$MODULE Book 5 · Lesson 1: The Body and What's the Matter? {st-page_005_001.jpg|A medicine cabinet shelf filled with various bottles and items including rubbing alcohol, aspirin, eye drops, cough syrup, and liver pills}
FORMAT: 2
DIOCO_DOC_ID: alc_book5_lesson1
DESCRIPTION: Parts of the body, saying what hurts, describing things with "large", "small", "long", and "short", the pronoun "one", questions with "which" and "or", and ordinal numbers and dates.
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: Paul | schedar | Male speaker
VOICE: Frank | charon | Male speaker
VOICE: Man1 | schedar | Male speaker
VOICE: Man2 | charon | Male speaker
VOICE: John | achird | Male speaker
VOICE: Bob | achird | Male speaker
VOICE: Sam | schedar | Male speaker
VOICE: Mark | charon | Male speaker
VOICE: Mrs_King | aoede | Female speaker
VOICE: Sgt_King | schedar | Male speaker
VOICE: Clerk | gacrux | Female speaker
VOICE: Henry | achird | Male speaker
VOICE: Mr_Adams | schedar | Male speaker
VOICE: Mrs_Adams | aoede | Female speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 1-1: The Body and the Head

# Source: LLA 1A Figure 1
$DIALOGUE Parts of the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
ID: 5-1a-f1
INTRO: In this lesson you'll learn to name the parts of the body, say what hurts, and ask questions with "which" and "or". We start with the big pieces — listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: body
LINE: Body. A body. This is a body. {bk05-l1a-f1-01.mp3}

VOCAB: head
LINE: Head. A head. This is a head. {bk05-l1a-f1-02.mp3}

VOCAB: trunk
LINE: Trunk. A trunk. This is a trunk. {bk05-l1a-f1-03.mp3}

VOCAB: limbs
LINE: Limbs. These are limbs. {bk05-l1a-f1-04.mp3}

LINE: The body has a head, a trunk, and limbs. {bk05-l1a-f1-05.mp3}

VOCAB: bone
LINE: Bone. Bones. Inside our body, we have bones. {bk05-l1a-f1-06.mp3}

VOCAB: muscle
LINE: Muscle. Muscles. Inside our body, we have muscles too. {bk05-l1a-f1-07.mp3}

VOCAB: skin
LINE: Skin. We have skin outside our body. {bk05-l1a-f1-08.mp3}

# Source: LLA 1A Figure 1 (questions pass)
$PRODUCE Questions About the Body {page_011_001.jpg|Anatomy diagrams of the male human body showing exterior view, internal muscles and bones, and skin, with labeled parts: A. 1. BODY, 2. HEAD, 3. TRUNK, 4. LIMBS; B. 5. BONES, 6. MUSCLES (INSIDE THE BODY); C. 7. SKIN}
ID: 5-1a-f1-b
INTRO: Now three questions about the picture. Answer aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Picture A: What does a body have? {bk05-l1a-f1-09.mp3}
RESPONSE: A body has a head, a trunk, and limbs. {bk05-l1a-f1-10.mp3}

PROMPT: Picture B: What do we have inside our body? {bk05-l1a-f1-11.mp3}
RESPONSE: Inside our body, we have bones and muscles. {bk05-l1a-f1-12.mp3}

PROMPT: Picture C: Where is our skin? {bk05-l1a-f1-13.mp3}
RESPONSE: Our skin is on the outside of our body. {bk05-l1a-f1-14.mp3}

# DROPPED (twin): ST §Parts of the Body (l1-s1) — same vocabulary presentation as the cassette activity above; cassette kept.

# Source: ST §The Body (reading)
$DIALOGUE Reading: The Body {st-page_007_001.jpg|Diagram of a full human silhouette with labels indicating RIGHT, LEFT, HEAD, TRUNK, ARMS, and LEGS}
ID: l1-s2
INTRO: A short reading about the body. Just listen — the questions come right after.
INSTRUCTION: Listen to the paragraphs.

Narrator: Bones and muscles are inside our bodies.
Narrator: Skin is on the outside.
Narrator: The limbs, the trunk, and the head have bones and muscles. They have skin, too.
Narrator: Some people say we have a trunk and a head.
Narrator: Other people say the trunk and the body are the same.
Narrator: We have four limbs: a right arm, a right leg, a left arm, and a left leg.

# Source: ST §Questions About the Body
$PRODUCE Questions on the Reading
ID: l1-s3
REFERENCE: l1-s2
INTRO: Answer the questions about the reading, aloud and in full sentences. Open the reading if you need it.
INSTRUCTION: Answer the questions according to the reading.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any grammatically correct full sentence that accurately answers the question based on the reading.

PROMPT: What is inside our bodies?
RESPONSE: Bones and muscles are inside our bodies.

PROMPT: What is outside our bodies?
RESPONSE: Skin is outside our bodies.

PROMPT: How many limbs do we have?
RESPONSE: We have four limbs.

PROMPT: What are they?
RESPONSE: They are a right arm, a right leg, a left arm, and a left leg.

# Source: LLA 1A Figure 2
$DIALOGUE The Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
ID: 5-1a-f2
INTRO: Now the head — eleven parts, and yes, three of them start with "eye". Listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: eyebrow
LINE: Eyebrow, eyebrows. We have 2 eyebrows. {bk05-l1a-f2-01.mp3}

VOCAB: eyelash
LINE: Eyelash, eyelashes. We have eyelashes on our eyelids. {bk05-l1a-f2-02.mp3}

VOCAB: eye
LINE: Eye, eyes. We see with our eyes. {bk05-l1a-f2-03.mp3}

VOCAB: eyelid
LINE: Eyelid, eyelids. We open and close our eyes with our eyelids. {bk05-l1a-f2-04.mp3}

VOCAB: ear
LINE: Ear, ears. We hear with our ears. {bk05-l1a-f2-05.mp3}

VOCAB: nose
LINE: Nose, noses. We have 1 nose. {bk05-l1a-f2-06.mp3}

VOCAB: mouth
LINE: Mouth, mouths. We speak with our mouth. {bk05-l1a-f2-07.mp3}

VOCAB: lip
LINE: Lip, lips. The lips are outside the mouth. {bk05-l1a-f2-08.mp3}

VOCAB: tongue
LINE: Tongue, tongues. Our tongue is inside our mouth. {bk05-l1a-f2-09.mp3}

VOCAB: neck
LINE: Neck, necks. The neck joins the head to the trunk. {bk05-l1a-f2-10.mp3}

VOCAB: throat
LINE: Throat, throats. The throat is inside the neck. {bk05-l1a-f2-11.mp3}

# DROPPED (twin): ST §The Head (l1-s4) — same head-parts presentation as the cassette activity above; cassette kept.

# Source: LLA 1A Figure 2 (questions pass)
$PRODUCE Name the Parts of the Head {page_012_001.jpg|Anatomy diagram of a human head and neck with labeled parts: 1. EYEBROW, 2. EYELASH(ES), 3. EYE, 4. EYELID, 5. EAR, 6. NOSE, 7. MOUTH, 8. LIP(S), 9. TONGUE, 10. NECK, 11. THROAT}
ID: 5-1a-f2-b
INTRO: Look at the numbered diagram. You'll hear a number — say which part it is, then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What is number 9? {bk05-l1a-f2-12.mp3}
RESPONSE: That's the tongue. {bk05-l1a-f2-13.mp3}

PROMPT: What is number 1? {bk05-l1a-f2-14.mp3}
RESPONSE: That's an eyebrow. {bk05-l1a-f2-15.mp3}

PROMPT: What's number 7? {bk05-l1a-f2-16.mp3}
RESPONSE: That's the mouth. {bk05-l1a-f2-17.mp3}

PROMPT: What's number 10? {bk05-l1a-f2-18.mp3}
RESPONSE: That's the neck. {bk05-l1a-f2-19.mp3}

PROMPT: What's number 4? {bk05-l1a-f2-20.mp3}
RESPONSE: That's an eyelid. {bk05-l1a-f2-21.mp3}

PROMPT: What's number 3? {bk05-l1a-f2-22.mp3}
RESPONSE: That's an eye. {bk05-l1a-f2-23.mp3}

PROMPT: What's number 5? {bk05-l1a-f2-24.mp3}
RESPONSE: That's an ear. {bk05-l1a-f2-25.mp3}

PROMPT: What's number 2? {bk05-l1a-f2-26.mp3}
RESPONSE: Those are eyelashes. {bk05-l1a-f2-27.mp3}

PROMPT: What's number 11? {bk05-l1a-f2-28.mp3}
RESPONSE: That's the throat. {bk05-l1a-f2-29.mp3}

PROMPT: What's number 8? {bk05-l1a-f2-30.mp3}
RESPONSE: That's a lip. {bk05-l1a-f2-31.mp3}

PROMPT: What's number 6? {bk05-l1a-f2-32.mp3}
RESPONSE: That's the nose. {bk05-l1a-f2-33.mp3}

# Source: LLA 1A Figure 3 (review pass)
$DIALOGUE Mary's Head — Review {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
ID: 5-1a-f3-review
INTRO: Meet Mary. Her head has numbers on it — listen to the quick review of what each one is.
INSTRUCTION: Listen to the review.

LINE: This is a woman's head. This is Mary's head. {bk05-l1a-f3-intro1.mp3}

LINE: Let's review the parts of her head. {bk05-l1a-f3-intro2.mp3}

LINE: What's number 1? That's her eyebrow. {bk05-l1a-f3-01.mp3}
LINE: What's number 2? That's her eyelid. {bk05-l1a-f3-02.mp3}
LINE: What's number 3? That's her eye. {bk05-l1a-f3-03.mp3}
LINE: What's number 4? Those are her eyelashes. {bk05-l1a-f3-04.mp3}
LINE: What's number 5? That's her ear. {bk05-l1a-f3-05.mp3}
LINE: What's number 6? That's her nose. {bk05-l1a-f3-06.mp3}
LINE: What's number 7? That's her mouth. {bk05-l1a-f3-07.mp3}
LINE: What's number 8? That's her tongue. {bk05-l1a-f3-08.mp3}
LINE: What's number 9? That's her lip. {bk05-l1a-f3-09.mp3}

# Source: LLA 1A Figure 3 (matching pass)
$SELECT Mary's Head — Match the Sentences {page_013_001.jpg|A side-profile line drawing of a woman's head (Mary) with numbered lines pointing to parts of her face and head: 1 points to eyebrow, 2 points to eyelid, 3 points to eye, 4 points to eyelash, 5 points to ear, 6 points to nose, 7 points to mouth, 8 points to tongue, 9 points to lip}
ID: 5-1a-f3
INTRO: Now you'll hear sentences about Mary. Tap the number of the part each sentence describes, then repeat the sentence.
INSTRUCTION: Tap the number of the matching part.
REPEAT

OPTION: 1 | 1 (eyebrow)
OPTION: 2 | 2 (eyelid)
OPTION: 3 | 3 (eye)
OPTION: 4 | 4 (eyelash)
OPTION: 5 | 5 (ear)
OPTION: 6 | 6 (nose)
OPTION: 7 | 7 (mouth)
OPTION: 8 | 8 (tongue)
OPTION: 9 | 9 (lip)

EXAMPLE
PROMPT: Mary has a big nose. {bk05-l1a-f3-ex.mp3}
ANSWER: 6

PROMPT: Sentence A: We can see her tongue in the picture. {bk05-l1a-f3-10.mp3}
ANSWER: 8
FEEDBACK: We can see her tongue in the picture. {bk05-l1a-f3-10-fb.mp3}

