$MODULE Book 2 · Lesson 1: This Is My Friend {st-page_009_001.jpg|Three men in military uniforms standing together; one man introduces his friend to another man holding books, saying "Bob, this is my friend, Jeff"}
FORMAT: 2
DIOCO_DOC_ID: alc_book2_lesson1
DESCRIPTION: Introductions and family members, feelings, numbers 100-999, telling time, irregular plurals, questions with "be", "and", "or", "too", and suggestions with "let's". The final part is optional extra practice reading letters.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Tom | achird | Male student
VOICE: Bill | schedar | Male student
VOICE: Mr_Wilson | charon | Male adult
VOICE: Bob | iapetus | Male student
VOICE: Linda | gacrux | Young female
VOICE: StudentA | orus | Male student
VOICE: StudentB | leda | Female student

$SESSION 1-1: Meet the Wilsons — Family and Introductions

# Source: LLA 1A Figure 1
$DIALOGUE Meet Tom's Family {page_011_001.jpg|A man standing on the left pointing towards a group of four numbered family portraits on the right: father, mother, sisters, and brother}
ID: 2-1a-f1
INTRO: In this lesson you'll learn to introduce your family and friends, say how people feel, count to 999, and tell the time. First, Tom introduces his family — listen and repeat each sentence after him.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: father
LINE: This is my father, Mr. Wilson. {bk02-l1a-f1-01.mp3}

VOCAB: mother
LINE: This is my mother, Mrs. Wilson. {bk02-l1a-f1-02.mp3}

VOCAB: sister
LINE: These are my sisters, Linda and Jan. {bk02-l1a-f1-03.mp3}

VOCAB: brother
LINE: This is my brother, John. {bk02-l1a-f1-04.mp3}

# Source: LLA 1A Figure 2
$DIALOGUE That Is My Father {page_011_002.jpg|A family group portrait showing the father, mother, son, daughter, and another female relative sitting and standing together}
ID: 2-1a-f2
INTRO: Now the family is across the room, so Tom points from a distance. Listen for "that" and "those", and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: That is my father. {bk02-l1a-f2-01.mp3}
LINE: That is my mother. {bk02-l1a-f2-02.mp3}
LINE: Those are my sisters. {bk02-l1a-f2-03.mp3}
LINE: That is my brother. {bk02-l1a-f2-04.mp3}

# Source: new (gap: this/that/these/those drilled on the tape but never explained anywhere in the lesson)
$GRAMMAR This, That, These, Those
ID: 2-1a-f2-b
INTRO: You just heard "this", "that", "these", and "those". Here's the whole system — it's smaller than it sounds.

CARD: For one person or thing **near** you, use **this**. Farther away, use **that**.
{This is my brother.}
{That is my brother.}

CARD: For two or more **near** you, use **these**. Farther away, use **those**.
{These are my sisters.}
{Those are my sisters.}

SUMMARY:
| | Near | Farther away |
|---|---|---|
| One | this | that |
| Two or more | these | those |

# Source: LLA 1A Figure 3
$PRODUCE This, That, These, or Those?
ID: 2-1a-f3
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: Now you choose the word. Listen to each sentence and type the missing word, then repeat the full sentence.
INSTRUCTION: Type the missing word.

PROMPT: This is my father. {bk02-l1a-f3-01.mp3}
TEMPLATE: ____ is my father.
RESPONSE: This is my father. {bk02-l1a-f3-01-resp.mp3}
ACCEPT: This | this

PROMPT: That is my mother. {bk02-l1a-f3-02.mp3}
TEMPLATE: ____ is my mother.
RESPONSE: That is my mother. {bk02-l1a-f3-02-resp.mp3}
ACCEPT: That | that

PROMPT: These are my sisters. {bk02-l1a-f3-03.mp3}
TEMPLATE: ____ are my sisters.
RESPONSE: These are my sisters. {bk02-l1a-f3-03-resp.mp3}
ACCEPT: These | these

PROMPT: That is my brother. {bk02-l1a-f3-04.mp3}
TEMPLATE: ____ is my brother.
RESPONSE: That is my brother. {bk02-l1a-f3-04-resp.mp3}
ACCEPT: That | that

# Source: ST §This Is My Family
$DIALOGUE This Is My Family {st-page_018_001.jpg|An illustration of the Wilson family, consisting of seven family members posing together including a father, mother, sons, and daughters}
ID: l1-s8
INTRO: Here's the whole Wilson family in one picture — seven people, and almost every one of them is a new word. Read the sentences.
INSTRUCTION: Read the sentences.

VOCAB: family
LINE: This is my family.

VOCAB: woman
LINE: She is a woman.

LINE: He is my father.

VOCAB: young
LINE: He is a young man.

LINE: She is my mother.

LINE: She is a young woman.

LINE: He is my brother.

VOCAB: boy
LINE: He is a boy.

LINE: They are my sisters.

VOCAB: child
LINE: He is a child.

VOCAB: friend
LINE: He is my friend.

VOCAB: girl
LINE: She is a girl.

VOCAB: man
LINE: He is a man.

LINE: She is a child.

# Source: ST §The Wilsons and Their Friend, Bob
$DIALOGUE The Wilsons and Their Friend, Bob
ID: l1-s9
INTRO: Now meet the Wilsons one by one, by name. Read each sentence — you'll be seeing a lot of these people.
INSTRUCTION: Read the sentences.

LINE: This is Mr. Wilson. He is a man. {st-page_019_001.jpg|Portrait of an older adult man with glasses and a tie}
LINE: This is Mrs. Wilson. She is a woman. {st-page_019_002.jpg|Portrait of an older adult woman with short light hair and a necklace}
LINE: This is Tom. He's a young man. {st-page_019_003.jpg|Portrait of a young adult man wearing a jacket and tie}
LINE: This is Jan. She's a young woman. {st-page_019_004.jpg|Portrait of a young adult woman with long hair and a necklace}
LINE: This is John. He is a boy. {st-page_019_005.jpg|Portrait of a young boy wearing glasses}
LINE: This is Linda. She's a girl. {st-page_019_006.jpg|Portrait of a young girl with dark hair}
LINE: This is Bob. He is Tom's friend. {st-page_019_007.jpg|Portrait of a young adult man smiling}

# Source: LLA 1A Listening/Speaking Activity (dialogue)
$DIALOGUE Introducing a Friend
ID: 2-1a-d1
INTRO: Tom introduces his friend Bill to his father. Listen and repeat each line — this is exactly how you'll introduce your own friends.
INSTRUCTION: Listen and repeat.
REPEAT

Tom: This is my father, Mr. Wilson. {bk02-l1a-f6-06.mp3}
Bill: Hello, Mr. Wilson. Nice to meet you. {bk02-l1a-f6-07.mp3}
Tom: Dad, this is my friend Bill. He is a student in my class. {bk02-l1a-f6-08.mp3}
Mr_Wilson: Hello, Bill. Nice to meet you, too. {bk02-l1a-f6-09.mp3}
Tom: Bill, what time is it? {bk02-l1a-f6-10.mp3}
Bill: It's 8 o'clock. Let's go to school. {bk02-l1a-f6-11.mp3}
Tom: Okay. {bk02-l1a-f6-12.mp3}
Bill: Goodbye, Mr. Wilson. {bk02-l1a-f6-13.mp3}
Mr_Wilson: Goodbye, Bill. Bye, son. {bk02-l1a-f6-14.mp3}

# Source: ST §Nice to Meet You.
$DIALOGUE Nice to Meet You
ID: l1-s10
INTRO: This time Bob meets the family — first Tom's father, then his sister Linda. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT

VOCAB: dad
Tom: Dad, this is my friend Bob. Bob, this is my father, Mr. Wilson. {st-page_020_001.jpg|Three men in suit jackets greeting each other and shaking hands}
VOCAB: Nice to meet you.
Mr_Wilson: How are you, Bob? Nice to meet you.
Bob: Fine, thanks. Nice to meet you too, Mr. Wilson.

Tom: Linda, this is my friend Bob. Bob, this is my sister, Linda. {st-page_020_002.jpg|Two young men and a young girl greeting each other and shaking hands}
VOCAB: Glad to meet you.
Linda: Glad to meet you, Bob.
Bob: Nice to meet you, Linda.

VOCAB: let's
VOCAB: now
Tom: Let's go now, Bob. {st-page_020_003.jpg|Group of people waving goodbye to each other}
Bob: Okay, Tom. Goodbye, Linda. See you later, Mr. Wilson.
VOCAB: bye
Mr_Wilson: Bye, Tom. Bye, Bob.
Linda: Bye, Tom. Bye, Bob.

$SESSION 1-2: Feelings — Happy, Sad, Tired

# Source: LLA 1A Figure 4 (VOCAB tags merged in from ST §He Is Happy., which this cassette activity replaces)
$DIALOGUE Feelings and Descriptions
ID: 2-1a-f4
INTRO: In this part you'll learn to say how people feel — happy, sad, hot, cold, and everything in between. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: very
VOCAB: hot
LINE: That boy is very hot. {page_012_001.jpg|A man sweating profusely, looking hot} {bk02-l1a-f4-01.mp3}

VOCAB: happy
LINE: The children are happy. {page_012_002.jpg|Two people talking and smiling} {bk02-l1a-f4-02.mp3}

LINE: These girls are young. {page_012_003.jpg|Two girls playing with a small radio/toy} {bk02-l1a-f4-03.mp3}

VOCAB: sick
LINE: My friend is sick. {page_012_004.jpg|A sick person lying in a hospital bed with an IV drip} {bk02-l1a-f4-04.mp3}

VOCAB: tired
LINE: I am very tired. {page_012_005.jpg|A man leaning his chin on his hand looking tired or bored} {bk02-l1a-f4-05.mp3}

VOCAB: angry
LINE: She isn't angry. {page_012_006.jpg|A woman smiling warmly} {bk02-l1a-f4-06.mp3}

VOCAB: old
LINE: Those men are old. {page_012_007.jpg|An elderly couple smiling together} {bk02-l1a-f4-07.mp3}

LINE: This family is happy. {page_012_008.jpg|A large family of varying ages gathering together} {bk02-l1a-f4-08.mp3}

VOCAB: well
LINE: He isn't sick; he's well. {page_012_009.jpg|A young man smiling cheerfully} {bk02-l1a-f4-09.mp3}

VOCAB: sad
LINE: That child is sad. {page_012_010.jpg|A woman crying, wiping tears from her eyes} {bk02-l1a-f4-10.mp3}

LINE: His father isn't old. {page_012_011.jpg|A man wearing glasses and a suit looking serious} {bk02-l1a-f4-11.mp3}

LINE: Her mother is young. {page_012_012.jpg|A woman holding up a small baby happily} {bk02-l1a-f4-12.mp3}

VOCAB: cold
LINE: The woman is very cold. {page_012_013.jpg|A woman shiveringly cold with lines indicating trembling} {bk02-l1a-f4-13.mp3}

LINE: Your friends are very young. {page_012_014.jpg|Two boys sitting together on a seat} {bk02-l1a-f4-14.mp3}

LINE: That man is angry. {page_012_015.jpg|A man with an angry or upset facial expression} {bk02-l1a-f4-15.mp3}

# DROPPED (ST): §He Is Happy. — TTS twin of LLA 1A Figure 4 (same adjectives, same listen-and-repeat role); its VOCAB tags were transferred onto the cassette activity above.

# Source: ST §Bill Is Tired. He Isn't Sick.
$DIALOGUE Bill Is Tired. He Isn't Sick.
ID: l1-s15
INTRO: Now read some short descriptions — some positive, some with "isn't". Poor Miss Martin; someone should check on her.
INSTRUCTION: Read the sentences.

