$MODULE Book 2 · Lesson 2: Whose Book Is This? {st-page_041_001.jpg|A teacher holding books and pointing at a female student's book, speech bubble asking "Whose book is this?"}
FORMAT: 2
DIOCO_DOC_ID: alc_book2_lesson2
DESCRIPTION: Big and small, numbers to 500,000, "where" questions, base facilities, in/at/on, possessive adjectives, and possessive names with 's. The final part is optional extra practice in reading printed words.
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: John | achird | Male student
VOICE: Jan | gacrux | Female student
VOICE: Tom | achird | Male student
VOICE: Linda | aoede | Female student
VOICE: Aldo | charon | Male student
VOICE: Mr_Smith | schedar | Male teacher
VOICE: Barbara | gacrux | Female speaker
VOICE: Laura | gacrux | Female speaker
VOICE: Man | schedar | Male speaker
VOICE: Sgt_Lopez | schedar | Male sergeant
VOICE: Speaker1 | achird | Male speaker
VOICE: Speaker2 | schedar | Male speaker
VOICE: Student1 | schedar | Male student
VOICE: Student2 | achird | Male student
VOICE: Betty | aoede | Female speaker
VOICE: Bob | iapetus | Male speaker
VOICE: Dave | achird | Male speaker

$SESSION 2-1: Big and Small, and Big Numbers

# Source: LLA 2A Figure 1
$DIALOGUE Big and Small
ID: 2a-f1
INTRO: In this lesson you'll learn to count into the thousands, say where people and things are, and tell whose things are whose. First, two useful little words: "big" and "small". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: small
LINE: This is a chair. The chair is small. It's small. {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-01.mp3}

VOCAB: big
LINE: This is a chair. The chair is big. It's big. {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-02.mp3}

LINE: This is a table. The table is small. It's small. {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-03.mp3}

LINE: This is a table. The table is big. It's big. {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-04.mp3}

LINE: These are windows. The windows are small. They're small. {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-05.mp3}

LINE: These are windows. The windows are big. They're big. {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-06.mp3}

# Source: LLA 2A Figure 1 (Part 2)
$PRODUCE Answer Yes: Big and Small
ID: 2a-f1-c
INPUT: speak
CHECK: reveal
INTRO: Time to answer. Look at each picture and answer the question aloud — in this round every answer is yes. Then repeat the correct answer.
INSTRUCTION: Answer aloud in a complete sentence.
REPEAT

PROMPT: Is this a chair? {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-13-q.mp3}
RESPONSE: Yes, it's a chair. {bk02-l2a-f1-13-a.mp3}

PROMPT: Is the chair small? {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-14-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-14-a.mp3}

PROMPT: Is this a chair? {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-15-q.mp3}
RESPONSE: Yes, it's a chair. {bk02-l2a-f1-15-a.mp3}

PROMPT: Is the chair big? {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-16-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-16-a.mp3}

PROMPT: Is this a table? {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-17-q.mp3}
RESPONSE: Yes, it's a table. {bk02-l2a-f1-17-a.mp3}

PROMPT: Is the table small? {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-18-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-18-a.mp3}

PROMPT: Is this a table? {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-19-q.mp3}
RESPONSE: Yes, it's a table. {bk02-l2a-f1-19-a.mp3}

PROMPT: Is the table big? {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-20-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-20-a.mp3}

PROMPT: Are these windows? {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-21-q.mp3}
RESPONSE: Yes, they're windows. {bk02-l2a-f1-21-a.mp3}

PROMPT: Are the windows small? {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-22-q.mp3}
RESPONSE: Yes, they're small. {bk02-l2a-f1-22-a.mp3}

PROMPT: Are these windows? {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-23-q.mp3}
RESPONSE: Yes, they're windows. {bk02-l2a-f1-23-a.mp3}

PROMPT: Are the windows big? {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-24-q.mp3}
RESPONSE: Yes, they're big. {bk02-l2a-f1-24-a.mp3}

# Source: LLA 2A Figure 1 (Part 3)
$DIALOGUE No, It Isn't
ID: 2a-f1-d
INTRO: Sometimes the answer is no. Listen to these questions and their negative answers, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is the chair big? No, it isn't big. {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-25.mp3}

LINE: Is the chair small? No, it isn't small. {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-26.mp3}

LINE: Is the table big? No, it isn't big. {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-27.mp3}

LINE: Is the table small? No, it isn't small. {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-28.mp3}

LINE: Are the windows big? No, they aren't big. {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-29.mp3}

LINE: Are the windows small? No, they aren't small. {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-30.mp3}

# Source: LLA 2A Figure 1 (Part 4)
$PRODUCE Is It Big or Small?
ID: 2a-f1-b
INPUT: speak
CHECK: reveal
INTRO: Now the mix — some answers are yes, some are no. The pictures know the truth. Answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
REPEAT

PROMPT: Is the chair big? {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-07-q.mp3}
RESPONSE: No, it isn't big. {bk02-l2a-f1-07-a.mp3}

PROMPT: Is the chair big? {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-08-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-08-a.mp3}

PROMPT: Is the table small? {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-09-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-09-a.mp3}

PROMPT: Is the table big? {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-10-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-10-a.mp3}

PROMPT: Are the windows big? {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-11-q.mp3}
RESPONSE: No, they aren't big. {bk02-l2a-f1-11-a.mp3}

PROMPT: Are the windows small? {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-12-q.mp3}
RESPONSE: No, they aren't small. {bk02-l2a-f1-12-a.mp3}

# Source: ST §Big and Small
$DIALOGUE A Big Book, a Small Book
ID: l2-s2
INTRO: "Big" and "small" can also come before the word they describe — a big book, a small table. Listen and repeat both ways of saying it.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: These letters are big. These are big letters. {st-page_046_001.jpg|Large uppercase letters ABCD}

LINE: These letters are small. These are small letters. {st-page_046_002.jpg|Small lowercase letters abcd}

LINE: This book is big. This is a big book. {st-page_046_003.jpg|A large open book}

LINE: This book is small. This is a small book. {st-page_046_004.jpg|A small open book}

LINE: This picture is big. This is a big picture. {st-page_046_005.jpg|A large framed picture hanging on a wall}

LINE: This picture is small. This is a small picture. {st-page_046_006.jpg|A small framed picture hanging on a wall}

LINE: The table is big. This is a big table. {st-page_046_007.jpg|A large dining table with a chair}

LINE: The table is small. This is a small table. {st-page_046_008.jpg|A small side table}

# Source: ST §Numbers 1,000 to 100,000 + §Numbers 101,000 to 500,000 (merged)
$GRAMMAR Numbers in the Thousands
ID: l2-s6
INTRO: Big numbers are easier than they look. Say the small number you already know, then add "thousand".

CARD: For thousands, say the number, then **thousand**.
{one thousand}
{nine thousand}
{twenty-one thousand}

CARD: Watch the "-teen" and "-ty" pairs — they sound close, but the endings are different.
{thirteen thousand}
{thirty thousand}

CARD: For very big numbers, say the hundreds first, then **thousand**.
{one hundred twenty-one thousand}
{two hundred fifty thousand}
{five hundred thousand}

SUMMARY:
| | | | |
|---|---|---|---|
| 1,000 | one thousand | 20,000 | twenty thousand |
| 2,000 | two thousand | 21,000 | twenty-one thousand |
| 3,000 | three thousand | 30,000 | thirty thousand |
| 4,000 | four thousand | 40,000 | forty thousand |
| 5,000 | five thousand | 50,000 | fifty thousand |
| 6,000 | six thousand | 60,000 | sixty thousand |
| 7,000 | seven thousand | 70,000 | seventy thousand |
| 8,000 | eight thousand | 80,000 | eighty thousand |
| 9,000 | nine thousand | 90,000 | ninety thousand |
| 10,000 | ten thousand | 91,000 | ninety-one thousand |
| 11,000 | eleven thousand | 100,000 | one hundred thousand |
| 12,000 | twelve thousand | 101,000 | one hundred one thousand |
| 13,000 | thirteen thousand | 110,000 | one hundred ten thousand |
| 14,000 | fourteen thousand | 121,000 | one hundred twenty-one thousand |
| 15,000 | fifteen thousand | 150,000 | one hundred fifty thousand |
| 16,000 | sixteen thousand | 200,000 | two hundred thousand |
| 17,000 | seventeen thousand | 250,000 | two hundred fifty thousand |
| 18,000 | eighteen thousand | 300,000 | three hundred thousand |
| 19,000 | nineteen thousand | 400,000 | four hundred thousand |
| | | 500,000 | five hundred thousand |

# Source: LLA 2A Figure 2
$DIALOGUE Counting by Thousands
ID: 2a-f2
INTRO: Now say them yourself — twenty-seven numbers, none of them small. Listen and repeat each one.
INSTRUCTION: Repeat the numbers.
REPEAT

LINE: 1,000 {bk02-l2a-f2-01.mp3}
LINE: 2,000 {bk02-l2a-f2-02.mp3}
LINE: 3,000 {bk02-l2a-f2-03.mp3}
LINE: 4,000 {bk02-l2a-f2-04.mp3}
LINE: 5,000 {bk02-l2a-f2-05.mp3}

LINE: 6,000 {bk02-l2a-f2-06.mp3}
LINE: 7,000 {bk02-l2a-f2-07.mp3}
LINE: 8,000 {bk02-l2a-f2-08.mp3}
LINE: 9,000 {bk02-l2a-f2-09.mp3}
LINE: 10,000 {bk02-l2a-f2-10.mp3}

LINE: 20,000 {bk02-l2a-f2-11.mp3}
LINE: 30,000 {bk02-l2a-f2-12.mp3}
LINE: 40,000 {bk02-l2a-f2-13.mp3}
LINE: 50,000 {bk02-l2a-f2-14.mp3}

LINE: 60,000 {bk02-l2a-f2-15.mp3}
LINE: 70,000 {bk02-l2a-f2-16.mp3}
LINE: 80,000 {bk02-l2a-f2-17.mp3}
LINE: 90,000 {bk02-l2a-f2-18.mp3}
LINE: 100,000 {bk02-l2a-f2-19.mp3}

LINE: 150,000 {bk02-l2a-f2-20.mp3}
LINE: 200,000 {bk02-l2a-f2-21.mp3}
LINE: 250,000 {bk02-l2a-f2-22.mp3}
LINE: 300,000 {bk02-l2a-f2-23.mp3}
LINE: 350,000 {bk02-l2a-f2-24.mp3}

LINE: 400,000 {bk02-l2a-f2-25.mp3}
LINE: 450,000 {bk02-l2a-f2-26.mp3}
LINE: 500,000 {bk02-l2a-f2-27.mp3}

# Source: ST §Teen and Ty Numbers
$DIALOGUE Thirteen or Thirty?
ID: l2-s7
INTRO: These pairs fool everyone at first. Listen to each pair and repeat it — hear the difference between "-teen" and "-ty".
INSTRUCTION: Listen and repeat the number pairs.
REPEAT

LINE: 13,000 ... 30,000
NOTES: thirteen thousand / thirty thousand

LINE: 14,000 ... 40,000
NOTES: fourteen thousand / forty thousand

LINE: 15,000 ... 50,000
NOTES: fifteen thousand / fifty thousand

LINE: 16,000 ... 60,000
NOTES: sixteen thousand / sixty thousand

LINE: 17,000 ... 70,000
NOTES: seventeen thousand / seventy thousand

LINE: 18,000 ... 80,000
NOTES: eighteen thousand / eighty thousand

LINE: 19,000 ... 90,000
NOTES: nineteen thousand / ninety thousand

# Source: LLA 2A Figure 3
$SELECT Which Number Do You Hear?
ID: 2a-f3
HIDE_PROMPT
INTRO: Now just listen. Tap the number you hear — and keep an ear out for "thirteen" versus "thirty".
INSTRUCTION: Tap the number you hear.

