david
61234fe36b
- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and inline gap alternatives; skipped 'better/fine' for the Opposites drill (not opposites of "sick"). - NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes (visible word hints, missing premise, speaker clarifications "Joe (to Jim):", emphasis/cue corrections, un-gapped unguessable words, rounded-number accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book recycled vocab (pilot, teller, barber, variety store, ...) left alone. - UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for the food.", Explain-with-Too intro), cue/emphasis fixes. - Rubric rewrites (57): applied audit-suggested grader rubrics (now effective with the pre-item RUBRIC parser fix); moved the two per-item rubrics of book-11 "Write the Main Idea" inside their items. No clip-bearing line changed; all masters validate (0 errors, 0 new warnings) and pass stage-master clip-identity checks. Full decision log: reactor-module-tools module-convert/answerability-audit/APPLIED.md Co-authored-by: Cursor <cursoragent@cursor.com>
1745 lines
56 KiB
Plaintext
1745 lines
56 KiB
Plaintext
$MODULE Book 3 · Lesson 2: What Do You Study? {st-page_039_001.jpg}
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FORMAT: 2
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DESCRIPTION: Ask and answer present-tense questions — what, who, where, when, and how often — plus have/has, food and transportation vocabulary, and the A/AH vowel sounds.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Bill | charon | Male student
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VOICE: Paul | rasalgethi | Male student
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VOICE: Jack | puck | Male student
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VOICE: Student | schedar | Male student
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VOICE: Clerk | kore | Female clerk
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VOICE: Waiter | iapetus | Waiter
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VOICE: John | orus | Male student
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VOICE: Mary | achernar | Female student
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VOICE: Tom | schedar | Male student
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VOICE: ID | achernar | speaker (auto)
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$LESSON 2-1: A Day in Class — Present Tense and Have/Has
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# Source: ST §Mark Says Good Morning
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$DIALOGUE Mark's School Day
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ID: l2-s1
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INTRO: In this lesson you'll learn to ask and answer everyday questions — what, who, where, when, and how often. First, meet Mark. His day runs like a clock — a very obedient clock.
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INSTRUCTION: Read and listen to the paragraph.
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VOCAB: to say
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LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher. {st-page_041_001.jpg}
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VOCAB: to learn
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LINE: He studies a new lesson every day. He learns new words.
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VOCAB: to leave
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LINE: At 2:00, he leaves the classroom and goes to his barracks.
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# Source: LLA 2A Figure 1
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$DIALOGUE Classroom Instructions
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ID: 2a-f1
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INTRO: These are sentences you hear in class every day — say, repeat, learn, leave. Listen and repeat each one.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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LINE: Learn the words. {bk03-l2a-f1-01.mp3}
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LINE: Please repeat the words. {bk03-l2a-f1-02.mp3}
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LINE: Please say the words. {bk03-l2a-f1-03.mp3}
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LINE: The students are saying the words. {bk03-l2a-f1-04.mp3}
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LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3}
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LINE: He's leaving the room. {bk03-l2a-f1-06.mp3}
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LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3}
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# Source: ST §I, We, You, They
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$PRODUCE Mark's Day for a Group
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ID: l2-s2
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INTRO: Now the whole class does what Mark does. Type I, you, we, or they in each gap — and notice the verbs lose their final S.
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INSTRUCTION: Type I, you, we, or they in each gap.
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INPUT: type
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CHECK: exact
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TEMPLATE: ____{They|We|You|I} go to the classroom at 7:15. ____{They|We|You|I} say good morning to the teacher.
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TEMPLATE: ____{They|We|You|I} study a new lesson every day. ____{They|We|You|I} learn new words.
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TEMPLATE: At 2:00, ____{They|We|You|I} leave the classroom and go to the barracks.
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RESPONSE: They go to the classroom at 7:15. They say good morning to the teacher. They study a new lesson every day. They learn new words. At 2:00, they leave the classroom and go to the barracks.
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# Source: LLA 2A Figure 2
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$DIALOGUE Who's Doing What?
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ID: 2a-f2
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INTRO: Eight people, eight pictures — buying, drinking, reading, standing around. Listen to each sentence, look at the picture, and repeat. You'll be quizzed on these people in a moment.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg} {bk03-l2a-f2-01.mp3}
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LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg} {bk03-l2a-f2-02.mp3}
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LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg} {bk03-l2a-f2-03.mp3}
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LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg} {bk03-l2a-f2-04.mp3}
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LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg} {bk03-l2a-f2-05.mp3}
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LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg} {bk03-l2a-f2-06.mp3}
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LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg} {bk03-l2a-f2-07.mp3}
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LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg} {bk03-l2a-f2-08.mp3}
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# Source: LLA 2A Figure 2 (question pass)
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$PRODUCE Who Is Doing It?
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ID: 2a-f2-b
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REFERENCE
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INPUT: type
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CHECK: exact
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INTRO: Now the quiz. Listen to each "who" question and type the person's name. Then listen to the answer and repeat it. You can peek back at the pictures — no one is watching.
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INSTRUCTION: Type the name of the person.
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REPEAT
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PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
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RESPONSE: John {bk03-l2a-f2-09-a.mp3}
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ACCEPT: John's doing his homework. | John is doing his homework.
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PROMPT: Who's eating dinner? {bk03-l2a-f2-10-q.mp3}
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RESPONSE: Linda {bk03-l2a-f2-10-a.mp3}
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ACCEPT: Linda's eating dinner. | Linda is eating dinner.
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PROMPT: Who's reading a book? {bk03-l2a-f2-11-q.mp3}
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RESPONSE: Tom {bk03-l2a-f2-11-a.mp3}
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ACCEPT: Tom's reading a book. | Tom is reading a book.
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PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3}
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RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3}
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ACCEPT: A doctor's drinking coffee. | A doctor is drinking coffee. | the doctor | The doctor's drinking coffee. | The doctor is drinking coffee.
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PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3}
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RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3}
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ACCEPT: Mr. Wilson's buying a book. | Mr. Wilson is buying a book.
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PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3}
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RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3}
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ACCEPT: Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures.
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PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3}
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RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3}
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ACCEPT: A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall.
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PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3}
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RESPONSE: Bob {bk03-l2a-f2-16-a.mp3}
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ACCEPT: Bob is standing outside. | Bob's standing outside.
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# Source: ST §Who Writes on the Chalkboard?
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$DIALOGUE Who Questions and Answers
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ID: l2-s3
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INTRO: "Who" questions get a person as the answer. Practice these question-and-answer pairs aloud.
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INSTRUCTION: Listen and repeat each pair.
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REPEAT
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LINE: Who writes on the chalkboard? Mr. Clark writes on the chalkboard. {st-page_042_001.jpg}
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LINE: Who learns new words? The students learn new words. {st-page_042_002.jpg}
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LINE: Who circles the answer? Jim circles the answer.
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LINE: Who goes to bed late? Mary goes to bed late.
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LINE: Who comes to the classroom at 7:30? The men come to the classroom at 7:30.
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LINE: Who eats breakfast every day? John eats breakfast every day.
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LINE: Who eats beef? Tom eats beef.
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LINE: Who goes to the commissary in the evening? My wife goes to the commissary in the evening.
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LINE: Who swims before class? Ray swims before class.
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LINE: Who repeats the new words? The students repeat the new words.
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LINE: Who gets up early? My daughter gets up early.
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LINE: Who studies English? We study English.
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# Source: LLA 2A Figure 3
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$PRODUCE Says, Learns, Leaves
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ID: 2a-f3
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INPUT: type
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CHECK: exact
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INTRO: Back to Mark's verbs — says, learns, leaves. Listen, type the missing word, then repeat the whole sentence.
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INSTRUCTION: Type the missing word.
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REPEAT
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TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg}
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PROMPT: "Leaves." He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01-q.mp3}
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RESPONSE: He leaves the classroom at 2:00. {bk03-l2a-f3-01-a.mp3}
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ACCEPT: leaves
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TEMPLATE: He ____ new words every day. {page_028_002.jpg}
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PROMPT: "Learns." He learns new words every day. {bk03-l2a-f3-02-q.mp3}
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RESPONSE: He learns new words every day. {bk03-l2a-f3-02-a.mp3}
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ACCEPT: learns
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TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg}
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PROMPT: "Says." He says good morning to his teacher. {bk03-l2a-f3-03-q.mp3}
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RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03-a.mp3}
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ACCEPT: says
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# Source: ST §I Have a Book. She Has a Radio. (grammar table)
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$GRAMMAR Have or Has
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ID: l2-s4
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INTRO: One small rule before the next drills: have or has. It depends on who's doing the having.
