$MODULE Book 5 · Lesson 2: Where Can I Buy Some Shampoo? {st-page_031_001.jpg|Shelves filled with soap, shampoo, mouthwash, and toothpaste in a store next to a service window}
FORMAT: 2
DIOCO_DOC_ID: alc_book5_lesson2
DESCRIPTION: Ordinal numbers and dates, bathroom and grocery vocabulary, "there is/are", "some/any", "can" for possibility, quantifiers (a few, a little, a lot of), plus spelling, punctuation, and reading practice.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: John | achird | Male student
VOICE: Friend | aoede | Female student
VOICE: Mark | charon | Male voice
VOICE: Jack | achird | Male voice
VOICE: Student1 | charon | Male student
VOICE: Student2 | achird | Male student
VOICE: Instructor | aoede | Female instructor
VOICE: Student | achird | Male student
VOICE: Mother | aoede | Female speaker
VOICE: Ted | schedar | Male speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 2-1: Ordinal Numbers, Dates, and the Letter B

# Source: LLA 2A Figure 1
$DIALOGUE Ordinal Numbers: Thirteenth to Twentieth
ID: 5-2a-f1
INTRO: In this lesson you'll learn to say dates, name the things in a bathroom and a store, and talk about what you need and what you can do. First, the ordinal numbers — listen and repeat each one.
INSTRUCTION: Listen and repeat each number.
REPEAT

VOCAB: thirteenth
LINE: 13th — thirteenth {bk05-l2a-f1-01.mp3}

VOCAB: fourteenth
LINE: 14th — fourteenth {bk05-l2a-f1-02.mp3}

VOCAB: fifteenth
LINE: 15th — fifteenth {bk05-l2a-f1-03.mp3}

VOCAB: sixteenth
LINE: 16th — sixteenth {bk05-l2a-f1-04.mp3}

VOCAB: seventeenth
LINE: 17th — seventeenth {bk05-l2a-f1-05.mp3}

VOCAB: eighteenth
LINE: 18th — eighteenth {bk05-l2a-f1-06.mp3}

VOCAB: nineteenth
LINE: 19th — nineteenth {bk05-l2a-f1-07.mp3}

VOCAB: twentieth
LINE: 20th — twentieth {bk05-l2a-f1-08.mp3}


# Source: LLA 2A Figure 2
$PRODUCE Answer with the Date
ID: 5-2a-f2
INTRO: Read each statement, then answer the question with the date — like "On December the 18th." Repeat the model after you answer.
INSTRUCTION: Answer aloud with the date.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Classes end on December 18.
PROMPT: When do classes end? {bk05-l2a-f2-ex-q.mp3}
RESPONSE: On December the 18th. {bk05-l2a-f2-ex-a.mp3}

TEMPLATE: Classes start again on January 14.
PROMPT: When do classes start again? {bk05-l2a-f2-01-q.mp3}
RESPONSE: On January the 14th. {bk05-l2a-f2-01-a.mp3}

TEMPLATE: The last football game of the season is on November 19.
PROMPT: When is the last football game of the season? {bk05-l2a-f2-02-q.mp3}
RESPONSE: On November the 19th. {bk05-l2a-f2-02-a.mp3}

TEMPLATE: Jane left on July 13.
PROMPT: When did Jane leave? {bk05-l2a-f2-03-q.mp3}
RESPONSE: On July the 13th. {bk05-l2a-f2-03-a.mp3}

TEMPLATE: Mark went to Houston on May 15.
PROMPT: When did Mark go to Houston? {bk05-l2a-f2-04-q.mp3}
RESPONSE: On May the 15th. {bk05-l2a-f2-04-a.mp3}

TEMPLATE: My next visit to the doctor is on October 20.
PROMPT: When is your next visit to the doctor? {bk05-l2a-f2-05-q.mp3}
RESPONSE: On October the 20th. {bk05-l2a-f2-05-a.mp3}

TEMPLATE: I moved to San Antonio on April 17.
PROMPT: When did you move to San Antonio? {bk05-l2a-f2-06-q.mp3}
RESPONSE: On April the 17th. {bk05-l2a-f2-06-a.mp3}

TEMPLATE: The first basketball game was on January 13.
PROMPT: When was the first basketball game? {bk05-l2a-f2-07-q.mp3}
RESPONSE: On January the 13th. {bk05-l2a-f2-07-a.mp3}

TEMPLATE: The new BX opened on June 16.
PROMPT: When did the new BX open? {bk05-l2a-f2-08-q.mp3}
RESPONSE: On June the 16th. {bk05-l2a-f2-08-a.mp3}


# Source: LLA 2A Figure 3, Chart A
$DIALOGUE Ordinal Numbers: The Twenties
ID: 5-2a-f3a
INTRO: Now the twenties — twenty-first to twenty-ninth. Listen and repeat each one.
INSTRUCTION: Listen and repeat each number.
REPEAT

VOCAB: twenty-first
LINE: 21st — twenty-first {bk05-l2a-f3-01.mp3}

VOCAB: twenty-second
LINE: 22nd — twenty-second {bk05-l2a-f3-02.mp3}

VOCAB: twenty-third
LINE: 23rd — twenty-third {bk05-l2a-f3-03.mp3}

VOCAB: twenty-fourth
LINE: 24th — twenty-fourth {bk05-l2a-f3-04.mp3}

VOCAB: twenty-fifth
LINE: 25th — twenty-fifth {bk05-l2a-f3-05.mp3}

VOCAB: twenty-sixth
LINE: 26th — twenty-sixth {bk05-l2a-f3-06.mp3}

VOCAB: twenty-seventh
LINE: 27th — twenty-seventh {bk05-l2a-f3-07.mp3}

VOCAB: twenty-eighth
LINE: 28th — twenty-eighth {bk05-l2a-f3-08.mp3}

VOCAB: twenty-ninth
LINE: 29th — twenty-ninth {bk05-l2a-f3-09.mp3}


# DROPPED (twin): ST §Read These Dates — TTS reading of the same date pattern; the cassette date activities in this session cover it.

# Source: LLA 2A Figure 3, Chart B
$DIALOGUE Ordinal Numbers by Tens
ID: 5-2a-f3b
INTRO: Counting by tens now, all the way up to one hundred. Listen and repeat.
INSTRUCTION: Listen and repeat each number.
REPEAT

LINE: 20th — twentieth {bk05-l2a-f3-10.mp3}

VOCAB: thirtieth
LINE: 30th — thirtieth {bk05-l2a-f3-11.mp3}

VOCAB: fortieth
LINE: 40th — fortieth {bk05-l2a-f3-12.mp3}

VOCAB: fiftieth
LINE: 50th — fiftieth {bk05-l2a-f3-13.mp3}

VOCAB: sixtieth
LINE: 60th — sixtieth {bk05-l2a-f3-14.mp3}

VOCAB: seventieth
LINE: 70th — seventieth {bk05-l2a-f3-15.mp3}

VOCAB: eightieth
LINE: 80th — eightieth {bk05-l2a-f3-16.mp3}

VOCAB: ninetieth
LINE: 90th — ninetieth {bk05-l2a-f3-17.mp3}

VOCAB: one-hundredth
LINE: 100th — one-hundredth {bk05-l2a-f3-18.mp3}


# Source: ST §Ordinal Numbers (reference table 13th–100th)
$GRAMMAR Ordinal Numbers: 13th to 100th
ID: l2-s1
INTRO: All the ordinal numbers from thirteenth to one hundredth in one table — look through it before you practice. Tap any of them to hear it.

| | | | |
|---|---|---|---|
| 13th | {thirteenth} | 30th | {thirtieth} |
| 14th | {fourteenth} | 31st | {thirty-first} |
| 15th | {fifteenth} | 40th | {fortieth} |
| 16th | {sixteenth} | 50th | {fiftieth} |
| 17th | {seventeenth} | 60th | {sixtieth} |
| 18th | {eighteenth} | 70th | {seventieth} |
| 19th | {nineteenth} | 80th | {eightieth} |
| 20th | {twentieth} | 90th | {ninetieth} |
| 21st | {twenty-first} | 100th | {one-hundredth} |
| 22nd | {twenty-second} | | |
| 23rd | {twenty-third} | | |
| 24th | {twenty-fourth} | | |
| 25th | {twenty-fifth} | | |
| 26th | {twenty-sixth} | | |
| 27th | {twenty-seventh} | | |
| 28th | {twenty-eighth} | | |
| 29th | {twenty-ninth} | | |

*Note: twenty -> twentieth*

# Source: LLA 2A Figure 4
$DIALOGUE Say the Dates
ID: 5-2a-f4
INTRO: Twelve dates — month, day, and year. Listen and repeat each one.
INSTRUCTION: Listen and repeat each date.
REPEAT

LINE: April 18, 1984 {bk05-l2a-f4-01.mp3}

LINE: September 21, 1987 {bk05-l2a-f4-02.mp3}

LINE: October 30, 1992 {bk05-l2a-f4-03.mp3}

LINE: December 25, 1988 {bk05-l2a-f4-04.mp3}

LINE: February 14, 1986 {bk05-l2a-f4-05.mp3}

LINE: March 22, 1990 {bk05-l2a-f4-06.mp3}

LINE: August 13, 1989 {bk05-l2a-f4-07.mp3}

LINE: July 24, 1994 {bk05-l2a-f4-08.mp3}

LINE: January 29, 1991 {bk05-l2a-f4-09.mp3}

LINE: May 28, 1992 {bk05-l2a-f4-10.mp3}

LINE: June 16, 1986 {bk05-l2a-f4-11.mp3}

LINE: November 23, 1987 {bk05-l2a-f4-12.mp3}


# Source: ST §When's Your Birthday?
$DIALOGUE Jimmy's First Birthday
ID: l2-s3
INTRO: A very short story about a very short person. Read along.
INSTRUCTION: Read the paragraph.

Narrator: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.


# Source: ST §Jimmy's First Birthday (graded completion)
$PRODUCE Jimmy's First Birthday (Question)
ID: l2-s3-b
REFERENCE: l2-s3
INTRO: One quick question about Jimmy. Read the paragraph and type the word that completes the answer.
INSTRUCTION: Read the paragraph and complete the answer.
INPUT: type
CHECK: exact

TEMPLATE: When is his birthday? His birthday is ____{today}.
RESPONSE: His birthday is today.
ACCEPT: today


# Source: LLA 2A Figure 5
$PRODUCE Type the Ordinal Numbers
ID: 5-2a-f5
INTRO: Listen to each ordinal number, repeat it, and type it as a figure — like "22nd".
INSTRUCTION: Type the ordinal number.
INPUT: type
CHECK: exact
REPEAT

EXAMPLE
PROMPT: 31st {bk05-l2a-f5-ex.mp3}
RESPONSE: 31st {bk05-l2a-f5-ex.mp3}
ACCEPT: thirty-first | thirty first

PROMPT: 22nd {bk05-l2a-f5-01.mp3}
RESPONSE: 22nd {bk05-l2a-f5-01.mp3}
ACCEPT: twenty-second | twenty second

PROMPT: 41st {bk05-l2a-f5-02.mp3}
RESPONSE: 41st {bk05-l2a-f5-02.mp3}
ACCEPT: forty-first | forty first

PROMPT: 80th {bk05-l2a-f5-03.mp3}
RESPONSE: 80th {bk05-l2a-f5-03.mp3}
ACCEPT: eightieth

PROMPT: 73rd {bk05-l2a-f5-04.mp3}
RESPONSE: 73rd {bk05-l2a-f5-04.mp3}
ACCEPT: seventy-third | seventy third

PROMPT: 29th {bk05-l2a-f5-05.mp3}
RESPONSE: 29th {bk05-l2a-f5-05.mp3}
ACCEPT: twenty-ninth | twenty ninth

PROMPT: 30th {bk05-l2a-f5-06.mp3}
RESPONSE: 30th {bk05-l2a-f5-06.mp3}
ACCEPT: thirtieth

PROMPT: 64th {bk05-l2a-f5-07.mp3}
RESPONSE: 64th {bk05-l2a-f5-07.mp3}
ACCEPT: sixty-fourth | sixty fourth

PROMPT: 33rd {bk05-l2a-f5-08.mp3}
RESPONSE: 33rd {bk05-l2a-f5-08.mp3}
ACCEPT: thirty-third | thirty third

PROMPT: 100th {bk05-l2a-f5-09.mp3}
RESPONSE: 100th {bk05-l2a-f5-09.mp3}
ACCEPT: one-hundredth | hundredth | one hundredth

PROMPT: 91st {bk05-l2a-f5-10.mp3}
RESPONSE: 91st {bk05-l2a-f5-10.mp3}
ACCEPT: ninety-first | ninety first

PROMPT: 70th {bk05-l2a-f5-11.mp3}
RESPONSE: 70th {bk05-l2a-f5-11.mp3}
ACCEPT: seventieth

PROMPT: 45th {bk05-l2a-f5-12.mp3}
RESPONSE: 45th {bk05-l2a-f5-12.mp3}
ACCEPT: forty-fifth | forty fifth

PROMPT: 60th {bk05-l2a-f5-13.mp3}
RESPONSE: 60th {bk05-l2a-f5-13.mp3}
ACCEPT: sixtieth

PROMPT: 90th {bk05-l2a-f5-14.mp3}
RESPONSE: 90th {bk05-l2a-f5-14.mp3}
ACCEPT: ninetieth

PROMPT: 50th {bk05-l2a-f5-15.mp3}
RESPONSE: 50th {bk05-l2a-f5-15.mp3}
ACCEPT: fiftieth

PROMPT: 65th {bk05-l2a-f5-16.mp3}
RESPONSE: 65th {bk05-l2a-f5-16.mp3}
ACCEPT: sixty-fifth | sixty fifth

PROMPT: 55th {bk05-l2a-f5-17.mp3}
RESPONSE: 55th {bk05-l2a-f5-17.mp3}
ACCEPT: fifty-fifth | fifty fifth

PROMPT: 40th {bk05-l2a-f5-18.mp3}
RESPONSE: 40th {bk05-l2a-f5-18.mp3}
ACCEPT: fortieth


# Source: LLA 2A Figure 6 (Part 1)
$DIALOGUE John's Trip
ID: 5-2a-f6-story
INTRO: John missed a party — but he has a good excuse. Listen to the conversation about his trip.
INSTRUCTION: Listen to the dialogue.

