$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg|A man sitting at a desk writing in a spiral notebook while a woman stands next to him pointing and explaining something}
FORMAT: 2
DIOCO_DOC_ID: alc_book7_lesson2
DESCRIPTION: Shapes and positions, circle parts, basic math talk, comparing with "-er" and "than", and the little words "some", "any", "both", and "other" — with the original lab recordings.
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: Mary | aoede | Female speaker
VOICE: Barbara | gacrux | Female speaker
VOICE: Audrey | achernar | Female speaker
VOICE: Arthur | iapetus | Male speaker
VOICE: Basil | orus | Male speaker
VOICE: Betty | callirrhoe | Female speaker
VOICE: Craig | puck | Male speaker
VOICE: Cathy | sulafat | Female speaker
VOICE: Dora | leda | Female speaker
VOICE: Doug | achird | Male speaker
VOICE: Efran | schedar | Male speaker
VOICE: Edith | aoede | Female speaker
VOICE: Fred | charon | Male speaker
VOICE: Fran | gacrux | Female speaker
VOICE: Chris | achird | Male student
VOICE: Chuck | schedar | Male student
VOICE: Customer | achernar | Female customer
VOICE: Clerk | alnilam | Male clerk
VOICE: Student | achird | Male student
VOICE: Instructor | schedar | Male instructor
VOICE: Student1 | achird | Male student
VOICE: Student2 | schedar | Male student
VOICE: Linda | aoede | Female speaker
VOICE: Mark | achird | Male speaker
VOICE: Sam | charon | Male speaker
VOICE: Sue | gacrux | Female speaker
VOICE: Max | iapetus | Male speaker
VOICE: Mickey | schedar | Male speaker
VOICE: Billie | achernar | Female speaker
VOICE: Dick | orus | Male speaker
VOICE: Jack | puck | Male speaker
VOICE: Herb | achird | Male speaker
VOICE: Boy | charon | Young male speaker
VOICE: Grocer | achird | Male speaker
VOICE: StudentA | aoede | Female student
VOICE: StudentB | achird | Male student
VOICE: Frank | iapetus | Male speaker
VOICE: Isabel | sulafat | Female speaker
VOICE: Carmen | leda | Female speaker
VOICE: Bob | orus | Male speaker
VOICE: Alice | kore | Female speaker
VOICE: Peter | rasalgethi | Male speaker
VOICE: Henry | umbriel | Male speaker
VOICE: Sgt_Smith | fenrir | Male speaker
VOICE: Sgt_White | algenib | Male speaker
VOICE: Lt_Lee | algieba | Male speaker
VOICE: Ms_Jan | zephyr | Female speaker
VOICE: Warren | schedar | Male speaker
VOICE: Juanita | aoede | Female speaker
VOICE: Wendell | enceladus | Male speaker
VOICE: Cpt_Ross | achird | Male speaker
VOICE: Lt_Dunn | charon | Male speaker
VOICE: Lucy | achernar | Female speaker
VOICE: Nikki | sulafat | Female speaker
VOICE: Lydia | leda | Female speaker
VOICE: Ann | kore | Female speaker
VOICE: Alma | zephyr | Female speaker
VOICE: Ruth | callirrhoe | Female speaker
VOICE: Paul | iapetus | Male speaker
VOICE: Marcie | aoede | Female speaker
VOICE: Marvin | puck | Male speaker
VOICE: Steve | alnilam | Male speaker
VOICE: Sgt_Oaks | umbriel | Male speaker
VOICE: Pvt_Gunn | fenrir | Male speaker
VOICE: Mr_Shell | algenib | Male speaker
VOICE: Mr_Castro | algieba | Male speaker
VOICE: George | schedar | Male speaker
VOICE: Grant | achird | Male speaker
VOICE: Les | charon | Male speaker

$SESSION 2-1: The Board and the Circle

# Source: LLA 2A Figure 1
# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — same words, same repeat-after-me role as this cassette figure; cassette kept.
$DIALOGUE Top, Center, and Bottom {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
ID: 7-2a-f1
INTRO: In this lesson you'll learn to talk about shapes and simple math, compare things with "-er" and "than", and use "some", "any", "both", and "other". We start at the blackboard — listen and repeat the words for "top", "center", and "bottom".
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: top
LINE: This is the top. {bk07-l2a-f1-01.mp3}

VOCAB: center
LINE: This is the center. {bk07-l2a-f1-02.mp3}

VOCAB: bottom
LINE: This is the bottom. {bk07-l2a-f1-03.mp3}

VOCAB: opposite
LINE: The bottom is opposite the top. {bk07-l2a-f1-04.mp3}

# Source: LLA 2A Figure 1
$SELECT Where on the Board?
ID: 7-2a-f1-b
INTRO: Now listen to each sentence and tap the place on the board it names. Then repeat the sentence.
INSTRUCTION: Tap the matching position.
REPEAT

OPTION: a | top (A) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
OPTION: b | center (B) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
OPTION: c | bottom (C) {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}

PROMPT: This is the top. {bk07-l2a-f1-05.mp3}
ANSWER: a
FEEDBACK: This is the top. {bk07-l2a-f1-06.mp3}

PROMPT: The bottom is opposite the top. {bk07-l2a-f1-07.mp3}
ANSWER: c
FEEDBACK: The bottom is opposite the top. {bk07-l2a-f1-08.mp3}

PROMPT: This is the center. {bk07-l2a-f1-09.mp3}
ANSWER: b
FEEDBACK: This is the center. {bk07-l2a-f1-10.mp3}

# Source: ST §It's in the Center
$PRODUCE Top, Center, or Bottom? {st-page_049_002.jpg|A collection of various geometric shapes and objects labeled A through I: A is a triangle, B is a small circle, C is a square, D is a box/rectangle, E is a glove, F is an ID card, G is a hat, H is an apple, I is a cup}
ID: l2-s2
INTRO: You'll see a picture full of shapes and objects, labeled A to I. Say where each one is — at the top, in the center, or at the bottom.
INSTRUCTION: Say where the item is.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any short sentence that names the same position (top, center/middle, or bottom). If an item sits between two regions in the picture, accept either adjacent position.

PROMPT: Where is the triangle (A)?
RESPONSE: It's in the center.

PROMPT: Where is the small circle (B)?
RESPONSE: It's at the top.

PROMPT: Where is the square (C)?
RESPONSE: It's at the top.

PROMPT: Where is the rectangle (D)?
RESPONSE: It's at the top.

PROMPT: Where is the glove (E)?
RESPONSE: It's at the bottom.

PROMPT: Where is the ID card (F)?
RESPONSE: It's in the center.

PROMPT: Where is the hat (G)?
RESPONSE: It's at the bottom.

PROMPT: Where is the apple (H)?
RESPONSE: It's at the bottom.

PROMPT: Where is the cup (I)?
RESPONSE: It's at the bottom.

# Source: LLA 2A Figure 2
$SELECT The Strongest Word
ID: 7-2a-f2
SHOW_PROMPT
REPEAT
INTRO: Every English sentence has one word that sounds the strongest. Listen, tap that word, then repeat the sentence just the way you heard it.
INSTRUCTION: Tap the word you hear most strongly.

EXAMPLE
PROMPT: This is the top. {bk07-l2a-f2-ex.mp3}
OPTION: a | This
OPTION: b | is
OPTION: c | the
OPTION: d | top
ANSWER: d
FEEDBACK: This is the top.

PROMPT: She didn't have any money. {bk07-l2a-f2-01.mp3}
OPTION: a | She
OPTION: b | didn't
OPTION: c | have
OPTION: d | any
OPTION: e | money
ANSWER: d
FEEDBACK: She doesn't have any money. {bk07-l2a-f2-01-fb.mp3}

PROMPT: Put it in the center of the circle. {bk07-l2a-f2-02.mp3}
OPTION: a | Put
OPTION: b | it
OPTION: c | center
OPTION: d | circle
ANSWER: c
FEEDBACK: Put it in the center of the circle. {bk07-l2a-f2-02-fb.mp3}

PROMPT: I like mathematics. {bk07-l2a-f2-03.mp3}
OPTION: a | I
OPTION: b | like
OPTION: c | mathematics
ANSWER: c
FEEDBACK: I like mathematics. {bk07-l2a-f2-03-fb.mp3}

PROMPT: Does a triangle have three sides? {bk07-l2a-f2-04.mp3}
OPTION: a | triangle
OPTION: b | have
OPTION: c | three
OPTION: d | sides
ANSWER: c
FEEDBACK: Does a triangle have 3 sides? {bk07-l2a-f2-04-fb.mp3}

PROMPT: I don't like to drive fast. {bk07-l2a-f2-05.mp3}
OPTION: a | don't
OPTION: b | like
OPTION: c | drive
OPTION: d | fast
ANSWER: b
FEEDBACK: I don't like to drive fast. {bk07-l2a-f2-05-fb.mp3}

PROMPT: I can't describe it. {bk07-l2a-f2-06.mp3}
OPTION: a | I
OPTION: b | can't
OPTION: c | describe
OPTION: d | it
ANSWER: c
FEEDBACK: I can't describe it. {bk07-l2a-f2-06-fb.mp3}

PROMPT: First Street is very narrow. {bk07-l2a-f2-07.mp3}
OPTION: a | First
OPTION: b | Street
OPTION: c | very
OPTION: d | narrow
ANSWER: d
FEEDBACK: First Street is very narrow. {bk07-l2a-f2-07-fb.mp3}

PROMPT: Third Street is very wide. {bk07-l2a-f2-08.mp3}
OPTION: a | Third
OPTION: b | Street
OPTION: c | very
OPTION: d | wide
ANSWER: d
FEEDBACK: Third Street is very wide. {bk07-l2a-f2-08-fb.mp3}

PROMPT: I can draw a square now. {bk07-l2a-f2-09.mp3}
OPTION: a | draw
OPTION: b | a
OPTION: c | square
OPTION: d | now
ANSWER: c
FEEDBACK: I can draw a square now. {bk07-l2a-f2-09-fb.mp3}

# Source: LLA 2A Figure 3
$DIALOGUE Let's Go to the BX
ID: 7-2a-f3
INTRO: Mary and Barbara are making shopping plans. Just listen.
INSTRUCTION: Listen to the dialogue.

Mary: Hi, Barbara. Let's go to the BX. I have to buy a blouse. {bk07-l2a-f3-01.mp3}
Barbara: Okay. I need some socks. What time do you want to go? {bk07-l2a-f3-02.mp3}
Mary: Let's go now. {bk07-l2a-f3-03.mp3}
Barbara: Good. We'll take the bus. {bk07-l2a-f3-04.mp3}
Mary: All right. Let's go. {bk07-l2a-f3-05.mp3}

# Source: LLA 2A Figure 3
$PRODUCE One Question About Mary and Barbara
ID: 7-2a-f3-b
REFERENCE: 7-2a-f3
INPUT: type
CHECK: exact
INTRO: One question about the conversation. Type the answer — open the dialogue again if you need it.
INSTRUCTION: Type your answer.

PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06.mp3}
RESPONSE: To the BX. {bk07-l2a-f3-07.mp3}
ACCEPT: the BX | they want to go to the BX | to the BX | BX

# Source: LLA 2A Figure 5
$DIALOGUE Parts of a Circle
ID: 7-2a-f5
INTRO: A circle has parts with names: the circumference, the diameter, and the radius. Listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: circle
VOCAB: round
LINE: A circle is round. {page_038_001.jpg|A black line forming a circle} {bk07-l2a-f5-01.mp3}

VOCAB: circumference
LINE: How do you spell circumference? {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise} {bk07-l2a-f5-02.mp3}

VOCAB: diameter
LINE: Every circle has a diameter. {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves} {bk07-l2a-f5-03.mp3}

VOCAB: radius
LINE: The radius is in the circle. {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius} {bk07-l2a-f5-04.mp3}

# Source: ST §Let's Talk About Circles
$DIALOGUE What the Parts of a Circle Mean {st-page_050_001.jpg|Three diagrams showing circles with labeled parts: A shows circumference, B shows diameter, C shows radius}
ID: l2-s3
INTRO: Now the same words, explained. Listen and repeat — and yes, "circumference" is still the longest one.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: The line on the outside of a circle is called the circumference.

LINE: The line from one side of a circle to the other side is the diameter.
LINE: It touches the center of the circle.

LINE: We call the line from the outside of a circle to the center of the circle the radius.

VOCAB: half
LINE: The radius of a circle is one half of the diameter.