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With **I, you, we,** and **they**, use *have*: {I have a book.} {They have a radio.}
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With **he** and **she**, use *has*: {She has a radio.} {He has a brother.}
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| Subject | Verb | |
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|---|---|---|
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| I / You / We / They | have | a pen. / an apple. / an orange. / a radio. / a brother. / a pencil. / a book. |
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| He / She | has | |
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# Source: ST §Do You Have a Pencil?
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$DIALOGUE Do You Have a Pencil?
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ID: l2-s5
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INTRO: Now hear have and has in questions and answers. Note the question uses "have" with do and does — has only shows up in the answer.
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INSTRUCTION: Read and listen to the sentences.
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LINE: Does Tom have a pencil? Yes, Tom has a pencil.
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LINE: Does Mary have a pen? No, Mary doesn't have a pen.
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LINE: Does he have a book? Yes, he has a book.
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LINE: Do you have a dollar? No, I don't have a dollar.
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LINE: Do we have a friend? Yes, we have a friend.
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LINE: Does he have homework? Yes, he has homework.
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# Source: LLA 2A Figure 4
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$PRODUCE Make a Sentence with Have or Has
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ID: 2a-f4
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INPUT: speak
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CHECK: reveal
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INTRO: You'll hear two cue words — a person and a thing. Say a full sentence with have or has, then repeat the correct one. The teacher, it turns out, has a wife.
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INSTRUCTION: Say the complete sentence aloud.
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REPEAT
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EXAMPLE
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TEMPLATE: I / homework
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PROMPT: I, homework. {bk03-l2a-f4-ex-q.mp3}
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RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3}
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TEMPLATE: you / car
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PROMPT: You, car. {bk03-l2a-f4-01-q.mp3}
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RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3}
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TEMPLATE: they / money
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PROMPT: They, money. {bk03-l2a-f4-02-q.mp3}
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RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3}
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TEMPLATE: he / sister
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PROMPT: He, sister. {bk03-l2a-f4-03-q.mp3}
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RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3}
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TEMPLATE: Tom / letter
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PROMPT: Tom, letter. {bk03-l2a-f4-04-q.mp3}
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RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3}
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TEMPLATE: pilot / radio
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PROMPT: Pilot, radio. {bk03-l2a-f4-05-q.mp3}
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RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3}
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TEMPLATE: I / book
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PROMPT: I, book. {bk03-l2a-f4-06-q.mp3}
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RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3}
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TEMPLATE: mechanic / pencil
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PROMPT: Mechanic, pencil. {bk03-l2a-f4-07-q.mp3}
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RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3}
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TEMPLATE: she / brother
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PROMPT: She, brother. {bk03-l2a-f4-08-q.mp3}
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RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3}
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TEMPLATE: he / calendar
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PROMPT: He, calendar. {bk03-l2a-f4-09-q.mp3}
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RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3}
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TEMPLATE: teacher / wife
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PROMPT: Teacher, wife. {bk03-l2a-f4-10-q.mp3}
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RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3}
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# Source: ST §Have or Has Questions
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$PRODUCE Ask with Have or Has
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ID: l2-s6
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INTRO: Now you build the whole exchange: ask a yes/no question with have or has, then answer it yourself. Yes or no — your call.
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INSTRUCTION: Say a question and a short answer.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly formed present-tense yes/no question using "have" or "has", followed by a natural short answer (yes or no — the learner's choice).
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EXAMPLE
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PROMPT: I/homework
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RESPONSE: Do I have homework? Yes, you do.
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EXAMPLE
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PROMPT: he/half dollar
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RESPONSE: Does he have a half dollar? No, he doesn't.
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PROMPT: you/snack
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RESPONSE: Do you have a snack? Yes, I do.
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PROMPT: he/calendar
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RESPONSE: Does he have a calendar? Yes, he does.
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PROMPT: they/money
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RESPONSE: Do they have money? No, they don't.
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PROMPT: I/your book
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RESPONSE: Do I have your book? Yes, you do.
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PROMPT: he/sister
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RESPONSE: Does he have a sister? No, he doesn't.
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PROMPT: she/brother
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RESPONSE: Does she have a brother? Yes, she does.
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PROMPT: Tom/pen
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RESPONSE: Does Tom have a pen? Yes, he does.
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PROMPT: teacher/wife
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RESPONSE: Does the teacher have a wife? Yes, he does.
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PROMPT: pilot/radio
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RESPONSE: Does the pilot have a radio? No, he doesn't.
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PROMPT: base/snack bar
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RESPONSE: Does the base have a snack bar? Yes, it does.
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PROMPT: mechanic/pencil
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RESPONSE: Does the mechanic have a pencil? Yes, he does.
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PROMPT: commissary/meat
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RESPONSE: Does the commissary have meat? Yes, it does.
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$LESSON 2-2: Hear It, See It, Want It — and Getting There
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# Source: LLA 2A Figure 5 (VOCAB salvaged from ST §Is It a Plane?, dropped as TTS twin)
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$DIALOGUE What Is It?
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ID: 2a-f5
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INTRO: In this part you'll talk about what you hear, see, and want — and how people get from place to place. First, three friends hear something in the sky. Listen, then repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to hear
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Bill: Do you hear that? What is it? {bk03-l2a-f5-01.mp3}
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VOCAB: to know
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VOCAB: airplane
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Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3}
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VOCAB: plane
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Jack: Oh, yes, it is. It's a plane. {bk03-l2a-f5-03.mp3}
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VOCAB: to see
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Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3}
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Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3}
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# Source: ST §Hear, Know, See (recast from bare-cue sentence writing to context cloze)
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$PRODUCE Hear, Know, or See?
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ID: l2-s8
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INPUT: type
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CHECK: exact
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INTRO: Three verbs: hear for your ears, see for your eyes, know for your head. Each sentence gives you a clue — type the right verb, with an S when the subject needs one.
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INSTRUCTION: Type hear(s), know(s), or see(s).
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EXAMPLE
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TEMPLATE: Joe turns on the TV. He ____ the TV.
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RESPONSE: Joe turns on the TV. He hears the TV.
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ACCEPT: hears
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TEMPLATE: Listen! I ____ the radio.
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RESPONSE: Listen! I hear the radio.
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ACCEPT: hear
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TEMPLATE: Look! I ____ the clock on the wall.
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RESPONSE: Look! I see the clock on the wall.
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ACCEPT: see
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TEMPLATE: She studies every day. She ____ the words.
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RESPONSE: She studies every day. She knows the words.
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ACCEPT: knows
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TEMPLATE: The plane is very loud. We ____ the plane.
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RESPONSE: The plane is very loud. We hear the plane.
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ACCEPT: hear
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TEMPLATE: The students look at the front of the classroom. They ____ the chalkboard.
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RESPONSE: The students look at the front of the classroom. They see the chalkboard.
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ACCEPT: see
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TEMPLATE: Tom is my friend. I ____ Tom.
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RESPONSE: Tom is my friend. I know Tom.
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ACCEPT: know
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TEMPLATE: He ____ his room number. It's 24.
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RESPONSE: He knows his room number. It's 24.
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ACCEPT: knows
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TEMPLATE: The tape is playing. She ____ the tape.
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RESPONSE: The tape is playing. She hears the tape.
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ACCEPT: hears
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TEMPLATE: Look — the calendar is on the wall. I ____ the calendar.
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RESPONSE: Look — the calendar is on the wall. I see the calendar.
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ACCEPT: see
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TEMPLATE: John looks at the desk. He ____ the notebook.
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RESPONSE: John looks at the desk. He sees the notebook.
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ACCEPT: sees
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# Source: ST §What Do You Want?
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$DIALOGUE What Do You Want? {st-page_046_001.jpg}
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ID: l2-s9
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INTRO: Bill, Paul, and Jack are at the snack bar, and the waiter is a man of few words. Listen to how they order.
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INSTRUCTION: Read and listen to the dialog.
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Waiter: Yes?
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VOCAB: to want
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Bill: I want coffee, please.
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Paul: I want tea.
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VOCAB: hamburger
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Jack: I want a hamburger.
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VOCAB: French fries
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Waiter: Do you want French fries?
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Jack: No, thanks.
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Waiter: Okay.
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# Source: ST §I Want a Hamburger (menu table)
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$GRAMMAR The Lunch Menu
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ID: l2-s10
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INTRO: Here's the snack bar menu. Have a look — you're ordering next.
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| FOR LUNCH | |
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|---|---|
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| hamburger | $2.65 |
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| French fries | $ .75 |
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| fish | $1.99 |
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| salad | $2.50 |
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| | |
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| coffee | $ .75 |
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| tea | $ .75 |
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| milk | $ .75 |
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# Source: ST §What Do You Want to Eat?
