book 1: audit+sim repairs — Ann spelling, restored 3A dictation (26 clips) + 4C Q&A + 4A phrase pass + Pan/Pen + ST What Is That?, typed 4c-f7, visual l5-s7, 15 clock keys read from print, 11 clip boundaries re-cut, 5 images regenerated, 4c-f4 clock alts corrected

Co-authored-by: Cursor <cursoragent@cursor.com>

book-1-lesson-1.module

@@ -822,7 +822,7 @@ OPTION: d | picture {page_020_016.jpg|d A framed picture}
 ANSWER: d
 
 PROMPT: What's that? — It's a book. {bk01-l1c-f2-05.mp3}
-OPTION: a | word pen {page_020_017.jpg|a The word "pen"}
+OPTION: a | word {page_020_017.jpg|a The word "pen"}
 OPTION: b | book {page_020_018.jpg|b A closed book}
 OPTION: c | picture {page_020_019.jpg|c A framed picture}
 OPTION: d | number 8 {page_020_020.jpg|d The number "8"}
@@ -1182,13 +1182,16 @@ PROMPT: {st-page_026_003.jpg|A man in a uniform pointing to a window, speaking t
 RESPONSE: What's this? That's a window.
 
 PROMPT: {st-page_026_004.jpg|A man sitting at a desk looking at another man standing in front of him holding a pointer. Speech bubbles 'Q' and 'A' are shown}
-RESPONSE: What's this? That's a table.
+RESPONSE: What's that? This is a notebook.
+RUBRIC: The picture shows a standing man pointing at a notebook on a seated man's desk. Require a "what" question plus an answer naming the notebook, the table or desk, or a book; accept this/that/it's and contracted or full forms.
 
 PROMPT: {st-page_027_001.jpg|A female teacher with a pointer speaking to a male student in front of a blackboard labeled with a 'B'. Speech bubbles 'Q' and 'A' are shown}
 RESPONSE: What's this? That's a letter.
 
 PROMPT: {st-page_027_002.jpg|A man pointing at an open book with page number 190. Another woman is looking at it. Speech bubbles 'Q' and 'A' are shown above the books}
+TEMPLATE: a page
 RESPONSE: What's this? That's a page.
+RUBRIC: The cue "a page" is shown on the card and the man points at a page of an open book. Require a "what" question; the best answer names a page, but also accept "a number" or "a book" (the page shows a large numeral 9) — if the learner misses "page", point them to the on-screen cue.
 
 # SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task; environment-dependent, not app-doable.
 
@@ -1239,6 +1242,20 @@ LINE: This is my classroom. {bk01-l1b-f4-28.mp3}
 LINE: That's your table. {bk01-l1b-f4-29.mp3}
 LINE: That's my lab. {bk01-l1b-f4-30.mp3}
 
+# Source: ST §What Is That? (restored 2026-08-22 — dropped at assembly with no skip note; drills the my/your paired contrast that "My and Your in Sentences" does not)
+$DIALOGUE My Pen and Your Pen, Side by Side
+ID: l1-s15
+INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat.
+INSTRUCTION: Listen and repeat these sentences.
+REPEAT
+
+LINE: This is my pen. That's your pen.
+LINE: This is my book. That's your book.
+LINE: This is my notebook. That's your notebook.
+LINE: This is my picture. That's your picture.
+LINE: This is my pencil. That's your pencil.
+LINE: This is my chair. That's your chair.
+
 # Source: ST §That's Your Pen
 $DIALOGUE That's Your Pen
 ID: l1-s16
@@ -1361,6 +1378,30 @@ Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3}
 
 # SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — instructor-read with no recorded stimulus or given word pairs; the two cassette sound activities below cover the same skill.
 
+# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson; restored 2026-08-22 from the previous master)
+$GRAMMAR Two Sounds: P and B
+ID: 1d-f3-b
+INTRO: Two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work.
+
+CARD: **P** and **B** are made with the lips in exactly the same position. The difference is your voice.
+
+CARD: **P** — no voice, just a small puff of air.
+{pen}
+{pencil}
+{please}
+{page}
+{open}
+
+CARD: **B** — the voice is on.
+{book}
+{notebook}
+{table}
+{number}
+{lab}
+
+SUMMARY:
+Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**.
+
 # Source: LLA 1A Figure 5 (skills strand; placed with the P/B work it reinforces)
 $SELECT Same or Different?
 ID: 1a-f5

book-1-lesson-2.module

@@ -635,7 +635,7 @@ VOCAB: recorder
 LINE: This is my recorder. {page_044_002.jpg|A young girl smiling and holding a cassette tape recorder with some cassettes} {bk01-l2b-f5-02.mp3}
 
