$MODULE Book 7 · Lesson 1: What's This Shape Called? {st-page_009_001.jpg|A female teacher standing in front of a chalkboard with geometric shapes drawn on it, speaking to three seated students} FORMAT: 2 DIOCO_DOC_ID: alc_book7_lesson1 DESCRIPTION: Meeting people and talking about jobs; shapes and math words; asking what things are called; "other" and "both"; opposites and describing words; combining sentences with adjectives; describing people and places. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | For stimulus and question audio VOICE_RESPONSE: schedar | For model answers, warm and clear VOICE: John | achird | Male student VOICE: Al | charon | Male student VOICE: Mrs_Murphy | aoede | Female teacher VOICE: Anna | gacrux | Female student VOICE: Linda | gacrux | Female student VOICE: Jim | achird | Male student VOICE: Mary | aoede | Female speaker VOICE: Sue | achernar | Female speaker VOICE: Dan | schedar | Male speaker VOICE: Bob | charon | Male speaker VOICE: Mark | orus | Male speaker VOICE: Kent | puck | Male speaker VOICE: Steve | iapetus | Male speaker VOICE: David | alnilam | Male speaker VOICE: Tom | rasalgethi | Male speaker VOICE: Man1 | schedar | Male soldier VOICE: Carl | achird | Male soldier VOICE: Officer | schedar | Male officer VOICE: Sergeant | charon | Male sergeant VOICE: Colonel | schedar | Male officer VOICE: Susan | aoede | Female speaker VOICE: Karen | gacrux | Female speaker $SESSION 1-1: New Friends and Jobs # Source: LLA 1A Figure 1 $DIALOGUE Meeting a New Student {page_011_001.jpg|Two men in military dress shirts talking to each other while holding cups, standing near a window and door with a sign} ID: 7-1a-f1 INTRO: In this lesson you'll learn to name shapes, compare things, and describe people and places. First, John meets Al — new in town and already booked for soccer after class. Listen, then repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT John: Hi. I'm John Hall. Are you new here? {bk07-l1a-f1-01.mp3} Al: Yes. I'm Al Roberts. I arrived Sunday. {bk07-l1a-f1-02.mp3} John: Glad to meet you. Where are you from? {bk07-l1a-f1-03.mp3} Al: My home is near New York City. Are you a student here? {bk07-l1a-f1-04.mp3} John: Yes. I'm a student at the language school. What's your job? {bk07-l1a-f1-05.mp3} Al: I was a mechanic, but now I'm a student too. {bk07-l1a-f1-06.mp3} John: Do you like to play soccer? {bk07-l1a-f1-07.mp3} Al: Yes, I do. Do you play? {bk07-l1a-f1-08.mp3} John: Yes. Let's play a game today after class. {bk07-l1a-f1-09.mp3} Al: Okay. I'll see you then. {bk07-l1a-f1-10.mp3} # Source: LLA 1A Figure 1 (questions) $PRODUCE Questions About John and Al ID: 7-1a-f1-b REFERENCE: 7-1a-f1 INTRO: Five quick questions about John and Al. Answer aloud in a full sentence, then repeat the model answer. Open the dialogue if you need it. INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal REPEAT PROMPT: What is the name of John's new friend? {bk07-l1a-f1-11.mp3} RESPONSE: His name is Al Roberts. {bk07-l1a-f1-12.mp3} PROMPT: When did Al arrive? {bk07-l1a-f1-13.mp3} RESPONSE: Al arrived Sunday. {bk07-l1a-f1-14.mp3} PROMPT: Where is Al from? {bk07-l1a-f1-15.mp3} RESPONSE: Al's home is near New York City. {bk07-l1a-f1-16.mp3} PROMPT: What is his job? {bk07-l1a-f1-17.mp3} RESPONSE: He was a mechanic before. {bk07-l1a-f1-18.mp3} PROMPT: What sport does Al play? {bk07-l1a-f1-19.mp3} RESPONSE: Al plays soccer. {bk07-l1a-f1-20.mp3} # Source: LLA 1A Figure 2 $DIALOGUE Introducing a Friend {page_012_001.jpg|Three young men in casual athletic shirts with numbers printed on them, two holding coffee cups talking, one listening, with two figures playing soccer in the background} ID: 7-1a-f2 INTRO: John introduces Al to his friends — everything he just learned, in five sentences. Listen and repeat. INSTRUCTION: Listen and repeat each line. REPEAT John: I want you to meet my new friend. {bk07-l1a-f2-01.mp3} John: His name is Al Roberts. {bk07-l1a-f2-02.mp3} John: Al's home is near New York City. {bk07-l1a-f2-03.mp3} John: He arrived Sunday. {bk07-l1a-f2-04.mp3} John: He's a student here, and he plays soccer. {bk07-l1a-f2-05.mp3} # Source: ST §What's Your Job? $DIALOGUE What's Your Job? ID: l1-s1 INTRO: Al used to be a mechanic. Here's how to ask about anyone's job. Listen and repeat each question and answer. INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: job LINE: What's his job? {st-page_011_001.jpg|A male doctor with a stethoscope talking to a woman patient} LINE: He's a doctor. LINE: What's her job? {st-page_011_002.jpg|A female nurse holding a clipboard talking to a young boy standing on a scale} LINE: She's a nurse. LINE: What's his job? {st-page_011_003.jpg|A male teacher standing at an open door talking to a male student} LINE: He's a teacher. # Source: ST §That's Her Job. $DIALOGUE That's His Job, That's Her Job ID: l1-s2 INTRO: Six people, six jobs. Just read these sentences — no repeating this time. INSTRUCTION: Read the sentences. LINE: John helps sick people. He's a doctor. That's his job. LINE: Anne works in a hospital. She's a nurse. That's her job. LINE: George has fifty students. He's a teacher. That's his job. LINE: Mark's car didn't start. He called David. David's a mechanic. That's his job. LINE: Linda makes airline and hotel reservations for other people. She's a travel agent. That's her job. LINE: I work in a restaurant. I'm a waiter. That's my job. # Source: ST §What's His Job? $PRODUCE What's His Job? ID: l1-s3 INTRO: Now you name the job. Listen to what each person does and answer aloud with a full sentence. INSTRUCTION: Answer the question about each person's job. INPUT: speak CHECK: llm RUBRIC: Accept any correct identification of the profession based on the description (e.g. "He's a pilot.", "She's a teacher."). EXAMPLE PROMPT: Tom has a small class of ten students. What's his job? RESPONSE: He's a teacher. PROMPT: Jack flies airplanes. What's his job? RESPONSE: He's a pilot. PROMPT: Sam drives a bus. What's his job? RESPONSE: He's a bus driver. PROMPT: Jan works in a classroom. She helps students learn English. What's her job? RESPONSE: She's a teacher. PROMPT: Carol works in a bank. She cashes checks and sells money orders. What's her job? RESPONSE: She's a teller. PROMPT: Steve takes people to airports, stores, and restaurants in his car. What's his job? RESPONSE: He's a taxi driver. PROMPT: Sally works in a restaurant. She brings customers their menus and food. What's her job? RESPONSE: She's a waitress. PROMPT: Nick takes letters and packages to homes and offices. What's his job? RESPONSE: He's a mail carrier. PROMPT: You study and go to school now. What's your job? RESPONSE: I'm a student. PROMPT: Mr. Carter works in the mess hall. He cooks food. What's his job? RESPONSE: He's a cook. PROMPT: Glen shaves men's faces and cuts their hair. What's his job? RESPONSE: He's a barber. $SESSION 1-2: Shapes and Math Words # Source: ST §These Are Called Shapes. $DIALOGUE These Are Called Shapes ID: l1-s4 INTRO: New goal: name shapes and talk about math. Circles, triangles, squares, rectangles — and the useful question "What's this called?". Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: What are these? {st-page_012_001.jpg|A set of four geometric shapes: a rectangle, an inverted triangle, a circle, and a square} VOCAB: shape LINE: They're shapes. LINE: What are these called? LINE: They're called shapes. LINE: How many shapes are there? LINE: There are four shapes. LINE: What's this? {st-page_012_002.jpg|A simple circle} VOCAB: circle LINE: It's a circle. LINE: What's this called? VOCAB: It's called ... LINE: It's called a circle. LINE: What's this? {st-page_013_001.jpg|A triangle shape} VOCAB: triangle LINE: It's a triangle. LINE: What's this called? LINE: It's called a triangle. LINE: What's this? {st-page_013_002.jpg|A square shape} VOCAB: square LINE: It's a square. LINE: What's this called? LINE: It's called a square. LINE: What's this? {st-page_013_003.jpg|A rectangle shape} VOCAB: rectangle LINE: It's a rectangle. LINE: What's this called? LINE: It's called a rectangle. LINE: What are these? {st-page_013_004.jpg|Three lines: a curved line, a solid line, and a dashed line} VOCAB: line LINE: They're lines. LINE: What are these called? LINE: They're called lines. # Source: ST §What's This Shape Called? $PRODUCE What's This Shape Called? ID: l1-s5 INTRO: Your turn. Say what each shape is called — a full sentence, please. INSTRUCTION: Say what each shape or set is called. INPUT: speak CHECK: llm RUBRIC: Accept answers that correctly identify the shape or shapes (e.g. "It's a square.", "It's called a square.", "They're lines."). EXAMPLE PROMPT: What is this called? {st-page_014_009.jpg|A tall triangle} RESPONSE: It's called a triangle. PROMPT: What is this called? {st-page_014_001.jpg|A small square} RESPONSE: It's called a square. PROMPT: What is this called? {st-page_014_002.jpg|A circle} RESPONSE: It's called a circle. PROMPT: What is this called? {st-page_014_003.jpg|A rectangle} RESPONSE: It's called a rectangle. PROMPT: What are these called? {st-page_014_004.jpg|Three lines: wavy, solid, and dashed} RESPONSE: They're called lines. PROMPT: What is this called? {st-page_014_005.jpg|A triangle} RESPONSE: It's called a triangle. PROMPT: What are these called? {st-page_014_006.jpg|A set of four shapes: square, circle, rectangle, and triangle} RESPONSE: They're called shapes. PROMPT: What is this called? {st-page_014_007.jpg|A large square} RESPONSE: It's called a square. PROMPT: What is this called? {st-page_014_008.jpg|A large rectangle} RESPONSE: It's called a rectangle. # Source: ST §Linda's Studying Mathematics. $DIALOGUE Linda's Studying Mathematics ID: l1-s6 INTRO: A few more math words: "mathematics", "mistake", "side", and "edge". Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: mathematics VOCAB: math LINE: This is mathematics. Math is a short word for mathematics. {st-page_015_001.jpg|A frame containing basic geometric shapes and simple addition and subtraction math equations} VOCAB: mistake LINE: This is the wrong answer. It's a mistake. {st-page_015_002.jpg|An addition math problem 2 + 2 = 5 crossed out with a large X} VOCAB: side LINE: A triangle has three sides. {st-page_015_003.jpg|A triangle with sides labeled: side 1, side 2, and side 3} VOCAB: edge LINE: She's sitting on the edge of the chair. {st-page_015_004.jpg|A woman sitting precariously on the very edge of a chair} # Source: ST §We're Studying Math. $DIALOGUE We're Studying Math ID: l1-s7 INTRO: Read these sentences about math class. Poor Ken left his book at school again. INSTRUCTION: Read the sentences. LINE: Linda is studying numbers, lines, and shapes. She is studying mathematics. LINE: Frank had a test in mathematics yesterday. LINE: Dan must learn mathematics because he wants to be a pilot. LINE: Bob and Pat like English, but they don't like mathematics. LINE: The math teacher gave the class a quiz today. LINE: Ken can't do his math homework because he left his book at school. LINE: This sentence isn't correct. There's a mistake in it. LINE: What's the mistake? A word is wrong. LINE: Rectangles and squares have four sides. LINE: He wrote the homework on the right side of the chalkboard. LINE: The book is on the edge of the table. LINE: The edges of the papers were dirty. # Source: LLA 1A Figure 3 (kept as pronunciation reinforcement after the ST sentence panels) $DIALOGUE Say the Shape and Math Words ID: 7-1a-f3 INTRO: A quick pronunciation pass over the words you just met. Listen and repeat each one. INSTRUCTION: Listen and repeat each word. REPEAT LINE: Mathematics. {page_013_001.jpg|Math equations: 3+3=6, 10x2=20, 10/2=5, along with geometric shapes: triangle, square, rectangle, circle} {bk07-l1a-f3-01.mp3} LINE: Math. {bk07-l1a-f3-02.mp3} LINE: Circle. {page_013_002.jpg|A circle} {bk07-l1a-f3-03.mp3} VOCAB: to draw LINE: Draw. {page_013_003.jpg|A hand holding a pencil drawing geometric lines} {bk07-l1a-f3-04.mp3} LINE: Drew. {bk07-l1a-f3-05.mp3} LINE: Line. Lines. {page_013_004.jpg|Two horizontal straight lines} {bk07-l1a-f3-06.mp3} LINE: Shape. Shapes. {page_013_005.jpg|Four geometric shapes: a circle, a square, a rectangle, and a triangle} {bk07-l1a-f3-07.mp3} LINE: Side. Sides. {page_013_006.jpg|A square with its sides numbered 1, 2, 3, and 4} {bk07-l1a-f3-08.mp3} LINE: Triangle. Triangles. {page_013_007.jpg|A triangle showing its