2427 lines
63 KiB
Plaintext
2427 lines
63 KiB
Plaintext
$MODULE Book 2 · Lesson 1: This Is My Friend {st-page_009_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book2_lesson1
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DESCRIPTION: Family members, describing people with "be", numbers to 999, telling time, plurals, joining sentences with "and" and "or", and "let's". The final part (Reading Letters) is optional extra practice.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_INTRO: aoede | Warm, lightly witty teacher
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Tom | achernar | Young male
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VOICE: Bill | achird | Young male
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VOICE: Bob | gacrux | Young male
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VOICE: Mr_Wilson | schedar | Older male
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VOICE: Linda | aoede | Female student
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VOICE: ID | achernar | speaker (auto)
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$LESSON 1-1: Meet the Family
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# Source: ST §This Is My Family.
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$DIALOGUE This Is My Family
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ID: l1-s9
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INTRO: In this lesson you'll learn to talk about your family, describe how people feel, count to nine hundred ninety-nine, tell the time, and join sentences with "and" and "or". First, the words for the people in a family — listen to each sentence.
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INSTRUCTION: Listen to each sentence.
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VOCAB: family
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LINE: This is my family.
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VOCAB: father
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LINE: He is my father.
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VOCAB: mother
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LINE: She is my mother.
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VOCAB: man
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LINE: He is a man.
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VOCAB: woman
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LINE: She is a woman.
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VOCAB: young
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LINE: He is a young man.
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LINE: She is a young woman.
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VOCAB: brother
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LINE: He is my brother.
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VOCAB: sister
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LINE: They are my sisters.
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VOCAB: boy
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LINE: He is a boy.
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VOCAB: girl
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LINE: She is a girl.
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VOCAB: child
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LINE: He is a child.
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LINE: She is a child.
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VOCAB: friend
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LINE: He is my friend.
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# Source: ST §This Is the Wilson Family. + §The Wilsons and Their Friend, Bob (merged)
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$DIALOGUE The Wilson Family
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ID: l1-s11
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INTRO: Now meet the family you'll see all through this lesson: the Wilsons — plus Tom's friend Bob, who is around so often he's practically furniture.
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INSTRUCTION: Read each sentence.
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LINE: This is the Wilson family. {st-page_018_001.jpg}
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LINE: This is Mr. Wilson. He is a man. {st-page_019_001.jpg}
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LINE: This is Mrs. Wilson. She is a woman. {st-page_019_002.jpg}
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LINE: This is Tom. He's a young man. {st-page_019_003.jpg}
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LINE: This is Jan. She's a young woman. {st-page_019_004.jpg}
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LINE: This is John. He is a boy. {st-page_019_005.jpg}
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LINE: This is Linda. She's a girl. {st-page_019_006.jpg}
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LINE: This is Bob. He is Tom's friend. {st-page_019_007.jpg}
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# Source: LLA 1A Figure 1
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$DIALOGUE This Is, These Are {page_011_001.jpg}
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ID: 1a-f1
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INTRO: Tom shows you his family up close. For one person nearby, say "this is"; for more than one, "these are". Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is my father, Mr. Wilson. {bk02-l1a-f1-01.mp3}
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LINE: This is my mother, Mrs. Wilson. {bk02-l1a-f1-02.mp3}
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LINE: These are my sisters, Linda and Jan. {bk02-l1a-f1-03.mp3}
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LINE: This is my brother, John. {bk02-l1a-f1-04.mp3}
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# Source: LLA 1A Figure 2
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$DIALOGUE That Is, Those Are {page_011_002.jpg}
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ID: 1a-f2
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INTRO: Now the family is across the room. For people farther away, use "that" and "those". Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: That is my father. {bk02-l1a-f2-01.mp3}
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LINE: That is my mother. {bk02-l1a-f2-02.mp3}
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LINE: Those are my sisters. {bk02-l1a-f2-03.mp3}
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LINE: That is my brother. {bk02-l1a-f2-04.mp3}
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# Source: new (gap: this/that/these/those drilled in LLA 1A Figures 1–3 but never explained)
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$GRAMMAR This, That, These, Those
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ID: 1a-f2-b
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INTRO: One quick rule before you practice: near or far, one or many.
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Use **this** and **these** for people near you.
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Use **that** and **those** for people farther away.
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| | Near | Far |
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|---|---|---|
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| One person | this | that |
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| Two or more | these | those |
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Near: {This is my father.} — {These are my sisters.}
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Far: {That is my father.} — {Those are my sisters.}
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# Source: LLA 1A Figure 3
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$PRODUCE This, That, or These?
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ID: 1a-f3
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INPUT: type
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CHECK: exact
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INTRO: Now use the rule. Listen to the sentence and type the missing word — this, that, or these. Then repeat the sentence.
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INSTRUCTION: Type the missing word.
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REPEAT
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PROMPT: This is my father. {bk02-l1a-f3-01.mp3}
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TEMPLATE: ____ is my father.
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RESPONSE: This is my father. {bk02-l1a-f3-01-fb.mp3}
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ACCEPT: This | this
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PROMPT: That is my mother. {bk02-l1a-f3-02.mp3}
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TEMPLATE: ____ is my mother.
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RESPONSE: That is my mother. {bk02-l1a-f3-02-fb.mp3}
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ACCEPT: That | that
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PROMPT: These are my sisters. {bk02-l1a-f3-03.mp3}
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TEMPLATE: ____ are my sisters.
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RESPONSE: These are my sisters. {bk02-l1a-f3-03-fb.mp3}
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ACCEPT: These | these
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PROMPT: That is my brother. {bk02-l1a-f3-04.mp3}
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TEMPLATE: ____ is my brother.
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RESPONSE: That is my brother. {bk02-l1a-f3-04-fb.mp3}
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ACCEPT: That | that
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# Source: ST §Nice To Meet You.
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$DIALOGUE Nice to Meet You
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ID: l1-s12
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INTRO: Tom introduces his friend Bob to his father and his sister. Listen and repeat — you'll be introducing people yourself soon enough.
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INSTRUCTION: Listen and repeat the dialog.
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REPEAT
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Tom: Dad, this is my friend Bob. Bob, this is my father, Mr. Wilson. {st-page_020_001.jpg}
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VOCAB: Nice to meet you.
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Mr_Wilson: How are you, Bob? Nice to meet you.
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Bob: Fine, thanks. Nice to meet you too, Mr. Wilson.
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Tom: Linda, this is my friend Bob. Bob, this is my sister, Linda. {st-page_020_002.jpg}
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VOCAB: Glad to meet you.
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Linda: Glad to meet you, Bob.
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Bob: Nice to meet you, Linda.
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VOCAB: let's
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VOCAB: now
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Tom: Let's go now, Bob. {st-page_020_003.jpg}
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VOCAB: bye
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Bob: Okay, Tom. Goodbye, Linda. See you later, Mr. Wilson.
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Mr_Wilson: Bye, Tom. Bye, Bob.
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Linda: Bye, Tom. Bye, Bob.
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# Source: LLA 1A Listening/Speaking dialog
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$DIALOGUE Meeting a Friend
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ID: 1a-f6-b
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INTRO: One more introduction — this time Tom's friend Bill meets Mr. Wilson, and then everyone remembers school exists. Listen and repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Tom: This is my father, Mr. Wilson. {bk02-l1a-f6-06.mp3}
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Bill: Hello, Mr. Wilson. Nice to meet you. {bk02-l1a-f6-07.mp3}
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Tom: Dad, this is my friend Bill. He is a student in my class. {bk02-l1a-f6-08.mp3}
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Mr_Wilson: Hello, Bill. Nice to meet you, too. {bk02-l1a-f6-09.mp3}
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Tom: Bill, what time is it? {bk02-l1a-f6-10.mp3}
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Bill: It's 8 o'clock. Let's go to school. {bk02-l1a-f6-11.mp3}
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Tom: Okay. {bk02-l1a-f6-12.mp3}
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Bill: Goodbye, Mr. Wilson. {bk02-l1a-f6-13.mp3}
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Mr_Wilson: Goodbye, Bill. Bye, son. {bk02-l1a-f6-14.mp3}
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$LESSON 1-2: Describing People
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# Source: ST §He Is Happy.
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$DIALOGUE Happy, Sad, Hot, Cold
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ID: l1-s16
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INTRO: In this part you'll learn to say how people feel — happy, sad, hot, cold, and everything in between. Listen and repeat each sentence.
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INSTRUCTION: Listen and repeat the sentences.
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REPEAT
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VOCAB: happy
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LINE: He's happy. {st-page_025_001.jpg}
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VOCAB: sad
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LINE: She's sad. {st-page_025_002.jpg}
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VOCAB: angry
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LINE: He's angry. {st-page_025_003.jpg}
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VOCAB: sick
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LINE: He's sick. {st-page_025_004.jpg}
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VOCAB: very
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LINE: He's very sick. {st-page_026_001.jpg}
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VOCAB: hot
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LINE: She's hot. {st-page_026_002.jpg}
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LINE: He's very hot. {st-page_026_003.jpg}
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VOCAB: cold
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LINE: She's cold. {st-page_026_004.jpg}
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LINE: He's young. {st-page_027_001.jpg}
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VOCAB: old
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LINE: He's old. {st-page_027_002.jpg}
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VOCAB: tired
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LINE: He's tired. {st-page_027_003.jpg}
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VOCAB: well
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LINE: He's not sick. He's well. {st-page_027_004.jpg}
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# Source: LLA 1A Figure 4
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$DIALOGUE Describing People
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ID: 1a-f4
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INTRO: Fifteen people, fifteen moods. Listen to each description and repeat it.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: That boy is very hot. {page_012_001.jpg} {bk02-l1a-f4-01.mp3}
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LINE: The children are happy. {page_012_002.jpg} {bk02-l1a-f4-02.mp3}
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LINE: These girls are young. {page_012_003.jpg} {bk02-l1a-f4-03.mp3}
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LINE: My friend is sick. {page_012_004.jpg} {bk02-l1a-f4-04.mp3}
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LINE: I am very tired. {page_012_005.jpg} {bk02-l1a-f4-05.mp3}
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LINE: She isn't angry. {page_012_006.jpg} {bk02-l1a-f4-06.mp3}
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LINE: Those men are old. {page_012_007.jpg} {bk02-l1a-f4-07.mp3}
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LINE: This family is happy. {page_012_008.jpg} {bk02-l1a-f4-08.mp3}
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LINE: He isn't sick; he's well. {page_012_009.jpg} {bk02-l1a-f4-09.mp3}
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LINE: That child is sad. {page_012_010.jpg} {bk02-l1a-f4-10.mp3}
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LINE: His father isn't old. {page_012_011.jpg} {bk02-l1a-f4-11.mp3}
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LINE: Her mother is young. {page_012_012.jpg} {bk02-l1a-f4-12.mp3}
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LINE: The woman is very cold. {page_012_013.jpg} {bk02-l1a-f4-13.mp3}
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LINE: Your friends are very young. {page_012_014.jpg} {bk02-l1a-f4-14.mp3}
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LINE: That man is angry. {page_012_015.jpg} {bk02-l1a-f4-15.mp3}
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# Source: new (gap: negative "isn't" used in readings and drills but never explained)
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$GRAMMAR Is and Isn't
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ID: l1-s16-b
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INTRO: A short rule for saying no.
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To make a sentence negative, add **not** after "be":
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{He is sick.} → {He is not sick.} → {He isn't sick.}
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{I am sad.} → {I'm not sad.}
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{They are tired.} → {They aren't tired.}
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**Isn't** is short for "is not". **Aren't** is short for "are not".
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# Source: ST §Bill Is Tired. He Isn't Sick.
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$DIALOGUE Bill Is Tired. He Isn't Sick.
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ID: l1-s17
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INTRO: Read these short sentences — some are positive, some negative. Notice where "isn't" and "not" go.
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INSTRUCTION: Read the sentences.
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LINE: Bill isn't sick.
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LINE: Ms. Adams is tired.
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LINE: He is well.
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LINE: Bob is angry.
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LINE: Mr. Bates is old.
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LINE: He isn't young.
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LINE: They are tired.
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LINE: Miss Martin is sad.
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LINE: I'm happy.
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LINE: He's very hot.
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LINE: He isn't cold.
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LINE: I'm not sad.
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# Source: ST §My Father Isn't Angry.
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$PRODUCE Say a Sentence
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ID: l1-s18
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INPUT: speak
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CHECK: llm
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INTRO: Now you make the sentences. You'll see a subject and an adjective — say a complete sentence with "be", like the example.
