? {bk10-l2a-f3-07.mp3}
 OPTION: a | She received them. {bk10-l2a-f3-07-a.mp3}
 OPTION: b | She bought them.
 OPTION: c | She shopped for them.
 ANSWER: a
-FEEDBACK: She received them. {bk10-l2a-f3-07-fb.mp3}
 
-PROMPT: What does Ruth like to do? {bk10-l2a-f3-08-q.mp3}
+PROMPT: What does Ruth like to do? {bk10-l2a-f3-08.mp3}
 OPTION: a | park at the mall
 OPTION: b | go shopping {bk10-l2a-f3-08-a.mp3}
 OPTION: c | the mall
 ANSWER: b
-FEEDBACK: Ruth likes to go shopping. {bk10-l2a-f3-08-fb.mp3}
 
 # Source: ST §Logar Shopping Center Directory
 $GRAMMAR Logar Shopping Center Directory
 ID: l2-s3
-INTRO: Here's the directory of the Logar Shopping Center — two floors, twenty stores. Get to know it; you'll answer questions about it next.
+INTRO: Here's the store directory for the Logar Shopping Center — the sign you'd read by the entrance. Look it over; you'll answer questions about it next.
 
 ![A directory diagram of Logar Shopping Center showing first floor layout with store numbers 1 to 11 and second floor layout with store numbers 12 to 20](st-page_055_001.jpg)
 
@@ -199,16 +448,16 @@ INTRO: Here's the directory of the Logar Shopping Center — two floors, twenty
 
 **stairs**
 
-# Source: ST §Answer About the Directory
-$PRODUCE Answer About the Directory
+# Source: ST §Logar Shopping Center Directory (questions)
+$PRODUCE Using the Directory
 ID: l2-s4
 REFERENCE
-INTRO: Time to shop. Read each situation and type the store — or stores — where the shopper should go. The directory is right there if your memory isn't.
-INSTRUCTION: Type the name of the store or the kind of store.
+INTRO: Time to use the directory. For each situation, type the store — or stores — where the person should go. The directory stays open for you.
+INSTRUCTION: Look at the directory and type the name of the store or the kind of store.
 INPUT: type
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept the listed store names in any order and with minor spelling variation; when the prompt asks for a specific number of places, require that many correct names.
+RUBRIC: Evaluate against the directory. Accept any store names that correctly fit the prompt criteria.
 
 EXAMPLE
 PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
@@ -244,10 +493,12 @@ RESPONSE: Gene's Variety Store, Lead's Department Store, Homer's Department Stor
 PROMPT: Where can Joe buy some tools?
 RESPONSE: Lead's Department Store or Homer's Department Store.
 
+# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
+
 # Source: LLA 2A Figure 5
-$DIALOGUE Shopping at the Mall
+$DIALOGUE Frank and Doris at the Mall
 ID: 2a-f5
-INTRO: Frank and Doris talk about a day at the mall. Just listen — Doris did all the shopping; Frank only asks the questions.
+INTRO: Frank and Doris talk about her day at the mall — including the eternal struggle for a parking space. Just listen; questions follow.
 INSTRUCTION: Listen to the dialogue.
 
 Frank: Did you go shopping at the mall today? {bk10-l2a-f5-01.mp3}
@@ -255,16 +506,16 @@ Doris: I sure did. It was very crowded. At first I couldn't find a place in the
 Frank: Where did you shop? {bk10-l2a-f5-03.mp3}
 Doris: I shopped at the department store. I ordered a dress from there last week, and I went to pick it up. While I was there I bought some other things. {bk10-l2a-f5-04.mp3}
 Frank: Did you go to any other stores? {bk10-l2a-f5-05.mp3}
-Doris: Yes. I went to the book shop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
+Doris: Yes, I went to the bookshop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
 Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-07.mp3}
 Doris: Yes, I did. It was delicious. {bk10-l2a-f5-08.mp3}
 
 # Source: LLA 2A Figure 5 (questions)
-$PRODUCE Questions About the Dialogue
+$PRODUCE Questions About Doris's Day
 ID: 2a-f5-b
 REFERENCE
-INTRO: Answer the questions about Frank and Doris's conversation aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Answer these questions about Frank and Doris's conversation aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -284,166 +535,183 @@ RESPONSE: She went to the bookshop. {bk10-l2a-f5-12-a.mp3}
 PROMPT: Where did she eat lunch? {bk10-l2a-f5-13-q.mp3}
 RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-13-a.mp3}
 
-# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
-# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
+$SESSION 2-3: A Trip to the Mall
 
-$LESSON 2-2: A Day at the Mall
-
-# Source: LLA 2B Figure 1 (story)
+# Source: LLA 2B Figure 1
 $DIALOGUE Joan at the Shopping Center
 ID: 2b-f1
-INTRO: This part is built around a small drama: Joan loses her mother at the shopping center. Just listen to the story — it ends well.
+INTRO: In this part you'll follow a whole story and answer questions about it. Joan goes to the shopping center with her mother — and for a few bad minutes, without her. Just listen and watch the pictures.
 INSTRUCTION: Listen to the story.
 
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01a.mp3}
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-01b.mp3}
-LINE: Joan didn't see her mother leave. She was alone. {bk10-l2b-f1-01c.mp3}
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-01d.mp3}
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-01e.mp3}
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-01f.mp3}
-LINE: Everyone was glad to see her. {bk10-l2b-f1-01g.mp3}
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-01h.mp3}
-LINE: The mother politely thanked everyone for their help. {bk10-l2b-f1-01i.mp3}
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-01j.mp3}
-LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-01k.mp3}
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01.mp3}
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-02.mp3}
+LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-03.mp3}
+LINE: She was alone. {page_035_003.jpg} {bk10-l2b-f1-04.mp3}
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-05.mp3}
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-06.mp3}
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-07.mp3}
+LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-08.mp3}
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-09.mp3}
+LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-10.mp3}
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-11.mp3}
+LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-12.mp3}
 
-# Source: LLA 2B Figure 1 (vocabulary)
-$DIALOGUE Story Vocabulary
+# Source: LLA 2B Figure 1 (vocabulary pass)
+$DIALOGUE Words from the Story
 ID: 2b-f1-b
-INTRO: Now the story's vocabulary, one word at a time. Repeat each word and its sentence.
-INSTRUCTION: Repeat the word and the sentence.
+INTRO: Now the story's key words, one by one, each in its sentence. Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: supper
-LINE: Another name for dinner is supper. {bk10-l2b-f1-02.mp3}
+LINE: Another name for dinner is supper. {bk10-l2b-f1-13.mp3}
 
 VOCAB: shopping center
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-03.mp3}
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-14.mp3}
 
 VOCAB: up
 VOCAB: stairs
 VOCAB: floor
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-04.mp3}
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-15.mp3}
 
 VOCAB: alone
-LINE: Joan didn't see her mother leave. She was all alone. {bk10-l2b-f1-05.mp3}
+LINE: Joan didn't see her mother leave. She was all alone. {page_035_003.jpg} {bk10-l2b-f1-16.mp3}
 
 VOCAB: afraid
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-06.mp3}
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-17.mp3}
 
 VOCAB: everybody
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-07.mp3}
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-18.mp3}
 
 VOCAB: down
 VOCAB: escalator
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-08.mp3}
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-19.mp3}
 
 VOCAB: everyone
-LINE: Everyone was glad to see her. {bk10-l2b-f1-09.mp3}
+LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-20.mp3}
 
 VOCAB: ready
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-10.mp3}
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-21.mp3}
 
 VOCAB: politely
-LINE: The mother politely thanked everyone for their help. {bk10-l2b-f1-11.mp3}
+LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-22.mp3}
 
 VOCAB: decided
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-12.mp3}
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-23.mp3}
 
 VOCAB: neighbor
-LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-13.mp3}
+LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-24.mp3}
 
 # Source: LLA 2B Figure 2
 $SELECT True or False: Joan's Day
 ID: 2b-f2
-INTRO: True or false about Joan's day. Listen to each statement and tap your answer.
+REFERENCE: 2b-f1
+INTRO: Now check how well you followed Joan's adventure. Decide if each statement is true or false, tap your answer, then repeat the correct sentence you hear.
 INSTRUCTION: Tap True or False.
+REPEAT
+
 OPTION: t | True
 OPTION: f | False
 
-PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01.mp3}
+PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-q.mp3}
 ANSWER: t
-FEEDBACK: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-fb.mp3}
+FEEDBACK: Repeat: "Joan and her mother went to a shopping center." {bk10-l2b-f2-01-a.mp3}
 
-PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02.mp3}
+PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02-q.mp3}
 ANSWER: f
-FEEDBACK: Joan's mother went up the stairs to the second floor. {bk10-l2b-f2-02-fb.mp3}
+FEEDBACK: "Joan and her mother didn't go to the second floor on the escalator." Repeat: "Joan's mother went up the stairs to the second floor." {bk10-l2b-f2-02-a.mp3}
 
-PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03.mp3}
+PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03-q.mp3}
 ANSWER: f
-FEEDBACK: Joan was afraid to be alone. {bk10-l2b-f2-03-fb.mp3}
+FEEDBACK: Repeat: "Joan was afraid to be alone." {bk10-l2b-f2-03-a.mp3}
 
-PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04.mp3}
+PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04-q.mp3}
 ANSWER: t
-FEEDBACK: Everybody tried to help Joan. {bk10-l2b-f2-04-fb.mp3}
+FEEDBACK: Repeat: "Everybody tried to help Joan." {bk10-l2b-f2-04-a.mp3}
 
-PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05.mp3}
+PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05-q.mp3}
 ANSWER: t
-FEEDBACK: Joan's mother came down on the escalator. {bk10-l2b-f2-05-fb.mp3}
+FEEDBACK: Repeat: "Joan's mother came down on the escalator." {bk10-l2b-f2-05-a.mp3}
 
-PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06.mp3}
+PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06-q.mp3}
 ANSWER: f
-FEEDBACK: Joan was ready to go home. {bk10-l2b-f2-06-fb.mp3}
+FEEDBACK: Repeat: "Joan was ready to go home." {bk10-l2b-f2-06-a.mp3}
 
-PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07.mp3}
+PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-q.mp3}
 ANSWER: t
-FEEDBACK: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-fb.mp3}
+FEEDBACK: Repeat: "Joan decided to watch her mother more carefully next time." {bk10-l2b-f2-07-a.mp3}
 
-PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08.mp3}
+PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08-q.mp3}
 ANSWER: f
-FEEDBACK: After dinner, she told her neighbor about her day at the mall. {bk10-l2b-f2-08-fb.mp3}
+FEEDBACK: "Joan did talk about her day at the mall." Repeat: "After dinner, she told her neighbor about her day at the mall." {bk10-l2b-f2-08-a.mp3}
 
 # Source: LLA 2B Figure 3
 $PRODUCE Spelling Practice
 ID: 2b-f3
 INPUT: type
 CHECK: exact
-INTRO: Spelling time. Listen to each word being spelled out, letter by letter, and type it.
-INSTRUCTION: Type the word you hear spelled out.
+INTRO: Now spell this lesson's words. Listen to each word being spelled out, type it, then say it back.
+INSTRUCTION: Type the spelled word.
+REPEAT
 
-PROMPT: shopping center. S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01.mp3}
-RESPONSE: shopping center
+PROMPT: shopping center. S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01-q.mp3}
+RESPONSE: shopping center {bk10-l2b-f3-01-a.mp3}
 
-PROMPT: upstairs. U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02.mp3}
-RESPONSE: upstairs
+PROMPT: upstairs. U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02-q.mp3}
+RESPONSE: upstairs {bk10-l2b-f3-02-a.mp3}
 
-PROMPT: alone. A-L-O-N-E, alone. {bk10-l2b-f3-03.mp3}
-RESPONSE: alone
+PROMPT: alone. A-L-O-N-E, alone. {bk10-l2b-f3-03-q.mp3}
+RESPONSE: alone {bk10-l2b-f3-03-a.mp3}
 
-PROMPT: afraid. A-F-R-A-I-D, afraid. {bk10-l2b-f3-04.mp3}
-RESPONSE: afraid
+PROMPT: afraid. A-F-R-A-I-D, afraid. {bk10-l2b-f3-04-q.mp3}
+RESPONSE: afraid {bk10-l2b-f3-04-a.mp3}
 
-PROMPT: everybody. E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05.mp3}
-RESPONSE: everybody
+PROMPT: everybody. E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05-q.mp3}
+RESPONSE: everybody {bk10-l2b-f3-05-a.mp3}
 
-PROMPT: supper. S-U-P-P-E-R, supper. {bk10-l2b-f3-06.mp3}
-RESPONSE: supper
+PROMPT: supper. S-U-P-P-E-R, supper. {bk10-l2b-f3-06-q.mp3}
+RESPONSE: supper {bk10-l2b-f3-06-a.mp3}
 
-PROMPT: neighbor. N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07.mp3}
-RESPONSE: neighbor
+PROMPT: neighbor. N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07-q.mp3}
+RESPONSE: neighbor {bk10-l2b-f3-07-a.mp3}
 
-PROMPT: mall. M-A-L-L, mall. {bk10-l2b-f3-08.mp3}
-RESPONSE: mall
+PROMPT: mall. M-A-L-L, mall. {bk10-l2b-f3-08-q.mp3}
+RESPONSE: mall {bk10-l2b-f3-08-a.mp3}
 
-PROMPT: receive. R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09.mp3}
-RESPONSE: receive
+PROMPT: receive. R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09-q.mp3}
+RESPONSE: receive {bk10-l2b-f3-09-a.mp3}
 
-PROMPT: cafeteria. C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10.mp3}
-RESPONSE: cafeteria
+PROMPT: cafeteria. C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10-q.mp3}
+RESPONSE: cafeteria {bk10-l2b-f3-10-a.mp3}
+
+# Source: ST §Do You Want a Shake?
+$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg}
+ID: l2-s7
+INTRO: A short kitchen scene: Chris is shaking a glass, and Dorothy wants to know why. Listen for the word "shake" — you'll meet it again in the next story.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Dorothy: Chris, why are you shaking that glass?
+
+Chris: I'm making a chocolate shake.
+
+Dorothy: How do you make it?
+
+VOCAB: to shake | shake
+Chris: Well, I put some milk, chocolate, and ice cream in a glass with a top on it. Then I shake it. It's a delicious drink. Would you like one?
+
+Dorothy: No, thanks.
 
 # Source: ST §My Neighbor, Mrs. Wright
 $DIALOGUE My Neighbor, Mrs. Wright
 ID: l2-s10
-INTRO: Meet Jane and her favorite neighbor, Mrs. Wright — sixty-five years old, lives alone, and an excellent cook. The story reuses the words you just practiced. Listen, read, and repeat.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
+INTRO: Now a longer story: Jane and her favorite neighbor, Mrs. Wright — sixty-five, lives alone, and an excellent cook. Read along as you listen; questions follow.
+INSTRUCTION: Listen and read along.
 
 LINE: Mrs. Wright and I live in the same apartment building. She's my favorite neighbor.
 
-VOCAB: downstairs
 LINE: She lives in a downstairs apartment.
 
-VOCAB: upstairs
 LINE: I live upstairs.
 
 LINE: She's 65 years old and no one lives with her. She lives alone.
@@ -453,10 +721,8 @@ LINE: Sometimes we go shopping together.
 VOCAB: polite
 LINE: I help her take her packages to her apartment. She says that I'm very polite because I help her.
 
-VOCAB: afraid (of)
 LINE: I worry about her. I asked her, "Are you afraid to live alone?"
 
-VOCAB: to shake | shook
 LINE: She shook her head and said she wasn't afraid.
 
 VOCAB: to write down | wrote down
@@ -466,27 +732,29 @@ LINE: I told her to call me when she needed something. She was pleased and said,
 
 LINE: Last Friday, she asked me to have supper with her.
 
-LINE: I went to her apartment at 7:00 p.m. Mrs. Wright is a very good cook. She cooked some delicious chicken with potatoes. I really enjoyed my supper.
+LINE: I went to her apartment at 7:00 p.m. Mrs. Wright is a very good cook.
+LINE: She cooked some delicious chicken with potatoes. I really enjoyed my supper.
 
-VOCAB: to decide | decided
 LINE: After I got home, I wanted to do something nice for her. I decided to buy her a pet.
 
-LINE: I knew she liked cats. I went to the pet shop and found a beautiful cat. I bought the cat and took it to her.
+LINE: I knew she liked cats. I went to the pet shop and found a beautiful cat.
+LINE: I bought the cat and took it to her.
 
 VOCAB: to receive | receive
 LINE: She was very glad to receive the little cat and called him Poly.
 
-LINE: "Why did you call him Poly?" I asked. She said, "I always want to remember you, Jane, my very polite neighbor."
+LINE: "Why did you call him Poly?" I asked.
+LINE: She said, "I always want to remember you, Jane, my very polite neighbor."
 
 LINE: I was happy that she liked the cat, but I was happier that now she didn't live alone.
 
-# Source: ST §Answer About Mrs. Wright
-$PRODUCE Answer About Mrs. Wright
+# Source: ST §My Neighbor, Mrs. Wright (questions)
+$PRODUCE Questions About Mrs. Wright
 ID: l2-s11
 REFERENCE
-INTRO: Now answer questions about Jane and Mrs. Wright. Type your answers — the story is there to check if Poly's origin escapes you.
-INSTRUCTION: Type your answer.
-INPUT: type
+INTRO: Answer these questions about Jane and Mrs. Wright aloud, in full sentences. The story stays available if you need to check a detail.
+INSTRUCTION: Answer the questions aloud.
+INPUT: speak
 CHECK: llm
 SHOW_PROMPT
 RUBRIC: Treat the model answer as the factual key. Accept any reasonable phrasing.
@@ -527,188 +795,16 @@ RESPONSE: Because it reminded her of Jane, her very polite neighbor.
 PROMPT: What made Jane happier?
 RESPONSE: She was happier that now Mrs. Wright didn't live alone.
 
-$LESSON 2-3: Making Introductions
+# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
 
-# Source: ST §An Introduction
-$DIALOGUE An Introduction
-ID: l2-s5
-INTRO: New part, new skill: introducing people. Listen to Steve introduce Don to John, and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
+$SESSION 2-4: Happy to Help — Adjective + Infinitive
 
-VOCAB: Have you met
-Steve: John, have you met Don Clark? {st-page_061_001.jpg}
-
-John: No, I haven't. {st-page_061_001.jpg}
-
-VOCAB: let
-VOCAB: to introduce | introduce
-VOCAB: Let me introduce
-Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
-
-VOCAB: I'd like you to meet
-Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
-
-VOCAB: It's a pleasure to meet you.
-John: It's a pleasure to meet you. {st-page_061_002.jpg}
-
-Don: Glad to meet you, too. {st-page_061_002.jpg}
-
-# Source: ST §Pleased to Meet You
-$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
-ID: l2-s6
-INTRO: A more formal introduction, this time between officers. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
-
-VOCAB: How do you do?
-Major_Stans: How do you do, Captain Gray?
-
-Captain_Gray: How do you do, sir? I'm pleased to meet you.
-
-Major_Stans: Are you new in town?
-
-Captain_Gray: Yes, I arrived just two days ago.
-
-# Source: ST §Do You Want a Shake?
-$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg}
-ID: l2-s7
-INTRO: Dorothy wants to know why Chris is shaking a glass. Listen to the dialog, then repeat it — and pick up the verb "to shake" on the way.
-INSTRUCTION: Listen, then repeat each line.
-REPEAT
-
-Dorothy: Chris, why are you shaking that glass?
-
-Chris: I'm making a chocolate shake.
-
-Dorothy: How do you make it?
-
-VOCAB: to shake | shake
-Chris: Well, I put some milk, chocolate, and ice cream in a glass with a top on it. Then I shake it. It's a delicious drink. Would you like one?
-
-Dorothy: No, thanks.
-
-# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided.
-
-# Source: ST §Introductions: Men to Women
-$DIALOGUE Introductions: Men to Women
-ID: l2-s16
-INTRO: There are rules for polite introductions. Rule one: introduce men to women — speak to the woman first. Listen and repeat.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
-
-David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
-Jane: Hello, John. It's nice meeting you.
-
-Jeff: Hello, Mrs. Smith. How are you?
-Mrs_Smith: I'm fine, thanks. How are you?
-Jeff: I'd like you to meet my brother, Mark.
-Mrs_Smith: How do you do, Mark? I'm glad to know you.
-
-# Source: ST §Introductions: Younger to Older
-$DIALOGUE Introductions: Younger to Older
-ID: l2-s17
-INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
-
-Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
-Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
-Miss_Ash: How do you do, sir?
-
-Mr_West: Mr. Farr, I want you to meet my son Tommy.
-Mr_Farr: It's nice to meet you.
-Tommy: Thank you, sir.
-
-# Source: ST §Introductions: Lower to Higher Rank
-$DIALOGUE Introductions: Lower to Higher Rank
-ID: l2-s18
-INTRO: Rule three: introduce people of lower rank to people of higher rank. Generals first, sergeants second. Listen and repeat.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
-
-Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
-Sgt_Stacy: How do you do, sir?
-Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
-
-Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
-Col_Flowers: It's a pleasure to meet you, Captain Prince.
-Capt_Prince: Thank you, sir.
-
-# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
-
-# Source: ST §Everyone / Everybody
-$GRAMMAR Everyone and Everybody
-ID: l2-s8
-INTRO: One small grammar point before we move on. "Everyone" and "everybody" mean the same thing — and both take a singular verb, even though they mean a crowd.
-
-| | | |
-|---|---|---|
-| Does | everyone<br>everybody | like to go to the mall? |
-
-| | | |
-|---|---|---|
-| Yes, | everyone | likes to go to the mall. |
-| No, not | everybody | |
-
-# Source: ST §Ask and Answer: Everyone / Everybody
-$PRODUCE Ask and Answer: Everyone or Everybody
-ID: l2-s9
-INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember: singular verb.
-INSTRUCTION: Ask the question and answer yes or no.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a question using everyone or everybody with a singular verb, followed by a logical yes/no answer — complete or short, with either "everyone" or "everybody".
-
-EXAMPLE
-PROMPT: like to go to the mall
-RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
-
-PROMPT: like weekends
-RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
-
-PROMPT: is tired today
-RESPONSE: Is everyone tired today? No, not everybody is tired today.
-
-PROMPT: go shopping at the mall
-RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
-
-PROMPT: want more chicken
-RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
-
-PROMPT: in this office have a holiday on Monday
-RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
-
-PROMPT: like to have free time
-RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
-
-PROMPT: enjoy parties
-RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
-
-PROMPT: work on weekdays
-RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
-
-PROMPT: get up late on weekends
-RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
-
-PROMPT: in class speak English
-RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
-
-$LESSON 2-4: Glad to Meet You — Adjective + Infinitive
-
-# Source: ST §Predicate Adjective + Infinitive (grammar)
+# Source: ST §Predicate Adjective + Infinitive
 $GRAMMAR Adjective + Infinitive
 ID: l2-s12
-INTRO: In this part you'll learn the pattern behind "pleased to meet you": an adjective followed by an infinitive — glad to help, ready to go, afraid to ask.
+INTRO: You've been hearing sentences like "Joan was ready to go home" and "Everyone was glad to see her." In this part you'll learn that pattern and practice it until it's automatic.
+
+After adjectives like **happy**, **glad**, **sorry**, **ready**, **upset**, **pleased**, and **afraid**, use the infinitive — **to** + verb.
 
 The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes follow an adjective in the pattern:
 **Subject + BE + adjective + infinitive.**
@@ -723,8 +819,10 @@ The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes f
 | Lt Brooks is | sorry | to say | good-bye to his men. |
 | Is Linda | afraid | to live | alone? |
 
+Listen: {Janet is happy to be back in town.} {Frank was glad to help Judy move.}
+
 # Source: ST §Predicate Adjective + Infinitive (sentences)
-$DIALOGUE Adjective + Infinitive in Sentences
+$DIALOGUE Adjective + Infinitive Sentences
 ID: l2-s13
 INTRO: Here's the pattern in ten everyday sentences. Listen and repeat each one.
 INSTRUCTION: Listen and repeat each sentence.
@@ -746,33 +844,33 @@ $PRODUCE Make a New Sentence
 ID: 2b-f4
 INPUT: speak
 CHECK: reveal
+INTRO: Now build the pattern yourself. Listen to the short sentence, read the cue on your screen, and combine them into one adjective-plus-infinitive sentence. Then repeat the correct answer.
+INSTRUCTION: Combine the spoken sentence and the printed cue.
 REPEAT
-INTRO: Now drill the pattern. Listen to the short sentence, use the words on the screen to combine them into one sentence with a to-infinitive, then repeat the correct answer.
-INSTRUCTION: Say the new combined sentence aloud.
 
 EXAMPLE
-PROMPT: Sam was glad. {bk10-l2b-f4-ex.mp3}
 TEMPLATE: He *has* a new car.
+PROMPT: Sam was glad. {bk10-l2b-f4-ex-q.mp3}
 RESPONSE: Sam was glad to have a new car. {bk10-l2b-f4-ex-a.mp3}
 
-PROMPT: Fran is pleased. {bk10-l2b-f4-01.mp3}
 TEMPLATE: She *has* a new coat.
+PROMPT: Fran is pleased. {bk10-l2b-f4-01-q.mp3}
 RESPONSE: Fran is pleased to have a new coat. {bk10-l2b-f4-01-a.mp3}
 
-PROMPT: Roger is sorry. {bk10-l2b-f4-02.mp3}
 TEMPLATE: He's *leaving* Texas.
+PROMPT: Roger is sorry. {bk10-l2b-f4-02-q.mp3}
 RESPONSE: Roger is sorry to leave Texas. {bk10-l2b-f4-02-a.mp3}
 
-PROMPT: Jane is afraid. {bk10-l2b-f4-03.mp3}
 TEMPLATE: She's *going* to the doctor's.
-RESPONSE: Jane is afraid to go to the doctors. {bk10-l2b-f4-03-a.mp3}
+PROMPT: Jane is afraid. {bk10-l2b-f4-03-q.mp3}
+RESPONSE: Jane is afraid to go to the doctor's. {bk10-l2b-f4-03-a.mp3}
 
-PROMPT: Lil was happy. {bk10-l2b-f4-04.mp3}
 TEMPLATE: She *got* the message.
+PROMPT: Lil was happy. {bk10-l2b-f4-04-q.mp3}
 RESPONSE: Lil was happy to get the message. {bk10-l2b-f4-04-a.mp3}
 
-PROMPT: Max was surprised. {bk10-l2b-f4-05.mp3}
 TEMPLATE: He *lost* his ID.
+PROMPT: Max was surprised. {bk10-l2b-f4-05-q.mp3}
 RESPONSE: Max was surprised to find his ID under the bed. {bk10-l2b-f4-05-a.mp3}
 
 # Source: LLA 2B Figure 5
@@ -780,33 +878,33 @@ $PRODUCE Answer with an Infinitive
 ID: 2b-f5
 INPUT: speak
 CHECK: reveal
+INTRO: Same pattern, new job: listen to the question and answer it aloud using the printed cue words. Then repeat the correct answer.
+INSTRUCTION: Answer aloud using the printed cues.
 REPEAT
-INTRO: Same pattern, now in answers. Listen to the question, answer it aloud using the words on the screen, then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cue words.
 
 EXAMPLE
-PROMPT: Is he happy? {bk10-l2b-f5-ex.mp3}
 TEMPLATE: yes, *go* home
+PROMPT: Is he happy? {bk10-l2b-f5-ex-q.mp3}
 RESPONSE: Yes, he's happy to go home tomorrow. {bk10-l2b-f5-ex-a.mp3}
 
-PROMPT: Was Jane afraid? {bk10-l2b-f5-01.mp3}
 TEMPLATE: yes, *lose* her wallet
+PROMPT: Was Jane afraid? {bk10-l2b-f5-01-q.mp3}
 RESPONSE: Yes, she was afraid to lose her wallet. {bk10-l2b-f5-01-a.mp3}
 
-PROMPT: What was he scared to do? {bk10-l2b-f5-02.mp3}
 TEMPLATE: *cross* the highway
+PROMPT: What was he scared to do? {bk10-l2b-f5-02-q.mp3}
 RESPONSE: He was scared to cross the highway. {bk10-l2b-f5-02-a.mp3}
 
-PROMPT: Were they happy? {bk10-l2b-f5-03.mp3}
 TEMPLATE: no, *move* out of town
+PROMPT: Were they happy? {bk10-l2b-f5-03-q.mp3}
 RESPONSE: No, they weren't happy to move out of town. {bk10-l2b-f5-03-a.mp3}
 
-PROMPT: Is it dangerous here? {bk10-l2b-f5-04.mp3}
 TEMPLATE: yes, *swim*
+PROMPT: Is it dangerous here? {bk10-l2b-f5-04-q.mp3}
 RESPONSE: Yes, it's dangerous to swim here. {bk10-l2b-f5-04-a.mp3}
 
-PROMPT: Is John glad? {bk10-l2b-f5-05.mp3}
 TEMPLATE: no, *change* jobs
+PROMPT: Is John glad? {bk10-l2b-f5-05-q.mp3}
 RESPONSE: No, he's not glad to change jobs. {bk10-l2b-f5-05-a.mp3}
 
 # Source: LLA 2B Figure 6
@@ -814,37 +912,84 @@ $PRODUCE Ask a Question
 ID: 2b-f6
 INPUT: speak
 CHECK: reveal
+INTRO: Now you ask the questions. Turn the words on the screen into a question with an adjective and an infinitive, say it aloud, then repeat the correct question.
+INSTRUCTION: Ask a question aloud.
 REPEAT
-INTRO: Your turn to ask. Use the words on the screen to form a question aloud, then repeat the correct question.
-INSTRUCTION: Ask the question aloud.
 
 EXAMPLE
 TEMPLATE: you / ready / eat
-RESPONSE: Are you ready to eat? {bk10-l2b-f6-ex.mp3}
+RESPONSE: Are you ready to eat? {bk10-l2b-f6-ex-a.mp3}
 
 TEMPLATE: you / ready / go
-RESPONSE: Are you ready to go? {bk10-l2b-f6-01.mp3}
+RESPONSE: Are you ready to go? {bk10-l2b-f6-01-a.mp3}
 
 TEMPLATE: he / sad / leave
-RESPONSE: Is he sad to leave? {bk10-l2b-f6-02.mp3}
+RESPONSE: Is he sad to leave? {bk10-l2b-f6-02-a.mp3}
 
 TEMPLATE: it / safe / play here
-RESPONSE: Is it safe to play here? {bk10-l2b-f6-03.mp3}
+RESPONSE: Is it safe to play here? {bk10-l2b-f6-03-a.mp3}
 
 TEMPLATE: you / afraid / swim
-RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04.mp3}
+RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04-a.mp3}
 
 TEMPLATE: they / ready / eat
-RESPONSE: Are they ready to eat? {bk10-l2b-f6-05.mp3}
+RESPONSE: Are they ready to eat? {bk10-l2b-f6-05-a.mp3}
 
-TEMPLATE: she / happy / leave
-RESPONSE: Is she happy to leave? {bk10-l2b-f6-06.mp3}
+TEMPLATE: why / she / happy / leave
+RESPONSE: Is she happy to leave? {bk10-l2b-f6-06-a.mp3}
+
+# Source: ST §Make One Sentence (kept as a second, spaced pass after the LLA drill)
+$PRODUCE Combine the Sentences
+ID: l2-s14
+INTRO: One more round of sentence combining — this time you read both sentences yourself. Make one sentence aloud with the adjective and the infinitive.
+INSTRUCTION: Read the two sentences. Then make one sentence aloud.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Harry is happy. He has a new car.
+RESPONSE: Harry is happy to have a new car.
+
+EXAMPLE
+PROMPT: Lt Anderson was upset. He saw the high bill.
+RESPONSE: Lt Anderson was upset to see the high bill.
+
+PROMPT: Jane isn't afraid. She lives alone.
+RESPONSE: Jane isn't afraid to live alone.
+
+PROMPT: Jack was pleased. He heard from Ted.
+RESPONSE: Jack was pleased to hear from Ted.
+
+PROMPT: The captain is ready. He's going to the gym.
+RESPONSE: The captain is ready to go to the gym.
+
+PROMPT: Dennis is glad. He has a new bicycle.
+RESPONSE: Dennis is glad to have a new bicycle.
+
+PROMPT: Mr. Stevens was sorry. He heard about the accident.
+RESPONSE: Mr. Stevens was sorry to hear about the accident.
+
+PROMPT: Susan and Peggy aren't ready. They are going to the mall.
+RESPONSE: Susan and Peggy aren't ready to go to the mall.
+
+PROMPT: Maggie was upset. She lost her money.
+RESPONSE: Maggie was upset to lose her money.
+
+PROMPT: Frank was happy. He learned how to drive.
+RESPONSE: Frank was happy to learn how to drive.
+
+PROMPT: Nancy was glad. She received a letter from her brother.
+RESPONSE: Nancy was glad to receive a letter from her brother.
+
+PROMPT: Joe Montana was upset. He broke his leg.
+RESPONSE: Joe Montana was upset to break his leg.
 
 # Source: ST §Yes, I'll Be Happy To...
 $PRODUCE Yes, I'll Be Happy To
 ID: l2-s15
-INTRO: Now be polite under pressure. Answer each request or remark using the cue in parentheses — "Yes, I'll be happy to help," and so on.
-INSTRUCTION: Answer aloud using the cue.
+INTRO: Now use the pattern to be polite. Read each situation and answer aloud with the cue adjective — "happy", "glad", "sorry" — plus an infinitive.
+INSTRUCTION: Answer the questions aloud using the cues.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -878,14 +1023,200 @@ RESPONSE: Yes, I'll be glad to help you.
 PROMPT: Are you in Jane's class? She really needs help with her French. (no/but/happy)
 RESPONSE: No, but I'll be happy to help her.
 
-$LESSON 2-5: The Plane Leaves at Nine — Simple Present as Future
+# Source: LLA 2B Figure 7
+$PRODUCE Dictation: Opening a Bank Account
+ID: 2b-f7
+INPUT: type
+CHECK: exact
+INTRO: To finish this part, a dictation. It's good advice about opening a bank account — and full of infinitives, if you're keeping count. Type each phrase exactly as you hear it.
+INSTRUCTION: Type what you hear.
+
+PROMPT: Do you know. {bk10-l2b-f7-01.mp3}
+RESPONSE: Do you know
+
+PROMPT: How to open. {bk10-l2b-f7-02.mp3}
+RESPONSE: how to open
+
+PROMPT: An account at a bank. {bk10-l2b-f7-03.mp3}
+RESPONSE: an account at a bank?
+
+PROMPT: First select a bank. {bk10-l2b-f7-04.mp3}
+RESPONSE: First select a bank
+
+PROMPT: Near your home. {bk10-l2b-f7-05.mp3}
+RESPONSE: near your home
+
+PROMPT: Or office. {bk10-l2b-f7-06.mp3}
+RESPONSE: or office.
+
+PROMPT: Then go to the bank. {bk10-l2b-f7-07.mp3}
+RESPONSE: Then go to the bank
+
+PROMPT: And speak to. {bk10-l2b-f7-08.mp3}
+RESPONSE: and speak to
+
+PROMPT: The bank clerk. {bk10-l2b-f7-09.mp3}
+RESPONSE: the bank clerk.
+
+PROMPT: It's best to take. {bk10-l2b-f7-10.mp3}
+RESPONSE: It's best to take
+
+PROMPT: Your ID with you. {bk10-l2b-f7-11.mp3}
+RESPONSE: your ID with you.
+
+PROMPT: The bank clerk will ask. {bk10-l2b-f7-12.mp3}
+RESPONSE: The bank clerk will ask
+
+PROMPT: For your name and address. {bk10-l2b-f7-13.mp3}
+RESPONSE: for your name and address.
+
+PROMPT: He'll also ask. {bk10-l2b-f7-14.mp3}
+RESPONSE: He'll also ask
+
+PROMPT: About your job. {bk10-l2b-f7-15.mp3}
+RESPONSE: about your job.
+
+PROMPT: It's good to have. {bk10-l2b-f7-16.mp3}
+RESPONSE: It's good to have
+
+PROMPT: A savings account. {bk10-l2b-f7-17.mp3}
+RESPONSE: a savings account
+
+PROMPT: And a checking account. {bk10-l2b-f7-18.mp3}
+RESPONSE: and a checking account.
+
+PROMPT: Open both of them. {bk10-l2b-f7-19.mp3}
+RESPONSE: Open both of them.
+
+$SESSION 2-5: Conversations and Future Plans
+
+# Source: LLA 2C Figure 1
+$DIALOGUE Let's Go Shopping
+ID: 2c-f1
+INTRO: In this part you'll sharpen your listening with three short conversations, then learn a new way to talk about the future. First: Peg needs new clothes, and Mary is happy to help her spend money.
+INSTRUCTION: Listen to the dialogue.
+
+Peg: Let's go shopping, Mary. I need some new clothes. {bk10-l2c-f1-01.mp3}
+Mary: Okay, Peg. There's a nice dress shop in the mall. There's a good shoe store there too. I'll help you shop. {bk10-l2c-f1-02.mp3}
+Mary: I don't need any clothes, but I do want to get some things at the department store. {bk10-l2c-f1-03.mp3}
+Peg: This will be fun. Let's go. {bk10-l2c-f1-04.mp3}
+
+# Source: LLA 2C Figure 1 (questions)
+$SELECT Questions: Let's Go Shopping
+ID: 2c-f1-b
+REFERENCE
+INTRO: Now answer three quick questions about Peg and Mary's plans.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: What does Peg need? {bk10-l2c-f1-05-q.mp3}
+OPTION: a | a new car
+OPTION: b | some new books
+OPTION: c | some new clothes
+ANSWER: c
+FEEDBACK: Peg needs some new clothes. {bk10-l2c-f1-05-a.mp3}
+
+PROMPT: Where are they going? {bk10-l2c-f1-06-q.mp3}
+OPTION: a | to the mall
+OPTION: b | to school
+OPTION: c | to the lab
+ANSWER: a
+FEEDBACK: They are going to the mall. {bk10-l2c-f1-06-a.mp3}
+
+PROMPT: Where does Mary want to go? {bk10-l2c-f1-07-q.mp3}
+OPTION: a | to the drugstore
+OPTION: b | to the parking lot
+OPTION: c | to the department store
+ANSWER: c
+FEEDBACK: Mary wants to go to the department store. {bk10-l2c-f1-07-a.mp3}
+
+# Source: LLA 2C Figure 2
+$DIALOGUE Cold Weather
+ID: 2c-f2
+INTRO: Conversation two: two men comparing the cold — and it's always colder somewhere else. Listen for the temperatures.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Brr, it's cold. {bk10-l2c-f2-01.mp3}
+Man2: It sure is, but it's colder in the north. They had ice on their roads this morning. {bk10-l2c-f2-02.mp3}
+Man1: What was the temperature up north? {bk10-l2c-f2-03.mp3}
+Man2: It was 10 degrees. {bk10-l2c-f2-04.mp3}
+Man1: That's very cold. I guess I shouldn't say 36 degrees; it's cold. {bk10-l2c-f2-05.mp3}
+
+# Source: LLA 2C Figure 2 (questions)
+$SELECT Questions: Cold Weather
+ID: 2c-f2-b
+REFERENCE
+INTRO: Three questions about the weather conversation — the numbers matter here.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Where did they have ice on the roads? {bk10-l2c-f2-06-q.mp3}
+OPTION: a | in the north
+OPTION: b | in the west
+OPTION: c | in the morning
+ANSWER: a
+FEEDBACK: They had ice on the roads in the north. {bk10-l2c-f2-06-a.mp3}
+
+PROMPT: What was the temperature in the north? {bk10-l2c-f2-07-q.mp3}
+OPTION: a | 36 degrees
+OPTION: b | freezing
+OPTION: c | 10 degrees
+ANSWER: c
+FEEDBACK: The temperature in the north was 10 degrees. {bk10-l2c-f2-07-a.mp3}
+
+PROMPT: What is the temperature here? {bk10-l2c-f2-08-q.mp3}
+OPTION: a | freezing
+OPTION: b | 36 degrees
+OPTION: c | 10 degrees
+ANSWER: b
+FEEDBACK: The temperature here is 36 degrees. {bk10-l2c-f2-08-a.mp3}
+
+# Source: LLA 2C Figure 3
+$DIALOGUE Summer Vacation
+ID: 2c-f3
+INTRO: Conversation three: Art wants mountains, his family wants the ocean. Listen for the friend's diplomatic solution.
+INSTRUCTION: Listen to the dialogue.
+
+Friend: Are you going to take a vacation this summer, Art? {bk10-l2c-f3-01.mp3}
+Art: Yes, but I haven't decided on the place. {bk10-l2c-f3-02.mp3}
+Friend: I thought you were going to drive to the mountains. {bk10-l2c-f3-03.mp3}
+Art: I'd like to. I want to go there because I like to take long walks in the mountains, but my family wants to go to the ocean. They like to swim. {bk10-l2c-f3-04.mp3}
+Friend: Maybe you can go to a lake. They can swim and you can walk. {bk10-l2c-f3-05.mp3}
+
+# Source: LLA 2C Figure 3 (questions)
+$SELECT Questions: Summer Vacation
+ID: 2c-f3-b
+REFERENCE
+INTRO: Three questions about Art's vacation problem.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Where does Art want to go? {bk10-l2c-f3-06-q.mp3}
+OPTION: a | the ocean
+OPTION: b | the lake
+OPTION: c | the mountains
+ANSWER: c
+FEEDBACK: Art wants to go to the mountains. {bk10-l2c-f3-06-a.mp3}
+
+PROMPT: What does his family like to do? {bk10-l2c-f3-07-q.mp3}
+OPTION: a | walk
+OPTION: b | swim
+OPTION: c | drive
+ANSWER: b
+FEEDBACK: His family likes to swim. {bk10-l2c-f3-07-a.mp3}
+
+PROMPT: Where did his friends say they should go? {bk10-l2c-f3-08-q.mp3}
+OPTION: a | a lake
+OPTION: b | the mountains
+OPTION: c | the ocean
+ANSWER: a
+FEEDBACK: His friends said they should go to the lake. {bk10-l2c-f3-08-a.mp3}
 
 # Source: ST §Simple Present as Future
 $GRAMMAR Simple Present as Future
 ID: l2-s19
-INTRO: In this part you'll learn a handy trick: English uses the simple present for scheduled future events — "The plane leaves at nine."
+INTRO: Speaking of vacations — here's a small surprise about English: for schedules and plans, you can talk about the future with the simple present tense.
 
-Sometimes we use the simple present tense to express a future action.
+For planned or scheduled events, English often uses the **simple present** with a future time word: {The bus arrives tomorrow.}
+
+Sometimes we use the simple present tense to express a future action. All four of these sentences describe the same future event:
 
 | | | |
 |---|---|---|
@@ -894,11 +1225,27 @@ Sometimes we use the simple present tense to express a future action.
 | | is arriving | |
 | | arrives | |
 
+# Source: LLA 2C Figure 4
+$DIALOGUE Future Time Expressions
+ID: 2c-f4
+INTRO: Listen to each pair of sentences — same future, two ways to say it. Repeat both.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: The Smiths shop next week for their trip. {bk10-l2c-f4-01.mp3}
+LINE: The Smiths will shop next week for their trip. {bk10-l2c-f4-02.mp3}
+
+LINE: They leave next month on their vacation. {bk10-l2c-f4-03.mp3}
+LINE: They are going to leave next month on their vacation. {bk10-l2c-f4-04.mp3}
+
+LINE: They pack their suitcases tomorrow. {bk10-l2c-f4-05.mp3}
+LINE: They are packing their suitcases tomorrow. {bk10-l2c-f4-06.mp3}
+
 # Source: ST §Tony's Plane Arrives at 3:05
-$DIALOGUE Tony's Travel Plans
+$DIALOGUE Tony's Plane Arrives at 3:05
 ID: l2-s20
-INTRO: Tony checks his trip with a travel agent. Notice how the present tense does all the future work — the plane hasn't moved yet. Listen and repeat.
-INSTRUCTION: Listen and repeat each line.
+INTRO: Here's the pattern at work in real life: Tony checks his travel plans with an agent, and nearly every answer is simple present about the future. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Tony_White: Hello, Ms. Dodson. Am I leaving on Monday?
@@ -915,11 +1262,59 @@ Tony_White: Thank you for the information.
 Travel_Agent: Here's a schedule for the trip, sir. Have a good time.
 Tony_White: Thanks again.
 
+# Source: LLA 2C Figure 5
+$PRODUCE The Smiths' Vacation {page_043_001.jpg}
+ID: 2c-f5
+INPUT: type
+CHECK: exact
+INTRO: The Smiths are off on a very full vacation. You'll hear each sentence with "will" — type the simple present form of the verb to say the same thing.
+INSTRUCTION: Type the correct verb form.
+
+EXAMPLE
+TEMPLATE: The Smiths ____{are} on vacation all of next month.
+PROMPT: The Smiths will be on vacation all of next month. {bk10-l2c-f5-ex.mp3}
+RESPONSE: The Smiths are on vacation all of next month. {bk10-l2c-f5-ex-a.mp3}
+ACCEPT: are
+
+TEMPLATE: Their plane ____{arrives} in London tomorrow morning.
+PROMPT: Their plane will arrive in London tomorrow morning. {bk10-l2c-f5-01-q.mp3}
+RESPONSE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-01-a.mp3}
+ACCEPT: arrives
+
+TEMPLATE: The next week they ____{fly} to Rome.
+PROMPT: The next week they will fly to Rome. {bk10-l2c-f5-02-q.mp3}
+RESPONSE: The next week they fly to Rome. {bk10-l2c-f5-02-a.mp3}
+ACCEPT: fly
+
+TEMPLATE: They ____{spend} a week there.
+PROMPT: They will spend a week there. {bk10-l2c-f5-03-q.mp3}
+RESPONSE: They spend a week there. {bk10-l2c-f5-03-a.mp3}
+ACCEPT: spend
+
+TEMPLATE: Then they ____{go} on to Cairo.
+PROMPT: Then they will go on to Cairo. {bk10-l2c-f5-04-q.mp3}
+RESPONSE: Then they go on to Cairo. {bk10-l2c-f5-04-a.mp3}
+ACCEPT: go
+
+TEMPLATE: They ____{sightsee} in Cairo for a week.
+PROMPT: They will sightsee in Cairo for a week. {bk10-l2c-f5-05-q.mp3}
+RESPONSE: They sightsee in Cairo for a week. {bk10-l2c-f5-05-a.mp3}
+ACCEPT: sightsee
+
+TEMPLATE: After that they ____{fly} home.
+PROMPT: After that they will fly home. {bk10-l2c-f5-06-q.mp3}
+RESPONSE: After that they fly home. {bk10-l2c-f5-06-a.mp3}
+ACCEPT: fly
+
+TEMPLATE: Then Jim and Jan Smith ____{return} to work, and the children ____{go} back to school.
+PROMPT: Then Jim and Jan Smith will return to work, and the children will go back to school. {bk10-l2c-f5-07-q.mp3}
+RESPONSE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-07-a.mp3}
+
 # Source: ST §The Game Starts Tonight
 $PRODUCE The Game Starts Tonight
 ID: l2-s21
-INTRO: Change each sentence to the simple present tense for a future action, then check the model.
-INSTRUCTION: Say the sentence in the simple present.
+INTRO: Now say it yourself. Read each sentence and change it to the simple present for a future action — then check against the model.
+INSTRUCTION: Change the sentence to use the simple present tense for a future action.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -955,7 +1350,7 @@ RESPONSE: Kevin rides with John on Thursday.
 # Source: ST §When Does He Leave?
 $PRODUCE When Does He Leave?
 ID: l2-s22
-INTRO: Now work backwards. Read each sentence and ask a question about the underlined word or words.
+INTRO: Now ask about the future. Read each sentence and ask a question about the underlined word or words — who, what, when, where, or what time.
 INSTRUCTION: Ask a question about the emphasized word(s).
 INPUT: speak
 CHECK: reveal
@@ -988,14 +1383,14 @@ PROMPT: *The Green's* check in at 4:00 tomorrow.
 RESPONSE: Who checks in at 4:00 tomorrow?
 
 # Source: ST §Yes, It Leaves...
-$PRODUCE Yes, It Leaves At...
+$PRODUCE Yes, It Leaves
 ID: l2-s23
-INTRO: Ask and answer using the cues — planes, games, and check-out times. Say both the question and the answer.
-INSTRUCTION: Ask and answer based on the cues.
+INTRO: Ask and answer, both from the cues: build a question from the first part, then answer it using the words in parentheses.
+INSTRUCTION: Ask and answer questions based on the cues.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a simple-present question from the first cue and answer it correctly based on the second cue. Either "the" or "your" is fine in the question, and the answer may be full or short (e.g. "Yes, it does.").
+RUBRIC: The learner must form a question from the first cue and answer it correctly based on the second cue, following the pattern of the examples.
 
 EXAMPLE
 PROMPT: plane/leave/tonight (yes)
@@ -1042,9 +1437,9 @@ PROMPT: check out/hotel/tomorrow (no/day after tomorrow)
 RESPONSE: Do you check out of the hotel tomorrow? No, I check out the day after tomorrow.
 
 # Source: ST §Martin AFB Graduation Day Schedule
-$GRAMMAR Graduation Day Schedule
+$GRAMMAR Martin AFB Graduation Day Schedule
 ID: l2-s24
-INTRO: Here's Lt Wilson's graduation-day schedule at Martin AFB, hour by hour. You'll ask and answer questions about it next.
+INTRO: Here's Lt Wilson's schedule for graduation day at Martin AFB — a busy day, right up to the plane. You'll use it to ask and answer questions next.
 
 | Time | Place | Activity |
 |---|---|---|
@@ -1059,12 +1454,12 @@ INTRO: Here's Lt Wilson's graduation-day schedule at Martin AFB, hour by hour. Y
 $PRODUCE On Graduation Day
 ID: l2-s25
 REFERENCE
-INTRO: Ask and answer questions about Lt Wilson's schedule, using the simple present for his future day. Say both parts aloud.
-INSTRUCTION: Ask and answer about the schedule item.
+INTRO: Using the schedule, ask a question about each event — the time, the place, or the activity — and answer it aloud in the simple present. The schedule stays open for you.
+INSTRUCTION: Ask and answer questions about Lt Wilson's schedule.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept any reasonable question about the event's time, place, or activity, with a matching correct answer using the simple present.
+RUBRIC: Accept reasonable questions about the scheduled event (time, place, or activity) and a correct answer based on the schedule.
 
 EXAMPLE
 PROMPT: 1100 gym graduation
@@ -1085,181 +1480,434 @@ RESPONSE: Where does he check out of his room? He checks out of his room at the
 PROMPT: 1430 airport plane departs
 RESPONSE: What happens at 1430? His plane departs from the airport.
 
-$LESSON 2-6: Topics, Main Ideas, and Paragraphs
+$SESSION 2-6: Let Me Introduce You
 
-# Source: LLA 2A Figure 1
-$SELECT Topics and Main Ideas
-ID: 2a-f1
-INTRO: New part, new skill: finding what a paragraph is about. The topic is the subject in a few words; the main idea is the point. Listen to each paragraph, then choose.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: Jan was hungry. She wanted a candy bar. She finally found a vending machine. It took her money, but it didn't give her any candy or her money back. She shook the machine. She was angry. She didn't have any more change. It always happens. Machines don't always work when you need them. Select the topic. {bk10-l2a-f1-01a.mp3}
-OPTION: a | vending machines {bk10-l2a-f1-01b.mp3}
-OPTION: b | more change
-OPTION: c | a candy bar
-ANSWER: a
-
-PROMPT: The topic of the paragraph is "Vending Machines." Now select the main idea. {bk10-l2a-f1-02a.mp3}
-OPTION: a | Jan wanted a candy bar.
-OPTION: b | Machines don't always work. {bk10-l2a-f1-02b.mp3}
-OPTION: c | Jan shook the machine.
-ANSWER: b
-FEEDBACK: The main idea is: "Machines don't always work." {bk10-l2a-f1-02c.mp3}
-
-PROMPT: When you lend a friend money, you sometimes hurt your friendship. When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. Why? Because you won't feel good around him until he gives you back the money. It may be difficult, but it's better not to lend money to a friend. Select the topic. {bk10-l2a-f1-03a.mp3}
-OPTION: a | giving money back
-OPTION: b | feeling good
-OPTION: c | money and friendship {bk10-l2a-f1-03b.mp3}
-ANSWER: c
-
-PROMPT: The topic of the paragraph is "Money and Friendship." Now select the main idea. {bk10-l2a-f1-04a.mp3}
-OPTION: a | Don't lend money to friends. {bk10-l2a-f1-04b.mp3}
-OPTION: b | Don't ask friends for advice.
-OPTION: c | Friends don't pay back money.
-ANSWER: a
-FEEDBACK: The main idea is: "Don't lend money to friends." {bk10-l2a-f1-04c.mp3}
-
-PROMPT: Nell works in a bank. She opens and closes accounts for people every day. She gives them the checkbooks for their checking accounts. She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. Bank work isn't easy, but Nell likes it very much. Select the topic in Number 3. {bk10-l2a-f1-05a.mp3}
-OPTION: a | Nell's bank
-OPTION: b | Nell's work {bk10-l2a-f1-05b.mp3}
-OPTION: c | Nell's help
-ANSWER: b
-
-PROMPT: The topic is "Nell's Work." Now select the main idea. {bk10-l2a-f1-06a.mp3}
-OPTION: a | Nell's bank cashes checks.
-OPTION: b | Nell opens and closes accounts.
-OPTION: c | Nell likes to work in the bank. {bk10-l2a-f1-06b.mp3}
-ANSWER: c
-FEEDBACK: The main idea is: "Nell likes to work in the bank." {bk10-l2a-f1-06c.mp3}
-
-# SKIPPED (book): ST Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the same skill is covered here by LLA 2A Figures 1 and 6.
-
-# Source: LLA 2A Figure 6 (paragraph 1)
-$DIALOGUE Paragraph: Apartment Managers
-ID: 2a-f6
-INTRO: Now no choices to lean on — you'll find the topic and main idea yourself. First, listen to this paragraph about a hard-working profession.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Apartment managers have a difficult job. {bk10-l2a-f6-01.mp3}
-LINE: They make appointments, show the people the empty apartments, and take deposits on the rent. {bk10-l2a-f6-02.mp3}
-LINE: They also have to talk to people when things in the apartments break or don't work. {bk10-l2a-f6-03.mp3}
-LINE: Many times they have to work longer than 8 hours a day. {bk10-l2a-f6-04.mp3}
-LINE: It's not an easy job. {bk10-l2a-f6-05.mp3}
-
-# Source: LLA 2A Figure 6 (topic & main idea 1)
-$PRODUCE Topic and Main Idea: Apartment Managers
-ID: 2a-f6-b
-REFERENCE
-INTRO: Type the topic and the main idea of the paragraph you just heard. Short phrases are fine.
-INSTRUCTION: Type the topic or main idea.
-INPUT: type
-CHECK: llm
-RUBRIC: For the topic, accept "apartment managers" or similar phrases. For the main idea, accept statements indicating that apartment managers have a difficult, hard, or demanding job.
-
-PROMPT: Write the topic. {bk10-l2a-f6-06-q.mp3}
-RESPONSE: Apartment managers.
-
-PROMPT: The topic is "Apartment managers." Now write the main idea. {bk10-l2a-f6-07-q.mp3}
-RESPONSE: Apartment managers have difficult jobs.
-
-# Source: LLA 2A Figure 6 (paragraph 2)
-$DIALOGUE Paragraph: Jane's Animals
-ID: 2a-f6-c
-INTRO: One more paragraph — this one has two dogs, a cat, and a bird in it. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Jane likes animals. {bk10-l2a-f6-08.mp3}
-LINE: She has 2 dogs, a cat, and a bird. {bk10-l2a-f6-09.mp3}
-LINE: She keeps her cat and bird in the house. {bk10-l2a-f6-10.mp3}
-LINE: She has a yard with a fence, and her dogs stay outside in the yard. {bk10-l2a-f6-11.mp3}
-LINE: She is good to her animals, and she likes to play with them. {bk10-l2a-f6-12.mp3}
-
-# Source: LLA 2A Figure 6 (topic & main idea 2)
-$PRODUCE Topic and Main Idea: Jane's Animals
-ID: 2a-f6-d
-REFERENCE
-INTRO: Same job as before: type the topic and the main idea of the paragraph you just heard.
-INSTRUCTION: Type the topic or main idea.
-INPUT: type
-CHECK: llm
-RUBRIC: For the topic, accept "Jane's animals," "Jane's pets," or similar phrases. For the main idea, accept statements indicating that Jane likes her animals or pets.
-
-PROMPT: Write the topic. {bk10-l2a-f6-13-q.mp3}
-RESPONSE: Jane's animals.
-
-PROMPT: The topic is "Jane's animals." Now write the main idea. {bk10-l2a-f6-14-q.mp3}
-RESPONSE: Jane likes animals.
-
-# Source: ST §Mrs. Lewis's Classes
-$DIALOGUE Mrs. Lewis's Classes
-ID: l2-s31
-INTRO: A short paragraph about Mrs. Lewis and her two language classes. Read and repeat — you'll outline it next.
-INSTRUCTION: Listen and repeat each line.
+# Source: ST §An Introduction
+$DIALOGUE An Introduction
+ID: l2-s5
+INTRO: This part gives the lesson its name: you'll learn to introduce people — and to survive being introduced. Watch how Steve introduces Don to John, and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Mrs. Lewis teaches different languages.
-LINE: She teaches French and German.
-LINE: In her French class, she has four men and six women.
-LINE: In her German class she has more men than women.
-LINE: She has eight men and three women.
-LINE: It doesn't matter to Mrs. Lewis. She enjoys both of her classes.
+VOCAB: Have you met
+Steve: John, have you met Don Clark? {st-page_061_001.jpg}
 
-# Source: ST §Complete the Outline: Mrs. Lewis's Classes
-$PRODUCE Outline: Mrs. Lewis's Classes
-ID: l2-s32
-REFERENCE
-INTRO: Now organize what you read. Complete the outline of the paragraph, one slot at a time — the paragraph is there to check.
-INSTRUCTION: Complete the outline from the paragraph.
-INPUT: type
+John: No, I haven't. {st-page_061_001.jpg}
 
-TEMPLATE: Mrs. Lewis's Classes
-SLOT: 1 | First class | French class
-SLOT: 2 | Number of men | four men
-SLOT: 2 | Number of women | six women
-SLOT: 1 | Second class | German class
-SLOT: 2 | Number of men | eight men
-SLOT: 2 | Number of women | three women
+VOCAB: to introduce | introduce
+VOCAB: Let me introduce
+Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
 
-# Source: ST §Many Languages
-$DIALOGUE Many Languages
-ID: l2-s33
-INTRO: One more paragraph to outline — Mr. Gill's class, where everyone seems to speak at least two languages. Read and repeat.
-INSTRUCTION: Listen and repeat each line.
+VOCAB: I'd like you to meet
+Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
+
+VOCAB: It's a pleasure to meet you.
+John: It's a pleasure to meet you. {st-page_061_002.jpg}
+
+Don: Glad to meet you, too. {st-page_061_002.jpg}
+
+# Source: ST §Pleased to Meet You
+$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
+ID: l2-s6
+INTRO: Now a more formal version, between officers. Notice "How do you do?" — it's a greeting, not a real question. Repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-LINE: Mr. Gill's English class has students from many different countries.
-LINE: Some of his students are from Spain, France, and Saudi Arabia.
-LINE: His students often speak two languages.
-LINE: Most of the students from Spain speak Spanish and French.
-LINE: Those from France speak French and German.
-LINE: Some of the Saudi Arabians go to school in France.
-LINE: Those students can speak Arabic and French.
-LINE: Mr. Gill enjoys his class. He has learned many interesting things about the world from his students.
+Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
 
-# Source: ST §Complete the Outline: Mr. Gill's Students
-$PRODUCE Outline: Mr. Gill's Students
-ID: l2-s34
+VOCAB: How do you do?
+Major_Stans: How do you do, Captain Gray?
+
+Captain_Gray: How do you do, sir? I'm pleased to meet you.
+
+Major_Stans: Are you new in town?
+
+Captain_Gray: Yes, I arrived just two days ago.
+
+# Source: LLA 2C Figure 6
+$DIALOGUE Have You Met Jack? {page_044_001.jpg}
+ID: 2c-f6
+INTRO: Here's the same situation on tape: Sally introduces Mary and Jack. Just listen to what people say when they meet for the first time.
+INSTRUCTION: Listen to the dialogue.
+
+Sally: Mary, have you met Jack? {bk10-l2c-f6-01.mp3}
+Mary: No, I haven't. {bk10-l2c-f6-02.mp3}
+Sally: Let me introduce you. Mary, this is Jack Jones. Jack, this is Mary Barr. {bk10-l2c-f6-03.mp3}
+Mary: How do you do, Jack? {bk10-l2c-f6-04.mp3}
+Jack: It's a pleasure to meet you, Mary. {bk10-l2c-f6-05.mp3}
+
+# Source: LLA 2C Figure 7
+$DIALOGUE Introduction Phrases
+ID: 2c-f7
+INTRO: Here are the standard introduction phrases, one by one. Repeat each until it feels natural — you'll build sentences from them next.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: I'd like you to meet my sister. {bk10-l2c-f7-01.mp3}
+LINE: Have you met my friend Joe? {bk10-l2c-f7-02.mp3}
+LINE: Let me introduce you to my wife. {bk10-l2c-f7-03.mp3}
+LINE: I want you to meet my husband. {bk10-l2c-f7-04.mp3}
+LINE: This is David Williams. {bk10-l2c-f7-05.mp3}
+LINE: It's a pleasure to meet you. {bk10-l2c-f7-06.mp3}
+LINE: I'm happy to meet you. {bk10-l2c-f7-07.mp3}
+LINE: How do you do? {bk10-l2c-f7-08.mp3}
+
+# Source: LLA 2C Figure 8
+$PRODUCE Complete the Introduction
+ID: 2c-f8
+INPUT: speak
+CHECK: reveal
+INTRO: Now build the phrases yourself. Listen to the name or words, put them into the sentence on your screen, and say the whole thing aloud. Then repeat the correct answer.
+INSTRUCTION: Say the complete sentence aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: I'd like you to meet __________. (Lieutenant Anders)
+PROMPT: Lieutenant Anders. {bk10-l2c-f8-ex-q.mp3}
+RESPONSE: I'd like you to meet Lieutenant Anders. {bk10-l2c-f8-ex-a.mp3}
+
+TEMPLATE: I'd like you to meet __________.
+PROMPT: Captain Carr. {bk10-l2c-f8-01-q.mp3}
+RESPONSE: I'd like you to meet Captain Carr. {bk10-l2c-f8-01-a.mp3}
+
+TEMPLATE: Have you met __________?
+PROMPT: Jane Smith. {bk10-l2c-f8-02-q.mp3}
+RESPONSE: Have you met Jane Smith? {bk10-l2c-f8-02-a.mp3}
+
+TEMPLATE: Let me introduce you to __________.
+PROMPT: My mother. {bk10-l2c-f8-03-q.mp3}
+RESPONSE: Let me introduce you to my mother. {bk10-l2c-f8-03-a.mp3}
+
+TEMPLATE: I want you to meet my sister __________.
+PROMPT: Rita. {bk10-l2c-f8-04-q.mp3}
+RESPONSE: I want you to meet my sister Rita. {bk10-l2c-f8-04-a.mp3}
+
+TEMPLATE: This is __________.
+PROMPT: Colonel Davis. {bk10-l2c-f8-05-q.mp3}
+RESPONSE: This is Colonel Davis. {bk10-l2c-f8-05-a.mp3}
+
+TEMPLATE: It's __________ to meet you.
+PROMPT: A pleasure. {bk10-l2c-f8-06-q.mp3}
+RESPONSE: It's a pleasure to meet you. {bk10-l2c-f8-06-a.mp3}
+
+TEMPLATE: I'm __________ to meet you.
+PROMPT: Glad. {bk10-l2c-f8-07-q.mp3}
+RESPONSE: I'm glad to meet you. {bk10-l2c-f8-07-a.mp3}
+
+# Source: ST §Introductions: Men to Women
+$DIALOGUE Introducing Men to Women
+ID: l2-s16
+INTRO: Introductions have rules about who you speak to first. Rule one: introduce men to women — speak to the woman first. Listen to the rule and repeat the dialogs.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
+
+David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
+Jane: Hello, John. It's nice meeting you.
+
+Jeff: Hello, Mrs. Smith. How are you?
+Mrs_Smith: I'm fine, thanks. How are you?
+Jeff: I'd like you to meet my brother, Mark.
+Mrs_Smith: How do you do, Mark? I'm glad to know you.
+
+# Source: ST §Introductions: Younger to Older
+$DIALOGUE Introducing Younger to Older
+ID: l2-s17
+INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
+
+Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
+Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
+Miss_Ash: How do you do, sir?
+
+Mr_West: Mr. Farr, I want you to meet my son Tommy.
+Mr_Farr: It's nice to meet you.
+Tommy: Thank you, sir.
+
+# Source: ST §Introductions: Lower to Higher Rank
+$DIALOGUE Introducing Lower to Higher Rank
+ID: l2-s18
+INTRO: Rule three, for military life: introduce people of lower rank to people of higher rank — the general never waits. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
+
+Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
+Sgt_Stacy: How do you do, sir?
+Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
+
+Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
+Col_Flowers: It's a pleasure to meet you, Captain Prince.
+Capt_Prince: Thank you, sir.
+
+# Source: new (gap: the three introduction rules are drilled in LLA 2C Figure 9 but never summarized in one place; ST "RULES FOR INTRODUCTIONS" was instructor-read)
+$GRAMMAR Rules for Introductions
+ID: 2c-f9-a
+INTRO: Here are the three rules in one place. Keep them handy — you'll use them in the next drill.
+
+Who do you speak to **first**?
+
+- **Men to women** — speak to and look at the woman first: {Jane, this is John Green.}
+- **Younger to older** — speak to the older person first.
+- **Lower rank to higher rank** — speak to the person of higher rank first: {Mrs. Hall, this is Mr. Win.}
+
+Say the more senior person's name first, then introduce the other person to them.
+
+# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided (rules reconstructed above from the printed dialog notes).
+
+# Source: LLA 2C Figure 9
+$PRODUCE Make an Introduction
+ID: 2c-f9
 REFERENCE
-INTRO: Complete the outline of Mr. Gill's class — three countries, two languages each. The paragraph is there if you need it.
-INSTRUCTION: Complete the outline from the paragraph.
-INPUT: type
+INPUT: speak
+CHECK: reveal
+INTRO: Now apply the rules. You'll hear two names — decide who to speak to first and make the full introduction aloud. The rules stay open if you need them.
+INSTRUCTION: Make the introduction aloud.
+REPEAT
 
-TEMPLATE: Mr. Gill's Students
-SLOT: 1 | First country | Spain
-SLOT: 2 | First language | Spanish
-SLOT: 2 | Second language | French
-SLOT: 1 | Second country | France
-SLOT: 2 | First language | French
-SLOT: 2 | Second language | German
-SLOT: 1 | Third country | Saudi Arabia
-SLOT: 2 | First language | Arabic
-SLOT: 2 | Second language | French
+EXAMPLE
+TEMPLATE: Mrs. Hall (woman) / Mr. Win (man)
+PROMPT: Mrs. Hall and Mr. Win. {bk10-l2c-f9-ex-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mrs. Hall, this is Mr. Win. {bk10-l2c-f9-ex-a.mp3}
+
+TEMPLATE: Lieutenant Ali / Colonel James
+PROMPT: Lieutenant Ali and Colonel James. {bk10-l2c-f9-01-q.mp3}
+RESPONSE: I'd like you to meet my friend. Colonel James, this is Lieutenant Ali. {bk10-l2c-f9-01-a.mp3}
+
+TEMPLATE: Mary Wilson / John Hill
+PROMPT: Mary Wilson and John Hill. {bk10-l2c-f9-02-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mary Wilson, this is John Hill. {bk10-l2c-f9-02-a.mp3}
+
+TEMPLATE: Captain Black / Sergeant Green
+PROMPT: Captain Black and Sergeant Green. {bk10-l2c-f9-03-q.mp3}
+RESPONSE: I'd like you to meet my friend. Captain Black, this is Sergeant Green. {bk10-l2c-f9-03-a.mp3}
+
+TEMPLATE: Jack Brown / Jane Smith
+PROMPT: Jack Brown and Jane Smith. {bk10-l2c-f9-04-q.mp3}
+RESPONSE: I'd like you to meet my friend. Jane Smith, this is Jack Brown. {bk10-l2c-f9-04-a.mp3}
+
+TEMPLATE: Private White / Sergeant Gray
+PROMPT: Private White and Sergeant Gray. {bk10-l2c-f9-05-q.mp3}
+RESPONSE: I'd like you to meet my friend. Sergeant Gray, this is Private White. {bk10-l2c-f9-05-a.mp3}
+
+TEMPLATE: Colonel Hall / General Davis
+PROMPT: Colonel Hall and General Davis. {bk10-l2c-f9-06-q.mp3}
+RESPONSE: I'd like you to meet my friend. General Davis, this is Colonel Hall. {bk10-l2c-f9-06-a.mp3}
+
+# Source: LLA 2C Figure 10
+$DIALOGUE Meet Ms. Dowell
+ID: 2c-f10
+INTRO: One last introduction scene — two students and their instructor. Listen closely: in a moment you'll play all three parts yourself.
+INSTRUCTION: Listen to the dialogue.
+
+Student1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
+Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
+Student2: How do you do, sir? {bk10-l2c-f10-03.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Are the Instructor
+ID: 2c-f10-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now take a part in the conversation. You are the instructor: listen to the student, then say the instructor's line.
+INSTRUCTION: Speak the Instructor's line.
+
+PROMPT: Student 1: Mr. Hill, have you met Ms. Jane Dowell? She will be in your class this week. {bk10-l2c-f10-04-q.mp3}
+RESPONSE: Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Are Student 1
+ID: 2c-f10-c
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: This time you begin: you are Student 1, making the introduction. Say your line, then compare with the recording.
+INSTRUCTION: Speak Student 1's line.
+
+TEMPLATE: Student 1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week.
+RESPONSE: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Are Student 2
+ID: 2c-f10-d
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Last role: you are Student 2, the one being introduced. Listen to the instructor, then respond politely.
+INSTRUCTION: Speak Student 2's line.
+
+PROMPT: Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
+RESPONSE: Student 2: How do you do, sir? {bk10-l2c-f10-03.mp3}
+
+# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
+# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
+
+# Source: ST §Everyone / Everybody
+$GRAMMAR Everyone / Everybody
+ID: l2-s8
+INTRO: Two words that mean exactly the same thing: "everyone" and "everybody". The only trap is the verb — it stays singular.
+
+**Everyone** and **everybody** both mean *every person* — and both take a **singular** verb: {everyone likes to go to the mall}.
+
+| | | |
+|---|---|---|
+| Does | everyone<br>everybody | like to go to the mall? |
+
+| | | |
+|---|---|---|
+| Yes, | everyone | likes to go to the mall. |
+| No, not | everybody | |
+
+# Source: ST §Ask and Answer: Everyone / Everybody
+$PRODUCE Ask and Answer: Everyone / Everybody
+ID: l2-s9
+INTRO: Build a question with "everyone" or "everybody" from the cue, then answer it yes or no — remember the singular verb.
+INSTRUCTION: Ask a question with everyone or everybody, then answer yes or no.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a question using everyone or everybody, and a logical Yes/No answer matching the grammar of the example.
+
+EXAMPLE
+PROMPT: like to go to the mall
+RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
+
+PROMPT: like weekends
+RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
+
+PROMPT: is tired today
+RESPONSE: Is everyone tired today? No, not everybody is tired today.
+
+PROMPT: go shopping at the mall
+RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
+
+PROMPT: want more chicken
+RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
+
+PROMPT: in this office have a holiday on Monday
+RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
+
+PROMPT: like to have free time
+RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
+
+PROMPT: enjoy parties
+RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
+
+PROMPT: work on weekdays
+RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
+
+PROMPT: get up late on weekends
+RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
+
+PROMPT: in class speak English
+RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
+
+# Source: new (gap: someone/anyone is drilled in LLA 2C Figure 11 but never explained anywhere in the lesson)
+$GRAMMAR Someone or Anyone
+ID: 2c-f11-a
+INTRO: One more word pair before the drill: "someone" and "anyone".
+
+- Use **someone** in affirmative sentences: {Yes, I told someone the story.}
+- Use **anyone** in negative sentences: {No, I didn't see anyone.}
+- In questions, both are common: {Did you see anyone at the party?} {Did you tell someone the story?}
+
+# Source: LLA 2C Figure 11
+$PRODUCE Someone or Anyone
+ID: 2c-f11
+INPUT: speak
+CHECK: reveal
+INTRO: Use the cue to ask a question with "someone" or "anyone", then give the yes or no answer shown. Then listen to the correct version.
+INSTRUCTION: Ask the question and give the answer.
+
+EXAMPLE
+TEMPLATE: hit with ball (no)
+RESPONSE: Did you hit someone with the ball? — No, I didn't hit anyone. {bk10-l2c-f11-ex-a.mp3}
+
+TEMPLATE: see at the party (no)
+RESPONSE: Did you see anyone at the party? — No, I didn't see anyone. {bk10-l2c-f11-01-a.mp3}
+
+TEMPLATE: hurt feelings (yes)
+RESPONSE: Did she hurt anyone's feelings? — Yes, she hurt someone's feelings. {bk10-l2c-f11-02-a.mp3}
+
+TEMPLATE: talk on the phone (no)
+RESPONSE: Did you talk to someone on the phone? — No, I didn't talk to anyone on the phone. {bk10-l2c-f11-03-a.mp3}
+
+TEMPLATE: lie at school (no)
+RESPONSE: Did you lie to anyone at school? — No, I didn't lie to anyone at school. {bk10-l2c-f11-04-a.mp3}
+
+TEMPLATE: tell the story (yes)
+RESPONSE: Did you tell someone the story? — Yes, I told someone the story. {bk10-l2c-f11-05-a.mp3}
+
+TEMPLATE: tell the correct time (no)
+RESPONSE: Did you tell someone the correct time? — No, I didn't tell anyone. {bk10-l2c-f11-06-a.mp3}
+
+$SESSION 2-7: Putting Ideas in Order
+
+# Source: LLA 2D Figure 1
+$DIALOGUE Connective Words
+ID: 2d-f1
+INTRO: This part is about telling things in order. These little words — "first", "then", "finally" — are the signposts of a story. Listen and repeat each one; you'll hear them in paragraphs next.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: After. {bk10-l2d-f1-01.mp3}
+LINE: After that. {bk10-l2d-f1-02.mp3}
+LINE: Finally. {bk10-l2d-f1-03.mp3}
+LINE: First. {bk10-l2d-f1-04.mp3}
+LINE: Last. {bk10-l2d-f1-05.mp3}
+LINE: Next. {bk10-l2d-f1-06.mp3}
+LINE: Then. {bk10-l2d-f1-07.mp3}
+
+# Source: LLA 2D Figure 1 (exercise)
+$PRODUCE Write the Connective Words
+ID: 2d-f1-b
+INPUT: type
+CHECK: exact
+INTRO: Listen to each paragraph and catch the signposts. Type the connective words you hear, in the order they come.
+INSTRUCTION: Type the connective words.
+
+EXAMPLE
+PROMPT: Ted is going to study. First, he gets his books. Then, he fixes his light. Finally, he starts to study. {bk10-l2d-f1-ex.mp3}
+TEMPLATE: a. ____{first}
+TEMPLATE: b. ____{then}
+TEMPLATE: c. ____{finally}
+RESPONSE: a. first, b. then, c. finally.
+
+PROMPT: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. Then, she decided to go to the variety store. After that, she went downstairs to the shoe shop. Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-08.mp3}
+TEMPLATE: a. ____{first}
+TEMPLATE: b. ____{then}
+TEMPLATE: c. ____{after that}
+TEMPLATE: d. ____{finally}
+RESPONSE: a. first, b. then, c. after that, d. finally.
+
+PROMPT: Ted had to stop overnight in a motel. First, he checked in at the office. Then, he drove to his room and parked his car. Next, he took his suitcase into the room and hung up his suit. Then, he showered and got ready for bed. He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-09.mp3}
+TEMPLATE: a. ____{first}
+TEMPLATE: b. ____{then}
+TEMPLATE: c. ____{next}
+TEMPLATE: d. ____{then}
+TEMPLATE: e. ____{finally}
+RESPONSE: a. first, b. then, c. next, d. then, e. finally.
+
+PROMPT: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. Next, they have meats and then vegetables. After that, they have breads and then desserts. Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-10.mp3}
+TEMPLATE: a. ____{first}
+TEMPLATE: b. ____{next}
+TEMPLATE: c. ____{then}
+TEMPLATE: d. ____{after that}
+TEMPLATE: e. ____{then}
+TEMPLATE: f. ____{last}
+RESPONSE: a. first, b. next, c. then, d. after that, e. then, f. last.
 
 # Source: ST §Match the Sentences: My Apartment
 $SELECT Match the Sentences: My Apartment
 ID: l2-s35
-INTRO: These sentence parts make a little story about furnishing an apartment. Match each beginning with its ending.
-INSTRUCTION: Tap the ending that completes each sentence.
+INTRO: Now build a little story yourself. Match each sentence beginning with the ending that completes it.
+INSTRUCTION: Match the sentence parts.
 OPTION: a | I bought a new stove and refrigerator.
 OPTION: b | I bought a new sofa and end tables.
 OPTION: c | but now I enjoy my apartment more.
@@ -1278,10 +1926,10 @@ TEMPLATE: Then for my kitchen,
 ANSWER: a
 
 # Source: ST §Order the Sentences: My Apartment
-$SELECT Order the Story: My Apartment
+$SELECT Order the Sentences: My Apartment
 ID: l2-s36
 ORDER
-INTRO: Same story, whole sentences this time. Put them in order so the story makes sense.
+INTRO: Same four sentences — now put them in story order. The connective words "first" and "then" are your clues.
 INSTRUCTION: Put the sentences in the correct order.
 
 TEMPLATE: Put the story in order.
@@ -1294,8 +1942,8 @@ ANSWER: a,b,c,d
 # Source: ST §Match the Sentences: The Trip
 $SELECT Match the Sentences: The Trip
 ID: l2-s37
-INTRO: Another story in pieces — Fred and Jane's vacation. Match each beginning with its ending.
-INSTRUCTION: Tap the ending that completes each sentence.
+INTRO: Another story to assemble — Fred and Jane's vacation. Match each beginning with its ending.
+INSTRUCTION: Match the sentence parts.
 OPTION: a | and stayed overnight in many nice hotels.
 OPTION: b | a vacation.
 OPTION: c | enjoyed their trip.
@@ -1318,7 +1966,7 @@ TEMPLATE: Fred and Jane took
 ANSWER: b
 
 # Source: ST §Order the Sentences: The Trip
-$SELECT Order the Story: The Trip
+$SELECT Order the Sentences: The Trip
 ID: l2-s38
 ORDER
 INTRO: Now put Fred and Jane's trip in order, from packing to happy memories.
@@ -1332,15 +1980,222 @@ OPTION: d | They used many rolls of film.
 OPTION: e | Fred and Jane both enjoyed their trip.
 ANSWER: a,b,c,d,e
 
-# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
+# Source: ST §Mrs. Lewis's Classes
+$DIALOGUE Mrs. Lewis's Classes
+ID: l2-s31
+INTRO: Ordered ideas can also go into an outline. First, listen to a short paragraph about Mrs. Lewis and her two language classes — note the numbers.
+INSTRUCTION: Listen to the paragraph.
 
-$LESSON 2-7: Around the Mall — Prepositions, Review, and Dictation
+LINE: Mrs. Lewis teaches different languages.
+LINE: She teaches French and German.
+LINE: In her French class, she has four men and six women.
+LINE: In her German class she has more men than women.
+LINE: She has eight men and three women.
+LINE: It doesn't matter to Mrs. Lewis. She enjoys both of her classes.
+
+# Source: ST §Complete the Outline: Mrs. Lewis's Classes
+$PRODUCE Outline: Mrs. Lewis's Classes
+ID: l2-s32
+REFERENCE
+INTRO: Now organize what you heard into an outline: the two classes, and how many men and women are in each. You can review the paragraph as you go.
+INSTRUCTION: Complete the outline from the paragraph.
+INPUT: type
+
+TEMPLATE: Mrs. Lewis's Classes
+SLOT: 1 | First class | French class
+SLOT: 2 | Number of men | four men
+SLOT: 2 | Number of women | six women
+SLOT: 1 | Second class | German class
+SLOT: 2 | Number of men | eight men
+SLOT: 2 | Number of women | three women
+
+# Source: ST §Many Languages
+$DIALOGUE Many Languages
+ID: l2-s33
+INTRO: One more paragraph for outlining: Mr. Gill's English class, where the students already speak two languages each. Listen for the countries and the languages.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mr. Gill's English class has students from many different countries.
+LINE: Some of his students are from Spain, France, and Saudi Arabia.
+LINE: His students often speak two languages.
+LINE: Most of the students from Spain speak Spanish and French.
+LINE: Those from France speak French and German.
+LINE: Some of the Saudi Arabians go to school in France.
+LINE: Those students can speak Arabic and French.
+LINE: Mr. Gill enjoys his class. He has learned many interesting things about the world from his students.
+
+# Source: ST §Complete the Outline: Mr. Gill's Students
+$PRODUCE Outline: Mr. Gill's Students
+ID: l2-s34
+REFERENCE
+INTRO: Fill in the outline: three countries, and the two languages each group speaks. The paragraph stays available for review.
+INSTRUCTION: Complete the outline from the paragraph.
+INPUT: type
+
+TEMPLATE: Mr. Gill's Students
+SLOT: 1 | First country | Spain
+SLOT: 2 | First language | Spanish
+SLOT: 2 | Second language | French
+SLOT: 1 | Second country | France
+SLOT: 2 | First language | French
+SLOT: 2 | Second language | German
+SLOT: 1 | Third country | Saudi Arabia
+SLOT: 2 | First language | Arabic
+SLOT: 2 | Second language | French
+
+$SESSION 2-8: Prepositions of Place
+
+# Source: LLA 2D Figure 2
+$DIALOGUE Prepositions of Place
+ID: 2d-f2
+INTRO: Last part of the lesson: saying exactly where things are — on, under, next to, across from. Look at each picture, listen, and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: The book is on the table. {page_048_001.jpg} {bk10-l2d-f2-01.mp3}
+
+LINE: The bookshop is in the mall. {page_048_002.jpg} {bk10-l2d-f2-02a.mp3}
+LINE: The variety store is next to the bookshop. {page_048_002.jpg} {bk10-l2d-f2-02b.mp3}
+
+LINE: The cafeteria is by the stairs. {page_048_003.jpg} {bk10-l2d-f2-03.mp3}
+
+LINE: The department store is at the corner of Vine and 10th Street. {page_048_004.jpg} {bk10-l2d-f2-04.mp3}
+
+LINE: Ned lives near the shopping center. {page_048_005.jpg} {bk10-l2d-f2-05.mp3}
+
+LINE: The carpet is under the chair. {page_048_006.jpg} {bk10-l2d-f2-06.mp3}
+
+LINE: The restaurant is across from the bank. {page_048_007.jpg} {bk10-l2d-f2-07.mp3}
+
+LINE: The car is in front of the bus. {page_048_008.jpg} {bk10-l2d-f2-08.mp3}
+
+LINE: The light is above the garage door. {page_048_009.jpg} {bk10-l2d-f2-09.mp3}
+
+LINE: The small pictures are below the large picture. {page_048_010.jpg} {bk10-l2d-f2-10.mp3}
+
+LINE: The motel is in back of the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11a.mp3}
+LINE: The motel is behind the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11b.mp3}
+
+# Source: LLA 2D Figure 3
+$SELECT Which Preposition Do You Hear?
+ID: 2d-f3
+INTRO: Now train your ear. Listen to each sentence and tap the preposition you heard, then repeat the sentence.
+INSTRUCTION: Tap the word you hear.
+REPEAT
+
+EXAMPLE
+PROMPT: The book is on the table. {bk10-l2d-f3-ex-q.mp3}
+OPTION: a | in
+OPTION: b | on {bk10-l2d-f3-ex-a.mp3}
+OPTION: c | by
+ANSWER: b
+
+PROMPT: The bookshop is in the mall. {bk10-l2d-f3-01-q.mp3}
+OPTION: a | in {bk10-l2d-f3-01-a.mp3}
+OPTION: b | up
+OPTION: c | on
+ANSWER: a
+
+PROMPT: His room is by the stairs. {bk10-l2d-f3-02-q.mp3}
+OPTION: a | down
+OPTION: b | by {bk10-l2d-f3-02-a.mp3}
+OPTION: c | up
+ANSWER: b
+
+PROMPT: The tree is in front of the house. {bk10-l2d-f3-03-q.mp3}
+OPTION: a | near
+OPTION: b | over
+OPTION: c | in front of {bk10-l2d-f3-03-a.mp3}
+ANSWER: c
+
+PROMPT: The truck is in back of the car. {bk10-l2d-f3-04-q.mp3}
+OPTION: a | in back of {bk10-l2d-f3-04-a.mp3}
+OPTION: b | in front of
+OPTION: c | under
+ANSWER: a
+
+PROMPT: David is at the store. {bk10-l2d-f3-05-q.mp3}
+OPTION: a | at {bk10-l2d-f3-05-a.mp3}
+OPTION: b | in
+OPTION: c | on
+ANSWER: a
+
+PROMPT: Jack sits near Ned. {bk10-l2d-f3-06-q.mp3}
+OPTION: a | over
+OPTION: b | near {bk10-l2d-f3-06-a.mp3}
+OPTION: c | by
+ANSWER: b
+
+PROMPT: The small pictures are below the large picture. {bk10-l2d-f3-07-q.mp3}
+OPTION: a | by
+OPTION: b | over
+OPTION: c | below {bk10-l2d-f3-07-a.mp3}
+ANSWER: c
+
+PROMPT: She keeps her shoes under the bed. {bk10-l2d-f3-08-q.mp3}
+OPTION: a | under {bk10-l2d-f3-08-a.mp3}
+OPTION: b | down
+OPTION: c | over
+ANSWER: a
+
+PROMPT: The lab is across from the library. {bk10-l2d-f3-09-q.mp3}
+OPTION: a | across from {bk10-l2d-f3-09-a.mp3}
+OPTION: b | near
+OPTION: c | down
+ANSWER: a
+
+PROMPT: Jim's room is above mine. {bk10-l2d-f3-10-q.mp3}
+OPTION: a | near
+OPTION: b | above {bk10-l2d-f3-10-a.mp3}
+OPTION: c | in back of
+ANSWER: b
+
+# Source: LLA 2D Figure 4
+$PRODUCE Answer with Prepositions
+ID: 2d-f4
+INPUT: speak
+CHECK: reveal
+INTRO: Now you say where things are. Look at the picture and the cue words, listen to the question, and answer aloud in a full sentence. Then repeat the correct answer.
+INSTRUCTION: Answer aloud in a full sentence.
+REPEAT
+
+PROMPT: Where's the money? {page_050_001.jpg} {bk10-l2d-f4-01-q.mp3}
+TEMPLATE: on, under
+RESPONSE: The money is on the table, under the book. {bk10-l2d-f4-01-a.mp3}
+
+PROMPT: Did you park your car next to the mall? {page_050_002.jpg} {bk10-l2d-f4-02-q.mp3}
+TEMPLATE: no, but near
+RESPONSE: No, but I parked my car near the mall. {bk10-l2d-f4-02-a.mp3}
+
+PROMPT: Is the department store at the corner? {page_050_003.jpg} {bk10-l2d-f4-03-q.mp3}
+TEMPLATE: yes, across from
+RESPONSE: Yes, the department store is at the corner across from the drugstore. {bk10-l2d-f4-03-a.mp3}
+
+PROMPT: Where did you leave your car? {page_050_004.jpg} {bk10-l2d-f4-04-q.mp3}
+TEMPLATE: behind, in
+RESPONSE: I left my car behind the restaurant, in the parking lot. {bk10-l2d-f4-04-a.mp3}
+
+PROMPT: Is the insurance office by the variety store? {page_050_005.jpg} {bk10-l2d-f4-05-q.mp3}
+TEMPLATE: no, 2nd floor, above
+RESPONSE: No, the insurance office is on the second floor, above the variety store. {bk10-l2d-f4-05-a.mp3}
+
+PROMPT: Where did she put the rug? {page_050_006.jpg} {bk10-l2d-f4-06-q.mp3}
+TEMPLATE: in front of
+RESPONSE: She put the rug in front of the sofa. {bk10-l2d-f4-06-a.mp3}
+
+PROMPT: Is the dog in the house? {page_050_007.jpg} {bk10-l2d-f4-07-q.mp3}
+TEMPLATE: in back of
+RESPONSE: No, the dog's not in the house. He's in back of the house. {bk10-l2d-f4-07-a.mp3}
+
+PROMPT: Where is the airplane flying? {page_050_008.jpg} {bk10-l2d-f4-08-q.mp3}
+TEMPLATE: below
+RESPONSE: The airplane is flying below the clouds. {bk10-l2d-f4-08-a.mp3}
 
 # Source: ST §Logar Shopping Center Directory (prepositions)
-$DIALOGUE Where in the Mall? {st-page_085_001.jpg}
+$DIALOGUE Prepositions in the Mall {st-page_085_001.jpg}
 ID: l2-s28
-INTRO: Last part. First: saying where things are — next to, above, behind, across from. Look at the mall directory, listen to each sentence, and repeat it.
-INSTRUCTION: Look at the directory, listen, and repeat.
+INTRO: Back to the Logar Shopping Center one last time — now described with prepositions. Follow along on the directory and repeat each sentence.
+INSTRUCTION: Look at the directory, then listen and repeat.
 REPEAT
 
 LINE: Pete's Pet Shop is across from Homer's Department Store.
@@ -1358,14 +2213,14 @@ LINE: Part of Gene's Variety Store is behind Pete's Pet Shop.
 LINE: The first floor is below or under the second floor.
 
 # Source: ST §On It, Under It, By It!
-$PRODUCE On It, Under It, By It {st-page_087_001.jpg}
+$PRODUCE On It, Under It, By It! {st-page_087_001.jpg}
 ID: l2-s29
-INTRO: You'll see a picture of a living room — a man, a girl, a cat, and some furniture. Answer each question aloud with a preposition of place.
+INTRO: Look at the living room picture and answer each question aloud with a full sentence — the right preposition is the point.
 INSTRUCTION: Answer the questions about the picture.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept any phrasing that states the same location with a correct preposition of place.
+RUBRIC: Accept correct answers based on the picture, properly using prepositions of place.
 
 EXAMPLE
 PROMPT: Is the sofa by the door?
@@ -1387,7 +2242,7 @@ RESPONSE: He's sitting in the armchair.
 # Source: ST §Ask with Where
 $PRODUCE Ask with Where
 ID: l2-s30
-INTRO: Someone needs something — you supply the "where" question and a sensible answer. Say both parts aloud.
+INTRO: Someone needs something — you ask "where" and answer with a location. Any sensible place will do; the preposition has to fit.
 INSTRUCTION: Ask a question with "where" and answer it.
 INPUT: speak
 CHECK: llm
@@ -1413,170 +2268,46 @@ RESPONSE: Where is the cat? It's under the table.
 PROMPT: I heard that you have a new picture.
 RESPONSE: Where is the picture? It's on the wall.
 
-# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task.
+# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task about where classmates are sitting.
 
-# Source: ST §Make One Sentence (kept as a spaced retrieval pass; TTS twin of LLA 2B Figure 4)
-$PRODUCE Make One Sentence (Review)
-ID: l2-s14
-INTRO: Remember adjective + infinitive from earlier? Prove it. Read the two sentences, then combine them into one, aloud — no tape to help this time.
-INSTRUCTION: Read the two sentences. Then say one combined sentence.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
+# Source: LLA 2D Figure 5
+$PRODUCE The Vending Machine Strikes Again
+ID: 2d-f5
+INPUT: type
+CHECK: exact
+INTRO: Remember Jan's vending machine from the start of the lesson? Here's another one behaving badly. Listen to the paragraph and type the missing words.
+INSTRUCTION: Type the missing words.
 
-EXAMPLE
-PROMPT: Harry is happy. He has a new car.
-RESPONSE: Harry is happy to have a new car.
-
-EXAMPLE
-PROMPT: Lt Anderson was upset. He saw the high bill.
-RESPONSE: Lt Anderson was upset to see the high bill.
-
-PROMPT: Jane isn't afraid. She lives alone.
-RESPONSE: Jane isn't afraid to live alone.
-
-PROMPT: Jack was pleased. He heard from Ted.
-RESPONSE: Jack was pleased to hear from Ted.
-
-PROMPT: The captain is ready. He's going to the gym.
-RESPONSE: The captain is ready to go to the gym.
-
-PROMPT: Dennis is glad. He has a new bicycle.
-RESPONSE: Dennis is glad to have a new bicycle.
-
-PROMPT: Mr. Stevens was sorry. He heard about the accident.
-RESPONSE: Mr. Stevens was sorry to hear about the accident.
-
-PROMPT: Susan and Peggy aren't ready. They are going to the mall.
-RESPONSE: Susan and Peggy aren't ready to go to the mall.
-
-PROMPT: Maggie was upset. She lost her money.
-RESPONSE: Maggie was upset to lose her money.
-
-PROMPT: Frank was happy. He learned how to drive.
-RESPONSE: Frank was happy to learn how to drive.
-
-PROMPT: Nancy was glad. She received a letter from her brother.
-RESPONSE: Nancy was glad to receive a letter from her brother.
-
-PROMPT: Joe Montana was upset. He broke his leg.
-RESPONSE: Joe Montana was upset to break his leg.
-
-# Source: LLA 2A Figure 4
-$SELECT Strong Syllables
-ID: 2a-f4
-INTRO: Ears only now. Listen to each word and tap the number of its strongest syllable — the one the speaker leans on.
-INSTRUCTION: Tap the number of the stressed syllable.
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-OPTION: 5 | 5
-OPTION: 6 | 6
-
-EXAMPLE
-TEMPLATE: apologize
-PROMPT: apologize. {bk10-l2a-f4-00.mp3}
-ANSWER: 2
-
-TEMPLATE: bicycle
-PROMPT: bicycle. {bk10-l2a-f4-01.mp3}
-ANSWER: 1
-
-TEMPLATE: complete
-PROMPT: complete. {bk10-l2a-f4-02.mp3}
-ANSWER: 2
-
-TEMPLATE: automobile
-PROMPT: automobile. {bk10-l2a-f4-03.mp3}
-ANSWER: 1
-
-TEMPLATE: different
-PROMPT: different. {bk10-l2a-f4-04.mp3}
-ANSWER: 1
-
-TEMPLATE: information
-PROMPT: information. {bk10-l2a-f4-05.mp3}
-ANSWER: 3
-
-TEMPLATE: insurance
-PROMPT: insurance. {bk10-l2a-f4-06.mp3}
-ANSWER: 2
-
-TEMPLATE: immediately
-PROMPT: immediately. {bk10-l2a-f4-07.mp3}
-ANSWER: 2
-
-TEMPLATE: signature
-PROMPT: signature. {bk10-l2a-f4-08.mp3}
-ANSWER: 1
-
-TEMPLATE: gymnasium
-PROMPT: gymnasium. {bk10-l2a-f4-09.mp3}
-ANSWER: 2
-
-TEMPLATE: identification
-PROMPT: identification. {bk10-l2a-f4-10.mp3}
-ANSWER: 5
+PROMPT: I don't like this vending machine. It never has my favorite soda. It's a popular drink, but this machine doesn't have it. That other one usually has my favorite, but it's out of it today. Now, I have to make another selection, and I don't like the diet drinks in this machine. But I'm thirsty, so I'll drop my money in the slot and pull the knob. I'll have to drink what I can get. {bk10-l2d-f5-01.mp3}
+TEMPLATE: I don't like this ____{vending machine}.
+TEMPLATE: It never has my favorite ____{soda}.
+TEMPLATE: It's a ____{popular} drink, but this ____{machine} doesn't have it.
+TEMPLATE: That other one usually has my ____{favorite}, but it's out of it today.
+TEMPLATE: Now I have to make another ____{selection}, and I don't like the ____{diet drinks} in this machine.
+TEMPLATE: But, I'm thirsty, so I'll ____{drop} my money in the slot and pull the ____{knob}.
+TEMPLATE: I guess I'll have to drink another kind of soda today.
+RESPONSE: I don't like this vending machine. It never has my favorite soda. It's a popular drink, but this machine doesn't have it. That other one usually has my favorite, but it's out of it today. Now I have to make another selection, and I don't like the diet drinks in this machine. But I'm thirsty, so I'll drop my money in the slot and pull the knob. I guess I'll have to drink another kind of soda today.
 
