2232 lines
60 KiB
Plaintext
2232 lines
60 KiB
Plaintext
$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg}
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FORMAT: 2
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DESCRIPTION: Classroom commands, this/that/these/those, my/your/his/her, names and occupations, and numbers 0-100. The final part (reading letter shapes) is optional extra practice.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Bill | charon | Male speaker
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VOICE: Pam | achernar | Female speaker
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VOICE: Ted | alnilam | Male student
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VOICE: Mr_Wilson | zubenelgenubi | Male teacher
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VOICE: Bob | achird | Male speaker
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VOICE: StudentA | achird | Male speaker
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VOICE: StudentB | charon | Male speaker
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VOICE: Ken | orus | Male speaker
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VOICE: Ms_Evans | aoede | Female teacher
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VOICE: Don | umbriel | Male speaker
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VOICE: ID | achernar | speaker (auto)
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$LESSON 2-1: The Alphabet
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# Source: LLA 2A Figure 1
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$DIALOGUE The Alphabet: A to P
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ID: 2a-f1
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INTRO: Welcome to Lesson 2. This week you'll learn to point things out, say what people do, count to one hundred, and tell people what not to do. First, the alphabet from A to P — listen and repeat each letter.
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INSTRUCTION: Repeat the letters.
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REPEAT
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LINE: A {bk01-l2a-f1-01.mp3}
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LINE: B {bk01-l2a-f1-02.mp3}
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LINE: C {bk01-l2a-f1-03.mp3}
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LINE: D {bk01-l2a-f1-04.mp3}
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LINE: E {bk01-l2a-f1-05.mp3}
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LINE: F {bk01-l2a-f1-06.mp3}
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LINE: G {bk01-l2a-f1-07.mp3}
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LINE: H {bk01-l2a-f1-08.mp3}
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LINE: I {bk01-l2a-f1-09.mp3}
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LINE: J {bk01-l2a-f1-10.mp3}
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LINE: K {bk01-l2a-f1-11.mp3}
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LINE: L {bk01-l2a-f1-12.mp3}
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LINE: M {bk01-l2a-f1-13.mp3}
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LINE: N {bk01-l2a-f1-14.mp3}
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LINE: O {bk01-l2a-f1-15.mp3}
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LINE: P {bk01-l2a-f1-16.mp3}
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# Source: LLA 2A Figure 2
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$SELECT Which Letter Do You Hear?
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ID: 2a-f2
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INTRO: Now check your ear. You'll hear one letter — tap it among the choices. Some of them sound suspiciously alike; that's the point.
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INSTRUCTION: Tap the letter you hear.
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EXAMPLE
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PROMPT: C {bk01-l2a-f2-01.mp3}
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OPTION: a | A
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OPTION: b | B
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OPTION: c | C
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OPTION: d | D
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ANSWER: c
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PROMPT: H {bk01-l2a-f2-02.mp3}
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OPTION: a | E
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OPTION: b | F
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OPTION: c | G
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OPTION: d | H
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ANSWER: d
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PROMPT: J {bk01-l2a-f2-03.mp3}
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OPTION: a | I
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OPTION: b | J
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OPTION: c | K
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OPTION: d | L
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ANSWER: b
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PROMPT: O {bk01-l2a-f2-04.mp3}
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OPTION: a | M
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OPTION: b | N
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OPTION: c | O
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OPTION: d | P
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ANSWER: c
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PROMPT: F {bk01-l2a-f2-05.mp3}
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OPTION: a | O
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OPTION: b | F
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OPTION: c | C
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OPTION: d | J
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ANSWER: b
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PROMPT: H {bk01-l2a-f2-06.mp3}
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OPTION: a | H
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OPTION: b | M
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OPTION: c | E
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OPTION: d | K
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ANSWER: a
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PROMPT: A {bk01-l2a-f2-07.mp3}
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OPTION: a | F
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OPTION: b | D
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OPTION: c | A
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OPTION: d | B
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ANSWER: c
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PROMPT: P {bk01-l2a-f2-08.mp3}
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OPTION: a | P
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OPTION: b | K
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OPTION: c | B
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OPTION: d | L
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ANSWER: a
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PROMPT: I {bk01-l2a-f2-09.mp3}
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OPTION: a | O
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OPTION: b | F
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OPTION: c | C
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OPTION: d | I
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ANSWER: d
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PROMPT: N {bk01-l2a-f2-10.mp3}
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OPTION: a | M
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OPTION: b | N
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OPTION: c | G
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OPTION: d | E
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ANSWER: b
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# Source: LLA 2A Figure 3 (word list kept as reading/pronunciation practice —
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# these words carry the letter-hunt drill next, and return in sentences later
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# in this lesson: occupations in part 2-7, objects in parts 2-2 and 2-3)
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$DIALOGUE Words for Reading Practice
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ID: 2a-f3
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INTRO: Here are twelve words you'll meet all through this lesson. Listen and repeat each one — right after this, you'll use them to hunt for letters.
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INSTRUCTION: Repeat each word.
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REPEAT
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LINE: student {bk01-l2a-f3-01.mp3}
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LINE: doctor {bk01-l2a-f3-02.mp3}
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LINE: pilot {bk01-l2a-f3-03.mp3}
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LINE: teacher {bk01-l2a-f3-04.mp3}
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LINE: cook {bk01-l2a-f3-05.mp3}
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LINE: barber {bk01-l2a-f3-06.mp3}
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LINE: clock {bk01-l2a-f3-07.mp3}
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LINE: table {bk01-l2a-f3-08.mp3}
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LINE: study {bk01-l2a-f3-09.mp3}
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LINE: word {bk01-l2a-f3-10.mp3}
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LINE: come {bk01-l2a-f3-11.mp3}
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LINE: read {bk01-l2a-f3-12.mp3}
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# Source: LLA 2A Figure 3 (letter identification)
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$PRODUCE Find the Letter in the Word
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ID: 2a-f3-b
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INPUT: type
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CHECK: exact
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INTRO: You'll see a word spelled out on screen and hear one letter. Find that letter inside the word and type it.
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INSTRUCTION: Type the letter you hear.
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PROMPT: N {bk01-l2a-f3-13.mp3}
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TEMPLATE: s t u d e n t
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RESPONSE: n
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ACCEPT: N
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PROMPT: C {bk01-l2a-f3-14.mp3}
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TEMPLATE: d o c t o r
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RESPONSE: c
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ACCEPT: C
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PROMPT: I {bk01-l2a-f3-15.mp3}
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TEMPLATE: p i l o t
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RESPONSE: i
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ACCEPT: I
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PROMPT: H {bk01-l2a-f3-16.mp3}
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TEMPLATE: t e a c h e r
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RESPONSE: h
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ACCEPT: H
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PROMPT: K {bk01-l2a-f3-17.mp3}
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TEMPLATE: c o o k
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RESPONSE: k
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ACCEPT: K
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PROMPT: A {bk01-l2a-f3-18.mp3}
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TEMPLATE: b a r b e r
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RESPONSE: a
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ACCEPT: A
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PROMPT: L {bk01-l2a-f3-19.mp3}
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TEMPLATE: c l o c k
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RESPONSE: l
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ACCEPT: L
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PROMPT: B {bk01-l2a-f3-20.mp3}
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TEMPLATE: t a b l e
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RESPONSE: b
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ACCEPT: B
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PROMPT: D {bk01-l2a-f3-21.mp3}
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TEMPLATE: s t u d y
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RESPONSE: d
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ACCEPT: D
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PROMPT: O {bk01-l2a-f3-22.mp3}
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TEMPLATE: w o r d
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RESPONSE: o
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ACCEPT: O
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PROMPT: M {bk01-l2a-f3-23.mp3}
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TEMPLATE: c o m e
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RESPONSE: m
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ACCEPT: M
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PROMPT: E {bk01-l2a-f3-24.mp3}
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TEMPLATE: r e a d
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RESPONSE: e
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ACCEPT: E
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# Source: LLA 2C Figure 8 (letter dictation — placed with the alphabet work it reinforces)
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$PRODUCE Capital or Small? Write the Letter
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ID: 2c-f8
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INPUT: type
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CHECK: exact
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INTRO: Letter dictation. You'll hear "capital" or "small" and a letter name — type exactly that letter, big or little. The difference is the whole exercise.
