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+$MODULE Book 11 · Lesson 1: I Need to See the Doctor {st-page_005_001.jpg}
+FORMAT: 2
+DIOCO_DOC_ID: alc_book11_lesson1
+DESCRIPTION: Health problems and symptoms, making medical appointments, emergencies, the present perfect and present perfect progressive tenses, and questions with "how long."
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Nurse | gacrux | Female nurse
+VOICE: Sally | gacrux | Female student
+VOICE: Maria | gacrux | Female student
+VOICE: David | achernar | Male student
+VOICE: Allen | achird | Male student
+VOICE: Steve | schedar | Male student
+VOICE: Boy1 | achernar | Male student
+VOICE: Sue | gacrux | Female
+VOICE: Tom | achernar | Male
+VOICE: Pat | gacrux | Female
+VOICE: Joe | achird | Male
+VOICE: Ann | gacrux | Female
+VOICE: Tim | achernar | Male
+VOICE: Jan | gacrux | Female
+VOICE: Jim | schedar | Male
+VOICE: Ted | achernar | Male
+VOICE: Dan | achird | Male
+VOICE: Bob | schedar | Male
+VOICE: Ray | achernar | Male
+VOICE: Mrs_Green | gacrux | Female
+VOICE: Secretary | aoede | Female
+VOICE: Dr_Paine | aoede | Female
+VOICE: Dr_Ford | achernar | Male doctor
+VOICE: Tommy | schedar | Young boy
+VOICE: Clerk | gacrux | Female receptionist
+VOICE: Kent | achernar | Male patient
+VOICE: Alice | aoede | Female
+VOICE: Janet | gacrux | Female
+VOICE: Karen | aoede | Female
+VOICE: Ms_Roberts | aoede | Female receptionist
+VOICE: Mr_Edwards | achernar | Male patient
+VOICE: Mr_Peters | achird | Concerned father
+VOICE: Ms_Barton | aoede | Female nurse
+VOICE: Sam | achernar | Male speaker
+VOICE: Henry | achird | Male speaker
+VOICE: Don | achernar | Male speaker
+VOICE: John | achird | Male speaker
+VOICE: Mr_Wilson | achernar | Male speaker
+VOICE: Mr_Roberts | achird | Male speaker
+VOICE: Larry | achernar | Male speaker
+VOICE: Ralph | achird | Male speaker
+VOICE: Alan | achernar | Male speaker
+VOICE: Jerry | achird | Male speaker
+VOICE: Walter | achird | Male speaker
+VOICE: Peter | achernar | Male speaker
+VOICE: Kevin | achird | Male speaker
+VOICE: Sgt_Allor | achernar | Male speaker
+VOICE: Sgt_Rivas | achird | Male speaker
+VOICE: Mr_Jones | achernar | Male speaker
+VOICE: Mr_Chevalier | achird | Male speaker
+VOICE: Capt_Habib | achernar | Male speaker
+VOICE: Mr_Browning | achird | Male speaker
+VOICE: Dr_Peterson | achernar | Male doctor
+VOICE: Mr_Rogers | achird | Male speaker
+VOICE: Appointment_Clerk | aoede | Female receptionist
+VOICE: Patient | achernar | Male patient
+VOICE: Patient_Mother | aoede | Concerned mother
+VOICE: Patient2 | achird | Male patient
+VOICE: Lt_Nelson | achernar | Male speaker
+VOICE: Capt_Smith | achird | Male speaker
+VOICE: Brian | achernar | Male speaker
+VOICE: Ed | achird | Male speaker
+VOICE: Cathy | aoede | Female speaker
+VOICE: Laura | aoede | Female speaker
+VOICE: Mr_Perkins | achernar | Male speaker
+VOICE: Ms_Franklin | aoede | Female speaker
+VOICE: Charles | achernar | Male speaker
+VOICE: Richard | achird | Male speaker
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 1-1: Aches and Pains
+
+# Source: ST §What's Wrong? (sentence panel — leads the vocab, per word-list rule)
+$DIALOGUE Aches and Pains
+ID: l1-s1
+INTRO: In this lesson you'll learn to say what hurts, describe your symptoms, and make a doctor's appointment — plus two tenses for saying how long the trouble has lasted. First, the aches and pains themselves. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: chest
+LINE: Ned's chest hurts. {st-page_007_001.jpg}
+
+VOCAB: to run a temperature
+LINE: Sally is running a temperature. {st-page_007_002.jpg}
+
+VOCAB: back
+VOCAB: pain
+LINE: Fran's back hurts. She has a pain in her back. {st-page_007_003.jpg}
+
+VOCAB: stomach
+LINE: Her stomach hurts. {st-page_007_004.jpg}
+
+VOCAB: backache
+LINE: Fred has a backache. {st-page_008_001.jpg}
+
+VOCAB: headache
+LINE: Sally has a headache. {st-page_008_002.jpg}
+
+VOCAB: earache
+LINE: Joe has an earache. {st-page_008_003.jpg}
+
+VOCAB: stomachache
+LINE: Pete has a stomachache. {st-page_008_004.jpg}
+
+# Source: LLA 1A Figure 1 (word list — kept after the sentence panel as pronunciation reinforcement)
+$DIALOGUE Say the Words
+ID: 1a-f1
+INTRO: Now the same words on their own, from the tape. Say each one clearly after the speaker.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Headache. {bk11-l1a-f1-01.mp3}
+LINE: Earache. {bk11-l1a-f1-02.mp3}
+LINE: Aches. {bk11-l1a-f1-03.mp3}
+LINE: Stomach. {bk11-l1a-f1-04.mp3}
+LINE: Stomachache. {bk11-l1a-f1-05.mp3}
+LINE: Backache. {bk11-l1a-f1-06.mp3}
+LINE: Problem. {bk11-l1a-f1-07.mp3}
+LINE: Chest. {bk11-l1a-f1-08.mp3}
+LINE: Pain. {bk11-l1a-f1-09.mp3}
+
+# Source: LLA 1A Figure 1 (dialog)
+$DIALOGUE In the Nurse's Office {page_010_001.jpg}
+ID: 1a-f1-b
+INTRO: The school nurse has a full waiting room today — everyone hurts somewhere. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Nurse: What's wrong with all of you? {bk11-l1a-f1-10.mp3}
+Sally: My head hurts. {bk11-l1a-f1-11.mp3}
+LINE: I have a headache. {bk11-l1a-f1-12.mp3}
+David: I have an earache. {bk11-l1a-f1-13.mp3}
+LINE: My left ear aches. {bk11-l1a-f1-14.mp3}
+Allen: My stomach hurts. {bk11-l1a-f1-15.mp3}
+LINE: I have a stomachache. {bk11-l1a-f1-16.mp3}
+Nurse: Maria, what's the matter with you? {bk11-l1a-f1-17.mp3}
+Maria: I hurt my back. {bk11-l1a-f1-18.mp3}
+LINE: Now I have a backache. {bk11-l1a-f1-19.mp3}
+Nurse: What's your problem, Steve? {bk11-l1a-f1-20.mp3}
+Steve: My chest hurts. {bk11-l1a-f1-21.mp3}
+LINE: I feel a pain right here. {bk11-l1a-f1-22.mp3}
+
+# Source: LLA 1A Figure 2
+$SELECT Who Has What?
+ID: 1a-f2
+INTRO: You'll hear a sentence about one of the five students. Tap the picture it matches.
+INSTRUCTION: Tap the matching picture.
+
+OPTION: a | Sally (headache) {page_011_001.jpg}
+OPTION: b | David (earache) {page_011_002.jpg}
+OPTION: c | Alan (stomachache) {page_011_003.jpg}
+OPTION: d | Maria (backache) {page_011_004.jpg}
+OPTION: e | Steve (chest pain) {page_011_005.jpg}
+
+EXAMPLE
+PROMPT: Alan has a stomachache. {bk11-l1a-f2-ex.mp3}
+ANSWER: c
+
+PROMPT: Sally has a headache. {bk11-l1a-f2-01.mp3}
+ANSWER: a
+
+PROMPT: Maria has a backache. {bk11-l1a-f2-02.mp3}
+ANSWER: d
+
+PROMPT: Steve has a pain in his chest. {bk11-l1a-f2-03.mp3}
+ANSWER: e
+
+PROMPT: David has an earache. {bk11-l1a-f2-04.mp3}
+ANSWER: b
+
+# Source: LLA 1A Figure 2 (questions)
+$PRODUCE What's the Matter with Them?
+ID: 1a-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now answer questions about the same unlucky five. Speak a full sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
+
+PROMPT: Do all of the students have the same problem? {bk11-l1a-f2-05-q.mp3}
+RESPONSE: No, they have different problems. {bk11-l1a-f2-05-a.mp3}
+
+PROMPT: Look at Picture A. What's the matter with Sally? {page_011_001.jpg} {bk11-l1a-f2-06-q.mp3}
+RESPONSE: She has a headache. {bk11-l1a-f2-06-a.mp3}
+
+PROMPT: Look at Picture B. What's wrong with David? {page_011_002.jpg} {bk11-l1a-f2-07-q.mp3}
+RESPONSE: David has an earache. {bk11-l1a-f2-07-a.mp3}
+
+PROMPT: Look at Picture C. What's the matter with Alan? {page_011_003.jpg} {bk11-l1a-f2-08-q.mp3}
+RESPONSE: He has a stomachache. {bk11-l1a-f2-08-a.mp3}
+
+PROMPT: Look at Picture D. What is Maria's problem? {page_011_004.jpg} {bk11-l1a-f2-09-q.mp3}
+RESPONSE: She has a backache. {bk11-l1a-f2-09-a.mp3}
+
+PROMPT: Look at Picture E. Where does Steve have a pain? {page_011_005.jpg} {bk11-l1a-f2-10-q.mp3}
+RESPONSE: He has a pain in his chest. {bk11-l1a-f2-10-a.mp3}
+
+# Source: ST §He Has a Backache
+$PRODUCE Say What's Wrong
+ID: l1-s2
+INPUT: speak
+CHECK: llm
+INTRO: Look at each picture and say what's wrong with the person — a full sentence, like a sympathetic doctor.
+INSTRUCTION: Say what's wrong with the person in the picture.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing that names the same symptom in a complete statement.
+
+PROMPT: {st-page_009_001.jpg}
+RESPONSE: He has a backache.
+
+PROMPT: {st-page_009_002.jpg}
+RESPONSE: She is running a temperature.
+
+PROMPT: {st-page_009_003.jpg}
+RESPONSE: She has a headache.
+
+PROMPT: {st-page_009_004.jpg}
+RESPONSE: He has chest pain.
+
+PROMPT: {st-page_009_005.jpg}
+RESPONSE: He has a stomachache.
+
+PROMPT: {st-page_009_006.jpg}
+RESPONSE: She has a backache.
+
+PROMPT: {st-page_010_001.jpg}
+RESPONSE: He has an earache.
+
+PROMPT: {st-page_010_002.jpg}
+RESPONSE: She has a stomachache.
+
+# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
+
+# Source: LLA 1A Figure 3
+$DIALOGUE Taking Temperatures
+ID: 1a-f3
+INTRO: The nurse takes everyone's temperature — and you'll learn where "normal" is. Listen to the new words, then the paragraph.
+INSTRUCTION: Listen to the words and the paragraph.
+
+VOCAB: nurse
+LINE: Nurse. {bk11-l1a-f3-01.mp3}
+
+VOCAB: temperature
+LINE: Temperature. {bk11-l1a-f3-02.mp3}
+
+VOCAB: fever
+LINE: Fever. {bk11-l1a-f3-03.mp3}
+
+Narrator: The nurse at the school took everyone's temperature. {bk11-l1a-f3-04.mp3}
+LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-05.mp3}
+LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-06.mp3}
+LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {bk11-l1a-f3-07.mp3}
+LINE: That temperature is all right. {bk11-l1a-f3-08.mp3}
+LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-09.mp3}
+
+# Source: LLA 1A Figure 3 (dictated temperatures)
+$PRODUCE Type the Temperature
+ID: 1a-f3-b
+INPUT: type
+CHECK: exact
+INTRO: Listen to each student's temperature and type the number you hear. Decimal points count.
+INSTRUCTION: Type the temperature.
+
+PROMPT: Steve had a temperature of 100 degrees. {bk11-l1a-f3-10.mp3}
+TEMPLATE: Steve's: ____ {page_012_002.jpg}
+RESPONSE: 100
+ACCEPT: 100.0
+
+PROMPT: Alan's temperature was 98.2 degrees. {bk11-l1a-f3-11.mp3}
+TEMPLATE: Alan's: ____ {page_012_003.jpg}
+RESPONSE: 98.2
+
+PROMPT: Sally's temperature was 99.5. {bk11-l1a-f3-12.mp3}
+TEMPLATE: Sally's: ____ {page_012_004.jpg}
+RESPONSE: 99.5
+
+PROMPT: David had a temperature of 103 degrees. {bk11-l1a-f3-13.mp3}
+TEMPLATE: David's: ____ {page_012_005.jpg}
+RESPONSE: 103
+ACCEPT: 103.0
+
+# Source: LLA 1A Figure 3 (questions)
+$PRODUCE Whose Fever Was Highest?
+ID: 1a-f3-c
+INPUT: speak
+CHECK: reveal
+INTRO: Answer questions about those temperatures aloud, then repeat the correct answer. Poor David.
+INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
+
+PROMPT: Whose fever was the highest? {bk11-l1a-f3-14-q.mp3}
+RESPONSE: David's fever was the highest. {bk11-l1a-f3-14-a.mp3}
+
+PROMPT: Who had the lowest temperature? {bk11-l1a-f3-15-q.mp3}
+RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-15-a.mp3}
+
+PROMPT: What was the highest temperature? {bk11-l1a-f3-16-q.mp3}
+RESPONSE: The highest temperature was 103. {bk11-l1a-f3-16-a.mp3}
+
+PROMPT: What was Steve's temperature? {bk11-l1a-f3-17-q.mp3}
+RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-17-a.mp3}
+
+PROMPT: What was Sally's temperature? {bk11-l1a-f3-18-q.mp3}
+RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-18-a.mp3}
+
+$LESSON 1-2: A Bad Cold
+
+# Source: LLA 1A Figure 4
+$DIALOGUE Symptoms of a Cold
+ID: 1a-f4
+INTRO: In this part: colds — the sneezing, coughing, runny-nose kind of misery. Listen to the new words and sentences about Sally's cold, and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: runny nose
+LINE: Runny nose. {page_013_001.jpg} {bk11-l1a-f4-01.mp3}
+
+VOCAB: sneeze
+LINE: Sneeze. {page_013_001.jpg} {bk11-l1a-f4-02.mp3}
+
+VOCAB: cough
+LINE: Cough. {page_013_001.jpg} {bk11-l1a-f4-03.mp3}
+
+VOCAB: cold
+LINE: Sally has a bad cold. {page_013_001.jpg} {bk11-l1a-f4-04.mp3}
+
+VOCAB: catch
+LINE: She hopes her friends won't catch it. {page_013_001.jpg} {bk11-l1a-f4-05.mp3}
+
+VOCAB: caught
+LINE: She thinks she caught it from her sister. {page_013_001.jpg} {bk11-l1a-f4-06.mp3}
+
+VOCAB: symptoms
+LINE: She began to feel the symptoms yesterday. {page_013_001.jpg} {bk11-l1a-f4-07.mp3}
+
+LINE: First she started to sneeze. {page_013_001.jpg} {bk11-l1a-f4-08.mp3}
+
+VOCAB: run
+LINE: Then her nose began to run. {page_013_001.jpg} {bk11-l1a-f4-09.mp3}
+
+LINE: Now she has a bad cough. {page_013_001.jpg} {bk11-l1a-f4-10.mp3}
+
+VOCAB: coughed
+LINE: She couldn't sleep last night because she coughed so often. {page_013_001.jpg} {bk11-l1a-f4-11.mp3}
+
+VOCAB: running a temperature
+LINE: Now she's running a temperature of 101. {page_013_001.jpg} {bk11-l1a-f4-12.mp3}
+
+VOCAB: see
+LINE: Her mother thinks Sally should see the doctor. {page_013_001.jpg} {bk11-l1a-f4-13.mp3}
+
+VOCAB: appointment
+LINE: She wants Sally to make an appointment with the doctor. {page_013_001.jpg} {bk11-l1a-f4-14.mp3}
+
+# Source: ST §Ned Has An Awful Cold
+$DIALOGUE Ned Has an Awful Cold
+ID: l1-s3
+INTRO: Now a story about Ned, who has all of Sally's symptoms and then some. Just listen and read along.
+INSTRUCTION: Listen and read the story.
+
+Narrator: I went to see Ned yesterday.
+VOCAB: to get there
+Narrator: When I got there, he was sneezing. {st-page_011_001.jpg}
+VOCAB: to cough
+Narrator: He was also coughing, and his nose was running. {st-page_011_003.jpg}
+VOCAB: runny
+Narrator: With his runny nose, he had a bad pain in his chest, too.
+VOCAB: ache
+Narrator: His cough made his chest ache more. {st-page_011_005.jpg}
+Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg}
+VOCAB: to catch
+Narrator: How did he catch his cold? Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain?
+Narrator: He wasn't sure.
+VOCAB: symptom
+Narrator: He only knew that the sneezing, coughing, and other symptoms were not pleasant. {st-page_011_008.jpg}
+Narrator: Ned really felt bad yesterday.
+
+# SKIPPED (book): "NED HAS AN AWFUL COLD" questions — instructor-read, none printed.
+# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed.
+
+# Source: LLA 1A Figure 5
+$PRODUCE Complete the Dialog: I Can't Stop Sneezing
+ID: 1a-f5
+INPUT: type
+CHECK: exact
+INTRO: Sally and Maria talk about Sally's cold. Listen to each line and type the missing word — the cold vocabulary you just learned.
+INSTRUCTION: Type the missing word.
+
+TEMPLATE: Sally: Excuse me. I can't stop ____.
+PROMPT: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
+RESPONSE: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
+ACCEPT: sneezing
+
+TEMPLATE: Maria: What's the matter? Did you ____{catch} a ____{cold}?
+PROMPT: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
+RESPONSE: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
+
+TEMPLATE: Sally: I have all the ____ of one.
+PROMPT: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
+RESPONSE: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
+ACCEPT: symptoms
+
+TEMPLATE: Maria: That's a bad ____{cough}. Do you have a ____{fever}?
+PROMPT: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
+RESPONSE: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
+
+TEMPLATE: Sally: Yes. And a ____ nose too.
+PROMPT: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
+RESPONSE: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
+ACCEPT: runny
+
+TEMPLATE: Maria: Did you make a doctor's ____?
+PROMPT: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
+RESPONSE: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
+ACCEPT: appointment
+
+TEMPLATE: Sally: I don't think I need to ____ the doctor.
+PROMPT: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
+RESPONSE: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
+ACCEPT: see
+
+# Source: LLA 1A Figure 6
+$DIALOGUE Why Weren't You in Math Class?
+ID: 1a-f6
+INTRO: David missed the math test because he was sick. He's about to hear some news that won't help his recovery. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+Boy1: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3}
+David: I was in the nurse's office. {bk11-l1a-f6-02.mp3}
+Boy1: What was wrong? {bk11-l1a-f6-03.mp3}
+David: I was sick. {bk11-l1a-f6-04.mp3}
+Boy1: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3}
+David: It was? I thought it was going to be hard. {bk11-l1a-f6-06.mp3}
+Boy1: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3}
+David: Was Mr. Wilson angry? {bk11-l1a-f6-08.mp3}
+Boy1: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3}
+David: Another test tomorrow? I feel sick again. {bk11-l1a-f6-10.mp3}
+
+# Source: LLA 1A Figure 6 (questions)
+$PRODUCE Questions About David's Morning
+ID: 1a-f6-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Answer questions about David's conversation aloud. You can look back at the dialog if your memory calls in sick too.
+INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
+
+PROMPT: Who is Mr. Wilson? {bk11-l1a-f6-11-q.mp3}
+RESPONSE: Mr. Wilson is a teacher. {bk11-l1a-f6-11-a.mp3}
+
+PROMPT: How was the math test this morning? {bk11-l1a-f6-12-q.mp3}
+RESPONSE: It was easy. {bk11-l1a-f6-12-a.mp3}
+
+PROMPT: Where was David this morning? {bk11-l1a-f6-13-q.mp3}
+RESPONSE: He was in the nurse's office. {bk11-l1a-f6-13-a.mp3}
+
+PROMPT: Did all of the other students take the math test? {bk11-l1a-f6-14-q.mp3}
+RESPONSE: No, half of the students in the class didn't take the test. {bk11-l1a-f6-14-a.mp3}
+
+PROMPT: Will Mr. Wilson give the class another test? {bk11-l1a-f6-15-q.mp3}
+RESPONSE: Yes, he'll give the class another test tomorrow. {bk11-l1a-f6-15-a.mp3}
+
+$LESSON 1-3: Checkups and Appointments
+
+# Source: ST §An Appointment for a Physical (sentence presentation leads the 1B word list)
+$DIALOGUE An Appointment for a Physical {st-page_013_001.jpg}
+ID: l1-s4
+INTRO: In this part you'll learn the words for checkups and how to set up an appointment. Mr. Edwards needs a complete physical — listen and repeat the phone call.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Ms_Roberts: Dr. Getwell's office. May I help you?
+VOCAB: appointment
+VOCAB: to see
+Mr_Edwards: Yes, I'd like to make an appointment to see the doctor.
+Ms_Roberts: What would you like to see him about?
+VOCAB: physical
+Mr_Edwards: I need to have a complete physical. I'm buying some insurance, and the insurance company wants to be sure that I'm in good shape.
+VOCAB: physical examination
+Ms_Roberts: When did you have your last physical examination, sir?
+VOCAB: annual
+VOCAB: checkup
+VOCAB: regular
+Mr_Edwards: Well, I had my annual checkup about ten months ago. I have an appointment for my regular exam in two months, but I don't want to wait. The insurance company has a good deal this month.
+NOTES: good deal = something good at a good price
+VOCAB: to come in
+Ms_Roberts: Can you come in on Monday at 1:30?
+VOCAB: to make it
+Mr_Edwards: No, I'm sorry; I can't make it on Monday.
+VOCAB: how about
+Ms_Roberts: How about Tuesday at 8:30?
+Mr_Edwards: That'll be fine. Thank you.
+Ms_Roberts: We'll see you on Tuesday.
+VOCAB: then
+Mr_Edwards: Yes, I'll see you then.
+
+# SKIPPED (book): "AN APPOINTMENT FOR A PHYSICAL" questions — none printed.
+
+# Source: LLA 1B Figure 1 (word list — kept as pronunciation reinforcement)
+$DIALOGUE Say the Words: Checkups
+ID: l1b-f1
+INTRO: Here are the key words from that call, one at a time. Repeat each one after the tape.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: annual {bk11-l1b-f1-01.mp3}
+LINE: examination {bk11-l1b-f1-02.mp3}
+LINE: physical {bk11-l1b-f1-03.mp3}
+LINE: exam {bk11-l1b-f1-04.mp3}
+LINE: checkup {bk11-l1b-f1-05.mp3}
+LINE: regular {bk11-l1b-f1-06.mp3}
+LINE: in {bk11-l1b-f1-07.mp3}
+LINE: out {bk11-l1b-f1-08.mp3}
+LINE: sometime {bk11-l1b-f1-09.mp3}
+LINE: come in {bk11-l1b-f1-10.mp3}
+LINE: make it {bk11-l1b-f1-11.mp3}
+LINE: how about {bk11-l1b-f1-12.mp3}
+LINE: then {bk11-l1b-f1-13.mp3}
+
+# Source: LLA 1B Figure 2 (short dialogs)
+$DIALOGUE Short Dialogs: Annual, Regular, Checkup
+ID: l1b-f2
+INTRO: Each short exchange shows one of the new words in action — checkups, being "in" or "out," and setting a time. Just listen.
+INSTRUCTION: Listen to the dialogues.
+
+Sue: Does your family take a vacation every year? {bk11-l1b-f2-01a.mp3}
+Tom: Yes, we take an annual vacation. {bk11-l1b-f2-01b.mp3}
+
+Pat: Jane can't see very well at night. {bk11-l1b-f2-02a.mp3}
+Joe: She ought to have an eye examination. {bk11-l1b-f2-02b.mp3}
+
+Ann: Why are you going to the doctor? Are you sick? {bk11-l1b-f2-03a.mp3}
+Tim: No, but I need a physical exam before school starts. {bk11-l1b-f2-03b.mp3}
+
+Jan: I go to the dentist only when I have a problem. {bk11-l1b-f2-04a.mp3}
+Jim: I don't. I have a checkup every 6 months. {bk11-l1b-f2-04b.mp3}
+
+Ted: Does Jim usually work on your car? {bk11-l1b-f2-05a.mp3}
+Jan: No, Tom is my regular mechanic. {bk11-l1b-f2-05b.mp3}
+
+Dan: Are you in the military? {bk11-l1b-f2-06a.mp3}
+Bob: No, I was in for 8 years, but I'm out now. {bk11-l1b-f2-06b.mp3}
+
+Bob: Can you give me a haircut some time today? {bk11-l1b-f2-07a.mp3}
+Ray: Sure. Can you come in at 9 o'clock? {bk11-l1b-f2-07b.mp3}
+Bob: Sorry, I can't make it there that early. {bk11-l1b-f2-07c.mp3}
+Ray: All right. How about 11 o'clock? {bk11-l1b-f2-07d.mp3}
+Bob: That's fine. I'll see you then. {bk11-l1b-f2-07e.mp3}
+
+# Source: LLA 1B Figure 2 (questions)
+$PRODUCE Questions About the Short Dialogs
+ID: l1b-f2-b
+REFERENCE
+INTRO: Now answer questions about those exchanges. Speak a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer the questions aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What kind of vacation does Tom's family take? {bk11-l1b-f2-08-q.mp3}
+RESPONSE: They take an annual vacation. {bk11-l1b-f2-08-a.mp3}
+
+PROMPT: What should Jane have? {bk11-l1b-f2-09-q.mp3}
+RESPONSE: She should have an eye examination. {bk11-l1b-f2-09-a.mp3}
+
+PROMPT: What does Tim need before school starts? {bk11-l1b-f2-10-q.mp3}
+RESPONSE: He needs a physical exam. {bk11-l1b-f2-10-a.mp3}
+
+PROMPT: How often does Jim go to the dentist for a checkup? {bk11-l1b-f2-11-q.mp3}
+RESPONSE: He goes for a checkup every 6 months. {bk11-l1b-f2-11-a.mp3}
+
+PROMPT: Who is Jan's regular mechanic? {bk11-l1b-f2-12-q.mp3}
+RESPONSE: Tom is her regular mechanic. {bk11-l1b-f2-12-a.mp3}
+
+PROMPT: Is Bob in the military now, or is he out? {bk11-l1b-f2-13-q.mp3}
+RESPONSE: He's out now. {bk11-l1b-f2-13-a.mp3}
+
+PROMPT: How long was he in? {bk11-l1b-f2-14-q.mp3}
+RESPONSE: He was in for 8 years. {bk11-l1b-f2-14-a.mp3}
+
+PROMPT: When does Bob want a haircut? {bk11-l1b-f2-15-q.mp3}
+RESPONSE: He wants one some time today. {bk11-l1b-f2-15-a.mp3}
+
+PROMPT: When does Ray ask him to come in? {bk11-l1b-f2-16-q.mp3}
+RESPONSE: Ray asks him to come in at 9 o'clock. {bk11-l1b-f2-16-a.mp3}
+
+PROMPT: Can Bob be there by 9? {bk11-l1b-f2-17-q.mp3}
+RESPONSE: No, he can't make it there by 9. {bk11-l1b-f2-17-a.mp3}
+
+PROMPT: Will he see Ray at 11? {bk11-l1b-f2-18-q.mp3}
+RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-18-a.mp3}
+
+# Source: LLA 1B Figure 3
+$PRODUCE Henry's Physical Exam
+ID: l1b-f3
+INTRO: Listen to a paragraph about Henry, who never misses his checkup, and type the missing words.
+INSTRUCTION: Type the missing word or words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: He gets a ____{physical} exam every summer.
+PROMPT: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
+RESPONSE: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
+ACCEPT: physical
+
+TEMPLATE: When it's time for his ____{annual} visit to the doctor, Henry calls Dr. Armstrong's office.
+PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
+RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
+ACCEPT: annual
+
+TEMPLATE: The secretary always gives him an appointment ____{sometime} in June.
+PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
+RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
+ACCEPT: sometime
+
+TEMPLATE: The doctor checks Henry carefully ____{then}.
+PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
+RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
+ACCEPT: then
+
+TEMPLATE: When Dr. Armstrong finds something wrong in the ____{regular} exam, he asks Henry to ____{come in} for another examination.
+PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
+RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
+
+TEMPLATE: Henry always ____{makes it} to the doctor's office for his ____{exam|checkup} because he wants to keep his job.
+PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
+RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
+
+TEMPLATE: ____{How about} you? Do you get a ____{checkup} every year?
+PROMPT: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
+RESPONSE: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
+
+$LESSON 1-4: Emergencies
+
+# Source: LLA 1B Figure 4 (word list merged into the dialog it introduces)
+$DIALOGUE It's an Emergency — a Phone Call
+ID: l1b-f4
+INTRO: In this part: what to say when it can't wait. Mike broke his arm playing basketball, and his mother is on the phone. Repeat the new words and each line of the call.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: emergency
+LINE: emergency {bk11-l1b-f4-01.mp3}
+
+VOCAB: patient
+LINE: patient {bk11-l1b-f4-02.mp3}
+
+VOCAB: to get
+LINE: get {bk11-l1b-f4-03.mp3}
+
+Mrs_Green: Can I speak with the doctor, please? {page_018_001.jpg} {bk11-l1b-f4-04.mp3}
+Secretary: Dr. Payne will have some free time in about an hour. {page_018_001.jpg} {bk11-l1b-f4-05.mp3}
+LINE: May she return your call then? {page_018_001.jpg} {bk11-l1b-f4-06.mp3}
+Mrs_Green: No, I can't wait. {page_018_001.jpg} {bk11-l1b-f4-07.mp3}
+LINE: This is an emergency. {page_018_001.jpg} {bk11-l1b-f4-08.mp3}
+LINE: My son Mike had an accident. {page_018_001.jpg} {bk11-l1b-f4-09.mp3}
+Secretary: Just a minute, please. I'll tell her. {page_018_001.jpg} {bk11-l1b-f4-10.mp3}
+LINE: Doctor, a young patient of yours is in trouble. {page_018_001.jpg} {bk11-l1b-f4-11.mp3}
+Dr_Paine: What's the problem, Mrs. Green? {page_018_001.jpg} {bk11-l1b-f4-12.mp3}
+Mrs_Green: Mike just broke his arm in a basketball game. {page_018_001.jpg} {bk11-l1b-f4-13.mp3}
+Dr_Paine: Is he in a lot of pain? {page_018_001.jpg} {bk11-l1b-f4-14.mp3}
+Mrs_Green: Yes. {page_018_001.jpg} {bk11-l1b-f4-15.mp3}
+LINE: Can you see him right away? {page_018_001.jpg} {bk11-l1b-f4-16.mp3}
+Dr_Paine: I'll meet you at the hospital emergency room. {page_018_001.jpg} {bk11-l1b-f4-17.mp3}
+LINE: When can you get there? {page_018_001.jpg} {bk11-l1b-f4-18.mp3}
+Mrs_Green: I can be there in 10 minutes. {page_018_001.jpg} {bk11-l1b-f4-19.mp3}
+LINE: Thank you. {page_018_001.jpg} {bk11-l1b-f4-20.mp3}
+
+# Source: LLA 1B Figure 5
+$SELECT True or False: The Emergency Call
+ID: l1b-f5
+REFERENCE
+INTRO: True or false — statements about Mrs. Green's phone call. Tap your answer, then repeat the correct statement.
+INSTRUCTION: Tap True or False.
+REPEAT
+
+PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l1b-f5-01-a.mp3}
+ANSWER: f
+
+PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02-q.mp3}
+OPTION: t | True {bk11-l1b-f5-02-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l1b-f5-03-a.mp3}
+ANSWER: f
+
+PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-q.mp3}
+OPTION: t | True {bk11-l1b-f5-04-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l1b-f5-05-a.mp3}
+ANSWER: f
+
+# Source: ST §It's An Emergency!
+$DIALOGUE At the Office: A Cut Head {st-page_014_001.jpg}
+ID: l1-s5
+INTRO: Another emergency — this time in person. Mr. Peters' little girl fell and cut her head. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Mr_Peters: My little girl fell and cut her head. She needs to see the doctor right away!
+VOCAB: patient
+Ms_Barton: Dr. Wells is with another patient right now. Can you wait a few minutes?
+VOCAB: to catch
+Mr_Peters: No, this is an emergency! I tried to catch her when she started to fall, but I wasn't able to. She hurt her head badly when she hit the ground.
+VOCAB: nurse
+VOCAB: problem
+Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head. I'm sure I can fix the problem.
+Mr_Peters: All right, thanks. Will the doctor have time to check my daughter's head when you finish?
+VOCAB: out of
+VOCAB: in
+Ms_Barton: Yes, of course. When the other patient comes out of the examination room, your daughter can go in.
+
+# Source: ST §It's An Emergency! (questions)
+$PRODUCE Questions About the Emergency
+ID: l1-s6
+REFERENCE
+INTRO: Answer questions about Mr. Peters and his daughter. Speak in full sentences — you can check the dialog if you need to.
+INSTRUCTION: Answer the questions about the dialog aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+PROMPT: Why can't the doctor see Mr. Peters' little girl right now?
+RESPONSE: Dr. Wells is with another patient right now.
+
+PROMPT: Does someone need to help Mr. Peters' daughter right away?
+RESPONSE: Yes, she needs to see the doctor right away.
+
+PROMPT: What did Mr. Peters do when his daughter started to fall?
+RESPONSE: He tried to catch her.
+
+PROMPT: Who is Ms. Barton?
+RESPONSE: She is Dr. Wells' new nurse.
+
+PROMPT: Something's wrong with the little girl's head. Can the nurse help her?
+RESPONSE: Yes, the nurse is sure she can fix the problem.
+
+PROMPT: Where is Dr. Wells right now?
+RESPONSE: He is with another patient in the examination room.
+
+PROMPT: When can Mr. Peters and his daughter go in and see the doctor?
+RESPONSE: They can go in when the other patient comes out.
+
+# Source: LLA 1B Figure 6 (skills strand, kept at its tape position)
+$SELECT What Did You Hear?
+ID: l1b-f6
+INTRO: A listening puzzle: you'll hear a short exchange, then decide what must be true — where the speakers are, or what's going on. Detective work, by ear.
+INSTRUCTION: Tap the correct answer.
+
+EXAMPLE
+PROMPT: This jacket looks good with my slacks. — Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex-q.mp3}
+TEMPLATE: Where are the men?
+OPTION: a | They're in a shoe store.
+OPTION: b | They're in a variety store.
+OPTION: c | They're in a clothing store. {bk11-l1b-f6-ex-a.mp3}
+ANSWER: c
+
+PROMPT: Would you like to order dessert? — Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3}
+OPTION: a | They're eating in a restaurant. {bk11-l1b-f6-01-a.mp3}
+OPTION: b | They're eating in a dining hall.
+OPTION: c | They're eating in someone's home.
+ANSWER: a
+
+PROMPT: Will we get there in time? — Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3}
+OPTION: a | They're going to buy tickets.
+OPTION: b | They're going to pick someone up at the airport. {bk11-l1b-f6-02-a.mp3}
+OPTION: c | They're going to get on an airplane.
+ANSWER: b
+
+PROMPT: It took my money and kept the soda. — Did you push the coin return? {bk11-l1b-f6-03-q.mp3}
+OPTION: a | The pay phone is out of order.
+OPTION: b | The refrigerator is out of order.
+OPTION: c | The vending machine is out of order. {bk11-l1b-f6-03-a.mp3}
+ANSWER: c
+
+PROMPT: Oh no, there's a police car. — How fast were you driving? {bk11-l1b-f6-04-q.mp3}
+OPTION: a | The driver may run a red light.
+OPTION: b | The driver may cause an accident.
+OPTION: c | The driver may get a traffic ticket. {bk11-l1b-f6-04-a.mp3}
+ANSWER: c
+
+$LESSON 1-5: Still, Any Longer, Anymore
+
+# Source: LLA 1B Figure 7
+$DIALOGUE Still, Any Longer, Anymore
+ID: l1b-f7
+INTRO: In this part you'll learn to say what hasn't changed — and what has. Three little time expressions do all the work. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+VOCAB: still
+LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01.mp3}
+
+VOCAB: any longer
+LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02.mp3}
+
+VOCAB: anymore
+LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03.mp3}
+
+# Source: ST §Before and Now
+$GRAMMAR Before and Now
+ID: l1-s7
+INTRO: Here's how the three expressions divide the work: "still" for what continues, "any longer" and "anymore" for what stopped.
+
+![Two houses side by side, bicycle on the lawn](st-page_015_001.jpg)
+BEFORE
+
+![Same houses, no bicycle, more landscaping](st-page_015_002.jpg)
+NOW
+
+| BEFORE | NOW |
+|---|---|
+| Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. | Today, Jane {still} lives on Elm Street, but the Robinsons don't live there {any longer}. They aren't neighbors {anymore}. |
+
+# Source: ST §Ann and Jane Are Friends
+$DIALOGUE Ann and Jane's Letters
+ID: l1-s8
+INTRO: Two old friends catch up by mail after years of silence. Read along and notice every "still," "any longer," and "anymore."
+INSTRUCTION: Read the letters.
+
+Narrator: Dear Ann,
+LINE: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me.
+LINE: I have so many questions to ask you. Tell me about your family. How is your mother? Does she still live with you?
+LINE: How about your husband? Does he still teach in the same school?
+LINE: Does your son still play baseball?
+LINE: How about you? What are you doing now? Did you start teaching again, too, or are you still staying at home?
+LINE: I'm fine. I'm still not working but hope to find a job soon.
+LINE: I hope you'll answer my letter right away.
+VOCAB: sometime
+LINE: Please come to see us sometime.
+Narrator: Your friend, Jane
+
+Narrator: Dear Jane,
+LINE: Yes, your letter was full of questions!
+VOCAB: since
+LINE: It's really been a long time since I wrote to you.
+LINE: Now about my family. My mother doesn't live with us any longer. She has a little house not too far away.
+LINE: Robert doesn't teach any longer. He went into the Air Force and is a student now! He's learning how to fly.
+LINE: Ross still plays ball.
+LINE: I'm still staying home; I don't want to teach anymore. I'll go back to school next month. Then Robert and I will both be students.
+LINE: How about you? You didn't write very much about you or your family.
+LINE: Write soon and tell me what you're doing. We really should try to visit each other sometime.
+Narrator: Your friend, Ann
+
+# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
+
+# Source: LLA 1B Figure 8 (reference table)
+$GRAMMAR Beth's Patient Information
+ID: l1b-f8
+INTRO: Compare Beth's old patient form with her new one. Five years passed, and quite a lot changed — study the two columns.
+
+| Patient Information | Patient Information |
+|---|---|
+| Date: June 20, 1988 | Date: July 15, 1993 |
+| Name: Beth Davis | Name: Beth Davis Hill |
+| Age: 23 | Age: 28 |
+| Home address: | Home address: |
+| 122 State Street | 6614 Waterside Street |
+| Bay City, Florida | Bay City, Florida |
+| Home phone: 555-4009 | Home phone: 555-7101 |
+| Occupation: Secretary | Occupation: Teacher |
+| Place of business: Bay City High School | Place of business: Bay City High School |
+
+# Source: LLA 1B Figure 8 (questions)
+$PRODUCE What's Changed for Beth?
+ID: l1b-f8-b
+REFERENCE: l1b-f8
+INTRO: Answer questions about Beth's two forms using "still," "any longer," and "anymore." The forms stay open beside you — no memorizing phone numbers required.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Is Beth's last name still Davis? {bk11-l1b-f8-01-q.mp3}
+RESPONSE: Her last name isn't Davis any longer. {bk11-l1b-f8-01-a.mp3}
+
+PROMPT: Is Beth's age still the same? {bk11-l1b-f8-02-q.mp3}
+RESPONSE: She's not 23 anymore. {bk11-l1b-f8-02-a.mp3}
+
+PROMPT: Does she live on State Street any longer? {bk11-l1b-f8-03-q.mp3}
+RESPONSE: She doesn't live on State Street any longer. {bk11-l1b-f8-03-a.mp3}
+
+PROMPT: Does Beth still live in Bay City? {bk11-l1b-f8-04-q.mp3}
+RESPONSE: She still lives in Bay City. {bk11-l1b-f8-04-a.mp3}
+
+PROMPT: Is her telephone number still the same? {bk11-l1b-f8-05-q.mp3}
+RESPONSE: Her phone number isn't the same anymore. {bk11-l1b-f8-05-a.mp3}
+
+PROMPT: Is she a secretary any longer? {bk11-l1b-f8-06-q.mp3}
+RESPONSE: She's not a secretary any longer. {bk11-l1b-f8-06-a.mp3}
+
+PROMPT: Does Beth work at Bay City High School anymore? {bk11-l1b-f8-07-q.mp3}
+RESPONSE: She still works at the high school. {bk11-l1b-f8-07-a.mp3}
+
+# Source: LLA 1B Figure 9 (skills strand, kept at its tape position)
+$SELECT What's the Main Idea?
+ID: l1b-f9
+INTRO: Listen to a short paragraph about Mark, then pick the sentence that says what the whole paragraph is about — not just one detail.
+INSTRUCTION: Tap the correct main idea.
+
+PROMPT: Mark is never sick. He exercises a lot and tries to eat good food. He has fruit or vegetables with every meal, and he usually doesn't have dessert. He sleeps for 7 or 8 hours every night and feels terrific the next day. The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-01.mp3}
+OPTION: a | Mark sleeps a lot.
+OPTION: b | Mark is very healthy. {bk11-l1b-f9-02.mp3}
+OPTION: c | Mark doesn't eat much.
+OPTION: d | Mark likes to exercise.
+ANSWER: b
+
+$LESSON 1-6: Lines and Dots
+
+# Source: ST §Lines and Dots (sentence panel leads)
+$DIALOGUE Lines and Dots
+ID: l1-s18
+INTRO: A short detour from the doctor's office: words for lines, dots, and inches. You'll hear these again soon — including in a pronunciation drill. Listen and read.
+INSTRUCTION: Listen and read.
+
+VOCAB: horizontal
+LINE: This is a horizontal line. {st-page_027_001.jpg}
+
+VOCAB: vertical
+LINE: This is a vertical line. {st-page_027_002.jpg}
+
+VOCAB: parallel
+LINE: These are parallel lines. {st-page_027_003.jpg}
+
+VOCAB: perpendicular
+LINE: Line A is perpendicular to line B. {st-page_027_004.jpg}
+
+VOCAB: dot
+LINE: Sam put a dot on the board. {st-page_027_005.jpg}
+
+LINE: He put another dot on the board. {st-page_027_006.jpg}
+
+VOCAB: to connect
+LINE: Sam is drawing a line between the two dots. He's connecting the two dots. {st-page_027_007.jpg}
+
+VOCAB: inch
+LINE: This line is one inch long. {st-page_027_008.jpg}
+
+VOCAB: inches
+LINE: This line is two inches long. {st-page_027_009.jpg}
+
+VOCAB: middle
+LINE: Mary put a dot in the middle of the square. {st-page_027_010.jpg}
+
+# SKIPPED (book): "THIS LINE IS AN INCH LONG." — instructor-read listening skill, select a/b/c images.
+# SKIPPED (book): Reading Skill "DRAW A PICTURE." — physical drawing response required.
+
+# Source: LLA 1C Figure 1
+$DIALOGUE Dots and Lines — Listen and Repeat
+ID: 11-1c-f1
+INTRO: The same geometry, now from the tape. Look at each diagram, then repeat the sentence.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+VOCAB: dot
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: connect
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: inch
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: middle
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: horizontal
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: vertical
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: perpendicular
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+VOCAB: parallel
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+
+# Source: LLA 1C Figure 2
+$SELECT True or False: The Rectangle {page_023_001.jpg}
+ID: 11-1c-f2
+INTRO: Keep the rectangle in view. Listen to each statement, tap True or False, then repeat the correct sentence.
+INSTRUCTION: Tap True or False.