EXAMPLE
PROMPT: 8,000 {bk02-l2a-f3-ex.mp3}
OPTION: a | 4,000
OPTION: b | 18,000
OPTION: c | 8,000
OPTION: d | 80,000
ANSWER: c

PROMPT: 2,000 {bk02-l2a-f3-01.mp3}
OPTION: a | 3,000
OPTION: b | 200
OPTION: c | 4,000
OPTION: d | 2,000
ANSWER: d

PROMPT: 15,000 {bk02-l2a-f3-02.mp3}
OPTION: a | 15,000
OPTION: b | 5,000
OPTION: c | 50,000
OPTION: d | 25,000
ANSWER: a

PROMPT: 150,000 {bk02-l2a-f3-03.mp3}
OPTION: a | 115,000
OPTION: b | 100,000
OPTION: c | 50,000
OPTION: d | 150,000
ANSWER: d

PROMPT: 90,000 {bk02-l2a-f3-04.mp3}
OPTION: a | 19,000
OPTION: b | 90,000
OPTION: c | 99,000
OPTION: d | 9,000
ANSWER: b

PROMPT: 416,000 {bk02-l2a-f3-05.mp3}
OPTION: a | 400,000
OPTION: b | 460,000
OPTION: c | 416,000
OPTION: d | 6,000
ANSWER: c

PROMPT: 19,000 {bk02-l2a-f3-06.mp3}
OPTION: a | 19,000
OPTION: b | 90,000
OPTION: c | 9,000
OPTION: d | 900
ANSWER: a

PROMPT: 230,000 {bk02-l2a-f3-07.mp3}
OPTION: a | 213,000
OPTION: b | 200,000
OPTION: c | 240,000
OPTION: d | 230,000
ANSWER: d

PROMPT: 360,000 {bk02-l2a-f3-08.mp3}
OPTION: a | 370,000
OPTION: b | 340,000
OPTION: c | 360,000
OPTION: d | 316,900
ANSWER: c

PROMPT: 27,000 {bk02-l2a-f3-09.mp3}
OPTION: a | 28,000
OPTION: b | 27,000
OPTION: c | 7,000
OPTION: d | 23,000
ANSWER: b

PROMPT: 18,000 {bk02-l2a-f3-10.mp3}
OPTION: a | 8,000
OPTION: b | 18,000
OPTION: c | 80,000
OPTION: d | 88,000
ANSWER: b

# Source: LLA 2A Figure 4
# SKIPPED (book): ST Numbers "DICTATION" (p. 44) — instructor-read with unprinted numbers; the tape dictation below covers the same skill with real audio.
$PRODUCE Type the Number
ID: 2a-f4
INPUT: type
CHECK: exact
INTRO: Last step with numbers: listen and type the digits you hear.
INSTRUCTION: Type the number you hear.

EXAMPLE
PROMPT: 50,000 {bk02-l2a-f4-ex.mp3}
RESPONSE: 50,000 {bk02-l2a-f4-ex.mp3}
ACCEPT: 50000 | fifty thousand

PROMPT: 30,000 {bk02-l2a-f4-01.mp3}
RESPONSE: 30,000 {bk02-l2a-f4-01.mp3}
ACCEPT: 30000 | thirty thousand

PROMPT: 160,000 {bk02-l2a-f4-02.mp3}
RESPONSE: 160,000 {bk02-l2a-f4-02.mp3}
ACCEPT: 160000 | one hundred sixty thousand | a hundred sixty thousand

PROMPT: 270,000 {bk02-l2a-f4-03.mp3}
RESPONSE: 270,000 {bk02-l2a-f4-03.mp3}
ACCEPT: 270000 | two hundred seventy thousand

PROMPT: 390,000 {bk02-l2a-f4-04.mp3}
RESPONSE: 390,000 {bk02-l2a-f4-04.mp3}
ACCEPT: 390000 | three hundred ninety thousand

PROMPT: 480,000 {bk02-l2a-f4-05.mp3}
RESPONSE: 480,000 {bk02-l2a-f4-05.mp3}
ACCEPT: 480000 | four hundred eighty thousand

$SESSION 2-2: Where Is It? Questions and Conversations

# Source: LLA 2B Figure 1
$DIALOGUE Where Is It?
ID: 2b-f1
INTRO: In this part you'll ask and answer "where" questions — the most useful question on any base. Look at each picture, listen to the question and answer, and repeat.
INSTRUCTION: Listen and repeat each question and answer.
REPEAT

LINE: Where's the box? — It's on the desk. {page_031_001.jpg|A desk with drawers and a small box on top} {bk02-l2b-f1-01.mp3}
LINE: Where's the teacher? — He's in the classroom. {page_031_002.jpg|An older man standing in front of a group of people} {bk02-l2b-f1-02.mp3}
LINE: Where are the students? — They're in the lab. {page_031_003.jpg|Two students wearing headphones sitting in a language lab booth} {bk02-l2b-f1-03.mp3}
LINE: Where are the pictures? — They're on the wall. {page_031_004.jpg|Two framed pictures showing landscapes} {bk02-l2b-f1-04.mp3}
LINE: Where's the calendar? — It's under the notebooks. {page_031_005.jpg|A calendar page showing a month with spiral notebooks lying on it} {bk02-l2b-f1-05.mp3}
LINE: Where's the pencil? — It's on the book. {page_031_006.jpg|A closed notebook with a pencil lying on top} {bk02-l2b-f1-06.mp3}
LINE: Where are the pens? — They're on the notebook. {page_031_007.jpg|Two spiral notebooks with a pencil} {bk02-l2b-f1-07.mp3}
LINE: Where are Bill and Bob? — They're in the lab. {page_031_008.jpg|Two male students wearing headphones in a language lab} {bk02-l2b-f1-08.mp3}
LINE: Where's the schedule? — It's on the bulletin board. {page_031_009.jpg|A bulletin board displaying a student schedule with times and locations} {bk02-l2b-f1-09.mp3}
LINE: Where are the desks? — They're in the room. {page_031_010.jpg|An office interior showing desks and a window} {bk02-l2b-f1-10.mp3}

# Source: ST §Where's Your Friend? (grammar)
$GRAMMAR Asking "Where"
ID: l2-s3
INTRO: Here's the pattern behind those questions, in three short cards.

CARD: To ask about a place, start with **Where**. Use "is" for one thing and "are" for more than one.
{Where is the student?}
{Where are the books?}

CARD: The answer names the place — "in", "on", or "under" something.
{The map is under the desk.}
{The students are in the classroom.}

CARD: "Where is" is usually shortened to **Where's**.
{Where's the desk?}
{The desk is in the office.}

SUMMARY:
| Question | Answer |
|---|---|
| Where is the map? | The map is under the desk. |
| Where is the student? | The book is on the chair. |
| Where are the books? | The students are in the classroom. |
| Where are the pilots? | The pilots are in the barracks. |

Where + is = **Where's**

# Source: ST §Where's the Teacher?
$DIALOGUE Where's the Book?
ID: l2-s4
INTRO: Now read some questions and answers — pictures included, no repeating required.
INSTRUCTION: Read the questions and answers.

LINE: Where's the book?\n— It's on the bed. {st-page_048_001.jpg|A bed with a book lying on top of it}

LINE: Where are the chalkboards?\n— They're in the room. {st-page_048_002.jpg|A classroom with two chalkboards on the wall and desks lined up}

LINE: Where's the pen?\n— It's under the table. {st-page_048_003.jpg|A pen lying under a square wooden table}

LINE: Where are the students?\n— They're in the classroom. {st-page_048_004.jpg|Students sitting at desks in a classroom}

LINE: Where's the office?\n— It's in the building. {st-page_048_005.jpg|An office setup showing a desk, chair, framed pictures, and a bulletin board}

LINE: Where's the schedule?\n— It's on the bulletin board. {st-page_048_006.jpg|A bulletin board with a student schedule posted on it}

LINE: Where are the chair and the desk?\n— They're in the office.

LINE: Where are the pictures?\n— They're on the wall.

# Source: ST §Where's the Pencil?
$DIALOGUE Where's the Pencil?
ID: l2-s5
INTRO: Two students, twelve quick questions. Read along and notice "in", "on", and "under" doing their work.
INSTRUCTION: Read the questions and answers.

Student1: Where's the pencil?
Student2: It's on the table.

Student1: Where's the pen?
Student2: It's on the table.

Student1: Where are the boys?
Student2: The boys are on the bus.

Student1: Where's the map?
Student2: It's on the wall.

Student1: Where are the men?
Student2: They are on the base.

Student1: Where's the student?
Student2: He's in the classroom.

Student1: Where are you?
Student2: I'm in the lab.

Student1: Where's Bill?
Student2: He's in the barracks.

Student1: Where's the schedule?
Student2: The schedule is in the office.

Student1: Where are Bill and Bob?
Student2: They are in the office.

Student1: Where's the book?
Student2: It's under the desk.

Student1: Where's your sister?
Student2: She's in her room.

# Source: LLA 2A Figure 6
$DIALOGUE Tomorrow's Schedule
ID: 2a-f6
INTRO: A short real conversation: John needs tomorrow's schedule, and Jan knows where to look. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: schedule
John: What's the schedule tomorrow? {bk02-l2a-f6-01.mp3}

VOCAB: bulletin board
Jan: Look at the bulletin board. {bk02-l2a-f6-02.mp3}

John: Where is it? {bk02-l2a-f6-03.mp3}
Jan: It's in the office. {bk02-l2a-f6-04.mp3}

# Source: LLA 2A Figure 7
$DIALOGUE Where's Aldo?
ID: 2a-f7
INTRO: Another quick exchange — Tom is looking for Aldo, who is not sick, just tired. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Tom: Where's Aldo?
Linda: He's in his room.

VOCAB: sick
Tom: Is he sick?

VOCAB: tired
Linda: No, he's tired.

# Source: LLA 2B Figure 4 (VOCAB phrases salvaged from ST §Excuse Me, Please.)
$DIALOGUE Excuse Me — Where's Tom?
ID: 2b-f4
INTRO: Aldo needs to find Tom, and Mr. Smith has the answer. Notice how "Excuse me" politely opens the question. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: Excuse me.
Aldo: Excuse me. Where's Tom? {bk02-l2b-f4-01.mp3}
Mr_Smith: He's in his room. {bk02-l2b-f4-02.mp3}
Aldo: In his classroom? {bk02-l2b-f4-03.mp3}
VOCAB: barracks
Mr_Smith: No. He's in the barracks. He's sick. {bk02-l2b-f4-04.mp3}
Aldo: Where's his barracks? {bk02-l2b-f4-05.mp3}
Mr_Smith: It's building 2000. {bk02-l2b-f4-06.mp3}
VOCAB: Thank you.
Aldo: Thank you, sir. Goodbye. {bk02-l2b-f4-07.mp3}

# Source: LLA 2B Figure 5
$PRODUCE Questions on the Dialogue
ID: 2b-f5
REFERENCE: 2b-f4
INPUT: speak
CHECK: llm
INTRO: Now the questions come to you. Answer each one aloud in a full sentence — and open the dialogue if you need to check a fact.
INSTRUCTION: Answer each question aloud in a full sentence.
RUBRIC: Accept any full-sentence answer that states the correct fact from the dialogue. Contractions and full forms are both acceptable.

