$MODULE Book 3 · Lesson 2: What Do You Study? {st-page_039_001.jpg|A man and a woman looking together at an open textbook on a table}
FORMAT: 2
DIOCO_DOC_ID: alc_book3_lesson2
DESCRIPTION: Present-tense questions with who, what, where, when, and how often; have and has; meals and transportation; frequency adverbs; and the vowel sounds in "name" and "map".
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: Bill | schedar | Male speaker
VOICE: Paul | achird | Male speaker
VOICE: Jack | charon | Male speaker
VOICE: Waiter | orus | Male speaker
VOICE: Student | achird | Male student
VOICE: Clerk | schedar | Male clerk
VOICE: John | achird | Male speaker
VOICE: Mary | gacrux | Female speaker
VOICE: Tom | iapetus | Male speaker

$SESSION 2-1: Mark's Day — Present Tense and "Who"

# Source: ST §Mark Says Good Morning.
$DIALOGUE Mark's School Day {st-page_041_001.jpg|A series of panels showing Mark greeting his teacher in the morning, studying a new lesson in the classroom, and leaving the classroom at 2:00}
ID: l2-s1
INTRO: In this lesson you'll learn to ask and answer questions about everyday life — who, what, where, and when. First, meet Mark. His school day runs like clockwork.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: to say
LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher.

VOCAB: to learn
LINE: He studies a new lesson every day. He learns new words.

VOCAB: to leave
LINE: At 2:00, he leaves the classroom and goes to his barracks.

# Source: LLA 2A Figure 1
$DIALOGUE Classroom Expressions
ID: 2a-f1
INTRO: Now the same verbs, spoken on the tape. Listen to the sentences and repeat them.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: Learn the words. {bk03-l2a-f1-01.mp3}

VOCAB: to repeat
LINE: Please repeat the words. {bk03-l2a-f1-02.mp3}

LINE: Please say the words. {bk03-l2a-f1-03.mp3}

LINE: The students are saying the words. {bk03-l2a-f1-04.mp3}

VOCAB: dispensary
LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3}

LINE: He's leaving the room. {bk03-l2a-f1-06.mp3}

LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3}

# Source: LLA 2A Figure 3
$PRODUCE Learns, Says, Leaves
ID: 2a-f3
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: Listen to each sentence and type the missing verb — don't forget the final "s". Then repeat the whole sentence.
INSTRUCTION: Type the missing word.

PROMPT: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3}
TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg|A young man walking away from a classroom door with a wall clock indicating 2:00, while a teacher watches}
RESPONSE: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3}
ACCEPT: leaves

PROMPT: He learns new words every day. {bk03-l2a-f3-02.mp3}
TEMPLATE: He ____ new words every day. {page_028_002.jpg|A teacher standing at a desk pointing and talking to a student sitting across from him}
RESPONSE: He learns new words every day. {bk03-l2a-f3-02.mp3}
ACCEPT: learns

PROMPT: He says good morning to his teacher. {bk03-l2a-f3-03.mp3}
TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg|A student entering a doorway and saying "GOOD MORNING!" to his teacher, with a clock showing 8:00 on the wall}
RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03.mp3}
ACCEPT: says

# Source: ST §I, We, You, They
$PRODUCE I, We, You, They
ID: l2-s2
INTRO: Mark's day once more — this time you supply the subject. Any pronoun that fits the verb works.
INSTRUCTION: Type a subject pronoun to complete the sentence.
INPUT: type
CHECK: exact

TEMPLATE: ____{I|We|You|They} go to the classroom at 7:15.
RESPONSE: I go to the classroom at 7:15.

TEMPLATE: ____{I|We|You|They} say good morning to the teacher.
RESPONSE: We say good morning to the teacher.

TEMPLATE: ____{I|We|You|They} study a new lesson every day.
RESPONSE: You study a new lesson every day.

TEMPLATE: ____{I|We|You|They} learn new words.
RESPONSE: They learn new words.

TEMPLATE: At 2:00, ____{I|We|You|They} leave the classroom and go to the barracks.
RESPONSE: At 2:00, we leave the classroom and go to the barracks.

# Source: LLA 2A Figure 2
$DIALOGUE What Are They Doing?
ID: 2a-f2
INTRO: Eight people, eight activities. Look at each person, listen to what they are doing, and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg|A man buying an item at a store with a sign reading BOOK STORE} {bk03-l2a-f2-01.mp3}

LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg|A man in uniform walking near a building labeled MESS HALL} {bk03-l2a-f2-02.mp3}

LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg|A man in a lab coat holding a cup in front of a door marked DOCTOR'S LOUNGE} {bk03-l2a-f2-03.mp3}

LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg|A woman looking at small photographs} {bk03-l2a-f2-04.mp3}

LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg|A young man studying a book at his desk} {bk03-l2a-f2-05.mp3}

LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg|A young man standing outside near a fence} {bk03-l2a-f2-06.mp3}

LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg|A man sitting at a desk reading a large book under a clock} {bk03-l2a-f2-07.mp3}

LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg|A woman sitting at a table with a tray of food} {bk03-l2a-f2-08.mp3}

# Source: LLA 2A Figure 2 (Part 2)
$PRODUCE Who Is Doing It?
ID: 2a-f2-b
REFERENCE: 2a-f2
INPUT: type
CHECK: exact
INTRO: Now the questions. Listen to each one and type the name of the person doing that action. Open the pictures again if your memory is playing tricks.
INSTRUCTION: Type the name or person.

PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
RESPONSE: John {bk03-l2a-f2-09-a.mp3}
ACCEPT: John's doing his homework. | John is doing his homework.

PROMPT: Who's eating dinner? {bk03-l2a-f2-10-q.mp3}
RESPONSE: Linda {bk03-l2a-f2-10-a.mp3}
ACCEPT: Linda's eating dinner. | Linda is eating dinner.

PROMPT: Who's reading a book? {bk03-l2a-f2-11-q.mp3}
RESPONSE: Tom {bk03-l2a-f2-11-a.mp3}
ACCEPT: Tom's reading a book. | Tom is reading a book.

PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3}
RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3}
ACCEPT: A doctor | A doctor's drinking coffee. | A doctor is drinking coffee. | the doctor | The doctor's drinking coffee. | The doctor is drinking coffee.

PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3}
RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3}
ACCEPT: Mr Wilson | Mr. Wilson's buying a book. | Mr. Wilson is buying a book.

PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3}
RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3}
ACCEPT: Mrs Wilson | Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures.

PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3}
RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3}
ACCEPT: A pilot | A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall.

PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3}
RESPONSE: Bob {bk03-l2a-f2-16-a.mp3}
ACCEPT: Bob's standing outside. | Bob is standing outside.

# Source: ST §Who + Present Tense
$GRAMMAR Questions with "Who"
ID: l2-s3
INTRO: Here's the pattern for asking about people. Two short cards.

CARD: Ask about the person with **who**. The answer names the person.
{Who writes on the chalkboard?}
{Mr. Clark writes on the chalkboard.}

CARD: A "who" question uses the **-s** verb form — even when the answer turns out to be more than one person.
{Who learns new words?}
{The students learn new words.}

SUMMARY:
| Question | Answer |
|---|---|
| Who writes on the chalkboard? | Mr. Clark writes on the chalkboard. |
| Who learns new words? | The students learn new words. |

# Source: ST §Who Writes on the Chalkboard?
$DIALOGUE Who Writes on the Chalkboard?
ID: l2-s4
INTRO: Twelve "who" questions with their answers. Listen and repeat each pair — question first, then the answer.
INSTRUCTION: Listen and repeat each question and answer.
REPEAT

VOCAB: who
LINE: Who writes on the chalkboard?\n— Mr. Clark writes on the chalkboard. {st-page_042_001.jpg|A man writing on a chalkboard}

LINE: Who learns new words?\n— The students learn new words. {st-page_042_002.jpg|A group of students sitting at desks in a classroom}

LINE: Who circles the answer?\n— Jim circles the answer.

LINE: Who goes to bed late?\n— Mary goes to bed late.

LINE: Who comes to the classroom at 7:30?\n— The men come to the classroom at 7:30.

LINE: Who eats breakfast every day?\n— John eats breakfast every day.

LINE: Who eats beef?\n— Tom eats beef.

LINE: Who goes to the commissary in the evening?\n— My wife goes to the commissary in the evening.

LINE: Who swims before class?\n— Ray swims before class.

LINE: Who repeats the new words?\n— The students repeat the new words.

LINE: Who gets up early?\n— My daughter gets up early.

LINE: Who studies English?\n— We study English.

$SESSION 2-2: Have and Has, See and Hear, Getting Around

# Source: ST §Have and Has
$GRAMMAR Have and Has
ID: l2-s5
INTRO: In this part you'll learn to say what people have, what they see and hear, and how they get from place to place. First, "have" and "has".

CARD: With **I**, **you**, **we**, and **they**, use **have**.
{I have a pen.}
{You have an apple.}
{We have an orange.}
{They have a radio.}

CARD: With **he** and **she**, use **has**.
{He has a pencil.}
{She has a brother.}

SUMMARY:
| | | |
|---|---|---|
| I / You / We / They | have | a pen. |
| He / She | has | a pencil. |

# Source: LLA 2A Figure 4
$PRODUCE Have and Has
ID: 2a-f4
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Use the cue words to make a sentence with "have" or "has". Say your sentence aloud, then repeat the model answer.
INSTRUCTION: Say the complete sentence aloud.