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$PRODUCE Your Turn to Order
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ID: l2-s11
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REFERENCE
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INTRO: Your turn at the counter. Answer each question with what you want — the menu is right there if you need it.
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INSTRUCTION: Say what you want.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any natural sentence ordering food or drink, including expressions like "I want ...", "I'd like ...", "I would like ...", or "Can I have ...". The choice of items is the learner's.
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EXAMPLE
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PROMPT: What do you want to eat and drink?
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RESPONSE: I want a hamburger and tea.
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PROMPT: What do you want to eat?
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RESPONSE: I want fish and French fries.
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PROMPT: What do you want to drink?
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RESPONSE: I want coffee.
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# Source: ST §Is This His Truck?
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$DIALOGUE Buses, Trains, and Taxis
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ID: l2-s12
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INTRO: Six ways to get around. Listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is a bus. Take the bus to the dispensary.
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VOCAB: car
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LINE: This is a car. We have a small car.
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VOCAB: train
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LINE: This is a train. Betty's taking a train.
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LINE: This is a plane. Take a plane; don't take a bus.
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VOCAB: taxi
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LINE: This is a taxi. Take a taxi to the library.
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VOCAB: truck
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LINE: This is a truck. John has a truck and a car.
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# Source: ST §Take a Plane
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$PRODUCE Is This a Bus?
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ID: l2-s13
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INTRO: Look at each picture, ask a yes/no question about the vehicle, and answer it yourself.
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INSTRUCTION: Ask and answer aloud about the picture.
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INPUT: speak
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CHECK: llm
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RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a correct short answer — either naming that vehicle (e.g. "No, it's a plane.") or a plain "Yes, it is." / "No, it isn't." whose polarity matches the model.
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EXAMPLE
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PROMPT: {st-page_048_004.jpg}
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RESPONSE: Is this a bus? No, it's a plane.
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EXAMPLE
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PROMPT: {st-page_048_005.jpg}
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RESPONSE: Is this a taxi? Yes, it's a taxi.
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PROMPT: {st-page_048_001.jpg}
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RESPONSE: Is this a bus? Yes, it's a bus.
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PROMPT: {st-page_048_002.jpg}
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RESPONSE: Is this a car? Yes, it's a car.
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PROMPT: {st-page_048_003.jpg}
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RESPONSE: Is this a train? Yes, it's a train.
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PROMPT: {st-page_048_006.jpg}
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RESPONSE: Is this a truck? Yes, it's a truck.
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# Source: LLA 2A Figure 6 (ST §Make Sentences with Names and Pictures dropped as TTS twin)
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$PRODUCE Take a Bus, Take a Plane
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ID: 2a-f6
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INPUT: speak
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CHECK: reveal
|
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INTRO: A name, a destination, and a picture of the ride. Say the whole sentence — "takes a taxi", "take a plane" — then repeat the model. Everyone here travels more than you'd expect.
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INSTRUCTION: Say the complete sentence aloud.
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REPEAT
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EXAMPLE
|
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TEMPLATE: Tom → Chicago {page_030_004.jpg}
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RESPONSE: Tom takes a train to Chicago.
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TEMPLATE: Mrs. Smith → New York {page_030_002.jpg}
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RESPONSE: Mrs. Smith takes a plane to New York.
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TEMPLATE: John → the hospital {page_030_001.jpg}
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RESPONSE: John takes a taxi to the hospital.
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TEMPLATE: David → Dallas {page_030_003.jpg}
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RESPONSE: David takes a bus to Dallas.
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TEMPLATE: Mary → England {page_030_002.jpg}
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RESPONSE: Mary takes a plane to England.
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TEMPLATE: Helen → Chicago {page_030_004.jpg}
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RESPONSE: Helen takes a train to Chicago.
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TEMPLATE: Mr. Wilson → office {page_030_001.jpg}
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RESPONSE: Mr. Wilson takes a taxi to his office.
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TEMPLATE: Kim and Jill → school {page_030_003.jpg}
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RESPONSE: Kim and Jill take a bus to school.
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TEMPLATE: The Johnsons → Spain {page_030_002.jpg}
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RESPONSE: The Johnsons take a plane to Spain.
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TEMPLATE: We → Arizona {page_030_004.jpg}
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RESPONSE: We take a train to Arizona.
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TEMPLATE: They → commissary {page_030_003.jpg}
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RESPONSE: They take a bus to the commissary.
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# SKIPPED (ST): Speaking Skill lists DAY / MAT / MATE-MAT — third TTS copies of the cassette A/AH pronunciation material below; dropped.
|
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# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SAY/SAD" — instructor-read phoneme discrimination with no recorded stimuli.
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# Source: LLA 2B pronunciation opener
|
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$DIALOGUE The A and AH Sounds: Word Pairs
|
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ID: 2b-ls1
|
|
INTRO: Time out for pronunciation. These word pairs differ only in the vowel — the long A of "mate" against the short AH of "mat". Listen closely and repeat each word.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Laid. {bk03-l2b-f1-01.mp3}
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LINE: Lad. {bk03-l2b-f1-02.mp3}
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LINE: Pain. {bk03-l2b-f1-03.mp3}
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LINE: Pane. {bk03-l2b-f1-04.mp3}
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LINE: Pan. {bk03-l2b-f1-05.mp3}
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LINE: Mate. {bk03-l2b-f1-06.mp3}
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LINE: Mat. {bk03-l2b-f1-07.mp3}
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LINE: Dane. {bk03-l2b-f1-08.mp3}
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LINE: Dan. {bk03-l2b-f1-09.mp3}
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LINE: Fade. {bk03-l2b-f1-10.mp3}
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LINE: Fad. {bk03-l2b-f1-11.mp3}
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LINE: Bate. {bk03-l2b-f1-12.mp3}
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LINE: Bait. {bk03-l2b-f1-13.mp3}
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LINE: Bat. {bk03-l2b-f1-14.mp3}
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LINE: Gate. {bk03-l2b-f1-15.mp3}
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LINE: Gait. {bk03-l2b-f1-16.mp3}
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LINE: Gat. {bk03-l2b-f1-17.mp3}
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LINE: Mate. {bk03-l2b-f1-18.mp3}
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LINE: Mat. {bk03-l2b-f1-19.mp3}
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LINE: Main. {bk03-l2b-f1-20.mp3}
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LINE: Man. {bk03-l2b-f1-21.mp3}
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LINE: Hate. {bk03-l2b-f1-22.mp3}
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LINE: Hat. {bk03-l2b-f1-23.mp3}
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|
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# Source: LLA 2B Figure 1
|
|
$DIALOGUE The A and AH Sounds: More Words
|
|
ID: 2b-f1
|
|
INTRO: Now some familiar words with those two vowels. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
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|
|
LINE: apple {bk03-l2b-f1-24.mp3}
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LINE: base {bk03-l2b-f1-25.mp3}
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LINE: day {bk03-l2b-f1-26.mp3}
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LINE: ask {bk03-l2b-f1-27.mp3}
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|
LINE: tape {bk03-l2b-f1-28.mp3}
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|
LINE: happy {bk03-l2b-f1-29.mp3}
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LINE: after {bk03-l2b-f1-30.mp3}
|
|
LINE: bad {bk03-l2b-f1-31.mp3}
|
|
LINE: say {bk03-l2b-f1-32.mp3}
|
|
LINE: class {bk03-l2b-f1-33.mp3}
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|
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# Source: LLA 2B Figure 2
|
|
$SELECT A or AH?
|
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ID: 2b-f2
|
|
INTRO: Now your ears do the work. Listen to each word — does it have the A sound as in "name", or the AH sound as in "map"? Tap the sound you hear.
|
|
INSTRUCTION: Tap the sound you hear.
|
|
OPTION: a | A sound (as in name)
|
|
OPTION: b | AH sound (as in map)
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|
|
EXAMPLE
|
|
PROMPT: apple {bk03-l2b-f2-01.mp3}
|
|
ANSWER: b
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|
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PROMPT: base {bk03-l2b-f2-02.mp3}
|
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ANSWER: a
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|
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PROMPT: day {bk03-l2b-f2-03.mp3}
|
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ANSWER: a
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PROMPT: ask {bk03-l2b-f2-04.mp3}
|
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ANSWER: b
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|
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PROMPT: tape {bk03-l2b-f2-05.mp3}
|
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ANSWER: a
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|
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PROMPT: happy {bk03-l2b-f2-06.mp3}
|
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ANSWER: b
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|
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PROMPT: after {bk03-l2b-f2-07.mp3}
|
|
ANSWER: b
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|
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PROMPT: bad {bk03-l2b-f2-08.mp3}
|
|
ANSWER: b
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|
|
PROMPT: say {bk03-l2b-f2-09.mp3}
|
|
ANSWER: a
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|
|
PROMPT: class {bk03-l2b-f2-10.mp3}
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2B Figure 3
|
|
$SELECT Same or Different Vowels?
