david
61234fe36b
- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and inline gap alternatives; skipped 'better/fine' for the Opposites drill (not opposites of "sick"). - NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes (visible word hints, missing premise, speaker clarifications "Joe (to Jim):", emphasis/cue corrections, un-gapped unguessable words, rounded-number accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book recycled vocab (pilot, teller, barber, variety store, ...) left alone. - UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for the food.", Explain-with-Too intro), cue/emphasis fixes. - Rubric rewrites (57): applied audit-suggested grader rubrics (now effective with the pre-item RUBRIC parser fix); moved the two per-item rubrics of book-11 "Write the Main Idea" inside their items. No clip-bearing line changed; all masters validate (0 errors, 0 new warnings) and pass stage-master clip-identity checks. Full decision log: reactor-module-tools module-convert/answerability-audit/APPLIED.md Co-authored-by: Cursor <cursoragent@cursor.com>
1730 lines
52 KiB
Plaintext
1730 lines
52 KiB
Plaintext
$MODULE Book 1 · Lesson 4: Today Is Thursday
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FORMAT: 2
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DESCRIPTION: Yes/no questions with this, that, these and those; my, your, his, her; the alphabet and spelling; days of the week; telling time; and in, on, under. The final part is optional letter-reading practice — skip it if you already read English letters comfortably.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Student1 | achird | Male student
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VOICE: Student2 | gacrux | Female student
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VOICE: ID | achernar | speaker (auto)
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VOICE: Narrator | achird | speaker (auto)
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$LESSON 4-1: Is This a Pen?
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# Source: LLA 4A Figure 1
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$DIALOGUE Is This a Pen?
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ID: 4a-f1
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INTRO: In this lesson you'll learn to ask and answer yes/no questions, name the days of the week, tell the time, and say where things are. We start with classroom objects — you'll hear a question about each picture and its answer. Listen and repeat both.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01-q.mp3}
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LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01-a.mp3}
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Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02-q.mp3}
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LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02-a.mp3}
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Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03-q.mp3}
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LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03-a.mp3}
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Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04-q.mp3}
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LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04-a.mp3}
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Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05-q.mp3}
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LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05-a.mp3}
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Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06-q.mp3}
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LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06-a.mp3}
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Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07-q.mp3}
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LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07-a.mp3}
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# Source: LLA 4A Figure 1
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$DIALOGUE No, It Isn't
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ID: 4a-f1-b
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INTRO: Same pictures — but now every guess is wrong. Listen to the questions and the "no" answers, and repeat them.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08-q.mp3}
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LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08-a.mp3}
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Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09-q.mp3}
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LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09-a.mp3}
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Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10-q.mp3}
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LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10-a.mp3}
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Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11-q.mp3}
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LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11-a.mp3}
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Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12-q.mp3}
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LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12-a.mp3}
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Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13-q.mp3}
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LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13-a.mp3}
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Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14-q.mp3}
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LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14-a.mp3}
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# Source: new (gap: this/that/these/those drilled throughout 4A but never explained)
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$GRAMMAR This, That, These, Those
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ID: 4a-g1
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INTRO: A quick word about this, that, these, and those before you answer on your own.
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Use **this** for one thing near you: {Is this a pen?}
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Use **that** for one thing farther away: {Is that a door?}
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For more than one thing, **this** becomes **these** and **that** becomes **those**: {Are these books?} — {Are those chairs?}
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| | Near | Far |
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|---|---|---|
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| One | this | that |
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| More than one | these | those |
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# Source: LLA 4A Figure 1
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$PRODUCE Answer: Yes or No
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ID: 4a-f1-c
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INPUT: speak
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CHECK: reveal
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INTRO: Your turn. You'll see a picture and hear a question about it — answer aloud with yes or no, then check against the model.
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INSTRUCTION: Answer the questions aloud.
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EXAMPLE
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PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-15-ex-q.mp3}
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RESPONSE: No, it isn't a clock. {bk01-l4a-f1-15-ex-a.mp3}
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PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-16-q.mp3}
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RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-16-a.mp3}
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PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-17-q.mp3}
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RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-17-a.mp3}
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PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-18-q.mp3}
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RESPONSE: Yes, it's a chair. {bk01-l4a-f1-18-a.mp3}
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PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-19-q.mp3}
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RESPONSE: No, it isn't a window. {bk01-l4a-f1-19-a.mp3}
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PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-20-q.mp3}
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RESPONSE: No, it isn't a pen. {bk01-l4a-f1-20-a.mp3}
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PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-21-q.mp3}
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RESPONSE: Yes, it's a window. {bk01-l4a-f1-21-a.mp3}
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PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-22-q.mp3}
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RESPONSE: Yes, it's a door. {bk01-l4a-f1-22-a.mp3}
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# Source: LLA 4A Figure 2
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$DIALOGUE Are These Books?
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ID: 4a-f2
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INTRO: Now for more than one thing at a time — these and those. Listen to the questions and the "yes" answers, and repeat them.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01-q.mp3}
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LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01-a.mp3}
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Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02-q.mp3}
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LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02-a.mp3}
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Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03-q.mp3}
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LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03-a.mp3}
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Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04-q.mp3}
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LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04-a.mp3}
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Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05-q.mp3}
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LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05-a.mp3}
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Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06-q.mp3}
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LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06-a.mp3}
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# Source: LLA 4A Figure 2
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$DIALOGUE No, They Aren't
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ID: 4a-f2-b
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INTRO: The same plural pictures, and another round of wrong guesses. Listen to the "no" answers and repeat them.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07-q.mp3}
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LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07-a.mp3}
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Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08-q.mp3}
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LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08-a.mp3}
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Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09-q.mp3}
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LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09-a.mp3}
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Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10-q.mp3}
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LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10-a.mp3}
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Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11-q.mp3}
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LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11-a.mp3}
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Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12-q.mp3}
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LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12-a.mp3}
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# Source: ST §Are You a Student?
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$GRAMMAR Long Answers to Yes/No Questions
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ID: l4-s1
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INTRO: Here's the full pattern for answering yes/no questions — about things and about people.
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| Question | Long Answers |
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|---|---|
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| {Are you a student?} | {Yes, I'm a student.} <br> {No, I'm not a student.} |
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| {Is she a teacher?} | {Yes, she's a teacher.} <br> {No, she's not a teacher.} <br> {No, she isn't a teacher.} |
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| {Is this a pen?} | {Yes, this is a pen.} <br> {No, this isn't a pen.} |
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| {Are they doctors?} | {Yes, they're doctors.} <br> {No, they're not doctors.} <br> {No, they aren't doctors.} |
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Both "no" forms are correct — pick either one.
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# Source: ST §Yes, It's a Notebook.
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$DIALOGUE Yes, It's a Notebook
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ID: l4-s2
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INTRO: The same question-and-answer pattern, now with people as well as things. Listen and repeat each pair.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg}
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LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg}
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LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg}
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LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg}
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LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg}
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LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg}
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LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg}
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LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg}
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# Source: ST §Yes, Jim Is a Doctor.
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$PRODUCE Give a Long Answer
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ID: l4-s3
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters.
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INSTRUCTION: Answer with a full long answer.
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RUBRIC: Yes or no is the learner's choice. Require a full sentence answer repeating the predicate (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" or a short answer like "Yes, he is." fails — hint toward the full form. Accept either a matching pronoun or the original cued name, and contracted or full forms.
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PROMPT: Is Joe a mechanic?
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RESPONSE: Yes, he is a mechanic.
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PROMPT: Are you a pilot?
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RESPONSE: No, I'm not a pilot.
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PROMPT: Are we students?
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RESPONSE: Yes, we are students.
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PROMPT: Is she a teacher?