Friend: Hi, John. You didn't come to Mary's house on the 13th. Where were you? {bk05-l2a-f6-01.mp3}
John: Oh, I went to Houston. {bk05-l2a-f6-02.mp3}
Friend: Did you go to Los Angeles too? {bk05-l2a-f6-03.mp3}
John: Yes, I did. I left on the 20th. I saw my brother on the 25th. {bk05-l2a-f6-04.mp3}
Friend: When did you come to San Antonio? {bk05-l2a-f6-05.mp3}
John: I flew home on the 28th and was in class on the 31st. {bk05-l2a-f6-06.mp3}


# Source: LLA 2A Figure 6 (Part 2)
$PRODUCE Write the Numbers You Hear
ID: 5-2a-f6
INPUT: type
CHECK: exact
REFERENCE: 5-2a-f6-story
INTRO: Now listen to sentences from John's story and type the ordinal number you hear in each one.
INSTRUCTION: Type the ordinal number.

EXAMPLE
PROMPT: This is John's second visit to his family. {bk05-l2a-f6-ex.mp3}
RESPONSE: 2nd {bk05-l2a-f6-ex-b.mp3}
ACCEPT: second

PROMPT: You didn't come to Mary's house on the 13th. {bk05-l2a-f6-07.mp3}
RESPONSE: 13th {bk05-l2a-f6-07-b.mp3}
ACCEPT: thirteenth

PROMPT: I left on the 20th. {bk05-l2a-f6-08.mp3}
RESPONSE: 20th {bk05-l2a-f6-08-b.mp3}
ACCEPT: twentieth

PROMPT: I saw my brother on the 25th. {bk05-l2a-f6-09.mp3}
RESPONSE: 25th {bk05-l2a-f6-09-b.mp3}
ACCEPT: twenty-fifth | twenty fifth

PROMPT: I flew home on the 28th. {bk05-l2a-f6-10.mp3}
RESPONSE: 28th {bk05-l2a-f6-10-b.mp3}
ACCEPT: twenty-eighth | twenty eighth

PROMPT: And was in class on the 31st. {bk05-l2a-f6-11.mp3}
RESPONSE: 31st {bk05-l2a-f6-11-b.mp3}
ACCEPT: thirty-first | thirty first


# Source: ST §Pack / Back
$DIALOGUE The Sounds "p" and "b"
ID: l2-s4
INTRO: These word pairs sound almost the same — the only difference is "p" or "b". Listen closely and repeat each pair.
INSTRUCTION: Listen and repeat each pair of words.
REPEAT

LINE: pat — bat

LINE: peach — beach

LINE: rip — rib

LINE: pie — by

LINE: mop — mob

LINE: tripe — tribe

LINE: ample — amble

LINE: staple — stable

LINE: rope — robe

LINE: pay — bay

LINE: rapid — rabid

LINE: pound — bound


# Source: LLA 2A Figure 7 (items merged from ST §Write the Letter B)
$PRODUCE Spell with the Letter "b"
ID: 5-2a-f7
INTRO: Read the word, listen to it, and type the missing letter "b" to complete the spelling.
INSTRUCTION: Type the missing letter(s).
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: a____{b}out
PROMPT: about {bk05-l2a-f7-01.mp3}
RESPONSE: about {bk05-l2a-f7-01.mp3}
ACCEPT: b

TEMPLATE: ta____{b}le
PROMPT: table {bk05-l2a-f7-02.mp3}
RESPONSE: table {bk05-l2a-f7-02.mp3}
ACCEPT: b

TEMPLATE: ____{b}anana
PROMPT: banana {bk05-l2a-f7-03.mp3}
RESPONSE: banana {bk05-l2a-f7-03.mp3}
ACCEPT: b

TEMPLATE: ca____{b}
PROMPT: cab {bk05-l2a-f7-04.mp3}
RESPONSE: cab {bk05-l2a-f7-04.mp3}
ACCEPT: b

TEMPLATE: ____{b}eef
PROMPT: beef {bk05-l2a-f7-05.mp3}
RESPONSE: beef {bk05-l2a-f7-05.mp3}
ACCEPT: b

TEMPLATE: ____{b}ar____{b}er
PROMPT: barber {bk05-l2a-f7-06.mp3}
RESPONSE: barber {bk05-l2a-f7-06.mp3}

TEMPLATE: num____{b}er
PROMPT: number {bk05-l2a-f7-07.mp3}
RESPONSE: number {bk05-l2a-f7-07.mp3}
ACCEPT: b

TEMPLATE: ____{b}arracks
PROMPT: barracks {bk05-l2a-f7-08.mp3}
RESPONSE: barracks {bk05-l2a-f7-08.mp3}
ACCEPT: b

TEMPLATE: la____{b}
PROMPT: lab {bk05-l2a-f7-09.mp3}
RESPONSE: lab {bk05-l2a-f7-09.mp3}
ACCEPT: b

TEMPLATE: ____{b}ase____{b}all
PROMPT: baseball {bk05-l2a-f7-10.mp3}
RESPONSE: baseball {bk05-l2a-f7-10.mp3}

TEMPLATE: foot____{b}all
PROMPT: football {bk05-l2a-f7-11.mp3}
RESPONSE: football {bk05-l2a-f7-11.mp3}
ACCEPT: b

TEMPLATE: ____{b}athroom
PROMPT: bathroom {bk05-l2a-f7-12.mp3}
RESPONSE: bathroom {bk05-l2a-f7-12.mp3}
ACCEPT: b

# ST-only items below (no tape; TTS models)
TEMPLATE: ____{b}ase
RESPONSE: base

TEMPLATE: ____{b}irthday
RESPONSE: birthday

TEMPLATE: ____{b}asket____{b}all
RESPONSE: basketball

TEMPLATE: ro____{b}e
RESPONSE: robe

TEMPLATE: ____{b}rother
RESPONSE: brother

TEMPLATE: mo____{b}
RESPONSE: mob


# Source: LLA 2A Figure 8
$PRODUCE Capital Letters and Punctuation
ID: 5-2a-f8
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Listen to each sentence and rewrite it with correct capital letters and punctuation. The computer is picky here — that's the point.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.

TEMPLATE: do you like chicken
PROMPT: Do you like chicken? {bk05-l2a-f8-01.mp3}
RESPONSE: Do you like chicken? {bk05-l2a-f8-01.mp3}

TEMPLATE: my family does
PROMPT: My family does. {bk05-l2a-f8-02.mp3}
RESPONSE: My family does. {bk05-l2a-f8-02.mp3}

TEMPLATE: they want chicken every sunday
PROMPT: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
RESPONSE: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}

TEMPLATE: they like chicken with rice and chicken with fruit
PROMPT: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
RESPONSE: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
ACCEPT: They like chicken with rice and chicken with fruit.

TEMPLATE: we eat chicken every sunday and sometimes on wednesday
PROMPT: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
RESPONSE: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
ACCEPT: We eat chicken every Sunday and sometimes on Wednesday.

TEMPLATE: i like to cook and eat chicken
PROMPT: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
RESPONSE: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}

TEMPLATE: i dont like to clean up
PROMPT: I don't like to clean up. {bk05-l2a-f8-07.mp3}
RESPONSE: I don't like to clean up. {bk05-l2a-f8-07.mp3}


$SESSION 2-2: The Barbershop, Need, and Can

# Source: LLA 2B Figure 1 (Part 1)
$DIALOGUE The Barbershop {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
ID: 5-2b-f1
INTRO: In this part you'll learn the words of the barbershop, say what people need, and make plans with "can". You'll see a picture of a barbershop — listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: barbershop
LINE: Dan is at the barbershop. {bk05-l2b-f1-01.mp3}

VOCAB: hair
LINE: Dan's hair is long. {bk05-l2b-f1-02.mp3}

VOCAB: face
LINE: The barber shaves Dan's face. {bk05-l2b-f1-03.mp3}

VOCAB: sink
LINE: The barber puts water in the sink. {bk05-l2b-f1-04.mp3}

VOCAB: towel
LINE: Dan has a towel on his neck. {bk05-l2b-f1-05.mp3}

VOCAB: comb
LINE: The barber combs Dan's hair with a comb. {bk05-l2b-f1-06.mp3}

VOCAB: brush
LINE: He brushes his hair with a brush. {bk05-l2b-f1-07.mp3}

VOCAB: shampoo
LINE: The barber puts shampoo in Dan's hair. {bk05-l2b-f1-08.mp3}

VOCAB: soap
LINE: The barber puts warm soap on Dan's face. {bk05-l2b-f1-09.mp3}

VOCAB: mirror
LINE: The mirror in the barbershop is big. {bk05-l2b-f1-10.mp3}


# Source: LLA 2B Figure 1 (Part 2)
$PRODUCE What's in the Barbershop? {page_037_001.jpg|Illustration of a barbershop with numbered items: 1. barbershop sign, 2. barber's hair, 3. customer's face, 4. sink, 5. towel, 6. comb, 7. brush, 8. shampoo bottle, 9. soap, 10. mirror}
ID: 5-2b-f1-b
INTRO: The barbershop picture has numbered items. Listen to each question, answer aloud, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Number 3
PROMPT: What's number 3? {bk05-l2b-f1-11-q.mp3}
RESPONSE: It's Dan's face. {bk05-l2b-f1-11-a.mp3}

TEMPLATE: Number 5
PROMPT: What's number 5? {bk05-l2b-f1-12-q.mp3}
RESPONSE: It's a towel. {bk05-l2b-f1-12-a.mp3}

TEMPLATE: Number 9
PROMPT: What's number 9? {bk05-l2b-f1-13-q.mp3}
RESPONSE: It's soap. {bk05-l2b-f1-13-a.mp3}

TEMPLATE: Number 7
PROMPT: What's number 7? {bk05-l2b-f1-14-q.mp3}
RESPONSE: It's a brush. {bk05-l2b-f1-14-a.mp3}

TEMPLATE: Number 1
PROMPT: What's number 1? {bk05-l2b-f1-15-q.mp3}
RESPONSE: It's a barbershop. {bk05-l2b-f1-15-a.mp3}

TEMPLATE: Number 4
PROMPT: What's number 4? {bk05-l2b-f1-16-q.mp3}
RESPONSE: It's a sink. {bk05-l2b-f1-16-a.mp3}

TEMPLATE: Number 6
PROMPT: What's number 6? {bk05-l2b-f1-17-q.mp3}
RESPONSE: It's a comb. {bk05-l2b-f1-17-a.mp3}

TEMPLATE: Number 8
PROMPT: What's number 8? {bk05-l2b-f1-18-q.mp3}
RESPONSE: It's shampoo. {bk05-l2b-f1-18-a.mp3}

TEMPLATE: Number 10
PROMPT: What's number 10? {bk05-l2b-f1-19-q.mp3}
RESPONSE: It's a mirror. {bk05-l2b-f1-19-a.mp3}

TEMPLATE: Number 2
PROMPT: What's number 2? {bk05-l2b-f1-20-q.mp3}
RESPONSE: It's Dan's hair. {bk05-l2b-f1-20-a.mp3}


# Source: LLA 2B Figure 2 (word-list pass — "repeat the underlined words in the paragraphs")
$DIALOGUE Barbershop Words: Say Them Clearly
ID: 5-2b-f2-vocab
INTRO: Before the story, here are its key words — this pass is for your pronunciation. Listen and repeat each one.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: Barbershop. {bk05-l2b-f2-v01.mp3}

LINE: Shampoo. {bk05-l2b-f2-v02.mp3}

LINE: Haircut. {bk05-l2b-f2-v03.mp3}

LINE: Washes. {bk05-l2b-f2-v04.mp3}

LINE: Hair. {bk05-l2b-f2-v05.mp3}

LINE: Rinses. {bk05-l2b-f2-v06.mp3}

LINE: Dries. {bk05-l2b-f2-v07.mp3}

LINE: Combs. {bk05-l2b-f2-v08.mp3}

LINE: Brushes. {bk05-l2b-f2-v09.mp3}

LINE: Towel. {bk05-l2b-f2-v10.mp3}

LINE: Soap. {bk05-l2b-f2-v11.mp3}


# Source: LLA 2B Figure 2 (Part 1)
$DIALOGUE John Goes to the Barbershop
ID: 5-2b-f2
INTRO: John gets the full treatment every week — shampoo, haircut, and shave. Listen to the story.
INSTRUCTION: Listen to the story.