sides} {bk07-l1a-f3-09.mp3} LINE: Square. Squares. {page_013_008.jpg|A square} {bk07-l1a-f3-10.mp3} LINE: Rectangle. {page_013_009.jpg|A rectangle} {bk07-l1a-f3-11.mp3} # Source: LLA 1A Figure 4 $SELECT Which Words Do You Hear? ID: 7-1a-f4 MULTI HIDE_PROMPT REPEAT INTRO: Listen to each sentence and tap all the words you hear from the list. Then repeat the sentence. INSTRUCTION: Tap all the words you hear. PROMPT: All triangles have 3 sides. {bk07-l1a-f4-01.mp3} OPTION: a | squares OPTION: b | triangles OPTION: c | lines OPTION: d | sides OPTION: e | circles ANSWER: b,d FEEDBACK: All triangles have 3 sides. {bk07-l1a-f4-01-fb.mp3} PROMPT: The sides of a square are the same. {bk07-l1a-f4-02.mp3} OPTION: a | line OPTION: b | sides OPTION: c | circle OPTION: d | shapes OPTION: e | square ANSWER: b,e FEEDBACK: The sides of a square are the same. {bk07-l1a-f4-02-fb.mp3} PROMPT: ID cards and doors are rectangles. {bk07-l1a-f4-03.mp3} OPTION: a | triangles OPTION: b | rectangles OPTION: c | squares OPTION: d | line OPTION: e | math ANSWER: b FEEDBACK: ID cards and doors are rectangles. {bk07-l1a-f4-03-fb.mp3} PROMPT: Squares and rectangles have 4 sides. {bk07-l1a-f4-04.mp3} OPTION: a | drew OPTION: b | squares OPTION: c | shapes OPTION: d | rectangles OPTION: e | sides ANSWER: b,d,e FEEDBACK: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-fb.mp3} PROMPT: A ball and an orange have the same shape. {bk07-l1a-f4-05.mp3} OPTION: a | drew OPTION: b | draw OPTION: c | shape OPTION: d | math OPTION: e | side ANSWER: c FEEDBACK: A ball and an orange have the same shape. {bk07-l1a-f4-05-fb.mp3} PROMPT: The students sat on only one side of the lab. {bk07-l1a-f4-06.mp3} OPTION: a | math OPTION: b | lines OPTION: c | rectangle OPTION: d | mathematics OPTION: e | side ANSWER: e FEEDBACK: The students sat on only one side of the lab. {bk07-l1a-f4-06-fb.mp3} PROMPT: Please draw a circle around the correct answer. {bk07-l1a-f4-07.mp3} OPTION: a | draw OPTION: b | mathematics OPTION: c | circle OPTION: d | square OPTION: e | shape ANSWER: a,c FEEDBACK: Please draw a circle around the correct answer. {bk07-l1a-f4-07-fb.mp3} PROMPT: Jan studies Spanish and mathematics. {bk07-l1a-f4-08.mp3} OPTION: a | squares OPTION: b | shapes OPTION: c | mathematics OPTION: d | lines OPTION: e | math ANSWER: c FEEDBACK: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-fb.mp3} PROMPT: The pilot drew a line on the map. {bk07-l1a-f4-09.mp3} OPTION: a | circle OPTION: b | drew OPTION: c | triangle OPTION: d | line OPTION: e | square ANSWER: b,d FEEDBACK: The pilot drew a line on the map. {bk07-l1a-f4-09-fb.mp3} PROMPT: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10.mp3} OPTION: a | shapes OPTION: b | numbers OPTION: c | rectangles OPTION: d | lines OPTION: e | math ANSWER: a,b,d,e FEEDBACK: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-fb.mp3} # Source: LLA 1A Figure 5 $SELECT Find the Shape You Hear ID: 7-1a-f5 REPEAT INTRO: Listen to each description and tap the matching shape or line. Then repeat the sentence. INSTRUCTION: Tap the matching picture. OPTION: a | A {page_015_001.jpg|A large triangle} OPTION: b | B {page_015_003.jpg|A wide triangle} OPTION: c | C {page_015_005.jpg|A rectangle} OPTION: d | D {page_015_002.jpg|A square} OPTION: e | E {page_015_004.jpg|Two circles, one large and one small} OPTION: f | F {page_015_006.jpg|Two horizontal lines of different lengths} EXAMPLE PROMPT: All circles are the same shape. {bk07-l1a-f5-ex.mp3} ANSWER: e FEEDBACK: All circles are the same shape. {bk07-l1a-f5-ex-fb.mp3} PROMPT: A line can be short or long. {bk07-l1a-f5-01.mp3} ANSWER: f FEEDBACK: A line can be short or long. {bk07-l1a-f5-01-fb.mp3} PROMPT: Some triangles have two long sides and one short side. {bk07-l1a-f5-02.mp3} ANSWER: a FEEDBACK: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-fb.mp3} PROMPT: The sides of some triangles are the same. {bk07-l1a-f5-03.mp3} ANSWER: b FEEDBACK: The sides of some triangles are the same. {bk07-l1a-f5-03-fb.mp3} PROMPT: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04.mp3} ANSWER: d FEEDBACK: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-fb.mp3} PROMPT: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05.mp3} ANSWER: c FEEDBACK: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-fb.mp3} $SESSION 1-3: Draw, Describe, Compare — and Numbers # Source: ST §Mrs. Murphy Teaches Math. $DIALOGUE Mrs. Murphy Teaches Math {st-page_016_001.jpg|Mrs. Murphy, a math teacher standing at the chalkboard in front of her class pointing to drawn geometric shapes while talking to students} ID: l1-s8 INTRO: In this part you'll learn three classroom commands: "draw", "describe", and "compare". Jim would rather draw cars. Listen and repeat. INSTRUCTION: Listen and repeat the dialogs. REPEAT Mrs_Murphy: Please draw these shapes in your notebook. I drew them on the chalkboard. Linda: I'm drawing the shapes, but Jim's drawing cars. Mrs_Murphy: Jim, please draw the shapes now. You can draw cars after school. VOCAB: to describe Mrs_Murphy: Jim, please describe a triangle. Jim: A triangle is a shape with three sides. VOCAB: description Mrs_Murphy: That's right. Now give a description of a square. Jim: A square has four sides. VOCAB: to compare Mrs_Murphy: Linda, please compare squares and rectangles. Linda: A rectangle has two short sides and two long sides. The sides of a square are the same. Mrs_Murphy: Now compare the lines on the chalkboard. Are they the same? Linda: No, they're different. The first line is short. The second line is long. # Source: ST §Linda's Mistake (paragraph completion with the printed word bank — the box's own inflected forms) $SELECT Linda's Mistake ID: l1-s9 INTRO: A short story about Mrs. Murphy's class, one sentence at a time. Tap the word from the bank that completes each sentence — the bank carries past forms like "drew" and "described", so pick the form that fits. INSTRUCTION: Tap the word that completes the sentence. OPTION: mathematics | mathematics OPTION: mistake | mistake OPTION: compared | compared OPTION: draw | draw OPTION: math | math OPTION: sides | sides OPTION: described | described OPTION: drew | drew OPTION: edge | edge OPTION: rectangle | rectangle TEMPLATE: Jim and Linda study numbers and shapes in their ____ class. ANSWER: mathematics|math FEEDBACK: Jim and Linda study numbers and shapes in their math class. TEMPLATE: Their teacher is Mrs. Murphy. Today she ____ four shapes to the students. ANSWER: described FEEDBACK: Their teacher is Mrs. Murphy. Today she described four shapes to the students. TEMPLATE: Then she ____ the shapes on the chalkboard. ANSWER: drew FEEDBACK: Then she drew the shapes on the chalkboard. TEMPLATE: Linda and Jim had to ____ them in their notebooks. ANSWER: draw FEEDBACK: Linda and Jim had to draw them in their notebooks. TEMPLATE: Mrs. Murphy looked at Linda's notebook and ____ the square to the triangle. ANSWER: compared FEEDBACK: Mrs. Murphy looked at Linda's notebook and compared the square to the triangle. TEMPLATE: She saw a ____. ANSWER: mistake FEEDBACK: She saw a mistake. TEMPLATE: Linda's triangle had four ____, not three! ANSWER: sides FEEDBACK: Linda's triangle had four sides, not three! TEMPLATE: On the ____ of the page Mrs. Murphy wrote: "This is a rectangle!" ANSWER: edge FEEDBACK: On the edge of the page Mrs. Murphy wrote: "This is a rectangle!" # Source: LLA 1A Figure 6 (word box — tape's first beat, kept as pronunciation reinforcement; the words are first taught in l1-s6/l1-s8) $DIALOGUE Words for Math Class ID: 7-1a-f6-w INTRO: Four key words from the lab tape's word box: "compare", "describe", "mistake", "description". Listen and repeat each one clearly. INSTRUCTION: Listen and repeat. REPEAT LINE: Compare. {bk07-l1a-f6-w1.mp3} LINE: Describe. {bk07-l1a-f6-w2.mp3} LINE: Mistake. {bk07-l1a-f6-w3.mp3} LINE: Description. {bk07-l1a-f6-w4.mp3} # Source: LLA 1A Figure 6 $DIALOGUE Comparing Shapes ID: 7-1a-f6 INTRO: Now hear Anna compare and describe shapes for Mrs. Murphy — including one quick mistake. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Mrs_Murphy: Anna, please compare squares and triangles. {bk07-l1a-f6-01.mp3} Anna: They're not the same. Squares have 4 sides; triangles have only 3 sides. {bk07-l1a-f6-02.mp3} Mrs_Murphy: Are all triangles the same? {bk07-l1a-f6-03.mp3} Anna: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-04.mp3} Mrs_Murphy: Can you describe rectangles? {bk07-l1a-f6-05.mp3} Anna: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-06.mp3} Mrs_Murphy: Good. Give a description of circles. {bk07-l1a-f6-07.mp3} Anna: Circles and the letter O are the same shape. {bk07-l1a-f6-08.mp3} # Source: LLA 1A Figure 6 (word bank) $SELECT Complete the Dialogue ID: 7-1a-f6-b HIDE_PROMPT REPEAT INTRO: Choose the correct word from the word bank to complete each line of the dialogue. Then repeat the completed sentence. INSTRUCTION: Choose the correct word from the word bank. OPTION: compare | compare OPTION: describe | describe OPTION: mistake | mistake OPTION: description | description TEMPLATE: Mrs. Murphy: Anna, please ____ squares and triangles. PROMPT: Anna, please compare squares and triangles. {bk07-l1a-f6-09.mp3} ANSWER: compare FEEDBACK: Anna, please compare squares and triangles. {bk07-l1a-f6-09-fb.mp3} TEMPLATE: Anna: Yes. No! That's a ____. Some are different. PROMPT: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-10.mp3} ANSWER: mistake FEEDBACK: Yes. No. That's a mistake. Some are different. {bk07-l1a-f6-10-fb.mp3} TEMPLATE: Mrs. Murphy: Can you ____ rectangles? PROMPT: Can you describe rectangles? {bk07-l1a-f6-11.mp3} ANSWER: describe FEEDBACK: Can you describe rectangles? {bk07-l1a-f6-11-fb.mp3} TEMPLATE: Mrs. Murphy: Good. Give a ____ of circles. PROMPT: Good. Give a description of circles. {bk07-l1a-f6-12.mp3} ANSWER: description FEEDBACK: Good. Give a description of circles. {bk07-l1a-f6-12-fb.mp3} # Source: LLA 1A Figure 7 (story) $DIALOGUE The Nelsons' Trip to Texas ID: 7-1a-f7-story INTRO: The Nelsons took three children to Texas and came home with ten dollars. Listen for the numbers — just listen for now. INSTRUCTION: Listen to the story. LINE: Mr. and Mrs. Nelson took their 3 children to Texas last summer. {bk07-l1a-f7-01a.mp3} LINE: They stayed in Houston 5 days and in San Antonio 4 days. {bk07-l1a-f7-01b.mp3} LINE: They visited Dallas also and stayed 1 night in a big hotel there. {bk07-l1a-f7-01c.mp3} LINE: Their hotel room cost $100. {bk07-l1a-f7-01d.mp3} LINE: Mr. Nelson came home with only $10 in his pocket. {bk07-l1a-f7-01e.mp3} # Source: LLA 1A Figure 7 (numbers) $PRODUCE Write the Numbers ID: 7-1a-f7 REFERENCE: 7-1a-f7-story INPUT: type CHECK: exact INTRO: Now type only the number you hear in each part of the story. Open the story if you need it. INSTRUCTION: Type the number. EXAMPLE TEMPLATE: Ken bought a new car ____{2} weeks ago. It has ____{4} doors. ____{6} people can sit in it. PROMPT: Ken bought a new car 2 weeks ago. It has 4 doors. 6 people can sit in it. {bk07-l1a-f7-ex.mp3} RESPONSE: Ken bought a new car 2 weeks ago. It has 4 doors. 