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INSTRUCTION: Say a complete sentence from the cue.
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RUBRIC: Accept a correctly formed sentence using "be" with the cued subject and adjective (e.g. "We are angry." / "We're very angry."). Contractions and "very" are the learner's choice.
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EXAMPLE
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TEMPLATE: we / angry
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RESPONSE: We're very angry.
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TEMPLATE: mother / tired
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RESPONSE: Mother is tired.
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TEMPLATE: child / happy
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RESPONSE: The child is happy.
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TEMPLATE: he / sad
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RESPONSE: He is sad.
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TEMPLATE: father / old
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RESPONSE: Father is old.
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TEMPLATE: sister / very young
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RESPONSE: My sister is very young.
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TEMPLATE: brother / angry
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RESPONSE: My brother is angry.
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TEMPLATE: chalkboard / cold
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RESPONSE: The chalkboard is cold.
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TEMPLATE: Linda / sick
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RESPONSE: Linda is sick.
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TEMPLATE: Jack / well
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RESPONSE: Jack is well.
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TEMPLATE: classroom / hot
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RESPONSE: The classroom is hot.
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TEMPLATE: I / very happy
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RESPONSE: I am very happy.
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TEMPLATE: she / very cold
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RESPONSE: She is very cold.
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# Source: ST §His Brother Isn't Young. (cues added — the book's table isn't reproducible)
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$PRODUCE Make It Negative
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ID: l1-s19
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INPUT: speak
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CHECK: llm
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INTRO: Same idea, but this time say no. Make a negative sentence from each cue, using "isn't" or "is not".
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INSTRUCTION: Say a negative sentence from the cue.
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RUBRIC: Accept any correct negative sentence with the cued subject and adjective, using "is not" or "isn't" — contraction is the learner's choice.
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TEMPLATE: Mr. Wilson / very cold
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RESPONSE: Mr. Wilson is not very cold.
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TEMPLATE: she / hot
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RESPONSE: She isn't hot.
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TEMPLATE: the child / old
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RESPONSE: The child isn't old.
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TEMPLATE: my father / happy
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RESPONSE: My father is not happy.
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TEMPLATE: her sister / tired
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RESPONSE: Her sister isn't tired.
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TEMPLATE: his brother / well
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RESPONSE: His brother is not well.
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TEMPLATE: Mrs. Wilson / sad
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RESPONSE: Mrs. Wilson isn't sad.
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TEMPLATE: Miss Adams / young
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RESPONSE: Miss Adams is not young.
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# Source: ST §Is Bill Tired? (grammar table)
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$GRAMMAR Asking Yes/No Questions
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ID: l1-s20
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INTRO: To ask a question, move "is" or "are" to the front. Here's the pattern.
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| | | |
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|---|---|---|
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| Bill / Sue / The student | is | tired. |
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| **Is** | **Bill / the student / Sue** | **tired?** |
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| You / The children / They / We | are | sick. |
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| **Are** | **you / the children / they / we** | **sick?** |
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# Source: ST §Is Bill Tired? (reading)
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$DIALOGUE Is Bill Tired?
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ID: l1-s21
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INTRO: Read these questions and notice that "is" or "are" comes first.
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INSTRUCTION: Read the sentences.
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LINE: Are you cold?
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LINE: Is the girl sad?
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LINE: Is your father angry?
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LINE: Is her sister happy?
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LINE: Are the children well?
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LINE: Is the man very sick?
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LINE: Are the men hot?
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LINE: Is your friend very old?
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LINE: Is his brother very young?
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LINE: Are you tired?
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# Source: LLA 1B Listening/Speaking 1
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$DIALOGUE Repeat the Questions
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ID: 1b-ls1
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INTRO: Now hear the same kind of questions on tape. Listen and repeat each one, copying the rising voice at the end.
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INSTRUCTION: Repeat the questions.
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REPEAT
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LINE: Is he a student? {bk02-l1b-f2-21.mp3}
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LINE: Are you a pilot? {bk02-l1b-f2-22.mp3}
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LINE: Is that girl angry? {bk02-l1b-f2-23.mp3}
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LINE: Is that man your father? {bk02-l1b-f2-24.mp3}
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LINE: Are those children your sisters? {bk02-l1b-f2-25.mp3}
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LINE: Is the boy happy? {bk02-l1b-f2-26.mp3}
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LINE: Are the mechanics tired? {bk02-l1b-f2-27.mp3}
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LINE: Is that woman your mother? {bk02-l1b-f2-28.mp3}
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LINE: Is your friend a teacher? {bk02-l1b-f2-29.mp3}
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LINE: Are your brother and sister young? {bk02-l1b-f2-30.mp3}
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# Source: ST §Write Questions (cues added — the book's table isn't reproducible)
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$PRODUCE Ask a Question
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ID: l1-s22
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INPUT: speak
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CHECK: llm
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INTRO: Your turn to ask. From each cue, ask a yes/no question starting with "Is".
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INSTRUCTION: Ask a yes/no question from the cue.
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RUBRIC: Accept a correctly formed yes/no question with "Is" plus the cued subject and adjective.
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EXAMPLE
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TEMPLATE: he / very happy
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RESPONSE: Is he very happy?
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TEMPLATE: she / angry
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RESPONSE: Is she angry?
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TEMPLATE: the boy / old
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RESPONSE: Is the boy old?
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TEMPLATE: the woman / hot
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RESPONSE: Is the woman hot?
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TEMPLATE: the man / cold
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RESPONSE: Is the man cold?
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TEMPLATE: the child / very young
|
||
RESPONSE: Is the child very young?
|
||
|
||
TEMPLATE: he / sad
|
||
RESPONSE: Is he sad?
|
||
|
||
TEMPLATE: she / sick
|
||
RESPONSE: Is she sick?
|
||
|
||
TEMPLATE: the boy / well
|
||
RESPONSE: Is the boy well?
|
||
|
||
# Source: ST §Speaking Skill: Statements and Questions
|
||
$DIALOGUE Statements and Questions — Intonation
|
||
ID: l1-s23
|
||
INTRO: Last stop in this part: the melody. Statements fall at the end; questions rise. Listen and repeat, and let your voice do the work.
|
||
INSTRUCTION: Listen and repeat. Pay attention to the intonation.
|
||
REPEAT
|
||
|
||
LINE: They're students.
|
||
LINE: She's very young.
|
||
LINE: I'm a pilot.
|
||
LINE: Betty's a good cook.
|
||
LINE: He isn't very old.
|
||
LINE: Bill isn't a mechanic.
|
||
LINE: She isn't very sick.
|
||
LINE: I'm not a barber.
|
||
LINE: Is he a student?
|
||
LINE: Are they students?
|
||
LINE: Is she very young?
|
||
LINE: Are you a pilot?
|
||
LINE: Is Betty a good cook?
|
||
LINE: Is he very old?
|
||
LINE: Is Bill a mechanic?
|
||
LINE: Is she very sick?
|
||
LINE: Are you a barber?
|
||
|
||
# SKIPPED (book): ST Listening Skill "MAN / MEN" (/æ/-/ɛ/) — instructor-read word pairs with no given words; the cassette "Pet or Pat?" drill in part 1-6 covers this contrast.
|
||
# SKIPPED (guide): ST "Write: m" — penmanship-style letter-insertion drill; print-era mechanics with no useful interaction here.
|
||
|
||
$LESSON 1-3: The Alphabet and Sounds
|
||
|
||
# Source: LLA 1A Figure 5
|
||
$SELECT Alphabet Review
|
||
ID: 1a-f5
|
||
INTRO: This part tunes your ears: letters first, then vowels, then tricky word pairs. Listen to each letter and tap the one you hear.
|
||
INSTRUCTION: Tap the letter you hear.
|
||
|
||
PROMPT: capital B. {bk02-l1a-f5-01.mp3}
|
||
OPTION: a | V
|
||
OPTION: b | D
|
||
OPTION: c | B
|
||
OPTION: d | P
|
||
ANSWER: c
|
||
|
||
PROMPT: small i. {bk02-l1a-f5-02.mp3}
|
||
OPTION: a | i
|
||
OPTION: b | e
|
||
OPTION: c | y
|
||
OPTION: d | a
|
||
ANSWER: a
|
||
|
||
PROMPT: small e. {bk02-l1a-f5-03.mp3}
|
||
OPTION: a | e
|
||
OPTION: b | a
|
||
OPTION: c | i
|
||
OPTION: d | o
|
||
ANSWER: a
|
||
|
||
PROMPT: capital Y. {bk02-l1a-f5-04.mp3}
|
||
OPTION: a | Y
|
||
OPTION: b | I
|
||
OPTION: c | V
|
||
OPTION: d | T
|
||
ANSWER: a
|
||
|
||
PROMPT: small n. {bk02-l1a-f5-05.mp3}
|
||
OPTION: a | m
|
||
OPTION: b | h
|
||
OPTION: c | n
|
||
OPTION: d | l
|
||
ANSWER: c
|
||
|
||
PROMPT: small j. {bk02-l1a-f5-06.mp3}
|
||
OPTION: a | j
|
||
OPTION: b | g
|
||
OPTION: c | y
|
||
OPTION: d | q
|
||
ANSWER: a
|
||
|
||
PROMPT: capital A. {bk02-l1a-f5-07.mp3}
|
||
OPTION: a | E
|
||
OPTION: b | A
|
||
OPTION: c | I
|
||
OPTION: d | O
|
||
ANSWER: b
|
||
|
||
PROMPT: small p. {bk02-l1a-f5-08.mp3}
|
||
OPTION: a | b
|
||
OPTION: b | q
|
||
OPTION: c | p
|
||
OPTION: d | v
|
||
ANSWER: c
|
||
|
||
PROMPT: capital Q. {bk02-l1a-f5-09.mp3}
|
||
OPTION: a | Q
|
||
OPTION: b | O
|
||
OPTION: c | X
|
||
OPTION: d | Z
|
||
ANSWER: a
|
||
|
||
PROMPT: small x. {bk02-l1a-f5-10.mp3}
|
||
OPTION: a | f
|
||
OPTION: b | k
|
||
OPTION: c | w
|
||
OPTION: d | x
|
||
ANSWER: d
|
||
|
||
# Source: LLA 1A Figure 6
|
||
$SELECT Hear the Vowel
|
||
ID: 1a-f6
|
||
INTRO: Five vowels: a, e, i, o, u. Listen, repeat the vowel aloud, then tap it.
|
||
INSTRUCTION: Tap the vowel you hear.
|
||
REPEAT
|
||
|
||
PROMPT: A. A. {bk02-l1a-f6-01.mp3}
|
||
OPTION: a | a
|
||
OPTION: b | c
|
||
OPTION: c | l
|
||
OPTION: d | o
|
||
OPTION: e | v
|
||
ANSWER: a
|
||
|
||
PROMPT: E. E. {bk02-l1a-f6-02.mp3}
|
||
OPTION: a | U
|
||
OPTION: b | E
|
||
OPTION: c | V
|
||
OPTION: d | F
|
||
OPTION: e | H
|
||
ANSWER: b
|
||
|
||
PROMPT: I. I. {bk02-l1a-f6-03.mp3}
|
||
OPTION: a | y
|
||
OPTION: b | e
|
||
OPTION: c | u
|
||
OPTION: d | i
|
||
OPTION: e | z
|
||
ANSWER: d
|
||
|
||
PROMPT: O. O. {bk02-l1a-f6-04.mp3}
|
||
OPTION: a | o
|
||
OPTION: b | u
|
||
OPTION: c | a
|
||
OPTION: d | i
|
||
OPTION: e | e
|
||
ANSWER: a
|
||
|
||
PROMPT: U. U. {bk02-l1a-f6-05.mp3}
|
||
OPTION: a | W
|
||
OPTION: b | V
|
||
OPTION: c | U
|
||
OPTION: d | O
|
||
OPTION: e | A
|
||
ANSWER: c
|
||
|
||
# Source: LLA 1A Figure 7
|
||
$SELECT Same or Different?
|
||
ID: 1a-f7
|
||
INTRO: Now word pairs that differ by one small sound — like "grow" and "crow". Tap S if the two words are exactly the same, or D if they are different.
|
||
INSTRUCTION: Tap S for Same or D for Different.