|
|
ID: 2b-f3
|
|
INTRO: Two words at a time now. Are their vowel sounds the same, or different? Tap your answer.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
PROMPT: laid, lad {bk03-l2b-f3-01.mp3}
|
|
ANSWER: d
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|
|
|
PROMPT: pain, pan {bk03-l2b-f3-02.mp3}
|
|
ANSWER: d
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|
|
PROMPT: mate, mat {bk03-l2b-f3-03.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: Dan, Dan {bk03-l2b-f3-04.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: fade, fad {bk03-l2b-f3-05.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: bait, bate {bk03-l2b-f3-06.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: gate, gait {bk03-l2b-f3-07.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: mate, mat {bk03-l2b-f3-08.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: main, man {bk03-l2b-f3-09.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: hat, hat {bk03-l2b-f3-10.mp3}
|
|
ANSWER: s
|
|
|
|
$LESSON 2-3: Asking What, Who, and Where
|
|
|
|
# Source: ST §What Does Tom Study? (grammar)
|
|
$GRAMMAR Questions with What
|
|
ID: l2-s18
|
|
INTRO: In this part you'll build real questions — what, who, and where. Here's how a statement turns into a "what" question.
|
|
|
|
Start from a statement, make the yes/no question, then put **what** in front:
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | studies | English. |
|
|
| | **Does** | **Tom** | **study** | **English?** |
|
|
| **What** | **does** | **Tom** | **study?** | |
|
|
|
|
When the answer is an action, ask with **do**:
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | goes | to school at 7:30. |
|
|
| | **Does** | **Tom** | **go** | to school at 7:30? |
|
|
| **What** | **does** | **Tom** | **do** | at 7:30? |
|
|
|
|
**Examples:**
|
|
{What do they study at night?} — {They study English.}
|
|
{What does she do in the morning?} — {She goes to the lab.}
|
|
|
|
# Source: LLA 2B Figure 4
|
|
$PRODUCE What Do You Eat?
|
|
ID: 2b-f4
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: "What" questions about food. Answer each question using the food words on the screen, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: chicken / rice
|
|
PROMPT: What do you eat for lunch? {bk03-l2b-f4-ex-q.mp3}
|
|
RESPONSE: I eat chicken and rice for lunch. {bk03-l2b-f4-ex-a.mp3}
|
|
|
|
TEMPLATE: eggs / bread
|
|
PROMPT: What do you eat for breakfast? {bk03-l2b-f4-01-q.mp3}
|
|
RESPONSE: I eat eggs and bread for breakfast. {bk03-l2b-f4-01-a.mp3}
|
|
|
|
TEMPLATE: fruit
|
|
PROMPT: What does Jeff want for lunch? {bk03-l2b-f4-02-q.mp3}
|
|
RESPONSE: Jeff wants fruit for lunch. {bk03-l2b-f4-02-a.mp3}
|
|
|
|
TEMPLATE: beef / fruit
|
|
PROMPT: What does Jan eat for dinner? {bk03-l2b-f4-03-q.mp3}
|
|
RESPONSE: Jan eats beef and fruit for dinner. {bk03-l2b-f4-03-a.mp3}
|
|
|
|
TEMPLATE: eggs / coffee
|
|
PROMPT: What do they want for breakfast? {bk03-l2b-f4-04-q.mp3}
|
|
RESPONSE: They want eggs and coffee for breakfast. {bk03-l2b-f4-04-a.mp3}
|
|
|
|
TEMPLATE: chicken
|
|
PROMPT: What do they have for dinner at night? {bk03-l2b-f4-05-q.mp3}
|
|
RESPONSE: They have chicken for dinner at night. {bk03-l2b-f4-05-a.mp3}
|
|
|
|
# Source: ST §We Have Rice for Dinner
|
|
$DIALOGUE We Have Rice for Dinner
|
|
ID: l2-s30
|
|
INTRO: More questions and answers about meals — what people have, and what they don't. Practice each exchange aloud.
|
|
INSTRUCTION: Listen and repeat each exchange.
|
|
REPEAT
|
|
|
|
LINE: Do you have eggs for breakfast? No, I have an orange for breakfast.
|
|
LINE: Do you have milk for dinner? Yes, I do.
|
|
LINE: What does Mary have for lunch? She has a salad.
|
|
LINE: Does Ali have a salad for lunch? No, he has chicken for lunch.
|
|
LINE: Do you have rice for dinner? Yes, I have rice for dinner.
|
|
LINE: What does Mary have for breakfast? She has eggs for breakfast.
|
|
LINE: What do you have for dinner? I have beef or chicken for dinner.
|
|
LINE: Do you have coffee for breakfast? Yes, I have coffee for breakfast.
|
|
LINE: What does Tom have for lunch? Tom has a salad and milk for lunch.
|
|
LINE: Does Bill eat breakfast? Yes, he has a banana and coffee for breakfast.
|
|
|
|
# Source: LLA 2B Figure 5 (typed drill delivered as spoken)
|
|
$PRODUCE Ask a What Question
|
|
ID: 2b-f5
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now you make the questions. From a few cue words — like "Jan have lunch" — say a full "what" question, then repeat the correct one.
|
|
INSTRUCTION: Say the full question aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jan have lunch.
|
|
PROMPT: Jan have lunch. {bk03-l2b-f5-ex-c.mp3}
|
|
RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-ex-a.mp3}
|
|
|
|
TEMPLATE: Bob do weekend.
|
|
PROMPT: Bob do weekend. {bk03-l2b-f5-02-c.mp3}
|
|
RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02-a.mp3}
|
|
|
|
TEMPLATE: She eat dinner.
|
|
PROMPT: She eat dinner. {bk03-l2b-f5-03-c.mp3}
|
|
RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03-a.mp3}
|
|
|
|
TEMPLATE: Tim want dinner.
|
|
PROMPT: Tim want dinner. {bk03-l2b-f5-04-c.mp3}
|
|
RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04-a.mp3}
|
|
|
|
TEMPLATE: You do every day.
|
|
PROMPT: You do every day. {bk03-l2b-f5-05-c.mp3}
|
|
RESPONSE: What do you do every day? {bk03-l2b-f5-05-a.mp3}
|
|
|
|
# Source: ST §What Does Tom Do Every Day?
|
|
$PRODUCE Tom's Day
|
|
ID: l2-s19
|
|
INTRO: Tom again, hour by hour. For each picture, ask what Tom does at that time — then answer from what you see. The man never stops.
|
|
INSTRUCTION: Ask and answer aloud about the picture.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the factual key. Accept a question asking what Tom does or is doing (with or without the exact time), plus an answer describing the same action as the model in simple present or present continuous, in any phrasing (e.g. "goes out of the lab" for "leaves the lab").
|
|
|
|
PROMPT: {st-page_052_001.jpg}
|
|
RESPONSE: What does Tom do at 7:30? He opens the window.
|
|
|
|
PROMPT: {st-page_052_002.jpg}
|
|
RESPONSE: What does Tom do at 8:00? He studies in class.
|
|
|
|
PROMPT: {st-page_052_003.jpg}
|
|
RESPONSE: What does Tom do at 9:00? He writes on the chalkboard.
|
|
|
|
PROMPT: {st-page_052_004.jpg}
|
|
RESPONSE: What does Tom do at 12:30? He eats lunch.
|
|
|
|
PROMPT: {st-page_052_005.jpg}
|
|
RESPONSE: What does Tom do at 2:00? He goes to the language lab.
|
|
|
|
PROMPT: {st-page_052_006.jpg}
|
|
RESPONSE: What does Tom do at 3:00? He leaves the lab.
|
|
|
|
PROMPT: {st-page_052_007.jpg}
|
|
RESPONSE: What does Tom do at 6:00? He buys milk at the commissary.
|
|
|
|
PROMPT: {st-page_052_008.jpg}
|
|
RESPONSE: What does Tom do at 6:30? He eats French fries at the snack bar.
|
|
|
|
PROMPT: {st-page_052_009.jpg}
|
|
RESPONSE: What does Tom do at 10:00? He listens to the radio.
|
|
|
|
# Source: LLA 2B Figure 6
|
|
$PRODUCE Who Does It?