 # Source: ST §Writing Skill: Mary
 $PRODUCE Complete the Paragraph: Mary
 ID: l2-s26
-INTRO: A short paragraph about Mary and her test score. Type the missing words to complete it. More than one good answer is possible, so just be logical.
+INTRO: Two short writing exercises to close the lesson. Complete the paragraph about Mary with words from this lesson.
 INSTRUCTION: Type the missing words to complete the paragraph.
 INPUT: type
-CHECK: llm
+CHECK: exact
 LONGFORM
-RUBRIC: Treat the model answer as a guide, not the only key. Accept any words that complete the paragraph logically and grammatically, whether the learner types only the missing words or the full paragraph; reject completions that make a sentence nonsensical or ungrammatical.
 
-TEMPLATE: Mary is a ____ girl because she made a ____ score on her test. Now she can ____ her weekend. She knows she will ____.
+TEMPLATE: Mary is a ____{happy} girl because she made a ____{high} score on her test. Now she can ____{enjoy} her weekend. She knows she will ____{graduate}.
 RESPONSE: Mary is a happy girl because she made a high score on her test. Now she can enjoy her weekend. She knows she will graduate.
 
 # Source: ST §Writing Skill: The Mall
 $PRODUCE Complete the Paragraph: The Mall
 ID: l2-s27
-INTRO: One more paragraph — everything you know about malls, with gaps. Type the missing words. More than one good answer is possible, so just be logical.
+INTRO: Last one — a paragraph about the place where this lesson began. Fill in the shopping words, and that's Lesson 2 done: you can find your way around a mall, introduce anyone to anyone, and say exactly when your plane leaves. Nicely done.
 INSTRUCTION: Type the missing words to complete the paragraph.
 INPUT: type
-CHECK: llm
-LONGFORM
-RUBRIC: Treat the model answer as a guide, not the only key. Accept any words that complete the paragraph logically and grammatically, whether the learner types only the missing words or the full paragraph; reject completions that make a sentence nonsensical or ungrammatical.
-
-TEMPLATE: People like to shop at a ____. They can park in the ____. There are ____ and many other kinds of stores. Often there are many places to ____ at while you shop. It's ____ to ____ at a ____.
-RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
-
-# Source: LLA 2B Figure 7
-$PRODUCE Dictation: At the Bank
-ID: 2b-f7
-INPUT: type
 CHECK: exact
 LONGFORM
-INTRO: One last exercise: dictation about opening a bank account. Listen to each sentence and type exactly what you hear. That's Lesson 2 — see you at the bank, and in Lesson 3.
-INSTRUCTION: Type the sentence you hear.
 
-PROMPT: Do you know how to open an account at a bank? {bk10-l2b-f7-01.mp3}
-RESPONSE: Do you know how to open an account at a bank? {bk10-l2b-f7-01-a.mp3}
-
-PROMPT: First select a bank near your home or office. {bk10-l2b-f7-02.mp3}
-RESPONSE: First select a bank near your home or office. {bk10-l2b-f7-02-a.mp3}
-
-PROMPT: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03.mp3}
-RESPONSE: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03-a.mp3}
-
-PROMPT: It's best to take your ID with you. {bk10-l2b-f7-04.mp3}
-RESPONSE: It's best to take your ID with you. {bk10-l2b-f7-04-a.mp3}
-ACCEPT: It is best to take your ID with you.
-
-PROMPT: The bank clerk will ask for your name and address. {bk10-l2b-f7-05.mp3}
-RESPONSE: The bank clerk will ask for your name and address. {bk10-l2b-f7-05-a.mp3}
-
-PROMPT: He'll also ask about your job. {bk10-l2b-f7-06.mp3}
-RESPONSE: He'll also ask about your job. {bk10-l2b-f7-06-a.mp3}
-ACCEPT: He will also ask about your job.
-
-PROMPT: It's good to have a savings account and a checking account. {bk10-l2b-f7-07.mp3}
-RESPONSE: It's good to have a savings account and a checking account. {bk10-l2b-f7-07-a.mp3}
-ACCEPT: It is good to have a savings account and a checking account.
-
-PROMPT: Open both of them. {bk10-l2b-f7-08.mp3}
-RESPONSE: Open both of them. {bk10-l2b-f7-08-a.mp3}
+TEMPLATE: People like to shop at a ____{mall}. They can park in the ____{parking lot}. There are ____{department stores} and many other kinds of stores. Often there are many places to ____{eat} at while you shop. It's ____{nice} to ____{go shopping} at a ____{shopping center}.
+RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
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diff --git a/book-10-lesson-3.module b/book-10-lesson-3.module
index 776c3cb6..8b73ffac 100644
--- a/book-10-lesson-3.module
+++ b/book-10-lesson-3.module
@@ -1,138 +1,282 @@
-$MODULE Book 10 · Lesson 3: Would You Please ...? {st-page_093_001.jpg}
+$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book10_lesson3
-DESCRIPTION: Changing a flat tire, gerunds after verbs like enjoy and finish, polite requests with could you / would you, and reported commands. A review lesson built entirely from the Student Text (all TTS).
+DESCRIPTION: Tire-changing and repair vocabulary, connectives, gerunds, polite requests, reported commands, and main-idea listening and reading skills.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_INTRO: aoede | Warm, lightly witty teacher voice
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Student1 | achird | Male student
-VOICE: Student2 | charon | Male student
-VOICE: Ann | kore | Female speaker
-VOICE: Gloria | achernar | Female speaker
-VOICE: Peggy | gacrux | Female speaker
-VOICE: Liz | achernar | Female speaker
-VOICE: Roger | algenib | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Jim | iapetus | Male speaker
-VOICE: Bob | achird | Male speaker
-VOICE: Sgt_Burns | zubenelgenubi | Male speaker
-VOICE: Sgt_Marsh | rasalgethi | Male speaker
-VOICE: Walt | sadachbia | Male speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Carl | umbriel | Male speaker
-VOICE: Ted | alnilam | Male speaker
-VOICE: Lt_Anders | orus | Male speaker
-VOICE: Lt_Ashly | algieba | Male speaker
-VOICE: Larry | algieba | Male speaker
-VOICE: Janet | kore | Female speaker
-VOICE: Vince | achird | Male speaker
-VOICE: Adam | schedar | Male speaker
-VOICE: Jack | puck | Male speaker
-VOICE: Rita | achernar | Female speaker
-VOICE: Fran | aoede | Female speaker
-VOICE: Anna | leda | Female speaker
-VOICE: Bill | charon | Male speaker
-VOICE: Capt_Moreno | alnilam | Male speaker
-VOICE: Sgt_Kline | iapetus | Male speaker
-VOICE: Sgt_Anderson | umbriel | Male speaker
-VOICE: Dad | achird | Male speaker
-VOICE: Freddy | charon | Male speaker
-VOICE: Susie | achernar | Female speaker
-VOICE: Maj_Jones | orus | Male speaker
-VOICE: Ms_Rogers | aoede | Female speaker
-VOICE: Mr_Thompson | puck | Male speaker
+VOICE: Judy | gacrux | Female
+VOICE: July | achird | Male
+VOICE: Mrs_Adams | gacrux | Female
+VOICE: Mr_Wilson | achernar | Male
+VOICE: Flight_Attendant | gacrux | Female
+VOICE: Mary | gacrux | Female
+VOICE: Ann | aoede | Female
+VOICE: Gloria | schedar | Female
+VOICE: Peggy | aoede | Female
+VOICE: Liz | schedar | Female
+VOICE: Charles | schedar | Male clerk
+VOICE: Customer | achernar | Male
+VOICE: Kim | gacrux | Female
+VOICE: Ken | achernar | Male
+VOICE: Jan | gacrux | Female
+VOICE: Mom | gacrux | Female
+VOICE: Sue | gacrux | Female
+VOICE: Dan | achernar | Male
+VOICE: Instructor | achernar | Male
+VOICE: Lt_Fuller | schedar | Male
+VOICE: Sgt_Jones | achird | Male
+VOICE: Sam | achird | Male
+VOICE: Mike | achird | Male
+VOICE: David | schedar | Male
+VOICE: Roger | achernar | Male
+VOICE: Jim | achernar | Male
+VOICE: Bob | achird | Male
+VOICE: Sgt_Burns | achernar | Male
+VOICE: Sgt_Marsh | achird | Male
+VOICE: Walt | achernar | Male
+VOICE: Tim | achird | Male
+VOICE: Carl | achernar | Male
+VOICE: Ted | achird | Male
+VOICE: Lt_Anders | achernar | Male
+VOICE: Lt_Ashly | achird | Male
+VOICE: Larry | achird | Male
+VOICE: Janet | aoede | Female
+VOICE: Vince | achernar | Male
+VOICE: Adam | achernar | Male
+VOICE: Jack | achird | Male
+VOICE: Rita | aoede | Female
+VOICE: Fran | schedar | Female
+VOICE: Anna | aoede | Female
+VOICE: Bill | achernar | Male
+VOICE: Student1 | achernar | Male student
+VOICE: Student2 | achird | Male student
+VOICE: Capt_Moreno | achird | Male
+VOICE: Sgt_Kline | achernar | Male
+VOICE: Sgt_Anderson | achird | Male
+VOICE: Dad | achernar | Male
+VOICE: Freddy | achird | Male
+VOICE: Susie | aoede | Female
+VOICE: Maj_Jones | achernar | Male
+VOICE: Ms_Rogers | aoede | Female
+VOICE: Mr_Thompson | achird | Male
 VOICE: ID | achernar | speaker (auto)
 
-$LESSON 3-1: Changing a Flat Tire
+$SESSION 3-1: Fixing a Bicycle
 
-# Source: ST §Vocabulary: A Flat Tire (l3-s1)
-$DIALOGUE Wheels, Tires, and Tools
-ID: l3-s1
-INTRO: In this lesson you'll learn to change a flat tire, use -ing words after verbs like enjoy, ask for help politely, and report what people told you to do. First, the parts and the tools. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: LLA 3A Figure 1
+$DIALOGUE Bicycle Parts
+ID: 3a-f1
+INTRO: In this lesson you'll learn to talk about fixing things — bicycles and flat tires — to make polite requests, and to report what people told you to do. We start small: the parts of a bicycle. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: wheel
-LINE: A car has four wheels. {st-page_095_001.jpg}
+LINE: A bicycle has 2 wheels. {page_053_001.jpg} {bk10-l3a-f1-01.mp3}
+
+VOCAB: nut
+LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg} {bk10-l3a-f1-02.mp3}
+
+VOCAB: wrench
+LINE: You can turn the nut with a wrench. {page_053_003.jpg} {bk10-l3a-f1-03.mp3}
 
 VOCAB: tire
+VOCAB: air
+LINE: The tire fits on the outside of the wheel. There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-04.mp3}
+
+VOCAB: enough
+LINE: The tire is low. It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-05.mp3}
+
+VOCAB: flat
+LINE: The tire is flat. It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-06.mp3}
+
+# Source: LLA 3A Figure 1
+$PRODUCE Questions About the Bicycle
+ID: 3a-f1-b
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Same bicycle — but now you do the talking. Answer each question aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+
+PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-07-q.mp3}
+RESPONSE: The wheels are round. {bk10-l3a-f1-07-a.mp3}
+
+PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-08-q.mp3}
+RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-08-a.mp3}
+
+PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-09-q.mp3}
+RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-09-a.mp3}
+
+PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-10-q.mp3}
+RESPONSE: There's air inside the tires. {bk10-l3a-f1-10-a.mp3}
+
+PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-11-q.mp3}
+RESPONSE: It doesn't have enough air. {bk10-l3a-f1-11-a.mp3}
+
+PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-12-q.mp3}
+RESPONSE: It's flat. {bk10-l3a-f1-12-a.mp3}
+
+# Source: LLA 3A Figure 2 (Part 2) — sentence presentation leads; word list follows as pronunciation
+$DIALOGUE Mike Is Fixing His Bicycle {page_054_001.jpg}
+ID: 3a-f2-b
+INTRO: Mike's bicycle needs work — the tire, the seat, the handlebars. Everything, really. Listen to what he does; you'll hear this part's action words in context.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mike is fixing his bicycle. {bk10-l3a-f2-08.mp3}
+LINE: First, he's putting air in the back tire. {bk10-l3a-f2-09.mp3}
+
+VOCAB: to inflate
+LINE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-10.mp3}
+LINE: He's short, and it's high for him. {bk10-l3a-f2-11.mp3}
+
+VOCAB: to lower
+LINE: He must lower it. {bk10-l3a-f2-12.mp3}
+LINE: Next, he'll fix the handlebars. {bk10-l3a-f2-13.mp3}
+
+VOCAB: to raise
+LINE: He'll raise them because they're low for him. {bk10-l3a-f2-14.mp3}
+
+VOCAB: loose
+LINE: Also, they slip because they're loose. {bk10-l3a-f2-15.mp3}
+
+VOCAB: tight
+LINE: They should be tight, or they may cause an accident. {bk10-l3a-f2-16.mp3}
+LINE: He can fix the seat and handlebars in a few minutes. {bk10-l3a-f2-17.mp3}
+
+VOCAB: to loosen
+VOCAB: to tighten
+LINE: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-18.mp3}
+
+# Source: LLA 3A Figure 2 (Part 1) — kept as pronunciation reinforcement after the sentence panel
+$DIALOGUE Say the Action Words
+ID: 3a-f2
+INTRO: Now practice saying the action words you just heard in Mike's story. Listen and repeat each one clearly.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Inflate. {bk10-l3a-f2-01.mp3}
+LINE: Lower. {bk10-l3a-f2-02.mp3}
+LINE: Raise. {bk10-l3a-f2-03.mp3}
+LINE: Loose. {bk10-l3a-f2-04.mp3}
+LINE: Tight. {bk10-l3a-f2-05.mp3}
+LINE: Loosen. {bk10-l3a-f2-06.mp3}
+LINE: Tighten. {bk10-l3a-f2-07.mp3}
+
+# Source: LLA 3A Figure 2 (Part 3)
+$PRODUCE Complete the Sentences About Mike
+ID: 3a-f2-c
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Back to Mike. Listen to each sentence, type the missing word, and then say the whole sentence back.
+INSTRUCTION: Type the missing word.
+
+PROMPT: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-q.mp3}
+TEMPLATE: After he ____ the tire, he'll fix the seat.
+RESPONSE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-a.mp3}
+ACCEPT: inflates
+
+PROMPT: He must lower it. {bk10-l3a-f2-20-q.mp3}
+TEMPLATE: He must ____ it.
+RESPONSE: He must lower the seat. {bk10-l3a-f2-20-a.mp3}
+ACCEPT: lower
+
+PROMPT: He'll raise them because they're low for him. {bk10-l3a-f2-21-q.mp3}
+TEMPLATE: He'll ____ them because they're low for him.
+RESPONSE: He'll raise the handlebars. {bk10-l3a-f2-21-a.mp3}
+ACCEPT: raise
+
+PROMPT: Also, they're loose. {bk10-l3a-f2-22-q.mp3}
+TEMPLATE: Also, they slip because they're ____.
+RESPONSE: The handlebars slip because they're loose. {bk10-l3a-f2-22-a.mp3}
+ACCEPT: loose
+
+PROMPT: They should be tight, or they may cause an accident. {bk10-l3a-f2-23-q.mp3}
+TEMPLATE: They should be ____, or they may cause an accident.
+RESPONSE: The handlebars should be tight. {bk10-l3a-f2-23-a.mp3}
+ACCEPT: tight
+
+PROMPT: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-24-q.mp3}
+TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
+RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again. {bk10-l3a-f2-24-a.mp3}
+
+# Source: LLA 3A Figure 3
+$DIALOGUE A Flat Tire
+ID: 3a-f3
+INTRO: Judy has bad news about July's tire — and a firm opinion about who's going to fix it. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}
+July: Which tire? {bk10-l3a-f3-02.mp3}
+Judy: The one on the left. {bk10-l3a-f3-03.mp3}
+LINE: The left front tire. {bk10-l3a-f3-04.mp3}
+July: That tire's new. {bk10-l3a-f3-05.mp3}
+Judy: Are the others new? {bk10-l3a-f3-06.mp3}
+July: No, just that one. {bk10-l3a-f3-07.mp3}
+Judy: That's awful. {bk10-l3a-f3-08.mp3}
+July: Who can fix it? {bk10-l3a-f3-09.mp3}
+Judy: You can fix it. {bk10-l3a-f3-10.mp3}
+July: I don't know how. {bk10-l3a-f3-11.mp3}
+Judy: I'll teach you how. {bk10-l3a-f3-12.mp3}
+
+$SESSION 3-2: Changing a Flat Tire
+
+# Source: ST §A Flat Tire
+$DIALOGUE Car and Tire Words
+ID: l3-s1
+INTRO: In this part you'll learn everything you need to change a flat tire on a car — the tools, the parts, and the steps, in order. First, the words. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: A car has four wheels. {st-page_095_001.jpg}
+
 LINE: The tire is on the wheel. {st-page_095_001.jpg}
 
 VOCAB: hub cap
-VOCAB: cover
-LINE: The hub cap, or wheel cover, covers the hub — the center of the wheel. {st-page_095_001.jpg}
+VOCAB: to cover
+LINE: The hub cap (wheel cover) covers the hub or center of the wheel. {st-page_095_001.jpg}
 
-VOCAB: remove
-VOCAB: nut
+VOCAB: to remove
 LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg}
 
-VOCAB: air
 LINE: A flat tire has little or no air.
 
 VOCAB: lug
-VOCAB: fasten
+VOCAB: to fasten
 LINE: The lugs, or nuts, fasten the wheel to the car.
 
-VOCAB: loosen
 LINE: When you loosen the nuts, turn the wrench to the left.
 
-VOCAB: tighten
 LINE: When you tighten the nuts, turn the wrench to the right.
 
 VOCAB: jack
-VOCAB: raise
 LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg}
 
-VOCAB: wrench
 LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg}
 
 VOCAB: trunk
-VOCAB: the back
+VOCAB: the back of
 LINE: The trunk is in the back of the car. {st-page_096_001.jpg}
 
 LINE: Some common tire tools are the jack and the wrench.
 
 VOCAB: spare tire
 VOCAB: extra tire
-LINE: People also keep the spare tire — the fifth, extra tire — in the trunk. {st-page_096_002.jpg}
+LINE: People also keep the spare tire (fifth or extra tire) in the trunk. {st-page_096_002.jpg}
 
 VOCAB: key
 LINE: You need to open the trunk with a car key. {st-page_096_003.jpg}
 
-# Source: new (gap: vocabulary presented but never checked receptively before production)
-$SELECT Which Tool Is It?
-ID: l3-s1-b
-INTRO: A quick check before you get your hands dirty. Listen to each description and tap the tool or part it describes.
-INSTRUCTION: Listen and tap the correct tool or part.
-OPTION: a | the jack
-OPTION: b | the lug wrench
-OPTION: c | the spare tire
-OPTION: d | the car key
-OPTION: e | the lugs
-
-PROMPT: You use this to raise the car off the ground.
-ANSWER: a
-
-PROMPT: You use this to loosen and tighten the nuts.
-ANSWER: b
-
-PROMPT: This is the fifth tire. People keep it in the trunk.
-ANSWER: c
-
-PROMPT: You need this to open the trunk.
-ANSWER: d
-
-PROMPT: These fasten the wheel to the car.
-ANSWER: e
-
-# Source: ST §How to Change a Flat Tire (l3-s2)
+# Source: ST §How to Change a Flat Tire
 $DIALOGUE How to Change a Flat Tire
 ID: l3-s2
-INTRO: Now the whole job, step by step. Look at each picture, listen, and repeat. With luck you'll never need this on a rainy night — but just in case.
-INSTRUCTION: Look at the pictures, listen, and repeat.
+INTRO: Twelve steps from flat tire to done. Look at each picture, listen, and repeat the step — one day this may save you an expensive phone call.
+INSTRUCTION: Look at the pictures. Listen and repeat.
 REPEAT
 
 LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg}
@@ -143,62 +287,447 @@ LINE: Jack up the car. {st-page_097_005.jpg}
 LINE: Remove the nuts from the wheel. {st-page_097_006.jpg}
 LINE: Remove the flat tire. {st-page_098_001.jpg}
 LINE: Put the spare tire on. {st-page_098_002.jpg}
+
+VOCAB: to replace
 LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg}
 LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg}
 LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg}
 LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg}
 
-# Source: new (gap: the source's before/after pair task is unconvertible, but its sequencing goal converts cleanly as $SELECT ORDER over the taught steps)
-$SELECT The Steps in Order
-ID: l3-s2-b
-ORDER
+# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks a before/after question from the pictures, the other answers); no solo path.
+# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration task based on 12 pictures; no determinate answer.
+
+# Source: LLA 3A Figure 4 (Part 1)
+$DIALOGUE Frank Changes a Flat Tire
+ID: 3a-f4
+INTRO: Here's Frank doing the whole job, start to finish. Just listen — in a few minutes you'll be telling this story yourself.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01.mp3}
+LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-02.mp3}
+LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-03.mp3}
+LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-04.mp3}
+LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-05.mp3}
+LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-06.mp3}
+LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-07.mp3}
+LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-08.mp3}
+LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-09.mp3}
+
+# Source: LLA 3A Figure 4 (Part 2) — kept as pronunciation reinforcement after Frank's story
+$DIALOGUE Say the Car Words
+ID: 3a-f4-b
+INTRO: Now practice saying the car words from Frank's story. Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-10.mp3}
+LINE: Key. {page_056_002.jpg} {bk10-l3a-f4-11.mp3}
+LINE: Trunk. {page_056_003.jpg} {bk10-l3a-f4-12.mp3}
+LINE: Keeps. {bk10-l3a-f4-13.mp3}
+LINE: Jack. {page_056_004.jpg} {bk10-l3a-f4-14.mp3}
+LINE: Lug wrench. {page_056_005.jpg} {bk10-l3a-f4-15.mp3}
+LINE: Extra. {bk10-l3a-f4-16.mp3}
+LINE: Hubcap. {page_056_006.jpg} {bk10-l3a-f4-17.mp3}
+LINE: Covers. {bk10-l3a-f4-18.mp3}
+LINE: Jacks up. {bk10-l3a-f4-19.mp3}
+LINE: Removes. {bk10-l3a-f4-20.mp3}
+LINE: Replaces. {bk10-l3a-f4-21.mp3}
+LINE: Spare. {bk10-l3a-f4-22.mp3}
+
+# Source: LLA 3A Figure 5
+$DIALOGUE Tell the Story with Frank
+ID: 3a-f5
+INTRO: Frank's story again, with holes in it. When the narrator pauses, say the missing word before the narrator does — beat the tape to it.
+INSTRUCTION: Say the missing words during the pauses.
+
+LINE: First: "Frank walks to..." "...the back of the car." {bk10-l3a-f5-01.mp3}
+LINE: "He sticks the..." "...key in the lock and opens the..." "...trunk." {bk10-l3a-f5-02.mp3}
+LINE: "He keeps a..." "...jack, a..." "...lug wrench, and an..." "...extra tire there." {bk10-l3a-f5-03.mp3}
+LINE: "He takes them out of the..." "...trunk and begins to change the flat." {bk10-l3a-f5-04.mp3}
+LINE: "The..." "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-05.mp3}
+LINE: "Then he..." "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-06.mp3}
+LINE: "He loosens the nuts with the..." "...lug wrench and..." "...removes them." {bk10-l3a-f5-07.mp3}
+LINE: "Next he takes off the flat tire and..." "...replaces it with the..." "...spare tire." {bk10-l3a-f5-08.mp3}
+LINE: "After he..." "...replaces and tightens the nuts, he lowers the car and puts the..." "...hubcap on the new wheel." {bk10-l3a-f5-09.mp3}
+LINE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-10.mp3}
+
+# Source: LLA 3A Figure 6
+$SELECT True or False: Tires and Tools
+ID: 3a-f6
+REPEAT
+INTRO: Time to check what stuck. Listen to each sentence and tap "True" or "False" — then repeat the correct statement.
+INSTRUCTION: Tap True or False.
+
+PROMPT: A key fits in a lock. {bk10-l3a-f6-01-q.mp3}
+OPTION: t | True {bk10-l3a-f6-01-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02-q.mp3}
+OPTION: t | True {bk10-l3a-f6-02-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk10-l3a-f6-03-a.mp3}
+ANSWER: f
+FEEDBACK: Spare and extra are the same. {bk10-l3a-f6-03-fb.mp3}
+
+PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04-q.mp3}
+OPTION: t | True {bk10-l3a-f6-04-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk10-l3a-f6-05-a.mp3}
+ANSWER: f
+FEEDBACK: Frank turns the lug nuts with the wrench. {bk10-l3a-f6-05-fb.mp3}
+
+PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk10-l3a-f6-06-a.mp3}
+ANSWER: f
+FEEDBACK: The trunk is in the back of the car. {bk10-l3a-f6-06-fb.mp3}
+
+PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk10-l3a-f6-07-a.mp3}
+ANSWER: f
+FEEDBACK: He loosens the nuts before he removes them. {bk10-l3a-f6-07-fb.mp3}
+
+PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-q.mp3}
+OPTION: t | True {bk10-l3a-f6-08-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+# Source: LLA 3B Figure 1
+$PRODUCE Hear the Connective
+ID: 3b-f1
+INPUT: type
+CHECK: exact
+INTRO: Words like "first", "next", "then", "after", and "finally" put a story in order. Listen to sentences about Mike's bicycle and about Bob at the gas station, and type the connective you hear.
+INSTRUCTION: Type the connective word.
+
+PROMPT: First, he inflated the back tire. {bk10-l3b-f1-01.mp3}
+TEMPLATE: ____, he inflated the back tire.
+RESPONSE: First, he inflated the back tire.
+ACCEPT: First | first
+
+PROMPT: He fixed the handlebars second. {bk10-l3b-f1-02.mp3}
+TEMPLATE: He fixed the handlebars ____.
+RESPONSE: He fixed the handlebars second.
+ACCEPT: second
+
+PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-03.mp3}
+TEMPLATE: He lowered them, and ____ he tightened them.
+RESPONSE: He lowered them, and then he tightened them.
+ACCEPT: then
+
+PROMPT: He fixed the seat last. {bk10-l3b-f1-04.mp3}
+TEMPLATE: He fixed the seat ____.
+RESPONSE: He fixed the seat last.
+ACCEPT: last
+
+PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-05.mp3}
+TEMPLATE: ____, he puts gas in the car and cleans the windows.
+RESPONSE: First, he puts gas in the car and cleans the windows.
+ACCEPT: First | first
+
+PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-06.mp3}
+TEMPLATE: ____ he pays for the gas, Bob checks the tires.
+RESPONSE: After he pays for the gas, Bob checks the tires.
+ACCEPT: After | after
+
+PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-07.mp3}
+TEMPLATE: He looks at the tires on the car and ____ opens the trunk and checks the spare tire.
+RESPONSE: He looks at the tires on the car and then opens the trunk and checks the spare tire.
+ACCEPT: then
+
+PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-08.mp3}
+TEMPLATE: ____, he looks for the jack and lug wrench.
+RESPONSE: Next, he looks for the jack and lug wrench.
+ACCEPT: Next | next
+
+PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-09.mp3}
+TEMPLATE: He checks the nuts and wheel covers ____, and tightens any loose ones.
+RESPONSE: He checks the nuts and wheel covers last, and tightens any loose ones.
+ACCEPT: last
+
+PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-10.mp3}
+TEMPLATE: ____, he's ready to leave.
+RESPONSE: Finally, he's ready to leave.
+ACCEPT: Finally | finally
+
+# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio available. Convertible later with chosen items + TTS.
+
+$SESSION 3-3: Finding the Main Idea
+
+# Source: LLA 3A Figure 7 (Paragraph 1)
+$DIALOGUE Vending Machines
+ID: 3a-f7
+INTRO: This part trains one skill: finding the main idea — the one sentence a paragraph is really about. First, listen to a paragraph about vending machines. Don't memorize the details; catch the big picture.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09a.mp3}
+LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09b.mp3}
+LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09c.mp3}
+LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09d.mp3}
+LINE: These vending machines are usually very popular. {bk10-l3a-f6-09e.mp3}
+
+# Source: LLA 3A Figure 7 (Question 1)
+$SELECT Main Idea: Vending Machines
+ID: 3a-f7-b
 REFERENCE
-INTRO: Can you remember the order? Arrange the steps of changing a tire yourself. You can look back at the instructions if you need to.
-INSTRUCTION: Arrange the steps in the correct order.
+INTRO: Which sentence says what the whole paragraph was about? Tap it. You can review the paragraph if you need to.
+INSTRUCTION: Tap the main idea.
 
-TEMPLATE: Getting the flat tire off — what do you do first, second, and so on?
-OPTION: a | Take the spare tire, wrench, and jack out of the trunk.
-OPTION: b | Remove the hub cap.
-OPTION: c | Loosen the nuts.
-OPTION: d | Jack up the car.
-OPTION: e | Remove the nuts and the flat tire.
-ANSWER: a,b,c,d,e
+TEMPLATE: What is the main idea?
+OPTION: a | People are very busy these days.
+OPTION: b | Vending machines are popular machines.
+OPTION: c | People like drinks and snacks.
+ANSWER: b
+FEEDBACK: The main idea of the paragraph is: vending machines are popular machines. {bk10-l3a-f7-01.mp3}
 
-TEMPLATE: Putting the spare tire on — order the steps.
-OPTION: a | Put the spare tire on.
-OPTION: b | Replace the lugs and tighten them by hand.
-OPTION: c | Lower the car and finish tightening the nuts.
-OPTION: d | Remove the jack and replace the hub cap.
-OPTION: e | Put everything back in the trunk.
-ANSWER: a,b,c,d,e
+# Source: LLA 3A Figure 7 (Paragraph 2)
+$DIALOGUE Clothing Stores
+ID: 3a-f7-c
+INTRO: One more paragraph, this time about clothing stores. Again, listen for the big picture, not the price tags.
+INSTRUCTION: Listen to the paragraph.
 
-# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path. Its sequencing goal is covered by "The Steps in Order" above.
-# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures (page 100); no determinate answer.
+LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-02a.mp3}
+LINE: Some sell clothes only for children. {bk10-l3a-f7-02b.mp3}
+LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-02c.mp3}
+LINE: There are also stores for sports clothing. {bk10-l3a-f7-02d.mp3}
+LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-02e.mp3}
+LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-02f.mp3}
+LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-02g.mp3}
+LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-02h.mp3}
 
-# Source: ST §Conversations — I'll Inflate the Tire (l3-s6)
+# Source: LLA 3A Figure 7 (Question 2)
+$SELECT Main Idea: Clothing Stores
+ID: 3a-f7-d
+REFERENCE
+INTRO: Same job: tap the sentence that covers the whole paragraph, not just one detail.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
+OPTION: a | Some stores sell expensive clothing.
+OPTION: b | You can buy sports clothes at sports clothing stores.
+OPTION: c | There are many kinds of clothing stores.
+ANSWER: c
+FEEDBACK: The main idea of the paragraph is: there are many kinds of clothing stores. {bk10-l3a-f7-03.mp3}
+
+# Source: ST §What's the Topic?
+$PRODUCE What's the Topic?
+ID: l3-s3
+INPUT: type
+CHECK: llm
+INTRO: Now read instead of listen. Read the paragraph about Martha and type its topic — just a few words, not a whole sentence.
+INSTRUCTION: Read the paragraph and type the topic.
+RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
+
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Spending birthday money.
+
+# Source: ST §What's the Main Idea?
+$PRODUCE What's the Main Idea?
+ID: l3-s4
+INPUT: type
+CHECK: llm
+INTRO: The topic is a phrase; the main idea is a full sentence. Read each paragraph and type its main idea. The first one is a worked example.
+INSTRUCTION: Read the paragraph and type the main idea in a complete sentence.
+RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
+
+EXAMPLE
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Martha couldn't decide how to spend her money.
+
+TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
+RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
+
+TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
+RESPONSE: There are rules to follow for polite introductions in the United States.
+
+# Source: ST §What Do You Want to Call It?
+$SELECT Pick the Best Title
+ID: l3-s5
+INTRO: A good title is the main idea in miniature. Read the paragraph about Beth and tap the best title for it.
+INSTRUCTION: Read the paragraph and tap the best title.
+OPTION: a | A Cold Winter
+OPTION: b | A New Coat
+OPTION: c | Department Stores
+
+TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
+ANSWER: b
+
+# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction.
+
+# Source: LLA 3B Figure 8
+$PRODUCE Listen for the Main Idea
+ID: 3b-f8
+INPUT: type
+CHECK: llm
+INTRO: Now do it entirely by ear. Listen to a short story about John and a vending machine, then type one sentence giving the main idea.
+INSTRUCTION: Type the main idea of the story.
+RUBRIC: Accept any statement that means John lost his money in the vending machine, or couldn't get his money back or a soda.
+
+PROMPT: John stood in front of the vending machine near his office and counted his money. He had only 45 cents, exactly the cost of a Diet soda. He carefully put his money in the machine and pushed the button, but nothing happened. He pushed the coin return, and again, nothing happened. John couldn't get his money or his Diet soda. {bk10-l3b-f8-01.mp3}
+RESPONSE: John lost his money in the vending machine.
+
+# Source: LLA 3C Figure 7 (Paragraph 1)
+$DIALOGUE Ted's Car
+ID: 3c-f7-p1
+INTRO: Two more, by ear. First: Ted, his car, and his tires. Listen — you'll write the main idea next.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Ted drives his car a lot. {bk10-l3c-f7-01.mp3}
+LINE: His car is 2 years old, and his tires are too. {bk10-l3c-f7-02.mp3}
+LINE: The car looks good, but the tires don't. {bk10-l3c-f7-03.mp3}
+LINE: He has to put air in his tires often. {bk10-l3c-f7-04.mp3}
+LINE: When the streets are wet, Ted can't stop his car quickly. {bk10-l3c-f7-05.mp3}
+LINE: Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-06.mp3}
+
+# Source: LLA 3C Figure 7 (Question 1)
+$PRODUCE Main Idea: Ted's Car
+ID: 3c-f7-q1
+REFERENCE
+INPUT: type
+CHECK: llm
+LONGFORM
+INTRO: In one sentence: what is Ted's paragraph really saying? Type it. You can listen to the paragraph again if you need to.
+INSTRUCTION: Type the main idea.
+RUBRIC: Accept any statement that means "Ted needs new tires" or "The tires on his car are bad."
+
+TEMPLATE: Write the main idea.
+RESPONSE: Ted needs new tires.
+
+# Source: LLA 3C Figure 7 (Paragraph 2)
+$DIALOGUE Maria Goes Shopping
+ID: 3c-f7-p2
+INTRO: Last paragraph: Maria and the mall — a relationship with problems. Listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Maria has to go to the mall today, but she doesn't want to. {bk10-l3c-f7-07.mp3}
+LINE: She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. {bk10-l3c-f7-08.mp3}
+LINE: The clerks at the mall never seem to see her. {bk10-l3c-f7-09.mp3}
+LINE: They always help others first. {bk10-l3c-f7-10.mp3}
+LINE: All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-11.mp3}
+
+# Source: LLA 3C Figure 7 (Question 2)
+$PRODUCE Main Idea: Maria
+ID: 3c-f7-q2
+REFERENCE
+INPUT: type
+CHECK: llm
+LONGFORM
+INTRO: One sentence for Maria's paragraph. Type the main idea, not the parking situation.
+INSTRUCTION: Type the main idea.
+RUBRIC: Accept any statement that means "Maria doesn't like to go to the mall" or "She doesn't enjoy shopping in the mall."
+
+TEMPLATE: Write the main idea.
+RESPONSE: Maria doesn't like to go to the mall.
+
+# Source: ST §What's It All About?
+$SELECT Pick the Best Summary
+ID: l3-s25
+INTRO: Last skill in this part: a summary is the main idea plus the key support. Read each paragraph and tap the summary that covers it best — not too much, not too little.
+INSTRUCTION: Read the paragraph and tap the best summary.
+OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
+OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
+OPTION: c | Ned reads two newspapers. He likes to read the business news.
+
+EXAMPLE
+TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
+OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
+OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
+OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
+ANSWER: a
+
+TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
+ANSWER: b
+
+TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
+OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
+OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
+OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
+ANSWER: b
+
+$SESSION 3-4: Favors, Hurrying, and Syllable Stress
+
+# Source: LLA 3B Figure 2
+$DIALOGUE Doing a Favor
+ID: 3b-f2
+INTRO: In this part you'll pick up the polite small change of everyday talk — "favor", "certainly", "of course" — and practice which syllable gets the stress. Mrs. Adams and Mr. Wilson are in the car, and she has a few requests. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: favor
+Mrs_Adams: Do me a favor, please. {page_060_001.jpg} {bk10-l3b-f2-01.mp3}
+VOCAB: certainly
+Mr_Wilson: Certainly. What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
+Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
+
+Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-04.mp3}
+VOCAB: of course
+Mr_Wilson: Of course. I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
+
+VOCAB: to keep
+Mrs_Adams: I need to keep warm. Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-06.mp3}
+VOCAB: sure
+Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-07.mp3}
+
+Mr_Wilson: I'd like to smoke a cigarette. Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-08.mp3}
+VOCAB: to mind
+Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-09.mp3}
+
+# Source: LLA 3B Figure 3
+$DIALOGUE In a Hurry {page_061_001.jpg}
+ID: 3b-f3
+INTRO: On an airplane now. The flight is short, the lunch is shorter. Listen to the flight attendant and the passenger, and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Flight_Attendant: Have you finished your lunch? {bk10-l3b-f3-01.mp3}
+VOCAB: quick
+Mrs_Adams: Yes, but that was certainly a quick meal. {bk10-l3b-f3-02.mp3}
+
+VOCAB: to hurry
+Flight_Attendant: I'm sorry you had to hurry. {bk10-l3b-f3-03.mp3}
+
+VOCAB: quickly
+Mrs_Adams: You take the plates very quickly. {bk10-l3b-f3-04.mp3}
+
+VOCAB: in a hurry
+Flight_Attendant: We're always in a hurry on this flight. {bk10-l3b-f3-05.mp3}
+
+Mrs_Adams: Because it's so short? {bk10-l3b-f3-06.mp3}
+Flight_Attendant: Yes. We never have enough time. {bk10-l3b-f3-07.mp3}
+
+Mrs_Adams: One more question, please. Where are the restrooms? {bk10-l3b-f3-08.mp3}
+VOCAB: the front of
+Flight_Attendant: At the front of the airplane. {bk10-l3b-f3-09.mp3}
+
+# Source: ST §I'll Inflate the Tire
 $DIALOGUE I'll Inflate the Tire
 ID: l3-s6
-INTRO: Gloria's spare tire needs air, and yes — she's going to inflate it herself. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Gloria is heading to the gas station, and Ann has doubts about the plan. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Ann: Where are we going? {st-page_105_001.jpg}
 Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire. {st-page_105_001.jpg}
-
-VOCAB: inflate
 Ann: Are YOU going to inflate the tire? {st-page_105_001.jpg}
-
-VOCAB: of course
 Gloria: Of course. {st-page_105_001.jpg}
-
 Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg}
 Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg}
 
-# Source: ST §Conversations — My Shoes Are Tight! (l3-s7)
+# Source: ST §My Shoes Are Tight!
 $DIALOGUE My Shoes Are Tight!
 ID: l3-s7
-INTRO: Tight and loose don't only describe nuts on a wheel. Peggy has fifty dollars and a pair of shoes that no longer fit. Listen and repeat the conversation.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Peggy has fifty dollars, loose shoes, and a plan that ends with lunch. Notice "tight", "loose", and "enough" doing everyday work here. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Peggy: Hi, Liz! {st-page_106_001.jpg}
@@ -207,39 +736,120 @@ Peggy: Do you want to go shopping with me? I have a little extra money and I wan
 Liz: Really? Where did you get the money?
 Peggy: My parents sent me fifty dollars.
 Liz: I thought you bought black shoes last month.
-
-VOCAB: tight
-VOCAB: loose
 Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.
-
 Liz: Oh, loose shoes are awful to wear.
 Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
-
-VOCAB: enough
 Liz: That sounds good, but will you have enough money?
-
 Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
-
-VOCAB: hurry up
 Liz: Then let's hurry up. I'm getting hungry.
 
-$LESSON 3-2: Gerunds
+# Source: ST §A Pop Quiz!
+$DIALOGUE A Pop Quiz!
+ID: l3-s8
+INTRO: Joe did his teacher a small favor and got a surprise quiz for his trouble. Listen to his story and repeat each part.
+INSTRUCTION: Listen and repeat.
+REPEAT
 
-# Source: ST §Grammar: Gerunds (l3-s9)
+LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
+
+VOCAB: to pass out
+LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
+LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
+
+LINE: I hurried up to the front of the class.
+VOCAB: to hand out
+LINE: I handed out all the papers to the students, but I had a few extras.
+LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz.
+LINE: I didn't study last night. I sure wasn't ready.
+LINE: I quickly went to my desk and started on my quiz.
+LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry.
+LINE: She was quick to hand them back to us. My score was 72. That wasn't good.
+LINE: Now, I realize that I have to be ready to take a quiz at any time.
+
+# Source: LLA 3B Figure 4
+$SELECT Syllable Stress
+ID: 3b-f4
+INTRO: Every English word has one syllable that gets the punch. Listen to each word and tap the number of the stressed syllable. For example, in "hurry" the stress is on the first syllable.
+INSTRUCTION: Tap the stressed syllable number.
+
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+
+EXAMPLE
+PROMPT: hurry, hurry. {bk10-l3b-f4-ex1.mp3}
+ANSWER: 1
+
+EXAMPLE
+PROMPT: across, across. {bk10-l3b-f4-ex2.mp3}
+ANSWER: 2
+
+PROMPT: inflate, inflate. {bk10-l3b-f4-01.mp3}
+ANSWER: 2
+
+PROMPT: lower, lower. {bk10-l3b-f4-02.mp3}
+ANSWER: 1
+
+PROMPT: remove, remove. {bk10-l3b-f4-03.mp3}
+ANSWER: 2
+
+PROMPT: tighten, tighten. {bk10-l3b-f4-04.mp3}
+ANSWER: 1
+
+PROMPT: extra, extra. {bk10-l3b-f4-05.mp3}
+ANSWER: 1
+
+PROMPT: enough, enough. {bk10-l3b-f4-06.mp3}
+ANSWER: 2
+
+PROMPT: cover, cover. {bk10-l3b-f4-07.mp3}
+ANSWER: 1
+
+PROMPT: quickly, quickly. {bk10-l3b-f4-08.mp3}
+ANSWER: 1
+
+PROMPT: replace, replace. {bk10-l3b-f4-09.mp3}
+ANSWER: 2
+
+PROMPT: cigarette, cigarette. {bk10-l3b-f4-10.mp3}
+ANSWER: 3
+
+PROMPT: across, across. {bk10-l3b-f4-11.mp3}
+ANSWER: 2
+
+PROMPT: certainly, certainly. {bk10-l3b-f4-12.mp3}
+ANSWER: 1
+
+$SESSION 3-5: Gerunds
+
+# Source: LLA 3B Figure 5
+$DIALOGUE Sentences with Gerunds
+ID: 3b-f5
+INTRO: In this part you'll learn to use gerunds — the "-ing" form of a verb used as a noun, as in "I like playing basketball." Start by listening to these sentences and repeating them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Everyone began laughing. {bk10-l3b-f5-01.mp3}
+LINE: Mike started apologizing. {bk10-l3b-f5-02.mp3}
+LINE: Ann likes exercising in the gym. {bk10-l3b-f5-03.mp3}
+LINE: Paul enjoys watching sports on TV. {bk10-l3b-f5-04.mp3}
+LINE: Dr. Hall never minds answering questions. {bk10-l3b-f5-05.mp3}
+LINE: We finished listening to the tape after class. {bk10-l3b-f5-06.mp3}
+
+# Source: ST §Grammar: Gerunds
 $GRAMMAR Gerunds
 ID: l3-s9
-INTRO: New part, new pattern: gerunds. A gerund is the -ing form of a verb used like a noun, and it follows verbs like enjoy, finish, and mind. Read the pattern first — the drills come right after.
+INTRO: Here's how gerunds work — a verb dressed up as a noun. Tap any phrase to hear it.
 
 The object of a verb is usually a noun or a pronoun:
 
 {I like basketball.} (noun)
 
-The object of a verb can also be a **gerund** — the -ing form of a verb, used as a noun:
+The object of a verb can also be a **gerund**. A gerund is the -ing form of a verb, used as a noun:
 
-{I like playing basketball.} (gerund)
-{I like playing basketball with my friends.} (gerund phrase)
+{I like playing basketball.} (gerund phrase)
 
-Certain verbs can be followed by gerunds: **start**, **begin**, **enjoy**, **mind**, **finish**, **like**, **stop**.
+Certain verbs are often followed by gerunds — **start**, **begin**, **enjoy**, **mind**, **finish**, and **like**:
 
 | | | | |
 |---|---|---|---|
@@ -250,13 +860,11 @@ Certain verbs can be followed by gerunds: **start**, **begin**, **enjoy**, **min
 | Janet | finished | eating | before Peter. |
 | The Martins | like | driving | along the ocean. |
 
-Listen to the patterns: {Mike starts moving next week.} {The boys enjoy playing soccer.} {Does William mind stopping here?} {Janet finished eating before Peter.}
-
-# Source: ST §Gerund Examples (l3-s10)
-$DIALOGUE Gerund Examples
+# Source: ST §Gerund Examples
+$DIALOGUE More Gerund Sentences
 ID: l3-s10
-INTRO: Ten example sentences. Just listen and read along — notice the -ing word after each main verb.
-INSTRUCTION: Listen and read the sentences.
+INTRO: Here are more gerunds in action — questions, negatives, and even Edgar Allan Poe. Read each sentence; no answer is required.
+INSTRUCTION: Read the sentences.
 
 LINE: Did Jim begin studying French last summer?
 LINE: Joe enjoys swimming in the summer.
@@ -269,11 +877,11 @@ LINE: Nancy enjoys spending money at the mall.
 LINE: Did Mr. Adams finish repairing the window?
 LINE: Mrs. Murray didn't start driving until she was forty years old.
 
-# Source: ST §Do You Enjoy Playing...? (l3-s11)
+# Source: ST §Do You Enjoy Playing...?
 $DIALOGUE Do You Enjoy Playing...?
 ID: l3-s11
-INTRO: Six short exchanges — questions and answers, all with gerunds. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+INTRO: Now hear gerunds in short question-and-answer exchanges. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Roger: When did you begin studying for this quiz?
@@ -294,60 +902,128 @@ Ted: No, he doesn't mind taking you.
 Lt_Anders: When did Captain Martinez start flying?
 Lt_Ashly: He started flying six years ago.
 
-# Source: ST §Answer Using Gerunds (l3-s12)
+# Source: LLA 3B Figure 6
+$PRODUCE Change to the -ing Form
+ID: 3b-f6
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Time to drill the pattern. Listen to each sentence, change the "to" verb into an "-ing" gerund, and say the new sentence aloud. Then repeat the correct answer.
+INSTRUCTION: Change the sentence using the -ing form.
+
+EXAMPLE
+PROMPT: Kay likes to drive her brother's car. {bk10-l3b-f6-ex-q.mp3}
+RESPONSE: Kay likes driving her brother's car. {bk10-l3b-f6-ex-a.mp3}
+
+PROMPT: The child started to cry. {bk10-l3b-f6-01-q.mp3}
+RESPONSE: The child started crying. {bk10-l3b-f6-01-a.mp3}
+
+PROMPT: I don't like to stand in line. {bk10-l3b-f6-02-q.mp3}
+RESPONSE: I don't like standing in line. {bk10-l3b-f6-02-a.mp3}
+
+PROMPT: Al began to study after dinner. {bk10-l3b-f6-03-q.mp3}
+RESPONSE: Al began studying after dinner. {bk10-l3b-f6-03-a.mp3}
+
+PROMPT: Some people like to get up early. {bk10-l3b-f6-04-q.mp3}
+RESPONSE: Some people like getting up early. {bk10-l3b-f6-04-a.mp3}
+
+PROMPT: The students began to ask questions. {bk10-l3b-f6-05-q.mp3}
+RESPONSE: The students began asking questions. {bk10-l3b-f6-05-a.mp3}
+
+PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
+RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}
+
+# Source: LLA 3B Figure 7
+$PRODUCE Complete with a Gerund
+ID: 3b-f7
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Same pattern, now in writing. Listen to the cue word and type its "-ing" form to complete the sentence. Then say the whole sentence back.
+INSTRUCTION: Type the -ing form of the word you hear.
+
+EXAMPLE
+PROMPT: watch {bk10-l3b-f7-ex-q.mp3}
+TEMPLATE: Mark enjoys ____ old movies.
+RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
+ACCEPT: watching
+
+PROMPT: meet {bk10-l3b-f7-01-q.mp3}
+TEMPLATE: Jane enjoys ____ people.
+RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
+ACCEPT: meeting
+
+PROMPT: write {bk10-l3b-f7-02-q.mp3}
+TEMPLATE: Did you finish ____ your letter?
+RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
+ACCEPT: writing
+
+PROMPT: fill out {bk10-l3b-f7-03-q.mp3}
+TEMPLATE: I hope you don't mind ____ a few forms.
+RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
+ACCEPT: filling out
+
+PROMPT: borrow {bk10-l3b-f7-04-q.mp3}
+TEMPLATE: Dan doesn't like ____ money from friends.
+RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
+ACCEPT: borrowing
+
+PROMPT: talk {bk10-l3b-f7-05-q.mp3}
+TEMPLATE: Everyone started ____ at the same time.
+RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
+ACCEPT: talking
+
+PROMPT: take {bk10-l3b-f7-06-q.mp3}
+TEMPLATE: Jan began ____ the medicine every four hours.
+RESPONSE: Jan began taking the medicine every four hours. {bk10-l3b-f7-06-a.mp3}
+ACCEPT: taking
+
+# Source: ST §Answer Using Gerunds
 $PRODUCE Answer Using Gerunds
 ID: l3-s12
-INTRO: Now answer the questions yourself. Listen, look at the cue on screen, and answer aloud in a full sentence — with a gerund, of course.
-INSTRUCTION: Answer aloud using the cue and a gerund.
 INPUT: speak
 CHECK: llm
+SHOW_PROMPT
+INTRO: Now answer questions with gerunds. Read each question, use the cue in parentheses, and answer aloud in a full sentence.
+INSTRUCTION: Answer aloud with a gerund, using the cue.
 RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
 
 EXAMPLE
-PROMPT: When did Lt Peterson finish writing his book?
-TEMPLATE: last March
+PROMPT: When did Lt Peterson finish writing his book? (last March)
 RESPONSE: He finished writing his book last March.
 
-PROMPT: Why did he stop smoking?
-TEMPLATE: got sick
+PROMPT: Why did he stop smoking? (got sick)
 RESPONSE: He stopped smoking because he got sick.
 
-PROMPT: When did Lt Gonzales begin flying a helicopter?
-TEMPLATE: two years ago
+PROMPT: When did Lt Gonzales begin flying a helicopter? (two years ago)
 RESPONSE: He began flying a helicopter two years ago.
 
-PROMPT: When did Ms. Watkins finish making the cake?
-TEMPLATE: before lunch
+PROMPT: When did Ms. Watkins finish making the cake? (before lunch)
 RESPONSE: She finished making the cake before lunch.
 
-PROMPT: What kind of clothes does Jack like wearing to the gym?
-TEMPLATE: workout clothes
+PROMPT: What kind of clothes does Jack like wearing to the gym? (workout clothes)
 RESPONSE: He likes wearing workout clothes to the gym.
 
-PROMPT: Do you mind handing me the wrench?
-TEMPLATE: no, I don't
+PROMPT: Do you mind handing me the wrench? (no, I don't)
 RESPONSE: No, I don't mind handing you the wrench.
 
-PROMPT: When did Pvt Walters start studying Italian?
-TEMPLATE: last month
+PROMPT: When did Pvt Walters start studying Italian? (last month)
 RESPONSE: He started studying Italian last month.
 
-PROMPT: Does Rick like helping in the kitchen?
-TEMPLATE: yes
+PROMPT: Does Rick like helping in the kitchen? (yes)
 RESPONSE: Yes, he likes helping in the kitchen.
 
-PROMPT: Do you enjoy sleeping late on Saturday?
-TEMPLATE: yes
+PROMPT: Do you enjoy sleeping late on Saturday? (yes)
 RESPONSE: Yes, I enjoy sleeping late on Saturday.
 
-# Source: ST §Ask and Answer with Gerunds (l3-s13)
+# Source: ST §Ask and Answer with Gerunds
 $PRODUCE Ask and Answer with Gerunds
 ID: l3-s13
-INTRO: Your turn to build both sides of the exchange. Use the cue lines to ask a question and then answer it — with a gerund in each.
-INSTRUCTION: Ask and answer aloud, using a gerund in both.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept any correctly formed question and answer that both use gerunds and incorporate the cue information (e.g. "When did you begin playing soccer? I began playing soccer five years ago."). Synonyms like "start" for "begin", flexible pronouns, and varied time/age expressions are fine.
+INTRO: Last gerund drill: build both sides of the exchange. Use the cue lines to ask the question and then answer it — both with gerunds.
+INSTRUCTION: Ask and answer aloud, using gerunds.
+RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
 
 EXAMPLE
 TEMPLATE: when / did begin / play tennis / ?
@@ -396,67 +1072,74 @@ RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began wal
 
 # SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path.
 
-$LESSON 3-3: Polite Requests
+$SESSION 3-6: Polite Requests
 
-# Source: ST §Conversations — A Pop Quiz! (l3-s8), moved here as the presentation for the favor/mind vocabulary; long lines split for TTS
-$DIALOGUE A Pop Quiz!
-ID: l3-s8
-INTRO: New part: asking for help politely. First, a story about a student, a small favor, and a pop quiz he really wasn't ready for. Listen and repeat.
-INSTRUCTION: Listen and repeat the story.
-REPEAT
+# Source: LLA 3C Figure 2 (Part 1)
+$DIALOGUE A Favor Between Friends
+ID: 3c-f2
+INTRO: In this part you'll learn to ask for things politely with "can", "could", "will", and "would" — and to say yes or no gracefully. Mary needs lunch money, and Ann is a good friend. Just listen for now.
+INSTRUCTION: Listen to the dialogue.
 
-VOCAB: favor
-VOCAB: certainly
-LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
+Mary: Could you do me a favor? {page_066_001.jpg} {bk10-l3c-f2-01.mp3}
+Ann: Certainly. What do you need? {page_066_001.jpg} {bk10-l3c-f2-02.mp3}
+Mary: Lunch money. Can you lend me 3 dollars? {page_066_001.jpg} {bk10-l3c-f2-03.mp3}
+Ann: Yes, I can. {page_066_001.jpg} {bk10-l3c-f2-04.mp3}
+Mary: Thanks. Will you do another thing for me? {page_066_001.jpg} {bk10-l3c-f2-05.mp3}
+Ann: Of course. You always do me favors. {page_066_001.jpg} {bk10-l3c-f2-06.mp3}
+Mary: Would you let me buy your lunch tomorrow? {page_066_001.jpg} {bk10-l3c-f2-07.mp3}
+Ann: Sure. I know a good restaurant downtown. {page_066_001.jpg} {bk10-l3c-f2-08.mp3}
 
-VOCAB: pass out
-VOCAB: sure
-LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
+# Source: LLA 3C Figure 2 (Part 2)
+$PRODUCE Roleplay: Answer as Ann
+ID: 3c-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now the dialogue again, but you play Ann. Listen to Mary's line, then say Ann's reply aloud.
+INSTRUCTION: Read Ann's lines aloud.
 
-VOCAB: mind
-VOCAB: of course not
-LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
+PROMPT: Could you do me a favor? {page_066_001.jpg} {bk10-l3c-f2-09-q.mp3}
+TEMPLATE: Ann: Certainly. What do you need?
+RESPONSE: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
 
-VOCAB: the front of
-VOCAB: hand out
-VOCAB: extra
-LINE: I hurried up to the front of the class. I handed out all the papers to the students, but I had a few extras.
+PROMPT: Lunch money. Can you lend me 3 dollars? {page_066_001.jpg} {bk10-l3c-f2-10-q.mp3}
+TEMPLATE: Ann: Yes, I can.
+RESPONSE: Yes, I can. {bk10-l3c-f2-04.mp3}
 
-VOCAB: quickly
-LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night. I sure wasn't ready.
-LINE: I quickly went to my desk and started on my quiz.
+PROMPT: Thanks. Will you do another thing for me? {page_066_001.jpg} {bk10-l3c-f2-11-q.mp3}
+TEMPLATE: Ann: Of course. You always do me favors.
+RESPONSE: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
 
-VOCAB: in a hurry
-VOCAB: quick
-LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry. She was quick to hand them back to us.
-LINE: My score was 72. That wasn't good. Now, I realize that I have to be ready to take a quiz at any time.
+PROMPT: Would you let me buy your lunch tomorrow? {page_066_001.jpg} {bk10-l3c-f2-12-q.mp3}
+TEMPLATE: Ann: Sure. I know a good restaurant downtown.
+RESPONSE: Sure. I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
 
-# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio. Convertible later with chosen paragraphs + TTS.
-
-# Source: ST §Grammar: Polite Requests (l3-s14); table flattened (no raw HTML)
+# Source: ST §Grammar: Polite Requests (table flattened)
 $GRAMMAR Polite Requests
 ID: l3-s14
-INTRO: Here's the pattern: could you and would you for polite requests — plus polite ways to say yes, and polite ways to say no.
+INTRO: Here's the pattern behind everything in this part: "could you" and "would you", and the polite ways to answer. Tap any phrase to hear it.
 
-We use **could you** and **would you** to make polite requests — when we need another person's help.
+We use *could you* and *would you* to make polite requests — when we need another person's help.
 
-**Asking:**
-{Could you please open the door?}
-{Would you help me with this box?}
+To ask:
 
-**Saying yes:**
-{Yes, of course I can.}
-{Yes, I'll be happy to help you.}
+- {Could you please open the door?}
+- {Would you help me with this box?}
 
-**Saying no politely:**
-{No, I'm sorry, I can't.}
-{I'd like to, but I can't right now.}
+To say yes:
 
-# Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15); retitled by content
-$DIALOGUE Asking and Answering Politely
+- {Yes, of course I can.}
+- {Yes, I'll be happy to help you.}
+
+To say no politely:
+
+- {No, I'm sorry, I can't.}
+- {I'd like to, but I can't right now.}
+
+# Source: ST §Would You Ask Sgt Ferguson to Come Here?
+$DIALOGUE Could You...? Would You...?
 ID: l3-s15
-INTRO: Five polite requests and their answers — some yes, some no, one bad back. Listen and repeat each exchange.
-INSTRUCTION: Listen and repeat the dialogs.
+INTRO: Five short exchanges: requests, and answers both kind and honest — Bill's back, for one, is not cooperating. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Carl: Could you take me to the commissary after class?
@@ -474,80 +1157,11 @@ Fran: Yes, I'll be happy to have dinner with you tonight.
 Anna: Would you help me move this desk?
 Bill: Sorry I can't. I have a bad back.
 
-# Source: ST §Would You ...? Yes. I Will. (l3-s16); printed cue moved to TEMPLATE, prompt kept audio-first
-$PRODUCE Answering with Can and Will
-ID: l3-s16
-INTRO: Answer each request aloud with can or will. The cue on screen tells you whether to say yes or no — being agreeable is optional today.
-INSTRUCTION: Answer aloud using the cue, with "can" or "will".
-INPUT: speak
-CHECK: reveal
-
-PROMPT: Could you lend me twenty dollars?
-TEMPLATE: no
-RESPONSE: No, I can't.
-
-PROMPT: Would you mind waiting ten more minutes?
-TEMPLATE: sure
-RESPONSE: Sure, I will wait.
-
-PROMPT: Would you ask Pvt Adams to come here?
-TEMPLATE: yes
-RESPONSE: Yes, I will.
-
-PROMPT: Could you take my brother to school today?
-TEMPLATE: no
-RESPONSE: No, I can't.
-
-PROMPT: Would you help Barbara with those big boxes?
-TEMPLATE: yes
-RESPONSE: Yes, I will.
-
-PROMPT: Could you finish changing this tire? My back hurts.
-TEMPLATE: no
-RESPONSE: No, I can't.
-
-# Source: ST §Would You Help Me Fix My Car? (l3-s17)
-$PRODUCE Make a Polite Request
-ID: l3-s17
-INTRO: Now you do the asking. Turn each cue into a polite request with could you or would you.
-INSTRUCTION: Make a polite request aloud using the cue.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?").
-
-EXAMPLE
-TEMPLATE: open window
-RESPONSE: Could you help me open this window?
-
-TEMPLATE: go to the mall
-RESPONSE: Could you go to the mall?
-
-TEMPLATE: change tire
-RESPONSE: Would you help me change this tire?
-
-TEMPLATE: clean the kitchen
-RESPONSE: Could you clean the kitchen?
-
-TEMPLATE: fasten your seatbelt
-RESPONSE: Would you please fasten your seatbelt?
-
-TEMPLATE: take a message
-RESPONSE: Could you take a message?
-
-TEMPLATE: lock the door
-RESPONSE: Would you lock the door?
-
-TEMPLATE: call back at 7:00
-RESPONSE: Could you call back at 7:00?
-
-TEMPLATE: fix the sink
-RESPONSE: Would you help me fix the sink?
-
-# Source: ST §Would You Please ...? (l3-s18)
-$DIALOGUE Would You Please ...?
+# Source: ST §Would You Please ...?
+$DIALOGUE Would You Please...?
 ID: l3-s18
-INTRO: Six more mini-exchanges — favors, wrenches, and the salt. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+INTRO: More quick request exchanges — several of them, you'll notice, involve a flat tire. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Student1: Would you help me, please? I have a flat.
@@ -568,91 +1182,266 @@ Student2: Of course, here it is.
 Student1: Would you mind handing me the wrench?
 Student2: I'd be glad to.
 
-# Source: ST §Could You Please ...? (l3-s19)
-$PRODUCE Could You Please ...?
-ID: l3-s19
-INTRO: More requests to make, from two-word cues this time. Ask politely — the model answer plays after you speak.
-INSTRUCTION: Ask a polite request using the cue words.
+# Source: LLA 3C Figure 1
+$PRODUCE Can, Could, Will, or Would?
+ID: 3c-f1
+INPUT: type
+CHECK: exact
+INTRO: Listen to each short exchange and type the missing words — "can", "could", "will", or "would". Your ear decides.
+INSTRUCTION: Type the missing word.
+
+PROMPT: Could you please do me a favor? Yes, of course. {bk10-l3c-f1-01.mp3}
+TEMPLATE: Kay: ____{Could} you please do me a favor?
+TEMPLATE: Ken: Yes, of course.
+RESPONSE: Could you please do me a favor? Yes, of course.
+
+PROMPT: Can you give me a ride home this afternoon? I sure can. {bk10-l3c-f1-02.mp3}
+TEMPLATE: Kay: ____{Can} you give me a ride home this afternoon?
+TEMPLATE: Ken: I sure ____{can}.
+RESPONSE: Can you give me a ride home this afternoon? I sure can.
+
+PROMPT: Would you take a message for me, please? I'll be glad to. {bk10-l3c-f1-03.mp3}
+TEMPLATE: Jan: ____{Would} you take a message for me, please?
+TEMPLATE: Jim: I'll be glad to.
+RESPONSE: Would you take a message for me, please? I'll be glad to.
+
+PROMPT: Will you tell Mr. Rogers that I called? I certainly will. {bk10-l3c-f1-04.mp3}
+TEMPLATE: Jan: ____{Will} you tell Mr. Rogers that I called?
+TEMPLATE: Jim: I certainly ____{will}.
+RESPONSE: Will you tell Mr. Rogers that I called? I certainly will.
+
+# Source: LLA 3C Figure 3
+$PRODUCE Make It a Polite Question
+ID: 3c-f3
 INPUT: speak
-CHECK: llm
-RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?").
+CHECK: reveal
+REPEAT
+INTRO: Turn commands into courtesy. Listen to a sentence and a cue word, change the sentence into a polite question with that word, and say it aloud. Then repeat the model.
+INSTRUCTION: Change the sentence to a polite question.
 
 EXAMPLE
-TEMPLATE: hand, wrench
-RESPONSE: Could you please hand me the wrench?
+PROMPT: Lend me a dollar. Will. {bk10-l3c-f3-ex1-q.mp3}
+RESPONSE: Will you please lend me a dollar? {bk10-l3c-f3-ex1-a.mp3}
 
-TEMPLATE: hand, jack
-RESPONSE: Could you please hand me the jack?
+EXAMPLE
+PROMPT: Turn that radio off. Could. {bk10-l3c-f3-ex2-q.mp3}
+RESPONSE: Could you please turn that radio off? {bk10-l3c-f3-ex2-a.mp3}
 
-TEMPLATE: close, door
-RESPONSE: Would you close the door, please?
+PROMPT: Move your car. Can. {bk10-l3c-f3-01-q.mp3}
+RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}
 
-TEMPLATE: come, here
-RESPONSE: Could you come here, please?
+PROMPT: Repeat the answer. Would. {bk10-l3c-f3-02-q.mp3}
+RESPONSE: Would you please repeat the answer? {bk10-l3c-f3-02-a.mp3}
 
-TEMPLATE: help, change tire
-RESPONSE: Would you help me change this tire?
+PROMPT: Fill out this form. Could. {bk10-l3c-f3-03-q.mp3}
+RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}
 
-TEMPLATE: do, favor
-RESPONSE: Could you do me a favor?
+PROMPT: Tell me what time it is. Can. {bk10-l3c-f3-04-q.mp3}
+RESPONSE: Can you please tell me what time it is? {bk10-l3c-f3-04-a.mp3}
 
-TEMPLATE: lend, book
-RESPONSE: Would you please lend me your book?
+PROMPT: Bring me a cup of coffee. Could. {bk10-l3c-f3-05-q.mp3}
+RESPONSE: Could you please bring me a cup of coffee? {bk10-l3c-f3-05-a.mp3}
 
-TEMPLATE: give, wrench
-RESPONSE: Could you give me the wrench?
+PROMPT: Introduce me to your friend. Would. {bk10-l3c-f3-06-q.mp3}
+RESPONSE: Would you please introduce me to your friend? {bk10-l3c-f3-06-a.mp3}
 
-TEMPLATE: pass, bread
-RESPONSE: Would you pass the bread, please?
+PROMPT: Take this book back to the library. Will. {bk10-l3c-f3-07-q.mp3}
+RESPONSE: Will you please take this book back to the library? {bk10-l3c-f3-07-a.mp3}
 
-TEMPLATE: fasten, seatbelt
-RESPONSE: Could you please fasten your seatbelt?
+PROMPT: Show me how to operate this machine. Can. {bk10-l3c-f3-08-q.mp3}
+RESPONSE: Can you please show me how to operate this machine? {bk10-l3c-f3-08-a.mp3}
 
-TEMPLATE: mind, lend
-RESPONSE: Would you mind lending me that?
+PROMPT: Write that word on the chalkboard. Would. {bk10-l3c-f3-09-q.mp3}
+RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.mp3}
 
-# Source: ST §Sure... Sorry.... (l3-s20); printed cue moved to TEMPLATE
+PROMPT: Tell Mother I won't be home for dinner. Will. {bk10-l3c-f3-10-q.mp3}
+RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}
+
+# Source: LLA 3C Figure 4
+$PRODUCE Answer the Requests
+ID: 3c-f4
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Now answer those same questions. Listen to each request and type the polite answer that fits the letters shown, then say the answer back.
+INSTRUCTION: Type the answer.
+
+EXAMPLE
+PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
+TEMPLATE: O____{f} c________{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
+TEMPLATE: Y____{es}, I c________{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
+ACCEPT: Yes I can
+
+PROMPT: Can you please move your car? {bk10-l3c-f4-01-q.mp3}
+TEMPLATE: S________________.
+RESPONSE: Sure. {bk10-l3c-f4-01-a.mp3}
+
+PROMPT: Would you please repeat the answer? {bk10-l3c-f4-02-q.mp3}
+TEMPLATE: C________________.
+RESPONSE: Certainly. {bk10-l3c-f4-02-a.mp3}
+
+PROMPT: Could you please fill out this form? {bk10-l3c-f4-03-q.mp3}
+TEMPLATE: O____{f} c________{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-03-a.mp3}
+
+PROMPT: Can you please tell me the time? {bk10-l3c-f4-04-q.mp3}
+TEMPLATE: Y____{es}, I c________{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-04-a.mp3}
+ACCEPT: Yes I can
+
+PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-05-q.mp3}
+TEMPLATE: S________________.
+RESPONSE: Sure. {bk10-l3c-f4-05-a.mp3}
+
+PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-06-q.mp3}
+TEMPLATE: O____{f} c________{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-06-a.mp3}
+
+PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-07-q.mp3}
+TEMPLATE: Y____{es}, I w________{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-07-a.mp3}
+ACCEPT: Yes I will
+
+PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-08-q.mp3}
+TEMPLATE: Y____{es}, I c________{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-08-a.mp3}
+ACCEPT: Yes I can
+
+PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-09-q.mp3}
+TEMPLATE: C________________.
+RESPONSE: Certainly. {bk10-l3c-f4-09-a.mp3}
+
+PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-10-q.mp3}
+TEMPLATE: Y____{es}, I w________{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-10-a.mp3}
+ACCEPT: Yes I will
+
+# Source: ST §Would You ...? Yes. I Will.
+$PRODUCE Say Yes or No
+ID: l3-s16
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+INTRO: Read each request, then use the cue in parentheses to answer aloud with "can" or "will" — a clean yes or a polite no.
+INSTRUCTION: Answer aloud using "can" or "will".
+
+PROMPT: Could you lend me twenty dollars? (no)
+RESPONSE: No, I can't.
+
+PROMPT: Would you mind waiting ten more minutes? (sure)
+RESPONSE: Sure, I will wait.
+
+PROMPT: Would you ask Pvt Adams to come here? (yes)
+RESPONSE: Yes, I will.
+
+PROMPT: Could you take my brother to school today? (no)
+RESPONSE: No, I can't.
+
+PROMPT: Would you help Barbara with those big boxes? (yes)
+RESPONSE: Yes, I will.
+
+PROMPT: Could you finish changing this tire? My back hurts. (no)
+RESPONSE: No, I can't.
+
+# Source: ST §Sure... Sorry....
 $PRODUCE Sure... Sorry...
 ID: l3-s20
-INTRO: People keep asking you for things. Listen to each request and accept or refuse politely, following the cue on screen.
-INSTRUCTION: Answer the request politely, following the cue.
 INPUT: speak
 CHECK: llm
+INTRO: Now answer with full polite phrases. Listen to each request and, following the cue, accept it warmly or refuse it kindly.
+INSTRUCTION: Answer the request politely, following the cue.
 RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to.").
 
 EXAMPLE
-PROMPT: Would you please lend me your dictionary?
-TEMPLATE: no
+PROMPT: Would you please lend me your dictionary? (no)
 RESPONSE: Sorry, but I don't have one.
 
 EXAMPLE
-PROMPT: Would you please hand me the dictionary?
-TEMPLATE: yes
+PROMPT: Would you please hand me the dictionary? (yes)
 RESPONSE: Sure, I'd be happy to.
 
-PROMPT: Could you help me with this box?
-TEMPLATE: yes
+PROMPT: Could you help me with this box? (yes)
 RESPONSE: Sure, I'll be glad to help.
 
-PROMPT: Would you mind moving your car?
-TEMPLATE: no
+PROMPT: Would you mind moving your car? (no)
 RESPONSE: Sorry, I can't right now.
 
-PROMPT: Will you pass the salt, please?
-TEMPLATE: yes
+PROMPT: Will you pass the salt, please? (yes)
 RESPONSE: Of course, here it is.
 
-PROMPT: Could you lend me ten dollars?
-TEMPLATE: no
+PROMPT: Could you lend me ten dollars? (no)
 RESPONSE: I'm sorry, I don't have it.
 
-# Source: ST §Could I Borrow Your ...? (l3-s21)
-$PRODUCE Could I Borrow Your ...?
-ID: l3-s21
-INTRO: You want something; you have something else. Ask to borrow the first item, then play the other person — apologize and offer what you have instead.
-INSTRUCTION: Ask to borrow the first item; then decline and offer the second.
+# Source: ST §Would You Help Me Fix My Car? + §Could You Please ...? (merged)
+$PRODUCE Make a Polite Request
+ID: l3-s17
 INPUT: speak
 CHECK: llm
+INTRO: Your turn to ask. Take each cue and turn it into a polite request with "could you", "would you", or "will you". Add "please" — it's free.
+INSTRUCTION: Make a polite request aloud using the cue.
+RUBRIC: Accept any standard polite request using "Could you", "Would you", or "Will you" that incorporates the cue (e.g. "Would you please hand me the jack?"). A "Would you mind" plus -ing form request is also correct.
+
+EXAMPLE
+TEMPLATE: hand me the wrench
+RESPONSE: Could you please hand me the wrench?
+
+TEMPLATE: hand me the jack
+RESPONSE: Could you please hand me the jack?
+
+TEMPLATE: go to the mall
+RESPONSE: Could you go to the mall?
+
+TEMPLATE: close the door
+RESPONSE: Would you close the door, please?
+
+TEMPLATE: come here
+RESPONSE: Could you come here, please?
+
+TEMPLATE: help me change this tire
+RESPONSE: Would you help me change this tire?
+
+TEMPLATE: clean the kitchen
+RESPONSE: Could you clean the kitchen?
+
+TEMPLATE: do me a favor
+RESPONSE: Could you do me a favor?
+
+TEMPLATE: lend me your book
+RESPONSE: Would you please lend me your book?
+
+TEMPLATE: fasten your seatbelt
+RESPONSE: Would you please fasten your seatbelt?
+
+TEMPLATE: take a message
+RESPONSE: Could you take a message?
+
+TEMPLATE: pass the bread
+RESPONSE: Would you pass the bread, please?
+
+TEMPLATE: lock the door
+RESPONSE: Would you lock the door?
+
+TEMPLATE: call back at 7:00
+RESPONSE: Could you call back at 7:00?
+
+TEMPLATE: fix the sink
+RESPONSE: Would you help me fix the sink?
+
+TEMPLATE: mind / lend me your pen
+RESPONSE: Would you mind lending me your pen?
+
+# Source: ST §Could I Borrow Your ...?
+$PRODUCE Could I Borrow Your...?
+ID: l3-s21
+INPUT: speak
+CHECK: llm
+INTRO: Final request workout — you play both people. Ask to borrow the first item; then, as the other person, apologize and offer the second item instead.
+INSTRUCTION: Ask for the first item; decline and offer the second.
 RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
 
 EXAMPLE
@@ -692,15 +1481,51 @@ TEMPLATE: You want: a jack
 TEMPLATE: You have: a wrench
 RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
 
-# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source.
+# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source. Convertible later if the ads are recovered.
 
-$LESSON 3-4: Reported Commands
+$SESSION 3-7: Reported Commands
 
-# Source: ST §What Did He Say? (l3-s22)
+# Source: LLA 3D Figure 1
+$DIALOGUE What Did She Say to Do?
+ID: 3d-f1
+INTRO: In this part you'll learn to report commands and requests: "She said to...", "He asked me to...". Listen to three short scenes and repeat each line — notice how the command comes back in the report.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
+Ken: What did Kim say to do? {bk10-l3d-f1-02.mp3}
+Jan: She said to tell Mike hello for her. {bk10-l3d-f1-03.mp3}
+
+Mom: Sue, wear your raincoat. {bk10-l3d-f1-04.mp3}
+Sue: What did Mom say to wear? {bk10-l3d-f1-05.mp3}
+Dan: She said to wear your raincoat. {bk10-l3d-f1-06.mp3}
+
+Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
+Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
+Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}
+
+# Source: new (gap: reported commands are drilled but never explained in the lesson)
+$GRAMMAR Reporting Commands and Requests
+ID: 3d-f1-b
+INTRO: Here's the whole trick in three lines. Tap any phrase to hear it.
+
+To report a command, use **said to** + the base form of the verb:
+
+{"Wear your raincoat."} → {She said to wear your raincoat.}
+
+For a negative command, use **said not to**:
+
+{"Don't mark on your test booklets."} → {He said not to mark on our test booklets.}
+
+To report a polite request, use **asked (someone) to**:
+
+{"Could you get me the dictionary?"} → {She asked me to get her the dictionary.}
+
+# Source: ST §What Did He Say?
 $DIALOGUE What Did He Say?
 ID: l3-s22
-INTRO: New part: reporting what someone said. Listen to each scene and repeat — notice "He said to..." and "She asked me to...".
-INSTRUCTION: Listen and repeat the dialogs.
+INTRO: Three more scenes — an office, a coat that needs hanging, and a major who needs a dictionary. Listen and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Capt_Moreno: Sgt Kline, report to the major's office right now.
@@ -718,28 +1543,72 @@ Ms_Rogers: Yes, sir. I'll do it right now.
 Mr_Thompson: What did Maj Jones ask you?
 Ms_Rogers: Maj Jones asked me to get him the dictionary.
 
-# Source: new (gap: the "said to / asked me to" pattern is drilled but never explained in the ST)
-$GRAMMAR Reporting Commands and Requests
-ID: l3-s22-b
-INTRO: One small pattern to notice before you practice it yourself.
-
-To report a command, use **said to** + verb:
-{Hang your coat up.} → {He said to hang my coat up.}
-
-To report a polite request, use **asked me to** + verb:
-{Could you get me the dictionary?} → {She asked me to get her the dictionary.}
-
-To report a negative command or request, use **not to**:
-{Please don't close the door.} → {He asked me not to close the door.}
-
-# Source: ST §Practice: What Did He Say? (l3-s23)
+# Source: LLA 3D Figure 2
 $PRODUCE Report the Command
+ID: 3d-f2
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Drill time. Listen to a command and a question, answer aloud with "He said to..." — or "He said not to..." — then repeat the model.
+INSTRUCTION: Answer aloud with a full sentence.
+
+EXAMPLE
+PROMPT: "Check the front tires." What did he say to do? {bk10-l3d-f2-ex-q.mp3}
+RESPONSE: He said to check the front tires. {bk10-l3d-f2-ex-a.mp3}
+
+PROMPT: "Lock the garage door." What did he say to do? {bk10-l3d-f2-01-q.mp3}
+RESPONSE: He said to lock the garage door. {bk10-l3d-f2-01-a.mp3}
+
+PROMPT: "Put the tire in the trunk." What did he say to do? {bk10-l3d-f2-02-q.mp3}
+RESPONSE: He said to put the tire in the trunk. {bk10-l3d-f2-02-a.mp3}
+
+PROMPT: "Wash the car today." What did he say to do? {bk10-l3d-f2-03-q.mp3}
+RESPONSE: He said to wash the car today. {bk10-l3d-f2-03-a.mp3}
+
+PROMPT: "Turn the light on." What did he say to do? {bk10-l3d-f2-04-q.mp3}
+RESPONSE: He said to turn the light on. {bk10-l3d-f2-04-a.mp3}
+
+PROMPT: "Don't leave now." What did he say not to do? {bk10-l3d-f2-05-q.mp3}
+RESPONSE: He said not to leave now. {bk10-l3d-f2-05-a.mp3}
+
+PROMPT: "Wait a few minutes." What did he say to do? {bk10-l3d-f2-06-q.mp3}
+RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}
+
+# Source: LLA 3D Figure 3
+$PRODUCE Mrs. Hill's Instructions
+ID: 3d-f3
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Mrs. Hill talks a lot — her family can barely keep up. Listen to what she says, then ask or answer the question aloud as directed, and repeat the model.
+INSTRUCTION: Answer aloud with a full sentence.
+
+PROMPT: Billy, hang up your coat. Ask Billy's question. {bk10-l3d-f3-01-q.mp3}
+RESPONSE: What did she say to do? She said to hang up your coat. {bk10-l3d-f3-01-a.mp3}
+
+PROMPT: Please feed the dog. Ask Billy's question. {bk10-l3d-f3-02-q.mp3}
+RESPONSE: What did she say to do? She said to feed the dog. {bk10-l3d-f3-02-a.mp3}
+
+PROMPT: John, please return Dr. Smith's call. What did she say to do? Answer his question. {bk10-l3d-f3-03-q.mp3}
+RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}
+
+PROMPT: Do your homework now, Billy. What did she say to do? Answer his question. {bk10-l3d-f3-04-q.mp3}
+RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}
+
+PROMPT: Please give Billy some lunch money. What did she say to give me? Answer his question. {bk10-l3d-f3-05-q.mp3}
+RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}
+
+PROMPT: Please put gas in the car. Billy, what did your mother say to do? Answer his question. {bk10-l3d-f3-06-q.mp3}
+RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}
+
+# Source: ST §Practice: What Did He Say?
+$PRODUCE Practice: What Did He Say?
 ID: l3-s23
-INTRO: Read each command or request, then do both jobs: ask what was said, and report it with "to" plus the verb.
-INSTRUCTION: Ask and answer aloud about the sentence.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive — "said to", "told me to", or "asked me to" (e.g. "He said to pick up Capt Walker at 1300.").
+INTRO: Now build both halves yourself. Read the sentence, then aloud: ask "What did he say?" or "What did she ask you?" — and answer it with the reported command.
+INSTRUCTION: Ask and answer aloud about the sentence.
+RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
 
 EXAMPLE
 TEMPLATE: Report to the colonel at 1300.
@@ -773,14 +1642,14 @@ RESPONSE: What did he say? He said to lock the garage door.
 TEMPLATE: Please hand out the papers.
 RESPONSE: What did she ask you? She asked me to hand out the papers.
 
-# Source: ST §He Asked Me to Pick Up .... (l3-s24)
-$PRODUCE He Asked Me to ...
+# Source: ST §He Asked Me to Pick Up ....
+$PRODUCE He Asked Me To...
 ID: l3-s24
-INTRO: Same idea, by ear this time. Listen to the request, then ask and report it aloud. Watch for the negative ones — "not to" matters.
-INSTRUCTION: Listen, then ask and answer the reported question aloud.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question ("What did he/she ask (you)?" or "What did he/she say?") and answer it with the reported command using an infinitive ("He/She asked/told me to..."); for negative requests the answer must use "not to".
+INTRO: Same skill, by ear. Listen to each request, then ask and answer the reported question aloud: "What did he ask you? He asked me to..." — and mind the negatives.
+INSTRUCTION: Ask and answer the reported question aloud.
+RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to..."); negative requests must be reported with "asked me not to".
 
 EXAMPLE
 PROMPT: Will you pick up my clothes at the laundry?
@@ -816,98 +1685,306 @@ RESPONSE: What did he ask you? He asked me to report to the office.
 PROMPT: Will you call the captain?
 RESPONSE: What did he ask you? He asked me to call the captain.
 
-$LESSON 3-5: Reading and Writing Skills
+$SESSION 3-8: Around Town — Listening Practice
 
-# Source: ST §What's the Topic? (l3-s3), reading-skills strand consolidated here
-$PRODUCE What's the Topic?
-ID: l3-s3
-INTRO: Last part: reading and writing. Read the paragraph, then type its topic in a few words — what is it about?
-INSTRUCTION: Read the paragraph and type the topic.
-INPUT: type
-CHECK: llm
-RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
+# Source: LLA 3D Figure 4
+$DIALOGUE Driving Through Silver City
+ID: 3d-f4
+INTRO: This part is pure listening practice: conversations around town, a map to navigate, and more word stress. Dan is back in Silver City after seven years, and the city didn't wait for him. Just listen.
+INSTRUCTION: Listen to the conversation.
 
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Spending birthday money.
+Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
+Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
+Dan: 7 years ago. {bk10-l3d-f4-03.mp3}
+Sam: Silver City has really changed a lot in that time. {bk10-l3d-f4-04.mp3}
+Dan: Yes, it has. There are more people and a lot of new buildings. {bk10-l3d-f4-05.mp3}
+Sam: What's that large place on the right? {bk10-l3d-f4-06.mp3}
+Dan: That's the Silver Star Mall. Do you want to eat lunch there? {bk10-l3d-f4-07.mp3}
+Sam: Yes, I certainly do. I'll only be here for 5 days, and I want to see everything. {bk10-l3d-f4-08.mp3}
 
-# Source: ST §What's the Main Idea? (l3-s4)
-$PRODUCE What's the Main Idea?
-ID: l3-s4
-INTRO: Now go one step further: type the main idea in a complete sentence. The first paragraph is a worked example — Martha again, still not deciding.
-INSTRUCTION: Read the paragraph and type the main idea in a complete sentence.
-INPUT: type
-CHECK: llm
-RUBRIC: Accept a complete sentence that accurately summarizes the main idea of the paragraph.
+# Source: LLA 3D Figure 4 (questions)
+$PRODUCE Questions About Silver City
+ID: 3d-f4-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Answer the questions about Dan and Sam's drive aloud, in full sentences. You can replay the conversation if you missed something.
+INSTRUCTION: Answer aloud with a full sentence.
 
-EXAMPLE
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Martha couldn't decide how to spend her money.
+PROMPT: Who's driving the car? {bk10-l3d-f4-09-q.mp3}
+RESPONSE: Sam is driving the car. {bk10-l3d-f4-09-a.mp3}
 
-TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
-RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
+PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-10-q.mp3}
+RESPONSE: They're in Silver City. {bk10-l3d-f4-10-a.mp3}
 
-TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
-RESPONSE: There are rules to follow for polite introductions in the United States.
+PROMPT: When did Sam move away from there? {bk10-l3d-f4-11-q.mp3}
+RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-11-a.mp3}
 
-# Source: ST §What Do You Want to Call It? (l3-s5)
-$SELECT Choose the Best Title
-ID: l3-s5
-INTRO: Read about Beth and her coat, then tap the title that fits the paragraph best.
-INSTRUCTION: Read the paragraph and tap the best title.
-OPTION: a | A Cold Winter
-OPTION: b | A New Coat
-OPTION: c | Department Stores
+PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-12-q.mp3}
+RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-12-a.mp3}
 
-TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
+# Source: LLA 3D Figure 5
+$SELECT Find It on the Map {page_071_001.jpg}
+ID: 3d-f5
+INTRO: You'll see a map of Silver City with buildings marked "A" through "H". Listen to the story and the directions, and tap the letter where each building belongs.
+INSTRUCTION: Tap the correct letter for the building.
+
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+OPTION: d | D
+OPTION: e | E
+OPTION: f | F
+OPTION: g | G
+OPTION: h | H
+
+PROMPT: The Landmark Hotel {bk10-l3d-f5-01.mp3}
+ANSWER: e
+
+PROMPT: The Silver City Mall {bk10-l3d-f5-02.mp3}
+ANSWER: h
+
+PROMPT: The Silver Dollar Restaurant {bk10-l3d-f5-03.mp3}
 ANSWER: b
 
-# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; drawing responses aren't expressible.
+PROMPT: The New Money Bank {bk10-l3d-f5-04.mp3}
+ANSWER: f
 
-# Source: ST §What's It All About? (l3-s25)
-$SELECT What's It All About?
-ID: l3-s25
-INTRO: Each paragraph comes with three summaries. Tap the one that says it best — the others are true-ish, but they miss the point.
-INSTRUCTION: Read the paragraph and tap the best summary.
-OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
-OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
-OPTION: c | Ned reads two newspapers. He likes to read the business news.
+PROMPT: The City Library {bk10-l3d-f5-05.mp3}
+ANSWER: g
 
-EXAMPLE
-TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
-OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
-OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
-OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
+PROMPT: The old post office {bk10-l3d-f5-06.mp3}
 ANSWER: a
 
-TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
-ANSWER: b
+PROMPT: The SureCare Clinic {bk10-l3d-f5-07.mp3}
+ANSWER: c
 
-TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
-OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
-OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
-OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
-ANSWER: b
+PROMPT: The High School Gym {bk10-l3d-f5-08.mp3}
+ANSWER: d
 
-# Source: ST §Flight Information (l3-s26)
+# Source: LLA 3C Figure 5 (Part 1)
+$DIALOGUE In a Clothing Store
+ID: 3c-f5
+INTRO: A clerk, a customer, and the new fall suits. The customer is "just looking" — for now. Listen to the conversation.
+INSTRUCTION: Listen to the dialogue.
+
+Charles: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
+Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
+Charles: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
+Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
+Charles: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
+Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
+Charles: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
+Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
+
+# Source: LLA 3C Figure 5 (Part 2)
+$PRODUCE Questions About the Clothing Store
+ID: 3c-f5-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Now answer the questions about the clothing store aloud, then repeat the model answers. The conversation is there if you need to check.
+INSTRUCTION: Answer the questions aloud.
+
+PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
+RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
+
+PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
+RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
+
+PROMPT: What is the clerk's name? {bk10-l3c-f5-11-q.mp3}
+RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
+
+PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
+RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
+
+PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
+RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
+
+# Source: LLA 3C Figure 6
+$SELECT More Syllable Stress
+ID: 3c-f6
+INTRO: Stress practice, round two — longer words this time, up to four syllables. Listen to each word and tap the number of the syllable with the strong stress; then repeat the word after the answer.
+INSTRUCTION: Tap the number of the stressed syllable.
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+EXAMPLE
+PROMPT: cafeteria. {bk10-l3c-f6-ex.mp3}
+ANSWER: 3
+FEEDBACK: The third syllable has the strong stress. Repeat: cafeteria. {bk10-l3c-f6-ex-fb.mp3}
+
+PROMPT: politely. {bk10-l3c-f6-01.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: politely. {bk10-l3c-f6-01-fb.mp3}
+
+PROMPT: popular. {bk10-l3c-f6-02.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: popular. {bk10-l3c-f6-02-fb.mp3}
+
+PROMPT: operate. {bk10-l3c-f6-03.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: operate. {bk10-l3c-f6-03-fb.mp3}
+
+PROMPT: another. {bk10-l3c-f6-04.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: another. {bk10-l3c-f6-04-fb.mp3}
+
+PROMPT: finally. {bk10-l3c-f6-05.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: finally. {bk10-l3c-f6-05-fb.mp3}
+
+PROMPT: favorite. {bk10-l3c-f6-06.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: favorite. {bk10-l3c-f6-06-fb.mp3}
+
+PROMPT: selection. {bk10-l3c-f6-07.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: selection. {bk10-l3c-f6-07-fb.mp3}
+
+PROMPT: everyone. {bk10-l3c-f6-08.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: everyone. {bk10-l3c-f6-08-fb.mp3}
+
+PROMPT: everybody. {bk10-l3c-f6-09.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: everybody. {bk10-l3c-f6-09-fb.mp3}
+
+PROMPT: introduce. {bk10-l3c-f6-10.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: introduce. {bk10-l3c-f6-10-fb.mp3}
+
+PROMPT: introduction. {bk10-l3c-f6-11.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: introduction. {bk10-l3c-f6-11-fb.mp3}
+
+PROMPT: variety. {bk10-l3c-f6-12.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: variety. {bk10-l3c-f6-12-fb.mp3}
+
+$SESSION 3-9: Review and Putting It Together
+
+# Source: LLA 3D Figure 6
+$DIALOGUE Look at That Car!
+ID: 3d-f6
+INTRO: Last part: a review of the week's words, plus some reading and writing. First, Mike and David admire someone else's car — the wheel covers, naturally. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Mike: Look at that car! {bk10-l3d-f6-01.mp3}
+David: Which car? {bk10-l3d-f6-02.mp3}
+Mike: The blue one. {bk10-l3d-f6-03.mp3}
+David: The blue one next to us? {bk10-l3d-f6-04.mp3}
+Mike: Yes, that one. {bk10-l3d-f6-05.mp3}
+David: That's Jim's car. {bk10-l3d-f6-06.mp3}
+Mike: Jim White? {bk10-l3d-f6-07.mp3}
+David: Not Jim White. Jim Brown. {bk10-l3d-f6-08.mp3}
+Mike: Do you like it? {bk10-l3d-f6-09.mp3}
+David: I like the wheel covers. {bk10-l3d-f6-10.mp3}
+Mike: They make Jim's car look fast. {bk10-l3d-f6-11.mp3}
+David: Yes, fast and expensive. {bk10-l3d-f6-12.mp3}
+
+# Source: LLA 3D Figure 7
+$SELECT Choose the Best Response
+ID: 3d-f7
+REPEAT
+INTRO: A tour of the week's vocabulary — "loose", "tight", "inflate", "remove", and friends. Listen to each sentence and tap the response that fits best, then repeat the confirmation.
+INSTRUCTION: Tap the best response.
+
+PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01-q.mp3}
+OPTION: a | They are right for her.
+OPTION: b | They are small for her.
+OPTION: c | They are large for her.
+ANSWER: c
+FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-01-a.mp3}
+
+PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02-q.mp3}
+OPTION: a | automobiles
+OPTION: b | boats
+OPTION: c | bicycles
+ANSWER: b
+FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-02-a.mp3}
+
+PROMPT: Anne removed one glove. {bk10-l3d-f7-03-q.mp3}
+OPTION: a | Ann is wearing a glove.
+OPTION: b | Ann put on her glove.
+OPTION: c | Ann took off her glove.
+ANSWER: c
+FEEDBACK: Anne took off her glove. {bk10-l3d-f7-03-a.mp3}
+
+PROMPT: Glen has enough money. {bk10-l3d-f7-04-q.mp3}
+OPTION: a | Glen doesn't have any money.
+OPTION: b | Glen needs to borrow money.
+OPTION: c | Glen doesn't need any more money.
+ANSWER: c
+FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-04-a.mp3}
+
+PROMPT: Mary's answer was quick. {bk10-l3d-f7-05-q.mp3}
+OPTION: a | Mary gave a fast answer.
+OPTION: b | Mary answered slowly.
+OPTION: c | Mary didn't answer.
+ANSWER: a
+FEEDBACK: Mary gave a fast answer. It was quick. {bk10-l3d-f7-05-a.mp3}
+
+PROMPT: Ken's belt is tight. {bk10-l3d-f7-06-q.mp3}
+OPTION: a | He ate too much.
+OPTION: b | He's hungry.
+OPTION: c | He didn't eat.
+ANSWER: a
+FEEDBACK: Ken's belt is tight because he ate too much. {bk10-l3d-f7-06-a.mp3}
+
+PROMPT: Why is Pat hurrying? {bk10-l3d-f7-07-q.mp3}
+OPTION: a | She's late.
+OPTION: b | She's early.
+OPTION: c | She's not here.
+ANSWER: a
+FEEDBACK: Pat's hurrying because she's late. {bk10-l3d-f7-07-a.mp3}
+
+PROMPT: Roger raised the desk. {bk10-l3d-f7-08-q.mp3}
+OPTION: a | Roger sat on the desk.
+OPTION: b | Roger worked at his desk.
+OPTION: c | Roger lifted the desk.
+ANSWER: c
+FEEDBACK: Roger lifted the desk. {bk10-l3d-f7-08-a.mp3}
+
+PROMPT: Nan inflated the soccer ball. {bk10-l3d-f7-09-q.mp3}
+OPTION: a | The soccer ball got flat.
+OPTION: b | The soccer ball got larger.
+OPTION: c | The soccer ball was small.
+ANSWER: b
+FEEDBACK: The soccer ball got larger when Nan inflated it. {bk10-l3d-f7-09-a.mp3}
+
+PROMPT: Why does Alan need the wrench? {bk10-l3d-f7-10-q.mp3}
+OPTION: a | Because he's tired.
+OPTION: b | Because he's fixing the machine.
+OPTION: c | Because his belt is tight.
+ANSWER: b
+FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-10-a.mp3}
+
+# Source: ST §Flight Information
 $DIALOGUE Flight Information
 ID: l3-s26
-INTRO: Paul is going to Hawaii — some people have all the luck. Listen and read the flight information carefully; you'll need it for the outline that follows.
-INSTRUCTION: Listen and read the paragraph.
+INTRO: Paul is planning a vacation in Hawaii, and the airline clerk has a schedule for him. Read the paragraph carefully — you'll fill in an outline of it next.
+INSTRUCTION: Read the paragraph.
 
