$MODULE Book 1 · Lesson 4: Today Is Thursday FORMAT: 2 DESCRIPTION: Yes/no questions with this, that, these and those; my, your, his, her; the alphabet and spelling; days of the week; telling time; and in, on, under. The final part is optional letter-reading practice — skip it if you already read English letters comfortably. 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: Student1 | achird | Male student VOICE: Student2 | gacrux | Female student VOICE: ID | achernar | speaker (auto) VOICE: Narrator | achird | speaker (auto) $LESSON 4-1: Is This a Pen? # Source: LLA 4A Figure 1 $DIALOGUE Is This a Pen? ID: 4a-f1 INTRO: In this lesson you'll learn to ask and answer yes/no questions, name the days of the week, tell the time, and say where things are. We start with classroom objects — you'll hear a question about each picture and its answer. Listen and repeat both. INSTRUCTION: Listen and repeat. REPEAT Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01-q.mp3} LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01-a.mp3} Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02-q.mp3} LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02-a.mp3} Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03-q.mp3} LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03-a.mp3} Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04-q.mp3} LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04-a.mp3} Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05-q.mp3} LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05-a.mp3} Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06-q.mp3} LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06-a.mp3} Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07-q.mp3} LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07-a.mp3} # Source: LLA 4A Figure 1 $DIALOGUE No, It Isn't ID: 4a-f1-b INTRO: Same pictures — but now every guess is wrong. Listen to the questions and the "no" answers, and repeat them. INSTRUCTION: Listen and repeat. REPEAT Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08-q.mp3} LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08-a.mp3} Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09-q.mp3} LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09-a.mp3} Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10-q.mp3} LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10-a.mp3} Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11-q.mp3} LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11-a.mp3} Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12-q.mp3} LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12-a.mp3} Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13-q.mp3} LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13-a.mp3} Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14-q.mp3} LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14-a.mp3} # Source: new (gap: this/that/these/those drilled throughout 4A but never explained) $GRAMMAR This, That, These, Those ID: 4a-g1 INTRO: A quick word about this, that, these, and those before you answer on your own. Use **this** for one thing near you: {Is this a pen?} Use **that** for one thing farther away: {Is that a door?} For more than one thing, **this** becomes **these** and **that** becomes **those**: {Are these books?} — {Are those chairs?} | | Near | Far | |---|---|---| | One | this | that | | More than one | these | those | # Source: LLA 4A Figure 1 $PRODUCE Answer: Yes or No ID: 4a-f1-c INPUT: speak CHECK: reveal INTRO: Your turn. You'll see a picture and hear a question about it — answer aloud with yes or no, then check against the model. INSTRUCTION: Answer the questions aloud. EXAMPLE PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-15-ex-q.mp3} RESPONSE: No, it isn't a clock. {bk01-l4a-f1-15-ex-a.mp3} PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-16-q.mp3} RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-16-a.mp3} PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-17-q.mp3} RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-17-a.mp3} PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-18-q.mp3} RESPONSE: Yes, it's a chair. {bk01-l4a-f1-18-a.mp3} PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-19-q.mp3} RESPONSE: No, it isn't a window. {bk01-l4a-f1-19-a.mp3} PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-20-q.mp3} RESPONSE: No, it isn't a pen. {bk01-l4a-f1-20-a.mp3} PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-21-q.mp3} RESPONSE: Yes, it's a window. {bk01-l4a-f1-21-a.mp3} PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-22-q.mp3} RESPONSE: Yes, it's a door. {bk01-l4a-f1-22-a.mp3} # Source: LLA 4A Figure 2 $DIALOGUE Are These Books? ID: 4a-f2 INTRO: Now for more than one thing at a time — these and those. Listen to the questions and the "yes" answers, and repeat them. INSTRUCTION: Listen and repeat. REPEAT Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01-q.mp3} LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01-a.mp3} Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02-q.mp3} LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02-a.mp3} Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03-q.mp3} LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03-a.mp3} Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04-q.mp3} LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04-a.mp3} Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05-q.mp3} LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05-a.mp3} Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06-q.mp3} LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06-a.mp3} # Source: LLA 4A Figure 2 $DIALOGUE No, They Aren't ID: 4a-f2-b INTRO: The same plural pictures, and another round of wrong guesses. Listen to the "no" answers and repeat them. INSTRUCTION: Listen and repeat. REPEAT Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07-q.mp3} LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07-a.mp3} Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08-q.mp3} LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08-a.mp3} Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09-q.mp3} LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09-a.mp3} Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10-q.mp3} LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10-a.mp3} Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11-q.mp3} LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11-a.mp3} Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12-q.mp3} LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12-a.mp3} # Source: ST §Are You a Student? $GRAMMAR Long Answers to Yes/No Questions ID: l4-s1 INTRO: Here's the full pattern for answering yes/no questions — about things and about people. | Question | Long Answers | |---|---| | {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's not 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're not doctors.}
{No, they aren't doctors.} | Both "no" forms are correct — pick either one. # Source: ST §Yes, It's a Notebook. $DIALOGUE Yes, It's a Notebook ID: l4-s2 INTRO: The same question-and-answer pattern, now with people as well as things. Listen and repeat each pair. INSTRUCTION: Listen and repeat each sentence. 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: ST §Yes, Jim Is a Doctor. $PRODUCE Give a Long Answer ID: l4-s3 INPUT: speak CHECK: llm SHOW_PROMPT INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters. INSTRUCTION: Answer with a full long answer. RUBRIC: Yes or no is the learner's choice. Require a full sentence answer repeating the predicate (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" or a short answer like "Yes, he is." fails — hint toward the full form. Accept either a matching pronoun or the original cued name, and contracted or full forms. PROMPT: Is Joe a mechanic? RESPONSE: Yes, he is a mechanic. PROMPT: Are you a pilot? RESPONSE: No, I'm not a pilot. PROMPT: Are we students? RESPONSE: Yes, we are students. PROMPT: Is she a teacher? RESPONSE: No, she isn't a teacher. PROMPT: Are they cooks? RESPONSE: No, they aren't cooks. $LESSON 4-2: My, Your, His, Her # Source: LLA 4A Figure 3 $DIALOGUE Whose Is It? — Phrases ID: 4a-f3 INTRO: Next goal: saying whose things are. First just the short phrases — my, your, his, her. Listen and repeat. 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 $DIALOGUE Whose Is It? — Sentences ID: 4a-f3-b INTRO: The same phrases, now 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: new (gap: my/your/his/her drilled in 4A Figures 3–5 but never explained) $GRAMMAR My, Your, His, Her ID: 4a-g2 INTRO: One small table before the questions start flying: which word goes with which person. Each person gets their own word for ownership: | Person | Word | Example | |---|---|---| | I | my | {This is my pen.} | | you | your | {That's your book.} | | he | his | {This is his quarter.} | | she | her | {That's her notebook.} | Notice the switch in questions and answers: {Is that my pen?