$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg|An illustration of an open closet showing various clothes and items labeled with numbers: coats, a suit, shirts, boots, slacks, a necktie, a belt, a jacket, socks, and hats}
FORMAT: 2
DIOCO_DOC_ID: alc_book4_lesson3
DESCRIPTION: Clothing vocabulary, ability with "can" and "can't", permission with "may" and "can", obligation with "must", plus sound practice, dictation, and punctuation basics.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, lightly witty teacher-narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Collins | charon | Male military officer
VOICE: Andrews | achird | Male military officer
VOICE: Alan | charon | Male speaker
VOICE: Paul | achird | Male speaker
VOICE: Beth | aoede | Female speaker
VOICE: Jane | gacrux | Female speaker
VOICE: Lt_Martin | achird | Male officer
VOICE: Maj_Mills | charon | Male officer
VOICE: Mrs_Wilson | aoede | Female teacher
VOICE: Sgt_Cole | achird | Male sergeant
VOICE: Sgt_Ward | charon | Male sergeant
VOICE: Student1 | achird | Male student
VOICE: Student2 | schedar | Male student
VOICE: Donald | schedar | Male speaker
VOICE: Robert | achird | Male speaker
VOICE: Teacher | aoede | Female teacher
VOICE: Bert | iapetus | Male speaker
VOICE: Greg | orus | Male speaker
VOICE: David | charon | Male speaker
VOICE: Mother | aoede | Female speaker
VOICE: Little_Girl | gacrux | Young female speaker
VOICE: Student | puck | Male student
VOICE: Capt_Yates | alnilam | Male speaker
VOICE: Capt_Toomy | charon | Male speaker
VOICE: Mr_Kline | orus | Male speaker
VOICE: Sgt_Moore | iapetus | Male speaker
VOICE: Mark | schedar | Male speaker
VOICE: Bill | achird | Male speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 3-1: Clothes and Uniforms

# Source: LLA 3A Figure 1 (word list)
$DIALOGUE Clothing Words {page_045_001.jpg|Left panel: A man in a military uniform with labeled clothing items: 1. hat, 2. shirt, 3. necktie, 4. belt, 5. trousers. Right panel: A man walking outdoors in civilian clothes with labeled items: 5. pants, 6. t-shirt}
ID: 3a-f1-v
INTRO: In this lesson you'll learn to name the clothes you wear, say what people can and can't do, and ask permission politely. First, look at the pictures and repeat the words for clothes.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: hat {bk04-l3a-f1-v01.mp3}
LINE: shirt {bk04-l3a-f1-v02.mp3}
LINE: necktie {bk04-l3a-f1-v03.mp3}
LINE: tie {bk04-l3a-f1-v04.mp3}
LINE: belt {bk04-l3a-f1-v05.mp3}
LINE: trousers {bk04-l3a-f1-v06.mp3}
LINE: pants {bk04-l3a-f1-v07.mp3}
LINE: T-shirt {bk04-l3a-f1-v08.mp3}

# Source: LLA 3A Figure 1 (underlined words)
$DIALOGUE Words for Wearing
ID: 3a-f1-w
INTRO: Next, the verbs that go with them: repeat the underlined words from Captain Collins' story.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: wears {bk04-l3a-f1-w01.mp3}
LINE: wore {bk04-l3a-f1-w02.mp3}
LINE: wear {bk04-l3a-f1-w03.mp3}
LINE: takes off {bk04-l3a-f1-w04.mp3}
LINE: puts on {bk04-l3a-f1-w05.mp3}
LINE: clothes {bk04-l3a-f1-w06.mp3}
LINE: took off {bk04-l3a-f1-w07.mp3}
LINE: put on {bk04-l3a-f1-w08.mp3}

# Source: LLA 3A Figure 1
$DIALOGUE Getting Dressed for Work {page_045_001.jpg|Left panel: A man in a military uniform with labeled clothing items: 1. hat, 2. shirt, 3. necktie, 4. belt, 5. trousers. Right panel: A man walking outdoors in civilian clothes with labeled items: 5. pants, 6. t-shirt}
ID: 3a-f1
INTRO: Now meet Captain Collins — in uniform and out of it. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: uniform
VOCAB: to wear
LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-01.mp3}

VOCAB: necktie
LINE: He wore a necktie today. {bk04-l3a-f1-02.mp3}

VOCAB: tie
LINE: He doesn't wear a tie every day. {bk04-l3a-f1-03.mp3}

VOCAB: shirt
LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-04.mp3}

LINE: He has 6 of these shirts. {bk04-l3a-f1-05.mp3}

VOCAB: belt
LINE: He's wearing a new belt. {bk04-l3a-f1-06.mp3}

VOCAB: hat
LINE: He has a new hat, too. {bk04-l3a-f1-07.mp3}

VOCAB: to take off
LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-08.mp3}

VOCAB: to put on
VOCAB: clothes
LINE: He puts on civilian clothes. {bk04-l3a-f1-09.mp3}

LINE: Today he took off his uniform before dinner. {bk04-l3a-f1-10.mp3}

VOCAB: T-shirt
VOCAB: pants
LINE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-11.mp3}

# Source: LLA 3A Figure 1 (questions)
$PRODUCE Questions: Captain Collins' Clothes
ID: 3a-f1-b
REFERENCE: 3a-f1
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now answer the questions about Captain Collins in a full sentence — open the reading if you need it. Then repeat the model answer.
INSTRUCTION: Answer each question aloud.

PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-q01.mp3}
RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-a01.mp3}

PROMPT: Did he wear a necktie today? {bk04-l3a-f1-q02.mp3}
RESPONSE: He wore a necktie today. {bk04-l3a-f1-a02.mp3}

PROMPT: Does he wear a tie every day? {bk04-l3a-f1-q03.mp3}
RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-a03.mp3}

PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-q04.mp3}
RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-a04.mp3}

PROMPT: How many of these shirts does he have? {bk04-l3a-f1-q05.mp3}
RESPONSE: He has 6 of these shirts. {bk04-l3a-f1-a05.mp3}

PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-q06.mp3}
RESPONSE: He's wearing a new belt. {bk04-l3a-f1-a06.mp3}

PROMPT: Does he have a new hat, too? {bk04-l3a-f1-q07.mp3}
RESPONSE: He has a new hat, too. {bk04-l3a-f1-a07.mp3}

PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-q08.mp3}
RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-a08.mp3}

PROMPT: What does he put on? {bk04-l3a-f1-q09.mp3}
RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-a09.mp3}

PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-q10.mp3}
RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-a10.mp3}

PROMPT: What did he put on then? {bk04-l3a-f1-q11.mp3}
RESPONSE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-a11.mp3}

# Source: ST §These Are Joe's Clothes (bare "Those are his X" frames dissolved into illustrative sentences; VOCAB tags kept)
$DIALOGUE Joe's Closet {st-page_063_001.jpg|An illustration of an open closet showing various clothes and items labeled with numbers: coats, a suit, shirts, boots, slacks, a necktie, a belt, a jacket, socks, and hats}
ID: l3-s1
INTRO: Joe's closet holds the rest of a man's wardrobe — coats, suits, boots, and more. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: coat
LINE: Joe hangs his warm coats in the closet for winter.

VOCAB: suit
LINE: He wears his gray suit to important meetings.

VOCAB: boots
LINE: His boots keep his feet dry on rainy days.

VOCAB: slacks
LINE: He wears comfortable slacks on the weekend.

VOCAB: trousers
LINE: His uniform trousers are always clean and pressed.

VOCAB: jacket
LINE: He puts on a light jacket on cool evenings.

VOCAB: socks
LINE: His socks are in a box on the shelf.

VOCAB: cap
LINE: Joe wears his baseball cap to the game.

# SKIPPED (book): "THIS IS DONALD, JACQUES, AND ROBERT." (ST p. 64) — open pair practice asking and answering about clothing in the picture; no solo path.

# Source: ST §He Took Off His Shoe (clothes half; the sleep half moved to part 3-2)
$DIALOGUE Taking Off and Putting On
ID: l3-s2
INTRO: On, off, on, off — and English lets you say it two ways. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: He's taking off his sock. {st-page_065_001.jpg|A man sitting down to take off his socks and shoes, with one shoe already off on the floor}

LINE: He's taking his sock off.
NOTES: Both word orders are correct: "take off his sock" or "take his sock off".

LINE: He took off his shoe.

LINE: He took his shoe off.

VOCAB: glove
LINE: He's putting on his glove. {st-page_065_002.jpg|A boy standing and putting on a glove, wearing a jacket and trousers}

LINE: He's putting his glove on.

VOCAB: sweater
LINE: He put on his sweater and coat.

LINE: He put his sweater and coat on.

# Source: LLA 3A Figure 2
$SELECT True or False: Clothes
ID: 3a-f2
INTRO: Time for a quick check — caps, ties, and trousers. Listen to each statement about clothes and tap True or False.
INSTRUCTION: Tap True or False.

