book 5: audit+sim repairs — some/any questions accept both, tape-faithful 1B f4 restored, Carol's Morning face/soap keys, Ken & Johnny one-each keys, My Neck Was Sore + ordinal drill + Alphabetical Order restored, word-list passes and ST images back, minimal pairs one per line, 3 images regenerated

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

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.
+INTRO: Each question gives you two choices. Look at the numbered diagram, answer aloud, then repeat the correct answer.
-INSTRUCTION: Tap 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
+RESPONSE: It's a finger. {bk05-l1a-f7-09-fb.mp3}
-OPTION: b | a finger
-ANSWER: b
-FEEDBACK: 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
+RESPONSE: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}
-OPTION: b | a shoulder
-ANSWER: b
-FEEDBACK: 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
+RESPONSE: It's a wrist. {bk05-l1a-f7-11-fb.mp3}
-OPTION: b | a shoulder
-ANSWER: a
-FEEDBACK: 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
+RESPONSE: It's a thumb. {bk05-l1a-f7-12-fb.mp3}
-OPTION: b | a hand
-ANSWER: a
-FEEDBACK: 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
+RESPONSE: It's an elbow. {bk05-l1a-f7-13-fb.mp3}
-OPTION: b | an elbow
-ANSWER: b
-FEEDBACK: 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
+RESPONSE: It's a hand. {bk05-l1a-f7-14-fb.mp3}
-OPTION: b | a hand
-ANSWER: b
-FEEDBACK: 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
+RESPONSE: It's a nail. {bk05-l1a-f7-15-fb.mp3}
-OPTION: b | a nail
-ANSWER: b
-FEEDBACK: 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
+RESPONSE: It's a finger. {bk05-l1a-f7-16-fb.mp3}
-OPTION: b | a wrist
-ANSWER: a
-FEEDBACK: 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
+ANSWER: c
-FEEDBACK: Ken's T-shirts are large on Johnny.
+FEEDBACK: Ken's T-shirts are long on Johnny.
 
 TEMPLATE: Ken cannot wear Johnny's T-shirts. They are very ____.
-ANSWER: b|d
+ANSWER: d
-FEEDBACK: They are very small.
+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
+TEMPLATE: which seasons do you like
-PROMPT: Which season do you like? {bk05-l1b-f9-01.mp3}
+PROMPT: Which seasons do you like? {bk05-l1b-f9-01.mp3}
-RESPONSE: Which season 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}

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.
+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: Type the missing words.
+INSTRUCTION: Make a sentence with "need to" or "needs to".
-INPUT: type
+INPUT: speak
-CHECK: exact
+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: Answer each question with "can" or "can't", using the cue on the screen. Say the answer aloud, then repeat the correct one.
-INTRO: Listen to each question and type "can" or "can't" to complete the answer on screen, then repeat the full answer.
+INSTRUCTION: Answer aloud using "can" or "can't".
-INSTRUCTION: Type the missing word.
+INPUT: speak
-INPUT: type
+CHECK: reveal
-CHECK: exact
 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}
+TEMPLATE: She washed her ____{face} with ____{soap}. {st-page_038_003.jpg|soap bar with suds}
-RESPONSE: She washed her hair with shampoo.
+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.
+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: Tap the correct 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
+RESPONSE: Yes, you can. {bk05-l2d-f6-01-a.mp3}
-FEEDBACK: 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
+RESPONSE: No, you can't. {bk05-l2d-f6-02-a.mp3}
-FEEDBACK: 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
+RESPONSE: Yes, you can. {bk05-l2d-f6-03-a.mp3}
-FEEDBACK: 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
+RESPONSE: No, you can't. {bk05-l2d-f6-04-a.mp3}
-FEEDBACK: 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
+RESPONSE: Yes, you can. {bk05-l2d-f6-05-a.mp3}
-FEEDBACK: 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
+RESPONSE: No, you can't. {bk05-l2d-f6-06-a.mp3}
-FEEDBACK: 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
+RESPONSE: No, you can't. {bk05-l2d-f6-07-a.mp3}
-FEEDBACK: 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
+RESPONSE: Yes, you can. {bk05-l2d-f6-08-a.mp3}
-FEEDBACK: 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
+RESPONSE: Yes, you can. {bk05-l2d-f6-09-a.mp3}
-FEEDBACK: 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}

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.)