 VOCAB: tape
-LINE: Those are her tapes. {page_045_001.jpg|A woman sitting at a table next to a small stack of books} {bk01-l2b-f5-03.mp3}
+LINE: Those are her tapes. {page_045_001.jpg|A woman sitting at a table next to a small stack of cassette tapes} {bk01-l2b-f5-03.mp3}
 
 VOCAB: television
 LINE: That's his television. {page_045_002.jpg|A man sitting in an armchair next to a television set with antennas on top} {bk01-l2b-f5-04.mp3}
@@ -668,7 +668,7 @@ PROMPT: {page_044_002.jpg|A young girl smiling and holding a cassette tape recor
 ANSWER: g
 FEEDBACK: This is my recorder. {bk01-l2b-f5-10.mp3}
 
-PROMPT: {page_045_001.jpg|A woman sitting at a table next to a small stack of books}
+PROMPT: {page_045_001.jpg|A woman sitting at a table next to a small stack of cassette tapes}
 ANSWER: d
 FEEDBACK: Those are her tapes. {bk01-l2b-f5-11.mp3}
 
@@ -795,14 +795,14 @@ RESPONSE: That's her chair. {bk01-l2b-f2-12.mp3}
 ACCEPT: her | Her
 
 # Source: LLA 2D Figure 1 (part 1)
-$DIALOGUE Meet Ben, Anne, and Friends
+$DIALOGUE Meet Ben, Ann, and Friends
 ID: 2d-f1
 INTRO: Seven people, seven names. Repeat each name — you'll be introducing them all in a moment.
 INSTRUCTION: Repeat the names.
 REPEAT
 
 LINE: Ben {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {bk01-l2d-f1-01.mp3}
-LINE: Anne {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-02.mp3}
+LINE: Ann {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-02.mp3}
 LINE: Don {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-03.mp3}
 LINE: Bob {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-04.mp3}
 LINE: Pam {page_053_005.jpg|A woman wearing an apron cooking in a pan, labeled 'Pam'} {bk01-l2d-f1-05.mp3}
@@ -822,7 +822,7 @@ PROMPT: What's his name? {page_053_001.jpg|A male doctor with glasses and a stet
 RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3}
 
 PROMPT: What's her name? {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-09-q.mp3}
-RESPONSE: Her name is Anne. {bk01-l2d-f1-09-a.mp3}
+RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3}
 
 PROMPT: What's his name? {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-10-q.mp3}
 RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3}
@@ -869,9 +869,9 @@ PROMPT: This is Bob. His name is Bob. {page_054_005.jpg|A barber trimming a cust
 RESPONSE: Bob
 ACCEPT: bob
 
-PROMPT: This is Anne. Her name is Anne. {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-06.mp3}
+PROMPT: This is Ann. Her name is Ann. {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-06.mp3}
-RESPONSE: Anne
+RESPONSE: Ann
-ACCEPT: anne
+ACCEPT: ann | Anne | anne
 
 PROMPT: This is Ken. His name is Ken. {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-07.mp3}
 RESPONSE: Ken
@@ -1041,8 +1041,8 @@ RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3}
 PROMPT: What's Joan? {page_053_007.jpg|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-18-q.mp3}
 RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3}
 
-PROMPT: What's Anne? {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-19-q.mp3}
+PROMPT: What's Ann? {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-19-q.mp3}
-RESPONSE: Anne's a doctor. {bk01-l2d-f1-19-a.mp3}
+RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3}
 
 PROMPT: What is Bob? {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-20-q.mp3}
 RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3}
@@ -1075,8 +1075,8 @@ RESPONSE: Pam's a cook. {bk01-l2d-f2-11-a.mp3}
 PROMPT: What is Bob? {page_054_005.jpg|A barber trimming a customer's hair} {bk01-l2d-f2-12-q.mp3}
 RESPONSE: Bob's a barber. {bk01-l2d-f2-12-a.mp3}
 
-PROMPT: What is Anne? {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-13-q.mp3}
+PROMPT: What is Ann? {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-13-q.mp3}
-RESPONSE: Anne's a doctor. {bk01-l2d-f2-13-a.mp3}
+RESPONSE: Ann's a doctor. {bk01-l2d-f2-13-a.mp3}
 
 PROMPT: What is Ken? {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-14-q.mp3}
 RESPONSE: Ken's a pilot. {bk01-l2d-f2-14-a.mp3}
@@ -1728,7 +1728,6 @@ Ms_Evans: His classroom is number 22.
 Don: Oh, yes. Mr. Davis is his teacher.
 
 # SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/æ/ vs /ɛ/, p. 45) — instructor-read minimal-pair discrimination with unprinted stimuli; the same skill is covered by the cassette activities below.
-# DROPPED (twin): ST §Pan / Pen — word-pair list duplicated by the cassette vowel-contrast list below.
 # Source: LLA 2D Listening and Speaking 2
 $DIALOGUE Hear the Difference: Met and Mat
 ID: 2d-ls2
@@ -1747,6 +1746,26 @@ LINE: Beth. Bath. {bk01-l2d-f2-33.mp3}
 LINE: X. Axe. {bk01-l2d-f2-34.mp3}
 LINE: Lend. Land. {bk01-l2d-f2-35.mp3}
 
+# Source: ST §Pan/Pen (restored 2026-08-22 — earlier drop note called it a twin of the cassette list, but its pairs — bat/bet, tan/ten, pan/pen, lass/less, lather/leather, rack/wreck, batter/better — are NOT on the cassette; a reading pass that feeds the Same-or-Different check below)
+$DIALOGUE Pan or Pen? Read the Pairs
+ID: l2-s25
+INTRO: Now read similar pairs yourself, out loud. Same drill, but this time your eyes lead and your mouth follows.
+INSTRUCTION: Read these words aloud.
+REPEAT
+
+LINE: and / end
+LINE: bath / Beth
+LINE: ax / ex
+LINE: add / Ed
+LINE: land / lend
+LINE: bat / bet
+LINE: tan / ten
+LINE: lass / less
+LINE: pan / pen
+LINE: lather / leather
+LINE: rack / wreck
+LINE: batter / better
+
 # Source: LLA 2D Figure 3
 $SELECT Same or Different?
 ID: 2d-f3

book-1-lesson-3.module

@@ -814,13 +814,17 @@ PROMPT: What's that? {st-page_077_004.jpg|An open hand holding a half dollar coi
 RESPONSE: That's a half dollar.
 
 # Source: ST §2 Dimes and a Nickel Equals 25 Cents
-$PRODUCE Counting Cents {st-page_078_001.jpg|Two dime coins and a nickel coin placed side-by-side}
+$PRODUCE Counting Cents
 ID: l3-s35
 INTRO: A little arithmetic — the kind that keeps you from overpaying. Add the coins and type the total number of cents.
 INSTRUCTION: Add the coins and type the total number of cents.
 INPUT: type
 CHECK: exact
 
+EXAMPLE
+TEMPLATE: 2 dimes and a nickel = ____{25} cents {st-page_078_001.jpg|Two dime coins and a nickel coin placed side-by-side}
+RESPONSE: 2 dimes and a nickel = 25 cents.
+
 TEMPLATE: 2 nickels and a penny = ____{11} cents
 RESPONSE: 2 nickels and a penny = 11 cents.
 ACCEPT: 11 | eleven
@@ -994,18 +998,18 @@ PROMPT: please {bk01-l3b-f5-ex.mp3}
 OPTION: a | pencil
 OPTION: b | pilot
 OPTION: c | penny
-OPTION: d | please
+OPTION: d | please {bk01-l3b-f5-ex-a.mp3}
 ANSWER: d
 
 PROMPT: these {bk01-l3b-f5-01.mp3}
 OPTION: a | that
 OPTION: b | those
-OPTION: c | these
+OPTION: c | these {bk01-l3b-f5-01-a.mp3}
 OPTION: d | this
 ANSWER: c
 
 PROMPT: write {bk01-l3b-f5-02.mp3}
-OPTION: a | write
+OPTION: a | write {bk01-l3b-f5-02-a.mp3}
 OPTION: b | window
 OPTION: c | word
 OPTION: d | radio
@@ -1013,7 +1017,7 @@ ANSWER: a
 