6 people can sit in it. TEMPLATE: a. How many children did the Nelsons take? PROMPT: The Nelsons have 3 children. {bk07-l1a-f7-02.mp3} RESPONSE: 3 ACCEPT: three TEMPLATE: b. How many days did they stay in Houston? PROMPT: They stayed in Houston 5 days. {bk07-l1a-f7-03.mp3} RESPONSE: 5 ACCEPT: five TEMPLATE: c. How many days were they in San Antonio? PROMPT: They were in San Antonio for 4 days. {bk07-l1a-f7-04.mp3} RESPONSE: 4 ACCEPT: four TEMPLATE: d. How many nights did they stay in Dallas? PROMPT: They stayed 1 night in Dallas. {bk07-l1a-f7-05.mp3} RESPONSE: 1 ACCEPT: one TEMPLATE: e. How many dollars did the hotel room cost? PROMPT: Their hotel room cost $100. {bk07-l1a-f7-06.mp3} RESPONSE: 100 ACCEPT: 100 dollars | one hundred | a hundred TEMPLATE: f. How many dollars did Mr. Nelson have left? PROMPT: Mr. Nelson had only $10 in his pocket. {bk07-l1a-f7-07.mp3} RESPONSE: 10 ACCEPT: 10 dollars | ten $SESSION 1-4: What's It Called? — and "Other" # Source: LLA 1B Figure 1 $DIALOGUE What Is It Called? ID: 1b-f1 INTRO: A new part and a very useful question: "What is it called?" — the fastest way to learn any word. Listen and repeat each question and answer. INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: What's 12 o'clock at night called? {bk07-l1b-f1-01.mp3} VOCAB: midnight LINE: It's called midnight. {bk07-l1b-f1-02.mp3} LINE: What's the meal in the morning called? {bk07-l1b-f1-03.mp3} VOCAB: breakfast LINE: It's called breakfast. {bk07-l1b-f1-04.mp3} LINE: What's this yellow vegetable called? {bk07-l1b-f1-05.mp3} VOCAB: squash LINE: That's called squash. {bk07-l1b-f1-06.mp3} LINE: What are Saturday and Sunday called? {bk07-l1b-f1-07.mp3} VOCAB: the weekend LINE: They're called the weekend. {bk07-l1b-f1-08.mp3} LINE: What's a grocery store on base called? {bk07-l1b-f1-09.mp3} VOCAB: commissary LINE: It's called a commissary. {bk07-l1b-f1-10.mp3} LINE: What are these pieces of red fruit called? {bk07-l1b-f1-11.mp3} VOCAB: apple LINE: Those are called apples. {bk07-l1b-f1-12.mp3} # Source: LLA 1B Figure 2 $PRODUCE What Are They Called? ID: 1b-f2 INTRO: Listen to the description and question, then type the missing word to complete the answer. Then repeat the full answer. INSTRUCTION: Type the missing word. INPUT: type CHECK: exact REPEAT EXAMPLE PROMPT: This man cuts hair. What's he called? {bk07-l1b-f2-ex-q.mp3} TEMPLATE: He's called a ____. (barber) RESPONSE: He's called a barber. {bk07-l1b-f2-ex-a.mp3} ACCEPT: barber PROMPT: Your answer is wrong. What's it called? {bk07-l1b-f2-01-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a mistake. {bk07-l1b-f2-01-a.mp3} ACCEPT: mistake PROMPT: This is 1 cent. What's it called? {bk07-l1b-f2-02-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a penny. {bk07-l1b-f2-02-a.mp3} ACCEPT: penny | cent | one cent PROMPT: This shape has 3 sides. What's it called? {bk07-l1b-f2-03-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a triangle. {bk07-l1b-f2-03-a.mp3} ACCEPT: triangle PROMPT: This woman flies an airplane. What's she called? {bk07-l1b-f2-04-q.mp3} TEMPLATE: She's called a ____. RESPONSE: She's called a pilot. {bk07-l1b-f2-04-a.mp3} ACCEPT: pilot PROMPT: Mathematics is also called something else. What's it called? {bk07-l1b-f2-05-q.mp3} TEMPLATE: It's also called ____. RESPONSE: It's also called math. {bk07-l1b-f2-05-a.mp3} ACCEPT: math | maths PROMPT: This shape is like the letter O. What's it called? {bk07-l1b-f2-06-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a circle. {bk07-l1b-f2-06-a.mp3} ACCEPT: circle PROMPT: These boys and girls are very young. What are they called? {bk07-l1b-f2-07-q.mp3} TEMPLATE: They're called ____. RESPONSE: They're called children. {bk07-l1b-f2-07-a.mp3} ACCEPT: children | kids PROMPT: These people go to school. What are they called? {bk07-l1b-f2-08-q.mp3} TEMPLATE: They're called ____. RESPONSE: They're called students. {bk07-l1b-f2-08-a.mp3} ACCEPT: students PROMPT: Doctors help sick people in this building. What's it called? {bk07-l1b-f2-09-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a hospital. {bk07-l1b-f2-09-a.mp3} ACCEPT: hospital PROMPT: This shape has 4 sides. Two of the sides are long, and two of the sides are short. What's this shape called? {bk07-l1b-f2-10-q.mp3} TEMPLATE: It's called a ____. RESPONSE: It's called a rectangle. {bk07-l1b-f2-10-a.mp3} ACCEPT: rectangle # Source: ST §One Boy Is Sad. The Other Boy Is Happy. (rewritten as cards) $GRAMMAR The Other One ID: l1-s15 INTRO: When there are two of something, here's how to talk about the second one. CARD: When you talk about two things, use **the other** for the second one. ![Two boys side by side: one sad, one happy](st-page_023_001.jpg) {One answer is wrong. The other answer is right.} {We liked one show. We didn't like the other show.} {Sam ate one sandwich. He didn't eat the other sandwich.} CARD: You can say **the other one** instead of repeating the noun. {One book is on the table. The other one is on the chair.} {Sally read one book. She didn't read the other one.} # Source: LLA 1B Figure 3 $SELECT Both or Other? ID: 1b-f3 HIDE_PROMPT INTRO: Two small words, easy to mix up: "both" and "other". Tap the one you hear in each sentence, then repeat the sentence. INSTRUCTION: Tap the word you hear. REPEAT OPTION: a | both OPTION: b | other EXAMPLE PROMPT: Mary put on her other glove. {bk07-l1b-f3-ex.mp3} ANSWER: b PROMPT: Don't lock the other door. {bk07-l1b-f3-01.mp3} ANSWER: b FEEDBACK: Don't lock the other door. {bk07-l1b-f3-01-fb.mp3} PROMPT: Both stores sell men's clothes. {bk07-l1b-f3-02.mp3} ANSWER: a FEEDBACK: Both stores sell men's clothes. {bk07-l1b-f3-02-fb.mp3} PROMPT: The teacher opened both windows. {bk07-l1b-f3-03.mp3} ANSWER: a FEEDBACK: The teacher opened both windows. {bk07-l1b-f3-03-fb.mp3} PROMPT: She saw the other movie last week. {bk07-l1b-f3-04.mp3} ANSWER: b FEEDBACK: She saw the other movie last week. {bk07-l1b-f3-04-fb.mp3} PROMPT: We finished both lessons yesterday. {bk07-l1b-f3-05.mp3} ANSWER: a FEEDBACK: We finished both lessons yesterday. {bk07-l1b-f3-05-fb.mp3} PROMPT: I looked up the word in both dictionaries. {bk07-l1b-f3-06.mp3} ANSWER: a FEEDBACK: I looked up the word in both dictionaries. {bk07-l1b-f3-06-fb.mp3} PROMPT: There are only 7 students in the other class. {bk07-l1b-f3-07.mp3} ANSWER: b FEEDBACK: There are only 7 students in the other class. {bk07-l1b-f3-07-fb.mp3} PROMPT: Mrs. Davis will visit her other daughter next month. {bk07-l1b-f3-08.mp3} ANSWER: b FEEDBACK: Mrs. Davis will visit her other daughter next month. {bk07-l1b-f3-08-fb.mp3} # Source: LLA 1B Figure 4 $PRODUCE The Other One ID: 1b-f4 SHOW_PROMPT INPUT: speak CHECK: reveal REPEAT INTRO: Listen to the two setup sentences, then say the third sentence using "other". Then repeat the model. INSTRUCTION: Say the third sentence aloud. PROMPT: The teacher has two pens. One pen is black. {bk07-l1b-f4-01-q.mp3} RESPONSE: The other pen is red. {bk07-l1b-f4-01-a.mp3} PROMPT: Two girls took the test. One girl got a good grade. {bk07-l1b-f4-02-q.mp3} RESPONSE: The other girl also got a good grade. {bk07-l1b-f4-02-a.mp3} PROMPT: Mr. and Mrs. Clark have two cars. One car is old. {bk07-l1b-f4-03-q.mp3} RESPONSE: The other car is new. {bk07-l1b-f4-03-a.mp3} PROMPT: Two flights arrived in Chicago. One flight was late. {bk07-l1b-f4-04-q.mp3} RESPONSE: The other flight was on time. {bk07-l1b-f4-04-a.mp3} PROMPT: The student described two shapes. One shape has four sides. {bk07-l1b-f4-05-q.mp3} RESPONSE: The other shape also had four sides. {bk07-l1b-f4-05-a.mp3} # Source: ST §Complete with Other $PRODUCE Complete with "Other" ID: l1-s16 INTRO: Type "other" to complete each pair. Yes, the answer is always "other" — the point is seeing where it goes. INSTRUCTION: Type the word "other" to complete each sentence. INPUT: type CHECK: exact EXAMPLE TEMPLATE: Tom has two books. One is a language book. The ____{other} is a math book. RESPONSE: Tom has two books. One is a language book. The other is a math book. TEMPLATE: Mr. and Mrs. Johnson have two cars. One car is old. The ____{other} car is new. RESPONSE: Mr. and Mrs. Johnson have two cars. One car is old. The other car is new. TEMPLATE: Nan bought two new dresses yesterday. One dress is blue. The ____{other} dress is yellow. RESPONSE: Nan bought two new dresses yesterday. One dress is blue. The other dress is yellow. TEMPLATE: David wants to visit two countries. One country is China. The ____{other} country is Russia. RESPONSE: David wants to visit two countries. One country is China. The other country is Russia. TEMPLATE: Kevin bought two maps. He put one map in his desk. He put the ____{other} map in his car. RESPONSE: Kevin bought two maps. He put one map in his desk. He put the other map in his car. TEMPLATE: Clark took two tests. He got a good grade on one test. He got a bad grade on the ____{other} test. RESPONSE: Clark took two tests. He got a good grade on one test. He got a bad grade on the other test. TEMPLATE: There are two students in the lab. One student speaks French. The ____{other} one speaks Chinese. RESPONSE: There are two students in the lab. One student speaks French. The other one speaks Chinese. TEMPLATE: Mary wrote two letters. One letter was very long. The ____{other} one was short. RESPONSE: Mary wrote two letters. One letter was very long. The other one was short. TEMPLATE: The two brothers are in the military. One brother lives on base. The ____{other} one lives in town. RESPONSE: The two brothers are in the military. One brother lives on base. The other one lives in town. TEMPLATE: I see two books. One book is on the table. The ____{other} one is on the floor. RESPONSE: I see two books. One book is on the table. The other one is on the floor. TEMPLATE: Two planes got in at ten o'clock. One plane was from Dallas. The ____{other} one was from Los Angeles. RESPONSE: Two planes got in at ten o'clock. One plane was from Dallas. The other one was from Los Angeles. # SKIPPED (book): "THIS EXERCISE IS EASY. THE OTHER EXERCISE ISN'T." — instructor-spoken oral drill with no printed stimuli. # Source: ST §The Other Girl Plays Soccer $PRODUCE The Other Girl Plays Soccer ID: l1-s17 INTRO: Change each sentence using "the other" and the word in parentheses. Say the new sentence aloud. INSTRUCTION: Change the sentence using "other" and the word in parentheses. INPUT: speak CHECK: llm RUBRIC: Accept any correct sentence using "other" (or "the other...") with the given word. EXAMPLE PROMPT: One grade was good. (bad) RESPONSE: The other grade was bad. PROMPT: One dish was dirty. (clean) RESPONSE: The other dish was clean. PROMPT: One customer ordered pie. (cake) RESPONSE: The other customer ordered cake. PROMPT: One restaurant had delicious food. (awful) RESPONSE: The other restaurant had awful food. PROMPT: One desk is too small. (large) RESPONSE: The other desk is too large. PROMPT: One man drives a new car. (old) RESPONSE: The other man drives an old car. PROMPT: One student studies mathematics. (languages) RESPONSE: The other student studies languages. PROMPT: One child ate an apple. (orange) RESPONSE: The other child ate an orange. PROMPT: One shoe is black. (brown) RESPONSE: The other shoe is brown. PROMPT: One class went to the lab. (library) RESPONSE: The other class went to the library. PROMPT: One woman wore a white dress. (black) RESPONSE: The other woman wore a black dress. $SESSION 1-5: "Both" # Source: ST §Both Boys Are Happy. $DIALOGUE Both Boys Are Happy {st-page_026_001.jpg|Two young boys smiling next to each other} ID: l1-s18 INTRO: This part is about "both" — the word for when the two things are the same. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: both LINE: One boy is happy. The other boy is also happy. Both boys are happy. LINE: This cake is delicious. The other cake is also delicious. Both cakes are delicious. LINE: This restaurant is crowded. The other restaurant is also crowded. Both restaurants are crowded. # Source: LLA 1B Figure 5 (presentation) $DIALOGUE Sentences with "Both" ID: 1b-f5-dialogue INTRO: Now the cassette's turn. Listen and repeat the sentences using "both". INSTRUCTION: Listen and repeat. REPEAT LINE: Jim is reading two books. Both books are good. {bk07-l1b-f5-01.mp3} LINE: Susan has two coats. Both coats are blue. {bk07-l1b-f5-02.mp3} LINE: Ken drives two trucks. Both trucks are big. {bk07-l1b-f5-03.mp3} LINE: Marian described two shows. Both shows were awful. {bk07-l1b-f5-04.mp3} LINE: Mrs. Murphy drew two lines. Both lines were long. {bk07-l1b-f5-05.mp3} # Source: LLA 1B Figure 5 (questions) $PRODUCE Answer with "Both" ID: 1b-f5-qa INPUT: speak CHECK: reveal REPEAT INTRO: Listen to each question, answer aloud in a complete sentence with "both", and repeat the model answer. INSTRUCTION: Answer the question aloud. PROMPT: Are both of Jim's books good? {bk07-l1b-f5-06-q.mp3} RESPONSE: Both books are good. {bk07-l1b-f5-06-a.mp3} PROMPT: Are Susan's two coats blue? {bk07-l1b-f5-07-q.mp3} RESPONSE: Both coats are blue. {bk07-l1b-f5-07-a.mp3} PROMPT: Are Ken's two trucks big? {bk07-l1b-f5-08-q.mp3} RESPONSE: Both trucks are big. {bk07-l1b-f5-08-a.mp3} PROMPT: Marian described two shows. Were both shows awful? {bk07-l1b-f5-09-q.mp3} RESPONSE: Yes, both shows were awful. {bk07-l1b-f5-09-a.mp3} PROMPT: Were Mrs. Murphy's two lines short? {bk07-l1b-f5-10-q.mp3} RESPONSE: No, both lines were long. {bk07-l1b-f5-10-a.mp3} # Source: ST §Both Brothers Are Soldiers $DIALOGUE Both Brothers Are Mechanics ID: l1-s19 INTRO: Six more "both" sentences to read. Ted ordered two desserts — a bold plan that failed. INSTRUCTION: Read the sentences. LINE: I am reading two books. Both books are good. LINE: Lana has two brothers. Both brothers are mechanics. LINE: Jan