david
931aa23264
Added a firm guide rule: drop a cassette activity ONLY to dissolve a bare word-list or remove a true duplicate; keep every other. This cut over-dropping sharply (book-4-lesson-3: 83 -> 6 dropped clips, all the sanctioned word-list; book-1-lesson-2: 49 -> 22). Generated the Book-1 review ST images so book-1-lesson-5 can ship. All 10 masters now live. Co-authored-by: Cursor <cursoragent@cursor.com>
2046 lines
54 KiB
Plaintext
2046 lines
54 KiB
Plaintext
$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: lc_alc_book1_lesson2
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DESCRIPTION: The alphabet, greetings, this/that/these/those, possessives, occupations, numbers 0-100, plurals, and pronunciation.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_INTRO: aoede | Warm, friendly teacher
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Bill | achernar | Male voice
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VOICE: Pam | gacrux | Female voice
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VOICE: Bob | achird | Male voice
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VOICE: Ted | achernar | Male student
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VOICE: Mr_Wilson | schedar | Male teacher
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VOICE: Ken | achernar | Male voice
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VOICE: Ms_Evans | aoede | Female voice
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VOICE: Don | achird | Male voice
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VOICE: StudentA | achernar | Male voice
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VOICE: StudentB | achird | Male voice
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# ============================================================
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$LESSON 2-1: The Alphabet
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# ============================================================
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# Source: LLA 2A Figure 1
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$DIALOGUE The Alphabet A to P
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INTRO: Let's begin with the first half of the alphabet, A through P. Listen and say each letter after the speaker.
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INSTRUCTION: Listen and repeat each letter.
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REPEAT
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LINE: A {bk01-l2a-f1-01.mp3}
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LINE: B {bk01-l2a-f1-02.mp3}
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LINE: C {bk01-l2a-f1-03.mp3}
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LINE: D {bk01-l2a-f1-04.mp3}
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LINE: E {bk01-l2a-f1-05.mp3}
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LINE: F {bk01-l2a-f1-06.mp3}
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LINE: G {bk01-l2a-f1-07.mp3}
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LINE: H {bk01-l2a-f1-08.mp3}
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LINE: I {bk01-l2a-f1-09.mp3}
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LINE: J {bk01-l2a-f1-10.mp3}
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LINE: K {bk01-l2a-f1-11.mp3}
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LINE: L {bk01-l2a-f1-12.mp3}
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LINE: M {bk01-l2a-f1-13.mp3}
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LINE: N {bk01-l2a-f1-14.mp3}
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LINE: O {bk01-l2a-f1-15.mp3}
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LINE: P {bk01-l2a-f1-16.mp3}
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# Source: LLA 2A Figure 2
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$SELECT Hear the Letter
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INTRO: Now test your ear. You'll hear one letter; tap the one you hear.
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INSTRUCTION: Tap the letter you hear.
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EXAMPLE
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PROMPT: C {bk01-l2a-f2-01.mp3}
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OPTION: a | A
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OPTION: b | B
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OPTION: c | C
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OPTION: d | D
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ANSWER: c
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PROMPT: H {bk01-l2a-f2-02.mp3}
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OPTION: a | E
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OPTION: b | F
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OPTION: c | G
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OPTION: d | H
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ANSWER: d
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PROMPT: J {bk01-l2a-f2-03.mp3}
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OPTION: a | I
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OPTION: b | J
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OPTION: c | K
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OPTION: d | L
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ANSWER: b
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PROMPT: O {bk01-l2a-f2-04.mp3}
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OPTION: a | M
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OPTION: b | N
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OPTION: c | O
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OPTION: d | P
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ANSWER: c
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PROMPT: F {bk01-l2a-f2-05.mp3}
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OPTION: a | O
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OPTION: b | F
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OPTION: c | C
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OPTION: d | J
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ANSWER: b
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PROMPT: H {bk01-l2a-f2-06.mp3}
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OPTION: a | H
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OPTION: b | M
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OPTION: c | E
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OPTION: d | K
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ANSWER: a
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PROMPT: A {bk01-l2a-f2-07.mp3}
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OPTION: a | F
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OPTION: b | D
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OPTION: c | A
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OPTION: d | B
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ANSWER: c
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PROMPT: P {bk01-l2a-f2-08.mp3}
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OPTION: a | P
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OPTION: b | K
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OPTION: c | B
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OPTION: d | L
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ANSWER: a
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PROMPT: I {bk01-l2a-f2-09.mp3}
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OPTION: a | O
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OPTION: b | F
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OPTION: c | C
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OPTION: d | I
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ANSWER: d
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PROMPT: N {bk01-l2a-f2-10.mp3}
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OPTION: a | M
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OPTION: b | N
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OPTION: c | G
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OPTION: d | E
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ANSWER: b
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# Source: ST §Same/Different (letters)
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$SELECT Same or Different Letters
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INTRO: Look at two printed letters. Are they the same letter, or different ones? Tap your choice.
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INSTRUCTION: Tap Same or Different.
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OPTION: s | Same
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OPTION: d | Different
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EXAMPLE
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TEMPLATE: P ... d
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ANSWER: d
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TEMPLATE: D ... O
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ANSWER: d
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TEMPLATE: c ... a
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ANSWER: d
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TEMPLATE: P ... B
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ANSWER: d
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TEMPLATE: b ... d
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ANSWER: d
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TEMPLATE: A ... H
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ANSWER: d
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TEMPLATE: e ... c
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ANSWER: d
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TEMPLATE: f ... f
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ANSWER: s
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TEMPLATE: b ... b
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ANSWER: s
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TEMPLATE: g ... d
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ANSWER: d
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TEMPLATE: f ... j
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ANSWER: d
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TEMPLATE: C ... C
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ANSWER: s
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TEMPLATE: k ... h
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ANSWER: d
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TEMPLATE: E ... F
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ANSWER: d
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TEMPLATE: d ... p
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ANSWER: d
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TEMPLATE: G ... G
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ANSWER: s
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TEMPLATE: c ... o
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ANSWER: d
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TEMPLATE: J ... L
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ANSWER: d
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TEMPLATE: b ... p
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ANSWER: d
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TEMPLATE: m ... n
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ANSWER: d
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TEMPLATE: D ... D
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ANSWER: s
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# Source: ST §Circle the Letter
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$SELECT Match the Letter
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INTRO: You'll see one letter at the top; tap the matching letter from the choices.
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INSTRUCTION: Tap the matching letter.
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EXAMPLE
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TEMPLATE: a
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OPTION: 1 | c
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OPTION: 2 | o
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OPTION: 3 | a
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ANSWER: 3
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TEMPLATE: A
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OPTION: 1 | A
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OPTION: 2 | H
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OPTION: 3 | P
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ANSWER: 1
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TEMPLATE: e
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OPTION: 1 | a
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OPTION: 2 | g
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OPTION: 3 | e
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ANSWER: 3
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TEMPLATE: D
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OPTION: 1 | O
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OPTION: 2 | C
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OPTION: 3 | D
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ANSWER: 3
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TEMPLATE: d
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OPTION: 1 | b
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OPTION: 2 | d
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OPTION: 3 | p
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ANSWER: 2
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TEMPLATE: L
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OPTION: 1 | J
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OPTION: 2 | L
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OPTION: 3 | F
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ANSWER: 2
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TEMPLATE: k
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OPTION: 1 | k
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OPTION: 2 | h
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OPTION: 3 | a
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ANSWER: 1
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TEMPLATE: c
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OPTION: 1 | e
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OPTION: 2 | c
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OPTION: 3 | o
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ANSWER: 2
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TEMPLATE: M
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OPTION: 1 | M
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OPTION: 2 | N
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OPTION: 3 | H
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ANSWER: 1
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TEMPLATE: f
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OPTION: 1 | h
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OPTION: 2 | j
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OPTION: 3 | f
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ANSWER: 3
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TEMPLATE: B
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OPTION: 1 | B
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OPTION: 2 | E
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OPTION: 3 | D
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ANSWER: 1
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TEMPLATE: b
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OPTION: 1 | p
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OPTION: 2 | d
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OPTION: 3 | b
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ANSWER: 3
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TEMPLATE: g
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OPTION: 1 | a
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OPTION: 2 | p
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OPTION: 3 | g
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ANSWER: 3
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TEMPLATE: h
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OPTION: 1 | h
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OPTION: 2 | k
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OPTION: 3 | b
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ANSWER: 1
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TEMPLATE: i
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OPTION: 1 | l
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OPTION: 2 | i
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OPTION: 3 | j
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ANSWER: 2
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TEMPLATE: n
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OPTION: 1 | o
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OPTION: 2 | m
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OPTION: 3 | n
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ANSWER: 3
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TEMPLATE: o
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OPTION: 1 | c
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OPTION: 2 | e
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OPTION: 3 | o
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ANSWER: 3
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TEMPLATE: C
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OPTION: 1 | C
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OPTION: 2 | O
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OPTION: 3 | D
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ANSWER: 1
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TEMPLATE: P
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OPTION: 1 | P
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OPTION: 2 | F
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OPTION: 3 | B
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ANSWER: 1
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TEMPLATE: K
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OPTION: 1 | A
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OPTION: 2 | K
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OPTION: 3 | H
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ANSWER: 2
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TEMPLATE: G
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OPTION: 1 | O
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OPTION: 2 | C
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OPTION: 3 | G
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ANSWER: 3
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# Source: LLA 2A Figure 3 (Part 2) — letter-in-word identification
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$PRODUCE Find the Letter in the Word
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INTRO: You'll hear a letter, and see a word spelled out. Type the letter you hear — it's in the word.