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RESPONSE: No, she isn't a teacher.
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PROMPT: Are they cooks?
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RESPONSE: No, they aren't cooks.
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$LESSON 4-2: My, Your, His, Her
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# Source: LLA 4A Figure 3
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$DIALOGUE Whose Is It? — Phrases
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ID: 4a-f3
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INTRO: Next goal: saying whose things are. First just the short phrases — my, your, his, her. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: my pen {page_091_001.jpg} {bk01-l4a-f3-01.mp3}
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LINE: your book {page_091_002.jpg} {bk01-l4a-f3-02.mp3}
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LINE: her notebook {page_091_003.jpg} {bk01-l4a-f3-03.mp3}
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LINE: his quarter {page_091_004.jpg} {bk01-l4a-f3-04.mp3}
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LINE: my chair {page_091_005.jpg} {bk01-l4a-f3-05.mp3}
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LINE: your pencil {page_091_006.jpg} {bk01-l4a-f3-06.mp3}
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LINE: her table {page_091_007.jpg} {bk01-l4a-f3-07.mp3}
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LINE: his clock {page_091_008.jpg} {bk01-l4a-f3-08.mp3}
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# Source: LLA 4A Figure 3
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$DIALOGUE Whose Is It? — Sentences
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ID: 4a-f3-b
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INTRO: The same phrases, now inside full sentences with this and that. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: this is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3}
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LINE: that's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3}
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LINE: that's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3}
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LINE: this is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3}
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LINE: this is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3}
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LINE: this is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3}
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LINE: that's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3}
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LINE: that's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3}
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# Source: new (gap: my/your/his/her drilled in 4A Figures 3–5 but never explained)
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$GRAMMAR My, Your, His, Her
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ID: 4a-g2
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INTRO: One small table before the questions start flying: which word goes with which person.
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Each person gets their own word for ownership:
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| Person | Word | Example |
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|---|---|---|
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| I | my | {This is my pen.} |
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| you | your | {That's your book.} |
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| he | his | {This is his quarter.} |
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| she | her | {That's her notebook.} |
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Notice the switch in questions and answers: {Is that my pen?} → {Yes, that's your pen.} — *my* becomes *your* when the other person answers.
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# Source: LLA 4A Figure 4
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$DIALOGUE Is That My Pen?
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ID: 4a-f4
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INTRO: Now questions and answers about whose things these are. Watch how "my" turns into "your" in the answer. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01-q.mp3}
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LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01-a.mp3}
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Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02-q.mp3}
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LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02-a.mp3}
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Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03-q.mp3}
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LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03-a.mp3}
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Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04-q.mp3}
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LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04-a.mp3}
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Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05-q.mp3}
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LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05-a.mp3}
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Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06-q.mp3}
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LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06-a.mp3}
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Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07-q.mp3}
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LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07-a.mp3}
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Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08-q.mp3}
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LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08-a.mp3}
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# Source: LLA 4A Figure 4
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$PRODUCE Answer About Ownership
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ID: 4a-f4-b
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INPUT: speak
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CHECK: reveal
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INTRO: Your turn with the same pictures. Answer each question aloud, then repeat the model answer — and keep an eye on that my/your switch.
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INSTRUCTION: Answer the questions aloud.
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REPEAT
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|
||
PROMPT: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-09-q.mp3}
|
||
RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3}
|
||
|
||
PROMPT: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-10-q.mp3}
|
||
RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3}
|
||
|
||
PROMPT: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-11-q.mp3}
|
||
RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3}
|
||
|
||
PROMPT: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-12-q.mp3}
|
||
RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3}
|
||
|
||
PROMPT: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-13-q.mp3}
|
||
RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3}
|
||
|
||
PROMPT: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-14-q.mp3}
|
||
RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3}
|
||
|
||
PROMPT: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-15-q.mp3}
|
||
RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3}
|
||
|
||
PROMPT: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-16-q.mp3}
|
||
RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3}
|
||
|
||
# Source: LLA 4A Figure 5
|
||
$DIALOGUE Are These My Books?
|
||
ID: 4a-f5
|
||
INTRO: Last round for ownership — plural things this time. Listen to the questions and answers, and repeat them.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01-q.mp3}
|
||
LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01-a.mp3}
|
||
|
||
Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02-q.mp3}
|
||
LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02-a.mp3}
|
||
|
||
Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03-q.mp3}
|
||
LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03-a.mp3}
|
||
|
||
Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04-q.mp3}
|
||
LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04-a.mp3}
|
||
|
||
Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05-q.mp3}
|
||
LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05-a.mp3}
|
||
|
||
Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06-q.mp3}
|
||
LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06-a.mp3}
|
||
|
||
Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07-q.mp3}
|
||
LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07-a.mp3}
|
||
|
||
Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08-q.mp3}
|
||
LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08-a.mp3}
|
||
|
||
$LESSON 4-3: The Alphabet and Spelling
|
||
|
||
# Source: LLA 4A Figure 6
|
||
$DIALOGUE The Alphabet
|
||
ID: 4a-f6
|
||
INTRO: In this part you'll learn the English alphabet and use it to spell words. Here are all twenty-six letters — listen and repeat each one.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: A {bk01-l4a-f6-01.mp3}
|
||
LINE: B {bk01-l4a-f6-02.mp3}
|
||
LINE: C {bk01-l4a-f6-03.mp3}
|
||
LINE: D {bk01-l4a-f6-04.mp3}
|
||
LINE: E {bk01-l4a-f6-05.mp3}
|
||
LINE: F {bk01-l4a-f6-06.mp3}
|
||
LINE: G {bk01-l4a-f6-07.mp3}
|
||
LINE: H {bk01-l4a-f6-08.mp3}
|
||
LINE: I {bk01-l4a-f6-09.mp3}
|
||
LINE: J {bk01-l4a-f6-10.mp3}
|
||
LINE: K {bk01-l4a-f6-11.mp3}
|
||
LINE: L {bk01-l4a-f6-12.mp3}
|
||
LINE: M {bk01-l4a-f6-13.mp3}
|
||
LINE: N {bk01-l4a-f6-14.mp3}
|
||
LINE: O {bk01-l4a-f6-15.mp3}
|
||
LINE: P {bk01-l4a-f6-16.mp3}
|
||
LINE: Q {bk01-l4a-f6-17.mp3}
|
||
LINE: R {bk01-l4a-f6-18.mp3}
|
||
LINE: S {bk01-l4a-f6-19.mp3}
|
||
LINE: T {bk01-l4a-f6-20.mp3}
|
||
LINE: U {bk01-l4a-f6-21.mp3}
|
||
LINE: V {bk01-l4a-f6-22.mp3}
|
||
LINE: W {bk01-l4a-f6-23.mp3}
|
||
LINE: X {bk01-l4a-f6-24.mp3}
|
||
LINE: Y {bk01-l4a-f6-25.mp3}
|
||
LINE: Z {bk01-l4a-f6-26.mp3}
|
||
|
||
# Source: LLA 4A Figure 7
|
||
$SELECT Tap the Letter You Hear
|
||
ID: 4a-f7
|
||
INTRO: Now pick letters out by ear. You'll hear one letter and see four — tap the one you heard. Capital or small, it's still the same letter.
|
||
INSTRUCTION: Tap the letter you hear.
