$MODULE Book 1 · Lesson 4: Today Is Thursday
FORMAT: 2
DIOCO_DOC_ID: lc_alc_book1_lesson4
DESCRIPTION: This/that/these/those with classroom objects, my/your/his/her, the alphabet, days of the week, telling time, and prepositions of location (in/on/under).
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, encouraging teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Student_1 | achernar | Male student
VOICE: Student_2 | schedar | Male student
VOICE: Ken | achernar | Male student
VOICE: Jim | achird | Male student
VOICE: Narrator | achernar | speaker (auto)

# ============================================================================
$LESSON 4-1: Is This a Pen?
# ============================================================================

# Source: LLA 4A Figure 1 (Part 1)
$DIALOGUE Is This a Pen? — Yes, It Is
INTRO: Let's name the things around us. Listen to each question and its yes answer, then say it back.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01a.mp3}
LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01b.mp3}

Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02a.mp3}
LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02b.mp3}

Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03a.mp3}
LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03b.mp3}

Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04a.mp3}
LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04b.mp3}

Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05a.mp3}
LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05b.mp3}

Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06a.mp3}
LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06b.mp3}

Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07a.mp3}
LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07b.mp3}

# Source: LLA 4A Figure 1 (Part 2)
$DIALOGUE Is This a Pen? — No, It Isn't
INTRO: Now the answers are negative. Listen for "No, it isn't," and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08a.mp3}
LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08b.mp3}

Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09a.mp3}
LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09b.mp3}

Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10a.mp3}
LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10b.mp3}

Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11a.mp3}
LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11b.mp3}

Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12a.mp3}
LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12b.mp3}

Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13a.mp3}
LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13b.mp3}

Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14a.mp3}
LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14b.mp3}

# Source: ST §Grammar Yes/No Questions
$GRAMMAR Yes/No Questions — Short and Long Answers
INTRO: Here's how to answer yes/no questions with a full sentence, not just one word.

A yes/no question can take a short word, but a **long answer** repeats the subject and verb.

| Question | Long Answer |
|---|---|
| Are you a student? | {Yes, I'm a student.} / {No, I'm not a student.} |
| Is she a teacher? | {Yes, she's a teacher.} / {No, she isn't a teacher.} |
| Is this a pen? | {Yes, this is a pen.} / {No, this isn't a pen.} |
| Are they doctors? | {Yes, they're doctors.} / {No, they aren't doctors.} |

# Source: ST §Yes, It's a Notebook.
$DIALOGUE Yes, It's a Book
INTRO: Listen to these question-and-answer pairs about people and things, then say them back.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg}
LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg}
LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg}
LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg}
LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg}
LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg}
LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg}
LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg}

# Source: LLA 4A Figure 1 (Part 3)
$PRODUCE Is This a Pen? — Answer Aloud
INTRO: Look at each picture, answer the question aloud, then check against the tape.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal

EXAMPLE
PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-ex-q.mp3}
RESPONSE: No, it isn't a clock. {bk01-l4a-f1-ex-a.mp3}

PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-15-q.mp3}
RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-15-a.mp3}

PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-16-q.mp3}
RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-16-a.mp3}

PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-17-q.mp3}
RESPONSE: Yes, it's a chair. {bk01-l4a-f1-17-a.mp3}

PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-18-q.mp3}
RESPONSE: No, it isn't a window. {bk01-l4a-f1-18-a.mp3}

PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-19-q.mp3}
RESPONSE: No, it isn't a pen. {bk01-l4a-f1-19-a.mp3}

PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-20-q.mp3}
RESPONSE: Yes, it's a window. {bk01-l4a-f1-20-a.mp3}

PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-21-q.mp3}
RESPONSE: Yes, it's a door. {bk01-l4a-f1-21-a.mp3}

# Source: ST §Yes, Jim Is a Doctor.
$PRODUCE Yes/No — Give the Long Answer
INTRO: Read each question and the start of the answer, then say the full long answer.
INSTRUCTION: Answer aloud with a full long answer.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correct long answer matching the prompt and the given Yes/No cue (e.g., "Yes, he's a mechanic" or "Yes, he is a mechanic").

PROMPT: Is Joe a mechanic?
TEMPLATE: Yes, ____
RESPONSE: Yes, he's a mechanic.

PROMPT: Are you a pilot?
TEMPLATE: No, ____
RESPONSE: No, I'm not a pilot.

PROMPT: Are we students?
TEMPLATE: Yes, ____
RESPONSE: Yes, we're students.

PROMPT: Is she a teacher?
TEMPLATE: No, ____
RESPONSE: No, she's not a teacher.

PROMPT: Are they cooks?
TEMPLATE: No, ____
RESPONSE: No, they aren't cooks.

# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "HE / DAY" — instructor-read
# minimal-pair drills with no recorded stimulus and no given word pairs. Convertible later
# with chosen items + TTS.

# ============================================================================
$LESSON 4-2: This, That, These, Those
# ============================================================================

# Source: LLA 4A Figure 2 (Part 1)
$DIALOGUE Are These Books? — Yes
INTRO: Now we move to plurals — "these" for things near, "those" for things far. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01a.mp3}
LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01b.mp3}

Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02a.mp3}
LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02b.mp3}

Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03a.mp3}
LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03b.mp3}

Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04a.mp3}
LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04b.mp3}

Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05a.mp3}
LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05b.mp3}

Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06a.mp3}
LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06b.mp3}

# Source: LLA 4A Figure 2 (Part 2)
$DIALOGUE Are These Books? — No
INTRO: Here come the negative plural answers: "No, they aren't." Listen and say them back.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07a.mp3}
LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07b.mp3}

Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08a.mp3}
LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08b.mp3}

Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09a.mp3}
LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09b.mp3}

Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10a.mp3}
LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10b.mp3}

Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11a.mp3}
LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11b.mp3}

Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12a.mp3}
LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12b.mp3}