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INSTRUCTION: Type the letter you hear.
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INPUT: type
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CHECK: exact
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PROMPT: N {bk01-l2a-f3-13.mp3}
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TEMPLATE: s t u d e n t
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RESPONSE: n
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ACCEPT: N
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PROMPT: C {bk01-l2a-f3-14.mp3}
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TEMPLATE: d o c t o r
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RESPONSE: c
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ACCEPT: C
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PROMPT: I {bk01-l2a-f3-15.mp3}
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TEMPLATE: p i l o t
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RESPONSE: i
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ACCEPT: I
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PROMPT: H {bk01-l2a-f3-16.mp3}
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TEMPLATE: t e a c h e r
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RESPONSE: h
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ACCEPT: H
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PROMPT: K {bk01-l2a-f3-17.mp3}
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TEMPLATE: c o o k
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RESPONSE: k
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ACCEPT: K
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PROMPT: A {bk01-l2a-f3-18.mp3}
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TEMPLATE: b a r b e r
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RESPONSE: a
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ACCEPT: A
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PROMPT: L {bk01-l2a-f3-19.mp3}
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TEMPLATE: c l o c k
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RESPONSE: l
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ACCEPT: L
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PROMPT: B {bk01-l2a-f3-20.mp3}
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TEMPLATE: t a b l e
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RESPONSE: b
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ACCEPT: B
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PROMPT: D {bk01-l2a-f3-21.mp3}
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TEMPLATE: s t u d y
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RESPONSE: d
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ACCEPT: D
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PROMPT: O {bk01-l2a-f3-22.mp3}
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TEMPLATE: w o r d
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RESPONSE: o
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ACCEPT: O
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PROMPT: M {bk01-l2a-f3-23.mp3}
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TEMPLATE: c o m e
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RESPONSE: m
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ACCEPT: M
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PROMPT: E {bk01-l2a-f3-24.mp3}
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TEMPLATE: r e a d
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RESPONSE: e
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ACCEPT: E
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# Source: LLA 2C Figure 8 — capital/small letter dictation
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$PRODUCE Capital or Small Letter
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INTRO: Listen for whether the speaker says a capital or a small letter, then type it exactly that way.
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INSTRUCTION: Type the letter you hear.
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INPUT: type
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CHECK: exact
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EXAMPLE
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PROMPT: capital B. {bk01-l2c-f8-ex.mp3}
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RESPONSE: B
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PROMPT: capital E. {bk01-l2c-f8-01.mp3}
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RESPONSE: E
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PROMPT: small f. {bk01-l2c-f8-02.mp3}
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RESPONSE: f
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PROMPT: small i. {bk01-l2c-f8-03.mp3}
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RESPONSE: i
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PROMPT: capital A. {bk01-l2c-f8-04.mp3}
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RESPONSE: A
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PROMPT: small m. {bk01-l2c-f8-05.mp3}
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RESPONSE: m
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PROMPT: capital G. {bk01-l2c-f8-06.mp3}
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RESPONSE: G
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PROMPT: small b. {bk01-l2c-f8-07.mp3}
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RESPONSE: b
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PROMPT: small n. {bk01-l2c-f8-08.mp3}
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RESPONSE: n
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PROMPT: capital J. {bk01-l2c-f8-09.mp3}
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RESPONSE: J
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PROMPT: capital L. {bk01-l2c-f8-10.mp3}
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RESPONSE: L
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PROMPT: capital H. {bk01-l2c-f8-11.mp3}
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RESPONSE: H
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PROMPT: small c. {bk01-l2c-f8-12.mp3}
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RESPONSE: c
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PROMPT: capital O. {bk01-l2c-f8-13.mp3}
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RESPONSE: O
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PROMPT: small e. {bk01-l2c-f8-14.mp3}
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RESPONSE: e
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PROMPT: small k. {bk01-l2c-f8-15.mp3}
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RESPONSE: k
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PROMPT: small a. {bk01-l2c-f8-16.mp3}
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RESPONSE: a
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PROMPT: capital I. {bk01-l2c-f8-17.mp3}
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RESPONSE: I
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PROMPT: small p. {bk01-l2c-f8-18.mp3}
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RESPONSE: p
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PROMPT: small g. {bk01-l2c-f8-19.mp3}
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RESPONSE: g
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|
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PROMPT: small d. {bk01-l2c-f8-20.mp3}
|
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RESPONSE: d
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||
|
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PROMPT: small j. {bk01-l2c-f8-21.mp3}
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RESPONSE: j
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||
|
||
PROMPT: capital m. {bk01-l2c-f8-22.mp3}
|
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RESPONSE: M
|
||
|
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PROMPT: small h. {bk01-l2c-f8-23.mp3}
|
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RESPONSE: h
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||
|
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PROMPT: capital D. {bk01-l2c-f8-24.mp3}
|
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RESPONSE: D
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|
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PROMPT: capital B. {bk01-l2c-f8-25.mp3}
|
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RESPONSE: B
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# SKIPPED (book): Vocabulary "DICTATION" (repeat alphabet Hh–Pp, write the letter) —
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# instructor-read with no recorded stimulus; letters are practiced above. Convertible
|
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# later with chosen letters + TTS.
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|
||
# ============================================================
|
||
$LESSON 2-2: This, That, and Possessives
|
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# ============================================================
|
||
|
||
# Source: LLA 2A Figure 5 — near/far presentation
|
||
$DIALOGUE This and That {page_035_001.jpg}
|
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INTRO: Use "this is" for something near you, and "that's" for something farther away. Listen and repeat.
|
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INSTRUCTION: Listen and repeat each sentence.
|
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REPEAT
|
||
|
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LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3}
|
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LINE: That's a pencil. {page_035_002.jpg} {bk01-l2a-f5-02.mp3}
|
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LINE: This is a table. {page_035_003.jpg} {bk01-l2a-f5-03.mp3}
|
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LINE: That's a table. {page_035_004.jpg} {bk01-l2a-f5-04.mp3}
|
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LINE: This is a chair. {page_035_005.jpg} {bk01-l2a-f5-05.mp3}
|
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LINE: That's a chair. {page_035_006.jpg} {bk01-l2a-f5-06.mp3}
|
||
LINE: This is a notebook. {page_035_007.jpg} {bk01-l2a-f5-07.mp3}
|
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LINE: That's a notebook. {page_035_008.jpg} {bk01-l2a-f5-08.mp3}
|
||
LINE: This is a window. {page_035_009.jpg} {bk01-l2a-f5-09.mp3}
|
||
LINE: That's a window. {page_035_010.jpg} {bk01-l2a-f5-10.mp3}
|
||
LINE: This is a clock. {page_035_011.jpg} {bk01-l2a-f5-11.mp3}
|
||
LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3}
|
||
LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3}
|
||
LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3}
|
||
|
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# Source: ST §What's That? (grammar)
|
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$GRAMMAR This Is / That's
|
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INTRO: Here's how "this" and "that" pair up with the little possessive words: my, your, his, her.
|
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|
||
| | | | |
|
||
|---|---|---|---|
|
||
| This | is | my | book. |
|
||
| That | is | your | pen. |
|
||
| That | is | her | pencil. |
|
||
| That's | | his | name. |
|
||
| That's | | his | chair. |
|
||
|
||
|
||
{This is her chair.}
|
||
|
||
|
||
{That's his pencil.}
|
||
|
||
# Source: LLA 2A Figure 6
|
||
$SELECT This or That — Near or Far?
