$MODULE Book 1 · Lesson 4: Today Is Thursday {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30}
FORMAT: 2
DIOCO_DOC_ID: alc_book1_lesson4
DESCRIPTION: Yes/no questions with this/that and these/those, possessives, the alphabet, days of the week, telling time, and in/on/under in the classroom. The final part is optional extra practice for reading letters.
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: SpeakerA | schedar | Male voice asking questions
VOICE: SpeakerB | gacrux | Female voice answering questions
VOICE: Student1 | schedar | Male student
VOICE: Student2 | gacrux | Female student
VOICE: StudentA | schedar | Male speaker
VOICE: StudentB | achird | Male speaker
$SESSION 4-1: Yes and No — Questions and Answers
# Source: LLA 4A Figure 1 (Part 1)
$DIALOGUE Is This a Pen? — Yes
ID: 4a-f1
INTRO: In this lesson you'll learn to ask and answer yes/no questions, say the alphabet and the days of the week, tell the time, and say where things are. We start close up: point at something near you and ask with "this"; point across the room and ask with "that". Listen and repeat each question and its "yes" answer.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Is this a pen? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-q.mp3}
SpeakerB: Yes, it's a pen. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-a.mp3}
SpeakerA: Is this a book? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-q.mp3}
SpeakerB: Yes, it's a book. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-a.mp3}
SpeakerA: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-q.mp3}
SpeakerB: Yes, it's a chair. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-a.mp3}
SpeakerA: Is this a table? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-q.mp3}
SpeakerB: Yes, it's a table. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-a.mp3}
SpeakerA: Is that a clock? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-q.mp3}
SpeakerB: Yes, it's a clock. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-a.mp3}
SpeakerA: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-q.mp3}
SpeakerB: Yes, it's a window. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-a.mp3}
SpeakerA: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-q.mp3}
SpeakerB: Yes, it's a door. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-a.mp3}
# Source: LLA 4A Figure 1 (Part 2)
$DIALOGUE Is This a Notebook? — No
ID: 4a-f1-b
INTRO: Now the "no" answers. The finger points at a pen, but the question asks about a notebook — so the answer is "No, it isn't". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Is this a notebook? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-q.mp3}
SpeakerB: No, it isn't a notebook. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-a.mp3}
SpeakerA: Is this a clock? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-q.mp3}
SpeakerB: No, it isn't a clock. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-a.mp3}
SpeakerA: Is this a table? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-q.mp3}
SpeakerB: No, it isn't a table. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-a.mp3}
SpeakerA: Is this a wall? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-q.mp3}
SpeakerB: No, it isn't a wall. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-a.mp3}
SpeakerA: Is that a book? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-q.mp3}
SpeakerB: No, it isn't a book. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-a.mp3}
SpeakerA: Is that a blackboard? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-q.mp3}
SpeakerB: No, it isn't a blackboard. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-a.mp3}
SpeakerA: Is that a window? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-q.mp3}
SpeakerB: No, it isn't a window. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-a.mp3}
# Source: ST §Are You a Student? (grammar table)
$GRAMMAR Yes or No — the Question and the Long Answer
ID: l4-s1
INTRO: Here's the pattern behind everything you just repeated: the question puts "is" or "are" first, and the answer says the whole sentence back.
CARD: To ask a yes/no question, put **am**, **is**, or **are** first.
{Are you a student?}
{Is she a teacher?}
{Is this a pen?}
{Are they doctors?}
CARD: For **yes**, answer with the full sentence.
{Yes, I'm a student.}
{Yes, she's a teacher.}
{Yes, this is a pen.}
{Yes, they're doctors.}
CARD: For **no**, add **not**.
{No, I'm not a student.}
{No, she's not a teacher.}
{No, this isn't a pen.}
{No, they're not doctors.}
CARD: **Isn't** and **aren't** are short forms of "is not" and "are not" — both are correct.
{No, she isn't a teacher.}
{No, they aren't doctors.}
SUMMARY:
| Question | Long Answer |
|---|---|
| Are you a student? | Yes, I'm a student.
No, I'm not a student. |
| Is she a teacher? | Yes, she's a teacher.
No, she's not a teacher.
No, she isn't a teacher. |
| Is this a pen? | Yes, this is a pen.
No, this isn't a pen. |
| Are they doctors? | Yes, they're doctors.
No, they're not doctors.
No, they aren't doctors. |
# Source: ST §Yes, It's a Notebook.
$DIALOGUE Yes, He's a Mechanic
ID: l4-s2
INTRO: The same questions and answers, now about people too — mechanics, teachers, doctors. Listen and repeat each pair.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg|Drawing of a closed book}
LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg|Drawing of an open door}
LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg|Drawing of a male mechanic in work clothes and a cap working on a machine}
LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg|Drawing of a woman looking up towards two airplanes flying in the sky}
LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg|Drawing of a male teacher in front of a blackboard with math equations}
LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg|Drawing of a student holding books close to his chest}
LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg|Drawing of a female student sitting at a desk with an open book}
LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg|Drawing of a nurse in uniform}
# Source: LLA 4A Figure 1 (Part 3)
$PRODUCE Your Turn: Yes or No?
ID: 4a-f1-c
INPUT: speak
CHECK: reveal
INTRO: Now you answer. Look at the picture, answer each question aloud with a full sentence, then check against the recording.
INSTRUCTION: Answer aloud in a full sentence.
EXAMPLE
PROMPT: Is this a clock? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-ex-q.mp3}
RESPONSE: No, it isn't a clock. {bk01-l4a-f1-ex-a.mp3}
PROMPT: Is this a pencil? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-15-q.mp3}
RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-15-a.mp3}
PROMPT: Is this a notebook? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-16-q.mp3}
RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-16-a.mp3}
PROMPT: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-17-q.mp3}
RESPONSE: Yes, it's a chair. {bk01-l4a-f1-17-a.mp3}
PROMPT: Is this a window? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-18-q.mp3}
RESPONSE: No, it isn't a window. {bk01-l4a-f1-18-a.mp3}
PROMPT: Is that a pen? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-19-q.mp3}
RESPONSE: No, it isn't a pen. {bk01-l4a-f1-19-a.mp3}
PROMPT: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-20-q.mp3}
RESPONSE: Yes, it's a window. {bk01-l4a-f1-20-a.mp3}
PROMPT: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-21-q.mp3}
RESPONSE: Yes, it's a door. {bk01-l4a-f1-21-a.mp3}
# Source: ST §Yes, Jim Is a Doctor.
$PRODUCE Complete the Long Answers
ID: l4-s3
INTRO: Type the rest of each long answer. Joe the mechanic is counting on you.
INSTRUCTION: Type the rest of the long answer.
INPUT: type
CHECK: exact
TEMPLATE: Is Joe a mechanic?\n— Yes, ____
RESPONSE: Yes, Joe is a mechanic.
ACCEPT: Joe is a mechanic | he's a mechanic | he is a mechanic
TEMPLATE: Are you a pilot?\n— No, ____
RESPONSE: No, I'm not a pilot.
ACCEPT: I'm not a pilot | I am not a pilot
TEMPLATE: Are we students?\n— Yes, ____
RESPONSE: Yes, you're students.
ACCEPT: you're students | you are students | we're students | we are students
TEMPLATE: Is she a teacher?\n— No, ____
RESPONSE: No, she's not a teacher.
ACCEPT: she's not a teacher | she isn't a teacher | she is not a teacher
TEMPLATE: Are they cooks?\n— No, ____
RESPONSE: No, they're not cooks.