PROMPT: Where's Tom? {bk02-l2b-f5-01.mp3}
RESPONSE: He's in the barracks.
RUBRIC: The dialogue says both "He's in his room." and "He's in the barracks." — accept either location (room, barracks, building 2000) stated in a full sentence.

PROMPT: Is Tom in the classroom? {bk02-l2b-f5-02.mp3}
RESPONSE: No, he isn't. He's in the barracks.

PROMPT: Is Tom in the barracks? {bk02-l2b-f5-03.mp3}
RESPONSE: Yes, he is.

PROMPT: Is Tom well? {bk02-l2b-f5-04.mp3}
RESPONSE: No, he isn't. He's sick.

PROMPT: Is Tom in building 3000? {bk02-l2b-f5-05.mp3}
RESPONSE: No, he isn't. He's in building 2000.

# Source: LLA 2C Figure 7 (TTS twin ST §Is This a Pen or a Pencil? dropped)
$DIALOGUE Questions with "Or"
ID: 2c-f7
INTRO: Another way to ask: offer two choices with "or". Listen to each question and repeat it — you'll answer questions like these next.
INSTRUCTION: Listen and repeat each question.
REPEAT

LINE: Is this a pen or a pencil? {bk02-l2c-f7-ex.mp3}
LINE: Is he a barber or a cook? {bk02-l2c-f7-01.mp3}
LINE: Is this a barracks or a dispensary? {bk02-l2c-f7-02.mp3}
LINE: Are you in the classroom or the lab? {bk02-l2c-f7-03.mp3}
LINE: Is this a mess hall or a snack bar? {bk02-l2c-f7-04.mp3}
LINE: Are they mechanics or doctors? {bk02-l2c-f7-05.mp3}
LINE: Is she a doctor or a pilot? {bk02-l2c-f7-06.mp3}
LINE: Are they sad or happy? {bk02-l2c-f7-07.mp3}
LINE: Is he tired or angry? {bk02-l2c-f7-08.mp3}
LINE: Are these big or small? {bk02-l2c-f7-09.mp3}
LINE: Is it hot or cold? {bk02-l2c-f7-10.mp3}
LINE: Are you in bed or in the classroom? {bk02-l2c-f7-11.mp3}
LINE: Are you sick or well? {bk02-l2c-f7-12.mp3}
LINE: Is this a chair or a table? {bk02-l2c-f7-13.mp3}
LINE: Are these calendars or bulletin boards? {bk02-l2c-f7-14.mp3}
LINE: Is her name Jan or Linda? {bk02-l2c-f7-15.mp3}

# Source: LLA 2B Figure 3
$PRODUCE Answer: One or the Other
ID: 2b-f3
INPUT: speak
CHECK: reveal
INTRO: Now answer "or" questions yourself. The picture tells you which choice is right — answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat the model answer.
REPEAT

PROMPT: Are you a student or a teacher? {page_032_001.jpg|A woman sitting at a desk with a book open in front of her} {bk02-l2b-f3-01-q.mp3}
RESPONSE: I'm a student. {bk02-l2b-f3-01-a.mp3}

PROMPT: Is Mr. Wilson sick or tired? {page_032_002.jpg|A man in a hospital bed with a thermometer in his mouth} {bk02-l2b-f3-02-q.mp3}
RESPONSE: He's sick. {bk02-l2b-f3-02-a.mp3}

PROMPT: Is the notebook on the table or under the table? {page_032_003.jpg|A small book lying on top of a four-legged table} {bk02-l2b-f3-03-q.mp3}
RESPONSE: It's on the table. {bk02-l2b-f3-03-a.mp3}

PROMPT: Are those pencils or pens? {page_032_004.jpg|Four pens standing side by side} {bk02-l2b-f3-04-q.mp3}
RESPONSE: Those are pens. {bk02-l2b-f3-04-a.mp3}

PROMPT: Is that a man or a woman? {page_032_005.jpg|A woman wearing glasses and a necklace sitting in a chair} {bk02-l2b-f3-05-q.mp3}
RESPONSE: That's a woman. {bk02-l2b-f3-05-a.mp3}

PROMPT: Are you happy or sad? {page_032_006.jpg|Profile view of a man looking to the side} {bk02-l2b-f3-06-q.mp3}
RESPONSE: I'm happy. {bk02-l2b-f3-06-a.mp3}

PROMPT: Is the picture on the wall or in the book? {page_032_007.jpg|A framed picture hanging on a wall in a room corner} {bk02-l2b-f3-07-q.mp3}
RESPONSE: It's on the wall. {bk02-l2b-f3-07-a.mp3}

PROMPT: Are they in the classroom or in the lab? {page_032_008.jpg|Two young men wearing headsets at language lab stations} {bk02-l2b-f3-08-q.mp3}
RESPONSE: They're in the lab. {bk02-l2b-f3-08-a.mp3}

PROMPT: Is she a pilot or a cook? {page_032_009.jpg|A female pilot in uniform with airplanes flying in the background} {bk02-l2b-f3-09-q.mp3}
RESPONSE: She's a pilot. {bk02-l2b-f3-09-a.mp3}

PROMPT: Are they young or old? {page_032_010.jpg|Two older men with glasses standing together} {bk02-l2b-f3-10-q.mp3}
RESPONSE: They're old. {bk02-l2b-f3-10-a.mp3}

# Source: LLA 2A Figure 5
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "VERY / BUS" (/b/ vs /v/, pp. 45-46) — instructor-read with no printed stimuli; the two tape activities below cover the same skill with real audio.
$SELECT Same Word or Different?
ID: 2a-f5
HIDE_PROMPT
INTRO: A quick ear exercise. You'll hear two words — decide if they're the same word or two different words. "B" and "v" like to hide from each other.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: best ... vest {bk02-l2a-f5-ex.mp3}
ANSWER: d

PROMPT: van ... van {bk02-l2a-f5-01.mp3}
ANSWER: s

PROMPT: bolt ... bolt {bk02-l2a-f5-02.mp3}
ANSWER: s

PROMPT: vi ... bi {bk02-l2a-f5-03.mp3}
ANSWER: d

PROMPT: robe ... rove {bk02-l2a-f5-04.mp3}
ANSWER: d

PROMPT: bile ... vile {bk02-l2a-f5-05.mp3}
ANSWER: d

PROMPT: bet ... bet {bk02-l2a-f5-06.mp3}
ANSWER: s

PROMPT: bat ... that {bk02-l2a-f5-07.mp3}
ANSWER: d

PROMPT: bad ... bad {bk02-l2a-f5-08.mp3}
ANSWER: s

PROMPT: vend ... bend {bk02-l2a-f5-09.mp3}
ANSWER: d

PROMPT: save ... save {bk02-l2a-f5-10.mp3}
ANSWER: s

# Source: LLA 2B Figure 2
$SELECT V or B?
ID: 2b-f2
INTRO: One step harder: hear a single word and name the sound in it — "v" as in "very", or "b" as in "big".
INSTRUCTION: Tap the sound you hear.
OPTION: a | V sound (as in very)
OPTION: b | B sound (as in big)

EXAMPLE
PROMPT: bus {bk02-l2b-f2-ex.mp3}
ANSWER: b

PROMPT: bet {bk02-l2b-f2-01.mp3}
ANSWER: b

PROMPT: lab {bk02-l2b-f2-02.mp3}
ANSWER: b

PROMPT: rave {bk02-l2b-f2-03.mp3}
ANSWER: a

PROMPT: boat {bk02-l2b-f2-04.mp3}
ANSWER: b

PROMPT: save {bk02-l2b-f2-05.mp3}
ANSWER: a

PROMPT: cave {bk02-l2b-f2-06.mp3}
ANSWER: a

PROMPT: labor {bk02-l2b-f2-07.mp3}
ANSWER: b

PROMPT: tub {bk02-l2b-f2-08.mp3}
ANSWER: b

PROMPT: river {bk02-l2b-f2-09.mp3}
ANSWER: a

PROMPT: bench {bk02-l2b-f2-10.mp3}
ANSWER: b

$SESSION 2-3: Places on the Base

# Source: ST §An Air Force Base
$DIALOGUE An Air Force Base
ID: l2-s1
INTRO: In this part you'll learn the places on a base — where you eat, sleep, study, and catch the bus. Start with the big picture. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: Air Force base
LINE: This is an Air Force base. {st-page_043_001.jpg|An aerial view of an Air Force base showing various buildings, roads, trees, and a headquarters building with a flag}

VOCAB: building
LINE: This is a building. {st-page_043_002.jpg|A large multi-story building on a military base}

LINE: These are buildings. {st-page_043_003.jpg|A collection of several large buildings on a military base}

LINE: These are barracks. {st-page_043_004.jpg|A set of barracks buildings with trees in front}

VOCAB: room
LINE: This is a room in the barracks. {st-page_044_001.jpg|A bedroom inside a barracks with lockers, a desk, and a bed}

VOCAB: bed
LINE: This is a bed. {st-page_044_002.jpg|A single bed made up with a pillow and blanket}

LINE: This is a schedule. {st-page_044_003.jpg|A daily Student Schedule listing class times, subjects, lab, library, and mess hall hours}

VOCAB: office
LINE: This is an office. {st-page_044_004.jpg|An office room with a desk, chair, framed pictures, bookshelf, and a calendar on the wall}

LINE: This is a bulletin board. {st-page_045_001.jpg|A bulletin board displaying a student schedule and a calendar page for MAY 1989}

VOCAB: bus
LINE: This is a bus. {st-page_045_002.jpg|A bus shown from the side, driven by a driver}

VOCAB: bus stop
LINE: This is a bus stop. {st-page_045_003.jpg|People lining up to board a bus next to a BUS STOP sign}

# Source: LLA 2B Figure 6 (TTS twin ST §Base Facilities dropped)
$DIALOGUE Base Facilities
ID: 2b-f6
INTRO: Now the buildings with names on them — where you eat, shop, and see the doctor. Listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

LINE: Building. This is a building. {page_034_001.jpg|A large multi-story building on a campus setting} {bk02-l2b-f6-01.mp3}

LINE: Office. This is an office. {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall} {bk02-l2b-f6-02.mp3}

VOCAB: library
LINE: Library. This is a library. {page_034_003.jpg|A library building with a sign that says 'LIBRARY'} {bk02-l2b-f6-03.mp3}

VOCAB: mess hall
VOCAB: dining hall
LINE: Mess hall. Dining hall. This is a mess hall. This is a dining hall. {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter} {bk02-l2b-f6-04.mp3}

VOCAB: dispensary
LINE: Dispensary. This is a dispensary. {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'} {bk02-l2b-f6-05.mp3}

VOCAB: hospital
LINE: Hospital. This is a hospital. {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'} {bk02-l2b-f6-06.mp3}

VOCAB: commissary
LINE: Commissary. This is a commissary. {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store} {bk02-l2b-f6-07.mp3}

VOCAB: BX
VOCAB: base exchange
LINE: BX. Base exchange. This is a BX. This is a base exchange. {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'} {bk02-l2b-f6-08.mp3}