OPTION: t | True
OPTION: f | False

EXAMPLE
PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex.mp3}
ANSWER: t

PROMPT: A cap is a hat. {bk04-l3a-f2-01.mp3}
ANSWER: t
FEEDBACK: A cap is a hat. {bk04-l3a-f2-01-fb.mp3}

PROMPT: Uniforms are clothes. {bk04-l3a-f2-02.mp3}
ANSWER: t
FEEDBACK: Uniforms are clothes. {bk04-l3a-f2-02-fb.mp3}

PROMPT: Trousers are pants. {bk04-l3a-f2-03.mp3}
ANSWER: t
FEEDBACK: Trousers are pants. {bk04-l3a-f2-03-fb.mp3}

PROMPT: Ties and belts are the same. {bk04-l3a-f2-04.mp3}
ANSWER: f
FEEDBACK: Ties and belts are not the same. {bk04-l3a-f2-04-fb.mp3}

PROMPT: Ties and neckties are different. {bk04-l3a-f2-05.mp3}
ANSWER: f
FEEDBACK: Ties and neckties are the same. {bk04-l3a-f2-05-fb.mp3}

# Source: LLA 3A Figure 3
$DIALOGUE What Did You Wear?
ID: 3a-f3
INTRO: Two captains compare notes on last night's dinner — and Larry's baseball cap. Listen to the conversation and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
Andrews: Yes, I put on a tie. I took it off after dinner. {bk04-l3a-f3-04.mp3}
Collins: What did Larry wear? {bk04-l3a-f3-05.mp3}
Andrews: He wore a T-shirt, pants, and a hat. {bk04-l3a-f3-06.mp3}
Collins: Was the hat his old baseball cap? {bk04-l3a-f3-07.mp3}
Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-08.mp3}

# Source: LLA 3A Figure 3 (role-play)
$DIALOGUE You Are Captain Andrews
ID: 3a-f3-role-andrews
REFERENCE: 3a-f3
PLAY_ROLE: Andrews
INTRO: Same conversation, but now the answers are yours. You are Captain Andrews — answer Captain Collins in the pauses.
INSTRUCTION: You are Captain Andrews — speak your lines in the pauses.

# Source: LLA 3A Figure 4
$SELECT Same or Different?
ID: 3a-f4
HIDE_PROMPT
INTRO: Two little words, one big question: do they sound the same? Listen to each pair and tap Same or Different.
INSTRUCTION: Tap Same or Different.

OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: way, ray {bk04-l3a-f4-ex.mp3}
ANSWER: d

PROMPT: wed, red {bk04-l3a-f4-01.mp3}
ANSWER: d

PROMPT: wake, wake {bk04-l3a-f4-02.mp3}
ANSWER: s

PROMPT: west, rest {bk04-l3a-f4-03.mp3}
ANSWER: d

PROMPT: rose, rows {bk04-l3a-f4-04.mp3}
ANSWER: s

PROMPT: wave, wave {bk04-l3a-f4-05.mp3}
ANSWER: s

PROMPT: ways, rays {bk04-l3a-f4-06.mp3}
ANSWER: d

PROMPT: wipe, ripe {bk04-l3a-f4-07.mp3}
ANSWER: d

PROMPT: read, reed {bk04-l3a-f4-08.mp3}
ANSWER: s

PROMPT: read, weed {bk04-l3a-f4-09.mp3}
ANSWER: d

PROMPT: went, rent {bk04-l3a-f4-10.mp3}
ANSWER: d

# Source: LLA 3A Figure 5
$SELECT Which Sound Do You Hear?
ID: 3a-f5
HIDE_PROMPT
INTRO: Now single words. Decide if you hear the "w" sound as in "went" or the "r" sound as in "rent", and tap it.
INSTRUCTION: Tap the sound you hear.

OPTION: a | w (as in went)
OPTION: b | r (as in rent)

EXAMPLE
PROMPT: week {bk04-l3a-f5-ex.mp3}
ANSWER: a

PROMPT: week {bk04-l3a-f5-01.mp3}
ANSWER: a

PROMPT: want {bk04-l3a-f5-02.mp3}
ANSWER: a

PROMPT: radio {bk04-l3a-f5-03.mp3}
ANSWER: b

PROMPT: room {bk04-l3a-f5-04.mp3}
ANSWER: b

PROMPT: walk {bk04-l3a-f5-05.mp3}
ANSWER: a

PROMPT: report {bk04-l3a-f5-06.mp3}
ANSWER: b

PROMPT: always {bk04-l3a-f5-07.mp3}
ANSWER: a

PROMPT: razor {bk04-l3a-f5-08.mp3}
ANSWER: b

PROMPT: correct {bk04-l3a-f5-09.mp3}
ANSWER: b

PROMPT: window {bk04-l3a-f5-10.mp3}
ANSWER: a

$SESSION 3-2: Joan's Clothes; Asleep and Awake

# Source: LLA 3B Figure 1 (word list)
$DIALOGUE More Clothing Words {page_048_001.jpg|Left: women in office clothes (suit, blouse, dress, shoes, stockings). Right: woman walking outdoors in sweater, skirt, socks}
ID: 3b-f1-v
INTRO: In this part you'll learn the rest of the clothing words — Joan's side of the closet — and what happens when class meets a tired student. First, look at the pictures and repeat the words.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: suit {bk04-l3b-f1-v01.mp3}
LINE: blouse {bk04-l3b-f1-v02.mp3}
LINE: dress {bk04-l3b-f1-v03.mp3}
LINE: shoes {bk04-l3b-f1-v04.mp3}
LINE: stockings {bk04-l3b-f1-v05.mp3}
LINE: sweater {bk04-l3b-f1-v06.mp3}
LINE: skirt {bk04-l3b-f1-v07.mp3}
LINE: socks {bk04-l3b-f1-v08.mp3}

# Source: LLA 3B Figure 1
$DIALOGUE Joan's Work and Class Clothes {page_048_001.jpg|Left: women in office clothes (suit, blouse, dress, shoes, stockings). Right: woman walking outdoors in sweater, skirt, socks}
ID: 3b-f1
INTRO: Now listen to the sentences about what Joan wears.
INSTRUCTION: Listen to the sentences.

VOCAB: dress
LINE: Joan works in an office downtown. She wears suits and dresses to work. {bk04-l3b-f1-01.mp3}

VOCAB: blouse
LINE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-02.mp3}

LINE: Her friend wore a dress. {bk04-l3b-f1-03.mp3}

VOCAB: stockings
LINE: The women wore stockings, too. {bk04-l3b-f1-04.mp3}

VOCAB: skirt
LINE: After work, Joan goes to class. She wears skirts and sweaters there. {bk04-l3b-f1-05.mp3}

LINE: She sometimes wears socks. {bk04-l3b-f1-06.mp3}

# Source: LLA 3B Figure 1 (questions)
$PRODUCE Questions: Joan's Clothes
ID: 3b-f1-b
REFERENCE: 3b-f1
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Answer each question about Joan's clothes aloud in a full sentence — the reading is there if you need it. Then repeat the model answer.
INSTRUCTION: Answer the question aloud.

PROMPT: What does Joan wear to work? {bk04-l3b-f1-07-q.mp3}
RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-07-a.mp3}

PROMPT: What did she wear yesterday? {bk04-l3b-f1-08-q.mp3}
RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-08-a.mp3}

PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-09-q.mp3}
RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-09-a.mp3}

PROMPT: Did the women wear stockings too? {bk04-l3b-f1-10-q.mp3}
RESPONSE: Yes, the women wore stockings too. {bk04-l3b-f1-10-a.mp3}

PROMPT: What does Joan wear to class? {bk04-l3b-f1-11-q.mp3}
RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-11-a.mp3}

PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-12-q.mp3}
RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-12-a.mp3}

# Source: LLA 3B Figure 2
$DIALOGUE Casual and Winter Clothes
ID: 3b-f2
INTRO: Joan on her day off, and Joan in a cold wind — two very different outfits. Listen to the sentences.
INSTRUCTION: Listen to the sentences.

LINE: Joan doesn't always wear dresses or skirts; sometimes she wears slacks. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-01.mp3}

LINE: She likes jackets and scarves too. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-02.mp3}

VOCAB: scarf
LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-03.mp3}

LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-04.mp3}

LINE: She wears boots and a hat too. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-05.mp3}

LINE: She has two coats — a new one and an old one. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-06.mp3}

# Source: LLA 3B Figure 2 (questions)
$PRODUCE Questions: Cold-Weather Clothes
ID: 3b-f2-b
REFERENCE: 3b-f2
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now the questions. Answer aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer the question aloud.

PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-07-q.mp3}
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-07-a.mp3}

PROMPT: What does she wear sometimes? {bk04-l3b-f2-08-q.mp3}
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-08-a.mp3}

PROMPT: Does she like jackets and scarves too? {bk04-l3b-f2-09-q.mp3}
RESPONSE: Yes, she likes jackets and scarves too. {bk04-l3b-f2-09-a.mp3}

PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-10-q.mp3}
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-10-a.mp3}

PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-11-q.mp3}
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-11-a.mp3}

PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-12-q.mp3}
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-12-a.mp3}

PROMPT: How many coats does she have? {bk04-l3b-f2-13-q.mp3}
RESPONSE: She has two coats. {bk04-l3b-f2-13-a.mp3}

# Source: LLA 3B Figure 3
$PRODUCE Type the Missing Word
ID: 3b-f3
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: All those clothing words, one gap at a time. Listen to each sentence, type the missing word, then repeat the completed sentence.
INSTRUCTION: Type the missing word.

PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
TEMPLATE: Jack likes white ____.
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
ACCEPT: shirts

PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
TEMPLATE: Civilians sometimes wear ____ to work.
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
ACCEPT: suits

PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
TEMPLATE: Men wear ____ with their suits.
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
ACCEPT: neckties

PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
TEMPLATE: Men's suits have a jacket and ____.
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
ACCEPT: trousers

PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
TEMPLATE: Women's suits have a jacket and a ____ or pants.
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
ACCEPT: skirt

PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
TEMPLATE: Trousers and ____ are pants.
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
ACCEPT: slacks

PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
TEMPLATE: Men wear ____ with their shoes.
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
ACCEPT: socks

PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
TEMPLATE: Women wear socks or ____.
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
ACCEPT: stockings

PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
TEMPLATE: Air Force pilots wear ____{boots} and ____{gloves}.
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}

PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
TEMPLATE: ____{Coats|coats} and ____{sweaters} are clothes for cold days.
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}

# Source: LLA 3B Figure 4
$DIALOGUE Falling Asleep and Waking Up
ID: 3b-f4
INTRO: Joan works all day and studies at night — sometimes class loses the fight with sleep. Listen to the sentences and repeat each one.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: to fall asleep
LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg|A woman looking tired at a desk with an open book} {bk04-l3b-f4-01.mp3}

LINE: She fell asleep in class yesterday. {page_051_001.jpg|A woman looking tired at a desk with an open book} {bk04-l3b-f4-02.mp3}

VOCAB: asleep
LINE: She is never asleep long. {page_051_002.jpg|A woman asleep with her head on her desk} {bk04-l3b-f4-03.mp3}

VOCAB: to wake up
LINE: She always wakes up after two or three minutes. {page_051_003.jpg|A woman suddenly jerking awake} {bk04-l3b-f4-04.mp3}

LINE: Yesterday the teacher asked the question, and she woke up. {page_051_003.jpg|A woman suddenly jerking awake} {bk04-l3b-f4-05.mp3}

VOCAB: awake
LINE: Then Joan wasn't asleep; she was awake. {page_051_004.jpg|A woman sitting alertly at her desk with her hand raised} {bk04-l3b-f4-06.mp3}

# Source: LLA 3B Figure 5
$PRODUCE Asleep or Awake?
ID: 3b-f5
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Joan again — asleep, awake, or somewhere in between. Each question comes with a picture. Answer aloud, then repeat the model answer.
INSTRUCTION: Answer the question aloud.

PROMPT: Look at Number 4: Is Joan asleep or awake? {page_052_004.jpg|A woman sitting at her desk with her hand raised, looking awake} {bk04-l3b-f5-01-q.mp3}
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}

PROMPT: Look at Number 2: Is she sleeping? {page_052_002.jpg|A woman sleeping with her head on her desk over an open book} {bk04-l3b-f5-02-q.mp3}
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}

PROMPT: Is she asleep? {page_052_002.jpg|A woman sleeping with her head on her desk over an open book} {bk04-l3b-f5-03-q.mp3}
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}

PROMPT: Look at Number 1: Is Joan falling asleep or waking up? {page_052_001.jpg|A woman looking tired and resting her chin on her hand at her desk} {bk04-l3b-f5-04-q.mp3}
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}

PROMPT: Look at Number 3: Is she waking up now? {page_052_003.jpg|A woman waking up with a startled expression} {bk04-l3b-f5-05-q.mp3}
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}

# Source: ST §He Took Off His Shoe (sleep half)
$DIALOGUE Asleep at Midnight, Awake at Six
ID: l3-s2-b
INTRO: The same sleep words, now with a clock next to them. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg|A man fast asleep in bed, with an alarm clock nearby showing 12:00 AM}

LINE: He was asleep at 12 midnight.

LINE: He always wakes up early. {st-page_065_004.jpg|A man waking up and looking groggy in bed, with an alarm clock nearby showing 6:00 AM}

LINE: He woke up at 6:00 a.m.

LINE: He's awake at 6:00 a.m.

# Source: ST §Yesterday, He Was Tired and Cold
$DIALOGUE Yesterday, He Was Tired and Cold
ID: l3-s3
INTRO: Here's Robert's very long day — awake at one in the morning, and still going at dinner. Just read and listen; questions come next.
INSTRUCTION: Read the story about Robert.

Narrator: Yesterday, Robert was awake at 1:00 a.m.
Narrator: He fell asleep at 1:30 a.m.
Narrator: He woke up at 6:30 a.m. It was cold.
Narrator: He got up and took a hot shower.
Narrator: He got dressed. He put on a sweater and a coat.
Narrator: He put on his scarf and his gloves. He went to school.
Narrator: It wasn't cold in the classroom.
Narrator: Robert took off his scarf, his gloves, and his coat.
Narrator: Robert was tired after class. He went home and fell asleep.
Narrator: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
Narrator: He woke up and opened the door.
Narrator: Robert and Mark talked for five minutes.
Narrator: They went to the mess hall and had dinner.
Narrator: After dinner, Robert did his homework and went to bed early.

# Source: ST §Yesterday, He Was Tired and Cold (True/False)
$SELECT True or False: Robert's Day
ID: l3-s4
REFERENCE: l3-s3
SHOW_PROMPT
INTRO: Now check what you remember about Robert. Read each statement and tap True or False — the story is there if you need it.
INSTRUCTION: Read the statement and tap True or False.
OPTION: T | True
OPTION: F | False

PROMPT: Robert was asleep at 1:00 a.m.
ANSWER: F

PROMPT: He fell asleep at 6:30.
ANSWER: F

PROMPT: Robert wore a sweater.
ANSWER: T

PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
ANSWER: T

PROMPT: Robert was awake at 6:00 p.m.
ANSWER: F

PROMPT: Mark woke up Robert.
ANSWER: T

# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "BOAT / BOUGHT" (ST p. 67) — instructor-read discrimination drills with no printed stimulus text; convertible later with chosen items + TTS.

# Source: ST §Coat and Caught
$DIALOGUE Coat and Caught
ID: l3-s5
INTRO: Two vowel sounds that like to trade places: "coat" and "caught". Listen to each pair and repeat both words.
INSTRUCTION: Listen and repeat each pair of words.
REPEAT

LINE: so ... saw
LINE: coat ... caught
LINE: low ... law
LINE: hole ... hall
LINE: owe ... awe
LINE: phone ... fawn
LINE: oaf ... off
LINE: loan ... lawn
LINE: coast ... cost
LINE: boat ... bought

# Source: ST §Words with the Sound in Bought
$DIALOGUE The Sound in "Bought"
ID: l3-s6
INTRO: Now just one of those sounds — the vowel in "bought". Listen and repeat each word.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: moss ball straw store law saw bought fall raw autumn

# Source: ST §Words with the Sound in About
$DIALOGUE The Sound in "About"
ID: l3-s7
INTRO: One more sound — the vowel in "about". Listen and repeat each word.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: mouth found cow round loud now bout brown cloud sound

$SESSION 3-3: Doing Things Well — Can and Can't

# Source: LLA 3C Figure 1
$DIALOGUE Using "Well" {page_053_001.jpg|Two men sitting at a table with mugs of hot coffee: Paul looks tired dreaming of staying awake in bed, Alan looks refreshed dreaming of sleeping peacefully}
ID: 4-3c-f1
INTRO: In this part you'll learn to say how well people do things — and then what they can and can't do at all. Listen to the three short conversations and repeat each line. Notice the word "well".
INSTRUCTION: Listen and repeat each line.
REPEAT

Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
VOCAB: well
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}

Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
Beth: Does his wife cook well too? {bk04-l3c-f1-06.mp3}
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}

Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}

# Source: new (gap: "well" is drilled on the 3C tape but never explained anywhere in the lesson)
$GRAMMAR "Good" and "Well"
ID: 4-3c-f2-gram
INTRO: One small word makes the difference between a good cook and cooking well. Here's the pattern behind what you just heard.