ACCEPT: they're not cooks | they aren't cooks | they are not cooks
# Source: LLA 4A Figure 2 (Part 1)
$DIALOGUE Are These Books? — Yes
ID: 4a-f2
INTRO: Two of something? Then it's "these" up close and "those" over there. Listen and repeat the questions and "yes" answers.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Are these books? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-q.mp3}
SpeakerB: Yes, they are books. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-a.mp3}
SpeakerA: Are these tables? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-q.mp3}
SpeakerB: Yes, they are tables. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-a.mp3}
SpeakerA: Are these pencils? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-q.mp3}
SpeakerB: Yes, they are pencils. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-a.mp3}
SpeakerA: Are those chairs? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-q.mp3}
SpeakerB: Yes, they are chairs. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-a.mp3}
SpeakerA: Are those windows? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-q.mp3}
SpeakerB: Yes, they are windows. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-a.mp3}
SpeakerA: Are those clocks? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-q.mp3}
SpeakerB: Yes, they are clocks. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-a.mp3}
# Source: LLA 4A Figure 2 (Part 2)
$DIALOGUE Are These Pens? — No
ID: 4a-f2-b
INTRO: And the plural "no" answers — they aren't pens, whatever the finger is pointing at. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Are these pens? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-q.mp3}
SpeakerB: No, they aren't pens. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-a.mp3}
SpeakerA: Are these pencils? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-q.mp3}
SpeakerB: No, they aren't pencils. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-a.mp3}
SpeakerA: Are these tables? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-q.mp3}
SpeakerB: No, they aren't tables. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-a.mp3}
SpeakerA: Are those desks? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-q.mp3}
SpeakerB: No, they aren't desks. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-a.mp3}
SpeakerA: Are those maps? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-q.mp3}
SpeakerB: No, they aren't maps. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-a.mp3}
SpeakerA: Are those windows? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-q.mp3}
SpeakerB: No, they aren't windows. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-a.mp3}
$SESSION 4-2: My, Your, Her, His
# Source: LLA 4A Figure 3
$DIALOGUE This Is My Pen
ID: 4a-f3
INTRO: In this part you'll learn to say who things belong to. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: This is my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-01.mp3}
LINE: That's your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-02.mp3}
LINE: That's her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-03.mp3}
VOCAB: quarter
LINE: This is his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-04.mp3}
LINE: This is my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-05.mp3}
LINE: This is your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-06.mp3}
LINE: That's her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-07.mp3}
LINE: That's his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-08.mp3}
# Source: new (gap: possessive adjectives are drilled on the 4A tape but never explained anywhere in the lesson)
$GRAMMAR My, Your, Her, His
ID: 4a-g1
INTRO: Four small words do all the owning in English. Here they are.
CARD: **My** means it belongs to me. **Your** means it belongs to you.
{This is my pen.}
{That's your book.}
CARD: **Her** is for a woman. **His** is for a man.
{That's her notebook.}
{This is his quarter.}
SUMMARY:
| Person | Word | Example |
|---|---|---|
| I | my | This is my pen. |
| you | your | That's your book. |
| she | her | That's her notebook. |
| he | his | This is his quarter. |
# Source: LLA 4A Figure 4 (Part 1)
$DIALOGUE Is That My Pen?
ID: 4a-f4
INTRO: Questions and answers with possessives. Notice the swap: you ask about "my" pen, and the answer comes back with "your" pen. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-q.mp3}
SpeakerB: Yes, that's your pen. {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-a.mp3}
SpeakerA: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-q.mp3}
SpeakerB: Yes, this is my book. {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-a.mp3}
SpeakerA: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-q.mp3}
SpeakerB: Yes, that's her notebook. {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-a.mp3}
SpeakerA: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-q.mp3}
SpeakerB: Yes, that's his quarter. {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-a.mp3}
SpeakerA: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-q.mp3}
SpeakerB: No, this isn't her chair. {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-a.mp3}
SpeakerA: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-q.mp3}
SpeakerB: No, that's not your pencil. {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-a.mp3}
SpeakerA: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-q.mp3}
SpeakerB: No, that's not his table. {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-a.mp3}
SpeakerA: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-q.mp3}
SpeakerB: No, that's not my clock. {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-a.mp3}
# Source: LLA 4A Figure 4 (Part 2)
$PRODUCE Whose Is It? — You Answer
ID: 4a-f4-b
INPUT: speak
CHECK: reveal
INTRO: Now the answers are yours. Look at the picture, answer aloud with a complete sentence — remember the my/your swap — then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-09-q.mp3}
RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3}
PROMPT: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-10-q.mp3}
RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3}
PROMPT: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-11-q.mp3}
RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3}
PROMPT: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-12-q.mp3}
RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3}
PROMPT: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-13-q.mp3}
RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3}
PROMPT: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-14-q.mp3}
RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3}
PROMPT: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-15-q.mp3}
RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3}
PROMPT: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-16-q.mp3}
RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3}
# Source: LLA 4A Figure 5
$DIALOGUE Are These My Books?
ID: 4a-f5
INTRO: The same game with plurals — books, pens, clocks. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
SpeakerA: Are these my books? {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-q.mp3}
SpeakerB: Yes, they are your books. {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-a.mp3}
SpeakerA: Are those your pens? {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-q.mp3}
SpeakerB: Yes, they are my pens. {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-a.mp3}
SpeakerA: Are those her clocks? {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-q.mp3}
SpeakerB: Yes, they are her clocks. {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-a.mp3}
SpeakerA: Are those his pencils? {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-q.mp3}
SpeakerB: Yes, they are his pencils. {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-a.mp3}
SpeakerA: Are those my chairs? {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-q.mp3}
SpeakerB: No, they are not your chairs. {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-a.mp3}
SpeakerA: Are these her pencils? {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-q.mp3}
SpeakerB: No, they are not her pencils. {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-a.mp3}
SpeakerA: Is that his book? {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-q.mp3}
SpeakerB: No, it is not his book. {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-a.mp3}
SpeakerA: Are these your notebooks? {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-q.mp3}
SpeakerB: No, they are not my notebooks. {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-a.mp3}
$SESSION 4-3: The Alphabet
# Source: LLA 4A Figure 6
$DIALOGUE The Alphabet: A to Z
ID: 4a-f6
INTRO: In this part you'll learn the English alphabet — all twenty-six letters, from A to Z. Listen and repeat each one; you'll be spelling with them soon.
INSTRUCTION: Repeat the letters.
REPEAT
LINE: A {bk01-l4a-f6-01.mp3}
NOTES: A a
LINE: B {bk01-l4a-f6-02.mp3}
NOTES: B b
LINE: C {bk01-l4a-f6-03.mp3}
NOTES: C c
LINE: D {bk01-l4a-f6-04.mp3}
NOTES: D d
LINE: E {bk01-l4a-f6-05.mp3}
NOTES: E e
LINE: F {bk01-l4a-f6-06.mp3}
NOTES: F f
LINE: G {bk01-l4a-f6-07.mp3}
NOTES: G g
LINE: H {bk01-l4a-f6-08.mp3}
NOTES: H h
LINE: I {bk01-l4a-f6-09.mp3}
NOTES: I i
LINE: J {bk01-l4a-f6-10.mp3}
NOTES: J j
LINE: K {bk01-l4a-f6-11.mp3}
NOTES: K k
LINE: L {bk01-l4a-f6-12.mp3}
NOTES: L l
LINE: M {bk01-l4a-f6-13.mp3}
NOTES: M m
LINE: N {bk01-l4a-f6-14.mp3}
NOTES: N n
LINE: O {bk01-l4a-f6-15.mp3}
NOTES: O o
LINE: P {bk01-l4a-f6-16.mp3}
NOTES: P p
LINE: Q {bk01-l4a-f6-17.mp3}
NOTES: Q q
LINE: R {bk01-l4a-f6-18.mp3}
NOTES: R r
LINE: S {bk01-l4a-f6-19.mp3}
NOTES: S s
LINE: T {bk01-l4a-f6-20.mp3}
NOTES: T t
LINE: U {bk01-l4a-f6-21.mp3}
NOTES: U u
LINE: V {bk01-l4a-f6-22.mp3}
NOTES: V v
LINE: W {bk01-l4a-f6-23.mp3}
NOTES: W w
LINE: X {bk01-l4a-f6-24.mp3}
NOTES: X x
LINE: Y {bk01-l4a-f6-25.mp3}
NOTES: Y y
LINE: Z {bk01-l4a-f6-26.mp3}
NOTES: Z z
# Source: ST §What's the Letter?
$PRODUCE The Missing Letter
ID: l4-s4
INTRO: Each row of letters follows the alphabet, but one letter is missing. Type it — capital rows get capitals, small rows get small letters.
