diff --git a/book-5-lesson-1.module b/book-5-lesson-1.module
index f064f09c..d6714b48 100644
--- a/book-5-lesson-1.module
+++ b/book-5-lesson-1.module
@@ -33,27 +33,27 @@ INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: body
-LINE: This is a body. {bk05-l1a-f1-01.mp3}
+LINE: Body. A body. This is a body. {bk05-l1a-f1-01.mp3}
 
 VOCAB: head
-LINE: This is a head. {bk05-l1a-f1-02.mp3}
+LINE: Head. A head. This is a head. {bk05-l1a-f1-02.mp3}
 
 VOCAB: trunk
-LINE: This is a trunk. {bk05-l1a-f1-03.mp3}
+LINE: Trunk. A trunk. This is a trunk. {bk05-l1a-f1-03.mp3}
 
 VOCAB: limbs
-LINE: These are limbs. {bk05-l1a-f1-04.mp3}
+LINE: Limbs. These are limbs. {bk05-l1a-f1-04.mp3}
 
 LINE: The body has a head, a trunk, and limbs. {bk05-l1a-f1-05.mp3}
 
 VOCAB: bone
-LINE: Inside our body, we have bones. {bk05-l1a-f1-06.mp3}
+LINE: Bone. Bones. Inside our body, we have bones. {bk05-l1a-f1-06.mp3}
 
 VOCAB: muscle
-LINE: Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}
+LINE: Muscle. Muscles. Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}
 
 VOCAB: skin
-LINE: We have skin outside our body. {bk05-l1a-f1-08.mp3}
+LINE: Skin. We have skin outside our body. {bk05-l1a-f1-08.mp3}
 
 # Source: LLA 1A Figure 1 (questions pass)
 $PRODUCE Questions About the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
@@ -76,7 +76,7 @@ RESPONSE: Our skin is on the outside of our body. {bk05-l1a-f1-14.mp3}
 # DROPPED (twin): ST §Parts of the Body (l1-s1) — same vocabulary presentation as the cassette activity above; cassette kept.
 
 # Source: ST §The Body (reading)
-$DIALOGUE Reading: The Body
+$DIALOGUE Reading: The Body {st-page_007_001.jpg|Diagram of a full human silhouette with labels indicating RIGHT, LEFT, HEAD, TRUNK, ARMS, and LEGS}
 ID: l1-s2
 INTRO: A short reading about the body. Just listen — the questions come right after.
 INSTRUCTION: Listen to the paragraphs.
@@ -119,37 +119,37 @@ INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: eyebrow
-LINE: We have 2 eyebrows. {bk05-l1a-f2-01.mp3}
+LINE: Eyebrow, eyebrows. We have 2 eyebrows. {bk05-l1a-f2-01.mp3}
 
 VOCAB: eyelash
-LINE: We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}
+LINE: Eyelash, eyelashes. We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}
 
 VOCAB: eye
-LINE: We see with our eyes. {bk05-l1a-f2-03.mp3}
+LINE: Eye, eyes. We see with our eyes. {bk05-l1a-f2-03.mp3}
 
 VOCAB: eyelid
-LINE: We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}
+LINE: Eyelid, eyelids. We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}
 
 VOCAB: ear
-LINE: We hear with our ears. {bk05-l1a-f2-05.mp3}
+LINE: Ear, ears. We hear with our ears. {bk05-l1a-f2-05.mp3}
 
 VOCAB: nose
-LINE: We have 1 nose. {bk05-l1a-f2-06.mp3}
+LINE: Nose, noses. We have 1 nose. {bk05-l1a-f2-06.mp3}
 
 VOCAB: mouth
-LINE: We speak with our mouth. {bk05-l1a-f2-07.mp3}
+LINE: Mouth, mouths. We speak with our mouth. {bk05-l1a-f2-07.mp3}
 
 VOCAB: lip
-LINE: The lips are outside the mouth. {bk05-l1a-f2-08.mp3}
+LINE: Lip, lips. The lips are outside the mouth. {bk05-l1a-f2-08.mp3}
 
 VOCAB: tongue
-LINE: Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}
+LINE: Tongue, tongues. Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}
 
 VOCAB: neck
-LINE: The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}
+LINE: Neck, necks. The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}
 
 VOCAB: throat
-LINE: The throat is inside the neck. {bk05-l1a-f2-11.mp3}
+LINE: Throat, throats. The throat is inside the neck. {bk05-l1a-f2-11.mp3}
 
 # DROPPED (twin): ST §The Head (l1-s4) — same head-parts presentation as the cassette activity above; cassette kept.
 
@@ -201,6 +201,10 @@ ID: 5-1a-f3-review
 INTRO: Meet Mary. Her head has numbers on it — listen to the quick review of what each one is.
 INSTRUCTION: Listen to the review.
 
+LINE: This is a woman's head. This is Mary's head. {bk05-l1a-f3-intro1.mp3}
+
+LINE: Let's review the parts of her head. {bk05-l1a-f3-intro2.mp3}
+
 LINE: What's number 1? That's her eyebrow. {bk05-l1a-f3-01.mp3}
 LINE: What's number 2? That's her eyelid. {bk05-l1a-f3-02.mp3}
 LINE: What's number 3? That's her eye. {bk05-l1a-f3-03.mp3}
@@ -370,13 +374,13 @@ INTRO: In this part you'll learn the arms and legs — and which one is right an
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}
+LINE: Limb, limbs. The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}
 
 VOCAB: arm
-LINE: We have 2 arms. {bk05-l1a-f4-02.mp3}
+LINE: Arm, arms. We have 2 arms. {bk05-l1a-f4-02.mp3}
 
 VOCAB: leg
-LINE: We have 2 legs. {bk05-l1a-f4-03.mp3}
+LINE: Leg, legs. We have 2 legs. {bk05-l1a-f4-03.mp3}
 
 VOCAB: right arm
 LINE: This is the man's right arm. {bk05-l1a-f4-04.mp3}
@@ -420,86 +424,64 @@ INTRO: The arm, from shoulder to fingernail. Listen and repeat each word and sen
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: The arm is a limb of the body. {bk05-l1a-f7-01.mp3}
+LINE: The arm. The arm is a limb of the body. {bk05-l1a-f7-01.mp3}
 
 VOCAB: shoulder
-LINE: This is a shoulder. {bk05-l1a-f7-02.mp3}
+LINE: Shoulder. Shoulders. This is a shoulder. {bk05-l1a-f7-02.mp3}
 
 VOCAB: elbow
-LINE: This is an elbow. {bk05-l1a-f7-03.mp3}
+LINE: Elbow. Elbows. This is an elbow. {bk05-l1a-f7-03.mp3}
 
 VOCAB: wrist
-LINE: This is a wrist. {bk05-l1a-f7-04.mp3}
+LINE: Wrist. Wrists. This is a wrist. {bk05-l1a-f7-04.mp3}
 
 VOCAB: hand
-LINE: We write with our hands. {bk05-l1a-f7-05.mp3}
+LINE: Hand. Hands. We write with our hands. {bk05-l1a-f7-05.mp3}
 
 VOCAB: finger
-LINE: We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}
+LINE: Finger. Fingers. We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}
 
 VOCAB: thumb
-LINE: One finger is a thumb. {bk05-l1a-f7-07.mp3}
+LINE: Thumb. Thumbs. One finger is a thumb. {bk05-l1a-f7-07.mp3}
 
 VOCAB: nail
 VOCAB: fingernail
-LINE: We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}
+LINE: Nail. Fingernail. Nails. Fingernails. We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}
 
 # DROPPED (twin): ST §The Arm (l1-s6) — same arm-parts presentation as the cassette activity above; cassette kept.
 
 # Source: LLA 1A Figure 7 (questions pass)
-$SELECT Questions About the Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
+$PRODUCE Questions About the Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
 ID: 5-1a-f7-b
-INTRO: You'll hear a question about a numbered part of the arm. Tap the correct answer, then repeat it.
-INSTRUCTION: Tap the correct answer.
+INTRO: Each question gives you two choices. Look at the numbered diagram, answer aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud, then repeat.
+INPUT: speak
+CHECK: reveal
 REPEAT
 
 PROMPT: Is Number 5 a thumb or a finger? {bk05-l1a-f7-09.mp3}
-OPTION: a | a thumb
-OPTION: b | a finger
-ANSWER: b
-FEEDBACK: It's a finger. {bk05-l1a-f7-09-fb.mp3}
+RESPONSE: It's a finger. {bk05-l1a-f7-09-fb.mp3}
 
 PROMPT: Is Number 1 a wrist or a shoulder? {bk05-l1a-f7-10.mp3}
-OPTION: a | a wrist
-OPTION: b | a shoulder
-ANSWER: b
-FEEDBACK: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}
+RESPONSE: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}
 
 PROMPT: Is Number 3 a wrist or a shoulder? {bk05-l1a-f7-11.mp3}
-OPTION: a | a wrist
-OPTION: b | a shoulder
-ANSWER: a
-FEEDBACK: It's a wrist. {bk05-l1a-f7-11-fb.mp3}
+RESPONSE: It's a wrist. {bk05-l1a-f7-11-fb.mp3}
 
 PROMPT: Is Number 6 a thumb or a hand? {bk05-l1a-f7-12.mp3}
-OPTION: a | a thumb
-OPTION: b | a hand
-ANSWER: a
-FEEDBACK: It's a thumb. {bk05-l1a-f7-12-fb.mp3}
+RESPONSE: It's a thumb. {bk05-l1a-f7-12-fb.mp3}
 
 PROMPT: Is Number 2 a wrist or an elbow? {bk05-l1a-f7-13.mp3}
-OPTION: a | a wrist
-OPTION: b | an elbow
-ANSWER: b
-FEEDBACK: It's an elbow. {bk05-l1a-f7-13-fb.mp3}
+RESPONSE: It's an elbow. {bk05-l1a-f7-13-fb.mp3}
 
 PROMPT: Is Number 4 a shoulder or a hand? {bk05-l1a-f7-14.mp3}
-OPTION: a | a shoulder
-OPTION: b | a hand
-ANSWER: b
-FEEDBACK: It's a hand. {bk05-l1a-f7-14-fb.mp3}
+RESPONSE: It's a hand. {bk05-l1a-f7-14-fb.mp3}
 
 PROMPT: Is Number 7 a thumb or a nail? {bk05-l1a-f7-15.mp3}
-OPTION: a | a thumb
-OPTION: b | a nail
-ANSWER: b
-FEEDBACK: It's a nail. {bk05-l1a-f7-15-fb.mp3}
+RESPONSE: It's a nail. {bk05-l1a-f7-15-fb.mp3}
 
 PROMPT: Is Number 5 a finger or a wrist? {bk05-l1a-f7-16.mp3}
-OPTION: a | a finger
-OPTION: b | a wrist
-ANSWER: a
-FEEDBACK: It's a finger. {bk05-l1a-f7-16-fb.mp3}
+RESPONSE: It's a finger. {bk05-l1a-f7-16-fb.mp3}
 
 # Source: LLA 1A Figure 8
 $DIALOGUE The Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
@@ -511,22 +493,22 @@ REPEAT
 LINE: This is a leg. {bk05-l1a-f8-01.mp3}
 
 VOCAB: knee
-LINE: This is a knee. {bk05-l1a-f8-02.mp3}
+LINE: Knee. Knees. This is a knee. {bk05-l1a-f8-02.mp3}
 