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INSTRUCTION: Type the letter you hear.
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EXAMPLE
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PROMPT: capital B. {bk01-l2c-f8-ex.mp3}
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RESPONSE: B
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PROMPT: capital E. {bk01-l2c-f8-01.mp3}
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RESPONSE: E
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PROMPT: small f. {bk01-l2c-f8-02.mp3}
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RESPONSE: f
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PROMPT: small i. {bk01-l2c-f8-03.mp3}
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RESPONSE: i
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PROMPT: capital A. {bk01-l2c-f8-04.mp3}
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RESPONSE: A
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PROMPT: small m. {bk01-l2c-f8-05.mp3}
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RESPONSE: m
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PROMPT: capital G. {bk01-l2c-f8-06.mp3}
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RESPONSE: G
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PROMPT: small b. {bk01-l2c-f8-07.mp3}
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RESPONSE: b
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PROMPT: small n. {bk01-l2c-f8-08.mp3}
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RESPONSE: n
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PROMPT: capital J. {bk01-l2c-f8-09.mp3}
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RESPONSE: J
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PROMPT: capital L. {bk01-l2c-f8-10.mp3}
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RESPONSE: L
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PROMPT: capital H. {bk01-l2c-f8-11.mp3}
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RESPONSE: H
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PROMPT: small c. {bk01-l2c-f8-12.mp3}
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RESPONSE: c
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PROMPT: capital O. {bk01-l2c-f8-13.mp3}
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RESPONSE: O
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PROMPT: small e. {bk01-l2c-f8-14.mp3}
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RESPONSE: e
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PROMPT: small k. {bk01-l2c-f8-15.mp3}
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RESPONSE: k
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PROMPT: small a. {bk01-l2c-f8-16.mp3}
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RESPONSE: a
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PROMPT: capital I. {bk01-l2c-f8-17.mp3}
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RESPONSE: I
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PROMPT: small p. {bk01-l2c-f8-18.mp3}
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RESPONSE: p
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PROMPT: small g. {bk01-l2c-f8-19.mp3}
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RESPONSE: g
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PROMPT: small d. {bk01-l2c-f8-20.mp3}
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RESPONSE: d
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PROMPT: small j. {bk01-l2c-f8-21.mp3}
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RESPONSE: j
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PROMPT: capital m. {bk01-l2c-f8-22.mp3}
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RESPONSE: M
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PROMPT: small h. {bk01-l2c-f8-23.mp3}
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RESPONSE: h
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PROMPT: capital D. {bk01-l2c-f8-24.mp3}
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RESPONSE: D
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PROMPT: capital B. {bk01-l2c-f8-25.mp3}
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RESPONSE: B
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# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet (Hh-Pp), write the letter.
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# Instructor-read with no recorded stimulus or given items; letter dictation is covered by
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# LLA 2C Figure 8 above. Convertible later with chosen letters + TTS.
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$LESSON 2-2: This and That — My, Your, His, Her
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# Source: LLA 2A Figure 5
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$DIALOGUE This and That
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ID: 2a-f5
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INTRO: In this part you'll learn to point at the world: "this" for something near you, "that" for something far away. Look at each picture, listen, and repeat.
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INSTRUCTION: Repeat the sentences.
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REPEAT
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LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3}
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LINE: That's a pencil. {page_035_002.jpg} {bk01-l2a-f5-02.mp3}
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LINE: This is a table. {page_035_003.jpg} {bk01-l2a-f5-03.mp3}
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LINE: That's a table. {page_035_004.jpg} {bk01-l2a-f5-04.mp3}
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LINE: This is a chair. {page_035_005.jpg} {bk01-l2a-f5-05.mp3}
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LINE: That's a chair. {page_035_006.jpg} {bk01-l2a-f5-06.mp3}
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LINE: This is a notebook. {page_035_007.jpg} {bk01-l2a-f5-07.mp3}
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LINE: That's a notebook. {page_035_008.jpg} {bk01-l2a-f5-08.mp3}
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LINE: This is a window. {page_035_009.jpg} {bk01-l2a-f5-09.mp3}
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LINE: That's a window. {page_035_010.jpg} {bk01-l2a-f5-10.mp3}
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LINE: This is a clock. {page_035_011.jpg} {bk01-l2a-f5-11.mp3}
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LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3}
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LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3}
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LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3}
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# Source: ST §What's That? (grammar box; ST images renamed st-)
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$GRAMMAR This Is My Book — That's Your Pen
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ID: l2-s5
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INTRO: Before more practice, here's how these little words fit together — and who owns what.
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Use **this** for a thing near you, and **that** for a thing farther away.
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|---|---|---|---|
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| This | is | my | book. |
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| That | is | your | pen. |
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| That | is | her | pencil. |
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| That's | | his | name. |
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| That's | | his | chair. |
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**That + is = That's**: {That is your pen.} → {That's your pen.}
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**My, your, his,** and **her** tell you whose thing it is: {my book}, {your pen}, {her pencil}, {his chair}.
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{This is her chair.}
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{That's his pencil.}
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# Source: LLA 2A Listening and Speaking Activity
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$DIALOGUE This, That, and Whose It Is
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ID: 2a-ls1
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INTRO: Now the pointing words meet their owners: my, your, his, her. Listen to each sentence and repeat it.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is my book. {bk01-l2a-f3-25.mp3}
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LINE: That's his chair. {bk01-l2a-f3-26.mp3}
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LINE: It's her pen. {bk01-l2a-f3-27.mp3}
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LINE: That's her pencil. {bk01-l2a-f3-28.mp3}
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LINE: That's my chair. {bk01-l2a-f3-29.mp3}
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LINE: It's his notebook. {bk01-l2a-f3-30.mp3}
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LINE: This is her picture. {bk01-l2a-f3-31.mp3}
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LINE: That's your book. {bk01-l2a-f3-32.mp3}
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LINE: That's her clock. {bk01-l2a-f3-33.mp3}
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LINE: This is my pencil. {bk01-l2a-f3-34.mp3}
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LINE: That's his notebook. {bk01-l2a-f3-35.mp3}
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LINE: This is your picture. {bk01-l2a-f3-36.mp3}
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LINE: It's my clock. {bk01-l2a-f3-37.mp3}
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LINE: That's his pen. {bk01-l2a-f3-38.mp3}
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LINE: This is her table. {bk01-l2a-f3-39.mp3}
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LINE: That's his classroom. {bk01-l2a-f3-40.mp3}
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LINE: This is your lab. {bk01-l2a-f3-41.mp3}
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LINE: This is my classroom. {bk01-l2a-f3-42.mp3}
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LINE: That's his table. {bk01-l2a-f3-43.mp3}
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LINE: That's her lab. {bk01-l2a-f3-44.mp3}
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# Source: LLA 2A Figure 6 (REPEAT added: the tape has a say-back beat and the
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# answer clip carries the full sentence)
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$SELECT Near or Far?