|
||
OPTION: s | S (Same)
|
||
OPTION: d | D (Different)
|
||
|
||
PROMPT: come, gum. {bk02-l1a-f7-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: pig, pig. {bk02-l1a-f7-02.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: whacking, wagging. {bk02-l1a-f7-03.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: peck, peg. {bk02-l1a-f7-04.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: grow, crow. {bk02-l1a-f7-05.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: sagging, sagging. {bk02-l1a-f7-06.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: bag, back. {bk02-l1a-f7-07.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: knack, knack. {bk02-l1a-f7-08.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: glue, clue. {bk02-l1a-f7-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: snicker, snicker. {bk02-l1a-f7-10.mp3}
|
||
ANSWER: s
|
||
|
||
# SKIPPED (book): ST Listening Skill "SAME/DIFFERENT /k/ /g/, /m/ /n/" — instructor-read discrimination with no given words; the cassette Same/Different drills (here and in part 1-6) cover both pairs.
|
||
|
||
$LESSON 1-4: Numbers and Time
|
||
|
||
# Source: ST §Numbers 100-999
|
||
$GRAMMAR Numbers 100–999
|
||
ID: l1-s4
|
||
INTRO: This part is all numbers and clocks. First, the full landscape from one hundred to nine hundred ninety-nine — for reference, not for memorizing tonight.
|
||
|
||
| | | | | | | | | | |
|
||
|---|---|---|---|---|---|---|---|---|---|
|
||
| 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 |
|
||
| 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 |
|
||
| 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 |
|
||
| 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 |
|
||
| 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 |
|
||
| 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 |
|
||
| 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 |
|
||
| 170 | 171 | 172 | 173 | 174 | 175 | 176 | 177 | 178 | 179 |
|
||
| 180 | 181 | 182 | 183 | 184 | 185 | 186 | 187 | 188 | 189 |
|
||
| 190 | 191 | 192 | 193 | 194 | 195 | 196 | 197 | 198 | 199 |
|
||
| 200 | 201 | 202 | 203 | 204 | 205 | . | . | . | 299 |
|
||
| 300 | 301 | 302 | 303 | 304 | 305 | . | . | . | 399 |
|
||
| 400 | 401 | 402 | 403 | 404 | 405 | . | . | . | 499 |
|
||
| 500 | 501 | 502 | 503 | 504 | 505 | . | . | . | 599 |
|
||
| 600 | 601 | 602 | 603 | 604 | 605 | . | . | . | 699 |
|
||
| 700 | 701 | 702 | 703 | 704 | 705 | . | . | . | 799 |
|
||
| 800 | 801 | 802 | 803 | 804 | 805 | . | . | . | 899 |
|
||
| 900 | 901 | 902 | 903 | 904 | 905 | . | . | . | 999 |
|
||
|
||
# Source: ST §Hundreds
|
||
$GRAMMAR Saying the Hundreds
|
||
ID: l1-s7
|
||
INTRO: How to say big numbers out loud — and yes, English gives you several correct ways.
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| 100 | one hundred | 121 | one hundred twenty-one |
|
||
| 200 | two hundred | 121 | one hundred and twenty-one |
|
||
| 300 | three hundred | 121 | a hundred and twenty-one |
|
||
| 400 | four hundred | 121 | one twenty-one |
|
||
| 500 | five hundred | 437 | four hundred thirty-seven |
|
||
| 600 | six hundred | 908 | nine hundred and eight |
|
||
| 700 | seven hundred | 645 | six hundred forty-five |
|
||
| 800 | eight hundred | 567 | five sixty-seven |
|
||
| 900 | nine hundred | 350 | three hundred and fifty |
|
||
|
||
# Source: LLA 1B Figure 1
|
||
$DIALOGUE Repeat the Numbers
|
||
ID: 1b-f1
|
||
INTRO: Warm up your mouth on ten big numbers. Listen and repeat each one.
|
||
INSTRUCTION: Repeat the numbers.
|
||
REPEAT
|
||
|
||
LINE: 336 {bk02-l1b-f1-01.mp3}
|
||
LINE: 170 {bk02-l1b-f1-02.mp3}
|
||
LINE: 615 {bk02-l1b-f1-03.mp3}
|
||
LINE: 480 {bk02-l1b-f1-04.mp3}
|
||
LINE: 876 {bk02-l1b-f1-05.mp3}
|
||
LINE: 900 {bk02-l1b-f1-06.mp3}
|
||
LINE: 230 {bk02-l1b-f1-07.mp3}
|
||
LINE: 519 {bk02-l1b-f1-08.mp3}
|
||
LINE: 706 {bk02-l1b-f1-09.mp3}
|
||
LINE: 412 {bk02-l1b-f1-10.mp3}
|
||
|
||
# Source: LLA 1B Figure 2
|
||
# DROPPED (twin): ST "Circle the Number" — TTS twin of this cassette activity (same task, same modality); the cassette version is kept.
|
||
$SELECT Tap the Number
|
||
ID: 1b-f2
|
||
INTRO: Now just listen. You'll hear a number — tap the one you heard. Some of these differ by a single digit, so no dozing.
|
||
INSTRUCTION: Tap the number you hear.
|
||
|
||
PROMPT: 170 {bk02-l1b-f2-01.mp3}
|
||
OPTION: a | 117
|
||
OPTION: b | 170
|
||
OPTION: c | 107
|
||
ANSWER: b
|
||
|
||
PROMPT: 80 {bk02-l1b-f2-02.mp3}
|
||
OPTION: a | 8
|
||
OPTION: b | 18
|
||
OPTION: c | 80
|
||
ANSWER: c
|
||
|
||
PROMPT: 721 {bk02-l1b-f2-03.mp3}
|
||
OPTION: a | 721
|
||
OPTION: b | 127
|
||
OPTION: c | 731
|
||
ANSWER: a
|
||
|
||
PROMPT: 70 {bk02-l1b-f2-04.mp3}
|
||
OPTION: a | 71
|
||
OPTION: b | 17
|
||
OPTION: c | 70
|
||
ANSWER: c
|
||
|
||
PROMPT: 380 {bk02-l1b-f2-05.mp3}
|
||
OPTION: a | 308
|
||
OPTION: b | 380
|
||
OPTION: c | 318
|
||
ANSWER: b
|
||
|
||
PROMPT: 38 {bk02-l1b-f2-06.mp3}
|
||
OPTION: a | 89
|
||
OPTION: b | 98
|
||
OPTION: c | 38
|
||
ANSWER: c
|
||
|
||
PROMPT: 40 {bk02-l1b-f2-07.mp3}
|
||
OPTION: a | 14
|
||
OPTION: b | 40
|
||
OPTION: c | 44
|
||
ANSWER: b
|
||
|
||
PROMPT: 247 {bk02-l1b-f2-08.mp3}
|
||
OPTION: a | 427
|
||
OPTION: b | 247
|
||
OPTION: c | 742
|
||
ANSWER: b
|
||
|
||
PROMPT: 257 {bk02-l1b-f2-09.mp3}
|
||
OPTION: a | 257
|
||
OPTION: b | 557
|
||
OPTION: c | 347
|
||
ANSWER: a
|
||
|
||
PROMPT: 820 {bk02-l1b-f2-10.mp3}
|
||
OPTION: a | 820
|
||
OPTION: b | 812
|
||
OPTION: c | 802
|
||
ANSWER: a
|
||
|
||
PROMPT: 23 {bk02-l1b-f2-11.mp3}
|
||
OPTION: a | 23
|
||
OPTION: b | 32
|
||
OPTION: c | 33
|
||
ANSWER: a
|
||
|
||
PROMPT: 230 {bk02-l1b-f2-12.mp3}
|
||
OPTION: a | 213
|
||
OPTION: b | 320
|
||
OPTION: c | 230
|
||
ANSWER: c
|
||
|
||
PROMPT: 374 {bk02-l1b-f2-13.mp3}
|
||
OPTION: a | 347
|
||
OPTION: b | 374
|
||
OPTION: c | 743
|
||
ANSWER: b
|
||
|
||
PROMPT: 950 {bk02-l1b-f2-14.mp3}
|
||
OPTION: a | 915
|
||
OPTION: b | 955
|
||
OPTION: c | 950
|
||
ANSWER: c
|
||
|
||
PROMPT: 616 {bk02-l1b-f2-15.mp3}
|
||
OPTION: a | 606
|
||
OPTION: b | 660
|
||
OPTION: c | 616
|
||
ANSWER: c
|
||
|
||
PROMPT: 989 {bk02-l1b-f2-16.mp3}
|
||
OPTION: a | 999
|
||
OPTION: b | 899
|
||
OPTION: c | 989
|
||
ANSWER: c
|
||
|
||
PROMPT: 712 {bk02-l1b-f2-17.mp3}
|
||
OPTION: a | 712
|
||
OPTION: b | 711
|
||
OPTION: c | 710
|
||
ANSWER: a
|
||
|
||
PROMPT: 599 {bk02-l1b-f2-18.mp3}
|
||
OPTION: a | 599
|
||
OPTION: b | 590
|
||
OPTION: c | 519
|
||
ANSWER: a
|
||
|
||
PROMPT: 562 {bk02-l1b-f2-19.mp3}
|
||
OPTION: a | 652
|
||
OPTION: b | 562
|
||
OPTION: c | 662
|
||
ANSWER: b
|
||
|
||
PROMPT: 115 {bk02-l1b-f2-20.mp3}
|
||
OPTION: a | 115
|
||
OPTION: b | 116
|
||
OPTION: c | 114
|
||
ANSWER: a
|
||
|
||
# Source: LLA 1C Figure 4 (moved here — number dictation belongs with the numbers work)
|
||
# DROPPED (twin): ST "Write the Number" — TTS twin of this cassette number dictation; the cassette version is kept.
|
||
$PRODUCE Type the Number
|
||
ID: 1c-f4
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Dictation time. Listen to each number and type it in digits — every digit counts.
|
||
INSTRUCTION: Type the number you hear.
|
||
|
||
PROMPT: 765 {bk02-l1c-f4-01.mp3}
|
||
RESPONSE: 765 {bk02-l1c-f4-01.mp3}
|
||
|
||
PROMPT: 251 {bk02-l1c-f4-02.mp3}
|
||
RESPONSE: 251 {bk02-l1c-f4-02.mp3}
|
||
|
||
PROMPT: 394 {bk02-l1c-f4-03.mp3}
|
||
RESPONSE: 394 {bk02-l1c-f4-03.mp3}
|
||
|
||
PROMPT: 106 {bk02-l1c-f4-04.mp3}
|
||
RESPONSE: 106 {bk02-l1c-f4-04.mp3}
|
||
|
||
PROMPT: 489 {bk02-l1c-f4-05.mp3}
|
||
RESPONSE: 489 {bk02-l1c-f4-05.mp3}
|
||
|
||
PROMPT: 514 {bk02-l1c-f4-06.mp3}
|
||
RESPONSE: 514 {bk02-l1c-f4-06.mp3}
|
||
|
||
PROMPT: 876 {bk02-l1c-f4-07.mp3}
|
||
RESPONSE: 876 {bk02-l1c-f4-07.mp3}
|
||
|
||
PROMPT: 750 {bk02-l1c-f4-08.mp3}
|
||
RESPONSE: 750 {bk02-l1c-f4-08.mp3}
|
||
|
||
PROMPT: 627 {bk02-l1c-f4-09.mp3}
|
||
RESPONSE: 627 {bk02-l1c-f4-09.mp3}
|
||
|
||
PROMPT: 942 {bk02-l1c-f4-10.mp3}
|
||
RESPONSE: 942 {bk02-l1c-f4-10.mp3}
|
||
|
||
# Source: LLA 1B Figure 3
|
||
$PRODUCE Telling Time — Type the Minutes
|
||
ID: 1b-f3
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Numbers meet clocks. Look at each clock, listen to the question, and type the missing minutes.
|
||
INSTRUCTION: Type the correct time in minutes.