 PROMPT: he {bk01-l3b-f5-03.mp3}
 OPTION: a | his
-OPTION: b | he
+OPTION: b | he {bk01-l3b-f5-03-a.mp3}
 OPTION: c | she
 OPTION: d | he's
 ANSWER: b
@@ -1021,12 +1025,12 @@ ANSWER: b
 PROMPT: aren't {bk01-l3b-f5-04.mp3}
 OPTION: a | isn't
 OPTION: b | are
-OPTION: c | aren't
+OPTION: c | aren't {bk01-l3b-f5-04-a.mp3}
 OPTION: d | am
 ANSWER: c
 
 PROMPT: close {bk01-l3b-f5-05.mp3}
-OPTION: a | close
+OPTION: a | close {bk01-l3b-f5-05-a.mp3}
 OPTION: b | clock
 OPTION: c | cook
 OPTION: d | chair
@@ -1035,7 +1039,7 @@ ANSWER: a
 PROMPT: it {bk01-l3b-f5-06.mp3}
 OPTION: a | is
 OPTION: b | it's
-OPTION: c | it
+OPTION: c | it {bk01-l3b-f5-06-a.mp3}
 OPTION: d | I'm
 ANSWER: c
 
@@ -1043,12 +1047,12 @@ PROMPT: table {bk01-l3b-f5-07.mp3}
 OPTION: a | tape
 OPTION: b | they
 OPTION: c | teacher
-OPTION: d | table
+OPTION: d | table {bk01-l3b-f5-07-a.mp3}
 ANSWER: d
 
 PROMPT: door {bk01-l3b-f5-08.mp3}
 OPTION: a | doctor
-OPTION: b | door
+OPTION: b | door {bk01-l3b-f5-08-a.mp3}
 OPTION: c | dollar
 OPTION: d | book
 ANSWER: b
@@ -1057,12 +1061,12 @@ PROMPT: picture {bk01-l3b-f5-09.mp3}
 OPTION: a | pencil
 OPTION: b | pilot
 OPTION: c | please
-OPTION: d | picture
+OPTION: d | picture {bk01-l3b-f5-09-a.mp3}
 ANSWER: d
 
 PROMPT: cook {bk01-l3b-f5-10.mp3}
 OPTION: a | book
-OPTION: b | cook
+OPTION: b | cook {bk01-l3b-f5-10-a.mp3}
 OPTION: c | clock
 OPTION: d | cent
 ANSWER: b
@@ -1212,48 +1216,50 @@ $PRODUCE Type the Words
 ID: 3a-f14
 INPUT: type
 CHECK: exact
-INTRO: Hear a word, type the word. Spelling counts — that's the whole game here.
+HIDE_PROMPT
+REPEAT
+INTRO: Hear a word, type the word. Spelling counts — that's the whole game here. After you answer, say the word back with the tape.
 INSTRUCTION: Type the word you hear.
 
 EXAMPLE
-PROMPT: dime
+PROMPT: dime {bk01-l3a-f13-dex.mp3}
-RESPONSE: dime
+RESPONSE: dime {bk01-l3a-f13-cex.mp3}
 
-PROMPT: student
+PROMPT: student {bk01-l3a-f13-d01.mp3}
-RESPONSE: student
+RESPONSE: student {bk01-l3a-f13-c01.mp3}
 
-PROMPT: chair
+PROMPT: chair {bk01-l3a-f13-d02.mp3}
-RESPONSE: chair
+RESPONSE: chair {bk01-l3a-f13-c02.mp3}
 
-PROMPT: half dollar
+PROMPT: half dollar {bk01-l3a-f13-d03.mp3}
-RESPONSE: half dollar
+RESPONSE: half dollar {bk01-l3a-f13-c03.mp3}
 
-PROMPT: cook
+PROMPT: cook {bk01-l3a-f13-d04.mp3}
-RESPONSE: cook
+RESPONSE: cook {bk01-l3a-f13-c04.mp3}
 
-PROMPT: door
+PROMPT: door {bk01-l3a-f13-d05.mp3}
-RESPONSE: door
+RESPONSE: door {bk01-l3a-f13-c05.mp3}
 
-PROMPT: time
+PROMPT: time {bk01-l3a-f13-d06.mp3}
-RESPONSE: time
+RESPONSE: time {bk01-l3a-f13-c06.mp3}
 
-PROMPT: classroom
+PROMPT: classroom {bk01-l3a-f13-d07.mp3}
-RESPONSE: classroom
+RESPONSE: classroom {bk01-l3a-f13-c07.mp3}
 
