david
e30effca46
Male-described speakers were mapped to the female voice achernar (and a few females to schedar) — 210 VOICE swaps across the four regenerated books. Also: book-11 'Two Letters' now labeled Jane:/Ann: with female voices instead of one Narrator (Yana's report), and junk auto-declared 'VOICE: ID' lines dropped. Co-authored-by: Cursor <cursoragent@cursor.com>
1930 lines
70 KiB
Plaintext
1930 lines
70 KiB
Plaintext
$MODULE Book 12 · Lesson 3: We've Decided to Add On {st-page_079_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book12_lesson3
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DESCRIPTION: Home and suburb vocabulary; "could", "may", and "might" for possibility; "-ing" and "-ed" adjectives; indirect speech; the present perfect; and dictation practice.
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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_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Clerk | gacrux | Squadron clerk
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VOICE: Sgt_Richards | schedar | Male sergeant
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VOICE: Capt_Douglas | schedar | Male captain
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VOICE: Sue | aoede | Young female
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VOICE: Mrs_Peterson | gacrux | Older female
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VOICE: Lorraine | aoede | Young female
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VOICE: Mike | schedar | Male speaker
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VOICE: Carl | schedar | Male speaker
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VOICE: Parker | achird | Male speaker
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VOICE: Jackson | achird | Male sergeant
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VOICE: Brooks | achird | Male captain
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VOICE: Robinson | schedar | Male sergeant
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VOICE: SpeakerA | achird | Male voice
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VOICE: SpeakerB | schedar | Male voice
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VOICE: Officer | achird | Male officer
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VOICE: Nancy | aoede | Female voice
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VOICE: Linda | gacrux | Female voice
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VOICE: Anita | aoede | Female speaker
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VOICE: Oscar | schedar | Male speaker
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VOICE: Carol | gacrux | Female speaker
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VOICE: Dan | achird | Male speaker
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VOICE: Sam | charon | Male speaker
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VOICE: Pat | aoede | Female speaker
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VOICE: Doug | achird | Male speaker
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VOICE: Paul | schedar | Male speaker
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VOICE: Matt | achird | Male speaker
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VOICE: Steve | schedar | Male speaker
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VOICE: Andy | achird | Male speaker
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VOICE: Peter | achird | Male speaker
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VOICE: David | achird | Male speaker
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VOICE: Tom | charon | Male speaker
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VOICE: Tim | achird | Male speaker
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VOICE: Phil | charon | Male speaker
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VOICE: Mark | achird | Male speaker
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VOICE: Alan | achird | Male speaker
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VOICE: Eric | achird | Male speaker
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VOICE: Tony | schedar | Male speaker
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VOICE: Narrator | achird | speaker (auto)
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$SESSION 3-1: House and Home
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# Source: LLA 3A Figure 1
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$DIALOGUE House and Home Vocabulary
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ID: 3a-f1
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INTRO: In this lesson you'll learn to talk about houses and homes, guess what's possible with "could", "may", and "might", describe feelings with "-ed" and "-ing" adjectives, and report what people said. First, twelve words for around the house. Listen and repeat each word in its sentence.
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INSTRUCTION: Repeat each word and sentence.
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REPEAT
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VOCAB: fire
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LINE: Jim made a fire to keep warm. {page_041_001.jpg} {bk12-l3a-f1-01.mp3}
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VOCAB: cassette
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LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg} {bk12-l3a-f1-02.mp3}
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VOCAB: dining room
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LINE: We bought some new furniture for the dining room. {page_041_003.jpg} {bk12-l3a-f1-03.mp3}
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VOCAB: patio
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LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg} {bk12-l3a-f1-04.mp3}
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VOCAB: stereo
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LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg} {bk12-l3a-f1-05.mp3}
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VOCAB: story
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LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg} {bk12-l3a-f1-06.mp3}
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VOCAB: wood
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LINE: Will you cut some wood for the fire? {page_042_001.jpg} {bk12-l3a-f1-07.mp3}
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VOCAB: plan
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LINE: Did you see the plans for Alma's new house? {page_042_002.jpg} {bk12-l3a-f1-08.mp3}
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VOCAB: record
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LINE: Larry got 3 records for his birthday. {page_042_003.jpg} {bk12-l3a-f1-09.mp3}
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VOCAB: microwave
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LINE: Jane wants to buy a microwave. {page_042_004.jpg} {bk12-l3a-f1-10.mp3}
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VOCAB: oven
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LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg} {bk12-l3a-f1-11.mp3}
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VOCAB: fireplace
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LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg} {bk12-l3a-f1-12.mp3}
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# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6)
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$SELECT Match the Picture: Set One
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ID: 3a-f1-b1
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INTRO: Now check the first six words. You'll hear a sentence — tap the picture it matches, then repeat the sentence.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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OPTION: a | fire {page_041_001.jpg}
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OPTION: b | cassette {page_041_002.jpg}
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OPTION: c | dining room {page_041_003.jpg}
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OPTION: d | patio {page_041_004.jpg}
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OPTION: e | stereo {page_041_005.jpg}
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OPTION: f | story {page_041_006.jpg}
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PROMPT: The children are playing on the patio. {bk12-l3a-f1-13-q.mp3}
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ANSWER: d
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FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-13-a.mp3}
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PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-q.mp3}
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ANSWER: e
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FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-16-a.mp3}
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PROMPT: Why don't you make a fire? {bk12-l3a-f1-17-q.mp3}
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ANSWER: a
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FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-17-a.mp3}
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PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-q.mp3}
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ANSWER: b
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FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-19-a.mp3}
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PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-q.mp3}
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ANSWER: c
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FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-20-a.mp3}
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PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-q.mp3}
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ANSWER: f
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FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-a.mp3}
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# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6)
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$SELECT Match the Picture: Set Two
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ID: 3a-f1-b2
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INTRO: Same game, six more words. Tap the picture that matches the sentence you hear, then say the sentence back.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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OPTION: g | wood {page_042_001.jpg}
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OPTION: h | plan {page_042_002.jpg}
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OPTION: i | record {page_042_003.jpg}
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OPTION: j | microwave {page_042_004.jpg}
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OPTION: k | oven {page_042_005.jpg}
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OPTION: l | fireplace {page_042_006.jpg}
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PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-14-q.mp3}
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ANSWER: k
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FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-14-a.mp3}
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PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-15-q.mp3}
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ANSWER: h
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FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-15-a.mp3}
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PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-q.mp3}
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ANSWER: j
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FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-18-a.mp3}
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PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-q.mp3}
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ANSWER: l
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FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-22-a.mp3}
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PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-q.mp3}
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ANSWER: i
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FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-23-a.mp3}
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PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-24-q.mp3}
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ANSWER: g
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FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-24-a.mp3}
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# Source: ST §My House Is in the Suburbs
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$DIALOGUE My House Is in the Suburbs
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ID: l3-s1
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INTRO: A proud homeowner is about to give you the full tour of his house in the suburbs. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: suburb
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LINE: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg}
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VOCAB: two-story
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VOCAB: floor
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LINE: It's a two-story house; it has two floors or stories. {st-page_081_001.jpg}
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VOCAB: near
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LINE: Get in the car. I'll show you my house. We won't have to drive far. My house is near.
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LINE: We're home! {st-page_081_002.jpg}
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LINE: Let's go inside. {st-page_081_003.jpg}
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LINE: Let me show you my house. {st-page_081_004.jpg}
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LINE: This is the living room. {st-page_081_004.jpg}
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LINE: How do you like our fireplace? {st-page_081_004.jpg}
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LINE: Nice, isn't it? {st-page_081_004.jpg}
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VOCAB: builder
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LINE: The builder did a very good job. {st-page_081_004.jpg}
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LINE: On very cold days, we make great fires. {st-page_081_004.jpg}
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# Source: ST §Answer About the House
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$PRODUCE Questions About the House
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ID: l3-s2
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REFERENCE
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INTRO: Answer a few questions about the house. Speak a full sentence — and open the reading again if your memory of the tour is fuzzy.
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INSTRUCTION: Answer each question aloud in a full sentence.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
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PROMPT: Where is the house?
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RESPONSE: It is in a suburb.
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PROMPT: How many stories does it have?
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RESPONSE: It has two stories.
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PROMPT: Is the house very far?
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RESPONSE: No, it is near.
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PROMPT: What is in the living room?
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RESPONSE: There is a fireplace in the living room.
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PROMPT: Who did a good job?
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RESPONSE: The builder did a very good job.
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# Source: ST §More About My House
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$DIALOGUE Inside the House
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ID: l3-s3
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INTRO: The tour continues — the stereo, the kitchen, and the patio. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: That's our new stereo over there. {st-page_082_001.jpg}
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LINE: Perhaps you would like to listen to some music later. {st-page_082_001.jpg}
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VOCAB: to play
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LINE: Maybe we can play Michael Johnson's new record. {st-page_082_001.jpg}
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LINE: Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg}
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LINE: Now let's go to the dining room and kitchen. {st-page_082_002.jpg}
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LINE: We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. {st-page_082_002.jpg}
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LINE: This is our new microwave oven. {st-page_082_002.jpg}
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LINE: The stove's oven wasn't quick enough for us. {st-page_082_002.jpg}
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VOCAB: to heat
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VOCAB: to boil
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LINE: So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg}
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LINE: If you look out the glass door, you can see our patio. {st-page_082_003.jpg}
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LINE: In the summers, we eat out there sometimes. {st-page_082_003.jpg}
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VOCAB: shed
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LINE: We keep wood for our fireplace in that shed. {st-page_082_003.jpg}
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VOCAB: to burn
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LINE: You know wood burns much better if you keep it dry. {st-page_082_003.jpg}
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# Source: ST §Answer About the House (Part 2)
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$PRODUCE More Questions About the House
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ID: l3-s4
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REFERENCE
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INTRO: More questions about the house. Answer aloud in full sentences — the reading is there if you need it.
