david
20ccc16a77
Regenerate every LLA tape lesson from original markdown+transcripts with the post-review pipeline, select the cleanest candidate per lesson, deterministically refine/split ranges, and slice fresh clips. All 30 per-track drafts validated at 0 errors / 0 warnings before assembly. Reassemble weekly masters with Claude Fable (not Gemini), apply gated final structure repair, and restore any drifted clip-bearing lines from source tracks. All eight changed masters validate at 0/0, pass stage-master clip identity, and use 100% of their source cassette clips. Includes the systemic fixes behind Yana's reports: no Number/Repeat cue leaks, no doubled pronunciation models, clean split boundaries, audible cloze setup context, apparatus-free feedback, and properly distributed vocab teaching beats. Co-authored-by: Cursor <cursoragent@cursor.com>
2147 lines
84 KiB
Plaintext
2147 lines
84 KiB
Plaintext
$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book10_lesson3
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DESCRIPTION: Flat tires and how to change them, sequence words, gerunds, polite requests with "can", "could", "will", and "would", reported commands, and finding topics and main ideas.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | For stimulus/prompt audio
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Judy | gacrux | Female
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VOICE: July | achernar | Male
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VOICE: Mrs_Adams | gacrux | Female
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VOICE: Mr_Wilson | achernar | Male
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VOICE: Flight_Attendant | schedar | Female
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VOICE: Mary | gacrux | Female
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VOICE: Ann | aoede | Female
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VOICE: Clerk | achernar | Male
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VOICE: Customer | achird | Male
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VOICE: Kim | gacrux | Female
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VOICE: Ken | achernar | Male
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VOICE: Jan | aoede | Female
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VOICE: Mom | gacrux | Female
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VOICE: Sue | aoede | Female
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VOICE: Dan | achernar | Male
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VOICE: Instructor | schedar | Male
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VOICE: Lt_Fuller | achird | Male
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VOICE: Sgt_Jones | achernar | Male
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VOICE: Sam | achird | Male
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VOICE: Mike | achernar | Male
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VOICE: David | achird | Male
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VOICE: Gloria | schedar | Female
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VOICE: Peggy | aoede | Female
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VOICE: Liz | schedar | Female
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VOICE: Roger | achernar | Male
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VOICE: Jim | achernar | Male
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VOICE: Bob | achird | Male
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VOICE: Sgt_Burns | achernar | Male
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VOICE: Sgt_Marsh | achird | Male
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VOICE: Walt | achernar | Male
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VOICE: Tim | achird | Male
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VOICE: Carl | achernar | Male
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VOICE: Ted | achird | Male
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VOICE: Lt_Anders | achernar | Male
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VOICE: Lt_Ashly | achird | Male
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VOICE: Larry | achird | Male
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VOICE: Janet | aoede | Female
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VOICE: Vince | achernar | Male
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VOICE: Adam | achernar | Male
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VOICE: Jack | achird | Male
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VOICE: Rita | aoede | Female
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VOICE: Fran | schedar | Female
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VOICE: Anna | aoede | Female
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VOICE: Bill | achernar | Male
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VOICE: Student1 | achernar | Male
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VOICE: Student2 | achird | Male
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VOICE: Capt_Moreno | achird | Male
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VOICE: Sgt_Kline | achernar | Male
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VOICE: Sgt_Anderson | achird | Male
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VOICE: Dad | achernar | Male
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VOICE: Freddy | achird | Male
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VOICE: Susie | aoede | Female
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VOICE: Maj_Jones | achernar | Male
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VOICE: Ms_Rogers | aoede | Female
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VOICE: Mr_Thompson | achird | Male
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VOICE: ID | achernar | speaker (auto)
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$SESSION 3-1: Flat Tires — Bicycles and Cars
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# Source: LLA 3A Figure 1
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$DIALOGUE Bicycle Parts
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ID: 3a-f1
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INTRO: In this lesson you'll learn to handle a flat tire — the parts, the tools, and how to ask for help politely when you'd rather not do it alone. We start small, with a bicycle. Listen to each sentence and repeat it.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: wheel
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LINE: A bicycle has 2 wheels. {page_053_001.jpg} {bk10-l3a-f1-01.mp3}
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VOCAB: nut
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VOCAB: to fasten
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LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg} {bk10-l3a-f1-01-b.mp3}
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VOCAB: wrench
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LINE: You can turn the nut with a wrench. {page_053_003.jpg} {bk10-l3a-f1-01-c.mp3}
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VOCAB: tire
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LINE: The tire fits on the outside of the wheel. {page_053_004.jpg} {bk10-l3a-f1-01-d.mp3}
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VOCAB: air
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LINE: There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-01-e.mp3}
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LINE: The tire is low. {page_053_005.jpg} {bk10-l3a-f1-01-f.mp3}
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VOCAB: enough
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LINE: It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-01-g.mp3}
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VOCAB: flat
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LINE: The tire is flat. {page_053_006.jpg} {bk10-l3a-f1-01-h.mp3}
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LINE: It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-01-i.mp3}
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# Source: LLA 3A Figure 1 (question pass)
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$PRODUCE Bicycle Parts — Answer the Questions
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ID: 3a-f1-b
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INPUT: speak
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CHECK: reveal
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INTRO: Same pictures, but now you do the talking. Listen to each question, answer aloud in a complete sentence, then repeat the correct answer.
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INSTRUCTION: Answer aloud with a full sentence.
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REPEAT
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PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-01-j.mp3}
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RESPONSE: The wheels are round. {bk10-l3a-f1-01-k.mp3}
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PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-01-l.mp3}
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RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-01-m.mp3}
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PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-01-n.mp3}
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RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-01-o.mp3}
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PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-01-p.mp3}
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RESPONSE: There's air inside the tires. {bk10-l3a-f1-01-q.mp3}
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PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-01-r.mp3}
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RESPONSE: It doesn't have enough air. {bk10-l3a-f1-01-s.mp3}
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PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-01-t.mp3}
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RESPONSE: It's flat. {bk10-l3a-f1-01-u.mp3}
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# Source: LLA 3A Figure 2 (word list kept as pronunciation pass; the sentences follow immediately)
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$DIALOGUE Fixing a Bicycle — Action Words
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ID: 3a-f2
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INTRO: Seven short words for fixing things: "inflate", "lower", "raise", "loose", "tight", "loosen", "tighten". Say each one after the tape — you'll use them all in the next exercise.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to inflate
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LINE: inflate {page_054_001.jpg} {bk10-l3a-f2-01.mp3}
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VOCAB: to lower
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LINE: lower {page_054_001.jpg} {bk10-l3a-f2-01-b.mp3}
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VOCAB: to raise
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LINE: raise {page_054_001.jpg} {bk10-l3a-f2-01-c.mp3}
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VOCAB: loose
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LINE: loose {page_054_001.jpg} {bk10-l3a-f2-01-d.mp3}
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VOCAB: tight
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LINE: tight {page_054_001.jpg} {bk10-l3a-f2-01-e.mp3}
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VOCAB: to loosen
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LINE: loosen {page_054_001.jpg} {bk10-l3a-f2-01-f.mp3}
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VOCAB: to tighten
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LINE: tighten {page_054_001.jpg} {bk10-l3a-f2-01-g.mp3}
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# Source: LLA 3A Figure 2 (sentence pass)
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$PRODUCE Fixing a Bicycle — Complete the Sentences {page_054_001.jpg}
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ID: 3a-f2-b
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INPUT: type
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CHECK: exact
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INTRO: Mike is fixing his bicycle — seat, handlebars, the works. Read each sentence, listen, and type the missing action word. Then repeat the full sentence.
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INSTRUCTION: Type the missing word.
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REPEAT
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PROMPT: {bk10-l3a-f2-01-h.mp3}
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TEMPLATE: Mike is fixing his bicycle. First he's putting air in the back tire.
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TEMPLATE: After he ____{inflates} the tire, he'll fix the seat.
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RESPONSE: After he inflates the tire, he'll fix the seat.
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ACCEPT: inflates
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PROMPT: {bk10-l3a-f2-01-i.mp3}
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TEMPLATE: He's short, and it's high for him.
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TEMPLATE: He must ____{lower} it.
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RESPONSE: He must lower the seat.
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ACCEPT: lower
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PROMPT: {bk10-l3a-f2-01-j.mp3}
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TEMPLATE: Next he'll fix the handle bars.
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TEMPLATE: He'll ____{raise} them because they're low for him.
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RESPONSE: He'll raise the handlebars.
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ACCEPT: raise
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PROMPT: {bk10-l3a-f2-01-k.mp3}
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TEMPLATE: Also, they slip because they're ____{loose}.
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RESPONSE: The handlebars slip because they're loose.
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ACCEPT: loose
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PROMPT: {bk10-l3a-f2-01-l.mp3}
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TEMPLATE: They should be ____{tight}, or they may cause an accident.
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RESPONSE: The handlebars should be tight.
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ACCEPT: tight
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PROMPT: {bk10-l3a-f2-01-m.mp3}
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TEMPLATE: He can fix the seat and handle bars in a few minutes.
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TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
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RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again.
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# Source: LLA 3A Figure 3
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$DIALOGUE You Have a Flat Tire
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ID: 3a-f3
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INTRO: Judy has bad news for July — and it's about his newest tire, naturally. Listen to their conversation, then repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}
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July: Which tire? {bk10-l3a-f3-01-b.mp3}
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Judy: The one on the left. The left front tire. {bk10-l3a-f3-01-c.mp3}
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July: That tire's new. {bk10-l3a-f3-01-d.mp3}
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Judy: Are the others new? {bk10-l3a-f3-01-e.mp3}
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July: No, just that one. {bk10-l3a-f3-01-f.mp3}
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Judy: That's awful. {bk10-l3a-f3-01-g.mp3}
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July: Who can fix it? {bk10-l3a-f3-01-h.mp3}
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Judy: You can fix it. {bk10-l3a-f3-01-i.mp3}
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July: I don't know how. {bk10-l3a-f3-01-j.mp3}
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Judy: I'll teach you how. {bk10-l3a-f3-01-k.mp3}
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# Source: ST §A Flat Tire (l3-s1)
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$DIALOGUE A Flat Tire — Car Parts and Tools
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ID: l3-s1
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INTRO: Now from two wheels to four. These sentences teach the parts and tools you need when a car tire goes flat. Listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: A car has four wheels. {st-page_095_001.jpg}
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LINE: The tire is on the wheel. {st-page_095_001.jpg}
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VOCAB: hub cap
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VOCAB: to cover
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LINE: The hub cap (wheel cover) covers the hub or center of the wheel. {st-page_095_001.jpg}
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VOCAB: to remove
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LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg}
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LINE: A flat tire has little or no air.
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VOCAB: lug
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LINE: The lugs, or nuts, fasten the wheel to the car.
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LINE: When you loosen the nuts, turn the wrench to the left.
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LINE: When you tighten the nuts, turn the wrench to the right.
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VOCAB: jack
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LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg}
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LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg}
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VOCAB: trunk
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VOCAB: the back of
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LINE: The trunk is in the back of the car. {st-page_096_001.jpg}
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LINE: Some common tire tools are the jack and the wrench.