|
||
|
||
EXAMPLE
|
||
PROMPT: What time is it? {bk02-l1b-f3-ex-q.mp3}
|
||
TEMPLATE: It's 3:____{10}. {page_016_001.jpg}
|
||
RESPONSE: It's 3:10. {bk02-l1b-f3-ex-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-02-q.mp3}
|
||
TEMPLATE: It's 6:____{40}. {page_016_002.jpg}
|
||
RESPONSE: It's 6:40. {bk02-l1b-f3-02-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-03-q.mp3}
|
||
TEMPLATE: It's 12:____{15}. {page_016_003.jpg}
|
||
RESPONSE: It's 12:15. {bk02-l1b-f3-03-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-04-q.mp3}
|
||
TEMPLATE: It's 10:____{05}. {page_016_004.jpg}
|
||
RESPONSE: It's 10:05. {bk02-l1b-f3-04-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-05-q.mp3}
|
||
TEMPLATE: It's 3:____{30}. {page_016_005.jpg}
|
||
RESPONSE: It's 3:30. {bk02-l1b-f3-05-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-06-q.mp3}
|
||
TEMPLATE: It's 9:____{15}. {page_016_006.jpg}
|
||
RESPONSE: It's 9:15. {bk02-l1b-f3-06-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-07-q.mp3}
|
||
TEMPLATE: It's 2:____{20}. {page_016_007.jpg}
|
||
RESPONSE: It's 2:20. {bk02-l1b-f3-07-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-08-q.mp3}
|
||
TEMPLATE: It's 6:____{50}. {page_016_008.jpg}
|
||
RESPONSE: It's 6:50. {bk02-l1b-f3-08-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-09-q.mp3}
|
||
TEMPLATE: It's 8:____{00}. {page_016_009.jpg}
|
||
RESPONSE: It's 8 o'clock. {bk02-l1b-f3-09-a.mp3}
|
||
ACCEPT: 00 | o'clock
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-10-q.mp3}
|
||
TEMPLATE: It's 7:____{10}. {page_016_010.jpg}
|
||
RESPONSE: It's 7:10. {bk02-l1b-f3-10-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-11-q.mp3}
|
||
TEMPLATE: It's 5:____{05}. {page_016_011.jpg}
|
||
RESPONSE: It's 5:05. {bk02-l1b-f3-11-a.mp3}
|
||
|
||
PROMPT: What time is it? {bk02-l1b-f3-12-q.mp3}
|
||
TEMPLATE: It's 2:____{30}. {page_016_012.jpg}
|
||
RESPONSE: It's 2:30. {bk02-l1b-f3-12-a.mp3}
|
||
|
||
# Source: ST §What Time Is It?
|
||
$PRODUCE Telling Time — Say the Time
|
||
ID: l1-s8
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now say the time yourself — no typing, just you and the clock. Look at each clock, answer aloud, then check the model.
|
||
INSTRUCTION: Look at the clock and say the time.
|
||
|
||
PROMPT: What time is it? {st-page_017_001.jpg}
|
||
RESPONSE: It's 9:10.
|
||
|
||
PROMPT: What time is it? {st-page_017_002.jpg}
|
||
RESPONSE: It's 10:15.
|
||
|
||
PROMPT: What time is it? {st-page_017_003.jpg}
|
||
RESPONSE: It's 7:20.
|
||
|
||
PROMPT: What time is it? {st-page_017_004.jpg}
|
||
RESPONSE: It's 8:30.
|
||
|
||
PROMPT: What time is it? {st-page_017_005.jpg}
|
||
RESPONSE: It's 8:00.
|
||
|
||
PROMPT: What time is it? {st-page_017_006.jpg}
|
||
RESPONSE: It's 2:50.
|
||
|
||
PROMPT: What time is it? {st-page_017_007.jpg}
|
||
RESPONSE: It's 1:10.
|
||
|
||
PROMPT: What time is it? {st-page_017_008.jpg}
|
||
RESPONSE: It's 10:30.
|
||
|
||
PROMPT: What time is it? {st-page_017_009.jpg}
|
||
RESPONSE: It's 2:20.
|
||
|
||
PROMPT: What time is it? {st-page_017_010.jpg}
|
||
RESPONSE: It's 9:30.
|
||
|
||
$LESSON 1-5: And, Or, and Too
|
||
|
||
# Source: ST §Betty and Ted Are Teachers.
|
||
$DIALOGUE Betty and Ted Are Teachers
|
||
ID: l1-s25
|
||
INTRO: In this part you'll join sentences together with "and", "or", and "too" — twice the meaning for half the words. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: and
|
||
LINE: Bob is a student. Susan is a student, too. Bob and Susan are students.
|
||
|
||
LINE: Mary is sick. I am sick, too. Mary and I are sick.
|
||
|
||
LINE: Betty is a pilot. Ted is a pilot, too. Betty and Ted are pilots.
|
||
|
||
LINE: Linda is very young. John is very young, too. Linda and John are very young.
|
||
|
||
LINE: Bill is hot. Joe is hot, too. Bill and Joe are hot.
|
||
|
||
# Source: new (gap: "and", "or", and "too" drilled across 1B and 1D but never explained)
|
||
$GRAMMAR Joining with And, Or, and Too
|
||
ID: l1-s25-b
|
||
INTRO: Three small words, three jobs. Here's the map.
|
||
|
||
**and** joins two people or two ideas:
|
||
{Bob and Susan are students.} — {He is a barber, and she is a teacher.}
|
||
|
||
**too** means "also" — it goes at the end:
|
||
{Mary is sick. I am sick, too.} → {Mary is sick, and I am sick too.}
|
||
|
||
**or** offers a choice, often in questions:
|
||
{Is he a teacher or a student?} — {Are you hot or cold?}
|
||
|
||
# Source: ST §You and I Are Students.
|
||
$PRODUCE Type "And"
|
||
ID: l1-s26
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: A quick warm-up: type "and" where the two sentences become one.
|
||
INSTRUCTION: Type the missing word.
|
||
|
||
TEMPLATE: You are a cook. I am a cook, too. You ____{and} I are cooks.
|
||
RESPONSE: You and I are cooks.
|
||
ACCEPT: and
|
||
|
||
TEMPLATE: Jan is angry. Bob is angry, too. Jan ____{and} Bob are angry.
|
||
RESPONSE: Jan and Bob are angry.
|
||
ACCEPT: and
|
||
|
||
TEMPLATE: Ted is cold. I am cold, too. Ted ____{and} I are cold.
|
||
RESPONSE: Ted and I are cold.
|
||
ACCEPT: and
|
||
|
||
TEMPLATE: You are a student. Ted is a student, too. You ____{and} Ted are students.
|
||
RESPONSE: You and Ted are students.
|
||
ACCEPT: and
|
||
|
||
TEMPLATE: Joe is very happy. Mary is very happy, too. Mary ____{and} Joe are very happy.
|
||
RESPONSE: Mary and Joe are very happy.
|
||
ACCEPT: and
|
||
|
||
# Source: LLA 1B Listening/Speaking 4
|
||
$DIALOGUE Compound Sentences
|
||
ID: 1b-ls4
|
||
INTRO: Hear "and" at work joining people and whole sentences. Listen and repeat.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: Bob is sick and tired. {bk02-l1b-f4-11.mp3}
|
||
LINE: The girl and her sister are students. {bk02-l1b-f4-12.mp3}
|
||
LINE: The men are cold and angry. {bk02-l1b-f4-13.mp3}
|
||
LINE: The men and women are in the lab. {bk02-l1b-f4-14.mp3}
|
||
LINE: He is a barber, and she is a teacher. {bk02-l1b-f4-15.mp3}
|
||
LINE: His friend is happy and well. {bk02-l1b-f4-16.mp3}
|
||
LINE: That family is hot and tired. {bk02-l1b-f4-17.mp3}
|
||
LINE: What are John and Ken? {bk02-l1b-f4-18.mp3}
|
||
LINE: John is a pilot, and Ken is a mechanic. {bk02-l1b-f4-19.mp3}
|
||
LINE: His brother and sister are young. {bk02-l1b-f4-20.mp3}
|
||
|
||
# Source: ST §John Is a Pilot and Ken Is a Mechanic.
|
||
$DIALOGUE What Are They?
|
||
ID: l1-s27
|
||
INTRO: Two people, two jobs, one sentence. Listen and repeat these questions and answers with "and".
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: You are a student. I am a teacher. What are you and I? I'm a student and you're a teacher.
|
||
|
||
LINE: He is a cook. She is a student. What are they? He is a cook and she is a student.
|
||
|
||
LINE: Bob is a barber. Bill is a cook. What are Bob and Bill? Bob is a barber and Bill is a cook.
|
||
|
||
LINE: Susan is a teacher. Mary is a mechanic. What are Susan and Mary? Susan is a teacher and Mary is a mechanic.
|
||
|
||
LINE: He is a pilot. They are mechanics. What are they? He is a pilot and they are mechanics.
|
||
|
||
LINE: John is a barber. Joe is a teacher. What are John and Joe? John is a barber and Joe is a teacher.
|
||
|
||
LINE: Betty is a cook. Mary is a student. What are Betty and Mary? Betty is a cook and Mary is a student.
|
||
|
||
LINE: Linda is a pilot. Ted is a teacher. What are Linda and Ted? Linda is a pilot and Ted is a teacher.
|
||
|
||
# Source: LLA 1B Figure 5 (on-screen cues added to match the worked example)
|
||
$PRODUCE Make One Sentence with "And ... Too"
|
||
ID: 1b-f5
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Your turn to build sentences. You'll hear a sentence and a new subject — join them with "and" and "too", say your sentence, then repeat the model.
|
||
INSTRUCTION: Make a new sentence using "and" and "too".
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Mary is sick. (her mother)
|
||
PROMPT: Mary is sick. Her mother. {bk02-l1b-f5-ex-q.mp3}
|
||
RESPONSE: Mary is sick, and her mother is sick too. {bk02-l1b-f5-ex-a.mp3}
|
||
|
||
TEMPLATE: John is cold. (Linda)
|
||
PROMPT: John is cold. Linda. {bk02-l1b-f5-01-q.mp3}
|
||
RESPONSE: John is cold, and Linda is cold too. {bk02-l1b-f5-01-a.mp3}
|
||
|
||
TEMPLATE: Mrs. Wilson is tired. (Mr. Wilson)
|
||
PROMPT: Mrs. Wilson is tired. Mr. Wilson. {bk02-l1b-f5-02-q.mp3}
|
||
RESPONSE: Mrs. Wilson is tired, and Mr. Wilson is tired too. {bk02-l1b-f5-02-a.mp3}
|
||
|
||
TEMPLATE: Ted is sad. (Bob)
|
||
PROMPT: Ted is sad. Bob. {bk02-l1b-f5-03-q.mp3}
|
||
RESPONSE: Ted is sad, and Bob is sad too. {bk02-l1b-f5-03-a.mp3}
|
||
|
||
TEMPLATE: Henry is happy. (I)
|
||
PROMPT: Henry is happy. I. {bk02-l1b-f5-04-q.mp3}
|
||
RESPONSE: Henry is happy, and I'm happy too. {bk02-l1b-f5-04-a.mp3}
|
||
|
||
TEMPLATE: Tom is angry. (John)
|
||
PROMPT: Tom is angry. John. {bk02-l1b-f5-05-q.mp3}
|
||
RESPONSE: Tom is angry, and John is angry too. {bk02-l1b-f5-05-a.mp3}
|
||
|
||
TEMPLATE: Linda is young. (John)
|
||
PROMPT: Linda is young. John. {bk02-l1b-f5-06-q.mp3}
|
||
RESPONSE: Linda is young, and John is young too. {bk02-l1b-f5-06-a.mp3}
|
||
|
||
TEMPLATE: We are well. (they)
|
||
PROMPT: We are well. They. {bk02-l1b-f5-07-q.mp3}
|
||
RESPONSE: We are well, and they are well too. {bk02-l1b-f5-07-a.mp3}
|
||
|
||
TEMPLATE: They are hot. (we)
|
||
PROMPT: They are hot. We. {bk02-l1b-f5-08-q.mp3}
|
||
RESPONSE: They are hot, and we are hot too. {bk02-l1b-f5-08-a.mp3}
|
||
|
||
# Source: LLA 1B Listening/Speaking 2
|
||
# DROPPED (twin): ST "Is Bill Happy or Angry?" — TTS twin of this cassette "or" question-and-answer pass; the cassette version is kept.
|
||
$DIALOGUE Or-Questions and Answers
|
||
ID: 1b-ls2
|
||
INTRO: Now "or" — a question that hands you the answer on a plate. Listen to each question and its answer, then repeat both.
|
||
INSTRUCTION: Repeat the question and the answer.