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INSTRUCTION: Answer each question aloud in a full sentence.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
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PROMPT: What's new in the living room?
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RESPONSE: The stereo is new.
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PROMPT: What are they going to play later on?
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RESPONSE: They might play a record or some cassettes.
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PROMPT: What do they use the microwave for?
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RESPONSE: They use it to heat water and boil it to make soup.
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PROMPT: What was the problem with the stove's oven?
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RESPONSE: It wasn't quick enough.
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PROMPT: What can you see out the glass door?
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RESPONSE: You can see the patio.
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PROMPT: Why does he keep the wood in a shed?
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RESPONSE: Because wood burns much better if you keep it dry.
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# Source: ST §The Wood's in the Shed
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$SELECT Where Does It Go?
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ID: l3-s5
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INTRO: Time to put everything in its place. Read each sentence and tap the ending that completes it.
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INSTRUCTION: Tap the correct ending.
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OPTION: a | in the suburbs.
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OPTION: b | in the fireplace.
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OPTION: c | in the living room.
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OPTION: d | in the dining room.
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OPTION: e | to the fire.
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OPTION: f | in the microwave.
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OPTION: g | in the shed.
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OPTION: h | in the oven.
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OPTION: i | on the stereo.
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OPTION: j | on the patio.
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TEMPLATE: You can boil water quickly ____
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ANSWER: f|h
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TEMPLATE: When the weather is good, we eat outside ____
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ANSWER: j
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TEMPLATE: The table and chairs are ____
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ANSWER: d
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TEMPLATE: Kim is playing a record ____
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ANSWER: i
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TEMPLATE: Our stereo is ____
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ANSWER: c
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TEMPLATE: The wood is burning ____
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ANSWER: b
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TEMPLATE: Tony lives ____
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ANSWER: a
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TEMPLATE: We keep our wood ____
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ANSWER: g
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TEMPLATE: Mike is heating the food ____
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ANSWER: h|f
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TEMPLATE: Add more wood ____
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ANSWER: e
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# SKIPPED (book): Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair
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# discrimination with no recorded stimulus. Convertible later with chosen items + TTS.
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$SESSION 3-2: Adding On to the House
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# Source: LLA 3A Figure 1 (continuation)
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$DIALOGUE Making the House Bigger — New Words
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ID: 3a-f1-c
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INTRO: In this part you'll learn the words for making a house bigger — and why a family might need to. Listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Mrs. Howard just had another baby. {bk12-l3a-f1-25a.mp3}
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LINE: Now there are 5 children in the family. {bk12-l3a-f1-25b.mp3}
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VOCAB: add on
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LINE: They need to add on another bedroom. {bk12-l3a-f1-25c.mp3}
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VOCAB: build
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LINE: My son is building his home in the country. {bk12-l3a-f1-26.mp3}
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LINE: Peggy does a lot of cooking. {bk12-l3a-f1-27a.mp3}
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VOCAB: enlarge
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LINE: She has decided to enlarge her kitchen. {bk12-l3a-f1-27b.mp3}
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LINE: That fire is very hot. {bk12-l3a-f1-28a.mp3}
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LINE: It gives off a lot of heat. {bk12-l3a-f1-28b.mp3}
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LINE: Don't let the baby play near the fire. {bk12-l3a-f1-29a.mp3}
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LINE: It will burn him. {bk12-l3a-f1-29b.mp3}
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VOCAB: addition
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LINE: This patio is our newest addition to the house. {bk12-l3a-f1-30.mp3}
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LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-31.mp3}
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LINE: Valerie lives in a new suburb outside the city. {bk12-l3a-f1-32.mp3}
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# Source: LLA 3A Figure 2
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$SELECT Questions About the New Words
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ID: 3a-f2
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INTRO: Now answer questions about those sentences. Listen to the question, tap the correct answer, then repeat it.
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INSTRUCTION: Tap the correct answer.
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REPEAT
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OPTION: a | She's going to add on another bedroom.
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OPTION: b | Yes, it's the newest addition to the house.
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OPTION: c | He's the biggest builder in Dallas.
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OPTION: d | She lives in a new suburb outside of the city.
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OPTION: e | She enlarged her kitchen.
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OPTION: f | The fire gives off a lot of heat.
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OPTION: g | He's building it in the country.
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OPTION: h | The fire will burn him.
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EXAMPLE
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PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01-q.mp3}
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ANSWER: c
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FEEDBACK: He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3}
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PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-02-q.mp3}
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ANSWER: e
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FEEDBACK: She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3}
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PROMPT: Where is your son building his home? {bk12-l3a-f2-03-q.mp3}
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ANSWER: g
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FEEDBACK: He's building it in the country. {bk12-l3a-f2-03-a.mp3}
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PROMPT: Is this patio new? {bk12-l3a-f2-04-q.mp3}
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ANSWER: b
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FEEDBACK: Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3}
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PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-05-q.mp3}
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ANSWER: a
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FEEDBACK: She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3}
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PROMPT: What does the fire give off? {bk12-l3a-f2-06-q.mp3}
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ANSWER: f
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FEEDBACK: The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3}
|
|
|
|
PROMPT: Where does Valerie live? {bk12-l3a-f2-07-q.mp3}
|
|
ANSWER: d
|
|
FEEDBACK: She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3}
|
|
|
|
PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-08-q.mp3}
|
|
ANSWER: h
|
|
FEEDBACK: The fire will burn him. {bk12-l3a-f2-08-a.mp3}
|
|
|
|
|
|
# Source: LLA 3B Figure 1
|
|
$DIALOGUE Problems, Solutions, and Get-Togethers
|
|
ID: 3b-f1
|
|
INTRO: Here are more new words — problems, solutions, and get-togethers. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
|
|
|
|
VOCAB: a get-together
|
|
LINE: Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
|
|
|
|
VOCAB: get together
|
|
LINE: Let's get together after work today. {bk12-l3b-f1-03.mp3}
|
|
|
|
LINE: Does your son play basketball? {bk12-l3b-f1-04.mp3}
|
|
|
|
VOCAB: solve
|
|
LINE: Did you solve the math problem? {bk12-l3b-f1-05.mp3}
|
|
|
|
VOCAB: take place
|
|
LINE: Where did the accident take place? {bk12-l3b-f1-06.mp3}
|
|
|
|
VOCAB: interested in
|
|
LINE: Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
|
|
|
|
LINE: He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
|
|
|
|
VOCAB: perhaps
|
|
LINE: I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
|
|
|
|
VOCAB: tiring
|
|
LINE: Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
|
|
|
|
VOCAB: idea
|
|
LINE: Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
|
|
|
|
VOCAB: meeting
|
|
LINE: The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
|
|
|
|
VOCAB: solution
|
|
LINE: Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
|
|
|
|
VOCAB: trouble
|
|
LINE: Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
|
|
|
|
|
|
# Source: LLA 3B Figure 1 (question pass)
|
|
$SELECT Check the New Words
|
|
ID: 3b-f1-b
|
|
INTRO: A quick check on the new words. Listen to each question and tap the correct answer.
|
|
INSTRUCTION: Tap the correct answer.
|
|
|
|
OPTION: a | He had an idea about enlarging the kitchen.
|
|
OPTION: b | He is planning a get-together at his house.
|
|
OPTION: c | Add the vegetables after the water boils.
|
|
OPTION: d | Jim is interested in learning about other countries.
|
|
OPTION: e | The meeting is in 15 minutes.
|
|
|
|
PROMPT: What is Jim interested in? {bk12-l3b-f1-00-q1.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: What was Jeff's idea? {bk12-l3b-f1-00-q2.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: When do I add the vegetables? {bk12-l3b-f1-00-q3.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-00-q4.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-00-q5.mp3}
|
|
ANSWER: e
|
|
|
|
# DROPPED (twin): ST "These Are New Words" (l3-s6) — same vocabulary set as the
|
|
# LLA 3B Figure 1 cassette presentation, same presentation role; cassette kept.
|
|
# All of its words appear in the kept activities and the following dialog.
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room!
|
|
$DIALOGUE The Trouble Is We Don't Have Enough Room!
|
|
ID: l3-s7
|
|
INTRO: Anita and Oscar's house is full of relatives and short on space. Listen to their conversation and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Anita: Boy, some of these family get-togethers can be very tiring! {st-page_085_001.jpg}
|
|
VOCAB: room
|
|
Oscar: The trouble is we don't have enough room for all the kids to play in.
|
|
Anita: And we don't have room for all the cooking that takes place when everybody is here.
|
|
|
|
Oscar: I have an idea that just might solve our problem.
|
|
Anita: Let's hear your solution.
|
|
|
|
VOCAB: den
|
|
Oscar: We can add on a den to the house and enlarge the kitchen.
|
|
|
|
Anita: Where will we put the den? . . . Where the patio is?
|
|
VOCAB: to leave
|
|
Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you.
|
|
|
|
|
|
# Source: ST §Answer About the Dialog
|
|
$PRODUCE Questions About the Problem
|
|
ID: l3-s8
|
|
REFERENCE
|
|
INTRO: Answer questions about Anita and Oscar's problem. Speak in full sentences — the dialog is a tap away.
|
|
INSTRUCTION: Answer each question aloud in a full sentence.
|
|
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).
|
|
|
|
PROMPT: What was tiring?
|
|
RESPONSE: The family get-togethers were tiring.
|
|
|
|
PROMPT: What did Oscar say the problem was?
|
|
RESPONSE: He said they didn't have enough room for all the kids to play in.
|
|
|
|
PROMPT: Where does the cooking take place?
|
|
RESPONSE: The cooking takes place when everybody is there.
|
|
|
|
PROMPT: What's going to solve the problem?
|
|
RESPONSE: Oscar has an idea that might solve the problem.