-LINE: Paul wants to a take a vacation in Hawaii.
+LINE: Paul wants to take a vacation in Hawaii.
 LINE: He called the airline for reservations.
 LINE: The clerk gave him this information about the flights.
 LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
 LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
 LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
 
-# Source: ST §Flight Outline (l3-s27)
-$PRODUCE Flight Outline
+# Source: ST §Flight Outline
+$PRODUCE Complete the Flight Outline
 ID: l3-s27
 REFERENCE
-INTRO: Now organize what you read. Fill in the outline with the days and the flight times — write times like 10:00 a.m. The paragraph is there if you need to check.
-INSTRUCTION: Complete the outline. Write times like 10:00 a.m.
 INPUT: type
+INTRO: Now organize Paul's flight information into an outline. Type each day and flight time — check back with the paragraph whenever you need to.
+INSTRUCTION: Use the paragraph to complete the outline.
 
 TEMPLATE: Flight Information
 SLOT: 1 | Day 1 | Monday
@@ -921,13 +1998,13 @@ SLOT: 2 | Morning flight | 9:00 a.m.
 SLOT: 2 | Afternoon flight | 1:00 p.m.
 SLOT: 2 | Evening flight | 8:00 p.m.
 
-# Source: ST §Make a Sentence (l3-s28)
-$PRODUCE Make a Sentence
+# Source: ST §Make a Sentence
+$PRODUCE Combine the Sentences
 ID: l3-s28
-INTRO: One last skill: read the two sentences and combine them into one, then type it. When you finish these six, Lesson 3 is done — go check your spare tire.
-INSTRUCTION: Combine the two sentences into one and type it.
 INPUT: type
 CHECK: exact
+INTRO: One last job: read the two sentences and type one sentence that says it all. And that's the lesson — you can now fix a flat, ask for help politely, and report exactly who told you to do it.
+INSTRUCTION: Combine the two sentences into one and type it.
 
 TEMPLATE: He loosened the nuts. He loosened them with a wrench.
 RESPONSE: He loosened the nuts with a wrench.
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diff --git a/book-10-lesson-4.module b/book-10-lesson-4.module
index ff3aebc9..45215e77 100644
--- a/book-10-lesson-4.module
+++ b/book-10-lesson-4.module
@@ -1,43 +1,41 @@
 $MODULE Book 10 · Lesson 4: How Far Is It To...?
 FORMAT: 2
-DESCRIPTION: Review lesson: family and relatives, occupations, "be able to", impersonal "it" for weather and time, and asking about distance.
+DESCRIPTION: Family and relatives, "be able to", connectives and main ideas, occupations and the news, weather and time with impersonal "it", and asking about distances.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Sam | charon | Male speaker
-VOICE: Jan | gacrux | Female speaker
-VOICE: Bruce | achird | Male speaker
-VOICE: Ben | algieba | Male speaker
+VOICE: Bruce | achernar | Male
+VOICE: Ben | achird | Male
+VOICE: Sam | achernar | Male
+VOICE: Jan | gacrux | Female
+VOICE: Liz | gacrux | Female
+VOICE: Peggy | aoede | Female
+VOICE: Student1 | achernar | Male
+VOICE: Student2 | achird | Male
 VOICE: ID | achernar | speaker (auto)
 
-$LESSON 4-1: Family and Relatives
+$SESSION 4-1: Family and Relatives
 
-# Source: ST §A Family Tree (three TTS lines added to replace the book's printed family-tree diagram, which we don't have)
+# Source: ST §A Family Tree
 $DIALOGUE A Family Tree
 ID: l4-s1
-INTRO: This is a review lesson. You'll practice talking about your family, about jobs, about the weather, and about how far away things are. First, meet the Wrights, the Smiths, and the Clydes — listen and learn who is who.
-INSTRUCTION: Read the sentences and learn the family words.
+INTRO: In this lesson you'll learn to talk about your family, ask about jobs and the weather, and say how far it is from one place to another. First, the family. Read these sentences and meet the Wrights, the Smiths, and the Clydes — three families, one big tree.
+INSTRUCTION: Read the sentences and learn the new words.
 
 VOCAB: grandfather
 LINE: Paul Wright is Julie's grandfather. He's her father's father.
 
-LINE: Bertha Wright is Paul's wife. She's Julie's grandmother on her father's side.
-
 VOCAB: grandmother
 LINE: Rita Smith is Julie's grandmother on her mother's side of the family.
 
 VOCAB: grandparent
 LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side.
 
-LINE: Frank and Jane Wright are Julie and Kevin's parents.
-
 VOCAB: parent
 LINE: Kathleen and Matt Clyde are Mark's parents.
 
-LINE: Jane Wright and Kathleen Clyde are sisters. Rick Smith is their brother.
-
 VOCAB: uncle
 LINE: Frank Wright and Rick Smith are Mark's uncles.
 
@@ -51,7 +49,7 @@ VOCAB: niece
 LINE: Janet is Frank Wright's niece.
 
 VOCAB: cousin
-LINE: The Wright children and the Clyde children are cousins.
+LINE: The Wright children, Kevin and Julie, and the Clyde children are cousins.
 
 VOCAB: baby
 LINE: Mark and Janet have a baby brother. Little Matt is ten months old.
@@ -70,27 +68,197 @@ VOCAB: marriage
 LINE: Julie and George are getting married in June. Their marriage will be in the summer.
 
 VOCAB: folks
-LINE: Matt's folks will visit him next week. His parents will arrive Saturday, and his younger sister will arrive Sunday.
+LINE: Matt's folks will visit him next week.
+LINE: His parents will arrive Saturday, and his younger sister will arrive Sunday.
 
 VOCAB: relative
 LINE: My aunts, uncles, grandparents, and cousins are all my relatives.
 
+# Source: LLA 4A Figure 1 (word list kept as pronunciation reinforcement after the ST sentence panel)
+$DIALOGUE Family Words in Pictures
+ID: 4a-f1
+INTRO: Now hear those same family words from the tape, one at a time, with pictures. Repeat each word out loud — say it like you mean it.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: Folks. {bk10-l4a-f1-01.mp3}
+
+LINE: Grandfather. {page_075_001.jpg} {bk10-l4a-f1-02.mp3}
+
+LINE: Grandmother. {page_075_002.jpg} {bk10-l4a-f1-03.mp3}
+
+LINE: Grandparents. {page_075_003.jpg} {bk10-l4a-f1-04.mp3}
+
+LINE: Parents. {page_075_004.jpg} {bk10-l4a-f1-05.mp3}
+
+LINE: Baby. {page_075_004.jpg} {bk10-l4a-f1-06.mp3}
+
+LINE: Relatives. {bk10-l4a-f1-07.mp3}
+
+LINE: Aunt. {page_076_001.jpg} {bk10-l4a-f1-08.mp3}
+
+LINE: Single. {page_076_001.jpg} {bk10-l4a-f1-09.mp3}
+
+LINE: Get married. {page_076_001.jpg} {bk10-l4a-f1-10.mp3}
+
+LINE: Married. {page_076_002.jpg} {bk10-l4a-f1-11.mp3}
+
+LINE: Uncle. {page_076_003.jpg} {bk10-l4a-f1-12.mp3}
+
+LINE: Marriage. {page_076_004.jpg} {bk10-l4a-f1-13.mp3}
+
+LINE: Cousins. {page_076_004.jpg} {bk10-l4a-f1-14.mp3}
+
+LINE: Niece. {page_076_005.jpg} {bk10-l4a-f1-15.mp3}
+
+LINE: Nephew. {page_076_005.jpg} {bk10-l4a-f1-16.mp3}
+
+# Source: LLA 4A Figure 1
+$DIALOGUE The Story of My Family
+ID: 4a-f1-b
+INTRO: Someone is going to show you nine pictures of their relatives — grandparents, aunts, uncles, the works. Just listen, and see how many family words you can catch.
+INSTRUCTION: Listen to the story.
+
+LINE: Grandfather Jones is in Picture 1, and Grandmother Jones is in Picture 2. {bk10-l4a-f1-17.mp3}
+LINE: They are my mother's parents. {bk10-l4a-f1-18.mp3}
+LINE: They're my grandparents on my mother's side of the family. {bk10-l4a-f1-19.mp3}
+LINE: I see these grandparents often because we live in the same city. {bk10-l4a-f1-20.mp3}
+LINE: Grandfather doesn't work anymore. {bk10-l4a-f1-21.mp3}
+LINE: He and Grandmother like to take trips very often. {bk10-l4a-f1-22.mp3}
+LINE: Picture 3 shows my grandparents on my father's side. {bk10-l4a-f1-23.mp3}
+LINE: Don and Lita Garcia are my father's parents. {bk10-l4a-f1-24.mp3}
+LINE: They don't live in this city; they live in New Mexico. {bk10-l4a-f1-25.mp3}
+LINE: It's far from here. {bk10-l4a-f1-26.mp3}
+LINE: I only see them 1 or 2 times a year. {bk10-l4a-f1-27.mp3}
+LINE: Then, in Picture 4, are my mother and father. {bk10-l4a-f1-28.mp3}
+LINE: This is an old picture. {bk10-l4a-f1-29.mp3}
+LINE: There is a very young child in the picture with my mother and father. {bk10-l4a-f1-30.mp3}
+LINE: My mother has a baby in her arms. {bk10-l4a-f1-31.mp3}
+LINE: That baby is me. {bk10-l4a-f1-32.mp3}
+LINE: I was a 10-month-old baby. {bk10-l4a-f1-33.mp3}
+LINE: That was a long time ago. {bk10-l4a-f1-34.mp3}
+LINE: The little boy in the picture next to my father is my brother Frank. {bk10-l4a-f1-35.mp3}
+LINE: He was 3 years old in the picture. {bk10-l4a-f1-36.mp3}
+LINE: First, in Pictures 5 and 6 are my mother's sisters, my aunts: Aunt Mary and Aunt June. {bk10-l4a-f1-37.mp3}
+LINE: Picture 5 is a picture of Aunt Mary when she was single before she got married. {bk10-l4a-f1-38.mp3}
+LINE: Next to Aunt Mary is a picture of Aunt June. {bk10-l4a-f1-39.mp3}
+LINE: Aunt June never married. {bk10-l4a-f1-40.mp3}
+LINE: She's single. {bk10-l4a-f1-41.mp3}
+LINE: She lives alone in a small town not very far from here. {bk10-l4a-f1-42.mp3}
+LINE: Next to Aunt June in Picture 7 is Uncle Jerry. {bk10-l4a-f1-43.mp3}
+LINE: Uncle Jerry is my father's brother. {bk10-l4a-f1-44.mp3}
+LINE: Uncle Jerry lives in New Mexico also, but he comes to visit us often. {bk10-l4a-f1-45.mp3}
+LINE: My father has a sister too, but I don't have her picture. {bk10-l4a-f1-46.mp3}
+LINE: Her name is Jean. {bk10-l4a-f1-47.mp3}
+LINE: She's my Aunt Jean. {bk10-l4a-f1-48.mp3}
+LINE: Picture 8 shows Aunt Mary after she got married. {bk10-l4a-f1-49.mp3}
+LINE: It's a picture of her family. {bk10-l4a-f1-50.mp3}
+LINE: My Aunt Mary has a very happy marriage. {bk10-l4a-f1-51.mp3}
+LINE: In the picture with her is her husband, Uncle Ben, and her children, Meg and Rob, my cousins. {bk10-l4a-f1-52.mp3}
+LINE: Aunt Mary and her family live here in town. {bk10-l4a-f1-53.mp3}
+LINE: My cousins and I went to the same schools when we were growing up. {bk10-l4a-f1-54.mp3}
+LINE: It's nice to have your relatives in the same city. {bk10-l4a-f1-55.mp3}
+LINE: And finally, in Picture 9 are my brother Frank's children. {bk10-l4a-f1-56.mp3}
+LINE: They are my newest and youngest relatives: my niece Jane and my nephew Jack. {bk10-l4a-f1-57.mp3}
+LINE: My niece is 2 and a half years old. {bk10-l4a-f1-58.mp3}
+LINE: My nephew is a 4-month-old baby. {bk10-l4a-f1-59.mp3}
+LINE: They're the babies of the family. {bk10-l4a-f1-60.mp3}
+LINE: I hope you enjoyed my pictures. {bk10-l4a-f1-61.mp3}
+LINE: I like to look at them and think of my folks. {bk10-l4a-f1-62.mp3}
+
+# Source: LLA 4A Figure 2
+$SELECT Who's Who in the Family
+ID: 4a-f2
+INTRO: Time to check who's who. Listen to each question, tap the correct answer, then repeat the full sentence you hear.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: Who's my father's father? {bk10-l4a-f2-01-q.mp3}
+OPTION: a | my grandfather
+OPTION: b | my grandmother
+OPTION: c | my uncle
+ANSWER: a
+FEEDBACK: My father's father is my grandfather. {bk10-l4a-f2-01-a.mp3}
+
+PROMPT: Who's my father's mother? {bk10-l4a-f2-02-q.mp3}
+OPTION: a | my aunt
+OPTION: b | my grandmother
+OPTION: c | my cousin
+ANSWER: b
+FEEDBACK: My father's mother is my grandmother. {bk10-l4a-f2-02-a.mp3}
+
+PROMPT: What do we call a very young child? {bk10-l4a-f2-03-q.mp3}
+OPTION: a | a cousin
+OPTION: b | a nephew
+OPTION: c | a baby
+ANSWER: c
+FEEDBACK: A very young child is called a baby. {bk10-l4a-f2-03-a.mp3}
+
+PROMPT: Who are my mother's sisters? {bk10-l4a-f2-04-q.mp3}
+OPTION: a | my uncles
+OPTION: b | my cousins
+OPTION: c | my aunts
+ANSWER: c
+FEEDBACK: My mother's sisters are my aunts. {bk10-l4a-f2-04-a.mp3}
+
+PROMPT: Who's my father's brother? {bk10-l4a-f2-05-q.mp3}
+OPTION: a | my uncle
+OPTION: b | my cousins
+OPTION: c | my aunt
+ANSWER: a
+FEEDBACK: My father's brother is my uncle. {bk10-l4a-f2-05-a.mp3}
+
+PROMPT: Who are my aunt's children? {bk10-l4a-f2-06-q.mp3}
+OPTION: a | my nephews
+OPTION: b | my cousins
+OPTION: c | my aunts
+ANSWER: b
+FEEDBACK: My aunt's children are my cousins. {bk10-l4a-f2-06-a.mp3}
+
+PROMPT: Who's my brother's son? {bk10-l4a-f2-07-q.mp3}
+OPTION: a | my cousin
+OPTION: b | my nephew
+OPTION: c | my niece
+ANSWER: b
+FEEDBACK: My brother's son is my nephew. {bk10-l4a-f2-07-a.mp3}
+
+PROMPT: Who's my brother's daughter? {bk10-l4a-f2-08-q.mp3}
+OPTION: a | my cousin
+OPTION: b | my nephew
+OPTION: c | my niece
+ANSWER: c
+FEEDBACK: My brother's daughter is my niece. {bk10-l4a-f2-08-a.mp3}
+
+PROMPT: When a woman has a husband, what do we call her? {bk10-l4a-f2-09-q.mp3}
+OPTION: a | a single woman
+OPTION: b | a married woman
+OPTION: c | an old woman
+ANSWER: b
+FEEDBACK: A woman with a husband is called a married woman. {bk10-l4a-f2-09-a.mp3}
+
+PROMPT: What do we call a man without a wife? {bk10-l4a-f2-10-q.mp3}
+OPTION: a | a single man
+OPTION: b | a married man
+OPTION: c | an old man
+ANSWER: a
+FEEDBACK: A man without a wife is a single man. {bk10-l4a-f2-10-a.mp3}
+
 # Source: ST §Who Is...?
-$PRODUCE Questions About the Family
+$PRODUCE Questions About the Family Tree
 ID: l4-s2
-REFERENCE
-INTRO: Now answer questions about that family, out loud. If you lose track of the cousins, you can look back at the family tree — everyone does.
-INSTRUCTION: Answer the questions about the family tree.
+REFERENCE: l4-s1
+INTRO: Back to the Wrights, the Smiths, and the Clydes. Answer each question aloud in a full sentence — and if the cousins get tangled, you can open the family tree while you answer.
+INSTRUCTION: Answer aloud; check the family tree if you need it.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+RUBRIC: Treat the model answer as the factual key. Accept any phrasing or short form that names the same person, people, or fact.
 
 EXAMPLE
 PROMPT: Who are Julie's parents?
 RESPONSE: Frank and Jane Wright are her parents.
 
-PROMPT: Who are Julie's grandparents on her father's side?
-RESPONSE: Paul and Bertha Wright are her grandparents.
+PROMPT: Who's Julie's grandfather on her father's side?
+RESPONSE: Paul Wright is her grandfather on her father's side.
 
 PROMPT: Who's Julie's grandmother on her mother's side?
 RESPONSE: Rita Smith is her grandmother on her mother's side.
@@ -128,8 +296,8 @@ RESPONSE: Kenneth and Rita Smith are her folks.
 # Source: ST §Who Are Janet Clyde's Relatives?
 $PRODUCE Janet Clyde's Relatives
 ID: l4-s3
-REFERENCE
-INTRO: Same family, new point of view. This time everything is about Janet Clyde — type the relationship word that fits each blank.
+REFERENCE: l4-s1
+INTRO: Now look at the tree from Janet Clyde's side. Type the family word that fits each gap — "aunt", "uncle", "cousins", and friends.
 INSTRUCTION: Type the correct relationship word.
 INPUT: type
 CHECK: exact
@@ -153,9 +321,9 @@ TEMPLATE: Kevin and Julie Wright are Janet's ____{cousins}.
 RESPONSE: Kevin and Julie Wright are Janet's cousins.
 
 # Source: ST §He'd Like to Go Now.
-$PRODUCE Wedding Words
+$PRODUCE Before the Wedding
 ID: l4-s4
-INTRO: Julie and George are getting married in June — and George's nephew Pete is worried about a fishing trip. Type the missing word in each sentence of their story.
+INTRO: One more family story: Julie and George are getting married in June, and George's nephew Pete has a fishing trip to protect. Type the missing word in each sentence.
 INSTRUCTION: Type the correct missing word.
 INPUT: type
 CHECK: exact
@@ -163,11 +331,13 @@ CHECK: exact
 TEMPLATE: Julie Wright is getting married in June. She is going to ____{marry} George White.
 RESPONSE: She is going to marry George White.
 
-TEMPLATE: His ____{folks|relatives} live in San Francisco, but they're coming to the wedding.
+TEMPLATE: His ____{folks} live in San Francisco, but they're coming to the wedding.
 RESPONSE: His folks live in San Francisco, but they're coming to the wedding.
+ACCEPT: relatives
 
-TEMPLATE: All of Julie's ____{relatives|folks} live right here, in San Antonio.
+TEMPLATE: All of Julie's ____{relatives} live right here, in San Antonio.
 RESPONSE: All of Julie's relatives live right here, in San Antonio.
+ACCEPT: folks
 
 TEMPLATE: George's sister has a son, Pete. Pete is George's ____{nephew}.
 RESPONSE: Pete is George's nephew.
@@ -184,251 +354,27 @@ RESPONSE: He knows George will be single for only two more months.
 TEMPLATE: After that, when he's ____{married}, he may not be able to go fishing.
 RESPONSE: After that, when he's married, he may not be able to go fishing.
 
-# Source: ST §Let's Talk About Our Families. (moved here from the book's function section; exchanges recast as two-speaker turns)
-$DIALOGUE Small Talk: Family
-ID: l4-s24
-INTRO: These are short, friendly exchanges about family — the kind you can use with almost anyone. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
+# SKIPPED (book): ST Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus; the recorded LLA syllable-stress drill appears in part 4-8.
 
-Jan: How's your family?
-Sam: Fine, thank you. And yours?
+$SESSION 4-2: "Be Able To"
 
-Jan: How're your children?
-Sam: They're all well, thank you.
-
-Jan: How's your wife?
-Sam: She's fine, thanks.
-
-Jan: How's your uncle feeling?
-Sam: He's better, thanks.
-
-Sam: How's the new baby?
-Jan: She's fine, thanks. Please come and see her.
-
-Sam: My daughter called last night.
-Jan: Did she have any news?
-
-Jan: I talked to my parents yesterday.
-Sam: How are they?
-
-Sam: How's your son Robert?
-Jan: He's fine. He has a new job.
-
-# Source: ST §Summer With Grandparents (paragraph split into short lines)
-$DIALOGUE Reading: Summer With Grandparents
-ID: l4-s16
-INTRO: Now read about Peg, Paul, and Mark's summer visit to their grandparents. Two weeks of swimming, fishing, and shopping — and apparently that's still not enough.
-INSTRUCTION: Read the paragraph.
-
-LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer. Their cousin Mark visits with them, too.
-LINE: The children really enjoy staying with their grandparents. Mr. and Mrs. Lee take them swimming and sightseeing often.
-LINE: Mr. Lee also takes the boys fishing. Peg doesn't go with them because she doesn't like to fish.
-LINE: When the boys go fishing, Peg and her grandmother go shopping.
-LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents. They'd like to stay all summer.
-
-# Source: ST §Write the Topic and Main Idea
-$PRODUCE Topic and Main Idea
-ID: l4-s17
-REFERENCE
-INTRO: Now put that paragraph in a nutshell. You'll type its topic in a few words, and its main idea in one complete sentence — you can look back at the paragraph while you work.
-INSTRUCTION: Type the topic and the main idea of the paragraph.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answers as the key. For the topic, accept any short phrase about a summer visit with grandparents. For the main idea, require a complete sentence saying the children enjoy their summer visits with their grandparents.
-
-PROMPT: Write the topic of the paragraph.
-RESPONSE: A summer visit with grandparents.
-
-PROMPT: Write the main idea in a complete sentence.
-RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
-
-# Source: ST §What Do You Want to Call It?
-$SELECT Choose the Best Title
-ID: l4-s18
-REFERENCE
-INTRO: One more question about Peg, Paul, and Mark: a good title covers the whole paragraph, not just one detail. Tap the best one.
-INSTRUCTION: Tap the best title for the paragraph.
-OPTION: a | Peg, Paul, and Mark
-OPTION: b | Summer With Grandfather and Grandmother
-OPTION: c | Swimming and Sightseeing in the Summer
-
-TEMPLATE: What is the best title?
-ANSWER: b
-
-$LESSON 4-2: Occupations and the News
-
-# SKIPPED (book): Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus.
-# SKIPPED (book): "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity to practice occupations.
-
-# Source: ST §What Kind of Work Do You Do?
-$DIALOGUE What Kind of Work Do You Do?
-ID: l4-s5
-INTRO: New part, new topic: work. You'll review words for jobs and the people who do them. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-VOCAB: cashier
-LINE: Ken is a cashier in a department store. {st-page_137_001.jpg}
-
-VOCAB: dentist
-LINE: Sue is a dentist. {st-page_137_002.jpg}
-
-VOCAB: salesperson
-LINE: Joseph and Rita are salespeople. They sell houses. Joseph is a salesman, and Rita is a saleswoman. {st-page_138_001.jpg}
-
-VOCAB: secretary
-LINE: Fran is a secretary. She types 85 words a minute. She types fast. {st-page_138_002.jpg}
-
-VOCAB: businessman
-VOCAB: boss
-LINE: Mr. Soto is a businessman. He has a business. He owns a clothing store. {st-page_138_003.jpg}
-LINE: He's the boss in his store. He has a salesperson working for him. {st-page_138_003.jpg}
-
-VOCAB: driver
-VOCAB: company
-LINE: Myra is a taxi driver. She's also a businesswoman. She and her husband Hal own a taxi company together. {st-page_138_004.jpg}
-
-# Source: ST §Mr. Jacobs Writes Articles. (one long line split at its clauses)
-$DIALOGUE Mr. Jacobs Writes Articles
-ID: l4-s7
-INTRO: Here's one occupation up close. Meet Mr. Jacobs, a famous writer in Dallas — read about the articles he writes, and sells.
-INSTRUCTION: Read the paragraphs.
-
-VOCAB: famous
-VOCAB: writer
-LINE: Mr. Jacobs is a famous writer. He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
-
-VOCAB: article
-VOCAB: newspaper
-VOCAB: magazine
-LINE: He writes stories about different things. Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
-LINE: You can find some of his articles in magazines all around the world.
-LINE: He also writes newspaper articles for his town paper.
-
-VOCAB: news
-LINE: These articles are usually about local news.
-LINE: For example, last week he wrote an article about the new library for the south side of the city.
-LINE: Another article was about the high number of accidents on the weekends, and another was about the city water company.
-
-LINE: Articles for magazines are usually longer. Of course, it also takes Mr. Jacobs longer to write them.
-
-VOCAB: work on
-LINE: Right now he's working on an article about the American family in today's world. Mr. Jacobs enjoys his work very much.
-
-# Source: ST §Do You Collect Anything?
-$DIALOGUE Do You Collect Anything?
-ID: l4-s8
-INTRO: Bruce and Ben are planning their Saturday. One of them collects coins; the other only collects his students' test papers. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-VOCAB: collection
-VOCAB: collect
-Bruce: What are you going to do this Saturday, Ben? Anything interesting? {st-page_142_001.jpg}
-Ben: Well, I'm going to add some coins to my coin collection. But that's all. Do you collect anything?
-Bruce: No. I only collect my students' papers after they finish a test, but that's different.
-Ben: What are YOU doing Saturday?
-Bruce: I'm going to work on my car in the morning. I have to replace two tires.
-LINE: Then I want to go see the Dodgers. I have an extra ticket. Do you want to come with me?
-Ben: Sure. Where can I meet you?
-Bruce: At my apartment, about five.
-Ben: Good! I'll see you then.
-
-# Source: ST §Do You Collect Anything? - True/False
-$SELECT Do You Collect Anything? — True or False
-ID: l4-s9
-REFERENCE
-INTRO: True or false, according to Bruce and Ben's conversation. You can review the dialog while you answer.
-INSTRUCTION: Tap True or False.
-OPTION: T | True
-OPTION: F | False
-
-PROMPT: Ben collects coins.
-ANSWER: T
-
-PROMPT: Bruce collects papers from his students.
-ANSWER: T
-
-PROMPT: Ben has a coin collection.
-ANSWER: T
-
-PROMPT: Bruce has a paper collection.
-ANSWER: F
-
-PROMPT: Ben will repair his car.
-ANSWER: F
-
-PROMPT: Ben doesn't want to see the Dodgers.
-ANSWER: F
-
-# SKIPPED (book): Reading Skill "HOW MUCH?" and "FLOWERS" — scanning exercises with timed realia display, missing the actual ad images to answer from.
-
-# Source: ST §Let's Talk About Occupations. (exchanges recast as two-speaker turns)
-$DIALOGUE Small Talk: Work
-ID: l4-s26
-INTRO: Now use those job words in conversation — asking and answering about work. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Jan: What kind of work do you do?
-Sam: I'm a salesman. I sell cars.
-
-Jan: How's your work?
-Sam: Not good. I'm looking for another job.
-
-Sam: Do you have a job?
-Jan: No, I'm out of work right now.
-
-Jan: What kind of job do you have?
-Sam: I'm a taxi driver.
-
-Sam: Where do you work?
-Jan: I'm a secretary at the First State Bank.
-
-Sam: What are you working on?
-Jan: I'm writing an article for the Dallas Times.
-
-Jan: What kind of job are you looking for?
-Sam: I think I'd be a good salesman.
-
-Sam: What kind of work would you like to do?
-Jan: I'd like to be a nurse.
-
-# SKIPPED (book): "OH, THEY'RE FINE" and "LET'S TALK" — open roleplays (making small talk).
-
-# Source: ST §What's It All About?
-$SELECT Pick the Best Summary
-ID: l4-s27
-INTRO: Read a short paragraph about a dentist who is also a good businessman, then tap the sentence that best sums the whole thing up.
-INSTRUCTION: Read the paragraph and tap the best summary.
-OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
-OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
-OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
-
-TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
-ANSWER: c
-
-$LESSON 4-3: Be Able To
-
-# Source: ST §Be Able To (grammar box)
-$GRAMMAR Be Able To
+# Source: ST §Be Able To
+$GRAMMAR "Be Able To"
 ID: l4-s10
-INTRO: In this part you'll review "be able to" — another way to say "can", with a present, a past, and a future.
+INTRO: In this part you'll learn "be able to" — another way to say "can", and one that works in the future and the past, where "can" runs out of forms.
 
-Be able to is used to express ability. It is the same as **can**.
+**Be able to** expresses ability. It means the same as **can**.
 
 | | |
 |---|---|
-| Present | John **is able to** speak three languages.<br>John **can** speak three languages. |
-| Future | We'll **be able to** leave tomorrow.<br>We **can** leave tomorrow. |
-| Past | I **wasn't able to** go last night.<br>I **couldn't** go last night. |
+| Present | {John is able to speak three languages.}<br>{John can speak three languages.} |
+| Future | {We'll be able to leave tomorrow.}<br>{We can leave tomorrow.} |
+| Past | {I wasn't able to go last night.}<br>{I couldn't go last night.} |
 
 # Source: ST §Patrick Was Able To Go To The Movie.
-$DIALOGUE Be Able To — Example Sentences
+$DIALOGUE "Be Able To" — Example Sentences
 ID: l4-s11
-INTRO: Read these sentences and notice the forms of "be able to" — in questions, in negatives, and in the past and future.
+INTRO: Here's "be able to" at work: questions, negatives, past, and future. Just read the sentences — no answers required.
 INSTRUCTION: Read the sentences.
 
 LINE: Will Robert be able to go to the party?
@@ -442,13 +388,87 @@ LINE: Was your nephew able to read that magazine?
 LINE: Jennifer's cousin will be able to drive next month.
 LINE: Were you able to get yesterday's newspaper?
 
-# Source: ST §A Cat Is Able To Climb Trees.
-$PRODUCE From Can to Be Able To
-ID: l4-s12
-INTRO: You'll hear sentences with "can". Say each one again with "be able to", then check the model. Keep the same tense and the same question or statement shape.
-INSTRUCTION: Change from "can" to "be able to" aloud.
+# Source: LLA 4A Figure 3
+$SELECT Will They Be Able to Come?
+ID: 4a-f3
+INTRO: There's a family gathering coming, and not every relative can make it. Listen to each question and its answer, then tap Yes, No, or Maybe.
+INSTRUCTION: Tap Yes, No, or Maybe.
+OPTION: y | Yes
+OPTION: n | No
+OPTION: m | Maybe
+
+EXAMPLE
+PROMPT: Will Aunt June be able to come? — I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-ex.mp3}
+ANSWER: m
+
+PROMPT: Will Grandfather and Grandmother Jones be able to come? — Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-02.mp3}
+ANSWER: y
+
+PROMPT: Will Aunt Mary be able to come? — No, she won't be able to come. {bk10-l4a-f3-03.mp3}
+ANSWER: n
+
+PROMPT: Will Uncle Ben be able to come? — He isn't sure. He might. {bk10-l4a-f3-04.mp3}
+ANSWER: m
+
+PROMPT: Will Cousin Meg be able to come? — Yes, she will. {bk10-l4a-f3-05.mp3}
+ANSWER: y
+
+PROMPT: Will Cousin Rob be able to come? — No, he won't. {bk10-l4a-f3-06.mp3}
+ANSWER: n
+
+PROMPT: Will Uncle Jerry be able to come? — He didn't know. He might. {bk10-l4a-f3-07.mp3}
+ANSWER: m
+
+PROMPT: Will your brother Frank be able to come? — Yes, he will. {bk10-l4a-f3-08.mp3}
+ANSWER: y
+
+PROMPT: Will your parents be able to come? — Yes, they will. {bk10-l4a-f3-09.mp3}
+ANSWER: y
+
+# Source: LLA 4A Figure 3
+$PRODUCE Answer: Will They Be Able to Come?
+ID: 4a-f3-b
+INTRO: Same guest list, but now you keep track of it. Answer each question in a complete sentence with "will", "won't", or "might be able to", then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
+REPEAT
+
+PROMPT: Will Aunt June be able to come? {bk10-l4a-f3-10-q.mp3}
+RESPONSE: Aunt June might be able to come. {bk10-l4a-f3-10-a.mp3}
+
+PROMPT: Will Grandfather and Grandmother Jones be able to come? {bk10-l4a-f3-11-q.mp3}
+RESPONSE: Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-11-a.mp3}
+
+PROMPT: Will my parents be able to come? {bk10-l4a-f3-12-q.mp3}
+RESPONSE: Yes, your parents will be able to come. {bk10-l4a-f3-12-a.mp3}
+
+PROMPT: Will Uncle Ben be able to come? {bk10-l4a-f3-13-q.mp3}
+RESPONSE: Uncle Ben might be able to come. {bk10-l4a-f3-13-a.mp3}
+
+PROMPT: Will Uncle Jerry be able to come? {bk10-l4a-f3-14-q.mp3}
+RESPONSE: Uncle Jerry might be able to come. {bk10-l4a-f3-14-a.mp3}
+
+PROMPT: Will Cousin Meg be able to come? {bk10-l4a-f3-15-q.mp3}
+RESPONSE: Yes, Cousin Meg will be able to come. {bk10-l4a-f3-15-a.mp3}
+
+PROMPT: Will Aunt Mary be able to come? {bk10-l4a-f3-16-q.mp3}
+RESPONSE: No, Aunt Mary won't be able to come. {bk10-l4a-f3-16-a.mp3}
+
+PROMPT: Will my brother Frank be able to come? {bk10-l4a-f3-17-q.mp3}
+RESPONSE: Yes, your brother Frank will be able to come. {bk10-l4a-f3-17-a.mp3}
+
+PROMPT: Will Cousin Rob be able to come? {bk10-l4a-f3-18-q.mp3}
+RESPONSE: No, Cousin Rob won't be able to come. {bk10-l4a-f3-18-a.mp3}
+
+# Source: ST §A Cat Is Able To Climb Trees.
+$PRODUCE From "Can" to "Be Able To"
+ID: l4-s12
+INTRO: Now transform: read each sentence with "can" and say it again with "be able to". Same meaning, more words — English does that sometimes.
+INSTRUCTION: Change "can" to "be able to" aloud.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
 PROMPT: A cat can climb trees.
@@ -485,11 +505,11 @@ RESPONSE: What languages are you able to speak?
 # Source: ST §Were You Able to Go?
 $PRODUCE Were You Able To...?
 ID: l4-s13
-INTRO: Now build past questions. Take the cue you see and ask "Were you able to...?" — that's the whole recipe.
+INTRO: Now build past questions. Take the cue on the screen and ask a full question with "Were you able to...".
 INSTRUCTION: Ask a past tense question with "be able to" using the cue.
 INPUT: speak
 CHECK: llm
-RUBRIC: The answer must be a grammatically correct past-tense question of the shape "Were you able to" plus the cue. The question form and tense are the point — a statement or wrong tense fails.
+RUBRIC: The learner must form a grammatically correct past tense question using "be able to" and the provided cue phrase.
 
 EXAMPLE
 TEMPLATE: go to the BX last Saturday
@@ -517,14 +537,17 @@ TEMPLATE: sleep late last Sunday
 RESPONSE: Were you able to sleep late last Sunday?
 
 # Source: ST §He Wasn't Able to Go.
-$DIALOGUE Reading: He Wasn't Able to Go
+$DIALOGUE He Wasn't Able to Go
 ID: l4-s14
-INTRO: Two short stories: Ken's very busy week, and Jim's coin collection. Just read — questions come next.
+INTRO: Two short stories: Ken, who kept missing his friends' invitations, and Jim, who collects coins. Read the paragraphs — questions follow.
 INSTRUCTION: Read the paragraphs.
 
 LINE: On Friday, Jim invited Ken to a party. He wasn't able to go because he had to work.
-LINE: On Sunday, Stan invited him to the movie. He wasn't able to go the movie because he had to study for a test.
-LINE: On Tuesday, Jack asked him to go to dinner with him. He didn't have to work, and he didn't have to study. At last, he was able to do something with a friend!
+LINE: On Sunday, Stan invited him to the movie.
+LINE: He wasn't able to go the movie because he had to study for a test.
+LINE: On Tuesday, Jack asked him to go to dinner with him.
+LINE: He didn't have to work, and he didn't have to study.
+LINE: At last, he was able to do something with a friend!
 
 LINE: Jim collected coins on his last vacation to Europe. He got coins from England, France, and Germany.
 LINE: He wasn't able to get coins from Italy or Greece, but his friends in Switzerland are going to send him some of those coins next month.
@@ -534,11 +557,12 @@ LINE: He'll have a large selection of coins in his collection.
 $PRODUCE Questions About Ken and Jim
 ID: l4-s15
 REFERENCE
-INTRO: Answer questions about Ken and Jim, out loud — and use a form of "be able to" in every answer. The stories are there if you need them.
-INSTRUCTION: Answer aloud. Use "be able to" in your answers.
+INTRO: Answer the questions about Ken and Jim, and put "be able to" in every answer — that's the point of the exercise, after all.
+INSTRUCTION: Answer with "be able to". Check the paragraphs if you need to.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key. The answer must use a form of "be able to"; accept any phrasing of the same fact.
+SHOW_PROMPT
+RUBRIC: The answer must use a form of "be able to". Treat the model answer as the factual key and accept any phrasing of the same fact; for the final opinion question, accept either yes or no in a complete sentence.
 
 PROMPT: Why wasn't Ken able to go to the party?
 RESPONSE: He wasn't able to go because he had to work.
@@ -558,189 +582,136 @@ RESPONSE: No, he wasn't able to get coins from those countries.
 PROMPT: Do you think he'll be able to get some coins from those countries?
 RESPONSE: Yes, he will be able to get some soon.
 
-$LESSON 4-4: Weather, Distance, and Story Practice
+# Source: LLA 4D Figure 4
+$GRAMMAR A Letter From Frank
+ID: 4d-f4-reading
+INTRO: Frank missed Jane's party, and he'd like to explain himself. Read his letter — it's one long apology built on "be able to".
 
-# Source: ST §Is It Going to Be Cold All Day? (grammar box)
-$GRAMMAR It for Weather, Time, and Distance
-ID: l4-s19
-INTRO: Last part. English uses "it" to talk about the weather, the temperature, the time, and distance — you'll review all four, and then put some paragraphs together to finish the lesson.
+June 5, 1988
 
-Use **it** when you talk about weather, temperature, time, or distance.
+Dear Jane:
 
-* {Is it cold outside?} — {Yes, it's 35 degrees.}
-* {What time is it?} — {It's 5:30.}
-* {Is it time for lunch?} — {No, it's only 10:15.}
-* {Is it raining?} — {Yes, it's raining very hard.}
-* {Is it going to be hot today?} — {No, it's going to be cool all day.}
-* {How far is it to Austin from here?} — {It's about 78 miles.}
+I couldn't go to your party last weekend because I had to work late on Sunday. Usually, I'm finished at the store by 5:30, but last weekend I had a lot of extra work. I couldn't leave the store until 8 PM. By that time, I was very tired and hungry. I tried to buy a sandwich, but I couldn't find a sandwich vending machine. Finally I stopped looking. I went home without supper. After I got home and changed clothes, it was very late. I know you had a good party. I'm sorry I didn't go.
 
-# Source: ST §It's Cold and Windy. (weather chart recast as impersonal-"it" sentences)
-$DIALOGUE The Weather Report
-ID: l4-s20
-INTRO: Here's today's weather, city by city. Just listen for "it" doing all the work.
-INSTRUCTION: Listen to the weather report.
+I won't have to go to work on Tuesday and Wednesday of next week. I can go to a restaurant and a movie on Tuesday. Would you like to do that? Call me on Monday.
 
-LINE: In New York, it's windy and cold. It's 35 degrees.
-LINE: In Atlanta, it's sunny and cool. It's 52 degrees.
-LINE: In Washington D.C., it's cloudy and cold. It's 42 degrees.
-LINE: In Los Angeles, it's cloudy and warm. It's 68 degrees.
-LINE: In Houston, it's rainy and warm. It's 74 degrees.
+Your friend,  
+Frank
 
-# SKIPPED (book): "Time Around the World" — 12 clocks, but no printed questions to answer.
-
-# Source: ST §Let's Talk About the Weather. (exchanges recast as two-speaker turns)
-$DIALOGUE Small Talk: Weather
-ID: l4-s25
-INTRO: Small talk about the weather — the world's most reliable topic. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Sam: How's the weather in Dallas?
-Jan: It's very pleasant right now.
-
-Jan: How do you like this rainy weather?
-Sam: It's good weather for my vegetables.
-
-Sam: Do you think it'll snow today?
-Jan: Yes, it may. Look at those clouds.
-
-Jan: When do you think the weather will change?
-Sam: I don't know, but I hope it rains soon.
-
-Sam: How's the weather in Houston?
-Jan: Very hot this time of year.
-
-Jan: That was a nice shower this afternoon.
-Sam: Yes, it cooled things off.
-
-Sam: Is it always this hot in Dallas?
-Jan: No, it's only hot in the summer.
-
-Jan: Is the weather colder in Houston or Dallas?
-Sam: It's colder in Dallas. In the winter it snows there.
-
-# Source: ST §It's Not Very Far. (moved here from the book's occupations section — it teaches distance)
-$DIALOGUE It's Not Very Far
-ID: l4-s6
-INTRO: Sam is planning a trip to Houston and Dallas. Listen for how he asks about the distance — then repeat.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Sam: How far is it from Houston to Dallas?
-Jan: Oh, it's about two hundred and fifty miles.
-Sam: Could you find out the exact number of miles for me?
-Jan: Sure. Let me check my map. It's two hundred and forty three miles.
-Sam: Which city do you think is nicer to visit?
-
-VOCAB: pleasant
-Jan: Well, in my opinion, Houston is more pleasant.
-Sam: That's good. I'm going to Houston first. Then, from there, I might drive to Dallas.
-Jan: Well, have a good trip!
-Sam: Thanks.
-
-# Source: ST §How Far Is It To Uncle Steve's House?
-$DIALOGUE How Far Is It?
-ID: l4-s21
-INTRO: More ways to ask and answer "How far is it?" — in miles, in hours, or just "not far". Listen and repeat.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Jan: How far is it to Houston?
-Sam: It's about 250 miles.
-
-Jan: How far did Sgt Mitchell drive yesterday?
-Sam: He drove 650 miles.
-
-Sam: How far is it to San Francisco?
-Jan: I don't know in miles, but it takes four and a half hours by plane.
-
-Sam: How far is Aunt Julie's house?
-Jan: It takes about thirty minutes to get there.
-
-Jan: How far is it to your grandmother's house?
-Sam: It's not far. She lives right outside the city.
-
-# Source: ST §It Takes About... (mileage table)
-$GRAMMAR Miles Between Texas Cities
-ID: l4-s22
-INTRO: Here's a mileage table for four Texas cities, and a few good ways to answer "How far is it?". You'll use this table in a moment.
-
-**Miles Between Texas Cities**
-
-| AUSTIN | | | |
-|---|---|---|---|
-| 192 | DALLAS | | |
-| 164 | 245 | HOUSTON | |
-| 78 | 270 | 197 | SAN ANTONIO |
-
-**Example: How far is it to Dallas?**
-* It's 270 miles from San Antonio to Dallas.
-* It's about 270 miles.
-* {It takes about 5 hours to get there by car.}
-* {It takes about an hour by plane.}
-
-# Source: new (gap: "How far is it?" is presented and modeled but never produced; drill uses only the mileage-table facts)
-$PRODUCE How Far Is It? — Your Turn
-ID: l4-s22-b
-REFERENCE
-INTRO: Your turn. Answer each distance question in a full sentence, using the mileage table — no memorizing Texas geography required.
-INSTRUCTION: Answer with the distance from the table.
+# Source: LLA 4D Figure 4
+$PRODUCE Questions About Frank's Letter
+ID: 4d-f4
 INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model answer as the key; the answer must give the same number of miles. Accept any phrasing, with or without "about", short or full sentence.
+CHECK: reveal
+REFERENCE: 4d-f4-reading
+INTRO: Now answer questions about Frank's unlucky weekend. Answer each one aloud in a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud in a full sentence.
+REPEAT
 
-EXAMPLE
-PROMPT: How far is it from San Antonio to Dallas?
-RESPONSE: It's 270 miles from San Antonio to Dallas.
+PROMPT: Was Frank able to go to Jane's party? {bk10-l4d-f4-01-q.mp3}
+RESPONSE: No, he wasn't able to go to Jane's party. {bk10-l4d-f4-01-a.mp3}
 
-PROMPT: How far is it from Austin to Dallas?
-RESPONSE: It's 192 miles from Austin to Dallas.
+PROMPT: When was Frank able to leave the store? {bk10-l4d-f4-02-q.mp3}
+RESPONSE: He was able to leave after 8. {bk10-l4d-f4-02-a.mp3}
 
-PROMPT: How far is it from Austin to Houston?
-RESPONSE: It's about 164 miles.
+PROMPT: Was Frank able to buy a sandwich? {bk10-l4d-f4-03-q.mp3}
+RESPONSE: No, he wasn't able to buy a sandwich. {bk10-l4d-f4-03-a.mp3}
 
-PROMPT: How far is it from Houston to Dallas?
-RESPONSE: It's about 245 miles.
+PROMPT: Why wasn't Frank able to eat that night? {bk10-l4d-f4-04-q.mp3}
+RESPONSE: He wasn't able to eat because he couldn't find a sandwich vending machine. {bk10-l4d-f4-04-a.mp3}
 
-PROMPT: How far is it from San Antonio to Austin?
-RESPONSE: It's 78 miles from San Antonio to Austin.
+PROMPT: Where will Frank be able to go on Tuesday night? {bk10-l4d-f4-05-q.mp3}
+RESPONSE: He'll be able to go to a restaurant and movie on Tuesday night. {bk10-l4d-f4-05-a.mp3}
 
-PROMPT: How far is it from San Antonio to Houston?
-RESPONSE: It's about 197 miles.
+$SESSION 4-3: Connectives and Main Ideas
 
-# Source: ST §Complete the Paragraphs
-$PRODUCE Complete the Stories
-ID: l4-s23
-INTRO: Time to put the week's words to work. Finish two short stories by typing a word that fits each blank — more than one word can be right. Poor Mark and his leg.
-INSTRUCTION: Type a word that fits each blank.
+# Source: LLA 4A Figure 4
+$DIALOGUE Connectives
+ID: 4a-f4
+INTRO: This part is about words that keep a story in order — "first", "next", "then", "finally" — and about finding a paragraph's main idea. Start by listening to the connectives and repeating them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: after, after that, finally, first {bk10-l4a-f4-01a.mp3}
+LINE: last, lastly {bk10-l4a-f4-01b.mp3}
+LINE: next, second {bk10-l4a-f4-01c.mp3}
+LINE: then {bk10-l4a-f4-01d.mp3}
+
+# Source: LLA 4A Figure 4
+$PRODUCE Changing a Tire — Type the Connectives
+ID: 4a-f4-b
 INPUT: type
 CHECK: exact
+INTRO: Someone is changing a flat tire, step by step. Listen to each sentence and type the connective word that starts it.
+INSTRUCTION: Type the missing connective word.
 
-TEMPLATE: Mark's ____{leg|arm|finger} is broken.
-RESPONSE: Mark's leg is broken.
+TEMPLATE: ____, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
+PROMPT: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-02.mp3}
+RESPONSE: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-02.mp3}
+ACCEPT: First
 
-TEMPLATE: David took him to the ____{school|library|mess hall|hospital|clinic|doctor}.
-RESPONSE: David took him to the library.
+TEMPLATE: ____, he took off the hub cap and loosened the nuts with the wrench.
+PROMPT: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-03.mp3}
+RESPONSE: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-03.mp3}
+ACCEPT: Next
 
-TEMPLATE: They both ____{ate|studied|slept|talked|rested|waited|read} while they were there, and Mark returned home.
-RESPONSE: They both studied while they were there, and Mark returned home.
+TEMPLATE: ____, he put the jack in place and lifted the car.
+PROMPT: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-04.mp3}
+RESPONSE: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-04.mp3}
+ACCEPT: After that
 
-TEMPLATE: Phil needed some ____{money|food|books|help|rest|water|time}.
-RESPONSE: Phil needed some money.
+TEMPLATE: ____ he put the spare tire on the wheel and put the nuts on.
+PROMPT: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-05.mp3}
+RESPONSE: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-05.mp3}
+ACCEPT: Then
 
-TEMPLATE: He went to the ____{library|store|bank|shop|market|pharmacy}, but it was ____{closed|open|quiet|busy|full|locked}.
-RESPONSE: He went to the bank, but it was closed.
+TEMPLATE: And ____, he put the jack, wrench, and flat tire back in the trunk of the car.
+PROMPT: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-06.mp3}
+RESPONSE: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-06.mp3}
+ACCEPT: last
 
-TEMPLATE: He asked a man for some ____{advice|food|newspapers}.
-RESPONSE: He asked a man for some advice.
+# Source: LLA 4A Figure 4
+$PRODUCE The Vending Machine — Type the Connectives
+ID: 4a-f4-c
+INPUT: type
+CHECK: exact
+INTRO: Round two: how to get a snack out of a vending machine without losing your money. Listen and type the connective word you hear.
+INSTRUCTION: Type the missing connective word.
 
-TEMPLATE: The man said, "Use the ____{desk|machine|salad|computer|phone} for ____{dessert|dictionary|withdrawals|work|news} or ____{cakes|library books|deposits|study|research}."
-RESPONSE: The man said, "Use the machine for withdrawals or deposits."
+TEMPLATE: ____, be sure you have enough change.
+PROMPT: First, be sure you have enough change. {bk10-l4a-f4-07.mp3}
+RESPONSE: First, be sure you have enough change. {bk10-l4a-f4-07.mp3}
+ACCEPT: First
+
+TEMPLATE: ____ look at the snacks.
+PROMPT: Then look at the snacks. {bk10-l4a-f4-08.mp3}
+RESPONSE: Then look at the snacks. {bk10-l4a-f4-08.mp3}
+ACCEPT: Then
+
+TEMPLATE: ____ decide on the snack before you insert your money.
+PROMPT: Then decide on the snack before you insert your money. {bk10-l4a-f4-09.mp3}
+RESPONSE: Then decide on the snack before you insert your money. {bk10-l4a-f4-09.mp3}
+ACCEPT: Then
+
+TEMPLATE: ____, insert your coins in the coin slot.
+PROMPT: Next, insert your coins in the coin slot. {bk10-l4a-f4-10.mp3}
+RESPONSE: Next, insert your coins in the coin slot. {bk10-l4a-f4-10.mp3}
+ACCEPT: Next
+
+TEMPLATE: ____ be sure to push the right letter and button for your selection.
+PROMPT: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-11.mp3}
+RESPONSE: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-11.mp3}
+ACCEPT: Then
+
+TEMPLATE: ____, after the snack drops to the tray, take out your selection.
+PROMPT: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-12.mp3}
+RESPONSE: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-12.mp3}
+ACCEPT: Finally
 
 # Source: ST §The Dinner Party - Matching
-$SELECT The Dinner Party — Matching
+$SELECT The Dinner Party — Match the Parts
 ID: l4-s28
-INTRO: Sally is having a dinner party. Match each sentence beginning to the ending that completes it.
+INTRO: Sally is planning a dinner party, but her sentences have fallen apart. Match each sentence beginning to the ending that completes it.
 INSTRUCTION: Tap the ending that completes each sentence.
 OPTION: a | of tomatoes and onions.
 OPTION: b | soup with cheese.
@@ -775,8 +746,10 @@ ANSWER: d
 $SELECT The Dinner Party — In Order
 ID: l4-s29
 ORDER
-INTRO: Now put Sally's dinner party in order, from the announcement to the dessert. That's the last activity of the lesson — you've earned the pie.
+INTRO: Now put Sally's whole evening in order, from the announcement to the dessert. The connectives will tell you where everything goes.
 INSTRUCTION: Put the sentences in the correct order to form a paragraph.
+
+TEMPLATE: Arrange the steps of the dinner party.
 OPTION: a | Sally is having a dinner party tomorrow night.
 OPTION: b | First, she'll serve onion soup with cheese.
 OPTION: c | Second, she'll serve a salad of tomatoes and onions.
@@ -784,6 +757,1051 @@ OPTION: d | Then for the meat dish she'll serve chicken and vegetables.
 OPTION: e | She always uses carrots when she makes this dish.
 OPTION: f | Finally, for dessert she'll serve pie and ice cream.
 OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
-
-TEMPLATE: Arrange the sentences of the paragraph.
 ANSWER: a,b,c,d,e,f,g
+
+# Source: LLA 4B Figure 6
+$PRODUCE Main Idea: At the Mall
+ID: 4b-f6
+LONGFORM
+INPUT: type
+CHECK: llm
+INTRO: Now for main ideas — the one sentence a whole paragraph is really about. Listen to a paragraph about shopping centers, then write its main idea in a complete sentence.
+INSTRUCTION: Write the main idea of the paragraph.
+RUBRIC: The learner must write the main idea of the paragraph. Accept any sentence that captures the core concept (e.g., people go to shopping centers for many reasons / shopping malls are fun to visit).
+
+PROMPT: Why do people go to shopping centers? You might say, "They go to shop." Most people do go to malls for that, but some just go for fun. The stores want to sell their things. They put their most beautiful and interesting things in their windows. They try to get the customers into their stores. Many people just like to see these stores. Others like to walk or exercise in the malls. It's cool and safe there. Some people like to go and watch other people while they shop or walk. A shopping center can be fun to visit. {bk10-l4b-f6-01.mp3}
+RESPONSE: People go to shopping centers for many different reasons, and they can be fun to visit.
+
+# Source: LLA 4B Figure 6
+$PRODUCE Main Idea: Keeping Warm
+ID: 4b-f6-b
+LONGFORM
+INPUT: type
+CHECK: llm
+INTRO: One more paragraph — this one about staying warm, including a theory involving cold showers. Listen, then write the main idea in a complete sentence.
+INSTRUCTION: Write the main idea of the paragraph.
+RUBRIC: The learner must write the main idea of the paragraph. Accept any sentence that captures the core concept (e.g., people do different things to keep warm / there are many ways to stay warm on cold days).
+
+PROMPT: When people want to keep warm on cold days, they do different things. Some people wear warm clothes. Other people drink hot coffee or tea all day. At night, people put many covers on their beds. Others think that doing the opposite helps. For example, some people think that a cold shower will keep you warm. They say that cold plus cold equals hot. {bk10-l4b-f6-02.mp3}
+RESPONSE: People do different things to keep warm on cold days.
+
+# Source: ST §Summer With Grandparents
+$DIALOGUE Summer With Grandparents
+ID: l4-s16
+INTRO: Read about Peg, Paul, and Mark's summer visits to their grandparents. As you read, ask yourself: what is this paragraph really about?
+INSTRUCTION: Read the paragraph.
+
+LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer.
+LINE: Their cousin Mark visits with them, too.
+LINE: The children really enjoy staying with their grandparents.
+LINE: Mr. and Mrs. Lee take them swimming and sightseeing often.
+LINE: Mr. Lee also takes the boys fishing. Peg doesn't go with them because she doesn't like to fish.
+LINE: When the boys go fishing, Peg and her grandmother go shopping.
+LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents.
+LINE: They'd like to stay all summer.
+
+# Source: ST §Write the Topic and Main Idea
+$PRODUCE Topic and Main Idea
+ID: l4-s17
+REFERENCE
+INTRO: Now name it: write the topic of the paragraph in a few words, then its main idea as a complete sentence.
+INSTRUCTION: Write the topic and the main idea of the paragraph.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept reasonable summaries. Topic should be short (e.g., visiting grandparents); main idea should be a complete sentence expressing that the children enjoy their summer visits.
+
+PROMPT: Write the topic of the paragraph.
+RESPONSE: A summer visit with grandparents.
+
+PROMPT: Write the main idea in a complete sentence.
+RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
+
+# Source: ST §What Do You Want to Call It?
+$SELECT The Best Title
+ID: l4-s18
+REFERENCE
+INTRO: A title is a main idea in disguise. Tap the best title for the paragraph about the summer visits.
+INSTRUCTION: Select the best title for the paragraph.
+OPTION: a | Peg, Paul, and Mark
+OPTION: b | Summer With Grandfather and Grandmother
+OPTION: c | Swimming and Sightseeing in the Summer
+
+TEMPLATE: What is the best title?
+ANSWER: b
+
+$SESSION 4-4: Occupations and the News
+
+# Source: LLA 4B Figure 1
+$DIALOGUE Occupations
+ID: 4b-f1
+INTRO: New part, new question: "What do you do?" Listen to the words for jobs and the people who do them, and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: What's her occupation? {bk10-l4b-f1-01.mp3}
+LINE: What's his job? {bk10-l4b-f1-02.mp3}
+LINE: What kind of work does he do? {bk10-l4b-f1-03.mp3}
+LINE: What does he do? {bk10-l4b-f1-04.mp3}
+
+VOCAB: dentist
+LINE: Dentist. {page_081_001.jpg} {bk10-l4b-f1-05.mp3}
+LINE: A dentist is a doctor. {page_081_001.jpg} {bk10-l4b-f1-06.mp3}
+LINE: She works on people's teeth. {page_081_001.jpg} {bk10-l4b-f1-07.mp3}
+
+VOCAB: businesswoman
+LINE: Businesswoman. {page_081_002.jpg} {bk10-l4b-f1-08.mp3}
+VOCAB: company
+LINE: Company. {page_081_002.jpg} {bk10-l4b-f1-09.mp3}
+LINE: She's a businesswoman. {page_081_002.jpg} {bk10-l4b-f1-10.mp3}
+LINE: Rita and her husband own an insurance company. {page_081_002.jpg} {bk10-l4b-f1-11.mp3}
+
+VOCAB: salesman
+LINE: Salesman. {page_081_003.jpg} {bk10-l4b-f1-12.mp3}
+LINE: He sells cars. He's a salesman. {page_081_003.jpg} {bk10-l4b-f1-13.mp3}
+
+VOCAB: cashier
+LINE: Cashier. {page_081_004.jpg} {bk10-l4b-f1-14.mp3}
+VOCAB: boss
+LINE: Boss. {page_081_004.jpg} {bk10-l4b-f1-15.mp3}
+LINE: Alice takes money from customers at a restaurant. {page_081_004.jpg} {bk10-l4b-f1-16.mp3}
+LINE: She's a cashier. {page_081_004.jpg} {bk10-l4b-f1-17.mp3}
+LINE: Mr. Jones owns the restaurant. {page_081_004.jpg} {bk10-l4b-f1-18.mp3}
+LINE: He's her boss. {page_081_004.jpg} {bk10-l4b-f1-19.mp3}
+
+VOCAB: secretary
+LINE: Secretary. {page_081_005.jpg} {bk10-l4b-f1-20.mp3}
+LINE: He's the new secretary for the school. {page_081_005.jpg} {bk10-l4b-f1-21.mp3}
+LINE: He types 55 words a minute. {page_081_005.jpg} {bk10-l4b-f1-22.mp3}
+
+VOCAB: driver
+LINE: Driver. {page_081_006.jpg} {bk10-l4b-f1-23.mp3}
+LINE: He's the new driver for the school bus. {page_081_006.jpg} {bk10-l4b-f1-24.mp3}
+LINE: He's a bus driver. {page_081_006.jpg} {bk10-l4b-f1-25.mp3}
+
+# Salvaged from the dropped ST §What Kind of Work Do You Do? (TTS lines — the ST panel's distinct items)
+LINE: Rita sells houses, and so does Joseph. {st-page_138_001.jpg}
+VOCAB: saleswoman
+VOCAB: salesperson | salespeople
+LINE: Rita is a saleswoman, Joseph is a salesman — together they're salespeople. {st-page_138_001.jpg}
+
+# Source: LLA 4B Figure 2
+$SELECT Name That Occupation
+ID: 4b-f2
+INTRO: Now play detective. Listen to what each person does, tap their occupation, then repeat the answer.
+INSTRUCTION: Tap the correct occupation.
+REPEAT
+
+OPTION: a | businessman
+OPTION: b | driver
+OPTION: c | cashier
+OPTION: d | businesswoman / saleswoman
+OPTION: e | dentist
+OPTION: f | secretary
+
+PROMPT: He works in a grocery store. The customers pay him for their food. What's his occupation? {bk10-l4b-f2-01-q.mp3}
+ANSWER: c
+FEEDBACK: The cashier takes the customers' money for food. {bk10-l4b-f2-01-a.mp3}
+
+PROMPT: Jack drives a truck for a furniture store. What's his job? {bk10-l4b-f2-02-q.mp3}
+ANSWER: b
+FEEDBACK: He's a truck driver. {bk10-l4b-f2-02-a.mp3}
+
+PROMPT: Mary sells towels in a department store. What is her job? {bk10-l4b-f2-03-q.mp3}
+ANSWER: d
+FEEDBACK: A saleswoman sells things. {bk10-l4b-f2-03-a.mp3}
+
+PROMPT: Mark owns a drugstore. What's his occupation? {bk10-l4b-f2-04-q.mp3}
+ANSWER: a
+FEEDBACK: He's a businessman. {bk10-l4b-f2-04-a.mp3}
+
+PROMPT: Alice works for an insurance company. She types, writes letters, and answers the phone. What is she? {bk10-l4b-f2-05-q.mp3}
+ANSWER: f
+FEEDBACK: A secretary usually types and answers the phone. {bk10-l4b-f2-05-a.mp3}
+
+PROMPT: He cleaned and filled my teeth. What's his occupation? {bk10-l4b-f2-06-q.mp3}
+ANSWER: e
+FEEDBACK: A dentist cleans and fills teeth. {bk10-l4b-f2-06-a.mp3}
+
+# Source: ST §Let's Talk About Occupations.
+$DIALOGUE Small Talk: Occupations
+ID: l4-s26
+INTRO: Here's how people actually ask about work — eight quick exchanges. Repeat each one; you'll be asked these questions for the rest of your life.
+INSTRUCTION: Repeat and read these dialogs.
+REPEAT
+
+LINE: What kind of work do you do? — I'm a salesman. I sell cars.
+LINE: How's your work? — Not good. I'm looking for another job.
+LINE: Do you have a job? — No, I'm out of work right now.
+LINE: What kind of job do you have? — I'm a taxi driver.
+LINE: Where do you work? — I'm a secretary at the First State Bank.
+LINE: What are you working on? — I'm writing an article for the Dallas Times.
+LINE: What kind of job are you looking for? — I think I'd be a good salesman.
+LINE: What kind of work would you like to do? — I'd like to be a nurse.
+
+# Source: ST §What's It All About?
+$SELECT A Good Businessman — Best Summary
+ID: l4-s27
+INTRO: Read the short paragraph about a dentist who is also a good businessman, then tap the summary that says it all — a quick main-idea check with your new job words.
+INSTRUCTION: Read the paragraph and tap the best summary.
+OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
+OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
+OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
+
+TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
+ANSWER: c
+
+# Source: ST §Mr. Jacobs Writes Articles.
+$DIALOGUE Mr. Jacobs Writes Articles
+ID: l4-s7
+INTRO: Meet Mr. Jacobs, a famous writer — one more occupation, and your introduction to the words of the news. Read the paragraphs.
+INSTRUCTION: Read the paragraphs.
+
+VOCAB: famous
+VOCAB: writer
+LINE: Mr. Jacobs is a famous writer. He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
+
+LINE: He writes stories about different things. {st-page_141_002.jpg}
+VOCAB: article
+VOCAB: newspaper
+VOCAB: magazine
+LINE: Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
+LINE: You can find some of his articles in magazines all around the world.
+LINE: He also writes newspaper articles for his town paper.
+
+VOCAB: news
+LINE: These articles are usually about local news.
+LINE: For example, last week he wrote an article about the new library for the south side of the city; another article was about the high number of accidents on the weekends; and another was about the city water company.
+
+LINE: Articles for magazines are usually longer. Of course, it also takes Mr. Jacobs longer to write them.
+
+VOCAB: work on
+LINE: Right now he's working on an article about the American family in today's world.
+LINE: Mr. Jacobs enjoys his work very much.
+
+# Source: LLA 4C Figure 4 (word list kept as pronunciation reinforcement after the Mr. Jacobs reading)
+$DIALOGUE News Words — Pronunciation
+ID: 4c-f4-a
+INTRO: Now hear the news words from the tape and repeat each one clearly.
+INSTRUCTION: Repeat each word.
+REPEAT
+
+LINE: articles {bk10-l4c-f4-01.mp3}
+LINE: famous {bk10-l4c-f4-02.mp3}
+LINE: magazines {page_087_002.jpg} {bk10-l4c-f4-03.mp3}
+LINE: news {bk10-l4c-f4-04.mp3}
+LINE: newspapers {page_087_001.jpg} {bk10-l4c-f4-05.mp3}
+
+# Source: LLA 4C Figure 4
+$PRODUCE News Words in Sentences
+ID: 4c-f4-b
+INPUT: type
+CHECK: exact
+INTRO: Put the news words to work. Listen to each sentence, type the missing word, then repeat the full sentence.
+INSTRUCTION: Type the missing word.
+REPEAT
+
+TEMPLATE: Many people read ____{newspapers} every day.
+PROMPT: Many people read newspapers every day. {bk10-l4c-f4-06.mp3}
+RESPONSE: Many people read newspapers every day. {bk10-l4c-f4-06-r.mp3}
+
+TEMPLATE: The information or ____{news} in them is usually about something interesting or exciting.
+PROMPT: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-07.mp3}
+RESPONSE: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-07-r.mp3}
+
+TEMPLATE: There are ____{magazines} about many different kinds of things.
+PROMPT: There are magazines about many different kinds of things. {bk10-l4c-f4-08.mp3}
+RESPONSE: There are magazines about many different kinds of things. {bk10-l4c-f4-08-r.mp3}
+
+TEMPLATE: There are magazines about the news, about sports, about travel, and about ____{famous} people.
+PROMPT: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-09.mp3}
+RESPONSE: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-09-r.mp3}
+
+TEMPLATE: The different kinds of information in magazines and newspapers are called ____{articles}.
+PROMPT: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-10.mp3}
+RESPONSE: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-10-r.mp3}
+
+# SKIPPED (book): ST "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity to practice occupations, no solo path.
+# SKIPPED (book): ST Reading Skill "HOW MUCH?" and "FLOWERS" — timed scanning exercises; the ad images needed to answer are missing.
+# SKIPPED (source master decision): ST §What Kind of Work Do You Do? — TTS twin of the cassette occupations presentation (LLA 4B Figure 1); its distinct "saleswoman / salesperson" item and image were merged into the kept activity.
+
+$SESSION 4-5: Weather, Time, and "It"
+
+# Source: ST §Is It Going to Be Cold All Day?
+$GRAMMAR Weather, Time, and "It"
+ID: l4-s19
+INTRO: In this part you'll talk about the weather, the temperature, and the time — and the little word English uses for all of them: "it". Nobody knows what "it" is exactly, but you can't discuss the weather without it.
+
+Use **it** when you talk about the weather, the temperature, the time, or distance.
+
+* {Is it cold outside? Yes, it's 35 degrees.}
+* {What time is it? It's 5:30.}
+* {Is it time for lunch? No, it's only 10:15.}
+* {Is it raining? Yes, it's raining very hard.}
+* {Is it going to be hot today? No, it's going to be cool all day.}
+* {How far is it to Austin from here? It's about 78 miles.}
+
+# Source: LLA 4B Figure 3
+$DIALOGUE Eight American Cities
+ID: 4b-f3-a
+INTRO: You'll work with a weather chart for eight American cities. First, listen to the city names and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Los Angeles. {bk10-l4b-f3-01.mp3}
+LINE: New York. {bk10-l4b-f3-02.mp3}
+LINE: San Francisco. {bk10-l4b-f3-03.mp3}
+LINE: Washington. {bk10-l4b-f3-04.mp3}
+LINE: Phoenix. {bk10-l4b-f3-05.mp3}
+LINE: Detroit. {bk10-l4b-f3-06.mp3}
+LINE: Las Vegas. {bk10-l4b-f3-07.mp3}
+LINE: Chicago. {bk10-l4b-f3-08.mp3}
+
+# Source: LLA 4B Figure 3
+$GRAMMAR The Weather Chart
+ID: 4b-f3-grammar
+INTRO: Here's last night's weather report for those eight cities — the kind of chart you'd find in a newspaper. Study it; questions are coming.
+
+**THE WEATHER IN SOME MAJOR CITIES**
+Last night, 10:35 PM
+
+| City | Weather | Temp |
+|---|---|---|
+| Los Angeles | r | 60 |
+| New York | cl | 41 |
+| San Francisco | cl | 55 |
+| Washington | w | 42 |
+| Phoenix | c/w | 72 |
+| Detroit | c | 30 |
+| Las Vegas | r | 65 |
+| Chicago | cl | 34 |
+
+**Weather Key**
+c = clear
+cl = cloudy
+r = rainy
+sy = sunny
+w = windy
+
+# Source: LLA 4B Figure 3
+$PRODUCE Reading the Weather Chart
+ID: 4b-f3-b
+INTRO: Now answer questions from the chart — temperatures and weather, city by city. Answer aloud, then repeat the correct answer. The chart stays open for you.
+INSTRUCTION: Answer aloud based on the chart.
+INPUT: speak
+CHECK: reveal
+REPEAT
+REFERENCE: 4b-f3-grammar
+
+EXAMPLE
+PROMPT: What was the temperature in Chicago? {bk10-l4b-f3-ex1-q.mp3}
+RESPONSE: It was 34 degrees. {bk10-l4b-f3-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-ex2-q.mp3}
+RESPONSE: It was cloudy. {bk10-l4b-f3-ex2-a.mp3}
+
+PROMPT: What was the temperature in Phoenix? {bk10-l4b-f3-01-q.mp3}
+RESPONSE: It was 72 degrees. {bk10-l4b-f3-01-a.mp3}
+
+PROMPT: Was it cloudy or clear in Phoenix? {bk10-l4b-f3-02-q.mp3}
+RESPONSE: It was clear. {bk10-l4b-f3-02-a.mp3}
+
+PROMPT: What was the temperature in Las Vegas? {bk10-l4b-f3-03-q.mp3}
+RESPONSE: It was 65 degrees in Las Vegas. {bk10-l4b-f3-03-a.mp3}
+
+PROMPT: Was it cloudy or rainy in Las Vegas? {bk10-l4b-f3-04-q.mp3}
+RESPONSE: It was rainy in Las Vegas. {bk10-l4b-f3-04-a.mp3}
+
+PROMPT: What was the temperature in San Francisco? {bk10-l4b-f3-05-q.mp3}
+RESPONSE: It was 55 degrees in San Francisco. {bk10-l4b-f3-05-a.mp3}
+
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-06-q.mp3}
+RESPONSE: It was cloudy. {bk10-l4b-f3-06-a.mp3}
+
+PROMPT: What was the temperature in New York? {bk10-l4b-f3-07-q.mp3}
+RESPONSE: It was 41 degrees. {bk10-l4b-f3-07-a.mp3}
+
+PROMPT: Was it cloudy or rainy in New York? {bk10-l4b-f3-08-q.mp3}
+RESPONSE: It was cloudy. {bk10-l4b-f3-08-a.mp3}
+
+PROMPT: What was the temperature in Los Angeles? {bk10-l4b-f3-09-q.mp3}
+RESPONSE: It was 60 degrees. {bk10-l4b-f3-09-a.mp3}
+
+PROMPT: Was it rainy or cloudy? {bk10-l4b-f3-10-q.mp3}
+RESPONSE: It was rainy. {bk10-l4b-f3-10-a.mp3}
+
+PROMPT: What was the temperature in Detroit? {bk10-l4b-f3-11-q.mp3}
+RESPONSE: It was 30 degrees. {bk10-l4b-f3-11-a.mp3}
+
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-12-q.mp3}
+RESPONSE: It was clear. {bk10-l4b-f3-12-a.mp3}
+
+PROMPT: What was the temperature in Washington? {bk10-l4b-f3-13-q.mp3}
+RESPONSE: It was 42 degrees. {bk10-l4b-f3-13-a.mp3}
+
+PROMPT: Was it windy or rainy? {bk10-l4b-f3-14-q.mp3}
+RESPONSE: It was windy. {bk10-l4b-f3-14-a.mp3}
+
+# Source: ST §It's Cold and Windy. (chart lines recast as spoken "it" sentences)
+$DIALOGUE Weather Around the Country
+ID: l4-s20
+INTRO: Five more cities, five more forecasts. Listen to each report — every one runs on "it".
+INSTRUCTION: Listen to the weather reports.
+
+LINE: In New York it's windy and cold. It's 35 degrees.
+NOTES: New York: windy and cold, 35°
+
+LINE: In Atlanta it's sunny and cool. It's 52 degrees.
+NOTES: Atlanta: sunny and cool, 52°
+
+LINE: In Washington D.C. it's cloudy and cold. It's 42 degrees.
+NOTES: Washington D.C.: cloudy and cold, 42°
+
+LINE: In Los Angeles it's cloudy and warm. It's 68 degrees.
+NOTES: Los Angeles: cloudy and warm, 68°
+
+LINE: In Houston it's rainy and warm. It's 74 degrees.
+NOTES: Houston: rainy and warm, 74°
+
+# SKIPPED (book): ST "Time Around the World" — twelve clock faces with no printed questions to answer from.
+
+# Source: LLA 4B Figure 4
+$PRODUCE Write the Time
+ID: 4b-f4-a
+INTRO: Time practice, ears first. Listen to the time and type it using numbers.
+INSTRUCTION: Type the time you hear.
+INPUT: type
+CHECK: exact
+
+PROMPT: Number 1: it's 6. {bk10-l4b-f4-01.mp3}
+RESPONSE: 6:00
+ACCEPT: 6 | 6:00
+
+PROMPT: Number 2: it's 7:30. {bk10-l4b-f4-02.mp3}
+RESPONSE: 7:30
+
+PROMPT: Number 3: it's 12:15. {bk10-l4b-f4-03.mp3}
+RESPONSE: 12:15
+
+PROMPT: Number 4: it's 7. {bk10-l4b-f4-04.mp3}
+RESPONSE: 7:00
+ACCEPT: 7 | 7:00
+
+PROMPT: Number 5: it's 5:20. {bk10-l4b-f4-05.mp3}
+RESPONSE: 5:20
+
+PROMPT: Number 6: it's 10:45. {bk10-l4b-f4-06.mp3}
+RESPONSE: 10:45
+
+# Source: LLA 4B Figure 4
+$PRODUCE What Time Is It?
+ID: 4b-f4-b
+INTRO: Now you're the clock. Read the time on the screen, listen to the question, answer aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+TEMPLATE: (6:00) It's time to get up.
+PROMPT: What time is it? {bk10-l4b-f4-07-q.mp3}
+RESPONSE: It's 6. {bk10-l4b-f4-07-a.mp3}
+
+TEMPLATE: (7:30) It's time for class.
+PROMPT: Is it time to sleep? {bk10-l4b-f4-08-q.mp3}
+RESPONSE: No. It's 7:30. {bk10-l4b-f4-08-a.mp3}
+
+TEMPLATE: (12:15) It's time to eat.
+PROMPT: What time is it? {bk10-l4b-f4-09-q.mp3}
+RESPONSE: It's 12:15. {bk10-l4b-f4-09-a.mp3}
+
+TEMPLATE: (7:00) It's your free time.
+PROMPT: Is it time to relax? {bk10-l4b-f4-10-q.mp3}
+RESPONSE: Yes. It's 7. {bk10-l4b-f4-10-a.mp3}
+
+TEMPLATE: (5:20) It's time to eat supper.
+PROMPT: Is it time for breakfast? {bk10-l4b-f4-11-q.mp3}
+RESPONSE: No. It's 5:20. {bk10-l4b-f4-11-a.mp3}
+
+TEMPLATE: (10:45) It's time to go to sleep.
+PROMPT: What time is it? {bk10-l4b-f4-12-q.mp3}
+RESPONSE: It's 10:45. {bk10-l4b-f4-12-a.mp3}
+
+# Source: ST §Let's Talk About the Weather.
+$DIALOGUE Small Talk: The Weather
+ID: l4-s25
+INTRO: Weather talk — humanity's favorite safe topic. Repeat these eight exchanges and you'll never run out of conversation.
+INSTRUCTION: Repeat and read these dialogs.
+REPEAT
+
+LINE: How's the weather in Dallas? — It's very pleasant right now.
+LINE: How do you like this rainy weather? — It's good weather for my vegetables.
+LINE: Do you think it'll snow today? — Yes, it may. Look at those clouds.
+LINE: When do you think the weather will change? — I don't know, but I hope it rains soon.
+LINE: How's the weather in Houston? — Very hot this time of year.
+LINE: That was a nice shower this afternoon. — Yes, it cooled things off.
+LINE: Is it always this hot in Dallas? — No, it's only hot in the summer.
+LINE: Is the weather colder in Houston or Dallas? — It's colder in Dallas. In the winter it snows there.
+
+$SESSION 4-6: Distances and Travel
+
+# Source: LLA 4C Figure 1
+$SELECT Which Word Do You Hear?
+ID: 4c-f1-a
+INTRO: In this part you'll learn to ask how far it is from one place to another. Warm up your ears first: listen to lines from a conversation and tap the word you hear in each one.
+INSTRUCTION: Tap the word you hear.
+
+TEMPLATE: Sam: How ____ is it from Houston to Dallas?
+PROMPT: How far is it from Houston to Dallas? {bk10-l4c-f1-01.mp3}
+OPTION: a | far
+OPTION: b | near
+ANSWER: a
+
+TEMPLATE: Jan: Oh, it's ____ two hundred and fifty miles.
+PROMPT: Oh, it's about 250 miles. {bk10-l4c-f1-02.mp3}
+OPTION: a | among
+OPTION: b | about
+ANSWER: b
+
+TEMPLATE: Sam: Could you find out the ____ number of miles for me?
+PROMPT: Could you find out the exact number of miles for me? {bk10-l4c-f1-03.mp3}
+OPTION: a | exact
+OPTION: b | exactly
+ANSWER: a
+
+TEMPLATE: Jan: Well, in my opinion, Houston is more ____.
+PROMPT: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-04.mp3}
+OPTION: a | pleasant
+OPTION: b | pleased
+ANSWER: a
+
+# Source: LLA 4C Figure 1 (ST §It's Not Very Far. dropped as a TTS twin; its "pleasant" vocab tag kept here)
+$DIALOGUE It's Not Very Far
+ID: 4c-f1-b
+INTRO: Sam is planning a Texas road trip and Jan has the map. Listen to the whole conversation and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Sam: How far is it from Houston to Dallas? {bk10-l4c-f1-05.mp3}
+Jan: Oh, it's about 250 miles. {bk10-l4c-f1-06.mp3}
+Sam: Could you find out the exact number of miles for me? {bk10-l4c-f1-07.mp3}
+Jan: Sure. Let me check my map. {bk10-l4c-f1-08.mp3}
+LINE: It's 243 miles. {bk10-l4c-f1-09.mp3}
+Sam: Which city do you think is nicer to visit? {bk10-l4c-f1-10.mp3}
+
+VOCAB: pleasant
+Jan: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-11.mp3}
+Sam: That's good. I'm driving to Houston first. {bk10-l4c-f1-12.mp3}
+LINE: Then from there I might drive to Dallas. {bk10-l4c-f1-13.mp3}
+Jan: Well, have a good trip. {bk10-l4c-f1-14.mp3}
+Sam: Thanks. {bk10-l4c-f1-15.mp3}
+
+# Source: ST §How Far Is It To Uncle Steve's House?
+$DIALOGUE How Far Is It?
+ID: l4-s21
+INTRO: Five quick exchanges about distance. Notice the two kinds of answers — miles, or how long it takes. Repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Student1: How far is it to Houston?
+Student2: It's about 250 miles.
+
+Student1: How far did Sgt Mitchell drive yesterday?
+Student2: He drove 650 miles.
+
+Student1: How far is it to San Francisco?
+Student2: I don't know in miles, but it takes four and a half hours by plane.
+
+Student1: How far is Aunt Julie's house?
+Student2: It takes about thirty minutes to get there.
+
+Student1: How far is it to your grandmother's house?
+Student2: It's not far. She lives right outside the city.
+
+# Source: ST §It Takes About...
+$GRAMMAR Miles Between Texas Cities
+ID: l4-s22
+INTRO: Here's a mileage chart for four Texas cities, and the two ways to answer "How far is it?" — in miles, or with "it takes" and a time.
+
+**Miles Between Texas Cities**
+
+| AUSTIN | | | |
+|---|---|---|---|
+| 192 | DALLAS | | |
+| 164 | 245 | HOUSTON | |
+| 78 | 270 | 197 | SAN ANTONIO |
+
+**Example: How far is it to Dallas?**
+* {It's 270 miles from San Antonio to Dallas.}
+* {It's about 270 miles.}
+* {It takes about 5 hours to get there by car.}
+* {It takes about an hour by plane.}
+
+# Source: LLA 4C Figure 2
+$DIALOGUE Cities on the Map {page_086_001.jpg}
+ID: 4c-f2-a
+INTRO: Now you'll work with a map of the American Southwest. Listen to the names of the six cities on it and repeat them.
+INSTRUCTION: Repeat each city name.
+REPEAT
+
+LINE: Sacramento {bk10-l4c-f2-01.mp3}
+LINE: San Francisco {bk10-l4c-f2-02.mp3}
+LINE: Las Vegas {bk10-l4c-f2-03.mp3}
+LINE: Los Angeles {bk10-l4c-f2-04.mp3}
+LINE: San Diego {bk10-l4c-f2-05.mp3}
+LINE: Phoenix {bk10-l4c-f2-06.mp3}
+
+# Source: LLA 4C Figure 2
+$PRODUCE How Far? How Long? {page_086_001.jpg}
+ID: 4c-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Each pair of cities gets two questions: first the distance in miles, then the driving time. Read the map, answer aloud, and repeat the correct answers.
+INSTRUCTION: Answer the questions aloud based on the map.
+REPEAT
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? (miles) {bk10-l4c-f2-ex1-q.mp3}
+RESPONSE: It's 127 miles. {bk10-l4c-f2-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? (time) {bk10-l4c-f2-ex2-q.mp3}
+RESPONSE: It takes 2 hours and 50 minutes. {bk10-l4c-f2-ex2-a.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? (miles) {bk10-l4c-f2-07-q.mp3}
+RESPONSE: It's 353 miles. {bk10-l4c-f2-07-a.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? (time) {bk10-l4c-f2-08-q.mp3}
+RESPONSE: It takes 7 hours and 35 minutes. {bk10-l4c-f2-08-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? (miles) {bk10-l4c-f2-09-q.mp3}
+RESPONSE: It's 386 miles. {bk10-l4c-f2-09-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? (time) {bk10-l4c-f2-10-q.mp3}
+RESPONSE: It takes 8 hours to drive from Los Angeles to Sacramento. {bk10-l4c-f2-10-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? (miles) {bk10-l4c-f2-11-q.mp3}
+RESPONSE: It's 276 miles. {bk10-l4c-f2-11-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? (time) {bk10-l4c-f2-12-q.mp3}
+RESPONSE: It takes 5 hours and 50 minutes. {bk10-l4c-f2-12-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? (miles) {bk10-l4c-f2-13-q.mp3}
+RESPONSE: It's 376 miles. {bk10-l4c-f2-13-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? (time) {bk10-l4c-f2-14-q.mp3}
+RESPONSE: It takes 8 hours and 5 minutes. {bk10-l4c-f2-14-a.mp3}
+
+# Source: LLA 4C Figure 2
+$PRODUCE Ask About the Distance {page_086_001.jpg}
+ID: 4c-f2-c
+INPUT: speak
+CHECK: reveal
+INTRO: Now switch roles: you hear two cities, and you ask the question — "How far is it from... to...?" Repeat the correct question, then listen to the answer.
+INSTRUCTION: Ask the question about the two cities.
+REPEAT
+
+PROMPT: Las Vegas and Phoenix. {bk10-l4c-f2-15-q.mp3}
+RESPONSE: How far is it from Las Vegas to Phoenix? {bk10-l4c-f2-15-a.mp3}
+
+PROMPT: San Francisco and Sacramento. {bk10-l4c-f2-16-q.mp3}
+RESPONSE: How far is it from San Francisco to Sacramento? {bk10-l4c-f2-16-a.mp3}
+
+PROMPT: Los Angeles and Las Vegas. {bk10-l4c-f2-17-q.mp3}
+RESPONSE: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-17-a.mp3}
+
+PROMPT: San Diego and Phoenix. {bk10-l4c-f2-18-q.mp3}
+RESPONSE: How far is it from San Diego to Phoenix? {bk10-l4c-f2-18-a.mp3}
+
+PROMPT: San Diego and Los Angeles. {bk10-l4c-f2-19-q.mp3}
+RESPONSE: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-19-a.mp3}
+
+$SESSION 4-7: Conversations — Collecting and Shopping
+
+# Source: LLA 4B Figure 5 (ST §Do You Collect Anything? dropped as a TTS twin; its image and "collect / collection" vocab kept here)
+$DIALOGUE Do You Collect Anything? {st-page_142_001.jpg}
+ID: 4b-f5
+INTRO: In this part you'll follow two full conversations — and then take a role in one yourself. First: Bruce and Ben plan their Saturday. Ben collects coins; Bruce collects test papers, which he insists is different. Repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Bruce: What are you going to do this Saturday, Ben? Are you going to do anything interesting? {bk10-l4b-f5-01.mp3}
+VOCAB: to collect
+VOCAB: collection
+Ben: Well, I'm going to add some coins to my collection. Do you collect anything? {bk10-l4b-f5-02.mp3}
+Bruce: No. All I collect is my students' papers after a test. But that's different. {bk10-l4b-f5-03.mp3}
+Ben: What are YOU doing Saturday? {bk10-l4b-f5-04.mp3}
+Bruce: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-05.mp3}
+Ben: Sure. Where can I meet you? {bk10-l4b-f5-06.mp3}
+Bruce: How about my apartment, at five? {bk10-l4b-f5-07.mp3}
+Ben: Good. See you then. {bk10-l4b-f5-08.mp3}
+
+# Source: LLA 4B Figure 5
+$PRODUCE Play Ben
+ID: 4b-f5-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now it's your conversation. You are Ben — read his lines aloud after each of Bruce's turns.
+INSTRUCTION: Read Ben's lines aloud.
+
+PROMPT: What are you going to do this Saturday, Ben? Are you going to do anything interesting? {bk10-l4b-f5-09.mp3}
+TEMPLATE: Well, I'm going to add some coins to my collection. Do you collect anything?
+RESPONSE: Well, I'm going to add some coins to my collection. Do you collect anything?
+
+PROMPT: No. All I collect is my students' papers after a test. But that's different. {bk10-l4b-f5-10.mp3}
+TEMPLATE: What are YOU doing Saturday?
+RESPONSE: What are YOU doing Saturday?
+
+PROMPT: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-11.mp3}
+TEMPLATE: Sure. Where can I meet you?
+RESPONSE: Sure. Where can I meet you?
+
+PROMPT: How about my apartment at 5? {bk10-l4b-f5-12.mp3}
+TEMPLATE: Good. See you then.
+RESPONSE: Good. See you then.
+
+# Source: LLA 4B Figure 5
+$PRODUCE Play Bruce
+ID: 4b-f5-c
+INPUT: speak
+CHECK: reveal
+INTRO: Switch roles: now you're Bruce, and you start the conversation. Read Bruce's lines aloud.
+INSTRUCTION: Read Bruce's lines aloud.
+
+TEMPLATE: What are you going to do this Saturday, Ben? Are you going to do anything interesting?
+RESPONSE: What are you going to do this Saturday, Ben? Are you going to do anything interesting?
+
+PROMPT: Well, I'm going to add some coins to my collection. Do you collect anything? {bk10-l4b-f5-13.mp3}
+TEMPLATE: No. All I collect is my students' papers after a test. But that's different.
+RESPONSE: No. All I collect is my students' papers after a test. But that's different.
+
+PROMPT: What are you doing Saturday? {bk10-l4b-f5-14.mp3}
+TEMPLATE: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket.
+RESPONSE: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket.
+
+PROMPT: Sure. Where can I meet you? {bk10-l4b-f5-15.mp3}
+TEMPLATE: How about my apartment, at five?
+RESPONSE: How about my apartment, at five?
+
+PROMPT: Good. See you then. {bk10-l4b-f5-16.mp3}
+
+# Source: ST §Do You Collect Anything? - True/False
+$SELECT Collecting — True or False?
+ID: l4-s9
+REFERENCE: 4b-f5
+INTRO: Quick memory check on Bruce and Ben. Tap True or False — and yes, you may peek at the conversation.
+INSTRUCTION: Tap True or False.
+OPTION: T | True
+OPTION: F | False
+
+PROMPT: Ben collects coins.
+ANSWER: T
+
+PROMPT: Bruce collects papers from his students.
+ANSWER: T
+
+PROMPT: Ben has a coin collection.
+ANSWER: T
+
+PROMPT: Bruce has a paper collection.
+ANSWER: F
+
+PROMPT: Ben will repair his car.
+ANSWER: F
+
+PROMPT: Ben doesn't want to go to the baseball game.
+ANSWER: F
+
+# Source: LLA 4C Figure 3
+$DIALOGUE Let's Go Shopping
+ID: 4c-f3-a
+INTRO: Second conversation: two friends, fifty dollars, and a pair of shoes that turned out too loose. Just listen — questions follow.
+INSTRUCTION: Listen to the dialogue.
+
+Liz: Hi, Liz. {bk10-l4c-f3-01.mp3}
+Peggy: Hi, Peggy. {bk10-l4c-f3-02.mp3}
+Liz: Do you want to go shopping with me? {bk10-l4c-f3-03.mp3}
+LINE: I've got a little extra money, and I want to buy some black shoes. {bk10-l4c-f3-04.mp3}
+Peggy: Really? Where did you get the money? {bk10-l4c-f3-05.mp3}
+Liz: My parents sent me $50. {bk10-l4c-f3-06.mp3}
+Peggy: I thought you bought black shoes last month. {bk10-l4c-f3-07.mp3}
+Liz: I did. I bought them a little big because I don't like tight shoes, but now they're very loose. {bk10-l4c-f3-08.mp3}
+Peggy: Oh, loose shoes are awful to wear. {bk10-l4c-f3-09.mp3}
+Liz: How about lunch? I can take you to the Italian restaurant at the mall. {bk10-l4c-f3-10.mp3}
+Peggy: That sounds good, but will you have enough money? {bk10-l4c-f3-11.mp3}
+Liz: Sure. The shoes I want cost about $35. I'll have enough to pay for lunch. {bk10-l4c-f3-12.mp3}
+Peggy: Then let's hurry up. I'm getting hungry. {bk10-l4c-f3-13.mp3}
+
+# Source: LLA 4C Figure 3
+$SELECT Questions About the Shopping Trip
+ID: 4c-f3-b
+REFERENCE
+INTRO: Now answer the questions about the shopping conversation. Tap the correct option — the dialogue is there if the details slip.
+INSTRUCTION: Tap the best answer.
+
+PROMPT: Where are Liz and Peggy going? {bk10-l4c-f3-14.mp3}
+OPTION: a | to school
+OPTION: b | to the mall
+OPTION: c | to the gym
+ANSWER: b
+
+PROMPT: Who gave Peggy some money? {bk10-l4c-f3-15.mp3}
+OPTION: a | her parents
+OPTION: b | her brother
+OPTION: c | her aunt
+ANSWER: a
+
+PROMPT: What does Peggy want to buy? {bk10-l4c-f3-16.mp3}
+OPTION: a | some clothes
+OPTION: b | some shoes
+OPTION: c | some books
+ANSWER: b
+
+PROMPT: What's the matter with Peggy's old black shoes? {bk10-l4c-f3-17.mp3}
+OPTION: a | They're very old.
+OPTION: b | They're very tight.
+OPTION: c | They're very loose.
+ANSWER: c
+
+PROMPT: What is Peggy going to buy for Liz? {bk10-l4c-f3-18.mp3}
+OPTION: a | some shoes
+OPTION: b | some lunch
+OPTION: c | a new book
+ANSWER: b
+
+PROMPT: How much money will Peggy have for lunch? {bk10-l4c-f3-19.mp3}
+OPTION: a | $15.00
+OPTION: b | $5.00
+OPTION: c | $10.00
+ANSWER: a
+
+# SKIPPED (book): ST "OH, THEY'RE FINE" and "LET'S TALK" — open pair role-plays (small talk), nothing scripted for a solo learner.
+
+$SESSION 4-8: Everyday Questions, Stress, and Dictation
+
+# Source: LLA 4D Figure 1
+$SELECT Pick the Best Answer
+ID: 4d-f1
+INTRO: Last part — everything from this lesson comes back at once: family, jobs, and weather. Listen to each question, tap the answer that actually fits it, then repeat the correct answer.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: Where do your folks live? {bk10-l4d-f1-01-q.mp3}
+OPTION: a | My father wasn't at home.
+OPTION: b | They live in Detroit. {bk10-l4d-f1-01-a.mp3}
+OPTION: c | They left this morning.
+ANSWER: b
+
+PROMPT: What does your wife do? {bk10-l4d-f1-02-q.mp3}
+OPTION: a | She's feeling much better, thank you.
+OPTION: b | He's cooking supper right now.
+OPTION: c | She's a school teacher. {bk10-l4d-f1-02-a.mp3}
+ANSWER: c
+
+PROMPT: What kind of work do you do? {bk10-l4d-f1-03-q.mp3}
+OPTION: a | I'm a dentist. {bk10-l4d-f1-03-a.mp3}
+OPTION: b | I'm going to New York next week.
+OPTION: c | My parents live in New York.
+ANSWER: a
+
+PROMPT: How's your family? {bk10-l4d-f1-04-q.mp3}
+OPTION: a | They own a clothing store.
+OPTION: b | They're fine, thank you. {bk10-l4d-f1-04-a.mp3}
+OPTION: c | They will take their vacation in June.
+ANSWER: b
+
+PROMPT: Do you have a large family? {bk10-l4d-f1-05-q.mp3}
+OPTION: a | They don't live here.
+OPTION: b | It was sunny yesterday.
+OPTION: c | Yes. I have four brothers and three sisters. {bk10-l4d-f1-05-a.mp3}
+ANSWER: c
+
+# Source: LLA 4D Figure 2
+$PRODUCE What Was the Question?
+ID: 4d-f2
+INPUT: speak
+CHECK: reveal
+INTRO: Now work backwards: you see the answer, with the key part underlined. Say the question that would produce it, then hear the model.
+INSTRUCTION: Ask the question aloud.
+
+EXAMPLE
+TEMPLATE: My mother is a *dentist*.
+RESPONSE: What does your mother do? {bk10-l4d-f2-ex.mp3}
+
+TEMPLATE: My father is *feeling much better*, thank you.
+RESPONSE: How's your father? {bk10-l4d-f2-01.mp3}
+
+TEMPLATE: My brother wants a *job in sales*.
+RESPONSE: What kind of job does your brother want? {bk10-l4d-f2-02.mp3}
+
+TEMPLATE: It was *windy and cloudy* in Dallas.
+RESPONSE: How was the weather in Dallas? {bk10-l4d-f2-03.mp3}
+
+TEMPLATE: My children *are fine*, thank you.
+RESPONSE: How are your children? {bk10-l4d-f2-04.mp3}
+
+# Source: ST §Let's Talk About Our Families.
+$DIALOGUE Small Talk: Family
+ID: l4-s24
+INTRO: One more round of small talk, this time about the family — a friendly callback to where this lesson started. Repeat each exchange.
+INSTRUCTION: Repeat and read these dialogs.
+REPEAT
+
+LINE: How's your family? — Fine, thank you. And yours?
+LINE: How're your children? — They're all well, thank you.
+LINE: How's your wife? — She's fine, thanks.
+LINE: How's your uncle feeling? — He's better, thanks.
+LINE: How's the new baby? — She's fine, thanks. Please come and see her.
+LINE: My daughter called last night. — Did she have any news?
+LINE: I talked to my parents yesterday. — How are they?
+LINE: How's your son Robert? — He's fine. He has a new job.
+
+# Source: ST §Complete the Paragraphs
+$PRODUCE Complete the Paragraphs
+ID: l4-s23
+INTRO: Two little stories with words missing. Pick a word from the choices shown for each gap and type it — any sensible choice counts.
+INSTRUCTION: Type one of the words shown for each gap.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mark's ____{leg|arm|finger} (leg / arm / finger) is broken.
+RESPONSE: Mark's leg is broken.
+ACCEPT: leg | arm | finger
+
+TEMPLATE: David took him to the ____{school|library|mess hall} (school / library / mess hall).
+RESPONSE: David took him to the library.
+ACCEPT: school | library | mess hall
+
+TEMPLATE: They both ____{ate|studied|slept} (ate / studied / slept) while they were there, and Mark returned home.
+RESPONSE: They both studied while they were there, and Mark returned home.
+ACCEPT: ate | studied | slept
+
+TEMPLATE: Phil needed some ____{money|food|books} (money / food / books).
+RESPONSE: Phil needed some money.
+ACCEPT: money | food | books
+
+TEMPLATE: He went to the ____{library|store|bank} (library / store / bank), but it was ____{closed|open|quiet} (closed / open / quiet).
+RESPONSE: He went to the bank, but it was closed.
+
+TEMPLATE: He asked a man for some ____{advice|food|newspapers} (advice / food / newspapers).
+RESPONSE: He asked a man for some advice.
+ACCEPT: advice | food | newspapers
+
+TEMPLATE: The man said, "Use the ____{desk|machine|salad} (desk / machine / salad) for ____{dessert|dictionary|withdrawals} (dessert / dictionary / withdrawals) or ____{cakes|library books|deposits} (cakes / library books / deposits)."
+RESPONSE: The man said, "Use the machine for withdrawals or deposits."
+
+# Source: LLA 4D Figure 3
+$SELECT Syllable Stress
+ID: 4d-f3
+INTRO: A quick ear workout. Listen to each word and decide which syllable is the strongest — tap its number, then say the word back.
+INSTRUCTION: Tap the number of the stressed syllable.
+REPEAT
+
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+EXAMPLE
+PROMPT: selection {bk10-l4d-f3-ex.mp3}
+ANSWER: 2
+
+PROMPT: introduction {bk10-l4d-f3-01-q.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: introduction. {bk10-l4d-f3-01-a.mp3}
+
+PROMPT: neighbor {bk10-l4d-f3-02-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: neighbor. {bk10-l4d-f3-02-a.mp3}
+
+PROMPT: cafeteria {bk10-l4d-f3-03-q.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: cafeteria. {bk10-l4d-f3-03-a.mp3}
+
+PROMPT: variety {bk10-l4d-f3-04-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: variety. {bk10-l4d-f3-04-a.mp3}
+
+PROMPT: machine {bk10-l4d-f3-05-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: machine. {bk10-l4d-f3-05-a.mp3}
+
+PROMPT: operate {bk10-l4d-f3-06-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: operate. {bk10-l4d-f3-06-a.mp3}
+
+PROMPT: favorite {bk10-l4d-f3-07-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: favorite. {bk10-l4d-f3-07-a.mp3}
+
+PROMPT: popular {bk10-l4d-f3-08-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: popular. {bk10-l4d-f3-08-a.mp3}
+
+PROMPT: remove {bk10-l4d-f3-09-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: remove. {bk10-l4d-f3-09-a.mp3}
+
+PROMPT: tighten {bk10-l4d-f3-10-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: tighten. {bk10-l4d-f3-10-a.mp3}
+
+PROMPT: enough {bk10-l4d-f3-11-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: enough. {bk10-l4d-f3-11-a.mp3}
+
+PROMPT: inflate {bk10-l4d-f3-12-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: inflate. {bk10-l4d-f3-12-a.mp3}
+
+PROMPT: loosen {bk10-l4d-f3-13-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: loosen. {bk10-l4d-f3-13-a.mp3}
+
+PROMPT: replace {bk10-l4d-f3-14-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: replace. {bk10-l4d-f3-14-a.mp3}
+
+# Source: LLA 4D Figure 5
+$PRODUCE Dictation
+ID: 4d-f5
+INPUT: type
+CHECK: exact
+INTRO: The last activity of the lesson: a dictation about a very polite neighbor. Listen to each sentence and type exactly what you hear — then you've earned your rest.
+INSTRUCTION: Type the sentence you hear.
+
+PROMPT: Mrs. Wright is my neighbor. {bk10-l4d-f5-01.mp3}
+RESPONSE: Mrs. Wright is my neighbor. {bk10-l4d-f5-01.mp3}
+
+PROMPT: We live in the same apartment building. {bk10-l4d-f5-02.mp3}
+RESPONSE: We live in the same apartment building. {bk10-l4d-f5-02.mp3}
+
+PROMPT: She lives alone. {bk10-l4d-f5-03.mp3}
+RESPONSE: She lives alone. {bk10-l4d-f5-03.mp3}
+
+PROMPT: Sometimes I take her shopping. {bk10-l4d-f5-04.mp3}
+RESPONSE: Sometimes I take her shopping. {bk10-l4d-f5-04.mp3}
+
+PROMPT: I help her with her packages. {bk10-l4d-f5-05.mp3}
+RESPONSE: I help her with her packages. {bk10-l4d-f5-05.mp3}
+
+PROMPT: We live upstairs, and it's hard to take packages up the stairs. {bk10-l4d-f5-06.mp3}
+RESPONSE: We live upstairs, and it's hard to take packages up the stairs. {bk10-l4d-f5-06.mp3}
+
+PROMPT: She says that I am a very polite person. {bk10-l4d-f5-07.mp3}
+RESPONSE: She says that I am a very polite person. {bk10-l4d-f5-07.mp3}
+
+PROMPT: The other day I wrote down my phone number on some paper. {bk10-l4d-f5-08.mp3}
+RESPONSE: The other day I wrote down my phone number on some paper. {bk10-l4d-f5-08.mp3}
+
+PROMPT: I stuck it on her table near her phone. {bk10-l4d-f5-09.mp3}
+RESPONSE: I stuck it on her table near her phone. {bk10-l4d-f5-09.mp3}
+
+PROMPT: I told her to call me when she needed anything. {bk10-l4d-f5-10.mp3}
+RESPONSE: I told her to call me when she needed anything. {bk10-l4d-f5-10.mp3}
+
+PROMPT: She was pleased and thanked me. {bk10-l4d-f5-11.mp3}
+RESPONSE: She was pleased and thanked me. {bk10-l4d-f5-11.mp3}
+
+PROMPT: It feels good to be able to help someone. {bk10-l4d-f5-12.mp3}
+RESPONSE: It feels good to be able to help someone. {bk10-l4d-f5-12.mp3}
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diff --git a/book-10-lesson-5.module b/book-10-lesson-5.module
index 51ca9a18..02e64282 100644
--- a/book-10-lesson-5.module
+++ b/book-10-lesson-5.module
@@ -424,8 +424,10 @@ LINE: Mark's brothers and sister own their own companies.
 LINE: His brother Tony owns a tire company. He sells tires and small auto parts.
 LINE: His other brother Mike owns a collection agency. His business is very good.
 LINE: He collects money for some large department stores, a bank, and his brother's tire store.
-LINE: Their sister Lory has a book store. She sells books, magazines, and newspapers from around the world.
-LINE: Mark is the youngest of the three brothers and sister. He hopes he'll be able to have his own business, too.
+LINE: Their sister Lory has a book store.
+LINE: She sells books, magazines, and newspapers from around the world.
+LINE: Mark is the youngest of the three brothers and sister.
+LINE: He hopes he'll be able to have his own business, too.
 