# Source: LLA 2A Figure 5
$SELECT Circle Parts: Match the Picture
ID: 7-2a-f5-b
INTRO: Listen to each sentence and tap the picture it talks about. Then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT

OPTION: a | circle (A) {page_038_001.jpg|A black line forming a circle}
OPTION: b | circumference (B) {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise}
OPTION: c | diameter (C) {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves}
OPTION: d | radius (D) {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius}

PROMPT: Circumference is a long word. {bk07-l2a-f5-05.mp3}
ANSWER: b
FEEDBACK: Circumference is a long word. {bk07-l2a-f5-06.mp3}

PROMPT: The radius is a short line. {bk07-l2a-f5-07.mp3}
ANSWER: d
FEEDBACK: The radius is a short line. {bk07-l2a-f5-08.mp3}

PROMPT: A circle is round. {bk07-l2a-f5-09.mp3}
ANSWER: a
FEEDBACK: A circle is round. {bk07-l2a-f5-10.mp3}

PROMPT: The diameter is a long line. {bk07-l2a-f5-11.mp3}
ANSWER: c
FEEDBACK: The diameter is a long line. {bk07-l2a-f5-12.mp3}

# Source: ST §More Circles
$PRODUCE Name the Circle Parts {st-page_050_002.jpg|Four circles labeled A through D showing center point, radius, diameter, and circumference}
ID: l2-s4
INTRO: Four circles, four parts. Type the name of the part each picture shows.
INSTRUCTION: Type the name of the part.
INPUT: type
CHECK: exact

TEMPLATE: Picture A shows the ____{center|center point}.
RESPONSE: Picture A shows the center.

TEMPLATE: Picture B shows the ____{radius}.
RESPONSE: Picture B shows the radius.

TEMPLATE: Picture C shows the ____{diameter}.
RESPONSE: Picture C shows the diameter.

TEMPLATE: Picture D shows the ____{circumference}.
RESPONSE: Picture D shows the circumference.

# Source: LLA 2A Figure 7
$PRODUCE Write What You Hear
ID: 7-2a-f7
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: To finish this part: listen to each sentence and type it exactly as you hear it. You'll hear it again afterwards to check.
INSTRUCTION: Type the sentence you hear.

PROMPT: I can draw a circle. {bk07-l2a-f7-01.mp3}
RESPONSE: I can draw a circle. {bk07-l2a-f7-01.mp3}

PROMPT: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
RESPONSE: Can you describe a triangle? {bk07-l2a-f7-02.mp3}

PROMPT: Please describe a square for me. {bk07-l2a-f7-03.mp3}
RESPONSE: Please describe a square for me. {bk07-l2a-f7-03.mp3}

PROMPT: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
RESPONSE: Where is the center of the circle? {bk07-l2a-f7-04.mp3}

PROMPT: I think I made a mistake. {bk07-l2a-f7-05.mp3}
RESPONSE: I think I made a mistake. {bk07-l2a-f7-05.mp3}

$SESSION 2-2: Comparing Things ("-er" and "than")

# Source: LLA 2A Figure 4
$DIALOGUE Taller, Faster, Prettier
ID: 7-2a-f4
INTRO: In this part you'll learn to compare two people or things with "-er" and "than". Listen to each pair of sentences and repeat.
INSTRUCTION: Listen and repeat each pair of sentences.
REPEAT

LINE: Dorothy is pretty. Dorothy's sister is prettier than she is. {bk07-l2a-f4-01.mp3}
LINE: Greg is tall. Greg's brother isn't taller than he is. {bk07-l2a-f4-02.mp3}
LINE: Hank drives fast. Harv drives faster than Hank does. {bk07-l2a-f4-03.mp3}
LINE: The Winters' house is big. The Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-04.mp3}
LINE: Jack's car is new. John's car is newer than Jack's. {bk07-l2a-f4-05.mp3}
LINE: Kay's hair is long. Lettie's hair is longer than Kay's hair. {bk07-l2a-f4-06.mp3}

# Source: ST §Making Comparisons
$GRAMMAR Making Comparisons
ID: l2-s19
INTRO: Here's how "-er" works — and the three spelling tricks that come with it.

CARD: **-er** and **than** are added to regular adjectives to compare people or things.
{Greg is taller than Dana.}
{This window is cleaner than that one.}

CARD: Words that end in a consonant with a short vowel sound before the consonant double the consonant before adding **-er** and **than**.
{His shoes are wetter than his coat.}

CARD: Words that end in a consonant + y change the y to i and add **-er** and **than**.
{The men were happier than the women.}

CARD: Words that end in e need only **-r** and **than**.
{Today's weather is nicer than yesterday's.}

SUMMARY:
**1. Regular adjectives:**
| | | |
|---|---|---|
| tall | -er | taller |
| clean | -er | cleaner |
| narrow | -er | narrower |
| weak | -er | weaker |
| slow | -er | slower |
| long | -er | longer |

**2. Consonant doubling:**
| | | |
|---|---|---|
| wet | + ter | wetter |
| big | + ger | bigger |
| sad | + der | sadder |
| hot | + ter | hotter |

**3. Consonant + y:**
| | | |
|---|---|---|
| happy | -ier | happier |
| heavy | -ier | heavier |
| rainy | -ier | rainier |
| windy | -ier | windier |
| thirsty | -ier | thirstier |
| hungry | -ier | hungrier |

**4. Ending in e:**
| | | |
|---|---|---|
| nice | -r | nicer |
| large | -r | larger |
| little | -r | littler |
| late | -r | later |
| wide | -r | wider |
| blue | -r | bluer |

# Source: ST §The Girl Is Taller Than the Boy
$DIALOGUE Taller or Shorter?
ID: l2-s20
INTRO: Now see the pattern in action — statements first, then questions and answers about them. Just read and listen.
INSTRUCTION: Read the statements, questions, and answers.

LINE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg|A taller girl wearing glasses and holding books standing next to a shorter boy}
LINE: The squares are larger than the triangles. The triangles are smaller than the squares. {st-page_068_002.jpg|Two large squares shown above two smaller triangles}

StudentA: Is the girl shorter than the boy?
StudentB: No, she isn't. The girl is taller than the boy. The boy is shorter than the girl.

StudentA: Are the squares larger than the triangles?
StudentB: Yes, they are.
LINE: The squares are larger than the triangles.
LINE: The triangles are smaller than the squares.

# Source: LLA 2A Figure 4
$PRODUCE Who Is Taller? Answer the Questions
ID: 7-2a-f4-b
REFERENCE: 7-2a-f4
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Answer each comparison question aloud in a full sentence — open the sentences again if you need them. Then repeat the model answer.
INSTRUCTION: Answer the question aloud.

PROMPT: Who is prettier, Dorothy or her sister? {bk07-l2a-f4-07-q.mp3}
RESPONSE: Dorothy's sister is prettier than she is. {bk07-l2a-f4-07-a.mp3}

PROMPT: Who is taller, Greg or his brother? {bk07-l2a-f4-08-q.mp3}
RESPONSE: Greg is taller than his brother. {bk07-l2a-f4-08-a.mp3}

PROMPT: Who drives faster, Hank or Harv? {bk07-l2a-f4-09-q.mp3}
RESPONSE: Harv drives faster than Hank does. {bk07-l2a-f4-09-a.mp3}

PROMPT: Is the Walters' house bigger than the Winters' house? {bk07-l2a-f4-10-q.mp3}
RESPONSE: No, the Walters' house isn't bigger than the Winters' house. {bk07-l2a-f4-10-a.mp3}

PROMPT: Whose car is newer, Jack's or John's? {bk07-l2a-f4-11-q.mp3}
RESPONSE: John's car is newer than Jack's. {bk07-l2a-f4-11-a.mp3}

PROMPT: Whose hair is longer, Kay's or Lettie's? {bk07-l2a-f4-12-q.mp3}
RESPONSE: Lettie's hair is longer than Kay's. {bk07-l2a-f4-12-a.mp3}

# Source: LLA 2C Figure 1
$SELECT Yes or No: The Boy, the Girl, and the Shapes {page_051_001.jpg|A tall boy and a shorter long-haired girl face-to-face at a chalkboard showing two large circles, a smaller rectangle, and a small triangle}
ID: 7-2c-f1
INTRO: Look at the picture. Listen to each question comparing the two students and the shapes, and tap Yes or No. Then repeat the answer.
INSTRUCTION: Tap Yes or No.
REPEAT

OPTION: y | Yes
OPTION: n | No

EXAMPLE
PROMPT: Is the girl shorter than the boy? {bk07-l2c-f1-01.mp3}
ANSWER: y
FEEDBACK: Yes, the girl is shorter than the boy. {bk07-l2c-f1-02.mp3}

PROMPT: Is the girl taller than the boy? {bk07-l2c-f1-03.mp3}
ANSWER: n
FEEDBACK: No, the girl isn't taller than the boy. {bk07-l2c-f1-04.mp3}

PROMPT: Is the boy's hair longer than the girl's hair? {bk07-l2c-f1-05.mp3}
ANSWER: n
FEEDBACK: No, the boy's hair isn't longer than the girl's hair. {bk07-l2c-f1-06.mp3}

PROMPT: Is the circle larger than the rectangle? {bk07-l2c-f1-07.mp3}
ANSWER: y
FEEDBACK: Yes, the circle is larger than the rectangle. {bk07-l2c-f1-08.mp3}

PROMPT: Is the triangle smaller than the circle? {bk07-l2c-f1-09.mp3}
ANSWER: y
FEEDBACK: Yes, the triangle is smaller than the circle. {bk07-l2c-f1-10.mp3}

# Source: LLA 2D Figure 2
$SELECT The Boy or the Girl?
ID: 7-2d-f2
INTRO: Another picture, more comparing. Listen to each question, tap the boy or the girl, then repeat the model sentence.
INSTRUCTION: Tap the correct option.
REPEAT

OPTION: a | A (Boy)
OPTION: b | B (Girl)

EXAMPLE
PROMPT: Who has the shorter pencil? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-ex.mp3}
ANSWER: b
FEEDBACK: The girl has the shorter pencil. {bk07-l2d-f2-ex-fb.mp3}

PROMPT: Who has the larger box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-01.mp3}
ANSWER: a
FEEDBACK: The boy has the larger box. {bk07-l2d-f2-01-fb.mp3}

PROMPT: Who has the smaller box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-02.mp3}
ANSWER: b
FEEDBACK: The girl has the smaller box. {bk07-l2d-f2-02-fb.mp3}

PROMPT: Where is the bigger triangle? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-03.mp3}
ANSWER: a
FEEDBACK: The bigger triangle is on the smaller table. {bk07-l2d-f2-03-fb.mp3}

PROMPT: Where is the smaller ball? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-04.mp3}
ANSWER: b
FEEDBACK: The smaller ball is on the bigger table. {bk07-l2d-f2-04-fb.mp3}

PROMPT: Who has the longer table? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-05.mp3}
ANSWER: b
FEEDBACK: The girl has the longer table. {bk07-l2d-f2-05-fb.mp3}

# Source: ST §Write the Correct Form
$PRODUCE Spell the "-er" Form
ID: l2-s22
INTRO: Type the "-er" form of each word. Watch the spelling — some words double a letter, and "y" likes to become "i".
INSTRUCTION: Type the "-er" form.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: cold
RESPONSE: colder

EXAMPLE
TEMPLATE: wide
RESPONSE: wider

EXAMPLE
TEMPLATE: thirsty
RESPONSE: thirstier

TEMPLATE: old
RESPONSE: older

TEMPLATE: new
RESPONSE: newer

TEMPLATE: hard
RESPONSE: harder

TEMPLATE: young
RESPONSE: younger

TEMPLATE: small
RESPONSE: smaller

TEMPLATE: long
RESPONSE: longer

TEMPLATE: large
RESPONSE: larger

TEMPLATE: early
RESPONSE: earlier

TEMPLATE: nice
RESPONSE: nicer

TEMPLATE: happy
RESPONSE: happier

TEMPLATE: heavy
RESPONSE: heavier

TEMPLATE: hungry
RESPONSE: hungrier

TEMPLATE: big
RESPONSE: bigger

TEMPLATE: wet
RESPONSE: wetter

TEMPLATE: sad
RESPONSE: sadder

TEMPLATE: hot
RESPONSE: hotter

# Source: ST §Your Feet Are Bigger Than My Feet
$PRODUCE Complete the Comparison
ID: l2-s23
INTRO: Complete each sentence with the "-er" form of the word in parentheses, plus "than". Type both words.
INSTRUCTION: Type the comparative form with "than".
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: The radius is ____{shorter than} the diameter. (short)
RESPONSE: The radius is shorter than the diameter.

TEMPLATE: Mr. Wilson is ____{taller than} Mrs. Wilson. (tall)
RESPONSE: Mr. Wilson is taller than Mrs. Wilson.

TEMPLATE: Jan and Bill aren't ____{older than} Linda. (old)
RESPONSE: Jan and Bill aren't older than Linda.

TEMPLATE: My father's car is ____{faster than} my car. (fast)
RESPONSE: My father's car is faster than my car.

TEMPLATE: Are the days ____{longer than} the nights? (long)
RESPONSE: Are the days longer than the nights?

TEMPLATE: Are young men ____{stronger than} old men? (strong)
RESPONSE: Are young men stronger than old men?

TEMPLATE: Today is ____{colder than} yesterday. (cold)
RESPONSE: Today is colder than yesterday.