|
||
REPEAT
|
||
|
||
LINE: Is John a student or a teacher? John is a teacher. {bk02-l1b-f3-13.mp3}
|
||
LINE: Are you sad or sick? I'm sick. {bk02-l1b-f3-14.mp3}
|
||
LINE: Is your sister young or old? My sister is young. {bk02-l1b-f3-15.mp3}
|
||
LINE: Is that pilot tired or sick? That pilot is tired. {bk02-l1b-f3-16.mp3}
|
||
LINE: Is the teacher in the lab or in the classroom? The teacher is in the lab. {bk02-l1b-f3-17.mp3}
|
||
LINE: Are the books on the table or in the desk? The books are on the table. {bk02-l1b-f3-18.mp3}
|
||
LINE: Is the boy happy or angry? The boy is happy. {bk02-l1b-f3-19.mp3}
|
||
LINE: Are the students sick or well? The students are well. {bk02-l1b-f3-20.mp3}
|
||
LINE: Are Bob and Bill pilots or students? Bob and Bill are pilots. {bk02-l1b-f3-21.mp3}
|
||
LINE: Is that boy your brother or your friend? He is my brother. {bk02-l1b-f3-22.mp3}
|
||
|
||
# Source: LLA 1B Listening/Speaking 3
|
||
$PRODUCE Answer the Or-Question
|
||
ID: 1b-ls3
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Same questions — but now you answer. Listen to the question and the short cue, answer aloud in a full sentence, then repeat the model.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Is John a student or a teacher? A teacher. {bk02-l1b-f3-23-q.mp3}
|
||
RESPONSE: John is a teacher. {bk02-l1b-f3-23-a.mp3}
|
||
|
||
PROMPT: Are you sad or sick? Sick. {bk02-l1b-f3-24-q.mp3}
|
||
RESPONSE: I'm sick. {bk02-l1b-f3-24-a.mp3}
|
||
|
||
PROMPT: Is your sister young or old? Young. {bk02-l1b-f3-25-q.mp3}
|
||
RESPONSE: My sister is young. {bk02-l1b-f3-25-a.mp3}
|
||
|
||
PROMPT: Is that pilot tired or sick? Tired. {bk02-l1b-f3-26-q.mp3}
|
||
RESPONSE: That pilot is tired. {bk02-l1b-f3-26-a.mp3}
|
||
|
||
PROMPT: Is the teacher in the lab or in the classroom? In the lab. {bk02-l1b-f3-27-q.mp3}
|
||
RESPONSE: The teacher is in the lab. {bk02-l1b-f3-27-a.mp3}
|
||
|
||
PROMPT: Are the books on the table or in the desk? On the table. {bk02-l1b-f3-28-q.mp3}
|
||
RESPONSE: The books are on the table. {bk02-l1b-f3-28-a.mp3}
|
||
|
||
PROMPT: Is the boy happy or angry? Happy. {bk02-l1b-f3-29-q.mp3}
|
||
RESPONSE: The boy is happy. {bk02-l1b-f3-29-a.mp3}
|
||
|
||
PROMPT: Are the students sick or well? Well. {bk02-l1b-f3-30-q.mp3}
|
||
RESPONSE: The students are well. {bk02-l1b-f3-30-a.mp3}
|
||
|
||
PROMPT: Are Bob and Bill pilots or students? Pilots. {bk02-l1b-f3-31-q.mp3}
|
||
RESPONSE: Bob and Bill are pilots. {bk02-l1b-f3-31-a.mp3}
|
||
|
||
PROMPT: Is that boy your brother or your friend? My brother. {bk02-l1b-f3-32-q.mp3}
|
||
RESPONSE: He's my brother. {bk02-l1b-f3-32-a.mp3}
|
||
|
||
# Source: LLA 1D Figure 2, Part 2
|
||
$PRODUCE Ask the Or-Question
|
||
ID: 1d-ls1
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now you build the question. You'll hear a name and two words — ask an "or" question with them, then repeat the correct question.
|
||
INSTRUCTION: Ask a question using "or".
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Bob, sick, tired. {bk02-l1d-f2-ex-q.mp3}
|
||
RESPONSE: Is Bob sick or tired? {bk02-l1d-f2-ex-a.mp3}
|
||
|
||
PROMPT: John, happy, sad. {bk02-l1d-f2-11-q.mp3}
|
||
RESPONSE: Is John happy or sad? {bk02-l1d-f2-11-a.mp3}
|
||
|
||
PROMPT: Mary, young, old. {bk02-l1d-f2-12-q.mp3}
|
||
RESPONSE: Is Mary young or old? {bk02-l1d-f2-12-a.mp3}
|
||
|
||
PROMPT: Bill, sick, well. {bk02-l1d-f2-13-q.mp3}
|
||
RESPONSE: Is Bill sick or well? {bk02-l1d-f2-13-a.mp3}
|
||
|
||
PROMPT: Betty, hot, cold. {bk02-l1d-f2-14-q.mp3}
|
||
RESPONSE: Is Betty hot or cold? {bk02-l1d-f2-14-a.mp3}
|
||
|
||
PROMPT: The boy, angry, tired. {bk02-l1d-f2-15-q.mp3}
|
||
RESPONSE: Is the boy angry or tired? {bk02-l1d-f2-15-a.mp3}
|
||
|
||
PROMPT: The girl, sick, tired. {bk02-l1d-f2-16-q.mp3}
|
||
RESPONSE: Is the girl sick or tired? {bk02-l1d-f2-16-a.mp3}
|
||
|
||
PROMPT: His brother, happy, angry. {bk02-l1d-f2-17-q.mp3}
|
||
RESPONSE: Is his brother happy or angry? {bk02-l1d-f2-17-a.mp3}
|
||
|
||
PROMPT: His father, sad, tired. {bk02-l1d-f2-18-q.mp3}
|
||
RESPONSE: Is his father sad or tired? {bk02-l1d-f2-18-a.mp3}
|
||
|
||
PROMPT: Her mother, happy, sad. {bk02-l1d-f2-19-q.mp3}
|
||
RESPONSE: Is her mother happy or sad? {bk02-l1d-f2-19-a.mp3}
|
||
|
||
PROMPT: Your friend, young, old. {bk02-l1d-f2-20-q.mp3}
|
||
RESPONSE: Is your friend young or old? {bk02-l1d-f2-20-a.mp3}
|
||
|
||
# Source: LLA 1D Figure 4
|
||
$PRODUCE Add "Or" to the Question
|
||
ID: 1d-f4
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: One more twist: take a yes/no question and a new choice, and stretch it into an "or" question.
|
||
INSTRUCTION: Make a new question using "or".
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Is he in the lab? (in the classroom)
|
||
PROMPT: Is he in the lab? In the classroom. {bk02-l1d-f4-ex-q.mp3}
|
||
RESPONSE: Is he in the lab or in the classroom? {bk02-l1d-f4-ex-a.mp3}
|
||
|
||
TEMPLATE: Is she your sister? (your friend)
|
||
PROMPT: Is she your sister? Your friend? {bk02-l1d-f4-01-q.mp3}
|
||
RESPONSE: Is she your sister or your friend? {bk02-l1d-f4-01-a.mp3}
|
||
|
||
TEMPLATE: Is this letter a vowel? (a consonant)
|
||
PROMPT: Is this letter a vowel? A consonant. {bk02-l1d-f4-02-q.mp3}
|
||
RESPONSE: Is this letter a vowel or a consonant? {bk02-l1d-f4-02-a.mp3}
|
||
|
||
TEMPLATE: Is he a teacher? (a student)
|
||
PROMPT: Is he a teacher? A student. {bk02-l1d-f4-03-q.mp3}
|
||
RESPONSE: Is he a teacher or a student? {bk02-l1d-f4-03-a.mp3}
|
||
|
||
TEMPLATE: Is Linda old? (young)
|
||
PROMPT: Is Linda old? Young. {bk02-l1d-f4-04-q.mp3}
|
||
RESPONSE: Is Linda old or young? {bk02-l1d-f4-04-a.mp3}
|
||
|
||
TEMPLATE: Are they cooks? (barbers)
|
||
PROMPT: Are they cooks? Barbers. {bk02-l1d-f4-05-q.mp3}
|
||
RESPONSE: Are they cooks or barbers? {bk02-l1d-f4-05-a.mp3}
|
||
|
||
TEMPLATE: Are they your friends? (your brothers)
|
||
PROMPT: Are they your friends? Your brothers. {bk02-l1d-f4-06-q.mp3}
|
||
RESPONSE: Are they your friends or your brothers? {bk02-l1d-f4-06-a.mp3}
|
||
|
||
TEMPLATE: Is he your father? (your brother)
|
||
PROMPT: Is he your father? Your brother. {bk02-l1d-f4-07-q.mp3}
|
||
RESPONSE: Is he your father or your brother? {bk02-l1d-f4-07-a.mp3}
|
||
|
||
TEMPLATE: Are you a teacher? (a student)
|
||
PROMPT: Are you a teacher? A student. {bk02-l1d-f4-08-q.mp3}
|
||
RESPONSE: Are you a teacher or a student? {bk02-l1d-f4-08-a.mp3}
|
||
|
||
# Source: LLA 1B Figure 4
|
||
$PRODUCE Type the Missing Word
|
||
ID: 1b-f4
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: A mixed check on this part's words — "and", "or", and a few old friends. Listen to the sentence and type the missing word.
|
||
INSTRUCTION: Type the missing word.
|
||
|
||
TEMPLATE: John ____ Bill are students.
|
||
PROMPT: John and Bill are students. {bk02-l1b-f4-01.mp3}
|
||
RESPONSE: John and Bill are students. {bk02-l1b-f4-01.mp3}
|
||
ACCEPT: and
|
||
|
||
TEMPLATE: Is he a barber ____ a cook?
|
||
PROMPT: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
|
||
RESPONSE: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
|
||
ACCEPT: or
|
||
|
||
TEMPLATE: Let's go to the ____.
|
||
PROMPT: Let's go to the lab. {bk02-l1b-f4-03.mp3}
|
||
RESPONSE: Let's go to the lab. {bk02-l1b-f4-03.mp3}
|
||
ACCEPT: lab
|
||
|
||
TEMPLATE: ____ you a student?
|
||
PROMPT: Are you a student? {bk02-l1b-f4-04.mp3}
|
||
RESPONSE: Are you a student? {bk02-l1b-f4-04.mp3}
|
||
ACCEPT: Are
|
||
|
||
TEMPLATE: Nice to meet ____.
|
||
PROMPT: Nice to meet you. {bk02-l1b-f4-05.mp3}
|
||
RESPONSE: Nice to meet you. {bk02-l1b-f4-05.mp3}
|
||
ACCEPT: you
|
||
|
||
TEMPLATE: Are ____ children happy?
|
||
PROMPT: Are the children happy? {bk02-l1b-f4-06.mp3}
|
||
RESPONSE: Are the children happy? {bk02-l1b-f4-06.mp3}
|
||
ACCEPT: the
|
||
|
||
TEMPLATE: Susan is a ____.
|
||
PROMPT: Susan is a teacher. {bk02-l1b-f4-07.mp3}
|
||
RESPONSE: Susan is a teacher. {bk02-l1b-f4-07.mp3}
|
||
ACCEPT: teacher
|
||
|
||
TEMPLATE: Bob is a ____ and Ken is a mechanic.
|
||
PROMPT: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
|
||
RESPONSE: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
|
||
ACCEPT: pilot
|
||
|
||
TEMPLATE: What ____ is it?
|
||
PROMPT: What time is it? {bk02-l1b-f4-09.mp3}
|
||
RESPONSE: What time is it? {bk02-l1b-f4-09.mp3}
|
||
ACCEPT: time
|
||
|
||
TEMPLATE: Those ____ are consonants.
|
||
PROMPT: Those letters are consonants. {bk02-l1b-f4-10.mp3}
|
||
RESPONSE: Those letters are consonants. {bk02-l1b-f4-10.mp3}
|
||
ACCEPT: letters
|
||
|
||
$LESSON 1-6: One Man, Two Men — Plurals
|
||
|
||
# Source: ST §One Man -- Two Men (ST images given the st- namespace)
|
||
$GRAMMAR One Man, Two Men
|
||
ID: l1-s13
|
||
INTRO: This part is about plurals — and English saves its strangest ones for the most common words. Here they are.
|
||
|
||
| | |
|
||
|---|---|
|
||
| a man | two {men} |
|
||
| a woman | three {women} |
|
||
| a child | seven {children} |
|
||
| one box | five boxes |
|
||
| one family | two families |
|
||
| one penny | ten pennies |
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
|
||
# Source: LLA 1C Figure 1
|
||
$DIALOGUE Singular and Plural
|
||
ID: 1c-f1
|
||
INTRO: Now hear each pair — one, then many. Listen and repeat each word.
|
||
INSTRUCTION: Listen and repeat each word.