LINE: Bill isn't sick.
LINE: Ms. Adams is tired.
LINE: He is well.
LINE: Bob is angry.
LINE: Mr. Bates is old.
LINE: He isn't young.
LINE: They are tired.
LINE: Miss Martin is sad.
LINE: I'm happy.
LINE: He's very hot.
LINE: He isn't cold.
LINE: I'm not sad.

# Source: ST §His Brother Isn't Young. (table rewritten as cards)
$GRAMMAR Describing People with "Be"
ID: l1-s17
INTRO: Here's the pattern behind every sentence you just read: someone, plus "is", plus how they are.

CARD: To describe a person, use **is** and a describing word.
{Mr. Wilson is cold.}
{Her sister is happy.}

CARD: To say the opposite, use **is not** — or the short form **isn't**.
{My father is not old.}
{His brother isn't young.}

CARD: Add **very** to make it stronger.
{The child is very tired.}
{She is very sick.}

SUMMARY:
| Subject | Verb | Modifier | Adjective |
|---|---|---|---|
| Mr. Wilson<br>He<br>She<br>The child<br>My father<br>Her sister<br>His brother<br>Mrs. Wilson<br>Miss Adams<br>Ms. Bates | is<br>is not<br>isn't | (very) | cold.<br>hot.<br>old.<br>happy.<br>tired.<br>well.<br>sad.<br>young.<br>angry.<br>sick. |

# Source: ST §My Father Isn't Angry.
$PRODUCE Make Sentences About People
ID: l1-s16
INPUT: speak
CHECK: llm
INTRO: Time to build your own sentences. You'll see two cue words — a person and a describing word. Say a complete sentence with "is" or "are".
INSTRUCTION: Say a complete sentence using the cue words.
RUBRIC: Accept any grammatically correct sentence using the given cue words with BE and the adjective (e.g. "My mother is tired." / "Mother is tired."). The subject and adjective must match the cue; anything else is the learner's choice.

EXAMPLE
PROMPT: we / angry
RESPONSE: We're very angry.

PROMPT: mother / tired
RESPONSE: Mother is tired.

PROMPT: child / happy
RESPONSE: The child is happy.

PROMPT: he / sad
RESPONSE: He is sad.

PROMPT: father / old
RESPONSE: My father is old.

PROMPT: sister / very young
RESPONSE: My sister is very young.

PROMPT: brother / angry
RESPONSE: His brother is angry.

PROMPT: chalkboard / cold
RESPONSE: The chalkboard is cold.

PROMPT: Linda / sick
RESPONSE: Linda is sick.

PROMPT: Jack / well
RESPONSE: Jack is well.

PROMPT: classroom / hot
RESPONSE: The classroom is hot.

PROMPT: I / very happy
RESPONSE: I'm very happy.

PROMPT: she / very cold
RESPONSE: She's very cold.

# Source: ST §Make Sentences with BE and Adjectives (identical prompts recast as subject cues)
$PRODUCE Sentences from the Table
ID: l1-s18
REFERENCE: l1-s17
INPUT: type
CHECK: llm
INTRO: Now write a few. For each person, type one sentence with "is" or "isn't" and a describing word. Open the table if you need it.
INSTRUCTION: Type a sentence about the person shown. Open the table if you need it.
RUBRIC: Accept any grammatically correct sentence with the given subject + is / is not / isn't + optional "very" + an adjective (cold, hot, old, happy, tired, well, sad, young, angry, sick). The adjective is the learner's choice.

EXAMPLE
TEMPLATE: Mr. Wilson
RESPONSE: Mr. Wilson is very cold.

TEMPLATE: he
RESPONSE: He is tired.

TEMPLATE: she
RESPONSE: She isn't sick.

TEMPLATE: the child
RESPONSE: The child is very happy.

TEMPLATE: my father
RESPONSE: My father is old.

TEMPLATE: her sister
RESPONSE: Her sister is well.

TEMPLATE: his brother
RESPONSE: His brother isn't young.

TEMPLATE: Mrs. Wilson
RESPONSE: Mrs. Wilson is not angry.

TEMPLATE: Miss Adams
RESPONSE: Miss Adams is hot.

$SESSION 1-3: Numbers and Telling Time

# Source: ST §Hundreds + §Numbers 100 to 999 (the full 100-999 grid condensed into cards)
$GRAMMAR Numbers 100 to 999
ID: l1-s6
INTRO: In this part you'll learn every number up to 999 — and how to tell the time. The good news: it's one small pattern, repeated nine hundred times.

CARD: For the hundreds, say the digit, then **hundred**.
{one hundred}
{five hundred}
{nine hundred}

CARD: Then add the rest of the number after it.
{one hundred twenty-one}
{four hundred thirty-seven}
{six hundred forty-five}

CARD: You'll also hear **and** in the middle — or just the digits. All of these mean 121.
{one hundred and twenty-one}
{a hundred and twenty-one}
{one twenty-one}

CARD: The short forms work for other numbers too.
{five sixty-seven}
{three hundred and fifty}

SUMMARY:
| | | | |
|---|---|---|---|
| 100 | one hundred | 121 | one hundred twenty-one |
| 200 | two hundred | 121 | one hundred and twenty-one |
| 300 | three hundred | 121 | a hundred and twenty-one |
| 400 | four hundred | 121 | one twenty-one |
| 500 | five hundred | 437 | four hundred thirty-seven |
| 600 | six hundred | 908 | nine hundred and eight |
| 700 | seven hundred | 645 | six hundred forty-five |
| 800 | eight hundred | 567 | five sixty-seven |
| 900 | nine hundred | 350 | three hundred and fifty |

# Source: LLA 1B Figure 1
$DIALOGUE Three-Digit Numbers
ID: 1b-f1
INTRO: Listen to ten three-digit numbers and repeat each one. Say them like you mean them.
INSTRUCTION: Repeat the numbers.
REPEAT

LINE: 336 {bk02-l1b-f1-01.mp3}
LINE: 170 {bk02-l1b-f1-02.mp3}
LINE: 615 {bk02-l1b-f1-03.mp3}
LINE: 480 {bk02-l1b-f1-04.mp3}
LINE: 876 {bk02-l1b-f1-05.mp3}
LINE: 900 {bk02-l1b-f1-06.mp3}
LINE: 230 {bk02-l1b-f1-07.mp3}
LINE: 519 {bk02-l1b-f1-08.mp3}
LINE: 706 {bk02-l1b-f1-09.mp3}
LINE: 412 {bk02-l1b-f1-10.mp3}

# Source: LLA 1B Figure 2
$SELECT Tap the Number You Hear
ID: 1b-f2
HIDE_PROMPT
INTRO: Now just your ears: listen to each number and tap the digits you heard. Some of these are close — 17 and 70 love to trade places.
INSTRUCTION: Tap the number you hear.

PROMPT: 170 {bk02-l1b-f2-01.mp3}
OPTION: a | 117
OPTION: b | 170
OPTION: c | 107
ANSWER: b

PROMPT: 80 {bk02-l1b-f2-02.mp3}
OPTION: a | 8
OPTION: b | 18
OPTION: c | 80
ANSWER: c

PROMPT: 721 {bk02-l1b-f2-03.mp3}
OPTION: a | 721
OPTION: b | 127
OPTION: c | 731
ANSWER: a

PROMPT: 70 {bk02-l1b-f2-04.mp3}
OPTION: a | 71
OPTION: b | 17
OPTION: c | 70
ANSWER: c

PROMPT: 380 {bk02-l1b-f2-05.mp3}
OPTION: a | 308
OPTION: b | 380
OPTION: c | 318
ANSWER: b

PROMPT: 38 {bk02-l1b-f2-06.mp3}
OPTION: a | 89
OPTION: b | 98
OPTION: c | 38
ANSWER: c

PROMPT: 40 {bk02-l1b-f2-07.mp3}
OPTION: a | 14
OPTION: b | 40
OPTION: c | 44
ANSWER: b

PROMPT: 247 {bk02-l1b-f2-08.mp3}
OPTION: a | 427
OPTION: b | 247
OPTION: c | 742
ANSWER: b

PROMPT: 257 {bk02-l1b-f2-09.mp3}
OPTION: a | 257
OPTION: b | 557
OPTION: c | 347
ANSWER: a

PROMPT: 820 {bk02-l1b-f2-10.mp3}
OPTION: a | 820
OPTION: b | 812
OPTION: c | 802
ANSWER: a

PROMPT: 23 {bk02-l1b-f2-11.mp3}
OPTION: a | 23
OPTION: b | 32
OPTION: c | 33
ANSWER: a

PROMPT: 230 {bk02-l1b-f2-12.mp3}
OPTION: a | 213
OPTION: b | 320
OPTION: c | 230
ANSWER: c

PROMPT: 374 {bk02-l1b-f2-13.mp3}
OPTION: a | 347
OPTION: b | 374
OPTION: c | 743
ANSWER: b

PROMPT: 950 {bk02-l1b-f2-14.mp3}
OPTION: a | 915
OPTION: b | 955
OPTION: c | 950
ANSWER: c

PROMPT: 616 {bk02-l1b-f2-15.mp3}
OPTION: a | 606
OPTION: b | 660
OPTION: c | 616
ANSWER: c

PROMPT: 989 {bk02-l1b-f2-16.mp3}
OPTION: a | 999
OPTION: b | 899
OPTION: c | 989
ANSWER: c

PROMPT: 712 {bk02-l1b-f2-17.mp3}
OPTION: a | 712
OPTION: b | 711
OPTION: c | 710
ANSWER: a

PROMPT: 599 {bk02-l1b-f2-18.mp3}
OPTION: a | 599
OPTION: b | 590
OPTION: c | 519
ANSWER: a

PROMPT: 562 {bk02-l1b-f2-19.mp3}
OPTION: a | 652
OPTION: b | 562
OPTION: c | 662
ANSWER: b

PROMPT: 115 {bk02-l1b-f2-20.mp3}
OPTION: a | 115
OPTION: b | 116
OPTION: c | 114
ANSWER: a

# DROPPED (ST): §Listen and Circle the Number — TTS twin of LLA 1B Figure 2 (same listen-and-tap-the-number task); the cassette version is kept.
# SKIPPED (book): Vocabulary "DICTATION" (Listen and write the number, ST p. 8) — instructor-read with no printed stimuli; convertible later with chosen numbers + TTS.

# Source: LLA 1C Figure 4
$PRODUCE Type the Number You Hear
ID: 2-1c-f4
INPUT: type
CHECK: exact
INTRO: One step harder: no choices this time. Listen to each three-digit number and type the digits.
INSTRUCTION: Type the number you hear.

