$MODULE Book 12 · Lesson 3: We've Decided to Add On {st-page_079_001.jpg}
FORMAT: 2
DESCRIPTION: Houses, suburbs, and home additions; could, may, and might for possibility; -ing and -ed adjectives; indirect speech; the present perfect; plus dictation and sound practice.
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: Male1 | achird | Male voice
VOICE: Female1 | gacrux | Female voice
VOICE: Male2 | charon | Male voice
VOICE: Female2 | aoede | Female voice
VOICE: SpeakerA | achird | Male voice
VOICE: SpeakerB | schedar | Male voice
VOICE: Nancy | gacrux | Female voice
VOICE: Linda | aoede | Female voice
VOICE: Anita | aoede | Female speaker
VOICE: Oscar | achird | Male speaker
VOICE: Carol | kore | Female speaker
VOICE: Dan | orus | Male speaker
VOICE: Sam | charon | Male speaker
VOICE: Pat | leda | Female speaker
VOICE: Doug | sadachbia | Male speaker
VOICE: Paul | rasalgethi | Male speaker
VOICE: Matt | umbriel | Male speaker
VOICE: Steve | iapetus | Male speaker
VOICE: Andy | algieba | Male speaker
VOICE: Peter | zubenelgenubi | Male speaker
VOICE: David | alnilam | Male speaker
VOICE: Tom | schedar | Male speaker
VOICE: Tim | puck | Male speaker
VOICE: Phil | algenib | Male speaker
VOICE: Mark | achird | Male speaker
VOICE: Alan | schedar | Male speaker
VOICE: Eric | achird | Male speaker
VOICE: Tony | umbriel | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
$LESSON 3-1: Around the House
# Source: LLA 3A Figure 1
$DIALOGUE Around the House — New Words
ID: 3a-f1
INTRO: In this lesson you'll learn to talk about houses and home additions, say what could or might be true, describe feelings, and report what people said. First, twelve words for things around a house — listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: fire
LINE: Jim made a fire to keep warm. {page_041_001.jpg} {bk12-l3a-f1-01.mp3}
VOCAB: cassette
LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg} {bk12-l3a-f1-02.mp3}
VOCAB: dining room
LINE: We bought some new furniture for the dining room. {page_041_003.jpg} {bk12-l3a-f1-03.mp3}
VOCAB: patio
LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg} {bk12-l3a-f1-04.mp3}
VOCAB: stereo
LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg} {bk12-l3a-f1-05.mp3}
VOCAB: story
LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg} {bk12-l3a-f1-06.mp3}
VOCAB: wood
LINE: Will you cut some wood for the fire? {page_042_001.jpg} {bk12-l3a-f1-07.mp3}
VOCAB: plan
LINE: Did you see the plans for Alma's new house? {page_042_002.jpg} {bk12-l3a-f1-08.mp3}
VOCAB: record
LINE: Larry got 3 records for his birthday. {page_042_003.jpg} {bk12-l3a-f1-09.mp3}
VOCAB: microwave
LINE: Jane wants to buy a microwave. {page_042_004.jpg} {bk12-l3a-f1-10.mp3}
VOCAB: oven
LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg} {bk12-l3a-f1-11.mp3}
VOCAB: fireplace
LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg} {bk12-l3a-f1-12.mp3}
# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
$SELECT Which Picture Is It? (Set 1)
ID: 3a-f1-b
INTRO: Now listen to each sentence and tap the picture it describes. Then listen to the correct answer and say the sentence back.
INSTRUCTION: Tap the correct picture.
REPEAT
OPTION: a | A {page_041_001.jpg}
OPTION: b | B {page_041_002.jpg}
OPTION: c | C {page_041_003.jpg}
OPTION: d | D {page_041_004.jpg}
OPTION: e | E {page_041_005.jpg}
OPTION: f | F {page_041_006.jpg}
PROMPT: The children are playing on the patio. {bk12-l3a-f1-13-q.mp3}
ANSWER: d
FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-13-a.mp3}
PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-q.mp3}
ANSWER: e
FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-a.mp3}
PROMPT: Why don't you make a fire? {bk12-l3a-f1-17-q.mp3}
ANSWER: a
FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-17-a.mp3}
PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-q.mp3}
ANSWER: b
FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-a.mp3}
PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-q.mp3}
ANSWER: c
FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-a.mp3}
PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-q.mp3}
ANSWER: f
FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-a.mp3}
# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
$SELECT Which Picture Is It? (Set 2)
ID: 3a-f1-c
INTRO: Six more sentences, six more pictures. Tap the picture, then repeat the answer.
INSTRUCTION: Tap the correct picture.
REPEAT
OPTION: g | G {page_042_001.jpg}
OPTION: h | H {page_042_002.jpg}
OPTION: i | I {page_042_003.jpg}
OPTION: j | J {page_042_004.jpg}
OPTION: k | K {page_042_005.jpg}
OPTION: l | L {page_042_006.jpg}
PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-14-q.mp3}
ANSWER: k
FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-14-a.mp3}
PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-15-q.mp3}
ANSWER: h
FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-15-a.mp3}
PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-q.mp3}
ANSWER: j
FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-a.mp3}
PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-q.mp3}
ANSWER: l
FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-a.mp3}
PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-q.mp3}
ANSWER: i
FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-a.mp3}
PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-24-q.mp3}
ANSWER: g
FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-24-a.mp3}
# Source: ST §My House Is in the Suburbs
# Source: ST §My House Is in the Suburbs
$DIALOGUE My House Is in the Suburbs
ID: l3-s1
INTRO: Now take a little tour. A homeowner shows you around — repeat the new words as you go.
INSTRUCTION: Repeat the new words, then read the paragraphs.
REPEAT
VOCAB: suburb
LINE: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg}
VOCAB: two-story
VOCAB: floor
VOCAB: story
LINE: It's a two-story house; it has two floors or stories. {st-page_081_001.jpg}
VOCAB: near
LINE: Get in the car. I'll show you my house. We won't have to drive far. My house is near.
LINE: We're home! {st-page_081_002.jpg}
LINE: Let's go inside. {st-page_081_003.jpg}
VOCAB: fireplace
VOCAB: builder
VOCAB: fire
LINE: Let me show you my house. This is the living room. How do you like our fireplace? Nice, isn't it? The builder did a very good job. On very cold days, we make great fires. {st-page_081_004.jpg}
# Source: ST §My House Is in the Suburbs (questions)
# Source: ST §My House Is in the Suburbs (questions)
$PRODUCE Questions About the House
ID: l3-s2
REFERENCE
INTRO: Answer five quick questions about the house you just toured. Speak in full sentences — you can look back at the paragraphs.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: Where is the house?
RESPONSE: It is in a suburb.
PROMPT: How many stories does it have?
RESPONSE: It has two stories.
PROMPT: Is the house very far?
RESPONSE: No, it is near.
PROMPT: What is in the living room?
RESPONSE: There is a fireplace in the living room.
PROMPT: Who did a good job?
RESPONSE: The builder did a very good job.
# Source: ST §More About My House
# Source: ST §More About My House
$DIALOGUE More About My House
ID: l3-s3
INTRO: The tour continues — the stereo, the kitchen, and the patio. Repeat the new words as you read.
INSTRUCTION: Repeat the new words, then read the paragraphs.
REPEAT
VOCAB: stereo
VOCAB: to play | play
VOCAB: record
VOCAB: cassette
LINE: That's our new stereo over there. Perhaps you would like to listen to some music later. Maybe we can play Michael Johnson's new record. Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg}
VOCAB: dining room
VOCAB: microwave
VOCAB: oven
VOCAB: to heat | heat
VOCAB: to boil | boil
LINE: Now let's go to the dining room and kitchen. We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. This is our new microwave oven. The stove's oven wasn't quick enough for us. So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg}
VOCAB: patio
VOCAB: wood
VOCAB: shed
VOCAB: to burn | burn
LINE: If you look out the glass door, you can see our patio. In the summers, we eat out there sometimes. We keep wood for our fireplace in that shed. You know wood burns much better if you keep it dry. {st-page_082_003.jpg}
# Source: ST §More About My House (questions)
# Source: ST §More About My House (questions)
$PRODUCE Questions About the House (Part 2)
ID: l3-s4
REFERENCE
INTRO: Six more questions about the tour. Answer aloud in full sentences.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: What's new in the living room?