+REPEAT
+
+OPTION: t | True
+OPTION: f | False
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: t
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: t
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: t
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: t
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: t
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: f
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: f
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+PROMPT: Side 1 is vertical. {bk11-l1c-f2-01.mp3}
+ANSWER: f
+FEEDBACK: {bk11-l1c-f2-01.mp3}
+
+$LESSON 1-7: The Present Perfect
+
+# Source: ST §The Present Perfect Tense
+$GRAMMAR The Present Perfect Tense
+ID: l1-s9
+INTRO: Now the lesson's main grammar point: the present perfect — for things that started in the past and haven't let go yet. Like Kent's cough, later on.
+
+| | | | |
+|---|---|---|---|
+| John | has | | now. |
+| John | had | a red car | last year. |
+| John | has had | | for six months. |
+
+| | | | |
+|---|---|---|---|
+| Robert | is | | today. |
+| Robert | was | in New York | Thursday. |
+| Robert | has been | | since Monday. |
+
+We use the present perfect tense to talk about three kinds of actions: (1) those that began in the past and are still happening, (2) those that just ended, and (3) those that occurred at an indefinite time. This lesson covers the verbs **be** and **have**.
+
+**EXAMPLES:**
+{They have been here for a month.} (They got here a month ago, and they're still here.)
+{Ed has already had dinner.} (He just finished eating.)
+{He has been to Europe before.} (I'm not sure when he went.)
+
+We often use **for** or **since** with the present perfect tense. **For** refers to a period of time. **Since** refers to a point in time.
+
+**EXAMPLES:**
+{Jim has been in the Army for five years.}
+{He has been a captain since February 1.}
+
+# Source: ST §Contractions
+$GRAMMAR Contractions
+ID: l1-s10
+INTRO: In speech, "have" and "has" almost always shrink. Here are the short forms you'll hear in every drill that follows.
+
+| | | |
+|---|---|---|
+| I have | = | I've |
+| you have | = | you've |
+| he has | = | he's |
+| she has | = | she's |
+| it has | = | it's |
+| we have | = | we've |
+| they have | = | they've |
+
+| | | | |
+|---|---|---|---|
+| has | + not | = | hasn't |
+| have | + not | = | haven't |
+
+# DROPPED: LLA 1C Figure 3 grammar tables (cross-source twin of ST §The Present Perfect Tense — same tables, same role, no clips).
+
+# Source: LLA 1C Figure 3 (repeat sentences)
+$DIALOGUE Hear the Pattern
+ID: 11-1c-f3
+INTRO: Two model sentences from the tape — one with "has been," one with "have had." Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Alan has been in Canada for a year. {bk11-l1c-f3-01.mp3}
+LINE: Alan has been in Canada for a year. {bk11-l1c-f3-01.mp3}
+
+# Source: ST §Have You Had That Cold Long?
+$DIALOGUE Have You Had That Cold Long?
+ID: l1-s11
+INTRO: Five short exchanges using the present perfect with "for" and "since." Read along and notice which word goes with a period of time, and which with a point.
+INSTRUCTION: Read the dialogs.
+
+Sam: Have you had that cold long?
+Henry: No, I haven't. I've had it only about two days.
+
+Don: Where has Jan been all morning?
+John: She's been at Martha's house.
+
+Mr_Wilson: Has Ali been a student since last fall?
+Mr_Roberts: Yes, he has been in school since November.
+
+Larry: Has Kay been in college since she graduated from high school?
+Ralph: No, she's only been in college since last year.
+
+Alan: Has Ted had that sports car long?
+Jerry: Yes, he's had it for three years.
+
+# Source: LLA 1C Figure 4
+$PRODUCE Change It: Has Been, Have Been
+ID: 11-1c-f4
+INPUT: speak
+CHECK: reveal
+INTRO: The tape gives you a sentence with "is" or "are" plus a time expression — your job is to say it correctly in the present perfect, then repeat the model.
+INSTRUCTION: Change the sentence to the present perfect.
+REPEAT
+
+EXAMPLE
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+PROMPT: Tom is a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+RESPONSE: Tom has been a car salesman since 1988. {bk11-l1c-f4-01.mp3}
+
+# Source: LLA 1C Figure 5
+$PRODUCE Change It: Has Had, Have Had
+ID: 11-1c-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Same drill, now with "have" as the main verb: change it to "has had" or "have had," then repeat the model.
+INSTRUCTION: Change the sentence to the present perfect.
+REPEAT
+
+EXAMPLE
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+PROMPT: Mike has a good job since he graduated. {bk11-l1c-f5-01.mp3}
+RESPONSE: Mike has had a good job since he graduated. {bk11-l1c-f5-01.mp3}
+
+# Source: LLA 1C Figure 6
+$PRODUCE Make It Negative
+ID: 11-1c-f6
+INPUT: speak
+CHECK: reveal
+INTRO: Now the negative: swap in the new word you hear and say the sentence with "hasn't" or "haven't." Then repeat the model.
+INSTRUCTION: Speak the negative sentence.
+REPEAT
+
+EXAMPLE
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+PROMPT: Dan has been in *Houston* since 1983. Dallas. {bk11-l1c-f6-01.mp3}
+RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-01.mp3}
+
+# Source: LLA 1C Figure 7 (calendar)
+$GRAMMAR Vince's Business Trip
+ID: 11-1c-f7-grammar
+INTRO: Study Vince's week: a business trip to Miami, planned hour by hour. You'll answer questions from this calendar next — it stays open beside you.
+
+#### Vince's Business Trip
+
+| | MON | TUE | WED | THUR | FRI |
+|---|---|---|---|---|---|
+| **Morning** | make airline reservations | 10:00 – pick up ticket at travel agency | 8:00 – work with other salesmen at office | | back in N.Y. office |
+| **Afternoon** | | 2:00 – flight departs N.Y. for Miami | same | 1:30 – arrive at airport <br> 4:30 – depart Miami | |
+| **Evening** | | | 5:00 – leave office | 6:45 – arrive N.Y. | |
+
+# Source: LLA 1C Figure 7 (questions)
+$PRODUCE Questions About Vince's Trip
+ID: 11-1c-f7
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Answer each question aloud using the calendar and the present perfect, then repeat the model. Imagine it's Friday and the trip just ended.
+INSTRUCTION: Answer aloud based on the calendar.
+REPEAT
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01.mp3}
+
+# Source: ST §Answer with the Present Perfect
+$PRODUCE Answer with the Present Perfect
+ID: l1-s12
+INTRO: Answer each printed question in a complete sentence, using the words in parentheses. Contractions welcome — that's how people actually talk.
+INSTRUCTION: Answer in a complete sentence using the words in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Has Jane been on the phone long? (yes, for an hour)
+RESPONSE: Yes, she's been on the phone for an hour.
+
+PROMPT: Has Lt Kim been in the United States since last January? (no, last month)
+RESPONSE: No, he's been in the United States since last month.
+
+PROMPT: Has the baby had that cold since last weekend? (no, yesterday)
+RESPONSE: No, the baby has had that cold since yesterday.
+
+PROMPT: Have you been a student here since September? (no, July)
+RESPONSE: No, I've been a student here since July.
+
+PROMPT: Has Sgt Henderson been in Japan for two years? (yes)
+RESPONSE: Yes, he's been in Japan for two years.
+
+PROMPT: Have you had that earache since last night? (yes)
+RESPONSE: Yes, I've had this earache since last night.
+
+PROMPT: Has your brother been in the Navy long? (no, only a year)
+RESPONSE: No, he's been in the Navy for only a year.
+
+PROMPT: Has Richard had that boat long? (no, last August)
+RESPONSE: No, he's had that boat since last August.
+
+PROMPT: Has your daughter had this appointment for a long time? (yes, three months)
+RESPONSE: Yes, she's had this appointment for three months.
+
+PROMPT: Have you had that cough long? (yes, about two weeks)
+RESPONSE: Yes, I've had it for about two weeks.
+
+PROMPT: Has Sara been in the Air Force since last summer? (yes, July)
+RESPONSE: Yes, she's been in the Air Force since July.
+
+# Source: ST §Where Have You Been?
+$PRODUCE Build the Question
+ID: l1-s13
+INTRO: You see the answer — build the question. Complete each question aloud so it fits the reply, then read the whole exchange.
+INSTRUCTION: Complete the question aloud, then read the answer.
+INPUT: speak
+CHECK: reveal
+
+EXAMPLE
+TEMPLATE: Ed: Where ____ — Al: I've been on vacation for the last two weeks.
+RESPONSE: Where have you been? I've been on vacation for the last two weeks.
+
+TEMPLATE: Dave: Where ____ — Dora: Sara's been in St. Louis all week.
+RESPONSE: Where has Sara been? Sara's been in St. Louis all week.
+
+TEMPLATE: Ray: How much ____ — Don: I've had a lot of homework this week.
+RESPONSE: How much homework have you had this week? I've had a lot of homework this week.
+
+TEMPLATE: Mary: Who ____ — Mark: Mike has been in Hawaii for six weeks.
+RESPONSE: Who has been in Hawaii? Mike has been in Hawaii for six weeks.
+
+TEMPLATE: Jan: How many ____ — Dan: I've had only one cold this winter.
+RESPONSE: How many colds have you had this winter? I've had only one cold this winter.
+
+TEMPLATE: Sam: Who ____ — Ben: Lt Jones has been in the major's office all morning.
+RESPONSE: Who has been in the major's office? Lt Jones has been in the major's office all morning.
+
+TEMPLATE: Ken: How many ____ — Kay: Lt Harris has been in Germany for five months.
+RESPONSE: How many months has Lt Harris been in Germany? Lt Harris has been in Germany for five months.
+
+TEMPLATE: Jill: Who ____ — Bill: Jim has had two bad automobile accidents this year.
+RESPONSE: Who has had two bad automobile accidents? Jim has had two bad automobile accidents this year.
+
+TEMPLATE: Lee: Where ____ — Dee: The children have been inside for the last two hours.
+RESPONSE: Where have the children been? The children have been inside for the last two hours.
+
+TEMPLATE: Tom: What ____ — Tim: Walter has had an earache since he swam in the river.
+RESPONSE: What has Walter had? Walter has had an earache since he swam in the river.
+
+TEMPLATE: Kyle: Why ____ — Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents.
+RESPONSE: Why has Jim been in the hospital? Jim's been in the hospital so much this year because he's had two bad automobile accidents.
+
+$LESSON 1-8: How Long?
+
+# Source: ST §Questions with How Long
+$GRAMMAR Questions with How Long
+ID: l1-s15
+INTRO: In this part you'll ask about length of time — exactly what a doctor asks you. "How long" works with any tense; you just move the question words to the front.
+
+The phrase **how long** is used to introduce questions about length of time.
+
+**EXAMPLES:**
+{How long did you stay at the party?}
+{How long will they be on vacation?}
+{How long is the flight to New York?}
+
+# Source: LLA 1C Figure 8
+$DIALOGUE At the Doctor: How Long...?
+ID: 11-1c-f8
+INTRO: Dr. Ford asks Tommy his questions — and Tommy, fair's fair, has a few of his own. Listen and repeat each question.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Dr_Ford: How long has your stomach hurt? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+
+Tommy: How long have you been a doctor? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {bk11-l1c-f8-01.mp3}
+
+# Source: ST §How Long Has Henry Owned That Car?
+$DIALOGUE How Long Has Henry Owned That Car?
+ID: l1-s16
+INTRO: Six short exchanges with "how long" — past, present perfect, and future. Read along and notice how the answers match the tense of the question.
+INSTRUCTION: Read the dialogs.
+
+Jim: How long has Henry owned that car? {st-page_024_001.jpg}
+Walter: He's owned it since he was 18 years old. {st-page_024_001.jpg}
+
+Peter: How long will you stay in France?
+Kevin: I'll stay about three months.
+
+Sgt_Allor: How long did Pvt Johnson exercise yesterday?
+Sgt_Rivas: About two and a half hours.
+
+Mr_Jones: How long is your English class?
+Mr_Chevalier: It's fifty minutes long.
+
+Capt_Habib: How long have you been in Egypt?
+Mr_Browning: I've been here four months.
+
+Dr_Peterson: How long has Ralph had that cough?
+Mr_Rogers: He's had it about three days.
+
+# Source: LLA 1C Figure 9
+$PRODUCE Ask with How Long
+ID: 11-1c-f9
+INPUT: speak
+CHECK: reveal
+INTRO: Hear a statement, then ask the matching "how long" question — watch the tense. Repeat the model afterward.
+INSTRUCTION: Ask a question with "how long."
+REPEAT
+
+EXAMPLE
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+PROMPT: Kay lived in China. {bk11-l1c-f9-01.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-01.mp3}
+
+# Source: ST §How Long Will You Be There?
+$PRODUCE Make the Question
+ID: l1-s17
+INTRO: Same skill, reading version: you see the answer on screen — say the "how long" question that would produce it.
+INSTRUCTION: Ask a question with "how long" based on the answer shown.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a correctly formed "how long" question that matches the information given in the answer; the tense must match the answer's tense — a wrong tense fails.
+
+EXAMPLE
+TEMPLATE: I've been at this base for three months.
+RESPONSE: How long have you been at this base?
+
+TEMPLATE: He's been a major for two years.
+RESPONSE: How long has he been a major?
+
+TEMPLATE: I was in class all day.
+RESPONSE: How long were you in class?
+
+TEMPLATE: I studied for the test all evening.
+RESPONSE: How long did you study for the test?
+
+TEMPLATE: They've been married since last summer.
+RESPONSE: How long have they been married?
+
+TEMPLATE: She's been an instructor here for five years.
+RESPONSE: How long has she been an instructor here?
+
+TEMPLATE: He's had that bad cough for a month.
+RESPONSE: How long has he had that bad cough?
+
+TEMPLATE: My brother's had that job since he graduated.
+RESPONSE: How long has your brother had that job?
+
+TEMPLATE: They'll be in Houston all weekend.
+RESPONSE: How long will they be in Houston?
+
+TEMPLATE: She's been in the hospital since Sunday.
+RESPONSE: How long has she been in the hospital?
+
+TEMPLATE: The students were in lab for an hour.
+RESPONSE: How long were the students in lab?
+
+$LESSON 1-9: Making an Appointment
+
+# Source: LLA 1D Figure 1
+$DIALOGUE Making an Appointment {page_030_001.jpg}
+ID: 1d-f1
+INTRO: Now put it all together: in this part you'll make a doctor's appointment yourself. First, listen to Kent Clark call Dr. Wright's office — cough, fever, and all.
+INSTRUCTION: Listen to the dialogue.
+
+Clerk: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
+Kent: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
+Clerk: What's wrong? {bk11-l1d-f1-03.mp3}
+Kent: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
+Clerk: Are you running a fever? {bk11-l1d-f1-05.mp3}
+Kent: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
+Clerk: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
+Kent: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
+Clerk: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
+Kent: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
+
+# Source: LLA 1D Figure 1 (role play — patient)
+$PRODUCE Role Play: You Are Kent {page_030_001.jpg}
+ID: 1d-f1-b
+INPUT: speak
+CHECK: reveal
+INTRO: Your turn to be the patient. When you hear the receptionist, say Kent's line aloud, then check against the recording.
+INSTRUCTION: Say Kent's lines aloud.
+
+PROMPT: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
+TEMPLATE: This is Kent Clark. I need an appointment with Dr. Wright sometime today.
+RESPONSE: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
+
+PROMPT: What's wrong? {bk11-l1d-f1-03.mp3}
+TEMPLATE: I've had a cough and a sore throat for more than a week.
+RESPONSE: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
+
+PROMPT: Are you running a fever? {bk11-l1d-f1-05.mp3}
+TEMPLATE: Yes. My temperature is 102.
+RESPONSE: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
+
+PROMPT: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
+TEMPLATE: Yes, but it's not helping me.
+RESPONSE: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
+
+PROMPT: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
+TEMPLATE: Yes. Thank you. I'll be there.
+RESPONSE: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
+
+# Source: LLA 1D Figure 1 (role play — receptionist)
+$PRODUCE Role Play: You Are the Receptionist {page_030_001.jpg}
+ID: 1d-f1-c
+INPUT: speak
+CHECK: reveal
+INTRO: Now switch chairs — you're the receptionist. You start the conversation this time, then respond to Kent.
+INSTRUCTION: Say the receptionist's lines aloud.
+
+TEMPLATE: Good morning, Dr. Wright's office.
+PROMPT: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-02.mp3}
+RESPONSE: Good morning, Dr. Wright's office. {bk11-l1d-f1-01.mp3}
+
+TEMPLATE: What's wrong?
+PROMPT: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-04.mp3}
+RESPONSE: What's wrong? {bk11-l1d-f1-03.mp3}
+
+TEMPLATE: Are you running a fever?
+PROMPT: Yes. My temperature is 102. {bk11-l1d-f1-06.mp3}
+RESPONSE: Are you running a fever? {bk11-l1d-f1-05.mp3}
+
+TEMPLATE: Are you taking any medicine?
+PROMPT: Yes, but it's not helping me. {bk11-l1d-f1-08.mp3}
+RESPONSE: Are you taking any medicine? {bk11-l1d-f1-07.mp3}
+
+TEMPLATE: Dr. Wright can see you at 3:30. Can you come in then?
+PROMPT: Yes. Thank you. I'll be there. {bk11-l1d-f1-10.mp3}
+RESPONSE: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-09.mp3}
+
+# Source: LLA 1D Figure 2
+$PRODUCE Your Turn: Make an Appointment
+ID: 1d-f2
+INPUT: speak
+CHECK: reveal
+INTRO: A new call, and this time only cues — the receptionist speaks, and short cue words tell you what the patient should say. Build the patient's line aloud.
+INSTRUCTION: Answer aloud using the cue.
+
+EXAMPLE
+PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-ex1-q.mp3}
+RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: What is the problem? Bad earache. {bk11-l1d-f2-ex2-q.mp3}
+RESPONSE: I have a bad earache. {bk11-l1d-f2-ex2-a.mp3}
+
+PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-01-q.mp3}
+RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-01-a.mp3}
+
+PROMPT: What's the matter? A terrible cold. {bk11-l1d-f2-02-q.mp3}
+RESPONSE: I have a terrible cold. {bk11-l1d-f2-02-a.mp3}
+
+PROMPT: Do you have a fever? Yes. 102. {bk11-l1d-f2-03-q.mp3}
+RESPONSE: Yes. My temperature is 102. {bk11-l1d-f2-03-a.mp3}
+
+PROMPT: Are you taking any medicine? Yes. Some cough medicine. {bk11-l1d-f2-04-q.mp3}
+RESPONSE: Yes. I'm taking some cough medicine. {bk11-l1d-f2-04-a.mp3}
+
+PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then? Yes. {bk11-l1d-f2-05-q.mp3}
+RESPONSE: Yes, I can. Thank you. {bk11-l1d-f2-05-a.mp3}
+
+# Source: ST §I'd Like to Make an Appointment
+$DIALOGUE Three Calls to the Doctor
+ID: l1-s19
+INTRO: Three more appointment calls — a routine checkup, a sick baby, and a man who aches all over. Read along and collect the useful phrases.
+INSTRUCTION: Read the dialogs.
+
+Appointment_Clerk: Dr. Hardy's office. May I help you?
+Patient: Yes. This is Alan Brown. I'd like to make an appointment for a checkup.
+Appointment_Clerk: Will this be your first visit to Dr. Hardy?
+Patient: Yes, it will.
+Appointment_Clerk: Are you having any problems?
+Patient: No. It's just time for my annual physical.
+Appointment_Clerk: The earliest open appointment is on January 18th at 9 o'clock.
+Patient: I'm sorry. I can't make it that day.
+Appointment_Clerk: How about January 20th at 10 o'clock?
+Patient: That sounds good. Thanks.
+Appointment_Clerk: Don't eat anything before your appointment, and drink only water.
+
+Narrator: ***
+
+Patient_Mother: Hello. This is Mrs. Smith. I need to see the doctor right away.
+Appointment_Clerk: What's the problem, Mrs. Smith?
+Patient_Mother: My baby's sick. He caught a cold a week ago. He's not running a temperature anymore, but he still has a runny nose, and he's coughing and sneezing.
+Appointment_Clerk: Is he taking any medicine?
+Patient_Mother: Yes, he is, but I don't think he's getting better.
+Appointment_Clerk: Can you come in this afternoon at three?
+Patient_Mother: Yes, I can make it then.
+
+Narrator: ***
+
+Appointment_Clerk: Dr. Carter's office.
+Patient2: Hello. This is Sam Porter. I want to make an appointment with Dr. Carter. I don't feel well.
+Appointment_Clerk: What are your symptoms, Mr. Porter?
+Patient2: I ache all over. I have a headache and a pain in my chest, and my stomach feels awful.
+Appointment_Clerk: Can you come in sometime this morning?
+Patient2: Yes. I can get there in about an hour.
+Appointment_Clerk: Good. Come in and the doctor will see you between his other appointments.
+
+# Source: ST §I'm Running a Temperature
+$PRODUCE Complete the Call
+ID: l1-s20
+INTRO: One last call, mostly blank. Complete both sides of the conversation aloud — you've heard every one of these lines before.
+INSTRUCTION: Complete the dialog aloud.
+INPUT: speak
+CHECK: reveal
+
+TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____ — Patient: Yes, I need to ____
+RESPONSE: May I help you? Yes, I need to make an appointment.
+
+TEMPLATE: Appointment Clerk: What ____ — Patient: I have ____ and I'm ____
+RESPONSE: What is the problem? I have a headache and I'm running a temperature.
+
+TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock? — Patient: Yes, ____
+RESPONSE: Can you come in tomorrow at 2 o'clock? Yes, I can make it then.
+
+# SKIPPED (book): "CAN YOU COME IN AT 9:00?" — unscripted roleplay, partner task.
+# SKIPPED (book): "MY CHILD IS SICK!" — open roleplay.
+
+$LESSON 1-10: The Present Perfect Progressive
+
+# Source: ST §The Present Perfect Progressive Tense
+$GRAMMAR The Present Perfect Progressive Tense
+ID: l1-s21
+INTRO: One more tense in this part: the present perfect progressive — for actions that started in the past, are still going, and show no sign of stopping.
+
+Like the present perfect tense, the present perfect progressive tense is used to refer to actions or events that began in the past and continue into the present.
+
+There is a difference between the two tenses. The present perfect progressive is closer to the present than the present perfect is. The present perfect progressive stresses that an action or event is not finished. It also suggests that it will continue into the future.
+
+**EXAMPLE:**
+{They've been talking on the phone for an hour.}
+*(They're talking now and may talk for another hour.)*
+
+| | | | |
+|---|---|---|---|
+| Keith | has | been | studying since 4:30. |
+| Ann and Bob | have | been | studying since 4:30. |
+
+# Source: LLA 1D Figure 4
+$DIALOGUE Hear It: Have Been Doing
+ID: 1d-f4
+INTRO: First, the pattern in three steps with Paul, then short dialogues from the tape. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Paul is studying now.
+LINE: Paul was studying last night.
+LINE: Paul has been studying for 2 days. {bk11-l1d-f4-00.mp3}
+Steve: Have you been waiting long? {bk11-l1d-f4-01.mp3}
+Alice: No, I've been sitting here only a few minutes. {bk11-l1d-f4-02.mp3}
+David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-03.mp3}
+Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-04.mp3}
+Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-05.mp3}
+NOTES: "Where have you been hiding?" = Where have you been?
+Karen: I've been visiting my relatives in California. {bk11-l1d-f4-06.mp3}
+
+# Source: ST §Henry Has Been Watching Television
+$DIALOGUE What Have You Been Doing?
+ID: l1-s22
+INTRO: Five more exchanges in the new tense — waiting, working, and one very long phone call. Read along.
+INSTRUCTION: Read the dialogs.
+
+Lt_Nelson: Have you been waiting long, sir?
+Capt_Smith: Yes, I've been sitting here over an hour.
+
+Brian: Has Larry been sleeping all afternoon?
+Ed: No, he's been working on his car since 2:00.
+
+Cathy: How have you been getting to work this week?
+Laura: I've been riding with one of my neighbors.
+
+Mr_Perkins: You've been counting that money for half an hour.
+Ms_Franklin: I haven't been counting it. I've been thinking about how to use it.
+
+Charles: What have you been doing this summer?
+Richard: I've been going to summer school in the morning and working out at the gym in the afternoon.
+
+# Source: LLA 1D Figure 5
+$PRODUCE Captain Hill's Questions
+ID: 1d-f5
+INPUT: type
+CHECK: exact
+INTRO: Lieutenant Walker has been coming in late — Captain Hill wants to know why. Listen to each line and type the missing parts of the verbs.
+INSTRUCTION: Type the missing words.
+
+PROMPT: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3}
+TEMPLATE: Capt Hill: Why ____{have} you ____{been} coming in late every morning?
+RESPONSE: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3}
+
+PROMPT: I've been having trouble with my car. {bk11-l1d-f5-02.mp3}
+TEMPLATE: Lt Walker: I've ____{been} ____{having} trouble with my car.
+RESPONSE: I've been having trouble with my car. {bk11-l1d-f5-02.mp3}
+
+PROMPT: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3}
+TEMPLATE: Capt Hill: ____{Has} a mechanic been ____{working} on it?
+RESPONSE: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3}
+
+PROMPT: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
+TEMPLATE: Lt Walker: No, ____{I've} ____{been} trying to fix it myself.
+RESPONSE: No, I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
+
+PROMPT: How have you been getting to the base? {bk11-l1d-f5-05.mp3}
+TEMPLATE: Capt Hill: How ____{have} you ____{been} getting to the base?
+RESPONSE: How have you been getting to the base? {bk11-l1d-f5-05.mp3}
+
+PROMPT: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3}
+TEMPLATE: Lt Walker: A friend ____{has} ____{been} ____{giving} me a ride.
+RESPONSE: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3}
+
+# Source: LLA 1D Figure 6
+$PRODUCE Answer: Have You Been...?
+ID: 1d-f6
+INPUT: speak
+CHECK: reveal
+INTRO: Hear a question and a cue, and answer in the present perfect progressive. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+EXAMPLE
+PROMPT: Has Sergeant Carter been working here long? Yes, 5 years. {bk11-l1d-f6-ex1-q.mp3}
+RESPONSE: Yes, he's been working here 5 years. {bk11-l1d-f6-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Have you been eating lunch at the snack bar? No, mess hall. {bk11-l1d-f6-ex2-q.mp3}
+RESPONSE: No, I've been eating lunch at the mess hall. {bk11-l1d-f6-ex2-a.mp3}
+
+PROMPT: Have you been studying English? Yes, 3 months. {bk11-l1d-f6-01-q.mp3}
+RESPONSE: Yes, I've been studying English for 3 months. {bk11-l1d-f6-01-a.mp3}
+
+PROMPT: Has your roommate been watching the news? No, a movie. {bk11-l1d-f6-02-q.mp3}
+RESPONSE: No, he's been watching a movie. {bk11-l1d-f6-02-a.mp3}
+
+PROMPT: Has Lieutenant Hall been flying long? Yes, since he was 15. {bk11-l1d-f6-03-q.mp3}
+RESPONSE: Yes, he's been flying since he was 15. {bk11-l1d-f6-03-a.mp3}
+
+PROMPT: Has Captain White been renting an apartment? No, a house. {bk11-l1d-f6-04-q.mp3}
+RESPONSE: No, he's been renting a house. {bk11-l1d-f6-04-a.mp3}
+
+PROMPT: Have the other officers been living on base? Yes, 6 months. {bk11-l1d-f6-05-q.mp3}
+RESPONSE: Yes, they've been living on base for 6 months. {bk11-l1d-f6-05-a.mp3}
+
+PROMPT: Have the students been listening to the tape? Yes, 17 minutes. {bk11-l1d-f6-06-q.mp3}
+RESPONSE: Yes, they've been listening to the tape for 17 minutes. {bk11-l1d-f6-06-a.mp3}
+
+# Source: ST §I've Been Shopping All Morning
+$PRODUCE Answer with the Cue
+ID: l1-s23
+INTRO: Answer each printed question in a complete sentence, using the cue in parentheses. Same tense, your own voice.
+INSTRUCTION: Answer in a complete sentence using the words in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Where have you been eating this week? (cafeteria)
+RESPONSE: I've been eating at the cafeteria.
+
+PROMPT: Who has Tom been riding to school with? (Carl)
+RESPONSE: He has been riding to school with Carl.
+
+PROMPT: Where have you been working out? (the base gym)
+RESPONSE: I've been working out at the base gym.
+
+PROMPT: When have you been going to the gym? (before dinner)
+RESPONSE: I've been going to the gym before dinner.
+
+PROMPT: Whose textbook have you been borrowing? (Gina's)
+RESPONSE: I've been borrowing Gina's textbook.
+
+PROMPT: How often have you been seeing the doctor? (every week)
+RESPONSE: I've been seeing the doctor every week.
+
+PROMPT: How long has Janet been studying? (since 6:00)
+RESPONSE: She's been studying since 6:00.
+
+PROMPT: Which lesson has the class been reviewing? (Lesson 4)
+RESPONSE: The class has been reviewing Lesson 4.
+
+PROMPT: How long has Uncle Fred been sitting in the back yard? (two and a half hours)
+RESPONSE: He's been sitting in the back yard for two and a half hours.
+
+PROMPT: Who's been waiting in the major's office since noon? (Lt Richards)
+RESPONSE: Lt Richards has been waiting in the major's office since noon.
+
+# Source: ST §Has He Been Studying All Night?
+$PRODUCE Ask and Answer About the Pictures
+ID: l1-s24
+INTRO: For each picture, use the cue to ask a present perfect progressive question — then answer it from what the picture shows. Sometimes the picture disagrees with the cue; trust the picture.
+INSTRUCTION: Ask and answer a question using the cue and the picture.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key. Require a question built from the cued verb and time phrase plus an answer matching the model's facts; the present perfect progressive form is the point — a wrong tense fails. Accept minor wording differences.
+
+EXAMPLE
+PROMPT: read/since 6:30 {st-page_038_001.jpg}
+RESPONSE: Has he been reading that book since 6:30? Yes, he's been reading it for an hour and a half.
+
+EXAMPLE
+PROMPT: work on/all day {st-page_038_002.jpg}
+RESPONSE: Has he been working on his bicycle all day? No, he's been working on his car all day.
+
+PROMPT: play/all afternoon {st-page_038_003.jpg}
+RESPONSE: Have they been playing all afternoon? Yes, they've been playing all afternoon.
+
+PROMPT: study/45 minutes {st-page_038_004.jpg}
+RESPONSE: Has he been studying for 45 minutes? No, he's been swimming for 45 minutes.
+
+PROMPT: sleep/since 2:00 {st-page_039_001.jpg}
+RESPONSE: Has he been sleeping since 2:00? Yes, he's been sleeping since 2:00.
+
+PROMPT: do homework/all afternoon {st-page_039_002.jpg}
+RESPONSE: Have they been doing homework all afternoon? No, they've been watching TV all afternoon.
+
+PROMPT: dance/all evening {st-page_039_003.jpg}
+RESPONSE: Have they been dancing all evening? Yes, they've been dancing all evening.
+
+PROMPT: work out/for several years {st-page_039_004.jpg}
+RESPONSE: Has he been working out for several years? Yes, he's been working out for several years.
+
+PROMPT: march/all morning {st-page_039_005.jpg}
+RESPONSE: Have they been marching all morning? Yes, they've been marching all morning.
+
+PROMPT: talk on the phone/an hour {st-page_039_006.jpg}
+RESPONSE: Has he been talking on the phone for an hour? No, he's been listening to the radio for an hour.
+
+PROMPT: snow/since midnight {st-page_040_001.jpg}
+RESPONSE: Has it been snowing since midnight? Yes, it's been snowing since midnight.
+
+PROMPT: wait/for a long time {st-page_040_002.jpg}
+RESPONSE: Has he been waiting for a long time? Yes, he's been waiting for a long time.
+
+$LESSON 1-11: Listening and Word Skills
+
+# Source: LLA 1D Figure 3 (skills strand — vocabulary from the whole lesson)
+$SELECT Syllable Stress
+ID: 1d-f3
+INTRO: This last part sharpens your ear and your pen with this week's words. First: stress. Listen to each word and tap the number of the syllable that gets the strong beat.
+INSTRUCTION: Tap the number of the stressed syllable.
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+OPTION: 5 | 5
+
+EXAMPLE
+PROMPT: Checkup. {bk11-l1d-f3-ex.mp3}
+ANSWER: 1
+
+PROMPT: inches. {bk11-l1d-f3-01.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: inches. {bk11-l1d-f3-01-fb.mp3}
+
+PROMPT: sometime. {bk11-l1d-f3-02.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: sometime. {bk11-l1d-f3-02-fb.mp3}
+
+PROMPT: patient. {bk11-l1d-f3-03.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: patient. {bk11-l1d-f3-03-fb.mp3}
+
+PROMPT: connect. {bk11-l1d-f3-04.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: connect. {bk11-l1d-f3-04-fb.mp3}
+
+PROMPT: exam. {bk11-l1d-f3-05.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: exam. {bk11-l1d-f3-05-fb.mp3}
+
+PROMPT: regular. {bk11-l1d-f3-06.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: regular. {bk11-l1d-f3-06-fb.mp3}
+
+PROMPT: any more. {bk11-l1d-f3-07.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: any more. {bk11-l1d-f3-07-fb.mp3}
+
+PROMPT: annual. {bk11-l1d-f3-08.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: annual. {bk11-l1d-f3-08-fb.mp3}
+
+PROMPT: physical. {bk11-l1d-f3-09.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: physical. {bk11-l1d-f3-09-fb.mp3}
+
+PROMPT: vertical. {bk11-l1d-f3-10.mp3}
+ANSWER: 1
+FEEDBACK: Repeat: vertical. {bk11-l1d-f3-10-fb.mp3}
+
+PROMPT: emergency. {bk11-l1d-f3-11.mp3}
+ANSWER: 2
+FEEDBACK: Repeat: emergency. {bk11-l1d-f3-11-fb.mp3}
+
+PROMPT: horizontal. {bk11-l1d-f3-12.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: horizontal. {bk11-l1d-f3-12-fb.mp3}
+
+PROMPT: examination. {bk11-l1d-f3-13.mp3}
+ANSWER: 4
+FEEDBACK: Repeat: examination. {bk11-l1d-f3-13-fb.mp3}
+
+PROMPT: perpendicular. {bk11-l1d-f3-14.mp3}
+ANSWER: 3
+FEEDBACK: Repeat: perpendicular. {bk11-l1d-f3-14-fb.mp3}
+
+# Source: LLA 1C Figure 10 (skills strand)
+$PRODUCE Connective Words
+ID: 11-1c-f10
+INPUT: type
+CHECK: exact
+INTRO: You'll hear advice for cold sufferers, one piece at a time. Type the connective word — the one that puts the steps in order.
+INSTRUCTION: Type the connective word.
+
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: first
+
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: second
+
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: third
+
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: last
+
+# Source: ST §What Does the Word Mean?
+$PRODUCE What Does the Word Mean?
+ID: l1-s14
+INTRO: A reading detective game: each sentence gives a little more context about an unknown word. Type "may be", "is not", or "is" to show what the context proves.
+INSTRUCTION: Type "may be", "is not", or "is" in each blank.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Stop at the *intersection*.
+TEMPLATE: An intersection ____{may be} a street corner.
+TEMPLATE: ____{may be} a kind of gate.
+TEMPLATE: ____{may be} a store.
+RESPONSE: An intersection may be a street corner. may be a kind of gate. may be a store.
+
+TEMPLATE: Stop at the *intersection* with the traffic light.
+TEMPLATE: An intersection ____{may be} a street corner.
+TEMPLATE: ____{may be} a kind of gate.
+TEMPLATE: ____{is not} a store.
+RESPONSE: An intersection may be a street corner. may be a kind of gate. is not a store.
+
+TEMPLATE: Stop at the traffic light at the *intersection* of Martin and Pine Streets.
+TEMPLATE: An intersection ____{is} a street corner.
+TEMPLATE: ____{is not} a kind of gate.
+TEMPLATE: ____{is not} a store.
+RESPONSE: An intersection is a street corner. is not a kind of gate. is not a store.
+
+TEMPLATE: Marlene bought a *magenta* dress.
+TEMPLATE: Magenta ____{may be} cheap.
+TEMPLATE: ____{may be} long.
+TEMPLATE: ____{may be} red.
+RESPONSE: Magenta may be cheap. may be long. may be red.
+
+TEMPLATE: Marlene bought an expensive *magenta* dress.
+TEMPLATE: Magenta ____{is not} cheap.
+TEMPLATE: ____{may be} long.
+TEMPLATE: ____{may be} red.
+RESPONSE: Magenta is not cheap. may be long. may be red.
+
+TEMPLATE: Because she likes the color, Marlene bought an expensive *magenta* dress with a short skirt.
+TEMPLATE: Magenta ____{is not} cheap.
+TEMPLATE: ____{is not} long.
+TEMPLATE: ____{is} red.
+RESPONSE: Magenta is not cheap. is not long. is red.
+
+TEMPLATE: I received a *publication* today.
+TEMPLATE: A publication ____{may be} a call.
+TEMPLATE: ____{may be} a magazine.
+TEMPLATE: ____{may be} a package.
+RESPONSE: A publication may be a call. may be a magazine. may be a package.
+
+TEMPLATE: I received a *publication* in the mail today.
+TEMPLATE: A publication ____{is not} a call.
+TEMPLATE: ____{may be} a magazine.
+TEMPLATE: ____{may be} a package.
+RESPONSE: A publication is not a call. may be a magazine. may be a package.
+
+TEMPLATE: I received a *publication* in the mail today. There are some very interesting articles in it.
+TEMPLATE: A publication ____{is not} a call.
+TEMPLATE: ____{is} a magazine.
+TEMPLATE: ____{is not} a package.
+RESPONSE: A publication is not a call. is a magazine. is not a package.
+
+TEMPLATE: We went to the *beach* last weekend.
+TEMPLATE: The beach ____{may be} land at the edge of water.
+TEMPLATE: ____{may be} a mountain with snow.
+TEMPLATE: ____{may be} a large lake.
+RESPONSE: The beach may be land at the edge of water. may be a mountain with snow. may be a large lake.
+
+TEMPLATE: We went to the *beach* and went swimming last weekend.
+TEMPLATE: The beach ____{may be} land at the edge of water.
+TEMPLATE: ____{is not} a mountain with snow.
+TEMPLATE: ____{may be} a large lake.
+RESPONSE: The beach may be land at the edge of water. is not a mountain with snow. may be a large lake.
+
+TEMPLATE: We went to the *beach* and went swimming in the ocean last weekend.
+TEMPLATE: The beach ____{is} land at the edge of water.
+TEMPLATE: ____{is not} a mountain with snow.
+TEMPLATE: ____{is not} a large lake.
+RESPONSE: The beach is land at the edge of water. is not a mountain with snow. is not a large lake.
+
+# Source: LLA 1D Figure 7
+$PRODUCE Dictation
+ID: 1d-f7
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: Last task of the lesson: dictation. Write exactly what you hear — capital letters, commas, periods, and question marks all count. Then you've earned a checkup-free week.
+INSTRUCTION: Type the sentence exactly as you hear it.
+
+PROMPT: Why did— The Smith family— Buy a new home— {bk11-l1d-f7-01-q.mp3}
+RESPONSE: Why did the Smith family buy a new home? {bk11-l1d-f7-01-a.mp3}
+
+PROMPT: Because they have— 5 children— 2 dogs— And a cat. {bk11-l1d-f7-02-q.mp3}
+RESPONSE: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02-a.mp3}
+
+PROMPT: They needed a house— With rooms— For all of the children— And a large yard— With a fence— For their animals. {bk11-l1d-f7-03-q.mp3}
+RESPONSE: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03-a.mp3}
+
+PROMPT: They're very happy— In their new house— {bk11-l1d-f7-04-q.mp3}
+RESPONSE: They're very happy in their new house. {bk11-l1d-f7-04-a.mp3}
+
+# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read, no stimulus we hold.
+# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — paragraph dictation, instructor-read (the taped 1D dictation above covers the skill).
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index 00000000..5104197c
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index 00000000..bde5758d
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+$MODULE Book 11 · Lesson 2: This Street Is One-Way! {st-page_042_001.jpg}
+FORMAT: 2
+DESCRIPTION: Driving and traffic vocabulary, signs and signals, indefinite pronouns (someone, anyone, nobody), become and get, adjective clauses with who/which/that, and safe-driving practice.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Carl | achernar | Male student driver
+VOICE: Mr_Ford | schedar | Male driving instructor
+VOICE: Kathy | gacrux | Female
+VOICE: Kevin | achernar | Male
+VOICE: Sally | gacrux | Female
+VOICE: Steve | achernar | Male
+VOICE: Maria | gacrux | Female
+VOICE: David | achernar | Male
+VOICE: Janet | gacrux | Female
+VOICE: Jason | achernar | Male
+VOICE: Alice | gacrux | Female
+VOICE: Larry | achernar | Male
+VOICE: Jan | gacrux | Female
+VOICE: Bob | achernar | Male
+VOICE: Tom | achernar | Male
+VOICE: Ann | gacrux | Female
+VOICE: Keith | achernar | Male
+VOICE: Frank | achird | Male
+VOICE: Roommate | gacrux | Female
+VOICE: Anne | aoede | Female
+VOICE: Carol | aoede | Female
+VOICE: Greg | achernar | Male
+VOICE: Sam | schedar | Male
+VOICE: Alan | achird | Male
+VOICE: Lynn | aoede | Female speaker
+VOICE: Instructor | achird | Male speaker
+VOICE: Waiter | achernar | Male speaker
+VOICE: Martin | achird | Male speaker
+VOICE: Martha | aoede | Female speaker
+VOICE: Morton | achernar | Male speaker
+VOICE: Marian | aoede | Female speaker
+VOICE: James | achernar | Male speaker
+VOICE: Ralph | achird | Male speaker
+VOICE: StudentA | achernar | Male speaker
+VOICE: StudentB | aoede | Female speaker
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 2-1: Carl's Driving Lesson
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Carl's Driving Lesson {page_036_001.jpg}
+ID: 11-2a-f1-b
+INTRO: In this lesson you'll learn to talk about driving — traffic, signs, signals, and how to stay calm behind the wheel. First, meet Carl, a student driver who is having a very hard morning. Just listen.
+INSTRUCTION: Listen to the paragraphs.
+
+VOCAB: instructor
+LINE: Carl is a student driver. Mr. Ford is his instructor. {bk11-l2a-f1-09.mp3}
+LINE: Yesterday, Carl practiced driving on roads without much traffic. {bk11-l2a-f1-10.mp3}
+VOCAB: relaxed
+LINE: He was relaxed and enjoyed his lesson. {bk11-l2a-f1-11.mp3}
+LINE: Today is different. He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-12.mp3}
+VOCAB: nervous
+LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-13.mp3}
+LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-14.mp3}
+LINE: The streets downtown are narrow and crowded. {bk11-l2a-f1-15.mp3}
+VOCAB: to confuse
+LINE: They confuse Carl because they all look alike to him. {bk11-l2a-f1-16.mp3}
+VOCAB: to fail
+VOCAB: lost
+LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-17.mp3}
+VOCAB: way
+LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-18.mp3}
+LINE: Carl is making a lot of mistakes. Mr. Ford is nervous too. {bk11-l2a-f1-19.mp3}
+LINE: He'll tell Carl how to get out of downtown. {bk11-l2a-f1-20.mp3}
+VOCAB: to follow
+LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-21.mp3}
+
+# Source: LLA 2A Figure 1 (word list kept as pronunciation after the story)
+$DIALOGUE Say the New Words (Driving Downtown)
+ID: 11-2a-f1
+INTRO: You just heard these words in Carl's story. Now say each one clearly after the speaker.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: instructor {bk11-l2a-f1-01.mp3}
+LINE: relaxed {bk11-l2a-f1-02.mp3}
+LINE: nervous {bk11-l2a-f1-03.mp3}
+LINE: confuse {bk11-l2a-f1-04.mp3}
+LINE: failed {bk11-l2a-f1-05.mp3}
+LINE: lost {bk11-l2a-f1-06.mp3}
+LINE: way {bk11-l2a-f1-07.mp3}
+LINE: follow {bk11-l2a-f1-08.mp3}
+
+# Source: LLA 2A Figure 1
+$PRODUCE Questions About Carl's Lesson
+ID: 11-2a-f1-c
+REFERENCE: 11-2a-f1-b
+INTRO: Now answer questions about Carl's difficult morning. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What is the instructor's name? {bk11-l2a-f1-22-q.mp3}
+RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-22-a.mp3}
+
+PROMPT: What is he teaching Carl? {bk11-l2a-f1-23-q.mp3}
+RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-23-a.mp3}
+
+PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-24-q.mp3}
+RESPONSE: He felt relaxed. {bk11-l2a-f1-24-a.mp3}
+
+PROMPT: How does he feel today? {bk11-l2a-f1-25-q.mp3}
+RESPONSE: He feels nervous. {bk11-l2a-f1-25-a.mp3}
+
+PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-26-q.mp3}
+RESPONSE: They confuse him. {bk11-l2a-f1-26-a.mp3}
+
+PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-27-q.mp3}
+RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-27-a.mp3}
+
+PROMPT: Is Carl lost? {bk11-l2a-f1-28-q.mp3}
+RESPONSE: Yes, he's lost. {bk11-l2a-f1-28-a.mp3}
+
+PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-29-q.mp3}
+RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-29-a.mp3}
+
+PROMPT: How will he get out of downtown? {bk11-l2a-f1-30-q.mp3}
+RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-30-a.mp3}
+
+# Source: LLA 2A Figure 2
+$SELECT Similar Meaning
+ID: 11-2a-f2
+INTRO: You'll hear a sentence about driving. Tap the printed sentence that means the same thing — this checks that the new words really landed.