} → {Yes, that's your pen.} — *my* becomes *your* when the other person answers. # Source: LLA 4A Figure 4 $DIALOGUE Is That My Pen? ID: 4a-f4 INTRO: Now questions and answers about whose things these are. Watch how "my" turns into "your" in the answer. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01-q.mp3} LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01-a.mp3} Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02-q.mp3} LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02-a.mp3} Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03-q.mp3} LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03-a.mp3} Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04-q.mp3} LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04-a.mp3} Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05-q.mp3} LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05-a.mp3} Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06-q.mp3} LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06-a.mp3} Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07-q.mp3} LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07-a.mp3} Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08-q.mp3} LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08-a.mp3} # Source: LLA 4A Figure 4 $PRODUCE Answer About Ownership ID: 4a-f4-b INPUT: speak CHECK: reveal INTRO: Your turn with the same pictures. Answer each question aloud, then repeat the model answer — and keep an eye on that my/your switch. INSTRUCTION: Answer the questions aloud. 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? ID: 4a-f5 INTRO: Last round for ownership — plural things this time. Listen to the questions and answers, and repeat them. INSTRUCTION: Listen and repeat. REPEAT Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01-q.mp3} LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01-a.mp3} Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02-q.mp3} LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02-a.mp3} Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03-q.mp3} LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03-a.mp3} Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04-q.mp3} LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04-a.mp3} Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05-q.mp3} LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05-a.mp3} Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06-q.mp3} LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06-a.mp3} Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07-q.mp3} LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07-a.mp3} Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08-q.mp3} LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08-a.mp3} $LESSON 4-3: The Alphabet and Spelling # Source: LLA 4A Figure 6 $DIALOGUE The Alphabet ID: 4a-f6 INTRO: In this part you'll learn the English alphabet and use it to spell words. Here are all twenty-six letters — listen and repeat each one. INSTRUCTION: Listen and repeat. 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 Tap the Letter You Hear ID: 4a-f7 INTRO: Now pick letters out by ear. You'll hear one letter and see four — tap the one you heard. Capital or small, it's still the same letter. 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 What's the Missing Letter? ID: l4-s4 INPUT: type CHECK: exact INTRO: Alphabet order practice. Each sequence has one letter missing — type it. INSTRUCTION: Type the missing letter. TEMPLATE: W ____{X|x} Y Z RESPONSE: W X Y Z TEMPLATE: F G ____{H|h} I RESPONSE: F G H I TEMPLATE: R S ____{T|t} U RESPONSE: R S T U TEMPLATE: K L M ____{N|n} RESPONSE: K L M N TEMPLATE: D E F ____{G|g} RESPONSE: D E F G TEMPLATE: ____{A|a} B C D RESPONSE: A B C D TEMPLATE: ____{H|h} I J K RESPONSE: H I J K TEMPLATE: O P ____{Q|q} R RESPONSE: O P Q R TEMPLATE: i j k ____{l|L} RESPONSE: i j k l TEMPLATE: q ____{r|R} s t RESPONSE: q r s t TEMPLATE: d ____{e|E} f g RESPONSE: d e f g TEMPLATE: u v ____{w|W} x RESPONSE: u v w x TEMPLATE: g h ____{i|I} j RESPONSE: g h i j TEMPLATE: n o ____{p|P} q RESPONSE: n o p q TEMPLATE: t ____{u|U} v w RESPONSE: t u v w TEMPLATE: k l ____{m|M} n RESPONSE: k l m n # Source: LLA 4B Figure 1 $PRODUCE Spelling Dictation ID: 4b-f1-a INPUT: type CHECK: exact INTRO: Now the letters do real work. You'll hear a word spelled out letter by letter — type the word it makes. INSTRUCTION: Type the word you hear spelled out. PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01.mp3} RESPONSE: tomorrow PROMPT: O-N. {bk01-l4b-f1-02.mp3} RESPONSE: on PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03.mp3} RESPONSE: calendar PROMPT: U-N-D-E-R. {bk01-l4b-f1-04.mp3} RESPONSE: under PROMPT: M-A-P. {bk01-l4b-f1-05.mp3} RESPONSE: map PROMPT: D-A-Y. {bk01-l4b-f1-06.mp3} RESPONSE: day # Source: LLA 4B Figure 1 $PRODUCE What's the Word? ID: 4b-f1-b INPUT: speak CHECK: reveal INTRO: Same idea, out loud this time. Listen to the spelling, say the whole word, then repeat the answer. INSTRUCTION: Say the word aloud. REPEAT PROMPT: What's the word? {bk01-l4b-f1-07-q.mp3} RESPONSE: The word is "tomorrow". {bk01-l4b-f1-07-a.mp3} PROMPT: What's the word? {bk01-l4b-f1-08-q.mp3} RESPONSE: The word is "on". {bk01-l4b-f1-08-a.mp3} PROMPT: What's the word? {bk01-l4b-f1-09-q.mp3} RESPONSE: The word is "calendar". {bk01-l4b-f1-09-a.mp3} PROMPT: What's the word? {bk01-l4b-f1-10-q.mp3} RESPONSE: The word is "under". {bk01-l4b-f1-10-a.mp3} PROMPT: What's the word? {bk01-l4b-f1-11-q.mp3} RESPONSE: The word is "map". {bk01-l4b-f1-11-a.mp3} PROMPT: What's the word? {bk01-l4b-f1-12-q.mp3} RESPONSE: The word is "day". {bk01-l4b-f1-12-a.mp3} # Source: LLA 4B Figure 1 $PRODUCE The Secret Word ID: 4b-f1-c INPUT: type CHECK: exact INTRO: One last word, spelled out for you. Type it — a little detective work before we move on. INSTRUCTION: Type the secret word. PROMPT: What's the word? The word is "Monday." M-O-N-D-A-Y. {bk01-l4b-f1-13.mp3} RESPONSE: Monday $LESSON 4-4: Days of the Week # Source: ST §This Is a Calendar. $DIALOGUE This Is a Calendar {st-page_088_001.jpg} ID: l4-s5 INTRO: New goal: the days of the week. You'll see a calendar and hear what a week, a weekend, today, and tomorrow are. Just listen and read along. INSTRUCTION: Read the sentences. VOCAB: calendar LINE: This is a calendar. 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 The Days of the Week ID: 4b-f3 INTRO: Now say the seven days yourself. Listen and repeat each one. INSTRUCTION: 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 ID: 4b-f4 INTRO: The days in pairs: if today is one day, tomorrow is the next. Listen and repeat each pair. 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} # DROPPED: ST "Today Is Monday." (l4-s6) — TTS twin of LLA 4B Figure 4 above (same sentences, same repeat modality); cassette version kept. # Source: LLA 4B Figure 5 $PRODUCE Type the Missing Day ID: 4b-f5 INPUT: type CHECK: exact INTRO: Listen to each pair of sentences and type the day that's missing from your screen. INSTRUCTION: Type the missing day. PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} TEMPLATE: Today is ____. Tomorrow is Monday. PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} ACCEPT: Sunday PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} TEMPLATE: Today is Wednesday. Tomorrow is ____. PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} ACCEPT: Thursday PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} TEMPLATE: Today is ____. Tomorrow is Saturday. PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} ACCEPT: Friday PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} TEMPLATE: Today is Monday. Tomorrow is ____. PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} ACCEPT: Tuesday PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} TEMPLATE: Today is ____. Tomorrow is Sunday. PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} ACCEPT: Saturday PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} TEMPLATE: Today is ____. Tomorrow is Thursday. PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} ACCEPT: Wednesday PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} TEMPLATE: Today is Sunday. Tomorrow is ____. PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} ACCEPT: Monday # Source: LLA 4D Figure 4 $SELECT Tomorrow Is... ID: 4d-f4 INTRO: A quick check without the calendar. You'll hear what day it is today — tap the day that comes tomorrow. INSTRUCTION: Tap the correct day for tomorrow. PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01-q.mp3} OPTION: a | Sunday OPTION: b | Tuesday OPTION: c | Thursday ANSWER: b FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-a.mp3} PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02-q.mp3} OPTION: a | Friday OPTION: b | Wednesday OPTION: c | Tuesday ANSWER: a FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-a.mp3} PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03-q.mp3} OPTION: a | Thursday OPTION: b | Sunday OPTION: c | Saturday ANSWER: c FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-a.mp3} PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04-q.mp3} OPTION: a | Tuesday OPTION: b | Monday OPTION: c | Thursday ANSWER: c FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-a.mp3} PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05-q.mp3} OPTION: a | Sunday OPTION: b | Friday OPTION: c | Monday ANSWER: a FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-a.mp3} PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06-q.mp3} OPTION: a | Monday OPTION: b | Wednesday OPTION: c | Sunday ANSWER: b FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-a.mp3} PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07-q.mp3} OPTION: a | Monday OPTION: b | Wednesday OPTION: c | Saturday ANSWER: a FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-a.mp3} # Source: LLA 4C Figure 1 $DIALOGUE Good Morning — What Day Is It? ID: 4c-f1 INTRO: Two students meet in the morning and — of course — talk about what day it is. Listen to the dialog and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Student1: Good morning. {bk01-l4c-f1-01.mp3} Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3} Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3} VOCAB: dialog Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3} Student1: It's Thursday. {bk01-l4c-f1-05.mp3} Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3} # DROPPED: ST "What Day Is It?" (l4-s8, Ken and Jim) — TTS twin of LLA 4C Figure 1 above (same dialog, same practice role); cassette version kept. # Source: LLA 4C Figure 2 $PRODUCE Your Turn in the Dialog ID: 4c-f2 INPUT: speak CHECK: reveal INTRO: Now you play Student 2. You'll hear Student 1's line — say Student 2's reply from the dialog, then check against the recording. INSTRUCTION: Say Student 2's response aloud. PROMPT: Good morning. {bk01-l4c-f2-01.mp3} TEMPLATE: Student 1: Good morning. RESPONSE: Good morning. How are you? {bk01-l4c-f2-02.mp3} PROMPT: Fine, thanks. And you? {bk01-l4c-f2-03.mp3} TEMPLATE: Student 1: Fine, thanks. And you? RESPONSE: Okay. What day is it? {bk01-l4c-f2-04.mp3} PROMPT: It's Thursday. {bk01-l4c-f2-05.mp3} TEMPLATE: Student 1: It's Thursday. RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-06.mp3} # Source: ST §No, Today Isn't Friday. $PRODUCE Questions About the Week ID: l4-s7 INPUT: speak CHECK: llm SHOW_PROMPT INTRO: Time to answer real questions about the week. For this activity, imagine today is Thursday — just like on the calendar. Answer each question aloud in a full sentence. INSTRUCTION: Answer aloud. Imagine today is Thursday. RUBRIC: Imagine today is Thursday, so tomorrow is Friday — answers must be consistent with that. General facts must be correct (the weekend is Saturday and Sunday; a week is seven days). Accept full or short answers with any reasonable phrasing. EXAMPLE PROMPT: Is today Thursday? RESPONSE: Yes, it's Thursday. PROMPT: Is today Thursday? RESPONSE: Yes, it is 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, it is. PROMPT: Is a week seven days? RESPONSE: Yes, a week is seven days. # SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "HE / DAY", and "DIME / PEN" — instructor-read sound discrimination with no recorded stimulus and no given items; the same skills are covered by the three recorded LLA activities below. Convertible later with chosen items + TTS. # Source: LLA 4B Figure 2 $SELECT Same or Different? ID: 4b-f2 INTRO: Sharpen your ears. You'll hear two words — sometimes the same word twice, sometimes two words that differ by one small sound, like "see" and "say". Tap Same or Different. 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 4C Figure 3 $SELECT E or A? ID: 4c-f3 INTRO: The same two sounds, one word at a time. Does the word have the E sound of "she" or the A sound of "day"? Tap the sound you hear. 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 # Source: LLA 4B Figure 6 $SELECT M or N? ID: 4b-f6 INTRO: One more ear-trainer: M as in "my", or N as in "no"? Wednesday hides one of them — listen closely and tap the sound you hear. 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 $LESSON 4-5: Telling Time # Source: LLA 4B Figure 7 $DIALOGUE Go to the Lab at 9 O'clock ID: 4b-f7 INTRO: Next goal: telling time. You'll see clocks and hear instructions with times on the hour. Listen and repeat each sentence. 