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VOCAB: spare tire
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VOCAB: extra tire
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LINE: People also keep the spare tire (fifth or extra tire) in the trunk. {st-page_096_002.jpg}
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VOCAB: key
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LINE: You need to open the trunk with a car key. {st-page_096_003.jpg}
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# Source: LLA 3A Figure 4 (word list kept as pronunciation reinforcement after the ST sentence panel)
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$DIALOGUE Car Tools — Say the Words
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ID: 3a-f4
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INTRO: You just met all of these words in sentences. Now practice saying them clearly — listen and repeat each word or phrase.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-01.mp3}
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LINE: Key. {page_056_002.jpg} {bk10-l3a-f4-01-b.mp3}
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LINE: Trunk. {page_056_003.jpg} {bk10-l3a-f4-01-c.mp3}
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LINE: Keeps. {bk10-l3a-f4-01-d.mp3}
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LINE: Jack. {page_056_004.jpg} {bk10-l3a-f4-01-e.mp3}
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LINE: Lug wrench. {page_056_005.jpg} {bk10-l3a-f4-01-f.mp3}
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LINE: Extra. {bk10-l3a-f4-01-g.mp3}
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LINE: Hubcap. {page_056_006.jpg} {bk10-l3a-f4-01-h.mp3}
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LINE: Covers. {bk10-l3a-f4-01-i.mp3}
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LINE: Jacks up. {bk10-l3a-f4-01-j.mp3}
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LINE: Removes. {bk10-l3a-f4-01-k.mp3}
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LINE: Replaces. {bk10-l3a-f4-01-l.mp3}
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LINE: Spare. {bk10-l3a-f4-01-m.mp3}
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$SESSION 3-2: Changing a Tire, Step by Step
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# Source: ST §How to Change a Flat Tire (l3-s2)
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$DIALOGUE How to Change a Flat Tire
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ID: l3-s2
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INTRO: In this part you'll learn to change a flat tire step by step — and to tell the story in order with words like "first" and "finally". Look at each picture, listen, and repeat the step.
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INSTRUCTION: Look at the picture, listen, and repeat.
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REPEAT
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LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg}
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LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg}
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LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg}
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LINE: Put the jack in place. {st-page_097_004.jpg}
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LINE: Jack up the car. {st-page_097_005.jpg}
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LINE: Remove the nuts from the wheel. {st-page_097_006.jpg}
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LINE: Remove the flat tire. {st-page_098_001.jpg}
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LINE: Put the spare tire on. {st-page_098_002.jpg}
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LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg}
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LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg}
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LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg}
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LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg}
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# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path.
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# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures; co-constructed oral task, no determinate answers.
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# Source: LLA 3A Figure 4 (paragraph pass)
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$DIALOGUE Frank Changes a Tire
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ID: 3a-f4-b
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INTRO: Frank has a flat, and unlike July, he knows exactly what to do. Listen to the whole story, from the trunk to the garage. Just listen.
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INSTRUCTION: Listen to the paragraph.
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LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01-n.mp3}
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LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-01-o.mp3}
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LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-01-p.mp3}
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LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-01-q.mp3}
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LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-01-r.mp3}
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LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-01-s.mp3}
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LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-01-t.mp3}
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LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-01-u.mp3}
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LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-01-v.mp3}
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# Source: LLA 3A Figure 5
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$PRODUCE Tell the Story — Finish Each Sentence
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ID: 3a-f5
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INPUT: speak
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CHECK: reveal
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INTRO: Now you tell Frank's story. Listen to the start of each sentence and say the rest aloud — before the tape beats you to it.
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INSTRUCTION: Speak the missing words.
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PROMPT: First: "Frank walks to..." {bk10-l3a-f5-01.mp3}
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RESPONSE: "...the back of the car." {bk10-l3a-f5-01-b.mp3}
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PROMPT: "He sticks the..." {bk10-l3a-f5-01-c.mp3}
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RESPONSE: "...key in the lock and opens the trunk." {bk10-l3a-f5-01-d.mp3}
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PROMPT: "He keeps a..." {bk10-l3a-f5-01-e.mp3}
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RESPONSE: "...jack, a lug wrench, and an extra tire there." {bk10-l3a-f5-01-f.mp3}
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PROMPT: "He takes them out of the..." {bk10-l3a-f5-01-g.mp3}
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RESPONSE: "...trunk and begins to change the flat." {bk10-l3a-f5-01-h.mp3}
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PROMPT: "The..." {bk10-l3a-f5-01-i.mp3}
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RESPONSE: "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-01-j.mp3}
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PROMPT: "Then he..." {bk10-l3a-f5-01-k.mp3}
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RESPONSE: "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-01-l.mp3}
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PROMPT: "He loosens the nuts with the..." {bk10-l3a-f5-01-m.mp3}
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RESPONSE: "...lug wrench and removes them." {bk10-l3a-f5-01-n.mp3}
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PROMPT: "Next he takes off the flat tire and..." {bk10-l3a-f5-01-o.mp3}
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RESPONSE: "...replaces it with the spare tire." {bk10-l3a-f5-01-p.mp3}
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PROMPT: "After he..." {bk10-l3a-f5-01-q.mp3}
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RESPONSE: "...replaces and tightens the nuts, he lowers the car and puts the hubcap on the new wheel." {bk10-l3a-f5-01-r.mp3}
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|
|
|
PROMPT: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
|
|
RESPONSE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
|
|
|
|
# Source: LLA 3A Figure 6
|
|
$SELECT Tires and Tools — True or False
|
|
ID: 3a-f6
|
|
INTRO: Eight quick statements about tires, tools, and Frank. Tap "True" or "False", then repeat the correct sentence.
|
|
INSTRUCTION: Tap True or False.
|
|
REPEAT
|
|
OPTION: t | True
|
|
OPTION: f | False
|
|
|
|
PROMPT: A key fits in a lock. {bk10-l3a-f6-01.mp3}
|
|
ANSWER: t
|
|
FEEDBACK: A key fits in a lock. {bk10-l3a-f6-01-a.mp3}
|
|
|
|
PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02.mp3}
|
|
ANSWER: t
|
|
FEEDBACK: "Remove" and "take off" are the same. {bk10-l3a-f6-02-a.mp3}
|
|
|
|
PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: "Spare" and "extra" are the same. {bk10-l3a-f6-03-a.mp3}
|
|
|
|
PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04.mp3}
|
|
ANSWER: t
|
|
FEEDBACK: Frank raises the car with the jack. {bk10-l3a-f6-04-a.mp3}
|
|
|
|
PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: Frank turns the lug nuts with the wrench.
|
|
|
|
PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: The trunk is in the back of the car.
|
|
|
|
PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: He loosens the nuts before he removes them.
|
|
|
|
PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08.mp3}
|
|
ANSWER: t
|
|
FEEDBACK: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-a.mp3}
|
|
|
|
# Source: new (gap: connectives are drilled on the tape but never explained)
|
|
$GRAMMAR Sequence Words
|
|
ID: 3b-f1-g
|
|
INTRO: A quick word about the little words that put a story in order.
|
|
|
|
When you tell a story or explain steps, **sequence words** show the order things happen:
|
|
|
|
- To begin: {First, he puts gas in the car.}
|
|
- In the middle: **second**, **next**, **then** — {Next, he looks for the jack and lug wrench.}
|
|
- To connect two events: {After he pays for the gas, Bob checks the tires.}
|
|
- To end: **last**, **finally** — {Finally, he's ready to leave.}
|
|
|
|
# Source: LLA 3B Figure 1 (word pass; the two paragraphs that follow use every one of these words)
|
|
$DIALOGUE Sequence Words — Say Them
|
|
ID: 3b-f1
|
|
INTRO: Here are the seven sequence words, one at a time. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
LINE: After. {bk10-l3b-f1-01.mp3}
|
|
LINE: Finally. {bk10-l3b-f1-02.mp3}
|
|
LINE: First. {bk10-l3b-f1-03.mp3}
|
|
LINE: Last. {bk10-l3b-f1-04.mp3}
|
|
LINE: Next. {bk10-l3b-f1-05.mp3}
|
|
LINE: Second. {bk10-l3b-f1-06.mp3}
|
|
LINE: Then. {bk10-l3b-f1-07.mp3}
|
|
|
|
# Source: LLA 3B Figure 1 (paragraph 1)
|
|
$DIALOGUE Mike Fixes His Bicycle
|
|
ID: 3b-f1-p1
|
|
INTRO: Mike's bicycle again — this time as a finished story. Listen for the sequence words that hold it together.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Mike needed to fix his bicycle. {bk10-l3b-f1-08.mp3}
|
|
LINE: First, he inflated the back tire. {bk10-l3b-f1-09.mp3}
|
|
LINE: There wasn't enough air in it. {bk10-l3b-f1-10.mp3}
|
|
LINE: He fixed the handlebars second. {bk10-l3b-f1-11.mp3}
|
|
LINE: They were high, and they were loose. {bk10-l3b-f1-12.mp3}
|
|
LINE: He lowered them, and then he tightened them. {bk10-l3b-f1-13.mp3}
|
|
LINE: He fixed the seat last. {bk10-l3b-f1-14.mp3}
|
|
LINE: He raised it because it was low for him. {bk10-l3b-f1-15.mp3}
|
|
|
|
# Source: LLA 3B Figure 1 (paragraph 1, dictation pass)
|
|
$PRODUCE Catch the Sequence Word (Mike)
|
|
ID: 3b-f1-p1-b
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: You'll hear sentences from Mike's story again. Type the sequence word you hear in each one.
|
|
INSTRUCTION: Type the sequence word.
|
|
|
|
PROMPT: First, he inflated the back tire. {bk10-l3b-f1-16.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: first
|
|
|
|
PROMPT: He fixed the handlebars second. {bk10-l3b-f1-17.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: second
|
|
|
|
PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-18.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: then
|
|
|
|
PROMPT: He fixed the seat last. {bk10-l3b-f1-19.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: last
|
|
|
|
# Source: LLA 3B Figure 1 (paragraph 2)
|
|
$DIALOGUE Bob Gets Ready for a Trip
|
|
ID: 3b-f1-p2
|
|
INTRO: Before a trip, Bob checks everything. Everything. Listen for the sequence words in his routine.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Before Bob goes on a trip in his car, he always stops at a gas station. {bk10-l3b-f1-20.mp3}
|
|
LINE: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-21.mp3}
|
|
LINE: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-22.mp3}
|
|
LINE: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-23.mp3}
|
|
LINE: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-24.mp3}
|
|
LINE: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-25.mp3}
|
|
LINE: Finally, he's ready to leave. {bk10-l3b-f1-26.mp3}
|
|
|
|
# Source: LLA 3B Figure 1 (paragraph 2, dictation pass)
|
|
$PRODUCE Catch the Sequence Word (Bob)
|
|
ID: 3b-f1-p2-b
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Same task, Bob's story: listen and type the sequence word you hear in each sentence.
|
|
INSTRUCTION: Type the sequence word.
|
|
|
|
PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-27.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: first
|
|
|
|
PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-28.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: after
|
|
|
|
PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-29.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: then
|
|
|
|
PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-30.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: next
|
|
|
|
PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-31.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: last
|
|
|
|
PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-32.mp3}
|
|
TEMPLATE: ____
|
|
RESPONSE: finally
|
|
|
|
# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs for transitional words; no script or audio in the sources. Convertible later with chosen items + TTS.