and Lisa took a test. Both girls got good grades. LINE: We saw two movies last weekend. We liked both movies. LINE: Ted ordered pie and cake. He couldn't finish both desserts. LINE: Nancy and I visited Los Angeles and Chicago. We flew to both cities. # Source: ST §Are Both Boys Tall? $PRODUCE Are Both Boys Tall? ID: l1-s20 INTRO: Make a question with "both" and the cue in parentheses. Say it aloud. INSTRUCTION: Make a question using "both" and the word in parentheses. INPUT: speak CHECK: llm RUBRIC: Accept any correct question using "both" with the cue word(s). EXAMPLE PROMPT: The two boys are brothers. (tall) RESPONSE: Are both boys tall? EXAMPLE PROMPT: Both girls are happy. (smiling) RESPONSE: Are both girls smiling? PROMPT: The two girls are sisters. (tall) RESPONSE: Are both girls tall? PROMPT: Both meals were long. (delicious) RESPONSE: Were both meals delicious? PROMPT: The two days were cold. (cloudy) RESPONSE: Were both days cloudy? PROMPT: Both triangles are large. (the same) RESPONSE: Are both triangles the same? PROMPT: The two sentences were long. (in the book) RESPONSE: Were both sentences in the book? PROMPT: Both buses are crowded. (small) RESPONSE: Are both buses small? PROMPT: The two jackets are brown. (new) RESPONSE: Are both jackets new? PROMPT: Both mistakes were bad. (awful) RESPONSE: Were both mistakes awful? PROMPT: The two pilots are good. (young) RESPONSE: Are both pilots young? PROMPT: Both houses are new. (white) RESPONSE: Are both houses white? PROMPT: The two boys were asleep. (tired) RESPONSE: Were both boys tired? PROMPT: Both girls were happy. (smiling) RESPONSE: Were both girls smiling? # Source: LLA 1B Figure 6 $PRODUCE Write the Missing Words ID: 1b-f6 INPUT: type CHECK: exact HIDE_PROMPT REPEAT INTRO: "Other", "also", and "both" together now. Type the missing words to complete each set, then listen and repeat the full sentence. INSTRUCTION: Type the missing words. PROMPT: One watch is silver; the other watch is gold. {bk07-l1b-f6-01-q.mp3} TEMPLATE: One watch is silver. The ____{other watch|other} is gold. RESPONSE: The other watch is gold. {bk07-l1b-f6-01-a.mp3} PROMPT: One classroom is small; the other classroom is also small. Both classrooms are small. {bk07-l1b-f6-02-q.mp3} TEMPLATE: One classroom is small. TEMPLATE: The ____{other} classroom is ____{also} small. TEMPLATE: ____{Both} ____{classrooms} are small. RESPONSE: Both classrooms are small. {bk07-l1b-f6-02-a.mp3} PROMPT: She ate one cookie; she also ate the other cookie. She ate both cookies. {bk07-l1b-f6-03-q.mp3} TEMPLATE: She ate one cookie. TEMPLATE: She ____{also} ate the ____{other} cookie. TEMPLATE: She ate ____{both} ____{cookies}. RESPONSE: She ate both cookies. {bk07-l1b-f6-03-a.mp3} PROMPT: He wrote one letter with a pencil; he wrote the other letter with a pen. {bk07-l1b-f6-04-q.mp3} TEMPLATE: He wrote one letter with a pencil. TEMPLATE: He wrote the ____{other} ____{letter} with a pen. RESPONSE: He wrote the other letter with a pen. {bk07-l1b-f6-04-a.mp3} PROMPT: One train goes to Chicago; the other train goes to New York. {bk07-l1b-f6-05-q.mp3} TEMPLATE: One train goes to Chicago. TEMPLATE: The ____{other} ____{train} goes to New York. RESPONSE: The other train goes to New York. {bk07-l1b-f6-05-a.mp3} PROMPT: We listened to one tape; we also listened to the other tape. We listened to both tapes. {bk07-l1b-f6-06-q.mp3} TEMPLATE: We listened to one tape. TEMPLATE: We ____{also} listened to the ____{other|other tape}. TEMPLATE: We listened to both tapes. RESPONSE: We listened to both tapes. {bk07-l1b-f6-06-a.mp3} # Source: ST §One House Is Small, the Other Is Large $PRODUCE The Other, Also, or Both? ID: l1-s21 INTRO: The cue in parentheses decides your sentence. If it repeats the first quality, answer with "also" — and then with "both". INSTRUCTION: Change the sentence using "other", "also", or "both". INPUT: speak CHECK: llm RUBRIC: Accept correct formations matching the example patterns with "the other" or "both". EXAMPLE PROMPT: One boy is tall. (short) RESPONSE: The other boy is short. EXAMPLE PROMPT: One girl is sad. (sad) RESPONSE: The other girl is also sad. Both girls are sad. PROMPT: One season was dry. (wet) RESPONSE: The other season was wet. PROMPT: One room was dirty. (clean) RESPONSE: The other room was clean. PROMPT: One clock is wrong. (wrong) RESPONSE: The other clock is also wrong. Both clocks are wrong. PROMPT: One child is crying. (smiling) RESPONSE: The other child is smiling. PROMPT: One student is early. (early) RESPONSE: The other student is also early. Both students are early. PROMPT: One ticket cost $20.00. ($25.00) RESPONSE: The other ticket cost $25.00. PROMPT: One cup of coffee was hot. (cold) RESPONSE: The other cup of coffee was cold. PROMPT: One sweater was very large. (very large) RESPONSE: The other sweater was also very large. Both sweaters were very large. PROMPT: One officer was a captain. (major) RESPONSE: The other officer was a major. PROMPT: One woman ordered chicken. (chicken) RESPONSE: The other woman also ordered chicken. Both women ordered chicken. # Source: ST §Is the Other Car New? $PRODUCE Is the Other Car New? ID: l1-s22 INTRO: Now make questions with "the other" — and add "also" when the quality is the same. INSTRUCTION: Make a question using "the other" (and "also" if the quality is the same). INPUT: speak CHECK: llm RUBRIC: Accept correct question formations with "the other" and optional "also". EXAMPLE PROMPT: One man is tall. (short) RESPONSE: Is the other man short? EXAMPLE PROMPT: One answer is correct. (correct) RESPONSE: Is the other answer also correct? PROMPT: This towel is wet. (dry) RESPONSE: Is the other towel dry? PROMPT: One student was late for class. (late) RESPONSE: Was the other student also late for class? PROMPT: Ted drew one circle. (Janet) RESPONSE: Did Janet draw the other circle? PROMPT: One student is from Zaire. (Zaire) RESPONSE: Is the other student also from Zaire? PROMPT: One customer is happy. (upset) RESPONSE: Is the other customer upset? PROMPT: One barracks is near the mess hall. (near the mess hall) RESPONSE: Is the other barracks also near the mess hall? PROMPT: This jacket is small. (large) RESPONSE: Is the other jacket large? PROMPT: One test has fifty questions. (fifty questions) RESPONSE: Does the other test also have fifty questions? PROMPT: One pilot flies big planes. (small) RESPONSE: Does the other pilot fly small planes? PROMPT: We can buy film at this store. (a camera) RESPONSE: Can we buy a camera at the other store? # Source: ST §Describe the Pictures $PRODUCE Describe the Pictures ID: l1-s23 INTRO: Describe each picture with "one... the other" or "both". Say a full sentence about what you see. INSTRUCTION: Describe each picture using "one... the other" or "both". INPUT: speak CHECK: llm RUBRIC: Accept descriptions using "one... the other" or "both" that match the picture features. PROMPT: Describe the picture. {st-page_029_001.jpg|Two drawn squares of different sizes side by side} RESPONSE: One square is small. The other square is large. PROMPT: Describe the picture. {st-page_029_002.jpg|Two drawn pencils of different lengths} RESPONSE: One pencil is short. The other pencil is long. PROMPT: Describe the picture. {st-page_029_003.jpg|Two test papers side by side, one labeled "ENGLISH TEST 40" and the other "MATH TEST 40"} RESPONSE: Both grades are 40. PROMPT: Describe the picture. {st-page_029_004.jpg|An open curved line segment forming an incomplete circle} RESPONSE: This is a curved line. RUBRIC: This picture shows a single curved line — an open circle that is not closed. Accept any sensible description of that ("This is a curved line", "The circle isn't closed", "It's a circle with a mistake"); "one"/"the other"/"both" are not required for this item. PROMPT: Describe the picture. {st-page_029_005.jpg|Two smiling boys standing side by side} RESPONSE: Both boys are happy. PROMPT: Describe the picture. {st-page_029_006.jpg|An old biplane flying above a modern jet airplane} RESPONSE: One airplane is old. The other airplane is new. PROMPT: Describe the picture. {st-page_030_001.jpg|Two test papers, one labeled "ENGLISH TEST 45" and the other "MATH TEST 92"} RESPONSE: One grade is 45. The other grade is 92. PROMPT: Describe the picture. {st-page_030_002.jpg|Two straight parallel lines running diagonally across the box} RESPONSE: Both lines are straight. PROMPT: Describe the picture. {st-page_030_003.jpg|Two men in suits standing side by side, one short and one tall} RESPONSE: One man is short. The other man is tall. PROMPT: Describe the picture. {st-page_030_004.jpg|Two identical triangles side by side} RESPONSE: Both triangles are the same. PROMPT: Describe the picture. {st-page_030_005.jpg|Two boys side by side, the one on the left frowning/crying and the one on the right smiling} RESPONSE: One boy is sad. The other boy is happy. PROMPT: Describe the picture. {st-page_030_006.jpg|Two pencils of identical length lying horizontally parallel to each other} RESPONSE: Both pencils are the same length. # Source: LLA 1B Figure 7 (story) $DIALOGUE Bob and Dave's Vacation ID: 1b-f7-story INTRO: Bob and Dave planned a vacation by the ocean. The hotels had other plans. Just listen. INSTRUCTION: Listen to the story. LINE: Bob and Dave didn't have classes last week. {bk07-l1b-f7-01a.mp3} LINE: They wanted to take a vacation. {bk07-l1b-f7-01b.mp3} LINE: On Monday, they drove to a big city near the ocean and stopped at a hotel. {bk07-l1b-f7-01c.mp3} LINE: There were a lot of people at the hotel. {bk07-l1b-f7-01d.mp3} LINE: The hotel didn't have a room for Bob and Dave. {bk07-l1b-f7-01e.mp3} LINE: All the other hotels in the city were crowded too. {bk07-l1b-f7-01f.mp3} LINE: Bob and Dave had to stay in their car overnight. {bk07-l1b-f7-01g.mp3} # Source: LLA 1B Figure 7 (check) $SELECT What Didn't You Hear? ID: 1b-f7 INTRO: One of these statements is NOT from the story. Tap the one you did not hear. INSTRUCTION: Tap the statement you did not hear. REFERENCE: 1b-f7-story PROMPT: Which statement did you not hear? OPTION: a | Bob and Dave didn't go to school last week. OPTION: b | They drove to a town near the mountains. OPTION: c | They slept in their car Monday night. ANSWER: b FEEDBACK: Bob and Dave drove to a city near the ocean, not the mountains. {bk07-l1b-f7-02.mp3} $SESSION 1-6: Opposites and Alike # Source: ST §One Car Is Fast. The Other Car Is Slow. $DIALOGUE One Car Is Fast. The Other Car Is Slow. ID: l1-s24 INTRO: Time for describing words: little, round, wide, narrow, fast, slow, strong, weak. Pictures included. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: little LINE: One circle is little. It's small. {st-page_030_007.jpg|A small circle drawn in the center of the frame} LINE: The other circle is big. It isn't small. {st-page_030_008.jpg|A large circle drawn in the center of the frame} VOCAB: round LINE: Both circles have the same shape. They're round. VOCAB: wide LINE: One street is wide. {st-page_031_001.jpg|A wide multilane highway stretching far into the distance} VOCAB: narrow LINE: The other street is narrow. {st-page_031_002.jpg|An aerial view of a narrow street with a car parked along the side} VOCAB: fast LINE: One car is fast. {st-page_031_003.jpg|A sleek, modern sports car driving fast around a curve on a track} VOCAB: slow LINE: The other car is slow. {st-page_031_004.jpg|An old vintage automobile driving slowly past a tree} VOCAB: strong LINE: One man is strong. {st-page_031_005.jpg|A muscular man effortlessly lifting a heavy barbell above his head} VOCAB: weak LINE: The other man is weak. {st-page_031_006.jpg|A thin, weak man struggling unsuccessfully to lift a barbell from the ground} # Source: ST §What Do You See? $PRODUCE What Do You See? ID: l1-s25 INTRO: Say one sentence about each picture, using the new describing words. INSTRUCTION: Say a sentence describing what you see in the picture. INPUT: speak CHECK: llm RUBRIC: Accept sentences describing the picture with the target adjectives (little/round, wide/narrow, fast/slow, strong/weak). PROMPT: {st-page_032_001.jpg|A single circle drawn inside a frame} RUBRIC: A single circle. "Round" is the target word, but accept any correct describing sentence about it — "big", "little"/"small" are also fine. RESPONSE: This is a round circle. PROMPT: {st-page_032_002.jpg|Two identical circles drawn side-by-side inside a frame} RESPONSE: Both circles are round. PROMPT: {st-page_032_003.jpg|A wide multilane highway stretching into the distance} RESPONSE: The highway is wide. PROMPT: {st-page_032_004.jpg|An aerial view of a narrow street with a car parked along the side} RESPONSE: The street is narrow. PROMPT: {st-page_032_005.jpg|A sleek, modern sports car driving fast on a race track} RESPONSE: The car is fast. PROMPT: {st-page_032_006.jpg|An old vintage car driving slowly past a tree} RESPONSE: The car is slow. PROMPT: {st-page_032_007.jpg|A muscular, strong man lifting a barbell high above his head} RESPONSE: The man is strong. PROMPT: {st-page_032_008.jpg|A thin, weak man straining to lift a heavy barbell off the ground} RESPONSE: The man is weak. # Source: LLA 1C Figure 1 $DIALOGUE Opposites and Alike ID: 7-1c-f1 INTRO: More sentences with these words — plus two new ones: "opposite" and "alike". Listen and repeat. INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: opposite LINE: Yes is the opposite of no. {bk07-l1c-f1-01.mp3} LINE: Noon and midnight are opposites. {bk07-l1c-f1-02.mp3} VOCAB: alike LINE: A quiz and a test are alike; they are the same. {bk07-l1c-f1-03.mp3} LINE: Your jacket looks like my jacket. Our jackets are alike. {bk07-l1c-f1-04.mp3} LINE: He talks very fast. What did he say? {bk07-l1c-f1-05.mp3} LINE: Jill doesn't read fast; she's just learning. {bk07-l1c-f1-06.mp3} LINE: Little and small are alike. {bk07-l1c-f1-07.mp3} LINE: Billy is a little boy; he's not a big boy. {bk07-l1c-f1-08.mp3} LINE: A knife is long and narrow. {bk07-l1c-f1-09.mp3} LINE: The narrow street was crowded. {bk07-l1c-f1-10.mp3} LINE: Cups, bowls, and glasses are round. {bk07-l1c-f1-11.mp3} LINE: Circles are round; other shapes are not round. {bk07-l1c-f1-12.mp3} LINE: Slow is the opposite of fast. {bk07-l1c-f1-13.mp3} LINE: They took a long vacation on a slow boat. {bk07-l1c-f1-14.mp3} LINE: Strong winds blow every spring. {bk07-l1c-f1-15.mp3} LINE: Harvey is a mechanic; his hands and arms are strong. {bk07-l1c-f1-16.mp3} LINE: Weak is the opposite of strong. {bk07-l1c-f1-17.mp3} LINE: Babies are weak; young men are strong. {bk07-l1c-f1-18.mp3} LINE: Wide and narrow are opposites. {bk07-l1c-f1-19.mp3} LINE: This chair is wide; two people can sit in it. {bk07-l1c-f1-20.mp3} # Source: ST §Hot Is the Opposite of Cold $DIALOGUE Hot Is the Opposite of Cold ID: l1-s26 INTRO: Hot and cold, good and bad — opposites. And when two things look the same, one is "like" the other. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: Hot is the opposite of cold. {st-page_033_001.jpg|A hot cup of coffee steaming on a saucer alongside a cold glass filled with ice cubes} LINE: Good is the opposite of bad. LINE: Right is the opposite of wrong. VOCAB: like LINE: Airplane A is like airplane B. The airplanes are alike. They are the same. {st-page_033_002.jpg|Three pairs of drawings: two identical jets labeled A and B pointing right; two leather belts labeled A and B, one black and one white; two identical pencils labeled A and B stacked horizontally} LINE: The black belt is not like the white belt. LINE: The belts are not alike. LINE: They are different. LINE: One belt is black. LINE: The other belt is white. LINE: Pencil A is like pencil B. The pencils are alike. They are the same. Both pencils are long. # Source: ST §Which One Is It? (split — image options capped at 6) $SELECT Which Picture Is It? — Fast, Slow, Strong, Weak, Wide, Narrow ID: l1-s27 INTRO: Six pictures, six words. Tap the picture that matches each word you hear. INSTRUCTION: Tap the picture that matches the word. OPTION: a | Picture 1 {st-page_034_001.jpg|A sleek sports car driving fast on a curved race track} OPTION: b | Picture 2 {st-page_034_002.jpg|An old vintage car driving slowly near a tree} OPTION: c | Picture 3 {st-page_034_003.jpg|A strong muscular man lifting a heavy barbell over his head} OPTION: d | Picture 4 {st-page_034_004.jpg|A weak man struggling to lift a heavy barbell from the floor} OPTION: e | Picture 5 {st-page_034_005.jpg|A wide multilane road stretching into the distance} OPTION: f | Picture 6 {st-page_034_006.jpg|A narrow street viewed from above with a parked car} PROMPT: fast ANSWER: a PROMPT: slow ANSWER: b PROMPT: strong ANSWER: c PROMPT: weak ANSWER: d PROMPT: wide ANSWER: e PROMPT: narrow ANSWER: f # Source: ST §Which One Is It? (split — image options capped at 6) $SELECT Which Picture Is It? — Hot, Round, Alike, Opposite ID: l1-s27-b INTRO: Four more words: "hot", "round", "alike", and "opposite". Tap the matching picture. INSTRUCTION: Tap the picture that matches the word. OPTION: a | Picture 1 {st-page_034_007.jpg|A hot steaming bowl of soup or coffee on a saucer} OPTION: b | Picture 2 {st-page_034_008.jpg|A simple circle centered in a frame} OPTION: c | Picture 3 {st-page_035_001.jpg|Two young boys smiling, looking identical to each other} OPTION: d | Picture 4 {st-page_035_002.jpg|Two young boys, one frowning and sad, the other smiling and happy} PROMPT: hot ANSWER: a PROMPT: round ANSWER: b PROMPT: alike ANSWER: c PROMPT: opposite ANSWER: d # Source: ST §Opposites $PRODUCE Opposites ID: l1-s28 INTRO: Type the missing word in each sentence about opposites and alike words. INSTRUCTION: Type the missing word to complete each sentence. INPUT: type CHECK: exact TEMPLATE: The opposite of big is ____{small|little}. RESPONSE: The opposite of big is small. TEMPLATE: The opposite of narrow is ____{wide}. RESPONSE: The opposite of narrow is wide. TEMPLATE: ____{Strong|strong} is the opposite of weak. RESPONSE: Strong is the opposite of weak. TEMPLATE: ____{Slow|slow} is the opposite of fast. RESPONSE: Slow is the opposite of fast. TEMPLATE: Small and ____{little} are alike. RESPONSE: Small and little are alike. TEMPLATE: Also and too are ____{alike|the same}. RESPONSE: Also and too are alike. TEMPLATE: Wet and dry are not ____{alike|the same}. RESPONSE: Wet and dry are not alike. TEMPLATE: Check out is the ____{opposite} of check in. RESPONSE: Check out is the opposite of check in. TEMPLATE: Our notebooks are blue. My notebook is ____{like} your notebook. RESPONSE: Our notebooks are blue. My notebook is like your notebook. TEMPLATE: I have a red pen. You have a red pen. My pen is ____{like} your pen. RESPONSE: I have a red pen. You have a red pen. My pen is like your pen. # Source: LLA 1C Figure 2 $PRODUCE Questions About the Pictures ID: 7-1c-f2 INPUT: speak CHECK: reveal INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer. INSTRUCTION: Answer aloud, then repeat the model answer. REPEAT PROMPT: Are these two boats alike? {page_024_001.jpg|A large sailboat in the water above a smaller rowboat with an oar} {bk07-l1c-f2-01-q.mp3} RESPONSE: The boats are not alike. {bk07-l1c-f2-01-a.mp3} PROMPT: Are both boats big? {page_024_001.jpg|A large sailboat in the water above a smaller rowboat with an oar} {bk07-l1c-f2-02-q.mp3} RESPONSE: One boat is big and the other boat is little. {bk07-l1c-f2-02-a.mp3} PROMPT: Are these cars alike? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-03-q.mp3} RESPONSE: The old car and the new car are different. {bk07-l1c-f2-03-a.mp3} PROMPT: Are both cars old? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-04-q.mp3} RESPONSE: The other car is new. {bk07-l1c-f2-04-a.mp3} PROMPT: Is the new car fast? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-05-q.mp3} RESPONSE: The new car is fast. {bk07-l1c-f2-05-a.mp3} PROMPT: Is the old car fast also? {page_024_002.jpg|A fast sleek modern sports car driving fast above a slow antique vintage car} {bk07-l1c-f2-06-q.mp3} RESPONSE: The old car is slow. {bk07-l1c-f2-06-a.mp3} PROMPT: What is the opposite of well? {page_024_003.jpg|A confused man scratching his head looking back at a businessman walking by fast} {bk07-l1c-f2-07-q.mp3} RESPONSE: Sick is the opposite of well. {bk07-l1c-f2-07-a.mp3} PROMPT: Are both men sick? {page_024_003.jpg|A confused man scratching his head looking back at a businessman walking by fast} {bk07-l1c-f2-08-q.mp3} RESPONSE: The other man is well. {bk07-l1c-f2-08-a.mp3} PROMPT: Are the children alike? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-09-q.mp3} RESPONSE: The children are alike. {bk07-l1c-f2-09-a.mp3} PROMPT: Are both children strong? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-10-q.mp3} RESPONSE: Both children are weak. {bk07-l1c-f2-10-a.mp3} PROMPT: Are some men very strong? {page_024_004.jpg|Two young babies sitting on the floor playing together with alphabet blocks and a teddy bear} {bk07-l1c-f2-11-q.mp3} RESPONSE: Some men are very strong. {bk07-l1c-f2-11-a.mp3} PROMPT: Are the neckties different? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-12-q.mp3} RESPONSE: The neckties are not alike. {bk07-l1c-f2-12-a.mp3} PROMPT: What is the opposite of narrow? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-13-q.mp3} RESPONSE: Wide is the opposite of narrow. {bk07-l1c-f2-13-a.mp3} PROMPT: Is one neck tie wide? {page_024_005.jpg|A wide striped necktie next to a narrow polka-dot necktie} {bk07-l1c-f2-14-q.mp3} RESPONSE: One neck tie is wide and the other neck tie is narrow. {bk07-l1c-f2-14-a.mp3} PROMPT: Are both tables round? {page_024_006.jpg|A larger round three-legged table above a smaller round three-legged table} {bk07-l1c-f2-15-q.mp3} RESPONSE: Both tables are round. {bk07-l1c-f2-15-a.mp3} # Source: LLA 1C Figure 3 $SELECT Alike or Opposite? ID: 7-1c-f3 HIDE_PROMPT REPEAT INTRO: You'll hear two words. Decide if they mean the same — "alike" — or the opposite. INSTRUCTION: Tap "alike" or "opposite". OPTION: a | alike OPTION: b | opposite EXAMPLE PROMPT: start, begin {bk07-l1c-f3-ex.mp3} ANSWER: a FEEDBACK: Start and begin are alike. PROMPT: big, large {bk07-l1c-f3-01.mp3} ANSWER: a FEEDBACK: Big and large are alike. {bk07-l1c-f3-01-fb.mp3} PROMPT: fast, slow {bk07-l1c-f3-02.mp3} ANSWER: b FEEDBACK: Fast is the opposite of slow. {bk07-l1c-f3-02-fb.mp3} PROMPT: always, never {bk07-l1c-f3-03.mp3} ANSWER: b FEEDBACK: Always is the opposite of never. {bk07-l1c-f3-03-fb.mp3} PROMPT: have to, must {bk07-l1c-f3-04.mp3} ANSWER: a FEEDBACK: Have to and must are alike. {bk07-l1c-f3-04-fb.mp3} PROMPT: pull, push {bk07-l1c-f3-05.mp3} ANSWER: b FEEDBACK: Push is the opposite of pull. {bk07-l1c-f3-05-fb.mp3} PROMPT: return, go back {bk07-l1c-f3-06.mp3} ANSWER: a FEEDBACK: Return and go back are alike. {bk07-l1c-f3-06-fb.mp3} PROMPT: speak, talk {bk07-l1c-f3-07.mp3} ANSWER: a FEEDBACK: Speak and talk are alike. {bk07-l1c-f3-07-fb.mp3} PROMPT: narrow, wide {bk07-l1c-f3-08.mp3} ANSWER: b FEEDBACK: Wide is the opposite of narrow. {bk07-l1c-f3-08-fb.mp3} PROMPT: open, close {bk07-l1c-f3-09.mp3} ANSWER: b FEEDBACK: Open is the opposite of close. {bk07-l1c-f3-09-fb.mp3} PROMPT: small, little {bk07-l1c-f3-10.mp3} ANSWER: a FEEDBACK: Small and little are alike. {bk07-l1c-f3-10-fb.mp3} $SESSION 1-7: Building Bigger Sentences # Source: LLA 1C Figure 5 $DIALOGUE Three Small Sentences, One Good Sentence ID: 7-1c-f5 INTRO: New skill: folding three little sentences into one good one. Listen to each set, then repeat the combined sentence. INSTRUCTION: Listen and repeat. REPEAT LINE: The boy is little. He wants the cap. The cap is red. {bk07-l1c-f5-01.mp3} LINE: The little boy wants the red cap. {bk07-l1c-f5-02.mp3} LINE: The hotel is old. It is near a lake. The lake is large. {bk07-l1c-f5-03.mp3} LINE: The old hotel is near a large lake. {bk07-l1c-f5-04.mp3} LINE: The children are young. They can walk to the school. It is new. {bk07-l1c-f5-05.mp3} LINE: The young children can walk to the new school. {bk07-l1c-f5-06.mp3} LINE: The students were bored. They watched a movie. It was awful. {bk07-l1c-f5-07.mp3} LINE: The bored students watched an awful movie. {bk07-l1c-f5-08.mp3} LINE: The man was hungry. He ate lunch at a snack bar. It was crowded. {bk07-l1c-f5-09.mp3} LINE: The hungry man ate lunch at a crowded snack bar. {bk07-l1c-f5-10.mp3} # Source: new (gap: adjective-before-noun combining is drilled on the tapes but never explained) $GRAMMAR Put the Describing Word First ID: 7-1c-f5-g INTRO: Here's the trick behind what you just heard, in two short cards. CARD: Take the describing word and put it **in front of** its noun. {The boy is little.} {The little boy wants the cap.} CARD: You can do it twice in one sentence — one describing word for each noun. {The little boy wants the red cap.} {The old hotel is near a large lake.