$MODULE Book 8 · Lesson 2: Getting in Shape {st-page_051_001.jpg|Illustrations showing various fitness activities including running, volleyball, bench press, stretching, team exercises, and jogging} FORMAT: 2 DIOCO_DOC_ID: alc_book8_lesson2 DESCRIPTION: Fitness vocabulary, verbs followed by "to", descriptive adjectives, possessive pronouns, following directions, dictation, punctuation, and reading skills. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_INTRO: aoede | Warm, lightly witty teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Man1 | schedar | Male speaker VOICE: Man2 | charon | Male speaker VOICE: Jean | aoede | Female speaker VOICE: Bob | achird | Male speaker VOICE: Teacher | schedar | Male teacher VOICE: Students | achird | Students answering together VOICE: Jerry | schedar | Male speaker VOICE: Kim | aoede | Female speaker VOICE: Charlie | orus | Male speaker VOICE: Jack | iapetus | Male speaker VOICE: Ben | schedar | Male speaker VOICE: David | orus | Male speaker VOICE: Pat | leda | Female speaker VOICE: Peter | achird | Male speaker VOICE: Steve | charon | Male speaker VOICE: Student | achird | Male student VOICE: Sgt_Jameson | charon | Male sergeant VOICE: Narrator | achernar | speaker (auto) $SESSION 2-1: Getting in Shape — Fitness Words # SKIPPED (book+tape): LLA 2A Figure 1 — Drawing physical shapes from spoken directions (unsupported drawing task). # Source: LLA 2A Figure 2 $DIALOGUE Fitness Words in Sentences ID: 8-2a-f2 INTRO: In this lesson you'll learn to talk about exercise and getting in shape, use verbs like "want to" and "forget to", and say whose things are whose. First, the fitness words — some people here work harder than others. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: sit-ups LINE: Captain Jeffrey does 50 sit-ups every day. {page_034_001.jpg|A woman sitting on the floor stretching her arms forward towards her toes} {bk08-l2a-f2-01.mp3} VOCAB: gym LINE: They go to the gym every afternoon. {page_034_002.jpg|Two men wearing caps standing in front of a building labeled GYM} {bk08-l2a-f2-02.mp3} VOCAB: free time LINE: We have fun in our free time. {page_034_003.jpg|People playing water polo or swimming in a pool with a ball} {bk08-l2a-f2-03.mp3} VOCAB: to try | tried LINE: He tried to hit the ball. {page_034_004.jpg|Two people playing tennis across a net with a tennis ball} {bk08-l2a-f2-04.mp3} VOCAB: push-ups LINE: Push-ups are difficult. {page_034_005.jpg|Four men doing push-ups on the floor together} {bk08-l2a-f2-05.mp3} VOCAB: volleyball LINE: Volleyball is an exciting game. {page_034_006.jpg|People playing volleyball over a high net with a ball} {bk08-l2a-f2-06.mp3} VOCAB: to get in shape LINE: The men will get in shape. {page_035_001.jpg|Two soccer players running after a ball on a field with spectators watching} {bk08-l2a-f2-07.mp3} # Source: LLA 2A Figure 2 (Part 2) $SELECT Which Picture Do You Hear? ID: 8-2a-f2-b HIDE_PROMPT INTRO: Now check yourself. Listen to each sentence and tap the picture that matches what you hear. Then repeat the sentence. INSTRUCTION: Tap the matching picture. REPEAT OPTION: a | sit-ups {page_034_001.jpg|A woman sitting on the floor stretching her arms forward towards her toes} OPTION: b | gym {page_034_002.jpg|Two men wearing caps standing in front of a building labeled GYM} OPTION: c | free time {page_034_003.jpg|People playing water polo or swimming in a pool with a ball} OPTION: d | tennis {page_034_004.jpg|Two people playing tennis across a net with a tennis ball} OPTION: e | push-ups {page_034_005.jpg|Four men doing push-ups on the floor together} OPTION: f | volleyball {page_034_006.jpg|People playing volleyball over a high net with a ball} OPTION: g | get in shape {page_035_001.jpg|Two soccer players running after a ball on a field with spectators watching} PROMPT: Jeff hit the tennis ball. {bk08-l2a-f2-08.mp3} ANSWER: d FEEDBACK: Jeff hit the tennis ball. {bk08-l2a-f2-08-fb.mp3} PROMPT: She is doing sit-ups. {bk08-l2a-f2-09.mp3} ANSWER: a FEEDBACK: She is doing sit-ups. {bk08-l2a-f2-09-fb.mp3} PROMPT: The privates are doing their morning push-ups. {bk08-l2a-f2-10.mp3} ANSWER: e FEEDBACK: The privates are doing their morning push-ups. {bk08-l2a-f2-10-fb.mp3} PROMPT: The students are playing volleyball. {bk08-l2a-f2-11.mp3} ANSWER: f FEEDBACK: The students are playing volleyball. {bk08-l2a-f2-11-fb.mp3} PROMPT: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12.mp3} ANSWER: c FEEDBACK: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-fb.mp3} PROMPT: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13.mp3} ANSWER: b FEEDBACK: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-fb.mp3} PROMPT: They want to get in shape. {bk08-l2a-f2-14.mp3} ANSWER: g FEEDBACK: They want to get in shape. {bk08-l2a-f2-14-fb.mp3} # DROPPED twin: ST §They Work Out in the Gym — same vocab, same picture-plus-sentence role as the two cassette panels; its distinct "in shape" / "out of shape" lines are salvaged into the next activity. # Source: LLA 2B Figure 3 + salvaged ST §They Work Out in the Gym lines $DIALOGUE More Fitness Words ID: 8-2b-f3 INTRO: A few more words about exercise — and about people who avoid it. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: to exercise LINE: They exercise every afternoon. {page_040_001.jpg|Three people doing jumping jacks exercise in unison} {bk08-l2b-f3-01.mp3} VOCAB: workout VOCAB: to work out LINE: Roger likes to work out in the gym. {page_040_002.jpg|A man lifting a heavy weight or dumbbell} {bk08-l2b-f3-02.mp3} VOCAB: out of shape LINE: He is out of shape. {page_040_003.jpg|A man with a sad or worried expression looking forward} {bk08-l2b-f3-03.mp3} VOCAB: to have fun LINE: They always have fun on Saturday. {page_040_004.jpg|Two people smiling and rowing a canoe in rough water} {bk08-l2b-f3-04.mp3} VOCAB: in shape LINE: They run every day. They are in good shape. {st-page_054_002.jpg|Two fit men jogging happily outdoors} LINE: Tom and Bob never exercise. They are out of shape. {st-page_054_001.jpg|Two men sitting in chairs watching television and drinking sodas} # Source: LLA 2B Figure 3 (Part 2) $SELECT Match the Picture ID: 8-2b-f3-b INTRO: Listen to the sentence, tap the picture it describes, and repeat the sentence. INSTRUCTION: Tap the correct picture. REPEAT OPTION: a | Picture A {page_040_001.jpg|Three people doing jumping jacks exercise in unison} OPTION: b | Picture B {page_040_002.jpg|A man lifting a heavy weight or dumbbell} OPTION: c | Picture C {page_040_003.jpg|A man with a sad or worried expression looking forward} OPTION: d | Picture D {page_040_004.jpg|Two people smiling and rowing a canoe in rough water} EXAMPLE PROMPT: The soldiers must exercise every day. {bk08-l2b-f3-ex.mp3} ANSWER: a PROMPT: Mr. Matthews is out of shape. {bk08-l2b-f3-05.mp3} ANSWER: c FEEDBACK: Mr. Matthews is out of shape. {bk08-l2b-f3-05-fb.mp3} PROMPT: The men are having fun. {bk08-l2b-f3-06.mp3} ANSWER: d FEEDBACK: The men are having fun. {bk08-l2b-f3-06-fb.mp3} PROMPT: The airman works out in his free time. {bk08-l2b-f3-07.mp3} ANSWER: b FEEDBACK: The airman works out in his free time. {bk08-l2b-f3-07-fb.mp3} # Source: ST §Getting in Shape (word-bank cloze) $PRODUCE Tips for Getting in Shape ID: l2-s6 INTRO: Here's some advice for anyone who wants to get in shape without hating it. Complete each tip with a word or phrase from the box on the screen. INSTRUCTION: Type the missing words from the box: "gym", "try to", "work out", "exercise", "fun", "situps", "volleyball", "get out of shape", "have a good time". INPUT: type CHECK: exact TEMPLATE: Choose a ____{gym} near your home. RESPONSE: Choose a gym near your home. TEMPLATE: ____{Try to|try to} exercise three days a week. RESPONSE: Try to exercise three days a week. TEMPLATE: Start SLOWLY! The first day ____{work out|exercise} for only five to eight minutes. The next day you can work out for a longer time. RESPONSE: Start SLOWLY! The first day work out for only five to eight minutes. The next day you can work out for a longer time. TEMPLATE: ____{Exercise|exercise} with a friend. Exercise is more ____{fun} together. RESPONSE: Exercise with a friend. Exercise is more fun together. TEMPLATE: Select an exercise you like. You don't have to run or do pushups or ____{situps}. You can play tennis, ____{volleyball} or basketball. RESPONSE: Select an exercise you like. You don't have to run or do pushups or situps. You can play tennis, volleyball or basketball. TEMPLATE: Try not to have more than three days between workouts, or you will ____{get out of shape}. RESPONSE: Try not to have more than three days between workouts, or you will get out of shape. TEMPLATE: Don't forget to ____{have a good time}! RESPONSE: Don't forget to have a good time! # SKIPPED (book): ST "HOW OFTEN DO YOU GO TO THE GYM?" — personal chart survey / open pair practice. # Source: ST §Let's Try Again! $DIALOGUE Let's Try Again! ID: l2-s7 INTRO: Jerry has free time and a plan. Kim has doubts. Listen and repeat the dialog. INSTRUCTION: Listen and repeat each line. REPEAT Jerry: We have some free time now. Let's play baseball. Kim: I can't play baseball very well. Jerry: Well, you can learn and we can have fun. Kim: All right. I'll play. $SESSION 2-2: Verbs with "To" — Forget, Remember, Try # Source: ST §What Did Jean Forget? $DIALOGUE What Did Jean Forget? ID: l2-s2 INTRO: In this part you'll learn verbs like "forget", "remember", and "try" — and the little word "to" that follows them. Jean is sure they forgot something. She just can't remember what. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Jean: I think we forgot something. VOCAB: to forget Bob: What did we forget? VOCAB: to remember Jean: I can't remember! VOCAB: to shut Bob: Did you shut the car windows? Jean: That's it! We forgot about the windows. Bob: No, I remembered. I closed them. Jean: Did you shut the windows in the back, too? Bob: Yes, I shut every window in the car. # Source: ST §Listen to Your Teacher, Students. $DIALOGUE Listen to Your Teacher, Students ID: l2-s3 INTRO: Mr. Sunshine's class has a test tomorrow. He is not worried. Much. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Teacher: We're going to have a test tomorrow, students. Don't forget! Students: No problem, Mr. Sunshine. We'll remember. Teacher: Will you remember your books? Students: Yes, we'll remember to bring our books. Teacher: And please try to memorize all of the new words. Students: We'll try very hard to learn them. # Source: ST §Tennis Is Fun! $DIALOGUE Tennis Is Fun! ID: l2-s4 INTRO: Henry and Carmen have free time between class and supper. Listen to the story of their tennis afternoon — it ends with a small disaster at the post office. INSTRUCTION: Listen to the story. Narrator: Between class and supper, Henry and Carmen have some free time. {st-page_056_001.jpg|A daily schedule chart showing: 8-2 class, 3-5 rest, 6-7 supper, 8-10 study} VOCAB: to have a good time Narrator: At this time they usually exercise and have a good time. {st-page_056_002.jpg|A man and a woman smiling next to each other} Narrator: Sometimes, they play tennis. {st-page_056_003.jpg|Two people playing tennis over a net} Narrator: Carmen plays tennis very well. VOCAB: to hit Narrator: Yesterday, Henry learned to hit the ball. {st-page_056_004.jpg|A tennis racket about to hit a tennis ball, labeled 'hit'} Narrator: The first time Henry tried to hit the ball, {st-page_056_005.jpg|A tennis player swinging a racket to try to hit a ball} VOCAB: to miss Narrator: he missed. {st-page_057_001.jpg|A tennis player swinging and missing the tennis ball} Narrator: He didn't miss the second time. {st-page_057_002.jpg|A tennis player swinging his racket and successfully hitting the ball} Narrator: Carmen and Henry were happy. They had fun. {st-page_057_003.jpg|A man and a woman holding tennis rackets and smiling} VOCAB: watch Narrator: Then Carmen looked at her watch. {st-page_057_004.jpg|A wrist wearing a watch showing 3:45} Narrator: It was 3:45. "Oh, no!" she said, "I forgot to go to the post office, {st-page_057_005.jpg|A woman with hands on her head looking worried} Narrator: and it closes at 3:30. {st-page_057_006.jpg|The entrance to a U.S. Post Office} Narrator: I need to mail a letter to my mother. I must remember to go tomorrow." {st-page_057_007.jpg|A stamped letter addressed to Joan Doe in San Antonio, Tex. from Bill Black in Denver, Colo.} # Source: ST §Look at the Pictures. (questions on Tennis Is Fun!) $PRODUCE Questions About Henry and Carmen ID: l2-s5 REFERENCE: l2-s4 INTRO: Now answer questions about Henry, Carmen, and the tennis afternoon. Answer aloud in a full sentence — open the story again if you need it. INSTRUCTION: Answer each question aloud in a complete sentence. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any grammatically correct phrasing or short form of the same fact(s). EXAMPLE PROMPT: When do Carmen and Henry have supper? RESPONSE: They have supper between 6:00 and 7:00. PROMPT: When do Carmen and Henry have free time? RESPONSE: They have free time between class and supper. PROMPT: What do they usually do in their free time? RESPONSE: They usually exercise and have a good time. PROMPT: What do they sometimes play? RESPONSE: They sometimes play tennis. PROMPT: What did Henry learn yesterday? RESPONSE: He learned to hit the ball. PROMPT: What did Henry try to do? RESPONSE: He tried to hit the ball. PROMPT: Did he hit the ball the first time? RESPONSE: No, he didn't. He missed. PROMPT: Did he hit the ball the second time? RESPONSE: Yes, he did. He didn't miss. PROMPT: Were Carmen and Henry happy? RESPONSE: Yes, they were. They had fun. PROMPT: What did Carmen look at? RESPONSE: She looked at her watch. PROMPT: What did Carmen forget to do? RESPONSE: She forgot to go to the post office. PROMPT: What does she need to do? RESPONSE: She needs to mail a letter to her mother. # Source: ST §Don't Miss the Movie! $DIALOGUE Don't Miss the Movie! ID: l2-s8 INTRO: Charlie wants to see a movie, and this time nobody is going to miss it. Listen and repeat the dialog. INSTRUCTION: Listen and repeat each line. REPEAT Charlie: Jack, do you have a watch? What time is it? Jack: It's 3:20. Charlie: It's time for the movie. Let's not miss it. Jack: Let's call Mike. He wants to watch it, too. Charlie: Thanks. I'll call him right now. # Source: ST §John Wants to Play Volleyball (grammar table, card-ified) $GRAMMAR Verbs Followed by "To" ID: l2-s10 INTRO: You've heard "forgot to go" and "learned to hit". Here's the pattern behind all of them. CARD: Some verbs are followed by another verb with **to** — the infinitive. {Carlos likes to speak English.} {Carlos wants to speak English.} CARD: It works the same with "begin", "start", "learn", and "try". {Carlos begins to speak English.} {Carlos learns to speak English.} {Carlos tries to speak English.} CARD: And with "forget", "remember", and "need". {Carlos forgets to speak English.} {Carlos remembers to speak English.} {Carlos needs to speak English.} SUMMARY: | Verb | + to + verb | |---|---| | begins | to speak English. | | forgets | to speak English. | | learns | to speak English. | | likes | to speak English. | | needs | to speak English. | | remembers | to speak English. | | starts | to speak English. | | tries | to speak English. | | wants | to speak English. | # Source: ST §Infinitive as Direct Object $DIALOGUE Practice the Pattern ID: l2-s11 INTRO: Six sentences, one pattern: a verb plus "to" plus another verb. Listen and repeat each one. INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: I like to go to the movies. LINE: Alan wants to get in shape. LINE: They began to study at six o'clock. LINE: Rita needs to buy a house. LINE: He will remember to get the pictures. LINE: We started to play volleyball. # Source: LLA 2A Figure 3 $SELECT Which Means the Same? ID: 8-2a-f3 INTRO: If Mike forgot to lock the door — did he lock it? Listen to each sentence, tap the statement with the same meaning, then repeat the correct answer. INSTRUCTION: Tap the sentence that has the same meaning. REPEAT EXAMPLE PROMPT: Jackie learned to play soccer. {bk08-l2a-f3-ex.mp3} OPTION: a | Jackie doesn't play soccer. OPTION: b | Jackie plays soccer. OPTION: c | Jackie won't play soccer. ANSWER: b FEEDBACK: Jackie played soccer. {bk08-l2a-f3-ex-fb.mp3} PROMPT: Mike forgot to lock the door. {bk08-l2a-f3-01.mp3} OPTION: a | He locked the door. OPTION: b | He didn't lock the door. OPTION: c | He is going to lock the door. ANSWER: b FEEDBACK: He didn't lock the door. {bk08-l2a-f3-01-fb.mp3} PROMPT: Jim and Tim will begin to study French. {bk08-l2a-f3-02.mp3} OPTION: a | They will not study French. OPTION: b | They will finish studying French. OPTION: c | They will start to study French. ANSWER: c FEEDBACK: They will start to study French. {bk08-l2a-f3-02-fb.mp3} PROMPT: Jane remembered to buy the soap. {bk08-l2a-f3-03.mp3} OPTION: a | Jane forgot to buy the soap. OPTION: b | Jane bought the soap. OPTION: c | Jane didn't buy the soap. ANSWER: b FEEDBACK: Jane bought the soap. {bk08-l2a-f3-03-fb.mp3} PROMPT: Dan needs to cash a check. {bk08-l2a-f3-04.mp3} OPTION: a | Dan didn't cash a check. OPTION: b | Dan has to cash a check. OPTION: c | Dan won't cash a check. ANSWER: b FEEDBACK: Dan has to cash a check. {bk08-l2a-f3-04-fb.mp3} PROMPT: Marianne and Nan can't move the box. {bk08-l2a-f3-05.mp3} OPTION: a | They moved the box. OPTION: b | They remembered to move the box. OPTION: c | They didn't move the box. ANSWER: c FEEDBACK: They didn't move the box. {bk08-l2a-f3-05-fb.mp3} PROMPT: Rick started to read the newspaper at 7 o'clock. {bk08-l2a-f3-06.mp3} OPTION: a | He began to read at 7 o'clock. OPTION: b | He finished the paper at 7 o'clock. OPTION: c | He reads the paper at 7 o'clock every day. ANSWER: a FEEDBACK: He began to read at 7 o'clock. {bk08-l2a-f3-06-fb.mp3} PROMPT: Mark needed to go downtown last night. {bk08-l2a-f3-07.mp3} OPTION: a | He goes downtown every night. OPTION: b | He had to go downtown last night. OPTION: c | He didn't go downtown last night. ANSWER: b FEEDBACK: He had to go downtown last night. {bk08-l2a-f3-07-fb.mp3} PROMPT: Lucy likes to see old movies. {bk08-l2a-f3-08.mp3} OPTION: a | She wants to see old movies. OPTION: b | She never sees old movies. OPTION: c | She doesn't want to see old movies. ANSWER: a FEEDBACK: She wants to see old movies. {bk08-l2a-f3-08-fb.mp3} $SESSION 2-3: Questions and Answers with Infinitives # Source: ST §What Do You Like to Do? $PRODUCE What Do They Like to Do? ID: l2-s12 INTRO: In this part you'll ask and answer questions with "want to", "like to", and their friends. Start easy: answer each question using the words in parentheses. INSTRUCTION: Answer each question aloud using the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: What does Sally want to do? (work at the bank) RESPONSE: Sally wants to work at the bank. EXAMPLE PROMPT: What does she like to do? (count the money) RESPONSE: She likes to count the money. PROMPT: What does Harry want to do? (drive to New York) RESPONSE: Harry wants to drive to New York. PROMPT: What does Peggy like? (eat desserts) RESPONSE: Peggy likes to eat desserts. PROMPT: What does Sgt Wilson want? (get a new I.D. card) RESPONSE: Sgt Wilson wants to get a new I.D. card. PROMPT: What does Major Roberts like? (eat in the Officers Club) RESPONSE: Major Roberts likes to eat in the Officers Club. PROMPT: What does Bob want to be? (a pilot in the Air Force) RESPONSE: Bob wants to be a pilot in the Air Force. PROMPT: What does Tommy like to do? (listen to the radio) RESPONSE: Tommy likes to listen to the radio. PROMPT: What does Kathleen like to do? (buy clothes) RESPONSE: Kathleen likes to buy clothes. # Source: ST §Ray Needs to Buy a New Car. (grammar table, card-ified) $GRAMMAR Questions with "Need To" ID: l2-s13 INTRO: How to turn "Sue needs to lock the door" into a question — and how to answer it. CARD: To ask, put **do**, **does**, or **did** first. The main verb stays in its base form. {Do they need to lock the door?} {Does Sue need to lock the door?} {Did Sue need to lock the door?} CARD: In a "yes" answer, the verb carries the tense. {Yes, they need to lock the door.} {Yes, Sue needs to lock the door.} {Yes, Sue needed to lock the door.} CARD: In a "no" answer, **don't**, **doesn't**, or **didn't** carries the tense — the verb goes back to its base form. {No, they don't need to lock the door.} {No, Sue doesn't need to lock the door.} {No, Sue didn't need to lock the door.