# Source: LLA 2B Figure 6 (Part 2)
$SELECT Who Is Where?
ID: 2b-f6-b
HIDE_PROMPT
INTRO: Listen to each sentence and tap the picture of the place you hear. The sentence plays back after you answer — say it too.
INSTRUCTION: Tap the correct picture.
REPEAT

OPTION: a | building {page_034_001.jpg|A large multi-story building on a campus setting}
OPTION: b | office {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall}
OPTION: c | library {page_034_003.jpg|A library building with a sign that says 'LIBRARY'}
OPTION: d | mess hall {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter}
OPTION: e | dispensary {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'}
OPTION: f | hospital {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'}
OPTION: g | commissary {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store}
OPTION: h | base exchange {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'}

EXAMPLE
PROMPT: Bob is at the mess hall. {bk02-l2b-f6-ex.mp3}
ANSWER: d
FEEDBACK: Bob is at the mess hall. {bk02-l2b-f6-01-fb.mp3}

PROMPT: Mr. Wilson is at his office. {bk02-l2b-f6-02-q.mp3}
ANSWER: b
FEEDBACK: Mr. Wilson is at his office. {bk02-l2b-f6-02-fb.mp3}

PROMPT: We are in building 7445. {bk02-l2b-f6-03-q.mp3}
ANSWER: a
FEEDBACK: We are in building 7445. {bk02-l2b-f6-03-fb.mp3}

PROMPT: Jan is at the library. {bk02-l2b-f6-04-q.mp3}
ANSWER: c
FEEDBACK: Jan is at the library. {bk02-l2b-f6-04-fb.mp3}

PROMPT: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-q.mp3}
ANSWER: g
FEEDBACK: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-fb.mp3}

PROMPT: The 6th student is at the dispensary. {bk02-l2b-f6-06-q.mp3}
ANSWER: e
FEEDBACK: The 6th student is at the dispensary. {bk02-l2b-f6-06-fb.mp3}

PROMPT: The doctor is at the hospital. {bk02-l2b-f6-07-q.mp3}
ANSWER: f
FEEDBACK: The doctor is at the hospital. {bk02-l2b-f6-07-fb.mp3}

PROMPT: The pilot is at the BX. {bk02-l2b-f6-08-q.mp3}
ANSWER: h
FEEDBACK: The pilot is at the BX. {bk02-l2b-f6-08-fb.mp3}

# Source: LLA 2B Figure 7
$DIALOGUE Places and Things on Base
ID: 2b-f7
INTRO: A few more places and things you'll meet every day — including the locator, the office that knows where everyone is. Listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

LINE: Room. This is a room. This is a room in a barracks. {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall} {bk02-l2b-f7-01.mp3}

LINE: Bed. This is a bed. {page_036_002.jpg|A neatly made bed in a bedroom} {bk02-l2b-f7-02.mp3}

VOCAB: snack bar
LINE: Snack bar. This is a snack bar. {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice} {bk02-l2b-f7-03.mp3}

LINE: Schedule. This is a schedule. {page_036_004.jpg|A printed student schedule listing times and locations} {bk02-l2b-f7-04.mp3}

LINE: Bus stop. This is a bus stop. {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'} {bk02-l2b-f7-05.mp3}

LINE: Bus. This is a bus. {page_037_002.jpg|A large passenger bus seen from the front side} {bk02-l2b-f7-06.mp3}

VOCAB: locator
LINE: Locator. This is the locator. {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone} {bk02-l2b-f7-07.mp3}

LINE: Bulletin board. This is a bulletin board. {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations} {bk02-l2b-f7-08.mp3}

# Source: LLA 2B Figure 7 (Part 2)
$SELECT Which Picture Is It?
ID: 2b-f7-b
HIDE_PROMPT
INTRO: Same game, new places. Listen to each sentence and tap the picture it describes — then say the sentence back.
INSTRUCTION: Tap the correct picture.
REPEAT

OPTION: a | room {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall}
OPTION: b | bed {page_036_002.jpg|A neatly made bed in a bedroom}
OPTION: c | snack bar {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice}
OPTION: d | schedule {page_036_004.jpg|A printed student schedule listing times and locations}
OPTION: e | bus stop {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'}
OPTION: f | bus {page_037_002.jpg|A large passenger bus seen from the front side}
OPTION: g | locator {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone}
OPTION: h | bulletin board {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations}

EXAMPLE
PROMPT: Tom is in bed. He's tired. {bk02-l2b-f7-ex.mp3}
ANSWER: b
FEEDBACK: Tom is in bed. He's tired. {bk02-l2b-f7-01-fb.mp3}

PROMPT: His room is in Barracks 7500. {bk02-l2b-f7-02-q.mp3}
ANSWER: a
FEEDBACK: His room is in Barracks 7500. {bk02-l2b-f7-02-fb.mp3}

PROMPT: The schedule is on the wall. {bk02-l2b-f7-03-q.mp3}
ANSWER: d
FEEDBACK: The schedule is on the wall. {bk02-l2b-f7-03-fb.mp3}

PROMPT: She's at the snack bar. {bk02-l2b-f7-04-q.mp3}
ANSWER: c
FEEDBACK: She's at the snack bar. {bk02-l2b-f7-04-fb.mp3}

PROMPT: They're at the locator. {bk02-l2b-f7-05-q.mp3}
ANSWER: g
FEEDBACK: They're at the locator. {bk02-l2b-f7-05-fb.mp3}

PROMPT: We're on the bus. {bk02-l2b-f7-06-q.mp3}
ANSWER: f
FEEDBACK: We're on the bus. {bk02-l2b-f7-06-fb.mp3}

PROMPT: Linda is at the bus stop. {bk02-l2b-f7-07-q.mp3}
ANSWER: e
FEEDBACK: Linda is at the bus stop. {bk02-l2b-f7-07-fb.mp3}

PROMPT: Our names are on the bulletin board. {bk02-l2b-f7-08-q.mp3}
ANSWER: h
FEEDBACK: Our names are on the bulletin board. {bk02-l2b-f7-08-fb.mp3}

# Source: LLA 2D Figure 1
$DIALOGUE Places on Base — Review
ID: 2d-f1
INTRO: A quick second pass over the places you've learned — hearing them again is how they stick. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: This is a barracks. {page_045_001.jpg|A two-story barracks building with stairs on the outside} {bk02-l2d-f1-01.mp3}

LINE: This is a bus stop. {page_045_002.jpg|A woman at a snack bar counter with a menu board showing prices for Tea, Coffee, Milk, Juice} {bk02-l2d-f1-02.mp3}

LINE: This is a room. {page_045_003.jpg|A close-up drawing of an angry man grimacing} {bk02-l2d-f1-03.mp3}

LINE: This is a snack bar. {page_045_004.jpg|Exterior view of a snack bar building} {bk02-l2d-f1-04.mp3}

LINE: This is a mess hall. {page_045_005.jpg|Exterior view of a mess hall building with people walking nearby} {bk02-l2d-f1-05.mp3}

LINE: This is a dispensary. {page_045_006.jpg|Exterior view of a dispensary with a sign labeled DISPENSARY above the door} {bk02-l2d-f1-06.mp3}

# Source: LLA 2D Figure 2
$PRODUCE Who Is This? What Is That?
ID: 2d-f2
INPUT: speak
CHECK: reveal
INTRO: Meet the people of this lesson — Tom, Linda, and Mr. Wilson. Look at each picture, answer the question aloud, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
REPEAT

PROMPT: Who is this? {page_045_007.jpg|A young man in a suit and tie smiling} {bk02-l2d-f2-01-q.mp3}
RESPONSE: This is Tom. {bk02-l2d-f2-01-a.mp3}

PROMPT: Who is this? {page_045_008.jpg|A young woman or girl with shoulder-length hair looking open-mouthed} {bk02-l2d-f2-02-q.mp3}
RESPONSE: This is Linda. {bk02-l2d-f2-02-a.mp3}

PROMPT: What's that? {page_045_009.jpg|A student schedule board mounted on a wall with time slots listed} {bk02-l2d-f2-03-q.mp3}
RESPONSE: This is a bulletin board. {bk02-l2d-f2-03-a.mp3}

PROMPT: Who's this? {page_045_010.jpg|A man wearing glasses and a suit and tie} {bk02-l2d-f2-04-q.mp3}
RESPONSE: This is Mr. Wilson. {bk02-l2d-f2-04-a.mp3}

PROMPT: What are they? {page_045_011.jpg|Two cooks in chef hats standing side-by-side} {bk02-l2d-f2-05-q.mp3}
RESPONSE: They are cooks. {bk02-l2d-f2-05-a.mp3}

PROMPT: What is he? {page_045_012.jpg|A male pilot in uniform with a plane drawn behind him} {bk02-l2d-f2-06-q.mp3}
RESPONSE: He's a pilot. {bk02-l2d-f2-06-a.mp3}

# Source: LLA 2D Figure 3
$SELECT Where Are They? Tap the Place
ID: 2d-f3
HIDE_PROMPT
INTRO: Those same people are now scattered around the base. Listen to where each one is and tap the matching place.
INSTRUCTION: Tap the correct location picture.

OPTION: a | bus stop {page_046_007.jpg|People boarding a bus at a bus stop}
OPTION: b | barracks {page_046_008.jpg|A two-story barracks building}
OPTION: c | snack bar {page_046_009.jpg|A snack bar counter with a menu listing items and prices}
OPTION: d | dispensary {page_046_010.jpg|A dispensary building with a sign DISPENSARY above the entrance}
OPTION: e | room {page_046_011.jpg|A bedroom/barracks interior with lockers, desk, and bed}
OPTION: f | mess hall {page_046_012.jpg|A mess hall building with a sign MESS HALL}

EXAMPLE
PROMPT: Where's Tom? Tom's in the barracks. {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-01.mp3}
ANSWER: b

PROMPT: Where's Linda? Linda's at the bus stop. {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-02.mp3}
ANSWER: a

PROMPT: Where's the bulletin board? The bulletin board's in the room. {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-03.mp3}
ANSWER: e

PROMPT: Where's Mr. Wilson? Mr. Wilson's at the snack bar. {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-04.mp3}
ANSWER: c

PROMPT: Where are the cooks? They're at the mess hall. {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-05.mp3}
ANSWER: f

PROMPT: Where's the pilot? The pilot's at the dispensary. {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-06.mp3}
ANSWER: d

# Source: LLA 2D Figure 3 (Part 2)
$PRODUCE Where Are They? Say It
ID: 2d-f3-b
INPUT: speak
CHECK: reveal
INTRO: Now no choices — just you. Listen to each question, answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
REPEAT

PROMPT: Where's Tom? {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-07-q.mp3}
RESPONSE: He's in the barracks. {bk02-l2d-f3-07-a.mp3}

PROMPT: Where's Linda? {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-08-q.mp3}
RESPONSE: She's at the bus stop. {bk02-l2d-f3-08-a.mp3}

PROMPT: Where's the bulletin board? {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-09-q.mp3}
RESPONSE: It's in the room. {bk02-l2d-f3-09-a.mp3}

PROMPT: Where's Mr. Wilson? {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-10-q.mp3}
RESPONSE: He's at the snack bar. {bk02-l2d-f3-10-a.mp3}

PROMPT: Where are the cooks? {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-11-q.mp3}
RESPONSE: They're at the mess hall. {bk02-l2d-f3-11-a.mp3}

PROMPT: Where's the pilot? {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-12-q.mp3}
RESPONSE: He's at the dispensary. {bk02-l2d-f3-12-a.mp3}

# Source: LLA 2B closing conversation
$DIALOGUE Meeting at the Snack Bar
ID: 2b-closing
INTRO: To finish this part, a real conversation at real speed — two colleagues deciding where to eat. You won't catch every word yet; catch the places.
INSTRUCTION: Listen to the conversation.