 # Source: ST §Outline It!
 $PRODUCE Outline the Family Businesses
diff --git a/book-11-lesson-1.module b/book-11-lesson-1.module
index a45edf09..cb10639c 100644
--- a/book-11-lesson-1.module
+++ b/book-11-lesson-1.module
@@ -1,96 +1,95 @@
 $MODULE Book 11 · Lesson 1: I Need to See the Doctor {st-page_005_001.jpg}
 FORMAT: 2
-DIOCO_DOC_ID: alc_book11_lesson1
-DESCRIPTION: Health problems and symptoms, making medical appointments, emergencies, the present perfect and present perfect progressive tenses, and questions with "how long."
+DESCRIPTION: Health problems and symptoms, doctor's appointments and emergencies, "still" and "anymore", basic geometry words, the present perfect and present perfect progressive, and "how long" questions.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Nurse | achernar | Female nurse
-VOICE: Sally | gacrux | Female student
-VOICE: Maria | callirrhoe | Female student
-VOICE: David | alnilam | Male student
-VOICE: Allen | charon | Male student
-VOICE: Steve | iapetus | Male student
-VOICE: Boy1 | achird | Male student
-VOICE: Sue | aoede | Female
-VOICE: Tom | schedar | Male
-VOICE: Pat | leda | Female
-VOICE: Joe | zubenelgenubi | Male
-VOICE: Ann | kore | Female
-VOICE: Tim | puck | Male
+VOICE: Nurse | gacrux | Female nurse
+VOICE: Sally | aoede | Female student
+VOICE: David | achernar | Male student
+VOICE: Allen | achird | Male student
+VOICE: Maria | gacrux | Female student
+VOICE: Steve | schedar | Male student
+VOICE: Friend | achird | Male student
+VOICE: Sue | gacrux | Female
+VOICE: Tom | achernar | Male
+VOICE: Pat | gacrux | Female
+VOICE: Joe | achird | Male
+VOICE: Ann | gacrux | Female
+VOICE: Tim | achernar | Male
 VOICE: Jan | gacrux | Female
-VOICE: Jim | iapetus | Male
-VOICE: Ted | alnilam | Male
-VOICE: Dan | orus | Male
+VOICE: Jim | achird | Male
+VOICE: Ted | achernar | Male
+VOICE: Dan | schedar | Male
 VOICE: Bob | achird | Male
-VOICE: Ray | charon | Male
+VOICE: Ray | achernar | Male
 VOICE: Mrs_Green | gacrux | Female
-VOICE: Secretary | achernar | Female
+VOICE: Secretary | aoede | Female
 VOICE: Dr_Paine | aoede | Female
-VOICE: Dr_Ford | achird | Male doctor
+VOICE: Dr_Ford | achernar | Male doctor
 VOICE: Tommy | schedar | Young boy
-VOICE: Clerk | kore | Female receptionist
-VOICE: Kent | charon | Male patient
-VOICE: Alice | achernar | Female
-VOICE: Janet | kore | Female
+VOICE: Clerk | gacrux | Female receptionist
+VOICE: Kent | achernar | Male patient
+VOICE: Alice | aoede | Female
+VOICE: Janet | gacrux | Female
 VOICE: Karen | aoede | Female
 VOICE: Ms_Roberts | aoede | Female receptionist
-VOICE: Mr_Edwards | achird | Male patient
+VOICE: Mr_Edwards | achernar | Male patient
 VOICE: Mr_Peters | achird | Concerned father
 VOICE: Ms_Barton | aoede | Female nurse
-VOICE: Sam | charon | Male speaker
-VOICE: Henry | iapetus | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: John | orus | Male speaker
-VOICE: Mr_Wilson | zubenelgenubi | Male speaker
-VOICE: Mr_Roberts | puck | Male speaker
-VOICE: Larry | algieba | Male speaker
-VOICE: Ralph | alnilam | Male speaker
-VOICE: Alan | schedar | Male speaker
-VOICE: Jerry | achird | Male speaker
-VOICE: Walter | charon | Male speaker
-VOICE: Peter | zubenelgenubi | Male speaker
-VOICE: Kevin | orus | Male speaker
-VOICE: Sgt_Allor | algenib | Male speaker
-VOICE: Sgt_Rivas | sadachbia | Male speaker
-VOICE: Mr_Jones | rasalgethi | Male speaker
-VOICE: Mr_Chevalier | algieba | Male speaker
-VOICE: Capt_Habib | alnilam | Male speaker
-VOICE: Mr_Browning | umbriel | Male speaker
-VOICE: Dr_Peterson | puck | Male doctor
-VOICE: Mr_Rogers | achird | Male speaker
+VOICE: Sam | achernar | Male
+VOICE: Henry | achird | Male
+VOICE: Don | achernar | Male
+VOICE: John | achird | Male
+VOICE: Mr_Wilson | achernar | Male
+VOICE: Mr_Roberts | achird | Male
+VOICE: Larry | achernar | Male
+VOICE: Ralph | achird | Male
+VOICE: Alan | achernar | Male
+VOICE: Jerry | achird | Male
+VOICE: Walter | achird | Male
+VOICE: Peter | achernar | Male
+VOICE: Kevin | achird | Male
+VOICE: Sgt_Allor | achernar | Male
+VOICE: Sgt_Rivas | achird | Male
+VOICE: Mr_Jones | achernar | Male
+VOICE: Mr_Chevalier | achird | Male
+VOICE: Capt_Habib | achernar | Male
+VOICE: Mr_Browning | achird | Male
+VOICE: Dr_Peterson | achernar | Male doctor
+VOICE: Mr_Rogers | achird | Male
 VOICE: Appointment_Clerk | aoede | Female receptionist
-VOICE: Patient | achird | Male patient
-VOICE: Patient_Mother | achernar | Concerned mother
-VOICE: Patient2 | charon | Male patient
-VOICE: Lt_Nelson | alnilam | Male speaker
-VOICE: Capt_Smith | sadachbia | Male speaker
-VOICE: Brian | charon | Male speaker
-VOICE: Ed | rasalgethi | Male speaker
-VOICE: Cathy | achernar | Female speaker
-VOICE: Laura | aoede | Female speaker
-VOICE: Mr_Perkins | orus | Male speaker
-VOICE: Ms_Franklin | kore | Female speaker
-VOICE: Charles | iapetus | Male speaker
-VOICE: Richard | achird | Male speaker
+VOICE: Patient | achernar | Male patient
+VOICE: Patient_Mother | aoede | Concerned mother
+VOICE: Patient2 | achird | Male patient
+VOICE: Lt_Nelson | achernar | Male
+VOICE: Capt_Smith | achird | Male
+VOICE: Brian | achernar | Male
+VOICE: Ed | achird | Male
+VOICE: Cathy | aoede | Female
+VOICE: Laura | aoede | Female
+VOICE: Mr_Perkins | achernar | Male
+VOICE: Ms_Franklin | aoede | Female
+VOICE: Charles | achernar | Male
+VOICE: Richard | achird | Male
 VOICE: ID | achernar | speaker (auto)
 VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 1-1: Aches and Pains
+$SESSION 1-1: Health Problems and Symptoms
 
-# Source: ST §What's Wrong? (sentence panel — leads the vocab, per word-list rule)
-$DIALOGUE Aches and Pains
+# Source: ST §What's Wrong?
+$DIALOGUE What's Wrong?
 ID: l1-s1
-INTRO: In this lesson you'll learn to say what hurts, describe your symptoms, and make a doctor's appointment — plus two tenses for saying how long the trouble has lasted. First, the aches and pains themselves. Listen and repeat each sentence.
+INTRO: In this lesson you'll learn to say what hurts, describe the symptoms of a cold, and get yourself a doctor's appointment — plus two tenses for things that started in the past and haven't stopped. First, the aches and pains themselves. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 VOCAB: chest
 LINE: Ned's chest hurts. {st-page_007_001.jpg}
 
-VOCAB: to run a temperature
+VOCAB: to run a temperature | running a temperature
 LINE: Sally is running a temperature. {st-page_007_002.jpg}
 
 VOCAB: back
@@ -112,117 +111,100 @@ LINE: Joe has an earache. {st-page_008_003.jpg}
 VOCAB: stomachache
 LINE: Pete has a stomachache. {st-page_008_004.jpg}
 
-# Source: LLA 1A Figure 1 (word list — kept after the sentence panel as pronunciation reinforcement)
-
-# Source: LLA 1A Figure 1 (word list — kept after the sentence panel as pronunciation reinforcement)
-$DIALOGUE Say the Words
-ID: 1a-f1
-INTRO: Now the same words on their own, from the tape. Say each one clearly after the speaker.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1A Figure 1
+$DIALOGUE At the Nurse's Office {page_010_001.jpg}
+ID: 11-1a-f1
+INTRO: It's a busy morning at the school nurse's office — everyone has something. Listen to the nurse and the sick students, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-LINE: Headache. {bk11-l1a-f1-01.mp3}
-LINE: Earache. {bk11-l1a-f1-02.mp3}
-LINE: Aches. {bk11-l1a-f1-03.mp3}
-LINE: Stomach. {bk11-l1a-f1-04.mp3}
-LINE: Stomachache. {bk11-l1a-f1-05.mp3}
-LINE: Backache. {bk11-l1a-f1-06.mp3}
-LINE: Problem. {bk11-l1a-f1-07.mp3}
-LINE: Chest. {bk11-l1a-f1-08.mp3}
-LINE: Pain. {bk11-l1a-f1-09.mp3}
+Nurse: What's wrong with all of you? {bk11-l1a-f1-01.mp3}
+Sally: My head hurts. {bk11-l1a-f1-02.mp3}
+LINE: I have a headache. {bk11-l1a-f1-03.mp3}
 
-# Source: LLA 1A Figure 1 (dialog)
+David: I have an earache. {bk11-l1a-f1-04.mp3}
+VOCAB: aches
+LINE: My left ear aches. {bk11-l1a-f1-05.mp3}
 
-# Source: LLA 1A Figure 1 (dialog)
-$DIALOGUE In the Nurse's Office {page_010_001.jpg}
-ID: 1a-f1-b
-INTRO: The school nurse has a full waiting room today — everyone hurts somewhere. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+Allen: My stomach hurts. {bk11-l1a-f1-06.mp3}
+LINE: I have a stomachache. {bk11-l1a-f1-07.mp3}
 
-Nurse: What's wrong with all of you? {bk11-l1a-f1-10.mp3}
-Sally: My head hurts. {bk11-l1a-f1-11.mp3}
-LINE: I have a headache. {bk11-l1a-f1-12.mp3}
-David: I have an earache. {bk11-l1a-f1-13.mp3}
-LINE: My left ear aches. {bk11-l1a-f1-14.mp3}
-Allen: My stomach hurts. {bk11-l1a-f1-15.mp3}
-LINE: I have a stomachache. {bk11-l1a-f1-16.mp3}
-Nurse: Maria, what's the matter with you? {bk11-l1a-f1-17.mp3}
-Maria: I hurt my back. {bk11-l1a-f1-18.mp3}
-LINE: Now I have a backache. {bk11-l1a-f1-19.mp3}
-Nurse: What's your problem, Steve? {bk11-l1a-f1-20.mp3}
-Steve: My chest hurts. {bk11-l1a-f1-21.mp3}
-LINE: I feel a pain right here. {bk11-l1a-f1-22.mp3}
+Nurse: Maria, what's the matter with you? {bk11-l1a-f1-08.mp3}
+Maria: I hurt my back. {bk11-l1a-f1-09.mp3}
+LINE: Now I have a backache. {bk11-l1a-f1-10.mp3}
 
-# Source: LLA 1A Figure 2
+VOCAB: problem
+LINE: Nurse: What's your problem, Steve? {bk11-l1a-f1-11.mp3}
+LINE: Steve: My chest hurts. {bk11-l1a-f1-12.mp3}
+LINE: I feel a pain right here. {bk11-l1a-f1-13.mp3}
 
 # Source: LLA 1A Figure 2
 $SELECT Who Has What?
-ID: 1a-f2
-INTRO: You'll hear a sentence about one of the five students. Tap the picture it matches.
-INSTRUCTION: Tap the matching picture.
-
-OPTION: a | Sally (headache) {page_011_001.jpg}
-OPTION: b | David (earache) {page_011_002.jpg}
-OPTION: c | Alan (stomachache) {page_011_003.jpg}
-OPTION: d | Maria (backache) {page_011_004.jpg}
-OPTION: e | Steve (chest pain) {page_011_005.jpg}
+ID: 11-1a-f2
+INTRO: Now check yourself. Listen to the sentence about one of the students, and tap the matching picture.
+INSTRUCTION: Tap the correct picture.
+OPTION: a | Sally {page_011_001.jpg}
+OPTION: b | David {page_011_002.jpg}
+OPTION: c | Alan {page_011_003.jpg}
+OPTION: d | Maria {page_011_004.jpg}
+OPTION: e | Steve {page_011_005.jpg}
 
 EXAMPLE
-PROMPT: Alan has a stomachache. {bk11-l1a-f2-ex.mp3}
+PROMPT: Alan has a stomachache. {bk11-l1a-f2-01.mp3}
 ANSWER: c
 
-PROMPT: Sally has a headache. {bk11-l1a-f2-01.mp3}
+PROMPT: Sally has a headache. {bk11-l1a-f2-02.mp3}
 ANSWER: a
 
-PROMPT: Maria has a backache. {bk11-l1a-f2-02.mp3}
+PROMPT: Maria has a backache. {bk11-l1a-f2-03.mp3}
 ANSWER: d
 
-PROMPT: Steve has a pain in his chest. {bk11-l1a-f2-03.mp3}
+PROMPT: Steve has a pain in his chest. {bk11-l1a-f2-04.mp3}
 ANSWER: e
 
-PROMPT: David has an earache. {bk11-l1a-f2-04.mp3}
+PROMPT: David has an earache. {bk11-l1a-f2-05.mp3}
 ANSWER: b
 
-# Source: LLA 1A Figure 2 (questions)
-
-# Source: LLA 1A Figure 2 (questions)
-$PRODUCE What's the Matter with Them?
-ID: 1a-f2-b
+# Source: LLA 1A Figure 2 (question pass)
+$PRODUCE Questions About the Students
+ID: 11-1a-f2-b
 INPUT: speak
 CHECK: reveal
-INTRO: Now answer questions about the same unlucky five. Speak a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Same students, same problems. Answer each question aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud.
 REPEAT
 
-PROMPT: Do all of the students have the same problem? {bk11-l1a-f2-05-q.mp3}
-RESPONSE: No, they have different problems. {bk11-l1a-f2-05-a.mp3}
+PROMPT: Do all of the students have the same problem? {bk11-l1a-f2-06-q.mp3}
+RESPONSE: No, they have different problems. {bk11-l1a-f2-06-a.mp3}
 
-PROMPT: Look at Picture A. What's the matter with Sally? {page_011_001.jpg} {bk11-l1a-f2-06-q.mp3}
-RESPONSE: She has a headache. {bk11-l1a-f2-06-a.mp3}
+TEMPLATE: Sally {page_011_001.jpg}
+PROMPT: What's the matter with Sally? {bk11-l1a-f2-07-q.mp3}
+RESPONSE: She has a headache. {bk11-l1a-f2-07-a.mp3}
 
-PROMPT: Look at Picture B. What's wrong with David? {page_011_002.jpg} {bk11-l1a-f2-07-q.mp3}
-RESPONSE: David has an earache. {bk11-l1a-f2-07-a.mp3}
+TEMPLATE: David {page_011_002.jpg}
+PROMPT: What's wrong with David? {bk11-l1a-f2-08-q.mp3}
+RESPONSE: David has an earache. {bk11-l1a-f2-08-a.mp3}
 
-PROMPT: Look at Picture C. What's the matter with Alan? {page_011_003.jpg} {bk11-l1a-f2-08-q.mp3}
-RESPONSE: He has a stomachache. {bk11-l1a-f2-08-a.mp3}
+TEMPLATE: Alan {page_011_003.jpg}
+PROMPT: What's the matter with Alan? {bk11-l1a-f2-09-q.mp3}
+RESPONSE: He has a stomachache. {bk11-l1a-f2-09-a.mp3}
 
-PROMPT: Look at Picture D. What is Maria's problem? {page_011_004.jpg} {bk11-l1a-f2-09-q.mp3}
-RESPONSE: She has a backache. {bk11-l1a-f2-09-a.mp3}
+TEMPLATE: Maria {page_011_004.jpg}
+PROMPT: What is Maria's problem? {bk11-l1a-f2-10-q.mp3}
+RESPONSE: She has a backache. {bk11-l1a-f2-10-a.mp3}
 
-PROMPT: Look at Picture E. Where does Steve have a pain? {page_011_005.jpg} {bk11-l1a-f2-10-q.mp3}
-RESPONSE: He has a pain in his chest. {bk11-l1a-f2-10-a.mp3}
-
-# Source: ST §He Has a Backache
+TEMPLATE: Steve {page_011_005.jpg}
+PROMPT: Where does Steve have a pain? {bk11-l1a-f2-11-q.mp3}
+RESPONSE: He has a pain in his chest. {bk11-l1a-f2-11-a.mp3}
 
 # Source: ST §He Has a Backache
 $PRODUCE Say What's Wrong
 ID: l1-s2
+INTRO: Now you're the nurse. Look at each picture and say what's wrong with the person, in a full sentence.
+INSTRUCTION: Look at the picture and say what's wrong with the person.
 INPUT: speak
 CHECK: llm
-INTRO: Look at each picture and say what's wrong with the person — a full sentence, like a sympathetic doctor.
-INSTRUCTION: Say what's wrong with the person in the picture.
-RUBRIC: Treat the model answer as the factual key; accept any phrasing that names the same symptom in a complete statement.
+RUBRIC: Treat the model answer as the key; accept any sentence naming the same symptom (for example, "His back hurts" for "He has a backache").
 
 PROMPT: {st-page_009_001.jpg}
 RESPONSE: He has a backache.
@@ -248,178 +230,150 @@ RESPONSE: He has an earache.
 PROMPT: {st-page_010_002.jpg}
 RESPONSE: She has a stomachache.
 
-# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
-
-# Source: LLA 1A Figure 3
-
-# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
-
 # Source: LLA 1A Figure 3
 $DIALOGUE Taking Temperatures
-ID: 1a-f3
-INTRO: The nurse takes everyone's temperature — and you'll learn where "normal" is. Listen to the new words, then the paragraph.
-INSTRUCTION: Listen to the words and the paragraph.
+ID: 11-1a-f3
+INTRO: The nurse takes everyone's temperature. Just listen — and note which number counts as normal.
+INSTRUCTION: Listen to the paragraph.
 
 VOCAB: nurse
-LINE: Nurse. {bk11-l1a-f3-01.mp3}
-
 VOCAB: temperature
-LINE: Temperature. {bk11-l1a-f3-02.mp3}
-
+LINE: The nurse at the school took everyone's temperature. {bk11-l1a-f3-01.mp3}
+LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-02.mp3}
+LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-03.mp3}
+LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {bk11-l1a-f3-04.mp3}
+LINE: That temperature is all right. {bk11-l1a-f3-05.mp3}
 VOCAB: fever
-LINE: Fever. {bk11-l1a-f3-03.mp3}
+LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-06.mp3}
 
-Narrator: The nurse at the school took everyone's temperature. {bk11-l1a-f3-04.mp3}
-LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-05.mp3}
-LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-06.mp3}
-LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {bk11-l1a-f3-07.mp3}
-LINE: That temperature is all right. {bk11-l1a-f3-08.mp3}
-LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-09.mp3}
-
-# Source: LLA 1A Figure 3 (dictated temperatures)
-
-# Source: LLA 1A Figure 3 (dictated temperatures)
-$PRODUCE Type the Temperature
-ID: 1a-f3-b
+# Source: LLA 1A Figure 3 (writing pass)
+$PRODUCE Type the Temperatures
+ID: 11-1a-f3-b
 INPUT: type
 CHECK: exact
-INTRO: Listen to each student's temperature and type the number you hear. Decimal points count.
+INTRO: Listen and type each student's temperature in degrees.
 INSTRUCTION: Type the temperature.
 
-PROMPT: Steve had a temperature of 100 degrees. {bk11-l1a-f3-10.mp3}
-TEMPLATE: Steve's: ____ {page_012_002.jpg}
+TEMPLATE: Steve's temperature: ____ degrees
+PROMPT: Steve had a temperature of 100 degrees. {bk11-l1a-f3-07.mp3}
 RESPONSE: 100
-ACCEPT: 100.0
 
-PROMPT: Alan's temperature was 98.2 degrees. {bk11-l1a-f3-11.mp3}
-TEMPLATE: Alan's: ____ {page_012_003.jpg}
+TEMPLATE: Alan's temperature: ____ degrees
+PROMPT: Alan's temperature was 98.2 degrees. {bk11-l1a-f3-08.mp3}
 RESPONSE: 98.2
 
-PROMPT: Sally's temperature was 99.5. {bk11-l1a-f3-12.mp3}
-TEMPLATE: Sally's: ____ {page_012_004.jpg}
+TEMPLATE: Sally's temperature: ____ degrees
+PROMPT: Sally's temperature was 99.5. {bk11-l1a-f3-09.mp3}
 RESPONSE: 99.5
 
-PROMPT: David had a temperature of 103 degrees. {bk11-l1a-f3-13.mp3}
-TEMPLATE: David's: ____ {page_012_005.jpg}
+TEMPLATE: David's temperature: ____ degrees
+PROMPT: David had a temperature of 103 degrees. {bk11-l1a-f3-10.mp3}
 RESPONSE: 103
-ACCEPT: 103.0
 
-# Source: LLA 1A Figure 3 (questions)
+# Source: LLA 1A Figure 3 (fever check)
+$SELECT Who Has a Fever?
+ID: 11-1a-f3-c
+MULTI
+INTRO: Remember: normal is 98.6. Based on the temperatures you just heard, tap every student who had a fever.
+INSTRUCTION: Tap the students who had a fever.
 
-# Source: LLA 1A Figure 3 (questions)
-$PRODUCE Whose Fever Was Highest?
-ID: 1a-f3-c
+PROMPT: Which students had fevers? {bk11-l1a-f3-11-q.mp3}
+OPTION: a | Steve
+OPTION: b | Alan
+OPTION: c | Sally
+OPTION: d | David
+ANSWER: a,c,d
+FEEDBACK: They were Steve, Sally, and David. {bk11-l1a-f3-11-a.mp3}
+
+# Source: LLA 1A Figure 3 (question pass)
+$PRODUCE Questions About the Temperatures
+ID: 11-1a-f3-d
 INPUT: speak
 CHECK: reveal
-INTRO: Answer questions about those temperatures aloud, then repeat the correct answer. Poor David.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Answer the questions about the students' temperatures aloud, then repeat the correct answer.
+INSTRUCTION: Answer the questions aloud.
 REPEAT
 
-PROMPT: Whose fever was the highest? {bk11-l1a-f3-14-q.mp3}
-RESPONSE: David's fever was the highest. {bk11-l1a-f3-14-a.mp3}
+PROMPT: Whose fever was the highest? {bk11-l1a-f3-12-q.mp3}
+RESPONSE: David's fever was the highest. {bk11-l1a-f3-12-a.mp3}
 
-PROMPT: Who had the lowest temperature? {bk11-l1a-f3-15-q.mp3}
-RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-15-a.mp3}
+PROMPT: Who had the lowest temperature? {bk11-l1a-f3-13-q.mp3}
+RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-13-a.mp3}
 
-PROMPT: What was the highest temperature? {bk11-l1a-f3-16-q.mp3}
-RESPONSE: The highest temperature was 103. {bk11-l1a-f3-16-a.mp3}
+PROMPT: What was the highest temperature? {bk11-l1a-f3-14-q.mp3}
+RESPONSE: The highest temperature was 103. {bk11-l1a-f3-14-a.mp3}
 
-PROMPT: What was Steve's temperature? {bk11-l1a-f3-17-q.mp3}
-RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-17-a.mp3}
+PROMPT: What was Steve's temperature? {bk11-l1a-f3-15-q.mp3}
+RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-15-a.mp3}
 
-PROMPT: What was Sally's temperature? {bk11-l1a-f3-18-q.mp3}
-RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-18-a.mp3}
-
-$LESSON 1-2: A Bad Cold
+PROMPT: What was Sally's temperature? {bk11-l1a-f3-16-q.mp3}
+RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-16-a.mp3}
 
 # Source: LLA 1A Figure 4
-
-# Source: LLA 1A Figure 4
-$DIALOGUE Symptoms of a Cold
-ID: 1a-f4
-INTRO: In this part: colds — the sneezing, coughing, runny-nose kind of misery. Listen to the new words and sentences about Sally's cold, and repeat them.
+$DIALOGUE Sally's Cold {page_013_001.jpg}
+ID: 11-1a-f4
+INTRO: Sally has caught a bad cold — sneezing, coughing, the whole collection. Listen to the sentences about her symptoms and repeat them.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: runny nose
-LINE: Runny nose. {page_013_001.jpg} {bk11-l1a-f4-01.mp3}
-
-VOCAB: sneeze
-LINE: Sneeze. {page_013_001.jpg} {bk11-l1a-f4-02.mp3}
-
-VOCAB: cough
-LINE: Cough. {page_013_001.jpg} {bk11-l1a-f4-03.mp3}
-
 VOCAB: cold
-LINE: Sally has a bad cold. {page_013_001.jpg} {bk11-l1a-f4-04.mp3}
+LINE: Sally has a bad cold. {bk11-l1a-f4-01.mp3}
 
 VOCAB: catch
-LINE: She hopes her friends won't catch it. {page_013_001.jpg} {bk11-l1a-f4-05.mp3}
+LINE: She hopes her friends won't catch it. {bk11-l1a-f4-02.mp3}
 
-VOCAB: caught
-LINE: She thinks she caught it from her sister. {page_013_001.jpg} {bk11-l1a-f4-06.mp3}
+LINE: She thinks she caught it from her sister. {bk11-l1a-f4-03.mp3}
 
 VOCAB: symptoms
-LINE: She began to feel the symptoms yesterday. {page_013_001.jpg} {bk11-l1a-f4-07.mp3}
+LINE: She began to feel the symptoms yesterday. {bk11-l1a-f4-04.mp3}
 
-LINE: First she started to sneeze. {page_013_001.jpg} {bk11-l1a-f4-08.mp3}
+VOCAB: sneeze
+LINE: First she started to sneeze. {bk11-l1a-f4-05.mp3}
 
 VOCAB: run
-LINE: Then her nose began to run. {page_013_001.jpg} {bk11-l1a-f4-09.mp3}
+LINE: Then her nose began to run. {bk11-l1a-f4-06.mp3}
 
-LINE: Now she has a bad cough. {page_013_001.jpg} {bk11-l1a-f4-10.mp3}
+VOCAB: cough
+LINE: Now she has a bad cough. {bk11-l1a-f4-07a.mp3}
 
-VOCAB: coughed
-LINE: She couldn't sleep last night because she coughed so often. {page_013_001.jpg} {bk11-l1a-f4-11.mp3}
+LINE: She couldn't sleep last night because she coughed so often. {bk11-l1a-f4-07b.mp3}
 
-VOCAB: running a temperature
-LINE: Now she's running a temperature of 101. {page_013_001.jpg} {bk11-l1a-f4-12.mp3}
+LINE: Now she's running a temperature of 101. {bk11-l1a-f4-08.mp3}
 
 VOCAB: see
-LINE: Her mother thinks Sally should see the doctor. {page_013_001.jpg} {bk11-l1a-f4-13.mp3}
+LINE: Her mother thinks Sally should see the doctor. {bk11-l1a-f4-09.mp3}
 
 VOCAB: appointment
-LINE: She wants Sally to make an appointment with the doctor. {page_013_001.jpg} {bk11-l1a-f4-14.mp3}
+LINE: She wants Sally to make an appointment with the doctor. {bk11-l1a-f4-10.mp3}
 
-# Source: ST §Ned Has An Awful Cold
-
-# Source: ST §Ned Has An Awful Cold
+# Source: ST §Ned Has an Awful Cold
 $DIALOGUE Ned Has an Awful Cold
 ID: l1-s3
-INTRO: Now a story about Ned, who has all of Sally's symptoms and then some. Just listen and read along.
+INTRO: Ned has a cold too — and a friend unwise enough to visit him. Just listen to the story and read along.
 INSTRUCTION: Listen and read the story.
 
 Narrator: I went to see Ned yesterday.
-VOCAB: to get there
 Narrator: When I got there, he was sneezing. {st-page_011_001.jpg}
-VOCAB: to cough
 Narrator: He was also coughing, and his nose was running. {st-page_011_003.jpg}
 VOCAB: runny
 Narrator: With his runny nose, he had a bad pain in his chest, too.
-VOCAB: ache
 Narrator: His cough made his chest ache more. {st-page_011_005.jpg}
 Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg}
-VOCAB: to catch
 Narrator: How did he catch his cold? Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain?
 Narrator: He wasn't sure.
-VOCAB: symptom
 Narrator: He only knew that the sneezing, coughing, and other symptoms were not pleasant. {st-page_011_008.jpg}
 Narrator: Ned really felt bad yesterday.
 
-# SKIPPED (book): "NED HAS AN AWFUL COLD" questions — instructor-read, none printed.
+# SKIPPED (book): "NED HAS AN AWFUL COLD" questions (instructor-read, none printed).
+# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
 # SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed.
 
 # Source: LLA 1A Figure 5
-
-# SKIPPED (book): "NED HAS AN AWFUL COLD" questions — instructor-read, none printed.
-# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed.
-
-# Source: LLA 1A Figure 5
-$PRODUCE Complete the Dialog: I Can't Stop Sneezing
-ID: 1a-f5
+$PRODUCE Complete the Dialogue: A Bad Cold
+ID: 11-1a-f5
 INPUT: type
 CHECK: exact
-INTRO: Sally and Maria talk about Sally's cold. Listen to each line and type the missing word — the cold vocabulary you just learned.
+INTRO: Sally tells Maria about her cold. Listen to each line of the dialogue and type the missing word.
 INSTRUCTION: Type the missing word.
 
 TEMPLATE: Sally: Excuse me. I can't stop ____.
@@ -440,9 +394,9 @@ TEMPLATE: Maria: That's a bad ____{cough}. Do you have a ____{fever}?
 PROMPT: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
 RESPONSE: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
 
-TEMPLATE: Sally: Yes. And a ____ nose too.
+TEMPLATE: Sally: Yes, and a ____ nose, too.
 PROMPT: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
-RESPONSE: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
+RESPONSE: Yes, and a runny nose too. {bk11-l1a-f5-05.mp3}
 ACCEPT: runny
 
 TEMPLATE: Maria: Did you make a doctor's ____?
@@ -455,35 +409,35 @@ PROMPT: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
 RESPONSE: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
 ACCEPT: see
 
-# Source: LLA 1A Figure 6
+TEMPLATE: Maria: Why not?
+TEMPLATE: Sally: I know what she'll tell me. Stay in bed.
+TEMPLATE: Maria: Yes. And eat a lot of chicken soup.
 
 # Source: LLA 1A Figure 6
-$DIALOGUE Why Weren't You in Math Class?
-ID: 1a-f6
-INTRO: David missed the math test because he was sick. He's about to hear some news that won't help his recovery. Just listen.
+$DIALOGUE David's Math Test
+ID: 11-1a-f6
+INTRO: Being sick has a price: David missed math class this morning. Listen to what he finds out from his friend.
 INSTRUCTION: Listen to the conversation.
 
-Boy1: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3}
+Friend: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3}
 David: I was in the nurse's office. {bk11-l1a-f6-02.mp3}
-Boy1: What was wrong? {bk11-l1a-f6-03.mp3}
+Friend: What was wrong? {bk11-l1a-f6-03.mp3}
 David: I was sick. {bk11-l1a-f6-04.mp3}
-Boy1: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3}
+Friend: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3}
 David: It was? I thought it was going to be hard. {bk11-l1a-f6-06.mp3}
-Boy1: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3}
+Friend: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3}
 David: Was Mr. Wilson angry? {bk11-l1a-f6-08.mp3}
-Boy1: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3}
+Friend: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3}
 David: Another test tomorrow? I feel sick again. {bk11-l1a-f6-10.mp3}
 
-# Source: LLA 1A Figure 6 (questions)
-
-# Source: LLA 1A Figure 6 (questions)
-$PRODUCE Questions About David's Morning
-ID: 1a-f6-b
+# Source: LLA 1A Figure 6 (question pass)
+$PRODUCE Questions About David
+ID: 11-1a-f6-b
 REFERENCE
 INPUT: speak
 CHECK: reveal
-INTRO: Answer questions about David's conversation aloud. You can look back at the dialog if your memory calls in sick too.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Now answer the questions about David and the math test. Speak your answer aloud, then repeat the correct answer.
+INSTRUCTION: Answer the questions aloud.
 REPEAT
 
 PROMPT: Who is Mr. Wilson? {bk11-l1a-f6-11-q.mp3}
@@ -501,25 +455,21 @@ RESPONSE: No, half of the students in the class didn't take the test. {bk11-l1a-
 PROMPT: Will Mr. Wilson give the class another test? {bk11-l1a-f6-15-q.mp3}
 RESPONSE: Yes, he'll give the class another test tomorrow. {bk11-l1a-f6-15-a.mp3}
 
-$LESSON 1-3: Checkups and Appointments
+$SESSION 1-2: Checkups, Appointments, and Emergencies
 
-# Source: ST §An Appointment for a Physical (sentence presentation leads the 1B word list)
-
-# Source: ST §An Appointment for a Physical (sentence presentation leads the 1B word list)
+# Source: ST §An Appointment for a Physical
 $DIALOGUE An Appointment for a Physical {st-page_013_001.jpg}
 ID: l1-s4
-INTRO: In this part you'll learn the words for checkups and how to set up an appointment. Mr. Edwards needs a complete physical — listen and repeat the phone call.
+INTRO: In this part you'll learn to call a doctor's office — for a routine checkup, and for a real emergency. Mr. Edwards needs a physical for his insurance company. Listen and repeat the dialog.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Ms_Roberts: Dr. Getwell's office. May I help you?
-VOCAB: appointment
-VOCAB: to see
 Mr_Edwards: Yes, I'd like to make an appointment to see the doctor.
 Ms_Roberts: What would you like to see him about?
 VOCAB: physical
 Mr_Edwards: I need to have a complete physical. I'm buying some insurance, and the insurance company wants to be sure that I'm in good shape.
-VOCAB: physical examination
+VOCAB: physical examination | examination
 Ms_Roberts: When did you have your last physical examination, sir?
 VOCAB: annual
 VOCAB: checkup
@@ -539,14 +489,10 @@ Mr_Edwards: Yes, I'll see you then.
 
 # SKIPPED (book): "AN APPOINTMENT FOR A PHYSICAL" questions — none printed.
 
-# Source: LLA 1B Figure 1 (word list — kept as pronunciation reinforcement)
-
-# SKIPPED (book): "AN APPOINTMENT FOR A PHYSICAL" questions — none printed.
-
-# Source: LLA 1B Figure 1 (word list — kept as pronunciation reinforcement)
-$DIALOGUE Say the Words: Checkups
-ID: l1b-f1
-INTRO: Here are the key words from that call, one at a time. Repeat each one after the tape.
+# Source: LLA 1B Figure 1 (kept as pronunciation reinforcement — the words are taught in sentences in the dialog above and the dialogues below)
+$DIALOGUE Pronunciation: Appointment Words
+ID: 1b-f1
+INTRO: You just heard these words in the dialog. Now practice pronouncing each one clearly on its own.
 INSTRUCTION: Listen and repeat each word.
 REPEAT
 
@@ -564,12 +510,10 @@ LINE: make it {bk11-l1b-f1-11.mp3}
 LINE: how about {bk11-l1b-f1-12.mp3}
 LINE: then {bk11-l1b-f1-13.mp3}
 
-# Source: LLA 1B Figure 2 (short dialogs)
-
-# Source: LLA 1B Figure 2 (short dialogs)
-$DIALOGUE Short Dialogs: Annual, Regular, Checkup
-ID: l1b-f2
-INTRO: Each short exchange shows one of the new words in action — checkups, being "in" or "out," and setting a time. Just listen.
+# Source: LLA 1B Figure 2
+$DIALOGUE Checkup Words in Short Dialogues
+ID: 1b-f2
+INTRO: Each short exchange puts one of the new words to work — checkups, mechanics, and one haircut. Just listen; no repeating this time.
 INSTRUCTION: Listen to the dialogues.
 
 Sue: Does your family take a vacation every year? {bk11-l1b-f2-01a.mp3}
@@ -587,23 +531,24 @@ Jim: I don't. I have a checkup every 6 months. {bk11-l1b-f2-04b.mp3}
 Ted: Does Jim usually work on your car? {bk11-l1b-f2-05a.mp3}
 Jan: No, Tom is my regular mechanic. {bk11-l1b-f2-05b.mp3}
 
+VOCAB: in
 Dan: Are you in the military? {bk11-l1b-f2-06a.mp3}
-Bob: No, I was in for 8 years, but I'm out now. {bk11-l1b-f2-06b.mp3}
+VOCAB: out
+Bob: No. I was in for 8 years, but I'm out now. {bk11-l1b-f2-06b.mp3}
 
+VOCAB: sometime
 Bob: Can you give me a haircut some time today? {bk11-l1b-f2-07a.mp3}
 Ray: Sure. Can you come in at 9 o'clock? {bk11-l1b-f2-07b.mp3}
 Bob: Sorry, I can't make it there that early. {bk11-l1b-f2-07c.mp3}
 Ray: All right. How about 11 o'clock? {bk11-l1b-f2-07d.mp3}
 Bob: That's fine. I'll see you then. {bk11-l1b-f2-07e.mp3}
 
-# Source: LLA 1B Figure 2 (questions)
-
-# Source: LLA 1B Figure 2 (questions)
-$PRODUCE Questions About the Short Dialogs
-ID: l1b-f2-b
+# Source: LLA 1B Figure 2 (question pass)
+$PRODUCE Questions About the Dialogues
+ID: 1b-f2-b
 REFERENCE
-INTRO: Now answer questions about those exchanges. Speak a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer the questions about the dialogues out loud, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -642,40 +587,35 @@ PROMPT: Will he see Ray at 11? {bk11-l1b-f2-18-q.mp3}
 RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-18-a.mp3}
 
 # Source: LLA 1B Figure 3
-
-# Source: LLA 1B Figure 3
-$PRODUCE Henry's Physical Exam
-ID: l1b-f3
-INTRO: Listen to a paragraph about Henry, who never misses his checkup, and type the missing words.
-INSTRUCTION: Type the missing word or words.
+$PRODUCE Henry's Annual Exam
+ID: 1b-f3
+INTRO: Henry is an airline pilot, so his checkups aren't optional. Listen to the paragraph about him and type the missing words.
+INSTRUCTION: Type the missing word(s).
 INPUT: type
 CHECK: exact
 
+TEMPLATE: Henry is an airline pilot. He has to be healthy, or he can't fly an airplane.
 TEMPLATE: He gets a ____{physical} exam every summer.
 PROMPT: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
 RESPONSE: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
-ACCEPT: physical
 
 TEMPLATE: When it's time for his ____{annual} visit to the doctor, Henry calls Dr. Armstrong's office.
 PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
 RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
-ACCEPT: annual
 
 TEMPLATE: The secretary always gives him an appointment ____{sometime} in June.
 PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
 RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
-ACCEPT: sometime
 
 TEMPLATE: The doctor checks Henry carefully ____{then}.
 PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
 RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
-ACCEPT: then
 
 TEMPLATE: When Dr. Armstrong finds something wrong in the ____{regular} exam, he asks Henry to ____{come in} for another examination.
 PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
 RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
 
-TEMPLATE: Henry always ____{makes it} to the doctor's office for his ____{exam|checkup} because he wants to keep his job.
+TEMPLATE: Henry always ____{makes it} to the doctor's office for his ____{exam} because he wants to keep his job.
 PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
 RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
 
@@ -683,108 +623,80 @@ TEMPLATE: ____{How about} you? Do you get a ____{checkup} every year?
 PROMPT: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
 RESPONSE: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
 
-$LESSON 1-4: Emergencies
-
-# Source: LLA 1B Figure 4 (word list merged into the dialog it introduces)
-
-# Source: LLA 1B Figure 4 (word list merged into the dialog it introduces)
-$DIALOGUE It's an Emergency — a Phone Call
-ID: l1b-f4
-INTRO: In this part: what to say when it can't wait. Mike broke his arm playing basketball, and his mother is on the phone. Repeat the new words and each line of the call.
+# Source: LLA 1B Figure 4
+$DIALOGUE An Emergency Call
+ID: 1b-f4
+INTRO: Not every call is about a checkup. Mrs. Green's son just broke his arm, and she is not waiting an hour for a call back. Listen to the phone call, then repeat each line.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
+Mrs_Green: Can I speak with the doctor, please? {page_018_001.jpg} {bk11-l1b-f4-01.mp3}
+Secretary: Dr. Payne will have some free time in about an hour. May she return your call then? {page_018_001.jpg} {bk11-l1b-f4-02.mp3}
+
 VOCAB: emergency
-LINE: emergency {bk11-l1b-f4-01.mp3}
+Mrs_Green: No, I can't wait. This is an emergency. My son Mike had an accident. {page_018_001.jpg} {bk11-l1b-f4-03.mp3}
 
 VOCAB: patient
-LINE: patient {bk11-l1b-f4-02.mp3}
+Secretary: Just a minute, please. I'll tell her. Doctor, a young patient of yours is in trouble. {page_018_001.jpg} {bk11-l1b-f4-04.mp3}
 
-VOCAB: to get
-LINE: get {bk11-l1b-f4-03.mp3}
-
-Mrs_Green: Can I speak with the doctor, please? {page_018_001.jpg} {bk11-l1b-f4-04.mp3}
-Secretary: Dr. Payne will have some free time in about an hour. {page_018_001.jpg} {bk11-l1b-f4-05.mp3}
-LINE: May she return your call then? {page_018_001.jpg} {bk11-l1b-f4-06.mp3}
-Mrs_Green: No, I can't wait. {page_018_001.jpg} {bk11-l1b-f4-07.mp3}
-LINE: This is an emergency. {page_018_001.jpg} {bk11-l1b-f4-08.mp3}
-LINE: My son Mike had an accident. {page_018_001.jpg} {bk11-l1b-f4-09.mp3}
-Secretary: Just a minute, please. I'll tell her. {page_018_001.jpg} {bk11-l1b-f4-10.mp3}
-LINE: Doctor, a young patient of yours is in trouble. {page_018_001.jpg} {bk11-l1b-f4-11.mp3}
-Dr_Paine: What's the problem, Mrs. Green? {page_018_001.jpg} {bk11-l1b-f4-12.mp3}
-Mrs_Green: Mike just broke his arm in a basketball game. {page_018_001.jpg} {bk11-l1b-f4-13.mp3}
-Dr_Paine: Is he in a lot of pain? {page_018_001.jpg} {bk11-l1b-f4-14.mp3}
-Mrs_Green: Yes. {page_018_001.jpg} {bk11-l1b-f4-15.mp3}
-LINE: Can you see him right away? {page_018_001.jpg} {bk11-l1b-f4-16.mp3}
-Dr_Paine: I'll meet you at the hospital emergency room. {page_018_001.jpg} {bk11-l1b-f4-17.mp3}
-LINE: When can you get there? {page_018_001.jpg} {bk11-l1b-f4-18.mp3}
-Mrs_Green: I can be there in 10 minutes. {page_018_001.jpg} {bk11-l1b-f4-19.mp3}
-LINE: Thank you. {page_018_001.jpg} {bk11-l1b-f4-20.mp3}
+Dr_Paine: What's the problem, Mrs. Green? {page_018_001.jpg} {bk11-l1b-f4-05.mp3}
+Mrs_Green: Mike just broke his arm in a basketball game. {page_018_001.jpg} {bk11-l1b-f4-06.mp3}
+Dr_Paine: Is he in a lot of pain? {page_018_001.jpg} {bk11-l1b-f4-07.mp3}
+Mrs_Green: Yes. Can you see him right away? {page_018_001.jpg} {bk11-l1b-f4-08.mp3}
+VOCAB: emergency room
+VOCAB: get
+Dr_Paine: I'll meet you at the hospital emergency room. When can you get there? {page_018_001.jpg} {bk11-l1b-f4-09.mp3}
+Mrs_Green: I can be there in 10 minutes. Thank you. {page_018_001.jpg} {bk11-l1b-f4-10.mp3}
 
 # Source: LLA 1B Figure 5
-
-# Source: LLA 1B Figure 5
-$SELECT True or False: The Emergency Call
-ID: l1b-f5
+$SELECT True or False: The Emergency
+ID: 1b-f5
 REFERENCE
-INTRO: True or false — statements about Mrs. Green's phone call. Tap your answer, then repeat the correct statement.
+INTRO: Listen to each statement about Mrs. Green's phone call and decide if it is true or false.
 INSTRUCTION: Tap True or False.
-REPEAT
+OPTION: t | T (True)
+OPTION: f | F (False)
 
 PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l1b-f5-01-a.mp3}
 ANSWER: f
+FEEDBACK: Mrs. Green doesn't want to make a regular appointment. This is an emergency. {bk11-l1b-f5-01-a.mp3}
 
 PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02-q.mp3}
-OPTION: t | True {bk11-l1b-f5-02-a.mp3}
-OPTION: f | False
 ANSWER: t
+FEEDBACK: Repeat: Mike needs to see the doctor right away. {bk11-l1b-f5-02-a.mp3}
 
 PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l1b-f5-03-a.mp3}
 ANSWER: f
+FEEDBACK: The doctor isn't Mike's patient. Mike is Dr. Payne's patient. {bk11-l1b-f5-03-a.mp3}
 
 PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-q.mp3}
-OPTION: t | True {bk11-l1b-f5-04-a.mp3}
-OPTION: f | False
 ANSWER: t
+FEEDBACK: Repeat: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-a.mp3}
 
 PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l1b-f5-05-a.mp3}
 ANSWER: f
+FEEDBACK: It won't take Mrs. Green half an hour to get to the hospital. She can get there in 10 minutes. {bk11-l1b-f5-05-a.mp3}
 
-# Source: ST §It's An Emergency!
-
-# Source: ST §It's An Emergency!
-$DIALOGUE At the Office: A Cut Head {st-page_014_001.jpg}
+# Source: ST §It's an Emergency!
+$DIALOGUE It's an Emergency! {st-page_014_001.jpg}
 ID: l1-s5
-INTRO: Another emergency — this time in person. Mr. Peters' little girl fell and cut her head. Listen and repeat the dialog.
+INTRO: Another emergency — this one walks right into the office. Mr. Peters' little girl fell and cut her head. Listen and repeat the dialog.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Mr_Peters: My little girl fell and cut her head. She needs to see the doctor right away!
 Ms_Barton: Dr. Wells is with another patient right now. Can you wait a few minutes?
-VOCAB: to catch
 Mr_Peters: No, this is an emergency! I tried to catch her when she started to fall, but I wasn't able to. She hurt her head badly when she hit the ground.
-VOCAB: nurse
-VOCAB: problem
 Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head. I'm sure I can fix the problem.
 Mr_Peters: All right, thanks. Will the doctor have time to check my daughter's head when you finish?
-VOCAB: out of
-VOCAB: in
 Ms_Barton: Yes, of course. When the other patient comes out of the examination room, your daughter can go in.
 
-# Source: ST §It's An Emergency! (questions)
-
-# Source: ST §It's An Emergency! (questions)
+# Source: ST §Answer Questions About the Dialog
 $PRODUCE Questions About the Emergency
 ID: l1-s6
 REFERENCE
-INTRO: Answer questions about Mr. Peters and his daughter. Speak in full sentences — you can check the dialog if you need to.
-INSTRUCTION: Answer the questions about the dialog aloud.
+INTRO: Now answer the questions about Mr. Peters and his daughter. You can look back at the dialog if you need to.
+INSTRUCTION: Answer the questions about the dialog.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -811,72 +723,34 @@ RESPONSE: He is with another patient in the examination room.
 PROMPT: When can Mr. Peters and his daughter go in and see the doctor?
 RESPONSE: They can go in when the other patient comes out.
 
-# Source: LLA 1B Figure 6 (skills strand, kept at its tape position)
-
-# Source: LLA 1B Figure 6 (skills strand, kept at its tape position)
-$SELECT What Did You Hear?
-ID: l1b-f6
-INTRO: A listening puzzle: you'll hear a short exchange, then decide what must be true — where the speakers are, or what's going on. Detective work, by ear.
-INSTRUCTION: Tap the correct answer.
-
-EXAMPLE
-PROMPT: This jacket looks good with my slacks. — Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex-q.mp3}
-TEMPLATE: Where are the men?
-OPTION: a | They're in a shoe store.
-OPTION: b | They're in a variety store.
-OPTION: c | They're in a clothing store. {bk11-l1b-f6-ex-a.mp3}
-ANSWER: c
-
-PROMPT: Would you like to order dessert? — Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3}
-OPTION: a | They're eating in a restaurant. {bk11-l1b-f6-01-a.mp3}
-OPTION: b | They're eating in a dining hall.
-OPTION: c | They're eating in someone's home.
-ANSWER: a
-
-PROMPT: Will we get there in time? — Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3}
-OPTION: a | They're going to buy tickets.
-OPTION: b | They're going to pick someone up at the airport. {bk11-l1b-f6-02-a.mp3}
-OPTION: c | They're going to get on an airplane.
-ANSWER: b
-
-PROMPT: It took my money and kept the soda. — Did you push the coin return? {bk11-l1b-f6-03-q.mp3}
-OPTION: a | The pay phone is out of order.
-OPTION: b | The refrigerator is out of order.
-OPTION: c | The vending machine is out of order. {bk11-l1b-f6-03-a.mp3}
-ANSWER: c
-
-PROMPT: Oh no, there's a police car. — How fast were you driving? {bk11-l1b-f6-04-q.mp3}
-OPTION: a | The driver may run a red light.
-OPTION: b | The driver may cause an accident.
-OPTION: c | The driver may get a traffic ticket. {bk11-l1b-f6-04-a.mp3}
-ANSWER: c
-
-$LESSON 1-5: Still, Any Longer, Anymore
+$SESSION 1-3: "Still" and "Anymore"
 
 # Source: LLA 1B Figure 7
-
-# Source: LLA 1B Figure 7
-$DIALOGUE Still, Any Longer, Anymore
-ID: l1b-f7
-INTRO: In this part you'll learn to say what hasn't changed — and what has. Three little time expressions do all the work. Listen and repeat.
-INSTRUCTION: Listen and repeat the sentences.
+$DIALOGUE "Still" and "Anymore"
+ID: 1b-f7
+INTRO: This part is about things that keep going, and things that have stopped. Listen to each group of sentences, and repeat the last one — it's the one with "still", "any longer", or "anymore".
+INSTRUCTION: Listen and repeat the last sentence in each group.
 REPEAT
 
+LINE: Beth was Dr. Clark's patient 5 years ago. {bk11-l1b-f7-01a.mp3}
+LINE: She's Dr. Clark's patient now. {bk11-l1b-f7-01b.mp3}
 VOCAB: still
-LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01.mp3}
+LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01c.mp3}
 
+LINE: Dr. Clark's office was downtown. {bk11-l1b-f7-02a.mp3}
+LINE: It's in the shopping mall now. {bk11-l1b-f7-02b.mp3}
 VOCAB: any longer
-LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02.mp3}
+LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02c.mp3}
 
+LINE: When she was younger, Beth ate a lot of candy. {bk11-l1b-f7-03a.mp3}
+LINE: Then she began to have problems with her teeth. {bk11-l1b-f7-03b.mp3}
 VOCAB: anymore
-LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03.mp3}
+LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03c.mp3}
 
-# Source: ST §Before and Now
-
-# Source: ST §Before and Now
+# Source: ST §Before and Now (talk-through added)
 $GRAMMAR Before and Now
 ID: l1-s7
-INTRO: Here's how the three expressions divide the work: "still" for what continues, "any longer" and "anymore" for what stopped.
+INTRO: Here's the pattern in one picture: what was true before, and what's true now.
 
 ![Two houses side by side, bicycle on the lawn](st-page_015_001.jpg)
 BEFORE
@@ -888,69 +762,43 @@ NOW
 |---|---|
 | Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. | Today, Jane {still} lives on Elm Street, but the Robinsons don't live there {any longer}. They aren't neighbors {anymore}. |
 
-# Source: ST §Ann and Jane Are Friends
+**still** — the situation continues, unchanged: {Jane still lives on Elm Street.}
 
-# Source: ST §Ann and Jane Are Friends
-$DIALOGUE Ann and Jane's Letters
-ID: l1-s8
-INTRO: Two old friends catch up by mail after years of silence. Read along and notice every "still," "any longer," and "anymore."
-INSTRUCTION: Read the letters.
+**anymore** and **any longer** — the situation has stopped. Use them in negative sentences: {They aren't neighbors anymore.} {The Robinsons don't live there any longer.}
 
-Narrator: Dear Ann,
-LINE: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me.
-LINE: I have so many questions to ask you. Tell me about your family. How is your mother? Does she still live with you?
-LINE: How about your husband? Does he still teach in the same school?
-LINE: Does your son still play baseball?
-LINE: How about you? What are you doing now? Did you start teaching again, too, or are you still staying at home?
-LINE: I'm fine. I'm still not working but hope to find a job soon.
-LINE: I hope you'll answer my letter right away.
-VOCAB: sometime
-LINE: Please come to see us sometime.
-Narrator: Your friend, Jane
+# Source: LLA 1B Figure 8
+$GRAMMAR Patient Information
+ID: 1b-f8
+INTRO: Dr. Clark has two information forms for Beth — one old, one new. Read both, and notice what changed between them.
 
-Narrator: Dear Jane,
-LINE: Yes, your letter was full of questions!
-VOCAB: since
-LINE: It's really been a long time since I wrote to you.
-LINE: Now about my family. My mother doesn't live with us any longer. She has a little house not too far away.
-LINE: Robert doesn't teach any longer. He went into the Air Force and is a student now! He's learning how to fly.
-LINE: Ross still plays ball.
-LINE: I'm still staying home; I don't want to teach anymore. I'll go back to school next month. Then Robert and I will both be students.
-LINE: How about you? You didn't write very much about you or your family.
-LINE: Write soon and tell me what you're doing. We really should try to visit each other sometime.
-Narrator: Your friend, Ann
+**Patient Information (Form 1)**
+Date: June 20, 1988
+1. Name: Beth Davis
+2. Age: 23
+Home address:
+3. 122 State Street
+4. Bay City, Florida
+5. Home phone: 555-4009
+6. Occupation: Secretary
+7. Place of business: Bay City High School
 
-# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
+**Patient Information (Form 2)**
+Date: July 15, 1993
+Name: Beth Davis Hill
+Age: 28
+Home address:
+6614 Waterside Street
+Bay City, Florida
+Home phone: 555-7101
+Occupation: Teacher
+Place of business: Bay City High School
 
-# Source: LLA 1B Figure 8 (reference table)
-
-# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
-
-# Source: LLA 1B Figure 8 (reference table)
-$GRAMMAR Beth's Patient Information
-ID: l1b-f8
-INTRO: Compare Beth's old patient form with her new one. Five years passed, and quite a lot changed — study the two columns.
-
-| Patient Information | Patient Information |
-|---|---|
-| Date: June 20, 1988 | Date: July 15, 1993 |
-| Name: Beth Davis | Name: Beth Davis Hill |
-| Age: 23 | Age: 28 |
-| Home address: | Home address: |
-| 122 State Street | 6614 Waterside Street |
-| Bay City, Florida | Bay City, Florida |
-| Home phone: 555-4009 | Home phone: 555-7101 |
-| Occupation: Secretary | Occupation: Teacher |
-| Place of business: Bay City High School | Place of business: Bay City High School |
-
-# Source: LLA 1B Figure 8 (questions)
-
-# Source: LLA 1B Figure 8 (questions)
+# Source: LLA 1B Figure 8 (question pass)
 $PRODUCE What's Changed for Beth?
-ID: l1b-f8-b
-REFERENCE: l1b-f8
-INTRO: Answer questions about Beth's two forms using "still," "any longer," and "anymore." The forms stay open beside you — no memorizing phone numbers required.
-INSTRUCTION: Answer the question aloud.
+ID: 1b-f8-b
+REFERENCE: 1b-f8
+INTRO: Five years, one wedding, and a new job. Answer the questions about Beth using the two forms — use "still", "anymore", or "any longer" — then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -976,148 +824,192 @@ RESPONSE: She's not a secretary any longer. {bk11-l1b-f8-06-a.mp3}
 PROMPT: Does Beth work at Bay City High School anymore? {bk11-l1b-f8-07-q.mp3}
 RESPONSE: She still works at the high school. {bk11-l1b-f8-07-a.mp3}
 
-# Source: LLA 1B Figure 9 (skills strand, kept at its tape position)
+# Source: ST §Ann and Jane Are Friends
+$DIALOGUE Ann and Jane's Letters
+ID: l1-s8
+INTRO: Remember Jane and Ann, the neighbors from the two houses? Years later, Jane writes to catch up. Read both letters, and notice what's still true — and what isn't anymore.
+INSTRUCTION: Read the letters.
 
-# Source: LLA 1B Figure 9 (skills strand, kept at its tape position)
-$SELECT What's the Main Idea?
-ID: l1b-f9
-INTRO: Listen to a short paragraph about Mark, then pick the sentence that says what the whole paragraph is about — not just one detail.
-INSTRUCTION: Tap the correct main idea.
+Narrator: Dear Ann,
+LINE: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me.
+LINE: I have so many questions to ask you. Tell me about your family. How is your mother?
+LINE: Does she still live with you?
+LINE: How about your husband? Does he still teach in the same school?
+LINE: Does your son still play baseball?
+LINE: How about you? What are you doing now?
+LINE: Did you start teaching again, too, or are you still staying at home?
+LINE: I'm fine. I'm still not working but hope to find a job soon.
+LINE: I hope you'll answer my letter right away.
+LINE: Please come to see us sometime.
+Narrator: Your friend, Jane
 
-PROMPT: Mark is never sick. He exercises a lot and tries to eat good food. He has fruit or vegetables with every meal, and he usually doesn't have dessert. He sleeps for 7 or 8 hours every night and feels terrific the next day. The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-01.mp3}
+Narrator: Dear Jane,
+LINE: Yes, your letter was full of questions!
+VOCAB: since
+LINE: It's really been a long time since I wrote to you.
+LINE: Now about my family. My mother doesn't live with us any longer.
+LINE: She has a little house not too far away.
+LINE: Robert doesn't teach any longer. He went into the Air Force and is a student now!
+LINE: He's learning how to fly.
+LINE: Ross still plays ball.
+LINE: I'm still staying home; I don't want to teach anymore. I'll go back to school next month.
+LINE: Then Robert and I will both be students.
+LINE: How about you? You didn't write very much about you or your family.
+LINE: Write soon and tell me what you're doing. We really should try to visit each other sometime.
+Narrator: Your friend, Ann
+
+# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
+
+# Source: LLA 1B Figure 9
+$DIALOGUE Mark Is Never Sick
+ID: 1b-f9-a
+INTRO: One paragraph about Mark and his enviable health. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mark is never sick. He exercises a lot and tries to eat good food. He has fruit or vegetables with every meal, and he usually doesn't have dessert. He sleeps for 7 or 8 hours every night and feels terrific the next day. The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-01.mp3}
+
+# Source: LLA 1B Figure 9 (main idea)
+$SELECT The Main Idea
+ID: 1b-f9
+REFERENCE
+INTRO: A paragraph says many things, but it's about one thing. Tap the main idea of the paragraph about Mark.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea of the paragraph?
 OPTION: a | Mark sleeps a lot.
-OPTION: b | Mark is very healthy. {bk11-l1b-f9-02.mp3}
+OPTION: b | Mark is very healthy.
 OPTION: c | Mark doesn't eat much.
 OPTION: d | Mark likes to exercise.
 ANSWER: b
+FEEDBACK: Mark is very healthy. {bk11-l1b-f9-02.mp3}
 
-$LESSON 1-6: Lines and Dots
+$SESSION 1-4: Lines and Dots
 
-# Source: ST §Lines and Dots (sentence panel leads)
-
-# Source: ST §Lines and Dots (sentence panel leads)
+# Source: LLA 1C Figure 1
 $DIALOGUE Lines and Dots
-ID: l1-s18
-INTRO: A short detour from the doctor's office: words for lines, dots, and inches. You'll hear these again soon — including in a pronunciation drill. Listen and read.
-INSTRUCTION: Listen and read.
-
-VOCAB: horizontal
-LINE: This is a horizontal line. {st-page_027_001.jpg}
-
-VOCAB: vertical
-LINE: This is a vertical line. {st-page_027_002.jpg}
-
-VOCAB: parallel
-LINE: These are parallel lines. {st-page_027_003.jpg}
-
-VOCAB: perpendicular
-LINE: Line A is perpendicular to line B. {st-page_027_004.jpg}
-
-VOCAB: dot
-LINE: Sam put a dot on the board. {st-page_027_005.jpg}
-
-LINE: He put another dot on the board. {st-page_027_006.jpg}
-
-VOCAB: to connect
-LINE: Sam is drawing a line between the two dots. He's connecting the two dots. {st-page_027_007.jpg}
-
-VOCAB: inch
-LINE: This line is one inch long. {st-page_027_008.jpg}
-
-VOCAB: inches
-LINE: This line is two inches long. {st-page_027_009.jpg}
-
-VOCAB: middle
-LINE: Mary put a dot in the middle of the square. {st-page_027_010.jpg}
-
-# SKIPPED (book): "THIS LINE IS AN INCH LONG." — instructor-read listening skill, select a/b/c images.
-# SKIPPED (book): Reading Skill "DRAW A PICTURE." — physical drawing response required.
-
-# Source: LLA 1C Figure 1
-
-# SKIPPED (book): "THIS LINE IS AN INCH LONG." — instructor-read listening skill, select a/b/c images.
-# SKIPPED (book): Reading Skill "DRAW A PICTURE." — physical drawing response required.
-
-# Source: LLA 1C Figure 1
-$DIALOGUE Dots and Lines — Listen and Repeat
-ID: 11-1c-f1
-INTRO: The same geometry, now from the tape. Look at each diagram, then repeat the sentence.
-INSTRUCTION: Repeat each word and sentence.
+ID: 1c-f1
+INTRO: A short detour from medicine into geometry: lines, dots, and inches. You'll need these words to talk about drawings and diagrams. Listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
+VOCAB: dot
 LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
 
 VOCAB: connect
-LINE: A line connects dot A and dot B. {page_022_002.jpg} {bk11-l1c-f1-01b.mp3}
+LINE: A line connects dot A and dot B. {page_022_002.jpg} {bk11-l1c-f1-02.mp3}
 
-LINE: The line is 2 inches long. {page_022_003.jpg} {bk11-l1c-f1-01c.mp3}
+VOCAB: inch
+LINE: The line is 2 inches long. {page_022_003.jpg} {bk11-l1c-f1-03.mp3}
 
-LINE: Dot B is in the middle of the line. {page_022_004.jpg} {bk11-l1c-f1-01d.mp3}
+VOCAB: middle
+LINE: Dot B is in the middle of the line. {page_022_004.jpg} {bk11-l1c-f1-04.mp3}
 
-LINE: Line AC is horizontal. {page_022_005.jpg} {bk11-l1c-f1-01e.mp3}
+VOCAB: horizontal
+LINE: Line AC is horizontal. {page_022_005.jpg} {bk11-l1c-f1-05.mp3}
 
-LINE: Line DE is vertical. {page_022_006.jpg} {bk11-l1c-f1-01f.mp3}
+VOCAB: vertical
+LINE: Line DE is vertical. {page_022_006.jpg} {bk11-l1c-f1-06.mp3}
 
-LINE: Line AC and line DE are perpendicular. {page_022_007.jpg} {bk11-l1c-f1-01g.mp3}
+VOCAB: perpendicular
+LINE: Line AC and line DE are perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07.mp3}
 
-LINE: Line A is parallel to line B. {page_022_008.jpg} {bk11-l1c-f1-01h.mp3}
-LINE: Line C is parallel to line D. {page_022_008.jpg} {bk11-l1c-f1-01i.mp3}
-LINE: And line E is parallel to line F. {page_022_008.jpg} {bk11-l1c-f1-01j.mp3}
-LINE: The lines are parallel. {page_022_008.jpg} {bk11-l1c-f1-01k.mp3}
-
-# Source: LLA 1C Figure 2
+VOCAB: parallel
+LINE: Line A is parallel to line B. Line C is parallel to line D. And line E is parallel to line F. The lines are parallel. {page_022_008.jpg} {bk11-l1c-f1-08.mp3}
 
 # Source: LLA 1C Figure 2
 $SELECT True or False: The Rectangle {page_023_001.jpg}
-ID: 11-1c-f2
-INTRO: Keep the rectangle in view. Listen to each statement, tap True or False, then repeat the correct sentence.
+ID: 1c-f2
+INTRO: You'll see a rectangle with numbered sides and two dots. Listen to each sentence about it, tap True or False, then repeat the correct answer.
 INSTRUCTION: Tap True or False.
 REPEAT
 
 OPTION: t | True
 OPTION: f | False
 
-PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01-q.mp3}
 ANSWER: t
-FEEDBACK: {bk11-l1c-f2-01b.mp3}
+FEEDBACK: Repeat: Side 1 is vertical. {bk11-l1c-f2-01-a.mp3}
 
-PROMPT: Side 2 is horizontal. {bk11-l1c-f2-01c.mp3}
+PROMPT: Side 2 is horizontal. {bk11-l1c-f2-02-q.mp3}
 ANSWER: t
-FEEDBACK: {bk11-l1c-f2-01d.mp3}
+FEEDBACK: Repeat: Side 2 is horizontal. {bk11-l1c-f2-02-a.mp3}
 
-PROMPT: Side 1 is parallel to side 3. {bk11-l1c-f2-01e.mp3}
+PROMPT: Side 1 is parallel to side 3. {bk11-l1c-f2-03-q.mp3}
 ANSWER: t
-FEEDBACK: {bk11-l1c-f2-01f.mp3}
+FEEDBACK: Repeat: Side 1 is parallel to side 3. {bk11-l1c-f2-03-a.mp3}
 
-PROMPT: Side 3 is perpendicular to side 4. {bk11-l1c-f2-01g.mp3}
+PROMPT: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-q.mp3}
 ANSWER: t
-FEEDBACK: {bk11-l1c-f2-01h.mp3}
+FEEDBACK: Repeat: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-a.mp3}
 
-PROMPT: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-01i.mp3}
+PROMPT: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-q.mp3}
 ANSWER: t
-FEEDBACK: {bk11-l1c-f2-01j.mp3}
+FEEDBACK: Repeat: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-a.mp3}
 
-PROMPT: Side 2 is parallel to side 3. {bk11-l1c-f2-01k.mp3}
+PROMPT: Side 2 is parallel to side 3. {bk11-l1c-f2-06-q.mp3}
 ANSWER: f
-FEEDBACK: Side 2 is parallel to side 4. {bk11-l1c-f2-01l.mp3}
+FEEDBACK: Side 2 isn't parallel to side 3. Repeat: Side 2 is parallel to side 4. {bk11-l1c-f2-06-a.mp3}
 
-PROMPT: Dot A is in the middle of the rectangle. {bk11-l1c-f2-01m.mp3}
+PROMPT: Dot A is in the middle of the rectangle. {bk11-l1c-f2-07-q.mp3}
 ANSWER: f
-FEEDBACK: Dot B is in the middle of the rectangle. {bk11-l1c-f2-01n.mp3}
+FEEDBACK: Dot A is in the middle of the line, but not in the middle of the rectangle. Repeat: Dot B is in the middle of the rectangle. {bk11-l1c-f2-07-a.mp3}
 
-PROMPT: Side 1 is 3 inches long. {bk11-l1c-f2-01o.mp3}
+PROMPT: Side 1 is 3 inches long. {bk11-l1c-f2-08-q.mp3}
 ANSWER: f
-FEEDBACK: Side 4 is 3 inches long. {bk11-l1c-f2-01p.mp3}
+FEEDBACK: Side 4 is 3 inches long, but side 1 isn't. Repeat: Side 4 is 3 inches long. {bk11-l1c-f2-08-a.mp3}
 
+# Source: ST §Lines and Dots (TTS twin of LLA 1C Figure 1 — recast as a production pass using its images)
+$PRODUCE Say What You See
+ID: l1-s18
+INPUT: speak
+CHECK: llm
+INTRO: Now produce the geometry words yourself. Look at each drawing and say what it shows, in a full sentence.
+INSTRUCTION: Say what the picture shows.
+RUBRIC: Treat the model answer as the key; the geometry term is the point — accept any sentence that uses the same term correctly. If the learner only says "a line" or describes the picture without the term, hint toward the target word.
 
-$LESSON 1-7: The Present Perfect
+PROMPT: {st-page_027_001.jpg}
+RESPONSE: This is a horizontal line.
 
-# Source: ST §The Present Perfect Tense
+PROMPT: {st-page_027_002.jpg}
+RESPONSE: This is a vertical line.
+
+PROMPT: {st-page_027_003.jpg}
+RESPONSE: These are parallel lines.
+
+PROMPT: {st-page_027_004.jpg}
+RESPONSE: Line A is perpendicular to line B.
+
+PROMPT: {st-page_027_007.jpg}
+RESPONSE: He's connecting the two dots.
+
+PROMPT: {st-page_027_008.jpg}
+RESPONSE: This line is one inch long.
+
+PROMPT: {st-page_027_009.jpg}
+RESPONSE: This line is two inches long.
+
+PROMPT: {st-page_027_010.jpg}
+RESPONSE: There's a dot in the middle of the square.
+
+# SKIPPED (book): "THIS LINE IS AN INCH LONG." — instructor-read listening skill, select a/b/c images.
+# SKIPPED (book): Reading Skill "DRAW A PICTURE." — physical drawing response required.
+
+$SESSION 1-5: The Present Perfect and "How Long"
+
+# Source: LLA 1C Figure 3
+$DIALOGUE The Present Perfect: Two Models
+ID: 1c-f3
+INTRO: Now the lesson's main grammar: the present perfect — the tense for things that started in the past and are still true. Listen to the two model sentences and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Alan has been in Canada for a year. {bk11-l1c-f3-01.mp3}
+LINE: Jane and Sarah have had good jobs since last fall. {bk11-l1c-f3-02.mp3}
 
 # Source: ST §The Present Perfect Tense
 $GRAMMAR The Present Perfect Tense
 ID: l1-s9
-INTRO: Now the lesson's main grammar point: the present perfect — for things that started in the past and haven't let go yet. Like Kent's cough, later on.
+INTRO: Here's how the tense is built and when to use it — plus the difference between "for" and "since".
 
 | | | | |
 |---|---|---|---|
@@ -1144,12 +1036,10 @@ We often use **for** or **since** with the present perfect tense. **For** refers
 {Jim has been in the Army for five years.}
 {He has been a captain since February 1.}
 
-# Source: ST §Contractions
-
 # Source: ST §Contractions
 $GRAMMAR Contractions
 ID: l1-s10
-INTRO: In speech, "have" and "has" almost always shrink. Here are the short forms you'll hear in every drill that follows.
+INTRO: In speech, "has" and "have" almost always contract. Here's the full set — you'll hear these forms in every drill that follows.
 
 | | | |
 |---|---|---|
@@ -1166,28 +1056,10 @@ INTRO: In speech, "have" and "has" almost always shrink. Here are the short form
 | has | + not | = | hasn't |
 | have | + not | = | haven't |
 
-# DROPPED: LLA 1C Figure 3 grammar tables (cross-source twin of ST §The Present Perfect Tense — same tables, same role, no clips).
-
-# Source: LLA 1C Figure 3 (repeat sentences)
-
-# DROPPED: LLA 1C Figure 3 grammar tables (cross-source twin of ST §The Present Perfect Tense — same tables, same role, no clips).
-
-# Source: LLA 1C Figure 3 (repeat sentences)
-$DIALOGUE Hear the Pattern
-ID: 11-1c-f3
-INTRO: Two model sentences from the tape — one with "has been," one with "have had." Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Alan has been in Canada for a year. {bk11-l1c-f3-01.mp3}
-LINE: Jane and Sarah have had good jobs since last fall. {bk11-l1c-f3-01b.mp3}
-
-# Source: ST §Have You Had That Cold Long?
-
 # Source: ST §Have You Had That Cold Long?
 $DIALOGUE Have You Had That Cold Long?
 ID: l1-s11
-INTRO: Five short exchanges using the present perfect with "for" and "since." Read along and notice which word goes with a period of time, and which with a point.
+INTRO: Hear the tense in real exchanges — colds, colleges, and one sports car. Just read and listen.
 INSTRUCTION: Read the dialogs.
 
 Sam: Have you had that cold long?
@@ -1206,242 +1078,279 @@ Alan: Has Ted had that sports car long?
 Jerry: Yes, he's had it for three years.
 
 # Source: LLA 1C Figure 4
-
-# Source: LLA 1C Figure 4
-$PRODUCE Change It: Has Been, Have Been
-ID: 11-1c-f4
+$PRODUCE "Has Been" and "Have Been"
+ID: 1c-f4
 INPUT: speak
 CHECK: reveal
-INTRO: The tape gives you a sentence with "is" or "are" plus a time expression — your job is to say it correctly in the present perfect, then repeat the model.
-INSTRUCTION: Change the sentence to the present perfect.
+INTRO: Time to drill. You'll hear a sentence with a time expression — change it to the present perfect with "has been" or "have been", then repeat the correct answer.
+INSTRUCTION: Speak the sentence in the present perfect tense.
 REPEAT
 
 EXAMPLE
-PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
-RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01b.mp3}
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-ex1-q.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-ex1-a.mp3}
 
-PROMPT: Dan is a mechanic since 1980. {bk11-l1c-f4-01c.mp3}
-RESPONSE: Dan has been a mechanic since 1980. {bk11-l1c-f4-01d.mp3}
+EXAMPLE
+PROMPT: Anne and Jim are teachers for 3 years. {bk11-l1c-f4-ex2-q.mp3}
+RESPONSE: Anne and Jim have been teachers for 3 years. {bk11-l1c-f4-ex2-a.mp3}
 
-PROMPT: His brothers are dentists for 10 years. {bk11-l1c-f4-01e.mp3}
-RESPONSE: His brothers have been dentists for 10 years. {bk11-l1c-f4-01f.mp3}
+PROMPT: Dan is a mechanic since 1980. {bk11-l1c-f4-01-q.mp3}
+RESPONSE: Dan has been a mechanic since 1980. {bk11-l1c-f4-01-a.mp3}
 
-PROMPT: Bob is in China since 1985. {bk11-l1c-f4-01g.mp3}
-RESPONSE: Bob has been in China since 1985. {bk11-l1c-f4-01h.mp3}
+PROMPT: His brothers are dentists for 10 years. {bk11-l1c-f4-02-q.mp3}
+RESPONSE: His brothers have been dentists for 10 years. {bk11-l1c-f4-02-a.mp3}
 
-PROMPT: Jan and Jill are roommates for a year. {bk11-l1c-f4-01i.mp3}
-RESPONSE: Jan and Jill have been roommates for a year. {bk11-l1c-f4-01j.mp3}
+PROMPT: Bob is in China since 1985. {bk11-l1c-f4-03-q.mp3}
+RESPONSE: Bob has been in China since 1985. {bk11-l1c-f4-03-a.mp3}
 
-PROMPT: Steve is a policeman for only 3 months. {bk11-l1c-f4-01k.mp3}
-RESPONSE: Steve has been a policeman for only 3 months. {bk11-l1c-f4-01l.mp3}
+PROMPT: Jan and Jill are roommates for a year. {bk11-l1c-f4-04-q.mp3}
+RESPONSE: Jan and Jill have been roommates for a year. {bk11-l1c-f4-04-a.mp3}
+
+PROMPT: Steve is a policeman for only 3 months. {bk11-l1c-f4-05-q.mp3}
+RESPONSE: Steve has been a policeman for only 3 months. {bk11-l1c-f4-05-a.mp3}
 
 # Source: LLA 1C Figure 5
-
-# Source: LLA 1C Figure 5
-$PRODUCE Change It: Has Had, Have Had
-ID: 11-1c-f5
+$PRODUCE "Has Had" and "Have Had"
+ID: 1c-f5
 INPUT: speak
 CHECK: reveal
-INTRO: Same drill, now with "have" as the main verb: change it to "has had" or "have had," then repeat the model.
-INSTRUCTION: Change the sentence to the present perfect.
+INTRO: Same drill, now with the verb "have" — yes, "has had" is correct English, not a typo. Change the sentence, then repeat the correct answer.
+INSTRUCTION: Speak the sentence in the present perfect tense.
 REPEAT
 
 EXAMPLE
-PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
-RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01b.mp3}
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-ex1-q.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-ex1-a.mp3}
 
-PROMPT: The students have their books since Monday. {bk11-l1c-f5-01c.mp3}
-RESPONSE: The students have had their books since Monday. {bk11-l1c-f5-01d.mp3}
+EXAMPLE
+PROMPT: Mary and Kay have an apartment for 6 months. {bk11-l1c-f5-ex2-q.mp3}
+RESPONSE: Mary and Kay have had an apartment for 6 months. {bk11-l1c-f5-ex2-a.mp3}
 
-PROMPT: Jill has a cold for a week. {bk11-l1c-f5-01e.mp3}
-RESPONSE: Jill has had a cold for a week. {bk11-l1c-f5-01f.mp3}
+PROMPT: The students have their books since Monday. {bk11-l1c-f5-01-q.mp3}
+RESPONSE: The students have had their books since Monday. {bk11-l1c-f5-01-a.mp3}
 
-PROMPT: Jim's car has a flat tire since yesterday. {bk11-l1c-f5-01g.mp3}
-RESPONSE: Jim's car has had a flat tire since yesterday. {bk11-l1c-f5-01h.mp3}
+PROMPT: Jill has a cold for a week. {bk11-l1c-f5-02-q.mp3}
+RESPONSE: Jill has had a cold for a week. {bk11-l1c-f5-02-a.mp3}
 
-PROMPT: We have our tickets for a month. {bk11-l1c-f5-01i.mp3}
-RESPONSE: We've had our tickets for a month. {bk11-l1c-f5-01j.mp3}
+PROMPT: Jim's car has a flat tire since yesterday. {bk11-l1c-f5-03-q.mp3}
+RESPONSE: Jim's car has had a flat tire since yesterday. {bk11-l1c-f5-03-a.mp3}
 
-PROMPT: Jane has a car since she was 18. {bk11-l1c-f5-01k.mp3}
-RESPONSE: Jane has had a car since she was 18. {bk11-l1c-f5-01l.mp3}
+PROMPT: We have our tickets for a month. {bk11-l1c-f5-04-q.mp3}
+RESPONSE: We've had our tickets for a month. {bk11-l1c-f5-04-a.mp3}
 
-# Source: LLA 1C Figure 6
+PROMPT: Jane has a car since she was 18. {bk11-l1c-f5-05-q.mp3}
+RESPONSE: Jane has had a car since she was 18. {bk11-l1c-f5-05-a.mp3}
 
 # Source: LLA 1C Figure 6
 $PRODUCE Make It Negative
-ID: 11-1c-f6
+ID: 1c-f6
 INPUT: speak
 CHECK: reveal
-INTRO: Now the negative: swap in the new word you hear and say the sentence with "hasn't" or "haven't." Then repeat the model.
+INTRO: Now the negatives: "hasn't been", "haven't had". Listen to the sentence and the cue word, change the sentence to a negative one using the cue, then repeat the correct answer.
 INSTRUCTION: Speak the negative sentence.
 REPEAT
 
 EXAMPLE
-PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
-RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01b.mp3}
+PROMPT: Dan has been in Houston since 1983. *Dallas.* {bk11-l1c-f6-ex1-q.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-ex1-a.mp3}
 
-PROMPT: The children have been *good* for a week. Bad. {bk11-l1c-f6-01c.mp3}
-RESPONSE: The children haven't been bad for a week. {bk11-l1c-f6-01d.mp3}
+EXAMPLE
+PROMPT: The girls have had a cat for 3 years. *Dog.* {bk11-l1c-f6-ex2-q.mp3}
+RESPONSE: The girls haven't had a dog for 3 years. {bk11-l1c-f6-ex2-a.mp3}
 
-PROMPT: John has been a *waiter* for 3 years. Cashier. {bk11-l1c-f6-01e.mp3}
-RESPONSE: John hasn't been a cashier for 3 years. {bk11-l1c-f6-01f.mp3}
+PROMPT: The children have been good for a week. *Bad.* {bk11-l1c-f6-01-q.mp3}
+RESPONSE: The children haven't been bad for a week. {bk11-l1c-f6-01-a.mp3}
 
-PROMPT: Janet has been *married* since 1984. Single. {bk11-l1c-f6-01g.mp3}
-RESPONSE: Janet hasn't been single since 1984. {bk11-l1c-f6-01h.mp3}
+PROMPT: John has been a waiter for 3 years. *Cashier.* {bk11-l1c-f6-02-q.mp3}
+RESPONSE: John hasn't been a cashier for 3 years. {bk11-l1c-f6-02-a.mp3}
 
-PROMPT: Lee has been *happy* since she became a teacher. Bored. {bk11-l1c-f6-01i.mp3}
-RESPONSE: Lee hasn't been bored since she became a teacher. {bk11-l1c-f6-01j.mp3}
+PROMPT: Janet has been married since 1984. *Single.* {bk11-l1c-f6-03-q.mp3}
+RESPONSE: Janet hasn't been single since 1984. {bk11-l1c-f6-03-a.mp3}
 
-PROMPT: The students have had *classes* for a year. A vacation. {bk11-l1c-f6-01k.mp3}
-RESPONSE: The students haven't had a vacation for a year. {bk11-l1c-f6-01l.mp3}
+PROMPT: Lee has been happy since she became a teacher. *Bored.* {bk11-l1c-f6-04-q.mp3}
+RESPONSE: Lee hasn't been bored since she became a teacher. {bk11-l1c-f6-04-a.mp3}
 
-PROMPT: Larry has had an *old car* for a long time. An accident. {bk11-l1c-f6-01m.mp3}
-RESPONSE: Larry hasn't had an accident for a long time. {bk11-l1c-f6-01n.mp3}
+PROMPT: The students have had classes for a year. *A vacation.* {bk11-l1c-f6-05-q.mp3}
+RESPONSE: The students haven't had a vacation for a year. {bk11-l1c-f6-05-a.mp3}
 
-# Source: LLA 1C Figure 7 (calendar)
-
-# Source: LLA 1C Figure 7 (calendar)
-$GRAMMAR Vince's Business Trip
-ID: 11-1c-f7-grammar
-INTRO: Study Vince's week: a business trip to Miami, planned hour by hour. You'll answer questions from this calendar next — it stays open beside you.
-
-#### Vince's Business Trip
-
-| | MON | TUE | WED | THUR | FRI |
-|---|---|---|---|---|---|
-| **Morning** | make airline reservations | 10:00 – pick up ticket at travel agency | 8:00 – work with other salesmen at office | | back in N.Y. office |
-| **Afternoon** | | 2:00 – flight departs N.Y. for Miami | same | 1:30 – arrive at airport <br> 4:30 – depart Miami | |
-| **Evening** | | | 5:00 – leave office | 6:45 – arrive N.Y. | |
-
-# Source: LLA 1C Figure 7 (questions)
-
-# Source: LLA 1C Figure 7 (questions)
-$PRODUCE Questions About Vince's Trip
-ID: 11-1c-f7
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Answer each question aloud using the calendar and the present perfect, then repeat the model. Imagine it's Friday and the trip just ended.
-INSTRUCTION: Answer aloud based on the calendar.
-REPEAT
-
-PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
-RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01b.mp3}
-
-PROMPT: Has he had his airplane ticket very long? {bk11-l1c-f7-01c.mp3}
-RESPONSE: No, he's only had it since Tuesday at 10 o'clock. {bk11-l1c-f7-01d.mp3}
-
-PROMPT: Have the salesmen been at the office all day? {bk11-l1c-f7-01e.mp3}
-RESPONSE: Yes, they've been at the office since 8 o'clock this morning. {bk11-l1c-f7-01f.mp3}
-
-PROMPT: Has he been in Miami for a week? {bk11-l1c-f7-01g.mp3}
-RESPONSE: No, he's been in Miami for about 2 days. {bk11-l1c-f7-01h.mp3}
-
-PROMPT: Have they been at the airport for 1 hour? {bk11-l1c-f7-01i.mp3}
-RESPONSE: No, they've been there for 3 hours. {bk11-l1c-f7-01j.mp3}
-
-PROMPT: Has he been home since Thursday evening? {bk11-l1c-f7-01k.mp3}
-RESPONSE: Yes, he's been home since 6:45 Thursday evening. {bk11-l1c-f7-01l.mp3}
-
-
-
-# Source: ST §Answer with the Present Perfect
+PROMPT: Larry has had an old car for a long time. *An accident.* {bk11-l1c-f6-06-q.mp3}
+RESPONSE: Larry hasn't had an accident for a long time. {bk11-l1c-f6-06-a.mp3}
 
 # Source: ST §Answer with the Present Perfect
 $PRODUCE Answer with the Present Perfect
 ID: l1-s12
-INTRO: Answer each printed question in a complete sentence, using the words in parentheses. Contractions welcome — that's how people actually talk.
-INSTRUCTION: Answer in a complete sentence using the words in parentheses.
+INTRO: Answer each question in a complete sentence, using the cue shown in parentheses. Then compare with the model.
+INSTRUCTION: Answer in a complete sentence, using the words in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Has Jane been on the phone long? (yes, for an hour)
+PROMPT: Has Jane been on the phone long?
+TEMPLATE: (yes, for an hour)
 RESPONSE: Yes, she's been on the phone for an hour.
 
-PROMPT: Has Lt Kim been in the United States since last January? (no, last month)
+PROMPT: Has Lt Kim been in the United States since last January?
+TEMPLATE: (no, last month)
 RESPONSE: No, he's been in the United States since last month.
 
-PROMPT: Has the baby had that cold since last weekend? (no, yesterday)
+PROMPT: Has the baby had that cold since last weekend?
+TEMPLATE: (no, yesterday)
 RESPONSE: No, the baby has had that cold since yesterday.
 
-PROMPT: Have you been a student here since September? (no, July)
+PROMPT: Have you been a student here since September?
+TEMPLATE: (no, July)
 RESPONSE: No, I've been a student here since July.
 
-PROMPT: Has Sgt Henderson been in Japan for two years? (yes)
+PROMPT: Has Sgt Henderson been in Japan for two years?
+TEMPLATE: (yes)
 RESPONSE: Yes, he's been in Japan for two years.
 
-PROMPT: Have you had that earache since last night? (yes)
+PROMPT: Have you had that earache since last night?
+TEMPLATE: (yes)
 RESPONSE: Yes, I've had this earache since last night.
 
-PROMPT: Has your brother been in the Navy long? (no, only a year)
+PROMPT: Has your brother been in the Navy long?
+TEMPLATE: (no, only a year)
 RESPONSE: No, he's been in the Navy for only a year.
 
-PROMPT: Has Richard had that boat long? (no, last August)
+PROMPT: Has Richard had that boat long?
+TEMPLATE: (no, last August)
 RESPONSE: No, he's had that boat since last August.
 
-PROMPT: Has your daughter had this appointment for a long time? (yes, three months)
+PROMPT: Has your daughter had this appointment for a long time?
+TEMPLATE: (yes, three months)
 RESPONSE: Yes, she's had this appointment for three months.
 
-PROMPT: Have you had that cough long? (yes, about two weeks)
+PROMPT: Have you had that cough long?
+TEMPLATE: (yes, about two weeks)
 RESPONSE: Yes, I've had it for about two weeks.
 
-PROMPT: Has Sara been in the Air Force since last summer? (yes, July)
+PROMPT: Has Sara been in the Air Force since last summer?
+TEMPLATE: (yes, July)
 RESPONSE: Yes, she's been in the Air Force since July.
 