+INSTRUCTION: Tap the sentence with a similar meaning.
+
+PROMPT: Carl was lost. {bk11-l2a-f2-01-q.mp3}
+OPTION: a | He didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3}
+OPTION: b | He didn't know what time it was.
+ANSWER: a
+
+PROMPT: The other car failed to stop. {bk11-l2a-f2-02-q.mp3}
+OPTION: a | The other car didn't stop. {bk11-l2a-f2-02-a.mp3}
+OPTION: b | The other car stopped right away.
+ANSWER: a
+
+PROMPT: Carl went the wrong way. {bk11-l2a-f2-03-q.mp3}
+OPTION: a | He went in the wrong direction. {bk11-l2a-f2-03-a.mp3}
+OPTION: b | He drove downtown at the wrong time.
+ANSWER: a
+
+PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04-q.mp3}
+OPTION: a | He asked Mr. Ford for advice.
+OPTION: b | He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3}
+ANSWER: b
+
+PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05-q.mp3}
+OPTION: a | Mr. Ford is the driver.
+OPTION: b | Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3}
+ANSWER: b
+
+PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06-q.mp3}
+OPTION: a | Carl is having a good time.
+OPTION: b | Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3}
+ANSWER: b
+
+PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07-q.mp3}
+OPTION: a | He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3}
+OPTION: b | He wasn't at fault yesterday.
+ANSWER: a
+
+PROMPT: The streets confuse Carl. {bk11-l2a-f2-08-q.mp3}
+OPTION: a | He knows that he's on the right street.
+OPTION: b | He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3}
+ANSWER: b
+
+# Source: LLA 2A Figure 3
+$DIALOGUE Checking the Speed {page_038_001.jpg}
+ID: 11-2a-f3-b
+INTRO: Carl is back on the road, and now he's going a little too fast. Listen to Carl and Mr. Ford, and repeat each line.
+INSTRUCTION: Listen and repeat the dialogue.
+REPEAT
+
+VOCAB: speed
+Mr_Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-10.mp3}
+VOCAB: miles an hour
+Carl: 40 miles an hour. {bk11-l2a-f3-11.mp3}
+VOCAB: speeding
+VOCAB: to slow down
+Mr_Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-12.mp3}
+VOCAB: speed limit
+Carl: I thought 40 was the speed limit here. {bk11-l2a-f3-13.mp3}
+VOCAB: sign
+Mr_Ford: No, the sign back there said 30. {bk11-l2a-f3-14.mp3}
+VOCAB: ahead
+Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-15.mp3}
+VOCAB: miles per hour
+Mr_Ford: Yes, I see. It says 45 miles per hour. {bk11-l2a-f3-16.mp3}
+VOCAB: to speed up
+Carl: Good. Now I can speed up. {bk11-l2a-f3-17.mp3}
+
+# Source: LLA 2A Figure 3 (word list kept as pronunciation after the dialogue)
+$DIALOGUE Say the New Words (Speed)
+ID: 11-2a-f3
+INTRO: Here are the speed words from the dialogue on their own. Say each one after the speaker.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: speed {bk11-l2a-f3-01.mp3}
+LINE: miles an hour {bk11-l2a-f3-02.mp3}
+LINE: speeding {bk11-l2a-f3-03.mp3}
+LINE: slow down {bk11-l2a-f3-04.mp3}
+LINE: speed limit {bk11-l2a-f3-05.mp3}
+LINE: sign {bk11-l2a-f3-06.mp3}
+LINE: ahead {bk11-l2a-f3-07.mp3}
+LINE: miles per hour {bk11-l2a-f3-08.mp3}
+LINE: speed up {bk11-l2a-f3-09.mp3}
+
+# Source: LLA 2A Figure 3
+$PRODUCE Questions About the Speed Limit
+ID: 11-2a-f3-c
+REFERENCE: 11-2a-f3-b
+INTRO: Answer questions about Carl's speed. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: How fast is Carl driving? {bk11-l2a-f3-18-q.mp3}
+RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-18-a.mp3}
+
+PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-19-q.mp3}
+RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-19-a.mp3}
+
+PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-20-q.mp3}
+RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-20-a.mp3}
+
+PROMPT: What is he doing? {bk11-l2a-f3-21-q.mp3}
+RESPONSE: He's speeding. {bk11-l2a-f3-21-a.mp3}
+
+PROMPT: What should he do? {bk11-l2a-f3-22-q.mp3}
+RESPONSE: He should slow down. {bk11-l2a-f3-22-a.mp3}
+
+PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-23-q.mp3}
+RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-23-a.mp3}
+
+PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-24-q.mp3}
+RESPONSE: It's ahead of him. {bk11-l2a-f3-24-a.mp3}
+
+# Source: LLA 2A Figure 4
+$DIALOGUE Changing Lanes
+ID: 11-2a-f4-b
+INTRO: Now Carl wants to pass a slow car. Mr. Ford has opinions about that. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogue.
+REPEAT
+
+VOCAB: ahead of
+Carl: The car ahead of us is going very slow. {bk11-l2a-f4-10.mp3}
+VOCAB: cautious
+Mr_Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-11.mp3}
+Carl: May I go around him? {bk11-l2a-f4-12.mp3}
+VOCAB: lane
+Mr_Ford: First check the other lane of traffic. {bk11-l2a-f4-13.mp3}
+VOCAB: to pass
+Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-14.mp3}
+VOCAB: signal
+Mr_Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-15.mp3}
+VOCAB: turn
+Carl: Why? I don't want to make a turn. {bk11-l2a-f4-16.mp3}
+VOCAB: cautiously
+Mr_Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-17.mp3}
+VOCAB: steering wheel
+Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-18.mp3}
+VOCAB: mind
+Mr_Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-19.mp3}
+
+# Source: LLA 2A Figure 4 (word list kept as pronunciation after the dialogue)
+$DIALOGUE Say the New Words (Lanes and Turns)
+ID: 11-2a-f4
+INTRO: One more set of words from the dialogue. Say each one after the speaker.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: ahead of {bk11-l2a-f4-01.mp3}
+LINE: cautious {bk11-l2a-f4-02.mp3}
+LINE: lane {bk11-l2a-f4-03.mp3}
+LINE: pass {bk11-l2a-f4-04.mp3}
+LINE: turn {bk11-l2a-f4-05.mp3}
+LINE: signal {bk11-l2a-f4-06.mp3}
+LINE: cautiously {bk11-l2a-f4-07.mp3}
+LINE: steering wheel {bk11-l2a-f4-08.mp3}
+LINE: mind {bk11-l2a-f4-09.mp3}
+
+# Source: LLA 2A Figure 4
+$PRODUCE Questions About Changing Lanes
+ID: 11-2a-f4-c
+REFERENCE: 11-2a-f4-b
+INTRO: Answer questions about passing and changing lanes. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-20-q.mp3}
+RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-20-a.mp3}
+
+PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-21-q.mp3}
+RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-21-a.mp3}
+
+PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-22-q.mp3}
+RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-22-a.mp3}
+
+PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-23-q.mp3}
+RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-23-a.mp3}
+
+PROMPT: What is he doing? {bk11-l2a-f4-24-q.mp3}
+RESPONSE: He's changing lanes. {bk11-l2a-f4-24-a.mp3}
+
+PROMPT: How should drivers change lanes? {bk11-l2a-f4-25-q.mp3}
+RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-25-a.mp3}
+
+PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-26-q.mp3}
+RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-26-a.mp3}
+
+PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-27-q.mp3}
+RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-27-a.mp3}
+
+$LESSON 2-2: Lynn Learns to Drive
+
+# Source: ST §You Need Driving Lessons!
+$DIALOGUE You Need Driving Lessons!
+ID: l2-s4
+INTRO: In this part you'll meet more drivers — and one unlucky pedestrian — and practice talking about how people feel behind the wheel. Lynn gets nervous when she drives, so she takes lessons. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: to get nervous
+VOCAB: relaxed
+VOCAB: steering wheel
+Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg}
+
+VOCAB: instructor
+Carl: Maybe you should take driving lessons from a good instructor.
+Lynn: Yes, maybe I should.
+
+VOCAB: cautiously
+Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg}
+
+VOCAB: speed
+Lynn: What's a good speed for a turn?
+Instructor: Ten miles per hour is usually best.
+
+VOCAB: way
+VOCAB: to become
+Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg}
+
+VOCAB: mind
+Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving.
+Carl: I'm glad the instructor was able to help you.
+
+# Source: ST §You Need Driving Lessons! (questions)
+$PRODUCE Questions About Lynn's Lessons
+ID: l2-s5
+REFERENCE
+INTRO: Answer a few questions about Lynn's driving lessons. Say your answer in a full sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
+
+PROMPT: How does Lynn feel when she is behind the steering wheel?
+RESPONSE: She gets nervous.
+
+PROMPT: What did Carl think she should do?
+RESPONSE: He thought she should take driving lessons.
+
+PROMPT: What did the instructor tell Lynn to do?
+RESPONSE: He told her to turn cautiously.
+
+PROMPT: What speed did he say was best for a turn?
+RESPONSE: He said ten miles per hour is usually best.
+
+PROMPT: Did Lynn become less nervous after her lessons?
+RESPONSE: Yes, she became less nervous.
+
+# Source: ST §I Got Lost!
+$DIALOGUE I Got Lost!
+ID: l2-s6
+INTRO: Lynn's lessons went well. Then she tried to find the new mall by herself. Listen and repeat each line — and note how she talks about getting lost and getting a ticket.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg}
+
+VOCAB: to get lost
+Carl: Why? Did you get lost?
+
+VOCAB: to speed up
+VOCAB: ahead
+Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead.
+
+VOCAB: to slow up
+Carl: Did you slow up?
+
+VOCAB: speeding
+Lynn: I tried, but it was too late. I was still speeding when I passed him.
+
+VOCAB: to pull over
+Carl: Did he pull you over?
+
+VOCAB: to fail to
+Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.
+
+VOCAB: cautious
+Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.
+
+# Source: ST §I Got Lost! (questions)
+$PRODUCE Questions About Lynn's Ticket
+ID: l2-s7
+REFERENCE
+INTRO: Now answer questions about Lynn's expensive afternoon. Full sentences, please.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
+
+PROMPT: What happened to Lynn yesterday?
+RESPONSE: She got lost and then got a ticket.
+
+PROMPT: Was she driving faster than the speed limit?
+RESPONSE: Yes, she was speeding.
+
+PROMPT: Did she see a police car behind her?
+RESPONSE: No, she saw a policeman ahead of her.
+
+PROMPT: What did she try to do when she saw the policeman?
+RESPONSE: She tried to slow up.
+
+PROMPT: What did the policeman do?
+RESPONSE: He pulled her over and gave her a ticket.
+
+PROMPT: What did Carl tell her?
+RESPONSE: He told her she should be more cautious.
+
+# Source: ST §The Careless Pedestrian
+$DIALOGUE The Careless Pedestrian
+ID: l2-s8
+INTRO: Drivers aren't the only ones who need to be careful. Here's what happened to Albert, who was in a hurry on foot. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: A few minutes ago, Albert was walking from the bus stop to his office.
+LINE: He was late for work and wanted to walk faster, but he couldn't.
+VOCAB: ahead of
+VOCAB: sidewalk
+LINE: There were too many people ahead of him on the sidewalk.
+VOCAB: pedestrian
+LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
+LINE: He stepped in front of a car, and the driver couldn't stop in time. Now he's hurt. {st-page_053_001.jpg}
+
+# Source: ST §The Careless Pedestrian (questions)
+$PRODUCE Questions About the Pedestrian
+ID: l2-s9
+REFERENCE
+INTRO: Answer questions about Albert's accident. He'll be fine — your sentences should be too.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form that conveys the same fact.
+
+PROMPT: Was Albert a driver or a pedestrian?
+RESPONSE: He was a pedestrian.
+
+PROMPT: Where were he and the other people walking?
+RESPONSE: They were walking on the sidewalk.
+
+PROMPT: Were there too many people following him?
+RESPONSE: No, there were too many people ahead of him.
+
+PROMPT: Did he make it to the other side?
+RESPONSE: No, he didn't.
+
+PROMPT: What happened to Albert?
+RESPONSE: He stepped in front of a car and got hurt.
+
+PROMPT: Could the driver stop when he saw Albert in front of the car?
+RESPONSE: No, the driver couldn't stop in time.
+
+# Source: ST §Advice for Pedestrians (word bank)
+$GRAMMAR Advice for Pedestrians — Word Bank
+ID: l2-s10
+INTRO: Here's the word box for the next exercise. You can look back at it while you work.
+
+| | | | |
+|---|---|---|---|
+| intersections | left | yield | signal |
+| right-of-way | ways | street | pedestrians |
+
+# Source: ST §Advice for Pedestrians
+$PRODUCE Advice for Pedestrians
+ID: l2-s11
+REFERENCE: l2-s10
+INTRO: So that what happened to Albert doesn't happen to you: complete each safety rule by typing the correct word from the box.
+INSTRUCTION: Complete the sentence. Type the correct word from the box.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Obey all signals for ____{pedestrians} and traffic.
+RESPONSE: Obey all signals for pedestrians and traffic.
+ACCEPT: pedestrians
+
+TEMPLATE: Do not cross the street between two ____{intersections}.
+RESPONSE: Do not cross the street between two intersections.
+ACCEPT: intersections
+
+TEMPLATE: Use sidewalks. Do not walk in the ____{street}.
+RESPONSE: Use sidewalks. Do not walk in the street.
+ACCEPT: street
+
+TEMPLATE: When there are no sidewalks, walk on the ____{left} side of the road.
+RESPONSE: When there are no sidewalks, walk on the left side of the road.
+ACCEPT: left
+
+TEMPLATE: Be cautious. Drivers may not always be able to ____{yield} to pedestrians.
+RESPONSE: Be cautious. Drivers may not always be able to yield to pedestrians.
+ACCEPT: yield
+
+TEMPLATE: Don't stand in the street when the light is red or the ____{signal} says "Don't walk." Wait on the sidewalk.
+RESPONSE: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
+ACCEPT: signal
+
+TEMPLATE: Look both ____{ways} before you cross the street.
+RESPONSE: Look both ways before you cross the street.
+ACCEPT: ways
+
+TEMPLATE: Remember that pedestrians must yield the ____{right-of-way} to all vehicles when they cross the street between intersections.
+RESPONSE: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
+ACCEPT: right-of-way
+
+# Source: LLA 2A Figure 5
+$DIALOGUE Safe Driver Linda
+ID: 11-2a-f5
+INTRO: Now practice listening for the main idea. Here's a short paragraph about Linda, a driver who does everything right. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01.mp3}
+LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-02.mp3}
+LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-03.mp3}
+LINE: When she's tired, she's very cautious. {bk11-l2a-f5-04.mp3}
+LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-05.mp3}
+
+# Source: LLA 2A Figure 5
+$SELECT Main Idea: The Paragraph About Linda
+ID: 11-2a-f5-b
+REFERENCE
+INTRO: All the details point to one big idea. Tap the sentence that says what the paragraph was really about.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What was the main idea of the paragraph?
+OPTION: a | Linda's car is new.
+OPTION: b | Linda enjoys driving.
+OPTION: c | Bad weather bothers Linda.
+OPTION: d | Linda is a careful driver. {bk11-l2a-f5-06.mp3}
+ANSWER: d
+
+# Source: LLA 2A Figure 5
+$DIALOGUE Why Accidents Happen
+ID: 11-2a-f5-c
+INTRO: One more paragraph, this time about how accidents happen. Listen for the big idea.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-07.mp3}
+LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-08.mp3}
+LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-09.mp3}
+LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-10.mp3}
+
+# Source: LLA 2A Figure 5
+$SELECT Main Idea: The Paragraph About Accidents
+ID: 11-2a-f5-d
+REFERENCE
+INTRO: Same task: tap the sentence that gives the main idea of the paragraph you just heard.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What was the main idea of the paragraph?
+OPTION: a | Cars should be able to stop quickly.
+OPTION: b | Drivers should always watch the road. {bk11-l2a-f5-11.mp3}
+OPTION: c | Animals and children can cause accidents.
+OPTION: d | Other people in the car shouldn't talk to the driver.
+ANSWER: b
+
+$LESSON 2-3: Signs and Signals
+
+# Source: ST §Streets and Highways, Signs and Signals
+$DIALOGUE Streets and Highways, Signs and Signals
+ID: l2-s1
+INTRO: In this part you'll learn to read the road itself — lanes, lights, and signs. Look at each picture, listen, and repeat.
+INSTRUCTION: Listen, look at the pictures, and repeat.
+REPEAT
+
+VOCAB: lane
+LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg}
+VOCAB: to pass
+LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg}
+
+VOCAB: to mean
+LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg}
+VOCAB: caution
+LINE: When you see a yellow light, use caution. Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg}
+
+VOCAB: sign
+LINE: A sign gives information or directions. {st-page_044_003.jpg}
+LINE: Many signs tell drivers that they can't do something. Other signs show them that they can. {st-page_044_003.jpg}
+VOCAB: to follow
+VOCAB: turn
+LINE: You should follow the directions on highway and street signs. Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg}
+
+VOCAB: speed limit
+VOCAB: miles per hour (m.p.h.)
+LINE: The speed limit on the highways is 55 or 65 miles per hour. The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg}
+
+VOCAB: stop sign
+VOCAB: to slow down
+LINE: A stop sign means that you must make a complete stop. Don't just slow down. {st-page_045_002.jpg}
+
+VOCAB: to signal
+LINE: You may use signal lights or hand and arm signals. This man is signaling because he's going to turn left. {st-page_045_003.jpg}
+
+VOCAB: to yield
+LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg}
+VOCAB: right-of-way
+LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg}
+
+# Source: LLA 2B Figure 1
+$DIALOGUE Traffic Words in Sentences {page_040_001.jpg}
+ID: 11-2b-f1
+INTRO: Now hear the key traffic words in short sentences, and repeat them after the speaker.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: caution
+LINE: Be careful; use caution. {bk11-l2b-f1-01.mp3}
+
+VOCAB: flash
+LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3}
+
+VOCAB: intersection
+LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3}
+
+VOCAB: pedestrian
+LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3}
+
+VOCAB: sign
+LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3}
+
+VOCAB: signal
+LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3}
+
+# Source: LLA 2B Figure 2
+$DIALOGUE Traffic at Intersections
+ID: 11-2b-f2
+INTRO: Intersections are where everything — and everyone — meets. Listen to the paragraphs about why they need so many signs and signals.
+INSTRUCTION: Listen and read along.
+
+LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3}
+LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3}
+LINE: Traffic signals use lights to give instructions. {bk11-l2b-f2-03.mp3}
+LINE: Traffic lights tell drivers, bicycle riders, and pedestrians to stop, to go, or to use caution. {bk11-l2b-f2-04.mp3}
+LINE: Traffic signs use words and pictures to give instructions or information. {bk11-l2b-f2-05.mp3}
+LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3}
+LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3}
+
+# Source: LLA 2B Figure 2
+$PRODUCE Questions About Intersections
+ID: 11-2b-f2-b
+REFERENCE
+INTRO: Answer the questions about intersections, signs, and signals. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where do cars and people come together? {bk11-l2b-f2-08-q.mp3}
+RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3}
+
+PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3}
+RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3}
+
+PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3}
+RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3}
+
+PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3}
+RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3}
+
+PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3}
+RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3}
+
+PROMPT: What do traffic signs have on them? {bk11-l2b-f2-13-q.mp3}
+RESPONSE: Traffic signs have words and pictures on them. {bk11-l2b-f2-13-a.mp3}
+
+PROMPT: What do traffic signs give? {bk11-l2b-f2-14-q.mp3}
+RESPONSE: They give instructions and information. {bk11-l2b-f2-14-a.mp3}
+
+PROMPT: What do cautious drivers look for? {bk11-l2b-f2-15-q.mp3}
+RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3}
+
+PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3}
+RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3}
+
+# Source: LLA 2B Figure 3
+$DIALOGUE Types of Signals
+ID: 11-2b-f3
+INTRO: You'll see pictures of eight different signals — traffic lights, pedestrian signals, hand signals, and car lights. Look at each picture and listen to what it means.
+INSTRUCTION: Listen to the descriptions.
+
+LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-01.mp3}
+
+LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg} {bk11-l2b-f3-02.mp3}
+
+LINE: There are signals only for pedestrians. When the signal says "walk" or shows the picture of a man, look both ways and then cross the street quickly. When it says "don't walk" or shows the picture of a hand, wait on the corner until the light changes. {page_042_003.jpg} {bk11-l2b-f3-03.mp3}
+
+LINE: Sometimes drivers use hand signals. This signal tells other drivers that this car is going to slow down or stop. {page_042_004.jpg} {bk11-l2b-f3-04.mp3}
+
+LINE: This is the hand signal for a left turn. {page_042_005.jpg} {bk11-l2b-f3-05.mp3}
+
+LINE: This driver is going to turn right. {page_042_006.jpg} {bk11-l2b-f3-06.mp3}
+
+LINE: Some of the lights on the front and back of a car are also signals. When the yellow lights on the front and back of a car are flashing, its driver wants to turn or change lanes. {page_042_007.jpg} {bk11-l2b-f3-07.mp3}
+
+LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-08.mp3}
+
+# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
+$SELECT Identify the Signal: Lights
+ID: 11-2b-f3-b
+INTRO: First, the light signals. Listen to each question and tap the picture of the signal it describes. Then repeat the answer you hear.
+INSTRUCTION: Tap the correct signal.
+REPEAT
+
+OPTION: 1 | traffic light {page_042_001.jpg}
+OPTION: 2 | directional arrows {page_042_002.jpg}
+OPTION: 3 | pedestrian signals {page_042_003.jpg}
+OPTION: 7 | turn signals {page_042_007.jpg}
+OPTION: 8 | brake lights {page_042_008.jpg}
+
+PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-09-q.mp3}
+ANSWER: 1
+FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-09-a.mp3}
+
+PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-11-q.mp3}
+ANSWER: 7
+FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-11-a.mp3}
+
+PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-12-q.mp3}
+ANSWER: 3
+FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-12-a.mp3}
+
+PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-14-q.mp3}
+ANSWER: 2
+FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-14-a.mp3}
+
+PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-16-q.mp3}
+ANSWER: 8
+FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-a.mp3}
+
+# Source: LLA 2B Figure 3 (split: image-option pool capped at 6)
+$SELECT Identify the Signal: Hand Signals
+ID: 11-2b-f3-c
+INTRO: Now the hand signals — useful when your turn signals give up on you. Listen and tap the correct picture, then repeat the answer.
+INSTRUCTION: Tap the correct signal.
+REPEAT
+
+OPTION: 4 | hand: slow down or stop {page_042_004.jpg}
+OPTION: 5 | hand: left turn {page_042_005.jpg}
+OPTION: 6 | hand: right turn {page_042_006.jpg}
+
+PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3}
+ANSWER: 6
+FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-10-a.mp3}
+
+PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-13-q.mp3}
+ANSWER: 5
+FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-13-a.mp3}
+
+PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-15-q.mp3}
+ANSWER: 4
+FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-a.mp3}
+
+# Source: LLA 2B Figure 4
+$DIALOGUE Five Important Signs
+ID: 11-2b-f4
+INTRO: Here are five signs every driver must know on sight. Look at each one, listen, and repeat.
+INSTRUCTION: Repeat the words and sentences.
+REPEAT
+
+VOCAB: stop sign
+LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01.mp3}
+
+VOCAB: yield
+VOCAB: right-of-way
+LINE: Yield the right of way to the other driver. He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02.mp3}
+
+VOCAB: one-way
+LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03.mp3}
+
+VOCAB: two-way
+LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04.mp3}
+
+VOCAB: railroad crossing
+LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05.mp3}
+
+# Source: LLA 2B Figure 5
+$SELECT Identify the Sign
+ID: 11-2b-f5
+INTRO: Time for a quick road test — no car required. Listen to each sentence and tap the sign it describes.
+INSTRUCTION: Tap the correct sign.
+
+OPTION: a | yield {page_044_001.jpg}
+OPTION: b | railroad crossing {page_044_002.jpg}
+OPTION: c | two-way {page_044_003.jpg}
+OPTION: d | one-way {page_044_004.jpg}
+OPTION: e | stop {page_044_005.jpg}
+
+PROMPT: "Be careful, look for a train." {bk11-l2b-f5-01.mp3}
+ANSWER: b
+
+PROMPT: "All cars must travel in the same direction." {bk11-l2b-f5-02.mp3}
+ANSWER: d
+
+PROMPT: "You must let other drivers go ahead of you." {bk11-l2b-f5-03.mp3}
+ANSWER: a
+
+PROMPT: "Stop at the intersection. Don't go until it's safe." {bk11-l2b-f5-04.mp3}
+ANSWER: e
+
+PROMPT: "Cars are moving in opposite directions on this street." {bk11-l2b-f5-05.mp3}
+ANSWER: c
+
+# Source: ST §Too Many Signs and Signals
+$DIALOGUE Too Many Signs and Signals
+ID: l2-s2
+INTRO: Mark studied the city map in advance. The city had other plans. Listen to his story and repeat each line — it uses everything you've just learned.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: in advance
+VOCAB: to confuse
+LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg}
+LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg}
+LINE: He looked at a city street map in advance, but that didn't help him when he got downtown. {st-page_046_001.jpg}
+LINE: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg}
+
+VOCAB: one-way
+VOCAB: two-way
+VOCAB: intersection
+LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg}
+LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg}
+VOCAB: to flash
+LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg}
+VOCAB: to pull over
+LINE: Finally he realized that an emergency vehicle was following him. He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg}
+
+VOCAB: railroad crossing
+VOCAB: way
+LINE: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg}
+LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg}
+LINE: He looked both ways, but he couldn't see it yet. He crossed the tracks carefully. {st-page_046_003.jpg}
+LINE: Then he decided to go home. He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg}
+LINE: He'll try it again another day. {st-page_046_003.jpg}
+
+# Source: ST §What Kind of Street Is This?
+$PRODUCE What Kind of Street Is This?
+ID: l2-s3
+INTRO: Now you name things. You'll see a picture and hear a question about it — answer aloud with what the picture shows.
+INSTRUCTION: Answer the question about the picture.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any short or full sentence that identifies the same sign or traffic feature.
+
+EXAMPLE
+PROMPT: What is this called? {st-page_047_001.jpg}
+RESPONSE: It's called an intersection.
+
+PROMPT: What is this? {st-page_047_002.jpg}
+RESPONSE: It's a stop sign.
+
+PROMPT: What is this man doing? {st-page_047_003.jpg}
+RESPONSE: He is signaling a turn.
+
+PROMPT: What are these lines for? {st-page_047_004.jpg}
+RESPONSE: They mark the lanes.
+
+PROMPT: What sign is this? {st-page_047_005.jpg}
+RESPONSE: It's a yield sign.
+
+PROMPT: What does this sign show? {st-page_047_006.jpg}
+RESPONSE: It shows the speed limit.
+
+PROMPT: What is the driver doing? {st-page_047_007.jpg}
+RESPONSE: He is looking in his mirror at the car following him.
+
+PROMPT: What is this? {st-page_047_008.jpg}
+RESPONSE: It's a railroad crossing.
+
+PROMPT: What kind of street is this? {st-page_047_009.jpg}
+RESPONSE: It's a one-way street.
+
+PROMPT: What are these? {st-page_048_001.jpg}
+RESPONSE: They are traffic signs.
+
+PROMPT: What is this? {st-page_048_002.jpg}
+RESPONSE: It's a traffic signal.
+
+PROMPT: What kind of street is this? {st-page_048_003.jpg}
+RESPONSE: It's a two-way street.
+
+# SKIPPED (book): ST Listening Skill "PUT THE PUNCTUATION MARK IN THE BOX" — instructor-read grid-filling with no printed stimulus; no spatial interaction in our format.
+# SKIPPED (book): LLA 2B Figure 9 — punctuation mark placement in a grid by spoken coordinates (spatial interaction not expressible).
+
+$LESSON 2-4: Someone, Anyone, No One
+
+# Source: ST §Would Anybody Like Some Coffee?
+$DIALOGUE Would Anybody Like Some Coffee?
+ID: l2-s13
+INTRO: In this part you'll learn the little words for people you can't name: someone, anyone, nobody. First, listen to a busy waiter using them at work, and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+VOCAB: anybody
+Waiter: Would anybody like some coffee? {st-page_057_001.jpg}
+Martin: Yes, I think two of us would.
+
+VOCAB: somebody
+Waiter: Did somebody order tea?
+Martha: Yes, I asked for tea.
+
+VOCAB: nobody
+Waiter: Can I get someone a glass of water?
+Morton: No, thank you. Nobody needs water right now.
+
+VOCAB: no one
+Waiter: Is anyone ready to order dessert?
+Marian: No, no one has finished eating yet.
+
+# Source: ST §Indefinite Pronouns (grammar)
+$GRAMMAR Indefinite Pronouns
+ID: l2-s15
+INTRO: Here's the pattern behind those words — which ones go in statements, which in questions, and which in negatives.
+
+**Someone** and **somebody** are used in affirmative statements and questions.
+
+**EXAMPLES:**
+* {Someone} wants to speak to you on the phone.
+* {Somebody} forgot to put gas in the car.
+* Can {someone} please take this book to the library?
+* Has {somebody} been using my pen without asking me?
+
+**No one** and **nobody** are used in affirmative statements.
+
+**EXAMPLES:**
+* {No one} wants to leave before the general does.
+* The weather was awful; {nobody} got to work on time.
+
+**Anyone** and **anybody** are usually used in negative statements and in affirmative and negative questions. They are sometimes used in affirmative statements.
+
+**EXAMPLES:**
+* I didn't know {anyone} at the party last night.
+* Can {anyone} give me a ride home after class?
+* Was {anybody} in the office when you got there?
+* Doesn't {anyone} have a pencil?
+* {Anybody} can learn another language.
+
+# Source: LLA 2B Figure 6
+$DIALOGUE Say the Pronouns
+ID: 11-2b-f6
+INTRO: Practice the sound of each pronoun — you'll hear it whole, then in its two parts. Repeat after the speaker.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Anyone. Any one. {bk11-l2b-f6-01.mp3}
+LINE: Anybody. Any body. {bk11-l2b-f6-02.mp3}
+LINE: Someone. Some one. {bk11-l2b-f6-03.mp3}
+LINE: Somebody. Some body. {bk11-l2b-f6-04.mp3}
+LINE: No one. No one. {bk11-l2b-f6-05.mp3}
+LINE: Nobody. No body. {bk11-l2b-f6-06.mp3}
+
+# Source: LLA 2B Figure 6
+$PRODUCE Complete the Dialogue: Nobody Writes to Becky
+ID: 11-2b-f6-b
+INTRO: Becky never gets any mail — Ellen has a theory about why. Listen to each sentence and type the missing indefinite pronoun. Then repeat the sentence.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+REPEAT
+
+TEMPLATE: Ellen: Do you want to read this letter from Nancy?
+TEMPLATE: Becky: Yes, thank you. ____ writes to me.
+PROMPT: No one writes to me. {bk11-l2b-f6-07.mp3}
+RESPONSE: No one writes to me. {bk11-l2b-f6-07.mp3}
+ACCEPT: No one
+
+TEMPLATE: Ellen: Do you write to ____?
+PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
+RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
+ACCEPT: anybody
+
+TEMPLATE: Becky: No. I don't mail anything to ____.
+PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
+RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
+ACCEPT: anyone
+
+TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
+PROMPT: Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
+RESPONSE: Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
+ACCEPT: Nobody
+
+TEMPLATE: Becky: Do you think I should write to ____?
+PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
+RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
+ACCEPT: someone
+
+TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
+PROMPT: Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
+RESPONSE: Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
+ACCEPT: somebody
+
+# Source: ST §Someone Called While You Were Out
+$SELECT Same Meaning
+ID: l2-s14
+INTRO: Check your understanding: tap the choice that means the same as the underlined word or sentence.
+INSTRUCTION: Tap the sentence that has the same meaning as the underlined word or sentence.
+
+TEMPLATE: *No one* saw the accident.
+OPTION: a | A person
+OPTION: b | Not one person
+ANSWER: b
+
+TEMPLATE: *Anybody* could pass this test.
+OPTION: a | Any person
+OPTION: b | Many people
+ANSWER: a
+
+TEMPLATE: *Somebody* called after you left.
+OPTION: a | One person
+OPTION: b | Some people
+ANSWER: a
+
+TEMPLATE: No one left before midnight.
+OPTION: a | Everybody stayed until midnight.
+OPTION: b | A few people stayed until midnight.
+ANSWER: a
+
+TEMPLATE: Nobody was awake when Jim got home.
+OPTION: a | Someone was asleep.
+OPTION: b | Everyone was asleep.
+ANSWER: b
+
+# Source: ST §Does Anyone Here Speak English?
+$DIALOGUE Does Anyone Here Speak English?
+ID: l2-s16
+INTRO: Three short sentences, three pictures. Repeat each one — the notes show you a second pronoun that works just as well.
+INSTRUCTION: Repeat the sentences.
+REPEAT
+
+LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg}
+NOTES: You could also say "nobody": There was nobody in Colonel Mitchell's office.
+
+LINE: Does anybody here speak English? {st-page_060_002.jpg}
+NOTES: "Anyone" works too: Does anyone here speak English?
+
+LINE: Will somebody please open the door? {st-page_060_003.jpg}
+NOTES: Or: Will someone please open the door?
+
+# Source: ST §No One Failed the Test
+$DIALOGUE No One Failed the Test
+ID: l2-s17
+INTRO: Read through these example sentences and notice which pronoun each one uses — and why.
+INSTRUCTION: Read the sentences.
+
+LINE: Did anyone fail the test?
+LINE: Nobody failed the exam.
+LINE: Can somebody help me?
+LINE: No one went to Jean's party.
+LINE: Nobody wants to work for Mr. Grouch.
+LINE: Anybody can learn to drive.
+LINE: Would anyone like to have dessert?
+LINE: I don't think anyone arrived on time today.
+LINE: Will someone be there at 3:00?
+LINE: There was no one in the captain's office.
+
+# Source: ST §Jim Didn't See Anybody in the Classroom
+$SELECT Choose the Pronoun
+ID: l2-s19
+INTRO: Tap the pronoun that fits each sentence. Statement or question, affirmative or negative — that's the whole trick.
+INSTRUCTION: Tap the correct word to complete the sentence.
+
+TEMPLATE: When I called the library, ______ answered the phone.
+OPTION: a | anybody
+OPTION: b | nobody
+ANSWER: b
+
+TEMPLATE: ______ wanted to walk home from school in the rain.
+OPTION: a | No one
+OPTION: b | Anyone
+ANSWER: a
+
+TEMPLATE: Could ______ please help me for a minute?
+OPTION: a | somebody
+OPTION: b | nobody
+ANSWER: a
+
+TEMPLATE: ______ wants to eat at that restaurant again.
+OPTION: a | No one
+OPTION: b | Anybody
+ANSWER: a
+
+TEMPLATE: ______ will be at the airport by 2:30.
+OPTION: a | Anyone
+OPTION: b | Someone
+ANSWER: b
+
+TEMPLATE: ______ wears a suit to a picnic.
+OPTION: a | Anybody
+OPTION: b | Nobody
+ANSWER: b
+
+TEMPLATE: Captain Ramos won't talk to ______ about the accident.
+OPTION: a | anybody
+OPTION: b | somebody
+ANSWER: a
+
+TEMPLATE: Did ______ watch the baseball game last night?
+OPTION: a | nobody
+OPTION: b | anyone
+ANSWER: b
+
+# Source: LLA 2B Figure 7
+$PRODUCE Change to a Question
+ID: 11-2b-f7
+INTRO: Now produce the pattern yourself. Listen to the sentence and the cue word after it. Change the sentence to a question using the cue word, then repeat the correct answer.
+INSTRUCTION: Speak the question.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Nobody's "here". anyone. {bk11-l2b-f7-ex-q.mp3}
+RESPONSE: Is anyone here? {bk11-l2b-f7-ex-a.mp3}
+
+PROMPT: "No one can hear us." Anybody. {bk11-l2b-f7-01-q.mp3}
+RESPONSE: Can anybody hear us? {bk11-l2b-f7-01-a.mp3}
+
+PROMPT: "Nobody saw the accident." Someone. {bk11-l2b-f7-02-q.mp3}
+RESPONSE: Did someone see the accident? {bk11-l2b-f7-02-a.mp3}
+
+PROMPT: "Someone knows the answer." Somebody. {bk11-l2b-f7-03-q.mp3}
+RESPONSE: Does somebody know the answer? {bk11-l2b-f7-03-a.mp3}
+
+PROMPT: "Somebody called you last night." Anybody. {bk11-l2b-f7-04-q.mp3}
+RESPONSE: Did anybody call you last night? {bk11-l2b-f7-04-a.mp3}
+
+PROMPT: "Nobody told Mark about the test." Somebody. {bk11-l2b-f7-05-q.mp3}
+RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-05-a.mp3}
+
+PROMPT: "No one knows Anne's telephone number." Anyone. {bk11-l2b-f7-06-q.mp3}
+RESPONSE: Does anyone know Anne's telephone number? {bk11-l2b-f7-06-a.mp3}
+
+# Source: LLA 2B Figure 8
+$PRODUCE Answer with the Cue
+ID: 11-2b-f8
+INTRO: Same words, other direction: listen to the question and the cue words, answer the question using the cue, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Is anybody going to the show? No, nobody. {bk11-l2b-f8-ex-q.mp3}
+RESPONSE: No, nobody's going to the show. {bk11-l2b-f8-ex-a.mp3}
+
+PROMPT: Has somebody been using my pen? No, nobody. {bk11-l2b-f8-01-q.mp3}
+RESPONSE: No, nobody's been using your pen. {bk11-l2b-f8-01-a.mp3}
+
+PROMPT: Does anybody understand the lesson? Yes, someone. {bk11-l2b-f8-02-q.mp3}
+RESPONSE: Yes, someone understands the lesson. {bk11-l2b-f8-02-a.mp3}
+
+PROMPT: Can someone give me a ride home? Yes, somebody. {bk11-l2b-f8-03-q.mp3}
+RESPONSE: Yes, somebody can give you a ride home. {bk11-l2b-f8-03-a.mp3}
+
+PROMPT: Did anyone bring the soft drinks? No, no one. {bk11-l2b-f8-04-q.mp3}
+RESPONSE: No, no one brought the soft drinks. {bk11-l2b-f8-04-a.mp3}
+
+PROMPT: Will somebody tell Mark the answer? No, nobody. {bk11-l2b-f8-05-q.mp3}
+RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-05-a.mp3}
+
+PROMPT: Is anybody listening to this tape? Yes, someone. {bk11-l2b-f8-06-q.mp3}
+RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-06-a.mp3}
+
+# Source: ST §Will Someone Meet Me at the Airport? (kept as a second, printed-cue pass after the cassette drills)
+$PRODUCE Will Someone Meet Me at the Airport?
+ID: l2-s18
+INTRO: One more round of questions and answers, this time with the cues printed. Answer each question aloud using the word in parentheses and the right indefinite pronoun.
+INSTRUCTION: Answer the questions aloud. Use the word in ( ) and anyone, anybody, someone, somebody, no one, or nobody.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Will someone meet me at the airport? (yes)
+RESPONSE: Yes, someone will meet you there.
+
+EXAMPLE
+PROMPT: Has anyone told Mark about the test tomorrow? (no)
+RESPONSE: No, no one's told him about it.
+
+PROMPT: Was anyone hurt in the accident? (no)
+RESPONSE: No, no one was hurt in the accident.
+
+PROMPT: Did someone call the police? (yes)
+RESPONSE: Yes, someone called the police.
+
+PROMPT: Are you looking for somebody? (no)
+RESPONSE: No, I'm not looking for anybody.
+
+PROMPT: Did anybody call while I was out? (yes)
+RESPONSE: Yes, somebody called while you were out.
+
+PROMPT: Could anyone answer the question? (no)
+RESPONSE: No, nobody could answer the question.
+
+PROMPT: Will someone be in the office on Saturday? (yes)
+RESPONSE: Yes, someone will be in the office on Saturday.
+
+PROMPT: Does anybody have change for a hundred-dollar bill? (no)
+RESPONSE: No, nobody has change for a hundred-dollar bill.
+
+PROMPT: Would anyone like to go to the commissary with me? (no)
+RESPONSE: No, no one would like to go.
+
+PROMPT: Does anybody know Janet's new telephone number? (yes)
+RESPONSE: Yes, somebody knows Janet's new telephone number.
+
+PROMPT: Does anyone have an extra ticket to the soccer game? (yes)
+RESPONSE: Yes, someone has an extra ticket.
+
+# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC... WHAT'S THE MAIN IDEA?" — instructor-read oral texts with no printed stimulus; convertible later with chosen items + TTS.
+
+$LESSON 2-5: Become and Get
+
+# Source: LLA 2C Figure 1
+$DIALOGUE Getting Better, Becoming Worse
+ID: 2c-f1
+INTRO: In this part you'll learn two verbs for change: "become" and "get". Listen to these short dialogues and notice how each verb shows something changing. Just listen.
+INSTRUCTION: Listen to the dialogues.
+
+Kathy: Does Jane get nervous now when she drives? {bk11-l2c-f1-01.mp3}
+Kevin: Yes. She became a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3}
+
+Sally: Is the weather getting worse? {bk11-l2c-f1-03.mp3}
+Steve: Yes. The ice on the streets is becoming an awful problem. {bk11-l2c-f1-04.mp3}
+
+Maria: Do you think Bill will ever become a happy person? {bk11-l2c-f1-05.mp3}
+David: I don't know. He still gets angry about nothing. {bk11-l2c-f1-06.mp3}
+
+Janet: Are you becoming a better math student? {bk11-l2c-f1-07.mp3}
+Jason: Yes. The problems are getting easier every day. {bk11-l2c-f1-08.mp3}
+
+Alice: Do your sisters want to become nurses? {bk11-l2c-f1-09.mp3}
+Larry: No. They want to become doctors. {bk11-l2c-f1-10.mp3}
+
+# Source: ST §Become and Get (grammar)
+$GRAMMAR Become and Get
+ID: l2-s20
+INTRO: Here's the pattern: both verbs link a subject to its new state or condition.
+
+**Become** and **get** are used as linking verbs to show a change in state or condition.
+
+| SUBJECT | LINKING VERB | SUBJECT COMPLEMENT |
+|---|---|---|
+| Most captains | **become** | majors. (noun) |
+| The homework | **became** / **got** | confusing. (adjective) |
+
+# Source: LLA 2C Figure 2
+$DIALOGUE The Verb Get
+ID: 2c-f2a
+INTRO: Listen to the different forms of the verb "get" and an example sentence. Repeat the word, then repeat the sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Gets. The instructor gets nervous. {bk11-l2c-f2-01.mp3}
+LINE: Got. The instructor got nervous. {bk11-l2c-f2-02.mp3}
+LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3}
+LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
+LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}
+
+# Source: LLA 2C Figure 2
+$PRODUCE Change the Sentence with Get
+ID: 2c-f2b
+INTRO: Now drill "get". Listen to the sentence and the cue word, change the sentence using the new word, then repeat the correct answer.