PROMPT: 765 {bk02-l1c-f4-01.mp3}
RESPONSE: 765 {bk02-l1c-f4-01.mp3}

PROMPT: 251 {bk02-l1c-f4-02.mp3}
RESPONSE: 251

PROMPT: 394 {bk02-l1c-f4-03.mp3}
RESPONSE: 394 {bk02-l1c-f4-03.mp3}

PROMPT: 106 {bk02-l1c-f4-04.mp3}
RESPONSE: 106 {bk02-l1c-f4-04.mp3}

PROMPT: 489 {bk02-l1c-f4-05.mp3}
RESPONSE: 489 {bk02-l1c-f4-05.mp3}

PROMPT: 514 {bk02-l1c-f4-06.mp3}
RESPONSE: 514 {bk02-l1c-f4-06.mp3}

PROMPT: 876 {bk02-l1c-f4-07.mp3}
RESPONSE: 876 {bk02-l1c-f4-07.mp3}

PROMPT: 750 {bk02-l1c-f4-08.mp3}
RESPONSE: 750 {bk02-l1c-f4-08.mp3}

PROMPT: 627 {bk02-l1c-f4-09.mp3}
RESPONSE: 627 {bk02-l1c-f4-09.mp3}

PROMPT: 942 {bk02-l1c-f4-10.mp3}
RESPONSE: 942 {bk02-l1c-f4-10.mp3}

# Source: ST §What Time Is It?
$DIALOGUE What Time Is It?
ID: l1-s7
INTRO: Now the clock. Two students ask and answer about the time — listen and repeat both lines of each little dialog.
INSTRUCTION: Listen and repeat each dialog.
REPEAT

VOCAB: What time is it?
StudentA: What time is it? {st-page_017_001.jpg|A clock face displaying the time 9:10}
StudentB: It's 9:10.

StudentA: What time is it? {st-page_017_002.jpg|A clock face displaying the time 10:15}
StudentB: It's 10:15.

StudentA: What time is it? {st-page_017_003.jpg|A clock face displaying the time 7:20}
StudentB: It's 7:20.

StudentA: What time is it? {st-page_017_004.jpg|A clock face displaying the time 8:30}
StudentB: It's 8:30.

StudentA: What time is it? {st-page_017_005.jpg|A clock face displaying the time 8:00}
StudentB: It's 8:00.

StudentA: What time is it? {st-page_017_006.jpg|A clock face displaying the time 2:50}
StudentB: It's 2:50.

StudentA: What time is it? {st-page_017_007.jpg|A clock face displaying the time 1:10}
StudentB: It's 1:10.

StudentA: What time is it? {st-page_017_008.jpg|A clock face displaying the time 10:30}
StudentB: It's 10:30.

StudentA: What time is it? {st-page_017_009.jpg|A clock face displaying the time 2:20}
StudentB: It's 2:20.

StudentA: What time is it? {st-page_017_010.jpg|A clock face displaying the time 9:30}
StudentB: It's 9:30.

# Source: LLA 1B Figure 3
$PRODUCE Write the Time
ID: 1b-f3
INPUT: type
CHECK: exact
INTRO: Your turn to answer. Look at the clock, listen to the question, and type the missing minutes.
INSTRUCTION: Type the missing time.

EXAMPLE
PROMPT: What time is it? {bk02-l1b-f3-01-q.mp3}
TEMPLATE: It's 3: 10. {page_016_001.jpg|A clock face showing 3:10}
RESPONSE: It's 3:10. {bk02-l1b-f3-01-a.mp3}
ACCEPT: 10

PROMPT: What time is it? {bk02-l1b-f3-02-q.mp3}
TEMPLATE: It's 6: ____. {page_016_002.jpg|A clock face showing 6:40}
RESPONSE: It's 6:40. {bk02-l1b-f3-02-a.mp3}
ACCEPT: 40

PROMPT: What time is it? {bk02-l1b-f3-03-q.mp3}
TEMPLATE: It's 12: ____. {page_016_003.jpg|A clock face showing 12:15}
RESPONSE: It's 12:15. {bk02-l1b-f3-03-a.mp3}
ACCEPT: 15

PROMPT: What time is it? {bk02-l1b-f3-04-q.mp3}
TEMPLATE: It's 10: ____. {page_016_004.jpg|A clock face showing 10:05}
RESPONSE: It's 10:05. {bk02-l1b-f3-04-a.mp3}
ACCEPT: 05 | 5

PROMPT: What time is it? {bk02-l1b-f3-05-q.mp3}
TEMPLATE: It's 3: ____. {page_016_005.jpg|A clock face showing 3:30}
RESPONSE: It's 3:30. {bk02-l1b-f3-05-a.mp3}
ACCEPT: 30

PROMPT: What time is it? {bk02-l1b-f3-06-q.mp3}
TEMPLATE: It's 9: ____. {page_016_006.jpg|A clock face showing 9:15}
RESPONSE: It's 9:15. {bk02-l1b-f3-06-a.mp3}
ACCEPT: 15

PROMPT: What time is it? {bk02-l1b-f3-07-q.mp3}
TEMPLATE: It's 2: ____. {page_016_007.jpg|A clock face showing 2:20}
RESPONSE: It's 2:20. {bk02-l1b-f3-07-a.mp3}
ACCEPT: 20

PROMPT: What time is it? {bk02-l1b-f3-08-q.mp3}
TEMPLATE: It's 6: ____. {page_016_008.jpg|A clock face showing 6:50}
RESPONSE: It's 6:50. {bk02-l1b-f3-08-a.mp3}
ACCEPT: 50

PROMPT: What time is it? {bk02-l1b-f3-09-q.mp3}
TEMPLATE: It's 8: ____. {page_016_009.jpg|A clock face showing 8:00}
RESPONSE: It's 8 o'clock. {bk02-l1b-f3-09-a.mp3}
ACCEPT: 00 | o'clock

PROMPT: What time is it? {bk02-l1b-f3-10-q.mp3}
TEMPLATE: It's 7: ____. {page_016_010.jpg|A clock face showing 7:10}
RESPONSE: It's 7:10. {bk02-l1b-f3-10-a.mp3}
ACCEPT: 10

PROMPT: What time is it? {bk02-l1b-f3-11-q.mp3}
TEMPLATE: It's 5: ____. {page_016_011.jpg|A clock face showing 5:05}
RESPONSE: It's 5:05. {bk02-l1b-f3-11-a.mp3}
ACCEPT: 05 | 5

PROMPT: What time is it? {bk02-l1b-f3-12-q.mp3}
TEMPLATE: It's 2: ____. {page_016_012.jpg|A clock face showing 2:30}
RESPONSE: It's 2:30. {bk02-l1b-f3-12-a.mp3}
ACCEPT: 30

$SESSION 1-4: Questions with "Be"

# Source: LLA 1B Listening/Speaking Activity 1
$DIALOGUE Questions with "Be"
ID: 1b-ls1
INTRO: In this part you'll learn to ask questions with "is" and "are". First, just listen to these questions and repeat each one aloud.
INSTRUCTION: Repeat the questions you hear.
REPEAT

LINE: Is he a student? {bk02-l1b-f2-21.mp3}
LINE: Are you a pilot? {bk02-l1b-f2-22.mp3}
LINE: Is that girl angry? {bk02-l1b-f2-23.mp3}
LINE: Is that man your father? {bk02-l1b-f2-24.mp3}
LINE: Are those children your sisters? {bk02-l1b-f2-25.mp3}
LINE: Is the boy happy? {bk02-l1b-f2-26.mp3}
LINE: Are the mechanics tired? {bk02-l1b-f2-27.mp3}
LINE: Is that woman your mother? {bk02-l1b-f2-28.mp3}
LINE: Is your friend a teacher? {bk02-l1b-f2-29.mp3}
LINE: Are your brother and sister young? {bk02-l1b-f2-30.mp3}

# Source: ST §Is Bill Tired? + §Question Formation with BE (two tables merged into one card sequence)
$GRAMMAR Asking Questions with "Be"
ID: l1-s19
INTRO: The trick behind all those questions: the verb jumps to the front. That's it — that's the whole trick.

CARD: To turn a statement into a question, move **is** to the front.
{Bill is tired.}
{Is Bill tired?}

CARD: With **are**, do exactly the same.
{The children are sick.}
{Are the children sick?}

CARD: The pattern works for any person and any describing word.
{Is the woman very hot?}
{Are you sick?}

SUMMARY:
| Statement | Question |
|---|---|
| Bill is tired. | **Is Bill tired?** |
| Sue is tired. | **Is Sue tired?** |
| The student is tired. | **Is the student tired?** |
| You are sick. | **Are you sick?** |
| The children are sick. | **Are the children sick?** |
| They are sick. | **Are they sick?** |
| We are sick. | **Are we sick?** |

| Verb | Subject | Modifier | Adjective |
|---|---|---|---|
| Is | he<br>she<br>the boy<br>the woman<br>the man<br>the child | (very) | happy?<br>angry?<br>old?<br>hot?<br>cold?<br>young?<br>sad?<br>sick?<br>well?<br>tired? |

# Source: ST §Is Bill Tired? (reading list)
$DIALOGUE Read the Questions
ID: l1-s20
INTRO: Read these questions to yourself — notice how every single one starts with "is" or "are".
INSTRUCTION: Read the sentences.

LINE: Are you cold?
LINE: Is the girl sad?
LINE: Is your father angry?
LINE: Is her sister happy?
LINE: Are the children well?
LINE: Is the man very sick?
LINE: Are the men hot?
LINE: Is your friend very old?
LINE: Is his brother very young?
LINE: Are you tired?

# Source: ST §He Is a Student. Is He a Student?
$DIALOGUE Statements and Questions
ID: l1-s23
INTRO: A statement falls at the end; a yes/no question rises. Listen and repeat each sentence with the right melody — first the statements, then the questions.
INSTRUCTION: Listen and repeat the sentences with the correct intonation.
REPEAT

LINE: They're students.
LINE: She's very young.
LINE: I'm a pilot.
LINE: Betty's a good cook.
LINE: He isn't very old.
LINE: Bill isn't a mechanic.
LINE: She isn't very sick.
LINE: I'm not a barber.
LINE: Are they students?
LINE: Is she very young?
LINE: Are you a pilot?
LINE: Is Betty a good cook?
LINE: Is he very old?
LINE: Is Bill a mechanic?
LINE: Is she very sick?
LINE: Are you a barber?

# Source: ST §Write Questions with BE (identical prompts recast as two-word cues)
$PRODUCE Write the Questions
ID: l1-s22
REFERENCE: l1-s19
INPUT: type
CHECK: llm
INTRO: Now you build the questions. For each cue, type a full question starting with "is" or "are". Open the table if you get stuck.
INSTRUCTION: Type a question using the cue words.
RUBRIC: Accept any grammatically correct yes/no question with "Is/Are" + the cued subject + the cued adjective phrase (e.g. "Is he very happy?"). The word order Is/Are-first is the point — a statement fails.

EXAMPLE
TEMPLATE: he / very happy
RESPONSE: Is he very happy?

TEMPLATE: she / angry
RESPONSE: Is she angry?

TEMPLATE: the boy / old
RESPONSE: Is the boy old?

TEMPLATE: the woman / hot
RESPONSE: Is the woman hot?

TEMPLATE: the man / cold
RESPONSE: Is the man cold?

TEMPLATE: the child / very young
RESPONSE: Is the child very young?

TEMPLATE: he / sad
RESPONSE: Is he sad?

TEMPLATE: she / very sick
RESPONSE: Is she very sick?

TEMPLATE: the boy / well
RESPONSE: Is the boy well?

