$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg|A friendly barber cutting a man's hair in a barber shop}
FORMAT: 2
DIOCO_DOC_ID: alc_book1_lesson2
DESCRIPTION: Commands with "don't", this/that/these/those, his and her, jobs with I'm/you're, and numbers 0 to 100. The final part is optional extra practice for reading English letters.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Bill | schedar | Male speaker
VOICE: Pam | gacrux | Female speaker
VOICE: Wilson | schedar | Male teacher
VOICE: Ted | achird | Male student
VOICE: Bob | achird | Male speaker
VOICE: Ken | schedar | Male speaker
VOICE: StudentA | charon | Male student
VOICE: StudentB | iapetus | Male student
VOICE: Ms_Evans | leda | Female teacher
VOICE: Don | charon | Male speaker

$SESSION 2-1: Commands and the Alphabet

# Source: ST §Don't Open the Window.
$DIALOGUE Don't Open the Window
ID: l2-s1
INTRO: In this lesson you'll learn to name the people and things around you, count all the way to one hundred, and tell people what not to do. We start with that last one — read these commands. Nobody is making you obey them.
INSTRUCTION: Read the sentences.

VOCAB: don't
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 2B Figure 1
$DIALOGUE Don't Do It!
ID: 2b-f1
INTRO: Now the tape takes over: six things you must not do, each with a picture. Listen and repeat each command.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: Don't open the window. {page_041_001.jpg|A man opening or looking out of a window, with a large X over the scene} {bk01-l2b-f1-01.mp3}
LINE: Don't close the door. {page_041_002.jpg|An open door with a large X over the scene} {bk01-l2b-f1-02.mp3}
LINE: Don't look at the clock. {page_041_003.jpg|A boy looking up at a clock, with a large X over the scene} {bk01-l2b-f1-03.mp3}
LINE: Don't listen to those tapes. {page_041_004.jpg|A girl holding cassette tapes with music notes around, with a large X over the scene} {bk01-l2b-f1-04.mp3}
LINE: Don't write his name. {page_041_005.jpg|A hand writing a name John with a pencil, with a large X over the scene} {bk01-l2b-f1-05.mp3}
LINE: Don't go to the classroom. {page_041_006.jpg|A man looking at a clock on the wall, with a large X over the scene} {bk01-l2b-f1-06.mp3}

# Source: LLA 2D Listening and Speaking 1
$PRODUCE Make It Negative
ID: 2d-ls1
INPUT: speak
CHECK: reveal
INTRO: Your turn to give the orders. Hear a command, make it negative with "Don't", then repeat the model answer.
INSTRUCTION: Change the command to a negative command.
REPEAT

EXAMPLE
PROMPT: Look at the book. {bk01-l2d-f2-15-q.mp3}
RESPONSE: Don't look at the book. {bk01-l2d-f2-15-a.mp3}

PROMPT: Go to the lab. {bk01-l2d-f2-16-q.mp3}
RESPONSE: Don't go to the lab. {bk01-l2d-f2-16-a.mp3}

PROMPT: Spell the word. {bk01-l2d-f2-17-q.mp3}
RESPONSE: Don't spell the word. {bk01-l2d-f2-17-a.mp3}

PROMPT: Listen to the radio. {bk01-l2d-f2-18-q.mp3}
RESPONSE: Don't listen to the radio. {bk01-l2d-f2-18-a.mp3}

PROMPT: Write the word. {bk01-l2d-f2-19-q.mp3}
RESPONSE: Don't write the word. {bk01-l2d-f2-19-a.mp3}

PROMPT: Circle the number. {bk01-l2d-f2-20-q.mp3}
RESPONSE: Don't circle the number. {bk01-l2d-f2-20-a.mp3}

PROMPT: Look at the picture. {bk01-l2d-f2-21-q.mp3}
RESPONSE: Don't look at the picture. {bk01-l2d-f2-21-a.mp3}

PROMPT: Open the door. {bk01-l2d-f2-22-q.mp3}
RESPONSE: Don't open the door. {bk01-l2d-f2-22-a.mp3}

PROMPT: Close the window. {bk01-l2d-f2-23-q.mp3}
RESPONSE: Don't close the window. {bk01-l2d-f2-23-a.mp3}

PROMPT: Go to the classroom. {bk01-l2d-f2-24-q.mp3}
RESPONSE: Don't go to the classroom. {bk01-l2d-f2-24-a.mp3}

PROMPT: Circle the number. {bk01-l2d-f2-25-q.mp3}
RESPONSE: Don't circle the number. {bk01-l2d-f2-25-a.mp3}

# SKIPPED (book): Vocabulary "DICTATION" (p. 27) — repeat the alphabet, write the letter. Instructor-read with no printed or recorded stimuli.

# Source: LLA 2A Figure 1
$DIALOGUE The Alphabet: A to P
ID: 2a-f1
INTRO: Half the alphabet in one go — the letters "A" through "P". Listen and repeat each one.
INSTRUCTION: Repeat the letters.
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 Tap the Letter You Hear
ID: 2a-f2
INTRO: Now check your ear. You'll hear one letter — tap it from the choices.
INSTRUCTION: Tap the letter you hear.
HIDE_PROMPT

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: LLA 2A Figure 3 (part 1) — kept per repair note [MASTER 2]; the words recur in sentences in later parts
$DIALOGUE Words to Say and Spell
ID: 2a-f3
INTRO: Twelve words to say aloud. You'll be spelling them in a moment, so listen closely.
INSTRUCTION: Repeat each word.
REPEAT

LINE: student {bk01-l2a-f3-01.mp3}
LINE: doctor {bk01-l2a-f3-02.mp3}
LINE: pilot {bk01-l2a-f3-03.mp3}
LINE: teacher {bk01-l2a-f3-04.mp3}
LINE: cook {bk01-l2a-f3-05.mp3}
LINE: barber {bk01-l2a-f3-06.mp3}
LINE: clock {bk01-l2a-f3-07.mp3}
LINE: table {bk01-l2a-f3-08.mp3}
LINE: study {bk01-l2a-f3-09.mp3}
LINE: word {bk01-l2a-f3-10.mp3}
LINE: come {bk01-l2a-f3-11.mp3}
LINE: read {bk01-l2a-f3-12.mp3}

# Source: LLA 2A Figure 3 (part 2) — kept per repair note [MASTER 2]
$PRODUCE Find the Letter in the Word
ID: 2a-f3-b
INPUT: type
CHECK: exact
INTRO: You'll see a word spelled out and hear one letter. Type the letter you hear — it's hiding somewhere in the word.
INSTRUCTION: Type the letter you hear.
HIDE_PROMPT

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

$SESSION 2-2: This and That

# Source: LLA 2A Figure 4
$DIALOGUE Joe's Classroom
ID: 2a-f4
INTRO: Now for pointing at things: "this" for near, "that" for far. First, meet Bill and Pam — and Joe, who has just found his classroom. 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 2A Figure 5
$DIALOGUE This and That
ID: 2a-f5
INTRO: "This" is for a thing you can touch. "That" is for a thing you'd have to walk to. Watch the pictures and repeat each sentence.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: This is a pencil. {page_035_001.jpg|A close-up hand touching a pencil with a finger} {bk01-l2a-f5-01.mp3}
LINE: That's a pencil. {page_035_002.jpg|A hand pointing at a pencil from a short distance} {bk01-l2a-f5-02.mp3}
LINE: This is a table. {page_035_003.jpg|A hand touching the top surface of a table} {bk01-l2a-f5-03.mp3}
LINE: That's a table. {page_035_004.jpg|A hand pointing at a table from a short distance} {bk01-l2a-f5-04.mp3}
LINE: This is a chair. {page_035_005.jpg|A hand touching the seat of a chair} {bk01-l2a-f5-05.mp3}
LINE: That's a chair. {page_035_006.jpg|A hand pointing at a chair from a short distance} {bk01-l2a-f5-06.mp3}
LINE: This is a notebook. {page_035_007.jpg|A hand pointing at and touching an open notebook containing text} {bk01-l2a-f5-07.mp3}
LINE: That's a notebook. {page_035_008.jpg|A hand pointing at an open notebook from a short distance} {bk01-l2a-f5-08.mp3}
LINE: This is a window. {page_035_009.jpg|A hand touching a small open window model with curtains} {bk01-l2a-f5-09.mp3}
LINE: That's a window. {page_035_010.jpg|A hand pointing at a small open window model from a short distance} {bk01-l2a-f5-10.mp3}
LINE: This is a clock. {page_035_011.jpg|A hand touching a table clock} {bk01-l2a-f5-11.mp3}
LINE: That's a clock. {page_035_012.jpg|A hand pointing at a table clock from a short distance} {bk01-l2a-f5-12.mp3}
LINE: This is a lab. {page_035_013.jpg|A hand pointing closely at two student figures wearing headsets at laboratory desks} {bk01-l2a-f5-13.mp3}
LINE: That's a lab. {page_035_014.jpg|A hand pointing from a further distance at two student figures wearing headsets at laboratory desks} {bk01-l2a-f5-14.mp3}