+INSTRUCTION: Speak the new sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: Mary
+PROMPT: Jim gets tired easily. Mary. {bk11-l2c-f2-ex-q.mp3}
+RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex-a.mp3}
+
+TEMPLATE: sick
+PROMPT: Mary gets tired easily. Sick. {bk11-l2c-f2-01-q.mp3}
+RESPONSE: Mary gets sick easily. {bk11-l2c-f2-01-a.mp3}
+
+TEMPLATE: well
+PROMPT: Well. {bk11-l2c-f2-02-q.mp3}
+RESPONSE: Mary gets well easily. {bk11-l2c-f2-02-a.mp3}
+
+TEMPLATE: quickly
+PROMPT: Quickly. {bk11-l2c-f2-03-q.mp3}
+RESPONSE: Mary gets well quickly. {bk11-l2c-f2-03-a.mp3}
+
+TEMPLATE: the children
+PROMPT: The children. {bk11-l2c-f2-04-q.mp3}
+RESPONSE: The children get well quickly. {bk11-l2c-f2-04-a.mp3}
+
+TEMPLATE: bored
+PROMPT: Bored. {bk11-l2c-f2-05-q.mp3}
+RESPONSE: The children get bored quickly. {bk11-l2c-f2-05-a.mp3}
+
+TEMPLATE: excited
+PROMPT: Excited. {bk11-l2c-f2-06-q.mp3}
+RESPONSE: The children get excited quickly. {bk11-l2c-f2-06-a.mp3}
+
+# Source: LLA 2C Figure 2
+$DIALOGUE The Verb Become
+ID: 2c-f2c
+INTRO: Listen to the different forms of the verb "become" and an example sentence. Repeat the word, then repeat the sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Become. Our students become good pilots. {bk11-l2c-f2-07.mp3}
+LINE: Became. Our students became good pilots. {bk11-l2c-f2-08.mp3}
+LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-09.mp3}
+LINE: Are becoming. Our students are becoming good pilots. {bk11-l2c-f2-10.mp3}
+
+# Source: LLA 2C Figure 2
+$PRODUCE Change the Sentence with Become
+ID: 2c-f2d
+INTRO: Same drill, now with "become". Listen to the sentence and the cue word, change the sentence using the new word, then repeat the correct answer.
+INSTRUCTION: Speak the new sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: teacher
+PROMPT: Jane became a good saleswoman. Teacher. {bk11-l2c-f2-ex2-q.mp3}
+RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}
+
+TEMPLATE: is becoming
+PROMPT: Jane became a good teacher. Is becoming. {bk11-l2c-f2-11-q.mp3}
+RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-11-a.mp3}
+
+TEMPLATE: Michael
+PROMPT: Michael. {bk11-l2c-f2-12-q.mp3}
+RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-12-a.mp3}
+
+TEMPLATE: better
+PROMPT: Better. {bk11-l2c-f2-13-q.mp3}
+RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-13-a.mp3}
+
+TEMPLATE: writer
+PROMPT: Writer. {bk11-l2c-f2-14-q.mp3}
+RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-14-a.mp3}
+
+TEMPLATE: the students
+PROMPT: The students. {bk11-l2c-f2-15-q.mp3}
+RESPONSE: The students are becoming better writers. {bk11-l2c-f2-15-a.mp3}
+
+TEMPLATE: will become
+PROMPT: Will become. {bk11-l2c-f2-16-q.mp3}
+RESPONSE: The students will become better writers. {bk11-l2c-f2-16-a.mp3}
+
+# Source: LLA 2C Figure 3
+$PRODUCE Change the Adjective
+ID: 2c-f3
+INTRO: Listen to the sentence and the opposite word. Change the sentence using the new word, then repeat the correct answer.
+INSTRUCTION: Speak the new sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: My cold isn't getting *worse*. Better. {bk11-l2c-f3-ex-q.mp3}
+RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3}
+
+PROMPT: The food here isn't getting *better*. Worse. {bk11-l2c-f3-01-q.mp3}
+RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3}
+
+PROMPT: Karen doesn't get *angry*. Upset. {bk11-l2c-f3-02-q.mp3}
+RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3}
+
+PROMPT: The nights aren't getting *longer*. Shorter. {bk11-l2c-f3-03-q.mp3}
+RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3}
+
+PROMPT: Bill didn't become a *careless* driver. Careful. {bk11-l2c-f3-04-q.mp3}
+RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3}
+
+PROMPT: Mark won't become a *nervous* person. Relaxed. {bk11-l2c-f3-05-q.mp3}
+RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3}
+
+PROMPT: The boys won't become *weak* men. Strong. {bk11-l2c-f3-06-q.mp3}
+RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}
+
+# Source: LLA 2C Figure 4
+$PRODUCE Ask About the Change
+ID: 2c-f4
+INTRO: Last drill in this set: listen to the sentence and the cue word, change the sentence into a question using the new word, then repeat the correct question.
+INSTRUCTION: Ask a question with the new word.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: The *school* is getting crowded. Classroom. {bk11-l2c-f4-ex1-q.mp3}
+RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Houston became an important city. Laredo. {bk11-l2c-f4-ex2-q.mp3}
+RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}
+
+PROMPT: His *father* became an important person. Uncle. {bk11-l2c-f4-01-q.mp3}
+RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}
+
+PROMPT: The *coffee* is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
+RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}
+
+PROMPT: *My apartment* gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
+RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}
+
+PROMPT: *Kathryn* is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
+RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}
+
+PROMPT: The *books* will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
+RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}
+
+PROMPT: The *children* are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
+RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}
+
+# Source: ST §Some Students Get Nervous Before a Test
+$DIALOGUE Some Students Get Nervous Before a Test
+ID: l2-s21
+INTRO: Read these example sentences — every one shows somebody or something changing.
+INSTRUCTION: Read the sentences.
+
+LINE: Do you get nervous before a test?
+LINE: The children became tired of sightseeing.
+LINE: Kevin got lost on his way to Howard's house.
+LINE: When will Lieutenant Burns become a captain?
+LINE: Peter became a doctor after ten years of school.
+LINE: Ted doesn't get upset when he's late for class.
+LINE: Bob's clothes get dirty when he works on his car.
+LINE: The major becomes very angry when someone lies to him.
+
+# Source: ST §Ralph Gets Tired After a Long Game
+$DIALOGUE Ralph Gets Tired After a Long Game
+ID: l2-s22
+INTRO: Ralph plays basketball; James works out. Both of them are trying to become something better. Read their conversation.
+INSTRUCTION: Read the dialog.
+
+James: Hi, Ralph. You sure look tired. {st-page_065_001.jpg}
+Ralph: I know. I get tired after a long game.
+James: Why do you play so much basketball?
+Ralph: I enjoy it, and I want to become good at it.
+James: You already play well.
+Ralph: Thanks, but I want to get better. What are you doing?
+James: I'm getting ready to work out.
+Ralph: Why do you work out? Do you want to become the strongest man in town?
+James: No, I'm just trying to become a healthier person.
+Ralph: I heard that you got really sick last month.
+James: I did, but I'm getting well again fast.
+
+# Source: ST §Harold Got Sick At School
+$PRODUCE Harold Got Sick at Work
+ID: l2-s23
+INTRO: Now build both halves yourself: for each sentence, ask a question with the first word in parentheses, then answer it with the second cue. Say the whole exchange aloud.
+INSTRUCTION: Ask and answer questions about the sentences using the words in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Harold got sick at work today. (tired) (no)
+RESPONSE: Did Harold get tired at work today? No, he got sick.
+
+EXAMPLE
+PROMPT: Jan gets upset when she fails a test. (upset) (yes, very)
+RESPONSE: Does Jan get upset when she fails a test? Yes, she gets very upset.
+
+PROMPT: Jim gets nervous when he drives downtown. (nervous) (yes, very)
+RESPONSE: Does Jim get nervous when he drives downtown? Yes, he gets very nervous.
+
+PROMPT: This restaurant becomes crowded at noon. (in the evening) (no)
+RESPONSE: Does this restaurant become crowded in the evening? No, it becomes crowded at noon.
+
+PROMPT: Don got lost because he forgot the map. (address) (no)
+RESPONSE: Did Don get lost because he forgot the address? No, he got lost because he forgot the map.
+
+PROMPT: The movie gets more interesting. (interesting) (yes, near the end)
+RESPONSE: Does the movie get interesting? Yes, it gets more interesting near the end.
+
+PROMPT: Lt Keith will become a captain on Monday. (Friday) (no)
+RESPONSE: Will Lt Keith become a captain on Friday? No, he will become a captain on Monday.
+
+PROMPT: I think this job will get easier. (more difficult) (no)
+RESPONSE: Do you think this job will get more difficult? No, I think it will get easier.
+
+PROMPT: Mark became a cautious driver after his accident. (cautious) (yes, very)
+RESPONSE: Did Mark become a cautious driver after his accident? Yes, he became very cautious.
+
+PROMPT: The weather here gets more pleasant in the fall. (summer) (no)
+RESPONSE: Does the weather get more pleasant in the summer? No, it gets more pleasant in the fall.
+
+PROMPT: Ken became upset when the waitress spilled the coffee. (water) (no)
+RESPONSE: Did Ken become upset when the waitress spilled the water? No, he became upset when she spilled the coffee.
+
+PROMPT: Patrick got angry when he saw the ticket on his car. (angry) (yes, very)
+RESPONSE: Did Patrick get angry when he saw the ticket on his car? Yes, he got very angry.
+
+$LESSON 2-6: Safe Driving
+
+# Source: ST §Driving School
+$DIALOGUE Driving School
+ID: l2-s24
+INTRO: In this part you'll put the whole lesson together: rules of the road and what happens when you break them. Meet Max, who is spending his Saturday in a classroom — read his story to find out why.
+INSTRUCTION: Read the paragraphs.
+
+Narrator: Why is Max in a classroom on Saturday morning? {st-page_068_001.jpg}
+LINE: Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg}
+LINE: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
+LINE: He pulled over, lowered his window, and asked "What's the matter, officer?"
+LINE: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
+LINE: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
+LINE: Max chose to go to the driving school because it cost less than the fine. Now he's listening to the instructor's advice.
+
+# SKIPPED (book): ST "answer the instructor's questions" about the Driving School story — no questions printed; teacher-led discussion.
+
+# Source: LLA 2C Figure 5
+$DIALOGUE Questions About the Rules
+ID: 2c-f5a
+INTRO: Three short conversations about the rules of the road — broken turn signals, flashing lights, and school buses. Just listen.
+INSTRUCTION: Listen to the dialogues.
+
+Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3}
+Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3}
+
+Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3}
+Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3}
+Tom: What should I do? {bk11-l2c-f5-05.mp3}
+Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3}
+
+Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3}
+Frank: You should stop too when its lights are flashing. {bk11-l2c-f5-08.mp3}
+Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3}
+Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3}
+Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3}
+Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3}
+
+# Source: LLA 2C Figure 5
+$PRODUCE Repeat the Questions
+ID: 2c-f5b
+INTRO: Now be the one asking. Listen to the first part of the dialogue, and repeat the question that follows it.
+INSTRUCTION: Repeat the question.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: My turn signals don't work. {bk11-l2c-f5-13-q.mp3}
+RESPONSE: What should I do? {bk11-l2c-f5-13-a.mp3}
+
+PROMPT: Lower the window and signal with your left arm. {bk11-l2c-f5-14-q.mp3}
+RESPONSE: Why do drivers behind me flash their lights? {bk11-l2c-f5-14-a.mp3}
+
+PROMPT: That's a signal. They want to pass you. {bk11-l2c-f5-15-q.mp3}
+RESPONSE: What should I do? {bk11-l2c-f5-15-a.mp3}
+
+PROMPT: Move to the right lane when you can. {bk11-l2c-f5-16-q.mp3}
+RESPONSE: What should I do when a school bus stops? {bk11-l2c-f5-16-a.mp3}
+
+PROMPT: You should stop too when its lights are flashing. {bk11-l2c-f5-17-q.mp3}
+RESPONSE: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-17-a.mp3}
+
+PROMPT: Yes, and don't move until the bus moves. {bk11-l2c-f5-18-q.mp3}
+RESPONSE: Why do I have to stop? {bk11-l2c-f5-18-a.mp3}
+
+# Source: LLA 2C Figure 5
+$PRODUCE Repeat the Answers
+ID: 2c-f5c
+INTRO: This time, listen to the question and repeat the answer that follows it.
+INSTRUCTION: Repeat the answer.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: My turn signals don't work. What should I do? {bk11-l2c-f5-19-q.mp3}
+RESPONSE: Lower the window and signal with your left arm. {bk11-l2c-f5-19-a.mp3}
+
+PROMPT: Why do drivers behind me flash their lights? {bk11-l2c-f5-20-q.mp3}
+RESPONSE: That's a signal. They want to pass you. {bk11-l2c-f5-20-a.mp3}
+
+PROMPT: What should I do? {bk11-l2c-f5-21-q.mp3}
+RESPONSE: Move to the right lane when you can. {bk11-l2c-f5-21-a.mp3}
+
+PROMPT: What should I do when a school bus stops? {bk11-l2c-f5-22-q.mp3}
+RESPONSE: You should stop too when its lights are flashing. {bk11-l2c-f5-22-a.mp3}
+
+PROMPT: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-23-q.mp3}
+RESPONSE: Yes, and don't move until the bus moves. {bk11-l2c-f5-23-a.mp3}
+
+PROMPT: Why do I have to stop? {bk11-l2c-f5-24-q.mp3}
+RESPONSE: Because children might be crossing the street. {bk11-l2c-f5-24-a.mp3}
+
+# Source: LLA 2C Figure 6
+$DIALOGUE Driving on Ice
+ID: 2c-f6a
+INTRO: One special situation: ice on the road, where cars stop obeying their drivers. Listen to the paragraph. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
+LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3}
+LINE: Change lanes and turn corners carefully. {bk11-l2c-f6-03.mp3}
+LINE: Also, change your speed slowly. {bk11-l2c-f6-04.mp3}
+LINE: When you try to speed up or step on the brakes quickly, the tires may not stick to the ice. {bk11-l2c-f6-05.mp3}
+LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
+LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
+LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}
+
+# Source: LLA 2C Figure 6
+$PRODUCE Questions About Driving on Ice
+ID: 2c-f6b
+REFERENCE
+INTRO: Now answer questions about driving on ice. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
+RESPONSE: You should drive cautiously when there's ice on the streets. {bk11-l2c-f6-09-a.mp3}
+
+PROMPT: Should you drive fast then? {bk11-l2c-f6-10-q.mp3}
+RESPONSE: No, you shouldn't drive fast then. {bk11-l2c-f6-10-a.mp3}
+
+PROMPT: Should you change lanes and turn corners carefully? {bk11-l2c-f6-11-q.mp3}
+RESPONSE: Yes, you should change lanes and turn corners carefully. {bk11-l2c-f6-11-a.mp3}
+
+PROMPT: What can happen when you try to change your speed quickly? {bk11-l2c-f6-12-q.mp3}
+RESPONSE: When you try to change your speed quickly, the tires may not stick to the ice. {bk11-l2c-f6-12-a.mp3}
+
+PROMPT: Will you be able to stop? {bk11-l2c-f6-13-q.mp3}
+RESPONSE: No, you won't be able to stop. {bk11-l2c-f6-13-a.mp3}
+
+PROMPT: Should you stay home when there's ice on the roads? {bk11-l2c-f6-14-q.mp3}
+RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3}
+
+PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
+RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}
+
+# Source: ST §Be a Cautious Driver
+$DIALOGUE Be a Cautious Driver
+ID: l2-s25
+INTRO: Here are the twelve rules Max is learning at driving school. Repeat each one — cheaper than learning them his way.
+INSTRUCTION: Repeat the sentences.
+REPEAT
+
+LINE: Obey all traffic signs.
+LINE: Slow down when the weather is bad.
+LINE: Look both ways before you cross an intersection.
+LINE: Keep your car in good shape.
+LINE: Keep your mind on your driving and your eyes on the road.
+LINE: Keep both hands on the steering wheel.
+LINE: Always signal when you change lanes.
+LINE: Don't drive when you're tired, upset, or sick.
+LINE: Always yield to pedestrians.
+LINE: Never pass a car on the right.
+LINE: Don't pass a car on a hill or a curve.
+LINE: Don't park on a highway; pull over to the side of the road.
+
+# Source: ST §Traffic Signs
+$DIALOGUE More Traffic Signs
+ID: l2-s26
+INTRO: Ten more signs and what they ask of you. Look at each picture and read its meaning.
+INSTRUCTION: Read the signs and their meanings.
+
+LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
+LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
+LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
+LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
+LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
+LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
+LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
+LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. You should not drive faster than the speed limit. {st-page_071_004.jpg}
+LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
+LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
+
+# Source: ST §Stop and Look Both Ways!
+$DIALOGUE Stop and Look Both Ways!
+ID: l2-s27
+INTRO: Back in Max's classroom, the instructor is quizzing the students on the rules. Read the questions and answers — you'll answer the same kinds of questions next.
+INSTRUCTION: Read the questions and answers.
+
+Instructor: What should you do when a red light is flashing?
+StudentA: Stop, look both ways, and drive cautiously.
+
+Instructor: What should you do when a yellow light is flashing?
+StudentB: Slow down and drive with caution.
+
+Instructor: What does a yield sign mean?
+StudentA: Wait for the other car to go first.
+
+Instructor: What should you do when you see a stop sign?
+StudentB: Stop, look both ways, and drive with caution.
+
+Instructor: When should you pull over?
+StudentA: When the lights on an emergency vehicle are flashing.
+
+Instructor: What should you do when a school bus stops?
+StudentB: Don't pass it. Stop and wait while the red lights on the bus are flashing.
+
+Instructor: What does an all-way stop sign mean?
+StudentA: All traffic must stop at the intersection.
+
+Instructor: What do you do at a railroad crossing?
+StudentB: Slow down, look both ways, and drive with caution.
+
+Instructor: Tell me when it's not safe to pass another car.
+StudentA: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane.
+
+Instructor: Do you know what an all-way stop sign means?
+StudentB: Yes, all cars must stop at that intersection.
+
+# Source: ST §What Does the Sign Mean?
+$PRODUCE What Does the Sign Mean?
+ID: l2-s28
+REFERENCE: l2-s26
+INTRO: Your turn in the hot seat. For each picture, say what the sign is and what it means — or what a driver should do. You can look back at the sign chart if you need to.
+INSTRUCTION: Ask and answer questions about the signs.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key. Accept any natural question-and-answer or answer-only response that identifies the same sign and gives its meaning or the correct driver action.
+
+EXAMPLE
+PROMPT: {st-page_073_001.jpg}
+RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
+
+PROMPT: {st-page_073_002.jpg}
+RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
+
+PROMPT: {st-page_073_003.jpg}
+RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
+
+PROMPT: {st-page_074_001.jpg}
+RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
+
+PROMPT: {st-page_074_002.jpg}
+RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
+
+PROMPT: {st-page_074_003.jpg}
+RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
+
+PROMPT: {st-page_074_004.jpg}
+RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
+
+PROMPT: {st-page_074_005.jpg}
+RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
+
+PROMPT: {st-page_074_006.jpg}
+RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
+
+# Source: ST §The Way to Drive Safely
+$SELECT The Way to Drive Safely
+ID: l2-s12
+INTRO: Last check on the rules: each sentence on the left states a safety rule. Tap the driver on the right who is actually following it.
+INSTRUCTION: Tap the sentence on the right that matches the sentence on the left.
+OPTION: a | Jan always signals when she is going to change lanes or make a turn.
+OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it.
+OPTION: c | When he drives, Steve thinks about the traffic and watches the road.
+OPTION: d | Bill always holds the steering wheel with both hands.
+OPTION: e | Sam is always cautious. He watches and follows the signs and signals.
+OPTION: f | Buses stop at all railroad crossings.
+OPTION: g | Cal always buckles up.
+OPTION: h | When he's driving where other people are walking, Robert is very cautious.
+
+TEMPLATE: Keep your eyes and your mind on the road.
+ANSWER: c
+
+TEMPLATE: Obey traffic laws.
+ANSWER: e
+
+TEMPLATE: Keep your car in good shape.
+ANSWER: b
+
+TEMPLATE: Signal when you turn or stop.
+ANSWER: a
+
+TEMPLATE: Wear seat belts.
+ANSWER: g
+
+TEMPLATE: Watch for pedestrians.
+ANSWER: h
+
+TEMPLATE: Slow down and be ready to stop at railroad crossings.
+ANSWER: f
+
+TEMPLATE: Keep your hands on the steering wheel.
+ANSWER: d
+
+$LESSON 2-7: Who, Which, and That
+
+# Source: LLA 2D Figure 2
+$DIALOGUE Sentences with Who, Which, and That
+ID: 11-2d-f2
+INTRO: In this part you'll learn to describe people and things with a clause: the friend *who* reads, the book *that* John recommended. Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Last weekend I read a book which I liked a lot. {bk11-l2d-f2-01.mp3}
+LINE: It was a new book that John told me about. {bk11-l2d-f2-02.mp3}
+LINE: John is a friend of mine who really enjoys reading. {bk11-l2d-f2-03.mp3}
+LINE: He has an apartment which is full of books. {bk11-l2d-f2-04.mp3}
+LINE: I know other people that collect books also. {bk11-l2d-f2-05.mp3}
+LINE: But John's the only one who reads every book in his collection. {bk11-l2d-f2-06.mp3}
+
+# Source: LLA 2D Figure 2
+$PRODUCE Questions About John's Books
+ID: 11-2d-f2-b
+REFERENCE
+INTRO: Answer the questions based on the sentences you just heard. Speak your answer aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What kind of book did the person read last weekend? {bk11-l2d-f2-07-q.mp3}
+RESPONSE: He read a book that he liked a lot. {bk11-l2d-f2-07-a.mp3}
+
+PROMPT: Which book was it? {bk11-l2d-f2-08-q.mp3}
+RESPONSE: It was a new book that John told him about. {bk11-l2d-f2-08-a.mp3}
+
+PROMPT: Is John his instructor? {bk11-l2d-f2-09-q.mp3}
+RESPONSE: No. John is a friend of his who really enjoys reading. {bk11-l2d-f2-09-a.mp3}
+
+PROMPT: Where does John live? {bk11-l2d-f2-10-q.mp3}
+RESPONSE: He lives in an apartment that's full of books. {bk11-l2d-f2-10-a.mp3}
+
+PROMPT: Does he know other people that collect books? {bk11-l2d-f2-11-q.mp3}
+RESPONSE: Yes, he knows other people that collect them. {bk11-l2d-f2-11-a.mp3}
+
+PROMPT: How is John different from the other people who collect books? {bk11-l2d-f2-12-q.mp3}
+RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2-12-a.mp3}
+
+# Source: ST §Adjective Clauses (grammar)
+$GRAMMAR Adjective Clauses
+ID: l2-s29
+INTRO: Here's the rule you've been hearing: who for people, which for things, that for either.
+
+An adjective clause is group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
+
+* **Who** refers to people.
+* **Which** refers to things.
+* **That** refers to both people and things.
+
+| | | ADJECTIVE CLAUSE |
+|---|---|---|
+| Ms. Steves is the one | **who** | teaches Spanish. |
+| Roper's is the store | **which** | sells tires. |
+| This is the watch | **that** | broke last week. |
+| Mr. Dial is the man | **that** | fixed it for me. |
+
+# Source: ST §Walter Is the One Who Sells Cars
+$DIALOGUE Walter Is the One Who Sells Cars
+ID: l2-s30
+INTRO: Read these short exchanges and watch how each answer uses a clause to point at exactly the right person or thing.
+INSTRUCTION: Read the dialogs.
+
+StudentA: Which apartment do you like?
+StudentB: I like the one that has the big kitchen.
+
+StudentA: Did you call the sergeant yesterday?
+StudentB: No, I wasn't the person that called him.
+
+StudentA: What kind of car do you want?
+StudentB: I want a car which doesn't use much gas.
+
+StudentA: Did you pass the test?
+StudentB: I'm the only student who passed it.
+
+StudentA: Is that the shirt that has chocolate on it?
+StudentB: No, it's the shirt which has tomato juice on it.
+
+# Source: LLA 2D Figure 3
+$SELECT Complete the Sentence
+ID: 11-2d-f3
+INTRO: Listen to part of a sentence and tap the phrase that best completes it. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the full ending.
+INSTRUCTION: Tap the correct phrase.
+REPEAT
+
+EXAMPLE
+PROMPT: Accidents usually happen to drivers. {bk11-l2d-f3-ex.mp3}
+OPTION: a | who are not careful. {bk11-l2d-f3-ex-a.mp3}
+OPTION: b | which are not careful.
+ANSWER: a
+
+PROMPT: You should always stop for someone. {bk11-l2d-f3-01.mp3}
+OPTION: a | who is crossing the street. {bk11-l2d-f3-01-a.mp3}
+OPTION: b | which is crossing the street.
+ANSWER: a
+
+PROMPT: Fix or replace any tires. {bk11-l2d-f3-02.mp3}
+OPTION: a | who are bad.
+OPTION: b | that are bad. {bk11-l2d-f3-02-a.mp3}
+ANSWER: b
+
+PROMPT: A pedestrian is a person. {bk11-l2d-f3-03.mp3}
+OPTION: a | that is walking. {bk11-l2d-f3-03-a.mp3}
+OPTION: b | which is walking.
+ANSWER: a
+
+PROMPT: Be polite to a policeman. {bk11-l2d-f3-04.mp3}
+OPTION: a | who is giving you a ticket. {bk11-l2d-f3-04-a.mp3}
+OPTION: b | which is giving you a ticket.
+ANSWER: a
+
+PROMPT: Don't ride with a driver. {bk11-l2d-f3-05.mp3}
+OPTION: a | which is careless.
+OPTION: b | that is careless. {bk11-l2d-f3-05-a.mp3}
+ANSWER: b
+
+PROMPT: Drive cautiously on streets. {bk11-l2d-f3-06.mp3}
+OPTION: a | who are wet.
+OPTION: b | that are wet. {bk11-l2d-f3-06-a.mp3}
+ANSWER: b
+
+PROMPT: Drive carefully near children. {bk11-l2d-f3-07.mp3}
+OPTION: a | who are playing. {bk11-l2d-f3-07-a.mp3}
+OPTION: b | which are playing.
+ANSWER: a
+
+PROMPT: Don't take a trip in a car. {bk11-l2d-f3-08.mp3}
+OPTION: a | who isn't in good shape.
+OPTION: b | that isn't in good shape. {bk11-l2d-f3-08-a.mp3}
+ANSWER: b
+
+PROMPT: Use caution when you see a light. {bk11-l2d-f3-09.mp3}
+OPTION: a | which is flashing. {bk11-l2d-f3-09-a.mp3}
+OPTION: b | who is flashing.
+ANSWER: a
+
+PROMPT: Don't pass a school bus. {bk11-l2d-f3-10.mp3}
+OPTION: a | that is stopping for children. {bk11-l2d-f3-10-a.mp3}
+OPTION: b | who is stopping for children.
+ANSWER: a
+
+# Source: LLA 2D Figure 4
+$PRODUCE Type the Missing Word
+ID: 11-2d-f4
+INPUT: type
+CHECK: exact
+INTRO: You'll hear the story of a traffic accident, one sentence at a time — caused, naturally, by a driver who wasn't watching. Type the missing relative pronoun in each sentence.
+INSTRUCTION: Type the missing word.
+
+TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning.
+PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
+RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
+ACCEPT: that
+
+TEMPLATE: A car ____ was speeding ran a red light.
+PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
+RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
+ACCEPT: which | that
+
+TEMPLATE: The driver was a man ____ is ninety years old and can't see very well.
+PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
+RESPONSE: The driver was a man who is ninety years old and can't see very well. {bk11-l2d-f4-03.mp3}
+ACCEPT: who | that
+
+TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly.
+PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
+RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
+ACCEPT: who | that
+
+TEMPLATE: The driver behind him was a woman ____ was taking her four children to school.
+PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
+RESPONSE: The driver behind him was a woman who was taking her four children to school. {bk11-l2d-f4-05.mp3}
+ACCEPT: who | that
+
+TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic.
+PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
+RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
+ACCEPT: that | which
+
+TEMPLATE: The people ____ were in the accident were all right.
+PROMPT: The people who were in the accident were allright. {bk11-l2d-f4-07.mp3}
+RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
+ACCEPT: who | that
+
+TEMPLATE: All of them were wearing seat belts ____ kept them safe.
+PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
+RESPONSE: All of them were wearing seat belts which kept them safe. {bk11-l2d-f4-08.mp3}
+ACCEPT: which | that
+
+TEMPLATE: The old man ____ ran the light never realized that he caused an accident.
+PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+ACCEPT: who | that
+
+# Source: ST §That's the Clerk Who Helped Me
+$SELECT That's the Clerk Who Helped Me
+ID: l2-s31
+INTRO: Match each sentence beginning with the clause that finishes it sensibly. Only one flower smells good here.
+INSTRUCTION: Match the words on the left with the correct adjective clause on the right.
+OPTION: a | who gave me a traffic ticket last week.
+OPTION: b | that sells delicious hamburgers.
+OPTION: c | that smells so good.
+OPTION: d | who sold me this camera.
+OPTION: e | who gave me a physical last week.
+OPTION: f | that always has a flat tire.
+OPTION: g | which is arriving now at Gate 4.
+OPTION: h | which sells the most expensive suits.
+
+TEMPLATE: This little restaurant is the place
+ANSWER: b
+
+TEMPLATE: The woman over there is the clerk
+ANSWER: d
+
+TEMPLATE: Joan has an old car
+ANSWER: f
+
+TEMPLATE: Flight 123 is the one
+ANSWER: g
+
+TEMPLATE: Sgt Mason is the policeman
+ANSWER: a
+
+TEMPLATE: WEARS is the men's clothing store
+ANSWER: h
+
+TEMPLATE: The red flower is the one
+ANSWER: c
+
+TEMPLATE: Maj Jackson is the doctor
+ANSWER: e
+
+# Source: ST §Is This the Uniform That's Too Large for You?
+$PRODUCE Is This the Uniform That's Too Large for You?
+ID: l2-s32
+INTRO: Answer each question aloud using the cue in parentheses — every answer needs its who, which, or that.
+INSTRUCTION: Answer the questions aloud. Use the words in ( ).
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Is this the hat that's too big for you? (no, small)
+RESPONSE: No, it's the one that's too small.
+
+EXAMPLE
+PROMPT: Do you know the name of the man who helped you? (yes)
+RESPONSE: Yes, I know the name of the man who helped me.
+
+PROMPT: Do you remember the clerk who sold you the radio? (yes)
+RESPONSE: Yes, I remember the clerk who sold me the radio.
+
+PROMPT: Is this the TV show that's always so boring? (no, exciting)
+RESPONSE: No, it's the one that's always so exciting.
+
+PROMPT: Does Sara know the person that wrote the letter? (yes)
+RESPONSE: Yes, she knows the person that wrote the letter.
+
+PROMPT: Was Dennis on the flight which left at noon? (no, ten minutes ago.)
+RESPONSE: No, he was on the flight which left ten minutes ago.
+
+PROMPT: Are you buying the jacket that has the silver buttons? (no, gold)
+RESPONSE: No, I'm buying the one that has gold buttons.
+
+PROMPT: Does Maj West know the general who's visiting the base next week? (yes)
+RESPONSE: Yes, he knows the general who's visiting the base next week.
+
+PROMPT: Are you the salesman who answered the phone? (no, Mr. Garza)
+RESPONSE: No, Mr. Garza is the one who answered the phone.
+
+PROMPT: Is this a store which sells old books and magazines? (no, new)
+RESPONSE: No, it's a store which sells new books and magazines.
+
+PROMPT: Is she the airman who wants to become a mechanic? (no, pilot)
+RESPONSE: No, she's the one who wants to become a pilot.
+
+PROMPT: Is there a restaurant here that serves good fish? (yes)
+RESPONSE: Yes, there is a restaurant here that serves good fish.
+
+$LESSON 2-8: Listening and Review
+
+# Source: LLA 2D Figure 1
+$SELECT What's the Situation?
+ID: 11-2d-f1
+INTRO: This part reviews the whole lesson, starting with your ears. Listen to each short exchange and tap the answer that best explains the situation — nobody will say it directly.
+INSTRUCTION: Tap the correct answer.
+
+EXAMPLE
+PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
+OPTION: a | The woman is late.
+OPTION: b | The woman is early.
+OPTION: c | The woman is on time.
+ANSWER: a
+
+PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
+OPTION: a | He wants to buy a car.
+OPTION: b | He wants to rent a car.
+OPTION: c | He wants to borrow a car.
+ANSWER: b
+
+PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
+OPTION: a | He has a fever.
+OPTION: b | He has a stomachache.
+OPTION: c | He has a doctor's appointment.
+ANSWER: a
+
+PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
+OPTION: a | He's upset because he hit her car.
+OPTION: b | He's upset because she hit his car.
+OPTION: c | He's upset because they hit another car.
+ANSWER: b
+
+PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
+OPTION: a | He doesn't like coffee.
+OPTION: b | She doesn't have any tea.
+OPTION: c | He doesn't want coffee or tea.
+ANSWER: a
+
+PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
+OPTION: a | She was traveling by bus.
+OPTION: b | She was traveling by train.
+OPTION: c | She was traveling by airplane.
+ANSWER: c
+
+PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
+OPTION: a | She just had a bad cold.
+OPTION: b | She just had a physical exam.
+OPTION: c | She just had a dentist's appointment.
+ANSWER: b
+
+# Source: LLA 2D Figure 5
+$DIALOGUE Taking a Message: The Spanish Book
+ID: 11-2d-f5-a
+INTRO: Now practice following a message as it travels. Anne calls Carol, Carol isn't home, and the roommate passes it on. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+Roommate: Hello. {bk11-l2d-f5-01.mp3}
+Anne: This is Anne. May I please speak with Carol? {bk11-l2d-f5-02.mp3}
+Roommate: She's not here right now. May I take a message? {bk11-l2d-f5-03.mp3}
+Anne: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-04.mp3}
+Roommate: I'll be glad to. {bk11-l2d-f5-05.mp3}
+Anne: Thanks a lot. {bk11-l2d-f5-06.mp3}
+Roommate: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-07.mp3}
+Carol: What did she say? {bk11-l2d-f5-08.mp3}
+Roommate: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-09.mp3}
+
+# Source: LLA 2D Figure 5
+$PRODUCE Question: The Spanish Book
+ID: 11-2d-f5-b
+REFERENCE
+INTRO: Now answer the question about the conversation aloud.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-10-q.mp3}
+RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-10-a.mp3}
+
+# Source: LLA 2D Figure 5
+$DIALOGUE Taking a Message: The Lost Wallet
+ID: 11-2d-f5-c
+INTRO: One more message to follow: Alan lost his wallet, and Greg found it. Listen to how the news reaches him.
+INSTRUCTION: Listen to the conversation.
+
+Greg: Hey, Sam. {bk11-l2d-f5-11.mp3}
+Sam: Hi, Greg. {bk11-l2d-f5-12.mp3}
+Greg: Do you know where Alan is? {bk11-l2d-f5-13.mp3}
+Sam: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-14a.mp3}
+Greg: I have his wallet. {bk11-l2d-f5-14b.mp3}
+Sam: I'll give it to him when he gets back. {bk11-l2d-f5-14c.mp3}
+Greg: Okay, thanks. Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-15.mp3}
+Sam: Hi, Alan. That was a short shopping trip. {bk11-l2d-f5-16.mp3}
+Alan: I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-17.mp3}
+Sam: Here it is. Greg just brought it back. {bk11-l2d-f5-18.mp3}
+Alan: Terrific. Where was it? {bk11-l2d-f5-19.mp3}
+Sam: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-20.mp3}
+
+# Source: LLA 2D Figure 5
+$PRODUCE Question: The Lost Wallet
+ID: 11-2d-f5-d
+REFERENCE
+INTRO: Now answer the question about the conversation aloud.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-21-q.mp3}
+RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-21-a.mp3}
+
+# Source: LLA 2C Figure 7
+$PRODUCE Dictation
+ID: 2c-f7
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+INTRO: Time for dictation. Listen to the sentences and type them exactly. Punctuate the sentences correctly using capital letters, periods, and question marks.
+INSTRUCTION: Type the sentence you hear with correct punctuation.
+
+PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
+RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
+
+PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
+RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
+
+PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
+RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
+
+PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
+RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}
+
+PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
+RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
+
+PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
+RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
+
+# Source: ST §The Pen That's on the Table Is Mine (placed here as a written review of adjective clauses)
+$PRODUCE The Pen That's on the Table Is Mine
+ID: l2-s33
+INTRO: Back to who, which, and that — this time in writing. Complete each sentence using the words in parentheses, and type the whole sentence.
+INSTRUCTION: Complete the sentence. Type the completed sentence using who, which, or that and the given words.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: (is/on table) The pen ____ is mine.
+RESPONSE: The pen which is on the table is mine.
+ACCEPT: The pen that is on the table is mine. | The pen that's on the table is mine. | The pen which is on the table is mine.
+
+EXAMPLE
+TEMPLATE: (go/to mall) This is the bus ____
+RESPONSE: This is the bus that goes to the mall.
+ACCEPT: This is the bus that goes to the mall. | This is the bus which goes to the mall.
+
+EXAMPLE
+TEMPLATE: (flew/plane) The lieutenant is the one ____
+RESPONSE: The lieutenant is the one who flew the plane.
+ACCEPT: The lieutenant is the one who flew the plane. | The lieutenant is the one that flew the plane.
+
+TEMPLATE: (just passed/us) The driver ____ was speeding.
+RESPONSE: The driver who just passed us was speeding.
+ACCEPT: The driver who just passed us was speeding. | The driver that just passed us was speeding.
+
+TEMPLATE: (is/in parking lot) The truck ____ is Bob's.
+RESPONSE: The truck which is in the parking lot is Bob's.
+ACCEPT: The truck which is in the parking lot is Bob's. | The truck that is in the parking lot is Bob's. | The truck that's in the parking lot is Bob's.
+
+TEMPLATE: (helped/me/yesterday) The clerk ____ was very polite.
+RESPONSE: The clerk who helped me yesterday was very polite.
+ACCEPT: The clerk who helped me yesterday was very polite. | The clerk that helped me yesterday was very polite.
+
+TEMPLATE: (was/on TV/last week) This is the same show ____
+RESPONSE: This is the same show which was on TV last week.
+ACCEPT: This is the same show which was on TV last week. | This is the same show that was on TV last week.
+
+TEMPLATE: (came/in the mail/today) That's the magazine ____
+RESPONSE: That's the magazine which came in the mail today.
+ACCEPT: That's the magazine which came in the mail today. | That's the magazine that came in the mail today.
+
+TEMPLATE: (took us/airport) He's the taxi driver ____
+RESPONSE: He's the taxi driver who took us to the airport.
+ACCEPT: He's the taxi driver who took us to the airport. | He's the taxi driver that took us to the airport.
+
+TEMPLATE: (will graduate/Thursday) These are the students ____
+RESPONSE: These are the students who will graduate on Thursday.
+ACCEPT: These are the students who will graduate on Thursday. | These are the students that will graduate on Thursday. | These are the students who will graduate Thursday.
+
+TEMPLATE: (goes/to Chicago) Flight 123 is the one ____
+RESPONSE: Flight 123 is the one which goes to Chicago.
+ACCEPT: Flight 123 is the one which goes to Chicago. | Flight 123 is the one that goes to Chicago.
+
+TEMPLATE: (made/reservation) Mr. Jones is the travel agent ____
+RESPONSE: Mr. Jones is the travel agent who made the reservation.
+ACCEPT: Mr. Jones is the travel agent who made the reservation. | Mr. Jones is the travel agent that made the reservation.
+
+TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____
+RESPONSE: My grandfather is the person who taught me to speak Spanish.
+ACCEPT: My grandfather is the person who taught me to speak Spanish. | My grandfather is the person that taught me to speak Spanish.
+
+# Source: ST §Put Two Sentences Together
+$PRODUCE Put Two Sentences Together
+ID: l2-s34
+INTRO: Two short sentences go in, one good sentence comes out. Combine each pair using who, which, or that, and type the result.
+INSTRUCTION: Combine the two sentences into one sentence using who, which, or that. Type the new sentence.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept a correctly combined sentence using an adjective clause with who, which, or that. Punctuation must be reasonable but not strictly graded.
+
+EXAMPLE
+TEMPLATE: That's the truck. It hit my car.
+RESPONSE: That's the truck that hit my car.
+
+EXAMPLE
+TEMPLATE: The students passed the test. They studied.
+RESPONSE: The students who studied passed the test.
+
+TEMPLATE: This is the bus. It goes downtown.
+RESPONSE: This is the bus that goes downtown.
+
+TEMPLATE: That's the apartment. I live in it now.
+RESPONSE: That's the apartment that I live in now.
+
+TEMPLATE: I can't find the clerk. He helped me.
+RESPONSE: I can't find the clerk who helped me.
+
+TEMPLATE: Two cars hit the stop sign. It was on this corner.
+RESPONSE: Two cars hit the stop sign which was on this corner.
+
+TEMPLATE: The first exam is the one. It's the hardest.
+RESPONSE: The first exam is the one that's the hardest.
+
+TEMPLATE: Dr. Clark is the one. She gave me this medicine.
+RESPONSE: Dr. Clark is the one who gave me this medicine.
+
+TEMPLATE: The driver missed the turn. He was speeding.
+RESPONSE: The driver who was speeding missed the turn.
+
+TEMPLATE: The car belongs to his brother. Paul's driving it.
+RESPONSE: The car that Paul's driving belongs to his brother.
+
+# Source: ST §What's the Topic and Main Idea?
+$PRODUCE What's the Topic and Main Idea?
+ID: l2-s35
+INTRO: Last activity of the lesson. Read each paragraph, then type its topic and its main idea. Then go drive somewhere — cautiously, of course.
+INSTRUCTION: Read the paragraph. Type the topic and the main idea.
+INPUT: type
+CHECK: llm
+RUBRIC: Treat the model answer as the key; accept any reasonable statement of the topic and the main idea that captures the same essence.
+
+EXAMPLE
+TEMPLATE: A fever can be a symptom of other problems. A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold. A fever and a stomachache together can be really bad.
+RESPONSE: Topic: fever. Main idea: A fever can mean that there are other problems.
+
+TEMPLATE: When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold.
+RESPONSE: Topic: colds. Main idea: When you have a cold, you should rest and not give it to other people.
+
+TEMPLATE: "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. We should worry about other drivers, but we should also be sure that we're driving cautiously.
+RESPONSE: Topic: safe driving. Main idea: We should worry about other drivers, but also be sure that we're driving cautiously.
+
+TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.
+RESPONSE: Topic: speed limits. Main idea: Many things tell us what a speed limit sign should say.
