alc-english/book-2-lesson-1.module

$MODULE Book 2 · Lesson 1: This Is My Friend {st-page_009_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book2_lesson1
DESCRIPTION: Family members, describing people with "be", numbers to 999, telling time, plurals, joining sentences with "and" and "or", and "let's". The final part (Reading Letters) is optional extra practice.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, lightly witty teacher
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Tom | schedar | Young male
VOICE: Bill | charon | Young male
VOICE: Bob | achird | Young male
VOICE: Mr_Wilson | zubenelgenubi | Older male
VOICE: Linda | aoede | Female student
VOICE: ID | achernar | speaker (auto)

$LESSON 1-1: Meet the Family

# Source: ST §This Is My Family.
$DIALOGUE This Is My Family
ID: l1-s9
INTRO: In this lesson you'll learn to talk about your family, describe how people feel, count to nine hundred ninety-nine, tell the time, and join sentences with "and" and "or". First, the words for the people in a family — listen to each sentence.
INSTRUCTION: Listen to each sentence.

VOCAB: family
LINE: This is my family.

VOCAB: father
LINE: He is my father.

VOCAB: mother
LINE: She is my mother.

VOCAB: man
LINE: He is a man.

VOCAB: woman
LINE: She is a woman.

VOCAB: young
LINE: He is a young man.
LINE: She is a young woman.

VOCAB: brother
LINE: He is my brother.

VOCAB: sister
LINE: They are my sisters.

VOCAB: boy
LINE: He is a boy.

VOCAB: girl
LINE: She is a girl.

VOCAB: child
LINE: He is a child.
LINE: She is a child.

VOCAB: friend
LINE: He is my friend.

# Source: ST §This Is the Wilson Family. + §The Wilsons and Their Friend, Bob (merged)
$DIALOGUE The Wilson Family
ID: l1-s11
INTRO: Now meet the family you'll see all through this lesson: the Wilsons — plus Tom's friend Bob, who is around so often he's practically furniture.
INSTRUCTION: Read each sentence.

LINE: This is the Wilson family. {st-page_018_001.jpg}
LINE: This is Mr. Wilson. He is a man. {st-page_019_001.jpg}
LINE: This is Mrs. Wilson. She is a woman. {st-page_019_002.jpg}
LINE: This is Tom. He's a young man. {st-page_019_003.jpg}
LINE: This is Jan. She's a young woman. {st-page_019_004.jpg}
LINE: This is John. He is a boy. {st-page_019_005.jpg}
LINE: This is Linda. She's a girl. {st-page_019_006.jpg}
LINE: This is Bob. He is Tom's friend. {st-page_019_007.jpg}

# Source: LLA 1A Figure 1
$DIALOGUE This Is, These Are {page_011_001.jpg}
ID: 1a-f1
INTRO: Tom shows you his family up close. For one person nearby, say "this is"; for more than one, "these are". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is my father, Mr. Wilson. {bk02-l1a-f1-01.mp3}
LINE: This is my mother, Mrs. Wilson. {bk02-l1a-f1-02.mp3}
LINE: These are my sisters, Linda and Jan. {bk02-l1a-f1-03.mp3}
LINE: This is my brother, John. {bk02-l1a-f1-04.mp3}

# Source: LLA 1A Figure 2
$DIALOGUE That Is, Those Are {page_011_002.jpg}
ID: 1a-f2
INTRO: Now the family is across the room. For people farther away, use "that" and "those". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: That is my father. {bk02-l1a-f2-01.mp3}
LINE: That is my mother. {bk02-l1a-f2-02.mp3}
LINE: Those are my sisters. {bk02-l1a-f2-03.mp3}
LINE: That is my brother. {bk02-l1a-f2-04.mp3}

# Source: new (gap: this/that/these/those drilled in LLA 1A Figures 1–3 but never explained)
$GRAMMAR This, That, These, Those
ID: 1a-f2-b
INTRO: One quick rule before you practice: near or far, one or many.

Use **this** and **these** for people near you.
Use **that** and **those** for people farther away.

| | Near | Far |
|---|---|---|
| One person | this | that |
| Two or more | these | those |

Near: {This is my father.} — {These are my sisters.}
Far: {That is my father.} — {Those are my sisters.}

# Source: LLA 1A Figure 3
$PRODUCE This, That, or These?
ID: 1a-f3
INPUT: type
CHECK: exact
INTRO: Now use the rule. Listen to the sentence and type the missing word — this, that, or these. Then repeat the sentence.
INSTRUCTION: Type the missing word.
REPEAT

PROMPT: This is my father. {bk02-l1a-f3-01.mp3}
TEMPLATE: ____ is my father.
RESPONSE: This is my father. {bk02-l1a-f3-01-fb.mp3}
ACCEPT: This | this

PROMPT: That is my mother. {bk02-l1a-f3-02.mp3}
TEMPLATE: ____ is my mother.
RESPONSE: That is my mother. {bk02-l1a-f3-02-fb.mp3}
ACCEPT: That | that

PROMPT: These are my sisters. {bk02-l1a-f3-03.mp3}
TEMPLATE: ____ are my sisters.
RESPONSE: These are my sisters. {bk02-l1a-f3-03-fb.mp3}
ACCEPT: These | these

PROMPT: That is my brother. {bk02-l1a-f3-04.mp3}
TEMPLATE: ____ is my brother.
RESPONSE: That is my brother. {bk02-l1a-f3-04-fb.mp3}
ACCEPT: That | that

# Source: ST §Nice To Meet You.
$DIALOGUE Nice to Meet You
ID: l1-s12
INTRO: Tom introduces his friend Bob to his father and his sister. Listen and repeat — you'll be introducing people yourself soon enough.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Tom: Dad, this is my friend Bob. Bob, this is my father, Mr. Wilson. {st-page_020_001.jpg}

VOCAB: Nice to meet you.
Mr_Wilson: How are you, Bob? Nice to meet you.
Bob: Fine, thanks. Nice to meet you too, Mr. Wilson.

Tom: Linda, this is my friend Bob. Bob, this is my sister, Linda. {st-page_020_002.jpg}

VOCAB: Glad to meet you.
Linda: Glad to meet you, Bob.
Bob: Nice to meet you, Linda.

VOCAB: let's
VOCAB: now
Tom: Let's go now, Bob. {st-page_020_003.jpg}

VOCAB: bye
Bob: Okay, Tom. Goodbye, Linda. See you later, Mr. Wilson.
Mr_Wilson: Bye, Tom. Bye, Bob.
Linda: Bye, Tom. Bye, Bob.

# Source: LLA 1A Listening/Speaking dialog
$DIALOGUE Meeting a Friend
ID: 1a-f6-b
INTRO: One more introduction — this time Tom's friend Bill meets Mr. Wilson, and then everyone remembers school exists. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Tom: This is my father, Mr. Wilson. {bk02-l1a-f6-06.mp3}
Bill: Hello, Mr. Wilson. Nice to meet you. {bk02-l1a-f6-07.mp3}
Tom: Dad, this is my friend Bill. He is a student in my class. {bk02-l1a-f6-08.mp3}
Mr_Wilson: Hello, Bill. Nice to meet you, too. {bk02-l1a-f6-09.mp3}
Tom: Bill, what time is it? {bk02-l1a-f6-10.mp3}
Bill: It's 8 o'clock. Let's go to school. {bk02-l1a-f6-11.mp3}
Tom: Okay. {bk02-l1a-f6-12.mp3}
Bill: Goodbye, Mr. Wilson. {bk02-l1a-f6-13.mp3}
Mr_Wilson: Goodbye, Bill. Bye, son. {bk02-l1a-f6-14.mp3}

$LESSON 1-2: Describing People

# Source: ST §He Is Happy.
$DIALOGUE Happy, Sad, Hot, Cold
ID: l1-s16
INTRO: In this part you'll learn to say how people feel — happy, sad, hot, cold, and everything in between. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

VOCAB: happy
LINE: He's happy. {st-page_025_001.jpg}

VOCAB: sad
LINE: She's sad. {st-page_025_002.jpg}

VOCAB: angry
LINE: He's angry. {st-page_025_003.jpg}

VOCAB: sick
LINE: He's sick. {st-page_025_004.jpg}

VOCAB: very
LINE: He's very sick. {st-page_026_001.jpg}

VOCAB: hot
LINE: She's hot. {st-page_026_002.jpg}

LINE: He's very hot. {st-page_026_003.jpg}

VOCAB: cold
LINE: She's cold. {st-page_026_004.jpg}

LINE: He's young. {st-page_027_001.jpg}

VOCAB: old
LINE: He's old. {st-page_027_002.jpg}

VOCAB: tired
LINE: He's tired. {st-page_027_003.jpg}

VOCAB: well
LINE: He's not sick. He's well. {st-page_027_004.jpg}

# Source: LLA 1A Figure 4
$DIALOGUE Describing People
ID: 1a-f4
INTRO: Fifteen people, fifteen moods. Listen to each description and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: That boy is very hot. {page_012_001.jpg} {bk02-l1a-f4-01.mp3}
LINE: The children are happy. {page_012_002.jpg} {bk02-l1a-f4-02.mp3}
LINE: These girls are young. {page_012_003.jpg} {bk02-l1a-f4-03.mp3}
LINE: My friend is sick. {page_012_004.jpg} {bk02-l1a-f4-04.mp3}
LINE: I am very tired. {page_012_005.jpg} {bk02-l1a-f4-05.mp3}
LINE: She isn't angry. {page_012_006.jpg} {bk02-l1a-f4-06.mp3}
LINE: Those men are old. {page_012_007.jpg} {bk02-l1a-f4-07.mp3}
LINE: This family is happy. {page_012_008.jpg} {bk02-l1a-f4-08.mp3}
LINE: He isn't sick; he's well. {page_012_009.jpg} {bk02-l1a-f4-09.mp3}
LINE: That child is sad. {page_012_010.jpg} {bk02-l1a-f4-10.mp3}
LINE: His father isn't old. {page_012_011.jpg} {bk02-l1a-f4-11.mp3}
LINE: Her mother is young. {page_012_012.jpg} {bk02-l1a-f4-12.mp3}
LINE: The woman is very cold. {page_012_013.jpg} {bk02-l1a-f4-13.mp3}
LINE: Your friends are very young. {page_012_014.jpg} {bk02-l1a-f4-14.mp3}
LINE: That man is angry. {page_012_015.jpg} {bk02-l1a-f4-15.mp3}

# Source: new (gap: negative "isn't" used in readings and drills but never explained)
$GRAMMAR Is and Isn't
ID: l1-s16-b
INTRO: A short rule for saying no.