INSTRUCTION: Type the missing letter.
INPUT: type
CHECK: exact
NORMALIZE: strict
TEMPLATE: W ____{X} Y Z
RESPONSE: W X Y Z
TEMPLATE: F G ____{H} I
RESPONSE: F G H I
TEMPLATE: R S ____{T} U
RESPONSE: R S T U
TEMPLATE: K L M ____{N}
RESPONSE: K L M N
TEMPLATE: D E F ____{G}
RESPONSE: D E F G
TEMPLATE: ____{A} B C D
RESPONSE: A B C D
TEMPLATE: ____{H} I J K
RESPONSE: H I J K
TEMPLATE: O P ____{Q} R
RESPONSE: O P Q R
TEMPLATE: i j k ____{l}
RESPONSE: i j k l
TEMPLATE: q ____{r} s t
RESPONSE: q r s t
TEMPLATE: d ____{e} f g
RESPONSE: d e f g
TEMPLATE: u v ____{w} x
RESPONSE: u v w x
TEMPLATE: g h ____{i} j
RESPONSE: g h i j
TEMPLATE: n o ____{p} q
RESPONSE: n o p q
TEMPLATE: t ____{u} v w
RESPONSE: t u v w
TEMPLATE: k l ____{m} n
RESPONSE: k l m n
# Source: LLA 4A Figure 7
$SELECT Which Letter Do You Hear?
ID: 4a-f7
HIDE_PROMPT
INTRO: Listen to the letter and tap it. Capital or small, it's still the same letter.
INSTRUCTION: Tap the letter you hear.
PROMPT: G {bk01-l4a-f7-01.mp3}
OPTION: a | A
OPTION: b | C
OPTION: c | f
OPTION: d | g
ANSWER: d
PROMPT: N {bk01-l4a-f7-02.mp3}
OPTION: a | u
OPTION: b | n
OPTION: c | T
OPTION: d | H
ANSWER: b
PROMPT: D {bk01-l4a-f7-03.mp3}
OPTION: a | m
OPTION: b | D
OPTION: c | o
OPTION: d | l
ANSWER: b
PROMPT: K {bk01-l4a-f7-04.mp3}
OPTION: a | E
OPTION: b | F
OPTION: c | K
OPTION: d | r
ANSWER: c
PROMPT: P {bk01-l4a-f7-05.mp3}
OPTION: a | p
OPTION: b | q
OPTION: c | V
OPTION: d | X
ANSWER: a
PROMPT: J {bk01-l4a-f7-06.mp3}
OPTION: a | J
OPTION: b | G
OPTION: c | w
OPTION: d | S
ANSWER: a
PROMPT: O {bk01-l4a-f7-07.mp3}
OPTION: a | Q
OPTION: b | O
OPTION: c | R
OPTION: d | Y
ANSWER: b
PROMPT: E {bk01-l4a-f7-08.mp3}
OPTION: a | e
OPTION: b | I
OPTION: c | d
OPTION: d | U
ANSWER: a
PROMPT: A {bk01-l4a-f7-09.mp3}
OPTION: a | B
OPTION: b | D
OPTION: c | n
OPTION: d | a
ANSWER: d
PROMPT: L {bk01-l4a-f7-10.mp3}
OPTION: a | W
OPTION: b | z
OPTION: c | h
OPTION: d | L
ANSWER: d
$SESSION 4-4: Days of the Week
# Source: LLA 4B Figure 1
$PRODUCE Spell It Out
ID: 4b-f1
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: In this part you'll learn the days of the week — but first, a spelling warm-up. Listen to the letters and type the word they spell, then repeat the word.
INSTRUCTION: Type the word you hear spelled.
REPEAT
PROMPT: T-O-M-O-R-R-O-W {bk01-l4b-f1-01.mp3}
RESPONSE: tomorrow
PROMPT: O-N {bk01-l4b-f1-02.mp3}
RESPONSE: on
PROMPT: C-A-L-E-N-D-A-R {bk01-l4b-f1-03.mp3}
RESPONSE: calendar
PROMPT: U-N-D-E-R {bk01-l4b-f1-04.mp3}
RESPONSE: under
PROMPT: M-A-P {bk01-l4b-f1-05.mp3}
RESPONSE: map
PROMPT: D-A-Y {bk01-l4b-f1-06.mp3}
RESPONSE: day
# Source: LLA 4B Figure 1 (mystery word)
$PRODUCE The Mystery Word
ID: 4b-f1-b
INPUT: type
CHECK: exact
INTRO: Look at the underlined letters in the six words you just spelled. Put them together, in order, and they make a day of the week. Type it — the recording will confirm.
INSTRUCTION: Type the secret word.
TEMPLATE: 1. to*m*orrow
TEMPLATE: 2. *o*n
TEMPLATE: 3. cale*n*dar
TEMPLATE: 4. un*d*er
TEMPLATE: 5. m*a*p
TEMPLATE: 6. da*y*
PROMPT: What's the word? {bk01-l4b-f1-07.mp3}
RESPONSE: Monday {bk01-l4b-f1-07-a.mp3}
ACCEPT: monday
# Source: LLA 4B Figure 2
$SELECT Same Word or Different Word?
ID: 4b-f2
HIDE_PROMPT
INTRO: You'll hear two words. Are they the same word twice, or two different words? Trust your ears — that's the whole exercise.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different
PROMPT: meet, mate {bk01-l4b-f2-01.mp3}
ANSWER: d
FEEDBACK: different: meet, mate {bk01-l4b-f2-01-fb.mp3}
PROMPT: page, page {bk01-l4b-f2-02.mp3}
ANSWER: s
FEEDBACK: same: page, page {bk01-l4b-f2-02-fb.mp3}
PROMPT: week, week {bk01-l4b-f2-03.mp3}
ANSWER: s
FEEDBACK: same: week, week {bk01-l4b-f2-03-fb.mp3}
PROMPT: wait, wait {bk01-l4b-f2-04.mp3}
ANSWER: s
FEEDBACK: same: wait, wait {bk01-l4b-f2-04-fb.mp3}
PROMPT: plays, please {bk01-l4b-f2-05.mp3}
ANSWER: d
FEEDBACK: different: plays, please {bk01-l4b-f2-05-fb.mp3}
PROMPT: see, say {bk01-l4b-f2-06.mp3}
ANSWER: d
FEEDBACK: different: see, say {bk01-l4b-f2-06-fb.mp3}
PROMPT: name, name {bk01-l4b-f2-07.mp3}
ANSWER: s
FEEDBACK: same: name, name {bk01-l4b-f2-07-fb.mp3}
PROMPT: lake, leak {bk01-l4b-f2-08.mp3}
ANSWER: d
FEEDBACK: different: lake, leak {bk01-l4b-f2-08-fb.mp3}
PROMPT: we, way {bk01-l4b-f2-09.mp3}
ANSWER: d
FEEDBACK: different: we, way {bk01-l4b-f2-09-fb.mp3}
PROMPT: mean, mean {bk01-l4b-f2-10.mp3}
ANSWER: s
FEEDBACK: same: mean, mean {bk01-l4b-f2-10-fb.mp3}
# Source: ST §This Is a Calendar.
$DIALOGUE This Is a Calendar {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30}
ID: l4-s5
INTRO: Here's a calendar: seven days, one weekend, and — for the whole of this lesson — today is Thursday. Read the sentences.