# Source: ST §What's That? grammar table (card-ified)
$GRAMMAR This Is My Book. That's Your Pen.
ID: l2-s5
INTRO: The whole idea on a few short cards — near, far, and whose.

CARD: Use **this** for a thing close to you. Use **that** for a thing farther away.
{This is my book.}
{That is your pen.}

CARD: **That is** almost always shortens to **that's**.
{That's his name.}
{That's his chair.}

CARD: Words like **my**, **your**, **his**, and **her** tell you whose thing it is.
![An elderly woman sitting in a large armchair](st-page_034_001.jpg)
{This is her chair.}
![A man sitting at a table with a pencil in front of him](st-page_034_002.jpg)
{That's his pencil.}

SUMMARY:
| | | | |
|---|---|---|---|
| This | is | my | book. |
| That | is | your | pen. |
| This | is | her | pencil. |
| That's | | his | name. |
| That's | | his | chair. |

# Source: LLA 2A Figure 6
$SELECT Near or Far?
ID: 2a-f6
INTRO: You'll hear a sentence and see two pictures — one near, one far. Tap the picture that matches, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
HIDE_PROMPT
REPEAT

EXAMPLE
PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3}
OPTION: a | near {page_036_001.jpg|a A hand touching a table clock} {bk01-l2a-f6-01-a.mp3}
OPTION: b | far {page_036_002.jpg|b A hand pointing at a table clock}
ANSWER: a

PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3}
OPTION: a | near {page_036_003.jpg|a A hand touching a chair} {bk01-l2a-f6-02-a.mp3}
OPTION: b | far {page_036_004.jpg|b A hand pointing at a chair}
ANSWER: a

PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3}
OPTION: a | near {page_036_005.jpg|a A hand touching a table}
OPTION: b | far {page_036_006.jpg|b A hand pointing at a table} {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|a A hand touching a table clock}
OPTION: b | far {page_036_008.jpg|b A hand pointing at a table clock} {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|a A hand touching a card with the letter "a" written on it} {bk01-l2a-f6-05-a.mp3}
OPTION: b | far {page_036_010.jpg|b A hand pointing at a card with the letter "a" written on it}
ANSWER: a

PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3}
OPTION: a | near {page_036_011.jpg|a A hand touching the handle of a door}
OPTION: b | far {page_036_012.jpg|b A hand pointing at an open door} {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|a A hand touching a window frame} {bk01-l2a-f6-07-a.mp3}
OPTION: b | far {page_036_014.jpg|b A hand pointing at a window}
ANSWER: a

PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3}
OPTION: a | near {page_036_015.jpg|a A hand touching a card with the word "pen" written on it}
OPTION: b | far {page_036_016.jpg|b A hand pointing at a card with the word "pen" written on it} {bk01-l2a-f6-08-a.mp3}
ANSWER: b

# Source: LLA 2A Listening and Speaking Activity
$DIALOGUE This Is My Book
ID: 2a-ls1
INTRO: Twenty quick sentences mixing "this", "that", "my", "your", "his", and "her". Listen and repeat each one.
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: ST §What's This?
$DIALOGUE What's This? What's That?
ID: l2-s6
INTRO: Question and answer, question and answer. Repeat both halves of each pair.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What's this?\n— This is his notebook.
LINE: What's that?\n— That's her chair.
LINE: What's that?\n— That's her pencil.
LINE: What's this?\n— This is his pen.
LINE: What's that?\n— That's her clock.
LINE: What's this?\n— This is her picture.

# Source: ST §That's His Picture.
$DIALOGUE That's His Picture
ID: l2-s7
INTRO: Two students point at everything in the room. Notice that what's "that" to one person can be "this" to the other — it depends where you're standing. Just read along, no repeating this time.
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.

# SKIPPED (book): Writing Skill "DICTATION" (p. 31) — write the word. Instructor-read with no printed or recorded stimuli.

$SESSION 2-3: These and Those

# Source: ST §Singular and Plural Nouns grammar (card-ified)
$GRAMMAR One Book, Two Books
ID: l2-s13
INTRO: New part, new goal: talking about more than one thing. It mostly comes down to one small letter.

CARD: For more than one thing, add **-s** to the word.
![A book and two books](st-page_039_001.jpg)
{a book}
{two books}

CARD: It works the same for most words.
![A pen and two pens](st-page_040_001.jpg)
{a pen}
{two pens}

SUMMARY:
| Singular | Plural |
|---|---|
| a book | two books |
| a pen | two pens |

# Source: LLA 2A Figure 7 (part 1)
$DIALOGUE These and Those
ID: 2a-f7
INTRO: "These" and "those" are "this" and "that" for groups. Watch the pictures and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is a table. {page_037_001.jpg|A hand pointing closely to a table} {bk01-l2a-f7-01.mp3}
LINE: That's a table. {page_037_002.jpg|A hand pointing from a distance to a table} {bk01-l2a-f7-02.mp3}
LINE: These are chairs. {page_037_003.jpg|A hand pointing closely to three chairs} {bk01-l2a-f7-03.mp3}
LINE: Those are chairs. {page_037_004.jpg|A hand pointing from a distance to three chairs} {bk01-l2a-f7-04.mp3}
LINE: This is a pen. {page_037_005.jpg|A hand pointing closely to a pen} {bk01-l2a-f7-05.mp3}
LINE: That's a pen. {page_037_006.jpg|A hand pointing from a distance to a pen} {bk01-l2a-f7-06.mp3}
LINE: These are books. {page_037_007.jpg|A hand pointing closely to three books} {bk01-l2a-f7-07.mp3}
LINE: Those are books. {page_037_008.jpg|A hand pointing from a distance to three books} {bk01-l2a-f7-08.mp3}
LINE: This is a clock. {page_037_009.jpg|A hand pointing closely to a desk clock} {bk01-l2a-f7-09.mp3}
LINE: That's a clock. {page_037_010.jpg|A hand pointing from a distance to a desk clock} {bk01-l2a-f7-10.mp3}
LINE: These are pictures. {page_037_011.jpg|A hand pointing closely to three pictures of desert landscapes with cacti} {bk01-l2a-f7-11.mp3}
LINE: Those are pictures. {page_037_012.jpg|A hand pointing from a distance to three pictures of desert landscapes with cacti} {bk01-l2a-f7-12.mp3}

# Source: ST §These and Those grammar (card-ified)
$GRAMMAR These and Those — How They Work
ID: l2-s15
INTRO: Two short cards to pin it down: near groups and far groups.