|
||
|
||
PROMPT: G {bk01-l4a-f7-01.mp3}
|
||
OPTION: a | A
|
||
OPTION: b | C
|
||
OPTION: c | f
|
||
OPTION: d | g
|
||
ANSWER: d
|
||
|
||
PROMPT: N {bk01-l4a-f7-02.mp3}
|
||
OPTION: a | u
|
||
OPTION: b | n
|
||
OPTION: c | T
|
||
OPTION: d | H
|
||
ANSWER: b
|
||
|
||
PROMPT: D {bk01-l4a-f7-03.mp3}
|
||
OPTION: a | m
|
||
OPTION: b | D
|
||
OPTION: c | o
|
||
OPTION: d | l
|
||
ANSWER: b
|
||
|
||
PROMPT: K {bk01-l4a-f7-04.mp3}
|
||
OPTION: a | E
|
||
OPTION: b | F
|
||
OPTION: c | K
|
||
OPTION: d | r
|
||
ANSWER: c
|
||
|
||
PROMPT: P {bk01-l4a-f7-05.mp3}
|
||
OPTION: a | p
|
||
OPTION: b | q
|
||
OPTION: c | V
|
||
OPTION: d | X
|
||
ANSWER: a
|
||
|
||
PROMPT: J {bk01-l4a-f7-06.mp3}
|
||
OPTION: a | J
|
||
OPTION: b | G
|
||
OPTION: c | w
|
||
OPTION: d | S
|
||
ANSWER: a
|
||
|
||
PROMPT: O {bk01-l4a-f7-07.mp3}
|
||
OPTION: a | Q
|
||
OPTION: b | O
|
||
OPTION: c | R
|
||
OPTION: d | Y
|
||
ANSWER: b
|
||
|
||
PROMPT: E {bk01-l4a-f7-08.mp3}
|
||
OPTION: a | e
|
||
OPTION: b | I
|
||
OPTION: c | d
|
||
OPTION: d | U
|
||
ANSWER: a
|
||
|
||
PROMPT: A {bk01-l4a-f7-09.mp3}
|
||
OPTION: a | B
|
||
OPTION: b | D
|
||
OPTION: c | n
|
||
OPTION: d | a
|
||
ANSWER: d
|
||
|
||
PROMPT: L {bk01-l4a-f7-10.mp3}
|
||
OPTION: a | W
|
||
OPTION: b | z
|
||
OPTION: c | h
|
||
OPTION: d | L
|
||
ANSWER: d
|
||
|
||
# Source: ST §What's the Letter?
|
||
$PRODUCE What's the Missing Letter?
|
||
ID: l4-s4
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Alphabet order practice. Each sequence has one letter missing — type it.
|
||
INSTRUCTION: Type the missing letter.
|
||
|
||
TEMPLATE: W ____{X|x} Y Z
|
||
RESPONSE: W X Y Z
|
||
|
||
TEMPLATE: F G ____{H|h} I
|
||
RESPONSE: F G H I
|
||
|
||
TEMPLATE: R S ____{T|t} U
|
||
RESPONSE: R S T U
|
||
|
||
TEMPLATE: K L M ____{N|n}
|
||
RESPONSE: K L M N
|
||
|
||
TEMPLATE: D E F ____{G|g}
|
||
RESPONSE: D E F G
|
||
|
||
TEMPLATE: ____{A|a} B C D
|
||
RESPONSE: A B C D
|
||
|
||
TEMPLATE: ____{H|h} I J K
|
||
RESPONSE: H I J K
|
||
|
||
TEMPLATE: O P ____{Q|q} R
|
||
RESPONSE: O P Q R
|
||
|
||
TEMPLATE: i j k ____{l|L}
|
||
RESPONSE: i j k l
|
||
|
||
TEMPLATE: q ____{r|R} s t
|
||
RESPONSE: q r s t
|
||
|
||
TEMPLATE: d ____{e|E} f g
|
||
RESPONSE: d e f g
|
||
|
||
TEMPLATE: u v ____{w|W} x
|
||
RESPONSE: u v w x
|
||
|
||
TEMPLATE: g h ____{i|I} j
|
||
RESPONSE: g h i j
|
||
|
||
TEMPLATE: n o ____{p|P} q
|
||
RESPONSE: n o p q
|
||
|
||
TEMPLATE: t ____{u|U} v w
|
||
RESPONSE: t u v w
|
||
|
||
TEMPLATE: k l ____{m|M} n
|
||
RESPONSE: k l m n
|
||
|
||
# Source: LLA 4B Figure 1
|
||
$PRODUCE Spelling Dictation
|
||
ID: 4b-f1-a
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Now the letters do real work. You'll hear a word spelled out letter by letter — type the word it makes.
|
||
INSTRUCTION: Type the word you hear spelled out.
|
||
|
||
PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01.mp3}
|
||
RESPONSE: tomorrow
|
||
|
||
PROMPT: O-N. {bk01-l4b-f1-02.mp3}
|
||
RESPONSE: on
|
||
|
||
PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03.mp3}
|
||
RESPONSE: calendar
|
||
|
||
PROMPT: U-N-D-E-R. {bk01-l4b-f1-04.mp3}
|
||
RESPONSE: under
|
||
|
||
PROMPT: M-A-P. {bk01-l4b-f1-05.mp3}
|
||
RESPONSE: map
|
||
|
||
PROMPT: D-A-Y. {bk01-l4b-f1-06.mp3}
|
||
RESPONSE: day
|
||
|
||
# Source: LLA 4B Figure 1
|
||
$PRODUCE What's the Word?
|
||
ID: 4b-f1-b
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Same idea, out loud this time. Listen to the spelling, say the whole word, then repeat the answer.
|
||
INSTRUCTION: Say the word aloud.
|
||
REPEAT
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-07-q.mp3}
|
||
RESPONSE: The word is "tomorrow". {bk01-l4b-f1-07-a.mp3}
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-08-q.mp3}
|
||
RESPONSE: The word is "on". {bk01-l4b-f1-08-a.mp3}
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-09-q.mp3}
|
||
RESPONSE: The word is "calendar". {bk01-l4b-f1-09-a.mp3}
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-10-q.mp3}
|
||
RESPONSE: The word is "under". {bk01-l4b-f1-10-a.mp3}
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-11-q.mp3}
|
||
RESPONSE: The word is "map". {bk01-l4b-f1-11-a.mp3}
|
||
|
||
PROMPT: What's the word? {bk01-l4b-f1-12-q.mp3}
|
||
RESPONSE: The word is "day". {bk01-l4b-f1-12-a.mp3}
|
||
|
||
# Source: LLA 4B Figure 1
|
||
$PRODUCE The Secret Word
|
||
ID: 4b-f1-c
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: One last word, spelled out for you. Type it — a little detective work before we move on.
|
||
INSTRUCTION: Type the secret word.
|
||
|
||
PROMPT: What's the word? The word is "Monday." M-O-N-D-A-Y. {bk01-l4b-f1-13.mp3}
|
||
RESPONSE: Monday
|
||
|
||
$LESSON 4-4: Days of the Week
|
||
|
||
# Source: ST §This Is a Calendar.
|
||
$DIALOGUE This Is a Calendar {st-page_088_001.jpg}
|
||
ID: l4-s5
|
||
INTRO: New goal: the days of the week. You'll see a calendar and hear what a week, a weekend, today, and tomorrow are. Just listen and read along.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
VOCAB: calendar
|
||
LINE: This is a calendar.
|
||
|
||
VOCAB: week
|
||
VOCAB: days
|
||
LINE: A week is seven days.
|
||
|
||
VOCAB: Sunday
|
||
VOCAB: Monday
|
||
VOCAB: Tuesday
|
||
VOCAB: Wednesday
|
||
VOCAB: Thursday
|
||
VOCAB: Friday
|
||
VOCAB: Saturday
|
||
LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.
|
||
|
||
VOCAB: weekend
|
||
LINE: Saturday and Sunday are the weekend.
|
||
|
||
VOCAB: today
|
||
VOCAB: tomorrow
|
||
LINE: Today is Thursday. Tomorrow is Friday.