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index 00000000..722f54bf
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index 00000000..86f32a5d
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index 00000000..463de360
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index 00000000..5ff99671
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index 00000000..186f1319
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index 00000000..b65bc086
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index 00000000..7762b38c
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index 00000000..da04fc8a
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index 00000000..9991eabc
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index 00000000..6e8de560
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index 00000000..7d10ada4
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diff --git a/book-11-lesson-2/bk11-l2d-f4-08.mp3 b/book-11-lesson-2/bk11-l2d-f4-08.mp3
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+$MODULE Book 11 · Lesson 3: Please Give Me a Refund {st-page_083_001.jpg}
+FORMAT: 2
+DESCRIPTION: Car trouble and repairs, complaints and refunds, "too ... to", infinitives of purpose, the suffix -y, syllable stress, phone messages, and dictation.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Man1 | achernar | Male voice
+VOICE: Man2 | schedar | Male voice
+VOICE: Jack | achird | Male voice
+VOICE: Major_Smith | achernar | Male voice
+VOICE: Major_Parker | achird | Male voice
+VOICE: Clerk | gacrux | Female voice
+VOICE: Bob | achernar | Male voice
+VOICE: Roommate | schedar | Male voice
+VOICE: Customer | achernar | Male voice
+VOICE: Waiter | schedar | Male voice
+VOICE: Mechanic | achird | Male voice
+VOICE: Fred | achird | Male voice
+VOICE: Nell | aoede | Female voice
+VOICE: Pat | gacrux | Female voice
+VOICE: Sam | achernar | Male voice
+VOICE: Willie | achernar | Male voice
+VOICE: Walter | achird | Male voice
+VOICE: Tim | achird | Male voice
+VOICE: Tom | achird | Male voice
+VOICE: George | achird | Male voice
+VOICE: Kevin | achernar | Male voice
+VOICE: Sandy | aoede | Female voice
+VOICE: Sarah | gacrux | Female voice
+VOICE: Doug | achernar | Male voice
+VOICE: Glen | achird | Male voice
+VOICE: Jim | achernar | Male voice
+VOICE: Vic | achird | Male voice
+VOICE: Mike | achernar | Male voice
+VOICE: Pete | achird | Male voice
+VOICE: Kaye | aoede | Female voice
+VOICE: Kyle | achernar | Male voice
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 3-1: Car Trouble and Service Words
+
+# Source: LLA 3A Figure 1 (Part 1)
+$DIALOGUE Car Words in Sentences
+ID: 3a-f1
+INTRO: In this lesson you'll learn to handle car trouble and unhappy customers — engines that stall, hoses that leak, and how to get your money back. First, listen to the new car words in sentences and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: brake
+LINE: Jim is having problems with his brakes. {page_058_001.jpg} {bk11-l3a-f1-p01.mp3}
+
+VOCAB: engine
+LINE: Henry's new truck has a big engine. {page_058_002.jpg} {bk11-l3a-f1-p02.mp3}
+
+VOCAB: motor
+LINE: This car has a small motor. {page_058_003.jpg} {bk11-l3a-f1-p03.mp3}
+
+VOCAB: stall
+LINE: Jill's car stalled two times on the way to work. {page_058_004.jpg} {bk11-l3a-f1-p04.mp3}
+
+VOCAB: tune-up
+LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg} {bk11-l3a-f1-p05.mp3}
+
+VOCAB: oil
+LINE: My car needs a quart of oil. {page_058_006.jpg} {bk11-l3a-f1-p06.mp3}
+
+VOCAB: noise
+LINE: That car is making a lot of noise. {page_059_001.jpg} {bk11-l3a-f1-p07.mp3}
+
+VOCAB: warm-up
+LINE: Bobby, please warm up the car. {page_059_002.jpg} {bk11-l3a-f1-p08.mp3}
+
+VOCAB: guarantee
+LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-p09.mp3}
+
+VOCAB: charge
+LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg} {bk11-l3a-f1-p10.mp3}
+
+VOCAB: part
+LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-p11.mp3}
+
+VOCAB: too
+LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-p12.mp3}
+
+# Source: LLA 3A Figure 1 (Part 2) — pool of 12 image options split into two activities of 6
+$SELECT Which Picture? — Brakes to Oil
+ID: 3a-f1-b
+INTRO: Now match sound to picture. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
+REPEAT
+
+OPTION: a | brake {page_058_001.jpg}
+OPTION: b | engine {page_058_002.jpg}
+OPTION: c | motor {page_058_003.jpg}
+OPTION: d | stall {page_058_004.jpg}
+OPTION: e | tune-up {page_058_005.jpg}
+OPTION: f | oil {page_058_006.jpg}
+
+PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p13.mp3}
+ANSWER: d
+FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-p25.mp3}
+
+PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-p16.mp3}
+ANSWER: b
+FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-p23.mp3}
+
+PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p17.mp3}
+ANSWER: a
+FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-p22.mp3}
+
+PROMPT: Is it time to change the oil? {bk11-l3a-f1-p18.mp3}
+ANSWER: f
+FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-p27.mp3}
+
+PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-p22.mp3}
+ANSWER: c
+FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-p24.mp3}
+
+PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-p23.mp3}
+ANSWER: e
+FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-p26.mp3}
+
+# Source: LLA 3A Figure 1 (Part 2), second half of the split pool
+$SELECT Which Picture? — Noise to Too
+ID: 3a-f1-c
+INTRO: Six more pictures, from noisy engines to dirty shirts. Tap the picture the sentence describes, then repeat it.
+INSTRUCTION: Tap the matching picture.
+REPEAT
+
+OPTION: g | noise {page_059_001.jpg}
+OPTION: h | warm-up {page_059_002.jpg}
+OPTION: i | guarantee {page_059_003.jpg}
+OPTION: j | charge {page_059_004.jpg}
+OPTION: k | part {page_059_005.jpg}
+OPTION: l | too {page_059_006.jpg}
+
+PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-p14.mp3}
+ANSWER: h
+FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-p29.mp3}
+
+PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-p15.mp3}
+ANSWER: k
+FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-p32.mp3}
+
+PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-p19.mp3}
+ANSWER: g
+FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-p28.mp3}
+
+PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-p20.mp3}
+ANSWER: l
+FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-p33.mp3}
+
+PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p21.mp3}
+ANSWER: j
+FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-p31.mp3}
+
+PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p24.mp3}
+ANSWER: i
+FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-p30.mp3}
+
+# Source: ST §What's That Noise?
+$DIALOGUE What's That Noise? {st-page_085_001.jpg}
+ID: l3-s1
+INTRO: Pat's engine sounds wrong, and Nell has opinions about it. Listen to their conversation and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: engine
+Nell: I think something's wrong with the car, Pat. The engine sounds different. Listen to that noise.
+
+VOCAB: noise
+VOCAB: noisy
+VOCAB: to stall | stall
+Pat: You're right, Nell. The engine's very noisy. It stalled this morning, too. In fact, it stopped twice.
+
+VOCAB: warm up
+Nell: Maybe it was cold. Did you let it warm up before you tried to drive the car?
+
+VOCAB: motor
+Pat: Yes, I started the motor ten minutes before I left. I'm sure it got warm.
+
+VOCAB: service
+VOCAB: tune up
+Nell: I think you should take your car to a garage or a gas station for service. A mechanic can repair the engine and tune it up for you.
+
+VOCAB: tune-up
+Pat: That's a good idea. It hasn't had a tune-up in a long time. Maybe that will solve the problem.
+
+# Source: ST §Pat's Car Stalls
+$SELECT Pat's Car Stalls
+ID: l3-s2
+REFERENCE
+INTRO: Check what you understood about Pat's noisy engine. Tap the correct answer — the conversation is there if you need to look back.
+INSTRUCTION: Tap the correct answer.
+
+TEMPLATE: The car stalls.
+OPTION: a | It stops when it shouldn't.
+OPTION: b | It doesn't stop when it should.
+ANSWER: a
+
+TEMPLATE: There's a different *noise* in the engine.
+OPTION: a | piece
+OPTION: b | sound
+ANSWER: b
+
+TEMPLATE: The engine's noisy.
+OPTION: a | It makes a lot of noise.
+OPTION: b | It makes the wrong noise.
+ANSWER: a
+
+TEMPLATE: Someone needs to *tune up* the motor.
+OPTION: a | replace
+OPTION: b | work on
+ANSWER: b
+
+TEMPLATE: When the engine isn't operating, Pat can't ____ her car.
+OPTION: a | drive
+OPTION: b | get in
+ANSWER: a
+
+TEMPLATE: In an automobile, an engine is also called a ____.
+OPTION: a | motor
+OPTION: b | service
+ANSWER: a
+
+TEMPLATE: An engine doesn't work well when it's cold; it needs to ____.
+OPTION: a | tune up
+OPTION: b | warm up
+ANSWER: b
+
+TEMPLATE: The mechanics at Ace Garage always give their customers good service.
+OPTION: a | Their work is always good.
+OPTION: b | Their prices are always low.
+ANSWER: a
+
+# Source: ST §My Car Stalled Twice Today
+$DIALOGUE Calling the Garage
+ID: l3-s3
+INTRO: Pat calls Ace Garage about her car. Listen for how she asks about charges, credit, and the guarantee, and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Sam: Ace Garage, Sam speaking. Can I help you?
+Pat: Yes, this is Ms. Jones. My car stalled twice this morning, and the engine's making a different kind of noise.
+Sam: Bring it to the garage in the morning, Ms. Jones, and I'll check the engine and tune it up for you. Is anything else wrong?
+
+VOCAB: brake
+Pat: Yes, as a matter of fact. The brakes don't feel right when I use them, and the car doesn't stop well.
+Sam: I'll be glad to check the brakes, too.
+
+VOCAB: to charge | charge
+Pat: Thank you. I may not be able to pay for all of this work right away. Can you tell me how much you'll charge for it?
+
+VOCAB: part
+Sam: I won't know until I look at your car. I may need to replace some of the old parts in the engine or the brakes.
+Pat: Will I be able to charge everything to my account?
+
+VOCAB: credit
+VOCAB: charge
+Sam: Yes, ma'am. Regular customers like you can always get credit. You can put the charges on your account or use a bank credit card.
+
+VOCAB: to guarantee | guarantee
+Pat: Do you guarantee your work?
+Sam: I certainly do. I give all my customers a guarantee that's good for 30 days. When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
+
+# Source: ST §Answer the Questions (after My Car Stalled Twice Today)
+$PRODUCE Questions About the Phone Call
+ID: l3-s4
+REFERENCE
+INTRO: Now answer some questions about Pat's phone call, in complete sentences. The dialog is there to consult if your memory stalls too.
+INSTRUCTION: Answer each question aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
+
+PROMPT: Why doesn't Pat's car stop well?
+RESPONSE: The brakes don't feel right.
+
+PROMPT: How much money will the mechanic charge Pat for his work?
+RESPONSE: He won't know until he looks at her car.
+
+PROMPT: Will Sam need to replace anything in the engine or brakes?
+RESPONSE: He may need to replace some of the old parts.
+
+PROMPT: Pat may not have enough money to pay the mechanic's bill right away. What can she do?
+RESPONSE: She can charge everything to her account.
+
+PROMPT: What can regular customers like Pat always get?
+RESPONSE: They can always get credit.
+
+PROMPT: How can Pat use her credit at the garage?
+RESPONSE: She can put the charges on her account or use a bank credit card.
+
+PROMPT: When Sam's customers have to ask him to fix the same thing twice in one month, he doesn't charge them again for his work. Why not?
+RESPONSE: Because he gives a 30-day guarantee.
+
+PROMPT: What does Sam give his customers?
+RESPONSE: He gives them a guarantee.
+
+# Source: ST §An Oil Change and a Grease Job
+$DIALOGUE An Oil Change and a Grease Job
+ID: l3-s5
+INTRO: A short reading about oil and grease — the two liquids that keep Larry's car alive. Just read and listen.
+INSTRUCTION: Read the paragraphs.
+
+VOCAB: oil
+LINE: After he drives 3,000 miles, Larry changes the oil in his car. {st-page_089_001.jpg}
+LINE: He uses five or six quarts to oil the parts that move inside the engine. {st-page_089_001.jpg}
+LINE: He knows that the oil is very important; the engine won't operate long without it. {st-page_089_001.jpg}
+
+VOCAB: grease
+LINE: Larry can change the oil in his car, but he has to ask a mechanic to grease the front end for him. {st-page_089_001.jpg}
+LINE: The mechanic puts the car in the garage and raises it five or six feet from the floor. {st-page_089_001.jpg}
+LINE: Then he puts grease inside all of the places that need it. {st-page_089_001.jpg}
+
+# Source: ST §Answer About Larry's Car
+$PRODUCE Questions About Larry's Car
+ID: l3-s6
+REFERENCE
+INTRO: Answer questions about Larry and his car aloud, in full sentences. The reading stays open beside you.
+INSTRUCTION: Answer the questions aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
+
+PROMPT: What does Larry do after he drives 3,000 miles?
+RESPONSE: He changes the oil in his car.
+
+PROMPT: How much oil does his engine need?
+RESPONSE: It needs five or six quarts.
+
+PROMPT: What does the oil do inside the engine?
+RESPONSE: It oils the parts that move inside the engine.
+
+PROMPT: Why is the oil important?
+RESPONSE: The engine won't operate long without it.
+
+PROMPT: What does Larry have to ask a mechanic to do for him?
+RESPONSE: He has to ask a mechanic to grease the front end for him.
+
+PROMPT: After he's raised the car, what does the mechanic do?
+RESPONSE: He puts grease inside all of the places that need it.
+
+# Source: ST §Vocabulary Words (word bank table)
+$GRAMMAR Word Bank: Car and Credit Words
+ID: l3-s7
+INTRO: Here are this part's words in their different forms — nouns, verbs, past forms. Tap any word to hear it. You'll use them to complete sentences next.
+
+These are the lesson's car and money words in their different forms. Tap a word to hear it.
+
+| | | | |
+|---|---|---|---|
+| {brake} | {credit} | {greased} | {oil} |
+| {charge} | {credited} | {guarantee} | {oiled} |
+| {charges} | {grease} | {guarantees} | {part} |
+
+# Source: ST §Complete the Sentences
+$PRODUCE Complete the Sentences
+ID: l3-s8
+REFERENCE
+INTRO: Complete each sentence with a word from the word bank. Type the missing word — mind the form, some are past tense.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Stan put ten gallons of gas and two quarts of ____ in his car.
+RESPONSE: Stan put ten gallons of gas and two quarts of oil in his car.
+ACCEPT: oil
+
+TEMPLATE: Many restaurants use hot ____ to cook French fries.
+RESPONSE: Many restaurants use hot grease to cook French fries.
+ACCEPT: grease
+
+TEMPLATE: The store that sells these tools ____ them.
+RESPONSE: The store that sells these tools guarantees them.
+ACCEPT: guarantees
+
+TEMPLATE: At this motel, there is no ____ for children under the age of 12.
+RESPONSE: At this motel, there is no charge for children under the age of 12.
+ACCEPT: charge
+
+TEMPLATE: When Linda doesn't want to pay cash for something, she ____ it.
+RESPONSE: When Linda doesn't want to pay cash for something, she charges it.
+ACCEPT: charges
+
+TEMPLATE: The food won't stick to the pan because the cook ____ it before he used it.
+RESPONSE: The food won't stick to the pan because the cook greased it before he used it.
+ACCEPT: greased
+
+TEMPLATE: When you park your car on a hill, you should use the emergency ____.
+RESPONSE: When you park your car on a hill, you should use the emergency brake.
+ACCEPT: brake
+
+TEMPLATE: Pat can't pay all of the mechanic's bill this month; she can pay only ____ of it.
+RESPONSE: Pat can't pay all of the mechanic's bill this month; she can pay only part of it.
+ACCEPT: part
+
+TEMPLATE: It took the Smiths four years to pay for their car because they bought it on ____.
+RESPONSE: It took the Smiths four years to pay for their car because they bought it on credit.
+ACCEPT: credit
+
+TEMPLATE: Before Ken ____ the lock, it was difficult to open the door. Now it's easy.
+RESPONSE: Before Ken oiled the lock, it was difficult to open the door. Now it's easy.
+ACCEPT: oiled
+
+TEMPLATE: These tires should be good for several years. There's a 50,000-mile ____ on them.
+RESPONSE: These tires should be good for several years. There's a 50,000-mile guarantee on them.
+ACCEPT: guarantee
+
+TEMPLATE: Ray put some money in his checking account, but the bank ____ it to his savings account by mistake.
+RESPONSE: Ray put some money in his checking account, but the bank credited it to his savings account by mistake.
+ACCEPT: credited
+
+# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial
+# coordinate instructions; not expressible in the app format.
+
+$LESSON 3-2: Too ... To — More Than Enough
+
+# Source: LLA 3A Figure 2 (Dialog 1)
+$DIALOGUE Harry's New Car
+ID: 3a-f2-a
+INTRO: In this part you'll warm up with two short conversations, then learn to say why something can't happen: it's too cold, too late, too expensive. First, Jack hears about Harry's new car. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-01.mp3}
+Jack: Yes, I did. It looks expensive. {bk11-l3a-f2-02.mp3}
+Man1: It was. Do you think he'll let us ride in it? {bk11-l3a-f2-03.mp3}
+
+# Source: LLA 3A Figure 2 (Question 1)
+$PRODUCE Question: Harry's Car
+ID: 3a-f2-b
+REFERENCE
+INTRO: Answer the question about the conversation. Speak your answer in a complete sentence, then compare it with the model.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence. Accept any phrasing that conveys Harry has an expensive new car.
+
+PROMPT: What does Harry have?
+RESPONSE: He has an expensive new car. {bk11-l3a-f2-04.mp3}
+
+# Source: LLA 3A Figure 2 (Dialog 2)
+$DIALOGUE Moving to Florida
+ID: 3a-f2-c
+INTRO: One more short conversation — the Clarks are moving. Listen for where, and why.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-05.mp3}
+Man2: No, I didn't. Where are they going? {bk11-l3a-f2-06.mp3}
+Man1: They're moving to Florida. They're going to have a lot of warm weather. {bk11-l3a-f2-07.mp3}
+
+# Source: LLA 3A Figure 2 (Question 2)
+$PRODUCE Question: The Clarks
+ID: 3a-f2-d
+REFERENCE
+INTRO: Answer the question about the conversation. Speak your answer in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence. Accept any phrasing that conveys the Clarks are moving to Florida.
+
+PROMPT: Where are the Clarks going to move?
+RESPONSE: They're going to move to Florida. {bk11-l3a-f2-08.mp3}
+
+# Source: ST §Too + Predicate Adjective + To-Infinitive
+$GRAMMAR Too + Adjective + Infinitive
+ID: l3-s15
+INTRO: Here's the pattern for this part: "too" plus an adjective plus "to" — more than enough, so it can't be done.
+
+One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
+
+**Examples:**
+* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
+* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
+
+| TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE |
+|---|---|---|
+| Candy is **too sweet.** | | |
+| Coffee is **too bitter** | for me | to drink. |
+| Carol was **too tired** | | to drive. |
+| It'll be **too early** | for the children | to get up. |
+
+More examples to tap and hear: {Coffee is too bitter for me to drink.} — {Carol was too tired to drive.} — {It'll be too early for the children to get up.}
+
+# Source: LLA 3A Figure 3
+$DIALOGUE Two Sentences into One
+ID: 3a-f3
+INTRO: Listen to the sentences using "too" and "to". Notice how two short sentences are combined into one, then repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Max is too tall. He can't sleep in that bed. Max is too tall to sleep in that bed. {bk11-l3a-f3-01.mp3}
+LINE: Sgt. Willis is too busy. He can't take a vacation. Sgt. Willis is too busy to take a vacation. {bk11-l3a-f3-02.mp3}
+LINE: Myra is too tired. She can't listen to any more problems. Myra is too tired to listen to any more problems. {bk11-l3a-f3-03.mp3}
+LINE: Freddy is too light. He can't play football. Freddy is too light to play football. {bk11-l3a-f3-04.mp3}
+LINE: It's too late. We can't worry about past mistakes. It's too late for us to worry about past mistakes. {bk11-l3a-f3-05.mp3}
+LINE: Rosanne isn't too nervous. She can take a test. Rosanne isn't too nervous to take a test. {bk11-l3a-f3-06.mp3}
+LINE: The captain was too sick. He couldn't come to class. The captain was too sick to come to class. {bk11-l3a-f3-07.mp3}
+LINE: Mary is too slow. She can't finish early. Mary is too slow to finish early. {bk11-l3a-f3-08.mp3}
+LINE: The coffee is too hot. He can't drink it. The coffee is too hot for him to drink. {bk11-l3a-f3-09.mp3}
+LINE: Chinese is not too difficult. They can learn it. Chinese is not too difficult for them to learn. {bk11-l3a-f3-10.mp3}
+
+# Source: ST §This Soup Is Too Hot to Eat!
+$DIALOGUE Reading: Too Hot to Eat
+ID: l3-s16
+INTRO: Read a few more sentences with the "too ... to" pattern. Notice who can't do what, and why.
+INSTRUCTION: Read the sentences.
+
+LINE: It's too cold to go outside. The children must play inside. {st-page_100_001.jpg}
+LINE: Susie can't move that table. It's too heavy. {st-page_100_001.jpg}
+LINE: Randy looks too young to be a doctor.
+LINE: Jack's house isn't too difficult for you to find.
+LINE: St. Louis is too far for you to drive there alone.
+LINE: Is this chair too small to sit in?
+LINE: Jim can't wear these slacks. They're too big.
+LINE: Lt Rich is too angry to speak to Lt Ward.
+
+# Source: LLA 3A Figure 4
+$PRODUCE Ask a Question with Too
+ID: 3a-f4
+INTRO: Now you make the questions. Listen to a statement and a cue, change the statement into a question using the cue, then repeat the correct answer.
+INSTRUCTION: Speak the new question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Freddy is too light to *play football*. Tennis. {bk11-l3a-f4-00-q.mp3}
+RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-00-a.mp3}
+
+PROMPT: The captain was too sick to *come to class*. Watch TV. {bk11-l3a-f4-01-q.mp3}
+RESPONSE: Was he too sick to watch TV? {bk11-l3a-f4-01-a.mp3}
+
+PROMPT: Mary is too slow to *finish early*. On time. {bk11-l3a-f4-02-q.mp3}
+RESPONSE: Is she too slow to finish on time? {bk11-l3a-f4-02-a.mp3}
+
+PROMPT: Myra is too tired to *listen to any more problems*. Write letters. {bk11-l3a-f4-03-q.mp3}
+RESPONSE: Is she too tired to write letters? {bk11-l3a-f4-03-a.mp3}
+
+PROMPT: Greg is too young to *drive a car*. Ride a bicycle. {bk11-l3a-f4-04-q.mp3}
+RESPONSE: Is he too young to ride a bicycle? {bk11-l3a-f4-04-a.mp3}
+
+PROMPT: It's too late to *study for the test*. Learn something new. {bk11-l3a-f4-05-q.mp3}
+RESPONSE: Is it too late to learn something new? {bk11-l3a-f4-05-a.mp3}
+
+PROMPT: This book is too difficult for *John* to read. Mark. {bk11-l3a-f4-06-q.mp3}
+RESPONSE: Is it too difficult for Mark to read? {bk11-l3a-f4-06-a.mp3}
+
+# SKIPPED (book): LLA 3A Figure 5 — spatial grid placement task, out of scope.
+
+# Source: ST §The Meat Is Too Salty
+$PRODUCE Make a Sentence with Too
+ID: l3-s17
+INTRO: Read each sentence, then make a new one with "too" and the word in parentheses. Say it aloud, then check the model.
+INSTRUCTION: Say a new sentence using "too" and the cue.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: I can buy that one. (not expensive)
+RESPONSE: It's not too expensive.
+
+EXAMPLE
+PROMPT: Jason can't drive yet. (young)
+RESPONSE: He's too young to drive.
+
+PROMPT: I can't drink the coffee. (hot)
+RESPONSE: It's too hot to drink.
+
+PROMPT: Margaret wants to go to the party. (not tired)
+RESPONSE: She's not too tired to go.
+
+PROMPT: Jerry can't stop worrying. (upset)
+RESPONSE: He's too upset.
+
+PROMPT: Charlie can't wear those clothes. (dirty)
+RESPONSE: They're too dirty to wear.
+
+PROMPT: Don't let Fred drive the new car. (careless)
+RESPONSE: He's too careless.
+
+PROMPT: This coffee doesn't taste good. (bitter)
+RESPONSE: It's too bitter.
+
+PROMPT: Sally liked the cookies. (not sweet)
+RESPONSE: They were not too sweet.
+
+PROMPT: We didn't go to the lake last week. (rainy)
+RESPONSE: It was too rainy.
+
+PROMPT: Jane couldn't get on the first bus. (crowded)
+RESPONSE: It was too crowded.
+
+PROMPT: I was able to finish the homework. (not difficult)
+RESPONSE: It was not too difficult.
+
+# Source: ST §Are You Going to the Gym? No, I'm Too Tired.
+$PRODUCE Answer with Too
+ID: l3-s18
+INTRO: Now answer questions using "too" and the words in parentheses. Full sentences, please — you're not too tired for that.
+INSTRUCTION: Answer using "too" and the cue.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Are you going to wear your jacket? (no, warm)
+RESPONSE: No, it's too warm to wear a jacket.
+
+PROMPT: Are you going to lunch now? (no, early)
+RESPONSE: No, it's too early to go to lunch.
+
+PROMPT: Can Jane walk to school tomorrow? (no, far)
+RESPONSE: No, it's too far to walk.
+
+PROMPT: Was Mary too upset to enjoy the party? (yes)
+RESPONSE: Yes, she was too upset to enjoy it.
+
+PROMPT: Did Nelson go to work yesterday? (no, sick)
+RESPONSE: No, he was too sick to go to work.
+
+PROMPT: Do you think Ken can wear this shirt? (no, small)
+RESPONSE: No, it's too small for him to wear.
+
+PROMPT: Is that box too heavy for Barbara to lift? (yes, heavy)
+RESPONSE: Yes, it's too heavy for her to lift.
+
+PROMPT: Can we go to the movie now? (no, late)
+RESPONSE: No, it's too late to go.
+
+PROMPT: Are you going to buy that car? (no, expensive)
+RESPONSE: No, it's too expensive to buy.
+
+PROMPT: Is it too dark outside now to see anything? (yes, dark)
+RESPONSE: Yes, it's too dark to see anything.
+
+PROMPT: Is Ed still too young to get a driver's license? (yes, young)
+RESPONSE: Yes, he's too young to get a license.
+
+$LESSON 3-3: Refunds and Dissatisfied Customers
+
+# Source: LLA 3B Figure 1 (Part 1)
+$DIALOGUE Refund and Service Words
+ID: 3b-f1
+INTRO: New part, new problems: leaky hoses, greasy chicken, and how to get your money back. Listen to the new words in sentences and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: hose
+LINE: Look at the hoses. There are 2 kinds of hoses. {page_062_001.jpg} {bk11-l3b-f1-01a.mp3}
+
+VOCAB: leak
+LINE: Uncle George has a leak in his kitchen faucet. {page_062_002.jpg} {bk11-l3b-f1-01b.mp3}
+
+VOCAB: exchange
+LINE: Jim is going to exchange that sweater for 2 shirts. {page_062_003.jpg} {bk11-l3b-f1-01c.mp3}
+
+VOCAB: refund
+LINE: Sergeant Jackson asked the salesman for a refund. {page_062_004.jpg} {bk11-l3b-f1-01d.mp3}
+
+VOCAB: give back
+LINE: Charlie won't give the car back to Jimmy. {page_062_005.jpg} {bk11-l3b-f1-01e.mp3}
+
+VOCAB: credit
+LINE: Mrs. Brooks bought her refrigerator on credit. {page_062_006.jpg} {bk11-l3b-f1-01f.mp3}
+
+VOCAB: service
+LINE: That new restaurant gives excellent service. {page_062_007.jpg} {bk11-l3b-f1-01g.mp3}
+
+VOCAB: grease
+LINE: The mechanic has grease on his shirt. {page_062_008.jpg} {bk11-l3b-f1-01h.mp3}
+
+VOCAB: satisfied
+LINE: Mr. Evans was very satisfied with your work. {page_062_009.jpg} {bk11-l3b-f1-01i.mp3}
+
+VOCAB: unhappy
+LINE: The boys were unhappy when they lost the game. {page_063_001.jpg} {bk11-l3b-f1-01j.mp3}
+
+VOCAB: dissatisfied
+LINE: The customer is dissatisfied with the food. {page_063_002.jpg} {bk11-l3b-f1-01k.mp3}
+
+# Source: LLA 3B Figure 1 (Part 2) — pool of 11 image options split into two activities
+$SELECT Which Picture? — Hose to Credit
+ID: 3b-f1-b
+INTRO: Listen to a sentence and tap the picture it describes, then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: a | hose {page_062_001.jpg}
+OPTION: b | leak {page_062_002.jpg}
+OPTION: c | exchange {page_062_003.jpg}
+OPTION: d | refund {page_062_004.jpg}
+OPTION: e | give back {page_062_005.jpg}
+OPTION: f | credit {page_062_006.jpg}
+
+PROMPT: He is getting a refund. {bk11-l3b-f1-04-q.mp3}
+ANSWER: d
+FEEDBACK: He is getting a refund. {bk11-l3b-f1-04-a.mp3}
+
+PROMPT: The faucet is leaking. {bk11-l3b-f1-06-q.mp3}
+ANSWER: b
+FEEDBACK: The faucet is leaking. {bk11-l3b-f1-06-a.mp3}
+
+PROMPT: Which hose is for the garden? {bk11-l3b-f1-08-q.mp3}
+ANSWER: a
+FEEDBACK: Which hose is for the garden? {bk11-l3b-f1-08-a.mp3}
+
+PROMPT: He wants to exchange the sweater. {bk11-l3b-f1-09-q.mp3}
+ANSWER: c
+FEEDBACK: He wants to exchange the sweater. {bk11-l3b-f1-09-a.mp3}
+
+PROMPT: He won't give back the toy car. {bk11-l3b-f1-10-q.mp3}
+ANSWER: e
+FEEDBACK: He won't give back the toy car. {bk11-l3b-f1-10-a.mp3}
+
+PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-11-q.mp3}
+ANSWER: f
+FEEDBACK: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-11-a.mp3}
+
+# Source: LLA 3B Figure 1 (Part 2), second half of the split pool
+$SELECT Which Picture? — Service to Dissatisfied
+ID: 3b-f1-c
+INTRO: Five more pictures — service, grease, and three kinds of unhappy. Tap the picture the sentence describes, then repeat it.
+INSTRUCTION: Tap the correct picture.
+REPEAT
+
+OPTION: g | service {page_062_007.jpg}
+OPTION: h | grease {page_062_008.jpg}
+OPTION: i | satisfied {page_062_009.jpg}
+OPTION: j | unhappy {page_063_001.jpg}
+OPTION: k | dissatisfied {page_063_002.jpg}
+
+PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-02-q.mp3}
+ANSWER: i
+FEEDBACK: Is he satisfied with John's work? {bk11-l3b-f1-02-a.mp3}
+
+PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-03-q.mp3}
+ANSWER: k
+FEEDBACK: Why is he dissatisfied with his food? {bk11-l3b-f1-03-a.mp3}
+
+PROMPT: Why are the football players unhappy? {bk11-l3b-f1-05-q.mp3}
+ANSWER: j
+FEEDBACK: Why are the football players unhappy? {bk11-l3b-f1-05-a.mp3}
+
+PROMPT: The service here is excellent. {bk11-l3b-f1-07-q.mp3}
+ANSWER: g
+FEEDBACK: The service here is excellent. {bk11-l3b-f1-07-a.mp3}
+
+PROMPT: Is that grease on his shirt? {bk11-l3b-f1-12-q.mp3}
+ANSWER: h
+FEEDBACK: Is that grease on his shirt? {bk11-l3b-f1-12-a.mp3}
+
+# Source: ST §Jim Bought a Hose That Leaked (Or Did It?) — narrator paragraphs split into short lines
+$DIALOGUE Jim's Leaky Hose
+ID: l3-s9
+INTRO: Here's the story of Jim, a hose, and four dollars. Listen and read — you'll answer questions about it next.
+INSTRUCTION: Listen to the story.
+
+VOCAB: hose
+Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg}
+
+VOCAB: on sale
+LINE: When he read the paper this morning, he saw that the same kind of hose was on sale at another store for four dollars less. {st-page_094_001.jpg}
+LINE: He was unhappy because he paid the regular price for his hose, but he thought it was a good one. {st-page_094_001.jpg}
+
+VOCAB: leak
+LINE: Later Jim fastened his new hose to an outside faucet and turned on the water. The hose leaked! {st-page_094_002.jpg}
+LINE: He decided to go back to the U-Save Store and tell the clerk that he didn't need a hose with a leak in it. {st-page_094_002.jpg}
+
+VOCAB: leaky
+VOCAB: exchange
+LINE: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg}
+
+VOCAB: refund
+LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" He answered, "No, I'd like to get a refund." {st-page_095_001.jpg}
+
+VOCAB: give back
+VOCAB: sales slip
+LINE: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" {st-page_095_001.jpg}
+LINE: After Jim showed it to her, she refunded his money. {st-page_095_001.jpg}
+LINE: Then Jim went to Save-More and bought a hose exactly like the first one. He saved four dollars and was very pleased. {st-page_095_002.jpg}
+LINE: He hurried home and tried his new hose. {st-page_095_002.jpg}
+
+# Source: ST §Answer About the Story
+$PRODUCE Questions About Jim's Hose
+ID: l3-s10
+REFERENCE
+INTRO: Answer the questions about Jim's adventure in complete sentences. The last one asks what you think — the story ends before the water is turned on.
+INSTRUCTION: Answer the questions aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final opinion question, accept a reasoned yes or no.
+
+PROMPT: What did Jim buy at U-Save yesterday?
+RESPONSE: He bought a hose.
+
+PROMPT: Was it on sale at U-Save?
+RESPONSE: No, he paid the regular price.
+
+PROMPT: What happened when Jim turned on the water?
+RESPONSE: The hose leaked.
+
+PROMPT: What did Jim think was wrong?
+RESPONSE: He thought there was a leak in the hose.
+
+PROMPT: What did the clerk say she'd be happy to do?
+RESPONSE: She said she'd be happy to exchange it for another hose.
+
+PROMPT: What did Jim want?
+RESPONSE: He wanted a refund.
+
+PROMPT: What did he have to show the clerk?
+RESPONSE: He had to show his sales slip.
+
+PROMPT: What did the clerk do with Jim's money?
+RESPONSE: She refunded his money.
+
+PROMPT: What did Jim do with his refund?
+RESPONSE: He bought a hose exactly like the first one at Save-More.
+
+PROMPT: What do you think? Did the first hose really leak?
+RESPONSE: Yes, the first hose really leaked.
+
+# Source: ST §Walter's Very Dissatisfied
+$DIALOGUE Walter's Very Dissatisfied
+ID: l3-s11
+INTRO: Willie is enjoying his lunch. Walter is not — and his salad has a passenger. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: satisfy
+Willie: I think I'll order another hamburger. The first one was good, but it didn't satisfy me. I'm still hungry. {st-page_096_001.jpg}
+
+VOCAB: satisfied
+Walter: I'm glad you like the food here. I'm certainly not satisfied with it. {st-page_096_001.jpg}
+
+VOCAB: unhappy
+Willie: I didn't realize that you were unhappy. What's wrong? {st-page_096_001.jpg}
+
+VOCAB: greasy
+Walter: My food is greasy. Look at the grease on this piece of chicken! {st-page_096_001.jpg}
+
+VOCAB: dissatisfied
+Willie: Yes, I see. How is the salad? Are you dissatisfied with it, too? {st-page_096_001.jpg}
+
+VOCAB: oily
+Walter: Yes, it's very oily. I asked for a little salad oil, not a lot.
+
+VOCAB: too
+VOCAB: bug
+Willie: You're right. It does look too oily. There's also a bug in it.
+
+VOCAB: fly
+Walter: Oh, no! What kind is it?
+Willie: I think it's a fly. It's a big one, but it isn't moving. {st-page_097_001.jpg}
+
+VOCAB: satisfaction
+Walter: That really doesn't give me much satisfaction. I'm ready to leave right now and never come back!
+
+# Source: ST §True or False? (after Walter's Very Dissatisfied)
+$SELECT True or False: Walter's Meal
+ID: l3-s12
+REFERENCE
+INTRO: Decide whether each statement about Willie and Walter's lunch is true or false. The dialog is there if you need it.
+INSTRUCTION: Tap True or False.
+SHOW_PROMPT
+OPTION: t | True
+OPTION: f | False
+
+PROMPT: One hamburger wasn't enough for Willie.
+ANSWER: t
+
+PROMPT: Walter liked the food at the restaurant.
+ANSWER: f
+
+PROMPT: Walter was happy about his meal.
+ANSWER: f
+
+PROMPT: There was grease on Walter's food.
+ANSWER: t
+
+PROMPT: Walter was satisfied with his salad.
+ANSWER: f
+
+PROMPT: There wasn't much oil on the salad.
+ANSWER: f
+
+PROMPT: A fly is a kind of bug.
+ANSWER: t
+
+PROMPT: Walter felt better when he learned the fly wasn't moving.
+ANSWER: f
+
+# Source: ST §Ray's vs Jay's (reference table)
+$GRAMMAR Ray's vs Jay's
+ID: l3-s13
+INTRO: Two restaurants, ten facts. Read the table — you'll say how you feel about each point in the next activity.
+
+Here are two restaurants and what customers say about them. You'll use this table in the next activity.
+
+| Ray's Restaurant | Jay's Restaurant |
+|---|---|
+| 1. Good food | 2. Food too greasy |
+| 3. Waiters are slow | 4. Fast service |
+| 5. Always clean | 6. Sometimes see bugs |
+| 7. Different kinds of food | 8. Same food all the time |
+| 9. People not friendly | 10. People always friendly |
+
+# Source: ST §Express Satisfaction
+$PRODUCE Satisfied or Dissatisfied?
+ID: l3-s14
+REFERENCE
+INTRO: Using the table comparing Ray's and Jay's, make a sentence about each numbered point with "satisfied", "dissatisfied", or "unhappy". Say it aloud.
+INSTRUCTION: Make a sentence using satisfied, dissatisfied, or unhappy.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatical sentence that correctly combines the cue with "satisfied", "dissatisfied", or "unhappy".
+
+EXAMPLE
+TEMPLATE: Number 1. Good food at Ray's.
+RESPONSE: I'm satisfied with the food at Ray's.
+
+EXAMPLE
+TEMPLATE: Number 6. Sometimes see bugs at Jay's.
+RESPONSE: I'm dissatisfied with Jay's because I see bugs there sometimes.
+
+TEMPLATE: Number 2. Food too greasy at Jay's.
+RESPONSE: I'm unhappy with the food at Jay's because it's too greasy.
+
+TEMPLATE: Number 3. Waiters are slow at Ray's.
+RESPONSE: I'm dissatisfied with Ray's because the waiters are slow.
+
+TEMPLATE: Number 4. Fast service at Jay's.
+RESPONSE: I'm satisfied with the fast service at Jay's.
+
+TEMPLATE: Number 5. Always clean at Ray's.
+RESPONSE: I'm satisfied because Ray's is always clean.
+
+TEMPLATE: Number 7. Different kinds of food at Ray's.
+RESPONSE: I'm satisfied with the different kinds of food at Ray's.
+
+TEMPLATE: Number 8. Same food all the time at Jay's.
+RESPONSE: I'm dissatisfied with Jay's because they have the same food all the time.
+
+TEMPLATE: Number 9. People not friendly at Ray's.
+RESPONSE: I'm unhappy with Ray's because the people are not friendly.
+
+TEMPLATE: Number 10. People always friendly at Jay's.
+RESPONSE: I'm satisfied because the people are always friendly at Jay's.
+
+$LESSON 3-4: Infinitives of Purpose
+
+# Source: LLA 3B Figure 2
+$DIALOGUE Sentences of Purpose
+ID: 3b-f2
+INTRO: In this part you'll learn to say why people do things: he went to the bank to deposit a check. Listen to sentences using "to" and a verb to show purpose, and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3}
+LINE: Beverly stops to visit her aunt every day. {bk11-l3b-f2-02.mp3}
+LINE: Can I use a credit card to pay for this? {bk11-l3b-f2-03.mp3}
+LINE: Richard didn't come to borrow money. {bk11-l3b-f2-04.mp3}
+LINE: Henry went to Mexico to study Spanish. {bk11-l3b-f2-05.mp3}
+LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3}
+LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3}
+LINE: He called to say hello. {bk11-l3b-f2-08.mp3}
+
+# Source: ST §Infinitive Phrase of Purpose
+$GRAMMAR The Infinitive of Purpose
+ID: l3-s23
+INTRO: Here's how the pattern works: the infinitive after the verb answers the question "why?".
+
+An infinitive or infinitive phrase placed after a verb tells the reason for which something is done.
+
+**Examples:**
+* {Jim didn't have any news. He just called to talk.} (He only called because he wanted to talk.)
+* {Beth stopped at the store to buy some milk.} (She stopped because she needed to buy some milk.)
+
+| | INFINITIVE PHRASE OF PURPOSE | |
+|---|---|---|
+| Ray moved | **to save** | a little money. |
+| Lt Lee went | **to talk** | to the supervisor. |
+| Don't use a pen | **to mark** | the answer sheet. |
+| Roger called | **to invite** | us to his party. |
+
+Tap to hear the full sentences: {Ray moved to save a little money.} — {Lt Lee went to talk to the supervisor.} — {Don't use a pen to mark the answer sheet.} — {Roger called to invite us to his party.}
+
+# Source: ST §Terry Stopped at the BX to Exchange the Shirt.
+$DIALOGUE Reading: More Purpose Sentences
+ID: l3-s24
+INTRO: Read a few more sentences with infinitives of purpose. Every one of them answers the question "why?".
+INSTRUCTION: Read the sentences.
+
+LINE: We didn't stay to watch all of the show.
+LINE: Did Ken go to the mall to meet his friends?
+LINE: Henry's moving to Arizona to start a new job.
+LINE: Arnold went to Mexico last summer to study Spanish.
+LINE: Ann called the doctor's office to make an appointment.
+LINE: Bill always stops to eat breakfast on his way to work.
+LINE: Can I use a credit card to pay for my airline tickets?
+LINE: Mike didn't come to borrow money; he came to pay a bill.
+
+# Source: LLA 3B Figure 3
+$SELECT Complete the Sentence
+ID: 3b-f3
+INTRO: Listen to the first part of a sentence and tap the purpose that best completes it. Then repeat the full sentence.
+INSTRUCTION: Tap the correct ending.
+REPEAT
+
+OPTION: a | to play soccer.
+OPTION: b | to change her appointment.
+OPTION: c | to deposit his check.
+OPTION: d | to bring it back.
+OPTION: e | to live near the ocean.
+OPTION: f | to wash her car.
+OPTION: g | to drink a cup of coffee with her.
+
+EXAMPLE
+PROMPT: Neil went to the bank. {bk11-l3b-f3-ex-q.mp3}
+ANSWER: c
+FEEDBACK: Neil went to the bank to deposit his check. {bk11-l3b-f3-ex-a.mp3}
+
+PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-01-q.mp3}
+ANSWER: f
+FEEDBACK: Mrs. Adams paid Frank to wash her car. {bk11-l3b-f3-01-a.mp3}
+
+PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-02-q.mp3}
+ANSWER: b
+FEEDBACK: Ms. Johnson called the dentist to change her appointment. {bk11-l3b-f3-02-a.mp3}
+
+PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-03-q.mp3}
+ANSWER: g
+FEEDBACK: Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her. {bk11-l3b-f3-03-a.mp3}
+
+PROMPT: The students wanted to go outside. {bk11-l3b-f3-04-q.mp3}
+ANSWER: a
+FEEDBACK: The students wanted to go outside to play soccer. {bk11-l3b-f3-04-a.mp3}
+
+PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-05-q.mp3}
+ANSWER: e
+FEEDBACK: The Jacksons moved to Miami to live near the ocean. {bk11-l3b-f3-05-a.mp3}
+
+PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-06-q.mp3}
+ANSWER: d
+FEEDBACK: Laurie borrowed my book last week. She came over this morning to bring it back. {bk11-l3b-f3-06-a.mp3}
+
+# Source: ST §Match the Sentence Halves
+$SELECT Match the Sentence Halves
+ID: l3-s25
+INTRO: Match each sentence beginning with the purpose that fits it best. Read carefully — several endings would almost work.
+INSTRUCTION: Tap the infinitive phrase that completes the sentence.
+OPTION: a | to fix his car.
+OPTION: b | to eat breakfast.
+OPTION: c | to live in a big city.
+OPTION: d | to change her appointment.
+OPTION: e | to record his favorite music.
+OPTION: f | to buy some new shoes.
+OPTION: g | to withdraw some money.
+OPTION: h | to play basketball.
+
+TEMPLATE: Kathy called the doctor's office
+ANSWER: d
+
+TEMPLATE: Victor uses Jim's recorder
+ANSWER: e
+
+TEMPLATE: Roger paid the mechanic
+ANSWER: a
+
+TEMPLATE: Mary Ann stopped at the mall
+ANSWER: f
+
+TEMPLATE: Lt Wilson goes to the gym
+ANSWER: h
+
+TEMPLATE: Debbie went to the bank
+ANSWER: g
+
+TEMPLATE: Harvey moved to Houston
+ANSWER: c
+
+TEMPLATE: Amn Barnes came to the dining hall
+ANSWER: b
+
+# Source: ST §I Stopped to Pick Up My Mail.
+$DIALOGUE Why Did You Stop? — Short Dialogs
+ID: l3-s26
+INTRO: Eight quick exchanges, each with a purpose. Read the questions and the answers.
+INSTRUCTION: Read the dialogs.
+
+Sam: Did you stop at the post office?
+Tim: Yes, I stopped to pick up my mail.
+
+Tom: Did you change the oil in your car?
+Bob: No, I paid Tony to change it for me.
+
+George: Did you use this wrench?
+Kevin: Yes, I used it to repair the faucet.
+
+Sandy: Did Shiela stay at home today?
+Sarah: No, she went to the commissary to get some milk.
+
+Doug: Did you talk to Alan last night?
+Glen: Yes, I called him to tell him about the game.
+
+Jim: Is Dan coming here after dinner?