|
|
|
|
PROMPT: What's Oscar's solution?
|
|
RESPONSE: They can add on a den to the house and enlarge the kitchen.
|
|
|
|
PROMPT: Does he want to put a den where the patio is?
|
|
RESPONSE: No, he wants to leave the patio like it is.
|
|
|
|
|
|
# Source: ST §Yes, We'll Do It In the Near Future
|
|
$DIALOGUE Yes, We'll Do It in the Near Future
|
|
ID: l3-s9
|
|
INTRO: Carol wants to see the plans — she'd like a den too. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. {st-page_086_001.jpg}
|
|
Anita: Did you look at the kitchen?
|
|
Carol: It's going to be large. Why do you need a large kitchen?
|
|
Anita: When all my sisters, my mother, and I get together, we just don't have enough room.
|
|
Carol: But you only get together a few days out of the year.
|
|
Anita: I know, but these get-togethers are very important to us.
|
|
|
|
Carol: Are you planning to do this in the near future?
|
|
Anita: Well, Oscar has already built the kitchen wall. He wants to build the den right after he finishes the wall.
|
|
Carol: Then it should be ready for your next get-together.
|
|
Anita: We hope so.
|
|
|
|
|
|
# Source: ST §Answer About the Plan
|
|
$PRODUCE Questions About the Plan
|
|
ID: l3-s10
|
|
REFERENCE
|
|
INTRO: A few questions about the plan. Answer aloud in full sentences — check the dialog if you need to.
|
|
INSTRUCTION: Answer each question aloud in a full sentence.
|
|
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).
|
|
|
|
PROMPT: Why is Carol interested in the plan?
|
|
RESPONSE: Because she wants a den, too.
|
|
|
|
PROMPT: Why does Anita need a large kitchen?
|
|
RESPONSE: Because when her family gets together, they don't have enough room.
|
|
|
|
PROMPT: Are these get-togethers important to Anita?
|
|
RESPONSE: Yes, they are very important to them.
|
|
|
|
PROMPT: Will Oscar build the addition soon?
|
|
RESPONSE: Yes, he wants to build the den right after he finishes the kitchen wall.
|
|
|
|
PROMPT: When should the den be ready?
|
|
RESPONSE: It should be ready for their next get-together.
|
|
|
|
|
|
# Source: ST §They Want to Add On a Den
|
|
$PRODUCE They Want to Add On a Den
|
|
ID: l3-s11
|
|
INTRO: Retell the whole story. Type the correct word from the two choices in parentheses.
|
|
INSTRUCTION: Type the correct word from the choices in parentheses.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Oscar and Anita had a family ____{get-together} (story, get-together) last month.
|
|
RESPONSE: Oscar and Anita had a family get-together last month.
|
|
ACCEPT: get-together
|
|
|
|
TEMPLATE: Anita thought that the get-together was ____{tiring} (tiring, tired), but Oscar thought that the ____{trouble} (trouble, solution) was that they didn't have enough ____{room} (room, rooms).
|
|
RESPONSE: Anita thought that the get-together was tiring, but Oscar thought that the trouble was that they didn't have enough room.
|
|
|
|
TEMPLATE: Oscar thought he had the ____{solution} (idea, solution) to the problem, and he told Anita about his ____{idea} (idea, trouble).
|
|
RESPONSE: Oscar thought he had the solution to the problem, and he told Anita about his idea.
|
|
|
|
TEMPLATE: He wanted to ____{enlarge} (build, enlarge) the kitchen and ____{add on} (add on, enlarge) a new den.
|
|
RESPONSE: He wanted to enlarge the kitchen and add on a new den.
|
|
|
|
TEMPLATE: Now, the family is at Oscar's and Anita's house again. Oscar has already ____{built} (built, bought) the kitchen wall, and he will ____{build} (build, built) the den soon.
|
|
RESPONSE: Now, the family is at Oscar's and Anita's house again. Oscar has already built the kitchen wall, and he will build the den soon.
|
|
|
|
TEMPLATE: Anita's sister, Carol, is ____{interested} (interested, meeting) in the plan because she also wants a den.
|
|
RESPONSE: Anita's sister, Carol, is interested in the plan because she also wants a den.
|
|
ACCEPT: interested
|
|
|
|
TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{got together} (added on, got together).
|
|
RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they got together.
|
|
|
|
$SESSION 3-3: "Could" for Possibility
|
|
|
|
# Source: ST §You Could Be the Winner of a Million Dollars!
|
|
$GRAMMAR "Could" for Possibility
|
|
ID: l3-s13
|
|
INTRO: In this part you'll learn to say what's possible when you're not sure — with "could". Read the explanation before the drills.
|
|
|
|
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| The keys | **could**<br>might<br>may | be | in the kitchen. |
|
|
|
|
**Could is used to express possibility.**
|
|
|
|
Read the following sentences about possibility.
|
|
|
|
1. James {could be} in the backyard. I'm not sure.
|
|
2. Where {could Sam be}? He's 30 minutes late.
|
|
3. He {could be} at the gym. He likes to exercise in the afternoon.
|
|
4. {Could this be} Mike's sweater? He has a red one.
|
|
5. It {could be} Tom's sweater. It's got the letter "T" on it.
|
|
6. It's very cloudy this morning. It {could rain} today.
|
|
7. My father said we {could win} a lot of money if they pick our number.
|
|
|
|
|
|
# Source: LLA 3A Figure 2 (sentence presentation)
|
|
$DIALOGUE Sentences with "Could"
|
|
ID: 3a-f2-b
|
|
INTRO: Listen to sentences that use "could" for possibility, and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Those questions could be too difficult for him. {bk12-l3a-f2-09.mp3}
|
|
LINE: I think he's having trouble. {bk12-l3a-f2-10.mp3}
|
|
LINE: Walter could be at the mall. {bk12-l3a-f2-11.mp3}
|
|
LINE: I'm not sure. {bk12-l3a-f2-12.mp3}
|
|
LINE: Could this be Alan's jacket? {bk12-l3a-f2-13.mp3}
|
|
LINE: It's the same color as his. {bk12-l3a-f2-14.mp3}
|
|
LINE: Do you think I could borrow your English book tonight? {bk12-l3a-f2-15.mp3}
|
|
LINE: I can't find mine. {bk12-l3a-f2-16.mp3}
|
|
LINE: What could John be doing out this late at night? {bk12-l3a-f2-17.mp3}
|
|
LINE: He's usually home early. {bk12-l3a-f2-18.mp3}
|
|
|
|
|
|
# Source: LLA 3A Figure 3
|
|
$PRODUCE Answer with "Could"
|
|
ID: 3a-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now it's your turn to guess. Answer each question aloud with "could" and the cue on your screen, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud using "could".
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: at Jim's house
|
|
PROMPT: Where is Robert? {bk12-l3a-f3-ex-q.mp3}
|
|
RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-ex-a.mp3}
|
|
|
|
TEMPLATE: Daniel's
|
|
PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-01-q.mp3}
|
|
RESPONSE: It could be Daniel's.
|
|
|
|
TEMPLATE: today
|
|
PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-02-q.mp3}
|
|
RESPONSE: It could be today.
|
|
|
|
TEMPLATE: on your desk
|
|
PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-03-q.mp3}
|
|
RESPONSE: It could be on your desk.
|
|
|
|
TEMPLATE: a bird in a tree
|
|
PROMPT: What is that a picture of? {bk12-l3a-f3-04-q.mp3}
|
|
RESPONSE: It could be a bird in a tree.
|
|
|
|
TEMPLATE: about 2-1/2 or 3 hours
|
|
PROMPT: How long is this movie? {bk12-l3a-f3-05-q.mp3}
|
|
RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-05-a.mp3}
|
|
|
|
|
|
# Source: ST §Where Could They Be?
|
|
$DIALOGUE Where Could They Be?
|
|
ID: l3-s14
|
|
INTRO: Two small emergencies — lost keys and a missing wallet. Listen to how the speakers guess with "could", "may", and "might".
|
|
INSTRUCTION: Listen to the paragraphs.
|
|
|
|
Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys.
|
|
LINE: Let's see; could they be in the kitchen? No, not there.
|
|
LINE: They might be on top of the TV. No.
|
|
LINE: Well, they may be on the table in the bedroom. No. Where could they be?
|
|
LINE: They might be in the car. There they are!
|
|
LINE: I might be a little late for work, but I'll be there.
|
|
|
|
Narrator: Oh, no! It's time to pay the check, and I can't find my wallet.
|
|
LINE: Let's see; maybe it's in my other pocket. No.
|
|
LINE: It could be in my jacket. NO! It's not there.
|
|
LINE: It might be in the car.
|
|
LINE: How do I get out of the restaurant to check my car?
|
|
LINE: I could leave my friend here, or I could ask my friend to lend me the money.
|
|
|
|
|
|
# Source: ST §Answer About the Paragraphs
|
|
$PRODUCE Questions About the Keys and the Wallet
|
|
ID: l3-s15
|
|
REFERENCE
|
|
INTRO: Answer questions about the lost keys and the missing wallet. Speak full sentences — the story is there if you need it.
|
|
INSTRUCTION: Answer each question aloud in a full sentence.
|
|
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).
|
|
|
|
PROMPT: Are the keys in the kitchen?
|
|
RESPONSE: No, they aren't there.
|
|
|
|
PROMPT: Are they on the TV?
|
|
RESPONSE: No, they aren't on the TV.
|
|
|
|
PROMPT: Are they in the bedroom?
|
|
RESPONSE: No, they aren't in the bedroom.
|
|
|
|
PROMPT: Where are the keys?
|
|
RESPONSE: They are in the car.
|
|
|
|
PROMPT: Could he find his wallet?
|
|
RESPONSE: No, he couldn't find his wallet.
|
|
|
|
PROMPT: Is it in his jacket?
|
|
RESPONSE: No, it's not there.