To make a sentence negative, add **not** after "be":

{He is sick.} → {He is not sick.} → {He isn't sick.}
{I am sad.} → {I'm not sad.}
{They are tired.} → {They aren't tired.}

**Isn't** is short for "is not". **Aren't** is short for "are not".

# Source: ST §Bill Is Tired. He Isn't Sick.
$DIALOGUE Bill Is Tired. He Isn't Sick.
ID: l1-s17
INTRO: Read these short sentences — some are positive, some negative. Notice where "isn't" and "not" go.
INSTRUCTION: Read the sentences.

LINE: Bill isn't sick.
LINE: Ms. Adams is tired.
LINE: He is well.
LINE: Bob is angry.
LINE: Mr. Bates is old.
LINE: He isn't young.
LINE: They are tired.
LINE: Miss Martin is sad.
LINE: I'm happy.
LINE: He's very hot.
LINE: He isn't cold.
LINE: I'm not sad.

# Source: ST §My Father Isn't Angry.
$PRODUCE Say a Sentence
ID: l1-s18
INPUT: speak
CHECK: llm
INTRO: Now you make the sentences. You'll see a subject and an adjective — say a complete sentence with "be", like the example.
INSTRUCTION: Say a complete sentence from the cue.
RUBRIC: Accept a correctly formed sentence using "be" with the cued subject and adjective (e.g. "We are angry." / "We're very angry."). Contractions and "very" are the learner's choice.

EXAMPLE
TEMPLATE: we / angry
RESPONSE: We're very angry.

TEMPLATE: mother / tired
RESPONSE: Mother is tired.

TEMPLATE: child / happy
RESPONSE: The child is happy.

TEMPLATE: he / sad
RESPONSE: He is sad.

TEMPLATE: father / old
RESPONSE: Father is old.

TEMPLATE: sister / very young
RESPONSE: My sister is very young.

TEMPLATE: brother / angry
RESPONSE: My brother is angry.

TEMPLATE: chalkboard / cold
RESPONSE: The chalkboard is cold.

TEMPLATE: Linda / sick
RESPONSE: Linda is sick.

TEMPLATE: Jack / well
RESPONSE: Jack is well.

TEMPLATE: classroom / hot
RESPONSE: The classroom is hot.

TEMPLATE: I / very happy
RESPONSE: I am very happy.

TEMPLATE: she / very cold
RESPONSE: She is very cold.

# Source: ST §His Brother Isn't Young. (cues added — the book's table isn't reproducible)
$PRODUCE Make It Negative
ID: l1-s19
INPUT: speak
CHECK: llm
INTRO: Same idea, but this time say no. Make a negative sentence from each cue, using "isn't" or "is not".
INSTRUCTION: Say a negative sentence from the cue.
RUBRIC: Accept any correct negative sentence with the cued subject and adjective, using any valid negative form of "be". Contractions and "very" are the learner's choice.

TEMPLATE: Mr. Wilson / very cold
RESPONSE: Mr. Wilson is not very cold.

TEMPLATE: she / hot
RESPONSE: She isn't hot.

TEMPLATE: the child / old
RESPONSE: The child isn't old.

TEMPLATE: my father / happy
RESPONSE: My father is not happy.

TEMPLATE: her sister / tired
RESPONSE: Her sister isn't tired.

TEMPLATE: his brother / well
RESPONSE: His brother is not well.

TEMPLATE: Mrs. Wilson / sad
RESPONSE: Mrs. Wilson isn't sad.

TEMPLATE: Miss Adams / young
RESPONSE: Miss Adams is not young.

# Source: ST §Is Bill Tired? (grammar table)
$GRAMMAR Asking Yes/No Questions
ID: l1-s20
INTRO: To ask a question, move "is" or "are" to the front. Here's the pattern.

| | | |
|---|---|---|
| Bill / Sue / The student | is | tired. |
| **Is** | **Bill / the student / Sue** | **tired?** |
| You / The children / They / We | are | sick. |
| **Are** | **you / the children / they / we** | **sick?** |

# Source: ST §Is Bill Tired? (reading)
$DIALOGUE Is Bill Tired?
ID: l1-s21
INTRO: Read these questions and notice that "is" or "are" comes first.
INSTRUCTION: Read the sentences.

LINE: Are you cold?
LINE: Is the girl sad?
LINE: Is your father angry?
LINE: Is her sister happy?
LINE: Are the children well?
LINE: Is the man very sick?
LINE: Are the men hot?
LINE: Is your friend very old?
LINE: Is his brother very young?
LINE: Are you tired?

# Source: LLA 1B Listening/Speaking 1
$DIALOGUE Repeat the Questions
ID: 1b-ls1
INTRO: Now hear the same kind of questions on tape. Listen and repeat each one, copying the rising voice at the end.
INSTRUCTION: Repeat the questions.
REPEAT

LINE: Is he a student? {bk02-l1b-f2-21.mp3}
LINE: Are you a pilot? {bk02-l1b-f2-22.mp3}
LINE: Is that girl angry? {bk02-l1b-f2-23.mp3}
LINE: Is that man your father? {bk02-l1b-f2-24.mp3}
LINE: Are those children your sisters? {bk02-l1b-f2-25.mp3}
LINE: Is the boy happy? {bk02-l1b-f2-26.mp3}
LINE: Are the mechanics tired? {bk02-l1b-f2-27.mp3}
LINE: Is that woman your mother? {bk02-l1b-f2-28.mp3}
LINE: Is your friend a teacher? {bk02-l1b-f2-29.mp3}
LINE: Are your brother and sister young? {bk02-l1b-f2-30.mp3}

# Source: ST §Write Questions (cues added — the book's table isn't reproducible)
$PRODUCE Ask a Question
ID: l1-s22
INPUT: speak
CHECK: llm
INTRO: Your turn to ask. From each cue, ask a yes/no question starting with "Is".
INSTRUCTION: Ask a yes/no question from the cue.
RUBRIC: Accept a correctly formed yes/no question with "be" plus the cued subject and adjective. The word "very" is optional.

EXAMPLE
TEMPLATE: he / very happy
RESPONSE: Is he very happy?

TEMPLATE: she / angry
RESPONSE: Is she angry?

TEMPLATE: the boy / old
RESPONSE: Is the boy old?

TEMPLATE: the woman / hot
RESPONSE: Is the woman hot?

TEMPLATE: the man / cold
RESPONSE: Is the man cold?

TEMPLATE: the child / very young
RESPONSE: Is the child very young?

TEMPLATE: he / sad
RESPONSE: Is he sad?

TEMPLATE: she / sick
RESPONSE: Is she sick?

TEMPLATE: the boy / well
RESPONSE: Is the boy well?

# Source: ST §Speaking Skill: Statements and Questions
$DIALOGUE Statements and Questions — Intonation
ID: l1-s23
INTRO: Last stop in this part: the melody. Statements fall at the end; questions rise. Listen and repeat, and let your voice do the work.
INSTRUCTION: Listen and repeat. Pay attention to the intonation.
REPEAT

LINE: They're students.
LINE: She's very young.
LINE: I'm a pilot.
LINE: Betty's a good cook.
LINE: He isn't very old.
LINE: Bill isn't a mechanic.
LINE: She isn't very sick.
LINE: I'm not a barber.
LINE: Is he a student?
LINE: Are they students?
LINE: Is she very young?
LINE: Are you a pilot?
LINE: Is Betty a good cook?
LINE: Is he very old?
LINE: Is Bill a mechanic?
LINE: Is she very sick?
LINE: Are you a barber?

# SKIPPED (book): ST Listening Skill "MAN / MEN" (/æ/-/ɛ/) — instructor-read word pairs with no given words; the cassette "Pet or Pat?" drill in part 1-6 covers this contrast.
# SKIPPED (guide): ST "Write: m" — penmanship-style letter-insertion drill; print-era mechanics with no useful interaction here.

$LESSON 1-3: The Alphabet and Sounds

# Source: LLA 1A Figure 5
$SELECT Alphabet Review
ID: 1a-f5
INTRO: This part tunes your ears: letters first, then vowels, then tricky word pairs. Listen to each letter and tap the one you hear.
INSTRUCTION: Tap the letter you hear.

PROMPT: capital B. {bk02-l1a-f5-01.mp3}
OPTION: a | V
OPTION: b | D
OPTION: c | B
OPTION: d | P
ANSWER: c

PROMPT: small i. {bk02-l1a-f5-02.mp3}
OPTION: a | i
OPTION: b | e
OPTION: c | y
OPTION: d | a
ANSWER: a

PROMPT: small e. {bk02-l1a-f5-03.mp3}
OPTION: a | e
OPTION: b | a
OPTION: c | i
OPTION: d | o
ANSWER: a

PROMPT: capital Y. {bk02-l1a-f5-04.mp3}
OPTION: a | Y
OPTION: b | I
OPTION: c | V
OPTION: d | T
ANSWER: a

PROMPT: small n. {bk02-l1a-f5-05.mp3}
OPTION: a | m
OPTION: b | h
OPTION: c | n
OPTION: d | l
ANSWER: c

PROMPT: small j. {bk02-l1a-f5-06.mp3}
OPTION: a | j
OPTION: b | g
OPTION: c | y
OPTION: d | q
ANSWER: a

PROMPT: capital A. {bk02-l1a-f5-07.mp3}
OPTION: a | E
OPTION: b | A
OPTION: c | I
OPTION: d | O
ANSWER: b

PROMPT: small p. {bk02-l1a-f5-08.mp3}
OPTION: a | b
OPTION: b | q
OPTION: c | p
OPTION: d | v
ANSWER: c

PROMPT: capital Q. {bk02-l1a-f5-09.mp3}
OPTION: a | Q
OPTION: b | O
OPTION: c | X
OPTION: d | Z
ANSWER: a

PROMPT: small x. {bk02-l1a-f5-10.mp3}
OPTION: a | f
OPTION: b | k
OPTION: c | w
OPTION: d | x
ANSWER: d

# Source: LLA 1A Figure 6
$SELECT Hear the Vowel
ID: 1a-f6
INTRO: Five vowels: a, e, i, o, u. Listen, repeat the vowel aloud, then tap it.
INSTRUCTION: Tap the vowel you hear.
REPEAT

PROMPT: A. A. {bk02-l1a-f6-01.mp3}
OPTION: a | a
OPTION: b | c
OPTION: c | l
OPTION: d | o
OPTION: e | v
ANSWER: a

PROMPT: E. E. {bk02-l1a-f6-02.mp3}
OPTION: a | U
OPTION: b | E
OPTION: c | V
OPTION: d | F
OPTION: e | H
ANSWER: b

PROMPT: I. I. {bk02-l1a-f6-03.mp3}
OPTION: a | y
OPTION: b | e
OPTION: c | u
OPTION: d | i
OPTION: e | z
ANSWER: d

PROMPT: O. O. {bk02-l1a-f6-04.mp3}
OPTION: a | o
OPTION: b | u
OPTION: c | a
OPTION: d | i
OPTION: e | e
ANSWER: a

PROMPT: U. U. {bk02-l1a-f6-05.mp3}
OPTION: a | W
OPTION: b | V
OPTION: c | U
OPTION: d | O
OPTION: e | A
ANSWER: c

# Source: LLA 1A Figure 7
$SELECT Same or Different?
ID: 1a-f7
INTRO: Now word pairs that differ by one small sound — like "grow" and "crow". Tap S if the two words are exactly the same, or D if they are different.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

PROMPT: come, gum. {bk02-l1a-f7-01.mp3}
ANSWER: d

PROMPT: pig, pig. {bk02-l1a-f7-02.mp3}
ANSWER: s

PROMPT: whacking, wagging. {bk02-l1a-f7-03.mp3}
ANSWER: d

PROMPT: peck, peg. {bk02-l1a-f7-04.mp3}
ANSWER: d

PROMPT: grow, crow. {bk02-l1a-f7-05.mp3}
ANSWER: d

PROMPT: sagging, sagging. {bk02-l1a-f7-06.mp3}
ANSWER: s

PROMPT: bag, back. {bk02-l1a-f7-07.mp3}
ANSWER: d

PROMPT: knack, knack. {bk02-l1a-f7-08.mp3}
ANSWER: s

PROMPT: glue, clue. {bk02-l1a-f7-09.mp3}
ANSWER: d

PROMPT: snicker, snicker. {bk02-l1a-f7-10.mp3}
ANSWER: s

# SKIPPED (book): ST Listening Skill "SAME/DIFFERENT /k/ /g/, /m/ /n/" — instructor-read discrimination with no given words; the cassette Same/Different drills (here and in part 1-6) cover both pairs.