+Vic: Yes, he's coming to borrow my English book.
+
+Mike: Did Ted move to Los Angeles?
+Pete: Yes, he moved to find a better job.
+
+Kaye: Do you go to the library after class?
+Kyle: No, I usually go to the gym to work out.
+
+# Source: ST §Why Are You Going to Florida?
+$PRODUCE Answer with a Purpose
+ID: l3-s27
+INTRO: Now you build the answers. Use the cue in parentheses to answer each question with an infinitive of purpose, aloud.
+INSTRUCTION: Answer using the cue as an infinitive phrase of purpose.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Why are you going to Florida? (visit my parents)
+RESPONSE: I'm going to Florida to visit my parents.
+
+PROMPT: What did you pay Ted to do? (cut the grass)
+RESPONSE: I paid him to cut the grass.
+
+PROMPT: Why did Janet go to the bank? (cash a check)
+RESPONSE: She went to the bank to cash a check.
+
+PROMPT: Why did Robert call so late last night? (apologize)
+RESPONSE: He called to apologize.
+
+PROMPT: Why are you stopping here? (buy a newspaper)
+RESPONSE: I'm stopping to buy a newspaper.
+
+PROMPT: Why did Anne come to our classroom? (ask a question)
+RESPONSE: She came to ask a question.
+
+PROMPT: Why did Larry go to Roger's house? (borrow some tools)
+RESPONSE: He went to borrow some tools.
+
+PROMPT: What did he use the tools to do? (repair his car)
+RESPONSE: He used the tools to repair his car.
+
+PROMPT: Why are you calling Ned? (tell him about the accident)
+RESPONSE: I'm calling to tell him about the accident.
+
+PROMPT: What did you pay the mechanic to do? (tune up the engine)
+RESPONSE: I paid the mechanic to tune up the engine.
+
+PROMPT: Why is Sam moving to Los Angeles? (live with his brother)
+RESPONSE: He's moving to live with his brother.
+
+$LESSON 3-5: Syllable Stress and the Suffix -y
+
+# Source: LLA 3B Figure 4
+$SELECT Syllable Stress
+ID: 3b-f4
+INTRO: This part tunes your ear and builds new words. First, stress: listen to each word and tap the number of the syllable with the strongest stress, then repeat the word.
+INSTRUCTION: Tap the number of the stressed syllable.
+REPEAT
+
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+PROMPT: cautious. Cautious. {bk11-l3b-f4-01-q.mp3}
+ANSWER: 1
+FEEDBACK: cautious. {bk11-l3b-f4-01-a.mp3}
+
+PROMPT: become. Become. {bk11-l3b-f4-02-q.mp3}
+ANSWER: 2
+FEEDBACK: become. {bk11-l3b-f4-02-a.mp3}
+
+PROMPT: connect. Connect. {bk11-l3b-f4-03-q.mp3}
+ANSWER: 2
+FEEDBACK: connect. {bk11-l3b-f4-03-a.mp3}
+
+PROMPT: stomachache. Stomachache. {bk11-l3b-f4-04-q.mp3}
+ANSWER: 1
+FEEDBACK: stomachache. {bk11-l3b-f4-04-a.mp3}
+
+PROMPT: emergency. Emergency. {bk11-l3b-f4-05-q.mp3}
+ANSWER: 2
+FEEDBACK: emergency. {bk11-l3b-f4-05-a.mp3}
+
+PROMPT: temperature. Temperature. {bk11-l3b-f4-06-q.mp3}
+ANSWER: 1
+FEEDBACK: temperature. {bk11-l3b-f4-06-a.mp3}
+
+PROMPT: steering wheel. Steering wheel. {bk11-l3b-f4-07-q.mp3}
+ANSWER: 1
+FEEDBACK: steering wheel. {bk11-l3b-f4-07-a.mp3}
+
+PROMPT: crossing. Crossing. {bk11-l3b-f4-08-q.mp3}
+ANSWER: 1
+FEEDBACK: crossing. {bk11-l3b-f4-08-a.mp3}
+
+PROMPT: slow down. Slow down. {bk11-l3b-f4-09-q.mp3}
+ANSWER: 2
+FEEDBACK: slow down. {bk11-l3b-f4-09-a.mp3}
+
+PROMPT: ahead. Ahead. {bk11-l3b-f4-10-q.mp3}
+ANSWER: 2
+FEEDBACK: ahead. {bk11-l3b-f4-10-a.mp3}
+
+# Source: LLA 3C Figure 1
+$SELECT Syllable Stress — Longer Words
+ID: 3c-f1
+INTRO: Round two of stress practice, with longer words this time. Listen, tap the stressed syllable's number, then repeat the word.
+INSTRUCTION: Tap the number of the stressed syllable.
+REPEAT
+
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
+OPTION: 4 | 4
+
+PROMPT: escalator. {bk11-l3c-f1-01.mp3}
+ANSWER: 1
+FEEDBACK: Number 1 is 1. Repeat: escalator. {bk11-l3c-f1-01-a.mp3}
+
+PROMPT: introduction. {bk11-l3c-f1-02.mp3}
+ANSWER: 3
+FEEDBACK: Number 2 is 3. Repeat: introduction. {bk11-l3c-f1-02-a.mp3}
+
+PROMPT: popular. {bk11-l3c-f1-03.mp3}
+ANSWER: 1
+FEEDBACK: Number 3 is 1. Repeat: popular. {bk11-l3c-f1-03-a.mp3}
+
+PROMPT: relative. {bk11-l3c-f1-04.mp3}
+ANSWER: 1
+FEEDBACK: Number 4 is 1. Repeat: relative. {bk11-l3c-f1-04-a.mp3}
+
+PROMPT: bicycle. {bk11-l3c-f1-05.mp3}
+ANSWER: 1
+FEEDBACK: Number 5 is 1. Repeat: bicycle. {bk11-l3c-f1-05-a.mp3}
+
+PROMPT: information. {bk11-l3c-f1-06.mp3}
+ANSWER: 3
+FEEDBACK: Number 6 is 3. Repeat: information. {bk11-l3c-f1-06-a.mp3}
+
+PROMPT: traffic. {bk11-l3c-f1-07.mp3}
+ANSWER: 1
+FEEDBACK: Number 7 is 1. Repeat: traffic. {bk11-l3c-f1-07-a.mp3}
+
+PROMPT: signature. {bk11-l3c-f1-08.mp3}
+ANSWER: 1
+FEEDBACK: Number 8 is 1. Repeat: signature. {bk11-l3c-f1-08-a.mp3}
+
+PROMPT: deposit. {bk11-l3c-f1-09.mp3}
+ANSWER: 2
+FEEDBACK: Number 9 is 2. Repeat: deposit. {bk11-l3c-f1-09-a.mp3}
+
+PROMPT: empty. {bk11-l3c-f1-10.mp3}
+ANSWER: 1
+FEEDBACK: Number 10 is 1. Repeat: empty. {bk11-l3c-f1-10-a.mp3}
+
+# Source: ST §The Suffix -y
+$GRAMMAR The Suffix -y
+ID: l3-s28
+INTRO: Now the word-building trick of this lesson: add -y to a noun and you get an adjective. Full of soap? Soapy.
+
+A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
+
+**Example:** {The water was soapy.} (The water was full of soap.)
+
+| Noun | Adjective | Noun | Adjective |
+|---|---|---|---|
+| cloud | cloud**y** | sun | sunn**y** |
+| fun | funn**y** | rain | rain**y** |
+| grease | greas**y** | salt | salt**y** |
+| ice | ic**y** | snow | snow**y** |
+| leak | leak**y** | soap | soap**y** |
+| noise | nois**y** | storm | storm**y** |
+| oil | oil**y** | water | water**y** |
+
+# Source: LLA 3B Figure 5
+$DIALOGUE Noun to Adjective: Add -y
+ID: 3b-f5
+INTRO: Listen to each noun and its matching -y adjective, and repeat the pair. Notice how the spelling sometimes changes.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: salt, salty {bk11-l3b-f5-01.mp3}
+LINE: ice, icy {bk11-l3b-f5-02.mp3}
+LINE: fun, funny {bk11-l3b-f5-03.mp3}
+LINE: rain, rainy {bk11-l3b-f5-04.mp3}
+LINE: snow, snowy {bk11-l3b-f5-05.mp3}
+LINE: storm, stormy {bk11-l3b-f5-06.mp3}
+LINE: noise, noisy {bk11-l3b-f5-07.mp3}
+LINE: soap, soapy {bk11-l3b-f5-08.mp3}
+LINE: grease, greasy {bk11-l3b-f5-09.mp3}
+LINE: cloud, cloudy {bk11-l3b-f5-10.mp3}
+LINE: leak, leaky {bk11-l3b-f5-11.mp3}
+LINE: oil, oily {bk11-l3b-f5-12.mp3}
+LINE: sun, sunny {bk11-l3b-f5-13.mp3}
+LINE: water, watery {bk11-l3b-f5-14.mp3}
+
+# Source: ST §It's Noisy in the Dining Hall.
+$DIALOGUE Reading: -y Adjectives in Sentences
+ID: l3-s29
+INTRO: Read the -y adjectives working in pairs of sentences — first the noun, then the adjective it becomes.
+INSTRUCTION: Read the sentences.
+
+LINE: There's a leak in the kitchen faucet. Can you fix a leaky faucet?
+LINE: The children had fun at the show. They thought the movie was funny.
+LINE: There was ice on the roads yesterday. The roads in the mountains were very icy.
+LINE: They had a lot of rain in Houston last weekend. West Texas doesn't have a lot of rainy weather.
+LINE: There was too much salt in the beans. Was the soup too salty?
+LINE: We drove to New Orleans in a bad storm. I don't enjoy driving in stormy weather.
+
+# Source: LLA 3B Figure 6
+$PRODUCE Answer with a -y Adjective
+ID: 3b-f6
+INTRO: Read the question and the cue, then answer aloud with a full sentence using the right -y adjective. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: Does the soup have a lot of water in it? (yes)
+PROMPT: Does the soup have a lot of water in it? {bk11-l3b-f6-ex-q.mp3}
+RESPONSE: Yes, the soup is watery. {bk11-l3b-f6-ex-a.mp3}
+
+TEMPLATE: Does this meat have a lot of salt on it? (yes)
+PROMPT: Does this meat have a lot of salt on it? {bk11-l3b-f6-01-q.mp3}
+RESPONSE: Yes, this meat is salty. {bk11-l3b-f6-01-a.mp3}
+
+TEMPLATE: Is there ice on the highways? (yes)
+PROMPT: Is there ice on the highways? {bk11-l3b-f6-02-q.mp3}
+RESPONSE: Yes, the highways are icy. {bk11-l3b-f6-02-a.mp3}
+
+TEMPLATE: Was there a lot of rain last weekend? (no)
+PROMPT: Was there a lot of rain last weekend? {bk11-l3b-f6-03-q.mp3}
+RESPONSE: No, it wasn't rainy last weekend. {bk11-l3b-f6-03-a.mp3}
+
+TEMPLATE: Do you have soap on your hands? (yes)
+PROMPT: Do you have soap on your hands? {bk11-l3b-f6-04-q.mp3}
+RESPONSE: Yes, my hands are soapy. {bk11-l3b-f6-04-a.mp3}
+
+TEMPLATE: Is there a lot of noise in your apartment building? (no)
+PROMPT: Is there a lot of noise in your apartment building? {bk11-l3b-f6-05-q.mp3}
+RESPONSE: No, my apartment building isn't noisy. {bk11-l3b-f6-05-a.mp3}
+
+TEMPLATE: Are there a lot of clouds in the sky? (yes)
+PROMPT: Are there a lot of clouds in the sky? {bk11-l3b-f6-06-q.mp3}
+RESPONSE: Yes, the sky is cloudy. {bk11-l3b-f6-06-a.mp3}
+
+TEMPLATE: Is there grease on your French fries? (no)
+PROMPT: Is there grease on your French fries? {bk11-l3b-f6-07-q.mp3}
+RESPONSE: No, my French fries aren't greasy. {bk11-l3b-f6-07-a.mp3}
+
+TEMPLATE: Is the sun shining today? (yes)
+PROMPT: Is the sun shining today? {bk11-l3b-f6-08-q.mp3}
+RESPONSE: Yes, it's sunny today. {bk11-l3b-f6-08-a.mp3}
+
+# Source: LLA 3C Figure 3
+$PRODUCE Type the -y Word
+ID: 3c-f3
+INTRO: New -y words now, beyond the weather. Listen and type the missing word ending in -y, then repeat the sentence.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+REPEAT
+
+TEMPLATE: There's a lot of wind today. It's a ____ day.
+PROMPT: There's a lot of wind today. It's a windy day. {bk11-l3c-f3-01.mp3}
+RESPONSE: It's a windy day. {bk11-l3c-f3-01-a.mp3}
+ACCEPT: windy
+
+TEMPLATE: This dessert is thick and smooth like cream. It's ____.
+PROMPT: This dessert is thick and smooth, like cream. It's creamy. {bk11-l3c-f3-02.mp3}
+RESPONSE: It's creamy. {bk11-l3c-f3-02-a.mp3}
+ACCEPT: creamy
+
+TEMPLATE: She thinks she's my boss. She's ____.
+PROMPT: She thinks she's my boss. She's bossy. {bk11-l3c-f3-03.mp3}
+RESPONSE: She's bossy. {bk11-l3c-f3-03-a.mp3}
+ACCEPT: bossy
+
+TEMPLATE: He had aches and pains in his body. He felt ____.
+PROMPT: He had aches and pains in his body. He felt achy. {bk11-l3c-f3-04.mp3}
+RESPONSE: He felt achy. {bk11-l3c-f3-04-a.mp3}
+ACCEPT: achy
+
+TEMPLATE: This candy has nuts in it. This candy is ____.
+PROMPT: This candy has nuts in it. This candy is nutty. {bk11-l3c-f3-05.mp3}
+RESPONSE: This candy is nutty. {bk11-l3c-f3-05-a.mp3}
+ACCEPT: nutty
+
+TEMPLATE: They wanted something for their thirst. They were ____.
+PROMPT: They wanted something for their thirst. They were thirsty. {bk11-l3c-f3-06.mp3}
+RESPONSE: They were thirsty. {bk11-l3c-f3-06-a.mp3}
+ACCEPT: thirsty
+
+TEMPLATE: You look like you need some sleep. You look ____.
+PROMPT: You look like you need some sleep. You look sleepy. {bk11-l3c-f3-07.mp3}
+RESPONSE: You look sleepy. {bk11-l3c-f3-07-a.mp3}
+ACCEPT: sleepy
+
+TEMPLATE: The phone is close to my hand. It's ____.
+PROMPT: The phone is close to my hand. It's handy. {bk11-l3c-f3-08.mp3}
+RESPONSE: It's handy. {bk11-l3c-f3-08-a.mp3}
+ACCEPT: handy
+
+TEMPLATE: My gloves have dirt on them. They're ____.
+PROMPT: My gloves have dirt on them. They're dirty. {bk11-l3c-f3-09.mp3}
+RESPONSE: They're dirty. {bk11-l3c-f3-09-a.mp3}
+ACCEPT: dirty
+
+TEMPLATE: His smile is bright like the sun. It's a ____ smile.
+PROMPT: His smile is bright like the sun. It's a sunny smile. {bk11-l3c-f3-10.mp3}
+RESPONSE: It's a sunny smile. {bk11-l3c-f3-10-a.mp3}
+ACCEPT: sunny
+
+# Source: ST §How Was the Weather?
+$DIALOGUE How Was the Weather? {st-page_118_001.jpg}
+ID: l3-s30
+INTRO: The Jacksons drove across the country and met every kind of weather on the way. Listen to their trip.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: The Jacksons took a trip across the country. They started in California. It was very sunny.
+LINE: Then they got to Colorado. There it was snowy. Up in the mountains, the roads were very icy.
+LINE: When they got to the Midwest, it was stormy. Finally, they arrived in New York, and the weather was rainy.
+
+# SKIPPED (book): instructor's oral questions on "How Was the Weather?" — not printed in the book.
+
+# Source: ST §It Was Rainy Saturday.
+$PRODUCE Change the Noun to -y
+ID: l3-s31
+INTRO: Change the underlined noun to a -y adjective and say the new sentence aloud. The whole sentence changes shape — the model shows you how.
+INSTRUCTION: Say the new sentence with the -y adjective.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: There was a lot of *rain* Saturday.
+RESPONSE: It was rainy Saturday.
+
+PROMPT: The children have *soap* on their hands.
+RESPONSE: The children's hands are soapy.
+
+PROMPT: One of the hoses in my engine has a *leak* in it.
+RESPONSE: One of the hoses in my engine is leaky.
+
+PROMPT: Is there much *rain* here in the summer?
+RESPONSE: Is it very rainy here in the summer?
+
+PROMPT: Carl doesn't like food with a lot of *salt* on it.
+RESPONSE: Carl doesn't like salty food.
+
+PROMPT: Was there *ice* on the streets last night?
+RESPONSE: Were the streets icy last night?
+
+PROMPT: There weren't any *clouds* in the sky this morning.
+RESPONSE: It wasn't cloudy this morning.
+
+PROMPT: The *sun* usually shines in San Diego.
+RESPONSE: It's usually sunny in San Diego.
+
+PROMPT: There's a lot of *noise* in the cafeteria at noon.
+RESPONSE: It is very noisy in the cafeteria at noon.
+
+PROMPT: Does the soup have too much *water* in it?
+RESPONSE: Is the soup too watery?
+
+PROMPT: The French fries don't have a lot of *grease* on them.
+RESPONSE: The French fries aren't very greasy.
+
+$LESSON 3-6: Phone Messages and "Too" Review
+
+# Source: LLA 3C Figure 2 (First Dialog)
+$DIALOGUE Taking a Message
+ID: 3c-f2-d1
+INTRO: In this part you'll practice taking and passing on phone messages, then put "too" back to work. First, Major Smith calls for Major Parker — who, naturally, isn't there. Listen to how the clerk takes the message and delivers it.
+INSTRUCTION: Listen to the conversations.
+
+Clerk: Hello. {bk11-l3c-f2-01.mp3}
+Major_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3}
+Clerk: He's not here right now. {bk11-l3c-f2-03.mp3}
+LINE: May I take a message? {bk11-l3c-f2-04.mp3}
+Major_Smith: Yes, this is Major Smith. {bk11-l3c-f2-05.mp3}
+LINE: Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-06.mp3}
+Clerk: Okay. {bk11-l3c-f2-07.mp3}
+LINE: I'll tell him. {bk11-l3c-f2-08.mp3}
+
+Narrator: A little later.
+Clerk: Major Parker, you had a call. {bk11-l3c-f2-09.mp3}
+Major_Parker: Yes? {bk11-l3c-f2-10.mp3}
+LINE: Who was it? {bk11-l3c-f2-11.mp3}
+Clerk: It was Major Smith. {bk11-l3c-f2-12.mp3}
+LINE: He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-13.mp3}
+
+# Source: LLA 3C Figure 2 (Question 1)
+$PRODUCE Question: The Lunch Message
+ID: 3c-f2-q1
+REFERENCE
+INTRO: Answer the question based on the conversation you just heard. Speak your answer in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence indicating that they will eat lunch at the Officers' Club.
+
+PROMPT: Where will Major Parker and Major Smith eat lunch?
+RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-q1.mp3}
+
+# Source: LLA 3C Figure 2 (Second Dialog)
+$DIALOGUE A Message for Jack
+ID: 3c-f2-d2
+INTRO: Now a less formal message: Bob needs Jack's math book, and Jack's roommate is the messenger. Listen.
+INSTRUCTION: Listen to the conversations.
+
+Roommate: Hi, Bob. {bk11-l3c-f2-14.mp3}
+Bob: Is Jack home? {bk11-l3c-f2-15.mp3}
+Roommate: No, he's not. {bk11-l3c-f2-16.mp3}
+LINE: He'll be back at 5:30. {bk11-l3c-f2-17.mp3}
+Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-18.mp3}
+Roommate: Sure. {bk11-l3c-f2-19.mp3}
+LINE: I'll tell him to take it to your house this evening. {bk11-l3c-f2-20.mp3}
+
+Narrator: A little later.
+Roommate: Jack, Bob came by. {bk11-l3c-f2-21.mp3}
+Jack: Oh, really? {bk11-l3c-f2-22.mp3}
+LINE: What did he want? {bk11-l3c-f2-23.mp3}
+Roommate: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-24.mp3}
+
+# Source: LLA 3C Figure 2 (Question 2)
+$PRODUCE Question: Bob's Message
+ID: 3c-f2-q2
+REFERENCE
+INTRO: Answer the question based on the conversation you just heard. Speak your answer in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence indicating that Bob needs to borrow Jack's math book.
+
+PROMPT: What does Bob need to borrow from Jack?
+RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-q2.mp3}
+
+# Source: LLA 3C Figure 3 (Extra Practice)
+$DIALOGUE Too Cold, Too Hot
+ID: 3c-f3-b
+INTRO: A quick review of "too" — seven short complaints. Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: It's too cold. {bk11-l3c-f3-11.mp3}
+LINE: It's too hot. {bk11-l3c-f3-12.mp3}
+LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3}
+LINE: This jacket is too small. {bk11-l3c-f3-14.mp3}
+LINE: That box is too heavy. {bk11-l3c-f3-15.mp3}
+LINE: Those pants are too big. {bk11-l3c-f3-16.mp3}
+LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
+
+# Source: LLA 3C Figure 4
+$PRODUCE Explain with Too
+ID: 3c-f4
+INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation — why can't the children go outside?
+INSTRUCTION: Write a sentence explaining the picture using "too".
+INPUT: type
+CHECK: llm
+RUBRIC: The student must provide a sentence using the word "too" and an adjective that fits the picture context, similar to the model answer.
+
+EXAMPLE
+PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-ex.mp3}
+RESPONSE: It's too cold.
+
+PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-01.mp3}
+RESPONSE: It's too expensive.
+
+PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-02.mp3}
+RESPONSE: It's too hot.
+
+PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-03.mp3}
+RESPONSE: It's too small.
+
+PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-04.mp3}
+RESPONSE: It's too late.
+
+PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-05.mp3}
+RESPONSE: It's too heavy.
+
+# Source: LLA 3D Figure 6 (Part 1)
+$DIALOGUE Answers with Too
+ID: 3d-f6-a
+INTRO: Here are ten answers — all using "too". Listen and repeat each one; in a moment you'll match them to their questions.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Not very well. I was too nervous. {bk11-l3d-f6-01.mp3}
+LINE: It's too dark in this room to see. {bk11-l3d-f6-02.mp3}
+LINE: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-03.mp3}
+LINE: No, it's too early to go home. {bk11-l3d-f6-04.mp3}
+LINE: No, she's too tall to be Jean. {bk11-l3d-f6-05.mp3}
+LINE: Yes, but it's too old to drink. {bk11-l3d-f6-06.mp3}
+LINE: I can't. It's too big for me to pick up. {bk11-l3d-f6-07.mp3}
+LINE: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-08.mp3}
+LINE: It was too awful to watch. {bk11-l3d-f6-09.mp3}
+LINE: Because John's news is almost too good to be true. {bk11-l3d-f6-10.mp3}
+
+# Source: LLA 3D Figure 6 (Part 2)
+$SELECT Match the Response
+ID: 3d-f6-b
+INTRO: Now the questions. Listen to each one and tap the statement that best answers it.
+INSTRUCTION: Tap the best response.
+
+OPTION: 1 | Not very well; I was too nervous.
+OPTION: 2 | It's too dark in this room to see.
+OPTION: 3 | I'm not sure, but I think it's too far to walk.
+OPTION: 4 | No. It's too early to go home.
+OPTION: 5 | No, she's too tall to be Jean.
+OPTION: 6 | Yes, but it's too old to drink.
+OPTION: 7 | I can't. It's too big for me to pick up.
+OPTION: 8 | No thanks. The ice cream is too cold for me to eat.
+OPTION: 9 | It was too awful to watch!
+OPTION: 10 | Because John's news is almost too good to be true.
+
+EXAMPLE
+PROMPT: How far is it to the library? {bk11-l3d-f6-11.mp3}
+ANSWER: 3
+
+PROMPT: How far is it to the library? {bk11-l3d-f6-12.mp3}
+ANSWER: 3
+
+PROMPT: How did you like the movie? {bk11-l3d-f6-13.mp3}
+ANSWER: 9
+
+PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-14.mp3}
+ANSWER: 5
+
+PROMPT: Do you want some more dessert? {bk11-l3d-f6-15.mp3}
+ANSWER: 8
+
+PROMPT: Where's the light? {bk11-l3d-f6-16.mp3}
+ANSWER: 2
+
+PROMPT: How did you do on the exam? {bk11-l3d-f6-17.mp3}
+ANSWER: 1
+
+PROMPT: Are you ready to go? {bk11-l3d-f6-18.mp3}
+ANSWER: 4
+
+PROMPT: Why are you so happy? {bk11-l3d-f6-19.mp3}
+ANSWER: 10
+
+PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-20.mp3}
+ANSWER: 6
+
+PROMPT: Please hand me that box. {bk11-l3d-f6-21.mp3}
+ANSWER: 7
+
+$LESSON 3-7: Complaints — Restaurant and Store
+
+# Source: LLA 3D Figure 2
+$DIALOGUE At the Restaurant: Wrong Order
+ID: 3d-f2
+INTRO: Time to complain politely. In this part you'll practice what to say when the order is wrong, the soup has a passenger, or the shirt is the wrong color. First, listen to the customer and the waiter, and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Customer: Excuse me. {bk11-l3d-f2-01.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
+Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
+Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
+
+# Source: LLA 3D Figure 2 (Part 2)
+$PRODUCE You Are the Waiter
+ID: 3d-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you play the waiter. Listen to the customer, read your line aloud, then check the recording.
+INSTRUCTION: Speak the waiter's lines.
+
+PROMPT: Excuse me. {bk11-l3d-f2-07.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-08.mp3}
+
+PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-09.mp3}
+TEMPLATE: Oh. I'm sorry. I'll take it back and get your steak.
+RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-10.mp3}
+
+PROMPT: Thank you. And please hurry. {bk11-l3d-f2-11.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-12.mp3}
+
+# Source: LLA 3D Figure 3
+$PRODUCE You Are the Customer (Restaurant)
+ID: 3d-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Now change roles — you are the customer, and you did not order chicken. You begin; read your lines aloud.
+INSTRUCTION: Speak the customer's lines.
+
+TEMPLATE: Excuse me.
+RESPONSE: Excuse me. {bk11-l3d-f2-01.mp3}
+
+PROMPT: Yes, sir. {bk11-l3d-f3-01.mp3}
+TEMPLATE: I didn't order chicken. I ordered chicken fried steak.
+RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+
+PROMPT: Oh, I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02.mp3}
+TEMPLATE: Thank you. And please hurry.
+RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+
+PROMPT: Yes, sir. {bk11-l3d-f3-03.mp3}
+
+# Source: ST §There's a Fly in My Soup!
+$DIALOGUE There's a Fly in My Soup!
+ID: l3-s21
+INTRO: Three more restaurant complaints — a fly, salty soup, and a dirty fork. Listen and repeat the lines; these phrases travel well.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg}
+Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg}
+Customer: Thank you. {st-page_107_001.jpg}
+
+Narrator: At another table.
+Waiter: Is everything all right, sir?
+Customer: Well, the soup tastes a little too salty to me.
+Waiter: May I get you something else?
+Customer: No, don't bother. I don't have time to wait.
+
+Narrator: And at a third table.
+Customer: Waiter!
+Waiter: Can I help you, sir?
+Customer: Would you mind bringing me another fork? This one looks dirty.
+Waiter: Certainly. I'm sorry, sir.
+Customer: Thank you.
+
+# Source: LLA 3D Figure 4
+$DIALOGUE At the Store: Wrong Shirt
+ID: 3d-f4
+INTRO: Now to the store: the catalog said brown, the box said yellow. Listen to the customer and the clerk, and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+Clerk: Yes, sir. {bk11-l3d-f4-02.mp3}
+Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+Customer: Thank you. {bk11-l3d-f4-07.mp3}
+Clerk: No problem. {bk11-l3d-f4-08.mp3}
+
+# Source: LLA 3D Figure 4 (Part 2)
+$PRODUCE You Are the Clerk
+ID: 3d-f4-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you're behind the counter. Listen to the customer and respond with the clerk's lines.
+INSTRUCTION: Speak the clerk's lines.
+
+PROMPT: Miss, can you help me? {bk11-l3d-f4-09.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
+
+PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10.mp3}
+TEMPLATE: The numbers are the same, sir.
+RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+
+PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11.mp3}
+TEMPLATE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days.
+RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+
+PROMPT: Thank you. {bk11-l3d-f4-12.mp3}
+TEMPLATE: No problem.
+RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
+
+# Source: LLA 3D Figure 5
+$PRODUCE You Are the Customer (Store)
+ID: 3d-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Change roles one more time — you're the customer with the yellow shirt. You begin; read your lines aloud.
+INSTRUCTION: Speak the customer's lines.
+
+TEMPLATE: Miss, can you help me?
+RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+
+PROMPT: Yes, sir. {bk11-l3d-f5-01.mp3}
+TEMPLATE: I ordered a shirt from the catalog. This isn't the one I ordered.
+RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+
+PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02.mp3}
+TEMPLATE: Yes, but I ordered brown. This shirt is yellow.
+RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+
+PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03.mp3}
+TEMPLATE: Thank you.
+RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
+
+PROMPT: No problem. {bk11-l3d-f5-04.mp3}
+
+# Source: ST §I Want a Refund!
+$DIALOGUE I Want a Refund!
+ID: l3-s22
+INTRO: Three store conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat the lines.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Clerk: Can I help you? {st-page_108_001.jpg}
+Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg}
+Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg}
+Customer: I want a refund, please. {st-page_108_001.jpg}
+
+Narrator: At another counter.
+Clerk: May I help you?
+Customer: This jacket is too small. I want to exchange it.
+Clerk: Do you have your sales slip?
+Customer: Yes, here it is.
+Clerk: Good. I'll credit your account, and you can select another jacket.
+
+Narrator: And at the repair shop.
+Clerk: Good afternoon. What can I do for you?
+Customer: I came to pick up my watch. I left it here last week.
+Clerk: What is your name, please?
+Customer: Johnson, Rick Johnson.
+Clerk: Let's see. Oh, here it is. I'm afraid it's not ready.
+Customer: They said to pick it up today. What's the problem?
+Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon.
+Customer: Okay, I'll come back tomorrow then.
+
+# Source: ST §My Car Stalled!
+$DIALOGUE Calling About Car Trouble
+ID: l3-s20
+INTRO: Back to the garage — three phone calls about repairs that didn't quite take. Listen and repeat; you'll hear this lesson's whole vocabulary hard at work.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Fred: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
+Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
+Fred: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
+Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
+
+Narrator: Another driver, another call.
+Clerk: Speedy Engine Repair. May I help you?
+Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
+Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
+Customer: Yes, I'll be there at 7:30. Thank you very much.
+
+Narrator: And one more.
+Mechanic: Evans and Sons. This is Jack. How may I help you?
+Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
+Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
+Customer: Okay, thanks. I'll do that.
+
+# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed
+# role-play exercises based on prompts; no solo path in the current format.
+
+$LESSON 3-8: Main Ideas and Dictation
+
+# Source: LLA 3D Figure 1
+$PRODUCE Write the Main Idea
+ID: 3d-f1
+INPUT: type
+CHECK: llm
+LONGFORM
+INTRO: Last part: big-picture reading and careful listening. Listen to each paragraph, then type its main idea in one complete sentence.
+INSTRUCTION: Type the main idea of the paragraph.
+
+RUBRIC: Accept any sentence stating that good drivers need to know many things.
+PROMPT: Listen to the first paragraph. {bk11-l3d-f1-01.mp3}
+RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-02.mp3}
+
+RUBRIC: Accept any sentence stating that a physical exam every year is important.
+PROMPT: Listen to the second paragraph. {bk11-l3d-f1-03.mp3}
+RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-04.mp3}
+
+# Source: ST §Topics, Main Ideas, and Titles
+$PRODUCE Titles, Topics, and Main Ideas
+ID: l3-s19
+INTRO: Now do the same on paper, three ways: read each paragraph and type a title, its topic, and its main idea. The worked example shows the format.
+INSTRUCTION: Type a title, the topic, and the main idea.
+INPUT: type
+CHECK: llm
+LONGFORM
+RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point.
+
+EXAMPLE
+TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult.
+RESPONSE: Title: The Job May Be Harder Than You Think. Topic: jobs. Main idea: A job that looks easy may really be very hard to do.
+
+TEMPLATE: When you're driving, watch the speed limit signs. They show different speeds in different places. On the important highways, you can usually go 55 to 65 miles per hour, but sometimes you have to slow down to 45 or 50 m.p.h. Around schools, the speed limit is 20 m.p.h. In most other parts of the city, it's usually 30 or 35 m.p.h. In places that aren't very safe, the speed limit will be lower.
+RESPONSE: Title: Speed Limits. Topic: speed limits. Main idea: Drivers must watch speed limit signs because they show different speeds in different places.
+
+TEMPLATE: Mechanics have important jobs. Most people want to keep their cars in good shape, and they need a mechanic who can help them. They may know how to change the oil and fix some small problems, but they usually can't do everything. When something is wrong with the engine or some other important part of the car, they have to call a mechanic. Often only mechanics can find the problem and use the right tools to fix it.
+RESPONSE: Title: The Importance of Mechanics. Topic: mechanics. Main idea: Mechanics have important jobs because most people cannot fix major car problems themselves.
+
+TEMPLATE: Credit cards are easy to get and to use, but they can cause problems. Sometimes people have too many credit cards and use them too often. They can charge almost everything. Department stores usually have their own credit cards, and many banks have cards, too. People can use them in stores, restaurants, garages, airports, hotels, and many other places. Some people put too much on their charge accounts and aren't able to pay for all of it when the bills come at the end of the month.
+RESPONSE: Title: The Problem with Credit Cards. Topic: credit cards. Main idea: Credit cards are easy to use but can cause problems if people charge too much and cannot pay their bills.
+
+# Source: ST §Which Summary Is the Best?
+$SELECT Which Summary Is Best?
+ID: l3-s32
+INTRO: Read each paragraph, then tap the summary that says the same thing in fewer words. Two of the three are always almost right.
+INSTRUCTION: Read the paragraph and tap the best summary.
+
+EXAMPLE
+TEMPLATE: When the old man got on the bus, he realized that it was very crowded. He thought, "Oh, no! I'll have to stand up, and I'm very tired." Then a young man who saw him stood up and said, "Please sit down here, sir." The old man thanked the young man, and sat down.
+OPTION: a | The bus was very crowded. A lot of people had to stand up because there weren't enough seats.
+OPTION: b | The old man who got on the crowded bus didn't have to stand up. A polite young man gave him a seat.
+OPTION: c | The old man was very tired when he got on the bus. He wanted to sit down, but he couldn't find a seat.
+ANSWER: b
+
+TEMPLATE: Many men and women in the Air Force come to Lackland Air Force Base. This is their first base. They exercise, learn about the military, and get their uniforms here. After six weeks, they leave Lackland and go to different bases in the country.
+OPTION: a | Men and women in the Air Force have to learn about the military. They also have to exercise.
+OPTION: b | There are many men and women at Lackland Air Force Base. They wear uniforms and exercise.
+OPTION: c | Many of the men and women in the Air Force come to Lackland first. They stay for six weeks and then go to other bases.
+ANSWER: c
+
+TEMPLATE: A dictionary will give you a lot of information. It will tell you how to spell a word, how to say it, and how to use it. Sometimes one word can mean different things; a dictionary will explain them and give examples. People who want to speak, read, and write well should have a good dictionary and use it often.
+OPTION: a | Good dictionaries have a lot of information, but they're expensive.
+OPTION: b | The information in a good dictionary is important to people who want to use language well.
+OPTION: c | When you want to know how to spell a word, look it up in the dictionary.
+ANSWER: b
+
+TEMPLATE: Ken just got back from his vacation. Now he's sitting in class and thinking about Florida, the ocean, and the sun. His teacher thinks that he's reading his lesson, but he's not. His book is open, but his mind isn't on the words on the page. He's really thinking about his trip. That's much more interesting to him than his textbook.
+OPTION: a | Ken's in class, but he's not reading his textbook. He's thinking about his vacation in Florida.
+OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny weather there.
+OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting.
+ANSWER: a
+
+# Source: LLA 3D Figure 7
+$PRODUCE Paragraph Dictation
+ID: 3d-f7
+INPUT: type
+CHECK: exact
+INTRO: One last exercise: dictation. Listen to the paragraph, phrase by phrase, and type exactly what you hear. Then you're done with Lesson 3 — you can now stall, complain, and get your money back, all in English. Well done.
+INSTRUCTION: Type the phrase you hear.
+
+PROMPT: Don decided to... {bk11-l3d-f7-01.mp3}
+RESPONSE: Don decided to {bk11-l3d-f7-01.mp3}
+ACCEPT: Don decided to...
+
+PROMPT: Go to the mall. {bk11-l3d-f7-02.mp3}
+RESPONSE: go to the mall. {bk11-l3d-f7-02.mp3}
+ACCEPT: Go to the mall.
+
+PROMPT: First, he went into... {bk11-l3d-f7-03.mp3}
+RESPONSE: First, he went into {bk11-l3d-f7-03.mp3}
+ACCEPT: First he went into | First, he went into...
+
+PROMPT: The department store... {bk11-l3d-f7-04.mp3}
+RESPONSE: the department store {bk11-l3d-f7-04.mp3}
+ACCEPT: The department store
+
+PROMPT: To look at sofas. {bk11-l3d-f7-05.mp3}
+RESPONSE: to look at sofas. {bk11-l3d-f7-05.mp3}
+ACCEPT: To look at sofas.
+
+PROMPT: Then he went... {bk11-l3d-f7-06.mp3}
+RESPONSE: Then he went {bk11-l3d-f7-06.mp3}
+ACCEPT: Then, he went
+
+PROMPT: Into the men's clothing store... {bk11-l3d-f7-07.mp3}
+RESPONSE: into the men's clothing store {bk11-l3d-f7-07.mp3}
+ACCEPT: Into the men's clothing store
+
+PROMPT: And bought 2 shirts. {bk11-l3d-f7-08.mp3}
+RESPONSE: and bought 2 shirts {bk11-l3d-f7-08.mp3}
+ACCEPT: And bought two shirts | and bought two shirts
+
+PROMPT: And a pair of slacks. {bk11-l3d-f7-09.mp3}
+RESPONSE: and a pair of slacks. {bk11-l3d-f7-09.mp3}
+ACCEPT: And a pair of slacks.
+
+PROMPT: After that... {bk11-l3d-f7-10.mp3}
+RESPONSE: After that, {bk11-l3d-f7-10.mp3}
+ACCEPT: After that
+
+PROMPT: He was hungry. {bk11-l3d-f7-11.mp3}
+RESPONSE: he was hungry. {bk11-l3d-f7-11.mp3}
+ACCEPT: He was hungry.
+
+PROMPT: He went to... {bk11-l3d-f7-12.mp3}
+RESPONSE: He went to {bk11-l3d-f7-12.mp3}
+
+PROMPT: The cafeteria for lunch. {bk11-l3d-f7-13.mp3}
+RESPONSE: the cafeteria for lunch. {bk11-l3d-f7-13.mp3}
+ACCEPT: The cafeteria for lunch.
+
+PROMPT: His last stop... {bk11-l3d-f7-14.mp3}
+RESPONSE: His last stop {bk11-l3d-f7-14.mp3}
+
+PROMPT: Was at the variety store. {bk11-l3d-f7-15.mp3}
+RESPONSE: was at the variety store. {bk11-l3d-f7-15.mp3}
+ACCEPT: Was at the variety store.
+
+PROMPT: He bought some cards... {bk11-l3d-f7-16.mp3}
+RESPONSE: He bought some cards, {bk11-l3d-f7-16.mp3}
+ACCEPT: He bought some cards
+
+PROMPT: A pen and some paper. {bk11-l3d-f7-17.mp3}
+RESPONSE: a pen, and some paper. {bk11-l3d-f7-17.mp3}
+ACCEPT: A pen and some paper. | a pen and some paper.
+
+# SKIPPED (book): ST Writing Skill "LISTEN AND WRITE." — dictation of a paragraph without
+# printed text or a recorded audio stimulus; convertible later with chosen items + TTS.
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+$MODULE Book 11 · Lesson 4: That Was a Great Movie! {st-page_123_001.jpg}
+FORMAT: 2
+DIOCO_DOC_ID: alc_book11_lesson4
+DESCRIPTION: Talking about entertainment — television, movies, and restaurants; giving opinions; past ability with could; indirect speech; and prepositions of time.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Valerie | gacrux | Female
+VOICE: Victor | achernar | Male
+VOICE: Fred | achernar | Male speaker
+VOICE: Fran | aoede | Female speaker
+VOICE: Tim | achernar | Male speaker
+VOICE: Jim | achird | Male speaker
+VOICE: Annette | aoede | Female speaker
+VOICE: Mr_Reed | achird | Male speaker
+VOICE: Kenneth | achernar | Male speaker
+VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
+
+$LESSON 4-1: Television Words
+
+# Source: LLA 4A Figure 1 (part 1)
+$DIALOGUE Television Words
+ID: 4a-f1
+INTRO: In this lesson you'll learn to talk about entertainment — television, movies, and eating out — to say what people could do in the past, to report what they told you, and to say when things happen. First, the television words. Listen to each sentence and repeat it.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+VOCAB: entertainment
+LINE: Many people relax watching TV. TV is entertainment for many people. {page_074_001.jpg} {bk11-l4a-f1-01.mp3}
+
+VOCAB: channel
+VOCAB: variety
+LINE: There are many television channels. You can watch a variety of shows on them. {page_074_001.jpg} {bk11-l4a-f1-02.mp3}
+
+VOCAB: program
+LINE: Some channels show children's programs on Saturday mornings. {page_074_002.jpg} {bk11-l4a-f1-03.mp3}
+
+VOCAB: frightening
+LINE: Some programs are frightening. People become afraid when they watch them. {page_074_003.jpg} {bk11-l4a-f1-04.mp3}
+
+VOCAB: boring
+VOCAB: dull
+LINE: Some programs are not interesting. They're boring. They're dull. {page_074_004.jpg} {bk11-l4a-f1-05.mp3}
+
+VOCAB: funny
+VOCAB: to laugh
+LINE: Some programs are funny. We laugh while we watch them. {page_075_001.jpg} {bk11-l4a-f1-06.mp3}
+
+VOCAB: commercial
+LINE: Commercials try to sell you things on TV or radio. {page_075_002.jpg} {bk11-l4a-f1-07.mp3}
+
+VOCAB: almost
+LINE: Not everyone, but almost everyone, enjoys watching TV. {page_075_002.jpg} {bk11-l4a-f1-08.mp3}
+
+# Source: LLA 4A Figure 1 (part 2)
+$PRODUCE Questions About Television
+ID: 4a-f1-b
+REFERENCE
+INTRO: Now answer questions about those sentences. Listen, answer aloud in a full sentence, then repeat the correct answer. You can peek back at the sentences if you need to.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What is television for many people? {bk11-l4a-f1-09-q.mp3}
+RESPONSE: Television is entertainment for many people. {bk11-l4a-f1-09-a.mp3}
+
+PROMPT: Does television show only one kind of program? No, it doesn't. {bk11-l4a-f1-10-q.mp3}
+RESPONSE: Television shows a variety of programs. {bk11-l4a-f1-10-a.mp3}
+
+PROMPT: When do some channels show children's programs? {bk11-l4a-f1-11-q.mp3}
+RESPONSE: Some channels show children's programs on Saturday mornings. {bk11-l4a-f1-11-a.mp3}
+
+PROMPT: Is a program that makes you be afraid a funny program? No, it isn't. {bk11-l4a-f1-12-q.mp3}
+RESPONSE: Frightening programs cause people to be afraid. They frighten people. {bk11-l4a-f1-12-a.mp3}
+
+PROMPT: Are all the programs on television interesting? No, they aren't. {bk11-l4a-f1-13-q.mp3}
+RESPONSE: Some programs are boring. {bk11-l4a-f1-13-a.mp3}
+
+PROMPT: What kind of programs make us laugh? {bk11-l4a-f1-14-q.mp3}
+RESPONSE: Funny programs make us laugh. {bk11-l4a-f1-14-a.mp3}
+
+PROMPT: What tries to sell us things on television? {bk11-l4a-f1-15-q.mp3}
+RESPONSE: Commercials try to sell things on television. {bk11-l4a-f1-15-a.mp3}
+
+PROMPT: Can you hear commercials on the radio also? {bk11-l4a-f1-16-q.mp3}
+RESPONSE: Yes, you can hear commercials on the radio. {bk11-l4a-f1-16-a.mp3}
+
+# Source: ST §I'm Never Too Busy to Watch a Movie!