|
||
INTRO: Listen to each sentence. Does "this is" or "that's" tell you the object is near or far? Tap the picture that matches.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
EXAMPLE
|
||
PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3}
|
||
OPTION: a | near {page_036_001.jpg} {bk01-l2a-f6-01-a.mp3}
|
||
OPTION: b | far {page_036_002.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3}
|
||
OPTION: a | near {page_036_003.jpg} {bk01-l2a-f6-02-a.mp3}
|
||
OPTION: b | far {page_036_004.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3}
|
||
OPTION: a | near {page_036_005.jpg}
|
||
OPTION: b | far {page_036_006.jpg} {bk01-l2a-f6-03-a.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3}
|
||
OPTION: a | near {page_036_007.jpg}
|
||
OPTION: b | far {page_036_008.jpg} {bk01-l2a-f6-04-a.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3}
|
||
OPTION: a | near {page_036_009.jpg} {bk01-l2a-f6-05-a.mp3}
|
||
OPTION: b | far {page_036_010.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3}
|
||
OPTION: a | near {page_036_011.jpg}
|
||
OPTION: b | far {page_036_012.jpg} {bk01-l2a-f6-06-a.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3}
|
||
OPTION: a | near {page_036_013.jpg} {bk01-l2a-f6-07-a.mp3}
|
||
OPTION: b | far {page_036_014.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3}
|
||
OPTION: a | near {page_036_015.jpg}
|
||
OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3}
|
||
ANSWER: b
|
||
|
||
# Source: LLA 2A "Listening and Speaking Activity" — possessives in sentences
|
||
$DIALOGUE My, Your, His, Her
|
||
INTRO: Now listen to short sentences with my, your, his, and her. Say each one back.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: This is my book. {bk01-l2a-f3-25.mp3}
|
||
LINE: That's his chair. {bk01-l2a-f3-26.mp3}
|
||
LINE: It's her pen. {bk01-l2a-f3-27.mp3}
|
||
LINE: That's her pencil. {bk01-l2a-f3-28.mp3}
|
||
LINE: That's my chair. {bk01-l2a-f3-29.mp3}
|
||
LINE: It's his notebook. {bk01-l2a-f3-30.mp3}
|
||
LINE: This is her picture. {bk01-l2a-f3-31.mp3}
|
||
LINE: That's your book. {bk01-l2a-f3-32.mp3}
|
||
LINE: That's her clock. {bk01-l2a-f3-33.mp3}
|
||
LINE: This is my pencil. {bk01-l2a-f3-34.mp3}
|
||
LINE: That's his notebook. {bk01-l2a-f3-35.mp3}
|
||
LINE: This is your picture. {bk01-l2a-f3-36.mp3}
|
||
LINE: It's my clock. {bk01-l2a-f3-37.mp3}
|
||
LINE: That's his pen. {bk01-l2a-f3-38.mp3}
|
||
LINE: This is her table. {bk01-l2a-f3-39.mp3}
|
||
LINE: That's his classroom. {bk01-l2a-f3-40.mp3}
|
||
LINE: This is your lab. {bk01-l2a-f3-41.mp3}
|
||
LINE: This is my classroom. {bk01-l2a-f3-42.mp3}
|
||
LINE: That's his table. {bk01-l2a-f3-43.mp3}
|
||
LINE: That's her lab. {bk01-l2a-f3-44.mp3}
|
||
|
||
# Source: LLA 2B Figure 2 (Part 1) — His and Her presentation
|
||
$DIALOGUE His and Her {page_042_001.jpg}
|
||
INTRO: "His" goes with a man, "her" goes with a woman. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3}
|
||
LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3}
|
||
LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3}
|
||
LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3}
|
||
LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3}
|
||
LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3}
|
||
|
||
# Source: LLA 2B Figure 2 (Part 2) — His or Her cloze
|
||
$PRODUCE Write His or Her
|
||
INTRO: Listen to the full sentence, then type the missing word — his or her.
|
||
INSTRUCTION: Type the missing word.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: That's ____ book. {page_042_001.jpg}
|
||
PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3}
|
||
RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3}
|
||
ACCEPT: her
|
||
|
||
TEMPLATE: That's ____ notebook. {page_042_002.jpg}
|
||
PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3}
|
||
RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3}
|
||
ACCEPT: his
|
||
|
||
TEMPLATE: That's ____ pencil. {page_042_003.jpg}
|
||
PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3}
|
||
RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3}
|
||
ACCEPT: his
|
||
|
||
TEMPLATE: That's ____ classroom. {page_042_004.jpg}
|
||
PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3}
|
||
RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3}
|
||
ACCEPT: his
|
||
|
||
TEMPLATE: That's ____ pen. {page_042_005.jpg}
|
||
PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3}
|
||
RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3}
|
||
ACCEPT: her
|
||
|
||
TEMPLATE: That's ____ chair. {page_042_006.jpg}
|
||
PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3}
|
||
RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3}
|
||
ACCEPT: her
|
||
|
||
# Source: ST §What's This? (read questions and answers)
|
||
$DIALOGUE What's This? What's That?
|
||
INTRO: Here are short question-and-answer pairs with this and that. Say each one.
|
||
INSTRUCTION: Repeat these questions and answers.
|
||
REPEAT
|
||
|
||
LINE: What's this? This is his notebook.
|
||
LINE: What's that? That's her chair.
|
||
LINE: What's that? That's her pencil.
|
||
LINE: What's this? This is his pen.
|
||
LINE: What's that? That's her clock.
|
||
LINE: What's this? This is her picture.
|
||
|
||
# Source: ST §That's His Picture (read dialog)
|
||
$DIALOGUE That's His Picture
|
||
INTRO: Two students point things out to each other. Just read and listen.
|
||
INSTRUCTION: Read these questions and answers.
|
||
|
||
StudentA: What's this?
|
||
StudentB: That's his pen.
|
||
|
||
StudentA: What's this?
|
||
StudentB: That's her book.
|
||
|
||
StudentA: What's this?
|
||
StudentB: That's his pencil.
|
||
|
||
StudentA: What's that?
|
||
StudentB: It's my pen.
|
||
|
||
StudentA: What's that?
|
||
StudentB: This is my picture.
|
||
|
||
StudentA: What's that?
|
||
StudentB: That's your notebook.
|
||
|
||
StudentA: What is it?
|
||
StudentB: It's his book.
|
||
|
||
StudentA: What is this?
|
||
StudentB: That's her chair.
|
||
|
||
StudentA: What's this?
|
||
StudentB: It's your clock.
|
||
|
||
StudentA: What's that?
|
||
StudentB: That's my book.
|
||
|
||
StudentA: What's that?
|
||
StudentB: That's his picture.
|
||
|
||
# ============================================================
|
||
$LESSON 2-3: These, Those, and Plurals
|
||
# ============================================================
|
||
|
||
# Source: LLA 2A Figure 7 (Part 1) — these/those presentation
|
||
$DIALOGUE These and Those {page_037_001.jpg}
|
||
INTRO: When there's more than one, "this" becomes "these" and "that" becomes "those". Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: This is a table. {page_037_001.jpg} {bk01-l2a-f7-01.mp3}
|
||
LINE: That's a table. {page_037_002.jpg} {bk01-l2a-f7-02.mp3}
|
||
LINE: These are chairs. {page_037_003.jpg} {bk01-l2a-f7-03.mp3}
|
||
LINE: Those are chairs. {page_037_004.jpg} {bk01-l2a-f7-04.mp3}
|
||
LINE: This is a pen. {page_037_005.jpg} {bk01-l2a-f7-05.mp3}
|
||
LINE: That's a pen. {page_037_006.jpg} {bk01-l2a-f7-06.mp3}
|
||
LINE: These are books. {page_037_007.jpg} {bk01-l2a-f7-07.mp3}
|
||
LINE: Those are books. {page_037_008.jpg} {bk01-l2a-f7-08.mp3}
|
||
LINE: This is a clock. {page_037_009.jpg} {bk01-l2a-f7-09.mp3}
|
||
LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3}
|
||
LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3}
|
||
LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3}
|
||
|
||
# Source: ST §Singular and Plural + §This/That/These/Those (grammar, merged)
|
||
$GRAMMAR Singular and Plural
|
||
INTRO: One thing is singular; two or more is plural — and the plural usually adds an -s.
|
||
|
||
|
||
|
||
|
||
|
||
Near and far, singular and plural, all together:
|
||
|
||
|
||
{This is a table.}
|
||
|
||
|
||
{These are tables.}
|
||
|
||
|
||
{That is a chair.}
|
||
|
||
|
||
{Those are chairs.}
|
||
|
||
# Source: LLA 2A Figure 8
|
||
$SELECT These or Those — Near or Far?
|
||
INTRO: Listen to each plural sentence and tap the picture that shows whether the objects are near or far.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3}
|
||
OPTION: a | near {page_038_001.jpg}
|
||
OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3}
|
||
OPTION: a | near {page_038_003.jpg}
|
||
OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: These are books. {bk01-l2a-f8-03-q.mp3}
|
||
OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3}
|
||
OPTION: b | far {page_038_006.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3}
|
||
OPTION: a | near {page_038_007.jpg}
|
||
OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3}
|
||
ANSWER: b
|
||
|
||
# Source: LLA 2A Figure 7 (Part 2) — picture Q&A
|
||
$PRODUCE What's This? What Are These?