PROMPT: Sentence B: Mary has long, black eyelashes. {bk05-l1a-f3-11.mp3}
ANSWER: 4
FEEDBACK: Mary has long, black eyelashes. {bk05-l1a-f3-11-fb.mp3}

PROMPT: Sentence C: Mary's lips are red. {bk05-l1a-f3-12.mp3}
ANSWER: 9
FEEDBACK: Mary's lips are red. {bk05-l1a-f3-12-fb.mp3}

PROMPT: Sentence D: Mary has brown eyebrows. {bk05-l1a-f3-13.mp3}
ANSWER: 1
FEEDBACK: Mary has brown eyebrows. {bk05-l1a-f3-13-fb.mp3}

PROMPT: Sentence E: Mary's ears are small. {bk05-l1a-f3-14.mp3}
ANSWER: 5
FEEDBACK: Mary's ears are small. {bk05-l1a-f3-14-fb.mp3}

PROMPT: Sentence F: Mary puts color on her eyelids. {bk05-l1a-f3-15.mp3}
ANSWER: 2
FEEDBACK: Mary puts color on her eyelids. {bk05-l1a-f3-15-fb.mp3}

PROMPT: Sentence G: Mary has big eyes. {bk05-l1a-f3-16.mp3}
ANSWER: 3
FEEDBACK: Mary has big eyes. {bk05-l1a-f3-16-fb.mp3}

PROMPT: Sentence H: Mary has a small mouth. {bk05-l1a-f3-17.mp3}
ANSWER: 7
FEEDBACK: Mary has a small mouth. {bk05-l1a-f3-17-fb.mp3}

# Source: LLA 1B Figure 1 (pronunciation review of words taught above; VOCAB tags removed — first teaching is in "The Head")
$DIALOGUE Say the Parts of the Head
ID: 5-1b-f1
INTRO: A quick pronunciation pass over the head words you just learned. Say each one clearly after the tape.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: Ear. {bk05-l1b-f1-01.mp3}

LINE: Eye. {bk05-l1b-f1-02.mp3}

LINE: Eyebrow. {bk05-l1b-f1-03.mp3}

LINE: Eyelash. {bk05-l1b-f1-04.mp3}

LINE: Eyelid. {bk05-l1b-f1-05.mp3}

LINE: Lip. {bk05-l1b-f1-06.mp3}

LINE: Mouth. {bk05-l1b-f1-07.mp3}

LINE: Neck. {bk05-l1b-f1-08.mp3}

LINE: Nose. {bk05-l1b-f1-09.mp3}

LINE: Throat. {bk05-l1b-f1-10.mp3}

LINE: Tongue. {bk05-l1b-f1-11.mp3}

# Source: LLA 1B Figure 1 (labeling pass)
$PRODUCE Label the Head
ID: 5-1b-f1-b
INPUT: type
CHECK: exact
INTRO: Now write them. You'll see a numbered head — listen and type the correct word for each number, then say it back.
INSTRUCTION: Type the part of the head.
REPEAT

PROMPT: eyebrow {bk05-l1b-f1-12.mp3}
TEMPLATE: 1. ____
RESPONSE: eyebrow {bk05-l1b-f1-12.mp3}
ACCEPT: eyebrow

PROMPT: eyelash {bk05-l1b-f1-13.mp3}
TEMPLATE: 2. ____
RESPONSE: eyelash {bk05-l1b-f1-13.mp3}
ACCEPT: eyelash

PROMPT: eye {bk05-l1b-f1-14.mp3}
TEMPLATE: 3. ____
RESPONSE: eye {bk05-l1b-f1-14.mp3}
ACCEPT: eye

PROMPT: eyelid {bk05-l1b-f1-15.mp3}
TEMPLATE: 4. ____
RESPONSE: eyelid {bk05-l1b-f1-15.mp3}
ACCEPT: eyelid

EXAMPLE
PROMPT: ear {bk05-l1b-f1-16.mp3}
TEMPLATE: 5. ____
RESPONSE: ear {bk05-l1b-f1-16.mp3}
ACCEPT: ear

PROMPT: nose {bk05-l1b-f1-17.mp3}
TEMPLATE: 6. ____
RESPONSE: nose {bk05-l1b-f1-17.mp3}
ACCEPT: nose

PROMPT: mouth {bk05-l1b-f1-18.mp3}
TEMPLATE: 7. ____
RESPONSE: mouth {bk05-l1b-f1-18.mp3}
ACCEPT: mouth

PROMPT: lip {bk05-l1b-f1-19.mp3}
TEMPLATE: 8. ____
RESPONSE: lip {bk05-l1b-f1-19.mp3}
ACCEPT: lip

PROMPT: tongue {bk05-l1b-f1-20.mp3}
TEMPLATE: 9. ____
RESPONSE: tongue {bk05-l1b-f1-20.mp3}
ACCEPT: tongue

PROMPT: neck {bk05-l1b-f1-21.mp3}
TEMPLATE: 10. ____
RESPONSE: neck {bk05-l1b-f1-21.mp3}
ACCEPT: neck

PROMPT: throat {bk05-l1b-f1-22.mp3}
TEMPLATE: 11. ____
RESPONSE: throat {bk05-l1b-f1-22.mp3}
ACCEPT: throat

# DROPPED (twin): ST §Parts of the Head select (l1-s5) — same numbered-diagram labeling task as the cassette "Label the Head"; cassette kept.
# SKIPPED (book): "THAT'S THE ...." (ST p. 12) — open classroom identification drill pointing to a full-body chart.

$SESSION 1-2: Arms, Legs, and Sounds

# Source: LLA 1A Figure 4
$DIALOGUE The Limbs {page_014_001.jpg|Diagrams of human body limbs showing arms, legs, right arm, left arm, right leg, and left leg}
ID: 5-1a-f4
INTRO: In this part you'll learn the arms and legs — and which one is right and which is left. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Limb, limbs. The limbs are the arms and legs. {bk05-l1a-f4-01.mp3}

VOCAB: arm
LINE: Arm, arms. We have 2 arms. {bk05-l1a-f4-02.mp3}

VOCAB: leg
LINE: Leg, legs. We have 2 legs. {bk05-l1a-f4-03.mp3}

VOCAB: right arm
LINE: This is the man's right arm. {bk05-l1a-f4-04.mp3}

VOCAB: left arm
LINE: This is his left arm. {bk05-l1a-f4-05.mp3}

VOCAB: right leg
LINE: This is his right leg. {bk05-l1a-f4-06.mp3}

VOCAB: left leg
LINE: This is his left leg. {bk05-l1a-f4-07.mp3}

# Source: LLA 1A Figure 5
$PRODUCE Spell It: Arms and Legs
ID: 5-1a-f5
INPUT: type
CHECK: exact
INTRO: The tape spells a word letter by letter, then says it. Type what you hear spelled.
INSTRUCTION: Type the word or phrase you hear spelled.

PROMPT: L-I-M-B-S, limbs. {bk05-l1a-f5-01.mp3}
RESPONSE: limbs {bk05-l1a-f5-01-resp.mp3}

PROMPT: L-E-F-T, left. A-R-M, arm, left arm. {bk05-l1a-f5-02.mp3}
RESPONSE: left arm {bk05-l1a-f5-02-resp.mp3}

PROMPT: R-I-G-H-T, right. A-R-M, arm, right arm. {bk05-l1a-f5-03.mp3}
RESPONSE: right arm {bk05-l1a-f5-03-resp.mp3}

PROMPT: L-E-F-T, left. L-E-G, left leg. {bk05-l1a-f5-04.mp3}
RESPONSE: left leg {bk05-l1a-f5-04-resp.mp3}

PROMPT: R-I-G-H-T, right. L-E-G, leg, right leg. {bk05-l1a-f5-05.mp3}
RESPONSE: right leg {bk05-l1a-f5-05-resp.mp3}

# Source: LLA 1A Figure 7
$DIALOGUE The Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
ID: 5-1a-f7
INTRO: The arm, from shoulder to fingernail. Listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: The arm. The arm is a limb of the body. {bk05-l1a-f7-01.mp3}

VOCAB: shoulder
LINE: Shoulder. Shoulders. This is a shoulder. {bk05-l1a-f7-02.mp3}

VOCAB: elbow
LINE: Elbow. Elbows. This is an elbow. {bk05-l1a-f7-03.mp3}

VOCAB: wrist
LINE: Wrist. Wrists. This is a wrist. {bk05-l1a-f7-04.mp3}

VOCAB: hand
LINE: Hand. Hands. We write with our hands. {bk05-l1a-f7-05.mp3}

VOCAB: finger
LINE: Finger. Fingers. We have 5 fingers on our hand. {bk05-l1a-f7-06.mp3}

VOCAB: thumb
LINE: Thumb. Thumbs. One finger is a thumb. {bk05-l1a-f7-07.mp3}

VOCAB: nail
VOCAB: fingernail
LINE: Nail. Fingernail. Nails. Fingernails. We have 5 nails or fingernails on one hand. {bk05-l1a-f7-08.mp3}

# DROPPED (twin): ST §The Arm (l1-s6) — same arm-parts presentation as the cassette activity above; cassette kept.

# Source: LLA 1A Figure 7 (questions pass)
$PRODUCE Questions About the Arm {page_015_001.jpg|Diagram of a human arm with labeled parts: 1. SHOULDER, 2. ELBOW, 3. WRIST, 4. HAND, 5. FINGER, 6. THUMB, 7. NAIL/FINGERNAIL}
ID: 5-1a-f7-b
INTRO: Each question gives you two choices. Look at the numbered diagram, answer aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud, then repeat.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is Number 5 a thumb or a finger? {bk05-l1a-f7-09.mp3}
RESPONSE: It's a finger. {bk05-l1a-f7-09-fb.mp3}

PROMPT: Is Number 1 a wrist or a shoulder? {bk05-l1a-f7-10.mp3}
RESPONSE: It's a shoulder. {bk05-l1a-f7-10-fb.mp3}

PROMPT: Is Number 3 a wrist or a shoulder? {bk05-l1a-f7-11.mp3}
RESPONSE: It's a wrist. {bk05-l1a-f7-11-fb.mp3}

PROMPT: Is Number 6 a thumb or a hand? {bk05-l1a-f7-12.mp3}
RESPONSE: It's a thumb. {bk05-l1a-f7-12-fb.mp3}

PROMPT: Is Number 2 a wrist or an elbow? {bk05-l1a-f7-13.mp3}
RESPONSE: It's an elbow. {bk05-l1a-f7-13-fb.mp3}

PROMPT: Is Number 4 a shoulder or a hand? {bk05-l1a-f7-14.mp3}
RESPONSE: It's a hand. {bk05-l1a-f7-14-fb.mp3}

PROMPT: Is Number 7 a thumb or a nail? {bk05-l1a-f7-15.mp3}
RESPONSE: It's a nail. {bk05-l1a-f7-15-fb.mp3}

PROMPT: Is Number 5 a finger or a wrist? {bk05-l1a-f7-16.mp3}
RESPONSE: It's a finger. {bk05-l1a-f7-16-fb.mp3}

# Source: LLA 1A Figure 8
$DIALOGUE The Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
ID: 5-1a-f8
INTRO: Now the leg and the foot — knees, ankles, heels, and all ten toes. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is a leg. {bk05-l1a-f8-01.mp3}