-# Source: ST §Where Have You Been?
+# Source: LLA 1C Figure 7 (calendar)
+$GRAMMAR Vince's Business Trip
+ID: 1c-f7-cal
+INTRO: Vince the salesman has had a busy week. Look over his trip calendar — you'll answer questions from it next.
+
+**Morning**
+* MON: make airline reservations
+* TUE: 10:00 – pick up ticket at travel agency
+* WED: 8:00 – work with other salesmen at office
+* FRI: back in N.Y. office
+
+**Afternoon**
+* TUE: 2:00 – flight departs N.Y. for Miami
+* THUR: 1:30 – arrive at airport | 4:30 – depart Miami
+
+**Evening**
+* WED: 5:00 – leave office
+* THUR: 6:45 – arrive N.Y.
+
+# Source: LLA 1C Figure 7 (question pass)
+$PRODUCE Questions About Vince's Trip
+ID: 1c-f7
+REFERENCE: 1c-f7-cal
+INPUT: speak
+CHECK: reveal
+INTRO: Answer the questions based on Vince's calendar — you can consult it while you answer — then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01-q.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01-a.mp3}
+
+PROMPT: Has he had his airplane ticket very long? {bk11-l1c-f7-02-q.mp3}
+RESPONSE: No, he's only had it since Tuesday at 10 o'clock. {bk11-l1c-f7-02-a.mp3}
+
+PROMPT: Have the salesmen been at the office all day? {bk11-l1c-f7-03-q.mp3}
+RESPONSE: Yes, they've been at the office since 8 o'clock this morning. {bk11-l1c-f7-03-a.mp3}
+
+PROMPT: Has he been in Miami for a week? {bk11-l1c-f7-04-q.mp3}
+RESPONSE: No, he's been in Miami for about 2 days. {bk11-l1c-f7-04-a.mp3}
+
+PROMPT: Have they been at the airport for 1 hour? {bk11-l1c-f7-05-q.mp3}
+RESPONSE: No, they've been there for 3 hours. {bk11-l1c-f7-05-a.mp3}
+
+PROMPT: Has he been home since Thursday evening? {bk11-l1c-f7-06-q.mp3}
+RESPONSE: Yes, he's been home since 6:45 Thursday evening. {bk11-l1c-f7-06-a.mp3}
 
 # Source: ST §Where Have You Been?
-$PRODUCE Build the Question
+$PRODUCE Complete the Question
 ID: l1-s13
-INTRO: You see the answer — build the question. Complete each question aloud so it fits the reply, then read the whole exchange.
+INTRO: Now build the questions yourself. Read the answer, complete the question aloud, then compare with the model.
 INSTRUCTION: Complete the question aloud, then read the answer.
 INPUT: speak
 CHECK: reveal
 
 EXAMPLE
-TEMPLATE: Ed: Where ____ — Al: I've been on vacation for the last two weeks.
+TEMPLATE: Ed: Where ____
+TEMPLATE: Al: I've been on vacation for the last two weeks.
 RESPONSE: Where have you been? I've been on vacation for the last two weeks.
 
-TEMPLATE: Dave: Where ____ — Dora: Sara's been in St. Louis all week.
+TEMPLATE: Dave: Where ____
+TEMPLATE: Dora: Sara's been in St. Louis all week.
 RESPONSE: Where has Sara been? Sara's been in St. Louis all week.
 
-TEMPLATE: Ray: How much ____ — Don: I've had a lot of homework this week.
+TEMPLATE: Ray: How much ____
+TEMPLATE: Don: I've had a lot of homework this week.
 RESPONSE: How much homework have you had this week? I've had a lot of homework this week.
 
-TEMPLATE: Mary: Who ____ — Mark: Mike has been in Hawaii for six weeks.
+TEMPLATE: Mary: Who ____
+TEMPLATE: Mark: Mike has been in Hawaii for six weeks.
 RESPONSE: Who has been in Hawaii? Mike has been in Hawaii for six weeks.
 
-TEMPLATE: Jan: How many ____ — Dan: I've had only one cold this winter.
+TEMPLATE: Jan: How many ____
+TEMPLATE: Dan: I've had only one cold this winter.
 RESPONSE: How many colds have you had this winter? I've had only one cold this winter.
 
-TEMPLATE: Sam: Who ____ — Ben: Lt Jones has been in the major's office all morning.
+TEMPLATE: Sam: Who ____
+TEMPLATE: Ben: Lt Jones has been in the major's office all morning.
 RESPONSE: Who has been in the major's office? Lt Jones has been in the major's office all morning.
 
-TEMPLATE: Ken: How many ____ — Kay: Lt Harris has been in Germany for five months.
+TEMPLATE: Ken: How many ____
+TEMPLATE: Kay: Lt Harris has been in Germany for five months.
 RESPONSE: How many months has Lt Harris been in Germany? Lt Harris has been in Germany for five months.
 
-TEMPLATE: Jill: Who ____ — Bill: Jim has had two bad automobile accidents this year.
+TEMPLATE: Jill: Who ____
+TEMPLATE: Bill: Jim has had two bad automobile accidents this year.
 RESPONSE: Who has had two bad automobile accidents? Jim has had two bad automobile accidents this year.
 
-TEMPLATE: Lee: Where ____ — Dee: The children have been inside for the last two hours.
+TEMPLATE: Lee: Where ____
+TEMPLATE: Dee: The children have been inside for the last two hours.
 RESPONSE: Where have the children been? The children have been inside for the last two hours.
 
-TEMPLATE: Tom: What ____ — Tim: Walter has had an earache since he swam in the river.
+TEMPLATE: Tom: What ____
+TEMPLATE: Tim: Walter has had an earache since he swam in the river.
 RESPONSE: What has Walter had? Walter has had an earache since he swam in the river.
 
-TEMPLATE: Kyle: Why ____ — Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents.
+TEMPLATE: Kyle: Why ____
+TEMPLATE: Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents.
 RESPONSE: Why has Jim been in the hospital? Jim's been in the hospital so much this year because he's had two bad automobile accidents.
 
-$LESSON 1-8: How Long?
+# Source: LLA 1C Figure 8
+$DIALOGUE "How Long" Questions {page_027_001.jpg}
+ID: 1c-f8
+INTRO: At the doctor's office, questions run both ways — Dr. Ford has his, and young Tommy has plenty of his own. Listen to the "how long" questions and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Dr_Ford: How long has your stomach hurt? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-02.mp3}
+LINE: How long has your temperature been 102? {bk11-l1c-f8-03.mp3}
+LINE: How long have you been out of bed? {bk11-l1c-f8-04.mp3}
+
+Tommy: How long have you been a doctor? {bk11-l1c-f8-05.mp3}
+LINE: How long must I wait before I can eat? {bk11-l1c-f8-06.mp3}
+LINE: How long do I have to stay in the hospital? {bk11-l1c-f8-07.mp3}
+LINE: How long should I keep that thermometer in my mouth? {bk11-l1c-f8-08.mp3}
 
 # Source: ST §Questions with How Long
-
-# Source: ST §Questions with How Long
-$GRAMMAR Questions with How Long
+$GRAMMAR Questions with "How Long"
 ID: l1-s15
-INTRO: In this part you'll ask about length of time — exactly what a doctor asks you. "How long" works with any tense; you just move the question words to the front.
+INTRO: One small phrase, "how long", asks about any length of time — past, present, or future.
 
 The phrase **how long** is used to introduce questions about length of time.
 
@@ -1450,31 +1359,10 @@ The phrase **how long** is used to introduce questions about length of time.
 {How long will they be on vacation?}
 {How long is the flight to New York?}
 
-# Source: LLA 1C Figure 8
-
-# Source: LLA 1C Figure 8
-$DIALOGUE At the Doctor: How Long...?
-ID: 11-1c-f8
-INTRO: Dr. Ford asks Tommy his questions — and Tommy, fair's fair, has a few of his own. Listen and repeat each question.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Dr_Ford: How long has your stomach hurt? {bk11-l1c-f8-01.mp3}
-LINE: How long have you had that cough? {bk11-l1c-f8-01b.mp3}
-LINE: How long has your temperature been 102? {bk11-l1c-f8-01c.mp3}
-LINE: How long have you been out of bed? {bk11-l1c-f8-01d.mp3}
-
-Tommy: How long have you been a doctor? {bk11-l1c-f8-01e.mp3}
-LINE: How long must I wait before I can eat? {bk11-l1c-f8-01f.mp3}
-LINE: How long do I have to stay in the hospital? {bk11-l1c-f8-01g.mp3}
-LINE: How long should I keep that thermometer in my mouth? {bk11-l1c-f8-01h.mp3}
-
-# Source: ST §How Long Has Henry Owned That Car?
-
 # Source: ST §How Long Has Henry Owned That Car?
 $DIALOGUE How Long Has Henry Owned That Car?
 ID: l1-s16
-INTRO: Six short exchanges with "how long" — past, present perfect, and future. Read along and notice how the answers match the tense of the question.
+INTRO: Read these short exchanges and notice how "how long" works with different tenses — past, future, and present perfect.
 INSTRUCTION: Read the dialogs.
 
 Jim: How long has Henry owned that car? {st-page_024_001.jpg}
@@ -1496,53 +1384,55 @@ Dr_Peterson: How long has Ralph had that cough?
 Mr_Rogers: He's had it about three days.
 
 # Source: LLA 1C Figure 9
-
-# Source: LLA 1C Figure 9
-$PRODUCE Ask with How Long
-ID: 11-1c-f9
+$PRODUCE Ask "How Long"
+ID: 1c-f9
 INPUT: speak
 CHECK: reveal
-INTRO: Hear a statement, then ask the matching "how long" question — watch the tense. Repeat the model afterward.
-INSTRUCTION: Ask a question with "how long."
+INTRO: Change the statement you hear into a question using "how long" — watch the tense of the statement — then repeat the correct answer.
+INSTRUCTION: Ask a "how long" question.
 REPEAT
 
 EXAMPLE
-PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
-RESPONSE: How long did she live in China? {bk11-l1c-f9-01b.mp3}
+PROMPT: K. lived in China. {bk11-l1c-f9-ex1-q.mp3}
+RESPONSE: How long did she live in China?
 
-PROMPT: It's raining. {bk11-l1c-f9-01c.mp3}
-RESPONSE: How long has it been raining? {bk11-l1c-f9-01d.mp3}
+EXAMPLE
+PROMPT: The teachers are sick. {bk11-l1c-f9-ex2-q.mp3}
+RESPONSE: How long have they been sick? {bk11-l1c-f9-ex2-a.mp3}
 
-PROMPT: She has a headache. {bk11-l1c-f9-01e.mp3}
-RESPONSE: How long has she had a headache? {bk11-l1c-f9-01f.mp3}
+EXAMPLE
+PROMPT: It's snowing. {bk11-l1c-f9-ex3-q.mp3}
+RESPONSE: How long has it been snowing? {bk11-l1c-f9-ex3-a.mp3}
 
-PROMPT: John is in the Air Force. {bk11-l1c-f9-01g.mp3}
-RESPONSE: How long has he been in the Air Force? {bk11-l1c-f9-01h.mp3}
+PROMPT: It's raining. {bk11-l1c-f9-01-q.mp3}
+RESPONSE: How long has it been raining? {bk11-l1c-f9-01-a.mp3}
 
-PROMPT: My cousin studied French. {bk11-l1c-f9-01i.mp3}
-RESPONSE: How long did they study French? {bk11-l1c-f9-01j.mp3}
+PROMPT: She has a headache. {bk11-l1c-f9-02-q.mp3}
+RESPONSE: How long has she had a headache? {bk11-l1c-f9-02-a.mp3}
 
-PROMPT: Dick will be in Dallas. {bk11-l1c-f9-01k.mp3}
-RESPONSE: How long will he be in Dallas? {bk11-l1c-f9-01l.mp3}
+PROMPT: John is in the Air Force. {bk11-l1c-f9-03-q.mp3}
+RESPONSE: How long has he been in the Air Force? {bk11-l1c-f9-03-a.mp3}
 
-PROMPT: Eileen was a pilot. {bk11-l1c-f9-01m.mp3}
-RESPONSE: How long was she a pilot? {bk11-l1c-f9-01n.mp3}
+PROMPT: My cousin studied French. {bk11-l1c-f9-04-q.mp3}
+RESPONSE: How long did they study French? {bk11-l1c-f9-04-a.mp3}
 
-PROMPT: The Wilsons will stay with us. {bk11-l1c-f9-01o.mp3}
-RESPONSE: How long will they stay with us? {bk11-l1c-f9-01p.mp3}
+PROMPT: Dick will be in Dallas. {bk11-l1c-f9-05-q.mp3}
+RESPONSE: How long will he be in Dallas? {bk11-l1c-f9-05-a.mp3}
 
-PROMPT: Doug has a problem with math. {bk11-l1c-f9-01q.mp3}
-RESPONSE: How long has he had a problem with math? {bk11-l1c-f9-01r.mp3}
+PROMPT: Eileen was a pilot. {bk11-l1c-f9-06-q.mp3}
+RESPONSE: How long was she a pilot? {bk11-l1c-f9-06-a.mp3}
 
+PROMPT: The Wilsons will stay with us. {bk11-l1c-f9-07-q.mp3}
+RESPONSE: How long will they stay with us? {bk11-l1c-f9-07-a.mp3}
 
+PROMPT: Doug has a problem with math. {bk11-l1c-f9-08-q.mp3}
+RESPONSE: How long has he had a problem with math? {bk11-l1c-f9-08-a.mp3}
 
 # Source: ST §How Long Will You Be There?
-
-# Source: ST §How Long Will You Be There?
-$PRODUCE Make the Question
+$PRODUCE Make Your Own "How Long" Question
 ID: l1-s17
-INTRO: Same skill, reading version: you see the answer on screen — say the "how long" question that would produce it.
-INSTRUCTION: Ask a question with "how long" based on the answer shown.
+INTRO: Last pass on "how long": read each answer and ask the question that would produce it. Mind the tense — it's hiding in the answer.
+INSTRUCTION: Ask a question with "how long" based on the answer provided.
 INPUT: speak
 CHECK: llm
 RUBRIC: Accept a correctly formed "how long" question that matches the information given in the answer; the tense must match the answer's tense — a wrong tense fails.
@@ -1581,100 +1471,94 @@ RESPONSE: How long has she been in the hospital?
 TEMPLATE: The students were in lab for an hour.
 RESPONSE: How long were the students in lab?
 
-$LESSON 1-9: Making an Appointment
+$SESSION 1-6: Making a Doctor's Appointment
 
 # Source: LLA 1D Figure 1
-
-# Source: LLA 1D Figure 1
-$DIALOGUE Making an Appointment {page_030_001.jpg}
-ID: 1d-f1
-INTRO: Now put it all together: in this part you'll make a doctor's appointment yourself. First, listen to Kent Clark call Dr. Wright's office — cough, fever, and all.
+$DIALOGUE Calling Dr. Wright's Office
+ID: 11-1d-f1
+INTRO: Now put the whole lesson on the phone. Kent Clark is sick and needs an appointment today. First, just listen to the call.
 INSTRUCTION: Listen to the dialogue.
 
-Clerk: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
-Kent: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
-Clerk: What's wrong? {bk11-l1d-f1-03.mp3}
-Kent: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
-Clerk: Are you running a fever? {bk11-l1d-f1-05.mp3}
-Kent: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
-Clerk: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
-Kent: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
-Clerk: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
-Kent: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
+Clerk: Good morning, Dr. Wright's office. {page_030_001.jpg} {bk11-l1d-f1-01.mp3}
+Kent: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {page_030_001.jpg} {bk11-l1d-f1-02.mp3}
+Clerk: What's wrong? {page_030_001.jpg} {bk11-l1d-f1-03.mp3}
+Kent: I've had a cough and a sore throat for more than a week. {page_030_001.jpg} {bk11-l1d-f1-04.mp3}
+Clerk: Are you running a fever? {page_030_001.jpg} {bk11-l1d-f1-05.mp3}
+Kent: Yes. My temperature is 102. {page_030_001.jpg} {bk11-l1d-f1-06.mp3}
+Clerk: Are you taking any medicine? {page_030_001.jpg} {bk11-l1d-f1-07.mp3}
+Kent: Yes, but it's not helping me. {page_030_001.jpg} {bk11-l1d-f1-08.mp3}
+Clerk: Dr. Wright can see you at 3:30. Can you come in then? {page_030_001.jpg} {bk11-l1d-f1-09.mp3}
+Kent: Yes. Thank you. I'll be there. {page_030_001.jpg} {bk11-l1d-f1-10.mp3}
 
-# Source: LLA 1D Figure 1 (role play — patient)
-
-# Source: LLA 1D Figure 1 (role play — patient)
-$PRODUCE Role Play: You Are Kent {page_030_001.jpg}
-ID: 1d-f1-b
+# Source: LLA 1D Figure 1 (role-play — patient)
+$PRODUCE Read Kent's Lines
+ID: 11-1d-f1-b
 INPUT: speak
 CHECK: reveal
-INTRO: Your turn to be the patient. When you hear the receptionist, say Kent's line aloud, then check against the recording.
-INSTRUCTION: Say Kent's lines aloud.
+INTRO: Now read the dialogue together with the tape. You're Kent, the patient — read his lines aloud when you see them on screen.
+INSTRUCTION: Read Kent's lines aloud.
 
-PROMPT: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
+PROMPT: Good morning, Dr. Wright's office. {bk11-l1d-f1-11.mp3}
 TEMPLATE: This is Kent Clark. I need an appointment with Dr. Wright sometime today.
-RESPONSE: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
+RESPONSE: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-12.mp3}
 
-PROMPT: What's wrong? {bk11-l1d-f1-03.mp3}
+PROMPT: What's wrong? {bk11-l1d-f1-13.mp3}
 TEMPLATE: I've had a cough and a sore throat for more than a week.
-RESPONSE: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
+RESPONSE: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-14.mp3}
 
-PROMPT: Are you running a fever? {bk11-l1d-f1-05.mp3}
+PROMPT: Are you running a fever? {bk11-l1d-f1-15.mp3}
 TEMPLATE: Yes. My temperature is 102.
-RESPONSE: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
+RESPONSE: Yes. My temperature is 102. {bk11-l1d-f1-16.mp3}
 
-PROMPT: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
+PROMPT: Are you taking any medicine? {bk11-l1d-f1-17.mp3}
 TEMPLATE: Yes, but it's not helping me.
-RESPONSE: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
+RESPONSE: Yes, but it's not helping me. {bk11-l1d-f1-18.mp3}
 
-PROMPT: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
+PROMPT: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-19.mp3}
 TEMPLATE: Yes. Thank you. I'll be there.
-RESPONSE: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
+RESPONSE: Yes. Thank you. I'll be there. {bk11-l1d-f1-20.mp3}
 
-# Source: LLA 1D Figure 1 (role play — receptionist)
-
-# Source: LLA 1D Figure 1 (role play — receptionist)
-$PRODUCE Role Play: You Are the Receptionist {page_030_001.jpg}
-ID: 1d-f1-c
+# Source: LLA 1D Figure 1 (role-play — clerk)
+$PRODUCE Read the Clerk's Lines
+ID: 11-1d-f1-c
 INPUT: speak
 CHECK: reveal
-INTRO: Now switch chairs — you're the receptionist. You start the conversation this time, then respond to Kent.
-INSTRUCTION: Say the receptionist's lines aloud.
+INTRO: Now switch roles — you're the clerk, and you begin the call.
+INSTRUCTION: Read the clerk's lines aloud.
 
 TEMPLATE: Good morning, Dr. Wright's office.
-PROMPT: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
-RESPONSE: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
+RESPONSE: Good morning, Dr. Wright's office. {bk11-l1d-f1-21.mp3}
 
+PROMPT: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-22.mp3}
 TEMPLATE: What's wrong?
-PROMPT: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
-RESPONSE: What's wrong? {bk11-l1d-f1-03.mp3}
+RESPONSE: What's wrong? {bk11-l1d-f1-23.mp3}
 
+PROMPT: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-24.mp3}
 TEMPLATE: Are you running a fever?
-PROMPT: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
-RESPONSE: Are you running a fever? {bk11-l1d-f1-05.mp3}
+RESPONSE: Are you running a fever? {bk11-l1d-f1-25.mp3}
 
+PROMPT: Yes. My temperature is 102. {bk11-l1d-f1-26.mp3}
 TEMPLATE: Are you taking any medicine?
-PROMPT: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
-RESPONSE: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
+RESPONSE: Are you taking any medicine? {bk11-l1d-f1-27.mp3}
 
+PROMPT: Yes, but it's not helping me. {bk11-l1d-f1-28.mp3}
 TEMPLATE: Dr. Wright can see you at 3:30. Can you come in then?
-PROMPT: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
-RESPONSE: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
+RESPONSE: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-29.mp3}
+
+PROMPT: Yes. Thank you. I'll be there. {bk11-l1d-f1-30.mp3}
 
 # Source: LLA 1D Figure 2
-
-# Source: LLA 1D Figure 2
-$PRODUCE Your Turn: Make an Appointment
-ID: 1d-f2
+$PRODUCE Call Another Doctor
+ID: 11-1d-f2
 INPUT: speak
 CHECK: reveal
-INTRO: A new call, and this time only cues — the receptionist speaks, and short cue words tell you what the patient should say. Build the patient's line aloud.
-INSTRUCTION: Answer aloud using the cue.
+INTRO: One more call, this time with no script — just cues. Listen to the clerk and the cue, speak the patient's part aloud, then repeat the correct answer.
+INSTRUCTION: Speak the patient's part using the cue.
+REPEAT
 
 EXAMPLE
-PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-ex1-q.mp3}
-RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-ex1-a.mp3}
+PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-ex-q.mp3}
+RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-ex-a.mp3}
 
 EXAMPLE
 PROMPT: What is the problem? Bad earache. {bk11-l1d-f2-ex2-q.mp3}
@@ -1695,12 +1579,10 @@ RESPONSE: Yes. I'm taking some cough medicine. {bk11-l1d-f2-04-a.mp3}
 PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then? Yes. {bk11-l1d-f2-05-q.mp3}
 RESPONSE: Yes, I can. Thank you. {bk11-l1d-f2-05-a.mp3}
 
-# Source: ST §I'd Like to Make an Appointment
-
 # Source: ST §I'd Like to Make an Appointment
 $DIALOGUE Three Calls to the Doctor
 ID: l1-s19
-INTRO: Three more appointment calls — a routine checkup, a sick baby, and a man who aches all over. Read along and collect the useful phrases.
+INTRO: Three more calls: a routine checkup, a sick baby, and a man who aches all over. Read along and notice how each caller explains the problem.
 INSTRUCTION: Read the dialogs.
 
 Appointment_Clerk: Dr. Hardy's office. May I help you?
@@ -1715,7 +1597,7 @@ Appointment_Clerk: How about January 20th at 10 o'clock?
 Patient: That sounds good. Thanks.
 Appointment_Clerk: Don't eat anything before your appointment, and drink only water.
 
-Narrator: ***
+Narrator: Here's the second call.
 
 Patient_Mother: Hello. This is Mrs. Smith. I need to see the doctor right away.
 Appointment_Clerk: What's the problem, Mrs. Smith?
@@ -1725,7 +1607,7 @@ Patient_Mother: Yes, he is, but I don't think he's getting better.
 Appointment_Clerk: Can you come in this afternoon at three?
 Patient_Mother: Yes, I can make it then.
 
-Narrator: ***
+Narrator: And one more call.
 
 Appointment_Clerk: Dr. Carter's office.
 Patient2: Hello. This is Sam Porter. I want to make an appointment with Dr. Carter. I don't feel well.
@@ -1735,36 +1617,53 @@ Appointment_Clerk: Can you come in sometime this morning?
 Patient2: Yes. I can get there in about an hour.
 Appointment_Clerk: Good. Come in and the doctor will see you between his other appointments.
 
-# Source: ST §I'm Running a Temperature
-
 # Source: ST §I'm Running a Temperature
 $PRODUCE Complete the Call
 ID: l1-s20
-INTRO: One last call, mostly blank. Complete both sides of the conversation aloud — you've heard every one of these lines before.
+INTRO: Now make the call yourself, without a script. Complete both sides of each exchange aloud, then compare with the model.
 INSTRUCTION: Complete the dialog aloud.
 INPUT: speak
 CHECK: reveal
 
-TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____ — Patient: Yes, I need to ____
+TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____
+TEMPLATE: Patient: Yes, I need to ____
 RESPONSE: May I help you? Yes, I need to make an appointment.
 
-TEMPLATE: Appointment Clerk: What ____ — Patient: I have ____ and I'm ____
+TEMPLATE: Appointment Clerk: What ____
+TEMPLATE: Patient: I have ____ and I'm ____
 RESPONSE: What is the problem? I have a headache and I'm running a temperature.
 
-TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock? — Patient: Yes, ____
+TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock?
+TEMPLATE: Patient: Yes, ____
 RESPONSE: Can you come in tomorrow at 2 o'clock? Yes, I can make it then.
 
 # SKIPPED (book): "CAN YOU COME IN AT 9:00?" — unscripted roleplay, partner task.
 # SKIPPED (book): "MY CHILD IS SICK!" — open roleplay.
 
-$LESSON 1-10: The Present Perfect Progressive
+$SESSION 1-7: The Present Perfect Progressive
 
-# Source: ST §The Present Perfect Progressive Tense
+# Source: LLA 1D Figure 4
+$DIALOGUE The Present Perfect Progressive
+ID: 11-1d-f4
+INTRO: One more tense before the week is out: the present perfect progressive — "I've been waiting" — for actions that started in the past and are still going on right now. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Paul has been studying for 2 days. {bk11-l1d-f4-01.mp3}
+
+Steve: Have you been waiting long? {bk11-l1d-f4-02.mp3}
+Alice: No, I've been sitting here only a few minutes. {bk11-l1d-f4-03.mp3}
+
+David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-04.mp3}
+Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-05.mp3}
+
+Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-06.mp3}
+Karen: I've been visiting my relatives in California. {bk11-l1d-f4-07.mp3}
 
 # Source: ST §The Present Perfect Progressive Tense
 $GRAMMAR The Present Perfect Progressive Tense
 ID: l1-s21
-INTRO: One more tense in this part: the present perfect progressive — for actions that started in the past, are still going, and show no sign of stopping.
+INTRO: Here's how the new tense is built — and how it differs from the plain present perfect.
 
 Like the present perfect tense, the present perfect progressive tense is used to refer to actions or events that began in the past and continue into the present.
 
@@ -1779,32 +1678,10 @@ There is a difference between the two tenses. The present perfect progressive is
 | Keith | has | been | studying since 4:30. |
 | Ann and Bob | have | been | studying since 4:30. |
 
-# Source: LLA 1D Figure 4
-
-# Source: LLA 1D Figure 4
-$DIALOGUE Hear It: Have Been Doing
-ID: 1d-f4
-INTRO: First, the pattern in three steps with Paul, then short dialogues from the tape. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Paul is studying now.
-LINE: Paul was studying last night.
-LINE: Paul has been studying for 2 days. {bk11-l1d-f4-00.mp3}
-Steve: Have you been waiting long? {bk11-l1d-f4-01.mp3}
-Alice: No, I've been sitting here only a few minutes. {bk11-l1d-f4-02.mp3}
-David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-03.mp3}
-Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-04.mp3}
-Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-05.mp3}
-NOTES: "Where have you been hiding?" = Where have you been?
-Karen: I've been visiting my relatives in California. {bk11-l1d-f4-06.mp3}
-
 # Source: ST §Henry Has Been Watching Television
-
-# Source: ST §Henry Has Been Watching Television
-$DIALOGUE What Have You Been Doing?
+$DIALOGUE Henry Has Been Watching Television
 ID: l1-s22
-INTRO: Five more exchanges in the new tense — waiting, working, and one very long phone call. Read along.
+INTRO: The tense in conversation — waiting, sleeping, and half an hour spent staring at money. Just read and listen.
 INSTRUCTION: Read the dialogs.
 
 Lt_Nelson: Have you been waiting long, sir?
@@ -1823,14 +1700,13 @@ Charles: What have you been doing this summer?
 Richard: I've been going to summer school in the morning and working out at the gym in the afternoon.
 
 # Source: LLA 1D Figure 5
-
-# Source: LLA 1D Figure 5
-$PRODUCE Captain Hill's Questions
-ID: 1d-f5
+$PRODUCE Trouble with the Car
+ID: 11-1d-f5
 INPUT: type
 CHECK: exact
-INTRO: Lieutenant Walker has been coming in late — Captain Hill wants to know why. Listen to each line and type the missing parts of the verbs.
+INTRO: Lieutenant Walker has been coming in late, and Captain Hill wants to know why. Listen to each line, type the missing words, then repeat the sentence.
 INSTRUCTION: Type the missing words.
+REPEAT
 
 PROMPT: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3}
 TEMPLATE: Capt Hill: Why ____{have} you ____{been} coming in late every morning?
@@ -1846,7 +1722,7 @@ RESPONSE: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3}
 
 PROMPT: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
 TEMPLATE: Lt Walker: No, ____{I've} ____{been} trying to fix it myself.
-RESPONSE: No, I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
+RESPONSE: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
 
 PROMPT: How have you been getting to the base? {bk11-l1d-f5-05.mp3}
 TEMPLATE: Capt Hill: How ____{have} you ____{been} getting to the base?
@@ -1857,14 +1733,12 @@ TEMPLATE: Lt Walker: A friend ____{has} ____{been} ____{giving} me a ride.
 RESPONSE: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3}
 
 # Source: LLA 1D Figure 6
-
-# Source: LLA 1D Figure 6
-$PRODUCE Answer: Have You Been...?
-ID: 1d-f6
+$PRODUCE Answer with the Present Perfect Progressive
+ID: 11-1d-f6
 INPUT: speak
 CHECK: reveal
-INTRO: Hear a question and a cue, and answer in the present perfect progressive. Then repeat the model answer.
-INSTRUCTION: Answer the question aloud.
+INTRO: Now answer questions in the new tense. Listen to the question and the cue, answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 EXAMPLE
@@ -1893,105 +1767,109 @@ RESPONSE: Yes, they've been living on base for 6 months. {bk11-l1d-f6-05-a.mp3}
 PROMPT: Have the students been listening to the tape? Yes, 17 minutes. {bk11-l1d-f6-06-q.mp3}
 RESPONSE: Yes, they've been listening to the tape for 17 minutes. {bk11-l1d-f6-06-a.mp3}
 
-# Source: ST §I've Been Shopping All Morning
-
 # Source: ST §I've Been Shopping All Morning
 $PRODUCE Answer with the Cue
 ID: l1-s23
-INTRO: Answer each printed question in a complete sentence, using the cue in parentheses. Same tense, your own voice.
-INSTRUCTION: Answer in a complete sentence using the words in parentheses.
+INTRO: More question-and-answer practice, this time reading the questions. Answer in a complete sentence using the cue in parentheses, then compare with the model.
+INSTRUCTION: Answer in a complete sentence, using the words in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Where have you been eating this week? (cafeteria)
+PROMPT: Where have you been eating this week?
+TEMPLATE: (cafeteria)
 RESPONSE: I've been eating at the cafeteria.
 
-PROMPT: Who has Tom been riding to school with? (Carl)
+PROMPT: Who has Tom been riding to school with?
+TEMPLATE: (Carl)
 RESPONSE: He has been riding to school with Carl.
 
-PROMPT: Where have you been working out? (the base gym)
+PROMPT: Where have you been working out?
+TEMPLATE: (the base gym)
 RESPONSE: I've been working out at the base gym.
 
-PROMPT: When have you been going to the gym? (before dinner)
+PROMPT: When have you been going to the gym?
+TEMPLATE: (before dinner)
 RESPONSE: I've been going to the gym before dinner.
 
-PROMPT: Whose textbook have you been borrowing? (Gina's)
+PROMPT: Whose textbook have you been borrowing?
+TEMPLATE: (Gina's)
 RESPONSE: I've been borrowing Gina's textbook.
 
-PROMPT: How often have you been seeing the doctor? (every week)
+PROMPT: How often have you been seeing the doctor?
+TEMPLATE: (every week)
 RESPONSE: I've been seeing the doctor every week.
 
-PROMPT: How long has Janet been studying? (since 6:00)
+PROMPT: How long has Janet been studying?
+TEMPLATE: (since 6:00)
 RESPONSE: She's been studying since 6:00.
 
-PROMPT: Which lesson has the class been reviewing? (Lesson 4)
+PROMPT: Which lesson has the class been reviewing?
+TEMPLATE: (Lesson 4)
 RESPONSE: The class has been reviewing Lesson 4.
 
-PROMPT: How long has Uncle Fred been sitting in the back yard? (two and a half hours)
+PROMPT: How long has Uncle Fred been sitting in the back yard?
+TEMPLATE: (two and a half hours)
 RESPONSE: He's been sitting in the back yard for two and a half hours.
 
-PROMPT: Who's been waiting in the major's office since noon? (Lt Richards)
+PROMPT: Who's been waiting in the major's office since noon?
+TEMPLATE: (Lt Richards)
 RESPONSE: Lt Richards has been waiting in the major's office since noon.
 
-# Source: ST §Has He Been Studying All Night?
-
 # Source: ST §Has He Been Studying All Night?
 $PRODUCE Ask and Answer About the Pictures
 ID: l1-s24
-INTRO: For each picture, use the cue to ask a present perfect progressive question — then answer it from what the picture shows. Sometimes the picture disagrees with the cue; trust the picture.
-INSTRUCTION: Ask and answer a question using the cue and the picture.
+INTRO: Last one for this tense. For each picture, use the cue to ask a present perfect progressive question — then answer it from what the picture shows. Careful: some pictures don't match the cue.
+INSTRUCTION: Ask a question with the cue, then answer it about the picture.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the key. Require a question built from the cued verb and time phrase plus an answer matching the model's facts; the present perfect progressive form is the point — a wrong tense fails. In the answer, accept either the cued time expression (e.g. "since 6:30") or the equivalent duration; accept minor wording differences.
+RUBRIC: Treat the model answer as the key. Accept a correctly formed present perfect progressive question built from the cue, plus an answer matching the model's fact — in some items the picture shows a different activity than the cue, so the model answers "No" and corrects it; the learner's answer must match the model's yes/no and fact.
 
 EXAMPLE
-PROMPT: read/since 6:30 {st-page_038_001.jpg}
+TEMPLATE: read / since 6:30 {st-page_038_001.jpg}
 RESPONSE: Has he been reading that book since 6:30? Yes, he's been reading it for an hour and a half.
 
 EXAMPLE
-PROMPT: work on/all day {st-page_038_002.jpg}
+TEMPLATE: work on / all day {st-page_038_002.jpg}
 RESPONSE: Has he been working on his bicycle all day? No, he's been working on his car all day.
 
-PROMPT: play/all afternoon {st-page_038_003.jpg}
+TEMPLATE: play / all afternoon {st-page_038_003.jpg}
 RESPONSE: Have they been playing all afternoon? Yes, they've been playing all afternoon.
 
-PROMPT: study/45 minutes {st-page_038_004.jpg}
+TEMPLATE: study / 45 minutes {st-page_038_004.jpg}
 RESPONSE: Has he been studying for 45 minutes? No, he's been swimming for 45 minutes.
 
-PROMPT: sleep/since 2:00 {st-page_039_001.jpg}
+TEMPLATE: sleep / since 2:00 {st-page_039_001.jpg}
 RESPONSE: Has he been sleeping since 2:00? Yes, he's been sleeping since 2:00.
 
-PROMPT: do homework/all afternoon {st-page_039_002.jpg}
+TEMPLATE: do homework / all afternoon {st-page_039_002.jpg}
 RESPONSE: Have they been doing homework all afternoon? No, they've been watching TV all afternoon.
 
-PROMPT: dance/all evening {st-page_039_003.jpg}
+TEMPLATE: dance / all evening {st-page_039_003.jpg}
 RESPONSE: Have they been dancing all evening? Yes, they've been dancing all evening.
 
-PROMPT: work out/for several years {st-page_039_004.jpg}
+TEMPLATE: work out / for several years {st-page_039_004.jpg}
 RESPONSE: Has he been working out for several years? Yes, he's been working out for several years.
 
-PROMPT: march/all morning {st-page_039_005.jpg}
+TEMPLATE: march / all morning {st-page_039_005.jpg}
 RESPONSE: Have they been marching all morning? Yes, they've been marching all morning.
 
-PROMPT: talk on the phone/an hour {st-page_039_006.jpg}
+TEMPLATE: talk on the phone / an hour {st-page_039_006.jpg}
 RESPONSE: Has he been talking on the phone for an hour? No, he's been listening to the radio for an hour.
 
-PROMPT: snow/since midnight {st-page_040_001.jpg}
+TEMPLATE: snow / since midnight {st-page_040_001.jpg}
 RESPONSE: Has it been snowing since midnight? Yes, it's been snowing since midnight.
 
-PROMPT: wait/for a long time {st-page_040_002.jpg}
+TEMPLATE: wait / for a long time {st-page_040_002.jpg}
 RESPONSE: Has he been waiting for a long time? Yes, he's been waiting for a long time.
 
-$LESSON 1-11: Listening and Word Skills
+$SESSION 1-8: Review — Sounds, Listening, and Dictation
 
-# Source: LLA 1D Figure 3 (skills strand — vocabulary from the whole lesson)
-
-# Source: LLA 1D Figure 3 (skills strand — vocabulary from the whole lesson)
+# Source: LLA 1D Figure 3
 $SELECT Syllable Stress
-ID: 1d-f3
-INTRO: This last part sharpens your ear and your pen with this week's words. First: stress. Listen to each word and tap the number of the syllable that gets the strong beat.
+ID: 11-1d-f3
+INTRO: Time to review the week — starting with pronunciation. Every word you learned has one strong syllable. Listen to each word and tap the number of the stressed syllable.
 INSTRUCTION: Tap the number of the stressed syllable.
 OPTION: 1 | 1
 OPTION: 2 | 2
@@ -2005,89 +1883,98 @@ ANSWER: 1
 
 PROMPT: inches. {bk11-l1d-f3-01.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: inches. {bk11-l1d-f3-01-fb.mp3}
 
 PROMPT: sometime. {bk11-l1d-f3-02.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: sometime. {bk11-l1d-f3-02-fb.mp3}
 
 PROMPT: patient. {bk11-l1d-f3-03.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: patient. {bk11-l1d-f3-03-fb.mp3}
 
 PROMPT: connect. {bk11-l1d-f3-04.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: connect. {bk11-l1d-f3-04-fb.mp3}
 
 PROMPT: exam. {bk11-l1d-f3-05.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: exam. {bk11-l1d-f3-05-fb.mp3}
 
 PROMPT: regular. {bk11-l1d-f3-06.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: regular. {bk11-l1d-f3-06-fb.mp3}
 
 PROMPT: any more. {bk11-l1d-f3-07.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: any more. {bk11-l1d-f3-07-fb.mp3}
 
 PROMPT: annual. {bk11-l1d-f3-08.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: annual. {bk11-l1d-f3-08-fb.mp3}
 
 PROMPT: physical. {bk11-l1d-f3-09.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: physical. {bk11-l1d-f3-09-fb.mp3}
 
 PROMPT: vertical. {bk11-l1d-f3-10.mp3}
 ANSWER: 1
-FEEDBACK: Repeat: vertical. {bk11-l1d-f3-10-fb.mp3}
 
 PROMPT: emergency. {bk11-l1d-f3-11.mp3}
 ANSWER: 2
-FEEDBACK: Repeat: emergency. {bk11-l1d-f3-11-fb.mp3}
 
 PROMPT: horizontal. {bk11-l1d-f3-12.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: horizontal. {bk11-l1d-f3-12-fb.mp3}
 
 PROMPT: examination. {bk11-l1d-f3-13.mp3}
 ANSWER: 4
-FEEDBACK: Repeat: examination. {bk11-l1d-f3-13-fb.mp3}
 
 PROMPT: perpendicular. {bk11-l1d-f3-14.mp3}
 ANSWER: 3
-FEEDBACK: Repeat: perpendicular. {bk11-l1d-f3-14-fb.mp3}
 
-# Source: LLA 1C Figure 10 (skills strand)
+# Source: LLA 1B Figure 6
+$SELECT What's Going On?
+ID: 1b-f6
+INTRO: Now listening between the lines. You'll hear a short exchange — nobody says where they are or what's happening, but the clues do. Tap the answer that completes each sentence.
+INSTRUCTION: Tap the correct answer.
 
-# Source: LLA 1C Figure 10 (skills strand)
-$PRODUCE Connective Words
-ID: 11-1c-f10
-INPUT: type
-CHECK: exact
-INTRO: You'll hear advice for cold sufferers, one piece at a time. Type the connective word — the one that puts the steps in order.
-INSTRUCTION: Type the connective word.
+EXAMPLE
+TEMPLATE: They're in a ____ store.
+PROMPT: This jacket looks good with my slacks. Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex-q.mp3}
+OPTION: a | shoe
+OPTION: b | variety
+OPTION: c | clothing
+ANSWER: c
+FEEDBACK: They're in a clothing store. {bk11-l1b-f6-ex-a.mp3}
 
-PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
-RESPONSE: first
+TEMPLATE: They're eating in ____.
+PROMPT: Would you like to order dessert? Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3}
+OPTION: a | a restaurant
+OPTION: b | a dining hall
+OPTION: c | someone's home
+ANSWER: a
+FEEDBACK: They're eating in a restaurant. {bk11-l1b-f6-01-a.mp3}
 
-PROMPT: second, keep warm and dry; {bk11-l1c-f10-01b.mp3}
-RESPONSE: second
+TEMPLATE: They're going to ____ at the airport.
+PROMPT: Will we get there in time? Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3}
+OPTION: a | buy tickets
+OPTION: b | pick someone up
+OPTION: c | get on an airplane
+ANSWER: b
+FEEDBACK: They're going to pick someone up at the airport. {bk11-l1b-f6-02-a.mp3}
 
-PROMPT: third, stay home when you can. {bk11-l1c-f10-01c.mp3}
-RESPONSE: third
+TEMPLATE: The ____ is out of order.
+PROMPT: It took my money and kept the soda. Did you push the coin return? {bk11-l1b-f6-03-q.mp3}
+OPTION: a | pay phone
+OPTION: b | refrigerator
+OPTION: c | vending machine
+ANSWER: c
+FEEDBACK: The vending machine is out of order. {bk11-l1b-f6-03-a.mp3}
 
-PROMPT: Last, always remember to cover your mouth when you cough or sneeze. {bk11-l1c-f10-01d.mp3}
-RESPONSE: last
-
-# Source: ST §What Does the Word Mean?
+TEMPLATE: The driver may ____.
+PROMPT: Oh no, there's a police car. How fast were you driving? {bk11-l1b-f6-04-q.mp3}
+OPTION: a | run a red light
+OPTION: b | cause an accident
+OPTION: c | get a traffic ticket
+ANSWER: c
+FEEDBACK: The driver may get a traffic ticket. {bk11-l1b-f6-04-a.mp3}
 
 # Source: ST §What Does the Word Mean?
 $PRODUCE What Does the Word Mean?
 ID: l1-s14
-INTRO: A reading detective game: each sentence gives a little more context about an unknown word. Type "may be", "is not", or "is" to show what the context proves.
-INSTRUCTION: Type "may be", "is not", or "is" in each blank.
+INTRO: A reading skill: how much a sentence tells you about a word. With little context a meaning only "may be" true — each extra detail turns "may be" into "is" or "is not". Type the right one for each line.
+INSTRUCTION: Read the sentence and type "may be", "is not", or "is" to show what the underlined word means.
 INPUT: type
 CHECK: exact
 
@@ -2164,29 +2051,52 @@ TEMPLATE: ____{is not} a mountain with snow.
 TEMPLATE: ____{is not} a large lake.
 RESPONSE: The beach is land at the edge of water. is not a mountain with snow. is not a large lake.
 
-# Source: LLA 1D Figure 7
+# Source: LLA 1C Figure 10
+$PRODUCE "First", "Second", "Third", "Last"
+ID: 1c-f10
+INPUT: type
+CHECK: exact
+INTRO: Some sensible advice for taking care of a cold — you've earned it this week. Listen to each part of the paragraph and type the connective word that begins it.
+INSTRUCTION: Type the connective word.
+
+TEMPLATE: 1. ____
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: first
+
+TEMPLATE: 2. ____
+PROMPT: second, keep warm and dry; {bk11-l1c-f10-02.mp3}
+RESPONSE: second
+
+TEMPLATE: 3. ____
+PROMPT: third, stay home when you can. Rest on a sofa or go to bed. {bk11-l1c-f10-03.mp3}
+RESPONSE: third
+
+TEMPLATE: 4. ____
+PROMPT: Last, always remember to cover your mouth when you cough or sneeze. Don't give other people your cold. {bk11-l1c-f10-04.mp3}
+RESPONSE: last
 
 # Source: LLA 1D Figure 7
 $PRODUCE Dictation
-ID: 1d-f7
+ID: 11-1d-f7
 INPUT: type
 CHECK: exact
 NORMALIZE: strict
 LONGFORM
-INTRO: Last task of the lesson: dictation. Write exactly what you hear — capital letters, commas, periods, and question marks all count. Then you've earned a checkup-free week.
-INSTRUCTION: Type the sentence exactly as you hear it.
+INTRO: One last exercise: dictation. Type each sentence exactly as you hear it, with correct capitalization and punctuation. That's the end of Lesson 1 — go make yourself some chicken soup.
+INSTRUCTION: Type the sentence you hear with correct punctuation.
 
-PROMPT: Why did— The Smith family— Buy a new home— {bk11-l1d-f7-01-q.mp3}
-RESPONSE: Why did the Smith family buy a new home? {bk11-l1d-f7-01-a.mp3}
+PROMPT: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3}
+RESPONSE: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3}
 
-PROMPT: Because they have— 5 children— 2 dogs— And a cat. {bk11-l1d-f7-02-q.mp3}
-RESPONSE: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02-a.mp3}
+PROMPT: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3}
+RESPONSE: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3}
+ACCEPT: Because they have five children, two dogs, and a cat.
 
-PROMPT: They needed a house— With rooms— For all of the children— And a large yard— With a fence— For their animals. {bk11-l1d-f7-03-q.mp3}
-RESPONSE: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03-a.mp3}
+PROMPT: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3}
+RESPONSE: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3}
 
-PROMPT: They're very happy— In their new house— {bk11-l1d-f7-04-q.mp3}
-RESPONSE: They're very happy in their new house. {bk11-l1d-f7-04-a.mp3}
+PROMPT: They're very happy in their new house. {bk11-l1d-f7-04.mp3}
+RESPONSE: They're very happy in their new house. {bk11-l1d-f7-04.mp3}
 
-# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read, no stimulus we hold.
-# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — paragraph dictation, instructor-read (the taped 1D dictation above covers the skill).
+# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read.
+# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — paragraph dictation, instructor-read.
diff --git a/book-11-lesson-1/bk11-l1a-f1-01.mp3 b/book-11-lesson-1/bk11-l1a-f1-01.mp3
index daab58d4..57d10648 100644
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diff --git a/book-11-lesson-1/bk11-l1a-f1-02.mp3 b/book-11-lesson-1/bk11-l1a-f1-02.mp3
index 0c524090..89a716b2 100644
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diff --git a/book-11-lesson-2.module b/book-11-lesson-2.module
index ba6eb0e1..942f74ed 100644
--- a/book-11-lesson-2.module
+++ b/book-11-lesson-2.module
@@ -1,394 +1,330 @@
 $MODULE Book 11 · Lesson 2: This Street Is One-Way! {st-page_042_001.jpg}
 FORMAT: 2
-DESCRIPTION: Driving and traffic vocabulary, signs and signals, indefinite pronouns (someone, anyone, nobody), become and get, adjective clauses with who/which/that, and safe-driving practice.
+DIOCO_DOC_ID: alc_book11_lesson2
+DESCRIPTION: Driving and traffic: signs, signals, and safe-driving vocabulary, plus indefinite pronouns ("someone", "nobody"), the linking verbs "get" and "become", and adjective clauses with "who", "which", and "that".
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Carl | umbriel | Male student driver
-VOICE: Mr_Ford | schedar | Male driving instructor
-VOICE: Kathy | leda | Female
-VOICE: Kevin | orus | Male
-VOICE: Sally | gacrux | Female
-VOICE: Steve | iapetus | Male
-VOICE: Maria | callirrhoe | Female
-VOICE: David | alnilam | Male
-VOICE: Janet | kore | Female
-VOICE: Jason | achird | Male
-VOICE: Alice | achernar | Female
-VOICE: Larry | algieba | Male
-VOICE: Jan | gacrux | Female
-VOICE: Bob | achird | Male
-VOICE: Tom | schedar | Male
-VOICE: Ann | kore | Female
-VOICE: Keith | puck | Male
-VOICE: Frank | charon | Male
-VOICE: Roommate | gacrux | Female
-VOICE: Anne | aoede | Female
-VOICE: Carol | kore | Female
-VOICE: Greg | achird | Male
-VOICE: Sam | charon | Male
-VOICE: Alan | schedar | Male
 VOICE: Lynn | aoede | Female speaker
-VOICE: Instructor | charon | Male speaker
-VOICE: Waiter | iapetus | Male speaker
+VOICE: Carl | achernar | Male speaker
+VOICE: Instructor | achird | Male speaker
+VOICE: Waiter | achernar | Male speaker
 VOICE: Martin | achird | Male speaker
-VOICE: Martha | achernar | Female speaker
-VOICE: Morton | charon | Male speaker
+VOICE: Martha | aoede | Female speaker
+VOICE: Morton | achernar | Male speaker
 VOICE: Marian | aoede | Female speaker
-VOICE: James | achird | Male speaker
-VOICE: Ralph | alnilam | Male speaker
-VOICE: StudentA | achird | Male speaker
+VOICE: James | achernar | Male speaker
+VOICE: Ralph | achird | Male speaker
+VOICE: StudentA | achernar | Male speaker
 VOICE: StudentB | aoede | Female speaker
+VOICE: Kathy | gacrux | Female
+VOICE: Kevin | achernar | Male
+VOICE: Sally | gacrux | Female
+VOICE: Steve | achernar | Male
+VOICE: Maria | gacrux | Female
+VOICE: David | achernar | Male
+VOICE: Janet | gacrux | Female
+VOICE: Jason | achernar | Male
+VOICE: Alice | gacrux | Female
+VOICE: Larry | achernar | Male
+VOICE: Jan | gacrux | Female
+VOICE: Bob | achernar | Male
+VOICE: Tom | achernar | Male
+VOICE: Ann | gacrux | Female
+VOICE: Keith | achernar | Male
+VOICE: Frank | achernar | Male
+VOICE: Woman1 | gacrux | Female voice
+VOICE: Man1 | achernar | Male voice
+VOICE: Man2 | achird | Male voice
+VOICE: Man3 | schedar | Male voice
 VOICE: ID | achernar | speaker (auto)
 VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 2-1: Carl's Driving Lesson
+$SESSION 2-1: Carl Learns to Drive
 
 # Source: LLA 2A Figure 1
 $DIALOGUE Carl's Driving Lesson {page_036_001.jpg}
-ID: 11-2a-f1-b
-INTRO: In this lesson you'll learn to talk about driving — traffic, signs, signals, and how to stay calm behind the wheel. First, meet Carl, a student driver who is having a very hard morning. Just listen.
-INSTRUCTION: Listen to the paragraphs.
+ID: 2a-f1
+INTRO: In this lesson you'll learn to talk about driving — traffic, signs, and speed limits — and pick up some grammar: "someone" and "nobody", "get" and "become", and "who", "which", and "that". First, meet Carl, a student driver having a very hard morning downtown. Just listen to his story.
+INSTRUCTION: Listen to the paragraph.
 
+LINE: Carl is a student driver. {bk11-l2a-f1-01.mp3}
 VOCAB: instructor
-LINE: Carl is a student driver. Mr. Ford is his instructor. {bk11-l2a-f1-09.mp3}
-LINE: Yesterday, Carl practiced driving on roads without much traffic. {bk11-l2a-f1-10.mp3}
+LINE: Mr. Ford is his instructor. {bk11-l2a-f1-02.mp3}
+LINE: Yesterday, Carl practiced driving on roads without much traffic. {bk11-l2a-f1-03.mp3}
 VOCAB: relaxed
-LINE: He was relaxed and enjoyed his lesson. {bk11-l2a-f1-11.mp3}
-LINE: Today is different. He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-12.mp3}
+LINE: He was relaxed and enjoyed his lesson. {bk11-l2a-f1-04.mp3}
+LINE: Today is different. {bk11-l2a-f1-05.mp3}
+LINE: He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-06.mp3}
 VOCAB: nervous
-LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-13.mp3}
-LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-14.mp3}
-LINE: The streets downtown are narrow and crowded. {bk11-l2a-f1-15.mp3}
+LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-07.mp3}
+LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-08.mp3}
+LINE: The streets downtown are narrow and crowded. {bk11-l2a-f1-09.mp3}
 VOCAB: to confuse
-LINE: They confuse Carl because they all look alike to him. {bk11-l2a-f1-16.mp3}
+LINE: They confuse Carl because they all look alike to him. {bk11-l2a-f1-10.mp3}
 VOCAB: to fail
 VOCAB: lost
-LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-17.mp3}
+LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-11.mp3}
 VOCAB: way
-LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-18.mp3}
-LINE: Carl is making a lot of mistakes. Mr. Ford is nervous too. {bk11-l2a-f1-19.mp3}
-LINE: He'll tell Carl how to get out of downtown. {bk11-l2a-f1-20.mp3}
+LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-12.mp3}
+LINE: Carl is making a lot of mistakes. {bk11-l2a-f1-13.mp3}
+LINE: Mr. Ford is nervous too. {bk11-l2a-f1-14.mp3}
+LINE: He'll tell Carl how to get out of downtown. {bk11-l2a-f1-15.mp3}
 VOCAB: to follow
-LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-21.mp3}
-
-# Source: LLA 2A Figure 1 (word list kept as pronunciation after the story)
-
-# Source: LLA 2A Figure 1 (word list kept as pronunciation after the story)
-$DIALOGUE Say the New Words (Driving Downtown)
-ID: 11-2a-f1
-INTRO: You just heard these words in Carl's story. Now say each one clearly after the speaker.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
-
-LINE: instructor {bk11-l2a-f1-01.mp3}
-LINE: relaxed {bk11-l2a-f1-02.mp3}
-LINE: nervous {bk11-l2a-f1-03.mp3}
-LINE: confuse {bk11-l2a-f1-04.mp3}
-LINE: failed {bk11-l2a-f1-05.mp3}
-LINE: lost {bk11-l2a-f1-06.mp3}
-LINE: way {bk11-l2a-f1-07.mp3}
-LINE: follow {bk11-l2a-f1-08.mp3}
+LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-16.mp3}
 
 # Source: LLA 2A Figure 1
-
-# Source: LLA 2A Figure 1
-$PRODUCE Questions About Carl's Lesson
-ID: 11-2a-f1-c
-REFERENCE: 11-2a-f1-b
-INTRO: Now answer questions about Carl's difficult morning. Answer aloud with a full sentence, then repeat the correct answer.
+$PRODUCE Questions About Carl
+ID: 2a-f1-b
+REFERENCE
+INTRO: Now the questions. Answer each one aloud in a full sentence, then repeat the model answer. Carl made the mistakes — you just have to describe them.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What is the instructor's name? {bk11-l2a-f1-22-q.mp3}
-RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-22-a.mp3}
+PROMPT: What is the instructor's name? {bk11-l2a-f1-17-q.mp3}
+RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-17-a.mp3}
 
-PROMPT: What is he teaching Carl? {bk11-l2a-f1-23-q.mp3}
-RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-23-a.mp3}
+PROMPT: What is he teaching Carl? {bk11-l2a-f1-18-q.mp3}
+RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-18-a.mp3}
 
-PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-24-q.mp3}
-RESPONSE: He felt relaxed. {bk11-l2a-f1-24-a.mp3}
+PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-19-q.mp3}
+RESPONSE: He felt relaxed. {bk11-l2a-f1-19-a.mp3}
 
-PROMPT: How does he feel today? {bk11-l2a-f1-25-q.mp3}
-RESPONSE: He feels nervous. {bk11-l2a-f1-25-a.mp3}
+PROMPT: How does he feel today? {bk11-l2a-f1-20-q.mp3}
+RESPONSE: He feels nervous. {bk11-l2a-f1-20-a.mp3}
 
-PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-26-q.mp3}
-RESPONSE: They confuse him. {bk11-l2a-f1-26-a.mp3}
+PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-21-q.mp3}
+RESPONSE: They confuse him. {bk11-l2a-f1-21-a.mp3}
 
-PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-27-q.mp3}
-RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-27-a.mp3}
+PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-22-q.mp3}
+RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-22-a.mp3}
 
-PROMPT: Is Carl lost? {bk11-l2a-f1-28-q.mp3}
-RESPONSE: Yes, he's lost. {bk11-l2a-f1-28-a.mp3}
+PROMPT: Is Carl lost? {bk11-l2a-f1-23-q.mp3}
+RESPONSE: Yes, he's lost. {bk11-l2a-f1-23-a.mp3}
 
-PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-29-q.mp3}
-RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-29-a.mp3}
+PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-24-q.mp3}
+RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-24-a.mp3}
 
-PROMPT: How will he get out of downtown? {bk11-l2a-f1-30-q.mp3}
-RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-30-a.mp3}
-
-# Source: LLA 2A Figure 2
+PROMPT: How will he get out of downtown? {bk11-l2a-f1-25-q.mp3}
+RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-25-a.mp3}
 
 # Source: LLA 2A Figure 2
 $SELECT Similar Meaning
-ID: 11-2a-f2
-INTRO: You'll hear a sentence about driving. Tap the printed sentence that means the same thing — this checks that the new words really landed.
+ID: 2a-f2
+INTRO: You'll hear a sentence from the story. Tap the sentence below that means about the same thing — this checks the new words like "lost", "failed", and "confuse".
 INSTRUCTION: Tap the sentence with a similar meaning.
 
-PROMPT: Carl was lost. {bk11-l2a-f2-01-q.mp3}
+PROMPT: Carl was lost. {bk11-l2a-f2-01.mp3}
 OPTION: a | He didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3}
 OPTION: b | He didn't know what time it was.
 ANSWER: a
 
-PROMPT: The other car failed to stop. {bk11-l2a-f2-02-q.mp3}
+PROMPT: The other car failed to stop. {bk11-l2a-f2-02.mp3}
 OPTION: a | The other car didn't stop. {bk11-l2a-f2-02-a.mp3}
 OPTION: b | The other car stopped right away.
 ANSWER: a
 
-PROMPT: Carl went the wrong way. {bk11-l2a-f2-03-q.mp3}
+PROMPT: Carl went the wrong way. {bk11-l2a-f2-03.mp3}
 OPTION: a | He went in the wrong direction. {bk11-l2a-f2-03-a.mp3}
 OPTION: b | He drove downtown at the wrong time.
 ANSWER: a
 
-PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04-q.mp3}
+PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04.mp3}
 OPTION: a | He asked Mr. Ford for advice.
 OPTION: b | He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3}
 ANSWER: b
 
-PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05-q.mp3}
+PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05.mp3}
 OPTION: a | Mr. Ford is the driver.
 OPTION: b | Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3}
 ANSWER: b
 
-PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06-q.mp3}
+PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06.mp3}
 OPTION: a | Carl is having a good time.
 OPTION: b | Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3}
 ANSWER: b
 
-PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07-q.mp3}
+PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07.mp3}
 OPTION: a | He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3}
 OPTION: b | He wasn't at fault yesterday.
 ANSWER: a
 
-PROMPT: The streets confuse Carl. {bk11-l2a-f2-08-q.mp3}
+PROMPT: The streets confuse Carl. {bk11-l2a-f2-08.mp3}
 OPTION: a | He knows that he's on the right street.
 OPTION: b | He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3}
 ANSWER: b
 
 # Source: LLA 2A Figure 3
-
-# Source: LLA 2A Figure 3
-$DIALOGUE Checking the Speed {page_038_001.jpg}
-ID: 11-2a-f3-b
-INTRO: Carl is back on the road, and now he's going a little too fast. Listen to Carl and Mr. Ford, and repeat each line.
-INSTRUCTION: Listen and repeat the dialogue.
+$DIALOGUE Check That Speed {page_038_001.jpg}
+ID: 2a-f3
+INTRO: Carl is back behind the wheel, and Mr. Ford is watching the speedometer very closely. Listen and repeat each line — this dialogue teaches "speed limit", "slow down", and "speed up".
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: speed
-Mr_Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-10.mp3}
+LINE: Mr. Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-01.mp3}
+
 VOCAB: miles an hour
-Carl: 40 miles an hour. {bk11-l2a-f3-11.mp3}
+LINE: Carl: Forty miles an hour. {bk11-l2a-f3-02.mp3}
+
 VOCAB: speeding
 VOCAB: to slow down
-Mr_Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-12.mp3}
+LINE: Mr. Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-03.mp3}
+
 VOCAB: speed limit
-Carl: I thought 40 was the speed limit here. {bk11-l2a-f3-13.mp3}
+LINE: Carl: I thought forty was the speed limit here. {bk11-l2a-f3-04.mp3}
+
 VOCAB: sign
-Mr_Ford: No, the sign back there said 30. {bk11-l2a-f3-14.mp3}
+LINE: Mr. Ford: No, the sign back there said thirty. {bk11-l2a-f3-05.mp3}
+
 VOCAB: ahead
-Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-15.mp3}
+LINE: Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-06.mp3}
+
 VOCAB: miles per hour
-Mr_Ford: Yes, I see. It says 45 miles per hour. {bk11-l2a-f3-16.mp3}
+LINE: Mr. Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-07.mp3}
+
 VOCAB: to speed up
-Carl: Good. Now I can speed up. {bk11-l2a-f3-17.mp3}
-
-# Source: LLA 2A Figure 3 (word list kept as pronunciation after the dialogue)
-
-# Source: LLA 2A Figure 3 (word list kept as pronunciation after the dialogue)
-$DIALOGUE Say the New Words (Speed)
-ID: 11-2a-f3
-INTRO: Here are the speed words from the dialogue on their own. Say each one after the speaker.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
-
-LINE: speed {bk11-l2a-f3-01.mp3}
-LINE: miles an hour {bk11-l2a-f3-02.mp3}
-LINE: speeding {bk11-l2a-f3-03.mp3}
-LINE: slow down {bk11-l2a-f3-04.mp3}
-LINE: speed limit {bk11-l2a-f3-05.mp3}
-LINE: sign {bk11-l2a-f3-06.mp3}
-LINE: ahead {bk11-l2a-f3-07.mp3}
-LINE: miles per hour {bk11-l2a-f3-08.mp3}
-LINE: speed up {bk11-l2a-f3-09.mp3}
+LINE: Carl: Good. Now I can speed up! {bk11-l2a-f3-08.mp3}
 
 # Source: LLA 2A Figure 3
-
-# Source: LLA 2A Figure 3
-$PRODUCE Questions About the Speed Limit
-ID: 11-2a-f3-c
-REFERENCE: 11-2a-f3-b
-INTRO: Answer questions about Carl's speed. Answer aloud with a full sentence, then repeat the correct answer.
+$PRODUCE Questions About Speeding
+ID: 2a-f3-b
+REFERENCE
+INTRO: Answer the questions about Carl and the speed limit aloud, then repeat the model answer.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: How fast is Carl driving? {bk11-l2a-f3-18-q.mp3}
-RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-18-a.mp3}
+PROMPT: How fast is Carl driving? {bk11-l2a-f3-09-q.mp3}
+RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-09-a.mp3}
 
-PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-19-q.mp3}
-RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-19-a.mp3}
+PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-10-q.mp3}
+RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-10-a.mp3}
 
-PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-20-q.mp3}
-RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-20-a.mp3}
+PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-11-q.mp3}
+RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-11-a.mp3}
 
-PROMPT: What is he doing? {bk11-l2a-f3-21-q.mp3}
-RESPONSE: He's speeding. {bk11-l2a-f3-21-a.mp3}
+PROMPT: What is he doing? {bk11-l2a-f3-12-q.mp3}
+RESPONSE: He's speeding. {bk11-l2a-f3-12-a.mp3}
 
-PROMPT: What should he do? {bk11-l2a-f3-22-q.mp3}
-RESPONSE: He should slow down. {bk11-l2a-f3-22-a.mp3}
+PROMPT: What should he do? {bk11-l2a-f3-13-q.mp3}
+RESPONSE: He should slow down. {bk11-l2a-f3-13-a.mp3}
 
-PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-23-q.mp3}
-RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-23-a.mp3}
+PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-14-q.mp3}
+RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-14-a.mp3}
 
-PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-24-q.mp3}
-RESPONSE: It's ahead of him. {bk11-l2a-f3-24-a.mp3}
-
-# Source: LLA 2A Figure 4
+PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-15-q.mp3}
+RESPONSE: It's ahead of him. {bk11-l2a-f3-15-a.mp3}
 
 # Source: LLA 2A Figure 4
 $DIALOGUE Changing Lanes
-ID: 11-2a-f4-b
-INTRO: Now Carl wants to pass a slow car. Mr. Ford has opinions about that. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogue.
+ID: 2a-f4
+INTRO: Now Carl wants to pass a slow car — which means learning about lanes, turn signals, and keeping both hands where they belong. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: ahead of
-Carl: The car ahead of us is going very slow. {bk11-l2a-f4-10.mp3}
+LINE: Carl: The car ahead of us is going very slowly. {bk11-l2a-f4-01.mp3}
+
 VOCAB: cautious
-Mr_Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-11.mp3}
-Carl: May I go around him? {bk11-l2a-f4-12.mp3}
+LINE: Mr. Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3}
+
+LINE: Carl: May I go around him? {bk11-l2a-f4-03.mp3}
+
 VOCAB: lane
-Mr_Ford: First check the other lane of traffic. {bk11-l2a-f4-13.mp3}
+LINE: Mr. Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3}
+
 VOCAB: to pass
-Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-14.mp3}
-VOCAB: signal
-Mr_Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-15.mp3}
+LINE: Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3}
+
 VOCAB: turn
-Carl: Why? I don't want to make a turn. {bk11-l2a-f4-16.mp3}
+VOCAB: signal
+LINE: Mr. Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3}
+
+LINE: Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3}
+
 VOCAB: cautiously
-Mr_Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-17.mp3}
+LINE: Mr. Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3}
+
 VOCAB: steering wheel
-Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-18.mp3}
+LINE: Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3}
+
 VOCAB: mind
-Mr_Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-19.mp3}
-
-# Source: LLA 2A Figure 4 (word list kept as pronunciation after the dialogue)
-
-# Source: LLA 2A Figure 4 (word list kept as pronunciation after the dialogue)
-$DIALOGUE Say the New Words (Lanes and Turns)
-ID: 11-2a-f4
-INTRO: One more set of words from the dialogue. Say each one after the speaker.
-INSTRUCTION: Listen and repeat each word.
-REPEAT
-
-LINE: ahead of {bk11-l2a-f4-01.mp3}
-LINE: cautious {bk11-l2a-f4-02.mp3}
-LINE: lane {bk11-l2a-f4-03.mp3}
-LINE: pass {bk11-l2a-f4-04.mp3}
-LINE: turn {bk11-l2a-f4-05.mp3}
-LINE: signal {bk11-l2a-f4-06.mp3}
-LINE: cautiously {bk11-l2a-f4-07.mp3}
-LINE: steering wheel {bk11-l2a-f4-08.mp3}
-LINE: mind {bk11-l2a-f4-09.mp3}
-
-# Source: LLA 2A Figure 4
+LINE: Mr. Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3}
 
 # Source: LLA 2A Figure 4
 $PRODUCE Questions About Changing Lanes
-ID: 11-2a-f4-c
-REFERENCE: 11-2a-f4-b
-INTRO: Answer questions about passing and changing lanes. Answer aloud with a full sentence, then repeat the correct answer.
+ID: 2a-f4-b
+REFERENCE
+INTRO: Answer the questions about the lane change aloud, then repeat the model answer.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-20-q.mp3}
-RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-20-a.mp3}
+PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-11-q.mp3}
+RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-11-a.mp3}
 
-PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-21-q.mp3}
-RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-21-a.mp3}
+PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-12-q.mp3}
+RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-12-a.mp3}
 
-PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-22-q.mp3}
-RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-22-a.mp3}
+PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-13-q.mp3}
+RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-13-a.mp3}
 
-PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-23-q.mp3}
-RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-23-a.mp3}
+PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-14-q.mp3}
+RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-14-a.mp3}
 
-PROMPT: What is he doing? {bk11-l2a-f4-24-q.mp3}
-RESPONSE: He's changing lanes. {bk11-l2a-f4-24-a.mp3}
+PROMPT: What is he doing? {bk11-l2a-f4-15-q.mp3}
+RESPONSE: He's changing lanes. {bk11-l2a-f4-15-a.mp3}
 
-PROMPT: How should drivers change lanes? {bk11-l2a-f4-25-q.mp3}
-RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-25-a.mp3}
+PROMPT: How should drivers change lanes? {bk11-l2a-f4-16-q.mp3}
+RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-16-a.mp3}
 
-PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-26-q.mp3}
-RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-26-a.mp3}
+PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-17-q.mp3}
+RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-17-a.mp3}
 
-PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-27-q.mp3}
-RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-27-a.mp3}
-
-$LESSON 2-2: Lynn Learns to Drive
-
-# Source: ST §You Need Driving Lessons!
+PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-18-q.mp3}
+RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-18-a.mp3}
 
 # Source: ST §You Need Driving Lessons!
 $DIALOGUE You Need Driving Lessons!
 ID: l2-s4
-INTRO: In this part you'll meet more drivers — and one unlucky pedestrian — and practice talking about how people feel behind the wheel. Lynn gets nervous when she drives, so she takes lessons. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Carl isn't the only nervous driver in town. His friend Lynn gets nervous behind the wheel too, so she's taking lessons. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: to get nervous
-VOCAB: relaxed
-VOCAB: steering wheel
 Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg}
 
-VOCAB: instructor
 Carl: Maybe you should take driving lessons from a good instructor.
 Lynn: Yes, maybe I should.
 
-VOCAB: cautiously
 Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg}
 
-VOCAB: speed
 Lynn: What's a good speed for a turn?
 Instructor: Ten miles per hour is usually best.
 
-VOCAB: way
 VOCAB: to become
 Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg}
 
-VOCAB: mind
 Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving.
 Carl: I'm glad the instructor was able to help you.
 
 # Source: ST §You Need Driving Lessons! (questions)
-
-# Source: ST §You Need Driving Lessons! (questions)
-$PRODUCE Questions About Lynn's Lessons
+$PRODUCE About Lynn's Lessons
 ID: l2-s5
 REFERENCE
-INTRO: Answer a few questions about Lynn's driving lessons. Say your answer in a full sentence.
+INTRO: Answer the questions about Lynn's driving lessons aloud. Any phrasing that gets the facts right is fine.
 INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
+RUBRIC: Accept any response that conveys the factual meaning of the model answer.
 
 PROMPT: How does Lynn feel when she is behind the steering wheel?
 RESPONSE: She gets nervous.
@@ -405,13 +341,11 @@ RESPONSE: He said ten miles per hour is usually best.
 PROMPT: Did Lynn become less nervous after her lessons?
 RESPONSE: Yes, she became less nervous.
 
-# Source: ST §I Got Lost!
-
 # Source: ST §I Got Lost!
 $DIALOGUE I Got Lost!
 ID: l2-s6
-INTRO: Lynn's lessons went well. Then she tried to find the new mall by herself. Listen and repeat each line — and note how she talks about getting lost and getting a ticket.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Lynn's lessons went well — then she got lost, sped up, and met a policeman. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg}
@@ -419,37 +353,29 @@ Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove arou
 VOCAB: to get lost
 Carl: Why? Did you get lost?
 
-VOCAB: to speed up
-VOCAB: ahead
 Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead.
 
-VOCAB: to slow up
 Carl: Did you slow up?
 
-VOCAB: speeding
 Lynn: I tried, but it was too late. I was still speeding when I passed him.
 
 VOCAB: to pull over
 Carl: Did he pull you over?
 
-VOCAB: to fail to
 Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.
 
-VOCAB: cautious
 Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.
 
 # Source: ST §I Got Lost! (questions)
-
-# Source: ST §I Got Lost! (questions)
-$PRODUCE Questions About Lynn's Ticket
+$PRODUCE About Lynn's Ticket
 ID: l2-s7
 REFERENCE
-INTRO: Now answer questions about Lynn's expensive afternoon. Full sentences, please.
+INTRO: Answer the questions about Lynn's expensive afternoon aloud.
 INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
+RUBRIC: Accept any response that conveys the factual meaning of the model answer.
 
 PROMPT: What happened to Lynn yesterday?
 RESPONSE: She got lost and then got a ticket.
@@ -469,245 +395,99 @@ RESPONSE: He pulled her over and gave her a ticket.
 PROMPT: What did Carl tell her?
 RESPONSE: He told her she should be more cautious.
 
-# Source: ST §The Careless Pedestrian
-
-# Source: ST §The Careless Pedestrian
-$DIALOGUE The Careless Pedestrian
-ID: l2-s8
-INTRO: Drivers aren't the only ones who need to be careful. Here's what happened to Albert, who was in a hurry on foot. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: A few minutes ago, Albert was walking from the bus stop to his office.
-LINE: He was late for work and wanted to walk faster, but he couldn't.
-VOCAB: ahead of
-VOCAB: sidewalk
-LINE: There were too many people ahead of him on the sidewalk.
-VOCAB: pedestrian
-LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
-LINE: He stepped in front of a car, and the driver couldn't stop in time. Now he's hurt. {st-page_053_001.jpg}
-
-# Source: ST §The Careless Pedestrian (questions)
-
-# Source: ST §The Careless Pedestrian (questions)
-$PRODUCE Questions About the Pedestrian
-ID: l2-s9
-REFERENCE
-INTRO: Answer questions about Albert's accident. He'll be fine — your sentences should be too.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
-
-PROMPT: Was Albert a driver or a pedestrian?
-RESPONSE: He was a pedestrian.
-
-PROMPT: Where were he and the other people walking?
-RESPONSE: They were walking on the sidewalk.
-
-PROMPT: Were there too many people following him?
-RESPONSE: No, there were too many people ahead of him.
-
-PROMPT: Did he make it to the other side?
-RESPONSE: No, he didn't.
-
-PROMPT: What happened to Albert?
-RESPONSE: He stepped in front of a car and got hurt.
-
-PROMPT: Could the driver stop when he saw Albert in front of the car?
-RESPONSE: No, the driver couldn't stop in time.
-
-# Source: ST §Advice for Pedestrians (word bank)
-
-# Source: ST §Advice for Pedestrians (word bank)
-$GRAMMAR Advice for Pedestrians — Word Bank
-ID: l2-s10
-INTRO: Here's the word box for the next exercise. You can look back at it while you work.
-
-| | | | |
-|---|---|---|---|
-| intersections | left | yield | signal |
-| right-of-way | ways | street | pedestrians |
-
-# Source: ST §Advice for Pedestrians
-
-# Source: ST §Advice for Pedestrians
-$PRODUCE Advice for Pedestrians
-ID: l2-s11
-REFERENCE: l2-s10
-INTRO: So that what happened to Albert doesn't happen to you: complete each safety rule by typing the correct word from the box.
-INSTRUCTION: Complete the sentence. Type the correct word from the box.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Obey all signals for ____{pedestrians} and traffic.
-RESPONSE: Obey all signals for pedestrians and traffic.
-ACCEPT: pedestrians
-
-TEMPLATE: Do not cross the street between two ____{intersections}.
-RESPONSE: Do not cross the street between two intersections.
-ACCEPT: intersections
-
-TEMPLATE: Use sidewalks. Do not walk in the ____{street}.
-RESPONSE: Use sidewalks. Do not walk in the street.
-ACCEPT: street
-
-TEMPLATE: When there are no sidewalks, walk on the ____{left} side of the road.
-RESPONSE: When there are no sidewalks, walk on the left side of the road.
-ACCEPT: left
-
-TEMPLATE: Be cautious. Drivers may not always be able to ____{yield} to pedestrians.
-RESPONSE: Be cautious. Drivers may not always be able to yield to pedestrians.
-ACCEPT: yield
-
-TEMPLATE: Don't stand in the street when the light is red or the ____{signal} says "Don't walk." Wait on the sidewalk.
-RESPONSE: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
-ACCEPT: signal
-
-TEMPLATE: Look both ____{ways} before you cross the street.
-RESPONSE: Look both ways before you cross the street.
-ACCEPT: ways
-
-TEMPLATE: Remember that pedestrians must yield the ____{right-of-way} to all vehicles when they cross the street between intersections.
-RESPONSE: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
-ACCEPT: right-of-way
-
-# Source: LLA 2A Figure 5
-
-# Source: LLA 2A Figure 5
-$DIALOGUE Safe Driver Linda
-ID: 11-2a-f5
-INTRO: Now practice listening for the main idea. Here's a short paragraph about Linda, a driver who does everything right. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01.mp3}
-LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-02.mp3}
-LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-03.mp3}
-LINE: When she's tired, she's very cautious. {bk11-l2a-f5-04.mp3}
-LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-05.mp3}
-
-# Source: LLA 2A Figure 5
-
-# Source: LLA 2A Figure 5
-$SELECT Main Idea: The Paragraph About Linda
-ID: 11-2a-f5-b
-REFERENCE
-INTRO: All the details point to one big idea. Tap the sentence that says what the paragraph was really about.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What was the main idea of the paragraph?
-OPTION: a | Linda's car is new.
-OPTION: b | Linda enjoys driving.
-OPTION: c | Bad weather bothers Linda.
-OPTION: d | Linda is a careful driver. {bk11-l2a-f5-06.mp3}
-ANSWER: d
-
-# Source: LLA 2A Figure 5
-
-# Source: LLA 2A Figure 5
-$DIALOGUE Why Accidents Happen
-ID: 11-2a-f5-c
-INTRO: One more paragraph, this time about how accidents happen. Listen for the big idea.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-07.mp3}
-LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-08.mp3}
-LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-09.mp3}
-LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-10.mp3}
-
-# Source: LLA 2A Figure 5
-
-# Source: LLA 2A Figure 5
-$SELECT Main Idea: The Paragraph About Accidents
-ID: 11-2a-f5-d
-REFERENCE
-INTRO: Same task: tap the sentence that gives the main idea of the paragraph you just heard.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What was the main idea of the paragraph?
-OPTION: a | Cars should be able to stop quickly.
-OPTION: b | Drivers should always watch the road. {bk11-l2a-f5-11.mp3}
-OPTION: c | Animals and children can cause accidents.
-OPTION: d | Other people in the car shouldn't talk to the driver.
-ANSWER: b
-
-$LESSON 2-3: Signs and Signals
+$SESSION 2-2: Signs and Signals
 
 # Source: ST §Streets and Highways, Signs and Signals
-
-# Source: ST §Streets and Highways, Signs and Signals
-$DIALOGUE Streets and Highways, Signs and Signals
+$DIALOGUE Streets and Highways
 ID: l2-s1
-INTRO: In this part you'll learn to read the road itself — lanes, lights, and signs. Look at each picture, listen, and repeat.
-INSTRUCTION: Listen, look at the pictures, and repeat.
-REPEAT
+INTRO: In this part you'll learn the signs and signals that tell drivers what to do — the pictures show what each word means. Just listen and read along.
+INSTRUCTION: Listen and read along.
 
-VOCAB: lane
 LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg}
-VOCAB: to pass
 LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg}
 
 VOCAB: to mean
 LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg}
 VOCAB: caution
-LINE: When you see a yellow light, use caution. Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg}
+LINE: When you see a yellow light, use caution. {st-page_044_002.jpg}
+LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg}
 
-VOCAB: sign
 LINE: A sign gives information or directions. {st-page_044_003.jpg}
 LINE: Many signs tell drivers that they can't do something. Other signs show them that they can. {st-page_044_003.jpg}
-VOCAB: to follow
-VOCAB: turn
-LINE: You should follow the directions on highway and street signs. Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg}
+LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg}
+LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg}
 
-VOCAB: speed limit
-VOCAB: miles per hour (m.p.h.)
-LINE: The speed limit on the highways is 55 or 65 miles per hour. The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg}
+LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg}
+LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg}
+NOTES: "m.p.h." is short for "miles per hour".
 
 VOCAB: stop sign
-VOCAB: to slow down
 LINE: A stop sign means that you must make a complete stop. Don't just slow down. {st-page_045_002.jpg}
 
 VOCAB: to signal
-LINE: You may use signal lights or hand and arm signals. This man is signaling because he's going to turn left. {st-page_045_003.jpg}
+LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg}
+LINE: This man is signaling because he's going to turn left. {st-page_045_003.jpg}
 
 VOCAB: to yield
 LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg}
 VOCAB: right-of-way
 LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg}
 
-# Source: LLA 2B Figure 1
+# Source: ST §Too Many Signs and Signals
+$DIALOGUE Too Many Signs and Signals
+ID: l2-s2
+INTRO: Here's Mark, who decided to try driving downtown this morning. It went about as well as it did for Carl. Just listen to the story.
+INSTRUCTION: Listen to the story.
+
+LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg}
+LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg}
+VOCAB: in advance
+LINE: He looked at a city street map in advance, but that didn't help him when he got downtown. {st-page_046_001.jpg}
+LINE: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg}
+
+VOCAB: one-way
+LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg}
+VOCAB: two-way
+VOCAB: intersection
+LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg}
+VOCAB: to flash
+LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg}
+LINE: Finally he realized that an emergency vehicle was following him. {st-page_046_002.jpg}
+LINE: He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg}
+
+VOCAB: railroad crossing
+LINE: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg}
+LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg}
+LINE: He looked both ways, but he couldn't see it yet. He crossed the tracks carefully. {st-page_046_003.jpg}
+LINE: Then he decided to go home. {st-page_046_003.jpg}
+LINE: He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg}
+LINE: He'll try it again another day. {st-page_046_003.jpg}
 
 # Source: LLA 2B Figure 1
-$DIALOGUE Traffic Words in Sentences {page_040_001.jpg}
-ID: 11-2b-f1
-INTRO: Now hear the key traffic words in short sentences, and repeat them after the speaker.
+$DIALOGUE Traffic Words
+ID: 2b-f1
+INTRO: Now hear the key traffic words in short sentences, and repeat them — including "pedestrian", the official word for a person on foot.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Be careful; use caution. {bk11-l2b-f1-01.mp3}
+LINE: Be careful. Use caution. {page_040_001.jpg} {bk11-l2b-f1-01.mp3}
 
-VOCAB: flash
-LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3}
+LINE: When a light turns on and off quickly, it flashes. {page_040_001.jpg} {bk11-l2b-f1-02.mp3}
 
-VOCAB: intersection
-LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3}
+LINE: Streets cross at intersections. {page_040_001.jpg} {bk11-l2b-f1-03.mp3}
 
 VOCAB: pedestrian
-LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3}
+LINE: When people walk, they're pedestrians. {page_040_001.jpg} {bk11-l2b-f1-04.mp3}
 
-LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3}
+LINE: Signs show names, directions, and other information. {page_040_001.jpg} {bk11-l2b-f1-05.mp3}
 
-VOCAB: signal
-LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3}
+LINE: A traffic light is a signal. {page_040_001.jpg} {bk11-l2b-f1-06.mp3}
 
 # Source: LLA 2B Figure 2
-
-# Source: LLA 2B Figure 2
-$DIALOGUE Traffic at Intersections
-ID: 11-2b-f2
-INTRO: Intersections are where everything — and everyone — meets. Listen to the paragraphs about why they need so many signs and signals.
-INSTRUCTION: Listen and read along.
+$DIALOGUE At the Intersection
+ID: 2b-f2
+INTRO: Why do intersections collect so many signs and signals? Listen to the paragraphs and find out.
+INSTRUCTION: Listen to the paragraphs.
 
 LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3}
 LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3}
@@ -717,13 +497,11 @@ LINE: Traffic signs use words and pictures to give instructions or information.
 LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3}
 LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3}
 
-# Source: LLA 2B Figure 2
-
-# Source: LLA 2B Figure 2
-$PRODUCE Questions About Intersections
-ID: 11-2b-f2-b
+# Source: LLA 2B Figure 2 (questions)
+$PRODUCE Questions About Signals and Signs
+ID: 2b-f2-b
 REFERENCE
-INTRO: Answer the questions about intersections, signs, and signals. Answer aloud with a full sentence, then repeat the correct answer.
+INTRO: Answer the questions about the paragraphs aloud, then repeat the model answer.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
@@ -756,12 +534,10 @@ RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3}
 PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3}
 RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3}
 
-# Source: LLA 2B Figure 3
-
 # Source: LLA 2B Figure 3
 $DIALOGUE Types of Signals
-ID: 11-2b-f3
-INTRO: You'll see pictures of eight different signals — traffic lights, pedestrian signals, hand signals, and car lights. Look at each picture and listen to what it means.
+ID: 2b-f3
+INTRO: Signals come from traffic lights, from a driver's hand out the window, and from the lights on the car itself. Look at each picture and listen to what it means.
 INSTRUCTION: Listen to the descriptions.
 
 LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-01.mp3}
@@ -780,18 +556,17 @@ LINE: Some of the lights on the front and back of a car are also signals. When t
 
 LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-08.mp3}
 
-# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
-
-# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
-$SELECT Identify the Signal: Lights
-ID: 11-2b-f3-b
-INTRO: First, the light signals. Listen to each question and tap the picture of the signal it describes. Then repeat the answer you hear.
-INSTRUCTION: Tap the correct signal.
+# Source: LLA 2B Figure 3 (questions — light signals)
+$SELECT Identify the Light Signal
+ID: 2b-f3-b
+REFERENCE
+INTRO: Now identify the light signals. Listen to each question and tap the right picture, then repeat the answer you hear.
+INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: 1 | traffic light {page_042_001.jpg}
-OPTION: 2 | directional arrows {page_042_002.jpg}
-OPTION: 3 | pedestrian signals {page_042_003.jpg}
+OPTION: 1 | traffic signal {page_042_001.jpg}
+OPTION: 2 | directional signal {page_042_002.jpg}
+OPTION: 3 | pedestrian signal {page_042_003.jpg}
 OPTION: 7 | turn signals {page_042_007.jpg}
 OPTION: 8 | brake lights {page_042_008.jpg}
 
@@ -815,18 +590,17 @@ PROMPT: Which lights tell the drivers behind another car that it's slowing down
 ANSWER: 8
 FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-a.mp3}
 
-# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
-
-# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
-$SELECT Identify the Signal: Hand Signals
-ID: 11-2b-f3-c
-INTRO: Now the hand signals — useful when your turn signals give up on you. Listen and tap the correct picture, then repeat the answer.
-INSTRUCTION: Tap the correct signal.
+# Source: LLA 2B Figure 3 (questions — hand signals)
+$SELECT Identify the Hand Signal
+ID: 2b-f3-c
+REFERENCE
+INTRO: Same game, but now the hand signals. Tap the right picture, then repeat the answer.
+INSTRUCTION: Tap the correct picture.
 REPEAT
 
-OPTION: 4 | hand: slow down or stop {page_042_004.jpg}
-OPTION: 5 | hand: left turn {page_042_005.jpg}
-OPTION: 6 | hand: right turn {page_042_006.jpg}
+OPTION: 4 | hand signal: stop or slow down {page_042_004.jpg}
+OPTION: 5 | hand signal: left turn {page_042_005.jpg}
+OPTION: 6 | hand signal: right turn {page_042_006.jpg}
 
 PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3}
 ANSWER: 6
@@ -841,97 +615,57 @@ ANSWER: 4
 FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-a.mp3}
 
 # Source: LLA 2B Figure 4
-
-# Source: LLA 2B Figure 4
-$DIALOGUE Five Important Signs
-ID: 11-2b-f4
-INTRO: Here are five signs every driver must know on sight. Look at each one, listen, and repeat.
-INSTRUCTION: Repeat the words and sentences.
+$DIALOGUE Road Signs
+ID: 2b-f4
+INTRO: Five signs every driver has to know on sight. Look at each one, listen, and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01.mp3}
 
-VOCAB: yield
 LINE: Yield the right of way to the other driver. He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02.mp3}
 
-VOCAB: one-way
 LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03.mp3}
 
-VOCAB: two-way
 LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04.mp3}
 
-VOCAB: railroad crossing
 LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05.mp3}
 
 # Source: LLA 2B Figure 5
-
-# Source: LLA 2B Figure 5
-$SELECT Identify the Sign
-ID: 11-2b-f5
-INTRO: Time for a quick road test — no car required. Listen to each sentence and tap the sign it describes.
+$SELECT Match the Sign
+ID: 2b-f5
+INTRO: You'll hear a traffic rule. Tap the sign that matches it — the signs from the last activity, now without their captions.
 INSTRUCTION: Tap the correct sign.
 
 OPTION: a | yield {page_044_001.jpg}
 OPTION: b | railroad crossing {page_044_002.jpg}
-OPTION: c | two-way {page_044_003.jpg}
+OPTION: c | two-way traffic {page_044_003.jpg}
 OPTION: d | one-way {page_044_004.jpg}
 OPTION: e | stop {page_044_005.jpg}
 
-PROMPT: "Be careful, look for a train." {bk11-l2b-f5-01.mp3}
+PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3}
 ANSWER: b
 
-PROMPT: "All cars must travel in the same direction." {bk11-l2b-f5-02.mp3}
+PROMPT: All cars must travel in the same direction. {bk11-l2b-f5-02.mp3}
 ANSWER: d
 
-PROMPT: "You must let other drivers go ahead of you." {bk11-l2b-f5-03.mp3}
+PROMPT: You must let other drivers go ahead of you. {bk11-l2b-f5-03.mp3}
 ANSWER: a
 
-PROMPT: "Stop at the intersection. Don't go until it's safe." {bk11-l2b-f5-04.mp3}
+PROMPT: Stop at the intersection. Don't go until it's safe. {bk11-l2b-f5-04.mp3}
 ANSWER: e
 
-PROMPT: "Cars are moving in opposite directions on this street." {bk11-l2b-f5-05.mp3}
+PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3}
 ANSWER: c
 
-# Source: ST §Too Many Signs and Signals
-
-# Source: ST §Too Many Signs and Signals
-$DIALOGUE Too Many Signs and Signals
-ID: l2-s2
-INTRO: Mark studied the city map in advance. The city had other plans. Listen to his story and repeat each line — it uses everything you've just learned.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: in advance
-VOCAB: to confuse
-LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg}
-LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg}
-LINE: He looked at a city street map in advance, but that didn't help him when he got downtown. {st-page_046_001.jpg}
-LINE: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg}
-
-LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg}
-LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg}
-VOCAB: to flash
-LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg}
-VOCAB: to pull over
-LINE: Finally he realized that an emergency vehicle was following him. He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg}
-
-VOCAB: way
-LINE: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg}
-LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg}
-LINE: He looked both ways, but he couldn't see it yet. He crossed the tracks carefully. {st-page_046_003.jpg}
-LINE: Then he decided to go home. He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg}
-LINE: He'll try it again another day. {st-page_046_003.jpg}
-
-# Source: ST §What Kind of Street Is This?
-
-# Source: ST §What Kind of Street Is This?
+# Source: ST §What Kind of Street Is This? (picture Q&A)
 $PRODUCE What Kind of Street Is This?
 ID: l2-s3
-INTRO: Now you name things. You'll see a picture and hear a question about it — answer aloud with what the picture shows.
-INSTRUCTION: Answer the question about the picture.
+INTRO: Now you name things. You'll see a picture and hear a question — answer aloud with the traffic word it shows.
+INSTRUCTION: Answer the question about the picture aloud.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any short or full sentence that identifies the same sign or traffic feature.
+RUBRIC: Treat the model answer as the key. Accept any phrasing, short answer or full sentence, that names the same traffic feature or action.
 
 EXAMPLE
 PROMPT: What is this called? {st-page_047_001.jpg}
@@ -970,18 +704,400 @@ RESPONSE: It's a traffic signal.
 PROMPT: What kind of street is this? {st-page_048_003.jpg}
 RESPONSE: It's a two-way street.
 
-# SKIPPED (book): ST Listening Skill "PUT THE PUNCTUATION MARK IN THE BOX" — instructor-read grid-filling with no printed stimulus; no spatial interaction in our format.
-# SKIPPED (book): LLA 2B Figure 9 — punctuation mark placement in a grid by spoken coordinates (spatial interaction not expressible).
+# Source: ST §Traffic Signs
+$DIALOGUE Traffic Signs and Their Meanings
+ID: l2-s26
+INTRO: A few more signs, including some new ones — no U-turns, school zones, and crossroads. Read each sign and its meaning.
+INSTRUCTION: Read the signs and their meanings.
 
