$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg} FORMAT: 2 DIOCO_DOC_ID: lc_alc_book1_lesson2 DESCRIPTION: The alphabet, greetings, this/that/these/those, possessives, occupations, numbers 0-100, plurals, and pronunciation. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_INTRO: aoede | Warm, friendly teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Bill | achernar | Male voice VOICE: Pam | gacrux | Female voice VOICE: Bob | achird | Male voice VOICE: Ted | achernar | Male student VOICE: Mr_Wilson | schedar | Male teacher VOICE: Ken | achernar | Male voice VOICE: Ms_Evans | aoede | Female voice VOICE: Don | achird | Male voice VOICE: StudentA | achernar | Male voice VOICE: StudentB | achird | Male voice # ============================================================ $LESSON 2-1: The Alphabet # ============================================================ # Source: LLA 2A Figure 1 $DIALOGUE The Alphabet A to P INTRO: Let's begin with the first half of the alphabet, A through P. Listen and say each letter after the speaker. INSTRUCTION: Listen and repeat each letter. REPEAT LINE: A {bk01-l2a-f1-01.mp3} LINE: B {bk01-l2a-f1-02.mp3} LINE: C {bk01-l2a-f1-03.mp3} LINE: D {bk01-l2a-f1-04.mp3} LINE: E {bk01-l2a-f1-05.mp3} LINE: F {bk01-l2a-f1-06.mp3} LINE: G {bk01-l2a-f1-07.mp3} LINE: H {bk01-l2a-f1-08.mp3} LINE: I {bk01-l2a-f1-09.mp3} LINE: J {bk01-l2a-f1-10.mp3} LINE: K {bk01-l2a-f1-11.mp3} LINE: L {bk01-l2a-f1-12.mp3} LINE: M {bk01-l2a-f1-13.mp3} LINE: N {bk01-l2a-f1-14.mp3} LINE: O {bk01-l2a-f1-15.mp3} LINE: P {bk01-l2a-f1-16.mp3} # Source: LLA 2A Figure 2 $SELECT Hear the Letter INTRO: Now test your ear. You'll hear one letter; tap the one you hear. INSTRUCTION: Tap the letter you hear. EXAMPLE PROMPT: C {bk01-l2a-f2-01.mp3} OPTION: a | A OPTION: b | B OPTION: c | C OPTION: d | D ANSWER: c PROMPT: H {bk01-l2a-f2-02.mp3} OPTION: a | E OPTION: b | F OPTION: c | G OPTION: d | H ANSWER: d PROMPT: J {bk01-l2a-f2-03.mp3} OPTION: a | I OPTION: b | J OPTION: c | K OPTION: d | L ANSWER: b PROMPT: O {bk01-l2a-f2-04.mp3} OPTION: a | M OPTION: b | N OPTION: c | O OPTION: d | P ANSWER: c PROMPT: F {bk01-l2a-f2-05.mp3} OPTION: a | O OPTION: b | F OPTION: c | C OPTION: d | J ANSWER: b PROMPT: H {bk01-l2a-f2-06.mp3} OPTION: a | H OPTION: b | M OPTION: c | E OPTION: d | K ANSWER: a PROMPT: A {bk01-l2a-f2-07.mp3} OPTION: a | F OPTION: b | D OPTION: c | A OPTION: d | B ANSWER: c PROMPT: P {bk01-l2a-f2-08.mp3} OPTION: a | P OPTION: b | K OPTION: c | B OPTION: d | L ANSWER: a PROMPT: I {bk01-l2a-f2-09.mp3} OPTION: a | O OPTION: b | F OPTION: c | C OPTION: d | I ANSWER: d PROMPT: N {bk01-l2a-f2-10.mp3} OPTION: a | M OPTION: b | N OPTION: c | G OPTION: d | E ANSWER: b # Source: ST §Same/Different (letters) $SELECT Same or Different Letters INTRO: Look at two printed letters. Are they the same letter, or different ones? Tap your choice. INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different EXAMPLE TEMPLATE: P ... d ANSWER: d TEMPLATE: D ... O ANSWER: d TEMPLATE: c ... a ANSWER: d TEMPLATE: P ... B ANSWER: d TEMPLATE: b ... d ANSWER: d TEMPLATE: A ... H ANSWER: d TEMPLATE: e ... c ANSWER: d TEMPLATE: f ... f ANSWER: s TEMPLATE: b ... b ANSWER: s TEMPLATE: g ... d ANSWER: d TEMPLATE: f ... j ANSWER: d TEMPLATE: C ... C ANSWER: s TEMPLATE: k ... h ANSWER: d TEMPLATE: E ... F ANSWER: d TEMPLATE: d ... p ANSWER: d TEMPLATE: G ... G ANSWER: s TEMPLATE: c ... o ANSWER: d TEMPLATE: J ... L ANSWER: d TEMPLATE: b ... p ANSWER: d TEMPLATE: m ... n ANSWER: d TEMPLATE: D ... D ANSWER: s # Source: ST §Circle the Letter $SELECT Match the Letter INTRO: You'll see one letter at the top; tap the matching letter from the choices. INSTRUCTION: Tap the matching letter. EXAMPLE TEMPLATE: a OPTION: 1 | c OPTION: 2 | o OPTION: 3 | a ANSWER: 3 TEMPLATE: A OPTION: 1 | A OPTION: 2 | H OPTION: 3 | P ANSWER: 1 TEMPLATE: e OPTION: 1 | a OPTION: 2 | g OPTION: 3 | e ANSWER: 3 TEMPLATE: D OPTION: 1 | O OPTION: 2 | C OPTION: 3 | D ANSWER: 3 TEMPLATE: d OPTION: 1 | b OPTION: 2 | d OPTION: 3 | p ANSWER: 2 TEMPLATE: L OPTION: 1 | J OPTION: 2 | L OPTION: 3 | F ANSWER: 2 TEMPLATE: k OPTION: 1 | k OPTION: 2 | h OPTION: 3 | a ANSWER: 1 TEMPLATE: c OPTION: 1 | e OPTION: 2 | c OPTION: 3 | o ANSWER: 2 TEMPLATE: M OPTION: 1 | M OPTION: 2 | N OPTION: 3 | H ANSWER: 1 TEMPLATE: f OPTION: 1 | h OPTION: 2 | j OPTION: 3 | f ANSWER: 3 TEMPLATE: B OPTION: 1 | B OPTION: 2 | E OPTION: 3 | D ANSWER: 1 TEMPLATE: b OPTION: 1 | p OPTION: 2 | d OPTION: 3 | b ANSWER: 3 TEMPLATE: g OPTION: 1 | a OPTION: 2 | p OPTION: 3 | g ANSWER: 3 TEMPLATE: h OPTION: 1 | h OPTION: 2 | k OPTION: 3 | b ANSWER: 1 TEMPLATE: i OPTION: 1 | l OPTION: 2 | i OPTION: 3 | j ANSWER: 2 TEMPLATE: n OPTION: 1 | o OPTION: 2 | m OPTION: 3 | n ANSWER: 3 TEMPLATE: o OPTION: 1 | c OPTION: 2 | e OPTION: 3 | o ANSWER: 3 TEMPLATE: C OPTION: 1 | C OPTION: 2 | O OPTION: 3 | D ANSWER: 1 TEMPLATE: P OPTION: 1 | P OPTION: 2 | F OPTION: 3 | B ANSWER: 1 TEMPLATE: K OPTION: 1 | A OPTION: 2 | K OPTION: 3 | H ANSWER: 2 TEMPLATE: G OPTION: 1 | O OPTION: 2 | C OPTION: 3 | G ANSWER: 3 # Source: LLA 2A Figure 3 (Part 2) — letter-in-word identification $PRODUCE Find the Letter in the Word INTRO: You'll hear a letter, and see a word spelled out. Type the letter you hear — it's in the word. INSTRUCTION: Type the letter you hear. INPUT: type CHECK: exact PROMPT: N {bk01-l2a-f3-13.mp3} TEMPLATE: s t u d e n t RESPONSE: n ACCEPT: N PROMPT: C {bk01-l2a-f3-14.mp3} TEMPLATE: d o c t o r RESPONSE: c ACCEPT: C PROMPT: I {bk01-l2a-f3-15.mp3} TEMPLATE: p i l o t RESPONSE: i ACCEPT: I PROMPT: H {bk01-l2a-f3-16.mp3} TEMPLATE: t e a c h e r RESPONSE: h ACCEPT: H PROMPT: K {bk01-l2a-f3-17.mp3} TEMPLATE: c o o k RESPONSE: k ACCEPT: K PROMPT: A {bk01-l2a-f3-18.mp3} TEMPLATE: b a r b e r RESPONSE: a ACCEPT: A PROMPT: L {bk01-l2a-f3-19.mp3} TEMPLATE: c l o c k RESPONSE: l ACCEPT: L PROMPT: B {bk01-l2a-f3-20.mp3} TEMPLATE: t a b l e RESPONSE: b ACCEPT: B PROMPT: D {bk01-l2a-f3-21.mp3} TEMPLATE: s t u d y RESPONSE: d ACCEPT: D PROMPT: O {bk01-l2a-f3-22.mp3} TEMPLATE: w o r d RESPONSE: o ACCEPT: O PROMPT: M {bk01-l2a-f3-23.mp3} TEMPLATE: c o m e RESPONSE: m ACCEPT: M PROMPT: E {bk01-l2a-f3-24.mp3} TEMPLATE: r e a d RESPONSE: e ACCEPT: E # Source: LLA 2C Figure 8 — capital/small letter dictation $PRODUCE Capital or Small Letter INTRO: Listen for whether the speaker says a capital or a small letter, then type it exactly