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ID: 2a-f6
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INTRO: You'll hear a sentence. Decide whether the object is near or far, tap the matching picture, then repeat the sentence.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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EXAMPLE
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PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3}
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OPTION: a | near {page_036_001.jpg} {bk01-l2a-f6-01-a.mp3}
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OPTION: b | far {page_036_002.jpg}
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ANSWER: a
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PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3}
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OPTION: a | near {page_036_003.jpg} {bk01-l2a-f6-02-a.mp3}
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OPTION: b | far {page_036_004.jpg}
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ANSWER: a
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PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3}
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OPTION: a | near {page_036_005.jpg}
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OPTION: b | far {page_036_006.jpg} {bk01-l2a-f6-03-a.mp3}
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ANSWER: b
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PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3}
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OPTION: a | near {page_036_007.jpg}
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OPTION: b | far {page_036_008.jpg} {bk01-l2a-f6-04-a.mp3}
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ANSWER: b
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PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3}
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OPTION: a | near {page_036_009.jpg} {bk01-l2a-f6-05-a.mp3}
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OPTION: b | far {page_036_010.jpg}
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ANSWER: a
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PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3}
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OPTION: a | near {page_036_011.jpg}
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OPTION: b | far {page_036_012.jpg} {bk01-l2a-f6-06-a.mp3}
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ANSWER: b
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PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3}
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OPTION: a | near {page_036_013.jpg} {bk01-l2a-f6-07-a.mp3}
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OPTION: b | far {page_036_014.jpg}
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|
ANSWER: a
|
|
|
|
PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3}
|
|
OPTION: a | near {page_036_015.jpg}
|
|
OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3}
|
|
ANSWER: b
|
|
|
|
# Source: ST §What's This?
|
|
$DIALOGUE What's This? What's That?
|
|
ID: l2-s6
|
|
INTRO: Question and answer, in one breath. Repeat each pair after you hear it.
|
|
INSTRUCTION: Repeat these questions and answers.
|
|
REPEAT
|
|
|
|
LINE: What's this? This is his notebook.
|
|
LINE: What's that? That's her chair.
|
|
LINE: What's that? That's her pencil.
|
|
LINE: What's this? This is his pen.
|
|
LINE: What's that? That's her clock.
|
|
LINE: What's this? This is her picture.
|
|
|
|
# Source: ST §That's His Picture.
|
|
$DIALOGUE That's His Picture
|
|
ID: l2-s7
|
|
INTRO: Two students point at everything in the room. Just read along with each question and answer — no repeating this time.
|
|
INSTRUCTION: Read these questions and answers.
|
|
|
|
StudentA: What's this?
|
|
StudentB: That's his pen.
|
|
|
|
StudentA: What's this?
|
|
StudentB: That's her book.
|
|
|
|
StudentA: What's this?
|
|
StudentB: That's his pencil.
|
|
|
|
StudentA: What's that?
|
|
StudentB: It's my pen.
|
|
|
|
StudentA: What's that?
|
|
StudentB: This is my picture.
|
|
|
|
StudentA: What's that?
|
|
StudentB: That's your notebook.
|
|
|
|
StudentA: What is it?
|
|
StudentB: It's his book.
|
|
|
|
StudentA: What is this?
|
|
StudentB: That's her chair.
|
|
|
|
StudentA: What's this?
|
|
StudentB: It's your clock.
|
|
|
|
StudentA: What's that?
|
|
StudentB: That's my book.
|
|
|
|
StudentA: What's that?
|
|
StudentB: That's his picture.
|
|
|
|
# Source: LLA 2B Figure 2
|
|
$DIALOGUE His and Her
|
|
ID: 2b-f2
|
|
INTRO: "His" for a man, "her" for a woman. Look at who owns each thing, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3}
|
|
LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3}
|
|
LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3}
|
|
LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3}
|
|
LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3}
|
|
LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3}
|
|
|
|
# Source: LLA 2B Figure 2 (written pass)
|
|
$PRODUCE Write His or Her
|
|
ID: 2b-f2-b
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Same pictures, but now you fill the gap. Listen to the sentence and type the missing word: his or her.
|
|
INSTRUCTION: Type the missing word.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: That's ____ book. {page_042_001.jpg}
|
|
PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3}
|
|
RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3}
|
|
ACCEPT: her
|
|
|
|
TEMPLATE: That's ____ notebook. {page_042_002.jpg}
|
|
PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3}
|
|
RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3}
|
|
ACCEPT: his
|
|
|
|
TEMPLATE: That's ____ pencil. {page_042_003.jpg}
|
|
PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3}
|
|
RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3}
|
|
ACCEPT: his
|
|
|
|
TEMPLATE: That's ____ classroom. {page_042_004.jpg}
|
|
PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3}
|
|
RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3}
|
|
ACCEPT: his
|
|
|
|
TEMPLATE: That's ____ pen. {page_042_005.jpg}
|
|
PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3}
|
|
RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3}
|
|
ACCEPT: her
|
|
|
|
TEMPLATE: That's ____ chair. {page_042_006.jpg}
|
|
PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3}
|
|
RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3}
|
|
ACCEPT: her
|
|
|
|
# Source: LLA 2A Figure 4
|
|
$DIALOGUE Joe's Classroom
|
|
ID: 2a-f4
|
|
INTRO: Bill and Pam meet, and Joe finally finds his classroom. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3}
|
|
Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3}
|
|
Bill: And what's his name? {bk01-l2a-f4-05.mp3}
|
|
Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3}
|
|
Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3}
|
|
Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3}
|
|
|
|
# Source: ST §What's His Name?
|
|
$DIALOGUE What's His Name?
|
|
ID: l2-s4
|
|
INTRO: Bill and Bob talk about names — theirs, and everyone else's. Listen to how they ask and answer.
|
|
INSTRUCTION: Listen to the dialog.
|
|
|
|
Bill: Hello. My name is Bill. What's your name? {st-page_033_001.jpg}
|
|
Bob: My name is Bob. {st-page_033_001.jpg}
|
|
|
|
VOCAB: What's his name?
|
|
Bill: What's his name? {st-page_033_001.jpg}
|
|
|
|
VOCAB: His name is
|
|
Bob: His name is Ted. {st-page_033_001.jpg}
|
|
|
|
VOCAB: What's her name?
|
|
Bill: What's her name? {st-page_033_001.jpg}
|
|
|
|
VOCAB: Her name is
|
|
Bob: Her name is Mary. {st-page_033_001.jpg}
|
|
|
|
$LESSON 2-3: Don't Do That — Commands and Classroom Objects
|
|
|
|
# Source: LLA 2B Figure 1
|
|
$DIALOGUE Don't Open the Window
|
|
ID: 2b-f1
|
|
INTRO: New part, new power: telling people what NOT to do. Listen to each instruction and repeat it — no windows will actually be opened.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3}
|
|
LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3}
|
|
LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3}
|
|
LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3}
|
|
LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3}
|
|
LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3}
|
|
|
|
# Source: ST §Don't Open the Window.
|
|
$DIALOGUE Do This, Don't Do That
|
|
ID: l2-s1
|
|
INTRO: Now read commands that say do this and don't do that — sometimes in the same breath. Read each sentence carefully.
|
|
INSTRUCTION: Read the sentences.
|
|
|
|
LINE: Go to the window. Please don't open the window.
|
|
LINE: Don't close the door. Open it.
|
|
LINE: Don't write the word pen. Please write the word pencil.
|
|
LINE: Don't look at your book. Look at the teacher.
|
|
LINE: Circle the letter. Don't circle the number.
|
|
LINE: Please go to the door. Open it. Don't close it.
|
|
LINE: Please open your book. Don't open your notebook.
|
|
LINE: Listen. Don't repeat.
|
|
|
|
# Source: ST §It's a TV.
|
|
$DIALOGUE The TV, the Radio, and the Recorder
|
|
ID: l2-s14
|
|
INTRO: Four machines for your classroom: the television, the radio, the tape, and the recorder. Listen and repeat each sentence.
|
|
INSTRUCTION: Repeat the words and sentences.
|
|
REPEAT
|
|
|
|
VOCAB: television (TV)
|
|
LINE: Look at the television. {st-page_040_002.jpg}
|
|
|
|
VOCAB: radio
|
|
LINE: Listen to the radio. {st-page_040_003.jpg}
|
|
|
|
VOCAB: tape
|
|
LINE: Listen to a tape. {st-page_041_001.jpg}
|
|
|
|
VOCAB: recorder
|
|
LINE: Look at the recorder. {st-page_041_002.jpg}
|
|
|
|
# Source: LLA 2B Figure 5
|
|
$DIALOGUE Whose Radio Is That?