-$LESSON 2-4: Someone, Anyone, No One
+LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
+LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
+LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
+LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
+LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
+LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
+LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
+LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. {st-page_071_004.jpg}
+LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg}
+LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
+LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
 
-# Source: ST §Would Anybody Like Some Coffee?
+# Source: ST §What Does the Sign Mean?
+$PRODUCE What Does the Sign Mean?
+ID: l2-s28
+INTRO: Final check on signs: you'll see a sign with no words of help. Say what it is and what a driver should do about it — ask yourself the question and answer it, like the example.
+INSTRUCTION: Say what the sign is and what it means.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key. Accept any question-and-answer, or just the answer, that names the same sign and gives the same meaning or driver action, in any phrasing.
+
+EXAMPLE
+PROMPT: {st-page_073_001.jpg}
+RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
+
+PROMPT: {st-page_073_002.jpg}
+RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
+
+PROMPT: {st-page_073_003.jpg}
+RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
+
+PROMPT: {st-page_074_001.jpg}
+RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
+
+PROMPT: {st-page_074_002.jpg}
+RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
+
+PROMPT: {st-page_074_003.jpg}
+RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
+
+PROMPT: {st-page_074_004.jpg}
+RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
+
+PROMPT: {st-page_074_005.jpg}
+RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
+
+PROMPT: {st-page_074_006.jpg}
+RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
+
+$SESSION 2-3: Safe Driving
+
+# Source: ST §The Careless Pedestrian
+$DIALOGUE The Careless Pedestrian
+ID: l2-s8
+INTRO: This part is about staying safe — on four wheels and on two feet. First, listen to what happened to Albert, a pedestrian in too much of a hurry.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: A few minutes ago, Albert was walking from the bus stop to his office.
+LINE: He was late for work and wanted to walk faster, but he couldn't.
+VOCAB: sidewalk
+LINE: There were too many people ahead of him on the sidewalk.
+LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
+LINE: He stepped in front of a car, and the driver couldn't stop in time. {st-page_053_001.jpg}
+LINE: Now he's hurt.
+
+# Source: ST §The Careless Pedestrian (questions)
+$PRODUCE Questions About Albert
+ID: l2-s9
+REFERENCE
+INTRO: Answer the questions about Albert aloud. He won't mind — he's learned his lesson.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any response that conveys the factual meaning of the model answer.
+
+PROMPT: Was Albert a driver or a pedestrian?
+RESPONSE: He was a pedestrian.
+
+PROMPT: Where were he and the other people walking?
+RESPONSE: They were walking on the sidewalk.
+
+PROMPT: Were there too many people following him?
+RESPONSE: No, there were too many people ahead of him.
+
+PROMPT: Did he make it to the other side?
+RESPONSE: No, he didn't.
+
+PROMPT: What happened to Albert?
+RESPONSE: He stepped in front of a car and got hurt.
+
+PROMPT: Could the driver stop when he saw Albert in front of the car?
+RESPONSE: No, the driver couldn't stop in time.
+
+# Source: ST §Advice for Pedestrians (word bank)
+$GRAMMAR Advice for Pedestrians — Word Bank
+ID: l2-s10
+INTRO: Here's the word box for the next exercise. You can peek back at it while you work.
+
+| | | | |
+|---|---|---|---|
+| intersections | left | yield | signal |
+| right-of-way | ways | street | pedestrians |
+
+# Source: ST §Advice for Pedestrians
+$PRODUCE Advice for Pedestrians
+ID: l2-s11
+REFERENCE: l2-s10
+INTRO: Complete each safety rule for pedestrians. Type the missing word — every answer is in the word box.
+INSTRUCTION: Type the correct word from the box.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Obey all signals for ____{pedestrians} and traffic.
+RESPONSE: Obey all signals for pedestrians and traffic.
+ACCEPT: pedestrians
+
+TEMPLATE: Do not cross the street between two ____{intersections}.
+RESPONSE: Do not cross the street between two intersections.
+ACCEPT: intersections
+
+TEMPLATE: Use sidewalks. Do not walk in the ____{street}.
+RESPONSE: Use sidewalks. Do not walk in the street.
+ACCEPT: street
+
+TEMPLATE: When there are no sidewalks, walk on the ____{left} side of the road.
+RESPONSE: When there are no sidewalks, walk on the left side of the road.
+ACCEPT: left
+
+TEMPLATE: Be cautious. Drivers may not always be able to ____{yield} to pedestrians.
+RESPONSE: Be cautious. Drivers may not always be able to yield to pedestrians.
+ACCEPT: yield
+
+TEMPLATE: Don't stand in the street when the light is red or the ____{signal} says "Don't walk." Wait on the sidewalk.
+RESPONSE: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
+ACCEPT: signal
+
+TEMPLATE: Look both ____{ways} before you cross the street.
+RESPONSE: Look both ways before you cross the street.
+ACCEPT: ways
+
+TEMPLATE: Remember that pedestrians must yield the ____{right-of-way} to all vehicles when they cross the street between intersections.
+RESPONSE: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
+ACCEPT: right-of-way
+
+# Source: ST §The Way to Drive Safely
+$SELECT The Way to Drive Safely
+ID: l2-s12
+INTRO: Each safety rule on the card matches one driver who actually follows it. Read the rule, then tap the driver.
+INSTRUCTION: Tap the sentence that matches the rule.
+
+OPTION: a | Jan always signals when she is going to change lanes or make a turn.
+OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it.
+OPTION: c | When he drives, Steve thinks about the traffic and watches the road.
+OPTION: d | Bill always holds the steering wheel with both hands.
+OPTION: e | Sam is always cautious. He watches and follows the signs and signals.
+OPTION: f | Buses stop at all railroad crossings.
+OPTION: g | Cal always buckles up.
+OPTION: h | When he's driving where other people are walking, Robert is very cautious.
+
+TEMPLATE: Keep your eyes and your mind on the road.
+ANSWER: c
+
+TEMPLATE: Obey traffic laws.
+ANSWER: e
+
+TEMPLATE: Keep your car in good shape.
+ANSWER: b
+
+TEMPLATE: Signal when you turn or stop.
+ANSWER: a
+
+TEMPLATE: Wear seat belts.
+ANSWER: g
+
+TEMPLATE: Watch for pedestrians.
+ANSWER: h
+
+TEMPLATE: Slow down and be ready to stop at railroad crossings.
+ANSWER: f
+
+TEMPLATE: Keep your hands on the steering wheel.
+ANSWER: d
+
+# Source: LLA 2C Figure 5 (dialogs)
+$DIALOGUE Rules of the Road
+ID: 11-l2c-f5-a
+INTRO: Three short conversations about tricky situations: broken turn signals, flashing headlights, and stopped school buses. Just listen.
+INSTRUCTION: Listen to the dialogues.
+
+Jan: My turn signals don't work. {bk11-l2c-f5-01.mp3}
+LINE: What should I do? {bk11-l2c-f5-02.mp3}
+Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-03.mp3}
+
+Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-04.mp3}
+Ann: That's a signal. They want to pass you. {bk11-l2c-f5-05.mp3}
+Tom: What should I do? {bk11-l2c-f5-06.mp3}
+Ann: Move to the right lane when you can. {bk11-l2c-f5-07.mp3}
+
+Keith: What should I do when a school bus stops? {bk11-l2c-f5-08.mp3}
+Frank: You should stop too when its lights are flashing. {bk11-l2c-f5-09.mp3}
+Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-10.mp3}
+Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-11.mp3}
+Keith: Why do I have to stop? {bk11-l2c-f5-12.mp3}
+Frank: Because children might be crossing the street. {bk11-l2c-f5-13.mp3}
+
+# Source: LLA 2C Figure 5 (repeat questions)
+$PRODUCE Ask the Questions
+ID: 11-l2c-f5-b
+INTRO: Now you play the confused driver. After each line you hear, say the question that comes next in the conversation — questions only, no answers.
+INSTRUCTION: Repeat the questions only.
+INPUT: speak
+CHECK: reveal
+REFERENCE
+REPEAT
+
+PROMPT: My turn signals don't work. {bk11-l2c-f5-14-q.mp3}
+RESPONSE: What should I do? {bk11-l2c-f5-14-a.mp3}
+
+PROMPT: Lower the window and signal with your left arm. {bk11-l2c-f5-14b-q.mp3}
+RESPONSE: Why do drivers behind me flash their lights? {bk11-l2c-f5-14b-a.mp3}
+
+PROMPT: That's a signal. They want to pass you. {bk11-l2c-f5-15-q.mp3}
+RESPONSE: What should I do? {bk11-l2c-f5-15-a.mp3}
+
+PROMPT: Move to the right lane when you can. {bk11-l2c-f5-16-q.mp3}
+RESPONSE: What should I do when a school bus stops? {bk11-l2c-f5-16-a.mp3}
+
+PROMPT: You should stop too when its lights are flashing. {bk11-l2c-f5-17-q.mp3}
+RESPONSE: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-17-a.mp3}
+
+PROMPT: Yes, and don't move until the bus moves. {bk11-l2c-f5-18-q.mp3}
+RESPONSE: Why do I have to stop? {bk11-l2c-f5-18-a.mp3}
+
+# Source: LLA 2C Figure 5 (repeat answers)
+$PRODUCE Give the Answers
+ID: 11-l2c-f5-c
+INTRO: Roles reversed — now you're the one who knows the rules. Answer each question you hear, then check against the tape.
+INSTRUCTION: Repeat the answers only.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What should I do? {bk11-l2c-f5-19-q.mp3}
+RESPONSE: Lower the window and signal with your left arm. {bk11-l2c-f5-19-a.mp3}
+
+PROMPT: Why do drivers behind me flash their lights? {bk11-l2c-f5-20-q.mp3}
+RESPONSE: That's a signal. They want to pass you. {bk11-l2c-f5-20-a.mp3}
+
+PROMPT: What should I do? {bk11-l2c-f5-21-q.mp3}
+RESPONSE: Move to the right lane when you can. {bk11-l2c-f5-21-a.mp3}
+
+PROMPT: What should I do when a school bus stops? {bk11-l2c-f5-22-q.mp3}
+RESPONSE: You should stop too when its lights are flashing. {bk11-l2c-f5-22-a.mp3}
+
+PROMPT: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-23-q.mp3}
+RESPONSE: Yes, and don't move until the bus moves. {bk11-l2c-f5-23-a.mp3}
+
+PROMPT: Why do I have to stop? {bk11-l2c-f5-24-q.mp3}
+RESPONSE: Because children might be crossing the street. {bk11-l2c-f5-24-a.mp3}
+
+# Source: LLA 2C Figure 6
+$DIALOGUE Winter Driving
+ID: 11-l2c-f6
+INTRO: What about driving on ice? Listen to the advice — the short version is "stay home," but there's more.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
+LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3}
+LINE: Change lanes and turn corners carefully. {bk11-l2c-f6-03.mp3}
+LINE: Also, change your speed slowly. {bk11-l2c-f6-04.mp3}
+LINE: When you try to speed up or step on the brakes quickly, the tires may not stick to the ice. {bk11-l2c-f6-05.mp3}
+LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
+LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
+LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}
+
+# Source: LLA 2C Figure 6 (questions)
+$PRODUCE Questions About Winter Driving
+ID: 11-l2c-f6-b
+REFERENCE
+INTRO: Answer the questions about driving on ice aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
+RESPONSE: You should drive cautiously when there's ice on the streets. {bk11-l2c-f6-09-a.mp3}
+
+PROMPT: Should you drive fast then? {bk11-l2c-f6-10-q.mp3}
+RESPONSE: No, you shouldn't drive fast then. {bk11-l2c-f6-10-a.mp3}
+
+PROMPT: Should you change lanes and turn corners carefully? {bk11-l2c-f6-11-q.mp3}
+RESPONSE: Yes, you should change lanes and turn corners carefully. {bk11-l2c-f6-11-a.mp3}
+
+PROMPT: What can happen when you try to change your speed quickly? {bk11-l2c-f6-12-q.mp3}
+RESPONSE: When you try to change your speed quickly, the tires may not stick to the ice. {bk11-l2c-f6-12-a.mp3}
+
+PROMPT: Will you be able to stop? {bk11-l2c-f6-13-q.mp3}
+RESPONSE: No, you won't be able to stop. {bk11-l2c-f6-13-a.mp3}
+
+PROMPT: Should you stay home when there's ice on the roads? {bk11-l2c-f6-14-q.mp3}
+RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3}
+
+PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
+RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}
+
+# Source: ST §Driving School
+$DIALOGUE Driving School
+ID: l2-s24
+INTRO: Meet Max, who's spending his Saturday morning in a classroom. It seemed cheaper than the fine. Just listen to how he got there.
+INSTRUCTION: Listen to the story.
+
+Narrator: Why is Max in a classroom on Saturday morning? Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg}
+Narrator: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
+LINE: He pulled over, lowered his window, and asked "What's the matter, officer?"
+Narrator: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
+Narrator: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
+LINE: Max chose to go to the driving school because it cost less than the fine.
+LINE: Now he's listening to the instructor's advice.
+
+# SKIPPED (book): "answer the instructor's questions" about the Driving School story —
+# no questions are printed; teacher-led discussion with no solo path.
+
+# Source: ST §Stop and Look Both Ways!
+$DIALOGUE The Instructor's Questions
+ID: l2-s27
+INTRO: Here's what Max is listening to in driving school: the instructor quizzes the class on the rules. Read the questions and answers.
+INSTRUCTION: Read the questions and answers.
+
+Instructor: What should you do when a red light is flashing?
+StudentA: Stop, look both ways, and drive cautiously.
+
+Instructor: What should you do when a yellow light is flashing?
+StudentB: Slow down and drive with caution.
+
+Instructor: What does a yield sign mean?
+StudentA: Wait for the other car to go first.
+
+Instructor: What should you do when you see a stop sign?
+StudentB: Stop, look both ways, and drive with caution.
+
+Instructor: When should you pull over?
+StudentA: When the lights on an emergency vehicle are flashing.
+
+Instructor: What should you do when a school bus stops?
+StudentB: Don't pass it. Stop and wait while the red lights on the bus are flashing.
+
+Instructor: What does an all-way stop sign mean?
+StudentA: All traffic must stop at the intersection.
+
+Instructor: What do you do at a railroad crossing?
+StudentB: Slow down, look both ways, and drive with caution.
+
+Instructor: Tell me when it's not safe to pass another car.
+StudentA: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane.
+
+Instructor: Do you know what an all-way stop sign means?
+StudentB: Yes, all cars must stop at that intersection.
+
+# Source: ST §Be a Cautious Driver
+$DIALOGUE Be a Cautious Driver
+ID: l2-s25
+INTRO: To finish this part, say the safe-driving rules out loud — one by one, like promises. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each rule.
+REPEAT
+
+LINE: Obey all traffic signs.
+LINE: Slow down when the weather is bad.
+LINE: Look both ways before you cross an intersection.
+LINE: Keep your car in good shape.
+LINE: Keep your mind on your driving and your eyes on the road.
+LINE: Keep both hands on the steering wheel.
+LINE: Always signal when you change lanes.
+LINE: Don't drive when you're tired, upset, or sick.
+LINE: Always yield to pedestrians.
+LINE: Never pass a car on the right.
+LINE: Don't pass a car on a hill or a curve.
+LINE: Don't park on a highway; pull over to the side of the road.
+
+$SESSION 2-4: Indefinite Pronouns
 
 # Source: ST §Would Anybody Like Some Coffee?
 $DIALOGUE Would Anybody Like Some Coffee?
 ID: l2-s13
-INTRO: In this part you'll learn the little words for people you can't name: someone, anyone, nobody. First, listen to a busy waiter using them at work, and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+INTRO: Now some grammar: words like "somebody", "anyone", and "nobody". First, listen to a waiter dealing with a whole table of them — repeat each line.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: anybody
@@ -992,20 +1108,20 @@ VOCAB: somebody
 Waiter: Did somebody order tea?
 Martha: Yes, I asked for tea.
 
-VOCAB: nobody
+VOCAB: someone
 Waiter: Can I get someone a glass of water?
+VOCAB: nobody
 Morton: No, thank you. Nobody needs water right now.
 
-VOCAB: no one
+VOCAB: anyone
 Waiter: Is anyone ready to order dessert?
+VOCAB: no one
 Marian: No, no one has finished eating yet.
 
-# Source: ST §Indefinite Pronouns (grammar)
-
-# Source: ST §Indefinite Pronouns (grammar)
+# Source: ST §Indefinite Pronouns (grammar box)
 $GRAMMAR Indefinite Pronouns
 ID: l2-s15
-INTRO: Here's the pattern behind those words — which ones go in statements, which in questions, and which in negatives.
+INTRO: Here's how the six pronouns divide up the work. The short version: "some-" for yes, "no-" for zero, "any-" for questions and negatives.
 
 **Someone** and **somebody** are used in affirmative statements and questions.
 
@@ -1030,71 +1146,58 @@ INTRO: Here's the pattern behind those words — which ones go in statements, wh
 * Doesn't {anyone} have a pencil?
 * {Anybody} can learn another language.
 
-# Source: LLA 2B Figure 6
-
-# Source: LLA 2B Figure 6
+# Source: LLA 2B Figure 6 (pronoun list)
 $DIALOGUE Say the Pronouns
-ID: 11-2b-f6
-INTRO: Practice the sound of each pronoun — you'll hear it whole, then in its two parts. Repeat after the speaker.
+ID: 2b-f6
+INTRO: You've met all six pronouns — now just say them clearly after the tape.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Anyone. Any one. {bk11-l2b-f6-01.mp3}
-LINE: Anybody. Any body. {bk11-l2b-f6-02.mp3}
-LINE: Someone. Some one. {bk11-l2b-f6-03.mp3}
-LINE: Somebody. Some body. {bk11-l2b-f6-04.mp3}
-LINE: No one. No one. {bk11-l2b-f6-05.mp3}
-LINE: Nobody. No body. {bk11-l2b-f6-06.mp3}
+LINE: Anyone. {bk11-l2b-f6-01.mp3}
+LINE: Anybody. {bk11-l2b-f6-02.mp3}
+LINE: Someone. {bk11-l2b-f6-03.mp3}
+LINE: Somebody. {bk11-l2b-f6-04.mp3}
+LINE: No one. {bk11-l2b-f6-05.mp3}
+LINE: Nobody. {bk11-l2b-f6-06.mp3}
 
-# Source: LLA 2B Figure 6
-
-# Source: LLA 2B Figure 6
-$PRODUCE Complete the Dialogue: Nobody Writes to Becky
-ID: 11-2b-f6-b
-INTRO: Becky never gets any mail — Ellen has a theory about why. Listen to each sentence and type the missing indefinite pronoun. Then repeat the sentence.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
+# Source: ST §Does Anyone Here Speak English?
+$DIALOGUE Two Ways to Say It
+ID: l2-s16
+INTRO: Each pair of pronouns is interchangeable — "no one" and "nobody" mean exactly the same thing. Repeat each sentence.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-TEMPLATE: Ellen: Do you want to read this letter from Nancy?
-TEMPLATE: Becky: Yes, thank you. ____ writes to me.
-PROMPT: No one writes to me. {bk11-l2b-f6-07.mp3}
-RESPONSE: No one writes to me. {bk11-l2b-f6-07.mp3}
-ACCEPT: No one
+LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg}
+NOTES: You could also say "nobody" here — the meaning is the same.
 
-TEMPLATE: Ellen: Do you write to ____?
-PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
-RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
-ACCEPT: anybody
+LINE: Does anybody here speak English? {st-page_060_002.jpg}
+NOTES: You could also say "anyone" here.
 
-TEMPLATE: Becky: No. I don't mail anything to ____.
-PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
-RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
-ACCEPT: anyone
+LINE: Will somebody please open the door? {st-page_060_003.jpg}
+NOTES: You could also say "someone" here.
 
-TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
-PROMPT: Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
-RESPONSE: Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
-ACCEPT: Nobody
+# Source: ST §No One Failed the Test
+$DIALOGUE Nobody Failed the Test
+ID: l2-s17
+INTRO: Read ten quick sentences with the pronouns in action — notice which ones show up in questions and which in statements.
+INSTRUCTION: Read the sentences.
 
-TEMPLATE: Becky: Do you think I should write to ____?
-PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
-RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
-ACCEPT: someone
-
-TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
-PROMPT: Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
-RESPONSE: Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
-ACCEPT: somebody
+LINE: Did anyone fail the test?
+LINE: Nobody failed the exam.
+LINE: Can somebody help me?
+LINE: No one went to Jean's party.
+LINE: Nobody wants to work for Mr. Grouch.
+LINE: Anybody can learn to drive.
+LINE: Would anyone like to have dessert?
+LINE: I don't think anyone arrived on time today.
+LINE: Will someone be there at 3:00?
+LINE: There was no one in the captain's office.
 
 # Source: ST §Someone Called While You Were Out
-
-# Source: ST §Someone Called While You Were Out
-$SELECT Same Meaning
+$SELECT Same Meaning with Pronouns
 ID: l2-s14
-INTRO: Check your understanding: tap the choice that means the same as the underlined word or sentence.
-INSTRUCTION: Tap the sentence that has the same meaning as the underlined word or sentence.
+INTRO: Check that the meanings are solid: tap the phrase or sentence that means the same as the underlined part.
+INSTRUCTION: Tap the answer with the same meaning.
 
 TEMPLATE: *No one* saw the accident.
 OPTION: a | A person
@@ -1121,50 +1224,11 @@ OPTION: a | Someone was asleep.
 OPTION: b | Everyone was asleep.
 ANSWER: b
 
-# Source: ST §Does Anyone Here Speak English?
-
-# Source: ST §Does Anyone Here Speak English?
-$DIALOGUE Does Anyone Here Speak English?
-ID: l2-s16
-INTRO: Three short sentences, three pictures. Repeat each one — the notes show you a second pronoun that works just as well.
-INSTRUCTION: Repeat the sentences.
-REPEAT
-
-LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg}
-NOTES: You could also say "nobody": There was nobody in Colonel Mitchell's office.
-
-LINE: Does anybody here speak English? {st-page_060_002.jpg}
-NOTES: "Anyone" works too: Does anyone here speak English?
-
-LINE: Will somebody please open the door? {st-page_060_003.jpg}
-NOTES: Or: Will someone please open the door?
-
-# Source: ST §No One Failed the Test
-
-# Source: ST §No One Failed the Test
-$DIALOGUE No One Failed the Test
-ID: l2-s17
-INTRO: Read through these example sentences and notice which pronoun each one uses — and why.
-INSTRUCTION: Read the sentences.
-
-LINE: Did anyone fail the test?
-LINE: Nobody failed the exam.
-LINE: Can somebody help me?
-LINE: No one went to Jean's party.
-LINE: Nobody wants to work for Mr. Grouch.
-LINE: Anybody can learn to drive.
-LINE: Would anyone like to have dessert?
-LINE: I don't think anyone arrived on time today.
-LINE: Will someone be there at 3:00?
-LINE: There was no one in the captain's office.
-
-# Source: ST §Jim Didn't See Anybody in the Classroom
-
 # Source: ST §Jim Didn't See Anybody in the Classroom
 $SELECT Choose the Pronoun
 ID: l2-s19
-INTRO: Tap the pronoun that fits each sentence. Statement or question, affirmative or negative — that's the whole trick.
-INSTRUCTION: Tap the correct word to complete the sentence.
+INTRO: Now pick the pronoun that fits each sentence. Remember: "any-" likes questions and negatives.
+INSTRUCTION: Tap the correct word.
 
 TEMPLATE: When I called the library, ______ answered the phone.
 OPTION: a | anybody
@@ -1206,46 +1270,86 @@ OPTION: a | nobody
 OPTION: b | anyone
 ANSWER: b
 
-# Source: LLA 2B Figure 7
+# Source: LLA 2B Figure 6 (conversation cloze)
+$PRODUCE Complete the Conversation
+ID: 2b-f6-b
+INTRO: Poor Becky never gets any mail. Listen to her conversation with Ellen, type the missing pronoun in each line, then repeat the sentence.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+REPEAT
+
+TEMPLATE: Ellen: Do you want to read this letter from Nancy?
+TEMPLATE: Becky: Yes, thank you. ____ writes to me.
+PROMPT: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
+RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
+ACCEPT: No one
+
+TEMPLATE: Ellen: Do you write to ____?
+PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
+RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
+ACCEPT: anybody
+
+TEMPLATE: Becky: No, I don't mail anything to ____.
+PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
+RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
+ACCEPT: anyone
+
+TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
+PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
+RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
+ACCEPT: Nobody
+
+TEMPLATE: Becky: Do you think I should write to ____?
+PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
+RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
+ACCEPT: someone
+
+TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
+PROMPT: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
+RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
+ACCEPT: somebody
+
+TEMPLATE: Becky: And I'll have more than just bills in my mailbox.
+PROMPT: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
+RESPONSE: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
 
 # Source: LLA 2B Figure 7
-$PRODUCE Change to a Question
-ID: 11-2b-f7
-INTRO: Now produce the pattern yourself. Listen to the sentence and the cue word after it. Change the sentence to a question using the cue word, then repeat the correct answer.
-INSTRUCTION: Speak the question.
+$PRODUCE Change to a Question with Pronouns
+ID: 2b-f7
+INTRO: Drill time: hear a statement and a cue word, then turn the statement into a question using the cue. Say it, then repeat the model.
+INSTRUCTION: Speak the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-PROMPT: Nobody's "here". anyone. {bk11-l2b-f7-ex-q.mp3}
+PROMPT: Nobody's here. Anyone. {bk11-l2b-f7-ex-q.mp3}
 RESPONSE: Is anyone here? {bk11-l2b-f7-ex-a.mp3}
 
-PROMPT: "No one can hear us." Anybody. {bk11-l2b-f7-01-q.mp3}
+PROMPT: No one can hear us. Anybody. {bk11-l2b-f7-01-q.mp3}
 RESPONSE: Can anybody hear us? {bk11-l2b-f7-01-a.mp3}
 
-PROMPT: "Nobody saw the accident." Someone. {bk11-l2b-f7-02-q.mp3}
+PROMPT: Nobody saw the accident. Someone. {bk11-l2b-f7-02-q.mp3}
 RESPONSE: Did someone see the accident? {bk11-l2b-f7-02-a.mp3}
 
-PROMPT: "Someone knows the answer." Somebody. {bk11-l2b-f7-03-q.mp3}
+PROMPT: Someone knows the answer. Somebody. {bk11-l2b-f7-03-q.mp3}
 RESPONSE: Does somebody know the answer? {bk11-l2b-f7-03-a.mp3}
 
-PROMPT: "Somebody called you last night." Anybody. {bk11-l2b-f7-04-q.mp3}
+PROMPT: Somebody called you last night. Anybody. {bk11-l2b-f7-04-q.mp3}
 RESPONSE: Did anybody call you last night? {bk11-l2b-f7-04-a.mp3}
 
-PROMPT: "Nobody told Mark about the test." Somebody. {bk11-l2b-f7-05-q.mp3}
+PROMPT: Nobody told Mark about the test. Somebody. {bk11-l2b-f7-05-q.mp3}
 RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-05-a.mp3}
 
-PROMPT: "No one knows Anne's telephone number." Anyone. {bk11-l2b-f7-06-q.mp3}
+PROMPT: No one knows Anne's telephone number. Anyone. {bk11-l2b-f7-06-q.mp3}
 RESPONSE: Does anyone know Anne's telephone number? {bk11-l2b-f7-06-a.mp3}
 
 # Source: LLA 2B Figure 8
-
-# Source: LLA 2B Figure 8
-$PRODUCE Answer with the Cue
-ID: 11-2b-f8
-INTRO: Same words, other direction: listen to the question and the cue words, answer the question using the cue, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+$PRODUCE Answer with a Pronoun
+ID: 2b-f8
+INTRO: Now answer the questions. The cue words after each question tell you whether the answer is yes or no, and which pronoun to use. Then repeat the model.
+INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -1272,88 +1376,96 @@ RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-05-a.mp3}
 PROMPT: Is anybody listening to this tape? Yes, someone. {bk11-l2b-f8-06-q.mp3}
 RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-06-a.mp3}
 
-# Source: ST §Will Someone Meet Me at the Airport? (kept as a second, printed-cue pass after the cassette drills)
-
-# Source: ST §Will Someone Meet Me at the Airport? (kept as a second, printed-cue pass after the cassette drills)
+# Source: ST §Will Someone Meet Me at the Airport?
 $PRODUCE Will Someone Meet Me at the Airport?
 ID: l2-s18
-INTRO: One more round of questions and answers, this time with the cues printed. Answer each question aloud using the word in parentheses and the right indefinite pronoun.
-INSTRUCTION: Answer the questions aloud. Use the word in ( ) and anyone, anybody, someone, somebody, no one, or nobody.
+INTRO: One more round, without the tape holding your hand. Read the question and the cue, then answer aloud using the right pronoun.
+INSTRUCTION: Answer aloud using the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Will someone meet me at the airport? (yes)
+TEMPLATE: (yes)
+PROMPT: Will someone meet me at the airport?
 RESPONSE: Yes, someone will meet you there.
 
 EXAMPLE
-PROMPT: Has anyone told Mark about the test tomorrow? (no)
+TEMPLATE: (no)
+PROMPT: Has anyone told Mark about the test tomorrow?
 RESPONSE: No, no one's told him about it.
 
-PROMPT: Was anyone hurt in the accident? (no)
+TEMPLATE: (no)
+PROMPT: Was anyone hurt in the accident?
 RESPONSE: No, no one was hurt in the accident.
 
-PROMPT: Did someone call the police? (yes)
+TEMPLATE: (yes)
+PROMPT: Did someone call the police?
 RESPONSE: Yes, someone called the police.
 
-PROMPT: Are you looking for somebody? (no)
+TEMPLATE: (no)
+PROMPT: Are you looking for somebody?
 RESPONSE: No, I'm not looking for anybody.
 
-PROMPT: Did anybody call while I was out? (yes)
+TEMPLATE: (yes)
+PROMPT: Did anybody call while I was out?
 RESPONSE: Yes, somebody called while you were out.
 
-PROMPT: Could anyone answer the question? (no)
+TEMPLATE: (no)
+PROMPT: Could anyone answer the question?
 RESPONSE: No, nobody could answer the question.
 
-PROMPT: Will someone be in the office on Saturday? (yes)
+TEMPLATE: (yes)
+PROMPT: Will someone be in the office on Saturday?
 RESPONSE: Yes, someone will be in the office on Saturday.
 
-PROMPT: Does anybody have change for a hundred-dollar bill? (no)
+TEMPLATE: (no)
+PROMPT: Does anybody have change for a hundred-dollar bill?
 RESPONSE: No, nobody has change for a hundred-dollar bill.
 
-PROMPT: Would anyone like to go to the commissary with me? (no)
+TEMPLATE: (no)
+PROMPT: Would anyone like to go to the commissary with me?
 RESPONSE: No, no one would like to go.
 
-PROMPT: Does anybody know Janet's new telephone number? (yes)
+TEMPLATE: (yes)
+PROMPT: Does anybody know Janet's new telephone number?
 RESPONSE: Yes, somebody knows Janet's new telephone number.
 
-PROMPT: Does anyone have an extra ticket to the soccer game? (yes)
+TEMPLATE: (yes)
+PROMPT: Does anyone have an extra ticket to the soccer game?
 RESPONSE: Yes, someone has an extra ticket.
 
-# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC... WHAT'S THE MAIN IDEA?" — instructor-read oral texts with no printed stimulus; convertible later with chosen items + TTS.
+# SKIPPED (book): LLA 2B Figure 9 (punctuation grid) — grid/coordinate placement task,
+# no spatial interaction in our format. Also ST Listening Skill "PUT THE PUNCTUATION
+# MARK IN THE BOX" — same family, instructor-read with no printed stimuli.
 
-$LESSON 2-5: Become and Get
+$SESSION 2-5: Get and Become
 
 # Source: LLA 2C Figure 1
-
-# Source: LLA 2C Figure 1
-$DIALOGUE Getting Better, Becoming Worse
-ID: 2c-f1
-INTRO: In this part you'll learn two verbs for change: "become" and "get". Listen to these short dialogues and notice how each verb shows something changing. Just listen.
+$DIALOGUE Get and Become in Conversation
+ID: 11-l2c-f1
+INTRO: This part is about talking about change with the verbs "get" and "become" — getting nervous, becoming a doctor. Listen to the short dialogues and notice both verbs. No repeating yet.
 INSTRUCTION: Listen to the dialogues.
 
-Kathy: Does Jane get nervous now when she drives? {bk11-l2c-f1-01.mp3}
-Kevin: Yes. She became a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3}
+Kathy: Does Jane *get* nervous now when she drives? {bk11-l2c-f1-01.mp3}
+Kevin: Yes. She *became* a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3}
 
-Sally: Is the weather getting worse? {bk11-l2c-f1-03.mp3}
-Steve: Yes. The ice on the streets is becoming an awful problem. {bk11-l2c-f1-04.mp3}
+Sally: Is the weather *getting* worse? {bk11-l2c-f1-03.mp3}
+Steve: Yes. The ice on the streets is *becoming* an awful problem. {bk11-l2c-f1-04.mp3}
 
-Maria: Do you think Bill will ever become a happy person? {bk11-l2c-f1-05.mp3}
-David: I don't know. He still gets angry about nothing. {bk11-l2c-f1-06.mp3}
+Maria: Do you think Bill will ever *become* a happy person? {bk11-l2c-f1-05.mp3}
+David: I don't know. He still *gets* angry about nothing. {bk11-l2c-f1-06.mp3}
 
-Janet: Are you becoming a better math student? {bk11-l2c-f1-07.mp3}
-Jason: Yes. The problems are getting easier every day. {bk11-l2c-f1-08.mp3}
+Janet: Are you *becoming* a better math student? {bk11-l2c-f1-07.mp3}
+Jason: Yes. The problems are *getting* easier every day. {bk11-l2c-f1-08.mp3}
 
-Alice: Do your sisters want to become nurses? {bk11-l2c-f1-09.mp3}
-Larry: No. They want to become doctors. {bk11-l2c-f1-10.mp3}
+Alice: Do your sisters want to *become* nurses? {bk11-l2c-f1-09.mp3}
+Larry: No. They want to *become* doctors. {bk11-l2c-f1-10.mp3}
 
-# Source: ST §Become and Get (grammar)
-
-# Source: ST §Become and Get (grammar)
+# Source: ST §Become and Get (grammar box)
 $GRAMMAR Become and Get
 ID: l2-s20
-INTRO: Here's the pattern: both verbs link a subject to its new state or condition.
+INTRO: Here's the pattern in one small table — both verbs link a subject to what it's turning into.
 
 **Become** and **get** are used as linking verbs to show a change in state or condition.
 
@@ -1362,12 +1474,10 @@ INTRO: Here's the pattern: both verbs link a subject to its new state or conditi
 | Most captains | **become** | majors. (noun) |
 | The homework | **became** / **got** | confusing. (adjective) |
 
-# Source: LLA 2C Figure 2
-
-# Source: LLA 2C Figure 2
-$DIALOGUE The Verb Get
-ID: 2c-f2a
-INTRO: Listen to the different forms of the verb "get" and an example sentence. Repeat the word, then repeat the sentence.
+# Source: LLA 2C Figure 2 (get — forms)
+$DIALOGUE Forms of Get
+ID: 11-l2c-f2
+INTRO: Listen to the forms of "get" — the poor instructor gets nervous in every tense. Repeat the word and the sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1377,107 +1487,99 @@ LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3}
 LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
 LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}
 
-# Source: LLA 2C Figure 2
-
-# Source: LLA 2C Figure 2
+# Source: LLA 2C Figure 2 (get — substitution drill)
 $PRODUCE Change the Sentence with Get
-ID: 2c-f2b
-INTRO: Now drill "get". Listen to the sentence and the cue word, change the sentence using the new word, then repeat the correct answer.
-INSTRUCTION: Speak the new sentence.
+ID: 11-l2c-f2-b
+INTRO: Substitution drill with "get": the sentence on screen is your starting point. Hear the cue, swap it in, say the new sentence, then repeat the model.
+INSTRUCTION: Change the sentence using the cue word.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: Mary
-PROMPT: Jim gets tired easily. Mary. {bk11-l2c-f2-ex-q.mp3}
-RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex-a.mp3}
+TEMPLATE: Jim gets tired easily.
+PROMPT: Mary. {bk11-l2c-f2-ex1-q.mp3}
+RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3}
 
-TEMPLATE: sick
-PROMPT: Mary gets tired easily. Sick. {bk11-l2c-f2-01-q.mp3}
-RESPONSE: Mary gets sick easily. {bk11-l2c-f2-01-a.mp3}
+TEMPLATE: Mary gets tired easily.
+PROMPT: Sick. {bk11-l2c-f2-06-q.mp3}
+RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3}
 
-TEMPLATE: well
-PROMPT: Well. {bk11-l2c-f2-02-q.mp3}
-RESPONSE: Mary gets well easily. {bk11-l2c-f2-02-a.mp3}
+TEMPLATE: Mary gets sick easily.
+PROMPT: Well. {bk11-l2c-f2-07-q.mp3}
+RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3}
 
-TEMPLATE: quickly
-PROMPT: Quickly. {bk11-l2c-f2-03-q.mp3}
-RESPONSE: Mary gets well quickly. {bk11-l2c-f2-03-a.mp3}
+TEMPLATE: Mary gets well easily.
+PROMPT: Quickly. {bk11-l2c-f2-08-q.mp3}
+RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3}
 
-TEMPLATE: the children
-PROMPT: The children. {bk11-l2c-f2-04-q.mp3}
-RESPONSE: The children get well quickly. {bk11-l2c-f2-04-a.mp3}
+TEMPLATE: Mary gets well quickly.
+PROMPT: The children. {bk11-l2c-f2-09-q.mp3}
+RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3}
 
-TEMPLATE: bored
-PROMPT: Bored. {bk11-l2c-f2-05-q.mp3}
-RESPONSE: The children get bored quickly. {bk11-l2c-f2-05-a.mp3}
+TEMPLATE: The children get well quickly.
+PROMPT: Bored. {bk11-l2c-f2-10-q.mp3}
+RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3}
 
-TEMPLATE: excited
-PROMPT: Excited. {bk11-l2c-f2-06-q.mp3}
-RESPONSE: The children get excited quickly. {bk11-l2c-f2-06-a.mp3}
+TEMPLATE: The children get bored quickly.
+PROMPT: Excited. {bk11-l2c-f2-11-q.mp3}
+RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3}
 
-# Source: LLA 2C Figure 2
-
-# Source: LLA 2C Figure 2
-$DIALOGUE The Verb Become
-ID: 2c-f2c
-INTRO: Listen to the different forms of the verb "become" and an example sentence. Repeat the word, then repeat the sentence.
+# Source: LLA 2C Figure 2 (become — forms)
+$DIALOGUE Forms of Become
+ID: 11-l2c-f2-c
+INTRO: Now the forms of "become". Repeat the word and the sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Become. Our students become good pilots. {bk11-l2c-f2-07.mp3}
-LINE: Became. Our students became good pilots. {bk11-l2c-f2-08.mp3}
-LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-09.mp3}
-LINE: Are becoming. Our students are becoming good pilots. {bk11-l2c-f2-10.mp3}
+LINE: Become. Our students become good pilots. {bk11-l2c-f2-12.mp3}
+LINE: Became. Our students became good pilots. {bk11-l2c-f2-13.mp3}
+LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-14.mp3}
+LINE: Are becoming. Our students are becoming good pilots. {bk11-l2c-f2-15.mp3}
 
-# Source: LLA 2C Figure 2
-
-# Source: LLA 2C Figure 2
+# Source: LLA 2C Figure 2 (become — substitution drill)
 $PRODUCE Change the Sentence with Become
-ID: 2c-f2d
-INTRO: Same drill, now with "become". Listen to the sentence and the cue word, change the sentence using the new word, then repeat the correct answer.
-INSTRUCTION: Speak the new sentence.
+ID: 11-l2c-f2-d
+INTRO: Same drill, now with "become". Hear the cue, change the sentence on screen, say it, then repeat the model.
+INSTRUCTION: Change the sentence using the cue word.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: teacher
-PROMPT: Jane became a good saleswoman. Teacher. {bk11-l2c-f2-ex2-q.mp3}
+TEMPLATE: Jane became a good saleswoman.
+PROMPT: Teacher. {bk11-l2c-f2-ex2-q.mp3}
 RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}
 
-TEMPLATE: is becoming
-PROMPT: Jane became a good teacher. Is becoming. {bk11-l2c-f2-11-q.mp3}
-RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-11-a.mp3}
+TEMPLATE: Jane became a good teacher.
+PROMPT: Is becoming. {bk11-l2c-f2-16-q.mp3}
+RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3}
 
-TEMPLATE: Michael
-PROMPT: Michael. {bk11-l2c-f2-12-q.mp3}
-RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-12-a.mp3}
+TEMPLATE: Jane is becoming a good teacher.
+PROMPT: Michael. {bk11-l2c-f2-17-q.mp3}
+RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3}
 
-TEMPLATE: better
-PROMPT: Better. {bk11-l2c-f2-13-q.mp3}
-RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-13-a.mp3}
+TEMPLATE: Michael is becoming a good teacher.
+PROMPT: Better. {bk11-l2c-f2-18-q.mp3}
+RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3}
 
-TEMPLATE: writer
-PROMPT: Writer. {bk11-l2c-f2-14-q.mp3}
-RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-14-a.mp3}
+TEMPLATE: Michael is becoming a better teacher.
+PROMPT: Writer. {bk11-l2c-f2-19-q.mp3}
+RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3}
 
-TEMPLATE: the students
-PROMPT: The students. {bk11-l2c-f2-15-q.mp3}
-RESPONSE: The students are becoming better writers. {bk11-l2c-f2-15-a.mp3}
+TEMPLATE: Michael is becoming a better writer.
+PROMPT: The students. {bk11-l2c-f2-20-q.mp3}
+RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3}
 
-TEMPLATE: will become
-PROMPT: Will become. {bk11-l2c-f2-16-q.mp3}
-RESPONSE: The students will become better writers. {bk11-l2c-f2-16-a.mp3}
+TEMPLATE: The students are becoming better writers.
+PROMPT: Will become. {bk11-l2c-f2-21-q.mp3}
+RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3}
 
 # Source: LLA 2C Figure 3
-
-# Source: LLA 2C Figure 3
-$PRODUCE Change the Adjective
-ID: 2c-f3
-INTRO: Listen to the sentence and the opposite word. Change the sentence using the new word, then repeat the correct answer.
-INSTRUCTION: Speak the new sentence.
+$PRODUCE Getting Better, Getting Worse
+ID: 11-l2c-f3
+INTRO: Opposites drill: the sentence tells you what ISN'T happening; the cue word tells you what is. Say the corrected sentence, then repeat the model.
+INSTRUCTION: Change the sentence using the cue word.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -1505,12 +1607,10 @@ PROMPT: The boys won't become *weak* men. Strong. {bk11-l2c-f3-06-q.mp3}
 RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}
 
 # Source: LLA 2C Figure 4
-
-# Source: LLA 2C Figure 4
-$PRODUCE Ask About the Change
-ID: 2c-f4
-INTRO: Last drill in this set: listen to the sentence and the cue word, change the sentence into a question using the new word, then repeat the correct question.
-INSTRUCTION: Ask a question with the new word.
+$PRODUCE Questions with Get and Become
+ID: 11-l2c-f4
+INTRO: Now turn statements into questions. Hear the sentence and the cue word, swap the cue in, and ask the question — then repeat the model.
+INSTRUCTION: Change the sentence to a question.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -1526,27 +1626,25 @@ RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}
 PROMPT: His *father* became an important person. Uncle. {bk11-l2c-f4-01-q.mp3}
 RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}
 
-PROMPT: The *coffee* is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
+PROMPT: The coffee is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
 RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}
 
-PROMPT: *My apartment* gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
+PROMPT: My apartment gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
 RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}
 
-PROMPT: *Kathryn* is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
+PROMPT: Kathryn is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
 RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}
 
-PROMPT: The *books* will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
+PROMPT: The books will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
 RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}
 
-PROMPT: The *children* are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
+PROMPT: The children are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
 RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}
 
 # Source: ST §Some Students Get Nervous Before a Test
-
-# Source: ST §Some Students Get Nervous Before a Test
-$DIALOGUE Some Students Get Nervous Before a Test
+$DIALOGUE Everyday Changes
 ID: l2-s21
-INTRO: Read these example sentences — every one shows somebody or something changing.
+INTRO: Read eight everyday sentences with "get" and "become" — from dirty clothes to angry majors.
 INSTRUCTION: Read the sentences.
 
 LINE: Do you get nervous before a test?
@@ -1559,11 +1657,9 @@ LINE: Bob's clothes get dirty when he works on his car.
 LINE: The major becomes very angry when someone lies to him.
 
 # Source: ST §Ralph Gets Tired After a Long Game
-
-# Source: ST §Ralph Gets Tired After a Long Game
-$DIALOGUE Ralph Gets Tired After a Long Game
+$DIALOGUE Ralph Gets Tired
 ID: l2-s22
-INTRO: Ralph plays basketball; James works out. Both of them are trying to become something better. Read their conversation.
+INTRO: Ralph plays too much basketball; James lifts weights for his health. Read their conversation — it's wall-to-wall "get" and "become".
 INSTRUCTION: Read the dialog.
 
 James: Hi, Ralph. You sure look tired. {st-page_065_001.jpg}
@@ -1579,374 +1675,70 @@ Ralph: I heard that you got really sick last month.
 James: I did, but I'm getting well again fast.
 
 # Source: ST §Harold Got Sick At School
-
-# Source: ST §Harold Got Sick At School
-$PRODUCE Harold Got Sick at Work
+$PRODUCE Ask and Answer About Changes
 ID: l2-s23
-INTRO: Now build both halves yourself: for each sentence, ask a question with the first word in parentheses, then answer it with the second cue. Say the whole exchange aloud.
-INSTRUCTION: Ask and answer questions about the sentences using the words in parentheses.
+INTRO: The last "get and become" workout: read the sentence, then use the cues in parentheses to ask a question about it AND answer it — both parts aloud.
+INSTRUCTION: Ask and answer using the cues in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Harold got sick at work today. (tired) (no)
+TEMPLATE: (tired) (no)
+PROMPT: Harold got sick at work today.
 RESPONSE: Did Harold get tired at work today? No, he got sick.
 
 EXAMPLE
-PROMPT: Jan gets upset when she fails a test. (upset) (yes, very)
+TEMPLATE: (upset) (yes, very)
+PROMPT: Jan gets upset when she fails a test.
 RESPONSE: Does Jan get upset when she fails a test? Yes, she gets very upset.
 
-PROMPT: Jim gets nervous when he drives downtown. (nervous) (yes, very)
+TEMPLATE: (nervous) (yes, very)
+PROMPT: Jim gets nervous when he drives downtown.
 RESPONSE: Does Jim get nervous when he drives downtown? Yes, he gets very nervous.
 
-PROMPT: This restaurant becomes crowded at noon. (in the evening) (no)
+TEMPLATE: (in the evening) (no)
+PROMPT: This restaurant becomes crowded at noon.
 RESPONSE: Does this restaurant become crowded in the evening? No, it becomes crowded at noon.
 
-PROMPT: Don got lost because he forgot the map. (address) (no)
+TEMPLATE: (address) (no)
+PROMPT: Don got lost because he forgot the map.
 RESPONSE: Did Don get lost because he forgot the address? No, he got lost because he forgot the map.
 
-PROMPT: The movie gets more interesting. (interesting) (yes, near the end)
+TEMPLATE: (interesting) (yes, near the end)
+PROMPT: The movie gets more interesting.
 RESPONSE: Does the movie get interesting? Yes, it gets more interesting near the end.
 
-PROMPT: Lt Keith will become a captain on Monday. (Friday) (no)
+TEMPLATE: (Friday) (no)
+PROMPT: Lt Keith will become a captain on Monday.
 RESPONSE: Will Lt Keith become a captain on Friday? No, he will become a captain on Monday.
 
-PROMPT: I think this job will get easier. (more difficult) (no)
+TEMPLATE: (more difficult) (no)
+PROMPT: I think this job will get easier.
 RESPONSE: Do you think this job will get more difficult? No, I think it will get easier.
 
-PROMPT: Mark became a cautious driver after his accident. (cautious) (yes, very)
+TEMPLATE: (cautious) (yes, very)
+PROMPT: Mark became a cautious driver after his accident.
 RESPONSE: Did Mark become a cautious driver after his accident? Yes, he became very cautious.
 
-PROMPT: The weather here gets more pleasant in the fall. (summer) (no)
+TEMPLATE: (summer) (no)
+PROMPT: The weather here gets more pleasant in the fall.
 RESPONSE: Does the weather get more pleasant in the summer? No, it gets more pleasant in the fall.
 
-PROMPT: Ken became upset when the waitress spilled the coffee. (water) (no)
+TEMPLATE: (water) (no)
+PROMPT: Ken became upset when the waitress spilled the coffee.
 RESPONSE: Did Ken become upset when the waitress spilled the water? No, he became upset when she spilled the coffee.
 
-PROMPT: Patrick got angry when he saw the ticket on his car. (angry) (yes, very)
+TEMPLATE: (angry) (yes, very)
+PROMPT: Patrick got angry when he saw the ticket on his car.
 RESPONSE: Did Patrick get angry when he saw the ticket on his car? Yes, he got very angry.
 
-$LESSON 2-6: Safe Driving
-
-# Source: ST §Driving School
-
-# Source: ST §Driving School
-$DIALOGUE Driving School
-ID: l2-s24
-INTRO: In this part you'll put the whole lesson together: rules of the road and what happens when you break them. Meet Max, who is spending his Saturday in a classroom — read his story to find out why.
-INSTRUCTION: Read the paragraphs.
-
-Narrator: Why is Max in a classroom on Saturday morning? {st-page_068_001.jpg}
-LINE: Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg}
-LINE: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
-LINE: He pulled over, lowered his window, and asked "What's the matter, officer?"
-LINE: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
-LINE: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
-LINE: Max chose to go to the driving school because it cost less than the fine. Now he's listening to the instructor's advice.
-
-# SKIPPED (book): ST "answer the instructor's questions" about the Driving School story — no questions printed; teacher-led discussion.
-
-# Source: LLA 2C Figure 5
-
-# SKIPPED (book): ST "answer the instructor's questions" about the Driving School story — no questions printed; teacher-led discussion.
-
-# Source: LLA 2C Figure 5
-$DIALOGUE Questions About the Rules
-ID: 2c-f5a
-INTRO: Three short conversations about the rules of the road — broken turn signals, flashing lights, and school buses. Just listen.
-INSTRUCTION: Listen to the dialogues.
-
-Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3}
-Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3}
-
-Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3}
-Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3}
-Tom: What should I do? {bk11-l2c-f5-05.mp3}
-Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3}
-
-Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3}
-Frank: You should stop too when its lights are flashing. {bk11-l2c-f5-08.mp3}
-Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3}
-Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3}
-Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3}
-Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3}
-
-# Source: LLA 2C Figure 5
-
-# Source: LLA 2C Figure 5
-$PRODUCE Repeat the Questions
-ID: 2c-f5b
-INTRO: Now be the one asking. Listen to the first part of the dialogue, and repeat the question that follows it.
-INSTRUCTION: Repeat the question.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: My turn signals don't work. {bk11-l2c-f5-13-q.mp3}
-RESPONSE: What should I do? {bk11-l2c-f5-13-a.mp3}
-
-PROMPT: Lower the window and signal with your left arm. {bk11-l2c-f5-14-q.mp3}
-RESPONSE: Why do drivers behind me flash their lights? {bk11-l2c-f5-14-a.mp3}
-
-PROMPT: That's a signal. They want to pass you. {bk11-l2c-f5-15-q.mp3}
-RESPONSE: What should I do? {bk11-l2c-f5-15-a.mp3}
-
-PROMPT: Move to the right lane when you can. {bk11-l2c-f5-16-q.mp3}
-RESPONSE: What should I do when a school bus stops? {bk11-l2c-f5-16-a.mp3}
-
-PROMPT: You should stop too when its lights are flashing. {bk11-l2c-f5-17-q.mp3}
-RESPONSE: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-17-a.mp3}
-
-PROMPT: Yes, and don't move until the bus moves. {bk11-l2c-f5-18-q.mp3}
-RESPONSE: Why do I have to stop? {bk11-l2c-f5-18-a.mp3}
-
-# Source: LLA 2C Figure 5
-
-# Source: LLA 2C Figure 5
-$PRODUCE Repeat the Answers
-ID: 2c-f5c
-INTRO: This time, listen to the question and repeat the answer that follows it.
-INSTRUCTION: Repeat the answer.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: My turn signals don't work. What should I do? {bk11-l2c-f5-19-q.mp3}
-RESPONSE: Lower the window and signal with your left arm. {bk11-l2c-f5-19-a.mp3}
-
-PROMPT: Why do drivers behind me flash their lights? {bk11-l2c-f5-20-q.mp3}
-RESPONSE: That's a signal. They want to pass you. {bk11-l2c-f5-20-a.mp3}
-
-PROMPT: What should I do? {bk11-l2c-f5-21-q.mp3}
-RESPONSE: Move to the right lane when you can. {bk11-l2c-f5-21-a.mp3}
-
-PROMPT: What should I do when a school bus stops? {bk11-l2c-f5-22-q.mp3}
-RESPONSE: You should stop too when its lights are flashing. {bk11-l2c-f5-22-a.mp3}
-
-PROMPT: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-23-q.mp3}
-RESPONSE: Yes, and don't move until the bus moves. {bk11-l2c-f5-23-a.mp3}
-
-PROMPT: Why do I have to stop? {bk11-l2c-f5-24-q.mp3}
-RESPONSE: Because children might be crossing the street. {bk11-l2c-f5-24-a.mp3}
-
-# Source: LLA 2C Figure 6
-
-# Source: LLA 2C Figure 6
-$DIALOGUE Driving on Ice
-ID: 2c-f6a
-INTRO: One special situation: ice on the road, where cars stop obeying their drivers. Listen to the paragraph. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
-LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3}
-LINE: Change lanes and turn corners carefully. {bk11-l2c-f6-03.mp3}
-LINE: Also, change your speed slowly. {bk11-l2c-f6-04.mp3}
-LINE: When you try to speed up or step on the brakes quickly, the tires may not stick to the ice. {bk11-l2c-f6-05.mp3}
-LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
-LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
-LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}
-
-# Source: LLA 2C Figure 6
-
-# Source: LLA 2C Figure 6
-$PRODUCE Questions About Driving on Ice
-ID: 2c-f6b
-REFERENCE
-INTRO: Now answer questions about driving on ice. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
-RESPONSE: You should drive cautiously when there's ice on the streets. {bk11-l2c-f6-09-a.mp3}
-
-PROMPT: Should you drive fast then? {bk11-l2c-f6-10-q.mp3}
-RESPONSE: No, you shouldn't drive fast then. {bk11-l2c-f6-10-a.mp3}
-
-PROMPT: Should you change lanes and turn corners carefully? {bk11-l2c-f6-11-q.mp3}
-RESPONSE: Yes, you should change lanes and turn corners carefully. {bk11-l2c-f6-11-a.mp3}
-
-PROMPT: What can happen when you try to change your speed quickly? {bk11-l2c-f6-12-q.mp3}
-RESPONSE: When you try to change your speed quickly, the tires may not stick to the ice. {bk11-l2c-f6-12-a.mp3}
-
-PROMPT: Will you be able to stop? {bk11-l2c-f6-13-q.mp3}
-RESPONSE: No, you won't be able to stop. {bk11-l2c-f6-13-a.mp3}
-
-PROMPT: Should you stay home when there's ice on the roads? {bk11-l2c-f6-14-q.mp3}
-RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3}
-
-PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
-RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}
-
-# Source: ST §Be a Cautious Driver
-
-# Source: ST §Be a Cautious Driver
-$DIALOGUE Be a Cautious Driver
-ID: l2-s25
-INTRO: Here are the twelve rules Max is learning at driving school. Repeat each one — cheaper than learning them his way.
-INSTRUCTION: Repeat the sentences.
-REPEAT
-
-LINE: Obey all traffic signs.
-LINE: Slow down when the weather is bad.
-LINE: Look both ways before you cross an intersection.
-LINE: Keep your car in good shape.
-LINE: Keep your mind on your driving and your eyes on the road.
-LINE: Keep both hands on the steering wheel.
-LINE: Always signal when you change lanes.
-LINE: Don't drive when you're tired, upset, or sick.
-LINE: Always yield to pedestrians.
-LINE: Never pass a car on the right.
-LINE: Don't pass a car on a hill or a curve.
-LINE: Don't park on a highway; pull over to the side of the road.
-
-# Source: ST §Traffic Signs
-
-# Source: ST §Traffic Signs
-$DIALOGUE More Traffic Signs
-ID: l2-s26
-INTRO: Ten more signs and what they ask of you. Look at each picture and read its meaning.
-INSTRUCTION: Read the signs and their meanings.
-
-LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
-LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
-LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
-LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
-LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
-LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
-LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
-LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. You should not drive faster than the speed limit. {st-page_071_004.jpg}
-LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
-LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
-
-# Source: ST §Stop and Look Both Ways!
-
-# Source: ST §Stop and Look Both Ways!
-$DIALOGUE Stop and Look Both Ways!
-ID: l2-s27
-INTRO: Back in Max's classroom, the instructor is quizzing the students on the rules. Read the questions and answers — you'll answer the same kinds of questions next.
-INSTRUCTION: Read the questions and answers.
-
-Instructor: What should you do when a red light is flashing?
-StudentA: Stop, look both ways, and drive cautiously.
-
-Instructor: What should you do when a yellow light is flashing?
-StudentB: Slow down and drive with caution.
-
-Instructor: What does a yield sign mean?
-StudentA: Wait for the other car to go first.
-
-Instructor: What should you do when you see a stop sign?
-StudentB: Stop, look both ways, and drive with caution.
-
-Instructor: When should you pull over?
-StudentA: When the lights on an emergency vehicle are flashing.
-
-Instructor: What should you do when a school bus stops?
-StudentB: Don't pass it. Stop and wait while the red lights on the bus are flashing.
-
-Instructor: What does an all-way stop sign mean?
-StudentA: All traffic must stop at the intersection.
-
-Instructor: What do you do at a railroad crossing?
-StudentB: Slow down, look both ways, and drive with caution.
-
-Instructor: Tell me when it's not safe to pass another car.
-StudentA: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane.
-
-Instructor: Do you know what an all-way stop sign means?
-StudentB: Yes, all cars must stop at that intersection.
-
-# Source: ST §What Does the Sign Mean?
-
-# Source: ST §What Does the Sign Mean?
-$PRODUCE What Does the Sign Mean?
-ID: l2-s28
-REFERENCE: l2-s26
-INTRO: Your turn in the hot seat. For each picture, say what the sign is and what it means — or what a driver should do. You can look back at the sign chart if you need to.
-INSTRUCTION: Ask and answer questions about the signs.
-INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept any natural question-and-answer or answer-only response that identifies the same sign and gives its meaning or the correct driver action.
-
-EXAMPLE
-PROMPT: {st-page_073_001.jpg}
-RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
-
-PROMPT: {st-page_073_002.jpg}
-RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
-
-PROMPT: {st-page_073_003.jpg}
-RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
-
-PROMPT: {st-page_074_001.jpg}
-RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
-
-PROMPT: {st-page_074_002.jpg}
-RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
-
-PROMPT: {st-page_074_003.jpg}
-RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
-
-PROMPT: {st-page_074_004.jpg}
-RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
-
-PROMPT: {st-page_074_005.jpg}
-RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
-
-PROMPT: {st-page_074_006.jpg}
-RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
-
-# Source: ST §The Way to Drive Safely
-
-# Source: ST §The Way to Drive Safely
-$SELECT The Way to Drive Safely
-ID: l2-s12
-INTRO: Last check on the rules: each sentence on the left states a safety rule. Tap the driver on the right who is actually following it.
-INSTRUCTION: Tap the sentence on the right that matches the sentence on the left.
-OPTION: a | Jan always signals when she is going to change lanes or make a turn.
-OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it.
-OPTION: c | When he drives, Steve thinks about the traffic and watches the road.
-OPTION: d | Bill always holds the steering wheel with both hands.
-OPTION: e | Sam is always cautious. He watches and follows the signs and signals.
-OPTION: f | Buses stop at all railroad crossings.
-OPTION: g | Cal always buckles up.
-OPTION: h | When he's driving where other people are walking, Robert is very cautious.
-
-TEMPLATE: Keep your eyes and your mind on the road.
-ANSWER: c
-
-TEMPLATE: Obey traffic laws.
-ANSWER: e
-
-TEMPLATE: Keep your car in good shape.
-ANSWER: b
-
-TEMPLATE: Signal when you turn or stop.
-ANSWER: a
-
-TEMPLATE: Wear seat belts.
-ANSWER: g
-
-TEMPLATE: Watch for pedestrians.
-ANSWER: h
-
-TEMPLATE: Slow down and be ready to stop at railroad crossings.
-ANSWER: f
-
-TEMPLATE: Keep your hands on the steering wheel.
-ANSWER: d
-
-$LESSON 2-7: Who, Which, and That
+$SESSION 2-6: Who, Which, and That
 
 # Source: LLA 2D Figure 2
-
-# Source: LLA 2D Figure 2
-$DIALOGUE Sentences with Who, Which, and That
-ID: 11-2d-f2
-INTRO: In this part you'll learn to describe people and things with a clause: the friend *who* reads, the book *that* John recommended. Listen to the sentences and repeat them.
+$DIALOGUE Who, Which, and That
+ID: 2d-f2
+INTRO: Last grammar point of the lesson: describing people and things with "who", "which", and "that". Listen to the sentences about John and his books, and repeat each one.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1957,13 +1749,11 @@ LINE: He has an apartment which is full of books. {bk11-l2d-f2-04.mp3}
 LINE: I know other people that collect books also. {bk11-l2d-f2-05.mp3}
 LINE: But John's the only one who reads every book in his collection. {bk11-l2d-f2-06.mp3}
 
-# Source: LLA 2D Figure 2
-
-# Source: LLA 2D Figure 2
+# Source: LLA 2D Figure 2 (questions)
 $PRODUCE Questions About John's Books
-ID: 11-2d-f2-b
+ID: 2d-f2-b
 REFERENCE
-INTRO: Answer the questions based on the sentences you just heard. Speak your answer aloud, then repeat the correct answer.
+INTRO: Answer the questions about John and his books aloud — the answers use "who", "which", and "that" too. Then repeat the model.
 INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
@@ -1987,12 +1777,10 @@ RESPONSE: Yes, he knows other people that collect them. {bk11-l2d-f2-11-a.mp3}
 PROMPT: How is John different from the other people who collect books? {bk11-l2d-f2-12-q.mp3}
 RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2-12-a.mp3}
 
-# Source: ST §Adjective Clauses (grammar)
-
-# Source: ST §Adjective Clauses (grammar)
+# Source: ST §Adjective Clauses (grammar box)
 $GRAMMAR Adjective Clauses
 ID: l2-s29
-INTRO: Here's the rule you've been hearing: who for people, which for things, that for either.
+INTRO: Here's the rule in full: "who" for people, "which" for things, and "that" for either — the flexible one.
 
 An adjective clause is group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
 
@@ -2008,11 +1796,9 @@ An adjective clause is group of words that describes a noun or pronoun. Adjectiv
 | Mr. Dial is the man | **that** | fixed it for me. |
 
 # Source: ST §Walter Is the One Who Sells Cars
-
-# Source: ST §Walter Is the One Who Sells Cars
-$DIALOGUE Walter Is the One Who Sells Cars
+$DIALOGUE The One That Has the Big Kitchen
 ID: l2-s30
-INTRO: Read these short exchanges and watch how each answer uses a clause to point at exactly the right person or thing.
+INTRO: Read five mini-dialogs where the adjective clause does all the work of pointing at the right apartment, car, or shirt.
 INSTRUCTION: Read the dialogs.
 
 StudentA: Which apartment do you like?
@@ -2030,13 +1816,11 @@ StudentB: I'm the only student who passed it.
 StudentA: Is that the shirt that has chocolate on it?
 StudentB: No, it's the shirt which has tomato juice on it.
 
-# Source: LLA 2D Figure 3
-
 # Source: LLA 2D Figure 3
 $SELECT Complete the Sentence
-ID: 11-2d-f3
-INTRO: Listen to part of a sentence and tap the phrase that best completes it. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the full ending.
-INSTRUCTION: Tap the correct phrase.
+ID: 2d-f3
+INTRO: You'll hear the start of a sentence — tap the clause that finishes it correctly. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the whole sentence.
+INSTRUCTION: Tap the correct completion.
 REPEAT
 
 EXAMPLE
@@ -2095,68 +1879,12 @@ OPTION: a | that is stopping for children. {bk11-l2d-f3-10-a.mp3}
 OPTION: b | who is stopping for children.
 ANSWER: a
 
-# Source: LLA 2D Figure 4
-
-# Source: LLA 2D Figure 4
-$PRODUCE Type the Missing Word
-ID: 11-2d-f4
-INPUT: type
-CHECK: exact
-INTRO: You'll hear the story of a traffic accident, one sentence at a time — caused, naturally, by a driver who wasn't watching. Type the missing relative pronoun in each sentence.
-INSTRUCTION: Type the missing word.
-
-TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning.
-PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
-RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
-ACCEPT: that
-
-TEMPLATE: A car ____ was speeding ran a red light.
-PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
-RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
-ACCEPT: which | that
-
-TEMPLATE: The driver was a man ____ is ninety years old and can't see very well.
-PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
-RESPONSE: The driver was a man who is ninety years old and can't see very well. {bk11-l2d-f4-03.mp3}
-ACCEPT: who | that
-
-TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly.
-PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
-RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
-ACCEPT: who | that
-
-TEMPLATE: The driver behind him was a woman ____ was taking her four children to school.
-PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
-RESPONSE: The driver behind him was a woman who was taking her four children to school. {bk11-l2d-f4-05.mp3}
-ACCEPT: who | that
-
-TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic.
-PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
-RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
-ACCEPT: that | which
-
-TEMPLATE: The people ____ were in the accident were all right.
-PROMPT: The people who were in the accident were allright. {bk11-l2d-f4-07.mp3}
-RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07b.mp3}
-ACCEPT: who | that
-
-TEMPLATE: All of them were wearing seat belts ____ kept them safe.
-PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
-RESPONSE: All of them were wearing seat belts which kept them safe. {bk11-l2d-f4-08.mp3}
-ACCEPT: which | that
-
-TEMPLATE: The old man ____ ran the light never realized that he caused an accident.
-PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
-RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
-ACCEPT: who | that
-
 # Source: ST §That's the Clerk Who Helped Me
-
-# Source: ST §That's the Clerk Who Helped Me
-$SELECT That's the Clerk Who Helped Me
+$SELECT Match the Adjective Clause
 ID: l2-s31
-INTRO: Match each sentence beginning with the clause that finishes it sensibly. Only one flower smells good here.
-INSTRUCTION: Match the words on the left with the correct adjective clause on the right.
+INTRO: Each sentence beginning needs its clause. Read the beginning, then tap the ending that belongs to it.
+INSTRUCTION: Tap the clause that completes the sentence.
+
 OPTION: a | who gave me a traffic ticket last week.
 OPTION: b | that sells delicious hamburgers.
 OPTION: c | that smells so good.
@@ -2191,212 +1919,113 @@ TEMPLATE: Maj Jackson is the doctor
 ANSWER: e
 
 # Source: ST §Is This the Uniform That's Too Large for You?
-
-# Source: ST §Is This the Uniform That's Too Large for You?
-$PRODUCE Is This the Uniform That's Too Large for You?
+$PRODUCE Ask and Answer with Who, Which, and That
 ID: l2-s32
-INTRO: Answer each question aloud using the cue in parentheses — every answer needs its who, which, or that.
-INSTRUCTION: Answer the questions aloud. Use the words in ( ).
+INTRO: Read each question and answer it aloud, using the cue in parentheses. Keep the adjective clause in your answer — that's the point of the drill.
+INSTRUCTION: Answer aloud using the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Is this the hat that's too big for you? (no, small)
+TEMPLATE: (no, small)
+PROMPT: Is this the hat that's too big for you?
 RESPONSE: No, it's the one that's too small.
 
 EXAMPLE
-PROMPT: Do you know the name of the man who helped you? (yes)
+TEMPLATE: (yes)
+PROMPT: Do you know the name of the man who helped you?
 RESPONSE: Yes, I know the name of the man who helped me.
 
-PROMPT: Do you remember the clerk who sold you the radio? (yes)
+TEMPLATE: (yes)
+PROMPT: Do you remember the clerk who sold you the radio?
 RESPONSE: Yes, I remember the clerk who sold me the radio.
 
-PROMPT: Is this the TV show that's always so boring? (no, exciting)
+TEMPLATE: (no, exciting)
+PROMPT: Is this the TV show that's always so boring?
 RESPONSE: No, it's the one that's always so exciting.
 
-PROMPT: Does Sara know the person that wrote the letter? (yes)
+TEMPLATE: (yes)
+PROMPT: Does Sara know the person that wrote the letter?
 RESPONSE: Yes, she knows the person that wrote the letter.
 
-PROMPT: Was Dennis on the flight which left at noon? (no, ten minutes ago.)
+TEMPLATE: (no, ten minutes ago)
+PROMPT: Was Dennis on the flight which left at noon?
 RESPONSE: No, he was on the flight which left ten minutes ago.
 
-PROMPT: Are you buying the jacket that has the silver buttons? (no, gold)
+TEMPLATE: (no, gold)
+PROMPT: Are you buying the jacket that has the silver buttons?
 RESPONSE: No, I'm buying the one that has gold buttons.
 
-PROMPT: Does Maj West know the general who's visiting the base next week? (yes)
+TEMPLATE: (yes)
+PROMPT: Does Maj West know the general who's visiting the base next week?
 RESPONSE: Yes, he knows the general who's visiting the base next week.
 
-PROMPT: Are you the salesman who answered the phone? (no, Mr. Garza)
+TEMPLATE: (no, Mr. Garza)
+PROMPT: Are you the salesman who answered the phone?
 RESPONSE: No, Mr. Garza is the one who answered the phone.
 
-PROMPT: Is this a store which sells old books and magazines? (no, new)
+TEMPLATE: (no, new)
+PROMPT: Is this a store which sells old books and magazines?
 RESPONSE: No, it's a store which sells new books and magazines.
 
-PROMPT: Is she the airman who wants to become a mechanic? (no, pilot)
+TEMPLATE: (no, pilot)
+PROMPT: Is she the airman who wants to become a mechanic?
 RESPONSE: No, she's the one who wants to become a pilot.
 
-PROMPT: Is there a restaurant here that serves good fish? (yes)
+TEMPLATE: (yes)
+PROMPT: Is there a restaurant here that serves good fish?
 RESPONSE: Yes, there is a restaurant here that serves good fish.
 
-$LESSON 2-8: Listening and Review
-
-# Source: LLA 2D Figure 1
-
-# Source: LLA 2D Figure 1
-$SELECT What's the Situation?
-ID: 11-2d-f1
-INTRO: This part reviews the whole lesson, starting with your ears. Listen to each short exchange and tap the answer that best explains the situation — nobody will say it directly.
-INSTRUCTION: Tap the correct answer.
-
-EXAMPLE
-PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
-OPTION: a | The woman is late.
-OPTION: b | The woman is early.
-OPTION: c | The woman is on time.
-ANSWER: a
-
-PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
-OPTION: a | He wants to buy a car.
-OPTION: b | He wants to rent a car.
-OPTION: c | He wants to borrow a car.
-ANSWER: b
-
-PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
-OPTION: a | He has a fever.
-OPTION: b | He has a stomachache.
-OPTION: c | He has a doctor's appointment.
-ANSWER: a
-
-PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
-OPTION: a | He's upset because he hit her car.
-OPTION: b | He's upset because she hit his car.
-OPTION: c | He's upset because they hit another car.
-ANSWER: b
-
-PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
-OPTION: a | He doesn't like coffee.
-OPTION: b | She doesn't have any tea.
-OPTION: c | He doesn't want coffee or tea.
-ANSWER: a
-
-PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
-OPTION: a | She was traveling by bus.
-OPTION: b | She was traveling by train.
-OPTION: c | She was traveling by airplane.
-ANSWER: c
-
-PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
-OPTION: a | She just had a bad cold.
-OPTION: b | She just had a physical exam.
-OPTION: c | She just had a dentist's appointment.
-ANSWER: b
-
-# Source: LLA 2D Figure 5
-
-# Source: LLA 2D Figure 5
-$DIALOGUE Taking a Message: The Spanish Book
-ID: 11-2d-f5-a
-INTRO: Now practice following a message as it travels. Anne calls Carol, Carol isn't home, and the roommate passes it on. Just listen.
-INSTRUCTION: Listen to the conversation.
-
-Roommate: Hello. {bk11-l2d-f5-01.mp3}
-Anne: This is Anne. May I please speak with Carol? {bk11-l2d-f5-02.mp3}
-Roommate: She's not here right now. May I take a message? {bk11-l2d-f5-03.mp3}
-Anne: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-04.mp3}
-Roommate: I'll be glad to. {bk11-l2d-f5-05.mp3}
-Anne: Thanks a lot. {bk11-l2d-f5-06.mp3}
-Roommate: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-07.mp3}
-Carol: What did she say? {bk11-l2d-f5-08.mp3}
-Roommate: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-09.mp3}
-
-# Source: LLA 2D Figure 5
-
-# Source: LLA 2D Figure 5
-$PRODUCE Question: The Spanish Book
-ID: 11-2d-f5-b
-REFERENCE
-INTRO: Now answer the question about the conversation aloud.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-10-q.mp3}
-RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-10-a.mp3}
-
-# Source: LLA 2D Figure 5
-
-# Source: LLA 2D Figure 5
-$DIALOGUE Taking a Message: The Lost Wallet
-ID: 11-2d-f5-c
-INTRO: One more message to follow: Alan lost his wallet, and Greg found it. Listen to how the news reaches him.
-INSTRUCTION: Listen to the conversation.
-
-Greg: Hey, Sam. {bk11-l2d-f5-11.mp3}
-Sam: Hi, Greg. {bk11-l2d-f5-12.mp3}
-Greg: Do you know where Alan is? {bk11-l2d-f5-13.mp3}
-Sam: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-14a.mp3}
-Greg: I have his wallet. {bk11-l2d-f5-14b.mp3}
-Sam: I'll give it to him when he gets back. {bk11-l2d-f5-14c.mp3}
-Greg: Okay, thanks. Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-15.mp3}
-Sam: Hi, Alan. That was a short shopping trip. {bk11-l2d-f5-16.mp3}
-Alan: I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-17.mp3}
-Sam: Here it is. Greg just brought it back. {bk11-l2d-f5-18.mp3}
-Alan: Terrific. Where was it? {bk11-l2d-f5-19.mp3}
-Sam: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-20.mp3}
-
-# Source: LLA 2D Figure 5
-
-# Source: LLA 2D Figure 5
-$PRODUCE Question: The Lost Wallet
-ID: 11-2d-f5-d
-REFERENCE
-INTRO: Now answer the question about the conversation aloud.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-21-q.mp3}
-RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-21-a.mp3}
-
-# Source: LLA 2C Figure 7
-
-# Source: LLA 2C Figure 7
-$PRODUCE Dictation
-ID: 2c-f7
+# Source: LLA 2D Figure 4
+$PRODUCE Write the Missing Word
+ID: 2d-f4
+INTRO: Now a listening pass: Sergeant Carter saw quite an accident this morning. Listen to each sentence and type the missing word — "who", "which", or "that".
+INSTRUCTION: Type the missing word.
 INPUT: type
 CHECK: exact
-NORMALIZE: strict
-INTRO: Time for dictation. Listen to the sentences and type them exactly. Punctuate the sentences correctly using capital letters, periods, and question marks.
-INSTRUCTION: Type the sentence you hear with correct punctuation.
 
-PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
-RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
+TEMPLATE: Sergeant Carter told us about an accident ____{that} he saw this morning.
+PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
+RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
 
-PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
-RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
+TEMPLATE: A car ____{which} was speeding ran a red light.
+PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
+RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
 
-PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
-RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
+TEMPLATE: The driver was a man ____{who} is ninety years old and can't see very well.
+PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
+RESPONSE: The driver was a man who is ninety years old and can't see very well. {bk11-l2d-f4-03.mp3}
 
-PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
-RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}
+TEMPLATE: The driver ____{who} had the green light realized that something was wrong and stopped quickly.
+PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
+RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
 
-PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
-RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
+TEMPLATE: The driver behind him was a woman ____{who} was taking her four children to school.
+PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
+RESPONSE: The driver behind him was a woman who was taking her four children to school. {bk11-l2d-f4-05.mp3}
 
-PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
-RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
+TEMPLATE: She hit the car ____{that} stopped because she wasn't watching the traffic.
+PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
+RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
 
-# Source: ST §The Pen That's on the Table Is Mine (placed here as a written review of adjective clauses)
+TEMPLATE: The people ____{who} were in the accident were all right.
+PROMPT: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
+RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
 
-# Source: ST §The Pen That's on the Table Is Mine (placed here as a written review of adjective clauses)
-$PRODUCE The Pen That's on the Table Is Mine
+TEMPLATE: All of them were wearing seat belts ____{which} kept them safe.
+PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
+RESPONSE: All of them were wearing seat belts which kept them safe. {bk11-l2d-f4-08.mp3}
+
+TEMPLATE: The old man ____{who} ran the light never realized that he caused an accident.
+PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+
+# Source: ST §The Pen That's on the Table Is Mine
+$PRODUCE Complete with Who, Which, or That
 ID: l2-s33
-INTRO: Back to who, which, and that — this time in writing. Complete each sentence using the words in parentheses, and type the whole sentence.
-INSTRUCTION: Complete the sentence. Type the completed sentence using who, which, or that and the given words.
+INTRO: Now build the clauses yourself. Use the words in parentheses plus "who", "which", or "that" to complete each sentence, and type the whole sentence.
+INSTRUCTION: Type the completed sentence.
 INPUT: type
 CHECK: exact
 
@@ -2455,16 +2084,14 @@ TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____
 RESPONSE: My grandfather is the person who taught me to speak Spanish.
 ACCEPT: My grandfather is the person who taught me to speak Spanish. | My grandfather is the person that taught me to speak Spanish.
 
-# Source: ST §Put Two Sentences Together
-
 # Source: ST §Put Two Sentences Together
 $PRODUCE Put Two Sentences Together
 ID: l2-s34
-INTRO: Two short sentences go in, one good sentence comes out. Combine each pair using who, which, or that, and type the result.
-INSTRUCTION: Combine the two sentences into one sentence using who, which, or that. Type the new sentence.
+INTRO: The final test of the clause: combine two short sentences into one, using "who", "which", or "that". Type your new sentence.
+INSTRUCTION: Combine the sentences into one and type it.
 INPUT: type
 CHECK: llm
-RUBRIC: Accept a correctly combined sentence using an adjective clause with who, which, or that. Punctuation must be reasonable but not strictly graded.
+RUBRIC: Accept any correctly combined single sentence using an adjective clause with "who", "which", or "that" that keeps the meaning of both source sentences. Clause placement may vary. Punctuation must be reasonable but is not strictly graded.
 
 EXAMPLE
 TEMPLATE: That's the truck. It hit my car.
@@ -2498,16 +2125,120 @@ RESPONSE: The driver who was speeding missed the turn.
 TEMPLATE: The car belongs to his brother. Paul's driving it.
 RESPONSE: The car that Paul's driving belongs to his brother.
 
-# Source: ST §What's the Topic and Main Idea?
+$SESSION 2-7: Listening and Dictation
+
+# Source: LLA 2D Figure 1
+$SELECT Listen and Choose
+ID: 2d-f1
+INTRO: Last part — time to use everything at once. You'll hear short two-line scenes; listen between the lines and tap what's really going on.
+INSTRUCTION: Tap the correct answer.
+
+EXAMPLE
+PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
+OPTION: a | The woman is late.
+OPTION: b | The woman is early.
+OPTION: c | The woman is on time.
+ANSWER: a
+
+PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
+OPTION: a | He wants to buy a car.
+OPTION: b | He wants to rent a car.
+OPTION: c | He wants to borrow a car.
+ANSWER: b
+
+PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
+OPTION: a | He has a fever.
+OPTION: b | He has a stomachache.
+OPTION: c | He has a doctor's appointment.
+ANSWER: a
+
+PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
+OPTION: a | He's upset because he hit her car.
+OPTION: b | He's upset because she hit his car.
+OPTION: c | He's upset because they hit another car.
+ANSWER: b
+
+PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
+OPTION: a | He doesn't like coffee.
+OPTION: b | She doesn't have any tea.
+OPTION: c | He doesn't want coffee or tea.
+ANSWER: a
+
+PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
+OPTION: a | She was traveling by bus.
+OPTION: b | She was traveling by train.
+OPTION: c | She was traveling by airplane.
+ANSWER: c
+
+PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
+OPTION: a | She just had a bad cold.
+OPTION: b | She just had a physical exam.
+OPTION: c | She just had a dentist's appointment.
+ANSWER: b
+
+# Source: LLA 2A Figure 5 (paragraph 1)
+$DIALOGUE A Careful Driver
+ID: 2a-f5-p1
+INTRO: Listen to a short paragraph about Linda. Afterward, you'll pick out its main idea — so listen for the big picture, not just the details.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01a.mp3}
+LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-01b.mp3}
+LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-01c.mp3}
+LINE: When she's tired, she's very cautious. {bk11-l2a-f5-01d.mp3}
+LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-01e.mp3}
+
+# Source: LLA 2A Figure 5 (question 1)
+$SELECT Main Idea: A Careful Driver
+ID: 2a-f5-q1
+REFERENCE: 2a-f5-p1
+INTRO: Now tap the main idea of the paragraph — the one sentence all the others were working for.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
+OPTION: a | Linda's car is new.
+OPTION: b | Linda enjoys driving.
+OPTION: c | Bad weather bothers Linda.
+OPTION: d | Linda is a careful driver. {bk11-l2a-f5-01f.mp3}
+ANSWER: d
+
+# Source: LLA 2A Figure 5 (paragraph 2)
+$DIALOGUE Watch the Road
+ID: 2a-f5-p2
+INTRO: A second paragraph, same task afterward. Listen for the big picture.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-02a.mp3}
+LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-02b.mp3}
+LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-02c.mp3}
+LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-02d.mp3}
+
+# Source: LLA 2A Figure 5 (question 2)
+$SELECT Main Idea: Watch the Road
+ID: 2a-f5-q2
+REFERENCE: 2a-f5-p2
+INTRO: Tap the main idea of the second paragraph.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
+OPTION: a | Cars should be able to stop quickly.
+OPTION: b | Drivers should always watch the road. {bk11-l2a-f5-02e.mp3}
+OPTION: c | Animals and children can cause accidents.
+OPTION: d | Other people in the car shouldn't talk to the driver.
+ANSWER: b
+
+# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC... WHAT'S THE MAIN IDEA?" —
+# instructor-read oral texts with no printed stimulus. The printed version follows instead.
 
 # Source: ST §What's the Topic and Main Idea?
-$PRODUCE What's the Topic and Main Idea?
+$PRODUCE Topic and Main Idea
 ID: l2-s35
-INTRO: Last activity of the lesson. Read each paragraph, then type its topic and its main idea. Then go drive somewhere — cautiously, of course.
-INSTRUCTION: Read the paragraph. Type the topic and the main idea.
+INTRO: Same skill, now with reading. Read each paragraph, then type its topic and its main idea — one word or two for the topic, one sentence for the idea.
+INSTRUCTION: Type the topic and the main idea.
 INPUT: type
 CHECK: llm
-RUBRIC: Treat the model answer as the key; accept any reasonable statement of the topic and the main idea that captures the same essence.
+LONGFORM
+RUBRIC: Treat the model answer as the key. Accept any reasonable statement of the same topic and the same main idea, in any phrasing or format.
 
 EXAMPLE
 TEMPLATE: A fever can be a symptom of other problems. A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold. A fever and a stomachache together can be really bad.
@@ -2521,3 +2252,92 @@ RESPONSE: Topic: safe driving. Main idea: We should worry about other drivers, b
 
 TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.
 RESPONSE: Topic: speed limits. Main idea: Many things tell us what a speed limit sign should say.
+
+# Source: LLA 2D Figure 5 (conversation 1)
+$DIALOGUE Taking a Message
+ID: 2d-f5-c1
+INTRO: Listen to a phone call and what happens after it. There's a question at the end, so keep track of who needs what.
+INSTRUCTION: Listen to the conversation.
+
+Woman1: Hello. This is Anne. May I please speak with Carol? {bk11-l2d-f5-01.mp3}
+Man1: She's not here right now. May I take a message? {bk11-l2d-f5-02.mp3}
+Woman1: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-03.mp3}
+Man1: I'll be glad to. {bk11-l2d-f5-04.mp3}
+Woman1: Thanks a lot. {bk11-l2d-f5-05.mp3}
+Narrator: (Later)
+Man1: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-06.mp3}
+Woman1: What did she say? {bk11-l2d-f5-07.mp3}
+Man1: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-08.mp3}
+
+# Source: LLA 2D Figure 5 (question 1)
+$PRODUCE Question: The Message
+ID: 2d-f5-q1
+REFERENCE: 2d-f5-c1
+INTRO: Answer the question about the phone call aloud, in a full sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-09-q.mp3}
+RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-09-a.mp3}
+
+# Source: LLA 2D Figure 5 (conversation 2)
+$DIALOGUE The Lost Wallet
+ID: 2d-f5-c2
+INTRO: One more conversation: Alan's wallet went shopping without him. Listen closely — there's a question afterward.
+INSTRUCTION: Listen to the conversation.
+
+Man2: Hey, Sam. {bk11-l2d-f5-10.mp3}
+Man1: Hi, Greg. {bk11-l2d-f5-11.mp3}
+Man2: Do you know where Alan is? {bk11-l2d-f5-12.mp3}
+Man1: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-13.mp3}
+Man2: I have his wallet. I'll give it to him when he gets back. {bk11-l2d-f5-14.mp3}
+Man1: Okay, thanks. {bk11-l2d-f5-15.mp3}
+Man2: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-16.mp3}
+Narrator: (Later)
+Man1: Hi, Alan. {bk11-l2d-f5-17.mp3}
+Man3: That was a short shopping trip. I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-18.mp3}
+Man1: Here it is. Greg just brought it back. {bk11-l2d-f5-19.mp3}
+Man3: Terrific. Where was it? {bk11-l2d-f5-20.mp3}
+Man1: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-21.mp3}
+
+# Source: LLA 2D Figure 5 (question 2)
+$PRODUCE Question: The Wallet
+ID: 2d-f5-q2
+REFERENCE: 2d-f5-c2
+INTRO: Answer the question about the wallet aloud, in a full sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-22-q.mp3}
+RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-22-a.mp3}
+
+# Source: LLA 2C Figure 7
+$PRODUCE Dictation
+ID: 11-l2c-f7
+INTRO: To finish the lesson: dictation. Listen to each sentence and type it exactly, with correct capital letters, commas, periods, apostrophes, and question marks. That's the end of Lesson 2 — drive carefully, and mind your commas.
+INSTRUCTION: Type the sentence with correct punctuation.
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+
+PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
+RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
+
+PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
+RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
+
+PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
+RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
+
+PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
+RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}
+
+PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
+RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
+
+PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
+RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
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diff --git a/book-11-lesson-3.module b/book-11-lesson-3.module
index 76fdff6a..12dd0b85 100644
--- a/book-11-lesson-3.module
+++ b/book-11-lesson-3.module
@@ -1,98 +1,82 @@
 $MODULE Book 11 · Lesson 3: Please Give Me a Refund {st-page_083_001.jpg}
 FORMAT: 2
-DESCRIPTION: Car trouble and repairs, complaints and refunds, "too ... to", infinitives of purpose, the suffix -y, syllable stress, phone messages, and dictation.
+DIOCO_DOC_ID: alc_book11_lesson3
+DESCRIPTION: Car trouble and unhappy customers: automobile repair vocabulary, refunds and exchanges, "too" + adjective + infinitive, infinitives of purpose, and the suffix "-y".
 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_INTRO: aoede | Warm, wry teacher voice
 VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Man1 | achird | Male voice
-VOICE: Man2 | schedar | Male voice
-VOICE: Jack | puck | Male voice
-VOICE: Major_Smith | charon | Male voice
-VOICE: Major_Parker | achird | Male voice
-VOICE: Clerk | kore | Female voice
-VOICE: Bob | achird | Male voice
-VOICE: Roommate | schedar | Male voice
-VOICE: Customer | achird | Male voice
-VOICE: Waiter | iapetus | Male voice
-VOICE: Mechanic | schedar | Male voice
-VOICE: Fred | umbriel | Male voice
-VOICE: Nell | aoede | Female voice
-VOICE: Pat | leda | Female voice
-VOICE: Sam | charon | Male voice
-VOICE: Willie | achird | Male voice
-VOICE: Walter | charon | Male voice
-VOICE: Tim | puck | Male voice
-VOICE: Tom | schedar | Male voice
-VOICE: George | algenib | Male voice
-VOICE: Kevin | orus | Male voice
-VOICE: Sandy | aoede | Female voice
-VOICE: Sarah | gacrux | Female voice
-VOICE: Doug | sadachbia | Male voice
-VOICE: Glen | zubenelgenubi | Male voice
-VOICE: Jim | iapetus | Male voice
-VOICE: Vic | rasalgethi | Male voice
-VOICE: Mike | algieba | Male voice
-VOICE: Pete | alnilam | Male voice
-VOICE: Kaye | achernar | Female voice
-VOICE: Kyle | umbriel | Male voice
+VOICE: Man1 | achernar | Male voice
+VOICE: Man2 | gacrux | Male voice
+VOICE: Jack | schedar | Male student
+VOICE: Maj_Smith | achernar | Male military officer
+VOICE: Parker | schedar | Male military officer
+VOICE: Bob | achird | Male student
+VOICE: Roommate | gacrux | Male student
+VOICE: Clerk | aoede | Female clerk
+VOICE: Waiter | achernar | Male waiter
+VOICE: Customer | gacrux | Male customer
+VOICE: Mechanic | achird | Male mechanic
+VOICE: Nell | aoede | Female speaker
+VOICE: Pat | achird | Female speaker
+VOICE: Sam | achernar | Male mechanic
+VOICE: Willie | achernar | Male speaker
+VOICE: Walter | achird | Male speaker
 VOICE: ID | achernar | speaker (auto)
 VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 3-1: Car Trouble and Service Words
+$SESSION 3-1: Car Trouble
 
-# Source: LLA 3A Figure 1 (Part 1)
+# Source: LLA 3A Figure 1
 $DIALOGUE Car Words in Sentences
 ID: 3a-f1
-INTRO: In this lesson you'll learn to handle car trouble and unhappy customers — engines that stall, hoses that leak, and how to get your money back. First, listen to the new car words in sentences and repeat each one.
-INSTRUCTION: Listen and repeat each sentence.
+INTRO: Welcome to Lesson 3. In this lesson you'll learn to handle car trouble and unhappy-customer moments — describing what's wrong, asking for repairs, refunds, and exchanges, and using "too" and "to" to explain why. We start with the car words: listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: brake
-LINE: Jim is having problems with his brakes. {page_058_001.jpg} {bk11-l3a-f1-p01.mp3}
+LINE: Jim is having problems with his brakes. {page_058_001.jpg} {bk11-l3a-f1-01.mp3}
 
 VOCAB: engine
-LINE: Henry's new truck has a big engine. {page_058_002.jpg} {bk11-l3a-f1-p02.mp3}
+LINE: Henry's new truck has a big engine. {page_058_002.jpg} {bk11-l3a-f1-02.mp3}
 
 VOCAB: motor
-LINE: This car has a small motor. {page_058_003.jpg} {bk11-l3a-f1-p03.mp3}
+LINE: This car has a small motor. {page_058_003.jpg} {bk11-l3a-f1-03.mp3}
 
 VOCAB: stall
-LINE: Jill's car stalled two times on the way to work. {page_058_004.jpg} {bk11-l3a-f1-p04.mp3}
+LINE: Jill's car stalled 2 times on the way to work. {page_058_004.jpg} {bk11-l3a-f1-04.mp3}
 
 VOCAB: tune-up
-LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg} {bk11-l3a-f1-p05.mp3}
+LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg} {bk11-l3a-f1-05.mp3}
 
 VOCAB: oil
-LINE: My car needs a quart of oil. {page_058_006.jpg} {bk11-l3a-f1-p06.mp3}
+LINE: My car needs a quart of oil. {page_058_006.jpg} {bk11-l3a-f1-06.mp3}
 
 VOCAB: noise
-LINE: That car is making a lot of noise. {page_059_001.jpg} {bk11-l3a-f1-p07.mp3}
+LINE: That car is making a lot of noise. {page_059_001.jpg} {bk11-l3a-f1-07.mp3}
 
 VOCAB: warm-up
-LINE: Bobby, please warm up the car. {page_059_002.jpg} {bk11-l3a-f1-p08.mp3}
+LINE: Bobby, please warm up the car. {page_059_002.jpg} {bk11-l3a-f1-08.mp3}
 
 VOCAB: guarantee
-LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-p09.mp3}
+LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-09.mp3}
 
 VOCAB: charge
-LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg} {bk11-l3a-f1-p10.mp3}
+LINE: What is the charge for the repair of a flat tire. {page_059_004.jpg} {bk11-l3a-f1-10.mp3}
 
 VOCAB: part
-LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-p11.mp3}
+LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-11.mp3}
 
 VOCAB: too
-LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-p12.mp3}
+LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-12.mp3}
 
-# Source: LLA 3A Figure 1 (Part 2) — pool of 12 image options split into two activities of 6
-
-# Source: LLA 3A Figure 1 (Part 2) — pool of 12 image options split into two activities of 6
-$SELECT Which Picture? — Brakes to Oil
+# Source: LLA 3A Figure 1 (matching pass, first half — pool split to keep image options ≤ 6)
+$SELECT Match the Picture: Engine Trouble
 ID: 3a-f1-b
-INTRO: Now match sound to picture. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the matching picture.
+INTRO: Now check those words by ear. You'll hear a sentence — tap the picture it matches, then repeat the sentence. This set covers the engine and the things that go wrong with it.
+INSTRUCTION: Tap the picture that matches the sentence.
 REPEAT
 
 OPTION: a | brake {page_058_001.jpg}
@@ -101,79 +85,38 @@ OPTION: c | motor {page_058_003.jpg}
 OPTION: d | stall {page_058_004.jpg}
 OPTION: e | tune-up {page_058_005.jpg}
 OPTION: f | oil {page_058_006.jpg}
-OPTION: g | noise {page_059_001.jpg}
-OPTION: h | warm-up {page_059_002.jpg}
-OPTION: i | guarantee {page_059_003.jpg}
-OPTION: j | charge {page_059_004.jpg}
-OPTION: k | part {page_059_005.jpg}
-OPTION: l | too {page_059_006.jpg}
 
-PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p13.mp3}
+PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-q.mp3}
 ANSWER: d
-FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p25.mp3}
+FEEDBACK: Repeat: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-a.mp3}
 
-PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-p14.mp3}
-ANSWER: h
-FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-p29.mp3}
-
-PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-p15.mp3}
-ANSWER: k
-FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-p32.mp3}
-
-PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-p16.mp3}
+PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-16-q.mp3}
 ANSWER: b
-FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-p23.mp3}
+FEEDBACK: Repeat: Lee's truck has a big engine. {bk11-l3a-f1-16-a.mp3}
 
-PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p17.mp3}
+PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-q.mp3}
 ANSWER: a
-FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p22.mp3}
+FEEDBACK: Repeat: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-a.mp3}
 
-PROMPT: Is it time to change the oil? {bk11-l3a-f1-p18.mp3}
+PROMPT: Is it time to change the oil? {bk11-l3a-f1-18-q.mp3}
 ANSWER: f
-FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-p27.mp3}
+FEEDBACK: Repeat: Is it time to change the oil? {bk11-l3a-f1-18-a.mp3}
 
-PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-p19.mp3}
-ANSWER: g
-FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-p28.mp3}
-
-PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-p20.mp3}
-ANSWER: l
-FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-p33.mp3}
-
-PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p21.mp3}
-ANSWER: j
-FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p31.mp3}
-
-PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-p22b.mp3}
+PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-22-q.mp3}
 ANSWER: c
-FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-p24.mp3}
+FEEDBACK: Repeat: Ellen's new car has a small engine. {bk11-l3a-f1-22-a.mp3}
 
-PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-p23b.mp3}
+PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-q.mp3}
 ANSWER: e
-FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-p26.mp3}
+FEEDBACK: Repeat: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-a.mp3}
 
-PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p24b.mp3}
-ANSWER: i
-FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p30.mp3}
-
-
-$LESSON 3-1b: Dialogues and Comprehension (1)
-
-# Source: LLA 3A Figure 1 (Part 2), second half of the split pool
-
-# Source: LLA 3A Figure 1 (Part 2), second half of the split pool
-$SELECT Which Picture? — Noise to Too
+# Source: LLA 3A Figure 1 (matching pass, second half)
+$SELECT Match the Picture: Service and Charges
 ID: 3a-f1-c
-INTRO: Six more pictures, from noisy engines to dirty shirts. Tap the picture the sentence describes, then repeat it.
-INSTRUCTION: Tap the matching picture.
+INTRO: Same game, six new pictures — noise, warm-ups, guarantees, and charges. Listen, tap the matching picture, then repeat the sentence.
+INSTRUCTION: Tap the picture that matches the sentence.
 REPEAT
 
-OPTION: a | brake {page_058_001.jpg}
-OPTION: b | engine {page_058_002.jpg}
-OPTION: c | motor {page_058_003.jpg}
-OPTION: d | stall {page_058_004.jpg}
-OPTION: e | tune-up {page_058_005.jpg}
-OPTION: f | oil {page_058_006.jpg}
 OPTION: g | noise {page_059_001.jpg}
 OPTION: h | warm-up {page_059_002.jpg}
 OPTION: i | guarantee {page_059_003.jpg}
@@ -181,94 +124,56 @@ OPTION: j | charge {page_059_004.jpg}
 OPTION: k | part {page_059_005.jpg}
 OPTION: l | too {page_059_006.jpg}
 
-PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p13.mp3}
-ANSWER: d
-FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p25.mp3}
-
-PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-p14.mp3}
+PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-q.mp3}
 ANSWER: h
-FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-p29.mp3}
+FEEDBACK: Repeat: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-a.mp3}
 
-PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-p15.mp3}
+PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-15-q.mp3}
 ANSWER: k
-FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-p32.mp3}
+FEEDBACK: Repeat: Carl needs some new parts for his motor. {bk11-l3a-f1-15-a.mp3}
 
-PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-p16.mp3}
-ANSWER: b
-FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-p23.mp3}
-
-PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p17.mp3}
-ANSWER: a
-FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p22.mp3}
-
-PROMPT: Is it time to change the oil? {bk11-l3a-f1-p18.mp3}
-ANSWER: f
-FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-p27.mp3}
-
-PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-p19.mp3}
+PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-q.mp3}
 ANSWER: g
-FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-p28.mp3}
+FEEDBACK: Repeat: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-a.mp3}
 
-PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-p20.mp3}
+PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-20-q.mp3}
 ANSWER: l
-FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-p33.mp3}
+FEEDBACK: Repeat: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-20-a.mp3}
 
-PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p21.mp3}
+PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-21-q.mp3}
 ANSWER: j
-FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p31.mp3}
+FEEDBACK: Repeat: The mechanic doesn't charge much. To change a flat tire. {bk11-l3a-f1-21-a.mp3}
 
-PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-p22b.mp3}
-ANSWER: c
-FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-p24.mp3}
-
-PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-p23b.mp3}
-ANSWER: e
-FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-p26.mp3}
-
-PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p24b.mp3}
+PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-q.mp3}
 ANSWER: i
-FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p30.mp3}
-
-
-$LESSON 3-1c: Dialogues and Comprehension (2)
-
-# Source: ST §What's That Noise?
+FEEDBACK: Repeat: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-a.mp3}
 
 # Source: ST §What's That Noise?
 $DIALOGUE What's That Noise? {st-page_085_001.jpg}
 ID: l3-s1
-INTRO: Pat's engine sounds wrong, and Nell has opinions about it. Listen to their conversation and repeat each line.
+INTRO: Nell and Pat are driving, and the engine has developed a new sound. New sounds from an engine are rarely good news. Listen and repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-VOCAB: engine
 Nell: I think something's wrong with the car, Pat. The engine sounds different. Listen to that noise.
 
-VOCAB: noise
 VOCAB: noisy
-VOCAB: to stall | stall
 Pat: You're right, Nell. The engine's very noisy. It stalled this morning, too. In fact, it stopped twice.
 
-VOCAB: warm up
 Nell: Maybe it was cold. Did you let it warm up before you tried to drive the car?
 
