$MODULE Book 8 · Lesson 2: Free Time, Fitness, and Possessives {st-page_051_001.jpg} FORMAT: 2 DIOCO_DOC_ID: alc_book8_lesson2 DESCRIPTION: Gym and free-time vocabulary, verbs followed by to-infinitives, descriptive adjectives, possessive pronouns, following directions, dictation, and punctuation practice. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Jean | aoede | Female speaker VOICE: Bob | achernar | Male speaker VOICE: Teacher | achird | Male teacher VOICE: Students | schedar | Group of students VOICE: Jerry | achernar | Male speaker VOICE: Kim | aoede | Female speaker VOICE: Charlie | achird | Male speaker VOICE: Jack | achernar | Male speaker VOICE: Ben | achird | Male speaker VOICE: David | achernar | Male speaker VOICE: Pat | aoede | Female speaker VOICE: Peter | achernar | Male speaker VOICE: Steve | achird | Male speaker VOICE: Student1 | achernar | Male speaker VOICE: Student2 | achird | Male speaker VOICE: ID | achernar | speaker (auto) VOICE: Narrator | achird | speaker (auto) $LESSON 2-1: Free Time and Getting in Shape # SKIPPED (book): LLA 2A Figure 1 — drawing shapes from spoken directions (spatial/drawing response, not expressible). # SKIPPED (book): ST "HOW OFTEN DO YOU GO TO THE GYM?" — personal frequency chart + pair ask-and-answer; open, co-constructed pair task. # DROPPED (twin): ST §They Work Out in the Gym — same vocab presentation role/modality as LLA 2A Figure 2 (cassette kept); distinct "in good shape / out of shape" lines and images salvaged into the activity below. # Source: LLA 2A Figure 2 + salvaged lines from ST §They Work Out in the Gym $DIALOGUE Free Time at the Gym ID: 2a-f2 INTRO: In this lesson you'll learn to talk about free time — sports, workouts, and the things people try, forget, and remember to do. First, the key words, each in a sentence. Listen and repeat. INSTRUCTION: Repeat each word and sentence. REPEAT VOCAB: sit-ups LINE: Captain Jeffrey does 50 sit-ups every day. {page_034_001.jpg} {bk08-l2a-f2-01.mp3} VOCAB: gym LINE: They go to the gym every afternoon. {page_034_002.jpg} {bk08-l2a-f2-02.mp3} VOCAB: free time LINE: We have fun in our free time. {page_034_003.jpg} {bk08-l2a-f2-03.mp3} VOCAB: try LINE: He tried to hit the ball. {page_034_004.jpg} {bk08-l2a-f2-04.mp3} VOCAB: push-ups VOCAB: difficult LINE: Push-ups are difficult. {page_034_005.jpg} {bk08-l2a-f2-05.mp3} VOCAB: volleyball VOCAB: exciting LINE: Volleyball is an exciting game. {page_034_006.jpg} {bk08-l2a-f2-06.mp3} VOCAB: get in shape LINE: The men will get in shape. {page_035_001.jpg} {bk08-l2a-f2-07.mp3} LINE: Tom and Bob are not doing exercises. They are not getting in shape. {st-page_054_001.jpg} VOCAB: in good shape LINE: These men run every day. They are in good shape. {st-page_054_002.jpg} LINE: Tom and Bob never exercise. They are out of shape. # Source: LLA 2A Figure 2 (Part 2) $SELECT Which Picture Is It? ID: 2a-f2-b INTRO: Now prove the words stuck. Listen to each sentence and tap the picture it describes, then repeat the sentence. INSTRUCTION: Tap the matching picture. REPEAT OPTION: a | sit-ups {page_034_001.jpg} OPTION: b | gym {page_034_002.jpg} OPTION: c | free time {page_034_003.jpg} OPTION: d | tennis {page_034_004.jpg} OPTION: e | push-ups {page_034_005.jpg} OPTION: f | volleyball {page_034_006.jpg} OPTION: g | soccer {page_035_001.jpg} PROMPT: Jeff hit the tennis ball. {bk08-l2a-f2-08-q.mp3} ANSWER: d FEEDBACK: Repeat: Jeff hit the tennis ball. {bk08-l2a-f2-08-fb.mp3} PROMPT: She is doing sit-ups. {bk08-l2a-f2-09-q.mp3} ANSWER: a FEEDBACK: Repeat: She is doing sit-ups. {bk08-l2a-f2-09-fb.mp3} PROMPT: The privates are doing their morning push-ups. {bk08-l2a-f2-10-q.mp3} ANSWER: e FEEDBACK: Repeat: The privates are doing their morning push-ups. {bk08-l2a-f2-10-fb.mp3} PROMPT: The students are playing volleyball. {bk08-l2a-f2-11-q.mp3} ANSWER: f FEEDBACK: Repeat: The students are playing volleyball. {bk08-l2a-f2-11-fb.mp3} PROMPT: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-q.mp3} ANSWER: c FEEDBACK: Repeat: After 14:30 on Friday, the students have a lot of free time. {bk08-l2a-f2-12-fb.mp3} PROMPT: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-q.mp3} ANSWER: b FEEDBACK: Repeat: Sergeant Irving and Sergeant Reyes are going to the gym today. {bk08-l2a-f2-13-fb.mp3} PROMPT: They want to get in shape. {bk08-l2a-f2-14-q.mp3} ANSWER: g FEEDBACK: Repeat: They want to get in shape. {bk08-l2a-f2-14-fb.mp3} # Source: LLA 2B Figure 3 (Part 1) $DIALOGUE Workout Words ID: 2b-f3 INTRO: Four more phrases for the gym — including one for the people who never go. Listen and repeat. INSTRUCTION: Repeat each word and sentence. REPEAT VOCAB: exercise LINE: They exercise every afternoon. {page_040_001.jpg} {bk08-l2b-f3-01.mp3} VOCAB: workout LINE: Roger likes to work out in the gym. {page_040_002.jpg} {bk08-l2b-f3-02.mp3} VOCAB: out of shape LINE: He is out of shape. {page_040_003.jpg} {bk08-l2b-f3-03.mp3} VOCAB: have fun LINE: They always have fun on Saturday. {page_040_004.jpg} {bk08-l2b-f3-04.mp3} # Source: LLA 2B Figure 3 (Part 2) $SELECT Match the Workout Words ID: 2b-f3-b INTRO: Same four phrases, now by ear. Listen to the sentence and tap the picture that matches it. INSTRUCTION: Tap the matching picture. OPTION: a | exercise {page_040_001.jpg} OPTION: b | workout {page_040_002.jpg} OPTION: c | out of shape {page_040_003.jpg} OPTION: d | have fun {page_040_004.jpg} PROMPT: The soldiers must exercise every day. {bk08-l2b-f3-05.mp3} ANSWER: a PROMPT: Mr. Matthews is out of shape. {bk08-l2b-f3-06.mp3} ANSWER: c PROMPT: The men are having fun. {bk08-l2b-f3-07.mp3} ANSWER: d PROMPT: The airman works out in his free time. {bk08-l2b-f3-08.mp3} ANSWER: b # Source: ST §What Did Jean Forget? $DIALOGUE What Did Jean Forget? ID: l2-s2 INTRO: Jean and Bob just left the house, and Jean has that feeling — they forgot something. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: to forget Jean: I think we forgot something. Bob: What did we forget? VOCAB: to remember Jean: I can't remember! VOCAB: to shut Bob: Did you shut the car windows? Jean: That's it! We forgot about the windows. Bob: No, I remembered. I closed them. Jean: Did you shut the windows in the back, too? Bob: Yes, I shut every window in the car. # Source: ST §Listen to Your Teacher, Students. $DIALOGUE We'll Try to Remember ID: l2-s3 INTRO: Mr. Sunshine has a test tomorrow and very little faith in his students' memory. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT Teacher: We're going to have a test tomorrow, students. Don't forget! Students: No problem, Mr. Sunshine. We'll remember. Teacher: Will you remember your books? Students: Yes, we'll remember to bring our books. VOCAB: to try Teacher: And please try to memorize all of the new words. Students: We'll try very hard to learn them. # Source: ST §Tennis Is Fun! $DIALOGUE Tennis Is Fun ID: l2-s4 INTRO: A short story about Henry, Carmen, a tennis ball, and one forgotten errand. Just listen and read along. INSTRUCTION: Listen to the story. Narrator: Between class and supper, Henry and Carmen have some free time. {st-page_056_001.jpg} VOCAB: to have a good time Narrator: At this time they usually exercise and have a good time. {st-page_056_002.jpg} Narrator: Sometimes, they play tennis. {st-page_056_003.jpg} Narrator: Carmen plays tennis very well. VOCAB: to hit Narrator: Yesterday, Henry learned to hit the ball. {st-page_056_004.jpg} Narrator: The first time, Henry tried to hit the ball. {st-page_056_005.jpg} VOCAB: to miss Narrator: He missed. {st-page_057_001.jpg} Narrator: He didn't miss the second time. {st-page_057_002.jpg} Narrator: Carmen and Henry were happy. They had fun. {st-page_057_003.jpg} VOCAB: watch Narrator: Then Carmen looked at her watch. {st-page_057_004.jpg} Narrator: It was 3:45. "Oh, no!" she said. {st-page_057_005.jpg} Narrator: "I forgot to go to the post office, and it closes at 3:30. {st-page_057_006.jpg} Narrator: I need to mail a letter to my mother. I must remember to go tomorrow." {st-page_057_007.jpg} # Source: ST §Look at the Pictures $PRODUCE Questions on the Story ID: l2-s5 REFERENCE INTRO: Now answer questions about Henry and Carmen. You can open the story again if a detail slips away — Carmen would understand. INSTRUCTION: Answer according to the story. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). EXAMPLE PROMPT: When do Carmen and Henry have supper? RESPONSE: They have supper between 6:00 and 7:00. PROMPT: When do Carmen and Henry have free time? RESPONSE: They have free time between class and supper. PROMPT: What do they do at this time? RESPONSE: They usually exercise and have a good time. PROMPT: What do they sometimes play? RESPONSE: Sometimes, they play tennis. PROMPT: What did Henry learn yesterday? RESPONSE: He learned to hit the ball. PROMPT: What did Henry do the first time? RESPONSE: He tried to hit the ball. PROMPT: Did he hit the ball? RESPONSE: No, he missed. PROMPT: Did he hit the ball the second time? RESPONSE: Yes, he didn't miss the second time. PROMPT: Were Carmen and Henry happy? RESPONSE: Yes, they were happy. PROMPT: What did Carmen look at? RESPONSE: She looked at her watch. PROMPT: What did Carmen forget to do? RESPONSE: She forgot to go to the post office. PROMPT: What does she need to do? RESPONSE: She needs to mail a letter to her mother. # Source: ST §Getting in Shape — Word Bank $GRAMMAR Getting in Shape — Word Bank ID: l2-s6 INTRO: Here's a small word bank of this part's vocabulary. Keep it handy — you'll use these words to complete some fitness advice next. **Words for the exercise:** * {try to} * {exercise} * {volleyball} * {fun} * {work out} * {have a good time} * {situps} * {gym} * {get out of shape} # Source: ST §Getting in Shape $PRODUCE Getting in Shape ID: l2-s7 REFERENCE INTRO: Some sensible advice about exercise, with holes in it. Type the missing words from the word bank — you can open the bank while you work. INSTRUCTION: Complete the sentences using the words from the bank. INPUT: type CHECK: exact TEMPLATE: Choose a ____{gym} near your home. RESPONSE: Choose a gym near your home. TEMPLATE: ____{Try to} exercise three days a week. RESPONSE: Try to exercise three days a week. ACCEPT: try to | Try to TEMPLATE: Start SLOWLY! The first day ____{exercise} for only five to eight minutes. The next day you can work out for a longer time. RESPONSE: Start SLOWLY! The first day exercise for only five to eight minutes. The next day you can work out for a longer time. ACCEPT: exercise TEMPLATE: ____{Work out} with a friend. Exercise is more ____{fun} together. RESPONSE: Work out with a friend. Exercise is more fun together. TEMPLATE: Select an exercise you like. You don't have to run or do pushups or ____{situps}. You can play tennis, ____{volleyball} or basketball. RESPONSE: Select an exercise you like. You don't have to run or do pushups or situps. You can play tennis, volleyball or basketball. TEMPLATE: Try not to have more than three days between workouts, or you will ____{get out of shape}. RESPONSE: Try not to have more than three days between workouts, or you will get out of shape. TEMPLATE: Don't forget to ____{have a good time}! RESPONSE: Don't forget to have a good time! # Source: ST §Let's Try Again! $DIALOGUE Let's Try Again! ID: l2-s8 INTRO: Two quick conversations to close this part: a baseball game and a movie nobody wants to miss. Listen and repeat. INSTRUCTION: Listen and repeat each line. REPEAT Jerry: We have some free time now. Let's play baseball. Kim: I can't play baseball very well. Jerry: Well, you can learn and we can have fun. Kim: All right. I'll play. Charlie: Jack, do you have a watch? What time is it? Jack: It's 3:20. Charlie: It's time for the movie. Let's not miss it. Jack: Let's call Mike. He wants to watch it, too. Charlie: Thanks. I'll call him right now. $LESSON 2-2: Verbs Followed by To # Source: ST §John Wants to Play Volleyball $GRAMMAR Verbs Followed by To ID: l2-s11 INTRO: In this part you'll learn the pattern behind everything you just heard: verbs like want, need, forget, and try take a second verb with "to." Here's how it works. Certain verbs may be followed by the present infinitive form (to speak, to work, to talk, etc.). | | | | |---|---|---| | Carlos | begins
forgets
learns
likes
needs
remembers
starts
tries
wants | to speak English. | **Read the sentences.** 1. {I like to go to the movies.} 2. {Alan wants to get in shape.} 3. {They began to study at six o'clock.} 4. {Rita needs to buy a house.} 5. {He will remember to get the pictures.} 6. {We started to play volleyball.} # Source: LLA 2A Figure 3 $SELECT Same Meaning ID: 2a-f3 INTRO: Listen to the sentence, then tap the sentence that means the same thing — did it happen, or didn't it? Repeat the correct answer afterward. INSTRUCTION: Tap the best answer. REPEAT EXAMPLE PROMPT: Jackie learned to play soccer. {bk08-l2a-f3-ex-q.mp3} OPTION: a | Jackie doesn't play soccer. OPTION: b | Jackie played soccer. {bk08-l2a-f3-ex-a.mp3} OPTION: c | Jackie won't play soccer. ANSWER: b PROMPT: Mike forgot to lock the door. {bk08-l2a-f3-01-q.mp3} OPTION: a | He locked the door. OPTION: b | He didn't lock the door. {bk08-l2a-f3-01-a.mp3} OPTION: c | He is going to lock the door. ANSWER: b PROMPT: Jim and Tim will begin to study French. {bk08-l2a-f3-02-q.mp3} OPTION: a | They will not study French. OPTION: b | They will finish studying French. OPTION: c | They will start to study French. {bk08-l2a-f3-02-a.mp3} ANSWER: c PROMPT: Jane remembered to buy the soap. {bk08-l2a-f3-03-q.mp3} OPTION: a | Jane forgot to buy the soap. OPTION: b | Jane bought the soap. {bk08-l2a-f3-03-a.mp3} OPTION: c | Jane didn't buy the soap. ANSWER: b PROMPT: Dan needs to cash a check. {bk08-l2a-f3-04-q.mp3} OPTION: a | Dan didn't cash a check. OPTION: b | Dan has to cash a check. {bk08-l2a-f3-04-a.mp3} OPTION: c | Dan won't cash a check. ANSWER: b PROMPT: Marianne and Nan can't move the box. {bk08-l2a-f3-05-q.mp3} OPTION: a | They moved the box. OPTION: b | They remembered to move the box. OPTION: c | They didn't move the box. {bk08-l2a-f3-05-a.mp3} ANSWER: c PROMPT: Rick started to read the newspaper at 7 o'clock. {bk08-l2a-f3-06-q.mp3} OPTION: a | He began to read at 7 o'clock. {bk08-l2a-f3-06-a.mp3} OPTION: b | He finished the paper at 7 o'clock. OPTION: c | He reads the paper at 7 o'clock every day. ANSWER: a PROMPT: Mark needed to go downtown last night. {bk08-l2a-f3-07-q.mp3} OPTION: a | He goes downtown every night. OPTION: b | He had to go downtown last night. {bk08-l2a-f3-07-a.mp3} OPTION: c | He didn't go downtown last night. ANSWER: b PROMPT: Lucy likes to see old movies. {bk08-l2a-f3-08-q.mp3} OPTION: a | She wants to see old movies. {bk08-l2a-f3-08-a.mp3} OPTION: b | She never sees old movies. OPTION: c | She doesn't want to see old movies. ANSWER: a # Source: ST §What Do You Like To Do? $PRODUCE What Do You Like to Do? ID: l2-s12 INTRO: Answer each question in a full sentence, using the words in parentheses. The "to" stays glued to the second verb. INSTRUCTION: Answer with the words in parentheses. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: What does Sally want to do? (work at the bank) RESPONSE: Sally wants to work at the bank. EXAMPLE PROMPT: What does she like to do? (count the money) RESPONSE: She likes to count the money. PROMPT: What does Harry want to do? (drive to New York) RESPONSE: Harry wants to drive to New York. PROMPT: What does Peggy like? (eat desserts) RESPONSE: Peggy likes to eat desserts. PROMPT: What does Sgt Wilson want? (get a new I.D. card) RESPONSE: Sgt Wilson wants to get a new I.D. card. PROMPT: What does Major Roberts like? (eat in the Officers Club) RESPONSE: Major Roberts likes to eat in the Officers Club. PROMPT: What does Bob want to be? (a pilot in the Air Force) RESPONSE: Bob wants to be a pilot in the Air Force. PROMPT: What does Tommy like to do? (listen to the radio) RESPONSE: Tommy likes to listen to the radio. PROMPT: What does Kathleen like to do? (buy clothes) RESPONSE: Kathleen likes to buy clothes. # Source: ST §Ray Needs to Buy a New Car $GRAMMAR Questions with Do, Does, and Did ID: l2-s13 INTRO: To ask about these verbs, put do, does, or did in front — the "to" phrase doesn't move. Here are the question and answer patterns. **Questions and Short Answers** | | | | | |---|---|---|---| | Do/Did | they | need | to lock the door? | | Does/Did | Sue | | | | | | | | |---|---|---|---| | Yes, | they | need/needed | to lock the door. | | | Sue | needs/needed | | | | | | | | |---|---|---|---|---| | No, | they | don't/didn't | need | to lock the door. | | | Sue | doesn't/didn't | | | Try them aloud: {Did they need to lock the door?} — {Yes, they needed to lock the door.} — {No, Sue didn't need to lock the door.