Man: Well, Barbara, that was fun. What are you going to do now? {bk02-l2b-f7-c01.mp3}
Barbara: Well, I'm kind of hungry. I was thinking about going over to the mess hall. {bk02-l2b-f7-c02.mp3}
Man: Ah. I was thinking about that also, but I think I'd rather go to the snack bar. I think the food there is better. {bk02-l2b-f7-c03.mp3}
Barbara: Okay. Well, listen, I need to stop by the commissary, and then I'll meet you there. {bk02-l2b-f7-c04.mp3}
Man: Okay. I've got to go by my office. I'll see you there in about 30 minutes? {bk02-l2b-f7-c05.mp3}
Barbara: That sounds great. {bk02-l2b-f7-c06.mp3}
Man: Okay. Bye. {bk02-l2b-f7-c07.mp3}
Barbara: See you. Bye-bye. {bk02-l2b-f7-c08.mp3}
Man: See you later. {bk02-l2b-f7-c09.mp3}

$SESSION 2-4: In, At, and On — Saying Where

# Source: LLA 2C Figure 1
$DIALOGUE Around the Base
ID: 2c-f1
INTRO: In this part you'll learn which little word goes where: "in", "at", or "on". First, one more look at the base. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is the BX. {page_039_001.jpg|A building with a sign that says "BASE EXCHANGE"} {bk02-l2c-f1-01.mp3}

LINE: This is an office. {page_039_002.jpg|An office setting showing a desk with an "IN/OUT" tray and a telephone} {bk02-l2c-f1-02.mp3}

LINE: This is an Air Force base. {page_039_003.jpg|An overview of a military base with a water tower labeled "AIR FORCE BASE"} {bk02-l2c-f1-03.mp3}

LINE: This is a hospital. {page_039_004.jpg|A large multi-story building, possibly a hospital or barracks} {bk02-l2c-f1-04.mp3}

LINE: This is a commissary. {page_039_005.jpg|A storefront building labeled "COMMISSARY"} {bk02-l2c-f1-05.mp3}

LINE: This is a library. {page_039_006.jpg|A modern building labeled "LIBRARY" with an airplane flying overhead} {bk02-l2c-f1-06.mp3}

# Source: LLA 2C Figure 2
$DIALOGUE People and Things
ID: 2c-f2
INTRO: And the people and things that will go to those places in a moment. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is John. {page_039_007.jpg|A student wearing glasses sitting at a desk and writing with a pencil} {bk02-l2c-f2-01.mp3}
LINE: This is a desk. {page_039_008.jpg|A teacher's wooden desk with drawers} {bk02-l2c-f2-02.mp3}
LINE: This is a mechanic. {page_039_009.jpg|A mechanic or technician holding a wrench tool} {bk02-l2c-f2-03.mp3}
LINE: This is a doctor. {page_039_010.jpg|A woman with glasses looking forward} {bk02-l2c-f2-04.mp3}
LINE: This is Mrs. Wilson. {page_039_011.jpg|A smiling woman wearing a necklace} {bk02-l2c-f2-05.mp3}
LINE: These are books. {page_039_012.jpg|A stack of four heavy books} {bk02-l2c-f2-06.mp3}

# Source: LLA 2C Figure 3
$SELECT Match the Person to the Place
ID: 2c-f3
HIDE_PROMPT
INTRO: Listen to each question and its answer, then tap the place where that person or thing is.
INSTRUCTION: Tap the correct location.
OPTION: a | Air Force base {page_040_007.jpg|An aerial view of an Air Force base layout}
OPTION: b | BX {page_040_008.jpg|A building labeled "BASE EXCHANGE"}
OPTION: c | office {page_040_009.jpg|An office desk with a lamp, telephone, and chair}
OPTION: d | library {page_040_010.jpg|A building labeled "LIBRARY"}
OPTION: e | hospital {page_040_011.jpg|A building with a entrance labeled "HOSPITAL"}
OPTION: f | commissary {page_040_012.jpg|A woman pushing a cart in a store marked "COMMISSARY"}

EXAMPLE
PROMPT: Where's John? — John is at the BX. {bk02-l2c-f3-01.mp3}
TEMPLATE: John {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack}
ANSWER: b

PROMPT: Where's the desk? — The desk is in the office. {bk02-l2c-f3-02.mp3}
TEMPLATE: the desk {page_040_002.jpg|A wooden office desk with drawers}
ANSWER: c

PROMPT: Where's the mechanic? — The mechanic is on the Air Force base. {bk02-l2c-f3-03.mp3}
TEMPLATE: the mechanic {page_040_003.jpg|A mechanic holding a wrench}
ANSWER: a

PROMPT: Where's the doctor? — The doctor is at the hospital. {bk02-l2c-f3-04.mp3}
TEMPLATE: the doctor {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves}
ANSWER: e

PROMPT: Where's Mrs. Wilson? — Mrs. Wilson is at the commissary. {bk02-l2c-f3-05.mp3}
TEMPLATE: Mrs. Wilson {page_040_005.jpg|A woman putting groceries into a shopping cart}
ANSWER: f

PROMPT: Where are the books? — The books are in the library. {bk02-l2c-f3-06.mp3}
TEMPLATE: the books {page_040_006.jpg|A stack of four books}
ANSWER: d

# Source: LLA 2C Figure 3 (Part 2)
$PRODUCE Answer: Where Is Everyone?
ID: 2c-f3-b
INPUT: speak
CHECK: reveal
INTRO: Same people, same places — but now you say it. Listen to each question, answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat.
REPEAT

PROMPT: Where's John? {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack} {bk02-l2c-f3-07-q.mp3}
RESPONSE: John is at the BX. {bk02-l2c-f3-07-a.mp3}

PROMPT: Where's the desk? {page_040_002.jpg|A wooden office desk with drawers} {bk02-l2c-f3-08-q.mp3}
RESPONSE: It's in the office. {bk02-l2c-f3-08-a.mp3}

PROMPT: Where's the mechanic? {page_040_003.jpg|A mechanic holding a wrench} {bk02-l2c-f3-09-q.mp3}
RESPONSE: He's on the Air Force base. {bk02-l2c-f3-09-a.mp3}

PROMPT: Where's the doctor? {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves} {bk02-l2c-f3-10-q.mp3}
RESPONSE: He's at the hospital. {bk02-l2c-f3-10-a.mp3}

PROMPT: Where's Mrs. Wilson? {page_040_005.jpg|A woman putting groceries into a shopping cart} {bk02-l2c-f3-11-q.mp3}
RESPONSE: She's at the commissary. {bk02-l2c-f3-11-a.mp3}

PROMPT: Where are the books? {page_040_006.jpg|A stack of four books} {bk02-l2c-f3-12-q.mp3}
RESPONSE: They're in the library. {bk02-l2c-f3-12-a.mp3}

# Source: ST §The Man Is at the Bus Stop + new (gap: in/at/on contrast is drilled but never explained)
$GRAMMAR In, At, and On
ID: l2-s14
INTRO: You've been hearing "in", "at", and "on" all lesson. Here's how to pick the right one.

CARD: **At** names the place where someone is.
{The student is at the snack bar.}
{Bill is at the library.}

CARD: **In** means inside a room or a building.
{The calendar is in the office.}
{His room is in the barracks.}

CARD: **On** goes with surfaces — and with the base and the bus.
{The schedule is on the bulletin board.}
{The mess hall is on the Air Force base.}
{The boys are on the bus.}

SUMMARY:
| | | | | |
|---|---|---|---|---|
| The student | is | at | the | snack bar. |
| The doctor | is | at | the | commissary. |
| Bill | is | at | the | library. |
| Aldo | is | at | the | BX. |
| Sgt Lopez | is | at | the | hospital. |

# Source: ST §We Are in the Classroom.
$DIALOGUE At the Mess Hall, at the Library
ID: l2-s12
INTRO: Everyone on this base is somewhere. Listen and repeat where — and notice "at" doing most of the work.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: The students are at the mess hall.
LINE: Tom and Aldo are at the dining hall.
LINE: Lt Jones is at the BX.
LINE: The women are at the commissary.
LINE: Bill is at the library.
LINE: The doctor is at the hospital.
LINE: The teachers are at the snack bar.
LINE: Bob is sick. He's at the dispensary.
LINE: Sgt Brown is at the Locator.
LINE: The boys and girls are at the bus stop.

# Source: ST §It's on Base.
$DIALOGUE It's on the Base
ID: l2-s13
INTRO: Read these quick exchanges and watch the prepositions switch: on the bus, in the barracks, at the library.
INSTRUCTION: Read the questions and answers.

Student1: Where's the commissary?
Student2: It's on the base.

Student1: Where's Mr. Rodgers?
Student2: He's on the bus.

Student1: Where's the schedule?
Student2: It's on the bulletin board.

Student1: Where are the bulletin boards?
Student2: They're on the wall.

Student1: Where's his room?
Student2: It's in the barracks.

Student1: Where's his money?
Student2: It's in his room.

Student1: Where's your desk?
Student2: It's in my office.

Student1: Where are your friends?
Student2: They're at the snack bar.

Student1: Where are the girls?
Student2: They're at the library.

Student1: Where's Sgt White?
Student2: He's at the Locator.

Student1: Where are the doctors?
Student2: They're at the hospital.

Student1: Where's Tom?
Student2: He's at the dispensary.

# Source: ST §Make Sentences with the Table (recast: subject cues added to scaffold production)
$PRODUCE Make Sentences from the Table
ID: l2-s15
REFERENCE: l2-s14
INPUT: type
CHECK: llm
INTRO: Your turn to build sentences. For each person, type a full sentence saying where they are — any place from the table is fine. Open the table if you need it.
INSTRUCTION: Type a full sentence: who is at which place.
RUBRIC: Accept any complete sentence of the form "[given subject] is at the [place]" with the given subject, correct "is", and any plausible base location; the model's specific location is not required.

EXAMPLE
TEMPLATE: The student
RESPONSE: The student is at the BX.

TEMPLATE: The doctor
RESPONSE: The doctor is at the hospital.

TEMPLATE: Bill
RESPONSE: Bill is at the library.

TEMPLATE: Aldo
RESPONSE: Aldo is at the snack bar.

TEMPLATE: Sgt Lopez
RESPONSE: Sgt Lopez is at the commissary.

TEMPLATE: The teacher
RESPONSE: The teacher is at the dining hall.