|
||
|
||
# Source: LLA 4B Figure 3
|
||
$DIALOGUE The Days of the Week
|
||
ID: 4b-f3
|
||
INTRO: Now say the seven days yourself. Listen and repeat each one.
|
||
INSTRUCTION: Repeat each day.
|
||
REPEAT
|
||
|
||
LINE: Sunday. {bk01-l4b-f3-01.mp3}
|
||
LINE: Monday. {bk01-l4b-f3-02.mp3}
|
||
LINE: Tuesday. {bk01-l4b-f3-03.mp3}
|
||
LINE: Wednesday. {bk01-l4b-f3-04.mp3}
|
||
LINE: Thursday. {bk01-l4b-f3-05.mp3}
|
||
LINE: Friday. {bk01-l4b-f3-06.mp3}
|
||
LINE: Saturday. {bk01-l4b-f3-07.mp3}
|
||
|
||
# Source: LLA 4B Figure 4
|
||
$DIALOGUE Today and Tomorrow
|
||
ID: 4b-f4
|
||
INTRO: The days in pairs: if today is one day, tomorrow is the next. Listen and repeat each pair.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3}
|
||
LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3}
|
||
LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3}
|
||
LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3}
|
||
LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3}
|
||
LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3}
|
||
LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3}
|
||
|
||
# DROPPED: ST "Today Is Monday." (l4-s6) — TTS twin of LLA 4B Figure 4 above (same sentences, same repeat modality); cassette version kept.
|
||
|
||
# Source: LLA 4B Figure 5
|
||
$PRODUCE Type the Missing Day
|
||
ID: 4b-f5
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Listen to each pair of sentences and type the day that's missing from your screen.
|
||
INSTRUCTION: Type the missing day.
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
|
||
TEMPLATE: Today is ____. Tomorrow is Monday.
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
|
||
ACCEPT: Sunday
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
|
||
TEMPLATE: Today is Wednesday. Tomorrow is ____.
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
|
||
ACCEPT: Thursday
|
||
|
||
PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
|
||
TEMPLATE: Today is ____. Tomorrow is Saturday.
|
||
|
||
PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
|
||
ACCEPT: Friday
|
||
|
||
PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
|
||
TEMPLATE: Today is Monday. Tomorrow is ____.
|
||
|
||
PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
|
||
ACCEPT: Tuesday
|
||
|
||
PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
|
||
TEMPLATE: Today is ____. Tomorrow is Sunday.
|
||
|
||
PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
|
||
ACCEPT: Saturday
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
|
||
TEMPLATE: Today is ____. Tomorrow is Thursday.
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
|
||
ACCEPT: Wednesday
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
|
||
TEMPLATE: Today is Sunday. Tomorrow is ____.
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
|
||
ACCEPT: Monday
|
||
|
||
# Source: LLA 4D Figure 4
|
||
$SELECT Tomorrow Is...
|
||
ID: 4d-f4
|
||
INTRO: A quick check without the calendar. You'll hear what day it is today — tap the day that comes tomorrow.
|
||
INSTRUCTION: Tap the correct day for tomorrow.
|
||
|
||
PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01-q.mp3}
|
||
OPTION: a | Sunday
|
||
OPTION: b | Tuesday
|
||
OPTION: c | Thursday
|
||
ANSWER: b
|
||
FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-a.mp3}
|
||
|
||
PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02-q.mp3}
|
||
OPTION: a | Friday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Tuesday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-a.mp3}
|
||
|
||
PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03-q.mp3}
|
||
OPTION: a | Thursday
|
||
OPTION: b | Sunday
|
||
OPTION: c | Saturday
|
||
ANSWER: c
|
||
FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-a.mp3}
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04-q.mp3}
|
||
OPTION: a | Tuesday
|
||
OPTION: b | Monday
|
||
OPTION: c | Thursday
|
||
ANSWER: c
|
||
FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-a.mp3}
|
||
|
||
PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05-q.mp3}
|
||
OPTION: a | Sunday
|
||
OPTION: b | Friday
|
||
OPTION: c | Monday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-a.mp3}
|
||
|
||
PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06-q.mp3}
|
||
OPTION: a | Monday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Sunday
|
||
ANSWER: b
|
||
FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-a.mp3}
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07-q.mp3}
|
||
OPTION: a | Monday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Saturday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-a.mp3}
|
||
|
||
# Source: LLA 4C Figure 1
|
||
$DIALOGUE Good Morning — What Day Is It?
|
||
ID: 4c-f1
|
||
INTRO: Two students meet in the morning and — of course — talk about what day it is. Listen to the dialog and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Student1: Good morning. {bk01-l4c-f1-01.mp3}
|
||
Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3}
|
||
Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3}
|
||
|
||
VOCAB: dialog
|
||
Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3}
|
||
Student1: It's Thursday. {bk01-l4c-f1-05.mp3}
|
||
Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3}
|
||
|
||
# DROPPED: ST "What Day Is It?" (l4-s8, Ken and Jim) — TTS twin of LLA 4C Figure 1 above (same dialog, same practice role); cassette version kept.
|
||
|
||
# Source: LLA 4C Figure 2
|
||
$PRODUCE Your Turn in the Dialog
|
||
ID: 4c-f2
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now you play Student 2. You'll hear Student 1's line — say Student 2's reply from the dialog, then check against the recording.
|
||
INSTRUCTION: Say Student 2's response aloud.
|
||
|
||
PROMPT: Good morning. {bk01-l4c-f2-01.mp3}
|
||
TEMPLATE: Student 1: Good morning.
|
||
RESPONSE: Good morning. How are you? {bk01-l4c-f2-02.mp3}
|
||
|
||
PROMPT: Fine, thanks. And you? {bk01-l4c-f2-03.mp3}
|
||
TEMPLATE: Student 1: Fine, thanks. And you?
|
||
RESPONSE: Okay. What day is it? {bk01-l4c-f2-04.mp3}
|
||
|
||
PROMPT: It's Thursday. {bk01-l4c-f2-05.mp3}
|
||
TEMPLATE: Student 1: It's Thursday.
|
||
RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-06.mp3}
|
||
|
||
# Source: ST §No, Today Isn't Friday.
|
||
$PRODUCE Questions About the Week
|
||
ID: l4-s7
|
||
INPUT: speak
|
||
CHECK: llm
|
||
SHOW_PROMPT
|
||
INTRO: Time to answer real questions about the week. For this activity, imagine today is Thursday — just like on the calendar. Answer each question aloud in a full sentence.
|
||
INSTRUCTION: Answer aloud. Imagine today is Thursday.
|
||
RUBRIC: Imagine today is Thursday, so tomorrow is Friday — answers must be consistent with that. General facts must be correct (the weekend is Saturday and Sunday; a week is seven days). Accept full or short answers with any reasonable phrasing.
|
||
|
||
EXAMPLE
|
||
PROMPT: Is today Thursday?
|
||
RESPONSE: Yes, it's Thursday.
|
||
|
||
PROMPT: Is today Thursday?
|
||
RESPONSE: Yes, it is Thursday.
|
||
|
||
PROMPT: Is today Friday?
|
||
RESPONSE: No, today isn't Friday.
|
||
|
||
PROMPT: What's today?
|
||
RESPONSE: Today is Thursday.
|
||
|
||
PROMPT: What's tomorrow?
|
||
RESPONSE: Tomorrow is Friday.
|
||
|
||
PROMPT: Is tomorrow Monday?
|
||
RESPONSE: No, tomorrow isn't Monday.
|
||
|
||
PROMPT: Is tomorrow Saturday?
|
||
RESPONSE: No, tomorrow isn't Saturday.
|
||
|
||
PROMPT: What's a weekend?
|
||
RESPONSE: The weekend is Saturday and Sunday.
|
||
|
||
PROMPT: Is the weekend Saturday and Sunday?
|
||
RESPONSE: Yes, it is.
|
||
|
||
PROMPT: Is a week seven days?
|
||
RESPONSE: Yes, a week is seven days.
