$MODULE Book 10 · Lesson 3: Would You Please ...? {st-page_093_001.jpg} FORMAT: 2 DIOCO_DOC_ID: alc_book10_lesson3 DESCRIPTION: Changing a flat tire, gerunds after verbs like enjoy and finish, polite requests with could you / would you, and reported commands. A review lesson built entirely from the Student Text (all TTS). TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_INTRO: aoede | Warm, lightly witty teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Student1 | achird | Male student VOICE: Student2 | charon | Male student VOICE: Ann | kore | Female speaker VOICE: Gloria | achernar | Female speaker VOICE: Peggy | gacrux | Female speaker VOICE: Liz | achernar | Female speaker VOICE: Roger | algenib | Male speaker VOICE: Sam | charon | Male speaker VOICE: Jim | iapetus | Male speaker VOICE: Bob | achird | Male speaker VOICE: Sgt_Burns | zubenelgenubi | Male speaker VOICE: Sgt_Marsh | rasalgethi | Male speaker VOICE: Walt | sadachbia | Male speaker VOICE: Tim | puck | Male speaker VOICE: Carl | umbriel | Male speaker VOICE: Ted | alnilam | Male speaker VOICE: Lt_Anders | orus | Male speaker VOICE: Lt_Ashly | algieba | Male speaker VOICE: Larry | algieba | Male speaker VOICE: Janet | kore | Female speaker VOICE: Vince | achird | Male speaker VOICE: Adam | schedar | Male speaker VOICE: Jack | puck | Male speaker VOICE: Rita | achernar | Female speaker VOICE: Fran | aoede | Female speaker VOICE: Anna | leda | Female speaker VOICE: Bill | charon | Male speaker VOICE: Capt_Moreno | alnilam | Male speaker VOICE: Sgt_Kline | iapetus | Male speaker VOICE: Sgt_Anderson | umbriel | Male speaker VOICE: Dad | achird | Male speaker VOICE: Freddy | charon | Male speaker VOICE: Susie | achernar | Female speaker VOICE: Maj_Jones | orus | Male speaker VOICE: Ms_Rogers | aoede | Female speaker VOICE: Mr_Thompson | puck | Male speaker VOICE: ID | achernar | speaker (auto) $LESSON 3-1: Changing a Flat Tire # Source: ST §Vocabulary: A Flat Tire (l3-s1) $DIALOGUE Wheels, Tires, and Tools ID: l3-s1 INTRO: In this lesson you'll learn to change a flat tire, use -ing words after verbs like enjoy, ask for help politely, and report what people told you to do. First, the parts and the tools. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: wheel LINE: A car has four wheels. {st-page_095_001.jpg} VOCAB: tire LINE: The tire is on the wheel. {st-page_095_001.jpg} VOCAB: hub cap VOCAB: cover LINE: The hub cap, or wheel cover, covers the hub — the center of the wheel. {st-page_095_001.jpg} VOCAB: remove VOCAB: nut LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg} VOCAB: air LINE: A flat tire has little or no air. VOCAB: lug VOCAB: fasten LINE: The lugs, or nuts, fasten the wheel to the car. VOCAB: loosen LINE: When you loosen the nuts, turn the wrench to the left. VOCAB: tighten LINE: When you tighten the nuts, turn the wrench to the right. VOCAB: jack VOCAB: raise LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg} VOCAB: wrench LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg} VOCAB: trunk VOCAB: the back LINE: The trunk is in the back of the car. {st-page_096_001.jpg} LINE: Some common tire tools are the jack and the wrench. VOCAB: spare tire VOCAB: extra tire LINE: People also keep the spare tire — the fifth, extra tire — in the trunk. {st-page_096_002.jpg} VOCAB: key LINE: You need to open the trunk with a car key. {st-page_096_003.jpg} # Source: new (gap: vocabulary presented but never checked receptively before production) $SELECT Which Tool Is It? ID: l3-s1-b INTRO: A quick check before you get your hands dirty. Listen to each description and tap the tool or part it describes. INSTRUCTION: Listen and tap the correct tool or part. OPTION: a | the jack OPTION: b | the lug wrench OPTION: c | the spare tire OPTION: d | the car key OPTION: e | the lugs PROMPT: You use this to raise the car off the ground. ANSWER: a PROMPT: You use this to loosen and tighten the nuts. ANSWER: b PROMPT: This is the fifth tire. People keep it in the trunk. ANSWER: c PROMPT: You need this to open the trunk. ANSWER: d PROMPT: These fasten the wheel to the car. ANSWER: e # Source: ST §How to