RESPONSE: The stereo is new.
PROMPT: What are they going to play later on?
RESPONSE: They might play a record or some cassettes.
PROMPT: What do they use the microwave for?
RESPONSE: They use it to heat water and boil it to make soup.
PROMPT: What was the problem with the stove's oven?
RESPONSE: It wasn't quick enough.
PROMPT: What can you see out the glass door?
RESPONSE: You can see the patio.
PROMPT: Why does he keep the wood in a shed?
RESPONSE: Because wood burns much better if you keep it dry.
# Source: ST §The Wood's in the Shed
# Source: ST §The Wood's in the Shed
$SELECT The Wood's in the Shed
ID: l3-s5
INTRO: Everything in this house has its place — even the wood. Finish each sentence by tapping the right ending.
INSTRUCTION: Match the first part of the sentence with the correct ending.
OPTION: a | in the suburbs.
OPTION: b | in the fireplace.
OPTION: c | in the living room.
OPTION: d | in the dining room.
OPTION: e | to the fire.
OPTION: f | in the microwave.
OPTION: g | in the shed.
OPTION: h | in the oven.
OPTION: i | on the stereo.
OPTION: j | on the patio.
TEMPLATE: You can boil water quickly ____
ANSWER: f|h
TEMPLATE: When the weather is good, we eat outside ____
ANSWER: j
TEMPLATE: The table and chairs are ____
ANSWER: d
TEMPLATE: Kim is playing a record ____
ANSWER: i
TEMPLATE: Our stereo is ____
ANSWER: c
TEMPLATE: The wood is burning ____
ANSWER: b
TEMPLATE: Tony lives ____
ANSWER: a
TEMPLATE: We keep our wood ____
ANSWER: g
TEMPLATE: Mike is heating the food ____
ANSWER: h|f
TEMPLATE: Add more wood ____
ANSWER: e
# SKIPPED (book): ST Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair
# discrimination with no recorded stimulus. Convertible later with chosen items + TTS.
$LESSON 3-2: Additions and Get-Togethers
# Source: LLA 3A Listening and Speaking Activity 1
# Source: LLA 3A Listening and Speaking Activity 1
$DIALOGUE Adding On — New Words
ID: 3a-ls1
INTRO: This part is about making a house bigger — and the family get-togethers that make that necessary. Listen to eight new words in sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: to add on
LINE: Mrs. Howard just had another baby. Now there are 5 children in the family. They need to add on another bedroom. {bk12-l3a-f1-25.mp3}
VOCAB: to build
LINE: My son is building his home in the country. {bk12-l3a-f1-26.mp3}
VOCAB: to enlarge
LINE: Peggy does a lot of cooking. She has decided to enlarge her kitchen. {bk12-l3a-f1-27.mp3}
VOCAB: heat
LINE: That fire is very hot. It gives off a lot of heat. {bk12-l3a-f1-28.mp3}
VOCAB: to burn
LINE: Don't let the baby play near the fire. It will burn him. {bk12-l3a-f1-29.mp3}
VOCAB: addition
LINE: This patio is our newest addition to the house. {bk12-l3a-f1-30.mp3}
VOCAB: builder
LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-31.mp3}
VOCAB: suburb
LINE: Valerie lives in a new suburb outside of the city. {bk12-l3a-f1-32.mp3}
# Source: LLA 3A Figure 2
# Source: LLA 3A Figure 2
$SELECT Questions About Additions
ID: 3a-f2
INTRO: Now use those words. Listen to each question, tap the answer, then say the answer back.
INSTRUCTION: Tap the correct answer.
REPEAT
OPTION: a | She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3}
OPTION: b | Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3}
OPTION: c | He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3}
OPTION: d | She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3}
OPTION: e | She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3}
OPTION: f | The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3}
OPTION: g | He's building it in the country. {bk12-l3a-f2-03-a.mp3}
OPTION: h | The fire will burn him. {bk12-l3a-f2-08-a.mp3}
PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01-q.mp3}
ANSWER: c
PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-02-q.mp3}
ANSWER: e
PROMPT: Where is your son building his home? {bk12-l3a-f2-03-q.mp3}
ANSWER: g
PROMPT: Is this patio new? {bk12-l3a-f2-04-q.mp3}
ANSWER: b
PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-05-q.mp3}
ANSWER: a
PROMPT: What does the fire give off? {bk12-l3a-f2-06-q.mp3}
ANSWER: f
PROMPT: Where does Valerie live? {bk12-l3a-f2-07-q.mp3}
ANSWER: d
PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-08-q.mp3}
ANSWER: h
# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
# (same words, same presentation role); kept the cassette version below.
# Source: LLA 3B Figure 1
# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
# (same words, same presentation role); kept the cassette version below.
# Source: LLA 3B Figure 1
$DIALOGUE Plans, Problems, and Solutions — New Words
ID: 3b-f1
INTRO: More new words — for get-togethers, problems, and how to solve them. Listen and repeat each word and sentence.
INSTRUCTION: Repeat each word and sentence.
REPEAT
VOCAB: boil
LINE: Boil. The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
VOCAB: get-together
LINE: A get-together. Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
VOCAB: get together
LINE: Get together. Let's get together after work today. {bk12-l3b-f1-03.mp3}
VOCAB: play
LINE: Play. Does your son play basketball? {bk12-l3b-f1-04.mp3}
VOCAB: solve
LINE: Solve. Did you solve the math problem? {bk12-l3b-f1-05.mp3}
VOCAB: take place
LINE: Take place. Where did the accident take place? {bk12-l3b-f1-06.mp3}
VOCAB: interested in
LINE: Interested in. Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
VOCAB: near
LINE: Near. He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
VOCAB: perhaps
LINE: Perhaps. I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
VOCAB: tiring
LINE: Tiring. Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
VOCAB: idea
LINE: Idea. Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
VOCAB: meeting
LINE: Meeting. The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
VOCAB: solution
LINE: Solution. Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
VOCAB: trouble
LINE: Trouble. Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
# Source: LLA 3B Figure 1 (question pass)
# Source: LLA 3B Figure 1 (question pass)
$SELECT Choose the Answer
ID: 3b-f1-b
INTRO: Quick check on the new words — listen to each question and tap the answer.
INSTRUCTION: Tap the correct answer.
OPTION: a | He had an idea about enlarging the kitchen.
OPTION: b | He is planning a get-together at his house.
OPTION: c | Add the vegetables after the water boils.
OPTION: d | Jim is interested in learning about other countries.
OPTION: e | The meeting is in 15 minutes.
PROMPT: What is Jim interested in? {bk12-l3b-f1-15.mp3}
ANSWER: d
PROMPT: What was Jeff's idea? {bk12-l3b-f1-16.mp3}
ANSWER: a
PROMPT: When do I add the vegetables? {bk12-l3b-f1-17.mp3}
ANSWER: c
PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-18.mp3}
ANSWER: b
PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-19.mp3}
ANSWER: e
# Source: ST §The Trouble Is We Don't Have Enough Room!
# Source: ST §The Trouble Is We Don't Have Enough Room!
$DIALOGUE The Trouble Is We Don't Have Enough Room!
ID: l3-s7
INTRO: Meet Oscar and Anita. Their house is full — too many kids, too much cooking. Listen to Oscar's big idea, and repeat the new words.
INSTRUCTION: Repeat the new words, then read the dialog.
REPEAT
VOCAB: room
Anita: Boy, some of these family get-togethers can be very tiring! {st-page_085_001.jpg}
Oscar: The trouble is we don't have enough room for all the kids to play in.