INSTRUCTION: Read the sentences.
VOCAB: calendar
LINE: This is a calendar.
VOCAB: week
VOCAB: day
LINE: A week is seven days.
VOCAB: Sunday
VOCAB: Monday
VOCAB: Tuesday
VOCAB: Wednesday
VOCAB: Thursday
VOCAB: Friday
VOCAB: Saturday
LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.
VOCAB: weekend
LINE: Saturday and Sunday are the weekend.
VOCAB: today
VOCAB: tomorrow
LINE: Today is Thursday. Tomorrow is Friday.
# Source: LLA 4B Figure 3
$DIALOGUE Say the Days
ID: 4b-f3
INTRO: Now say the seven days yourself, in order. Listen and repeat each one.
INSTRUCTION: Repeat the days.
REPEAT
LINE: Sunday {bk01-l4b-f3-01.mp3}
LINE: Monday {bk01-l4b-f3-02.mp3}
LINE: Tuesday {bk01-l4b-f3-03.mp3}
LINE: Wednesday {bk01-l4b-f3-04.mp3}
LINE: Thursday {bk01-l4b-f3-05.mp3}
LINE: Friday {bk01-l4b-f3-06.mp3}
LINE: Saturday {bk01-l4b-f3-07.mp3}
# Source: LLA 4B Figure 4
$DIALOGUE Today and Tomorrow
ID: 4b-f4
INTRO: Today, tomorrow — the week rolls on, and Sunday always comes back. Listen and repeat each pair of sentences.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3}
LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3}
LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3}
LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3}
LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3}
LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3}
LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3}
# Source: LLA 4B Figure 5
$PRODUCE Type the Missing Day
ID: 4b-f5
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Listen to the two sentences and type the day that's missing on the screen. Then repeat the whole thing.
INSTRUCTION: Type the missing day.
REPEAT
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
TEMPLATE: Today is ____.\nTomorrow is Monday.
RESPONSE: Sunday
ACCEPT: Sunday | sunday
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
TEMPLATE: Today is Wednesday.\nTomorrow is ____.
RESPONSE: Thursday
ACCEPT: Thursday | thursday
PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
TEMPLATE: Today is ____.\nTomorrow is Saturday.
RESPONSE: Friday
ACCEPT: Friday | friday
PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
TEMPLATE: Today is Monday.\nTomorrow is ____.
RESPONSE: Tuesday
ACCEPT: Tuesday | tuesday
PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
TEMPLATE: Today is ____.\nTomorrow is Sunday.
RESPONSE: Saturday
ACCEPT: Saturday | saturday
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
TEMPLATE: Today is ____.\nTomorrow is Thursday.
RESPONSE: Wednesday
ACCEPT: Wednesday | wednesday
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
TEMPLATE: Today is Sunday.\nTomorrow is ____.
RESPONSE: Monday
ACCEPT: Monday | monday
# Source: ST §No, Today Isn't Friday.
$PRODUCE Questions About the Calendar
ID: l4-s7
REFERENCE: l4-s5
INTRO: Answer the questions aloud in full sentences. Imagine today is Thursday — the calendar insists. Open the calendar page if you need it.
INSTRUCTION: Answer aloud. Today is Thursday.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any grammatically correct full-sentence answer that states the correct day or fact based on the lesson context (Today is Thursday, tomorrow is Friday, a week has 7 days, weekend is Saturday and Sunday).
EXAMPLE
PROMPT: Is today Thursday?
RESPONSE: Yes, it's Thursday.
PROMPT: Is today Thursday?
RESPONSE: Yes, it's Thursday.
PROMPT: Is today Friday?
RESPONSE: No, today isn't Friday. Today is Thursday.
PROMPT: What's today?
RESPONSE: Today is Thursday.
PROMPT: What's tomorrow?
RESPONSE: Tomorrow is Friday.
PROMPT: Is tomorrow Monday?
RESPONSE: No, tomorrow isn't Monday. Tomorrow is Friday.
PROMPT: Is tomorrow Saturday?
RESPONSE: No, tomorrow isn't Saturday. Tomorrow is Friday.
PROMPT: What's a weekend?
RESPONSE: Saturday and Sunday are the weekend.
PROMPT: Is the weekend Saturday and Sunday?
RESPONSE: Yes, the weekend is Saturday and Sunday.
PROMPT: Is a week seven days?
RESPONSE: Yes, a week is seven days.
# Source: LLA 4C Figure 1 (ST "What Day Is It?" is the same dialog — kept the cassette version)
$DIALOGUE Good Morning — What Day Is It?
ID: 4c-f1
INTRO: Two students meet in the morning and, naturally, talk about what day it is. Listen and repeat each line — you'll be Student 2 in a minute.
INSTRUCTION: Listen and repeat each line.
REPEAT
Student1: Good morning. {bk01-l4c-f1-01.mp3}
Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3}
Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3}
Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3}
Student1: It's Thursday. {bk01-l4c-f1-05.mp3}
Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3}
# Source: LLA 4C Figure 2
$PRODUCE You're Student 2 — Type Your Lines
ID: 4c-f2
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: Same conversation, and now you're Student 2. Read Student 1's line, listen to your reply, and type it word for word.
INSTRUCTION: Type Student 2's response.
REPEAT
TEMPLATE: Student 1: Good morning.
PROMPT: Good morning. How are you? {bk01-l4c-f2-01.mp3}
RESPONSE: Good morning. How are you? {bk01-l4c-f2-01.mp3}
TEMPLATE: Student 1: Fine, thanks. And you?
PROMPT: Okay. What day is it? {bk01-l4c-f2-02.mp3}
RESPONSE: Okay. What day is it? {bk01-l4c-f2-02.mp3}
TEMPLATE: Student 1: It's Thursday.
PROMPT: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}
RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}
# Source: LLA 4C Figure 3
$SELECT The Sound in "She" or "Day"?
ID: 4c-f3
HIDE_PROMPT
INTRO: One more ear-check. Listen to the word: does it have the vowel sound in "she", or the vowel sound in "day"?
INSTRUCTION: Tap the sound you hear.
OPTION: a | /i/ sound (as in she)
OPTION: b | /eɪ/ sound (as in day)
PROMPT: weak {bk01-l4c-f3-01.mp3}
ANSWER: a
FEEDBACK: weak {bk01-l4c-f3-01-fb.mp3}
PROMPT: same {bk01-l4c-f3-02.mp3}
ANSWER: b
FEEDBACK: same {bk01-l4c-f3-02-fb.mp3}
PROMPT: place {bk01-l4c-f3-03.mp3}
ANSWER: b
FEEDBACK: place {bk01-l4c-f3-03-fb.mp3}
PROMPT: eat {bk01-l4c-f3-04.mp3}
ANSWER: a
FEEDBACK: eat {bk01-l4c-f3-04-fb.mp3}
PROMPT: see {bk01-l4c-f3-05.mp3}
ANSWER: a
FEEDBACK: see {bk01-l4c-f3-05-fb.mp3}
PROMPT: page {bk01-l4c-f3-06.mp3}
ANSWER: b
FEEDBACK: page {bk01-l4c-f3-06-fb.mp3}
PROMPT: make {bk01-l4c-f3-07.mp3}
ANSWER: b
FEEDBACK: make {bk01-l4c-f3-07-fb.mp3}
PROMPT: we {bk01-l4c-f3-08.mp3}
ANSWER: a
FEEDBACK: we {bk01-l4c-f3-08-fb.mp3}
PROMPT: these {bk01-l4c-f3-09.mp3}
ANSWER: a
FEEDBACK: these {bk01-l4c-f3-09-fb.mp3}
PROMPT: eight {bk01-l4c-f3-10.mp3}
ANSWER: b
FEEDBACK: eight {bk01-l4c-f3-10-fb.mp3}
$SESSION 4-5: Telling Time
# Source: ST §Time
$DIALOGUE It's 9 O'Clock
ID: l4-s9
INTRO: In this part you'll learn to tell the time. On the hour it's easy: the number, then "o'clock". Look at each clock and read the sentence.