VOCAB: haircut
LINE: Every week John goes to the barbershop. He has a shampoo, a haircut, and a shave. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-01.mp3}

VOCAB: to wash
VOCAB: to rinse
VOCAB: to dry
LINE: The barber washes John's hair with shampoo. Then he rinses his hair with warm water. He dries his hair with a clean towel. {page_038_001.jpg|A barber washing a customer's hair at the sink in a barbershop} {bk05-l2b-f2-02.mp3}

VOCAB: to comb
LINE: Next, John has a haircut. After the haircut, the barber combs and brushes John's hair. {page_038_002.jpg|A barber combing and styling a customer's hair} {bk05-l2b-f2-03.mp3}

LINE: Then John has a shave. The barber puts a hot towel on John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-04.mp3}

LINE: Next, he takes the towel off and puts warm soap on his face. Then he shaves John's face. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-05.mp3}

LINE: John likes to go to the barbershop. {page_038_003.jpg|A barber shaving a customer with a straight razor} {bk05-l2b-f2-06.mp3}


# Source: LLA 2B Figure 2 (Part 2)
$PRODUCE Questions About John's Visit
ID: 5-2b-f2-b
REFERENCE: 5-2b-f2
INTRO: Answer each question about John's visit aloud in a full sentence. Open the story if you need it, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where does John go every week? {bk05-l2b-f2-07-q.mp3}
RESPONSE: John goes to the barbershop every week. {bk05-l2b-f2-07-a.mp3}

PROMPT: What does John have at the barbershop? {bk05-l2b-f2-08-q.mp3}
RESPONSE: He has a shampoo, a haircut, and a shave. {bk05-l2b-f2-08-a.mp3}

PROMPT: What does the barber rinse John's hair with? {bk05-l2b-f2-09-q.mp3}
RESPONSE: The barber rinses John's hair with warm water. {bk05-l2b-f2-09-a.mp3}

PROMPT: What does the barber dry John's hair with? {bk05-l2b-f2-10-q.mp3}
RESPONSE: The barber dries John's hair with a clean towel. {bk05-l2b-f2-10-a.mp3}

PROMPT: What does the barber do to John's hair after the haircut? {bk05-l2b-f2-11-q.mp3}
RESPONSE: The barber combs and brushes John's hair. {bk05-l2b-f2-11-a.mp3}

PROMPT: What does the barber put on John's face? {bk05-l2b-f2-12-q.mp3}
RESPONSE: He puts a hot towel on John's face. {bk05-l2b-f2-12-a.mp3}

PROMPT: What does the barber do next? {bk05-l2b-f2-13-q.mp3}
RESPONSE: He puts warm soap on John's face. {bk05-l2b-f2-13-a.mp3}

PROMPT: Where does John like to go? {bk05-l2b-f2-14-q.mp3}
RESPONSE: He likes to go to the barbershop. {bk05-l2b-f2-14-a.mp3}


# Source: ST §I Need a Haircut.
$DIALOGUE Bob Needs a Haircut
ID: l2-s20
INTRO: Bob's hair has plans of its own. Listen and repeat these sentences about what he needs.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: need
LINE: Bob's hair is long. He needs a haircut. {st-page_048_001.jpg|Front view portrait of a young man with long dark hair}

VOCAB: to get
LINE: He always gets a haircut at Tony's Barbershop. {st-page_048_002.jpg|A barber cutting a man's hair in a barbershop}

VOCAB: drugstore
VOCAB: need to
LINE: Bob needs to buy shampoo. He buys his shampoo at the drugstore. {st-page_048_003.jpg|A man picking up a bottle of shampoo from a store shelf in a drugstore}


# Source: LLA 2B Figure 3
$PRODUCE Say What They Need
ID: 5-2b-f3
INTRO: You'll hear a situation and a cue word. Say what the person needs — "He needs a new clock." — then repeat the model answer.
INSTRUCTION: Say a sentence using "need" or "needs".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Jack didn't get up on time. (new clock)
PROMPT: Jack didn't get up on time. New clock. {bk05-l2b-f3-ex-q.mp3}
RESPONSE: He needs a new clock. {bk05-l2b-f3-ex-a.mp3}

TEMPLATE: Mary's coat is old.
PROMPT: Mary's coat is old. New coat. {bk05-l2b-f3-01-q.mp3}
RESPONSE: She needs a new coat. {bk05-l2b-f3-01-a.mp3}

TEMPLATE: It's cold outside.
PROMPT: It's cold outside. Gloves and scarf. {bk05-l2b-f3-02-q.mp3}
RESPONSE: I need my gloves and scarf. {bk05-l2b-f3-02-a.mp3}

TEMPLATE: I'm hungry.
PROMPT: I'm hungry. Snack. {bk05-l2b-f3-03-q.mp3}
RESPONSE: I need a snack. {bk05-l2b-f3-03-a.mp3}

TEMPLATE: Sam wants to look up these words.
PROMPT: Sam wants to look up these words. Dictionary. {bk05-l2b-f3-04-q.mp3}
RESPONSE: He needs a dictionary. {bk05-l2b-f3-04-a.mp3}

TEMPLATE: The men are thirsty.
PROMPT: The men are thirsty. Drink. {bk05-l2b-f3-05-q.mp3}
RESPONSE: They need a drink. {bk05-l2b-f3-05-a.mp3}

TEMPLATE: The students want to go downtown.
PROMPT: The students want to go downtown. Taxi. {bk05-l2b-f3-06-q.mp3}
RESPONSE: They need a taxi. {bk05-l2b-f3-06-a.mp3}


# Source: LLA 2B Figure 4
$PRODUCE Need To
ID: 5-2b-f4
INTRO: Same idea, but now what people need to DO. Listen to the situation and the cue, make a sentence with "need to" or "needs to" aloud, then repeat the answer.
INSTRUCTION: Make a sentence with "need to" or "needs to".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Tom is sick. Visit a doctor. {bk05-l2b-f4-ex-q.mp3}
RESPONSE: He needs to visit a doctor. {bk05-l2b-f4-ex-a.mp3}

PROMPT: It's late. You have dinner? {bk05-l2b-f4-01-q.mp3}
RESPONSE: I need to have dinner. {bk05-l2b-f4-01-a.mp3}

PROMPT: Bill is late for class. Get up early. {bk05-l2b-f4-02-q.mp3}
RESPONSE: He needs to get up early. {bk05-l2b-f4-02-a.mp3}

PROMPT: It's hot in here. Take off your coat. {bk05-l2b-f4-03-q.mp3}
RESPONSE: I need to take off my coat. {bk05-l2b-f4-03-a.mp3}

PROMPT: Paul wants to go downtown. Take a bus. {bk05-l2b-f4-04-q.mp3}
RESPONSE: He needs to take a bus. {bk05-l2b-f4-04-a.mp3}

PROMPT: Jan's very tired. Go to bed. {bk05-l2b-f4-05-q.mp3}
RESPONSE: She needs to go to bed. {bk05-l2b-f4-05-a.mp3}

PROMPT: Mark's hands are cold. Wear his gloves. {bk05-l2b-f4-06-q.mp3}
RESPONSE: He needs to wear his gloves. {bk05-l2b-f4-06-a.mp3}


# Source: LLA 2B Figure 5
$DIALOGUE Saturday Plans
ID: 5-2b-f5
INTRO: Mark and Jack have a whole Saturday and no plan — yet. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Mark: Jack, tomorrow is Saturday. What can we do? {bk05-l2b-f5-01.mp3}
Jack: We can sleep late. {bk05-l2b-f5-02.mp3}
Mark: Yes. Or we can get up early and play a game of tennis. {bk05-l2b-f5-03.mp3}
Jack: I need to buy a new shirt. {bk05-l2b-f5-04.mp3}
Mark: Well, we can go downtown and you can buy a new shirt. {bk05-l2b-f5-05.mp3}
Jack: Good. Then we can have lunch at the new French restaurant. {bk05-l2b-f5-06.mp3}
Mark: Yes. And after lunch we can go to a movie. {bk05-l2b-f5-07.mp3}
Jack: We can have a good day tomorrow. {bk05-l2b-f5-08.mp3}

# Source: LLA 2B Figure 5 (role-play pass)
$DIALOGUE Saturday Plans: Take Jack's Part
ID: 5-2b-f5-role-jack
REFERENCE: 5-2b-f5
PLAY_ROLE: Jack
INTRO: Now practice the conversation again. You are Jack — speak Jack's lines in the pauses.
INSTRUCTION: You are Jack — speak your lines in the pauses.


# Source: ST §Can for Possibility
$GRAMMAR Can: Saying What's Possible
ID: l2-s23
INTRO: Mark and Jack used "can" for every plan they made. Here's the pattern in a few short cards.

CARD: Use **can** to say something is possible.
{You can buy shoes at a shoe store.}

CARD: The negative is **can't**.
{You can't buy a car at the BX.}

CARD: For a yes/no question, put **can** first.
{Can you get a haircut on Saturday?}
{Yes, you can.}
{No, you can't.}

CARD: A question word comes before **can**.
{Where can we go this weekend?}
{We can go to Dallas.}

SUMMARY:
| Sentence Type | Example |
|---|---|
| Statement | You can buy shoes at a shoe store. |
| Negative | You can't buy a car at the BX. |
| Yes/No Question | Can you get a haircut on Saturday? — Yes, you can. / No, you can't. |
| Information Question | Where can we go this weekend? — We can go to Dallas. |


# Source: LLA 2B Figure 6
$PRODUCE Complete with Can or Can't
ID: 5-2b-f6
INTRO: Answer each question with "can" or "can't", using the cue on the screen. Say the answer aloud, then repeat the correct one.
INSTRUCTION: Answer aloud using "can" or "can't".
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What can I eat for dinner? {bk05-l2b-f6-01-q.mp3}
TEMPLATE: You ____ eat chicken for dinner.
RESPONSE: You can eat chicken for dinner. {bk05-l2b-f6-01-a.mp3}

PROMPT: Where can we eat dinner on Sunday? {bk05-l2b-f6-02-q.mp3}
TEMPLATE: We ____ eat at the Chinese restaurant.
RESPONSE: We can eat at the Chinese restaurant. {bk05-l2b-f6-02-a.mp3}

PROMPT: Which city can we visit this summer? {bk05-l2b-f6-03-q.mp3}
TEMPLATE: We ____ visit Los Angeles or New York.
RESPONSE: We can visit Los Angeles or New York. {bk05-l2b-f6-03-a.mp3}

PROMPT: Can you go with me to the movie tonight? {bk05-l2b-f6-04-q.mp3}
TEMPLATE: No, I ____.
RESPONSE: No, I can't. {bk05-l2b-f6-04-a.mp3}

PROMPT: When can you leave? {bk05-l2b-f6-05-q.mp3}
TEMPLATE: I ____ leave at noon.
RESPONSE: I can leave at noon. {bk05-l2b-f6-05-a.mp3}

PROMPT: Can you play tennis this Saturday? {bk05-l2b-f6-06-q.mp3}
TEMPLATE: Yes, I ____.
RESPONSE: Yes, I can. {bk05-l2b-f6-06-a.mp3}


# Source: LLA 2B Figure 7
$PRODUCE Listen and Complete the Sentence
ID: 5-2b-f7
HIDE_PROMPT
INTRO: You'll hear a statement and a question word like "who" or "where". Type the missing information to complete the sentence on screen.
INSTRUCTION: Type the missing words.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: Mark can play tomorrow. Who? {bk05-l2b-f7-ex-q.mp3}
TEMPLATE: ____{Mark} can play tomorrow.
RESPONSE: Mark can play tomorrow.
ACCEPT: Mark

PROMPT: Anne can wear her long dress to the dance. What? {bk05-l2b-f7-01-q.mp3}
TEMPLATE: Anne can wear ____{her long dress} to the dance.
RESPONSE: Anne can wear her long dress to the dance.
ACCEPT: her long dress

PROMPT: Sam can go to the movie tomorrow night. Where? {bk05-l2b-f7-02-q.mp3}
TEMPLATE: Sam can go ____{to the movie|to the movies} tomorrow night.
RESPONSE: Sam can go to the movie tomorrow night.
ACCEPT: to the movie | to the movies

PROMPT: Dan can visit John this weekend. Who? {bk05-l2b-f7-03-q.mp3}
TEMPLATE: ____{Dan} can visit John this weekend.
RESPONSE: Dan can visit John this weekend.
ACCEPT: Dan

PROMPT: Tom can play football this Saturday. What? {bk05-l2b-f7-04-q.mp3}
TEMPLATE: Tom can play ____{football} this Saturday.
RESPONSE: Tom can play football this Saturday.
ACCEPT: football

PROMPT: You can buy socks at some grocery stores. Where? {bk05-l2b-f7-05-q.mp3}
TEMPLATE: You can buy socks ____{at some grocery stores}.
RESPONSE: You can buy socks at some grocery stores.
ACCEPT: at some grocery stores

PROMPT: We can review our lessons tomorrow. When? {bk05-l2b-f7-06-q.mp3}
TEMPLATE: We can review our lessons ____{tomorrow}.
RESPONSE: We can review our lessons tomorrow.
ACCEPT: tomorrow


# Source: ST §Can You Come to My Room?
$PRODUCE Ask and Answer with Can
ID: l2-s26
INTRO: Now build your own questions. Use the two cues to ask a "Can..." question, then give a short answer — yes or no, your choice. The model shows one possibility.
INSTRUCTION: Ask and answer aloud using "can".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any well-formed "Can ...?" question built from the cue words plus a matching short answer ("Yes, I can." / "No, we can't."); either yes or no is fine, and small changes of subject or wording are fine. The "can + subject + verb" question form is the point — a question without "can" fails.

EXAMPLE
PROMPT: play soccer / after class
RESPONSE: Can you play soccer after class?\n— Yes, I can.

EXAMPLE
PROMPT: go to the movies / Friday
RESPONSE: Can we go to the movies this Friday?\n— No, we can't.

PROMPT: watch TV / your room
RESPONSE: Can we watch TV in your room?\n— Yes, we can.

PROMPT: go to the drugstore / after class
RESPONSE: Can you go to the drugstore after class?\n— Yes, I can.

PROMPT: work / after 5
RESPONSE: Can you work after 5?\n— No, I can't.

PROMPT: wash hands / sink
RESPONSE: Can I wash my hands in the sink?\n— Yes, you can.

PROMPT: get haircut / on Saturday
RESPONSE: Can you get a haircut on Saturday?\n— Yes, I can.

PROMPT: move / that chair
RESPONSE: Can you move that chair?\n— Yes, I can.

PROMPT: review / new words
RESPONSE: Can we review the new words?\n— Yes, we can.

PROMPT: eat / Chinese restaurant
RESPONSE: Can we eat at a Chinese restaurant?\n— Yes, we can.

PROMPT: study / Lesson 1
RESPONSE: Can you study Lesson 1?\n— Yes, I can.

PROMPT: buy shampoo / grocery store
RESPONSE: Can you buy shampoo at the grocery store?\n— Yes, you can.

# SKIPPED (book): Function "WHERE CAN I BUY SOME SHAMPOO?" (ST p. 48) — open-ended partner substitution role-play, no solo path.