|
|
|
|
PROMPT: How could he leave the restaurant to check his car?
|
|
RESPONSE: He could leave his friend there.
|
|
|
|
PROMPT: Does he have another choice?
|
|
RESPONSE: Yes, he could ask his friend to lend him the money.
|
|
|
|
|
|
# Source: ST §She Could Be at the Library
|
|
$PRODUCE She Could Be at the Library
|
|
ID: l3-s16
|
|
INTRO: Answer each question aloud with "could" and the cue on the screen. Nobody knows for sure — that's the point.
|
|
INSTRUCTION: Answer aloud using "could" and the cue.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any grammatical sentence expressing possibility using "could" and incorporating the provided cue.
|
|
|
|
EXAMPLE
|
|
PROMPT: I lost my book. Where is it?
|
|
TEMPLATE: inside the desk
|
|
RESPONSE: It could be inside the desk.
|
|
|
|
PROMPT: Where could Marcy be? It's already 7:30.
|
|
TEMPLATE: the library
|
|
RESPONSE: She could be at the library.
|
|
|
|
PROMPT: Why is she at the library so late?
|
|
TEMPLATE: have a test tomorrow
|
|
RESPONSE: She could have a test tomorrow.
|
|
|
|
PROMPT: How long could this meeting last?
|
|
TEMPLATE: 2 hours
|
|
RESPONSE: It could last 2 hours.
|
|
|
|
PROMPT: My 3-year-old nephew drew this picture. What is it?
|
|
TEMPLATE: dog under a tree
|
|
RESPONSE: It could be a dog under a tree.
|
|
|
|
PROMPT: When does the train leave for the city?
|
|
TEMPLATE: tomorrow night
|
|
RESPONSE: It could leave tomorrow night.
|
|
|
|
PROMPT: Who is this package for?
|
|
TEMPLATE: the colonel
|
|
RESPONSE: It could be for the colonel.
|
|
|
|
PROMPT: Why isn't Ellen home yet?
|
|
TEMPLATE: stuck in traffic
|
|
RESPONSE: She could be stuck in traffic.
|
|
|
|
PROMPT: Where's my pen?
|
|
TEMPLATE: on the secretary's desk
|
|
RESPONSE: It could be on the secretary's desk.
|
|
|
|
|
|
# Source: LLA 3A Figure 4
|
|
$SELECT Listen and Decide
|
|
ID: 3a-f4
|
|
INTRO: Listen to each short conversation and decide what it tells you — how someone feels, or what's going on. Tap the best word, then repeat the answer.
|
|
INSTRUCTION: Tap the correct answer.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: What happened, Gina? — That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
|
|
TEMPLATE: Gina is ______.
|
|
OPTION: a | happy
|
|
OPTION: b | sad
|
|
OPTION: c | angry {bk12-l3a-f4-ex-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: Hi, Jack. Is Mr. West your barber too? — Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
|
|
TEMPLATE: Jack is ______.
|
|
OPTION: a | sick
|
|
OPTION: b | pleased {bk12-l3a-f4-01-a.mp3}
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
|
|
PROMPT: What are you doing here at the airport so late at night, Jim? — I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
|
|
TEMPLATE: The plane is ______.
|
|
OPTION: a | early
|
|
OPTION: b | late {bk12-l3a-f4-02-a.mp3}
|
|
OPTION: c | on time
|
|
ANSWER: b
|
|
|
|
PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. — I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
|
|
TEMPLATE: Lt Andrews is ______.
|
|
OPTION: a | upset {bk12-l3a-f4-03-a.mp3}
|
|
OPTION: b | happy
|
|
OPTION: c | sad
|
|
ANSWER: a
|
|
|
|
PROMPT: Jimmy, what's wrong? — They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
|
|
TEMPLATE: The tea is too ______.
|
|
OPTION: a | sour
|
|
OPTION: b | salty
|
|
OPTION: c | sweet {bk12-l3a-f4-04-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: Where are you going in such a hurry? — To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
|
|
TEMPLATE: He's ______.
|
|
OPTION: a | sad
|
|
OPTION: b | excited {bk12-l3a-f4-05-a.mp3}
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
|
|
$SESSION 3-4: "-ING" and "-ED" Adjectives
|
|
|
|
# Source: ST §-ing / -ed adjectives (examples added from the lesson's own sentences)
|
|
$GRAMMAR "-ing" and "-ed" Adjectives
|
|
ID: l3-s18
|
|
INTRO: In this part you'll learn the difference between "boring" and "bored" — a mix-up that has offended many innocent people. Read the rule.
|
|
|
|
| |
|
|
|---|
|
|
| The **-ing** adjective describes the person/thing **causing** the feeling. |
|
|
| The **-ed** adjective describes the person **experiencing/having** the feeling. |
|
|
|
|
The thing causes the feeling: {My son's soccer game was very exciting.}
|
|
|
|
The person has the feeling: {Sergeant Roberts is excited about his high test score.}
|
|
|
|
|
|
# Source: LLA 3B Listening/Speaking Activity
|
|
$DIALOGUE Sentences with "-ing" and "-ed"
|
|
ID: 3b-ls1
|
|
INTRO: Listen to pairs of sentences with "-ing" and "-ed" adjectives, and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: My son's soccer game was very exciting. {bk12-l3b-f1-ls1-01.mp3}
|
|
LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-ls1-02.mp3}
|
|
LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-ls1-03.mp3}
|
|
LINE: Bob is interested in learning Italian. {bk12-l3b-f1-ls1-04.mp3}
|
|
LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-ls1-05.mp3}
|
|
LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-ls1-06.mp3}
|
|
LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-ls1-07.mp3}
|
|
LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-ls1-08.mp3}
|
|
LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-ls1-09.mp3}
|
|
LINE: John worked late today. He looks very tired. {bk12-l3b-f1-ls1-10.mp3}
|
|
LINE: The fire was frightening for everyone. {bk12-l3b-f1-ls1-11.mp3}
|
|
LINE: The children were frightened when the lights went out. {bk12-l3b-f1-ls1-12.mp3}
|
|
|
|
# DROPPED (twin): ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) —
|
|
# same "-ing"/"-ed" sentence-presentation role as the LLA Listening/Speaking
|
|
# Activity cassette pass; cassette kept.
|
|
|
|
# Source: LLA 3B Figure 2
|
|
$PRODUCE Answer with an "-ed" or "-ing" Adjective
|
|
ID: 3b-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Answer each question aloud with an "-ed" or "-ing" adjective, using the cue on the screen. Then repeat the model answer.
|
|
INSTRUCTION: Answer aloud using an "-ed" or "-ing" adjective.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: the movie / interest
|
|
PROMPT: How was the movie? {bk12-l3b-f2-ex-q.mp3}
|
|
RESPONSE: The movie was interesting. {bk12-l3b-f2-ex-a.mp3}
|
|
|
|
TEMPLATE: He / excite
|
|
PROMPT: How does Peter feel about his new job? {bk12-l3b-f2-01-q.mp3}
|
|
RESPONSE: He is very excited about his new job. {bk12-l3b-f2-01-a.mp3}
|
|
|
|
TEMPLATE: She / bore
|
|
PROMPT: What's wrong with Judy today? {bk12-l3b-f2-02-q.mp3}
|
|
RESPONSE: She's bored. {bk12-l3b-f2-02-a.mp3}
|
|
|
|
TEMPLATE: It / confuse
|
|
PROMPT: Why did you spend so much time on that question? {bk12-l3b-f2-03-q.mp3}
|
|
RESPONSE: It was confusing. {bk12-l3b-f2-03-a.mp3}
|
|
|
|
TEMPLATE: It / tire
|
|
PROMPT: How was your vacation to the mountains? {bk12-l3b-f2-04-q.mp3}
|
|
RESPONSE: It was very tiring. {bk12-l3b-f2-04-a.mp3}
|
|
|
|
TEMPLATE: She / frighten
|
|
PROMPT: How did your daughter feel after the accident? {bk12-l3b-f2-05-q.mp3}
|
|
RESPONSE: She was frightened. {bk12-l3b-f2-05-a.mp3}
|
|
|
|
TEMPLATE: It / excite
|
|
PROMPT: How was Jan's trip to Europe? {bk12-l3b-f2-06-q.mp3}
|
|
RESPONSE: It was very exciting. {bk12-l3b-f2-06-a.mp3}
|
|
|
|
TEMPLATE: no / I / confuse
|
|
PROMPT: Could you understand my directions? {bk12-l3b-f2-07-q.mp3}
|
|
RESPONSE: No, I was confused. {bk12-l3b-f2-07-a.mp3}
|
|
|
|
TEMPLATE: I / bore
|
|
PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3}
|
|
RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3}
|
|
|
|
|
|
# Source: ST §Is George Excited or Exciting?
|
|
$PRODUCE Excited or Exciting?
|
|
ID: l3-s20
|
|
INTRO: Type the correct form — "-ed" or "-ing" — in each sentence.
|
|
INSTRUCTION: Type the correct word to complete the sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: George is ____{excited} (excited, exciting) about his new job.
|
|
RESPONSE: George is excited about his new job.
|
|
ACCEPT: excited
|
|
|
|
TEMPLATE: Is basketball an ____{exciting} (excited, exciting) game?
|
|
RESPONSE: Is basketball an exciting game?
|
|
ACCEPT: exciting
|
|
|
|
TEMPLATE: Was Barbara ____{frightened} (frightened, frightening) after the accident?
|
|
RESPONSE: Was Barbara frightened after the accident?
|
|
ACCEPT: frightened
|
|
|
|
TEMPLATE: That new movie is very ____{frightening} (frightened, frightening). I won't let my children see it.
|
|
RESPONSE: That new movie is very frightening. I won't let my children see it.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: My morning class is ____{boring} (bored, boring).
|
|
RESPONSE: My morning class is boring.