TEMPLATE: All women aren't ____{weaker than} all men. (weak)
RESPONSE: All women aren't weaker than all men.

TEMPLATE: This square is ____{larger than} the other square. (large)
RESPONSE: This square is larger than the other square.

TEMPLATE: Thomas Street is ____{narrower than} Green Street. (narrow)
RESPONSE: Thomas Street is narrower than Green Street.

TEMPLATE: My desk is ____{cleaner than} Sgt Sam's desk. (clean)
RESPONSE: My desk is cleaner than Sgt Sam's desk.

# Source: ST §The Radius Is Shorter Than the Diameter
$PRODUCE Finish the Comparison Sentence
ID: l2-s24
INTRO: Read the facts, then finish the comparison. Type the whole ending.
INSTRUCTION: Complete the comparison.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: The radius of the circle is short.
TEMPLATE: The radius is ____{shorter than the diameter}.
RESPONSE: The radius is shorter than the diameter.

TEMPLATE: The top of the hill is high. The bottom of the hill is low.
TEMPLATE: The top of the hill is ____{higher than the bottom|higher than the bottom of the hill}.
RESPONSE: The top of the hill is higher than the bottom.

TEMPLATE: That problem is hard. This problem is not hard.
TEMPLATE: That problem is ____{harder than this problem|harder than this one}.
RESPONSE: That problem is harder than this problem.

TEMPLATE: Line A is straight. Line B is not very straight.
TEMPLATE: Line A is ____{straighter than Line B|straighter than line b}.
RESPONSE: Line A is straighter than Line B.

TEMPLATE: Yesterday wasn't warm. Today is warm.
TEMPLATE: Today is ____{warmer than yesterday}.
RESPONSE: Today is warmer than yesterday.

TEMPLATE: The shirt is not very wet. The sweater is wet.
TEMPLATE: The sweater is ____{wetter than the shirt}.
RESPONSE: The sweater is wetter than the shirt.

TEMPLATE: My daughter is 18 years old. My son is 16 years old.
TEMPLATE: My daughter is ____{older than my son}.
RESPONSE: My daughter is older than my son.

TEMPLATE: The red car is new. The green car is not new.
TEMPLATE: The red car is ____{newer than the green car}.
RESPONSE: The red car is newer than the green car.

TEMPLATE: Linda is happy. Mark isn't very happy.
TEMPLATE: Linda is ____{happier than Mark}.
RESPONSE: Linda is happier than Mark.

TEMPLATE: I'm not very thirsty. John is thirsty.
TEMPLATE: John is ____{thirstier than I am|thirstier than me}.
RESPONSE: John is thirstier than I am.

TEMPLATE: Tom woke up at 7 a.m. I woke up at 6 a.m.
TEMPLATE: I woke up ____{earlier than Tom|earlier than Tom did|earlier than him|earlier than he did}.
RESPONSE: I woke up earlier than Tom.

# Source: new (gap: ST §Statement to Question prints only the worked example, no items — these 5 items are authored)
$PRODUCE Turn It into a Question
ID: l2-s25
INTRO: Read each statement, then ask the same question about the new person or thing in parentheses. Say it aloud.
INSTRUCTION: Say the question with the new cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Sgt Sam is older than Lt Lee. (Capt Kim)
RESPONSE: Is Sgt Sam older than Capt Kim?

PROMPT: The red car is faster than the green car. (blue car)
RESPONSE: Is the red car faster than the blue car?

PROMPT: Mary is taller than Jane. (Sue)
RESPONSE: Is Mary taller than Sue?

PROMPT: Problem one is harder than problem two. (problem three)
RESPONSE: Is problem one harder than problem three?

PROMPT: My desk is cleaner than your desk. (his desk)
RESPONSE: Is my desk cleaner than his desk?

PROMPT: Today is colder than yesterday. (last Monday)
RESPONSE: Is today colder than last Monday?

# Source: ST §A Car Is Slower Than a Jet
$PRODUCE Which Is Faster? Ask and Answer
ID: l2-s21
INTRO: Two pictures, two adjectives. Ask a comparison question about them and answer it — like the example with the car and the plane.
INSTRUCTION: Make a question and answer with "-er" and "than".
INPUT: speak
CHECK: llm
RUBRIC: Accept a question-and-answer pair (or just the answer) that correctly compares two things shown in the pictures with the given adjectives using -er + than; either thing may come first if the comparison stays true, and any true comparison the pictures support is fine.

EXAMPLE
TEMPLATE: {st-page_069_001.jpg|A automobile driving on a road}
TEMPLATE: {st-page_069_002.jpg|A jet airplane flying in the sky}
PROMPT: car / plane
RESPONSE: Is a car faster than a plane?\n— No, a car isn't faster than a plane. A plane is faster than a car.

TEMPLATE: {st-page_069_001.jpg|A automobile driving on a road}
TEMPLATE: {st-page_069_002.jpg|A jet airplane flying in the sky}
PROMPT: slow / fast
RESPONSE: Is a plane slower than a car?\n— No, a plane isn't slower than a car. A car is slower than a plane.

TEMPLATE: {st-page_069_003.jpg|A tall skyscraper building next to a smaller building}
TEMPLATE: {st-page_069_004.jpg|A portrait of a man with short hair}
PROMPT: tall / short
RESPONSE: Is the man taller than the skyscraper?\n— No, the man isn't taller than the skyscraper. The skyscraper is taller than the man.

TEMPLATE: {st-page_070_001.jpg|A tall, big tree with broad leaves}
TEMPLATE: {st-page_070_002.jpg|A small bush-like tree}
PROMPT: big / small
RESPONSE: Is a bush bigger than a tree?\n— No, a bush isn't bigger than a tree. A tree is bigger than a bush.

TEMPLATE: {st-page_070_003.jpg|A wide garage door open with a car parked inside}
TEMPLATE: {st-page_070_004.jpg|A narrow front door of a house with a lamp beside it}
PROMPT: wide / narrow
RESPONSE: Is a front door wider than a garage door?\n— No, a front door isn't wider than a garage door. A garage door is wider than a front door.

TEMPLATE: {st-page_070_005.jpg|Two men struggling to carry a heavy box, sweat drops near their heads}
TEMPLATE: {st-page_070_006.jpg|A man carrying a small, light wrapped parcel easily with one finger}
PROMPT: heavy / light
RESPONSE: Is a small package heavier than a big box?\n— No, a small package isn't heavier than a big box. A big box is heavier than a small package.

TEMPLATE: {st-page_071_001.jpg|A bowl of hot steaming soup}
TEMPLATE: {st-page_071_002.jpg|An ice cream cone}
PROMPT: hot / cold
RESPONSE: Is ice cream hotter than soup?\n— No, ice cream isn't hotter than soup. Soup is hotter than ice cream.

# Source: ST §His Arms Are Longer Than Bill's Arms (cues expanded so each sentence is fully determined)
$PRODUCE Make Comparison Sentences
ID: l2-s26
INTRO: Last comparison drill — promise. Build one sentence from each set of cue words, using "-er" and "than".
INSTRUCTION: Say a sentence using the cue words.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct comparison sentence using the cue words with -er + than; it must be negative when the cue says "not".

EXAMPLE
PROMPT: his arms / long / Bill's arms {st-page_074_001.jpg|Line drawing of a gorilla standing on all fours with long arms extending to the ground}
RESPONSE: His arms are longer than Bill's arms.

PROMPT: Joe's ears / not big / Mary's
RESPONSE: Joe's ears aren't bigger than Mary's.

PROMPT: my hands / small / Tom's hands
RESPONSE: My hands are smaller than Tom's hands.

PROMPT: her hair / long / Jean's hair
RESPONSE: Her hair is longer than Jean's hair.

PROMPT: my car / not big / his car
RESPONSE: My car is not bigger than his car.

PROMPT: New York / cold / Cairo
RESPONSE: New York is colder than Cairo.

PROMPT: my uncle / old / Tom
RESPONSE: My uncle is older than Tom.

PROMPT: my sister / young / Sue
RESPONSE: My sister is younger than Sue.

PROMPT: this belt / wide / that belt
RESPONSE: This belt is wider than that belt.

PROMPT: this river / narrow / that river
RESPONSE: This river is narrower than that river.

PROMPT: Texas / big / California
RESPONSE: Texas is bigger than California.

PROMPT: Joe / not older / Mary
RESPONSE: Joe is not older than Mary.

$SESSION 2-3: Describing Things: Shapes and Math Words

# Source: LLA 2B Figure 1
# DROPPED (twin): ST "This Is a Curved Line." — same adjectives, same repeat-after-me role as this cassette figure; cassette kept ("more" is taught by LLA 2D Figure 1 in part 2-4).
$DIALOGUE Curved, Straight, Heavy, Light
ID: 7-2b-f1
INTRO: In this part you'll learn words for describing things — lines, weights, easy problems and hard ones — then the shapes and math words to go with them. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: curved
LINE: This is a curved line. {page_041_001.jpg|A wavy horizontal line} {bk07-l2b-f1-01.mp3}

VOCAB: straight
LINE: Look at the straight line. {page_041_002.jpg|A straight horizontal line} {bk07-l2b-f1-02.mp3}

LINE: Becky has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-03.mp3}
LINE: Diane has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-04.mp3}
VOCAB: each
LINE: Each girl has a book. {page_041_003.jpg|Two young women, Becky and Diane, each holding a book} {bk07-l2b-f1-05.mp3}

VOCAB: heavy
LINE: This desk is heavy. {page_041_004.jpg|Two men straining and sweating as they try to lift a large heavy wooden desk together} {bk07-l2b-f1-06.mp3}

VOCAB: light
LINE: This chair is light. {page_042_001.jpg|A simple lightweight wooden chair} {bk07-l2b-f1-07.mp3}

VOCAB: hard
LINE: I can't work this problem. It's hard. {page_042_002.jpg|A math addition problem with five 5-digit numbers stacked: 98752, 36417, 21985, + 85796} {bk07-l2b-f1-08.mp3}

VOCAB: easy
LINE: I can work this problem. It's easy. {page_042_003.jpg|A simple math addition problem: 1 + 1 = 2} {bk07-l2b-f1-09.mp3}

# Source: ST §Was It a Hard Test?
$DIALOGUE Was It a Hard Test?
ID: l2-s12
INTRO: Four tiny conversations using the new words. Poor Sam and his 69. Just read and listen.
INSTRUCTION: Read the dialogs.

Sam: What's your score?
Sue: I made 98. It was an easy test.
Sam: I thought it was hard. My score was 69!
Sue: I think you didn't study very much.

Max: Did you draw that rectangle?
Mickey: Yes, do you like it?
Max: I think it's very nice, Mick, but uh..., why are the sides curved?
Mickey: What? Oh, you're right; they are curved. I can change that. I'll draw them straight.

Billie: I'll help you. That table is heavy.
Dick: Thanks. I didn't know it was heavy. I thought it was light.

Jack: Did you finish your homework?
Herb: No, I have four more problems in math.

# Source: LLA 2B Figure 2
$SELECT Match the Sentence to the Picture
ID: 7-2b-f2
INTRO: Listen to each sentence and tap the picture that matches. Then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT

OPTION: a | Picture A {page_043_001.jpg|Two women standing and holding books}
OPTION: b | Picture B {page_043_002.jpg|An addition problem: 1 + 1 = 2}
OPTION: c | Picture C {page_043_003.jpg|A long column addition math problem}
OPTION: d | Picture D {page_043_004.jpg|Two men carrying a heavy object on a stretcher}
OPTION: e | Picture E {page_043_005.jpg|A wavy line}
OPTION: f | Picture F {page_043_006.jpg|A straight horizontal line}
OPTION: g | Picture G {page_043_007.jpg|A wooden chair}

EXAMPLE
PROMPT: This desk is heavy. It's not light. {bk07-l2b-f2-ex.mp3}
ANSWER: d
FEEDBACK: This desk is heavy. It's not light. {bk07-l2b-f2-ex-fb.mp3}

PROMPT: I can't draw a curved line. {bk07-l2b-f2-01.mp3}
ANSWER: e
FEEDBACK: I can't draw a curved line. {bk07-l2b-f2-01-fb.mp3}

PROMPT: I read two books today. Each book was very good. {bk07-l2b-f2-02.mp3}
ANSWER: a
FEEDBACK: I read two books today. Each book was very good. {bk07-l2b-f2-02-fb.mp3}

PROMPT: I worked all the problems in class. They were easy. {bk07-l2b-f2-03.mp3}
ANSWER: b
FEEDBACK: I solved all the problems in class today. They were easy. {bk07-l2b-f2-03-fb.mp3}

PROMPT: I can move that chair. It's light. {bk07-l2b-f2-04.mp3}
ANSWER: g
FEEDBACK: I can move that chair. It's light. {bk07-l2b-f2-04-fb.mp3}

PROMPT: I can't work this problem. It's hard. {bk07-l2b-f2-05.mp3}
ANSWER: c
FEEDBACK: I can't work this problem. It's hard. {bk07-l2b-f2-05-fb.mp3}