-PROMPT: these
+PROMPT: these {bk01-l3a-f13-d08.mp3}
-RESPONSE: these
+RESPONSE: these {bk01-l3a-f13-c08.mp3}
 
-PROMPT: quarter
+PROMPT: quarter {bk01-l3a-f13-d09.mp3}
-RESPONSE: quarter
+RESPONSE: quarter {bk01-l3a-f13-c09.mp3}
 
-PROMPT: window
+PROMPT: window {bk01-l3a-f13-d10.mp3}
-RESPONSE: window
+RESPONSE: window {bk01-l3a-f13-c10.mp3}
 
-PROMPT: clock
+PROMPT: clock {bk01-l3a-f13-d11.mp3}
-RESPONSE: clock
+RESPONSE: clock {bk01-l3a-f13-c11.mp3}
 
-PROMPT: pilot
+PROMPT: pilot {bk01-l3a-f13-d12.mp3}
-RESPONSE: pilot
+RESPONSE: pilot {bk01-l3a-f13-c12.mp3}
 
 # Source: LLA 3B Figure 6
 $PRODUCE Type More Words

book-1-lesson-4.module

@@ -184,6 +184,25 @@ TEMPLATE: Are they cooks?\n— No, ____
 RESPONSE: No, they're not cooks.
 ACCEPT: they're not cooks | they aren't cooks | they are not cooks
 
+# Source: new (gap: this/that/these/those are drilled throughout 4A but never explained anywhere in the lesson; restored 2026-08-22 from the previous master)
+$GRAMMAR This, That, These, Those
+ID: 4a-g2
+INTRO: A quick word about "this", "that", "these", and "those" before the plural questions.
+
+CARD: Use **this** for one thing near you, and **that** for one thing farther away.
+{Is this a pen?}
+{Is that a door?}
+
+CARD: For more than one thing, **this** becomes **these** and **that** becomes **those**.
+{Are these books?}
+{Are those chairs?}
+
+SUMMARY:
+| | Near | Far |
+|---|---|---|
+| One | this | that |
+| More than one | these | those |
+
 # Source: LLA 4A Figure 2 (Part 1)
 $DIALOGUE Are These Books? — Yes
 ID: 4a-f2
@@ -236,10 +255,34 @@ SpeakerB: No, they aren't windows. {page_090_006.jpg|A hand pointing from a dist
 
 $SESSION 4-2: My, Your, Her, His
 
-# Source: LLA 4A Figure 3
+# Source: LLA 4A Figure 3 (part 1 — phrase pass; restored 2026-08-22: the tape teaches the bare possessive phrases before the sentences)
+$DIALOGUE My Pen, Your Book
+ID: 4a-f3-a
+INTRO: In this part you'll learn to say who things belong to. First just the phrases — "my pen", "your book". Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-p01.mp3}
+
+LINE: your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-p02.mp3}
+
+LINE: her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-p03.mp3}
+
+VOCAB: quarter
+LINE: his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-p04.mp3}
+
+LINE: my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-p05.mp3}
+
+LINE: your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-p06.mp3}
+
+LINE: her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-p07.mp3}
+
+LINE: his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-p08.mp3}
+
+# Source: LLA 4A Figure 3 (part 2 — sentence pass)
 $DIALOGUE This Is My Pen
 ID: 4a-f3
-INTRO: In this part you'll learn to say who things belong to. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
+INTRO: Now the same pictures in full sentences. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -249,7 +292,6 @@ LINE: That's your book. {page_091_002.jpg|A man looking at a woman who is smilin
 
 LINE: That's her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-03.mp3}
 
-VOCAB: quarter
 LINE: This is his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-04.mp3}
 
 LINE: This is my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-05.mp3}
@@ -1029,14 +1071,14 @@ INSTRUCTION: Look at the clock and type the time.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: It's ____{12 o'clock|twelve o'clock}. {st-page_091_004.jpg|Clock showing 12:00}
+TEMPLATE: It's ____{8 o'clock|eight o'clock}. {st-page_091_004.jpg|Clock showing 8:00}
-RESPONSE: It's 12 o'clock.
+RESPONSE: It's 8 o'clock.
 
-TEMPLATE: It's ____{2 o'clock|two o'clock}. {st-page_091_005.jpg|Clock showing 2:00}
+TEMPLATE: It's ____{3 o'clock|three o'clock}. {st-page_091_005.jpg|Clock showing 3:00}
-RESPONSE: It's 2 o'clock.
+RESPONSE: It's 3 o'clock.
 