VOCAB: knee
LINE: Knee. Knees. This is a knee. {bk05-l1a-f8-02.mp3}

VOCAB: ankle
LINE: Ankle. Ankles. This is an ankle. {bk05-l1a-f8-03.mp3}

LINE: Foot. Feet. We stand on our two feet. {bk05-l1a-f8-04.mp3}

VOCAB: heel
VOCAB: foot
LINE: Heel. Heels. This is the heel on our foot. {bk05-l1a-f8-05.mp3}

VOCAB: toe
LINE: Toe. Toes. We have 10 toes on our feet. {bk05-l1a-f8-06.mp3}

VOCAB: toenail
LINE: Nail. Toenail. Nails. Toenails. The nails on our feet are the toenails. {bk05-l1a-f8-07.mp3}

# DROPPED (twin): ST §The Leg (l1-s7) — same leg-parts presentation as the cassette activity above; cassette kept.

# Source: LLA 1A Figure 8 (questions pass)
$PRODUCE Name the Parts of the Leg {page_016_001.jpg|Diagram of a human leg and foot with labeled parts: 1. KNEE, 2. ANKLE, 3. FOOT, 4. HEEL, 5. TOE, 6. NAIL/TOENAIL}
ID: 5-1a-f8-b
INTRO: Look at the numbered leg diagram. Say which part each number is, then check your answer.
INSTRUCTION: Answer aloud, then check.
INPUT: speak
CHECK: reveal

PROMPT: What's number 3? {bk05-l1a-f8-08.mp3}
RESPONSE: That's a foot. {bk05-l1a-f8-09.mp3}

PROMPT: What's number 6? {bk05-l1a-f8-10.mp3}
RESPONSE: That's a nail or a toenail. {bk05-l1a-f8-11.mp3}

PROMPT: What's number 4? {bk05-l1a-f8-12.mp3}
RESPONSE: That's a heel. {bk05-l1a-f8-13.mp3}

PROMPT: What's number 2? {bk05-l1a-f8-14.mp3}
RESPONSE: That's an ankle. {bk05-l1a-f8-15.mp3}

PROMPT: What's number 1? {bk05-l1a-f8-16.mp3}
RESPONSE: That's a knee. {bk05-l1a-f8-17.mp3}

PROMPT: What's number 5? {bk05-l1a-f8-18.mp3}
RESPONSE: That's a toe. {bk05-l1a-f8-19.mp3}

# Source: ST §Either, Ether
$DIALOGUE Say the "th" Word Pairs
ID: l1-s9
INTRO: English has two "th" sounds — one soft, one buzzing. Read and repeat each pair; your tongue will feel the difference.
INSTRUCTION: Read and repeat the words.
REPEAT

LINE: either ... ether
LINE: teethe ... teeth
LINE: sheathe ... sheath
LINE: wreathe ... wreath
LINE: clothe ... cloth
LINE: thy ... thigh
LINE: loath ... loathe
LINE: soothe ... sooth

# Source: LLA 1A Figure 6
$SELECT Same or Different?
ID: 5-1a-f6
HIDE_PROMPT
INTRO: Listen to the two words. Decide if the "th" sounds are the same or different.
INSTRUCTION: Tap Same or Different.

OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: teeth ... teeth {bk05-l1a-f6-ex.mp3}
ANSWER: d

PROMPT: cloth ... cloth {bk05-l1a-f6-01.mp3}
ANSWER: d

PROMPT: soothe ... soothe {bk05-l1a-f6-02.mp3}
ANSWER: s

PROMPT: thigh ... thigh {bk05-l1a-f6-03.mp3}
ANSWER: d

PROMPT: cloth ... cloth {bk05-l1a-f6-04.mp3}
ANSWER: s

PROMPT: breathe ... breathe {bk05-l1a-f6-05.mp3}
ANSWER: s

PROMPT: mouth ... mouth {bk05-l1a-f6-06.mp3}
ANSWER: d

PROMPT: teeth ... teeth {bk05-l1a-f6-07.mp3}
ANSWER: s

PROMPT: wreath ... wreath {bk05-l1a-f6-08.mp3}
ANSWER: s

PROMPT: loath ... loath {bk05-l1a-f6-09.mp3}
ANSWER: d

PROMPT: ether ... either {bk05-l1a-f6-10.mp3}
ANSWER: d

# Source: LLA 1C Figure 5 (skills strand, placed with the other "th" work)
$SELECT Which "th" Do You Hear?
ID: 5-1c-f5
HIDE_PROMPT
INTRO: One more round with "th". Listen to the word and decide if you hear the voiced sound as in "thy" or the voiceless sound as in "thigh".
INSTRUCTION: Tap the sound you hear.

OPTION: a | ð sound (as in thy)
OPTION: b | θ sound (as in thigh)

EXAMPLE
PROMPT: those {bk05-l1c-f5-ex.mp3}
ANSWER: a

PROMPT: eighth {bk05-l1c-f5-01.mp3}
ANSWER: b

PROMPT: brother {bk05-l1c-f5-02.mp3}
ANSWER: a

PROMPT: thirsty {bk05-l1c-f5-03.mp3}
ANSWER: b

PROMPT: throat {bk05-l1c-f5-04.mp3}
ANSWER: b

PROMPT: then {bk05-l1c-f5-05.mp3}
ANSWER: a

PROMPT: mouth {bk05-l1c-f5-06.mp3}
ANSWER: b

PROMPT: there {bk05-l1c-f5-07.mp3}
ANSWER: a

PROMPT: month {bk05-l1c-f5-08.mp3}
ANSWER: b

PROMPT: thumb {bk05-l1c-f5-09.mp3}
ANSWER: b

PROMPT: father {bk05-l1c-f5-10.mp3}
ANSWER: a

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THY / THIGH" (ST p. 9) — instructor-read; the cassette versions above cover the same skill.

# Source: LLA 1B Figure 6, merged with the distinct words of ST §Write: P (dropped twin)
$PRODUCE The Letter "p"
ID: 5-1b-f6
INPUT: type
CHECK: exact
INTRO: Every word here is missing the letter "p". Type it in, then listen and say the whole word.
INSTRUCTION: Type the letter "p" to complete the word.
REPEAT

PROMPT: point {bk05-l1b-f6-01.mp3}
TEMPLATE: ____{p}oint
RESPONSE: point {bk05-l1b-f6-01.mp3}

PROMPT: report {bk05-l1b-f6-02.mp3}
TEMPLATE: re____{p}ort
RESPONSE: report {bk05-l1b-f6-02.mp3}

PROMPT: play {bk05-l1b-f6-03.mp3}
TEMPLATE: ____{p}lay
RESPONSE: play {bk05-l1b-f6-03.mp3}

PROMPT: map {bk05-l1b-f6-04.mp3}
TEMPLATE: ma____{p}
RESPONSE: map {bk05-l1b-f6-04.mp3}

PROMPT: penny {bk05-l1b-f6-05.mp3}
TEMPLATE: ____{p}enny
RESPONSE: penny {bk05-l1b-f6-05.mp3}

PROMPT: picture {bk05-l1b-f6-06.mp3}
TEMPLATE: ____{p}icture
RESPONSE: picture {bk05-l1b-f6-06.mp3}

PROMPT: sports {bk05-l1b-f6-07.mp3}
TEMPLATE: s____{p}orts
RESPONSE: sports {bk05-l1b-f6-07.mp3}

PROMPT: pants {bk05-l1b-f6-08.mp3}
TEMPLATE: ____{p}ants
RESPONSE: pants {bk05-l1b-f6-08.mp3}

PROMPT: stand up {bk05-l1b-f6-09.mp3}
TEMPLATE: stand u____{p}
RESPONSE: stand up {bk05-l1b-f6-09.mp3}

PROMPT: open {bk05-l1b-f6-10.mp3}
TEMPLATE: o____{p}en
RESPONSE: open {bk05-l1b-f6-10.mp3}

PROMPT: stripes {bk05-l1b-f6-11.mp3}
TEMPLATE: stri____{p}es
RESPONSE: stripes {bk05-l1b-f6-11.mp3}

PROMPT: captain {bk05-l1b-f6-12.mp3}
TEMPLATE: ca____{p}tain
RESPONSE: captain {bk05-l1b-f6-12.mp3}

# ST-only words merged from §Write: P (TTS)

PROMPT: repeat
TEMPLATE: re____{p}eat
RESPONSE: repeat

PROMPT: spell
TEMPLATE: s____{p}ell
RESPONSE: spell

PROMPT: please
TEMPLATE: ____{p}lease
RESPONSE: please

PROMPT: pilot
TEMPLATE: ____{p}ilot
RESPONSE: pilot

PROMPT: tape
TEMPLATE: ta____{p}e
RESPONSE: tape

PROMPT: pencil
TEMPLATE: ____{p}encil
RESPONSE: pencil

PROMPT: sleep
TEMPLATE: slee____{p}
RESPONSE: sleep

$SESSION 1-3: What's the Matter?

# Source: LLA 1B Figure 4
$DIALOGUE When You're Sick
ID: 5-1b-f4
INTRO: In this part you'll learn to ask what's wrong and say what hurts — poor Al is about to demonstrate. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: What's the matter?
LINE: What's the matter? {bk05-l1b-f4-01.mp3}

VOCAB: What's wrong?
LINE: What's wrong? {bk05-l1b-f4-02.mp3}

VOCAB: to take medicine
LINE: Take medicine. {bk05-l1b-f4-03.mp3}

VOCAB: medicine
LINE: Medicine. {bk05-l1b-f4-04.mp3}

LINE: Head. {bk05-l1b-f4-05.mp3}

VOCAB: to hurt
LINE: Hurt. {bk05-l1b-f4-06.mp3}

LINE: Throat. {bk05-l1b-f4-07.mp3}

VOCAB: sore
LINE: Sore. {bk05-l1b-f4-08.mp3}

# Source: LLA 1B Figure 4 (dialogue pass — listen only; the repeat pass is 1B Figure 5)
$DIALOGUE What's Wrong with Al? (Pictures)
ID: 5-1b-f4-b
INTRO: Now look at the pictures of Al's bad week and just listen to the conversation about him.
INSTRUCTION: Listen to the dialogue.

Paul: What's wrong with Al? {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-09.mp3}
Frank: He's sick. {page_020_001.jpg|Two men in shirts and ties talking to each other} {bk05-l1b-f4-10.mp3}
Paul: What's the matter? {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-11.mp3}
Frank: His head hurts. His throat is sore. {page_020_002.jpg|A man holding his head and throat with a scarf around his neck, looking uncomfortable with motion lines indicating pain} {bk05-l1b-f4-12.mp3}
Paul: Did he visit the doctor? {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-13.mp3}
Frank: Yes. He went yesterday morning. {page_020_003.jpg|A doctor giving a pill bottle to a man wearing a coat sitting on an examination table} {bk05-l1b-f4-14.mp3}
Paul: Did he get medicine for his sore throat? {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-15.mp3}
Frank: Yes. And he takes his medicine every 4 hours. {page_020_004.jpg|A female nurse or doctor feeding liquid medicine from a spoon to a male patient} {bk05-l1b-f4-16.mp3}

# Source: ST §What's the Matter? (distinct Jack sentences and picture; the word list above teaches the vocabulary)
$DIALOGUE What's the Matter? (Jack) {st-page_015_001.jpg|A man sitting on a bed with a bandaged leg holding his knee in pain, next to two medicine bottles on a side table}
ID: l1-s11
INTRO: Meet Jack and his sore knee. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each line.
REPEAT

LINE: Jack hurt his knee.