} SUMMARY: | Question | Yes | No | |---|---|---| | Do they need to lock the door? | Yes, they need to lock the door. | No, they don't need to lock the door. | | Did they need to lock the door? | Yes, they needed to lock the door. | No, they didn't need to lock the door. | | Does Sue need to lock the door? | Yes, Sue needs to lock the door. | No, Sue doesn't need to lock the door. | | Did Sue need to lock the door? | Yes, Sue needed to lock the door. | No, Sue didn't need to lock the door. | # Source: LLA 2A Figure 4 $PRODUCE Change It to a Question ID: 8-2a-f4 INPUT: speak CHECK: reveal INTRO: Now do it yourself, exactly as the cards just showed. Read the sentence on the screen. Listen to the sentence and the substitution cue, then say the new question aloud. INSTRUCTION: Change the sentence into a question with the new words. REPEAT EXAMPLE TEMPLATE: Mike forgot to lock the door. (*car*) PROMPT: Mike forgot to lock the door. Car. {bk08-l2a-f4-ex-q.mp3} RESPONSE: Did Mike forget to lock the car? {bk08-l2a-f4-ex-a.mp3} TEMPLATE: Jim and Tim will begin to study French. (*Jan and Anne*) PROMPT: Jim and Tim will begin to study French. Jan and Anne. {bk08-l2a-f4-01-q.mp3} RESPONSE: Will Jan and Anne begin to study French? {bk08-l2a-f4-01-a.mp3} TEMPLATE: Jane remembered to buy the soap. (*towels*) PROMPT: Jane remembered to buy soap. Towels. {bk08-l2a-f4-02-q.mp3} RESPONSE: Did she remember to buy towels? TEMPLATE: Dan needs to cash a check. (*Henry*) PROMPT: Dan needs to cash a check. Henry. {bk08-l2a-f4-03-q.mp3} RESPONSE: Does Henry need to cash a check? {bk08-l2a-f4-03-a.mp3} TEMPLATE: Mary Ann and I tried to move the box. (*sofa*) PROMPT: Marianne and I tried to move the box. Sofa. {bk08-l2a-f4-04-q.mp3} RESPONSE: Did you and Marianne try to move the sofa? {bk08-l2a-f4-04-a.mp3} TEMPLATE: Rick started to read the newspaper at 7 o'clock. (*Bob*) PROMPT: Rick started to read the newspaper at 7 o'clock. Bob. {bk08-l2a-f4-05-q.mp3} RESPONSE: Did Bob start to read the newspaper at 7 o'clock? {bk08-l2a-f4-05-a.mp3} TEMPLATE: Lucy likes to see old movies. (*new*) PROMPT: Lucy likes to see old movies. New. {bk08-l2a-f4-06-q.mp3} RESPONSE: Does she like to see new movies? # Source: ST §Ask and Answer: Infinitives $PRODUCE Ask It, Then Answer It ID: l2-s14 INTRO: Now build both halves yourself: make a yes/no question from the cue, then answer it. Any sensible question counts. INSTRUCTION: Ask and answer a question aloud using the cue phrase. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept any grammatically correct yes/no question and answer pair using the given verb and infinitive; any subject and any reasonable completion is fine. EXAMPLE PROMPT: forget to lock RESPONSE: Did you forget to lock the door?\n— Yes, I forgot to lock the door. PROMPT: need to learn RESPONSE: Do you need to learn English?\n— Yes, I need to learn English. PROMPT: begin to play RESPONSE: Did they begin to play volleyball?\n— Yes, they began to play volleyball. PROMPT: start to sing RESPONSE: Did she start to sing?\n— Yes, she started to sing. PROMPT: want to drive RESPONSE: Do you want to drive to New York?\n— Yes, I want to drive to New York. PROMPT: remember to buy RESPONSE: Did you remember to buy milk?\n— Yes, I remembered to buy milk. PROMPT: forget to sign RESPONSE: Did he forget to sign the check?\n— Yes, he forgot to sign the check. # Source: ST §What Are They Trying to Do? $PRODUCE What Are They Trying to Do? ID: l2-s14-b INTRO: Look at each picture and say what the person is trying to do. Some of them are clearly not succeeding — describe the attempt, not the result. INSTRUCTION: Answer aloud using "trying to". INPUT: speak CHECK: llm RUBRIC: Accept any reasonable answer describing the person's action using an infinitive (e.g., "He is trying to remember", "She is trying to put the box on the shelf", "They are trying to swim"). PROMPT: What is he trying to do? {st-page_068_001.jpg|A young man with long hair looking sad or thoughtful} RESPONSE: He is trying to remember something. PROMPT: What is she trying to do? {st-page_068_002.jpg|A woman reaching up to put a cardboard box onto a high shelf} RESPONSE: She is trying to put the box on the shelf. PROMPT: What is he trying to do? {st-page_068_003.jpg|A man in athletic attire holding a tennis racket behind his back} RESPONSE: He is trying to play tennis. PROMPT: What are they trying to do? {st-page_068_004.jpg|Children playing and swimming in water} RESPONSE: They are trying to swim. PROMPT: What is he trying to do? {st-page_068_005.jpg|A baseball player swinging a bat at a ball} RESPONSE: He is trying to hit the baseball. PROMPT: What is she trying to do? {st-page_068_006.jpg|A woman standing at a kitchen counter preparing food near a stove with pots} RESPONSE: She is trying to cook dinner. PROMPT: What is he trying to do? {st-page_069_001.jpg|A young boy holding a folder labeled "HOMEWORK"} RESPONSE: He is trying to do his homework. PROMPT: What is she trying to do? {st-page_069_002.jpg|A man instructing a woman on how to hold a tennis racket} RESPONSE: She is trying to learn tennis. # Source: ST §Make Questions $PRODUCE Make a Question About It ID: l2-s15 INTRO: People will tell you things; your job is to ask about the underlined part. Jim and Joe are talking about tennis, and Sgt Mays has an ear problem. INSTRUCTION: Make a question about the underlined phrase. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept any appropriate, grammatically correct question built around the underlined phrase — asking about its object or the activity (e.g. for "like to play": "What does Joe like to play?" or "What does Joe like to do?"); the model answer is one good version, not the only one. EXAMPLE PROMPT: Jim says, "I need to buy some new shoes." RESPONSE: What does Jim need to buy? PROMPT: Jim asks Joe, "Do you *like to play* tennis?" RESPONSE: What does Joe like to play? PROMPT: Joe says, "I *learned to play* three years ago." RESPONSE: When did Joe learn to play tennis? PROMPT: Jim says, "I'd *like to learn* to play tennis." RESPONSE: What would Jim like to learn? PROMPT: Joe says to Jim, "Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes." RESPONSE: What should Jim not forget to pick up? PROMPT: Jim says, "I'll *remember to get* tennis balls too." RESPONSE: What will Jim remember to get? PROMPT: Sgt Mays says, "Sir, my ears *began to hurt* last night." RESPONSE: When did Sgt Mays's ears begin to hurt? PROMPT: Capt Coffey asks Sgt Mays, "Do you *need to go* to the doctor?" RESPONSE: Where does Sgt Mays need to go? PROMPT: Sgt Mays says, "I'll *try to see* the doctor this morning and get some medicine." RESPONSE: When will Sgt Mays try to see the doctor? PROMPT: The doctor says, "You must *remember to take* the medicine every day." RESPONSE: How often must Sgt Mays remember to take the medicine? # Source: LLA 2D Figure 1 $PRODUCE Look and Answer ID: 8-2d-f1 INPUT: speak CHECK: reveal REPEAT INTRO: Everything from this part in one pass. Look at each picture and listen to the question. Answer aloud in a complete sentence, then repeat the model answer. INSTRUCTION: Answer the question aloud based on the picture. EXAMPLE PROMPT: What do they like to do? {page_049_001.jpg|A person swimming in water with high waves} {bk08-l2d-f1-01-q.mp3} RESPONSE: They like to swim. {bk08-l2d-f1-01-a.mp3} PROMPT: What does the daughter want to do? {page_049_002.jpg|A woman and a child at an ice cream counter ordering} {bk08-l2d-f1-02-q.mp3} RESPONSE: She wants to eat ice cream. {bk08-l2d-f1-02-a.mp3} PROMPT: What did he forget to bring? {page_049_003.jpg|A man standing outside in heavy rain} {bk08-l2d-f1-03-q.mp3} RESPONSE: He forgot to bring his umbrella. {bk08-l2d-f1-03-a.mp3} PROMPT: What did he remember? {page_049_004.jpg|A boy reaching up to turn a doorknob} {bk08-l2d-f1-04-q.mp3} RESPONSE: He remembered to lock the door. {bk08-l2d-f1-04-a.mp3} PROMPT: What is she trying to do? {page_049_005.jpg|A woman slamming a large door or refrigerator door shut} {bk08-l2d-f1-05-q.mp3} RESPONSE: She is trying to move the refrigerator. {bk08-l2d-f1-05-a.mp3} PROMPT: What does he need to do? {page_049_006.jpg|A man looking down at his wrist watch} {bk08-l2d-f1-06-q.mp3} RESPONSE: He needs to buy a new shirt. {bk08-l2d-f1-06-a.mp3} PROMPT: What is she learning? {page_050_001.jpg|A man and woman in a car with a sign "AL'S DRIVING SCHOOL" on top} {bk08-l2d-f1-07-q.mp3} RESPONSE: She is learning to drive a car. {bk08-l2d-f1-07-a.mp3} PROMPT: What is the little boy doing? {page_050_002.jpg|A young boy looking confused or thoughtful with finger near his mouth} {bk08-l2d-f1-08-q.mp3} RESPONSE: The little boy is starting to cry. {bk08-l2d-f1-08-a.mp3} $SESSION 2-4: Descriptive Adjectives # SKIPPED (book): ST Listening Skill "SYLLABLES" — instructor-read word list for counting syllables. # Source: ST §This Lesson Is Important. $DIALOGUE Words That Describe ID: l2-s16 INTRO: In this part you'll learn words that describe things: "beautiful", "difficult", "important", and more. Each new word comes with a plainer one that means almost the same. Listen and repeat. INSTRUCTION: Listen and repeat each pair of sentences. REPEAT VOCAB: beautiful LINE: Anna is very pretty. Anna is beautiful. {st-page_071_001.jpg|A portrait of a young woman with long hair} VOCAB: difficult LINE: The problem is hard. The problem is difficult. {st-page_071_002.jpg|A chalkboard showing complex mathematical/physics equations} VOCAB: healthy LINE: Sgt Adams is not sick. Sgt Adams is healthy. {st-page_071_003.jpg|A military officer in uniform wearing a cap} VOCAB: interesting LINE: The book is about the moon. The book is interesting. {st-page_071_004.jpg|A book cover titled "MOON TRAVEL" showing an astronaut} VOCAB: important LINE: The letter is from the colonel. The letter is important. {st-page_072_001.jpg|An envelope with postage stamp addressed from Col. Mohamed, Sudan to Captain Kline, Lackland AFB} LINE: There was a soccer game yesterday between Italy and Sudan. {st-page_072_002.jpg|A group of young boys playing soccer on a field} LINE: The score was 1 to 1. {st-page_072_002.jpg|A group of young boys playing soccer on a field} VOCAB: exciting LINE: The game was exciting. {st-page_072_002.jpg|A group of young boys playing soccer on a field} VOCAB: terrific LINE: The movie was very good. The movie was terrific. {st-page_072_003.jpg|A movie theater marquee showing "ROMANCING THE ROCK" with a line of people waiting