Change a Flat Tire (l3-s2) $DIALOGUE How to Change a Flat Tire ID: l3-s2 INTRO: Now the whole job, step by step. Look at each picture, listen, and repeat. With luck you'll never need this on a rainy night — but just in case. INSTRUCTION: Look at the pictures, listen, and repeat. REPEAT LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg} LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg} LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg} LINE: Put the jack in place. {st-page_097_004.jpg} LINE: Jack up the car. {st-page_097_005.jpg} LINE: Remove the nuts from the wheel. {st-page_097_006.jpg} LINE: Remove the flat tire. {st-page_098_001.jpg} LINE: Put the spare tire on. {st-page_098_002.jpg} LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg} LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg} LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg} LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg} # Source: new (gap: the source's before/after pair task is unconvertible, but its sequencing goal converts cleanly as $SELECT ORDER over the taught steps) $SELECT The Steps in Order ID: l3-s2-b ORDER REFERENCE INTRO: Can you remember the order? Arrange the steps of changing a tire yourself. You can look back at the instructions if you need to. INSTRUCTION: Arrange the steps in the correct order. TEMPLATE: Getting the flat tire off — what do you do first, second, and so on? OPTION: a | Take the spare tire, wrench, and jack out of the trunk. OPTION: b | Remove the hub cap. OPTION: c | Loosen the nuts. OPTION: d | Jack up the car. OPTION: e | Remove the nuts and the flat tire. ANSWER: a,b,c,d,e TEMPLATE: Putting the spare tire on — order the steps. OPTION: a | Put the spare tire on. OPTION: b | Replace the lugs and tighten them by hand. OPTION: c | Lower the car and finish tightening the nuts. OPTION: d | Remove the jack and replace the hub cap. OPTION: e | Put everything back in the trunk. ANSWER: a,b,c,d,e # SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path. Its sequencing goal is covered by "The Steps in Order" above. # SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures (page 100); no determinate answer. # Source: ST §Conversations — I'll Inflate the Tire (l3-s6) $DIALOGUE I'll Inflate the Tire ID: l3-s6 INTRO: Gloria's spare tire needs air, and yes — she's going to inflate it herself. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialog. REPEAT Ann: Where are we going? {st-page_105_001.jpg} Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire. {st-page_105_001.jpg} VOCAB: inflate Ann: Are YOU going to inflate the tire? {st-page_105_001.jpg} VOCAB: of course Gloria: Of course. {st-page_105_001.jpg} Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg} Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg} # Source: ST §Conversations — My Shoes Are Tight! (l3-s7) $DIALOGUE My Shoes Are Tight! ID: l3-s7 INTRO: Tight and loose don't only describe nuts on a wheel. Peggy has fifty dollars and a pair of shoes that no longer fit. Listen and repeat the conversation. INSTRUCTION: Listen and repeat the dialog. REPEAT Peggy: Hi, Liz! {st-page_106_001.jpg} Liz: Hi, Peggy. {st-page_106_001.jpg} Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes. Liz: Really? Where did you get the money? Peggy: My parents sent me fifty dollars. Liz: I thought you bought black shoes last month. VOCAB: tight VOCAB: loose Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose. Liz: Oh, loose shoes are awful to wear. Peggy: How about lunch? I can take you to the Italian Restaurant at the mall. VOCAB: enough Liz: That sounds good, but will you have enough money? Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch. VOCAB: hurry up Liz: Then let's hurry up. I'm getting hungry. $LESSON 3-2: Gerunds # Source: ST §Grammar: Gerunds (l3-s9) $GRAMMAR Gerunds ID: l3-s9 INTRO: New part, new pattern: gerunds. A gerund is the -ing form of a verb used like a noun, and it follows verbs like enjoy, finish, and mind. Read the pattern first — the drills come right after. The object of a verb is usually a noun or a pronoun: {I like basketball.