|
|
ACCEPT: boring
|
|
|
|
TEMPLATE: Alan's nephew is already ____{bored} (bored, boring) with school.
|
|
RESPONSE: Alan's nephew is already bored with school.
|
|
ACCEPT: bored
|
|
|
|
TEMPLATE: Ms. Sanders thinks that maps are ____{confusing} (confused, confusing).
|
|
RESPONSE: Ms. Sanders thinks that maps are confusing.
|
|
ACCEPT: confusing
|
|
|
|
TEMPLATE: Lester is ____{confused} (confused, confusing) about which college to attend.
|
|
RESPONSE: Lester is confused about which college to attend.
|
|
ACCEPT: confused
|
|
|
|
TEMPLATE: Is the baby crying because he is ____{tired} (tired, tiring)?
|
|
RESPONSE: Is the baby crying because he is tired?
|
|
ACCEPT: tired
|
|
|
|
TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____{tiring} (tired, tiring).
|
|
RESPONSE: When you move a lot of heavy furniture to a new house, it's tiring.
|
|
ACCEPT: tiring
|
|
|
|
|
|
# Source: ST §A Letter from Dave
|
|
$PRODUCE A Letter from Dave
|
|
ID: l3-s21
|
|
INTRO: Dave is writing home from college. Complete his letter by typing the correct adjective in each sentence.
|
|
INSTRUCTION: Type the correct word to complete each sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: First of all, college is very ____{exciting} (excited, exciting).
|
|
RESPONSE: First of all, college is very exciting.
|
|
ACCEPT: exciting
|
|
|
|
TEMPLATE: I think the people are ____{interesting} (interested, interesting) because they are from different countries.
|
|
RESPONSE: I think the people are interesting because they are from different countries.
|
|
ACCEPT: interesting
|
|
|
|
TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings.
|
|
RESPONSE: The first day I was confused about the buildings.
|
|
ACCEPT: confused
|
|
|
|
TEMPLATE: It was really ____{tiring} (tired, tiring).
|
|
RESPONSE: It was really tiring.
|
|
ACCEPT: tiring
|
|
|
|
TEMPLATE: I thought it would be ____{frightening} (frightened, frightening) to live away from home.
|
|
RESPONSE: I thought it would be frightening to live away from home.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: Don't worry, Dad, I'm not ____{frightened} (frightened, frightening).
|
|
RESPONSE: Don't worry, Dad, I'm not frightened.
|
|
ACCEPT: frightened
|
|
|
|
TEMPLATE: I haven't found anything ____{frightening} (frightened, frightening) about school yet.
|
|
RESPONSE: I haven't found anything frightening about school yet.
|
|
ACCEPT: frightening
|
|
|
|
TEMPLATE: Most of my classes are very ____{interesting} (interested, interesting), but my Wednesday morning math class is ____{boring} (bored, boring).
|
|
RESPONSE: Most of my classes are very interesting, but my Wednesday morning math class is boring.
|
|
|
|
TEMPLATE: That is the only time of the day that I am ____{bored} (bored, boring).
|
|
RESPONSE: That is the only time of the day that I am bored.
|
|
ACCEPT: bored
|
|
|
|
TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring).
|
|
RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired.
|
|
ACCEPT: tired
|
|
|
|
|
|
# Source: ST §Interesting or Interested?
|
|
$PRODUCE Interesting or Interested?
|
|
ID: l3-s22
|
|
INTRO: Answer the questions aloud with an "-ing" or "-ed" adjective. Choose the form that fits the feeling.
|
|
INSTRUCTION: Answer aloud using an "-ing" or "-ed" adjective.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling; the correct choice of -ing versus -ed is the point — the wrong form fails.
|
|
|
|
PROMPT: Could you follow Herb's directions?
|
|
RESPONSE: No, his directions were confusing.
|
|
|
|
PROMPT: How was your trip to Hawaii?
|
|
RESPONSE: It was exciting.
|
|
|
|
PROMPT: What's wrong with Major Jones today?
|
|
RESPONSE: He is tired.
|
|
|
|
PROMPT: Why did Ted spend so much time on that one question?
|
|
RESPONSE: He was confused.
|
|
|
|
PROMPT: How's that new movie?
|
|
RESPONSE: It is interesting.
|
|
|
|
PROMPT: How was the flight from Yemen to New York?
|
|
RESPONSE: It was tiring.
|
|
|
|
PROMPT: How did Polly and Anna feel during the storm?
|
|
RESPONSE: They were frightened.
|
|
|
|
PROMPT: How does Lt Alonzo feel about his score of 95?
|
|
RESPONSE: He is excited.
|
|
|
|
|
|
# Source: LLA 3B Figure 3 (Conversation 1)
|
|
$DIALOGUE Taking a Message
|
|
ID: 3b-f3
|
|
INTRO: Sergeant Richards calls his squadron from Detroit — and hopes his message survives the trip. Just listen.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Clerk: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
|
|
Sgt_Richards: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
|
|
Clerk: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
|
|
Sgt_Richards: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
|
|
Clerk: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
|
|
Sgt_Richards: Thanks. {bk12-l3b-f3-d1-06.mp3}
|
|
Capt_Douglas: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
|
|
Clerk: Yes. Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-08.mp3}
|
|
Capt_Douglas: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-09.mp3}
|
|
Clerk: Yes, sir. {bk12-l3b-f3-d1-10.mp3}
|
|
|
|
|
|
# Source: LLA 3B Figure 3 (Question 1)
|
|
$PRODUCE Question: The Phone Message
|
|
ID: 3b-f3-b
|
|
REFERENCE
|
|
INTRO: Answer the question about the phone call in a complete sentence, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
|
|
|
|
PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
|
|
RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
|
|
|
|
|
|
# Source: LLA 3B Figure 3 (Conversation 2)
|
|
$DIALOGUE A Dinner Invitation
|
|
ID: 3b-f3-c
|
|
INTRO: Now a dinner invitation gets passed along — from Sue to Mrs. Peterson to Lorraine. Listen.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Sue: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
|
|
Mrs_Peterson: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
|
|
Sue: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
|
|
Mrs_Peterson: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
|
|
Sue: It's not until 7 tonight. {bk12-l3b-f3-d2-05.mp3}
|
|
Mrs_Peterson: I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-06.mp3}
|
|
Sue: Thanks. {bk12-l3b-f3-d2-07.mp3}
|
|
Lorraine: I'm home, Mom. {bk12-l3b-f3-d2-08.mp3}
|
|
Mrs_Peterson: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. {bk12-l3b-f3-d2-09.mp3}
|
|
Lorraine: Did you tell her that I could go? {bk12-l3b-f3-d2-10.mp3}
|
|
Mrs_Peterson: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-11.mp3}
|
|
Lorraine: Yes, ma'am. {bk12-l3b-f3-d2-12.mp3}
|
|
|
|
|
|
# Source: LLA 3B Figure 3 (Question 2)
|
|
$PRODUCE Question: The Invitation
|
|
ID: 3b-f3-d
|
|
REFERENCE
|
|
INTRO: Answer the question about the invitation in a complete sentence, then repeat the model answer.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
|
|
|
|
PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
|
|
RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
|
|
|
|
$SESSION 3-5: Indirect Speech
|
|
|
|
# Source: ST §Indirect Speech
|
|
$GRAMMAR Indirect Speech
|
|
ID: l3-s26
|
|
INTRO: In this part you'll learn to report what people said — indirect speech. Read how the tense and the pronouns change.
|
|
|
|
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|
|
|---|---|
|
|
| **Tom:** I know the answer. | What did Tom say?<br>Tom {said (that) he knew} the answer. |
|
|
|
|
A noun clause is used to report what someone has said. This is called **indirect speech** or **reported speech**.
|
|
|
|
The following changes are made:
|
|
1. The present tense verb in direct speech changes to the **past tense** in indirect speech.
|
|
2. The **pronouns** are changed in indirect speech.
|
|
3. The conjunction **that** is used to introduce the clause. It is sometimes omitted.
|
|
|
|
|
|
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
|
|
$DIALOGUE Eric's Plans, Reported
|
|
ID: l3-s27
|
|
INTRO: Eric has big plans for his house, and Alan reports every one of them. Read the dialogs and watch how "I plan" becomes "he planned".
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Alan: Hey, Eric, what are your plans for the house?
|
|
Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
Narrator: Later, Tony asks Alan about it.
|
|
Tony: Hi, Alan. Do you know what Eric plans to do to his house?
|
|
Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 1)
|
|
$DIALOGUE Mike's Plans
|
|
ID: 3c-f1-d1
|
|
INTRO: Listen to Mike's plans. Pay attention — there's a question coming.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-d1-01.mp3}
|
|
Mike: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-d1-02.mp3}
|
|
LINE: That sounds nice. {bk12-l3c-f1-d1-03.mp3}
|
|
Mike: It will be nice once it's finished. {bk12-l3c-f1-d1-04.mp3}
|
|
LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-d1-05.mp3}
|
|
Carl: No, I didn't. {bk12-l3c-f1-d1-06.mp3}
|
|
LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-d1-07.mp3}
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Question 1)
|
|
$PRODUCE Question About Mike
|
|
ID: 3c-f1-q1
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3c-f1-d1
|
|
INTRO: Answer the question about Mike aloud in a full sentence, then listen to the model answer.
|
|
INSTRUCTION: Answer the question aloud with a full sentence.
|
|
|
|
PROMPT: What did Mike say about his house? {bk12-l3c-f1-01-q.mp3}
|
|
RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-01-a.mp3}
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 2)
|
|
$DIALOGUE Where Is Mrs. Parker?