outside} # Source: LLA 2C Figure 1 $DIALOGUE Say the Describing Words ID: 8-2c-f1 INTRO: Same words, now from the tape. Listen to each sentence and repeat it, paying attention to the describing word. INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Mathematics is difficult. {bk08-l2c-f1-01.mp3} LINE: Jane's hair is beautiful. {bk08-l2c-f1-02.mp3} LINE: He's a very healthy person. {bk08-l2c-f1-03.mp3} LINE: My language class is very interesting. {bk08-l2c-f1-04.mp3} LINE: Soccer is a very exciting game. {bk08-l2c-f1-05.mp3} LINE: This envelope has an important letter. {bk08-l2c-f1-06.mp3} LINE: That movie was terrific! {bk08-l2c-f1-07.mp3} # Source: LLA 2C Figure 2 $SELECT Which Picture Matches? ID: 8-2c-f2 HIDE_PROMPT INTRO: Listen to each description and tap the picture that matches what you hear. Then repeat the correct sentence. INSTRUCTION: Tap the matching picture. REPEAT EXAMPLE PROMPT: These math problems are very difficult. {bk08-l2c-f2-ex.mp3} OPTION: a | Difficult math problems {page_043_001.jpg|Long complex multiplication and division math problems on paper} OPTION: b | Simple math problems {page_043_002.jpg|Simple addition, division, and multiplication math problems} ANSWER: a FEEDBACK: Letter A has the difficult problem. {bk08-l2c-f2-ex-fb.mp3} PROMPT: Kim's house is beautiful. {bk08-l2c-f2-01-q.mp3} OPTION: a | House with a clock face sketch {page_043_003.jpg|A sketch of a house with a clock face drawn on its front exterior wall} OPTION: b | Beautiful modern house {page_043_004.jpg|A large, modern two-story suburban house surrounded by trees} ANSWER: b FEEDBACK: Kim's house is beautiful. {bk08-l2c-f2-01-a.mp3} PROMPT: Arnold is a very healthy person. {bk08-l2c-f2-02-q.mp3} OPTION: a | Fit young man {page_044_001.jpg|A smiling, fit young man wearing a t-shirt} OPTION: b | Unhealthy man {page_044_002.jpg|An overweight man looking tired and unhappy} ANSWER: a FEEDBACK: Arnold is a very healthy person. {bk08-l2c-f2-02-a.mp3} PROMPT: History class was very interesting yesterday. {bk08-l2c-f2-03-q.mp3} OPTION: a | Bored students asleep {page_044_003.jpg|A classroom filled with bored, sleepy students resting their heads on desks} OPTION: b | Engaged students listening {page_044_004.jpg|A classroom of engaged, happy students leaning forward attentive to a lesson} ANSWER: b FEEDBACK: History class was very interesting yesterday. {bk08-l2c-f2-03-a.mp3} PROMPT: The soccer game between Mexico and Saudi Arabia was very exciting. {bk08-l2c-f2-04-q.mp3} OPTION: a | Exciting goal action {page_044_005.jpg|An exciting view of a sports match from the crowd as a player scores a goal} OPTION: b | Spectators waiting behind fence {page_044_006.jpg|Spectators watching a sports match from behind a fence banner} ANSWER: a FEEDBACK: The soccer game between Mexico and Saudi Arabia was very exciting. {bk08-l2c-f2-04-a.mp3} PROMPT: That envelope has an important letter. {bk08-l2c-f2-05-q.mp3} OPTION: a | Junk mail advertisement {page_045_001.jpg|An envelope with junk mail advertisement text "YOU'RE A LUCKY WINNER! (Advertisement)"} OPTION: b | Department of Public Safety envelope {page_045_002.jpg|An envelope from Dept of Public Safety STATE OF TEXAS marked "IMPORTANT DOCUMENT"} ANSWER: b FEEDBACK: That envelope has an important letter. {bk08-l2c-f2-05-a.mp3} PROMPT: That movie was really terrific. {bk08-l2c-f2-06-q.mp3} OPTION: a | Happy smiling audience {page_045_003.jpg|A film frame showing happy, smiling people looking at the camera} OPTION: b | Bored moviegoers {page_045_004.jpg|A film frame showing bored or unamused people sitting together} ANSWER: a FEEDBACK: That movie was really terrific. {bk08-l2c-f2-06-a.mp3} # Source: new (gap: adjective placement and a/an drilled in the next activity but never explained) $GRAMMAR Where the Describing Word Goes ID: l2-s17-g INTRO: One small rule before you build these sentences yourself. CARD: A describing word goes **before** the noun it describes. {Jan has a job.} {Jan has an exciting job.} CARD: Use **an**, not "a", when the next word starts with a vowel sound. {a difficult test} {an important test} {an interesting book} # Source: ST §She Was an Important Person. $PRODUCE Add the Describing Word ID: l2-s17 INTRO: Take a plain sentence and dress it up: put the adjective in parentheses where it belongs. Watch out for "a" turning into "an". INSTRUCTION: Say the sentence again with the adjective in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: I saw a movie on TV last night. (interesting) RESPONSE: I saw an interesting movie on TV last night. EXAMPLE PROMPT: Ms. Jimenez gave us a test this morning. (difficult) RESPONSE: Ms. Jimenez gave us a difficult test this morning. PROMPT: I saw a soccer game on TV last night. (exciting) RESPONSE: I saw an exciting soccer game on TV last night. PROMPT: San Francisco is a city in California. (beautiful) RESPONSE: San Francisco is a beautiful city in California. PROMPT: Jim read a book about China. (interesting) RESPONSE: Jim read an interesting book about China. PROMPT: He is the father of five children. (healthy) RESPONSE: He is the father of five healthy children. PROMPT: Lt Ellis was working on a problem. (difficult) RESPONSE: Lt Ellis was working on a difficult problem. PROMPT: The students have a test tomorrow. (important) RESPONSE: The students have an important test tomorrow. PROMPT: Mr. Garcia is a cook. (terrific) RESPONSE: Mr. Garcia is a terrific cook. PROMPT: Jan has a job. (exciting) RESPONSE: Jan has an exciting job. # Source: ST §That's Very Interesting! $SELECT That's Very Interesting! ID: l2-s18 INTRO: People love to share their news — and a good listener has the right reply ready. Tap the response that fits each statement. INSTRUCTION: Tap the matching response. OPTION: a | That will be exciting! When are you going to leave? OPTION: b | That's interesting. I'd like to read it. OPTION: c | That's a very difficult language. OPTION: d | It's beautiful! When were you there? OPTION: e | That's terrific! Now you can drive to school. PROMPT: We're taking a trip to Hawaii. ANSWER: a PROMPT: This book is about people from different countries. ANSWER: b PROMPT: My brother is studying Chinese. ANSWER: c PROMPT: I took this picture of Niagara Falls. ANSWER: d PROMPT: I bought a new car. ANSWER: e $SESSION 2-5: Possessive Pronouns # Source: ST §Possessive Pronouns (grammar table, card-ified) $GRAMMAR Mine, Yours, Hers — Possessive Pronouns ID: l2-s20 INTRO: In this part you'll learn to say whose things are whose without repeating the noun. Say "That's mine" — not "That's my car" every single time. CARD: A possessive adjective comes **before** a noun. A possessive **pronoun** stands alone — no noun after it. {That's my car.} {That's mine.} CARD: "Your" becomes **yours**, and "her" becomes **hers**. {That's your car.} {That's yours.} {That's her car.} {That's hers.} CARD: "His" stays **his**. "Our" becomes **ours**, and "their" becomes **theirs**. {That's his car.} {That's his.} {That's our car.} {That's ours.} {That's their car.} {That's theirs.} SUMMARY: | Possessive Adjective | Possessive Pronoun | |---|---| | That's **my** car. | That's **mine**. | | That's **their** car. | That's **theirs**. | | That's **her** car. | That's **hers**. | | That's **his** car. | That's **his**. | | That's **our** car. | That's **ours**. | | That's **your** car. | That's **yours**. | # Source: ST §Possessive Pronouns in Use $DIALOGUE Possessive Pronouns in Use ID: l2-s21 INTRO: Eight little exchanges about books, houses, cats, and flowers — all held together by "mine", "yours", "his", and "hers". Just listen and read along. INSTRUCTION: Read the questions and answers. LINE: That looks like an interesting book. Is it yours? LINE: No, it's not mine. It's my sister's. LINE: That's a beautiful house. Is it yours? LINE: No, it's theirs. Ours is over there. LINE: That's an important paper. It must be his. LINE: No, it's not. It's hers. LINE: What a pretty cat! Is it yours? LINE: Yes, it's ours. LINE: There's a blue car. Is that hers? LINE: No, that's mine. Hers is over there. LINE: Here's someone's jacket. Is it yours? LINE: Yes, it's mine. LINE: My test was very difficult. Was yours hard? LINE: Yes, ours was very difficult too. LINE: What pretty flowers! Are they hers? LINE: No, they're mine. # Source: LLA 2C Figure 3 $PRODUCE Answer with Mine, His, or Hers ID: 8-2c-f3 INTRO: Now it's your turn to answer. Listen to each question, then respond aloud using the right possessive pronoun. The model answer plays afterward. INSTRUCTION: Answer aloud. INPUT: speak CHECK: reveal PROMPT: That's a beautiful house. Is that Colonel MacDonald's? {bk08-l2c-f3-01.mp3} RESPONSE: Yes, it's his. PROMPT: That looks like an interesting book. Is it yours? {bk08-l2c-f3-02.mp3} RESPONSE: No, it's not mine. It's Dorothy's. PROMPT: What a pretty little girl. Is she yours? {bk08-l2c-f3-03.mp3} RESPONSE: Yes, she's mine. PROMPT: Here's someone's jacket. Is it yours? {bk08-l2c-f3-04.mp3} RESPONSE: No, that's Sgt Powell's. PROMPT: Is this your classroom? {bk08-l2c-f3-05.mp3} RESPONSE: No, mine is next door. PROMPT: That was a difficult test. Was yours hard? {bk08-l2c-f3-06.mp3} RESPONSE: Yes, ours was very difficult, too! PROMPT: Is that Henry's radio? {bk08-l2c-f3-07.mp3} RESPONSE: No, that's mine. PROMPT: Is that Carol's red-and-white truck? {bk08-l2c-f3-08.mp3} RESPONSE: Yes, that's hers. # Source: LLA 2C Figure 4 $SELECT Same Meaning: Whose Is It? ID: 8-2c-f4 INTRO: Listen to each sentence, then tap the sentence with the same meaning. Repeat the correct answer. INSTRUCTION: Tap the sentence with the same meaning. REPEAT EXAMPLE PROMPT: The dog is Marie's. {bk08-l2c-f4-ex.mp3} OPTION: a | It's his. OPTION: b | It's ours. OPTION: c | It's hers. ANSWER: c FEEDBACK: It's hers. {bk08-l2c-f4-ex-fb.mp3} PROMPT: The books are mine and Jack's. {bk08-l2c-f4-01-q.mp3} OPTION: a | They're ours. OPTION: b | They're yours. OPTION: c | They're his. ANSWER: a FEEDBACK: They're ours. {bk08-l2c-f4-01-a.mp3} PROMPT: That's my pencil. {bk08-l2c-f4-02-q.mp3} OPTION: a | That's his. OPTION: b | That's mine. OPTION: c | That's ours. ANSWER: b FEEDBACK: That's mine. {bk08-l2c-f4-02-a.mp3} PROMPT: That's Fred's hat. {bk08-l2c-f4-03-q.mp3} OPTION: a | That's hers. OPTION: b | That's yours. OPTION: c | That's his. ANSWER: c FEEDBACK: That's his. {bk08-l2c-f4-03-a.mp3} PROMPT: Their house is the biggest one on our street. {bk08-l2c-f4-04-q.mp3} OPTION: a | Theirs is the biggest one on our street. OPTION: b | His is the biggest one on our street. OPTION: c | Ours is the biggest one on our street. ANSWER: a FEEDBACK: Theirs is the biggest one on our street. {bk08-l2c-f4-04-a.mp3} PROMPT: Susan's truck is red. {bk08-l2c-f4-05-q.mp3} OPTION: a | Theirs is red. OPTION: b | Ours is red. OPTION: c | Hers is red. ANSWER: c FEEDBACK: Hers is red. {bk08-l2c-f4-05-a.mp3} PROMPT: That's the Medrano's car. {bk08-l2c-f4-06-q.mp3} OPTION: a | That's his. OPTION: b | That's theirs. OPTION: c | That's mine. ANSWER: b FEEDBACK: That's theirs. {bk08-l2c-f4-06-a.mp3} # Source: ST §Whose Is It? $PRODUCE Whose Is It? ID: l2-s22 INTRO: Quick-fire round: someone in parentheses owns each thing. Answer with the right pronoun — "It's his", "They're hers", and so on. INSTRUCTION: Answer each question aloud using a possessive pronoun. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: Whose book is this? (Mike) RESPONSE: It's his. PROMPT: Whose pen is that? (Henry) RESPONSE: It's his. PROMPT: Whose keys are those? (Peggy) RESPONSE: They're hers. PROMPT: Whose hat is that? (Mr Adams) RESPONSE: It's his. PROMPT: Whose flowers are those? (Janet and Sara) RESPONSE: They're theirs. PROMPT: Whose dessert is that? (John) RESPONSE: It's his. PROMPT: Whose class is this? (Ms. White) RESPONSE: It's hers. PROMPT: Whose gloves are these? (I) RESPONSE: They're mine. PROMPT: Whose money is this? (Ted and I) RESPONSE: It's ours. PROMPT: Whose shoes are these? (Tommy) RESPONSE: They're his. PROMPT: Whose dog is this? (Bob and John) RESPONSE: It's theirs. # Source: ST §Replace with Possessive Pronoun $PRODUCE Say It the Short Way ID: l2-s23 INTRO: Same idea, other direction: replace the underlined words with one possessive pronoun and say the new sentence. INSTRUCTION: Replace the underlined words with a possessive pronoun. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: *My car* is blue. RESPONSE: Mine is blue. PROMPT: That's *Sara's hat*. RESPONSE: That's hers. PROMPT: *His shirt* is white. RESPONSE: His is white. PROMPT: That's *the Smiths' car*. RESPONSE: That's theirs. PROMPT: *Our house* is over there. RESPONSE: Ours is over there. PROMPT: That's *Kevin's camera*. RESPONSE: That's his. PROMPT: *Her coat* is dirty. RESPONSE: Hers is dirty. PROMPT: *Their grass* is the greenest. RESPONSE: Theirs is the greenest. PROMPT: He mailed *her letter* yesterday. RESPONSE: He mailed hers yesterday. PROMPT: *His language* is French. RESPONSE: His is French. PROMPT: That's *my radio*. RESPONSE: That's mine. $SESSION 2-6: More Practice with Possessives # Source: ST §Ours Is Next to the Corner $PRODUCE Ours Is Next to the Corner ID: l2-s24 INTRO: More practice with "mine", "yours", and friends — this time you type them. Two cameras, two cars, two dogs: keep track of whose is whose. INSTRUCTION: Type the correct possessive pronoun (mine, yours, hers, his, ours, theirs) to complete each sentence. INPUT: type CHECK: exact TEMPLATE: We both have cameras. ____{Mine|Yours} is working. ____{Yours|Mine} isn't. RESPONSE: We both have cameras. Mine is working. Yours isn't. TEMPLATE: Jim and Lilly both have new cars. ____{His|Hers} has four doors. ____{Hers|His} has two doors. RESPONSE: Jim and Lilly both have new cars. His has four doors. Hers has two doors. TEMPLATE: Fred bought a new jacket. ____{His} is the brown one. RESPONSE: Fred bought a new jacket. His is the brown one. TEMPLATE: The Roberts' house is on the corner. ____{Ours|Mine|Theirs|His|Hers} is next to it. RESPONSE: The Roberts' house is on the corner. Ours is next to it. TEMPLATE: Our gate is open. ____{Yours|Theirs|His|Hers} is closed. RESPONSE: Our gate is open. Yours is closed. TEMPLATE: Both of our watches are wrong. ____{Mine|Yours} is four minutes fast. ____{Yours|Mine} is five minutes slow. RESPONSE: Both of our watches are wrong. Mine is four minutes fast. Yours is five minutes slow. TEMPLATE: Steven and Maria both have dogs. ____{His|Hers} are small dogs. ____{Hers|His} are big dogs. RESPONSE: Steven and Maria both have dogs. His are small dogs. Hers are big dogs. TEMPLATE: Their car is red. ____{Ours|Mine|Yours|His|Hers} is white. RESPONSE: Their car is red. Ours is white. # SKIPPED (book): ST "IT'S NOT MINE." — open classroom object-pointing pair practice. # Source: ST §That's Its Dish. $PRODUCE Its Name Is Duke ID: l2-s25 INTRO: One more possessive word: "its" — for a dog, a house, or anything that isn't a person. Meet Duke, who eats all its food. Type "its" or "Its" in each gap. INSTRUCTION: Complete the sentences with "its" or "Its". INPUT: type CHECK: exact TEMPLATE: This is our dog. ____{Its} name is Duke. {st-page_078_001.jpg|A dog wagging its tail, lowering its head to eat from a bowl on the ground} RESPONSE: This is our dog. Its name is Duke. TEMPLATE: Duke is black and white. ____{Its} body is mostly white, but two of ____{its} legs are black. RESPONSE: Duke is black and white. Its body is mostly white, but two of its legs are black. TEMPLATE: In the morning, our son puts food and water in Duke's dishes. Duke eats all ____{its} food. RESPONSE: In the morning, our son puts food and water in Duke's dishes. Duke eats all its food. TEMPLATE: We have a new house. ____{Its} rooms are large. RESPONSE: We have a new house. Its rooms are large. TEMPLATE: The front door and ____{its} roof are blue. RESPONSE: The front door and its roof are blue. TEMPLATE: The children like ____{its} big backyard. Next to ____{its} garage is a small tree. RESPONSE: The children like its big backyard. Next to its garage is a small tree. # Source: ST §Mine's Delicious! $DIALOGUE Mine's Delicious! {st-page_079_001.jpg|A group of people enjoying desserts, coffee, and exercising near a school building} ID: l2-s26 INTRO: Dessert, coffee, and exercise — three short exchanges where possessives do the work. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Jack: How's your dessert? Ben: Mine's delicious! How's yours? David: How's your coffee? Pat: Mine's awful. What about yours? Peter: Bill does his exercises after class. When does Tom do his? Steve: He does his at the lunch break. LINE: Ben's test was easy, but hers was difficult. LINE: Your school is big, but ours is bigger. LINE: Did the students do their pushups today? # Source: ST §How's Your Dessert? $DIALOGUE How's Your Dessert? ID: l2-s27 INTRO: Jack and Ben got the two smallest pieces of pie in the room, and they've noticed. Listen to the whole conversation. INSTRUCTION: Listen to the dialogue. Jack: How's your dessert? Ben: I think it's good, but mine's very small. Jack: Mine is too. Are the other pieces small, too? Ben: No. His dessert is large, and hers is too. Jack: Both of theirs are larger than ours. Ben: You're right. Let's ask for different ones. Jack: My pie's delicious. Who made it? Ben: Jane's mother. She puts lots of fruit in her pies. Jack: Did she make the other pie, too? Ben: No. Pam and Dot did, but theirs is good, too. Jack: You're right. Both desserts are very good. # Source: ST §We Exercise. Do You? $PRODUCE We Exercise. Do You? {st-page_081_001.jpg|Two people doing physical exercises on gym equipment} ID: l2-s28 INTRO: A husband and wife who exercise every day — separately, on principle. Complete the story with the right possessive words. INSTRUCTION: Type the correct possessive word (my, mine, her, hers, his, our, ours, their, theirs, yours). INPUT: type CHECK: exact TEMPLATE: My wife and I exercise every day at the gym. We don't do ____{our} exercises together. RESPONSE: My wife and I exercise every day at the gym. We don't do our exercises together. TEMPLATE: Our schedules are different. The men do ____{their} exercises in the morning and the women do ____{theirs} in the afternoon. RESPONSE: Our schedules are different. The men do their exercises in the morning and the women do theirs in the afternoon. TEMPLATE: My wife works out with ____{her} sister and I work out with ____{my} friend Jack. RESPONSE: My wife works out with her sister and I work out with my friend Jack. TEMPLATE: ____{His|Her|Their} schedule of exercises is different from mine. RESPONSE: His schedule of exercises is different from mine. TEMPLATE: I do pushups and situps for ____{mine} and he plays volleyball for ____{his}. RESPONSE: I do pushups and situps for mine and he plays volleyball for his. TEMPLATE: My wife likes to do pushups and situps, too, but we do ____{ours} at different times. RESPONSE: My wife likes to do pushups and situps, too, but we do ours at different times. TEMPLATE: She does ____{hers} first and then she swims. I do ____{mine} later. RESPONSE: She does hers first and then she swims. I do mine later. TEMPLATE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ____{ours}. Do you do ____{yours}? RESPONSE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ours. Do you do yours? # SKIPPED (book): ST "IT'S MINE!" — open dialog variation / pair substitution practice. # Source: LLA 2D Figure 3 (Part 1) $PRODUCE Type What You Hear: Whose Is It? ID: 8-2d-f3-dict INPUT: type CHECK: exact HIDE_PROMPT INTRO: Eight short lines from two conversations about coats and jackets. Listen to each one and type exactly what you hear — you'll rebuild the conversations next. INSTRUCTION: Type the sentence you hear. PROMPT: No, he has his on. {bk08-l2d-f3-01.mp3} RESPONSE: No, he has his on. {bk08-l2d-f3-01.mp3} PROMPT: It's Calvin's. {bk08-l2d-f3-02.mp3} RESPONSE: It's Calvin's. {bk08-l2d-f3-02.mp3} PROMPT: Is that Jeff's coat? {bk08-l2d-f3-03.mp3} RESPONSE: Is that Jeff's coat? {bk08-l2d-f3-03.mp3} PROMPT: Whose is this? {bk08-l2d-f3-04.mp3} RESPONSE: Whose is this? {bk08-l2d-f3-04.mp3} PROMPT: I think it's new. {bk08-l2d-f3-05.mp3} RESPONSE: I think it's new. {bk08-l2d-f3-05.mp3} PROMPT: Is that Steve's jacket? {bk08-l2d-f3-06.mp3} RESPONSE: Is that Steve's jacket? {bk08-l2d-f3-06.mp3} PROMPT: Yes, he bought it last week. {bk08-l2d-f3-07.mp3} RESPONSE: Yes, he bought it last week. {bk08-l2d-f3-07.mp3} PROMPT: Yes, it's his. His name is in it. {bk08-l2d-f3-08.mp3} RESPONSE: Yes, it's his. His name is in it. {bk08-l2d-f3-08.mp3} # Source: LLA 2D Figure 3 (Part 2) $SELECT Rebuild the Conversation: Jeff's Coat ID: 8-2d-f3-order1 ORDER