alc-english/book-4-lesson-3.module

$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: lc_alc_book4_lesson3
DESCRIPTION: Clothing and dressing vocabulary, the verbs wear/put on/take off, sleep words, the /w/–/r/ contrast, and modals can, may, and must.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, friendly teacher-narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Capt_Collins | achernar | Male military officer
VOICE: Capt_Andrews | schedar | Male military officer
VOICE: Alan | achernar | Male
VOICE: Paul | achird | Male
VOICE: Beth | gacrux | Female
VOICE: Jane | aoede | Female
VOICE: Lt_Martin | achernar | Male officer
VOICE: Maj_Mills | schedar | Male officer
VOICE: Sgt_Cole | achernar | Male student
VOICE: Sgt_Ward | schedar | Male soldier
VOICE: Teacher | aoede | Female teacher
VOICE: Bert | achernar | Male student
VOICE: Greg | achird | Male student
VOICE: David | schedar | Male student
VOICE: Little_girl | aoede | Young female child
VOICE: Mother | aoede | Female parent
VOICE: Donald | achernar | speaker (auto)
VOICE: Robert | achird | speaker (auto)

# ============================================================
$LESSON 3-1: Men's Clothing and Dressing
# ============================================================

# Source: LLA 3A Figure 1 (Part 1) word-list dissolved into sentences + ST §These Are Joe's Clothes vocab
$DIALOGUE Men's Clothing
INTRO: Let's start with the clothes a man wears. Listen and say each sentence after me.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: hat
LINE: He puts a hat on his head before he goes outside.

VOCAB: cap
LINE: His old baseball cap is a kind of hat, too.

VOCAB: shirt
LINE: His shirt has long sleeves and a collar.

VOCAB: T-shirt
LINE: Under his shirt he wears a plain white T-shirt.

VOCAB: necktie
VOCAB: tie
LINE: He wears a necktie with his suit, but he takes the tie off at home.

VOCAB: belt
LINE: A belt holds up his trousers.

VOCAB: trousers
VOCAB: pants
LINE: His trousers are gray, and those pants match his jacket.

VOCAB: jacket
LINE: He puts on a jacket when the office is cold.

VOCAB: suit
LINE: For an important meeting he wears a dark suit.

VOCAB: socks
LINE: He pulls on clean socks before his shoes.

VOCAB: boots
LINE: On rainy days he wears heavy boots.

# Source: LLA 3A Figure 1 (Part 2)
$DIALOGUE Verbs for Getting Dressed
INTRO: Now here are the verbs we use for getting dressed and undressed. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: wears {bk04-l3a-f1-07.mp3}
LINE: wore {bk04-l3a-f1-08.mp3}
LINE: wear {bk04-l3a-f1-09.mp3}
LINE: puts on {bk04-l3a-f1-11.mp3}
LINE: put on {bk04-l3a-f1-14.mp3}
LINE: takes off {bk04-l3a-f1-10.mp3}
LINE: took off {bk04-l3a-f1-13.mp3}
LINE: clothes {bk04-l3a-f1-12.mp3}

# Source: ST §He Took Off His Shoe
$DIALOGUE Take Off and Put On
INTRO: Notice that you can say "take off your sock" or "take your sock off" — both are fine. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: take off
VOCAB: took off
LINE: He's taking off his sock. {st-page_065_001.jpg}
LINE: He's taking his sock off. {st-page_065_001.jpg}
LINE: He took off his shoe. {st-page_065_001.jpg}
LINE: He took his shoe off. {st-page_065_001.jpg}

VOCAB: put on
LINE: He's putting on his glove. {st-page_065_002.jpg}
LINE: He's putting his glove on. {st-page_065_002.jpg}
LINE: He put on his sweater and coat. {st-page_065_002.jpg}
LINE: He put his sweater and coat on. {st-page_065_002.jpg}

# Source: LLA 3A Figure 1 (Part 3)
$DIALOGUE Captain Collins Gets Dressed
INTRO: Here's Captain Collins, getting ready for work and changing afterward. Just listen.
INSTRUCTION: Listen to the paragraphs.

LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3}
LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3}
LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3}
LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3}
LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3}
LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3}
LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3}

LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3}
LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3}
LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3}
LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3}

# Source: LLA 3A Figure 1 (Part 4)
$PRODUCE Captain Collins — Answer the Questions
INTRO: Now answer about Captain Collins in a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3}
RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3}

PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3}
RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3}

PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3}
RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3}

PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3}
RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3}

PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3}
RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3}

PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3}
RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3}

PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3}
RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3}

PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3}
RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3}

PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3}
RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3}

PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3}
RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3}

PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3}
RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3}

# Source: LLA 3A Figure 2
$SELECT Clothing — True or False
INTRO: Listen to each statement and decide if it's true or false.
INSTRUCTION: Tap True or False.
OPTION: t | True
OPTION: f | False

EXAMPLE
PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
ANSWER: t

PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
ANSWER: t

PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
ANSWER: t

PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
ANSWER: t

PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
ANSWER: f

PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
ANSWER: f

# Source: LLA 3A Figure 3
$DIALOGUE What Did You Wear Last Night?
INTRO: Captain Collins and Captain Andrews talk about what they wore out last night. Listen and repeat.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3}
Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}

# Source: ST §This Is Donald, Jacques, and Robert
$PRODUCE Who's Wearing What? {st-page_064_001.jpg}
INTRO: Look at the three men in the picture. Use each word to ask and answer about what they're wearing.
INSTRUCTION: Ask and answer aloud about the picture.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word (e.g., "What is Donald wearing? He's wearing a suit.").

EXAMPLE
PROMPT: shirt
RESPONSE: What is Donald wearing? He's wearing a shirt.

EXAMPLE
PROMPT: boots
RESPONSE: Is Robert wearing boots? I don't know.

PROMPT: shoes
RESPONSE: Are they wearing shoes? Yes, they are wearing shoes.

PROMPT: suit
RESPONSE: Who is wearing a suit? Donald is wearing a suit.

PROMPT: jacket
RESPONSE: What is Robert wearing? He is wearing a jacket.

PROMPT: socks
RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks.

PROMPT: pants
RESPONSE: Are they wearing pants? Yes, they are wearing pants.

PROMPT: slacks
RESPONSE: What is Jacques wearing? He's wearing slacks.

PROMPT: belt
RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt.

PROMPT: necktie
RESPONSE: Who is wearing a necktie? Donald is wearing a necktie.

# ============================================================
$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep
# ============================================================

# Source: LLA 3B Figure 1 (Part 1)
$DIALOGUE Women's Clothing
INTRO: Now let's learn clothes for women. Listen and repeat each word.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: suit
LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}

VOCAB: blouse
LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}

VOCAB: dress
LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}

VOCAB: shoes
LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}

VOCAB: stockings
LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}

VOCAB: sweater
LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}

VOCAB: skirt
LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}

VOCAB: socks
LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}

# Source: LLA 3B Figure 1 (Part 2)
$DIALOGUE Joan's Work Clothes
INTRO: Joan works in an office and studies in the evening. Listen to what she wears.
INSTRUCTION: Listen to the paragraph.

LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3}
LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3}
LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3}
LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3}
LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3}
LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3}
LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3}
LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3}

# Source: LLA 3B Figure 1 (Part 3)
$PRODUCE Joan's Work Clothes — Answer the Questions
INTRO: Answer about what Joan wears, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3}
RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3}

PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3}
RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3}

PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3}
RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3}

PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3}
RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3}

PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3}
RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3}

PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3}
RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3}

# Source: LLA 3B Figure 2 (Part 1)
$DIALOGUE Casual and Cold-Weather Clothing
INTRO: Here are clothes for casual days and for the cold. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: jacket
LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}

VOCAB: slacks
LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}

VOCAB: scarf
LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}

VOCAB: coat
LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}

VOCAB: boots
LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}

VOCAB: gloves
LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}

# Source: LLA 3B Figure 2 (Part 2)
$DIALOGUE Joan's Casual Clothes
INTRO: Joan doesn't only wear dresses. Listen to what else she wears.
INSTRUCTION: Listen to the paragraph.

LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3}
LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3}
LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3}
LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3}
LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3}
LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3}
LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3}

# Source: LLA 3B Figure 2 (Part 3)
$PRODUCE Joan's Casual Clothes — Answer the Questions
INTRO: Answer about Joan's casual clothes, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3}
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3}

PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3}
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3}

PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3}
RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3}

PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3}
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3}

PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3}
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3}

PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3}
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3}

PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3}
RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3}

# Source: LLA 3B Figure 3
$PRODUCE Clothing — Fill in the Word
INTRO: Listen to each sentence and type the missing word. Then repeat the whole sentence.
INSTRUCTION: Type the missing word(s).
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Jack likes white ____.
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
ACCEPT: shirts

TEMPLATE: Civilians sometimes wear ____ to work.
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
ACCEPT: suits

TEMPLATE: Men wear ____ with their suits.
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
ACCEPT: neckties

TEMPLATE: Men's suits have a jacket and ____.
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
ACCEPT: trousers

TEMPLATE: Women's suits have a jacket and a ____ or pants.
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
ACCEPT: skirt

TEMPLATE: Trousers and ____ are pants.
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
ACCEPT: slacks

TEMPLATE: Men wear ____ with their shoes.
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
ACCEPT: socks

TEMPLATE: Women wear socks or ____.
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
ACCEPT: stockings

TEMPLATE: Air Force pilots wear ____ and ____.
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
ACCEPT: boots and gloves | boots, gloves

TEMPLATE: ____ and ____ are clothes for cold days.
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters

# Source: LLA 3B Figure 4 (Part 1)
$DIALOGUE Falling Asleep and Waking Up
INTRO: Now some words about sleep — falling asleep and waking up. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: fall asleep
LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}

VOCAB: fell asleep
LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3}

VOCAB: asleep
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3}

VOCAB: wake up
LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3}

VOCAB: woke up
LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3}

VOCAB: awake
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3}

# Source: LLA 3B Figure 4 (Part 2)
$DIALOGUE Joan Falls Asleep in Class
INTRO: Listen to these sentences about Joan and the new sleep words. Repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3}
LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3}
LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3}
LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3}
LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3}
LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3}

# Source: LLA 3B Figure 5
$PRODUCE Asleep or Awake? — Answer the Questions
INTRO: Look at each picture, answer the question aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}

PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}

PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}

PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}

PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}

# Source: ST §Yesterday, He Was Tired and Cold
$DIALOGUE Robert Was Tired and Cold
INTRO: Here's a short story about Robert's cold, tired day. Just read along.
INSTRUCTION: Read the paragraphs.

LINE: Yesterday, Robert was awake at 1:00 a.m.
LINE: He fell asleep at 1:30 a.m.
LINE: He woke up at 6:30 a.m. It was cold.
LINE: He got up and took a hot shower. He got dressed.
LINE: He put on a sweater and a coat. He put on his scarf and his gloves.
LINE: He went to school.
LINE: It wasn't cold in the classroom.
LINE: Robert took off his scarf, his gloves, and his coat.
LINE: Robert was tired after class. He went home and fell asleep.
LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
LINE: He woke up and opened the door.
LINE: Robert and Mark talked for five minutes.
LINE: They went to the mess hall and had dinner.
LINE: After dinner, Robert did his homework and went to bed early.

# Source: ST §True or False?
$SELECT Robert's Day — True or False
INTRO: Decide whether each statement about Robert's day is true or false.
INSTRUCTION: Tap True or False.
OPTION: T | True
OPTION: F | False

PROMPT: Robert was asleep at 1:00 a.m.
ANSWER: F

PROMPT: He fell asleep at 6:30.
ANSWER: F

PROMPT: Robert wore a sweater.
ANSWER: T

PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
ANSWER: T

PROMPT: Robert was awake at 6:00 p.m.
ANSWER: F

PROMPT: Mark woke up Robert.
ANSWER: T

# ============================================================
$LESSON 3-3: The /w/ and /r/ Sounds; the "aw" Vowel
# ============================================================

# Source: LLA 3A Figure 4
$SELECT W and R — Same or Different?
INTRO: You'll hear two words. Decide whether they begin with the same sound or different sounds.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: way ray {bk04-l3a-f4-ex-q.mp3}
ANSWER: d