CARD: **These** is the plural of "this" — several things near you.
{This is a table.}
{These are tables.}

CARD: **Those** is the plural of "that" — several things farther away.
![Demonstratives with tables and chairs](st-page_041_003.jpg)
{That is a chair.}
{Those are chairs.}

SUMMARY:
| Singular | Plural |
|---|---|
| This is a table. | These are tables. |
| That is a chair. | Those are chairs. |

# Source: LLA 2A Figure 8
$SELECT These or Those?
ID: 2a-f8
INTRO: One sentence, two pictures. Tap near or far, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
HIDE_PROMPT
REPEAT

PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3}
OPTION: a | near {page_038_001.jpg|a A hand pointing closely to three pictures of cacti}
OPTION: b | far {page_038_002.jpg|b A hand pointing from a distance to three pictures of cacti} {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|a A hand pointing closely to two clocks}
OPTION: b | far {page_038_004.jpg|b A hand pointing from a distance to two clocks} {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|a A hand pointing closely to a stack of three books} {bk01-l2a-f8-03-a.mp3}
OPTION: b | far {page_038_006.jpg|b A hand pointing from a distance to a stack of three books}
ANSWER: a

PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3}
OPTION: a | near {page_038_007.jpg|a A hand pointing closely to a table}
OPTION: b | far {page_038_008.jpg|b A hand pointing from a distance to a table} {bk01-l2a-f8-04-a.mp3}
ANSWER: b

# Source: LLA 2A Figure 7 (part 2)
$PRODUCE Answer the Questions
ID: 2a-f7-b
INPUT: speak
CHECK: reveal
INTRO: Now you answer. Look at the picture, hear the question, and answer in a full sentence — then repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

PROMPT: What's this? {page_037_001.jpg|A hand pointing closely to a table} {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|A hand pointing from a distance to a table} {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|A hand pointing closely to three chairs} {bk01-l2a-f7-15-q.mp3}
RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3}

PROMPT: What are those? {page_037_004.jpg|A hand pointing from a distance to three chairs} {bk01-l2a-f7-16-q.mp3}
RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3}

PROMPT: What's this? {page_037_005.jpg|A hand pointing closely to a pen} {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|A hand pointing from a distance to a pen} {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|A hand pointing closely to three books} {bk01-l2a-f7-19-q.mp3}
RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3}

PROMPT: What are those? {page_037_008.jpg|A hand pointing from a distance to three books} {bk01-l2a-f7-20-q.mp3}
RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3}

PROMPT: What's this? {page_037_009.jpg|A hand pointing closely to a desk clock} {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|A hand pointing from a distance to a desk clock} {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|A hand pointing closely to three pictures of desert landscapes with cacti} {bk01-l2a-f7-23-q.mp3}
RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3}

PROMPT: What are those? {page_037_012.jpg|A hand pointing from a distance to three pictures of desert landscapes with cacti} {bk01-l2a-f7-24-q.mp3}
RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3}

# DROPPED (twin): ST §It's a TV. — same vocab (television, radio, tape, recorder) as the cassette activity below; VOCAB tags live there.
# Source: LLA 2B Figure 5 (part 1)
$DIALOGUE Radios, Tapes, and Televisions
ID: 2b-f5
INTRO: Four machines for your vocabulary: the "radio", the "recorder", the "tape", and the "television". Once, these were the height of technology. Listen and repeat each sentence.
INSTRUCTION: Repeat the words and sentences.
REPEAT

VOCAB: radio
LINE: That's his radio. {page_044_001.jpg|A person looking at a small portable radio with musical notes floating out of it} {bk01-l2b-f5-01.mp3}

VOCAB: recorder
LINE: This is my recorder. {page_044_002.jpg|A young girl smiling and holding a cassette tape recorder with some cassettes} {bk01-l2b-f5-02.mp3}

VOCAB: tape
LINE: Those are her tapes. {page_045_001.jpg|A woman sitting at a table next to a small stack of cassette tapes} {bk01-l2b-f5-03.mp3}

VOCAB: television
LINE: That's his television. {page_045_002.jpg|A man sitting in an armchair next to a television set with antennas on top} {bk01-l2b-f5-04.mp3}

LINE: That's my chair. {page_045_003.jpg|A man wearing glasses sitting back and relaxing comfortably in a lounge chair} {bk01-l2b-f5-05.mp3}
LINE: Those are her pictures. {page_045_004.jpg|A woman sitting at a table with photos or papers spread out in front of her} {bk01-l2b-f5-06.mp3}
LINE: These are your books. {page_045_005.jpg|Two young men sitting at a table with a stack of books, conversing} {bk01-l2b-f5-07.mp3}
LINE: That's your classroom. {page_045_006.jpg|A student with a book in a hallway points towards an open doorway as another student watches} {bk01-l2b-f5-08.mp3}

# Source: LLA 2B Figure 5 (part 2)
$SELECT Match the Sentence to the Picture
ID: 2b-f5-b
INTRO: Now just the pictures. Tap the sentence that matches each one — the tape will confirm your choice.
INSTRUCTION: Tap the matching sentence.

OPTION: a | That's my chair.
OPTION: b | That's his radio.
OPTION: c | That's your classroom.
OPTION: d | Those are her tapes.
OPTION: e | That's his television.
OPTION: f | These are your books.
OPTION: g | This is my recorder.
OPTION: h | Those are her pictures.

PROMPT: {page_044_001.jpg|A person looking at a small portable radio with musical notes floating out of it}
ANSWER: b
FEEDBACK: That's his radio. {bk01-l2b-f5-09.mp3}

PROMPT: {page_044_002.jpg|A young girl smiling and holding a cassette tape recorder with some cassettes}
ANSWER: g
FEEDBACK: This is my recorder. {bk01-l2b-f5-10.mp3}

PROMPT: {page_045_001.jpg|A woman sitting at a table next to a small stack of cassette tapes}
ANSWER: d
FEEDBACK: Those are her tapes. {bk01-l2b-f5-11.mp3}

PROMPT: {page_045_002.jpg|A man sitting in an armchair next to a television set with antennas on top}
ANSWER: e
FEEDBACK: That's his television. {bk01-l2b-f5-12.mp3}

PROMPT: {page_045_003.jpg|A man wearing glasses sitting back and relaxing comfortably in a lounge chair}
ANSWER: a
FEEDBACK: That's my chair. {bk01-l2b-f5-13.mp3}

PROMPT: {page_045_004.jpg|A woman sitting at a table with photos or papers spread out in front of her}
ANSWER: h
FEEDBACK: Those are her pictures. {bk01-l2b-f5-14.mp3}

PROMPT: {page_045_005.jpg|Two young men sitting at a table with a stack of books, conversing}
ANSWER: f
FEEDBACK: These are your books. {bk01-l2b-f5-15.mp3}

PROMPT: {page_045_006.jpg|A student with a book in a hallway points towards an open doorway as another student watches}
ANSWER: c
FEEDBACK: That's your classroom. {bk01-l2b-f5-16.mp3}

# SKIPPED (book): "THESE ARE DESKS." (p. 42) — classroom-based open pair production task ("Look around your classroom. Make sentences with these and those").

# Source: ST §What Are These?
$DIALOGUE What Are These? (Practice)
ID: l2-s17
INTRO: More questions and answers, now with "these" and "those". Repeat both halves of each pair.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What are those?\n— Those are chalkboards.
LINE: What are these?\n— These are pencils.
LINE: What are those?\n— Those are windows.
LINE: What are those?\n— Those are desks.
LINE: What are those?\n— These are books.
LINE: What are these?\n— These are pens.

$SESSION 2-4: People — Names, His and Her, Jobs

# Source: ST §What's His Name?
$DIALOGUE What's His Name? {st-page_033_001.jpg|Three panels showing interactions: 1) Bill introducing himself to Bob; 2) Bill pointing to Ted and introducing him; 3) Bill pointing to Mary and introducing her}
ID: l2-s4
INTRO: This part is all about people — their names, their things, and their jobs. Start with Bill and Bob, who are very good at introductions. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Bill: Hello. My name is Bill. What's your name?
Bob: My name is Bob.