INTRO: Those sentences belong to two conversations. Here's the first: put the four lines in an order that makes sense. INSTRUCTION: Arrange the sentences in the correct order. OPTION: a | No, he has his on. OPTION: b | It's Calvin's. OPTION: c | Is that Jeff's coat? OPTION: d | Whose is this? TEMPLATE: Arrange the sentences to form the conversation. ANSWER: c,a,d,b # Source: LLA 2D Figure 3 (Part 3) $DIALOGUE Jeff's Coat ID: 8-2d-f3-d1 REPEAT INTRO: Here's that conversation in its correct order. Listen and repeat each line. INSTRUCTION: Listen and repeat. Man1: Is that Jeff's coat? {bk08-l2d-f3-d1-01.mp3} Man2: No, he has his on. {bk08-l2d-f3-d1-02.mp3} Man1: Whose is this? {bk08-l2d-f3-d1-03.mp3} Man2: It's Calvin's. {bk08-l2d-f3-d1-04.mp3} # Source: LLA 2D Figure 3 (Part 4) $SELECT Rebuild the Conversation: Steve's Jacket ID: 8-2d-f3-order2 ORDER INTRO: And the second conversation — same job. Put the four lines in order. INSTRUCTION: Arrange the sentences in the correct order. OPTION: e | I think it's new. OPTION: f | Is that Steve's jacket? OPTION: g | Yes, he bought it last week. OPTION: h | Yes, it's his. His name is in it. TEMPLATE: Arrange the sentences to form the conversation. ANSWER: f,h,e,g # Source: LLA 2D Figure 3 (Part 5) $DIALOGUE Steve's Jacket ID: 8-2d-f3-d2 REPEAT INTRO: Here it is in order. Listen and repeat each line. INSTRUCTION: Listen and repeat. Man1: Is that Steve's jacket? {bk08-l2d-f3-d2-01.mp3} Man2: Yes, it's his. His name is in it. {bk08-l2d-f3-d2-02.mp3} Man1: I think it's new. {bk08-l2d-f3-d2-03.mp3} Man2: Yes, he bought it last week. {bk08-l2d-f3-d2-04.mp3} $SESSION 2-7: Following Directions and Outlines # Source: LLA 2B Figure 1 $PRODUCE Listen and Answer ID: 8-2b-f1 INPUT: speak CHECK: reveal REPEAT INTRO: In this part you'll train your ears: answer questions about conversations, follow directions on a map, and fill in outlines. First, read the question, then listen to the conversation. When you hear the question again, answer aloud in a complete sentence, and repeat the correct answer. INSTRUCTION: Answer the question aloud based on the conversation. EXAMPLE TEMPLATE: Where does Col Adams want Airman Sawyer to go? PROMPT: Airman Sawyer, go to the locator and get a new name tag.\n— Yes, sir. I'll do it right now.\nWhere does Colonel Adams want Airman Sawyer to go? {bk08-l2b-f1-ex-q.mp3} RESPONSE: He wants her to go to the locator. {bk08-l2b-f1-ex-a.mp3} TEMPLATE: Where are Sgt Victors and Sgt Jones going to eat lunch today? PROMPT: The mess hall is very crowded today.\n— Let's go to the NCO club.\n— Okay. The food's always good there.\nWhere are Sergeant Victors and Sergeant Jones going to eat lunch today? {bk08-l2b-f1-01-q.mp3} RESPONSE: They are going to eat at the NCO club. {bk08-l2b-f1-01-a.mp3} # Source: LLA 2B Figure 1 (conversation 2) $DIALOGUE The New Student at Lackland ID: 8-2b-f1-c INTRO: The next conversation is longer — a new student asking about the barracks. Just listen; the question comes right after. INSTRUCTION: Listen to the conversation. Student: Sergeant Jameson, this is my first day at Lackland. Which barracks are for the enlisted students? {bk08-l2b-f1-c-01.mp3} Sgt_Jameson: Those next to the small BX are for the enlisted. The barracks near the locator are for the officers. {bk08-l2b-f1-c-02.mp3} Student: Thank you, Sergeant. {bk08-l2b-f1-c-03.mp3} # Source: LLA 2B Figure 1 (question 2) $PRODUCE Answer About the Conversation ID: 8-2b-f1-b REFERENCE INPUT: speak CHECK: reveal REPEAT INTRO: Now the question. Answer aloud in a complete sentence — open the conversation if you need it — then repeat the correct answer. INSTRUCTION: Answer the question aloud based on the conversation. TEMPLATE: Where are the officers' barracks? PROMPT: Where are the officers' barracks? {bk08-l2b-f1-02-q.mp3} RESPONSE: The officers' barracks are near the locator. {bk08-l2b-f1-02-a.mp3} # Source: LLA 2B Figure 1 (continued) $PRODUCE Listen and Answer: The Pilots ID: 8-2b-f1-d INPUT: speak CHECK: reveal REPEAT INTRO: One more conversation. Read the question, listen, and answer aloud when you hear the question again. INSTRUCTION: Answer the question aloud based on the conversation. TEMPLATE: What do the men want to be? PROMPT: Men, you are learning to fly. You are going to be the best pilots in the U.S. Air Force. Is that right?\n— Yes, sir. We want to be the best.\nWhat do the men want to be? {bk08-l2b-f1-03-q.mp3} RESPONSE: The men want to be the best pilots in the U.S. Air Force. {bk08-l2b-f1-03-a.mp3} # Source: LLA 2B Figure 2 $PRODUCE Follow the Directions on the Map {page_039_001.jpg|Map of city streets showing Gas Station, Food City, Mall, Hospital, School, Library, Park, Circle C, Drug Store, Oma's Deli, and 416 Major Burns} ID: 8-2b-f2 INPUT: type CHECK: exact REPEAT INTRO: Look at the map. Listen to the directions, follow them street by street, and type the name of the place where you arrive. Then repeat the answer. INSTRUCTION: Type the name of the destination. EXAMPLE PROMPT: You are on the corner of Walters and Main. Go north on Main one block. Turn left on Star. Turn left on Circle C. Go to 416, Circle C. Where are you? {bk08-l2b-f2-ex.mp3} RESPONSE: Major Burns's house {bk08-l2b-f2-ex-a.mp3} ACCEPT: Major Burns' house | Major Burn's house | at Major Burns's house | at Major Burns' house PROMPT: You are on the corner of Star and Main. Go east on Star and turn right on Bradley. Go to the corner of Bradley and Walters. Where are you? {bk08-l2b-f2-01.mp3} RESPONSE: Oma's Deli {bk08-l2b-f2-01-a.mp3} ACCEPT: at Oma's Deli PROMPT: You are on the corner of Walters and Market. Go north on Market to Theo. Turn right on Theo. Go to the corner of Theo and Main. Where are you? {bk08-l2b-f2-02.mp3} RESPONSE: Food City {bk08-l2b-f2-02-a.mp3} ACCEPT: at Food City | the Library | Library | at the Library PROMPT: You are on the corner of Bradley and Star. Go west on Star to Market. Turn right on Market. Go to the corner of Theo and Market. Where are you? {bk08-l2b-f2-03.mp3} RESPONSE: the hospital {bk08-l2b-f2-03-a.mp3} ACCEPT: hospital | at the hospital # SKIPPED (book+tape): LLA 2B Figure 4 "Listen and Draw Lines" — drawing a route on a map (physical drawing task without interactive questions). # SKIPPED (book): ST Listening Skill "HE DROVE EAST ON HIGHWAY...." — oral directions with map marking (instructor-read stimulus not printed). # Source: ST §Where Are You Now? $PRODUCE Where Are You Now? ID: l2-s9 INTRO: Same game, new town — but this time you read the directions yourself. Trace the route on the map with your eyes, then type where you end up. INSTRUCTION: Follow the directions on the map and type the name of the place. INPUT: type CHECK: llm RUBRIC: Treat the model answer as the key; accept the place name with or without "at", "the", or minor spelling slips. TEMPLATE: Leave the school on Timberhills Rd. and travel west to Park St. At Park, turn left and go straight to Valley View Avenue. Turn left at Valley View Ave. and take a right on Meadow. It's on your right, at Main and Meadow Streets. {st-page_063_001.jpg|A neighborhood map showing Timberhills Rd., Park St., Valley View Avenue, Woodlawn, Hollow Lane, Oak Dale, Breeze, Main, and various locations like School, Park, Hospital, Tennis Courts, Swimming Pool, Ed's House, Mike's House, Library, Grocery Store, Furniture Store, Movie, Office Bldg, Apartments, Shopping Center, Restaurant, and Drug Store} TEMPLATE: Where are you? ____ RESPONSE: At the Movie Theater. TEMPLATE: Leave your apartment and go east on Main. Then turn left at Woodlawn and travel north for three blocks. At Circle Drive, turn left again and stop the car. You will see it on your right. {st-page_063_001.jpg|A neighborhood map showing Timberhills Rd., Park St., Valley View Avenue, Woodlawn, Hollow Lane, Oak Dale, Breeze, Main, and various locations like School, Park, Hospital, Tennis Courts, Swimming Pool, Ed's House, Mike's House, Library, Grocery Store, Furniture Store, Movie, Office Bldg, Apartments, Shopping Center, Restaurant, and Drug Store} TEMPLATE: Where are you? ____ RESPONSE: At Ed's House. TEMPLATE: Leave the restaurant and turn left on Oak Hill. Go south to Bentwood and turn right. Stay on Bentwood for two blocks, and then turn right at Centerview Dr. Go north for one block, then look to the left. You will see it on the corner of Dreary Lane and Centerview Drive. It will be the big building on the left. {st-page_064_001.jpg|A detailed town map showing Main St, Bentwood Dr, Dreary Lane, Centerview Dr, Oak Hill, Brier Cliff, Park Blvd, Broad St, Oaks Rd, and various stores, apartments, hospital, library, school, gym, post office, and other buildings} TEMPLATE: Which building is it? ____ RESPONSE: The Apartment Building. TEMPLATE: You're on Broad St. now, at Aggie Park. Drive south on Broad St. to Park Blvd. and turn left. Drive north on Park for four blocks and then turn right. You'll be on Main St. In the second block on your right, you'll see a large building. {st-page_064_001.jpg|A detailed town map showing Main St, Bentwood Dr, Dreary Lane, Centerview Dr, Oak Hill, Brier Cliff, Park Blvd, Broad St, Oaks Rd, and various stores, apartments, hospital, library, school, gym, post office, and other buildings} TEMPLATE: Which building is it? ____ RESPONSE: The Shopping Center. # Source: LLA 2A Figure 5 (Passage 1) $DIALOGUE Captain Rossi Goes Shopping ID: 8-2a-f5-rossi INTRO: Now, outlines — a way to organize what you hear. First, just listen to the paragraph about Captain Rossi's trip to the commissary. Notice the three groups of food. INSTRUCTION: Listen to the story. LINE: Captain Rossi is going to the commissary today. {bk08-l2a-f5-01.mp3} LINE: She has to buy meat, vegetables, and fruit. {bk08-l2a-f5-02.mp3} LINE: She wants to get chicken and beef. {bk08-l2a-f5-03.mp3} LINE: She'll buy corn and squash. {bk08-l2a-f5-04.mp3} LINE: Her children like those vegetables. {bk08-l2a-f5-05.mp3} LINE: Also, she'll buy apples and oranges. {bk08-l2a-f5-06.mp3} LINE: She likes to have them for snacks. {bk08-l2a-f5-07.mp3} # Source: LLA 2A Figure 5 (Outline 1) $PRODUCE Complete the Shopping Outline ID: 8-2a-f5-outline1 INPUT: type CHECK: exact REFERENCE: 8-2a-f5-rossi INTRO: Fill in the outline of Captain Rossi's shopping list — the three categories and the items in each. Listen to the story again