# Source: LLA 4A Figure 3 (Part 1)
$DIALOGUE My, Your, His, Her
INTRO: Let's add the little words that show whose thing it is: my, your, his, her.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: my pen. {page_091_001.jpg} {bk01-l4a-f3-01.mp3}
LINE: your book. {page_091_002.jpg} {bk01-l4a-f3-02.mp3}
LINE: her notebook. {page_091_003.jpg} {bk01-l4a-f3-03.mp3}
LINE: his quarter. {page_091_004.jpg} {bk01-l4a-f3-04.mp3}
LINE: my chair. {page_091_005.jpg} {bk01-l4a-f3-05.mp3}
LINE: your pencil. {page_091_006.jpg} {bk01-l4a-f3-06.mp3}
LINE: her table. {page_091_007.jpg} {bk01-l4a-f3-07.mp3}
LINE: his clock. {page_091_008.jpg} {bk01-l4a-f3-08.mp3}

# Source: LLA 4A Figure 3 (Part 2)
$DIALOGUE This Is My Pen
INTRO: Now the same possessives inside full sentences with this and that. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3}
LINE: That's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3}
LINE: That's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3}
LINE: This is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3}
LINE: This is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3}
LINE: This is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3}
LINE: That's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3}
LINE: That's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3}

# Source: LLA 4A Figure 4 (Part 1)
$DIALOGUE Is That My Pen?
INTRO: Now listen to questions and answers that mix possessives with this and that.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01a.mp3}
LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01b.mp3}

Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02a.mp3}
LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02b.mp3}

Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03a.mp3}
LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03b.mp3}

Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04a.mp3}
LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04b.mp3}

Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05a.mp3}
LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05b.mp3}

Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06a.mp3}
LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06b.mp3}

Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07a.mp3}
LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07b.mp3}

Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08a.mp3}
LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08b.mp3}

# Source: LLA 4A Figure 4 (Part 2)
$PRODUCE Is That My Pen? — Answer Aloud
INTRO: Look at the picture, give a full answer aloud, then repeat the correct one.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-09-q.mp3}
RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3}

PROMPT: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-10-q.mp3}
RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3}

PROMPT: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-11-q.mp3}
RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3}

PROMPT: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-12-q.mp3}
RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3}

PROMPT: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-13-q.mp3}
RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3}

PROMPT: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-14-q.mp3}
RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3}

PROMPT: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-15-q.mp3}
RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3}

PROMPT: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-16-q.mp3}
RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3}

# Source: LLA 4A Figure 5
$DIALOGUE Are These My Books?
INTRO: Last set — plural objects with my, your, his, and her. Listen and say them back.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01a.mp3}
LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01b.mp3}

Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02a.mp3}
LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02b.mp3}

Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03a.mp3}
LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03b.mp3}

Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04a.mp3}
LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04b.mp3}

Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05a.mp3}
LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05b.mp3}

Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06a.mp3}
LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06b.mp3}

Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07a.mp3}
LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07b.mp3}

Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08a.mp3}
LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08b.mp3}

# ============================================================================
$LESSON 4-3: The Alphabet
# ============================================================================

# Source: LLA 4A Figure 6
$DIALOGUE The Alphabet
INTRO: Let's go through the whole alphabet. Listen to each letter and say it back.
INSTRUCTION: Listen and repeat each letter.
REPEAT

LINE: A {bk01-l4a-f6-01.mp3}
LINE: B {bk01-l4a-f6-02.mp3}
LINE: C {bk01-l4a-f6-03.mp3}
LINE: D {bk01-l4a-f6-04.mp3}
LINE: E {bk01-l4a-f6-05.mp3}
LINE: F {bk01-l4a-f6-06.mp3}
LINE: G {bk01-l4a-f6-07.mp3}
LINE: H {bk01-l4a-f6-08.mp3}
LINE: I {bk01-l4a-f6-09.mp3}
LINE: J {bk01-l4a-f6-10.mp3}
LINE: K {bk01-l4a-f6-11.mp3}
LINE: L {bk01-l4a-f6-12.mp3}
LINE: M {bk01-l4a-f6-13.mp3}
LINE: N {bk01-l4a-f6-14.mp3}
LINE: O {bk01-l4a-f6-15.mp3}
LINE: P {bk01-l4a-f6-16.mp3}
LINE: Q {bk01-l4a-f6-17.mp3}
LINE: R {bk01-l4a-f6-18.mp3}
LINE: S {bk01-l4a-f6-19.mp3}
LINE: T {bk01-l4a-f6-20.mp3}
LINE: U {bk01-l4a-f6-21.mp3}
LINE: V {bk01-l4a-f6-22.mp3}
LINE: W {bk01-l4a-f6-23.mp3}
LINE: X {bk01-l4a-f6-24.mp3}
LINE: Y {bk01-l4a-f6-25.mp3}
LINE: Z {bk01-l4a-f6-26.mp3}

# Source: LLA 4A Figure 7
$SELECT Hear the Letter
INTRO: You'll hear a letter. Tap the one you hear — watch for capital and small letters.
INSTRUCTION: Tap the letter you hear.

PROMPT: G {bk01-l4a-f7-01.mp3}
OPTION: a | A
OPTION: b | C
OPTION: c | f
OPTION: d | g
ANSWER: d

PROMPT: N {bk01-l4a-f7-02.mp3}
OPTION: a | u
OPTION: b | n
OPTION: c | T
OPTION: d | H
ANSWER: b

PROMPT: D {bk01-l4a-f7-03.mp3}
OPTION: a | m
OPTION: b | D
OPTION: c | o
OPTION: d | l
ANSWER: b

PROMPT: K {bk01-l4a-f7-04.mp3}
OPTION: a | E
OPTION: b | F
OPTION: c | K
OPTION: d | r
ANSWER: c

PROMPT: P {bk01-l4a-f7-05.mp3}
OPTION: a | p
OPTION: b | q
OPTION: c | V
OPTION: d | X
ANSWER: a

PROMPT: J {bk01-l4a-f7-06.mp3}
OPTION: a | J
OPTION: b | G
OPTION: c | w
OPTION: d | S
ANSWER: a

PROMPT: O {bk01-l4a-f7-07.mp3}
OPTION: a | Q
OPTION: b | O
OPTION: c | R
OPTION: d | Y
ANSWER: b

PROMPT: E {bk01-l4a-f7-08.mp3}
OPTION: a | e
OPTION: b | I
OPTION: c | d
OPTION: d | U
ANSWER: a