LINE: His knee hurts. It's very sore.

LINE: The doctor gave Jack medicine.

LINE: Jack must take his medicine for 2 days.

# Source: LLA 1B Figure 5
$DIALOGUE What's Wrong with Al?
ID: 5-1b-f5
INTRO: Paul and Frank talk about their sick friend Al. Listen and repeat each line — you'll play Frank in a moment.
INSTRUCTION: Listen and repeat each line.
REPEAT

Paul: What's wrong with Al? {bk05-l1b-f5-01.mp3}
Frank: He's sick. {bk05-l1b-f5-02.mp3}
Paul: What's the matter? {bk05-l1b-f5-03.mp3}
Frank: His head hurts. His throat is sore. {bk05-l1b-f5-04.mp3}
Paul: Did he visit the doctor? {bk05-l1b-f5-05.mp3}
Frank: Yes, he went yesterday morning. {bk05-l1b-f5-06.mp3}
Paul: Did he get medicine for his sore throat? {bk05-l1b-f5-07.mp3}
Frank: Yes, and he takes his medicine every 4 hours. {bk05-l1b-f5-08.mp3}

# Source: LLA 1B Figure 5 (role-play pass)
$DIALOGUE Take Frank's Part
ID: 5-1b-f5-role-frank
REFERENCE: 5-1b-f5
PLAY_ROLE: Frank
INTRO: Same conversation, but now you are Frank. Say Frank's lines when it's your turn.
INSTRUCTION: You are Frank — speak your lines in the pauses.

# Source: ST §What's the Matter with Jack?
$DIALOGUE What's the Matter with Jack?
ID: l1-s12
INTRO: Another patient — Jack hurt his knee. Listen and repeat the conversation.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Bob: What's the matter with Jack?
Sam: He hurt his knee last night. His knee is very sore.
Bob: Did he go to the doctor?
Sam: Yes, he did.
LINE: Jack must take his medicine for two days.
LINE: The doctor wants to see Jack again in two days.

# Source: ST §What's Wrong, John?
$DIALOGUE What's Wrong, John? {st-page_016_001.jpg|A man with a pained expression holding his sore right arm, while another man hands him a bottle of medicine}
ID: l1-s13
INTRO: John's arm is sore — tennis, again. Listen and repeat the conversation.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Mark: What's wrong, John?
John: My right arm is very sore.
Mark: Did you play tennis last night again?
John: Yes, I did.
Mark: Here. Put this medicine on your arm.
John: Thanks, Mark.

# Source: ST §He's Not Here. He's Sick. (context paragraph split out as a reading)
$DIALOGUE Mr. Smith Is Sick
ID: l1-s14-story
INTRO: First, the facts about Mr. Smith. Just listen — you'll use them to complete a conversation next.
INSTRUCTION: Listen to the paragraph.

Narrator: Mr. Smith was your teacher last week. He's sick this week.
Narrator: His head and his right ear hurt. He's taking some medicine.

# Source: ST §He's Not Here. He's Sick.
$PRODUCE He's Not Here. He's Sick.
ID: l1-s14
REFERENCE: l1-s14-story
INTRO: Complete the conversation about Mr. Smith. Type the missing words — open the paragraph if you forget a detail.
INSTRUCTION: Complete the dialog using information from the paragraph.
INPUT: type
CHECK: exact

TEMPLATE: — Mr. ____{Smith} is not here today, again. He wasn't here yesterday.
RESPONSE: Mr. Smith is not here today, again. He wasn't here yesterday.

TEMPLATE: — Yes, I know. He's sick.
TEMPLATE: — What's ____{the matter|wrong|the matter with him|wrong with him}?
RESPONSE: What's the matter with him?

TEMPLATE: — His ____{head and his right ear hurt|head and right ear hurt}.
RESPONSE: His head and his right ear hurt.

TEMPLATE: — Is he taking ____{medicine|some medicine|any medicine} for that?
RESPONSE: Is he taking medicine for that?

TEMPLATE: — ____{Yes, he is|Yes, he's taking some medicine}.
RESPONSE: Yes, he is.

# SKIPPED (book): "MY NECK WAS SORE LAST WEEK." (ST p. 17) — only the open ask-and-answer/discussion half; its 4 printed completion blanks are converted below.

# Source: ST §My Neck Was Sore Last Week. (the printed completion blanks; the open ask-and-answer half stays skipped)
$PRODUCE Ask About a Sore Neck
ID: l1-s14-neck
INTRO: Your friend's neck was sore last week — today he looks fine. Complete the questions you would ask him.
INSTRUCTION: Type the missing words.
INPUT: type
CHECK: exact

TEMPLATE: What was wrong ____{with you}?
RESPONSE: What was wrong with you?

TEMPLATE: Did you go to the ____{doctor}?
RESPONSE: Did you go to the doctor?

TEMPLATE: Was your ____{neck} very sore?
RESPONSE: Was your neck very sore?

TEMPLATE: Is your ____{neck} okay now?
RESPONSE: Is your neck okay now?

# Source: LLA 1C Figure 7 (placed with the health topic it practices)
$DIALOGUE What Happened to Bill?
ID: 5-1c-f7-dialogue
INTRO: Bill gets hurt a lot. Listen to the conversation and keep track of which body parts he hurt.
INSTRUCTION: Listen to the conversation.

Man1: What happened to Bill? {bk05-l1c-f7-01.mp3}
Man2: He hurt his hand. {bk05-l1c-f7-02.mp3}
Man1: Again? Didn't he hurt it last week? {bk05-l1c-f7-03.mp3}
Man2: Last week he hurt his right arm. {bk05-l1c-f7-04.mp3}
LINE: This week he hurt his left hand. {bk05-l1c-f7-05.mp3}
LINE: And the week before he hurt his left knee. {bk05-l1c-f7-06.mp3}

# Source: LLA 1C Figure 7 (writing pass)
$PRODUCE What Did Bill Hurt?
ID: 5-1c-f7
REFERENCE: 5-1c-f7-dialogue
INPUT: type
CHECK: exact
INTRO: Type the body parts Bill hurt, in the order you heard them. Listen to the conversation again if you need to.
INSTRUCTION: Type the part of the body.

TEMPLATE: 1. ____
RESPONSE: hand

TEMPLATE: 2. ____
RESPONSE: right arm
ACCEPT: arm

TEMPLATE: 3. ____
RESPONSE: left hand
ACCEPT: hand

TEMPLATE: 4. ____
RESPONSE: left knee
ACCEPT: knee

# Source: LLA 1B Figure 7
$DIALOGUE Move, Point To, and Touch
ID: 5-1b-f7
INTRO: Three things your body does all day: move, point, and touch. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: to move
LINE: Move, moving. {bk05-l1b-f7-01.mp3}

LINE: The students are moving a desk. {page_022_001.jpg|Two men carrying a heavy wooden desk together} {bk05-l1b-f7-02.mp3}

LINE: The man is moving his head. {page_022_002.jpg|A man shaking or moving his head back and forth} {bk05-l1b-f7-03.mp3}

LINE: The ball is moving. {page_022_003.jpg|A basketball falling through a basketball hoop and net} {bk05-l1b-f7-04.mp3}

VOCAB: to point to
LINE: Point to, pointing to. {bk05-l1b-f7-05.mp3}

LINE: The teacher is pointing to the chalkboard. {page_022_004.jpg|A teacher pointing a stick at a blackboard with math equations} {bk05-l1b-f7-06.mp3}

LINE: The soldier is pointing to the barracks. {page_022_005.jpg|A military officer pointing his finger at another soldier} {bk05-l1b-f7-07.mp3}

LINE: The man is pointing to the airplane. {page_022_006.jpg|A man pointing up at an airplane flying in the sky} {bk05-l1b-f7-08.mp3}

VOCAB: to touch
LINE: Touch, touching. {bk05-l1b-f7-09.mp3}

LINE: The hand is touching the book. {page_022_007.jpg|A hand touching the cover of a thick closed book} {bk05-l1b-f7-10.mp3}

LINE: The woman is touching the child's head. {page_022_008.jpg|A hand gently touching the top of a young boy's head} {bk05-l1b-f7-11.mp3}

LINE: The chair is touching the wall. {page_022_009.jpg|An empty wooden chair standing alone} {bk05-l1b-f7-12.mp3}

# Source: ST §Point to Your Foot (distinct sentences salvaged from dropped twin)
$DIALOGUE More Move, Point, and Touch
ID: 5-1b-f7-b
INTRO: A few more sentences with the same three verbs — this time about bodies, chairs, and tables. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: He moves his hand. {st-page_011_002.jpg|An illustration of a hand moving side to side}

LINE: He points to his right foot. {st-page_011_003.jpg|An illustration of a person in a suit pointing down at their right foot}

LINE: He touches his shoulder. {st-page_011_004.jpg|An illustration of a person touching their own shoulder}

LINE: Bones and muscles help move the body.
LINE: John moved to a different chair.
LINE: Move this table, please.
LINE: He's pointing to the new words.
LINE: The teacher pointed to his head.
LINE: Touch your head.
LINE: She's touching her shoulder.
LINE: He touched his foot.

$SESSION 1-4: Large and Small, One and Ones

# Source: LLA 1B Figure 2
$DIALOGUE Large, Small, Long, and Short
ID: 5-1b-f2
INTRO: In this part you'll learn to describe things — and people — as large, small, long, or short. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: large
LINE: This is a large table with 4 chairs. {page_018_001.jpg|A large rectangular dining table with four chairs around it} {bk05-l1b-f2-01.mp3}

VOCAB: small
LINE: This is a small table with 2 chairs. {page_018_002.jpg|A small round table with two small chairs} {bk05-l1b-f2-02.mp3}

LINE: The basketball is a large ball. {page_018_003.jpg|A tall boy reaching up to catch a large ball} {bk05-l1b-f2-03.mp3}

LINE: The tennis ball is a small ball. {page_018_004.jpg|A small girl swinging a tennis racket at a small ball} {bk05-l1b-f2-04.mp3}

VOCAB: long
LINE: The man is wearing long pants. {page_018_005.jpg|A tall man standing with long legs and body} {bk05-l1b-f2-05.mp3}

VOCAB: short
LINE: The man plays basketball in short pants. {page_018_006.jpg|A short basketball player standing under a basketball hoop holding a ball} {bk05-l1b-f2-06.mp3}

LINE: These are long fingernails. {page_018_007.jpg|A hand showing long fingernails} {bk05-l1b-f2-07.mp3}

LINE: These are short fingernails. {page_018_008.jpg|A hand showing short trimmed fingernails} {bk05-l1b-f2-08.mp3}

# Source: ST §She Wears Long Dresses. (distinct clothing sentences and pictures; the cassette activity above teaches the adjectives)
$DIALOGUE She Wears Long Dresses
ID: l1-s15
INTRO: The same four words again — now about clothes that fit, and clothes that don't. Listen and repeat.
INSTRUCTION: Listen and repeat each line.
REPEAT

LINE: Danny's clothes are small. They're small clothes. {st-page_018_001.jpg|A young boy wearing a striped shirt and shorts that fit him closely}

LINE: Bill's T-shirt is large. It's a large T-shirt. {st-page_018_002.jpg|A man wearing an oversized, loose T-shirt that hangs low on him}

LINE: Eva sometimes wears short dresses. {st-page_018_003.jpg|A woman wearing a short knee-length dress}

LINE: She wore a long dress to the dance last month. {st-page_018_004.jpg|A woman wearing an ankle-length long dress}

# Source: LLA 1B Figure 3 (reading)
$DIALOGUE Large Larry and Small Sally {page_019_001.jpg|A tall male military officer named Large Larry standing next to a shorter female military officer named Small Sally}
ID: 5-1b-f3-story
INTRO: Meet Large Larry and Small Sally — he eats large meals, she doesn't, and their wardrobes agree. Just listen to the story.
INSTRUCTION: Listen to the reading passage.