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "HE / DAY", and "DIME / PEN" — instructor-read sound discrimination with no recorded stimulus and no given items; the same skills are covered by the three recorded LLA activities below. Convertible later with chosen items + TTS.
|
||
|
||
# Source: LLA 4B Figure 2
|
||
$SELECT Same or Different?
|
||
ID: 4b-f2
|
||
INTRO: Sharpen your ears. You'll hear two words — sometimes the same word twice, sometimes two words that differ by one small sound, like "see" and "say". Tap Same or Different.
|
||
INSTRUCTION: Tap S for Same or D for Different.
|
||
OPTION: s | S (Same)
|
||
OPTION: d | D (Different)
|
||
|
||
PROMPT: meet, mate. {bk01-l4b-f2-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: page, page. {bk01-l4b-f2-02.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: week, week. {bk01-l4b-f2-03.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: wait, wait. {bk01-l4b-f2-04.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: plays, please. {bk01-l4b-f2-05.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: see, say. {bk01-l4b-f2-06.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: name, name. {bk01-l4b-f2-07.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: lake, leak. {bk01-l4b-f2-08.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: we, way. {bk01-l4b-f2-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: mean, mean. {bk01-l4b-f2-10.mp3}
|
||
ANSWER: s
|
||
|
||
# Source: LLA 4C Figure 3
|
||
$SELECT E or A?
|
||
ID: 4c-f3
|
||
INTRO: The same two sounds, one word at a time. Does the word have the E sound of "she" or the A sound of "day"? Tap the sound you hear.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | E sound (as in she)
|
||
OPTION: b | A sound (as in day)
|
||
|
||
PROMPT: weak {bk01-l4c-f3-01.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: same {bk01-l4c-f3-02.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: place {bk01-l4c-f3-03.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: eat {bk01-l4c-f3-04.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: see {bk01-l4c-f3-05.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: page {bk01-l4c-f3-06.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: make {bk01-l4c-f3-07.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: we {bk01-l4c-f3-08.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: these {bk01-l4c-f3-09.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: eight {bk01-l4c-f3-10.mp3}
|
||
ANSWER: b
|
||
|
||
# Source: LLA 4B Figure 6
|
||
$SELECT M or N?
|
||
ID: 4b-f6
|
||
INTRO: One more ear-trainer: M as in "my", or N as in "no"? Wednesday hides one of them — listen closely and tap the sound you hear.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | M sound (as in my)
|
||
OPTION: b | N sound (as in no)
|
||
|
||
PROMPT: time. {bk01-l4b-f6-01.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: not. {bk01-l4b-f6-02.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: much. {bk01-l4b-f6-03.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: Wednesday. {bk01-l4b-f6-04.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: fifteen. {bk01-l4b-f6-05.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: dime. {bk01-l4b-f6-06.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: meet. {bk01-l4b-f6-07.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: lesson. {bk01-l4b-f6-08.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: come. {bk01-l4b-f6-09.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: under. {bk01-l4b-f6-10.mp3}
|
||
ANSWER: b
|
||
|
||
$LESSON 4-5: Telling Time
|
||
|
||
# Source: LLA 4B Figure 7
|
||
$DIALOGUE Go to the Lab at 9 O'clock
|
||
ID: 4b-f7
|
||
INTRO: Next goal: telling time. You'll see clocks and hear instructions with times on the hour. Listen and repeat each sentence.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3}
|
||
LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3}
|
||
LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3}
|
||
LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3}
|
||
LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3}
|
||
|
||
# Source: LLA 4B Figure 8
|
||
$SELECT Tap the Clock — On the Hour
|
||
ID: 4b-f8
|
||
INTRO: Now match what you hear to a clock face. Listen to the instruction and tap the clock showing that time.
|
||
INSTRUCTION: Tap the correct clock.
|
||
|
||
PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3}
|
||
OPTION: a | {page_100_001.jpg}
|
||
OPTION: b | {page_100_002.jpg}
|
||
OPTION: c | {page_100_003.jpg}
|
||
OPTION: d | {page_100_004.jpg}
|
||
ANSWER: c
|
||
|
||
PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3}
|
||
OPTION: a | {page_100_005.jpg}
|
||
OPTION: b | {page_100_006.jpg}
|
||
OPTION: c | {page_100_007.jpg}
|
||
OPTION: d | {page_100_008.jpg}
|
||
ANSWER: b
|
||
|
||
PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3}
|
||
OPTION: a | {page_100_009.jpg}
|
||
OPTION: b | {page_100_010.jpg}
|
||
OPTION: c | {page_100_011.jpg}
|
||
OPTION: d | {page_100_012.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3}
|
||
OPTION: a | {page_100_013.jpg}
|
||
OPTION: b | {page_100_014.jpg}
|
||
OPTION: c | {page_100_015.jpg}
|
||
OPTION: d | {page_100_016.jpg}
|
||
ANSWER: d
|
||
|
||
PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3}
|
||
OPTION: a | {page_100_017.jpg}
|
||
OPTION: b | {page_100_018.jpg}
|
||
OPTION: c | {page_100_019.jpg}
|
||
OPTION: d | {page_100_020.jpg}
|
||
ANSWER: d
|
||
|
||
PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3}
|
||
OPTION: a | {page_100_021.jpg}
|
||
OPTION: b | {page_100_022.jpg}
|
||
OPTION: c | {page_100_023.jpg}
|
||
OPTION: d | {page_100_024.jpg}
|
||
ANSWER: c
|
||
|
||
# Source: ST §Time
|
||
$PRODUCE Write the Time — O'clock
|
||
ID: l4-s9
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Now write the time yourself. You'll see a clock on the hour — type the time it shows, like "9 o'clock".
|
||
INSTRUCTION: Type the time shown on the clock.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: {st-page_091_001.jpg}
|
||
RESPONSE: It's 9 o'clock.
|
||
ACCEPT: 9 o'clock
|
||
|
||
EXAMPLE
|
||
TEMPLATE: {st-page_091_002.jpg}
|
||
RESPONSE: It's 10 o'clock.
|
||
ACCEPT: 10 o'clock
|
||
|
||
EXAMPLE
|
||
TEMPLATE: {st-page_091_003.jpg}
|
||
RESPONSE: It's 7 o'clock.
|
||
ACCEPT: 7 o'clock
|
||
|
||
TEMPLATE: It's ____{12|twelve} o'clock. {st-page_091_004.jpg}
|
||
RESPONSE: It's 12 o'clock.
|
||
|
||
TEMPLATE: It's ____{2|two} o'clock. {st-page_091_005.jpg}
|
||
RESPONSE: It's 2 o'clock.
|
||
|
||
TEMPLATE: It's ____{1|one} o'clock. {st-page_091_006.jpg}
|
||
RESPONSE: It's 1 o'clock.
|
||
|
||
# Source: ST §Go to the Classroom at 8:30 (layout table flattened)
|
||
$GRAMMAR Go to the Classroom at 8:30
|
||
ID: l4-s11
|
||
INTRO: A command can say where to go and when — here's the pattern.