$LESSON 1-4: Numbers and Time

# Source: ST §Numbers 100-999
$GRAMMAR Numbers 100–999
ID: l1-s4
INTRO: This part is all numbers and clocks. First, the full landscape from one hundred to nine hundred ninety-nine — for reference, not for memorizing tonight.

| | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 |
| 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 |
| 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 |
| 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 |
| 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 |
| 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 |
| 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 |
| 170 | 171 | 172 | 173 | 174 | 175 | 176 | 177 | 178 | 179 |
| 180 | 181 | 182 | 183 | 184 | 185 | 186 | 187 | 188 | 189 |
| 190 | 191 | 192 | 193 | 194 | 195 | 196 | 197 | 198 | 199 |
| 200 | 201 | 202 | 203 | 204 | 205 | . | . | . | 299 |
| 300 | 301 | 302 | 303 | 304 | 305 | . | . | . | 399 |
| 400 | 401 | 402 | 403 | 404 | 405 | . | . | . | 499 |
| 500 | 501 | 502 | 503 | 504 | 505 | . | . | . | 599 |
| 600 | 601 | 602 | 603 | 604 | 605 | . | . | . | 699 |
| 700 | 701 | 702 | 703 | 704 | 705 | . | . | . | 799 |
| 800 | 801 | 802 | 803 | 804 | 805 | . | . | . | 899 |
| 900 | 901 | 902 | 903 | 904 | 905 | . | . | . | 999 |

# Source: ST §Hundreds
$GRAMMAR Saying the Hundreds
ID: l1-s7
INTRO: How to say big numbers out loud — and yes, English gives you several correct ways.

| | | | |
|---|---|---|---|
| 100 | one hundred | 121 | one hundred twenty-one |
| 200 | two hundred | 121 | one hundred and twenty-one |
| 300 | three hundred | 121 | a hundred and twenty-one |
| 400 | four hundred | 121 | one twenty-one |
| 500 | five hundred | 437 | four hundred thirty-seven |
| 600 | six hundred | 908 | nine hundred and eight |
| 700 | seven hundred | 645 | six hundred forty-five |
| 800 | eight hundred | 567 | five sixty-seven |
| 900 | nine hundred | 350 | three hundred and fifty |

# Source: LLA 1B Figure 1
$DIALOGUE Repeat the Numbers
ID: 1b-f1
INTRO: Warm up your mouth on ten big numbers. Listen and repeat each one.
INSTRUCTION: Repeat the numbers.
REPEAT

LINE: 336 {bk02-l1b-f1-01.mp3}
LINE: 170 {bk02-l1b-f1-02.mp3}
LINE: 615 {bk02-l1b-f1-03.mp3}
LINE: 480 {bk02-l1b-f1-04.mp3}
LINE: 876 {bk02-l1b-f1-05.mp3}
LINE: 900 {bk02-l1b-f1-06.mp3}
LINE: 230 {bk02-l1b-f1-07.mp3}
LINE: 519 {bk02-l1b-f1-08.mp3}
LINE: 706 {bk02-l1b-f1-09.mp3}
LINE: 412 {bk02-l1b-f1-10.mp3}

# Source: LLA 1B Figure 2
# DROPPED (twin): ST "Circle the Number" — TTS twin of this cassette activity (same task, same modality); the cassette version is kept.
$SELECT Tap the Number
ID: 1b-f2
INTRO: Now just listen. You'll hear a number — tap the one you heard. Some of these differ by a single digit, so no dozing.
INSTRUCTION: Tap the number you hear.

PROMPT: 170 {bk02-l1b-f2-01.mp3}
OPTION: a | 117
OPTION: b | 170
OPTION: c | 107
ANSWER: b

PROMPT: 80 {bk02-l1b-f2-02.mp3}
OPTION: a | 8
OPTION: b | 18
OPTION: c | 80
ANSWER: c

PROMPT: 721 {bk02-l1b-f2-03.mp3}
OPTION: a | 721
OPTION: b | 127
OPTION: c | 731
ANSWER: a

PROMPT: 70 {bk02-l1b-f2-04.mp3}
OPTION: a | 71
OPTION: b | 17
OPTION: c | 70
ANSWER: c

PROMPT: 380 {bk02-l1b-f2-05.mp3}
OPTION: a | 308
OPTION: b | 380
OPTION: c | 318
ANSWER: b

PROMPT: 38 {bk02-l1b-f2-06.mp3}
OPTION: a | 89
OPTION: b | 98
OPTION: c | 38
ANSWER: c

PROMPT: 40 {bk02-l1b-f2-07.mp3}
OPTION: a | 14
OPTION: b | 40
OPTION: c | 44
ANSWER: b

PROMPT: 247 {bk02-l1b-f2-08.mp3}
OPTION: a | 427
OPTION: b | 247
OPTION: c | 742
ANSWER: b

PROMPT: 257 {bk02-l1b-f2-09.mp3}
OPTION: a | 257
OPTION: b | 557
OPTION: c | 347
ANSWER: a

PROMPT: 820 {bk02-l1b-f2-10.mp3}
OPTION: a | 820
OPTION: b | 812
OPTION: c | 802
ANSWER: a

PROMPT: 23 {bk02-l1b-f2-11.mp3}
OPTION: a | 23
OPTION: b | 32
OPTION: c | 33
ANSWER: a

PROMPT: 230 {bk02-l1b-f2-12.mp3}
OPTION: a | 213
OPTION: b | 320
OPTION: c | 230
ANSWER: c

PROMPT: 374 {bk02-l1b-f2-13.mp3}
OPTION: a | 347
OPTION: b | 374
OPTION: c | 743
ANSWER: b

PROMPT: 950 {bk02-l1b-f2-14.mp3}
OPTION: a | 915
OPTION: b | 955
OPTION: c | 950
ANSWER: c

PROMPT: 616 {bk02-l1b-f2-15.mp3}
OPTION: a | 606
OPTION: b | 660
OPTION: c | 616
ANSWER: c

PROMPT: 989 {bk02-l1b-f2-16.mp3}
OPTION: a | 999
OPTION: b | 899
OPTION: c | 989
ANSWER: c

PROMPT: 712 {bk02-l1b-f2-17.mp3}
OPTION: a | 712
OPTION: b | 711
OPTION: c | 710
ANSWER: a

PROMPT: 599 {bk02-l1b-f2-18.mp3}
OPTION: a | 599
OPTION: b | 590
OPTION: c | 519
ANSWER: a

PROMPT: 562 {bk02-l1b-f2-19.mp3}
OPTION: a | 652
OPTION: b | 562
OPTION: c | 662
ANSWER: b

PROMPT: 115 {bk02-l1b-f2-20.mp3}
OPTION: a | 115
OPTION: b | 116
OPTION: c | 114
ANSWER: a

# Source: LLA 1C Figure 4 (moved here — number dictation belongs with the numbers work)
# DROPPED (twin): ST "Write the Number" — TTS twin of this cassette number dictation; the cassette version is kept.
$PRODUCE Type the Number
ID: 1c-f4
INPUT: type
CHECK: exact
INTRO: Dictation time. Listen to each number and type it in digits — every digit counts.
INSTRUCTION: Type the number you hear.

PROMPT: 765 {bk02-l1c-f4-01.mp3}
RESPONSE: 765 {bk02-l1c-f4-01.mp3}

PROMPT: 251 {bk02-l1c-f4-02.mp3}
RESPONSE: 251 {bk02-l1c-f4-02.mp3}

PROMPT: 394 {bk02-l1c-f4-03.mp3}
RESPONSE: 394 {bk02-l1c-f4-03.mp3}

PROMPT: 106 {bk02-l1c-f4-04.mp3}
RESPONSE: 106 {bk02-l1c-f4-04.mp3}

PROMPT: 489 {bk02-l1c-f4-05.mp3}
RESPONSE: 489 {bk02-l1c-f4-05.mp3}

PROMPT: 514 {bk02-l1c-f4-06.mp3}
RESPONSE: 514 {bk02-l1c-f4-06.mp3}

PROMPT: 876 {bk02-l1c-f4-07.mp3}
RESPONSE: 876 {bk02-l1c-f4-07.mp3}

PROMPT: 750 {bk02-l1c-f4-08.mp3}
RESPONSE: 750 {bk02-l1c-f4-08.mp3}

PROMPT: 627 {bk02-l1c-f4-09.mp3}
RESPONSE: 627 {bk02-l1c-f4-09.mp3}

PROMPT: 942 {bk02-l1c-f4-10.mp3}
RESPONSE: 942 {bk02-l1c-f4-10.mp3}

# Source: LLA 1B Figure 3
$PRODUCE Telling Time — Type the Minutes
ID: 1b-f3
INPUT: type
CHECK: exact
INTRO: Numbers meet clocks. Look at each clock, listen to the question, and type the missing minutes.
INSTRUCTION: Type the correct time in minutes.