 VOCAB: ankle
-LINE: This is an ankle. {bk05-l1a-f8-03.mp3}
+LINE: Ankle. Ankles. This is an ankle. {bk05-l1a-f8-03.mp3}
 
-LINE: We stand on our two feet. {bk05-l1a-f8-04.mp3}
+LINE: Foot. Feet. We stand on our two feet. {bk05-l1a-f8-04.mp3}
 
 VOCAB: heel
 VOCAB: foot
-LINE: This is the heel on our foot. {bk05-l1a-f8-05.mp3}
+LINE: Heel. Heels. This is the heel on our foot. {bk05-l1a-f8-05.mp3}
 
 VOCAB: toe
-LINE: We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}
+LINE: Toe. Toes. We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}
 
 VOCAB: toenail
-LINE: The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}
+LINE: Nail. Toenail. Nails. Toenails. The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}
 
 # DROPPED (twin): ST §The Leg (l1-s7) — same leg-parts presentation as the cassette activity above; cassette kept.
 
@@ -765,28 +747,50 @@ VOCAB: What's wrong?
 LINE: What's wrong? {bk05-l1b-f4-02.mp3}
 
 VOCAB: to take medicine
-VOCAB: medicine
 LINE: Take medicine. {bk05-l1b-f4-03.mp3}
 
-LINE: Head. {bk05-l1b-f4-04.mp3}
+VOCAB: medicine
+LINE: Medicine. {bk05-l1b-f4-04.mp3}
+
+LINE: Head. {bk05-l1b-f4-05.mp3}
 
 VOCAB: to hurt
-LINE: Hurt. {bk05-l1b-f4-05.mp3}
+LINE: Hurt. {bk05-l1b-f4-06.mp3}
 
-LINE: Throat. {bk05-l1b-f4-06.mp3}
+LINE: Throat. {bk05-l1b-f4-07.mp3}
 
 VOCAB: sore
-LINE: Sore. {bk05-l1b-f4-07.mp3}
+LINE: Sore. {bk05-l1b-f4-08.mp3}
 
-LINE: What's wrong with Al? What's the matter? {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-08.mp3}
+# Source: LLA 1B Figure 4 (dialogue pass — listen only; the repeat pass is 1B Figure 5)
+$DIALOGUE What's Wrong with Al? (Pictures)
+ID: 5-1b-f4-b
+INTRO: Now look at the pictures of Al's bad week and just listen to the conversation about him.
+INSTRUCTION: Listen to the dialogue.
 
-LINE: His head hurts. His throat is sore. {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-09.mp3}
+Paul: What's wrong with Al? {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-09.mp3}
+Frank: He's sick. {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-10.mp3}
+Paul: What's the matter? {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-11.mp3}
+Frank: His head hurts. His throat is sore. {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-12.mp3}
+Paul: Did he visit the doctor? {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-13.mp3}
+Frank: Yes. He went yesterday morning. {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-14.mp3}
+Paul: Did he get medicine for his sore throat? {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-15.mp3}
+Frank: Yes. And he takes his medicine every 4 hours. {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-16.mp3}
 
-LINE: The doctor gave him medicine. {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-10.mp3}
+# Source: ST §What's the Matter? (distinct Jack sentences and picture; the word list above teaches the vocabulary)
+$DIALOGUE What's the Matter? (Jack) {st-page_015_001.jpg|A man sitting on a bed with a bandaged leg holding his knee in pain, next to two medicine bottles on a side table}
+ID: l1-s11
+INTRO: Meet Jack and his sore knee. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
-LINE: He takes his medicine every four hours. {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-11.mp3}
+LINE: Jack hurt his knee.
 
-# DROPPED (twin): ST §What's the Matter? (l1-s11) — same hurt/sore/medicine presentation as the cassette activity above; cassette kept.
+LINE: His knee hurts. It's very sore.
+
+LINE: The doctor gave Jack medicine.
+
+LINE: Jack must take his medicine for 2 days.
 
 # Source: LLA 1B Figure 5
 $DIALOGUE What's Wrong with Al?
@@ -874,7 +878,27 @@ RESPONSE: Is he taking medicine for that?
 TEMPLATE: — ____{Yes, he is|Yes, he's taking some medicine}.
 RESPONSE: Yes, he is.
 
-# SKIPPED (book): "MY NECK WAS SORE LAST WEEK." (ST p. 17) — open pair question completion and discussion practice.
+# SKIPPED (book): "MY NECK WAS SORE LAST WEEK." (ST p. 17) — only the open ask-and-answer/discussion half; its 4 printed completion blanks are converted below.
+
+# Source: ST §My Neck Was Sore Last Week. (the printed completion blanks; the open ask-and-answer half stays skipped)
+$PRODUCE Ask About a Sore Neck
+ID: l1-s14-neck
+INTRO: Your friend's neck was sore last week — today he looks fine. Complete the questions you would ask him.
+INSTRUCTION: Type the missing words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: What was wrong ____{with you}?
+RESPONSE: What was wrong with you?
+
+TEMPLATE: Did you go to the ____{doctor}?
+RESPONSE: Did you go to the doctor?
+
+TEMPLATE: Was your ____{neck} very sore?
+RESPONSE: Was your neck very sore?
+
+TEMPLATE: Is your ____{neck} okay now?
+RESPONSE: Is your neck okay now?
 
 # Source: LLA 1C Figure 7 (placed with the health topic it practices)
 $DIALOGUE What Happened to Bill?
@@ -903,12 +927,15 @@ RESPONSE: hand
 
 TEMPLATE: 2. ____
 RESPONSE: right arm
+ACCEPT: arm
 
 TEMPLATE: 3. ____
 RESPONSE: left hand
+ACCEPT: hand
 
 TEMPLATE: 4. ____
 RESPONSE: left knee
+ACCEPT: knee
 
 # Source: LLA 1B Figure 7
 $DIALOGUE Move, Point To, and Touch
@@ -951,6 +978,12 @@ INTRO: A few more sentences with the same three verbs — this time about bodies
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
+LINE: He moves his hand. {st-page_011_002.jpg|An illustration of a hand moving side to side}
+
+LINE: He points to his right foot. {st-page_011_003.jpg|An illustration of a person in a suit pointing down at their right foot}
+
+LINE: He touches his shoulder. {st-page_011_004.jpg|An illustration of a person touching their own shoulder}
+
 LINE: Bones and muscles help move the body.
 LINE: John moved to a different chair.
 LINE: Move this table, please.
@@ -989,7 +1022,20 @@ LINE: These are long fingernails. {page_018_007.jpg|A hand showing long fingerna
 
 LINE: These are short fingernails. {page_018_008.jpg|A hand showing short trimmed fingernails} {bk05-l1b-f2-08.mp3}
 
-# DROPPED (twin): ST §She Wears Long Dresses. (l1-s15) — same large/small/long/short presentation as the cassette activity above; cassette kept.
+# Source: ST §She Wears Long Dresses. (distinct clothing sentences and pictures; the cassette activity above teaches the adjectives)
+$DIALOGUE She Wears Long Dresses
+ID: l1-s15
+INTRO: The same four words again — now about clothes that fit, and clothes that don't. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+LINE: Danny's clothes are small. They're small clothes. {st-page_018_001.jpg|A young boy wearing a striped shirt and shorts that fit him closely}
+
+LINE: Bill's T-shirt is large. It's a large T-shirt. {st-page_018_002.jpg|A man wearing an oversized, loose T-shirt that hangs low on him}
+
+LINE: Eva sometimes wears short dresses. {st-page_018_003.jpg|A woman wearing a short knee-length dress}
+
+LINE: She wore a long dress to the dance last month. {st-page_018_004.jpg|A woman wearing an ankle-length long dress}
 
 # Source: LLA 1B Figure 3 (reading)
 $DIALOGUE Large Larry and Small Sally {page_019_001.jpg|A tall male military officer named Large Larry standing next to a shorter female military officer named Small Sally}
@@ -1062,7 +1108,7 @@ RESPONSE: She wears a long dress. {bk05-l1b-f3-39.mp3}
 $SELECT Ken and Johnny
 ID: l1-s16
 INTRO: Ken is ten, his little brother Johnny is five. Complete each sentence about them — tap the best word from the box.
-INSTRUCTION: Tap the correct word: "long", "short", "large", or "small".
+INSTRUCTION: Tap the correct word: "long", "short", "large", or "small". Use each word from the box only once.
 OPTION: a | large
 OPTION: b | small
 OPTION: c | long
@@ -1070,20 +1116,20 @@ OPTION: d | short
 
 TEMPLATE: Ken is 10 years old. His brother Johnny is 5 years old.
 TEMPLATE: Ken's clothes are ____.
-ANSWER: a|c
+ANSWER: a
 FEEDBACK: Ken's clothes are large.
 
 TEMPLATE: Johnny's clothes are ____.
-ANSWER: b|d
+ANSWER: b
 FEEDBACK: Johnny's clothes are small.
 
 TEMPLATE: Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are ____ on Johnny.
-ANSWER: a|c
-FEEDBACK: Ken's T-shirts are large on Johnny.
+ANSWER: c
+FEEDBACK: Ken's T-shirts are long on Johnny.
 
 TEMPLATE: Ken cannot wear Johnny's T-shirts. They are very ____.
-ANSWER: b|d
-FEEDBACK: They are very small.
+ANSWER: d
+FEEDBACK: They are very short.
 
 # Source: new (gap: "one/ones" is drilled in this lesson but never explained)
 $GRAMMAR "One" and "Ones"
@@ -1746,6 +1792,27 @@ LINE: December is the last month of the year.
 LINE: What is the first day of the week?
 LINE: Sunday is the first day of the week.
 
+# Source: ST §The Last Month of the Year Is December. (production pass — "ask and answer questions like the examples" over the months and days lists)
+$PRODUCE Months and Days in Order
+ID: l1-s24-b
+INTRO: Now use the ordinals on something real: the months of the year and the days of the week. Ask the question the cue tells you to, then answer it — both parts out loud.
+INSTRUCTION: Ask and answer about the order of months and days.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any grammatically correct question asking about the ordinal position of a month/day, followed by the factual answer (e.g., "What is the second month of the year? February is the second month.").
+
+TEMPLATE: Ask about the third month of the year.
+RESPONSE: What is the third month of the year? March is the third month of the year.
+
+TEMPLATE: Ask about the tenth month of the year.
+RESPONSE: What is the tenth month of the year? October is the tenth month of the year.
+
+TEMPLATE: Ask about the third day of the week.
+RESPONSE: What is the third day of the week? Tuesday is the third day of the week.
+
+TEMPLATE: Ask about the last day of the week.
+RESPONSE: What is the last day of the week? Saturday is the last day of the week.
+
 # Source: ST §What's the Date? (writing)
 $PRODUCE Write the Date
 ID: l1-s26
@@ -1905,9 +1972,10 @@ NORMALIZE: strict
 INTRO: Listen to each sentence and type it with the correct capital letters, apostrophes, and punctuation.
 INSTRUCTION: Type the sentence with correct capitalization and punctuation.
 
-TEMPLATE: which season do you like
-PROMPT: Which season do you like? {bk05-l1b-f9-01.mp3}
-RESPONSE: Which season do you like? {bk05-l1b-f9-01.mp3}
+TEMPLATE: which seasons do you like
+PROMPT: Which seasons do you like? {bk05-l1b-f9-01.mp3}
+RESPONSE: Which seasons do you like? {bk05-l1b-f9-01.mp3}
+ACCEPT: Which season do you like?
 