|
|
ID: 2b-f5
|
|
INTRO: The same objects again, with owners this time. Listen to each sentence and repeat it.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: radio
|
|
LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3}
|
|
|
|
VOCAB: recorder
|
|
LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3}
|
|
|
|
VOCAB: tapes
|
|
LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3}
|
|
|
|
VOCAB: television
|
|
LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3}
|
|
|
|
VOCAB: chair
|
|
LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3}
|
|
|
|
VOCAB: pictures
|
|
LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3}
|
|
|
|
VOCAB: books
|
|
LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3}
|
|
|
|
VOCAB: classroom
|
|
LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3}
|
|
|
|
# Source: LLA 2B Figure 5 (matching pass)
|
|
$SELECT Match the Sentence to the Picture
|
|
ID: 2b-f5-b
|
|
INTRO: Now prove you were listening. You'll hear a sentence — tap the picture it talks about.
|
|
INSTRUCTION: Tap the matching picture.
|
|
|
|
OPTION: 1 | radio {page_044_001.jpg}
|
|
OPTION: 2 | recorder {page_044_002.jpg}
|
|
OPTION: 3 | tapes {page_045_001.jpg}
|
|
OPTION: 4 | television {page_045_002.jpg}
|
|
OPTION: 5 | chair {page_045_003.jpg}
|
|
OPTION: 6 | pictures {page_045_004.jpg}
|
|
OPTION: 7 | books {page_045_005.jpg}
|
|
OPTION: 8 | classroom {page_045_006.jpg}
|
|
|
|
EXAMPLE
|
|
PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3}
|
|
ANSWER: 5
|
|
|
|
PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3}
|
|
ANSWER: 1
|
|
|
|
PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3}
|
|
ANSWER: 8
|
|
|
|
PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3}
|
|
ANSWER: 3
|
|
|
|
PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3}
|
|
ANSWER: 4
|
|
|
|
PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3}
|
|
ANSWER: 7
|
|
|
|
PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3}
|
|
ANSWER: 2
|
|
|
|
PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3}
|
|
ANSWER: 6
|
|
|
|
# Source: LLA 2D Listening/Speaking Activity 1
|
|
$PRODUCE Make It Negative
|
|
ID: 2d-ls1
|
|
INTRO: You'll hear an instruction. Say it back as a negative — put "Don't" at the front. Then repeat the correct answer.
|
|
INSTRUCTION: Change the sentence to a negative instruction.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3}
|
|
RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3}
|
|
|
|
PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3}
|
|
RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3}
|
|
|
|
PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3}
|
|
RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3}
|
|
|
|
PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3}
|
|
RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3}
|
|
|
|
PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3}
|
|
RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3}
|
|
|
|
PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3}
|
|
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3}
|
|
|
|
PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3}
|
|
RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3}
|
|
|
|
PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3}
|
|
RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3}
|
|
|
|
PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3}
|
|
RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3}
|
|
|
|
PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3}
|
|
RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3}
|
|
|
|
PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3}
|
|
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3}
|
|
|
|
# Source: LLA 2D Figure 5 (word dictation — classroom-object vocabulary from this part)
|
|
$PRODUCE Word Dictation: Classroom Objects
|
|
ID: 2d-f5
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Dictation to close the part. You'll hear each word twice — type it exactly. They're all words you've met before.
|
|
INSTRUCTION: Type the word you hear.
|
|
|
|
PROMPT: window. Window. {bk01-l2d-f5-01.mp3}
|
|
RESPONSE: window
|
|
|
|
PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3}
|
|
RESPONSE: classroom
|
|
|
|
PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3}
|
|
RESPONSE: circle
|
|
|
|
PROMPT: table. Table. {bk01-l2d-f5-04.mp3}
|
|
RESPONSE: table
|
|
|
|
PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3}
|
|
RESPONSE: lab
|
|
|
|
PROMPT: door. Door. {bk01-l2d-f5-06.mp3}
|
|
RESPONSE: door
|
|
|
|
PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3}
|
|
RESPONSE: picture
|
|
|
|
PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3}
|
|
RESPONSE: chair
|
|
|
|
PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3}
|
|
RESPONSE: pencil
|
|
|
|
PROMPT: write. Write. {bk01-l2d-f5-10.mp3}
|
|
RESPONSE: write
|
|
|
|
# SKIPPED (book): ST Writing Skill "DICTATION — Write the word." (two occurrences, 10 blanks
|
|
# each) — stimuli live in the instructor manual; word dictation is covered by LLA 2D Figure 5
|
|
# above. Convertible later with chosen words + TTS.
|
|
|
|
$LESSON 2-4: These and Those — Plurals
|
|
|
|
# Source: LLA 2A Figure 7
|
|
$DIALOGUE These and Those
|
|
ID: 2a-f7
|
|
INTRO: In this part, one becomes many: "these" and "those" for more than one thing. Look at the pictures, listen, and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: This is a table. {page_037_001.jpg} {bk01-l2a-f7-01.mp3}
|
|
LINE: That's a table. {page_037_002.jpg} {bk01-l2a-f7-02.mp3}
|
|
LINE: These are chairs. {page_037_003.jpg} {bk01-l2a-f7-03.mp3}
|
|
LINE: Those are chairs. {page_037_004.jpg} {bk01-l2a-f7-04.mp3}
|
|
LINE: This is a pen. {page_037_005.jpg} {bk01-l2a-f7-05.mp3}
|
|
LINE: That's a pen. {page_037_006.jpg} {bk01-l2a-f7-06.mp3}
|
|
LINE: These are books. {page_037_007.jpg} {bk01-l2a-f7-07.mp3}
|
|
LINE: Those are books. {page_037_008.jpg} {bk01-l2a-f7-08.mp3}
|
|
LINE: This is a clock. {page_037_009.jpg} {bk01-l2a-f7-09.mp3}
|
|
LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3}
|
|
LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3}
|
|
LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3}
|
|
|
|
# Source: ST §Singular and Plural + §This / That / These / Those (merged; ST images renamed st-)
|
|
$GRAMMAR One or Many: This, That, These, Those
|
|
ID: l2-s13
|
|
INTRO: Here's the whole family in one place: this, that, these, those — and the little s that makes plurals.
|
|
|
|
To talk about more than one thing, add **-s**: {a book} → {books}; {a pen} → {pens}.
|
|
|
|
|
|
|
|
|
|
|
|
For **one** thing: **this** (near) or **that** (far).
|
|
For **more than one**: **these** (near) or **those** (far).