$SESSION 2-3: There Is and There Are

# Source: LLA 2C Figure 1
$DIALOGUE In the Language Lab {page_043_001.jpg|A language laboratory desk setup with a blackboard, clock, tape recorder with headphones, and student chairs}
ID: 5-2c-f1
INTRO: This part is about saying what's there — "there is" and "there are". You'll see a picture of a language lab. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: There is a clock in the lab. {bk05-l2c-f1-01.mp3}
LINE: There are headsets in the lab. {bk05-l2c-f1-02.mp3}
LINE: There's a chalkboard in the lab. {bk05-l2c-f1-03.mp3}
LINE: There are chairs in the lab. {bk05-l2c-f1-04.mp3}
LINE: Is there a TV in the lab?\n— No, there isn't a TV in the lab. {bk05-l2c-f1-05.mp3}
LINE: Are there tapes in the lab?\n— Yes, there are tapes in the lab. {bk05-l2c-f1-06.mp3}
LINE: There isn't a radio in the lab. {bk05-l2c-f1-07.mp3}
LINE: There isn't a dictionary in the lab. {bk05-l2c-f1-08.mp3}


# Source: ST §There Is / There Are (past-tense examples from ST §Is There Chalk in the Classroom?)
$GRAMMAR There Is and There Are
ID: l2-s10
INTRO: The pattern you just heard, in a few short cards.

CARD: Use **there is** for one thing.
{There is a book on your desk.}

CARD: Use **there are** for more than one.
{There are three pens under the table.}

CARD: In speech, **there is** becomes **there's**, and **there are** becomes **there're**.
{There's a clock in the classroom.}

CARD: For a question, put **is** or **are** first, and answer short.
{Is there a map on the wall?}
{Yes, there is.}
{Are there desks in the classroom?}
{No, there aren't.}

CARD: For the past, use **there was** and **there were**.
{There was a good show on TV last night.}
{There were two good movies on TV on Saturday.}
{There wasn't a good game on TV last night.}

SUMMARY:
| Question | Short Answer |
|---|---|
| Is there a map on the wall? | Yes, there is. / No, there isn't. |
| Are there desks in the classroom? | Yes, there are. / No, there aren't. |


# Source: LLA 2C Figure 2 (Part 1)
$PRODUCE Is There a Bed in Dan's Room? {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
ID: 5-2c-f2-q
INTRO: You'll see a picture of Dan's room. Listen to each question, answer aloud in a complete sentence, and repeat the correct answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Is there a bed in Dan's room? {bk05-l2c-f2-01-q.mp3}
RESPONSE: Yes, there is a bed in Dan's room. {bk05-l2c-f2-01-a.mp3}

EXAMPLE
PROMPT: Is there a radio in Dan's room? {bk05-l2c-f2-02-q.mp3}
RESPONSE: No, there isn't a radio in Dan's room. {bk05-l2c-f2-02-a.mp3}

PROMPT: Is there a calendar in Dan's room? {bk05-l2c-f2-03-q.mp3}
RESPONSE: No, there isn't a calendar in Dan's room. {bk05-l2c-f2-03-a.mp3}

PROMPT: Are there books in Dan's room? {bk05-l2c-f2-04-q.mp3}
RESPONSE: Yes, there are books in Dan's room. {bk05-l2c-f2-04-a.mp3}

PROMPT: Are there students in Dan's room? {bk05-l2c-f2-05-q.mp3}
RESPONSE: No, there aren't students in Dan's room. {bk05-l2c-f2-05-a.mp3}

PROMPT: Is there a clock in Dan's room? {bk05-l2c-f2-06-q.mp3}
RESPONSE: Yes, there is a clock in Dan's room. {bk05-l2c-f2-06-a.mp3}


# Source: LLA 2C Figure 2 (Part 2)
$PRODUCE Ask About Dan's Room {page_043_002.jpg|A bedroom with a desk, chair, window, clock, pictures, and a pennant that says RAMS on the wall}
ID: 5-2c-f2-ask
INTRO: Your turn to ask. Use each cue word to ask a question about Dan's room — "Is there...?" or "Are there...?" — then repeat the model question.
INSTRUCTION: Ask a question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: clock {bk05-l2c-f2-07-q.mp3}
TEMPLATE: (clock)
RESPONSE: Is there a clock in Dan's room? {bk05-l2c-f2-07-a.mp3}

PROMPT: windows {bk05-l2c-f2-08-q.mp3}
TEMPLATE: (windows)
RESPONSE: Are there windows in Dan's room? {bk05-l2c-f2-08-a.mp3}

PROMPT: chair {bk05-l2c-f2-09-q.mp3}
TEMPLATE: (chair)
RESPONSE: Is there a chair in Dan's room? {bk05-l2c-f2-09-a.mp3}

PROMPT: TV {bk05-l2c-f2-10-q.mp3}
TEMPLATE: (TV)
RESPONSE: Is there a TV in Dan's room? {bk05-l2c-f2-10-a.mp3}

PROMPT: books {bk05-l2c-f2-11-q.mp3}
TEMPLATE: (books)
RESPONSE: Are there books in Dan's room? {bk05-l2c-f2-11-a.mp3}

PROMPT: pictures {bk05-l2c-f2-12-q.mp3}
TEMPLATE: (pictures)
RESPONSE: Are there pictures in Dan's room? {bk05-l2c-f2-12-a.mp3}


# Source: ST §What Is There in the Classroom?
$PRODUCE What's in the Classroom?
ID: l2-s12
INTRO: Think of an ordinary classroom. Use each cue to say what's in it — "There's a clock in the classroom." or "There are desks in the classroom."
INSTRUCTION: Say a sentence using "There's a..." or "There are..." with "in the classroom".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed sentence using "there is"/"there's" for singular items or "there are" for plural items. Including the location "in the classroom" is optional.

EXAMPLE
PROMPT: calendar
RESPONSE: There's a calendar in the classroom.

EXAMPLE
PROMPT: books
RESPONSE: There are books in the classroom.

PROMPT: clock
RESPONSE: There's a clock in the classroom.

PROMPT: bulletin board
RESPONSE: There's a bulletin board in the classroom.

PROMPT: desks
RESPONSE: There are desks in the classroom.

PROMPT: chalkboard
RESPONSE: There's a chalkboard in the classroom.

PROMPT: map
RESPONSE: There's a map in the classroom.

PROMPT: chairs
RESPONSE: There are chairs in the classroom.

PROMPT: tape recorder
RESPONSE: There's a tape recorder in the classroom.

PROMPT: pictures
RESPONSE: There are pictures in the classroom.

PROMPT: notebooks
RESPONSE: There are notebooks in the classroom.

PROMPT: chalk
RESPONSE: There's chalk in the classroom.


# DROPPED (twin): ST §Some New Words — TTS sentence panel teaching change / only / pocket / grocery store; the cassette panel below covers the set (grocery store is taught on cassette in part 2-6).

# Source: LLA 2C Figure 3
$DIALOGUE Some Useful Words
ID: 5-2c-f3
INTRO: Five small words you'll meet everywhere — "change", "only", "thing", "pocket", and "birthday". Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: to change
LINE: I changed my answer from true to false. {bk05-l2c-f3-01.mp3}
LINE: The seasons change from hot to cold. {bk05-l2c-f3-02.mp3}

VOCAB: only
LINE: I don't need a recorder. I only need a tape. {bk05-l2c-f3-03.mp3}
LINE: I didn't buy French fries. I only bought a drink. {bk05-l2c-f3-04.mp3}

VOCAB: thing
LINE: A headset and tapes are things in a lab. {bk05-l2c-f3-05.mp3}
LINE: A desk and a chalkboard are things in a classroom. {bk05-l2c-f3-06.mp3}

VOCAB: pocket
LINE: My shirt has a pocket. {bk05-l2c-f3-07.mp3}
LINE: My comb and money are in my pockets. {bk05-l2c-f3-08.mp3}

VOCAB: birthday
LINE: John is 21 today. It's his birthday. {bk05-l2c-f3-09.mp3}
LINE: David bought John a shirt for his birthday. {bk05-l2c-f3-10.mp3}


# Source: LLA 2C Figure 4 (Part 1)
$DIALOGUE Mary Gets Ready for the Dance
ID: 5-2c-f4-story
INTRO: Tonight is John's birthday dance, and Mary has a pocket problem. Listen to the story.
INSTRUCTION: Listen to the story.

LINE: Tonight there is a dance for John's birthday. {bk05-l2c-f4-01.mp3}
LINE: Mary wants to change her clothes before the dance. {bk05-l2c-f4-02.mp3}
LINE: She is wearing a dress with only one pocket. {bk05-l2c-f4-03.mp3}
LINE: Mary likes to put things in her pockets. {bk05-l2c-f4-04.mp3}
LINE: She puts her pen, her comb, her brush, and her money in her pockets. {bk05-l2c-f4-05.mp3}
LINE: She needs a dress with two pockets for all those things. {bk05-l2c-f4-06.mp3}
LINE: Jack is here. She can't change now; she's very late. {bk05-l2c-f4-07.mp3}
LINE: With one pocket, she can only take her comb and her money to the dance. {bk05-l2c-f4-08.mp3}


# Source: LLA 2C Figure 4 (Part 2)
$PRODUCE Questions About Mary
ID: 5-2c-f4
REFERENCE: 5-2c-f4-story
INTRO: Answer each question about Mary aloud. Open the story if you need help, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Whose birthday is it? {bk05-l2c-f4-09-q.mp3}
RESPONSE: It's John's birthday. {bk05-l2c-f4-09-a.mp3}

PROMPT: What does Mary want to do? {bk05-l2c-f4-10-q.mp3}
RESPONSE: She wants to change her clothes. {bk05-l2c-f4-10-a.mp3}

PROMPT: How many pockets does Mary's dress have? {bk05-l2c-f4-11-q.mp3}
RESPONSE: Mary's dress has only one pocket. {bk05-l2c-f4-11-a.mp3}

PROMPT: What does Mary like to do? {bk05-l2c-f4-12-q.mp3}
RESPONSE: Mary likes to put things in her pockets. {bk05-l2c-f4-12-a.mp3}

PROMPT: Does Mary change her dress? {bk05-l2c-f4-13-q.mp3}
RESPONSE: No, Mary doesn't change her dress. {bk05-l2c-f4-13-a.mp3}


# Source: ST §She Only Needs Rice.
$DIALOGUE She Only Needs Rice {st-page_049_001.jpg|A woman reaching for a bag labeled "RICE" on a shelf at a grocery store while holding a shopping basket}
ID: l2-s22
INTRO: One more pocket story — Linda's going shopping, and she needs exactly one thing. Read along.
INSTRUCTION: Read the paragraph.

Narrator: Linda didn't like her white skirt. It didn't have any pockets.
Narrator: She changed her skirt. Now, she's wearing a skirt with pockets.
Narrator: Linda likes to put her money in her pockets.
Narrator: Linda's going to the grocery store and needs a skirt with pockets.
Narrator: She needs to get some rice.
Narrator: She wants to cook chicken and rice for dinner.
Narrator: Rice is the only thing she needs from the store.


# Source: LLA 2C Figure 9 (Part 1)
$DIALOGUE After the Test
ID: 5-2c-f9-dialogue
INTRO: Two students compare notes after a hard day. Just listen.
INSTRUCTION: Listen to the dialogue.

Student1: Did you do okay today? {bk05-l2c-f9-01.mp3}
Student2: Yes. I studied very hard last night. {bk05-l2c-f9-02.mp3}
Student1: Did you look up all the new words? {bk05-l2c-f9-03.mp3}
Student2: Yes. And I memorized all the words in the lesson too. {bk05-l2c-f9-04.mp3}
Student1: Well, I answered every question in that test booklet. {bk05-l2c-f9-05.mp3}
Student2: I did too. We did okay. {bk05-l2c-f9-06.mp3}


# Source: LLA 2C Figure 9 (Part 2)
$SELECT What Are They Talking About?
ID: 5-2c-f9
REFERENCE: 5-2c-f9-dialogue
INTRO: What are the two students talking about? Tap the correct answer — listen again if you need to.
INSTRUCTION: Tap the correct answer.

OPTION: a | words
OPTION: b | a class
OPTION: c | a test

TEMPLATE: What are the students talking about?
ANSWER: c
FEEDBACK: The dialogue is about a test. {bk05-l2c-f9-07.mp3}


$SESSION 2-4: Some and Any

# Source: LLA 2C Figure 5
$DIALOGUE Some and Any: Two Desks
ID: 5-2c-f5
INTRO: This part is about "some" and "any" — with a little food to practice on. Ann's desk is full; Tom's is suspiciously empty. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: This is Ann's desk. There are some books on her desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-01.mp3}
LINE: This is Tom's desk. There aren't any books on his desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-02.mp3}
LINE: There are some pens on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-03.mp3}
LINE: There aren't any pens on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-04.mp3}
LINE: There are some pictures on Ann's desk. {page_045_001.jpg|A desk with books, pens, and framed pictures on it} {bk05-l2c-f5-05.mp3}
LINE: There aren't any pictures on Tom's desk. {page_045_002.jpg|An empty desk with drawers, no items on top} {bk05-l2c-f5-06.mp3}


# Source: ST §Some / Any
$GRAMMAR Some and Any
ID: l2-s15
INTRO: When to say "some" and when to say "any" — the short version.