|
||
REPEAT
|
||
|
||
LINE: child {page_019_001.jpg} {bk02-l1c-f1-01.mp3}
|
||
LINE: children {page_019_002.jpg} {bk02-l1c-f1-02.mp3}
|
||
LINE: man {page_019_003.jpg} {bk02-l1c-f1-03.mp3}
|
||
LINE: men {page_019_004.jpg} {bk02-l1c-f1-04.mp3}
|
||
LINE: woman {page_019_005.jpg} {bk02-l1c-f1-05.mp3}
|
||
LINE: women {page_019_006.jpg} {bk02-l1c-f1-06.mp3}
|
||
LINE: family {page_019_007.jpg} {bk02-l1c-f1-07.mp3}
|
||
LINE: families {page_019_008.jpg} {bk02-l1c-f1-08.mp3}
|
||
LINE: penny {page_019_009.jpg} {bk02-l1c-f1-09.mp3}
|
||
LINE: pennies {page_019_010.jpg} {bk02-l1c-f1-10.mp3}
|
||
LINE: box {page_019_011.jpg} {bk02-l1c-f1-11.mp3}
|
||
LINE: boxes {page_019_012.jpg} {bk02-l1c-f1-12.mp3}
|
||
|
||
# Source: LLA 1C Figure 2
|
||
$PRODUCE Singular or Plural — Type the Noun
|
||
ID: 1c-f2
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Listen closely: is it one child or many children? Type the noun you hear, then repeat the full sentence.
|
||
INSTRUCTION: Type the missing word.
|
||
REPEAT
|
||
|
||
TEMPLATE: The ____ is in school.
|
||
PROMPT: The child is in school. {bk02-l1c-f2-01.mp3}
|
||
RESPONSE: The child is in school. {bk02-l1c-f2-01.mp3}
|
||
ACCEPT: child
|
||
|
||
TEMPLATE: These ____ aren't tired.
|
||
PROMPT: These children aren't tired. {bk02-l1c-f2-02.mp3}
|
||
RESPONSE: These children aren't tired. {bk02-l1c-f2-02.mp3}
|
||
ACCEPT: children
|
||
|
||
TEMPLATE: That ____ is a pilot.
|
||
PROMPT: That man is a pilot. {bk02-l1c-f2-03.mp3}
|
||
RESPONSE: That man is a pilot. {bk02-l1c-f2-03.mp3}
|
||
ACCEPT: man
|
||
|
||
TEMPLATE: Those ____ are my friends.
|
||
PROMPT: Those men are my friends. {bk02-l1c-f2-04.mp3}
|
||
RESPONSE: Those men are my friends. {bk02-l1c-f2-04.mp3}
|
||
ACCEPT: men
|
||
|
||
TEMPLATE: That ____ is my mother.
|
||
PROMPT: That woman is my mother. {bk02-l1c-f2-05.mp3}
|
||
RESPONSE: That woman is my mother. {bk02-l1c-f2-05.mp3}
|
||
ACCEPT: woman
|
||
|
||
TEMPLATE: The ____ are sisters.
|
||
PROMPT: The women are sisters. {bk02-l1c-f2-06.mp3}
|
||
RESPONSE: The women are sisters. {bk02-l1c-f2-06.mp3}
|
||
ACCEPT: women
|
||
|
||
TEMPLATE: His ____ is very happy.
|
||
PROMPT: His family is very happy. {bk02-l1c-f2-07.mp3}
|
||
RESPONSE: His family is very happy. {bk02-l1c-f2-07.mp3}
|
||
ACCEPT: family
|
||
|
||
TEMPLATE: These ____ are friends.
|
||
PROMPT: These families are friends. {bk02-l1c-f2-08.mp3}
|
||
RESPONSE: These families are friends. {bk02-l1c-f2-08.mp3}
|
||
ACCEPT: families
|
||
|
||
TEMPLATE: That is one ____.
|
||
PROMPT: That is 1 penny. {bk02-l1c-f2-09.mp3}
|
||
RESPONSE: That is 1 penny. {bk02-l1c-f2-09.mp3}
|
||
ACCEPT: penny
|
||
|
||
TEMPLATE: Those are ten ____.
|
||
PROMPT: Those are 10 pennies. {bk02-l1c-f2-10.mp3}
|
||
RESPONSE: Those are 10 pennies. {bk02-l1c-f2-10.mp3}
|
||
ACCEPT: pennies
|
||
|
||
TEMPLATE: One ____ is on the table.
|
||
PROMPT: One box is on the table. {bk02-l1c-f2-11.mp3}
|
||
RESPONSE: One box is on the table. {bk02-l1c-f2-11.mp3}
|
||
ACCEPT: box
|
||
|
||
TEMPLATE: Three ____ are under the table.
|
||
PROMPT: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
|
||
RESPONSE: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
|
||
ACCEPT: boxes
|
||
|
||
# Source: ST §Write the Correct Word
|
||
$PRODUCE Type the Plural
|
||
ID: l1-s14
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: From memory now — type the plural of each word.
|
||
INSTRUCTION: Type the plural word.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: a man → eight ____
|
||
RESPONSE: eight men
|
||
ACCEPT: men
|
||
|
||
TEMPLATE: a woman → three ____
|
||
RESPONSE: three women
|
||
ACCEPT: women
|
||
|
||
TEMPLATE: a child → four ____
|
||
RESPONSE: four children
|
||
ACCEPT: children
|
||
|
||
TEMPLATE: a box → ten ____
|
||
RESPONSE: ten boxes
|
||
ACCEPT: boxes
|
||
|
||
TEMPLATE: a penny → five ____
|
||
RESPONSE: five pennies
|
||
ACCEPT: pennies
|
||
|
||
TEMPLATE: a man → six ____
|
||
RESPONSE: six men
|
||
ACCEPT: men
|
||
|
||
TEMPLATE: a family → two ____
|
||
RESPONSE: two families
|
||
ACCEPT: families
|
||
|
||
# Source: LLA 1C Figure 3
|
||
$SELECT Same or Different — M and N
|
||
ID: 1c-f3
|
||
INTRO: "Man" and "men", "mine" and "nine" — small sounds carry the plural, so let's sharpen your ear. Tap S if the two words are the same, or D if they are different.
|
||
INSTRUCTION: Tap Same or Different.
|
||
OPTION: s | S (Same)
|
||
OPTION: d | D (Different)
|
||
|
||
PROMPT: map, map {bk02-l1c-f3-01.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: May, nay {bk02-l1c-f3-02.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: lemon, Lenin {bk02-l1c-f3-03.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: run, run {bk02-l1c-f3-04.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: son, some {bk02-l1c-f3-05.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: gain, game {bk02-l1c-f3-06.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: nut, not {bk02-l1c-f3-07.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: rum, run {bk02-l1c-f3-08.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: nice, mice {bk02-l1c-f3-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: mine, nine {bk02-l1c-f3-10.mp3}
|
||
ANSWER: d
|
||
|
||
# Source: LLA 1C Figure 5
|
||
$SELECT Pet or Pat?
|
||
ID: 1c-f5
|
||
INTRO: The vowel in "men" is the vowel in "pet"; the vowel in "man" is the vowel in "pat". Listen to each word and tap A for the "pet" sound or B for the "pat" sound.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | PET sound (as in head)
|
||
OPTION: b | PAT sound (as in had)
|
||
|
||
EXAMPLE
|
||
PROMPT: head {bk02-l1c-f5-ex.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: rant {bk02-l1c-f5-01.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: mass {bk02-l1c-f5-02.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: bed {bk02-l1c-f5-03.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: pan {bk02-l1c-f5-04.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: kettle {bk02-l1c-f5-05.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: ten {bk02-l1c-f5-06.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: blend {bk02-l1c-f5-07.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: shall {bk02-l1c-f5-08.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: fed {bk02-l1c-f5-09.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: cattle {bk02-l1c-f5-10.mp3}
|
||
ANSWER: b
|
||
|
||
$LESSON 1-7: The Wilson Family — Putting It Together
|
||
|
||
# Source: LLA 1D Figure 1
|
||
$DIALOGUE The Wilson Family — A Reading
|
||
ID: 1d-f1
|
||
INTRO: Time to put the whole lesson together, starting with a short reading about the Wilsons. Listen and repeat each sentence.
|
||
INSTRUCTION: Listen and repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: This is a family. {page_023_001.jpg} {bk02-l1d-f1-01.mp3}
|
||
LINE: The father is Mr. Wilson. {page_023_001.jpg} {bk02-l1d-f1-02.mp3}
|
||
LINE: Mrs. Wilson is the mother. {page_023_001.jpg} {bk02-l1d-f1-03.mp3}
|
||
LINE: Two children are boys, and two children are girls. {page_023_002.jpg} {bk02-l1d-f1-04.mp3}
|
||
LINE: They are brothers and sisters. {page_023_002.jpg} {bk02-l1d-f1-05.mp3}
|
||
LINE: The brothers are Tom and John. {page_023_002.jpg} {bk02-l1d-f1-06.mp3}
|
||
LINE: The sisters are Jan and Linda. {page_023_002.jpg} {bk02-l1d-f1-07.mp3}
|
||
LINE: They are students. {page_023_002.jpg} {bk02-l1d-f1-08.mp3}
|
||
LINE: Mr. Wilson is a mechanic. {page_023_001.jpg} {bk02-l1d-f1-09.mp3}
|
||
LINE: Mrs. Wilson is a teacher. {page_023_001.jpg} {bk02-l1d-f1-10.mp3}
|
||
|
||
# Source: LLA 1D Figure 2, Part 1
|
||
$SELECT Yes or No — The Wilsons
|
||
ID: 1d-f2
|
||
REFERENCE
|
||
INTRO: Questions about the Wilsons — answer according to the reading. And no, Mr. Wilson is not your brother. Tap Yes or No.
|
||
INSTRUCTION: Tap Yes or No.
|
||
OPTION: y | Yes
|
||
OPTION: n | No
|
||
|
||
PROMPT: Is Mr. Wilson your brother? {bk02-l1d-f2-01-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, he isn't. {bk02-l1d-f2-01-a.mp3}
|
||
|
||
PROMPT: Is Mrs. Wilson your mother? {bk02-l1d-f2-02-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, she's not. {bk02-l1d-f2-02-a.mp3}
|
||
|
||
PROMPT: Are Jan and Tom sisters? {bk02-l1d-f2-03-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, they aren't. {bk02-l1d-f2-03-a.mp3}
|
||
|
||
PROMPT: Are Linda and Jan sisters? {bk02-l1d-f2-04-q.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, they are. {bk02-l1d-f2-04-a.mp3}
|
||
|
||
PROMPT: Are the four children boys? {bk02-l1d-f2-05-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, they're not. {bk02-l1d-f2-05-a.mp3}
|
||
|
||
PROMPT: Are Tom and John brothers? {bk02-l1d-f2-06-q.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, they are. {bk02-l1d-f2-06-a.mp3}
|
||
|
||
PROMPT: Are the children students? {bk02-l1d-f2-07-q.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, they are. {bk02-l1d-f2-07-a.mp3}
|
||
|
||
PROMPT: Is Mr. Wilson a barber? {bk02-l1d-f2-08-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, he isn't. {bk02-l1d-f2-08-a.mp3}
|
||
|
||
PROMPT: Is Mrs. Wilson a teacher? {bk02-l1d-f2-09-q.mp3}
|
||
ANSWER: y
|
||
FEEDBACK: Yes, she is. {bk02-l1d-f2-09-a.mp3}
|
||
|
||
PROMPT: Are the children sick? {bk02-l1d-f2-10-q.mp3}
|
||
ANSWER: n
|
||
FEEDBACK: No, they aren't. {bk02-l1d-f2-10-a.mp3}
|
||
|
||
# Source: LLA 1C Listening/Speaking
|
||
$DIALOGUE Questions and Answers — Review
|
||
ID: 1c-ls1
|
||
INTRO: A rapid review of the week's questions — who, what, where, and yes or no. Listen and repeat each question and each answer.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Are those boys your brothers? {bk02-l1c-f4-11.mp3}
|
||
LINE: Yes, they are. {bk02-l1c-f4-12.mp3}
|
||
|
||
LINE: Who is that child? {bk02-l1c-f4-13.mp3}
|
||
LINE: That child is her sister. {bk02-l1c-f4-14.mp3}
|
||
|
||
LINE: What's your brother? {bk02-l1c-f4-15.mp3}
|
||
LINE: He's a pilot. {bk02-l1c-f4-16.mp3}
|
||
|
||
LINE: Are those women teachers or students? {bk02-l1c-f4-17.mp3}
|
||
LINE: They're students. {bk02-l1c-f4-18.mp3}
|
||
|
||
LINE: Where's Mr. Bates? {bk02-l1c-f4-19.mp3}
|
||
LINE: He's in the lab. {bk02-l1c-f4-20.mp3}
|
||
|
||
LINE: Is his father very tired? {bk02-l1c-f4-21.mp3}
|
||
LINE: No, his father isn't very tired. {bk02-l1c-f4-22.mp3}
|
||
|
||
LINE: Who is your teacher? {bk02-l1c-f4-23.mp3}
|
||
LINE: Ms. Adams is my teacher. {bk02-l1c-f4-24.mp3}
|
||
|
||
LINE: What are those men? {bk02-l1c-f4-25.mp3}
|
||
LINE: They're cooks. {bk02-l1c-f4-26.mp3}
|
||
|
||
LINE: Where's Ms. Wilson? {bk02-l1c-f4-27.mp3}
|
||
LINE: She's in the classroom. {bk02-l1c-f4-28.mp3}
|
||
|
||
LINE: Is Mrs. Bates your teacher? {bk02-l1c-f4-29.mp3}
|
||
LINE: No, she isn't. {bk02-l1c-f4-30.mp3}
|
||
|
||
LINE: Are the children sad? {bk02-l1c-f4-31.mp3}
|
||
LINE: No, they're very happy. {bk02-l1c-f4-32.mp3}
|
||
|
||
# Source: LLA 1A Listening/Speaking
|
||
$DIALOGUE Let's Go to the Lab
|
||
ID: 1a-ls1
|
||
INTRO: "Let's" is how you invite people to do something with you — usually work, in this course. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Let's go to the lab. {bk02-l1a-f7-11.mp3}