INSTRUCTION: Look at the clocks and read the sentences.
VOCAB: o'clock
LINE: It's 9 o'clock. {st-page_091_001.jpg|Clock showing 9:00}
LINE: It's 10 o'clock. {st-page_091_002.jpg|Clock showing 10:00}
LINE: It's 7 o'clock. {st-page_091_003.jpg|Clock showing 7:00}
# Source: LLA 4B Figure 7
$DIALOGUE Go to the Lab at 9 O'Clock
ID: 4b-f7
INTRO: Schedule orders — go to the lab, go to the classroom, always "at" a time. Repeat each sentence; you'll be hearing these daily.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: Go to the lab at 9 o'clock. {page_099_001.jpg|A clock showing 9 o'clock} {bk01-l4b-f7-01.mp3}
LINE: Go to the lab at 6 o'clock. {page_099_002.jpg|A clock showing 6 o'clock} {bk01-l4b-f7-02.mp3}
LINE: Go to the lab at 5 o'clock. {page_099_003.jpg|A clock showing 5 o'clock} {bk01-l4b-f7-03.mp3}
LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg|A clock showing 3 o'clock} {bk01-l4b-f7-04.mp3}
LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg|A clock showing 10 o'clock} {bk01-l4b-f7-05.mp3}
# Source: LLA 4B Figure 8
$SELECT Tap the Right Clock
ID: 4b-f8
INTRO: Listen to the instruction and tap the clock that shows that time.
INSTRUCTION: Tap the correct clock.
PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3}
OPTION: a | {page_100_001.jpg|a A clock showing 12 o'clock}
OPTION: b | {page_100_002.jpg|b A clock showing 9 o'clock}
OPTION: c | {page_100_003.jpg|c A clock showing 5 o'clock}
OPTION: d | {page_100_004.jpg|d A clock showing 1 o'clock}
ANSWER: c
FEEDBACK: 5 o'clock {bk01-l4b-f8-01-fb.mp3}
PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3}
OPTION: a | {page_100_005.jpg|a A clock showing 9 o'clock}
OPTION: b | {page_100_006.jpg|b A clock showing 10 o'clock}
OPTION: c | {page_100_007.jpg|c A clock showing 11 o'clock}
OPTION: d | {page_100_008.jpg|d A clock showing 12 o'clock}
ANSWER: b
FEEDBACK: 10 o'clock {bk01-l4b-f8-02-fb.mp3}
PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3}
OPTION: a | {page_100_009.jpg|a A clock showing 7 o'clock}
OPTION: b | {page_100_010.jpg|b A clock showing 6 o'clock}
OPTION: c | {page_100_011.jpg|c A clock showing 5 o'clock}
OPTION: d | {page_100_012.jpg|d A clock showing 8 o'clock}
ANSWER: a
FEEDBACK: 7 o'clock {bk01-l4b-f8-03-fb.mp3}
PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3}
OPTION: a | {page_100_013.jpg|a A clock showing 10 o'clock}
OPTION: b | {page_100_014.jpg|b A clock showing 3 o'clock}
OPTION: c | {page_100_015.jpg|c A clock showing 9 o'clock}
OPTION: d | {page_100_016.jpg|d A clock showing 1 o'clock}
ANSWER: d
FEEDBACK: 1 o'clock {bk01-l4b-f8-04-fb.mp3}
PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3}
OPTION: a | {page_100_017.jpg|a A clock showing 6 o'clock}
OPTION: b | {page_100_018.jpg|b A clock showing 3 o'clock}
OPTION: c | {page_100_019.jpg|c A clock showing 9 o'clock}
OPTION: d | {page_100_020.jpg|d A clock showing 12 o'clock}
ANSWER: d
FEEDBACK: 12 o'clock {bk01-l4b-f8-05-fb.mp3}
PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3}
OPTION: a | {page_100_021.jpg|a A clock showing 6 o'clock}
OPTION: b | {page_100_022.jpg|b A clock showing 12 o'clock}
OPTION: c | {page_100_023.jpg|c A clock showing 2 o'clock}
OPTION: d | {page_100_024.jpg|d A clock showing 3 o'clock}
ANSWER: c
FEEDBACK: 2 o'clock {bk01-l4b-f8-06-fb.mp3}
# Source: ST §Write the Time
$PRODUCE Write the Time
ID: l4-s10
INTRO: Look at the clock and type the time.
INSTRUCTION: Look at the clock and type the time.
INPUT: type
CHECK: exact
TEMPLATE: It's ____{12 o'clock|twelve o'clock}. {st-page_091_004.jpg|Clock showing 12:00}
RESPONSE: It's 12 o'clock.
TEMPLATE: It's ____{2 o'clock|two o'clock}. {st-page_091_005.jpg|Clock showing 2:00}
RESPONSE: It's 2 o'clock.
TEMPLATE: It's ____{1 o'clock|one o'clock}. {st-page_091_006.jpg|Clock showing 1:00}
RESPONSE: It's 1 o'clock.
# Source: LLA 4C Figure 4
$DIALOGUE Times with Minutes
ID: 4c-f4
INTRO: Now the times between the hours — 10:20, 9:30, 1:15. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 12:00} {bk01-l4c-f4-01.mp3}
LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 4:10} {bk01-l4c-f4-02.mp3}
LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 2:45} {bk01-l4c-f4-03.mp3}
LINE: Go to the lab at 2 o'clock. {page_103_004.jpg|A clock face showing 2:00} {bk01-l4c-f4-04.mp3}
LINE: Go to the classroom at 9:30. {page_103_005.jpg|A clock face showing 9:30} {bk01-l4c-f4-05.mp3}
LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:10} {bk01-l4c-f4-06.mp3}
# Source: ST §What's the Time?
$PRODUCE What's the Time?
ID: l4-s11
INTRO: Read each clock and type the minutes. The hour is already done for you — we're generous like that.
INSTRUCTION: Write the numbers to complete the time.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg|Clock showing 3:10}
RESPONSE: It's 3:10.
ACCEPT: 10
TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg|Clock showing 6:30}
RESPONSE: It's 6:30.
ACCEPT: 30
TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg|Clock showing 12:15}
RESPONSE: It's 12:15.
ACCEPT: 15
TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg|Clock showing 10:20}
RESPONSE: It's 10:20.
ACCEPT: 20
TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg|Clock showing 3:45}
RESPONSE: It's 3:45.
ACCEPT: 45
TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg|Clock showing 9:40}
RESPONSE: It's 9:40.
ACCEPT: 40
TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg|Clock showing 2:15}
RESPONSE: It's 2:15.
ACCEPT: 15
TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg|Clock showing 6:50}
RESPONSE: It's 6:50.
ACCEPT: 50
TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg|Clock showing 8:05}
RESPONSE: It's 8:05.
ACCEPT: 05 | 5
TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg|Clock showing 7:25}
RESPONSE: It's 7:25.
ACCEPT: 25
TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg|Clock showing 5:35}
RESPONSE: It's 5:35.
ACCEPT: 35
TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg|Clock showing 2:55}
RESPONSE: It's 2:55.
ACCEPT: 55
# Source: LLA 4C Figure 5
$SELECT Tap the Right Clock — Minutes Count
ID: 4c-f5
INTRO: Listen to the sentence and tap the clock that shows the correct time. The minutes matter now.
INSTRUCTION: Tap the clock showing the correct time.
PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3}
OPTION: a | {page_104_001.jpg|A clock face showing 1:50}
OPTION: b | {page_104_002.jpg|A clock face showing 2:45}
OPTION: c | {page_104_003.jpg|A clock face showing 2:20}
OPTION: d | {page_104_004.jpg|A clock face showing 6:05}
ANSWER: b
FEEDBACK: Go to the lab at 2:15. {bk01-l4c-f5-01-fb.mp3}
PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3}
OPTION: a | {page_104_005.jpg|A clock face showing 9:15}
OPTION: b | {page_104_006.jpg|A clock face showing 6:30}
OPTION: c | {page_104_007.jpg|A clock face showing 1:40}
OPTION: d | {page_104_008.jpg|A clock face showing 10:35}
ANSWER: a
FEEDBACK: Go to the classroom at 9:20. {bk01-l4c-f5-02-fb.mp3}
PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3}
OPTION: a | {page_104_009.jpg|A clock face showing 1:50}
OPTION: b | {page_104_010.jpg|A clock face showing 12:30}
OPTION: c | {page_104_011.jpg|A clock face showing 2:45}
OPTION: d | {page_104_012.jpg|A clock face showing 12:05}
ANSWER: d
FEEDBACK: Go to the lab at 10:00. {bk01-l4c-f5-03-fb.mp3}
PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
OPTION: a | {page_104_013.jpg|A clock face showing 8:50}
OPTION: b | {page_104_014.jpg|A clock face showing 10:10}
OPTION: c | {page_104_015.jpg|A clock face showing 6:00}
OPTION: d | {page_104_016.jpg|A clock face showing 12:35}
ANSWER: b
FEEDBACK: Go to the classroom at 11:10. {bk01-l4c-f5-04-fb.mp3}
PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3}
OPTION: a | {page_104_017.jpg|A clock face showing 9:10}
OPTION: b | {page_104_018.jpg|A clock face showing 10:20}
OPTION: c | {page_104_019.jpg|A clock face showing 9:00}
OPTION: d | {page_104_020.jpg|A clock face showing 11:35}
ANSWER: c
FEEDBACK: Go to the lab at 8:50. {bk01-l4c-f5-05-fb.mp3}
PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3}
OPTION: a | {page_104_021.jpg|A clock face showing 4:50}
OPTION: b | {page_104_022.jpg|A clock face showing 12:30}
OPTION: c | {page_104_023.jpg|A clock face showing 1:55}
OPTION: d | {page_104_024.jpg|A clock face showing 7:40}
ANSWER: a
FEEDBACK: Go to the classroom at 7:20. {bk01-l4c-f5-06-fb.mp3}
# Source: ST §Go to the Classroom at 8:30.
$DIALOGUE Go to the Classroom at 8:30
ID: l4-s12
INTRO: Two places you'll be sent to every day — the lab and the classroom. Note the little word "at" before the time. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: at
LINE: Go to the lab at 8:30. {st-page_093_001.jpg|A split illustration with the top panel showing two students in language lab booths wearing headsets, and the bottom panel showing a teacher pointing at a blackboard in front of a student}
LINE: Go to the classroom at 8:30. {st-page_093_002.jpg|A vertical column of ten clocks showing various times}
# Source: LLA 4B Figure 6
$SELECT The Sound in "My" or "No"?
ID: 4b-f6
HIDE_PROMPT
INTRO: A sound check to finish the part. Listen to the word: does it have the "m" sound, as in "my", or the "n" sound, as in "no"?
INSTRUCTION: Tap the sound you hear.
OPTION: a | M sound (as in my)
OPTION: b | N sound (as in no)
PROMPT: time {bk01-l4b-f6-01.mp3}
ANSWER: a
FEEDBACK: time {bk01-l4b-f6-01-fb.mp3}
PROMPT: not {bk01-l4b-f6-02.mp3}
ANSWER: b
FEEDBACK: not {bk01-l4b-f6-02-fb.mp3}
PROMPT: much {bk01-l4b-f6-03.mp3}
ANSWER: a
FEEDBACK: much {bk01-l4b-f6-03-fb.mp3}
PROMPT: Wednesday {bk01-l4b-f6-04.mp3}
ANSWER: b
FEEDBACK: Wednesday {bk01-l4b-f6-04-fb.mp3}
PROMPT: fifteen {bk01-l4b-f6-05.mp3}
ANSWER: b
FEEDBACK: fifteen {bk01-l4b-f6-05-fb.mp3}
PROMPT: dime {bk01-l4b-f6-06.mp3}
ANSWER: a
FEEDBACK: dime {bk01-l4b-f6-06-fb.mp3}
PROMPT: meet {bk01-l4b-f6-07.mp3}
ANSWER: a
FEEDBACK: meet {bk01-l4b-f6-07-fb.mp3}
PROMPT: lesson {bk01-l4b-f6-08.mp3}
ANSWER: b
FEEDBACK: lesson {bk01-l4b-f6-08-fb.mp3}
PROMPT: come {bk01-l4b-f6-09.mp3}
ANSWER: a
FEEDBACK: come {bk01-l4b-f6-09-fb.mp3}
PROMPT: under {bk01-l4b-f6-10.mp3}
ANSWER: b
FEEDBACK: under {bk01-l4b-f6-10-fb.mp3}
$SESSION 4-6: In, On, Under — The Classroom
# Source: ST §That's a Classroom.
$DIALOGUE That's a Classroom {st-page_096_001.jpg|An illustration of a classroom with numbered parts: 1. map, 2. clock, 3. wall, 4. door, 5. chair, 6. blackboard, 7. desk, 8. student desks}
ID: l4-s15
INTRO: In this part you'll learn the classroom — its walls, desks, and maps — and how to say where things are. First, the names. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
VOCAB: map
LINE: That's a map.
LINE: That's a clock.
VOCAB: wall
LINE: That's a wall.
LINE: That's a door.
LINE: That's a chair.
VOCAB: chalkboard
VOCAB: blackboard
LINE: That's a chalkboard or blackboard.
VOCAB: desk
LINE: That's a desk.
LINE: Those are desks.
# Source: LLA 4C Figure 6 (Part 1)
$DIALOGUE Where Things Are {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
ID: 4c-f6
INTRO: One classroom picture, five facts about it. Listen and repeat where everything is — on, in, and under.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: on
LINE: A clock is on the wall. {bk01-l4c-f6-01.mp3}
VOCAB: in
LINE: A desk is in the classroom. {bk01-l4c-f6-02.mp3}
LINE: Four books are on the desk. {bk01-l4c-f6-03.mp3}
VOCAB: under
LINE: A pencil is under the table. {bk01-l4c-f6-04.mp3}
LINE: A window is in the classroom. {bk01-l4c-f6-05.mp3}
# Source: ST §On, In, Under (grammar)
$GRAMMAR On, In, Under
ID: l4-s16
INTRO: Three small words that say where things are. One box, one table, one book — and all three positions.
CARD: **On** means touching the top or the surface.
{The box is on the table.}
CARD: **In** means inside.
{The clock is in the box.}
CARD: **Under** means below.
{The book is under the table.}
SUMMARY:
| | | | |
|---|---|---|---|
| The box | is | on | the table. |
| The clock | is | in | the box. |
| The book | is | under | the table. |
# Source: ST §In the Classroom. (trimmed — lines duplicating LLA 4C Figure 6 removed)
$DIALOGUE On Tables, Under Chairs, In the Lab
ID: l4-s17
INTRO: More things in more places — on tables, under chairs, in the lab. Look at each picture and repeat the sentence.
INSTRUCTION: Look at the pictures and repeat the sentences.