-TEMPLATE: It's ____{1 o'clock|one o'clock}. {st-page_091_006.jpg|Clock showing 1:00}
+TEMPLATE: It's ____{11 o'clock|eleven o'clock}. {st-page_091_006.jpg|Clock showing 11:00}
-RESPONSE: It's 1 o'clock.
+RESPONSE: It's 11 o'clock.
 
 # Source: LLA 4C Figure 4
 $DIALOGUE Times with Minutes
@@ -1045,12 +1087,12 @@ INTRO: Now the times between the hours — 10:20, 9:30, 1:15. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 12:00} {bk01-l4c-f4-01.mp3}
+LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 7:00} {bk01-l4c-f4-01.mp3}
-LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 4:10} {bk01-l4c-f4-02.mp3}
+LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 10:20} {bk01-l4c-f4-02.mp3}
-LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 2:45} {bk01-l4c-f4-03.mp3}
+LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 7:10} {bk01-l4c-f4-03.mp3}
 LINE: Go to the lab at 2 o'clock. {page_103_004.jpg|A clock face showing 2:00} {bk01-l4c-f4-04.mp3}
 LINE: Go to the classroom at 9:30. {page_103_005.jpg|A clock face showing 9:30} {bk01-l4c-f4-05.mp3}
-LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:10} {bk01-l4c-f4-06.mp3}
+LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:15} {bk01-l4c-f4-06.mp3}
 
 # Source: ST §What's the Time?
 $PRODUCE What's the Time?
@@ -1065,49 +1107,49 @@ TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg|Clock showing 3:10}
 RESPONSE: It's 3:10.
 ACCEPT: 10
 
-TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg|Clock showing 6:30}
+TEMPLATE: It's 6:____{50}. {st-page_092_005.jpg|Clock showing 6:50}
-RESPONSE: It's 6:30.
+RESPONSE: It's 6:50.
-ACCEPT: 30
+ACCEPT: 50
 
 TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg|Clock showing 12:15}
 RESPONSE: It's 12:15.
 ACCEPT: 15
 
-TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg|Clock showing 10:20}
+TEMPLATE: It's 10:____{05|5}. {st-page_092_007.jpg|Clock showing 10:05}
-RESPONSE: It's 10:20.
+RESPONSE: It's 10:05.
-ACCEPT: 20
+ACCEPT: 05 | 5
 
-TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg|Clock showing 3:45}
+TEMPLATE: It's 3:____{30}. {st-page_092_008.jpg|Clock showing 3:30}
-RESPONSE: It's 3:45.
+RESPONSE: It's 3:30.
-ACCEPT: 45
+ACCEPT: 30
 
-TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg|Clock showing 9:40}
+TEMPLATE: It's 9:____{15}. {st-page_092_009.jpg|Clock showing 9:15}
-RESPONSE: It's 9:40.
+RESPONSE: It's 9:15.
-ACCEPT: 40
-
-TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg|Clock showing 2:15}
-RESPONSE: It's 2:15.
 ACCEPT: 15
 
+TEMPLATE: It's 2:____{20}. {st-page_092_010.jpg|Clock showing 2:20}
+RESPONSE: It's 2:20.
+ACCEPT: 20
+
 TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg|Clock showing 6:50}
 RESPONSE: It's 6:50.
 ACCEPT: 50
 
-TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg|Clock showing 8:05}
+TEMPLATE: It's 8:____{00|0}. {st-page_092_012.jpg|Clock showing 8:00}
-RESPONSE: It's 8:05.
+RESPONSE: It's 8:00.
+ACCEPT: 00 | 0
+
+TEMPLATE: It's 7:____{10}. {st-page_092_013.jpg|Clock showing 7:10}
+RESPONSE: It's 7:10.
+ACCEPT: 10
+
+TEMPLATE: It's 5:____{05|5}. {st-page_092_014.jpg|Clock showing 5:05}
+RESPONSE: It's 5:05.
 ACCEPT: 05 | 5
 
-TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg|Clock showing 7:25}
+TEMPLATE: It's 2:____{30}. {st-page_092_015.jpg|Clock showing 2:30}
-RESPONSE: It's 7:25.
+RESPONSE: It's 2:30.
-ACCEPT: 25
+ACCEPT: 30
-
-TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg|Clock showing 5:35}
-RESPONSE: It's 5:35.
-ACCEPT: 35
-
-TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg|Clock showing 2:55}
-RESPONSE: It's 2:55.
-ACCEPT: 55
 