LINE: Large Larry and Small Sally are in the military. {bk05-l1b-f3-01.mp3}
LINE: Larry's very big and tall. {bk05-l1b-f3-02.mp3}
LINE: He likes to eat. {bk05-l1b-f3-03.mp3}
LINE: He eats very large meals. {bk05-l1b-f3-04.mp3}
LINE: He wears large clothes, too. {bk05-l1b-f3-05.mp3}
LINE: Larry likes sports. {bk05-l1b-f3-06.mp3}
LINE: He plays soccer and basketball. {bk05-l1b-f3-07.mp3}
LINE: He wears short pants to play these games. {bk05-l1b-f3-08.mp3}
LINE: He goes to class and to work in long trousers. {bk05-l1b-f3-09.mp3}
LINE: Sally's very small. {bk05-l1b-f3-10.mp3}
LINE: She wears small clothes. {bk05-l1b-f3-11.mp3}
LINE: She doesn't like to eat large meals. {bk05-l1b-f3-12.mp3}
LINE: Sally plays tennis. {bk05-l1b-f3-13.mp3}
LINE: She plays tennis in short pants. {bk05-l1b-f3-14.mp3}
LINE: She wears short skirts and dresses to school and work. {bk05-l1b-f3-15.mp3}
LINE: Sally likes to wear long dresses. {bk05-l1b-f3-16.mp3}
LINE: She wears a long dress to the Officers' Dinner every month. {bk05-l1b-f3-17.mp3}

# Source: LLA 1B Figure 3 (questions pass)
$PRODUCE Questions About Larry and Sally
ID: 5-1b-f3
REFERENCE: 5-1b-f3-story
INPUT: speak
CHECK: reveal
INTRO: Now the questions about Larry and Sally. Answer aloud in a full sentence — open the story if you need it — then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat the model answer.
REPEAT

PROMPT: Who are the paragraphs about? {bk05-l1b-f3-18.mp3}
RESPONSE: Large Larry and Small Sally. {bk05-l1b-f3-19.mp3}

PROMPT: Does Larry eat large meals or small meals? {bk05-l1b-f3-20.mp3}
RESPONSE: He eats large meals. {bk05-l1b-f3-21.mp3}

PROMPT: Does Larry wear large or small clothes? {bk05-l1b-f3-22.mp3}
RESPONSE: He wears large clothes. {bk05-l1b-f3-23.mp3}

PROMPT: Does Larry wear short or long pants to play sports? {bk05-l1b-f3-24.mp3}
RESPONSE: He wears short pants to play sports. {bk05-l1b-f3-25.mp3}

PROMPT: Does Larry wear short or long trousers to class and to work? {bk05-l1b-f3-26.mp3}
RESPONSE: He wears long trousers to class and to work. {bk05-l1b-f3-27.mp3}

PROMPT: Is Sally small or large? {bk05-l1b-f3-28.mp3}
RESPONSE: Sally is small. {bk05-l1b-f3-29.mp3}

PROMPT: Does Sally wear large clothes or small clothes? {bk05-l1b-f3-30.mp3}
RESPONSE: She wears small clothes. {bk05-l1b-f3-31.mp3}

PROMPT: Does she eat large meals or small meals? {bk05-l1b-f3-32.mp3}
RESPONSE: She eats small meals. {bk05-l1b-f3-33.mp3}

PROMPT: Does she wear short or long pants to play tennis? {bk05-l1b-f3-34.mp3}
RESPONSE: She wears short pants to play tennis. {bk05-l1b-f3-35.mp3}

PROMPT: What does Sally wear to school and work? {bk05-l1b-f3-36.mp3}
RESPONSE: She wears short skirts and dresses. {bk05-l1b-f3-37.mp3}

PROMPT: What does Sally wear to the Officers' Dinner every month? {bk05-l1b-f3-38.mp3}
RESPONSE: She wears a long dress. {bk05-l1b-f3-39.mp3}

# Source: ST §Ken and Johnny (word-bank cloze converted to a select with the box as the option pool)
$SELECT Ken and Johnny
ID: l1-s16
INTRO: Ken is ten, his little brother Johnny is five. Complete each sentence about them — tap the best word from the box.
INSTRUCTION: Tap the correct word: "long", "short", "large", or "small". Use each word from the box only once.
OPTION: a | large
OPTION: b | small
OPTION: c | long
OPTION: d | short

TEMPLATE: Ken is 10 years old. His brother Johnny is 5 years old.
TEMPLATE: Ken's clothes are ____.
ANSWER: a
FEEDBACK: Ken's clothes are large.

TEMPLATE: Johnny's clothes are ____.
ANSWER: b
FEEDBACK: Johnny's clothes are small.

TEMPLATE: Sometimes, Johnny wears Ken's T-shirts. Ken's T-shirts are ____ on Johnny.
ANSWER: c
FEEDBACK: Ken's T-shirts are long on Johnny.

TEMPLATE: Ken cannot wear Johnny's T-shirts. They are very ____.
ANSWER: d
FEEDBACK: They are very short.

# Source: new (gap: "one/ones" is drilled in this lesson but never explained)
$GRAMMAR "One" and "Ones"
ID: 5-1b-f8-g
INTRO: A small word that saves a lot of repeating: "one".

CARD: When you don't want to say a noun again, use **one** for a singular thing.
{I don't want a blue shirt. I want a white one.}

CARD: Use **ones** for plural things.
{Do you like these blue slacks? — No, I like these black ones.}

SUMMARY:
| Instead of... | Say... |
|---|---|
| I want a white shirt. | I want a white one. |
| I like the black slacks. | I like the black ones. |

# Source: LLA 1B Figure 8 (reading)
$DIALOGUE They Like the Same Ones
ID: 5-1b-f8-story
INTRO: Joan goes shopping with her friend Mary, and they agree on almost everything. Listen to the story, and notice the words "one" and "ones".
INSTRUCTION: Listen to the reading passage.

LINE: Joan and Mary went to a clothing store. {bk05-l1b-f8-01.mp3}

VOCAB: one
LINE: Joan wore a coat; Mary wore one too. {bk05-l1b-f8-02.mp3}

LINE: They looked at hats and gloves. {bk05-l1b-f8-03.mp3}
LINE: Joan said, "I want a red hat." The clerk said, "We don't have a red one; we have an orange one." "No thank you," Joan said. {bk05-l1b-f8-04.mp3}
LINE: They looked at dresses. {bk05-l1b-f8-05.mp3}
LINE: "I like long dresses," Mary said. {bk05-l1b-f8-06.mp3}
LINE: "I like long ones too," said Joan. {bk05-l1b-f8-07.mp3}
LINE: "I need black shoes," said Mary. {bk05-l1b-f8-08.mp3}
LINE: "I got these last week," said Joan. {bk05-l1b-f8-09.mp3}
LINE: "Do you like these blue slacks?" asked Mary. {bk05-l1b-f8-10.mp3}
LINE: "No, I like these black ones," answered Joan. {bk05-l1b-f8-11.mp3}
LINE: The girls had a good day. {bk05-l1b-f8-12.mp3}

# Source: LLA 1B Figure 8 (questions pass)
$SELECT What Does "One" Mean Here?
ID: 5-1b-f8
REFERENCE: 5-1b-f8-story
INTRO: Each question asks what "one" or "ones" stands for in the story. Tap the correct noun, then repeat the full sentence.
INSTRUCTION: Tap the word that "one" or "ones" refers to.
REPEAT

PROMPT: In the sentence "Mary wore one too," what is "one"? {bk05-l1b-f8-13.mp3}
OPTION: a | a coat
OPTION: b | a hat
OPTION: c | a dress
ANSWER: a
FEEDBACK: Mary wore a coat too. Mary wore one too. {bk05-l1b-f8-14.mp3}

PROMPT: In the sentence "We don't have a red one," what is "one"? {bk05-l1b-f8-15.mp3}
OPTION: a | a coat
OPTION: b | a hat
OPTION: c | a glove
ANSWER: b
FEEDBACK: We don't have a red hat. We don't have a red one. {bk05-l1b-f8-16.mp3}

PROMPT: In the sentence "We have an orange one," what is "one"? {bk05-l1b-f8-17.mp3}
OPTION: a | a hat
OPTION: b | a dress
OPTION: c | a coat
ANSWER: a
FEEDBACK: We have an orange hat. We have an orange one.

PROMPT: In the sentence "I like long ones too," what is "ones"? {bk05-l1b-f8-19.mp3}
OPTION: a | hats
OPTION: b | dresses
OPTION: c | shoes
ANSWER: b
FEEDBACK: I like long dresses too. I like long ones too.

PROMPT: In the sentence "I like these black ones," what is "ones"? {bk05-l1b-f8-21.mp3}
OPTION: a | dresses
OPTION: b | shoes
OPTION: c | slacks
ANSWER: c
FEEDBACK: I like these black slacks. I like these black ones.

# Source: ST §He Doesn't Want a Blue One. (duplicate of the worked example removed)
$PRODUCE Use "One" or "Ones"
ID: l1-s21
INTRO: A picky customer, a patient clerk. Rewrite each marked noun as "one" or "ones" — type the missing word.
INSTRUCTION: Replace the marked noun with "one" or "ones".
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: "I don't want a blue shirt. I want a white *shirt*," said John.
TEMPLATE: I want a white ____{one}.
RESPONSE: I want a white one.

TEMPLATE: "Our yellow *shirts* are $7.99, and the gray *shirts* over here are $7.50," the clerk said.
TEMPLATE: Our yellow ____{ones} are $7.99...
TEMPLATE: ...and the gray ____{ones} over here are $7.50," the clerk said.
RESPONSE: Our yellow ones are $7.99, and the gray ones over here are $7.50," the clerk said.

TEMPLATE: "Ma'am, I don't want a blue shirt. I don't want a yellow *shirt*."
TEMPLATE: I don't want a yellow ____{one}.
RESPONSE: I don't want a yellow one.

TEMPLATE: "I want a white *shirt*!"
TEMPLATE: I want a white ____{one}!
RESPONSE: I want a white one!

TEMPLATE: "We don't have white *shirts* this week," the clerk said.
TEMPLATE: We don't have white ____{ones} this week.
RESPONSE: We don't have white ones this week.

# SKIPPED (book): "IS THIS THE ONE?" (ST p. 20) — open classroom pair question-and-answer substitution drill.

$SESSION 1-5: Questions with "Which" and "Or"

# Source: ST §Which grammar box, expanded into a talk-through
$GRAMMAR "Which" Questions
ID: l1-s17
INTRO: In this part you'll learn to ask about choices. First, two short cards on "which".