PROMPT: wed red {bk04-l3a-f4-01-q.mp3}
ANSWER: d

PROMPT: wake wake {bk04-l3a-f4-02-q.mp3}
ANSWER: s

PROMPT: west rest {bk04-l3a-f4-03-q.mp3}
ANSWER: d

PROMPT: rose rose {bk04-l3a-f4-04-q.mp3}
ANSWER: s

PROMPT: wave wave {bk04-l3a-f4-05-q.mp3}
ANSWER: s

PROMPT: ways rays {bk04-l3a-f4-06-q.mp3}
ANSWER: d

PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3}
ANSWER: d

PROMPT: read read {bk04-l3a-f4-08-q.mp3}
ANSWER: s

PROMPT: read weed {bk04-l3a-f4-09-q.mp3}
ANSWER: d

PROMPT: went rent {bk04-l3a-f4-10-q.mp3}
ANSWER: d

# Source: LLA 3A Figure 5
$SELECT W or R — Which Sound?
INTRO: Listen to each word. Decide if it starts with the W sound, as in "went", or the R sound, as in "rent".
INSTRUCTION: Tap the sound you hear.
OPTION: a | W sound (as in went)
OPTION: b | R sound (as in rent)

EXAMPLE
PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3}
ANSWER: a

PROMPT: Weak. {bk04-l3a-f5-01-q.mp3}
ANSWER: a

PROMPT: Want. {bk04-l3a-f5-02-q.mp3}
ANSWER: a

PROMPT: Radio. {bk04-l3a-f5-03-q.mp3}
ANSWER: b

PROMPT: Room. {bk04-l3a-f5-04-q.mp3}
ANSWER: b

PROMPT: Walk. {bk04-l3a-f5-05-q.mp3}
ANSWER: a

PROMPT: Report. {bk04-l3a-f5-06-q.mp3}
ANSWER: b

PROMPT: Always. {bk04-l3a-f5-07-q.mp3}
ANSWER: a

PROMPT: Razor. {bk04-l3a-f5-08-q.mp3}
ANSWER: b

PROMPT: Correct. {bk04-l3a-f5-09-q.mp3}
ANSWER: b

PROMPT: Window. {bk04-l3a-f5-10-q.mp3}
ANSWER: a

# Source: ST §Speaking Skill: Coat / Caught
$DIALOGUE Long-O versus "aw" — Coat / Caught
INTRO: Listen to these minimal pairs. The first word has the long-O sound; the second has the "aw" sound.
INSTRUCTION: Read the pairs aloud.

LINE: so — saw
LINE: coat — caught
LINE: low — law
LINE: hole — hall
LINE: owe — awe
LINE: phone — fawn
LINE: oaf — off
LINE: loan — lawn
LINE: coast — cost
LINE: boat — bought

# Source: ST §Speaking Skill: Bought
$DIALOGUE The "aw" Vowel
INTRO: Here are words with the "aw" vowel. Say each one.
INSTRUCTION: Read the words aloud.

LINE: moss
LINE: ball
LINE: straw
LINE: store
LINE: law
LINE: saw
LINE: bought
LINE: fall
LINE: raw
LINE: autumn

# Source: ST §Speaking Skill: About
$DIALOGUE The "ow" Vowel — About
INTRO: And here are words with the "ow" sound, as in "about". Say each one.
INSTRUCTION: Read the words aloud.

LINE: mouth
LINE: found
LINE: cow
LINE: round
LINE: loud
LINE: now
LINE: bout
LINE: brown
LINE: cloud
LINE: sound

# ============================================================
$LESSON 3-4: Can — Ability, and the Adverb "Well"
# ============================================================

# Source: ST §Grammar Can
$GRAMMAR Can (Ability)
INTRO: We use "can" to talk about ability — the things we are able to do.