PROMPT: Can you draw a straight line? {bk07-l2b-f2-06.mp3}
ANSWER: f
FEEDBACK: Can you draw a straight line? {bk07-l2b-f2-06-fb.mp3}

# Source: LLA 2B Figure 3
$DIALOGUE Shapes and Where They Are
ID: 7-2b-f3
INTRO: Squares, rectangles, triangles — and where they sit. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is a circle. {page_044_001.jpg|A circle inside a frame} {bk07-l2b-f3-01.mp3}

VOCAB: square
LINE: This is a square. {page_044_002.jpg|A square inside a frame} {bk07-l2b-f3-02.mp3}

VOCAB: rectangle
LINE: This is a rectangle. {page_044_003.jpg|A rectangle inside a frame} {bk07-l2b-f3-03.mp3}

VOCAB: triangle
LINE: This is a triangle. {page_044_004.jpg|A triangle inside a frame} {bk07-l2b-f3-04.mp3}

LINE: The circle is at the top of the square. {page_044_005.jpg|A square containing a small circle near the top} {bk07-l2b-f3-05.mp3}

LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg|A triangle containing a small horizontal rectangle at the bottom} {bk07-l2b-f3-06.mp3}

LINE: The circle is in the center of the square. {page_044_007.jpg|A square containing a small circle in the middle} {bk07-l2b-f3-07.mp3}

LINE: The triangle is in the center of the rectangle. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-08.mp3}
LINE: The large circle is at the top. The small circle is at the bottom. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-09.mp3}

# Source: LLA 2B Figure 4
$SELECT Which Picture Is It?
ID: 7-2b-f4
INTRO: Now the tricky part: four pictures each time, only one matches what you hear. Listen, tap the letter, then repeat the sentence.
INSTRUCTION: Tap the correct letter.
REPEAT

OPTION: a | A
OPTION: b | B
OPTION: c | C
OPTION: d | D

EXAMPLE
PROMPT: The triangle is at the top of the square. {page_045_001.jpg|Four squares labeled a, b, c, d containing geometric shapes in various positions} {bk07-l2b-f4-ex.mp3}
ANSWER: b
FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-01-fb.mp3}

PROMPT: The circle is at the top of the triangle. {page_045_002.jpg|Four triangles and circles labeled a, b, c, d containing shapes in various positions} {bk07-l2b-f4-02.mp3}
ANSWER: a
FEEDBACK: The circle is at the top of the triangle. {bk07-l2b-f4-02-fb.mp3}

PROMPT: The triangle is at the bottom of the square. {page_045_003.jpg|Four squares labeled a, b, c, d containing triangles in various positions} {bk07-l2b-f4-03.mp3}
ANSWER: d
FEEDBACK: The triangle is at the bottom of the square. {bk07-l2b-f4-03-fb.mp3}

PROMPT: The square is at the bottom of the triangle. {page_045_004.jpg|Four triangles and squares labeled a, b, c, d containing small shapes inside} {bk07-l2b-f4-04.mp3}
ANSWER: c
FEEDBACK: The square is at the bottom of the triangle. {bk07-l2b-f4-04-fb.mp3}

PROMPT: The square is in the center of the circle. {page_045_005.jpg|Four circles and squares labeled a, b, c, d containing shapes inside or on edges} {bk07-l2b-f4-05.mp3}
ANSWER: d
FEEDBACK: The square is in the center of the circle. {bk07-l2b-f4-05-fb.mp3}

PROMPT: The circle is in the center of the square. {page_046_001.jpg|Four squares labeled a, b, c, d containing shapes inside} {bk07-l2b-f4-06.mp3}
ANSWER: c
FEEDBACK: The circle is in the center of the square. {bk07-l2b-f4-06-fb.mp3}

PROMPT: The triangle is at the top of the square. {page_046_002.jpg|Four squares labeled a, b, c, d containing small triangles in different positions inside} {bk07-l2b-f4-07.mp3}
ANSWER: a
FEEDBACK: The triangle is at the top of the square. {bk07-l2b-f4-07-fb.mp3}

PROMPT: The large circle is at the bottom of the square. {page_046_003.jpg|Four squares labeled a, b, c, d containing pairs of small circles in different arrangements} {bk07-l2b-f4-08.mp3}
ANSWER: b
FEEDBACK: The large circle is at the bottom of the square. {bk07-l2b-f4-08-fb.mp3}

PROMPT: The small triangle is at the top of the square. {page_046_004.jpg|Four squares labeled a, b, c, d containing pairs of small triangles in different arrangements} {bk07-l2b-f4-09.mp3}
ANSWER: a
FEEDBACK: The small triangle is at the top of the square. {bk07-l2b-f4-09-fb.mp3}

PROMPT: The rectangle is in the center of the square. {page_046_005.jpg|Four squares labeled a, b, c, d containing rectangles in different positions} {bk07-l2b-f4-10.mp3}
ANSWER: c
FEEDBACK: The rectangle is in the center of the square. {bk07-l2b-f4-10-fb.mp3}

# Source: LLA 2B Figure 5
$DIALOGUE Math Words
ID: 7-2b-f5
INTRO: Add, subtract, multiply, divide — the words that make numbers do things. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: to add
LINE: I can add numbers. {bk07-l2b-f5-01.mp3}
NOTES: 3 + 3 = 6

VOCAB: to divide
LINE: Can you divide six by two? {bk07-l2b-f5-02.mp3}
NOTES: 6 ÷ 2 = 3

VOCAB: to equal
LINE: Two and two equals four. {bk07-l2b-f5-03.mp3}
NOTES: 2 + 2 = 4

VOCAB: to multiply
LINE: We learned to multiply in class today. {bk07-l2b-f5-04.mp3}
NOTES: 3 × 3 = 9

VOCAB: to subtract
LINE: I must learn to subtract. {bk07-l2b-f5-05.mp3}
NOTES: 10 - 9 = 1

VOCAB: to understand
LINE: Do you understand this math? {page_047_001.jpg|A man standing at a chalkboard with algebra equations, explaining to a woman who looks confused} {bk07-l2b-f5-06.mp3}

VOCAB: minus
LINE: Eight minus four equals four. {bk07-l2b-f5-07.mp3}
NOTES: 8 - 4 = 4

VOCAB: plus
LINE: One plus one equals two. {bk07-l2b-f5-08.mp3}
NOTES: 1 + 1 = 2

VOCAB: times
LINE: Two times five equals ten. {bk07-l2b-f5-09.mp3}
NOTES: 2 × 5 = 10

VOCAB: problem
LINE: This is a hard math problem. {bk07-l2b-f5-10.mp3}

LINE: Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg|A man giving a whole apple to Ronnie, while another man holds only half an apple} {bk07-l2b-f5-11.mp3}

# Source: ST §Problems in Math (distinct items only; the rest duplicated LLA 2B Figure 5)
$DIALOGUE More Math Words
ID: l2-s15
INTRO: A few more ways Americans say math out loud. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

VOCAB: and
VOCAB: from
LINE: Two and one equals three. Four from five equals one.

VOCAB: total
LINE: The total is eight. We added the numbers and got a total of eight.

VOCAB: multiplied by
LINE: Multiply these numbers. Five multiplied by five is twenty-five.

VOCAB: divided by
LINE: Six divided by two is three. How much is twenty-five divided by five?

# Source: LLA 2B Figure 6 (two duplicate distractor options repaired: "÷" restored)
$SELECT Hear the Problem, Find the Equation
ID: 7-2b-f6
INTRO: Listen to the math problem and tap the equation that says the same thing.
INSTRUCTION: Tap the correct equation.

EXAMPLE
PROMPT: 4 times 2 {bk07-l2b-f6-ex.mp3}
OPTION: a | 4 - 2
OPTION: b | 4 + 2
OPTION: c | 4 × 2
OPTION: d | 4 ÷ 2
ANSWER: c
FEEDBACK: 4 times 2 {bk07-l2b-f6-01-fb.mp3}

PROMPT: 7 minus 3 {bk07-l2b-f6-02.mp3}
OPTION: a | 7 + 3
OPTION: b | 7 - 3
OPTION: c | 7 × 3
OPTION: d | 7 ÷ 3
ANSWER: b
FEEDBACK: 7 minus 3 {bk07-l2b-f6-02-fb.mp3}

PROMPT: 9 plus 8 {bk07-l2b-f6-03.mp3}
OPTION: a | 9 + 8
OPTION: b | 9 × 8
OPTION: c | 9 - 8
OPTION: d | 9 ÷ 8
ANSWER: a
FEEDBACK: 9 plus 8 {bk07-l2b-f6-03-fb.mp3}

PROMPT: 10 divided by 5 {bk07-l2b-f6-04.mp3}
OPTION: a | 10 × 5
OPTION: b | 10 ÷ 5
OPTION: c | 10 + 5
OPTION: d | 10 - 5
ANSWER: b
FEEDBACK: 10 divided by 5 {bk07-l2b-f6-04-fb.mp3}

PROMPT: 22 minus 6 {bk07-l2b-f6-05.mp3}
OPTION: a | 32 - 6
OPTION: b | 22 - 7
OPTION: c | 6 - 22
OPTION: d | 22 - 6
ANSWER: d
FEEDBACK: 22 minus 6 {bk07-l2b-f6-05-fb.mp3}

PROMPT: 15 divided by 3 {bk07-l2b-f6-06.mp3}
OPTION: a | 15 ÷ 3
OPTION: b | 50 - 3
OPTION: c | 15 - 30
OPTION: d | 15 + 30
ANSWER: a
FEEDBACK: 15 divided by 3 {bk07-l2b-f6-06-fb.mp3}

PROMPT: 12 plus 4 {bk07-l2b-f6-07.mp3}
OPTION: a | 24 + 4
OPTION: b | 12 + 40
OPTION: c | 12 + 4
OPTION: d | 12 + 14
ANSWER: c
FEEDBACK: 12 plus 4 {bk07-l2b-f6-07-fb.mp3}

PROMPT: 8 times 3 {bk07-l2b-f6-08.mp3}
OPTION: a | 18 × 30
OPTION: b | 18 × 3
OPTION: c | 8 × 3
OPTION: d | 80 × 3
ANSWER: c
FEEDBACK: 8 times 3 {bk07-l2b-f6-08-fb.mp3}

# Source: LLA 2B Figure 7
$PRODUCE Do the Math
ID: 7-2b-f7
INPUT: type
CHECK: exact
REPEAT
INTRO: Now you do the arithmetic. Listen to the problem, type the answer, then repeat the full equation you hear back.
INSTRUCTION: Type the answer to the math problem.

PROMPT: 4 times 2 {bk07-l2b-f7-01.mp3}
RESPONSE: 4 times 2 equals 8. {bk07-l2b-f7-01-fb.mp3}
ACCEPT: 8 | eight

PROMPT: 7 minus 3 {bk07-l2b-f7-02.mp3}
RESPONSE: 7 minus 3 is 4. {bk07-l2b-f7-02-fb.mp3}
ACCEPT: 4 | four

PROMPT: 9 plus 8 {bk07-l2b-f7-03.mp3}
RESPONSE: 9 plus 8 equals 17. {bk07-l2b-f7-03-fb.mp3}
ACCEPT: 17 | seventeen

PROMPT: 10 divided by 5 {bk07-l2b-f7-04.mp3}
RESPONSE: 10 divided by 5 is 2. {bk07-l2b-f7-04-fb.mp3}
ACCEPT: 2 | two

PROMPT: 22 minus 6 {bk07-l2b-f7-05.mp3}
RESPONSE: 22 minus 6 equals 16. {bk07-l2b-f7-05-fb.mp3}
ACCEPT: 16 | sixteen

PROMPT: 15 divided by 3 {bk07-l2b-f7-06.mp3}
RESPONSE: 15 divided by 3 is 5. {bk07-l2b-f7-06-fb.mp3}
ACCEPT: 5 | five

PROMPT: 12 plus 4 {bk07-l2b-f7-07.mp3}
RESPONSE: 12 plus 4 equals 16. {bk07-l2b-f7-07-fb.mp3}
ACCEPT: 16 | sixteen

PROMPT: 8 times 3 {bk07-l2b-f7-08.mp3}
RESPONSE: 8 times 3 is 24. {bk07-l2b-f7-08-fb.mp3}
ACCEPT: 24 | twenty-four | twenty four

# SKIPPED (book): ST Listening Skill "DRAW THESE SHAPES." (p. 65) — instructor-read drawing task with no recorded audio or printed stimulus sentences.

$SESSION 2-4: Math Problems, Prices, and Numbers

# Source: ST §Explain the Problem to Me
$DIALOGUE Explain the Problem to Me
ID: l2-s5
INTRO: In this part you'll talk about math problems, mistakes, and prices. First, the words for when things go wrong — and how to fix them. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Here is a math problem. What is the answer?
LINE: Each apple costs 20 cents. What do three apples cost?

LINE: I understand the problem. I can work the problem.