# Source: LLA 2C Figure 4
$PRODUCE In, At, or On
ID: 2c-f4
INPUT: type
CHECK: exact
INTRO: Now the tape tests you. Listen to the sentence and type the missing word — "in", "at", or "on" — then repeat the full sentence.
INSTRUCTION: Type "in", "at", or "on".
REPEAT

PROMPT: They are at the library. {bk02-l2c-f4-01-q.mp3}
TEMPLATE: They are ____ the library.
RESPONSE: They are at the library. {bk02-l2c-f4-01-a.mp3}
ACCEPT: at

PROMPT: The calendar is in the office. {bk02-l2c-f4-02-q.mp3}
TEMPLATE: The calendar is ____ the office.
RESPONSE: The calendar is in the office. {bk02-l2c-f4-02-a.mp3}
ACCEPT: in

PROMPT: John and Bob are at the mess hall. {bk02-l2c-f4-03-q.mp3}
TEMPLATE: John and Bob are ____ the mess hall.
RESPONSE: John and Bob are at the mess hall. {bk02-l2c-f4-03-a.mp3}
ACCEPT: at

PROMPT: The mess hall is on the Air Force base. {bk02-l2c-f4-04-q.mp3}
TEMPLATE: The mess hall is ____ the Air Force base.
RESPONSE: The mess hall is on the Air Force base. {bk02-l2c-f4-04-a.mp3}
ACCEPT: on

PROMPT: Bob isn't at the BX. {bk02-l2c-f4-05-q.mp3}
TEMPLATE: Bob isn't ____ the BX.
RESPONSE: Bob isn't at the BX. {bk02-l2c-f4-05-a.mp3}
ACCEPT: at

PROMPT: The doctors are at the hospital. {bk02-l2c-f4-06-q.mp3}
TEMPLATE: The doctors are ____ the hospital.
RESPONSE: The doctors are at the hospital. {bk02-l2c-f4-06-a.mp3}
ACCEPT: at

# Source: LLA 2D Figure 4
$DIALOGUE Here, Not There
ID: 2d-f4
INTRO: Saying where someone is — and where they are not. Listen and repeat each pair of sentences.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I'm at the library. {page_047_001.jpg|A woman sitting at a library desk surrounded by bookshelves} {bk02-l2d-f4-01.mp3}
LINE: I'm not in the lab. {page_047_002.jpg|Crossed out image showing window blind pull cords} {bk02-l2d-f4-02.mp3}

LINE: You're at the snack bar. {page_047_003.jpg|A snack bar counter with menu board showing Tea, Coffee, Milk, Juice with prices} {bk02-l2d-f4-03.mp3}
LINE: You aren't at the bus stop. {page_047_004.jpg|Crossed out image showing a bus stop shelter with sign BUS STOP} {bk02-l2d-f4-04.mp3}

LINE: He's in the classroom. {page_047_005.jpg|Students sitting at classroom desks taking notes} {bk02-l2d-f4-05.mp3}
LINE: He isn't in the barracks. {page_047_006.jpg|Crossed out image showing a bedroom/barracks interior with lockers and desk} {bk02-l2d-f4-06.mp3}

LINE: She's at the BX. {page_047_007.jpg|Clothing rack with shirts hanging in a store or room} {bk02-l2d-f4-07.mp3}
LINE: She isn't at the commissary. {page_047_008.jpg|Crossed out image showing a store interior with shopping carts and shelves} {bk02-l2d-f4-08.mp3}

LINE: They're in the lab. {page_047_009.jpg|Three men wearing headphones in a language laboratory} {bk02-l2d-f4-09.mp3}
LINE: They aren't at the mess hall. {page_047_010.jpg|Crossed out image showing a mess hall building with sign MESS HALL} {bk02-l2d-f4-10.mp3}

LINE: The desk is in the office. {page_047_011.jpg|A classroom desk and chair with a blackboard behind} {bk02-l2d-f4-11.mp3}
LINE: It's not at the commissary. {page_047_012.jpg|Crossed out image showing a commissary building entrance with sign COMMISSARY} {bk02-l2d-f4-12.mp3}

# Source: ST §Inside and Outside (grammar)
$GRAMMAR Inside and Outside
ID: l2-s26
INTRO: Two more place words, and they need no "in", "at", or "on" at all: "inside" and "outside".

CARD: **Inside** means in a room or a building.
{John is inside.}
{The boys are inside.}
![A young man with glasses sitting inside playing an electric guitar](st-page_066_001.jpg)

CARD: **Outside** means not in a building.
{Linda is outside.}
{We are outside.}
![A young girl outside in a yard giving a dog a snack or treat](st-page_066_002.jpg)

SUMMARY:
| | | |
|---|---|---|
| I | am | inside / outside. |
| You / We / They / The boys | are | inside / outside. |
| He / She / It / Linda | is | inside / outside. |

# Source: ST §Inside or Outside
$DIALOGUE Inside or Outside?
ID: l2-s27
INTRO: Linda is outside with the dog; John is inside with his guitar. Listen and repeat the questions and answers.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

VOCAB: outside
LINE: Where's Linda?\n— She's outside.

VOCAB: inside
LINE: Where's John?\n— He's inside.

LINE: Is Linda in her room?\n— No, she's not. She's outside.

LINE: Is John in his room?\n— Yes, he is.

# Source: LLA 2D Figure 10
$PRODUCE Inside or Outside — You Answer
ID: 2d-f10
INPUT: type
CHECK: exact
INTRO: Look at each picture, listen to the question, and type whether they're inside or outside — then say the full answer back.
INSTRUCTION: Type your answer.
REPEAT

PROMPT: Where are Jan and Linda? {bk02-l2d-f10-01-q.mp3}
TEMPLATE: {page_051_001.jpg|A smiling adult woman leaning close to a young girl with dark hair}
RESPONSE: They're outside. {bk02-l2d-f10-01-a.mp3}
ACCEPT: They are outside. | outside | They're outside

PROMPT: Where are Tom and Bill? {bk02-l2d-f10-02-q.mp3}
TEMPLATE: {page_051_002.jpg|Students sitting at desks in a classroom, taking notes during a lesson}
RESPONSE: They're inside. {bk02-l2d-f10-02-a.mp3}
ACCEPT: They are inside. | inside | They're inside

PROMPT: Where is John? {bk02-l2d-f10-03-q.mp3}
TEMPLATE: {page_051_003.jpg|A young man with glasses playing an electric guitar sitting in front of a poster that says "COWBOYS"}
RESPONSE: He's inside. {bk02-l2d-f10-03-a.mp3}
ACCEPT: He is inside. | inside | He's inside

PROMPT: Where is Linda? {page_051_004.jpg|A young girl kneeling outdoors and feeding a dog} {bk02-l2d-f10-04-q.mp3}
RESPONSE: She's outside. {bk02-l2d-f10-04-a.mp3}
ACCEPT: She is outside. | outside | She's outside

PROMPT: Where are the students? {page_051_005.jpg|A young man carrying books walking outdoors with two young women} {bk02-l2d-f10-05-q.mp3}
RESPONSE: They're outside. {bk02-l2d-f10-05-a.mp3}
ACCEPT: They are outside. | outside | They're outside

PROMPT: Where is the doctor? {page_051_006.jpg|An older man wearing glasses and a lab coat or smock, standing near shelves} {bk02-l2d-f10-06-q.mp3}
RESPONSE: He's inside. {bk02-l2d-f10-06-a.mp3}
ACCEPT: He is inside. | inside | He's inside

$SESSION 2-5: My, Your, and Whose

# Source: LLA 2C Figure 5
$DIALOGUE My, Your, Our
ID: 2c-f5
INTRO: In this part you'll say whose things are whose. It starts with six small words: my, your, our, his, her, their. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: my
LINE: This is my classroom. {page_041_001.jpg|A male teacher standing near a clock on the wall next to a female student sitting at a desk} {bk02-l2c-f5-01.mp3}

VOCAB: your
LINE: This is your classroom. {page_041_002.jpg|Students sitting at individual desks in a classroom setting} {bk02-l2c-f5-02.mp3}

VOCAB: our
LINE: This is our classroom. {page_042_001.jpg|Two men in uniform standing outside room 206 talking} {bk02-l2c-f5-03.mp3}

VOCAB: his
LINE: That is his sister. {page_042_002.jpg|A family group with a man and woman on the left, and two younger males on the right} {bk02-l2c-f5-04.mp3}

VOCAB: her
LINE: This is her sister. {page_042_003.jpg|Two people pointing at two young women walking past outdoors} {bk02-l2c-f5-05.mp3}

VOCAB: their
LINE: This is their brother. {page_042_004.jpg|A woman surrounded by young people/children} {bk02-l2c-f5-06.mp3}

# Source: ST §This Is Our Classroom. (grammar)
$GRAMMAR Our, Your, Their
ID: l2-s16
INTRO: The plural owners get their own words: our, your, and their.

CARD: **Our** = it belongs to us. **Your** = it belongs to you. **Their** = it belongs to them.
{This is our classroom.}
{This is your lab.}
{This is their brother.}

CARD: They work the same with plural things — the word doesn't change.
{These are our books.}
{That's their barracks.}

SUMMARY:
| | | | |
|---|---|---|---|
| This | is | our | classroom. |
| This | is | your | lab. |
| This | is | their | brother. |

# Source: ST §This Is Our Classroom.
$DIALOGUE This Is Our Classroom
ID: l2-s17
INTRO: Practice the plural owners in full sentences. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: This is our classroom. {st-page_060_001.jpg|A classroom filled with students sitting at desks while a teacher stands at the front desk}

LINE: This is your lab. {st-page_060_002.jpg|Two students wearing headphones and speaking into microphones in a language lab setup}

LINE: This is their brother. {st-page_060_003.jpg|A woman and a young girl standing with a young boy wearing glasses, an arrow pointing to the boy}

LINE: They are students. This is their barracks.
LINE: You are my students. These are your books.
LINE: We are teachers. These are our classrooms.
LINE: These are our books.
LINE: She's their sister.
LINE: He's your friend.
LINE: That's our office.
LINE: This is your money.
LINE: That's their barracks.

# Source: ST §What's This?
$DIALOGUE What's This? — It's Their Money
ID: l2-s18
INTRO: Two students pointing at everything in the room. Read the questions and answers, and watch the possessive words.
INSTRUCTION: Read these questions and answers.

Student1: What's this?
Student2: This is our classroom.

Student1: What's that?
Student2: That's our office.

Student1: What's this?
Student2: It's their money.

Student1: What are those?
Student2: They're your pencils.

Student1: What are these?
Student2: These are their schedules.

Student1: What's that?
Student2: That's our barracks.

Student1: What are those?
Student2: They're your books.

Student1: What's that?
Student2: It's their bulletin board.

Student1: What's this?
Student2: It's our clock.

Student1: What are these?
Student2: Those are their chairs.

Student1: What are those?
Student2: Those are pictures.

# Source: LLA 2C Figure 6
$PRODUCE Type the Possessive Word
ID: 2c-f6
INPUT: type
CHECK: exact
INTRO: Listen to each sentence and type the possessive word you hear — "my", "your", "our", "his", "her", or "their". Then repeat the full sentence.
INSTRUCTION: Type the missing possessive word.
REPEAT

PROMPT: This is my barracks. {bk02-l2c-f6-01-q.mp3}
TEMPLATE: This is ____ barracks.
RESPONSE: This is my barracks. {bk02-l2c-f6-01-a.mp3}
ACCEPT: my

PROMPT: This is their classroom. {bk02-l2c-f6-02-q.mp3}
TEMPLATE: This is ____ classroom.
RESPONSE: This is their classroom. {bk02-l2c-f6-02-a.mp3}
ACCEPT: their

PROMPT: These are your notebooks. {bk02-l2c-f6-03-q.mp3}
TEMPLATE: These are ____ notebooks.
RESPONSE: These are your notebooks. {bk02-l2c-f6-03-a.mp3}
ACCEPT: your

PROMPT: That's his child. {bk02-l2c-f6-04-q.mp3}
TEMPLATE: That's ____ child.
RESPONSE: That's his child. {bk02-l2c-f6-04-a.mp3}
ACCEPT: his

PROMPT: Mr. Rogers is our teacher. {bk02-l2c-f6-05-q.mp3}
TEMPLATE: Mr. Rogers is ____ teacher.
RESPONSE: Mr. Rogers is our teacher. {bk02-l2c-f6-05-a.mp3}
ACCEPT: our

PROMPT: It's her money. {bk02-l2c-f6-06-q.mp3}
TEMPLATE: It's ____ money.
RESPONSE: It's her money. {bk02-l2c-f6-06-a.mp3}
ACCEPT: her

# Source: ST §Whose Money Is This? (grammar)
$GRAMMAR Asking "Whose"
ID: l2-s19
INTRO: To ask who the owner is, there's one word: "whose".