-VOCAB: motor
 Pat: Yes, I started the motor ten minutes before I left. I'm sure it got warm.
 
 VOCAB: service
-VOCAB: tune up
 Nell: I think you should take your car to a garage or a gas station for service. A mechanic can repair the engine and tune it up for you.
 
-VOCAB: tune-up
 Pat: That's a good idea. It hasn't had a tune-up in a long time. Maybe that will solve the problem.
 
 # Source: ST §Pat's Car Stalls
-
-# Source: ST §Pat's Car Stalls
-$SELECT Pat's Car Stalls
+$SELECT Pat's Car: Check the Words
 ID: l3-s2
 REFERENCE
-INTRO: Check what you understood about Pat's noisy engine. Tap the correct answer — the conversation is there if you need to look back.
+INTRO: Time to check the car words from Nell and Pat's conversation. Tap the correct meaning or completion for each one — the dialog is there if you need to look back.
 INSTRUCTION: Tap the correct answer.
 
 TEMPLATE: The car stalls.
@@ -312,45 +217,35 @@ OPTION: b | Their prices are always low.
 ANSWER: a
 
 # Source: ST §My Car Stalled Twice Today
-
-# Source: ST §My Car Stalled Twice Today
-$DIALOGUE Calling the Garage
+$DIALOGUE Calling Ace Garage
 ID: l3-s3
-INTRO: Pat calls Ace Garage about her car. Listen for how she asks about charges, credit, and the guarantee, and repeat each line.
+INTRO: Pat calls Ace Garage about her stalling car. Listen for how she asks what the work will cost and how she can pay — then repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Sam: Ace Garage, Sam speaking. Can I help you?
 Pat: Yes, this is Ms. Jones. My car stalled twice this morning, and the engine's making a different kind of noise.
 Sam: Bring it to the garage in the morning, Ms. Jones, and I'll check the engine and tune it up for you. Is anything else wrong?
-
-VOCAB: brake
 Pat: Yes, as a matter of fact. The brakes don't feel right when I use them, and the car doesn't stop well.
 Sam: I'll be glad to check the brakes, too.
 
 VOCAB: to charge | charge
 Pat: Thank you. I may not be able to pay for all of this work right away. Can you tell me how much you'll charge for it?
-
-VOCAB: part
 Sam: I won't know until I look at your car. I may need to replace some of the old parts in the engine or the brakes.
 Pat: Will I be able to charge everything to my account?
 
 VOCAB: credit
-VOCAB: charge
 Sam: Yes, ma'am. Regular customers like you can always get credit. You can put the charges on your account or use a bank credit card.
-
-VOCAB: to guarantee | guarantee
 Pat: Do you guarantee your work?
-Sam: I certainly do. I give all my customers a guarantee that's good for 30 days. When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
+Sam: I certainly do. I give all my customers a guarantee that's good for 30 days.
+LINE: When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
 
-# Source: ST §Answer the Questions (after My Car Stalled Twice Today)
-
-# Source: ST §Answer the Questions (after My Car Stalled Twice Today)
-$PRODUCE Questions About the Phone Call
+# Source: ST §Answer the Questions
+$PRODUCE Questions About the Repair Call
 ID: l3-s4
 REFERENCE
-INTRO: Now answer some questions about Pat's phone call, in complete sentences. The dialog is there to consult if your memory stalls too.
-INSTRUCTION: Answer each question aloud in a complete sentence.
+INTRO: Now answer questions about Pat's call to the garage, in complete sentences. You can consult the dialog while you answer.
+INSTRUCTION: Answer each question in a complete sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -380,15 +275,14 @@ RESPONSE: Because he gives a 30-day guarantee.
 PROMPT: What does Sam give his customers?
 RESPONSE: He gives them a guarantee.
 
-# Source: ST §An Oil Change and a Grease Job
+$SESSION 3-2: At the Garage — Oil, Grease, and Credit
 
 # Source: ST §An Oil Change and a Grease Job
 $DIALOGUE An Oil Change and a Grease Job
 ID: l3-s5
-INTRO: A short reading about oil and grease — the two liquids that keep Larry's car alive. Just read and listen.
-INSTRUCTION: Read the paragraphs.
+INTRO: In this part you'll read about routine car care — oil changes and grease jobs — and practice the words for paying: charges, credit, and guarantees. First, meet Larry, a man who takes better care of his car than most of us. Just listen.
+INSTRUCTION: Listen to the paragraphs.
 
-VOCAB: oil
 LINE: After he drives 3,000 miles, Larry changes the oil in his car. {st-page_089_001.jpg}
 LINE: He uses five or six quarts to oil the parts that move inside the engine. {st-page_089_001.jpg}
 LINE: He knows that the oil is very important; the engine won't operate long without it. {st-page_089_001.jpg}
@@ -398,14 +292,12 @@ LINE: Larry can change the oil in his car, but he has to ask a mechanic to greas
 LINE: The mechanic puts the car in the garage and raises it five or six feet from the floor. {st-page_089_001.jpg}
 LINE: Then he puts grease inside all of the places that need it. {st-page_089_001.jpg}
 
-# Source: ST §Answer About Larry's Car
-
 # Source: ST §Answer About Larry's Car
 $PRODUCE Questions About Larry's Car
 ID: l3-s6
 REFERENCE
-INTRO: Answer questions about Larry and his car aloud, in full sentences. The reading stays open beside you.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer the questions about Larry and his car in complete sentences. The reading is there to consult.
+INSTRUCTION: Answer each question aloud.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
@@ -429,14 +321,12 @@ RESPONSE: He has to ask a mechanic to grease the front end for him.
 PROMPT: After he's raised the car, what does the mechanic do?
 RESPONSE: He puts grease inside all of the places that need it.
 
-# Source: ST §Vocabulary Words (word bank table)
-
-# Source: ST §Vocabulary Words (word bank table)
-$GRAMMAR Word Bank: Car and Credit Words
+# Source: ST §Vocabulary Words
+$GRAMMAR Car Care Word Bank
 ID: l3-s7
-INTRO: Here are this part's words in their different forms — nouns, verbs, past forms. Tap any word to hear it. You'll use them to complete sentences next.
+INTRO: Here's the lesson's word bank for car care and paying. Look it over and tap any word to hear it — you'll use these words in the next activity.
 
-These are the lesson's car and money words in their different forms. Tap a word to hear it.
+These are the lesson's car-care and money words. Notice the verb and noun forms of the same word: you **charge** a purchase, and you pay the **charges**.
 
 | | | | |
 |---|---|---|---|
@@ -445,13 +335,11 @@ These are the lesson's car and money words in their different forms. Tap a word
 | {charges} | {grease} | {guarantees} | {part} |
 
 # Source: ST §Complete the Sentences
-
-# Source: ST §Complete the Sentences
-$PRODUCE Complete the Sentences
+$PRODUCE Use the Right Word
 ID: l3-s8
 REFERENCE
-INTRO: Complete each sentence with a word from the word bank. Type the missing word — mind the form, some are past tense.
-INSTRUCTION: Type the missing word.
+INTRO: Complete each sentence with the best word from the word bank. Type just the missing word — the bank is there to consult.
+INSTRUCTION: Type the missing word from the word bank.
 INPUT: type
 CHECK: exact
 
@@ -503,95 +391,133 @@ TEMPLATE: Ray put some money in his checking account, but the bank ____ it to hi
 RESPONSE: Ray put some money in his checking account, but the bank credited it to his savings account by mistake.
 ACCEPT: credited
 
-# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial
-# coordinate instructions; not expressible in the app format.
-
-$LESSON 3-2: Too ... To — More Than Enough
-
-# Source: LLA 3A Figure 2 (Dialog 1)
+# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial coordinate instructions; not expressible in the app format.
 
 # Source: LLA 3A Figure 2 (Dialog 1)
 $DIALOGUE Harry's New Car
-ID: 3a-f2-a
-INTRO: In this part you'll warm up with two short conversations, then learn to say why something can't happen: it's too cold, too late, too expensive. First, Jack hears about Harry's new car. Just listen.
+ID: 3a-f2
+INTRO: A short conversation between two friends about Harry's new car. Just listen.
 INSTRUCTION: Listen to the dialogue.
 
-Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-01.mp3}
-Jack: Yes, I did. It looks expensive. {bk11-l3a-f2-02.mp3}
-Man1: It was. Do you think he'll let us ride in it? {bk11-l3a-f2-03.mp3}
-
-# Source: LLA 3A Figure 2 (Question 1)
+Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-d1-01.mp3}
+Jack: Yes, I did. {bk11-l3a-f2-d1-02.mp3}
+Man1: It looks expensive. {bk11-l3a-f2-d1-03.mp3}
+Jack: It was. {bk11-l3a-f2-d1-04.mp3}
+Man1: Do you think he'll let us ride in it? {bk11-l3a-f2-d1-05.mp3}
 
 # Source: LLA 3A Figure 2 (Question 1)
 $PRODUCE Question: Harry's Car
-ID: 3a-f2-b
+ID: 3a-f2-q1
 REFERENCE
-INTRO: Answer the question about the conversation. Speak your answer in a complete sentence, then compare it with the model.
-INSTRUCTION: Answer the question aloud.
+INTRO: Answer the question about the conversation in a complete sentence, then listen to the model answer.
+INSTRUCTION: Answer in a complete sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Accept any phrasing that conveys Harry has an expensive new car.
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key.
 
 PROMPT: What does Harry have?
-RESPONSE: He has an expensive new car. {bk11-l3a-f2-04.mp3}
-
-# Source: LLA 3A Figure 2 (Dialog 2)
+RESPONSE: He has an expensive new car. {bk11-l3a-f2-01-a.mp3}
 
 # Source: LLA 3A Figure 2 (Dialog 2)
 $DIALOGUE Moving to Florida
-ID: 3a-f2-c
-INTRO: One more short conversation — the Clarks are moving. Listen for where, and why.
+ID: 3a-f2-b
+INTRO: One more short conversation — this time about the Clarks' big move. Just listen.
 INSTRUCTION: Listen to the dialogue.
 
-Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-05.mp3}
-Man2: No, I didn't. Where are they going? {bk11-l3a-f2-06.mp3}
-Man1: They're moving to Florida. They're going to have a lot of warm weather. {bk11-l3a-f2-07.mp3}
-
-# Source: LLA 3A Figure 2 (Question 2)
+Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-d2-01.mp3}
+Man2: No, I didn't. {bk11-l3a-f2-d2-02.mp3}
+Man1: Where are they going? {bk11-l3a-f2-d2-03.mp3}
+Man2: They're moving to Florida. {bk11-l3a-f2-d2-04.mp3}
+LINE: They're going to have a lot of warm weather. {bk11-l3a-f2-d2-05.mp3}
 
 # Source: LLA 3A Figure 2 (Question 2)
 $PRODUCE Question: The Clarks
-ID: 3a-f2-d
+ID: 3a-f2-q2
 REFERENCE
-INTRO: Answer the question about the conversation. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
+INTRO: Answer the question about the conversation in a complete sentence, then listen to the model answer.
+INSTRUCTION: Answer in a complete sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Accept any phrasing that conveys the Clarks are moving to Florida.
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key.
 
 PROMPT: Where are the Clarks going to move?
-RESPONSE: They're going to move to Florida. {bk11-l3a-f2-08.mp3}
+RESPONSE: They're going to move to Florida. {bk11-l3a-f2-02-a.mp3}
 
-# Source: ST §Too + Predicate Adjective + To-Infinitive
+# Source: ST §My Car Stalled!
+$DIALOGUE Calling About Car Problems
+ID: l3-s20
+INTRO: Three phone calls to three garages, all with the same message: you fixed it, but it isn't fixed. Listen and repeat each line — this is exactly the call you may need to make someday.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
 
-# Source: ST §Too + Predicate Adjective + To-Infinitive
-$GRAMMAR Too + Adjective + Infinitive
-ID: l3-s15
-INTRO: Here's the pattern for this part: "too" plus an adjective plus "to" — more than enough, so it can't be done.
+Clerk: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
+Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
+Clerk: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
+Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
 
-One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
+Narrator: The second call.
+Clerk: Speedy Engine Repair. May I help you?
+Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
+Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
+Customer: Yes, I'll be there at 7:30. Thank you very much.
 
-**Examples:**
-* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
-* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
+Narrator: The third call.
+Mechanic: Evans and Sons. This is Jack. How may I help you?
+Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
+Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
+Customer: Okay, thanks. I'll do that.
 
-| TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE |
-|---|---|---|
-| Candy is **too sweet.** | | |
-| Coffee is **too bitter** | for me | to drink. |
-| Carol was **too tired** | | to drive. |
-| It'll be **too early** | for the children | to get up. |
+$SESSION 3-3: Explaining with "Too"
 
-More examples to tap and hear: {Coffee is too bitter for me to drink.} — {Carol was too tired to drive.} — {It'll be too early for the children to get up.}
+# Source: LLA 3C Figure 3 (Part 2)
+$DIALOGUE Too Cold, Too Hot
+ID: 3c-f3-b
+INTRO: New part, new tool: "too". When something is more than enough — too hot, too heavy, too late — "too" explains why things can't happen. Listen and repeat these short sentences.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: It's too cold. {bk11-l3c-f3-11.mp3}
+LINE: It's too hot. {bk11-l3c-f3-12.mp3}
+LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3}
+LINE: This jacket is too small. {bk11-l3c-f3-14.mp3}
+LINE: That box is too heavy. {bk11-l3c-f3-15.mp3}
+LINE: Those pants are too big. {bk11-l3c-f3-16.mp3}
+LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
+
+# Source: LLA 3C Figure 4
+$PRODUCE Why Not? Use "Too"
+ID: 3c-f4
+INPUT: type
+CHECK: llm
+INTRO: Look at the picture and listen to the statement. Then write one short sentence with "too" that explains it. The first one is done for you.
+INSTRUCTION: Write a sentence with "too".
+RUBRIC: The answer must be a short, logical sentence using "too" plus an adjective that explains the statement. Treat the model answer as the expected idea, but accept close alternatives with a sensible adjective (e.g., "It's too warm" for "It's too hot").
+
+EXAMPLE
+PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-01.mp3}
+RESPONSE: It's too cold.
+
+PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-02.mp3}
+RESPONSE: It's too expensive.
+
+PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-03.mp3}
+RESPONSE: It's too hot.
+
+PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-04.mp3}
+RESPONSE: It's too small.
+
+PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-05.mp3}
+RESPONSE: It's too late.
+
+PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-06.mp3}
+RESPONSE: It's too heavy.
 
 # Source: LLA 3A Figure 3
-
-# Source: LLA 3A Figure 3
-$DIALOGUE Two Sentences into One
+$DIALOGUE Combining Sentences with "Too ... To"
 ID: 3a-f3
-INTRO: Listen to the sentences using "too" and "to". Notice how two short sentences are combined into one, then repeat.
+INTRO: Now hear two short sentences become one. "Max is too tall. He can't sleep in that bed." becomes "Max is too tall to sleep in that bed." Listen and repeat each set.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -606,12 +532,30 @@ LINE: Mary is too slow. She can't finish early. Mary is too slow to finish early
 LINE: The coffee is too hot. He can't drink it. The coffee is too hot for him to drink. {bk11-l3a-f3-09.mp3}
 LINE: Chinese is not too difficult. They can learn it. Chinese is not too difficult for them to learn. {bk11-l3a-f3-10.mp3}
 
-# Source: ST §This Soup Is Too Hot to Eat!
+# Source: ST §Grammar (Too + Predicate Adjective + To-Infinitive)
+$GRAMMAR Too + Adjective + To-Infinitive
+ID: l3-s15
+INTRO: Here's how "too" works with an adjective and a to-infinitive — too tired to drive, too hot to drink. Read the explanation and tap the examples to hear them.
+
+One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
+
+**Examples:**
+* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
+* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
+
+Notice where the "for + person" phrase goes when you need it:
+
+| TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE |
+|---|---|---|
+| Candy is **too sweet.** | | |
+| Coffee is **too bitter** | for me | to drink. |
+| Carol was **too tired** | | to drive. |
+| It'll be **too early** | for the children | to get up. |
 
 # Source: ST §This Soup Is Too Hot to Eat!
-$DIALOGUE Reading: Too Hot to Eat
+$DIALOGUE This Soup Is Too Hot to Eat!
 ID: l3-s16
-INTRO: Read a few more sentences with the "too ... to" pattern. Notice who can't do what, and why.
+INTRO: Read these sentences. Notice where "too", "for", and the infinitive land in each one.
 INSTRUCTION: Read the sentences.
 
 LINE: It's too cold to go outside. The children must play inside. {st-page_100_001.jpg}
@@ -624,49 +568,41 @@ LINE: Jim can't wear these slacks. They're too big.
 LINE: Lt Rich is too angry to speak to Lt Ward.
 
 # Source: LLA 3A Figure 4
-
-# Source: LLA 3A Figure 4
-$PRODUCE Ask a Question with Too
+$PRODUCE Ask Questions with "Too ... To"
 ID: 3a-f4
-INTRO: Now you make the questions. Listen to a statement and a cue, change the statement into a question using the cue, then repeat the correct answer.
-INSTRUCTION: Speak the new question aloud.
+INTRO: Now you make the questions. Listen to a statement and a new cue word, ask a new question with "too ... to", then repeat the correct answer.
+INSTRUCTION: Ask the question using the cue.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-PROMPT: Freddy is too light to *play football*. Tennis. {bk11-l3a-f4-00-q.mp3}
-RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-00-a.mp3}
+PROMPT: Freddie is too light to play football. Tennis. {bk11-l3a-f4-ex-q.mp3}
+RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-ex-a.mp3}
 
-PROMPT: The captain was too sick to *come to class*. Watch TV. {bk11-l3a-f4-01-q.mp3}
+PROMPT: The captain was too sick to come to class. Watch TV. {bk11-l3a-f4-01-q.mp3}
 RESPONSE: Was he too sick to watch TV? {bk11-l3a-f4-01-a.mp3}
 
-PROMPT: Mary is too slow to *finish early*. On time. {bk11-l3a-f4-02-q.mp3}
+PROMPT: Mary is too slow to finish early. On time. {bk11-l3a-f4-02-q.mp3}
 RESPONSE: Is she too slow to finish on time? {bk11-l3a-f4-02-a.mp3}
 
-PROMPT: Myra is too tired to *listen to any more problems*. Write letters. {bk11-l3a-f4-03-q.mp3}
+PROMPT: Myra is too tired to listen to any more problems. Write letters. {bk11-l3a-f4-03-q.mp3}
 RESPONSE: Is she too tired to write letters? {bk11-l3a-f4-03-a.mp3}
 
-PROMPT: Greg is too young to *drive a car*. Ride a bicycle. {bk11-l3a-f4-04-q.mp3}
+PROMPT: Greg is too young to drive a car. Ride a bicycle. {bk11-l3a-f4-04-q.mp3}
 RESPONSE: Is he too young to ride a bicycle? {bk11-l3a-f4-04-a.mp3}
 
-PROMPT: It's too late to *study for the test*. Learn something new. {bk11-l3a-f4-05-q.mp3}
+PROMPT: It's too late to study for the test. Learn something new. {bk11-l3a-f4-05-q.mp3}
 RESPONSE: Is it too late to learn something new? {bk11-l3a-f4-05-a.mp3}
 
-PROMPT: This book is too difficult for *John* to read. Mark. {bk11-l3a-f4-06-q.mp3}
+PROMPT: This book is too difficult for John to read. Mark. {bk11-l3a-f4-06-q.mp3}
 RESPONSE: Is it too difficult for Mark to read? {bk11-l3a-f4-06-a.mp3}
 
-# SKIPPED (book): LLA 3A Figure 5 — spatial grid placement task, out of scope.
-
 # Source: ST §The Meat Is Too Salty
-
-# SKIPPED (book): LLA 3A Figure 5 — spatial grid placement task, out of scope.
-
-# Source: ST §The Meat Is Too Salty
-$PRODUCE Make a Sentence with Too
+$PRODUCE Make Sentences with "Too"
 ID: l3-s17
-INTRO: Read each sentence, then make a new one with "too" and the word in parentheses. Say it aloud, then check the model.
-INSTRUCTION: Say a new sentence using "too" and the cue.
+INTRO: Read each sentence, then make a new one using "too" and the word in parentheses. Say it aloud — the examples show the shape.
+INSTRUCTION: Read the sentence, then make another one. Use "too" and the word(s) in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -710,12 +646,10 @@ PROMPT: I was able to finish the homework. (not difficult)
 RESPONSE: It was not too difficult.
 
 # Source: ST §Are You Going to the Gym? No, I'm Too Tired.
-
-# Source: ST §Are You Going to the Gym? No, I'm Too Tired.
-$PRODUCE Answer with Too
+$PRODUCE Answer with "Too"
 ID: l3-s18
-INTRO: Now answer questions using "too" and the words in parentheses. Full sentences, please — you're not too tired for that.
-INSTRUCTION: Answer using "too" and the cue.
+INTRO: Answer each question using "too" and the words in parentheses. Say the whole sentence aloud.
+INSTRUCTION: Answer the questions using "too" and the words in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -754,57 +688,100 @@ RESPONSE: Yes, it's too dark to see anything.
 PROMPT: Is Ed still too young to get a driver's license? (yes, young)
 RESPONSE: Yes, he's too young to get a license.
 
-$LESSON 3-3: Refunds and Dissatisfied Customers
+# Source: LLA 3D Figure 6
+$SELECT Pick the Best Response
+ID: 3d-f6
+INTRO: Every good answer in this activity contains "too". Listen to the question and tap the response that fits best. The first one is a worked example.
+INSTRUCTION: Tap the correct response.
 
-# Source: LLA 3B Figure 1 (Part 1)
+OPTION: 1 | Not very well; I was too nervous.
+OPTION: 2 | It's too dark in this room to see.
+OPTION: 3 | I'm not sure, but I think it's too far to walk.
+OPTION: 4 | No. It's too early to go home.
+OPTION: 5 | No, she's too tall to be Jean.
+OPTION: 6 | Yes, but it's too old to drink.
+OPTION: 7 | I can't. It's too big for me to pick up.
+OPTION: 8 | No thanks. The ice cream is too cold for me to eat.
+OPTION: 9 | It was too awful to watch!
+OPTION: 10 | Because John's news is almost too good to be true.
 
-# Source: LLA 3B Figure 1 (Part 1)
-$DIALOGUE Refund and Service Words
+EXAMPLE
+PROMPT: How far is it to the library? {bk11-l3d-f6-01.mp3}
+ANSWER: 3
+
+PROMPT: How did you like the movie? {bk11-l3d-f6-02.mp3}
+ANSWER: 9
+
+PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-03.mp3}
+ANSWER: 5
+
+PROMPT: Do you want some more dessert? {bk11-l3d-f6-04.mp3}
+ANSWER: 8
+
+PROMPT: Where's the light? {bk11-l3d-f6-05.mp3}
+ANSWER: 2
+
+PROMPT: How did you do on the exam? {bk11-l3d-f6-06.mp3}
+ANSWER: 1
+
+PROMPT: Are you ready to go? {bk11-l3d-f6-07.mp3}
+ANSWER: 4
+
+PROMPT: Why are you so happy? {bk11-l3d-f6-08.mp3}
+ANSWER: 10
+
+PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-09.mp3}
+ANSWER: 6
+
+PROMPT: Please hand me that box. {bk11-l3d-f6-10.mp3}
+ANSWER: 7
+
+# SKIPPED (book): LLA 3A Figure 5 (punctuation grid placement) — spoken coordinate placement of symbols in a grid; no spatial interaction in the format.
+
+$SESSION 3-4: Dissatisfied Customers
+
+# Source: LLA 3B Figure 1
+$DIALOGUE Customer Words in Sentences
 ID: 3b-f1
-INTRO: New part, new problems: leaky hoses, greasy chicken, and how to get your money back. Listen to the new words in sentences and repeat each one.
-INSTRUCTION: Listen and repeat.
+INTRO: In this part you'll learn what to say when a purchase disappoints you: leaks, refunds, exchanges — and the difference between "satisfied", "unhappy", and "dissatisfied". Listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: hose
-LINE: Look at the hoses. There are 2 kinds of hoses. {page_062_001.jpg} {bk11-l3b-f1-01a.mp3}
+LINE: Look at the hoses. There are 2 kinds of hoses. {page_062_001.jpg} {bk11-l3b-f1-01.mp3}
 
 VOCAB: leak
-LINE: Uncle George has a leak in his kitchen faucet. {page_062_002.jpg} {bk11-l3b-f1-01b.mp3}
+LINE: Uncle George has a leak in his kitchen faucet. {page_062_002.jpg} {bk11-l3b-f1-02.mp3}
 
 VOCAB: exchange
-LINE: Jim is going to exchange that sweater for 2 shirts. {page_062_003.jpg} {bk11-l3b-f1-01c.mp3}
+LINE: Jim is going to exchange that sweater for 2 shirts. {page_062_003.jpg} {bk11-l3b-f1-03.mp3}
 
 VOCAB: refund
-LINE: Sergeant Jackson asked the salesman for a refund. {page_062_004.jpg} {bk11-l3b-f1-01d.mp3}
+LINE: Sergeant Jackson asked the salesman for a refund. {page_062_004.jpg} {bk11-l3b-f1-04.mp3}
 
 VOCAB: give back
-LINE: Charlie won't give the car back to Jimmy. {page_062_005.jpg} {bk11-l3b-f1-01e.mp3}
+LINE: Charlie won't give the car back to Jimmy. {page_062_005.jpg} {bk11-l3b-f1-05.mp3}
 
-VOCAB: credit
-LINE: Mrs. Brooks bought her refrigerator on credit. {page_062_006.jpg} {bk11-l3b-f1-01f.mp3}
+LINE: Mrs. Brooks bought her refrigerator on credit. {page_062_006.jpg} {bk11-l3b-f1-06.mp3}
 
-VOCAB: service
-LINE: That new restaurant gives excellent service. {page_062_007.jpg} {bk11-l3b-f1-01g.mp3}
+LINE: That new restaurant gives excellent service. {page_062_007.jpg} {bk11-l3b-f1-07.mp3}
 
-VOCAB: grease
-LINE: The mechanic has grease on his shirt. {page_062_008.jpg} {bk11-l3b-f1-01h.mp3}
+LINE: The mechanic has grease on his shirt. {page_062_008.jpg} {bk11-l3b-f1-08.mp3}
 
 VOCAB: satisfied
-LINE: Mr. Evans was very satisfied with your work. {page_062_009.jpg} {bk11-l3b-f1-01i.mp3}
+LINE: Mr. Evans was very satisfied with your work. {page_062_009.jpg} {bk11-l3b-f1-09.mp3}
 
 VOCAB: unhappy
-LINE: The boys were unhappy when they lost the game. {page_063_001.jpg} {bk11-l3b-f1-01j.mp3}
+LINE: The boys were unhappy when they lost the game. {page_063_001.jpg} {bk11-l3b-f1-10.mp3}
 
 VOCAB: dissatisfied
-LINE: The customer is dissatisfied with the food. {page_063_002.jpg} {bk11-l3b-f1-01k.mp3}
+LINE: The customer is dissatisfied with the food. {page_063_002.jpg} {bk11-l3b-f1-11.mp3}
 
-# Source: LLA 3B Figure 1 (Part 2) — pool of 11 image options split into two activities
-
-# Source: LLA 3B Figure 1 (Part 2) — pool of 11 image options split into two activities
-$SELECT Which Picture? — Hose to Credit
+# Source: LLA 3B Figure 1 (matching pass, first half — pool split to keep image options ≤ 6)
+$SELECT Match the Picture: Returns and Refunds
 ID: 3b-f1-b
-INTRO: Listen to a sentence and tap the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the correct picture.
+INTRO: Now match by ear. Tap the picture for each sentence you hear, then repeat it. This set covers hoses, leaks, and getting your money back.
+INSTRUCTION: Tap the matching picture.
 REPEAT
 
 OPTION: a | hose {page_062_001.jpg}
@@ -814,37 +791,35 @@ OPTION: d | refund {page_062_004.jpg}
 OPTION: e | give back {page_062_005.jpg}
 OPTION: f | credit {page_062_006.jpg}
 
-PROMPT: He is getting a refund. {bk11-l3b-f1-04-q.mp3}
+PROMPT: He is getting a refund. {bk11-l3b-f1-14-q.mp3}
 ANSWER: d
-FEEDBACK: He is getting a refund. {bk11-l3b-f1-04-a.mp3}
+FEEDBACK: Repeat: He is getting a refund. {bk11-l3b-f1-14-a.mp3}
 
-PROMPT: The faucet is leaking. {bk11-l3b-f1-06-q.mp3}
+PROMPT: The faucet is leaking. {bk11-l3b-f1-16-q.mp3}
 ANSWER: b
-FEEDBACK: The faucet is leaking. {bk11-l3b-f1-06-a.mp3}
+FEEDBACK: Repeat: The faucet is leaking. {bk11-l3b-f1-16-a.mp3}
 
-PROMPT: Which hose is for the garden? {bk11-l3b-f1-08-q.mp3}
+PROMPT: Which hose is for the garden? {bk11-l3b-f1-18-q.mp3}
 ANSWER: a
-FEEDBACK: Which hose is for the garden? {bk11-l3b-f1-08-a.mp3}
+FEEDBACK: Repeat: Which hose is for the garden? {bk11-l3b-f1-18-a.mp3}
 
-PROMPT: He wants to exchange the sweater. {bk11-l3b-f1-09-q.mp3}
+PROMPT: He wants to exchange the sweater. {bk11-l3b-f1-19-q.mp3}
 ANSWER: c
-FEEDBACK: He wants to exchange the sweater. {bk11-l3b-f1-09-a.mp3}
+FEEDBACK: Repeat: He wants to exchange the sweater. {bk11-l3b-f1-19-a.mp3}
 
-PROMPT: He won't give back the toy car. {bk11-l3b-f1-10-q.mp3}
+PROMPT: He won't give back the toy car. {bk11-l3b-f1-20-q.mp3}
 ANSWER: e
-FEEDBACK: He won't give back the toy car. {bk11-l3b-f1-10-a.mp3}
+FEEDBACK: Repeat: He won't give back the toy car. {bk11-l3b-f1-20-a.mp3}
 
-PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-11-q.mp3}
+PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-q.mp3}
 ANSWER: f
-FEEDBACK: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-11-a.mp3}
+FEEDBACK: Repeat: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-a.mp3}
 
-# Source: LLA 3B Figure 1 (Part 2), second half of the split pool
-
-# Source: LLA 3B Figure 1 (Part 2), second half of the split pool
-$SELECT Which Picture? — Service to Dissatisfied
+# Source: LLA 3B Figure 1 (matching pass, second half)
+$SELECT Match the Picture: Satisfied or Not
 ID: 3b-f1-c
-INTRO: Five more pictures — service, grease, and three kinds of unhappy. Tap the picture the sentence describes, then repeat it.
-INSTRUCTION: Tap the correct picture.
+INTRO: Five more pictures — service, grease, and three shades of unhappiness. Tap the match, then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
 REPEAT
 
 OPTION: g | service {page_062_007.jpg}
@@ -853,32 +828,30 @@ OPTION: i | satisfied {page_062_009.jpg}
 OPTION: j | unhappy {page_063_001.jpg}
 OPTION: k | dissatisfied {page_063_002.jpg}
 
-PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-02-q.mp3}
+PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-12-q.mp3}
 ANSWER: i
-FEEDBACK: Is he satisfied with John's work? {bk11-l3b-f1-02-a.mp3}
+FEEDBACK: Repeat: Is he satisfied with John's work? {bk11-l3b-f1-12-a.mp3}
 
-PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-03-q.mp3}
+PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-13-q.mp3}
 ANSWER: k
-FEEDBACK: Why is he dissatisfied with his food? {bk11-l3b-f1-03-a.mp3}
+FEEDBACK: Repeat: Why is he dissatisfied with his food? {bk11-l3b-f1-13-a.mp3}
 
-PROMPT: Why are the football players unhappy? {bk11-l3b-f1-05-q.mp3}
+PROMPT: Why are the football players unhappy? {bk11-l3b-f1-15-q.mp3}
 ANSWER: j
-FEEDBACK: Why are the football players unhappy? {bk11-l3b-f1-05-a.mp3}
+FEEDBACK: Repeat: Why are the football players unhappy? {bk11-l3b-f1-15-a.mp3}
 
-PROMPT: The service here is excellent. {bk11-l3b-f1-07-q.mp3}
+PROMPT: The service here is excellent. {bk11-l3b-f1-17-q.mp3}
 ANSWER: g
-FEEDBACK: The service here is excellent. {bk11-l3b-f1-07-a.mp3}
+FEEDBACK: Repeat: The service here is excellent. {bk11-l3b-f1-17-a.mp3}
 
-PROMPT: Is that grease on his shirt? {bk11-l3b-f1-12-q.mp3}
+PROMPT: Is that grease on his shirt? {bk11-l3b-f1-22-q.mp3}
 ANSWER: h
-FEEDBACK: Is that grease on his shirt? {bk11-l3b-f1-12-a.mp3}
+FEEDBACK: Repeat: Is that grease on his shirt? {bk11-l3b-f1-22-a.mp3}
 
-# Source: ST §Jim Bought a Hose That Leaked (Or Did It?) — narrator paragraphs split into short lines
-
-# Source: ST §Jim Bought a Hose That Leaked (Or Did It?) — narrator paragraphs split into short lines
+# Source: ST §Jim Bought a Hose That Leaked (Or Did It?)
 $DIALOGUE Jim's Leaky Hose
 ID: l3-s9
-INTRO: Here's the story of Jim, a hose, and four dollars. Listen and read — you'll answer questions about it next.
+INTRO: Jim bought a hose, and the hose had opinions about holding water. Listen to his story — there's a refund in it.
 INSTRUCTION: Listen to the story.
 
 Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg}
@@ -892,27 +865,27 @@ LINE: He decided to go back to the U-Save Store and tell the clerk that he didn'
 
 VOCAB: leaky
 LINE: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg}
-
-LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" He answered, "No, I'd like to get a refund." {st-page_095_001.jpg}
+LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" {st-page_095_001.jpg}
+LINE: He answered, "No, I'd like to get a refund." {st-page_095_001.jpg}
 
 VOCAB: sales slip
 LINE: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" {st-page_095_001.jpg}
 LINE: After Jim showed it to her, she refunded his money. {st-page_095_001.jpg}
-LINE: Then Jim went to Save-More and bought a hose exactly like the first one. He saved four dollars and was very pleased. {st-page_095_002.jpg}
-LINE: He hurried home and tried his new hose. {st-page_095_002.jpg}
 
-# Source: ST §Answer About the Story
+LINE: Then Jim went to Save-More and bought a hose exactly like the first one. {st-page_095_002.jpg}
+LINE: He saved four dollars and was very pleased. {st-page_095_002.jpg}
+LINE: He hurried home and tried his new hose. {st-page_095_002.jpg}
 
 # Source: ST §Answer About the Story
 $PRODUCE Questions About Jim's Hose
 ID: l3-s10
 REFERENCE
-INTRO: Answer the questions about Jim's adventure in complete sentences. The last one asks what you think — the story ends before the water is turned on.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer the questions about Jim and his hose in complete sentences. The story is there to consult — including the small mystery at the end.
+INSTRUCTION: Answer each question in a complete sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final opinion question, accept a reasoned yes or no.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final "What do you think?" question, accept any reasoned yes-or-no answer.
 
 PROMPT: What did Jim buy at U-Save yesterday?
 RESPONSE: He bought a hose.
@@ -944,12 +917,10 @@ RESPONSE: He bought a hose exactly like the first one at Save-More.
 PROMPT: What do you think? Did the first hose really leak?
 RESPONSE: Yes, the first hose really leaked.
 
-# Source: ST §Walter's Very Dissatisfied
-
 # Source: ST §Walter's Very Dissatisfied
 $DIALOGUE Walter's Very Dissatisfied
 ID: l3-s11
-INTRO: Willie is enjoying his lunch. Walter is not — and his salad has a passenger. Listen and repeat each line.
+INTRO: Willie is enjoying his lunch. Walter is not — there's grease, there's oil, and there's an uninvited guest in the salad. Listen and repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
@@ -968,24 +939,21 @@ Willie: Yes, I see. How is the salad? Are you dissatisfied with it, too? {st-pag
 VOCAB: oily
 Walter: Yes, it's very oily. I asked for a little salad oil, not a lot.
 
-VOCAB: too
 VOCAB: bug
 Willie: You're right. It does look too oily. There's also a bug in it.
 
-VOCAB: fly
 Walter: Oh, no! What kind is it?
+VOCAB: fly
 Willie: I think it's a fly. It's a big one, but it isn't moving. {st-page_097_001.jpg}
 
 VOCAB: satisfaction
 Walter: That really doesn't give me much satisfaction. I'm ready to leave right now and never come back!
 
-# Source: ST §True or False? (after Walter's Very Dissatisfied)
-
-# Source: ST §True or False? (after Walter's Very Dissatisfied)
-$SELECT True or False: Walter's Meal
+# Source: ST §True or False?
+$SELECT True or False: At the Restaurant
 ID: l3-s12
 REFERENCE
-INTRO: Decide whether each statement about Willie and Walter's lunch is true or false. The dialog is there if you need it.
+INTRO: True or false? Decide according to Willie and Walter's conversation — you can look back at it while you answer.
 INSTRUCTION: Tap True or False.
 SHOW_PROMPT
 OPTION: t | True
@@ -1015,14 +983,10 @@ ANSWER: t
 PROMPT: Walter felt better when he learned the fly wasn't moving.
 ANSWER: f
 
-# Source: ST §Ray's vs Jay's (reference table)
-
-# Source: ST §Ray's vs Jay's (reference table)
-$GRAMMAR Ray's vs Jay's
+# Source: ST §Ray's vs Jay's
+$GRAMMAR Ray's vs. Jay's
 ID: l3-s13
-INTRO: Two restaurants, ten facts. Read the table — you'll say how you feel about each point in the next activity.
-
-Here are two restaurants and what customers say about them. You'll use this table in the next activity.
+INTRO: Two restaurants, two very different experiences. Study this comparison chart — you'll make sentences from it in the next activity.
 
 | Ray's Restaurant | Jay's Restaurant |
 |---|---|
@@ -1032,59 +996,55 @@ Here are two restaurants and what customers say about them. You'll use this tabl
 | 7. Different kinds of food | 8. Same food all the time |
 | 9. People not friendly | 10. People always friendly |
 
-# Source: ST §Express Satisfaction
-
 # Source: ST §Express Satisfaction
 $PRODUCE Satisfied or Dissatisfied?
 ID: l3-s14
 REFERENCE
-INTRO: Using the table comparing Ray's and Jay's, make a sentence about each numbered point with "satisfied", "dissatisfied", or "unhappy". Say it aloud.
-INSTRUCTION: Make a sentence using satisfied, dissatisfied, or unhappy.
+INTRO: Make a sentence about each item from the chart, using "satisfied", "dissatisfied", or "unhappy". Say it aloud — the two examples show the pattern.
+INSTRUCTION: Make a sentence using "satisfied", "dissatisfied", or "unhappy".
 INPUT: speak
 CHECK: llm
 RUBRIC: Accept any grammatical sentence that correctly combines the cue with "satisfied", "dissatisfied", or "unhappy".
 
 EXAMPLE
-TEMPLATE: Number 1. Good food at Ray's.
+TEMPLATE: Good food at Ray's.
 RESPONSE: I'm satisfied with the food at Ray's.
 
 EXAMPLE
-TEMPLATE: Number 6. Sometimes see bugs at Jay's.
+TEMPLATE: Sometimes see bugs at Jay's.
 RESPONSE: I'm dissatisfied with Jay's because I see bugs there sometimes.
 
-TEMPLATE: Number 2. Food too greasy at Jay's.
+TEMPLATE: Food too greasy at Jay's.
 RESPONSE: I'm unhappy with the food at Jay's because it's too greasy.
 
-TEMPLATE: Number 3. Waiters are slow at Ray's.
+TEMPLATE: Waiters are slow at Ray's.
 RESPONSE: I'm dissatisfied with Ray's because the waiters are slow.
 
-TEMPLATE: Number 4. Fast service at Jay's.
+TEMPLATE: Fast service at Jay's.
 RESPONSE: I'm satisfied with the fast service at Jay's.
 
-TEMPLATE: Number 5. Always clean at Ray's.
+TEMPLATE: Always clean at Ray's.
 RESPONSE: I'm satisfied because Ray's is always clean.
 
-TEMPLATE: Number 7. Different kinds of food at Ray's.
+TEMPLATE: Different kinds of food at Ray's.
 RESPONSE: I'm satisfied with the different kinds of food at Ray's.
 
-TEMPLATE: Number 8. Same food all the time at Jay's.
+TEMPLATE: Same food all the time at Jay's.
 RESPONSE: I'm dissatisfied with Jay's because they have the same food all the time.
 
-TEMPLATE: Number 9. People not friendly at Ray's.
+TEMPLATE: People not friendly at Ray's.
 RESPONSE: I'm unhappy with Ray's because the people are not friendly.
 
-TEMPLATE: Number 10. People always friendly at Jay's.
+TEMPLATE: People always friendly at Jay's.
 RESPONSE: I'm satisfied because the people are always friendly at Jay's.
 
-$LESSON 3-4: Infinitives of Purpose
+$SESSION 3-5: Infinitives of Purpose
 
 # Source: LLA 3B Figure 2
-
-# Source: LLA 3B Figure 2
-$DIALOGUE Sentences of Purpose
+$DIALOGUE Why We Do Things
 ID: 3b-f2
-INTRO: In this part you'll learn to say why people do things: he went to the bank to deposit a check. Listen to sentences using "to" and a verb to show purpose, and repeat each one.
-INSTRUCTION: Listen and repeat.
+INTRO: In this part you'll learn to say why people do things, using "to" plus a verb: he called to say hello. Listen to the sentences, notice the "to" phrase, and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3}
@@ -1096,12 +1056,10 @@ LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3}
 LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3}
 LINE: He called to say hello. {bk11-l3b-f2-08.mp3}
 
-# Source: ST §Infinitive Phrase of Purpose
-
-# Source: ST §Infinitive Phrase of Purpose
-$GRAMMAR The Infinitive of Purpose
+# Source: ST §Grammar (Infinitive Phrase of Purpose)
+$GRAMMAR Infinitive Phrase of Purpose
 ID: l3-s23
-INTRO: Here's how the pattern works: the infinitive after the verb answers the question "why?".
+INTRO: A short explanation of the infinitive of purpose — the "to" that answers "why?". Read it through and tap the examples to hear them.
 
 An infinitive or infinitive phrase placed after a verb tells the reason for which something is done.
 
@@ -1116,14 +1074,10 @@ An infinitive or infinitive phrase placed after a verb tells the reason for whic
 | Don't use a pen | **to mark** | the answer sheet. |
 | Roger called | **to invite** | us to his party. |
 
-Tap to hear the full sentences: {Ray moved to save a little money.} — {Lt Lee went to talk to the supervisor.} — {Don't use a pen to mark the answer sheet.} — {Roger called to invite us to his party.}
-
 # Source: ST §Terry Stopped at the BX to Exchange the Shirt.
-
-# Source: ST §Terry Stopped at the BX to Exchange the Shirt.
-$DIALOGUE Reading: More Purpose Sentences
+$DIALOGUE Terry Stopped at the BX to Exchange the Shirt
 ID: l3-s24
-INTRO: Read a few more sentences with infinitives of purpose. Every one of them answers the question "why?".
+INTRO: Read these sentences. Each one tells why somebody did something.
 INSTRUCTION: Read the sentences.
 
 LINE: We didn't stay to watch all of the show.
@@ -1135,13 +1089,11 @@ LINE: Bill always stops to eat breakfast on his way to work.
 LINE: Can I use a credit card to pay for my airline tickets?
 LINE: Mike didn't come to borrow money; he came to pay a bill.
 
-# Source: LLA 3B Figure 3
-
 # Source: LLA 3B Figure 3
 $SELECT Complete the Sentence
 ID: 3b-f3
-INTRO: Listen to the first part of a sentence and tap the purpose that best completes it. Then repeat the full sentence.
-INSTRUCTION: Tap the correct ending.
+INTRO: Listen to the first part of a sentence, then tap the purpose that completes it best. Repeat the full sentence when you hear it.
+INSTRUCTION: Tap the correct phrase.
 REPEAT
 
 OPTION: a | to play soccer.
@@ -1155,39 +1107,38 @@ OPTION: g | to drink a cup of coffee with her.
 EXAMPLE
 PROMPT: Neil went to the bank. {bk11-l3b-f3-ex-q.mp3}
 ANSWER: c
-FEEDBACK: Neil went to the bank to deposit his check. {bk11-l3b-f3-ex-a.mp3}
+FEEDBACK: Repeat: "Neil went to the bank to deposit his check." {bk11-l3b-f3-ex-a.mp3}
 
 PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-01-q.mp3}
 ANSWER: f
-FEEDBACK: Mrs. Adams paid Frank to wash her car. {bk11-l3b-f3-01-a.mp3}
+FEEDBACK: Repeat: "Mrs. Adams paid Frank to wash her car." {bk11-l3b-f3-01-a.mp3}
 
 PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-02-q.mp3}
 ANSWER: b
-FEEDBACK: Ms. Johnson called the dentist to change her appointment. {bk11-l3b-f3-02-a.mp3}
+FEEDBACK: Repeat: "Ms. Johnson called the dentist to change her appointment." {bk11-l3b-f3-02-a.mp3}
 
 PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-03-q.mp3}
 ANSWER: g
-FEEDBACK: Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her. {bk11-l3b-f3-03-a.mp3}
+FEEDBACK: Repeat: "Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her." {bk11-l3b-f3-03-a.mp3}
 
 PROMPT: The students wanted to go outside. {bk11-l3b-f3-04-q.mp3}
 ANSWER: a
-FEEDBACK: The students wanted to go outside to play soccer. {bk11-l3b-f3-04-a.mp3}
+FEEDBACK: Repeat: "The students wanted to go outside to play soccer." {bk11-l3b-f3-04-a.mp3}
 
 PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-05-q.mp3}
 ANSWER: e
-FEEDBACK: The Jacksons moved to Miami to live near the ocean. {bk11-l3b-f3-05-a.mp3}
+FEEDBACK: Repeat: "The Jacksons moved to Miami to live near the ocean." {bk11-l3b-f3-05-a.mp3}
 
 PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-06-q.mp3}
 ANSWER: d
-FEEDBACK: Laurie borrowed my book last week. She came over this morning to bring it back. {bk11-l3b-f3-06-a.mp3}
-
-# Source: ST §Match the Sentence Halves
+FEEDBACK: Repeat: "Laurie borrowed my book last week. She came over this morning to bring it back." {bk11-l3b-f3-06-a.mp3}
 
 # Source: ST §Match the Sentence Halves
 $SELECT Match the Sentence Halves
 ID: l3-s25
-INTRO: Match each sentence beginning with the purpose that fits it best. Read carefully — several endings would almost work.
-INSTRUCTION: Tap the infinitive phrase that completes the sentence.
+INTRO: Match each sentence beginning with the infinitive phrase that finishes it sensibly.
+INSTRUCTION: Tap the phrase that completes the sentence.
+
 OPTION: a | to fix his car.
 OPTION: b | to eat breakfast.
 OPTION: c | to live in a big city.
@@ -1221,45 +1172,41 @@ ANSWER: c
 TEMPLATE: Amn Barnes came to the dining hall
 ANSWER: b
 
-# Source: ST §I Stopped to Pick Up My Mail.
-
-# Source: ST §I Stopped to Pick Up My Mail.
-$DIALOGUE Why Did You Stop? — Short Dialogs
+# Source: ST §I Stopped to Pick Up My Mail. (speakers simplified for the two-voice cast)
+$DIALOGUE I Stopped to Pick Up My Mail
 ID: l3-s26
-INTRO: Eight quick exchanges, each with a purpose. Read the questions and the answers.
-INSTRUCTION: Read the dialogs.
+INTRO: Eight quick exchanges, each one answering a "why" or "what for" question. Just listen.
+INSTRUCTION: Listen to the dialogs.
 
-Sam: Did you stop at the post office?
-Tim: Yes, I stopped to pick up my mail.
+Man1: Did you stop at the post office?
+Man2: Yes, I stopped to pick up my mail.
 
-Tom: Did you change the oil in your car?
-Bob: No, I paid Tony to change it for me.
+Man1: Did you change the oil in your car?
+Man2: No, I paid Tony to change it for me.
 
-George: Did you use this wrench?
-Kevin: Yes, I used it to repair the faucet.
+Man1: Did you use this wrench?
+Man2: Yes, I used it to repair the faucet.
 
-Sandy: Did Shiela stay at home today?
-Sarah: No, she went to the commissary to get some milk.
+Man1: Did Shiela stay at home today?
+Man2: No, she went to the commissary to get some milk.
 
-Doug: Did you talk to Alan last night?
-Glen: Yes, I called him to tell him about the game.
+Man1: Did you talk to Alan last night?
+Man2: Yes, I called him to tell him about the game.
 
-Jim: Is Dan coming here after dinner?
-Vic: Yes, he's coming to borrow my English book.
+Man1: Is Dan coming here after dinner?
+Man2: Yes, he's coming to borrow my English book.
 
-Mike: Did Ted move to Los Angeles?
-Pete: Yes, he moved to find a better job.
+Man1: Did Ted move to Los Angeles?
+Man2: Yes, he moved to find a better job.
 
-Kaye: Do you go to the library after class?
-Kyle: No, I usually go to the gym to work out.
+Man1: Do you go to the library after class?
+Man2: No, I usually go to the gym to work out.
 
 # Source: ST §Why Are You Going to Florida?
-
-# Source: ST §Why Are You Going to Florida?
-$PRODUCE Answer with a Purpose
+$PRODUCE Why Are You Going to Florida?
 ID: l3-s27
-INTRO: Now you build the answers. Use the cue in parentheses to answer each question with an infinitive of purpose, aloud.
-INSTRUCTION: Answer using the cue as an infinitive phrase of purpose.
+INTRO: Now you answer the "why" questions. Use the cue in parentheses to build an infinitive phrase of purpose, and say the full sentence aloud.
+INSTRUCTION: Answer the questions using the cue to form an infinitive phrase of purpose.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1298,122 +1245,34 @@ RESPONSE: I paid the mechanic to tune up the engine.
 PROMPT: Why is Sam moving to Los Angeles? (live with his brother)
 RESPONSE: He's moving to live with his brother.
 
-$LESSON 3-5: Syllable Stress and the Suffix -y
+$SESSION 3-6: The Suffix "-y"
 
-# Source: LLA 3B Figure 4
-
-# Source: LLA 3B Figure 4
-$SELECT Syllable Stress
-ID: 3b-f4
-INTRO: This part tunes your ear and builds new words. First, stress: listen to each word and tap the number of the syllable with the strongest stress, then repeat the word.
-INSTRUCTION: Tap the number of the stressed syllable.
+# Source: LLA 3B Figure 5
+$DIALOGUE From Noun to Adjective
+ID: 3b-f5
+INTRO: In this part, one small letter does a lot of work: add "-y" to a noun and you get an adjective — salt becomes salty, noise becomes noisy. Listen and repeat each pair.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-
-PROMPT: cautious. Cautious. {bk11-l3b-f4-01-q.mp3}
-ANSWER: 1
-FEEDBACK: cautious. {bk11-l3b-f4-01-a.mp3}
-
-PROMPT: become. Become. {bk11-l3b-f4-02-q.mp3}
-ANSWER: 2
-FEEDBACK: become. {bk11-l3b-f4-02-a.mp3}
-
-PROMPT: connect. Connect. {bk11-l3b-f4-03-q.mp3}
-ANSWER: 2
-FEEDBACK: connect. {bk11-l3b-f4-03-a.mp3}
-
-PROMPT: stomachache. Stomachache. {bk11-l3b-f4-04-q.mp3}
-ANSWER: 1
-FEEDBACK: stomachache. {bk11-l3b-f4-04-a.mp3}
-
-PROMPT: emergency. Emergency. {bk11-l3b-f4-05-q.mp3}
-ANSWER: 2
-FEEDBACK: emergency. {bk11-l3b-f4-05-a.mp3}
-
-PROMPT: temperature. Temperature. {bk11-l3b-f4-06-q.mp3}
-ANSWER: 1
-FEEDBACK: temperature. {bk11-l3b-f4-06-a.mp3}
-
-PROMPT: steering wheel. Steering wheel. {bk11-l3b-f4-07-q.mp3}
-ANSWER: 1
-FEEDBACK: steering wheel. {bk11-l3b-f4-07-a.mp3}
-
-PROMPT: crossing. Crossing. {bk11-l3b-f4-08-q.mp3}
-ANSWER: 1
-FEEDBACK: crossing. {bk11-l3b-f4-08-a.mp3}
-
-PROMPT: slow down. Slow down. {bk11-l3b-f4-09-q.mp3}
-ANSWER: 2
-FEEDBACK: slow down. {bk11-l3b-f4-09-a.mp3}
-
-PROMPT: ahead. Ahead. {bk11-l3b-f4-10-q.mp3}
-ANSWER: 2
-FEEDBACK: ahead. {bk11-l3b-f4-10-a.mp3}
-
-# Source: LLA 3C Figure 1
-
-# Source: LLA 3C Figure 1
-$SELECT Syllable Stress — Longer Words
-ID: 3c-f1
-INTRO: Round two of stress practice, with longer words this time. Listen, tap the stressed syllable's number, then repeat the word.
-INSTRUCTION: Tap the number of the stressed syllable.
-REPEAT
-
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-
-PROMPT: escalator. {bk11-l3c-f1-01.mp3}
-ANSWER: 1
-FEEDBACK: Number 1 is 1. Repeat: escalator. {bk11-l3c-f1-01-a.mp3}
-
-PROMPT: introduction. {bk11-l3c-f1-02.mp3}
-ANSWER: 3
-FEEDBACK: Number 2 is 3. Repeat: introduction. {bk11-l3c-f1-02-a.mp3}
-
-PROMPT: popular. {bk11-l3c-f1-03.mp3}
-ANSWER: 1
-FEEDBACK: Number 3 is 1. Repeat: popular. {bk11-l3c-f1-03-a.mp3}
-
-PROMPT: relative. {bk11-l3c-f1-04.mp3}
-ANSWER: 1
-FEEDBACK: Number 4 is 1. Repeat: relative. {bk11-l3c-f1-04-a.mp3}
-
-PROMPT: bicycle. {bk11-l3c-f1-05.mp3}
-ANSWER: 1
-FEEDBACK: Number 5 is 1. Repeat: bicycle. {bk11-l3c-f1-05-a.mp3}
-
-PROMPT: information. {bk11-l3c-f1-06.mp3}
-ANSWER: 3
-FEEDBACK: Number 6 is 3. Repeat: information. {bk11-l3c-f1-06-a.mp3}
-
-PROMPT: traffic. {bk11-l3c-f1-07.mp3}
-ANSWER: 1
-FEEDBACK: Number 7 is 1. Repeat: traffic. {bk11-l3c-f1-07-a.mp3}
-
-PROMPT: signature. {bk11-l3c-f1-08.mp3}
-ANSWER: 1
-FEEDBACK: Number 8 is 1. Repeat: signature. {bk11-l3c-f1-08-a.mp3}
-
-PROMPT: deposit. {bk11-l3c-f1-09.mp3}
-ANSWER: 2
-FEEDBACK: Number 9 is 2. Repeat: deposit. {bk11-l3c-f1-09-a.mp3}
-
-PROMPT: empty. {bk11-l3c-f1-10.mp3}
-ANSWER: 1
-FEEDBACK: Number 10 is 1. Repeat: empty. {bk11-l3c-f1-10-a.mp3}
+LINE: Salt, salty. {bk11-l3b-f5-01.mp3}
+LINE: Ice, icy. {bk11-l3b-f5-02.mp3}
+LINE: Fun, funny. {bk11-l3b-f5-03.mp3}
+LINE: Rain, rainy. {bk11-l3b-f5-04.mp3}
+LINE: Snow, snowy. {bk11-l3b-f5-05.mp3}
+LINE: Storm, stormy. {bk11-l3b-f5-06.mp3}
+LINE: Noise, noisy. {bk11-l3b-f5-07.mp3}
+LINE: Soap, soapy. {bk11-l3b-f5-08.mp3}
+LINE: Grease, greasy. {bk11-l3b-f5-09.mp3}
+LINE: Cloud, cloudy. {bk11-l3b-f5-10.mp3}
+LINE: Leak, leaky. {bk11-l3b-f5-11.mp3}
+LINE: Oil, oily. {bk11-l3b-f5-12.mp3}
+LINE: Sun, sunny. {bk11-l3b-f5-13.mp3}
+LINE: Water, watery. {bk11-l3b-f5-14.mp3}
 
 # Source: ST §The Suffix -y
-
-# Source: ST §The Suffix -y
-$GRAMMAR The Suffix -y
+$GRAMMAR The Suffix "-y"
 ID: l3-s28
-INTRO: Now the word-building trick of this lesson: add -y to a noun and you get an adjective. Full of soap? Soapy.
+INTRO: Here's how the suffix "-y" works — including what happens to a final "-e". Read it through.
 
 A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
 
@@ -1429,36 +1288,10 @@ A suffix is a letter or group of letters added at the end of a word. When the su
 | noise | nois**y** | storm | storm**y** |
 | oil | oil**y** | water | water**y** |
 
-# Source: LLA 3B Figure 5
-
-# Source: LLA 3B Figure 5
-$DIALOGUE Noun to Adjective: Add -y
-ID: 3b-f5
-INTRO: Listen to each noun and its matching -y adjective, and repeat the pair. Notice how the spelling sometimes changes.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: salt, salty {bk11-l3b-f5-01.mp3}
-LINE: ice, icy {bk11-l3b-f5-02.mp3}
-LINE: fun, funny {bk11-l3b-f5-03.mp3}
-LINE: rain, rainy {bk11-l3b-f5-04.mp3}
-LINE: snow, snowy {bk11-l3b-f5-05.mp3}
-LINE: storm, stormy {bk11-l3b-f5-06.mp3}
-LINE: noise, noisy {bk11-l3b-f5-07.mp3}
-LINE: soap, soapy {bk11-l3b-f5-08.mp3}
-LINE: grease, greasy {bk11-l3b-f5-09.mp3}
-LINE: cloud, cloudy {bk11-l3b-f5-10.mp3}
-LINE: leak, leaky {bk11-l3b-f5-11.mp3}
-LINE: oil, oily {bk11-l3b-f5-12.mp3}
-LINE: sun, sunny {bk11-l3b-f5-13.mp3}
-LINE: water, watery {bk11-l3b-f5-14.mp3}
-
 # Source: ST §It's Noisy in the Dining Hall.
-
-# Source: ST §It's Noisy in the Dining Hall.
-$DIALOGUE Reading: -y Adjectives in Sentences
+$DIALOGUE It's Noisy in the Dining Hall
 ID: l3-s29
-INTRO: Read the -y adjectives working in pairs of sentences — first the noun, then the adjective it becomes.
+INTRO: Read these sentence pairs — first the noun, then the "-y" adjective doing the same job.
 INSTRUCTION: Read the sentences.
 
 LINE: There's a leak in the kitchen faucet. Can you fix a leaky faucet?
@@ -1469,137 +1302,151 @@ LINE: There was too much salt in the beans. Was the soup too salty?
 LINE: We drove to New Orleans in a bad storm. I don't enjoy driving in stormy weather.
 
 # Source: LLA 3B Figure 6
-
-# Source: LLA 3B Figure 6
-$PRODUCE Answer with a -y Adjective
+$PRODUCE Answer with a "-y" Word
 ID: 3b-f6
-INTRO: Read the question and the cue, then answer aloud with a full sentence using the right -y adjective. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
+INTRO: Answer each question aloud with an adjective ending in "-y", following the yes-or-no cue on screen. Then repeat the correct answer.
+INSTRUCTION: Answer the question out loud, following the cue.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Does the soup have a lot of water in it? (yes)
+TEMPLATE: (yes)
 PROMPT: Does the soup have a lot of water in it? {bk11-l3b-f6-ex-q.mp3}
 RESPONSE: Yes, the soup is watery. {bk11-l3b-f6-ex-a.mp3}
 
-TEMPLATE: Does this meat have a lot of salt on it? (yes)
+TEMPLATE: (yes)
 PROMPT: Does this meat have a lot of salt on it? {bk11-l3b-f6-01-q.mp3}
 RESPONSE: Yes, this meat is salty. {bk11-l3b-f6-01-a.mp3}
 
-TEMPLATE: Is there ice on the highways? (yes)
+TEMPLATE: (yes)
 PROMPT: Is there ice on the highways? {bk11-l3b-f6-02-q.mp3}
 RESPONSE: Yes, the highways are icy. {bk11-l3b-f6-02-a.mp3}
 
-TEMPLATE: Was there a lot of rain last weekend? (no)
+TEMPLATE: (no)
 PROMPT: Was there a lot of rain last weekend? {bk11-l3b-f6-03-q.mp3}
 RESPONSE: No, it wasn't rainy last weekend. {bk11-l3b-f6-03-a.mp3}
 
-TEMPLATE: Do you have soap on your hands? (yes)
+TEMPLATE: (yes)
 PROMPT: Do you have soap on your hands? {bk11-l3b-f6-04-q.mp3}
 RESPONSE: Yes, my hands are soapy. {bk11-l3b-f6-04-a.mp3}
 
-TEMPLATE: Is there a lot of noise in your apartment building? (no)
+TEMPLATE: (no)
 PROMPT: Is there a lot of noise in your apartment building? {bk11-l3b-f6-05-q.mp3}
 RESPONSE: No, my apartment building isn't noisy. {bk11-l3b-f6-05-a.mp3}
 
-TEMPLATE: Are there a lot of clouds in the sky? (yes)
+TEMPLATE: (yes)
 PROMPT: Are there a lot of clouds in the sky? {bk11-l3b-f6-06-q.mp3}
 RESPONSE: Yes, the sky is cloudy. {bk11-l3b-f6-06-a.mp3}
 
-TEMPLATE: Is there grease on your French fries? (no)
+TEMPLATE: (no)
 PROMPT: Is there grease on your French fries? {bk11-l3b-f6-07-q.mp3}
 RESPONSE: No, my French fries aren't greasy. {bk11-l3b-f6-07-a.mp3}
 
-TEMPLATE: Is the sun shining today? (yes)
+TEMPLATE: (yes)
 PROMPT: Is the sun shining today? {bk11-l3b-f6-08-q.mp3}
 RESPONSE: Yes, it's sunny today. {bk11-l3b-f6-08-a.mp3}
 
 # Source: LLA 3C Figure 3
-
-# Source: LLA 3C Figure 3
-$PRODUCE Type the -y Word
+$PRODUCE Type the Missing "-y" Word
 ID: 3c-f3
-INTRO: New -y words now, beyond the weather. Listen and type the missing word ending in -y, then repeat the sentence.
-INSTRUCTION: Type the missing word.
 INPUT: type
 CHECK: exact
+INTRO: Listen to the sentences and type the missing "-y" word that completes the second one. Then repeat the sentence.
+INSTRUCTION: Type the missing word.
 REPEAT
 
-TEMPLATE: There's a lot of wind today. It's a ____ day.
 PROMPT: There's a lot of wind today. It's a windy day. {bk11-l3c-f3-01.mp3}
+TEMPLATE: There's a lot of wind today. It's a ____ day.
 RESPONSE: It's a windy day. {bk11-l3c-f3-01-a.mp3}
 ACCEPT: windy
 
-TEMPLATE: This dessert is thick and smooth like cream. It's ____.
 PROMPT: This dessert is thick and smooth, like cream. It's creamy. {bk11-l3c-f3-02.mp3}
+TEMPLATE: This dessert is thick and smooth like cream. It's ____.
 RESPONSE: It's creamy. {bk11-l3c-f3-02-a.mp3}
 ACCEPT: creamy
 
-TEMPLATE: She thinks she's my boss. She's ____.
 PROMPT: She thinks she's my boss. She's bossy. {bk11-l3c-f3-03.mp3}
+TEMPLATE: She thinks she's my boss. She's ____.
 RESPONSE: She's bossy. {bk11-l3c-f3-03-a.mp3}
 ACCEPT: bossy
 
-TEMPLATE: He had aches and pains in his body. He felt ____.
 PROMPT: He had aches and pains in his body. He felt achy. {bk11-l3c-f3-04.mp3}
+TEMPLATE: He had aches and pains in his body. He felt ____.
 RESPONSE: He felt achy. {bk11-l3c-f3-04-a.mp3}
 ACCEPT: achy
 
-TEMPLATE: This candy has nuts in it. This candy is ____.
 PROMPT: This candy has nuts in it. This candy is nutty. {bk11-l3c-f3-05.mp3}
+TEMPLATE: This candy has nuts in it. This candy is ____.
 RESPONSE: This candy is nutty. {bk11-l3c-f3-05-a.mp3}
 ACCEPT: nutty
 
-TEMPLATE: They wanted something for their thirst. They were ____.
 PROMPT: They wanted something for their thirst. They were thirsty. {bk11-l3c-f3-06.mp3}
+TEMPLATE: They wanted something for their thirst. They were ____.
 RESPONSE: They were thirsty. {bk11-l3c-f3-06-a.mp3}
 ACCEPT: thirsty
 
-TEMPLATE: You look like you need some sleep. You look ____.
 PROMPT: You look like you need some sleep. You look sleepy. {bk11-l3c-f3-07.mp3}
+TEMPLATE: You look like you need some sleep. You look ____.
 RESPONSE: You look sleepy. {bk11-l3c-f3-07-a.mp3}
 ACCEPT: sleepy
 
-TEMPLATE: The phone is close to my hand. It's ____.
 PROMPT: The phone is close to my hand. It's handy. {bk11-l3c-f3-08.mp3}
+TEMPLATE: The phone is close to my hand. It's ____.
 RESPONSE: It's handy. {bk11-l3c-f3-08-a.mp3}
 ACCEPT: handy
 
-TEMPLATE: My gloves have dirt on them. They're ____.
 PROMPT: My gloves have dirt on them. They're dirty. {bk11-l3c-f3-09.mp3}
+TEMPLATE: My gloves have dirt on them. They're ____.
 RESPONSE: They're dirty. {bk11-l3c-f3-09-a.mp3}
 ACCEPT: dirty
 
-TEMPLATE: His smile is bright like the sun. It's a ____ smile.
 PROMPT: His smile is bright like the sun. It's a sunny smile. {bk11-l3c-f3-10.mp3}
+TEMPLATE: His smile is bright like the sun. It's a ____ smile.
 RESPONSE: It's a sunny smile. {bk11-l3c-f3-10-a.mp3}
 ACCEPT: sunny
 
 # Source: ST §How Was the Weather?
-
-# Source: ST §How Was the Weather?
-$DIALOGUE How Was the Weather? {st-page_118_001.jpg}
+$DIALOGUE How Was the Weather?
 ID: l3-s30
-INTRO: The Jacksons drove across the country and met every kind of weather on the way. Listen to their trip.
+INTRO: The Jacksons drove across the country and sampled every kind of weather America offers. Just listen.
 INSTRUCTION: Listen to the paragraph.
 
-Narrator: The Jacksons took a trip across the country. They started in California. It was very sunny.
-LINE: Then they got to Colorado. There it was snowy. Up in the mountains, the roads were very icy.
-LINE: When they got to the Midwest, it was stormy. Finally, they arrived in New York, and the weather was rainy.
+Narrator: The Jacksons took a trip across the country. They started in California. It was very sunny. {st-page_118_001.jpg}
+LINE: Then they got to Colorado. There it was snowy. Up in the mountains, the roads were very icy. {st-page_118_001.jpg}
+LINE: When they got to the Midwest, it was stormy. {st-page_118_001.jpg}
+LINE: Finally, they arrived in New York, and the weather was rainy. {st-page_118_001.jpg}
 
-# SKIPPED (book): instructor's oral questions on "How Was the Weather?" — not printed in the book.
+# Source: new (gap: ST §How Was the Weather? — the book's follow-up questions were instructor-read and unprinted; recreated from the paragraph's facts)
+$PRODUCE Weather Across the Country
+ID: l3-s30-b
+REFERENCE
+INPUT: speak
+CHECK: llm
+INTRO: Now answer questions about the Jacksons' trip. Each answer needs a weather word ending in "-y" — the story is there if your memory of Colorado is foggy.
+INSTRUCTION: Answer with a "-y" weather word.
+RUBRIC: The correct place-weather pairing and the "-y" adjective are the point; accept any short sentence (or the adjective alone) with the right weather word from the model.
+
+PROMPT: How was the weather in California?
+RESPONSE: It was very sunny.
+
+PROMPT: How was the weather in Colorado?
+RESPONSE: It was snowy.
+
+PROMPT: How were the roads up in the mountains?
+RESPONSE: They were very icy.
+
+PROMPT: How was the weather in the Midwest?
+RESPONSE: It was stormy.
+
+PROMPT: How was the weather when the Jacksons arrived in New York?
+RESPONSE: It was rainy.
 
 # Source: ST §It Was Rainy Saturday.
-
-# SKIPPED (book): instructor's oral questions on "How Was the Weather?" — not printed in the book.
-
-# Source: ST §It Was Rainy Saturday.
-$PRODUCE Change the Noun to -y
+$PRODUCE Change the Noun to an Adjective
 ID: l3-s31
-INTRO: Change the underlined noun to a -y adjective and say the new sentence aloud. The whole sentence changes shape — the model shows you how.
-INSTRUCTION: Say the new sentence with the -y adjective.
+INTRO: One last "-y" workout. Read each sentence, change the underlined noun to a "-y" adjective, and say the new sentence aloud.
+INSTRUCTION: Change the underlined noun to an adjective by adding the suffix "-y". Then say the new sentence aloud.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1638,458 +1485,193 @@ RESPONSE: Is the soup too watery?
 PROMPT: The French fries don't have a lot of *grease* on them.
 RESPONSE: The French fries aren't very greasy.
 
-$LESSON 3-6: Phone Messages and "Too" Review
+$SESSION 3-7: Stress, Messages, and Main Ideas
 
-# Source: LLA 3C Figure 2 (First Dialog)
+# Source: LLA 3B Figure 4
+$SELECT Which Syllable Is Stressed?
+ID: 3b-f4
+INTRO: This part trains your ear and your note-taking: syllable stress, phone messages, and finding the main idea. First, listen to each word and tap the number of the syllable with the strongest stress — then repeat the word.
+INSTRUCTION: Tap the stressed syllable.
+REPEAT
 
-# Source: LLA 3C Figure 2 (First Dialog)
-$DIALOGUE Taking a Message
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+PROMPT: cautious. {bk11-l3b-f4-01-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: "cautious." {bk11-l3b-f4-01-a.mp3}
+
+PROMPT: become. {bk11-l3b-f4-02-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: "become." {bk11-l3b-f4-02-a.mp3}
+
+PROMPT: connect. {bk11-l3b-f4-03-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: "connect." {bk11-l3b-f4-03-a.mp3}
+
+PROMPT: stomachache. {bk11-l3b-f4-04-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: "stomachache." {bk11-l3b-f4-04-a.mp3}
+
+PROMPT: emergency. {bk11-l3b-f4-05-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: "emergency." {bk11-l3b-f4-05-a.mp3}
+
+PROMPT: temperature. {bk11-l3b-f4-06-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: "temperature." {bk11-l3b-f4-06-a.mp3}
+
+PROMPT: steering wheel. {bk11-l3b-f4-07-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: "steering wheel." {bk11-l3b-f4-07-a.mp3}
+
+PROMPT: crossing. {bk11-l3b-f4-08-q.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: "crossing." {bk11-l3b-f4-08-a.mp3}
+
+PROMPT: slow down. {bk11-l3b-f4-09-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: "slow down." {bk11-l3b-f4-09-a.mp3}
+
+PROMPT: ahead. {bk11-l3b-f4-10-q.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: "ahead." {bk11-l3b-f4-10-a.mp3}
+
+# Source: LLA 3C Figure 1
+$SELECT More Stress Practice
+ID: 3c-f1
+INTRO: More stress practice, with some longer words this time. Tap the number of the stressed syllable, then repeat the word.
+INSTRUCTION: Tap the number of the stressed syllable.
+REPEAT
+
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+PROMPT: escalator. Escalator. {bk11-l3c-f1-01.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: escalator. {bk11-l3c-f1-01-a.mp3}
+
+PROMPT: introduction. Introduction. {bk11-l3c-f1-02.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: introduction. {bk11-l3c-f1-02-a.mp3}
+
+PROMPT: popular. Popular. {bk11-l3c-f1-03.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: popular. {bk11-l3c-f1-03-a.mp3}
+
+PROMPT: relative. Relative. {bk11-l3c-f1-04.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: relative. {bk11-l3c-f1-04-a.mp3}
+
+PROMPT: bicycle. Bicycle. {bk11-l3c-f1-05.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: bicycle. {bk11-l3c-f1-05-a.mp3}
+
+PROMPT: information. Information. {bk11-l3c-f1-06.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: information. {bk11-l3c-f1-06-a.mp3}
+
+PROMPT: traffic. Traffic. {bk11-l3c-f1-07.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: traffic. {bk11-l3c-f1-07-a.mp3}
+
+PROMPT: signature. Signature. {bk11-l3c-f1-08.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: signature. {bk11-l3c-f1-08-a.mp3}
+
+PROMPT: deposit. Deposit. {bk11-l3c-f1-09.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: deposit. {bk11-l3c-f1-09-a.mp3}
+
+PROMPT: empty. Empty. {bk11-l3c-f1-10.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: empty. {bk11-l3c-f1-10-a.mp3}
+
+# Source: LLA 3C Figure 2 (Part 1)
+$DIALOGUE Phone Message for Major Parker
 ID: 3c-f2-d1
-INTRO: In this part you'll practice taking and passing on phone messages, then put "too" back to work. First, Major Smith calls for Major Parker — who, naturally, isn't there. Listen to how the clerk takes the message and delivers it.
-INSTRUCTION: Listen to the conversations.
+INTRO: A clerk takes a phone message for Major Parker — and then delivers it. Listen to how the message changes shape when it's passed along.
+INSTRUCTION: Listen to the conversation.
 
 Clerk: Hello. {bk11-l3c-f2-01.mp3}
-Major_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3}
-Clerk: He's not here right now. {bk11-l3c-f2-03.mp3}
-LINE: May I take a message? {bk11-l3c-f2-04.mp3}
-Major_Smith: Yes, this is Major Smith. {bk11-l3c-f2-05.mp3}
-LINE: Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-06.mp3}
-Clerk: Okay. {bk11-l3c-f2-07.mp3}
-LINE: I'll tell him. {bk11-l3c-f2-08.mp3}
-
-Narrator: A little later.
-Clerk: Major Parker, you had a call. {bk11-l3c-f2-09.mp3}
-Major_Parker: Yes? {bk11-l3c-f2-10.mp3}
-LINE: Who was it? {bk11-l3c-f2-11.mp3}
-Clerk: It was Major Smith. {bk11-l3c-f2-12.mp3}
-LINE: He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-13.mp3}
+Maj_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3}
+Clerk: He's not here right now. May I take a message? {bk11-l3c-f2-03.mp3}
+Maj_Smith: Yes, this is Major Smith. Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-04.mp3}
+Clerk: Okay. I'll tell him. {bk11-l3c-f2-05.mp3}
+Clerk: Major Parker, you had a call. {bk11-l3c-f2-06.mp3}
+Parker: Yes? Who was it? {bk11-l3c-f2-07.mp3}
+Clerk: It was Major Smith. He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-08.mp3}
 
 # Source: LLA 3C Figure 2 (Question 1)
-
-# Source: LLA 3C Figure 2 (Question 1)
-$PRODUCE Question: The Lunch Message
+$PRODUCE Check the Message: Lunch
 ID: 3c-f2-q1
-REFERENCE
-INTRO: Answer the question based on the conversation you just heard. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence indicating that they will eat lunch at the Officers' Club.
-
-PROMPT: Where will Major Parker and Major Smith eat lunch?
-RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-q1.mp3}
-
-# Source: LLA 3C Figure 2 (Second Dialog)
-
-# Source: LLA 3C Figure 2 (Second Dialog)
-$DIALOGUE A Message for Jack
-ID: 3c-f2-d2
-INTRO: Now a less formal message: Bob needs Jack's math book, and Jack's roommate is the messenger. Listen.
-INSTRUCTION: Listen to the conversations.
-
-Roommate: Hi, Bob. {bk11-l3c-f2-14.mp3}
-Bob: Is Jack home? {bk11-l3c-f2-15.mp3}
-Roommate: No, he's not. {bk11-l3c-f2-16.mp3}
-LINE: He'll be back at 5:30. {bk11-l3c-f2-17.mp3}
-Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-18.mp3}
-Roommate: Sure. {bk11-l3c-f2-19.mp3}
-LINE: I'll tell him to take it to your house this evening. {bk11-l3c-f2-20.mp3}
-
-Narrator: A little later.
-Roommate: Jack, Bob came by. {bk11-l3c-f2-21.mp3}
-Jack: Oh, really? {bk11-l3c-f2-22.mp3}
-LINE: What did he want? {bk11-l3c-f2-23.mp3}
-Roommate: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-24.mp3}
-
-# Source: LLA 3C Figure 2 (Question 2)
-
-# Source: LLA 3C Figure 2 (Question 2)
-$PRODUCE Question: Bob's Message
-ID: 3c-f2-q2
-REFERENCE
-INTRO: Answer the question based on the conversation you just heard. Speak your answer in a complete sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence indicating that Bob needs to borrow Jack's math book.
-
-PROMPT: What does Bob need to borrow from Jack?
-RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-q2.mp3}
-
-# Source: LLA 3C Figure 3 (Extra Practice)
-
-# Source: LLA 3C Figure 3 (Extra Practice)
-$DIALOGUE Too Cold, Too Hot
-ID: 3c-f3-b
-INTRO: A quick review of "too" — seven short complaints. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: It's too cold. {bk11-l3c-f3-11.mp3}
-LINE: It's too hot. {bk11-l3c-f3-12.mp3}
-LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3}
-LINE: This jacket is too small. {bk11-l3c-f3-14.mp3}
-LINE: That box is too heavy. {bk11-l3c-f3-15.mp3}
-LINE: Those pants are too big. {bk11-l3c-f3-16.mp3}
-LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
-
-# Source: LLA 3C Figure 4
-
-# Source: LLA 3C Figure 4
-$PRODUCE Explain with Too
-ID: 3c-f4
-INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation.
-INSTRUCTION: Write a sentence explaining the picture using "too".
 INPUT: type
 CHECK: llm
-RUBRIC: The student must provide a sentence using the word "too" and an adjective that fits the picture context, similar to the model answer.
-
-EXAMPLE
-PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-ex.mp3}
-RESPONSE: It's too cold.
-
-PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-01.mp3}
-RESPONSE: It's too expensive.
-
-PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-02.mp3}
-RESPONSE: It's too hot.
-
-PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-03.mp3}
-RESPONSE: It's too small.
-
-PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-04.mp3}
-RESPONSE: It's too late.
-
-PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-05.mp3}
-RESPONSE: It's too heavy.
-
-# Source: LLA 3D Figure 6 (Part 1)
-
-# Source: LLA 3D Figure 6 (Part 1)
-$DIALOGUE Answers with Too
-ID: 3d-f6-a
-INTRO: Here are ten answers — all using "too". Listen and repeat each one; in a moment you'll match them to their questions.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Not very well. I was too nervous. {bk11-l3d-f6-01.mp3}
-LINE: It's too dark in this room to see. {bk11-l3d-f6-02.mp3}
-LINE: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-03.mp3}
-LINE: No, it's too early to go home. {bk11-l3d-f6-04.mp3}
-LINE: No, she's too tall to be Jean. {bk11-l3d-f6-05.mp3}
-LINE: Yes, but it's too old to drink. {bk11-l3d-f6-06.mp3}
-LINE: I can't. It's too big for me to pick up. {bk11-l3d-f6-07.mp3}
-LINE: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-08.mp3}
-LINE: It was too awful to watch. {bk11-l3d-f6-09.mp3}
-LINE: Because John's news is almost too good to be true. {bk11-l3d-f6-10.mp3}
-
-# Source: LLA 3D Figure 6 (Part 2)
-
-# Source: LLA 3D Figure 6 (Part 2)
-$SELECT Match the Response
-ID: 3d-f6-b
-INTRO: Now the questions. Listen to each one and tap the statement that best answers it.
-INSTRUCTION: Tap the best response.
-
-OPTION: 1 | Not very well; I was too nervous.
-OPTION: 2 | It's too dark in this room to see.
-OPTION: 3 | I'm not sure, but I think it's too far to walk.
-OPTION: 4 | No. It's too early to go home.
-OPTION: 5 | No, she's too tall to be Jean.
-OPTION: 6 | Yes, but it's too old to drink.
-OPTION: 7 | I can't. It's too big for me to pick up.
-OPTION: 8 | No thanks. The ice cream is too cold for me to eat.
-OPTION: 9 | It was too awful to watch!
-OPTION: 10 | Because John's news is almost too good to be true.
-
-EXAMPLE
-PROMPT: How far is it to the library? {bk11-l3d-f6-11.mp3}
-ANSWER: 3
-
-PROMPT: How far is it to the library? {bk11-l3d-f6-12.mp3}
-ANSWER: 3
-
-PROMPT: How did you like the movie? {bk11-l3d-f6-13.mp3}
-ANSWER: 9
-
-PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-14.mp3}
-ANSWER: 5
-
-PROMPT: Do you want some more dessert? {bk11-l3d-f6-15.mp3}
-ANSWER: 8
-
-PROMPT: Where's the light? {bk11-l3d-f6-16.mp3}
-ANSWER: 2
-
-PROMPT: How did you do on the exam? {bk11-l3d-f6-17.mp3}
-ANSWER: 1
-
-PROMPT: Are you ready to go? {bk11-l3d-f6-18.mp3}
-ANSWER: 4
-
-PROMPT: Why are you so happy? {bk11-l3d-f6-19.mp3}
-ANSWER: 10
-
-PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-20.mp3}
-ANSWER: 6
-
-PROMPT: Please hand me that box. {bk11-l3d-f6-21.mp3}
-ANSWER: 7
-
-$LESSON 3-7: Complaints — Restaurant and Store
-
-# Source: LLA 3D Figure 2
-
-# Source: LLA 3D Figure 2
-$DIALOGUE At the Restaurant: Wrong Order
-ID: 3d-f2
-INTRO: Time to complain politely. In this part you'll practice what to say when the order is wrong, the soup has a passenger, or the shirt is the wrong color. First, listen to the customer and the waiter, and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Customer: Excuse me. {bk11-l3d-f2-01.mp3}
-Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
-Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
-Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
-Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
-Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
-
-# Source: LLA 3D Figure 2 (Part 2)
-
-# Source: LLA 3D Figure 2 (Part 2)
-$PRODUCE You Are the Waiter
-ID: 3d-f2-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now you play the waiter. Listen to the customer, read your line aloud, then check the recording.
-INSTRUCTION: Speak the waiter's lines.
-
-PROMPT: Excuse me. {bk11-l3d-f2-07.mp3}
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-08.mp3}
-
-PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-09.mp3}
-TEMPLATE: Oh. I'm sorry. I'll take it back and get your steak.
-RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-10.mp3}
-
-PROMPT: Thank you. And please hurry. {bk11-l3d-f2-11.mp3}
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-12.mp3}
-
-# Source: LLA 3D Figure 3
-
-# Source: LLA 3D Figure 3
-$PRODUCE You Are the Customer (Restaurant)
-ID: 3d-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Now change roles — you are the customer, and you did not order chicken. You begin; read your lines aloud.
-INSTRUCTION: Speak the customer's lines.
-
-TEMPLATE: Excuse me.
-RESPONSE: Excuse me. {bk11-l3d-f2-01.mp3}
-
-PROMPT: Yes, sir. {bk11-l3d-f3-01.mp3}
-TEMPLATE: I didn't order chicken. I ordered chicken fried steak.
-RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
-
-PROMPT: Oh, I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02.mp3}
-TEMPLATE: Thank you. And please hurry.
-RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
-
-PROMPT: Yes, sir. {bk11-l3d-f3-03.mp3}
-
-# Source: ST §There's a Fly in My Soup!
-
-# Source: ST §There's a Fly in My Soup!
-$DIALOGUE There's a Fly in My Soup!
-ID: l3-s21
-INTRO: Three more restaurant complaints — a fly, salty soup, and a dirty fork. Listen and repeat the lines; these phrases travel well.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg}
-Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg}
-Customer: Thank you. {st-page_107_001.jpg}
-
-Narrator: At another table.
-Waiter: Is everything all right, sir?
-Customer: Well, the soup tastes a little too salty to me.
-Waiter: May I get you something else?
-Customer: No, don't bother. I don't have time to wait.
-
-Narrator: And at a third table.
-Customer: Waiter!
-Waiter: Can I help you, sir?
-Customer: Would you mind bringing me another fork? This one looks dirty.
-Waiter: Certainly. I'm sorry, sir.
-Customer: Thank you.
-
-# Source: LLA 3D Figure 4
-
-# Source: LLA 3D Figure 4
-$DIALOGUE At the Store: Wrong Shirt
-ID: 3d-f4
-INTRO: Now to the store: the catalog said brown, the box said yellow. Listen to the customer and the clerk, and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3}
-Clerk: Yes, sir. {bk11-l3d-f4-02.mp3}
-Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
-Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
-Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
-Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
-Customer: Thank you. {bk11-l3d-f4-07.mp3}
-Clerk: No problem. {bk11-l3d-f4-08.mp3}
-
-# Source: LLA 3D Figure 4 (Part 2)
-
-# Source: LLA 3D Figure 4 (Part 2)
-$PRODUCE You Are the Clerk
-ID: 3d-f4-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now you're behind the counter. Listen to the customer and respond with the clerk's lines.
-INSTRUCTION: Speak the clerk's lines.
-
-PROMPT: Miss, can you help me? {bk11-l3d-f4-09.mp3}
-TEMPLATE: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
-
-PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10.mp3}
-TEMPLATE: The numbers are the same, sir.
-RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
-
-PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11.mp3}
-TEMPLATE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days.
-RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
-
-PROMPT: Thank you. {bk11-l3d-f4-12.mp3}
-TEMPLATE: No problem.
-RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
-
-# Source: LLA 3D Figure 5
-
-# Source: LLA 3D Figure 5
-$PRODUCE You Are the Customer (Store)
-ID: 3d-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Change roles one more time — you're the customer with the yellow shirt. You begin; read your lines aloud.
-INSTRUCTION: Speak the customer's lines.
-
-TEMPLATE: Miss, can you help me?
-RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
-
-PROMPT: Yes, sir. {bk11-l3d-f5-01.mp3}
-TEMPLATE: I ordered a shirt from the catalog. This isn't the one I ordered.
-RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
-
-PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02.mp3}
-TEMPLATE: Yes, but I ordered brown. This shirt is yellow.
-RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
-
-PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03.mp3}
-TEMPLATE: Thank you.
-RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
-
-PROMPT: No problem. {bk11-l3d-f5-04.mp3}
-
-# Source: ST §I Want a Refund!
-
-# Source: ST §I Want a Refund!
-$DIALOGUE I Want a Refund!
-ID: l3-s22
-INTRO: Three store conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat the lines.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Clerk: Can I help you? {st-page_108_001.jpg}
-Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg}
-Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg}
-Customer: I want a refund, please. {st-page_108_001.jpg}
-
-Narrator: At another counter.
-Clerk: May I help you?
-Customer: This jacket is too small. I want to exchange it.
-Clerk: Do you have your sales slip?
-Customer: Yes, here it is.
-Clerk: Good. I'll credit your account, and you can select another jacket.
-
-Narrator: And at the repair shop.
-Clerk: Good afternoon. What can I do for you?
-Customer: I came to pick up my watch. I left it here last week.
-Clerk: What is your name, please?
-Customer: Johnson, Rick Johnson.
-Clerk: Let's see. Oh, here it is. I'm afraid it's not ready.
-Customer: They said to pick it up today. What's the problem?
-Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon.
-Customer: Okay, I'll come back tomorrow then.
-
-# Source: ST §My Car Stalled!
-
-# Source: ST §My Car Stalled!
-$DIALOGUE Calling About Car Trouble
-ID: l3-s20
-INTRO: Back to the garage — three phone calls about repairs that didn't quite take. Listen and repeat; you'll hear this lesson's whole vocabulary hard at work.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Fred: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
-Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
-Fred: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
-Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
-
-Narrator: Another driver, another call.
-Clerk: Speedy Engine Repair. May I help you?
-Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
-Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
-Customer: Yes, I'll be there at 7:30. Thank you very much.
-
-Narrator: And one more.
-Mechanic: Evans and Sons. This is Jack. How may I help you?
-Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
-Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
-Customer: Okay, thanks. I'll do that.
-
-# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed
-# role-play exercises based on prompts; no solo path in the current format.
-
-$LESSON 3-8: Main Ideas and Dictation
+REFERENCE
+INTRO: Answer the question about the message in a complete sentence. You can review the conversation while you write.
+INSTRUCTION: Type your answer in a complete sentence.
+RUBRIC: The learner should indicate that Major Parker and Major Smith will eat lunch at the Officers' Club.
+
+TEMPLATE: Where will Major Parker and Major Smith eat lunch?
+RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-09.mp3}
+
+# Source: LLA 3C Figure 2 (Part 2)
+$DIALOGUE Phone Message for Jack
+ID: 3c-f2-d2
+INTRO: Another call, another message — this one between roommates. Listen.
+INSTRUCTION: Listen to the conversation.
+
+Bob: Hi, Bob. Is Jack home? {bk11-l3c-f2-10.mp3}
+Roommate: No, he's not. He'll be back at 5:30. {bk11-l3c-f2-11.mp3}
+Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-12.mp3}
+Roommate: Sure. I'll tell him to take it to your house this evening. {bk11-l3c-f2-13.mp3}
+Roommate: Jack, Bob came by. {bk11-l3c-f2-14.mp3}
+Jack: Oh, really? What did he want? {bk11-l3c-f2-15.mp3}
+Roommate: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-16.mp3}
+
+# Source: LLA 3C Figure 2 (Question 2)
+$PRODUCE Check the Message: The Math Book
+ID: 3c-f2-q2
+INPUT: type
+CHECK: llm
+REFERENCE
+INTRO: Answer the question about the message in a complete sentence.
+INSTRUCTION: Type your answer in a complete sentence.
+RUBRIC: The learner should indicate that Bob needs to borrow Jack's math book.
+
+TEMPLATE: What does Bob need to borrow from Jack?
+RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-17.mp3}
 
 # Source: LLA 3D Figure 1
-
-# Source: LLA 3D Figure 1
-$PRODUCE Write the Main Idea
+$PRODUCE What's the Main Idea?
 ID: 3d-f1
 INPUT: type
 CHECK: llm
 LONGFORM
-INTRO: Last part: big-picture reading and careful listening. Listen to each paragraph, then type its main idea in one complete sentence.
-INSTRUCTION: Type the main idea of the paragraph.
+INTRO: You'll hear a short paragraph. Type its main idea in one complete sentence — the big point, not the details.
+INSTRUCTION: Type the main idea in a complete sentence.
 
-PROMPT: Listen to the first paragraph. {bk11-l3d-f1-01.mp3}
-RUBRIC: Accept any sentence stating that good drivers need to know many things.
-RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-02.mp3}
+PROMPT: Good drivers must know many things. They need to learn the traffic laws, the speed limits... {bk11-l3d-f1-01.mp3}
+RESPONSE: Good drivers need to know many things.
+RUBRIC: The learner must express the main idea that good drivers must know many things (e.g., "There are many things a good driver must know").
 
-PROMPT: Listen to the second paragraph. {bk11-l3d-f1-03.mp3}
-RUBRIC: Accept any sentence stating that a physical exam every year is important.
-RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-04.mp3}
-
-# Source: ST §Topics, Main Ideas, and Titles
+PROMPT: Regular checkups are important. You shouldn't go to the doctor only when you're sick... {bk11-l3d-f1-02.mp3}
+RESPONSE: You should get a complete checkup every year.
+RUBRIC: The learner must express the main idea that annual physical exams are important or that one should get a regular checkup.
 
 # Source: ST §Topics, Main Ideas, and Titles
 $PRODUCE Titles, Topics, and Main Ideas
 ID: l3-s19
-INTRO: Now do the same on paper, three ways: read each paragraph and type a title, its topic, and its main idea. The worked example shows the format.
-INSTRUCTION: Type a title, the topic, and the main idea.
+INTRO: Now do the same with your eyes. Read each paragraph, then write three things: a title, the topic, and the main idea in a complete sentence. The example shows the format.
+INSTRUCTION: Read the paragraph. Write a title, the topic, and the main idea.
 INPUT: type
 CHECK: llm
 LONGFORM
-RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point. Accept responses with or without explicit labels (e.g. "Title:") and with any separator or line breaks.
+RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point.
 
 EXAMPLE
 TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult.
@@ -2105,11 +1687,9 @@ TEMPLATE: Credit cards are easy to get and to use, but they can cause problems.
 RESPONSE: Title: The Problem with Credit Cards. Topic: credit cards. Main idea: Credit cards are easy to use but can cause problems if people charge too much and cannot pay their bills.
 
 # Source: ST §Which Summary Is the Best?
-
-# Source: ST §Which Summary Is the Best?
-$SELECT Which Summary Is Best?
+$SELECT Pick the Best Summary
 ID: l3-s32
-INTRO: Read each paragraph, then tap the summary that says the same thing in fewer words. Two of the three are always almost right.
+INTRO: Read each paragraph and tap the summary that captures it best — not just a true detail, but the whole point.
 INSTRUCTION: Read the paragraph and tap the best summary.
 