VOCAB: his
Bill: What's his name?
Bob: His name is Ted.

VOCAB: her
Bill: What's her name?
Bob: Her name is Mary.

# Source: LLA 2B Figure 6
$DIALOGUE Meet Your Teacher
ID: 2b-f6
INTRO: A classroom introduction, short and polite. Listen to Mr. Wilson and Ted, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Wilson: Good morning. {bk01-l2b-f6-01.mp3}
Ted: Good morning, sir. {bk01-l2b-f6-02.mp3}
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-f6-04.mp3}

# Source: LLA 2B Figure 2 (part 1)
$DIALOGUE His and Her
ID: 2b-f2
INTRO: "His" for a man, "her" for a woman. Look at each picture and repeat the sentence.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: That's her book. {page_042_001.jpg|A young woman sitting at a desk with a book in front of her} {bk01-l2b-f2-01.mp3}
LINE: That's his notebook. {page_042_002.jpg|A young man sitting at a desk with a spiral notebook} {bk01-l2b-f2-02.mp3}
LINE: That's his pencil. {page_042_003.jpg|A man looking forward with a pencil on the table in front of him} {bk01-l2b-f2-03.mp3}
LINE: That's his classroom. {page_042_004.jpg|A man standing in a classroom near a teacher who is sitting at her desk, with a clock on the wall} {bk01-l2b-f2-04.mp3}
LINE: That's her pen. {page_042_005.jpg|A young woman sitting at a desk with a pen in front of her} {bk01-l2b-f2-05.mp3}
LINE: That's her chair. {page_042_006.jpg|An older woman sitting comfortably in a large chair} {bk01-l2b-f2-06.mp3}

# Source: LLA 2B Figure 2 (part 2)
$PRODUCE His or Her?
ID: 2b-f2-b
INPUT: type
CHECK: exact
INTRO: Look at the picture and listen. Type the missing word: "his" or "her".
INSTRUCTION: Type the missing word.
HIDE_PROMPT

EXAMPLE
PROMPT: That's her book. {bk01-l2b-f2-07.mp3}
TEMPLATE: That's ____ book. {page_042_001.jpg|A young woman sitting at a desk with a book in front of her}
RESPONSE: That's her book. {bk01-l2b-f2-07.mp3}
ACCEPT: her | Her

PROMPT: That's his notebook. {bk01-l2b-f2-08.mp3}
TEMPLATE: That's ____ notebook. {page_042_002.jpg|A young man sitting at a desk with a spiral notebook}
RESPONSE: That's his notebook. {bk01-l2b-f2-08.mp3}
ACCEPT: his | His

PROMPT: That's his pencil. {bk01-l2b-f2-09.mp3}
TEMPLATE: That's ____ pencil. {page_042_003.jpg|A man looking forward with a pencil on the table in front of him}
RESPONSE: That's his pencil. {bk01-l2b-f2-09.mp3}
ACCEPT: his | His

PROMPT: That's his classroom. {bk01-l2b-f2-10.mp3}
TEMPLATE: That's ____ classroom. {page_042_004.jpg|A man standing in a classroom near a teacher who is sitting at her desk, with a clock on the wall}
RESPONSE: That's his classroom. {bk01-l2b-f2-10.mp3}
ACCEPT: his | His

PROMPT: That's her pen. {bk01-l2b-f2-11.mp3}
TEMPLATE: That's ____ pen. {page_042_005.jpg|A young woman sitting at a desk with a pen in front of her}
RESPONSE: That's her pen. {bk01-l2b-f2-11.mp3}
ACCEPT: her | Her

PROMPT: That's her chair. {bk01-l2b-f2-12.mp3}
TEMPLATE: That's ____ chair. {page_042_006.jpg|An older woman sitting comfortably in a large chair}
RESPONSE: That's her chair. {bk01-l2b-f2-12.mp3}
ACCEPT: her | Her

# Source: LLA 2D Figure 1 (part 1)
$DIALOGUE Meet Ben, Ann, and Friends
ID: 2d-f1
INTRO: Seven people, seven names. Repeat each name — you'll be introducing them all in a moment.
INSTRUCTION: Repeat the names.
REPEAT

LINE: Ben {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {bk01-l2d-f1-01.mp3}
LINE: Ann {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-02.mp3}
LINE: Don {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-03.mp3}
LINE: Bob {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-04.mp3}
LINE: Pam {page_053_005.jpg|A woman wearing an apron cooking in a pan, labeled 'Pam'} {bk01-l2d-f1-05.mp3}
LINE: Sue {page_053_006.jpg|A female mechanic working under the hood of a car, labeled 'Sue'} {bk01-l2d-f1-06.mp3}
LINE: Joan {page_053_007.jpg|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-07.mp3}

# Source: LLA 2D Figure 1 (part 2)
$PRODUCE Say Their Names
ID: 2d-f1-b
INPUT: speak
CHECK: reveal
INTRO: Time for introductions. Hear the question, say the person's name in a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

PROMPT: What's his name? {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {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|A female nurse or medical professional wearing glasses, labeled 'Ann'} {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|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {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|A barber cutting a customer's hair, labeled 'Bob'} {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|A woman wearing an apron cooking in a pan, labeled 'Pam'} {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|A female mechanic working under the hood of a car, labeled 'Sue'} {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|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-14-q.mp3}
RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3}

# Source: LLA 2D Figure 2 (part 1)
$PRODUCE Type the Names
ID: 2d-f2
INPUT: type
CHECK: exact
INTRO: Listen to each name and its spelling, then type the name.
INSTRUCTION: Type the name you hear.
HIDE_PROMPT

EXAMPLE
PROMPT: This is Bill. His name is Bill. {page_054_001.jpg|A male teacher pointing to complex math formulas on a blackboard} {bk01-l2d-f2-01.mp3}
RESPONSE: Bill
ACCEPT: bill

PROMPT: This is Jan. Her name is Jan. {page_054_002.jpg|A female student sitting at a desk reading a book} {bk01-l2d-f2-02.mp3}
RESPONSE: Jan
ACCEPT: jan

PROMPT: This is Joe. His name is Joe. {page_054_003.jpg|A male mechanic working inside the engine bay of a vehicle} {bk01-l2d-f2-03.mp3}
RESPONSE: Joe
ACCEPT: joe

PROMPT: This is Pam. Her name is Pam. {page_054_004.jpg|A woman cooking at a stove with steam rising from a pan} {bk01-l2d-f2-04.mp3}
RESPONSE: Pam
ACCEPT: pam

PROMPT: This is Bob. His name is Bob. {page_054_005.jpg|A barber trimming a customer's hair} {bk01-l2d-f2-05.mp3}
RESPONSE: Bob
ACCEPT: bob

PROMPT: This is Ann. Her name is Ann. {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-06.mp3}
RESPONSE: Ann
ACCEPT: ann | Anne | anne

PROMPT: This is Ken. His name is Ken. {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-07.mp3}
RESPONSE: Ken
ACCEPT: ken

# DROPPED (twin): ST §This Is a Pilot. — bare profession word list; the cassette activity below teaches the same words in sentences with pictures. VOCAB tags transferred here.
# Source: LLA 2B Figure 3 (part 1) + VOCAB from ST §This Is a Pilot.
$DIALOGUE Jobs: Who Does What?
ID: 2b-f3
INTRO: Everyone here has a job. Listen to who does what — no repeating yet, just take it in.
INSTRUCTION: Listen to each statement.

VOCAB: cook
LINE: Betty's a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-01.mp3}

VOCAB: teacher
LINE: Bob's a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-02.mp3}

VOCAB: mechanic
LINE: Ted's a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-03.mp3}

VOCAB: doctor
LINE: Pam's a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-04.mp3}

VOCAB: pilot
LINE: Don's a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-05.mp3}

VOCAB: barber
LINE: Aldo's a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-06.mp3}

VOCAB: student
LINE: Joan's a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-07.mp3}

# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. grammar (card-ified)
$GRAMMAR I'm, You're, Bill's
ID: l2-s19
INTRO: How to say it shorter — "I'm", "you're", "Bill's". Three quick cards.