} # Source: LLA 2A Figure 4 $PRODUCE Change It to a Question ID: 2a-f4 INPUT: speak CHECK: reveal INTRO: You'll hear a sentence and then a new word. Use the new word to turn the sentence into a question, then repeat the correct answer. INSTRUCTION: Say the new question aloud. REPEAT EXAMPLE TEMPLATE: Mike forgot to lock the door. TEMPLATE: Did Mike forget to ____? PROMPT: Mike forgot to lock the door. Car. {bk08-l2a-f4-ex-q.mp3} RESPONSE: Did Mike forget to lock the car? {bk08-l2a-f4-ex-a.mp3} TEMPLATE: Jim and Tim will begin to study French. TEMPLATE: ____ study French? PROMPT: Jim and Tim will begin to study French. Jan and Anne. {bk08-l2a-f4-01-q.mp3} RESPONSE: Will Jan and Anne begin to study French? {bk08-l2a-f4-01-a.mp3} TEMPLATE: Jane remembered to buy the soap. TEMPLATE: Did she remember to ____? PROMPT: Jane remembered to buy soap. Towels. {bk08-l2a-f4-02-q.mp3} RESPONSE: Did she remember to buy towels? {bk08-l2a-f4-02-a.mp3} TEMPLATE: Dan needs to cash a check. TEMPLATE: ____ cash a check? PROMPT: Dan needs to cash a check. Henry. {bk08-l2a-f4-03-q.mp3} RESPONSE: Does Henry need to cash a check? {bk08-l2a-f4-03-a.mp3} TEMPLATE: Mary Ann and I tried to move the box. TEMPLATE: Did you and Mary Ann ____? PROMPT: Marianne and I tried to move the box. Sofa. {bk08-l2a-f4-04-q.mp3} RESPONSE: Did you and Marianne try to move the sofa? {bk08-l2a-f4-04-a.mp3} TEMPLATE: Rick started to read the newspaper at 7 o'clock. TEMPLATE: ____ the newspaper at 7 o'clock? PROMPT: Rick started to read the newspaper at 7 o'clock. Bob. {bk08-l2a-f4-05-q.mp3} RESPONSE: Did Bob start to read the newspaper at 7 o'clock? {bk08-l2a-f4-05-a.mp3} TEMPLATE: Lucy likes to see old movies. TEMPLATE: Does she like ____? PROMPT: Lucy likes to see old movies. New. {bk08-l2a-f4-06-q.mp3} RESPONSE: Does she like to see new movies? {bk08-l2a-f4-06-a.mp3} # Source: ST §Ask and Answer $PRODUCE Ask and Answer ID: l2-s14 INTRO: Now build both halves yourself. Take the cue, ask a question with it, then answer your own question — yes or no, your choice. INSTRUCTION: Ask a question with the cue, then answer it. INPUT: speak CHECK: llm RUBRIC: The learner must form a question using the cue (e.g. "Did you forget to lock the door?") and provide either an affirmative or negative answer matching it ("Yes, I forgot..." or "No, I didn't..."). Tense (past/present) and subject can vary as long as the question and answer match. EXAMPLE TEMPLATE: forget to lock RESPONSE: Did you forget to lock the door? Yes, I forgot to lock the door. TEMPLATE: need to learn RESPONSE: Do you need to learn Spanish? Yes, I need to learn Spanish. TEMPLATE: begin to play RESPONSE: Did they begin to play tennis? Yes, they began to play tennis. TEMPLATE: start to sing RESPONSE: Did she start to sing? No, she didn't start to sing. TEMPLATE: want to drive RESPONSE: Do you want to drive the car? Yes, I want to drive the car. TEMPLATE: remember to buy RESPONSE: Did you remember to buy milk? Yes, I remembered to buy milk. TEMPLATE: forget to sign RESPONSE: Did he forget to sign the paper? No, he didn't forget to sign the paper. # Source: ST §Make Questions $PRODUCE Make Questions ID: l2-s16 INTRO: Read each line from a dialog and make a question about the underlined phrase — then answer it. The model shows one good way. INSTRUCTION: Make a question using the emphasized words. INPUT: speak CHECK: llm RUBRIC: The learner must form a question that targets the emphasized infinitive phrase (e.g. "What does Jim need to buy?"). EXAMPLE TEMPLATE: Jim: To the BX. I *need to buy* some new shoes. RESPONSE: What does Jim need to buy? He needs to buy some new shoes. TEMPLATE: Jim: Do you *like to play* tennis? RESPONSE: What does Jim like to play? He likes to play tennis. TEMPLATE: Joe: Yes, I do. I *learned to play* three years ago. RESPONSE: What did Joe learn to play? He learned to play tennis. TEMPLATE: Jim: I'd *like to learn* to play tennis. RESPONSE: What would Jim like to learn? He'd like to learn to play tennis. TEMPLATE: Joe: Don't *forget to pick up* a pair of tennis shoes with your other pair of shoes. RESPONSE: What shouldn't Jim forget to pick up? He shouldn't forget to pick up tennis shoes. TEMPLATE: Jim: I won't. I'll *remember to get* tennis balls too. RESPONSE: What will Jim remember to get? He will remember to get tennis balls. TEMPLATE: Sgt Mays: Sir, my ears *began to hurt* last night. RESPONSE: What began to hurt? His ears began to hurt. TEMPLATE: Capt Coffey: Do you *need to go* to the doctor? RESPONSE: Who needs to go to the doctor? Sgt Mays needs to go to the doctor. TEMPLATE: Sgt Mays: Yes, sir. I'll *try to see* the doctor this morning and get some medicine. RESPONSE: Who will he try to see? He will try to see the doctor. TEMPLATE: Capt Coffey: You must *remember to take* the medicine every day. RESPONSE: What must he remember to take? He must remember to take the medicine. # Source: ST §What Are They Trying to Do? $PRODUCE What Are They Trying to Do? ID: l2-s15 INTRO: Look at each picture and say what the person is trying to do. Some of them are clearly not succeeding — describe the attempt, not the result. INSTRUCTION: Answer aloud using "trying to". INPUT: speak CHECK: llm RUBRIC: Accept any reasonable answer describing the person's action using an infinitive (e.g., "He is trying to remember", "She is trying to reach the box", "They are trying to swim"). PROMPT: What is he trying to do? {st-page_068_001.jpg} RESPONSE: He is trying to remember something. PROMPT: What is she trying to do? {st-page_068_002.jpg} RESPONSE: She is trying to reach the box. PROMPT: What is he trying to do? {st-page_068_003.jpg} RESPONSE: He is trying to play tennis. PROMPT: What are they trying to do? {st-page_068_004.jpg} RESPONSE: They are trying to swim. PROMPT: What is he trying to do? {st-page_068_005.jpg} RESPONSE: He is trying to hit the baseball. PROMPT: What is she trying to do? {st-page_068_006.jpg} RESPONSE: She is trying to cook dinner. PROMPT: What is he trying to do? {st-page_069_001.jpg} RESPONSE: He is trying to do his homework. PROMPT: What is she trying to do? {st-page_069_002.jpg} RESPONSE: She is trying to learn tennis. # Source: LLA 2D Figure 1 $PRODUCE Picture Questions ID: 2d-f1 INPUT: speak CHECK: reveal INTRO: One more pass with pictures, this time from the tape. Look at the picture, listen to the question, and answer in a full sentence. Then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. REPEAT EXAMPLE PROMPT: What do they like to do? {page_049_001.jpg} {bk08-l2d-f1-01-q.mp3} RESPONSE: They like to swim. {bk08-l2d-f1-01-a.mp3} PROMPT: What does the daughter want to do? {page_049_002.jpg} {bk08-l2d-f1-02-q.mp3} RESPONSE: She wants to eat ice cream. {bk08-l2d-f1-02-a.mp3} PROMPT: What did he forget to bring? {page_049_003.jpg} {bk08-l2d-f1-03-q.mp3} RESPONSE: He forgot to bring his umbrella. {bk08-l2d-f1-03-a.mp3} PROMPT: What did he remember? {page_049_004.jpg} {bk08-l2d-f1-04-q.mp3} RESPONSE: He remembered to lock the door. {bk08-l2d-f1-04-a.mp3} PROMPT: What is she trying to do? {page_049_005.jpg} {bk08-l2d-f1-05-q.mp3} RESPONSE: She is trying to move the refrigerator. {bk08-l2d-f1-05-a.mp3} PROMPT: What does he need to do? {page_049_006.jpg} {bk08-l2d-f1-06-q.mp3} RESPONSE: He needs to buy a new shirt. {bk08-l2d-f1-06-a.mp3} PROMPT: What is she learning? {page_050_001.jpg} {bk08-l2d-f1-07-q.mp3} RESPONSE: She is learning to drive a car. {bk08-l2d-f1-07-a.mp3} PROMPT: What is the little boy doing? {page_050_002.jpg} {bk08-l2d-f1-08-q.mp3} RESPONSE: The little boy is starting to cry. {bk08-l2d-f1-08-a.mp3} # SKIPPED (book): ST Listening Skill: Syllables — instructor-read syllable-count drill; no recorded stimulus or printed words. Convertible later with chosen items + TTS. $LESSON 2-3: Listening Practice — Directions, Talks, and Dictation # Source: LLA 2B Figure 1 $PRODUCE Listen and Answer ID: 2b-f1 INPUT: speak CHECK: reveal INTRO: This part is all listening: short conversations, street directions, two little talks, and a dictation. First, listen to each conversation and answer the question about it aloud. INSTRUCTION: Answer the question aloud. REPEAT EXAMPLE PROMPT: Where does Colonel Adams want Airman Sawyer to go? Airman Sawyer, go to the locator and get a new name tag. Yes, sir. I'll do it right now. Where does Colonel Adams want Airman Sawyer to go? {bk08-l2b-f1-ex-q.mp3} TEMPLATE: Where does Col Adams want Airman Sawyer to go? RESPONSE: He wants her to go to the locator. {bk08-l2b-f1-ex-a.mp3} PROMPT: Where are Sergeant Victors and Sergeant Jones going to eat lunch today? The mess hall is very crowded today. Let's go to the NCO club. Okay. The food's always good there. Where are Sergeant Victors and Sergeant Jones going to eat lunch today? {bk08-l2b-f1-01-q.mp3} TEMPLATE: Where are Sgt Victors and Sgt Jones going to eat lunch today? RESPONSE: They are going to eat at the NCO club. {bk08-l2b-f1-01-a.mp3} PROMPT: Where are the officers' barracks? Sergeant Jameson, this is my first day at Lackland. Which barracks are for the enlisted students? Those next to the small BX are for the enlisted. The barracks near the locator are for the officers. Thank