$SESSION 1-5: Questions with "Or"

# Source: LLA 1B Listening/Speaking Activity 2
$DIALOGUE Questions and Answers with "Or"
ID: 1b-ls2
INTRO: In this part you'll learn questions that offer a choice: this or that? Listen to each question and its answer, and repeat both.
INSTRUCTION: Repeat the question and the answer.
REPEAT

VOCAB: or
LINE: Is John a student or a teacher?\n— John is a teacher. {bk02-l1b-f3-13.mp3}
LINE: Are you sad or sick?\n— I'm sick. {bk02-l1b-f3-14.mp3}
LINE: Is your sister young or old?\n— My sister is young. {bk02-l1b-f3-15.mp3}
LINE: Is that pilot tired or sick?\n— That pilot is tired. {bk02-l1b-f3-16.mp3}
LINE: Is the teacher in the lab or in the classroom?\n— The teacher is in the lab. {bk02-l1b-f3-17.mp3}
LINE: Are the books on the table or in the desk?\n— The books are on the table. {bk02-l1b-f3-18.mp3}
LINE: Is the boy happy or angry?\n— The boy is happy. {bk02-l1b-f3-19.mp3}
LINE: Are the students sick or well?\n— The students are well. {bk02-l1b-f3-20.mp3}
LINE: Are Bob and Bill pilots or students?\n— Bob and Bill are pilots. {bk02-l1b-f3-21.mp3}
LINE: Is that boy your brother or your friend?\n— He is my brother. {bk02-l1b-f3-22.mp3}

# Source: LLA 1B Listening/Speaking Activity 3
$PRODUCE Answer with "Or"
ID: 1b-ls3
INPUT: speak
CHECK: reveal
INTRO: Same questions — now you answer them. Listen to the question and the short cue, answer aloud in a full sentence, then repeat the model.
INSTRUCTION: Answer aloud in a full sentence.
REPEAT

EXAMPLE
PROMPT: Is John a student or a teacher? {bk02-l1b-f3-23-q.mp3}
TEMPLATE: (a teacher)
RESPONSE: John is a teacher. {bk02-l1b-f3-23-a.mp3}

PROMPT: Are you sad or sick? {bk02-l1b-f3-24-q.mp3}
TEMPLATE: (sick)
RESPONSE: I'm sick. {bk02-l1b-f3-24-a.mp3}

PROMPT: Is your sister young or old? {bk02-l1b-f3-25-q.mp3}
TEMPLATE: (young)
RESPONSE: My sister is young.

PROMPT: Is that pilot tired or sick? {bk02-l1b-f3-26-q.mp3}
TEMPLATE: (tired)
RESPONSE: That pilot is tired.

PROMPT: Is the teacher in the lab or in the classroom? {bk02-l1b-f3-27-q.mp3}
TEMPLATE: (in the lab)
RESPONSE: The teacher is in the lab.

PROMPT: Are the books on the table or in the desk? {bk02-l1b-f3-28-q.mp3}
TEMPLATE: (on the table)
RESPONSE: The books are on the table. {bk02-l1b-f3-28-a.mp3}

PROMPT: Is the boy happy or angry? {bk02-l1b-f3-29-q.mp3}
TEMPLATE: (happy)
RESPONSE: The boy is happy. {bk02-l1b-f3-29-a.mp3}

PROMPT: Are the students sick or well? {bk02-l1b-f3-30-q.mp3}
TEMPLATE: (well)
RESPONSE: The students are well.

PROMPT: Are Bob and Bill pilots or students? {bk02-l1b-f3-31-q.mp3}
TEMPLATE: (pilots)
RESPONSE: Bob and Bill are pilots. {bk02-l1b-f3-31-a.mp3}

PROMPT: Is that boy your brother or your friend? {bk02-l1b-f3-32-q.mp3}
TEMPLATE: (my brother)
RESPONSE: He's my brother. {bk02-l1b-f3-32-a.mp3}

# Source: ST §Is Bill Happy or Angry?
$DIALOGUE Read and Repeat: "Or" Questions
ID: l1-s28
INTRO: A few more choice questions with their answers. Repeat each pair — question up, answer down.
INSTRUCTION: Repeat and read these questions and statements.
REPEAT

LINE: Is Ted hot or cold?\nTed is hot.
LINE: Are they in the lab or in the classroom?\nThey are in the classroom.
LINE: Are you a student or a teacher?\nI'm a student.
LINE: Is she sick or tired?\nShe's tired.
LINE: Is Bob a pilot or a mechanic?\nBob is a pilot.

# Source: ST §Are They Happy or Sad?
$PRODUCE Type "Or"
ID: l1-s29
INPUT: type
CHECK: exact
INTRO: Quick check: type the little word "or" to complete each question.
INSTRUCTION: Type "or" to complete the sentence.

TEMPLATE: Is the book on the table ____{or} in the desk?\nThe book is in the desk.
RESPONSE: Is the book on the table or in the desk?\nThe book is in the desk.
ACCEPT: or

TEMPLATE: Is Mary young ____{or} old?\nMary is young.
RESPONSE: Is Mary young or old?\nMary is young.
ACCEPT: or

TEMPLATE: Are you sick ____{or} well?\nI'm sick.
RESPONSE: Are you sick or well?\nI'm sick.
ACCEPT: or

TEMPLATE: Are they cooks ____{or} barbers?\nThey are cooks.
RESPONSE: Are they cooks or barbers?\nThey are cooks.
ACCEPT: or

TEMPLATE: Is the map on the wall ____{or} in the book?\nThe map is on the wall.
RESPONSE: Is the map on the wall or in the book?\nThe map is on the wall.
ACCEPT: or

# Source: LLA 1D Listening/Speaking Activity (Figure 2 Part 2)
$PRODUCE Ask Questions with "Or"
ID: 2-1d-ls1
INPUT: speak
CHECK: reveal
INTRO: Now you make the questions. From the cue words, ask a question with "or" — then listen to the model and repeat it.
INSTRUCTION: Ask the question aloud using "or".
REPEAT

EXAMPLE
PROMPT: Bob, sick, tired. {bk02-l1d-f2-11-q.mp3}
RESPONSE: Is Bob sick or tired? {bk02-l1d-f2-11-a.mp3}

PROMPT: John, happy, sad. {bk02-l1d-f2-12-q.mp3}
RESPONSE: Is John happy or sad? {bk02-l1d-f2-12-a.mp3}

PROMPT: Mary, young, old. {bk02-l1d-f2-13-q.mp3}
RESPONSE: Is Mary young or old? {bk02-l1d-f2-13-a.mp3}

PROMPT: Bill, sick, well. {bk02-l1d-f2-14-q.mp3}
RESPONSE: Is Bill sick or well? {bk02-l1d-f2-14-a.mp3}

PROMPT: Betty, hot, cold. {bk02-l1d-f2-15-q.mp3}
RESPONSE: Is Betty hot or cold? {bk02-l1d-f2-15-a.mp3}

PROMPT: The boy, angry, tired. {bk02-l1d-f2-16-q.mp3}
RESPONSE: Is the boy angry or tired? {bk02-l1d-f2-16-a.mp3}

PROMPT: The girl, sick, tired. {bk02-l1d-f2-17-q.mp3}
RESPONSE: Is the girl sick or tired? {bk02-l1d-f2-17-a.mp3}

PROMPT: His brother, happy, angry. {bk02-l1d-f2-18-q.mp3}
RESPONSE: Is his brother happy or angry? {bk02-l1d-f2-18-a.mp3}

PROMPT: His father, sad, tired. {bk02-l1d-f2-19-q.mp3}
RESPONSE: Is his father sad or tired? {bk02-l1d-f2-19-a.mp3}

PROMPT: Her mother, happy, sad. {bk02-l1d-f2-20-q.mp3}
RESPONSE: Is her mother happy or sad? {bk02-l1d-f2-20-a.mp3}

PROMPT: Your friend, young, old. {bk02-l1d-f2-21-q.mp3}
RESPONSE: Is your friend young or old? {bk02-l1d-f2-21-a.mp3}

# Source: LLA 1D Figure 4
$PRODUCE Add a Second Choice
ID: 2-1d-f4
INPUT: speak
CHECK: reveal
SHOW_PROMPT
REPEAT
INTRO: One more twist: you'll read a question, then hear a second option. Combine them into one question with "or", and repeat the model answer.
INSTRUCTION: Make a question using "or".

EXAMPLE
TEMPLATE: Is he in the lab?
PROMPT: In the classroom. {bk02-l1d-f4-ex-q.mp3}
RESPONSE: Is he in the lab or in the classroom? {bk02-l1d-f4-ex-a.mp3}

TEMPLATE: Is she your sister?
PROMPT: Your friend? {bk02-l1d-f4-01-q.mp3}
RESPONSE: Is she your sister or your friend? {bk02-l1d-f4-01-a.mp3}

TEMPLATE: Is this letter a vowel?
PROMPT: A consonant. {bk02-l1d-f4-02-q.mp3}
RESPONSE: Is this letter a vowel or a consonant? {bk02-l1d-f4-02-a.mp3}

TEMPLATE: Is he a teacher?
PROMPT: A student. {bk02-l1d-f4-03-q.mp3}
RESPONSE: Is he a teacher or a student? {bk02-l1d-f4-03-a.mp3}

TEMPLATE: Is Linda old?
PROMPT: Young. {bk02-l1d-f4-04-q.mp3}
RESPONSE: Is Linda old or young? {bk02-l1d-f4-04-a.mp3}

TEMPLATE: Are they cooks?
PROMPT: Barbers. {bk02-l1d-f4-05-q.mp3}
RESPONSE: Are they cooks or barbers? {bk02-l1d-f4-05-a.mp3}

TEMPLATE: Are they your friends?
PROMPT: Your brothers. {bk02-l1d-f4-06-q.mp3}
RESPONSE: Are they your friends or your brothers? {bk02-l1d-f4-06-a.mp3}

TEMPLATE: Is he your father?
PROMPT: Your brother. {bk02-l1d-f4-07-q.mp3}
RESPONSE: Is he your father or your brother? {bk02-l1d-f4-07-a.mp3}

TEMPLATE: Are you a teacher?
PROMPT: A student. {bk02-l1d-f4-08-q.mp3}
RESPONSE: Are you a teacher or a student? {bk02-l1d-f4-08-a.mp3}

$SESSION 1-6: "And" and "Too"

# Source: ST §Betty and Ted Are Teachers.
$DIALOGUE Two Sentences into One: "And" and "Too"
ID: l1-s25
INTRO: In this part you'll learn to join sentences with "and" — two sentences in, one sentence out. Repeat each set.
INSTRUCTION: Repeat and read the sentences.
REPEAT

VOCAB: and
VOCAB: too
LINE: Bob is a student. Susan is a student, too.\nBob and Susan are students.
LINE: Mary is sick. I am sick, too.\nMary and I are sick.
LINE: Betty is a pilot. Ted is a pilot, too.\nBetty and Ted are pilots.
LINE: Linda is very young. John is very young, too.\nLinda and John are very young.
LINE: Bill is hot. Joe is hot, too.\nBill and Joe are hot.

# Source: ST §You and I Are Students
$PRODUCE Type "And"
ID: l1-s26
INPUT: type
CHECK: exact
INTRO: Quick check: type "and" to join the two people into one sentence.
INSTRUCTION: Type "and" to complete the sentence.