|
||
|
||
A command names a **place** and a **time**, joined by **at**:
|
||
|
||
{Go to the classroom at 8:30.}
|
||
|
||
{Go to the lab at 10 o'clock.}
|
||
|
||
|
||
|
||
|
||
|
||
# Source: LLA 4C Figure 4
|
||
$DIALOGUE Telling Time with Minutes
|
||
ID: 4c-f4
|
||
INTRO: Clocks don't only stop on the hour. Now the times come with minutes — 10:20, 7:10, 9:30. Listen and repeat each sentence.
|
||
INSTRUCTION: Listen and repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: Go to the lab at 7 o'clock. {page_103_001.jpg} {bk01-l4c-f4-01.mp3}
|
||
LINE: Go to the classroom at 10:20. {page_103_002.jpg} {bk01-l4c-f4-02.mp3}
|
||
LINE: Go to the lab at 7:10. {page_103_003.jpg} {bk01-l4c-f4-03.mp3}
|
||
LINE: Go to the lab at 2 o'clock. {page_103_004.jpg} {bk01-l4c-f4-04.mp3}
|
||
LINE: Go to the classroom at 9:30. {page_103_005.jpg} {bk01-l4c-f4-05.mp3}
|
||
LINE: Go to the classroom at 1:15. {page_103_006.jpg} {bk01-l4c-f4-06.mp3}
|
||
|
||
# Source: LLA 4C Figure 5
|
||
$SELECT Tap the Clock — With Minutes
|
||
ID: 4c-f5
|
||
INTRO: Match the times with minutes to the right clock face. Listen and tap the clock you hear.
|
||
INSTRUCTION: Tap the correct clock.
|
||
|
||
PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3}
|
||
OPTION: a | {page_104_001.jpg}
|
||
OPTION: b | {page_104_002.jpg} {bk01-l4c-f5-01-a.mp3}
|
||
OPTION: c | {page_104_003.jpg}
|
||
OPTION: d | {page_104_004.jpg}
|
||
ANSWER: b
|
||
|
||
PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3}
|
||
OPTION: a | {page_104_005.jpg} {bk01-l4c-f5-02-a.mp3}
|
||
OPTION: b | {page_104_006.jpg}
|
||
OPTION: c | {page_104_007.jpg}
|
||
OPTION: d | {page_104_008.jpg}
|
||
ANSWER: a
|
||
|
||
PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3}
|
||
OPTION: a | {page_104_009.jpg}
|
||
OPTION: b | {page_104_010.jpg}
|
||
OPTION: c | {page_104_011.jpg}
|
||
OPTION: d | {page_104_012.jpg} {bk01-l4c-f5-03-a.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
|
||
OPTION: a | {page_104_013.jpg}
|
||
OPTION: b | {page_104_014.jpg} {bk01-l4c-f5-04-a.mp3}
|
||
OPTION: c | {page_104_015.jpg}
|
||
OPTION: d | {page_104_016.jpg}
|
||
ANSWER: b
|
||
|
||
PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3}
|
||
OPTION: a | {page_104_017.jpg}
|
||
OPTION: b | {page_104_018.jpg}
|
||
OPTION: c | {page_104_019.jpg} {bk01-l4c-f5-05-a.mp3}
|
||
OPTION: d | {page_104_020.jpg}
|
||
ANSWER: c
|
||
|
||
PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3}
|
||
OPTION: a | {page_104_021.jpg} {bk01-l4c-f5-06-a.mp3}
|
||
OPTION: b | {page_104_022.jpg}
|
||
OPTION: c | {page_104_023.jpg}
|
||
OPTION: d | {page_104_024.jpg}
|
||
ANSWER: a
|
||
|
||
# Source: ST §What's the Time?
|
||
$PRODUCE Write the Time — With Minutes
|
||
ID: l4-s10
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Last stop for clocks: type the missing minutes for each time shown. Yes, there are fifteen of them — after this, no clock will surprise you.
|
||
INSTRUCTION: Type the missing numbers for the time shown.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: It's 2 o'clock. {st-page_092_001.jpg}
|
||
RESPONSE: It's 2 o'clock.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: It's 9 o'clock. {st-page_092_002.jpg}
|
||
RESPONSE: It's 9 o'clock.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: It's 10 o'clock. {st-page_092_003.jpg}
|
||
RESPONSE: It's 10 o'clock.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg}
|
||
RESPONSE: It's 3:10.
|
||
|
||
TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg}
|
||
RESPONSE: It's 6:30.
|
||
|
||
TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg}
|
||
RESPONSE: It's 12:15.
|
||
|
||
TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg}
|
||
RESPONSE: It's 10:20.
|
||
|
||
TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg}
|
||
RESPONSE: It's 3:45.
|
||
|
||
TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg}
|
||
RESPONSE: It's 9:40.
|
||
|
||
TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg}
|
||
RESPONSE: It's 2:15.
|
||
|
||
TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg}
|
||
RESPONSE: It's 6:50.
|
||
|
||
TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg}
|
||
RESPONSE: It's 8:05.
|
||
|
||
TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg}
|
||
RESPONSE: It's 7:25.
|
||
|
||
TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg}
|
||
RESPONSE: It's 5:35.
|
||
|
||
TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg}
|
||
RESPONSE: It's 2:55.
|
||
|
||
$LESSON 4-6: In, On, Under
|
||
|
||
# Source: ST §That's a Classroom.
|
||
$DIALOGUE That's a Classroom {st-page_096_001.jpg}
|
||
ID: l4-s14
|
||
INTRO: New goal: saying where things are. First, the things themselves — a tour of the classroom, one object at a time. Listen and repeat.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: map
|
||
LINE: That's a map.
|
||
|
||
VOCAB: clock
|
||
LINE: That's a clock.
|
||
|
||
VOCAB: wall
|
||
LINE: That's a wall.
|
||
|
||
VOCAB: door
|
||
LINE: That's a door.
|
||
|
||
VOCAB: chair
|
||
LINE: That's a chair.
|
||
|
||
VOCAB: chalkboard
|
||
VOCAB: blackboard
|
||
LINE: That's a chalkboard or blackboard.
|
||
|
||
VOCAB: desk
|
||
LINE: That's a desk.
|
||
|
||
VOCAB: desks
|
||
LINE: Those are desks.
|
||
|
||
# Source: ST §On / In / Under
|
||
$GRAMMAR On, In, Under
|
||
ID: l4-s15
|
||
INTRO: Three little words do all the location work: on, in, under. Here's how they fit together.
|
||
|
||
This is a **box**. This is a table.
|
||
|
||
|
||
|
||
* {on the table}
|
||
* {in the box}
|
||
* {under the table}
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| The box | is | on | the table. |
|
||
| The clock | is | in | the box. |
|
||
| The book | is | under | the table. |
|
||
|
||
{The box is on the table.} — {The clock is in the box.} — {The book is under the table.}
|
||
|
||
# Source: ST §In the Classroom.
|
||
$DIALOGUE In the Classroom
|
||
ID: l4-s16
|
||
INTRO: Now the whole classroom, described piece by piece with on, in, and under. Look at each picture, listen, and repeat.
|
||
INSTRUCTION: Look at the picture. Repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: This is a classroom. {st-page_098_001.jpg}
|
||
VOCAB: under
|
||
LINE: The pencil is under the table.
|
||
VOCAB: on
|
||
LINE: The clock is on the wall.
|
||
VOCAB: in
|
||
LINE: Two desks are in the classroom.
|
||
LINE: The map is on the wall.
|
||
|
||
LINE: The book is on the table. {st-page_098_002.jpg}
|
||
|
||
LINE: The picture is on the wall. {st-page_098_003.jpg}
|
||
|
||
LINE: The map is on the wall. {st-page_098_004.jpg}
|
||
|
||
LINE: The book is under the chair. {st-page_098_005.jpg}
|
||
|
||
LINE: The student is in the lab. {st-page_099_001.jpg}
|
||
|
||
LINE: The teacher is in the classroom. {st-page_099_002.jpg}
|
||
LINE: The students are in the classroom.