|
||
LINE: Let's look at the book. {bk02-l1a-f7-12.mp3}
|
||
LINE: Let's open the windows. {bk02-l1a-f7-13.mp3}
|
||
LINE: Let's put the books on the table. {bk02-l1a-f7-14.mp3}
|
||
LINE: Let's repeat the words. {bk02-l1a-f7-15.mp3}
|
||
LINE: Let's close the windows. {bk02-l1a-f7-16.mp3}
|
||
LINE: Let's listen to the radio. {bk02-l1a-f7-17.mp3}
|
||
LINE: Let's write the words. {bk02-l1a-f7-18.mp3}
|
||
LINE: Let's put the pens in the desks. {bk02-l1a-f7-19.mp3}
|
||
LINE: Let's go to class. {bk02-l1a-f7-20.mp3}
|
||
|
||
# Source: ST §Let's Look at the Lesson.
|
||
$DIALOGUE From Command to "Let's"
|
||
ID: l1-s30
|
||
INTRO: See the pattern: a command, then the same idea with "Let's" in front. Read each pair.
|
||
INSTRUCTION: Read these statements.
|
||
|
||
LINE: Look at the book. Let's look at the book.
|
||
LINE: Write the sentence. Let's write the sentence.
|
||
LINE: Listen to the radio. Let's listen to the radio.
|
||
LINE: Open the windows. Let's open the windows.
|
||
LINE: Go to the lab. Let's go to the lab.
|
||
LINE: Listen to the tape. Let's listen to the tape.
|
||
LINE: Write the words. Let's write the words.
|
||
LINE: Repeat the answers. Let's repeat the answers.
|
||
LINE: Close the windows. Let's close the windows.
|
||
|
||
# Source: LLA 1D Figure 5
|
||
$PRODUCE Say It with "Let's"
|
||
ID: 1d-f5
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now you do the transforming. Hear the command, add "Let's" to the front, say your sentence, then repeat the model.
|
||
INSTRUCTION: Change the sentence using "Let's".
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Go to the lab. {bk02-l1d-f5-ex1-q.mp3}
|
||
RESPONSE: Let's go to the lab. {bk02-l1d-f5-ex1-a.mp3}
|
||
|
||
EXAMPLE
|
||
PROMPT: Sit down. {bk02-l1d-f5-ex2-q.mp3}
|
||
RESPONSE: Let's sit down. {bk02-l1d-f5-ex2-a.mp3}
|
||
|
||
PROMPT: Write the alphabet. {bk02-l1d-f5-01-q.mp3}
|
||
RESPONSE: Let's write the alphabet. {bk02-l1d-f5-01-a.mp3}
|
||
|
||
PROMPT: Put the books on the table. {bk02-l1d-f5-02-q.mp3}
|
||
RESPONSE: Let's put the books on the table. {bk02-l1d-f5-02-a.mp3}
|
||
|
||
PROMPT: Stand up. {bk02-l1d-f5-03-q.mp3}
|
||
RESPONSE: Let's stand up. {bk02-l1d-f5-03-a.mp3}
|
||
|
||
PROMPT: Open your books. {bk02-l1d-f5-04-q.mp3}
|
||
RESPONSE: Let's open our books. {bk02-l1d-f5-04-a.mp3}
|
||
|
||
PROMPT: Go to the barracks. {bk02-l1d-f5-05-q.mp3}
|
||
RESPONSE: Let's go to the barracks. {bk02-l1d-f5-05-a.mp3}
|
||
|
||
PROMPT: Close the windows. {bk02-l1d-f5-06-q.mp3}
|
||
RESPONSE: Let's close the windows. {bk02-l1d-f5-06-a.mp3}
|
||
|
||
PROMPT: Repeat the words. {bk02-l1d-f5-07-q.mp3}
|
||
RESPONSE: Let's repeat the words. {bk02-l1d-f5-07-a.mp3}
|
||
|
||
# Source: LLA 1D Figure 3
|
||
$PRODUCE Classroom Words — Type the Missing Word
|
||
ID: 1d-f3
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: A last dictation sweep through the week's everyday sentences. Listen, type the missing word, then repeat the full sentence.
|
||
INSTRUCTION: Type the missing word.
|
||
REPEAT
|
||
|
||
TEMPLATE: ____ close the door.
|
||
PROMPT: Please close the door. {bk02-l1d-f3-01-q.mp3}
|
||
RESPONSE: Please close the door. {bk02-l1d-f3-01-a.mp3}
|
||
ACCEPT: Please | please
|
||
|
||
TEMPLATE: Look at the ____.
|
||
PROMPT: Look at the book. {bk02-l1d-f3-02-q.mp3}
|
||
RESPONSE: Look at the book. {bk02-l1d-f3-02-a.mp3}
|
||
ACCEPT: book
|
||
|
||
TEMPLATE: That's a ____.
|
||
PROMPT: That's a quarter. {bk02-l1d-f3-03-q.mp3}
|
||
RESPONSE: That's a quarter. {bk02-l1d-f3-03-a.mp3}
|
||
ACCEPT: quarter
|
||
|
||
TEMPLATE: Spell the word ____.
|
||
PROMPT: Spell the word 'television'. {bk02-l1d-f3-04-q.mp3}
|
||
RESPONSE: Spell the word 'television'. {bk02-l1d-f3-04-a.mp3}
|
||
ACCEPT: television
|
||
|
||
TEMPLATE: ____ friend is Bob.
|
||
PROMPT: Your friend is Bob. {bk02-l1d-f3-05-q.mp3}
|
||
RESPONSE: Your friend is Bob. {bk02-l1d-f3-05-a.mp3}
|
||
ACCEPT: Your | your
|
||
|
||
TEMPLATE: ____ is Monday.
|
||
PROMPT: Today is Monday. {bk02-l1d-f3-06-q.mp3}
|
||
RESPONSE: Today is Monday. {bk02-l1d-f3-06-a.mp3}
|
||
ACCEPT: Today | today
|
||
|
||
TEMPLATE: ____ is Tuesday.
|
||
PROMPT: Tomorrow is Tuesday. {bk02-l1d-f3-07-q.mp3}
|
||
RESPONSE: Tomorrow is Tuesday. {bk02-l1d-f3-07-a.mp3}
|
||
ACCEPT: Tomorrow | tomorrow
|
||
|
||
TEMPLATE: This is the ____ 100.
|
||
PROMPT: This is the number 100. {bk02-l1d-f3-08-q.mp3}
|
||
RESPONSE: This is the number 100. {bk02-l1d-f3-08-a.mp3}
|
||
ACCEPT: number
|
||
|
||
TEMPLATE: ____ to the tape.
|
||
PROMPT: Listen to the tape. {bk02-l1d-f3-09-q.mp3}
|
||
RESPONSE: Listen to the tape. {bk02-l1d-f3-09-a.mp3}
|
||
ACCEPT: Listen | listen
|
||
|
||
TEMPLATE: The book is ____ the chair.
|
||
PROMPT: The book is under the chair. {bk02-l1d-f3-10-q.mp3}
|
||
RESPONSE: The book is under the chair. {bk02-l1d-f3-10-a.mp3}
|
||
ACCEPT: under
|
||
|
||
# Source: ST §This Is My Friend.
|
||
$DIALOGUE This Is My Friend
|
||
ID: l1-s31
|
||
INTRO: One last dialog to close the lesson — Bill introduces Tom to Bob, and everything you practiced this week shows up for a bow. Listen, repeat, and well done.
|
||
INSTRUCTION: Listen and repeat the dialog.
|
||
REPEAT
|
||
|
||
Bill: Bob, this is my friend Tom. Tom, this is Bob. {st-page_038_001.jpg}
|
||
Bob: Hi. Nice to meet you.
|
||
Tom: Nice to meet you, too.
|
||
Bill: Bob is in your lab, Tom.
|
||
Tom: Good. Let's go now. See you later, Bill.
|
||
Bob: Okay. Goodbye, Bill.
|
||
Bill: Bye. See you later.
|
||
|
||
# SKIPPED (book): ST Writing Skill "DICTATION" (12 words) — instructor-read with no recorded stimulus or given words; convertible later with chosen items + TTS.
|
||
|
||
$LESSON 1-8: Extra Practice — Reading Letters
|
||
|
||
# Source: ST §Circle the Vowels
|
||
$SELECT Find the Vowel
|
||
ID: l1-s1
|
||
INTRO: This whole part is optional reading practice with English letters. If you can already read these letters comfortably, feel free to skip it. Otherwise: in each group, tap the vowel.
|
||
INSTRUCTION: Tap the vowel.
|
||
|
||
TEMPLATE: b c A F
|
||
OPTION: a | b
|
||
OPTION: b | c
|
||
OPTION: c | A
|
||
OPTION: d | F
|
||
ANSWER: c
|
||
|
||
TEMPLATE: U V W X
|
||
OPTION: a | U
|
||
OPTION: b | V
|
||
OPTION: c | W
|
||
OPTION: d | X
|
||
ANSWER: a
|
||
|
||
TEMPLATE: C E D G
|
||
OPTION: a | C
|
||
OPTION: b | E
|
||
OPTION: c | D
|
||
OPTION: d | G
|
||
ANSWER: b
|
||
|
||
TEMPLATE: m n o p
|
||
OPTION: a | m
|
||
OPTION: b | n
|
||
OPTION: c | o
|
||
OPTION: d | p
|
||
ANSWER: c
|
||
|
||
TEMPLATE: r s O V
|
||
OPTION: a | r
|
||
OPTION: b | s
|
||
OPTION: c | O
|
||
OPTION: d | V
|
||
ANSWER: c
|
||
|
||
TEMPLATE: E f G Q
|
||
OPTION: a | E
|
||
OPTION: b | f
|
||
OPTION: c | G
|
||
OPTION: d | Q
|
||
ANSWER: a
|
||
|
||
TEMPLATE: i j l t
|
||
OPTION: a | i
|
||
OPTION: b | j
|
||
OPTION: c | l
|
||
OPTION: d | t
|
||
ANSWER: a
|
||
|
||
TEMPLATE: h i k l
|
||
OPTION: a | h
|
||
OPTION: b | i
|
||
OPTION: c | k
|
||
OPTION: d | l
|
||
ANSWER: b
|
||
|
||
TEMPLATE: a c b d
|
||
OPTION: a | a
|
||
OPTION: b | c
|
||
OPTION: c | b
|
||
OPTION: d | d
|
||
ANSWER: a
|
||
|
||
TEMPLATE: V W A M
|
||
OPTION: a | V
|
||
OPTION: b | W
|
||
OPTION: c | A
|
||
OPTION: d | M
|
||
ANSWER: c
|
||
|
||
TEMPLATE: L I T F
|
||
OPTION: a | L
|
||
OPTION: b | I
|
||
OPTION: c | T
|
||
OPTION: d | F
|
||
ANSWER: b
|
||
|
||
TEMPLATE: w v x u
|
||
OPTION: a | w
|
||
OPTION: b | v
|
||
OPTION: c | x
|
||
OPTION: d | u
|
||
ANSWER: d
|
||
|
||
TEMPLATE: z s a x
|
||
OPTION: a | z
|
||
OPTION: b | s
|
||
OPTION: c | a
|
||
OPTION: d | x
|
||
ANSWER: c
|
||
|
||
TEMPLATE: p q o m
|
||
OPTION: a | p
|
||
OPTION: b | q
|
||
OPTION: c | o
|
||
OPTION: d | m
|
||
ANSWER: c
|
||
|
||
TEMPLATE: e c b n
|
||
OPTION: a | e
|
||
OPTION: b | c
|
||
OPTION: c | b
|
||
OPTION: d | n
|
||
ANSWER: a
|
||
|
||
TEMPLATE: J V I L
|
||
OPTION: a | J
|
||
OPTION: b | V
|
||
OPTION: c | I
|
||
OPTION: d | L
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Y R U N
|
||
OPTION: a | Y
|
||
OPTION: b | R
|
||
OPTION: c | U
|
||
OPTION: d | N
|
||
ANSWER: c
|
||
|
||
TEMPLATE: b e c d
|
||
OPTION: a | b
|
||
OPTION: b | e
|
||
OPTION: c | c
|
||
OPTION: d | d
|
||
ANSWER: b
|
||
|
||
TEMPLATE: o c q p
|
||
OPTION: a | o
|
||
OPTION: b | c
|
||
OPTION: c | q
|
||
OPTION: d | p
|
||
ANSWER: a
|
||
|
||
TEMPLATE: q s t u
|
||
OPTION: a | q
|
||
OPTION: b | s
|
||
OPTION: c | t
|
||
OPTION: d | u
|
||
ANSWER: d
|
||
|
||
# Source: ST §Child Friend
|
||
$SELECT Match the Letter Team
|
||
ID: l1-s2
|
||
INTRO: Each word has two letters underlined. Tap the pair of letters that matches them exactly.