**{Can} is used to express ability.**

| | |
|---|---|
| **STATEMENT:** | The students {can read} well. |
| **NEGATIVE:** | Mary {can't speak} French. |
| **QUESTION:** | {Can you fly an airplane?} Yes, I {can}. No, I {can't}. |

| | |
|---|---|
| **WH-QUESTION:** | {What languages can you speak?} I {can speak English and Spanish.} |
| | {Who can play soccer well?} {Bill can!} |

**cannot = can't**

# Source: ST §The Teacher Can Speak English Well
$DIALOGUE People Who Can Do Things Well
INTRO: Listen to these sentences about what people can do well. Repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
LINE: Mike and James can play tennis well. {st-page_069_003.jpg}

# Source: LLA 3C Figure 3
$DIALOGUE Can and Cannot
INTRO: Now listen to examples with "can" for ability and "cannot" or "can't" for inability. Repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: can
LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3}

VOCAB: cannot
VOCAB: can't
LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3}

LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3}
LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3}
LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3}
LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3}
LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3}

# Source: LLA 3C Figure 4
$PRODUCE Add "Can" to the Sentence
INTRO: Add the word "can" to each sentence, then repeat the correct answer.
INSTRUCTION: Change the sentence using "can".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}

PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}

PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}

PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}

PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}

PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}

# Source: LLA 3C Figure 5
$PRODUCE Make It Negative with "Can't"
INTRO: Listen to a sentence and a cue word. Make it negative with "can't" and the cue, then repeat the answer.
INSTRUCTION: Change the sentence using "can't" and the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3}
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}

PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3}
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}

PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3}
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}

PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3}
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}

PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3}
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}

PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3}
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}

PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3}
RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}

# Source: ST §They Can't Do It.
$DIALOGUE They Can't Do It
INTRO: Now listen to sentences about things people can't do. Repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}

# Source: ST §Can You Play Baseball?
$DIALOGUE Can You Play Baseball?
INTRO: The teacher asks three students if they can play baseball. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Teacher: Bert, can you play baseball?
Bert: No, I can't. My father can.
Teacher: Greg, can you play baseball?
Greg: No, I can't play baseball. David can.
Teacher: David, can you play baseball?
David: Yes, I can play baseball.

# Source: LLA 3C Figure 1
$DIALOGUE Dialogues with "Well" {page_053_001.jpg}
INTRO: Listen to these short dialogues, paying attention to the word "well". Repeat each line.
INSTRUCTION: Listen and repeat each dialogue.
REPEAT

Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}

Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3}
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}

Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}

# Source: LLA 3C Figure 2
$SELECT Good At It — Choose the Verb
INTRO: Listen to a statement, then tap the word that correctly completes the follow-up sentence with "well". Then repeat the answer.
INSTRUCTION: Tap the correct option.
REPEAT

EXAMPLE
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
TEMPLATE: He __________ the lessons well.
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
OPTION: b | doesn't learn
ANSWER: a

PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
TEMPLATE: He __________ the question well.
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
OPTION: b | didn't answer
ANSWER: a

PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
TEMPLATE: She __________ English very well.
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
OPTION: b | doesn't speak
ANSWER: a

PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
TEMPLATE: The cooks __________ it very well.
OPTION: a | cooked
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
ANSWER: b

PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
TEMPLATE: He __________ very well.
OPTION: a | flies
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
ANSWER: b

PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
TEMPLATE: He __________ his homework very well.
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
OPTION: b | doesn't do
ANSWER: a

# Source: LLA 3C Figure 6 (Part 1)
$DIALOGUE Jim's Languages
INTRO: Listen to this paragraph about the languages Jim speaks.
INSTRUCTION: Listen to the paragraph.

LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3}
LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3}
LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3}
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3}

# Source: LLA 3C Figure 6 (Part 2)
$PRODUCE Jim's Languages — Answer the Questions
INTRO: Answer about Jim aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3}
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3}

PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3}
RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3}

PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3}
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3}

PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3}
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3}

PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3}
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3}

# Source: ST §They Can Speak Two or Three Languages
$DIALOGUE Many Languages in One Class
INTRO: The students in this class speak several languages. Read the paragraph.
INSTRUCTION: Read the paragraph.

LINE: All the students in my class know two, three, or four languages.
LINE: Lt Romo speaks Spanish, French, and English.
LINE: Sgt Gamdi speaks Arabic and English.
LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
LINE: Maj Kim speaks Korean, Japanese, and English.
LINE: Capt Rossi speaks French, Italian, and English.