 TEMPLATE: i like the fall
 PROMPT: I like the fall. {bk05-l1b-f9-02.mp3}
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diff --git a/book-5-lesson-2.module b/book-5-lesson-2.module
index 0e55f301..b53cc11b 100644
--- a/book-5-lesson-2.module
+++ b/book-5-lesson-2.module
@@ -135,6 +135,8 @@ VOCAB: twenty-ninth
 LINE: 29th — twenty-ninth {bk05-l2a-f3-09.mp3}
 
 
+# DROPPED (twin): ST §Read These Dates — TTS reading of the same date pattern; the cassette date activities in this session cover it.
+
 # Source: LLA 2A Figure 3, Chart B
 $DIALOGUE Ordinal Numbers by Tens
 ID: 5-2a-f3b
@@ -169,6 +171,33 @@ VOCAB: one-hundredth
 LINE: 100th — one-hundredth {bk05-l2a-f3-18.mp3}
 
 
+# Source: ST §Ordinal Numbers (reference table 13th–100th)
+$GRAMMAR Ordinal Numbers: 13th to 100th
+ID: l2-s1
+INTRO: All the ordinal numbers from thirteenth to one hundredth in one table — look through it before you practice. Tap any of them to hear it.
+
+| | | | |
+|---|---|---|---|
+| 13th | {thirteenth} | 30th | {thirtieth} |
+| 14th | {fourteenth} | 31st | {thirty-first} |
+| 15th | {fifteenth} | 40th | {fortieth} |
+| 16th | {sixteenth} | 50th | {fiftieth} |
+| 17th | {seventeenth} | 60th | {sixtieth} |
+| 18th | {eighteenth} | 70th | {seventieth} |
+| 19th | {nineteenth} | 80th | {eightieth} |
+| 20th | {twentieth} | 90th | {ninetieth} |
+| 21st | {twenty-first} | 100th | {one-hundredth} |
+| 22nd | {twenty-second} | | |
+| 23rd | {twenty-third} | | |
+| 24th | {twenty-fourth} | | |
+| 25th | {twenty-fifth} | | |
+| 26th | {twenty-sixth} | | |
+| 27th | {twenty-seventh} | | |
+| 28th | {twenty-eighth} | | |
+| 29th | {twenty-ninth} | | |
+
+*Note: twenty -> twentieth*
+
 # Source: LLA 2A Figure 4
 $DIALOGUE Say the Dates
 ID: 5-2a-f4
@@ -210,6 +239,20 @@ INSTRUCTION: Read the paragraph.
 Narrator: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.
 
 
+# Source: ST §Jimmy's First Birthday (graded completion)
+$PRODUCE Jimmy's First Birthday (Question)
+ID: l2-s3-b
+REFERENCE: l2-s3
+INTRO: One quick question about Jimmy. Read the paragraph and type the word that completes the answer.
+INSTRUCTION: Read the paragraph and complete the answer.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: When is his birthday? His birthday is ____{today}.
+RESPONSE: His birthday is today.
+ACCEPT: today
+
+
 # Source: LLA 2A Figure 5
 $PRODUCE Type the Ordinal Numbers
 ID: 5-2a-f5
@@ -353,7 +396,29 @@ INTRO: These word pairs sound almost the same — the only difference is "p" or
 INSTRUCTION: Listen and repeat each pair of words.
 REPEAT
 
-LINE: pat — bat peach — beach rip — rib pie — by mop — mob tripe — tribe ample — amble staple — stable rope — robe pay — bay rapid — rabid pound — bound
+LINE: pat — bat
+
+LINE: peach — beach
+
+LINE: rip — rib
+
+LINE: pie — by
+
+LINE: mop — mob
+
+LINE: tripe — tribe
+
+LINE: ample — amble
+
+LINE: staple — stable
+
+LINE: rope — robe
+
+LINE: pay — bay
+
+LINE: rapid — rabid
+
+LINE: pound — bound
 
 
 # Source: LLA 2A Figure 7 (items merged from ST §Write the Letter B)
@@ -573,6 +638,36 @@ PROMPT: What's number 2? {bk05-l2b-f1-20-q.mp3}
 RESPONSE: It's Dan's hair. {bk05-l2b-f1-20-a.mp3}
 
 
+# Source: LLA 2B Figure 2 (word-list pass — "repeat the underlined words in the paragraphs")
+$DIALOGUE Barbershop Words: Say Them Clearly
+ID: 5-2b-f2-vocab
+INTRO: Before the story, here are its key words — this pass is for your pronunciation. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: Barbershop. {bk05-l2b-f2-v01.mp3}
+
+LINE: Shampoo. {bk05-l2b-f2-v02.mp3}
+
+LINE: Haircut. {bk05-l2b-f2-v03.mp3}
+
+LINE: Washes. {bk05-l2b-f2-v04.mp3}
+
+LINE: Hair. {bk05-l2b-f2-v05.mp3}
+
+LINE: Rinses. {bk05-l2b-f2-v06.mp3}
+
+LINE: Dries. {bk05-l2b-f2-v07.mp3}
+
+LINE: Combs. {bk05-l2b-f2-v08.mp3}
+
+LINE: Brushes. {bk05-l2b-f2-v09.mp3}
+
+LINE: Towel. {bk05-l2b-f2-v10.mp3}
+
+LINE: Soap. {bk05-l2b-f2-v11.mp3}
+
+
 # Source: LLA 2B Figure 2 (Part 1)
 $DIALOGUE John Goes to the Barbershop
 ID: 5-2b-f2
@@ -692,38 +787,31 @@ RESPONSE: They need a taxi. {bk05-l2b-f3-06-a.mp3}
 # Source: LLA 2B Figure 4
 $PRODUCE Need To
 ID: 5-2b-f4
-INTRO: Before a verb, "need" becomes "need to" — "He needs to visit a doctor." Read each sentence and type "need to" or "needs to", then repeat the full sentence.
-INSTRUCTION: Type the missing words.
-INPUT: type
-CHECK: exact
+INTRO: Same idea, but now what people need to DO. Listen to the situation and the cue, make a sentence with "need to" or "needs to" aloud, then repeat the answer.
+INSTRUCTION: Make a sentence with "need to" or "needs to".
+INPUT: speak
+CHECK: reveal
 REPEAT
 
 EXAMPLE
-TEMPLATE: Tom is sick. (visit a doctor)\nHe ____{needs to} visit a doctor.
 PROMPT: Tom is sick. Visit a doctor. {bk05-l2b-f4-ex-q.mp3}
 RESPONSE: He needs to visit a doctor. {bk05-l2b-f4-ex-a.mp3}
 
-TEMPLATE: It's late.\nI ____{need to} have dinner.
 PROMPT: It's late. You have dinner? {bk05-l2b-f4-01-q.mp3}
 RESPONSE: I need to have dinner. {bk05-l2b-f4-01-a.mp3}
 
-TEMPLATE: Bill is late for class.\nHe ____{needs to} get up early.
 PROMPT: Bill is late for class. Get up early. {bk05-l2b-f4-02-q.mp3}
 RESPONSE: He needs to get up early. {bk05-l2b-f4-02-a.mp3}
 
-TEMPLATE: It's hot in here.\nI ____{need to} take off my coat.
 PROMPT: It's hot in here. Take off your coat. {bk05-l2b-f4-03-q.mp3}
 RESPONSE: I need to take off my coat. {bk05-l2b-f4-03-a.mp3}
 
-TEMPLATE: Paul wants to go downtown.\nHe ____{needs to} take a bus.
 PROMPT: Paul wants to go downtown. Take a bus. {bk05-l2b-f4-04-q.mp3}
 RESPONSE: He needs to take a bus. {bk05-l2b-f4-04-a.mp3}
 
-TEMPLATE: Jan's very tired.\nShe ____{needs to} go to bed.
 PROMPT: Jan's very tired. Go to bed. {bk05-l2b-f4-05-q.mp3}
 RESPONSE: She needs to go to bed. {bk05-l2b-f4-05-a.mp3}
 
-TEMPLATE: Mark's hands are cold.\nHe ____{needs to} wear his gloves.
 PROMPT: Mark's hands are cold. Wear his gloves. {bk05-l2b-f4-06-q.mp3}
 RESPONSE: He needs to wear his gloves. {bk05-l2b-f4-06-a.mp3}
 
@@ -785,42 +873,35 @@ SUMMARY:
 # Source: LLA 2B Figure 6
 $PRODUCE Complete with Can or Can't
 ID: 5-2b-f6
-HIDE_PROMPT
-INTRO: Listen to each question and type "can" or "can't" to complete the answer on screen, then repeat the full answer.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
+INTRO: Answer each question with "can" or "can't", using the cue on the screen. Say the answer aloud, then repeat the correct one.
+INSTRUCTION: Answer aloud using "can" or "can't".
+INPUT: speak
+CHECK: reveal
 REPEAT
 
 PROMPT: What can I eat for dinner? {bk05-l2b-f6-01-q.mp3}
-TEMPLATE: You ____{can} eat chicken for dinner.
+TEMPLATE: You ____ eat chicken for dinner.
 RESPONSE: You can eat chicken for dinner. {bk05-l2b-f6-01-a.mp3}
-ACCEPT: can
 
 PROMPT: Where can we eat dinner on Sunday? {bk05-l2b-f6-02-q.mp3}
-TEMPLATE: We ____{can} eat at the Chinese restaurant.
+TEMPLATE: We ____ eat at the Chinese restaurant.
 RESPONSE: We can eat at the Chinese restaurant. {bk05-l2b-f6-02-a.mp3}
-ACCEPT: can
 
 PROMPT: Which city can we visit this summer? {bk05-l2b-f6-03-q.mp3}
-TEMPLATE: We ____{can} visit Los Angeles or New York.
+TEMPLATE: We ____ visit Los Angeles or New York.
 RESPONSE: We can visit Los Angeles or New York. {bk05-l2b-f6-03-a.mp3}
-ACCEPT: can
 
 PROMPT: Can you go with me to the movie tonight? {bk05-l2b-f6-04-q.mp3}
-TEMPLATE: No, I ____{can't|cannot}.
+TEMPLATE: No, I ____.
 RESPONSE: No, I can't. {bk05-l2b-f6-04-a.mp3}
-ACCEPT: can't | cannot
 
 PROMPT: When can you leave? {bk05-l2b-f6-05-q.mp3}
-TEMPLATE: I ____{can} leave at noon.
+TEMPLATE: I ____ leave at noon.
 RESPONSE: I can leave at noon. {bk05-l2b-f6-05-a.mp3}
-ACCEPT: can
 
 PROMPT: Can you play tennis this Saturday? {bk05-l2b-f6-06-q.mp3}
-TEMPLATE: Yes, I ____{can}.
+TEMPLATE: Yes, I ____.
 RESPONSE: Yes, I can. {bk05-l2b-f6-06-a.mp3}
-ACCEPT: can
 
 
 # Source: LLA 2B Figure 7
@@ -1041,8 +1122,9 @@ ID: l2-s12
 INTRO: Think of an ordinary classroom. Use each cue to say what's in it — "There's a clock in the classroom." or "There are desks in the classroom."
 INSTRUCTION: Say a sentence using "There's a..." or "There are..." with "in the classroom".
 INPUT: speak
-CHECK: reveal
+CHECK: llm
 SHOW_PROMPT
+RUBRIC: Accept a correctly formed sentence using "there is"/"there's" for singular items or "there are" for plural items. Including the location "in the classroom" is optional.
 