CARD: **Good** describes a person or a thing.
{Ted is a good cook.}
{Ron's answer was good.}

CARD: **Well** tells how someone does something. It comes after the verb.
{He cooks very well.}
{She speaks English very well.}

CARD: You can also sleep well, or know a person well.
{I didn't sleep well.}
{Do you know Carla well?}

SUMMARY:
| Describing a thing or person | Describing how it's done |
|---|---|
| Ted is a good cook. | He cooks very well. |
| Ron's answer was good. | He answered the question well. |

# Source: LLA 3C Figure 2
$SELECT Good Work, Done Well
ID: 4-3c-f2
INTRO: You'll hear a statement with "good", then finish a matching sentence with "well". Tap the correct verb, and repeat the full sentence after you check.
INSTRUCTION: Tap the correct option.
REPEAT

EXAMPLE
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex.mp3}
TEMPLATE: He ____ the lessons well.
OPTION: a | learns
OPTION: b | doesn't learn
ANSWER: a
FEEDBACK: He learns the lessons well. {bk04-l3c-f2-ex-fb.mp3}

PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
TEMPLATE: He ____ the question well.
OPTION: a | answered
OPTION: b | didn't answer
ANSWER: a
FEEDBACK: He answered the question well. {bk04-l3c-f2-01-a.mp3}

PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
TEMPLATE: She ____ English very well.
OPTION: a | speaks
OPTION: b | doesn't speak
ANSWER: a
FEEDBACK: She speaks English very well. {bk04-l3c-f2-02-a.mp3}

PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
TEMPLATE: The cooks ____ it very well.
OPTION: a | cooked
OPTION: b | didn't cook
ANSWER: b
FEEDBACK: The cooks didn't cook it very well. {bk04-l3c-f2-03-a.mp3}

PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
TEMPLATE: He ____ very well.
OPTION: a | flies
OPTION: b | doesn't fly
ANSWER: b
FEEDBACK: He doesn't fly very well. {bk04-l3c-f2-04-a.mp3}

PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
TEMPLATE: He ____ his homework very well.
OPTION: a | does
OPTION: b | doesn't do
ANSWER: a
FEEDBACK: He does his homework very well. {bk04-l3c-f2-05-a.mp3}

# Source: LLA 3C Figure 3
$DIALOGUE Can and Can't {page_055_001.jpg|Side-by-side comparison: Don wearing headphones listening focused ("can"), and Ron holding headphones looking frustrated ("cannot / can't")}
ID: 4-3c-f3
INTRO: Don's headphones work. Ron's don't. That's "can" and "can't" in one picture. Listen to the examples and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: can
LINE: Don can hear the tape. {bk04-l3c-f3-01.mp3}

VOCAB: cannot
VOCAB: can't
LINE: Ron cannot hear the tape. He can't hear it. {bk04-l3c-f3-02.mp3}

LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-03.mp3}

LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-04.mp3}

LINE: The Nelsons lived in Mexico for 5 years. They can speak Spanish. {bk04-l3c-f3-05.mp3}

LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-06.mp3}

LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-07.mp3}

# Source: ST §The Teacher Can Speak English Well
$DIALOGUE They Can Do It Well
ID: l3-s9
INTRO: Three people who are very good at their jobs — a cook, a pilot, and two tennis players. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg|A chef wearing a chef's hat, cooking food in a pan on a stove}
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg|A female military pilot in uniform, with airplanes flying in the background}
LINE: Mike and James can play tennis well. {st-page_069_003.jpg|Two men playing tennis on a court}

# Source: ST §They Can't Do It
$DIALOGUE They Can't Do It
ID: l3-s11
INTRO: And three people who are — let's say — still learning. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg|A basketball player in a jersey with the number 19 shooting a basketball towards a hoop}
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg|A military officer wearing headphones, thinking of the Spanish phrase ESTUDIO ESPANOL}
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg|A man in a kitchen looking distressed as a large plume of black smoke rises from a pan on the stove}

# Source: ST §Negative Sentences with Can't
$DIALOGUE Read: What They Can't Do
ID: l3-s12
INTRO: A quick read-through of "can't" sentences. No repeating this time — just read along as you listen.
INSTRUCTION: Read the sentences.

LINE: Henry can't swim.
LINE: I can't play tennis very well.
LINE: Mary can't speak Chinese.
LINE: Karl can't drive a car.
LINE: They can't speak English well.
LINE: Doris can't cook.
LINE: Tom can't drive a truck.
LINE: We can't fly a plane.
LINE: The children cannot read and write.
LINE: The old man cannot see well.

# Source: ST §Grammar box "Can" (card-ified)
$GRAMMAR "Can" for Ability
ID: l3-s8
INTRO: Here's how "can" works — statements, questions, and short answers. Three small cards.

CARD: Use **can** to say someone is able to do something. The verb after "can" never changes.
{The students can read well.}
{Mary can't speak French.}

CARD: To ask, put **can** before the subject. Short answers use "can" or "can't".
{Can you fly an airplane?}
{Yes, I can.}
{No, I can't.}

CARD: Wh- questions ask for details. When "who" is the subject, the word order stays the same.
{What languages can you speak?}
{I can speak English and Spanish.}
{Who can play soccer well?}
{Bill can!}

CARD: **Cannot** and **can't** mean the same thing — "can't" is the short form.
{The children cannot read and write.}
{They can't speak English well.}

SUMMARY:
| Type | Example |
|---|---|
| STATEMENT | The students can read well. |
| NEGATIVE | Mary can't speak French. |
| QUESTION | Can you fly an airplane? |
| SHORT ANSWER | Yes, I can. / No, I can't. |
| WH- QUESTION | What languages can you speak? |
| WH- ANSWER | I can speak English and Spanish. |
| SUBJECT QUESTION | Who can play soccer well? |
| SUBJECT ANSWER | Bill can! |

cannot = can't

# Source: LLA 3C Figure 4
$PRODUCE Say It with "Can"
ID: 4-3c-f4
INTRO: They do it — so they can do it. Listen to each sentence, change it to use "can", say it aloud, then repeat the model answer.
INSTRUCTION: Say the sentence with "can".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Sam flies airplanes. {bk04-l3c-f4-00-q.mp3}
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-00-a.mp3}

PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}

PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}

PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}

PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}

PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}

# Source: LLA 3C Figure 5
$PRODUCE Change It to "Can't"
ID: 4-3c-f5
INTRO: Now the negative. Listen to the sentence and the cue word, make a negative sentence with "can't" and the cue, and say it aloud.
INSTRUCTION: Change the sentence using "can't" and the cue.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: I can hear you. (the teacher)
PROMPT: I can hear you. ... the teacher. {bk04-l3c-f5-00-q.mp3}
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-00-a.mp3}

TEMPLATE: Mark can speak French. (Spanish)
PROMPT: Mark can speak French. ... Spanish. {bk04-l3c-f5-01-q.mp3}
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}

TEMPLATE: Maria can swim very well. (cook)
PROMPT: Maria can swim very well. ... Cook. {bk04-l3c-f5-02-q.mp3}
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}

TEMPLATE: Sally can play tennis. (football)
PROMPT: Sally can play tennis. ... Football. {bk04-l3c-f5-03-q.mp3}
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}

TEMPLATE: Steve can play soccer well. (baseball)
PROMPT: Steve can play soccer well. ... Baseball. {bk04-l3c-f5-04-q.mp3}
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}

TEMPLATE: Betty can drive a bus. (truck)
PROMPT: Betty can drive a bus. ... Truck. {bk04-l3c-f5-05-q.mp3}
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}

TEMPLATE: Ed can come to class next week. (today)
PROMPT: Ed can come to class next week. ... Today. {bk04-l3c-f5-06-q.mp3}
RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}

# Source: ST §Fish Can Swim
$PRODUCE What Ali Can Do
ID: l3-s10
INTRO: Ali is a talented man. For each cue, say a sentence that starts with "Ali can" — nothing more to invent.
INSTRUCTION: Say "Ali can" plus the cue.
INPUT: speak
CHECK: reveal

EXAMPLE
TEMPLATE: speak French
RESPONSE: Ali can speak French.

TEMPLATE: drive a bus
RESPONSE: Ali can drive a bus.

TEMPLATE: fly a plane
RESPONSE: Ali can fly a plane.

TEMPLATE: read and write well
RESPONSE: Ali can read and write well.

TEMPLATE: answer the teacher's question
RESPONSE: Ali can answer the teacher's question.

TEMPLATE: play soccer
RESPONSE: Ali can play soccer.

TEMPLATE: swim very well
RESPONSE: Ali can swim very well.

TEMPLATE: memorize dialogs
RESPONSE: Ali can memorize dialogs.

TEMPLATE: learn English
RESPONSE: Ali can learn English.

TEMPLATE: write a paragraph
RESPONSE: Ali can write a paragraph.

TEMPLATE: play football
RESPONSE: Ali can play football.

# Source: ST §Can You Play Baseball?
$DIALOGUE Can You Play Baseball?
ID: l3-s13
INTRO: A teacher asks three boys about baseball. Only one of them says yes. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Teacher: Bert, can you play baseball?
Bert: No, I can't. My father can.
Teacher: Greg, can you play baseball?
Greg: No, I can't play baseball. David can.
Teacher: David, can you play baseball?
David: Yes, I can play baseball.

$SESSION 3-4: Languages, Stories, and Dictation

# Source: ST §Can You Speak French?
$DIALOGUE Can You Speak French? {st-page_075_001.jpg|Three young men standing together outdoors, talking and gesturing in a friendly manner}
ID: l3-s17
INTRO: Time to put "can" to work — languages, questions, and two short stories. First, Donald introduces his new friend Jacques, and finding a shared language takes a little work. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Donald: Hi, Robert. This is my new friend Jacques.
NOTES: Jacques is pronounced /žak/.
Robert: Hello, Jacques. Glad to meet you.
Donald: Jacques can't speak English very well. Can you speak French?
Robert: No, I can't.
Donald: Well, can you speak Spanish?
Robert: Yes, I can.
Donald: Good, Jacques can speak Spanish, too.