|
|
|
|
|
|
|
|
{This is a table.} → {These are tables.}
|
|
|
|
{That is a chair.} → {Those are chairs.}
|
|
|
|
# Source: LLA 2A Figure 7 (Q&A pass)
|
|
$PRODUCE Answer About the Pictures
|
|
ID: 2a-f7-b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Look at the picture and listen to the question. Answer aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3}
|
|
RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3}
|
|
|
|
PROMPT: What's that? {page_037_002.jpg} {bk01-l2a-f7-14-q.mp3}
|
|
RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3}
|
|
|
|
PROMPT: What are these? {page_037_003.jpg} {bk01-l2a-f7-15-q.mp3}
|
|
RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3}
|
|
|
|
PROMPT: What are those? {page_037_004.jpg} {bk01-l2a-f7-16-q.mp3}
|
|
RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3}
|
|
|
|
PROMPT: What's this? {page_037_005.jpg} {bk01-l2a-f7-17-q.mp3}
|
|
RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3}
|
|
|
|
PROMPT: What's that? {page_037_006.jpg} {bk01-l2a-f7-18-q.mp3}
|
|
RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3}
|
|
|
|
PROMPT: What are these? {page_037_007.jpg} {bk01-l2a-f7-19-q.mp3}
|
|
RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3}
|
|
|
|
PROMPT: What are those? {page_037_008.jpg} {bk01-l2a-f7-20-q.mp3}
|
|
RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3}
|
|
|
|
PROMPT: What's this? {page_037_009.jpg} {bk01-l2a-f7-21-q.mp3}
|
|
RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3}
|
|
|
|
PROMPT: What's that? {page_037_010.jpg} {bk01-l2a-f7-22-q.mp3}
|
|
RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3}
|
|
|
|
PROMPT: What are these? {page_037_011.jpg} {bk01-l2a-f7-23-q.mp3}
|
|
RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3}
|
|
|
|
PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3}
|
|
RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3}
|
|
|
|
# Source: LLA 2A Figure 8 (REPEAT added: the tape has a say-back beat and the
|
|
# answer clip carries the full sentence)
|
|
$SELECT Near or Far? More Than One
|
|
ID: 2a-f8
|
|
INTRO: You'll hear a sentence about one thing or many. Tap the picture that matches — near or far — then repeat the sentence.
|
|
INSTRUCTION: Tap the correct picture.
|
|
REPEAT
|
|
|
|
PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3}
|
|
OPTION: a | near {page_038_001.jpg}
|
|
OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3}
|
|
OPTION: a | near {page_038_003.jpg}
|
|
OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: These are books. {bk01-l2a-f8-03-q.mp3}
|
|
OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3}
|
|
OPTION: b | far {page_038_006.jpg}
|
|
ANSWER: a
|
|
|
|
PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3}
|
|
OPTION: a | near {page_038_007.jpg}
|
|
OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3}
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2C Figure 7
|
|
$DIALOGUE These and Those with Owners
|
|
ID: 2c-f7
|
|
INTRO: More these and those — now with owners attached. Listen to each sentence and repeat it.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: These are your books. {bk01-l2c-f7-01.mp3}
|
|
LINE: Those are his books. {bk01-l2c-f7-02.mp3}
|
|
LINE: These are her pencils. {bk01-l2c-f7-03.mp3}
|
|
LINE: These are my notebooks. {bk01-l2c-f7-04.mp3}
|
|
LINE: Those are her pictures. {bk01-l2c-f7-05.mp3}
|
|
LINE: Those are my tables. {bk01-l2c-f7-06.mp3}
|
|
LINE: These are your chairs. {bk01-l2c-f7-07.mp3}
|
|
LINE: These are his tapes. {bk01-l2c-f7-08.mp3}
|
|
LINE: Those are her radios. {bk01-l2c-f7-09.mp3}
|
|
LINE: Those are my recorders. {bk01-l2c-f7-10.mp3}
|
|
LINE: These are his televisions. {bk01-l2c-f7-11.mp3}
|
|
LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3}
|
|
LINE: These are your pictures. {bk01-l2c-f7-13.mp3}
|
|
LINE: These are my pens. {bk01-l2c-f7-14.mp3}
|
|
LINE: Those are his pencils. {bk01-l2c-f7-15.mp3}
|
|
|
|
# Source: LLA 2C Figure 7 (transformation drill)
|
|
# DROPPED (twin): ST "This Is a Pen. Those Are Pens." (l2-s16) — TTS twin of this
|
|
# cassette drill; this one covers both directions (singular→plural and back).
|
|
$PRODUCE One to Many, Many to One
|
|
ID: 2c-f7-b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: You'll hear a sentence and a cue word. Change the sentence to match the cue — singular to plural, or back again — then repeat the correct answer.
|
|
INSTRUCTION: Change the sentence using the cue word.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3}
|
|
RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3}
|
|
|
|
PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3}
|
|
RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3}
|
|
|
|
PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3}
|
|
RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3}
|
|
|
|
PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3}
|
|
RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3}
|
|
|
|
PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3}
|
|
RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3}
|
|
|
|
PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3}
|
|
RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3}
|
|
|
|
PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3}
|
|
RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3}
|
|
|
|
PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3}
|
|
RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3}
|
|
|
|
PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3}
|
|
RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3}
|
|
|
|
PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3}
|
|
RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3}
|
|
|
|
PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3}
|
|
RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3}
|
|
|
|
PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3}
|
|
RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3}
|
|
|
|
PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3}
|
|
RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3}
|
|
|
|
PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3}
|
|
RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3}
|
|
|
|
PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3}
|
|
RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3}
|
|
|
|
PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3}
|
|
RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3}
|
|
|
|
PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3}
|
|
RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3}
|
|
|
|
PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3}
|
|
RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3}
|
|
|
|
PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3}
|
|
RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3}
|
|
|
|
PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3}
|
|
RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3}
|
|
|
|
PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3}
|
|
RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3}
|
|
|
|
PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3}
|
|
RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3}
|
|
|
|
PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3}
|
|
RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3}
|
|
|
|
PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3}
|
|
RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3}
|
|
|
|
PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3}
|
|
RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3}
|
|
|
|
PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3}
|
|
RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3}
|
|
|
|
# Source: ST §What Are These?
|
|
$DIALOGUE What Are These? What Are Those?
|
|
ID: l2-s17
|
|
INTRO: Questions and answers about plurals, in one breath. Repeat each pair.
|
|
INSTRUCTION: Repeat these questions and answers.
|
|
REPEAT
|
|
|
|
LINE: What are those? Those are chalkboards.
|
|
LINE: What are these? These are pencils.
|
|
LINE: What are those? Those are windows.
|
|
LINE: What are those? Those are desks.
|
|
LINE: What are those? These are books.
|
|
LINE: What are these? These are pens.
|
|
|
|
# SKIPPED (book): ST "THESE ARE DESKS. — Make sentences with these and those." — open free
|
|
# production with no fixed answer set or checkable target; better suited to a future $CHAT.
|
|
|
|
$LESSON 2-5: Numbers (1)
|
|
|
|
# Source: LLA 2C Figure 1
|
|
$DIALOGUE Numbers 1 to 20
|
|
ID: 2c-f1
|
|
INTRO: This part is about numbers — by the end you'll count all the way to one hundred. Start small: one to twenty. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each number.
|
|
REPEAT
|
|
|
|
LINE: 1 {bk01-l2c-f1-01.mp3}
|
|
LINE: 2 {bk01-l2c-f1-02.mp3}
|
|
LINE: 3 {bk01-l2c-f1-03.mp3}
|
|
LINE: 4 {bk01-l2c-f1-04.mp3}
|
|
LINE: 5 {bk01-l2c-f1-05.mp3}
|
|
LINE: 6 {bk01-l2c-f1-06.mp3}
|
|
LINE: 7 {bk01-l2c-f1-07.mp3}
|
|
LINE: 8 {bk01-l2c-f1-08.mp3}
|
|
LINE: 9 {bk01-l2c-f1-09.mp3}
|
|
LINE: 10 {bk01-l2c-f1-10.mp3}
|
|
LINE: 11 {bk01-l2c-f1-11.mp3}
|
|
LINE: 12 {bk01-l2c-f1-12.mp3}
|
|
LINE: 13 {bk01-l2c-f1-13.mp3}
|
|
LINE: 14 {bk01-l2c-f1-14.mp3}
|
|
LINE: 15 {bk01-l2c-f1-15.mp3}
|
|
LINE: 16 {bk01-l2c-f1-16.mp3}
|
|
LINE: 17 {bk01-l2c-f1-17.mp3}
|
|
LINE: 18 {bk01-l2c-f1-18.mp3}
|
|
LINE: 19 {bk01-l2c-f1-19.mp3}
|
|
LINE: 20 {bk01-l2c-f1-20.mp3}
|
|
|
|
# Source: LLA 2C Figure 2
|
|
$DIALOGUE Counting by Tens
|
|
ID: 2c-f2
|
|
INTRO: Now count by tens, all the way to one hundred. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: 10 {bk01-l2c-f2-01.mp3}
|
|
LINE: 20 {bk01-l2c-f2-02.mp3}
|
|
LINE: 30 {bk01-l2c-f2-03.mp3}
|
|
LINE: 40 {bk01-l2c-f2-04.mp3}
|
|
LINE: 50 {bk01-l2c-f2-05.mp3}
|
|
LINE: 60 {bk01-l2c-f2-06.mp3}
|
|
LINE: 70 {bk01-l2c-f2-07.mp3}
|
|
LINE: 80 {bk01-l2c-f2-08.mp3}
|
|
LINE: 90 {bk01-l2c-f2-09.mp3}
|
|
LINE: a hundred {bk01-l2c-f2-10.mp3}
|
|
LINE: one hundred {bk01-l2c-f2-11.mp3}
|
|
|
|
# Source: ST §0 to 100
|
|
$GRAMMAR The Numbers 0 to 100
|
|
ID: l2-s8
|
|
INTRO: Every number from zero to one hundred, in one table. Read across each row and say the numbers to yourself.