CARD: To say what you are, use **I am** — or the short form **I'm**.
{I am a student.}
{I'm a student.}
{I'm a pilot.}

CARD: For the person you're talking to, use **you are** — short form **you're**.
{You are a teacher.}
{You're a teacher.}
{You're a cook.}

CARD: A name works the same way: **Bill is** becomes **Bill's**.
{Bill is a pilot.}
{Bill's a pilot.}

SUMMARY:
| Long form | Short form |
|---|---|
| I am a student. | I'm a student. |
| You are a teacher. | You're a teacher. |
| Bill is a pilot. | Bill's a pilot. |

# Source: LLA 2B Figure 3 (part 2)
$DIALOGUE I'm a Cook
ID: 2b-f3-b
INTRO: Now imagine you're the one in each picture. Say "I'm a..." and enjoy the career changes.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: I'm a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-08.mp3}
LINE: I'm a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-09.mp3}
LINE: I'm a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-10.mp3}
LINE: I'm a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-11.mp3}
LINE: I'm a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-12.mp3}
LINE: I'm a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-13.mp3}
LINE: I'm a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-14.mp3}

# Source: LLA 2B Figure 3 (part 3)
$DIALOGUE You're a Teacher
ID: 2b-f3-c
INTRO: This time you're talking to the person in the picture: "You're a..." Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: You're a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-15.mp3}
LINE: You're a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-16.mp3}
LINE: You're a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-17.mp3}
LINE: You're a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-18.mp3}
LINE: You're a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-19.mp3}
LINE: You're a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-20.mp3}
LINE: You're a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-21.mp3}

# Source: ST §I'm a Student.
$DIALOGUE Long Form, Short Form
ID: l2-s20
INTRO: Long form, then short form, back to back. Repeat both — the short one is what you'll actually hear people say.
INSTRUCTION: Repeat the sentences.
REPEAT

VOCAB: I'm
LINE: I am a student. I'm a student.
LINE: I am a cook. I'm a cook.

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|A male pilot in uniform with planes flying in the background}
LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg|A female doctor wearing glasses and a medical coat with pens in her pocket}
LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg|A male mechanic working on a vehicle engine under a hanging chain}

# Source: ST §What Are You? grammar (card-ified)
$GRAMMAR Asking: What Are You?
ID: l2-s21
INTRO: One more small pattern — asking about jobs with "what".

CARD: To ask about a job, use **what** with am, are, or is.
{What am I?}
{What are you?}
{What is Betty?}

CARD: The answer uses the matching form.
{I am a teacher.}
{You are a student.}
{Betty is a mechanic.}

SUMMARY:
| Question | Answer |
|---|---|
| What am I? | You're a teacher. |
| What are you? | I'm a student. |
| What is Betty? | Betty's a mechanic. |

# Source: ST §What Are You? (Practice) — one answer regularized ("You're a barber." → "I'm a barber.")
$DIALOGUE What Are You? (Practice)
ID: l2-s22
INTRO: Rapid-fire questions and answers about jobs. Repeat both halves of each pair.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What are you?\n— I'm a mechanic.
LINE: What's Bill?\n— Bill's a pilot.
LINE: What am I?\n— You're a teacher.
LINE: What are you?\n— I'm a student.
LINE: What's Betty?\n— Betty's a doctor.
LINE: What am I?\n— You're a cook.
LINE: What's Joe?\n— Joe's a mechanic.
LINE: What are you?\n— I'm a barber.
LINE: What's Tom?\n— He's a student.
LINE: What am I?\n— You're a pilot.

# Source: LLA 2D Figure 1 (part 3)
$PRODUCE Say What They Do
ID: 2d-f1-c
INPUT: speak
CHECK: reveal
INTRO: Back to Ben and his friends. Hear the question, say what each person does, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

PROMPT: What's Ben? {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {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|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {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|A woman wearing an apron cooking in a pan, labeled 'Pam'} {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|A female teacher pointing to a blackboard, labeled 'Joan'} {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|A female nurse or medical professional wearing glasses, labeled 'Ann'} {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|A barber cutting a customer's hair, labeled 'Bob'} {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|A female mechanic working under the hood of a car, labeled 'Sue'} {bk01-l2d-f1-21-q.mp3}
RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3}

# Source: LLA 2D Figure 2 (part 2)
$PRODUCE Answer About Their Jobs
ID: 2d-f2-b
INPUT: speak
CHECK: reveal
INTRO: Same idea, new faces. Answer each question about the person's job in a full sentence, then repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

EXAMPLE
PROMPT: What is Bill? {page_054_001.jpg|A male teacher pointing to complex math formulas on a blackboard} {bk01-l2d-f2-08-q.mp3}
RESPONSE: Bill's a teacher. {bk01-l2d-f2-08-a.mp3}

PROMPT: What is Jan? {page_054_002.jpg|A female student sitting at a desk reading a book} {bk01-l2d-f2-09-q.mp3}
RESPONSE: Jan's a student. {bk01-l2d-f2-09-a.mp3}

PROMPT: What's Joe? {page_054_003.jpg|A male mechanic working inside the engine bay of a vehicle} {bk01-l2d-f2-10-q.mp3}
RESPONSE: Joe's a mechanic. {bk01-l2d-f2-10-a.mp3}

PROMPT: What's Pam? {page_054_004.jpg|A woman cooking at a stove with steam rising from a pan} {bk01-l2d-f2-11-q.mp3}
RESPONSE: Pam's a cook. {bk01-l2d-f2-11-a.mp3}

PROMPT: What is Bob? {page_054_005.jpg|A barber trimming a customer's hair} {bk01-l2d-f2-12-q.mp3}
RESPONSE: Bob's a barber. {bk01-l2d-f2-12-a.mp3}

PROMPT: What is Ann? {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-13-q.mp3}
RESPONSE: Ann's a doctor. {bk01-l2d-f2-13-a.mp3}

PROMPT: What is Ken? {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-14-q.mp3}
RESPONSE: Ken's a pilot. {bk01-l2d-f2-14-a.mp3}

# Source: LLA 2A Figure 9 — kept per repair note [MASTER 2]
$PRODUCE Type the Word You Hear
ID: 2a-f9
INPUT: type
CHECK: exact
INTRO: A spelling check to close the part: type each word you hear. They're all jobs and classroom things you know.
INSTRUCTION: Type the word you hear.
HIDE_PROMPT

PROMPT: pilot {bk01-l2a-f9-01.mp3}
RESPONSE: pilot {bk01-l2a-f9-01.mp3}

PROMPT: mechanic {bk01-l2a-f9-02.mp3}
RESPONSE: mechanic {bk01-l2a-f9-02.mp3}

PROMPT: student {bk01-l2a-f9-03.mp3}
RESPONSE: student {bk01-l2a-f9-03.mp3}

PROMPT: doctor {bk01-l2a-f9-04.mp3}
RESPONSE: doctor {bk01-l2a-f9-04.mp3}

PROMPT: barber {bk01-l2a-f9-05.mp3}
RESPONSE: barber {bk01-l2a-f9-05.mp3}

PROMPT: teacher {bk01-l2a-f9-06.mp3}
RESPONSE: teacher {bk01-l2a-f9-06.mp3}

PROMPT: cook {bk01-l2a-f9-07.mp3}
RESPONSE: cook {bk01-l2a-f9-07.mp3}

PROMPT: notebooks {bk01-l2a-f9-08.mp3}
RESPONSE: notebooks {bk01-l2a-f9-08.mp3}

PROMPT: windows {bk01-l2a-f9-09.mp3}
RESPONSE: windows {bk01-l2a-f9-09.mp3}

PROMPT: pictures {bk01-l2a-f9-10.mp3}
RESPONSE: pictures {bk01-l2a-f9-10.mp3}

$SESSION 2-5: Numbers — Counting to 100

# Source: LLA 2C Figure 1
$DIALOGUE Numbers 1 to 20
ID: 2c-f1
INTRO: New goal for this part: numbers. First, count from one to twenty — listen and repeat each one.
INSTRUCTION: Repeat the numbers.
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
ID: 2c-f2
INTRO: Now the big steps: ten, twenty, thirty — all the way to one hundred. Listen and repeat.
INSTRUCTION: Repeat the numbers.
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
$DIALOGUE Counting from 0 to 100
ID: l2-s8
INTRO: The whole board now, zero to one hundred. Say each row along with the voice — yes, all of it.
INSTRUCTION: Say and read the numbers.
REPEAT