|
|
ID: 3c-f1-d2
|
|
INTRO: Where is Mrs. Parker? Listen to find out — a question follows.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-d2-01.mp3}
|
|
Parker: She's not home. She's in Chicago. {bk12-l3c-f1-d2-02.mp3}
|
|
LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-d2-03.mp3}
|
|
LINE: What did he say about Mrs. Parker? {bk12-l3c-f1-d2-04.mp3}
|
|
LINE: He said that she wasn't home. He said that she was in Chicago. {bk12-l3c-f1-d2-05.mp3}
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Question 2)
|
|
$PRODUCE Question About Mr. Parker
|
|
ID: 3c-f1-q2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3c-f1-d2
|
|
INTRO: Answer aloud in a full sentence, then listen to the model.
|
|
INSTRUCTION: Answer the question aloud with a full sentence.
|
|
|
|
PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-02-q.mp3}
|
|
RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-02-a.mp3}
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 3)
|
|
$DIALOGUE Looking for Sergeant Robinson
|
|
ID: 3c-f1-d3
|
|
INTRO: Sergeant Jackson is looking for someone. Listen carefully — you'll report what was said.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Jackson: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-d3-01.mp3}
|
|
Brooks: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-d3-02.mp3}
|
|
Jackson: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-d3-03.mp3}
|
|
Brooks: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-d3-04.mp3}
|
|
Jackson: Thank you, sir. I'll come back later. {bk12-l3c-f1-d3-05.mp3}
|
|
Brooks: Sergeant Robinson? {bk12-l3c-f1-d3-06.mp3}
|
|
Robinson: Yes, sir. {bk12-l3c-f1-d3-07.mp3}
|
|
Brooks: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-d3-08.mp3}
|
|
Robinson: Thank you for the message, sir. {bk12-l3c-f1-d3-09.mp3}
|
|
|
|
|
|
# Source: LLA 3C Figure 1 (Question 3)
|
|
$PRODUCE Question About Sergeant Robinson
|
|
ID: 3c-f1-q3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3c-f1-d3
|
|
INTRO: Answer the question aloud in a full sentence, then listen to the model answer.
|
|
INSTRUCTION: Answer the question aloud with a full sentence.
|
|
|
|
PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-03-q.mp3}
|
|
RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-03-a.mp3}
|
|
|
|
# SKIPPED (book): LLA 3C Figure 2 — passage annotation with instructor-read questions.
|
|
|
|
# Source: LLA 3C Figure 3
|
|
$PRODUCE Ask What They Said
|
|
ID: 3c-f3
|
|
INPUT: type
|
|
CHECK: reveal
|
|
LONGFORM
|
|
INTRO: Read each incomplete dialog. Type a question using "say" to ask what the second person said, then listen to the tape and type the person's exact words.
|
|
INSTRUCTION: Type the question and the exact words.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Mike: Do you speak French or Spanish?
|
|
TEMPLATE: Stan: ____
|
|
TEMPLATE: QUESTION: ____
|
|
PROMPT: Stan said that he spoke French. {bk12-l3c-f3-ex.mp3}
|
|
RESPONSE: QUESTION: Did Stan say that he spoke French or Spanish? STAN: I speak French.
|
|
|
|
TEMPLATE: Ann: Do you want Chinese or Italian food?
|
|
TEMPLATE: Pat: ____
|
|
TEMPLATE: QUESTION: ____
|
|
PROMPT: He said he wanted Italian food. {bk12-l3c-f3-01.mp3}
|
|
RESPONSE: QUESTION: Did Pat say he wanted Chinese or Italian food? PAT: I want Italian food.
|
|
|
|
TEMPLATE: Bill: Do you want to watch TV or go to the movies?
|
|
TEMPLATE: Frank: ____
|
|
TEMPLATE: QUESTION: ____
|
|
PROMPT: He said that he wanted to watch TV. {bk12-l3c-f3-02.mp3}
|
|
RESPONSE: QUESTION: Did Frank say that he wanted to watch TV or go to the movies? FRANK: I want to watch TV.
|
|
|
|
TEMPLATE: Shirley: Do you swim every day?
|
|
TEMPLATE: Paul: ____
|
|
TEMPLATE: QUESTION: ____
|
|
PROMPT: Paul said that he didn't like to swim. {bk12-l3c-f3-03.mp3}
|
|
RESPONSE: QUESTION: Did Paul say that he swam every day? PAUL: No, I don't like to swim.
|
|
|
|
|
|
# Source: LLA 3C Figure 4
|
|
$PRODUCE Dictation
|
|
ID: 3c-f4
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Dictation time. You'll hear a paragraph in short phrases — type exactly what you hear, one phrase at a time.
|
|
INSTRUCTION: Type the phrase you hear.
|
|
|
|
PROMPT: Randy is in his last year {bk12-l3c-f4-01.mp3}
|
|
RESPONSE: Randy is in his last year {bk12-l3c-f4-01.mp3}
|
|
|
|
PROMPT: of high school. {bk12-l3c-f4-02.mp3}
|
|
RESPONSE: of high school. {bk12-l3c-f4-02.mp3}
|
|
|
|
PROMPT: Last Friday {bk12-l3c-f4-03.mp3}
|
|
RESPONSE: Last Friday {bk12-l3c-f4-03.mp3}
|
|
|
|
PROMPT: he made up his mind {bk12-l3c-f4-04.mp3}
|
|
RESPONSE: he made up his mind {bk12-l3c-f4-04.mp3}
|
|
|
|
PROMPT: to go to college. {bk12-l3c-f4-05.mp3}
|
|
RESPONSE: to go to college. {bk12-l3c-f4-05.mp3}
|
|
|
|
PROMPT: Now he has to decide {bk12-l3c-f4-06.mp3}
|
|
RESPONSE: Now he has to decide {bk12-l3c-f4-06.mp3}
|
|
|
|
PROMPT: what career field to choose. {bk12-l3c-f4-07.mp3}
|
|
RESPONSE: what career field to choose. {bk12-l3c-f4-07.mp3}
|
|
|
|
PROMPT: His parents told him {bk12-l3c-f4-08.mp3}
|
|
RESPONSE: His parents told him {bk12-l3c-f4-08.mp3}
|
|
|
|
PROMPT: that a degree in business {bk12-l3c-f4-09.mp3}
|
|
RESPONSE: that a degree in business {bk12-l3c-f4-09.mp3}
|
|
|
|
PROMPT: would give him {bk12-l3c-f4-10.mp3}
|
|
RESPONSE: would give him {bk12-l3c-f4-10.mp3}
|
|
|
|
PROMPT: a good future. {bk12-l3c-f4-11.mp3}
|
|
RESPONSE: a good future. {bk12-l3c-f4-11.mp3}
|
|
|
|
PROMPT: He's still confused {bk12-l3c-f4-12.mp3}
|
|
RESPONSE: He's still confused {bk12-l3c-f4-12.mp3}
|
|
|
|
PROMPT: about the courses {bk12-l3c-f4-13.mp3}
|
|
RESPONSE: about the courses {bk12-l3c-f4-13.mp3}
|
|
|
|
PROMPT: he wants to study {bk12-l3c-f4-14.mp3}
|
|
RESPONSE: he wants to study {bk12-l3c-f4-14.mp3}
|
|
|
|
PROMPT: but he has time {bk12-l3c-f4-15.mp3}
|
|
RESPONSE: but he has time {bk12-l3c-f4-15.mp3}
|
|
|
|
PROMPT: to think it over. {bk12-l3c-f4-16.mp3}
|
|
RESPONSE: to think it over. {bk12-l3c-f4-16.mp3}
|
|
|
|
$SESSION 3-6: "Could", "May", and "Might" in Conversation
|
|
|
|
# Source: LLA 3D Figure 1
|
|
$DIALOGUE Rain Today
|
|
ID: 3d-f1
|
|
INTRO: In this part you'll practice whole conversations that run on "could", "may", and "might". First, Carl and his umbrella — just listen.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
|
|
Carl: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
|
|
SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 1 (role-play)
|
|
$PRODUCE Rain Today: Take Carl's Part
|
|
ID: 3d-f1-b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE
|
|
INTRO: Now take Carl's part. When you hear the question, read Carl's line aloud.
|
|
INSTRUCTION: Read your line aloud.
|
|
|
|
PROMPT: Hi, Carl. Why did you bring an umbrella? {bk12-l3d-f1-04.mp3}
|
|
TEMPLATE: Look at the sky. It might rain today.
|
|
RESPONSE: Look at the sky. It might rain today. {bk12-l3d-f2-01.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 2
|
|
$PRODUCE Rain Today: You Begin
|
|
ID: 3d-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3d-f1
|
|
INTRO: This time you begin the conversation. Read your lines aloud; your friend will answer.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
TEMPLATE: Hi, Carl. Why did you bring your umbrella?
|
|
RESPONSE: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
|
|
|
|
PROMPT: Look at the sky. It might rain today. {bk12-l3d-f2-01.mp3}
|
|
TEMPLATE: I didn't bring an umbrella or a raincoat. I could get wet.
|
|
RESPONSE: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 2 (Part 2)
|
|
$DIALOGUE Where's Major Adams?
|
|
ID: 3d-f2-b
|
|
INTRO: An officer needs Major Adams, and nobody is quite sure where he is. Listen.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Officer: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-02.mp3}
|
|
Clerk: Isn't he in his office? {bk12-l3d-f2-03.mp3}
|
|
Officer: No, and I need to speak to him now. {bk12-l3d-f2-04.mp3}
|
|
Clerk: He may be in the Colonel's office. {bk12-l3d-f2-05.mp3}
|
|
Officer: Thank you. I'll look. {bk12-l3d-f2-06.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 3
|
|
$PRODUCE Major Adams: Take the Clerk's Part
|
|
ID: 3d-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE
|
|
INTRO: Take the clerk's part in the conversation. Listen to the first line, then read your lines aloud.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
PROMPT: Excuse me, sir, where's Major Adams? {bk12-l3d-f3-01.mp3}
|
|
TEMPLATE: Isn't he in his office?