EXAMPLE
PROMPT: I / homework {bk03-l2a-f4-ex-q.mp3}
RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3}

PROMPT: You / car {bk03-l2a-f4-01-q.mp3}
RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3}

PROMPT: They / money {bk03-l2a-f4-02-q.mp3}
RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3}

PROMPT: He / sister {bk03-l2a-f4-03-q.mp3}
RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3}

PROMPT: Tom / letter {bk03-l2a-f4-04-q.mp3}
RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3}

PROMPT: Pilot / radio {bk03-l2a-f4-05-q.mp3}
RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3}

PROMPT: I / book {bk03-l2a-f4-06-q.mp3}
RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3}

PROMPT: Mechanic / pencil {bk03-l2a-f4-07-q.mp3}
RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3}

PROMPT: She / brother {bk03-l2a-f4-08-q.mp3}
RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3}

PROMPT: He / calendar {bk03-l2a-f4-09-q.mp3}
RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3}

PROMPT: Teacher / wife {bk03-l2a-f4-10-q.mp3}
RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3}

# Source: ST §I Have a Book. She Has a Radio.
$DIALOGUE Does Tom Have a Pencil?
ID: l2-s6
INTRO: Now the question form: "do" or "does", plus "have". Listen and repeat each question and its answer.
INSTRUCTION: Read and repeat the questions and answers.
REPEAT

VOCAB: to have
LINE: Does Tom have a pencil?\n— Yes, Tom has a pencil.

LINE: Does Mary have a pen?\n— No, Mary doesn't have a pen.

LINE: Does he have a book?\n— Yes, he has a book.

LINE: Do you have a dollar?\n— No, I don't have a dollar.

LINE: Do we have a friend?\n— Yes, we have a friend.

LINE: Does he have homework?\n— Yes, he has homework.

# Source: ST §Do You Have a Pencil?
$PRODUCE Do You Have a Pencil?
ID: l2-s7
INTRO: Your turn to ask. Make a question with "have" or "has" from the cue, then answer it with a short yes or no.
INSTRUCTION: Make a question and answer with have or has.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct question using "have" or "has" based on the cue, followed by an affirmative or negative short answer.

EXAMPLE
PROMPT: I / homework
RESPONSE: Do I have homework?\n— Yes, you do.

EXAMPLE
PROMPT: he / half dollar
RESPONSE: Does he have a half dollar?\n— No, he doesn't.

PROMPT: you / snack
RESPONSE: Do you have a snack?\n— Yes, I do.

PROMPT: he / calendar
RESPONSE: Does he have a calendar?\n— No, he doesn't.

PROMPT: they / money
RESPONSE: Do they have money?\n— Yes, they do.

PROMPT: I / your book
RESPONSE: Do I have your book?\n— Yes, you do.

PROMPT: he / sister
RESPONSE: Does he have a sister?\n— No, he doesn't.

PROMPT: she / brother
RESPONSE: Does she have a brother?\n— Yes, she does.

PROMPT: Tom / pen
RESPONSE: Does Tom have a pen?\n— Yes, he does.

PROMPT: teacher / wife
RESPONSE: Does the teacher have a wife?\n— Yes, he does.

PROMPT: pilot / radio
RESPONSE: Does the pilot have a radio?\n— Yes, he does.

PROMPT: base / snack bar
RESPONSE: Does the base have a snack bar?\n— Yes, it does.

PROMPT: mechanic / pencil
RESPONSE: Does the mechanic have a pencil?\n— No, he doesn't.

PROMPT: commissary / meat
RESPONSE: Does the commissary have meat?\n— Yes, it does.

# Source: LLA 2A Figure 5 + ST §Is It a Plane? (cassette kept; ST TTS twin dropped, its image and vocab salvaged)
$DIALOGUE Is It a Plane? {st-page_044_001.jpg|Three men sitting on a park bench under trees, one pointing up at a plane flying in the sky overhead}
ID: 2a-f5
INTRO: Bill, Paul, and Jack hear something overhead — it takes them three tries to agree on what it is. Listen to the conversation and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: to hear
Bill: Do you hear that? What is it? {bk03-l2a-f5-01.mp3}

VOCAB: to know
VOCAB: airplane
Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3}

VOCAB: plane
Jack: Oh, yes, it is. It's a plane! {bk03-l2a-f5-03.mp3}

VOCAB: to see
Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3}

Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3}

# Source: ST §Write a Sentence: Hear, Know, See
$PRODUCE Hear, Know, See
ID: l2-s9
INTRO: Now use those verbs yourself. For each cue, type a sentence with a form of "hear", "know", or "see" — any subject you like.
INSTRUCTION: Write a sentence using hear, hears, know, knows, see, or sees.
INPUT: type
CHECK: llm
RUBRIC: Accept any logical, grammatically correct sentence using the given noun phrase and a form of hear, know, or see.

EXAMPLE
TEMPLATE: the TV
RESPONSE: Joe hears the TV.

EXAMPLE
TEMPLATE: her name
RESPONSE: They don't know her name.

TEMPLATE: the radio
RESPONSE: I hear the radio.

TEMPLATE: the clock
RESPONSE: He sees the clock.

TEMPLATE: the words
RESPONSE: The students know the words.

TEMPLATE: the plane
RESPONSE: We see the plane.

TEMPLATE: the chalkboard
RESPONSE: She sees the chalkboard.

TEMPLATE: Tom
RESPONSE: I know Tom.

TEMPLATE: his room number
RESPONSE: He doesn't know his room number.

TEMPLATE: the tape
RESPONSE: They hear the tape.

TEMPLATE: the calendar
RESPONSE: I see the calendar.

TEMPLATE: the notebook
RESPONSE: She sees the notebook.

# Source: ST §Is This His Truck?
$DIALOGUE Buses, Trains, and Taxis
ID: l2-s13
INTRO: Six ways to get around. Listen and repeat each one with its sentences.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: bus
LINE: a bus\nThis is a bus. Take the bus to the dispensary.

VOCAB: car
LINE: a car\nThis is a car. We have a small car.

VOCAB: train
LINE: a train\nThis is a train. Betty's taking a train.

LINE: a plane\nThis is a plane. Take a plane; don't take a bus.

VOCAB: taxi
LINE: a taxi\nThis is a taxi. Take a taxi to the library.

VOCAB: truck
LINE: a truck\nThis is a truck. John has a truck and a car.

# Source: ST §Take a Plane
$PRODUCE Is This a Bus?
ID: l2-s14
INTRO: Look at each picture, ask whether it's the vehicle you think it is, and answer your own question. Yes, you get to play both parts.
INSTRUCTION: Ask and answer questions about each picture.
INPUT: speak
CHECK: llm
RUBRIC: Accept any correct question and answer identifying whether the picture matches the vehicle ("Is this a bus? No, it's a plane." / "Is this a taxi? Yes, it's a taxi.").

EXAMPLE
PROMPT: {st-page_048_004.jpg|An airplane}
RESPONSE: Is this a bus?\n— No, it's a plane.

EXAMPLE
PROMPT: {st-page_048_005.jpg|A taxicab with a TAXI sign on top}
RESPONSE: Is this a taxi?\n— Yes, it's a taxi.

PROMPT: {st-page_048_001.jpg|A large passenger bus}
RESPONSE: Is this a bus?\n— Yes, it's a bus.

PROMPT: {st-page_048_002.jpg|A sedan automobile / car}
RESPONSE: Is this a truck?\n— No, it's a car.

PROMPT: {st-page_048_003.jpg|A passenger train engine/car}
RESPONSE: Is this a train?\n— Yes, it's a train.

PROMPT: {st-page_048_006.jpg|A pickup truck}
RESPONSE: Is this a truck?\n— Yes, it's a truck.

# Source: LLA 2A Figure 6 + ST §Taking Transportation (merged; both TTS-only twins of one drill)
$PRODUCE Taking Transportation
ID: 2a-f6
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Use the person, the vehicle in the picture, and the destination to make a sentence with "takes a" or "take a". Say it aloud, then repeat the model.
INSTRUCTION: Say the complete sentence aloud.

EXAMPLE
TEMPLATE: Jan / (plane) / Canada {st-page_049_002.jpg|An airplane}
RESPONSE: Jan takes a plane to Canada.

TEMPLATE: Mrs. Smith / (plane) / New York {st-page_049_002.jpg|An airplane}
RESPONSE: Mrs. Smith takes a plane to New York.

TEMPLATE: John / (taxi) / the hospital {st-page_049_001.jpg|A sedan taxicab}
RESPONSE: John takes a taxi to the hospital.

TEMPLATE: David / (bus) / Dallas {st-page_049_003.jpg|A city bus}
RESPONSE: David takes a bus to Dallas.

TEMPLATE: Tom / (train) / Chicago {st-page_049_004.jpg|A train passenger car}
RESPONSE: Tom takes a train to Chicago.

TEMPLATE: Mary / (plane) / England {st-page_049_002.jpg|An airplane}
RESPONSE: Mary takes a plane to England.

TEMPLATE: Helen / (train) / Chicago {st-page_049_004.jpg|A train passenger car}
RESPONSE: Helen takes a train to Chicago.

TEMPLATE: Mr. Wilson / (taxi) / the office {st-page_049_001.jpg|A sedan taxicab}
RESPONSE: Mr. Wilson takes a taxi to the office.

TEMPLATE: Kim and Jill / (bus) / school {st-page_049_003.jpg|A city bus}
RESPONSE: Kim and Jill take a bus to school.