 EXAMPLE
 PROMPT: calendar
@@ -1083,6 +1165,8 @@ PROMPT: chalk
 RESPONSE: There's chalk in the classroom.
 
 
+# DROPPED (twin): ST §Some New Words — TTS sentence panel teaching change / only / pocket / grocery store; the cassette panel below covers the set (grocery store is taught on cassette in part 2-6).
+
 # Source: LLA 2C Figure 3
 $DIALOGUE Some Useful Words
 ID: 5-2c-f3
@@ -1312,7 +1396,7 @@ CHECK: exact
 
 TEMPLATE: Are there ____ books on the table?
 RESPONSE: Are there any books on the table?
-ACCEPT: any
+ACCEPT: any | some
 
 TEMPLATE: There aren't ____ radios on the table.
 RESPONSE: There aren't any radios on the table.
@@ -1324,7 +1408,7 @@ ACCEPT: some
 
 TEMPLATE: Are there ____ apples on the table?
 RESPONSE: Are there any apples on the table?
-ACCEPT: any
+ACCEPT: any | some
 
 TEMPLATE: There are ____ bananas on the table.
 RESPONSE: There are some bananas on the table.
@@ -1332,11 +1416,11 @@ ACCEPT: some
 
 TEMPLATE: Are there ____ pears on the table?
 RESPONSE: Are there any pears on the table?
-ACCEPT: any
+ACCEPT: any | some
 
 TEMPLATE: Is there ____ bread on the table?
 RESPONSE: Is there any bread on the table?
-ACCEPT: any
+ACCEPT: any | some
 
 TEMPLATE: There's ____ butter on the table.
 RESPONSE: There's some butter on the table.
@@ -1367,31 +1451,31 @@ RESPONSE: Did she buy some eggs?\n— Yes, she did. {bk05-l2c-f7-ex-a.mp3}
 
 PROMPT: bread {bk05-l2c-f7-01-q.mp3}
 TEMPLATE: (any) bread
-RESPONSE: Did she buy any bread?\n— No, she didn't.
+RESPONSE: Did she buy any bread?\n— No, she didn't. {bk05-l2c-f7-01-a.mp3}
 
 PROMPT: chicken {bk05-l2c-f7-02-q.mp3}
 TEMPLATE: (some) chicken
-RESPONSE: Did she buy some chicken?\n— Yes, she did.
+RESPONSE: Did she buy some chicken?\n— Yes, she did. {bk05-l2c-f7-02-a.mp3}
 
 PROMPT: milk {bk05-l2c-f7-03-q.mp3}
 TEMPLATE: (some) milk
-RESPONSE: Did she buy some milk?\n— No, she didn't.
+RESPONSE: Did she buy some milk?\n— No, she didn't. {bk05-l2c-f7-03-a.mp3}
 
 PROMPT: rice {bk05-l2c-f7-04-q.mp3}
 TEMPLATE: (any) rice
-RESPONSE: Did she buy any rice?\n— Yes, she did.
+RESPONSE: Did she buy any rice?\n— Yes, she did. {bk05-l2c-f7-04-a.mp3}
 
 PROMPT: apples {bk05-l2c-f7-05-q.mp3}
 TEMPLATE: (some) apples
-RESPONSE: Did she buy some apples?\n— No, she didn't.
+RESPONSE: Did she buy some apples?\n— No, she didn't. {bk05-l2c-f7-05-a.mp3}
 
 PROMPT: orange juice {bk05-l2c-f7-06-q.mp3}
 TEMPLATE: (some) orange juice
-RESPONSE: Did she buy some orange juice?\n— No, she didn't.
+RESPONSE: Did she buy some orange juice?\n— No, she didn't. {bk05-l2c-f7-06-a.mp3}
 
 PROMPT: ice cream {bk05-l2c-f7-07-q.mp3}
 TEMPLATE: (any) ice cream
-RESPONSE: Did she buy any ice cream?\n— Yes, she did.
+RESPONSE: Did she buy any ice cream?\n— Yes, she did. {bk05-l2c-f7-07-a.mp3}
 
 
 # Source: LLA 2C Figure 8 (Part 1)
@@ -1430,6 +1514,8 @@ PROMPT: What does her husband want from the commissary? {bk05-l2c-f8-09-q.mp3}
 RESPONSE: Her husband wants some chocolate cake. {bk05-l2c-f8-09-a.mp3}
 
 
+# DROPPED (twin): ST §At Lunchtime — TTS presentation of the same food words (soup, salt, pepper, butter, sugar); the cassette version below covers it.
+
 # Source: LLA 2D Figure 3
 $DIALOGUE Breakfast and Lunch
 ID: 5-2d-f3
@@ -1547,7 +1633,7 @@ LINE: These are clean towels. {bk05-l2d-f1-13.mp3}
 
 
 # Source: ST §What Number Is the Shower?
-$SELECT Find the Number {st-page_036_001.jpg|Diagram of a bathroom with numbered items for identification}
+$SELECT Find the Number {st-page_036_001.jpg|Diagram of a bathroom with numbered items: 1 towel, 2 shower, 3 shampoo, 4 soap, 5 washcloth, 6 toilet, 7 toilet paper, 8 comb, 9 mirror, 10 brush, 11 sink, 12 toothpaste, 13 toothbrush}
 ID: l2-s7
 INTRO: A quick check before you speak: for each bathroom item, tap its number in the diagram.
 INSTRUCTION: Look at the diagram and tap the correct number for each item.
@@ -1575,10 +1661,10 @@ TEMPLATE: shampoo
 ANSWER: 3
 
 TEMPLATE: washcloth
-ANSWER: 4
+ANSWER: 5
 
 TEMPLATE: soap
-ANSWER: 5
+ANSWER: 4
 
 TEMPLATE: toilet
 ANSWER: 6
@@ -1808,14 +1894,16 @@ INSTRUCTION: Look at the picture cue and type the missing word.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Carol got up at six this morning. She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg|shower head spraying water}
+TEMPLATE: Carol got up at six this morning. {st-page_038_001.jpg|Carol's face}
+TEMPLATE: She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg|shower head spraying water}
 RESPONSE: Carol got up at six this morning. She went to her bathroom and took a shower.
 ACCEPT: shower
 
-TEMPLATE: She washed her ____{hair} with ____{shampoo}. {st-page_038_003.jpg|soap bar with suds}
-RESPONSE: She washed her hair with shampoo.
+TEMPLATE: She washed her ____{face} with ____{soap}. {st-page_038_003.jpg|soap bar with suds}
+RESPONSE: She washed her face with soap.
 
-TEMPLATE: She put ____{soap} on her ____{washcloth}. {st-page_038_005.jpg|washcloth}
+TEMPLATE: She put ____{soap} {st-page_038_004.jpg|bar of soap on dish}
+TEMPLATE: on her ____{washcloth}. {st-page_038_005.jpg|A small folded square washcloth with a hanging loop}
 RESPONSE: She put soap on her washcloth.
 
 TEMPLATE: She washed her body and face. She rinsed with clean water. She got out of the ____{shower}. {st-page_038_006.jpg|shower}
@@ -1826,7 +1914,8 @@ TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg|t
 RESPONSE: She dried her hair and body with a towel.
 ACCEPT: towel
 
-TEMPLATE: Next, she put toothpaste on her ____{toothbrush} and brushed her ____{teeth}. {st-page_038_009.jpg|teeth being brushed}
+TEMPLATE: Next, she put toothpaste on her ____{toothbrush} {st-page_038_008.jpg|toothbrush with paste}
+TEMPLATE: and brushed her ____{teeth}. {st-page_038_009.jpg|teeth being brushed}
 RESPONSE: Next, she put toothpaste on her toothbrush and brushed her teeth.
 
 TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg|comb}
@@ -1908,8 +1997,9 @@ ID: l2-s25
 INTRO: Use the two cues to say where you can buy or get each thing — "You can buy food at a grocery store."
 INSTRUCTION: Make a sentence using "can" with "buy" or "get".
 INPUT: speak
-CHECK: reveal
+CHECK: llm
 SHOW_PROMPT
+RUBRIC: Accept a correct sentence using "can buy" or "can get" with the two cues. Subject variations like "you", "I", or "we" and either article ("a"/"the") are fine; "buy" or "get" is the learner's choice.
 
 EXAMPLE
 PROMPT: food / grocery store
@@ -1961,52 +2051,41 @@ INTRO: Here are the lists of what the grocery store and the drugstore sell. Keep
 
 
 # Source: LLA 2D Figure 6 (Part 2)
-$SELECT Can I Get It There?
+$PRODUCE Can I Get It There?
 ID: 5-2d-f6
 REFERENCE: 5-2d-f6-chart
-INTRO: Listen to each question about the two stores. Tap "Yes, you can" or "No, you can't" — check the lists if you need to — then repeat the answer.
-INSTRUCTION: Tap the correct answer.
+INTRO: Listen to each question about the two stores and answer aloud with "Yes, you can" or "No, you can't" — check the lists if you need to. Then repeat the answer.
+INSTRUCTION: Answer aloud with "Yes, you can" or "No, you can't".
+INPUT: speak
+CHECK: reveal
 REPEAT
 
-OPTION: a | Yes, you can.
-OPTION: b | No, you can't.
-
 PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, you can. {bk05-l2d-f6-01-a.mp3}
+RESPONSE: Yes, you can. {bk05-l2d-f6-01-a.mp3}
 
 PROMPT: Can I get meat at the drugstore? {bk05-l2d-f6-02-q.mp3}
-ANSWER: b
-FEEDBACK: No, you can't. {bk05-l2d-f6-02-a.mp3}
+RESPONSE: No, you can't. {bk05-l2d-f6-02-a.mp3}
 
 PROMPT: Can I get rice at the grocery store? {bk05-l2d-f6-03-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, you can. {bk05-l2d-f6-03-a.mp3}
+RESPONSE: Yes, you can. {bk05-l2d-f6-03-a.mp3}
 
 PROMPT: Can I get a scarf at the grocery store? {bk05-l2d-f6-04-q.mp3}
-ANSWER: b
-FEEDBACK: No, you can't. {bk05-l2d-f6-04-a.mp3}
+RESPONSE: No, you can't. {bk05-l2d-f6-04-a.mp3}
 
 PROMPT: Can I get shampoo at the drugstore? {bk05-l2d-f6-05-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, you can. {bk05-l2d-f6-05-a.mp3}
+RESPONSE: Yes, you can. {bk05-l2d-f6-05-a.mp3}
 
 PROMPT: Can I get a book at the grocery store? {bk05-l2d-f6-06-q.mp3}
-ANSWER: b
-FEEDBACK: No, you can't. {bk05-l2d-f6-06-a.mp3}
+RESPONSE: No, you can't. {bk05-l2d-f6-06-a.mp3}
 
 PROMPT: Can I get eggs at the drugstore? {bk05-l2d-f6-07-q.mp3}
-ANSWER: b
-FEEDBACK: No, you can't. {bk05-l2d-f6-07-a.mp3}
+RESPONSE: No, you can't. {bk05-l2d-f6-07-a.mp3}
 