that way. INSTRUCTION: Type the letter you hear. INPUT: type CHECK: exact EXAMPLE PROMPT: capital B. {bk01-l2c-f8-ex.mp3} RESPONSE: B PROMPT: capital E. {bk01-l2c-f8-01.mp3} RESPONSE: E PROMPT: small f. {bk01-l2c-f8-02.mp3} RESPONSE: f PROMPT: small i. {bk01-l2c-f8-03.mp3} RESPONSE: i PROMPT: capital A. {bk01-l2c-f8-04.mp3} RESPONSE: A PROMPT: small m. {bk01-l2c-f8-05.mp3} RESPONSE: m PROMPT: capital G. {bk01-l2c-f8-06.mp3} RESPONSE: G PROMPT: small b. {bk01-l2c-f8-07.mp3} RESPONSE: b PROMPT: small n. {bk01-l2c-f8-08.mp3} RESPONSE: n PROMPT: capital J. {bk01-l2c-f8-09.mp3} RESPONSE: J PROMPT: capital L. {bk01-l2c-f8-10.mp3} RESPONSE: L PROMPT: capital H. {bk01-l2c-f8-11.mp3} RESPONSE: H PROMPT: small c. {bk01-l2c-f8-12.mp3} RESPONSE: c PROMPT: capital O. {bk01-l2c-f8-13.mp3} RESPONSE: O PROMPT: small e. {bk01-l2c-f8-14.mp3} RESPONSE: e PROMPT: small k. {bk01-l2c-f8-15.mp3} RESPONSE: k PROMPT: small a. {bk01-l2c-f8-16.mp3} RESPONSE: a PROMPT: capital I. {bk01-l2c-f8-17.mp3} RESPONSE: I PROMPT: small p. {bk01-l2c-f8-18.mp3} RESPONSE: p PROMPT: small g. {bk01-l2c-f8-19.mp3} RESPONSE: g PROMPT: small d. {bk01-l2c-f8-20.mp3} RESPONSE: d PROMPT: small j. {bk01-l2c-f8-21.mp3} RESPONSE: j PROMPT: capital m. {bk01-l2c-f8-22.mp3} RESPONSE: M PROMPT: small h. {bk01-l2c-f8-23.mp3} RESPONSE: h PROMPT: capital D. {bk01-l2c-f8-24.mp3} RESPONSE: D PROMPT: capital B. {bk01-l2c-f8-25.mp3} RESPONSE: B # SKIPPED (book): Vocabulary "DICTATION" (repeat alphabet Hh–Pp, write the letter) — # instructor-read with no recorded stimulus; letters are practiced above. Convertible # later with chosen letters + TTS. # ============================================================ $LESSON 2-2: This, That, and Possessives # ============================================================ # Source: LLA 2A Figure 5 — near/far presentation $DIALOGUE This and That {page_035_001.jpg} INTRO: Use "this is" for something near you, and "that's" for something farther away. Listen and repeat. INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3} LINE: That's a pencil. {page_035_002.jpg} {bk01-l2a-f5-02.mp3} LINE: This is a table. {page_035_003.jpg} {bk01-l2a-f5-03.mp3} LINE: That's a table. {page_035_004.jpg} {bk01-l2a-f5-04.mp3} LINE: This is a chair. {page_035_005.jpg} {bk01-l2a-f5-05.mp3} LINE: That's a chair. {page_035_006.jpg} {bk01-l2a-f5-06.mp3} LINE: This is a notebook. {page_035_007.jpg} {bk01-l2a-f5-07.mp3} LINE: That's a notebook. {page_035_008.jpg} {bk01-l2a-f5-08.mp3} LINE: This is a window. {page_035_009.jpg} {bk01-l2a-f5-09.mp3} LINE: That's a window. {page_035_010.jpg} {bk01-l2a-f5-10.mp3} LINE: This is a clock. {page_035_011.jpg} {bk01-l2a-f5-11.mp3} LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3} LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3} LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3} # Source: ST §What's That? (grammar) $GRAMMAR This Is / That's INTRO: Here's how "this" and "that" pair up with the little possessive words: my, your, his, her. | | | | | |---|---|---|---| | This | is | my | book. | | That | is | your | pen. | | That | is | her | pencil. | | That's | | his | name. | | That's | | his | chair. | ![An elderly woman sitting in a large armchair](page_034_001.jpg) {This is her chair.} ![A man sitting at a table with a pencil in front of him](page_034_002.jpg) {That's his pencil.} # Source: LLA 2A Figure 6 $SELECT This or That — Near or Far? INTRO: Listen to each sentence. Does "this is" or "that's" tell you the object is near or far? Tap the picture that matches. INSTRUCTION: Tap the correct picture. EXAMPLE PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3} OPTION: a | near {page_036_001.jpg} {bk01-l2a-f6-01-a.mp3} OPTION: b | far {page_036_002.jpg} ANSWER: a PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3} OPTION: a | near {page_036_003.jpg} {bk01-l2a-f6-02-a.mp3} OPTION: b | far {page_036_004.jpg} ANSWER: a PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3} OPTION: a | near {page_036_005.jpg} OPTION: b | far {page_036_006.jpg} {bk01-l2a-f6-03-a.mp3} ANSWER: b PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3} OPTION: a | near {page_036_007.jpg} OPTION: b | far {page_036_008.jpg} {bk01-l2a-f6-04-a.mp3} ANSWER: b PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3} OPTION: a | near {page_036_009.jpg} {bk01-l2a-f6-05-a.mp3} OPTION: b | far {page_036_010.jpg} ANSWER: a PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3} OPTION: a | near {page_036_011.jpg} OPTION: b | far {page_036_012.jpg} {bk01-l2a-f6-06-a.mp3} ANSWER: b PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3} OPTION: a | near {page_036_013.jpg} {bk01-l2a-f6-07-a.mp3} OPTION: b | far {page_036_014.jpg} ANSWER: a PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3} OPTION: a | near {page_036_015.jpg} OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3} ANSWER: b # Source: LLA 2A "Listening and Speaking Activity" — possessives in sentences $DIALOGUE My, Your, His, Her INTRO: Now listen to short sentences with my, your, his, and her. Say each one back. INSTRUCTION: Listen and repeat. REPEAT LINE: This is my book. {bk01-l2a-f3-25.mp3} LINE: That's his chair. {bk01-l2a-f3-26.mp3} LINE: It's her pen. {bk01-l2a-f3-27.mp3} LINE: That's her pencil. {bk01-l2a-f3-28.mp3} LINE: That's my chair. {bk01-l2a-f3-29.mp3} LINE: It's his notebook. {bk01-l2a-f3-30.mp3} LINE: This is her picture. {bk01-l2a-f3-31.mp3} LINE: That's your book. {bk01-l2a-f3-32.mp3} LINE: That's her clock. {bk01-l2a-f3-33.mp3} LINE: This is my pencil. {bk01-l2a-f3-34.mp3} LINE: That's his notebook. {bk01-l2a-f3-35.mp3} LINE: This is your picture. {bk01-l2a-f3-36.mp3} LINE: It's my clock. {bk01-l2a-f3-37.mp3} LINE: That's his pen. {bk01-l2a-f3-38.mp3} LINE: This is her table. {bk01-l2a-f3-39.mp3} LINE: That's his classroom. {bk01-l2a-f3-40.mp3} LINE: This is your lab. {bk01-l2a-f3-41.mp3} LINE: This is my classroom. {bk01-l2a-f3-42.mp3} LINE: That's his table. {bk01-l2a-f3-43.mp3} LINE: That's her lab. {bk01-l2a-f3-44.mp3} # Source: LLA 2B Figure 2 (Part 1) — His and Her presentation $DIALOGUE His and Her {page_042_001.jpg} INTRO: "His" goes with a man, "her" goes with a woman. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} # Source: LLA 2B Figure 2 (Part 2) — His or Her cloze $PRODUCE Write His or Her INTRO: Listen to the full sentence, then type the missing word — his or her. INSTRUCTION: Type the missing word. INPUT: type CHECK: exact EXAMPLE TEMPLATE: That's ____ book. {page_042_001.jpg} PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3} ACCEPT: her TEMPLATE: That's ____ notebook. {page_042_002.jpg} PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3} ACCEPT: his TEMPLATE: That's ____ pencil. {page_042_003.jpg} PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3} ACCEPT: his TEMPLATE: That's ____ classroom. {page_042_004.jpg} PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3} ACCEPT: his TEMPLATE: That's ____ pen. {page_042_005.jpg} PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3} ACCEPT: her TEMPLATE: That's ____ chair. {page_042_006.jpg} PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3} ACCEPT: her # Source: ST §What's This? (read questions and answers) $DIALOGUE What's This? What's That? INTRO: Here are short question-and-answer pairs with this and that. Say each one. INSTRUCTION: Repeat these questions and answers. REPEAT LINE: What's this? This is his notebook. LINE: What's that? That's her chair. LINE: What's that? That's her pencil. LINE: What's this? This is his pen. LINE: What's that? That's her clock. LINE: What's this? This is her picture. # Source: ST §That's His Picture (read dialog) $DIALOGUE That's His Picture INTRO: Two students point things out to each other. Just read and listen. INSTRUCTION: Read these questions and answers. StudentA: What's this? StudentB: That's his pen. StudentA: What's this? StudentB: That's her book. StudentA: What's this? StudentB: That's his pencil. StudentA: What's that? StudentB: It's my pen. StudentA: What's that? StudentB: This is my picture. StudentA: What's that? StudentB: That's your notebook. StudentA: What is it? StudentB: It's his book. StudentA: What is this? StudentB: That's her chair. StudentA: What's this? StudentB: It's your clock. StudentA: What's that? StudentB: That's my book. StudentA: What's that? StudentB: That's his picture. # ============================================================ $LESSON 2-3: These, Those, and Plurals # ============================================================ # Source: LLA 2A Figure 7 (Part 1) — these/those presentation $DIALOGUE These and Those {page_037_001.jpg} INTRO: When there's more than one, "this" becomes "these" and "that" becomes "those". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT LINE: This is a table. {page_037_001.jpg} {bk01-l2a-f7-01.mp3} LINE: That's a table. {page_037_002.jpg} {bk01-l2a-f7-02.mp3} LINE: These are chairs. {page_037_003.jpg} {bk01-l2a-f7-03.mp3} LINE: Those are chairs. {page_037_004.jpg} {bk01-l2a-f7-04.mp3} LINE: This is a pen. {page_037_005.jpg} {bk01-l2a-f7-05.mp3} LINE: That's a pen. {page_037_006.jpg} {bk01-l2a-f7-06.mp3} LINE: These are books. {page_037_007.jpg} {bk01-l2a-f7-07.mp3} LINE: Those are books. {page_037_008.jpg} {bk01-l2a-f7-08.mp3} LINE: This is a clock. {page_037_009.jpg} {bk01-l2a-f7-09.mp3} LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3} LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3} LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3} # Source: ST §Singular and Plural + §This/That/These/Those (grammar, merged) $GRAMMAR Singular and Plural INTRO: One thing is singular; two or more is plural — and the plural usually adds an -s. ![A book vs two books](page_039_001.jpg) ![A pen vs two pens](page_040_001.jpg) Near and far, singular and plural, all together: ![A woman standing close beside a single table](page_041_004.jpg) {This is a table.} ![A woman standing close beside two tables](page_041_005.jpg) {These are tables.} ![A man pointing from a distance at one chair](page_041_006.jpg) {That is a chair.} ![A man pointing from a distance at three chairs](page_041_007.jpg) {Those are chairs.} # Source: LLA 2A Figure 8 $SELECT These or Those — Near or Far? INTRO: Listen to each plural sentence and tap the picture that shows whether the objects are near or far. INSTRUCTION: Tap the correct picture. PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} OPTION: a | near {page_038_001.jpg} OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} ANSWER: b PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} OPTION: a | near {page_038_003.jpg} OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} ANSWER: b PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} OPTION: b | far {page_038_006.jpg} ANSWER: a PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} OPTION: a | near {page_038_007.jpg} OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} ANSWER: b # Source: LLA 2A Figure 7 (Part 2) — picture Q&A $PRODUCE What's This? What Are These? INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3} RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3} PROMPT: What's that? {page_037_002.jpg} {bk01-l2a-f7-14-q.mp3} RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3} PROMPT: What are these? {page_037_003.jpg} {bk01-l2a-f7-15-q.mp3} RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3} PROMPT: What are those? {page_037_004.jpg} {bk01-l2a-f7-16-q.mp3} RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3} PROMPT: What's this? {page_037_005.jpg} {bk01-l2a-f7-17-q.mp3} RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3} PROMPT: What's that? {page_037_006.jpg} {bk01-l2a-f7-18-q.mp3} RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3} PROMPT: What are these? {page_037_007.jpg} {bk01-l2a-f7-19-q.mp3} RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3} PROMPT: What are those? {page_037_008.jpg} {bk01-l2a-f7-20-q.mp3} RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3} PROMPT: What's this? {page_037_009.jpg} {bk01-l2a-f7-21-q.mp3} RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3} PROMPT: What's that? {page_037_010.jpg} {bk01-l2a-f7-22-q.mp3} RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3} PROMPT: What are these? {page_037_011.jpg} {bk01-l2a-f7-23-q.mp3} RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3} PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3} RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3} # Source: LLA 2C Figure 7 (Part 1) — these/those sentences $DIALOGUE More These and Those INTRO: Here are more sentences with these and those plus the possessives. Say each one back. INSTRUCTION: Listen and repeat. REPEAT LINE: These are your books. {bk01-l2c-f7-01.mp3} LINE: Those are his books. {bk01-l2c-f7-02.mp3} LINE: These are her pencils. {bk01-l2c-f7-03.mp3} LINE: These are my notebooks. {bk01-l2c-f7-04.mp3} LINE: Those are her pictures. {bk01-l2c-f7-05.mp3} LINE: Those are my tables. {bk01-l2c-f7-06.mp3} LINE: These are your chairs. {bk01-l2c-f7-07.mp3} LINE: These are his tapes. {bk01-l2c-f7-08.mp3} LINE: Those are her radios. {bk01-l2c-f7-09.mp3} LINE: Those are my recorders. {bk01-l2c-f7-10.mp3} LINE: These are his televisions. {bk01-l2c-f7-11.mp3} LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3} LINE: These are your pictures. {bk01-l2c-f7-13.mp3} LINE: These are my pens. {bk01-l2c-f7-14.mp3} LINE: Those are his pencils. {bk01-l2c-f7-15.mp3} # Source: LLA 2C Figure 7 (Part 2) — singular/plural transformation $PRODUCE Change Singular and Plural INTRO: You'll hear a sentence and a cue word. Change it from singular to plural, or plural to singular, then repeat the answer. INSTRUCTION: Change the sentence using the cue word. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3} RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3} PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3} RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3} PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3} RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3} PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3} RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3} PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3} RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3} PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3} RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3} PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3} RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3} PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3} RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3} PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3} RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3} PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3} RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3} PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3} RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3} PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3} RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3} PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3} RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3} PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3} RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3} PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3} RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3} PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3} RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3} PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3} RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3} PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3} RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3} PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3} RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3} PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3} RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3} PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3} RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3} PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3} RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3} PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3} RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3} PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3} RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3} PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3} RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3} PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3} RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3} # Source: ST §What Are These? (read Q&A) $DIALOGUE What Are These? What Are Those? INTRO: A few more plural question-and-answer pairs. Say each one. INSTRUCTION: Repeat these questions and answers. REPEAT LINE: What are those? Those are chalkboards. LINE: What are these? These are pencils. LINE: What are those? Those are windows. LINE: What are those? Those are desks. LINE: What are those? These are books. LINE: What are these? These are pens. # SKIPPED (book): "THESE ARE DESKS — Make sentences with these and those." Open-ended free # production with no fixed answer set or recorded stimulus; nothing checkable to drill. # Source: ST §Dictation (LLA word dictation used for audio) $PRODUCE Spell the Classroom Words INTRO: Listen to each classroom word, said twice, and type it exactly. INSTRUCTION: Type the word you hear. INPUT: type CHECK: exact PROMPT: window. Window. {bk01-l2d-f5-01.mp3} RESPONSE: window PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} RESPONSE: classroom PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} RESPONSE: circle PROMPT: table. Table. {bk01-l2d-f5-04.mp3} RESPONSE: table PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} RESPONSE: lab PROMPT: door. Door. {bk01-l2d-f5-06.mp3} RESPONSE: door PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} RESPONSE: picture PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} RESPONSE: chair PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} RESPONSE: pencil PROMPT: write. Write. {bk01-l2d-f5-10.mp3} RESPONSE: write # ============================================================ $LESSON 2-4: Objects, Negative Instructions, and Greetings # ============================================================ # Source: LLA 2B Figure 5 (Part 1) — more objects vocab in sentences $DIALOGUE Things in the Classroom INTRO: Here are some new objects — a radio, a recorder, tapes, and a television — each in a sentence. Say each one. INSTRUCTION: Listen and repeat. REPEAT VOCAB: radio LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3} VOCAB: recorder LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3} VOCAB: tapes LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3} VOCAB: television LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3} VOCAB: chair LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3} VOCAB: pictures LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3} VOCAB: books LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3} VOCAB: classroom LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3} # Source: LLA 2B Figure 5 (Part 2) — match sentence to picture $SELECT Match the Object INTRO: Listen to each sentence and tap the picture it describes. INSTRUCTION: Tap the matching picture. OPTION: 1 | radio {page_044_001.jpg} OPTION: 2 | recorder {page_044_002.jpg} OPTION: 3 | tapes {page_045_001.jpg} OPTION: 4 | television {page_045_002.jpg} OPTION: 5 | chair {page_045_003.jpg} OPTION: 6 | pictures {page_045_004.jpg} OPTION: 7 | books {page_045_005.jpg} OPTION: 8 | classroom {page_045_006.jpg} EXAMPLE PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3} ANSWER: 5 PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3} ANSWER: 1 PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3} ANSWER: 8 PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3} ANSWER: 3 PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3} ANSWER: 4 PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3} ANSWER: 7 PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3} ANSWER: 2 PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3} ANSWER: 6 # Source: ST §It's a TV (vocab in sentences) $DIALOGUE Look and Listen INTRO: Here are the same objects with action verbs — look, listen. Say each sentence. INSTRUCTION: Repeat the words and sentences. REPEAT VOCAB: television (TV) LINE: Look at the television. {st-page_040_002.jpg} VOCAB: radio LINE: Listen to the radio. {st-page_040_003.jpg} VOCAB: tape LINE: Listen to a tape. {st-page_041_001.jpg} VOCAB: recorder LINE: Look at the recorder. {st-page_041_002.jpg} # Source: LLA 2B Figure 1 — negative imperatives presentation $DIALOGUE Don't Do That! {page_041_001.jpg} INTRO: To tell someone NOT to do something, start with "Don't". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} # Source: ST §Don't Open the Window (read sentences) $DIALOGUE Do and Don't INTRO: Read these classroom instructions — some positive, some negative. INSTRUCTION: Read the sentences. LINE: Go to the window. Please don't open the window. LINE: Don't close the door. Open it. LINE: Don't write the word pen. Please write the word pencil. LINE: Don't look at your book. Look at the teacher. LINE: Circle the letter. Don't circle the number. LINE: Please go to the door. Open it. Don't close it. LINE: Please open your book. Don't open your notebook. LINE: Listen. Don't repeat. # Source: LLA 2D LS Activity 1 — positive → negative transformation $PRODUCE Make It Negative INTRO: You'll hear an instruction. Make it negative by adding "Don't", then say it aloud. INSTRUCTION: Change the sentence to a negative instruction. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} # Source: LLA 2A Figure 4 — Bill & Pam dialog $DIALOGUE Hello, My Name Is Bill INTRO: Bill and Pam meet and talk about a student named Joe. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} Bill: And what's his name? {bk01-l2a-f4-05.mp3} Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} # Source: LLA 2B Figure 6 — Mr. Wilson & Ted dialog $DIALOGUE Good Morning, Sir INTRO: A teacher greets a new student. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} Ted: My name is Ted. {bk01-l2b-f6-05.mp3} # Source: ST §What's His Name? (dialog) $DIALOGUE What's His Name? INTRO: Bill asks Bob about other people. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT Bill: Hello. My name is Bill. What's your name? {st-page_033_002.jpg} Bob: My name is Bob. {st-page_033_002.jpg} VOCAB: What's his name? Bill: What's his name? {st-page_033_003.jpg} VOCAB: His name is Bob: His name is Ted. {st-page_033_003.jpg} VOCAB: What's her name? Bill: What's her name? {st-page_033_004.jpg} VOCAB: Her name is Bob: Her name is Mary. {st-page_033_004.jpg} # Source: ST §Spell Your Name, Please (dialog) $DIALOGUE Spell Your Name, Please INTRO: Bob meets Ken and asks him to repeat and spell his name. Listen and repeat. INSTRUCTION: Repeat and read the dialog. REPEAT Bob: Hello. My name is Bob. What's your name? Ken: My name is Ken Bates. Bob: Repeat your name, please. Ken: It's Ken Bates. Bob: Spell your name, please. Ken: K-e-n. B-a-t-e-s. # Source: ST §That's His Classroom (dialog) $DIALOGUE That's His Classroom INTRO: Ms. Evans welcomes Don to his classroom. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT Ms_Evans: Good morning. I'm Ms. Evans. Don: Hi! I'm Don, and this is Steve. Ms_Evans: Don, this is your classroom, and I'm your teacher. Don: Thank you, Ms. Evans. What's his classroom? Ms_Evans: His classroom is number 22. Don: Oh, yes. Mr. Davis is his teacher. # ============================================================ $LESSON 2-5: Numbers # ============================================================ # Source: LLA 2C Figure 1 $DIALOGUE Numbers 1 to 20 INTRO: Let's count from one to twenty. Listen and say each number. INSTRUCTION: Listen and repeat each number. REPEAT LINE: 1 {bk01-l2c-f1-01.mp3} LINE: 2 {bk01-l2c-f1-02.mp3} LINE: 3 {bk01-l2c-f1-03.mp3} LINE: 4 {bk01-l2c-f1-04.mp3} LINE: 5 {bk01-l2c-f1-05.mp3} LINE: 6 {bk01-l2c-f1-06.mp3} LINE: 7 {bk01-l2c-f1-07.mp3} LINE: 8 {bk01-l2c-f1-08.mp3} LINE: 9 {bk01-l2c-f1-09.mp3} LINE: 10 {bk01-l2c-f1-10.mp3} LINE: 11 {bk01-l2c-f1-11.mp3} LINE: 12 {bk01-l2c-f1-12.mp3} LINE: 13 {bk01-l2c-f1-13.mp3} LINE: 14 {bk01-l2c-f1-14.mp3} LINE: 15 {bk01-l2c-f1-15.mp3} LINE: 16 {bk01-l2c-f1-16.mp3} LINE: 17 {bk01-l2c-f1-17.mp3} LINE: 18 {bk01-l2c-f1-18.mp3} LINE: 19 {bk01-l2c-f1-19.mp3} LINE: 20 {bk01-l2c-f1-20.mp3} # Source: LLA 2C Figure 2 $DIALOGUE Counting by Tens INTRO: Now count by tens, all the way to one hundred. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT LINE: 10 {bk01-l2c-f2-01.mp3} LINE: 20 {bk01-l2c-f2-02.mp3} LINE: 30 {bk01-l2c-f2-03.mp3} LINE: 40 {bk01-l2c-f2-04.mp3} LINE: 50 {bk01-l2c-f2-05.mp3} LINE: 60 {bk01-l2c-f2-06.mp3} LINE: 70 {bk01-l2c-f2-07.mp3} LINE: 80 {bk01-l2c-f2-08.mp3} LINE: 90 {bk01-l2c-f2-09.mp3} LINE: a hundred {bk01-l2c-f2-10.mp3} LINE: one hundred {bk01-l2c-f2-11.mp3} # Source: ST §0 to 100 (grammar) $GRAMMAR Numbers 0 to 100 INTRO: Here is the whole field of numbers from zero to one hundred. Say and read them. | | | | | | | | | | | |---|---|---|---|---|---|---|---|---|---| | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | | 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | | 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | | 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | | 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | | 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | | 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | | 100 | | | | | | | | | | # Source: ST §thirTEEN THIRty $DIALOGUE Teens and Tens INTRO: Watch out for the teen/ty pairs — thirteen versus thirty. Listen for the stress and repeat. INSTRUCTION: Repeat and read these numbers. REPEAT LINE: 13 — 30 LINE: 14 — 40 LINE: 15 — 50 LINE: 16 — 60 LINE: 17 — 70 LINE: 18 — 80 LINE: 19 — 90 # Source: LLA 2C Figure 3 — numbers + nouns $DIALOGUE Numbers and Nouns INTRO: Now we put numbers together with plural nouns. Say each phrase. INSTRUCTION: Listen and repeat. REPEAT LINE: 51 tables {bk01-l2c-f3-01.mp3} LINE: 52 chairs {bk01-l2c-f3-02.mp3} LINE: 53 pens {bk01-l2c-f3-03.mp3} LINE: 54 words {bk01-l2c-f3-04.mp3} LINE: 55 pencils {bk01-l2c-f3-05.mp3} LINE: 56 letters {bk01-l2c-f3-06.mp3} LINE: 57 pictures {bk01-l2c-f3-07.mp3} LINE: 58 doors {bk01-l2c-f3-08.mp3} LINE: 59 windows {bk01-l2c-f3-09.mp3} LINE: 60 clocks {bk01-l2c-f3-10.mp3} LINE: 61 barbers {bk01-l2c-f3-11.mp3} LINE: 62 cooks {bk01-l2c-f3-12.mp3} LINE: 63 doctors {bk01-l2c-f3-13.mp3} LINE: 64 mechanics {bk01-l2c-f3-14.mp3} LINE: 65 pilots {bk01-l2c-f3-15.mp3} LINE: 66 radios {bk01-l2c-f3-16.mp3} LINE: 67 recorders {bk01-l2c-f3-17.mp3} LINE: 68 tapes {bk01-l2c-f3-18.mp3} LINE: 69 televisions {bk01-l2c-f3-19.mp3} LINE: 70 students {bk01-l2c-f3-20.mp3} LINE: 100 teachers {bk01-l2c-f3-21.mp3} # Source: LLA 2C Figure 4 — number discrimination $SELECT Hear the Number INTRO: You'll hear a number. Find it among the choices and tap it. INSTRUCTION: Tap the number you hear. PROMPT: 10 {bk01-l2c-f4-01.mp3} OPTION: a | 8 OPTION: b | 10 OPTION: c | 3 OPTION: d | 2 ANSWER: b PROMPT: 25 {bk01-l2c-f4-02.mp3} OPTION: a | 71 OPTION: b | 25 OPTION: c | 43 OPTION: d | 86 ANSWER: b PROMPT: 69 {bk01-l2c-f4-03.mp3} OPTION: a | 19 OPTION: b | 36 OPTION: c | 94 OPTION: d | 69 ANSWER: d PROMPT: 43 {bk01-l2c-f4-04.mp3} OPTION: a | 43 OPTION: b | 34 OPTION: c | 51 OPTION: d | 53 ANSWER: a PROMPT: 18 {bk01-l2c-f4-05.mp3} OPTION: a | 86 OPTION: b | 98 OPTION: c | 73 OPTION: d | 18 ANSWER: d PROMPT: 36 {bk01-l2c-f4-06.mp3} OPTION: a | 54 OPTION: b | 79 OPTION: c | 36 OPTION: d | 64 ANSWER: c PROMPT: 40 {bk01-l2c-f4-07.mp3} OPTION: a | 11 OPTION: b | 14 OPTION: c | 41 OPTION: d | 40 ANSWER: d PROMPT: 12 {bk01-l2c-f4-08.mp3} OPTION: a | 21 OPTION: b | 10 OPTION: c | 12 OPTION: d | 31 ANSWER: c PROMPT: 59 {bk01-l2c-f4-09.mp3} OPTION: a | 69 OPTION: b | 96 OPTION: c | 59 OPTION: d | 19 ANSWER: c PROMPT: 4 {bk01-l2c-f4-10.mp3} OPTION: a | 2 OPTION: b | 5 OPTION: c | 4 OPTION: d | 8 ANSWER: c PROMPT: 87 {bk01-l2c-f4-11.mp3} OPTION: a | 78 OPTION: b | 17 OPTION: c | 18 OPTION: d | 87 ANSWER: d PROMPT: 13 {bk01-l2c-f4-12.mp3} OPTION: a | 17 OPTION: b | 13 OPTION: c | 16 OPTION: d | 15 ANSWER: b PROMPT: 23 {bk01-l2c-f4-13.mp3} OPTION: a | 83 OPTION: b | 33 OPTION: c | 36 OPTION: d | 23 ANSWER: d PROMPT: 48 {bk01-l2c-f4-14.mp3} OPTION: a | 48 OPTION: b | 54 OPTION: c | 84 OPTION: d | 88 ANSWER: a PROMPT: 50 {bk01-l2c-f4-15.mp3} OPTION: a | 55 OPTION: b | 15 OPTION: c | 5 OPTION: d | 50 ANSWER: d PROMPT: 19 {bk01-l2c-f4-16.mp3} OPTION: a | 90 OPTION: b | 49 OPTION: c | 19 OPTION: d | 9 ANSWER: c PROMPT: 63 {bk01-l2c-f4-17.mp3} OPTION: a | 33 OPTION: b | 98 OPTION: c | 63 OPTION: d | 48 ANSWER: c PROMPT: 75 {bk01-l2c-f4-18.mp3} OPTION: a | 56 OPTION: b | 75 OPTION: c | 76 OPTION: d | 57 ANSWER: b PROMPT: 56 {bk01-l2c-f4-19.mp3} OPTION: a | 56 OPTION: b | 24 OPTION: c | 46 OPTION: d | 64 ANSWER: a PROMPT: 88 {bk01-l2c-f4-20.mp3} OPTION: a | 8 OPTION: b | 88 OPTION: c | 18 OPTION: d | 80 ANSWER: b # Source: LLA 2B Figure 4 — teen vs ty discrimination $SELECT Teen or Ty? INTRO: These pairs sound alike — listen carefully and tap the number you hear. INSTRUCTION: Tap the number you hear. REPEAT PROMPT: 90 {bk01-l2b-f4-01-q.mp3} OPTION: a | 19 OPTION: b | 90 {bk01-l2b-f4-01-a.mp3} OPTION: c | 9 ANSWER: b PROMPT: 40 {bk01-l2b-f4-02-q.mp3} OPTION: a | 40 {bk01-l2b-f4-02-a.mp3} OPTION: b | 4 OPTION: c | 14 ANSWER: a PROMPT: 30 {bk01-l2b-f4-03-q.mp3} OPTION: a | 3 OPTION: b | 13 OPTION: c | 30 {bk01-l2b-f4-03-a.mp3} ANSWER: c PROMPT: 16 {bk01-l2b-f4-04-q.mp3} OPTION: a | 16 {bk01-l2b-f4-04-a.mp3} OPTION: b | 60 OPTION: c | 6 ANSWER: a PROMPT: 70 {bk01-l2b-f4-05-q.mp3} OPTION: a | 70 {bk01-l2b-f4-05-a.mp3} OPTION: b | 17 OPTION: c | 7 ANSWER: a PROMPT: 80 {bk01-l2b-f4-06-q.mp3} OPTION: a | 80 {bk01-l2b-f4-06-a.mp3} OPTION: b | 18 OPTION: c | 8 ANSWER: a PROMPT: 35 {bk01-l2b-f4-07-q.mp3} OPTION: a | 5 OPTION: b | 30 OPTION: c | 35 {bk01-l2b-f4-07-a.mp3} ANSWER: c PROMPT: 22 {bk01-l2b-f4-08-q.mp3} OPTION: a | 20 OPTION: b | 22 {bk01-l2b-f4-08-a.mp3} OPTION: c | 2 ANSWER: b # Source: LLA 2C Figure 5 — number dictation $PRODUCE Write the Number INTRO: Listen to each number and type it using digits. INSTRUCTION: Type the number you hear. INPUT: type CHECK: exact PROMPT: 13 {bk01-l2c-f5-01.mp3} RESPONSE: 13 {bk01-l2c-f5-01.mp3} PROMPT: 35 {bk01-l2c-f5-02.mp3} RESPONSE: 35 {bk01-l2c-f5-02.mp3} PROMPT: 19 {bk01-l2c-f5-03.mp3} RESPONSE: 19 {bk01-l2c-f5-03.mp3} PROMPT: 54 {bk01-l2c-f5-04.mp3} RESPONSE: 54 {bk01-l2c-f5-04.mp3} PROMPT: 48 {bk01-l2c-f5-05.mp3} RESPONSE: 48 {bk01-l2c-f5-05.mp3} PROMPT: 79 {bk01-l2c-f5-06.mp3} RESPONSE: 79 {bk01-l2c-f5-06.mp3} PROMPT: 8 {bk01-l2c-f5-07.mp3} RESPONSE: 8 {bk01-l2c-f5-07.mp3} PROMPT: 21 {bk01-l2c-f5-08.mp3} RESPONSE: 21 {bk01-l2c-f5-08.mp3} PROMPT: 11 {bk01-l2c-f5-09.mp3} RESPONSE: 11 {bk01-l2c-f5-09.mp3} PROMPT: 60 {bk01-l2c-f5-10.mp3} RESPONSE: 60 {bk01-l2c-f5-10.mp3} # Source: ST §Numbers (digit → word) $PRODUCE Write the Number Word INTRO: You'll see a number; type out its English word. INSTRUCTION: Type the missing number word. INPUT: type CHECK: exact EXAMPLE TEMPLATE: 79 ____ RESPONSE: seventy-nine TEMPLATE: 1 ____ RESPONSE: one TEMPLATE: 4 ____ RESPONSE: four TEMPLATE: 7 ____ RESPONSE: seven TEMPLATE: 10 ____ RESPONSE: ten TEMPLATE: 13 ____ RESPONSE: thirteen TEMPLATE: 16 ____ RESPONSE: sixteen TEMPLATE: 19 ____ RESPONSE: nineteen TEMPLATE: 21 ____ RESPONSE: twenty-one TEMPLATE: 31 ____ RESPONSE: thirty-one TEMPLATE: 41 ____ RESPONSE: forty-one TEMPLATE: 51 ____ RESPONSE: fifty-one # ============================================================ $LESSON 2-6: Occupations # ============================================================ # Source: LLA 2B Figure 3 (Part 1) — occupations he/she $DIALOGUE People's Jobs {page_043_001.jpg} INTRO: Let's meet some people and learn their jobs. Just listen. INSTRUCTION: Listen to the sentences. LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3} LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3} LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3} LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3} LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3} LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3} LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3} # Source: ST §This Is a Pilot (occupation vocab) $DIALOGUE Occupations INTRO: Here are the occupation words on their own. Say each one. INSTRUCTION: Repeat the words. REPEAT VOCAB: doctor LINE: a doctor {st-page_043_001.jpg} VOCAB: pilot LINE: a pilot {st-page_043_002.jpg} VOCAB: student LINE: a student {st-page_043_003.jpg} VOCAB: barber LINE: a barber {st-page_043_004.jpg} VOCAB: cook LINE: a cook {st-page_044_001.jpg} VOCAB: mechanic LINE: a mechanic {st-page_044_002.jpg} VOCAB: teacher LINE: a teacher {st-page_044_003.jpg} # Source: LLA 2B Figure 3 (Part 2) — I'm $DIALOGUE I'm a Cook INTRO: Now pretend you are each person. Say their job with "I'm". INSTRUCTION: Listen and repeat. REPEAT LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3} LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3} LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3} LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3} LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3} LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3} LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3} # Source: LLA 2B Figure 3 (Part 3) — You're $DIALOGUE You're a Cook INTRO: Now say each person's job with "you're". INSTRUCTION: Listen and repeat. REPEAT LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3} LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3} LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3} LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3} LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3} LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3} LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3} # Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. (grammar) $GRAMMAR I'm, You're, Bill's INTRO: The verb "to be" contracts: I am becomes I'm, you are becomes you're, and Bill is becomes Bill's. | | | | |---|---|---| | I | am | a student. | | You | are | a teacher. | | Bill | is | a pilot. | **I + am = {I'm a student.}** **You + are = {You're a teacher.}** **Bill + is = {Bill's a pilot.}** # Source: ST §I'm a Student (presentation) $DIALOGUE I'm a Student, You're a Teacher INTRO: Listen to the full form and the contraction side by side, and say them. INSTRUCTION: Repeat the sentences. REPEAT VOCAB: I VOCAB: I'm LINE: I am a student. I'm a student. LINE: I am a cook. I'm a cook. VOCAB: you VOCAB: you're LINE: You are a teacher. You're a teacher. LINE: You are a doctor. You're a doctor. LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg} LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg} LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg} # Source: ST §What Are You? What Am I? What's Betty? (grammar) $GRAMMAR What Are You? INTRO: To ask about a job, use "what" with the right form of "be". | | | | |---|---|---| | What | am | I? | | What | are | you? | | What | is | Betty? | {What are you?} — {I'm a teacher.} {What's Betty?} — {Betty's a doctor.} # Source: ST §What Are You? (read Q&A) $DIALOGUE What Are You? — Questions and Answers INTRO: Here are job questions with their answers. Say each pair. INSTRUCTION: Repeat these questions and answers. REPEAT LINE: What are you? I'm a mechanic. LINE: What's Bill? Bill's a pilot. LINE: What am I? You're a teacher. LINE: What are you? I'm a student. LINE: What's Betty? Betty's a doctor. LINE: What am I? You're a cook. LINE: What's Joe? Joe's a mechanic. LINE: What are you? You're a barber. LINE: What's Tom? He's a student. LINE: What am I? You're a pilot. # Source: LLA 2D Figure 1 (Part 1) — names $DIALOGUE Names {page_053_001.jpg} INTRO: Here are seven people's names. Look at each picture and repeat the name. INSTRUCTION: Listen and repeat each name. REPEAT LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3} LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3} LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3} LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3} LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3} LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3} LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3} # Source: LLA 2D Figure 1 (Part 2) — what's his/her name $PRODUCE What's His or Her Name? INTRO: Look at each person, listen to the question, and answer aloud. Then repeat the answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3} RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3} PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3} RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3} PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3} RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3} PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3} RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3} PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3} RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3} PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3} RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3} RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} # Source: LLA 2D Figure 1 (Part 3) — occupations Q&A $PRODUCE What's Ben? INTRO: Now you'll be asked what each person's job is. Answer aloud, then repeat the answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3} RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3} PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3} RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3} PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3} RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3} PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3} RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3} PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3} RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3} PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3} RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3} RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} # Source: LLA 2D Figure 2 (Part 1) — write the names $PRODUCE Write the Names INTRO: Listen as each name is introduced and spelled out, then type the name. INSTRUCTION: Type the name. INPUT: type CHECK: exact EXAMPLE PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3} RESPONSE: Bill PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3} RESPONSE: Jan PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3} RESPONSE: Joe PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3} RESPONSE: Pam PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3} RESPONSE: Bob PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3} RESPONSE: Ann ACCEPT: Anne PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3} RESPONSE: Ken # Source: LLA 2D Figure 2 (Part 2) — occupations Q&A $PRODUCE What Is Bill? INTRO: Look at the same people again. Answer what each one's job is, then repeat the answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3} RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3} PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3} RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3} PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3} RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3} PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3} RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3} PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3} RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3} PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3} RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3} PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3} RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3} # Source: LLA 2C Figure 6 — number + occupation/item $PRODUCE Say the Number and the Word INTRO: Look at the picture and listen to the number. Say the number with the thing you see, then repeat the answer. INSTRUCTION: Say the number and the word aloud. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: Twelve {page_049_001.jpg} {bk01-l2c-f6-01-q.mp3} RESPONSE: Twelve barbers. {bk01-l2c-f6-01-a.mp3} PROMPT: Seven {page_049_002.jpg} {bk01-l2c-f6-02-q.mp3} RESPONSE: Seven cooks. {bk01-l2c-f6-02-a.mp3} PROMPT: Four {page_049_003.jpg} {bk01-l2c-f6-03-q.mp3} RESPONSE: Four doctors. {bk01-l2c-f6-03-a.mp3} PROMPT: Eleven {page_049_004.jpg} {bk01-l2c-f6-04-q.mp3} RESPONSE: Eleven mechanics. {bk01-l2c-f6-04-a.mp3} PROMPT: Two {page_049_005.jpg} {bk01-l2c-f6-05-q.mp3} RESPONSE: Two pilots. {bk01-l2c-f6-05-a.mp3} PROMPT: Ten {page_049_006.jpg} {bk01-l2c-f6-06-q.mp3} RESPONSE: Ten radios. {bk01-l2c-f6-06-a.mp3} PROMPT: Fifteen {page_049_007.jpg} {bk01-l2c-f6-07-q.mp3} RESPONSE: Fifteen recorders. {bk01-l2c-f6-07-a.mp3} PROMPT: Twenty {page_049_008.jpg} {bk01-l2c-f6-08-q.mp3} RESPONSE: Twenty tapes. {bk01-l2c-f6-08-a.mp3} PROMPT: Five {page_049_009.jpg} {bk01-l2c-f6-09-q.mp3} RESPONSE: Five televisions. {bk01-l2c-f6-09-a.mp3} PROMPT: Eight {page_049_010.jpg} {bk01-l2c-f6-10-q.mp3} RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3} PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3} RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3} # ============================================================ $LESSON 2-7: Pronunciation # ============================================================ # Source: LLA 2D LS Activity 2 — minimal pairs /e/ vs /æ/ $DIALOGUE Listen to the Vowels INTRO: Listen to these word pairs — the vowel changes from the "e" sound to the "a" sound. Repeat each pair. INSTRUCTION: Listen and repeat. REPEAT LINE: Met. Mat. {bk01-l2d-f2-ls2-01.mp3} LINE: Dead. Dad. {bk01-l2d-f2-ls2-02.mp3} LINE: Ed. Add. {bk01-l2d-f2-ls2-03.mp3} LINE: Said. Sad. {bk01-l2d-f2-ls2-04.mp3} LINE: Bread. Brad. {bk01-l2d-f2-ls2-05.mp3} LINE: Head. Had. {bk01-l2d-f2-ls2-06.mp3} LINE: End. And. {bk01-l2d-f2-ls2-07.mp3} LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3} LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3} LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3} # Source: ST §Pan/Pen (read word pairs) $DIALOGUE Read the Word Pairs INTRO: Here are more "e" and "a" word pairs to read. INSTRUCTION: Read these words. LINE: and / end LINE: bath / Beth LINE: ax / ex LINE: add / Ed LINE: land / lend LINE: bat / bet LINE: tan / ten LINE: lass / less LINE: pan / pen LINE: lather / leather LINE: rack / wreck LINE: batter / better # Source: LLA 2D Figure 3 — same/different vowel discrimination $SELECT Same or Different Sound INTRO: Listen to two words. Are they exactly the same, or different? Tap your answer. INSTRUCTION: Tap S for Same or D for Different. OPTION: s | S (Same) OPTION: d | D (Different) EXAMPLE PROMPT: head, had {bk01-l2d-f3-ex1.mp3} ANSWER: d EXAMPLE PROMPT: grand, grand {bk01-l2d-f3-ex2.mp3} ANSWER: s PROMPT: bet, bat {bk01-l2d-f3-01.mp3} ANSWER: d PROMPT: man, men {bk01-l2d-f3-02.mp3} ANSWER: d PROMPT: him, him {bk01-l2d-f3-03.mp3} ANSWER: s PROMPT: pan, pin {bk01-l2d-f3-04.mp3} ANSWER: d PROMPT: ten, ten {bk01-l2d-f3-05.mp3} ANSWER: s PROMPT: less, lass {bk01-l2d-f3-06.mp3} ANSWER: d PROMPT: wreck, rack {bk01-l2d-f3-07.mp3} ANSWER: d PROMPT: batter, batter {bk01-l2d-f3-08.mp3} ANSWER: s PROMPT: set, sat {bk01-l2d-f3-09.mp3} ANSWER: d PROMPT: lather, leather {bk01-l2d-f3-10.mp3} ANSWER: d # Source: LLA 2D Figure 4 — K vs G sound $SELECT K or G Sound INTRO: Listen for the hard sound — is it the K of "came" or the G of "game"? Tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | K sound (as in came) OPTION: b | G sound (as in game) EXAMPLE PROMPT: game, game {bk01-l2d-f4-ex.mp3} ANSWER: b PROMPT: tag, tag {bk01-l2d-f4-01.mp3} ANSWER: b PROMPT: back, back {bk01-l2d-f4-02.mp3} ANSWER: a PROMPT: kill, kill {bk01-l2d-f4-03.mp3} ANSWER: a PROMPT: game, game {bk01-l2d-f4-04.mp3} ANSWER: b PROMPT: peck, peck {bk01-l2d-f4-05.mp3} ANSWER: a PROMPT: sag, sag {bk01-l2d-f4-06.mp3} ANSWER: b PROMPT: cane, cane {bk01-l2d-f4-07.mp3} ANSWER: a PROMPT: gap, gap {bk01-l2d-f4-08.mp3} ANSWER: b PROMPT: goat, goat {bk01-l2d-f4-09.mp3} ANSWER: b PROMPT: coal, coal {bk01-l2d-f4-10.mp3} ANSWER: a # SKIPPED (book): ST Listening-skill blocks "CLOSE/GOODBYE" (/s/–/z/) and "SAME/DIFFERENT" # (word-pair discrimination) — instructor-read with no recorded stimulus and no given # words. Convertible later with chosen items + TTS.