} (noun) The object of a verb can also be a **gerund** — the -ing form of a verb, used as a noun: {I like playing basketball.} (gerund) {I like playing basketball with my friends.} (gerund phrase) Certain verbs can be followed by gerunds: **start**, **begin**, **enjoy**, **mind**, **finish**, **like**, **stop**. | | | | | |---|---|---|---| | Mike | starts | moving | next week. | | The boys | enjoy | playing | soccer. | | Does William | mind | stopping | here? | | Sgt Kline | didn't begin | exercising | until 7:00 a.m. | | Janet | finished | eating | before Peter. | | The Martins | like | driving | along the ocean. | Listen to the patterns: {Mike starts moving next week.} {The boys enjoy playing soccer.} {Does William mind stopping here?} {Janet finished eating before Peter.} # Source: ST §Gerund Examples (l3-s10) $DIALOGUE Gerund Examples ID: l3-s10 INTRO: Ten example sentences. Just listen and read along — notice the -ing word after each main verb. INSTRUCTION: Listen and read the sentences. LINE: Did Jim begin studying French last summer? LINE: Joe enjoys swimming in the summer. LINE: Marie finished cleaning her room. LINE: Lt Mathews likes flying helicopters. LINE: Ms. Wilson doesn't mind staying until Sam gets back. LINE: Sgt Hercules started lifting weights ten years ago. LINE: Edgar Allen Poe began writing when he was sixteen years old. LINE: Nancy enjoys spending money at the mall. LINE: Did Mr. Adams finish repairing the window? LINE: Mrs. Murray didn't start driving until she was forty years old. # Source: ST §Do You Enjoy Playing...? (l3-s11) $DIALOGUE Do You Enjoy Playing...? ID: l3-s11 INTRO: Six short exchanges — questions and answers, all with gerunds. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialogs. REPEAT Roger: When did you begin studying for this quiz? Sam: I began studying three weeks ago. Jim: Do you enjoy playing basketball? Bob: Yes, and I also enjoy playing soccer. Sgt_Burns: Did the Smiths finish moving? Sgt_Marsh: Yes, and they also finished cleaning their old house. Walt: Does Mary Anne like listening to the radio? Tim: Yes, and she likes watching TV, too. Carl: Does Kevin mind taking me to school? Ted: No, he doesn't mind taking you. Lt_Anders: When did Captain Martinez start flying? Lt_Ashly: He started flying six years ago. # Source: ST §Answer Using Gerunds (l3-s12) $PRODUCE Answer Using Gerunds ID: l3-s12 INTRO: Now answer the questions yourself. Listen, look at the cue on screen, and answer aloud in a full sentence — with a gerund, of course. INSTRUCTION: Answer aloud using the cue and a gerund. INPUT: speak CHECK: llm RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick"). EXAMPLE PROMPT: When did Lt Peterson finish writing his book? TEMPLATE: last March RESPONSE: He finished writing his book last March. PROMPT: Why did he stop smoking? TEMPLATE: got sick RESPONSE: He stopped smoking because he got sick. PROMPT: When did Lt Gonzales begin flying a helicopter? TEMPLATE: two years ago RESPONSE: He began flying a helicopter two years ago. PROMPT: When did Ms. Watkins finish making the cake? TEMPLATE: before lunch RESPONSE: She finished making the cake before lunch. PROMPT: What kind of clothes does Jack like wearing to the gym? TEMPLATE: workout clothes RESPONSE: He likes wearing workout clothes to the gym. PROMPT: Do you mind handing me the wrench? TEMPLATE: no, I don't RESPONSE: No, I don't mind handing you the wrench. PROMPT: When did Pvt Walters start studying Italian? TEMPLATE: last month RESPONSE: He started studying Italian last month. PROMPT: Does Rick like helping in the kitchen? TEMPLATE: yes RESPONSE: Yes, he likes helping in the kitchen. PROMPT: Do you enjoy sleeping late on Saturday? TEMPLATE: yes RESPONSE: Yes, I enjoy sleeping late on Saturday. # Source: ST §Ask and Answer with Gerunds (l3-s13) $PRODUCE Ask and Answer with Gerunds ID: l3-s13 INTRO: Your turn to build both sides of the exchange. Use the cue lines to ask a question and then answer it — with a gerund in each. INSTRUCTION: Ask and answer aloud, using a gerund in both. INPUT: speak CHECK: llm RUBRIC: Accept any correctly formed question and answer that both use gerunds and