CARD: Use **some** in statements.
{Bill has some money.}

CARD: Use **any** in negatives.
{Bill doesn't have any money.}

CARD: In questions, both are fine.
{Does Bill have any money?}
{Does Bill have some money?}

SUMMARY:
| Sentence Type | Example |
|---|---|
| Statement | Bill has some money. |
| Negative | Bill doesn't have any money. |
| Question | Does Bill have any money? / Does Bill have some money? |


# Source: LLA 2C Figure 6
$PRODUCE Make Sentences with Some and Any
ID: 5-2c-f6
INTRO: Read the cue words and listen for "some" or "any". Say the complete sentence aloud, then repeat the model answer.
INSTRUCTION: Say the sentence aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: some {bk05-l2c-f6-ex1-q.mp3}
TEMPLATE: (some)\nAlice / have / apples
RESPONSE: Alice has some apples. {bk05-l2c-f6-ex1-a.mp3}

EXAMPLE
PROMPT: any {bk05-l2c-f6-ex2-q.mp3}
TEMPLATE: (any)\nMark / have / apples
RESPONSE: Mark doesn't have any apples. {bk05-l2c-f6-ex2-a.mp3}

PROMPT: some {bk05-l2c-f6-01-q.mp3}
TEMPLATE: (some)\nJan / want / oranges
RESPONSE: Jan wants some oranges. {bk05-l2c-f6-01-a.mp3}

PROMPT: some {bk05-l2c-f6-02-q.mp3}
TEMPLATE: (some)\nBill / look up / words yesterday
RESPONSE: Bill looked up some words yesterday. {bk05-l2c-f6-02-a.mp3}

PROMPT: any {bk05-l2c-f6-03-q.mp3}
TEMPLATE: (any)\nJill / have / money
RESPONSE: Jill doesn't have any money. {bk05-l2c-f6-03-a.mp3}

PROMPT: some {bk05-l2c-f6-04-q.mp3}
TEMPLATE: (some)\nDan / has / ties
RESPONSE: Dan has some ties. {bk05-l2c-f6-04-a.mp3}

PROMPT: any {bk05-l2c-f6-05-q.mp3}
TEMPLATE: (any)\nPaul / buy / bread yesterday
RESPONSE: Paul didn't buy any bread yesterday. {bk05-l2c-f6-05-a.mp3}

PROMPT: any {bk05-l2c-f6-06-q.mp3}
TEMPLATE: (any)\nTom / need / shoes
RESPONSE: Tom doesn't need any shoes. {bk05-l2c-f6-06-a.mp3}


# Source: ST §He Doesn't Want Any Soup.
$DIALOGUE Ted Doesn't Want Any Soup
ID: l2-s16
INTRO: Lunch negotiations with Mother. Listen and repeat the conversation.
INSTRUCTION: Listen and repeat the conversation.
REPEAT

VOCAB: some
Mother: Do you want some soup for lunch, Ted?

VOCAB: any
Ted: No, I don't want any soup, Mother. Thanks. Can I have some fruit, please?
Mother: Yes, Ted, you can have some fruit. Do you want some tea?
Ted: Do you have any cold tea?
Mother: Yes. Do you want some sugar, too?
Ted: Yes, thank you, Mother.

# SKIPPED (book): "DID YOU HAVE ANY FRUIT FOR LUNCH YESTERDAY?" (ST p. 44) — open-ended personal food-item list and classmate Q&A drill.


# Source: ST §What's on the Table?
$PRODUCE Some or Any: What's on the Table? {st-page_045_001.jpg|A tabletop with a fruit bowl containing apples, bananas, and pears, a loaf of sliced bread, a stick of butter, and salt and pepper shakers}
ID: l2-s17
INTRO: Look at the table in the picture, then type "some" or "any" to complete each sentence about it.
INSTRUCTION: Type "some" or "any" to complete each sentence.
INPUT: type
CHECK: exact

TEMPLATE: Are there ____ books on the table?
RESPONSE: Are there any books on the table?
ACCEPT: any | some

TEMPLATE: There aren't ____ radios on the table.
RESPONSE: There aren't any radios on the table.
ACCEPT: any

TEMPLATE: There's ____ fruit on the table.
RESPONSE: There's some fruit on the table.
ACCEPT: some

TEMPLATE: Are there ____ apples on the table?
RESPONSE: Are there any apples on the table?
ACCEPT: any | some

TEMPLATE: There are ____ bananas on the table.
RESPONSE: There are some bananas on the table.
ACCEPT: some

TEMPLATE: Are there ____ pears on the table?
RESPONSE: Are there any pears on the table?
ACCEPT: any | some

TEMPLATE: Is there ____ bread on the table?
RESPONSE: Is there any bread on the table?
ACCEPT: any | some

TEMPLATE: There's ____ butter on the table.
RESPONSE: There's some butter on the table.
ACCEPT: some

TEMPLATE: There isn't ____ sugar on the table.
RESPONSE: There isn't any sugar on the table.
ACCEPT: any

TEMPLATE: There's ____ salt and pepper on the table.
RESPONSE: There's some salt and pepper on the table.
ACCEPT: some


# Source: LLA 2C Figure 7
$PRODUCE Did She Buy Some Eggs? {page_046_001.jpg|Two paper grocery bags marked with large question marks}
ID: 5-2c-f7
INTRO: Mrs. Brown went shopping, but her bags are a mystery. Ask each question aloud with the cue word, then listen — the answer tells you what she bought.
INSTRUCTION: Ask a question aloud with "some" or "any".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: eggs {bk05-l2c-f7-ex-q.mp3}
TEMPLATE: eggs
RESPONSE: Did she buy some eggs?\n— Yes, she did. {bk05-l2c-f7-ex-a.mp3}

PROMPT: bread {bk05-l2c-f7-01-q.mp3}
TEMPLATE: (any) bread
RESPONSE: Did she buy any bread?\n— No, she didn't. {bk05-l2c-f7-01-a.mp3}

PROMPT: chicken {bk05-l2c-f7-02-q.mp3}
TEMPLATE: (some) chicken
RESPONSE: Did she buy some chicken?\n— Yes, she did. {bk05-l2c-f7-02-a.mp3}

PROMPT: milk {bk05-l2c-f7-03-q.mp3}
TEMPLATE: (some) milk
RESPONSE: Did she buy some milk?\n— No, she didn't. {bk05-l2c-f7-03-a.mp3}

PROMPT: rice {bk05-l2c-f7-04-q.mp3}
TEMPLATE: (any) rice
RESPONSE: Did she buy any rice?\n— Yes, she did. {bk05-l2c-f7-04-a.mp3}

PROMPT: apples {bk05-l2c-f7-05-q.mp3}
TEMPLATE: (some) apples
RESPONSE: Did she buy some apples?\n— No, she didn't. {bk05-l2c-f7-05-a.mp3}

PROMPT: orange juice {bk05-l2c-f7-06-q.mp3}
TEMPLATE: (some) orange juice
RESPONSE: Did she buy some orange juice?\n— No, she didn't. {bk05-l2c-f7-06-a.mp3}

PROMPT: ice cream {bk05-l2c-f7-07-q.mp3}
TEMPLATE: (any) ice cream
RESPONSE: Did she buy any ice cream?\n— Yes, she did. {bk05-l2c-f7-07-a.mp3}


# Source: LLA 2C Figure 8 (Part 1)
$DIALOGUE Linda at the Commissary
ID: 5-2c-f8-story
INTRO: Linda's family has ordered dinner, dessert, and cake — no pressure. Listen to the story.
INSTRUCTION: Listen to the story.

LINE: Linda wants to go to the commissary this afternoon. {bk05-l2c-f8-01.mp3}
LINE: She needs some things: she needs meat and rice to cook for dinner. {bk05-l2c-f8-02.mp3}
LINE: Her son wants some ice cream for dessert. {bk05-l2c-f8-03.mp3}
LINE: And her husband wants some chocolate cake. {bk05-l2c-f8-04.mp3}
LINE: She can buy all these things at the commissary. {bk05-l2c-f8-05.mp3}


# Source: LLA 2C Figure 8 (Part 2)
$PRODUCE Questions About Linda
ID: 5-2c-f8
REFERENCE: 5-2c-f8-story
INTRO: Answer each question about Linda aloud in a complete sentence. Open the story if you need help, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where does Linda want to go? {bk05-l2c-f8-06-q.mp3}
RESPONSE: Linda wants to go to the commissary. {bk05-l2c-f8-06-a.mp3}

PROMPT: Does Linda have meat for dinner? {bk05-l2c-f8-07-q.mp3}
RESPONSE: No, she doesn't have any meat for dinner. {bk05-l2c-f8-07-a.mp3}

PROMPT: What does her son want for dessert? {bk05-l2c-f8-08-q.mp3}
RESPONSE: Her son wants some ice cream. {bk05-l2c-f8-08-a.mp3}

PROMPT: What does her husband want from the commissary? {bk05-l2c-f8-09-q.mp3}
RESPONSE: Her husband wants some chocolate cake. {bk05-l2c-f8-09-a.mp3}


# DROPPED (twin): ST §At Lunchtime — TTS presentation of the same food words (soup, salt, pepper, butter, sugar); the cassette version below covers it.

# Source: LLA 2D Figure 3
$DIALOGUE Breakfast and Lunch
ID: 5-2d-f3
INTRO: Dan at the table: butter on his toast, sugar in his coffee, and salt and pepper in the soup. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Dan likes toast and coffee for breakfast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-01.mp3}

VOCAB: butter
LINE: He likes butter on his toast. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-02.mp3}

VOCAB: sugar
LINE: He drinks his coffee with sugar. {page_051_001.jpg|A man sitting at a dining table pouring sugar from a spoon into a cup of coffee next to a teapot and toast} {bk05-l2d-f3-03.mp3}

VOCAB: soup
LINE: Dan likes soup for lunch. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-04.mp3}

VOCAB: salt
VOCAB: pepper
LINE: He puts salt and pepper in his soup. {page_051_002.jpg|A man sitting at a dining table shaking salt or pepper onto a bowl of soup} {bk05-l2d-f3-05.mp3}


# Source: ST §Do You Like to Put Sugar in Your Tea?
$PRODUCE Do You Like Sugar in Your Tea?
ID: l2-s14
INTRO: Now about your own table. Use the two cues to ask "Do you like to put...?" and answer honestly — the model is just one possibility.
INSTRUCTION: Ask and answer aloud with "like to put".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any well-formed "Do you like to put X on/in your Y?" question built from the two cue words plus a yes/no answer in a full sentence; either yes or no is fine. The "like to put" pattern is the point — a question without it fails.

EXAMPLE
PROMPT: salt / French fries
RESPONSE: Do you like to put salt on your French fries?\n— Yes, I like to put salt on my French fries.

PROMPT: salt / chicken
RESPONSE: Do you like to put salt on your chicken?\n— Yes, I like to put salt on my chicken.

PROMPT: sugar / coffee
RESPONSE: Do you like to put sugar in your coffee?\n— Yes, I like to put sugar in my coffee.

PROMPT: sugar / rice
RESPONSE: Do you like to put sugar on your rice?\n— Yes, I like to put sugar on my rice.

PROMPT: butter / bread
RESPONSE: Do you like to put butter on your bread?\n— Yes, I like to put butter on my bread.

PROMPT: pepper / soup
RESPONSE: Do you like to put pepper in your soup?\n— Yes, I like to put pepper in my soup.

PROMPT: salt / tea
RESPONSE: Do you like to put salt in your tea?\n— No, I don't like to put salt in my tea.

PROMPT: sugar / milk
RESPONSE: Do you like to put sugar in your milk?\n— Yes, I like to put sugar in my milk.

PROMPT: salt / fruit
RESPONSE: Do you like to put salt on your fruit?\n— No, I don't like to put salt on my fruit.

PROMPT: pepper / salad
RESPONSE: Do you like to put pepper on your salad?\n— Yes, I like to put pepper on my salad.

PROMPT: sugar / tea
RESPONSE: Do you like to put sugar in your tea?\n— Yes, I like to put sugar in my tea.


$SESSION 2-5: In the Bathroom

# Source: LLA 2D Figure 1 (Part 1)
$DIALOGUE Things in the Bathroom {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
ID: 5-2d-f1
INTRO: This part is all about the bathroom — what's in it, and what you do there every morning. You'll see a numbered diagram. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: sink
LINE: This is a sink. {bk05-l2d-f1-01.mp3}

VOCAB: soap
LINE: This is soap. {bk05-l2d-f1-02.mp3}

VOCAB: toothbrush
LINE: This is a toothbrush. {bk05-l2d-f1-03.mp3}

VOCAB: toothpaste
LINE: This is toothpaste. {bk05-l2d-f1-04.mp3}

VOCAB: toilet
LINE: This is a toilet. {bk05-l2d-f1-05.mp3}

VOCAB: toilet paper
LINE: This is toilet paper. {bk05-l2d-f1-06.mp3}

VOCAB: towel
LINE: This is a towel. {bk05-l2d-f1-07.mp3}

VOCAB: shampoo
LINE: This is shampoo. {bk05-l2d-f1-08.mp3}

VOCAB: washcloth
LINE: This is a washcloth. {bk05-l2d-f1-09.mp3}

VOCAB: comb
LINE: This is a comb. {bk05-l2d-f1-10.mp3}

VOCAB: brush
LINE: This is a brush. {bk05-l2d-f1-11.mp3}

VOCAB: mirror
LINE: This is a mirror. {bk05-l2d-f1-12.mp3}

LINE: These are clean towels. {bk05-l2d-f1-13.mp3}


# Source: ST §What Number Is the Shower?
$SELECT Find the Number {st-page_036_001.jpg|Diagram of a bathroom with numbered items: 1 towel, 2 shower, 3 shampoo, 4 soap, 5 washcloth, 6 toilet, 7 toilet paper, 8 comb, 9 mirror, 10 brush, 11 sink, 12 toothpaste, 13 toothbrush}
ID: l2-s7
INTRO: A quick check before you speak: for each bathroom item, tap its number in the diagram.
INSTRUCTION: Look at the diagram and tap the correct number for each item.
OPTION: 1 | 1
OPTION: 2 | 2
OPTION: 3 | 3
OPTION: 4 | 4
OPTION: 5 | 5
OPTION: 6 | 6
OPTION: 7 | 7
OPTION: 8 | 8
OPTION: 9 | 9
OPTION: 10 | 10
OPTION: 11 | 11
OPTION: 12 | 12
OPTION: 13 | 13