|
|
ID: 2b-f6
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Back to "who" questions — now in the simple present. Answer using the person on the screen, then repeat the model.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: John
|
|
PROMPT: Who eats at the mess hall? {bk03-l2b-f6-ex-q.mp3}
|
|
RESPONSE: John eats at the mess hall. {bk03-l2b-f6-ex-a.mp3}
|
|
|
|
TEMPLATE: Ali
|
|
PROMPT: Who knows the answer? {bk03-l2b-f6-01-q.mp3}
|
|
RESPONSE: Ali knows the answer. {bk03-l2b-f6-01-a.mp3}
|
|
|
|
TEMPLATE: Bob
|
|
PROMPT: Who goes to the lab in the morning? {bk03-l2b-f6-02-q.mp3}
|
|
RESPONSE: Bob goes to the lab in the morning. {bk03-l2b-f6-02-a.mp3}
|
|
|
|
TEMPLATE: the doctor
|
|
PROMPT: Who sees the pictures? {bk03-l2b-f6-03-q.mp3}
|
|
RESPONSE: The doctor sees the pictures. {bk03-l2b-f6-03-a.mp3}
|
|
|
|
TEMPLATE: the teacher
|
|
PROMPT: Who checks the homework? {bk03-l2b-f6-04-q.mp3}
|
|
RESPONSE: The teacher checks the homework. {bk03-l2b-f6-04-a.mp3}
|
|
|
|
TEMPLATE: the students
|
|
PROMPT: Who eats in the dining hall? {bk03-l2b-f6-05-q.mp3}
|
|
RESPONSE: The students eat in the dining hall. {bk03-l2b-f6-05-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 7 (typed drill delivered as spoken)
|
|
$PRODUCE Ask a Who Question
|
|
ID: 2b-f7
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now build the "who" questions yourself. Say a full question from the cue, then repeat the correct one. Note: "who" questions take the -s form — "Who speaks Spanish?"
|
|
INSTRUCTION: Say the full question aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Want lunch today?
|
|
PROMPT: Want lunch today? {bk03-l2b-f7-ex-c.mp3}
|
|
RESPONSE: Who wants lunch today? {bk03-l2b-f7-ex-a.mp3}
|
|
|
|
TEMPLATE: Go class every day.
|
|
PROMPT: Go class every day. {bk03-l2b-f7-02-c.mp3}
|
|
RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3}
|
|
|
|
TEMPLATE: Study English every night.
|
|
PROMPT: Study English every night. {bk03-l2b-f7-03-c.mp3}
|
|
RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3}
|
|
|
|
TEMPLATE: Know. Answer question.
|
|
PROMPT: Know. Answer question. {bk03-l2b-f7-04-c.mp3}
|
|
RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3}
|
|
|
|
TEMPLATE: Speak Spanish.
|
|
PROMPT: Speak Spanish. {bk03-l2b-f7-05-c.mp3}
|
|
RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3}
|
|
|
|
# SKIPPED (tape): LLA 2B Figure 8 — no audio transcript provided in the source module.
|
|
|
|
# Source: ST §Where Does Tom Study? (grammar)
|
|
$GRAMMAR Questions with Where
|
|
ID: l2-s20
|
|
INTRO: Same machine, new question word: "where" asks about a place.
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | studies | at the library. |
|
|
| | **Does** | **Tom** | **study** | at the library? |
|
|
| **Where** | **does** | **Tom** | **study?** | |
|
|
|
|
**Examples:**
|
|
{Where does Tom eat lunch?} — {He eats lunch at the snack bar.}
|
|
{Where do the boys study?} — {They study at the library.}
|
|
|
|
# Source: LLA 2C Figure 1
|
|
$DIALOGUE Where Questions
|
|
ID: 2c-f1
|
|
INTRO: Listen to these "where" questions and repeat them — with the falling tone at the end.
|
|
INSTRUCTION: Listen and repeat each question.
|
|
REPEAT
|
|
|
|
LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3}
|
|
LINE: Where is Mary? {bk03-l2c-f1-02.mp3}
|
|
LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3}
|
|
LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3}
|
|
LINE: Where is your notebook? {bk03-l2c-f1-05.mp3}
|
|
|
|
# Source: LLA 2C Figure 2
|
|
$PRODUCE Change It to a Where Question
|
|
ID: 2c-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: You'll hear a statement with a place in it. Ask the "where" question that gets that place as the answer, then repeat the model.
|
|
INSTRUCTION: Say the question using "where".
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3}
|
|
RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3}
|
|
|
|
PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3}
|
|
RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3}
|
|
|
|
PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3}
|
|
RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3}
|
|
|
|
PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3}
|
|
RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3}
|
|
|
|
PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3}
|
|
RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3}
|
|
|
|
PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3}
|
|
RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3}
|
|
|
|
PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3}
|
|
RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3}
|
|
|
|
# Source: ST §Practice Where Questions
|
|
$DIALOGUE Where Questions and Answers
|
|
ID: l2-s21
|
|
INTRO: Now practice full "where" exchanges — question and answer together.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: Where does Frank swim? He swims at the Air Force base.
|
|
LINE: Where does Ann study? She studies in her room.
|
|
LINE: Where does Bill eat lunch? He eats lunch at the snack bar.
|
|
LINE: Where does Sam sleep? He sleeps in the barracks.
|
|
LINE: Where does Susan write? She writes at her desk.
|
|
LINE: Where do they go in the evening? They go to the library.
|
|
LINE: Where does she watch television? She watches television in her room.
|
|
LINE: Where does Jean study English? She studies English in class.
|
|
|
|
# Source: ST §I Don't Know
|
|
$DIALOGUE I Don't Know
|
|
ID: l2-s22
|
|
INTRO: One more essential answer — the honest one. When you don't have the answer, say "I don't know." You'll use it more often than you'd like.
|
|
INSTRUCTION: Listen and repeat each exchange.
|
|
REPEAT
|
|
|
|
VOCAB: I don't know
|
|
LINE: What is that? I don't know.
|
|
LINE: Where is she going? I don't know.
|
|
LINE: Where is your book? I don't know.
|
|
LINE: Where is the hospital? I don't know.
|
|
LINE: Where is Ali? I don't know.
|
|
LINE: Who is speaking? I don't know.
|
|
LINE: What is the answer? I don't know.
|
|
LINE: Who is she? I don't know.
|
|
LINE: What is his name? I don't know.
|
|
LINE: Where is my classroom? I don't know.
|
|
LINE: What time is it? I don't know.
|
|
LINE: Where is the bus stop? I don't know.
|
|
|
|
# Source: ST §What Language Do They Speak?
|
|
$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg}
|
|
ID: l2-s28
|
|
INTRO: One more "what" question — this one about languages around the world. Listen and read along.
|
|
INSTRUCTION: Read and listen to the sentences.
|
|
|
|
VOCAB: language
|
|
VOCAB: to speak
|
|
LINE: What language do they speak in the U.S.?
|
|
|
|
VOCAB: English
|
|
LINE: England: They speak English in England.
|
|
|
|
VOCAB: Spanish
|
|
LINE: Spain: They speak Spanish in Spain.
|
|
|
|
VOCAB: French
|
|
LINE: France: They speak French in France.
|
|
|
|
VOCAB: Arabic
|
|
LINE: Saudi Arabia: They speak Arabic in Saudi Arabia.
|
|
|
|
VOCAB: Russian
|
|
LINE: Russia: They speak Russian in Russia.
|
|
|
|
VOCAB: Chinese
|
|
LINE: China: They speak Chinese in China.
|
|
|
|
# Source: ST §They Speak English
|
|
$PRODUCE Languages of the World
|
|
ID: l2-s29
|
|
INTRO: For each country, ask what language they speak there — then answer your own question. A little geography, free of charge.
|
|
INSTRUCTION: Ask and answer aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed "What language do they speak in [country]?" question, followed by the correct language for that country.
|
|
|
|
EXAMPLE
|
|
PROMPT: China
|
|
RESPONSE: What language do they speak in China? They speak Chinese.
|
|
|
|
PROMPT: the U.S.
|
|
RESPONSE: What language do they speak in the U.S.? They speak English.
|
|
|
|
PROMPT: England
|
|
RESPONSE: What language do they speak in England? They speak English.
|
|
|
|
PROMPT: Spain
|
|
RESPONSE: What language do they speak in Spain? They speak Spanish.
|
|
|
|
PROMPT: France
|
|
RESPONSE: What language do they speak in France? They speak French.
|
|
|
|
PROMPT: Saudi Arabia
|
|
RESPONSE: What language do they speak in Saudi Arabia? They speak Arabic.
|
|
|
|
PROMPT: Russia
|
|
RESPONSE: What language do they speak in Russia? They speak Russian.
|
|
|
|
# SKIPPED (ST): "I SPEAK ENGLISH..." — open-ended classroom chain drill (write a language on a card, show the class); no solo path.
|
|
|
|
$LESSON 2-4: When and How Often
|
|
|
|
# Source: LLA 2C Figure 3
|
|
$DIALOGUE Sentences About Time
|
|
ID: 2c-f3
|
|
INTRO: In this part you'll ask when things happen and how often. First, listen to sentences with time expressions — in the morning, on Mondays, before class — and repeat them.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3}
|
|
LINE: The trucks leave on Mondays. {bk03-l2c-f3-02.mp3}
|
|
LINE: Mary studies Chinese every Wednesday. {bk03-l2c-f3-03.mp3}
|
|
LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3}
|
|
LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3}
|
|
LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3}
|
|
|
|
# Source: ST §When Does Tom Swim? (grammar)
|
|
$GRAMMAR Questions with When
|
|
ID: l2-s24
|
|
INTRO: The same question machine, one more time: "when" asks about time.