CARD: Use **which** to ask someone to choose between things.
{Which book do you want?}
{Which do you want?}

CARD: You can use **which one** or **which ones** instead of repeating the noun.
{Which one is she wearing today?}
{Which ones do you like?}

SUMMARY:
| Question | Example answer |
|---|---|
| Which book do you want? | I want the new one. |
| Which ones do you like? | I like the yellow ones. |

# Source: LLA 1C Figure 1
$DIALOGUE Questions with "Which"
ID: 5-1c-f1
INTRO: John and Mary bought too many clothes — perfect for practicing "which". Listen, repeat each question, and listen to the answer.
INSTRUCTION: Listen and repeat each question.
REPEAT

VOCAB: which
LINE: John bought brown pants and blue pants. Which pants is John wearing today? {bk05-l1c-f1-01.mp3}
LINE: He's wearing his brown pants. {bk05-l1c-f1-02.mp3}

LINE: He bought a red tie, a blue tie, and a brown tie. Which tie is he wearing today? {bk05-l1c-f1-03.mp3}
LINE: He's wearing his brown tie. {bk05-l1c-f1-04.mp3}

LINE: He bought a white shirt and a yellow shirt. Which is he wearing? {bk05-l1c-f1-05.mp3}
LINE: He's wearing his yellow shirt. {bk05-l1c-f1-06.mp3}

LINE: Mary bought a purple dress and a pink dress. Which one is she wearing today? {bk05-l1c-f1-07.mp3}
LINE: She's wearing her pink one. {bk05-l1c-f1-08.mp3}

LINE: She bought black shoes and white shoes. Which ones is she wearing today? {bk05-l1c-f1-09.mp3}
LINE: She's wearing her white ones. {bk05-l1c-f1-10.mp3}

# Source: LLA 1C Figure 2
$PRODUCE Ask with "Which"
ID: 5-1c-f2
INTRO: Your turn to ask. Listen to each sentence, then make a question with "which" about the underlined word. Repeat the model question after.
INSTRUCTION: Ask a question with "which".
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Ted is reviewing his *lesson*.
PROMPT: Ted is reviewing his lesson. {bk05-l1c-f2-01-q.mp3}
RESPONSE: Which lesson is he reviewing? {bk05-l1c-f2-01-a.mp3}

TEMPLATE: Mark selected a *dictionary*.
PROMPT: Mark selected a dictionary. {bk05-l1c-f2-02-q.mp3}
RESPONSE: Which dictionary did he select? {bk05-l1c-f2-02-a.mp3}

TEMPLATE: They saw a *movie*.
PROMPT: They saw a movie. {bk05-l1c-f2-03-q.mp3}
RESPONSE: Which movie did they see? {bk05-l1c-f2-03-a.mp3}

TEMPLATE: The boys play a *sport* in the afternoon.
PROMPT: The boys play a sport in the afternoon. {bk05-l1c-f2-04-q.mp3}
RESPONSE: Which sport do they play? {bk05-l1c-f2-04-a.mp3}

TEMPLATE: Tim read two *books*.
PROMPT: Tim read two books. {bk05-l1c-f2-05-q.mp3}
RESPONSE: Which ones did he read? {bk05-l1c-f2-05-a.mp3}

TEMPLATE: The students took a *test* this morning.
PROMPT: The students took a test this morning. {bk05-l1c-f2-06-q.mp3}
RESPONSE: Which test did they take? {bk05-l1c-f2-06-a.mp3}

TEMPLATE: George works on a *base*.
PROMPT: George works on a base. {bk05-l1c-f2-07-q.mp3}
RESPONSE: Which base does he work on? {bk05-l1c-f2-07-a.mp3}

TEMPLATE: Sam wore a *suit*.
PROMPT: Sam wore a suit. {bk05-l1c-f2-08-q.mp3}
RESPONSE: Which suit did he wear? {bk05-l1c-f2-08-a.mp3}

# Source: ST §Ask and Answer with Which (cue prompts moved to TEMPLATE so TTS doesn't read the slash)
$PRODUCE Ask and Answer with "Which"
ID: l1-s18
INTRO: Now build both halves yourself: make a "which" question from the two cue words, then answer it any way you like. The examples show the pattern.
INSTRUCTION: Make a question with "which" and answer it using the cue words.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct question using "which" with the cue noun and verb, plus any appropriate answer — the learner's choice of answer content is free.

EXAMPLE
TEMPLATE: car / like
RESPONSE: Which car do you like? — I like the blue car.

EXAMPLE
TEMPLATE: shoes / wear
RESPONSE: Which shoes did you wear to the dance? — I wore my brown shoes.

TEMPLATE: lesson / study
RESPONSE: Which lesson did you study? — I studied Lesson 1.

TEMPLATE: movie / watch
RESPONSE: Which movie did you watch? — I watched the new movie.

TEMPLATE: suit / wear
RESPONSE: Which suit did you wear? — I wore my blue suit.

TEMPLATE: pencil / bring
RESPONSE: Which pencil did you bring? — I brought the yellow pencil.

TEMPLATE: season / is
RESPONSE: Which season is it? — It is summer.

TEMPLATE: car / drive
RESPONSE: Which car did you drive? — I drove my father's car.

TEMPLATE: game / play
RESPONSE: Which game did you play? — I played soccer.

TEMPLATE: sister / visit
RESPONSE: Which sister did you visit? — I visited my older sister.

TEMPLATE: eye / hurt
RESPONSE: Which eye hurts? — My left eye hurts.

TEMPLATE: friend / see
RESPONSE: Which friend did you see? — I saw Tom.

# Source: ST §Which One?
$DIALOGUE Which One?
ID: l1-s19
INTRO: Sergeant King is reading again. Listen and repeat the short conversation — "which" and "one" working together.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Mrs_King: Which book are you reading?
Sgt_King: I'm reading the new one. The one I bought on Sunday.

VOCAB: about
Mrs_King: Is that the one about the military?
Sgt_King: Yes, that's the one.

# Source: ST §I Don't Like the Purple Ones.
$DIALOGUE I Don't Like the Purple Ones.
ID: l1-s20
INTRO: Henry is tie shopping, and he has opinions. Listen and repeat the conversation.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Clerk: Here are the ties you wanted to see.
Henry: Thank you.
Clerk: Which ones do you like?
Henry: I like the yellow one and the blue one. I don't like the purple ones.

# Source: ST §Are They Coming or Going?
$DIALOGUE Chicken or Beef?
ID: l1-s29
INTRO: Now the little word "or" — for when there are two choices and you must pick. Listen and repeat the Adams family's dinner talk.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

VOCAB: or
Mr_Adams: Do you want to eat or leave right now?
Mrs_Adams: Let's eat; then we can go.
Mr_Adams: Are we having chicken or beef?
Mrs_Adams: Chicken. We're having chicken and rice.
Mr_Adams: Do you want hot or cold tea?
Mrs_Adams: I want cold tea.

# Source: ST §They're in the Classroom or the Lab.
$DIALOGUE Sentences with "Or"
ID: l1-s30
INTRO: Ten more sentences with "or" — questions, statements, and one rule about the classroom. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Buy a razor at the store or at the BX.
LINE: They eat at the snack bar or the mess hall.
LINE: I didn't see John or Betty.
LINE: You may read a book or watch TV.
LINE: Don't drink or eat in the classroom.
LINE: Do you drink hot or cold tea?
LINE: They don't have small or large shoes.
LINE: Are you going to the store or to the library?
LINE: She can touch or point to her head.
LINE: He can study the first or the last lesson.

# Source: LLA 1C Figure 4
$PRODUCE Ask with "Or"
ID: 5-1c-f4
INTRO: Now build "or" questions yourself. Read the cue words, listen to the statement, ask a question with "or", then repeat the model.
INSTRUCTION: Ask a question with "or".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: walk/drive
PROMPT: James went to the commissary. {bk05-l1c-f4-ex-q.mp3}
RESPONSE: Did he walk or drive? {bk05-l1c-f4-ex-a.mp3}

TEMPLATE: sleeping/studying
PROMPT: John is in his room. {bk05-l1c-f4-01-q.mp3}
RESPONSE: Is he sleeping or studying? {bk05-l1c-f4-01-a.mp3}

TEMPLATE: fly/drive
PROMPT: Jane visited her friend in Dallas. {bk05-l1c-f4-02-q.mp3}
RESPONSE: Did she fly or drive? {bk05-l1c-f4-02-a.mp3}

TEMPLATE: in a city/in a small town
PROMPT: Dan lives in Texas. {bk05-l1c-f4-03-q.mp3}
RESPONSE: Does he live in a city or in a small town? {bk05-l1c-f4-03-a.mp3}

TEMPLATE: black/brown
PROMPT: Rick wants to buy new shoes. {bk05-l1c-f4-04-q.mp3}
RESPONSE: Does he want black or brown ones? {bk05-l1c-f4-04-a.mp3}

TEMPLATE: hot/cold tea
PROMPT: I want tea. {bk05-l1c-f4-05-q.mp3}
RESPONSE: Do you want hot or cold tea? {bk05-l1c-f4-05-a.mp3}

TEMPLATE: red one/blue one
PROMPT: Peggy bought a new sweater. {bk05-l1c-f4-06-q.mp3}
RESPONSE: Did she buy a red one or a blue one? {bk05-l1c-f4-06-a.mp3}

TEMPLATE: studying/watching TV
PROMPT: Rick is in his room. {bk05-l1c-f4-07-q.mp3}
RESPONSE: Is he studying or watching TV? {bk05-l1c-f4-07-a.mp3}

TEMPLATE: take a taxi/bus
PROMPT: Ken went downtown. {bk05-l1c-f4-08-q.mp3}
RESPONSE: Did he take a taxi or a bus? {bk05-l1c-f4-08-a.mp3}

# SKIPPED (book): "DO I HAVE A PEN OR A PENCIL?" (ST p. 24) — open pair guessing game.

# Source: LLA 1C Figure 3 (listening pass)
$SELECT What Was the Sentence About?
ID: 5-1c-f3
HIDE_PROMPT
INTRO: A listening challenge: hear a sentence once and catch its topic. Tap what each sentence is about.
INSTRUCTION: Tap what the sentence was about.

OPTION: a | Ted's scarf
OPTION: b | the summer
OPTION: c | the new library
OPTION: d | the body
OPTION: e | military ranks
OPTION: f | the fall

PROMPT: It's very hot in the summer. {bk05-l1c-f3-01.mp3}
ANSWER: b

PROMPT: Fall is a cool season. {bk05-l1c-f3-02.mp3}
ANSWER: f

PROMPT: "Sergeant," "Lieutenant," and "Captain" are military ranks. {bk05-l1c-f3-03.mp3}
ANSWER: e

PROMPT: The new library has four rooms. {bk05-l1c-f3-04.mp3}
ANSWER: c

PROMPT: The body has bones and muscles. {bk05-l1c-f3-05.mp3}
ANSWER: d

PROMPT: Ted's scarf has black and white stripes. {bk05-l1c-f3-06.mp3}
ANSWER: a

# Source: LLA 1C Figure 3 (questions pass)
$PRODUCE What Was It About?
ID: 5-1c-f3-b
INTRO: Same sentences, now from memory. Answer each question aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What was sentence number 2 about? {bk05-l1c-f3-07-q.mp3}
RESPONSE: It was about the fall. {bk05-l1c-f3-07-a.mp3}

PROMPT: What was sentence number 3 about? {bk05-l1c-f3-08-q.mp3}
RESPONSE: It was about military ranks. {bk05-l1c-f3-08-a.mp3}

PROMPT: What was sentence number 4 about? {bk05-l1c-f3-09-q.mp3}
RESPONSE: It was about the new library. {bk05-l1c-f3-09-a.mp3}

PROMPT: What was sentence number 5 about? {bk05-l1c-f3-10-q.mp3}
RESPONSE: It was about the body. {bk05-l1c-f3-10-a.mp3}

PROMPT: What was sentence number 6 about? {bk05-l1c-f3-11-q.mp3}
RESPONSE: It was about Ted's scarf. {bk05-l1c-f3-11-a.mp3}

# Source: LLA 1C Figure 6
$PRODUCE Type the Missing Words
ID: 5-1c-f6
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Captain Smith has a dinner in two hours and nothing to wear. Listen to each sentence and type the missing words.
INSTRUCTION: Type the missing word(s).