|
|
|
|
Say and read the numbers.
|
|
|
|
| | | | | | | | | | |
|
|
|---|---|---|---|---|---|---|---|---|---|
|
|
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
|
|
| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
|
|
| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 |
|
|
| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 |
|
|
| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 |
|
|
| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 |
|
|
| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 |
|
|
| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 |
|
|
| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 |
|
|
| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 |
|
|
| 100 | | | | | | | | | |
|
|
|
|
# Source: ST §thirTEEN THIRty
|
|
$DIALOGUE thirTEEN or THIRty
|
|
ID: l2-s9
|
|
INTRO: Thirteen and thirty sound dangerously alike — the stress gives them away. TEEN is loud at the end; TY is quiet. Listen and repeat each pair.
|
|
INSTRUCTION: Repeat and read these numbers.
|
|
REPEAT
|
|
|
|
LINE: 13 — 30
|
|
LINE: 14 — 40
|
|
LINE: 15 — 50
|
|
LINE: 16 — 60
|
|
LINE: 17 — 70
|
|
LINE: 18 — 80
|
|
LINE: 19 — 90
|
|
|
|
# Source: ST §Write the Number (number dictation; trimmed to the teen/-ty contrast
|
|
# pairs — its remaining generic items duplicate LLA 2C Figure 5, kept in part 2-6)
|
|
$PRODUCE Thirteen or Thirty? Write It
|
|
ID: l2-s11
|
|
INTRO: Now your ear decides: thirteen or thirty? Listen to each number and type it, using digits.
|
|
INSTRUCTION: Type the number you hear.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: 13
|
|
RESPONSE: 13
|
|
|
|
PROMPT: 30
|
|
RESPONSE: 30
|
|
|
|
PROMPT: 15
|
|
RESPONSE: 15
|
|
|
|
PROMPT: 50
|
|
RESPONSE: 50
|
|
|
|
PROMPT: 16
|
|
RESPONSE: 16
|
|
|
|
PROMPT: 60
|
|
RESPONSE: 60
|
|
|
|
PROMPT: 14
|
|
RESPONSE: 14
|
|
|
|
PROMPT: 40
|
|
RESPONSE: 40
|
|
|
|
PROMPT: 17
|
|
RESPONSE: 17
|
|
|
|
PROMPT: 70
|
|
RESPONSE: 70
|
|
|
|
PROMPT: 18
|
|
RESPONSE: 18
|
|
|
|
PROMPT: 80
|
|
RESPONSE: 80
|
|
|
|
PROMPT: 19
|
|
RESPONSE: 19
|
|
|
|
PROMPT: 90
|
|
RESPONSE: 90
|
|
|
|
# Source: LLA 2C Figure 3
|
|
$DIALOGUE Numbers and Nouns
|
|
ID: 2c-f3
|
|
INTRO: Numbers meet nouns: fifty-one tables, fifty-two chairs. Listen and repeat each phrase.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: 51 tables {bk01-l2c-f3-01.mp3}
|
|
LINE: 52 chairs {bk01-l2c-f3-02.mp3}
|
|
LINE: 53 pens {bk01-l2c-f3-03.mp3}
|
|
LINE: 54 words {bk01-l2c-f3-04.mp3}
|
|
LINE: 55 pencils {bk01-l2c-f3-05.mp3}
|
|
LINE: 56 letters {bk01-l2c-f3-06.mp3}
|
|
LINE: 57 pictures {bk01-l2c-f3-07.mp3}
|
|
LINE: 58 doors {bk01-l2c-f3-08.mp3}
|
|
LINE: 59 windows {bk01-l2c-f3-09.mp3}
|
|
LINE: 60 clocks {bk01-l2c-f3-10.mp3}
|
|
LINE: 61 barbers {bk01-l2c-f3-11.mp3}
|
|
LINE: 62 cooks {bk01-l2c-f3-12.mp3}
|
|
LINE: 63 doctors {bk01-l2c-f3-13.mp3}
|
|
LINE: 64 mechanics {bk01-l2c-f3-14.mp3}
|
|
LINE: 65 pilots {bk01-l2c-f3-15.mp3}
|
|
LINE: 66 radios {bk01-l2c-f3-16.mp3}
|
|
LINE: 67 recorders {bk01-l2c-f3-17.mp3}
|
|
LINE: 68 tapes {bk01-l2c-f3-18.mp3}
|
|
LINE: 69 televisions {bk01-l2c-f3-19.mp3}
|
|
LINE: 70 students {bk01-l2c-f3-20.mp3}
|
|
LINE: 100 teachers {bk01-l2c-f3-21.mp3}
|
|
|
|
# Source: LLA 2B Figure 4 (placed after the number presentations it depends on)
|
|
$SELECT Which Number Do You Hear?
|
|
ID: 2b-f4
|
|
INTRO: You'll hear a number — tap it, then check and repeat the answer. Watch out for the teen and ty traps.
|
|
INSTRUCTION: Tap the number you hear.
|
|
REPEAT
|
|
|
|
PROMPT: 90 {bk01-l2b-f4-01-q.mp3}
|
|
OPTION: a | 19
|
|
OPTION: b | 90 {bk01-l2b-f4-01-a.mp3}
|
|
OPTION: c | 9
|
|
ANSWER: b
|
|
|
|
PROMPT: 40 {bk01-l2b-f4-02-q.mp3}
|
|
OPTION: a | 40 {bk01-l2b-f4-02-a.mp3}
|
|
OPTION: b | 4
|
|
OPTION: c | 14
|
|
ANSWER: a
|
|
|
|
PROMPT: 30 {bk01-l2b-f4-03-q.mp3}
|
|
OPTION: a | 3
|
|
OPTION: b | 13
|
|
OPTION: c | 30 {bk01-l2b-f4-03-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: 16 {bk01-l2b-f4-04-q.mp3}
|
|
OPTION: a | 16 {bk01-l2b-f4-04-a.mp3}
|
|
OPTION: b | 60
|
|
OPTION: c | 6
|
|
ANSWER: a
|
|
|
|
PROMPT: 70 {bk01-l2b-f4-05-q.mp3}
|
|
OPTION: a | 70 {bk01-l2b-f4-05-a.mp3}
|
|
OPTION: b | 17
|
|
OPTION: c | 7
|
|
ANSWER: a
|
|
|
|
PROMPT: 80 {bk01-l2b-f4-06-q.mp3}
|
|
OPTION: a | 80 {bk01-l2b-f4-06-a.mp3}
|
|
OPTION: b | 18
|
|
OPTION: c | 8
|
|
ANSWER: a
|
|
|
|
PROMPT: 35 {bk01-l2b-f4-07-q.mp3}
|
|
OPTION: a | 5
|
|
OPTION: b | 30
|
|
OPTION: c | 35 {bk01-l2b-f4-07-a.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: 22 {bk01-l2b-f4-08-q.mp3}
|
|
OPTION: a | 20
|
|
OPTION: b | 22 {bk01-l2b-f4-08-a.mp3}
|
|
OPTION: c | 2
|
|
ANSWER: b
|
|
|
|
$LESSON 2-6: Numbers (2)
|
|
|
|
# Source: LLA 2C Figure 4
|
|
# DROPPED (twin): ST "Circle the Number" (l2-s10) — TTS number-discrimination pass with
|
|
# invented answers; this cassette version covers the same skill.
|
|
$SELECT Tap the Number
|
|
ID: 2c-f4
|
|
INTRO: More number listening — twenty rounds this time. Tap the number you hear. After this, no number can hide from you.