Anita: And we don't have room for all the cooking that takes place when everybody is here.
VOCAB: idea
Oscar: I have an idea that just might solve our problem.
Anita: Let's hear your solution.
VOCAB: to add on | add on
VOCAB: den
VOCAB: to enlarge | enlarge
Oscar: We can add on a den to the house and enlarge the kitchen.
VOCAB: to leave | leave
Anita: Where will we put the den? . . . Where the patio is?
Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you.
# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
$PRODUCE Questions About Oscar's Idea
ID: l3-s8
REFERENCE
INTRO: Answer the questions about Oscar and Anita's problem. Speak in full sentences — the dialog is there if you need it.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: What was tiring?
RESPONSE: The family get-togethers were tiring.
PROMPT: What did Oscar say the problem was?
RESPONSE: He said they didn't have enough room for all the kids to play in.
PROMPT: Where does the cooking take place?
RESPONSE: The cooking takes place when everybody is there.
PROMPT: What's going to solve the problem?
RESPONSE: Oscar has an idea that might solve the problem.
PROMPT: What's Oscar's solution?
RESPONSE: They can add on a den to the house and enlarge the kitchen.
PROMPT: Does he want to put a den where the patio is?
RESPONSE: No, he wants to leave the patio like it is.
# Source: ST §Yes, We'll Do It In the Near Future
# Source: ST §Yes, We'll Do It In the Near Future
$DIALOGUE Yes, We'll Do It in the Near Future
ID: l3-s9
INTRO: Anita's sister Carol drops by to look at the plan. She wants a den too — of course she does.
INSTRUCTION: Repeat the new words, then read the dialog.
REPEAT
VOCAB: interested (in)
Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. {st-page_086_001.jpg}
Anita: Did you look at the kitchen?
Carol: It's going to be large. Why do you need a large kitchen?
Anita: When all my sisters, my mother, and I get together, we just don't have enough room.
Carol: But you only get together a few days out of the year.
Anita: I know, but these get-togethers are very important to us.
VOCAB: near
Carol: Are you planning to do this in the near future?
Anita: Well, Oscar has already built the kitchen wall. He wants to build the den right after he finishes the wall.
Carol: Then it should be ready for your next get-together.
Anita: We hope so.
# Source: ST §Yes, We'll Do It In the Near Future (questions)
# Source: ST §Yes, We'll Do It In the Near Future (questions)
$PRODUCE Questions About the Plan
ID: l3-s10
REFERENCE
INTRO: Answer the questions about Carol's visit and the plan. Speak in full sentences.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: Why is Carol interested in the plan?
RESPONSE: Because she wants a den, too.
PROMPT: Why does Anita need a large kitchen?
RESPONSE: Because when her family gets together, they don't have enough room.
PROMPT: Are these get-togethers important to Anita?
RESPONSE: Yes, they are very important to them.
PROMPT: Will Oscar build the addition soon?
RESPONSE: Yes, he wants to build the den right after he finishes the kitchen wall.
PROMPT: When should the den be ready?
RESPONSE: It should be ready for their next get-together.
# Source: ST §They Want to Add On a Den
# Source: ST §They Want to Add On a Den
$PRODUCE They Want to Add On a Den
ID: l3-s11
INTRO: Retell the whole story of Oscar, Anita, and the den. Type the correct word from the choices shown in parentheses.
INSTRUCTION: Type the correct word from the choices in parentheses.
INPUT: type
CHECK: exact
TEMPLATE: Oscar and Anita had a family ____{get-together} (story, get-together) last month.
RESPONSE: Oscar and Anita had a family get-together last month.
ACCEPT: get-together
TEMPLATE: Anita thought that the get-together was ____{tiring} (tiring, tired), but Oscar thought that the ____{trouble} (trouble, solution) was that they didn't have enough ____{room} (room, rooms).
RESPONSE: Anita thought that the get-together was tiring, but Oscar thought that the trouble was that they didn't have enough room.
TEMPLATE: Oscar thought he had the ____{solution} (idea, solution) to the problem, and he told Anita about his ____{idea} (idea, trouble).
RESPONSE: Oscar thought he had the solution to the problem, and he told Anita about his idea.
TEMPLATE: He wanted to ____{enlarge} (build, enlarge) the kitchen and ____{add on} (add on, enlarge) a new den.
RESPONSE: He wanted to enlarge the kitchen and add on a new den.
TEMPLATE: Now, the family is at Oscar's and Anita's house again. Oscar has already ____{built} (built, bought) the kitchen wall, and he will ____{build} (build, built) the den soon.
RESPONSE: Now, the family is at Oscar's and Anita's house again. Oscar has already built the kitchen wall, and he will build the den soon.
TEMPLATE: Anita's sister, Carol, is ____{interested} (interested, meeting) in the plan because she also wants a den.
RESPONSE: Anita's sister, Carol, is interested in the plan because she also wants a den.
ACCEPT: interested
TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{got together} (added on, got together).
RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they got together.
$LESSON 3-3: Could, May, and Might
# Source: ST §You Could Be the Winner of a Million Dollars!
# Source: ST §You Could Be the Winner of a Million Dollars!
$GRAMMAR Could for Possibility
ID: l3-s13
INTRO: New part, new tool: "could" — for things that are possible but not certain. Here's how it works.
| | | | |
|---|---|---|---|
| The keys | **could**
might
may | be | in the kitchen. |
**Could is used to express possibility.**
Read the following sentences about possibility.
1. James {could be} in the backyard. I'm not sure.
2. Where {could Sam be}? He's 30 minutes late.
3. He {could be} at the gym. He likes to exercise in the afternoon.
4. {Could this be} Mike's sweater? He has a red one.
5. It {could be} Tom's sweater. It's got the letter "T" on it.
6. It's very cloudy this morning. It {could rain} today.
7. My father said we {could win} a lot of money if they pick our number.
# Source: LLA 3A Listening and Speaking Activity 2
# Source: LLA 3A Listening and Speaking Activity 2
$DIALOGUE Sentences with Could
ID: 3a-ls2
INTRO: Listen to five sentences with "could" and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Those questions could be too difficult for him. I think he's having trouble. {bk12-l3a-f2-09.mp3}
LINE: Walter could be at the mall. I'm not sure. {bk12-l3a-f2-10.mp3}
LINE: Could this be Alan's jacket? It's the same color as his. {bk12-l3a-f2-11.mp3}
LINE: Do you think I could borrow your English book tonight? I can't find mine. {bk12-l3a-f2-12.mp3}
LINE: What could John be doing out this late at night? He's usually home early. {bk12-l3a-f2-13.mp3}
# Source: LLA 3A Figure 3
# Source: LLA 3A Figure 3
$PRODUCE Answer with Could
ID: 3a-f3
INPUT: speak
CHECK: reveal
INTRO: Answer the question you hear out loud, using "could" and the phrase on the screen. Then repeat the correct answer.
INSTRUCTION: Answer using "could" and the given phrase.
REPEAT
EXAMPLE
TEMPLATE: at Jim's house
PROMPT: Where is Robert? {bk12-l3a-f3-ex-q.mp3}
RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-ex-a.mp3}
TEMPLATE: Daniel's
PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-01-q.mp3}
RESPONSE: It could be Daniel's. {bk12-l3a-f3-01-a.mp3}
TEMPLATE: today
PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-02-q.mp3}
RESPONSE: It could be today. {bk12-l3a-f3-02-a.mp3}
TEMPLATE: on your desk
PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-03-q.mp3}
RESPONSE: It could be on your desk. {bk12-l3a-f3-03-a.mp3}
TEMPLATE: a bird in a tree
PROMPT: What is that a picture of? {bk12-l3a-f3-04-q.mp3}
RESPONSE: It could be a bird in a tree. {bk12-l3a-f3-04-a.mp3}
TEMPLATE: about 2-1/2 or 3 hours
PROMPT: How long is this movie? {bk12-l3a-f3-05-q.mp3}
RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-05-a.mp3}
# Source: ST §Where Could They Be?
# Source: ST §Where Could They Be?
$DIALOGUE Where Could They Be?