|
||
INSTRUCTION: Tap the matching letters.
|
||
|
||
TEMPLATE: chi*ld*
|
||
OPTION: a | td
|
||
OPTION: b | ld
|
||
OPTION: c | dl
|
||
ANSWER: b
|
||
|
||
TEMPLATE: *st*and up
|
||
OPTION: a | zt
|
||
OPTION: b | st
|
||
OPTION: c | ts
|
||
ANSWER: b
|
||
|
||
TEMPLATE: a*ng*ry
|
||
OPTION: a | ng
|
||
OPTION: b | mg
|
||
OPTION: c | gn
|
||
ANSWER: a
|
||
|
||
TEMPLATE: *sp*ell
|
||
OPTION: a | sq
|
||
OPTION: b | zp
|
||
OPTION: c | sp
|
||
ANSWER: c
|
||
|
||
TEMPLATE: *br*other
|
||
OPTION: a | br
|
||
OPTION: b | dr
|
||
OPTION: c | pr
|
||
ANSWER: a
|
||
|
||
TEMPLATE: fa*th*er
|
||
OPTION: a | tk
|
||
OPTION: b | th
|
||
OPTION: c | tb
|
||
ANSWER: b
|
||
|
||
TEMPLATE: *ch*ildren
|
||
OPTION: a | ck
|
||
OPTION: b | cb
|
||
OPTION: c | ch
|
||
ANSWER: c
|
||
|
||
TEMPLATE: a*sk*
|
||
OPTION: a | sk
|
||
OPTION: b | sx
|
||
OPTION: c | zk
|
||
ANSWER: a
|
||
|
||
TEMPLATE: *fr*iend
|
||
OPTION: a | tr
|
||
OPTION: b | fr
|
||
OPTION: c | rf
|
||
ANSWER: b
|
||
|
||
TEMPLATE: *pl*ease
|
||
OPTION: a | lp
|
||
OPTION: b | ql
|
||
OPTION: c | pl
|
||
ANSWER: c
|
||
|
||
TEMPLATE: calen*da*r
|
||
OPTION: a | nd
|
||
OPTION: b | md
|
||
OPTION: c | rd
|
||
ANSWER: c
|
||
|
||
TEMPLATE: *pr*ivate
|
||
OPTION: a | pr
|
||
OPTION: b | qr
|
||
OPTION: c | rp
|
||
ANSWER: a
|
||
|
||
TEMPLATE: gi*rl*
|
||
OPTION: a | rl
|
||
OPTION: b | lr
|
||
OPTION: c | cl
|
||
ANSWER: a
|
||
|
||
TEMPLATE: chalkboa*rd*
|
||
OPTION: a | rd
|
||
OPTION: b | rb
|
||
OPTION: c | nd
|
||
ANSWER: a
|
||
|
||
TEMPLATE: *cl*assroom
|
||
OPTION: a | ol
|
||
OPTION: b | ct
|
||
OPTION: c | cl
|
||
ANSWER: c
|
||
|
||
TEMPLATE: *sh*e
|
||
OPTION: a | sb
|
||
OPTION: b | sh
|
||
OPTION: c | sk
|
||
ANSWER: b
|
||
|
||
TEMPLATE: stude*nt*
|
||
OPTION: a | mt
|
||
OPTION: b | rt
|
||
OPTION: c | nt
|
||
ANSWER: c
|
||
|
||
TEMPLATE: *bl*ackboard
|
||
OPTION: a | ld
|
||
OPTION: b | bl
|
||
OPTION: c | lb
|
||
ANSWER: b
|
||
|
||
# Source: ST §Family Tired
|
||
$SELECT Match the Letter Pair
|
||
ID: l1-s3
|
||
INTRO: Now shorter pieces — tap the option that matches the two letters shown.
|
||
INSTRUCTION: Tap the matching letters.
|
||
|
||
TEMPLATE: an
|
||
OPTION: a | am
|
||
OPTION: b | an
|
||
OPTION: c | on
|
||
ANSWER: b
|
||
|
||
TEMPLATE: we
|
||
OPTION: a | wc
|
||
OPTION: b | ue
|
||
OPTION: c | we
|
||
ANSWER: c
|
||
|
||
TEMPLATE: co
|
||
OPTION: a | cc
|
||
OPTION: b | co
|
||
OPTION: c | ce
|
||
ANSWER: b
|
||
|
||
TEMPLATE: or
|
||
OPTION: a | ov
|
||
OPTION: b | ro
|
||
OPTION: c | or
|
||
ANSWER: c
|
||
|
||
TEMPLATE: ha
|
||
OPTION: a | ha
|
||
OPTION: b | ho
|
||
OPTION: c | ka
|
||
ANSWER: a
|
||
|
||
TEMPLATE: to
|
||
OPTION: a | fo
|
||
OPTION: b | to
|
||
OPTION: c | lo
|
||
ANSWER: b
|
||
|
||
TEMPLATE: ho
|
||
OPTION: a | hc
|
||
OPTION: b | ko
|
||
OPTION: c | ho
|
||
ANSWER: c
|
||
|
||
TEMPLATE: fa
|
||
OPTION: a | fa
|
||
OPTION: b | ta
|
||
OPTION: c | at
|
||
ANSWER: a
|
||
|
||
TEMPLATE: ol
|
||
OPTION: a | ol
|
||
OPTION: b | cl
|
||
OPTION: c | el
|
||
ANSWER: a
|
||
|
||
TEMPLATE: ma
|
||
OPTION: a | ma
|
||
OPTION: b | na
|
||
OPTION: c | wa
|
||
ANSWER: a
|
||
|
||
TEMPLATE: sa
|
||
OPTION: a | za
|
||
OPTION: b | se
|
||
OPTION: c | sa
|
||
ANSWER: c
|
||
|
||
TEMPLATE: en
|
||
OPTION: a | em
|
||
OPTION: b | cn
|
||
OPTION: c | en
|
||
ANSWER: c
|
||
|
||
TEMPLATE: si
|
||
OPTION: a | sj
|
||
OPTION: b | si
|
||
OPTION: c | zi
|
||
ANSWER: b
|
||
|
||
TEMPLATE: mo
|
||
OPTION: a | no
|
||
OPTION: b | mc
|
||
OPTION: c | mo
|
||
ANSWER: c
|
||
|
||
TEMPLATE: ed
|
||
OPTION: a | cd
|
||
OPTION: b | od
|
||
OPTION: c | ed
|
||
ANSWER: c
|
||
|
||
TEMPLATE: er
|
||
OPTION: a | or
|
||
OPTION: b | er
|
||
OPTION: c | ar
|
||
ANSWER: b
|
||
|
||
TEMPLATE: ti
|
||
OPTION: a | ti
|
||
OPTION: b | fi
|
||
OPTION: c | li
|
||
ANSWER: a
|
||
|
||
TEMPLATE: an
|
||
OPTION: a | on
|
||
OPTION: b | en
|
||
OPTION: c | an
|
||
ANSWER: c
|
||
|
||
TEMPLATE: yo
|
||
OPTION: a | jo
|
||
OPTION: b | yo
|
||
OPTION: c | ye
|
||
ANSWER: b
|
||
|
||
TEMPLATE: ad
|
||
OPTION: a | ad
|
||
OPTION: b | ba
|
||
OPTION: c | od
|
||
ANSWER: a
|
||
|
||
# Source: ST §Circle the Different Letter
|
||
$SELECT Find the Different Letter
|
||
ID: l1-s15
|
||
INTRO: Last drill: three letters match and one doesn't. Tap the odd one out.
|
||
INSTRUCTION: Tap the different letter.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | C
|
||
OPTION: b | O
|
||
OPTION: c | C
|
||
OPTION: d | C
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | H
|
||
OPTION: b | K
|
||
OPTION: c | K
|
||
OPTION: d | K
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | q
|
||
OPTION: b | q
|
||
OPTION: c | p
|
||
OPTION: d | q
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | O
|
||
OPTION: b | O
|
||
OPTION: c | O
|
||
OPTION: d | C
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | F
|
||
OPTION: b | E
|
||
OPTION: c | F
|
||
OPTION: d | F
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | z
|
||
OPTION: b | z
|
||
OPTION: c | z
|
||
OPTION: d | s
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | K
|
||
OPTION: b | X
|
||
OPTION: c | K
|
||
OPTION: d | K
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | u
|
||
OPTION: b | u
|
||
OPTION: c | w
|
||
OPTION: d | u
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | y
|
||
OPTION: b | y
|
||
OPTION: c | y
|
||
OPTION: d | j
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | B
|
||
OPTION: b | R
|
||
OPTION: c | B
|
||
OPTION: d | B
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | a
|
||
OPTION: b | e
|
||
OPTION: c | e
|
||
OPTION: d | e
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | m
|
||
OPTION: b | m
|
||
OPTION: c | m
|
||
OPTION: d | n
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | e
|
||
OPTION: b | c
|
||
OPTION: c | c
|
||
OPTION: d | c
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | J
|
||
OPTION: b | L
|
||
OPTION: c | J
|
||
OPTION: d | J
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | w
|
||
OPTION: b | v
|
||
OPTION: c | v
|
||
OPTION: d | v
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | w
|
||
OPTION: b | m
|
||
OPTION: c | w
|
||
OPTION: d | w
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | L
|
||
OPTION: b | L
|
||
OPTION: c | I
|
||
OPTION: d | L
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | A
|
||
OPTION: b | H
|
||
OPTION: c | H
|
||
OPTION: d | H
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | f
|
||
OPTION: b | t
|
||
OPTION: c | f
|
||
OPTION: d | f
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | P
|
||
OPTION: b | R
|
||
OPTION: c | R
|
||
OPTION: d | R
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | x
|
||
OPTION: b | x
|
||
OPTION: c | x
|
||
OPTION: d | k
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | B
|
||
OPTION: b | P
|
||
OPTION: c | B
|
||
OPTION: d | B
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | T
|
||
OPTION: b | F
|
||
OPTION: c | T
|
||
OPTION: d | T
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | b
|
||
OPTION: b | b
|
||
OPTION: c | d
|
||
OPTION: d | b
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | j
|
||
OPTION: b | i
|
||
OPTION: c | i
|
||
OPTION: d | i
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | o
|
||
OPTION: b | o
|
||
OPTION: c | o
|
||
OPTION: d | c
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | Q
|
||
OPTION: b | O
|
||
OPTION: c | O
|
||
OPTION: d | O
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | Z
|
||
OPTION: b | S
|
||
OPTION: c | Z
|
||
OPTION: d | Z
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | k
|
||
OPTION: b | k
|
||
OPTION: c | k
|
||
OPTION: d | h
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | D
|
||
OPTION: b | B
|
||
OPTION: c | D
|
||
OPTION: d | D
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Find the different letter.
|
||
OPTION: a | q
|
||
OPTION: b | g
|
||
OPTION: c | g
|
||
OPTION: d | g
|
||
ANSWER: a
|