|
|
INSTRUCTION: Tap the number you hear.
|
|
|
|
PROMPT: 10 {bk01-l2c-f4-01.mp3}
|
|
OPTION: a | 8
|
|
OPTION: b | 10
|
|
OPTION: c | 3
|
|
OPTION: d | 2
|
|
ANSWER: b
|
|
|
|
PROMPT: 25 {bk01-l2c-f4-02.mp3}
|
|
OPTION: a | 71
|
|
OPTION: b | 25
|
|
OPTION: c | 43
|
|
OPTION: d | 86
|
|
ANSWER: b
|
|
|
|
PROMPT: 69 {bk01-l2c-f4-03.mp3}
|
|
OPTION: a | 19
|
|
OPTION: b | 36
|
|
OPTION: c | 94
|
|
OPTION: d | 69
|
|
ANSWER: d
|
|
|
|
PROMPT: 43 {bk01-l2c-f4-04.mp3}
|
|
OPTION: a | 43
|
|
OPTION: b | 34
|
|
OPTION: c | 51
|
|
OPTION: d | 53
|
|
ANSWER: a
|
|
|
|
PROMPT: 18 {bk01-l2c-f4-05.mp3}
|
|
OPTION: a | 86
|
|
OPTION: b | 98
|
|
OPTION: c | 73
|
|
OPTION: d | 18
|
|
ANSWER: d
|
|
|
|
PROMPT: 36 {bk01-l2c-f4-06.mp3}
|
|
OPTION: a | 54
|
|
OPTION: b | 79
|
|
OPTION: c | 36
|
|
OPTION: d | 64
|
|
ANSWER: c
|
|
|
|
PROMPT: 40 {bk01-l2c-f4-07.mp3}
|
|
OPTION: a | 11
|
|
OPTION: b | 14
|
|
OPTION: c | 41
|
|
OPTION: d | 40
|
|
ANSWER: d
|
|
|
|
PROMPT: 12 {bk01-l2c-f4-08.mp3}
|
|
OPTION: a | 21
|
|
OPTION: b | 10
|
|
OPTION: c | 12
|
|
OPTION: d | 31
|
|
ANSWER: c
|
|
|
|
PROMPT: 59 {bk01-l2c-f4-09.mp3}
|
|
OPTION: a | 69
|
|
OPTION: b | 96
|
|
OPTION: c | 59
|
|
OPTION: d | 19
|
|
ANSWER: c
|
|
|
|
PROMPT: 4 {bk01-l2c-f4-10.mp3}
|
|
OPTION: a | 2
|
|
OPTION: b | 5
|
|
OPTION: c | 4
|
|
OPTION: d | 8
|
|
ANSWER: c
|
|
|
|
PROMPT: 87 {bk01-l2c-f4-11.mp3}
|
|
OPTION: a | 78
|
|
OPTION: b | 17
|
|
OPTION: c | 18
|
|
OPTION: d | 87
|
|
ANSWER: d
|
|
|
|
PROMPT: 13 {bk01-l2c-f4-12.mp3}
|
|
OPTION: a | 17
|
|
OPTION: b | 13
|
|
OPTION: c | 16
|
|
OPTION: d | 15
|
|
ANSWER: b
|
|
|
|
PROMPT: 23 {bk01-l2c-f4-13.mp3}
|
|
OPTION: a | 83
|
|
OPTION: b | 33
|
|
OPTION: c | 36
|
|
OPTION: d | 23
|
|
ANSWER: d
|
|
|
|
PROMPT: 48 {bk01-l2c-f4-14.mp3}
|
|
OPTION: a | 48
|
|
OPTION: b | 54
|
|
OPTION: c | 84
|
|
OPTION: d | 88
|
|
ANSWER: a
|
|
|
|
PROMPT: 50 {bk01-l2c-f4-15.mp3}
|
|
OPTION: a | 55
|
|
OPTION: b | 15
|
|
OPTION: c | 5
|
|
OPTION: d | 50
|
|
ANSWER: d
|
|
|
|
PROMPT: 19 {bk01-l2c-f4-16.mp3}
|
|
OPTION: a | 90
|
|
OPTION: b | 49
|
|
OPTION: c | 19
|
|
OPTION: d | 9
|
|
ANSWER: c
|
|
|
|
PROMPT: 63 {bk01-l2c-f4-17.mp3}
|
|
OPTION: a | 33
|
|
OPTION: b | 98
|
|
OPTION: c | 63
|
|
OPTION: d | 48
|
|
ANSWER: c
|
|
|
|
PROMPT: 75 {bk01-l2c-f4-18.mp3}
|
|
OPTION: a | 56
|
|
OPTION: b | 75
|
|
OPTION: c | 76
|
|
OPTION: d | 57
|
|
ANSWER: b
|
|
|
|
PROMPT: 56 {bk01-l2c-f4-19.mp3}
|
|
OPTION: a | 56
|
|
OPTION: b | 24
|
|
OPTION: c | 46
|
|
OPTION: d | 64
|
|
ANSWER: a
|
|
|
|
PROMPT: 88 {bk01-l2c-f4-20.mp3}
|
|
OPTION: a | 8
|
|
OPTION: b | 88
|
|
OPTION: c | 18
|
|
OPTION: d | 80
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2C Figure 5
|
|
$PRODUCE Number Dictation
|
|
ID: 2c-f5
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Number dictation. Listen and type the number you hear, in digits.
|
|
INSTRUCTION: Type the number you hear.
|
|
|
|
PROMPT: 13 {bk01-l2c-f5-01.mp3}
|
|
RESPONSE: 13 {bk01-l2c-f5-01.mp3}
|
|
|
|
PROMPT: 35 {bk01-l2c-f5-02.mp3}
|
|
RESPONSE: 35 {bk01-l2c-f5-02.mp3}
|
|
|
|
PROMPT: 19 {bk01-l2c-f5-03.mp3}
|
|
RESPONSE: 19 {bk01-l2c-f5-03.mp3}
|
|
|
|
PROMPT: 54 {bk01-l2c-f5-04.mp3}
|
|
RESPONSE: 54 {bk01-l2c-f5-04.mp3}
|
|
|
|
PROMPT: 48 {bk01-l2c-f5-05.mp3}
|
|
RESPONSE: 48 {bk01-l2c-f5-05.mp3}
|
|
|
|
PROMPT: 79 {bk01-l2c-f5-06.mp3}
|
|
RESPONSE: 79 {bk01-l2c-f5-06.mp3}
|
|
|
|
PROMPT: 8 {bk01-l2c-f5-07.mp3}
|
|
RESPONSE: 8 {bk01-l2c-f5-07.mp3}
|
|
|
|
PROMPT: 21 {bk01-l2c-f5-08.mp3}
|
|
RESPONSE: 21 {bk01-l2c-f5-08.mp3}
|
|
|
|
PROMPT: 11 {bk01-l2c-f5-09.mp3}
|
|
RESPONSE: 11 {bk01-l2c-f5-09.mp3}
|
|
|
|
PROMPT: 60 {bk01-l2c-f5-10.mp3}
|
|
RESPONSE: 60 {bk01-l2c-f5-10.mp3}
|
|
|
|
# Source: ST §Numbers
|
|
$PRODUCE Write the Number Word
|
|
ID: l2-s12
|
|
INTRO: Now write the numbers as words. You'll see the digits — type the word, hyphens and all.