you, Sergeant. Where are the officers' barracks? {bk08-l2b-f1-02-q.mp3} TEMPLATE: Where are the officers' barracks? RESPONSE: The officers' barracks are near the locator. {bk08-l2b-f1-02-a.mp3} PROMPT: What do the men want to be? Men, you are learning to fly. You are going to be the best pilots in the U.S. Air Force. Is that right? Yes, sir. We want to be the best. We want to be the best. What do the men want to be? {bk08-l2b-f1-03-q.mp3} TEMPLATE: What do the men want to be? RESPONSE: The men want to be the best pilots in the U.S. Air Force. {bk08-l2b-f1-03-a.mp3} # Source: LLA 2D Figure 2 $PRODUCE Which Word Changed? ID: 2d-f2 INPUT: type CHECK: exact INTRO: Read the sentence on your screen, then listen carefully. If the speaker changes a word, type the word you heard. If the sentences match exactly, type the whole sentence. INSTRUCTION: Type the changed word, or the full sentence if nothing changed. EXAMPLE TEMPLATE: Jim hit the ball. PROMPT: Jim missed the ball. {bk08-l2d-f2-ex.mp3} RESPONSE: Jim missed the ball. ACCEPT: missed TEMPLATE: Harry remembered to buy the toothpaste. PROMPT: Harry remembered to buy the toothpaste. {bk08-l2d-f2-01.mp3} RESPONSE: Harry remembered to buy the toothpaste. TEMPLATE: Lt Roberts likes to play volleyball. PROMPT: Lieutenant Roberts likes to play tennis. {bk08-l2d-f2-02.mp3} RESPONSE: Lieutenant Roberts likes to play tennis. ACCEPT: tennis TEMPLATE: The soldiers must do many sit-ups every day. PROMPT: The soldiers must do many push-ups every day. {bk08-l2d-f2-03.mp3} RESPONSE: The soldiers must do many push-ups every day. ACCEPT: push-ups TEMPLATE: Captain Santos and Captain Anderson go to the gymnasium three times a week. PROMPT: Captain Santos and Captain Anderson go to the gymnasium 3 times a week. {bk08-l2d-f2-04.mp3} RESPONSE: Captain Santos and Captain Anderson go to the gymnasium three times a week. TEMPLATE: The pilot looked at his clock. PROMPT: The pilot looked at his watch. {bk08-l2d-f2-05.mp3} RESPONSE: The pilot looked at his watch. ACCEPT: watch TEMPLATE: The women need to get in shape. PROMPT: The women need to work out. {bk08-l2d-f2-06.mp3} RESPONSE: The women need to work out. ACCEPT: work out TEMPLATE: Jack and Robert had fun at the game. PROMPT: Jack and Robert had a good time at the game. {bk08-l2d-f2-07.mp3} RESPONSE: Jack and Robert had a good time at the game. ACCEPT: a good time TEMPLATE: The Army exercises more than the Air Force. PROMPT: The Army exercises more than the Air Force. {bk08-l2d-f2-08.mp3} RESPONSE: The Army exercises more than the Air Force. # SKIPPED (book): LLA 2B Figure 4 — draw lines on a map from spoken directions (drawing response, not expressible). # SKIPPED (book): ST Listening Skill "HE DROVE EAST ON HIGHWAY..." — instructor reads map directions for the learner to draw/mark; drawing responses not expressible. # Source: LLA 2B Figure 2 $PRODUCE Follow the Directions {page_039_001.jpg} ID: 2b-f2 INPUT: speak CHECK: reveal INTRO: You'll see a street map. Listen to the directions, trace the route with your eyes or your finger, and say where you end up. Getting lost is educational too — but try not to. INSTRUCTION: Follow the directions and say the destination aloud. REPEAT EXAMPLE PROMPT: You are on the corner of Walters and Main. Go north on Main one block. Turn left on Star. Turn left on Circle C. Go to 416, Circle C. Where are you? {bk08-l2b-f2-ex-q.mp3} RESPONSE: At Major Burns's house. {bk08-l2b-f2-ex-a.mp3} PROMPT: You are on the corner of Star and Main. Go east on Star and turn right on Bradley. Go to the corner of Bradley and Walters. Where are you? {bk08-l2b-f2-01-q.mp3} RESPONSE: At Oma's Deli. {bk08-l2b-f2-01-a.mp3} PROMPT: You are on the corner of Walters and Market. Go north on Market to Theo. Turn right on Theo. Go to the corner of Theo and Main. Where are you? {bk08-l2b-f2-02-q.mp3} RESPONSE: At Food City. {bk08-l2b-f2-02-a.mp3} PROMPT: You are on the corner of Bradley and Star. Go west on Star to Market. Turn right on Market. Go to the corner of Theo and Market. Where are you? {bk08-l2b-f2-03-q.mp3} RESPONSE: At the hospital. {bk08-l2b-f2-03-a.mp3} # Source: ST §Where Are You Now? (1) $PRODUCE Where Are You Now? (Map 1) ID: l2-s9 INTRO: Now read the directions yourself. Follow the route on the map and type the name of the place where you end up. INSTRUCTION: Follow the directions on the map and type the destination. INPUT: type CHECK: exact TEMPLATE: Leave the school on Timberhills Rd. and travel west to Park St. At Park, turn left and go straight to Valley View Avenue. Turn left at Valley View Ave. and take a right on Meadow. It's on your right, at Main and Meadow Streets. Where are you? {st-page_063_001.jpg} RESPONSE: Hospital ACCEPT: hospital | the hospital TEMPLATE: Leave your apartment and go east on Main. Then turn left at Woodlawn and travel north for three blocks. At Circle Drive, turn left again and stop the car. You will see it on your right. Where are you? {st-page_063_001.jpg} RESPONSE: Grocery Store ACCEPT: grocery store | the grocery store # Source: ST §Where Are You Now? (2) $PRODUCE Where Are You Now? (Map 2) ID: l2-s10 INTRO: A new town, a new map, the same job: follow the directions and type where you end up. INSTRUCTION: Follow the directions on the map and type the destination. INPUT: type CHECK: exact TEMPLATE: Leave the restaurant and turn left on Oak Hill. Go south to Bentwood and turn right. Stay on Bentwood for two blocks, and then turn right at Centerview Dr. Go north for one block, then look to the left. You will see it on the corner of Dreary Lane and Centerview Drive. It will be the big building on the left. Which building is it? {st-page_064_001.jpg} RESPONSE: Library ACCEPT: library | the library | Library TEMPLATE: You're on Broad St. now, at Aggie Park. Drive south on Broad St. to Park Blvd. and turn left. Drive north on Park for four blocks and then turn right. You'll be on Main St. In the second block on your right, you'll see a large building. Which building is it? {st-page_064_001.jpg} RESPONSE: Hospital ACCEPT: hospital | the hospital | Hospital # SKIPPED (book): ST "COMPLETE THE OUTLINE" Listening Skill — instructor-read paragraphs with no recorded stimulus or printed text. The taped outline work below (LLA 2A Figure 5) covers the same skill. # Source: LLA 2A Figure 5 (Part 1) $DIALOGUE Two Short Talks ID: 2a-f5 INTRO: Two short talks: Captain Rossi's shopping list, and a word about thermometers. Listen closely — you'll fill in an outline of each one next. INSTRUCTION: Listen to the paragraphs. LINE: Captain Rossi is going to the commissary today. {bk08-l2a-f5-01.mp3} LINE: She has to buy meat, vegetables, and fruit. {bk08-l2a-f5-02.mp3} LINE: She wants to get chicken and beef. {bk08-l2a-f5-03.mp3} LINE: She'll buy corn and squash. {bk08-l2a-f5-04.mp3} LINE: Her children like those vegetables. {bk08-l2a-f5-05.mp3} LINE: Also, she'll buy apples and oranges. {bk08-l2a-f5-06.mp3} LINE: She likes to have them for snacks. {bk08-l2a-f5-07.mp3} LINE: There are two kinds of thermometers: Fahrenheit thermometers and Celsius thermometers. {bk08-l2a-f5-08.mp3} LINE: When it's freezing, the Celsius thermometer reads 0 degrees, and the Fahrenheit thermometer reads 32 degrees. {bk08-l2a-f5-09.mp3} LINE: The temperature is the same: freezing. {bk08-l2a-f5-10.mp3} # Source: LLA 2A Figure 5 (Part 2) $PRODUCE Complete the Outlines ID: 2a-f5-b INPUT: type CHECK: exact REFERENCE INTRO: Fill in the outline for each talk, slot by slot. You can replay the talks if the vegetables escape you. INSTRUCTION: Fill in the outline from the talk. TEMPLATE: Commissary SLOT: 1 | Category 1 | meat SLOT: 2 | Item 1 | chicken SLOT: 2 | Item 2 | beef SLOT: 1 | Category 2 | vegetables SLOT: 2 | Item 1 | corn SLOT: 2 | Item 2 | squash SLOT: 1 | Category 3 | fruit SLOT: 2 | Item 1 | apples SLOT: 2 | Item 2 | oranges TEMPLATE: Thermometers SLOT: 1 | Type 1 | Fahrenheit thermometers SLOT: 2 | Freezing temperature | 32 degrees SLOT: 1 | Type 2 | Celsius thermometers SLOT: 2 | Freezing temperature | 0 degrees # Source: LLA 2C Figure 5 $PRODUCE Dictation ID: 2c-f5 INPUT: type CHECK: exact INTRO: A dictation to finish the listening work. Type each sentence exactly as you hear it — every word earns its place. INSTRUCTION: Type the sentence you hear. PROMPT: The plane to New York took off on time. {bk08-l2c-f5-01.mp3} RESPONSE: The plane to New York took off on time. {bk08-l2c-f5-01.mp3} PROMPT: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3} RESPONSE: Colonel Smith is going to Spain in July. {bk08-l2c-f5-02.mp3} PROMPT: That highway is better than this road. {bk08-l2c-f5-03.mp3} RESPONSE: That highway