TEMPLATE: The Johnsons / (plane) / Spain {st-page_049_002.jpg|An airplane}
RESPONSE: The Johnsons take a plane to Spain.

TEMPLATE: We / (train) / Arizona {st-page_049_004.jpg|A train passenger car}
RESPONSE: We take a train to Arizona.

TEMPLATE: They / (bus) / the commissary {st-page_049_003.jpg|A city bus}
RESPONSE: They take a bus to the commissary.

$SESSION 2-3: Two Vowel Sounds — "Name" and "Map"

# Source: LLA 2B Listening/Speaking Activity
$DIALOGUE Word Pairs: "Laid" and "Lad"
ID: 2b-ls1
INTRO: This part trains your ear on two vowel sounds: the long one in "name" and the short one in "map". Listen to the pairs of words and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: laid {bk03-l2b-f1-ls01.mp3}
LINE: lad {bk03-l2b-f1-ls02.mp3}
LINE: pain {bk03-l2b-f1-ls03.mp3}
LINE: pane {bk03-l2b-f1-ls20.mp3}
LINE: pan {bk03-l2b-f1-ls04.mp3}
LINE: mate {bk03-l2b-f1-ls05.mp3}
LINE: mat {bk03-l2b-f1-ls06.mp3}
LINE: Dane {bk03-l2b-f1-ls07.mp3}
LINE: Dan {bk03-l2b-f1-ls08.mp3}
LINE: fade {bk03-l2b-f1-ls09.mp3}
LINE: fad {bk03-l2b-f1-ls10.mp3}
LINE: bate {bk03-l2b-f1-ls11.mp3}
LINE: bait {bk03-l2b-f1-ls19.mp3}
LINE: bat {bk03-l2b-f1-ls12.mp3}
LINE: gate {bk03-l2b-f1-ls13.mp3}
LINE: gait {bk03-l2b-f1-ls21.mp3}
LINE: gat {bk03-l2b-f1-ls14.mp3}
LINE: mate {bk03-l2b-f1-ls22.mp3}
LINE: mat {bk03-l2b-f1-ls23.mp3}
LINE: main {bk03-l2b-f1-ls15.mp3}
LINE: man {bk03-l2b-f1-ls16.mp3}
LINE: hate {bk03-l2b-f1-ls17.mp3}
LINE: hat {bk03-l2b-f1-ls18.mp3}

# Source: LLA 2B Figure 1
$DIALOGUE Words to Practice
ID: 2b-f1
INTRO: Ten useful words carrying those same two sounds. Listen and repeat each one.
INSTRUCTION: Repeat the words.
REPEAT

VOCAB: apple
LINE: apple {bk03-l2b-f1-01.mp3}

VOCAB: base
LINE: base {bk03-l2b-f1-02.mp3}

VOCAB: day
LINE: day {bk03-l2b-f1-03.mp3}

VOCAB: to ask
LINE: ask {bk03-l2b-f1-04.mp3}

VOCAB: tape
LINE: tape {bk03-l2b-f1-05.mp3}

VOCAB: happy
LINE: happy {bk03-l2b-f1-06.mp3}

VOCAB: after
LINE: after {bk03-l2b-f1-07.mp3}

VOCAB: bad
LINE: bad {bk03-l2b-f1-08.mp3}

LINE: say {bk03-l2b-f1-09.mp3}

VOCAB: class
LINE: class {bk03-l2b-f1-10.mp3}

# Source: LLA 2B Figure 2
$SELECT Which Sound Do You Hear?
ID: 2b-f2
INTRO: Listen to each word. Does it have the vowel sound in "name" or the vowel sound in "map"? Tap your answer.
INSTRUCTION: Tap the sound you hear.
OPTION: a | Sound in "name"
OPTION: b | Sound in "map"

EXAMPLE
PROMPT: apple {bk03-l2b-f2-01.mp3}
ANSWER: b

PROMPT: base {bk03-l2b-f2-02.mp3}
ANSWER: a

PROMPT: day {bk03-l2b-f2-03.mp3}
ANSWER: a

PROMPT: ask {bk03-l2b-f2-04.mp3}
ANSWER: b

PROMPT: tape {bk03-l2b-f2-05.mp3}
ANSWER: a

PROMPT: happy {bk03-l2b-f2-06.mp3}
ANSWER: b

PROMPT: after {bk03-l2b-f2-07.mp3}
ANSWER: b

PROMPT: bad {bk03-l2b-f2-08.mp3}
ANSWER: b

PROMPT: say {bk03-l2b-f2-09.mp3}
ANSWER: a

PROMPT: class {bk03-l2b-f2-10.mp3}
ANSWER: b

# Source: LLA 2B Figure 3
$SELECT Same or Different?
ID: 2b-f3
INTRO: Two words each time. If both have the same vowel sound, tap "Same"; if not, tap "Different".
INSTRUCTION: Tap Same or Different.
HIDE_PROMPT
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: laid ... lad {bk03-l2b-f3-01.mp3}
ANSWER: d

PROMPT: pain ... pan {bk03-l2b-f3-02.mp3}
ANSWER: d

PROMPT: mate ... mat {bk03-l2b-f3-03.mp3}
ANSWER: d

PROMPT: Dan ... Dan {bk03-l2b-f3-04.mp3}
ANSWER: s

PROMPT: fade ... fad {bk03-l2b-f3-05.mp3}
ANSWER: d

PROMPT: bait ... bate {bk03-l2b-f3-06.mp3}
ANSWER: s

PROMPT: gate ... gait {bk03-l2b-f3-07.mp3}
ANSWER: s

PROMPT: mate ... mat {bk03-l2b-f3-08.mp3}
ANSWER: d

PROMPT: main ... man {bk03-l2b-f3-09.mp3}
ANSWER: d

PROMPT: hat ... hat {bk03-l2b-f3-10.mp3}
ANSWER: s

# Source: ST §Vowel Sound /eɪ/: Day
$DIALOGUE Words Like "Day"
ID: l2-s16
INTRO: Now read for yourself. All of these words have the sound in "name". Read and repeat.
INSTRUCTION: Read and repeat the words.
REPEAT

LINE: raid grade mate name same play base may bait tape

# Source: ST §Vowel Sound /æ/: Mat
$DIALOGUE Words Like "Mat"
ID: l2-s17
INTRO: And these all have the sound in "map". Read and repeat.
INSTRUCTION: Read and repeat the words.
REPEAT

LINE: at sad ask stand that am lab and man lamb

# DROPPED: ST §Minimal Pairs /eɪ/–/æ/ (l2-s18) — TTS twin of the cassette word-pair activity above.

# Source: LLA 2B Figure 8
$PRODUCE The Missing Letter "t"
ID: 2b-f8
INPUT: type
CHECK: exact
INTRO: A quick spelling workout. Type the missing letter "t" to complete each word.
INSTRUCTION: Type the missing letter.

TEMPLATE: loca____{t}or
RESPONSE: locator

TEMPLATE: ____{t}ea
RESPONSE: tea

TEMPLATE: mee____{t}
RESPONSE: meet

TEMPLATE: repor____{t}
RESPONSE: report

TEMPLATE: ____{t}oday
RESPONSE: today

TEMPLATE: af____{t}er
RESPONSE: after

TEMPLATE: wa____{t}er
RESPONSE: water

TEMPLATE: ____{t}ired
RESPONSE: tired

TEMPLATE: repea____{t}
RESPONSE: repeat

TEMPLATE: ____{t}ime
RESPONSE: time

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SAY / SAD" (/e/–/æ/, ST p. 42) — instructor-read minimal pairs with no recorded stimulus; the skill is covered here by the cassette "Same or Different?" and "Which Sound Do You Hear?" activities.

$SESSION 2-4: Meals, Languages, and Questions with "What" and "Who"

# Source: ST §What Do You Want?
$DIALOGUE At the Snack Bar {st-page_046_001.jpg|Two men sitting at a restaurant table, being served by a waiter holding a notepad}
ID: l2-s10
INTRO: In this part: food, the languages of the world, and more question practice. First, the waiter takes an order — a man of few words.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Waiter: Yes?

VOCAB: to want
Bill: I want coffee, please.

Paul: I want tea.

VOCAB: hamburger
Jack: I want a hamburger.

VOCAB: French fries
Waiter: Do you want French fries?

Jack: No, thanks.

Waiter: Okay.

# Source: ST §For Lunch
$GRAMMAR The Snack Bar Menu
ID: l2-s11
INTRO: Here's the menu they were ordering from. Tap any item to hear it.

CARD: To eat, the snack bar has these:
{hamburger}
{French fries}
{fish}
{salad}

CARD: And to drink:
{coffee}
{tea}
{milk}

SUMMARY:
| FOR LUNCH | |
|---|---|
| hamburger | $2.65 |
| French fries | $ .75 |
| fish | $1.99 |
| salad | $2.50 |
| coffee | $ .75 |
| tea | $ .75 |
| milk | $ .75 |

# Source: ST §We Have Rice for Dinner.
$DIALOGUE For Breakfast, Lunch, and Dinner
ID: l2-s30
INTRO: To say which meal, use "for": eggs for breakfast, a salad for lunch. Listen and repeat each exchange.
INSTRUCTION: Read and repeat the dialogs.
REPEAT

VOCAB: for breakfast
LINE: Do you have eggs for breakfast?\n— No, I have an orange for breakfast.