 PROMPT: Can I get sugar at the grocery store? {bk05-l2d-f6-08-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, you can. {bk05-l2d-f6-08-a.mp3}
+RESPONSE: Yes, you can. {bk05-l2d-f6-08-a.mp3}
 
 PROMPT: Can I get chalk at the drugstore? {bk05-l2d-f6-09-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, you can. {bk05-l2d-f6-09-a.mp3}
-
+RESPONSE: Yes, you can. {bk05-l2d-f6-09-a.mp3}
 
 # Source: LLA 2D Figure 7
 $DIALOGUE Getting Supplies
@@ -2281,7 +2360,29 @@ INTRO: Last part: sharp ears, sharp spelling, and sharp reading. These word pair
 INSTRUCTION: Listen and repeat each pair of words.
 REPEAT
 
-LINE: feet — fit sleep — slip leave — live cheap — chip read — rid ease — is field — filled sheep — ship green — grin neat — knit he'll — hill we'll — will
+LINE: feet — fit
+
+LINE: sleep — slip
+
+LINE: leave — live
+
+LINE: cheap — chip
+
+LINE: read — rid
+
+LINE: ease — is
+
+LINE: field — filled
+
+LINE: sheep — ship
+
+LINE: green — grin
+
+LINE: neat — knit
+
+LINE: he'll — hill
+
+LINE: we'll — will
 
 
 # Source: LLA 2B Figure 8
@@ -2309,6 +2410,7 @@ RESPONSE: touch {bk05-l2b-f8-05.mp3}
 
 PROMPT: sore {bk05-l2b-f8-06.mp3}
 RESPONSE: sore {bk05-l2b-f8-06.mp3}
+ACCEPT: score
 
 PROMPT: mouth {bk05-l2b-f8-07.mp3}
 RESPONSE: mouth {bk05-l2b-f8-07.mp3}
diff --git a/book-5-lesson-2/bk05-l2b-f2-v01.mp3 b/book-5-lesson-2/bk05-l2b-f2-v01.mp3
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diff --git a/book-5-lesson-3.module b/book-5-lesson-3.module
index a25fcf40..d1d31e30 100644
--- a/book-5-lesson-3.module
+++ b/book-5-lesson-3.module
@@ -178,6 +178,37 @@ RESPONSE: Yes, he needed to go back to work. {bk05-l3a-f3-28-a.mp3}
 PROMPT: When did he go back to his office? {bk05-l3a-f3-29-q.mp3}
 RESPONSE: He went back to his office the next day. {bk05-l3a-f3-29-a.mp3}
 
+# Source: ST §Taking a Trip (vocabulary panel — the trip-planning sequence and its pictures; phone and packing words are taught by the cassette figures)
+$DIALOGUE Taking a Trip (Overview)
+ID: l3-s1
+INTRO: Here's the whole trip, start to finish — from pushing the phone buttons to packing the suitcase. Listen and repeat each step.
+INSTRUCTION: Listen and repeat the words and sentences.
+REPEAT
+
+LINE: This telephone has buttons. It's a push-button phone. {st-page_062_001.jpg|A desk push-button telephone with a coiled cord}
+
+LINE: You push the buttons to call. {st-page_062_002.jpg|A close-up view of a hand holding a telephone receiver and pushing a button on the push-button phone}
+
+LINE: We want to go to Miami. We want to take a trip to Miami. {st-page_062_003.jpg|A map showing a dotted flight path of an airplane traveling from Texas across the Gulf of Mexico to Florida}
+
+VOCAB: travel agency
+VOCAB: travel agent
+VOCAB: customer
+LINE: Visit your travel agency for long trips. Travel agents help their customers. {st-page_062_004.jpg|A travel agent at a desk talking to a customer, with posters for Hawaii and Italy on the wall behind him}
+
+VOCAB: airline
+VOCAB: ticket
+LINE: Select an airline for airplane trips. Then buy a ticket for the trip. {st-page_063_001.jpg|An airline ticket folder labeled "WORLD AIRLINES"}
+
+VOCAB: reservation
+VOCAB: to make a reservation
+LINE: Call your travel agent or an airline to make plane reservations. {st-page_063_002.jpg|Two men speaking to each other on the phone, split screen showing one wearing glasses at work and another holding a receiver at home}
+
+VOCAB: to pick up
+LINE: Pick up the ticket at the travel agency. {st-page_063_003.jpg|A travel agent behind a counter handing an airline ticket envelope to a customer in front of a poster that says "SWEDEN"}
+
+LINE: Pack your suitcases. {st-page_063_004.jpg|Hands packing folded clothing items into an open suitcase on a table next to a closed smaller bag}
+
 # Source: LLA 3A Figure 4
 $SELECT Same Meaning
 ID: 5-3a-f4
@@ -831,6 +862,29 @@ FEEDBACK: Lieutenant White didn't go to work yesterday. {bk05-l3b-f7-02-fb.mp3}
 
 $SESSION 3-4: Making Reservations
 
+# Source: ST §A One-Way Trip (come back / go back / return sentences that appear nowhere else)
+$DIALOGUE A One-Way Trip
+ID: l3-s12
+INTRO: Going somewhere is half the trip — these sentences are about coming back. Listen and repeat.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: Ann went to the store and came back. She's here now.
+
+LINE: They went to Miami last year. They want to go back.
+LINE: Linda went back to New York after a few days.
+
+LINE: She went to the store and came back in ten minutes.
+
+VOCAB: to return
+LINE: Ann went to the store and returned in thirty minutes.
+LINE: Linda returned to New York after a few days.
+LINE: I want to return this book to the library.
+
+LINE: He took a one-way trip to Europe. He doesn't want to return.
+
+LINE: I have a round-trip ticket to Austin. I want to come back tomorrow.
+
 # Source: LLA 3C Figure 1
 $DIALOGUE A Flight Reservation {page_067_001.jpg|A woman on the telephone talking to a ticket agent seated at a computer terminal}
 ID: 5-3c-f1
@@ -1490,25 +1544,42 @@ RESPONSE: His mother and father will meet his flight at the gate. {bk05-l3c-f10-
 
 $SESSION 3-7: School, Graduation, and Instructions
 
+# Source: LLA 3D Figure 1 (word-list pass — "repeat the words under the picture(s)")
+$DIALOGUE School and Graduation Words
+ID: 5-3d-f1-vocab
+INTRO: New words for the last part of this lesson — school, graduation, and instructions. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: twin
+LINE: Twin. {bk05-l3d-f1-v01.mp3}
+
+VOCAB: school
+LINE: School. {bk05-l3d-f1-v02.mp3}
+
+VOCAB: to graduate
+LINE: Graduate. {bk05-l3d-f1-v03.mp3}
+
+VOCAB: graduation
+LINE: Graduation. {bk05-l3d-f1-v04.mp3}
+
+VOCAB: instructions
+LINE: Instructions. {bk05-l3d-f1-v05.mp3}
+
 # Source: LLA 3D Figure 1
 $DIALOGUE Karen and Kay
 ID: 5-3d-f1
 INTRO: In this last part you'll learn words for school, graduation, and everyday step-by-step instructions. First, meet Karen and Kay — twins about to graduate. Just listen.
 INSTRUCTION: Listen to the story.
 
-VOCAB: twin
 LINE: Karen and Kay are twins. They're sisters, and they have the same birthday. {page_075_001.jpg|Two identical twin women in the foreground with two men standing behind them} {bk05-l3d-f1-01.mp3}
 
-VOCAB: school
-VOCAB: to graduate
 LINE: Right now they are students at a language school, but they'll graduate on Friday. {page_075_001.jpg|Two identical twin women in the foreground with two men standing behind them} {bk05-l3d-f1-02.mp3}
 
-VOCAB: graduation
 LINE: After graduation, they'll be language instructors. {bk05-l3d-f1-03.mp3}
 
 LINE: In a few minutes, they'll take their last test. {bk05-l3d-f1-04.mp3}
 
-VOCAB: instructions
 LINE: Their teacher wrote instructions for the test on the chalkboard. {bk05-l3d-f1-05.mp3}
 
 # Source: LLA 3D Figure 1 (questions)
@@ -1577,7 +1648,7 @@ INSTRUCTION: Answer the question in a full 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).
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). Where the model combines several facts (e.g. "this year on May 24"), any one of them alone is a correct answer — accept "this year", "on May 24", or both.
 
 PROMPT: Who will graduate?
 RESPONSE: Henry and Paul will graduate.
@@ -1597,23 +1668,42 @@ RESPONSE: They will go into the military.
 PROMPT: Will they be together in the military?
 RESPONSE: No, they won't. Henry will be in the Army and Paul will be in the Air Force.
 
+# Source: LLA 3D Figure 2 (word-list pass — "repeat the words under the picture(s)")
+$DIALOGUE Pencil Sharpener Words
+ID: 5-3d-f2-vocab
+INTRO: Words for sharpening a pencil. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: to sharpen
+LINE: Sharpen. {bk05-l3d-f2-v01.mp3}
+
+VOCAB: sharpener
+LINE: Sharpener. {bk05-l3d-f2-v02.mp3}
+
+VOCAB: next to
+LINE: Next to. {bk05-l3d-f2-v03.mp3}
+
+VOCAB: to turn
+LINE: Turn. {bk05-l3d-f2-v04.mp3}
+
+LINE: Turned. {bk05-l3d-f2-v05.mp3}
+
+VOCAB: handle
+LINE: Handle. {bk05-l3d-f2-v06.mp3}
+
 # Source: LLA 3D Figure 2
 $DIALOGUE The Pencil Sharpener
 ID: 5-3d-f2
 INTRO: Before the test, Karen's pencil needed attention. Listen to the story.
 INSTRUCTION: Listen to the story.
 
-VOCAB: sharpener
-VOCAB: next to
 LINE: The sharpener is next to the classroom door. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-01.mp3}
 
-VOCAB: to sharpen
 LINE: Karen sharpened her pencil there before the test. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-02.mp3}
 
 LINE: She put the pencil in the sharpener. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-03.mp3}
 
-VOCAB: to turn
-VOCAB: handle
 LINE: Then she turned the handle with her right hand. {page_076_001.jpg|A pair of hands inserting a pencil into a wall-mounted pencil sharpener and turning its handle, labeled SHARPENER and HANDLE} {bk05-l3d-f2-04.mp3}
 
 # Source: LLA 3D Figure 2 (questions)
@@ -1651,6 +1741,25 @@ LINE: Next, turn the handle. {st-page_082_002.jpg|Hands turning the handle of a
 
 LINE: Then, check your pencil. {st-page_082_003.jpg|Hands inspecting the sharpened tip of a pencil}
 
+# Source: LLA 3D Figure 3 (word-list pass — "repeat the words under the picture(s)")
+$DIALOGUE Key and Lock Words
+ID: 5-3d-f3-vocab
+INTRO: Words for locking and unlocking a door. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: key
+LINE: Key. {bk05-l3d-f3-v01.mp3}
+
+VOCAB: lock
+LINE: Lock. {bk05-l3d-f3-v02.mp3}
+
+VOCAB: to lock
+LINE: Locked. {bk05-l3d-f3-v03.mp3}
+
+VOCAB: doorknob
+LINE: Doorknob. {bk05-l3d-f3-v04.mp3}
+
 # Source: LLA 3D Figure 3
 $DIALOGUE Kay's Dormitory Room
 ID: 5-3d-f3
@@ -1659,16 +1768,12 @@ INSTRUCTION: Listen to the story.
 