EXAMPLE
PROMPT: What time is it? {bk02-l1b-f3-ex-q.mp3}
TEMPLATE: It's 3:____{10}. {page_016_001.jpg}
RESPONSE: It's 3:10. {bk02-l1b-f3-ex-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-02-q.mp3}
TEMPLATE: It's 6:____{40}. {page_016_002.jpg}
RESPONSE: It's 6:40. {bk02-l1b-f3-02-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-03-q.mp3}
TEMPLATE: It's 12:____{15}. {page_016_003.jpg}
RESPONSE: It's 12:15. {bk02-l1b-f3-03-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-04-q.mp3}
TEMPLATE: It's 10:____{05|5}. {page_016_004.jpg}
RESPONSE: It's 10:05. {bk02-l1b-f3-04-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-05-q.mp3}
TEMPLATE: It's 3:____{30}. {page_016_005.jpg}
RESPONSE: It's 3:30. {bk02-l1b-f3-05-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-06-q.mp3}
TEMPLATE: It's 9:____{15}. {page_016_006.jpg}
RESPONSE: It's 9:15. {bk02-l1b-f3-06-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-07-q.mp3}
TEMPLATE: It's 2:____{20}. {page_016_007.jpg}
RESPONSE: It's 2:20. {bk02-l1b-f3-07-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-08-q.mp3}
TEMPLATE: It's 6:____{50}. {page_016_008.jpg}
RESPONSE: It's 6:50. {bk02-l1b-f3-08-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-09-q.mp3}
TEMPLATE: It's 8:____{00}. {page_016_009.jpg}
RESPONSE: It's 8 o'clock. {bk02-l1b-f3-09-a.mp3}
ACCEPT: 00 | o'clock

PROMPT: What time is it? {bk02-l1b-f3-10-q.mp3}
TEMPLATE: It's 7:____{10}. {page_016_010.jpg}
RESPONSE: It's 7:10. {bk02-l1b-f3-10-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-11-q.mp3}
TEMPLATE: It's 5:____{05|5}. {page_016_011.jpg}
RESPONSE: It's 5:05. {bk02-l1b-f3-11-a.mp3}

PROMPT: What time is it? {bk02-l1b-f3-12-q.mp3}
TEMPLATE: It's 2:____{30}. {page_016_012.jpg}
RESPONSE: It's 2:30. {bk02-l1b-f3-12-a.mp3}

# Source: ST §What Time Is It?
$PRODUCE Telling Time — Say the Time
ID: l1-s8
INPUT: speak
CHECK: reveal
INTRO: Now say the time yourself — no typing, just you and the clock. Look at each clock, answer aloud, then check the model.
INSTRUCTION: Look at the clock and say the time.

PROMPT: What time is it? {st-page_017_001.jpg}
RESPONSE: It's 9:10.

PROMPT: What time is it? {st-page_017_002.jpg}
RESPONSE: It's 10:15.

PROMPT: What time is it? {st-page_017_003.jpg}
RESPONSE: It's 7:20.

PROMPT: What time is it? {st-page_017_004.jpg}
RESPONSE: It's 8:30.

PROMPT: What time is it? {st-page_017_005.jpg}
RESPONSE: It's 8:00.

PROMPT: What time is it? {st-page_017_006.jpg}
RESPONSE: It's 2:50.

PROMPT: What time is it? {st-page_017_007.jpg}
RESPONSE: It's 1:10.

PROMPT: What time is it? {st-page_017_008.jpg}
RESPONSE: It's 10:30.

PROMPT: What time is it? {st-page_017_009.jpg}
RESPONSE: It's 2:20.

PROMPT: What time is it? {st-page_017_010.jpg}
RESPONSE: It's 9:30.

$LESSON 1-5: And, Or, and Too

# Source: ST §Betty and Ted Are Teachers.
$DIALOGUE Betty and Ted Are Teachers
ID: l1-s25
INTRO: In this part you'll join sentences together with "and", "or", and "too" — twice the meaning for half the words. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

VOCAB: and
LINE: Bob is a student. Susan is a student, too. Bob and Susan are students.

LINE: Mary is sick. I am sick, too. Mary and I are sick.

LINE: Betty is a pilot. Ted is a pilot, too. Betty and Ted are pilots.

LINE: Linda is very young. John is very young, too. Linda and John are very young.

LINE: Bill is hot. Joe is hot, too. Bill and Joe are hot.

# Source: new (gap: "and", "or", and "too" drilled across 1B and 1D but never explained)
$GRAMMAR Joining with And, Or, and Too
ID: l1-s25-b
INTRO: Three small words, three jobs. Here's the map.

**and** joins two people or two ideas:
{Bob and Susan are students.} — {He is a barber, and she is a teacher.}

**too** means "also" — it goes at the end:
{Mary is sick. I am sick, too.} → {Mary is sick, and I am sick too.}

**or** offers a choice, often in questions:
{Is he a teacher or a student?} — {Are you hot or cold?}

# Source: ST §You and I Are Students.
$PRODUCE Type "And"
ID: l1-s26
INPUT: type
CHECK: exact
INTRO: A quick warm-up: type "and" where the two sentences become one.
INSTRUCTION: Type the missing word.

TEMPLATE: You are a cook. I am a cook, too. You ____{and} I are cooks.
RESPONSE: You and I are cooks.
ACCEPT: and

TEMPLATE: Jan is angry. Bob is angry, too. Jan ____{and} Bob are angry.
RESPONSE: Jan and Bob are angry.
ACCEPT: and

TEMPLATE: Ted is cold. I am cold, too. Ted ____{and} I are cold.
RESPONSE: Ted and I are cold.
ACCEPT: and

TEMPLATE: You are a student. Ted is a student, too. You ____{and} Ted are students.
RESPONSE: You and Ted are students.
ACCEPT: and

TEMPLATE: Joe is very happy. Mary is very happy, too. Mary ____{and} Joe are very happy.
RESPONSE: Mary and Joe are very happy.
ACCEPT: and

# Source: LLA 1B Listening/Speaking 4
$DIALOGUE Compound Sentences
ID: 1b-ls4
INTRO: Hear "and" at work joining people and whole sentences. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: Bob is sick and tired. {bk02-l1b-f4-11.mp3}
LINE: The girl and her sister are students. {bk02-l1b-f4-12.mp3}
LINE: The men are cold and angry. {bk02-l1b-f4-13.mp3}
LINE: The men and women are in the lab. {bk02-l1b-f4-14.mp3}
LINE: He is a barber, and she is a teacher. {bk02-l1b-f4-15.mp3}
LINE: His friend is happy and well. {bk02-l1b-f4-16.mp3}
LINE: That family is hot and tired. {bk02-l1b-f4-17.mp3}
LINE: What are John and Ken? {bk02-l1b-f4-18.mp3}
LINE: John is a pilot, and Ken is a mechanic. {bk02-l1b-f4-19.mp3}
LINE: His brother and sister are young. {bk02-l1b-f4-20.mp3}

# Source: ST §John Is a Pilot and Ken Is a Mechanic.
$DIALOGUE What Are They?
ID: l1-s27
INTRO: Two people, two jobs, one sentence. Listen and repeat these questions and answers with "and".
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You are a student. I am a teacher. What are you and I? I'm a student and you're a teacher.

LINE: He is a cook. She is a student. What are they? He is a cook and she is a student.

LINE: Bob is a barber. Bill is a cook. What are Bob and Bill? Bob is a barber and Bill is a cook.

LINE: Susan is a teacher. Mary is a mechanic. What are Susan and Mary? Susan is a teacher and Mary is a mechanic.

LINE: He is a pilot. They are mechanics. What are they? He is a pilot and they are mechanics.

LINE: John is a barber. Joe is a teacher. What are John and Joe? John is a barber and Joe is a teacher.

LINE: Betty is a cook. Mary is a student. What are Betty and Mary? Betty is a cook and Mary is a student.

LINE: Linda is a pilot. Ted is a teacher. What are Linda and Ted? Linda is a pilot and Ted is a teacher.

# Source: LLA 1B Figure 5 (on-screen cues added to match the worked example)
$PRODUCE Make One Sentence with "And ... Too"
ID: 1b-f5
INPUT: speak
CHECK: reveal
INTRO: Your turn to build sentences. You'll hear a sentence and a new subject — join them with "and" and "too", say your sentence, then repeat the model.
INSTRUCTION: Make a new sentence using "and" and "too".
REPEAT

EXAMPLE
TEMPLATE: Mary is sick. (her mother)
PROMPT: Mary is sick. Her mother. {bk02-l1b-f5-ex-q.mp3}
RESPONSE: Mary is sick, and her mother is sick too. {bk02-l1b-f5-ex-a.mp3}

TEMPLATE: John is cold. (Linda)
PROMPT: John is cold. Linda. {bk02-l1b-f5-01-q.mp3}
RESPONSE: John is cold, and Linda is cold too. {bk02-l1b-f5-01-a.mp3}

TEMPLATE: Mrs. Wilson is tired. (Mr. Wilson)
PROMPT: Mrs. Wilson is tired. Mr. Wilson. {bk02-l1b-f5-02-q.mp3}
RESPONSE: Mrs. Wilson is tired, and Mr. Wilson is tired too. {bk02-l1b-f5-02-a.mp3}

TEMPLATE: Ted is sad. (Bob)
PROMPT: Ted is sad. Bob. {bk02-l1b-f5-03-q.mp3}
RESPONSE: Ted is sad, and Bob is sad too. {bk02-l1b-f5-03-a.mp3}

TEMPLATE: Henry is happy. (I)
PROMPT: Henry is happy. I. {bk02-l1b-f5-04-q.mp3}
RESPONSE: Henry is happy, and I'm happy too. {bk02-l1b-f5-04-a.mp3}

TEMPLATE: Tom is angry. (John)
PROMPT: Tom is angry. John. {bk02-l1b-f5-05-q.mp3}
RESPONSE: Tom is angry, and John is angry too. {bk02-l1b-f5-05-a.mp3}

TEMPLATE: Linda is young. (John)
PROMPT: Linda is young. John. {bk02-l1b-f5-06-q.mp3}
RESPONSE: Linda is young, and John is young too. {bk02-l1b-f5-06-a.mp3}

TEMPLATE: We are well. (they)
PROMPT: We are well. They. {bk02-l1b-f5-07-q.mp3}
RESPONSE: We are well, and they are well too. {bk02-l1b-f5-07-a.mp3}

TEMPLATE: They are hot. (we)
PROMPT: They are hot. We. {bk02-l1b-f5-08-q.mp3}
RESPONSE: They are hot, and we are hot too. {bk02-l1b-f5-08-a.mp3}

# Source: LLA 1B Listening/Speaking 2
# DROPPED (twin): ST "Is Bill Happy or Angry?" — TTS twin of this cassette "or" question-and-answer pass; the cassette version is kept.
$DIALOGUE Or-Questions and Answers
ID: 1b-ls2
INTRO: Now "or" — a question that hands you the answer on a plate. Listen to each question and its answer, then repeat both.
INSTRUCTION: Repeat the question and the answer.
REPEAT