VOCAB: for dinner
LINE: Do you have milk for dinner?\n— Yes, I do.

VOCAB: for lunch
LINE: What does Mary have for lunch?\n— She has a salad.

LINE: Does Ali have a salad for lunch?\n— No, he has chicken for lunch.

LINE: Do you have rice for dinner?\n— Yes, I have rice for dinner.

LINE: What does Mary have for breakfast?\n— She has eggs for breakfast.

LINE: What do you have for dinner?\n— I have beef or chicken for dinner.

LINE: Do you have coffee for breakfast?\n— Yes, I have coffee for breakfast.

LINE: What does Tom have for lunch?\n— Tom has a salad and milk for lunch.

LINE: Does Bill eat breakfast?\n— Yes, he has a banana and coffee for breakfast.

# Source: LLA 2B Figure 4
$PRODUCE Meals: Answer the Questions
ID: 2b-f4
INPUT: speak
CHECK: reveal
INTRO: Listen to each question and use the cue words to answer aloud in a full sentence. Then repeat the model answer.
INSTRUCTION: Answer aloud in a full sentence.
REPEAT

EXAMPLE
PROMPT: What do you eat for lunch? {bk03-l2b-f4-ex-q.mp3}
TEMPLATE: chicken / rice
RESPONSE: I eat chicken and rice for lunch. {bk03-l2b-f4-ex-a.mp3}

PROMPT: What do you eat for breakfast? {bk03-l2b-f4-01-q.mp3}
TEMPLATE: eggs / bread
RESPONSE: I eat eggs and bread for breakfast. {bk03-l2b-f4-01-a.mp3}

PROMPT: What does Jeff want for lunch? {bk03-l2b-f4-02-q.mp3}
TEMPLATE: fruit
RESPONSE: Jeff wants fruit for lunch. {bk03-l2b-f4-02-a.mp3}

PROMPT: What does Jan eat for dinner? {bk03-l2b-f4-03-q.mp3}
TEMPLATE: beef / fruit
RESPONSE: Jan eats beef and fruit for dinner. {bk03-l2b-f4-03-a.mp3}

PROMPT: What do they want for breakfast? {bk03-l2b-f4-04-q.mp3}
TEMPLATE: eggs / coffee
RESPONSE: They want eggs and coffee for breakfast. {bk03-l2b-f4-04-a.mp3}

PROMPT: What do they have for dinner at night? {bk03-l2b-f4-05-q.mp3}
TEMPLATE: chicken
RESPONSE: They have chicken for dinner at night. {bk03-l2b-f4-05-a.mp3}

# Source: ST §What Do You Want to Eat and Drink?
$PRODUCE Your Order, Please
ID: l2-s12
REFERENCE: l2-s11
INTRO: Your turn at the counter. Say what you want to eat and drink for lunch — the menu is there if you need it, and the prices are very 1980s.
INSTRUCTION: Answer the questions about what you want to eat and drink.
INPUT: speak
CHECK: llm
RUBRIC: Accept any sentence stating what people want to eat and drink using the items from the menu.

EXAMPLE
PROMPT: What do you want to eat? What do you want to drink?
RESPONSE: Peter wants a hamburger and tea, Mike wants French fries and coffee, and I want a salad.

PROMPT: What do you want to eat and drink for lunch?
RESPONSE: I want a hamburger, French fries, and milk.

# Source: ST §What Questions with Present Tense
$GRAMMAR Questions with "What"
ID: l2-s19
INTRO: Now the pattern for asking about things and activities, with "what".

CARD: Ask about a thing with **what**, plus **does** or **do**.
{What does Tom study?}
{He studies English.}

CARD: "What ... do" asks about an activity.
{What does Tom do at 7:30?}
{He goes to school at 7:30.}

CARD: With plural subjects, use **do**.
{What do they study at night?}
{They study English.}

SUMMARY:
| Question | Answer |
|---|---|
| What does Tom study? | He studies English. |
| What does Tom do at 7:30? | He goes to school at 7:30. |
| What do they study at night? | They study English. |
| What does she do in the morning? | She goes to the lab. |

# Source: LLA 2B Figure 5
$PRODUCE Make Questions with "What"
ID: 2b-f5
INPUT: type
CHECK: exact
INTRO: Listen to the cue words and type a question starting with "What". Then repeat the question.
INSTRUCTION: Type the complete question.
REPEAT

PROMPT: Jan have lunch. {bk03-l2b-f5-01-q.mp3}
TEMPLATE: (Jan / have / lunch)
TEMPLATE: What ____?
RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-01.mp3}
ACCEPT: does Jan have for lunch | does Jan have for lunch? | What does Jan have for lunch | What does Jan have for lunch?

PROMPT: Bob do weekend. {bk03-l2b-f5-02-q.mp3}
TEMPLATE: (Bob / do / weekend)
TEMPLATE: What ____?
RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02.mp3}
ACCEPT: does Bob do on the weekend | does Bob do on the weekend? | does Bob do the weekend | does Bob do the weekend? | What does Bob do on the weekend | What does Bob do on the weekend?

PROMPT: She eat dinner. {bk03-l2b-f5-03-q.mp3}
TEMPLATE: (she / eat / dinner)
TEMPLATE: What ____?
RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03.mp3}
ACCEPT: does she eat for dinner | does she eat for dinner? | What does she eat for dinner | What does she eat for dinner?

PROMPT: Tim want dinner. {bk03-l2b-f5-04-q.mp3}
TEMPLATE: (Tim / want / dinner)
TEMPLATE: What ____?
RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04.mp3}
ACCEPT: does Tim want for dinner | does Tim want for dinner? | What does Tim want for dinner | What does Tim want for dinner?

PROMPT: You do every day. {bk03-l2b-f5-05-q.mp3}
TEMPLATE: (you / do / every day)
TEMPLATE: What ____?
RESPONSE: What do you do every day? {bk03-l2b-f5-05.mp3}
ACCEPT: do you do every day | do you do every day? | What do you do every day | What do you do every day?

# Source: ST §What Does Tom Do Every Day?
$PRODUCE Tom's Busy Day
ID: l2-s20
INTRO: Tom again, hour by hour. Look at each picture and answer what he does at that time — the man never stops.
INSTRUCTION: Look at the picture and answer the question.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct sentence describing Tom's action in the picture at the given time.

PROMPT: What does Tom do at 7:30 a.m.? {st-page_052_001.jpg|A man opening a window at 7:30 am}
RESPONSE: He opens the window at 7:30.

PROMPT: What does Tom do at 8:00 a.m.? {st-page_052_002.jpg|A student opening a book in class at 8:00 am}
RESPONSE: He opens his book at 8:00.

PROMPT: What does Tom do at 9:00 a.m.? {st-page_052_003.jpg|A man writing math formulas on a blackboard at 9:00 am}
RESPONSE: He writes on the chalkboard at 9:00.

PROMPT: What does Tom do at 12:30 p.m.? {st-page_052_004.jpg|A man sitting with a tray of food at 12:30 pm}
RESPONSE: He eats lunch at 12:30.

PROMPT: What does Tom do at 2:00 p.m.? {st-page_052_005.jpg|A student entering the Language Lab at 2:00 pm}
RESPONSE: He goes to the lab at 2:00.

PROMPT: What does Tom do at 3:00 p.m.? {st-page_052_006.jpg|A man leaving the Language Lab at 3:00 pm}
RESPONSE: He leaves the lab at 3:00.

PROMPT: What does Tom do at 6:00 p.m.? {st-page_052_007.jpg|A man talking to a woman at a Commissary counter with a carton of milk at 6:00 pm}
RESPONSE: He goes to the commissary at 6:00.

PROMPT: What does Tom do at 6:30 p.m.? {st-page_052_008.jpg|A man at a Snack Bar ordering french fries at 6:30 pm}
RESPONSE: He eats at the snack bar at 6:30.

PROMPT: What does Tom do at 10:00 p.m.? {st-page_052_009.jpg|A man listening to a radio with musical notes around at 10:00 pm}
RESPONSE: He listens to the radio at 10:00.

# Source: ST §What Language Do They Speak?
$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg|A map showing Europe, Africa, Asia, and part of the Middle East}
ID: l2-s28
INTRO: A quick tour of the map: six countries and the languages they speak. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: to speak
VOCAB: English
LINE: England\nThey speak English in England.

VOCAB: Spanish
LINE: Spain\nThey speak Spanish in Spain.

VOCAB: French
LINE: France\nThey speak French in France.

VOCAB: Arabic
LINE: Saudi Arabia\nThey speak Arabic in Saudi Arabia.

VOCAB: Russian
LINE: Russia\nThey speak Russian in Russia.

VOCAB: Chinese
LINE: China\nThey speak Chinese in China.

# Source: ST §They Speak English in the U.S.
$PRODUCE What Language? Ask and Answer
ID: l2-s29
REFERENCE: l2-s28
INTRO: Now you ask the "what" question and answer it. For each country, ask what language they speak there, then answer. Open the map activity if you need a reminder.
INSTRUCTION: Ask and answer what language is spoken in each country.
INPUT: speak
CHECK: llm
RUBRIC: Accept any correct question and answer identifying the language spoken in the given country.

EXAMPLE
PROMPT: China
RESPONSE: What language do they speak in China?\n— They speak Chinese.

PROMPT: England
RESPONSE: What language do they speak in England?\n— They speak English.

PROMPT: Spain
RESPONSE: What language do they speak in Spain?\n— They speak Spanish.