ID: l3-s14
INTRO: Two small emergencies: lost keys and a lost wallet. Read along and notice could, may, and might doing the guessing.
INSTRUCTION: Read the paragraphs.
Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys.
LINE: Let's see; could they be in the kitchen? No, not there.
LINE: They might be on top of the TV. No. Well, they may be on the table in the bedroom. No.
LINE: Where could they be? They might be in the car. There they are!
LINE: I might be a little late for work, but I'll be there.
Narrator: Oh, no! It's time to pay the check, and I can't find my wallet.
LINE: Let's see; maybe it's in my other pocket. No. It could be in my jacket. NO! It's not there.
LINE: It might be in the car. How do I get out of the restaurant to check my car?
LINE: I could leave my friend here, or I could ask my friend to lend me the money.
# Source: ST §Where Could They Be? (questions)
# Source: ST §Where Could They Be? (questions)
$PRODUCE Questions About the Keys and the Wallet
ID: l3-s15
REFERENCE
INTRO: Answer the questions about the lost keys and the lost wallet. Speak in full sentences — you can check the paragraphs.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: Are the keys in the kitchen?
RESPONSE: No, they aren't there.
PROMPT: Are they on the TV?
RESPONSE: No, they aren't on the TV.
PROMPT: Are they in the bedroom?
RESPONSE: No, they aren't in the bedroom.
PROMPT: Where are the keys?
RESPONSE: They are in the car.
PROMPT: Could he find his wallet?
RESPONSE: No, he couldn't find his wallet.
PROMPT: Is it in his jacket?
RESPONSE: No, it's not there.
PROMPT: How could he leave the restaurant to check his car?
RESPONSE: He could leave his friend there.
PROMPT: Does he have another choice?
RESPONSE: Yes, he could ask his friend to lend him the money.
# Source: ST §She Could Be at the Library
# Source: ST §She Could Be at the Library
$PRODUCE She Could Be at the Library
ID: l3-s16
INTRO: Now you make the guesses. Answer each question aloud with "could" and the cue on the screen.
INSTRUCTION: Answer aloud using "could" and the cue.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any grammatical sentence expressing possibility using "could" and incorporating the provided cue.
EXAMPLE
PROMPT: I lost my book. Where is it?
TEMPLATE: (inside the desk)
RESPONSE: It could be inside the desk.
PROMPT: Where could Marcy be? It's already 7:30.
TEMPLATE: (the library)
RESPONSE: She could be at the library.
PROMPT: Why is she at the library so late?
TEMPLATE: (have a test tomorrow)
RESPONSE: She could have a test tomorrow.
PROMPT: How long could this meeting last?
TEMPLATE: (2 hours)
RESPONSE: It could last 2 hours.
PROMPT: My 3-year-old nephew drew this picture. What is it?
TEMPLATE: (dog under a tree)
RESPONSE: It could be a dog under a tree.
PROMPT: When does the train leave for the city?
TEMPLATE: (tomorrow night)
RESPONSE: It could leave tomorrow night.
PROMPT: Who is this package for?
TEMPLATE: (the colonel)
RESPONSE: It could be for the colonel.
PROMPT: Why isn't Ellen home yet?
TEMPLATE: (stuck in traffic)
RESPONSE: She could be stuck in traffic.
PROMPT: Where's my pen?
TEMPLATE: (on the secretary's desk)
RESPONSE: It could be on the secretary's desk.
# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
# Source: LLA 3D Figures 1-2
# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
# Source: LLA 3D Figures 1-2
$DIALOGUE The Umbrella
ID: 3d-f1
INTRO: Carl brought his umbrella; his friend didn't. Listen for "might" and "could".
INSTRUCTION: Listen to the dialogue.
SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
SpeakerB: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
# Source: LLA 3D Figures 3-4
# Source: LLA 3D Figures 3-4
$DIALOGUE Looking for Major Adams
ID: 3d-f3
INTRO: Someone needs Major Adams — who could be anywhere. Listen for "may".
INSTRUCTION: Listen to the dialogue.
SpeakerA: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-01.mp3}
SpeakerB: Isn't he in his office? {bk12-l3d-f2-02.mp3}
SpeakerA: No, and I need to speak to him now. {bk12-l3d-f2-03.mp3}
SpeakerB: He may be in the Colonel's office. {bk12-l3d-f2-04.mp3}
SpeakerA: Thank you. I'll look. {bk12-l3d-f2-05.mp3}
# Source: LLA 3D Figures 5-6
# Source: LLA 3D Figures 5-6
$DIALOGUE Where Is Ms. Evans?
ID: 3d-f5
INTRO: Nancy is looking for Ms. Evans. Linda has three guesses — count how many it takes.
INSTRUCTION: Listen to the dialogue.
Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-01.mp3}
Linda: She could be in the next office. I'll check. {bk12-l3d-f4-02.mp3}
LINE: She's not there. She might be in the mailroom. {bk12-l3d-f4-03.mp3}
LINE: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-04.mp3}
LINE: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-05.mp3}
Nancy: Thanks, Linda. {bk12-l3d-f4-06.mp3}
# Source: LLA 3D Figures 7-8
# Source: LLA 3D Figures 7-8
$DIALOGUE A Ride to Work
ID: 3d-f7
INTRO: Two coworkers arrange a ride — maybe. Nothing is certain in this part.
INSTRUCTION: Listen to the dialogue.
SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-01.mp3}
SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-02.mp3}
SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-03.mp3}
SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-04.mp3}
# Source: LLA 3D Figure 9
# Source: LLA 3D Figure 9
$PRODUCE Answer with Could, May, or Might
ID: 3d-f9
INPUT: speak
CHECK: reveal
INTRO: Answer each question aloud using the cue on the screen — could, may, or might — then repeat the correct answer.
INSTRUCTION: Answer aloud using could, may, or might.
REPEAT
EXAMPLE
TEMPLATE: in the library / could
PROMPT: Where is Mr. Williams? {bk12-l3d-f9-01.mp3}
RESPONSE: He could be in the library. {bk12-l3d-f9-02.mp3}
TEMPLATE: in the living room / could
PROMPT: Where is my new record? {bk12-l3d-f9-03.mp3}
RESPONSE: It could be in the living room. {bk12-l3d-f9-04.mp3}
TEMPLATE: cold outside / may
PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-05.mp3}
RESPONSE: It may be cold outside. {bk12-l3d-f9-06.mp3}
TEMPLATE: car in the garage / might
PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-07.mp3}
RESPONSE: His car might be in the garage. {bk12-l3d-f9-08.mp3}
TEMPLATE: in the neighbor's yard / could
PROMPT: Where is Sally's dog? {bk12-l3d-f9-09.mp3}
RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-10.mp3}
TEMPLATE: tightening nuts / may
PROMPT: What is this tool for? {bk12-l3d-f9-11.mp3}
RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-12.mp3}
TEMPLATE: on the dining room table / might
PROMPT: Where are my keys? {bk12-l3d-f9-13.mp3}
RESPONSE: They might be on the dining room table. {bk12-l3d-f9-14.mp3}
TEMPLATE: late / could
PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-15.mp3}
RESPONSE: She could be late. {bk12-l3d-f9-16.mp3}
TEMPLATE: you / may
PROMPT: Who is this package for? {bk12-l3d-f9-17.mp3}
RESPONSE: It may be for you. {bk12-l3d-f9-18.mp3}
TEMPLATE: stuck in traffic / might
PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-19.mp3}
RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-20.mp3}
TEMPLATE: Lt Mitchell / could
PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-21.mp3}
RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-22.mp3}
$LESSON 3-3b: Present Perfect Tense
# Source: ST §I'm Not Sure. It Could Be...
# Source: ST §I'm Not Sure. It Could Be...
$DIALOGUE I'm Not Sure. It Could Be...