TEMPLATE: towel
ANSWER: 1

TEMPLATE: shower
ANSWER: 2

TEMPLATE: shampoo
ANSWER: 3

TEMPLATE: washcloth
ANSWER: 5

TEMPLATE: soap
ANSWER: 4

TEMPLATE: toilet
ANSWER: 6

TEMPLATE: toilet paper
ANSWER: 7

TEMPLATE: comb
ANSWER: 8

TEMPLATE: mirror
ANSWER: 9

TEMPLATE: brush
ANSWER: 10

TEMPLATE: sink
ANSWER: 11

TEMPLATE: toothpaste
ANSWER: 12

TEMPLATE: toothbrush
ANSWER: 13


# Source: LLA 2D Figure 1 (Part 2)
$PRODUCE What's Number 5? {page_049_001.jpg|A detailed diagram of a bathroom with numbered labels pointing to various items: sink, mirror, toilet, shower, towels, soap, shampoo, and toiletries}
ID: 5-2d-f1-b
INPUT: speak
CHECK: reveal
INTRO: Now say the answers. Listen to each question about the numbered diagram, answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud based on the diagram.
REPEAT

TEMPLATE: Number 1
PROMPT: What's number 1? {bk05-l2d-f1-14-q.mp3}
RESPONSE: It's a sink. {bk05-l2d-f1-14-a.mp3}

TEMPLATE: Number 2
PROMPT: What's number 2? {bk05-l2d-f1-15-q.mp3}
RESPONSE: It's soap. {bk05-l2d-f1-15-a.mp3}

TEMPLATE: Number 3
PROMPT: What's number 3? {bk05-l2d-f1-16-q.mp3}
RESPONSE: It's a toothbrush. {bk05-l2d-f1-16-a.mp3}

TEMPLATE: Number 4
PROMPT: What's number 4? {bk05-l2d-f1-17-q.mp3}
RESPONSE: It's toothpaste. {bk05-l2d-f1-17-a.mp3}

TEMPLATE: Number 5
PROMPT: What's number 5? {bk05-l2d-f1-18-q.mp3}
RESPONSE: It's a toilet. {bk05-l2d-f1-18-a.mp3}

TEMPLATE: Number 6
PROMPT: What's number 6? {bk05-l2d-f1-19-q.mp3}
RESPONSE: It's toilet paper. {bk05-l2d-f1-19-a.mp3}

TEMPLATE: Number 7
PROMPT: What's number 7? {bk05-l2d-f1-20-q.mp3}
RESPONSE: It's a towel. {bk05-l2d-f1-20-a.mp3}

TEMPLATE: Number 8
PROMPT: What's number 8? {bk05-l2d-f1-21-q.mp3}
RESPONSE: It's shampoo. {bk05-l2d-f1-21-a.mp3}

TEMPLATE: Number 9
PROMPT: What's number 9? {bk05-l2d-f1-22-q.mp3}
RESPONSE: It's a washcloth. {bk05-l2d-f1-22-a.mp3}

TEMPLATE: Number 10
PROMPT: What's number 10? {bk05-l2d-f1-23-q.mp3}
RESPONSE: It's a comb. {bk05-l2d-f1-23-a.mp3}

TEMPLATE: Number 11
PROMPT: What's number 11? {bk05-l2d-f1-24-q.mp3}
RESPONSE: It's a brush. {bk05-l2d-f1-24-a.mp3}

TEMPLATE: Number 12
PROMPT: What's number 12? {bk05-l2d-f1-25-q.mp3}
RESPONSE: It's a mirror. {bk05-l2d-f1-25-a.mp3}

TEMPLATE: Number 13
PROMPT: What's number 13? {bk05-l2d-f1-26-q.mp3}
RESPONSE: They're clean towels. {bk05-l2d-f1-26-a.mp3}


# Source: ST §Paul Wants to Clean Up.
$DIALOGUE Paul Cleans Up
ID: l2-s8
INTRO: Paul's face has had a long day. Listen and repeat the sentences about how he cleans up.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

VOCAB: bathroom
VOCAB: face
VOCAB: dirty
LINE: Paul's face is dirty. He goes to the bathroom to clean up. {st-page_036_002.jpg|A young man looking at his dirty face in a bathroom mirror}

VOCAB: to wash
VOCAB: to rinse
LINE: He washes his face with soap. Next, he rinses his face with clean water. {st-page_036_003.jpg|A young man leaning over a sink washing and rinsing his face with water}

VOCAB: to dry
LINE: He dries his face with a towel. {st-page_037_001.jpg|A boy standing in front of a bathroom mirror, drying his face with a towel}

VOCAB: to brush
VOCAB: tooth
LINE: He brushes his teeth. He doesn't brush one tooth; he brushes all his teeth. {st-page_037_002.jpg|A boy standing in front of a bathroom mirror, brushing his teeth with a toothbrush}

VOCAB: to comb
VOCAB: hair
LINE: Paul combs his hair with his brown comb. {st-page_037_003.jpg|A boy looking in a bathroom mirror and combing his hair}

VOCAB: clean
LINE: His face and teeth are clean now. {st-page_037_004.jpg|A smiling boy with clean face and hair looking forward}


# Source: LLA 2D Figure 2 (Part 1) — kept as a pronunciation pass; the sentence panels above teach the words
$DIALOGUE Personal Care Words: Say Them Clearly
ID: 5-2d-f2-vocab
INTRO: You know all these words now — this pass is just for your pronunciation. Listen and repeat each one.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: Bathroom. {bk05-l2d-f2-v01.mp3}

LINE: Brush. {bk05-l2d-f2-v02.mp3}

LINE: Clean. {bk05-l2d-f2-v03.mp3}

LINE: Comb. {bk05-l2d-f2-v04.mp3}

LINE: Dirty. {bk05-l2d-f2-v05.mp3}

LINE: Dry. {bk05-l2d-f2-v06.mp3}

LINE: Face. {bk05-l2d-f2-v07.mp3}

LINE: Hair. {bk05-l2d-f2-v08.mp3}

LINE: Rinse. {bk05-l2d-f2-v09.mp3}

LINE: Shampoo. {bk05-l2d-f2-v10.mp3}

LINE: Sink. {bk05-l2d-f2-v11.mp3}

LINE: Soap. {bk05-l2d-f2-v12.mp3}

LINE: Teeth. {bk05-l2d-f2-v13.mp3}

LINE: Toothbrush. {bk05-l2d-f2-v14.mp3}

LINE: Toothpaste. {bk05-l2d-f2-v15.mp3}

LINE: Towel. {bk05-l2d-f2-v16.mp3}

LINE: Washcloth. {bk05-l2d-f2-v17.mp3}

LINE: Wash. {bk05-l2d-f2-v18.mp3}


# Source: LLA 2D Figure 2 (Part 2)
$PRODUCE John's Evening Routine
ID: 5-2d-f2
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: John worked on his car all day — now everything needs washing. Listen to the story and type the missing words in each blank.
INSTRUCTION: Type the missing word(s).

TEMPLATE: John worked on his car ____{all day}.
PROMPT: John worked on his car all day. {bk05-l2d-f2-01.mp3}
RESPONSE: John worked on his car all day. {bk05-l2d-f2-01.mp3}

TEMPLATE: His hands and ____{face} are ____{dirty}.
PROMPT: His hands and face are dirty. {bk05-l2d-f2-02.mp3}
RESPONSE: His hands and face are dirty. {bk05-l2d-f2-02.mp3}

TEMPLATE: At 6:30, it was ____{time for dinner}.
PROMPT: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}
RESPONSE: At 6:30 it was time for dinner. {bk05-l2d-f2-03.mp3}

TEMPLATE: He went to his ____{bathroom}.
PROMPT: He went to his bathroom. {bk05-l2d-f2-04.mp3}
RESPONSE: He went to his bathroom. {bk05-l2d-f2-04.mp3}

TEMPLATE: He ____{washed} his hands and face in the ____{sink} with ____{soap} and a ____{washcloth}.
PROMPT: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}
RESPONSE: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-05.mp3}

TEMPLATE: He rinsed his hands and face with ____{clean} water and ____{combed} his hair.
PROMPT: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}
RESPONSE: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-06.mp3}

TEMPLATE: After dinner, he ____{took a shower}.
PROMPT: After dinner he took a shower. {bk05-l2d-f2-07.mp3}
RESPONSE: After dinner he took a shower. {bk05-l2d-f2-07.mp3}

TEMPLATE: He washed his ____{hair} with ____{shampoo},
PROMPT: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}
RESPONSE: He washed his hair with shampoo. {bk05-l2d-f2-08.mp3}

TEMPLATE: ____{rinsed} his hair,
PROMPT: Rinsed his hair. {bk05-l2d-f2-09.mp3}
RESPONSE: Rinsed his hair. {bk05-l2d-f2-09.mp3}

TEMPLATE: and then ____{dried} his hair with a clean ____{towel}.
PROMPT: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}
RESPONSE: And then dried his hair with a clean towel. {bk05-l2d-f2-10.mp3}

TEMPLATE: He ____{brushed} his ____{teeth} with his new ____{toothbrush} and ____{toothpaste}.
PROMPT: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}
RESPONSE: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-11.mp3}

TEMPLATE: Then he ____{went to bed}.
PROMPT: Then he went to bed. {bk05-l2d-f2-12.mp3}
RESPONSE: Then he went to bed. {bk05-l2d-f2-12.mp3}


# Source: ST §Carol's Morning
$PRODUCE Carol's Morning
ID: l2-s9
INTRO: Carol's first day at work starts in the bathroom. Look at each picture cue and type the missing word.
INSTRUCTION: Look at the picture cue and type the missing word.
INPUT: type
CHECK: exact

TEMPLATE: Carol got up at six this morning. {st-page_038_001.jpg|Carol's face}
TEMPLATE: She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg|shower head spraying water}
RESPONSE: Carol got up at six this morning. She went to her bathroom and took a shower.
ACCEPT: shower

TEMPLATE: She washed her ____{face} with ____{soap}. {st-page_038_003.jpg|soap bar with suds}
RESPONSE: She washed her face with soap.

TEMPLATE: She put ____{soap} {st-page_038_004.jpg|bar of soap on dish}
TEMPLATE: on her ____{washcloth}. {st-page_038_005.jpg|A small folded square washcloth with a hanging loop}
RESPONSE: She put soap on her washcloth.

TEMPLATE: She washed her body and face. She rinsed with clean water. She got out of the ____{shower}. {st-page_038_006.jpg|shower}
RESPONSE: She washed her body and face. She rinsed with clean water. She got out of the shower.
ACCEPT: shower

TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg|towel on a rack}
RESPONSE: She dried her hair and body with a towel.
ACCEPT: towel

TEMPLATE: Next, she put toothpaste on her ____{toothbrush} {st-page_038_008.jpg|toothbrush with paste}
TEMPLATE: and brushed her ____{teeth}. {st-page_038_009.jpg|teeth being brushed}
RESPONSE: Next, she put toothpaste on her toothbrush and brushed her teeth.

TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg|comb}
RESPONSE: She combed her hair with her comb.
ACCEPT: comb

TEMPLATE: She put on her clothes and had ____{breakfast}. She was ready for her first day at work.
RESPONSE: She put on her clothes and had breakfast. She was ready for her first day at work.
ACCEPT: breakfast


$SESSION 2-6: Shopping and Quantities

# Source: LLA 2D Figure 4
$DIALOGUE Where David Gets Things
ID: 5-2d-f4
INTRO: Last new part: shopping — where to buy things, and how to say how much. David needs salt, pepper, and chalk, and he knows exactly where to go. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: David needs salt and pepper. {page_052_001.jpg|A man looking frustrated at a dining table shaking salt and pepper shakers over his food} {bk05-l2d-f4-01.mp3}

VOCAB: to get
VOCAB: grocery store
LINE: David gets his salt and pepper at a grocery store. {page_052_002.jpg|A man at a grocery store holding a container of salt and a container of pepper near shelves of produce} {bk05-l2d-f4-02.mp3}

VOCAB: chalk
LINE: David needs some chalk for the chalkboard. {page_052_003.jpg|A man standing next to a chalkboard that has "HOMEWORK FOR" written on it} {bk05-l2d-f4-03.mp3}

VOCAB: drugstore
LINE: David gets his chalk at the drugstore. {page_052_004.jpg|A man at a store looking at school supplies and picking up a box labeled "CHALK"} {bk05-l2d-f4-04.mp3}


# Source: LLA 2D Figure 5
$PRODUCE Where Can I Get Some Shampoo?
ID: 5-2d-f5
INPUT: speak
CHECK: reveal
INTRO: The lesson's big question, at last. Ask where to get each item aloud, then listen to where you can buy it and repeat.
INSTRUCTION: Ask the question aloud, then repeat the answer.
REPEAT

TEMPLATE: shampoo
PROMPT: Where can I get some shampoo? {bk05-l2d-f5-01-q.mp3}
RESPONSE: You can get some shampoo at a grocery store or at a drugstore. {bk05-l2d-f5-01-a.mp3}

TEMPLATE: toothpaste
PROMPT: Where can I get some toothpaste? {bk05-l2d-f5-02-q.mp3}
RESPONSE: You can get some toothpaste at the grocery store or at the drugstore. {bk05-l2d-f5-02-a.mp3}

TEMPLATE: apples
PROMPT: Where can I get some apples? {bk05-l2d-f5-03-q.mp3}
RESPONSE: You can get some apples at a grocery store. {bk05-l2d-f5-03-a.mp3}

TEMPLATE: rice
PROMPT: Where can I get some rice? {bk05-l2d-f5-04-q.mp3}
RESPONSE: You can get some rice at a grocery store. {bk05-l2d-f5-04-a.mp3}

TEMPLATE: soap
PROMPT: Where can I get some soap? {bk05-l2d-f5-05-q.mp3}
RESPONSE: You can get some soap at a grocery store or at a drugstore. {bk05-l2d-f5-05-a.mp3}

TEMPLATE: razor
PROMPT: Where can I get a razor? {bk05-l2d-f5-06-q.mp3}
RESPONSE: You can get a razor at a grocery store or at a drugstore. {bk05-l2d-f5-06-a.mp3}

TEMPLATE: medicine
PROMPT: Where can I get some medicine? {bk05-l2d-f5-07-q.mp3}
RESPONSE: You can get some medicine at a grocery store or at a drugstore. {bk05-l2d-f5-07-a.mp3}

TEMPLATE: salt
PROMPT: Where can I get some salt? {bk05-l2d-f5-08-q.mp3}
RESPONSE: You can get some salt at a grocery store. {bk05-l2d-f5-08-a.mp3}


# Source: ST §You Can Get Cigarettes at the BX.
$PRODUCE You Can Buy It There
ID: l2-s25
INTRO: Use the two cues to say where you can buy or get each thing — "You can buy food at a grocery store."
INSTRUCTION: Make a sentence using "can" with "buy" or "get".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correct sentence using "can buy" or "can get" with the two cues. Subject variations like "you", "I", or "we" and either article ("a"/"the") are fine; "buy" or "get" is the learner's choice.