TEMPLATE: You are a cook. I am a cook, too.\nYou ____{and} I are cooks.
RESPONSE: You are a cook. I am a cook, too.\nYou and I are cooks.
ACCEPT: and

TEMPLATE: Jan is angry. Bob is angry, too.\nJan ____{and} Bob are angry.
RESPONSE: Jan is angry. Bob is angry, too.\nJan and Bob are angry.
ACCEPT: and

TEMPLATE: Ted is cold. I am cold, too.\nTed ____{and} I are cold.
RESPONSE: Ted is cold. I am cold, too.\nTed and I are cold.
ACCEPT: and

TEMPLATE: You are a student. Ted is a student, too.\nYou ____{and} Ted are students.
RESPONSE: You are a student. Ted is a student, too.\nYou and Ted are students.
ACCEPT: and

TEMPLATE: Joe is very happy. Mary is very happy, too.\nMary ____{and} Joe are very happy.
RESPONSE: Joe is very happy. Mary is very happy, too.\nMary and Joe are very happy.
ACCEPT: and

# Source: LLA 1B Listening/Speaking Activity 4
$DIALOGUE Sentences with "And"
ID: 1b-ls4
INTRO: "And" also joins describing words and whole sentences. Listen and repeat each one aloud.
INSTRUCTION: Repeat the sentences you hear.
REPEAT

LINE: Bob is sick and tired. {bk02-l1b-f4-11.mp3}
LINE: The girl and her sister are students. {bk02-l1b-f4-12.mp3}
LINE: The men are cold and angry. {bk02-l1b-f4-13.mp3}
LINE: The men and women are in the lab. {bk02-l1b-f4-14.mp3}
LINE: He is a barber, and she is a teacher. {bk02-l1b-f4-15.mp3}
LINE: His friend is happy and well. {bk02-l1b-f4-16.mp3}
LINE: That family is hot and tired. {bk02-l1b-f4-17.mp3}
LINE: What are John and Ken? {bk02-l1b-f4-18.mp3}
LINE: John is a pilot, and Ken is a mechanic. {bk02-l1b-f4-19.mp3}
LINE: His brother and sister are young. {bk02-l1b-f4-20.mp3}

# Source: ST §John Is a Pilot and Ken Is a Mechanic.
$DIALOGUE What Are They?
ID: l1-s27
INTRO: When two people have different jobs, "and" still does the work. Repeat each question-and-answer set.
INSTRUCTION: Repeat and read these statements and questions.
REPEAT

LINE: You are a student. I am a teacher.\nWhat are you and I?\nI'm a student and you're a teacher.
LINE: He is a cook. She is a student.\nWhat are they?\nHe is a cook and she is a student.
LINE: Bob is a barber. Bill is a cook.\nWhat are Bob and Bill?\nBob is a barber and Bill is a cook.
LINE: Susan is a teacher.
LINE: Mary is a mechanic.\nWhat are Susan and Mary?
LINE: \nSusan is a teacher and Mary is a mechanic.
LINE: He is a pilot. They are mechanics.\nWhat are they?\nHe is a pilot and they are mechanics.
LINE: John is a barber. Joe is a teacher.\nWhat are John and Joe?\nJohn is a barber and Joe is a teacher.
LINE: Betty is a cook.
LINE: Mary is a student.\nWhat are Betty and Mary?
LINE: \nBetty is a cook and Mary is a student.
LINE: Linda is a pilot. Ted is a teacher.\nWhat are Linda and Ted?\nLinda is a pilot and Ted is a teacher.

# Source: LLA 1B Figure 5
$PRODUCE Combine with "And" and "Too"
ID: 1b-f5
INPUT: speak
CHECK: reveal
INTRO: Your turn to combine. Take the sentence and the person in parentheses, and make one sentence with "and" and "too". Then repeat the model.
INSTRUCTION: Say the combined sentence using "and" and "too".
REPEAT

EXAMPLE
PROMPT: Mary is sick. {bk02-l1b-f5-ex-q.mp3}
TEMPLATE: Mary is sick. (her mother)
RESPONSE: Mary is sick, and her mother is sick too. {bk02-l1b-f5-ex-a.mp3}

PROMPT: John is cold. {bk02-l1b-f5-01-q.mp3}
TEMPLATE: John is cold. (Linda)
RESPONSE: John is cold, and Linda is cold too. {bk02-l1b-f5-01-a.mp3}

PROMPT: Mrs. Wilson is tired. {bk02-l1b-f5-02-q.mp3}
TEMPLATE: Mrs. Wilson is tired. (Mr. Wilson)
RESPONSE: Mrs. Wilson is tired, and Mr. Wilson is tired too. {bk02-l1b-f5-02-a.mp3}

PROMPT: Ted is sad. {bk02-l1b-f5-03-q.mp3}
TEMPLATE: Ted is sad. (Bob)
RESPONSE: Ted is sad, and Bob is sad too. {bk02-l1b-f5-03-a.mp3}

PROMPT: Henry is happy. {bk02-l1b-f5-04-q.mp3}
TEMPLATE: Henry is happy. (I)
RESPONSE: Henry is happy, and I'm happy too. {bk02-l1b-f5-04-a.mp3}

PROMPT: Tom is angry. {bk02-l1b-f5-05-q.mp3}
TEMPLATE: Tom is angry. (John)
RESPONSE: Tom is angry, and John is angry too. {bk02-l1b-f5-05-a.mp3}

PROMPT: Linda is young. {bk02-l1b-f5-06-q.mp3}
TEMPLATE: Linda is young. (John)
RESPONSE: Linda is young, and John is young too. {bk02-l1b-f5-06-a.mp3}

PROMPT: We are well. {bk02-l1b-f5-07-q.mp3}
TEMPLATE: We are well. (They)
RESPONSE: We are well, and they are well too. {bk02-l1b-f5-07-a.mp3}

PROMPT: They are hot. {bk02-l1b-f5-08-q.mp3}
TEMPLATE: They are hot. (We)
RESPONSE: They are hot, and we are hot too. {bk02-l1b-f5-08-a.mp3}

$SESSION 1-7: One Man, Two Men — Plurals

# Source: ST §One Man — Two Men (table rewritten as cards)
$GRAMMAR One Man, Two Men
ID: l1-s11
INTRO: In this part you'll learn plurals — including the stubborn words that refuse to just add "-s".

CARD: A few important words change completely in the plural.
{a man}
{two men}
{a woman}
{three women}
{a child}
{seven children}

CARD: Words ending in **-x** add **-es**. Words ending in a consonant plus **-y** change the **-y** to **-ies**.
{one box}
{five boxes}
{one family}
{two families}
{one penny}
{ten pennies}

SUMMARY:
| Singular | Plural |
|---|---|
| a man | two men |
| a woman | three women |
| a child | seven children |
| one box | five boxes |
| one family | two families |
| one penny | ten pennies |

# Source: LLA 1C Figure 1 (pronunciation pass over the pairs the cards just taught)
$DIALOGUE Singular and Plural
ID: 2-1c-f1
INTRO: Now hear each pair. Listen to the singular and the plural, and repeat each word — "woman" and "women" sound closer than you'd like.
INSTRUCTION: Repeat each word.
REPEAT

LINE: child {page_019_001.jpg|A boy with glasses looking down} {bk02-l1c-f1-01.mp3}

LINE: children {page_019_002.jpg|Three children standing together, a boy and two girls} {bk02-l1c-f1-02.mp3}

LINE: man {page_019_003.jpg|A man with glasses side profile} {bk02-l1c-f1-03.mp3}

LINE: men {page_019_004.jpg|Two men in suits standing side by side} {bk02-l1c-f1-04.mp3}

LINE: woman {page_019_005.jpg|A woman in a dress/apron with short blonde hair} {bk02-l1c-f1-05.mp3}

LINE: women {page_019_006.jpg|Three women standing together} {bk02-l1c-f1-06.mp3}

LINE: family {page_019_007.jpg|A large family group of people} {bk02-l1c-f1-07.mp3}

LINE: families {page_019_008.jpg|A group of people sitting and standing around looking at a book} {bk02-l1c-f1-08.mp3}

VOCAB: penny
LINE: penny {page_019_009.jpg|A single cent/penny coin showing the back with Lincoln Memorial and text "ONE CENT"} {bk02-l1c-f1-09.mp3}

LINE: pennies {page_019_010.jpg|Five one-cent coins stacked in a row} {bk02-l1c-f1-10.mp3}

VOCAB: box
LINE: box {page_019_011.jpg|An open cardboard box} {bk02-l1c-f1-11.mp3}

LINE: boxes {page_019_012.jpg|Multiple closed cardboard boxes stacked together} {bk02-l1c-f1-12.mp3}

# Source: LLA 1C Figure 2
$PRODUCE One Child, Two Children — Fill In
ID: 2-1c-f2
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: Listen to each sentence and type the missing word — singular or plural, your ears will tell you. Then repeat the full sentence.
INSTRUCTION: Type the missing word.

PROMPT: The child is in school. {bk02-l1c-f2-01.mp3}
TEMPLATE: The ____ is in school.
RESPONSE: The child is in school. {bk02-l1c-f2-01.mp3}
ACCEPT: child

PROMPT: These children aren't tired. {bk02-l1c-f2-02.mp3}
TEMPLATE: These ____ aren't tired.
RESPONSE: These children aren't tired. {bk02-l1c-f2-02.mp3}
ACCEPT: children

PROMPT: That man is a pilot. {bk02-l1c-f2-03.mp3}
TEMPLATE: That ____ is a pilot.
RESPONSE: That man is a pilot. {bk02-l1c-f2-03.mp3}
ACCEPT: man

PROMPT: Those men are my friends. {bk02-l1c-f2-04.mp3}
TEMPLATE: Those ____ are my friends.
RESPONSE: Those men are my friends. {bk02-l1c-f2-04.mp3}
ACCEPT: men

PROMPT: That woman is my mother. {bk02-l1c-f2-05.mp3}
TEMPLATE: That ____ is my mother.
RESPONSE: That woman is my mother. {bk02-l1c-f2-05.mp3}
ACCEPT: woman

PROMPT: The women are sisters. {bk02-l1c-f2-06.mp3}
TEMPLATE: The ____ are sisters.
RESPONSE: The women are sisters. {bk02-l1c-f2-06.mp3}
ACCEPT: women

PROMPT: His family is very happy. {bk02-l1c-f2-07.mp3}
TEMPLATE: His ____ is very happy.
RESPONSE: His family is very happy. {bk02-l1c-f2-07.mp3}
ACCEPT: family

PROMPT: These families are friends. {bk02-l1c-f2-08.mp3}
TEMPLATE: These ____ are friends.
RESPONSE: These families are friends. {bk02-l1c-f2-08.mp3}
ACCEPT: families

PROMPT: That is one penny. {bk02-l1c-f2-09.mp3}
TEMPLATE: That is one ____.
RESPONSE: That is 1 penny. {bk02-l1c-f2-09.mp3}
ACCEPT: penny

PROMPT: Those are ten pennies. {bk02-l1c-f2-10.mp3}
TEMPLATE: Those are ten ____.
RESPONSE: Those are 10 pennies. {bk02-l1c-f2-10.mp3}
ACCEPT: pennies

PROMPT: One box is on the table. {bk02-l1c-f2-11.mp3}
TEMPLATE: One ____ is on the table.
RESPONSE: One box is on the table. {bk02-l1c-f2-11.mp3}
ACCEPT: box

PROMPT: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
TEMPLATE: Three ____ are under the table.
RESPONSE: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
ACCEPT: boxes

# Source: ST §Irregular and Regular Plurals
$PRODUCE Type the Plural
ID: l1-s12
INPUT: type
CHECK: exact
INTRO: Last plural check — no audio help this time. Type the plural form of each word.
INSTRUCTION: Type the plural form on the line.

EXAMPLE
TEMPLATE: a man ---> eight ____{men}
RESPONSE: a man ---> eight men
ACCEPT: men

TEMPLATE: a woman ---> three ____{women}
RESPONSE: a woman ---> three women
ACCEPT: women

TEMPLATE: a child ---> four ____{children}
RESPONSE: a child ---> four children
ACCEPT: children

TEMPLATE: a box ---> ten ____{boxes}
RESPONSE: a box ---> ten boxes
ACCEPT: boxes

TEMPLATE: a penny ---> five ____{pennies}
RESPONSE: a penny ---> five pennies
ACCEPT: pennies

TEMPLATE: a man ---> six ____{men}
RESPONSE: a man ---> six men
ACCEPT: men

TEMPLATE: a family ---> two ____{families}
RESPONSE: a family ---> two families
ACCEPT: families

$SESSION 1-8: Sounds and Letters

# Source: LLA 1A Figure 5
$SELECT Alphabet Review
ID: 2-1a-f5
INTRO: This part trains your ears on English sounds and letters. First, the alphabet: listen to each letter and tap the one you hear.
INSTRUCTION: Tap the letter you hear.