PROMPT: A {bk01-l4a-f7-09.mp3}
OPTION: a | B
OPTION: b | D
OPTION: c | n
OPTION: d | a
ANSWER: d

PROMPT: L {bk01-l4a-f7-10.mp3}
OPTION: a | W
OPTION: b | z
OPTION: c | h
OPTION: d | L
ANSWER: d

# Source: ST §What's the Letter?
$PRODUCE The Next Letter
INTRO: Type the letter that fills the gap so the sequence stays in alphabetical order.
INSTRUCTION: Type the missing letter.
INPUT: type
CHECK: exact

TEMPLATE: W ____ Y Z
RESPONSE: X
ACCEPT: x | X

TEMPLATE: F G ____ I
RESPONSE: H
ACCEPT: h | H

TEMPLATE: R S ____ U
RESPONSE: T
ACCEPT: t | T

TEMPLATE: K L M ____
RESPONSE: N
ACCEPT: n | N

TEMPLATE: D E F ____
RESPONSE: G
ACCEPT: g | G

TEMPLATE: ____ B C D
RESPONSE: A
ACCEPT: a | A

TEMPLATE: ____ I J K
RESPONSE: H
ACCEPT: h | H

TEMPLATE: O P ____ R
RESPONSE: Q
ACCEPT: q | Q

TEMPLATE: i j k ____
RESPONSE: l
ACCEPT: L | l

TEMPLATE: q ____ s t
RESPONSE: r
ACCEPT: R | r

TEMPLATE: d ____ f g
RESPONSE: e
ACCEPT: E | e

TEMPLATE: u v ____ x
RESPONSE: w
ACCEPT: W | w

TEMPLATE: g h ____ j
RESPONSE: i
ACCEPT: I | i

TEMPLATE: n o ____ q
RESPONSE: p
ACCEPT: P | p

TEMPLATE: t ____ v w
RESPONSE: u
ACCEPT: U | u

TEMPLATE: k l ____ n
RESPONSE: m
ACCEPT: M | m

# Source: ST §Reading Skills — Same or Different?
$SELECT Same or Different? — Letters
INTRO: You'll see two letters. Tap Same if they match, Different if they don't.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
TEMPLATE: r ... n
ANSWER: d

TEMPLATE: h ... k
ANSWER: d

TEMPLATE: a ... a
ANSWER: s

TEMPLATE: g ... j
ANSWER: d

TEMPLATE: b ... d
ANSWER: d

TEMPLATE: L ... L
ANSWER: s

TEMPLATE: a ... o
ANSWER: d

TEMPLATE: M ... N
ANSWER: d

TEMPLATE: W ... W
ANSWER: s

TEMPLATE: O ... Q
ANSWER: d

TEMPLATE: u ... v
ANSWER: d

TEMPLATE: s ... z
ANSWER: d

TEMPLATE: P ... R
ANSWER: d

TEMPLATE: U ... U
ANSWER: s

TEMPLATE: i ... i
ANSWER: s

TEMPLATE: v ... w
ANSWER: d

TEMPLATE: B ... P
ANSWER: d

TEMPLATE: T ... F
ANSWER: d

TEMPLATE: e ... c
ANSWER: d

TEMPLATE: p ... q
ANSWER: d

TEMPLATE: r ... r
ANSWER: s

# Source: ST §One Letter Is the Same
$SELECT Find the Matching Letter
INTRO: Look at the key letter, then tap the choice that is exactly the same.
INSTRUCTION: Tap the letter that matches the key letter.

EXAMPLE
TEMPLATE: v
OPTION: 1 | w
OPTION: 2 | u
OPTION: 3 | v
ANSWER: 3

TEMPLATE: H
OPTION: 1 | A
OPTION: 2 | H
OPTION: 3 | F
ANSWER: 2

TEMPLATE: p
OPTION: 1 | q
OPTION: 2 | j
OPTION: 3 | p
ANSWER: 3

TEMPLATE: l
OPTION: 1 | l
OPTION: 2 | i
OPTION: 3 | k
ANSWER: 1

TEMPLATE: Q
OPTION: 1 | O
OPTION: 2 | A
OPTION: 3 | Q
ANSWER: 3

TEMPLATE: m
OPTION: 1 | m
OPTION: 2 | n
OPTION: 3 | w
ANSWER: 1

TEMPLATE: b
OPTION: 1 | f
OPTION: 2 | h
OPTION: 3 | b
ANSWER: 3

TEMPLATE: r
OPTION: 1 | u
OPTION: 2 | r
OPTION: 3 | v
ANSWER: 2

TEMPLATE: K
OPTION: 1 | K
OPTION: 2 | F
OPTION: 3 | R
ANSWER: 1

TEMPLATE: V
OPTION: 1 | U
OPTION: 2 | W
OPTION: 3 | V
ANSWER: 3

TEMPLATE: a
OPTION: 1 | e
OPTION: 2 | a
OPTION: 3 | d
ANSWER: 2

TEMPLATE: x
OPTION: 1 | x
OPTION: 2 | k
OPTION: 3 | v
ANSWER: 1

TEMPLATE: I
OPTION: 1 | L
OPTION: 2 | I
OPTION: 3 | P
ANSWER: 2

# Source: LLA 4B Figure 1
$PRODUCE Spell the Word
INTRO: You'll hear a word spelled out, letter by letter. Type the whole word, then check.
INSTRUCTION: Type the word you hear.
INPUT: type
CHECK: exact
REPEAT

PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01-q.mp3}
RESPONSE: tomorrow {bk01-l4b-f1-01-a.mp3}

PROMPT: O-N. {bk01-l4b-f1-02-q.mp3}
RESPONSE: on {bk01-l4b-f1-02-a.mp3}

PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03-q.mp3}
RESPONSE: calendar {bk01-l4b-f1-03-a.mp3}

PROMPT: U-N-D-E-R. {bk01-l4b-f1-04-q.mp3}
RESPONSE: under {bk01-l4b-f1-04-a.mp3}

PROMPT: M-A-P. {bk01-l4b-f1-05-q.mp3}
RESPONSE: map {bk01-l4b-f1-05-a.mp3}

PROMPT: D-A-Y. {bk01-l4b-f1-06-q.mp3}
RESPONSE: day {bk01-l4b-f1-06-a.mp3}

PROMPT: M-O-N-D-A-Y. {bk01-l4b-f1-07-q.mp3}
RESPONSE: Monday {bk01-l4b-f1-07-a.mp3}

# ============================================================================
$LESSON 4-4: Days of the Week
# ============================================================================

# Source: ST §This Is a Calendar.
$DIALOGUE This Is a Calendar
INTRO: Here are the seven days of the week, and the words for the calendar. Just read along.
INSTRUCTION: Read the sentences.