ID: l3-s23
INTRO: Seven short exchanges, all guesses — nobody in this town knows anything for sure. Repeat each dialog.
INSTRUCTION: Repeat the dialogs about possibility, then read them.
REPEAT
Dan: Where did Al leave the newspaper?
Sam: I'm not sure. It may be on the patio.
Pat: What's the matter with your car? There's grease under it.
Doug: I don't know. It might be the engine.
Paul: What's the matter with Jan? She hasn't said much today.
Matt: I don't know. She could be worried. Her mother's sick.
Steve: Where's Mary? I haven't seen her since lunch.
Andy: I'm not sure, but she might be in the lab.
Peter: Whose stereo is that? It's awfully loud.
David: It could be Jean's. She likes loud music.
Tom: Do you think Mary could still be in the library?
Tim: Yes, she could be. She's studying for a test.
Phil: Could Dave be at the movie?
Mark: No, but he could be at the game. He was planning to go.
# Source: ST §Match the Responses
# Source: ST §Match the Responses
$SELECT Match the Responses
ID: l3-s24
INTRO: A four-step hunt for John. Match each line with its best response.
INSTRUCTION: Match the sentence with the best response.
OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
OPTION: b | I'm not sure. He uses both.
OPTION: c | Good luck!
OPTION: d | Well, then he may be at the library. He has a test tomorrow.
TEMPLATE: Which one? The city or school library?
ANSWER: b
TEMPLATE: Thanks. I'll try the city library.
ANSWER: c
TEMPLATE: Where is John?
ANSWER: a
TEMPLATE: I've already checked there. Where else could he be?
ANSWER: d
# Source: ST §Put the Dialog in Order
# Source: ST §Put the Dialog in Order
$SELECT Put the Dialog in Order
ID: l3-s25
ORDER
INTRO: Same hunt for John — now put the four lines in the order they were said.
INSTRUCTION: Put the sentences in order to make a dialog.
TEMPLATE: Put the sentences in the correct order.
OPTION: 1 | Where is John?
OPTION: 2 | I've already checked there. Where else could he be?
OPTION: 3 | Which one? The city or school library?
OPTION: 4 | Thanks. I'll try the city library.
ANSWER: 1,2,3,4
# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students make
# up questions and answers based on loose prompts (a car, health, etc.); requires a partner.
$LESSON 3-4: -ing and -ed Adjectives
# Source: LLA 3B Listening/Speaking Activity
# Source: LLA 3B Listening/Speaking Activity
$DIALOGUE Feelings — Exciting or Excited?
ID: 3b-ls1
INTRO: This part is about feelings: is the movie boring, or are you bored? Listen to the pairs of sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: My son's soccer game was very exciting. {bk12-l3b-f1-20.mp3}
LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-21.mp3}
LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-22.mp3}
LINE: Bob is interested in learning Italian. {bk12-l3b-f1-23.mp3}
LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-24.mp3}
LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-25.mp3}
LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-26.mp3}
LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-27.mp3}
LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-28.mp3}
LINE: John worked late today. He looks very tired. {bk12-l3b-f1-29.mp3}
LINE: The fire was frightening for everyone. {bk12-l3b-f1-30.mp3}
LINE: The children were frightened when the lights went out. {bk12-l3b-f1-31.mp3}
# Source: ST §-ing / -ed adjectives
# Source: ST §-ing / -ed adjectives
$GRAMMAR -ing or -ed?
ID: l3-s18
INTRO: Here's the one rule that sorts out every pair you just heard.
| |
|---|
| The **-ing** adjective describes the person/thing **causing** the feeling. |
| The **-ed** adjective describes the person **experiencing/having** the feeling. |
{My son's soccer game was very exciting.} — the game causes the feeling.
{Sergeant Roberts is excited about his high test score.} — the sergeant has the feeling.
The pairs in this lesson: {exciting} / {excited}, {interesting} / {interested}, {boring} / {bored}, {confusing} / {confused}, {tiring} / {tired}, {frightening} / {frightened}.
# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
$PRODUCE Answer with -ing or -ed
ID: 3b-f2
INPUT: speak
CHECK: reveal
INTRO: Answer each question aloud using the cue on the screen — add -ing or -ed to the word — then repeat the correct answer.
INSTRUCTION: Answer aloud using an -ing or -ed adjective.
REPEAT
EXAMPLE
TEMPLATE: the movie / interest
PROMPT: How was the movie? {bk12-l3b-f2-ex-q.mp3}
RESPONSE: The movie was interesting. {bk12-l3b-f2-ex-a.mp3}
TEMPLATE: He / excite
PROMPT: How does Peter feel about his new job? {bk12-l3b-f2-01-q.mp3}
RESPONSE: He is very excited about his new job. {bk12-l3b-f2-01-a.mp3}
TEMPLATE: She / bore
PROMPT: What's wrong with Judy today? {bk12-l3b-f2-02-q.mp3}
RESPONSE: She's bored. {bk12-l3b-f2-02-a.mp3}
TEMPLATE: It / confuse
PROMPT: Why did you spend so much time on that question? {bk12-l3b-f2-03-q.mp3}
RESPONSE: It was confusing. {bk12-l3b-f2-03-a.mp3}
TEMPLATE: It / tire
PROMPT: How was your vacation to the mountains? {bk12-l3b-f2-04-q.mp3}
RESPONSE: It was very tiring. {bk12-l3b-f2-04-a.mp3}
TEMPLATE: She / frighten
PROMPT: How did your daughter feel after the accident? {bk12-l3b-f2-05-q.mp3}
RESPONSE: She was frightened. {bk12-l3b-f2-05-a.mp3}
TEMPLATE: It / excite
PROMPT: How was Jan's trip to Europe? {bk12-l3b-f2-06-q.mp3}
RESPONSE: It was very exciting. {bk12-l3b-f2-06-a.mp3}
TEMPLATE: no / I / confuse
PROMPT: Could you understand my directions? {bk12-l3b-f2-07-q.mp3}
RESPONSE: No, I was confused. {bk12-l3b-f2-07-a.mp3}
TEMPLATE: I / bore
PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3}
RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3}
# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
# kept the cassette version.
# Source: ST §Is George Excited or Exciting?
# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
# kept the cassette version.
# Source: ST §Is George Excited or Exciting?
$PRODUCE Excited or Exciting?
ID: l3-s20
INTRO: Type the correct form — -ing or -ed — for each sentence. Remember: the thing causes, the person feels.
INSTRUCTION: Type the correct word to complete the sentence.
INPUT: type
CHECK: exact
TEMPLATE: George is ____{excited} (excited, exciting) about his new job.
RESPONSE: George is excited about his new job.
ACCEPT: excited
TEMPLATE: Is basketball an ____{exciting} (excited, exciting) game?
RESPONSE: Is basketball an exciting game?
ACCEPT: exciting
TEMPLATE: Was Barbara ____{frightened} (frightened, frightening) after the accident?
RESPONSE: Was Barbara frightened after the accident?
ACCEPT: frightened
TEMPLATE: That new movie is very ____{frightening} (frightened, frightening). I won't let my children see it.
RESPONSE: That new movie is very frightening. I won't let my children see it.
ACCEPT: frightening
TEMPLATE: My morning class is ____{boring} (bored, boring).
RESPONSE: My morning class is boring.
ACCEPT: boring
TEMPLATE: Alan's nephew is already ____{bored} (bored, boring) with school.
RESPONSE: Alan's nephew is already bored with school.
ACCEPT: bored
TEMPLATE: Ms. Sanders thinks that maps are ____{confusing} (confused, confusing).
RESPONSE: Ms. Sanders thinks that maps are confusing.
ACCEPT: confusing
TEMPLATE: Lester is ____{confused} (confused, confusing) about which college to attend.