PROMPT: capital B {bk02-l1a-f5-01.mp3}
OPTION: a | V
OPTION: b | D
OPTION: c | B
OPTION: d | P
ANSWER: c

PROMPT: small i {bk02-l1a-f5-02.mp3}
OPTION: a | i
OPTION: b | e
OPTION: c | y
OPTION: d | a
ANSWER: a

PROMPT: small e {bk02-l1a-f5-03.mp3}
OPTION: a | e
OPTION: b | a
OPTION: c | i
OPTION: d | o
ANSWER: a

PROMPT: capital Y {bk02-l1a-f5-04.mp3}
OPTION: a | Y
OPTION: b | I
OPTION: c | V
OPTION: d | T
ANSWER: a

PROMPT: small n {bk02-l1a-f5-05.mp3}
OPTION: a | m
OPTION: b | h
OPTION: c | n
OPTION: d | l
ANSWER: c

PROMPT: small j {bk02-l1a-f5-06.mp3}
OPTION: a | j
OPTION: b | g
OPTION: c | y
OPTION: d | q
ANSWER: a

PROMPT: capital A {bk02-l1a-f5-07.mp3}
OPTION: a | E
OPTION: b | A
OPTION: c | I
OPTION: d | O
ANSWER: b

PROMPT: small p {bk02-l1a-f5-08.mp3}
OPTION: a | b
OPTION: b | q
OPTION: c | p
OPTION: d | v
ANSWER: c

PROMPT: capital Q {bk02-l1a-f5-09.mp3}
OPTION: a | Q
OPTION: b | O
OPTION: c | X
OPTION: d | Z
ANSWER: a

PROMPT: small x {bk02-l1a-f5-10.mp3}
OPTION: a | f
OPTION: b | k
OPTION: c | w
OPTION: d | x
ANSWER: d

# Source: LLA 1A Figure 6
$SELECT Vowel Sounds
ID: 2-1a-f6
INTRO: Now just the five vowels. Listen to the vowel, repeat it aloud, and tap the letter.
INSTRUCTION: Tap the vowel you hear.
REPEAT

PROMPT: A {bk02-l1a-f6-01.mp3}
OPTION: a | a {bk02-l1a-f6-01-a.mp3}
OPTION: b | c
OPTION: c | l
OPTION: d | o
OPTION: e | v
ANSWER: a

PROMPT: E {bk02-l1a-f6-02.mp3}
OPTION: a | U
OPTION: b | E {bk02-l1a-f6-02-a.mp3}
OPTION: c | V
OPTION: d | F
OPTION: e | H
ANSWER: b

PROMPT: I {bk02-l1a-f6-03.mp3}
OPTION: a | y
OPTION: b | e
OPTION: c | u
OPTION: d | i {bk02-l1a-f6-03-a.mp3}
OPTION: e | z
ANSWER: d

PROMPT: O {bk02-l1a-f6-04.mp3}
OPTION: a | o {bk02-l1a-f6-04-a.mp3}
OPTION: b | u
OPTION: c | a
OPTION: d | i
OPTION: e | e
ANSWER: a

PROMPT: U {bk02-l1a-f6-05.mp3}
OPTION: a | W
OPTION: b | V
OPTION: c | U {bk02-l1a-f6-05-a.mp3}
OPTION: d | O
OPTION: e | A
ANSWER: c

# Source: LLA 1A Figure 7
$SELECT Same or Different? — K and G
ID: 2-1a-f7
INTRO: You'll hear two words. Sometimes they're the same word twice; sometimes they differ by one small sound. Tap Same or Different.
INSTRUCTION: Tap Same or Different.
HIDE_PROMPT

OPTION: s | Same
OPTION: d | Different

PROMPT: come, gum {bk02-l1a-f7-01.mp3}
ANSWER: d

PROMPT: pig, pig {bk02-l1a-f7-02.mp3}
ANSWER: s

PROMPT: whacking, wagging {bk02-l1a-f7-03.mp3}
ANSWER: d

PROMPT: peck, peg {bk02-l1a-f7-04.mp3}
ANSWER: d

PROMPT: grow, crow {bk02-l1a-f7-05.mp3}
ANSWER: d

PROMPT: sagging, sagging {bk02-l1a-f7-06.mp3}
ANSWER: s

PROMPT: bag, back {bk02-l1a-f7-07.mp3}
ANSWER: d

PROMPT: knack, knack {bk02-l1a-f7-08.mp3}
ANSWER: s

PROMPT: glue, clue {bk02-l1a-f7-09.mp3}
ANSWER: d

PROMPT: snicker, snicker {bk02-l1a-f7-10.mp3}
ANSWER: s

# Source: LLA 1C Figure 3
$SELECT Same or Different? — M and N
ID: 2-1c-f3
HIDE_PROMPT
INTRO: Same game, new sounds — this round the difference often hides in "m" and "n". Tap Same or Different.
INSTRUCTION: Tap Same or Different.

OPTION: s | Same
OPTION: d | Different

PROMPT: map, map {bk02-l1c-f3-01.mp3}
ANSWER: s

PROMPT: may, nay {bk02-l1c-f3-02.mp3}
ANSWER: d

PROMPT: lemon, Lenin {bk02-l1c-f3-03.mp3}
ANSWER: d

PROMPT: run, run {bk02-l1c-f3-04.mp3}
ANSWER: s

PROMPT: son, some {bk02-l1c-f3-05.mp3}
ANSWER: d

PROMPT: gain, game {bk02-l1c-f3-06.mp3}
ANSWER: d

PROMPT: nut, not {bk02-l1c-f3-07.mp3}
ANSWER: s

PROMPT: rum, run {bk02-l1c-f3-08.mp3}
ANSWER: d

PROMPT: nice, mice {bk02-l1c-f3-09.mp3}
ANSWER: d

PROMPT: mine, nine {bk02-l1c-f3-10.mp3}
ANSWER: d

# Source: LLA 1C Figure 5
$SELECT Pet or Pat? — Hear the Difference
ID: 2-1c-f5
HIDE_PROMPT
INTRO: Two vowel sounds English loves and learners don't: the sound in "pet" and the sound in "pat". Listen to each word and tap the sound you hear.
INSTRUCTION: Tap the sound you hear.

OPTION: a | "pet" sound — as in "head" and "men"
OPTION: b | "pat" sound — as in "man" and "pat"

EXAMPLE
PROMPT: head {bk02-l1c-f5-ex.mp3}
ANSWER: a

PROMPT: rant {bk02-l1c-f5-01.mp3}
ANSWER: b

PROMPT: mass {bk02-l1c-f5-02.mp3}
ANSWER: b

PROMPT: bed {bk02-l1c-f5-03.mp3}
ANSWER: a

PROMPT: pan {bk02-l1c-f5-04.mp3}
ANSWER: b

PROMPT: kettle {bk02-l1c-f5-05.mp3}
ANSWER: a

PROMPT: ten {bk02-l1c-f5-06.mp3}
ANSWER: a

PROMPT: blend {bk02-l1c-f5-07.mp3}
ANSWER: a

PROMPT: shall {bk02-l1c-f5-08.mp3}
ANSWER: b

PROMPT: fed {bk02-l1c-f5-09.mp3}
ANSWER: a

PROMPT: cattle {bk02-l1c-f5-10.mp3}
ANSWER: b

# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/k/-/g/, /m/-/n/, ST p. 16) — instructor-read minimal pairs with no printed stimuli; the cassette Same/Different activities above cover the same contrasts.
# SKIPPED (book): Listening Skill "MAN / MEN" (/æ/-/ɛ/, ST p. 24) — instructor-read sound discrimination with no printed words; the cassette "Pet or Pat?" activity above covers the same contrast.

$SESSION 1-9: The Wilson Family — Review and Practice

# Source: LLA 1C Listening and Speaking Activity
$DIALOGUE Questions and Answers — Review
ID: 2-1c-ls1
INTRO: This part pulls the whole lesson together. Start by listening to these questions and answers — who, what, where — and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Are those boys your brothers? {bk02-l1c-f4-11.mp3}
LINE: Yes, they are. {bk02-l1c-f4-12.mp3}
LINE: Who is that child? {bk02-l1c-f4-13.mp3}
LINE: That child is her sister. {bk02-l1c-f4-14.mp3}
LINE: What's your brother? {bk02-l1c-f4-15.mp3}
LINE: He's a pilot. {bk02-l1c-f4-16.mp3}
LINE: Are those women teachers or students? {bk02-l1c-f4-17.mp3}
LINE: They're students. {bk02-l1c-f4-18.mp3}
LINE: Where's Mr. Bates? {bk02-l1c-f4-19.mp3}
LINE: He's in the lab. {bk02-l1c-f4-20.mp3}
LINE: Is his father very tired? {bk02-l1c-f4-21.mp3}
LINE: No, his father isn't very tired. {bk02-l1c-f4-22.mp3}
LINE: Who is your teacher? {bk02-l1c-f4-23.mp3}
LINE: Ms. Adams is my teacher. {bk02-l1c-f4-24.mp3}
LINE: What are those men? {bk02-l1c-f4-25.mp3}
LINE: They're cooks. {bk02-l1c-f4-26.mp3}
LINE: Where's Ms. Wilson? {bk02-l1c-f4-27.mp3}
LINE: She's in the classroom. {bk02-l1c-f4-28.mp3}
LINE: Is Mrs. Bates your teacher? {bk02-l1c-f4-29.mp3}
LINE: No, she isn't. {bk02-l1c-f4-30.mp3}
LINE: Are the children sad? {bk02-l1c-f4-31.mp3}
LINE: No, they're very happy. {bk02-l1c-f4-32.mp3}

# Source: LLA 1D Figure 1
$DIALOGUE The Wilson Family at Home
ID: 2-1d-f1
INTRO: Here are the Wilsons again, all together at home. Listen to the description and repeat each sentence — you'll answer questions about it next.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: This is a family. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-01.mp3}

LINE: The father is Mr. Wilson. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-02.mp3}

LINE: Mrs. Wilson is the mother. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-03.mp3}

LINE: Two children are boys, and two children are girls. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-04.mp3}

LINE: They are brothers and sisters. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-05.mp3}

LINE: The brothers are Tom and John. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-06.mp3}

LINE: The sisters are Jan and Linda. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-07.mp3}

LINE: They are students. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-08.mp3}

LINE: Mr. Wilson is a mechanic. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-09.mp3}

LINE: Mrs. Wilson is a teacher. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-10.mp3}

# Source: LLA 1D Figure 2 (Part 1)
$SELECT Yes or No? — The Wilson Family
ID: 2-1d-f2
REFERENCE: 2-1d-f1
INTRO: Now the questions. Answer about the Wilson family — tap Yes or No, and open the description if your memory needs a nudge.
INSTRUCTION: Tap Yes or No.
OPTION: y | Yes
OPTION: n | No

PROMPT: Is Mr. Wilson your brother? {bk02-l1d-f2-01-q.mp3}
ANSWER: n
FEEDBACK: No, he isn't. {bk02-l1d-f2-01-a.mp3}

PROMPT: Is Mrs. Wilson your mother? {bk02-l1d-f2-02-q.mp3}
ANSWER: n
FEEDBACK: No, she's not. {bk02-l1d-f2-02-a.mp3}

PROMPT: Are Jan and Tom sisters? {bk02-l1d-f2-03-q.mp3}
ANSWER: n
FEEDBACK: No, they aren't. {bk02-l1d-f2-03-a.mp3}

PROMPT: Are Linda and Jan sisters? {bk02-l1d-f2-04-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-04-a.mp3}

PROMPT: Are the four children boys? {bk02-l1d-f2-05-q.mp3}
ANSWER: n
FEEDBACK: No, they're not. {bk02-l1d-f2-05-a.mp3}

PROMPT: Are Tom and John brothers? {bk02-l1d-f2-06-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-06-a.mp3}

PROMPT: Are the children students? {bk02-l1d-f2-07-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-07-a.mp3}

PROMPT: Is Mr. Wilson a barber? {bk02-l1d-f2-08-q.mp3}
ANSWER: n
FEEDBACK: No, he isn't. {bk02-l1d-f2-08-a.mp3}

PROMPT: Is Mrs. Wilson a teacher? {bk02-l1d-f2-09-q.mp3}
ANSWER: y
FEEDBACK: Yes, she is. {bk02-l1d-f2-09-a.mp3}

PROMPT: Are the children sick? {bk02-l1d-f2-10-q.mp3}
ANSWER: n
FEEDBACK: No, they aren't. {bk02-l1d-f2-10-a.mp3}

# Source: LLA 1B Figure 4
$PRODUCE Listen and Type the Missing Word
ID: 1b-f4
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: A mixed bag from the whole lesson. Listen to each sentence, type the missing word, then repeat the complete sentence.
INSTRUCTION: Type the missing word.