EXAMPLE
PROMPT: food / grocery store
RESPONSE: You can buy food at a grocery store.

EXAMPLE
PROMPT: cigarettes / drugstore
RESPONSE: You can get cigarettes at a drugstore.

PROMPT: meat / grocery store
RESPONSE: You can buy meat at a grocery store.

PROMPT: haircut / barbershop
RESPONSE: You can get a haircut at a barbershop.

PROMPT: medicine / drugstore
RESPONSE: You can buy medicine at a drugstore.

PROMPT: meal / restaurant
RESPONSE: You can get a meal at a restaurant.

PROMPT: hamburger / snack bar
RESPONSE: You can get a hamburger at a snack bar.

PROMPT: clothes / clothing store
RESPONSE: You can buy clothes at a clothing store.

PROMPT: toothpaste / drugstore
RESPONSE: You can buy toothpaste at a drugstore.

PROMPT: shoes / shoe store
RESPONSE: You can buy shoes at a shoe store.


# Source: LLA 2D Figure 6 (Part 1)
$GRAMMAR What the Stores Sell
ID: 5-2d-f6-chart
INTRO: Here are the lists of what the grocery store and the drugstore sell. Keep them handy — the next questions are about them.

| The grocery store sells: | The drugstore sells: |
|---|---|
| {milk and bread} | {medicine} |
| {salt and pepper} | {chalk} |
| {rice} | {socks} |
| {meat} | {books} |
| {sugar} | {scarfs} |
| {shampoo} | {shampoo} |
| {eggs} | {soap} |


# Source: LLA 2D Figure 6 (Part 2)
$PRODUCE Can I Get It There?
ID: 5-2d-f6
REFERENCE: 5-2d-f6-chart
INTRO: Listen to each question about the two stores and answer aloud with "Yes, you can" or "No, you can't" — check the lists if you need to. Then repeat the answer.
INSTRUCTION: Answer aloud with "Yes, you can" or "No, you can't".
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-01-a.mp3}

PROMPT: Can I get meat at the drugstore? {bk05-l2d-f6-02-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-02-a.mp3}

PROMPT: Can I get rice at the grocery store? {bk05-l2d-f6-03-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-03-a.mp3}

PROMPT: Can I get a scarf at the grocery store? {bk05-l2d-f6-04-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-04-a.mp3}

PROMPT: Can I get shampoo at the drugstore? {bk05-l2d-f6-05-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-05-a.mp3}

PROMPT: Can I get a book at the grocery store? {bk05-l2d-f6-06-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-06-a.mp3}

PROMPT: Can I get eggs at the drugstore? {bk05-l2d-f6-07-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-07-a.mp3}

PROMPT: Can I get sugar at the grocery store? {bk05-l2d-f6-08-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-08-a.mp3}

PROMPT: Can I get chalk at the drugstore? {bk05-l2d-f6-09-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-09-a.mp3}

# Source: LLA 2D Figure 7
$DIALOGUE Getting Supplies
ID: 5-2d-f7
INTRO: A student needs toothpaste, eggs, and — why not — a map. Listen to the conversation and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Instructor: Can I help you? {bk05-l2d-f7-01.mp3}
Student: Yes, I need some things. {bk05-l2d-f7-02.mp3}
Instructor: What do you need? {bk05-l2d-f7-03.mp3}
Student: I need some toothpaste and a toothbrush. {bk05-l2d-f7-04.mp3}
Instructor: You can get those at the drugstore. {bk05-l2d-f7-05.mp3}
Student: Where can I get some milk and eggs? {bk05-l2d-f7-06.mp3}
Instructor: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-07.mp3}
Student: I want a map, too. {bk05-l2d-f7-08.mp3}
Instructor: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-09.mp3}
Student: Thanks. {bk05-l2d-f7-10.mp3}

# Source: LLA 2D Figure 7 (role-play pass)
$DIALOGUE Getting Supplies: You're the Student
ID: 5-2d-f7-role-student
REFERENCE: 5-2d-f7
PLAY_ROLE: Student
INTRO: Now take the student's role. Respond to the instructor in the pauses.
INSTRUCTION: You are the student — speak your lines in the pauses.


# Source: LLA 2D Figure 8
$DIALOGUE A Few and A Lot Of
ID: 5-2d-f8
INTRO: Three apples, or a basketful? Listen and learn "a few", "a lot of", and "lots of", and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: a few
LINE: These are a few apples. {page_054_001.jpg|Three apples sitting on a surface} {bk05-l2d-f8-01.mp3}

VOCAB: a lot of
VOCAB: lots of
LINE: These are a lot of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-02.mp3}

LINE: These are lots of apples. {page_054_002.jpg|A woven basket filled with many apples} {bk05-l2d-f8-03.mp3}


# Source: LLA 2D Figure 10
$DIALOGUE A Little and A Lot Of
ID: 5-2d-f10
INTRO: A glass of water, or a whole lake? With things you can't count, use "a little" instead of "a few". Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: a little
LINE: This is a little water. {page_055_001.jpg|A clear glass partly filled with water sitting on a table} {bk05-l2d-f10-01.mp3}

LINE: This is a lot of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-02.mp3}

LINE: This is lots of water. {page_055_002.jpg|A motorboat traveling through a large body of water} {bk05-l2d-f10-03.mp3}


# Source: ST §A Lot Of, A Few, A Little
$GRAMMAR A Few, A Little, A Lot Of
ID: l2-s27
INTRO: When to say "a few", when "a little", and when "a lot of" — the short version.

CARD: Use **a few** with things you can count.
{a few pencils}
{a few students}
{a few dollars}

CARD: Use **a little** with things you can't count.
{a little salt}
{a little water}
{a little money}

CARD: **A lot of**, **lots of**, and **some** work with both kinds.
{a lot of pencils}
{lots of shampoo}

SUMMARY:
| Count Nouns (**a few**) | Non-count Nouns (**a little**) |
|---|---|
| a few desks | a little salt |
| a few pencils | a little sugar |
| a few students | a little soup |
| a few teachers | a little shampoo |
| a few tables | a little toothpaste |
| a few chairs | a little butter |
| a few books | a little soap |
| a few stores | a little orange juice |
| a few clothes | a little milk |
| a few dollars | a little water |
| a few apples | a little rice |
| | a little money |

*Note: **a lot of**, **lots of**, and **some** can be used with both count and non-count nouns.*


# Source: LLA 2D Figure 9
$PRODUCE A Few or A Lot?
ID: 5-2d-f9
INPUT: speak
CHECK: reveal
INTRO: Read each sentence, listen to the number, and say the sentence again with "a few", "a lot of", or "lots of" — three is a few; a hundred is a lot.
INSTRUCTION: Say the new sentence aloud.
REPEAT

EXAMPLE
TEMPLATE: There are civilians in class. (3)
PROMPT: There are civilians in class. 3. {bk05-l2d-f9-ex1-q.mp3}
RESPONSE: There are a few civilians in class. {bk05-l2d-f9-ex1-a.mp3}

EXAMPLE
TEMPLATE: There are sailors in class. (20)
PROMPT: There are sailors in class. 20. {bk05-l2d-f9-ex2-q.mp3}
RESPONSE: There are a lot of sailors in class. {bk05-l2d-f9-ex2-a.mp3}

TEMPLATE: We need dictionaries. (30)
PROMPT: 30. {bk05-l2d-f9-01-q.mp3}
RESPONSE: We need a lot of dictionaries. {bk05-l2d-f9-01-a.mp3}

TEMPLATE: Did you buy new tapes? (2)
PROMPT: 2. {bk05-l2d-f9-02-q.mp3}
RESPONSE: Did you buy a few new tapes? {bk05-l2d-f9-02-a.mp3}

TEMPLATE: We checked test booklets. (100)
PROMPT: 100. {bk05-l2d-f9-03-q.mp3}
RESPONSE: We checked lots of test booklets. {bk05-l2d-f9-03-a.mp3}

TEMPLATE: I only visited cities last summer. (3)
PROMPT: 3. {bk05-l2d-f9-04-q.mp3}
RESPONSE: I only visited a few cities last summer. {bk05-l2d-f9-04-a.mp3}

TEMPLATE: Mary bought new sweaters. (4)
PROMPT: 4. {bk05-l2d-f9-05-q.mp3}
RESPONSE: Mary bought a few new sweaters. {bk05-l2d-f9-05-a.mp3}

TEMPLATE: Do we need hamburgers? (30)
PROMPT: 30. {bk05-l2d-f9-06-q.mp3}
RESPONSE: Do we need a lot of hamburgers? {bk05-l2d-f9-06-a.mp3}


# Source: LLA 2D Figure 11
$PRODUCE Answer with Quantifiers
ID: 5-2d-f11
INPUT: speak
CHECK: reveal
INTRO: Listen to each question and answer aloud using the cue words on screen. Then repeat the model answer.
INSTRUCTION: Answer aloud using the prompt words.
REPEAT

EXAMPLE
TEMPLATE: no / only a few or a little
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-ex1-q.mp3}
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-ex1-a.mp3}

EXAMPLE
TEMPLATE: yes / lots of
PROMPT: Do you drink a lot of milk? {bk05-l2d-f11-ex2-q.mp3}
RESPONSE: Yes, I drink lots of milk. {bk05-l2d-f11-ex2-a.mp3}

EXAMPLE
TEMPLATE: no / just a few or a little
PROMPT: Did you eat a lot of salad? {bk05-l2d-f11-ex3-q.mp3}
RESPONSE: No, I just ate a little salad. {bk05-l2d-f11-ex3-a.mp3}

TEMPLATE: no / only a little or a few
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-01-q.mp3}
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-01-a.mp3}

TEMPLATE: yes / a lot of
PROMPT: Does Bill have lots of money? {bk05-l2d-f11-02-q.mp3}
RESPONSE: Yes, Bill has a lot of money. {bk05-l2d-f11-02-a.mp3}

TEMPLATE: yes / lots of
PROMPT: Do you put a lot of sugar in your tea? {bk05-l2d-f11-03-q.mp3}
RESPONSE: Yes, I put lots of sugar in my tea. {bk05-l2d-f11-03-a.mp3}

TEMPLATE: yes / a little or a few
PROMPT: Do you need some shampoo? {bk05-l2d-f11-04-q.mp3}
RESPONSE: Yes, I need a little shampoo. {bk05-l2d-f11-04-a.mp3}

TEMPLATE: no / just a little or a few
PROMPT: Did you see a lot of movies this summer? {bk05-l2d-f11-05-q.mp3}
RESPONSE: No, I just saw a few movies this summer. {bk05-l2d-f11-05-a.mp3}

TEMPLATE: yes / a little or a few
PROMPT: Do you need any oranges? {bk05-l2d-f11-06-q.mp3}
RESPONSE: Yes, I need a few oranges. {bk05-l2d-f11-06-a.mp3}


# Source: ST §A Few, A Lot Of, Lots Of
$PRODUCE Type A Few, A Lot Of, or Lots Of
ID: l2-s30
INTRO: Now in writing. Read each pair of sentences and type "a few", "a lot of", or "lots of" — the numbers in parentheses tell you which.
INSTRUCTION: Type "a few", "a lot of", or "lots of" based on the numbers in parentheses.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: Jan has ____{a few} scarfs. (two) Pat has ____{a lot of|lots of} scarfs. (twenty)
RESPONSE: Jan has a few scarfs. Pat has a lot of scarfs.

TEMPLATE: Peter bought ____{a lot of|lots of} tapes. (ten) Dan bought ____{a few} tapes. (three)
RESPONSE: Peter bought a lot of tapes. Dan bought a few tapes.

TEMPLATE: Mrs. Jackson got ____{a few} towels. (four) Mrs. Green got ____{a lot of|lots of} towels. (twelve)
RESPONSE: Mrs. Jackson got a few towels. Mrs. Green got a lot of towels.

TEMPLATE: There are ____{a lot of|lots of} students in his morning class. (twenty-five) There are only ____{a few} students in his afternoon class. (five)
RESPONSE: There are a lot of students in his morning class. There are only a few students in his afternoon class.

TEMPLATE: Joe has ____{a few} white shirts. (two) Ted has ____{a lot of|lots of} white shirts. (twelve)
RESPONSE: Joe has a few white shirts. Ted has a lot of white shirts.


# Source: ST §Do You Want a Little or a Lot of Water?
$PRODUCE A Little or a Lot — About You
ID: l2-s29
INTRO: Last drill of the part, and it's about you. Ask the choice question from the cues, then answer for yourself — a little, a few, or a lot. The model is one possibility.
INSTRUCTION: Ask and answer aloud with "a little or a lot of" or "a few or a lot of".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a well-formed "Do you ... a little or a lot of ...?" question (or "a few or a lot of" for countable things) built from the cues, plus any answer choosing one of the quantifiers; either choice is fine. Using "a few" with a non-count noun, or "a little" with a count noun, fails — that pairing is the point.

EXAMPLE
PROMPT: want / rice
RESPONSE: Do you want a little or a lot of rice?\n— I want a little rice.

EXAMPLE
PROMPT: have / books
RESPONSE: Do you have a few or a lot of books?\n— I have a few books.