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 Tap the Clock — On the Hour ID: 4b-f8 INTRO: Now match what you hear to a clock face. Listen to the instruction and tap the clock showing that 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: ST §Time $PRODUCE Write the Time — O'clock ID: l4-s9 INPUT: type CHECK: exact INTRO: Now write the time yourself. You'll see a clock on the hour — type the time it shows, like "9 o'clock". INSTRUCTION: Type the time shown on the clock. EXAMPLE TEMPLATE: {st-page_091_001.jpg} RESPONSE: It's 9 o'clock. ACCEPT: 9 o'clock EXAMPLE TEMPLATE: {st-page_091_002.jpg} RESPONSE: It's 10 o'clock. ACCEPT: 10 o'clock EXAMPLE TEMPLATE: {st-page_091_003.jpg} RESPONSE: It's 7 o'clock. ACCEPT: 7 o'clock TEMPLATE: It's ____{12|twelve} o'clock. {st-page_091_004.jpg} RESPONSE: It's 12 o'clock. TEMPLATE: It's ____{2|two} o'clock. {st-page_091_005.jpg} RESPONSE: It's 2 o'clock. TEMPLATE: It's ____{1|one} o'clock. {st-page_091_006.jpg} RESPONSE: It's 1 o'clock. # Source: ST §Go to the Classroom at 8:30 (layout table flattened) $GRAMMAR Go to the Classroom at 8:30 ID: l4-s11 INTRO: A command can say where to go and when — here's the pattern. A command names a **place** and a **time**, joined by **at**: {Go to the classroom at 8:30.} {Go to the lab at 10 o'clock.} ![Language lab and classroom](st-page_093_001.jpg) ![Clocks showing various times](st-page_093_002.jpg) # Source: LLA 4C Figure 4 $DIALOGUE Telling Time with Minutes ID: 4c-f4 INTRO: Clocks don't only stop on the hour. Now the times come with minutes — 10:20, 7:10, 9:30. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Go to the lab at 7 o'clock. {page_103_001.jpg} {bk01-l4c-f4-01.mp3} LINE: Go to the classroom at 10:20. {page_103_002.jpg} {bk01-l4c-f4-02.mp3} LINE: Go to the lab at 7:10. {page_103_003.jpg} {bk01-l4c-f4-03.mp3} LINE: Go to the lab at 2 o'clock. {page_103_004.jpg} {bk01-l4c-f4-04.mp3} LINE: Go to the classroom at 9:30. {page_103_005.jpg} {bk01-l4c-f4-05.mp3} LINE: Go to the classroom at 1:15. {page_103_006.jpg} {bk01-l4c-f4-06.mp3} # Source: LLA 4C Figure 5 $SELECT Tap the Clock — With Minutes ID: 4c-f5 INTRO: Match the times with minutes to the right clock face. Listen and tap the clock you hear. INSTRUCTION: Tap the correct clock. PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3} OPTION: a | {page_104_001.jpg} OPTION: b | {page_104_002.jpg} {bk01-l4c-f5-01-a.mp3} OPTION: c | {page_104_003.jpg} OPTION: d | {page_104_004.jpg} ANSWER: b PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3} OPTION: a | {page_104_005.jpg} {bk01-l4c-f5-02-a.mp3} OPTION: b | {page_104_006.jpg} OPTION: c | {page_104_007.jpg} OPTION: d | {page_104_008.jpg} ANSWER: a PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3} OPTION: a | {page_104_009.jpg} OPTION: b | {page_104_010.jpg} OPTION: c | {page_104_011.jpg} OPTION: d | {page_104_012.jpg} {bk01-l4c-f5-03-a.mp3} ANSWER: d PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3} OPTION: a | {page_104_013.jpg} OPTION: b | {page_104_014.jpg} {bk01-l4c-f5-04-a.mp3} OPTION: c | {page_104_015.jpg} OPTION: d | {page_104_016.jpg} ANSWER: b PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3} OPTION: a | {page_104_017.jpg} OPTION: b | {page_104_018.jpg} OPTION: c | {page_104_019.jpg} {bk01-l4c-f5-05-a.mp3} OPTION: d | {page_104_020.jpg} ANSWER: c PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3} OPTION: a | {page_104_021.jpg} {bk01-l4c-f5-06-a.mp3} OPTION: b | {page_104_022.jpg} OPTION: c | {page_104_023.jpg} OPTION: d | {page_104_024.jpg} ANSWER: a # Source: ST §What's the Time? $PRODUCE Write the Time — With Minutes ID: l4-s10 INPUT: type CHECK: exact INTRO: Last stop for clocks: type the missing minutes for each time shown. Yes, there are fifteen of them — after this, no clock will surprise you. INSTRUCTION: Type the missing numbers for the time shown. EXAMPLE TEMPLATE: It's 2 o'clock. {st-page_092_001.jpg} RESPONSE: It's 2 o'clock. EXAMPLE TEMPLATE: It's 9 o'clock. {st-page_092_002.jpg} RESPONSE: It's 9 o'clock. EXAMPLE TEMPLATE: It's 10 o'clock. {st-page_092_003.jpg} RESPONSE: It's 10 o'clock. EXAMPLE TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg} RESPONSE: It's 3:10. TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg} RESPONSE: It's 6:30. TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg} RESPONSE: It's 12:15. TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg} RESPONSE: It's 10:20. TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg} RESPONSE: It's 3:45. TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg} RESPONSE: It's 9:40. TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg} RESPONSE: It's 2:15. TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg} RESPONSE: It's 6:50. TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg} RESPONSE: It's 8:05. TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg} RESPONSE: It's 7:25. TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg} RESPONSE: It's 5:35. TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg} RESPONSE: It's 2:55. $LESSON 4-6: In, On, Under # Source: ST §That's a Classroom. $DIALOGUE That's a Classroom {st-page_096_001.jpg} ID: l4-s14 INTRO: New goal: saying where things are. First, the things themselves — a tour of the classroom, one object at a time. Listen and repeat. INSTRUCTION: Repeat the sentences. REPEAT VOCAB: map LINE: That's a map. VOCAB: clock LINE: That's a clock. VOCAB: wall LINE: That's a wall. VOCAB: door LINE: That's a door. VOCAB: chair LINE: That's a chair. VOCAB: chalkboard VOCAB: blackboard LINE: That's a chalkboard or blackboard. VOCAB: desk LINE: That's a desk. VOCAB: desks LINE: Those are desks. # Source: ST §On / In / Under $GRAMMAR On, In, Under ID: l4-s15 INTRO: Three little words do all the location work: on, in, under. Here's how they fit together. This is a **box**. This is a table. ![Table with a box and a clock on it, and a book underneath](st-page_097_001.jpg) * {on the table} * {in the box} * {under the table} | | | | | |---|---|---|---| | The box | is | on | the table. | | The clock | is | in | the box. | | The book | is | under | the table. | {The box is on the table.} — {The clock is in the box.} — {The book is under the table.} # Source: ST §In the Classroom. $DIALOGUE In the Classroom ID: l4-s16 INTRO: Now the whole classroom, described piece by piece with on, in, and under. Look at each picture, listen, and repeat. INSTRUCTION: Look at the picture. Repeat the sentences. REPEAT LINE: This is a classroom. {st-page_098_001.jpg} VOCAB: under LINE: The pencil is under the table. VOCAB: on LINE: The clock is on the wall. VOCAB: in LINE: Two desks are in the classroom. LINE: The map is on the wall. 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. LINE: The teacher and the students are in the classroom. # Source: LLA 4C Figure 6 $DIALOGUE Where Is It? {page_105_001.jpg} ID: 4c-f6-a INTRO: Here's a classroom on tape — first the phrase, then the full sentence. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01.mp3} LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-02.mp3} LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-03.mp3} LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-04.mp3} LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-05.mp3} # Source: LLA 4C Figure 6 $DIALOGUE Where Is It? — Questions and Answers {page_105_001.jpg} ID: 4c-f6-b INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair. INSTRUCTION: Listen and repeat. REPEAT LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-06.mp3} LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-07.mp3} LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-08.mp3} LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-09.mp3} LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-10.mp3} LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-11.mp3} LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-12.mp3} LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-13.mp3} LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-14.mp3} LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-15.mp3} # Source: LLA 4C Figure 6 $PRODUCE Answer About the Classroom {page_105_001.jpg} ID: 4c-f6-c INPUT: speak CHECK: reveal INTRO: Your turn with the classroom picture. Answer each question aloud — yes or no according to the picture — then repeat the correct answer. INSTRUCTION: Answer aloud. REPEAT PROMPT: Is a chair in the classroom? {bk01-l4c-f6-16-q.mp3} RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-16-a.mp3} PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-17-q.mp3} RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-17-a.mp3} PROMPT: Is a pencil under the table? {bk01-l4c-f6-18-q.mp3} RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-18-a.mp3} PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-19-q.mp3} RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-19-a.mp3} PROMPT: Are four books on the table? {bk01-l4c-f6-20-q.mp3} RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-20-a.mp3} PROMPT: Are three desks in the classroom? {bk01-l4c-f6-21-q.mp3} RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-21-a.mp3} # Source: LLA 4C Figure 7 $PRODUCE Type the Preposition ID: 4c-f7 INPUT: type CHECK: exact INTRO: Listen to each sentence and type the little word it uses: on, in, or under. INSTRUCTION: Type the missing word. 