|
||
INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3}
|
||
RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3}
|
||
|
||
PROMPT: What's that? {page_037_002.jpg} {bk01-l2a-f7-14-q.mp3}
|
||
RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3}
|
||
|
||
PROMPT: What are these? {page_037_003.jpg} {bk01-l2a-f7-15-q.mp3}
|
||
RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3}
|
||
|
||
PROMPT: What are those? {page_037_004.jpg} {bk01-l2a-f7-16-q.mp3}
|
||
RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3}
|
||
|
||
PROMPT: What's this? {page_037_005.jpg} {bk01-l2a-f7-17-q.mp3}
|
||
RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3}
|
||
|
||
PROMPT: What's that? {page_037_006.jpg} {bk01-l2a-f7-18-q.mp3}
|
||
RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3}
|
||
|
||
PROMPT: What are these? {page_037_007.jpg} {bk01-l2a-f7-19-q.mp3}
|
||
RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3}
|
||
|
||
PROMPT: What are those? {page_037_008.jpg} {bk01-l2a-f7-20-q.mp3}
|
||
RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3}
|
||
|
||
PROMPT: What's this? {page_037_009.jpg} {bk01-l2a-f7-21-q.mp3}
|
||
RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3}
|
||
|
||
PROMPT: What's that? {page_037_010.jpg} {bk01-l2a-f7-22-q.mp3}
|
||
RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3}
|
||
|
||
PROMPT: What are these? {page_037_011.jpg} {bk01-l2a-f7-23-q.mp3}
|
||
RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3}
|
||
|
||
PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3}
|
||
RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3}
|
||
|
||
# Source: LLA 2C Figure 7 (Part 1) — these/those sentences
|
||
$DIALOGUE More These and Those
|
||
INTRO: Here are more sentences with these and those plus the possessives. Say each one back.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: These are your books. {bk01-l2c-f7-01.mp3}
|
||
LINE: Those are his books. {bk01-l2c-f7-02.mp3}
|
||
LINE: These are her pencils. {bk01-l2c-f7-03.mp3}
|
||
LINE: These are my notebooks. {bk01-l2c-f7-04.mp3}
|
||
LINE: Those are her pictures. {bk01-l2c-f7-05.mp3}
|
||
LINE: Those are my tables. {bk01-l2c-f7-06.mp3}
|
||
LINE: These are your chairs. {bk01-l2c-f7-07.mp3}
|
||
LINE: These are his tapes. {bk01-l2c-f7-08.mp3}
|
||
LINE: Those are her radios. {bk01-l2c-f7-09.mp3}
|
||
LINE: Those are my recorders. {bk01-l2c-f7-10.mp3}
|
||
LINE: These are his televisions. {bk01-l2c-f7-11.mp3}
|
||
LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3}
|
||
LINE: These are your pictures. {bk01-l2c-f7-13.mp3}
|
||
LINE: These are my pens. {bk01-l2c-f7-14.mp3}
|
||
LINE: Those are his pencils. {bk01-l2c-f7-15.mp3}
|
||
|
||
# Source: LLA 2C Figure 7 (Part 2) — singular/plural transformation
|
||
$PRODUCE Change Singular and Plural
|
||
INTRO: You'll hear a sentence and a cue word. Change it from singular to plural, or plural to singular, then repeat the answer.
|
||
INSTRUCTION: Change the sentence using the cue word.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3}
|
||
RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3}
|
||
|
||
PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3}
|
||
RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3}
|
||
|
||
PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3}
|
||
RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3}
|
||
|
||
PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3}
|
||
RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3}
|
||
|
||
PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3}
|
||
RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3}
|
||
|
||
PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3}
|
||
RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3}
|
||
|
||
PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3}
|
||
RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3}
|
||
|
||
PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3}
|
||
RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3}
|
||
|
||
PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3}
|
||
RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3}
|
||
|
||
PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3}
|
||
RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3}
|
||
|
||
PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3}
|
||
RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3}
|
||
|
||
PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3}
|
||
RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3}
|
||
|
||
PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3}
|
||
RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3}
|
||
|
||
PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3}
|
||
RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3}
|
||
|
||
PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3}
|
||
RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3}
|
||
|
||
PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3}
|
||
RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3}
|
||
|
||
PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3}
|
||
RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3}
|
||
|
||
PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3}
|
||
RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3}
|
||
|
||
PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3}
|
||
RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3}
|
||
|
||
PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3}
|
||
RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3}
|
||
|
||
PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3}
|
||
RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3}
|
||
|
||
PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3}
|
||
RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3}
|
||
|
||
PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3}
|
||
RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3}
|
||
|
||
PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3}
|
||
RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3}
|
||
|
||
PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3}
|
||
RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3}
|
||
|
||
PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3}
|
||
RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3}
|
||
|
||
# Source: ST §What Are These? (read Q&A)
|
||
$DIALOGUE What Are These? What Are Those?
|
||
INTRO: A few more plural question-and-answer pairs. Say each one.
|
||
INSTRUCTION: Repeat these questions and answers.
|
||
REPEAT
|
||
|
||
LINE: What are those? Those are chalkboards.
|
||
LINE: What are these? These are pencils.
|
||
LINE: What are those? Those are windows.
|
||
LINE: What are those? Those are desks.
|
||
LINE: What are those? These are books.
|
||
LINE: What are these? These are pens.
|
||
|
||
# SKIPPED (book): "THESE ARE DESKS — Make sentences with these and those." Open-ended free
|
||
# production with no fixed answer set or recorded stimulus; nothing checkable to drill.
|
||
|
||
# Source: ST §Dictation (LLA word dictation used for audio)
|
||
$PRODUCE Spell the Classroom Words
|
||
INTRO: Listen to each classroom word, said twice, and type it exactly.
|
||
INSTRUCTION: Type the word you hear.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
PROMPT: window. Window. {bk01-l2d-f5-01.mp3}
|
||
RESPONSE: window
|
||
|
||
PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3}
|
||
RESPONSE: classroom
|
||
|
||
PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3}
|
||
RESPONSE: circle
|
||
|
||
PROMPT: table. Table. {bk01-l2d-f5-04.mp3}
|
||
RESPONSE: table
|
||
|
||
PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3}
|
||
RESPONSE: lab
|
||
|
||
PROMPT: door. Door. {bk01-l2d-f5-06.mp3}
|
||
RESPONSE: door
|
||
|
||
PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3}
|
||
RESPONSE: picture
|
||
|
||
PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3}
|
||
RESPONSE: chair
|
||
|
||
PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3}
|
||
RESPONSE: pencil
|
||
|
||
PROMPT: write. Write. {bk01-l2d-f5-10.mp3}
|
||
RESPONSE: write
|
||
|
||
# ============================================================
|
||
$LESSON 2-4: Objects, Negative Instructions, and Greetings
|
||
# ============================================================
|
||
|
||
# Source: LLA 2B Figure 5 (Part 1) — more objects vocab in sentences
|
||
$DIALOGUE Things in the Classroom
|
||
INTRO: Here are some new objects — a radio, a recorder, tapes, and a television — each in a sentence. Say each one.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: radio
|
||
LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3}
|
||
|
||
VOCAB: recorder
|
||
LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3}
|
||
|
||
VOCAB: tapes
|
||
LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3}
|
||
|
||
VOCAB: television
|
||
LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3}
|
||
|
||
VOCAB: chair
|
||
LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3}
|
||
|
||
VOCAB: pictures
|
||
LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3}
|
||
|
||
VOCAB: books
|
||
LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3}
|
||
|
||
VOCAB: classroom
|
||
LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3}
|
||
|
||
# Source: LLA 2B Figure 5 (Part 2) — match sentence to picture
|
||
$SELECT Match the Object
|
||
INTRO: Listen to each sentence and tap the picture it describes.
|
||
INSTRUCTION: Tap the matching picture.
|
||
OPTION: 1 | radio {page_044_001.jpg}
|
||
OPTION: 2 | recorder {page_044_002.jpg}
|
||
OPTION: 3 | tapes {page_045_001.jpg}
|
||
OPTION: 4 | television {page_045_002.jpg}
|
||
OPTION: 5 | chair {page_045_003.jpg}
|
||
OPTION: 6 | pictures {page_045_004.jpg}
|
||
OPTION: 7 | books {page_045_005.jpg}
|
||
OPTION: 8 | classroom {page_045_006.jpg}
|
||
|
||
EXAMPLE
|
||
PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3}
|
||
ANSWER: 5
|
||
|
||
PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3}
|
||
ANSWER: 1
|
||
|
||
PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3}
|
||
ANSWER: 8
|
||
|
||
PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3}
|
||
ANSWER: 3
|
||
|
||
PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3}
|
||
ANSWER: 4
|
||
|
||
PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3}
|
||
ANSWER: 7
|
||
|
||
PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3}
|
||
ANSWER: 2
|
||
|
||
PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3}
|
||
ANSWER: 6
|
||
|
||
# Source: ST §It's a TV (vocab in sentences)
|
||
$DIALOGUE Look and Listen
|
||
INTRO: Here are the same objects with action verbs — look, listen. Say each sentence.
|
||
INSTRUCTION: Repeat the words and sentences.
|
||
REPEAT
|
||
|
||
VOCAB: television (TV)
|
||
LINE: Look at the television. {st-page_040_002.jpg}
|
||
|
||
VOCAB: radio
|
||
LINE: Listen to the radio. {st-page_040_003.jpg}
|
||
|
||
VOCAB: tape
|
||
LINE: Listen to a tape. {st-page_041_001.jpg}
|
||
|
||
VOCAB: recorder
|
||
LINE: Look at the recorder. {st-page_041_002.jpg}
|
||
|
||
# Source: LLA 2B Figure 1 — negative imperatives presentation
|
||
$DIALOGUE Don't Do That! {page_041_001.jpg}
|
||
INTRO: To tell someone NOT to do something, start with "Don't". Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3}
|
||
LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3}
|
||
LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3}
|
||
LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3}
|
||
LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3}
|
||
LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3}
|
||
|
||
# Source: ST §Don't Open the Window (read sentences)
|
||
$DIALOGUE Do and Don't
|
||
INTRO: Read these classroom instructions — some positive, some negative.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
LINE: Go to the window. Please don't open the window.