|
|
|
|
$SESSION 3-3: Favors and Everyday Conversations
|
|
|
|
# Source: LLA 3B Figure 2
|
|
$DIALOGUE In the Car
|
|
ID: 3b-f2
|
|
INTRO: This part is about asking small favors — and saying yes gracefully. Mrs. Adams and Mr. Wilson are on a car trip, and she has requests. Listen, learn the new words, and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: to do a favor
|
|
Mrs_Adams: Do me a favor, please. {page_060_001.jpg} {bk10-l3b-f2-01.mp3}
|
|
|
|
VOCAB: certainly
|
|
Mr_Wilson: Certainly. {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
|
|
LINE: What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
|
|
|
|
Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-04.mp3}
|
|
|
|
Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
|
|
|
|
VOCAB: of course
|
|
Mr_Wilson: Of course. {page_060_002.jpg} {bk10-l3b-f2-06.mp3}
|
|
LINE: I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-07.mp3}
|
|
|
|
VOCAB: to keep
|
|
Mrs_Adams: I need to keep warm. {page_060_003.jpg} {bk10-l3b-f2-08.mp3}
|
|
LINE: Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-09.mp3}
|
|
|
|
VOCAB: sure
|
|
Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-10.mp3}
|
|
|
|
Mr_Wilson: I'd like to smoke a cigarette. {page_060_004.jpg} {bk10-l3b-f2-11.mp3}
|
|
LINE: Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-12.mp3}
|
|
|
|
VOCAB: to mind
|
|
Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-13.mp3}
|
|
|
|
# Source: LLA 3B Figure 3
|
|
$DIALOGUE On the Airplane
|
|
ID: 3b-f3
|
|
INTRO: Now a very short flight with a very quick lunch. Listen to the flight attendant and the passenger, learn the new words, and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Flight_Attendant: Have you finished your lunch? {page_061_001.jpg} {bk10-l3b-f3-01.mp3}
|
|
|
|
VOCAB: quick
|
|
Mrs_Adams: Yes, but that was certainly a quick meal. {page_061_001.jpg} {bk10-l3b-f3-02.mp3}
|
|
|
|
VOCAB: to hurry
|
|
Flight_Attendant: I'm sorry you had to hurry. {page_061_001.jpg} {bk10-l3b-f3-03.mp3}
|
|
|
|
VOCAB: quickly
|
|
Mrs_Adams: You take the plates very quickly. {page_061_001.jpg} {bk10-l3b-f3-04.mp3}
|
|
|
|
VOCAB: in a hurry
|
|
Flight_Attendant: We're always in a hurry on this flight. {page_061_001.jpg} {bk10-l3b-f3-05.mp3}
|
|
|
|
Mrs_Adams: Because it's so short? {page_061_001.jpg} {bk10-l3b-f3-06.mp3}
|
|
|
|
Flight_Attendant: Yes. {page_061_001.jpg} {bk10-l3b-f3-07.mp3}
|
|
LINE: We never have enough time. {page_061_001.jpg} {bk10-l3b-f3-08.mp3}
|
|
|
|
Mrs_Adams: One more question, please. {page_061_001.jpg} {bk10-l3b-f3-09.mp3}
|
|
LINE: Where are the restrooms? {page_061_001.jpg} {bk10-l3b-f3-10.mp3}
|
|
|
|
VOCAB: the front of
|
|
Flight_Attendant: At the front of the airplane. {page_061_001.jpg} {bk10-l3b-f3-11.mp3}
|
|
|
|
# Source: ST §I'll Inflate the Tire (l3-s6)
|
|
$DIALOGUE I'll Inflate the Tire
|
|
ID: l3-s6
|
|
INTRO: Gloria is off to the gas station to inflate her spare tire herself — and Ann has doubts. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Ann: Where are we going? {st-page_105_001.jpg}
|
|
Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire. {st-page_105_001.jpg}
|
|
Ann: Are YOU going to inflate the tire? {st-page_105_001.jpg}
|
|
Gloria: Of course. {st-page_105_001.jpg}
|
|
Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg}
|
|
Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg}
|
|
|
|
# Source: ST §My Shoes Are Tight! (l3-s7)
|
|
$DIALOGUE My Shoes Are Tight!
|
|
ID: l3-s7
|
|
INTRO: Peggy's shoes were tight, so she bought them big — and now they're loose. There is no pleasing feet. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Peggy: Hi, Liz! {st-page_106_001.jpg}
|
|
Liz: Hi, Peggy. {st-page_106_001.jpg}
|
|
Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes.
|
|
Liz: Really? Where did you get the money?
|
|
Peggy: My parents sent me fifty dollars.
|
|
Liz: I thought you bought black shoes last month.
|
|
Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.
|
|
Liz: Oh, loose shoes are awful to wear.
|
|
Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
|
|
Liz: That sounds good, but will you have enough money?
|
|
Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
|
|
|
|
VOCAB: to hurry up
|
|
Liz: Then let's hurry up. I'm getting hungry.
|
|
|
|
# Source: ST §A Pop Quiz! (l3-s8) — long lines split for card-sized audio
|
|
$DIALOGUE A Pop Quiz!
|
|
ID: l3-s8
|
|
INTRO: Joe did his teacher a favor and got a pop quiz for his trouble. That's how favors go sometimes. Listen to his story and repeat each line.
|
|
INSTRUCTION: Listen and repeat the story.
|
|
REPEAT
|
|
|
|
LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
|
|
|
|
VOCAB: to pass out
|
|
LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
|
|
|
|
LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
|
|
|
|
LINE: I hurried up to the front of the class.
|
|
VOCAB: to hand out
|
|
LINE: I handed out all the papers to the students, but I had a few extras.
|
|
|
|
LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night.
|
|
|
|
LINE: I sure wasn't ready. I quickly went to my desk and started on my quiz.
|
|
|
|
LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry.
|
|
|
|
LINE: She was quick to hand them back to us. My score was 72. That wasn't good.
|
|
|
|
LINE: Now, I realize that I have to be ready to take a quiz at any time.
|
|
|
|
# Source: LLA 3B Figure 4
|
|
$SELECT Syllable Stress
|
|
ID: 3b-f4
|
|
INTRO: Every English word has one strong syllable. You'll hear each word twice — tap the number of the syllable with the strong stress, then listen to the model.
|
|
INSTRUCTION: Tap the stressed syllable number.
|
|
|
|
OPTION: 1 | 1st syllable
|
|
OPTION: 2 | 2nd syllable
|
|
OPTION: 3 | 3rd syllable
|
|
|
|
EXAMPLE
|
|
PROMPT: hurry, hurry. {bk10-l3b-f4-ex1.mp3}
|
|
ANSWER: 1
|
|
|
|
EXAMPLE
|
|
PROMPT: across, across. {bk10-l3b-f4-ex2.mp3}
|
|
ANSWER: 2
|
|
|
|
PROMPT: inflate, inflate. {bk10-l3b-f4-01.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: inflate. {bk10-l3b-f4-01-fb.mp3}
|
|
|
|
PROMPT: lower, lower. {bk10-l3b-f4-02.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: lower. {bk10-l3b-f4-02-fb.mp3}
|
|
|
|
PROMPT: remove, remove. {bk10-l3b-f4-03.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: remove. {bk10-l3b-f4-03-fb.mp3}
|
|
|
|
PROMPT: tighten, tighten. {bk10-l3b-f4-04.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: tighten. {bk10-l3b-f4-04-fb.mp3}
|
|
|
|
PROMPT: extra, extra. {bk10-l3b-f4-05.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: extra. {bk10-l3b-f4-05-fb.mp3}
|
|
|
|
PROMPT: enough, enough. {bk10-l3b-f4-06.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: enough. {bk10-l3b-f4-06-fb.mp3}
|
|
|
|
PROMPT: cover, cover. {bk10-l3b-f4-07.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: cover. {bk10-l3b-f4-07-fb.mp3}
|
|
|
|
PROMPT: quickly, quickly. {bk10-l3b-f4-08.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: quickly. {bk10-l3b-f4-08-fb.mp3}
|
|
|
|
PROMPT: replace, replace. {bk10-l3b-f4-09.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: replace. {bk10-l3b-f4-09-fb.mp3}
|
|
|
|
PROMPT: cigarette, cigarette. {bk10-l3b-f4-10.mp3}
|
|
ANSWER: 3
|
|
FEEDBACK: cigarette. {bk10-l3b-f4-10-fb.mp3}
|
|
|
|
PROMPT: across, across. {bk10-l3b-f4-11.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: across. {bk10-l3b-f4-11-fb.mp3}
|
|
|
|
PROMPT: certainly, certainly. {bk10-l3b-f4-12.mp3}
|
|
ANSWER: 1
|
|
FEEDBACK: certainly. {bk10-l3b-f4-12-fb.mp3}
|
|
|
|
$SESSION 3-4: Gerunds — Verbs with "-ing"
|
|
|
|
# Source: ST §Grammar: Gerunds (l3-s9)
|
|
$GRAMMAR Gerunds
|
|
ID: l3-s9
|
|
INTRO: In this part you'll learn to use the "-ing" form of a verb as a noun — a gerund — after verbs like "enjoy", "finish", and "mind".
|
|
|
|
The object of a verb is usually a noun or pronoun.
|
|
|
|
{I like basketball.} (noun)
|
|
|
|
The object of a verb can also be a **gerund**. A gerund is the "-ing" form of a verb, used as a noun.
|
|
|
|
{I like playing basketball.} (gerund phrase)
|
|
|
|
Certain verbs can be followed by gerunds — **start, begin, finish, enjoy, mind, like**:
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| Mike | starts | moving | next week. |
|
|
| The boys | enjoy | playing | soccer. |
|
|
| Does William | mind | stopping | here? |
|
|
| Sgt Kline | didn't begin | exercising | until 7:00 a.m. |
|
|
| Janet | finished | eating | before Peter. |
|
|
| The Martins | like | driving | along the ocean. |
|
|
|
|
{The boys enjoy playing soccer.} {Janet finished eating before Peter.}
|
|
|
|
# Source: LLA 3B Figure 5
|
|
$DIALOGUE Gerund Sentences
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ID: 3b-f5
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INTRO: Six sentences with gerunds. Listen and repeat — notice the "-ing" word right after the main verb.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Everyone began *laughing*. {bk10-l3b-f5-01.mp3}
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LINE: Mike started *apologizing*. {bk10-l3b-f5-02.mp3}
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LINE: Ann likes *exercising* in the gym. {bk10-l3b-f5-03.mp3}
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LINE: Paul enjoys *watching* sports on TV. {bk10-l3b-f5-04.mp3}
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LINE: Dr. Hall never minds *answering* questions. {bk10-l3b-f5-05.mp3}
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LINE: We finished *listening* to the tape after class. {bk10-l3b-f5-06.mp3}
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# Source: ST §Gerund Examples (l3-s10)
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$DIALOGUE More Gerund Sentences
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ID: l3-s10
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INTRO: Ten more gerund sentences to read — no repeating this time, just notice the pattern: verb, then the "-ing" form.
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INSTRUCTION: Read the sentences.
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LINE: Did Jim begin studying French last summer?
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LINE: Joe enjoys swimming in the summer.
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LINE: Marie finished cleaning her room.
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LINE: Lt Mathews likes flying helicopters.
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LINE: Ms. Wilson doesn't mind staying until Sam gets back.
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LINE: Sgt Hercules started lifting weights ten years ago.
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LINE: Edgar Allen Poe began writing when he was sixteen years old.
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LINE: Nancy enjoys spending money at the mall.
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LINE: Did Mr. Adams finish repairing the window?
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LINE: Mrs. Murray didn't start driving until she was forty years old.
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# Source: ST §Do You Enjoy Playing...? (l3-s11)
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$DIALOGUE Do You Enjoy Playing...?
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ID: l3-s11
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INTRO: Six short exchanges, every one built on a gerund. Listen and repeat each line.
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INSTRUCTION: Listen and repeat the dialogs.
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REPEAT
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Roger: When did you begin studying for this quiz?
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Sam: I began studying three weeks ago.
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Jim: Do you enjoy playing basketball?
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Bob: Yes, and I also enjoy playing soccer.
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Sgt_Burns: Did the Smiths finish moving?
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Sgt_Marsh: Yes, and they also finished cleaning their old house.
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Walt: Does Mary Anne like listening to the radio?
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Tim: Yes, and she likes watching TV, too.
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Carl: Does Kevin mind taking me to school?
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Ted: No, he doesn't mind taking you.
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Lt_Anders: When did Captain Martinez start flying?
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Lt_Ashly: He started flying six years ago.
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# Source: LLA 3B Figure 6
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$PRODUCE Change to the "-ing" Form
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ID: 3b-f6
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INPUT: speak
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CHECK: reveal
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INTRO: Now transform: "to cry" becomes "crying". Listen to each sentence, say it with the "-ing" form, then repeat the correct answer.
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INSTRUCTION: Say the sentence using the "-ing" form.