VOCAB: to count
LINE: Count the apples again. There are 12 apples in the box, not 11.

VOCAB: error
VOCAB: to make a mistake
LINE: Your answer is correct. You didn't make an error. You didn't make a mistake.

VOCAB: to explain
LINE: Who can explain the problem? Who can talk about it?

# Source: ST §I Don't Understand This Problem
$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg|A young man writing in an open workbook with a pencil while a young woman points to it and explains}
ID: l2-s6
INTRO: Mark did nine problems out of ten — and number ten is winning. Listen to Linda help him, and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Linda: Did you do the homework last night?
Mark: I did nine of the problems, but I didn't understand number ten.

Linda: But Mrs. Murphy explained each problem in class yesterday.

VOCAB: explanation
Mark: I know, but her explanation of number ten wasn't clear.
Linda: I think I see your error. You counted 121 boxes, but there are only 120.
Mark: Where?
Linda: Here.
Mark: Now, I understand. Thanks.
Linda: You're welcome.

# Source: ST §Questions on the Dialog
$PRODUCE Questions About Linda and Mark
ID: l2-s7
REFERENCE: l2-s6
INTRO: Six questions about Linda and Mark. Type your answers in complete sentences — the dialog is one tap away if you need it.
INSTRUCTION: Type a complete-sentence answer.
INPUT: type
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any complete-sentence phrasing of the same fact.

PROMPT: Why didn't Mark do all of his homework?
RESPONSE: He didn't understand number ten.

PROMPT: Did Mrs. Murphy explain the homework?
RESPONSE: Yes, she did.

PROMPT: Did Mark understand Mrs. Murphy's explanation?
RESPONSE: No, he didn't.

PROMPT: How many problems did Mark finish?
RESPONSE: He finished nine problems.

PROMPT: Which problem did Linda explain to Mark?
RESPONSE: She explained problem number ten.

PROMPT: What was Mark's mistake?
RESPONSE: He counted 121 boxes instead of 120.

# Source: ST §Linda Understood the Homework
$PRODUCE Fill In the Missing Word
ID: l2-s8
INTRO: Same words, your turn to use them. Type the missing word in each sentence.
INSTRUCTION: Type the correct word.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: How many ____{problems} are there on the test?
RESPONSE: How many problems are there on the test?

TEMPLATE: Linda ____{explained} the homework to Mark.
RESPONSE: Linda explained the homework to Mark.

TEMPLATE: Walter wrote ____{each} answer correctly on his test paper.
RESPONSE: Walter wrote each answer correctly on his test paper.

TEMPLATE: Did you ____{understand} his explanation?
RESPONSE: Did you understand his explanation?

TEMPLATE: You made a(n) ____{error|mistake} on number eight. That's the wrong answer.
RESPONSE: You made an error on number eight. That's the wrong answer.

TEMPLATE: The math problems are not alike. ____{Each} one is different.
RESPONSE: The math problems are not alike. Each one is different.

TEMPLATE: Linda ____{understood|explained} the homework, but Mark didn't understand it.
RESPONSE: Linda understood the homework, but Mark didn't understand it.

TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
RESPONSE: The teacher gave the students 25 problems for homework.

TEMPLATE: I don't understand number six. Will you please ____{explain} it again?
RESPONSE: I don't understand number six. Will you please explain it again?

TEMPLATE: How many students did you ____{count} in Mrs. Green's class? There were 12 students in her class.
RESPONSE: How many students did you count in Mrs. Green's class? There were 12 students in her class.

TEMPLATE: Did you understand Mrs. Murphy's ____{explanation} of problem three?
RESPONSE: Did you understand Mrs. Murphy's explanation of problem three?

# Source: LLA 2C Figure 3
$DIALOGUE Chris and Chuck's Math Problem
ID: 7-2c-f3
INTRO: Chris made a mistake on problem four — Chuck spots it in seconds. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Chris: I think I made a mistake on one of my math problems. {bk07-l2c-f3-01.mp3}
LINE: Will you help me with it? {bk07-l2c-f3-02.mp3}
Chuck: Yes, I'll help you. Which problem is it? {bk07-l2c-f3-03.mp3}
Chris: It's number 4. It's very hard. {bk07-l2c-f3-04.mp3}
Chuck: Oh, I see your mistake. {bk07-l2c-f3-05.mp3}
LINE: You needed to multiply, but you added. {bk07-l2c-f3-06.mp3}
Chris: I understand now. Thanks a lot. {bk07-l2c-f3-07.mp3}
Chuck: You're welcome. See you later. {bk07-l2c-f3-08.mp3}

# Source: LLA 2D Figure 1
$DIALOGUE Price, Than, More
ID: 7-2d-f1
INTRO: Three little words you'll need for shopping. Look at the pictures and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: price
LINE: What's the price of these apples? {page_057_001.jpg|A woman pointing at apples stacked behind a counter to a male clerk} {bk07-l2d-f1-01.mp3}

VOCAB: than
LINE: One pencil is longer than the other pencil. {page_057_002.jpg|Two pencils placed side by side horizontally, top one longer than bottom one} {bk07-l2d-f1-02.mp3}

VOCAB: more
LINE: I'd like more coffee, please. {page_057_003.jpg|A woman sitting at a table with a coffee cup, requesting more coffee} {bk07-l2d-f1-03.mp3}

# Source: ST §That's a Good Price
$DIALOGUE That's a Good Price
ID: l2-s16
INTRO: How to ask what things cost — and how the answers sound. Listen and repeat.
INSTRUCTION: Listen and repeat the words and sentences.
REPEAT

VOCAB: to cost
LINE: The price of each apple is 20 cents. Each apple costs 20 cents.
LINE: What's the price of bananas? Bananas are 35 cents a pound today.
LINE: How much do oranges cost? The price of oranges is three pounds for a dollar.

# Source: ST §I Need More Apples
$DIALOGUE I Need More Apples {st-page_063_001.jpg|A grocer behind a fruit counter handing a bag of apples to a young boy. Boxes of fruit are labeled: BANANAS 35¢ lb, APPLES 20¢ ea, ORANGES 3 lbs $1}
ID: l2-s17
INTRO: A boy, four apples, and 80 cents — but only three quarters in his pocket. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Boy: Please, sir, I need more apples.
Grocer: Okay, son. How many do you need?
Boy: I think about four more apples. Here are three quarters.

VOCAB: some more
Grocer: Four apples are 80 cents. Do you have some more money?
Boy: Yeah. Here's a nickel.
NOTES: yeah = yes
Grocer: Thank you.

# Source: LLA 2D Figure 3
$DIALOGUE Two Short Dialogs: A Price and a Problem
ID: 7-2d-f3
INTRO: Two quick scenes — a shirt with a price tag, and a math problem going wrong in every direction. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Customer: Can you tell me the price of this shirt? {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-01.mp3}
Clerk: Yes. It's $14.00. {page_059_001.jpg|A customer buying a shirt from a female store clerk} {bk07-l2d-f3-02.mp3}

Student: I don't understand this problem. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-03.mp3}
Instructor: Here you must multiply, not divide. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-04.mp3}
LINE: And here you must add, not subtract. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-05.mp3}

# Source: ST §Let's Go into the Lab
$DIALOGUE Into, Divide, Half
ID: l2-s18
INTRO: One more small word — "into" — for walking, cutting cake, and, occasionally, bumping. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

VOCAB: into
LINE: The teacher is walking into the lab. {st-page_064_001.jpg|A woman walking through an open door into a room marked "LANGUAGE LAB"}

VOCAB: divide (into)
LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg|A woman standing at a table cutting a round cake with a knife}

LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg|Two young boys standing next to each other, each holding half of a divided apple}

LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg|A man rubbing his head in pain after bumping hard into a closed door, with a sound effect "BONK!"}

# Source: LLA 2D Figure 5 (part 1)
$DIALOGUE Shapes in Class
ID: 7-2d-f5-d1
INTRO: Two students compare notes about geometry class. Just listen.
INSTRUCTION: Listen to the dialogue.

Student1: Today we studied different shapes in class. {bk07-l2d-f5-01.mp3}
Student2: What shapes did you study? {bk07-l2d-f5-02.mp3}
Student1: We drew circles, triangles, squares, and rectangles. {bk07-l2d-f5-03.mp3}
Student2: We'll study shapes next week. {bk07-l2d-f5-04.mp3}
Student1: Well, I have to go. I have to do my homework. {bk07-l2d-f5-05.mp3}
Student2: I do too. See you tomorrow. {bk07-l2d-f5-06.mp3}

# Source: LLA 2D Figure 5 (part 2)
$PRODUCE How Many Shapes?
ID: 7-2d-f5-q1
REFERENCE: 7-2d-f5-d1
INPUT: type
CHECK: exact
INTRO: One question about what you just heard. Type the answer.
INSTRUCTION: Type the answer.

PROMPT: How many different shapes do they say in the dialogue? {bk07-l2d-f5-07.mp3}
RESPONSE: 4 shapes {bk07-l2d-f5-08.mp3}
ACCEPT: 4 | four | four shapes | 4 different shapes | four different shapes

# Source: LLA 2D Figure 5 (part 3)
$DIALOGUE Buying Apples
ID: 7-2d-f5-d2
INTRO: At the fruit stand: two prices, one decision. Just listen.
INSTRUCTION: Listen to the dialogue.

Customer: What is the price of these apples? {bk07-l2d-f5-09.mp3}
Clerk: Those are 49 cents a pound. {bk07-l2d-f5-10.mp3}
Customer: How much are these larger ones? {bk07-l2d-f5-11.mp3}
Clerk: They're 79 cents a pound. {bk07-l2d-f5-12.mp3}
Customer: They cost more money, but they look good. Let's buy a pound of the larger ones. {bk07-l2d-f5-13.mp3}

# Source: LLA 2D Figure 5 (part 4)
$PRODUCE Which Apples?
ID: 7-2d-f5-q2
REFERENCE: 7-2d-f5-d2
INPUT: type
CHECK: exact
INTRO: One question about the apples. Type the answer.
INSTRUCTION: Type the answer.

PROMPT: Which apples did they buy? {bk07-l2d-f5-14.mp3}
RESPONSE: They bought the larger apples. {bk07-l2d-f5-15.mp3}
ACCEPT: the larger ones | the larger apples | larger ones | larger apples | the large ones | large ones | the bigger ones | bigger ones | they bought the larger ones | they bought the larger apples

# Source: LLA 2C Figure 5 (part 1)
$DIALOGUE Captain Jackson's Shopping
ID: 7-2c-f5-d1
INTRO: Captain Jackson has a long shopping list. Listen closely — the numbers matter in a moment.
INSTRUCTION: Listen to the paragraph.

LINE: Captain Jackson is going to the commissary today. {bk07-l2c-f5-01.mp3}
LINE: He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-02.mp3}

# Source: LLA 2C Figure 5 (part 1, questions)
$PRODUCE Captain Jackson's Numbers
ID: 7-2c-f5-p1
INPUT: type
CHECK: exact
REFERENCE: 7-2c-f5-d1
INTRO: How much of everything? Type each number — replay the paragraph if the beans and tomatoes blur together.
INSTRUCTION: Type each number as digits or words.

TEMPLATE: 1. Cans of beans: ____
RESPONSE: 4
ACCEPT: four

TEMPLATE: 2. Pounds of potatoes: ____
RESPONSE: 5
ACCEPT: five

TEMPLATE: 3. Chickens: ____
RESPONSE: 3
ACCEPT: three

TEMPLATE: 4. Gallons of milk: ____
RESPONSE: 2
ACCEPT: two

TEMPLATE: 5. Pounds of tomatoes: ____
RESPONSE: 4
ACCEPT: four

TEMPLATE: 6. Big boxes of rice: ____
RESPONSE: 1
ACCEPT: one

# Source: LLA 2C Figure 5 (part 2)
$DIALOGUE Mike's Test Scores
ID: 7-2c-f5-d2
INTRO: Now Mike and his five tests — highs, lows, and a big goal. Listen for the numbers.
INSTRUCTION: Listen to the paragraph.

LINE: Mike had 5 tests last month. {bk07-l2c-f5-03.mp3}
LINE: He made the highest score on test number 1. His score was 96. {bk07-l2c-f5-04.mp3}
LINE: His lowest score was on test number 4. He made a 74. {bk07-l2c-f5-05.mp3}
LINE: His other scores were 82, 77, and 90. {bk07-l2c-f5-06.mp3}
LINE: This month he will have 6 tests. He wants a score of 100 this month. {bk07-l2c-f5-07.mp3}

# Source: LLA 2C Figure 5 (part 2, questions)
$PRODUCE Mike's Numbers
ID: 7-2c-f5-p2
INPUT: type
CHECK: exact
REFERENCE: 7-2c-f5-d2
INTRO: Type Mike's numbers, in order. The paragraph is there to replay if you need it.
INSTRUCTION: Type each number as digits or words.