|
||
LINE: Don't close the door. Open it.
|
||
LINE: Don't write the word pen. Please write the word pencil.
|
||
LINE: Don't look at your book. Look at the teacher.
|
||
LINE: Circle the letter. Don't circle the number.
|
||
LINE: Please go to the door. Open it. Don't close it.
|
||
LINE: Please open your book. Don't open your notebook.
|
||
LINE: Listen. Don't repeat.
|
||
|
||
# Source: LLA 2D LS Activity 1 — positive → negative transformation
|
||
$PRODUCE Make It Negative
|
||
INTRO: You'll hear an instruction. Make it negative by adding "Don't", then say it aloud.
|
||
INSTRUCTION: Change the sentence to a negative instruction.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3}
|
||
RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3}
|
||
|
||
PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3}
|
||
RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3}
|
||
|
||
PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3}
|
||
RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3}
|
||
|
||
PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3}
|
||
RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3}
|
||
|
||
PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3}
|
||
RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3}
|
||
|
||
PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3}
|
||
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3}
|
||
|
||
PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3}
|
||
RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3}
|
||
|
||
PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3}
|
||
RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3}
|
||
|
||
PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3}
|
||
RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3}
|
||
|
||
PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3}
|
||
RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3}
|
||
|
||
PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3}
|
||
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3}
|
||
|
||
# Source: LLA 2A Figure 4 — Bill & Pam dialog
|
||
$DIALOGUE Hello, My Name Is Bill
|
||
INTRO: Bill and Pam meet and talk about a student named Joe. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3}
|
||
Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3}
|
||
Bill: And what's his name? {bk01-l2a-f4-05.mp3}
|
||
Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3}
|
||
Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3}
|
||
Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3}
|
||
|
||
# Source: LLA 2B Figure 6 — Mr. Wilson & Ted dialog
|
||
$DIALOGUE Good Morning, Sir
|
||
INTRO: A teacher greets a new student. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3}
|
||
Ted: Good morning, sir. {bk01-l2b-f6-02.mp3}
|
||
Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3}
|
||
Ted: My name is Ted. {bk01-l2b-f6-05.mp3}
|
||
|
||
# Source: ST §What's His Name? (dialog)
|
||
$DIALOGUE What's His Name?
|
||
INTRO: Bill asks Bob about other people. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Bill: Hello. My name is Bill. What's your name? {st-page_033_002.jpg}
|
||
Bob: My name is Bob. {st-page_033_002.jpg}
|
||
|
||
VOCAB: What's his name?
|
||
Bill: What's his name? {st-page_033_003.jpg}
|
||
|
||
VOCAB: His name is
|
||
Bob: His name is Ted. {st-page_033_003.jpg}
|
||
|
||
VOCAB: What's her name?
|
||
Bill: What's her name? {st-page_033_004.jpg}
|
||
|
||
VOCAB: Her name is
|
||
Bob: Her name is Mary. {st-page_033_004.jpg}
|
||
|
||
# Source: ST §Spell Your Name, Please (dialog)
|
||
$DIALOGUE Spell Your Name, Please
|
||
INTRO: Bob meets Ken and asks him to repeat and spell his name. Listen and repeat.
|
||
INSTRUCTION: Repeat and read the dialog.
|
||
REPEAT
|
||
|
||
Bob: Hello. My name is Bob. What's your name?
|
||
Ken: My name is Ken Bates.
|
||
|
||
Bob: Repeat your name, please.
|
||
Ken: It's Ken Bates.
|
||
|
||
Bob: Spell your name, please.
|
||
Ken: K-e-n. B-a-t-e-s.
|
||
|
||
# Source: ST §That's His Classroom (dialog)
|
||
$DIALOGUE That's His Classroom
|
||
INTRO: Ms. Evans welcomes Don to his classroom. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Ms_Evans: Good morning. I'm Ms. Evans.
|
||
Don: Hi! I'm Don, and this is Steve.
|
||
|
||
Ms_Evans: Don, this is your classroom, and I'm your teacher.
|
||
Don: Thank you, Ms. Evans. What's his classroom?
|
||
|
||
Ms_Evans: His classroom is number 22.
|
||
Don: Oh, yes. Mr. Davis is his teacher.
|
||
|
||
# ============================================================
|
||
$LESSON 2-5: Numbers
|
||
# ============================================================
|
||
|
||
# Source: LLA 2C Figure 1
|
||
$DIALOGUE Numbers 1 to 20
|
||
INTRO: Let's count from one to twenty. Listen and say each number.
|
||
INSTRUCTION: Listen and repeat each number.
|
||
REPEAT
|
||
|
||
LINE: 1 {bk01-l2c-f1-01.mp3}
|
||
LINE: 2 {bk01-l2c-f1-02.mp3}
|
||
LINE: 3 {bk01-l2c-f1-03.mp3}
|
||
LINE: 4 {bk01-l2c-f1-04.mp3}
|
||
LINE: 5 {bk01-l2c-f1-05.mp3}
|
||
LINE: 6 {bk01-l2c-f1-06.mp3}
|
||
LINE: 7 {bk01-l2c-f1-07.mp3}
|
||
LINE: 8 {bk01-l2c-f1-08.mp3}
|
||
LINE: 9 {bk01-l2c-f1-09.mp3}
|
||
LINE: 10 {bk01-l2c-f1-10.mp3}
|
||
LINE: 11 {bk01-l2c-f1-11.mp3}
|
||
LINE: 12 {bk01-l2c-f1-12.mp3}
|
||
LINE: 13 {bk01-l2c-f1-13.mp3}
|
||
LINE: 14 {bk01-l2c-f1-14.mp3}
|
||
LINE: 15 {bk01-l2c-f1-15.mp3}
|
||
LINE: 16 {bk01-l2c-f1-16.mp3}
|
||
LINE: 17 {bk01-l2c-f1-17.mp3}
|
||
LINE: 18 {bk01-l2c-f1-18.mp3}
|
||
LINE: 19 {bk01-l2c-f1-19.mp3}
|
||
LINE: 20 {bk01-l2c-f1-20.mp3}
|
||
|
||
# Source: LLA 2C Figure 2
|
||
$DIALOGUE Counting by Tens
|
||
INTRO: Now count by tens, all the way to one hundred. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: 10 {bk01-l2c-f2-01.mp3}
|
||
LINE: 20 {bk01-l2c-f2-02.mp3}
|
||
LINE: 30 {bk01-l2c-f2-03.mp3}
|
||
LINE: 40 {bk01-l2c-f2-04.mp3}
|
||
LINE: 50 {bk01-l2c-f2-05.mp3}
|
||
LINE: 60 {bk01-l2c-f2-06.mp3}
|
||
LINE: 70 {bk01-l2c-f2-07.mp3}
|
||
LINE: 80 {bk01-l2c-f2-08.mp3}
|
||
LINE: 90 {bk01-l2c-f2-09.mp3}
|
||
LINE: a hundred {bk01-l2c-f2-10.mp3}
|
||
LINE: one hundred {bk01-l2c-f2-11.mp3}
|
||
|
||
# Source: ST §0 to 100 (grammar)
|
||
$GRAMMAR Numbers 0 to 100
|
||
INTRO: Here is the whole field of numbers from zero to one hundred. Say and read them.
|
||
|
||
| | | | | | | | | | |
|
||
|---|---|---|---|---|---|---|---|---|---|
|
||
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|
||
| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
|
||
| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 |
|
||
| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 |
|
||
| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 |
|
||
| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 |
|
||
| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 |
|
||
| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 |
|
||
| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 |
|
||
| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 |
|
||
| 100 | | | | | | | | | |
|
||
|
||
# Source: ST §thirTEEN THIRty
|
||
$DIALOGUE Teens and Tens
|
||
INTRO: Watch out for the teen/ty pairs — thirteen versus thirty. Listen for the stress and repeat.
|
||
INSTRUCTION: Repeat and read these numbers.