# Source: LLA 3C Figure 6
$DIALOGUE Jim's Languages
ID: 4-3c-f6
INTRO: Jim speaks three languages — though his Japanese pen would disagree. Listen to the paragraph.
INSTRUCTION: Listen to the paragraph.

LINE: Jim can speak English and German very well. {bk04-l3c-f6-01.mp3}
LINE: He can speak Japanese too. {bk04-l3c-f6-02.mp3}
LINE: He can read and write English and German well. {bk04-l3c-f6-03.mp3}
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-04.mp3}

# Source: LLA 3C Figure 6 (questions)
$PRODUCE Questions: Jim's Languages
ID: 4-3c-f6-b
REFERENCE: 4-3c-f6
INTRO: Answer each question about Jim aloud — the paragraph is there if you need it. Then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-05-q.mp3}
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-05-a.mp3}

PROMPT: Can he speak Japanese too? {bk04-l3c-f6-06-q.mp3}
RESPONSE: Yes, he can speak Japanese too. {bk04-l3c-f6-06-a.mp3}

PROMPT: Can he write English and German well? {bk04-l3c-f6-07-q.mp3}
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-07-a.mp3}

PROMPT: Can he write Japanese? {bk04-l3c-f6-08-q.mp3}
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-08-a.mp3}

PROMPT: Can he read it very well? {bk04-l3c-f6-09-q.mp3}
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-09-a.mp3}

# Source: ST §Languages in Class
$DIALOGUE Languages in Class
ID: l3-s15
INTRO: One classroom, a dozen languages. Read the paragraph about the students — you'll ask questions about them next.
INSTRUCTION: Read the paragraph about the students.

Narrator: All the students in my class know two, three, or four languages.
Narrator: Lt Romo speaks Spanish, French, and English.
Narrator: Sgt Gamdi speaks Arabic and English.
Narrator: Lt Fofana speaks French, Spanish, English, and Wolof.
NOTES: Wolof is an African language.
Narrator: Maj Kim speaks Korean, Japanese, and English.
Narrator: Capt Rossi speaks French, Italian, and English.

# Source: ST §They Can Speak Two or Three Languages
$PRODUCE Ask with "Who" and "What"
ID: l3-s16
REFERENCE: l3-s15
INTRO: Now you write the questions. For each statement, type a question with "who" or "what" and "can" that the statement answers. The class list is there if you need it.
INSTRUCTION: Write a question with "who" or "what" and "can".
INPUT: type
CHECK: llm
RUBRIC: Accept any correctly structured question using "who" or "what" with "can" that asks for the provided answer.

EXAMPLE
TEMPLATE: Sgt Gamdi can speak Arabic.
RESPONSE: Who can speak Arabic in your class?

EXAMPLE
TEMPLATE: Maj Kim can speak Korean, Japanese, and English.
RESPONSE: What languages can Maj Kim speak?

TEMPLATE: Lt Romo and Lt Fofana can speak Spanish.
RESPONSE: Who can speak Spanish?

TEMPLATE: Sgt Gamdi can speak Arabic and English.
RESPONSE: What languages can Sgt Gamdi speak?

TEMPLATE: All the students in the class can speak English.
RESPONSE: Who can speak English?

TEMPLATE: Lt Fofana can speak French, Spanish, English, and Wolof.
RESPONSE: What languages can Lt Fofana speak?

TEMPLATE: Capt Rossi can speak Italian.
RESPONSE: Who can speak Italian?

TEMPLATE: Maj Kim can speak Japanese.
RESPONSE: Who can speak Japanese?

TEMPLATE: Lt Romo, Lt Fofana, and Capt Rossi can speak French.
RESPONSE: Who can speak French?

TEMPLATE: Capt Rossi can speak French, Italian, and English.
RESPONSE: What languages can Capt Rossi speak?

# Source: ST §Can You Speak English? (self-checked reveal changed to llm — answers about the learner's family aren't determinable)
$PRODUCE Ask and Answer with "Can"
ID: l3-s14
INTRO: Ask a "can" question from the cue — about your family, your teacher, or yourself — and then answer it honestly. Both sides of the conversation are yours.
INSTRUCTION: Ask a "can" question from the cue, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: The point is a well-formed "Can + subject + verb...?" question built from the cue, plus a matching short answer with "can" or "can't". Accept any of the cue's choices and either yes or no — the model is only one sample.

EXAMPLE
TEMPLATE: your sister / speak (English, Spanish, French)
RESPONSE: Can your sister speak English?\n— Yes, she can. She can speak English.

TEMPLATE: your brother / play (basketball, baseball, soccer)
RESPONSE: Can your brother play basketball?\n— Yes, he can. He can play basketball.

TEMPLATE: you / swim well
RESPONSE: Can you swim well?\n— Yes, I can. I can swim well.

TEMPLATE: your father / drive (a car, a bus, a truck)
RESPONSE: Can your father drive a car?\n— Yes, he can. He can drive a car.

TEMPLATE: your teacher / speak (English, French, Arabic) well
RESPONSE: Can your teacher speak English well?\n— Yes, she can. She can speak English well.

TEMPLATE: you / fly an airplane
RESPONSE: Can you fly an airplane?\n— No, I can't. I can't fly an airplane.

# Source: ST §Can You Cook Well? (bare-verb cues enriched with objects; recast as about-yourself llm)
$PRODUCE What Can You Do?
ID: l3-s18
INTRO: Now it's really about you. For each cue, ask yourself the "can" question and answer truthfully — nobody is checking whether you can actually fly an airplane.
INSTRUCTION: Ask a "can" question with the cue, then answer about yourself.
INPUT: speak
CHECK: llm
RUBRIC: The point is a well-formed "Can you...?" question using the cue plus a short truthful answer ("Yes, I can." / "No, I can't."). Accept either yes or no and any sensible completion; the model is only one sample.

EXAMPLE
TEMPLATE: spell / your teacher's name
RESPONSE: Can you spell your teacher's name?\n— No, I can't. I can't spell my teacher's name.

EXAMPLE
TEMPLATE: drive / a bus
RESPONSE: Can you drive a bus?\n— Yes, I can. I can drive a bus.

TEMPLATE: speak / English
RESPONSE: Can you speak English?\n— Yes, I can. I can speak English.

TEMPLATE: read / French
RESPONSE: Can you read French?\n— No, I can't. I can't read French.

TEMPLATE: cook / well
RESPONSE: Can you cook well?\n— Yes, I can. I can cook well.

TEMPLATE: swim
RESPONSE: Can you swim?\n— Yes, I can. I can swim very well.

TEMPLATE: play / soccer
RESPONSE: Can you play soccer?\n— Yes, I can. I can play soccer.

TEMPLATE: write / a paragraph
RESPONSE: Can you write a paragraph?\n— Yes, I can. I can write a paragraph.

TEMPLATE: fly / an airplane
RESPONSE: Can you fly an airplane?\n— No, I can't. I can't fly an airplane.

TEMPLATE: speak / Arabic
RESPONSE: Can you speak Arabic?\n— No, I can't. I can't speak Arabic.

TEMPLATE: learn / English quickly
RESPONSE: Can you learn English quickly?\n— Yes, I can. I can learn English.

TEMPLATE: memorize / dialogs
RESPONSE: Can you memorize dialogs?\n— Yes, I can. I can memorize dialogs.

# Source: LLA 3C Figure 7 (paragraph 1)
$DIALOGUE Ken's Daily Routine
ID: 4-3c-f7-p1-story
INTRO: Two short listening stories now. First: Ken, coffee, and a very punctual desk. Listen to the paragraph.
INSTRUCTION: Listen to the paragraph.

LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-01.mp3}
LINE: He drinks coffee and talks to his friends for 5 or 10 minutes. {bk04-l3c-f7-02.mp3}
LINE: At 7 o'clock he always sits down at his desk and begins work. {bk04-l3c-f7-03.mp3}
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-04.mp3}
LINE: He leaves the base at 5 or 5:30 every afternoon. {bk04-l3c-f7-05.mp3}

# Source: LLA 3C Figure 7 (question 1)
$SELECT True Statement: Ken
ID: 4-3c-f7-p1
REFERENCE: 4-3c-f7-p1-story
INTRO: One of these four statements about Ken is true. Tap it — you can reopen the story if you need to.
INSTRUCTION: Tap the true statement.

PROMPT: Which statement is true about Ken?
OPTION: a | Ken lives in a small town.
OPTION: b | Ken is a mechanic.
OPTION: c | Ken works at an Air Force base.
OPTION: d | Ken takes German lessons downtown.
ANSWER: c
FEEDBACK: Ken works at an Air Force base. {bk04-l3c-f7-06.mp3}

# Source: LLA 3C Figure 7 (paragraph 2)
$DIALOGUE Anna's Dinner
ID: 4-3c-f7-p2-story
INTRO: Story two: Anna plans a big dinner and discovers the one thing missing. Listen to the paragraph.
INSTRUCTION: Listen to the paragraph.

LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-07.mp3}
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-08.mp3}
LINE: She had apples, bananas, and oranges too. {bk04-l3c-f7-09.mp3}
LINE: She didn't have meat. {bk04-l3c-f7-10.mp3}
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-11.mp3}
LINE: In the evening she cooked a big dinner for her family. {bk04-l3c-f7-12.mp3}
LINE: They liked it very much. {bk04-l3c-f7-13.mp3}

# Source: LLA 3C Figure 7 (question 2)
$SELECT True Statement: Anna
ID: 4-3c-f7-p2
REFERENCE: 4-3c-f7-p2-story
INTRO: Same job: tap the true statement about Anna.
INSTRUCTION: Tap the true statement.

PROMPT: Which statement is true about Anna?
OPTION: a | Anna goes to the movies every Friday.
OPTION: b | Anna bought meat at the commissary yesterday.
OPTION: c | Anna's family eats chicken and rice on Mondays.
OPTION: d | Anna's family ate dinner in a restaurant.
ANSWER: b
FEEDBACK: Anna bought meat at the commissary yesterday. {bk04-l3c-f7-14.mp3}

# Source: LLA 3C Figure 8
$PRODUCE Type What You Hear
ID: 4-3c-f8
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Ears on, fingers ready. Listen to each sentence and type exactly what you hear.
INSTRUCTION: Type the sentence you hear.

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

$SESSION 3-5: Asking Permission — Can and May

# Source: LLA 3D Figure 1
$DIALOGUE Asking Permission with "Can" {page_058_001.jpg|An office setting where Lt Martin, wearing a military flight suit, stands at the open doorway of an office. Inside, Maj Mills, also in a flight suit, stands behind his desk holding a folder, looking towards Lt Martin}
ID: 4-3d-f1
INTRO: In this part you'll learn to ask for permission with "can" and "may". Lieutenant Martin wants to leave at noon — listen to how he asks Major Mills, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: can
Lt_Martin: Good morning, sir. Can I come in? {bk04-l3d-f1-01.mp3}
Maj_Mills: Yes, you can come in, Lieutenant. {bk04-l3d-f1-02.mp3}
Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}
Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
Maj_Mills: No. I want to fly with you then. {bk04-l3d-f1-06.mp3}
Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}

# Source: LLA 3D Figure 2
$DIALOGUE Asking Permission with "May" {page_058_001.jpg|An office setting where Lt Martin, wearing a military flight suit, stands at the open doorway of an office. Inside, Maj Mills, also in a flight suit, stands behind his desk holding a folder, looking towards Lt Martin}
ID: 4-3d-f2
INTRO: Same office, same request — but this time with "may", the slightly more polite cousin of "can". Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: may
Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}
Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}
Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}
Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}

# Source: ST §May I Have a Snack?
$DIALOGUE May I Have an Apple?
ID: l3-s27
INTRO: Permission works at home too. A hungry little girl, a bowl of fruit, and a mother with a schedule. Repeat the dialog.
INSTRUCTION: Repeat the dialog.
REPEAT

Little_Girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg|A mother stands talking to her little daughter in the kitchen, who is pointing to a bowl of fruit on the counter}
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg|The mother hands an apple from the bowl to her happy little daughter}
Little_Girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg|The mother and daughter are back in the kitchen, the daughter is pointing to the bowl of fruit again}
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg|The mother wagging her finger at her daughter, refusing to let her have another piece of fruit}

# Source: ST §Can I Have a Snack?
$DIALOGUE Can I Have an Apple?
ID: l3-s28
INTRO: The same kitchen conversation — this time with "can". Just read it through.
INSTRUCTION: Read the dialog.

Little_Girl: Mother, I'm hungry. Can I have an apple?
Mother: Yes, you can. You can have this apple.
Little_Girl: Mother, I'm hungry again. Can I have a pear?
Mother: No, you cannot. We eat dinner in 15 minutes.

# Source: ST §Grammar box "May and Can" (card-ified)
$GRAMMAR Permission: "May" and "Can"
ID: l3-s26
INTRO: Here's the pattern behind those two conversations — "may" and "can" for giving and asking permission.

CARD: **May** and **can** both give permission. "May" sounds a little more formal.
{Children, you may have some fruit after dinner.}
{You can leave early today.}

CARD: To ask permission, put **may** first. Answer with "may" or "may not".
{May I sit here?}
{Yes, you may.}
{No, you may not.}

CARD: **Can** asks the same way. Answer with "can" or "can't".
{Can I write in my book?}
{Yes, you can.}
{No, you can't.}

SUMMARY:
| Type | Example |
|---|---|
| STATEMENT | Children, you may have some fruit after dinner. |
| STATEMENT | You can leave early today. |
| QUESTION | May I sit here? |
| ANSWER | Yes, you may. / No, you may not. |
| QUESTION | Can I write in my book? |
| ANSWER | Yes, you can. / No, you can't. |

# Source: LLA 3D Figure 3
$PRODUCE "Can't" and "May Not"
ID: 4-3d-f3
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Permission refused. Listen to the sentence and the cue word, change the sentence to a negative statement using the cue, then repeat the correct answer.
INSTRUCTION: Say the negative sentence aloud.

EXAMPLE
PROMPT: You can open the door. Window. {bk04-l3d-f3-ex1.mp3}
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}

EXAMPLE
PROMPT: You may look at my book. Test. {bk04-l3d-f3-ex2.mp3}
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}

PROMPT: You can leave at 2 o'clock. Noon. {bk04-l3d-f3-01.mp3}
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}

PROMPT: You may sit in this chair. That. {bk04-l3d-f3-02.mp3}
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}

PROMPT: They may talk to the Major now. Colonel. {bk04-l3d-f3-03.mp3}
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}

PROMPT: You can take a break this morning. Afternoon. {bk04-l3d-f3-04.mp3}
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}

PROMPT: The children may watch TV before dinner. After. {bk04-l3d-f3-05.mp3}
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}

PROMPT: You can eat breakfast in the dining hall. Classroom. {bk04-l3d-f3-06.mp3}
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}

# Source: LLA 3D Figure 4
$PRODUCE Ask with "Can" and "May"
ID: 4-3d-f4
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now you do the asking. Listen to the statement and the modal word, turn it into a permission question, then repeat the correct answer.
INSTRUCTION: Ask the question aloud.

EXAMPLE
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1.mp3}
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}

EXAMPLE
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2.mp3}
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}

PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01.mp3}
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}

PROMPT: I want to open the window. May. {bk04-l3d-f4-02.mp3}
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}

PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03.mp3}
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}

PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04.mp3}
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}

PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05.mp3}
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}

PROMPT: We want to start our homework. May. {bk04-l3d-f4-06.mp3}
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}

PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07.mp3}
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}

PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08.mp3}
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}

# Source: ST §See It and Say It
$DIALOGUE See It and Say It
ID: l3-s29
INTRO: Five quick permission exchanges. Read each line, then try to say it without looking — the goal is to own the pattern, not the page.
INSTRUCTION: Read your line, then say it without looking.
REPEAT

Student: Can I leave early today?
Teacher: No, you can't.

Capt_Yates: Can he answer a question?
Capt_Toomy: Yes, he can answer the next question.

Mr_Kline: Can they go?
Sgt_Moore: Yes, the men can go to the basketball game.

Mark: May we see your book, please?
Bill: Yes, you may.

Student: May I please leave?
Teacher: No, you may not.

# Source: LLA 3D Figure 5 (rules)
$DIALOGUE Mrs. Wilson's Classroom Rules
ID: 4-3d-f5-rules
INTRO: Mrs. Wilson runs a tight classroom — pencils yes, pens no. Listen to the rules she gives her students.
INSTRUCTION: Listen to the rules.

Mrs_Wilson: Mrs. Wilson is a teacher. She said this to the young boys and girls in her class: {bk04-l3d-f5-01.mp3}
LINE: You may write with a pencil. {bk04-l3d-f5-02.mp3}
LINE: You may not write with a pen. {bk04-l3d-f5-03.mp3}
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-04.mp3}
LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-05.mp3}
LINE: You may play games outside. {bk04-l3d-f5-06.mp3}
LINE: You may not play games in the classroom. {bk04-l3d-f5-07.mp3}

# Source: LLA 3D Figure 5 (questions)
$PRODUCE Questions: Classroom Rules
ID: 4-3d-f5
REFERENCE: 4-3d-f5-rules
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Answer the questions about Mrs. Wilson's rules aloud — the rules are there if you need them. Then repeat the correct answer.
INSTRUCTION: Answer aloud based on the classroom rules.

PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-08.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-08-a.mp3}

PROMPT: May they write with a pen? {bk04-l3d-f5-09.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-09-a.mp3}

PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-10.mp3}
RESPONSE: Yes, they can. {bk04-l3d-f5-10-a.mp3}

PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-11.mp3}
RESPONSE: No, they cannot. {bk04-l3d-f5-11-a.mp3}

PROMPT: May they play games outside? {bk04-l3d-f5-12.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-12-a.mp3}

PROMPT: May they play games in the classroom? {bk04-l3d-f5-13.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-13-a.mp3}

# Source: LLA 3D Figure 6
$PRODUCE Ask for the Details
ID: 4-3d-f6
INPUT: speak
CHECK: reveal
REPEAT
INTRO: When, where, who — ask for the missing detail. Listen to the sentence and the question word, form the question, then repeat the answer.
INSTRUCTION: Ask the question aloud.