incorporate the cue information (e.g. "When did you begin playing soccer? I began playing soccer five years ago."). Synonyms like "start" for "begin", flexible pronouns, and varied time/age expressions are fine. EXAMPLE TEMPLATE: when / did begin / play tennis / ? TEMPLATE: when / ten / RESPONSE: When did you begin playing tennis? I began playing tennis when I was ten years old. TEMPLATE: when / did begin / play soccer / ? TEMPLATE: five years ago RESPONSE: When did you begin playing soccer? I began playing soccer five years ago. TEMPLATE: when / did stop / play baseball / ? TEMPLATE: when / forty-five RESPONSE: When did you stop playing baseball? I stopped playing baseball when I was forty-five. TEMPLATE: when / enjoy / watch TV / ? TEMPLATE: before / bed RESPONSE: When do you enjoy watching TV? I enjoy watching TV before bed. TEMPLATE: when / did finish / eat lunch / ? TEMPLATE: an hour ago RESPONSE: When did you finish eating lunch? I finished eating lunch an hour ago. TEMPLATE: what kind food / enjoy / eat / ? TEMPLATE: Mexican food RESPONSE: What kind of food do you enjoy eating? I enjoy eating Mexican food. TEMPLATE: do mind / wait until tomorrow / ? TEMPLATE: no / okay RESPONSE: Do you mind waiting until tomorrow? No, it's okay. TEMPLATE: did finish / fix car yesterday / ? TEMPLATE: yes / 6 o'clock RESPONSE: Did you finish fixing the car yesterday? Yes, I finished at 6 o'clock. TEMPLATE: do like / eat / that restaurant / ? TEMPLATE: yes / there RESPONSE: Do you like eating at that restaurant? Yes, I like eating there. TEMPLATE: will start / study / new book tomorrow / ? TEMPLATE: no / next week RESPONSE: Will you start studying the new book tomorrow? No, I will start next week. TEMPLATE: did / begin / walk after dinner / yesterday evening / ? TEMPLATE: yes / with my neighbor RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began walking with my neighbor. # SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path. $LESSON 3-3: Polite Requests # Source: ST §Conversations — A Pop Quiz! (l3-s8), moved here as the presentation for the favor/mind vocabulary; long lines split for TTS $DIALOGUE A Pop Quiz! ID: l3-s8 INTRO: New part: asking for help politely. First, a story about a student, a small favor, and a pop quiz he really wasn't ready for. Listen and repeat. INSTRUCTION: Listen and repeat the story. REPEAT VOCAB: favor VOCAB: certainly LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg} VOCAB: pass out VOCAB: sure LINE: "Could you please pass these papers out to the class for me?" "Sure," I said. VOCAB: mind VOCAB: of course not LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her. VOCAB: the front of VOCAB: hand out VOCAB: extra LINE: I hurried up to the front of the class. I handed out all the papers to the students, but I had a few extras. VOCAB: quickly LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night. I sure wasn't ready. LINE: I quickly went to my desk and started on my quiz. VOCAB: in a hurry VOCAB: quick LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry. She was quick to hand them back to us. LINE: My score was 72. That wasn't good. Now, I realize that I have to be ready to take a quiz at any time. # SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio. Convertible later with chosen paragraphs + TTS. # Source: ST §Grammar: Polite Requests (l3-s14); table flattened (no raw HTML) $GRAMMAR Polite Requests ID: l3-s14 INTRO: Here's the pattern: could you and would you for polite requests — plus polite ways to say yes, and polite ways to say no. We use **could you** and **would you** to make polite requests — when we need another person's help. **Asking:** {Could you please open the door?} {Would you help me with this box?} **Saying yes:** {Yes, of course I can.} {Yes, I'll be happy to help you.} **Saying no politely:** {No, I'm sorry, I can't.} {I'd like to, but I can't right now.} # Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15); retitled by content $DIALOGUE Asking and Answering Politely ID: l3-s15 INTRO: Five polite requests and their answers — some yes, some no, one bad back. Listen and repeat each exchange. INSTRUCTION: Listen and repeat the dialogs. REPEAT Carl: Could you take me to the commissary after class? Larry: Of course I can. I'd be glad to. Janet: Could you please show me how this works? Vince: Yes, I can. I learned this morning. Adam: Could you tighten the nut? Jack: No, I can't make it any tighter. Rita: Would you have dinner with me and my family tonight? Fran: Yes, I'll be happy to have dinner with you tonight. Anna: Would you help me move this desk? Bill: Sorry I can't. I have a bad back. # Source: ST §Would You ...? Yes. I Will. (l3-s16); printed cue moved to TEMPLATE, prompt kept audio-first $PRODUCE Answering with Can and Will ID: l3-s16 INTRO: Answer each request aloud with can or will. The cue on screen tells you whether to say yes or no — being agreeable is optional today. INSTRUCTION: Answer aloud using the cue, with "can" or "will". INPUT: speak CHECK: reveal PROMPT: Could you lend me twenty dollars? TEMPLATE: no RESPONSE: No, I can't. PROMPT: Would you mind waiting ten more minutes? TEMPLATE: sure RESPONSE: Sure, I will wait. PROMPT: Would you ask Pvt Adams to come here? TEMPLATE: yes RESPONSE: Yes, I will. PROMPT: Could you take my brother to school today? TEMPLATE: no RESPONSE: No, I can't. PROMPT: Would you help Barbara with those big boxes? TEMPLATE: yes RESPONSE: Yes, I will. PROMPT: Could you finish changing this tire? My back hurts. TEMPLATE: no RESPONSE: No, I can't. # Source: ST §Would You Help Me Fix My Car? (l3-s17) $PRODUCE Make a Polite Request ID: l3-s17 INTRO: Now you do the asking. Turn each cue into a polite request with could you or would you. INSTRUCTION: Make a polite request aloud using the cue. INPUT: speak CHECK: llm RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?"). EXAMPLE TEMPLATE: open window RESPONSE: Could you help me open this window? TEMPLATE: go to the mall RESPONSE: Could you go to the mall? TEMPLATE: change tire RESPONSE: Would you help me change this tire? TEMPLATE: clean the kitchen RESPONSE: Could you clean the kitchen? TEMPLATE: fasten your seatbelt RESPONSE: Would you please fasten your seatbelt? TEMPLATE: take a message RESPONSE: Could you take a message? TEMPLATE: lock the door RESPONSE: Would you lock the door? TEMPLATE: call back at 7:00 RESPONSE: Could you call back at 7:00? TEMPLATE: fix the sink RESPONSE: Would you help me fix the sink? # Source: ST §Would You Please ...? (l3-s18) $DIALOGUE Would You Please ...? ID: l3-s18 INTRO: Six more mini-exchanges — favors, wrenches, and the salt. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialogs. REPEAT Student1: Would you help me, please? I have a flat. Student2: Sure. Do you have any tools? Student1: Would you please pass me the salt? Student2: Sure. Here you are. Student1: Do me a favor. Please lend me your wrench. Student2: I'd be glad to. Student1: Will you do me a favor? I need some help. Student2: Certainly, how can I help you? Student1: Could you hand me the jack? Student2: Of course, here it is. Student1: Would you mind handing me the wrench? Student2: I'd be glad to. # Source: ST §Could You Please ...? (l3-s19) $PRODUCE Could You Please ...? ID: l3-s19 INTRO: More requests to make, from two-word cues this time. Ask politely — the model answer plays after you speak. INSTRUCTION: Ask a polite request using the cue words. INPUT: speak CHECK: llm RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?"). EXAMPLE TEMPLATE: hand, wrench RESPONSE: Could you please hand me the wrench? TEMPLATE: hand, jack RESPONSE: Could you please hand me the jack? TEMPLATE: close, door RESPONSE: Would you close the door, please? TEMPLATE: come, here RESPONSE: Could you come here, please? TEMPLATE: help, change tire RESPONSE: Would you help me change this tire? TEMPLATE: do, favor RESPONSE: Could you do me a favor? TEMPLATE: lend, book RESPONSE: Would you please lend me your book? TEMPLATE: give, wrench RESPONSE: Could you give me the wrench? TEMPLATE: pass, bread RESPONSE: Would you pass the bread, please? TEMPLATE: fasten, seatbelt RESPONSE: Could you please fasten your seatbelt? TEMPLATE: mind, lend RESPONSE: Would you mind lending me that? # Source: ST §Sure... Sorry.... (l3-s20); printed