is better than this road. {bk08-l2c-f5-03.mp3} PROMPT: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3} RESPONSE: The temperature fell 10 degrees in 1 hour. {bk08-l2c-f5-04.mp3} ACCEPT: The temperature fell ten degrees in one hour. PROMPT: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3} RESPONSE: John drove east on Highway 6 for 3 hours. {bk08-l2c-f5-05.mp3} ACCEPT: John drove east on Highway six for three hours. PROMPT: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3} RESPONSE: The plane is going to land at 5 o'clock. {bk08-l2c-f5-06.mp3} ACCEPT: The plane is going to land at five o'clock. PROMPT: Helen took the children to the park. {bk08-l2c-f5-07.mp3} RESPONSE: Helen took the children to the park. {bk08-l2c-f5-07.mp3} PROMPT: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3} RESPONSE: The temperature is going to be 20 degrees tonight. {bk08-l2c-f5-08.mp3} ACCEPT: The temperature is going to be twenty degrees tonight. $LESSON 2-4: Descriptive Adjectives # DROPPED (twin): ST §This Lesson Is Important — same adjective presentation role/modality as LLA 2C Figure 1 (cassette kept); its picture grounding is covered by the picture-match activity below. # Source: LLA 2C Figure 1 $DIALOGUE Words That Describe ID: 2c-f1 INTRO: In this part you'll learn seven adjectives for describing things — from difficult all the way to terrific. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: difficult LINE: Mathematics is *difficult*. {bk08-l2c-f1-01.mp3} VOCAB: beautiful LINE: Jane's hair is *beautiful*. {bk08-l2c-f1-02.mp3} VOCAB: healthy LINE: He's a very *healthy* person. {bk08-l2c-f1-03.mp3} VOCAB: interesting LINE: My language class is very *interesting*. {bk08-l2c-f1-04.mp3} VOCAB: exciting LINE: Soccer is a very *exciting* game. {bk08-l2c-f1-05.mp3} VOCAB: important LINE: This envelope has an *important* letter. {bk08-l2c-f1-06.mp3} VOCAB: terrific LINE: That movie was *terrific*. {bk08-l2c-f1-07.mp3} # Source: LLA 2C Figure 2 $SELECT Match the Description ID: 2c-f2 INTRO: Listen to the description and tap the picture that matches it, then repeat the sentence. The wrong picture is usually the sadder one. INSTRUCTION: Tap the correct picture. REPEAT EXAMPLE PROMPT: These math problems are very difficult. {bk08-l2c-f2-ex.mp3} OPTION: a | difficult math {page_043_001.jpg} OPTION: b | easy math {page_043_002.jpg} ANSWER: a PROMPT: Kim's house is beautiful. {bk08-l2c-f2-01-q.mp3} OPTION: a | clock house {page_043_003.jpg} OPTION: b | beautiful house {page_043_004.jpg} {bk08-l2c-f2-01-a.mp3} ANSWER: b PROMPT: Arnold is a very healthy person. {bk08-l2c-f2-02-q.mp3} OPTION: a | healthy person {page_044_001.jpg} {bk08-l2c-f2-02-a.mp3} OPTION: b | unhealthy person {page_044_002.jpg} ANSWER: a PROMPT: History class was very interesting yesterday. {bk08-l2c-f2-03-q.mp3} OPTION: a | boring class {page_044_003.jpg} OPTION: b | interesting class {page_044_004.jpg} {bk08-l2c-f2-03-a.mp3} ANSWER: b PROMPT: The soccer game between Mexico and Saudi Arabia was very exciting. {bk08-l2c-f2-04-q.mp3} OPTION: a | exciting game {page_044_005.jpg} {bk08-l2c-f2-04-a.mp3} OPTION: b | watching a game {page_044_006.jpg} ANSWER: a PROMPT: That envelope has an important letter. {bk08-l2c-f2-05-q.mp3} OPTION: a | junk mail {page_045_001.jpg} OPTION: b | important letter {page_045_002.jpg} {bk08-l2c-f2-05-a.mp3} ANSWER: b PROMPT: That movie was really terrific. {bk08-l2c-f2-06-q.mp3} OPTION: a | terrific movie {page_045_003.jpg} {bk08-l2c-f2-06-a.mp3} OPTION: b | boring movie {page_045_004.jpg} ANSWER: a # Source: new (gap: a/an before adjectives — drilled in the next activity but never explained) $GRAMMAR A or An Before the Adjective ID: l2-s18-a INTRO: One small detail before you drill: when an adjective moves in front of the noun, the word "a" or "an" follows the adjective's first sound. Put the adjective between **a/an** and the noun — and let the adjective choose the article: - {a difficult test} — but {an important test} - {an exciting game}, {an interesting book} - {a beautiful city}, {a healthy person}, {a terrific cook} Use **an** when the next word starts with a vowel sound. # Source: ST §She Was an Important Person $PRODUCE Add the Adjective ID: l2-s18 INTRO: Rebuild each sentence with the adjective in parentheses — and watch whether it takes "a" or "an." INSTRUCTION: Say the sentence with the adjective added. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: I saw a movie on TV last night. (interesting) RESPONSE: I saw an interesting movie on TV last night. EXAMPLE PROMPT: Ms. Jimenez gave us a test this morning. (difficult) RESPONSE: Ms. Jimenez gave us a difficult test this morning. PROMPT: I saw a soccer game on TV last night. (exciting) RESPONSE: I saw an exciting soccer game on TV last night. PROMPT: San Francisco is a city in California. (beautiful) RESPONSE: San Francisco is a beautiful city in California. PROMPT: Jim read a book about China. (interesting) RESPONSE: Jim read an interesting book about China. PROMPT: He is the father of five children. (healthy) RESPONSE: He is the healthy father of five children. PROMPT: Lt Ellis was working on a problem. (difficult) RESPONSE: Lt Ellis was working on a difficult problem. PROMPT: The students have a test tomorrow. (important) RESPONSE: The students have an important test tomorrow. PROMPT: Mr. Garcia is a cook. (terrific) RESPONSE: Mr. Garcia is a terrific cook. PROMPT: Jan has a job. (exciting) RESPONSE: Jan has an exciting job. # Source: ST §That's Very Interesting! $SELECT That's Very Interesting! ID: l2-s19 INTRO: Someone tells you their news; pick the response that fits. Enthusiasm is required — accuracy, too. INSTRUCTION: Tap the response that matches the statement. OPTION: a | That's a very difficult language. OPTION: b | That's terrific! Now you can drive to school. OPTION: c | That will be exciting! When are you going to leave? OPTION: d | That's interesting. I'd like to read it. OPTION: e | It's beautiful! When were you there? TEMPLATE: We're taking a trip to Hawaii. ANSWER: c TEMPLATE: This book is about people from different countries. ANSWER: d TEMPLATE: My brother is studying Chinese. ANSWER: a TEMPLATE: I took this picture of Niagara Falls. ANSWER: e TEMPLATE: I bought a new car. ANSWER: b $LESSON 2-5: Possessive Pronouns # Source: ST §That's His New Car. That's His. $GRAMMAR Mine, Yours, His, Hers ID: l2-s21 INTRO: In this part you'll learn to drop the noun and keep the owner: my car becomes mine, her car becomes hers. Here's the full set. | | | |---|---| | That's my car. | **{That's mine.}** | | That's their car. | **{That's theirs.}** | | That's her car. | **{That's hers.}** | **Examples:** 1. {That looks like an interesting book. Is it yours?} — {No, it's not mine. It's my sister's.} 2. {That's a beautiful house. Is it yours?} — {No, it's theirs. Ours is over there.} 3. {That's an important paper. It must be his.} — {No, it's not. It's hers.} 4. {What a pretty cat! Is it yours?} — {Yes, it's ours.} # Source: LLA 2C Figure 3 $PRODUCE Read the Answer ID: 2c-f3 INPUT: speak CHECK: reveal INTRO: You'll hear a question about who owns something. Read the answer on your screen aloud — mine, yours, his, and hers do all the work. INSTRUCTION: Read the answer aloud. PROMPT: That's a beautiful house. Is that Colonel MacDonald's? {bk08-l2c-f3-01.mp3} TEMPLATE: Yes, it's his. RESPONSE: Yes, it's his. PROMPT: That looks like an interesting book. Is it yours? {bk08-l2c-f3-02.mp3} TEMPLATE: No, it's not mine. It's Dorothy's. RESPONSE: No, it's not mine. It's Dorothy's. PROMPT: What a pretty little girl. Is she yours? {bk08-l2c-f3-03.mp3} TEMPLATE: Yes, she's mine. RESPONSE: Yes, she's mine. PROMPT: Here's someone's jacket. Is it yours? {bk08-l2c-f3-04.mp3} TEMPLATE: No, that's Sgt Powell's. RESPONSE: No, that's Sgt Powell's. PROMPT: Is this your classroom? {bk08-l2c-f3-05.mp3} TEMPLATE: No, mine is next door. RESPONSE: No, mine is next door. PROMPT: That was a difficult test. Was yours hard? {bk08-l2c-f3-06.mp3} TEMPLATE: Yes, ours was very difficult, too! RESPONSE: Yes, ours was very difficult, too! PROMPT: Is that Henry's radio? {bk08-l2c-f3-07.mp3} TEMPLATE: No, that's mine. RESPONSE: No, that's mine. PROMPT: Is that Carol's red-and-white truck? {bk08-l2c-f3-08.mp3} TEMPLATE: Yes, that's hers. RESPONSE: Yes, that's hers. # Source: LLA 2C Figure 4 $SELECT Say the Same Thing ID: 2c-f4 INTRO: Listen to a sentence, then tap the sentence that means the same thing — the owner stays, the noun goes. Repeat the correct answer. INSTRUCTION: Tap the sentence that means the same thing. REPEAT EXAMPLE PROMPT: The dog is