LINE: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
LINE: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
LINE: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
LINE: 30, 31, 32, 33, 34, 35, 36, 37, 38, 39
LINE: 40, 41, 42, 43, 44, 45, 46, 47, 48, 49
LINE: 50, 51, 52, 53, 54, 55, 56, 57, 58, 59
LINE: 60, 61, 62, 63, 64, 65, 66, 67, 68, 69
LINE: 70, 71, 72, 73, 74, 75, 76, 77, 78, 79
LINE: 80, 81, 82, 83, 84, 85, 86, 87, 88, 89
LINE: 90, 91, 92, 93, 94, 95, 96, 97, 98, 99
LINE: 100

# Source: ST §Thirteen / Thirty
$DIALOGUE Thirteen or Thirty?
ID: l2-s9
INTRO: "Thirteen" and "thirty" love to be confused. Listen for the stress and repeat each pair.
INSTRUCTION: Repeat and read these numbers. Listen for the stress pattern.
REPEAT

LINE: 13 ... 30
LINE: 14 ... 40
LINE: 15 ... 50
LINE: 16 ... 60
LINE: 17 ... 70
LINE: 18 ... 80
LINE: 19 ... 90

# Source: LLA 2B Figure 4
$SELECT Tap the Number You Hear
ID: 2b-f4
INTRO: You'll hear one number — tap it, then repeat it. The thirteens and thirties are waiting for you.
INSTRUCTION: Tap the number you hear.
HIDE_PROMPT
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

$SESSION 2-6: Numbers — Reading and Writing

# DROPPED (twin): ST §Circle the Number — 30 TTS items duplicating this cassette activity; the recognition function is kept here and reviewed in part 2-8.
# Source: LLA 2C Figure 4
$SELECT Which Number Is It?
ID: 2c-f4
INTRO: This part is numbers again — reading and writing them fast. First, tap the number you hear. Twenty rounds; they go quickly.
INSTRUCTION: Tap the number you hear.
HIDE_PROMPT

EXAMPLE
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

# DROPPED (twin): ST §Number Dictation — duplicated by this cassette activity; its distinct teen/ten items are salvaged as "Numbers Review" in part 2-8.
# Source: LLA 2C Figure 5
$PRODUCE Type the Number You Hear
ID: 2c-f5
INPUT: type
CHECK: exact
INTRO: Now type what you hear, in digits.
INSTRUCTION: Type the number.
HIDE_PROMPT

EXAMPLE
PROMPT: 13 {bk01-l2c-f5-01.mp3}
RESPONSE: 13 {bk01-l2c-f5-01.mp3}
ACCEPT: thirteen

PROMPT: 35 {bk01-l2c-f5-02.mp3}
RESPONSE: 35 {bk01-l2c-f5-02.mp3}
ACCEPT: thirty-five | thirty five

PROMPT: 19 {bk01-l2c-f5-03.mp3}
RESPONSE: 19 {bk01-l2c-f5-03.mp3}
ACCEPT: nineteen

PROMPT: 54 {bk01-l2c-f5-04.mp3}
RESPONSE: 54 {bk01-l2c-f5-04.mp3}
ACCEPT: fifty-four | fifty four

PROMPT: 48 {bk01-l2c-f5-05.mp3}
RESPONSE: 48 {bk01-l2c-f5-05.mp3}
ACCEPT: forty-eight | forty eight

PROMPT: 79 {bk01-l2c-f5-06.mp3}
RESPONSE: 79 {bk01-l2c-f5-06.mp3}
ACCEPT: seventy-nine | seventy nine

PROMPT: 8 {bk01-l2c-f5-07.mp3}
RESPONSE: 8 {bk01-l2c-f5-07.mp3}
ACCEPT: eight

PROMPT: 21 {bk01-l2c-f5-08.mp3}
RESPONSE: 21 {bk01-l2c-f5-08.mp3}
ACCEPT: twenty-one | twenty one

PROMPT: 11 {bk01-l2c-f5-09.mp3}
RESPONSE: 11 {bk01-l2c-f5-09.mp3}
ACCEPT: eleven

PROMPT: 60 {bk01-l2c-f5-10.mp3}
RESPONSE: 60 {bk01-l2c-f5-10.mp3}
ACCEPT: sixty

# Source: ST §Numbers (number words)
$PRODUCE Write the Numbers as Words
ID: l2-s12
INPUT: type
CHECK: exact
INTRO: Numbers as words this time. Type the missing word — hyphens included, like "seventy-nine".
INSTRUCTION: Type the missing number word.

EXAMPLE
TEMPLATE: 79 = ____{seventy-nine}
RESPONSE: 79 = seventy-nine

TEMPLATE: 1 = ____{one}
RESPONSE: 1 = one

TEMPLATE: 4 = ____{four}
RESPONSE: 4 = four

TEMPLATE: 7 = ____{seven}
RESPONSE: 7 = seven

TEMPLATE: 10 = ____{ten}
RESPONSE: 10 = ten

TEMPLATE: 13 = ____{thirteen}
RESPONSE: 13 = thirteen

TEMPLATE: 16 = ____{sixteen}
RESPONSE: 16 = sixteen

TEMPLATE: 19 = ____{nineteen}
RESPONSE: 19 = nineteen

TEMPLATE: 21 = ____{twenty-one}
RESPONSE: 21 = twenty-one

TEMPLATE: 31 = ____{thirty-one}
RESPONSE: 31 = thirty-one

TEMPLATE: 41 = ____{forty-one}
RESPONSE: 41 = forty-one

TEMPLATE: 51 = ____{fifty-one}
RESPONSE: 51 = fifty-one

$SESSION 2-7: Counting Things

# Source: LLA 2C Figure 3
$DIALOGUE Counting Things
ID: 2c-f3
INTRO: In this part you'll count actual things — fifty-one tables, one hundred teachers. Listen and repeat each phrase.
INSTRUCTION: Repeat the numbers and words.
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 6
$PRODUCE Say How Many
ID: 2c-f6
INPUT: speak
CHECK: reveal
INTRO: Look at the picture, hear the number, and put them together aloud: "twelve barbers". Then repeat the model answer.
INSTRUCTION: Say the number and the word aloud.
REPEAT

EXAMPLE
PROMPT: Twelve {page_049_001.jpg|#1 A barber cutting a customer's hair} {bk01-l2c-f6-01-q.mp3}
RESPONSE: twelve barbers {bk01-l2c-f6-01-a.mp3}

PROMPT: Seven {page_049_002.jpg|#2 A chef wearing a toque stirring a pot on a stove} {bk01-l2c-f6-02-q.mp3}
RESPONSE: seven cooks {bk01-l2c-f6-02-a.mp3}

PROMPT: Four {page_049_003.jpg|#3 A woman wearing glasses and a medical/lab coat} {bk01-l2c-f6-03-q.mp3}
RESPONSE: four doctors {bk01-l2c-f6-03-a.mp3}