PROMPT: John and Bill are students. {bk02-l1b-f4-01.mp3}
TEMPLATE: John ____ Bill are students.
RESPONSE: John and Bill are students. {bk02-l1b-f4-01.mp3}
ACCEPT: and

PROMPT: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
TEMPLATE: Is he a barber ____ a cook?
RESPONSE: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
ACCEPT: or

PROMPT: Let's go to the lab. {bk02-l1b-f4-03.mp3}
TEMPLATE: Let's go to the ____.
RESPONSE: Let's go to the lab. {bk02-l1b-f4-03.mp3}
ACCEPT: lab

PROMPT: Are you a student? {bk02-l1b-f4-04.mp3}
TEMPLATE: ____ you a student?
RESPONSE: Are you a student? {bk02-l1b-f4-04.mp3}
ACCEPT: Are | are

PROMPT: Nice to meet you. {bk02-l1b-f4-05.mp3}
TEMPLATE: Nice to meet ____.
RESPONSE: Nice to meet you. {bk02-l1b-f4-05.mp3}
ACCEPT: you

PROMPT: Are the children happy? {bk02-l1b-f4-06.mp3}
TEMPLATE: Are ____ children happy?
RESPONSE: Are the children happy? {bk02-l1b-f4-06.mp3}
ACCEPT: the

PROMPT: Susan is a teacher. {bk02-l1b-f4-07.mp3}
TEMPLATE: Susan is a ____.
RESPONSE: Susan is a teacher. {bk02-l1b-f4-07.mp3}
ACCEPT: teacher

PROMPT: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
TEMPLATE: Bob is a ____ and Ken is a mechanic.
RESPONSE: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
ACCEPT: pilot

PROMPT: What time is it? {bk02-l1b-f4-09.mp3}
TEMPLATE: What ____ is it?
RESPONSE: What time is it? {bk02-l1b-f4-09.mp3}
ACCEPT: time

PROMPT: Those letters are consonants. {bk02-l1b-f4-10.mp3}
TEMPLATE: Those ____ are consonants.
RESPONSE: Those letters are consonants. {bk02-l1b-f4-10.mp3}
ACCEPT: letters

# Source: LLA 1D Figure 3
$PRODUCE Type the Missing Word
ID: 2-1d-f3
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: One more round of listen-and-type. Type the missing word, then repeat the full sentence.
INSTRUCTION: Type the missing word.

PROMPT: Please close the door. {bk02-l1d-f3-01-q.mp3}
TEMPLATE: ____ close the door.
RESPONSE: Please close the door. {bk02-l1d-f3-01-a.mp3}
ACCEPT: Please | please

PROMPT: Look at the book. {bk02-l1d-f3-02-q.mp3}
TEMPLATE: Look at the ____.
RESPONSE: Look at the book. {bk02-l1d-f3-02-a.mp3}
ACCEPT: book

PROMPT: That's a quarter. {bk02-l1d-f3-03-q.mp3}
TEMPLATE: That's a ____.
RESPONSE: That's a quarter. {bk02-l1d-f3-03-a.mp3}
ACCEPT: quarter

PROMPT: Spell the word television. {bk02-l1d-f3-04-q.mp3}
TEMPLATE: Spell the word ____.
RESPONSE: Spell the word television. {bk02-l1d-f3-04-a.mp3}
ACCEPT: television

PROMPT: Your friend is Bob. {bk02-l1d-f3-05-q.mp3}
TEMPLATE: ____ friend is Bob.
RESPONSE: Your friend is Bob. {bk02-l1d-f3-05-a.mp3}
ACCEPT: Your | your

PROMPT: Today is Monday. {bk02-l1d-f3-06-q.mp3}
TEMPLATE: ____ is Monday.
RESPONSE: Today is Monday. {bk02-l1d-f3-06-a.mp3}
ACCEPT: Today | today

PROMPT: Tomorrow is Tuesday. {bk02-l1d-f3-07-q.mp3}
TEMPLATE: ____ is Tuesday.
RESPONSE: Tomorrow is Tuesday. {bk02-l1d-f3-07-a.mp3}
ACCEPT: Tomorrow | tomorrow

PROMPT: This is the number 100. {bk02-l1d-f3-08-q.mp3}
TEMPLATE: This is the ____ one hundred.
RESPONSE: This is the number one hundred. {bk02-l1d-f3-08-a.mp3}
ACCEPT: number

PROMPT: Listen to the tape. {bk02-l1d-f3-09-q.mp3}
TEMPLATE: ____ to the tape.
RESPONSE: Listen to the tape. {bk02-l1d-f3-09-a.mp3}
ACCEPT: Listen | listen

PROMPT: The book is under the chair. {bk02-l1d-f3-10-q.mp3}
TEMPLATE: The book is ____ the chair.
RESPONSE: The book is under the chair. {bk02-l1d-f3-10-a.mp3}
ACCEPT: under

# Source: LLA 1A Listening/Speaking Activity 2
$DIALOGUE Let's Go to the Lab
ID: 2-1a-ls1
INTRO: To suggest doing something together, start with "Let's". Listen to these suggestions and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Let's go to the lab. {bk02-l1a-f7-11.mp3}
LINE: Let's look at the book. {bk02-l1a-f7-12.mp3}
LINE: Let's open the windows. {bk02-l1a-f7-13.mp3}
LINE: Let's put the books on the table. {bk02-l1a-f7-14.mp3}
LINE: Let's repeat the words. {bk02-l1a-f7-15.mp3}
LINE: Let's close the windows. {bk02-l1a-f7-16.mp3}
LINE: Let's listen to the radio. {bk02-l1a-f7-17.mp3}
LINE: Let's write the words. {bk02-l1a-f7-18.mp3}
LINE: Let's put the pens in the desks. {bk02-l1a-f7-19.mp3}
LINE: Let's go to class. {bk02-l1a-f7-20.mp3}

# Source: ST §Let's Look at the Lesson.
$DIALOGUE Let's Look at the Lesson
ID: l1-s30
INTRO: Each line shows a command, then its friendlier "let's" version. Read the pairs — same action, better manners.
INSTRUCTION: Read these statements.

LINE: Look at the book. Let's look at the book.
LINE: Write the sentence. Let's write the sentence.
LINE: Listen to the radio. Let's listen to the radio.
LINE: Open the windows. Let's open the windows.
LINE: Go to the lab. Let's go to the lab.
LINE: Listen to the tape. Let's listen to the tape.
LINE: Write the words. Let's write the words.
LINE: Repeat the answers. Let's repeat the answers.
LINE: Close the windows. Let's close the windows.

# Source: LLA 1D Figure 5
$PRODUCE Make Suggestions with "Let's"
ID: 2-1d-f5
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Your turn: hear a command and turn it into a suggestion with "let's". Then repeat the model answer.
INSTRUCTION: Change the sentence using "let's".

EXAMPLE
PROMPT: Go to the lab. {bk02-l1d-f5-ex1-q.mp3}
RESPONSE: Let's go to the lab. {bk02-l1d-f5-ex1-a.mp3}

EXAMPLE
PROMPT: Sit down. {bk02-l1d-f5-ex2-q.mp3}
RESPONSE: Let's sit down. {bk02-l1d-f5-ex2-a.mp3}

PROMPT: Write the alphabet. {bk02-l1d-f5-01-q.mp3}
RESPONSE: Let's write the alphabet. {bk02-l1d-f5-01-a.mp3}

PROMPT: Put the books on the table. {bk02-l1d-f5-02-q.mp3}
RESPONSE: Let's put the books on the table. {bk02-l1d-f5-02-a.mp3}

PROMPT: Stand up. {bk02-l1d-f5-03-q.mp3}
RESPONSE: Let's stand up. {bk02-l1d-f5-03-a.mp3}

PROMPT: Open your books. {bk02-l1d-f5-04-q.mp3}
RESPONSE: Let's open our books. {bk02-l1d-f5-04-a.mp3}

PROMPT: Go to the barracks. {bk02-l1d-f5-05-q.mp3}
RESPONSE: Let's go to the barracks. {bk02-l1d-f5-05-a.mp3}

PROMPT: Close the windows. {bk02-l1d-f5-06-q.mp3}
RESPONSE: Let's close the windows. {bk02-l1d-f5-06-a.mp3}

PROMPT: Repeat the words. {bk02-l1d-f5-07-q.mp3}
RESPONSE: Let's repeat the words.

# Source: ST §This Is My Friend. (closing dialog)
$DIALOGUE This Is My Friend {st-page_038_001.jpg|Bill standing between Bob and Tom, introducing Tom to Bob outside a room labeled LAB}
ID: l1-s31
INTRO: One last introduction to close the lesson — everything you've learned, in seven lines. Listen and repeat. Then go introduce someone; you're ready.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Bill: Bob, this is my friend Tom. Tom, this is Bob.
Bob: Hi. Nice to meet you.
Tom: Nice to meet you, too.
Bill: Bob is in your lab, Tom.
Tom: Good. Let's go now. See you later, Bill.
Bob: Okay. Goodbye, Bill.
Bill: Bye. See you later.

# SKIPPED (book): Writing Skill "DICTATION" (ST p. 30) — instructor-read word dictation with no printed word list; dropped.

$SESSION 1-10: Extra Practice — Reading Letters (Optional)

# Source: ST §Vowels
$SELECT Find the Vowel
ID: l1-s1
INTRO: This last part is optional practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: tap the vowel in each group.
INSTRUCTION: Tap the vowel in each group.