 # Source: LLA 4C Figure 5
 $SELECT Tap the Right Clock — Minutes Count
@@ -1140,10 +1182,10 @@ ANSWER: d
 FEEDBACK: Go to the lab at 10:00. {bk01-l4c-f5-03-fb.mp3}
 
 PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
-OPTION: a | {page_104_013.jpg|A clock face showing 8:50}
+OPTION: a | {page_104_013.jpg|A clock face showing 10:00}
-OPTION: b | {page_104_014.jpg|A clock face showing 10:10}
+OPTION: b | {page_104_014.jpg|A clock face showing 11:10}
-OPTION: c | {page_104_015.jpg|A clock face showing 6:00}
+OPTION: c | {page_104_015.jpg|A clock face showing 11:30}
-OPTION: d | {page_104_016.jpg|A clock face showing 12:35}
+OPTION: d | {page_104_016.jpg|A clock face showing 11:00}
 ANSWER: b
 FEEDBACK: Go to the classroom at 11:10. {bk01-l4c-f5-04-fb.mp3}
 
@@ -1320,6 +1362,24 @@ LINE: The teacher is in the classroom. {st-page_099_002.jpg|A teacher standing a
 LINE: The students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
 LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
 
+# Source: LLA 4C Figure 6 (Q&A repeat passes — restored 2026-08-22: the tape's yes-pass and no-pass, ten pairs, five of them negatives the answer pass below does not cover)
+$DIALOGUE Where Things Are — Questions and Answers {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
+ID: 4c-f6-qa
+INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-qa01.mp3}
+LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-qa02.mp3}
+LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-qa03.mp3}
+LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-qa04.mp3}
+LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-qa05.mp3}
+LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-qa06.mp3}
+LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-qa07.mp3}
+LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-qa08.mp3}
+LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-qa09.mp3}
+LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-qa10.mp3}
+
 # Source: LLA 4C Figure 6 (Part 2)
 $PRODUCE Questions About the Classroom {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
 ID: 4c-f6-b
@@ -1349,40 +1409,38 @@ PROMPT: Are three desks in the classroom? {bk01-l4c-f6-10-q.mp3}
 RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-10-a.mp3}
 
 # Source: LLA 4C Figure 7
-$SELECT On, In, or Under?
+$PRODUCE Write On, In, or Under
 ID: 4c-f7
+INPUT: type
+CHECK: exact
 HIDE_PROMPT
-INTRO: Tap the right word — on, in, or under — to complete each sentence. Then listen to the whole thing.
+INTRO: Listen to each sentence and type the little word that says where — "on", "in", or "under". Then listen to the answer.
-INSTRUCTION: Tap the correct preposition.
+INSTRUCTION: Type the missing word.
-
-OPTION: on | on
-OPTION: under | under
-OPTION: in | in
 
 TEMPLATE: A clock is ____ the wall.
 PROMPT: A clock is on the wall. {bk01-l4c-f7-01-q.mp3}
-ANSWER: on
+RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
-FEEDBACK: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
+ACCEPT: on
 
 TEMPLATE: A desk is ____ the classroom.
 PROMPT: A desk is in the classroom. {bk01-l4c-f7-02-q.mp3}
-ANSWER: in
+RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
-FEEDBACK: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
+ACCEPT: in
 
 TEMPLATE: Four books are ____ the desk.
 PROMPT: Four books are on the desk. {bk01-l4c-f7-03-q.mp3}
-ANSWER: on
+RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
-FEEDBACK: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
+ACCEPT: on
 
 TEMPLATE: A pencil is ____ the table.
 PROMPT: A pencil is under the table. {bk01-l4c-f7-04-q.mp3}
-ANSWER: under
+RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
-FEEDBACK: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
+ACCEPT: under
 
 TEMPLATE: A window is ____ the classroom.
 PROMPT: A window is in the classroom. {bk01-l4c-f7-05-q.mp3}
-ANSWER: in
+RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
-FEEDBACK: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
+ACCEPT: in
 
 # Source: ST §What Are Those?
 $DIALOGUE What Are Those?
@@ -1526,7 +1584,7 @@ TEMPLATE: {page_107_002.jpg|A box sitting on top of a chair}
 ANSWER: g
 