|
||
REPEAT
|
||
|
||
LINE: 13 — 30
|
||
LINE: 14 — 40
|
||
LINE: 15 — 50
|
||
LINE: 16 — 60
|
||
LINE: 17 — 70
|
||
LINE: 18 — 80
|
||
LINE: 19 — 90
|
||
|
||
# Source: LLA 2C Figure 3 — numbers + nouns
|
||
$DIALOGUE Numbers and Nouns
|
||
INTRO: Now we put numbers together with plural nouns. Say each phrase.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: 51 tables {bk01-l2c-f3-01.mp3}
|
||
LINE: 52 chairs {bk01-l2c-f3-02.mp3}
|
||
LINE: 53 pens {bk01-l2c-f3-03.mp3}
|
||
LINE: 54 words {bk01-l2c-f3-04.mp3}
|
||
LINE: 55 pencils {bk01-l2c-f3-05.mp3}
|
||
LINE: 56 letters {bk01-l2c-f3-06.mp3}
|
||
LINE: 57 pictures {bk01-l2c-f3-07.mp3}
|
||
LINE: 58 doors {bk01-l2c-f3-08.mp3}
|
||
LINE: 59 windows {bk01-l2c-f3-09.mp3}
|
||
LINE: 60 clocks {bk01-l2c-f3-10.mp3}
|
||
LINE: 61 barbers {bk01-l2c-f3-11.mp3}
|
||
LINE: 62 cooks {bk01-l2c-f3-12.mp3}
|
||
LINE: 63 doctors {bk01-l2c-f3-13.mp3}
|
||
LINE: 64 mechanics {bk01-l2c-f3-14.mp3}
|
||
LINE: 65 pilots {bk01-l2c-f3-15.mp3}
|
||
LINE: 66 radios {bk01-l2c-f3-16.mp3}
|
||
LINE: 67 recorders {bk01-l2c-f3-17.mp3}
|
||
LINE: 68 tapes {bk01-l2c-f3-18.mp3}
|
||
LINE: 69 televisions {bk01-l2c-f3-19.mp3}
|
||
LINE: 70 students {bk01-l2c-f3-20.mp3}
|
||
LINE: 100 teachers {bk01-l2c-f3-21.mp3}
|
||
|
||
# Source: LLA 2C Figure 4 — number discrimination
|
||
$SELECT Hear the Number
|
||
INTRO: You'll hear a number. Find it among the choices and tap it.
|
||
INSTRUCTION: Tap the number you hear.
|
||
|
||
PROMPT: 10 {bk01-l2c-f4-01.mp3}
|
||
OPTION: a | 8
|
||
OPTION: b | 10
|
||
OPTION: c | 3
|
||
OPTION: d | 2
|
||
ANSWER: b
|
||
|
||
PROMPT: 25 {bk01-l2c-f4-02.mp3}
|
||
OPTION: a | 71
|
||
OPTION: b | 25
|
||
OPTION: c | 43
|
||
OPTION: d | 86
|
||
ANSWER: b
|
||
|
||
PROMPT: 69 {bk01-l2c-f4-03.mp3}
|
||
OPTION: a | 19
|
||
OPTION: b | 36
|
||
OPTION: c | 94
|
||
OPTION: d | 69
|
||
ANSWER: d
|
||
|
||
PROMPT: 43 {bk01-l2c-f4-04.mp3}
|
||
OPTION: a | 43
|
||
OPTION: b | 34
|
||
OPTION: c | 51
|
||
OPTION: d | 53
|
||
ANSWER: a
|
||
|
||
PROMPT: 18 {bk01-l2c-f4-05.mp3}
|
||
OPTION: a | 86
|
||
OPTION: b | 98
|
||
OPTION: c | 73
|
||
OPTION: d | 18
|
||
ANSWER: d
|
||
|
||
PROMPT: 36 {bk01-l2c-f4-06.mp3}
|
||
OPTION: a | 54
|
||
OPTION: b | 79
|
||
OPTION: c | 36
|
||
OPTION: d | 64
|
||
ANSWER: c
|
||
|
||
PROMPT: 40 {bk01-l2c-f4-07.mp3}
|
||
OPTION: a | 11
|
||
OPTION: b | 14
|
||
OPTION: c | 41
|
||
OPTION: d | 40
|
||
ANSWER: d
|
||
|
||
PROMPT: 12 {bk01-l2c-f4-08.mp3}
|
||
OPTION: a | 21
|
||
OPTION: b | 10
|
||
OPTION: c | 12
|
||
OPTION: d | 31
|
||
ANSWER: c
|
||
|
||
PROMPT: 59 {bk01-l2c-f4-09.mp3}
|
||
OPTION: a | 69
|
||
OPTION: b | 96
|
||
OPTION: c | 59
|
||
OPTION: d | 19
|
||
ANSWER: c
|
||
|
||
PROMPT: 4 {bk01-l2c-f4-10.mp3}
|
||
OPTION: a | 2
|
||
OPTION: b | 5
|
||
OPTION: c | 4
|
||
OPTION: d | 8
|
||
ANSWER: c
|
||
|
||
PROMPT: 87 {bk01-l2c-f4-11.mp3}
|
||
OPTION: a | 78
|
||
OPTION: b | 17
|
||
OPTION: c | 18
|
||
OPTION: d | 87
|
||
ANSWER: d
|
||
|
||
PROMPT: 13 {bk01-l2c-f4-12.mp3}
|
||
OPTION: a | 17
|
||
OPTION: b | 13
|
||
OPTION: c | 16
|
||
OPTION: d | 15
|
||
ANSWER: b
|
||
|
||
PROMPT: 23 {bk01-l2c-f4-13.mp3}
|
||
OPTION: a | 83
|
||
OPTION: b | 33
|
||
OPTION: c | 36
|
||
OPTION: d | 23
|
||
ANSWER: d
|
||
|
||
PROMPT: 48 {bk01-l2c-f4-14.mp3}
|
||
OPTION: a | 48
|
||
OPTION: b | 54
|
||
OPTION: c | 84
|
||
OPTION: d | 88
|
||
ANSWER: a
|
||
|
||
PROMPT: 50 {bk01-l2c-f4-15.mp3}
|
||
OPTION: a | 55
|
||
OPTION: b | 15
|
||
OPTION: c | 5
|
||
OPTION: d | 50
|
||
ANSWER: d
|
||
|
||
PROMPT: 19 {bk01-l2c-f4-16.mp3}
|
||
OPTION: a | 90
|
||
OPTION: b | 49
|
||
OPTION: c | 19
|
||
OPTION: d | 9
|
||
ANSWER: c
|
||
|
||
PROMPT: 63 {bk01-l2c-f4-17.mp3}
|
||
OPTION: a | 33
|
||
OPTION: b | 98
|
||
OPTION: c | 63
|
||
OPTION: d | 48
|
||
ANSWER: c
|
||
|
||
PROMPT: 75 {bk01-l2c-f4-18.mp3}
|
||
OPTION: a | 56
|
||
OPTION: b | 75
|
||
OPTION: c | 76
|
||
OPTION: d | 57
|
||
ANSWER: b
|
||
|
||
PROMPT: 56 {bk01-l2c-f4-19.mp3}
|
||
OPTION: a | 56
|
||
OPTION: b | 24
|
||
OPTION: c | 46
|
||
OPTION: d | 64
|
||
ANSWER: a
|
||
|
||
PROMPT: 88 {bk01-l2c-f4-20.mp3}
|
||
OPTION: a | 8
|
||
OPTION: b | 88
|
||
OPTION: c | 18
|
||
OPTION: d | 80
|
||
ANSWER: b
|
||
|
||
# Source: LLA 2B Figure 4 — teen vs ty discrimination
|
||
$SELECT Teen or Ty?
|
||
INTRO: These pairs sound alike — listen carefully and tap the number you hear.
|
||
INSTRUCTION: Tap the number you hear.
|
||
REPEAT
|
||
|
||
PROMPT: 90 {bk01-l2b-f4-01-q.mp3}
|
||
OPTION: a | 19
|
||
OPTION: b | 90 {bk01-l2b-f4-01-a.mp3}
|
||
OPTION: c | 9
|
||
ANSWER: b
|
||
|
||
PROMPT: 40 {bk01-l2b-f4-02-q.mp3}
|
||
OPTION: a | 40 {bk01-l2b-f4-02-a.mp3}
|
||
OPTION: b | 4
|
||
OPTION: c | 14
|
||
ANSWER: a
|
||
|
||
PROMPT: 30 {bk01-l2b-f4-03-q.mp3}
|
||
OPTION: a | 3
|
||
OPTION: b | 13
|
||
OPTION: c | 30 {bk01-l2b-f4-03-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: 16 {bk01-l2b-f4-04-q.mp3}
|
||
OPTION: a | 16 {bk01-l2b-f4-04-a.mp3}
|
||
OPTION: b | 60
|
||
OPTION: c | 6
|
||
ANSWER: a
|
||
|
||
PROMPT: 70 {bk01-l2b-f4-05-q.mp3}
|
||
OPTION: a | 70 {bk01-l2b-f4-05-a.mp3}
|
||
OPTION: b | 17
|
||
OPTION: c | 7
|
||
ANSWER: a
|
||
|
||
PROMPT: 80 {bk01-l2b-f4-06-q.mp3}
|
||
OPTION: a | 80 {bk01-l2b-f4-06-a.mp3}
|
||
OPTION: b | 18
|
||
OPTION: c | 8
|
||
ANSWER: a
|
||
|
||
PROMPT: 35 {bk01-l2b-f4-07-q.mp3}
|
||
OPTION: a | 5
|
||
OPTION: b | 30
|
||
OPTION: c | 35 {bk01-l2b-f4-07-a.mp3}
|
||
ANSWER: c
|
||
|
||
PROMPT: 22 {bk01-l2b-f4-08-q.mp3}
|
||
OPTION: a | 20
|
||
OPTION: b | 22 {bk01-l2b-f4-08-a.mp3}
|
||
OPTION: c | 2
|
||
ANSWER: b
|
||
|
||
# Source: LLA 2C Figure 5 — number dictation
|
||
$PRODUCE Write the Number
|
||
INTRO: Listen to each number and type it using digits.