+$DIALOGUE I'm Never Too Busy to Watch a Movie!
+ID: l4-s1
+INTRO: Fred and Fran are comparing hobbies. Fran practically lives at the movie theater; Fred prefers his couch. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Fred: Do you go to a lot of movies? {st-page_125_001.jpg}
+
+VOCAB: frequently
+VOCAB: as a matter of fact
+VOCAB: to spend
+Fran: Yes, I go to the movies frequently. As a matter of fact, I spend two or three nights a week at the movies. {st-page_125_001.jpg}
+
+VOCAB: almost
+VOCAB: could
+VOCAB: too
+VOCAB: busy
+Fred: You do? That's almost half of the evenings in a week. I could do that when I was younger, but I can't anymore. I'm too busy with other things now. {st-page_125_001.jpg}
+
+VOCAB: to intend
+VOCAB: entertainment
+Fran: I don't intend to get that busy! What kind of entertainment do you have time for? {st-page_125_001.jpg}
+
+VOCAB: channel
+VOCAB: program
+Fred: Well, I like to watch TV on the weekend. I like Channel 35. It has some really interesting programs. {st-page_125_001.jpg}
+
+VOCAB: commercial
+Fran: I don't like TV because of the commercials. They're always trying to sell me something. Do you watch television every weekend? {st-page_125_001.jpg}
+
+VOCAB: cards
+VOCAB: in fact
+Fred: No, sometimes I play cards with my friends. In fact, they're coming to my house for a card game this Saturday night. {st-page_125_001.jpg}
+
+# Source: ST §Fran Frequently Spends the Evening at the Movies
+$SELECT What Does the Sentence Mean?
+ID: l4-s2
+INTRO: Now check the meanings. You'll hear a sentence from the conversation — tap the option that means the same thing.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Fran goes to the movies frequently.
+OPTION: a | She goes often.
+OPTION: b | She seldom goes.
+ANSWER: a
+
+PROMPT: As a matter of fact, she goes two or three times a week.
+OPTION: a | She goes only two or three times a week.
+OPTION: b | She really goes two or three times a week.
+ANSWER: b
+
+PROMPT: She spends a lot of time at the movies.
+OPTION: a | She always has a good time at the movies.
+OPTION: b | She uses a lot of her time to watch movies.
+ANSWER: b
+
+PROMPT: Three is almost half of seven.
+OPTION: a | It's less than half of seven.
+OPTION: b | It's more than half of seven.
+ANSWER: a
+
+PROMPT: Fred could go to the movies often when he was younger.
+OPTION: a | He wanted to go.
+OPTION: b | He was able to go.
+ANSWER: b
+
+PROMPT: He's too busy to go now.
+OPTION: a | He has a lot of spare time.
+OPTION: b | He doesn't have enough free time.
+ANSWER: b
+
+PROMPT: Fran doesn't intend to stop watching movies.
+OPTION: a | She doesn't mean to stop.
+OPTION: b | She doesn't want to stop.
+ANSWER: a
+
+PROMPT: Fred watches TV for entertainment.
+OPTION: a | He gets bored when he watches TV.
+OPTION: b | He watches TV because he enjoys it.
+ANSWER: b
+
+PROMPT: There are interesting programs on Channel 35.
+OPTION: a | That channel has interesting shows.
+OPTION: b | The people on that channel are interesting.
+ANSWER: a
+
+PROMPT: Fran doesn't like commercials.
+OPTION: a | She doesn't care about watching the latest news.
+OPTION: b | She doesn't care for the messages that companies pay to put on TV or radio.
+ANSWER: b
+
+PROMPT: Fred and his friends play cards.
+OPTION: a | They use a pack of 52 cards to play a game.
+OPTION: b | They play sports and write their scores on cards.
+ANSWER: a
+
+PROMPT: In fact, Fred's friends are coming to his house Saturday.
+OPTION: a | It's true. They're really going to be there.
+OPTION: b | It's not certain yet. They may not be there.
+ANSWER: a
+
+# Source: ST §Which Summary Is the Best?
+$SELECT Which Summary Is the Best?
+ID: l4-s22
+INTRO: A reading skill now: finding the main idea. Read each paragraph, then tap the summary that says what the whole paragraph is about — not just one detail from it.
+INSTRUCTION: Read the paragraph and tap the best summary.
+SHOW_PROMPT
+
+PROMPT: Linda knows how to study for a test. She starts getting ready for it early. She reviews the lessons in the textbook first. Next she looks at her notebook and memorizes the important things in it. After that, she usually writes questions and practices answering them. She always makes a good grade on a test.
+OPTION: a | Linda always writes in her notebook while she's in class. Later, she uses it to study.
+OPTION: b | Linda always makes a good grade on a test because she knows how to study for it.
+OPTION: c | Linda always studies for a test by writing and answering questions about the things in the lesson.
+ANSWER: b
+
+PROMPT: When Karen went outside this morning to check the weather, the sky was clear. She decided to walk to work. She left her umbrella at home because she didn't think she needed it. About 4:00 the weather started to change. Soon there were big, black clouds in the sky. It began to rain while she was walking home, and her clothes got very wet.
+OPTION: a | Karen didn't take her umbrella to work. It started to rain while she was walking home, and she got very wet.
+OPTION: b | The sky was clear when Karen left for work this morning. Because it looked like a nice day, she decided to walk.
+OPTION: c | While Karen was at work today, the weather changed. She wanted to walk home, but it was too rainy.
+ANSWER: a
+
+PROMPT: Do you usually spend too much money at the grocery store? Here are two things that may help. First, eat a good meal before you go. Don't shop for food when you're hungry, or you'll get more than you need. Also, plan your meals for the week ahead. Write everything that's necessary for those meals on a piece of paper, and don't buy anything else.
+OPTION: a | Most people usually get hungry when they go to the grocery store.
+OPTION: b | Eat a good meal before you go to the grocery store, and you'll feel better while you shop.
+OPTION: c | You can save money by eating and by planning your meals before you go to the grocery store.
+ANSWER: c
+
+PROMPT: Yesterday after school, John and his friends played football in the street near his house. At six o'clock, John's mother told him that dinner was ready, but he didn't want to come inside. After waiting for half an hour, the family decided to eat dinner without him. John came home when it got dark, but everyone had finished eating by that time.
+OPTION: a | John and his friends like to play football after school. They usually play in the street near John's house.
+OPTION: b | John missed dinner yesterday. He was playing football and didn't want to come inside when it was ready.
+OPTION: c | John's family always eats dinner at six o'clock. When he's not there on time, they don't wait for him.
+ANSWER: b
+
+# Source: LLA 4A Figure 2
+$PRODUCE Write the Main Idea
+ID: 4a-f2
+INPUT: type
+CHECK: llm
+INTRO: Now do the same thing by ear. You'll hear three short paragraphs. After each one, type its main idea in one sentence.
+INSTRUCTION: Type the main idea of the paragraph.
+RUBRIC: The learner must provide the main idea of the paragraph. Accept the model response or variations that capture the same meaning.
+
+PROMPT: Paragraph 1. {bk11-l4a-f2-01.mp3}
+RESPONSE: Anne's car might need service.
+
+PROMPT: Paragraph 2. {bk11-l4a-f2-02.mp3}
+RESPONSE: Stores need to keep their customers happy.
+
+PROMPT: Paragraph 3. {bk11-l4a-f2-03.mp3}
+RESPONSE: Everyone who drives should take lessons.
+
+# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." (p. 141) — open paragraph composition where learners write their own titles and main-idea summaries; too loose to evaluate fairly solo.
+
+$LESSON 4-2: Talking About TV
+
+# Source: LLA 4A Figure 3 (part 2)
+$DIALOGUE Do You Spend Much Time Watching TV?
+ID: 4a-f3-b
+INTRO: In this part you'll practice talking about TV habits and giving opinions. Valerie and Victor discuss television — Victor watches four or five hours a night, so he counts as an expert. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+VOCAB: to spend
+Valerie: Do you spend much time in front of the television? {bk11-l4a-f3-07.mp3}
+
+VOCAB: as a matter of fact
+VOCAB: frequently
+VOCAB: wonderful
+Victor: Oh yes! As a matter of fact, I frequently watch TV four or five hours a day. And that's almost every night after work. I think TV is wonderful. {bk11-l4a-f3-08.mp3}
+
+Valerie: I could do that before, but I can't now. I'm too busy. I have lots to do when I get home from work. {bk11-l4a-f3-09.mp3}
+Victor: I think that when you enjoy something you can find time for it. {bk11-l4a-f3-10.mp3}
+
+VOCAB: to recommend
+Valerie: I guess you're right. Do you recommend any programs? Which ones do you like to watch? {bk11-l4a-f3-11.mp3}
+
+VOCAB: to love
+VOCAB: great
+VOCAB: terrible
+Victor: I love the funny shows. I think they are great because I like to laugh. I don't see many programs that I think are terrible. I guess I'm easily satisfied. {bk11-l4a-f3-12.mp3}
+
+# Source: LLA 4A Figure 3 (part 1) — kept after the dialog as a pronunciation pass
+$DIALOGUE Say the New Words
+ID: 4a-f3
+INTRO: You just heard these words in the conversation. Now practice saying them, one at a time. Repeat after the speaker.
+INSTRUCTION: Repeat each word or phrase.
+REPEAT
+
+LINE: Spend, spend. {bk11-l4a-f3-01.mp3}
+
+LINE: As a matter of fact, as a matter of fact. {bk11-l4a-f3-02.mp3}
+
+LINE: Frequently, frequently. Wonderful, wonderful. {bk11-l4a-f3-03.mp3}
+
+LINE: Recommend, recommend. Love, love. {bk11-l4a-f3-04.mp3}
+
+LINE: Great, great. {bk11-l4a-f3-05.mp3}
+
+LINE: Terrible, terrible. {bk11-l4a-f3-06.mp3}
+
+# Source: LLA 4A Figure 3 (part 3)
+$PRODUCE Questions About the Conversation
+ID: 4a-f3-c
+REFERENCE: 4a-f3-b
+INTRO: Time to answer questions about Valerie and Victor. Answer aloud in a full sentence, then repeat the correct answer. You can look back at the conversation if you need to.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-13-q.mp3}
+RESPONSE: He spends 4 or 5 hours a day. {bk11-l4a-f3-13-a.mp3}
+
+PROMPT: Does he watch television only once a week? {bk11-l4a-f3-14-q.mp3}
+RESPONSE: No. He watches TV frequently after work. {bk11-l4a-f3-14-a.mp3}
+
+PROMPT: What does Victor think about television? {bk11-l4a-f3-15-q.mp3}
+RESPONSE: He thinks it's wonderful. {bk11-l4a-f3-15-a.mp3}
+
+PROMPT: Does Valerie watch television frequently also? {bk11-l4a-f3-16-q.mp3}
+RESPONSE: No, she doesn't. She's too busy. {bk11-l4a-f3-16-a.mp3}
+
+PROMPT: Which programs did Victor recommend? {bk11-l4a-f3-17-q.mp3}
+RESPONSE: He recommended the funny shows. {bk11-l4a-f3-17-a.mp3}
+
+PROMPT: Why does Victor love funny shows? {bk11-l4a-f3-18-q.mp3}
+RESPONSE: Because he loves to laugh. {bk11-l4a-f3-18-a.mp3}
+
+PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-19-q.mp3}
+RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-19-a.mp3}
+
+# Source: LLA 4A Figure 4
+$SELECT Where Are They?
+ID: 4a-f4
+INTRO: A listening game. You'll hear a scrap of conversation — two lines, no names, no explanations — and you decide where the people are. Tap the location, then repeat the answer.
+INSTRUCTION: Tap the correct location.
+REPEAT
+
+PROMPT: A hamburger, please. — Anything else, sir? {bk11-l4a-f4-01-q.mp3}
+OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3}
+OPTION: b | in a clothing store
+OPTION: c | in a classroom
+ANSWER: a
+
+PROMPT: I want this candy bar. — Pull this knob. {bk11-l4a-f4-02-q.mp3}
+OPTION: a | restaurant
+OPTION: b | snack bar
+OPTION: c | vending machine {bk11-l4a-f4-02-a.mp3}
+ANSWER: c
+
+PROMPT: How fast are you going? — The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3}
+OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3}
+OPTION: b | in an airplane
+OPTION: c | at a soccer game
+ANSWER: a
+
+PROMPT: Can you loosen this? — Where's the wrench? {bk11-l4a-f4-04-q.mp3}
+OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3}
+OPTION: b | at a vending machine
+OPTION: c | eating a hamburger
+ANSWER: a
+
+PROMPT: It stalled again. — You may need a tune-up. {bk11-l4a-f4-05-q.mp3}
+OPTION: a | the living room
+OPTION: b | the car {bk11-l4a-f4-05-a.mp3}
+OPTION: c | a hospital
+ANSWER: b
+
+PROMPT: I want to return this. — Do you have your sales slip? {bk11-l4a-f4-06-q.mp3}
+OPTION: a | restaurant
+OPTION: b | garage
+OPTION: c | department store {bk11-l4a-f4-06-a.mp3}
+ANSWER: c
+
+PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? — Allright. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3}
+OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3}
+OPTION: b | in a garage
+OPTION: c | downtown
+ANSWER: a
+
+PROMPT: Do you have an appointment? — Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3}
+OPTION: a | the classroom
+OPTION: b | a doctor's office {bk11-l4a-f4-08-a.mp3}
+OPTION: c | a restaurant
+ANSWER: b
+
+PROMPT: I want to make a deposit. — Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3}
+OPTION: a | the classroom
+OPTION: b | a bank {bk11-l4a-f4-09-a.mp3}
+OPTION: c | a mall
+ANSWER: b
+
+PROMPT: Whose fault was it? — The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3}
+OPTION: a | in the classroom
+OPTION: b | at a snack bar
+OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3}
+ANSWER: c
+
+# Source: ST §I Thought That Show Was Boring
+$DIALOGUE Opinions About TV Programs
+ID: l4-s17
+INTRO: Six short exchanges about TV — a question and an honest opinion. Listen and repeat each one.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best.
+LINE: What did you think of the eight o'clock movie? I thought that show was boring.
+LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read.
+LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials.
+LINE: Which news program do you usually watch? Channel Two. They have more world news.
+LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening.
+
+$LESSON 4-3: At the Movies
+
+# Source: LLA 4A Figure 5 (part 1)
+$DIALOGUE Movie Words
+ID: 4a-f5
+INTRO: This part is about movies — and how to say whether they're great or terrible. Meet Don, who loves the movies more than most people love anything. Listen to each sentence about him and repeat it.
+INSTRUCTION: Repeat each word and sentence.
+REPEAT
+
+VOCAB: love
+LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-01.mp3}
+
+VOCAB: in fact
+LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-02.mp3}
+
+VOCAB: to frighten
+LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-03.mp3}
+
+VOCAB: entertaining
+VOCAB: adventure
+LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-04.mp3}
+
+# Source: LLA 4A Figure 5 (part 2)
+$DIALOGUE Don's Great Love
+ID: 4a-f5-b
+INTRO: Now hear Don's story straight through. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-05.mp3}
+LINE: In fact, he spends many happy hours at the movies. {page_078_001.jpg} {bk11-l4a-f5-06.mp3}
+LINE: He doesn't like movies that frighten him. {page_078_001.jpg} {bk11-l4a-f5-07.mp3}
+LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-08.mp3}
+
+# Source: LLA 4A Figure 6
+$SELECT True or False About Don
+ID: 4a-f6
+REFERENCE
+INTRO: True or false about Don? Read each statement and tap your answer.
+INSTRUCTION: Tap True or False.
+SHOW_PROMPT
+
+PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01-q.mp3}
+OPTION: t | True {bk11-l4a-f6-01-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l4a-f6-02-a.mp3}
+ANSWER: f
+
+PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03-q.mp3}
+OPTION: t | True
+OPTION: f | False {bk11-l4a-f6-03-a.mp3}
+ANSWER: f
+
+PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04-q.mp3}
+OPTION: t | True {bk11-l4a-f6-04-a.mp3}
+OPTION: f | False
+ANSWER: t
+
+# Source: ST §Six Movie Theaters
+$DIALOGUE Six Movie Theaters
+ID: l4-s3
+INTRO: Six theaters, six posters — there's a movie for every taste, from very funny to truly frightening. Read each advertisement as you listen.
+INSTRUCTION: Read the advertisement.
+
+Narrator: THEATER 1: WHY CRY WHEN YOU CAN LAUGH? {st-page_128_001.jpg}
+VOCAB: funny
+Narrator: Don't miss this very funny movie. You might be sad now, but you'll be happy when you watch this show! {st-page_128_001.jpg}
+
+Narrator: THEATER 2: THEY NEVER CAME HOME. {st-page_128_002.jpg}
+VOCAB: terrible
+VOCAB: to frighten
+Narrator: Here's a true story about a terrible accident. It will frighten everyone. After this, you may be afraid to drive. {st-page_128_002.jpg}
+
+Narrator: THEATER 3: A FLIGHT AROUND THE WORLD {st-page_128_003.jpg}
+VOCAB: wonderful
+Narrator: You'll enjoy seeing some of the most interesting and beautiful parts of the world in this wonderful new show. {st-page_128_003.jpg}
+
+Narrator: THEATER 4: THE GREAT MOUNTAIN {st-page_128_004.jpg}
+VOCAB: great
+Narrator: Watch two men climb one of the world's largest mountains. You'll never forget this show. It's great! {st-page_128_004.jpg}
+
+Narrator: THEATER 5: MARK AND MARIA {st-page_128_005.jpg}
+VOCAB: love
+Narrator: A Love Story. They want to marry, but he must leave. Now their love is strong. What will their feelings be when he returns? {st-page_128_005.jpg}
+
+Narrator: THEATER 6: A BOY'S BEST FRIEND {st-page_128_006.jpg}
+Narrator: Everyone will love the story of young Billy and Bowser, the big brown dog who followed him everywhere. {st-page_128_006.jpg}
+NOTES: theater = a place or building for movies or other entertainment
+
+# Source: ST §Answer About the Movies
+$PRODUCE Answer About the Movies
+ID: l4-s4
+REFERENCE
+INTRO: Answer questions about those six movies. Speak your answer in a complete sentence — you can look back at the advertisements while you answer.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any natural complete sentence or short form that states the same fact.
+
+PROMPT: Are there different kinds of movies at the theaters?
+RESPONSE: Yes, there are different kinds of movies at the theaters.
+
+PROMPT: Will people cry when they watch the movie in Theater 1?
+RESPONSE: No, they will laugh.
+
+PROMPT: Why will they enjoy the movie in Theater 1?
+RESPONSE: Because it is a very funny movie.
+
+PROMPT: Was the accident in "They Never Came Home" a very bad one?
+RESPONSE: Yes, it was a terrible accident.
+
+PROMPT: Will people who watch the story about the accident become afraid?
+RESPONSE: Yes, it will frighten everyone.
+
+PROMPT: Is "A Flight Around the World" a very good show?
+RESPONSE: Yes, it is a wonderful new show.
+
+PROMPT: What's the movie in Theater 4 like?
+RESPONSE: It's great!
+
+PROMPT: Do the men in that movie climb a small mountain?
+RESPONSE: No, they climb one of the world's largest mountains.
+
+PROMPT: What is the movie in Theater 5 about?
+RESPONSE: It is a love story about Mark and Maria.
+
+PROMPT: Will people really enjoy "A Boy's Best Friend"?
+RESPONSE: Yes, everyone will love it.
+
+# Source: ST §Do You Want to Hear a Great Story? (the printed word box is not reproduced; the items work as recall cloze)
+$PRODUCE Fill in the Opinion Word
+ID: l4-s5
+INTRO: Type the missing word in each sentence. All the answers are opinion words from this lesson — funny, great, terrible, and their friends.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: We want to hear a ____ story, not a sad one.
+RESPONSE: We want to hear a funny story, not a sad one.
+ACCEPT: funny
+
+TEMPLATE: Dana looks ____, but she feels awful.
+RESPONSE: Dana looks great, but she feels awful.
+ACCEPT: great | wonderful
+
+TEMPLATE: A ____ store sells many different kinds of things.
+RESPONSE: A variety store sells many different kinds of things.
+ACCEPT: variety
+
+TEMPLATE: I'm sure you'll ____ this book. I really enjoyed it.
+RESPONSE: I'm sure you'll love this book. I really enjoyed it.
+ACCEPT: love
+
+TEMPLATE: This is a terrific meal. The food is ____.
+RESPONSE: This is a terrific meal. The food is wonderful.
+ACCEPT: wonderful | great
+
+TEMPLATE: People usually smile and ____ a lot when they're very happy.
+RESPONSE: People usually smile and laugh a lot when they're very happy.
+ACCEPT: laugh
+
+TEMPLATE: Alex made a ____ grade on the exam. As a matter of fact, he failed it.
+RESPONSE: Alex made a terrible grade on the exam. As a matter of fact, he failed it.
+ACCEPT: terrible
+
+TEMPLATE: Dora is afraid of dentists. To her, a dentist's office is a ____ place.
+RESPONSE: Dora is afraid of dentists. To her, a dentist's office is a frightening place.
+ACCEPT: frightening
+
+TEMPLATE: When Marsha writes to her family and good friends, she signs her letters "____, Marsha."
+RESPONSE: When Marsha writes to her family and good friends, she signs her letters "Love, Marsha."
+ACCEPT: Love | love
+
+TEMPLATE: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the ____ Lakes because they're so large.
+RESPONSE: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the Great Lakes because they're so large.
+ACCEPT: Great | great
+
+# Source: ST §Which Movie Do You Recommend?
+$DIALOGUE Which Movie Do You Recommend? {st-page_131_001.jpg}
+ID: l4-s6
+INTRO: Tim and Jim are trying to pick a movie they can both stand. It takes some negotiating. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Tim: Do you want to see "A Boy's Best Friend"?
+Jim: No, let's see something else. I saw that last week.
+
+VOCAB: boring
+Tim: I can see it another time, I guess. Was it interesting?
+Jim: No, it was boring. I got up and left before it was over. How about "Jaws 9"?
+
+Tim: My brother and I saw it Friday night.
+
+VOCAB: to feel
+VOCAB: dull
+Jim: How did you feel about it? Was it dull?
+
+VOCAB: felt | feel
+VOCAB: frightening
+Tim: No, it certainly wasn't. I felt it was exciting, and my brother thought it was frightening.
+
+VOCAB: to recommend
+Jim: Well, which one of the other shows do you recommend?
+
+VOCAB: entertaining
+Tim: I think we ought to see "Hot Cars." My cousin saw it and told me it was very entertaining.
+
+VOCAB: since
+Jim: Then let's go. Since your cousin enjoyed it, I'm sure we will, too.
+
+# Source: ST §Can You Recommend a Good Restaurant? (matching)
+$SELECT Match the Question to Its Answer
+ID: l4-s7
+INTRO: You'll hear a question. Tap the answer that fits it naturally — only one really works.
+INSTRUCTION: Tap the answer that matches the question.
+OPTION: a | I felt that it was very difficult.
+OPTION: b | Yes, I thought the hour would never end.
+OPTION: c | Yes, Paul's Place always serves wonderful meals.
+OPTION: d | No, it was very dull. I couldn't stay awake.
+OPTION: e | Yes, I thought it was very entertaining.
+OPTION: f | No, I love flying. It's not frightening.
+OPTION: g | Since my car stalls sometimes, I don't want to drive it.
+
+PROMPT: Can you recommend a good restaurant?
+ANSWER: c
+
+PROMPT: Was the lieutenant's report interesting?
+ANSWER: d
+
+PROMPT: Why are you taking the bus to work every day?
+ANSWER: g
+
+PROMPT: Some people are afraid to fly. Are you?
+ANSWER: f
+
+PROMPT: What did you think about the test?
+ANSWER: a
+
+PROMPT: Did you enjoy the movie last night?
+ANSWER: e
+
+PROMPT: Did you think the class was boring?
+ANSWER: b
+
+# Source: ST §Was the Movie Interesting?
+$DIALOGUE Giving Your Opinion of a Movie {st-page_145_001.jpg}
+ID: l4-s15
+INTRO: Now practice delivering the verdict yourself. Listen to these question-and-answer exchanges about movies, and repeat each one.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: How did you like the movie? It was very dull. In fact, I almost went to sleep.
+LINE: Did you enjoy the movie? No, it was terribly frightening.
+LINE: Did you see the movie at the Star? Yes, and in my opinion, it's great.
+LINE: Did you see any good movies last week? Yes, I saw a very funny movie last Saturday.
+LINE: How was the movie? The music was good, but the story was boring.
+LINE: Can you recommend a good movie? I thought the one at the Star was entertaining.
+
+# SKIPPED (book): ST "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open, co-constructed dialog-completion tasks; too unconstrained to grade solo.
+# SKIPPED (book): ST Function "WHAT DID YOU THINK OF THE SHOW?" and Listening Skill "WHAT DID YOU THINK OF THE MOVIE?" — partner role plays with no solo path.
+
+$LESSON 4-4: A Night Out
+
+# Source: LLA 4B Figure 1 (part 2)
+$DIALOGUE A New Restaurant
+ID: 4b-f1-b
+INTRO: In this part, eating out — and complaining about it afterward. Frank and Peg tried a new restaurant last night; it did not go well. Listen to the story.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-13.mp3}
+LINE: Friends told them that it was very good and not too expensive. {bk11-l4b-f1-14.mp3}
+
+VOCAB: reasonable
+LINE: A restaurant with reasonable prices is not easy to find. {bk11-l4b-f1-15.mp3}
+
+LINE: They decided to try it. {bk11-l4b-f1-16.mp3}
+
+VOCAB: terribly
+LINE: They were terribly unhappy with it. {bk11-l4b-f1-17.mp3}
+
+VOCAB: entertainment
+VOCAB: loud
+LINE: There was music for entertainment, but it was much too loud. {bk11-l4b-f1-18.mp3}
+
+LINE: They couldn't hear each other talk. {bk11-l4b-f1-19.mp3}
+
+VOCAB: promptly
+LINE: The waiter didn't take their order promptly. {bk11-l4b-f1-20.mp3}
+
+LINE: He let them wait and wait. {bk11-l4b-f1-21.mp3}
+
+VOCAB: impolite
+VOCAB: to serve
+LINE: Frank felt he was impolite when he served them, too. {bk11-l4b-f1-22.mp3}
+
+VOCAB: rude
+LINE: Frank doesn't like a rude waiter. {bk11-l4b-f1-23.mp3}
+
+VOCAB: dish
+LINE: Then the dish he served Peg was cold and hard to cut. {bk11-l4b-f1-24.mp3}
+
+VOCAB: sharp
+LINE: She had to ask for a sharp knife. {bk11-l4b-f1-25.mp3}
+
+VOCAB: dull
+LINE: Her knife was too dull to cut it. {bk11-l4b-f1-26.mp3}
+
+LINE: They don't want to go there again. {bk11-l4b-f1-27.mp3}
+LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-28.mp3}
+
+VOCAB: if you ask me
+LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-29.mp3}
+
+# Source: LLA 4B Figure 1 (part 1) — kept after the story as a pronunciation pass
+$DIALOGUE Say the Restaurant Words
+ID: 4b-f1-a
+INTRO: Those were a lot of new words for one bad dinner. Practice saying them, one at a time — repeat after the speaker.
+INSTRUCTION: Repeat each word.
+REPEAT
+
+LINE: Reasonable. {bk11-l4b-f1-01.mp3}
+LINE: Terribly. {bk11-l4b-f1-02.mp3}
+LINE: Entertainment. {bk11-l4b-f1-03.mp3}
+LINE: Loud. {bk11-l4b-f1-04.mp3}
+LINE: Promptly. {bk11-l4b-f1-05.mp3}
+LINE: Impolite. {bk11-l4b-f1-06.mp3}
+LINE: Served. {bk11-l4b-f1-07.mp3}
+LINE: Rude. {bk11-l4b-f1-08.mp3}
+LINE: Dish. {bk11-l4b-f1-09.mp3}
+LINE: Sharp. {bk11-l4b-f1-10.mp3}
+LINE: Dull. {bk11-l4b-f1-11.mp3}
+LINE: If you ask me. {bk11-l4b-f1-12.mp3}
+
+# Source: LLA 4B Figure 2
+$SELECT Questions About Frank and Peg's Evening
+ID: 4b-f2
+REFERENCE: 4b-f1-b
+INTRO: Now the questions about Frank and Peg's evening. Listen, tap the best answer, then repeat the correct response. The story is there if you need to check.
+INSTRUCTION: Tap the correct answer.
+REPEAT
+
+PROMPT: Where did Frank and Peg go last night? {bk11-l4b-f2-01-q.mp3}
+OPTION: a | They went to the movies.
+OPTION: b | They went to a new restaurant. {bk11-l4b-f2-01-a.mp3}
+OPTION: c | They went to the mall.
+ANSWER: b
+
+PROMPT: Why did they decide to try it? {bk11-l4b-f2-02-q.mp3}
+OPTION: a | Friends recommended it. {bk11-l4b-f2-02-a.mp3}
+OPTION: b | The entertainment was good.
+OPTION: c | They met their friends there.
+ANSWER: a
+
+PROMPT: What was the music for? {bk11-l4b-f2-03-q.mp3}
+OPTION: a | The music was for a tape.
+OPTION: b | The music was for the movie.
+OPTION: c | The music was for entertainment. {bk11-l4b-f2-03-a.mp3}
+ANSWER: c
+
+PROMPT: Did it entertain them? {bk11-l4b-f2-04-q.mp3}
+OPTION: a | Yes, they liked it.
+OPTION: b | No, it was too loud. {bk11-l4b-f2-04-a.mp3}
+OPTION: c | No, it was too low.
+ANSWER: b
+
+PROMPT: Why didn't Frank like the waiter? {bk11-l4b-f2-05-q.mp3}
+OPTION: a | Because he didn't speak French.
+OPTION: b | Because he had long hair.
+OPTION: c | Because he was impolite. {bk11-l4b-f2-05-a.mp3}
+ANSWER: c
+
+PROMPT: What did Peg have to ask for? {bk11-l4b-f2-06-q.mp3}
+OPTION: a | She had to ask for a sharper knife. {bk11-l4b-f2-06-a.mp3}
+OPTION: b | She had to ask for a duller knife.
+OPTION: c | She had to ask for a straight knife.
+ANSWER: a
+
+PROMPT: Why did she want another knife? {bk11-l4b-f2-07-q.mp3}
+OPTION: a | Her knife was too dull to cut the meat. {bk11-l4b-f2-07-a.mp3}
+OPTION: b | Her knife was too sharp to cut the lettuce.
+OPTION: c | Her knife was dirty.
+ANSWER: a
+
+PROMPT: Did Frank leave a tip? {bk11-l4b-f2-08-q.mp3}
+OPTION: a | No, Frank didn't leave a tip.
+OPTION: b | Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3}
+OPTION: c | Yes, he left a nice tip.
+ANSWER: b
+
+# Source: ST §The Crossing Serves Good Vegetables
+$DIALOGUE Recommending a Restaurant
+ID: l4-s16
+INTRO: Not every dinner ends in a tiny tip. Here's how people recommend — or warn each other about — restaurants. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: Have you been to The Crossing? Yes, many times. They serve delicious soup.
+LINE: Can you recommend a good restaurant? Yes, I had a wonderful dinner at Jay's.
+LINE: How was your dinner at Aldo's? It was terrible. As a matter of fact, I got sick.
+LINE: Do you like to eat at Harry's? Yes, the food's good, and the prices are reasonable.
+LINE: Where do you plan to eat tonight? Mike's. In my opinion, his fish is the best in town.
+LINE: Let's go to Aldo's tonight. The service there is so slow. Can we go to another restaurant?
+
+$LESSON 4-5: The Restaurant Reporter
+
+# Source: ST §Richard Roper Recommends Rosa's
+$DIALOGUE Richard Roper Recommends Rosa's {st-page_136_001.jpg}
+ID: l4-s9
+INTRO: In this part you'll read two restaurant reviews. Richard Roper reviews restaurants on the Channel 35 news — first, the one he loved: Rosa's. Listen and read along.
+INSTRUCTION: Listen and read the story.
+
+Narrator: Richard Roper is a reporter for Channel 35. He visits different restaurants every week; then he tells about them on the Wednesday evening news program. Here's this week's story:
+NOTES: reporter = someone who writes news stories
+
+Narrator: Hello again! I tried two restaurants last weekend. I was very satisfied with one and very unhappy with the other.
+
+VOCAB: to serve
+VOCAB: reasonable
+Narrator: The first place, Rosa's Restaurant, serves wonderful food at reasonable prices.
+
+VOCAB: to entertain
+Narrator: The most expensive lunch is only $5.95. Dinner costs more, of course, but in the evening Rosa entertains the customers with fine music.
+
+VOCAB: dish
+VOCAB: prompt
+Narrator: I ordered the beef and rice dish. The waiter was both polite and prompt.
+
+VOCAB: promptly
+Narrator: He brought a salad right away and served the other food just a few minutes later. He also brought my check to the table promptly.
+
+VOCAB: reasonably | reasonable
+Narrator: This restaurant should be more popular. It was reasonably full when I was there, but it wasn't crowded. I strongly recommend a visit to Rosa's.
+
+VOCAB: to plan
+Narrator: I plan to eat there often.
+
+# Source: ST §He Doesn't Recommend the Red Room
+$DIALOGUE He Doesn't Recommend the Red Room {st-page_137_001.jpg}
+ID: l4-s10
+INTRO: And now the restaurant Richard Roper didn't love. The Red Room: bad food, high prices, and a waiter with strong opinions. Listen and read along.
+INSTRUCTION: Listen and read the story.
+
+VOCAB: terribly
+Narrator: The second restaurant is the Red Room. It's the opposite of Rosa's; the food is bad and the prices are terribly high.
+
+VOCAB: loud
+Narrator: There's music, but it's too loud to be entertaining.
+
+VOCAB: impolite
+VOCAB: loudly | loud
+Narrator: I tried to start a conversation with the people at the table next to mine, but they couldn't hear me. I think it's impolite to talk too loudly, so I stopped trying.
+
+VOCAB: rude
+Narrator: The service at the Red Room was slow, and the waiter was rude.
+
+VOCAB: rudely | rude
+Narrator: Since my meal was cold when the waiter finally served it, I asked him to warm it up again. He rudely answered that he didn't have time.
+
+VOCAB: dull
+VOCAB: sharp
+Narrator: When I saw that my knife was too dull to cut the meat, I asked him to bring me a sharp knife.
+
+VOCAB: impolitely | impolite
+Narrator: He said impolitely, "The knife's all right. You're just too weak to use it."
+
+Narrator: Soon after I got home, I began to feel a sharp pain in my stomach.
+
+VOCAB: if you ask me
+Narrator: If you ask me, the restaurant's food caused it. I don't recommend the Red Room.
+
+VOCAB: plan
+Narrator: When you want to go out for dinner, make plans to eat at a different restaurant.
+
+# Source: ST §The Waiter Served the Food Promptly (gapped stimuli moved to TEMPLATE)
+$SELECT Use the New Words
+ID: l4-s11
+INTRO: Put the new words to work. Read each sentence and tap the word that completes it.
+INSTRUCTION: Tap the word that completes the sentence.
+
+TEMPLATE: A ____ noise woke us up in the middle of the night.
+OPTION: a | loud
+OPTION: b | prompt
+OPTION: c | impolite
+ANSWER: a
+
+TEMPLATE: It's ____ not to answer someone who asks you a question.
+OPTION: a | rude
+OPTION: b | prompt
+OPTION: c | reasonable
+ANSWER: a
+
+TEMPLATE: When other people can't see something, Alvin can. He has very ____ eyes.
+OPTION: a | loud
+OPTION: b | sharp
+OPTION: c | prompt
+ANSWER: b
+
+TEMPLATE: Television ____ many children on Saturday morning while their parents sleep late.
+OPTION: a | plans
+OPTION: b | serves
+OPTION: c | entertains
+ANSWER: c
+
+TEMPLATE: Will and Wanda aren't getting married until next year, but she's already ____ the wedding.
+OPTION: a | serving
+OPTION: b | planning
+OPTION: c | entertaining
+ANSWER: b
+
+TEMPLATE: Donna said, "If you ask me, Dina's upset about something." She ____ that Dina's upset.
+OPTION: a | thinks
+OPTION: b | is sorry
+OPTION: c | has heard
+ANSWER: a
+
+TEMPLATE: After I watched that movie, I wanted to ask for a refund. It was ____ long and boring.
+OPTION: a | loudly
+OPTION: b | terribly
+OPTION: c | impolitely
+ANSWER: b
+
+TEMPLATE: Walter never becomes angry with people for things that aren't their fault. He's always ____.
+OPTION: a | dull
+OPTION: b | impolite
+OPTION: c | reasonable
+ANSWER: c
+
+TEMPLATE: Carl has been using the same blade in his razor for two weeks. It's too ____ for him to shave with now.
+OPTION: a | dull
+OPTION: b | loud
+OPTION: c | sharp
+ANSWER: a
+
+TEMPLATE: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call ____.
+OPTION: a | terribly
+OPTION: b | promptly
+OPTION: c | reasonably
+ANSWER: b
+
+# Source: ST §What Does the Word Mean?
+$SELECT What Does the Word Mean?
+ID: l4-s8
+INTRO: One more reading skill: working out what a word means from its context. Read the three sentences — each one gives you a little more information — then tap the meaning.
+INSTRUCTION: Read the sentences to find what the underlined word means in context.
+
+TEMPLATE: a. The *climate* is good.
+TEMPLATE: b. The *climate* is good in my country.
+TEMPLATE: c. The *climate* is good in my country in the winter.
+PROMPT: The climate...
+OPTION: a | is the food.
+OPTION: b | is the engine.
+OPTION: c | is the weather.
+ANSWER: c
+
+TEMPLATE: a. Jim looked at his *atlas*.
+TEMPLATE: b. Jim looked at his *atlas* and turned the pages slowly.
+TEMPLATE: c. Jim looked at his road *atlas* and turned the pages slowly. He studied the highways and cities carefully.
+PROMPT: An atlas...
+OPTION: a | is a clock or watch.
+OPTION: b | is a book of maps.
+OPTION: c | is a large dictionary.
+ANSWER: b
+
+TEMPLATE: a. The street is *dangerous*.
+TEMPLATE: b. The street is *dangerous* at night.
+TEMPLATE: c. The street is *dangerous* at night for anyone who is alone.
+PROMPT: Dangerous is...
+OPTION: a | narrow.
+OPTION: b | crowded.
+OPTION: c | not safe.
+ANSWER: c
+
+$LESSON 4-6: Could — Past Ability
+
+# Source: LLA 4B Listening/Speaking (past abilities)
+$DIALOGUE Could and Couldn't
+ID: 4b-f2-b
+INTRO: This part is grammar: could and couldn't, for things people were able — or unable — to do in the past. Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-09.mp3}
+LINE: Bob couldn't watch TV last night. He was too busy. {bk11-l4b-f2-10.mp3}
+LINE: They could drive to the lake for their vacation last year. They had a longer vacation last year. {bk11-l4b-f2-11.mp3}
+LINE: They could recommend that place last year. It's not good anymore. {bk11-l4b-f2-12.mp3}
+LINE: The mechanic couldn't fix my car this week. He didn't have the parts. {bk11-l4b-f2-13.mp3}
+LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2-14.mp3}
+LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-15.mp3}
+LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-16.mp3}
+
+# Source: ST §Could as Past Ability (light talk-through added)
+$GRAMMAR Could as Past Ability
+ID: l4-s12
+INTRO: Here's the pattern you just heard, in black and white. Could is simply the past of can.
+
+**Could** is the past of **can**: it says someone **was able to** do something. The negative is **couldn't**.
+
+| | |
+|---|---|
+| COULD = WAS ABLE TO | COULD + NOT = COULDN'T |
+
+![A young boy struggling to button his shirt](st-page_140_001.jpg)
+
+**Examples:**
+* {Can you run a mile in five minutes?}
+  {I could when I was younger, but I can't now.}
+* {Could Henry repair the motor?}
+  {No, he couldn't. He didn't have the right tools.}
+
+Notice that could never changes its form — no -s, no -ed. Yesterday's abilities are easy to talk about, even when the abilities themselves are gone.
+
+# Source: LLA 4B Figure 3
+$PRODUCE Answer with Could
+ID: 4b-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Time to use it. You'll hear a question and a short cue. Answer with could or couldn't, then repeat the correct answer.
+INSTRUCTION: Answer aloud using the cue.
+REPEAT
+
+EXAMPLE
+TEMPLATE: 1 mile
+PROMPT: How far could you swim last year? 1 mile. {bk11-l4b-f3-ex-q.mp3}
+RESPONSE: Last year I could swim 1 mile. {bk11-l4b-f3-ex-a.mp3}
+
+TEMPLATE: 30 words per minute
+PROMPT: How fast could you type before you took the class? 30 words per minute. {bk11-l4b-f3-01-q.mp3}
+RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3}
+
+TEMPLATE: No, too nervous
+PROMPT: Could David describe the accident? No, too nervous. {bk11-l4b-f3-02-q.mp3}
+RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3}
+
+TEMPLATE: Not very far
+PROMPT: How far could he run 5 years ago? Not very far. {bk11-l4b-f3-03-q.mp3}
+RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3}
+
+TEMPLATE: Yes, not well
+PROMPT: Could you speak English last year? Yes, not well. {bk11-l4b-f3-04-q.mp3}
+RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3}
+
+TEMPLATE: Not anything
+PROMPT: What could you do about his problem? Not anything. {bk11-l4b-f3-05-q.mp3}
+RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3}
+
+TEMPLATE: Yes, working
+PROMPT: Could John operate the vending machine? Yes, working. {bk11-l4b-f3-06-q.mp3}
+RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3}
+
+# Source: ST §Could Janet Draw? — second pass; two items duplicated on the tape drill (describe the accident; do anything about the problem) were dropped
+$PRODUCE More Could Questions
+ID: l4-s13
+INTRO: A second round of could questions — this time the cue is printed in parentheses. Answer aloud, then check the model.
+INSTRUCTION: Answer the questions using the cue in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Could Janice draw before she took lessons? (no, not anything)
+RESPONSE: No, she couldn't draw anything.
+
+PROMPT: Could you mail the package? (no, too large)
+RESPONSE: No, it was too large.
+
+PROMPT: Could you drive when you were fifteen? (yes)
+RESPONSE: Yes, I could.
+
+PROMPT: How far could you run a year ago? (only two miles)
+RESPONSE: I could only run two miles.
+
+PROMPT: Could Margaret deposit the money Sunday? (no, not until Monday)
+RESPONSE: No, she couldn't deposit it until Monday.
+
+PROMPT: How many of the questions could the students answer? (almost all)
+RESPONSE: They could answer almost all of them.
+
+PROMPT: How much of the homework could you do last night? (about half)
+RESPONSE: I could do about half of it.
+
+PROMPT: Could Captain Santos change his plane reservations? (no, too late)
+RESPONSE: No, it was too late.
+
+PROMPT: What could Ed remember about your conversation with him? (almost everything)
+RESPONSE: He could remember almost everything.
+
+# Source: ST §Ann Could Answer All of the Questions
+$PRODUCE Ask and Answer with Could
+ID: l4-s14
+INTRO: Now you make the questions. Read the sentence, ask a could question about it, and answer it yourself — yes or no. Then check the model.
+INSTRUCTION: Ask and answer questions about the sentences. Use could and couldn't.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: The test was too long for Paula to finish.
+RESPONSE: Could Paula finish the test? No, she couldn't.
+
+EXAMPLE
+PROMPT: Paul knew the answers to the questions.
+RESPONSE: Could Paul answer the questions? Yes, he could.
+
+PROMPT: Sam learned to speak Spanish very well.
+RESPONSE: Could Sam speak Spanish? Yes, he could.
+
+PROMPT: Ken was too tired to stay awake.
+RESPONSE: Could Ken stay awake? No, he couldn't.
+
+PROMPT: No one ever taught Clara how to swim when she was a child.
+RESPONSE: Could Clara swim? No, she couldn't.
+
+PROMPT: Fred enjoyed playing cards.
+RESPONSE: Could Fred play cards? Yes, he could.
