diff --git a/book-4-lesson-3.module b/book-4-lesson-3.module index d88c2e4..d5c2116 100644 --- a/book-4-lesson-3.module +++ b/book-4-lesson-3.module @@ -1,7 +1,7 @@ $MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: alc_english_book4_lesson3 -DESCRIPTION: Clothing vocabulary, getting dressed, sleep words, and the modals can, must, and may — ability, necessity, and permission. +DIOCO_DOC_ID: book-4-lesson-3 +DESCRIPTION: Clothing vocabulary, getting dressed, sleeping and waking, the adverb "well", and the modals can, may, and must. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator @@ -24,89 +24,62 @@ VOICE: Greg | achird | Male student VOICE: David | schedar | Male student VOICE: Little_girl | aoede | Young female child VOICE: Mother | aoede | Female parent +VOICE: Narrator | aoede | Warm storyteller voice +VOICE: Donald | achird | Male student +VOICE: Robert | schedar | Male student VOICE: Student | achernar | Male student -VOICE: Captain_Yates | achernar | Male speaker -VOICE: Captain_Toomy | achird | Male speaker -VOICE: Mr_Kline | achernar | Male speaker +VOICE: Captain_Yates | achernar | Male officer +VOICE: Captain_Toomy | achird | Male officer +VOICE: Mr_Kline | schedar | Male speaker VOICE: Sgt_Moore | achird | Male soldier VOICE: Mark | achernar | Male speaker VOICE: Bill | achird | Male speaker -VOICE: Donald | achird | Male student -VOICE: Robert | achernar | Male student -# ===================================================================== +# ========================================================================= $LESSON 3-1: Men's Clothing and Getting Dressed -# ===================================================================== -# Source: ST §These Are Joe's Clothes (sentence presentation leads the topic) -$DIALOGUE These Are Joe's Clothes {st-page_063_001.jpg} -INTRO: Let's open the closet. Here are Joe's clothes — listen and say each one after me. -INSTRUCTION: Listen and repeat each line. +# Source: LLA 3A Figure 1 (Part 1) — leads with sentence presentation (new TTS), word-drill kept after +$DIALOGUE Men's Clothing +INTRO: Let's start with the clothes a man wears to work. Here's the basic kit, one piece at a time. +INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: coat -LINE: Those are Joe's coats. - -VOCAB: suit -LINE: Those are his suits. +VOCAB: hat +LINE: He's wearing a hat. {st-page_063_001.jpg} VOCAB: shirt -LINE: Those are his shirts. - -VOCAB: boots -LINE: Those are his boots. - -VOCAB: slacks -VOCAB: trousers -VOCAB: pants -LINE: Those are his slacks and trousers. +LINE: He's wearing a clean white shirt. VOCAB: necktie VOCAB: tie -LINE: Those are his neckties. +LINE: A necktie — or just a tie — goes around the collar. VOCAB: belt -LINE: That's his belt. +LINE: He needs a belt for his trousers. -VOCAB: jacket -LINE: That's his jacket. +VOCAB: trousers +VOCAB: pants +LINE: Trousers and pants are the same thing. -VOCAB: socks -LINE: His socks are in there. +VOCAB: T-shirt +LINE: Under his shirt he wears a T-shirt. -VOCAB: hat -VOCAB: cap -LINE: That's his hat and his cap. - -# Source: LLA 3A Figure 1 (Part 1) — cassette word-drill, pronunciation reinforcement after the sentence intro -$DIALOGUE Clothing Words {page_045_001.jpg} -INTRO: Now a quick pronunciation round — the same clothes, one word at a time. Say each one clearly. +# Source: LLA 3A Figure 1 (Part 1) — cassette word-drill kept as pronunciation reinforcement after the sentence intro +$DIALOGUE Clothing Words — Repeat +INTRO: Now just the words, nice and clear. Say each one after the speaker. INSTRUCTION: Repeat each word. REPEAT -VOCAB: hat LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3} - -VOCAB: shirt LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3} - -VOCAB: necktie -VOCAB: tie LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3} - -VOCAB: belt LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3} - -VOCAB: trousers -VOCAB: pants LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3} - -VOCAB: T-shirt LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3} -# Source: LLA 3A Figure 1 (Part 2) — verbs for dressing -$DIALOGUE Verbs for Clothing -INTRO: These are the words we use for getting dressed and undressed. Listen and repeat. +# Source: LLA 3A Figure 1 (Part 2) — verbs for getting dressed +$DIALOGUE Verbs for Getting Dressed +INTRO: Getting dressed has its own little set of verbs. Listen for the present and past forms, and say each after the speaker. INSTRUCTION: Repeat each word. REPEAT @@ -119,10 +92,10 @@ LINE: clothes {bk04-l3a-f1-12.mp3} LINE: took off {bk04-l3a-f1-13.mp3} LINE: put on {bk04-l3a-f1-14.mp3} -# Source: ST §He Took Off His Shoe — take off / put on in sentences -$DIALOGUE He Took Off His Shoe -INTRO: Watch how "take off" and "put on" split apart — both ways are correct. Listen and repeat. -INSTRUCTION: Listen and repeat each line. +# Source: ST §He Took Off His Shoe — take off / put on in context +$DIALOGUE Taking Off and Putting On +INTRO: Here's how "take off" and "put on" work — and notice the word can slide to the end of the sentence. +INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: take off @@ -138,9 +111,9 @@ LINE: He's putting his glove on. {st-page_065_002.jpg} LINE: He put on his sweater and coat. {st-page_065_002.jpg} LINE: He put his sweater and coat on. {st-page_065_002.jpg} -# Source: LLA 3A Figure 1 (Part 3) — Captain Collins reading passage -$DIALOGUE Captain Collins Gets Dressed -INTRO: Here's Captain Collins and his uniform. Just listen — no need to repeat this one. +# Source: LLA 3A Figure 1 (Part 3) — reading passage about Capt Collins +$DIALOGUE Captain Collins at Work +INTRO: Captain Collins is in the military, so his clothes are mostly a uniform. Just listen this time. INSTRUCTION: Listen to the paragraphs. LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3} @@ -156,9 +129,9 @@ LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3} LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3} LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3} -# Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A on the passage -$PRODUCE Captain Collins — Answer the Questions -INTRO: Now answer about Captain Collins. Say a full sentence, then repeat the model. +# Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A +$PRODUCE Questions About Captain Collins +INTRO: Now answer questions about Captain Collins. Say your answer in a full sentence, then repeat the correct one after the speaker. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -197,9 +170,9 @@ RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3} PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3} RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3} -# Source: LLA 3A Figure 2 — True/False on clothing -$SELECT Clothing — True or False -INTRO: Listen to each statement about clothes. Is it true or false? +# Source: LLA 3A Figure 2 — true/false +$SELECT True or False? +INTRO: Quick check on the clothing words. Listen, then tap True or False. INSTRUCTION: Tap True or False. OPTION: t | True OPTION: f | False @@ -223,50 +196,9 @@ ANSWER: f PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} ANSWER: f -# Source: ST §This Is Donald, Jacques, and Robert — picture-cued ask & answer -$PRODUCE Ask About What They're Wearing {st-page_064_001.jpg} -INTRO: Look at the three men. For each word, ask a question and answer it about what they're wearing. -INSTRUCTION: Ask and answer aloud using the cue word. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word. (e.g., "What is Donald wearing? He's wearing a suit.") - -EXAMPLE -PROMPT: shirt -RESPONSE: What is Donald wearing? He's wearing a shirt. - -EXAMPLE -PROMPT: boots -RESPONSE: Is Robert wearing boots? I don't know. - -PROMPT: shoes -RESPONSE: Are they wearing shoes? Yes, they are wearing shoes. - -PROMPT: suit -RESPONSE: Who is wearing a suit? Donald is wearing a suit. - -PROMPT: jacket -RESPONSE: What is Robert wearing? He is wearing a jacket. - -PROMPT: socks -RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks. - -PROMPT: pants -RESPONSE: Are they wearing pants? Yes, they are wearing pants. - -PROMPT: slacks -RESPONSE: What is Jacques wearing? He's wearing slacks. - -PROMPT: belt -RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt. - -PROMPT: necktie -RESPONSE: Who is wearing a necktie? Donald is wearing a necktie. - -# Source: LLA 3A Figure 3 — dialogue +# Source: LLA 3A Figure 3 — two-speaker dialogue $DIALOGUE Did You Wear Your Uniform? -INTRO: Two captains talk about last night's dinner out. Listen, then repeat each line. +INTRO: Two officers compare what they wore out last night. Listen, then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -280,27 +212,12 @@ Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3} Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3} Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3} -# ===================================================================== +# ========================================================================= $LESSON 3-2: Women's Clothing, Cold Weather, and Sleep -# ===================================================================== -# Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes paragraph (leads topic with sentences) -$DIALOGUE Joan's Work Clothes {page_048_001.jpg} -INTRO: Meet Joan. Listen to what she wears to her downtown office and to class. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} -LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3} -LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3} -LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3} -LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3} -LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} -LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} -LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} - -# Source: LLA 3B Figure 1 (Part 1) — women's clothing word-drill, after the paragraph -$DIALOGUE Women's Clothing Words {page_048_001.jpg} -INTRO: Now the words one at a time. Listen and repeat each item of clothing. +# Source: LLA 3B Figure 1 (Part 1) — women's clothing vocabulary +$DIALOGUE Women's Clothing +INTRO: Now the words for women's clothing. Listen and repeat each one. INSTRUCTION: Repeat each word. REPEAT @@ -328,9 +245,23 @@ LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3} VOCAB: socks LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} -# Source: LLA 3B Figure 1 (Part 3) — Q&A on Joan's work clothes -$PRODUCE Joan's Work Clothes — Answer the Questions -INTRO: Answer about Joan's work clothes. Say a full sentence, then repeat the model. +# Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes passage +$DIALOGUE Joan's Work Clothes +INTRO: Meet Joan. She dresses one way for the office and another way for class. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} +LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3} +LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3} +LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3} +LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3} +LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} +LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} +LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} + +# Source: LLA 3B Figure 1 (Part 3) — comprehension Q&A +$PRODUCE Questions About Joan's Work Clothes +INTRO: Answer the questions about what Joan wears. Say your answer, then repeat the correct one. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -354,22 +285,9 @@ RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3} PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3} RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3} -# Source: LLA 3B Figure 2 (Part 2) — Joan's casual & cold weather clothes paragraph (leads with sentences) -$DIALOGUE Joan's Casual Clothes -INTRO: Joan doesn't always dress up. Listen to what else she likes to wear. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} -LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3} -LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3} -LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3} -LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3} -LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} -LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} - -# Source: LLA 3B Figure 2 (Part 1) — casual/cold weather word-drill, after the paragraph -$DIALOGUE Casual and Cold Weather Words -INTRO: Now the casual and cold-weather words one at a time. Listen and repeat. +# Source: LLA 3B Figure 2 (Part 1) — casual & cold-weather vocabulary +$DIALOGUE Casual and Cold-Weather Clothing +INTRO: Some clothes are for casual days, and some are for cold ones. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT @@ -391,9 +309,22 @@ LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3} VOCAB: gloves LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} -# Source: LLA 3B Figure 2 (Part 3) — Q&A on casual clothes -$PRODUCE Joan's Casual Clothes — Answer the Questions -INTRO: Answer about Joan's casual and cold-weather clothes. Say a full sentence, then repeat. +# Source: LLA 3B Figure 2 (Part 2) — Joan's casual clothes passage +$DIALOGUE Joan's Casual Clothes +INTRO: Joan doesn't dress up every day. Here's what else is in her closet. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} +LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3} +LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3} +LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3} +LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3} +LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} +LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} + +# Source: LLA 3B Figure 2 (Part 3) — comprehension Q&A +$PRODUCE Questions About Joan's Casual Clothes +INTRO: Answer the questions about Joan's other clothes. Say your answer, then repeat the correct one. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -420,9 +351,9 @@ RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3} PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3} RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3} -# Source: LLA 3B Figure 3 — listen-and-fill cloze (clothing review) -$PRODUCE Clothing — Fill in the Word -INTRO: Listen to each sentence and type the missing word. Then repeat the whole sentence. +# Source: LLA 3B Figure 3 — listen-and-fill cloze (tape speaks full sentence) +$PRODUCE Type the Missing Word +INTRO: Now you'll hear a complete sentence. Type the missing word, then repeat the whole sentence. INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact @@ -478,41 +409,31 @@ PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3} RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3} ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters -# Source: ST §He Took Off His Shoe (sleep portion) + LLA 3B Figure 4 — sleep vocabulary in sentences +# Source: LLA 3B Figure 4 (Part 1) — sleep vocabulary $DIALOGUE Falling Asleep and Waking Up -INTRO: Now some words for sleep — falling asleep, waking up, and being awake. Listen and repeat. -INSTRUCTION: Listen and repeat each line. -REPEAT - -VOCAB: asleep -VOCAB: fall asleep -VOCAB: fell asleep -LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg} -LINE: He was asleep at 12 midnight. {st-page_065_003.jpg} - -VOCAB: wake up -VOCAB: woke up -VOCAB: awake -LINE: He always wakes up early. {st-page_065_004.jpg} -LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg} -LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg} - -# Source: LLA 3B Figure 4 (Part 1) — sleep word-drill -$DIALOGUE Sleep Words -INTRO: The sleep words one at a time now. Listen and repeat each. +INTRO: Time to talk about sleep — falling asleep and waking up, in present and past. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT +VOCAB: fall asleep +VOCAB: fell asleep LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3} LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3} + +VOCAB: asleep LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3} + +VOCAB: wake up +VOCAB: woke up LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3} LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3} + +VOCAB: awake LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3} # Source: LLA 3B Figure 4 (Part 2) — sleep sentences $DIALOGUE Joan Falls Asleep in Class -INTRO: Poor Joan keeps dozing off in class. Listen and repeat these sentences. +INTRO: Poor Joan keeps nodding off in class. Listen and repeat these sentences. INSTRUCTION: Repeat each sentence. REPEAT @@ -523,9 +444,9 @@ LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3} LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3} -# Source: LLA 3B Figure 5 — picture-cued asleep/awake Q&A -$PRODUCE Asleep or Awake? — Answer the Questions -INTRO: Look at each picture, answer the question aloud, then repeat the model. +# Source: LLA 3B Figure 5 — picture Q&A on sleep +$PRODUCE Asleep or Awake? +INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -547,11 +468,11 @@ PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3} RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3} # Source: ST §Yesterday, He Was Tired and Cold — reading passage -$DIALOGUE Yesterday, Robert Was Tired and Cold -INTRO: Here's a whole cold day in Robert's life, from waking up to going back to bed. Just read along. +$DIALOGUE Robert's Cold Morning +INTRO: Here's a short story about Robert's day — a cold morning, a busy class, and an early night. Just read along. INSTRUCTION: Read the paragraphs. -LINE: Yesterday, Robert was awake at 1:00 a.m. +Narrator: Yesterday, Robert was awake at 1:00 a.m. LINE: He fell asleep at 1:30 a.m. LINE: He woke up at 6:30 a.m. It was cold. LINE: He got up and took a hot shower. He got dressed. @@ -566,9 +487,9 @@ LINE: Robert and Mark talked for five minutes. LINE: They went to the mess hall and had dinner. LINE: After dinner, Robert did his homework and went to bed early. -# Source: ST §True or False? — comprehension on Robert's day +# Source: ST §True or False? (Robert reading) $SELECT Robert's Day — True or False? -INTRO: Think back over Robert's cold day. Tap True or False for each statement. +INTRO: Let's check the story about Robert. Tap True or False for each statement. INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False @@ -591,13 +512,12 @@ ANSWER: F PROMPT: Mark woke up Robert. ANSWER: T -# ===================================================================== -$LESSON 3-3: Sounds — /w/ and /r/, and "well" -# ===================================================================== +# ========================================================================= +$LESSON 3-3: Sounds and the Adverb "Well" -# Source: LLA 3A Figure 4 — same/different /w/ vs /r/ +# Source: LLA 3A Figure 4 — /w/ vs /r/ same or different $SELECT Same or Different Sounds -INTRO: Listen to two words. Do they begin with the same sound, or different sounds? +INTRO: Let's tune your ear to W and R. You'll hear two words — tap Same if they start with the same sound, Different if they don't. INSTRUCTION: Tap Same or Different. OPTION: s | S (Same) OPTION: d | D (Different) @@ -636,9 +556,9 @@ ANSWER: d PROMPT: went rent {bk04-l3a-f4-10-q.mp3} ANSWER: d -# Source: LLA 3A Figure 5 — identify W vs R +# Source: LLA 3A Figure 5 — identify W or R sound $SELECT W Sound or R Sound? -INTRO: Listen to each word. Does it start with the W sound, as in "went", or the R sound, as in "rent"? +INTRO: Now just one word at a time. Tap W if it starts like "went", or R if it starts like "rent". INSTRUCTION: Tap the sound you hear. OPTION: a | W sound (as in went) OPTION: b | R sound (as in rent) @@ -678,9 +598,9 @@ PROMPT: Window. {bk04-l3a-f5-10-q.mp3} ANSWER: a # Source: ST §Speaking Skill: Coat / Caught — /oʊ/ vs /ɔ/ minimal pairs -$DIALOGUE Sounds: Coat / Caught -INTRO: Here's a tricky pair of vowels — the "oh" in "coat" versus the "aw" in "caught". Read each pair. -INSTRUCTION: Read the words. +$DIALOGUE Sound Practice: Coat / Caught +INTRO: Here's another pair of vowels that trip people up. Read each pair across — the "oh" sound, then the "aw" sound. +INSTRUCTION: Read the word pairs. LINE: so — saw LINE: coat — caught @@ -693,9 +613,9 @@ LINE: loan — lawn LINE: coast — cost LINE: boat — bought -# Source: ST §Speaking Skill: Bought — /ɔ/ practice -$DIALOGUE Sounds: Bought -INTRO: Now just the "aw" sound on its own. Read each word. +# Source: ST §Speaking Skill: Bought + §About — "aw" and "ow" word lists +$DIALOGUE Sound Practice: Bought and About +INTRO: Two short lists. The first group all have the "aw" sound; the second group all have the "ow" sound as in "about". INSTRUCTION: Read the words. LINE: moss @@ -709,11 +629,6 @@ LINE: fall LINE: raw LINE: autumn -# Source: ST §Speaking Skill: About — /aʊ/ practice -$DIALOGUE Sounds: About -INTRO: And one more — the "ow" sound, as in "about". Read each word. -INSTRUCTION: Read the words. - LINE: mouth LINE: found LINE: cow @@ -725,9 +640,9 @@ LINE: brown LINE: cloud LINE: sound -# Source: LLA 3C Figure 1 — dialogues with "well" +# Source: LLA 3C Figure 1 — dialogues featuring "well" $DIALOGUE Dialogues with "Well" {page_053_001.jpg} -INTRO: Listen for the little word "well" in these three short chats. Then repeat each line. +INTRO: The word "well" pops up everywhere — sleeping well, cooking well, knowing someone well. Listen, then repeat each line. INSTRUCTION: Listen and repeat each dialogue. REPEAT @@ -745,9 +660,9 @@ Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3} Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} -# Source: LLA 3C Figure 2 — choose the verb that completes the "well" sentence -$SELECT Complete the Sentence with "Well" -INTRO: Listen to the statement, then tap the verb that correctly finishes the follow-up. Repeat the answer. +# Source: LLA 3C Figure 2 — choose verb form to complete with "well" +$SELECT Complete with "Well" +INTRO: You'll hear a statement, then complete the follow-up. Tap the verb form that fits, then repeat the correct answer. INSTRUCTION: Tap the correct option. REPEAT @@ -788,27 +703,57 @@ OPTION: a | does {bk04-l3c-f2-05-a.mp3} OPTION: b | doesn't do ANSWER: a -# ===================================================================== -$LESSON 3-4: Can (Ability) -# ===================================================================== +# ========================================================================= +$LESSON 3-4: Can — Ability -# Source: ST §Grammar: Can +# Source: ST §Grammar Can $GRAMMAR Can — Talking About Ability -INTRO: When you're able to do something, English has one handy little word: can. +INTRO: Let's meet "can" — the little word that says what you're able to do. -We use **{can}** to say someone is *able* to do something. It never changes form — no *-s*, no *-ed* — and the next verb stays plain. +When you want to say what someone is **able** to do, use **{can}** plus the plain form of the verb — no "to", no "-s". -*I {can swim}. She {can swim}. They {can swim}.* — same every time. +*I {can speak} English.* — *She {can fly} an airplane.* -To make it negative, add *not*: **{cannot}**, usually shortened to **{can't}**. +To make it negative, add **not**: **{cannot}**, almost always shortened to **{can't}**. *Mary {can't speak} French.* -For a question, put **can** first: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* And for details, start with a question word: *What languages {can you speak}?* +For a question, put **can** in front: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* -# Source: LLA 3C Figure 3 — can / cannot examples +And with question words: *What languages {can you speak}?* — *Who {can play} soccer well?* + +# Source: ST §The Teacher Can Speak English Well + §They Can't Do It — merged positive/negative presentation +$DIALOGUE Things People Can and Can't Do +INTRO: Here's "can" and "can't" in action — what people are good at, and what they aren't. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} +LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} +LINE: Mike and James can play tennis well. {st-page_069_003.jpg} +LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} +LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} +LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} + +# Source: ST §Read the Sentences (can't) +$DIALOGUE Read the "Can't" Sentences +INTRO: A quick read-through of things these people can't do. Just read each line. +INSTRUCTION: Read the sentences. + +LINE: Henry can't swim. +LINE: I can't play tennis very well. +LINE: Mary can't speak Chinese. +LINE: Karl can't drive a car. +LINE: They can't speak English well. +LINE: Doris can't cook. +LINE: Tom can't drive a truck. +LINE: We can't fly a plane. +LINE: The children cannot read and write. +LINE: The old man cannot see well. + +# Source: LLA 3C Figure 3 — can / cannot presentation $DIALOGUE Can and Cannot -INTRO: Remember: can = able to, can't = not able to. Listen to these examples and repeat. +INTRO: Listen to "can" for ability and "cannot" — or "can't" — for inability. Repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT @@ -825,19 +770,9 @@ LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04- LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} -# Source: ST §The Teacher Can Speak English Well — can examples in sentences -$DIALOGUE People Who Can Do Things Well -INTRO: A few more people and what they do well. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} -LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} -LINE: Mike and James can play tennis well. {st-page_069_003.jpg} - # Source: LLA 3C Figure 4 — add "can" transformation $PRODUCE Add "Can" to the Sentence -INTRO: Remember: can + the plain verb. Listen, add "can", and say the new sentence. Then repeat the model. +INTRO: Remember: can + the plain verb. Listen to each sentence and add "can", then repeat the correct answer. INSTRUCTION: Change the sentence using "can". INPUT: speak CHECK: reveal @@ -862,19 +797,9 @@ RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} -# Source: ST §They Can't Do It. — can't examples -$DIALOGUE They Can't Do It -INTRO: Now the opposite — things people can't do. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} -LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} -LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} - -# Source: LLA 3C Figure 5 — negative transformation with can't + cue -$PRODUCE Change to "Can't" with a New Word -INTRO: Remember: can't + the plain verb. Listen to the sentence and a cue word, make it negative with the cue, then repeat. +# Source: LLA 3C Figure 5 — change to negative with can't + cue +$PRODUCE Change to "Can't" +INTRO: Now the negative. You'll hear a sentence and a new word — make it negative with "can't" and that word, then repeat the answer. INSTRUCTION: Change the sentence using "can't" and the cue word. INPUT: speak CHECK: reveal @@ -902,14 +827,14 @@ RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} -# Source: ST §Fish Can Swim. — cued can sentences (full model given per item) -$PRODUCE Make a "Can" Sentence -INTRO: For each phrase, make a sentence with "can" — pick any subject that makes sense. Say it aloud. -INSTRUCTION: Make a sentence with "can" using the cue. Say it aloud. +# Source: ST §Fish Can Swim — substitution drill (full model sentence given) +$PRODUCE Make a Sentence with "Can" +INTRO: Take the action you're given and build a sentence with "can" — pick any subject that makes sense. +INSTRUCTION: Make a sentence with "can" using the cue. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice (e.g., "I can", "He can", "They can"). +RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice. EXAMPLE PROMPT: speak French @@ -945,9 +870,9 @@ RESPONSE: She can write a paragraph. PROMPT: play football RESPONSE: He can play football. -# Source: ST §Can You Play Baseball? — dialog +# Source: ST §Can You Play Baseball? $DIALOGUE Can You Play Baseball? -INTRO: The teacher goes around the room asking who can play baseball. Listen and repeat. +INTRO: The teacher goes down the row asking about baseball. Listen and repeat the dialog. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -958,10 +883,10 @@ Greg: No, I can't play baseball. David can. Teacher: David, can you play baseball? David: Yes, I can play baseball. -# Source: ST §Can You Speak English? — question + short & long answer drill +# Source: ST §Can You Speak English? — ask & answer from cue $PRODUCE Ask and Answer with "Can" -INTRO: Build a "can" question from the cue, then answer it both ways — short and long. Say it aloud. -INSTRUCTION: Ask the question, then answer with a short and a long answer. +INTRO: Build a "can" question from the cue, then answer it both short and long — yes or no, your choice. +INSTRUCTION: Ask a question from the cue, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT @@ -971,72 +896,40 @@ EXAMPLE TEMPLATE: your sister/speak (English, Spanish, French) RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. -TEMPLATE: your brother/play (basketball, baseball, soccer) +PROMPT: your brother/play (basketball, baseball, soccer) RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. -TEMPLATE: you/swim well +PROMPT: you/swim well RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. -TEMPLATE: your father/drive (a car, a bus, a truck) +PROMPT: your father/drive (a car, a bus, a truck) RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. -TEMPLATE: your teacher/speak (English, French, Arabic) well +PROMPT: your teacher/speak (English, French, Arabic) well RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. -TEMPLATE: you/fly an airplane +PROMPT: you/fly an airplane RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. -# Source: LLA 3C Figure 6 (Part 1) — Jim's languages paragraph -$DIALOGUE Jim's Languages -INTRO: Jim is quite the linguist. Listen to what he can and can't do. -INSTRUCTION: Listen to the paragraph. - -LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} -LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3} -LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} -LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} - -# Source: LLA 3C Figure 6 (Part 2) — Q&A on Jim -$PRODUCE Jim's Languages — Answer the Questions -INTRO: Answer about Jim using "can" and "can't". Say your answer, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3} -RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3} - -PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3} -RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3} - -PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3} -RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3} - -PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3} -RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} - -PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} -RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} - -# Source: ST §They Can Speak Two or Three Languages — paragraph -$DIALOGUE The Students' Languages -INTRO: Everyone in this class is multilingual. Read about who speaks what. +# Source: ST §They Can Speak Two or Three Languages — reading passage +$DIALOGUE The Languages in My Class +INTRO: In this class, everyone's a polyglot. Read about who speaks what. INSTRUCTION: Read the paragraph. -LINE: All the students in my class know two, three, or four languages. +Narrator: All the students in my class know two, three, or four languages. LINE: Lt Romo speaks Spanish, French, and English. LINE: Sgt Gamdi speaks Arabic and English. LINE: Lt Fofana speaks French, Spanish, English, and Wolof. LINE: Maj Kim speaks Korean, Japanese, and English. LINE: Capt Rossi speaks French, Italian, and English. -# Source: ST §Ask Questions with Can — write who/what questions for answers +# Source: ST §Ask Questions with Can — write who/what questions $PRODUCE Write "Who" and "What" Questions -INTRO: Here are some answers about the class. Type the "who" or "what can" question that fits each one. -INSTRUCTION: Type the question that fits the answer shown. +INTRO: Based on the class, write the "who" or "what" question that fits each answer. +INSTRUCTION: Type the "who" or "what" question for each answer. INPUT: type CHECK: llm +SHOW_PROMPT RUBRIC: The learner must type a correct "who" or "what" question with "can" that elicits the provided answer sentence. EXAMPLE @@ -1073,7 +966,7 @@ RESPONSE: What languages can Capt Rossi speak? # Source: ST §Can You Speak French? — dialog $DIALOGUE Can You Speak French? {st-page_075_001.jpg} -INTRO: Donald introduces his French friend Jacques to Robert — and they hunt for a shared language. Listen and read. +INTRO: Robert meets Donald's friend Jacques, and they hunt for a language they share. Listen and read along. INSTRUCTION: Listen and read the dialog. Donald: Hi, Robert. This is my new friend Jacques. @@ -1084,10 +977,10 @@ Donald: Well, can you speak Spanish? Robert: Yes, I can. Donald: Good, Jacques can speak Spanish, too. -# Source: ST §Can You Cook Well? — yes/no questions + short & long answers -$PRODUCE Can You Cook Well? -INTRO: Use each verb to ask a "can" question, then answer it short and long. Say it aloud. -INSTRUCTION: Ask a question with the cue verb, then give a short and a long answer. +# Source: ST §Can You Cook Well? — personalized ask & answer +$PRODUCE Can You ...? — Ask and Answer +INTRO: Last one for "can": use each cue word to ask a yes/no question, then answer it short and long. +INSTRUCTION: Ask a question with the cue word, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT @@ -1128,99 +1021,57 @@ RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English qu PROMPT: memorize RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words. -# ===================================================================== -$LESSON 3-5: Reading and Dictation -# ===================================================================== - -# Source: LLA 3C Figure 7 (Part 1) — Ken paragraph -$DIALOGUE Ken's Workday -INTRO: Here's Ken's daily routine at the Air Force base. Just listen. +# Source: LLA 3C Figure 6 (Part 1) — Jim's languages passage +$DIALOGUE Jim's Languages +INTRO: Jim is another language whiz, but he's better at some skills than others. Just listen. INSTRUCTION: Listen to the paragraph. -LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} -LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3} -LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3} -LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} -LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} +LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} +LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3} +LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} +LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} -# Source: LLA 3C Figure 7 (Part 2) — true statement about Ken -$SELECT Ken — The True Statement -INTRO: Which statement about Ken is true? Tap it. -INSTRUCTION: Tap the true statement. +# Source: LLA 3C Figure 6 (Part 2) — comprehension Q&A +$PRODUCE Questions About Jim +INTRO: Answer the questions about Jim aloud, then repeat the correct answers. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT -TEMPLATE: Which statement is true? -OPTION: a | Ken lives in a small town. -OPTION: b | Ken is a mechanic. -OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} -OPTION: d | Ken takes German lessons downtown. -ANSWER: c +PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3} +RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3} -# Source: LLA 3C Figure 7 (Part 3) — Anna paragraph -$DIALOGUE Anna Cooks Dinner -INTRO: Anna wanted to make a good dinner yesterday. Listen to what she did. -INSTRUCTION: Listen to the paragraph. +PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3} +RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3} -LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} -LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3} -LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3} -LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3} -LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3} -LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} -LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} +PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3} +RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3} -# Source: LLA 3C Figure 7 (Part 4) — true statement about Anna -$SELECT Anna — The True Statement -INTRO: Which statement about Anna is true? Tap it. -INSTRUCTION: Tap the true statement. +PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3} +RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} -TEMPLATE: Which statement is true? -OPTION: a | Anna goes to the movies every Friday. -OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3} -OPTION: c | Anna's family eats chicken and rice on Mondays. -OPTION: d | Anna's family ate dinner in a restaurant. -ANSWER: b +PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} +RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} -# Source: LLA 3C Figure 8 — dictation -$PRODUCE Dictation: A Day Off -INTRO: Time for dictation. Listen carefully and type each sentence exactly as you hear it. -INSTRUCTION: Type the sentence you hear. -INPUT: type -CHECK: exact +# ========================================================================= +$LESSON 3-5: Must, Must Not, and Permission -PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} -RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} +# Source: ST §Grammar Must +$GRAMMAR Must — Necessity +INTRO: Now for "must" — the word for things you simply have to do. -PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} -RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} - -PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} -RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} - -PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} -RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} - -PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} - -# ===================================================================== -$LESSON 3-6: Must, Must Not, and the Modal Toolkit -# ===================================================================== - -# Source: ST §Grammar: Must -$GRAMMAR Must — Talking About Necessity -INTRO: When something is necessary — no choice about it — we reach for "must". - -We use **{must}** for something that is *necessary*. +Use **{must}** plus the plain verb when something is **necessary** — there's no real choice about it. *I have a test tomorrow. I {must study} tonight.* -Like *can*, **must** never changes form and the next verb stays plain: - *He's in the military. He {must wear} his uniform.* -# Source: ST §You Must Salute an Officer — must examples +Like "can", "must" never takes "-s" and the verb after it stays in its plain form. + +# Source: ST §You Must Salute an Officer — military duties presentation $DIALOGUE You Must Salute an Officer -INTRO: Here are the rules of military life — things you must do. Listen and repeat. +INTRO: In the military, "must" comes up a lot. Here are the rules. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1231,10 +1082,10 @@ LINE: You must bring your I.D. card. {st-page_078_002.jpg} LINE: You must salute an officer. {st-page_078_003.jpg} LINE: You must report to the Captain. {st-page_078_004.jpg} -# Source: ST §What Must You Do? — situational must answers +# Source: ST §What Must You Do? — context-grounded Q&A with cue $PRODUCE What Must You Do? -INTRO: Remember: must + the plain verb. Read each situation and answer with "must" and the cue word. Say it aloud. -INSTRUCTION: Answer with "must" and the cue word. Say it aloud. +INTRO: Each little situation needs an action. Answer with "must" and the cue word. +INSTRUCTION: Answer the question using "must" and the cue. INPUT: speak CHECK: llm SHOW_PROMPT @@ -1262,19 +1113,19 @@ RESPONSE: I must salute the major. PROMPT: You have to study English today. Where must you go? (classroom) RESPONSE: I must go to the classroom. -# Source: ST §Grammar: Must Not -$GRAMMAR Must Not — Talking About Prohibition -INTRO: "Must not" is the strong one — it means don't do this, ever. +# Source: ST §Grammar Must Not +$GRAMMAR Must Not — Prohibition +INTRO: "Must not" flips the meaning — it's a firm "don't". -**{Must not}** expresses *prohibition*. It's a strong "do NOT do this." +**{Must not}** means something is **prohibited** — a hard "don't do this". -*You {must not eat} in the classroom.* (Don't eat in the classroom!) +*You {must not} eat in the classroom.* (Don't eat in the classroom!) -*We {must not open} that door.* (It says, "Do not open the door.") +*We {must not} open that door.* (It says, "Do not open the door.") -# Source: ST §You Must Not Smoke in the Classroom. — must not examples +# Source: ST §You Must Not Smoke in the Classroom — prohibitions presentation $DIALOGUE You Must Not Smoke in the Classroom -INTRO: Now the things you must NOT do. Each one comes with its plain "don't" version. Listen and repeat. +INTRO: And here are the "don'ts" — each rule paired with its plain command. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1285,10 +1136,10 @@ LINE: You must not write on your desk. Don't write on your desk. {st-page_080_00 LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} -# Source: ST §You Must Not Smoke in the Lab. — must / must not from cue +# Source: ST §You Must Not Smoke in the Lab — must / must not from cue $PRODUCE Must or Must Not? -INTRO: Decide whether each thing is required or forbidden, and make a sentence with "must" or "must not". Say it aloud. -INSTRUCTION: Make a "must" or "must not" statement from the cue. Say it aloud. +INTRO: Decide whether each cue is something you must do or must not do, and say the full sentence. +INSTRUCTION: Make a statement with "must" or "must not" from the cue. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1339,23 +1190,19 @@ REPEAT Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3} Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3} - Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3} Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3} - Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3} Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3} - Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3} Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3} - Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3} Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3} -# Source: LLA 3D Figure 9 — can't → must transformation +# Source: LLA 3D Figure 9 — change can't to must $PRODUCE Change "Can't" to "Must" -INTRO: Each sentence says what you can't do; turn it into what you must do with the cue word. Then repeat. -INSTRUCTION: Change the sentence using "must". +INTRO: You'll hear a "can't" sentence and a cue word. Turn it into a "must" instruction with the cue, then repeat the answer. +INSTRUCTION: Change the sentence using "must" and the cue word. INPUT: speak CHECK: reveal REPEAT @@ -1382,124 +1229,54 @@ RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3} PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} -# Source: LLA 3D Figure 7 — military time dictation -$PRODUCE Write the Military Times -INTRO: Listen to each line and type the military time in digits — four numbers, like 0730. -INSTRUCTION: Type the military time in digits. -INPUT: type -CHECK: exact +# Source: ST §Grammar May / Can (permission) +$GRAMMAR May and Can — Permission +INTRO: "May" and "can" do one more job: asking for and giving permission. -PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} -TEMPLATE: 1. ____ hours -RESPONSE: 0730 +Both **{may}** and **{can}** are used to ask for and give **permission**. "May" is a bit more formal; "can" is more casual — but they work the same way. -PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} -TEMPLATE: 2. ____ hours -RESPONSE: 1415 +*Children, you {may} have some fruit after dinner.