 LINE: After the test, Kay went back to her dormitory. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-01.mp3}
 
-VOCAB: key
-VOCAB: lock
 LINE: She put her key in the lock on the door to her room. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-02.mp3}
 
 LINE: She turned the key. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-03.mp3}
 
-VOCAB: doorknob
 LINE: Next, she turned the doorknob and opened the door. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-04.mp3}
 
-VOCAB: to lock
 LINE: She went inside and then locked the door again. {page_076_002.jpg|A hand putting a key into a door lock below a doorknob, labeled DOORKNOB, KEY, and LOCK} {bk05-l3d-f3-05.mp3}
 
 # Source: LLA 3D Figure 3 (questions)
@@ -1715,6 +1820,35 @@ LINE: Third, pull the doorknob. {st-page_084_001.jpg|A boy reaching out and pull
 
 LINE: Fourth, put the key in the lock. Turn the key to lock the door. {st-page_084_002.jpg|Close-up of a hand inserting a key into a door lock}
 
+# Source: LLA 3D Figure 4 (word-list pass — "repeat the words under the picture(s)")
+$DIALOGUE Shower Knob Words
+ID: 5-3d-f4-vocab
+INTRO: Words for turning the water on and off. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: to shampoo
+LINE: Shampoo. {bk05-l3d-f4-v01.mp3}
+
+LINE: Pull. {bk05-l3d-f4-v02.mp3}
+
+VOCAB: knob
+LINE: Knob. {bk05-l3d-f4-v03.mp3}
+
+VOCAB: on
+LINE: On. {bk05-l3d-f4-v04.mp3}
+
+VOCAB: to turn on
+LINE: Turn on. {bk05-l3d-f4-v05.mp3}
+
+LINE: Shampooed. {bk05-l3d-f4-v06.mp3}
+
+VOCAB: off
+LINE: Off. {bk05-l3d-f4-v07.mp3}
+
+VOCAB: to turn off
+LINE: Turn off. {bk05-l3d-f4-v08.mp3}
+
 # Source: LLA 3D Figure 4
 $DIALOGUE Washing Hair
 ID: 5-3d-f4
@@ -1722,16 +1856,10 @@ INTRO: Kay washes her hair: knob on, shampoo, knob off. Look at the pictures, li
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-VOCAB: to shampoo
-VOCAB: knob
-VOCAB: to turn on
-VOCAB: on
 LINE: Kay wanted to shampoo her hair. First, she pulled the knob and turned on the water. The water was on. {page_077_001.jpg|A hand pulling up a tap knob labeled KNOB to turn on water} {bk05-l3d-f4-01.mp3}
 
 LINE: Next, she shampooed her hair. {page_077_002.jpg|A person shampooing their hair over a sink} {bk05-l3d-f4-02.mp3}
 
-VOCAB: off
-VOCAB: to turn off
 LINE: Then she pushed the knob and turned off the water. The water was off. {page_077_003.jpg|A hand pushing down a tap knob labeled KNOB to turn off water} {bk05-l3d-f4-03.mp3}
 
 # Source: LLA 3D Figure 4 (questions)
@@ -1766,6 +1894,25 @@ LINE: The television is off. {st-page_082_005.jpg|An empty, turned off televisio
 LINE: The radio is off. Turn this knob to turn on the radio. {st-page_083_001.jpg|A hand turning a knob on a radio with text 'click!'}
 LINE: The radio is now on. {st-page_083_002.jpg|A radio turned on with musical notes floating around it}
 
+# Source: LLA 3D Figure 5 (word-list pass — "repeat the words under the picture(s)")
+$DIALOGUE Dress Words
+ID: 5-3d-f5-vocab
+INTRO: Words for the twins' new dresses. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: button
+LINE: Button. {bk05-l3d-f5-v01.mp3}
+
+VOCAB: sleeve
+LINE: Sleeve. {bk05-l3d-f5-v02.mp3}
+
+VOCAB: zipper
+LINE: Zipper. {bk05-l3d-f5-v03.mp3}
+
+VOCAB: cuff
+LINE: Cuff. {bk05-l3d-f5-v04.mp3}
+
 # Source: LLA 3D Figure 5
 $DIALOGUE Dresses for the Dance {page_078_001.jpg|Two dresses labeled KAREN'S DRESS and KAY'S DRESS with callouts pointing to BUTTON, SLEEVE, CUFF, and (BACK VIEW) ZIPPER}
 ID: 5-3d-f5
@@ -1775,14 +1922,10 @@ REPEAT
 
 LINE: Karen and Kay bought new dresses for their graduation dance. {bk05-l3d-f5-01.mp3}
 
-VOCAB: button
-VOCAB: sleeve
 LINE: Karen's dress has buttons and short sleeves. {bk05-l3d-f5-02.mp3}
 
-VOCAB: zipper
 LINE: Kay's dress has a zipper. {bk05-l3d-f5-03.mp3}
 
-VOCAB: cuff
 LINE: It has long sleeves with cuffs. {bk05-l3d-f5-04.mp3}
 
 VOCAB: to button
@@ -1917,7 +2060,40 @@ RESPONSE: The doctor put some medicine on his foot. {bk05-l3d-f8-04.mp3}
 
 PROMPT: The captain won't play soccer again this week. {bk05-l3d-f8-05.mp3}
 RESPONSE: The captain won't play soccer again this week. {bk05-l3d-f8-05.mp3}
+ACCEPT: The captain will not play soccer again this week.
 
-# SKIPPED (book): ST "Alphabetical Order" Groups A and B — alphabetizing is on the master guide's print-era-mechanics avoid list (see report: this contradicts the common core's $SELECT ORDER rule; the stage-1 ORDER conversions were dropped, not for lack of a format).
+# Source: ST §Alphabetical Order (converts per the common core's $SELECT ORDER rule, same as the L2 and L5 twins of this drill)
+$SELECT Alphabetical Order: Group A
+ID: l3-s26
+ORDER
+INTRO: A dictionary skill to finish with: put each group of travel words in alphabetical order.
+INSTRUCTION: Put the words in alphabetical order.
 
-# DROPPED (ST twins, named in the report): §Taking a Trip vocab panel, §Pronounce /k/ and /g/, §Write "ck" (distinct items merged into the cassette drill), §Pronounce /ɪ/ and /e/, §A One-Way Trip, §Three Intonation Patterns.
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | travel agency
+OPTION: b | together
+OPTION: c | take
+OPTION: d | travel agent
+OPTION: e | turn on
+OPTION: f | tonight
+OPTION: g | turn
+OPTION: h | turn off
+ANSWER: c,b,f,a,d,g,h,e
+
+$SELECT Alphabetical Order: Group B
+ID: l3-s27
+ORDER
+INSTRUCTION: Put the words in alphabetical order.
+
+TEMPLATE: Put these words in alphabetical order.
+OPTION: a | return
+OPTION: b | airplane
+OPTION: c | flight
+OPTION: d | departure
+OPTION: e | round-trip
+OPTION: f | call
+OPTION: g | arrive
+OPTION: h | airport
+ANSWER: b,h,g,f,d,c,a,e
+
+# DROPPED (ST twins, named in the report): §Pronounce /k/ and /g/, §Write "ck" (distinct items merged into the cassette drill), §Pronounce /ɪ/ and /e/, §Three Intonation Patterns. (§Taking a Trip panel and §A One-Way Trip were restored — their pictures/sentences are distinct, not twins.)
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diff --git a/book-5-lesson-4.module b/book-5-lesson-4.module
index ea10dfd7..c0b859f2 100644
--- a/book-5-lesson-4.module
+++ b/book-5-lesson-4.module
@@ -18,36 +18,62 @@ VOICE: Harry | achird | Male speaker
 
 $SESSION 4-1: Vegetables and Linda's Lunch
 
+# Source: LLA 4A Figure 1 (word-list pass — "repeat the words under the pictures")
+$DIALOGUE Vegetable Words
+ID: 5-4a-f1-vocab
+INTRO: In this lesson you'll learn to name vegetables and everyday foods, talk about amounts — a slice, a gallon, "how much", "how many" — and say what people have to do and what they'll do next. First, the vegetable words. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: vegetable
+LINE: Vegetables. {bk05-l4a-f1-v01.mp3}
+
+VOCAB: onion
+LINE: Onions. {page_081_001.jpg|A whole onion and a halved onion} {bk05-l4a-f1-v02.mp3}
+
+VOCAB: potato
+LINE: Potatoes. {page_081_002.jpg|Three small potatoes} {bk05-l4a-f1-v03.mp3}
+
+VOCAB: tomato
+LINE: Tomatoes. {page_081_003.jpg|Three tomatoes} {bk05-l4a-f1-v04.mp3}
+
+VOCAB: bean
+LINE: Beans. {page_081_004.jpg|Open bean pods showing green beans inside} {bk05-l4a-f1-v05.mp3}
+
+VOCAB: carrot
+LINE: Carrots. {page_081_005.jpg|Two carrots with green leafy tops} {bk05-l4a-f1-v06.mp3}
+
+VOCAB: squash
+LINE: Squash. {page_081_006.jpg|An assortment of squash vegetables including yellow squash and zucchini} {bk05-l4a-f1-v07.mp3}
+
+VOCAB: corn
+LINE: Corn. {page_081_007.jpg|An ear of corn partly peeled from its husk} {bk05-l4a-f1-v08.mp3}
+
+VOCAB: lettuce
+LINE: Lettuce. {page_081_008.jpg|Heads of fresh lettuce} {bk05-l4a-f1-v09.mp3}
+
 # Source: LLA 4A Figure 1
 # DROPPED (ST): "The Vegetables Are Over Here" — TTS twin of this cassette presentation (same eight vegetables, same role and modality); cassette kept.
 $DIALOGUE Vegetables
 ID: 5-4a-f1
-INTRO: In this lesson you'll learn to name vegetables and everyday foods, talk about amounts — a slice, a gallon, "how much", "how many" — and say what people have to do and what they'll do next. First, the vegetables. Listen and repeat each sentence.
+INTRO: Now hear each vegetable in sentences. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-VOCAB: onion
 LINE: Onions are good in salads. We eat onions in soup and on hamburgers, too. {page_081_001.jpg|A whole onion and a halved onion} {bk05-l4a-f1-01.mp3}
 
-VOCAB: potato
 LINE: Potatoes are brown outside and white inside. Meat and potatoes are good together. {page_081_002.jpg|Three small potatoes} {bk05-l4a-f1-02.mp3}
 
-VOCAB: tomato
 LINE: Tomatoes are red. A tomato is a fruit, but we call it a vegetable. {page_081_003.jpg|Three tomatoes} {bk05-l4a-f1-03.mp3}
 
-VOCAB: bean
 LINE: We cook red beans for 2 or 3 hours. We cook green beans for 10 or 15 minutes. {page_081_004.jpg|Open bean pods showing green beans inside} {bk05-l4a-f1-04.mp3}
 
-VOCAB: carrot
 LINE: Carrots are long and orange. We don't have to cook carrots. {page_081_005.jpg|Two carrots with green leafy tops} {bk05-l4a-f1-05.mp3}
 
-VOCAB: squash
 LINE: Squash can be yellow or green. You can buy squash in the summer or the fall. {page_081_006.jpg|An assortment of squash vegetables including yellow squash and zucchini} {bk05-l4a-f1-06.mp3}
 