|
||
INSTRUCTION: Type the number you hear.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
PROMPT: 13 {bk01-l2c-f5-01.mp3}
|
||
RESPONSE: 13 {bk01-l2c-f5-01.mp3}
|
||
|
||
PROMPT: 35 {bk01-l2c-f5-02.mp3}
|
||
RESPONSE: 35 {bk01-l2c-f5-02.mp3}
|
||
|
||
PROMPT: 19 {bk01-l2c-f5-03.mp3}
|
||
RESPONSE: 19 {bk01-l2c-f5-03.mp3}
|
||
|
||
PROMPT: 54 {bk01-l2c-f5-04.mp3}
|
||
RESPONSE: 54 {bk01-l2c-f5-04.mp3}
|
||
|
||
PROMPT: 48 {bk01-l2c-f5-05.mp3}
|
||
RESPONSE: 48 {bk01-l2c-f5-05.mp3}
|
||
|
||
PROMPT: 79 {bk01-l2c-f5-06.mp3}
|
||
RESPONSE: 79 {bk01-l2c-f5-06.mp3}
|
||
|
||
PROMPT: 8 {bk01-l2c-f5-07.mp3}
|
||
RESPONSE: 8 {bk01-l2c-f5-07.mp3}
|
||
|
||
PROMPT: 21 {bk01-l2c-f5-08.mp3}
|
||
RESPONSE: 21 {bk01-l2c-f5-08.mp3}
|
||
|
||
PROMPT: 11 {bk01-l2c-f5-09.mp3}
|
||
RESPONSE: 11 {bk01-l2c-f5-09.mp3}
|
||
|
||
PROMPT: 60 {bk01-l2c-f5-10.mp3}
|
||
RESPONSE: 60 {bk01-l2c-f5-10.mp3}
|
||
|
||
# Source: ST §Numbers (digit → word)
|
||
$PRODUCE Write the Number Word
|
||
INTRO: You'll see a number; type out its English word.
|
||
INSTRUCTION: Type the missing number word.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: 79 ____
|
||
RESPONSE: seventy-nine
|
||
|
||
TEMPLATE: 1 ____
|
||
RESPONSE: one
|
||
|
||
TEMPLATE: 4 ____
|
||
RESPONSE: four
|
||
|
||
TEMPLATE: 7 ____
|
||
RESPONSE: seven
|
||
|
||
TEMPLATE: 10 ____
|
||
RESPONSE: ten
|
||
|
||
TEMPLATE: 13 ____
|
||
RESPONSE: thirteen
|
||
|
||
TEMPLATE: 16 ____
|
||
RESPONSE: sixteen
|
||
|
||
TEMPLATE: 19 ____
|
||
RESPONSE: nineteen
|
||
|
||
TEMPLATE: 21 ____
|
||
RESPONSE: twenty-one
|
||
|
||
TEMPLATE: 31 ____
|
||
RESPONSE: thirty-one
|
||
|
||
TEMPLATE: 41 ____
|
||
RESPONSE: forty-one
|
||
|
||
TEMPLATE: 51 ____
|
||
RESPONSE: fifty-one
|
||
|
||
# ============================================================
|
||
$LESSON 2-6: Occupations
|
||
# ============================================================
|
||
|
||
# Source: LLA 2B Figure 3 (Part 1) — occupations he/she
|
||
$DIALOGUE People's Jobs {page_043_001.jpg}
|
||
INTRO: Let's meet some people and learn their jobs. Just listen.
|
||
INSTRUCTION: Listen to the sentences.
|
||
|
||
LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3}
|
||
LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3}
|
||
LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3}
|
||
LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3}
|
||
LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3}
|
||
LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3}
|
||
LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3}
|
||
|
||
# Source: ST §This Is a Pilot (occupation vocab)
|
||
$DIALOGUE Occupations
|
||
INTRO: Here are the occupation words on their own. Say each one.
|
||
INSTRUCTION: Repeat the words.
|
||
REPEAT
|
||
|
||
VOCAB: doctor
|
||
LINE: a doctor {st-page_043_001.jpg}
|
||
|
||
VOCAB: pilot
|
||
LINE: a pilot {st-page_043_002.jpg}
|
||
|
||
VOCAB: student
|
||
LINE: a student {st-page_043_003.jpg}
|
||
|
||
VOCAB: barber
|
||
LINE: a barber {st-page_043_004.jpg}
|
||
|
||
VOCAB: cook
|
||
LINE: a cook {st-page_044_001.jpg}
|
||
|
||
VOCAB: mechanic
|
||
LINE: a mechanic {st-page_044_002.jpg}
|
||
|
||
VOCAB: teacher
|
||
LINE: a teacher {st-page_044_003.jpg}
|
||
|
||
# Source: LLA 2B Figure 3 (Part 2) — I'm
|
||
$DIALOGUE I'm a Cook
|
||
INTRO: Now pretend you are each person. Say their job with "I'm".
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3}
|
||
LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3}
|
||
LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3}
|
||
LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3}
|
||
LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3}
|
||
LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3}
|
||
LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3}
|
||
|
||
# Source: LLA 2B Figure 3 (Part 3) — You're
|
||
$DIALOGUE You're a Cook
|
||
INTRO: Now say each person's job with "you're".
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3}
|
||
LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3}
|
||
LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3}
|
||
LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3}
|
||
LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3}
|
||
LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3}
|
||
LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3}
|
||
|
||
# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. (grammar)
|
||
$GRAMMAR I'm, You're, Bill's
|
||
INTRO: The verb "to be" contracts: I am becomes I'm, you are becomes you're, and Bill is becomes Bill's.
|
||
|
||
| | | |
|
||
|---|---|---|
|
||
| I | am | a student. |
|
||
| You | are | a teacher. |
|
||
| Bill | is | a pilot. |
|
||
|
||
**I + am = {I'm a student.}**
|
||
|
||
**You + are = {You're a teacher.}**
|
||
|
||
**Bill + is = {Bill's a pilot.}**
|
||
|
||
# Source: ST §I'm a Student (presentation)
|
||
$DIALOGUE I'm a Student, You're a Teacher
|
||
INTRO: Listen to the full form and the contraction side by side, and say them.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: I
|
||
VOCAB: I'm
|
||
LINE: I am a student. I'm a student.
|
||
|
||
LINE: I am a cook. I'm a cook.
|
||
|
||
VOCAB: you
|
||
VOCAB: you're
|
||
LINE: You are a teacher. You're a teacher.
|
||
|
||
LINE: You are a doctor. You're a doctor.
|
||
|
||
LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg}
|
||
|
||
LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg}
|
||
|
||
LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg}
|
||
|
||
# Source: ST §What Are You? What Am I? What's Betty? (grammar)
|
||
$GRAMMAR What Are You?
|
||
INTRO: To ask about a job, use "what" with the right form of "be".
|
||
|
||
| | | |
|
||
|---|---|---|
|
||
| What | am | I? |
|
||
| What | are | you? |
|
||
| What | is | Betty? |
|
||
|
||
{What are you?} — {I'm a teacher.}
|
||
|
||
{What's Betty?} — {Betty's a doctor.}
|
||
|
||
# Source: ST §What Are You? (read Q&A)
|
||
$DIALOGUE What Are You? — Questions and Answers
|
||
INTRO: Here are job questions with their answers. Say each pair.
|
||
INSTRUCTION: Repeat these questions and answers.
|
||
REPEAT
|
||
|
||
LINE: What are you? I'm a mechanic.
|
||
LINE: What's Bill? Bill's a pilot.
|
||
LINE: What am I? You're a teacher.
|
||
LINE: What are you? I'm a student.
|
||
LINE: What's Betty? Betty's a doctor.
|
||
LINE: What am I? You're a cook.
|
||
LINE: What's Joe? Joe's a mechanic.
|
||
LINE: What are you? You're a barber.
|
||
LINE: What's Tom? He's a student.
|
||
LINE: What am I? You're a pilot.
|
||
|
||
# Source: LLA 2D Figure 1 (Part 1) — names
|
||
$DIALOGUE Names {page_053_001.jpg}
|
||
INTRO: Here are seven people's names. Look at each picture and repeat the name.
|
||
INSTRUCTION: Listen and repeat each name.
|
||
REPEAT
|
||
|
||
LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3}
|
||
LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3}
|
||
LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3}
|
||
LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3}
|
||
LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3}
|
||
LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3}
|
||
LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3}
|
||
|
||
# Source: LLA 2D Figure 1 (Part 2) — what's his/her name
|
||
$PRODUCE What's His or Her Name?