PROMPT: Eleven {page_049_004.jpg|#4 A mechanic working under the hood of a car} {bk01-l2c-f6-04-q.mp3}
RESPONSE: eleven mechanics {bk01-l2c-f6-04-a.mp3}

PROMPT: Two {page_049_005.jpg|#5 A female pilot looking up as a jet flies by in the background} {bk01-l2c-f6-05-q.mp3}
RESPONSE: two pilots {bk01-l2c-f6-05-a.mp3}

PROMPT: Ten {page_049_006.jpg|#6 A loudspeaker box with volume and on/off knobs} {bk01-l2c-f6-06-q.mp3}
RESPONSE: ten radios {bk01-l2c-f6-06-a.mp3}

PROMPT: Fifteen {page_049_007.jpg|#7 A reel-to-reel tape recorder} {bk01-l2c-f6-07-q.mp3}
RESPONSE: fifteen recorders {bk01-l2c-f6-07-a.mp3}

PROMPT: Twenty {page_049_008.jpg|#8 A reel of tape with a loose strip of film/tape extending from it} {bk01-l2c-f6-08-q.mp3}
RESPONSE: twenty tapes {bk01-l2c-f6-08-a.mp3}

PROMPT: Five {page_049_009.jpg|#9 A television set on a stand with an antenna on top} {bk01-l2c-f6-09-q.mp3}
RESPONSE: five televisions {bk01-l2c-f6-09-a.mp3}

PROMPT: Eight {page_049_010.jpg|#10 A young male student holding a book with a letter 'H' on his sweater} {bk01-l2c-f6-10-q.mp3}
RESPONSE: eight students {bk01-l2c-f6-10-a.mp3}

PROMPT: One {page_049_011.jpg|#11 A female teacher pointing to math equations written on a blackboard} {bk01-l2c-f6-11-q.mp3}
RESPONSE: one teacher {bk01-l2c-f6-11-a.mp3}

# Source: LLA 2C Figure 7 (part 1)
$DIALOGUE These Are My Pens
ID: 2c-f7
INTRO: Sentences with "these", "those", and whose things they are. Listen and repeat each one.
INSTRUCTION: Repeat the sentences.
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}

# DROPPED (twin): ST §This Is a Pen. Those Are Pens. — singular-to-plural drill duplicated by this cassette drill (which also drills the reverse direction).
# Source: LLA 2C Figure 7 (part 2)
$PRODUCE One or Many — Change the Sentence
ID: 2c-f7-b
INPUT: speak
CHECK: reveal
INTRO: Hear a sentence and a cue word, then switch it: one becomes many, many becomes one. Repeat the model after each answer.
INSTRUCTION: Change the sentence aloud.
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}

$SESSION 2-8: Sounds, Spelling, and Review

# Source: ST §Spell Your Name, Please.
$DIALOGUE Spell Your Name, Please
ID: l2-s23
INTRO: Last regular part: sounds, spelling, and a look back at everything in this lesson. First, Bob meets Ken — and immediately makes him spell. 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.

VOCAB: spell
Bob: Spell your name, please.
Ken: K-e-n. B-a-t-e-s.

# Source: ST §That's His Classroom.
$DIALOGUE That's His Classroom
ID: l2-s24
INTRO: Ms. Evans shows Don around. Notice classroom number 22 — your numbers are already useful. Listen and repeat.
INSTRUCTION: Practice this dialog.
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.

# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/æ/ vs /ɛ/, p. 45) — instructor-read minimal-pair discrimination with unprinted stimuli; the same skill is covered by the cassette activities below.
# Source: LLA 2D Listening and Speaking 2
$DIALOGUE Hear the Difference: Met and Mat
ID: 2d-ls2
INTRO: Word pairs with two different vowel sounds, like "met" and "mat". Listen closely and repeat each pair.
INSTRUCTION: Listen and repeat each word pair.
REPEAT

LINE: Met. Mat. {bk01-l2d-f2-26.mp3}
LINE: Dead. Dad. {bk01-l2d-f2-27.mp3}
LINE: Ed. Add. {bk01-l2d-f2-28.mp3}
LINE: Said. Sad. {bk01-l2d-f2-29.mp3}
LINE: Bread. Brad. {bk01-l2d-f2-30.mp3}
LINE: Head. Had. {bk01-l2d-f2-31.mp3}
LINE: End. And. {bk01-l2d-f2-32.mp3}
LINE: Beth. Bath. {bk01-l2d-f2-33.mp3}
LINE: X. Axe. {bk01-l2d-f2-34.mp3}
LINE: Lend. Land. {bk01-l2d-f2-35.mp3}

# Source: ST §Pan/Pen (restored 2026-08-22 — earlier drop note called it a twin of the cassette list, but its pairs — bat/bet, tan/ten, pan/pen, lass/less, lather/leather, rack/wreck, batter/better — are NOT on the cassette; a reading pass that feeds the Same-or-Different check below)
$DIALOGUE Pan or Pen? Read the Pairs
ID: l2-s25
INTRO: Now read similar pairs yourself, out loud. Same drill, but this time your eyes lead and your mouth follows.
INSTRUCTION: Read these words aloud.
REPEAT

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
$SELECT Same or Different?
ID: 2d-f3
INTRO: Two words each time. Are they the same word twice, or two different words? Tap your answer.
INSTRUCTION: Tap Same or Different.
HIDE_PROMPT
OPTION: s | Same
OPTION: 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

# SKIPPED (book): Listening Skill "CLOSE / GOODBYE" (/k/ vs /g/, p. 44) — instructor-read sound discrimination with unprinted stimuli; the cassette activity below covers the same contrast.
# Source: LLA 2D Figure 4
$SELECT K or G?
ID: 2d-f4
INTRO: One word at a time now. Does it have the "k" sound, as in "came", or the "g" sound, as in "game"? Tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
HIDE_PROMPT
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

# Source: LLA 2C Figure 8
$PRODUCE Capital or Small?
ID: 2c-f8
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Listen and type the letter exactly as described — capital or small. Here "B" and "b" are not the same letter.
INSTRUCTION: Type the letter (capital or lowercase).
HIDE_PROMPT

EXAMPLE
PROMPT: capital B {bk01-l2c-f8-ex.mp3}
RESPONSE: B {bk01-l2c-f8-ex-b.mp3}