TEMPLATE: 7. Tests last month: ____
RESPONSE: 5
ACCEPT: five

TEMPLATE: 8. Highest score test number: ____
RESPONSE: 1
ACCEPT: one

TEMPLATE: 9. Highest score: ____
RESPONSE: 96
ACCEPT: ninety-six | ninety six

TEMPLATE: 10. Lowest score test number: ____
RESPONSE: 4
ACCEPT: four

TEMPLATE: 11. Lowest score: ____
RESPONSE: 74
ACCEPT: seventy-four | seventy four

TEMPLATE: 12. First other score: ____
RESPONSE: 82
ACCEPT: eighty-two | eighty two

TEMPLATE: 13. Second other score: ____
RESPONSE: 77
ACCEPT: seventy-seven | seventy seven

TEMPLATE: 14. Third other score: ____
RESPONSE: 90
ACCEPT: ninety

TEMPLATE: 15. Tests this month: ____
RESPONSE: 6
ACCEPT: six

TEMPLATE: 16. Target score this month: ____
RESPONSE: 100
ACCEPT: one hundred | a hundred

# Source: LLA 2C Figure 6 (part 1)
$DIALOGUE Connecting Points
ID: 7-2c-f6-directions
INTRO: Close your eyes and draw in your head: lines from point to point, making shapes. Just listen.
INSTRUCTION: Listen to the directions.

LINE: Draw a line from point A to point B. Draw a line from point B to point C. {bk07-l2c-f6-01.mp3}
LINE: Draw a line from point C to point D. Draw a line from point D to point A. {bk07-l2c-f6-02.mp3}
LINE: Draw a line from point E to point F. Draw a line from point F to point G. Draw a line from point G to point E. {bk07-l2c-f6-03.mp3}
LINE: Draw a line from point H to point I. Draw a line from point I to point J. {bk07-l2c-f6-04.mp3}
LINE: Draw a line from point J to point K. Draw a line from point K to point H. {bk07-l2c-f6-05.mp3}

# Source: LLA 2C Figure 6 (part 2)
$PRODUCE Name the Shapes
ID: 7-2c-f6
INPUT: type
CHECK: exact
REFERENCE: 7-2c-f6-directions
INTRO: What did those lines make? Type the name of each shape — replay the directions if you lost count of the points.
INSTRUCTION: Type the name of the shape.

TEMPLATE: 1. Shape ABCD is a ____.
PROMPT: Shape ABCD is a square. {bk07-l2c-f6-06.mp3}
RESPONSE: square {bk07-l2c-f6-06-b.mp3}
ACCEPT: a square

TEMPLATE: 2. Shape EFG is a ____.
PROMPT: Shape EFG is a triangle. {bk07-l2c-f6-07.mp3}
RESPONSE: triangle {bk07-l2c-f6-07-b.mp3}
ACCEPT: a triangle

TEMPLATE: 3. Shape HIJK is a ____.
PROMPT: Shape HIJK is a rectangle. {bk07-l2c-f6-08.mp3}
RESPONSE: rectangle {bk07-l2c-f6-08-b.mp3}
ACCEPT: a rectangle

# SKIPPED (tape): LLA 2C Figure 7 — physical freehand drawing instructions without text assessment

$SESSION 2-5: "Both" and "the Other"

# Source: LLA 2A Figure 6
$DIALOGUE Both, Please
ID: 7-2a-f6
INTRO: This part is about two handy little words: "both" — the two together — and "the other" — the second one. Listen to the mini-dialogues and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Audrey: Do you want cream and sugar? {bk07-l2a-f6-01.mp3}
VOCAB: both
Arthur: Yes. I'd like both, please. {bk07-l2a-f6-02.mp3}

Basil: This is my car. {bk07-l2a-f6-03.mp3}
VOCAB: other
Betty: Then whose car is the other? {bk07-l2a-f6-04.mp3}
Basil: It's my brother's. {bk07-l2a-f6-05.mp3}

Craig: Do you like chocolate or vanilla ice cream? {bk07-l2a-f6-06.mp3}
Cathy: I like both. {bk07-l2a-f6-07.mp3}
Craig: I do too. {bk07-l2a-f6-08.mp3}

Dora: That's my sister's book. {bk07-l2a-f6-09.mp3}
Doug: Oh. Then the other is my book. {bk07-l2a-f6-10.mp3}

Efran: I study mathematics and language in school. {bk07-l2a-f6-11.mp3}
Edith: I study both too. {bk07-l2a-f6-12.mp3}

Fred: Do you know whose pens these are? {bk07-l2a-f6-13.mp3}
Fran: One is my pen, but I don't know about the other. {bk07-l2a-f6-14.mp3}

# Source: new (gap: "both" / "the other" are drilled on the tape and in the book but never explained)
$GRAMMAR "Both" and "the Other"
ID: 7-2a-f6-g
INTRO: The rule of two, in two cards.

CARD: **Both** means the two together — this one AND that one.
{I like both.}
{Both books are small.}

CARD: When you talk about two things, the second one is **the other**.
{One is my pen, but I don't know about the other.}
{This pencil is Tom's. The other is Bob's pencil.}

SUMMARY:
| Word | Meaning | Example |
|---|---|---|
| both | the two together | Both are new. |
| the other | the second of two | One glove is wet, but the other's okay. |

# Source: LLA 2A Figure 6
$PRODUCE Questions: Both or the Other?
ID: 7-2a-f6-b
REFERENCE: 7-2a-f6
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Answer each question about the mini-dialogues aloud — open them again if a detail escapes you. Then repeat the model answer.
INSTRUCTION: Answer the question aloud.

PROMPT: Does Arthur want cream and sugar? {bk07-l2a-f6-15-q.mp3}
RESPONSE: Yes, he'd like both. {bk07-l2a-f6-15-a.mp3}

PROMPT: Whose is the other car? {bk07-l2a-f6-16-q.mp3}
RESPONSE: It's Basil's brother's. {bk07-l2a-f6-16-a.mp3}

PROMPT: Does Cathy like chocolate or vanilla ice cream? {bk07-l2a-f6-17-q.mp3}
RESPONSE: She likes both. {bk07-l2a-f6-17-a.mp3}

PROMPT: Which book is Doug's? {bk07-l2a-f6-18-q.mp3}
RESPONSE: The other is his. {bk07-l2a-f6-18-a.mp3}

PROMPT: Ephraim studies both mathematics and language. What does Edith study? {bk07-l2a-f6-19-q.mp3}
RESPONSE: She studies both too. {bk07-l2a-f6-19-a.mp3}

PROMPT: Does Fran know whose pens these are? {bk07-l2a-f6-20-q.mp3}
RESPONSE: One is her pen, but she doesn't know about the other. {bk07-l2a-f6-20-a.mp3}

# Source: ST §Both Are Small
$DIALOGUE Both Are Small
ID: l2-s31
INTRO: Ten sentences showing "both" at work. Just read and listen.
INSTRUCTION: Read the sentences and notice how "both" is used.

LINE: This book is small. The other book is also small. Both books are small. Both are small.
LINE: Tom speaks Spanish and English. Marie speaks English and Arabic. Both speak two languages.
LINE: Did you take my book and his book? Yes, I took both of them.
LINE: My car is new. Your car is also new. Both are new.
LINE: I read two books. I liked both of them.
LINE: Do you want milk or coffee? I'll have both, please.
LINE: Do you speak French or English? I speak both.
LINE: Do you want chicken or fish? I don't know. I like both.
LINE: Is your mother or dad there? No, both are out.
LINE: Jean wants a hamburger, and Phil wants one, too. Both want a hamburger.

# Source: ST §One Twin Is a Boy; the Other Is a Girl
$DIALOGUE One Is a Boy; the Other Is a Girl
ID: l2-s32
INTRO: Now "the other" — one thing, then the second one. Read and listen.
INSTRUCTION: Read the sentences and notice how "other" is used.

LINE: One student is from Europe. The other is from Africa.
LINE: This pencil is Tom's. The other is Bob's pencil.
LINE: I'll eat the big piece of cake. You can have the other.
LINE: One glove is wet, but the other's okay.
LINE: There's only one shoe here. Where's the other?
LINE: Mary has two sons. One's a student and the other's in the military.
LINE: One class is studying math. The other is studying English.
LINE: We took a two-week vacation. We stayed in Florida for one week and in Georgia the other.

# Source: ST §Use Both
$PRODUCE Answer with "Both"
ID: l2-s33
INTRO: Why choose? Answer each either-or question with "both", aloud.
INSTRUCTION: Answer using "both".
INPUT: speak
CHECK: llm
RUBRIC: Accept any clear answer that correctly uses "both" to answer the question.

EXAMPLE
PROMPT: Do you need a blue shirt or a white one?
RESPONSE: I need both.

PROMPT: Do you want coffee or tea?
RESPONSE: I want both.

PROMPT: Did you invite Mark or Bill?
RESPONSE: I invited both of them.

PROMPT: Do you speak Spanish or French?
RESPONSE: I speak both.

PROMPT: Are you studying math or English?
RESPONSE: I'm studying both.

# Source: ST §This Car Belongs to Me; the Other Belongs to My Father
$PRODUCE Finish with "the Other"
ID: l2-s34
INTRO: Finish each sentence's second half with "the other" and the cue in parentheses.
INSTRUCTION: Complete the sentence using "the other".
INPUT: type
CHECK: llm
RUBRIC: Accept any sentence correctly completing the contrast using "the other" and the cue word(s).

TEMPLATE: This box of candy is for me; ... (the teacher)
RESPONSE: the other is for the teacher.

TEMPLATE: One woman is my mother; ... (my sister)
RESPONSE: the other is my sister.

TEMPLATE: One building is the commissary; ... (the dispensary)
RESPONSE: the other is the dispensary.

TEMPLATE: One coat is for me; ... (my father)
RESPONSE: the other is for my father.

TEMPLATE: This blouse is green; ... (blue)
RESPONSE: the other is blue.

TEMPLATE: One desk is light; ... (heavy)
RESPONSE: the other is heavy.

TEMPLATE: That's a baseball; ... (basketball)
RESPONSE: the other is a basketball.

TEMPLATE: This car belongs to me; ... (my friend)
RESPONSE: the other belongs to my friend.

TEMPLATE: This problem is easy; ... (hard)
RESPONSE: the other is hard.

TEMPLATE: One cup is coffee; ... (tea)
RESPONSE: the other is tea.

# SKIPPED (book): ST Reading Skill "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." (p. 72) — physical actions and page drawing tasks (drawing shapes on inside back cover / touching toes).

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 1
ID: l2-s13-r-p1
READING
INTRO: Small words like "one", "there", and "both" point back at something. Read each short paragraph, then decide what the highlighted words point to.

CARD: **Example.** I visited **England and France** last year. My mother and father went with me. We liked both countries. This was our first trip to England. We stayed there for two weeks. Next year we may go to China.

Both countries = **England and France**.

CARD: **Paragraph 1.** I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy **a new one**.

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 1
ID: l2-s13-p1
REFERENCE: l2-s13-r-p1
INTRO: So — a new what?
INSTRUCTION: Tap the correct meaning.
OPTION: a | a school
OPTION: b | a storm
OPTION: c | a clock

TEMPLATE: A new one =
ANSWER: c

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 2
ID: l2-s13-r-p2
READING

CARD: **Paragraph 2.** I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's **his home**.

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 2
ID: l2-s13-p2
REFERENCE: l2-s13-r-p2
INTRO: Whose home — and where?
INSTRUCTION: Tap the correct meaning.
OPTION: a | the United States
OPTION: b | Mr. Jones
OPTION: c | a good teacher

TEMPLATE: His home =
ANSWER: a

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 3
ID: l2-s13-r-p3
READING

CARD: **Paragraph 3.** Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like **these changes**.

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 3
ID: l2-s13-p3
REFERENCE: l2-s13-r-p3
INTRO: Which changes are we complaining about?
INSTRUCTION: Tap the correct meaning.
OPTION: a | changes in the day
OPTION: b | changes in the weather
OPTION: c | changes in the clouds

TEMPLATE: These changes =
ANSWER: b

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 4
ID: l2-s13-r-p4
READING

CARD: **Paragraph 4.** Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's **his job**!

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 4
ID: l2-s13-p4
REFERENCE: l2-s13-r-p4
INTRO: What exactly is Bob's job?
INSTRUCTION: Tap the correct meaning.
OPTION: a | to be a mechanic
OPTION: b | to be a truck driver
OPTION: c | to be a worker

TEMPLATE: His job =
ANSWER: a

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 5
ID: l2-s13-r-p5
READING

CARD: **Paragraph 5.** There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go **inside**.

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 5
ID: l2-s13-p5
REFERENCE: l2-s13-r-p5
INTRO: Inside what, exactly?
INSTRUCTION: Tap the correct meaning.
OPTION: a | customers
OPTION: b | a window
OPTION: c | the bank

TEMPLATE: Inside =
ANSWER: c

# Source: ST §Reading: Pronoun Referents
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 6
ID: l2-s13-r-p6
READING

CARD: **Paragraph 6.** I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see **both** very well. I take people with me. They like to look out of the windows of my airplane.