RESPONSE: Lester is confused about which college to attend.
ACCEPT: confused
TEMPLATE: Is the baby crying because he is ____{tired} (tired, tiring)?
RESPONSE: Is the baby crying because he is tired?
ACCEPT: tired
TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____{tiring} (tired, tiring).
RESPONSE: When you move a lot of heavy furniture to a new house, it's tiring.
ACCEPT: tiring
# Source: ST §A Letter from Dave
# Source: ST §A Letter from Dave
$PRODUCE A Letter from Dave
ID: l3-s21
INTRO: Dave writes home from college. Complete his letter with the -ing or -ed forms. His Wednesday math class, you'll learn, is not thrilling.
INSTRUCTION: Type the correct word to complete the sentences from Dave's letter.
INPUT: type
CHECK: exact
TEMPLATE: First of all, college is very ____{exciting} (excited, exciting).
RESPONSE: First of all, college is very exciting.
ACCEPT: exciting
TEMPLATE: I think the people are ____{interesting} (interested, interesting) because they are from different countries.
RESPONSE: I think the people are interesting because they are from different countries.
ACCEPT: interesting
TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings.
RESPONSE: The first day I was confused about the buildings.
ACCEPT: confused
TEMPLATE: It was really ____{tiring} (tired, tiring).
RESPONSE: It was really tiring.
ACCEPT: tiring
TEMPLATE: I thought it would be ____{frightening} (frightened, frightening) to live away from home.
RESPONSE: I thought it would be frightening to live away from home.
ACCEPT: frightening
TEMPLATE: Don't worry, Dad, I'm not ____{frightened} (frightened, frightening).
RESPONSE: Don't worry, Dad, I'm not frightened.
ACCEPT: frightened
TEMPLATE: I haven't found anything ____{frightening} (frightened, frightening) about school yet.
RESPONSE: I haven't found anything frightening about school yet.
ACCEPT: frightening
TEMPLATE: Most of my classes are very ____{interesting} (interested, interesting), but my Wednesday morning math class is ____{boring} (bored, boring).
RESPONSE: Most of my classes are very interesting, but my Wednesday morning math class is boring.
TEMPLATE: That is the only time of the day that I am ____{bored} (bored, boring).
RESPONSE: That is the only time of the day that I am bored.
ACCEPT: bored
TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring).
RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired.
ACCEPT: tired
# Source: ST §Interesting or Interested?
# Source: ST §Interesting or Interested?
$PRODUCE Interesting or Interested?
ID: l3-s22
INTRO: Now answer freely. Use an -ing or -ed adjective in each answer, and speak whole sentences.
INSTRUCTION: Answer the questions aloud using -ing or -ed adjectives.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling.
PROMPT: Could you follow Herb's directions?
RESPONSE: No, his directions were confusing.
PROMPT: How was your trip to Hawaii?
RESPONSE: It was exciting.
PROMPT: What's wrong with Major Jones today?
RESPONSE: He is tired.
PROMPT: Why did Ted spend so much time on that one question?
RESPONSE: He was confused.
PROMPT: How's that new movie?
RESPONSE: It is interesting.
PROMPT: How was the flight from Yemen to New York?
RESPONSE: It was tiring.
PROMPT: How did Polly and Anna feel during the storm?
RESPONSE: They were frightened.
PROMPT: How does Lt Alonzo feel about his score of 95?
RESPONSE: He is excited.
# Source: LLA 3A Figure 4
# Source: LLA 3A Figure 4
$SELECT How Do They Feel?
ID: 3a-f4
INTRO: Listen to short dialogs and read between the lines: how does the speaker feel? Tap the word that finishes the sentence, then repeat the answer.
INSTRUCTION: Tap the correct answer.
REPEAT
EXAMPLE
PROMPT: What happened, Gina? That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
TEMPLATE: Gina is ______.
OPTION: a | happy
OPTION: b | sad
OPTION: c | angry {bk12-l3a-f4-ex-a.mp3}
ANSWER: c
PROMPT: Hi, Jack. Is Mr. West your barber too? Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
TEMPLATE: Jack is ______.
OPTION: a | sick
OPTION: b | pleased {bk12-l3a-f4-01-a.mp3}
OPTION: c | angry
ANSWER: b
PROMPT: What are you doing here at the airport so late at night, Jim? I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
TEMPLATE: The plane is ______.
OPTION: a | early
OPTION: b | late {bk12-l3a-f4-02-a.mp3}
OPTION: c | on time
ANSWER: b
PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
TEMPLATE: Lt Andrews is ______.
OPTION: a | upset {bk12-l3a-f4-03-a.mp3}
OPTION: b | happy
OPTION: c | sad
ANSWER: a
PROMPT: Jimmy, what's wrong? They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
TEMPLATE: The tea is too ______.
OPTION: a | sour
OPTION: b | salty
OPTION: c | sweet {bk12-l3a-f4-04-a.mp3}
ANSWER: c
PROMPT: Where are you going in such a hurry? To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
TEMPLATE: He's ______.
OPTION: a | sad
OPTION: b | excited {bk12-l3a-f4-05-a.mp3}
OPTION: c | angry
ANSWER: b
$LESSON 3-5: Indirect Speech and Dictation
# Source: ST §Indirect Speech
# Source: ST §Indirect Speech
$GRAMMAR Indirect Speech
ID: l3-s26
INTRO: New part: reporting what people said. "I know the answer" becomes "He said that he knew the answer." Here's the pattern.
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|---|---|
| **Tom:** I know the answer. | What did Tom say?
Tom {said (that) he knew} the answer. |
A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**.
The following changes are made:
1. The present tense verb in direct speech changes to the **past tense** in indirect speech.
2. The **pronouns** are changed in indirect speech.
3. The conjunction **that** is used to introduce the clause. It is sometimes omitted.
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
$DIALOGUE Eric Said That He Wanted to Add a Second Story
ID: l3-s27
INTRO: Read how Alan reports Eric's building plans — the whole list, moved into the past tense.
INSTRUCTION: Read the dialogs.
Alan: Hey, Eric, what are your plans for the house?
Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
Narrator: (Later)
Tony: Hi, Alan. Do you know what Eric plans to do to his house?
Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
# Source: LLA 3C Figure 1 (Dialog 1)
# Source: LLA 3C Figure 1 (Dialog 1)
$DIALOGUE Mike's Plans
ID: 3c-f1-d1
INTRO: Listen to a short conversation and take notes — a question follows.
INSTRUCTION: Listen to the dialogue.
LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-01.mp3}
LINE: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-02.mp3}
LINE: That sounds nice. It will be nice once it's finished. {bk12-l3c-f1-03.mp3}
LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-04.mp3}
LINE: No, I didn't. {bk12-l3c-f1-05.mp3}
LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-06.mp3}
# Source: LLA 3C Figure 1 (Question 1)
# Source: LLA 3C Figure 1 (Question 1)
$PRODUCE What Did Mike Say?
ID: 3c-f1-q1
REFERENCE
INTRO: Now report Mike's plans yourself. Answer aloud with a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What did Mike say about his house? {bk12-l3c-f1-07-q.mp3}
RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-07-a.mp3}
# Source: LLA 3C Figure 1 (Dialog 2)
# Source: LLA 3C Figure 1 (Dialog 2)
$DIALOGUE Mrs. Parker Is Away
ID: 3c-f1-d2
INTRO: A shorter one this time. Listen and take notes.
INSTRUCTION: Listen to the dialogue.
LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-08.mp3}
LINE: She's not home. She's in Chicago. {bk12-l3c-f1-09.mp3}
LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-10.mp3}
# Source: LLA 3C Figure 1 (Question 2)
# Source: LLA 3C Figure 1 (Question 2)
$PRODUCE What Did Mr. Parker Say?