LINE: Is John a student or a teacher? John is a teacher. {bk02-l1b-f3-13.mp3}
LINE: Are you sad or sick? I'm sick. {bk02-l1b-f3-14.mp3}
LINE: Is your sister young or old? My sister is young. {bk02-l1b-f3-15.mp3}
LINE: Is that pilot tired or sick? That pilot is tired. {bk02-l1b-f3-16.mp3}
LINE: Is the teacher in the lab or in the classroom? The teacher is in the lab. {bk02-l1b-f3-17.mp3}
LINE: Are the books on the table or in the desk? The books are on the table. {bk02-l1b-f3-18.mp3}
LINE: Is the boy happy or angry? The boy is happy. {bk02-l1b-f3-19.mp3}
LINE: Are the students sick or well? The students are well. {bk02-l1b-f3-20.mp3}
LINE: Are Bob and Bill pilots or students? Bob and Bill are pilots. {bk02-l1b-f3-21.mp3}
LINE: Is that boy your brother or your friend? He is my brother. {bk02-l1b-f3-22.mp3}

# Source: LLA 1B Listening/Speaking 3
$PRODUCE Answer the Or-Question
ID: 1b-ls3
INPUT: speak
CHECK: reveal
INTRO: Same questions — but now you answer. Listen to the question and the short cue, answer aloud in a full sentence, then repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

EXAMPLE
PROMPT: Is John a student or a teacher? A teacher. {bk02-l1b-f3-23-q.mp3}
RESPONSE: John is a teacher. {bk02-l1b-f3-23-a.mp3}

PROMPT: Are you sad or sick? Sick. {bk02-l1b-f3-24-q.mp3}
RESPONSE: I'm sick. {bk02-l1b-f3-24-a.mp3}

PROMPT: Is your sister young or old? Young. {bk02-l1b-f3-25-q.mp3}
RESPONSE: My sister is young. {bk02-l1b-f3-25-a.mp3}

PROMPT: Is that pilot tired or sick? Tired. {bk02-l1b-f3-26-q.mp3}
RESPONSE: That pilot is tired. {bk02-l1b-f3-26-a.mp3}

PROMPT: Is the teacher in the lab or in the classroom? In the lab. {bk02-l1b-f3-27-q.mp3}
RESPONSE: The teacher is in the lab. {bk02-l1b-f3-27-a.mp3}

PROMPT: Are the books on the table or in the desk? On the table. {bk02-l1b-f3-28-q.mp3}
RESPONSE: The books are on the table. {bk02-l1b-f3-28-a.mp3}

PROMPT: Is the boy happy or angry? Happy. {bk02-l1b-f3-29-q.mp3}
RESPONSE: The boy is happy. {bk02-l1b-f3-29-a.mp3}

PROMPT: Are the students sick or well? Well. {bk02-l1b-f3-30-q.mp3}
RESPONSE: The students are well. {bk02-l1b-f3-30-a.mp3}

PROMPT: Are Bob and Bill pilots or students? Pilots. {bk02-l1b-f3-31-q.mp3}
RESPONSE: Bob and Bill are pilots. {bk02-l1b-f3-31-a.mp3}

PROMPT: Is that boy your brother or your friend? My brother. {bk02-l1b-f3-32-q.mp3}
RESPONSE: He's my brother. {bk02-l1b-f3-32-a.mp3}

# Source: LLA 1D Figure 2, Part 2
$PRODUCE Ask the Or-Question
ID: 1d-ls1
INPUT: speak
CHECK: reveal
INTRO: Now you build the question. You'll hear a name and two words — ask an "or" question with them, then repeat the correct question.
INSTRUCTION: Ask a question using "or".
REPEAT

EXAMPLE
PROMPT: Bob, sick, tired. {bk02-l1d-f2-ex-q.mp3}
RESPONSE: Is Bob sick or tired? {bk02-l1d-f2-ex-a.mp3}

PROMPT: John, happy, sad. {bk02-l1d-f2-11-q.mp3}
RESPONSE: Is John happy or sad? {bk02-l1d-f2-11-a.mp3}

PROMPT: Mary, young, old. {bk02-l1d-f2-12-q.mp3}
RESPONSE: Is Mary young or old? {bk02-l1d-f2-12-a.mp3}

PROMPT: Bill, sick, well. {bk02-l1d-f2-13-q.mp3}
RESPONSE: Is Bill sick or well? {bk02-l1d-f2-13-a.mp3}

PROMPT: Betty, hot, cold. {bk02-l1d-f2-14-q.mp3}
RESPONSE: Is Betty hot or cold? {bk02-l1d-f2-14-a.mp3}

PROMPT: The boy, angry, tired. {bk02-l1d-f2-15-q.mp3}
RESPONSE: Is the boy angry or tired? {bk02-l1d-f2-15-a.mp3}

PROMPT: The girl, sick, tired. {bk02-l1d-f2-16-q.mp3}
RESPONSE: Is the girl sick or tired? {bk02-l1d-f2-16-a.mp3}

PROMPT: His brother, happy, angry. {bk02-l1d-f2-17-q.mp3}
RESPONSE: Is his brother happy or angry? {bk02-l1d-f2-17-a.mp3}

PROMPT: His father, sad, tired. {bk02-l1d-f2-18-q.mp3}
RESPONSE: Is his father sad or tired? {bk02-l1d-f2-18-a.mp3}

PROMPT: Her mother, happy, sad. {bk02-l1d-f2-19-q.mp3}
RESPONSE: Is her mother happy or sad? {bk02-l1d-f2-19-a.mp3}

PROMPT: Your friend, young, old. {bk02-l1d-f2-20-q.mp3}
RESPONSE: Is your friend young or old? {bk02-l1d-f2-20-a.mp3}

# Source: LLA 1D Figure 4
$PRODUCE Add "Or" to the Question
ID: 1d-f4
INPUT: speak
CHECK: reveal
INTRO: One more twist: take a yes/no question and a new choice, and stretch it into an "or" question.
INSTRUCTION: Make a new question using "or".
REPEAT

EXAMPLE
TEMPLATE: Is he in the lab? (in the classroom)
PROMPT: Is he in the lab? In the classroom. {bk02-l1d-f4-ex-q.mp3}
RESPONSE: Is he in the lab or in the classroom? {bk02-l1d-f4-ex-a.mp3}

TEMPLATE: Is she your sister? (your friend)
PROMPT: Is she your sister? Your friend? {bk02-l1d-f4-01-q.mp3}
RESPONSE: Is she your sister or your friend? {bk02-l1d-f4-01-a.mp3}

TEMPLATE: Is this letter a vowel? (a consonant)
PROMPT: Is this letter a vowel? A consonant. {bk02-l1d-f4-02-q.mp3}
RESPONSE: Is this letter a vowel or a consonant? {bk02-l1d-f4-02-a.mp3}

TEMPLATE: Is he a teacher? (a student)
PROMPT: Is he a teacher? A student. {bk02-l1d-f4-03-q.mp3}
RESPONSE: Is he a teacher or a student? {bk02-l1d-f4-03-a.mp3}

TEMPLATE: Is Linda old? (young)
PROMPT: Is Linda old? Young. {bk02-l1d-f4-04-q.mp3}
RESPONSE: Is Linda old or young? {bk02-l1d-f4-04-a.mp3}

TEMPLATE: Are they cooks? (barbers)
PROMPT: Are they cooks? Barbers. {bk02-l1d-f4-05-q.mp3}
RESPONSE: Are they cooks or barbers? {bk02-l1d-f4-05-a.mp3}

TEMPLATE: Are they your friends? (your brothers)
PROMPT: Are they your friends? Your brothers. {bk02-l1d-f4-06-q.mp3}
RESPONSE: Are they your friends or your brothers? {bk02-l1d-f4-06-a.mp3}

TEMPLATE: Is he your father? (your brother)
PROMPT: Is he your father? Your brother. {bk02-l1d-f4-07-q.mp3}
RESPONSE: Is he your father or your brother? {bk02-l1d-f4-07-a.mp3}

TEMPLATE: Are you a teacher? (a student)
PROMPT: Are you a teacher? A student. {bk02-l1d-f4-08-q.mp3}
RESPONSE: Are you a teacher or a student? {bk02-l1d-f4-08-a.mp3}

# Source: LLA 1B Figure 4
$PRODUCE Type the Missing Word
ID: 1b-f4
INPUT: type
CHECK: exact
INTRO: A mixed check on this part's words — "and", "or", and a few old friends. Listen to the sentence and type the missing word.
INSTRUCTION: Type the missing word.

TEMPLATE: John ____ Bill are students.
PROMPT: John and Bill are students. {bk02-l1b-f4-01.mp3}
RESPONSE: John and Bill are students. {bk02-l1b-f4-01.mp3}
ACCEPT: and

TEMPLATE: Is he a barber ____ a cook?
PROMPT: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
RESPONSE: Is he a barber or a cook? {bk02-l1b-f4-02.mp3}
ACCEPT: or

TEMPLATE: Let's go to the ____.
PROMPT: Let's go to the lab. {bk02-l1b-f4-03.mp3}
RESPONSE: Let's go to the lab. {bk02-l1b-f4-03.mp3}
ACCEPT: lab

TEMPLATE: ____ you a student?
PROMPT: Are you a student? {bk02-l1b-f4-04.mp3}
RESPONSE: Are you a student? {bk02-l1b-f4-04.mp3}
ACCEPT: Are

TEMPLATE: Nice to meet ____.
PROMPT: Nice to meet you. {bk02-l1b-f4-05.mp3}
RESPONSE: Nice to meet you. {bk02-l1b-f4-05.mp3}
ACCEPT: you

TEMPLATE: Are ____ children happy?
PROMPT: Are the children happy? {bk02-l1b-f4-06.mp3}
RESPONSE: Are the children happy? {bk02-l1b-f4-06.mp3}
ACCEPT: the

TEMPLATE: Susan is a ____.
PROMPT: Susan is a teacher. {bk02-l1b-f4-07.mp3}
RESPONSE: Susan is a teacher. {bk02-l1b-f4-07.mp3}
ACCEPT: teacher

TEMPLATE: Bob is a ____ and Ken is a mechanic.
PROMPT: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
RESPONSE: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3}
ACCEPT: pilot

TEMPLATE: What ____ is it?
PROMPT: What time is it? {bk02-l1b-f4-09.mp3}
RESPONSE: What time is it? {bk02-l1b-f4-09.mp3}
ACCEPT: time

TEMPLATE: Those ____ are consonants.
PROMPT: Those letters are consonants. {bk02-l1b-f4-10.mp3}
RESPONSE: Those letters are consonants. {bk02-l1b-f4-10.mp3}
ACCEPT: letters

$LESSON 1-6: One Man, Two Men — Plurals

# Source: ST §One Man -- Two Men (ST images given the st- namespace)
$GRAMMAR One Man, Two Men
ID: l1-s13
INTRO: This part is about plurals — and English saves its strangest ones for the most common words. Here they are.