PROMPT: France
RESPONSE: What language do they speak in France?\n— They speak French.

PROMPT: Saudi Arabia
RESPONSE: What language do they speak in Saudi Arabia?\n— They speak Arabic.

PROMPT: Russia
RESPONSE: What language do they speak in Russia?\n— They speak Russian.

PROMPT: the U.S.
RESPONSE: What language do they speak in the U.S.?\n— They speak English.

# SKIPPED (book): ST "I SPEAK ENGLISH..." (p. 50) — classroom game with cards shown to classmates; no solo path.

# Source: LLA 2B Figure 6
$PRODUCE Who Does It? Answer the Questions
ID: 2b-f6
INPUT: speak
CHECK: reveal
INTRO: Back to "who" — this time you answer by ear. Listen to each question and use the cue to answer aloud in a full sentence, then repeat the model.
INSTRUCTION: Answer aloud in a full sentence.
REPEAT

EXAMPLE
PROMPT: Who eats at the mess hall? {bk03-l2b-f6-ex-q.mp3}
TEMPLATE: John
RESPONSE: John eats at the mess hall. {bk03-l2b-f6-ex-a.mp3}

PROMPT: Who knows the answer? {bk03-l2b-f6-01-q.mp3}
TEMPLATE: Ali
RESPONSE: Ali knows the answer. {bk03-l2b-f6-01-a.mp3}

PROMPT: Who goes to the lab in the morning? {bk03-l2b-f6-02-q.mp3}
TEMPLATE: Bob
RESPONSE: Bob goes to the lab in the morning. {bk03-l2b-f6-02-a.mp3}

PROMPT: Who sees the pictures? {bk03-l2b-f6-03-q.mp3}
TEMPLATE: the doctor
RESPONSE: The doctor sees the pictures. {bk03-l2b-f6-03-a.mp3}

PROMPT: Who checks the homework? {bk03-l2b-f6-04-q.mp3}
TEMPLATE: the teacher
RESPONSE: The teacher checks the homework. {bk03-l2b-f6-04-a.mp3}

PROMPT: Who eats in the dining hall? {bk03-l2b-f6-05-q.mp3}
TEMPLATE: the students
RESPONSE: The students eat in the dining hall. {bk03-l2b-f6-05-a.mp3}

# Source: LLA 2B Figure 7
$PRODUCE Make Questions with "Who"
ID: 2b-f7
INPUT: type
CHECK: exact
INTRO: And now you build the "who" questions yourself. Listen to the cue words and type a complete question starting with "Who". Then repeat it.
INSTRUCTION: Type the complete question.
REPEAT

PROMPT: Want lunch today? {bk03-l2b-f7-01-q.mp3}
TEMPLATE: (want / lunch / today)
TEMPLATE: Who ____?
RESPONSE: Who wants lunch today? {bk03-l2b-f7-01-a.mp3}
ACCEPT: wants lunch today | wants lunch today? | Who wants lunch today | Who wants lunch today?

PROMPT: Go class every day. {bk03-l2b-f7-02-q.mp3}
TEMPLATE: (go / class / every day)
TEMPLATE: Who ____?
RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3}
ACCEPT: goes to class every day | goes to class every day? | Who goes to class every day | Who goes to class every day?

PROMPT: Study English every night. {bk03-l2b-f7-03-q.mp3}
TEMPLATE: (study / English / every night)
TEMPLATE: Who ____?
RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3}
ACCEPT: studies English every night | studies English every night? | Who studies English every night | Who studies English every night?

PROMPT: Know. Answer question. {bk03-l2b-f7-04-q.mp3}
TEMPLATE: (know / answer / question)
TEMPLATE: Who ____?
RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3}
ACCEPT: knows the answer to the question | knows the answer to the question? | Who knows the answer to the question | Who knows the answer to the question?

PROMPT: Speak Spanish. {bk03-l2b-f7-05-q.mp3}
TEMPLATE: (speak / Spanish)
TEMPLATE: Who ____?
RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3}
ACCEPT: speaks Spanish | speaks Spanish? | Who speaks Spanish | Who speaks Spanish?

$SESSION 2-5: Questions with "Where" and "When"

# Source: LLA 2C Figure 1
$DIALOGUE Questions with "Where"
ID: 2c-f1
INTRO: In this part you'll learn to ask about places and times with "where" and "when". Start by listening to these "where" questions and repeating them.
INSTRUCTION: Repeat each question.
REPEAT

LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3}
LINE: Where is Mary? {bk03-l2c-f1-02.mp3}
LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3}
LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3}
LINE: Where is your notebook? {bk03-l2c-f1-05.mp3}

# Source: ST §Where Questions with Present Tense
$GRAMMAR The "Where" Pattern
ID: l2-s21
INTRO: The pattern behind those questions, in two short cards.

CARD: Ask about a place with **where**, plus **does** or **do**.
{Where does Tom study?}
{He studies at the library.}
{Where does Tom eat lunch?}
{He eats lunch at the snack bar.}

CARD: With plural subjects, use **do**.
{Where do the boys study?}
{They study at the library.}

SUMMARY:
| Question | Answer |
|---|---|
| Where does Tom study? | He studies at the library. |
| Where does Tom eat lunch? | He eats lunch at the snack bar. |
| Where do the boys study? | They study at the library. |

# Source: LLA 2C Figure 2
$PRODUCE Make Questions with "Where"
ID: 2c-f2
INPUT: type
CHECK: exact
SHOW_PROMPT
REPEAT
INTRO: Read each sentence and type the question that asks about the place. Then listen and repeat the question.
INSTRUCTION: Type the question using "where".

EXAMPLE
PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3}
ACCEPT: is Tom | is Tom?

PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3}
ACCEPT: is John | is John?

PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3}
ACCEPT: do Bob and Mary study | do Bob and Mary study?

PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3}
ACCEPT: does Jeff eat lunch | does Jeff eat lunch?

PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3}
ACCEPT: are the children | are the children?

PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3}
ACCEPT: do you speak English | do you speak English?

PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3}
TEMPLATE: Where ____?
RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3}
ACCEPT: does Mrs. Wilson buy fruit | does Mrs. Wilson buy fruit?

# Source: ST §Where Questions: Practice Sentences
$DIALOGUE Where Does Frank Swim?
ID: l2-s22
INTRO: More "where" questions with their answers. Listen and repeat each pair.
INSTRUCTION: Listen and repeat each question and answer.
REPEAT

LINE: Where does Frank swim?\n— He swims at the Air Force base.

LINE: Where does Ann study?\n— She studies in her room.

LINE: Where does Bill eat lunch?\n— He eats lunch at the snack bar.

LINE: Where does Sam sleep?\n— He sleeps in the barracks.

LINE: Where does Susan write?\n— She writes at her desk.

LINE: Where do they go in the evening?\n— They go to the library.

LINE: Where does she watch television?\n— She watches television in her room.

LINE: Where does Jean study English?\n— She studies English in class.

# Source: ST §I Don't Know.
$DIALOGUE I Don't Know.
ID: l2-s23
INTRO: Sometimes the honest answer is "I don't know" — a phrase you'll use more than you'd like. Listen and repeat each exchange.
INSTRUCTION: Listen and repeat each exchange.
REPEAT

VOCAB: I don't know
LINE: What is that?\n— I don't know.

LINE: Where is she going?\n— I don't know.

LINE: Where is your book?\n— I don't know.

LINE: Where is the hospital?\n— I don't know.

LINE: Where is Ali?\n— I don't know.

LINE: Who is speaking?\n— I don't know.

LINE: What is the answer?\n— I don't know.

LINE: Who is she?\n— I don't know.

LINE: What is his name?\n— I don't know.

LINE: Where is my classroom?\n— I don't know.

LINE: What time is it?\n— I don't know.

LINE: Where is the bus stop?\n— I don't know.

# Source: LLA 2C Figure 3
$DIALOGUE When Things Happen
ID: 2c-f3
INTRO: Now times: in the morning, on Mondays, every Wednesday, before class. Listen to the sentences and repeat them.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3}
LINE: The trucks leave on Mondays. {bk03-l2c-f3-02.mp3}
LINE: Mary studies Chinese every Wednesday. {bk03-l2c-f3-03.mp3}
LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3}
LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3}
LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3}

# Source: ST §When Questions with Present Tense
$GRAMMAR The "When" Pattern
ID: l2-s25
INTRO: Asking about the time works just like "where".

CARD: Ask about a time with **when**, plus **does** or **do**.
{When does Tom swim?}
{He swims on Wednesdays.}

SUMMARY:
| Question | Answer |
|---|---|
| When does Tom swim? | He swims on Wednesdays. |

# Source: LLA 2C Figure 4
$PRODUCE Make Questions with "When"
ID: 2c-f4
INPUT: type
CHECK: exact
SHOW_PROMPT
REPEAT
INTRO: Read each sentence and type the question that asks about the time. Then listen and repeat the question.
INSTRUCTION: Type the question using "when".

PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3}
TEMPLATE: When ____?
RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3}
ACCEPT: does the plane leave | does the plane leave?

PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3}
TEMPLATE: When ____?
RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3}
ACCEPT: do the trucks leave | do the trucks leave?

PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3}
TEMPLATE: When ____?
RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3}
ACCEPT: does Mary study Chinese | does Mary study Chinese?

PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3}
TEMPLATE: When ____?
RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3}
ACCEPT: do Bob and Tom get up | do Bob and Tom get up?

PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3}
TEMPLATE: When ____?
RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3}
ACCEPT: does John learn his lesson | does John learn his lesson?

PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3}
TEMPLATE: When ____?
RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3}
ACCEPT: does Bob take a shower | does Bob take a shower?

# Source: ST §When? (Tom's Week)
$DIALOGUE Tom's Week
ID: l2-s26
INTRO: Tom's week, day by day — the calendar in each picture tells you when. Listen and repeat the questions and answers.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

LINE: When does Tom go to the BX?\n— He goes on Tuesdays. {st-page_055_001.jpg|A man in uniform standing near a door labeled BX, with a calendar pointing to Tuesday}

LINE: When does Tom eat at the snack bar?\n— He eats at the snack bar on Fridays. {st-page_055_002.jpg|A man standing at a snack bar counter with a cup, with a calendar pointing to Friday}

LINE: When does Tom get up early?\n— He gets up early on Mondays. {st-page_055_003.jpg|A man waking up shocked next to an alarm clock set to 6:00, with a calendar pointing to Monday}

LINE: When does Tom go to bed late?\n— He goes to bed late on Saturdays. {st-page_055_004.jpg|A man sitting on a bed late at night, with a calendar pointing to Saturday}

LINE: When does Tom swim?\n— He swims on Wednesdays. {st-page_055_005.jpg|A man swimming in water, with a calendar pointing to Wednesday}

# Source: ST §Tom's Week (production pass restored from the checked master, 2026-08-22)
$PRODUCE Tom's Week: Ask and Answer
ID: l2-s26-b
INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see.
INSTRUCTION: Ask and answer aloud about the picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model.

EXAMPLE
PROMPT: {st-page_055_005.jpg|A man swimming in water, with a calendar pointing to Wednesday}
RESPONSE: When does Tom swim? He swims on Wednesdays.

PROMPT: {st-page_055_001.jpg|A man in uniform standing near a door labeled BX, with a calendar pointing to Tuesday}
RESPONSE: When does Tom go to the BX? He goes on Tuesdays.

PROMPT: {st-page_055_002.jpg|A man standing at a snack bar counter with a cup, with a calendar pointing to Friday}
RESPONSE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays.

PROMPT: {st-page_055_003.jpg|A man waking up shocked next to an alarm clock set to 6:00, with a calendar pointing to Monday}
RESPONSE: When does Tom get up early? He gets up early on Mondays.

PROMPT: {st-page_055_004.jpg|A man sitting on a bed late at night, with a calendar pointing to Saturday}
RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays.

# Source: LLA 2C Figure 5
$SELECT "Where" or "When"?
ID: 2c-f5
INTRO: You'll hear an answer first. Decide which question fits it: one starting with "Where", or one starting with "When". Then listen to the model question and answer.
INSTRUCTION: Tap Where or When.
OPTION: a | Where
OPTION: b | When

EXAMPLE
PROMPT: In the barracks. Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3}
ANSWER: a
FEEDBACK: Where does Bob study? Bob studies in the barracks. {bk03-l2c-f5-01-fb.mp3}

PROMPT: At 5 o'clock every afternoon. Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3}
ANSWER: b
FEEDBACK: When does Jan swim? Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-fb.mp3}

PROMPT: In the mess hall. We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3}
ANSWER: a
FEEDBACK: Where do we eat dinner? We eat dinner in the mess hall. {bk03-l2c-f5-03-fb.mp3}

PROMPT: In the barracks. Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3}
ANSWER: a
FEEDBACK: Where does Tom sleep? Tom sleeps in the barracks. {bk03-l2c-f5-04-fb.mp3}

PROMPT: Early. We eat breakfast early. {bk03-l2c-f5-05-q.mp3}
ANSWER: b
FEEDBACK: When do we eat breakfast? We eat breakfast early. {bk03-l2c-f5-05-fb.mp3}

PROMPT: At 8:30. Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3}
ANSWER: b
FEEDBACK: When does Linda go to bed? Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-fb.mp3}

# Source: ST §Do You Have a Train to Laredo?
$DIALOGUE A Train to Laredo
ID: l2-s27
INTRO: Two short conversations about schedules — one about the lab, one about a train. Listen and repeat.
INSTRUCTION: Read and repeat the dialogs.
REPEAT

John: Do we have lab today?
Mary: Yes, we do.
John: When do we have lab?
Mary: At 9:30 and 1:20.

Tom: Do you have a train to Laredo today?
Bill: Yes, we do.
Tom: When does it leave?
Bill: At 6:30 this evening.

# Source: LLA 2D Figure 2
$DIALOGUE At the Bus Station {page_041_001.jpg|A student holding a paper labeled BUS SCHEDULE speaking to a clerk at a counter under a sign that reads BUS INFORMATION}
ID: 2d-f2
INTRO: A student puts "where" and "when" to work at the bus information counter. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Student: Where does this bus go? {bk03-l2d-f2-01.mp3}
Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3}
Student: When does it leave? {bk03-l2d-f2-03.mp3}
Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3}

$SESSION 2-6: Always, Sometimes, Never

# Source: ST §Frequency Adverbs: Always, Sometimes, Never
$GRAMMAR Always, Sometimes, Never
ID: l2-s31
INTRO: In this part you'll learn to say how often things happen — from "always" all the way down to "never".

CARD: **Always** means every time. **Never** means no time at all. **Sometimes** is in between.
![Three calendar grids showing always (all days), sometimes (some days), and never (no days)](st-page_060_001.jpg)
{I am never late.}
{Fred is always sad.}
{Sue is sometimes early.}

CARD: With a main verb, the adverb goes **before** the verb.
{John never shaves on Saturday.}
{Mary sometimes eats fish for breakfast.}
{I always do my homework.}

SUMMARY:
| Position | Example |
|---|---|
| after "be" | I am never late. |
| before a main verb | I always do my homework. |

# Source: LLA 2C Figure 6
$DIALOGUE Frequency with Main Verbs
ID: 2c-f6
INTRO: Learn how to use "always", "sometimes", and "never" before main verbs. Listen and repeat.
INSTRUCTION: Repeat each sentence.
REPEAT

VOCAB: always
LINE: I always eat rice for lunch. {bk03-l2c-f6-01.mp3}

VOCAB: sometimes
LINE: He sometimes eats in his room. {bk03-l2c-f6-02.mp3}

VOCAB: never
LINE: I never drink coffee. {bk03-l2c-f6-03.mp3}

LINE: Linda never goes to the lab. {bk03-l2c-f6-04.mp3}
LINE: Tom always goes to the lab. {bk03-l2c-f6-05.mp3}
LINE: He sometimes swims after class. {bk03-l2c-f6-06.mp3}
LINE: Mary always speaks English in class. {bk03-l2c-f6-07.mp3}
LINE: Bob never speaks English in the barracks. {bk03-l2c-f6-08.mp3}
LINE: Jan always has fruit for lunch. {bk03-l2c-f6-09.mp3}
LINE: John never gets up early. {bk03-l2c-f6-10.mp3}

# Source: LLA 2C Figure 7
$DIALOGUE Frequency with the Verb "Be"
ID: 2c-f7
INTRO: Notice that adverbs of frequency come after the verb "to be". Listen and repeat.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: They are always late for class. {bk03-l2c-f7-01.mp3}
LINE: He is always drinking coffee. {bk03-l2c-f7-02.mp3}
LINE: Sue is never late. {bk03-l2c-f7-03.mp3}
LINE: Jack is sometimes late for lab. {bk03-l2c-f7-04.mp3}
LINE: Bob is never on the bus. {bk03-l2c-f7-05.mp3}
LINE: Mother is always in bed at 10 o'clock. {bk03-l2c-f7-06.mp3}
LINE: Father is never sad. {bk03-l2c-f7-07.mp3}
LINE: I am always early to class. {bk03-l2c-f7-08.mp3}
LINE: My friend is never on time. {bk03-l2c-f7-09.mp3}
LINE: Bob is sometimes angry. {bk03-l2c-f7-10.mp3}

# Source: ST §Sometimes
$DIALOGUE "Sometimes" Moves Around
ID: l2-s33
INTRO: "Sometimes" is flexible — it can start a sentence or end it. Read and repeat.
INSTRUCTION: Read and repeat the sentences.
REPEAT

LINE: Sometimes I leave class early.
LINE: He studies in the library sometimes.
LINE: Sometimes he eats lunch in the dining hall.
LINE: I get up at noon sometimes.

# Source: LLA 2C Figure 8
$SELECT Which Word Did You Hear?
ID: 2c-f8
HIDE_PROMPT
INTRO: Listen to each sentence and tap the adverb you heard: "always", "sometimes", or "never". Then repeat the sentence.
INSTRUCTION: Tap always, sometimes, or never.
REPEAT
OPTION: a | always
OPTION: b | sometimes
OPTION: c | never

PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3}
ANSWER: b
FEEDBACK: The train is sometimes late. {bk03-l2c-f8-01-fb.mp3}

PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3}
ANSWER: c
FEEDBACK: My friend is never on time. {bk03-l2c-f8-02-fb.mp3}

PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3}
ANSWER: a
FEEDBACK: Jan always has fruit for lunch. {bk03-l2c-f8-03-fb.mp3}

PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3}
ANSWER: a
FEEDBACK: Mary always speaks English in class. {bk03-l2c-f8-04-fb.mp3}

PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3}
ANSWER: c
FEEDBACK: John never gets up early. {bk03-l2c-f8-05-fb.mp3}

PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3}
ANSWER: c
FEEDBACK: I never drink coffee. {bk03-l2c-f8-06-fb.mp3}

PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3}
ANSWER: b
FEEDBACK: I'm sometimes late for class. {bk03-l2c-f8-07-fb.mp3}

PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3}
ANSWER: a
FEEDBACK: I'm always early on Mondays. {bk03-l2c-f8-08-fb.mp3}

PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3}
ANSWER: a
FEEDBACK: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-fb.mp3}

PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3}
ANSWER: b
FEEDBACK: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-fb.mp3}

# Source: ST §How Often Questions
$GRAMMAR Asking with "How Often"
ID: l2-s34
INTRO: To ask about frequency, start the question with "how often".