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REPEAT
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EXAMPLE
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PROMPT: Kay likes to drive her brother's car. {bk10-l3b-f6-ex-q.mp3}
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RESPONSE: Kay likes driving her brother's car. {bk10-l3b-f6-ex-a.mp3}
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PROMPT: The child started to cry. {bk10-l3b-f6-01-q.mp3}
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RESPONSE: The child started crying. {bk10-l3b-f6-01-a.mp3}
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PROMPT: I don't like to stand in line. {bk10-l3b-f6-02-q.mp3}
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RESPONSE: I don't like standing in line. {bk10-l3b-f6-02-a.mp3}
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PROMPT: Al began to study after dinner. {bk10-l3b-f6-03-q.mp3}
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RESPONSE: Al began studying after dinner. {bk10-l3b-f6-03-a.mp3}
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PROMPT: Some people like to get up early. {bk10-l3b-f6-04-q.mp3}
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RESPONSE: Some people like getting up early. {bk10-l3b-f6-04-a.mp3}
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PROMPT: The students began to ask questions. {bk10-l3b-f6-05-q.mp3}
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RESPONSE: The students began asking questions. {bk10-l3b-f6-05-a.mp3}
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PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
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RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}
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# Source: LLA 3B Figure 7
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$PRODUCE Complete the Sentence with a Gerund
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ID: 3b-f7
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INPUT: type
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CHECK: exact
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INTRO: Read the gapped sentence, listen to the cue verb, and type its "-ing" form to complete it. Then repeat the full sentence.
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INSTRUCTION: Type the correct "-ing" verb.
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REPEAT
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EXAMPLE
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TEMPLATE: Mark enjoys ____ old movies.
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PROMPT: watch. {bk10-l3b-f7-ex-q.mp3}
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RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
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ACCEPT: watching
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TEMPLATE: Jane enjoys ____ people.
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PROMPT: meet. {bk10-l3b-f7-01-q.mp3}
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RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
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ACCEPT: meeting
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TEMPLATE: Did you finish ____ your letter?
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PROMPT: write. {bk10-l3b-f7-02-q.mp3}
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RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
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ACCEPT: writing
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TEMPLATE: I hope you don't mind ____ a few forms.
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PROMPT: fill out. {bk10-l3b-f7-03-q.mp3}
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RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
|
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ACCEPT: filling out
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|
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TEMPLATE: Dan doesn't like ____ money from friends.
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PROMPT: borrow. {bk10-l3b-f7-04-q.mp3}
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RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
|
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ACCEPT: borrowing
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|
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TEMPLATE: Everyone started ____ at the same time.
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PROMPT: talk. {bk10-l3b-f7-05-q.mp3}
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RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
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ACCEPT: talking
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|
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TEMPLATE: Jan began ____ the medicine every four hours.
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PROMPT: take. {bk10-l3b-f7-06-q.mp3}
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RESPONSE: Jan began taking the medicine every 4 hours. {bk10-l3b-f7-06-a.mp3}
|
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ACCEPT: taking
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# Source: ST §Answer Using Gerunds (l3-s12)
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$PRODUCE Answer with a Gerund
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ID: l3-s12
|
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INPUT: speak
|
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CHECK: llm
|
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SHOW_PROMPT
|
|
INTRO: Answer each question aloud in a full sentence. Use the cue in parentheses — and keep the gerund.
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INSTRUCTION: Answer aloud using a gerund and the cue.
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RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
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EXAMPLE
|
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PROMPT: When did Lt Peterson finish writing his book? (last March)
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RESPONSE: He finished writing his book last March.
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PROMPT: Why did he stop smoking? (got sick)
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RESPONSE: He stopped smoking because he got sick.
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PROMPT: When did Lt Gonzales begin flying a helicopter? (two years ago)
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RESPONSE: He began flying a helicopter two years ago.
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PROMPT: When did Ms. Watkins finish making the cake? (before lunch)
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RESPONSE: She finished making the cake before lunch.
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PROMPT: What kind of clothes does Jack like wearing to the gym? (workout clothes)
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RESPONSE: He likes wearing workout clothes to the gym.
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PROMPT: Do you mind handing me the wrench? (no, I don't)
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RESPONSE: No, I don't mind handing you the wrench.
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PROMPT: When did Pvt Walters start studying Italian? (last month)
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RESPONSE: He started studying Italian last month.
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PROMPT: Does Rick like helping in the kitchen? (yes)
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RESPONSE: Yes, he likes helping in the kitchen.
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PROMPT: Do you enjoy sleeping late on Saturday? (yes)
|
|
RESPONSE: Yes, I enjoy sleeping late on Saturday.
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|
|
# Source: ST §Ask and Answer with Gerunds (l3-s13)
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$PRODUCE Ask and Answer with Gerunds
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ID: l3-s13
|
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INPUT: speak
|
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CHECK: llm
|
|
INTRO: Now build both sides of the exchange. The first cue line gives the question, the second gives the answer — say both aloud, with a gerund in each.
|
|
INSTRUCTION: Ask and answer aloud, using gerunds.
|
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RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
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|
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EXAMPLE
|
|
TEMPLATE: when / did begin / play tennis / ?
|
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TEMPLATE: when / ten /
|
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RESPONSE: When did you begin playing tennis? I began playing tennis when I was ten years old.
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TEMPLATE: when / did begin / play soccer / ?
|
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TEMPLATE: five years ago
|
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RESPONSE: When did you begin playing soccer? I began playing soccer five years ago.
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|
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TEMPLATE: when / did stop / play baseball / ?
|
|
TEMPLATE: when / forty-five
|
|
RESPONSE: When did you stop playing baseball? I stopped playing baseball when I was forty-five.
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TEMPLATE: when / enjoy / watch TV / ?
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TEMPLATE: before / bed
|
|
RESPONSE: When do you enjoy watching TV? I enjoy watching TV before bed.
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|
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TEMPLATE: when / did finish / eat lunch / ?
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TEMPLATE: an hour ago
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RESPONSE: When did you finish eating lunch? I finished eating lunch an hour ago.
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TEMPLATE: what kind food / enjoy / eat / ?
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TEMPLATE: Mexican food
|
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RESPONSE: What kind of food do you enjoy eating? I enjoy eating Mexican food.
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TEMPLATE: do mind / wait until tomorrow / ?
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TEMPLATE: no / okay
|
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RESPONSE: Do you mind waiting until tomorrow? No, it's okay.
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|
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TEMPLATE: did finish / fix car yesterday / ?
|
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TEMPLATE: yes / 6 o'clock
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RESPONSE: Did you finish fixing the car yesterday? Yes, I finished at 6 o'clock.
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TEMPLATE: do like / eat / that restaurant / ?
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TEMPLATE: yes / there
|
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RESPONSE: Do you like eating at that restaurant? Yes, I like eating there.
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TEMPLATE: will start / study / new book tomorrow / ?
|
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TEMPLATE: no / next week
|
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RESPONSE: Will you start studying the new book tomorrow? No, I will start next week.
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|
|
TEMPLATE: did / begin / walk after dinner / yesterday evening / ?
|
|
TEMPLATE: yes / with my neighbor
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RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began walking with my neighbor.
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# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path.
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|
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$SESSION 3-5: Polite Requests
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# Source: ST §Grammar: Polite Requests (l3-s14), extended with "can"/"will" from LLA 3C Figure 1
|
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$GRAMMAR Polite Requests
|
|
ID: l3-s14
|
|
INTRO: In this part you'll learn to ask for help politely with "can", "could", "will", and "would" — and to answer politely, whether it's yes or no.
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|
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We use {could you} and {would you} to make polite requests — when we need another person's help. {Can you} and {will you} work the same way.
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|
|
| Polite request | Possible answers |
|
|
|---|---|
|
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| Could you please open the door? | Yes, of course I can. — No, I'm sorry, I can't. |
|
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| Would you help me with this box? | Yes, I'll be happy to help you. — I'd like to, but I can't right now. |
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{Could you please open the door?} {Yes, of course I can.}
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|
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{Would you help me with this box?} {I'd like to, but I can't right now.}
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|
|
# Source: LLA 3C Figure 1 (word pass)
|
|
$DIALOGUE The Four Request Words
|
|
ID: 3c-f1
|
|
INTRO: The four request words, one at a time. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
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|
|
LINE: Can. {bk10-l3c-f1-01.mp3}
|
|
LINE: Could. {bk10-l3c-f1-02.mp3}
|
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LINE: Will. {bk10-l3c-f1-03.mp3}
|
|
LINE: Would. {bk10-l3c-f1-04.mp3}
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|
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# Source: LLA 3C Figure 1 (dictation pass)
|
|
$PRODUCE Catch the Request Word
|
|
ID: 3c-f1-b
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Listen to each short exchange and type the missing request words. Then repeat the correct sentences.
|
|
INSTRUCTION: Type the missing words.
|
|
REPEAT
|
|
|
|
PROMPT: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05.mp3}
|
|
TEMPLATE: Kay: ____{Could} you please do me a favor?
|
|
TEMPLATE: Ken: Yes, of course.
|
|
RESPONSE: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05-a.mp3}
|
|
|
|
PROMPT: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06.mp3}
|
|
TEMPLATE: Kay: ____{Can} you give me a ride home this afternoon?
|
|
TEMPLATE: Ken: I sure ____{can}.
|
|
RESPONSE: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06-a.mp3}
|
|
|
|
PROMPT: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07.mp3}
|
|
TEMPLATE: Jan: ____{Would} you take a message for me, please?
|
|
TEMPLATE: Jim: I'll be glad to.
|
|
RESPONSE: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07-a.mp3}
|
|
|
|
PROMPT: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08.mp3}
|
|
TEMPLATE: Jan: ____{Will} you tell Mr. Rogers that I called?
|
|
TEMPLATE: Jim: I certainly ____{will}.
|
|
RESPONSE: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08-a.mp3}
|
|
|
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# Source: LLA 3C Figure 2
|
|
$DIALOGUE Mary and Ann {page_066_001.jpg}
|
|
ID: 3c-f2
|
|
INTRO: Mary needs lunch money, and Ann is a good friend — all four request words in one conversation. Just listen.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Mary: Could you do me a favor? {bk10-l3c-f2-01.mp3}
|
|
Ann: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
|
|
Mary: Lunch money. Can you lend me $3? {bk10-l3c-f2-03.mp3}
|
|
Ann: Yes, I can. {bk10-l3c-f2-04.mp3}
|
|
Mary: Thanks. Will you do another thing for me? {bk10-l3c-f2-05.mp3}
|
|
Ann: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
|
|
Mary: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-07.mp3}
|
|
Ann: Sure. I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
|
|
|
|
# Source: LLA 3C Figure 2 (role-play pass)
|
|
$PRODUCE Play Ann's Part {page_066_001.jpg}
|
|
ID: 3c-f2-b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Your turn to be Ann. Listen to Mary, read Ann's printed line aloud, then compare with the recording.
|
|
INSTRUCTION: Read Ann's lines aloud.
|
|
|
|
PROMPT: Could you do me a favor? {bk10-l3c-f2-09.mp3}
|
|
TEMPLATE: Ann: Certainly. What do you need?
|
|
RESPONSE: Certainly. What do you need? {bk10-l3c-f2-10.mp3}
|
|
|
|
PROMPT: Lunch money. Can you lend me $3? {bk10-l3c-f2-11.mp3}
|
|
TEMPLATE: Ann: Yes, I can.
|
|
RESPONSE: Yes, I can. {bk10-l3c-f2-12.mp3}
|
|
|
|
PROMPT: Thanks. Will you do another thing for me? {bk10-l3c-f2-13.mp3}
|
|
TEMPLATE: Ann: Of course. You always do me favors.
|
|
RESPONSE: Of course. You always do me favors. {bk10-l3c-f2-14.mp3}
|
|
|
|
PROMPT: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-15.mp3}
|
|
TEMPLATE: Ann: Sure. I know a good restaurant downtown.
|
|
RESPONSE: Sure. I know a good restaurant downtown. {bk10-l3c-f2-16.mp3}
|
|
|
|
# Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15)
|
|
$DIALOGUE Requests and Answers — Five Short Dialogs
|
|
ID: l3-s15
|
|
INTRO: Five quick request-and-answer exchanges with "could you" and "would you" — including one polite no from a man with a bad back. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialogs.
|
|
REPEAT
|
|
|
|
Carl: Could you take me to the commissary after class?
|
|
Larry: Of course I can. I'd be glad to.
|
|
|
|
Janet: Could you please show me how this works?
|
|
Vince: Yes, I can. I learned this morning.