PROMPT: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}
TEMPLATE: Captain Smith wants new clothes for the ____{officers|Officers|officer's|Officer's} Dinner.
RESPONSE: Captain Smith wants new clothes for the officer's dinner. {bk05-l1c-f6-01.mp3}

PROMPT: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}
TEMPLATE: She has a scarf ____{with} black and white stripes.
RESPONSE: She has a scarf with black and white stripes. {bk05-l1c-f6-02.mp3}

PROMPT: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}
TEMPLATE: She ____{wants} a long black skirt and ____{a} white blouse.
RESPONSE: She wants a long black skirt and a white blouse. {bk05-l1c-f6-03.mp3}

PROMPT: She needs shoes. {bk05-l1c-f6-04.mp3}
TEMPLATE: She needs ____{shoes}.
RESPONSE: She needs shoes. {bk05-l1c-f6-04.mp3}

PROMPT: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}
TEMPLATE: She doesn't have black shoes. ____{She|she} needs all these clothes today.
RESPONSE: She doesn't have black shoes. She needs all these clothes today. {bk05-l1c-f6-05.mp3}

PROMPT: The dinner is in two hours. {bk05-l1c-f6-06.mp3}
TEMPLATE: The ____{dinner} is in two hours.
RESPONSE: The dinner is in two hours. {bk05-l1c-f6-06.mp3}

$SESSION 1-6: Ordinal Numbers and Dates

# SKIPPED (book): "LISTEN AND WRITE." (ST p. 19) — instructor-read cloze paragraph without audio stimulus.

# Source: ST §Ordinal Numbers grammar table
$GRAMMAR Ordinal Numbers
ID: l1-s22
INTRO: In this part you'll learn to count in order — first, second, third — and use it for dates.

CARD: Ordinal numbers tell the position of something in a line: first, second, third.
{first}
{second}
{third}
{fourth}
{fifth}
{sixth}

CARD: From "fourth" on, most ordinals end in **-th**.
{seventh}
{eighth}
{ninth}
{tenth}
{eleventh}
{twelfth}

SUMMARY:
| | | | |
|---|---|---|---|
| 1st | first | 2nd | second |
| 3rd | third | 4th | fourth |
| 5th | fifth | 6th | sixth |
| 7th | seventh | 8th | eighth |
| 9th | ninth | 10th | tenth |
| 11th | eleventh | 12th | twelfth |

# Source: LLA 1D Figure 1
$DIALOGUE Say the Ordinal Numbers
ID: 5-1d-f1
INTRO: Now say them with the tape, first through twelfth. Listen and repeat each one.
INSTRUCTION: Listen and repeat each ordinal number.
REPEAT

VOCAB: first
LINE: first {bk05-l1d-f1-01.mp3}
NOTES: 1st

VOCAB: second
LINE: second {bk05-l1d-f1-02.mp3}
NOTES: 2nd

VOCAB: third
LINE: third {bk05-l1d-f1-03.mp3}
NOTES: 3rd

VOCAB: fourth
LINE: fourth {bk05-l1d-f1-04.mp3}
NOTES: 4th

VOCAB: fifth
LINE: fifth {bk05-l1d-f1-05.mp3}
NOTES: 5th

VOCAB: sixth
LINE: sixth {bk05-l1d-f1-06.mp3}
NOTES: 6th

VOCAB: seventh
LINE: seventh {bk05-l1d-f1-07.mp3}
NOTES: 7th

VOCAB: eighth
LINE: eighth {bk05-l1d-f1-08.mp3}
NOTES: 8th

VOCAB: ninth
LINE: ninth {bk05-l1d-f1-09.mp3}
NOTES: 9th

VOCAB: tenth
LINE: tenth {bk05-l1d-f1-10.mp3}
NOTES: 10th

VOCAB: eleventh
LINE: eleventh {bk05-l1d-f1-11.mp3}
NOTES: 11th

VOCAB: twelfth
LINE: twelfth {bk05-l1d-f1-12.mp3}
NOTES: 12th

# DROPPED (twin): ST §Ordinal Numbers dialogue (l1-s23) — same ordinal recitation as the cassette activity above; cassette kept.

# Source: LLA 1D Figure 2
$SELECT Which Number Do You Hear?
ID: 5-1d-f2
HIDE_PROMPT
INTRO: Listen carefully — "eighth" and "tenth" like to hide in each other. Tap the ordinal number you hear, then repeat it.
INSTRUCTION: Tap the number you hear.
REPEAT

EXAMPLE
PROMPT: fifth {bk05-l1d-f2-ex.mp3}
OPTION: a | 6th
OPTION: b | 5th
ANSWER: b
FEEDBACK: 5th {bk05-l1d-f2-01-fb.mp3}

PROMPT: eighth {bk05-l1d-f2-02.mp3}
OPTION: a | 8th
OPTION: b | 10th
ANSWER: a
FEEDBACK: eighth {bk05-l1d-f2-02-fb.mp3}

PROMPT: second {bk05-l1d-f2-03.mp3}
OPTION: a | 4th
OPTION: b | 2nd
ANSWER: b
FEEDBACK: second {bk05-l1d-f2-03-fb.mp3}

PROMPT: first {bk05-l1d-f2-04.mp3}
OPTION: a | 1st
OPTION: b | 3rd
ANSWER: a
FEEDBACK: first {bk05-l1d-f2-04-fb.mp3}

PROMPT: twelfth {bk05-l1d-f2-05.mp3}
OPTION: a | 12th
OPTION: b | 10th
ANSWER: a
FEEDBACK: twelfth {bk05-l1d-f2-05-fb.mp3}

PROMPT: fourth {bk05-l1d-f2-06.mp3}
OPTION: a | 10th
OPTION: b | 4th
ANSWER: b
FEEDBACK: fourth {bk05-l1d-f2-06-fb.mp3}

PROMPT: ninth {bk05-l1d-f2-07.mp3}
OPTION: a | 7th
OPTION: b | 9th
ANSWER: b
FEEDBACK: ninth {bk05-l1d-f2-07-fb.mp3}

PROMPT: seventh {bk05-l1d-f2-08.mp3}
OPTION: a | 7th
OPTION: b | 11th
ANSWER: a
FEEDBACK: seventh {bk05-l1d-f2-08-fb.mp3}

PROMPT: third {bk05-l1d-f2-09.mp3}
OPTION: a | 3rd
OPTION: b | 12th
ANSWER: a
FEEDBACK: third {bk05-l1d-f2-09-fb.mp3}

PROMPT: eleventh {bk05-l1d-f2-10.mp3}
OPTION: a | 11th
OPTION: b | 8th
ANSWER: a
FEEDBACK: eleventh {bk05-l1d-f2-10-fb.mp3}

PROMPT: tenth {bk05-l1d-f2-11.mp3}
OPTION: a | 9th
OPTION: b | 10th
ANSWER: b
FEEDBACK: tenth {bk05-l1d-f2-11-fb.mp3}

PROMPT: sixth {bk05-l1d-f2-12.mp3}
OPTION: a | 4th
OPTION: b | 6th
ANSWER: b
FEEDBACK: sixth {bk05-l1d-f2-12-fb.mp3}

# Source: LLA 1D Figure 3
$DIALOGUE Say the Dates
ID: 5-1d-f3
INTRO: Now put the ordinals to work: dates. Listen and repeat each one aloud.
INSTRUCTION: Listen and repeat each date.
REPEAT

LINE: March 12, 1940. {bk05-l1d-f3-01.mp3}

LINE: May 11, 1980. {bk05-l1d-f3-02.mp3}

LINE: August 8, 1952. {bk05-l1d-f3-03.mp3}

LINE: February 3, 1979. {bk05-l1d-f3-04.mp3}

LINE: June 10, 1965. {bk05-l1d-f3-05.mp3}

LINE: July 4, 1997. {bk05-l1d-f3-06.mp3}

LINE: November 6, 1987. {bk05-l1d-f3-07.mp3}

LINE: December 2, 1989. {bk05-l1d-f3-08.mp3}

LINE: October 1, 1909. {bk05-l1d-f3-09.mp3}

LINE: April 4, 1944. {bk05-l1d-f3-10.mp3}

# DROPPED (twin): ST §What's the Date? dialogue (l1-s25) — same date recitation as the cassette activity above; cassette kept.

# Source: ST §The Last Month of the Year Is December.
$DIALOGUE First and Last
ID: l1-s24
INTRO: Which month comes first, and which comes last? Listen and repeat each question and answer.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: of
LINE: What is the first month of the year?
LINE: January is the first month of the year.

VOCAB: last
LINE: What is the last month of the year?
LINE: December is the last month of the year.
LINE: What is the first day of the week?
LINE: Sunday is the first day of the week.

# Source: ST §The Last Month of the Year Is December. (production pass — "ask and answer questions like the examples" over the months and days lists)
$PRODUCE Months and Days in Order
ID: l1-s24-b
INTRO: Now use the ordinals on something real: the months of the year and the days of the week. Ask the question the cue tells you to, then answer it — both parts out loud.
INSTRUCTION: Ask and answer about the order of months and days.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct question asking about the ordinal position of a month/day, followed by the factual answer (e.g., "What is the second month of the year? February is the second month.").

TEMPLATE: Ask about the third month of the year.
RESPONSE: What is the third month of the year? March is the third month of the year.

TEMPLATE: Ask about the tenth month of the year.
RESPONSE: What is the tenth month of the year? October is the tenth month of the year.

TEMPLATE: Ask about the third day of the week.
RESPONSE: What is the third day of the week? Tuesday is the third day of the week.

TEMPLATE: Ask about the last day of the week.
RESPONSE: What is the last day of the week? Saturday is the last day of the week.