| | |
|---|---|
| a man | two {men} |
| a woman | three {women} |
| a child | seven {children} |
| one box | five boxes |
| one family | two families |
| one penny | ten pennies |

![a man / two men](st-page_021_001.jpg)
![a woman / three women](st-page_021_002.jpg)
![a child / seven children](st-page_021_003.jpg)
![one box / five boxes](st-page_022_001.jpg)
![one family / two families](st-page_022_002.jpg)
![one penny / ten pennies](st-page_022_003.jpg)

# Source: LLA 1C Figure 1
$DIALOGUE Singular and Plural
ID: 1c-f1
INTRO: Now hear each pair — one, then many. Listen and repeat each word.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: child {page_019_001.jpg} {bk02-l1c-f1-01.mp3}
LINE: children {page_019_002.jpg} {bk02-l1c-f1-02.mp3}
LINE: man {page_019_003.jpg} {bk02-l1c-f1-03.mp3}
LINE: men {page_019_004.jpg} {bk02-l1c-f1-04.mp3}
LINE: woman {page_019_005.jpg} {bk02-l1c-f1-05.mp3}
LINE: women {page_019_006.jpg} {bk02-l1c-f1-06.mp3}
LINE: family {page_019_007.jpg} {bk02-l1c-f1-07.mp3}
LINE: families {page_019_008.jpg} {bk02-l1c-f1-08.mp3}
LINE: penny {page_019_009.jpg} {bk02-l1c-f1-09.mp3}
LINE: pennies {page_019_010.jpg} {bk02-l1c-f1-10.mp3}
LINE: box {page_019_011.jpg} {bk02-l1c-f1-11.mp3}
LINE: boxes {page_019_012.jpg} {bk02-l1c-f1-12.mp3}

# Source: LLA 1C Figure 2
$PRODUCE Singular or Plural — Type the Noun
ID: 1c-f2
INPUT: type
CHECK: exact
INTRO: Listen closely: is it one child or many children? Type the noun you hear, then repeat the full sentence.
INSTRUCTION: Type the missing word.
REPEAT

TEMPLATE: The ____ is in school.
PROMPT: The child is in school. {bk02-l1c-f2-01.mp3}
RESPONSE: The child is in school. {bk02-l1c-f2-01.mp3}
ACCEPT: child

TEMPLATE: These ____ aren't tired.
PROMPT: These children aren't tired. {bk02-l1c-f2-02.mp3}
RESPONSE: These children aren't tired. {bk02-l1c-f2-02.mp3}
ACCEPT: children

TEMPLATE: That ____ is a pilot.
PROMPT: That man is a pilot. {bk02-l1c-f2-03.mp3}
RESPONSE: That man is a pilot. {bk02-l1c-f2-03.mp3}
ACCEPT: man

TEMPLATE: Those ____ are my friends.
PROMPT: Those men are my friends. {bk02-l1c-f2-04.mp3}
RESPONSE: Those men are my friends. {bk02-l1c-f2-04.mp3}
ACCEPT: men

TEMPLATE: That ____ is my mother.
PROMPT: That woman is my mother. {bk02-l1c-f2-05.mp3}
RESPONSE: That woman is my mother. {bk02-l1c-f2-05.mp3}
ACCEPT: woman

TEMPLATE: The ____ are sisters.
PROMPT: The women are sisters. {bk02-l1c-f2-06.mp3}
RESPONSE: The women are sisters. {bk02-l1c-f2-06.mp3}
ACCEPT: women

TEMPLATE: His ____ is very happy.
PROMPT: His family is very happy. {bk02-l1c-f2-07.mp3}
RESPONSE: His family is very happy. {bk02-l1c-f2-07.mp3}
ACCEPT: family

TEMPLATE: These ____ are friends.
PROMPT: These families are friends. {bk02-l1c-f2-08.mp3}
RESPONSE: These families are friends. {bk02-l1c-f2-08.mp3}
ACCEPT: families

TEMPLATE: That is one ____.
PROMPT: That is 1 penny. {bk02-l1c-f2-09.mp3}
RESPONSE: That is 1 penny. {bk02-l1c-f2-09.mp3}
ACCEPT: penny

TEMPLATE: Those are ten ____.
PROMPT: Those are 10 pennies. {bk02-l1c-f2-10.mp3}
RESPONSE: Those are 10 pennies. {bk02-l1c-f2-10.mp3}
ACCEPT: pennies

TEMPLATE: One ____ is on the table.
PROMPT: One box is on the table. {bk02-l1c-f2-11.mp3}
RESPONSE: One box is on the table. {bk02-l1c-f2-11.mp3}
ACCEPT: box

TEMPLATE: Three ____ are under the table.
PROMPT: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
RESPONSE: Three boxes are under the table. {bk02-l1c-f2-12.mp3}
ACCEPT: boxes

# Source: ST §Write the Correct Word
$PRODUCE Type the Plural
ID: l1-s14
INPUT: type
CHECK: exact
INTRO: From memory now — type the plural of each word.
INSTRUCTION: Type the plural word.

EXAMPLE
TEMPLATE: a man → eight ____
RESPONSE: eight men
ACCEPT: men

TEMPLATE: a woman → three ____
RESPONSE: three women
ACCEPT: women

TEMPLATE: a child → four ____
RESPONSE: four children
ACCEPT: children

TEMPLATE: a box → ten ____
RESPONSE: ten boxes
ACCEPT: boxes

TEMPLATE: a penny → five ____
RESPONSE: five pennies
ACCEPT: pennies

TEMPLATE: a man → six ____
RESPONSE: six men
ACCEPT: men

TEMPLATE: a family → two ____
RESPONSE: two families
ACCEPT: families

# Source: LLA 1C Figure 3
$SELECT Same or Different — M and N
ID: 1c-f3
INTRO: "Man" and "men", "mine" and "nine" — small sounds carry the plural, so let's sharpen your ear. Tap S if the two words are the same, or D if they are different.
INSTRUCTION: Tap Same or Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

PROMPT: map, map {bk02-l1c-f3-01.mp3}
ANSWER: s

PROMPT: May, nay {bk02-l1c-f3-02.mp3}
ANSWER: d

PROMPT: lemon, Lenin {bk02-l1c-f3-03.mp3}
ANSWER: d

PROMPT: run, run {bk02-l1c-f3-04.mp3}
ANSWER: s

PROMPT: son, some {bk02-l1c-f3-05.mp3}
ANSWER: d

PROMPT: gain, game {bk02-l1c-f3-06.mp3}
ANSWER: d

PROMPT: nut, not {bk02-l1c-f3-07.mp3}
ANSWER: s

PROMPT: rum, run {bk02-l1c-f3-08.mp3}
ANSWER: d

PROMPT: nice, mice {bk02-l1c-f3-09.mp3}
ANSWER: d

PROMPT: mine, nine {bk02-l1c-f3-10.mp3}
ANSWER: d

# Source: LLA 1C Figure 5
$SELECT Pet or Pat?
ID: 1c-f5
INTRO: The vowel in "men" is the vowel in "pet"; the vowel in "man" is the vowel in "pat". Listen to each word and tap A for the "pet" sound or B for the "pat" sound.
INSTRUCTION: Tap the sound you hear.
OPTION: a | PET sound (as in head)
OPTION: b | PAT sound (as in had)

EXAMPLE
PROMPT: head {bk02-l1c-f5-ex.mp3}
ANSWER: a

PROMPT: rant {bk02-l1c-f5-01.mp3}
ANSWER: b

PROMPT: mass {bk02-l1c-f5-02.mp3}
ANSWER: b

PROMPT: bed {bk02-l1c-f5-03.mp3}
ANSWER: a

PROMPT: pan {bk02-l1c-f5-04.mp3}
ANSWER: b

PROMPT: kettle {bk02-l1c-f5-05.mp3}
ANSWER: a

PROMPT: ten {bk02-l1c-f5-06.mp3}
ANSWER: a

PROMPT: blend {bk02-l1c-f5-07.mp3}
ANSWER: a

PROMPT: shall {bk02-l1c-f5-08.mp3}
ANSWER: b

PROMPT: fed {bk02-l1c-f5-09.mp3}
ANSWER: a

PROMPT: cattle {bk02-l1c-f5-10.mp3}
ANSWER: b

$LESSON 1-7: The Wilson Family — Putting It Together

# Source: LLA 1D Figure 1
$DIALOGUE The Wilson Family — A Reading
ID: 1d-f1
INTRO: Time to put the whole lesson together, starting with a short reading about the Wilsons. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: This is a family. {page_023_001.jpg} {bk02-l1d-f1-01.mp3}
LINE: The father is Mr. Wilson. {page_023_001.jpg} {bk02-l1d-f1-02.mp3}
LINE: Mrs. Wilson is the mother. {page_023_001.jpg} {bk02-l1d-f1-03.mp3}
LINE: Two children are boys, and two children are girls. {page_023_002.jpg} {bk02-l1d-f1-04.mp3}
LINE: They are brothers and sisters. {page_023_002.jpg} {bk02-l1d-f1-05.mp3}
LINE: The brothers are Tom and John. {page_023_002.jpg} {bk02-l1d-f1-06.mp3}
LINE: The sisters are Jan and Linda. {page_023_002.jpg} {bk02-l1d-f1-07.mp3}
LINE: They are students. {page_023_002.jpg} {bk02-l1d-f1-08.mp3}
LINE: Mr. Wilson is a mechanic. {page_023_001.jpg} {bk02-l1d-f1-09.mp3}
LINE: Mrs. Wilson is a teacher. {page_023_001.jpg} {bk02-l1d-f1-10.mp3}

# Source: LLA 1D Figure 2, Part 1
$SELECT Yes or No — The Wilsons
ID: 1d-f2
REFERENCE
INTRO: Questions about the Wilsons — answer according to the reading. And no, Mr. Wilson is not your brother. Tap Yes or No.
INSTRUCTION: Tap Yes or No.
OPTION: y | Yes
OPTION: n | No

PROMPT: Is Mr. Wilson your brother? {bk02-l1d-f2-01-q.mp3}
ANSWER: n
FEEDBACK: No, he isn't. {bk02-l1d-f2-01-a.mp3}

PROMPT: Is Mrs. Wilson your mother? {bk02-l1d-f2-02-q.mp3}
ANSWER: n
FEEDBACK: No, she's not. {bk02-l1d-f2-02-a.mp3}

PROMPT: Are Jan and Tom sisters? {bk02-l1d-f2-03-q.mp3}
ANSWER: n
FEEDBACK: No, they aren't. {bk02-l1d-f2-03-a.mp3}

PROMPT: Are Linda and Jan sisters? {bk02-l1d-f2-04-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-04-a.mp3}