|
|
|
|
Adam: Could you tighten the nut?
|
|
Jack: No, I can't make it any tighter.
|
|
|
|
Rita: Would you have dinner with me and my family tonight?
|
|
Fran: Yes, I'll be happy to have dinner with you tonight.
|
|
|
|
Anna: Would you help me move this desk?
|
|
Bill: Sorry I can't. I have a bad back.
|
|
|
|
# Source: LLA 3C Figure 3
|
|
$PRODUCE Make It Polite
|
|
ID: 3c-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Turn a bare command into a polite question. Listen to the command and the word given, say the polite version aloud, then repeat the correct answer.
|
|
INSTRUCTION: Speak the polite question.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Lend me a dollar. Will. {bk10-l3c-f3-ex1-q.mp3}
|
|
RESPONSE: Will you please lend me a dollar? {bk10-l3c-f3-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: Turn that radio off. Could. {bk10-l3c-f3-ex2-q.mp3}
|
|
RESPONSE: Could you please turn that radio off? {bk10-l3c-f3-ex2-a.mp3}
|
|
|
|
PROMPT: Move your car. Can. {bk10-l3c-f3-01-q.mp3}
|
|
RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}
|
|
|
|
PROMPT: Repeat the answer. Would. {bk10-l3c-f3-02-q.mp3}
|
|
RESPONSE: Would you please repeat the answer?
|
|
|
|
PROMPT: Fill out this form. Could. {bk10-l3c-f3-03-q.mp3}
|
|
RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}
|
|
|
|
PROMPT: Tell me what time it is. Can. {bk10-l3c-f3-04-q.mp3}
|
|
RESPONSE: Can you please tell me what time it is? {bk10-l3c-f3-04-a.mp3}
|
|
|
|
PROMPT: Bring me a cup of coffee. Could. {bk10-l3c-f3-05-q.mp3}
|
|
RESPONSE: Could you please bring me a cup of coffee? {bk10-l3c-f3-05-a.mp3}
|
|
|
|
PROMPT: Introduce me to your friend. Would. {bk10-l3c-f3-06-q.mp3}
|
|
RESPONSE: Would you please introduce me to your friend? {bk10-l3c-f3-06-a.mp3}
|
|
|
|
PROMPT: Take this book back to the library. Will. {bk10-l3c-f3-07-q.mp3}
|
|
RESPONSE: Will you please take this book back to the library? {bk10-l3c-f3-07-a.mp3}
|
|
|
|
PROMPT: Show me how to operate this machine. Can. {bk10-l3c-f3-08-q.mp3}
|
|
RESPONSE: Can you please show me how to operate this machine? {bk10-l3c-f3-08-a.mp3}
|
|
|
|
PROMPT: Write that word on the chalkboard. Would. {bk10-l3c-f3-09-q.mp3}
|
|
RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.mp3}
|
|
|
|
PROMPT: Tell Mother I won't be home for dinner. Will. {bk10-l3c-f3-10-q.mp3}
|
|
RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}
|
|
|
|
# Source: ST §Would You Help Me Fix My Car? (l3-s17)
|
|
$PRODUCE Make Your Own Requests
|
|
ID: l3-s17
|
|
INPUT: speak
|
|
CHECK: llm
|
|
INTRO: Now no one gives you the sentence — just the situation. Use each cue to make a polite request aloud with "could you" or "would you".
|
|
INSTRUCTION: Make a polite request aloud using the cue.
|
|
RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?").
|
|
|
|
EXAMPLE
|
|
TEMPLATE: open window
|
|
RESPONSE: Could you help me open this window?
|
|
|
|
TEMPLATE: go to the mall
|
|
RESPONSE: Could you go to the mall?
|
|
|
|
TEMPLATE: change tire
|
|
RESPONSE: Would you help me change this tire?
|
|
|
|
TEMPLATE: clean the kitchen
|
|
RESPONSE: Could you clean the kitchen?
|
|
|
|
TEMPLATE: fasten your seatbelt
|
|
RESPONSE: Would you please fasten your seatbelt?
|
|
|
|
TEMPLATE: take a message
|
|
RESPONSE: Could you take a message?
|
|
|
|
TEMPLATE: lock the door
|
|
RESPONSE: Would you lock the door?
|
|
|
|
TEMPLATE: call back at 7:00
|
|
RESPONSE: Could you call back at 7:00?
|
|
|
|
TEMPLATE: fix the sink
|
|
RESPONSE: Would you help me fix the sink?
|
|
|
|
# Source: LLA 3C Figure 4 (word pass)
|
|
$DIALOGUE Polite Answers
|
|
ID: 3c-f4
|
|
INTRO: Five polite ways to say yes. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Of course. {bk10-l3c-f4-01.mp3}
|
|
LINE: Sure. {bk10-l3c-f4-02.mp3}
|
|
LINE: Certainly. {bk10-l3c-f4-03.mp3}
|
|
LINE: Yes, I can. {bk10-l3c-f4-04.mp3}
|
|
LINE: Yes, I will. {bk10-l3c-f4-05.mp3}
|
|
|
|
# Source: LLA 3C Figure 4 (writing pass)
|
|
$PRODUCE Write the Polite Answer
|
|
ID: 3c-f4-b
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Listen to each request and type the polite answer, completing the letters shown. Then repeat the answer aloud.
|
|
INSTRUCTION: Type the complete answer.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
|
|
TEMPLATE: O____{f} c____{ourse}.
|
|
RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
|
|
TEMPLATE: Y____{es}, I c____{an}.
|
|
RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
|
|
|
|
PROMPT: Can you please move your car? {bk10-l3c-f4-06-q.mp3}
|
|
TEMPLATE: S____{ure}.
|
|
RESPONSE: Sure. {bk10-l3c-f4-06-a.mp3}
|
|
|
|
PROMPT: Would you please repeat the answer? {bk10-l3c-f4-07-q.mp3}
|
|
TEMPLATE: C____{ertainly}.
|
|
RESPONSE: Certainly. {bk10-l3c-f4-07-a.mp3}
|
|
|
|
PROMPT: Could you please fill out this form? {bk10-l3c-f4-08-q.mp3}
|
|
TEMPLATE: O____{f} c____{ourse}.
|
|
RESPONSE: Of course. {bk10-l3c-f4-08-a.mp3}
|
|
|
|
PROMPT: Can you please tell me the time? {bk10-l3c-f4-09-q.mp3}
|
|
TEMPLATE: Y____{es}, I c____{an}.
|
|
RESPONSE: Yes, I can. {bk10-l3c-f4-09-a.mp3}
|
|
|
|
PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-10-q.mp3}
|
|
TEMPLATE: S____{ure}.
|
|
RESPONSE: Sure. {bk10-l3c-f4-10-a.mp3}
|
|
|
|
PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-11-q.mp3}
|
|
TEMPLATE: O____{f} c____{ourse}.
|
|
RESPONSE: Of course. {bk10-l3c-f4-11-a.mp3}
|
|
|
|
PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-12-q.mp3}
|
|
TEMPLATE: Y____{es}, I w____{ill}.
|
|
RESPONSE: Yes, I will. {bk10-l3c-f4-12-a.mp3}
|
|
|
|
PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-13-q.mp3}
|
|
TEMPLATE: Y____{es}, I c____{an}.
|
|
RESPONSE: Yes, I can. {bk10-l3c-f4-13-a.mp3}
|
|
|
|
PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-14-q.mp3}
|
|
TEMPLATE: C____{ertainly}.
|
|
RESPONSE: Certainly. {bk10-l3c-f4-14-a.mp3}
|
|
|
|
PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-15-q.mp3}
|
|
TEMPLATE: Y____{es}, I w____{ill}.
|
|
RESPONSE: Yes, I will. {bk10-l3c-f4-15-a.mp3}
|
|
|
|
# Source: ST §Would You ...? Yes. I Will. (l3-s16)
|
|
$PRODUCE Answer with "Can" or "Will"
|
|
ID: l3-s16
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
INTRO: Read each request and answer aloud with "can" or "will", following the cue in parentheses. Sometimes the polite answer is still no.
|
|
INSTRUCTION: Answer aloud using the cue.
|
|
|
|
PROMPT: Could you lend me twenty dollars? (no)
|
|
RESPONSE: No, I can't.
|
|
|
|
PROMPT: Would you mind waiting ten more minutes? (sure)
|
|
RESPONSE: Sure, I will wait.
|
|
|
|
PROMPT: Would you ask Pvt Adams to come here? (yes)
|
|
RESPONSE: Yes, I will.
|
|
|
|
PROMPT: Could you take my brother to school today? (no)
|
|
RESPONSE: No, I can't.
|
|
|
|
PROMPT: Would you help Barbara with those big boxes? (yes)
|
|
RESPONSE: Yes, I will.
|
|
|
|
PROMPT: Could you finish changing this tire? My back hurts. (no)
|
|
RESPONSE: No, I can't.
|
|
|
|
# Source: ST §Sure... Sorry.... (l3-s20)
|
|
$PRODUCE Sure... or Sorry...
|
|
ID: l3-s20
|
|
INPUT: speak
|
|
CHECK: llm
|
|
INTRO: Accept or refuse — politely either way. Listen to the request and answer aloud, following the cue.
|
|
INSTRUCTION: Answer the request aloud using the cue.
|
|
RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to.").
|
|
|
|
EXAMPLE
|
|
PROMPT: Would you please lend me your dictionary? (no)
|
|
RESPONSE: Sorry, but I don't have one.
|
|
|
|
EXAMPLE
|
|
PROMPT: Would you please hand me the dictionary? (yes)
|
|
RESPONSE: Sure, I'd be happy to.
|
|
|
|
PROMPT: Could you help me with this box? (yes)
|
|
RESPONSE: Sure, I'll be glad to help.
|
|
|
|
PROMPT: Would you mind moving your car? (no)
|
|
RESPONSE: Sorry, I can't right now.
|
|
|
|
PROMPT: Will you pass the salt, please? (yes)
|
|
RESPONSE: Of course, here it is.
|
|
|
|
PROMPT: Could you lend me ten dollars? (no)
|
|
RESPONSE: I'm sorry, I don't have it.
|
|
|
|
# Source: ST §Would You Please ...? (l3-s18)
|
|
$DIALOGUE Would You Please...?
|
|
ID: l3-s18
|
|
INTRO: Six lightning-fast exchanges — a flat tire, some salt, a wrench. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialogs.
|
|
REPEAT
|
|
|
|
Student1: Would you help me, please? I have a flat.
|
|
Student2: Sure. Do you have any tools?
|
|
|
|
Student1: Would you please pass me the salt?
|
|
Student2: Sure. Here you are.
|
|
|
|
Student1: Do me a favor. Please lend me your wrench.
|
|
Student2: I'd be glad to.
|
|
|
|
Student1: Will you do me a favor? I need some help.
|
|
Student2: Certainly, how can I help you?
|
|
|
|
Student1: Could you hand me the jack?
|
|
Student2: Of course, here it is.
|
|
|
|
Student1: Would you mind handing me the wrench?
|
|
Student2: I'd be glad to.
|
|
|
|
# Source: ST §Could You Please ...? (l3-s19)
|
|
$PRODUCE More Requests from Cues
|
|
ID: l3-s19
|
|
INPUT: speak
|
|
CHECK: llm
|
|
INTRO: One more round of requests — two cue words each. Build a polite question aloud from the cues.
|
|
INSTRUCTION: Ask a polite request using the cue words.
|
|
RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?").
|
|
|
|
EXAMPLE
|
|
TEMPLATE: hand, wrench
|
|
RESPONSE: Could you please hand me the wrench?
|
|
|
|
TEMPLATE: hand, jack
|
|
RESPONSE: Could you please hand me the jack?
|
|
|
|
TEMPLATE: close, door
|
|
RESPONSE: Would you close the door, please?
|
|
|
|
TEMPLATE: come, here
|
|
RESPONSE: Could you come here, please?
|
|
|
|
TEMPLATE: help, change tire
|
|
RESPONSE: Would you help me change this tire?