ID: 3c-f1-q2
REFERENCE
INTRO: Report what Mr. Parker said. Answer aloud with a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-11-q.mp3}
RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-11-a.mp3}
# Source: LLA 3C Figure 1 (Dialog 3)
# Source: LLA 3C Figure 1 (Dialog 3)
$DIALOGUE Looking for Sergeant Robinson
ID: 3c-f1-d3
INTRO: One more conversation to report — this one travels through three people. Listen and take notes.
INSTRUCTION: Listen to the dialogue.
LINE: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-12.mp3}
LINE: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-13.mp3}
LINE: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-14.mp3}
LINE: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-15.mp3}
LINE: Thank you, sir. I'll come back later. {bk12-l3c-f1-16.mp3}
LINE: Sergeant Robinson? {bk12-l3c-f1-17.mp3}
LINE: Yes, sir. {bk12-l3c-f1-18.mp3}
LINE: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-19.mp3}
LINE: Thank you for the message, sir. {bk12-l3c-f1-20.mp3}
# Source: LLA 3C Figure 1 (Question 3)
# Source: LLA 3C Figure 1 (Question 3)
$PRODUCE What Did Captain Brooks Say?
ID: 3c-f1-q3
REFERENCE
INTRO: Report Captain Brooks. Answer aloud with a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-21-q.mp3}
RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-21-a.mp3}
# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
$PRODUCE Write the Question
ID: 3c-f3
INTRO: Now you build the reported question. Read each short dialog, type the missing answer, then type the question with "say".
INSTRUCTION: Type the missing question and answer.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: Mike: Do you speak French or Spanish?
TEMPLATE: Stan: I speak French.
TEMPLATE: QUESTION: Did Stan say that he spoke French or Spanish?
RESPONSE: Did Stan say that he spoke French or Spanish?
TEMPLATE: Ann: Do you want Chinese or Italian food?
TEMPLATE: Pat: ____{I want Italian food.}
TEMPLATE: QUESTION: ____{Did Pat say he wanted Chinese or Italian food?|Did Pat say that he wanted Chinese or Italian food?}
RESPONSE: Pat: I want Italian food. QUESTION: Did Pat say he wanted Chinese or Italian food?
TEMPLATE: Bill: Do you want to watch TV or go to the movies?
TEMPLATE: Frank: ____{I want to watch TV.}
TEMPLATE: QUESTION: ____{Did Frank say that he wanted to watch TV or go to the movies?|Did Frank say he wanted to watch TV or go to the movies?}
RESPONSE: Frank: I want to watch TV. QUESTION: Did Frank say that he wanted to watch TV or go to the movies?
TEMPLATE: Shirley: Do you swim every day?
TEMPLATE: Paul: ____{No, I don't like to swim.}
TEMPLATE: QUESTION: ____{Did Paul say that he swam every day?|Did Paul say he swam every day?}
RESPONSE: Paul: No, I don't like to swim. QUESTION: Did Paul say that he swam every day?
# Source: LLA 3B Figure 3 (Dialog 1)
# Source: LLA 3B Figure 3 (Dialog 1)
$DIALOGUE A Message for Captain Douglas
ID: 3b-f3
INTRO: Reported speech at work: Sergeant Richards is stuck in Detroit and needs two more days of leave. Listen to how the message travels.
INSTRUCTION: Listen to the conversation.
Female1: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
Male1: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
Female1: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
Male1: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
Female1: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
Male1: Thanks. {bk12-l3b-f3-d1-06.mp3}
Female1: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
Male2: Yes. {bk12-l3b-f3-d1-08.mp3}
Female1: Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-09.mp3}
Male2: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-10.mp3}
Female1: Yes, sir. {bk12-l3b-f3-d1-11.mp3}
# Source: LLA 3B Figure 3 (Question 1)
# Source: LLA 3B Figure 3 (Question 1)
$PRODUCE What Did Sergeant Richards Need?
ID: 3b-f3-b
REFERENCE
INTRO: Now answer the question about the phone call. Speak your answer out loud in a full sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
REPEAT
RUBRIC: Accept any phrasing that states Sergeant Richards needed to ask for 2 more days of leave.
PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
# Source: LLA 3B Figure 3 (Dialog 2)
# Source: LLA 3B Figure 3 (Dialog 2)
$DIALOGUE A Dinner Invitation
ID: 3b-f3-c
INTRO: Another message passed along: Sue invites Lorraine to dinner — by way of Lorraine's mother. Listen.
INSTRUCTION: Listen to the conversation.
Female1: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
Female2: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
Female1: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
Female2: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
Female1: It's not until 7 tonight. I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-05.mp3}
Female2: Thanks. {bk12-l3b-f3-d2-06.mp3}
Female2: I'm home, Mom. {bk12-l3b-f3-d2-07.mp3}
Female1: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. Did you tell her that I could go? {bk12-l3b-f3-d2-08.mp3}
Female2: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-09.mp3}
Female1: Yes, Ma'am. {bk12-l3b-f3-d2-10.mp3}
# Source: LLA 3B Figure 3 (Question 2)
# Source: LLA 3B Figure 3 (Question 2)
$PRODUCE Where Does Sue Want Lorraine to Go?
ID: 3b-f3-d
REFERENCE
INTRO: Now answer the question about the second conversation. Speak your answer out loud in a full sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
REPEAT
RUBRIC: Accept any phrasing that states Sue wants Lorraine to go to her house for dinner at 7 o'clock.
PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
# Source: LLA 3C Figure 4
# Source: LLA 3C Figure 4
$PRODUCE Dictation: Randy's Decision
ID: 3c-f4
INTRO: Dictation time. Randy has big decisions to make; you just have to type them. Listen to each phrase and type exactly what you hear.
INSTRUCTION: Type what you hear.
INPUT: type
CHECK: exact
PROMPT: Randy is in his last year {bk12-l3c-f4-01.mp3}
RESPONSE: Randy is in his last year {bk12-l3c-f4-01.mp3}
PROMPT: of high school. {bk12-l3c-f4-02.mp3}
RESPONSE: of high school. {bk12-l3c-f4-02.mp3}
PROMPT: Last Friday {bk12-l3c-f4-03.mp3}
RESPONSE: Last Friday {bk12-l3c-f4-03.mp3}
PROMPT: he made up his mind {bk12-l3c-f4-04.mp3}
RESPONSE: he made up his mind {bk12-l3c-f4-04.mp3}
PROMPT: to go to college. {bk12-l3c-f4-05.mp3}
RESPONSE: to go to college. {bk12-l3c-f4-05.mp3}
PROMPT: Now he has to decide {bk12-l3c-f4-06.mp3}
RESPONSE: Now he has to decide {bk12-l3c-f4-06.mp3}
PROMPT: what career field to choose. {bk12-l3c-f4-07.mp3}
RESPONSE: what career field to choose. {bk12-l3c-f4-07.mp3}
PROMPT: His parents told him {bk12-l3c-f4-08.mp3}
RESPONSE: His parents told him {bk12-l3c-f4-08.mp3}
PROMPT: that a degree in business {bk12-l3c-f4-09.mp3}
RESPONSE: that a degree in business {bk12-l3c-f4-09.mp3}
PROMPT: would give him {bk12-l3c-f4-10.mp3}
RESPONSE: would give him {bk12-l3c-f4-10.mp3}
PROMPT: a good future. {bk12-l3c-f4-11.mp3}
RESPONSE: a good future. {bk12-l3c-f4-11.mp3}
PROMPT: He's still confused {bk12-l3c-f4-12.mp3}
RESPONSE: He's still confused {bk12-l3c-f4-12.mp3}
PROMPT: about the courses {bk12-l3c-f4-13.mp3}
RESPONSE: about the courses {bk12-l3c-f4-13.mp3}
PROMPT: he wants to study {bk12-l3c-f4-14.mp3}
RESPONSE: he wants to study {bk12-l3c-f4-14.mp3}
PROMPT: but he has time {bk12-l3c-f4-15.mp3}
RESPONSE: but he has time {bk12-l3c-f4-15.mp3}
PROMPT: to think it over. {bk12-l3c-f4-16.mp3}
RESPONSE: to think it over. {bk12-l3c-f4-16.mp3}
$LESSON 3-6: Present Perfect and Listening Skills
# Source: LLA 3D Listening/Speaking Activity
# Source: LLA 3D Listening/Speaking Activity
$DIALOGUE Present Perfect — Listen and Repeat
ID: 3d-ls1
INTRO: Last part: the present perfect — for things that have already happened, or have gone on until now — plus some number and sound practice to finish. Listen to the sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-23.mp3}
LINE: He's broken his leg. {bk12-l3d-f9-24.mp3}
LINE: This dog has cost us a lot of money. {bk12-l3d-f9-25.mp3}
LINE: The water in the lake has frozen. {bk12-l3d-f9-26.mp3}
LINE: Mark has had that car since 1984. {bk12-l3d-f9-27.mp3}
LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-28.mp3}
LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-29.mp3}
LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-30.mp3}
LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-31.mp3}
LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-32.mp3}
LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-33.mp3}
# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
$GRAMMAR The Present Perfect
ID: 3d-ls1-b
INTRO: A quick look at the pattern you just heard, before you drill it.