# Source: ST §Reading: Pronoun Referents
$SELECT Select the Referent — Paragraph 6
ID: l2-s13-p6
REFERENCE: l2-s13-r-p6
INTRO: "Both" — but both of what? This is the word you've been practicing.
INSTRUCTION: Tap the correct meaning.
OPTION: a | my job is hard and a small plane
OPTION: b | the people and the windows in my plane
OPTION: c | the city and the land around the city

TEMPLATE: Both =
ANSWER: c

# Source: ST §Which Words Are the Same?
$PRODUCE Which Words Are the Same?
ID: l2-s14
INTRO: Same skill, no answer choices this time. Read each little text and type the word or words the highlighted phrase points to.
INSTRUCTION: Type the word or words the highlighted phrase refers to.
INPUT: type
CHECK: exact

TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
TEMPLATE: There = ____{Europe|military bases in Europe}
RESPONSE: There = Europe

TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have *a red one*. Would you like to see one in a different color?" "No, thank you," Joan said.
TEMPLATE: A red one = ____{a red hat}
RESPONSE: A red one = a red hat

TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
TEMPLATE: This office = ____{an office|the office|a travel agent's office|travel agent's office}
RESPONSE: This office = an office

TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
TEMPLATE: These vegetables = ____{tomatoes and onions}
RESPONSE: These vegetables = tomatoes and onions

TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
TEMPLATE: Good score = ____{100}
RESPONSE: Good score = 100

TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
TEMPLATE: The money = ____{fifty dollars}
RESPONSE: The money = fifty dollars

$SESSION 2-6: "Some" and "Any"

# Source: ST §Do You Want Some?
$DIALOGUE Do You Want Some?
ID: l2-s27
INTRO: This part is about "some" and "any". First, ten tiny conversations where people offer, need, and take "some". Just read and listen.
INSTRUCTION: Read the dialogs.

Frank: I made some coffee. Do you want some?
Betty: Sure. I'll take a cup.

Isabel: Ralph gave me a box of candy. Would you like some?
Carmen: No, thanks. I'm not hungry now.

Bob: I need some black shoes. Can you show me some?
Clerk: Yes, sir, I'll bring some.

Alice: Is there more orange juice?
Peter: Yes, there's some on the table.

Henry: Did you see any mountains on your trip?
Billie: Yes, I saw some in New Mexico.

Sgt_Smith: Do you need some film for your camera?
Sgt_White: No, I have some. I bought film yesterday.

Lt_Lee: Would you like sugar in your tea?
Ms_Jan: Yes, I would like some, please.

Warren: How was the test? Were the problems hard?
Jack: Yes, some of them were.

Juanita: Where can I get traveler's checks?
Wendell: You can get some at the bank.

Cpt_Ross: I wrote three letters this afternoon.
Lt_Dunn: I'll write some, too. We can mail them together.

# Source: ST §Do You Have Any?
$DIALOGUE Do You Have Any?
ID: l2-s28
INTRO: Now the other side: ten conversations where there ISN'T any. Read and listen.
INSTRUCTION: Read the dialogs.

Lucy: I need some paper. Do you have any?
Nikki: Sure. Here's some.

Peter: Have some coffee.
Lydia: No, thanks. I never drink any at night.

Ann: Is she taking anything for her sore back?
Bob: No, she doesn't like medicine. She never takes any.

Alma: The sergeant has three stripes.
Ruth: The airman doesn't have any.

Paul: Did you make any mistakes on the test?
Marcie: No, not any. I made 100.

Marvin: How many women are there in the class?
Steve: There aren't any. The students are all men.

Sgt_Oaks: Do you want some help?
Pvt_Gunn: No thanks, I don't need any.

Mr_Shell: Did you buy stamps yesterday?
Mr_Castro: No, I didn't get any.

George: How many children does he have?
Grant: He doesn't have any.

Sue: I made a salad. Do you want any?
Les: Yes, give me some, please.

# Source: new (gap: "some"/"any" are drilled heavily but never explained)
$GRAMMAR "Some" or "Any"?
ID: l2-s27-g
INTRO: The short rule behind all those dialogs.

CARD: Use **some** when there IS an amount — in statements and in friendly offers.
{There's some on the table.}
{Do you want some coffee?}

CARD: Use **any** when there ISN'T — in negative sentences, and often in questions.
{I don't need any.}
{She never takes any medicine.}
{Did you make any mistakes on the test?}

SUMMARY:
| Word | Where it lives | Example |
|---|---|---|
| some | statements, offers | I made some coffee. Would you like some? |
| any | negatives, many questions | I didn't get any. Do you have any? |

# Source: LLA 2C Figure 1 (oral drill)
$PRODUCE Breakfast with "Some"
ID: 7-2c-f1-some
INTRO: Breakfast, eight ways. Answer each question aloud using the cue word and "some". Then repeat the model answer.
INSTRUCTION: Answer aloud with "some".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: eggs
PROMPT: What did you have for breakfast? {bk07-l2c-f1-11.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-12.mp3}

TEMPLATE: eggs
PROMPT: What did you have for breakfast? {bk07-l2c-f1-13.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-14.mp3}

TEMPLATE: milk
PROMPT: What did you have for breakfast? {bk07-l2c-f1-15.mp3}
RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-16.mp3}

TEMPLATE: orange juice
PROMPT: What did you have for breakfast? {bk07-l2c-f1-17.mp3}
RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-18.mp3}

TEMPLATE: tea
PROMPT: What did she have for breakfast? {bk07-l2c-f1-19.mp3}
RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-20.mp3}

TEMPLATE: coffee
PROMPT: What did he have for breakfast? {bk07-l2c-f1-21.mp3}
RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-22.mp3}

TEMPLATE: bread and butter
PROMPT: What did they eat for breakfast? {bk07-l2c-f1-23.mp3}
RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-24.mp3}

TEMPLATE: fruit
PROMPT: What do you want for breakfast? {bk07-l2c-f1-25.mp3}
RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-26.mp3}

# Source: LLA 2C Figure 1 (oral drill)
$PRODUCE The Wilsons Didn't Have Any
ID: 7-2c-f1-any
INTRO: The Wilson family's kitchen is remarkably empty this morning. Put each new food word into the negative sentence with "any", then repeat the model.
INSTRUCTION: Say the sentence with "any".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: eggs
PROMPT: The Wilson family didn't have any butter for breakfast today. {bk07-l2c-f1-27.mp3}
RESPONSE: The Wilson family didn't have any eggs for breakfast today. {bk07-l2c-f1-28.mp3}

TEMPLATE: rice
PROMPT: rice {bk07-l2c-f1-29.mp3}
RESPONSE: The Wilson family didn't have any rice for breakfast today. {bk07-l2c-f1-30.mp3}

TEMPLATE: tea
PROMPT: tea {bk07-l2c-f1-31.mp3}
RESPONSE: The Wilson family didn't have any tea for breakfast today. {bk07-l2c-f1-32.mp3}

TEMPLATE: bread
PROMPT: bread {bk07-l2c-f1-33.mp3}
RESPONSE: The Wilson family didn't have any bread for breakfast today. {bk07-l2c-f1-34.mp3}

TEMPLATE: coffee
PROMPT: coffee {bk07-l2c-f1-35.mp3}
RESPONSE: The Wilson family didn't have any coffee for breakfast today. {bk07-l2c-f1-36.mp3}

TEMPLATE: milk
PROMPT: milk {bk07-l2c-f1-37.mp3}
RESPONSE: The Wilson family didn't have any milk for breakfast today. {bk07-l2c-f1-38.mp3}

# Source: ST §I Need Some Stamps. Do You Have Any?
$PRODUCE Type "Some" or "Any"
ID: l2-s30
INTRO: Twelve sentences, one blank each. Type "some" or "any" — the sentence tells you which.
INSTRUCTION: Type "some" or "any".
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: I have ____{some} paper.
RESPONSE: I have some paper.

TEMPLATE: John doesn't have ____{any}.
RESPONSE: John doesn't have any.

TEMPLATE: We need ____{some} pictures.
RESPONSE: We need some pictures.

TEMPLATE: He has ____{some} oranges.
RESPONSE: He has some oranges.

TEMPLATE: She doesn't have ____{any} fruit.
RESPONSE: She doesn't have any fruit.

TEMPLATE: The boys need ____{some} shirts.
RESPONSE: The boys need some shirts.

TEMPLATE: They don't need ____{any} shoes.
RESPONSE: They don't need any shoes.

TEMPLATE: Linda bought ____{some} eggs.
RESPONSE: Linda bought some eggs.

TEMPLATE: She didn't buy ____{any} apples.
RESPONSE: She didn't buy any apples.

TEMPLATE: He wanted ____{some} vegetables.
RESPONSE: He wanted some vegetables.

TEMPLATE: She didn't have ____{any} quarters.
RESPONSE: She didn't have any quarters.

TEMPLATE: She gave him ____{some} dimes.
RESPONSE: She gave him some dimes.

# Source: LLA 2C Figure 2
$PRODUCE Listen: "Some" or "Any"?
ID: 7-2c-f2
INTRO: Now by ear. Listen to each sentence and type "some" or "any" in the blank, then repeat the full sentence.
INSTRUCTION: Type "some" or "any".
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT

EXAMPLE
TEMPLATE: I want ____{some} tea.
PROMPT: I want some tea. {bk07-l2c-f2-ex.mp3}
RESPONSE: I want some tea. {bk07-l2c-f2-ex.mp3}

TEMPLATE: I need ____{some} money.
PROMPT: I need some money. {bk07-l2c-f2-01.mp3}
RESPONSE: I need some money. {bk07-l2c-f2-01-fb.mp3}

TEMPLATE: I didn't buy ____{any} fruit.
PROMPT: I didn't buy any fruit. {bk07-l2c-f2-02.mp3}
RESPONSE: I didn't buy any fruit. {bk07-l2c-f2-02-fb.mp3}

TEMPLATE: Do you want ____{some} coffee?
PROMPT: Do you want some coffee? {bk07-l2c-f2-03.mp3}
RESPONSE: Do you want some coffee? {bk07-l2c-f2-03-fb.mp3}

TEMPLATE: He put ____{some} money on the table.
PROMPT: He put some money on the table. {bk07-l2c-f2-04.mp3}
RESPONSE: He put some money on the table. {bk07-l2c-f2-04-fb.mp3}

TEMPLATE: She doesn't have ____{any} friends here.
PROMPT: She doesn't have any friends here. {bk07-l2c-f2-05.mp3}
RESPONSE: She doesn't have any friends here. {bk07-l2c-f2-05-fb.mp3}

TEMPLATE: Did you put ____{some} shirts in the suitcase?
PROMPT: Did you put some shirts in the suitcase? {bk07-l2c-f2-06.mp3}
RESPONSE: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-fb.mp3}

TEMPLATE: I want ____{some} bread and butter.
PROMPT: I want some bread and butter. {bk07-l2c-f2-07.mp3}
RESPONSE: I want some bread and butter. {bk07-l2c-f2-07-fb.mp3}

TEMPLATE: She doesn't have ____{any} boys in her class.
PROMPT: She doesn't have any boys in her class. {bk07-l2c-f2-08.mp3}
RESPONSE: She doesn't have any boys in her class. {bk07-l2c-f2-08-fb.mp3}

TEMPLATE: He never takes ____{any} medicine.
PROMPT: He never takes any medicine. {bk07-l2c-f2-09.mp3}
RESPONSE: She never takes any medicine. {bk07-l2c-f2-09-fb.mp3}

TEMPLATE: He doesn't have ____{any} hair on his head.
PROMPT: He doesn't have any hair on his head. {bk07-l2c-f2-10.mp3}
RESPONSE: He doesn't have any hair on his head. {bk07-l2c-f2-10-fb.mp3}

# Source: ST §Answer with Some or Any
$PRODUCE Answer with "Some" or "Any"
ID: l2-s29
INTRO: Last pass: answer each question aloud — "some" when the answer is yes, "any" when it's no. The cue in parentheses tells you which.
INSTRUCTION: Answer using "some" for yes and "any" for no.
INPUT: speak
CHECK: llm
RUBRIC: Require "some" in affirmative responses and "any" in negative responses.

EXAMPLE
PROMPT: Does he have any sisters? (yes)
RESPONSE: Yes, I think he has some.

PROMPT: Would you like a cup of tea? (no)
RESPONSE: No, thanks. I don't want any.

PROMPT: Do you need any envelopes? (yes)
RESPONSE: Yes, I need some.

PROMPT: Does she have any children? (no)
RESPONSE: No, she doesn't have any.

PROMPT: Did you buy any stamps? (yes)
RESPONSE: Yes, I bought some.

PROMPT: Are there any mistakes on the test? (no)
RESPONSE: No, there aren't any.

# SKIPPED (book): ST "I NEED SOME CHANGE. DO YOU HAVE ANY?" (p. 69) — open classmate pair Q&A practice with no solo path.