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | swims | on Wednesdays. |
|
|
| | **Does** | **Tom** | **swim** | on Wednesdays? |
|
|
| **When** | **does** | **Tom** | **swim?** | |
|
|
|
|
Ask with **when** to get a time as the answer: {When does Tom swim?} — {He swims on Wednesdays.}
|
|
|
|
# Source: LLA 2C Figure 4
|
|
$PRODUCE Change It to a When Question
|
|
ID: 2c-f4
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: You'll hear a statement with a time in it — that's the sentences you just repeated. Ask the "when" question that gets that time as the answer, then repeat the model.
|
|
INSTRUCTION: Say the question using "when".
|
|
REPEAT
|
|
|
|
PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3}
|
|
RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3}
|
|
|
|
PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3}
|
|
RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3}
|
|
|
|
PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3}
|
|
RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3}
|
|
|
|
PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3}
|
|
RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3}
|
|
|
|
PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3}
|
|
RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3}
|
|
|
|
PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3}
|
|
RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3}
|
|
|
|
# Source: ST §Tom's Week
|
|
$PRODUCE Tom's Week
|
|
ID: l2-s25
|
|
INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see.
|
|
INSTRUCTION: Ask and answer aloud about the picture.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model.
|
|
|
|
EXAMPLE
|
|
PROMPT: {st-page_055_005.jpg}
|
|
RESPONSE: When does Tom swim? He swims on Wednesdays.
|
|
|
|
PROMPT: {st-page_055_001.jpg}
|
|
RESPONSE: When does Tom go to the BX? He goes on Tuesdays.
|
|
|
|
PROMPT: {st-page_055_002.jpg}
|
|
RESPONSE: When does Tom go to the snack bar? He goes on Fridays.
|
|
|
|
PROMPT: {st-page_055_003.jpg}
|
|
RESPONSE: When does Tom get up early? He gets up early on Mondays.
|
|
|
|
PROMPT: {st-page_055_004.jpg}
|
|
RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays.
|
|
|
|
# Source: ST §When?
|
|
$DIALOGUE When Questions and Answers
|
|
ID: l2-s26
|
|
INTRO: Now hear Tom's week as full exchanges, and repeat each one.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: When does Tom go to the BX? He goes on Tuesdays.
|
|
LINE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays.
|
|
LINE: When does Tom get up early? He gets up early on Mondays.
|
|
LINE: When does Tom go to bed late? He goes to bed late on Saturdays.
|
|
LINE: When does Tom swim? He swims on Wednesdays.
|
|
|
|
# Source: LLA 2C Figure 5
|
|
$SELECT Where or When?
|
|
ID: 2c-f5
|
|
INTRO: Listen to each answer. Would you ask "where" or "when" to get it? Tap the question word, then listen to the question and repeat it.
|
|
INSTRUCTION: Tap "Where" or "When".
|
|
REPEAT
|
|
|
|
OPTION: a | Where
|
|
OPTION: b | When
|
|
|
|
PROMPT: "In the barracks." Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where does Bob study? {bk03-l2c-f5-01-a.mp3}
|
|
|
|
PROMPT: "At 5 o'clock every afternoon." Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When does Jan swim? {bk03-l2c-f5-02-a.mp3}
|
|
|
|
PROMPT: "In the mess hall." We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where do we eat dinner? {bk03-l2c-f5-03-a.mp3}
|
|
|
|
PROMPT: "In the barracks." Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where does Tom sleep? {bk03-l2c-f5-04-a.mp3}
|
|
|
|
PROMPT: "Early." We eat breakfast early. {bk03-l2c-f5-05-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When do we eat breakfast? {bk03-l2c-f5-05-a.mp3}
|
|
|
|
PROMPT: "At 8:30." Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When does Linda go to bed? {bk03-l2c-f5-06-a.mp3}
|
|
|
|
# Source: ST §Do You Have a Train to Laredo?
|
|
$DIALOGUE A Train to Laredo
|
|
ID: l2-s27
|
|
INTRO: Two quick conversations that put "when" to work — one about lab, one about a train. Repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
John: Do we have lab today?
|
|
Mary: Yes, we do.
|
|
John: When do we have lab?
|
|
Mary: At 9:30 and 1:20.
|
|
|
|
Tom: Do you have a train to Laredo today?
|
|
Bill: Yes, we do.
|
|
Tom: When does it leave?
|
|
Bill: At 6:30 this evening.
|
|
|
|
# Source: ST §John Is Always Late (grammar)
|
|
$GRAMMAR Always, Sometimes, Never
|
|
ID: l2-s31
|
|
INTRO: How often do things happen? Three little words cover most of life: always, sometimes, never.
|
|
|
|
|
|
|
|
**Always** = every time. **Never** = not one time. **Sometimes** = in between.
|
|
|
|
| always | sometimes | never |
|
|
|---|---|---|
|
|
|
|
{John is always late.} {We are sometimes late.} {I never drink coffee.}
|
|
|
|
# Source: LLA 2C Figure 6 (VOCAB salvaged from ST §John Is Always Late, dropped as TTS twin)
|
|
$DIALOGUE Always, Sometimes, Never: Actions
|
|
ID: 2c-f6
|
|
INTRO: With ordinary verbs, the frequency word goes before the verb: "I always eat", "he never gets up early". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: always
|
|
LINE: I *always* eat rice for lunch. {bk03-l2c-f6-01.mp3}
|
|
|
|
VOCAB: sometimes
|
|
LINE: He *sometimes* eats in his room. {bk03-l2c-f6-02.mp3}
|
|
|
|
VOCAB: never
|
|
LINE: I *never* drink coffee. {bk03-l2c-f6-03.mp3}
|
|
|
|
LINE: Linda *never* goes to the lab. {bk03-l2c-f6-04.mp3}
|
|
LINE: Tom *always* goes to the lab. {bk03-l2c-f6-05.mp3}
|
|
LINE: He *sometimes* swims after class. {bk03-l2c-f6-06.mp3}
|
|
LINE: Mary *always* speaks English in class. {bk03-l2c-f6-07.mp3}
|
|
LINE: Bob *never* speaks English in the barracks. {bk03-l2c-f6-08.mp3}
|
|
LINE: Jan *always* has fruit for lunch. {bk03-l2c-f6-09.mp3}
|
|
LINE: John *never* gets up early. {bk03-l2c-f6-10.mp3}
|
|
|
|
# Source: LLA 2C Figure 7
|
|
$DIALOGUE Always, Sometimes, Never: With Is and Are
|
|
ID: 2c-f7
|
|
INTRO: With am, is, and are, the frequency word comes after the verb: "Sue is never late." Listen and repeat — and spare a thought for the friend who is never on time.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: They are *always* late for class. {bk03-l2c-f7-01.mp3}
|
|
LINE: He is *always* drinking coffee. {bk03-l2c-f7-02.mp3}
|
|
LINE: Sue is *never* late. {bk03-l2c-f7-03.mp3}
|
|
LINE: Jack is *sometimes* late for lab. {bk03-l2c-f7-04.mp3}
|
|
LINE: Bob is *never* on the bus. {bk03-l2c-f7-05.mp3}
|
|
LINE: Mother is *always* in bed at 10 o'clock. {bk03-l2c-f7-06.mp3}
|
|
LINE: Father is *never* sad. {bk03-l2c-f7-07.mp3}
|
|
LINE: I am *always* early to class. {bk03-l2c-f7-08.mp3}
|
|
LINE: My friend is *never* on time. {bk03-l2c-f7-09.mp3}
|
|
LINE: Bob is *sometimes* angry. {bk03-l2c-f7-10.mp3}
|
|
|
|
# Source: LLA 2C Figure 8
|
|
$SELECT Which Word Did You Hear?
|
|
ID: 2c-f8
|
|
INTRO: Listen to each sentence. Which frequency word did you hear — always, sometimes, or never? Tap it, then repeat the full sentence.
|
|
INSTRUCTION: Tap the word you hear.