The present perfect is **have / has** + the past participle:
{The meeting has already begun.} — {He's broken his leg.}
Use it for things that have already happened, or that started in the past and continue now:
{Mark has had that car since 1984.} — {I've ridden the bus for 3 years.}
Watch the irregular past participles from these sentences: **begun, broken, cost, frozen, had, kept, paid, ridden, slept, taught, withdrawn**.
# Source: LLA 3D Figure 10
# Source: LLA 3D Figure 10
$PRODUCE Answer in the Present Perfect
ID: 3d-f10
INPUT: speak
CHECK: reveal
INTRO: Answer each question aloud in the present perfect, using the cue words on the screen, then repeat the correct answer.
INSTRUCTION: Answer aloud using the cue words.
REPEAT
TEMPLATE: meeting / already / begin
PROMPT: Why do I have to hurry? {bk12-l3d-f10-01.mp3}
RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-02.mp3}
TEMPLATE: he / break / leg
PROMPT: What has he broken? {bk12-l3d-f10-03.mp3}
RESPONSE: He has broken his leg. {bk12-l3d-f10-04.mp3}
TEMPLATE: dog / cost
PROMPT: What has cost us a lot of money? {bk12-l3d-f10-05.mp3}
RESPONSE: This dog has cost us a lot of money. {bk12-l3d-f10-06.mp3}
TEMPLATE: water / lake
PROMPT: What has frozen? {bk12-l3d-f10-07.mp3}
RESPONSE: The water in the lake has frozen. {bk12-l3d-f10-08.mp3}
TEMPLATE: since / 1984
PROMPT: How long has Mark had that car? {bk12-l3d-f10-09.mp3}
RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-10.mp3}
TEMPLATE: all / old jackets
PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-11.mp3}
RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-12.mp3}
TEMPLATE: no
PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-13.mp3}
RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-14.mp3}
TEMPLATE: ride / bus / three years
PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-15.mp3}
RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-16.mp3}
TEMPLATE: sleep well / three nights
PROMPT: Why is Jill tired? {bk12-l3d-f10-17.mp3}
RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-18.mp3}
TEMPLATE: teach / that course / six years
PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-19.mp3}
RESPONSE: He has taught that course for 6 years. {bk12-l3d-f10-20.mp3}
TEMPLATE: withdraw / money / Swiss bank
PROMPT: What has Peter done with his money? {bk12-l3d-f10-21.mp3}
RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-22.mp3}
# Source: LLA 3D Figure 11
# Source: LLA 3D Figure 11
$PRODUCE Write the Numbers
ID: 3d-f11
INPUT: type
CHECK: exact
INTRO: Two short paragraphs full of numbers. Listen carefully and type the numbers you hear in the blanks.
INSTRUCTION: Type the numbers.
PROMPT: Nick got a job last week... {bk12-l3d-f11-01.mp3}
TEMPLATE: Number 1: ____{250}
TEMPLATE: Number 2: ____{530}
TEMPLATE: Number 3: ____{1,001|1001}
RESPONSE: 250, 530, 1,001
PROMPT: Jane's daughter goes to the biggest elementary school in the city... {bk12-l3d-f11-02.mp3}
TEMPLATE: Kindergarten: ____{200}
TEMPLATE: 1st grade: ____{250}
TEMPLATE: 2nd grade: ____{247}
TEMPLATE: 3rd grade: ____{272}
TEMPLATE: 4th grade: ____{302}
TEMPLATE: 5th grade: ____{287}
RESPONSE: 200, 250, 247, 272, 302, 287
# Source: ST §Circle the Same Sound
# Source: ST §Circle the Same Sound
$SELECT Same Sound
ID: l3-s12
INTRO: Time to tune your ears — or at least your spelling. Tap the word whose underlined letters make the same sound as the underlined part of the first word.
INSTRUCTION: Tap the word that has the same sound for the underlined part.
EXAMPLE
TEMPLATE: l*au*gh
OPTION: a | b*u*g
OPTION: b | b*ee*f
OPTION: c | d*au*ghter
ANSWER: a
TEMPLATE: a*cc*ept
OPTION: a | *c*ook
OPTION: b | *r*ice
OPTION: c | *e*gg
ANSWER: a|b
TEMPLATE: profe*ss*ion
OPTION: a | *sh*ut
OPTION: b | *ch*air
OPTION: c | *s*it
ANSWER: a
TEMPLATE: te*ch*nical
OPTION: a | *ch*arge
OPTION: b | *n*eck
OPTION: c | *q*uiet
ANSWER: c
TEMPLATE: re*f*usal
OPTION: a | *b*usy
OPTION: b | *c*ashier
OPTION: c | *c*ross
ANSWER: b
TEMPLATE: di*sc*uss
OPTION: a | *d*ecide
OPTION: b | *c*ause
OPTION: c | *ch*arge
ANSWER: a|b
TEMPLATE: *ch*oice
OPTION: a | *c*ash
OPTION: b | *ch*arge
OPTION: c | *n*eck
ANSWER: b
TEMPLATE: *kn*ow
OPTION: a | *n*ew
OPTION: b | *k*eep
OPTION: c | *q*uick
ANSWER: a
TEMPLATE: re*fu*se
OPTION: a | *p*ass
OPTION: b | *n*oise
OPTION: c | *sh*ine
ANSWER: c|a
TEMPLATE: edu*ca*tion
OPTION: a | *sh*op
OPTION: b | *ch*oose
OPTION: c | *t*ime
ANSWER: a
TEMPLATE: *ed*ucate
OPTION: a | *c*ircle
OPTION: b | *l*oose
OPTION: c | *f*orget
ANSWER: b|c
# Source: ST §What Does It Mean?
# Source: ST §What Does It Mean?
$SELECT What Does It Mean?
ID: l3-s17
INTRO: Last activity. Tap the word that means the same as the underlined word in each sentence. That's Lesson 3 — you've added on quite a bit yourself.
INSTRUCTION: Select the word with the same meaning as the underlined word.
EXAMPLE
TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
OPTION: a | try to get fish
OPTION: b | buy fish
OPTION: c | eat fish
ANSWER: a
TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
OPTION: a | came to the meeting
OPTION: b | didn't have the meeting
OPTION: c | spoke at the meeting
ANSWER: b
TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
OPTION: a | a talk
OPTION: b | a present
OPTION: c | a cry
ANSWER: a
TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
OPTION: a | dirty
OPTION: b | hard
OPTION: c | clean
ANSWER: c
TEMPLATE: He's in the hospital with an unknown *disease*.
OPTION: a | sickness
OPTION: b | word
OPTION: c | vehicle
ANSWER: a
TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
OPTION: a | bought
OPTION: b | cooked
OPTION: c | enlarged
ANSWER: b