} # Source: LLA 1C Figure 6 $PRODUCE Write the Missing Adjectives ID: 7-1c-f6 INPUT: type CHECK: exact HIDE_PROMPT REPEAT INTRO: Listen to the sentences and type the missing describing words in the blanks. Then repeat the final combined sentence. INSTRUCTION: Type the missing words. PROMPT: The man is old. He knows the answer. It is correct. The old man knows the correct answer. {bk07-l1c-f6-01-q.mp3} TEMPLATE: The man is ____{old}. He knows the answer. TEMPLATE: It is ____{correct}. TEMPLATE: The ____{old} man knows the ____{correct} answer. RESPONSE: The old man knows the correct answer. PROMPT: The woman was tired. She drank some tea. The tea was hot. The tired woman drank some hot tea. {bk07-l1c-f6-02-q.mp3} TEMPLATE: The woman was ____{tired}. She drank some tea. TEMPLATE: The tea was ____{hot}. TEMPLATE: The ____{tired} woman drank some ____{hot} tea. RESPONSE: The tired woman drank some hot tea. {bk07-l1c-f6-02-a.mp3} PROMPT: The girl was hungry. She ate a piece of cake. It was big. The hungry girl ate a big piece of cake. {bk07-l1c-f6-03-q.mp3} TEMPLATE: The girl was ____{hungry}. She ate a piece of cake. TEMPLATE: It was ____{big}. TEMPLATE: The ____{hungry} girl ate a ____{big} piece of cake. RESPONSE: The hungry girl ate a big piece of cake. PROMPT: The men are thirsty. They are drinking water. It is cold. The thirsty men are drinking cold water. {bk07-l1c-f6-04-q.mp3} TEMPLATE: The men are ____{thirsty}. They are drinking water. TEMPLATE: It is ____{cold}. TEMPLATE: The ____{thirsty} men are drinking ____{cold} water. RESPONSE: The thirsty men are drinking cold water. {bk07-l1c-f6-04-a.mp3} PROMPT: The pilot is young. He is flying an airplane. The airplane is new. The young pilot is flying a new airplane. {bk07-l1c-f6-05-q.mp3} TEMPLATE: The pilot is ____{young}. He is flying an airplane. TEMPLATE: The airplane is ____{new}. TEMPLATE: The ____{young} pilot is flying a ____{new} airplane. RESPONSE: The young pilot is flying a new airplane. {bk07-l1c-f6-05-a.mp3} PROMPT: The man was sick. He took some medicine. It was the wrong medicine. The sick man took the wrong medicine. {bk07-l1c-f6-06-q.mp3} TEMPLATE: The man was ____{sick}. He took some medicine. TEMPLATE: It was the ____{wrong} medicine. TEMPLATE: The ____{sick} man took the ____{wrong} medicine. RESPONSE: The sick man took the wrong medicine. PROMPT: The children were happy. They liked the weather. It was warm. The happy children liked the warm weather. {bk07-l1c-f6-07-q.mp3} TEMPLATE: The children were ____{happy}. They liked the weather. TEMPLATE: It was ____{warm}. TEMPLATE: The ____{happy} children liked the ____{warm} weather. RESPONSE: The happy children liked the warm weather. {bk07-l1c-f6-07-a.mp3} PROMPT: The customer was angry. He didn't leave a tip for the waiter. The waiter was slow. The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08-q.mp3} TEMPLATE: The customer was ____{angry}. He didn't leave a tip for the waiter. TEMPLATE: The waiter was ____{slow}. TEMPLATE: The ____{angry} customer didn't leave a tip for the ____{slow} waiter. RESPONSE: The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08-a.mp3} # Source: LLA 1D Figure 1 $PRODUCE Combine the Sentences Aloud ID: 7-1d-f1 INTRO: Now build the combined sentence yourself. Listen to the three sentences, say them as one, then repeat the model. INSTRUCTION: Say the combined sentence aloud. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: The boy was little. He packed a suitcase. The suitcase was small. {bk07-l1d-f1-01-q.mp3} RESPONSE: The little boy packed a small suitcase. {bk07-l1d-f1-01-a.mp3} PROMPT: The man is tall. He has a wife. She is short. {bk07-l1d-f1-02-q.mp3} RESPONSE: The tall man has a short wife. {bk07-l1d-f1-02-a.mp3} PROMPT: The students were hungry. They ate a meal. The meal was big. {bk07-l1d-f1-03-q.mp3} RESPONSE: The hungry students ate a big meal. {bk07-l1d-f1-03-a.mp3} PROMPT: The women were old. They wore dresses. The dresses were black. {bk07-l1d-f1-04-q.mp3} RESPONSE: The old women wore black dresses. {bk07-l1d-f1-04-a.mp3} PROMPT: The soldier is young. He is buying boots. The boots are new. {bk07-l1d-f1-05-q.mp3} RESPONSE: The young soldier is buying new boots. {bk07-l1d-f1-05-a.mp3} PROMPT: The girl is unhappy. She is writing a letter. The letter is long. {bk07-l1d-f1-06-q.mp3} RESPONSE: The unhappy girl is writing a long letter. {bk07-l1d-f1-06-a.mp3} # Source: ST §Combine the Sentences $PRODUCE Type the Describing Word and Noun ID: l1-s29 INTRO: Same skill, on paper this time. Type the describing word and its noun together. INSTRUCTION: Complete the sentence with the descriptive adjective and noun. INPUT: type CHECK: exact EXAMPLE TEMPLATE: The girl is crying. She is little. TEMPLATE: The ____{little girl} is crying. RESPONSE: The little girl is crying. EXAMPLE TEMPLATE: Bob drives a taxi. It is red. TEMPLATE: Bob drives a ____{red taxi}. RESPONSE: Bob drives a red taxi. TEMPLATE: Jim has an umbrella. It is black. TEMPLATE: Jim has a ____{black umbrella}. RESPONSE: Jim has a black umbrella. TEMPLATE: Alice is writing a letter. It is long. TEMPLATE: Alice is writing a ____{long letter}. RESPONSE: Alice is writing a long letter. TEMPLATE: The street is crowded. It is narrow. TEMPLATE: The ____{narrow street} is crowded. RESPONSE: The narrow street is crowded. TEMPLATE: The teacher drew a triangle. It was big. TEMPLATE: The teacher drew a ____{big triangle|large triangle}. RESPONSE: The teacher drew a big triangle. TEMPLATE: The girl plays basketball. She is tall. TEMPLATE: The ____{tall girl} plays basketball. RESPONSE: The tall girl plays basketball. TEMPLATE: The student marked the answer. It was correct. TEMPLATE: The student marked the ____{correct answer}. RESPONSE: The student marked the correct answer. TEMPLATE: That package is for you. It is large. TEMPLATE: That ____{large package|big package} is for you. RESPONSE: That large package is for you. TEMPLATE: The boy plays football. He is strong. TEMPLATE: The ____{strong boy} plays football. RESPONSE: The strong boy plays football. TEMPLATE: The man is going to the hospital. He is sick. TEMPLATE: The ____{sick man} is going to the hospital. RESPONSE: The sick man is going to the hospital. TEMPLATE: The children are watching a TV show. It is old. TEMPLATE: The children are watching an ____{old TV show}. RESPONSE: The children are watching an old TV show. # Source: ST §Make One Sentence $PRODUCE Make One Sentence ID: l1-s30 INTRO: Last step: combine all three sentences yourself and type the result. INSTRUCTION: Combine the three sentences into one sentence. INPUT: type CHECK: exact EXAMPLE TEMPLATE: The man is old. He got off the bus. It was crowded. RESPONSE: The old man got off the crowded bus. TEMPLATE: The pilot is young. He drives a car. The car is fast. RESPONSE: The young pilot drives a fast car. TEMPLATE: The barber is short. He gives haircuts. They are good. RESPONSE: The short barber gives good haircuts. TEMPLATE: The man was wet. He put on shoes and socks. They were dry. RESPONSE: The wet man put on dry shoes and socks. TEMPLATE: The boy was strong. He moved the TV. It was big. RESPONSE: The strong boy moved the big TV. TEMPLATE: The children are thirsty. They are drinking milk. It is cold. RESPONSE: The thirsty children are drinking cold milk. TEMPLATE: My camera is old. It takes pictures. They are good. RESPONSE: My old camera takes good pictures. TEMPLATE: The mess hall is new. It is near the BX. The BX is small. RESPONSE: The new mess hall is near the small BX. TEMPLATE: The boy is little. He is eating a bowl of ice cream. It is big. RESPONSE: The little boy is eating a big bowl of ice cream. # SKIPPED (book): Listening Skill "WHAT DID YOU NOT HEAR?" (ST p. 30) — spoken paragraphs exist only in the instructor manual with no recorded audio or printed stimulus text; the same task type is covered by the cassette versions in this module. $SESSION 1-8: Reading — Who Is "He"? # Source: ST §He and Jack Are the Same. $DIALOGUE He and Jack Are the Same ID: l1-s10 INTRO: This part is reading practice. First: little words like "he", "they", and "it" — who do they point to? Read each sentence and check the note below it. INSTRUCTION: Read the sentences and notice the words that mean the same. LINE: Jack has a new raincoat. He bought it yesterday. Now Jack can walk in the rain. NOTES: He = Jack. He and Jack are the same. LINE: The children are hungry. They want lunch now. I'll make some sandwiches for them. NOTES: They = children. They and children are the same. # Source: ST §Ken Took a Vacation $SELECT Who Is "They"? ID: l1-s11 INTRO: Read each paragraph and tap what the underlined word refers to. INSTRUCTION: Read the paragraph and choose what the underlined word refers to. EXAMPLE TEMPLATE: Ken and Kathy went to the movies last night. *They* saw many of their friends there. It was a good show. TEMPLATE: They = ____ OPTION: a | the movies OPTION: b | Ken and Kathy OPTION: c | their friends ANSWER: b TEMPLATE: Alice walked to school this morning. The weather was rainy and cold. Her new umbrella didn't help her. *It* was at home. TEMPLATE: It = ____ OPTION: a | school OPTION: b | weather OPTION: c | umbrella ANSWER: c TEMPLATE: The students take tests on Friday and always get good grades. *They* ask their teachers questions in class every day and study every night. TEMPLATE: They = ____ OPTION: a | students OPTION: b | teachers OPTION: c | tests ANSWER: a TEMPLATE: Mary and her mother will go to England next summer. Mary's friend Susan lives there. *She* has a house in London. Mary and her mother will stay at Susan's house for a month. TEMPLATE: She = ____ OPTION: a | Mary OPTION: b | Susan OPTION: c | Mary's mother ANSWER: b TEMPLATE: Linda's teacher wrote some numbers on the chalkboard. Then *she* asked the class a question. Linda knew the answer, but her friend didn't. TEMPLATE: She = ____ OPTION: a | Linda OPTION: b | Linda's teacher OPTION: c | Linda's friend ANSWER: b TEMPLATE: Henry wanted to fly to New York on Sunday. He called a taxi. The taxi driver didn't come on time, and Henry arrived at the airport late. Then the airline agent gave him the wrong ticket. *He* didn't go to New York that day. TEMPLATE: He = ____ OPTION: a | Henry OPTION: b | the driver OPTION: c | the agent ANSWER: a # Source: ST §What Does It Refer To? $PRODUCE What Does It Refer To? ID: l1-s12 INTRO: Same game, but now you type the answer yourself. INSTRUCTION: Type what the underlined word refers to. INPUT: type CHECK: exact EXAMPLE TEMPLATE: California is a good state for a vacation. *It* has lakes, the ocean, and mountains with snow. The weather in California is nice, too. TEMPLATE: It = ____{California} RESPONSE: It = California TEMPLATE: George is a car dealer. Ken bought a car from him last week. The car is old, but Ken likes it. *He* drives it to work every day. TEMPLATE: He = ____{Ken} RESPONSE: He = Ken TEMPLATE: Steve and Mike are barbers. Their customers like them a lot. *They* give good haircuts, and they listen to the people in their barbershop. TEMPLATE: They = ____{Steve and Mike} RESPONSE: They = Steve and Mike TEMPLATE: Lisa went to France and England last summer. She bought a new camera for her trip. The camera didn't cost much. *It*'s small, but it takes good pictures. TEMPLATE: It = ____{the camera|The camera|a new camera|camera} RESPONSE: It = the camera TEMPLATE: Mr. and Mrs. Stevens live in Florida. Every winter their friends in Chicago get boxes of fruit from them in the mail. *They* always like the delicious fruit. TEMPLATE: They = ____{their friends in Chicago|their friends|friends in Chicago|friends} RESPONSE: They = their friends in Chicago TEMPLATE: Kathy wanted to buy a book, but she didn't have any money or identification. The clerk in the store didn't cash Kathy's check. *She* needed to see her driver's license or I.D. card. TEMPLATE: She = ____{the clerk in the store|the clerk|The clerk|clerk} RESPONSE: She = the clerk in the store # Source: LLA 1D Figure 2 $SELECT Pronoun Referents by Ear ID: 7-1d-f2 HIDE_PROMPT INTRO: Now with audio. Read the short paragraph, listen to the question about the underlined word, tap the answer, then repeat the sentence. INSTRUCTION: Tap the correct referent. REPEAT TEMPLATE: Charles and Linda drew four shapes on the chalkboard. The shapes were alike. *They* were round. The four shapes were circles. TEMPLATE: They = ____ PROMPT: What word is the same as "they"? Shapes or Linda and Charles? {bk07-l1d-f2-01-q.mp3} OPTION: a | shapes OPTION: b | Linda and Charles ANSWER: a FEEDBACK: The shapes were round. {bk07-l1d-f2-01-fb.mp3} TEMPLATE: Jack took a vacation in Florida last month. His brother is in the Navy there. *He* stayed for two weeks and went sightseeing every day. TEMPLATE: He = ____ PROMPT: What is the same as "he"? Jack or his brother? {bk07-l1d-f2-02-q.mp3} OPTION: a | Jack OPTION: b | his brother ANSWER: a FEEDBACK: Jack stayed for two weeks and went sightseeing every day. {bk07-l1d-f2-02-fb.mp3} TEMPLATE: Martha and Jane work in a big store downtown every day after school. Their customers are always happy. *They* think the two girls are good clerks. TEMPLATE: They = ____ PROMPT: Is "they" Martha and Jane? {bk07-l1d-f2-03-q.mp3} OPTION: a | Martha and Jane OPTION: b | their customers ANSWER: b FEEDBACK: Their customers think the two girls are good clerks. TEMPLATE: Sally is in Mrs. Murphy's math class. *She* does her homework every night and makes good grades on the math tests. Sally wants to be a math teacher too. TEMPLATE: She = ____ PROMPT: Who is "she"? {bk07-l1d-f2-04-q.mp3} OPTION: a | Sally OPTION: b | Mrs. Murphy ANSWER: a FEEDBACK: Sally does her homework every night and makes good grades on the math tests. {bk07-l1d-f2-04-fb.mp3} TEMPLATE: Mr. Roberts teaches English in Chicago. He goes to his classroom early every day and helps his students. Friday is always a good day for Mr. Roberts and the students. *It* is the last day of class. Mr. Roberts doesn't give the students homework on Friday. TEMPLATE: It = ____ PROMPT: What is the same as "it"? {bk07-l1d-f2-05-q.mp3} OPTION: a | Chicago OPTION: b | Friday OPTION: c | classroom ANSWER: b FEEDBACK: Friday is the last day of class. {bk07-l1d-f2-05-fb.mp3} # Source: ST §Read Quickly $DIALOGUE Reading Practice: Tennis and Lunch ID: l1-s13 INTRO: Two short stories to read. In the second one, the waitress does not get a big tip. INSTRUCTION: Read each sentence. LINE: Dan and I play tennis at seven o'clock every Saturday morning. LINE: We like the cool weather in the morning. LINE: We also like to eat a big breakfast at a good restaurant after we play. LINE: Many of our friends don't like to get up early on weekends. LINE: We sometimes ask our friends to play tennis with us, but they want to stay in bed. LINE: Janet and Sharon went to a restaurant for lunch. LINE: Janet ordered soup and a sandwich, and Sharon ordered a big salad. LINE: The waitress made a mistake. LINE: She gave Janet the soup and the salad. She gave Sharon the sandwich. LINE: Janet gave Sharon her salad, and Sharon gave Janet her sandwich. LINE: The waitress didn't get a big tip. # Source: ST §More Reading Practice $DIALOGUE Reading Practice: Jimmy and the New Building ID: l1-s14 INTRO: Two more stories: Jimmy's clouds, and a very tall building. INSTRUCTION: Read the paragraphs. LINE: Last week, Jimmy flew to Florida to visit his aunt. LINE: He wanted to take pictures of the clouds from the airplane, but he didn't. LINE: His mother put his camera in his big suitcase. LINE: Jimmy got some paper and drew the clouds. LINE: He drew big, white clouds. He drew small clouds. LINE: The clouds had many shapes. LINE: His aunt in Florida liked Jimmy's pictures. LINE: There is a new building downtown. LINE: It has a drugstore, a barbershop, and a restaurant. LINE: It is very tall. LINE: There are a lot of offices in it. LINE: Five thousand people work in the new building every day. $SESSION 1-9: Describing People and Places # Source: ST §What Does She Look Like? What Is She Like? $DIALOGUE What Does She Look Like? What Is She Like? ID: l1-s32 INTRO: This part: describing people and places. Two key questions — "What does she look like?" for the outside, and "What is she like?" for everything else. Listen and repeat. INSTRUCTION: Listen and repeat the dialogs. REPEAT VOCAB: What does ... look like? Mary: What does your teacher look like? Anna: She's short and has brown hair. Her eyes are blue. VOCAB: What is ... like? Mary: What is she like? Anna: She's young and very nice. She's a good teacher, too. Sue: What do triangles look like? Jim: Triangles are shapes with three sides. Sue: What do rectangles look like? Jim: They have two long sides and two short sides. Dan: What was your trip to Chicago like? Bob: It was a good trip. I saw a few old friends. Dan: What was the weather like there? Bob: It was awful! It rained for three days. Dan: Oh! It was warm and sunny here. # Source: ST §Can You Match These? $SELECT Match the Question and the Answer ID: l1-s33 INTRO: Match each question with its answer. "Look like" or "be like" — that's the whole trick. INSTRUCTION: Match each question with the correct answer. OPTION: a | It's blue and has four doors. OPTION: b | It's delicious. OPTION: c | The jacket is red and the pants are black. OPTION: d | It's large. I have eight children. OPTION: e | It's short. There are only ten questions. OPTION: f | It has small buildings and narrow streets. PROMPT: What does his uniform look like? ANSWER: c PROMPT: What is the quiz like? ANSWER: e PROMPT: What does the city look like? ANSWER: f PROMPT: What is your dinner like? ANSWER: b PROMPT: What is your family like? ANSWER: d PROMPT: What does her car look like? ANSWER: a # Source: LLA 1D Figure 4 $DIALOGUE Describing Beth ID: 7-1d-f4 INTRO: Karen visited her friend Beth in Los Angeles. Listen to Karen describe Beth to Susan, and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Susan: I don't know Beth. What's she like? {bk07-l1d-f4-01.mp3} Karen: She's very nice, and she's always happy. {bk07-l1d-f4-02.mp3} Susan: What does she look like? {bk07-l1d-f4-03.mp3} Karen: She's tall and has blue eyes. {bk07-l1d-f4-04.mp3} Susan: What color is her hair? {bk07-l1d-f4-05.mp3} Karen: Beth's hair is brown, and it's very long. {bk07-l1d-f4-06.mp3} # Source: LLA 1D Figure 5 $DIALOGUE Beth's House ID: 7-1d-f5 INTRO: Now Susan asks about Beth's house — five minutes from the ocean, if you're wondering. Listen. INSTRUCTION: Listen to the dialogue. Susan: What is Beth's house like? {bk07-l1d-f5-01.mp3} Karen: It's new and not very big. {bk07-l1d-f5-02.mp3} Susan: How many rooms does it have? {bk07-l1d-f5-03.mp3} Karen: It has six rooms with large windows. {bk07-l1d-f5-04.mp3} Susan: Is it near the ocean? {bk07-l1d-f5-05.mp3} Karen: Yes. Beth can walk there in five minutes. {bk07-l1d-f5-06.mp3} # Source: LLA 1D Figure 5 (role-play) $DIALOGUE Role-Play: You're Karen ID: 7-1d-f5-role-karen REFERENCE: 7-1d-f5 PLAY_ROLE: Karen INTRO: Now take Karen's part in the conversation. Answer Susan when it's your turn. INSTRUCTION: You are Karen — speak your lines in the pauses. # Source: ST §What Does Your Doctor Look Like? $DIALOGUE What Does Your Doctor Look Like? ID: l1-s34 INTRO: Kent's doctor: short, brown hair, not young. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Mark: Is that man your doctor? Kent: No, that man is tall. My doctor is short. Mark: Give me a description of him. Kent: He has brown hair and eyes. Mark: Is he young? Kent: No, he's not. He's an old man. # Source: ST §What Is Houston Like? $DIALOGUE What Is Houston Like? ID: l1-s35 INTRO: What is Houston like? Hot, crowded, and next to an ocean. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Steve: I think I'll go to Houston next weekend. David: I went there last month. I can describe it to you. Steve: Good. What's it like? David: There are a lot of trees and tall buildings. Steve: Is it very crowded? David: Yes. A few million people live there. Steve: What is the weather like? David: It's hot, but you can swim in the ocean. # Source: ST §What's Your Room Like? $DIALOGUE What's Your Room Like? ID: l1-s36 INTRO: Bob's room at the language school — small but nice, no telephone. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Tom: What's your room like at the language school? Bob: It's small, but nice. It has two windows. Tom: Does it have a telephone? Bob: No, but there's a telephone in the hall. NOTES: hall = long, narrow passageway from which the rooms in a building or house open Tom: What else does it have? Bob: It also has a desk, a chair, and a TV. # SKIPPED (book): "CAN YOU GIVE A DESCRIPTION OF IT?" — open pair ask-and-answer speaking practice with no solo path; dropped. $SESSION 1-10: Putting It All Together # Source: LLA 1C Figure 4 (dialog 1) $DIALOGUE Eating Out ID: 7-1c-f4-d1 INTRO: Last part — everything together: conversations, a story, outlines, and some careful typing. First, listen: where will Carl eat dinner? INSTRUCTION: Listen to the dialogue. Man1: Carl, do you want to eat dinner with us? {bk07-l1c-f4-01.mp3} Carl: I don't know. Where are you going? {bk07-l1c-f4-02.mp3} Man1: To the mess hall. {bk07-l1c-f4-03.mp3} Carl: No thank you. I don't like the food there. {bk07-l1c-f4-04.mp3} Man1: Okay. We'll eat in a restaurant downtown. {bk07-l1c-f4-05.mp3} Carl: Good. Let's go. Do you have any money? {bk07-l1c-f4-06.mp3} # Source: LLA 1C Figure 4 (question 1) $PRODUCE Question: Where Will They Eat? ID: 7-1c-f4-q1 REFERENCE: 7-1c-f4-d1 INPUT: speak CHECK: llm SHOW_PROMPT INTRO: Answer the question about the conversation in a complete sentence. INSTRUCTION: Answer the question aloud. RUBRIC: The learner must state that the men will eat in a restaurant downtown. Accept any complete sentence expressing this fact. PROMPT: Where will the men eat dinner? {bk07-l1c-f4-07.mp3} RESPONSE: In a restaurant downtown. {bk07-l1c-f4-08.mp3} # Source: LLA 1C Figure 4 (dialog 2) $DIALOGUE Mess Hall Cooks ID: 7-1c-f4-d2 INTRO: Another conversation: the mess hall food is awful, and everyone knows why. Listen for the number of cooks. INSTRUCTION: Listen to the dialogue. Officer: Sergeant, the food in this mess hall is awful. {bk07-l1c-f4-09.mp3} Sergeant: Why? {bk07-l1c-f4-10.mp3} Officer: Because we have only 5 cooks, sir. And they're new. We need 10 cooks here. {bk07-l1c-f4-11.mp3} Sergeant: I'll send some of the men to the other mess hall today. You'll have 10 cooks here tomorrow. {bk07-l1c-f4-12.mp3} Officer: Thank you, sir. That will help us a lot. {bk07-l1c-f4-13.mp3} # Source: LLA 1C Figure 4 (question 2) $PRODUCE Question: How Many Cooks? ID: 7-1c-f4-q2 REFERENCE: 7-1c-f4-d2 INPUT: speak CHECK: llm SHOW_PROMPT INTRO: Answer the question about the conversation in a complete sentence. INSTRUCTION: Answer the question aloud. RUBRIC: The learner must state that the sergeant needs 10 cooks in the mess hall. Accept any complete sentence expressing this fact. PROMPT: How many cooks does the sergeant need in the mess hall? {bk07-l1c-f4-14.mp3} RESPONSE: The sergeant needs 10 cooks. {bk07-l1c-f4-15.mp3} # Source: LLA 1D Figure 3 $DIALOGUE Meeting the General ID: 7-1d-f3 INTRO: A quick exchange between a colonel and his driver. Listen for the times. INSTRUCTION: Listen to the conversation. Colonel: Sergeant, please pick me up at the office at 7 o'clock tomorrow morning. {bk07-l1d-f3-01.mp3} Sergeant: Yes, sir. Where do you want to go, Colonel? {bk07-l1d-f3-02.mp3} Colonel: To the airport. I have to meet the general's airplane at 7:45. {bk07-l1d-f3-03.mp3} # Source: LLA 1D Figure 3 (question) $PRODUCE Question: The General's Arrival Time ID: 7-1d-f3-b REFERENCE: 7-1d-f3 INTRO: Answer the question about the conversation aloud. INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept "At 7:45", "7:45", "He will arrive at 7:45", or any phrasing stating the general arrives at 7:45. PROMPT: What time will the general arrive? {bk07-l1d-f3-04-q.mp3} RESPONSE: At 7:45. {bk07-l1d-f3-04-a.mp3} # Source: ST §Harry Went to the BX After Lunch (table recast as cards + summary table) $GRAMMAR Harry Went to the BX After Lunch ID: l1-s37 INTRO: This table builds little stories: someone went somewhere, bought something, and tried to cash a check. You'll write your own next. CARD: Pick a person, a place, and a time — that's your first sentence. {Tom and Al went to the BX yesterday.} {Julie went to the grocery store this morning.} CARD: Then say what they bought, or what they wanted or had to do. {They bought a shirt and film.} {Harry had to cash a check.} CARD: The clerk asks for identification — and sometimes it's not there. {The clerk asked for his I.D. card, but he did not have it. It was at home.} SUMMARY: | | | | | | |---|---|---|---|---| | Tom and Al
Harry
Julie
I | went to the | drugstore
BX
bank
grocery store | yesterday.