EXAMPLE
PROMPT: The students can eat lunch at 11:30. When? {bk04-l3d-f6-ex.mp3}
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}

PROMPT: The boys and girls may play outside. Where? {bk04-l3d-f6-01.mp3}
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}

PROMPT: The children can watch TV on Saturday. When? {bk04-l3d-f6-02.mp3}
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}

PROMPT: Lieutenant Bell may leave early today. Who? {bk04-l3d-f6-03.mp3}
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}

PROMPT: The airmen can watch a movie. What? {bk04-l3d-f6-04.mp3}
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}

PROMPT: Mrs. Nelson's students may take a break. Whose? {bk04-l3d-f6-05.mp3}
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}

# Source: ST §May I Go Outside? (self-checked reveal changed to llm — the learner invents both sides of the exchange)
$PRODUCE May I Go Outside?
ID: l3-s30
INTRO: Your turn to run the whole exchange: for each cue, ask a permission question with "may" or "can", then give the answer yourself — generous or strict, your classroom.
INSTRUCTION: Ask a permission question with "may" or "can", then answer it.
INPUT: speak
CHECK: llm
RUBRIC: The point is a grammatical permission question with "may" or "can" built from the cue, plus a matching short answer ("Yes, you may." / "No, you can't." etc.). Accept either modal and either yes or no; the model is only one sample.

EXAMPLE
TEMPLATE: sit down
RESPONSE: Can I sit down in that chair, please?\n— Yes, you can. You can sit down in that chair.

EXAMPLE
TEMPLATE: go outside
RESPONSE: May I go outside?\n— No, you may not. You may not go outside.

TEMPLATE: watch a movie in class
RESPONSE: Can we watch a movie in class?\n— No, you can't. You can't watch a movie in class.

TEMPLATE: leave early on Friday
RESPONSE: May I leave early on Friday?\n— Yes, you may. You may leave early on Friday.

TEMPLATE: see your notebook
RESPONSE: May I see your notebook, please?\n— Yes, you may. You may see my notebook.

TEMPLATE: talk
RESPONSE: Can we talk now?\n— No, you can't. You can't talk during the test.

TEMPLATE: study in your room
RESPONSE: May I study in your room?\n— Yes, you may. You may study in my room.

TEMPLATE: take off my shoes in the classroom
RESPONSE: Can I take off my shoes in the classroom?\n— No, you can't. You can't take off your shoes in the classroom.

TEMPLATE: put on my hat
RESPONSE: May I put on my hat?\n— Yes, you may. You may put on your hat outside.

TEMPLATE: drink this water
RESPONSE: Can I drink this water?\n— Yes, you can. You can drink this water.

TEMPLATE: listen to tapes
RESPONSE: May I listen to tapes in the lab?\n— Yes, you may. You may listen to tapes in the lab.

TEMPLATE: see your I.D. card
RESPONSE: May I see your I.D. card, please?\n— Yes, you may. Here is my I.D. card.

$SESSION 3-6: Schedules and Obligations — Must

# Source: LLA 3D Figure 7 (schedule)
$DIALOGUE The Class Schedule
ID: 4-3d-f7-schedule
INTRO: This part is about rules and obligations — what you must and must not do. First, two students walk through their class schedule in military time. Listen to the dialogue.
INSTRUCTION: Listen to the dialogue.

Student1: What is the schedule for our English class? {bk04-l3d-f7-01.mp3}
Student2: The class begins at 07:30. {bk04-l3d-f7-02.mp3}
Student1: When does it end? {bk04-l3d-f7-03.mp3}
Student2: At 14:15. {bk04-l3d-f7-04.mp3}
Student1: Do we eat lunch early or late? {bk04-l3d-f7-05.mp3}
Student2: Early. We go to the dining hall at 11:00. {bk04-l3d-f7-06.mp3}
Student1: Do we have a break in the morning? {bk04-l3d-f7-07.mp3}
Student2: Yes. The break's at 09:10. {bk04-l3d-f7-08.mp3}
Student1: Does our class go to the lab in the morning? {bk04-l3d-f7-09.mp3}
Student2: No. We go at 13:00. {bk04-l3d-f7-10.mp3}

# Source: LLA 3D Figure 7 (times)
$PRODUCE Type the Military Times
ID: 4-3d-f7
REFERENCE: 4-3d-f7-schedule
INPUT: type
CHECK: exact
INTRO: Now write the schedule down. Type each military time from the dialogue — reopen it if a number got away from you.
INSTRUCTION: Type the military time.

TEMPLATE: Class begins: ____ hours
RESPONSE: 0730 hours
ACCEPT: 0730 | 07:30 | 730 | 7:30

TEMPLATE: Class ends: ____ hours
RESPONSE: 1415 hours
ACCEPT: 1415 | 14:15

TEMPLATE: Lunch: ____ hours
RESPONSE: 1100 hours
ACCEPT: 1100 | 11:00

TEMPLATE: Morning break: ____ hours
RESPONSE: 0910 hours
ACCEPT: 0910 | 09:10 | 910 | 9:10

TEMPLATE: Lab: ____ hours
RESPONSE: 1300 hours
ACCEPT: 1300 | 13:00

# Source: LLA 3D Figure 8
$DIALOGUE "Must" and "Must Not"
ID: 4-3d-f8
INTRO: Sergeant Cole is new, and Sergeant Ward has all the rules. "Must" is an obligation; "must not" is a prohibition. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: must
Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}
Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}
Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
Sgt_Ward: You must be there at 08:00 hours. {bk04-l3d-f8-06.mp3}
Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
VOCAB: must not
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}
Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}

# Source: ST §Grammar box "Must" (card-ified)
$GRAMMAR "Must" — It's Necessary
ID: l3-s20
INTRO: One card on "must": use it when there's no choice.

CARD: Use **must** to say something is necessary — there is no choice about it.
{I must study tonight.}
{He must wear his uniform.}

SUMMARY:
| Situation | Sentence with Must |
|---|---|
| I have a test tomorrow. | I must study tonight. |
| He's in the military. | He must wear his uniform. |

# Source: ST §You Must Salute an Officer
$DIALOGUE You Must Salute an Officer
ID: l3-s21
INTRO: The military-life edition of "must" — uniform, name tag, I.D. card, salute. Repeat each sentence.
INSTRUCTION: Repeat and read the sentences.
REPEAT

LINE: You must wear your uniform in class. {st-page_077_001.jpg|Four military students sitting at their desks in a classroom, wearing uniforms and looking at books}
LINE: You must wear a cap outside. {st-page_077_002.jpg|A male military service member in utility uniform and cap walking outdoors on a sidewalk}
LINE: You must wear your name tag. {st-page_078_001.jpg|A female military officer in service uniform with a name tag pinned to her shirt}
LINE: You must bring your I.D. card. {st-page_078_002.jpg|A male military officer in service dress uniform holding up his identification card}
LINE: You must salute an officer. {st-page_078_003.jpg|A male soldier in uniform saluting a female officer at an office doorway}
LINE: You must report to the Captain. {st-page_078_004.jpg|A female soldier saluting a male captain sitting at his desk in an office}

# Source: ST §What Must You Do?
$PRODUCE What Must You Do?
ID: l3-s22
INTRO: Real situations now. Read each one and answer with "must" and the cue word in parentheses.
INSTRUCTION: Answer the question using "must" and the cue word in parentheses.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correctly formed sentence using "must" and the cued word or a reasonable synonym (e.g. "wear" for "put on"). "Must" plus the cued word is the point; extra words or minor determiner changes are fine.

EXAMPLE
PROMPT: You have a test tomorrow. What must you do? (study)
RESPONSE: I must study for it.

PROMPT: You are getting dressed for class. What must you wear? (uniform)
RESPONSE: I must wear my uniform.

PROMPT: You lost your homework. Who must you speak to? (teacher)
RESPONSE: I must speak to my teacher.

PROMPT: Lt Jones is going outside. What must he put on? (hat)
RESPONSE: He must put on his hat.

PROMPT: There's an important meeting after class. What must you do? (go)
RESPONSE: I must go to it.

PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute)
RESPONSE: I must salute the major.

PROMPT: You have to study English today. Where must you go? (classroom)
RESPONSE: I must go to the classroom.

# Source: ST §Grammar box "Must Not" (card-ified)
$GRAMMAR "Must Not" — Don't Do It
ID: l3-s23
INTRO: And the other side of the coin: "must not" means it's forbidden.

CARD: **Must not** expresses a prohibition — don't do this!
{You must not eat in the classroom.}
{We must not open that door.}

SUMMARY:
| Statement with Must Not | Meaning |
|---|---|
| You must not eat in the classroom. | Don't eat in the classroom! |
| We must not open that door. | It says, "Do not open the door." |

# Source: ST §You Must Not Smoke in the Classroom
$DIALOGUE You Must Not Do That in Class
ID: l3-s24
INTRO: Six classroom sins, each with its picture. Repeat each sentence — and maybe take notes.
INSTRUCTION: Repeat and read the sentences.
REPEAT

LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg|A student arriving late to class; a teacher is pointing to the blackboard which shows a clock, indicating the time is past class start}
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg|A male student sleeping at his desk, head resting on his hand}
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg|A female student smoking a cigarette in the classroom}
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg|A student writing Lt Sams with a pen directly onto the surface of a wooden desk}
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg|A female student drinking from a can inside a classroom}
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg|A male soldier wearing a military cap inside a building with a clock on the wall}

# Source: ST §You Must Not Smoke in the Lab
$PRODUCE Must or Must Not?
ID: l3-s25
INTRO: Your turn to give the rules. For each cue, decide: obligation or prohibition? Say the sentence with "must" or "must not".
INSTRUCTION: Make a statement with "must" or "must not".
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: sleep in class
RESPONSE: You must not sleep in class.