-VOCAB: corn
 LINE: Most corn is yellow or white. Corn is good with pork or chicken. {page_081_007.jpg|An ear of corn partly peeled from its husk} {bk05-l4a-f1-07.mp3}
 
-VOCAB: lettuce
 LINE: Lettuce is green. Do you want lettuce and tomatoes on your hamburger? {page_081_008.jpg|Heads of fresh lettuce} {bk05-l4a-f1-08.mp3}
 
 # SKIPPED (book): "WHAT DID YOU BUY AT THE STORE?" — chained classroom memory game ("I went to the store and bought..."). Dropped.
@@ -91,28 +117,61 @@ ANSWER: b
 PROMPT: beans {bk05-l4a-f2-08.mp3}
 ANSWER: d
 
+# Source: LLA 4A Figure 3 (word-list pass — "repeat the words under the picture")
+$DIALOGUE Sandwich Words
+ID: 5-4a-f3-vocab
+INTRO: Before Linda's lunch story, repeat the words you'll hear in it.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: sandwich
+LINE: Sandwich. {bk05-l4a-f3-v01.mp3}
+
+LINE: Sandwiches. {bk05-l4a-f3-v02.mp3}
+
+VOCAB: to make
+LINE: Make. {bk05-l4a-f3-v03.mp3}
+
+LINE: Made. {bk05-l4a-f3-v04.mp3}
+
+VOCAB: cheese
+LINE: Cheese. {bk05-l4a-f3-v05.mp3}
+
+VOCAB: between
+LINE: Between. {bk05-l4a-f3-v06.mp3}
+
+VOCAB: piece
+LINE: Piece. {bk05-l4a-f3-v07.mp3}
+
+LINE: Pieces. {bk05-l4a-f3-v08.mp3}
+
+VOCAB: slice
+LINE: Slice. {bk05-l4a-f3-v09.mp3}
+
+LINE: Slices. {bk05-l4a-f3-v10.mp3}
+
+VOCAB: ham
+LINE: Ham. {bk05-l4a-f3-v11.mp3}
+
+VOCAB: glass
+LINE: Glass. {bk05-l4a-f3-v12.mp3}
+
+LINE: Glasses. {bk05-l4a-f3-v13.mp3}
+
 # Source: LLA 4A Figure 3
 $DIALOGUE Linda's Lunch {page_083_001.jpg|A woman preparing a sandwich at a kitchen table with bread, ham, cheese, and a glass labeled}
 ID: 5-4a-f3-story
 INTRO: Linda is making her lunch. Just listen to the story — the questions come next.
 INSTRUCTION: Listen to the story.
 
-VOCAB: sandwich
 LINE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-01.mp3}
 
-VOCAB: to make
 LINE: She's making the sandwich now. {bk05-l4a-f3-02.mp3}
 
-VOCAB: cheese
-VOCAB: between
-VOCAB: piece
 LINE: She's putting some meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-03.mp3}
 
-VOCAB: slice
-VOCAB: ham
 LINE: There are two slices of ham, one slice of cheese, two tomato slices, and some pieces of lettuce on her sandwich. {bk05-l4a-f3-04.mp3}
 
-VOCAB: glass
 LINE: In a minute, she'll put some milk in a glass and drink a glass of milk with her sandwich. {bk05-l4a-f3-05.mp3}
 
 # Source: LLA 4A Figure 3 (questions)
@@ -459,36 +518,92 @@ ACCEPT: ll
 
 $SESSION 4-3: Containers, Much and Many, and Measures
 
+# Source: LLA 4B Figure 1 (word-list pass — "repeat the underlined word")
+$DIALOGUE Container Words
+ID: 5-4b-f1-vocab
+INTRO: In this part: containers, amounts, and the words "much" and "many". First, repeat the container and amount words from Linda's shopping story.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: can
+LINE: Can. {bk05-l4b-f1-v01.mp3}
+
+LINE: Cans. {bk05-l4b-f1-v02.mp3}
+
+VOCAB: dozen
+LINE: Dozen. {bk05-l4b-f1-v03.mp3}
+
+VOCAB: half
+LINE: Half. {bk05-l4b-f1-v04.mp3}
+
+VOCAB: bottle
+LINE: Bottle. {bk05-l4b-f1-v05.mp3}
+
+LINE: Bottles. {bk05-l4b-f1-v06.mp3}
+
+VOCAB: tube
+LINE: Tube. {bk05-l4b-f1-v07.mp3}
+
+LINE: Tubes. {bk05-l4b-f1-v08.mp3}
+
+VOCAB: paper
+LINE: Paper. {bk05-l4b-f1-v09.mp3}
+
+VOCAB: cup
+LINE: Cups. {bk05-l4b-f1-v10.mp3}
+
+VOCAB: bar
+LINE: Bars. {bk05-l4b-f1-v11.mp3}
+
+VOCAB: candy
+LINE: Candy. {bk05-l4b-f1-v12.mp3}
+
+LINE: Bar. {bk05-l4b-f1-v13.mp3}
+
 # Source: LLA 4B Figure 1
-# DROPPED (ST): "What Did Ann Buy?" — TTS twin of this cassette containers presentation (can, dozen, bottle, tube, bar, half; same role and modality); cassette kept. Ann's distinct "piece/slice" items are already taught in Linda's Lunch.
+# Source: ST §What Did Ann Buy? (distinct shopping-list items and pictures; container words are taught by the word list above)
+$DIALOGUE What Did Ann Buy?
+ID: l4-s2
+INTRO: Ann shops with a list — a piece of paper with everything she needs. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+VOCAB: piece
+LINE: Ann has a piece of paper. It has the things she needs from the store. {st-page_089_001.jpg|A handwritten shopping list on a piece of paper listing: Soap, Milk, Shampoo, Pencils, Candy for Tim, Toothpaste}
+
+VOCAB: slice
+LINE: Ann ate a slice of bread. Then she went to the store. {st-page_089_002.jpg|A hand using a bread knife to cut a slice from a loaf of bread}
+
+LINE: Ann bought a bar of soap and a candy bar for her son. {st-page_090_001.jpg|A bar of soap labeled SOAP and a candy bar labeled CANDY sitting together}
+
+LINE: She bought a bottle of shampoo and a bottle of milk. {st-page_090_002.jpg|A bottle labeled SHAMPOO and a glass bottle labeled MILK standing next to each other}
+
+LINE: She bought a tube of toothpaste. {st-page_090_003.jpg|A tube of toothpaste labeled TOOTHPASTE}
+
+LINE: She bought a can of tomatoes. {st-page_090_004.jpg|A tin can labeled TOMATOES with an illustration of tomatoes on it}
+
+LINE: She bought two dozen eggs {st-page_090_005.jpg|An open egg carton containing 12 eggs, labeled 1 DOZ. EGGS}
+
+LINE: and a half dozen pencils, too. {st-page_090_006.jpg|A small paper box sleeve holding six pencils}
 $DIALOGUE Linda Needs a Dozen Eggs
 ID: 5-4b-f1
-INTRO: In this part: containers, amounts, and the words "much" and "many". First, Linda is going shopping — again. Listen to what she needs to buy.
+INTRO: Now Linda is going shopping — again. Listen to what she needs to buy.
 INSTRUCTION: Listen to the story.
 
 LINE: Linda will go to the store after lunch. {bk05-l4b-f1-01.mp3}
 
-VOCAB: can
 LINE: She needs one can of coffee and three cans of orange juice. {page_087_001.jpg|A tin can labeled "1 LB. MISTER"} {bk05-l4b-f1-02.mp3}
 
-VOCAB: dozen
-VOCAB: half
 LINE: She needs a dozen eggs and half a dozen pears, too. {page_087_003.jpg|A group of twelve eggs} {bk05-l4b-f1-03.mp3}
 
-VOCAB: bottle
 LINE: She needs to buy one bottle of water and two bottles of apple juice. {page_087_005.jpg|A large plastic container labeled "SPRING WATER"} {bk05-l4b-f1-04.mp3}
 
-VOCAB: tube
 LINE: Linda will get a tube of shampoo and two tubes of toothpaste. {page_087_007.jpg|A tube of shampoo} {bk05-l4b-f1-05.mp3}
 
-VOCAB: paper
-VOCAB: cup
 LINE: She'll get toilet paper and a dozen paper cups. {page_087_009.jpg|A roll of toilet paper} {bk05-l4b-f1-06.mp3}
 
-VOCAB: bar
 LINE: She'll buy two bars of soap, too. {page_087_011.jpg|Two bars of soap labeled "SOAP"} {bk05-l4b-f1-07.mp3}
 
-VOCAB: candy
 LINE: Then she'll buy a big candy bar and eat it after dinner. {page_087_012.jpg|A chocolate candy bar} {bk05-l4b-f1-08.mp3}
 
 # Source: LLA 4B Figure 1 (questions)
@@ -631,6 +746,17 @@ LINE: Did Jane have much money in her pocket?
 
 # SKIPPED (book): "THERE ARE MANY STUDENTS HERE." (p. 97) — instructor-read transformation drill; stimulus sentences not printed. Dropped.
 
+# Source: LLA 4B Figure 2 (word-list pass — "repeat the words")
+$DIALOGUE Many and Much
+ID: 5-4b-f2-vocab
+INTRO: Two small words with a big job: "many" for things you can count, "much" for things you can't. Listen and repeat.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: Many. {bk05-l4b-f2-v01.mp3}
+
+LINE: Much. {bk05-l4b-f2-v02.mp3}
+
 # Source: LLA 4B Figure 2
 $PRODUCE Say It with Many or Much
 ID: 5-4b-f2
@@ -922,7 +1048,19 @@ INTRO: Two more sounds to tell apart — the vowels in "bait" and "bet". Listen
 INSTRUCTION: Listen and repeat each word pair.
 REPEAT
 
-LINE: bait ... bet late ... let rake ... wreck pain ... pen fade ... fed age ... edge gate ... get
+LINE: bait ... bet
+
+LINE: late ... let
+
+LINE: rake ... wreck
+
+LINE: pain ... pen
+
+LINE: fade ... fed
+
+LINE: age ... edge
+
+LINE: gate ... get
 LINE: Abe ... ebb
 
 # Source: ST §Write: l
@@ -1361,8 +1499,9 @@ REFERENCE: l4-s19
 INTRO: Now you're at the restaurant. Use the cues to say a question and its answer about dessert — open the menu if you need the prices. Then check the model.
 INSTRUCTION: Say the question and the answer from the cues.
 INPUT: speak
-CHECK: reveal
+CHECK: llm
 SHOW_PROMPT
+RUBRIC: Accept a correctly formed question based on the first cue and a natural matching answer based on the second cue; treat the model answer as a guide, not the only correct phrasing.
 
 EXAMPLE
 PROMPT: want / dessert?\n— chocolate cake
@@ -1659,8 +1798,9 @@ ID: l4-s25
 INTRO: Imagine an English class on a base: the teacher is a civilian man, and the students are military and live in the barracks. For each cue, ask what the teacher has to do and what the students have to do, and answer both — then check the model.
 INSTRUCTION: Ask and answer with "Does the teacher have to...?" and "Do the students have to...?"
 INPUT: speak
-CHECK: reveal
+CHECK: llm
 SHOW_PROMPT
+RUBRIC: Accept a correctly formed question about whether the teacher or students "have to" do the cued action, followed by a natural short answer; either yes or no is acceptable in the answer.
 