CARD: With **be**, put "how often" first, then the verb.
{How often is John late?}
{John is never late.}

CARD: With main verbs, use **does** or **do**.
{How often does Bill swim?}
{He swims every day.}
{How often do you go to the movies?}
{I always go to the movies on Fridays.}

SUMMARY:
| | | | |
|---|---|---|---|
| How often | is | he / she | late? / early? / here? |
| | am | I | |
| | are | we / you / they | |

| | | | |
|---|---|---|---|
| How often | does | he / she | swim? / eat? / study? |
| | do | I / you / we / they | |

# Source: ST §How Often: Practice Sentences
$DIALOGUE How Often? Practice
ID: l2-s35
INTRO: Fourteen "how often" questions and their answers. Listen and repeat each pair.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

VOCAB: how often
LINE: How often do you drink coffee?\n— I always drink coffee at breakfast.

LINE: How often do you speak English?\n— I speak English every day.

LINE: How often do they go to the movies?\n— They go every Friday.

LINE: How often do you come here?\n— I always come here on Saturdays.

LINE: How often do they swim?\n— They swim every Wednesday.

LINE: How often does Mary do her homework in class?\n— Mary always does her homework in class.

LINE: How often do you watch television?\n— I never watch television.

LINE: How often does Bob go to the library?\n— Sometimes he goes every day.

LINE: How often do you go to the BX?\n— I always go to the BX on Thursdays.

LINE: How often do you eat in the dining hall?\n— I eat in the dining hall every evening.

LINE: How often do you study English?\n— I study English every day.

LINE: How often do you sleep late?\n— I never sleep late.

LINE: How often does John see his friends?\n— He always sees them on weekends.

LINE: How often do the planes leave?\n— They leave every hour.

# Source: ST §Substitution Table: Frequency Adverbs
$GRAMMAR Sentence Builder: Frequency
ID: l2-s36
INTRO: A table for building your own frequency sentences — pick one word from each column.

CARD: Choose a subject, an adverb, a verb that matches, and an ending — and you have a sentence.
{The students never listen to their mother.}
{My father always shaves in the morning.}
{Sally sometimes drinks orange juice.}

SUMMARY:
| Subject | Adverb | Verb | Complement |
|---|---|---|---|
| The students<br>Paul<br>Sally<br>I<br>You<br>My teacher<br>My friends<br>My mother<br>My father<br>We<br>They | never<br><br>sometimes<br><br>always | listen (to)<br>sits down<br>buys<br>read<br>shaves<br>swim<br>do<br>sleeps<br>drinks<br>watch<br>take | television.<br>in the morning.<br>in the afternoon.<br>to their mother.<br>orange juice.<br>to his father.<br>in the classroom.<br>their homework.<br>his radio.<br>coffee.<br>a taxi. |

# Source: ST §Make Sentences with Frequency Adverbs
$PRODUCE Build Your Own Sentences
ID: l2-s37
REFERENCE: l2-s36
INTRO: Now build ten sentences of your own from the table — open it whenever you need to. Watch the verb ending: "Paul" needs an "s", "my friends" don't.
INSTRUCTION: Write a complete sentence using words from each column of the substitution table.
INPUT: type
CHECK: llm
RUBRIC: Accept any grammatically correct sentence formed by choosing a valid subject, frequency adverb, matching verb form, and complement from the table.

EXAMPLE
PROMPT: Make a sentence from the table.
RESPONSE: My teacher sometimes drinks coffee.

PROMPT: Write sentence 1.
RESPONSE: The students always do their homework.

PROMPT: Write sentence 2.
RESPONSE: Paul never watches television in the afternoon.

PROMPT: Write sentence 3.
RESPONSE: Sally always drinks orange juice in the morning.

PROMPT: Write sentence 4.
RESPONSE: I sometimes listen to the radio.

PROMPT: Write sentence 5.
RESPONSE: You always sit down in the classroom.

PROMPT: Write sentence 6.
RESPONSE: My friends never take a taxi.

PROMPT: Write sentence 7.
RESPONSE: My mother sometimes buys coffee.

PROMPT: Write sentence 8.
RESPONSE: My father always shaves in the morning.

PROMPT: Write sentence 9.
RESPONSE: We never sleep in the classroom.

PROMPT: Write sentence 10.
RESPONSE: They always swim in the afternoon.

$SESSION 2-7: Review Skills — Listening, Spelling, and Word Groups

# Source: LLA 2C Figure 9
$SELECT Same or Different? "sh" and "ch"
ID: 2c-f9
HIDE_PROMPT
INTRO: Last part: a mixed set of listening, spelling, and word skills to close out the lesson. First, tune your ear to "sh" and "ch". Do the two words sound the same or different?
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

PROMPT: shoe ... chew {bk03-l2c-f9-01.mp3}
ANSWER: d

PROMPT: marsh ... marsh {bk03-l2c-f9-02.mp3}
ANSWER: s

PROMPT: wish ... wish {bk03-l2c-f9-03.mp3}
ANSWER: s

PROMPT: share ... chair {bk03-l2c-f9-04.mp3}
ANSWER: d

PROMPT: cheese ... cheese {bk03-l2c-f9-05.mp3}
ANSWER: s

PROMPT: chin ... chin {bk03-l2c-f9-06.mp3}
ANSWER: s

PROMPT: sheep ... cheap {bk03-l2c-f9-07.mp3}
ANSWER: d

PROMPT: dish ... ditch {bk03-l2c-f9-08.mp3}
ANSWER: d

PROMPT: shoes ... shoes {bk03-l2c-f9-09.mp3}
ANSWER: s

PROMPT: mash ... match {bk03-l2c-f9-10.mp3}
ANSWER: d

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SHE / CHECK" (/š/–/č/, ST p. 49) — instructor-read stimuli with no recorded audio; the cassette "sh"/"ch" activity above covers the skill.

# Source: LLA 2D Figure 1
$PRODUCE Ask the Right Question
ID: 2d-f1
INTRO: Everything from this lesson in one drill. Listen to each statement and the target word — then ask the question, with "who", "what", "when", or "where", that gets that answer.
INSTRUCTION: Say the question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct Wh-question that asks for the specified target information using who, what, when, or where.

EXAMPLE
PROMPT: Bob is eating lunch. Bob. {bk03-l2d-f1-01-q.mp3}
TEMPLATE: Bob {page_039_001.jpg|A man sitting at a dining table eating a sandwich}
RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3}

EXAMPLE
PROMPT: Bob is eating lunch. Lunch. {bk03-l2d-f1-02-q.mp3}
TEMPLATE: lunch {page_039_002.jpg|A man sitting at a dining table eating a sandwich}
RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3}

PROMPT: The plane leaves at noon. At noon. {bk03-l2d-f1-03-q.mp3}
TEMPLATE: at noon {page_039_003.jpg|An airplane flying over an airport control tower and runway}
RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3}

PROMPT: Tom is in the classroom. In the classroom. {bk03-l2d-f1-04-q.mp3}
TEMPLATE: in the classroom {page_039_004.jpg|Students sitting at desks studying in a classroom}
RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3}

PROMPT: Linda is learning French. French. {bk03-l2d-f1-05-q.mp3}
TEMPLATE: French {page_039_005.jpg|A young woman reading a book with a speech bubble saying "BON JOUR"}
RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3}

PROMPT: John studies after class. After class. {bk03-l2d-f1-06-q.mp3}
TEMPLATE: after class {page_039_006.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3}

PROMPT: The students eat lunch in the mess hall. In the mess hall. {bk03-l2d-f1-07-q.mp3}
TEMPLATE: in the mess hall {page_040_001.jpg|A military person in a mess hall surrounded by other people eating}
RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3}

PROMPT: The students eat lunch in the mess hall. The students. {bk03-l2d-f1-08-q.mp3}
TEMPLATE: the students {page_040_002.jpg|A military person in a mess hall surrounded by other people eating}
RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3}

PROMPT: Tom goes to the library on Monday. Tom. {bk03-l2d-f1-09-q.mp3}
TEMPLATE: Tom {page_040_003.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3}

PROMPT: Tom goes to the library on Monday. To the library. {bk03-l2d-f1-10-q.mp3}
TEMPLATE: to the library {page_040_004.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3}

PROMPT: Tom goes to the library on Monday. On Monday. {bk03-l2d-f1-11-q.mp3}
TEMPLATE: on Monday {page_040_005.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3}

PROMPT: Bob wants coffee for breakfast. Coffee. {bk03-l2d-f1-12-q.mp3}
TEMPLATE: coffee {page_040_006.jpg|A man in uniform sitting near a window holding a cup of coffee}
RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3}

# Source: LLA 2D Figure 3 (Set 1)
$PRODUCE Spell What You Hear (Set 1)
ID: 2d-f3-d1
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Five words from the lesson. Listen to each one and type it.
INSTRUCTION: Type the word you hear.