|
|
|
|
TEMPLATE: do, favor
|
|
RESPONSE: Could you do me a favor?
|
|
|
|
TEMPLATE: lend, book
|
|
RESPONSE: Would you please lend me your book?
|
|
|
|
TEMPLATE: give, wrench
|
|
RESPONSE: Could you give me the wrench?
|
|
|
|
TEMPLATE: pass, bread
|
|
RESPONSE: Would you pass the bread, please?
|
|
|
|
TEMPLATE: fasten, seatbelt
|
|
RESPONSE: Could you please fasten your seatbelt?
|
|
|
|
TEMPLATE: mind, lend
|
|
RESPONSE: Would you mind lending me that?
|
|
|
|
# Source: ST §Could I Borrow Your ...? (l3-s21)
|
|
$PRODUCE Could I Borrow Your...?
|
|
ID: l3-s21
|
|
INPUT: speak
|
|
CHECK: llm
|
|
INTRO: The finale: you want something, and the other person only has a substitute. Ask politely — then play the other side: refuse politely and offer what you have.
|
|
INSTRUCTION: Ask for the first item; refuse and offer the second.
|
|
RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
|
|
|
|
EXAMPLE
|
|
TEMPLATE: You want: a pen
|
|
TEMPLATE: You have: a pencil
|
|
RESPONSE: Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?
|
|
|
|
TEMPLATE: You want: a text book
|
|
TEMPLATE: You have: a notebook
|
|
RESPONSE: Could I borrow your text book? Sorry, I don't have one. Would you like a notebook?
|
|
|
|
TEMPLATE: You want: a blanket
|
|
TEMPLATE: You have: a coat
|
|
RESPONSE: Could I borrow your blanket? Sorry, I don't have one. Would you like to use my coat?
|
|
|
|
TEMPLATE: You want: toothpaste
|
|
TEMPLATE: You have: a brush
|
|
RESPONSE: Could I borrow some toothpaste? Sorry, I don't have any. Do you need a brush?
|
|
|
|
TEMPLATE: You want: a wrench
|
|
TEMPLATE: You have: a spoon
|
|
RESPONSE: Could I borrow your wrench? Sorry, I don't have one. Would you like a spoon?
|
|
|
|
TEMPLATE: You want: a soda
|
|
TEMPLATE: You have: water
|
|
RESPONSE: Could I have a soda? Sorry, I don't have one. Would you like some water?
|
|
|
|
TEMPLATE: You want: a pencil
|
|
TEMPLATE: You have: a pen
|
|
RESPONSE: Could I borrow your pencil? Sorry, I don't have one. Would you like to use my pen?
|
|
|
|
TEMPLATE: You want: a piece of gum
|
|
TEMPLATE: You have: a candy bar
|
|
RESPONSE: Could I have a piece of gum? Sorry, I don't have any. Would you like a candy bar?
|
|
|
|
TEMPLATE: You want: a jack
|
|
TEMPLATE: You have: a wrench
|
|
RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
|
|
|
|
$SESSION 3-6: Reported Commands
|
|
|
|
# Source: new (gap: reported commands are drilled in ST and LLA 3D but never explained)
|
|
$GRAMMAR Reporting What People Say
|
|
ID: 3d-f1-g
|
|
INTRO: In this part you'll learn to pass a message along: "He said to lock the door." Here's how it works.
|
|
|
|
To report a command, use **said to** + verb:
|
|
|
|
- {Lock the garage door.} → {He said to lock the garage door.}
|
|
|
|
For a negative command, use **said not to**:
|
|
|
|
- {Don't leave now.} → {He said not to leave now.}
|
|
|
|
To report a polite request, use **asked (me) to**:
|
|
|
|
- {Would you hand me the dictionary?} → {He asked me to hand him the dictionary.}
|
|
|
|
# Source: LLA 3D Figure 1
|
|
$DIALOGUE Passing the Message
|
|
ID: 3d-f1
|
|
INTRO: Three short scenes of one person passing another person's words along. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
|
|
Ken: What did Kim say to do? {bk10-l3d-f1-02.mp3}
|
|
Jan: She said to tell Mike hello for her. {bk10-l3d-f1-03.mp3}
|
|
|
|
Mom: Sue, wear your raincoat. {bk10-l3d-f1-04.mp3}
|
|
Sue: What did Mom say to wear? {bk10-l3d-f1-05.mp3}
|
|
Dan: She said to wear your raincoat. {bk10-l3d-f1-06.mp3}
|
|
|
|
Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
|
|
Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
|
|
Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}
|
|
|
|
# Source: ST §What Did He Say? (l3-s22)
|
|
$DIALOGUE What Did He Say?
|
|
ID: l3-s22
|
|
INTRO: Three more scenes — at the office and at home, where Freddy still hasn't hung up his coat. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialogs.
|
|
REPEAT
|
|
|
|
Capt_Moreno: Sgt Kline, report to the major's office right now.
|
|
Sgt_Kline: Yes, sir.
|
|
Sgt_Anderson: What did the Captain say?
|
|
Sgt_Kline: He said to report to the Major's office.
|
|
|
|
Dad: Freddy, hang your coat up.
|
|
Freddy: Okay, Dad, in a minute.
|
|
Susie: Freddy, what did Dad say?
|
|
Freddy: He said to hang my coat up.
|
|
|
|
Maj_Jones: Ms. Rogers, could you get me the dictionary?
|
|
Ms_Rogers: Yes, sir. I'll do it right now.
|
|
Mr_Thompson: What did Maj Jones ask you?
|
|
Ms_Rogers: Maj Jones asked me to get him the dictionary.
|
|
|
|
# Source: LLA 3D Figure 2
|
|
$PRODUCE What Did He Say to Do?
|
|
ID: 3d-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Listen to the command and the question, then answer aloud: "He said to..." Repeat the correct answer after you hear it.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: "Check the front tires." What did he say to do? {bk10-l3d-f2-ex-q.mp3}
|
|
RESPONSE: He said to check the front tires. {bk10-l3d-f2-ex-a.mp3}
|
|
|
|
PROMPT: "Lock the garage door." What did he say to do? {bk10-l3d-f2-01-q.mp3}
|
|
RESPONSE: He said to lock the garage door. {bk10-l3d-f2-01-a.mp3}
|
|
|
|
PROMPT: "Put the tire in the trunk." What did he say to do? {bk10-l3d-f2-02-q.mp3}
|
|
RESPONSE: He said to put the tire in the trunk. {bk10-l3d-f2-02-a.mp3}
|
|
|
|
PROMPT: "Wash the car today." What did he say to do? {bk10-l3d-f2-03-q.mp3}
|
|
RESPONSE: He said to wash the car today. {bk10-l3d-f2-03-a.mp3}
|
|
|
|
PROMPT: "Turn the light on." What did he say to do? {bk10-l3d-f2-04-q.mp3}
|
|
RESPONSE: He said to turn the light on. {bk10-l3d-f2-04-a.mp3}
|
|
|
|
PROMPT: "Don't leave now." What did he say not to do? {bk10-l3d-f2-05-q.mp3}
|
|
RESPONSE: He said not to leave now. {bk10-l3d-f2-05-a.mp3}
|
|
|
|
PROMPT: "Wait a few minutes." What did he say to do? {bk10-l3d-f2-06-q.mp3}
|
|
RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}
|
|
|
|
# Source: LLA 3D Figure 3
|
|
$PRODUCE Complete the Conversation
|
|
ID: 3d-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: The Hill family relays a lot of messages. Read each printed conversation — one line is missing. Say it aloud when the tape asks, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud to complete the conversation.
|
|
REPEAT
|
|
|
|
TEMPLATE: Mrs. Hill: Billy, hang up your coat.
|
|
TEMPLATE: Billy: ____
|
|
TEMPLATE: Mr. Hill: She said to hang up your coat.
|
|
PROMPT: Billy, hang up your coat. Ask Billy's question. {bk10-l3d-f3-01-q.mp3}
|
|
RESPONSE: What did she say to do? {bk10-l3d-f3-01-a.mp3}
|
|
|
|
TEMPLATE: Mrs. Hill: Please feed the dog, Billy.
|
|
TEMPLATE: Billy: ____
|
|
TEMPLATE: Mr. Hill: She said to feed the dog.
|
|
PROMPT: Please feed the dog. Ask Billy's question. {bk10-l3d-f3-02-q.mp3}
|
|
RESPONSE: What did she say to do? {bk10-l3d-f3-02-a.mp3}
|
|
|
|
TEMPLATE: Mrs. Hill: John, please return Dr. Smith's call.
|
|
TEMPLATE: Mr. Hill: What did she say to do?
|
|
TEMPLATE: Billy: ____
|
|
PROMPT: John, please return Dr. Smith's call. What did she say to do? Answer his question. {bk10-l3d-f3-03-q.mp3}
|
|
RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}
|
|
|
|
TEMPLATE: Mrs. Hill: Do your homework now, Billy.
|
|
TEMPLATE: Billy: What did she say to do?
|
|
TEMPLATE: Mr. Hill: ____
|
|
PROMPT: Do your homework now, Billy. What did she say to do? Answer his question. {bk10-l3d-f3-04-q.mp3}
|
|
RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}
|
|
|
|
TEMPLATE: Mrs. Hill: Please give Billy some lunch money.
|
|
TEMPLATE: Billy: What did she say to give me?
|
|
TEMPLATE: Mr. Hill: ____
|
|
PROMPT: Please give Billy some lunch money. What did she say to give me? Answer his question. {bk10-l3d-f3-05-q.mp3}
|
|
RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}
|
|
|
|
TEMPLATE: Mrs. Hill: Please, put gas in the car.
|
|
TEMPLATE: Mr. Hill: Billy, what did your mother say to do?
|
|
TEMPLATE: Billy: ____
|
|
PROMPT: Please put gas in the car. Billy, what did your mother say to do? Answer his question. {bk10-l3d-f3-06-q.mp3}
|
|
RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}
|
|
|
|
# Source: ST §Practice: What Did He Say? (l3-s23)
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$PRODUCE Report the Printed Sentence
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ID: l3-s23
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INPUT: speak
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CHECK: llm
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INTRO: Read the sentence, then do both jobs aloud: ask "What did he say?" (or "ask") and answer it with the reported form.
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INSTRUCTION: Ask and answer about the sentence aloud.
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RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
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EXAMPLE
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TEMPLATE: Report to the colonel at 1300.
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RESPONSE: What did he say? He said to report to the colonel at 1300.
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EXAMPLE
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TEMPLATE: Could you pass me the salt, please?
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RESPONSE: What did she ask you? She asked me to pass her the salt.
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TEMPLATE: Pick up Capt Walker at 1300.
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RESPONSE: What did he say? He said to pick up Capt Walker at 1300.
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TEMPLATE: Call Capt Walker at the dispensary.
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RESPONSE: What did he say? He said to call Capt Walker at the dispensary.
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TEMPLATE: Would you hand me the dictionary?
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RESPONSE: What did he ask you? He asked me to hand him the dictionary.
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TEMPLATE: Could you lend me a pencil?
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RESPONSE: What did she ask you? She asked me to lend her a pencil.
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TEMPLATE: Get Sgt Powers on the phone for me.
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RESPONSE: What did he say? He said to get Sgt Powers on the phone for him.
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TEMPLATE: Would you turn out the lights?
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RESPONSE: What did she ask you? She asked me to turn out the lights.
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TEMPLATE: Lock the garage door.
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RESPONSE: What did he say? He said to lock the garage door.
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TEMPLATE: Please hand out the papers.
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RESPONSE: What did she ask you? She asked me to hand out the papers.
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# Source: ST §He Asked Me to Pick Up .... (l3-s24)
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$PRODUCE He Asked Me to...
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ID: l3-s24
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INPUT: speak
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CHECK: llm
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INTRO: This time you only hear the request. Ask "What did he ask you?" and answer it aloud: "He asked me to..." — or "not to", when he said don't.
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INSTRUCTION: Ask and answer the reported question aloud.
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RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to...").
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EXAMPLE
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PROMPT: Will you pick up my clothes at the laundry?