PROMPT: Are the four children boys? {bk02-l1d-f2-05-q.mp3}
ANSWER: n
FEEDBACK: No, they're not. {bk02-l1d-f2-05-a.mp3}

PROMPT: Are Tom and John brothers? {bk02-l1d-f2-06-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-06-a.mp3}

PROMPT: Are the children students? {bk02-l1d-f2-07-q.mp3}
ANSWER: y
FEEDBACK: Yes, they are. {bk02-l1d-f2-07-a.mp3}

PROMPT: Is Mr. Wilson a barber? {bk02-l1d-f2-08-q.mp3}
ANSWER: n
FEEDBACK: No, he isn't. {bk02-l1d-f2-08-a.mp3}

PROMPT: Is Mrs. Wilson a teacher? {bk02-l1d-f2-09-q.mp3}
ANSWER: y
FEEDBACK: Yes, she is. {bk02-l1d-f2-09-a.mp3}

PROMPT: Are the children sick? {bk02-l1d-f2-10-q.mp3}
ANSWER: n
FEEDBACK: No, they aren't. {bk02-l1d-f2-10-a.mp3}

# Source: LLA 1C Listening/Speaking
$DIALOGUE Questions and Answers — Review
ID: 1c-ls1
INTRO: A rapid review of the week's questions — who, what, where, and yes or no. Listen and repeat each question and each answer.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Are those boys your brothers? {bk02-l1c-f4-11.mp3}
LINE: Yes, they are. {bk02-l1c-f4-12.mp3}

LINE: Who is that child? {bk02-l1c-f4-13.mp3}
LINE: That child is her sister. {bk02-l1c-f4-14.mp3}

LINE: What's your brother? {bk02-l1c-f4-15.mp3}
LINE: He's a pilot. {bk02-l1c-f4-16.mp3}

LINE: Are those women teachers or students? {bk02-l1c-f4-17.mp3}
LINE: They're students. {bk02-l1c-f4-18.mp3}

LINE: Where's Mr. Bates? {bk02-l1c-f4-19.mp3}
LINE: He's in the lab. {bk02-l1c-f4-20.mp3}

LINE: Is his father very tired? {bk02-l1c-f4-21.mp3}
LINE: No, his father isn't very tired. {bk02-l1c-f4-22.mp3}

LINE: Who is your teacher? {bk02-l1c-f4-23.mp3}
LINE: Ms. Adams is my teacher. {bk02-l1c-f4-24.mp3}

LINE: What are those men? {bk02-l1c-f4-25.mp3}
LINE: They're cooks. {bk02-l1c-f4-26.mp3}

LINE: Where's Ms. Wilson? {bk02-l1c-f4-27.mp3}
LINE: She's in the classroom. {bk02-l1c-f4-28.mp3}

LINE: Is Mrs. Bates your teacher? {bk02-l1c-f4-29.mp3}
LINE: No, she isn't. {bk02-l1c-f4-30.mp3}

LINE: Are the children sad? {bk02-l1c-f4-31.mp3}
LINE: No, they're very happy. {bk02-l1c-f4-32.mp3}

# Source: LLA 1A Listening/Speaking
$DIALOGUE Let's Go to the Lab
ID: 1a-ls1
INTRO: "Let's" is how you invite people to do something with you — usually work, in this course. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Let's go to the lab. {bk02-l1a-f7-11.mp3}
LINE: Let's look at the book. {bk02-l1a-f7-12.mp3}
LINE: Let's open the windows. {bk02-l1a-f7-13.mp3}
LINE: Let's put the books on the table. {bk02-l1a-f7-14.mp3}
LINE: Let's repeat the words. {bk02-l1a-f7-15.mp3}
LINE: Let's close the windows. {bk02-l1a-f7-16.mp3}
LINE: Let's listen to the radio. {bk02-l1a-f7-17.mp3}
LINE: Let's write the words. {bk02-l1a-f7-18.mp3}
LINE: Let's put the pens in the desks. {bk02-l1a-f7-19.mp3}
LINE: Let's go to class. {bk02-l1a-f7-20.mp3}

# Source: ST §Let's Look at the Lesson.
$DIALOGUE From Command to "Let's"
ID: l1-s30
INTRO: See the pattern: a command, then the same idea with "Let's" in front. Read each pair.
INSTRUCTION: Read these statements.

LINE: Look at the book. Let's look at the book.
LINE: Write the sentence. Let's write the sentence.
LINE: Listen to the radio. Let's listen to the radio.
LINE: Open the windows. Let's open the windows.
LINE: Go to the lab. Let's go to the lab.
LINE: Listen to the tape. Let's listen to the tape.
LINE: Write the words. Let's write the words.
LINE: Repeat the answers. Let's repeat the answers.
LINE: Close the windows. Let's close the windows.

# Source: LLA 1D Figure 5
$PRODUCE Say It with "Let's"
ID: 1d-f5
INPUT: speak
CHECK: reveal
INTRO: Now you do the transforming. Hear the command, add "Let's" to the front, say your sentence, then repeat the model.
INSTRUCTION: Change the sentence using "Let's".
REPEAT

EXAMPLE
PROMPT: Go to the lab. {bk02-l1d-f5-ex1-q.mp3}
RESPONSE: Let's go to the lab. {bk02-l1d-f5-ex1-a.mp3}

EXAMPLE
PROMPT: Sit down. {bk02-l1d-f5-ex2-q.mp3}
RESPONSE: Let's sit down. {bk02-l1d-f5-ex2-a.mp3}

PROMPT: Write the alphabet. {bk02-l1d-f5-01-q.mp3}
RESPONSE: Let's write the alphabet. {bk02-l1d-f5-01-a.mp3}

PROMPT: Put the books on the table. {bk02-l1d-f5-02-q.mp3}
RESPONSE: Let's put the books on the table. {bk02-l1d-f5-02-a.mp3}

PROMPT: Stand up. {bk02-l1d-f5-03-q.mp3}
RESPONSE: Let's stand up. {bk02-l1d-f5-03-a.mp3}

PROMPT: Open your books. {bk02-l1d-f5-04-q.mp3}
RESPONSE: Let's open our books. {bk02-l1d-f5-04-a.mp3}

PROMPT: Go to the barracks. {bk02-l1d-f5-05-q.mp3}
RESPONSE: Let's go to the barracks. {bk02-l1d-f5-05-a.mp3}

PROMPT: Close the windows. {bk02-l1d-f5-06-q.mp3}
RESPONSE: Let's close the windows. {bk02-l1d-f5-06-a.mp3}

PROMPT: Repeat the words. {bk02-l1d-f5-07-q.mp3}
RESPONSE: Let's repeat the words. {bk02-l1d-f5-07-a.mp3}

# Source: LLA 1D Figure 3
$PRODUCE Classroom Words — Type the Missing Word
ID: 1d-f3
INPUT: type
CHECK: exact
INTRO: A last dictation sweep through the week's everyday sentences. Listen, type the missing word, then repeat the full sentence.
INSTRUCTION: Type the missing word.
REPEAT

TEMPLATE: ____ close the door.
PROMPT: Please close the door. {bk02-l1d-f3-01-q.mp3}
RESPONSE: Please close the door. {bk02-l1d-f3-01-a.mp3}
ACCEPT: Please | please

TEMPLATE: Look at the ____.
PROMPT: Look at the book. {bk02-l1d-f3-02-q.mp3}
RESPONSE: Look at the book. {bk02-l1d-f3-02-a.mp3}
ACCEPT: book

TEMPLATE: That's a ____.
PROMPT: That's a quarter. {bk02-l1d-f3-03-q.mp3}
RESPONSE: That's a quarter. {bk02-l1d-f3-03-a.mp3}
ACCEPT: quarter

TEMPLATE: Spell the word ____.
PROMPT: Spell the word 'television'. {bk02-l1d-f3-04-q.mp3}
RESPONSE: Spell the word 'television'. {bk02-l1d-f3-04-a.mp3}
ACCEPT: television

TEMPLATE: ____ friend is Bob.
PROMPT: Your friend is Bob. {bk02-l1d-f3-05-q.mp3}
RESPONSE: Your friend is Bob. {bk02-l1d-f3-05-a.mp3}
ACCEPT: Your | your

TEMPLATE: ____ is Monday.
PROMPT: Today is Monday. {bk02-l1d-f3-06-q.mp3}
RESPONSE: Today is Monday. {bk02-l1d-f3-06-a.mp3}
ACCEPT: Today | today

TEMPLATE: ____ is Tuesday.
PROMPT: Tomorrow is Tuesday. {bk02-l1d-f3-07-q.mp3}
RESPONSE: Tomorrow is Tuesday. {bk02-l1d-f3-07-a.mp3}
ACCEPT: Tomorrow | tomorrow

TEMPLATE: This is the ____ 100.
PROMPT: This is the number 100. {bk02-l1d-f3-08-q.mp3}
RESPONSE: This is the number 100. {bk02-l1d-f3-08-a.mp3}
ACCEPT: number

TEMPLATE: ____ to the tape.
PROMPT: Listen to the tape. {bk02-l1d-f3-09-q.mp3}
RESPONSE: Listen to the tape. {bk02-l1d-f3-09-a.mp3}
ACCEPT: Listen | listen

TEMPLATE: The book is ____ the chair.
PROMPT: The book is under the chair. {bk02-l1d-f3-10-q.mp3}
RESPONSE: The book is under the chair. {bk02-l1d-f3-10-a.mp3}
ACCEPT: under

# Source: ST §This Is My Friend.
$DIALOGUE This Is My Friend
ID: l1-s31
INTRO: One last dialog to close the lesson — Bill introduces Tom to Bob, and everything you practiced this week shows up for a bow. Listen, repeat, and well done.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Bill: Bob, this is my friend Tom. Tom, this is Bob. {st-page_038_001.jpg}
Bob: Hi. Nice to meet you.
Tom: Nice to meet you, too.
Bill: Bob is in your lab, Tom.
Tom: Good. Let's go now. See you later, Bill.
Bob: Okay. Goodbye, Bill.
Bill: Bye. See you later.

# SKIPPED (book): ST Writing Skill "DICTATION" (12 words) — instructor-read with no recorded stimulus or given words; convertible later with chosen items + TTS.

$LESSON 1-8: Extra Practice — Reading Letters

# Source: ST §Circle the Vowels
$SELECT Find the Vowel
ID: l1-s1
INTRO: This whole part is optional reading practice with English letters. If you can already read these letters comfortably, feel free to skip it. Otherwise: in each group, tap the vowel.
INSTRUCTION: Tap the vowel.