TEMPLATE: b c A F
OPTION: a | b
OPTION: b | c
OPTION: c | A
OPTION: d | F
ANSWER: c

TEMPLATE: U V W X
OPTION: a | U
OPTION: b | V
OPTION: c | W
OPTION: d | X
ANSWER: a

TEMPLATE: C E D G
OPTION: a | C
OPTION: b | E
OPTION: c | D
OPTION: d | G
ANSWER: b

TEMPLATE: m n o p
OPTION: a | m
OPTION: b | n
OPTION: c | o
OPTION: d | p
ANSWER: c

TEMPLATE: r s O V
OPTION: a | r
OPTION: b | s
OPTION: c | O
OPTION: d | V
ANSWER: c

TEMPLATE: E f G Q
OPTION: a | E
OPTION: b | f
OPTION: c | G
OPTION: d | Q
ANSWER: a

TEMPLATE: i j l t
OPTION: a | i
OPTION: b | j
OPTION: c | l
OPTION: d | t
ANSWER: a

TEMPLATE: h i k l
OPTION: a | h
OPTION: b | i
OPTION: c | k
OPTION: d | l
ANSWER: b

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

TEMPLATE: V W A M
OPTION: a | V
OPTION: b | W
OPTION: c | A
OPTION: d | M
ANSWER: c

TEMPLATE: L I T F
OPTION: a | L
OPTION: b | I
OPTION: c | T
OPTION: d | F
ANSWER: b

TEMPLATE: w v x u
OPTION: a | w
OPTION: b | v
OPTION: c | x
OPTION: d | u
ANSWER: d

TEMPLATE: z s a x
OPTION: a | z
OPTION: b | s
OPTION: c | a
OPTION: d | x
ANSWER: c

TEMPLATE: p q o m
OPTION: a | p
OPTION: b | q
OPTION: c | o
OPTION: d | m
ANSWER: c

TEMPLATE: e c b n
OPTION: a | e
OPTION: b | c
OPTION: c | b
OPTION: d | n
ANSWER: a

TEMPLATE: J V I L
OPTION: a | J
OPTION: b | V
OPTION: c | I
OPTION: d | L
ANSWER: c

TEMPLATE: Y R U N
OPTION: a | Y
OPTION: b | R
OPTION: c | U
OPTION: d | N
ANSWER: c

TEMPLATE: b e c d
OPTION: a | b
OPTION: b | e
OPTION: c | c
OPTION: d | d
ANSWER: b

TEMPLATE: o c q p
OPTION: a | o
OPTION: b | c
OPTION: c | q
OPTION: d | p
ANSWER: a

TEMPLATE: q s t u
OPTION: a | q
OPTION: b | s
OPTION: c | t
OPTION: d | u
ANSWER: d

# Source: ST §Child Friend
$SELECT Match the Letters in Words
ID: l1-s2
INTRO: Each word has two letters underlined. Tap the pair of letters that matches them exactly.
INSTRUCTION: Tap the letters that match the underlined letters.

TEMPLATE: chi*ld*
OPTION: a | td
OPTION: b | ld
OPTION: c | dl
ANSWER: b

TEMPLATE: *st*and up
OPTION: a | zt
OPTION: b | st
OPTION: c | ts
ANSWER: b

TEMPLATE: a*ng*ry
OPTION: a | ng
OPTION: b | mg
OPTION: c | gn
ANSWER: a

TEMPLATE: *sp*ell
OPTION: a | sq
OPTION: b | zp
OPTION: c | sp
ANSWER: c

TEMPLATE: *br*other
OPTION: a | br
OPTION: b | dr
OPTION: c | pr
ANSWER: a

TEMPLATE: fa*th*er
OPTION: a | tk
OPTION: b | th
OPTION: c | tb
ANSWER: b

TEMPLATE: *ch*ildren
OPTION: a | ck
OPTION: b | cb
OPTION: c | ch
ANSWER: c

TEMPLATE: a*sk*
OPTION: a | sk
OPTION: b | sx
OPTION: c | zk
ANSWER: a

TEMPLATE: *fr*iend
OPTION: a | tr
OPTION: b | fr
OPTION: c | rf
ANSWER: b

TEMPLATE: *pl*ease
OPTION: a | lp
OPTION: b | ql
OPTION: c | pl
ANSWER: c

TEMPLATE: calen*da*r
OPTION: a | nd
OPTION: b | md
OPTION: c | rd
ANSWER: c

TEMPLATE: *pr*ivate
OPTION: a | pr
OPTION: b | qr
OPTION: c | rp
ANSWER: a

TEMPLATE: gi*rl*
OPTION: a | rl
OPTION: b | lr
OPTION: c | cl
ANSWER: a

TEMPLATE: chalkboa*rd*
OPTION: a | rd
OPTION: b | rb
OPTION: c | nd
ANSWER: a

TEMPLATE: *cl*assroom
OPTION: a | ol
OPTION: b | ct
OPTION: c | cl
ANSWER: c

TEMPLATE: *sh*e
OPTION: a | sb
OPTION: b | sh
OPTION: c | sk
ANSWER: b

TEMPLATE: stude*nt*
OPTION: a | mt
OPTION: b | rt
OPTION: c | nt
ANSWER: c

TEMPLATE: *bl*ackboard
OPTION: a | ld
OPTION: b | bl
OPTION: c | lb
ANSWER: b

# Source: ST §Family Tired
$SELECT Match the Letter Pairs
ID: l1-s3
INTRO: Same idea, no words this time: match the two letters shown with the identical pair below.
INSTRUCTION: Tap the letters that match the target letters.

TEMPLATE: an
OPTION: a | am
OPTION: b | an
OPTION: c | on
ANSWER: b

TEMPLATE: we
OPTION: a | wc
OPTION: b | ue
OPTION: c | we
ANSWER: c

TEMPLATE: co
OPTION: a | cc
OPTION: b | co
OPTION: c | ce
ANSWER: b

TEMPLATE: or
OPTION: a | ov
OPTION: b | ro
OPTION: c | or
ANSWER: c

TEMPLATE: ha
OPTION: a | ha
OPTION: b | ho
OPTION: c | ka
ANSWER: a

TEMPLATE: to
OPTION: a | fo
OPTION: b | to
OPTION: c | lo
ANSWER: b

TEMPLATE: ho
OPTION: a | hc
OPTION: b | ko
OPTION: c | ho
ANSWER: c

TEMPLATE: fa
OPTION: a | fa
OPTION: b | ta
OPTION: c | at
ANSWER: a

TEMPLATE: ol
OPTION: a | ol
OPTION: b | cl
OPTION: c | el
ANSWER: a

TEMPLATE: ma
OPTION: a | ma
OPTION: b | na
OPTION: c | wa
ANSWER: a

TEMPLATE: sa
OPTION: a | za
OPTION: b | se
OPTION: c | sa
ANSWER: c

TEMPLATE: en
OPTION: a | em
OPTION: b | cn
OPTION: c | en
ANSWER: c

TEMPLATE: si
OPTION: a | sj
OPTION: b | si
OPTION: c | zi
ANSWER: b

TEMPLATE: mo
OPTION: a | no
OPTION: b | mc
OPTION: c | mo
ANSWER: c

TEMPLATE: ed
OPTION: a | cd
OPTION: b | od
OPTION: c | ed
ANSWER: c

TEMPLATE: er
OPTION: a | or
OPTION: b | er
OPTION: c | ar
ANSWER: b

TEMPLATE: ti
OPTION: a | ti
OPTION: b | fi
OPTION: c | li
ANSWER: a

TEMPLATE: an
OPTION: a | on
OPTION: b | en
OPTION: c | an
ANSWER: c

TEMPLATE: yo
OPTION: a | jo
OPTION: b | yo
OPTION: c | ye
ANSWER: b

TEMPLATE: ad
OPTION: a | ad
OPTION: b | ba
OPTION: c | od
ANSWER: a

# Source: ST §Circle the Different Letter
$SELECT Tap the Different Letter
ID: l1-s13
INTRO: One letter in each row doesn't belong. Tap the letter that is different from the others.
INSTRUCTION: Tap the letter that is different.

EXAMPLE
TEMPLATE: C O C C
OPTION: a | C
OPTION: b | O
ANSWER: b

TEMPLATE: H K K K
OPTION: a | H
OPTION: b | K
ANSWER: a

TEMPLATE: q q p q
OPTION: a | q
OPTION: b | p
ANSWER: b

TEMPLATE: O O O C
OPTION: a | O
OPTION: b | C
ANSWER: b

TEMPLATE: F E F F
OPTION: a | F
OPTION: b | E
ANSWER: b

TEMPLATE: z z z s
OPTION: a | z
OPTION: b | s
ANSWER: b

TEMPLATE: K X K K
OPTION: a | K
OPTION: b | X
ANSWER: b

TEMPLATE: u u w u
OPTION: a | u
OPTION: b | w
ANSWER: b

TEMPLATE: y y y j
OPTION: a | y
OPTION: b | j
ANSWER: b

TEMPLATE: B R B B
OPTION: a | B
OPTION: b | R
ANSWER: b

TEMPLATE: a e e e
OPTION: a | a
OPTION: b | e
ANSWER: a

TEMPLATE: m m m n
OPTION: a | m
OPTION: b | n
ANSWER: b

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

TEMPLATE: J L J J
OPTION: a | J
OPTION: b | L
ANSWER: b

TEMPLATE: w v v v
OPTION: a | w
OPTION: b | v
ANSWER: a

TEMPLATE: w m w w
OPTION: a | w
OPTION: b | m
ANSWER: b

TEMPLATE: L L I L
OPTION: a | L
OPTION: b | I
ANSWER: b

TEMPLATE: A H H H
OPTION: a | A
OPTION: b | H
ANSWER: a

TEMPLATE: f t f f
OPTION: a | f
OPTION: b | t
ANSWER: b

TEMPLATE: P R R R
OPTION: a | P
OPTION: b | R
ANSWER: a

TEMPLATE: x x x k
OPTION: a | x
OPTION: b | k
ANSWER: b

TEMPLATE: B P B B
OPTION: a | B
OPTION: b | P
ANSWER: b

TEMPLATE: T F T T
OPTION: a | T
OPTION: b | F
ANSWER: b

TEMPLATE: b b d b
OPTION: a | b
OPTION: b | d
ANSWER: b

TEMPLATE: j i i i
OPTION: a | j
OPTION: b | i
ANSWER: a

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

TEMPLATE: Q O O O
OPTION: a | Q
OPTION: b | O
ANSWER: a

TEMPLATE: Z S Z Z
OPTION: a | Z
OPTION: b | S
ANSWER: b

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

TEMPLATE: D B D D
OPTION: a | D
OPTION: b | B
ANSWER: b

TEMPLATE: q g g g
OPTION: a | q
OPTION: b | g
ANSWER: a

# Source: ST §Write the Letter M
$PRODUCE Complete the Words with "m"
ID: l1-s24
INPUT: type
CHECK: exact
INTRO: Last one: each word is missing the letter "m". Type it in — and notice how many of these words you already know.
INSTRUCTION: Type the missing letter m to complete each word.

TEMPLATE: ____{m}orning
RESPONSE: morning
ACCEPT: m | M

TEMPLATE: fa____{m}ily
RESPONSE: family
ACCEPT: m | M

TEMPLATE: ____{m}an
RESPONSE: man
ACCEPT: m | M

TEMPLATE: wo____{m}an
RESPONSE: woman
ACCEPT: m | M

TEMPLATE: ____{m}ap
RESPONSE: map
ACCEPT: m | M

TEMPLATE: di____{m}e
RESPONSE: dime
ACCEPT: m | M

TEMPLATE: ____{m}echanic
RESPONSE: mechanic
ACCEPT: m | M

TEMPLATE: ____{M}onday
RESPONSE: Monday
ACCEPT: M | m

TEMPLATE: ____{m}oney
RESPONSE: money
ACCEPT: m | M

TEMPLATE: na____{m}e
RESPONSE: name
ACCEPT: m | M

TEMPLATE: nu____{m}ber
RESPONSE: number
ACCEPT: m | M

TEMPLATE: to____{m}orrow
RESPONSE: tomorrow
ACCEPT: m | M