VOCAB: calendar
LINE: This is a calendar. {st-page_088_001.jpg}

VOCAB: week
VOCAB: days
LINE: A week is seven days.

VOCAB: Sunday
VOCAB: Monday
VOCAB: Tuesday
VOCAB: Wednesday
VOCAB: Thursday
VOCAB: Friday
VOCAB: Saturday
LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.

VOCAB: weekend
LINE: Saturday and Sunday are the weekend.

VOCAB: today
VOCAB: tomorrow
LINE: Today is Thursday. Tomorrow is Friday.

# Source: LLA 4B Figure 3
$DIALOGUE Days of the Week
INTRO: Now listen to each day and say it back after the speaker.
INSTRUCTION: Listen and repeat each day.
REPEAT

LINE: Sunday. {bk01-l4b-f3-01.mp3}
LINE: Monday. {bk01-l4b-f3-02.mp3}
LINE: Tuesday. {bk01-l4b-f3-03.mp3}
LINE: Wednesday. {bk01-l4b-f3-04.mp3}
LINE: Thursday. {bk01-l4b-f3-05.mp3}
LINE: Friday. {bk01-l4b-f3-06.mp3}
LINE: Saturday. {bk01-l4b-f3-07.mp3}

# Source: LLA 4B Figure 4
$DIALOGUE Today and Tomorrow
INTRO: Listen for how "today" and "tomorrow" go together, day by day. Repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3}
LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3}
LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3}
LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3}
LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3}
LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3}
LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3}

# Source: LLA 4D Figure 4
$SELECT Tomorrow Is—
INTRO: You'll hear today's day. Tap the day that comes tomorrow.
INSTRUCTION: Tap the correct day.

PROMPT: Today is Monday. Tomorrow is— {bk01-l4d-f4-01.mp3}
OPTION: a | Sunday
OPTION: b | Tuesday {bk01-l4d-f4-01-a.mp3}
OPTION: c | Thursday
ANSWER: b

PROMPT: Today is Thursday. Tomorrow is— {bk01-l4d-f4-02.mp3}
OPTION: a | Friday {bk01-l4d-f4-02-a.mp3}
OPTION: b | Wednesday
OPTION: c | Tuesday
ANSWER: a

PROMPT: Today is Friday. Tomorrow is— {bk01-l4d-f4-03.mp3}
OPTION: a | Thursday
OPTION: b | Sunday
OPTION: c | Saturday {bk01-l4d-f4-03-a.mp3}
ANSWER: c

PROMPT: Today is Wednesday. Tomorrow is— {bk01-l4d-f4-04.mp3}
OPTION: a | Tuesday
OPTION: b | Monday
OPTION: c | Thursday {bk01-l4d-f4-04-a.mp3}
ANSWER: c

PROMPT: Today is Saturday. Tomorrow is— {bk01-l4d-f4-05.mp3}
OPTION: a | Sunday {bk01-l4d-f4-05-a.mp3}
OPTION: b | Friday
OPTION: c | Monday
ANSWER: a

PROMPT: Today is Tuesday. Tomorrow is— {bk01-l4d-f4-06.mp3}
OPTION: a | Monday
OPTION: b | Wednesday {bk01-l4d-f4-06-a.mp3}
OPTION: c | Sunday
ANSWER: b

PROMPT: Today is Sunday. Tomorrow is— {bk01-l4d-f4-07.mp3}
OPTION: a | Monday {bk01-l4d-f4-07-a.mp3}
OPTION: b | Wednesday
OPTION: c | Saturday
ANSWER: a

# Source: LLA 4B Figure 5
$PRODUCE Fill in the Day
INTRO: Listen to the full sentence, then type the missing day, and check the spelling.
INSTRUCTION: Type the missing day.
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Today is ____. Tomorrow is Monday.
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01-q.mp3}
RESPONSE: The answer is Sunday. Capital S, U, N, D, A, Y. {bk01-l4b-f5-01-a.mp3}
ACCEPT: Sunday

TEMPLATE: Today is Wednesday. Tomorrow is ____.
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02-q.mp3}
RESPONSE: The answer is Thursday. Capital T, H, U, R, S, D, A, Y. {bk01-l4b-f5-02-a.mp3}
ACCEPT: Thursday

TEMPLATE: Today is ____. Tomorrow is Saturday.
PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03-q.mp3}
RESPONSE: The answer is Friday. Capital F, R, I, D, A, Y. {bk01-l4b-f5-03-a.mp3}
ACCEPT: Friday

TEMPLATE: Today is Monday. Tomorrow is ____.
PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04-q.mp3}
RESPONSE: The answer is Tuesday. Capital T, U, E, S, D, A, Y. {bk01-l4b-f5-04-a.mp3}
ACCEPT: Tuesday

TEMPLATE: Today is ____. Tomorrow is Sunday.
PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05-q.mp3}
RESPONSE: The answer is Saturday. Capital S, A, T, U, R, D, A, Y. {bk01-l4b-f5-05-a.mp3}
ACCEPT: Saturday

TEMPLATE: Today is ____. Tomorrow is Thursday.
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06-q.mp3}
RESPONSE: The answer is Wednesday. Capital W, E, D, N, E, S, D, A, Y. {bk01-l4b-f5-06-a.mp3}
ACCEPT: Wednesday

TEMPLATE: Today is Sunday. Tomorrow is ____.
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07-q.mp3}
RESPONSE: The answer is Monday. Capital M, O, N, D, A, Y. {bk01-l4b-f5-07-a.mp3}
ACCEPT: Monday

# Source: ST §No, Today Isn't Friday.
$PRODUCE Days — Answer About Today
INTRO: Imagine today is Thursday. Answer each question aloud in a full sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat today as Thursday and tomorrow as Friday. Accept any natural, correct answer to the question.