|
||
INTRO: Look at each person, listen to the question, and answer aloud. Then repeat the answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3}
|
||
RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3}
|
||
|
||
PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3}
|
||
RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3}
|
||
|
||
PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3}
|
||
RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3}
|
||
|
||
PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3}
|
||
RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3}
|
||
|
||
PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3}
|
||
RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3}
|
||
|
||
PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3}
|
||
RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3}
|
||
|
||
PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3}
|
||
RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3}
|
||
|
||
# Source: LLA 2D Figure 1 (Part 3) — occupations Q&A
|
||
$PRODUCE What's Ben?
|
||
INTRO: Now you'll be asked what each person's job is. Answer aloud, then repeat the answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3}
|
||
RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3}
|
||
|
||
PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3}
|
||
RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3}
|
||
|
||
PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3}
|
||
RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3}
|
||
|
||
PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3}
|
||
RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3}
|
||
|
||
PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3}
|
||
RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3}
|
||
|
||
PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3}
|
||
RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3}
|
||
|
||
PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3}
|
||
RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3}
|
||
|
||
# Source: LLA 2D Figure 2 (Part 1) — write the names
|
||
$PRODUCE Write the Names
|
||
INTRO: Listen as each name is introduced and spelled out, then type the name.
|
||
INSTRUCTION: Type the name.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3}
|
||
RESPONSE: Bill
|
||
|
||
PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3}
|
||
RESPONSE: Jan
|
||
|
||
PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3}
|
||
RESPONSE: Joe
|
||
|
||
PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3}
|
||
RESPONSE: Pam
|
||
|
||
PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3}
|
||
RESPONSE: Bob
|
||
|
||
PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3}
|
||
RESPONSE: Ann
|
||
ACCEPT: Anne
|
||
|
||
PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3}
|
||
RESPONSE: Ken
|
||
|
||
# Source: LLA 2D Figure 2 (Part 2) — occupations Q&A
|
||
$PRODUCE What Is Bill?
|
||
INTRO: Look at the same people again. Answer what each one's job is, then repeat the answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3}
|
||
RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3}
|
||
|
||
PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3}
|
||
RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3}
|
||
|
||
PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3}
|
||
RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3}
|
||
|
||
PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3}
|
||
RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3}
|
||
|
||
PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3}
|
||
RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3}
|
||
|
||
PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3}
|
||
RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3}
|
||
|
||
PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3}
|
||
RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3}
|
||
|
||
# Source: LLA 2C Figure 6 — number + occupation/item
|
||
$PRODUCE Say the Number and the Word
|
||
INTRO: Look at the picture and listen to the number. Say the number with the thing you see, then repeat the answer.
|
||
INSTRUCTION: Say the number and the word aloud.
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Twelve {page_049_001.jpg} {bk01-l2c-f6-01-q.mp3}
|
||
RESPONSE: Twelve barbers. {bk01-l2c-f6-01-a.mp3}
|
||
|
||
PROMPT: Seven {page_049_002.jpg} {bk01-l2c-f6-02-q.mp3}
|
||
RESPONSE: Seven cooks. {bk01-l2c-f6-02-a.mp3}
|
||
|
||
PROMPT: Four {page_049_003.jpg} {bk01-l2c-f6-03-q.mp3}
|
||
RESPONSE: Four doctors. {bk01-l2c-f6-03-a.mp3}
|
||
|
||
PROMPT: Eleven {page_049_004.jpg} {bk01-l2c-f6-04-q.mp3}
|
||
RESPONSE: Eleven mechanics. {bk01-l2c-f6-04-a.mp3}
|
||
|
||
PROMPT: Two {page_049_005.jpg} {bk01-l2c-f6-05-q.mp3}
|
||
RESPONSE: Two pilots. {bk01-l2c-f6-05-a.mp3}
|
||
|
||
PROMPT: Ten {page_049_006.jpg} {bk01-l2c-f6-06-q.mp3}
|
||
RESPONSE: Ten radios. {bk01-l2c-f6-06-a.mp3}
|
||
|
||
PROMPT: Fifteen {page_049_007.jpg} {bk01-l2c-f6-07-q.mp3}
|
||
RESPONSE: Fifteen recorders. {bk01-l2c-f6-07-a.mp3}
|
||
|
||
PROMPT: Twenty {page_049_008.jpg} {bk01-l2c-f6-08-q.mp3}
|
||
RESPONSE: Twenty tapes. {bk01-l2c-f6-08-a.mp3}
|
||
|
||
PROMPT: Five {page_049_009.jpg} {bk01-l2c-f6-09-q.mp3}
|
||
RESPONSE: Five televisions. {bk01-l2c-f6-09-a.mp3}
|
||
|
||
PROMPT: Eight {page_049_010.jpg} {bk01-l2c-f6-10-q.mp3}
|
||
RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3}
|
||
|
||
PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3}
|
||
RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3}
|
||
|
||
# ============================================================
|
||
$LESSON 2-7: Pronunciation
|
||
# ============================================================
|
||
|
||
# Source: LLA 2D LS Activity 2 — minimal pairs /e/ vs /æ/
|
||
$DIALOGUE Listen to the Vowels
|
||
INTRO: Listen to these word pairs — the vowel changes from the "e" sound to the "a" sound. Repeat each pair.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Met. Mat. {bk01-l2d-f2-ls2-01.mp3}
|
||
LINE: Dead. Dad. {bk01-l2d-f2-ls2-02.mp3}
|
||
LINE: Ed. Add. {bk01-l2d-f2-ls2-03.mp3}
|
||
LINE: Said. Sad. {bk01-l2d-f2-ls2-04.mp3}
|
||
LINE: Bread. Brad. {bk01-l2d-f2-ls2-05.mp3}
|
||
LINE: Head. Had. {bk01-l2d-f2-ls2-06.mp3}
|
||
LINE: End. And. {bk01-l2d-f2-ls2-07.mp3}
|
||
LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3}
|
||
LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3}
|
||
LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3}
|
||
|
||
# Source: ST §Pan/Pen (read word pairs)
|
||
$DIALOGUE Read the Word Pairs
|
||
INTRO: Here are more "e" and "a" word pairs to read.
|
||
INSTRUCTION: Read these words.
|
||
|
||
LINE: and / end
|
||
LINE: bath / Beth
|
||
LINE: ax / ex
|
||
LINE: add / Ed
|
||
LINE: land / lend
|
||
LINE: bat / bet
|
||
LINE: tan / ten
|
||
LINE: lass / less
|
||
LINE: pan / pen
|
||
LINE: lather / leather
|
||
LINE: rack / wreck
|
||
LINE: batter / better
|
||
|
||
# Source: LLA 2D Figure 3 — same/different vowel discrimination
|
||
$SELECT Same or Different Sound
|
||
INTRO: Listen to two words. Are they exactly the same, or different? Tap your answer.
|
||
INSTRUCTION: Tap S for Same or D for Different.
|
||
OPTION: s | S (Same)
|
||
OPTION: d | D (Different)
|
||
|
||
EXAMPLE
|
||
PROMPT: head, had {bk01-l2d-f3-ex1.mp3}
|
||
ANSWER: d
|
||
|
||
EXAMPLE
|
||
PROMPT: grand, grand {bk01-l2d-f3-ex2.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: bet, bat {bk01-l2d-f3-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: man, men {bk01-l2d-f3-02.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: him, him {bk01-l2d-f3-03.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: pan, pin {bk01-l2d-f3-04.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: ten, ten {bk01-l2d-f3-05.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: less, lass {bk01-l2d-f3-06.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: wreck, rack {bk01-l2d-f3-07.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: batter, batter {bk01-l2d-f3-08.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: set, sat {bk01-l2d-f3-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: lather, leather {bk01-l2d-f3-10.mp3}
|
||
ANSWER: d
|
||
|
||
# Source: LLA 2D Figure 4 — K vs G sound
|
||
$SELECT K or G Sound
|
||
INTRO: Listen for the hard sound — is it the K of "came" or the G of "game"? Tap the sound you hear.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | K sound (as in came)
|
||
OPTION: b | G sound (as in game)
|
||
|
||
EXAMPLE
|
||
PROMPT: game, game {bk01-l2d-f4-ex.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: tag, tag {bk01-l2d-f4-01.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: back, back {bk01-l2d-f4-02.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: kill, kill {bk01-l2d-f4-03.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: game, game {bk01-l2d-f4-04.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: peck, peck {bk01-l2d-f4-05.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: sag, sag {bk01-l2d-f4-06.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: cane, cane {bk01-l2d-f4-07.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: gap, gap {bk01-l2d-f4-08.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: goat, goat {bk01-l2d-f4-09.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: coal, coal {bk01-l2d-f4-10.mp3}
|
||
ANSWER: a
|
||
|
||
# SKIPPED (book): ST Listening-skill blocks "CLOSE/GOODBYE" (/s/–/z/) and "SAME/DIFFERENT"
|
||
# (word-pair discrimination) — instructor-read with no recorded stimulus and no given
|
||
# words. Convertible later with chosen items + TTS.
|