* — *You {can} leave early today.* -PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} -TEMPLATE: 3. ____ hours -RESPONSE: 1100 +To ask: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* Or: *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.* -PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} -TEMPLATE: 4. ____ hours -RESPONSE: 0910 - -PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} -TEMPLATE: 5. ____ hours -RESPONSE: 1300 - -# ===================================================================== -$LESSON 3-7: May and Can — Permission -# ===================================================================== - -# Source: ST §Grammar: May / Can -$GRAMMAR May and Can — Asking Permission -INTRO: Now for being polite — asking if you're allowed to do something. - -Both **{may}** and **{can}** can ask for *permission*. **May** is a touch more formal; **can** is more everyday. - -*Children, you {may have} some fruit after dinner.* / *You {can leave} early today.* - -To ask, put the modal first: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* With "can": *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.* - -# Source: LLA 3D Figure 1 — Can I ...? dialogue -$DIALOGUE Can I Come In? -INTRO: Lieutenant Martin asks his major for some permissions. Listen, then repeat each line. +# Source: LLA 3D Figure 1 — can I...? dialogue +$DIALOGUE Can I ...? +INTRO: Lieutenant Martin asks his major for a few permissions. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} - Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} - Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} - Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} - Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} -# Source: LLA 3D Figure 2 — same dialogue with "may" -$DIALOGUE May I Come In? +# Source: LLA 3D Figure 2 — may I...? same dialogue, formal +$DIALOGUE May I ...? INTRO: Here's the very same conversation, but more formal — "may" instead of "can". Listen and repeat. INSTRUCTION: Listen and repeat the dialogue. REPEAT Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} - Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} - Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} - Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} - Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} -# Source: ST §May I Have a Snack? — dialog -$DIALOGUE May I Have a Snack? -INTRO: A hungry little girl tries her luck with her mother before dinner. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} -Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} -Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} -Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} - -# Source: ST §See It and Say It — short permission exchanges -$DIALOGUE See It and Say It -INTRO: A handful of quick permission exchanges. Read each one. -INSTRUCTION: Read the lines. - -Student: Can I leave early today? -Teacher: No, you can't. - -Captain_Yates: Can he answer a question? -Captain_Toomy: Yes, he can answer the next question. - -Mr_Kline: Can they go? -Sgt_Moore: Yes, the men can go to the basketball game. - -Mark: May we see your book, please? -Bill: Yes, you may. - -Student: May I please leave? -Teacher: No, you may not. - -# Source: LLA 3D Figure 3 — negative permission transformation (can't / may not) -$PRODUCE Make It Negative — Can't / May Not -INTRO: Listen to the sentence and a new word. Make it negative with that word, then repeat the model. -INSTRUCTION: Change the sentence to a negative using the cue word. +# Source: LLA 3D Figure 3 — change to negative with cue +$PRODUCE Make It Negative (Can't / May Not) +INTRO: You'll hear a permission sentence and a cue word. Make it negative with the new word, then repeat the answer. +INSTRUCTION: Change the sentence to a negative sentence. INPUT: speak CHECK: reveal REPEAT @@ -1530,9 +1307,9 @@ RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} -# Source: LLA 3D Figure 4 — ask a permission question with can/may -$PRODUCE Ask a Permission Question -INTRO: Listen to what someone wants to do, plus "can" or "may". Turn it into a question, then repeat. +# Source: LLA 3D Figure 4 — ask a permission question +$PRODUCE Ask Permission +INTRO: Now turn each wish into a polite question using "can" or "may" as cued, then repeat the correct question. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1570,9 +1347,9 @@ RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} -# Source: LLA 3D Figure 5 — classroom rules dialogue +# Source: LLA 3D Figure 5 — classroom rules + short-answer Q&A $DIALOGUE Mrs. Wilson's Classroom Rules -INTRO: Mrs. Wilson lays down the rules for her young students. Listen. +INTRO: Mrs. Wilson lays down the rules for her young students. Just listen. INSTRUCTION: Listen to the rules. LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3} @@ -1584,9 +1361,8 @@ LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3} LINE: You may play games outside. {bk04-l3d-f5-00g.mp3} LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3} -# Source: LLA 3D Figure 5 (Q&A) — short answers about the rules -$PRODUCE Mrs. Wilson's Rules — Answer the Questions -INTRO: Answer about the rules with short answers, then repeat the model. +$PRODUCE Questions About the Rules +INTRO: Answer each question about Mrs. Wilson's rules with a short answer, then repeat the correct one. INSTRUCTION: Answer aloud with a short sentence. INPUT: speak CHECK: reveal @@ -1610,9 +1386,9 @@ RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} -# Source: LLA 3D Figure 6 — ask a WH-question with a modal -$PRODUCE Ask a WH-Question with a Modal -INTRO: Listen to a sentence and a question word. Ask a question with that word and the modal, then repeat. +# Source: LLA 3D Figure 6 — ask wh-question with cue +$PRODUCE Ask a "Wh-" Question +INTRO: Listen to a sentence and a question word — who, what, when, where, or whose — and ask a question with it. Then repeat the answer. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1637,14 +1413,50 @@ RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} -# Source: ST §May I Go Outside? — permission questions + short & long answers +# Source: ST §See It and Say It — permission lines +$DIALOGUE See It and Say It +INTRO: A handful of quick permission exchanges. Read each pair. +INSTRUCTION: Read the lines. + +Student: Can I leave early today? +Teacher: No, you can't. + +Captain_Yates: Can he answer a question? +Captain_Toomy: Yes, he can answer the next question. + +Mr_Kline: Can they go? +Sgt_Moore: Yes, the men can go to the basketball game. + +Mark: May we see your book, please? +Bill: Yes, you may. + +Student: May I please leave? +Teacher: No, you may not. + +# Source: ST §May I Have a Snack? + §Can I Have a Snack? — merged formal/casual permission dialog +$DIALOGUE May I Have a Snack? +INTRO: A hungry little girl tries her luck before dinner — first politely with "may", then casually with "can". Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} +Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} +Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} +Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} + +Little_girl: Mother, I'm hungry. Can I have an apple? +Mother: Yes, you can. You can have this apple. +Little_girl: Mother, I'm hungry again. Can I have a pear? +Mother: No, you cannot. We eat dinner in 15 minutes. + +# Source: ST §May I Go Outside? — personalized permission ask & answer $PRODUCE Ask for Permission -INTRO: Use each cue to ask for permission with "can" or "may", then answer short and long. Say it aloud. -INSTRUCTION: Ask a permission question from the cue, then give a short and a long answer. +INTRO: Use each cue to ask for permission with "can" or "may", then answer it short and long. +INSTRUCTION: Ask a permission question, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (either affirmative or negative). +RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (affirmative or negative). EXAMPLE PROMPT: sit down @@ -1684,13 +1496,109 @@ RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. PROMPT: see your I.D. card RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card. -# ===================================================================== -$LESSON 3-8: Punctuation -# ===================================================================== +# ========================================================================= +$LESSON 3-6: Telling Military Time, Dictation, and Punctuation -# Source: ST §Punctuation and Sentences — vocabulary in sentences +# Source: LLA 3D Figure 7 — write the military times +$PRODUCE Write the Military Time +INTRO: You'll hear a time spoken the military way. Type it in four digits — for example, "zero seven thirty" is 0730. +INSTRUCTION: Type the military time in digits. +INPUT: type +CHECK: exact + +PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} +TEMPLATE: ____ hours +RESPONSE: 0730 + +PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1415 + +PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1100 + +PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} +TEMPLATE: ____ hours +RESPONSE: 0910 + +PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} +TEMPLATE: ____ hours +RESPONSE: 1300 + +# Source: LLA 3C Figure 7 (Part 1) — Ken reading passage +$DIALOGUE Ken's Workday +INTRO: Here's a short paragraph about Ken's day at the base. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} +LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3} +LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3} +LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} +LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} + +# Source: LLA 3C Figure 7 (Part 2) — true statement about Ken +$SELECT The True Statement About Ken +INTRO: Now pick the one statement that's true about Ken. +INSTRUCTION: Tap the true statement. + +TEMPLATE: Which statement is true? +OPTION: a | Ken lives in a small town. +OPTION: b | Ken is a mechanic. +OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} +OPTION: d | Ken takes German lessons downtown. +ANSWER: c + +# Source: LLA 3C Figure 7 (Part 3) — Anna reading passage +$DIALOGUE Anna Cooks Dinner +INTRO: And here's Anna, who wanted to cook a big dinner. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} +LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3} +LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3} +LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3} +LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3} +LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} +LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} + +# Source: LLA 3C Figure 7 (Part 4) — true statement about Anna +$SELECT The True Statement About Anna +INTRO: Pick the one statement that's true about Anna. +INSTRUCTION: Tap the true statement. + +TEMPLATE: Which statement is true? +OPTION: a | Anna goes to the movies every Friday. +OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3} +OPTION: c | Anna's family eats chicken and rice on Mondays. +OPTION: d | Anna's family ate dinner in a restaurant. +ANSWER: b + +# Source: LLA 3C Figure 8 — dictation +$PRODUCE Dictation +INTRO: Time for dictation. Listen carefully and type exactly what you hear, with correct punctuation. +INSTRUCTION: Type the sentence you hear. +INPUT: type +CHECK: exact + +PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} +RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} + +PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} +RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} + +PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} +RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} + +PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} +RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} + +PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} +RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} + +# Source: ST §Vocabulary: Punctuation $DIALOGUE Punctuation Words -INTRO: A few words for writing — sentences, paragraphs, and the little marks that hold them together. Listen and repeat. +INTRO: Before you write, let's name the pieces — sentences, paragraphs, and the little marks that hold them together. Listen and repeat. INSTRUCTION: Listen and repeat the words and sentences. REPEAT @@ -1715,16 +1623,16 @@ LINE: Put an apostrophe in a contraction. VOCAB: indent LINE: Indent the first word of a paragraph. -# Source: ST §Grammar: Punctuation / Capitalization -$GRAMMAR Paragraphs and Punctuation -INTRO: Let's look at how sentences come together into a paragraph — and the marks that go with them. +# Source: ST §Grammar Punctuation / Capitalization +$GRAMMAR Sentences and Paragraphs +INTRO: A quick look at how a paragraph is put together. A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks. # Source: ST §Is This a Sentence or a Paragraph? -$SELECT Sentence or Paragraph? -INTRO: Look at each piece of text and tap what it is — a sentence, a paragraph, or a punctuation mark. -INSTRUCTION: Tap the correct answer for each one. +$SELECT Sentence, Paragraph, or Punctuation Mark? +INTRO: Look at each example and tap what it is. +INSTRUCTION: Tap the correct answer for each example. TEMPLATE: Jacques is from France. OPTION: a | a paragraph @@ -1761,14 +1669,15 @@ OPTION: c | a question mark OPTION: d | a sentence ANSWER: b -TEMPLATE: the space before the first word of a paragraph +TEMPLATE: (the space before the first word of a paragraph) OPTION: a | indenting OPTION: b | reading OPTION: c | a question OPTION: d | an apostrophe ANSWER: a -# SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) and -# Writing Skill DICTATION — instructor-read with no recorded stimulus. Convertible later with TTS. +# SKIPPED (book): ST §Donald, Jacques, and Robert picture Q&A — keyed to a printed picture's +# numbered figures (who's wearing what); answers not determinable without reading the image. Dropped. +# SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) — instructor-read, no recorded stimulus. # SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio. -# SKIPPED (book): ST/LLA Writing "WRITE THE PARAGRAPH" (LLA 3D Fig 10) — composition/punctuation editing, deferred. +# SKIPPED (book): ST/LLA Writing Skills "DICTATION (instructor-read)", "WRITE THE PARAGRAPH", LLA 3D Fig 10 punctuation editing — composition/editing, deferred. diff --git a/book-4-lesson-3/st-page_064_001.jpg b/book-4-lesson-3/st-page_064_001.jpg deleted file mode 100644 index 00fa685..0000000 Binary files a/book-4-lesson-3/st-page_064_001.jpg and /dev/null differ diff --git a/book-4-lesson-3/st-page_065_003.jpg b/book-4-lesson-3/st-page_065_003.jpg deleted file mode 100644 index 119b1e2..0000000 Binary files a/book-4-lesson-3/st-page_065_003.jpg and /dev/null differ diff --git a/book-4-lesson-3/st-page_065_004.jpg b/book-4-lesson-3/st-page_065_004.jpg deleted file mode 100644 index b54d91c..0000000 Binary files a/book-4-lesson-3/st-page_065_004.jpg and /dev/null differ diff --git a/book-4-lesson-4.module b/book-4-lesson-4.module index 85283cc..95bfe7f 100644 --- a/book-4-lesson-4.module +++ b/book-4-lesson-4.module @@ -1,11 +1,10 @@ $MODULE Book 4 · Lesson 4: Seasons, Colors, and Shopping {st-page_092_001.jpg} FORMAT: 2 DIOCO_DOC_ID: alc_english_book4_lesson4 -DESCRIPTION: "What" questions, colors, the seasons and days, demonstratives, asking prices, and shopping for clothes — with music and shopping vocabulary. +DESCRIPTION: Asking "what" questions, colors, the seasons and days, shopping and prices, demonstratives, and irregular-verb review. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, friendly teacher voice with a light touch of wit VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Mr_Hall | achernar | Male adult @@ -14,22 +13,22 @@ VOICE: Jay | schedar | Young boy VOICE: Ray | gacrux | Young boy VOICE: Jerry | achernar | Male student VOICE: Terry | schedar | Male student -VOICE: Clerk | gacrux | Female clerk +VOICE: Clerk | gacrux | Female store clerk VOICE: David | achird | Male customer VOICE: Jack | achernar | Male student VOICE: Mike | schedar | Male student VOICE: Frank | gacrux | Male student VOICE: Narrator | aoede | Warm storyteller voice -VOICE: Tom | achernar | Male student -VOICE: Ken | achird | Male student +VOICE: Tom | achird | Male student +VOICE: Ken | schedar | Male student -# ===================================================================== +# ============================================================ $LESSON 4-1: Asking Questions with "What" -# ===================================================================== +# ============================================================ # Source: LLA 4A Figure 1 -$DIALOGUE Statements and "What" Questions -INTRO: We start with a small but useful word: "what". Listen to each statement, then the question that follows it, and repeat. +$DIALOGUE What Questions +INTRO: We start with a small but mighty word: "what". Listen to each statement, then the question that follows, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -49,9 +48,9 @@ LINE: What languages do the students speak? {bk04-l4a-f1-10.mp3} LINE: Six students speak Arabic. Two speak different languages. {bk04-l4a-f1-11.mp3} LINE: What languages are they? {bk04-l4a-f1-12.mp3} -# Source: ST §What Suit Did He Wear Yesterday? +# Source: ST §Grammar "What" Questions — What Suit Did He Wear Yesterday? $DIALOGUE More "What" Questions -INTRO: Here are more "what" questions, this time all looking back at the past. Notice how the helping word "did" does the time-travel for you. +INTRO: Here's a row of "what" questions about the past. Repeat each one and listen for the verb. INSTRUCTION: Listen and repeat. REPEAT @@ -65,8 +64,8 @@ LINE: What restaurant did you go to? LINE: What car did you drive yesterday? # Source: LLA 4A Figure 2 -$PRODUCE Answer the "What" Questions -INTRO: Now you answer. You'll hear the question and a short cue, then say the full answer out loud — and repeat the model after. +$PRODUCE Answer with "What" +INTRO: Now you answer. You'll hear a "what" question and a short cue; say the full answer, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -96,8 +95,8 @@ PROMPT: What languages does the sergeant speak? — Spanish and English. {bk04-l RESPONSE: The sergeant speaks Spanish and English. {bk04-l4a-f2-06-a.mp3} # Source: LLA 4A Figure 3 -$PRODUCE Ask a Question About the Action -INTRO: Time to ask, not answer. You'll hear a statement; ask a "what" question about the underlined word — the one that's the focus. +$PRODUCE Ask About the Action +INTRO: Turn the statement into a question about the underlined word — keeping the same verb form. Listen, ask, then repeat. INSTRUCTION: Ask a question about the underlined word. INPUT: speak CHECK: reveal @@ -128,7 +127,7 @@ RESPONSE: What movie do you want to see? {bk04-l4a-f3-06-a.mp3} # Source: LLA 4A Figure 4 $PRODUCE Ask "What ... Is It?" -INTRO: Same game, shorter question. This time ask the simple "What ... is it?" form about the underlined word. +INTRO: Same statements, simpler question: ask "What ___ is it?" (or "are they?") about the underlined word. INSTRUCTION: Ask a question about the underlined word. INPUT: speak CHECK: reveal @@ -157,10 +156,10 @@ RESPONSE: What questions were they? {bk04-l4a-f4-05-a.mp3} PROMPT: Lisa plays three sports very well. {bk04-l4a-f4-06-q.mp3} RESPONSE: What sports are they? {bk04-l4a-f4-06-a.mp3} -# Source: ST §What Book Did You Study? +# Source: ST §Grammar "What" Questions — What Book Did You Study? $PRODUCE Ask and Answer with "What" -INTRO: Now make a whole exchange. Given a word, ask a "what" question about it and give a sensible past-tense answer — both halves, out loud. -INSTRUCTION: Ask and answer a question using "what" and the cue word. +INTRO: Now make your own pair: ask a "what" question with the cue word, then give a sensible past-tense answer. +INSTRUCTION: Ask and answer a question using "what" with each cue. INPUT: speak CHECK: llm SHOW_PROMPT @@ -188,13 +187,13 @@ RESPONSE: What languages did he speak? He spoke English and Spanish. PROMPT: bus RESPONSE: What bus did she take? She took the city bus. -# ===================================================================== -$LESSON 4-2: Colors and Sounds -# ===================================================================== +# ============================================================ +$LESSON 4-2: Colors +# ============================================================ # Source: LLA 4A Figure 5 (Part 1) $DIALOGUE Colors -INTRO: Let's add some color. Here are eight colors, each with a sentence to make it stick. Listen and repeat. +INTRO: Time for some color. Listen to each color and its example sentence, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -232,7 +231,7 @@ LINE: Jim wears brown shoes. {page_068_008.jpg} {bk04-l4a-f5-08b.mp3} # Source: LLA 4A Figure 5 (Part 2) $PRODUCE Name the Color -INTRO: Look at the color shown, hear the question, and say which color it is — full sentence, please. +INTRO: Now name the color you see. Listen, answer in a full sentence, then repeat. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -264,7 +263,7 @@ RESPONSE: It's pink. {bk04-l4a-f5-16-a.mp3} # Source: LLA 4A Figure 6 (Part 1) $DIALOGUE The Rainbow -INTRO: Tommy and his dad spot a rainbow. Listen to what colors they can — and can't — find in it. +INTRO: Tommy and his dad spot a rainbow. Listen to their chat about the colors. INSTRUCTION: Listen to the dialogue. VOCAB: rainbow @@ -278,8 +277,8 @@ Mr_Hall: Can you see brown in the rainbow? {page_069_001.jpg} {bk04-l4a-f6-07.mp Tommy: Brown? No, I don't see brown there. {page_069_001.jpg} {bk04-l4a-f6-08.mp3} # Source: LLA 4A Figure 6 (Part 2) -$PRODUCE Answer About the Rainbow -INTRO: Now answer about Tommy's rainbow aloud, then repeat the model. +$PRODUCE The Rainbow: Answer the Questions +INTRO: Answer about Tommy's rainbow aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -297,22 +296,9 @@ RESPONSE: Yes, he sees orange, green, and purple, too. {bk04-l4a-f6-11-a.mp3} PROMPT: Can Tommy see brown in the rainbow? {page_069_001.jpg} {bk04-l4a-f6-12-q.mp3} RESPONSE: No, he can't see brown in the rainbow. {bk04-l4a-f6-12-a.mp3} -# Source: ST §What Color Is Your Car? -$DIALOGUE What Color Is Your Car? -INTRO: David bought a car. Listen to find out which color won — and which one Sara was hoping for. -INSTRUCTION: Listen and repeat. -REPEAT - -Jack: Did you buy a new car? -David: Yes, Sara and I looked at the cars on the weekend. We saw a black car and a white car. {st-page_096_001.jpg} -Jack: Did you see the pink cars? {st-page_096_003.jpg} -David: Yes, Sara wanted to buy one. -Jack: Well, did you? -David: No, we didn't. We bought a brown car. {st-page_096_004.jpg} - # Source: LLA 4A Figure 7 (Part 1) $DIALOGUE An Old Movie -INTRO: Jay thinks Ray is watching an old movie. Listen to find out why everything looks black and white. +INTRO: Jay thinks Ray is watching an old movie. Listen — it's black and white for a different reason. INSTRUCTION: Listen to the dialogue. VOCAB: black @@ -327,8 +313,8 @@ Jay: Who is the bad man? {page_070_001.jpg} {bk04-l4a-f7-07.mp3} Ray: The one in the black hat. {page_070_001.jpg} {bk04-l4a-f7-08.mp3} # Source: LLA 4A Figure 7 (Part 2) -$PRODUCE Answer About the Movie -INTRO: Answer about Jay and Ray's black-and-white show aloud, then repeat the model. +$PRODUCE An Old Movie: Answer the Questions +INTRO: Answer about Jay and Ray's show aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -340,9 +326,22 @@ RESPONSE: Yes, they're watching a black and white TV. {bk04-l4a-f7-09-a.mp3} PROMPT: What color is the bad man's hat? {page_070_001.jpg} {bk04-l4a-f7-10-q.mp3} RESPONSE: The bad man's hat is black. {bk04-l4a-f7-10-a.mp3} +# Source: ST §Colors — What Color Is Your Car? +$DIALOGUE What Color Is Your Car? +INTRO: David and Sara went car shopping. Listen for the colors they saw — and the one they bought. +INSTRUCTION: Listen and repeat. +REPEAT + +Jack: Did you buy a new car? +David: Yes, Sara and I looked at the cars on the weekend. We saw a black car and a white car. {st-page_096_001.jpg} +Jack: Did you see the pink cars? {st-page_096_003.jpg} +David: Yes, Sara wanted to buy one. +Jack: Well, did you? +David: No, we didn't. We bought a brown car. {st-page_096_004.jpg} + # Source: LLA 4A Figure 8 -$SELECT The /d/ and /ð/ Sounds — Same or Different? -INTRO: Time for a sound break. "Day" and "they" start differently — one with /d/, one with /th/. Listen to each pair and decide if the starting sounds are the same or different. +$SELECT Same or Different: /d/ and /ð/ +INTRO: A sound break. You'll hear two words; decide if they start with the same sound or a different one. The "th" in "they" is the tricky one. INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different @@ -381,9 +380,9 @@ ANSWER: s PROMPT: breathe, breed {bk04-l4a-f8-10.mp3} ANSWER: d -# Source: ST §Speaking Skill: THEN / DEN -$DIALOGUE Practice: /ð/ vs. /d/ -INTRO: Here are those tricky pairs to say yourself. The first word in each pair has the soft /th/; the second starts with a hard /d/. +# Source: ST §Colors — Speaking Skill: THEN / DEN +$DIALOGUE Sound Practice: /ð/ and /d/ +INTRO: Now say them yourself. Each pair contrasts the soft "th" with a plain "d". INSTRUCTION: Read the word pairs aloud. LINE: they — day @@ -397,13 +396,13 @@ LINE: bathe — bayed LINE: than — Dan LINE: seethe — seed -# ===================================================================== -$LESSON 4-3: The Seasons, Months, and Days -# ===================================================================== +# ============================================================ +$LESSON 4-3: Seasons, Months, and Days +# ============================================================ # Source: LLA 4D Figure 1 -$DIALOGUE The Seasons and Months {page_084_001.jpg} -INTRO: A year has four seasons, and each one owns three months. Listen and repeat as we go around the calendar. +$DIALOGUE The Seasons {page_084_001.jpg} +INTRO: Four seasons, twelve months. Listen to the words and sentences, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -430,8 +429,8 @@ VOCAB: warm LINE: Spring isn't hot. It's the warm season. {bk04-l4d-f1-07.mp3} # Source: LLA 4D Figure 2 (Part 1) -$DIALOGUE The Four Seasons — Reading -INTRO: Now a short reading: what we wear and do in each season. Just listen and follow along. +$DIALOGUE The Four Seasons (Reading) +INTRO: A short reading on what each season is like. Just listen. INSTRUCTION: Listen to the paragraphs. LINE: The four seasons of the year are different. {bk04-l4d-f2-01a.mp3} @@ -453,8 +452,8 @@ LINE: Children go to school and begin their new classes in September. {bk04-l4d- LINE: We wear sweaters and go to football games in the autumn. {bk04-l4d-f2-04c.mp3} # Source: LLA 4D Figure 2 (Part 2) -$PRODUCE Answer About the Seasons -INTRO: Now answer about the seasons reading aloud, then repeat the model. +$PRODUCE The Four Seasons: Answer the Questions +INTRO: Now answer about the reading aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -503,8 +502,8 @@ PROMPT: Do we go to baseball games in the autumn? {bk04-l4d-f2-18-q.mp3} RESPONSE: No, we go to football games in the autumn. {bk04-l4d-f2-18-a.mp3} # Source: LLA 4D Figure 3 -$SELECT Seasons and Months — True or False? -INTRO: Quick check on what you know about the seasons and months. Tap True or False. +$SELECT Seasons: True or False +INTRO: Quick check. You'll hear a statement about the seasons or months — tap True or False, then repeat the answer. INSTRUCTION: Tap True or False. REPEAT OPTION: t | True @@ -550,10 +549,10 @@ PROMPT: April is in the fall. {bk04-l4d-f3-10-q.mp3} OPTION: f | False {bk04-l4d-f3-10-a.mp3} ANSWER: f -# Source: ST §What Season Is It? +# Source: ST §Seasons — What Season Is It? (gap reordered: ST cloze on season name) $PRODUCE What Season Is It? -INTRO: Read each little scene and type the season it describes — spring, summer, fall, or winter. -INSTRUCTION: Type the correct season. +INTRO: Read each little clue and type the season it describes. +INSTRUCTION: Type the correct season (spring, summer, fall, or winter). INPUT: type CHECK: exact @@ -583,7 +582,7 @@ ACCEPT: summer # Source: LLA 4D Figure 4 $DIALOGUE Days of the Week -INTRO: Two handy time-words: "the day after tomorrow" and "the day before yesterday." Listen and repeat. +INTRO: Two handy phrases: "the day after tomorrow" and "the day before yesterday". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -601,7 +600,7 @@ LINE: Sunday was the day before yesterday. {bk04-l4d-f4-02d.mp3} # Source: LLA 4D Figure 5 $PRODUCE Write the Day -INTRO: A little calendar math. Listen to the clue and the question, then type the right day of the week. +INTRO: Count the days carefully, then type the day that answers the question. INSTRUCTION: Type the correct day of the week. INPUT: type CHECK: exact @@ -638,314 +637,14 @@ PROMPT: The day after tomorrow is Sunday. What is tomorrow? {bk04-l4d-f5-05-q.mp RESPONSE: Tomorrow is Saturday. {bk04-l4d-f5-05-a.mp3} ACCEPT: Saturday -# ===================================================================== -$LESSON 4-4: Demonstratives — This, That, These, Those -# ===================================================================== - -# Source: ST §This, That, These, Those (grammar) + LLA 4C lead-in -$GRAMMAR This, That, These, Those -INTRO: Four little pointing words. Two of them point close to you, two of them point away — and each pair has a singular and a plural. - -English has four **pointing words**. Which one you use depends on **how many** things, and **how near** they are. - -| | NEAR | NOT NEAR | -|---|---|---| -| **SINGULAR** | {this} | {that} | -| **PLURAL** | {these} | {those} | - -So one cup in your hand is {this cup}; one across the room is {that cup}. Several in your hand are {these cups}; several across the room are {those cups}. - -The trap: don't let the plural slip. It's {these shoes}, never "this shoes" — if the noun is plural, the pointing word goes plural too. - -# Source: LLA 4C Figure 1 -$DIALOGUE This, That, These, Those — Examples -INTRO: Here are the four words at work in real sentences. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: That coffee is cold. {page_076_001.jpg} {bk04-l4c-f1-01a.mp3} -LINE: This coffee is hot. {page_076_002.jpg} {bk04-l4c-f1-01b.mp3} -LINE: Those gloves are Sarah's. {bk04-l4c-f1-02a.mp3} -LINE: These gloves are Jane's. {bk04-l4c-f1-02b.mp3} -LINE: This hat isn't the Captain's. {bk04-l4c-f1-03a.mp3} -LINE: This hat is the Major's. {bk04-l4c-f1-03b.mp3} -LINE: The teacher asked these questions. {bk04-l4c-f1-04a.mp3} -LINE: The teacher didn't ask those questions. {bk04-l4c-f1-04b.mp3} -LINE: Is that train on time? {bk04-l4c-f1-05a.mp3} -LINE: No, that train is twenty minutes late. {bk04-l4c-f1-05b.mp3} -LINE: Are those students in the military? {bk04-l4c-f1-06a.mp3} -LINE: Yes, those students are army officers. {bk04-l4c-f1-06b.mp3} - -# Source: LLA 4C Figure 2 -$PRODUCE Fill in This, That, These, or Those -INTRO: Tom and Ken are chatting on base. Type the missing pointing word in each line — this, that, these, or those. -INSTRUCTION: Type this, that, these, or those. -INPUT: type -CHECK: exact -REPEAT - -TEMPLATE: Tom: Do you like ____ base? -PROMPT: Do you like this base? {bk04-l4c-f2-01.mp3} -RESPONSE: Do you like this base? {bk04-l4c-f2-01.mp3} -ACCEPT: this - -TEMPLATE: Ken: No, ____ base was old and small. - -PROMPT: No, that base was old and small. {bk04-l4c-f2-02.mp3} -RESPONSE: No, that base was old and small. {bk04-l4c-f2-02.mp3} -ACCEPT: that - -TEMPLATE: Tom: Is ____ building the BX? - -PROMPT: Is that building the BX? {bk04-l4c-f2-03.mp3} -RESPONSE: Is that building the BX? {bk04-l4c-f2-03.mp3} -ACCEPT: that - -TEMPLATE: Ken: Yes, and ____ one is the new commissary. - -PROMPT: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} -RESPONSE: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} -ACCEPT: this - -TEMPLATE: Ken: They live in ____ barracks. - -PROMPT: They live in these barracks. {bk04-l4c-f2-05.mp3} -RESPONSE: They live in these barracks. {bk04-l4c-f2-05.mp3} -ACCEPT: these - -TEMPLATE: Ken: They live in ____ buildings. - -PROMPT: They live in those buildings. {bk04-l4c-f2-06.mp3} -RESPONSE: They live in those buildings. {bk04-l4c-f2-06.mp3} -ACCEPT: those - -# Source: ST §I Like These Shirts -$PRODUCE Choose the Demonstrative -INTRO: Pick the right pointing word from the two in parentheses and type it. Watch whether the noun is one thing or many. -INSTRUCTION: Type the correct demonstrative word. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: ____ pen belongs to John. (this, these) -RESPONSE: This pen belongs to John. -ACCEPT: This | this - -EXAMPLE -TEMPLATE: ____ books belong to his sister. (that, those) -RESPONSE: Those books belong to his sister. -ACCEPT: Those | those - -TEMPLATE: Who lives in ____ house? (that, those) -RESPONSE: Who lives in that house? -ACCEPT: that - -TEMPLATE: I like ____ car. (this, these) -RESPONSE: I like this car. -ACCEPT: this - -TEMPLATE: ____ pens are black. (this, these) -RESPONSE: These pens are black. -ACCEPT: These | these - -TEMPLATE: Put on ____ headset and listen to the tape. (this, these) -RESPONSE: Put on this headset and listen to the tape. -ACCEPT: this - -TEMPLATE: ____ shoes are big. (that, those) -RESPONSE: Those shoes are big. -ACCEPT: Those | those - -TEMPLATE: He bought the shoes at ____ store. (that, those) -RESPONSE: He bought the shoes at that store. -ACCEPT: that - -# Source: LLA 4C Figure 3 -$PRODUCE Change the Sentence -INTRO: Each sentence uses a pointing word like a noun ("This is..."). Move the pointing word in front of the noun instead ("This movie is..."). Say it out loud. -INSTRUCTION: Change the sentence aloud. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: This is an old movie. {bk04-l4c-f3-ex1-q.mp3} -RESPONSE: This movie is old. {bk04-l4c-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: Is that a new dictionary? {bk04-l4c-f3-ex2-q.mp3} -RESPONSE: Is that dictionary new? {bk04-l4c-f3-ex2-a.mp3} - -PROMPT: This is the teacher's pen. {bk04-l4c-f3-01-q.mp3} -RESPONSE: This pen is the teacher's. {bk04-l4c-f3-01-a.mp3} - -PROMPT: Those are Bobby's socks. {bk04-l4c-f3-02-q.mp3} -RESPONSE: Those socks are Bobby's. {bk04-l4c-f3-02-a.mp3} - -PROMPT: That's a new hat. {bk04-l4c-f3-03-q.mp3} -RESPONSE: That hat is new. {bk04-l4c-f3-03-a.mp3} - -PROMPT: These are Lieutenant Miller's boots. {bk04-l4c-f3-04-q.mp3} -RESPONSE: These boots are Lieutenant Miller's. {bk04-l4c-f3-04-a.mp3} - -PROMPT: Are these Linda's clothes? {bk04-l4c-f3-05-q.mp3} -RESPONSE: Are these clothes Linda's? {bk04-l4c-f3-05-a.mp3} - -PROMPT: This isn't Dan's dictionary. {bk04-l4c-f3-06-q.mp3} -RESPONSE: This dictionary isn't Dan's. {bk04-l4c-f3-06-a.mp3} - -PROMPT: Was that a good show? {bk04-l4c-f3-07-q.mp3} -RESPONSE: Was that show good? {bk04-l4c-f3-07-a.mp3} - -PROMPT: That isn't the correct answer. {bk04-l4c-f3-08-q.mp3} -RESPONSE: That answer isn't correct. {bk04-l4c-f3-08-a.mp3} - -PROMPT: Is this a good restaurant? {bk04-l4c-f3-09-q.mp3} -RESPONSE: Is this restaurant good? {bk04-l4c-f3-09-a.mp3} - -PROMPT: Are those new slacks? {bk04-l4c-f3-10-q.mp3} -RESPONSE: Are those slacks new? {bk04-l4c-f3-10-a.mp3} - -# Source: ST §Over Here / Over There -$DIALOGUE Over Here / Over There -INTRO: Two more pointing phrases — close by is "over here", far off is "over there". Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: over here -LINE: Where's the pen? It's over here. It's on this table. {st-page_109_001.jpg} - -VOCAB: over there -LINE: Where's the book? It's over there. It's on that table. {st-page_109_002.jpg} - -# Source: LLA 4C Figure 4 -$DIALOGUE Over Here, Over There — Examples -INTRO: Here's "over here" and "over there" inside full sentences. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: The sweaters are over here. The jackets are over there. {bk04-l4c-f4-01.mp3} -LINE: Your books are over here. Larry's books are over there. {bk04-l4c-f4-02.mp3} -LINE: This is my jacket over here. Is that your jacket over there? {bk04-l4c-f4-03.mp3} -LINE: Is this your car over here? No, that's my car over there. {bk04-l4c-f4-04.mp3} -LINE: The headphones aren't over here. Are they over there? {bk04-l4c-f4-05.mp3} -LINE: Is the dictionary over there? It's not over here. {bk04-l4c-f4-06.mp3} - -# Source: LLA 4C Figure 5 -$PRODUCE Here or There? -INTRO: Hear the question and a cue in parentheses — "here" or "there" — then answer aloud using that location. -INSTRUCTION: Answer aloud with a full sentence, using the cue. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -TEMPLATE: (here) -PROMPT: Where is your car? {bk04-l4c-f5-ex-q.mp3} -RESPONSE: It's over here. {bk04-l4c-f5-ex-a.mp3} - -TEMPLATE: (here) -PROMPT: Where is my notebook? {bk04-l4c-f5-01-q.mp3} -RESPONSE: Your notebook's over here. {bk04-l4c-f5-01-a.mp3} - -TEMPLATE: (there) -PROMPT: Where is the colonel? {bk04-l4c-f5-02-q.mp3} -RESPONSE: The colonel is over there. {bk04-l4c-f5-02-a.mp3} - -TEMPLATE: (here) -PROMPT: Where are the headsets? {bk04-l4c-f5-03-q.mp3} -RESPONSE: The headsets are over here. {bk04-l4c-f5-03-a.mp3} - -TEMPLATE: (there) -PROMPT: Where do you live? {bk04-l4c-f5-04-q.mp3} -RESPONSE: I live over there. {bk04-l4c-f5-04-a.mp3} - -TEMPLATE: (there) -PROMPT: Where is the dining hall? {bk04-l4c-f5-05-q.mp3} -RESPONSE: The dining hall is over there. {bk04-l4c-f5-05-a.mp3} - -TEMPLATE: (here) -PROMPT: Where are the maps? {bk04-l4c-f5-06-q.mp3} -RESPONSE: The maps are over here. {bk04-l4c-f5-06-a.mp3} - -TEMPLATE: (there) -PROMPT: Where did you work? {bk04-l4c-f5-07-q.mp3} -RESPONSE: I worked over there. {bk04-l4c-f5-07-a.mp3} - -TEMPLATE: (here) -PROMPT: Where were the tapes? {bk04-l4c-f5-08-q.mp3} -RESPONSE: They were over here. {bk04-l4c-f5-08-a.mp3} - -# Source: ST §I Like Those Shoes -$DIALOGUE I Like These Shoes {st-page_110_001.jpg} -INTRO: Jack and Mike compare shoes — and colors. Listen for "these here" versus "those there". -INSTRUCTION: Listen and repeat. -REPEAT - -Jack: Do you like these shoes over here or those shoes over there? -Mike: I like these shoes over here. I don't like those shoes. -Jack: Do you like this color? -Mike: No. I don't like this color. I like that one. - -# Source: ST §Do You Like This Shirt or That One? -$DIALOGUE More This, That, These, Those -INTRO: A handful more sentences with the pointing words. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Who lives in that house? -LINE: Those brown shoes belong to Peter. -LINE: I like this car. -LINE: This pen is black. -LINE: These pants are new. -LINE: Put on this headset and listen to the tape. -LINE: Who lives in those barracks? -LINE: I didn't see that movie. -LINE: Those shoes are big. -LINE: He bought the shoes at that store. - -# ===================================================================== -$LESSON 4-5: Music, Shopping, and Asking the Price -# ===================================================================== - -# Source: ST §He Records Music + §Ann and Harry Like to Dance -$DIALOGUE Music and Shopping Vocabulary -INTRO: Now to music, dancing, and shopping. Here are the new words inside sentences. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: music -VOCAB: headset -VOCAB: headphones -LINE: Carlos likes music. He always takes his tape recorder and headset to listen to music. He likes to put on his headphones. {st-page_102_001.jpg} - -VOCAB: records -LINE: Sometimes he records music with his recorder. {st-page_102_002.jpg} - -VOCAB: dance -LINE: Harry and Ann dance every weekend. They went to a dance last night. - -VOCAB: store -LINE: He bought a tie at the store. This is a clothing store. - -VOCAB: clerk -LINE: Sue works in that store. She's a clerk. I asked that clerk to help me. - -VOCAB: help -LINE: Sue helped Harry in the store. Help your brother with his homework. - -VOCAB: sell -VOCAB: sold -LINE: They sell good clothes at that store. I sold my old car. - -VOCAB: take -VOCAB: took -LINE: I'm taking my books to my dormitory. They took their coats to school. +# ============================================================ +$LESSON 4-4: Music, Shopping, and Prices +# ============================================================ # Source: LLA 4B Figure 1 -$DIALOGUE Music Vocabulary — Practice -INTRO: Here's the same music vocabulary on the cassette, with a few extra sentences. Listen and repeat. -INSTRUCTION: Repeat each word and sentence. +$DIALOGUE Music and Dancing +INTRO: Meet Henry, who loves music. Listen and repeat the new words and sentences. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: music @@ -966,7 +665,7 @@ LINE: He puts on his headphones and listens to music. {page_072_004.jpg} {bk04-l # Source: LLA 4B Figure 2 (Part 1) $DIALOGUE Henry's Tapes {page_073_001.jpg} -INTRO: A short paragraph about Henry, his tapes, and his daily routine. Just listen. +INTRO: A short paragraph about Henry's daily music routine. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Henry listens to music every day. {bk04-l4b-f2-01.mp3} @@ -977,8 +676,8 @@ LINE: Sometimes he takes his tapes to a dance. {bk04-l4b-f2-05.mp3} LINE: Henry and his friends like to dance to the music on his tapes. {bk04-l4b-f2-06.mp3} # Source: LLA 4B Figure 2 (Part 2) -$PRODUCE Answer About Henry's Tapes {page_073_001.jpg} -INTRO: Now answer about Henry and his tapes aloud, then repeat the model. +$PRODUCE Henry's Tapes: Answer the Questions +INTRO: Answer about Henry's routine aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -1009,9 +708,9 @@ PROMPT: What do Henry and his friends like to do? {bk04-l4b-f2-14-q.mp3} RESPONSE: They like to dance to the music on his tapes. {bk04-l4b-f2-14-a.mp3} # Source: LLA 4B Figure 3 (Part 1) -$DIALOGUE Shopping Vocabulary — Practice -INTRO: Henry goes shopping for a tape. Here's the shopping vocabulary in sentences. Listen and repeat. -INSTRUCTION: Repeat each word and sentence. +$DIALOGUE Shopping Vocabulary +INTRO: Henry heads to the store. Listen and repeat the shopping words and sentences. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: store @@ -1036,8 +735,8 @@ VOCAB: took LINE: Henry wanted to take the tape. He bought it and took it to his car. {page_074_002.jpg} {bk04-l4b-f3-06.mp3} # Source: LLA 4B Figure 3 (Part 2) -$PRODUCE Answer About Henry's Shopping -INTRO: Now answer about Henry's trip to the store aloud, then repeat the model. +$PRODUCE Shopping: Answer the Questions +INTRO: Answer about Henry's trip to the store aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -1062,8 +761,8 @@ PROMPT: Did Henry take the tape? {bk04-l4b-f3-12-q.mp3} RESPONSE: Yes, Henry took the tape. {bk04-l4b-f3-12-a.mp3} # Source: LLA 4B Figure 4 -$SELECT Choose the Best Answer -INTRO: Imagine you're in the music store. Hear each question and tap the reply that fits, then repeat it. +$SELECT In the Store: Choose the Best Answer +INTRO: You'll hear a question in the store. Tap the answer that fits, then repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -1122,8 +821,8 @@ OPTION: f | Yes, please. I want to buy a tape. ANSWER: a # Source: LLA 4B Figure 5 -$SELECT Music Store — Listening Comprehension -INTRO: Listen to each short story, then tap the answer to the question and repeat it. +$SELECT Music Store: Listening Comprehension +INTRO: A short situation, then a question. Tap the best answer and repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -1157,11 +856,58 @@ OPTION: a | He helped Henry. {bk04-l4b-f5-06-a.mp3} OPTION: b | He didn't help Henry. ANSWER: a -# Source: ST §How Much...? (grammar) -$GRAMMAR How Much...? -INTRO: To ask about price, you reach for two little words: "how much". Then you finish either with "be" or with "cost". +# Source: ST §Shopping — He Went to the Store and Bought a Tie (reading) +$DIALOGUE Harry Buys a Tie +INTRO: Harry needs a tie for the dance. Read his trip to the clothing store. +INSTRUCTION: Read the story. -Use **How much** to ask the price of something. You can build the question two ways. +Narrator: Harry dances every Friday. Last Friday, he wanted to wear his new suit. On Thursday, Harry went to the store and bought a new tie. A clerk helped Harry. She said, "May I help you?" +Narrator: "Yes," Harry said. "I want to buy a tie." +Narrator: "What color?," the clerk asked. +Narrator: "I want a red and yellow tie," Harry said. +Narrator: "Here you are," the clerk said. She brought six red and yellow ties. +Narrator: Harry chose one tie and said, "I like this one. How much is it?" +Narrator: "It's $9.89," the clerk said. +Narrator: "Good. I want this tie." {st-page_103_001.jpg} +Narrator: The clerk sold Harry the tie. Harry wore his new suit and his new tie to the dance. + +# Source: ST §Shopping — He Went to the Store and Bought a Tie: True or False +$SELECT Harry Buys a Tie: True or False +INTRO: Did you catch the details of Harry's shopping trip? Tap True or False. +INSTRUCTION: Tap True or False. +OPTION: T | True +OPTION: F | False +SHOW_PROMPT + +PROMPT: Harry likes to dance. +ANSWER: T + +PROMPT: Harry bought a new suit last Thursday. +ANSWER: F + +PROMPT: Harry helped the clerk. +ANSWER: F + +PROMPT: He asked the clerk, "How much is it?" +ANSWER: T + +PROMPT: Harry sold the tie. +ANSWER: F + +PROMPT: The tie cost $9.98. +ANSWER: F + +# ============================================================ +$LESSON 4-5: How Much? Asking the Price +# ============================================================ + +# Source: ST §How Much — grammar table +$GRAMMAR How Much...? +INTRO: To ask a price, reach for "how much" — and then either "be" or the verb "cost". + +Use **How much** to ask about the price of something. + +With **be**, just put the price after it: | Question with BE | |---| @@ -1170,17 +916,17 @@ Use **How much** to ask the price of something. You can build the question two w | **How much** {is} the shirt? | | **How much** {is} it? | +With **cost**, add a helper — {do}, {does}, or past-tense {did}: + | Question with COST | |---| | **How much** {do} the shoes cost? | | **How much** {does} the shirt cost? | | **How much** {did} the shoes cost? | -Notice the match: plural things take {are} / {do}, one thing takes {is} / {does}, and for the past you just say {did}. - # Source: LLA 4C Figure 6 -$DIALOGUE How Much...? — Examples -INTRO: Listen to these price questions in both forms — with "be" and with "cost". Listen and repeat. +$DIALOGUE How Much...? (Questions) +INTRO: Listen to these price questions — notice the two ways: "How much is it?" and "How much does it cost?" Repeat each. INSTRUCTION: Listen and repeat. REPEAT @@ -1190,9 +936,9 @@ LINE: How much does this dress cost? How much is this dress? {bk04-l4c-f6-03.mp3 LINE: How much are those shoes? How much are they? {bk04-l4c-f6-04.mp3} LINE: How much was our dinner? How much was it? {bk04-l4c-f6-05.mp3} -# Source: ST §How Much Does It Cost? -$DIALOGUE Asking and Telling Prices -INTRO: Here are price questions paired with their answers. Listen and repeat both halves. +# Source: ST §How Much — How Much Does It Cost? +$DIALOGUE How Much? Questions and Answers +INTRO: Now full pairs — question and price together. Repeat each. INSTRUCTION: Listen and repeat. REPEAT @@ -1203,10 +949,75 @@ LINE: How much was it? It was $2.95. LINE: How much did your black pants cost? They cost $18.00. LINE: How much were they? They were $51.99. +# Source: LLA 4C Figure 7 (Part 1) +$DIALOGUE A New Recorder +INTRO: Jerry and Terry want new recorders and compare prices. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +Jerry: I want a new recorder. {bk04-l4c-f7-01.mp3} +Terry: Me too. How much does a recorder cost now? {bk04-l4c-f7-02.mp3} +Jerry: I don't know. My recorder is five years old. {bk04-l4c-f7-03.mp3} +Terry: How much did it cost five years ago? {bk04-l4c-f7-04.mp3} +Jerry: It was fifty dollars. {bk04-l4c-f7-05.mp3} +Terry: That store sells good recorders. How much are recorders there? {bk04-l4c-f7-06.mp3} +Jerry: Ninety dollars. {bk04-l4c-f7-07.mp3} +Terry: How much are they at the BX? {bk04-l4c-f7-08.mp3} +Jerry: They're eighty dollars. {bk04-l4c-f7-09.mp3} + +# Source: LLA 4C Figure 7 (Part 2) +$PRODUCE A New Recorder: Answer the Questions +INTRO: Answer about Jerry and Terry's recorder prices aloud, then repeat the model. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: How much was Jerry's recorder five years ago? {bk04-l4c-f7-10-q.mp3} +RESPONSE: It was fifty dollars five years ago. {bk04-l4c-f7-10-a.mp3} + +PROMPT: How much are recorders at the store? {bk04-l4c-f7-11-q.mp3} +RESPONSE: They're ninety dollars at the store. {bk04-l4c-f7-11-a.mp3} + +PROMPT: How much do recorders cost at the BX? {bk04-l4c-f7-12-q.mp3} +RESPONSE: They cost eighty dollars at the BX. {bk04-l4c-f7-12-a.mp3} + +# Source: LLA 4C Figure 8 +$PRODUCE Clothing Prices {page_081_001.jpg} +INTRO: The price tags are on the screen. Listen to each question, answer with the price, then repeat. +INSTRUCTION: Answer aloud with a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: How much do men's suits cost? {bk04-l4c-f8-01-q.mp3} +RESPONSE: Men's suits cost $175. {bk04-l4c-f8-01-a.mp3} + +PROMPT: How much are women's suits? {bk04-l4c-f8-02-q.mp3} +RESPONSE: Women's suits are $150. {bk04-l4c-f8-02-a.mp3} + +PROMPT: How much are men's slacks? {bk04-l4c-f8-03-q.mp3} +RESPONSE: Men's slacks are $55. {bk04-l4c-f8-03-a.mp3} + +PROMPT: How much do women's dresses cost? {bk04-l4c-f8-04-q.mp3} +RESPONSE: Women's dresses cost $85. {bk04-l4c-f8-04-a.mp3} + +PROMPT: How much are men's jackets? {bk04-l4c-f8-05-q.mp3} +RESPONSE: Men's jackets are $100. {bk04-l4c-f8-05-a.mp3} + +PROMPT: How much are women's blouses? {bk04-l4c-f8-06-q.mp3} +RESPONSE: Women's blouses are $35. {bk04-l4c-f8-06-a.mp3} + +PROMPT: How much do men's shirts cost? {bk04-l4c-f8-07-q.mp3} +RESPONSE: Men's shirts cost $30. {bk04-l4c-f8-07-a.mp3} + +PROMPT: How much do women's coats cost? {bk04-l4c-f8-08-q.mp3} +RESPONSE: Women's coats cost $200. {bk04-l4c-f8-08-a.mp3} + # Source: LLA 4C Figure 9 $PRODUCE Ask About the Price -INTRO: Remember: "how much" plus "is/are" or "cost". You'll hear a sentence and a new word; ask a price question about that new word. -INSTRUCTION: Ask a price question based on the cue. +INTRO: You'll hear a sentence with a price, then a new word. Ask "how much" about the new word, then repeat. +INSTRUCTION: Ask a question based on the cue. INPUT: speak CHECK: reveal REPEAT @@ -1243,46 +1054,14 @@ RESPONSE: How much does a razor cost in the commissary? {bk04-l4c-f9-07-a.mp3} PROMPT: The beef was two thirty-seven last week. This week. {bk04-l4c-f9-08-q.mp3} RESPONSE: How much is the beef this week? {bk04-l4c-f9-08-a.mp3} -# Source: LLA 4C Figure 8 -$PRODUCE Clothing Prices {page_081_001.jpg} -INTRO: Look at the price list. Hear each question and answer the price aloud in a full sentence. -INSTRUCTION: Answer aloud based on the picture. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: How much do men's suits cost? {bk04-l4c-f8-01-q.mp3} -RESPONSE: Men's suits cost $175. {bk04-l4c-f8-01-a.mp3} - -PROMPT: How much are women's suits? {bk04-l4c-f8-02-q.mp3} -RESPONSE: Women's suits are $150. {bk04-l4c-f8-02-a.mp3} - -PROMPT: How much are men's slacks? {bk04-l4c-f8-03-q.mp3} -RESPONSE: Men's slacks are $55. {bk04-l4c-f8-03-a.mp3} - -PROMPT: How much do women's dresses cost? {bk04-l4c-f8-04-q.mp3} -RESPONSE: Women's dresses cost $85. {bk04-l4c-f8-04-a.mp3} - -PROMPT: How much are men's jackets? {bk04-l4c-f8-05-q.mp3} -RESPONSE: Men's jackets are $100. {bk04-l4c-f8-05-a.mp3} - -PROMPT: How much are women's blouses? {bk04-l4c-f8-06-q.mp3} -RESPONSE: Women's blouses are $35. {bk04-l4c-f8-06-a.mp3} - -PROMPT: How much do men's shirts cost? {bk04-l4c-f8-07-q.mp3} -RESPONSE: Men's shirts cost $30. {bk04-l4c-f8-07-a.mp3} - -PROMPT: How much do women's coats cost? {bk04-l4c-f8-08-q.mp3} -RESPONSE: Women's coats cost $200. {bk04-l4c-f8-08-a.mp3} - -# Source: ST §Ask the Price -$PRODUCE Ask the Price from the Picture -INTRO: Look at each price tag, then ask a "how much" question about the item and answer with the price shown. -INSTRUCTION: Ask and answer a "how much" question about the item pictured. +# Source: ST §How Much — Ask the Price (picture-cued) +$PRODUCE Ask the Price (Pictures) +INTRO: Each card shows an item with its price tag. Ask a "how much" question, then give the price. +INSTRUCTION: Ask and answer a "how much" question about each item. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept a correctly formed "How much" question about the item pictured and an answer that gives the price on the sign. +RUBRIC: Accept a correctly formed "How much" question about the item pictured and an answer that gives the price printed on the sign. EXAMPLE PROMPT: {st-page_101_005.jpg} @@ -1303,46 +1082,9 @@ RESPONSE: How much do the belts cost? They cost $12.00. PROMPT: {st-page_101_006.jpg} RESPONSE: How much is the dress? It's $35.00. -# ===================================================================== -$LESSON 4-6: At the Store — Dialogues and Irregular Verbs -# ===================================================================== - -# Source: LLA 4C Figure 7 (Part 1) -$DIALOGUE A New Recorder -INTRO: Jerry and Terry compare recorder prices in three places. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Jerry: I want a new recorder. {bk04-l4c-f7-01.mp3} -Terry: Me too. How much does a recorder cost now? {bk04-l4c-f7-02.mp3} -Jerry: I don't know. My recorder is five years old. {bk04-l4c-f7-03.mp3} -Terry: How much did it cost five years ago? {bk04-l4c-f7-04.mp3} -Jerry: It was fifty dollars. {bk04-l4c-f7-05.mp3} -Terry: That store sells good recorders. How much are recorders there? {bk04-l4c-f7-06.mp3} -Jerry: Ninety dollars. {bk04-l4c-f7-07.mp3} -Terry: How much are they at the BX? {bk04-l4c-f7-08.mp3} -Jerry: They're eighty dollars. {bk04-l4c-f7-09.mp3} - -# Source: LLA 4C Figure 7 (Part 2) -$PRODUCE Answer About the Recorder -INTRO: Now answer about Jerry's recorder hunt aloud, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: How much was Jerry's recorder five years ago? {bk04-l4c-f7-10-q.mp3} -RESPONSE: It was fifty dollars five years ago. {bk04-l4c-f7-10-a.mp3} - -PROMPT: How much are recorders at the store? {bk04-l4c-f7-11-q.mp3} -RESPONSE: They're ninety dollars at the store. {bk04-l4c-f7-11-a.mp3} - -PROMPT: How much do recorders cost at the BX? {bk04-l4c-f7-12-q.mp3} -RESPONSE: They cost eighty dollars at the BX. {bk04-l4c-f7-12-a.mp3} - # Source: LLA 4C Figure 10 $DIALOGUE In the Clothing Store {page_083_001.jpg} -INTRO: David is after a yellow sweater. Listen as the clerk finds him two — at two different prices. Listen and repeat. +INTRO: David shops for a yellow sweater. Listen to the whole exchange with the clerk, then repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1357,9 +1099,9 @@ David: Good. May I put it on? {bk04-l4c-f10-08.mp3} Clerk: Yes, here you are. Do you like the sweater? {bk04-l4c-f10-09.mp3} David: Yes, I do. I want to take it. {bk04-l4c-f10-10.mp3} -# Source: ST §At the Clothing Store +# Source: ST §Demonstratives — At the Clothing Store $DIALOGUE At the Clothing Store -INTRO: One more shop scene. Frank wants a blue shirt — and finds out the price. Listen and repeat. +INTRO: One more short shop scene: Frank wants a blue shirt. Repeat, then read. INSTRUCTION: Listen and repeat. REPEAT @@ -1371,9 +1113,269 @@ Clerk: Here you are. Frank: Thank you. How much does it cost? Clerk: It's $16.89. +# ============================================================ +$LESSON 4-6: Grammar — This, That, These, Those +# ============================================================ + +# Source: ST §Demonstratives — grammar table +$GRAMMAR This, That, These, Those +INTRO: Four little pointing words. They split two ways: near vs. far, and one vs. many. + +Use {this} and {that} for one thing; {these} and {those} for more than one. +Use {this} and {these} for something **near** you; {that} and {those} for something **farther away**. + +| | NEAR | NOT NEAR | +|---|---|---| +| **SINGULAR** | {this} | {that} | +| **PLURAL** | {these} | {those} | + +The trap: don't let "this/that" (one) slip into a plural — it's *these shoes*, not *this shoes*. + +# Source: LLA 4C Figure 1 +$DIALOGUE This, That, These, Those +INTRO: Hear the four words in action — near and far, one and many. Repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: That coffee is cold. {page_076_001.jpg} {bk04-l4c-f1-01a.mp3} +LINE: This coffee is hot. {page_076_002.jpg} {bk04-l4c-f1-01b.mp3} +LINE: Those gloves are Sarah's. {bk04-l4c-f1-02a.mp3} +LINE: These gloves are Jane's. {bk04-l4c-f1-02b.mp3} +LINE: This hat isn't the Captain's. {bk04-l4c-f1-03a.mp3} +LINE: This hat is the Major's. {bk04-l4c-f1-03b.mp3} +LINE: The teacher asked these questions. {bk04-l4c-f1-04a.mp3} +LINE: The teacher didn't ask those questions. {bk04-l4c-f1-04b.mp3} +LINE: Is that train on time? {bk04-l4c-f1-05a.mp3} +LINE: No, that train is twenty minutes late. {bk04-l4c-f1-05b.mp3} +LINE: Are those students in the military? {bk04-l4c-f1-06a.mp3} +LINE: Yes, those students are army officers. {bk04-l4c-f1-06b.mp3} + +# Source: ST §Demonstratives — Over Here / Over There +$DIALOGUE Over Here / Over There +INTRO: "Over here" is near; "over there" is far. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: over here +LINE: Where's the pen? It's over here. It's on this table. {st-page_109_001.jpg} + +VOCAB: over there +LINE: Where's the book? It's over there. It's on that table. {st-page_109_002.jpg} + +# Source: LLA 4C Figure 4 +$DIALOGUE Over Here, Over There (Sentences) {page_079_001.jpg} +INTRO: More practice with "over here" and "over there". Repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: The sweaters are over here. The jackets are over there. {bk04-l4c-f4-01.mp3} +LINE: Your books are over here. Larry's books are over there. {bk04-l4c-f4-02.mp3} +LINE: This is my jacket over here. Is that your jacket over there? {bk04-l4c-f4-03.mp3} +LINE: Is this your car over here? No, that's my car over there. {bk04-l4c-f4-04.mp3} +LINE: The headphones aren't over here. Are they over there? {bk04-l4c-f4-05.mp3} +LINE: Is the dictionary over there? It's not over here. {bk04-l4c-f4-06.mp3} + +# Source: LLA 4C Figure 5 +$PRODUCE Over Here or Over There? +INTRO: Listen to the question and look at the cue word. Answer aloud with "over here" or "over there", then repeat. +INSTRUCTION: Answer aloud in a full sentence. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: (here) +PROMPT: Where is your car? {bk04-l4c-f5-ex-q.mp3} +RESPONSE: It's over here. {bk04-l4c-f5-ex-a.mp3} + +TEMPLATE: (here) +PROMPT: Where is my notebook? {bk04-l4c-f5-01-q.mp3} +RESPONSE: Your notebook's over here. {bk04-l4c-f5-01-a.mp3} + +TEMPLATE: (there) +PROMPT: Where is the colonel? {bk04-l4c-f5-02-q.mp3} +RESPONSE: The colonel is over there. {bk04-l4c-f5-02-a.mp3} + +TEMPLATE: (here) +PROMPT: Where are the headsets? {bk04-l4c-f5-03-q.mp3} +RESPONSE: The headsets are over here. {bk04-l4c-f5-03-a.mp3} + +TEMPLATE: (there) +PROMPT: Where do you live? {bk04-l4c-f5-04-q.mp3} +RESPONSE: I live over there. {bk04-l4c-f5-04-a.mp3} + +TEMPLATE: (there) +PROMPT: Where is the dining hall? {bk04-l4c-f5-05-q.mp3} +RESPONSE: The dining hall is over there. {bk04-l4c-f5-05-a.mp3} + +TEMPLATE: (here) +PROMPT: Where are the maps? {bk04-l4c-f5-06-q.mp3} +RESPONSE: The maps are over here. {bk04-l4c-f5-06-a.mp3} + +TEMPLATE: (there) +PROMPT: Where did you work? {bk04-l4c-f5-07-q.mp3} +RESPONSE: I worked over there. {bk04-l4c-f5-07-a.mp3} + +TEMPLATE: (here) +PROMPT: Where were the tapes? {bk04-l4c-f5-08-q.mp3} +RESPONSE: They were over here. {bk04-l4c-f5-08-a.mp3} + +# Source: LLA 4C Figure 2 +$PRODUCE This, That, These, Those: Fill In +INTRO: Tom and Ken are chatting on base. Type the missing word — this, that, these, or those. +INSTRUCTION: Type this, that, these, or those. +INPUT: type +CHECK: exact +REPEAT + +TEMPLATE: Tom: Do you like ____ base? +PROMPT: Do you like this base? {bk04-l4c-f2-01.mp3} +RESPONSE: Do you like this base? {bk04-l4c-f2-01.mp3} +ACCEPT: this + +TEMPLATE: Ken: No, ____ base was old and small. +PROMPT: No, that base was old and small. {bk04-l4c-f2-02.mp3} +RESPONSE: No, that base was old and small. {bk04-l4c-f2-02.mp3} +ACCEPT: that + +TEMPLATE: Tom: Is ____ building the BX? +PROMPT: Is that building the BX? {bk04-l4c-f2-03.mp3} +RESPONSE: Is that building the BX? {bk04-l4c-f2-03.mp3} +ACCEPT: that + +TEMPLATE: Ken: Yes, and ____ one is the new commissary. +PROMPT: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} +RESPONSE: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} +ACCEPT: this + +TEMPLATE: Ken: They live in ____ barracks. +PROMPT: They live in these barracks. {bk04-l4c-f2-05.mp3} +RESPONSE: They live in these barracks. {bk04-l4c-f2-05.mp3} +ACCEPT: these + +TEMPLATE: Ken: They live in ____ buildings. +PROMPT: They live in those buildings. {bk04-l4c-f2-06.mp3} +RESPONSE: They live in those buildings. {bk04-l4c-f2-06.mp3} +ACCEPT: those + +# Source: ST §Demonstratives — I Like These Shirts (written cloze) +$PRODUCE Choose This, That, These, or Those +INTRO: Type the demonstrative that fits — watch for one vs. many. +INSTRUCTION: Type the correct demonstrative word. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: ____ pen belongs to John. (this, these) +RESPONSE: This pen belongs to John. +ACCEPT: This | this + +EXAMPLE +TEMPLATE: ____ books belong to his sister. (that, those) +RESPONSE: Those books belong to his sister. +ACCEPT: Those | those + +TEMPLATE: Who lives in ____ house? (that, those) +RESPONSE: Who lives in that house? +ACCEPT: that + +TEMPLATE: I like ____ car. (this, these) +RESPONSE: I like this car. +ACCEPT: this + +TEMPLATE: ____ pens are black. (this, these) +RESPONSE: These pens are black. +ACCEPT: These | these + +TEMPLATE: Put on ____ headset and listen to the tape. (this, these) +RESPONSE: Put on this headset and listen to the tape. +ACCEPT: this + +TEMPLATE: ____ shoes are big. (that, those) +RESPONSE: Those shoes are big. +ACCEPT: Those | those + +TEMPLATE: He bought the shoes at ____ store. (that, those) +RESPONSE: He bought the shoes at that store. +ACCEPT: that + +# Source: LLA 4C Figure 3 +$PRODUCE Change the Sentence +INTRO: Move the demonstrative in front of the noun. "This is an old movie" becomes "This movie is old." Listen, change it, then repeat. +INSTRUCTION: Change the sentence structure aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: This is an old movie. {bk04-l4c-f3-ex1-q.mp3} +RESPONSE: This movie is old. {bk04-l4c-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: Is that a new dictionary? {bk04-l4c-f3-ex2-q.mp3} +RESPONSE: Is that dictionary new? {bk04-l4c-f3-ex2-a.mp3} + +PROMPT: This is the teacher's pen. {bk04-l4c-f3-01-q.mp3} +RESPONSE: This pen is the teacher's. {bk04-l4c-f3-01-a.mp3} + +PROMPT: Those are Bobby's socks. {bk04-l4c-f3-02-q.mp3} +RESPONSE: Those socks are Bobby's. {bk04-l4c-f3-02-a.mp3} + +PROMPT: That's a new hat. {bk04-l4c-f3-03-q.mp3} +RESPONSE: That hat is new. {bk04-l4c-f3-03-a.mp3} + +PROMPT: These are Lieutenant Miller's boots. {bk04-l4c-f3-04-q.mp3} +RESPONSE: These boots are Lieutenant Miller's. {bk04-l4c-f3-04-a.mp3} + +PROMPT: Are these Linda's clothes? {bk04-l4c-f3-05-q.mp3} +RESPONSE: Are these clothes Linda's? {bk04-l4c-f3-05-a.mp3} + +PROMPT: This isn't Dan's dictionary. {bk04-l4c-f3-06-q.mp3} +RESPONSE: This dictionary isn't Dan's. {bk04-l4c-f3-06-a.mp3} + +PROMPT: Was that a good show? {bk04-l4c-f3-07-q.mp3} +RESPONSE: Was that show good? {bk04-l4c-f3-07-a.mp3} + +PROMPT: That isn't the correct answer. {bk04-l4c-f3-08-q.mp3} +RESPONSE: That answer isn't correct. {bk04-l4c-f3-08-a.mp3} + +PROMPT: Is this a good restaurant? {bk04-l4c-f3-09-q.mp3} +RESPONSE: Is this restaurant good? {bk04-l4c-f3-09-a.mp3} + +PROMPT: Are those new slacks? {bk04-l4c-f3-10-q.mp3} +RESPONSE: Are those slacks new? {bk04-l4c-f3-10-a.mp3} + +# Source: ST §Demonstratives — I Like Those Shoes (dialog) +$DIALOGUE I Like Those Shoes {st-page_110_001.jpg} +INTRO: Jack and Mike compare shoes — near and far. Read the dialog. +INSTRUCTION: Listen and repeat. +REPEAT + +Jack: Do you like these shoes over here or those shoes over there? +Mike: I like these shoes over here. I don't like those shoes. +Jack: Do you like this color? +Mike: No. I don't like this color. I like that one. + +# Source: ST §Demonstratives — Do You Like This Shirt or That One? +$DIALOGUE More This, That, These, Those +INTRO: A spread of demonstrative sentences to read and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Who lives in that house? +LINE: Those brown shoes belong to Peter. +LINE: I like this car. +LINE: This pen is black. +LINE: These pants are new. +LINE: Put on this headset and listen to the tape. +LINE: Who lives in those barracks? +LINE: I didn't see that movie. +LINE: Those shoes are big. +LINE: He bought the shoes at that store. + # Source: LLA 4C Figure 11 (Part 1) $DIALOGUE At the Snack Bar -INTRO: Tom and Ken want a break — but Tom's hat turns out not to be Tom's. Just listen. +INTRO: Tom and Ken head for a break — but Tom grabs the wrong hat. Listen. INSTRUCTION: Listen to the dialogue. Tom: I want to take a break. {bk04-l4c-f11-01.mp3} @@ -1385,8 +1387,8 @@ Ken: Whose hat is it? {bk04-l4c-f11-06.mp3} Tom: The captain's. It has his name in it. {bk04-l4c-f11-07.mp3} # Source: LLA 4C Figure 11 (Part 2) -$PRODUCE Answer About the Hat -INTRO: Now answer the question about whose hat Tom is holding. +$PRODUCE At the Snack Bar: Answer the Question +INTRO: Whose hat did Tom pick up? Answer in a full sentence. INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm @@ -1396,50 +1398,13 @@ RUBRIC: Accept answers that correctly identify whose hat Tom has in a complete s PROMPT: Whose hat does Tom have? {bk04-l4c-f11-08-q.mp3} RESPONSE: He has the captain's hat. {bk04-l4c-f11-08-a.mp3} -# Source: ST §He Went to the Store and Bought a Tie (reading) -$DIALOGUE Harry Bought a Tie -INTRO: A short story: Harry shops for a tie before a Friday dance. Read along. -INSTRUCTION: Read the story. +# ============================================================ +$LESSON 4-7: Irregular Verbs Review +# ============================================================ -Narrator: Harry dances every Friday. Last Friday, he wanted to wear his new suit. On Thursday, Harry went to the store and bought a new tie. A clerk helped Harry. She said, "May I help you?" -Narrator: "Yes," Harry said. "I want to buy a tie." -Narrator: "What color?," the clerk asked. -Narrator: "I want a red and yellow tie," Harry said. -Narrator: "Here you are," the clerk said. She brought six red and yellow ties. -Narrator: Harry chose one tie and said, "I like this one. How much is it?" -Narrator: "It's $9.89," the clerk said. -Narrator: "Good. I want this tie." {st-page_103_001.jpg} -Narrator: The clerk sold Harry the tie. Harry wore his new suit and his new tie to the dance. - -# Source: ST §He Went to the Store and Bought a Tie: True or False -$SELECT Harry Bought a Tie — True or False? -INTRO: Check what you remember about Harry's shopping trip. Tap True or False. -INSTRUCTION: Tap True or False. -OPTION: T | True -OPTION: F | False -SHOW_PROMPT - -PROMPT: Harry likes to dance. -ANSWER: T - -PROMPT: Harry bought a new suit last Thursday. -ANSWER: F - -PROMPT: Harry helped the clerk. -ANSWER: F - -PROMPT: He asked the clerk, "How much is it?" -ANSWER: T - -PROMPT: Harry sold the tie. -ANSWER: F - -PROMPT: The tie cost $9.98. -ANSWER: F - -# Source: ST §Irregular Verbs + §More Irregular Verbs -$DIALOGUE Irregular Verbs — Present and Past -INTRO: This lesson has been full of past-tense verbs — "bought", "took", "went". Here's a review of the irregular ones, present then past. Listen and repeat. +# Source: ST §Irregular Verbs Review — Irregular Verbs +$DIALOGUE Irregular Verbs (1) +INTRO: A whole stack of irregular verbs — present, then past. Listen and repeat each pair. INSTRUCTION: Listen and repeat. REPEAT @@ -1462,9 +1427,9 @@ LINE: stand — stood LINE: see — saw LINE: wear — wore -# Source: ST §More Irregular Verbs -$DIALOGUE More Irregular Verbs -INTRO: A few more irregular verbs to add to your collection. Listen and repeat. +# Source: ST §Irregular Verbs Review — More Irregular Verbs +$DIALOGUE Irregular Verbs (2) +INTRO: More irregular pairs. Same drill: listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1484,10 +1449,10 @@ LINE: cost — cost LINE: fly — flew LINE: go — went -# Source: ST §The Smiths Were in Houston Last Month -$PRODUCE The Smiths in Houston — Past Tense -INTRO: The Smiths took a trip to Houston. Type the past tense of the verb in parentheses to finish each sentence. -INSTRUCTION: Type the past tense of the verb. +# Source: ST §Irregular Verbs Review — The Smiths Were in Houston Last Month +$PRODUCE The Smiths in Houston +INTRO: Captain Smith and his wife took a trip. Type the past tense of the verb in parentheses. +INSTRUCTION: Type the past tense of the verb to complete the sentence. INPUT: type CHECK: exact @@ -1532,13 +1497,9 @@ TEMPLATE: They ____ Houston last night. They were sad. (leave) RESPONSE: They left Houston last night. They were sad. ACCEPT: left -# ===================================================================== -$LESSON 4-7: Sound Practice -# ===================================================================== - -# Source: ST §Speaking Skill: The OY Sound -$DIALOGUE The OY Sound -INTRO: Let's end with two vowel sounds. First, the "oy" sound, as in "boy". Read each word aloud. +# Source: ST §Demonstratives — Speaking Skill: The OY Sound +$DIALOGUE Sound Practice: The OY Sound +INTRO: A quick sound break — the "oy" in "boy". Read each word aloud. INSTRUCTION: Read the words aloud. LINE: boy @@ -1552,9 +1513,9 @@ LINE: noise LINE: soil LINE: point -# Source: ST §Speaking Skill: The EYE Sound -$DIALOGUE The EYE Sound -INTRO: Now the long "i" sound, as in "fine". Read each word aloud. +# Source: ST §Demonstratives — Speaking Skill: The EYE Sound +$DIALOGUE Sound Practice: The Long I Sound +INTRO: And the long "i" in "fine". Read each word aloud. INSTRUCTION: Read the words aloud. LINE: fine @@ -1568,9 +1529,10 @@ LINE: library LINE: nice LINE: my -# SKIPPED (book, ST): "Make statements like the examples (Today is Sunday...)", "WHAT COLOR IS THE -# CLASSROOM?", Listening "SAME/DIFFERENT" & "THEY/DAY" with WRITE: d / WRITE: th, "CHOOSE AND -# MEMORIZE", Reading "circle the same word" speed-scan (A/B), alphabetizing, Writing "HE WANTED TO -# BUY A COAT" cloze dictation, "PUT IN THE PUNCTUATION" — instructor-led/open practice, timed -# speed-scans, alphabetizing, and dictation/punctuation with no recorded stimulus (DEFER: writing -# family). All dropped per SKIP/DEFER rules. +# SKIPPED (book): ST instructor-led/open and written-only tasks across the lesson — +# "Make statements like the examples", "WHAT COLOR IS THE CLASSROOM?", Listening-Skill +# SAME/DIFFERENT and WRITE: d / WRITE: th sound-discrimination/spelling, Reading-Skill +# CIRCLE THE SAME WORD speed-scanning, "CHOOSE AND MEMORIZE" roleplay, alphabetizing, +# and the two writing-skill dictation/punctuation tasks ("HE WANTED TO BUY A COAT.", +# "PUT IN THE PUNCTUATION."). All are instructor-led, written-only, or have no recorded +# stimulus. 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