|
|
RESPONSE: Isn't he in his office? {bk12-l3d-f2-03.mp3}
|
|
|
|
PROMPT: No, and I need to speak to him now. {bk12-l3d-f3-02.mp3}
|
|
TEMPLATE: He may be in the Colonel's office.
|
|
RESPONSE: He may be in the Colonel's office. {bk12-l3d-f2-05.mp3}
|
|
|
|
PROMPT: Thank you. I'll look. {bk12-l3d-f3-03.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 4
|
|
$PRODUCE Major Adams: You Begin
|
|
ID: 3d-f4
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3d-f2-b
|
|
INTRO: Now switch roles — you're the one looking for Major Adams. You begin.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
TEMPLATE: Excuse me, sir. Where's Major Adams?
|
|
RESPONSE: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-02.mp3}
|
|
|
|
PROMPT: Isn't he in his office? {bk12-l3d-f4-01.mp3}
|
|
TEMPLATE: No, and I need to speak to him now.
|
|
RESPONSE: No, and I need to speak to him now. {bk12-l3d-f2-04.mp3}
|
|
|
|
PROMPT: He may be in the Colonel's office. {bk12-l3d-f4-02.mp3}
|
|
TEMPLATE: Thank you. I'll look.
|
|
RESPONSE: Thank you. I'll look. {bk12-l3d-f2-06.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 4 (Part 2)
|
|
$DIALOGUE Where's Ms. Evans?
|
|
ID: 3d-f4-b
|
|
INTRO: Ms. Evans could be in any of three offices. Listen to Linda track her down.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-03.mp3}
|
|
Linda: She could be in the next office. I'll check. {bk12-l3d-f4-04.mp3}
|
|
Linda: She's not there. She might be in the mailroom. {bk12-l3d-f4-05.mp3}
|
|
Linda: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-06.mp3}
|
|
Linda: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-07.mp3}
|
|
Nancy: Thanks, Linda. {bk12-l3d-f4-08.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 5
|
|
$PRODUCE Ms. Evans: Take Linda's Part
|
|
ID: 3d-f5
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE
|
|
INTRO: Take Linda's role. Read all of her lines aloud — she does most of the work here.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
PROMPT: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f5-01.mp3}
|
|
TEMPLATE: She could be in the next office. I'll check.
|
|
TEMPLATE: She's not there. She might be in the mail room.
|
|
TEMPLATE: Well, she's not there. She may be in Ms. Brown's office.
|
|
TEMPLATE: We're in luck, Nancy. She's in Ms. Brown's office and will be here in about 10 minutes.
|
|
RESPONSE: She could be in the next office. I'll check. She's not there. She might be in the mailroom. Well, she's not there. She may be in Mrs. Brown's office. We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes.
|
|
|
|
PROMPT: Thanks, Linda. {bk12-l3d-f5-02.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 6
|
|
$PRODUCE Ms. Evans: You Begin
|
|
ID: 3d-f6
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3d-f4-b
|
|
INTRO: Now you're Nancy. You begin the conversation.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
TEMPLATE: Oh, Linda. Where's Ms. Evans?
|
|
RESPONSE: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-03.mp3}
|
|
|
|
PROMPT: She could be in the next office. I'll check. She's not there. She might be in the mailroom. Well, she's not there. She may be in Ms. Brown's office. We're in luck, Nancy. She's in Ms. Brown's office and will be here in about 10 minutes. {bk12-l3d-f6-01.mp3}
|
|
TEMPLATE: Thanks, Linda.
|
|
RESPONSE: Thanks, Linda. {bk12-l3d-f4-08.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 6 (Part 2)
|
|
$DIALOGUE A Ride to Work
|
|
ID: 3d-f6-b
|
|
INTRO: One friend needs a ride to work. Listen to how "might" and "may" keep the answer safely vague.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-02.mp3}
|
|
SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-03.mp3}
|
|
SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-04.mp3}
|
|
SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-05.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 7
|
|
$PRODUCE The Ride: Take the Driver's Part
|
|
ID: 3d-f7
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE
|
|
INTRO: Take the driver's part. Listen to the first line, then read your lines aloud.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
PROMPT: Could you give me a ride to work tomorrow? {bk12-l3d-f7-01.mp3}
|
|
TEMPLATE: I might be able to. What time do you need to leave?
|
|
RESPONSE: I might be able to. What time do you need to leave? {bk12-l3d-f6-03.mp3}
|
|
|
|
PROMPT: I usually leave at 7:15. {bk12-l3d-f7-02.mp3}
|
|
TEMPLATE: I'll let you know. I may see you at 7:15.
|
|
RESPONSE: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-05.mp3}
|
|
|
|
|
|
# Source: LLA 3D Figure 8
|
|
$PRODUCE The Ride: You Begin
|
|
ID: 3d-f8
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REFERENCE: 3d-f6-b
|
|
INTRO: Now you need the ride. You begin the conversation.
|
|
INSTRUCTION: Read your lines aloud.
|
|
|
|
TEMPLATE: Could you give me a ride to work tomorrow?
|
|
RESPONSE: Could you give me a ride to work tomorrow? {bk12-l3d-f6-02.mp3}
|
|
|
|
PROMPT: I might be able to. What time do you need to leave? {bk12-l3d-f8-01.mp3}
|
|
TEMPLATE: I usually leave at 7:15.
|
|
RESPONSE: I usually leave at 7:15. {bk12-l3d-f6-04.mp3}
|
|
|
|
PROMPT: I'll let you know. I may see you at 7:15. {bk12-l3d-f8-02.mp3}
|
|
|
|
|
|
# Source: ST §I'm Not Sure. It Could Be...
|
|
$DIALOGUE I'm Not Sure — It Could Be...
|
|
ID: l3-s23
|
|
INTRO: Seven quick exchanges, all guessing with "may", "might", and "could". Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Dan: Where did Al leave the newspaper?
|
|
Sam: I'm not sure. It may be on the patio.
|
|
|
|
Pat: What's the matter with your car? There's grease under it.
|
|
Doug: I don't know. It might be the engine.
|
|
|
|
Paul: What's the matter with Jan? She hasn't said much today.
|
|
Matt: I don't know. She could be worried. Her mother's sick.
|
|
|
|
Steve: Where's Mary? I haven't seen her since lunch.
|
|
Andy: I'm not sure, but she might be in the lab.
|
|
|
|
Peter: Whose stereo is that? It's awfully loud.
|
|
David: It could be Jean's. She likes loud music.
|
|
|
|
Tom: Do you think Mary could still be in the library?
|
|
Tim: Yes, she could be. She's studying for a test.
|
|
|
|
Phil: Could Dave be at the movie?
|
|
Mark: No, but he could be at the game. He was planning to go.
|
|
|
|
|
|
# Source: ST §Match the Responses
|
|
$SELECT Match the Responses
|
|
ID: l3-s24
|
|
INTRO: Match each sentence with the response that fits it best.
|
|
INSTRUCTION: Tap the best response.
|
|
OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
|
|
OPTION: b | I'm not sure. He uses both.
|
|
OPTION: c | Good luck!
|
|
OPTION: d | Well, then he may be at the library. He has a test tomorrow.
|
|
|
|
TEMPLATE: Which one? The city or school library?
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Thanks. I'll try the city library.
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Where is John?
|
|
ANSWER: a
|
|
|
|
TEMPLATE: I've already checked there. Where else could he be?
|
|
ANSWER: d
|
|
|
|
|
|
# Source: ST §Put the Dialog in Order
|
|
$SELECT Put the Dialog in Order
|
|
ID: l3-s25
|
|
ORDER
|
|
INTRO: Now rebuild the conversation about John. Put the four lines in the order they were said.
|
|
INSTRUCTION: Arrange the sentences to make a dialog.
|
|
|
|
TEMPLATE: Put the sentences in the correct order.
|
|
OPTION: a | Where is John?
|
|
OPTION: b | I've already checked there. Where else could he be?
|
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OPTION: c | Which one? The city or school library?
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OPTION: d | Thanks. I'll try the city library.
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ANSWER: a,b,c,d
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# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students
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# make up questions and answers from loose prompts; requires a partner, no solo path.
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# Source: LLA 3D Figure 9
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$PRODUCE Answer with "Could", "May", or "Might"
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ID: 3d-f9
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INPUT: speak
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CHECK: reveal
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INTRO: Answer each question with a full sentence, using "could", "may", or "might" and the cue on the screen. Then repeat the model answer.
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INSTRUCTION: Answer aloud with a full sentence.
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REPEAT
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EXAMPLE
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PROMPT: Where is Mr. Williams? {bk12-l3d-f9-ex-q.mp3}
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TEMPLATE: in the library / could
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RESPONSE: He could be in the library. {bk12-l3d-f9-ex-a.mp3}
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PROMPT: Where is my new record? {bk12-l3d-f9-01-q.mp3}
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TEMPLATE: in the living room / could
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RESPONSE: It could be in the living room. {bk12-l3d-f9-01-a.mp3}
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PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-02-q.mp3}
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TEMPLATE: cold outside / may
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RESPONSE: It may be cold outside. {bk12-l3d-f9-02-a.mp3}
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PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-03-q.mp3}
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TEMPLATE: car in the garage / might
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RESPONSE: His car might be in the garage. {bk12-l3d-f9-03-a.mp3}
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PROMPT: Where is Sally's dog? {bk12-l3d-f9-04-q.mp3}
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TEMPLATE: in the neighbor's yard / could
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RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-04-a.mp3}
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PROMPT: What is this tool for? {bk12-l3d-f9-05-q.mp3}
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TEMPLATE: tightening nuts / may
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RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-05-a.mp3}
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PROMPT: Where are my keys? {bk12-l3d-f9-06-q.mp3}
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TEMPLATE: on the dining room table / might
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RESPONSE: They might be on the dining room table. {bk12-l3d-f9-06-a.mp3}
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PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-07-q.mp3}
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TEMPLATE: late / could
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RESPONSE: She could be late. {bk12-l3d-f9-07-a.mp3}
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PROMPT: Who is this package for? {bk12-l3d-f9-08-q.mp3}
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TEMPLATE: you / may
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RESPONSE: It may be for you. {bk12-l3d-f9-08-a.mp3}
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PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-09-q.mp3}
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TEMPLATE: stuck in traffic / might
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RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-09-a.mp3}
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PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-10-q.mp3}
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TEMPLATE: Lt Mitchell / could
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RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-10-a.mp3}
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$SESSION 3-7: Present Perfect and Review
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# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
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$GRAMMAR The Present Perfect
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ID: 3d-ls1-g
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INTRO: Last part — the present perfect, some numbers, and a little review to close out the lesson. First, the pattern.