after lunch.
Monday night.
this morning. | They
He
She
I | | bought | bread
medicine
a money order
fruit
a shirt | and | milk.
film.
traveler's checks.
toothpaste.
a comb. | They
He
She
I | | wanted to
had to | cash a check. | The clerk asked for | Tom's
his
her
my | I.D. card,
driver's license,
identification, | | but | he
she
I | did not have it. | It was | at home.
in the car.
at the hotel. | # Source: ST §Make Sentences Using the Table $PRODUCE Make Sentences Using the Table ID: l1-s38 REFERENCE: l1-s37 INTRO: Build your own little stories from the table — type two connected sentences each time. Open the table if you need it. INSTRUCTION: Write sentences using words from the table. INPUT: type CHECK: llm RUBRIC: Accept any grammatically correct sentences constructed from the elements in the table. EXAMPLE PROMPT: Write two connected sentences using the table. RESPONSE: Tom and Al went to the BX yesterday. They bought a shirt and film. PROMPT: Write two connected sentences using the table. RESPONSE: Harry went to the bank after lunch. He had to cash a check. PROMPT: Write two connected sentences using the table. RESPONSE: Julie went to the grocery store this morning. She bought fruit and milk. PROMPT: Write two connected sentences using the table. RESPONSE: I went to the drugstore Monday night. The clerk asked for my I.D. card, but I did not have it. # Source: LLA 1D Figure 6 $SELECT Vocabulary Review ID: 7-1d-f6 HIDE_PROMPT INTRO: Ten quick review questions over the whole lesson. Listen to each prompt and tap the best answer. INSTRUCTION: Tap the correct answer. REPEAT PROMPT: That's a small car. {bk07-l1d-f6-01.mp3} TEMPLATE: It's ____. OPTION: a | little OPTION: b | round OPTION: c | wide OPTION: d | large ANSWER: a FEEDBACK: It's little. {bk07-l1d-f6-01-fb.mp3} PROMPT: What does the general look like? {bk07-l1d-f6-02.mp3} OPTION: a | He's a pilot. OPTION: b | He has four children. OPTION: c | He's tall and has gray hair. OPTION: d | He arrived on base last week. ANSWER: c FEEDBACK: He's tall and has gray hair. {bk07-l1d-f6-02-fb.mp3} PROMPT: Jan is studying mathematics in school. {bk07-l1d-f6-03.mp3} TEMPLATE: She's studying ____. OPTION: a | countries OPTION: b | numbers OPTION: c | languages OPTION: d | letters ANSWER: b FEEDBACK: She's studying numbers. {bk07-l1d-f6-03-fb.mp3} PROMPT: John made a picture on the chalkboard. {bk07-l1d-f6-04.mp3} TEMPLATE: He ____ it. OPTION: a | drew OPTION: b | described OPTION: c | compared OPTION: d | wrote ANSWER: a FEEDBACK: He drew it. {bk07-l1d-f6-04-fb.mp3} PROMPT: Large and big are the same. {bk07-l1d-f6-05.mp3} TEMPLATE: They are ____. OPTION: a | strong OPTION: b | opposite OPTION: c | alike OPTION: d | weak ANSWER: c FEEDBACK: They are alike. {bk07-l1d-f6-05-fb.mp3} PROMPT: This number is wrong. {bk07-l1d-f6-06.mp3} TEMPLATE: It's a ____. OPTION: a | line OPTION: b | side OPTION: c | shape OPTION: d | mistake ANSWER: d FEEDBACK: It's a mistake. {bk07-l1d-f6-06-fb.mp3} PROMPT: What's this fruit called? {bk07-l1d-f6-07.mp3} OPTION: a | An apple it's called. OPTION: b | It's called an apple. OPTION: c | Call it an apple. OPTION: d | It's an apple called. ANSWER: b FEEDBACK: It's called an apple. {bk07-l1d-f6-07-fb.mp3} PROMPT: What is Mary's job? {bk07-l1d-f6-08.mp3} OPTION: a | She's young. OPTION: b | She's on vacation. OPTION: c | She's from Houston. OPTION: d | She's a teacher. ANSWER: d FEEDBACK: She's a teacher. {bk07-l1d-f6-08-fb.mp3} PROMPT: Ken is going to a movie. Al is going too. {bk07-l1d-f6-09.mp3} OPTION: a | The other boy is going. OPTION: b | One boy is going. OPTION: c | Both boys are going. OPTION: d | They're not going. ANSWER: c FEEDBACK: Both boys are going. {bk07-l1d-f6-09-fb.mp3} PROMPT: You're late. Is something wrong with your watch? {bk07-l1d-f6-10.mp3} TEMPLATE: Yes. It's ____. OPTION: a | slow OPTION: b | upset OPTION: c | happy OPTION: d | strong ANSWER: a FEEDBACK: Yes, it's slow. {bk07-l1d-f6-10-fb.mp3} # Source: LLA 1D Figure 7 (story) $DIALOGUE A Trip Downtown ID: 7-1d-f7-story INTRO: Martha and Sally went downtown for lunch and a movie. The waiter did not hurry. Just listen. INSTRUCTION: Listen to the story. LINE: Martha and Sally took the bus downtown Saturday afternoon. {bk07-l1d-f7-01a.mp3} LINE: They wanted to eat lunch first, then see a movie at 2 o'clock. They sat down in the restaurant at 12:30. {bk07-l1d-f7-01b.mp3} LINE: The restaurant was very crowded and the waiter was slow. {bk07-l1d-f7-01c.mp3} LINE: He didn't come to their table or bring them menus for 15 minutes. {bk07-l1d-f7-01d.mp3} LINE: The girls didn't want to be late to the show. They left the restaurant and ate lunch at a snack bar near the movie. {bk07-l1d-f7-01e.mp3} # Source: LLA 1D Figure 7 (check) $SELECT What Didn't You Hear? — A Trip Downtown ID: 7-1d-f7 REFERENCE: 7-1d-f7-story INTRO: One of these statements was not in the story. Tap the one you did not hear. INSTRUCTION: Tap the statement you did not hear. OPTION: a | Martha and Sally went downtown on the bus. OPTION: b | They wanted to see a movie at 2:00 p.m. OPTION: c | The girls ordered soup and salads for lunch. OPTION: d | The waiter was slow, and the restaurant was crowded. TEMPLATE: Which information was not in the story? ANSWER: c FEEDBACK: The girls ordered soup and salads for lunch. {bk07-l1d-f7-02.mp3} # Source: ST §Writing Skill: Box Outlines (readings) $GRAMMAR Outlines: Reading Passages ID: l1-s31-r READING INTRO: Read each paragraph. You will complete the outline for each one. CARD: **Example: Food at the New Restaurant.** There is a new restaurant downtown. They have good food on the menu there. People can order vegetables and meat. The vegetables are potatoes, squash, and carrots. The meats are beef, pork, and lamb. For dessert they can have pie, cake, or ice cream. CARD: **Paragraph 1: Mike's Sports.** Every year Mike plays sports at his school. In the fall he plays football and soccer. In the winter he plays basketball. In the spring he plays baseball and tennis. CARD: **Paragraph 2: Alice's Schedule.** Alice is a student. She has a schedule. In the morning she goes to school. In the afternoon she sells women's clothes in a store downtown. She gets home late and eats dinner. Then she studies her lessons all evening. CARD: **Paragraph 3: Airports.** Some airports are large. Other airports are very small. There are big airplanes and many people at large airports. Flights arrive and depart all day and night. Small airports are not crowded. They have only little airplanes. People don't arrive or depart at night. CARD: **Paragraph 4: City Buildings.** Our city is very small. It has only three large buildings. They are the bank, the post office, and the grocery store. The bank is old. It was the first big building in the city. The post office is new and clean. The grocery store is near the post office. It is always crowded. # Source: ST §Writing Skill: Box Outlines (task) $PRODUCE Complete the Outline ID: l1-s31 REFERENCE: l1-s31-r INTRO: Fill in each outline from its paragraph — short answers straight from the text. Open the reading if you need it. INSTRUCTION: Complete each outline based on the reading. INPUT: type EXAMPLE TEMPLATE: Food at new restaurant SLOT: 1 | Category 1 | vegetables SLOT: 2 | Vegetable 1 | potatoes SLOT: 2 | Vegetable 2 | squash SLOT: 2 | Vegetable 3 | carrots SLOT: 1 | Category 2 | meats SLOT: 2 | Meat 1 | beef SLOT: 2 | Meat 2 | pork SLOT: 2 | Meat 3 | lamb SLOT: 1 | Category 3 | desserts SLOT: 2 | Dessert 1 | pie SLOT: 2 | Dessert 2 | cake SLOT: 2 | Dessert 3 | ice cream TEMPLATE: Mike's sports SLOT: 1 | Season 1 | fall SLOT: 2 | Sport 1 | football SLOT: 2 | Sport 2 | soccer SLOT: 1 | Season 2 | winter SLOT: 2 | Sport 1 | basketball SLOT: 1 | Season 3 | spring SLOT: 2 | Sport 1 | baseball SLOT: 2 | Sport 2 | tennis TEMPLATE: Alice's schedule SLOT: 1 | Time 1 | morning SLOT: 2 | Activity | goes to school SLOT: 1 | Time 2 | afternoon SLOT: 2 | Activity | sells clothes SLOT: 1 | Time 3 | evening SLOT: 2 | Activity | studies lessons TEMPLATE: Airports SLOT: 1 | Type 1 | large airports SLOT: 2 | Detail 1 | big airplanes SLOT: 2 | Detail 2 | many people SLOT: 1 | Type 2 | small airports SLOT: 2 | Detail 1 | little airplanes SLOT: 2 | Detail 2 | not crowded TEMPLATE: Buildings in our city SLOT: 1 | Building 1 | bank SLOT: 2 | Detail | old SLOT: 1 | Building 2 | post office SLOT: 2 | Detail | new and clean SLOT: 1 | Building 3 | grocery store SLOT: 2 | Detail | crowded # Source: LLA 1D Figure 8 $PRODUCE Punctuation Practice ID: 7-1d-f8 INPUT: type CHECK: exact NORMALIZE: strict INTRO: One last exercise: listen and type each sentence with correct capitals and punctuation. Then you're done — go compare two of everything you own. INSTRUCTION: Type the sentence with correct punctuation and capitals. TEMPLATE: paul is studying mathematics in school PROMPT: Paul is studying mathematics in school. {bk07-l1d-f8-01.mp3} RESPONSE: Paul is studying mathematics in school. {bk07-l1d-f8-01.mp3} TEMPLATE: his math teacher is giving the class a quiz today on shapes and lines PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk07-l1d-f8-02.mp3} RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk07-l1d-f8-02.mp3} TEMPLATE: will paul get a good grade on the test PROMPT: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3} RESPONSE: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3} TEMPLATE: yes hes a good student and knows all the answers PROMPT: Yes. He's a good student and knows all the answers. {bk07-l1d-f8-04.mp3} RESPONSE: Yes. He's a good student and knows all the answers. {bk07-l1d-f8-04.mp3} TEMPLATE: there wont be any mistakes on pauls test PROMPT: There won't be any mistakes on Paul's test. {bk07-l1d-f8-05.mp3} RESPONSE: There won't be any mistakes on Paul's test. {bk07-l1d-f8-05.mp3}