EXAMPLE
PROMPT: Is today Thursday?
RESPONSE: Yes, it's Thursday.

PROMPT: Is today Friday?
RESPONSE: No, today isn't Friday.

PROMPT: What's today?
RESPONSE: Today is Thursday.

PROMPT: What's tomorrow?
RESPONSE: Tomorrow is Friday.

PROMPT: Is tomorrow Monday?
RESPONSE: No, tomorrow isn't Monday.

PROMPT: Is tomorrow Saturday?
RESPONSE: No, tomorrow isn't Saturday.

PROMPT: What's a weekend?
RESPONSE: The weekend is Saturday and Sunday.

PROMPT: Is the weekend Saturday and Sunday?
RESPONSE: Yes, the weekend is Saturday and Sunday.

PROMPT: Is a week seven days?
RESPONSE: Yes, a week is seven days.

# ============================================================================
$LESSON 4-5: Telling Time
# ============================================================================

# Source: ST §Time
$PRODUCE What O'Clock Is It?
INTRO: Look at each clock and type the hour it shows.
INSTRUCTION: Look at the clock and type the missing time.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: {st-page_091_001.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 9 o'clock.
ACCEPT: 9 o'clock | nine o'clock

EXAMPLE
PROMPT: {st-page_091_002.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 10 o'clock.
ACCEPT: 10 o'clock | ten o'clock

PROMPT: {st-page_091_003.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 7 o'clock.
ACCEPT: 7 o'clock | seven o'clock

PROMPT: {st-page_091_004.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 12 o'clock.
ACCEPT: 12 o'clock | twelve o'clock

PROMPT: {st-page_091_005.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 2 o'clock.
ACCEPT: 2 o'clock | two o'clock

PROMPT: {st-page_091_006.jpg}
TEMPLATE: It's ____.
RESPONSE: It's 1 o'clock.
ACCEPT: 1 o'clock | one o'clock

# Source: ST §What's the Time?
$PRODUCE What Are the Minutes?
INTRO: Each clock shows an hour and some minutes. Type the missing minutes.
INSTRUCTION: Look at the clock and type the missing minutes.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: {st-page_092_004.jpg}
TEMPLATE: It's 3:____.
RESPONSE: 10
ACCEPT: ten

PROMPT: {st-page_092_005.jpg}
TEMPLATE: It's 6:____.
RESPONSE: 30
ACCEPT: thirty

PROMPT: {st-page_092_006.jpg}
TEMPLATE: It's 12:____.
RESPONSE: 15
ACCEPT: fifteen

PROMPT: {st-page_092_007.jpg}
TEMPLATE: It's 10:____.
RESPONSE: 20
ACCEPT: twenty

PROMPT: {st-page_092_008.jpg}
TEMPLATE: It's 3:____.
RESPONSE: 45
ACCEPT: forty-five

PROMPT: {st-page_092_009.jpg}
TEMPLATE: It's 9:____.
RESPONSE: 40
ACCEPT: forty

PROMPT: {st-page_092_010.jpg}
TEMPLATE: It's 2:____.
RESPONSE: 15
ACCEPT: fifteen

PROMPT: {st-page_092_011.jpg}
TEMPLATE: It's 6:____.
RESPONSE: 50
ACCEPT: fifty

PROMPT: {st-page_092_012.jpg}
TEMPLATE: It's 8:____.
RESPONSE: 05
ACCEPT: 5 | five | oh five

PROMPT: {st-page_092_013.jpg}
TEMPLATE: It's 7:____.
RESPONSE: 25
ACCEPT: twenty-five

PROMPT: {st-page_092_014.jpg}
TEMPLATE: It's 5:____.
RESPONSE: 35
ACCEPT: thirty-five

PROMPT: {st-page_092_015.jpg}
TEMPLATE: It's 2:____.
RESPONSE: 55
ACCEPT: fifty-five

# Source: LLA 4B Figure 7
$DIALOGUE Go to the Lab at 9 O'Clock
INTRO: Now we put times into instructions about where to go. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3}
LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3}
LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3}
LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3}
LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3}

# Source: LLA 4B Figure 8
$SELECT What Time? — On the Hour
INTRO: Listen to the instruction and tap the clock that shows the right time.
INSTRUCTION: Tap the correct clock.

PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3}
OPTION: a | {page_100_001.jpg}
OPTION: b | {page_100_002.jpg}
OPTION: c | {page_100_003.jpg}
OPTION: d | {page_100_004.jpg}
ANSWER: c

PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3}
OPTION: a | {page_100_005.jpg}
OPTION: b | {page_100_006.jpg}
OPTION: c | {page_100_007.jpg}
OPTION: d | {page_100_008.jpg}
ANSWER: b

PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3}
OPTION: a | {page_100_009.jpg}
OPTION: b | {page_100_010.jpg}
OPTION: c | {page_100_011.jpg}
OPTION: d | {page_100_012.jpg}
ANSWER: a

PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3}
OPTION: a | {page_100_013.jpg}
OPTION: b | {page_100_014.jpg}
OPTION: c | {page_100_015.jpg}
OPTION: d | {page_100_016.jpg}
ANSWER: d

PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3}
OPTION: a | {page_100_017.jpg}
OPTION: b | {page_100_018.jpg}
OPTION: c | {page_100_019.jpg}
OPTION: d | {page_100_020.jpg}
ANSWER: d

PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3}
OPTION: a | {page_100_021.jpg}
OPTION: b | {page_100_022.jpg}
OPTION: c | {page_100_023.jpg}
OPTION: d | {page_100_024.jpg}
ANSWER: c

# Source: LLA 4C Figure 4
$DIALOGUE Go to the Lab at 7:10
INTRO: Now times include the minutes, too. Listen and repeat each instruction.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Go to the lab at 7 o'clock. {bk01-l4c-f4-01.mp3}
LINE: Go to the classroom at 10:20. {bk01-l4c-f4-02.mp3}
LINE: Go to the lab at 7:10. {bk01-l4c-f4-03.mp3}
LINE: Go to the lab at 2 o'clock. {bk01-l4c-f4-04.mp3}
LINE: Go to the classroom at 9:30. {bk01-l4c-f4-05.mp3}
LINE: Go to the classroom at 1:15. {bk01-l4c-f4-06.mp3}

# Source: LLA 4C Figure 5
$SELECT What Time? — Hours and Minutes
INTRO: Listen to the time, then tap the clock that matches it.
INSTRUCTION: Tap the correct clock.

PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3}
OPTION: a | 1:50 {page_104_001.jpg}
OPTION: b | 2:15 {page_104_002.jpg}
OPTION: c | 2:20 {page_104_003.jpg}
OPTION: d | 6:05 {page_104_004.jpg}
ANSWER: b

PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3}
OPTION: a | 9:20 {page_104_005.jpg}
OPTION: b | 6:30 {page_104_006.jpg}
OPTION: c | 1:40 {page_104_007.jpg}
OPTION: d | 10:35 {page_104_008.jpg}
ANSWER: a

PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3}
OPTION: a | 1:50 {page_104_009.jpg}
OPTION: b | 12:30 {page_104_010.jpg}
OPTION: c | 2:45 {page_104_011.jpg}
OPTION: d | 10:00 {page_104_012.jpg}
ANSWER: d

PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
OPTION: a | 8:50 {page_104_013.jpg}
OPTION: b | 11:10 {page_104_014.jpg}
OPTION: c | 6:00 {page_104_015.jpg}
OPTION: d | 12:35 {page_104_016.jpg}
ANSWER: b

PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3}
OPTION: a | 9:10 {page_104_017.jpg}
OPTION: b | 10:20 {page_104_018.jpg}
OPTION: c | 8:50 {page_104_019.jpg}
OPTION: d | 11:35 {page_104_020.jpg}
ANSWER: c

PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3}
OPTION: a | 7:20 {page_104_021.jpg}
OPTION: b | 12:30 {page_104_022.jpg}
OPTION: c | 1:55 {page_104_023.jpg}
OPTION: d | 7:40 {page_104_024.jpg}
ANSWER: a

# ============================================================================
$LESSON 4-6: Sounds — M/N and E/A
# ============================================================================

# Source: LLA 4B Figure 2
$SELECT Same or Different? — Words
INTRO: You'll hear two words. Tap Same if they sound the same, Different if they don't.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

PROMPT: meet, mate. {bk01-l4b-f2-01.mp3}
ANSWER: d

PROMPT: page, page. {bk01-l4b-f2-02.mp3}
ANSWER: s

PROMPT: week, week. {bk01-l4b-f2-03.mp3}
ANSWER: s

PROMPT: wait, wait. {bk01-l4b-f2-04.mp3}
ANSWER: s

PROMPT: plays, please. {bk01-l4b-f2-05.mp3}
ANSWER: d

PROMPT: see, say. {bk01-l4b-f2-06.mp3}
ANSWER: d

PROMPT: name, name. {bk01-l4b-f2-07.mp3}
ANSWER: s

PROMPT: lake, leak. {bk01-l4b-f2-08.mp3}
ANSWER: d

PROMPT: we, way. {bk01-l4b-f2-09.mp3}
ANSWER: d

PROMPT: mean, mean. {bk01-l4b-f2-10.mp3}
ANSWER: s

# Source: LLA 4B Figure 6
$SELECT The M and N Sounds
INTRO: Listen to each word. Tap M for the sound in "my," or N for the sound in "no."
INSTRUCTION: Tap the sound you hear.
OPTION: a | M sound (as in my)
OPTION: b | N sound (as in no)

PROMPT: time. {bk01-l4b-f6-01.mp3}
ANSWER: a

PROMPT: not. {bk01-l4b-f6-02.mp3}
ANSWER: b

PROMPT: much. {bk01-l4b-f6-03.mp3}
ANSWER: a

PROMPT: Wednesday. {bk01-l4b-f6-04.mp3}
ANSWER: b

PROMPT: fifteen. {bk01-l4b-f6-05.mp3}
ANSWER: b

PROMPT: dime. {bk01-l4b-f6-06.mp3}
ANSWER: a

PROMPT: meet. {bk01-l4b-f6-07.mp3}
ANSWER: a

PROMPT: lesson. {bk01-l4b-f6-08.mp3}
ANSWER: b

PROMPT: come. {bk01-l4b-f6-09.mp3}
ANSWER: a

PROMPT: under. {bk01-l4b-f6-10.mp3}
ANSWER: b

# Source: LLA 4C Figure 3
$SELECT The E and A Sounds
INTRO: Listen to each word. Tap E for the sound in "she," or A for the sound in "day."
INSTRUCTION: Tap the sound you hear.
OPTION: a | E sound (as in she)
OPTION: b | A sound (as in day)

PROMPT: weak {bk01-l4c-f3-01.mp3}
ANSWER: a

PROMPT: same {bk01-l4c-f3-02.mp3}
ANSWER: b

PROMPT: place {bk01-l4c-f3-03.mp3}
ANSWER: b

PROMPT: eat {bk01-l4c-f3-04.mp3}
ANSWER: a

PROMPT: see {bk01-l4c-f3-05.mp3}
ANSWER: a

PROMPT: page {bk01-l4c-f3-06.mp3}
ANSWER: b

PROMPT: make {bk01-l4c-f3-07.mp3}
ANSWER: b

PROMPT: we {bk01-l4c-f3-08.mp3}
ANSWER: a

PROMPT: these {bk01-l4c-f3-09.mp3}
ANSWER: a

PROMPT: eight {bk01-l4c-f3-10.mp3}
ANSWER: b

# ============================================================================
$LESSON 4-7: A Morning Greeting
# ============================================================================