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Use **have/has + past participle** to talk about things that happened before now and still matter now.
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{The meeting has already begun.} — it started, and it's still going.
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{Mark has had that car since 1984.} — he got it then, and he still has it.
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{Ralph hasn't paid that bill yet.} — not paid before now.
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Many past participles are irregular:
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| verb | past participle |
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|---|---|
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| begin | begun |
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| break | broken |
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| cost | cost |
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| freeze | frozen |
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| have | had |
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| keep | kept |
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| pay | paid |
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| ride | ridden |
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| sleep | slept |
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| teach | taught |
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| withdraw | withdrawn |
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# Source: LLA 3D Listening/Speaking Activity
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$DIALOGUE Present Perfect Sentences
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ID: 3d-ls1
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INTRO: Listen to sentences in the present perfect and repeat each one. Every irregular participle in the table will come back in a moment.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-11.mp3}
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LINE: He's broken his leg. {bk12-l3d-f9-12.mp3}
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LINE: This dog has cost us a lot of money. {bk12-l3d-f9-13.mp3}
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LINE: The water in the lake has frozen. {bk12-l3d-f9-14.mp3}
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LINE: Mark has had that car since 1984. {bk12-l3d-f9-15.mp3}
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LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-16.mp3}
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LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-17.mp3}
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LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-18.mp3}
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LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-19.mp3}
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LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-20.mp3}
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LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-21.mp3}
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# Source: LLA 3D Figure 10
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$PRODUCE Answer in the Present Perfect
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ID: 3d-f10
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INPUT: speak
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CHECK: reveal
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INTRO: Answer the questions in the present perfect, using the cues on the screen. Then repeat the model answers.
|
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INSTRUCTION: Answer aloud with a full sentence.
|
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REPEAT
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PROMPT: Why do I have to hurry? {bk12-l3d-f10-01-q.mp3}
|
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TEMPLATE: meeting / already / begin
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RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-01-a.mp3}
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PROMPT: What has he broken? {bk12-l3d-f10-02-q.mp3}
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TEMPLATE: he / break / leg
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RESPONSE: He has broken his leg.
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PROMPT: What has cost us a lot of money? {bk12-l3d-f10-03-q.mp3}
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TEMPLATE: dog / cost
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RESPONSE: This dog has cost us a lot of money.
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PROMPT: What has frozen? {bk12-l3d-f10-04-q.mp3}
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TEMPLATE: water / lake
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RESPONSE: The water in the lake has frozen.
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PROMPT: How long has Mark had that car? {bk12-l3d-f10-05-q.mp3}
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TEMPLATE: since / 1984
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RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-05-a.mp3}
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PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-06-q.mp3}
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TEMPLATE: all / old jackets
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RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-06-a.mp3}
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PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-07-q.mp3}
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TEMPLATE: no
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RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-07-a.mp3}
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PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-08-q.mp3}
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TEMPLATE: ride / bus / three years
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RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-08-a.mp3}
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PROMPT: Why is Jill tired? {bk12-l3d-f10-09-q.mp3}
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TEMPLATE: sleep well / three nights
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RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-09-a.mp3}
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PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-10-q.mp3}
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TEMPLATE: teach / that course / six years
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RESPONSE: He has taught that course for 6 years.
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PROMPT: What has Peter done with his money? {bk12-l3d-f10-11-q.mp3}
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TEMPLATE: withdraw / money / Swiss bank
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RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-11-a.mp3}
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# Source: LLA 3D Figure 11
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$PRODUCE Write the Numbers
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ID: 3d-f11
|
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INPUT: type
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CHECK: exact
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INTRO: You'll hear two short paragraphs full of numbers. Type the numbers you hear — Nick the bank teller is counting on you.
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INSTRUCTION: Type the correct numbers.
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PROMPT: Nick got a job last week. He started today. He counts pennies for the bank. A customer gave him 250 pennies. Another customer gave him 530. His last customer gave him 1,001 pennies. His new job will keep him very busy. {bk12-l3d-f11-01.mp3}
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TEMPLATE: Paragraph 1
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TEMPLATE: ____{250}, ____{530}, ____{1,001|1001}
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RESPONSE: 250, 530, 1,001
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PROMPT: Jane's daughter goes to the biggest elementary school in the city. There are 200 children in kindergarten, 250 in the first grade, 247 in the second grade, 272 in the third grade, 302 in the fourth grade, and 287 in the fifth grade. {bk12-l3d-f11-02.mp3}
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TEMPLATE: Paragraph 2
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TEMPLATE: Kindergarten: ____{200}
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TEMPLATE: 1st grade: ____{250}
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TEMPLATE: 2nd grade: ____{247}
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TEMPLATE: 3rd grade: ____{272}
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TEMPLATE: 4th grade: ____{302}
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TEMPLATE: 5th grade: ____{287}
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RESPONSE: Kindergarten: 200, 1st grade: 250, 2nd grade: 247, 3rd grade: 272, 4th grade: 302, 5th grade: 287.
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# Source: ST §What Does It Mean?
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$SELECT What Does It Mean?
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ID: l3-s17
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INTRO: A vocabulary check. Read each sentence and tap the word that means the same as the underlined word.
|
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INSTRUCTION: Tap the word with the same meaning as the underlined word.
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|
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EXAMPLE
|
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TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
|
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OPTION: a | try to get fish
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OPTION: b | buy fish
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OPTION: c | eat fish
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ANSWER: a
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TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
|
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OPTION: a | came to the meeting
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|
OPTION: b | didn't have the meeting
|
|
OPTION: c | spoke at the meeting
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ANSWER: b
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|
TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
|
|
OPTION: a | a talk
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|
OPTION: b | a present
|
|
OPTION: c | a cry
|
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ANSWER: a
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|
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TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
|
|
OPTION: a | dirty
|
|
OPTION: b | hard
|
|
OPTION: c | clean
|
|
ANSWER: c
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|
|
TEMPLATE: He's in the hospital with an unknown *disease*.
|
|
OPTION: a | sickness
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|
OPTION: b | word
|
|
OPTION: c | vehicle
|
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ANSWER: a
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|
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TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
|
|
OPTION: a | bought
|
|
OPTION: b | cooked
|
|
OPTION: c | enlarged
|
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ANSWER: b
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|
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# Source: ST §Circle the Same Sound
|
|
$SELECT Which Word Has the Same Sound?
|
|
ID: l3-s12
|
|
INTRO: A sound check to finish. Tap the word whose highlighted letters make the same sound as the underlined part of the first word. That's the lesson — well done.
|
|
INSTRUCTION: Tap the word that has the same sound for the underlined part.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: l*au*gh
|
|
OPTION: a | b*u*g
|
|
OPTION: b | b*ee*f
|
|
OPTION: c | d*au*ghter
|
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ANSWER: a
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|
|
TEMPLATE: a*cc*ept
|
|
OPTION: a | *c*ook
|
|
OPTION: b | *r*ice
|
|
OPTION: c | *e*gg
|
|
ANSWER: a|b
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|
|
TEMPLATE: profe*ss*ion
|
|
OPTION: a | *sh*ut
|
|
OPTION: b | *ch*air
|
|
OPTION: c | *s*it
|
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ANSWER: a
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|
|
TEMPLATE: te*ch*nical
|
|
OPTION: a | *ch*arge
|
|
OPTION: b | *n*eck
|
|
OPTION: c | *q*uiet
|
|
ANSWER: c
|
|
|
|
TEMPLATE: re*f*usal
|
|
OPTION: a | *b*usy
|
|
OPTION: b | *c*ashier
|
|
OPTION: c | *c*ross
|
|
ANSWER: b
|
|
|
|
TEMPLATE: di*sc*uss
|
|
OPTION: a | *d*ecide
|
|
OPTION: b | *c*ause
|
|
OPTION: c | *ch*arge
|
|
ANSWER: a|b
|
|
|
|
TEMPLATE: *ch*oice
|
|
OPTION: a | *c*ash
|
|
OPTION: b | *ch*arge
|
|
OPTION: c | *n*eck
|
|
ANSWER: b
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|
|
TEMPLATE: *kn*ow
|
|
OPTION: a | *n*ew
|
|
OPTION: b | *k*eep
|
|
OPTION: c | *q*uick
|
|
ANSWER: a
|
|
|
|
TEMPLATE: re*fu*se
|
|
OPTION: a | *p*ass
|
|
OPTION: b | *n*oise
|
|
OPTION: c | *sh*ine
|
|
ANSWER: c|a
|
|
|
|
TEMPLATE: edu*ca*tion
|
|
OPTION: a | *sh*op
|
|
OPTION: b | *ch*oose
|
|
OPTION: c | *t*ime
|
|
ANSWER: a
|
|
|
|
TEMPLATE: *ed*ucate
|
|
OPTION: a | *c*ircle
|
|
OPTION: b | *l*oose
|
|
OPTION: c | *f*orget
|
|
ANSWER: b|c
|