+
+PROMPT: Fran wasn't too busy to go to the movies.
+RESPONSE: Could Fran go to the movies? Yes, she could.
+
+PROMPT: The coffee was too bitter for Richard to drink.
+RESPONSE: Could Richard drink the coffee? No, he couldn't.
+
+PROMPT: Ted tried to stop his car, but his brakes failed.
+RESPONSE: Could Ted stop his car? No, he couldn't.
+
+PROMPT: The instructor spoke too fast for Alan to understand.
+RESPONSE: Could Alan understand the instructor? No, he couldn't.
+
+PROMPT: When she met people, Beth always remembered their names.
+RESPONSE: Could Beth remember their names? Yes, she could.
+
+PROMPT: When Ann was ten years old, her mother taught her how to cook.
+RESPONSE: Could Ann cook when she was ten? Yes, she could.
+
+$LESSON 4-7: Indirect Speech
+
+# Source: ST §Indirect Speech
+$GRAMMAR Indirect Speech
+ID: l4-s18
+INTRO: In this part you'll learn to report what people said — "she told me she was busy" — without repeating their exact words. Read how indirect speech works.
+
+**Indirect Speech** reports what another person has said. For this reason, it is also called reported speech. The speaker's exact words aren't repeated in indirect speech:
+
+1. Present tense verbs change to the past tense.
+2. Pronouns and possessive adjectives change from first or second person to third person (unless someone is reporting his own words).
+
+**Direct speech (present tense):**
+Jan: I'm out of money.
+Jim: I have some cash.
+
+**Indirect speech:**
+
+| TOLD | INDIRECT OBJECT | (THAT) | PAST TENSE NOUN CLAUSE |
+|---|---|---|---|
+| Jan told | Jim | | she was out of money. |
+| Jim told | her | that | he had some cash. |
+| I told | Jan | | I had some cash. |
+
+Listen to the pattern: {Jan told Jim she was out of money.} — {Jim told her that he had some cash.}
+
+# Source: ST §The Instructor Told Annette That She Passed the Test
+$DIALOGUE The Instructor Told Annette About the Test
+ID: l4-s19
+INTRO: Annette asks Mr. Reed about her test grade — and then reports every word of it to Kenneth. Listen for how her report shifts the verbs into the past.
+INSTRUCTION: Read the dialogs.
+
+Annette: I'm worried about my grade on the test, Mr. Reed. {st-page_155_001.jpg}
+Mr_Reed: I'm sure it's good, Annette.
+
+Annette: Can you remember it?
+Mr_Reed: No, I can't. I'm sorry.
+
+Annette: Will you give the tests back to us?
+Mr_Reed: Yes, I intend to give them back Friday.
+
+Narrator: Later, Annette tells Kenneth about the conversation.
+
+Kenneth: Did you talk to Mr. Reed about your test grade? {st-page_155_001.jpg}
+Annette: Yes, I told him that I was worried about it.
+
+Kenneth: What did he say?
+Annette: He told me he was sure it was good.
+
+Kenneth: Did he tell you the grade?
+Annette: No, he told me that he couldn't remember it.
+
+Kenneth: Is he going to give the tests back to us?
+Annette: Yes, he told me he intended to give them back Friday.
+
+# Source: ST §Change to Indirect Speech (switched from typed exact-match to spoken, LLM-graded — many honest variants)
+$PRODUCE Change to Indirect Speech
+ID: l4-s20
+INTRO: Now you do the reporting. Read each speaker's words, then say the new sentence with "told" — past tense, third person.
+INSTRUCTION: Report what was said, using told and a past-tense verb.
+INPUT: speak
+CHECK: llm
+RUBRIC: The point is reported speech: require "told" plus the listener (a name, noun, or pronoun) and the verb shifted to past tense with third-person pronouns. "That" is optional. Wrong tense or unshifted pronouns fail; any natural noun or pronoun for the people is fine.
+
+EXAMPLE
+TEMPLATE: John: Jim, the car needs a tune-up.
+RESPONSE: John told Jim that the car needed a tune-up.
+
+TEMPLATE: Linda: Bob, I love the show!
+RESPONSE: Linda told Bob that she loved the show.
+
+TEMPLATE: Waiter: Sir, your table is ready.
+RESPONSE: The waiter told the man that his table was ready.
+
+TEMPLATE: Karen: Kathy, I'm ready to go home.
+RESPONSE: Karen told Kathy that she was ready to go home.
+
+TEMPLATE: Major: Captain, I need to talk to you.
+RESPONSE: The major told the captain that he needed to talk to him.
+
+TEMPLATE: Policeman: Ma'am, you have a flat tire.
+RESPONSE: The policeman told the woman that she had a flat tire.
+
+TEMPLATE: Mr. Smithers: Miss Martin, you're late!
+RESPONSE: Mr. Smithers told Miss Martin that she was late.
+
+TEMPLATE: Ron: Ms. Garza, I can't answer the question.
+RESPONSE: Ron told Ms. Garza that he couldn't answer the question.
+
+TEMPLATE: Instructor: Bob, you're not failing this class.
+RESPONSE: The instructor told Bob that he wasn't failing the class.
+
+TEMPLATE: Sgt Bolt: Amn Baker, the barracks aren't clean.
+RESPONSE: Sgt Bolt told Amn Baker that the barracks weren't clean.
+
+TEMPLATE: Customer: Waiter, I need another fork, please.
+RESPONSE: The customer told the waiter that he needed another fork.
+
+# Source: ST §Ask and Answer About the Dialogs
+$PRODUCE Ask and Answer About the Dialogs
+ID: l4-s21
+INTRO: Read each short dialog, then answer the question about what was said — told, past tense, the whole routine. The model answer follows.
+INSTRUCTION: Ask and answer questions about the dialogs aloud.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Ann: When does the movie start? Bob: At 7:15, I think.
+RESPONSE: What did Bob tell Ann? He told her that he thought the show started at 7:15.
+
+EXAMPLE
+PROMPT: Mr. Hall: Can I pick up my car now? Mechanic: No, it's not ready yet.
+RESPONSE: Did the mechanic tell Mr. Hall that his car was ready? No, he told him it wasn't ready yet.
+
+PROMPT: Waiter: How is your dinner, sir? Curtis: I'm enjoying it very much.
+RESPONSE: What did Curtis tell the waiter? He told him that he was enjoying it very much.
+
+PROMPT: Waiter: Do you have reservations for dinner? Walter: Yes, we have them for 8:00.
+RESPONSE: What did Walter tell the waiter? He told him that they had them for 8:00.
+
+PROMPT: Mary: Can you recommend a good Chinese restaurant? Mark: No, I don't know anything about Chinese food.
+RESPONSE: Did Mark tell Mary he could recommend a good Chinese restaurant? No, he told her he didn't know anything about Chinese food.
+
+PROMPT: Clerk: Would you like to exchange this tie, sir? Clyde: No, I want a refund, please.
+RESPONSE: Did Clyde tell the clerk he wanted to exchange the tie? No, he told him he wanted a refund.
+
+PROMPT: Dave: How does the engine sound? Dora: Well, it's not making any loud noises now.
+RESPONSE: What did Dora tell Dave? She told him it wasn't making any loud noises now.
+
+PROMPT: Clerk: Are you going to charge the tires? Clara: No, I plan to write a check for them.
+RESPONSE: Did Clara tell the clerk she was going to charge the tires? No, she told him she planned to write a check for them.
+
+PROMPT: Andy: Do you think this show's boring? Anne: No, I think it's interesting.
+RESPONSE: Did Anne tell Andy she thought the show was boring? No, she told him she thought it was interesting.
+
+PROMPT: Greg: Which news program do you watch? Glen: I usually watch Channel 8's evening news.
+RESPONSE: What did Glen tell Greg? He told him he usually watched Channel 8's evening news.
+
+PROMPT: Sandy: Is Ray in town, or is he on vacation? Randy: I think he's on vacation this week.
+RESPONSE: What did Randy tell Sandy? He told her he thought he was on vacation this week.
+
+PROMPT: Larry: What do you intend to have for dessert? Laura: I'm going to order a piece of chocolate cake.
+RESPONSE: What did Laura tell Larry? She told him she was going to order a piece of chocolate cake.
+
+$LESSON 4-8: Saying When
+
+# Source: LLA 4B Figure 4 — placed here as the presentation for time prepositions (on Monday, on the weekend)
+$DIALOGUE Sally's Plan
+ID: 4b-f4
+INTRO: Last part: saying when things happen — at 6:00, on Monday, in an hour. Sally runs her housework on a strict weekly schedule. Listen and repeat, and notice the little word "on" before each day.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Sally has a plan for her housework. {page_082_001.jpg} {bk11-l4b-f4-01.mp3}
+LINE: This is Sally's plan: {page_082_001.jpg} {bk11-l4b-f4-02.mp3}
+LINE: she washes clothes on Monday, {page_082_001.jpg} {bk11-l4b-f4-03.mp3}
+LINE: she cleans the house on Wednesday and on Friday, {page_082_001.jpg} {bk11-l4b-f4-04.mp3}
+LINE: she goes shopping on Tuesday, {page_082_001.jpg} {bk11-l4b-f4-05.mp3}
+LINE: she irons clothes on Thursday, {page_082_001.jpg} {bk11-l4b-f4-06.mp3}
+LINE: when she follows her plan, she has free time on the weekend, {page_082_002.jpg} {bk11-l4b-f4-07.mp3}
+LINE: then she can relax. {page_082_002.jpg} {bk11-l4b-f4-08.mp3}
+
+# SKIPPED (book): LLA 4B Figure 5 (Write the paragraph) — no tape audio; open writing activity.
+
+# Source: ST §Prepositions of Time
+$GRAMMAR Prepositions of Time
+ID: l4-s23
+INTRO: Here are English's little time words — at, on, in, for, since, and the rest. Read the examples; you'll drill them next.
+
+The following prepositions indicate time: **at**, **in**, **on**, **before**, **after**, **from**, **until**, **till**, **to**, **for**, and **since**.
+
+**At** is used with the time of day, with an age, and with the words night, first, last, beginning, and end.
+**Examples:**
+* {at noon}, {at midnight}, {at 7:30 a.m.}
+* {at the age of twelve}
+* {at night}, {at first}, {at last}
+* {at the beginning}, {at the end}
+
+**On** is used with days and dates. It can also be used with parts of a certain day and the words time and schedule.
+**Examples:**
+* {on Monday}, {on your birthday}
+* {on October 18}
+* {on the evening of June 8}
+* {on time}, {on schedule}
+
+**In** is used with quantities of time and with the words beginning and end.
+**Examples:**
+* {in ten minutes}, {in an hour}
+* {in a week}, {in two years}
+* {in the beginning}, {in the end}
+
+**Before** and **after** are used with time of day, with dates, and with nouns that name events or occurrences.
+**Examples:**
+* {before noon}, {after 5:00 p.m.}
+* {before December 31}, {after April 15}
+* {before the game}, {after dinner}
+**After** can also be used with a quantity of time.
+* {after six months}, {after thirty years}
+
+**From** is used with to and till/until to indicate periods of time.
+**Examples:**
+* {from 1985 to 1993}
+* {from May 1 until June 15}
+* {from 10:00 a.m. till 5:30 p.m.}
+
+**Until/till** can also be used alone with days, dates, and times.
+**Examples:**
+* {until next Friday}, {till next week}
+* {until 1997}, {till August 2}
+* {until 10:00 p.m.}, {till midnight}
+
+**For** is used with periods of time.
+**Examples:**
+* {for half an hour}, {for three weeks}, {for one year}
+
+**Since** is used with definite times.
+**Examples:**
+* {since Sunday}, {since 6:00 this morning}, {since 1988}
+
+# Source: ST §Ed Arrives on Monday
+$DIALOGUE Ed Arrives on Monday
+ID: l4-s24
+INTRO: Ten sentences that put the time words to work. Read each one as you listen.
+INSTRUCTION: Read the sentences.
+
+LINE: What do you plan to do after dinner?
+LINE: Col Henderson will be here till Thursday.
+LINE: Jim was in the Air Force for twenty years.
+LINE: Meet me at 6:30 in front of Larry's office.
+LINE: Lt Cooper will be here in about ten minutes.
+LINE: We have to deposit the money before 5:00 p.m.
+LINE: Dr. Blake has been at the hospital since midnight.
+LINE: Where does Sgt Jackson go on Tuesdays and Thursdays?
+LINE: Mr. Adams' English class doesn't start until 8:30 a.m.
+LINE: Maj Brooks works out from 4:00 to 5:30 three days a week.
+
+# Source: ST §The Flight Leaves in Ten Minutes
+$PRODUCE The Flight Leaves in Ten Minutes
+ID: l4-s25
+INTRO: Answer each question aloud, using the cue in parentheses — and the right time word. Then check the model.
+INSTRUCTION: Answer aloud using the words in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: When does the flight to Atlanta leave? (in ten minutes)
+RESPONSE: It leaves in 10 minutes.
+
+PROMPT: When will Peggy be back? (at 6:00)
+RESPONSE: She will be back at 6:00.
+
+PROMPT: When should Sara be home? (before 10:30)
+RESPONSE: She should be home before 10:30.
+
+PROMPT: How long will Captain Jeffrey be on base? (until Friday)
+RESPONSE: He will be on base until Friday.
+
+PROMPT: How long has your cousin been here? (since last Tuesday)
+RESPONSE: He has been here since last Tuesday.
+
+PROMPT: When is Sam arriving at the airport? (in about an hour)
+RESPONSE: He is arriving in about an hour.
+
+PROMPT: How long are your aunt and uncle going to stay? (for three weeks)
+RESPONSE: They are going to stay for three weeks.
+
+PROMPT: When is Sgt Richardson leaving? (on Monday)
+RESPONSE: He is leaving on Monday.
+
+PROMPT: When is the dentist's office open? (from 8:00 to 4:30)
+RESPONSE: It is open from 8:00 to 4:30.
+
+PROMPT: When do you want to go shopping? (after lunch)
+RESPONSE: I want to go shopping after lunch.
+
+PROMPT: How long does this class last? (till 2:30)
+RESPONSE: It lasts till 2:30.
+
+# Source: ST §Jim Left at Noon (gapped stimuli moved to TEMPLATE)
+$SELECT Choose the Time Word
+ID: l4-s26
+INTRO: Tap the preposition that completes each sentence. Small words, big differences.
+INSTRUCTION: Tap the correct preposition.
+
+TEMPLATE: Jim's plane arrives ____ 6:00.
+OPTION: a | on
+OPTION: b | at
+OPTION: c | in
+OPTION: d | to
+ANSWER: b
+
+TEMPLATE: My cousin leaves ____ Friday.
+OPTION: a | in
+OPTION: b | at
+OPTION: c | to
+OPTION: d | on
+ANSWER: d
+
+TEMPLATE: I'll see the colonel ____ an hour.
+OPTION: a | in
+OPTION: b | on
+OPTION: c | from
+OPTION: d | till
+ANSWER: a
+
+TEMPLATE: Ralph needs to be home ____ 10:00.
+OPTION: a | for
+OPTION: b | from
+OPTION: c | since
+OPTION: d | before
+ANSWER: d
+
+TEMPLATE: That store is open ____ 9:00 a.m. ____ 9:00 p.m.
+OPTION: a | from, to
+OPTION: b | at, after
+OPTION: c | until, till
+OPTION: d | since, until
+ANSWER: a
+
+TEMPLATE: The soldiers have a test ____ lunch.
+OPTION: a | from
+OPTION: b | since
+OPTION: c | after
+OPTION: d | in
+ANSWER: c
+
+TEMPLATE: Jeff has been studying ____ 6:30.
+OPTION: a | on
+OPTION: b | for
+OPTION: c | from
+OPTION: d | since
+ANSWER: d
+
+TEMPLATE: On Saturday Sam sometimes sleeps ____ noon.
+OPTION: a | in
+OPTION: b | from
+OPTION: c | until
+OPTION: d | since
+ANSWER: c
+
+TEMPLATE: They've been on vacation ____ three weeks.
+OPTION: a | at
+OPTION: b | for
+OPTION: c | after
+OPTION: d | since
+ANSWER: b
+
+TEMPLATE: Dan didn't get to work ____ 9:00 this morning.
+OPTION: a | on
+OPTION: b | to
+OPTION: c | for
+OPTION: d | till
+ANSWER: d
+
+# Source: ST §Put Two Sentences Together (switched from typed exact-match to spoken with reveal — long sentences, some with two valid orders)
+$PRODUCE Put Two Sentences Together
+ID: l4-s27
+INTRO: One last job: join the two sentences into one, using the word in parentheses. Say the new sentence aloud, then check the model. That's the whole lesson — and if anyone asks what you thought of it, you now have the words to tell them.
+INSTRUCTION: Say one sentence made from the two sentences, using the word in parentheses.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Hal watches the TV channel. It doesn't show commercials. (which)
+RESPONSE: Hal watches the TV channel which doesn't show commercials.
+
+PROMPT: Do you know the name of the mechanic? He worked on your brakes. (who)
+RESPONSE: Do you know the name of the mechanic who worked on your brakes?
+
+PROMPT: Jean recommended a restaurant. It serves Chinese and American food. (that)
+RESPONSE: Jean recommended a restaurant that serves Chinese and American food.
+
+PROMPT: Bill watched the TV program. He ate his dinner. (while)
+RESPONSE: Bill watched the TV program while he ate his dinner.
+
+PROMPT: The children fell asleep. The movie was over. (before)
+RESPONSE: The children fell asleep before the movie was over.
+
+PROMPT: Don't open your test booklet. The instructor says to begin. (until)
+RESPONSE: Don't open your test booklet until the instructor says to begin.
+
+PROMPT: Charles became a pilot. He was 17 years old. (when)
+RESPONSE: Charles became a pilot when he was 17 years old.
+
+PROMPT: Denise was too tired to go to class. She studied all night. (after)
+RESPONSE: Denise was too tired to go to class after she studied all night.
+
+PROMPT: We felt sorry for the little boy. He was lost. (because)
+RESPONSE: We felt sorry for the little boy because he was lost.
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+$MODULE Book 11 · Lesson 5: Get Ready for the Quiz {st-page_167_001.jpg}
+FORMAT: 2
+DESCRIPTION: Review lesson (quiz prep): infinitives of purpose, get/become, could, how-long questions, indefinite pronouns, -y adjectives, relative clauses, sentence combining, and reading for topics and main ideas.
+TARGET_LANG_G: en
+HOME_LANG_G: en
+VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: ID | achernar | speaker (auto)
+
+$LESSON 5-1: Grammar Review — Infinitives, Get/Become, Could, How Long
+
+# SKIPPED (book): "WHAT'S THE TOPIC OF THE PARAGRAPH?" and "WHAT'S THE MAIN IDEA?" — instructor-read listening tasks with no printed stimuli; convertible later with chosen items + TTS.
+# SKIPPED (book): "WHAT WILL THEY DO?" — listening comprehension MCQ with no printed conversation or recorded stimulus.
+# SKIPPED (book): "PUT THE PUNCTUATION MARK IN THE BOX." — spatial grid task with unprinted dictation; no workable interaction.
+
+# Source: ST §I'm Calling to Recommend a Good Mechanic
+$PRODUCE Saying Why — Infinitives of Purpose
+ID: l5-s1
+INTRO: Quiz week — nothing new, just a tune-up of everything from this book: infinitives of purpose, get and become, could, how-long questions, relative clauses, and reading skills. First, listen to each question and answer it aloud with "to" plus the cue words you see on the screen.
+INSTRUCTION: Answer each question aloud using "to" and the cue words.
+INPUT: speak
+CHECK: llm
+RUBRIC: The answer must be a complete sentence answering the "why" or "what ... for" question with an infinitive of purpose ("to" + verb) built from the cue words shown in the template. Accept minor variation in pronouns and wording; the infinitive of purpose is the point — an answer without one fails.
+
+EXAMPLE
+PROMPT: Why are you calling Jim?
+TEMPLATE: recommend / mechanic
+RESPONSE: I'm calling to recommend a good mechanic to him.
+
+PROMPT: Why did Jane call last night?
+TEMPLATE: recommend / movie
+RESPONSE: She called to recommend a movie.
+
+PROMPT: What did the policeman use his lights for?
+TEMPLATE: signal / drivers
+RESPONSE: He used his lights to signal the drivers.
+
+PROMPT: Why did you come to work early this morning?
+TEMPLATE: see / boss
+RESPONSE: I came to work early this morning to see my boss.
+
+PROMPT: What did Doris pay the mechanic to do?
+TEMPLATE: service / car
+RESPONSE: She paid the mechanic to service her car.
+
+PROMPT: Why did Don go to the car parts store?
+TEMPLATE: exchange / hose
+RESPONSE: He went to the car parts store to exchange a hose.
+
+PROMPT: Why did the Smiths stop in Chicago?
+TEMPLATE: visit / relatives
+RESPONSE: They stopped in Chicago to visit relatives.
+
+PROMPT: What does the mechanic use that machine for?
+TEMPLATE: tune up / engines
+RESPONSE: He uses that machine to tune up engines.
+
+PROMPT: Why is Ann calling the department store?
+TEMPLATE: charge / clothes
+RESPONSE: She is calling the department store to charge clothes.
+
+PROMPT: Who are you going to the hospital to see?
+TEMPLATE: see / brother
+RESPONSE: I'm going to the hospital to see my brother.
+
+PROMPT: Why is the truck driver moving to the left lane?
+TEMPLATE: pass / another truck
+RESPONSE: He is moving to the left lane to pass another truck.
+
+# Source: ST §I Become Cautious When . . .
+$PRODUCE Get and Become
+ID: l5-s2
+INTRO: Things change — people get nervous, weather gets worse, books become funnier. Complete each sentence by typing the right form of "get" or "become" together with the cue word.
+INSTRUCTION: Type the correct form of "get" or "become" plus the cue word.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: He ____{gets nervous|becomes nervous} when he has an exam. (nervous)
+RESPONSE: He gets nervous when he has an exam.
+
+TEMPLATE: I ____{get nervous|become nervous} when I get on an airplane. (nervous)
+RESPONSE: I get nervous when I get on an airplane.
+
+TEMPLATE: David ____{got lost|became lost} when he went downtown. (lost)
+RESPONSE: David got lost when he went downtown.
+
+TEMPLATE: The weather ____{got worse|became worse} before it got better. (worse)
+RESPONSE: The weather got worse before it got better.
+
+TEMPLATE: My nose ____{gets runny|becomes runny} when I have a cold. (runny)
+RESPONSE: My nose gets runny when I have a cold.
+
+TEMPLATE: I ____{got busy|became busy} because I had a test the next day. (busy)
+RESPONSE: I got busy because I had a test the next day.
+
+TEMPLATE: That book ____{gets funnier|becomes funnier} after you read a few pages. (funnier)
+RESPONSE: That book gets funnier after you read a few pages.
+
+TEMPLATE: The children ____{got noisy|became noisy} before the movie started. (noisy)
+RESPONSE: The children got noisy before the movie started.
+
+TEMPLATE: The class ____{got dull|became dull} because the students weren't talking. (dull)
+RESPONSE: The class got dull because the students weren't talking.
+
+TEMPLATE: The students ____{get unhappy|become unhappy} when the teacher gives them too much homework. (unhappy)
+RESPONSE: The students get unhappy when the teacher gives them too much homework.
+
+TEMPLATE: The storm ____{got frightening|became frightening} after the lights went out. (frightening)
+RESPONSE: The storm got frightening after the lights went out.
+
+# Source: ST §Could You Speak English Before You Came Here?
+$PRODUCE Could and Couldn't
+ID: l5-s3
+INTRO: Now "could" — ability in the past. Listen carefully: if you hear a question, answer it; if you hear an answer, ask the question that fits it. When you answer, yes or no is your choice.
+INSTRUCTION: Hear a question? Answer it. Hear an answer? Ask the question.
+INPUT: speak
+CHECK: llm
+RUBRIC: If the prompt is a question, accept any complete yes/no answer using "could" or "couldn't" — either polarity, the learner's choice. If the prompt is a statement, the learner must form the matching yes/no question with "could". Correct use of could/couldn't is the point.
+
+EXAMPLE
+PROMPT: Could you speak English before you came here?
+RESPONSE: No, I couldn't speak English before I came here.
+
+EXAMPLE
+PROMPT: Could you drive when you were 15?
+RESPONSE: Yes, I could drive when I was 15.
+
+PROMPT: Could you play in the soccer game last weekend?
+RESPONSE: Yes, I could play in the soccer game last weekend.
+
+PROMPT: Could Alex study with you Thursday?
+RESPONSE: No, he couldn't study with me Thursday.
+
+PROMPT: Could you remember the doctor's name after you met him?
+RESPONSE: Yes, I could remember the doctor's name after I met him.
+
+PROMPT: Could Ed repair engines before he became an Army mechanic?
+RESPONSE: Yes, he could repair engines before he became an Army mechanic.
+
+PROMPT: No, he couldn't review the lesson with me yesterday.
+RESPONSE: Could he review the lesson with you yesterday?
+
+PROMPT: Yes, I could answer all of the questions on the test.
+RESPONSE: Could you answer all of the questions on the test?
+
+PROMPT: No, I couldn't do all of my homework last night.
+RESPONSE: Could you do all of your homework last night?
+
+PROMPT: Yes, I could understand the teacher in our Spanish class.
+RESPONSE: Could you understand the teacher in your Spanish class?
+
+# Source: ST §How Long Have You Been Here?
+$PRODUCE How Long — Asking the Question
+ID: l5-s4
+INTRO: Time for "how long". Read the cue and the answer on the screen, then ask the question that fits — aloud. The answer already tells you which tense you need.
+INSTRUCTION: Ask a "how long" question that fits the answer, using the cue words.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a grammatical "How long ..." question built from the cue words whose tense matches the given answer (present perfect, present perfect continuous, or future with "will"). Accept minor wording variation; a tense that doesn't match the answer fails.
+
+EXAMPLE
+TEMPLATE: Tom: you/at work
+TEMPLATE: Jim: I've been here for almost two hours.
+RESPONSE: How long have you been at work?
+
+TEMPLATE: Dan: Jeff/this base
+TEMPLATE: Don: He's been at this base for a year and a half.
+RESPONSE: How long has Jeff been at this base?
+
+TEMPLATE: Jan: you/that cold
+TEMPLATE: Jim: I've had this cold since last Monday.
+RESPONSE: How long have you had that cold?
+
+TEMPLATE: Jan: you/fever
+TEMPLATE: Jim: I've had a fever for two days.
+RESPONSE: How long have you had a fever?
+
+TEMPLATE: Ken: Ted/cough
+TEMPLATE: Sam: He's had that cough for four or five days.
+RESPONSE: How long has Ted had a cough?
+
+TEMPLATE: Don: colonel/in Germany
+TEMPLATE: Bob: He'll be in Germany for six weeks.
+RESPONSE: How long will the colonel be in Germany?
+
+TEMPLATE: Mark: Jane/her cousin's house
+TEMPLATE: Mary: She'll be at her cousin's house for the weekend.
+RESPONSE: How long will Jane be at her cousin's house?
+
+TEMPLATE: Jack: you/program
+TEMPLATE: Beth: I've been watching it for an hour.
+RESPONSE: How long have you been watching that program?
+
+TEMPLATE: Greg: instructor
+TEMPLATE: Gina: She's been teaching here for three years.
+RESPONSE: How long has the instructor been teaching here?
+
+TEMPLATE: Anne: car
+TEMPLATE: Alan: It's been leaking oil for a week.
+RESPONSE: How long has the car been leaking oil?
+
+TEMPLATE: Jack: Lt Roberts/the captain
+TEMPLATE: Jean: She's been talking to him for half an hour.
+RESPONSE: How long has Lt Roberts been talking to the captain?
+
+# SKIPPED (book): "HE TOLD HER THAT . . ." — listening comprehension task based on an unprinted conversation; convertible later with chosen items + TTS.
+
+# Source: ST §Somebody Hit a Pedestrian (word box)
+$GRAMMAR Word Box — Somebody, Anybody, Nobody
+ID: l5-s5
+INTRO: Here's the word box for the next exercise — the people words like somebody and nobody, plus driving words from earlier in the book. Tap any word to hear it, then move on.
+
+Use these words in the next exercise.
+
+**People:** {someone} / {somebody} · {anyone} / {anybody} · {no one} / {nobody}
+
+**Driving:** {fail to} · {pass} · {speed} · {yield}
+
+**Describing:** {ahead} · {lost} · {nervous}
+
+**On the road:** {lane} · {stop sign} · {way}
+
+# Source: ST §Somebody Hit a Pedestrian
+$PRODUCE Somebody, Anybody, Nobody
+ID: l5-s6
+REFERENCE
+INTRO: Somebody didn't yield, and of course nobody is admitting it. Complete each sentence with words from the box — it stays one tap away if you need it.
+INSTRUCTION: Complete the sentences with words from the word box.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: There's not ____{anyone|anybody} in that ____{lane}.
+RESPONSE: There's not anyone in that lane.
+
+TEMPLATE: I don't think ____{anyone|anybody} got ____{lost} downtown.
+RESPONSE: I don't think anyone got lost downtown.
+
+TEMPLATE: ____{No one|Nobody} stopped at that ____{stop sign}.
+RESPONSE: No one stopped at that stop sign.
+
+TEMPLATE: There was an accident because ____{someone|somebody} didn't ____{yield} at the intersection.
+RESPONSE: There was an accident because someone didn't yield at the intersection.
+
+TEMPLATE: ____{No one|Nobody} knew the ____{way} to the base.
+RESPONSE: No one knew the way to the base.
+
+TEMPLATE: Was ____{anyone|anybody} ____{nervous} when Bob drove?
+RESPONSE: Was anyone nervous when Bob drove?
+
+TEMPLATE: ____{No one|Nobody} saw the car ____{ahead} of us until it was too late.
+RESPONSE: No one saw the car ahead of us until it was too late.
+
+TEMPLATE: ____{Someone|Somebody} ____{failed to} stop at the light.
+RESPONSE: Someone failed to stop at the light.
+
+TEMPLATE: ____{No one|Nobody} should ____{pass} another car on a hill.
+RESPONSE: No one should pass another car on a hill.
+
+TEMPLATE: ____{Anyone|Anybody|Someone|Somebody} who is changing from one ____{lane} to another should signal.
+RESPONSE: Anyone who is changing from one lane to another should signal.
+
+TEMPLATE: ____{No one|Nobody} drives fast on this road. ____{Anyone|Anybody|Someone|Somebody} who ____{speeds} here gets a ticket.
+RESPONSE: No one drives fast on this road. Anyone who speeds here gets a ticket.
+
+# SKIPPED (book): "I'M TOO UNHAPPY TO . . ." — open-ended sentence creation from a word box with no determinate key; single-cue invention is on the avoid list.
+
+# Source: ST §Yes, It's Usually Rainy There.
+$PRODUCE Rainy, Icy, Noisy — the -y Suffix
+ID: l5-s7
+INTRO: Rain makes it rainy; ice makes it icy. Listen to each question, then answer aloud with the yes or no shown on the screen — and turn the key noun into its -y adjective.
+INSTRUCTION: Answer aloud as cued, using the -y form of the key word.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any natural complete sentence with the cued yes/no polarity that uses the -y adjective formed from the key noun in the question (rain → rainy, ice → icy, etc.). The -y adjective is the point — an answer without it fails.
+
+EXAMPLE
+PROMPT: Is there a *leak* in the bathroom faucet?
+TEMPLATE: Yes, ____.
+RESPONSE: Yes, the bathroom faucet is leaky.
+
+PROMPT: Is there a lot of *rain* in London?
+TEMPLATE: Yes, ____.
+RESPONSE: Yes, London is rainy.
+
+PROMPT: Is there *ice* on the roads?
+TEMPLATE: Yes, ____.
+RESPONSE: Yes, the roads are icy.
+
+PROMPT: Does the meat have too much *salt* on it?
+TEMPLATE: No, ____.
+RESPONSE: No, the meat isn't salty.
+
+PROMPT: Does it *snow* often in Saudi Arabia?
+TEMPLATE: No, ____.
+RESPONSE: No, Saudi Arabia isn't snowy.
+
+PROMPT: Was there a lot of *soap* in the water?
+TEMPLATE: Yes, ____.
+RESPONSE: Yes, the water was soapy.
+
+PROMPT: Do you have *grease* on your hands?
+TEMPLATE: No, ____.
+RESPONSE: No, my hands aren't greasy.
+
+PROMPT: Was there too much *water* in the coffee?
+TEMPLATE: No, ____.
+RESPONSE: No, the coffee wasn't watery.
+
+PROMPT: Do airplanes take off when there's a *storm*?
+TEMPLATE: No, ____.
+RESPONSE: No, airplanes don't take off when it's stormy.
+
+PROMPT: Will there be a lot of *rain* tomorrow?
+TEMPLATE: Yes, ____.
+RESPONSE: Yes, it will be rainy tomorrow.
+
+PROMPT: Is there a lot of *noise* in your apartment building?
+TEMPLATE: No, ____.
+RESPONSE: No, my apartment building isn't noisy.
+
+$LESSON 5-2: Grammar Review — Relative Clauses and Reading Skills
+
+# Source: ST §Aldo's Auto Repair (word box)
+$GRAMMAR Word Box — At the Auto Shop
+ID: l5-s8
+INTRO: In this part you'll review relative clauses — who, which, and that — and then practice reading for summaries and main ideas. Start with this word box from the auto shop; tap any word to hear it.
+
+Use these words in the next exercise.
+
+**Relative pronouns:** {that} · {who} · {which}
+
+**Shop work:** {service} · {tune up} · {charge} · {exchange} · {leak}
+
+**Money back:** {refund} · {guarantee} · {credit} · {give back}
+
+# Source: ST §The Shop That Serviced My Car
+$PRODUCE The Shop That Serviced My Car
+ID: l5-s9
+REFERENCE
+INTRO: Aldo's shop guarantees its work — let's see if you can guarantee yours. Complete each sentence with words from the box, in the correct form: who or that for people, which or that for things.
+INSTRUCTION: Complete the sentences using words from the box, in the correct form.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Is this the shop ____{which|that} ____{serviced|services} your car?
+RESPONSE: Is this the shop that serviced your car?
+
+EXAMPLE
+TEMPLATE: Ernie is the mechanic ____{who|that} ____{tuned up|tunes up} my engine.
+RESPONSE: Ernie is the mechanic who tuned up my engine.
+
+TEMPLATE: Is this the shop ____{which|that} ____{services|serviced} all kinds of cars?
+RESPONSE: Is this the shop that services all kinds of cars?
+
+TEMPLATE: Is that the shop ____{which|that} ____{refunded|refunds|gave back|gives back} your money?
+RESPONSE: Is that the shop that refunded your money?
+
+TEMPLATE: Sam's Service Station is the place ____{which|that} ____{guaranteed|guarantees} the job.
+RESPONSE: Sam's Service Station is the place that guaranteed the job.
+
+TEMPLATE: I was the one ____{who|that} ____{charged} the work.
+RESPONSE: I was the one who charged the work.
+
+TEMPLATE: The clerk ____{who|that} ____{exchanged} the part at the shop is my sister.
+RESPONSE: The clerk who exchanged the part at the shop is my sister.
+
+TEMPLATE: Is he the man ____{who|that} ____{tuned up} the motor that leaked oil?
+RESPONSE: Is he the man who tuned up the motor that leaked oil?
+
+TEMPLATE: Who was the clerk ____{who|that} ____{credited} your account?
+RESPONSE: Who was the clerk who credited your account?
+
+TEMPLATE: Are you the mechanic ____{who|that} ____{tunes up|services} truck engines?
+RESPONSE: Are you the mechanic who tunes up truck engines?
+
+TEMPLATE: This is the shop ____{which|that} didn't ____{refund|give back} my money.
+RESPONSE: This is the shop that didn't refund my money.
+
+TEMPLATE: What's the name of the garage ____{which|that} ____{guarantees} its work for 90 days?
+RESPONSE: What's the name of the garage that guarantees its work for 90 days?
+
+# Source: ST §Which Summary Is the Best?
+$SELECT Which Summary Is the Best?
+ID: l5-s10
+INTRO: Read each paragraph, then tap the summary that covers the whole paragraph — not just one sentence of it — in the fewest words.
+INSTRUCTION: Read the paragraph and tap the best summary.
+
+TEMPLATE: Soccer is a game that almost everyone who is in good physical shape can play. In basketball, most of the players are tall. In football, many of the players are heavy and very strong. Soccer is different. A player who is fast can do well in a soccer game. He doesn't need to be tall, heavy, or strong.
+OPTION: a | Basketball players have to be tall, or they won't do well in a game.
+OPTION: b | Football and basketball games are different from soccer games.
+OPTION: c | Speed, not size, is the thing that's most important to a soccer player.
+ANSWER: c
+
+TEMPLATE: People who are driving on long trips should stop often. They can buy gas, eat, sightsee, or just exercise a little. When they get tired, they can pull over to the side of the road and rest. Without regular breaks, drivers can easily become tired or careless. Sometimes when a driver falls asleep at the wheel, his vehicle leaves the road or crosses into the opposite lane and causes a terrible accident.
+OPTION: a | You should be careful while you're driving. When you become tired, pull off the road and rest.
+OPTION: b | Drivers should stop regularly on long trips. Those who don't take breaks can become tired and cause accidents.
+OPTION: c | Long automobile trips can be boring. When you take breaks to go sightseeing, they're more interesting.
+ANSWER: b
+
+# Source: ST §Put Two Sentences Together
+$PRODUCE Put Two Sentences Together
+ID: l5-s11
+INTRO: Two short sentences walk in; one good sentence walks out. Read the pair, then combine them aloud using the cue word — the whole set tells the story of one very unlucky patient.
+INSTRUCTION: Combine the two sentences into one, using the cue word.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a single grammatical sentence incorporating the cue word as a conjunction or relative pronoun linking the two given clauses. Accept either clause order where the cue word allows it.
+
+TEMPLATE: The student isn't in class today. He had a fever yesterday. (who)
+RESPONSE: The student who had a fever yesterday isn't in class today.
+
+TEMPLATE: He has a cold. It's getting worse every day. (which)
+RESPONSE: He has a cold which is getting worse every day.
+
+TEMPLATE: He didn't make a doctor's appointment. He really felt bad. (until)
+RESPONSE: He didn't make a doctor's appointment until he really felt bad.
+
+TEMPLATE: His friend drove him to the doctor's office. The student thought he was too sick to drive. (because)
+RESPONSE: His friend drove him to the doctor's office because the student thought he was too sick to drive.
+
+TEMPLATE: The doctor examined him. His friend waited. (while)
+RESPONSE: His friend waited while the doctor examined him.
+
+TEMPLATE: He looked better. He came out of the examination room. (when)
+RESPONSE: He looked better when he came out of the examination room.
+
+TEMPLATE: He wasn't terribly sick. He went in. (before)
+RESPONSE: He wasn't terribly sick before he went in.
+
+TEMPLATE: But he became sicker. He saw the doctor's bill. (after)
+RESPONSE: But he became sicker after he saw the doctor's bill.
+
+# Source: ST §Topics, Main Ideas, and Titles (paragraph 1)
+$DIALOGUE Reading — Careless Drivers
+ID: l5-s12
+INTRO: Read this short paragraph about careless drivers. Afterwards you'll name its topic and main idea, so read like it matters.
+INSTRUCTION: Read the paragraph.
+
+LINE: No one wants to be in an automobile accident or plans to have one, but many people get hurt on the highway every day.
+LINE: Often they are the ones who caused the accident because they were careless.
+LINE: They didn't keep their car in good shape, their mind on the road, their hands on the wheel, or their eyes on the speed limit signs.
+
+# Source: ST §Topics, Main Ideas, and Titles (paragraph 1, questions)
+$PRODUCE Topic, Main Idea, and Title (1)
+ID: l5-s13
+REFERENCE
+INTRO: Now type the topic, the main idea, and a good title for the paragraph. It stays one tap away if you need to reread it.
+INSTRUCTION: Type the topic, main idea, and title for the paragraph.
+INPUT: type
+CHECK: llm
+RUBRIC: Treat this as the key — topic: careless driving / highway accidents; main idea: many highway accidents are caused by careless drivers who don't maintain their cars or pay attention; title: any short title reflecting careless driving or accidents. Accept any phrasing or short form of the same idea.
+
+TEMPLATE: Topic:
+RESPONSE: Careless Driving
+
+TEMPLATE: Main idea:
+RESPONSE: Many accidents are caused by careless drivers who do not pay attention or maintain their cars.
+
+TEMPLATE: Title:
+RESPONSE: Highway Accidents
+
+# Source: ST §Topics, Main Ideas, and Titles (paragraph 2)
+$DIALOGUE Reading — Around the World Without Stopping
+ID: l5-s14
+INTRO: Another paragraph — two pilots, one very light airplane, and nine noisy days in the air. Read it; the same three questions follow.
+INSTRUCTION: Read the paragraph.
+
+LINE: When people really want to do something that's difficult, they can usually find a way.
+LINE: Two U.S. pilots wanted to show that an airplane could fly around the world and not stop.
+LINE: They decided to build an airplane that was very light and didn't use much gas.
+LINE: It was noisy and slow, but it worked.
+LINE: In 1986, they flew it around the world.
+LINE: They got hurt when they flew through stormy weather and became terribly tired, but they finished the trip in nine days.
+
+# Source: ST §Topics, Main Ideas, and Titles (paragraph 2, questions)
+$PRODUCE Topic, Main Idea, and Title (2)
+ID: l5-s15
+REFERENCE
+INTRO: Same job as before — type the topic, the main idea, and a title for the pilots' story.
+INSTRUCTION: Type the topic, main idea, and title for the paragraph.
+INPUT: type
+CHECK: llm
+RUBRIC: Treat this as the key — topic: a non-stop flight around the world; main idea: two pilots built a special light airplane and flew it around the world without stopping, despite storms and exhaustion; title: any short title reflecting the around-the-world flight. Accept any phrasing or short form of the same idea.
+
+TEMPLATE: Topic:
+RESPONSE: A non-stop flight around the world.
+
+TEMPLATE: Main idea:
+RESPONSE: Two pilots built a special airplane and successfully flew it non-stop around the world despite difficulties.
+
+TEMPLATE: Title:
+RESPONSE: Flying Around the World
+
+# Source: ST §What Does the Word Mean?
+$PRODUCE What Does the Word Mean? — Context Clues
+ID: l5-s16
+INTRO: Last one. Context tells you what a word means — and how sure you can be. For each line, type "is", "is not", or "may be", and notice how more context makes you more certain. Then go show that quiz who studied.
+INSTRUCTION: Type "is", "is not", or "may be" in each blank.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Tom slept *during* class.
+TEMPLATE: During ____{may be} before the class started.
+TEMPLATE: ____{may be} while he was in class.
+TEMPLATE: ____{may be} after he left class.
+RESPONSE: During may be before the class started, may be while he was in class, and may be after he left class.
+
+TEMPLATE: The teacher was upset because Tom slept *during* class.
+TEMPLATE: During ____{is not} before the class started.
+TEMPLATE: ____{is} while he was in class.
+TEMPLATE: ____{is not} after he left class.
+RESPONSE: During is not before the class started, is while he was in class, and is not after he left class.
+
+TEMPLATE: The teacher was upset because Tom slept *during* class and didn't hear the question.
+TEMPLATE: During ____{is not} before the class started.
+TEMPLATE: ____{is} while he was in class.
+TEMPLATE: ____{is not} after he left class.
+RESPONSE: During is not before the class started, is while he was in class, and is not after he left class.
+
+TEMPLATE: Tina will *remain* here.
+TEMPLATE: Remain ____{may be} work.
+TEMPLATE: ____{may be} stay.
+TEMPLATE: ____{may be} leave.
+RESPONSE: Remain may be work, may be stay, and may be leave.
+
+TEMPLATE: Tina will *remain* here in the hospital.
+TEMPLATE: Remain ____{may be} work.
+TEMPLATE: ____{may be} stay.
+TEMPLATE: ____{is not} leave.
+RESPONSE: Remain may be work, may be stay, and is not leave.
+
+TEMPLATE: Tina will *remain* here in the hospital until she is well and can go back home.
+TEMPLATE: Remain ____{is not} work.
+TEMPLATE: ____{is} stay.
+TEMPLATE: ____{is not} leave.
+RESPONSE: Remain is not work, is stay, and is not leave.
+
+# SKIPPED (book): "LISTEN AND WRITE." — dictation of an unprinted paragraph; no stimulus to convert. Convertible later with chosen items + TTS.
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