TEMPLATE: b c A F
OPTION: a | b
OPTION: b | c
OPTION: c | A
OPTION: d | F
ANSWER: c

TEMPLATE: U V W X
OPTION: a | U
OPTION: b | V
OPTION: c | W
OPTION: d | X
ANSWER: a

TEMPLATE: C E D G
OPTION: a | C
OPTION: b | E
OPTION: c | D
OPTION: d | G
ANSWER: b

TEMPLATE: m n o p
OPTION: a | m
OPTION: b | n
OPTION: c | o
OPTION: d | p
ANSWER: c

TEMPLATE: r s O V
OPTION: a | r
OPTION: b | s
OPTION: c | O
OPTION: d | V
ANSWER: c

TEMPLATE: E f G Q
OPTION: a | E
OPTION: b | f
OPTION: c | G
OPTION: d | Q
ANSWER: a

TEMPLATE: i j l t
OPTION: a | i
OPTION: b | j
OPTION: c | l
OPTION: d | t
ANSWER: a

TEMPLATE: h i k l
OPTION: a | h
OPTION: b | i
OPTION: c | k
OPTION: d | l
ANSWER: b

TEMPLATE: a c b d
OPTION: a | a
OPTION: b | c
OPTION: c | b
OPTION: d | d
ANSWER: a

TEMPLATE: V W A M
OPTION: a | V
OPTION: b | W
OPTION: c | A
OPTION: d | M
ANSWER: c

TEMPLATE: L I T F
OPTION: a | L
OPTION: b | I
OPTION: c | T
OPTION: d | F
ANSWER: b

TEMPLATE: w v x u
OPTION: a | w
OPTION: b | v
OPTION: c | x
OPTION: d | u
ANSWER: d

TEMPLATE: z s a x
OPTION: a | z
OPTION: b | s
OPTION: c | a
OPTION: d | x
ANSWER: c

TEMPLATE: p q o m
OPTION: a | p
OPTION: b | q
OPTION: c | o
OPTION: d | m
ANSWER: c

TEMPLATE: e c b n
OPTION: a | e
OPTION: b | c
OPTION: c | b
OPTION: d | n
ANSWER: a

TEMPLATE: J V I L
OPTION: a | J
OPTION: b | V
OPTION: c | I
OPTION: d | L
ANSWER: c

TEMPLATE: Y R U N
OPTION: a | Y
OPTION: b | R
OPTION: c | U
OPTION: d | N
ANSWER: c

TEMPLATE: b e c d
OPTION: a | b
OPTION: b | e
OPTION: c | c
OPTION: d | d
ANSWER: b

TEMPLATE: o c q p
OPTION: a | o
OPTION: b | c
OPTION: c | q
OPTION: d | p
ANSWER: a

TEMPLATE: q s t u
OPTION: a | q
OPTION: b | s
OPTION: c | t
OPTION: d | u
ANSWER: d

# Source: ST §Child Friend
$SELECT Match the Letter Team
ID: l1-s2
INTRO: Each word has two letters underlined. Tap the pair of letters that matches them exactly.
INSTRUCTION: Tap the matching letters.

TEMPLATE: chi*ld*
OPTION: a | td
OPTION: b | ld
OPTION: c | dl
ANSWER: b

TEMPLATE: *st*and up
OPTION: a | zt
OPTION: b | st
OPTION: c | ts
ANSWER: b

TEMPLATE: a*ng*ry
OPTION: a | ng
OPTION: b | mg
OPTION: c | gn
ANSWER: a

TEMPLATE: *sp*ell
OPTION: a | sq
OPTION: b | zp
OPTION: c | sp
ANSWER: c

TEMPLATE: *br*other
OPTION: a | br
OPTION: b | dr
OPTION: c | pr
ANSWER: a

TEMPLATE: fa*th*er
OPTION: a | tk
OPTION: b | th
OPTION: c | tb
ANSWER: b

TEMPLATE: *ch*ildren
OPTION: a | ck
OPTION: b | cb
OPTION: c | ch
ANSWER: c

TEMPLATE: a*sk*
OPTION: a | sk
OPTION: b | sx
OPTION: c | zk
ANSWER: a

TEMPLATE: *fr*iend
OPTION: a | tr
OPTION: b | fr
OPTION: c | rf
ANSWER: b

TEMPLATE: *pl*ease
OPTION: a | lp
OPTION: b | ql
OPTION: c | pl
ANSWER: c

TEMPLATE: calen*da*r
OPTION: a | nd
OPTION: b | md
OPTION: c | rd
ANSWER: c

TEMPLATE: *pr*ivate
OPTION: a | pr
OPTION: b | qr
OPTION: c | rp
ANSWER: a

TEMPLATE: gi*rl*
OPTION: a | rl
OPTION: b | lr
OPTION: c | cl
ANSWER: a

TEMPLATE: chalkboa*rd*
OPTION: a | rd
OPTION: b | rb
OPTION: c | nd
ANSWER: a

TEMPLATE: *cl*assroom
OPTION: a | ol
OPTION: b | ct
OPTION: c | cl
ANSWER: c

TEMPLATE: *sh*e
OPTION: a | sb
OPTION: b | sh
OPTION: c | sk
ANSWER: b

TEMPLATE: stude*nt*
OPTION: a | mt
OPTION: b | rt
OPTION: c | nt
ANSWER: c

TEMPLATE: *bl*ackboard
OPTION: a | ld
OPTION: b | bl
OPTION: c | lb
ANSWER: b

# Source: ST §Family Tired
$SELECT Match the Letter Pair
ID: l1-s3
INTRO: Now shorter pieces — tap the option that matches the two letters shown.
INSTRUCTION: Tap the matching letters.

TEMPLATE: an
OPTION: a | am
OPTION: b | an
OPTION: c | on
ANSWER: b

TEMPLATE: we
OPTION: a | wc
OPTION: b | ue
OPTION: c | we
ANSWER: c

TEMPLATE: co
OPTION: a | cc
OPTION: b | co
OPTION: c | ce
ANSWER: b

TEMPLATE: or
OPTION: a | ov
OPTION: b | ro
OPTION: c | or
ANSWER: c

TEMPLATE: ha
OPTION: a | ha
OPTION: b | ho
OPTION: c | ka
ANSWER: a

TEMPLATE: to
OPTION: a | fo
OPTION: b | to
OPTION: c | lo
ANSWER: b

TEMPLATE: ho
OPTION: a | hc
OPTION: b | ko
OPTION: c | ho
ANSWER: c

TEMPLATE: fa
OPTION: a | fa
OPTION: b | ta
OPTION: c | at
ANSWER: a

TEMPLATE: ol
OPTION: a | ol
OPTION: b | cl
OPTION: c | el
ANSWER: a

TEMPLATE: ma
OPTION: a | ma
OPTION: b | na
OPTION: c | wa
ANSWER: a

TEMPLATE: sa
OPTION: a | za
OPTION: b | se
OPTION: c | sa
ANSWER: c

TEMPLATE: en
OPTION: a | em
OPTION: b | cn
OPTION: c | en
ANSWER: c

TEMPLATE: si
OPTION: a | sj
OPTION: b | si
OPTION: c | zi
ANSWER: b

TEMPLATE: mo
OPTION: a | no
OPTION: b | mc
OPTION: c | mo
ANSWER: c

TEMPLATE: ed
OPTION: a | cd
OPTION: b | od
OPTION: c | ed
ANSWER: c

TEMPLATE: er
OPTION: a | or
OPTION: b | er
OPTION: c | ar
ANSWER: b

TEMPLATE: ti
OPTION: a | ti
OPTION: b | fi
OPTION: c | li
ANSWER: a

TEMPLATE: an
OPTION: a | on
OPTION: b | en
OPTION: c | an
ANSWER: c

TEMPLATE: yo
OPTION: a | jo
OPTION: b | yo
OPTION: c | ye
ANSWER: b

TEMPLATE: ad
OPTION: a | ad
OPTION: b | ba
OPTION: c | od
ANSWER: a

# Source: ST §Circle the Different Letter
$SELECT Find the Different Letter
ID: l1-s15
INTRO: Last drill: three letters match and one doesn't. Tap the odd one out.
INSTRUCTION: Tap the different letter.

EXAMPLE
TEMPLATE: Find the different letter.
OPTION: a | C
OPTION: b | O
OPTION: c | C
OPTION: d | C
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | H
OPTION: b | K
OPTION: c | K
OPTION: d | K
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | q
OPTION: b | q
OPTION: c | p
OPTION: d | q
ANSWER: c

TEMPLATE: Find the different letter.
OPTION: a | O
OPTION: b | O
OPTION: c | O
OPTION: d | C
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | F
OPTION: b | E
OPTION: c | F
OPTION: d | F
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | z
OPTION: b | z
OPTION: c | z
OPTION: d | s
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | K
OPTION: b | X
OPTION: c | K
OPTION: d | K
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | u
OPTION: b | u
OPTION: c | w
OPTION: d | u
ANSWER: c

TEMPLATE: Find the different letter.
OPTION: a | y
OPTION: b | y
OPTION: c | y
OPTION: d | j
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | B
OPTION: b | R
OPTION: c | B
OPTION: d | B
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | a
OPTION: b | e
OPTION: c | e
OPTION: d | e
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | m
OPTION: b | m
OPTION: c | m
OPTION: d | n
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | e
OPTION: b | c
OPTION: c | c
OPTION: d | c
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | J
OPTION: b | L
OPTION: c | J
OPTION: d | J
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | w
OPTION: b | v
OPTION: c | v
OPTION: d | v
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | w
OPTION: b | m
OPTION: c | w
OPTION: d | w
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | L
OPTION: b | L
OPTION: c | I
OPTION: d | L
ANSWER: c

TEMPLATE: Find the different letter.
OPTION: a | A
OPTION: b | H
OPTION: c | H
OPTION: d | H
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | f
OPTION: b | t
OPTION: c | f
OPTION: d | f
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | P
OPTION: b | R
OPTION: c | R
OPTION: d | R
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | x
OPTION: b | x
OPTION: c | x
OPTION: d | k
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | B
OPTION: b | P
OPTION: c | B
OPTION: d | B
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | T
OPTION: b | F
OPTION: c | T
OPTION: d | T
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | b
OPTION: b | b
OPTION: c | d
OPTION: d | b
ANSWER: c

TEMPLATE: Find the different letter.
OPTION: a | j
OPTION: b | i
OPTION: c | i
OPTION: d | i
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | o
OPTION: b | o
OPTION: c | o
OPTION: d | c
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | Q
OPTION: b | O
OPTION: c | O
OPTION: d | O
ANSWER: a

TEMPLATE: Find the different letter.
OPTION: a | Z
OPTION: b | S
OPTION: c | Z
OPTION: d | Z
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | k
OPTION: b | k
OPTION: c | k
OPTION: d | h
ANSWER: d

TEMPLATE: Find the different letter.
OPTION: a | D
OPTION: b | B
OPTION: c | D
OPTION: d | D
ANSWER: b

TEMPLATE: Find the different letter.
OPTION: a | q
OPTION: b | g
OPTION: c | g
OPTION: d | g
ANSWER: a