# Source: ST §Ask Questions with Can
$PRODUCE Languages — Ask the Question
INTRO: For each answer about the class, type the "who" or "what" question with "can" that fits.
INSTRUCTION: Type the question that fits the answer.
INPUT: type
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must type a correct "who" or "what languages" question with "can" that elicits the provided answer sentence.

EXAMPLE
TEMPLATE: ____ Sgt Gamdi can speak Arabic.
RESPONSE: Who can speak Arabic in your class?

EXAMPLE
TEMPLATE: ____ He can speak Korean, Japanese, and English.
RESPONSE: What languages can Maj Kim speak?

TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish.
RESPONSE: Who can speak Spanish?

TEMPLATE: ____ He can speak Arabic and English.
RESPONSE: What languages can Sgt Gamdi speak?

TEMPLATE: ____ All the students in the class can speak English.
RESPONSE: Who can speak English?

TEMPLATE: ____ He can speak French, Spanish, English, and Wolof.
RESPONSE: What languages can Lt Fofana speak?

TEMPLATE: ____ Capt Rossi can speak Italian.
RESPONSE: Who can speak Italian?

TEMPLATE: ____ Maj Kim can speak Japanese.
RESPONSE: Who can speak Japanese?

TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French.
RESPONSE: Who can speak French?

TEMPLATE: ____ She can speak French, Italian, and English.
RESPONSE: What languages can Capt Rossi speak?

# Source: ST §Can You Speak French?
$DIALOGUE Can You Speak French? {st-page_075_001.jpg}
INTRO: Donald introduces his friend Jacques to Robert. Listen and read along.
INSTRUCTION: Listen and read the dialog.

Donald: Hi, Robert. This is my new friend Jacques.
Robert: Hello, Jacques. Glad to meet you.
Donald: Jacques can't speak English very well. Can you speak French?
Robert: No, I can't.
Donald: Well, can you speak Spanish?
Robert: Yes, I can.
Donald: Good, Jacques can speak Spanish, too.

# Source: ST §Can You Cook Well? (merged with §Can You Speak English? — both are can-Q&A-about-yourself)
$PRODUCE Can You Do It? — Ask and Answer
INTRO: Now ask and answer questions about yourself with "can". Give a short answer and a long answer.
INSTRUCTION: Ask a question with the cue word, then answer aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer; yes/no is the learner's choice.

EXAMPLE
PROMPT: spell
RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name.

EXAMPLE
PROMPT: drive
RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus.

PROMPT: speak
RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French.

PROMPT: read
RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic.

PROMPT: cook
RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well.

PROMPT: swim
RESPONSE: Can you swim? No, I can't. No, I can't swim.

PROMPT: play
RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer.

PROMPT: write
RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph.

PROMPT: fly
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.

PROMPT: learn
RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly.

# ============================================================
$LESSON 3-5: Listening, Reading, and Dictation
# ============================================================

# Source: LLA 3C Figure 7 (Part 1)
$DIALOGUE Ken's Workday
INTRO: Listen to this paragraph about Ken's day at the base.
INSTRUCTION: Listen to the paragraph.

LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3}
LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3}
LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3}
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3}
LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3}

# Source: LLA 3C Figure 7 (Part 2)
$SELECT Ken — The True Statement
INTRO: Read the options and choose the statement that's true about Ken.
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Ken lives in a small town.
OPTION: b | Ken is a mechanic.
OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3}
OPTION: d | Ken takes German lessons downtown.
ANSWER: c

# Source: LLA 3C Figure 7 (Part 3)
$DIALOGUE Anna's Dinner
INTRO: Listen to this paragraph about the dinner Anna cooked.
INSTRUCTION: Listen to the paragraph.

LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3}
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3}
LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3}
LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3}
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3}
LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3}
LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3}

# Source: LLA 3C Figure 7 (Part 4)
$SELECT Anna — The True Statement
INTRO: Read the options and choose the statement that's true about Anna.
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Anna goes to the movies every Friday.
OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3}
OPTION: c | Anna's family eats chicken and rice on Mondays.
OPTION: d | Anna's family ate dinner in a restaurant.
ANSWER: b

# Source: LLA 3C Figure 8
$PRODUCE Dictation
INTRO: This is a dictation. Listen to each sentence and type exactly what you hear.
INSTRUCTION: Type the sentence you hear.
INPUT: type
CHECK: exact

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

# ============================================================
$LESSON 3-6: Must, Must Not, and Permission (May / Can)
# ============================================================

# Source: ST §Grammar Must
$GRAMMAR Must (Necessity)
INTRO: We use "must" for things that are necessary — things you have to do.