 TEMPLATE: {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room}
-ANSWER: e|i
+ANSWER: e|i|a
 
 TEMPLATE: {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard}
 ANSWER: e|i

book-1-lesson-5.module

@@ -135,7 +135,7 @@ ACCEPT: a dime | dime
 
 PROMPT: What's this? {st-page_108_008.jpg|A female doctor or nurse wearing glasses and a uniform with an ID badge}
 RESPONSE: a doctor
-ACCEPT: a doctor | doctor
+ACCEPT: a doctor | doctor | a nurse | nurse
 
 PROMPT: What's this? {st-page_108_009.jpg|A US fifty-cent coin showing John F. Kennedy}
 RESPONSE: a half dollar
@@ -288,10 +288,10 @@ CHECK: exact
 TEMPLATE: Today is Saturday. Tomorrow is ____{Sunday}.
 RESPONSE: Today is Saturday. Tomorrow is Sunday.
 
-TEMPLATE: How ____{are} you? ____{Fine}, thanks.
+TEMPLATE: How ____{are} you? ____{Fine|Good|Great}, thanks.
 RESPONSE: How are you? Fine, thanks.
 
-TEMPLATE: My ____{name} is Aldo. What ____{is} your name?
+TEMPLATE: My ____{name} is Aldo. What ____{is|'s} your name?
 RESPONSE: My name is Aldo. What is your name?
 
 TEMPLATE: What are you? ____{I'm|I am} a doctor.
@@ -312,7 +312,7 @@ RESPONSE: A, B, C, and D are capital letters.
 TEMPLATE: Are you a teacher? No, ____{I'm|I am} not.
 RESPONSE: Are you a teacher? No, I'm not.
 
-TEMPLATE: What's that? It's ____{a} book.
+TEMPLATE: What's that? It's ____{a|my|your|his|her} book.
 RESPONSE: What's that? It's a book.
 
 # Source: ST §What Is He? (letter-box word completion, recast as a select with the box as the shared pool)
@@ -598,62 +598,61 @@ $SESSION 5-4: Extra Practice: Reading Letters
 # Source: ST §Same/Different
 $SELECT Same or Different?
 ID: l5-s7
-INTRO: This last part is extra practice with English letters. If you can already read letters comfortably, feel free to skip it. You'll hear two letters — tap "Same" if they are the same letter, "Different" if not.
+INTRO: This last part is extra practice with English letters. If you can already read letters comfortably, feel free to skip it. Look at the two letters on each card — tap "Same" if they are the same letter, "Different" if not.
-INSTRUCTION: Tap Same or Different.
+INSTRUCTION: Look at the two letters. Tap Same or Different.
-HIDE_PROMPT
 OPTION: s | Same
 OPTION: d | Different
 
 EXAMPLE
-PROMPT: k ... l
+TEMPLATE: k l
 ANSWER: d
 
-PROMPT: Q ... O
+TEMPLATE: Q O
 ANSWER: d
 
-PROMPT: i ... j
+TEMPLATE: i j
 ANSWER: d
 
-PROMPT: E ... E
+TEMPLATE: E E
 ANSWER: s
 
-PROMPT: c ... o
+TEMPLATE: c o
 ANSWER: d
 
-PROMPT: P ... P
+TEMPLATE: P P
 ANSWER: s
 
-PROMPT: b ... d
+TEMPLATE: b d
 ANSWER: d
 
-PROMPT: v ... w
+TEMPLATE: v w
 ANSWER: d
 
-PROMPT: q ... q
+TEMPLATE: q q
 ANSWER: s
 
-PROMPT: M ... N
+TEMPLATE: M N
 ANSWER: d
 
-PROMPT: N ... Z
+TEMPLATE: N Z
 ANSWER: d
 
-PROMPT: f ... f
+TEMPLATE: f f
 ANSWER: s
 
-PROMPT: F ... E
+TEMPLATE: F E
 ANSWER: d
 
-PROMPT: W ... M
+TEMPLATE: W M
 ANSWER: d
 
-PROMPT: i ... i
+TEMPLATE: i i
 ANSWER: s
 
-PROMPT: R ... P
+TEMPLATE: R P
 ANSWER: d
 
-PROMPT: v ... v
+TEMPLATE: v v
 ANSWER: s
 
 # Source: ST §Two Letters Are the Same