if you need to. INSTRUCTION: Type the correct category or food item for each slot. TEMPLATE: Commissary Shopping List Outline SLOT: 1 | Category 1 | meat SLOT: 2 | Item 1 | chicken SLOT: 2 | Item 2 | beef SLOT: 1 | Category 2 | vegetables SLOT: 2 | Item 1 | corn SLOT: 2 | Item 2 | squash SLOT: 1 | Category 3 | fruit SLOT: 2 | Item 1 | apples SLOT: 2 | Item 2 | oranges # Source: LLA 2A Figure 5 (Passage 2) $DIALOGUE Two Kinds of Thermometers ID: 8-2a-f5-thermometers INTRO: One more short passage — this one about thermometers. Listen for the two kinds and their freezing temperatures. INSTRUCTION: Listen to the passage. LINE: There are two kinds of thermometers: Fahrenheit thermometers and Celsius thermometers. {bk08-l2a-f5-08.mp3} LINE: When it's freezing, the Celsius thermometer reads 0 degrees, and the Fahrenheit thermometer reads 32 degrees. {bk08-l2a-f5-09.mp3} LINE: The temperature is the same: freezing. {bk08-l2a-f5-10.mp3} # Source: LLA 2A Figure 5 (Outline 2) $PRODUCE Complete the Thermometer Outline ID: 8-2a-f5-outline2 INPUT: type CHECK: exact REFERENCE: 8-2a-f5-thermometers INTRO: Fill in the outline with the two thermometer types and their freezing temperatures. Replay the passage if you need it. INSTRUCTION: Type the thermometer type or temperature for each slot. TEMPLATE: Thermometers Outline SLOT: 1 | Thermometer type 1 | Fahrenheit SLOT: 2 | Freezing temperature | 32 degrees SLOT: 1 | Thermometer type 2 | Celsius SLOT: 2 | Freezing temperature | 0 degrees # SKIPPED (book): ST Writing Skill "COMPLETE THE OUTLINE." — instructor-dictated listening outline (stimuli not printed in ST). $SESSION 2-8: Dictation, Punctuation, and Sentence Order # Source: LLA 2C Figure 5 $PRODUCE Dictation ID: 8-2c-f5 INPUT: type CHECK: exact HIDE_PROMPT INTRO: Now, writing by ear. Listen to each sentence and type exactly what you hear — no peeking, that's the whole sport. INSTRUCTION: Type the sentence you hear. PROMPT: The plane to New York took off on time. {bk08-l2c-f5-01.mp3} RESPONSE: The plane to New York took off on time. {bk08-l2c-f5-01.mp3} PROMPT: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3} RESPONSE: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3} ACCEPT: Col. Smith is going to Spain in July. | Col Smith is going to Spain in July. PROMPT: That highway is better than this road. {bk08-l2c-f5-03.mp3} RESPONSE: That highway is better than this road. {bk08-l2c-f5-03.mp3} PROMPT: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3} RESPONSE: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3} ACCEPT: The temperature fell 10 degrees in one hour. | The temperature fell ten degrees in 1 hour. | The temperature fell ten degrees in one hour. PROMPT: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3} RESPONSE: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3} ACCEPT: John drove east on Highway 6 for three hours. | John drove east on Highway Six for 3 hours. | John drove east on Highway Six for three hours. PROMPT: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3} RESPONSE: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3} ACCEPT: The plane is going to land at five o'clock. | The plane is going to land at 5:00. PROMPT: Helen took the children to the park. {bk08-l2c-f5-07.mp3} RESPONSE: Helen took the children to the park. {bk08-l2c-f5-07.mp3} PROMPT: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3} RESPONSE: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3} ACCEPT: The temperature is going to be twenty degrees tonight. # Source: LLA 2D Figure 2 $PRODUCE Listen for the Difference ID: 8-2d-f2 INPUT: type CHECK: exact HIDE_PROMPT INTRO: The printed sentence and the spoken sentence don't quite agree. Listen carefully, catch the word that's different, and type the word you actually hear. INSTRUCTION: Type the missing word from the spoken sentence. EXAMPLE PROMPT: Jim missed the ball. {bk08-l2d-f2-ex.mp3} TEMPLATE: Jim ____ the ball. (hit) RESPONSE: Jim missed the ball. ACCEPT: missed PROMPT: Henry remembered to buy the toothpaste. {bk08-l2d-f2-01.mp3} TEMPLATE: Harry ____ to buy the toothpaste. (remembered) RESPONSE: Harry remembered to buy the toothpaste. ACCEPT: remembered PROMPT: Lieutenant Roberts likes to play tennis. {bk08-l2d-f2-02.mp3} TEMPLATE: Lt. Roberts likes to play ____. (volleyball) RESPONSE: Lieutenant Roberts likes to play tennis. ACCEPT: tennis PROMPT: The soldiers must do many push-ups every day. {bk08-l2d-f2-03.mp3} TEMPLATE: The soldiers must do many ____ every day. (sit-ups) RESPONSE: The soldiers must do many push-ups every day. ACCEPT: push-ups | pushups PROMPT: Captain Santos and Captain Anderson go to the gymnasium 3 times a week. {bk08-l2d-f2-04.mp3} TEMPLATE: Captain Santos and Captain Anderson go to the ____ three times a week. (gymnasium) RESPONSE: Captain Santos and Captain Anderson go to the gymnasium three times a week. ACCEPT: gymnasium PROMPT: The pilot looked at his watch. {bk08-l2d-f2-05.mp3} TEMPLATE: The pilot looked at his ____. (clock) RESPONSE: The pilot looked at his watch. ACCEPT: watch PROMPT: The women need to work out. {bk08-l2d-f2-06.mp3} TEMPLATE: The women need to ____. (get in shape) RESPONSE: The women need to work out. ACCEPT: work out PROMPT: Jack and Robert had a good time at the game. {bk08-l2d-f2-07.mp3} TEMPLATE: Jack and Robert had ____ at the game. (fun) RESPONSE: Jack and Robert had a good time at the game. ACCEPT: a good time PROMPT: The Army exercises more than the Air Force. {bk08-l2d-f2-08.mp3} TEMPLATE: The Army ____ more than the Air Force. (exercises) RESPONSE: The Army exercises more than the Air Force. ACCEPT: exercises # Source: new (gap: capitalization, commas, and quotation marks are drilled three times but never explained) $GRAMMAR Capital Letters, Commas, and Quotation Marks ID: 8-2b-f5-g INTRO: Before you fix broken sentences, here are the three tools you'll be using. CARD: Begin every sentence — and every name — with a capital letter. End with a period or a question mark. {Pat and Mike have cars.} {Is that Jeff's coat?} CARD: Use a comma before "but" or "and" when they join two sentences, and between items in a list. {Victor wants to play tennis, but Fred wants to do push-ups.} {She has to buy meat, vegetables, and fruit.} CARD: Put a speaker's exact words inside quotation marks, with a comma after "said". {Victor said, "I want to have fun."} # Source: LLA 2B Figure 5 $PRODUCE Fix the Sentences: Pat and Mike's Cars ID: 8-2b-f5 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM INTRO: Listen to each sentence, then rewrite the unpunctuated text on screen with correct capital letters and punctuation — the model plays again after you answer. INSTRUCTION: Type each sentence with correct punctuation and capital letters. PROMPT: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3} TEMPLATE: pat and mike have cars that are a lot alike but the colors are different RESPONSE: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3} PROMPT: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3} TEMPLATE: pats car is blue and mikes car is dark green RESPONSE: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3} PROMPT: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3} TEMPLATE: pat likes to say that his car is nicer than mikes but mike says no mine is nicer than yours RESPONSE: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3} PROMPT: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3} TEMPLATE: they have a good time with each other about their cars RESPONSE: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3} # Source: ST §Punctuation: A Call from School $PRODUCE Fix the Sentences: A Call from School ID: l2-s19 INTRO: A worried parent, a phone call, and not a single punctuation mark in sight. Rewrite each sentence with capital letters, punctuation, and quotation marks. INSTRUCTION: Rewrite the sentence with correct capitalization, punctuation, and quotation marks. INPUT: type CHECK: exact NORMALIZE: strict LONGFORM TEMPLATE: yesterday a teacher phoned from my sons school RESPONSE: Yesterday a teacher phoned from my son's school. ACCEPT: Yesterday, a teacher phoned from my son's school. TEMPLATE: he said your son hurt his leg can you come to the school right now RESPONSE: He said, "Your son hurt his leg. Can you come to the school right now?" TEMPLATE: ill be there in a few minutes i said RESPONSE: "I'll be there in a few minutes," I said. TEMPLATE: i left the house ran to my car and drove to the school RESPONSE: I left the house, ran to my car, and drove to the school. ACCEPT: I left the house, ran to my car and drove to the school. TEMPLATE: i got there in five minutes RESPONSE: I got there in five minutes. # Source: LLA 2D Figure 4 $PRODUCE Fix the Sentences: Victor and Fred ID: 8-2d-f4 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM HIDE_PROMPT INTRO: Last punctuation round — and you can hear each sentence read aloud as a hint. Rewrite it with capital letters and correct punctuation. INSTRUCTION: Rewrite with capital letters and correct punctuation. PROMPT: Victor and Fred want to work out in their free time. {bk08-l2d-f4-01.mp3} TEMPLATE: victor and fred want to work out in their free time TEMPLATE: ____ RESPONSE: Victor and Fred want to work out in their free time. PROMPT: They're both out of shape and need to exercise. {bk08-l2d-f4-02.mp3} TEMPLATE: they re both out of shape and need to exercise TEMPLATE: ____ RESPONSE: They're both out of shape and need to exercise. PROMPT: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises. {bk08-l2d-f4-03.mp3} TEMPLATE: victor wants to play tennis but fred wants to do push-ups sit-ups and other exercises TEMPLATE: ____ RESPONSE: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises. ACCEPT: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups and other exercises. PROMPT: Victor said, "I want to have fun." {bk08-l2d-f4-04.mp3} TEMPLATE: victor said i want to have fun TEMPLATE: ____ RESPONSE: Victor said, "I want to have fun." ACCEPT: Victor said, "I want to have fun". PROMPT: Fred said, "I want to get in shape." {bk08-l2d-f4-05.mp3} TEMPLATE: fred said i want to get in shape TEMPLATE: ____ RESPONSE: Fred said, "I want to get in shape." ACCEPT: Fred said, "I want to get in shape". PROMPT: They'll try to exercise three times a week. {bk08-l2d-f4-06.mp3} TEMPLATE: they