**{Must} is used to express something that is necessary.**

| | |
|---|---|
| **STATEMENT:** | I have a test tomorrow. {I must study tonight.} |
| | He's in the military. {He must wear his uniform.} |

# Source: ST §You Must Salute an Officer
$DIALOGUE You Must Salute an Officer
INTRO: Here are some things a service member must do. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You must wear your uniform in class. {st-page_077_001.jpg}
LINE: You must wear a cap outside. {st-page_077_002.jpg}
LINE: You must wear your name tag. {st-page_078_001.jpg}
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
LINE: You must salute an officer. {st-page_078_003.jpg}
LINE: You must report to the Captain. {st-page_078_004.jpg}

# Source: ST §Grammar Must Not
$GRAMMAR Must Not (Prohibition)
INTRO: "Must not" is the opposite — it tells you what you are not allowed to do.

**{Must not} is used to express prohibition. (DON'T DO THIS!)**

{You must not eat in the classroom.}
(Don't eat in the classroom!)

{We must not open that door.}
(It says, "Do not open the door.")

# Source: ST §You Must Not Smoke in the Classroom.
$DIALOGUE You Must Not Smoke in the Classroom
INTRO: Now some classroom rules with "must not". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}

# Source: ST §You Must Not Smoke in the Lab.
$PRODUCE Must or Must Not?
INTRO: For each cue, make a statement with "must" or "must not" — whichever fits a classroom rule.
INSTRUCTION: Make a statement aloud with "must" or "must not".
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: sleep in class
RESPONSE: You must not sleep in class.

EXAMPLE
PROMPT: wear your uniform to class
RESPONSE: You must wear your uniform to class.

PROMPT: bring I.D. card to class
RESPONSE: You must bring your I.D. card to class.

PROMPT: wear your hat outside
RESPONSE: You must wear your hat outside.

PROMPT: smoke in the classroom
RESPONSE: You must not smoke in the classroom.

PROMPT: eat in the lab
RESPONSE: You must not eat in the lab.

PROMPT: do homework
RESPONSE: You must do your homework.

PROMPT: wear name tag
RESPONSE: You must wear your name tag.

PROMPT: mark your desks
RESPONSE: You must not mark your desks.

PROMPT: wear your cap in the classroom
RESPONSE: You must not wear your cap in the classroom.

PROMPT: salute officers
RESPONSE: You must salute officers.

PROMPT: sleep in the lab
RESPONSE: You must not sleep in the lab.

# Source: LLA 3D Figure 8
$DIALOGUE Must and Must Not — The New Student
INTRO: A new student asks what he must do. Listen to the two sergeants and repeat each line.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}

Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}

Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3}

Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}

Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}

# Source: LLA 3D Figure 9
$PRODUCE Change "Can't" to "Must"
INTRO: Listen to a "can't" sentence and a cue word, then turn it into an instruction with "must". Repeat the answer.
INSTRUCTION: Change the sentence using "must".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3}
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}

PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3}
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}

PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3}
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}

PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3}
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}

PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3}
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}

PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3}
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}

PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3}
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}

# Source: ST §Grammar May / Can
$GRAMMAR May and Can (Permission)
INTRO: We use both "may" and "can" to ask for and give permission.