cue moved to TEMPLATE $PRODUCE Sure... Sorry... ID: l3-s20 INTRO: People keep asking you for things. Listen to each request and accept or refuse politely, following the cue on screen. INSTRUCTION: Answer the request politely, following the cue. INPUT: speak CHECK: llm RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to."). EXAMPLE PROMPT: Would you please lend me your dictionary? TEMPLATE: no RESPONSE: Sorry, but I don't have one. EXAMPLE PROMPT: Would you please hand me the dictionary? TEMPLATE: yes RESPONSE: Sure, I'd be happy to. PROMPT: Could you help me with this box? TEMPLATE: yes RESPONSE: Sure, I'll be glad to help. PROMPT: Would you mind moving your car? TEMPLATE: no RESPONSE: Sorry, I can't right now. PROMPT: Will you pass the salt, please? TEMPLATE: yes RESPONSE: Of course, here it is. PROMPT: Could you lend me ten dollars? TEMPLATE: no RESPONSE: I'm sorry, I don't have it. # Source: ST §Could I Borrow Your ...? (l3-s21) $PRODUCE Could I Borrow Your ...? ID: l3-s21 INTRO: You want something; you have something else. Ask to borrow the first item, then play the other person — apologize and offer what you have instead. INSTRUCTION: Ask to borrow the first item; then decline and offer the second. INPUT: speak CHECK: llm RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?"). EXAMPLE TEMPLATE: You want: a pen TEMPLATE: You have: a pencil RESPONSE: Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil? TEMPLATE: You want: a text book TEMPLATE: You have: a notebook RESPONSE: Could I borrow your text book? Sorry, I don't have one. Would you like a notebook? TEMPLATE: You want: a blanket TEMPLATE: You have: a coat RESPONSE: Could I borrow your blanket? Sorry, I don't have one. Would you like to use my coat? TEMPLATE: You want: toothpaste TEMPLATE: You have: a brush RESPONSE: Could I borrow some toothpaste? Sorry, I don't have any. Do you need a brush? TEMPLATE: You want: a wrench TEMPLATE: You have: a spoon RESPONSE: Could I borrow your wrench? Sorry, I don't have one. Would you like a spoon? TEMPLATE: You want: a soda TEMPLATE: You have: water RESPONSE: Could I have a soda? Sorry, I don't have one. Would you like some water? TEMPLATE: You want: a pencil TEMPLATE: You have: a pen RESPONSE: Could I borrow your pencil? Sorry, I don't have one. Would you like to use my pen? TEMPLATE: You want: a piece of gum TEMPLATE: You have: a candy bar RESPONSE: Could I have a piece of gum? Sorry, I don't have any. Would you like a candy bar? TEMPLATE: You want: a jack TEMPLATE: You have: a wrench RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench? # SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source. $LESSON 3-4: Reported Commands # Source: ST §What Did He Say? (l3-s22) $DIALOGUE What Did He Say? ID: l3-s22 INTRO: New part: reporting what someone said. Listen to each scene and repeat — notice "He said to..." and "She asked me to...". INSTRUCTION: Listen and repeat the dialogs. REPEAT Capt_Moreno: Sgt Kline, report to the major's office right now. Sgt_Kline: Yes, sir. Sgt_Anderson: What did the Captain say? Sgt_Kline: He said to report to the Major's office. Dad: Freddy, hang your coat up. Freddy: Okay, Dad, in a minute. Susie: Freddy, what did Dad say? Freddy: He said to hang my coat up. Maj_Jones: Ms. Rogers, could you get me the dictionary? Ms_Rogers: Yes, sir. I'll do it right now. Mr_Thompson: What did Maj Jones ask you? Ms_Rogers: Maj Jones asked me to get him the dictionary. # Source: new (gap: the "said to / asked me to" pattern is drilled but never explained in the ST) $GRAMMAR Reporting Commands and Requests ID: l3-s22-b INTRO: One small pattern to notice before you practice it yourself. To report a command, use **said to** + verb: {Hang your coat up.} → {He said to hang my coat up.} To report a polite request, use **asked me to** + verb: {Could you get me the dictionary?} → {She asked me to get her the dictionary.} To report a negative command or request, use **not to**: {Please don't close the door.} → {He asked me not to close the door.