|
||
LINE: The teacher and the students are in the classroom.
|
||
|
||
# Source: LLA 4C Figure 6
|
||
$DIALOGUE Where Is It? {page_105_001.jpg}
|
||
ID: 4c-f6-a
|
||
INTRO: Here's a classroom on tape — first the phrase, then the full sentence. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
|
||
REPEAT
|
||
|
||
LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01.mp3}
|
||
LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-02.mp3}
|
||
LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-03.mp3}
|
||
LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-04.mp3}
|
||
LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-05.mp3}
|
||
|
||
# Source: LLA 4C Figure 6
|
||
$DIALOGUE Where Is It? — Questions and Answers {page_105_001.jpg}
|
||
ID: 4c-f6-b
|
||
INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-06.mp3}
|
||
LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-07.mp3}
|
||
LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-08.mp3}
|
||
LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-09.mp3}
|
||
LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-10.mp3}
|
||
LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-11.mp3}
|
||
LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-12.mp3}
|
||
LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-13.mp3}
|
||
LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-14.mp3}
|
||
LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-15.mp3}
|
||
|
||
# Source: LLA 4C Figure 6
|
||
$PRODUCE Answer About the Classroom {page_105_001.jpg}
|
||
ID: 4c-f6-c
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Your turn with the classroom picture. Answer each question aloud — yes or no according to the picture — then repeat the correct answer.
|
||
INSTRUCTION: Answer aloud.
|
||
REPEAT
|
||
|
||
PROMPT: Is a chair in the classroom? {bk01-l4c-f6-16-q.mp3}
|
||
RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-16-a.mp3}
|
||
|
||
PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-17-q.mp3}
|
||
RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-17-a.mp3}
|
||
|
||
PROMPT: Is a pencil under the table? {bk01-l4c-f6-18-q.mp3}
|
||
RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-18-a.mp3}
|
||
|
||
PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-19-q.mp3}
|
||
RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-19-a.mp3}
|
||
|
||
PROMPT: Are four books on the table? {bk01-l4c-f6-20-q.mp3}
|
||
RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-20-a.mp3}
|
||
|
||
PROMPT: Are three desks in the classroom? {bk01-l4c-f6-21-q.mp3}
|
||
RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-21-a.mp3}
|
||
|
||
# Source: LLA 4C Figure 7
|
||
$PRODUCE Type the Preposition
|
||
ID: 4c-f7
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Listen to each sentence and type the little word it uses: on, in, or under.
|
||
INSTRUCTION: Type the missing word.
|
||
|
||
TEMPLATE: A clock is ____ the wall.
|
||
PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3}
|
||
RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-a.mp3}
|
||
ACCEPT: on
|
||
|
||
TEMPLATE: A desk is ____ the classroom.
|
||
PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3}
|
||
RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-a.mp3}
|
||
ACCEPT: in
|
||
|
||
TEMPLATE: Four books are ____ the desk.
|
||
PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3}
|
||
RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-a.mp3}
|
||
ACCEPT: on
|
||
|
||
TEMPLATE: A pencil is ____ the table.
|
||
PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3}
|
||
RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-a.mp3}
|
||
ACCEPT: under
|
||
|
||
TEMPLATE: A window is ____ the classroom.
|
||
PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3}
|
||
RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-a.mp3}
|
||
ACCEPT: in
|
||
|
||
# Source: ST §What Are Those?
|
||
$DIALOGUE What Are Those?
|
||
ID: l4-s17
|
||
INTRO: Everything from this lesson in one place: what things are, and where they are. Read along as you listen.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
LINE: What's that? It's a book. It's on the chair.
|
||
LINE: What are those? Those are pencils. They're on the book.
|
||
LINE: What's this? It's a map. It's on the table.
|
||
LINE: What's that? That's my notebook. It's under the table.
|
||
LINE: What are these? They're desks. They're in the classroom.
|
||
LINE: What's this? It's a box. It's on the table.
|
||
LINE: What's this? It's a pen. It's under the notebook.
|
||
LINE: What are these? They're pictures. They're in the book.
|
||
LINE: What's that? It's a calendar. It's on the wall.
|
||
LINE: What's that? It's a chalkboard. It's in the classroom.
|
||
|
||
# SKIPPED (book): ST "IN/ON/UNDER" (listen and write the number) — instructor-read stimulus with no recording; convertible later with chosen items + TTS.
|
||
|
||
# Source: ST §What's In the Classroom?
|
||
$DIALOGUE What's on the Wall?
|
||
ID: l4-s18
|
||
INTRO: One more reading pass — questions about the classroom, each with its answer. Read along as you listen.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
LINE: What's on the wall? A map is on the wall.
|
||
LINE: What's under the desk? Four books are under the desk.
|
||
LINE: What's on the table? A box is on the table.
|
||
LINE: What's in the classroom? A calendar is in the classroom.
|
||
LINE: What's under the table? Two pictures are under the table.
|
||
LINE: What's on the chair? Three pens are on the chair.
|
||
LINE: What's in the desk? Pencils are in the desk.
|
||
LINE: What's on the wall? A blackboard is on the wall.
|
||
|
||
# Source: LLA 4C Figure 8
|
||
$DIALOGUE Classroom Commands
|
||
ID: 4c-f8
|
||
INTRO: To finish this part: fifteen polite commands with put, go, sit, and stand. Nobody is checking whether you actually stand up — but say each one like you mean it.
|
||
INSTRUCTION: Listen and repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3}
|
||
LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3}
|
||
LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3}
|
||
LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3}
|
||
LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3}
|
||
LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3}
|
||
LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3}
|
||
LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3}
|
||
LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3}
|
||
LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3}
|
||
LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3}
|
||
LINE: Sit down, please. {bk01-l4c-f8-12.mp3}
|
||
LINE: Please sit down. {bk01-l4c-f8-13.mp3}
|
||
LINE: Stand up, please. {bk01-l4c-f8-14.mp3}
|
||
LINE: Please stand up. {bk01-l4c-f8-15.mp3}
|
||
|
||
$LESSON 4-7: Review — In the Classroom
|
||
|
||
# Source: LLA 4D Figure 1
|
||
$DIALOGUE Classroom Words in Sentences
|
||
ID: 4d-f1
|
||
INTRO: Review time — you've met all these objects before, and now they get their official portraits. Listen to each word and its sentence, and repeat them.
|
||
INSTRUCTION: Repeat each word and sentence.