**{May} and {can} are used to express permission.**

| | |
|---|---|
| **STATEMENTS:** | Children, you {may have some fruit after dinner.} |
| | You {can leave early today.} |
| **QUESTIONS:** | {May I sit here?} Yes, you {may}. No, you {may not}. |
| | {Can I write in my book?} Yes, you {can}. No, you {can't}. |

# Source: LLA 3D Figure 1
$DIALOGUE Can I ...?
INTRO: Lieutenant Martin asks Major Mills for permission. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3}
Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3}

Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}

Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3}

Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}

# Source: LLA 3D Figure 2
$DIALOGUE May I ...?
INTRO: Here's the same conversation again, this time with "may" instead of "can". Listen and repeat.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}

Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}

Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}

Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}

# Source: ST §May I Have a Snack?
$DIALOGUE May I Have a Snack?
INTRO: A hungry little girl asks her mother for a snack. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}

# Source: LLA 3D Figure 3
$PRODUCE Make a Negative with Can't / May Not
INTRO: Listen to a sentence and a cue word, then make it negative with "can't" or "may not" and the cue. Repeat the answer.
INSTRUCTION: Change the sentence to a negative sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3}
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}

EXAMPLE
PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3}
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}

PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3}
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}

PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3}
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}

PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3}
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}

PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3}
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}

PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3}
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}

PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3}
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}

# Source: LLA 3D Figure 4
$PRODUCE Ask Permission with Can / May
INTRO: Listen to a statement and the word "can" or "may". Use it to ask permission, then repeat the question.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}

EXAMPLE
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}

PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}

PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}

PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}

PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}

PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}

PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}

PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}

PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}

# Source: LLA 3D Figure 5 (Part 1)
$DIALOGUE Mrs. Wilson's Classroom Rules
INTRO: Listen to the rules Mrs. Wilson gives her young students.
INSTRUCTION: Listen to the rules.

LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3}
LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3}
LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3}
LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3}
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3}
LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3}
LINE: You may play games outside. {bk04-l3d-f5-00g.mp3}
LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3}

# Source: LLA 3D Figure 5 (Part 2)
$PRODUCE Mrs. Wilson's Rules — Short Answers
INTRO: Answer about the rules with a short answer, then repeat the correct one.
INSTRUCTION: Answer aloud with a short sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3}

PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3}

PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3}
RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3}

PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3}
RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3}

PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3}

PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3}

# Source: LLA 3D Figure 6
$PRODUCE Ask a WH-Question with Can / May
INTRO: Listen to a sentence and a question word. Use the word to ask a question about the sentence, then repeat it.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3}
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}

PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3}
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}

PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3}
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}

PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3}
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}

PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3}
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}

PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3}
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}

# Source: ST §May I Go Outside?
$PRODUCE Ask Permission About Yourself
INTRO: Ask a permission question with "can" or "may" from each cue, then answer it with a short and a long answer.
INSTRUCTION: Ask a permission question, then answer aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and a long answer (affirmative or negative).

EXAMPLE
PROMPT: sit down
RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair.

EXAMPLE
PROMPT: go outside
RESPONSE: May I go outside? No, you may not. No, you may not go outside.

PROMPT: watch a movie in class
RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class.

PROMPT: leave early on Friday
RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday.

PROMPT: see your notebook
RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook.

PROMPT: talk
RESPONSE: Can we talk? No, you can't. No, you can't talk.

PROMPT: study in your room
RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room.

PROMPT: put on my hat
RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat.

PROMPT: drink this water
RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water.

PROMPT: listen to tapes
RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes.

# Source: LLA 3D Figure 7
$PRODUCE Military Time — Type the Digits
INTRO: Listen to each line and type the military time you hear in four digits.
INSTRUCTION: Type the military time in digits.
INPUT: type
CHECK: exact

PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3}
TEMPLATE: ____ hours
RESPONSE: 0730

PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3}
TEMPLATE: ____ hours
RESPONSE: 1415

PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3}
TEMPLATE: ____ hours
RESPONSE: 1100

PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3}
TEMPLATE: ____ hours
RESPONSE: 0910

PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3}
TEMPLATE: ____ hours
RESPONSE: 1300

# SKIPPED (book): LLA 3D Figure 10 (punctuation editing) and ST Writing Skills "WRITE THE
# PARAGRAPH" / "DICTATION" — composition/punctuation editing, deferred per ALC guidelines.
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "BOAT/BOUGHT", "LISTEN AND CIRCLE" —
# instructor-read with no recorded stimulus (W/R discrimination covered by LLA 3A f4–f5).
# SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio.
# SKIPPED (book): ST §Vocabulary: Punctuation, §Punctuation/Capitalization grammar, and
# §"Is This a Sentence or a Paragraph?" — writing/composition-metalanguage family, deferred.