$SESSION 2-7: Reading, Stress, and Punctuation

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 1
ID: l2-s9-r-p1
READING
INTRO: Last part: reading and listening skills. You'll read six short paragraphs, one at a time, and name each one's topic in a few words right after reading it.

CARD: **Paragraph 1.** This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 1
ID: l2-s9-p1
REFERENCE: l2-s9-r-p1
INTRO: In a few words: what is the paragraph about?
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic — for this paragraph "my math class", "math class", "math", "shapes", or "studying shapes and numbers" are all fine.

PROMPT: What is the topic?
RESPONSE: my math class

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 2
ID: l2-s9-r-p2
READING

CARD: **Paragraph 2.** Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 2
ID: l2-s9-p2
REFERENCE: l2-s9-r-p2
INTRO: Paragraph two — same job: name its topic.
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).

PROMPT: What is the topic?
RESPONSE: buying a money order

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 3
ID: l2-s9-r-p3
READING

CARD: **Paragraph 3.** This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 3
ID: l2-s9-p3
REFERENCE: l2-s9-r-p3
INTRO: What's this one about?
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).

PROMPT: What is the topic?
RESPONSE: Bob's trip to Los Angeles

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 4
ID: l2-s9-r-p4
READING

CARD: **Paragraph 4.** Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 4
ID: l2-s9-p4
REFERENCE: l2-s9-r-p4
INTRO: Halfway there. Name the topic.
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).

PROMPT: What is the topic?
RESPONSE: Joan's houses

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 5
ID: l2-s9-r-p5
READING

CARD: **Paragraph 5.** John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 5
ID: l2-s9-p5
REFERENCE: l2-s9-r-p5
INTRO: Poor John. What's the paragraph about?
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).

PROMPT: What is the topic?
RESPONSE: John's bad day

# Source: ST §Reading: Six Short Paragraphs
$GRAMMAR Reading: What's It About? — Paragraph 6
ID: l2-s9-r-p6
READING

CARD: **Paragraph 6.** I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.

# Source: ST §Reading: Six Short Paragraphs
$PRODUCE Write the Topic — Paragraph 6
ID: l2-s9-p6
REFERENCE: l2-s9-r-p6
INTRO: Last topic to name.
INSTRUCTION: Write the paragraph's topic in a few words. Reopen the paragraph any time.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).

PROMPT: What is the topic?
RESPONSE: doing homework

# Source: ST §Reading: Five Paragraphs
$GRAMMAR Reading: Find the Main Idea — Paragraph 1
ID: l2-s10-r-p1
READING
INTRO: Now a step up from topics: read each paragraph, then choose the sentence that states its main idea.

CARD: **Paragraph 1.** I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.

# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 1
ID: l2-s10-p1
REFERENCE: l2-s10-r-p1
INTRO: Which sentence covers the whole paragraph? Tap it.
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | I will buy film for my camera.
OPTION: b | My mother and father live in San Antonio.
OPTION: c | I'll take my vacation in San Antonio.

TEMPLATE: What is the main idea?
ANSWER: c

# Source: ST §Reading: Five Paragraphs
$GRAMMAR Reading: Find the Main Idea — Paragraph 2
ID: l2-s10-r-p2
READING

CARD: **Paragraph 2.** Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.

# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 2
ID: l2-s10-p2
REFERENCE: l2-s10-r-p2
INTRO: Careful — two options are true, but only one is the main idea.
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | The children are good students.
OPTION: b | Mrs. Truman has a good class.
OPTION: c | Elementary school children are good students.

TEMPLATE: What is the main idea?
ANSWER: b

# Source: ST §Reading: Five Paragraphs
$GRAMMAR Reading: Find the Main Idea — Paragraph 3
ID: l2-s10-r-p3
READING

CARD: **Paragraph 3.** Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.

# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 3
ID: l2-s10-p3
REFERENCE: l2-s10-r-p3
INTRO: What's the big picture about Mickey?
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | Mickey is a barber.
OPTION: b | Mickey cuts men's hair all day long.
OPTION: c | Mickey goes home and relaxes.

TEMPLATE: What is the main idea?
ANSWER: a

# Source: ST §Reading: Five Paragraphs
$GRAMMAR Reading: Find the Main Idea — Paragraph 4
ID: l2-s10-r-p4
READING

CARD: **Paragraph 4.** Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.

# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 4
ID: l2-s10-p4
REFERENCE: l2-s10-r-p4
INTRO: Fish, beef, prices — but what's the point of it all?
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | Dinner at the Big Onion costs $6.95.
OPTION: b | Sgt Connors likes beef a lot, but Sgt Miller likes fish.
OPTION: c | Many airmen think the Big Onion has delicious food.

TEMPLATE: What is the main idea?
ANSWER: c

# Source: ST §Reading: Five Paragraphs
$GRAMMAR Reading: Find the Main Idea — Paragraph 5
ID: l2-s10-r-p5
READING

CARD: **Paragraph 5.** Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.

# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 5
ID: l2-s10-p5
REFERENCE: l2-s10-r-p5
INTRO: Last one — what's the main idea of Tony's story?
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | Tony's store sells different kinds of clothes.
OPTION: b | Tony sells many shirts and dresses in the summer.
OPTION: c | In the winter, he sells a lot of coats, jackets, hats, and gloves.

TEMPLATE: What is the main idea?
ANSWER: a

# Source: LLA 2C Figure 4 (part 1)
$DIALOGUE Our New Teacher
ID: 7-2c-f4-story
INTRO: Now listening skills. Here's a short paragraph about Miss Evans, the new teacher. Just listen — you'll fill in her story next.
INSTRUCTION: Listen to the story.

LINE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-01.mp3}
LINE: She is tall and has black hair. {bk07-l2c-f4-02.mp3}
LINE: She is always smiling. {bk07-l2c-f4-03.mp3}
LINE: Miss Evans wears very nice clothes. {bk07-l2c-f4-04.mp3}
LINE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-05.mp3}
LINE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-06.mp3}

# Source: LLA 2C Figure 4 (part 2)
$PRODUCE Fill In Miss Evans's Story
ID: 7-2c-f4
INPUT: type
CHECK: exact
HIDE_PROMPT
REFERENCE: 7-2c-f4-story
INTRO: Listen to each sentence again and type the missing words. The full story is one tap away.
INSTRUCTION: Type the missing word(s).

TEMPLATE: Our new teacher, Miss Evans ____{looks} like my Aunt Sarah.
PROMPT: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}
RESPONSE: Our new teacher, Miss Evans, looks like my Aunt Sarah. {bk07-l2c-f4-07.mp3}

TEMPLATE: She ____{is} tall and has black hair.
PROMPT: She is tall and has black hair. {bk07-l2c-f4-08.mp3}
RESPONSE: She is tall and has black hair. {bk07-l2c-f4-08.mp3}

TEMPLATE: ____{She} is always smiling.
PROMPT: She is always smiling. {bk07-l2c-f4-09.mp3}
RESPONSE: She is always smiling. {bk07-l2c-f4-09.mp3}

TEMPLATE: Miss Evans ____{wears} very nice clothes.
PROMPT: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}
RESPONSE: Miss Evans wears very nice clothes. {bk07-l2c-f4-10.mp3}

TEMPLATE: I think ____{she} and Aunt Sarah buy their ____{clothes} at the same store.
PROMPT: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
RESPONSE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}

TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sarah?
PROMPT: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
RESPONSE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}

# Source: LLA 2D Figure 4
$SELECT The Strongest Word, Again
ID: 7-2d-f4
SHOW_PROMPT
INTRO: One more round of finding the strongest word — this time with the whole lesson's vocabulary in the sentences. Tap the word, then repeat the sentence.
INSTRUCTION: Tap the stressed word.
REPEAT

PROMPT: What is two times three? {bk07-l2d-f4-01.mp3}
OPTION: a | What
OPTION: b | two
OPTION: c | times
OPTION: d | three
ANSWER: d
FEEDBACK: What is two times three? {bk07-l2d-f4-01-fb.mp3}

PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02.mp3}
OPTION: a | bottom
OPTION: b | top
ANSWER: b
FEEDBACK: Is this the bottom or the top? {bk07-l2d-f4-02-fb.mp3}

PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03.mp3}
OPTION: a | only
OPTION: b | half
OPTION: c | glass
OPTION: d | milk
ANSWER: b
FEEDBACK: I want only half a glass of milk, please. {bk07-l2d-f4-03-fb.mp3}

PROMPT: This is easy. {bk07-l2d-f4-04.mp3}
OPTION: a | This
OPTION: b | easy
ANSWER: b
FEEDBACK: This is easy. {bk07-l2d-f4-04-fb.mp3}

PROMPT: These problems are hard. {bk07-l2d-f4-05.mp3}
OPTION: a | problems
OPTION: b | hard
ANSWER: b
FEEDBACK: These problems are very hard. {bk07-l2d-f4-05-fb.mp3}

PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06.mp3}
OPTION: a | want
OPTION: b | each
OPTION: c | repeat
OPTION: d | sentence
ANSWER: b
FEEDBACK: I want each of you to repeat this sentence. {bk07-l2d-f4-06-fb.mp3}

PROMPT: A bus is very heavy. {bk07-l2d-f4-07.mp3}
OPTION: a | bus
OPTION: b | very
OPTION: c | heavy
ANSWER: c
FEEDBACK: A bus is very heavy. {bk07-l2d-f4-07-fb.mp3}

PROMPT: The total price is $25.00. {bk07-l2d-f4-08.mp3}
OPTION: a | total
OPTION: b | price
OPTION: c | 25
ANSWER: a
FEEDBACK: The total price is $25. {bk07-l2d-f4-08-fb.mp3}

PROMPT: All of my students understand. {bk07-l2d-f4-09.mp3}
OPTION: a | All
OPTION: b | students
OPTION: c | understand
ANSWER: a
FEEDBACK: All of my students understand. {bk07-l2d-f4-09-fb.mp3}

PROMPT: Ten plus ten equals twenty. {bk07-l2d-f4-10.mp3}
OPTION: a | plus
OPTION: b | equals
OPTION: c | twenty
ANSWER: c
FEEDBACK: 10 plus 10 equals 20. {bk07-l2d-f4-10-fb.mp3}

# Source: LLA 2C Figure 8
$PRODUCE Fix the Capitals and Punctuation: At the Restaurant
ID: 7-2c-f8
INPUT: type
CHECK: exact
NORMALIZE: strict
HIDE_PROMPT
INTRO: You'll see sentences with no capital letters and no punctuation. Listen, then retype each one correctly — capitals and punctuation count this time.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.

TEMPLATE: do you always leave a tip for the waiter at a restaurant
PROMPT: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
RESPONSE: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}

TEMPLATE: last week my family and i went to a new restaurant
PROMPT: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
RESPONSE: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}

TEMPLATE: after dinner dad wrote a check
PROMPT: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
RESPONSE: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}

TEMPLATE: he didnt have any money for a tip
PROMPT: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
RESPONSE: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}

TEMPLATE: i gave him three dollars
PROMPT: I gave him $3. {bk07-l2c-f8-05.mp3}
RESPONSE: I gave him three dollars. {bk07-l2c-f8-05.mp3}
ACCEPT: I gave him $3.

TEMPLATE: he left it on the table for the waitress
PROMPT: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
RESPONSE: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}

# Source: LLA 2D Figure 6
$PRODUCE Fix the Capitals and Punctuation: Shopping
ID: 7-2d-f6
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
HIDE_PROMPT
INTRO: One last paragraph to repair, sentence by sentence — capitals and punctuation again. When you finish this one, the lesson is done. Nicely done getting here.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.

TEMPLATE: my two brothers and i went to a store last week
PROMPT: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
RESPONSE: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}

TEMPLATE: we wanted to shop
PROMPT: We wanted to shop. {bk07-l2d-f6-02.mp3}
RESPONSE: We wanted to shop. {bk07-l2d-f6-02.mp3}

TEMPLATE: one of my brothers bought a blue sweater
PROMPT: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
RESPONSE: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}

TEMPLATE: the other one bought a pair of pants and a pair of shoes
PROMPT: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
RESPONSE: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}

TEMPLATE: i didnt buy anything
PROMPT: I didn't buy anything. {bk07-l2d-f6-05.mp3}
RESPONSE: I didn't buy anything. {bk07-l2d-f6-05.mp3}

TEMPLATE: i didnt have any money
PROMPT: I didn't have any money. {bk07-l2d-f6-06.mp3}
RESPONSE: I didn't have any money. {bk07-l2d-f6-06.mp3}

TEMPLATE: i will have some money next week
PROMPT: I will have some money next week. {bk07-l2d-f6-07.mp3}
RESPONSE: I will have some money next week. {bk07-l2d-f6-07.mp3}

TEMPLATE: i want to go shopping again
PROMPT: I want to go shopping again. {bk07-l2d-f6-08.mp3}
RESPONSE: I want to go shopping again. {bk07-l2d-f6-08.mp3}