|
||
REPEAT
|
||
|
||
VOCAB: calendar
|
||
LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3}
|
||
|
||
VOCAB: box
|
||
LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3}
|
||
|
||
VOCAB: chalkboard
|
||
LINE: The chalkboard is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-03.mp3}
|
||
|
||
VOCAB: blackboard
|
||
LINE: The blackboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-04.mp3}
|
||
|
||
VOCAB: desk
|
||
LINE: The desk is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-05.mp3}
|
||
|
||
VOCAB: map
|
||
LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3}
|
||
|
||
VOCAB: wall
|
||
LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3}
|
||
|
||
VOCAB: week
|
||
LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3}
|
||
|
||
VOCAB: weekend
|
||
LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3}
|
||
|
||
# Source: LLA 4D Figure 1 (split: >6 image options — first five pictures)
|
||
$SELECT Tap the Picture — Classroom Objects
|
||
ID: 4d-f1-b
|
||
INTRO: Listen to each sentence and tap the picture it describes. First group: the classroom objects.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
OPTION: 1 | {page_107_001.jpg}
|
||
OPTION: 2 | {page_107_002.jpg}
|
||
OPTION: 3 | {page_107_003.jpg}
|
||
OPTION: 4 | {page_107_004.jpg}
|
||
OPTION: 5 | {page_107_005.jpg}
|
||
|
||
PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3}
|
||
ANSWER: 5
|
||
|
||
PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3}
|
||
ANSWER: 1
|
||
|
||
PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3}
|
||
ANSWER: 3|4
|
||
|
||
PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3}
|
||
ANSWER: 2
|
||
|
||
PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3}
|
||
ANSWER: 3|4
|
||
|
||
# Source: LLA 4D Figure 1 (split: >6 image options — remaining four pictures)
|
||
$SELECT Tap the Picture — Walls and Weeks
|
||
ID: 4d-f1-c
|
||
INTRO: Second group: maps, walls, weeks, and weekends. Same job — listen and tap the matching picture.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
OPTION: 6 | {page_107_006.jpg}
|
||
OPTION: 7 | {page_108_001.jpg}
|
||
OPTION: 8 | {page_108_002.jpg}
|
||
OPTION: 9 | {page_108_003.jpg}
|
||
|
||
PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3}
|
||
ANSWER: 6
|
||
|
||
PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3}
|
||
ANSWER: 8
|
||
|
||
PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3}
|
||
ANSWER: 9
|
||
|
||
PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3}
|
||
ANSWER: 7
|
||
|
||
# Source: LLA 4D Figure 2
|
||
$DIALOGUE Where Things Are
|
||
ID: 4d-f2
|
||
INTRO: One more pass over places and times — on, in, under, and a couple of "go to" commands. Listen and repeat.
|
||
INSTRUCTION: Repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3}
|
||
LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3}
|
||
LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3}
|
||
LINE: Go to the lab at 10:30. {page_109_002.jpg} {bk01-l4d-f2-04.mp3}
|
||
LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3}
|
||
LINE: The clock is on the wall. {page_109_004.jpg} {bk01-l4d-f2-06.mp3}
|
||
LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3}
|
||
LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3}
|
||
|
||
# Source: LLA 4D Figure 2
|
||
$SELECT Match Sentence to Picture
|
||
ID: 4d-f2-b
|
||
INTRO: Last listening check of the review: hear the sentence, tap the picture it matches.
|
||
INSTRUCTION: Tap the correct picture.
|
||
|
||
OPTION: 1 | {page_108_004.jpg}
|
||
OPTION: 2 | {page_108_005.jpg}
|
||
OPTION: 3 | {page_109_001.jpg}
|
||
OPTION: 4 | {page_109_002.jpg}
|
||
OPTION: 5 | {page_109_003.jpg}
|
||
OPTION: 6 | {page_109_004.jpg}
|
||
OPTION: 7 | {page_109_005.jpg}
|
||
OPTION: 8 | {page_109_006.jpg}
|
||
|
||
PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3}
|
||
ANSWER: 3
|
||
|
||
PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3}
|
||
ANSWER: 8
|
||
|
||
PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3}
|
||
ANSWER: 5
|
||
|
||
PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3}
|
||
ANSWER: 7
|
||
|
||
PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3}
|
||
ANSWER: 1
|
||
|
||
PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3}
|
||
ANSWER: 4
|
||
|
||
PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3}
|
||
ANSWER: 2
|
||
|
||
PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3}
|
||
ANSWER: 6
|
||
|
||
# SKIPPED (book): LLA 4D Figure 3 "Connect the numbers" — drawing activity, no workable interaction in this format.
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$LESSON 4-8: Extra Practice — Reading Letters
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# Source: ST §Same/Different
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$SELECT Same or Different Letters
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ID: l4-s12
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INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: two letters at a time — tap Same or Different.
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INSTRUCTION: Tap Same or Different.
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OPTION: s | Same
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OPTION: d | Different
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EXAMPLE
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TEMPLATE: r ... n
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ANSWER: d
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||
TEMPLATE: h ... k
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||
ANSWER: d
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||
|
||
TEMPLATE: a ... a
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||
ANSWER: s
|
||
|
||
TEMPLATE: g ... j
|
||
ANSWER: d
|
||
|
||
TEMPLATE: b ... d
|
||
ANSWER: d
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||
|
||
TEMPLATE: L ... L
|
||
ANSWER: s
|
||
|
||
TEMPLATE: a ... o
|
||
ANSWER: d
|
||
|
||
TEMPLATE: M ... N
|
||
ANSWER: d
|
||
|
||
TEMPLATE: W ... W
|
||
ANSWER: s
|
||
|
||
TEMPLATE: O ... Q
|
||
ANSWER: d
|
||
|
||
TEMPLATE: u ... v
|
||
ANSWER: d
|
||
|
||
TEMPLATE: s ... z
|
||
ANSWER: d
|
||
|
||
TEMPLATE: P ... R
|
||
ANSWER: d
|
||
|
||
TEMPLATE: U ... U
|
||
ANSWER: s
|
||
|
||
TEMPLATE: i ... i
|
||
ANSWER: s
|
||
|
||
TEMPLATE: v ... w
|
||
ANSWER: d
|
||
|
||
TEMPLATE: B ... P
|
||
ANSWER: d
|
||
|
||
TEMPLATE: T ... F
|
||
ANSWER: d
|
||
|
||
TEMPLATE: e ... c
|
||
ANSWER: d
|
||
|
||
TEMPLATE: p ... q
|
||
ANSWER: d
|
||
|
||
TEMPLATE: r ... r
|
||
ANSWER: s
|
||
|
||
# Source: ST §One Letter Is the Same.
|
||
$SELECT Find the Matching Letter
|
||
ID: l4-s13
|
||
INTRO: One more round with lookalike letters — find the exact match for the letter shown. That's the whole lesson: nicely done.
|
||
INSTRUCTION: Tap the matching letter.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: v
|
||
OPTION: 1 | w
|
||
OPTION: 2 | u
|
||
OPTION: 3 | v
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: H
|
||
OPTION: 1 | A
|
||
OPTION: 2 | H
|
||
OPTION: 3 | F
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: p
|
||
OPTION: 1 | q
|
||
OPTION: 2 | j
|
||
OPTION: 3 | p
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: l
|
||
OPTION: 1 | l
|
||
OPTION: 2 | i
|
||
OPTION: 3 | k
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: Q
|
||
OPTION: 1 | O
|
||
OPTION: 2 | A
|
||
OPTION: 3 | Q
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: m
|
||
OPTION: 1 | m
|
||
OPTION: 2 | n
|
||
OPTION: 3 | w
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: b
|
||
OPTION: 1 | f
|
||
OPTION: 2 | h
|
||
OPTION: 3 | b
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: r
|
||
OPTION: 1 | u
|
||
OPTION: 2 | r
|
||
OPTION: 3 | v
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: K
|
||
OPTION: 1 | K
|
||
OPTION: 2 | F
|
||
OPTION: 3 | R
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: V
|
||
OPTION: 1 | U
|
||
OPTION: 2 | W
|
||
OPTION: 3 | V
|
||
ANSWER: 3
|
||
|
||
TEMPLATE: a
|
||
OPTION: 1 | e
|
||
OPTION: 2 | a
|
||
OPTION: 3 | d
|
||
ANSWER: 2
|
||
|
||
TEMPLATE: x
|
||
OPTION: 1 | x
|
||
OPTION: 2 | k
|
||
OPTION: 3 | v
|
||
ANSWER: 1
|
||
|
||
TEMPLATE: I
|
||
OPTION: 1 | L
|
||
OPTION: 2 | I
|
||
OPTION: 3 | P
|
||
ANSWER: 2
|