# Source: ST §What's the Date? (writing)
$PRODUCE Write the Date
ID: l1-s26
INTRO: Each line shows a scrambled date. Type it in standard form — month, day, comma, year — like the example.
INSTRUCTION: Type the date in standard form.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: Friday, 8, Sept. 1987
RESPONSE: Sept. 8, 1987
ACCEPT: September 8, 1987

TEMPLATE: Sunday, 11, May 1980
RESPONSE: May 11, 1980
ACCEPT: May 11th, 1980

TEMPLATE: Monday, 12, Jun. 1990
RESPONSE: June 12, 1990
ACCEPT: Jun. 12, 1990

TEMPLATE: Tuesday, 3, Feb. 1991
RESPONSE: Feb. 3, 1991
ACCEPT: February 3, 1991

TEMPLATE: Saturday, 1, Mar. 1970
RESPONSE: March 1, 1970
ACCEPT: Mar. 1, 1970

TEMPLATE: Wednesday, 9, Aug. 1990
RESPONSE: Aug. 9, 1990
ACCEPT: August 9, 1990

# Source: LLA 1D Figure 4
$PRODUCE When Are the Visits? {page_030_001.jpg|A 12-month calendar grid showing the months JAN through DEC with specific dates circled across different months}
ID: 5-1d-f4
INPUT: type
CHECK: exact
INTRO: Five friends are visiting this year, and the calendar knows when. Listen to each question, find the circled date, and type it.
INSTRUCTION: Type the missing date.
REPEAT

PROMPT: Jack comes in December. What's the date? {bk05-l1d-f4-01-q.mp3}
TEMPLATE: Jack's visit is on ____.
RESPONSE: Jack's visit is on December the 3rd. {bk05-l1d-f4-01-a.mp3}
ACCEPT: December the 3rd | December 3rd | December 3 | December third | Dec 3 | Dec 3rd | Dec. 3

PROMPT: Linda's visit is in June. What's the date? {bk05-l1d-f4-02-q.mp3}
TEMPLATE: Linda's visit is on ____.
RESPONSE: Linda's visit is on June 2nd. {bk05-l1d-f4-02-a.mp3}
ACCEPT: June 2nd | June 2 | June second | June the 2nd | June the second

PROMPT: Sam's visit is in March. What's the date? {bk05-l1d-f4-03-q.mp3}
TEMPLATE: Sam's visit is on ____.
RESPONSE: Sam's visit is on March the 11th. {bk05-l1d-f4-03-a.mp3}
ACCEPT: March the 11th | March 11th | March 11 | March eleventh | March the eleventh

PROMPT: Kathy's visit is in May. What's the date? {bk05-l1d-f4-04-q.mp3}
TEMPLATE: Kathy's visit is on ____.
RESPONSE: Kathy's visit is on May 7th. {bk05-l1d-f4-04-a.mp3}
ACCEPT: May 7th | May 7 | May seventh | May the 7th | May the seventh

PROMPT: Ted's visit is in September. What's the date? {bk05-l1d-f4-05-q.mp3}
TEMPLATE: Ted's visit is on ____.
RESPONSE: Ted's visit is on September the 1st. {bk05-l1d-f4-05-a.mp3}
ACCEPT: September the 1st | September 1st | September 1 | September first | Sept 1 | Sept 1st | Sept. 1

$SESSION 1-7: Putting It Together

# Source: ST §About Order
$DIALOGUE Words That Show Order
ID: l1-s27
INTRO: This final part mixes everything in this lesson together. First: the words "next", "then", and "last" — how English tells a story in order. Just listen.
INSTRUCTION: Read the explanation and the paragraph.

VOCAB: order
Narrator: The months of the year, the days of the week, and the letters of the alphabet all have an order.

VOCAB: ordinal
Narrator: We have ordinal numbers (first, second, etc.) to show order. We have words to show order, too.

VOCAB: next
VOCAB: then
Narrator: Next, then and last are these words. The next paragraph is an example.
Narrator: Jack goes to his house at 5:30 p.m. every day. He takes off his uniform.
Narrator: Next, he drinks hot tea and eats dinner.
Narrator: Then he sits down and watches TV.
Narrator: Last, he goes to bed at 11:30.

# SKIPPED (book): "LET'S EAT!" (ST p. 22) — timed scanning exercise referencing a menu transparency master.
# SKIPPED (book): "READ AND CIRCLE" (ST table-of-contents exercise) — the table-of-contents visual is not available in the extracted assets and the printed answer key is internally inconsistent without it; not answerable as converted.

# Source: LLA 1D Figure 5
$PRODUCE "Next" and "Then"
ID: 5-1d-f5
INPUT: speak
CHECK: reveal
INTRO: Your turn to tell little stories in order. Listen to the question, answer aloud with the three cues, and connect them with "next" and "then".
INSTRUCTION: Answer aloud using "next" and "then".
REPEAT

EXAMPLE
TEMPLATE: I had a salad / chicken / fruit
PROMPT: What did you eat for dinner? {bk05-l1d-f5-ex-q.mp3}
RESPONSE: I had a salad. Next I had chicken. Then I had fruit. {bk05-l1d-f5-ex-a.mp3}

TEMPLATE: I went to Houston / Dallas / Los Angeles
PROMPT: Where did you go last summer? {bk05-l1d-f5-01-q.mp3}
RESPONSE: I went to Houston. Next I went to Dallas. Then I went to Los Angeles. {bk05-l1d-f5-01-a.mp3}

TEMPLATE: She bought a blouse / skirt / shoes
PROMPT: What did Mary buy today? {bk05-l1d-f5-02-q.mp3}
RESPONSE: She bought a blouse. Next she bought a skirt. Then she bought shoes. {bk05-l1d-f5-02-a.mp3}

TEMPLATE: He went to the BX / commissary / barracks
PROMPT: Where did Sergeant White go today? {bk05-l1d-f5-03-q.mp3}
RESPONSE: He went to the BX. Next he went to the commissary. Then he went to the barracks. {bk05-l1d-f5-03-a.mp3}

TEMPLATE: They have class at 9 / tennis / lunch
PROMPT: What's the student's schedule for today? {bk05-l1d-f5-04-q.mp3}
RESPONSE: They have class at 9. Next they have tennis. Then they have lunch. {bk05-l1d-f5-04-a.mp3}

TEMPLATE: We studied the parts of the body / ordinal numbers / dates
PROMPT: What did you study today? {bk05-l1d-f5-05-q.mp3}
RESPONSE: We studied the parts of the body. Next we studied the ordinal numbers. Then we studied the dates. {bk05-l1d-f5-05-a.mp3}

# Source: LLA 1D Figure 6
$DIALOGUE I'm Sick
ID: 5-1d-f6
INTRO: Paul and John are both sick — at least they have company. Listen and repeat each line; you'll be John next.
INSTRUCTION: Listen and repeat each line.
REPEAT

Paul: What's wrong, John? {bk05-l1d-f6-01.mp3}
John: I'm sick. {bk05-l1d-f6-02.mp3}
Paul: What's the matter? {bk05-l1d-f6-03.mp3}
John: I'm cold, and I'm tired. My muscles are sore. {bk05-l1d-f6-04.mp3}
Paul: I'm sick too. {bk05-l1d-f6-05.mp3}
John: What's the matter with you? {bk05-l1d-f6-06.mp3}
Paul: My head hurts, and my throat is sore. {bk05-l1d-f6-07.mp3}
John: Let's go home and take our medicine. {bk05-l1d-f6-08.mp3}

# Source: LLA 1D Figure 6 (role-play pass)
$DIALOGUE Take John's Part
ID: 5-1d-f6-rp-john
REFERENCE: 5-1d-f6
PLAY_ROLE: John
INTRO: Same conversation — now you are John, cold, tired, and sore. Say John's lines in the pauses.
INSTRUCTION: You are John — speak your lines in the pauses.

# Source: LLA 1B Figure 9 (skills strand, placed in the integration part)
$PRODUCE Capitals and Punctuation
ID: 5-1b-f9
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Listen to each sentence and type it with the correct capital letters, apostrophes, and punctuation.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.

TEMPLATE: which seasons do you like
PROMPT: Which seasons do you like? {bk05-l1b-f9-01.mp3}
RESPONSE: Which seasons do you like? {bk05-l1b-f9-01.mp3}
ACCEPT: Which season do you like?

TEMPLATE: i like the fall
PROMPT: I like the fall. {bk05-l1b-f9-02.mp3}
RESPONSE: I like the fall. {bk05-l1b-f9-02.mp3}

TEMPLATE: it's cool in the fall
PROMPT: It's cool in the fall. {bk05-l1b-f9-03.mp3}
RESPONSE: It's cool in the fall. {bk05-l1b-f9-03.mp3}

TEMPLATE: we have football games in the us
PROMPT: We have football games in the U.S. {bk05-l1b-f9-04.mp3}
RESPONSE: We have football games in the U.S. {bk05-l1b-f9-04.mp3}

TEMPLATE: my friends like to go to the games
PROMPT: My friends like to go to the games. {bk05-l1b-f9-05.mp3}
RESPONSE: My friends like to go to the games. {bk05-l1b-f9-05.mp3}

TEMPLATE: i don't go to the games
PROMPT: I don't go to the games. {bk05-l1b-f9-06.mp3}
RESPONSE: I don't go to the games. {bk05-l1b-f9-06.mp3}

TEMPLATE: i watch football on tv
PROMPT: I watch football on TV. {bk05-l1b-f9-07.mp3}
RESPONSE: I watch football on TV. {bk05-l1b-f9-07.mp3}

TEMPLATE: i like the fall
PROMPT: I like the fall. {bk05-l1b-f9-08.mp3}
RESPONSE: I like the fall. {bk05-l1b-f9-08.mp3}

# Source: ST §Jane Hurt Her Leg
$PRODUCE Jane Hurt Her Leg
ID: l1-s31
INTRO: One more punctuation pass — this time reading, not listening. Rewrite each sentence about Jane with correct capital letters and punctuation.
INSTRUCTION: Rewrite each sentence with correct capitalization and punctuation.
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM

TEMPLATE: jane hurt her leg at a soccer game
RESPONSE: Jane hurt her leg at a soccer game.

TEMPLATE: she didn't go to the doctor
RESPONSE: She didn't go to the doctor.

TEMPLATE: the next day her leg was very sore
RESPONSE: The next day her leg was very sore.

TEMPLATE: she went to bed and took medicine
RESPONSE: She went to bed and took medicine.

TEMPLATE: the next day her leg was very sore again
RESPONSE: The next day her leg was very sore again.

TEMPLATE: she then went to the doctor
RESPONSE: She then went to the doctor.

TEMPLATE: her leg is well now
RESPONSE: Her leg is well now.

# SKIPPED (book): "DICTATION" (ST p. 25) — instructor-read sentence dictation; the cassette dictation below covers the skill.

# Source: LLA 1D Figure 7
$PRODUCE Type What You Hear
ID: 5-1d-f7
INPUT: type
CHECK: exact
INTRO: The last activity of the lesson: six sentences, straight from the tape to your fingers. Listen and type exactly what you hear — then you're done.
INSTRUCTION: Type the sentence you hear.

PROMPT: Mary wants to buy a new dress. {bk05-l1d-f7-01.mp3}
RESPONSE: Mary wants to buy a new dress. {bk05-l1d-f7-01.mp3}

PROMPT: Does she want a long one or a short one? {bk05-l1d-f7-02.mp3}
RESPONSE: Does she want a long one or a short one? {bk05-l1d-f7-02.mp3}

PROMPT: She wants one with a long skirt. {bk05-l1d-f7-03.mp3}
RESPONSE: She wants one with a long skirt. {bk05-l1d-f7-03.mp3}

PROMPT: She needs new shoes to wear with the dress. {bk05-l1d-f7-04.mp3}
RESPONSE: She needs new shoes to wear with the dress. {bk05-l1d-f7-04.mp3}

PROMPT: Can she buy the dress and shoes at the BX? {bk05-l1d-f7-05.mp3}
RESPONSE: Can she buy the dress and shoes at the BX? {bk05-l1d-f7-05.mp3}

PROMPT: No, she needs to go to the store in the city. {bk05-l1d-f7-06.mp3}
RESPONSE: No, she needs to go to the store in the city. {bk05-l1d-f7-06.mp3}