CARD: **Whose** asks who something belongs to. Answer with a possessive word.
{Whose money is this?}
{This is our money.}

CARD: With plural things, use "are" — the pattern stays the same.
{Whose pens are these?}
{They are my pens.}

SUMMARY:
| Question | Answer |
|---|---|
| Whose sister is she? | She is his sister. |
| Whose money is this? | This is our money. |
| Whose pens are these? | They are my pens. |

# Source: ST §Whose Classroom Is This?
$DIALOGUE Whose Radio Is This?
ID: l2-s20
INTRO: Ten "whose" questions and their answers. Listen and repeat each pair.
INSTRUCTION: Listen and repeat these questions and answers.
REPEAT

VOCAB: whose
LINE: Whose radio is this?\n— That's my radio.
LINE: Whose pen is that?\n— It's his pen.
LINE: Whose recorders are these?\n— They're your recorders.
LINE: Whose notebooks are these?\n— Those are her notebooks.
LINE: Whose television is that?\n— That's our television.
LINE: Whose sister is she?\n— She's their sister.
LINE: Whose doctor is he?\n— He's her doctor.
LINE: Whose friend is she?\n— She's my friend.
LINE: Whose teacher is she?\n— She's our teacher.
LINE: Whose mechanic are you?\n— I'm their mechanic.

# Source: LLA 2C Figure 8
$PRODUCE Ask with "Whose"
ID: 2c-f8
INPUT: speak
CHECK: reveal
INTRO: Now you build the question. Hear a word, ask a "Whose" question with it, then repeat the model question.
INSTRUCTION: Ask a question with "Whose", then repeat.
REPEAT

EXAMPLE
PROMPT: pencil {bk02-l2c-f8-ex-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose pencil is this? {bk02-l2c-f8-ex-a.mp3}

PROMPT: pen {bk02-l2c-f8-01-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose pen is this? {bk02-l2c-f8-01-a.mp3}

PROMPT: classroom {bk02-l2c-f8-02-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose classroom is this? {bk02-l2c-f8-02-a.mp3}

PROMPT: money {bk02-l2c-f8-03-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose money is this? {bk02-l2c-f8-03-a.mp3}

PROMPT: children {bk02-l2c-f8-04-q.mp3}
TEMPLATE: Whose ____ are these?
RESPONSE: Whose children are these? {bk02-l2c-f8-04-a.mp3}

PROMPT: pictures {bk02-l2c-f8-05-q.mp3}
TEMPLATE: Whose ____ are these?
RESPONSE: Whose pictures are these? {bk02-l2c-f8-05-a.mp3}

PROMPT: books {bk02-l2c-f8-06-q.mp3}
TEMPLATE: Whose ____ are these?
RESPONSE: Whose books are these? {bk02-l2c-f8-06-a.mp3}

PROMPT: room {bk02-l2c-f8-07-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose room is this? {bk02-l2c-f8-07-a.mp3}

PROMPT: bed {bk02-l2c-f8-08-q.mp3}
TEMPLATE: Whose ____ is this?
RESPONSE: Whose bed is this? {bk02-l2c-f8-08-a.mp3}

PROMPT: brother {bk02-l2c-f8-09-q.mp3}
TEMPLATE: Whose ____ is he?
RESPONSE: Whose brother is he? {bk02-l2c-f8-09-a.mp3}

PROMPT: sister {bk02-l2c-f8-10-q.mp3}
TEMPLATE: Whose ____ is she?
RESPONSE: Whose sister is she? {bk02-l2c-f8-10-a.mp3}

$SESSION 2-6: Betty's Book — Possessive Names

# Source: LLA 2D Figure 6
$DIALOGUE It's Betty's Money
ID: 2d-f6
INTRO: One more way to name the owner: put "'s" on the name itself. Betty's money, Bill's books. Listen to the questions and answers, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Whose money is this? {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-01.mp3}
LINE: It's Betty's money. {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-02.mp3}

LINE: Whose books are these? {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-03.mp3}
LINE: They're Bill's books. {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-04.mp3}

LINE: Whose children are they? {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-05.mp3}
LINE: They're Mrs. Wilson's children. {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-06.mp3}

LINE: Whose room is this? {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-07.mp3}
LINE: This is Tom's room. {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-08.mp3}

LINE: Whose map is that? {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-09.mp3}
LINE: It's Linda's map. {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-10.mp3}

# Source: ST §This Is Betty's Book. (grammar)
$GRAMMAR Betty's Book
ID: l2-s22
INTRO: The rule behind "Betty's book" — one apostrophe, one letter.

CARD: Add **'s** to a name to say it belongs to that person.
{Whose book is that?}
{That is Betty's book.}

CARD: With several things, only the verb changes — the **'s** stays on the name.
{Whose books are those?}
{Those are Betty's books.}

CARD: Another way to say the same thing:
{That book belongs to Betty.}

SUMMARY:
| Question | Answer |
|---|---|
| Whose book is that? | That is Betty's book. |
| Whose books are those? | Those are Betty's books. |

That is Betty's book. = That book belongs to Betty.

# Source: LLA 2D Figure 7 (TTS twin ST §This Is Betty's Book. (Practice) dropped)
$PRODUCE Type the Name Plus 's
ID: 2d-f7
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Listen to the question and its answer, then type the missing possessive — the name plus apostrophe-s.
INSTRUCTION: Type the missing word.

PROMPT: Whose barracks is this? This is Aldo's barracks. {bk02-l2d-f7-01.mp3}
TEMPLATE: This is ____{Aldo's} barracks.
RESPONSE: This is Aldo's barracks. {bk02-l2d-f7-01-a.mp3}

PROMPT: Whose desks are these? They're Bob's desks. {bk02-l2d-f7-02.mp3}
TEMPLATE: They're ____{Bob's} desks.
RESPONSE: They're Bob's desks. {bk02-l2d-f7-02-a.mp3}

PROMPT: Whose dime is that? It's Jan's dime. {bk02-l2d-f7-03.mp3}
TEMPLATE: It's ____{Jan's} dime.
RESPONSE: It's Jan's dime. {bk02-l2d-f7-03-a.mp3}

PROMPT: Whose schedule is this? It's Mr. Wilson's schedule. {bk02-l2d-f7-04.mp3}
TEMPLATE: It's ____{Mr. Wilson's} schedule.
RESPONSE: It's Mr. Wilson's schedule. {bk02-l2d-f7-04-a.mp3}

PROMPT: Whose pens are these? Those are Susan's pens. {bk02-l2d-f7-05.mp3}
TEMPLATE: Those are ____{Susan's} pens.
RESPONSE: Those are Susan's pens. {bk02-l2d-f7-05-a.mp3}

# Source: ST §It's His Radio.
$DIALOGUE It's His Radio
ID: l2-s21
INTRO: Two short exchanges about a radio and a tape — read along and spot who owns what.
INSTRUCTION: Read the dialogs.

Betty: Is this your radio?
Aldo: No, it's not.
Betty: Whose radio is it?
Aldo: It's his radio.

Bob: Where's your tape?
Dave: It's on the table.
Bob: Is this your tape?
Dave: Yes, it is.

# Source: ST §It Belongs to Betty.
$DIALOGUE It Belongs to Betty
ID: l2-s24
INTRO: Here's the phrase "belongs to" — a second way to say whose something is. Listen and repeat.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

VOCAB: belong to | belong(s) to
LINE: Whose recorder is this?\n— This is Aldo's recorder. It belongs to Aldo.

LINE: Whose TV is that?\n— That's Susan's TV. It belongs to Susan.

LINE: Whose dime is this?\n— This is Bill's dime. It belongs to Bill.

LINE: Whose radio is that?\n— That's Tom's radio. It belongs to Tom.

# Source: LLA 2C Figure 9
$PRODUCE Say the Whole Sentence
ID: 2c-f9
INPUT: speak
CHECK: reveal
INTRO: Read the sentence frame, listen to the word, and say the complete sentence — possessive included. Then repeat the model.
INSTRUCTION: Say the complete sentence, then repeat.
REPEAT

EXAMPLE
PROMPT: pencil {bk02-l2c-f9-ex-q.mp3}
TEMPLATE: It's my ____.
RESPONSE: It's my pencil. {bk02-l2c-f9-ex-a.mp3}

PROMPT: book {bk02-l2c-f9-01-q.mp3}
TEMPLATE: It's Betty's ____.
RESPONSE: It's Betty's book. {bk02-l2c-f9-01-a.mp3}

PROMPT: desk {bk02-l2c-f9-02-q.mp3}
TEMPLATE: It's John's ____.
RESPONSE: It's John's desk. {bk02-l2c-f9-02-a.mp3}

PROMPT: room {bk02-l2c-f9-03-q.mp3}
TEMPLATE: It's his ____.
RESPONSE: It's his room. {bk02-l2c-f9-03-a.mp3}

PROMPT: friend {bk02-l2c-f9-04-q.mp3}
TEMPLATE: He's our ____.
RESPONSE: He's our friend. {bk02-l2c-f9-04-a.mp3}

PROMPT: radio {bk02-l2c-f9-05-q.mp3}
TEMPLATE: It's her ____.
RESPONSE: It's her radio. {bk02-l2c-f9-05-a.mp3}

PROMPT: mother {bk02-l2c-f9-06-q.mp3}
TEMPLATE: She's my ____.
RESPONSE: She's my mother. {bk02-l2c-f9-06-a.mp3}

PROMPT: lab {bk02-l2c-f9-07-q.mp3}
TEMPLATE: It's their ____.
RESPONSE: It's their lab. {bk02-l2c-f9-07-a.mp3}

PROMPT: penny {bk02-l2c-f9-08-q.mp3}
TEMPLATE: It's your ____.
RESPONSE: It's your penny. {bk02-l2c-f9-08-a.mp3}

PROMPT: box {bk02-l2c-f9-09-q.mp3}
TEMPLATE: It's Tom's ____.
RESPONSE: It's Tom's box. {bk02-l2c-f9-09-a.mp3}

PROMPT: father {bk02-l2c-f9-10-q.mp3}
TEMPLATE: He's his ____.
RESPONSE: He's his father. {bk02-l2c-f9-10-a.mp3}

# Source: LLA 2D Figure 8 (TTS twin ST §Whose Box Is It? dropped)
$DIALOGUE Whose Money Is It?
ID: 2d-f8
INTRO: Sergeant Lopez has found money under a desk, and Tom knows exactly whose it isn't. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Sgt_Lopez: Is that your money under the desk? {bk02-l2d-f8-01.mp3}
Tom: No, it isn't, sir. {bk02-l2d-f8-02.mp3}
Sgt_Lopez: Whose money is it? {bk02-l2d-f8-03.mp3}
Tom: It's Bill's money. {bk02-l2d-f8-04.mp3}
Sgt_Lopez: Where's Bill? {bk02-l2d-f8-05.mp3}
Tom: He's at the BX. {bk02-l2d-f8-06.mp3}

# SKIPPED (book): ST Function "WHOSE IS THIS." (p. 58) — unscripted open ask-and-answer pair task; no solo path.

# Source: ST §The Teacher Is Tired.
$DIALOGUE Sick, and in Their Rooms
ID: l2-s30
INTRO: Everyone in this drill is sick and in bed — a good excuse to practice "his", "her", and "their". Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: The man is sick. He is in his room.
LINE: The woman is sick. She is in her room.
LINE: The girl is sick. She is in her room.
LINE: The boys are sick. They are in their room.
LINE: The children are sick. They are in their room.