PROMPT: friend {bk03-l2d-f3-01.mp3}
RESPONSE: friend {bk03-l2d-f3-01.mp3}

PROMPT: chicken {bk03-l2d-f3-02.mp3}
RESPONSE: chicken {bk03-l2d-f3-02.mp3}

PROMPT: taxi {bk03-l2d-f3-03.mp3}
RESPONSE: taxi {bk03-l2d-f3-03.mp3}

PROMPT: shower {bk03-l2d-f3-04.mp3}
RESPONSE: shower {bk03-l2d-f3-04.mp3}

PROMPT: plane {bk03-l2d-f3-05.mp3}
RESPONSE: plane {bk03-l2d-f3-05.mp3}

# Source: LLA 2D Figure 3 (Set 1)
$SELECT Alphabetical Order (Set 1)
ID: 2d-f3-o1
ORDER
INTRO: Now put those same five words in alphabetical order.
INSTRUCTION: Put the words in alphabetical order.

OPTION: a | friend
OPTION: b | chicken
OPTION: c | taxi
OPTION: d | shower
OPTION: e | plane

TEMPLATE: What is the alphabetical order of the five words?
ANSWER: b,a,e,d,c

# Source: LLA 2D Figure 3 (Set 2)
$PRODUCE Spell What You Hear (Set 2)
ID: 2d-f3-d2
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Five more words. Listen and type each one.
INSTRUCTION: Type the word you hear.

PROMPT: sleep {bk03-l2d-f3-06.mp3}
RESPONSE: sleep {bk03-l2d-f3-06.mp3}

PROMPT: has {bk03-l2d-f3-07.mp3}
RESPONSE: has {bk03-l2d-f3-07.mp3}

PROMPT: and {bk03-l2d-f3-08.mp3}
RESPONSE: and {bk03-l2d-f3-08.mp3}

PROMPT: want {bk03-l2d-f3-09.mp3}
RESPONSE: want {bk03-l2d-f3-09.mp3}

PROMPT: lunch {bk03-l2d-f3-10.mp3}
RESPONSE: lunch {bk03-l2d-f3-10.mp3}

# Source: LLA 2D Figure 3 (Set 2)
$SELECT Alphabetical Order (Set 2)
ID: 2d-f3-o2
ORDER
INTRO: And into alphabetical order they go.
INSTRUCTION: Put the words in alphabetical order.

OPTION: a | sleep
OPTION: b | has
OPTION: c | and
OPTION: d | want
OPTION: e | lunch

TEMPLATE: What is the alphabetical order of the five words?
ANSWER: c,b,e,a,d

# Source: LLA 2D Figure 3 (Set 3)
$PRODUCE Spell What You Hear (Set 3)
ID: 2d-f3-d3
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Last five words. Listen and type each one.
INSTRUCTION: Type the word you hear.

PROMPT: book {bk03-l2d-f4-01.mp3}
RESPONSE: book {bk03-l2d-f4-01.mp3}

PROMPT: library {bk03-l2d-f4-02.mp3}
RESPONSE: library {bk03-l2d-f4-02.mp3}

PROMPT: eggs {bk03-l2d-f4-03.mp3}
RESPONSE: eggs {bk03-l2d-f4-03.mp3}

PROMPT: under {bk03-l2d-f4-04.mp3}
RESPONSE: under {bk03-l2d-f4-04.mp3}

PROMPT: pencil {bk03-l2d-f4-05.mp3}
RESPONSE: pencil {bk03-l2d-f4-05.mp3}

# Source: LLA 2D Figure 3 (Set 3)
$SELECT Alphabetical Order (Set 3)
ID: 2d-f3-o3
ORDER
INTRO: One more alphabetical round.
INSTRUCTION: Put the words in alphabetical order.

OPTION: a | book
OPTION: b | library
OPTION: c | eggs
OPTION: d | under
OPTION: e | pencil

TEMPLATE: What is the alphabetical order of the five words?
ANSWER: a,c,b,e,d

# Source: ST §Alphabetize the Words
$SELECT Alphabetical Order: Lesson Words
ID: l2-s38
ORDER
INTRO: One last alphabet challenge, with five words from this lesson.
INSTRUCTION: Put the words in alphabetical order.

TEMPLATE: Put these words in alphabetical order.
OPTION: a | daughter
OPTION: b | never
OPTION: c | homework
OPTION: d | commissary
OPTION: e | and
ANSWER: e,d,a,c,b

# SKIPPED (book): ST Special Language Skills "DICTATION" (p. 57) — instructor-read dictation with no printed stimulus; the cassette spelling sets above cover the skill.

# Source: ST §Write: t (duplicates of "water" and "time" removed — already drilled in the cassette-track version)
$PRODUCE More Missing "t" Words
ID: l2-s24
INTRO: A second round of "t" spelling — new words this time.
INSTRUCTION: Type the complete word with the missing letter t.
INPUT: type
CHECK: exact

TEMPLATE: a____{t}
RESPONSE: at

TEMPLATE: quar____{t}er
RESPONSE: quarter

TEMPLATE: wri____{t}e
RESPONSE: write

TEMPLATE: wha____{t}
RESPONSE: what

TEMPLATE: don'____{t}
RESPONSE: don't

TEMPLATE: ____{t}ape
RESPONSE: tape

TEMPLATE: tha____{t}
RESPONSE: that

TEMPLATE: ____{t}eacher
RESPONSE: teacher

TEMPLATE: daugh____{t}er
RESPONSE: daughter

TEMPLATE: Sa____{t}urday
RESPONSE: Saturday

# Source: ST §Find the Word That Is Different
$SELECT Find the Word That Is Different
ID: l2-s39
INTRO: Three of the words in each group belong together; one doesn't. Tap the odd one out.
INSTRUCTION: Tap the word that does not belong in the group.

TEMPLATE: Which word is different?
OPTION: a | beef
OPTION: b | lamb
OPTION: c | chicken
OPTION: d | door
ANSWER: d

TEMPLATE: Which word is different?
OPTION: a | coffee
OPTION: b | bread
OPTION: c | tea
OPTION: d | milk
ANSWER: b

TEMPLATE: Which word is different?
OPTION: a | bus
OPTION: b | taxi
OPTION: c | pilot
OPTION: d | train
ANSWER: c

TEMPLATE: Which word is different?
OPTION: a | teacher
OPTION: b | mother
OPTION: c | father
OPTION: d | daughter
ANSWER: a

TEMPLATE: Which word is different?
OPTION: a | table
OPTION: b | chair
OPTION: c | bed
OPTION: d | recorder
ANSWER: d

TEMPLATE: Which word is different?
OPTION: a | Sunday
OPTION: b | tomorrow
OPTION: c | Monday
OPTION: d | Tuesday
ANSWER: b

TEMPLATE: Which word is different?
OPTION: a | son
OPTION: b | father
OPTION: c | mother
OPTION: d | husband
ANSWER: c

TEMPLATE: Which word is different?
OPTION: a | barber
OPTION: b | dining hall
OPTION: c | commissary
OPTION: d | hospital
ANSWER: a

TEMPLATE: Which word is different?
OPTION: a | nickel
OPTION: b | dime
OPTION: c | quarter
OPTION: d | thousand
ANSWER: d

TEMPLATE: Which word is different?
OPTION: a | door
OPTION: b | wall
OPTION: c | snack bar
OPTION: d | window
ANSWER: c

# Source: ST §Group Names
$SELECT Name the Group
ID: l2-s40
INTRO: The reverse game, and the last activity of the lesson: tap the word that names the whole group. Then you're done — see you in Lesson 3.
INSTRUCTION: Tap the word that names the category for the group.

TEMPLATE: clock, desk, chalkboard
OPTION: a | clock
OPTION: b | desk
OPTION: c | classroom
OPTION: d | chalkboard
ANSWER: c

TEMPLATE: eggs, bread, beef
OPTION: a | eggs
OPTION: b | food
OPTION: c | bread
OPTION: d | beef
ANSWER: b

TEMPLATE: milk, tea, coffee
OPTION: a | milk
OPTION: b | tea
OPTION: c | drink
OPTION: d | coffee
ANSWER: c

TEMPLATE: barracks, BX, dispensary
OPTION: a | base
OPTION: b | barracks
OPTION: c | BX
OPTION: d | dispensary
ANSWER: a

TEMPLATE: apple, banana, orange
OPTION: a | fruit
OPTION: b | apple
OPTION: c | banana
OPTION: d | orange
ANSWER: a

TEMPLATE: beef, lamb, chicken
OPTION: a | beef
OPTION: b | lamb
OPTION: c | chicken
OPTION: d | meat
ANSWER: d

TEMPLATE: nickel, penny, quarter
OPTION: a | nickel
OPTION: b | penny
OPTION: c | quarter
OPTION: d | money
ANSWER: d

TEMPLATE: father, mother, daughter
OPTION: a | father
OPTION: b | mother
OPTION: c | family
OPTION: d | daughter
ANSWER: c

TEMPLATE: evening, morning, afternoon
OPTION: a | day
OPTION: b | evening
OPTION: c | morning
OPTION: d | afternoon
ANSWER: a

TEMPLATE: Wednesday, Tuesday, Thursday
OPTION: a | week
OPTION: b | Wednesday
OPTION: c | Tuesday
OPTION: d | Thursday
ANSWER: a