} # Source: ST §Practice: What Did He Say? (l3-s23) $PRODUCE Report the Command ID: l3-s23 INTRO: Read each command or request, then do both jobs: ask what was said, and report it with "to" plus the verb. INSTRUCTION: Ask and answer aloud about the sentence. INPUT: speak CHECK: llm RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive — "said to", "told me to", or "asked me to" (e.g. "He said to pick up Capt Walker at 1300."). EXAMPLE TEMPLATE: Report to the colonel at 1300. RESPONSE: What did he say? He said to report to the colonel at 1300. EXAMPLE TEMPLATE: Could you pass me the salt, please? RESPONSE: What did she ask you? She asked me to pass her the salt. TEMPLATE: Pick up Capt Walker at 1300. RESPONSE: What did he say? He said to pick up Capt Walker at 1300. TEMPLATE: Call Capt Walker at the dispensary. RESPONSE: What did he say? He said to call Capt Walker at the dispensary. TEMPLATE: Would you hand me the dictionary? RESPONSE: What did he ask you? He asked me to hand him the dictionary. TEMPLATE: Could you lend me a pencil? RESPONSE: What did she ask you? She asked me to lend her a pencil. TEMPLATE: Get Sgt Powers on the phone for me. RESPONSE: What did he say? He said to get Sgt Powers on the phone for him. TEMPLATE: Would you turn out the lights? RESPONSE: What did she ask you? She asked me to turn out the lights. TEMPLATE: Lock the garage door. RESPONSE: What did he say? He said to lock the garage door. TEMPLATE: Please hand out the papers. RESPONSE: What did she ask you? She asked me to hand out the papers. # Source: ST §He Asked Me to Pick Up .... (l3-s24) $PRODUCE He Asked Me to ... ID: l3-s24 INTRO: Same idea, by ear this time. Listen to the request, then ask and report it aloud. Watch for the negative ones — "not to" matters. INSTRUCTION: Listen, then ask and answer the reported question aloud. INPUT: speak CHECK: llm RUBRIC: The learner must form a question ("What did he/she ask (you)?" or "What did he/she say?") and answer it with the reported command using an infinitive ("He/She asked/told me to..."); for negative requests the answer must use "not to". EXAMPLE PROMPT: Will you pick up my clothes at the laundry? RESPONSE: What did he ask you? He asked me to pick up his clothes at the laundry. PROMPT: Will you go to the store? RESPONSE: What did he ask you? He asked me to go to the store. PROMPT: Will you put the book on the table? RESPONSE: What did he ask you? He asked me to put the book on the table. PROMPT: Please don't close the door. RESPONSE: What did he ask you? He asked me not to close the door. PROMPT: Will you circle the correct answer? RESPONSE: What did he ask you? He asked me to circle the correct answer. PROMPT: Please don't turn off the lights. RESPONSE: What did he ask you? He asked me not to turn off the lights. PROMPT: Will you clean the board? RESPONSE: What did he ask you? He asked me to clean the board. PROMPT: Please don't walk on the grass. RESPONSE: What did he ask you? He asked me not to walk on the grass. PROMPT: Will you hand me the wrench? RESPONSE: What did he ask you? He asked me to hand him the wrench. PROMPT: Please report to the office. RESPONSE: What did he ask you? He asked me to report to the office. PROMPT: Will you call the captain? RESPONSE: What did he ask you? He asked me to call the captain. $LESSON 3-5: Reading and Writing Skills # Source: ST §What's the Topic? (l3-s3), reading-skills strand consolidated here $PRODUCE What's the Topic? ID: l3-s3 INTRO: Last part: reading and writing. Read the paragraph, then type its topic in a few words — what is it about? INSTRUCTION: Read the paragraph and type the topic. INPUT: type CHECK: llm RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping"). TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank. RESPONSE: Spending birthday money. # Source: ST §What's the Main Idea? (l3-s4) $PRODUCE What's the Main Idea? ID: l3-s4 INTRO: Now go one step further: type the main idea in a complete sentence. The first paragraph is a worked example — Martha again, still not deciding. INSTRUCTION: Read the paragraph and type the main idea in a complete sentence. INPUT: type CHECK: llm RUBRIC: Accept a complete sentence that accurately summarizes the main idea of the