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-a.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-a.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-a.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-a.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-a.mp3} ACCEPT: in # Source: ST §What Are Those? $DIALOGUE What Are Those? ID: l4-s17 INTRO: Everything from this lesson in one place: what things are, and where they are. Read along as you listen. 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. # SKIPPED (book): ST "IN/ON/UNDER" (listen and write the number) — instructor-read stimulus with no recording; convertible later with chosen items + TTS. # Source: ST §What's In the Classroom? $DIALOGUE What's on the Wall? ID: l4-s18 INTRO: One more reading pass — questions about the classroom, each with its answer. Read along as you listen. 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. # Source: LLA 4C Figure 8 $DIALOGUE Classroom Commands ID: 4c-f8 INTRO: To finish this part: fifteen polite commands with put, go, sit, and stand. Nobody is checking whether you actually stand up — but say each one like you mean it. 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} $LESSON 4-7: Review — In the Classroom # Source: LLA 4D Figure 1 $DIALOGUE Classroom Words in Sentences ID: 4d-f1 INTRO: Review time — you've met all these objects before, and now they get their official portraits. Listen to each word and its sentence, and repeat them. INSTRUCTION: Repeat each word and sentence. 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_003.jpg} {bk01-l4d-f1-03.mp3} VOCAB: blackboard LINE: The blackboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-04.mp3} VOCAB: desk LINE: The desk is in the classroom. {page_107_005.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 (split: >6 image options — first five pictures) $SELECT Tap the Picture — Classroom Objects ID: 4d-f1-b INTRO: Listen to each sentence and tap the picture it describes. First group: the classroom objects. INSTRUCTION: Tap the correct picture. OPTION: 1 | {page_107_001.jpg} OPTION: 2 | {page_107_002.jpg} OPTION: 3 | {page_107_003.jpg} OPTION: 4 | {page_107_004.jpg} OPTION: 5 | {page_107_005.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 chalkboard is in the classroom. {bk01-l4d-f1-14.mp3} ANSWER: 3|4 PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3} ANSWER: 2 PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3} ANSWER: 3|4 # Source: LLA 4D Figure 1 (split: >6 image options — remaining four pictures) $SELECT Tap the Picture — Walls and Weeks ID: 4d-f1-c INTRO: Second group: maps, walls, weeks, and weekends. Same job — listen and tap the matching picture. INSTRUCTION: Tap the correct picture. 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 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 weekend is 2 days. {bk01-l4d-f1-15.mp3} ANSWER: 9 PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3} ANSWER: 7 # Source: LLA 4D Figure 2 $DIALOGUE Where Things Are ID: 4d-f2 INTRO: One more pass over places and times — on, in, under, and a couple of "go to" commands. Listen and repeat. INSTRUCTION: Repeat each sentence. 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_002.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_004.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 $SELECT Match Sentence to Picture ID: 4d-f2-b INTRO: Last listening check of the review: hear the sentence, tap the picture it matches. INSTRUCTION: Tap the correct picture. OPTION: 1 | {page_108_004.jpg} OPTION: 2 | {page_108_005.jpg} OPTION: 3 | {page_109_001.jpg} OPTION: 4 | {page_109_002.jpg} OPTION: 5 | {page_109_003.jpg} OPTION: 6 | {page_109_004.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 # SKIPPED (book): LLA 4D Figure 3 "Connect the numbers" — drawing activity, no workable interaction in this format. $LESSON 4-8: Extra Practice — Reading Letters # Source: ST §Same/Different $SELECT Same or Different Letters ID: l4-s12 INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: two letters at a time — tap Same or Different. 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 ID: l4-s13 INTRO: One more round with lookalike letters — find the exact match for the letter shown. That's the whole lesson: nicely done. INSTRUCTION: Tap the matching 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