|
|
REPEAT
|
|
|
|
OPTION: a | always
|
|
OPTION: b | sometimes
|
|
OPTION: c | never
|
|
|
|
PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: The train is *sometimes* late. {bk03-l2c-f8-01-a.mp3}
|
|
|
|
PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: My friend is *never* on time. {bk03-l2c-f8-02-a.mp3}
|
|
|
|
PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Jan *always* has fruit for lunch. {bk03-l2c-f8-03-a.mp3}
|
|
|
|
PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Mary *always* speaks English in class. {bk03-l2c-f8-04-a.mp3}
|
|
|
|
PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: John *never* gets up early. {bk03-l2c-f8-05-a.mp3}
|
|
|
|
PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: I *never* drink coffee. {bk03-l2c-f8-06-a.mp3}
|
|
|
|
PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: I'm *sometimes* late for class. {bk03-l2c-f8-07-a.mp3}
|
|
|
|
PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: I'm *always* early on Mondays. {bk03-l2c-f8-08-a.mp3}
|
|
|
|
PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: We *always* have dinner at 7 o'clock. {bk03-l2c-f8-09-a.mp3}
|
|
|
|
PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: He *sometimes* swims on Saturday afternoons. {bk03-l2c-f8-10-a.mp3}
|
|
|
|
# Source: ST §Sometimes
|
|
$DIALOGUE Sometimes Moves Around
|
|
ID: l2-s33
|
|
INTRO: "Sometimes" is the flexible one — it can start the sentence, or end it. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Sometimes I leave class early.
|
|
LINE: He studies in the library sometimes.
|
|
LINE: Sometimes he eats lunch in the dining hall.
|
|
LINE: I get up at noon sometimes.
|
|
|
|
# Source: ST §How Often...? (grammar)
|
|
$GRAMMAR How Often?
|
|
ID: l2-s34
|
|
INTRO: To ask about frequency, use "how often". Here's how it works with be and with other verbs.
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| How often | is | he / she | late? / early? / here? |
|
|
| | am | I | |
|
|
| | are | we / you / they | |
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| How often | does | he / she | swim? / eat? / study? |
|
|
| | do | I / you / we / they | |
|
|
|
|
**Examples:**
|
|
{How often is John late?} — {John is never late.}
|
|
{How often does Bill swim?} — {He swims every day.}
|
|
{How often do you go to the movies?} — {I always go to the movies on Fridays.}
|
|
|
|
# Source: ST §Practice How Often
|
|
$DIALOGUE How Often? Questions and Answers
|
|
ID: l2-s35
|
|
INTRO: Last practice for this part: full "how often" exchanges. Fourteen of them — the tape believed in repetition, and so do we.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: How often do you drink coffee? I always drink coffee at breakfast.
|
|
LINE: How often do you speak English? I speak English every day.
|
|
LINE: How often do they go to the movies? They go every Friday.
|
|
LINE: How often do you come here? I always come here on Saturdays.
|
|
LINE: How often do they swim? They swim every Wednesday.
|
|
LINE: How often does Mary do her homework in class? Mary always does her homework in class.
|
|
LINE: How often do you watch television? I never watch television.
|
|
LINE: How often does Bob go to the library? Sometimes he goes every day.
|
|
LINE: How often do you go to the BX? I always go to the BX on Thursdays.
|
|
LINE: How often do you eat in the dining hall? I eat in the dining hall every evening.
|
|
LINE: How often do you study English? I study English every day.
|
|
LINE: How often do you sleep late? I never sleep late.
|
|
LINE: How often does John see his friends? He always sees them on weekends.
|
|
LINE: How often do the planes leave? They leave every hour.
|
|
|
|
# SKIPPED (ST): Writing Skill "THE STUDENTS ALWAYS DO THEIR HOMEWORK" — open-ended substitution table with blank lines; unscaffolded free sentence generation.
|
|
|
|
$LESSON 2-5: Putting It All Together
|
|
|
|
# Source: LLA 2D Figure 1 (typed drill delivered as spoken)
|
|
$PRODUCE Ask the Right Question
|
|
ID: 2d-f1
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Final part — everything from this lesson, mixed together. You'll hear a sentence and then a cue word from it. Ask the question that gets the cue as its answer: who, what, when, or where. Then check against the model.
|
|
INSTRUCTION: Say the question aloud.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Bob
|
|
PROMPT: Bob is eating lunch. Bob. {page_039_001.jpg} {bk03-l2d-f1-01-q.mp3}
|
|
RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: lunch
|
|
PROMPT: Bob is eating lunch. Lunch. {page_039_002.jpg} {bk03-l2d-f1-02-q.mp3}
|
|
RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3}
|
|
|
|
TEMPLATE: at noon
|
|
PROMPT: The plane leaves at noon. At noon. {page_039_003.jpg} {bk03-l2d-f1-03-q.mp3}
|
|
RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3}
|
|
|
|
TEMPLATE: in the classroom
|
|
PROMPT: Tom is in the classroom. In the classroom. {page_039_004.jpg} {bk03-l2d-f1-04-q.mp3}
|
|
RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3}
|
|
|
|
TEMPLATE: French
|
|
PROMPT: Linda is learning French. French. {page_039_005.jpg} {bk03-l2d-f1-05-q.mp3}
|
|
RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3}
|
|
|
|
TEMPLATE: after class
|
|
PROMPT: John studies after class. After class. {page_039_006.jpg} {bk03-l2d-f1-06-q.mp3}
|
|
RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3}
|
|
|
|
TEMPLATE: in the mess hall
|
|
PROMPT: The students eat lunch in the mess hall. In the mess hall. {page_040_001.jpg} {bk03-l2d-f1-07-q.mp3}
|
|
RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3}
|
|
|
|
TEMPLATE: the students
|
|
PROMPT: The students eat lunch in the mess hall. The students. {page_040_002.jpg} {bk03-l2d-f1-08-q.mp3}
|
|
RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3}
|
|
|
|
TEMPLATE: Tom
|
|
PROMPT: Tom goes to the library on Monday. Tom. {page_040_003.jpg} {bk03-l2d-f1-09-q.mp3}
|
|
RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3}
|
|
|
|
TEMPLATE: to the library
|
|
PROMPT: Tom goes to the library on Monday. To the library. {page_040_004.jpg} {bk03-l2d-f1-10-q.mp3}
|
|
RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3}
|
|
|
|
TEMPLATE: on Monday
|
|
PROMPT: Tom goes to the library on Monday. On Monday. {page_040_005.jpg} {bk03-l2d-f1-11-q.mp3}
|
|
RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3}
|
|
|
|
TEMPLATE: coffee
|
|
PROMPT: Bob wants coffee for breakfast. Coffee. {page_040_006.jpg} {bk03-l2d-f1-12-q.mp3}
|
|
RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3}
|
|
|
|
# Source: LLA 2D Figure 2
|
|
$DIALOGUE At the Bus Stop {page_041_001.jpg}
|
|
ID: 2d-f2
|
|
INTRO: Here are your new questions out in the world: a student asks a clerk about a bus. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Student: Where does this bus go? {bk03-l2d-f2-01.mp3}
|
|
Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3}
|
|
Student: When does it leave? {bk03-l2d-f2-03.mp3}
|
|
Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3}
|
|
|
|
# Source: LLA 2C Figure 9 (sounds strand, placed with the lesson's other skills work)
|
|
$SELECT Same or Different: SH and CH
|
|
ID: 2c-f9
|
|
INTRO: A quick ear check on two tricky sounds — SH as in "shoe" and CH as in "chew". You'll hear two words: are they exactly the same word, or different? Tap your answer.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
PROMPT: shoe ... chew {bk03-l2c-f9-01.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: marsh ... marsh {bk03-l2c-f9-02.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: wish ... wish {bk03-l2c-f9-03.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: share ... chair {bk03-l2c-f9-04.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: cheese ... cheese {bk03-l2c-f9-05.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: chin ... chin {bk03-l2c-f9-06.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: sheep ... cheap {bk03-l2c-f9-07.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: dish ... ditch {bk03-l2c-f9-08.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: shoes ... shoes {bk03-l2c-f9-09.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: mash ... match {bk03-l2c-f9-10.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: ST §Write: T
|
|
$PRODUCE Spell It with T
|
|
ID: l2-s23
|
|
INTRO: Spelling time. Each word is missing a T — type the letter to complete it.