 EXAMPLE
@@ -2137,81 +1717,213 @@ OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny wea
 OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting.
 ANSWER: a
 
-# Source: LLA 3D Figure 7
+$SESSION 3-8: Customer Service and Dictation
+
+# Source: LLA 3D Figure 2 (Part 1)
+$DIALOGUE At the Restaurant
+ID: 3d-f2
+INTRO: Last part — time to put the week together. You'll practice complaining politely in restaurants and stores, then finish with a dictation. First, a customer whose chicken is not the steak he ordered. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Customer: Excuse me— {bk11-l3d-f2-01.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
+Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
+Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
+
+# Source: LLA 3D Figure 2 (Part 2)
+$PRODUCE You Are the Waiter
+ID: 3d-f2-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now you work here. Listen to the customer and read the waiter's part aloud.
+INSTRUCTION: Read the waiter's part aloud.
+
+PROMPT: Excuse me. {bk11-l3d-f2-07.mp3}
+TEMPLATE: Waiter: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-02.mp3}
+
+PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-08.mp3}
+TEMPLATE: Waiter: Oh. I'm sorry. I'll take it back and get your steak.
+RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
+
+PROMPT: Thank you. And please hurry. {bk11-l3d-f2-09.mp3}
+TEMPLATE: Waiter: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-06.mp3}
+
+# Source: LLA 3D Figure 3
+$PRODUCE You Are the Customer (Restaurant)
+ID: 3d-f3
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Change roles: now you're the customer with the wrong order. Read the customer's part aloud and listen to the waiter.
+INSTRUCTION: Read the customer's part aloud.
+
+TEMPLATE: Customer: Excuse me.
+RESPONSE: Excuse me. {bk11-l3d-f2-01.mp3}
+
+PROMPT: Yes, sir. {bk11-l3d-f3-01.mp3}
+TEMPLATE: Customer: I didn't order chicken. I ordered chicken fried steak.
+RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+
+PROMPT: Oh, I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02.mp3}
+TEMPLATE: Customer: Thank you. And please hurry.
+RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+
+# Source: ST §There's a Fly in My Soup!
+$DIALOGUE There's a Fly in My Soup!
+ID: l3-s21
+INTRO: Three short restaurant complaints, from the classic fly in the soup to a fork of questionable cleanliness. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg}
+Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg}
+Customer: Thank you. {st-page_107_001.jpg}
+
+Narrator: At another table.
+Waiter: Is everything all right, sir?
+Customer: Well, the soup tastes a little too salty to me.
+Waiter: May I get you something else?
+Customer: No, don't bother. I don't have time to wait.
+
+Narrator: And one more customer.
+Customer: Waiter!
+Waiter: Can I help you, sir?
+Customer: Would you mind bringing me another fork? This one looks dirty.
+Waiter: Certainly. I'm sorry, sir.
+Customer: Thank you.
+
+# Source: LLA 3D Figure 4 (Part 1)
+$DIALOGUE At the Store
+ID: 3d-f4
+INTRO: A customer ordered a brown shirt and got a yellow one. Listen to how the clerk fixes it, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+Clerk: Yes, sir. {bk11-l3d-f4-02.mp3}
+Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+Customer: Thank you. {bk11-l3d-f4-07.mp3}
+Clerk: No problem. {bk11-l3d-f4-08.mp3}
+
+# Source: LLA 3D Figure 4 (Part 2)
+$PRODUCE You Are the Clerk
+ID: 3d-f4-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now you're the clerk. Listen to the customer and respond aloud with the clerk's lines.
+INSTRUCTION: Read the clerk's part aloud.
+
+PROMPT: Miss, can you help me? {bk11-l3d-f4-09.mp3}
+TEMPLATE: Clerk: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
+
+PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10.mp3}
+TEMPLATE: Clerk: The numbers are the same, sir.
+RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+
+PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11.mp3}
+TEMPLATE: Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days.
+RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+
+PROMPT: Thank you. {bk11-l3d-f4-12.mp3}
+TEMPLATE: Clerk: No problem.
+RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
+
+# Source: LLA 3D Figure 5
+$PRODUCE You Are the Customer (Store)
+ID: 3d-f5
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Change roles one more time: you're the customer with the yellow shirt. Read the customer's part aloud and listen to the clerk.
+INSTRUCTION: Read the customer's part aloud.
+
+TEMPLATE: Customer: Miss, can you help me?
+RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+
+PROMPT: Yes, sir. {bk11-l3d-f5-01.mp3}
+TEMPLATE: Customer: I ordered a shirt from the catalog. This isn't the one I ordered.
+RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+
+PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02.mp3}
+TEMPLATE: Customer: Yes, but I ordered brown. This shirt is yellow.
+RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+
+PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03.mp3}
+TEMPLATE: Customer: Thank you.
+RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
+
+# Source: ST §I Want a Refund!
+$DIALOGUE I Want a Refund!
+ID: l3-s22
+INTRO: Three more counter conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Clerk: Can I help you? {st-page_108_001.jpg}
+Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg}
+Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg}
+Customer: I want a refund, please. {st-page_108_001.jpg}
+
+Narrator: At another counter.
+Clerk: May I help you?
+Customer: This jacket is too small. I want to exchange it.
+Clerk: Do you have your sales slip?
+Customer: Yes, here it is.
+Clerk: Good. I'll credit your account, and you can select another jacket.
+
+Narrator: One more customer.
+Clerk: Good afternoon. What can I do for you?
+Customer: I came to pick up my watch. I left it here last week.
+Clerk: What is your name, please?
+Customer: Johnson, Rick Johnson.
+Clerk: Let's see. Oh, here it is. I'm afraid it's not ready.
+Customer: They said to pick it up today. What's the problem?
+Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon.
+Customer: Okay, I'll come back tomorrow then.
+
+# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed role-play from prompts (partner/instructor role, nothing scripted); not supported in the format.
 
 # Source: LLA 3D Figure 7
-$PRODUCE Paragraph Dictation
+$PRODUCE Dictation: A Trip to the Mall
 ID: 3d-f7
 INPUT: type
 CHECK: exact
-INTRO: One last exercise: dictation. Listen to the paragraph, phrase by phrase, and type exactly what you hear. Then you're done with Lesson 3 — you can now stall, complain, and get your money back, all in English. Well done.
-INSTRUCTION: Type the phrase you hear.
+NORMALIZE: strict
+LONGFORM
+INTRO: One last job: dictation. Listen to the story of Don's trip to the mall and type exactly what you hear — capitals and punctuation count. That's the lesson; may all your hoses hold water.
+INSTRUCTION: Type the sentence you hear.
 
-PROMPT: Don decided to... {bk11-l3d-f7-01.mp3}
-RESPONSE: Don decided to {bk11-l3d-f7-01.mp3}
-ACCEPT: Don decided to...
+PROMPT: Don decided to go to the mall. {bk11-l3d-f7-01.mp3}
+RESPONSE: Don decided to go to the mall.
 
-PROMPT: Go to the mall. {bk11-l3d-f7-02.mp3}
-RESPONSE: go to the mall. {bk11-l3d-f7-02.mp3}
-ACCEPT: Go to the mall.
+PROMPT: First, he went into the department store to look at sofas. {bk11-l3d-f7-02.mp3}
+RESPONSE: First, he went into the department store to look at sofas.
 
-PROMPT: First, he went into... {bk11-l3d-f7-03.mp3}
-RESPONSE: First, he went into {bk11-l3d-f7-03.mp3}
-ACCEPT: First he went into | First, he went into...
+PROMPT: Then he went into the men's clothing store and bought 2 shirts and a pair of slacks. {bk11-l3d-f7-03.mp3}
+RESPONSE: Then he went into the men's clothing store and bought 2 shirts and a pair of slacks.
+ACCEPT: Then he went into the men's clothing store and bought two shirts and a pair of slacks.
 
-PROMPT: The department store... {bk11-l3d-f7-04.mp3}
-RESPONSE: the department store {bk11-l3d-f7-04.mp3}
-ACCEPT: The department store
+PROMPT: After that, he was hungry. {bk11-l3d-f7-04.mp3}
+RESPONSE: After that, he was hungry.
 
-PROMPT: To look at sofas. {bk11-l3d-f7-05.mp3}
-RESPONSE: to look at sofas. {bk11-l3d-f7-05.mp3}
-ACCEPT: To look at sofas.
+PROMPT: He went to the cafeteria for lunch. {bk11-l3d-f7-05.mp3}
+RESPONSE: He went to the cafeteria for lunch.
 
-PROMPT: Then he went... {bk11-l3d-f7-06.mp3}
-RESPONSE: Then he went {bk11-l3d-f7-06.mp3}
-ACCEPT: Then, he went
+PROMPT: His last stop was at the variety store. {bk11-l3d-f7-06.mp3}
+RESPONSE: His last stop was at the variety store.
 
-PROMPT: Into the men's clothing store... {bk11-l3d-f7-07.mp3}
-RESPONSE: into the men's clothing store {bk11-l3d-f7-07.mp3}
-ACCEPT: Into the men's clothing store
+PROMPT: He bought some cards, a pen, and some paper. {bk11-l3d-f7-07.mp3}
+RESPONSE: He bought some cards, a pen, and some paper.
 
-PROMPT: And bought 2 shirts. {bk11-l3d-f7-08.mp3}
-RESPONSE: and bought 2 shirts {bk11-l3d-f7-08.mp3}
-ACCEPT: And bought two shirts | and bought two shirts
-
-PROMPT: And a pair of slacks. {bk11-l3d-f7-09.mp3}
-RESPONSE: and a pair of slacks. {bk11-l3d-f7-09.mp3}
-ACCEPT: And a pair of slacks.
-
-PROMPT: After that... {bk11-l3d-f7-10.mp3}
-RESPONSE: After that, {bk11-l3d-f7-10.mp3}
-ACCEPT: After that
-
-PROMPT: He was hungry. {bk11-l3d-f7-11.mp3}
-RESPONSE: he was hungry. {bk11-l3d-f7-11.mp3}
-ACCEPT: He was hungry.
-
-PROMPT: He went to... {bk11-l3d-f7-12.mp3}
-RESPONSE: He went to {bk11-l3d-f7-12.mp3}
-
-PROMPT: The cafeteria for lunch. {bk11-l3d-f7-13.mp3}
-RESPONSE: the cafeteria for lunch. {bk11-l3d-f7-13.mp3}
-ACCEPT: The cafeteria for lunch.
-
-PROMPT: His last stop... {bk11-l3d-f7-14.mp3}
-RESPONSE: His last stop {bk11-l3d-f7-14.mp3}
-
-PROMPT: Was at the variety store. {bk11-l3d-f7-15.mp3}
-RESPONSE: was at the variety store. {bk11-l3d-f7-15.mp3}
-ACCEPT: Was at the variety store.
-
-PROMPT: He bought some cards... {bk11-l3d-f7-16.mp3}
-RESPONSE: He bought some cards, {bk11-l3d-f7-16.mp3}
-ACCEPT: He bought some cards
-
-PROMPT: A pen and some paper. {bk11-l3d-f7-17.mp3}
-RESPONSE: a pen, and some paper. {bk11-l3d-f7-17.mp3}
-ACCEPT: A pen and some paper. | a pen and some paper.
-
-# SKIPPED (book): ST Writing Skill "LISTEN AND WRITE." — dictation of a paragraph without
-# printed text or a recorded audio stimulus; convertible later with chosen items + TTS.
+# SKIPPED (book): ST Writing Skill "LISTEN AND WRITE." — paragraph dictation with no printed text and no recorded stimulus; convertible later with chosen items + TTS.
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diff --git a/book-11-lesson-4.module b/book-11-lesson-4.module
index 4824fa69..c470fabe 100644
--- a/book-11-lesson-4.module
+++ b/book-11-lesson-4.module
@@ -1,32 +1,30 @@
 $MODULE Book 11 · Lesson 4: That Was a Great Movie! {st-page_123_001.jpg}
 FORMAT: 2
-DIOCO_DOC_ID: alc_book11_lesson4
-DESCRIPTION: Talking about entertainment — television, movies, and restaurants; giving opinions; past ability with could; indirect speech; and prepositions of time.
+DESCRIPTION: Talking about TV, movies, and restaurants; giving opinions and recommendations; past ability with "could"; indirect speech; prepositions of time; main-idea reading and listening 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: Valerie | gacrux | Female
-VOICE: Victor | achird | Male
-VOICE: Fred | umbriel | Male speaker
+VOICE: Victor | achernar | Male
+VOICE: Fred | achernar | Male speaker
 VOICE: Fran | aoede | Female speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Jim | iapetus | Male speaker
+VOICE: Tim | achernar | Male speaker
+VOICE: Jim | achird | Male speaker
 VOICE: Annette | aoede | Female speaker
-VOICE: Mr_Reed | charon | Male speaker
-VOICE: Kenneth | achird | Male speaker
+VOICE: Mr_Reed | achird | Male speaker
+VOICE: Kenneth | achernar | Male speaker
+VOICE: Narrator | aoede | Narrator voice
 VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
 
-$LESSON 4-1: Television Words
+$SESSION 4-1: Talking About Television
 
-# Source: LLA 4A Figure 1 (part 1)
+# Source: LLA 4A Figure 1
 $DIALOGUE Television Words
 ID: 4a-f1
-INTRO: In this lesson you'll learn to talk about entertainment — television, movies, and eating out — to say what people could do in the past, to report what they told you, and to say when things happen. First, the television words. Listen to each sentence and repeat it.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: In this lesson you'll learn to talk about TV, movies, and eating out — to say what things were like, what you "could" do, what people "told" you, and when things happen. First, words for talking about television. Listen and repeat each sentence.
+INSTRUCTION: Repeat each sentence.
 REPEAT
 
 VOCAB: entertainment
@@ -34,7 +32,7 @@ LINE: Many people relax watching TV. TV is entertainment for many people. {page_
 
 VOCAB: channel
 VOCAB: variety
-LINE: There are many television channels. You can watch a variety of shows on them. {page_074_001.jpg} {bk11-l4a-f1-02.mp3}
+LINE: There are many television channels. You can watch a variety of shows on them. {bk11-l4a-f1-02.mp3}
 
 VOCAB: program
 LINE: Some channels show children's programs on Saturday mornings. {page_074_002.jpg} {bk11-l4a-f1-03.mp3}
@@ -54,31 +52,30 @@ VOCAB: commercial
 LINE: Commercials try to sell you things on TV or radio. {page_075_002.jpg} {bk11-l4a-f1-07.mp3}
 
 VOCAB: almost
-LINE: Not everyone, but almost everyone, enjoys watching TV. {page_075_002.jpg} {bk11-l4a-f1-08.mp3}
+LINE: Not everyone, but almost everyone, enjoys watching TV. {bk11-l4a-f1-08.mp3}
 
-# Source: LLA 4A Figure 1 (part 2)
+# Source: LLA 4A Figure 1 (questions)
 $PRODUCE Questions About Television
 ID: 4a-f1-b
-REFERENCE
-INTRO: Now answer questions about those sentences. Listen, answer aloud in a full sentence, then repeat the correct answer. You can peek back at the sentences if you need to.
-INSTRUCTION: Answer aloud with a full sentence.
 INPUT: speak
 CHECK: reveal
+INTRO: Now answer questions about those sentences. Say your answer aloud, then repeat the correct one you hear.
+INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 PROMPT: What is television for many people? {bk11-l4a-f1-09-q.mp3}
 RESPONSE: Television is entertainment for many people. {bk11-l4a-f1-09-a.mp3}
 
-PROMPT: Does television show only one kind of program? No, it doesn't. {bk11-l4a-f1-10-q.mp3}
+PROMPT: Does television show only one kind of program? {bk11-l4a-f1-10-q.mp3}
 RESPONSE: Television shows a variety of programs. {bk11-l4a-f1-10-a.mp3}
 
 PROMPT: When do some channels show children's programs? {bk11-l4a-f1-11-q.mp3}
 RESPONSE: Some channels show children's programs on Saturday mornings. {bk11-l4a-f1-11-a.mp3}
 
-PROMPT: Is a program that makes you be afraid a funny program? No, it isn't. {bk11-l4a-f1-12-q.mp3}
-RESPONSE: Frightening programs cause people to be afraid. They frighten people. {bk11-l4a-f1-12-a.mp3}
+PROMPT: Is a program that makes you be afraid a funny program? {bk11-l4a-f1-12-q.mp3}
+RESPONSE: Frightening programs cause people to be afraid. {bk11-l4a-f1-12-a.mp3}
 
-PROMPT: Are all the programs on television interesting? No, they aren't. {bk11-l4a-f1-13-q.mp3}
+PROMPT: Are all the programs on television interesting? {bk11-l4a-f1-13-q.mp3}
 RESPONSE: Some programs are boring. {bk11-l4a-f1-13-a.mp3}
 
 PROMPT: What kind of programs make us laugh? {bk11-l4a-f1-14-q.mp3}
@@ -91,40 +88,41 @@ PROMPT: Can you hear commercials on the radio also? {bk11-l4a-f1-16-q.mp3}
 RESPONSE: Yes, you can hear commercials on the radio. {bk11-l4a-f1-16-a.mp3}
 
 # Source: ST §I'm Never Too Busy to Watch a Movie!
-$DIALOGUE I'm Never Too Busy to Watch a Movie!
+$DIALOGUE I'm Never Too Busy to Watch a Movie! {st-page_125_001.jpg}
 ID: l4-s1
-INTRO: Fred and Fran are comparing hobbies. Fran practically lives at the movie theater; Fred prefers his couch. Listen and repeat each line.
+INTRO: Fred and Fran compare notes on free time. Fran spends half her evenings at the movies; Fred remembers having evenings once. Listen and repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
-Fred: Do you go to a lot of movies? {st-page_125_001.jpg}
+Fred: Do you go to a lot of movies?
 
 VOCAB: frequently
 VOCAB: as a matter of fact
 VOCAB: to spend
-Fran: Yes, I go to the movies frequently. As a matter of fact, I spend two or three nights a week at the movies. {st-page_125_001.jpg}
+Fran: Yes, I go to the movies frequently. As a matter of fact, I spend two or three nights a week at the movies.
 
 VOCAB: could
 VOCAB: too
 VOCAB: busy
-Fred: You do? That's almost half of the evenings in a week. I could do that when I was younger, but I can't anymore. I'm too busy with other things now. {st-page_125_001.jpg}
+Fred: You do? That's almost half of the evenings in a week. I could do that when I was younger, but I can't anymore. I'm too busy with other things now.
 
-VOCAB: to intend
-Fran: I don't intend to get that busy! What kind of entertainment do you have time for? {st-page_125_001.jpg}
+VOCAB: intend (to) | intend
+Fran: I don't intend to get that busy! What kind of entertainment do you have time for?
 
-Fred: Well, I like to watch TV on the weekend. I like Channel 35. It has some really interesting programs. {st-page_125_001.jpg}
+Fred: Well, I like to watch TV on the weekend. I like Channel 35. It has some really interesting programs.
 
-Fran: I don't like TV because of the commercials. They're always trying to sell me something. Do you watch television every weekend? {st-page_125_001.jpg}
+Fran: I don't like TV because of the commercials. They're always trying to sell me something. Do you watch television every weekend?
 
 VOCAB: cards
 VOCAB: in fact
-Fred: No, sometimes I play cards with my friends. In fact, they're coming to my house for a card game this Saturday night. {st-page_125_001.jpg}
+Fred: No, sometimes I play cards with my friends. In fact, they're coming to my house for a card game this Saturday night.
 
 # Source: ST §Fran Frequently Spends the Evening at the Movies
-$SELECT What Does the Sentence Mean?
+$SELECT Fran Frequently Spends the Evening at the Movies
 ID: l4-s2
-INTRO: Now check the meanings. You'll hear a sentence from the conversation — tap the option that means the same thing.
-INSTRUCTION: Tap the correct answer.
+INTRO: Now check the new words. Read each statement from the dialog and tap the sentence that means the same thing.
+INSTRUCTION: Tap the sentence with the same meaning.
+SHOW_PROMPT
 
 PROMPT: Fran goes to the movies frequently.
 OPTION: a | She goes often.
@@ -186,74 +184,35 @@ OPTION: a | It's true. They're really going to be there.
 OPTION: b | It's not certain yet. They may not be there.
 ANSWER: a
 
-# Source: ST §Which Summary Is the Best?
-$SELECT Which Summary Is the Best?
-ID: l4-s22
-INTRO: A reading skill now: finding the main idea. Read each paragraph, then tap the summary that says what the whole paragraph is about — not just one detail from it.
-INSTRUCTION: Read the paragraph and tap the best summary.
-SHOW_PROMPT
+# Source: LLA 4A Figure 3 (word list — pronunciation pass; sentence context follows in the conversation)
+$DIALOGUE Words from the Conversation
+ID: 4a-f3
+INTRO: Practice saying these words and phrases — you'll hear every one of them in the next conversation.
+INSTRUCTION: Repeat the words.
+REPEAT
 
-PROMPT: Linda knows how to study for a test. She starts getting ready for it early. She reviews the lessons in the textbook first. Next she looks at her notebook and memorizes the important things in it. After that, she usually writes questions and practices answering them. She always makes a good grade on a test.
-OPTION: a | Linda always writes in her notebook while she's in class. Later, she uses it to study.
-OPTION: b | Linda always makes a good grade on a test because she knows how to study for it.
-OPTION: c | Linda always studies for a test by writing and answering questions about the things in the lesson.
-ANSWER: b
+LINE: spend {bk11-l4a-f3-01.mp3}
+LINE: as a matter of fact {bk11-l4a-f3-02.mp3}
+LINE: frequently {bk11-l4a-f3-03.mp3}
+LINE: wonderful
+LINE: recommend {bk11-l4a-f3-04.mp3}
+LINE: love
+LINE: great {bk11-l4a-f3-05.mp3}
+LINE: terrible {bk11-l4a-f3-06.mp3}
 
-PROMPT: When Karen went outside this morning to check the weather, the sky was clear. She decided to walk to work. She left her umbrella at home because she didn't think she needed it. About 4:00 the weather started to change. Soon there were big, black clouds in the sky. It began to rain while she was walking home, and her clothes got very wet.
-OPTION: a | Karen didn't take her umbrella to work. It started to rain while she was walking home, and she got very wet.
-OPTION: b | The sky was clear when Karen left for work this morning. Because it looked like a nice day, she decided to walk.
-OPTION: c | While Karen was at work today, the weather changed. She wanted to walk home, but it was too rainy.
-ANSWER: a
-
-PROMPT: Do you usually spend too much money at the grocery store? Here are two things that may help. First, eat a good meal before you go. Don't shop for food when you're hungry, or you'll get more than you need. Also, plan your meals for the week ahead. Write everything that's necessary for those meals on a piece of paper, and don't buy anything else.
-OPTION: a | Most people usually get hungry when they go to the grocery store.
-OPTION: b | Eat a good meal before you go to the grocery store, and you'll feel better while you shop.
-OPTION: c | You can save money by eating and by planning your meals before you go to the grocery store.
-ANSWER: c
-
-PROMPT: Yesterday after school, John and his friends played football in the street near his house. At six o'clock, John's mother told him that dinner was ready, but he didn't want to come inside. After waiting for half an hour, the family decided to eat dinner without him. John came home when it got dark, but everyone had finished eating by that time.
-OPTION: a | John and his friends like to play football after school. They usually play in the street near John's house.
-OPTION: b | John missed dinner yesterday. He was playing football and didn't want to come inside when it was ready.
-OPTION: c | John's family always eats dinner at six o'clock. When he's not there on time, they don't wait for him.
-ANSWER: b
-
-# Source: LLA 4A Figure 2
-$PRODUCE Write the Main Idea
-ID: 4a-f2
-INPUT: type
-CHECK: llm
-INTRO: Now do the same thing by ear. You'll hear three short paragraphs. After each one, type its main idea in one sentence.
-INSTRUCTION: Type the main idea of the paragraph.
-RUBRIC: The learner must provide the main idea of the paragraph. Accept the model response or variations that capture the same meaning.
-
-PROMPT: Paragraph 1. {bk11-l4a-f2-01.mp3}
-RESPONSE: Anne's car might need service.
-
-PROMPT: Paragraph 2. {bk11-l4a-f2-02.mp3}
-RESPONSE: Stores need to keep their customers happy.
-
-PROMPT: Paragraph 3. {bk11-l4a-f2-03.mp3}
-RESPONSE: Everyone who drives should take lessons.
-
-# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." (p. 141) — open paragraph composition where learners write their own titles and main-idea summaries; too loose to evaluate fairly solo.
-
-$LESSON 4-2: Talking About TV
-
-# Source: LLA 4A Figure 3 (part 2)
-$DIALOGUE Do You Spend Much Time Watching TV?
+# Source: LLA 4A Figure 3 (conversation)
+$DIALOGUE Valerie and Victor Talk About TV
 ID: 4a-f3-b
-INTRO: In this part you'll practice talking about TV habits and giving opinions. Valerie and Victor discuss television — Victor watches four or five hours a night, so he counts as an expert. Just listen.
+INTRO: Victor watches four or five hours of television a day and regrets nothing. Just listen to his conversation with Valerie.
 INSTRUCTION: Listen to the dialogue.
 
-VOCAB: to spend
 Valerie: Do you spend much time in front of the television? {bk11-l4a-f3-07.mp3}
 
-VOCAB: as a matter of fact
-VOCAB: frequently
 VOCAB: wonderful
 Victor: Oh yes! As a matter of fact, I frequently watch TV four or five hours a day. And that's almost every night after work. I think TV is wonderful. {bk11-l4a-f3-08.mp3}
 
 Valerie: I could do that before, but I can't now. I'm too busy. I have lots to do when I get home from work. {bk11-l4a-f3-09.mp3}
+
 Victor: I think that when you enjoy something you can find time for it. {bk11-l4a-f3-10.mp3}
 
 VOCAB: to recommend
@@ -264,33 +223,14 @@ VOCAB: great
 VOCAB: terrible
 Victor: I love the funny shows. I think they are great because I like to laugh. I don't see many programs that I think are terrible. I guess I'm easily satisfied. {bk11-l4a-f3-12.mp3}
 
-# Source: LLA 4A Figure 3 (part 1) — kept after the dialog as a pronunciation pass
-$DIALOGUE Say the New Words
-ID: 4a-f3
-INTRO: You just heard these words in the conversation. Now practice saying them, one at a time. Repeat after the speaker.
-INSTRUCTION: Repeat each word or phrase.
-REPEAT
-
-LINE: Spend, spend. {bk11-l4a-f3-01.mp3}
-
-LINE: As a matter of fact, as a matter of fact. {bk11-l4a-f3-02.mp3}
-
-LINE: Frequently, frequently. Wonderful, wonderful. {bk11-l4a-f3-03.mp3}
-
-LINE: Recommend, recommend. Love, love. {bk11-l4a-f3-04.mp3}
-
-LINE: Great, great. {bk11-l4a-f3-05.mp3}
-
-LINE: Terrible, terrible. {bk11-l4a-f3-06.mp3}
-
-# Source: LLA 4A Figure 3 (part 3)
+# Source: LLA 4A Figure 3 (questions)
 $PRODUCE Questions About the Conversation
 ID: 4a-f3-c
-REFERENCE: 4a-f3-b
-INTRO: Time to answer questions about Valerie and Victor. Answer aloud in a full sentence, then repeat the correct answer. You can look back at the conversation if you need to.
-INSTRUCTION: Answer aloud with a full sentence.
+REFERENCE
 INPUT: speak
 CHECK: reveal
+INTRO: Answer questions about Valerie and Victor aloud, then repeat the correct answer. The conversation is there if you need to check it.
+INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-13-q.mp3}
@@ -314,187 +254,45 @@ RESPONSE: Because he loves to laugh. {bk11-l4a-f3-18-a.mp3}
 PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-19-q.mp3}
 RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-19-a.mp3}
 
-# Source: LLA 4A Figure 4
-$SELECT Where Are They?
-ID: 4a-f4
-INTRO: A listening game. You'll hear a scrap of conversation — two lines, no names, no explanations — and you decide where the people are. Tap the location, then repeat the answer.
-INSTRUCTION: Tap the correct location.
-REPEAT
-
-PROMPT: A hamburger, please. — Anything else, sir? {bk11-l4a-f4-01-q.mp3}
-OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3}
-OPTION: b | in a clothing store
-OPTION: c | in a classroom
-ANSWER: a
-
-PROMPT: I want this candy bar. — Pull this knob. {bk11-l4a-f4-02-q.mp3}
-OPTION: a | restaurant
-OPTION: b | snack bar
-OPTION: c | vending machine {bk11-l4a-f4-02-a.mp3}
-ANSWER: c
-
-PROMPT: How fast are you going? — The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3}
-OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3}
-OPTION: b | in an airplane
-OPTION: c | at a soccer game
-ANSWER: a
-
-PROMPT: Can you loosen this? — Where's the wrench? {bk11-l4a-f4-04-q.mp3}
-OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3}
-OPTION: b | at a vending machine
-OPTION: c | eating a hamburger
-ANSWER: a
-
-PROMPT: It stalled again. — You may need a tune-up. {bk11-l4a-f4-05-q.mp3}
-OPTION: a | the living room
-OPTION: b | the car {bk11-l4a-f4-05-a.mp3}
-OPTION: c | a hospital
-ANSWER: b
-
-PROMPT: I want to return this. — Do you have your sales slip? {bk11-l4a-f4-06-q.mp3}
-OPTION: a | restaurant
-OPTION: b | garage
-OPTION: c | department store {bk11-l4a-f4-06-a.mp3}
-ANSWER: c
-
-PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? — Allright. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3}
-OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3}
-OPTION: b | in a garage
-OPTION: c | downtown
-ANSWER: a
-
-PROMPT: Do you have an appointment? — Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3}
-OPTION: a | the classroom
-OPTION: b | a doctor's office {bk11-l4a-f4-08-a.mp3}
-OPTION: c | a restaurant
-ANSWER: b
-
-PROMPT: I want to make a deposit. — Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3}
-OPTION: a | the classroom
-OPTION: b | a bank {bk11-l4a-f4-09-a.mp3}
-OPTION: c | a mall
-ANSWER: b
-
-PROMPT: Whose fault was it? — The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3}
-OPTION: a | in the classroom
-OPTION: b | at a snack bar
-OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3}
-ANSWER: c
-
-# Source: ST §I Thought That Show Was Boring
-$DIALOGUE Opinions About TV Programs
-ID: l4-s17
-INTRO: Six short exchanges about TV — a question and an honest opinion. Listen and repeat each one.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
-
-LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best.
-LINE: What did you think of the eight o'clock movie? I thought that show was boring.
-LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read.
-LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials.
-LINE: Which news program do you usually watch? Channel Two. They have more world news.
-LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening.
-
-$LESSON 4-3: At the Movies
-
-# Source: LLA 4A Figure 5 (part 1)
-$DIALOGUE Movie Words
-ID: 4a-f5
-INTRO: This part is about movies — and how to say whether they're great or terrible. Meet Don, who loves the movies more than most people love anything. Listen to each sentence about him and repeat it.
-INSTRUCTION: Repeat each word and sentence.
-REPEAT
-
-VOCAB: love
-LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-01.mp3}
-
-VOCAB: in fact
-LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-02.mp3}
-
-VOCAB: to frighten
-LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-03.mp3}
-
-VOCAB: entertaining
-VOCAB: adventure
-LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-04.mp3}
-
-# Source: LLA 4A Figure 5 (part 2)
-$DIALOGUE Don's Great Love
-ID: 4a-f5-b
-INTRO: Now hear Don's story straight through. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-05.mp3}
-LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-06.mp3}
-LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-07.mp3}
-LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-08.mp3}
-
-# Source: LLA 4A Figure 6
-$SELECT True or False About Don
-ID: 4a-f6
-REFERENCE
-INTRO: True or false about Don? Read each statement and tap your answer.
-INSTRUCTION: Tap True or False.
-SHOW_PROMPT
-
-PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01-q.mp3}
-OPTION: t | True {bk11-l4a-f6-01-a.mp3}
-OPTION: f | False
-ANSWER: t
-
-PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l4a-f6-02-a.mp3}
-ANSWER: f
-
-PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l4a-f6-03-a.mp3}
-ANSWER: f
-
-PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04-q.mp3}
-OPTION: t | True {bk11-l4a-f6-04-a.mp3}
-OPTION: f | False
-ANSWER: t
+$SESSION 4-2: At the Movies — Opinions and Recommendations
 
 # Source: ST §Six Movie Theaters
 $DIALOGUE Six Movie Theaters
 ID: l4-s3
-INTRO: Six theaters, six posters — there's a movie for every taste, from very funny to truly frightening. Read each advertisement as you listen.
-INSTRUCTION: Read the advertisement.
+INTRO: In this part you'll learn to say what a show is like — "funny", "frightening", "wonderful", "terrible" — and to recommend one. Start by reading the advertisements for six very different movies.
+INSTRUCTION: Read the advertisement for each theater.
 
 Narrator: THEATER 1: WHY CRY WHEN YOU CAN LAUGH? {st-page_128_001.jpg}
-VOCAB: funny
 Narrator: Don't miss this very funny movie. You might be sad now, but you'll be happy when you watch this show! {st-page_128_001.jpg}
 
 Narrator: THEATER 2: THEY NEVER CAME HOME. {st-page_128_002.jpg}
-VOCAB: terrible
+VOCAB: to frighten
 Narrator: Here's a true story about a terrible accident. It will frighten everyone. After this, you may be afraid to drive. {st-page_128_002.jpg}
 
 Narrator: THEATER 3: A FLIGHT AROUND THE WORLD {st-page_128_003.jpg}
-VOCAB: wonderful
 Narrator: You'll enjoy seeing some of the most interesting and beautiful parts of the world in this wonderful new show. {st-page_128_003.jpg}
 
 Narrator: THEATER 4: THE GREAT MOUNTAIN {st-page_128_004.jpg}
-VOCAB: great
 Narrator: Watch two men climb one of the world's largest mountains. You'll never forget this show. It's great! {st-page_128_004.jpg}
 
 Narrator: THEATER 5: MARK AND MARIA {st-page_128_005.jpg}
+VOCAB: love
 Narrator: A Love Story. They want to marry, but he must leave. Now their love is strong. What will their feelings be when he returns? {st-page_128_005.jpg}
 
 Narrator: THEATER 6: A BOY'S BEST FRIEND {st-page_128_006.jpg}
 Narrator: Everyone will love the story of young Billy and Bowser, the big brown dog who followed him everywhere. {st-page_128_006.jpg}
 NOTES: theater = a place or building for movies or other entertainment
 
-# Source: ST §Answer About the Movies
+# Source: ST (questions on Six Movie Theaters)
 $PRODUCE Answer About the Movies
 ID: l4-s4
 REFERENCE
-INTRO: Answer questions about those six movies. Speak your answer in a complete sentence — you can look back at the advertisements while you answer.
-INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any natural complete sentence or short form that states the same fact.
+INTRO: Now answer questions about those six movies in complete sentences. The advertisements are there to check if you need them.
+INSTRUCTION: Answer aloud in a complete sentence.
+RUBRIC: Treat the model answer as the factual key; accept any complete sentence that expresses the same fact(s), in any natural phrasing.
 
 PROMPT: Are there different kinds of movies at the theaters?
 RESPONSE: Yes, there are different kinds of movies at the theaters.
@@ -526,79 +324,133 @@ RESPONSE: It is a love story about Mark and Maria.
 PROMPT: Will people really enjoy "A Boy's Best Friend"?
 RESPONSE: Yes, everyone will love it.
 
-# Source: ST §Do You Want to Hear a Great Story? (the printed word box is not reproduced; the items work as recall cloze)
-$PRODUCE Fill in the Opinion Word
+# Source: LLA 4A Figure 5
+$DIALOGUE Don Loves the Movies
+ID: 4a-f5
+INTRO: Meet Don, a man with one great love: the movies. Listen and repeat each sentence about him.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-01.mp3}
+
+LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-02.mp3}
+
+LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-03.mp3}
+
+VOCAB: entertaining
+VOCAB: adventure
+LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-04.mp3}
+
+# Source: LLA 4A Figure 5 (paragraph)
+$DIALOGUE Don Loves the Movies — the Whole Paragraph
+ID: 4a-f5-b
+INTRO: Now hear the whole paragraph about Don at once.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Movies are Don's great love. In fact, he spends many happy hours at the movies. He doesn't like movies that frighten him. He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-05.mp3}
+
+# Source: LLA 4A Figure 6
+$SELECT True or False About Don
+ID: 4a-f6
+REFERENCE: 4a-f5-b
+INTRO: Decide whether each statement about Don is true or false. The paragraph is there to check if you need it.
+INSTRUCTION: Tap True or False.
+SHOW_PROMPT
+
+PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01-q.mp3}
+OPTION: t | True {bk11-l4a-f6-01-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l4a-f6-02-a.mp3}
+ANSWER: f
+
+PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l4a-f6-03-a.mp3}
+ANSWER: f
+
+PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04-q.mp3}
+OPTION: t | True {bk11-l4a-f6-04-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+# Source: ST §Do You Want to Hear a Great Story? (word-bank cloze recast as a select over the printed box)
+$SELECT Do You Want to Hear a Great Story?
 ID: l4-s5
-INTRO: Type the missing word in each sentence. All the answers are opinion words from this lesson — funny, great, terrible, and their friends.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
+INTRO: Here's the word box: "funny", "great", "variety", "love", "wonderful", "laugh", "terrible", "frightening". Pick the word that completes each sentence.
+INSTRUCTION: Tap the word that completes the sentence.
+OPTION: a | funny
+OPTION: b | great
+OPTION: c | variety
+OPTION: d | love
+OPTION: e | wonderful
+OPTION: f | laugh
+OPTION: g | terrible
+OPTION: h | frightening
 
 TEMPLATE: We want to hear a ____ story, not a sad one.
-RESPONSE: We want to hear a funny story, not a sad one.
-ACCEPT: funny
+ANSWER: a
+FEEDBACK: We want to hear a funny story, not a sad one.
 
 TEMPLATE: Dana looks ____, but she feels awful.
-RESPONSE: Dana looks great, but she feels awful.
-ACCEPT: great | wonderful
+ANSWER: b|e
+FEEDBACK: Dana looks great, but she feels awful.
 
 TEMPLATE: A ____ store sells many different kinds of things.
-RESPONSE: A variety store sells many different kinds of things.
-ACCEPT: variety
+ANSWER: c
+FEEDBACK: A variety store sells many different kinds of things.
 
 TEMPLATE: I'm sure you'll ____ this book. I really enjoyed it.
-RESPONSE: I'm sure you'll love this book. I really enjoyed it.
-ACCEPT: love
+ANSWER: d
+FEEDBACK: I'm sure you'll love this book. I really enjoyed it.
 
 TEMPLATE: This is a terrific meal. The food is ____.
-RESPONSE: This is a terrific meal. The food is wonderful.
-ACCEPT: wonderful | great
+ANSWER: e|b
+FEEDBACK: This is a terrific meal. The food is wonderful.
 
 TEMPLATE: People usually smile and ____ a lot when they're very happy.
-RESPONSE: People usually smile and laugh a lot when they're very happy.
-ACCEPT: laugh
+ANSWER: f
+FEEDBACK: People usually smile and laugh a lot when they're very happy.
 
 TEMPLATE: Alex made a ____ grade on the exam. As a matter of fact, he failed it.
-RESPONSE: Alex made a terrible grade on the exam. As a matter of fact, he failed it.
-ACCEPT: terrible
+ANSWER: g
+FEEDBACK: Alex made a terrible grade on the exam. As a matter of fact, he failed it.
 
 TEMPLATE: Dora is afraid of dentists. To her, a dentist's office is a ____ place.
-RESPONSE: Dora is afraid of dentists. To her, a dentist's office is a frightening place.
-ACCEPT: frightening
+ANSWER: h
+FEEDBACK: Dora is afraid of dentists. To her, a dentist's office is a frightening place.
 
 TEMPLATE: When Marsha writes to her family and good friends, she signs her letters "____, Marsha."
-RESPONSE: When Marsha writes to her family and good friends, she signs her letters "Love, Marsha."
-ACCEPT: Love | love
+ANSWER: d
+FEEDBACK: When Marsha writes to her family and good friends, she signs her letters "Love, Marsha."
 
 TEMPLATE: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the ____ Lakes because they're so large.
-RESPONSE: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the Great Lakes because they're so large.
-ACCEPT: Great | great
+ANSWER: b
+FEEDBACK: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the Great Lakes because they're so large.
 
 # Source: ST §Which Movie Do You Recommend?
 $DIALOGUE Which Movie Do You Recommend? {st-page_131_001.jpg}
 ID: l4-s6
-INTRO: Tim and Jim are trying to pick a movie they can both stand. It takes some negotiating. Listen and repeat each line.
+INTRO: Tim and Jim are trying to pick a movie. It takes them a while — one of them walked out of the last one. Listen and repeat each line.
 INSTRUCTION: Listen and repeat the dialog.
 REPEAT
 
 Tim: Do you want to see "A Boy's Best Friend"?
 Jim: No, let's see something else. I saw that last week.
 
-VOCAB: boring
 Tim: I can see it another time, I guess. Was it interesting?
 Jim: No, it was boring. I got up and left before it was over. How about "Jaws 9"?
 
 Tim: My brother and I saw it Friday night.
 
 VOCAB: to feel
-VOCAB: dull
 Jim: How did you feel about it? Was it dull?
 
-VOCAB: felt | feel
-VOCAB: frightening
 Tim: No, it certainly wasn't. I felt it was exciting, and my brother thought it was frightening.
 
-VOCAB: to recommend
 Jim: Well, which one of the other shows do you recommend?
 
 Tim: I think we ought to see "Hot Cars." My cousin saw it and told me it was very entertaining.
@@ -606,11 +458,12 @@ Tim: I think we ought to see "Hot Cars." My cousin saw it and told me it was ver
 VOCAB: since
 Jim: Then let's go. Since your cousin enjoyed it, I'm sure we will, too.
 
-# Source: ST §Can You Recommend a Good Restaurant? (matching)
-$SELECT Match the Question to Its Answer
+# Source: ST §Can You Recommend a Good Restaurant?
+$SELECT Match Questions and Answers
 ID: l4-s7
-INTRO: You'll hear a question. Tap the answer that fits it naturally — only one really works.
-INSTRUCTION: Tap the answer that matches the question.
+INTRO: Seven questions, seven answers — match each question to the answer that fits it.
+INSTRUCTION: Tap the answer that fits the question.
+SHOW_PROMPT
 OPTION: a | I felt that it was very difficult.
 OPTION: b | Yes, I thought the hour would never end.
 OPTION: c | Yes, Paul's Place always serves wonderful meals.
@@ -641,9 +494,9 @@ PROMPT: Did you think the class was boring?
 ANSWER: b
 
 # Source: ST §Was the Movie Interesting?
-$DIALOGUE Giving Your Opinion of a Movie {st-page_145_001.jpg}
+$DIALOGUE Was the Movie Interesting? {st-page_145_001.jpg}
 ID: l4-s15
-INTRO: Now practice delivering the verdict yourself. Listen to these question-and-answer exchanges about movies, and repeat each one.
+INTRO: Here's how people ask about a movie — and how they answer when it was great, dull, or two hours of their life they want back. Listen and repeat each exchange.
 INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
@@ -654,157 +507,29 @@ LINE: Did you see any good movies last week? Yes, I saw a very funny movie last
 LINE: How was the movie? The music was good, but the story was boring.
 LINE: Can you recommend a good movie? I thought the one at the Star was entertaining.
 
-# SKIPPED (book): ST "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open, co-constructed dialog-completion tasks; too unconstrained to grade solo.
-# SKIPPED (book): ST Function "WHAT DID YOU THINK OF THE SHOW?" and Listening Skill "WHAT DID YOU THINK OF THE MOVIE?" — partner role plays with no solo path.
-
-$LESSON 4-4: A Night Out
-
-# Source: LLA 4B Figure 1 (part 2)
-$DIALOGUE A New Restaurant
-ID: 4b-f1-b
-INTRO: In this part, eating out — and complaining about it afterward. Frank and Peg tried a new restaurant last night; it did not go well. Listen to the story.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-13.mp3}
-LINE: Friends told them that it was very good and not too expensive. {bk11-l4b-f1-14.mp3}
-
-VOCAB: reasonable
-LINE: A restaurant with reasonable prices is not easy to find. {bk11-l4b-f1-15.mp3}
-
-LINE: They decided to try it. {bk11-l4b-f1-16.mp3}
-
-VOCAB: terribly
-LINE: They were terribly unhappy with it. {bk11-l4b-f1-17.mp3}
-
-VOCAB: entertainment
-VOCAB: loud
-LINE: There was music for entertainment, but it was much too loud. {bk11-l4b-f1-18.mp3}
-
-LINE: They couldn't hear each other talk. {bk11-l4b-f1-19.mp3}
-
-VOCAB: promptly
-LINE: The waiter didn't take their order promptly. {bk11-l4b-f1-20.mp3}
-
-LINE: He let them wait and wait. {bk11-l4b-f1-21.mp3}
-
-VOCAB: impolite
-VOCAB: to serve
-LINE: Frank felt he was impolite when he served them, too. {bk11-l4b-f1-22.mp3}
-
-VOCAB: rude
-LINE: Frank doesn't like a rude waiter. {bk11-l4b-f1-23.mp3}
-
-VOCAB: dish
-LINE: Then the dish he served Peg was cold and hard to cut. {bk11-l4b-f1-24.mp3}
-
-VOCAB: sharp
-LINE: She had to ask for a sharp knife. {bk11-l4b-f1-25.mp3}
-
-VOCAB: dull
-LINE: Her knife was too dull to cut it. {bk11-l4b-f1-26.mp3}
-
-LINE: They don't want to go there again. {bk11-l4b-f1-27.mp3}
-LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-28.mp3}
-
-VOCAB: if you ask me
-LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-29.mp3}
-
-# Source: LLA 4B Figure 1 (part 1) — kept after the story as a pronunciation pass
-$DIALOGUE Say the Restaurant Words
-ID: 4b-f1-a
-INTRO: Those were a lot of new words for one bad dinner. Practice saying them, one at a time — repeat after the speaker.
-INSTRUCTION: Repeat each word.
-REPEAT
-
-LINE: Reasonable. {bk11-l4b-f1-01.mp3}
-LINE: Terribly. {bk11-l4b-f1-02.mp3}
-LINE: Entertainment. {bk11-l4b-f1-03.mp3}
-LINE: Loud. {bk11-l4b-f1-04.mp3}
-LINE: Promptly. {bk11-l4b-f1-05.mp3}
-LINE: Impolite. {bk11-l4b-f1-06.mp3}
-LINE: Served. {bk11-l4b-f1-07.mp3}
-LINE: Rude. {bk11-l4b-f1-08.mp3}
-LINE: Dish. {bk11-l4b-f1-09.mp3}
-LINE: Sharp. {bk11-l4b-f1-10.mp3}
-LINE: Dull. {bk11-l4b-f1-11.mp3}
-LINE: If you ask me. {bk11-l4b-f1-12.mp3}
-
-# Source: LLA 4B Figure 2
-$SELECT Questions About Frank and Peg's Evening
-ID: 4b-f2
-REFERENCE: 4b-f1-b
-INTRO: Now the questions about Frank and Peg's evening. Listen, tap the best answer, then repeat the correct response. The story is there if you need to check.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: Where did Frank and Peg go last night? {bk11-l4b-f2-01-q.mp3}
-OPTION: a | They went to the movies.
-OPTION: b | They went to a new restaurant. {bk11-l4b-f2-01-a.mp3}
-OPTION: c | They went to the mall.
-ANSWER: b
-
-PROMPT: Why did they decide to try it? {bk11-l4b-f2-02-q.mp3}
-OPTION: a | Friends recommended it. {bk11-l4b-f2-02-a.mp3}
-OPTION: b | The entertainment was good.
-OPTION: c | They met their friends there.
-ANSWER: a
-
-PROMPT: What was the music for? {bk11-l4b-f2-03-q.mp3}
-OPTION: a | The music was for a tape.
-OPTION: b | The music was for the movie.
-OPTION: c | The music was for entertainment. {bk11-l4b-f2-03-a.mp3}
-ANSWER: c
-
-PROMPT: Did it entertain them? {bk11-l4b-f2-04-q.mp3}
-OPTION: a | Yes, they liked it.
-OPTION: b | No, it was too loud. {bk11-l4b-f2-04-a.mp3}
-OPTION: c | No, it was too low.
-ANSWER: b
-
-PROMPT: Why didn't Frank like the waiter? {bk11-l4b-f2-05-q.mp3}
-OPTION: a | Because he didn't speak French.
-OPTION: b | Because he had long hair.
-OPTION: c | Because he was impolite. {bk11-l4b-f2-05-a.mp3}
-ANSWER: c
-
-PROMPT: What did Peg have to ask for? {bk11-l4b-f2-06-q.mp3}
-OPTION: a | She had to ask for a sharper knife. {bk11-l4b-f2-06-a.mp3}
-OPTION: b | She had to ask for a duller knife.
-OPTION: c | She had to ask for a straight knife.
-ANSWER: a
-
-PROMPT: Why did she want another knife? {bk11-l4b-f2-07-q.mp3}
-OPTION: a | Her knife was too dull to cut the meat. {bk11-l4b-f2-07-a.mp3}
-OPTION: b | Her knife was too sharp to cut the lettuce.
-OPTION: c | Her knife was dirty.
-ANSWER: a
-
-PROMPT: Did Frank leave a tip? {bk11-l4b-f2-08-q.mp3}
-OPTION: a | No, Frank didn't leave a tip.
-OPTION: b | Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3}
-OPTION: c | Yes, he left a nice tip.
-ANSWER: b
-
-# Source: ST §The Crossing Serves Good Vegetables
-$DIALOGUE Recommending a Restaurant
-ID: l4-s16
-INTRO: Not every dinner ends in a tiny tip. Here's how people recommend — or warn each other about — restaurants. Listen and repeat each exchange.
+# Source: ST §I Thought That Show Was Boring
+$DIALOGUE I Thought That Show Was Boring
+ID: l4-s17
+INTRO: Now the same kind of opinions, but about television. Listen and repeat each exchange.
 INSTRUCTION: Listen and repeat the sentences.
 REPEAT
 
-LINE: Have you been to The Crossing? Yes, many times. They serve delicious soup.
-LINE: Can you recommend a good restaurant? Yes, I had a wonderful dinner at Jay's.
-LINE: How was your dinner at Aldo's? It was terrible. As a matter of fact, I got sick.
-LINE: Do you like to eat at Harry's? Yes, the food's good, and the prices are reasonable.
-LINE: Where do you plan to eat tonight? Mike's. In my opinion, his fish is the best in town.
-LINE: Let's go to Aldo's tonight. The service there is so slow. Can we go to another restaurant?
+LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best.
+LINE: What did you think of the eight o'clock movie? I thought that show was boring.
+LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read.
+LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials.
+LINE: Which news program do you usually watch? Channel Two. They have more world news.
+LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening.
 
-$LESSON 4-5: The Restaurant Reporter
+# SKIPPED (book): "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", and "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open, co-constructed dialog completion tasks; too unconstrained to grade solo.
+# SKIPPED (book): Function "WHAT DID YOU THINK OF THE SHOW?" and Listening Skill "WHAT DID YOU THINK OF THE MOVIE?" — partner role plays with no solo path.
+
+$SESSION 4-3: Eating Out
 
 # Source: ST §Richard Roper Recommends Rosa's
 $DIALOGUE Richard Roper Recommends Rosa's {st-page_136_001.jpg}
 ID: l4-s9
-INTRO: In this part you'll read two restaurant reviews. Richard Roper reviews restaurants on the Channel 35 news — first, the one he loved: Rosa's. Listen and read along.
+INTRO: In this part you'll learn to talk about restaurants — the food, the prices, the service, and the waiters you'd rather forget. Richard Roper reviews restaurants on TV. This week he found one he loved. Listen and read the story.
 INSTRUCTION: Listen and read the story.
 
 Narrator: Richard Roper is a reporter for Channel 35. He visits different restaurants every week; then he tells about them on the Wednesday evening news program. Here's this week's story:
@@ -826,16 +551,16 @@ Narrator: I ordered the beef and rice dish. The waiter was both polite and promp
 VOCAB: promptly
 Narrator: He brought a salad right away and served the other food just a few minutes later. He also brought my check to the table promptly.
 
-VOCAB: reasonably | reasonable
+VOCAB: reasonable/reasonably | reasonably
 Narrator: This restaurant should be more popular. It was reasonably full when I was there, but it wasn't crowded. I strongly recommend a visit to Rosa's.
 
-VOCAB: to plan
+VOCAB: plan (to) | plan to
 Narrator: I plan to eat there often.
 
 # Source: ST §He Doesn't Recommend the Red Room
 $DIALOGUE He Doesn't Recommend the Red Room {st-page_137_001.jpg}
 ID: l4-s10
-INTRO: And now the restaurant Richard Roper didn't love. The Red Room: bad food, high prices, and a waiter with strong opinions. Listen and read along.
+INTRO: The second restaurant did not go as well. Richard survived, but his stomach filed a complaint. Listen and read the story.
 INSTRUCTION: Listen and read the story.
 
 VOCAB: terribly
@@ -845,20 +570,19 @@ VOCAB: loud
 Narrator: There's music, but it's too loud to be entertaining.
 
 VOCAB: impolite
-VOCAB: loudly | loud
+VOCAB: loud/loudly | loudly
 Narrator: I tried to start a conversation with the people at the table next to mine, but they couldn't hear me. I think it's impolite to talk too loudly, so I stopped trying.
 
 VOCAB: rude
 Narrator: The service at the Red Room was slow, and the waiter was rude.
 
-VOCAB: rudely | rude
+VOCAB: rude/rudely | rudely
 Narrator: Since my meal was cold when the waiter finally served it, I asked him to warm it up again. He rudely answered that he didn't have time.
 
-VOCAB: dull
 VOCAB: sharp
 Narrator: When I saw that my knife was too dull to cut the meat, I asked him to bring me a sharp knife.
 
-VOCAB: impolitely | impolite
+VOCAB: impolite/impolitely | impolitely
 Narrator: He said impolitely, "The knife's all right. You're just too weak to use it."
 
 Narrator: Soon after I got home, I began to feel a sharp pain in my stomach.
@@ -869,10 +593,10 @@ Narrator: If you ask me, the restaurant's food caused it. I don't recommend the
 VOCAB: plan
 Narrator: When you want to go out for dinner, make plans to eat at a different restaurant.
 
-# Source: ST §The Waiter Served the Food Promptly (gapped stimuli moved to TEMPLATE)
-$SELECT Use the New Words
+# Source: ST §The Waiter Served the Food Promptly
+$SELECT The Waiter Served the Food Promptly
 ID: l4-s11
-INTRO: Put the new words to work. Read each sentence and tap the word that completes it.
+INTRO: Now put the new words to work. Tap the word that completes each sentence.
 INSTRUCTION: Tap the word that completes the sentence.
 
 TEMPLATE: A ____ noise woke us up in the middle of the night.
@@ -880,118 +604,199 @@ OPTION: a | loud
 OPTION: b | prompt
 OPTION: c | impolite
 ANSWER: a
+FEEDBACK: A loud noise woke us up in the middle of the night.
 
 TEMPLATE: It's ____ not to answer someone who asks you a question.
 OPTION: a | rude
 OPTION: b | prompt
 OPTION: c | reasonable
 ANSWER: a
+FEEDBACK: It's rude not to answer someone who asks you a question.
 
 TEMPLATE: When other people can't see something, Alvin can. He has very ____ eyes.
 OPTION: a | loud
 OPTION: b | sharp
 OPTION: c | prompt
 ANSWER: b
+FEEDBACK: When other people can't see something, Alvin can. He has very sharp eyes.
 
 TEMPLATE: Television ____ many children on Saturday morning while their parents sleep late.
 OPTION: a | plans
 OPTION: b | serves
 OPTION: c | entertains
 ANSWER: c
+FEEDBACK: Television entertains many children on Saturday morning while their parents sleep late.
 
 TEMPLATE: Will and Wanda aren't getting married until next year, but she's already ____ the wedding.
 OPTION: a | serving
 OPTION: b | planning
 OPTION: c | entertaining
 ANSWER: b
+FEEDBACK: Will and Wanda aren't getting married until next year, but she's already planning the wedding.
 
 TEMPLATE: Donna said, "If you ask me, Dina's upset about something." She ____ that Dina's upset.
 OPTION: a | thinks
 OPTION: b | is sorry
 OPTION: c | has heard
 ANSWER: a
+FEEDBACK: Donna thinks that Dina's upset.
 
 TEMPLATE: After I watched that movie, I wanted to ask for a refund. It was ____ long and boring.
 OPTION: a | loudly
 OPTION: b | terribly
 OPTION: c | impolitely
 ANSWER: b
+FEEDBACK: After I watched that movie, I wanted to ask for a refund. It was terribly long and boring.
 
 TEMPLATE: Walter never becomes angry with people for things that aren't their fault. He's always ____.
 OPTION: a | dull
 OPTION: b | impolite
 OPTION: c | reasonable
 ANSWER: c
+FEEDBACK: Walter never becomes angry with people for things that aren't their fault. He's always reasonable.
 
 TEMPLATE: Carl has been using the same blade in his razor for two weeks. It's too ____ for him to shave with now.
 OPTION: a | dull
 OPTION: b | loud
 OPTION: c | sharp
 ANSWER: a
+FEEDBACK: Carl has been using the same blade in his razor for two weeks. It's too dull for him to shave with now.
 
 TEMPLATE: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call ____.
 OPTION: a | terribly
 OPTION: b | promptly
 OPTION: c | reasonably
 ANSWER: b
+FEEDBACK: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call promptly.
 
-# Source: ST §What Does the Word Mean?
-$SELECT What Does the Word Mean?
-ID: l4-s8
-INTRO: One more reading skill: working out what a word means from its context. Read the three sentences — each one gives you a little more information — then tap the meaning.
-INSTRUCTION: Read the sentences to find what the underlined word means in context.
-
-TEMPLATE: a. The *climate* is good.
-TEMPLATE: b. The *climate* is good in my country.
-TEMPLATE: c. The *climate* is good in my country in the winter.
-PROMPT: The climate...
-OPTION: a | is the food.
-OPTION: b | is the engine.
-OPTION: c | is the weather.
-ANSWER: c
-
-TEMPLATE: a. Jim looked at his *atlas*.
-TEMPLATE: b. Jim looked at his *atlas* and turned the pages slowly.
-TEMPLATE: c. Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.
-PROMPT: An atlas...
-OPTION: a | is a clock or watch.
-OPTION: b | is a book of maps.
-OPTION: c | is a large dictionary.
-ANSWER: b
-
-TEMPLATE: a. The street is *dangerous*.
-TEMPLATE: b. The street is *dangerous* at night.
-TEMPLATE: c. The street is *dangerous* at night for anyone who is alone.
-PROMPT: Dangerous is...
-OPTION: a | narrow.
-OPTION: b | crowded.
-OPTION: c | not safe.
-ANSWER: c
-
-$LESSON 4-6: Could — Past Ability
-
-# Source: LLA 4B Listening/Speaking (past abilities)
-$DIALOGUE Could and Couldn't
-ID: 4b-f2-b
-INTRO: This part is grammar: could and couldn't, for things people were able — or unable — to do in the past. Listen to the sentences and repeat them.
+# Source: LLA 4B Figure 1 (word list — pronunciation pass; the words were taught in the readings above)
+$DIALOGUE Restaurant Words — Pronunciation
+ID: 11-l4b-f1
+INTRO: You've met all of these words now. Listen and repeat each one to sharpen your pronunciation before the next story.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-09.mp3}
-LINE: Bob couldn't watch TV last night. He was too busy. {bk11-l4b-f2-10.mp3}
-LINE: They could drive to the lake for their vacation last year. They had a longer vacation last year. {bk11-l4b-f2-11.mp3}
-LINE: They could recommend that place last year. It's not good anymore. {bk11-l4b-f2-12.mp3}
-LINE: The mechanic couldn't fix my car this week. He didn't have the parts. {bk11-l4b-f2-13.mp3}
-LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2-14.mp3}
-LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-15.mp3}
-LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-16.mp3}
+LINE: reasonable {bk11-l4b-f1-01.mp3}
+LINE: terribly {bk11-l4b-f1-02.mp3}
+LINE: entertainment {bk11-l4b-f1-03.mp3}
+LINE: loud {bk11-l4b-f1-04.mp3}
+LINE: promptly {bk11-l4b-f1-05.mp3}
+LINE: impolite {bk11-l4b-f1-06.mp3}
+LINE: served {bk11-l4b-f1-07.mp3}
+LINE: rude {bk11-l4b-f1-08.mp3}
+LINE: dish {bk11-l4b-f1-09.mp3}
+LINE: sharp {bk11-l4b-f1-10.mp3}
+LINE: dull {bk11-l4b-f1-11.mp3}
+LINE: if you ask me {bk11-l4b-f1-12.mp3}
 
-# Source: ST §Could as Past Ability (light talk-through added)
-$GRAMMAR Could as Past Ability
+# Source: LLA 4B Figure 1 (paragraph)
+$DIALOGUE A New Restaurant
+ID: 11-l4b-f1-b
+INTRO: Frank and Peg tried a new restaurant last night. Their friends recommended it. Their friends were wrong. Listen and read along.
+INSTRUCTION: Listen and read along.
+
+LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-13.mp3}
+LINE: Friends told them that it was very good and not too expensive. {bk11-l4b-f1-14.mp3}
+LINE: A restaurant with reasonable prices is not easy to find. {bk11-l4b-f1-15.mp3}
+LINE: They decided to try it. {bk11-l4b-f1-16.mp3}
+LINE: They were terribly unhappy with it. {bk11-l4b-f1-17.mp3}
+LINE: There was music for entertainment, but it was much too loud. {bk11-l4b-f1-18.mp3}
+LINE: They couldn't hear each other talk. {bk11-l4b-f1-19.mp3}
+LINE: The waiter didn't take their order promptly. {bk11-l4b-f1-20.mp3}
+LINE: He let them wait and wait. {bk11-l4b-f1-21.mp3}
+LINE: Frank felt he was impolite when he served them, too. {bk11-l4b-f1-22.mp3}
+LINE: Frank doesn't like a rude waiter. {bk11-l4b-f1-23.mp3}
+LINE: Then the dish he served Peg was cold and hard to cut. {bk11-l4b-f1-24.mp3}
+LINE: She had to ask for a sharp knife. {bk11-l4b-f1-25.mp3}
+LINE: Her knife was too dull to cut it. {bk11-l4b-f1-26.mp3}
+LINE: They don't want to go there again. {bk11-l4b-f1-27.mp3}
+LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-28.mp3}
+LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-29.mp3}
+
+# Source: LLA 4B Figure 2
+$SELECT Questions About Frank and Peg
+ID: 11-l4b-f2
+REFERENCE: 11-l4b-f1-b
+INTRO: Now some questions about Frank and Peg's terrible evening. Tap the correct answer, then repeat it. The story is there to check if you need it.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: Where did Frank and Peg go last night? {bk11-l4b-f2-01-q.mp3}
+OPTION: a | They went to the movies.
+OPTION: b | They went to a new restaurant.
+OPTION: c | They went to the mall.
+ANSWER: b
+FEEDBACK: They went to a new restaurant. {bk11-l4b-f2-01-a.mp3}
+
+PROMPT: Why did they decide to try it? {bk11-l4b-f2-02-q.mp3}
+OPTION: a | Friends recommended it.
+OPTION: b | The entertainment was good.
+OPTION: c | They met their friends there.
+ANSWER: a
+FEEDBACK: Friends recommended the restaurant. {bk11-l4b-f2-02-a.mp3}
+
+PROMPT: What was the music for? {bk11-l4b-f2-03-q.mp3}
+OPTION: a | The music was for a tape.
+OPTION: b | The music was for the movie.
+OPTION: c | The music was for entertainment.
+ANSWER: c
+FEEDBACK: The music was for entertainment. {bk11-l4b-f2-03-a.mp3}
+
+PROMPT: Did it entertain them? {bk11-l4b-f2-04-q.mp3}
+OPTION: a | Yes, they liked it.
+OPTION: b | No, it was too loud.
+OPTION: c | No, it was too low.
+ANSWER: b
+FEEDBACK: No, it was too loud. {bk11-l4b-f2-04-a.mp3}
+
+PROMPT: Why didn't Frank like the waiter? {bk11-l4b-f2-05-q.mp3}
+OPTION: a | Because he didn't speak French.
+OPTION: b | Because he had long hair.
+OPTION: c | Because he was impolite.
+ANSWER: c
+FEEDBACK: Because the waiter was impolite. {bk11-l4b-f2-05-a.mp3}
+
+PROMPT: What did Peg have to ask for? {bk11-l4b-f2-06-q.mp3}
+OPTION: a | She had to ask for a sharper knife.
+OPTION: b | She had to ask for a duller knife.
+OPTION: c | She had to ask for a straight knife.
+ANSWER: a
+FEEDBACK: She had to ask for a sharper knife. {bk11-l4b-f2-06-a.mp3}
+
+PROMPT: Why does she want another knife? {bk11-l4b-f2-07-q.mp3}
+OPTION: a | Her knife was too dull to cut the meat.
+OPTION: b | Her knife was too sharp to cut the lettuce.
+OPTION: c | Her knife was dirty.
+ANSWER: a
+FEEDBACK: Her knife was too dull to cut the meat. {bk11-l4b-f2-07-a.mp3}
+
+PROMPT: Did Frank leave a tip? {bk11-l4b-f2-08-q.mp3}
+OPTION: a | No, Frank didn't leave a tip.
+OPTION: b | Yes, but it was a small one.
+OPTION: c | Yes, he left a nice tip.
+ANSWER: b
+FEEDBACK: Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3}
+
+# Source: ST §The Crossing Serves Good Vegetables
+$DIALOGUE The Crossing Serves Good Vegetables
+ID: l4-s16
+INTRO: To finish this part, practice recommending — and warning people about — restaurants. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: Have you been to The Crossing? Yes, many times. They serve delicious soup.
+LINE: Can you recommend a good restaurant? Yes, I had a wonderful dinner at Jay's.
+LINE: How was your dinner at Aldo's? It was terrible. As a matter of fact, I got sick.
+LINE: Do you like to eat at Harry's? Yes, the food's good, and the prices are reasonable.
+LINE: Where do you plan to eat tonight? Mike's. In my opinion, his fish is the best in town.
+LINE: Let's go to Aldo's tonight. The service there is so slow. Can we go to another restaurant?
+
+$SESSION 4-4: Could and Reported Speech
+
+# Source: ST Grammar §Could as Past Ability
+$GRAMMAR Could — Past Ability
 ID: l4-s12
-INTRO: Here's the pattern you just heard, in black and white. Could is simply the past of can.
-
-**Could** is the past of **can**: it says someone **was able to** do something. The negative is **couldn't**.
+INTRO: In this part, two ways of talking about the past. First: "can" is for now, "could" is for back then. Here's how to say what you were — or weren't — able to do.
 
 | | |
 |---|---|
@@ -1005,51 +810,58 @@ INTRO: Here's the pattern you just heard, in black and white. Could is simply th
 * {Could Henry repair the motor?}
   {No, he couldn't. He didn't have the right tools.}
 
-Notice that could never changes its form — no -s, no -ed. Yesterday's abilities are easy to talk about, even when the abilities themselves are gone.
+# Source: LLA 4B Listening/Speaking
+$DIALOGUE Could and Couldn't — Examples
+ID: 11-l4b-ls1
+INTRO: Listen to these sentences with "could" and "couldn't" and repeat them. Notice that each one is about the past.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-ls-01.mp3}
+LINE: Bob couldn't watch TV last night. He was too busy. {bk11-l4b-f2-ls-02.mp3}
+LINE: They could drive to the lake for their vacation last year. They had a longer vacation last year. {bk11-l4b-f2-ls-03.mp3}
+LINE: They could recommend that place last year. It's not good anymore. {bk11-l4b-f2-ls-04.mp3}
+LINE: The mechanic couldn't fix my car this week. He didn't have the parts. {bk11-l4b-f2-ls-05.mp3}
+LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2-ls-06.mp3}
+LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-ls-07.mp3}
+LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-ls-08.mp3}
 
 # Source: LLA 4B Figure 3
-$PRODUCE Answer with Could
-ID: 4b-f3
+$PRODUCE Answer with Could and Couldn't
+ID: 11-l4b-f3
 INPUT: speak
 CHECK: reveal
-INTRO: Time to use it. You'll hear a question and a short cue. Answer with could or couldn't, then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cue.
+INTRO: Now you answer. Listen to a question and a short cue, answer in a full sentence with "could" or "couldn't", then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 EXAMPLE
-TEMPLATE: 1 mile
 PROMPT: How far could you swim last year? 1 mile. {bk11-l4b-f3-ex-q.mp3}
 RESPONSE: Last year I could swim 1 mile. {bk11-l4b-f3-ex-a.mp3}
 
-TEMPLATE: 30 words per minute
 PROMPT: How fast could you type before you took the class? 30 words per minute. {bk11-l4b-f3-01-q.mp3}
 RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3}
 
-TEMPLATE: No, too nervous
 PROMPT: Could David describe the accident? No, too nervous. {bk11-l4b-f3-02-q.mp3}
 RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3}
 
-TEMPLATE: Not very far
 PROMPT: How far could he run 5 years ago? Not very far. {bk11-l4b-f3-03-q.mp3}
 RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3}
 
-TEMPLATE: Yes, not well
 PROMPT: Could you speak English last year? Yes, not well. {bk11-l4b-f3-04-q.mp3}
 RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3}
 
-TEMPLATE: Not anything
 PROMPT: What could you do about his problem? Not anything. {bk11-l4b-f3-05-q.mp3}
 RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3}
 
-TEMPLATE: Yes, working
 PROMPT: Could John operate the vending machine? Yes, working. {bk11-l4b-f3-06-q.mp3}
 RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3}
 
-# Source: ST §Could Janet Draw? — second pass; two items duplicated on the tape drill (describe the accident; do anything about the problem) were dropped
-$PRODUCE More Could Questions
+# Source: ST §Could Janet Draw?
+$PRODUCE Could Janice Draw?
 ID: l4-s13
-INTRO: A second round of could questions — this time the cue is printed in parentheses. Answer aloud, then check the model.
-INSTRUCTION: Answer the questions using the cue in parentheses.
+INTRO: More "could" practice, this time from the book. Answer each question aloud using the cue in parentheses.
+INSTRUCTION: Answer using the cue in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1064,9 +876,15 @@ RESPONSE: No, it was too large.
 PROMPT: Could you drive when you were fifteen? (yes)
 RESPONSE: Yes, I could.
 
+PROMPT: Could Dorothy describe the accident? (no, too nervous)
+RESPONSE: No, she was too nervous.
+
 PROMPT: How far could you run a year ago? (only two miles)
 RESPONSE: I could only run two miles.
 
+PROMPT: What could you do about the problem? (not anything)
+RESPONSE: I couldn't do anything about it.
+
 PROMPT: Could Margaret deposit the money Sunday? (no, not until Monday)
 RESPONSE: No, she couldn't deposit it until Monday.
 
@@ -1083,10 +901,10 @@ PROMPT: What could Ed remember about your conversation with him? (almost everyth
 RESPONSE: He could remember almost everything.
 
 # Source: ST §Ann Could Answer All of the Questions
-$PRODUCE Ask and Answer with Could
+$PRODUCE Ann Could Answer All of the Questions
 ID: l4-s14
-INTRO: Now you make the questions. Read the sentence, ask a could question about it, and answer it yourself — yes or no. Then check the model.
-INSTRUCTION: Ask and answer questions about the sentences. Use could and couldn't.
+INTRO: This time you build both halves: read the sentence, then ask and answer a "could" question about it, like in the examples.
+INSTRUCTION: Ask and answer a question with "could" or "couldn't".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1129,12 +947,10 @@ RESPONSE: Could Beth remember their names? Yes, she could.
 PROMPT: When Ann was ten years old, her mother taught her how to cook.
 RESPONSE: Could Ann cook when she was ten? Yes, she could.
 
-$LESSON 4-7: Indirect Speech
-
-# Source: ST §Indirect Speech
+# Source: ST Grammar §Indirect Speech
 $GRAMMAR Indirect Speech
 ID: l4-s18
-INTRO: In this part you'll learn to report what people said — "she told me she was busy" — without repeating their exact words. Read how indirect speech works.
+INTRO: Second point: reporting what someone said. When you report speech, the verbs step back into the past — and the pronouns change too. Here's the pattern.
 
 **Indirect Speech** reports what another person has said. For this reason, it is also called reported speech. The speaker's exact words aren't repeated in indirect speech:
 
@@ -1142,8 +958,8 @@ INTRO: In this part you'll learn to report what people said — "she told me she
 2. Pronouns and possessive adjectives change from first or second person to third person (unless someone is reporting his own words).
 
 **Direct speech (present tense):**
-Jan: I'm out of money.
-Jim: I have some cash.
+Jan: {I'm out of money.}
+Jim: {I have some cash.}
 
 **Indirect speech:**
 
@@ -1153,12 +969,10 @@ Jim: I have some cash.
 | Jim told | her | that | he had some cash. |
 | I told | Jan | | I had some cash. |
 
-Listen to the pattern: {Jan told Jim she was out of money.} — {Jim told her that he had some cash.}
-
 # Source: ST §The Instructor Told Annette That She Passed the Test
-$DIALOGUE The Instructor Told Annette About the Test
+$DIALOGUE Annette Asks About Her Test Grade
 ID: l4-s19
-INTRO: Annette asks Mr. Reed about her test grade — and then reports every word of it to Kenneth. Listen for how her report shifts the verbs into the past.
+INTRO: First Annette talks to her instructor, Mr. Reed. Then she reports the whole conversation to Kenneth — listen for how every verb slides into the past.
 INSTRUCTION: Read the dialogs.
 
 Annette: I'm worried about my grade on the test, Mr. Reed. {st-page_155_001.jpg}
@@ -1170,7 +984,7 @@ Mr_Reed: No, I can't. I'm sorry.
 Annette: Will you give the tests back to us?
 Mr_Reed: Yes, I intend to give them back Friday.
 
-Narrator: Later, Annette tells Kenneth about the conversation.
+Narrator: Later, Kenneth asks Annette about the conversation.
 
 Kenneth: Did you talk to Mr. Reed about your test grade? {st-page_155_001.jpg}
 Annette: Yes, I told him that I was worried about it.
@@ -1184,14 +998,14 @@ Annette: No, he told me that he couldn't remember it.
 Kenneth: Is he going to give the tests back to us?
 Annette: Yes, he told me he intended to give them back Friday.
 
-# Source: ST §Change to Indirect Speech (switched from typed exact-match to spoken, LLM-graded — many honest variants)
+# Source: ST §Change to Indirect Speech
 $PRODUCE Change to Indirect Speech
 ID: l4-s20
-INTRO: Now you do the reporting. Read each speaker's words, then say the new sentence with "told" — past tense, third person.
-INSTRUCTION: Report what was said, using told and a past-tense verb.
+INTRO: Your turn to report. Read each speaker's exact words, then say the reported sentence with "told" and a past-tense verb.
+INSTRUCTION: Report the sentence using "told" and a past-tense verb.
 INPUT: speak
 CHECK: llm
-RUBRIC: The point is reported speech: require "told" plus the listener (a name, noun, or pronoun) and the verb shifted to past tense with third-person pronouns. "That" is optional. Wrong tense or unshifted pronouns fail; any natural noun or pronoun for the people is fine.
+RUBRIC: The backshift is the point: the reported clause must use a past-tense verb and correct third-person pronouns — a present-tense verb in the reported clause fails. "That" is optional; accept natural variants of the model answer.
 
 EXAMPLE
 TEMPLATE: John: Jim, the car needs a tune-up.
@@ -1228,10 +1042,10 @@ TEMPLATE: Customer: Waiter, I need another fork, please.
 RESPONSE: The customer told the waiter that he needed another fork.
 
 # Source: ST §Ask and Answer About the Dialogs
-$PRODUCE Ask and Answer About the Dialogs
+$PRODUCE Report What They Said
 ID: l4-s21
-INTRO: Read each short dialog, then answer the question about what was said — told, past tense, the whole routine. The model answer follows.
-INSTRUCTION: Ask and answer questions about the dialogs aloud.
+INTRO: Last step: read each mini-dialog, then ask and answer a question about what was said, like in the examples. Say both halves aloud.
+INSTRUCTION: Ask and answer about the dialog aloud.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1274,12 +1088,12 @@ RESPONSE: What did Randy tell Sandy? He told her he thought he was on vacation t
 PROMPT: Larry: What do you intend to have for dessert? Laura: I'm going to order a piece of chocolate cake.
 RESPONSE: What did Laura tell Larry? She told him she was going to order a piece of chocolate cake.
 
-$LESSON 4-8: Saying When
+$SESSION 4-5: When Things Happen — Time Prepositions
 
-# Source: LLA 4B Figure 4 — placed here as the presentation for time prepositions (on Monday, on the weekend)
+# Source: LLA 4B Figure 4
 $DIALOGUE Sally's Plan
-ID: 4b-f4
-INTRO: Last part: saying when things happen — at 6:00, on Monday, in an hour. Sally runs her housework on a strict weekly schedule. Listen and repeat, and notice the little word "on" before each day.
+ID: 11-l4b-f4
+INTRO: In this part you'll learn the little words that pin down time — "at", "on", "in", "until", "since". Start with Sally's housework plan: a different job every day, and a free weekend as the reward. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1292,67 +1106,67 @@ LINE: she irons clothes on Thursday, {page_082_001.jpg} {bk11-l4b-f4-06.mp3}
 LINE: when she follows her plan, she has free time on the weekend, {page_082_002.jpg} {bk11-l4b-f4-07.mp3}
 LINE: then she can relax. {page_082_002.jpg} {bk11-l4b-f4-08.mp3}
 
-# SKIPPED (book): LLA 4B Figure 5 (Write the paragraph) — no tape audio; open writing activity.
+# SKIPPED (tape): LLA 4B Figure 5 (dictation) — no audio in transcript; not convertible without the cassette clips.
 
-# Source: ST §Prepositions of Time
+# Source: ST Grammar §Prepositions of Time
 $GRAMMAR Prepositions of Time
 ID: l4-s23
-INTRO: Here are English's little time words — at, on, in, for, since, and the rest. Read the examples; you'll drill them next.
+INTRO: Here's the full toolbox: which preposition goes with clock times, days, dates, and stretches of time. Read it once now — the next activities will make it stick.
 
-The following prepositions indicate time: **at**, **in**, **on**, **before**, **after**, **from**, **until**, **till**, **to**, **for**, and **since**.
+The following prepositions indicate time: {at}, {in}, {on}, {before}, {after}, {from}, {until}, {till}, {to}, {for}, and {since}.
 
 **At** is used with the time of day, with an age, and with the words night, first, last, beginning, and end.
 **Examples:**
-* {at noon}, {at midnight}, {at 7:30 a.m.}
-* {at the age of twelve}
-* {at night}, {at first}, {at last}
-* {at the beginning}, {at the end}
+* at noon, at midnight, at 7:30 a.m.
+* at the age of twelve
+* at night, at first, at last
+* at the beginning, at the end
 
 **On** is used with days and dates. It can also be used with parts of a certain day and the words time and schedule.
 **Examples:**
-* {on Monday}, {on your birthday}
-* {on October 18}
-* {on the evening of June 8}
-* {on time}, {on schedule}
+* on Monday, on your birthday
+* on October 18
+* on the evening of June 8
+* on time, on schedule
 
 **In** is used with quantities of time and with the words beginning and end.
 **Examples:**
-* {in ten minutes}, {in an hour}
-* {in a week}, {in two years}
-* {in the beginning}, {in the end}
+* in ten minutes, in an hour
+* in a week, in two years
+* in the beginning, in the end
 
 **Before** and **after** are used with time of day, with dates, and with nouns that name events or occurrences.
 **Examples:**
-* {before noon}, {after 5:00 p.m.}
-* {before December 31}, {after April 15}
-* {before the game}, {after dinner}
+* before noon, after 5:00 p.m.
+* before December 31, after April 15
+* before the game, after dinner
 **After** can also be used with a quantity of time.
-* {after six months}, {after thirty years}
+* after six months, after thirty years
 
 **From** is used with to and till/until to indicate periods of time.
 **Examples:**
-* {from 1985 to 1993}
-* {from May 1 until June 15}
-* {from 10:00 a.m. till 5:30 p.m.}
+* from 1985 to 1993
+* from May 1 until June 15
+* from 10:00 a.m. till 5:30 p.m.
 
 **Until/till** can also be used alone with days, dates, and times.
 **Examples:**
-* {until next Friday}, {till next week}
-* {until 1997}, {till August 2}
-* {until 10:00 p.m.}, {till midnight}
+* until next Friday, till next week
+* until 1997, till August 2
+* until 10:00 p.m., till midnight
 
 **For** is used with periods of time.
 **Examples:**
-* {for half an hour}, {for three weeks}, {for one year}
+* for half an hour, for three weeks, for one year
 
 **Since** is used with definite times.
 **Examples:**
-* {since Sunday}, {since 6:00 this morning}, {since 1988}
+* since Sunday, since 6:00 this morning, since 1988
 
 # Source: ST §Ed Arrives on Monday
 $DIALOGUE Ed Arrives on Monday
 ID: l4-s24
-INTRO: Ten sentences that put the time words to work. Read each one as you listen.
+INTRO: Read these sentences — every one pins down a time. Notice which preposition does the job in each.
 INSTRUCTION: Read the sentences.
 
 LINE: What do you plan to do after dinner?
@@ -1369,8 +1183,8 @@ LINE: Maj Brooks works out from 4:00 to 5:30 three days a week.
 # Source: ST §The Flight Leaves in Ten Minutes
 $PRODUCE The Flight Leaves in Ten Minutes
 ID: l4-s25
-INTRO: Answer each question aloud, using the cue in parentheses — and the right time word. Then check the model.
-INSTRUCTION: Answer aloud using the words in parentheses.
+INTRO: Answer each question aloud in a full sentence, using the time cue in parentheses.
+INSTRUCTION: Answer using the words in parentheses.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1409,10 +1223,10 @@ RESPONSE: I want to go shopping after lunch.
 PROMPT: How long does this class last? (till 2:30)
 RESPONSE: It lasts till 2:30.
 
-# Source: ST §Jim Left at Noon (gapped stimuli moved to TEMPLATE)
-$SELECT Choose the Time Word
+# Source: ST §Jim Left at Noon
+$SELECT Jim Left at Noon
 ID: l4-s26
-INTRO: Tap the preposition that completes each sentence. Small words, big differences.
+INTRO: Now the quick check: tap the preposition that completes each sentence.
 INSTRUCTION: Tap the correct preposition.
 
 TEMPLATE: Jim's plane arrives ____ 6:00.
@@ -1421,6 +1235,7 @@ OPTION: b | at
 OPTION: c | in
 OPTION: d | to
 ANSWER: b
+FEEDBACK: Jim's plane arrives at 6:00.
 
 TEMPLATE: My cousin leaves ____ Friday.
 OPTION: a | in
@@ -1428,6 +1243,7 @@ OPTION: b | at
 OPTION: c | to
 OPTION: d | on
 ANSWER: d
+FEEDBACK: My cousin leaves on Friday.
 
 TEMPLATE: I'll see the colonel ____ an hour.
 OPTION: a | in
@@ -1435,6 +1251,7 @@ OPTION: b | on
 OPTION: c | from
 OPTION: d | till
 ANSWER: a
+FEEDBACK: I'll see the colonel in an hour.
 
 TEMPLATE: Ralph needs to be home ____ 10:00.
 OPTION: a | for
@@ -1442,6 +1259,7 @@ OPTION: b | from
 OPTION: c | since
 OPTION: d | before
 ANSWER: d
+FEEDBACK: Ralph needs to be home before 10:00.
 
 TEMPLATE: That store is open ____ 9:00 a.m. ____ 9:00 p.m.
 OPTION: a | from, to
@@ -1449,6 +1267,7 @@ OPTION: b | at, after
 OPTION: c | until, till
 OPTION: d | since, until
 ANSWER: a
+FEEDBACK: That store is open from 9:00 a.m. to 9:00 p.m.
 
 TEMPLATE: The soldiers have a test ____ lunch.
 OPTION: a | from
@@ -1456,6 +1275,7 @@ OPTION: b | since
 OPTION: c | after
 OPTION: d | in
 ANSWER: c
+FEEDBACK: The soldiers have a test after lunch.
 
 TEMPLATE: Jeff has been studying ____ 6:30.
 OPTION: a | on
@@ -1463,6 +1283,7 @@ OPTION: b | for
 OPTION: c | from
 OPTION: d | since
 ANSWER: d
+FEEDBACK: Jeff has been studying since 6:30.
 
 TEMPLATE: On Saturday Sam sometimes sleeps ____ noon.
 OPTION: a | in
@@ -1470,6 +1291,7 @@ OPTION: b | from
 OPTION: c | until
 OPTION: d | since
 ANSWER: c
+FEEDBACK: On Saturday Sam sometimes sleeps until noon.
 
 TEMPLATE: They've been on vacation ____ three weeks.
 OPTION: a | at
@@ -1477,6 +1299,7 @@ OPTION: b | for
 OPTION: c | after
 OPTION: d | since
 ANSWER: b
+FEEDBACK: They've been on vacation for three weeks.
 
 TEMPLATE: Dan didn't get to work ____ 9:00 this morning.
 OPTION: a | on
@@ -1484,40 +1307,251 @@ OPTION: b | to
 OPTION: c | for
 OPTION: d | till
 ANSWER: d
+FEEDBACK: Dan didn't get to work till 9:00 this morning.
 
-# Source: ST §Put Two Sentences Together (switched from typed exact-match to spoken with reveal — long sentences, some with two valid orders)
+# Source: ST §Put Two Sentences Together
 $PRODUCE Put Two Sentences Together
 ID: l4-s27
-INTRO: One last job: join the two sentences into one, using the word in parentheses. Say the new sentence aloud, then check the model. That's the whole lesson — and if anyone asks what you thought of it, you now have the words to tell them.
-INSTRUCTION: Say one sentence made from the two sentences, using the word in parentheses.
+INTRO: One more skill for this part: joining two sentences with words like "while", "before", "until", and "because". Read the pair, then say the combined sentence aloud and compare it with the model.
+INSTRUCTION: Combine the two sentences using the word in parentheses.
 INPUT: speak
 CHECK: reveal
-SHOW_PROMPT
 
 EXAMPLE
-PROMPT: Hal watches the TV channel. It doesn't show commercials. (which)
+TEMPLATE: Hal watches the TV channel. It doesn't show commercials. (which)
 RESPONSE: Hal watches the TV channel which doesn't show commercials.
 
-PROMPT: Do you know the name of the mechanic? He worked on your brakes. (who)
+TEMPLATE: Do you know the name of the mechanic? He worked on your brakes. (who)
 RESPONSE: Do you know the name of the mechanic who worked on your brakes?
 
-PROMPT: Jean recommended a restaurant. It serves Chinese and American food. (that)
+TEMPLATE: Jean recommended a restaurant. It serves Chinese and American food. (that)
 RESPONSE: Jean recommended a restaurant that serves Chinese and American food.
 
-PROMPT: Bill watched the TV program. He ate his dinner. (while)
+TEMPLATE: Bill watched the TV program. He ate his dinner. (while)
 RESPONSE: Bill watched the TV program while he ate his dinner.
 
-PROMPT: The children fell asleep. The movie was over. (before)
+TEMPLATE: The children fell asleep. The movie was over. (before)
 RESPONSE: The children fell asleep before the movie was over.
 
-PROMPT: Don't open your test booklet. The instructor says to begin. (until)
+TEMPLATE: Don't open your test booklet. The instructor says to begin. (until)
 RESPONSE: Don't open your test booklet until the instructor says to begin.
 
-PROMPT: Charles became a pilot. He was 17 years old. (when)
+TEMPLATE: Charles became a pilot. He was 17 years old. (when)
 RESPONSE: Charles became a pilot when he was 17 years old.
 
-PROMPT: Denise was too tired to go to class. She studied all night. (after)
+TEMPLATE: Denise was too tired to go to class. She studied all night. (after)
 RESPONSE: Denise was too tired to go to class after she studied all night.
 
-PROMPT: We felt sorry for the little boy. He was lost. (because)
+TEMPLATE: We felt sorry for the little boy. He was lost. (because)
 RESPONSE: We felt sorry for the little boy because he was lost.
+
+$SESSION 4-6: Reading and Listening Skills
+
+# Source: LLA 4A Figure 2 (paragraph 1)
+$DIALOGUE Anne's Car — a Short Paragraph
+ID: 4a-f2-1
+INTRO: One last skill for this lesson: finding the main idea — what a paragraph is really about, not just one detail from it. Listen to a short paragraph about Anne's car.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: The motor in Anne's car was making a noise. {bk11-l4a-f2-01a.mp3}
+LINE: She didn't know the cause of the noise. {bk11-l4a-f2-01b.mp3}
+LINE: She decided to take it to a garage. {bk11-l4a-f2-01c.mp3}
+LINE: She thought her car might need service. {bk11-l4a-f2-01d.mp3}
+
+# Source: LLA 4A Figure 2 (main idea 1)
+$PRODUCE Main Idea — Anne's Car
+ID: 4a-f2-1-q
+REFERENCE: 4a-f2-1
+INPUT: type
+LONGFORM
+CHECK: llm
+INTRO: In one sentence, type the main idea of the paragraph you just heard. You can listen to it again if you need to.
+INSTRUCTION: Type the main idea of the paragraph.
+RUBRIC: Accept answers that express the core idea, such as "Anne's car might need service" or "Something might be wrong with Anne's car."
+
+PROMPT: What is the main idea of this paragraph?
+RESPONSE: Anne's car might need service.
+
+# Source: LLA 4A Figure 2 (paragraph 2)
+$DIALOGUE Good Stores — a Short Paragraph
+ID: 4a-f2-2
+INTRO: Here's a second paragraph, this time about good stores and unhappy customers. Listen for the big idea.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Good stores try to satisfy unhappy customers immediately. {bk11-l4a-f2-02a.mp3}
+LINE: When a customer finds something wrong with a service in a store, or with something he buys there, he may not come back there. {bk11-l4a-f2-02b.mp3}
+LINE: The salespeople in a good store will give him an exchange, a refund, or credit. {bk11-l4a-f2-02c.mp3}
+LINE: They'll do it with a smile, too, because they want to keep the customers happy. {bk11-l4a-f2-02d.mp3}
+
+# Source: LLA 4A Figure 2 (main idea 2)
+$PRODUCE Main Idea — Good Stores
+ID: 4a-f2-2-q
+REFERENCE: 4a-f2-2
+INPUT: type
+LONGFORM
+CHECK: llm
+INTRO: Same job: type the main idea of this paragraph in one sentence.
+INSTRUCTION: Type the main idea of the paragraph.
+RUBRIC: Accept answers that express the core idea, such as "Stores need to keep their customers happy" or "A store should satisfy its customers."
+
+PROMPT: What is the main idea of this paragraph?
+RESPONSE: Stores need to keep their customers happy.
+
+# Source: LLA 4A Figure 2 (paragraph 3)
+$DIALOGUE Driving Lessons — a Short Paragraph
+ID: 4a-f2-3
+INTRO: One more paragraph, about people who learn to drive in school. Listen for what all the details add up to.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: People who learn to drive in school will be safer drivers than those who don't take classes. {bk11-l4a-f2-03a.mp3}
+LINE: They'll learn to be cautious behind the steering wheel of a car. {bk11-l4a-f2-03b.mp3}
+LINE: They'll follow signs and signals. {bk11-l4a-f2-03c.mp3}
+LINE: They'll also be more careful at intersections and will slow down for pedestrians. {bk11-l4a-f2-03d.mp3}
+LINE: All drivers should take lessons sometime. {bk11-l4a-f2-03e.mp3}
+
+# Source: LLA 4A Figure 2 (main idea 3)
+$PRODUCE Main Idea — Driving Lessons
+ID: 4a-f2-3-q
+REFERENCE: 4a-f2-3
+INPUT: type
+LONGFORM
+CHECK: llm
+INTRO: Last one of these: type the main idea of the paragraph in one sentence.
+INSTRUCTION: Type the main idea of the paragraph.
+RUBRIC: Accept answers that express the core idea, such as "Everyone who drives should take lessons" or "People who take driving lessons are safer drivers."
+
+PROMPT: What is the main idea of this paragraph?
+RESPONSE: Everyone who drives should take lessons.
+
+# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." — open paragraph composition (learners write their own titles and main-idea summaries); deferred per guide.
+
+# Source: ST §Which Summary Is the Best?
+$SELECT Which Summary Is the Best?
+ID: l4-s22
+INTRO: Now pick main ideas instead of writing them. Read each paragraph and tap the summary that covers the whole paragraph — not just one detail.
+INSTRUCTION: Tap the best summary.
+SHOW_PROMPT
+
+PROMPT: Linda knows how to study for a test. She starts getting ready for it early. She reviews the lessons in the textbook first. Next she looks at her notebook and memorizes the important things in it. After that, she usually writes questions and practices answering them. She always makes a good grade on a test.
+OPTION: a | Linda always writes in her notebook while she's in class. Later, she uses it to study.
+OPTION: b | Linda always makes a good grade on a test because she knows how to study for it.
+OPTION: c | Linda always studies for a test by writing and answering questions about the things in the lesson.
+ANSWER: b
+
+PROMPT: When Karen went outside this morning to check the weather, the sky was clear. She decided to walk to work. She left her umbrella at home because she didn't think she needed it. About 4:00 the weather started to change. Soon there were big, black clouds in the sky. It began to rain while she was walking home, and her clothes got very wet.
+OPTION: a | Karen didn't take her umbrella to work. It started to rain while she was walking home, and she got very wet.
+OPTION: b | The sky was clear when Karen left for work this morning. Because it looked like a nice day, she decided to walk.
+OPTION: c | While Karen was at work today, the weather changed. She wanted to walk home, but it was too rainy.
+ANSWER: a
+
+PROMPT: Do you usually spend too much money at the grocery store? Here are two things that may help. First, eat a good meal before you go. Don't shop for food when you're hungry, or you'll get more than you need. Also, plan your meals for the week ahead. Write everything that's necessary for those meals on a piece of paper, and don't buy anything else.
+OPTION: a | Most people usually get hungry when they go to the grocery store.
+OPTION: b | Eat a good meal before you go to the grocery store, and you'll feel better while you shop.
+OPTION: c | You can save money by eating and by planning your meals before you go to the grocery store.
+ANSWER: c
+
+PROMPT: Yesterday after school, John and his friends played football in the street near his house. At six o'clock, John's mother told him that dinner was ready, but he didn't want to come inside. After waiting for half an hour, the family decided to eat dinner without him. John came home when it got dark, but everyone had finished eating by that time.
+OPTION: a | John and his friends like to play football after school. They usually play in the street near John's house.
+OPTION: b | John missed dinner yesterday. He was playing football and didn't want to come inside when it was ready.
+OPTION: c | John's family always eats dinner at six o'clock. When he's not there on time, they don't wait for him.
+ANSWER: b
+
+# Source: ST §What Does the Word Mean?
+$SELECT What Does the Word Mean?
+ID: l4-s8
+INTRO: Sometimes the sentence around a new word tells you what it means. Read each set of sentences — they grow longer and more helpful — then tap the meaning of the underlined word.
+INSTRUCTION: Read the sentences, then tap what the word means.
+SHOW_PROMPT
+
+TEMPLATE: a. The *climate* is good.
+TEMPLATE: b. The *climate* is good in my country.
+TEMPLATE: c. The *climate* is good in my country in the winter.
+PROMPT: The climate...
+OPTION: a | is the food.
+OPTION: b | is the engine.
+OPTION: c | is the weather.
+ANSWER: c
+
+TEMPLATE: a. Jim looked at his *atlas*.
+TEMPLATE: b. Jim looked at his *atlas* and turned the pages slowly.
+TEMPLATE: c. Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.
+PROMPT: An atlas...
+OPTION: a | is a clock or watch.
+OPTION: b | is a book of maps.
+OPTION: c | is a large dictionary.
+ANSWER: b
+
+TEMPLATE: a. The street is *dangerous*.
+TEMPLATE: b. The street is *dangerous* at night.
+TEMPLATE: c. The street is *dangerous* at night for anyone who is alone.
+PROMPT: Dangerous is...
+OPTION: a | narrow.
+OPTION: b | crowded.
+OPTION: c | not safe.
+ANSWER: c
+
+# Source: LLA 4A Figure 4
+$SELECT Where Are They?
+ID: 4a-f4
+INTRO: To finish the lesson, a listening game: hear a scrap of conversation and work out where the people are. Ten rounds, and then you're done with Lesson 4.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: A hamburger, please. Anything else, sir? {bk11-l4a-f4-01-q.mp3}
+OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3}
+OPTION: b | in a clothing store
+OPTION: c | in a classroom
+ANSWER: a
+
+PROMPT: I want this candy bar. Pull this knob. {bk11-l4a-f4-02-q.mp3}
+OPTION: a | restaurant
+OPTION: b | snack bar
+OPTION: c | vending machine {bk11-l4a-f4-02-a.mp3}
+ANSWER: c
+
+PROMPT: How fast are you going? The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3}
+OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3}
+OPTION: b | in an airplane
+OPTION: c | at a soccer game
+ANSWER: a
+
+PROMPT: Can you loosen this? Where's the wrench? {bk11-l4a-f4-04-q.mp3}
+OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3}
+OPTION: b | at a vending machine
+OPTION: c | eating a hamburger
+ANSWER: a
+
+PROMPT: It stalled again. You may need a tune-up. {bk11-l4a-f4-05-q.mp3}
+OPTION: a | the living room
+OPTION: b | the car {bk11-l4a-f4-05-a.mp3}
+OPTION: c | a hospital
+ANSWER: b
+
+PROMPT: I want to return this. Do you have your sales slip? {bk11-l4a-f4-06-q.mp3}
+OPTION: a | restaurant
+OPTION: b | garage
+OPTION: c | department store {bk11-l4a-f4-06-a.mp3}
+ANSWER: c
+
+PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? Allright. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3}
+OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3}
+OPTION: b | in a garage
+OPTION: c | downtown
+ANSWER: a
+
+PROMPT: Do you have an appointment? Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3}
+OPTION: a | the classroom
+OPTION: b | a doctor's office {bk11-l4a-f4-08-a.mp3}
+OPTION: c | a restaurant
+ANSWER: b
+
+PROMPT: I want to make a deposit. Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3}
+OPTION: a | the classroom
+OPTION: b | a bank {bk11-l4a-f4-09-a.mp3}
+OPTION: c | a mall
+ANSWER: b
+
+PROMPT: Whose fault was it? The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3}
+OPTION: a | in the classroom
+OPTION: b | at a snack bar
+OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3}
+ANSWER: c
diff --git a/book-11-lesson-4/bk11-l4a-f1-01.mp3 b/book-11-lesson-4/bk11-l4a-f1-01.mp3
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