# Source: LLA 4C Figure 1
$DIALOGUE Good Morning
INTRO: Two students meet in the morning. Listen to their short chat and say each line back.
INSTRUCTION: Listen and repeat.
REPEAT

Student_1: Good morning. {bk01-l4c-f1-01.mp3}
Student_2: Good morning. {bk01-l4c-f1-02.mp3}
LINE: How are you? {bk01-l4c-f1-03.mp3}
Student_1: Fine, thanks. {bk01-l4c-f1-04.mp3}
LINE: And you? {bk01-l4c-f1-05.mp3}
Student_2: Okay. {bk01-l4c-f1-06.mp3}
LINE: What day is it? {bk01-l4c-f1-07.mp3}
Student_1: It's Thursday. {bk01-l4c-f1-08.mp3}
Student_2: Oh, tomorrow is Friday. {bk01-l4c-f1-09.mp3}

# Source: ST §What Day Is It?
$DIALOGUE What Day Is It?
INTRO: Here's the same kind of morning greeting between Ken and Jim. Practice both parts.
INSTRUCTION: Practice this dialog.
REPEAT

Ken: Good morning, Jim.
Jim: Good morning, Ken. How are you?
Ken: Fine, thanks. And you?
Jim: Okay. Ken, what day is it?
Ken: It's Thursday.
Jim: Oh! Tomorrow is Friday!

# Source: LLA 4C Figure 2
$PRODUCE You Are Student 2
INTRO: You're the second student. You'll hear Student 1, then type Student 2's reply exactly.
INSTRUCTION: Type Student 2's reply.
INPUT: type
CHECK: exact

TEMPLATE: Student 1: Good morning.
PROMPT: Good morning. How are you? {bk01-l4c-f2-01.mp3}
RESPONSE: Good morning. How are you? {bk01-l4c-f2-01.mp3}

TEMPLATE: Student 1: Fine, thanks. And you?
PROMPT: Okay. What day is it? {bk01-l4c-f2-02.mp3}
RESPONSE: Okay. What day is it? {bk01-l4c-f2-02.mp3}

TEMPLATE: Student 1: It's Thursday.
PROMPT: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}
RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}

# SKIPPED (book): ST Listening-skill "DIME / PEN" — instructor-read sound discrimination
# drill with no recorded stimulus and no given words. Convertible later with TTS.

# ============================================================================
$LESSON 4-8: In, On, Under — The Classroom
# ============================================================================

# Source: ST §That's a Classroom.
$DIALOGUE That's a Classroom {st-page_096_001.jpg}
INTRO: Let's name the things in a classroom. Listen and say each one back.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: map
LINE: That's a map.

LINE: That's a clock.

VOCAB: wall
LINE: That's a wall.

LINE: That's a door.

LINE: That's a chair.

VOCAB: chalkboard
VOCAB: blackboard
LINE: That's a chalkboard or blackboard.

VOCAB: desk
LINE: That's a desk.

LINE: Those are desks.

# Source: ST §This Is a Calendar (objects) + LLA 4D Figure 1 (vocab callbacks)
$DIALOGUE More Classroom Objects
INTRO: A few more things you'll find around a room — a box, a calendar, and the days they hold.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: calendar
LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3}

VOCAB: box
LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3}

VOCAB: chalkboard
LINE: The chalkboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-03.mp3}

VOCAB: blackboard
LINE: The blackboard is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-04.mp3}

VOCAB: desk
LINE: The desk is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-05.mp3}

VOCAB: map
LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3}

VOCAB: wall
LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3}

VOCAB: week
LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3}

VOCAB: weekend
LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3}

# Source: LLA 4D Figure 1 (Part 2)
$SELECT Tap the Object
INTRO: Listen to each sentence and tap the picture it describes.
INSTRUCTION: Tap the correct picture.
OPTION: 1 | {page_107_001.jpg}
OPTION: 2 | {page_107_002.jpg}
OPTION: 3 | {page_107_004.jpg}
OPTION: 4 | {page_107_005.jpg}
OPTION: 5 | {page_107_003.jpg}
OPTION: 6 | {page_107_006.jpg}
OPTION: 7 | {page_108_001.jpg}
OPTION: 8 | {page_108_002.jpg}
OPTION: 9 | {page_108_003.jpg}

PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3}
ANSWER: 5

PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3}
ANSWER: 1

PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3}
ANSWER: 6

PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3}
ANSWER: 8

PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3}
ANSWER: 3

PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3}
ANSWER: 9

PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3}
ANSWER: 2

PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3}
ANSWER: 7

PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3}
ANSWER: 4

# Source: ST §Grammar ON / IN / UNDER
$GRAMMAR On / In / Under
INTRO: These three little words tell you where something is.

Picture a box and a table:

![A box on a table, a clock in the box, and a book under the table](page_097_001.jpg)

- The box is {on} the table.
- The clock is {in} the box.
- The book is {under} the table.

So **on** means resting on top, **in** means inside, and **under** means below.

# Source: LLA 4C Figure 6 (Part 1)
$DIALOGUE In the Classroom {page_105_001.jpg}
INTRO: Look at the classroom picture. Listen to where each thing is, and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01a.mp3}
LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-01b.mp3}
LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-01c.mp3}
LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-01d.mp3}
LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-01e.mp3}

# Source: ST §In the Classroom.
$DIALOGUE Where Is Everything?
INTRO: More sentences about where things are in the room. Listen and say them back.
INSTRUCTION: Look at the pictures. Repeat the sentences.
REPEAT

LINE: This is a classroom. {st-page_098_001.jpg}
VOCAB: under
LINE: The pencil is under the table. {st-page_098_001.jpg}
VOCAB: on
LINE: The clock is on the wall. {st-page_098_001.jpg}
VOCAB: in
LINE: Two desks are in the classroom. {st-page_098_001.jpg}
LINE: The map is on the wall. {st-page_098_001.jpg}

LINE: The book is on the table. {st-page_098_002.jpg}
LINE: The picture is on the wall. {st-page_098_003.jpg}
LINE: The map is on the wall. {st-page_098_004.jpg}
LINE: The book is under the chair. {st-page_098_005.jpg}