|
|
INSTRUCTION: Type the missing letter.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: a____{t}
|
|
RESPONSE: at
|
|
|
|
TEMPLATE: quar____{t}er
|
|
RESPONSE: quarter
|
|
|
|
TEMPLATE: wri____{t}e
|
|
RESPONSE: write
|
|
|
|
TEMPLATE: wha____{t}
|
|
RESPONSE: what
|
|
|
|
TEMPLATE: don'____{t}
|
|
RESPONSE: don't
|
|
|
|
TEMPLATE: wa____{t}er
|
|
RESPONSE: water
|
|
|
|
TEMPLATE: ____{t}ape
|
|
RESPONSE: tape
|
|
|
|
TEMPLATE: tha____{t}
|
|
RESPONSE: that
|
|
|
|
TEMPLATE: ____{t}ime
|
|
RESPONSE: time
|
|
|
|
TEMPLATE: ____{t}eacher
|
|
RESPONSE: teacher
|
|
|
|
TEMPLATE: daugh____{t}er
|
|
RESPONSE: daughter
|
|
|
|
TEMPLATE: Sa____{t}urday
|
|
RESPONSE: Saturday
|
|
|
|
# Source: LLA 2D Figure 3 (dictation)
|
|
$PRODUCE Dictation: Type the Word
|
|
ID: 2d-f3-a
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Dictation — fifteen words from this lesson. Listen and type each one. Spelling counts; that's the whole game.
|
|
INSTRUCTION: Type the word you hear.
|
|
|
|
PROMPT: friend {bk03-l2d-f3-01.mp3}
|
|
RESPONSE: friend
|
|
|
|
PROMPT: chicken {bk03-l2d-f3-02.mp3}
|
|
RESPONSE: chicken
|
|
|
|
PROMPT: taxi {bk03-l2d-f3-03.mp3}
|
|
RESPONSE: taxi
|
|
|
|
PROMPT: shower {bk03-l2d-f3-04.mp3}
|
|
RESPONSE: shower
|
|
|
|
PROMPT: plane {bk03-l2d-f3-05.mp3}
|
|
RESPONSE: plane
|
|
|
|
PROMPT: sleep {bk03-l2d-f3-06.mp3}
|
|
RESPONSE: sleep
|
|
|
|
PROMPT: has {bk03-l2d-f3-07.mp3}
|
|
RESPONSE: has
|
|
|
|
PROMPT: and {bk03-l2d-f3-08.mp3}
|
|
RESPONSE: and
|
|
|
|
PROMPT: want {bk03-l2d-f3-09.mp3}
|
|
RESPONSE: want
|
|
|
|
PROMPT: lunch {bk03-l2d-f3-10.mp3}
|
|
RESPONSE: lunch
|
|
|
|
PROMPT: book {bk03-l2d-f4-01.mp3}
|
|
RESPONSE: book
|
|
|
|
PROMPT: library {bk03-l2d-f4-02.mp3}
|
|
RESPONSE: library
|
|
|
|
PROMPT: eggs {bk03-l2d-f4-03.mp3}
|
|
RESPONSE: eggs
|
|
|
|
PROMPT: under {bk03-l2d-f4-04.mp3}
|
|
RESPONSE: under
|
|
|
|
PROMPT: pencil {bk03-l2d-f4-05.mp3}
|
|
RESPONSE: pencil
|
|
|
|
# Source: LLA 2D Figure 3 (alphabetizing)
|
|
$SELECT Alphabetical Order
|
|
ID: 2d-f3-b
|
|
ORDER
|
|
INTRO: Now put the words you just typed into alphabetical order — A before B, B before C. You know the drill; you learned the alphabet, after all.
|
|
INSTRUCTION: Arrange the words in alphabetical order.
|
|
|
|
TEMPLATE: Set 1
|
|
OPTION: a | friend
|
|
OPTION: b | chicken
|
|
OPTION: c | taxi
|
|
OPTION: d | shower
|
|
OPTION: e | plane
|
|
ANSWER: b,a,e,d,c
|
|
|
|
TEMPLATE: Set 2
|
|
OPTION: a | sleep
|
|
OPTION: b | has
|
|
OPTION: c | and
|
|
OPTION: d | want
|
|
OPTION: e | lunch
|
|
ANSWER: c,b,e,a,d
|
|
|
|
TEMPLATE: Set 3
|
|
OPTION: a | book
|
|
OPTION: b | library
|
|
OPTION: c | eggs
|
|
OPTION: d | under
|
|
OPTION: e | pencil
|
|
ANSWER: a,c,b,e,d
|
|
|
|
# Source: ST §Alphabetize the Words
|
|
$SELECT More Alphabetical Order
|
|
ID: l2-s36
|
|
ORDER
|
|
INTRO: One more set of words to alphabetize — this time from the book.
|
|
INSTRUCTION: Arrange the words in alphabetical order.
|
|
|
|
TEMPLATE: Put these words in alphabetical order.
|
|
OPTION: a | daughter
|
|
OPTION: b | never
|
|
OPTION: c | homework
|
|
OPTION: d | commissary
|
|
OPTION: e | and
|
|
ANSWER: e,d,a,c,b
|
|
|
|
# Source: ST §Circle the Word That Is Different
|
|
$SELECT Which Word Is Different?
|
|
ID: l2-s37
|
|
INTRO: A vocabulary round-up. In each set, three words belong together and one is the odd one out. Tap the word that is different.
|
|
INSTRUCTION: Tap the word that is different.
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | beef
|
|
OPTION: b | lamb
|
|
OPTION: c | chicken
|
|
OPTION: d | door
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | coffee
|
|
OPTION: b | bread
|
|
OPTION: c | tea
|
|
OPTION: d | milk
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | bus
|
|
OPTION: b | taxi
|
|
OPTION: c | pilot
|
|
OPTION: d | train
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | teacher
|
|
OPTION: b | mother
|
|
OPTION: c | father
|
|
OPTION: d | daughter
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | table
|
|
OPTION: b | chair
|
|
OPTION: c | bed
|
|
OPTION: d | recorder
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | Sunday
|
|
OPTION: b | tomorrow
|
|
OPTION: c | Monday
|
|
OPTION: d | Tuesday
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | son
|
|
OPTION: b | father
|
|
OPTION: c | mother
|
|
OPTION: d | husband
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | barber
|
|
OPTION: b | dining hall
|
|
OPTION: c | commissary
|
|
OPTION: d | hospital
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | nickel
|
|
OPTION: b | dime
|
|
OPTION: c | quarter
|
|
OPTION: d | thousand
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | door
|
|
OPTION: b | wall
|
|
OPTION: c | snack bar
|
|
OPTION: d | window
|
|
ANSWER: c
|
|
|
|
# Source: ST §Circle the Name of Each Group
|
|
$SELECT Name the Group
|
|
ID: l2-s38
|
|
INTRO: Last activity of the lesson. In each set, one word names the whole group the others belong to — tap it. Then go rest; you've asked a lot of questions today.
|
|
INSTRUCTION: Tap the word that names the group.
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | clock
|
|
OPTION: b | desk
|
|
OPTION: c | classroom
|
|
OPTION: d | chalkboard
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | eggs
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OPTION: b | food
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OPTION: c | bread
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OPTION: d | beef
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ANSWER: b
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TEMPLATE: Which word is the name of the group?
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OPTION: a | milk
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OPTION: b | tea
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OPTION: c | drink
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OPTION: d | coffee
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ANSWER: c
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TEMPLATE: Which word is the name of the group?
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OPTION: a | base
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OPTION: b | barracks
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OPTION: c | BX
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OPTION: d | dispensary
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ANSWER: a
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TEMPLATE: Which word is the name of the group?
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OPTION: a | fruit
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OPTION: b | apple
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OPTION: c | banana
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OPTION: d | orange
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ANSWER: a
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TEMPLATE: Which word is the name of the group?
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OPTION: a | beef
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OPTION: b | lamb
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OPTION: c | chicken
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OPTION: d | meat
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ANSWER: d
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TEMPLATE: Which word is the name of the group?
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OPTION: a | nickel
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OPTION: b | penny
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OPTION: c | quarter
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OPTION: d | money
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ANSWER: d
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TEMPLATE: Which word is the name of the group?
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OPTION: a | father
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OPTION: b | mother
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OPTION: c | family
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OPTION: d | daughter
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ANSWER: c
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TEMPLATE: Which word is the name of the group?
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OPTION: a | day
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OPTION: b | evening
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OPTION: c | morning
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OPTION: d | afternoon
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ANSWER: a
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TEMPLATE: Which word is the name of the group?
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OPTION: a | week
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OPTION: b | Wednesday
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OPTION: c | Tuesday
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OPTION: d | Thursday
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ANSWER: a
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# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SHE/CHECK", plus final "DICTATION" — instructor-read with no recorded stimuli or given items. Convertible later with chosen items + TTS.
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# SKIPPED (ST): Speaking Skill "WHAT DO YOU SEE?" (intonation pattern) — no items provided in the source.
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