$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg} FORMAT: 2 DIOCO_DOC_ID: book-4-lesson-3 DESCRIPTION: Clothing vocabulary, getting dressed, sleeping and waking, the adverb "well", and the modals can, may, and must. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_INTRO: aoede | Warm, friendly teacher narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Capt_Collins | achernar | Male military officer VOICE: Capt_Andrews | schedar | Male military officer VOICE: Alan | achernar | Male VOICE: Paul | achird | Male VOICE: Beth | gacrux | Female VOICE: Jane | aoede | Female VOICE: Lt_Martin | achernar | Male officer VOICE: Maj_Mills | schedar | Male officer VOICE: Sgt_Cole | achernar | Male student VOICE: Sgt_Ward | schedar | Male soldier VOICE: Teacher | aoede | Female teacher VOICE: Bert | achernar | Male student VOICE: Greg | achird | Male student VOICE: David | schedar | Male student VOICE: Little_girl | aoede | Young female child VOICE: Mother | aoede | Female parent VOICE: Narrator | aoede | Warm storyteller voice VOICE: Donald | achird | Male student VOICE: Robert | schedar | Male student VOICE: Student | achernar | Male student VOICE: Captain_Yates | achernar | Male officer VOICE: Captain_Toomy | achird | Male officer VOICE: Mr_Kline | schedar | Male speaker VOICE: Sgt_Moore | achird | Male soldier VOICE: Mark | achernar | Male speaker VOICE: Bill | achird | Male speaker # ========================================================================= $LESSON 3-1: Men's Clothing and Getting Dressed # Source: LLA 3A Figure 1 (Part 1) — leads with sentence presentation (new TTS), word-drill kept after $DIALOGUE Men's Clothing INTRO: Let's start with the clothes a man wears to work. Here's the basic kit, one piece at a time. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: hat LINE: He's wearing a hat. {st-page_063_001.jpg} VOCAB: shirt LINE: He's wearing a clean white shirt. VOCAB: necktie VOCAB: tie LINE: A necktie — or just a tie — goes around the collar. VOCAB: belt LINE: He needs a belt for his trousers. VOCAB: trousers VOCAB: pants LINE: Trousers and pants are the same thing. VOCAB: T-shirt LINE: Under his shirt he wears a T-shirt. # Source: LLA 3A Figure 1 (Part 1) — cassette word-drill kept as pronunciation reinforcement after the sentence intro $DIALOGUE Clothing Words — Repeat INTRO: Now just the words, nice and clear. Say each one after the speaker. INSTRUCTION: Repeat each word. REPEAT LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3} LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3} LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3} LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3} LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3} LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3} # Source: LLA 3A Figure 1 (Part 2) — verbs for getting dressed $DIALOGUE Verbs for Getting Dressed INTRO: Getting dressed has its own little set of verbs. Listen for the present and past forms, and say each after the speaker. INSTRUCTION: Repeat each word. REPEAT LINE: wears {bk04-l3a-f1-07.mp3} LINE: wore {bk04-l3a-f1-08.mp3} LINE: wear {bk04-l3a-f1-09.mp3} LINE: takes off {bk04-l3a-f1-10.mp3} LINE: puts on {bk04-l3a-f1-11.mp3} LINE: clothes {bk04-l3a-f1-12.mp3} LINE: took off {bk04-l3a-f1-13.mp3} LINE: put on {bk04-l3a-f1-14.mp3} # Source: ST §He Took Off His Shoe — take off / put on in context $DIALOGUE Taking Off and Putting On INTRO: Here's how "take off" and "put on" work — and notice the word can slide to the end of the sentence. INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: take off VOCAB: took off LINE: He's taking off his sock. {st-page_065_001.jpg} LINE: He's taking his sock off. {st-page_065_001.jpg} LINE: He took off his shoe. {st-page_065_001.jpg} LINE: He took his shoe off. {st-page_065_001.jpg} VOCAB: put on LINE: He's putting on his glove. {st-page_065_002.jpg} LINE: He's putting his glove on. {st-page_065_002.jpg} LINE: He put on his sweater and coat. {st-page_065_002.jpg} LINE: He put his sweater and coat on. {st-page_065_002.jpg} # Source: LLA 3A Figure 1 (Part 3) — reading passage about Capt Collins $DIALOGUE Captain Collins at Work INTRO: Captain Collins is in the military, so his clothes are mostly a uniform. Just listen this time. INSTRUCTION: Listen to the paragraphs. LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3} LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3} LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3} LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3} LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3} LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3} LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3} LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3} LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3} LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3} LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3} # Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A $PRODUCE Questions About Captain Collins INTRO: Now answer questions about Captain Collins. Say your answer in a full sentence, then repeat the correct one after the speaker. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3} RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3} PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3} RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3} PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3} RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3} PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3} RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3} PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3} RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3} PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3} RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3} PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3} RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3} PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3} RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3} PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3} RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3} PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3} RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3} PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3} RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3} # Source: LLA 3A Figure 2 — true/false $SELECT True or False? INTRO: Quick check on the clothing words. Listen, then tap True or False. INSTRUCTION: Tap True or False. OPTION: t | True OPTION: f | False EXAMPLE PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} ANSWER: t PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} ANSWER: t PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} ANSWER: t PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} ANSWER: t PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} ANSWER: f PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} ANSWER: f # Source: LLA 3A Figure 3 — two-speaker dialogue $DIALOGUE Did You Wear Your Uniform? INTRO: Two officers compare what they wore out last night. Listen, then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3} Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3} Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3} Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3} LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3} Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3} Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3} Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3} Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3} # ========================================================================= $LESSON 3-2: Women's Clothing, Cold Weather, and Sleep # Source: LLA 3B Figure 1 (Part 1) — women's clothing vocabulary $DIALOGUE Women's Clothing INTRO: Now the words for women's clothing. Listen and repeat each one. INSTRUCTION: Repeat each word. REPEAT VOCAB: suit LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3} VOCAB: blouse LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3} VOCAB: dress LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3} VOCAB: shoes LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3} VOCAB: stockings LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3} VOCAB: sweater LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3} VOCAB: skirt LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3} VOCAB: socks LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} # Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes passage $DIALOGUE Joan's Work Clothes INTRO: Meet Joan. She dresses one way for the office and another way for class. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3} LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3} LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3} LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3} LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} # Source: LLA 3B Figure 1 (Part 3) — comprehension Q&A $PRODUCE Questions About Joan's Work Clothes INTRO: Answer the questions about what Joan wears. Say your answer, then repeat the correct one. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3} RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3} PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3} RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3} PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3} RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3} PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3} RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3} PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3} RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3} PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3} RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3} # Source: LLA 3B Figure 2 (Part 1) — casual & cold-weather vocabulary $DIALOGUE Casual and Cold-Weather Clothing INTRO: Some clothes are for casual days, and some are for cold ones. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT VOCAB: jacket LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3} VOCAB: slacks LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3} VOCAB: scarf LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3} VOCAB: coat LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3} VOCAB: boots LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3} VOCAB: gloves LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} # Source: LLA 3B Figure 2 (Part 2) — Joan's casual clothes passage $DIALOGUE Joan's Casual Clothes INTRO: Joan doesn't dress up every day. Here's what else is in her closet. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3} LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3} LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3} LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3} LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} # Source: LLA 3B Figure 2 (Part 3) — comprehension Q&A $PRODUCE Questions About Joan's Casual Clothes INTRO: Answer the questions about Joan's other clothes. Say your answer, then repeat the correct one. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3} RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3} PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3} RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3} PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3} RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3} PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3} RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3} PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3} RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3} PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3} RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3} PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3} RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3} # Source: LLA 3B Figure 3 — listen-and-fill cloze (tape speaks full sentence) $PRODUCE Type the Missing Word INTRO: Now you'll hear a complete sentence. Type the missing word, then repeat the whole sentence. INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact REPEAT TEMPLATE: Jack likes white ____. PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3} RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3} ACCEPT: shirts TEMPLATE: Civilians sometimes wear ____ to work. PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3} RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3} ACCEPT: suits TEMPLATE: Men wear ____ with their suits. PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3} RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3} ACCEPT: neckties TEMPLATE: Men's suits have a jacket and ____. PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3} RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3} ACCEPT: trousers TEMPLATE: Women's suits have a jacket and a ____ or pants. PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3} RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3} ACCEPT: skirt TEMPLATE: Trousers and ____ are pants. PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3} RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3} ACCEPT: slacks TEMPLATE: Men wear ____ with their shoes. PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3} RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3} ACCEPT: socks TEMPLATE: Women wear socks or ____. PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3} RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3} ACCEPT: stockings TEMPLATE: Air Force pilots wear ____ and ____. PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3} RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3} ACCEPT: boots and gloves | boots, gloves TEMPLATE: ____ and ____ are clothes for cold days. PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3} RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3} ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters # Source: LLA 3B Figure 4 (Part 1) — sleep vocabulary $DIALOGUE Falling Asleep and Waking Up INTRO: Time to talk about sleep — falling asleep and waking up, in present and past. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT VOCAB: fall asleep VOCAB: fell asleep LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3} LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3} VOCAB: asleep LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3} VOCAB: wake up VOCAB: woke up LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3} LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3} VOCAB: awake LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3} # Source: LLA 3B Figure 4 (Part 2) — sleep sentences $DIALOGUE Joan Falls Asleep in Class INTRO: Poor Joan keeps nodding off in class. Listen and repeat these sentences. INSTRUCTION: Repeat each sentence. REPEAT LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3} LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3} LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3} LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3} LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3} LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3} # Source: LLA 3B Figure 5 — picture Q&A on sleep $PRODUCE Asleep or Awake? INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3} RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3} PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3} RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3} PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3} RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3} PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3} RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3} PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3} RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3} # Source: ST §Yesterday, He Was Tired and Cold — reading passage $DIALOGUE Robert's Cold Morning INTRO: Here's a short story about Robert's day — a cold morning, a busy class, and an early night. Just read along. INSTRUCTION: Read the paragraphs. Narrator: Yesterday, Robert was awake at 1:00 a.m. LINE: He fell asleep at 1:30 a.m. LINE: He woke up at 6:30 a.m. It was cold. LINE: He got up and took a hot shower. He got dressed. LINE: He put on a sweater and a coat. He put on his scarf and his gloves. LINE: He went to school. LINE: It wasn't cold in the classroom. LINE: Robert took off his scarf, his gloves, and his coat. LINE: Robert was tired after class. He went home and fell asleep. LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep. LINE: He woke up and opened the door. LINE: Robert and Mark talked for five minutes. LINE: They went to the mess hall and had dinner. LINE: After dinner, Robert did his homework and went to bed early. # Source: ST §True or False? (Robert reading) $SELECT Robert's Day — True or False? INTRO: Let's check the story about Robert. Tap True or False for each statement. INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False PROMPT: Robert was asleep at 1:00 a.m. ANSWER: F PROMPT: He fell asleep at 6:30. ANSWER: F PROMPT: Robert wore a sweater. ANSWER: T PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school. ANSWER: T PROMPT: Robert was awake at 6:00 p.m. ANSWER: F PROMPT: Mark woke up Robert. ANSWER: T # ========================================================================= $LESSON 3-3: Sounds and the Adverb "Well" # Source: LLA 3A Figure 4 — /w/ vs /r/ same or different $SELECT Same or Different Sounds INTRO: Let's tune your ear to W and R. You'll hear two words — tap Same if they start with the same sound, Different if they don't. INSTRUCTION: Tap Same or Different. OPTION: s | S (Same) OPTION: d | D (Different) EXAMPLE PROMPT: way ray {bk04-l3a-f4-ex-q.mp3} ANSWER: d PROMPT: wed red {bk04-l3a-f4-01-q.mp3} ANSWER: d PROMPT: wake wake {bk04-l3a-f4-02-q.mp3} ANSWER: s PROMPT: west rest {bk04-l3a-f4-03-q.mp3} ANSWER: d PROMPT: rose rose {bk04-l3a-f4-04-q.mp3} ANSWER: s PROMPT: wave wave {bk04-l3a-f4-05-q.mp3} ANSWER: s PROMPT: ways rays {bk04-l3a-f4-06-q.mp3} ANSWER: d PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3} ANSWER: d PROMPT: read read {bk04-l3a-f4-08-q.mp3} ANSWER: s PROMPT: read weed {bk04-l3a-f4-09-q.mp3} ANSWER: d PROMPT: went rent {bk04-l3a-f4-10-q.mp3} ANSWER: d # Source: LLA 3A Figure 5 — identify W or R sound $SELECT W Sound or R Sound? INTRO: Now just one word at a time. Tap W if it starts like "went", or R if it starts like "rent". INSTRUCTION: Tap the sound you hear. OPTION: a | W sound (as in went) OPTION: b | R sound (as in rent) EXAMPLE PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3} ANSWER: a PROMPT: Weak. {bk04-l3a-f5-01-q.mp3} ANSWER: a PROMPT: Want. {bk04-l3a-f5-02-q.mp3} ANSWER: a PROMPT: Radio. {bk04-l3a-f5-03-q.mp3} ANSWER: b PROMPT: Room. {bk04-l3a-f5-04-q.mp3} ANSWER: b PROMPT: Walk. {bk04-l3a-f5-05-q.mp3} ANSWER: a PROMPT: Report. {bk04-l3a-f5-06-q.mp3} ANSWER: b PROMPT: Always. {bk04-l3a-f5-07-q.mp3} ANSWER: a PROMPT: Razor. {bk04-l3a-f5-08-q.mp3} ANSWER: b PROMPT: Correct. {bk04-l3a-f5-09-q.mp3} ANSWER: b PROMPT: Window. {bk04-l3a-f5-10-q.mp3} ANSWER: a # Source: ST §Speaking Skill: Coat / Caught — /oʊ/ vs /ɔ/ minimal pairs $DIALOGUE Sound Practice: Coat / Caught INTRO: Here's another pair of vowels that trip people up. Read each pair across — the "oh" sound, then the "aw" sound. INSTRUCTION: Read the word pairs. LINE: so — saw LINE: coat — caught LINE: low — law LINE: hole — hall LINE: owe — awe LINE: phone — fawn LINE: oaf — off LINE: loan — lawn LINE: coast — cost LINE: boat — bought # Source: ST §Speaking Skill: Bought + §About — "aw" and "ow" word lists $DIALOGUE Sound Practice: Bought and About INTRO: Two short lists. The first group all have the "aw" sound; the second group all have the "ow" sound as in "about". INSTRUCTION: Read the words. LINE: moss LINE: ball LINE: straw LINE: store LINE: law LINE: saw LINE: bought LINE: fall LINE: raw LINE: autumn LINE: mouth LINE: found LINE: cow LINE: round LINE: loud LINE: now LINE: bout LINE: brown LINE: cloud LINE: sound # Source: LLA 3C Figure 1 — dialogues featuring "well" $DIALOGUE Dialogues with "Well" {page_053_001.jpg} INTRO: The word "well" pops up everywhere — sleeping well, cooking well, knowing someone well. Listen, then repeat each line. INSTRUCTION: Listen and repeat each dialogue. REPEAT Alan: How are you this morning? {bk04-l3c-f1-01.mp3} Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3} Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3} Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3} Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3} Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3} Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3} Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3} Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3} Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} # Source: LLA 3C Figure 2 — choose verb form to complete with "well" $SELECT Complete with "Well" INTRO: You'll hear a statement, then complete the follow-up. Tap the verb form that fits, then repeat the correct answer. INSTRUCTION: Tap the correct option. REPEAT EXAMPLE PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3} TEMPLATE: He __________ the lessons well. OPTION: a | learns {bk04-l3c-f2-ex-a.mp3} OPTION: b | doesn't learn ANSWER: a PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3} TEMPLATE: He __________ the question well. OPTION: a | answered {bk04-l3c-f2-01-a.mp3} OPTION: b | didn't answer ANSWER: a PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3} TEMPLATE: She __________ English very well. OPTION: a | speaks {bk04-l3c-f2-02-a.mp3} OPTION: b | doesn't speak ANSWER: a PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3} TEMPLATE: The cooks __________ it very well. OPTION: a | cooked OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3} ANSWER: b PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3} TEMPLATE: He __________ very well. OPTION: a | flies OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3} ANSWER: b PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3} TEMPLATE: He __________ his homework very well. OPTION: a | does {bk04-l3c-f2-05-a.mp3} OPTION: b | doesn't do ANSWER: a # ========================================================================= $LESSON 3-4: Can — Ability # Source: ST §Grammar Can $GRAMMAR Can — Talking About Ability INTRO: Let's meet "can" — the little word that says what you're able to do. When you want to say what someone is **able** to do, use **{can}** plus the plain form of the verb — no "to", no "-s". *I {can speak} English.* — *She {can fly} an airplane.* To make it negative, add **not**: **{cannot}**, almost always shortened to **{can't}**. *Mary {can't speak} French.* For a question, put **can** in front: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* And with question words: *What languages {can you speak}?* — *Who {can play} soccer well?* # Source: ST §The Teacher Can Speak English Well + §They Can't Do It — merged positive/negative presentation $DIALOGUE Things People Can and Can't Do INTRO: Here's "can" and "can't" in action — what people are good at, and what they aren't. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} LINE: Mike and James can play tennis well. {st-page_069_003.jpg} LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} # Source: ST §Read the Sentences (can't) $DIALOGUE Read the "Can't" Sentences INTRO: A quick read-through of things these people can't do. Just read each line. INSTRUCTION: Read the sentences. LINE: Henry can't swim. LINE: I can't play tennis very well. LINE: Mary can't speak Chinese. LINE: Karl can't drive a car. LINE: They can't speak English well. LINE: Doris can't cook. LINE: Tom can't drive a truck. LINE: We can't fly a plane. LINE: The children cannot read and write. LINE: The old man cannot see well. # Source: LLA 3C Figure 3 — can / cannot presentation $DIALOGUE Can and Cannot INTRO: Listen to "can" for ability and "cannot" — or "can't" — for inability. Repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: can LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3} VOCAB: cannot VOCAB: can't LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3} LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3} LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3} LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3} LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} # Source: LLA 3C Figure 4 — add "can" transformation $PRODUCE Add "Can" to the Sentence INTRO: Remember: can + the plain verb. Listen to each sentence and add "can", then repeat the correct answer. INSTRUCTION: Change the sentence using "can". INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3} RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3} PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3} RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3} PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3} RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3} PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3} RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} # Source: LLA 3C Figure 5 — change to negative with can't + cue $PRODUCE Change to "Can't" INTRO: Now the negative. You'll hear a sentence and a new word — make it negative with "can't" and that word, then repeat the answer. INSTRUCTION: Change the sentence using "can't" and the cue word. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3} RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3} PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3} RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3} PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3} RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3} PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3} RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3} PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3} RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3} PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3} RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} # Source: ST §Fish Can Swim — substitution drill (full model sentence given) $PRODUCE Make a Sentence with "Can" INTRO: Take the action you're given and build a sentence with "can" — pick any subject that makes sense. INSTRUCTION: Make a sentence with "can" using the cue. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice. EXAMPLE PROMPT: speak French RESPONSE: Ali can speak French. PROMPT: drive a bus RESPONSE: My father can drive a bus. PROMPT: fly a plane RESPONSE: The pilot can fly a plane. PROMPT: read and write well RESPONSE: The students can read and write well. PROMPT: answer the teacher's question RESPONSE: John can answer the teacher's question. PROMPT: play soccer RESPONSE: The boys can play soccer. PROMPT: swim very well RESPONSE: I can swim very well. PROMPT: memorize dialogs RESPONSE: We can memorize dialogs. PROMPT: learn English RESPONSE: They can learn English. PROMPT: write a paragraph RESPONSE: She can write a paragraph. PROMPT: play football RESPONSE: He can play football. # Source: ST §Can You Play Baseball? $DIALOGUE Can You Play Baseball? INTRO: The teacher goes down the row asking about baseball. Listen and repeat the dialog. INSTRUCTION: Listen and repeat the dialog. REPEAT Teacher: Bert, can you play baseball? Bert: No, I can't. My father can. Teacher: Greg, can you play baseball? Greg: No, I can't play baseball. David can. Teacher: David, can you play baseball? David: Yes, I can play baseball. # Source: ST §Can You Speak English? — ask & answer from cue $PRODUCE Ask and Answer with "Can" INTRO: Build a "can" question from the cue, then answer it both short and long — yes or no, your choice. INSTRUCTION: Ask a question from the cue, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner. EXAMPLE TEMPLATE: your sister/speak (English, Spanish, French) RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. PROMPT: your brother/play (basketball, baseball, soccer) RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. PROMPT: you/swim well RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. PROMPT: your father/drive (a car, a bus, a truck) RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. PROMPT: your teacher/speak (English, French, Arabic) well RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. PROMPT: you/fly an airplane RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. # Source: ST §They Can Speak Two or Three Languages — reading passage $DIALOGUE The Languages in My Class INTRO: In this class, everyone's a polyglot. Read about who speaks what. INSTRUCTION: Read the paragraph. Narrator: All the students in my class know two, three, or four languages. LINE: Lt Romo speaks Spanish, French, and English. LINE: Sgt Gamdi speaks Arabic and English. LINE: Lt Fofana speaks French, Spanish, English, and Wolof. LINE: Maj Kim speaks Korean, Japanese, and English. LINE: Capt Rossi speaks French, Italian, and English. # Source: ST §Ask Questions with Can — write who/what questions $PRODUCE Write "Who" and "What" Questions INTRO: Based on the class, write the "who" or "what" question that fits each answer. INSTRUCTION: Type the "who" or "what" question for each answer. INPUT: type CHECK: llm SHOW_PROMPT RUBRIC: The learner must type a correct "who" or "what" question with "can" that elicits the provided answer sentence. EXAMPLE TEMPLATE: ____ Sgt Gamdi can speak Arabic. RESPONSE: Who can speak Arabic in your class? EXAMPLE TEMPLATE: ____ He can speak Korean, Japanese, and English. RESPONSE: What languages can Maj Kim speak? TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish. RESPONSE: Who can speak Spanish? TEMPLATE: ____ He can speak Arabic and English. RESPONSE: What languages can Sgt Gamdi speak? TEMPLATE: ____ All the students in the class can speak English. RESPONSE: Who can speak English? TEMPLATE: ____ He can speak French, Spanish, English, and Wolof. RESPONSE: What languages can Lt Fofana speak? TEMPLATE: ____ Capt Rossi can speak Italian. RESPONSE: Who can speak Italian? TEMPLATE: ____ Maj Kim can speak Japanese. RESPONSE: Who can speak Japanese? TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French. RESPONSE: Who can speak French? TEMPLATE: ____ She can speak French, Italian, and English. RESPONSE: What languages can Capt Rossi speak? # Source: ST §Can You Speak French? — dialog $DIALOGUE Can You Speak French? {st-page_075_001.jpg} INTRO: Robert meets Donald's friend Jacques, and they hunt for a language they share. Listen and read along. INSTRUCTION: Listen and read the dialog. Donald: Hi, Robert. This is my new friend Jacques. Robert: Hello, Jacques. Glad to meet you. Donald: Jacques can't speak English very well. Can you speak French? Robert: No, I can't. Donald: Well, can you speak Spanish? Robert: Yes, I can. Donald: Good, Jacques can speak Spanish, too. # Source: ST §Can You Cook Well? — personalized ask & answer $PRODUCE Can You ...? — Ask and Answer INTRO: Last one for "can": use each cue word to ask a yes/no question, then answer it short and long. INSTRUCTION: Ask a question with the cue word, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer. EXAMPLE PROMPT: spell RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name. EXAMPLE PROMPT: drive RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus. PROMPT: speak RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French. PROMPT: read RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic. PROMPT: cook RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well. PROMPT: swim RESPONSE: Can you swim? No, I can't. No, I can't swim. PROMPT: play RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer. PROMPT: write RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph. PROMPT: fly RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. PROMPT: learn RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly. PROMPT: memorize RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words. # Source: LLA 3C Figure 6 (Part 1) — Jim's languages passage $DIALOGUE Jim's Languages INTRO: Jim is another language whiz, but he's better at some skills than others. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3} LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} # Source: LLA 3C Figure 6 (Part 2) — comprehension Q&A $PRODUCE Questions About Jim INTRO: Answer the questions about Jim aloud, then repeat the correct answers. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3} RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3} PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3} RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3} PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3} RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3} PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3} RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} # ========================================================================= $LESSON 3-5: Must, Must Not, and Permission # Source: ST §Grammar Must $GRAMMAR Must — Necessity INTRO: Now for "must" — the word for things you simply have to do. Use **{must}** plus the plain verb when something is **necessary** — there's no real choice about it. *I have a test tomorrow. I {must study} tonight.* *He's in the military. He {must wear} his uniform.* Like "can", "must" never takes "-s" and the verb after it stays in its plain form. # Source: ST §You Must Salute an Officer — military duties presentation $DIALOGUE You Must Salute an Officer INTRO: In the military, "must" comes up a lot. Here are the rules. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: You must wear your uniform in class. {st-page_077_001.jpg} LINE: You must wear a cap outside. {st-page_077_002.jpg} LINE: You must wear your name tag. {st-page_078_001.jpg} LINE: You must bring your I.D. card. {st-page_078_002.jpg} LINE: You must salute an officer. {st-page_078_003.jpg} LINE: You must report to the Captain. {st-page_078_004.jpg} # Source: ST §What Must You Do? — context-grounded Q&A with cue $PRODUCE What Must You Do? INTRO: Each little situation needs an action. Answer with "must" and the cue word. INSTRUCTION: Answer the question using "must" and the cue. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept any logical full sentence answer that uses "must" and incorporates the provided cue word. EXAMPLE PROMPT: You have a test tomorrow. What must you do? (study) RESPONSE: I must study for it. PROMPT: You are getting dressed for class. What must you wear? (uniform) RESPONSE: I must wear my uniform. PROMPT: You lost your homework. Who must you speak to? (teacher) RESPONSE: I must speak to the teacher. PROMPT: Lt Jones is going outside. What must he put on? (hat) RESPONSE: He must put on his hat. PROMPT: There's an important meeting after class. What must you do? (go) RESPONSE: I must go to the meeting. PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute) RESPONSE: I must salute the major. PROMPT: You have to study English today. Where must you go? (classroom) RESPONSE: I must go to the classroom. # Source: ST §Grammar Must Not $GRAMMAR Must Not — Prohibition INTRO: "Must not" flips the meaning — it's a firm "don't". **{Must not}** means something is **prohibited** — a hard "don't do this". *You {must not} eat in the classroom.* (Don't eat in the classroom!) *We {must not} open that door.* (It says, "Do not open the door.") # Source: ST §You Must Not Smoke in the Classroom — prohibitions presentation $DIALOGUE You Must Not Smoke in the Classroom INTRO: And here are the "don'ts" — each rule paired with its plain command. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg} LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg} LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg} LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg} LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} # Source: ST §You Must Not Smoke in the Lab — must / must not from cue $PRODUCE Must or Must Not? INTRO: Decide whether each cue is something you must do or must not do, and say the full sentence. INSTRUCTION: Make a statement with "must" or "must not" from the cue. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: sleep in class RESPONSE: You must not sleep in class. EXAMPLE PROMPT: wear your uniform to class RESPONSE: You must wear your uniform to class. PROMPT: bring I.D. card to class RESPONSE: You must bring your I.D. card to class. PROMPT: wear your hat outside RESPONSE: You must wear your hat outside. PROMPT: smoke in the classroom RESPONSE: You must not smoke in the classroom. PROMPT: eat in the lab RESPONSE: You must not eat in the lab. PROMPT: do homework RESPONSE: You must do your homework. PROMPT: wear name tag RESPONSE: You must wear your name tag. PROMPT: mark your desks RESPONSE: You must not mark your desks. PROMPT: wear your cap in the classroom RESPONSE: You must not wear your cap in the classroom. PROMPT: salute officers RESPONSE: You must salute officers. PROMPT: sleep in the lab RESPONSE: You must not sleep in the lab. # Source: LLA 3D Figure 8 — must / must not dialogue $DIALOGUE Must and Must Not INTRO: A new student asks what he has to do. Listen for "must" and "must not", then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3} Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3} Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3} Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3} Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3} Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3} Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3} Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3} Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3} Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3} # Source: LLA 3D Figure 9 — change can't to must $PRODUCE Change "Can't" to "Must" INTRO: You'll hear a "can't" sentence and a cue word. Turn it into a "must" instruction with the cue, then repeat the answer. INSTRUCTION: Change the sentence using "must" and the cue word. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3} RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3} PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3} RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3} PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3} RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3} PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3} RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3} PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3} RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3} PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3} RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3} PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} # Source: ST §Grammar May / Can (permission) $GRAMMAR May and Can — Permission INTRO: "May" and "can" do one more job: asking for and giving permission. Both **{may}** and **{can}** are used to ask for and give **permission**. "May" is a bit more formal; "can" is more casual — but they work the same way. *Children, you {may} have some fruit after dinner.* — *You {can} leave early today.* To ask: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* Or: *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.* # Source: LLA 3D Figure 1 — can I...? dialogue $DIALOGUE Can I ...? INTRO: Lieutenant Martin asks his major for a few permissions. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} # Source: LLA 3D Figure 2 — may I...? same dialogue, formal $DIALOGUE May I ...? INTRO: Here's the very same conversation, but more formal — "may" instead of "can". Listen and repeat. INSTRUCTION: Listen and repeat the dialogue. REPEAT Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} # Source: LLA 3D Figure 3 — change to negative with cue $PRODUCE Make It Negative (Can't / May Not) INTRO: You'll hear a permission sentence and a cue word. Make it negative with the new word, then repeat the answer. INSTRUCTION: Change the sentence to a negative sentence. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} EXAMPLE PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} # Source: LLA 3D Figure 4 — ask a permission question $PRODUCE Ask Permission INTRO: Now turn each wish into a polite question using "can" or "may" as cued, then repeat the correct question. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3} RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} EXAMPLE PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3} RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3} RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3} RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3} RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3} RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3} RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3} RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3} RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} # Source: LLA 3D Figure 5 — classroom rules + short-answer Q&A $DIALOGUE Mrs. Wilson's Classroom Rules INTRO: Mrs. Wilson lays down the rules for her young students. Just listen. INSTRUCTION: Listen to the rules. LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3} LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3} LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3} LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3} LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3} LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3} LINE: You may play games outside. {bk04-l3d-f5-00g.mp3} LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3} $PRODUCE Questions About the Rules INTRO: Answer each question about Mrs. Wilson's rules with a short answer, then repeat the correct one. INSTRUCTION: Answer aloud with a short sentence. INPUT: speak CHECK: reveal REPEAT PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3} RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3} PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3} RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3} PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3} RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3} PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3} RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3} PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3} RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} # Source: LLA 3D Figure 6 — ask wh-question with cue $PRODUCE Ask a "Wh-" Question INTRO: Listen to a sentence and a question word — who, what, when, where, or whose — and ask a question with it. Then repeat the answer. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal REPEAT EXAMPLE PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3} RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3} PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3} RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3} PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3} RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3} PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3} RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3} PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3} RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} # Source: ST §See It and Say It — permission lines $DIALOGUE See It and Say It INTRO: A handful of quick permission exchanges. Read each pair. INSTRUCTION: Read the lines. Student: Can I leave early today? Teacher: No, you can't. Captain_Yates: Can he answer a question? Captain_Toomy: Yes, he can answer the next question. Mr_Kline: Can they go? Sgt_Moore: Yes, the men can go to the basketball game. Mark: May we see your book, please? Bill: Yes, you may. Student: May I please leave? Teacher: No, you may not. # Source: ST §May I Have a Snack? + §Can I Have a Snack? — merged formal/casual permission dialog $DIALOGUE May I Have a Snack? INTRO: A hungry little girl tries her luck before dinner — first politely with "may", then casually with "can". Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} Little_girl: Mother, I'm hungry. Can I have an apple? Mother: Yes, you can. You can have this apple. Little_girl: Mother, I'm hungry again. Can I have a pear? Mother: No, you cannot. We eat dinner in 15 minutes. # Source: ST §May I Go Outside? — personalized permission ask & answer $PRODUCE Ask for Permission INTRO: Use each cue to ask for permission with "can" or "may", then answer it short and long. INSTRUCTION: Ask a permission question, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (affirmative or negative). EXAMPLE PROMPT: sit down RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair. EXAMPLE PROMPT: go outside RESPONSE: May I go outside? No, you may not. No, you may not go outside. PROMPT: watch a movie in class RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class. PROMPT: leave early on Friday RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday. PROMPT: see your notebook RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook. PROMPT: talk RESPONSE: Can we talk? No, you can't. No, you can't talk. PROMPT: study in your room RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room. PROMPT: take off my shoes in the classroom RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom. PROMPT: put on my hat RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat. PROMPT: drink this water RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water. PROMPT: listen to tapes RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. PROMPT: see your I.D. card RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card. # ========================================================================= $LESSON 3-6: Telling Military Time, Dictation, and Punctuation # Source: LLA 3D Figure 7 — write the military times $PRODUCE Write the Military Time INTRO: You'll hear a time spoken the military way. Type it in four digits — for example, "zero seven thirty" is 0730. INSTRUCTION: Type the military time in digits. INPUT: type CHECK: exact PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} TEMPLATE: ____ hours RESPONSE: 0730 PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} TEMPLATE: ____ hours RESPONSE: 1415 PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} TEMPLATE: ____ hours RESPONSE: 1100 PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} TEMPLATE: ____ hours RESPONSE: 0910 PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} TEMPLATE: ____ hours RESPONSE: 1300 # Source: LLA 3C Figure 7 (Part 1) — Ken reading passage $DIALOGUE Ken's Workday INTRO: Here's a short paragraph about Ken's day at the base. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3} LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3} LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} # Source: LLA 3C Figure 7 (Part 2) — true statement about Ken $SELECT The True Statement About Ken INTRO: Now pick the one statement that's true about Ken. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? OPTION: a | Ken lives in a small town. OPTION: b | Ken is a mechanic. OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} OPTION: d | Ken takes German lessons downtown. ANSWER: c # Source: LLA 3C Figure 7 (Part 3) — Anna reading passage $DIALOGUE Anna Cooks Dinner INTRO: And here's Anna, who wanted to cook a big dinner. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3} LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3} LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3} LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3} LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} # Source: LLA 3C Figure 7 (Part 4) — true statement about Anna $SELECT The True Statement About Anna INTRO: Pick the one statement that's true about Anna. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? OPTION: a | Anna goes to the movies every Friday. OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3} OPTION: c | Anna's family eats chicken and rice on Mondays. OPTION: d | Anna's family ate dinner in a restaurant. ANSWER: b # Source: LLA 3C Figure 8 — dictation $PRODUCE Dictation INTRO: Time for dictation. Listen carefully and type exactly what you hear, with correct punctuation. INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} # Source: ST §Vocabulary: Punctuation $DIALOGUE Punctuation Words INTRO: Before you write, let's name the pieces — sentences, paragraphs, and the little marks that hold them together. Listen and repeat. INSTRUCTION: Listen and repeat the words and sentences. REPEAT VOCAB: sentence LINE: Write a sentence. VOCAB: paragraph LINE: A paragraph has sentences. VOCAB: punctuation LINE: Periods, question marks, and apostrophes are punctuation marks. VOCAB: period LINE: Put a period at the end of a statement. VOCAB: question mark LINE: Put a question mark at the end of a question. VOCAB: apostrophe LINE: Put an apostrophe in a contraction. VOCAB: indent LINE: Indent the first word of a paragraph. # Source: ST §Grammar Punctuation / Capitalization $GRAMMAR Sentences and Paragraphs INTRO: A quick look at how a paragraph is put together. A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks. # Source: ST §Is This a Sentence or a Paragraph? $SELECT Sentence, Paragraph, or Punctuation Mark? INTRO: Look at each example and tap what it is. INSTRUCTION: Tap the correct answer for each example. TEMPLATE: Jacques is from France. OPTION: a | a paragraph OPTION: b | a sentence OPTION: c | an apostrophe OPTION: d | a period ANSWER: b TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day. OPTION: a | a paragraph OPTION: b | a sentence OPTION: c | an apostrophe OPTION: d | a period ANSWER: a TEMPLATE: Can they talk? OPTION: a | a paragraph OPTION: b | an apostrophe OPTION: c | a period OPTION: d | a question mark ANSWER: d TEMPLATE: Robert can't speak French. OPTION: a | a paragraph OPTION: b | a period OPTION: c | a question mark OPTION: d | a sentence ANSWER: d TEMPLATE: Jacques learns new words every day. OPTION: a | a paragraph OPTION: b | a period OPTION: c | a question mark OPTION: d | a sentence ANSWER: b TEMPLATE: (the space before the first word of a paragraph) OPTION: a | indenting OPTION: b | reading OPTION: c | a question OPTION: d | an apostrophe ANSWER: a # SKIPPED (book): ST §Donald, Jacques, and Robert picture Q&A — keyed to a printed picture's # numbered figures (who's wearing what); answers not determinable without reading the image. Dropped. # SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) — instructor-read, no recorded stimulus. # SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio. # SKIPPED (book): ST/LLA Writing Skills "DICTATION (instructor-read)", "WRITE THE PARAGRAPH", LLA 3D Fig 10 punctuation editing — composition/editing, deferred.