ll try to exercise three times a week TEMPLATE: ____ RESPONSE: They'll try to exercise three times a week. ACCEPT: They'll try to exercise 3 times a week. # Source: ST §Scrambled Sentences: Study Partners $SELECT Build the Story: Study Partners ID: l2-s29 ORDER INTRO: A paragraph is a story in order — first this, then that. Arrange the sentences so the story makes sense. INSTRUCTION: Put the sentences in order to make a paragraph. EXAMPLE TEMPLATE: Put the sentences in order to make a paragraph. OPTION: a | He ate it. OPTION: b | He ordered dinner. OPTION: c | He went to a restaurant. OPTION: d | Then he went home to do his homework. ANSWER: c,b,a,d TEMPLATE: Put the sentences in order to make a paragraph. OPTION: a | James said, "At your house, Karen. We studied for the last test at mine." OPTION: b | Karen said, "Okay, James. Your house or mine?" OPTION: c | James and Karen are in the same Spanish class. OPTION: d | James said, "Karen, let's study for the test together." ANSWER: c,d,b,a # Source: ST §Scrambled Sentences: At the Gym $SELECT Build the Story: At the Gym ID: l2-s30 ORDER INTRO: Bob and Fred's afternoon, in five scrambled pieces. Put them in order. INSTRUCTION: Put the sentences in order to make a paragraph. TEMPLATE: Put the sentences in order to make a paragraph. OPTION: a | Bob and Fred went to the gym. OPTION: b | Fred said, "Let's take a shower." OPTION: c | After the game, Bob said, "I'm hot!" OPTION: d | They played a game of volleyball there. OPTION: e | After their showers, they went to the messhall. ANSWER: a,d,c,b,e # Source: ST §Scrambled Sentences: Visiting Mother $SELECT Build the Story: Visiting Mother ID: l2-s31 ORDER INTRO: One more scrambled story — this one with a possessive twist about whose house it really is. INSTRUCTION: Put the sentences in order to make a paragraph. TEMPLATE: Put the sentences in order to make a paragraph. OPTION: a | Mark said, "Oh, that house isn't hers. It belongs to my sister and her husband." OPTION: b | After their visit, Ned said, "I like your mother's house." OPTION: c | Mark and Ned visited Mark's mother at his sister's house. OPTION: d | "Well then," Ned said, "Your sister has a very nice house." ANSWER: c,b,a,d $SESSION 2-9: Reading Skills # Source: ST §Inferences $SELECT Read Between the Lines ID: l2-s32 INTRO: Final part: reading. A sentence often tells you more than it says — if Fred packed a suitcase, Fred is going somewhere. Read each sentence and tap the statement that must be true. INSTRUCTION: Read the sentence and tap the true statement about it. EXAMPLE TEMPLATE: For lunch today, Sam ate two sandwiches, three pieces of chicken, some potato salad and some fruit. OPTION: a | Sam had a big breakfast this morning. OPTION: b | Sam was very hungry today. OPTION: c | Sam didn't eat much lunch today. OPTION: d | Sam wasn't hungry today at lunch. ANSWER: b TEMPLATE: Late this morning, Ed ate a very big breakfast. OPTION: a | He'll eat a big lunch and dinner. OPTION: b | He won't be hungry at lunch time. OPTION: c | He had two pieces of toast for breakfast. OPTION: d | He is eating a big lunch now. ANSWER: b TEMPLATE: On the first day, the Whites drove for seven hours and then stopped at a hotel for the night. OPTION: a | They're taking a trip. OPTION: b | They like to eat breakfast out. OPTION: c | They don't have any money. OPTION: d | They have a new car. ANSWER: a TEMPLATE: Stan has to study English every night. OPTION: a | Stan is an English teacher. OPTION: b | He's also learning French. OPTION: c | Stan's English class is large. OPTION: d | English is difficult for him. ANSWER: d TEMPLATE: Greg's learning Spanish from Ms. Rivas. OPTION: a | Greg is a mechanic. OPTION: b | Ms. Rivas is a teacher. OPTION: c | Greg's studying French, too. OPTION: d | Ms. Rivas speaks French, too. ANSWER: b TEMPLATE: Fred packed a small suitcase. OPTION: a | He bought a new house. OPTION: b | He went downtown. OPTION: c | He went on a trip. OPTION: d | He stayed in bed. ANSWER: c TEMPLATE: Mary gets in her car and drives to the hospital everyday. OPTION: a | She lives at the hospital. OPTION: b | Her husband is a doctor. OPTION: c | She works at the hospital. OPTION: d | She likes the hospital food. ANSWER: c TEMPLATE: Sharon took some letters to the post office. OPTION: a | She wanted to mail them. OPTION: b | She likes to read. OPTION: c | She picked up a pen. OPTION: d | She gave me a stamp. ANSWER: a TEMPLATE: Frank is trying to get in shape. OPTION: a | He drives a beautiful new car. OPTION: b | He always eats at the mess hall. OPTION: c | He sees the doctor every week. OPTION: d | He works out at the gym everyday. ANSWER: d # Source: ST §Reading: Anita's Trip — Paragraph 1 $GRAMMAR Reading: Anita's Trip ID: l2-s33-r-p1 READING INTRO: Now four short paragraphs, one at a time. Read each one, then say what it's about. First: Anita and a travel agent. CARD: **Paragraph 1.** Last month Anita talked to a travel agent. She came home from the agent's office with little books about Chicago, Los Angeles, and New Orleans. For three days she looked at those books. And then she went back to the travel agent and bought a ticket to New Orleans. I think her vacation there is going to be terrific. Ours was. # Source: ST §Write the Topic — Paragraph 1 $PRODUCE What's the Topic? — Anita's Trip ID: l2-s33-p1-top REFERENCE: l2-s33-r-p1 INTRO: In a few words, what is this paragraph about? Type the topic. INSTRUCTION: Write the topic of the paragraph in a few words. INPUT: type CHECK: llm RUBRIC: Accept any phrase identifying Anita's trip or ticket to New Orleans. PROMPT: What is the topic of the paragraph? RESPONSE: Anita's trip to New Orleans # Source: ST §Main Idea — Paragraph 1 $SELECT What's the Main Idea? — Anita's Trip ID: l2-s33-p1-main REFERENCE: l2-s33-r-p1 INTRO: Now the main idea — the one sentence the whole paragraph is really saying. INSTRUCTION: Tap the main idea of the paragraph. OPTION: a | Anita thought about a trip to New Orleans. OPTION: b | Anita is going to take a trip to New Orleans. OPTION: c | Anita wants to take a trip to Los Angeles. TEMPLATE: What is the main idea of the paragraph? ANSWER: b # Source: ST §Reading: Greg at the Gym — Paragraph 2 $GRAMMAR Reading: Greg at the Gym ID: l2-s33-r-p2 READING INTRO: Next paragraph: Greg, a man with a serious exercise routine. CARD: **Paragraph 2.** Every day, Greg goes to the gym on the base. He puts on his gym clothes and begins to exercise. First, he does situps. Then he does pushups. After these exercises, he goes outside and runs around the gym eight or ten times. Then he goes back inside and plays a game of handball. After an hour or two of exercise, he takes a shower and gets dressed. # Source: ST §Write the Topic — Paragraph 2 $PRODUCE What's the Topic? — Greg at the Gym ID: l2-s33-p2-top REFERENCE: l2-s33-r-p2 INTRO: In a few words: what is this paragraph about? INSTRUCTION: Write the topic of the paragraph in a few words. INPUT: type CHECK: llm RUBRIC: Accept any phrase identifying Greg's daily exercises or workout at the gym. PROMPT: What is the topic of the paragraph? RESPONSE: Greg's exercise at the gym # Source: ST §Main Idea — Paragraph 2 $SELECT What's the Main Idea? — Greg at the Gym ID: l2-s33-p2-main REFERENCE: l2-s33-r-p2 INTRO: And the main idea. Careful — two of these are details, not the point. INSTRUCTION: Tap the main idea of the paragraph. OPTION: a | Greg is in good shape. OPTION: b | Greg exercises each day. OPTION: c | Greg starts to exercise slowly. TEMPLATE: What is the main idea of the paragraph? ANSWER: b # Source: ST §Reading: Paul at the Restaurant — Paragraph 3 $GRAMMAR Reading: Paul at the Restaurant ID: l2-s33-r-p3 READING INTRO: Third paragraph: Paul's birthday dinner gets off to a confusing start. CARD: **Paragraph 3.** It was Paul's birthday. Paul arrived late at the restaurant. The restaurant was very crowded. Paul looked around, but he didn't see his family. He asked a waiter for help. The waiter remembered Paul's wife and children. The waiter showed Paul their table. # Source: ST §Write the Topic — Paragraph 3 $PRODUCE What's the Topic? — Paul at the Restaurant ID: l2-s33-p3-top REFERENCE: l2-s33-r-p3 INTRO: In a few words: what is this paragraph about? INSTRUCTION: Write the topic of the paragraph in a few words. INPUT: type CHECK: llm RUBRIC: Accept any phrase identifying Paul at the restaurant or the waiter helping Paul find his family. PROMPT: What is the topic of the paragraph? RESPONSE: Paul at the restaurant # Source: ST §Main Idea — Paragraph 3 $SELECT What's the Main Idea? — Paul at the Restaurant ID: l2-s33-p3-main REFERENCE: l2-s33-r-p3 INTRO: Tap the main idea of Paul's story. INSTRUCTION: Tap the main idea of the paragraph. OPTION: a | Paul's wife went to a restaurant. OPTION: b | The waiter helped Paul. OPTION: c | Paul arrived first. TEMPLATE: What is the main idea of the paragraph? ANSWER: b # Source: ST §Reading: Exercise and Health — Paragraph 4 $GRAMMAR Reading: Exercise and Health ID: l2-s33-r-p4 READING INTRO: Last paragraph — and it brings the lesson full circle, back to exercise. CARD: **Paragraph 4.** Do you want to be healthy? Exercise makes you healthy. How often do you exercise? Do you try to exercise three or more times each week? Go to the gym after work or school. Exercise for 15 to 30 minutes. You will be in better shape after a few weeks of exercise. # Source: ST §Write the Topic — Paragraph 4 $PRODUCE What's the Topic? — Exercise and Health ID: l2-s33-p4-top REFERENCE: l2-s33-r-p4 INTRO: In a few words: what is this paragraph about? INSTRUCTION: Write the topic of the paragraph in a few words. INPUT: type CHECK: llm RUBRIC: Accept any phrase identifying exercise, health, or getting in shape. PROMPT: What is the topic of the paragraph? RESPONSE: Exercise and good health # Source: ST §Main Idea — Paragraph 4 $SELECT What's the Main Idea? — Exercise and Health ID: l2-s33-p4-main REFERENCE: l2-s33-r-p4 INTRO: Last question of the lesson. Tap the main idea — and then go do some situps. Or don't. You've earned the free time. INSTRUCTION: Tap the main idea of the paragraph. OPTION: a | Exercise at the gym is best. OPTION: b | Students exercise in the afternoon. OPTION: c | Exercise is important for a healthy body. TEMPLATE: What is the main idea of the paragraph? ANSWER: c