EXAMPLE
PROMPT: wear your uniform to class
RESPONSE: You must wear your uniform to class.

PROMPT: bring I.D. card to class
RESPONSE: You must bring your I.D. card to class.

PROMPT: wear your hat outside
RESPONSE: You must wear your hat outside.

PROMPT: smoke in the classroom
RESPONSE: You must not smoke in the classroom.

PROMPT: eat in the lab
RESPONSE: You must not eat in the lab.

PROMPT: do homework
RESPONSE: You must do your homework.

PROMPT: wear name tag
RESPONSE: You must wear your name tag.

PROMPT: mark your desks
RESPONSE: You must not mark your desks.

PROMPT: wear your cap in the classroom
RESPONSE: You must not wear your cap in the classroom.

PROMPT: salute officers
RESPONSE: You must salute officers.

PROMPT: sleep in the lab
RESPONSE: You must not sleep in the lab.

# Source: LLA 3D Figure 9
$PRODUCE Say It with "Must"
ID: 4-3d-f9
INPUT: speak
CHECK: reveal
REPEAT
INTRO: If you can't do it one way, you must do it the other. Listen to the negative statement and the cue word, change it to an obligation with "must", then repeat the correct answer.
INSTRUCTION: Say the sentence with "must" aloud.

EXAMPLE
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex.mp3}
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}

PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01.mp3}
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}

PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02.mp3}
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}

PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03.mp3}
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}

PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04.mp3}
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}

PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05.mp3}
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}

PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06.mp3}
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}

# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" (ST p. 82) — instructor-read listening passage with no printed stimulus text; convertible later with chosen items + TTS.

$SESSION 3-7: Punctuation and Writing

# SKIPPED (book): Writing Skill "DICTATION" (ST p. 85) — instructor-read dictation with no printed stimulus text; the lesson's recorded dictations (3C Figure 8, 3D Figure 10) are converted.

# Source: ST §Punctuation Marks
$DIALOGUE Punctuation Marks
ID: l3-s31
INTRO: Last part: writing. You'll learn the punctuation marks and how a paragraph is built, then put them to work. Listen and repeat the new words and sentences.
INSTRUCTION: Repeat and read the new words and sentences.
REPEAT

VOCAB: sentence
LINE: Write a sentence.

VOCAB: paragraph
LINE: A paragraph has sentences.

VOCAB: punctuation
LINE: Periods, question marks, and apostrophes are punctuation marks.

VOCAB: period
VOCAB: statement
LINE: Put a period at the end of a statement.

VOCAB: question mark
LINE: Put a question mark at the end of a question.

VOCAB: apostrophe
VOCAB: contraction
LINE: Put an apostrophe in a contraction.

VOCAB: indent
LINE: Indent the first word of a paragraph.

# Source: ST §Punctuation and Capitalization (card-ified; sample paragraph kept in SUMMARY for reference)
$GRAMMAR Paragraphs, Capitals, and Punctuation
ID: l3-s32
INTRO: What makes a paragraph a paragraph? A few simple rules — and a sample about Jacques and Robert.

CARD: A **paragraph** is a group of sentences, and all the sentences tell about one thing.

CARD: The first word of a paragraph begins 5 spaces from the left margin. This is **indenting**.

CARD: Some words have capital letters, and the sentences have punctuation. A statement ends with a period, a question ends with a question mark, and a contraction has an apostrophe.
{Jacques is from France.}
{Can they talk?}
{Robert can't speak French.}

SUMMARY:
**Sample Paragraph:**

>      Jacques is from France. He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day.

# Source: ST §Is This a Sentence or a Paragraph?
$SELECT Sentence or Paragraph?
ID: l3-s33
REFERENCE: l3-s32
INTRO: Check the new words against the sample paragraph about Jacques — open it from the reference panel and tap the right answer for each item.
INSTRUCTION: Look at the sample paragraph in the reference and tap the correct answer.

TEMPLATE: Item 1 (the whole block of text) is ____.
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: a

TEMPLATE: Item 2 ("Jacques is from France.") is ____.
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: d

TEMPLATE: Item 3 ("Robert can't speak French.") is ____.
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a period
OPTION: d | a sentence
ANSWER: d

TEMPLATE: Item 4 ("Can they talk?") is ____.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: d

TEMPLATE: Item 5 (the dot at the end of "day.") is ____.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: b

TEMPLATE: Item 6 (the space at the beginning of the paragraph) is ____.
OPTION: a | indenting
OPTION: b | reading
OPTION: c | a question
OPTION: d | an apostrophe
ANSWER: a

# Source: LLA 3D Figure 10
$PRODUCE Capital Letters and Punctuation
ID: 4-3d-f10
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
HIDE_PROMPT
INTRO: You'll see each sentence without its capitals and punctuation, and hear it read correctly. Rewrite it with the right capital letters, periods, question marks, and apostrophes.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.

TEMPLATE: does jane write well
PROMPT: Does Jane write well? {bk04-l3d-f10-01.mp3}
RESPONSE: Does Jane write well? {bk04-l3d-f10-01.mp3}

TEMPLATE: yes, she does
PROMPT: Yes, she does. {bk04-l3d-f10-02.mp3}
RESPONSE: Yes, she does. {bk04-l3d-f10-02.mp3}

TEMPLATE: she wrote a paragraph in her english class today
PROMPT: She wrote a paragraph in her English class today. {bk04-l3d-f10-03.mp3}
RESPONSE: She wrote a paragraph in her English class today. {bk04-l3d-f10-03.mp3}

TEMPLATE: the teacher likes janes paragraph and wants to read it to the class
PROMPT: The teacher likes Jane's paragraph and wants to read it to the class. {bk04-l3d-f10-04.mp3}
RESPONSE: The teacher likes Jane's paragraph and wants to read it to the class. {bk04-l3d-f10-04.mp3}

TEMPLATE: is jane happy
PROMPT: Is Jane happy? {bk04-l3d-f10-05.mp3}
RESPONSE: Is Jane happy? {bk04-l3d-f10-05.mp3}

TEMPLATE: no, shes not
PROMPT: No, she's not. {bk04-l3d-f10-06.mp3}
RESPONSE: No, she's not. {bk04-l3d-f10-06.mp3}

TEMPLATE: she doesnt like the paragraph
PROMPT: She doesn't like the paragraph. {bk04-l3d-f10-07.mp3}
RESPONSE: She doesn't like the paragraph. {bk04-l3d-f10-07.mp3}

# Source: ST §Alphabetical Order
$SELECT Alphabetical Order
ID: l3-s19
ORDER
INTRO: Dictionaries only work if you know the order of the letters. Arrange each set of words in alphabetical order.
INSTRUCTION: Put the words in alphabetical order.

TEMPLATE: Put these words in alphabetical order.
OPTION: a | library
OPTION: b | live
OPTION: c | like
OPTION: d | lieutenant
OPTION: e | listen
ANSWER: a,d,c,e,b

TEMPLATE: Put these words in alphabetical order.
OPTION: a | homework
OPTION: b | hot
OPTION: c | how
OPTION: d | hour
OPTION: e | hospital
ANSWER: a,e,b,d,c

TEMPLATE: Put these words in alphabetical order.
OPTION: a | say
OPTION: b | salad
OPTION: c | same
OPTION: d | sailor
OPTION: e | sad
ANSWER: e,d,b,c,a

# Source: ST §Write the Paragraph
$PRODUCE Write About Tom's Morning
ID: l3-s34
INTRO: One last job: rewrite Tom's morning, one sentence at a time, with correct capitals and punctuation. That's the whole lesson — clothes, "can", "may", "must", and a clean paragraph. Nicely done.
INSTRUCTION: Rewrite the sentence with correct capitalization, punctuation, and apostrophes.
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM

TEMPLATE: tom gets up at 6:00
RESPONSE: Tom gets up at 6:00.

TEMPLATE: he takes a shower and shaves
RESPONSE: He takes a shower and shaves.

TEMPLATE: he puts on his uniform
RESPONSE: He puts on his uniform.

TEMPLATE: he goes to the dining hall
RESPONSE: He goes to the dining hall.

TEMPLATE: he sits down at the table and eats breakfast
RESPONSE: He sits down at the table and eats breakfast.

TEMPLATE: mark sits with tom
RESPONSE: Mark sits with Tom.

TEMPLATE: mark smokes a cigarette
RESPONSE: Mark smokes a cigarette.

TEMPLATE: tom doesnt smoke
RESPONSE: Tom doesn't smoke.

TEMPLATE: at 7:15 they walk to class
RESPONSE: At 7:15, they walk to class.
ACCEPT: At 7:15 they walk to class.