PROMPT: drink / milk
RESPONSE: Do you drink a little or a lot of milk?\n— I drink a lot of milk.

PROMPT: want / sugar
RESPONSE: Do you want a little or a lot of sugar?\n— I want a little sugar.

PROMPT: eat / soup
RESPONSE: Do you eat a little or a lot of soup?\n— I eat a lot of soup.

PROMPT: want / fruit
RESPONSE: Do you want a little or a lot of fruit?\n— I want a little fruit.

PROMPT: have / money
RESPONSE: Do you have a little or a lot of money?\n— I have a little money.

PROMPT: want / meat
RESPONSE: Do you want a little or a lot of meat?\n— I want a lot of meat.

PROMPT: have / clothes
RESPONSE: Do you have a few or a lot of clothes?\n— I have a lot of clothes.

PROMPT: want / apples
RESPONSE: Do you want a few or a lot of apples?\n— I want a few apples.

PROMPT: see / desks
RESPONSE: Do you see a few or a lot of desks?\n— I see a lot of desks.

PROMPT: have / dollars
RESPONSE: Do you have a few or a lot of dollars?\n— I have a few dollars.


$SESSION 2-7: Sounds, Spelling, and Reading

# Source: ST §Eat / It
$DIALOGUE The Sounds "ee" and "i"
ID: l2-s18
INTRO: Last part: sharp ears, sharp spelling, and sharp reading. These word pairs differ only in the vowel — listen closely and repeat each pair.
INSTRUCTION: Listen and repeat each pair of words.
REPEAT

LINE: feet — fit

LINE: sleep — slip

LINE: leave — live

LINE: cheap — chip

LINE: read — rid

LINE: ease — is

LINE: field — filled

LINE: sheep — ship

LINE: green — grin

LINE: neat — knit

LINE: he'll — hill

LINE: we'll — will


# Source: LLA 2B Figure 8
$PRODUCE Spelling Practice
ID: 5-2b-f8
INPUT: type
CHECK: exact
INTRO: Listen to each word and type it, letter-perfect.
INSTRUCTION: Type the word you hear.

PROMPT: bones {bk05-l2b-f8-01.mp3}
RESPONSE: bones {bk05-l2b-f8-01.mp3}

PROMPT: muscles {bk05-l2b-f8-02.mp3}
RESPONSE: muscles {bk05-l2b-f8-02.mp3}

PROMPT: head {bk05-l2b-f8-03.mp3}
RESPONSE: head {bk05-l2b-f8-03.mp3}

PROMPT: move {bk05-l2b-f8-04.mp3}
RESPONSE: move {bk05-l2b-f8-04.mp3}

PROMPT: touch {bk05-l2b-f8-05.mp3}
RESPONSE: touch {bk05-l2b-f8-05.mp3}

PROMPT: sore {bk05-l2b-f8-06.mp3}
RESPONSE: sore {bk05-l2b-f8-06.mp3}
ACCEPT: score

PROMPT: mouth {bk05-l2b-f8-07.mp3}
RESPONSE: mouth {bk05-l2b-f8-07.mp3}

PROMPT: throat {bk05-l2b-f8-08.mp3}
RESPONSE: throat {bk05-l2b-f8-08.mp3}

PROMPT: medicine {bk05-l2b-f8-09.mp3}
RESPONSE: medicine {bk05-l2b-f8-09.mp3}

PROMPT: thumb {bk05-l2b-f8-10.mp3}
RESPONSE: thumb {bk05-l2b-f8-10.mp3}


# Source: ST §Same or Different?
$SELECT Same or Different?
ID: l2-s31
INTRO: Read each pair of phrases carefully — some differ by only a single letter. Tap "Same" or "Different".
INSTRUCTION: Tap "Same" if the two phrases are exactly the same, or "Different" if not.
OPTION: S | Same
OPTION: D | Different

EXAMPLE
TEMPLATE: good food / good food
ANSWER: S

EXAMPLE
TEMPLATE: cold chicken / old chicken
ANSWER: D

TEMPLATE: begin again / began again
ANSWER: D

TEMPLATE: call late / call late
ANSWER: S

TEMPLATE: let's swim / let swim
ANSWER: D

TEMPLATE: big apple / big apple
ANSWER: S

TEMPLATE: open the door / open the store
ANSWER: D

TEMPLATE: new buildings / new buildings
ANSWER: S

TEMPLATE: my brother / my brother
ANSWER: S

TEMPLATE: hot bread / not bread
ANSWER: D

TEMPLATE: plane takes off / planes take off
ANSWER: D

TEMPLATE: six answer sheets / sixth answer sheet
ANSWER: D

TEMPLATE: all classrooms / all classrooms
ANSWER: S

TEMPLATE: a clean shirt / a clean skirt
ANSWER: D

TEMPLATE: three daughters / three daughters
ANSWER: S

TEMPLATE: happy child / happy children
ANSWER: D

TEMPLATE: next lesson / next lesson
ANSWER: S


# Source: ST §Is Big the Same as Large?
$SELECT Which Word Means the Same?
ID: l2-s32
INTRO: For each word, tap the word that means about the same thing.
INSTRUCTION: Tap the word with about the same meaning as the word on the left.

EXAMPLE
TEMPLATE: start
OPTION: a | answer
OPTION: b | end
OPTION: c | begin
OPTION: d | study
OPTION: e | rinse
ANSWER: c

EXAMPLE
TEMPLATE: big
OPTION: a | long
OPTION: b | million
OPTION: c | much
OPTION: d | clean
OPTION: e | large
ANSWER: e

TEMPLATE: every
OPTION: a | wrong
OPTION: b | eighty
OPTION: c | any
OPTION: d | right
OPTION: e | all
ANSWER: e

TEMPLATE: talk
OPTION: a | know
OPTION: b | speak
OPTION: c | salute
OPTION: d | call
OPTION: e | memorize
ANSWER: b

TEMPLATE: select
OPTION: a | choose
OPTION: b | circle
OPTION: c | open
OPTION: d | write
OPTION: e | learn
ANSWER: a

TEMPLATE: pants
OPTION: a | shirt
OPTION: b | man
OPTION: c | trousers
OPTION: d | legs
OPTION: e | clothes
ANSWER: c

TEMPLATE: base
OPTION: a | post
OPTION: b | hospital
OPTION: c | BX
OPTION: d | military
OPTION: e | commissary
ANSWER: a

TEMPLATE: much
OPTION: a | some
OPTION: b | all
OPTION: c | every
OPTION: d | many
OPTION: e | million
ANSWER: d

TEMPLATE: father
OPTION: a | officer
OPTION: b | man
OPTION: c | family
OPTION: d | child
OPTION: e | dad
ANSWER: e

TEMPLATE: quiz
OPTION: a | answer
OPTION: b | test
OPTION: c | class
OPTION: d | teacher
OPTION: e | question
ANSWER: b

TEMPLATE: must
OPTION: a | need to
OPTION: b | look at
OPTION: c | get up
OPTION: d | have to
OPTION: e | put on
ANSWER: d

TEMPLATE: look at
OPTION: a | sit
OPTION: b | learn
OPTION: c | watch
OPTION: d | study
OPTION: e | read
ANSWER: c


# Source: ST §Same or Opposite?
$SELECT Same or Opposite?
ID: l2-s33
INTRO: Do the two words mean the same thing, or the opposite? Tap your answer.
INSTRUCTION: Tap "Same" if the words have similar meanings, or "Opposite" if they have opposite meanings.
OPTION: S | Same
OPTION: O | Opposite

EXAMPLE
TEMPLATE: dirty / clean
ANSWER: O

EXAMPLE
TEMPLATE: mess hall / dining hall
ANSWER: S

TEMPLATE: headphones / headset
ANSWER: S

TEMPLATE: sick / well
ANSWER: O

TEMPLATE: bad / good
ANSWER: O

TEMPLATE: old / young
ANSWER: O

TEMPLATE: long / short
ANSWER: O

TEMPLATE: quiz / test
ANSWER: S

TEMPLATE: begin / start
ANSWER: S

TEMPLATE: sad / happy
ANSWER: O

TEMPLATE: cent / penny
ANSWER: S

TEMPLATE: morning / evening
ANSWER: O


# Source: ST §Alphabetical Order
$SELECT Alphabetical Order
ID: l2-s35
ORDER
INTRO: Put the words in dictionary order, A to Z — it's how you'll find them later.
INSTRUCTION: Put the words in alphabetical order.

TEMPLATE: Put these words in alphabetical order.
OPTION: a | friend
OPTION: b | hospital
OPTION: c | fruit
OPTION: d | toothbrush
OPTION: e | dictionary
OPTION: f | select
OPTION: g | headset
OPTION: h | schedule
ANSWER: e,a,c,g,b,h,f,d

TEMPLATE: Put these words in alphabetical order.
OPTION: a | restaurant
OPTION: b | sweater
OPTION: c | question
OPTION: d | thumb
OPTION: e | library
OPTION: f | quarter
OPTION: g | language
OPTION: h | yesterday
ANSWER: g,e,f,c,a,b,d,h


# Source: new (gap: ST §Read and Circle "Store Ad" questions shipped with no ad text or image; ad reconstructed from the answer key — needs human check)
$GRAMMAR Reading: Kay's Winter Sale Ad
ID: l2-s19-ad
READING
INTRO: Read this store advertisement carefully — the next questions are all about it.

CARD: **KAY'S — WINTER SALE!**
Scarves — were $7.00, now $5.50.
Short coats — were $76.00, now $56.00.
Gloves — now only $18.90.
Sale ends September 30.
Store hours: Monday through Saturday, 9:00 a.m. to 9:00 p.m. Sundays, 12:00 noon to 5:00 p.m. Closed on holidays.


# Source: ST §Read and Circle: Store Ad
$SELECT Questions About the Ad
ID: l2-s19
REFERENCE: l2-s19-ad
INTRO: Answer the questions about Kay's ad. Open the ad again whenever you need it.
INSTRUCTION: Tap the correct answer about the store advertisement.

TEMPLATE: How much do scarves cost now?
OPTION: a | $7.00
OPTION: b | $5.50
OPTION: c | $6.50
ANSWER: b

TEMPLATE: How much were short coats before the sale?
OPTION: a | $75.00
OPTION: b | $76.00
OPTION: c | $56.00
ANSWER: b

TEMPLATE: Is the store open every day?
OPTION: a | yes
OPTION: b | no
ANSWER: b

TEMPLATE: When does the sale end?
OPTION: a | On Sundays at 5:00
OPTION: b | September 30
OPTION: c | September 3
ANSWER: b

TEMPLATE: How much are the gloves?
OPTION: a | $74.00
OPTION: b | $19.80
OPTION: c | $18.90
ANSWER: c

TEMPLATE: What time does the store open on Mondays?
OPTION: a | at nine in the morning
OPTION: b | at nine at night
OPTION: c | at noon
ANSWER: a

TEMPLATE: What time does the store close on Sundays?
OPTION: a | at nine in the morning
OPTION: b | at noon
OPTION: c | at five in the afternoon
ANSWER: c

TEMPLATE: What's the name of the store?
OPTION: a | Winter Sale
OPTION: b | Kay's
OPTION: c | Scarfs
ANSWER: b


# Source: ST §Topic of Paragraphs (example)
$GRAMMAR Reading: Find the Topic — Example
ID: l2-s34-r-ex
READING
INTRO: Every paragraph is about one thing — its topic. Read this example paragraph and think about what it's about.

CARD: Military bases are like small towns. Military men and women can live, work, study, and play on a base. Bases have barracks or dormitories. They also have snack bars, restaurants, and mess halls. Libraries, barbershops, drugstores, and hospitals or dispensaries are on bases, too.


# Source: ST §Topic of Paragraphs (example)
$SELECT Find the Topic — Example
ID: l2-s34-ex
REFERENCE: l2-s34-r-ex
INTRO: Here's the worked example — the topic is the whole paragraph's subject, not one detail.
INSTRUCTION: Select the topic of the paragraph.

EXAMPLE
TEMPLATE: What is the topic of the paragraph?
OPTION: a | military people
OPTION: b | small towns
OPTION: c | military bases
OPTION: d | base buildings
ANSWER: c


# Source: ST §Topic of Paragraphs (paragraph 1)
$GRAMMAR Reading: Find the Topic — Paragraph 1
ID: l2-s34-r-p1
READING
INTRO: Now you. Read the paragraph and look for its topic.

CARD: **Paragraph 1.** There are four seasons in a year. The months of the winter season are December, January, and February. March, April, and May are the months of spring. The months of the summer season are June, July, and August. September, October, and November are the autumn months.


# Source: ST §Topic of Paragraphs (paragraph 1)
$SELECT Find the Topic — Paragraph 1
ID: l2-s34-p1
REFERENCE: l2-s34-r-p1
INTRO: Tap the topic of the paragraph you just read.
INSTRUCTION: Select the topic of the paragraph.

TEMPLATE: What is the topic of the paragraph?
OPTION: a | the months
OPTION: b | summer
OPTION: c | one year
OPTION: d | four seasons
ANSWER: d


# Source: ST §Topic of Paragraphs (paragraph 2)
$GRAMMAR Reading: Find the Topic — Paragraph 2
ID: l2-s34-r-p2
READING
INTRO: One more paragraph — read it and find the topic.

CARD: **Paragraph 2.** High school students play different sports in different seasons. In the fall, the students can play outside. Football is the fall sport in the schools. In the winter, it's very cold. Students play basketball inside. In the spring, they can go outside again. They play baseball in the spring.


# Source: ST §Topic of Paragraphs (paragraph 2)
$SELECT Find the Topic — Paragraph 2
ID: l2-s34-p2
REFERENCE: l2-s34-r-p2
INTRO: Last one in the lesson — find the topic and you're done. Nicely worked.
INSTRUCTION: Select the topic of the paragraph.

TEMPLATE: What is the topic of the paragraph?
OPTION: a | football
OPTION: b | different sports
OPTION: c | students
OPTION: d | outside sports
ANSWER: b