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RESPONSE: What did he ask you? He asked me to pick up his clothes at the laundry.
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PROMPT: Will you go to the store?
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RESPONSE: What did he ask you? He asked me to go to the store.
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PROMPT: Will you put the book on the table?
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RESPONSE: What did he ask you? He asked me to put the book on the table.
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PROMPT: Please don't close the door.
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RESPONSE: What did he ask you? He asked me not to close the door.
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PROMPT: Will you circle the correct answer?
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RESPONSE: What did he ask you? He asked me to circle the correct answer.
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PROMPT: Please don't turn off the lights.
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RESPONSE: What did he ask you? He asked me not to turn off the lights.
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PROMPT: Will you clean the board?
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RESPONSE: What did he ask you? He asked me to clean the board.
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PROMPT: Please don't walk on the grass.
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RESPONSE: What did he ask you? He asked me not to walk on the grass.
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PROMPT: Will you hand me the wrench?
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RESPONSE: What did he ask you? He asked me to hand him the wrench.
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PROMPT: Please report to the office.
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RESPONSE: What did he ask you? He asked me to report to the office.
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PROMPT: Will you call the captain?
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RESPONSE: What did he ask you? He asked me to call the captain.
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$SESSION 3-7: Reading and Listening Skills
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# Source: ST §What's the Topic? (l3-s3)
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$PRODUCE What's the Topic?
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ID: l3-s3
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INPUT: type
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CHECK: llm
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INTRO: In this part you'll practice finding the topic and the main idea of what you read and hear. First: read the paragraph and type its topic in just a few words.
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INSTRUCTION: Read the paragraph and type the topic.
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RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
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TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
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RESPONSE: Spending birthday money.
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# Source: ST §What's the Main Idea? (l3-s4)
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$PRODUCE What's the Main Idea?
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ID: l3-s4
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INPUT: type
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CHECK: llm
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INTRO: Now the main idea — one complete sentence that says what the paragraph is really about, not just one detail from it.
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INSTRUCTION: Type the main idea in a complete sentence.
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RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
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EXAMPLE
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TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
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RESPONSE: Martha couldn't decide how to spend her money.
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TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
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RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
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TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
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RESPONSE: There are rules to follow for polite introductions in the United States.
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# Source: ST §What Do You Want to Call It? (l3-s5)
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$SELECT Pick the Best Title
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ID: l3-s5
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INTRO: Read the paragraph about Beth and tap the title that fits the whole story.
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INSTRUCTION: Read the paragraph and tap the best title.
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OPTION: a | A Cold Winter
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OPTION: b | A New Coat
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OPTION: c | Department Stores
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TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
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ANSWER: b
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# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction in this format.
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# Source: ST §What's It All About? (l3-s25)
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$SELECT Pick the Best Summary
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ID: l3-s25
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INTRO: Read each paragraph and tap the summary that covers the whole thing — not just one true detail.
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INSTRUCTION: Tap the best summary.
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OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
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OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
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OPTION: c | Ned reads two newspapers. He likes to read the business news.
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EXAMPLE
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TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
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OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
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OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
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OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
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ANSWER: a
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TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
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ANSWER: b
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TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
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OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
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OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
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OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
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ANSWER: b
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# Source: LLA 3A Figure 7 (listening passage)
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$DIALOGUE Listen — Two Paragraphs
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ID: 3a-f7
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INTRO: Now do the same by ear. Two short paragraphs — one about vending machines, one about clothing stores. Just listen; the questions come next.
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INSTRUCTION: Listen to the paragraphs.
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LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09.mp3}
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LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09-b.mp3}
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LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09-c.mp3}
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LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09-d.mp3}
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LINE: These vending machines are usually very popular. {bk10-l3a-f6-09-e.mp3}
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LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-01.mp3}
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LINE: Some sell clothes only for children. {bk10-l3a-f7-01-b.mp3}
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LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-01-c.mp3}
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LINE: There are also stores for sports clothing. {bk10-l3a-f7-01-d.mp3}
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LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-01-e.mp3}
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LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-01-f.mp3}
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LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-01-g.mp3}
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LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-01-h.mp3}
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# Source: LLA 3A Figure 7 (main-idea pass)
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$SELECT Main Idea of Each Paragraph
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ID: 3a-f7-b
|
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REFERENCE
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INTRO: Tap the main idea of each paragraph you just heard. Open the paragraphs again if you need them.
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INSTRUCTION: Tap the main idea.
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TEMPLATE: Paragraph 1
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OPTION: a | People are very busy these days.
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OPTION: b | Vending machines are popular machines.
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OPTION: c | People like drinks and snacks.
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ANSWER: b
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TEMPLATE: Paragraph 2
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OPTION: a | Some stores sell expensive clothing.
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OPTION: b | You can buy sports clothes at sports clothing stores.
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OPTION: c | There are many kinds of clothing stores.
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ANSWER: c
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# Source: LLA 3B Figure 8 (story)
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$DIALOGUE Vending Machine Trouble
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ID: 3b-f8-story
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INTRO: John, a vending machine, and exactly 45 cents. It doesn't end well. Listen.
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INSTRUCTION: Listen to the paragraph.
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LINE: John stood in front of the vending machine near his office and counted his money. {bk10-l3b-f8-01.mp3}
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LINE: He had only 45 cents, exactly the cost of a Diet soda. {bk10-l3b-f8-02.mp3}
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LINE: He carefully put his money in the machine and pushed the button, but nothing happened. {bk10-l3b-f8-03.mp3}
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LINE: He pushed the coin return, and again, nothing happened. {bk10-l3b-f8-04.mp3}
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LINE: John couldn't get his money or his Diet soda. {bk10-l3b-f8-05.mp3}
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# Source: LLA 3B Figure 8 (main-idea pass)
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$PRODUCE State the Main Idea
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ID: 3b-f8
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REFERENCE: 3b-f8-story
|
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INPUT: type
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CHECK: llm
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INTRO: Type the main idea of John's story in one complete sentence. You can open the story again if you need it.
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INSTRUCTION: Type the main idea in a complete sentence.
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RUBRIC: The learner must write a sentence stating that John lost his money in the vending machine, or that he could not get his money or his soda. Accept any reasonable phrasing of this idea.
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PROMPT: What is the main idea of the paragraph?
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RESPONSE: John lost his money in the vending machine.
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# Source: LLA 3C Figure 7
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$PRODUCE Main Idea by Ear
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ID: 3c-f7
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INPUT: type
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CHECK: llm
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LONGFORM
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INTRO: Two more paragraphs, heard only. Listen to each one, then type its main idea in your own words.
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INSTRUCTION: Type the main idea of the paragraph.
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PROMPT: Ted drives his car a lot. His car is 2 years old, and his tires are too. The car looks good, but the tires don't. He has to put air in his tires often. When the streets are wet, Ted can't stop his car quickly. Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-01.mp3}
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RESPONSE: Ted needs new tires.
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RUBRIC: Accept any sentence stating that Ted needs new tires, or that the tires on his car are bad.
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PROMPT: Maria has to go to the mall today, but she doesn't want to. She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. The clerks at the mall never seem to see her. They always help others first. All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-02.mp3}
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RESPONSE: Maria doesn't like to go to the mall.
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RUBRIC: Accept any sentence stating that Maria doesn't like to go to the mall, or doesn't enjoy shopping there.
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# Source: LLA 3C Figure 5
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$DIALOGUE In a Clothing Store
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ID: 3c-f5
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INTRO: A clerk, a customer, and some new fall suits. Listen to their conversation — questions follow.
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INSTRUCTION: Listen to the conversation.
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Clerk: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
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Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
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Clerk: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
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Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
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Clerk: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
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Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
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Clerk: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
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Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
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# Source: LLA 3C Figure 5 (question pass)
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$PRODUCE Questions on the Clothing Store
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ID: 3c-f5-b
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REFERENCE
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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REPEAT
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INTRO: Answer each question about the conversation aloud in a full sentence — open the dialog if you need it — then repeat the model answer.
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INSTRUCTION: Answer aloud with a full sentence.
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RUBRIC: Accept any sentence that answers the question factually based on the model answer.
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PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
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RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
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PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
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RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
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PROMPT: What is the clerk's name? {bk10-l3c-f5-11-q.mp3}
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RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
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PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
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RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
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PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
|
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RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
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# Source: LLA 3C Figure 6
|
|
$SELECT Syllable Stress — Longer Words
|
|
ID: 3c-f6
|
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INTRO: Stress again, with longer words this time — up to four syllables. Listen and tap the number of the stressed syllable.
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INSTRUCTION: Tap the number of the stressed syllable.
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OPTION: 1 | 1
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OPTION: 2 | 2
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OPTION: 3 | 3
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OPTION: 4 | 4
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EXAMPLE
|
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PROMPT: cafeteria {bk10-l3c-f6-ex.mp3}
|
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ANSWER: 3
|
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FEEDBACK: cafeteria. {bk10-l3c-f6-ex-fb.mp3}
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PROMPT: politely {bk10-l3c-f6-01.mp3}
|
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ANSWER: 2
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FEEDBACK: politely. {bk10-l3c-f6-01-fb.mp3}
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PROMPT: popular {bk10-l3c-f6-02.mp3}
|
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ANSWER: 1
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FEEDBACK: popular. {bk10-l3c-f6-02-fb.mp3}
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PROMPT: operate {bk10-l3c-f6-03.mp3}
|
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ANSWER: 1
|
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FEEDBACK: operate. {bk10-l3c-f6-03-fb.mp3}
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PROMPT: another {bk10-l3c-f6-04.mp3}
|
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ANSWER: 2
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FEEDBACK: another. {bk10-l3c-f6-04-fb.mp3}
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PROMPT: finally {bk10-l3c-f6-05.mp3}
|
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ANSWER: 1
|
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FEEDBACK: finally. {bk10-l3c-f6-05-fb.mp3}
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PROMPT: favorite {bk10-l3c-f6-06.mp3}
|
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ANSWER: 1
|
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FEEDBACK: favorite. {bk10-l3c-f6-06-fb.mp3}
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|
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PROMPT: selection {bk10-l3c-f6-07.mp3}
|
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ANSWER: 2
|
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FEEDBACK: selection. {bk10-l3c-f6-07-fb.mp3}
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PROMPT: everyone {bk10-l3c-f6-08.mp3}
|
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ANSWER: 1
|
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FEEDBACK: everyone. {bk10-l3c-f6-08-fb.mp3}
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PROMPT: everybody {bk10-l3c-f6-09.mp3}
|
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ANSWER: 1
|
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FEEDBACK: everybody. {bk10-l3c-f6-09-fb.mp3}
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|
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PROMPT: introduce {bk10-l3c-f6-10.mp3}
|
|
ANSWER: 3
|
|
FEEDBACK: introduce. {bk10-l3c-f6-10-fb.mp3}
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|
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PROMPT: introduction {bk10-l3c-f6-11.mp3}
|
|
ANSWER: 3
|
|
FEEDBACK: introduction. {bk10-l3c-f6-11-fb.mp3}
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|
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PROMPT: variety {bk10-l3c-f6-12.mp3}
|
|
ANSWER: 2
|
|
FEEDBACK: variety. {bk10-l3c-f6-12-fb.mp3}
|
|
|
|
# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source markdown.
|
|
|
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# Source: ST §Flight Information (l3-s26)
|
|
$DIALOGUE Flight Information
|
|
ID: l3-s26
|
|
INTRO: Paul is going to Hawaii. Read the flight information carefully — you'll fill in an outline of it next.
|
|
INSTRUCTION: Read the paragraph.
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|
|
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LINE: Paul wants to a take a vacation in Hawaii.
|
|
LINE: He called the airline for reservations.
|
|
LINE: The clerk gave him this information about the flights.
|
|
LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
|
|
LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
|
|
LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
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|
|
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# Source: ST §Flight Outline (l3-s27)
|
|
$PRODUCE Flight Outline
|
|
ID: l3-s27
|
|
REFERENCE
|
|
INPUT: type
|
|
INTRO: Fill in the outline of the flights — the days and the times. Open the paragraph again if you need it.
|
|
INSTRUCTION: Complete the outline from the paragraph.
|
|
|
|
TEMPLATE: Flight Information
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SLOT: 1 | Day 1 | Monday
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SLOT: 2 | Morning flight | 10:00 a.m.