 EXAMPLE
 PROMPT: wear a uniform
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diff --git a/book-5-lesson-5.module b/book-5-lesson-5.module
index f060eb44..7441b09d 100644
--- a/book-5-lesson-5.module
+++ b/book-5-lesson-5.module
@@ -17,92 +17,143 @@ INTRO: Welcome to the review lesson — nothing here is new, which is exactly th
 INSTRUCTION: Listen and repeat each word pair.
 REPEAT
 
-LINE: clothe — cloth thy — thigh teethe — teeth bathe — bath feet — fit sleep — slip meet — mitt we'll — will come — gum lock — log clad — glad could — good pin — pen lit — let will — well sit — set
+LINE: clothe — cloth
+
+LINE: thy — thigh
+
+LINE: teethe — teeth
+
+LINE: bathe — bath
+
+LINE: feet — fit
+
+LINE: sleep — slip
+
+LINE: meet — mitt
+
+LINE: we'll — will
+
+LINE: come — gum
+
+LINE: lock — log
+
+LINE: clad — glad
+
+LINE: could — good
+
+LINE: pin — pen
+
+LINE: lit — let
+
+LINE: will — well
+
+LINE: sit — set
 
 # Source: ST §Repeat and Write.
 $PRODUCE Complete the Words
 ID: l5-s2
-INTRO: Some words from this book have gone missing a letter or two. Type "p", "ll", "l", "ck", or "b" to make each word whole again.
-INSTRUCTION: Type the missing letter or letters (p, ll, l, ck, or b) to complete each word.
+INTRO: Some words from this book have gone missing a letter or two. Listen to each word, then type "p", "ll", "l", "ck", or "b" to make it whole again.
+INSTRUCTION: Listen to the word and type the missing letter or letters (p, ll, l, ck, or b).
 INPUT: type
 CHECK: exact
+HIDE_PROMPT
 
 TEMPLATE: ____{p}oint
+PROMPT: Point.
 RESPONSE: point
 ACCEPT: p
 
 TEMPLATE: ____{p}ick up
+PROMPT: Pick up.
 RESPONSE: pick up
 ACCEPT: p
 
 TEMPLATE: air____{p}ort
+PROMPT: Airport.
 RESPONSE: airport
 ACCEPT: p
 
 TEMPLATE: tri____{p}
+PROMPT: Trip.
 RESPONSE: trip
 ACCEPT: p
 
 TEMPLATE: ca____{ll}
+PROMPT: Call.
 RESPONSE: call
 ACCEPT: ll
 
 TEMPLATE: pu____{ll}
+PROMPT: Pull.
 RESPONSE: pull
 ACCEPT: ll
 
 TEMPLATE: ga____{ll}on
+PROMPT: Gallon.
 RESPONSE: gallon
 ACCEPT: ll
 
 TEMPLATE: ye____{ll}ow
+PROMPT: Yellow.
 RESPONSE: yellow
 ACCEPT: ll
 
 TEMPLATE: ____{l}ock
+PROMPT: Lock.
 RESPONSE: lock
 ACCEPT: l
 
 TEMPLATE: schoo____{l}
+PROMPT: School.
 RESPONSE: school
 ACCEPT: l
 
 TEMPLATE: ____{l}ettuce
+PROMPT: Lettuce.
 RESPONSE: lettuce
 ACCEPT: l
 
 TEMPLATE: choco____{l}ate
+PROMPT: Chocolate.
 RESPONSE: chocolate
 ACCEPT: l
 
 TEMPLATE: pa____{ck}
+PROMPT: Pack.
 RESPONSE: pack
 ACCEPT: ck
 
 TEMPLATE: ti____{ck}et
+PROMPT: Ticket.
 RESPONSE: ticket
 ACCEPT: ck
 
 TEMPLATE: po____{ck}et
+PROMPT: Pocket.
 RESPONSE: pocket
 ACCEPT: ck
 
 TEMPLATE: ne____{ck}
+PROMPT: Neck.
 RESPONSE: neck
 ACCEPT: ck
 
 TEMPLATE: ____{b}irthday
+PROMPT: Birthday.
 RESPONSE: birthday
 ACCEPT: b
 
 TEMPLATE: ____{b}ar____{b}ershop
+PROMPT: Barbershop.
 RESPONSE: barbershop
 
 TEMPLATE: ____{b}utter
+PROMPT: Butter.
 RESPONSE: butter
 ACCEPT: b
 
 TEMPLATE: tooth____{b}rush
+PROMPT: Toothbrush.
 RESPONSE: toothbrush
 ACCEPT: b
 
@@ -155,19 +206,13 @@ RESPONSE: First, put the pencil in the sharpener.
 
 TEMPLATE: To sharpen a pencil:
 TEMPLATE: Next, turn the ____{handle|crank}.
-RESPONSE: Next, turn the handle.
-
-TEMPLATE: To sharpen a pencil:
-TEMPLATE: Then, ____{check} the pencil.
-RESPONSE: Then, check the pencil.
-
-TEMPLATE: To turn on the television:
-TEMPLATE: ____{Walk} to the television.
-RESPONSE: Walk to the television.
+TEMPLATE: Then, check the pencil.
+RESPONSE: Next, turn the handle. Then, check the pencil.
 
 TEMPLATE: To turn on the television:
+TEMPLATE: Walk to the television.
 TEMPLATE: ____{Stand} next to the television.
-RESPONSE: Stand next to the television.
+RESPONSE: Walk to the television. Stand next to the television.
 
 TEMPLATE: To turn on the television:
 TEMPLATE: ____{Turn} the knob.
@@ -428,81 +473,75 @@ INPUT: type
 CHECK: exact
 
 TEMPLATE: 1. ____
-RESPONSE: head
-
-TEMPLATE: 2. ____
 RESPONSE: right eye
 ACCEPT: eye
 
-TEMPLATE: 3. ____
+TEMPLATE: 2. ____
 RESPONSE: nose
 
-TEMPLATE: 4. ____
-RESPONSE: mouth
+TEMPLATE: 3. ____
+RESPONSE: left ear
+ACCEPT: ear
 
-TEMPLATE: 5. ____
+TEMPLATE: 4. ____
 RESPONSE: neck
 
-TEMPLATE: 6. ____
+TEMPLATE: 5. ____
 RESPONSE: trunk
-ACCEPT: body
+ACCEPT: body | right arm | arm
+
+TEMPLATE: 6. ____
+RESPONSE: right hand
+ACCEPT: hand | right arm | arm | wrist
 
 TEMPLATE: 7. ____
-RESPONSE: left arm
-ACCEPT: arm
-
-TEMPLATE: 8. ____
-RESPONSE: left hand
-ACCEPT: hand
-
-TEMPLATE: 9. ____
-RESPONSE: right arm
-ACCEPT: arm
-
-TEMPLATE: 10. ____
-RESPONSE: right hand
-ACCEPT: hand
-
-TEMPLATE: 11. ____
 RESPONSE: right leg
 ACCEPT: leg
 
-TEMPLATE: 12. ____
+TEMPLATE: 8. ____
 RESPONSE: right foot
 ACCEPT: foot
 
+TEMPLATE: 9. ____
+RESPONSE: left eye
+ACCEPT: eye | cheek | face
+
+TEMPLATE: 10. ____
+RESPONSE: eye
+ACCEPT: third eye | middle eye | forehead eye
+
+TEMPLATE: 11. ____
+RESPONSE: left hand
+ACCEPT: hand | left arm | arm
+
+TEMPLATE: 12. ____
+RESPONSE: left foot
+ACCEPT: foot
+
 $SESSION 5-3: Quantities, Questions, and Numbers
 
 # Source: ST §Much and Many
-$SELECT Quantity Words
+$PRODUCE Quantity Words
 ID: l5-s9
-INTRO: This part reviews quantity words and question forms. Start here: "a little" and "much" go with things you can't count, "a few" and "many" with things you can. Tap the words that fit.
-INSTRUCTION: Tap the correct words to complete the sentence.
+INTRO: This part reviews quantity words and question forms. Start here: "a little" and "much" go with things you can't count, "a few" and "many" with things you can. Type the choice that fits each sentence.
+INSTRUCTION: Type the correct choice to complete the sentence.
+INPUT: type
+CHECK: exact
 
-TEMPLATE: There's ____ soup in the bowl.
-OPTION: a | a little
-OPTION: b | a few
-ANSWER: a
+TEMPLATE: There's ____{a little} soup in the bowl. (a little, a few)
+RESPONSE: There's a little soup in the bowl.
 
-TEMPLATE: There aren't ____ students in class.
-OPTION: a | many
-OPTION: b | much
-ANSWER: a
+TEMPLATE: There aren't ____{many} students in class. (many, much)
+RESPONSE: There aren't many students in class.
 
-TEMPLATE: Kim has ____ books for you.
-OPTION: a | a little
-OPTION: b | a few
-ANSWER: b
+TEMPLATE: Kim has ____{a few} books for you. (a little, a few)
+RESPONSE: Kim has a few books for you.
 
-TEMPLATE: She bought ____ notebooks at the store.
-OPTION: a | many
-OPTION: b | much
-ANSWER: a
+TEMPLATE: She bought ____{many} notebooks at the store. (many, much)
+RESPONSE: She bought many notebooks at the store.
 
-TEMPLATE: Is there ____ shampoo in the bottle?
-OPTION: a | many
-OPTION: b | much
-ANSWER: b
+TEMPLATE: Is there ____{much} shampoo in the bottle? (many, much)
+RESPONSE: Is there much shampoo in the bottle?
 
 # SKIPPED (book): "DICTATION" (p. 125) — instructor-read dictation with no printed stimuli.
 
@@ -536,30 +575,30 @@ PROMPT: Tom bought the blue car.
 RESPONSE: Which car did Tom buy?
 
 # Source: ST §How Much, How Many...?
-$SELECT "How Much" or "How Many"?
+$PRODUCE "How Much" or "How Many"?
 ID: l5-s11
-INTRO: "How much" for water and money, "how many" for eggs and students. Tap the right one for each question.
-INSTRUCTION: Tap "How much" or "How many" to complete each question.
-OPTION: much | How much
-OPTION: many | How many
+INTRO: "How much" for water and money, "how many" for eggs and students. Type the right one for each question.
+INSTRUCTION: Type "How much" or "How many".
+INPUT: type
+CHECK: exact
 
-TEMPLATE: ____ money do you have?
-ANSWER: much
+TEMPLATE: ____{How much} money do you have?
+RESPONSE: How much money do you have?
 
-TEMPLATE: ____ rice will you eat?
-ANSWER: much
+TEMPLATE: ____{How much} rice will you eat?
+RESPONSE: How much rice will you eat?
 
-TEMPLATE: ____ pies do we need?
-ANSWER: many
+TEMPLATE: ____{How many} pies do we need?
+RESPONSE: How many pies do we need?
 
-TEMPLATE: ____ quarts of milk did he buy?
-ANSWER: many
+TEMPLATE: ____{How many} quarts of milk did he buy?
+RESPONSE: How many quarts of milk did he buy?
 
-TEMPLATE: ____ water do you drink everyday?
-ANSWER: much
+TEMPLATE: ____{How much} water do you drink everyday?
+RESPONSE: How much water do you drink everyday?
 
-TEMPLATE: ____ students are in the lab?
-ANSWER: many
+TEMPLATE: ____{How many} students are in the lab?
+RESPONSE: How many students are in the lab?
 
 # Source: ST §Opposites
 $PRODUCE Opposites