paragraph. EXAMPLE TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank. RESPONSE: Martha couldn't decide how to spend her money. TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse. RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor. TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions. RESPONSE: There are rules to follow for polite introductions in the United States. # Source: ST §What Do You Want to Call It? (l3-s5) $SELECT Choose the Best Title ID: l3-s5 INTRO: Read about Beth and her coat, then tap the title that fits the paragraph best. INSTRUCTION: Read the paragraph and tap the best title. OPTION: a | A Cold Winter OPTION: b | A New Coat OPTION: c | Department Stores TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early. ANSWER: b # SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; drawing responses aren't expressible. # Source: ST §What's It All About? (l3-s25) $SELECT What's It All About? ID: l3-s25 INTRO: Each paragraph comes with three summaries. Tap the one that says it best — the others are true-ish, but they miss the point. INSTRUCTION: Read the paragraph and tap the best summary. OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day. OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman. OPTION: c | Ned reads two newspapers. He likes to read the business news. EXAMPLE TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy. OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy. OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard. OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them. ANSWER: a TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city. ANSWER: b TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries. OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people. OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day. OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world. ANSWER: b # Source: ST §Flight Information (l3-s26) $DIALOGUE Flight Information ID: l3-s26 INTRO: Paul is going to Hawaii — some people have all the luck. Listen and read the flight information carefully; you'll need it for the outline that follows. INSTRUCTION: Listen and read the paragraph. LINE: Paul wants to a take a vacation in Hawaii. LINE: He called the airline for reservations. LINE: The clerk gave him this information about the flights. LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two. LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening. LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg} # Source: ST §Flight Outline (l3-s27) $PRODUCE Flight Outline ID: l3-s27 REFERENCE INTRO: Now organize what you read. Fill in the outline with the days and the flight times — write times like 10:00 a.m. The paragraph is there if you need to check. INSTRUCTION: Complete the outline. Write times like 10:00 a.m. INPUT: type TEMPLATE: Flight Information SLOT: 1 | Day 1 | Monday SLOT: 2 | Morning flight | 10:00 a.m. SLOT: 2 | Afternoon flight | 2:00 p.m. SLOT: 1 | Day 2 | Wednesday SLOT: 2 | Morning flight | 10:00 a.m. SLOT: 2 | Afternoon flight | 2:00 p.m. SLOT: 1 | Day 3 | Saturday SLOT: 2 | Morning flight | 9:00 a.m. SLOT: 2 | Afternoon flight | 1:00 p.m. SLOT: 2 | Evening flight | 8:00 p.m. # Source: ST §Make a Sentence (l3-s28) $PRODUCE Make a Sentence ID: l3-s28 INTRO: One last skill: read the two sentences and combine them into one, then type it. When you finish these six, Lesson 3 is done — go check your spare tire. INSTRUCTION: Combine the two sentences into one and type it. INPUT: type CHECK: exact TEMPLATE: He loosened the nuts. He loosened them with a wrench. RESPONSE: He loosened the nuts with a wrench. TEMPLATE: The man removed the hub cap. He removed it from the wheel. RESPONSE: The man removed the hub cap from the wheel. TEMPLATE: Brad raised the car. He raised it with the jack. RESPONSE: Brad raised the car with the jack. TEMPLATE: Mary goes to class. She goes at night. RESPONSE: Mary goes to class at night. TEMPLATE: Fred drove his car. He drove it to work. RESPONSE: Fred drove his car to work. TEMPLATE: He has a spare tire. It is in the trunk. RESPONSE: He has a spare tire in the trunk.