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SLOT: 2 | Afternoon flight | 2:00 p.m.
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SLOT: 1 | Day 2 | Wednesday
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SLOT: 2 | Morning flight | 10:00 a.m.
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SLOT: 2 | Afternoon flight | 2:00 p.m.
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SLOT: 1 | Day 3 | Saturday
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SLOT: 2 | Morning flight | 9:00 a.m.
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SLOT: 2 | Afternoon flight | 1:00 p.m.
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SLOT: 2 | Evening flight | 8:00 p.m.
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# Source: ST §Make a Sentence (l3-s28)
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$PRODUCE Combine the Sentences
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ID: l3-s28
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INPUT: type
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CHECK: exact
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INTRO: Two short sentences, one idea. Combine them into a single sentence and type it.
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INSTRUCTION: Combine the two sentences into one and type it.
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TEMPLATE: He loosened the nuts. He loosened them with a wrench.
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RESPONSE: He loosened the nuts with a wrench.
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TEMPLATE: The man removed the hub cap. He removed it from the wheel.
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RESPONSE: The man removed the hub cap from the wheel.
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TEMPLATE: Brad raised the car. He raised it with the jack.
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RESPONSE: Brad raised the car with the jack.
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TEMPLATE: Mary goes to class. She goes at night.
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RESPONSE: Mary goes to class at night.
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TEMPLATE: Fred drove his car. He drove it to work.
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RESPONSE: Fred drove his car to work.
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TEMPLATE: He has a spare tire. It is in the trunk.
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RESPONSE: He has a spare tire in the trunk.
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$SESSION 3-8: Around Silver City — Review
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# Source: LLA 3D Figure 4
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$DIALOGUE Back in Silver City
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ID: 3d-f4
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INTRO: Last part — a drive around Silver City to pull the whole lesson together. Dan is back after 7 years, and the town has grown without asking him. Listen to his conversation with Sam.
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INSTRUCTION: Listen to the conversation.
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Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
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Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
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Dan: 7 years ago. Silver City has really changed a lot in that time. {bk10-l3d-f4-03.mp3}
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Sam: Yes, it has. There are more people and a lot of new buildings. {bk10-l3d-f4-04.mp3}
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Dan: What's that large place on the right? {bk10-l3d-f4-05.mp3}
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Sam: That's the Silver Star Mall. {bk10-l3d-f4-06.mp3}
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Dan: Do you want to eat lunch there? {bk10-l3d-f4-07.mp3}
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Sam: Yes, I certainly do. I'll only be here for 5 days, and I want to see everything. {bk10-l3d-f4-08.mp3}
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# Source: LLA 3D Figure 4 (question pass)
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$PRODUCE Questions About Dan and Sam
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ID: 3d-f4-b
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REFERENCE
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INPUT: speak
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CHECK: reveal
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INTRO: Answer the questions about Dan and Sam aloud in full sentences, then repeat the correct answer. Open the conversation if you need it.
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INSTRUCTION: Answer aloud with a full sentence.
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REPEAT
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PROMPT: Who's driving the car? {bk10-l3d-f4-09-q.mp3}
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RESPONSE: Sam is driving the car. {bk10-l3d-f4-09-a.mp3}
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PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-10-q.mp3}
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RESPONSE: They're in Silver City. {bk10-l3d-f4-10-a.mp3}
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PROMPT: When did Sam move away from there? {bk10-l3d-f4-11-q.mp3}
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RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-11-a.mp3}
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PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-12-q.mp3}
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RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-12-a.mp3}
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# Source: LLA 3D Figure 5 (map story)
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$DIALOGUE Directions Through Silver City {page_071_001.jpg}
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ID: 3d-f5
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INTRO: Now the map. Sam gives Dan directions from the airport to his house — listen and follow the route on the map of Silver City.
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INSTRUCTION: Listen and follow along on the map.
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LINE: When Dan returned to Silver City for the first time in 7 years, he realized there were a lot of changes. He decided to rent a car at the airport. He called his friend Sam and asked for directions to his house. {bk10-l3d-f5-01.mp3}
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LINE: Sam told him to take Airport Road into town. The Landmark Hotel will be on your left, just before you get to Highway 50. {bk10-l3d-f5-02.mp3}
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LINE: On the southeast corner of Airport Road and Highway 50, you will see the Silver Star Mall. {bk10-l3d-f5-03.mp3}
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LINE: You turn north at that corner onto Highway 50, and you go one block to Easy Street. The Silver Dollar Restaurant will be on the northwest corner. {bk10-l3d-f5-04.mp3}
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LINE: You turn east on Easy Street. The New Money Bank will be on your right in that first block. {bk10-l3d-f5-05-a.mp3}
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LINE: The next street will be 1st Street. {bk10-l3d-f5-05-b.mp3}
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LINE: After you've crossed 1st Street, the SureCare Clinic will be on the left, and the City Library will be on the other side of the street. {bk10-l3d-f5-06.mp3}
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LINE: Turn north at the next corner onto 2nd Street. The High School Gym will be on your right. {bk10-l3d-f5-07.mp3}
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LINE: You'll cross High Street and see the old post office on the right. {bk10-l3d-f5-08-a.mp3}
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LINE: Stay on 2nd Street and go out of downtown. My address is 2024 2nd Street. I hope you won't get lost. {bk10-l3d-f5-08-b.mp3}
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# Source: LLA 3D Figure 5 (map matching pass)
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$SELECT Find the Buildings on the Map {page_071_001.jpg}
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ID: 3d-f5-b
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REFERENCE
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INTRO: Time to check the route. For each building from the directions, tap its letter on the map — open the story again if you need it.
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INSTRUCTION: Tap the correct letter on the map.
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OPTION: a | A
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OPTION: b | B
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OPTION: c | C
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OPTION: d | D
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OPTION: e | E
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OPTION: f | F
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OPTION: g | G
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OPTION: h | H
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TEMPLATE: Landmark Hotel
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ANSWER: e
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FEEDBACK: The Landmark Hotel is E. {bk10-l3d-f5-09.mp3}
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TEMPLATE: Silver City Mall
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ANSWER: h
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FEEDBACK: The Silver City Mall is H. {bk10-l3d-f5-10.mp3}
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TEMPLATE: Silver Dollar Restaurant
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ANSWER: b
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FEEDBACK: The Silver Dollar Restaurant is B. {bk10-l3d-f5-11.mp3}
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TEMPLATE: New Money Bank
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ANSWER: f
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FEEDBACK: The New Money Bank is F. {bk10-l3d-f5-12.mp3}
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TEMPLATE: City Library
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ANSWER: g
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FEEDBACK: The City Library is G. {bk10-l3d-f5-13.mp3}
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TEMPLATE: old post office
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ANSWER: a
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FEEDBACK: The old post office is A. {bk10-l3d-f5-14.mp3}
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TEMPLATE: Sure-Care Clinic
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ANSWER: c
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FEEDBACK: The SureCare Clinic is C. {bk10-l3d-f5-15.mp3}
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TEMPLATE: high school gym
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ANSWER: d
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FEEDBACK: The High School Gym is D. {bk10-l3d-f5-16.mp3}
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# Source: LLA 3D Figure 6
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$DIALOGUE Look at That Car!
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ID: 3d-f6
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INTRO: Mike and David spot a fast-looking car — Jim Brown's, not Jim White's. Listen for the words with extra emphasis, and repeat each line with the same stress.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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Mike: Look at that *car*! {bk10-l3d-f6-01.mp3}
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David: *Which* car? {bk10-l3d-f6-02.mp3}
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Mike: The *blue* one. {bk10-l3d-f6-03.mp3}
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David: The blue one *next to us*? {bk10-l3d-f6-04.mp3}
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Mike: Yes, *that* one. {bk10-l3d-f6-05.mp3}
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David: That's *Jim's* car. {bk10-l3d-f6-06.mp3}
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Mike: *Jim White*? {bk10-l3d-f6-07.mp3}
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David: Not Jim White, *Jim Brown*. {bk10-l3d-f6-08.mp3}
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Mike: Do you *like* it? {bk10-l3d-f6-09.mp3}
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David: I like the *wheel* covers. {bk10-l3d-f6-10.mp3}
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Mike: They make Jim's car look *fast*. {bk10-l3d-f6-11.mp3}
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David: Yes, fast and *expensive*. {bk10-l3d-f6-12.mp3}
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# Source: LLA 3D Figure 7
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$SELECT Vocabulary Check — Pick the Response
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ID: 3d-f7
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INTRO: One last round with the week's words — "loose", "remove", "inflate", and friends. Listen to each sentence, tap the response that matches its meaning, then repeat it. That's the lesson — nicely done.
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INSTRUCTION: Tap the correct response.
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REPEAT
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PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01-q.mp3}
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OPTION: a | They are right for her.
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OPTION: b | They are small for her.
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OPTION: c | They are large for her.
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ANSWER: c
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FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-01-a.mp3}
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PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02-q.mp3}
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OPTION: a | automobiles
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OPTION: b | boats
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OPTION: c | bicycles
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ANSWER: b
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FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-02-a.mp3}
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PROMPT: Anne removed one glove. {bk10-l3d-f7-03-q.mp3}
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OPTION: a | Ann is wearing a glove.
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OPTION: b | Ann put on her glove.
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OPTION: c | Ann took off her glove.
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ANSWER: c
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FEEDBACK: Anne took off her glove. {bk10-l3d-f7-03-a.mp3}
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PROMPT: Glen has enough money. {bk10-l3d-f7-04-q.mp3}
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OPTION: a | Glen doesn't have any money.
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OPTION: b | Glen needs to borrow money.
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OPTION: c | Glen doesn't need any more money.
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ANSWER: c
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FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-04-a.mp3}
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PROMPT: Mary's answer was quick. {bk10-l3d-f7-05-q.mp3}
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OPTION: a | Mary gave a fast answer.
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OPTION: b | Mary answered slowly.
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OPTION: c | Mary didn't answer.
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ANSWER: a
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FEEDBACK: Mary gave a fast answer. It was quick. {bk10-l3d-f7-05-a.mp3}
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PROMPT: Ken's belt is tight. {bk10-l3d-f7-06-q.mp3}
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OPTION: a | He ate too much.
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OPTION: b | He's hungry.
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OPTION: c | He didn't eat.
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ANSWER: a
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FEEDBACK: Ken's belt is tight because he ate too much. {bk10-l3d-f7-06-a.mp3}
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PROMPT: Why is Pat hurrying? {bk10-l3d-f7-07-q.mp3}
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OPTION: a | She's late.
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OPTION: b | She's early.
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OPTION: c | She's not here.
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ANSWER: a
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FEEDBACK: Pat's hurrying because she's late. {bk10-l3d-f7-07-a.mp3}
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PROMPT: Roger raised the desk. {bk10-l3d-f7-08-q.mp3}
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OPTION: a | Roger sat on the desk.
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OPTION: b | Roger worked at his desk.
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OPTION: c | Roger lifted the desk.
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ANSWER: c
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FEEDBACK: Roger lifted the desk. {bk10-l3d-f7-08-a.mp3}
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PROMPT: Nan inflated the soccer ball. {bk10-l3d-f7-09-q.mp3}
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OPTION: a | The soccer ball got flat.
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OPTION: b | The soccer ball got larger.
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OPTION: c | The soccer ball was small.
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ANSWER: b
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FEEDBACK: The soccer ball got larger when Nan inflated it. {bk10-l3d-f7-09-a.mp3}
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PROMPT: Why does Alan need the wrench? {bk10-l3d-f7-10-q.mp3}
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OPTION: a | Because he's tired.
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OPTION: b | Because he's fixing the machine.
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OPTION: c | Because his belt is tight.
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ANSWER: b
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FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-10-a.mp3}
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