Marie's. {bk08-l2c-f4-ex.mp3} OPTION: a | It's his. OPTION: b | It's ours. OPTION: c | It's hers. ANSWER: c PROMPT: The books are mine and Jack's. {bk08-l2c-f4-01-q.mp3} OPTION: a | They're ours. {bk08-l2c-f4-01-a.mp3} OPTION: b | They're yours. OPTION: c | They're his. ANSWER: a PROMPT: That's my pencil. {bk08-l2c-f4-02-q.mp3} OPTION: a | That's his. OPTION: b | That's mine. {bk08-l2c-f4-02-a.mp3} OPTION: c | That's ours. ANSWER: b PROMPT: That's Fred's hat. {bk08-l2c-f4-03-q.mp3} OPTION: a | That's hers. OPTION: b | That's yours. OPTION: c | That's his. {bk08-l2c-f4-03-a.mp3} ANSWER: c PROMPT: Their house is the biggest one on our street. {bk08-l2c-f4-04-q.mp3} OPTION: a | Theirs is the biggest one on our street. {bk08-l2c-f4-04-a.mp3} OPTION: b | His is the biggest one on our street. OPTION: c | Ours is the biggest one on our street. ANSWER: a PROMPT: Susan's truck is red. {bk08-l2c-f4-05-q.mp3} OPTION: a | Theirs is red. OPTION: b | Ours is red. OPTION: c | Hers is red. {bk08-l2c-f4-05-a.mp3} ANSWER: c PROMPT: That's the Medrano's car. {bk08-l2c-f4-06-q.mp3} OPTION: a | That's his. OPTION: b | That's theirs. {bk08-l2c-f4-06-a.mp3} OPTION: c | That's mine. ANSWER: b # Source: ST §Whose Is It? $PRODUCE Whose Is It? ID: l2-s22 INTRO: Answer each question with a short possessive answer: it's his, it's hers, they're theirs. The owner is named in parentheses. INSTRUCTION: Answer with a possessive pronoun. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE PROMPT: Whose book is this? (Mike) RESPONSE: It's his. PROMPT: Whose pen is that? (Henry) RESPONSE: It's his. PROMPT: Whose keys are those? (Peggy) RESPONSE: They're hers. PROMPT: Whose hat is that? (Mr Adams) RESPONSE: It's his. PROMPT: Whose flowers are those? (Janet and Sara) RESPONSE: They're theirs. PROMPT: Whose dessert is that? (John) RESPONSE: It's his. PROMPT: Whose class is this? (Ms. White) RESPONSE: It's hers. PROMPT: Whose gloves are these? (I) RESPONSE: They're mine. PROMPT: Whose money is this? (Ted and I) RESPONSE: It's ours. PROMPT: Whose shoes are these? (Tommy) RESPONSE: They're his. PROMPT: Whose dog is this? (Bob and John) RESPONSE: It's theirs. # Source: ST §That's Bill's Car -> That's His $PRODUCE Shorten It with a Pronoun ID: l2-s23 INTRO: Replace the underlined phrase with one possessive pronoun and say the new sentence. Shorter, same meaning. INSTRUCTION: Say the sentence with a possessive pronoun. INPUT: speak CHECK: reveal EXAMPLE TEMPLATE: *My car* is blue. RESPONSE: Mine is blue. TEMPLATE: That's *Sara's hat*. RESPONSE: That's hers. TEMPLATE: *His shirt* is white. RESPONSE: His is white. TEMPLATE: That's *the Smith's car*. RESPONSE: That's theirs. TEMPLATE: *Our house* is over there. RESPONSE: Ours is over there. TEMPLATE: That's *Kevin's camera*. RESPONSE: That's his. TEMPLATE: *Her coat* is dirty. RESPONSE: Hers is dirty. TEMPLATE: *Their grass* is the greenest. RESPONSE: Theirs is the greenest. TEMPLATE: He mailed *her letter* yesterday. RESPONSE: He mailed hers yesterday. TEMPLATE: *His language* is French. RESPONSE: His is French. TEMPLATE: That's *my radio*. RESPONSE: That's mine. # Source: ST §Ours Is Next to the Corner $PRODUCE Mine Is Working. Yours Isn't. ID: l2-s24 INTRO: Type the missing possessive pronouns — mine, yours, his, hers, ours, or theirs. The rest of the sentence tells you whose. INSTRUCTION: Type the missing pronoun(s). INPUT: type CHECK: exact TEMPLATE: We both have cameras. ____{Mine|Yours|His|Hers|Theirs} is working. ____{Mine|Yours|His|Hers|Theirs} isn't. RESPONSE: We both have cameras. Mine is working. Yours isn't. TEMPLATE: Jim and Lilly both have new cars. ____{His} has four doors. ____{Hers} has two doors. RESPONSE: Jim and Lilly both have new cars. His has four doors. Hers has two doors. TEMPLATE: Fred bought a new jacket. ____{His} is the brown one. RESPONSE: Fred bought a new jacket. His is the brown one. TEMPLATE: The Roberts' house is on the corner. ____{Ours|Mine|Theirs} is next to it. RESPONSE: The Roberts' house is on the corner. Ours is next to it. TEMPLATE: Our gate is open. ____{Theirs|Yours|His|Hers} is closed. RESPONSE: Our gate is open. Theirs is closed. TEMPLATE: Both of our watches are wrong. ____{Mine} is four minutes fast. ____{Yours} is five minutes slow. RESPONSE: Both of our watches are wrong. Mine is four minutes fast. Yours is five minutes slow. TEMPLATE: Steven and Maria both have dogs. ____{His} are small dogs. ____{Hers} are big dogs. RESPONSE: Steven and Maria both have dogs. His are small dogs. Hers are big dogs. TEMPLATE: Their car is red. ____{Ours|Mine|Yours} is white. RESPONSE: Their car is red. Ours is white. # SKIPPED (book): ST "IT'S NOT MINE." — select an object in the room, then pair ask-and-answer; open, co-constructed pair task. $LESSON 2-6: Possessives in Use # Source: ST §Mine's Delicious! $DIALOGUE Mine's Delicious! ID: l2-s26 INTRO: In this part possessives go to work in real conversations — and at the end you'll meet the punctuation that owns them, the apostrophe. First, listen and repeat these short exchanges. INSTRUCTION: Listen and repeat each line. REPEAT Jack: How's your dessert? {st-page_079_001.jpg} Ben: Mine's delicious! How's yours? David: How's your coffee? Pat: Mine's awful. What about yours? Peter: Bill does his exercises after class. When does Tom do his? Steve: He does his at the lunch break. LINE: Ben's test was easy, but hers was difficult. LINE: Your school is big, but ours is bigger. LINE: Did the students do their pushups today? # Source: ST §How's Your Dessert? (two column-interleaved dialogs, reconstructed) $DIALOGUE How's Your Dessert? ID: l2-s27 INTRO: Two students compare desserts — twice. Read along; no repeating this time, just enjoy the pie dispute. INSTRUCTION: Read the dialogs. Student1: How's your dessert? Student2: I think it's good, but mine's very small. Student1: Are the other pieces small, too? Student2: No. His dessert is large, and hers is too. Student1: Both of theirs are larger than ours. Student2: You're right. Let's ask for different ones. Student1: My pie's delicious. Who made it? Student2: Jane's mother. She puts lots of fruit in her pies. Student1: Mine is too. Did she make the other pie, too? Student2: No. Pam and Dot did, but theirs is good, too. Student1: You're right. Both desserts are very good. # Source: ST §It's Mine! $PRODUCE It's Mine! ID: l2-s29 INTRO: Read the first dialog, then complete the second one the same way. Type the words that fill each gap. INSTRUCTION: Complete the second dialog to match the pattern. INPUT: type CHECK: exact EXAMPLE TEMPLATE: Alice: Whose coat is this? TEMPLATE: Barbie: It's mine. TEMPLATE: Alice: It is? TEMPLATE: Barbie: Yes. See? There's my name. TEMPLATE: Now complete: TEMPLATE: Alice: Whose hat is this? TEMPLATE: Barbie: It's Jack's. TEMPLATE: Alice: It is? TEMPLATE: Barbie: Yes. See? There's ____{his name}. RESPONSE: Alice: Whose hat is this? Barbie: It's Jack's. Alice: It is? Barbie: Yes. See? There's his name. TEMPLATE: Mark: I have my dictionary. Do you and Jack have yours? TEMPLATE: Jan: I have mine, but he doesn't have his. TEMPLATE: Now complete: TEMPLATE: Mark: I have ____{mine}. Do ____{you} and ____{he}? TEMPLATE: Jan: ____{I have mine}, but ____{he doesn't have his}. RESPONSE: Mark: I have mine. Do you and he? Jan: I have mine, but he doesn't have his. TEMPLATE: Fred: Whose books are these? TEMPLATE: Mary: The dictionary is mine and the notebook is his. TEMPLATE: Now complete: TEMPLATE: Fred: Whose ____{books} are these? TEMPLATE: Mary: The ____{dictionary} is ____{mine} and ____{the notebook} is ____{his}. RESPONSE: Fred: Whose books are these? Mary: The dictionary is mine and the notebook is his. TEMPLATE: Rob: Is this your jacket? TEMPLATE: Phil: No, it's not. Mine is red. TEMPLATE: Rob: Whose is it? TEMPLATE: Phil: I think it's Jane's. TEMPLATE: Now complete: TEMPLATE: Rob: Is this ____{yours}? TEMPLATE: Phil: No, it's not. ____{Mine is red}. TEMPLATE: Rob: Whose is it? TEMPLATE: Phil: I think ____{it's Jane's}. RESPONSE: Rob: Is this yours? Phil: No, it's not. Mine is red. Rob: Whose is it? Phil: I think it's Jane's. TEMPLATE: Brenda: I have my bus ticket. Does Jim have his? TEMPLATE: Carol: Yes, he has his. TEMPLATE: Now complete: TEMPLATE: Brenda: I have ____{mine}. TEMPLATE: Carol: Yes, ____{he has his}. RESPONSE: Brenda: I have mine. Carol: Yes, he has his. # Source: ST §That's Its Dish $PRODUCE Its Name Is Duke ID: l2-s25 INTRO: Meet Duke the dog and a new house. Type the missing possessive adjectives — "its" will be doing most of the work. INSTRUCTION: Type the missing possessive adjectives. INPUT: type CHECK: exact TEMPLATE: This is our