PROMPT: capital E {bk01-l2c-f8-01.mp3}
RESPONSE: E {bk01-l2c-f8-01-b.mp3}

PROMPT: small f {bk01-l2c-f8-02.mp3}
RESPONSE: f {bk01-l2c-f8-02-b.mp3}

PROMPT: small i {bk01-l2c-f8-03.mp3}
RESPONSE: i {bk01-l2c-f8-03-b.mp3}

PROMPT: capital A {bk01-l2c-f8-04.mp3}
RESPONSE: A {bk01-l2c-f8-04-b.mp3}

PROMPT: small m {bk01-l2c-f8-05.mp3}
RESPONSE: m {bk01-l2c-f8-05-b.mp3}

PROMPT: capital G {bk01-l2c-f8-06.mp3}
RESPONSE: G {bk01-l2c-f8-06-b.mp3}

PROMPT: small b {bk01-l2c-f8-07.mp3}
RESPONSE: b {bk01-l2c-f8-07-b.mp3}

PROMPT: small n {bk01-l2c-f8-08.mp3}
RESPONSE: n {bk01-l2c-f8-08-b.mp3}

PROMPT: capital J {bk01-l2c-f8-09.mp3}
RESPONSE: J {bk01-l2c-f8-09-b.mp3}

PROMPT: capital L {bk01-l2c-f8-10.mp3}
RESPONSE: L {bk01-l2c-f8-10-b.mp3}

PROMPT: capital H {bk01-l2c-f8-11.mp3}
RESPONSE: H {bk01-l2c-f8-11-b.mp3}

PROMPT: small c {bk01-l2c-f8-12.mp3}
RESPONSE: c {bk01-l2c-f8-12-b.mp3}

PROMPT: capital O {bk01-l2c-f8-13.mp3}
RESPONSE: O {bk01-l2c-f8-13-b.mp3}

PROMPT: small e {bk01-l2c-f8-14.mp3}
RESPONSE: e {bk01-l2c-f8-14-b.mp3}

PROMPT: small k {bk01-l2c-f8-15.mp3}
RESPONSE: k {bk01-l2c-f8-15-b.mp3}

PROMPT: small a {bk01-l2c-f8-16.mp3}
RESPONSE: a {bk01-l2c-f8-16-b.mp3}

PROMPT: capital I {bk01-l2c-f8-17.mp3}
RESPONSE: I {bk01-l2c-f8-17-b.mp3}

PROMPT: small p {bk01-l2c-f8-18.mp3}
RESPONSE: p {bk01-l2c-f8-18-b.mp3}

PROMPT: small g {bk01-l2c-f8-19.mp3}
RESPONSE: g {bk01-l2c-f8-19-b.mp3}

PROMPT: small d {bk01-l2c-f8-20.mp3}
RESPONSE: d {bk01-l2c-f8-20-b.mp3}

PROMPT: small j {bk01-l2c-f8-21.mp3}
RESPONSE: j {bk01-l2c-f8-21-b.mp3}

PROMPT: capital M {bk01-l2c-f8-22.mp3}
RESPONSE: M {bk01-l2c-f8-22-b.mp3}

PROMPT: small h {bk01-l2c-f8-23.mp3}
RESPONSE: h {bk01-l2c-f8-23-b.mp3}

PROMPT: capital D {bk01-l2c-f8-24.mp3}
RESPONSE: D {bk01-l2c-f8-24-b.mp3}

PROMPT: capital B {bk01-l2c-f8-25.mp3}
RESPONSE: B {bk01-l2c-f8-25-b.mp3}

# SKIPPED (book): Writing Skill "DICTATION" (p. 46) — write the word. Instructor-read with no printed or recorded stimuli.
# Source: LLA 2D Figure 5
$PRODUCE Spelling Review
ID: 2d-f5
INPUT: type
CHECK: exact
INTRO: One last spelling round: type each word you hear.
INSTRUCTION: Type the word you hear.
HIDE_PROMPT

PROMPT: window {bk01-l2d-f5-01.mp3}
RESPONSE: window {bk01-l2d-f5-01.mp3}

PROMPT: classroom {bk01-l2d-f5-02.mp3}
RESPONSE: classroom {bk01-l2d-f5-02.mp3}

PROMPT: circle {bk01-l2d-f5-03.mp3}
RESPONSE: circle {bk01-l2d-f5-03.mp3}

PROMPT: table {bk01-l2d-f5-04.mp3}
RESPONSE: table {bk01-l2d-f5-04.mp3}

PROMPT: lab {bk01-l2d-f5-05.mp3}
RESPONSE: lab {bk01-l2d-f5-05.mp3}

PROMPT: door {bk01-l2d-f5-06.mp3}
RESPONSE: door {bk01-l2d-f5-06.mp3}

PROMPT: picture {bk01-l2d-f5-07.mp3}
RESPONSE: picture {bk01-l2d-f5-07.mp3}

PROMPT: chair {bk01-l2d-f5-08.mp3}
RESPONSE: chair {bk01-l2d-f5-08.mp3}

PROMPT: pencil {bk01-l2d-f5-09.mp3}
RESPONSE: pencil {bk01-l2d-f5-09.mp3}

PROMPT: write {bk01-l2d-f5-10.mp3}
RESPONSE: write {bk01-l2d-f5-10.mp3}

# Source: new (retrieval pass salvaged from ST §Number Dictation — teen/ten pairs not on the cassette)
$PRODUCE Numbers Review
ID: l2-s11-b
INPUT: type
CHECK: exact
INTRO: A final number check: type each number you hear, in digits. That's the lesson — now go tell someone what not to do.
INSTRUCTION: Type the number in digits.
HIDE_PROMPT

PROMPT: 14
RESPONSE: 14
ACCEPT: fourteen

PROMPT: 40
RESPONSE: 40
ACCEPT: forty

PROMPT: 17
RESPONSE: 17
ACCEPT: seventeen

PROMPT: 70
RESPONSE: 70
ACCEPT: seventy

PROMPT: 19
RESPONSE: 19
ACCEPT: nineteen

PROMPT: 90
RESPONSE: 90
ACCEPT: ninety

PROMPT: 15
RESPONSE: 15
ACCEPT: fifteen

PROMPT: 50
RESPONSE: 50
ACCEPT: fifty

PROMPT: 68
RESPONSE: 68
ACCEPT: sixty-eight | sixty eight

PROMPT: 100
RESPONSE: 100
ACCEPT: one hundred | a hundred | hundred

$SESSION 2-9: Extra Practice — Reading Letters

# Source: ST §Same or Different? (letter shapes)
$SELECT Same Letter or Different?
ID: l2-s2
INTRO: This whole part is optional practice for reading English letters. If you can already tell "b" from "d" comfortably, skip ahead. Otherwise: look at the two letters and decide if they're the same.
INSTRUCTION: Look at the two letters. 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 (visual matching)
$SELECT Find the Matching Letter
ID: l2-s3
INTRO: One target letter, three choices. Tap the exact match — capitals and small letters count as different letters here.
INSTRUCTION: Tap the letter that matches the target.

EXAMPLE
TEMPLATE: Target: a
OPTION: a | c
OPTION: b | o
OPTION: c | a
ANSWER: c

TEMPLATE: Target: A
OPTION: a | A
OPTION: b | H
OPTION: c | P
ANSWER: a

TEMPLATE: Target: e
OPTION: a | a
OPTION: b | g
OPTION: c | e
ANSWER: c

TEMPLATE: Target: D
OPTION: a | O
OPTION: b | C
OPTION: c | D
ANSWER: c

TEMPLATE: Target: d
OPTION: a | b
OPTION: b | d
OPTION: c | p
ANSWER: b

TEMPLATE: Target: L
OPTION: a | J
OPTION: b | L
OPTION: c | F
ANSWER: b

TEMPLATE: Target: k
OPTION: a | k
OPTION: b | h
OPTION: c | a
ANSWER: a

TEMPLATE: Target: c
OPTION: a | e
OPTION: b | c
OPTION: c | o
ANSWER: b

TEMPLATE: Target: M
OPTION: a | M
OPTION: b | N
OPTION: c | H
ANSWER: a

TEMPLATE: Target: f
OPTION: a | h
OPTION: b | j
OPTION: c | f
ANSWER: c

TEMPLATE: Target: B
OPTION: a | B
OPTION: b | E
OPTION: c | D
ANSWER: a

TEMPLATE: Target: b
OPTION: a | p
OPTION: b | d
OPTION: c | b
ANSWER: c

TEMPLATE: Target: g
OPTION: a | a
OPTION: b | p
OPTION: c | g
ANSWER: c

TEMPLATE: Target: h
OPTION: a | h
OPTION: b | k
OPTION: c | b
ANSWER: a

TEMPLATE: Target: i
OPTION: a | l
OPTION: b | i
OPTION: c | j
ANSWER: b

TEMPLATE: Target: n
OPTION: a | o
OPTION: b | m
OPTION: c | n
ANSWER: c

TEMPLATE: Target: o
OPTION: a | c
OPTION: b | e
OPTION: c | o
ANSWER: c

TEMPLATE: Target: C
OPTION: a | C
OPTION: b | O
OPTION: c | D
ANSWER: a

TEMPLATE: Target: P
OPTION: a | P
OPTION: b | F
OPTION: c | B
ANSWER: a

TEMPLATE: Target: K
OPTION: a | A
OPTION: b | K
OPTION: c | H
ANSWER: b

TEMPLATE: Target: G
OPTION: a | O
OPTION: b | C
OPTION: c | G
ANSWER: c