# Source: LLA 2C closing conversation
$DIALOGUE Looking for Ernest
ID: 2c-conv
INTRO: To close this part, a real conversation at real speed — someone has found a book, and nobody is sure whose it is. Fitting. Just listen.
INSTRUCTION: Listen to the conversation.

Man: Hey, Laura, do you know where Ernest is? {bk02-l2c-f9-11.mp3}
Laura: I think he's still in the studio, doing some taping for us. {bk02-l2c-f9-12.mp3}
Man: Ah. I thought he went to the BX. {bk02-l2c-f9-13.mp3}
Laura: Oh. Um, he might have gone there with his friend. {bk02-l2c-f9-14.mp3}
Man: Ah. Okay. Well, I need to see him, because I found a book. {bk02-l2c-f9-15.mp3}
Laura: Did you? {bk02-l2c-f9-16.mp3}
Man: Yeah. {bk02-l2c-f9-17.mp3}
Laura: Which book did you find? {bk02-l2c-f9-18.mp3}
Man: Well, I don't know whether it's his book or someone else's book. {bk02-l2c-f9-19.mp3}
Laura: Oh. Did you find it in his room? {bk02-l2c-f9-20.mp3}
Man: No. I found it in the mess hall. {bk02-l2c-f9-21.mp3}
Laura: Oh. You know, he usually keeps it either in his room or in his office. {bk02-l2c-f9-22.mp3}
Man: Okay. Well, if you see him, would you tell him to get in touch with me? Because I think it might be his book. {bk02-l2c-f9-23.mp3}
Laura: Okay. I sure will. {bk02-l2c-f9-24.mp3}
Man: Okay. See you later. {bk02-l2c-f9-25.mp3}
Laura: Bye. {bk02-l2c-f9-26.mp3}
Man: Bye. {bk02-l2c-f9-27.mp3}

$SESSION 2-7: Sounds and Spelling

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SIT / REPEAT" (/I/ vs /i/, pp. 59-60) — instructor-read with unprinted stimuli; the tape activity below covers the same skill with real audio.
# Source: LLA 2D Figure 5
$SELECT Same or Different? Vowel Sounds
ID: 2d-f5
HIDE_PROMPT
INTRO: This part tunes your ears and your spelling. First: two words — do they have the same vowel sound, like "sleep", or different ones, like "slip"?
INSTRUCTION: Tap Same or Different.

OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: C ... sea {bk02-l2d-f5-ex.mp3}
ANSWER: s

PROMPT: peach ... peach {bk02-l2d-f5-01.mp3}
ANSWER: s

PROMPT: slip ... sleep {bk02-l2d-f5-02.mp3}
ANSWER: d

PROMPT: deep ... dip {bk02-l2d-f5-03.mp3}
ANSWER: d

PROMPT: chip ... chip {bk02-l2d-f5-04.mp3}
ANSWER: s

PROMPT: feet ... feet {bk02-l2d-f5-05.mp3}
ANSWER: s

PROMPT: grin ... green {bk02-l2d-f5-06.mp3}
ANSWER: d

PROMPT: leap ... lip {bk02-l2d-f5-07.mp3}
ANSWER: d

PROMPT: tick ... teak {bk02-l2d-f5-08.mp3}
ANSWER: d

PROMPT: rip ... rip {bk02-l2d-f5-09.mp3}
ANSWER: s

PROMPT: each ... each {bk02-l2d-f5-10.mp3}
ANSWER: s

# Source: LLA 2D Figure 9
$PRODUCE Spell It: S or SS
ID: 2d-f9
INPUT: type
CHECK: exact
INTRO: Some words take one "s", some take two. Listen to each word and type "s" or "ss" to complete it.
INSTRUCTION: Type "s" or "ss".

PROMPT: student {bk02-l2d-f9-01.mp3}
TEMPLATE: ____{s}tudent
RESPONSE: student

PROMPT: classroom {bk02-l2d-f9-02.mp3}
TEMPLATE: cla____{ss}room
RESPONSE: classroom

PROMPT: clocks {bk02-l2d-f9-03.mp3}
TEMPLATE: clock____{s}
RESPONSE: clocks

PROMPT: sad {bk02-l2d-f9-04.mp3}
TEMPLATE: ____{s}ad
RESPONSE: sad

PROMPT: Miss {bk02-l2d-f9-05.mp3}
TEMPLATE: Mi____{ss}
RESPONSE: Miss

PROMPT: barracks {bk02-l2d-f9-06.mp3}
TEMPLATE: barrack____{s}
RESPONSE: barracks

PROMPT: bus {bk02-l2d-f9-07.mp3}
TEMPLATE: bu____{s}
RESPONSE: bus

PROMPT: sister {bk02-l2d-f9-08.mp3}
TEMPLATE: ____{s}i____{s}ter
RESPONSE: sister

PROMPT: ask {bk02-l2d-f9-09.mp3}
TEMPLATE: a____{s}k
RESPONSE: ask

PROMPT: answer {bk02-l2d-f9-10.mp3}
TEMPLATE: an____{s}wer
RESPONSE: answer

# Source: ST §Write: S or SS
$PRODUCE Write S or SS
ID: l2-s28
INTRO: Same idea, no audio this time — the lesson's own words, spelled from memory. Type "s" or "ss" to complete each one.
INSTRUCTION: Type the missing letter "s" or letters "ss".
INPUT: type
CHECK: exact

TEMPLATE: ____{s}ick
RESPONSE: sick

TEMPLATE: barrack____{s}
RESPONSE: barracks

TEMPLATE: cla____{ss}room
RESPONSE: classroom

TEMPLATE: ____{s}ad
RESPONSE: sad

TEMPLATE: commi____{ss}ary
RESPONSE: commissary

TEMPLATE: di____{s}pen____{s}ary
RESPONSE: dispensary

TEMPLATE: ____{s}chedule
RESPONSE: schedule

TEMPLATE: bu____{s} ____{s}top
RESPONSE: bus stop

TEMPLATE: ____{s}nack bar
RESPONSE: snack bar

TEMPLATE: que____{s}tion
RESPONSE: question

TEMPLATE: ____{s}i____{s}ter
RESPONSE: sister

TEMPLATE: ho____{s}pital
RESPONSE: hospital

# Source: LLA 2D closing skit
$DIALOGUE A Ride to the Doctor
ID: 2d-closing
INTRO: One last real conversation to send you off: a snack bar hamburger gets its revenge. Listen for the places and the words "sick" and "tired" — you know them all now. Well done on this lesson.
INSTRUCTION: Listen to the dialogue.

Speaker1: You know, I enjoyed that snack at the snack bar, but I'm not feeling so well now. {bk02-l2d-f10-07.mp3}
Speaker1: I wonder, I wonder if it was that hamburger. {bk02-l2d-f10-08.mp3}
Speaker2: Well, the food might have been bad. Are you really feeling sick? {bk02-l2d-f10-09.mp3}
Speaker1: You know, I am. Ugh. {bk02-l2d-f10-10.mp3}
Speaker2: Do you have your car here? {bk02-l2d-f10-11.mp3}
Speaker1: Yeah. {bk02-l2d-f10-12.mp3}
Speaker2: Can I give you a ride to the doctor? {bk02-l2d-f10-13.mp3}
Speaker1: I'd really appreciate that. {bk02-l2d-f10-14.mp3}
Speaker1: I'm feeling a little bit tired and a little bit sick. I think I need to go, even though it's a little bit late. {bk02-l2d-f10-15.mp3}
Speaker2: Okay, well, it's raining outside, so maybe you'd better get your umbrella and then we can go. {bk02-l2d-f10-16.mp3}
Speaker1: Okay. Gosh, I'd really appreciate it. I'd hate to wait for the bus in this kind of weather. {bk02-l2d-f10-17.mp3}
Speaker2: Okay. Well, I'm sure glad you waited till we finished the tape before you got sick. {bk02-l2d-f10-18.mp3}
Speaker1: Thanks. {bk02-l2d-f10-19.mp3}

$SESSION 2-8: Extra Practice — Reading Words (Optional)

# Source: ST §Select the Same Word
$SELECT Find the Same Word
ID: l2-s29
INTRO: This part is optional extra practice in reading printed English words. If you can already read these comfortably, feel free to skip it. Otherwise: tap the word that matches the one shown.
INSTRUCTION: Tap the word that matches the given word.

EXAMPLE
TEMPLATE: BOOK
OPTION: a | CLOCK
OPTION: b | COOK
OPTION: c | BOOK
OPTION: d | BLOCK
ANSWER: c

TEMPLATE: MAN
OPTION: a | man
OPTION: b | men
OPTION: c | much
OPTION: d | map
ANSWER: a

TEMPLATE: BARRACKS
OPTION: a | barracks
OPTION: b | building
OPTION: c | bus stop
OPTION: d | blackboard
ANSWER: a

TEMPLATE: TAPE
OPTION: a | top
OPTION: b | tape
OPTION: c | tap
OPTION: d | tea
ANSWER: b

TEMPLATE: WOMAN
OPTION: a | woman
OPTION: b | man
OPTION: c | women
OPTION: d | men
ANSWER: a

TEMPLATE: TIRED
OPTION: a | tree
OPTION: b | tired
OPTION: c | tire
OPTION: d | third
ANSWER: b

TEMPLATE: BOX
OPTION: a | ox
OPTION: b | book
OPTION: c | box
OPTION: d | pox
ANSWER: c

TEMPLATE: MAP
OPTION: a | map
OPTION: b | much
OPTION: c | men
OPTION: d | man
ANSWER: a

TEMPLATE: DESK
OPTION: a | deck
OPTION: b | dime
OPTION: c | disk
OPTION: d | desk
ANSWER: d

TEMPLATE: PENCIL
OPTION: a | pen
OPTION: b | pencil
OPTION: c | big
OPTION: d | bat
ANSWER: b

TEMPLATE: LAB
OPTION: a | lap
OPTION: b | lobe
OPTION: c | late
OPTION: d | lab
ANSWER: d

TEMPLATE: SICK
OPTION: a | sick
OPTION: b | sad
OPTION: c | see
OPTION: d | same
ANSWER: a

TEMPLATE: DIME
OPTION: a | deem
OPTION: b | team
OPTION: c | time
OPTION: d | dime
ANSWER: d

TEMPLATE: WHAT
OPTION: a | not
OPTION: b | hot
OPTION: c | what
OPTION: d | how
ANSWER: c

TEMPLATE: CLOCK
OPTION: a | close
OPTION: b | chair
OPTION: c | clock
OPTION: d | cook
ANSWER: c

TEMPLATE: SICK
OPTION: a | sick
OPTION: b | same
OPTION: c | sad
OPTION: d | sit
ANSWER: a