dog. ____{Its} name is Duke. Duke is black and white. {st-page_078_001.jpg} TEMPLATE: ____{Its} body is mostly white, but two of ____{its} legs are black. TEMPLATE: In the morning, our son puts food and water in Duke's dishes. Duke eats all ____{its|his} food. RESPONSE: This is our dog. Its name is Duke. Duke is black and white. Its body is mostly white, but two of its legs are black. In the morning, our son puts food and water in Duke's dishes. Duke eats all its food. TEMPLATE: We have a new house. ____{Its} rooms are large. The front door and ____{its} roof are blue. TEMPLATE: The children like ____{its} big backyard. Next to ____{its|the} garage is a small tree. RESPONSE: We have a new house. Its rooms are large. The front door and its roof are blue. The children like its big backyard. Next to its garage is a small tree. # Source: ST §We Exercise. Do You? $PRODUCE We Exercise. Do You? ID: l2-s28 INTRO: A husband and wife with very organized gym schedules. Type the missing possessive adjectives and pronouns — my, mine, her, hers, their, theirs, and friends. INSTRUCTION: Type the missing possessives. INPUT: type CHECK: exact TEMPLATE: My wife and I exercise every day at the gym. We don't do ____{our} exercises together. Our schedules are different. The men do ____{their} exercises in the morning and the women do ____{theirs} in the afternoon. {st-page_081_001.jpg} RESPONSE: My wife and I exercise every day at the gym. We don't do our exercises together. Our schedules are different. The men do their exercises in the morning and the women do theirs in the afternoon. TEMPLATE: My wife works out with ____{her} sister and I work out with ____{my} friend Jack. ____{Her|Their} schedule of exercises is different from mine. I do pushups and situps for ____{mine} and he plays volleyball for ____{his}. RESPONSE: My wife works out with her sister and I work out with my friend Jack. Her schedule of exercises is different from mine. I do pushups and situps for mine and he plays volleyball for his. TEMPLATE: My wife likes to do pushups and situps, too, but we do ____{ours} at different times. She does ____{hers} first and then she swims. I do ____{mine} later. RESPONSE: My wife likes to do pushups and situps, too, but we do ours at different times. She does hers first and then she swims. I do mine later. TEMPLATE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ____{ours}. Do you do ____{yours}? RESPONSE: All of us need to exercise. Why? Exercise makes us strong and healthy. We do ours. Do you do yours? # Source: LLA 2D Figure 3 (Part 1) $PRODUCE Dictation: Short Answers ID: 2d-f3 INPUT: type CHECK: exact INTRO: Type each sentence exactly as you hear it. These eight lines belong to two conversations — you'll reassemble them in a moment. INSTRUCTION: Type the sentence. PROMPT: No, he has his on. {bk08-l2d-f3-01.mp3} RESPONSE: No, he has his on. PROMPT: It's Calvin's. {bk08-l2d-f3-02.mp3} RESPONSE: It's Calvin's. PROMPT: Is that Jeff's coat? {bk08-l2d-f3-03.mp3} RESPONSE: Is that Jeff's coat? PROMPT: Whose is this? {bk08-l2d-f3-04.mp3} RESPONSE: Whose is this? PROMPT: I think it's new. {bk08-l2d-f3-05.mp3} RESPONSE: I think it's new. PROMPT: Is that Steve's jacket? {bk08-l2d-f3-06.mp3} RESPONSE: Is that Steve's jacket? PROMPT: Yes, he bought it last week. {bk08-l2d-f3-07.mp3} RESPONSE: Yes, he bought it last week. PROMPT: Yes, it's his. His name is in it. {bk08-l2d-f3-08.mp3} RESPONSE: Yes, it's his. His name is in it. # Source: LLA 2D Figure 3 (Part 2) $SELECT Rebuild the Dialogues ID: 2d-f3-b ORDER INTRO: Those eight sentences make two short conversations about coats and jackets. Put each set in an order that makes sense. INSTRUCTION: Arrange the sentences in the correct order. TEMPLATE: Dialogue 1 OPTION: a | No, he has his on. OPTION: b | It's Calvin's. OPTION: c | Is that Jeff's coat? OPTION: d | Whose is this? ANSWER: c,a,d,b TEMPLATE: Dialogue 2 OPTION: e | I think it's new. OPTION: f | Is that Steve's jacket? OPTION: g | Yes, he bought it last week. OPTION: h | Yes, it's his. His name is in it. ANSWER: f,h,e,g # Source: LLA 2D Figure 3 (Part 3) $DIALOGUE The Dialogues, Complete ID: 2d-f3-c INTRO: Here are the two finished conversations, in order. Listen and repeat each line — you built these, after all. INSTRUCTION: Listen and repeat each line. REPEAT LINE: Is that Jeff's coat? {bk08-l2d-f3-09.mp3} LINE: No, he has his on. {bk08-l2d-f3-10.mp3} LINE: Whose is this? {bk08-l2d-f3-11.mp3} LINE: It's Calvin's. {bk08-l2d-f3-12.mp3} LINE: Is that Steve's jacket? {bk08-l2d-f3-13.mp3} LINE: Yes, it's his. His name is in it. {bk08-l2d-f3-14.mp3} LINE: I think it's new. {bk08-l2d-f3-15.mp3} LINE: Yes, he bought it last week. {bk08-l2d-f3-16.mp3} # Source: new (gap: punctuation rules drilled in the next three activities but never explained) $GRAMMAR Punctuation Reminders ID: 2b-f5-g INTRO: Before you rewrite some sentences, four quick reminders about English punctuation. - **Capital letters** start every sentence and every name: {Pat and Mike}, {Victor said}. - **Apostrophes** show ownership and contractions: {Pat's car}, {they're}, {I'll}. - **Commas** separate items in a list and come before "but" or "and" joining two sentences: {push-ups, sit-ups, and other exercises}. - **Quotation marks** wrap the exact words someone says, with a comma before them: {Victor said, "I want to have fun."} # Source: LLA 2B Figure 5 $PRODUCE Punctuation: Pat and Mike's Cars ID: 2b-f5 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM INTRO: Listen to each sentence and read the unpunctuated text on screen. Rewrite it with correct capital letters and punctuation — here, the commas and apostrophes ARE the exercise. INSTRUCTION: Rewrite the sentence with correct punctuation. PROMPT: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3} TEMPLATE: pat and mike have cars that are a lot alike but the colors are different RESPONSE: Pat and Mike have cars that are a lot alike, but the colors are different. {bk08-l2b-f5-01.mp3} PROMPT: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3} TEMPLATE: pats car is blue and mikes car is dark green RESPONSE: Pat's car is blue, and Mike's car is dark green. {bk08-l2b-f5-02.mp3} PROMPT: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3} TEMPLATE: pat likes to say that his car is nicer than mikes but mike says no mine is nicer than yours RESPONSE: Pat likes to say that his car is nicer than Mike's, but Mike says, "No, mine is nicer than yours." {bk08-l2b-f5-03.mp3} PROMPT: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3} TEMPLATE: they have a good time with each other about their cars RESPONSE: They have a good time with each other about their cars. {bk08-l2b-f5-04.mp3} # Source: ST §Correct Punctuation $PRODUCE Punctuation: A Call from School ID: l2-s20 LONGFORM INTRO: A short story about a phone call from school, with all its punctuation removed. Rewrite each sentence correctly — capitals, commas, apostrophes, and quotation marks. INSTRUCTION: Write the sentence using correct punctuation. INPUT: type CHECK: exact NORMALIZE: strict TEMPLATE: yesterday a teacher phoned from my sons school RESPONSE: Yesterday, a teacher phoned from my son's school. ACCEPT: Yesterday a teacher phoned from my son's school. TEMPLATE: he said your son hurt his leg can you come to the school right now RESPONSE: He said, "Your son hurt his leg. Can you come to the school right now?" TEMPLATE: ill be there in a few minutes i said RESPONSE: "I'll be there in a few minutes," I said. TEMPLATE: i left the house ran to my car and drove to the school RESPONSE: I left the house, ran to my car, and drove to the school. ACCEPT: I left the house, ran to my car and drove to the school. TEMPLATE: i got there in five minutes RESPONSE: I got there in five minutes. # Source: LLA 2D Figure 4 $PRODUCE Punctuation: Victor and Fred ID: 2d-f4 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM INTRO: One last punctuation pass — a paragraph about Victor and Fred, who plan to get in shape any day now. Rewrite each sentence with correct capital letters and punctuation, then listen to the model. INSTRUCTION: Rewrite with correct punctuation. TEMPLATE: victor and fred want to work out in their free time RESPONSE: Victor and Fred want to work out in their free time. {bk08-l2d-f4-01.mp3} TEMPLATE: they re both out of shape and need to exercise RESPONSE: They're both out of shape and need to exercise. {bk08-l2d-f4-02.mp3} TEMPLATE: victor wants to play tennis but fred wants to do push-ups sit-ups and other exercises RESPONSE: Victor wants to play tennis, but Fred wants to do push-ups, sit-ups, and other exercises. {bk08-l2d-f4-03.mp3} TEMPLATE: victor said i want to have fun RESPONSE: Victor said, "I want to have fun." {bk08-l2d-f4-04.mp3} ACCEPT: Victor said, "I want to have fun". TEMPLATE: fred said i want to get in shape RESPONSE: Fred said, "I want to get in shape." {bk08-l2d-f4-05.mp3} ACCEPT: Fred said, "I want to get in shape". TEMPLATE: they ll try to exercise three times a week RESPONSE: They'll try to exercise three times a week. {bk08-l2d-f4-06.mp3} $LESSON 2-7: Reading Skills # Source: ST §Scrambled Sentences $SELECT Scrambled Sentences ID: l2-s30 ORDER INTRO: This last part sharpens your reading: ordering sentences, drawing conclusions, and finding topics and main ideas. First, put each set of sentences in an order that tells the story. INSTRUCTION: Arrange the sentences to make a paragraph. EXAMPLE TEMPLATE: Arrange the sentences in order. OPTION: a | He went to a restaurant. OPTION: b | He ordered dinner. OPTION: c | He ate it. OPTION: d | Then he went home to do his homework. ANSWER: a,b,c,d TEMPLATE: Arrange the sentences in order. OPTION: a | James and Karen are in the same Spanish class. OPTION: b | James said, "Karen, let's study for the test together." OPTION: c | Karen said, "Okay, James. Your house or mine?" OPTION: d | James said, "At your house, Karen. We studied for the last test at mine." ANSWER: a,b,c,d TEMPLATE: Arrange the sentences in order. OPTION: a | Bob and Fred went to the gym. OPTION: b | They played a game of volleyball there. OPTION: c | After the game, Bob said, "I'm hot!" OPTION: d | Fred said, "Let's take a shower." OPTION: e | After their showers, they went to the messhall. ANSWER: a,b,c,d,e TEMPLATE: Arrange the sentences in order. OPTION: a | Mark and Ned visited Mark's mother at his sister's house. OPTION: b | After their visit, Ned said, "I like your mother's house." OPTION: c | Mark said, "Oh, that house isn't hers. It belongs to my sister and her husband." OPTION: d | "Well then," Ned said, "Your sister has a very nice house." ANSWER: a,b,c,d # Source: ST §Sally Drank Some Water $SELECT What Must Be True? ID: l2-s31 INTRO: Read each sentence and tap the statement that must be true. You're reading between the lines — carefully, not creatively. INSTRUCTION: Tap the true statement. EXAMPLE TEMPLATE: For lunch today, Sam ate two sandwiches, three pieces of chicken, some potato salad and some fruit. OPTION: a | Sam had a big breakfast this morning. OPTION: b | Sam was very hungry today. OPTION: c | Sam didn't eat much lunch today. OPTION: d | Sam wasn't hungry today at lunch. ANSWER: b TEMPLATE: Late this morning, Ed ate a very big breakfast. OPTION: a | He'll eat a big lunch and dinner. OPTION: b | He won't be hungry at lunch time. OPTION: c | He had two pieces of toast for breakfast. OPTION: d | He is eating a big lunch now. ANSWER: b TEMPLATE: On the first day, the Whites drove for seven hours and then stopped at a hotel for the night. OPTION: a | They're taking a trip. OPTION: b | They like to eat breakfast out. OPTION: c | They don't have any money. OPTION: d | They have a new car. ANSWER: a TEMPLATE: Stan has to study English every night. OPTION: a | Stan is an English teacher. OPTION: b | He's also learning French. OPTION: c | Stan's English class is large. OPTION: d | English is difficult for him. ANSWER: d TEMPLATE: Greg's learning Spanish from Ms. Rivas. OPTION: a | Greg is a mechanic. OPTION: b | Ms. Rivas is a teacher. OPTION: c | Greg's studying French, too. OPTION: d | Ms. Rivas speaks French, too. ANSWER: b TEMPLATE: Fred packed a small suitcase. OPTION: a | He bought a new house. OPTION: b | He went downtown. OPTION: c | He went on a trip. OPTION: d | He stayed in bed. ANSWER: c TEMPLATE: Mary gets in her car and drives to the hospital everyday. OPTION: a | She lives at the hospital. OPTION: b | Her husband is a doctor. OPTION: c | She works at the hospital. OPTION: d | She likes the hospital food. ANSWER: c TEMPLATE: Sharon took some letters to the post office. OPTION: a | She wanted to mail them. OPTION: b | She likes to read. OPTION: c | She picked up a pen. OPTION: d | She gave me a stamp. ANSWER: a TEMPLATE: Frank is trying to get in shape. OPTION: a | He drives a beautiful new car. OPTION: b | He always eats at the mess hall. OPTION: c | He sees the doctor every week. OPTION: d | He works out at the gym everyday. ANSWER: d # Source: ST §Read and Write the Topic (paragraphs restructured as a reading, so the two tasks below can reference it) $DIALOGUE Five Short Paragraphs ID: l2-s32-a INTRO: Read and listen to five short paragraphs. Afterward you'll name each one's topic and pick its main idea, so pay attention to what each is really about. INSTRUCTION: Read the paragraphs. Narrator: Paragraph one. On Saturday, Paul bought two tickets to Los Angeles. LINE: Sunday morning, he showed the tickets to Barb. She said, "These are the wrong tickets! They're not ours!" LINE: Then Paul called their travel agent. LINE: The travel agent said, "I'm sorry. I gave the Chapmans your tickets, and I gave you theirs." LINE: Monday morning Paul and Barb returned the tickets. Narrator: Paragraph two. Last month Anita talked to a travel agent. LINE: She came home from the agent's office with little books about Chicago, Los Angeles, and New Orleans. LINE: For three days she looked at those books. LINE: And then she went back to the travel agent and bought a ticket to New Orleans. LINE: I think her vacation there is going to be terrific. Ours was. Narrator: Paragraph three. Every day, Greg goes to the gym on the base. LINE: He puts on his gym clothes and begins to exercise. LINE: First, he does situps. Then he does pushups. LINE: After these exercises, he goes outside and runs around the gym eight or ten times. LINE: Then he goes back inside and plays a game of handball. LINE: After an hour or two of exercise, he takes a shower and gets dressed. Narrator: Paragraph four. It was Paul's birthday. Paul arrived late at the restaurant. LINE: The restaurant was very crowded. Paul looked around, but he didn't see his family. LINE: He asked a waiter for help. LINE: The waiter remembered Paul's wife and children. The waiter showed Paul their table. Narrator: Paragraph five. Do you want to be healthy? Exercise makes you healthy. LINE: How often do you exercise? Do you try to exercise three or more times each week? LINE: Go to the gym after work or school. Exercise for 15 to 30 minutes. LINE: You will be in better shape after a few weeks of exercise. # Source: ST §Read and Write the Topic $PRODUCE Write the Topic ID: l2-s32 REFERENCE INTRO: For each paragraph, type its topic in a few words — what it's about, not the whole story. Reopen the reading whenever you like. INSTRUCTION: Type the topic in a few words. INPUT: type CHECK: llm RUBRIC: Treat the model response as the key: accept any 1-3 word phrase naming the same topic (e.g. "tickets", "a trip", "exercise", "a birthday dinner"). Reject topics about a different subject. EXAMPLE TEMPLATE: Paragraph 1 — Paul, Barb, and the airline tickets. RESPONSE: tickets TEMPLATE: Paragraph 2 — Anita and the travel agent. RESPONSE: a trip to New Orleans TEMPLATE: Paragraph 3 — Greg at the gym. RESPONSE: exercise TEMPLATE: Paragraph 4 — Paul at the restaurant. RESPONSE: Paul's birthday TEMPLATE: Paragraph 5 — Do you want to be healthy? RESPONSE: health and exercise # Source: ST §Select the Main Idea $SELECT Select the Main Idea ID: l2-s33 REFERENCE INTRO: Last activity of the lesson. Tap the main idea of each paragraph — the sentence the whole paragraph works for. Then you're done: enjoy your free time. You've earned the vocabulary for it. INSTRUCTION: Tap the main idea of each paragraph. EXAMPLE TEMPLATE: Paragraph 1 — Paul, Barb, and the airline tickets. OPTION: a | The travel agent made a mistake. OPTION: b | The ticket agent made a mistake. OPTION: c | Paul made a mistake. ANSWER: a TEMPLATE: Paragraph 2 — Anita and the travel agent. OPTION: a | Anita thought about a trip to New Orleans. OPTION: b | Anita is going to take a trip to New Orleans. OPTION: c | Anita wants to take a trip to Los Angeles. ANSWER: b TEMPLATE: Paragraph 3 — Greg at the gym. OPTION: a | Greg is in good shape. OPTION: b | Greg exercises each day. OPTION: c | Greg starts to exercise slowly. ANSWER: b TEMPLATE: Paragraph 4 — Paul at the restaurant. OPTION: a | Paul's wife went to a restaurant. OPTION: b | The waiter helped Paul. OPTION: c | Paul arrived first. ANSWER: b TEMPLATE: Paragraph 5 — Do you want to be healthy? OPTION: a | Exercise at the gym is best. OPTION: b | Students exercise in the afternoon. OPTION: c | Exercise is important for a healthy body. ANSWER: c