LINE: The student is in the lab. {st-page_099_001.jpg}

LINE: The teacher is in the classroom. {st-page_099_002.jpg}
LINE: The students are in the classroom. {st-page_099_002.jpg}
LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg}

# Source: LLA 4C Figure 6 (Part 2)
$DIALOGUE Questions About the Classroom {page_105_001.jpg}
INTRO: Now listen to questions about the room and their answers. Repeat both.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-02a.mp3}
LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-02b.mp3}
LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-02c.mp3}
LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-02d.mp3}
LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-02e.mp3}
LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-02f.mp3}
LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-02g.mp3}
LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-02h.mp3}
LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-02i.mp3}
LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-02j.mp3}

# Source: LLA 4C Figure 7
$PRODUCE On, Under, or In
INTRO: Listen to each sentence and type the missing preposition: on, under, or in.
INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: A clock is ____ the wall.
PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3}
RESPONSE: A clock is on the wall. {bk01-l4c-f7-01.mp3}
ACCEPT: on

TEMPLATE: A desk is ____ the classroom.
PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3}
RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02.mp3}
ACCEPT: in

TEMPLATE: Four books are ____ the desk.
PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3}
RESPONSE: Four books are on the desk. {bk01-l4c-f7-03.mp3}
ACCEPT: on

TEMPLATE: A pencil is ____ the table.
PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3}
RESPONSE: A pencil is under the table. {bk01-l4c-f7-04.mp3}
ACCEPT: under

TEMPLATE: A window is ____ the classroom.
PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3}
RESPONSE: A window is in the classroom. {bk01-l4c-f7-05.mp3}
ACCEPT: in

# Source: LLA 4C Figure 6 (Part 3)
$PRODUCE Answer About the Classroom {page_105_001.jpg}
INTRO: Look at the classroom picture. Answer each question aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Is a chair in the classroom? {bk01-l4c-f6-ex-q.mp3}
RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-ex-a.mp3}

PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-03a-q.mp3}
RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-03a-a.mp3}

PROMPT: Is a pencil under the table? {bk01-l4c-f6-03b-q.mp3}
RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-03b-a.mp3}

PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-03c-q.mp3}
RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-03c-a.mp3}

PROMPT: Are four books on the table? {bk01-l4c-f6-03d-q.mp3}
RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-03d-a.mp3}

PROMPT: Are three desks in the classroom? {bk01-l4c-f6-03e-q.mp3}
RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-03e-a.mp3}

# Source: ST §What Are Those?
$DIALOGUE What's That?
INTRO: Read these little question-and-answer pairs about what things are and where they are.
INSTRUCTION: Read the sentences.

LINE: What's that? It's a book. It's on the chair.
LINE: What are those? Those are pencils. They're on the book.
LINE: What's this? It's a map. It's on the table.
LINE: What's that? That's my notebook. It's under the table.
LINE: What are these? They're desks. They're in the classroom.
LINE: What's this? It's a box. It's on the table.
LINE: What's this? It's a pen. It's under the notebook.
LINE: What are these? They're pictures. They're in the book.
LINE: What's that? It's a calendar. It's on the wall.
LINE: What's that? It's a chalkboard. It's in the classroom.

# Source: ST §What's in the Classroom?
$DIALOGUE What's in the Classroom?
INTRO: Read these question-and-answer pairs about what's on, under, and in the room.
INSTRUCTION: Read the sentences.

LINE: What's on the wall? A map is on the wall.
LINE: What's under the desk? Four books are under the desk.
LINE: What's on the table? A box is on the table.
LINE: What's in the classroom? A calendar is in the classroom.
LINE: What's under the table? Two pictures are under the table.
LINE: What's on the chair? Three pens are on the chair.
LINE: What's in the desk? Pencils are in the desk.
LINE: What's on the wall? A blackboard is on the wall.

# SKIPPED (book): ST "IN/ON/UNDER — Listen and write the number" dictation — no audio
# or number-to-image mapping in the source. Convertible later with TTS.

# ============================================================================
$LESSON 4-9: Locations and Instructions
# ============================================================================

# Source: LLA 4D Figure 2 (Part 1)
$DIALOGUE Where Things Are
INTRO: A new set of sentences about where things are and when to go places. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3}
LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3}
LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3}
LINE: Go to the lab at 10:30. {page_109_004.jpg} {bk01-l4d-f2-04.mp3}
LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3}
LINE: The clock is on the wall. {page_109_002.jpg} {bk01-l4d-f2-06.mp3}
LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3}
LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3}

# Source: LLA 4D Figure 2 (Part 2)
$SELECT Match the Sentence
INTRO: Listen to each sentence and tap the picture that matches it.
INSTRUCTION: Tap the matching picture.
OPTION: 1 | {page_108_004.jpg}
OPTION: 2 | {page_108_005.jpg}
OPTION: 3 | {page_109_001.jpg}
OPTION: 4 | {page_109_004.jpg}
OPTION: 5 | {page_109_003.jpg}
OPTION: 6 | {page_109_002.jpg}
OPTION: 7 | {page_109_005.jpg}
OPTION: 8 | {page_109_006.jpg}

PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3}
ANSWER: 3

PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3}
ANSWER: 8

PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3}
ANSWER: 5

PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3}
ANSWER: 7

PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3}
ANSWER: 1

PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3}
ANSWER: 4

PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3}
ANSWER: 2

PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3}
ANSWER: 6

# Source: LLA 4C Figure 8
$DIALOGUE Classroom Instructions
INTRO: Finally, the things a teacher might ask you to do — putting things away, coming and going, sitting and standing. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3}
LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3}
LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3}
LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3}
LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3}
LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3}
LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3}
LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3}
LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3}
LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3}
LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3}
LINE: Sit down, please. {bk01-l4c-f8-12.mp3}
LINE: Please sit down. {bk01-l4c-f8-13.mp3}
LINE: Stand up, please. {bk01-l4c-f8-14.mp3}
LINE: Please stand up. {bk01-l4c-f8-15.mp3}

# SKIPPED (book): LLA 4D Figure 3 — connect-the-dots drawing activity (no language task).