REPEAT
LINE: This is a classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk}
LINE: Two desks are in the classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk}
LINE: The book is on the table. {st-page_098_002.jpg|An open book resting on top of a table}
LINE: The picture is on the wall. {st-page_098_003.jpg|A framed picture of a landscape hanging on a wall}
LINE: The map is on the wall. {st-page_098_004.jpg|A map of the United States of America hanging on a wall}
LINE: The book is under the chair. {st-page_098_005.jpg|A book lying on the floor underneath a wooden chair}
LINE: The student is in the lab. {st-page_099_001.jpg|A male student wearing headphones with a microphone in a language lab booth}
LINE: The teacher is in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
LINE: The students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
# Source: LLA 4C Figure 6 (Part 2)
$PRODUCE Questions About the Classroom {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
ID: 4c-f6-b
INPUT: speak
CHECK: reveal
INTRO: Questions about that same classroom picture. Answer aloud with a complete sentence, then repeat the model — and yes, the teacher has stepped out.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
EXAMPLE
PROMPT: Is a chair in the classroom? {bk01-l4c-f6-ex-q.mp3}
RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-ex-a.mp3}
PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-06-q.mp3}
RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-06-a.mp3}
PROMPT: Is a pencil under the table? {bk01-l4c-f6-07-q.mp3}
RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-07-a.mp3}
PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-08-q.mp3}
RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-08-a.mp3}
PROMPT: Are four books on the table? {bk01-l4c-f6-09-q.mp3}
RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-09-a.mp3}
PROMPT: Are three desks in the classroom? {bk01-l4c-f6-10-q.mp3}
RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-10-a.mp3}
# Source: LLA 4C Figure 7
$SELECT On, In, or Under?
ID: 4c-f7
HIDE_PROMPT
INTRO: Tap the right word — on, in, or under — to complete each sentence. Then listen to the whole thing.
INSTRUCTION: Tap the correct preposition.
OPTION: on | on
OPTION: under | under
OPTION: in | in
TEMPLATE: A clock is ____ the wall.
PROMPT: A clock is on the wall. {bk01-l4c-f7-01-q.mp3}
ANSWER: on
FEEDBACK: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
TEMPLATE: A desk is ____ the classroom.
PROMPT: A desk is in the classroom. {bk01-l4c-f7-02-q.mp3}
ANSWER: in
FEEDBACK: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
TEMPLATE: Four books are ____ the desk.
PROMPT: Four books are on the desk. {bk01-l4c-f7-03-q.mp3}
ANSWER: on
FEEDBACK: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
TEMPLATE: A pencil is ____ the table.
PROMPT: A pencil is under the table. {bk01-l4c-f7-04-q.mp3}
ANSWER: under
FEEDBACK: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
TEMPLATE: A window is ____ the classroom.
PROMPT: A window is in the classroom. {bk01-l4c-f7-05-q.mp3}
ANSWER: in
FEEDBACK: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
# Source: ST §What Are Those?
$DIALOGUE What Are Those?
ID: l4-s18
INTRO: Two students point at everything in the room and ask about it. Read the questions and answers — this, that, these, those, all working together with on, in, and under.
INSTRUCTION: Read the sentences.
StudentA: What's that?
StudentB: It's a book. It's on the chair.
StudentA: What are those?
StudentB: Those are pencils. They're on the book.
StudentA: What's this?
StudentB: It's a map. It's on the table.
StudentA: What's that?
StudentB: That's my notebook. It's under the table.
StudentA: What are these?
StudentB: They're desks. They're in the classroom.
StudentA: What's this?
StudentB: It's a box. It's on the table.
StudentA: What's this?
StudentB: It's a pen. It's under the notebook.
StudentA: What are these?
StudentB: They're pictures. They're in the book.
StudentA: What's that?
StudentB: It's a calendar. It's on the wall.
StudentA: What's that?
StudentB: It's a chalkboard. It's in the classroom.
# Source: ST §What's in the Classroom?
$DIALOGUE What's in the Classroom?
ID: l4-s19
INTRO: What's on the wall? What's under the desk? Read the questions and their answers — someone left pictures under the table, apparently.
INSTRUCTION: Read the sentences.
StudentA: What's on the wall?
StudentB: A map is on the wall.
StudentA: What's under the desk?
StudentB: Four books are under the desk.
StudentA: What's on the table?
StudentB: A box is on the table.
StudentA: What's in the classroom?
StudentB: A calendar is in the classroom.
StudentA: What's under the table?
StudentB: Two pictures are under the table.
StudentA: What's on the chair?
StudentB: Three pens are on the chair.
StudentA: What's in the desk?
StudentB: Pencils are in the desk.
StudentA: What's on the wall?
StudentB: A blackboard is on the wall.
# SKIPPED (book): ST "IN/ON/UNDER" (p. 100) — instructor-read number-matching task with unprinted stimuli; dropped.
# Source: LLA 4C Figure 8
$DIALOGUE Classroom Commands
ID: 4c-f8
INTRO: Commands you'll hear every day — put, go, come, sit, stand. Listen and repeat; "please" makes everything friendlier.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3}
LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3}
LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3}
LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3}
LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3}
LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3}
LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3}
LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3}
LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3}
LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3}
LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3}
LINE: Sit down, please. {bk01-l4c-f8-12.mp3}
LINE: Please sit down. {bk01-l4c-f8-13.mp3}
LINE: Stand up, please. {bk01-l4c-f8-14.mp3}
LINE: Please stand up. {bk01-l4c-f8-15.mp3}
$SESSION 4-7: Review — Putting It Together
# Source: LLA 4D Figure 1 (Part 1)
$DIALOGUE Around the Classroom — Review
ID: 4d-f1
INTRO: In this part you'll review the whole lesson — the classroom, the little words on, in, and under, and the days. Listen and repeat each sentence.
INSTRUCTION: Repeat the words and sentences.
REPEAT
LINE: The calendar is on the wall. {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it} {bk01-l4d-f1-01.mp3}
VOCAB: box
LINE: The box is on the chair. {page_107_002.jpg|A box sitting on top of a chair} {bk01-l4d-f1-02.mp3}
LINE: The chalkboard is in the classroom. {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room} {bk01-l4d-f1-03.mp3}
LINE: The blackboard is in the classroom. {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard} {bk01-l4d-f1-04.mp3}
LINE: The desk is in the classroom. {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials} {bk01-l4d-f1-05.mp3}
LINE: The map is on the wall. {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall} {bk01-l4d-f1-06.mp3}
LINE: The clock is on the wall. {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map} {bk01-l4d-f1-07.mp3}
LINE: One week is 7 days. {page_108_002.jpg|A calendar page for July with days of the week and dates} {bk01-l4d-f1-08.mp3}
LINE: The weekend is 2 days. {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted} {bk01-l4d-f1-09.mp3}
# Source: LLA 4D Figure 1 (Part 2)
$SELECT Match the Sentence to the Picture
ID: 4d-f1-b
INTRO: Now backwards: look at each picture and tap the sentence that describes it.
INSTRUCTION: Tap the sentence that matches the picture.
OPTION: a | The desk is in the classroom. {bk01-l4d-f1-10.mp3}
OPTION: b | The calendar is on the wall. {bk01-l4d-f1-11.mp3}
OPTION: c | The map is on the wall. {bk01-l4d-f1-12.mp3}
OPTION: d | One week is 7 days. {bk01-l4d-f1-13.mp3}
OPTION: e | The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3}
OPTION: f | The weekend is 2 days. {bk01-l4d-f1-15.mp3}
OPTION: g | The box is on the chair. {bk01-l4d-f1-16.mp3}
OPTION: h | The clock is on the wall. {bk01-l4d-f1-17.mp3}
OPTION: i | The blackboard is in the classroom. {bk01-l4d-f1-18.mp3}
TEMPLATE: {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it}
ANSWER: b
TEMPLATE: {page_107_002.jpg|A box sitting on top of a chair}
ANSWER: g
TEMPLATE: {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room}
ANSWER: e|i
TEMPLATE: {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard}
ANSWER: e|i
TEMPLATE: {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials}
ANSWER: a
TEMPLATE: {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall}
ANSWER: c
TEMPLATE: {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map}
ANSWER: h
TEMPLATE: {page_108_002.jpg|A calendar page for July with days of the week and dates}
ANSWER: d
TEMPLATE: {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted}
ANSWER: f
# Source: LLA 4D Figure 2 (Part 1)
$DIALOGUE Places and Times — Review
ID: 4d-f2
INTRO: More locations, plus two schedule orders hiding among them. Listen and repeat each sentence.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: The pencil is under the book. {page_108_004.jpg|A pencil lying on top of a closed textbook} {bk01-l4d-f2-01.mp3}
LINE: The notebook is on the desk. {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair} {bk01-l4d-f2-02.mp3}
LINE: The chair is in the classroom. {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall} {bk01-l4d-f2-03.mp3}
LINE: Go to the lab at 10:30. {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00} {bk01-l4d-f2-04.mp3}
LINE: The box is under the table. {page_109_003.jpg|A square wooden table with a box underneath it} {bk01-l4d-f2-05.mp3}
LINE: The clock is on the wall. {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10} {bk01-l4d-f2-06.mp3}
LINE: The pen is in my desk. {page_109_005.jpg|A partially open desk drawer with a single pen inside} {bk01-l4d-f2-07.mp3}
LINE: Go to your classroom at 7:30. {page_109_006.jpg|An analog clock showing the time as approximately 6:28} {bk01-l4d-f2-08.mp3}
# Source: LLA 4D Figure 2 (Part 2)
$SELECT Match the Sentence to the Picture (Places and Times)
ID: 4d-f2-b
INTRO: Same sentences, your turn to match. Look at each picture and tap the sentence that fits.
INSTRUCTION: Tap the sentence that matches the picture.
OPTION: a | The chair is in the classroom. {bk01-l4d-f2-09.mp3}
OPTION: b | Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3}
OPTION: c | The box is under the table. {bk01-l4d-f2-11.mp3}
OPTION: d | The pen is in my desk. {bk01-l4d-f2-12.mp3}
OPTION: e | The pencil is under the book. {bk01-l4d-f2-13.mp3}
OPTION: f | Go to the lab at 10:30. {bk01-l4d-f2-14.mp3}
OPTION: g | The notebook is on the desk. {bk01-l4d-f2-15.mp3}
OPTION: h | The clock is on the wall. {bk01-l4d-f2-16.mp3}
TEMPLATE: {page_108_004.jpg|A pencil lying on top of a closed textbook}
ANSWER: e
TEMPLATE: {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair}
ANSWER: g
TEMPLATE: {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall}
ANSWER: a
TEMPLATE: {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00}
ANSWER: f
TEMPLATE: {page_109_003.jpg|A square wooden table with a box underneath it}
ANSWER: c
TEMPLATE: {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10}
ANSWER: h
TEMPLATE: {page_109_005.jpg|A partially open desk drawer with a single pen inside}
ANSWER: d
TEMPLATE: {page_109_006.jpg|An analog clock showing the time as approximately 6:28}
ANSWER: b
# SKIPPED (book+tape): LLA 4D Figure 3 "Connect the numbers" — paper-based drawing and dot-connecting listening activity; no workable interaction in our format.
# Source: LLA 4D Figure 4
$SELECT What Day Is Tomorrow?
ID: 4d-f4
INTRO: Last review: hear today's day, tap tomorrow's. The week hasn't changed since part four — promise.
INSTRUCTION: Tap the correct day of the week.
PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01.mp3}
OPTION: a | Sunday
OPTION: b | Tuesday
OPTION: c | Thursday
ANSWER: b
FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-fb.mp3}
PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02.mp3}
OPTION: a | Friday
OPTION: b | Wednesday
OPTION: c | Tuesday
ANSWER: a
FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-fb.mp3}
PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03.mp3}
OPTION: a | Thursday
OPTION: b | Sunday
OPTION: c | Saturday
ANSWER: c
FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-fb.mp3}
PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04.mp3}
OPTION: a | Tuesday
OPTION: b | Monday
OPTION: c | Thursday
ANSWER: c
FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-fb.mp3}
PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05.mp3}
OPTION: a | Sunday
OPTION: b | Friday
OPTION: c | Monday
ANSWER: a
FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-fb.mp3}
PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06.mp3}
OPTION: a | Monday
OPTION: b | Wednesday
OPTION: c | Sunday
ANSWER: b
FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-fb.mp3}
PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07.mp3}
OPTION: a | Monday
OPTION: b | Wednesday
OPTION: c | Saturday
ANSWER: a
FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-fb.mp3}
$SESSION 4-8: Extra Practice — Reading Letters
# Source: ST §Same or Different Letters
$SELECT Same Letters or Different Letters?
ID: l4-s13
INTRO: This part is extra practice for reading English letters. If you can already tell "b" from "d" at a glance, feel free to skip it. Otherwise: look at the two letters and decide — same letter, or different?
INSTRUCTION: Look at the two letters. Tap Same or Different.
OPTION: S | Same
OPTION: D | Different
EXAMPLE
TEMPLATE: r n
ANSWER: D
TEMPLATE: h k
ANSWER: D
TEMPLATE: a a
ANSWER: S
TEMPLATE: g j
ANSWER: D
TEMPLATE: b d
ANSWER: D
TEMPLATE: L L
ANSWER: S
TEMPLATE: a o
ANSWER: D
TEMPLATE: M N
ANSWER: D
TEMPLATE: W W
ANSWER: S
TEMPLATE: O Q
ANSWER: D
TEMPLATE: u v
ANSWER: D
TEMPLATE: s z
ANSWER: D
TEMPLATE: P R
ANSWER: D
TEMPLATE: U U
ANSWER: S
TEMPLATE: i i
ANSWER: S
TEMPLATE: v w
ANSWER: D
TEMPLATE: B P
ANSWER: D
TEMPLATE: T F
ANSWER: D
TEMPLATE: e c
ANSWER: D
TEMPLATE: p q
ANSWER: D
TEMPLATE: r r
ANSWER: S
# Source: ST §One Letter Is the Same
$SELECT Find the Matching Letter
ID: l4-s14
INTRO: One last look at the tricky letters: tap the one that matches the letter shown. And that's the whole lesson — see you in the next one.
INSTRUCTION: Tap the letter that matches the target letter.
EXAMPLE
TEMPLATE: v
OPTION: a | w
OPTION: b | u
OPTION: c | v
ANSWER: c
TEMPLATE: H
OPTION: a | A
OPTION: b | H
OPTION: c | F
ANSWER: b
TEMPLATE: p
OPTION: a | q
OPTION: b | j
OPTION: c | p
ANSWER: c
TEMPLATE: l
OPTION: a | l
OPTION: b | i
OPTION: c | k
ANSWER: a
TEMPLATE: Q
OPTION: a | O
OPTION: b | A
OPTION: c | Q
ANSWER: c
TEMPLATE: m
OPTION: a | m
OPTION: b | n
OPTION: c | w
ANSWER: a
TEMPLATE: b
OPTION: a | f
OPTION: b | h
OPTION: c | b
ANSWER: c
TEMPLATE: r
OPTION: a | u
OPTION: b | r
OPTION: c | v
ANSWER: b
TEMPLATE: K
OPTION: a | K
OPTION: b | F
OPTION: c | R
ANSWER: a
TEMPLATE: V
OPTION: a | U
OPTION: b | W
OPTION: c | V
ANSWER: c
TEMPLATE: a
OPTION: a | e
OPTION: b | a
OPTION: c | d
ANSWER: b
TEMPLATE: x
OPTION: a | x
OPTION: b | k
OPTION: c | v
ANSWER: a
TEMPLATE: I
OPTION: a | L
OPTION: b | I
OPTION: c | P
ANSWER: b
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "HE / DAY" (/i/–/e/, ST p. 82) — instructor-read discrimination with no recorded stimulus or given word pairs; the LLA 4B/4C cassette versions of these drills are converted above. Convertible later with chosen items + TTS.
# SKIPPED (book): ST Listening Skill "DIME / PEN" (/m/–/n/, ST p. 86) — instructor-read discrimination with no recorded stimulus; the LLA 4B Figure 6 cassette version is converted above. Convertible later with chosen items + TTS.