|
|
INSTRUCTION: Type the missing number word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: 79 ____
|
|
RESPONSE: seventy-nine
|
|
ACCEPT: seventy nine
|
|
|
|
TEMPLATE: 1 ____
|
|
RESPONSE: one
|
|
|
|
TEMPLATE: 4 ____
|
|
RESPONSE: four
|
|
|
|
TEMPLATE: 7 ____
|
|
RESPONSE: seven
|
|
|
|
TEMPLATE: 10 ____
|
|
RESPONSE: ten
|
|
|
|
TEMPLATE: 13 ____
|
|
RESPONSE: thirteen
|
|
|
|
TEMPLATE: 16 ____
|
|
RESPONSE: sixteen
|
|
|
|
TEMPLATE: 19 ____
|
|
RESPONSE: nineteen
|
|
|
|
TEMPLATE: 21 ____
|
|
RESPONSE: twenty-one
|
|
ACCEPT: twenty one
|
|
|
|
TEMPLATE: 31 ____
|
|
RESPONSE: thirty-one
|
|
ACCEPT: thirty one
|
|
|
|
TEMPLATE: 41 ____
|
|
RESPONSE: forty-one
|
|
ACCEPT: forty one
|
|
|
|
TEMPLATE: 51 ____
|
|
RESPONSE: fifty-one
|
|
ACCEPT: fifty one
|
|
|
|
$LESSON 2-7: People — Names and Jobs
|
|
|
|
# Source: LLA 2B Figure 3 (Part 1)
|
|
# DROPPED (twin): ST word list "This Is a Pilot." (l2-s18) — bare occupation word list;
|
|
# the same occupations are presented here in full sentences with pictures.
|
|
$DIALOGUE Betty's a Cook
|
|
ID: 2b-f3
|
|
INTRO: This part is about people: their names and their jobs. Meet seven of them — look at each picture and listen. No repeating yet.
|
|
INSTRUCTION: Listen to the sentences.
|
|
|
|
LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3}
|
|
LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3}
|
|
LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3}
|
|
LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3}
|
|
LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3}
|
|
LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3}
|
|
LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3}
|
|
|
|
# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot.
|
|
$GRAMMAR I'm, You're, Bill's
|
|
ID: l2-s19
|
|
INTRO: Here's how to say who is what — the long way, and the short way English actually uses.
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| I | am | a student. |
|
|
| I | am | a pilot. |
|
|
| I | am | a doctor. |
|
|
|
|
**I + am = I'm**
|
|
|
|
| | |
|
|
|---|---|
|
|
| I'm | a student. |
|
|
| I'm | a pilot. |
|
|
| I'm | a doctor. |
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| You | are | a teacher. |
|
|
| You | are | a barber. |
|
|
| You | are | a cook. |
|
|
|
|
**You + are = You're**
|
|
|
|
| | |
|
|
|---|---|
|
|
| You're | a teacher. |
|
|
| You're | a barber. |
|
|
| You're | a cook. |
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| Bill | is | a pilot. |
|
|
|
|
**Bill + is = Bill's**
|
|
|
|
| | |
|
|
|---|---|
|
|
| Bill's | a pilot. |
|
|
|
|
Say the short forms: {I'm a student.} — {You're a teacher.} — {Bill's a pilot.}
|
|
|
|
# Source: LLA 2B Figure 3 (Part 2)
|
|
$DIALOGUE I'm a Cook
|
|
ID: 2b-f3-b
|
|
INTRO: Now pretend you're the person in each picture. Listen and repeat: I'm a cook.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3}
|
|
LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3}
|
|
LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3}
|
|
LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3}
|
|
LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3}
|
|
LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3}
|
|
LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3}
|
|
|
|
# Source: LLA 2B Figure 3 (Part 3)
|
|
$DIALOGUE You're a Cook
|
|
ID: 2b-f3-c
|
|
INTRO: Now you're talking to them instead. Listen and repeat: You're a cook.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3}
|
|
LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3}
|
|
LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3}
|
|
LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3}
|
|
LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3}
|
|
LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3}
|
|
LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3}
|
|
|
|
# Source: ST §I'm a Student.
|
|
$DIALOGUE Say It Two Ways
|
|
ID: l2-s20
|
|
INTRO: Each sentence comes twice: the long way, then the short way. Repeat both — the short way is how people really talk.
|
|
INSTRUCTION: Repeat the sentences.
|
|
REPEAT
|
|
|
|
VOCAB: I
|
|
VOCAB: I'm
|
|
LINE: I am a student. I'm a student.
|
|
|
|
LINE: I am a cook. I'm a cook.
|
|
|
|
VOCAB: you
|
|
VOCAB: you're
|
|
LINE: You are a teacher. You're a teacher.
|
|
|
|
LINE: You are a doctor. You're a doctor.
|
|
|
|
LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg}
|
|
|
|
LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg}
|
|
|
|
LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg}
|
|
|
|
# Source: ST §What Are You? What Am I? What's Betty?
|
|
$GRAMMAR What Am I? What Are You?
|
|
ID: l2-s21
|
|
INTRO: To ask about someone's job, flip the sentence around and start with "what".
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| I | am | a teacher. |
|
|
| You | are | a student. |
|
|
| Betty | is | a mechanic. |
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| What | am | I? |
|
|
| What | are | you? |
|
|
| What | is | Betty? |
|
|
|
|
Ask them aloud: {What am I?} — {What are you?} — {What is Betty?}
|
|
|
|
# Source: ST §What Are You?
|
|
$DIALOGUE Questions About Jobs
|
|
ID: l2-s22
|
|
INTRO: Repeat these questions and answers about jobs — question first, answer right behind it.
|
|
INSTRUCTION: Repeat these questions and answers.
|
|
REPEAT
|
|
|
|
LINE: What are you? I'm a mechanic.
|
|
LINE: What's Bill? Bill's a pilot.
|
|
LINE: What am I? You're a teacher.
|
|
LINE: What are you? I'm a student.
|
|
LINE: What's Betty? Betty's a doctor.
|
|
LINE: What am I? You're a cook.
|
|
LINE: What's Joe? Joe's a mechanic.
|
|
LINE: What are you? You're a barber.
|
|
LINE: What's Tom? He's a student.
|
|
LINE: What am I? You're a pilot.
|
|
|
|
# Source: LLA 2D Figure 1 (Part 1)
|
|
$DIALOGUE Meet Ben, Ann, and Don
|
|
ID: 2d-f1
|
|
INTRO: Seven new faces. Look at the pictures and repeat the names you hear.
|
|
INSTRUCTION: Listen and repeat each name.
|
|
REPEAT
|
|
|
|
LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3}
|
|
LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3}
|
|
LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3}
|
|
LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3}
|
|
LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3}
|
|
LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3}
|
|
LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3}
|
|
|
|
# Source: LLA 2D Figure 1 (Part 2)
|
|
$PRODUCE What's His Name? What's Her Name?
|
|
ID: 2d-f1-b
|
|
INTRO: Same seven people. Listen to the question, answer aloud with a full sentence — His name is... or Her name is... — then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3}
|
|
RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3}
|
|
|
|
PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3}
|
|
RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3}
|
|
|
|
PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3}
|
|
RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3}
|
|
|
|
PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3}
|
|
RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3}
|
|
|
|
PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3}
|
|
RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3}
|
|
|
|
PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3}
|
|
RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3}
|
|
|
|
PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3}
|
|
RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3}
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# Source: LLA 2D Figure 1 (Part 3)
|
|
$PRODUCE What's Ben?
|
|
ID: 2d-f1-c
|
|
INTRO: Same seven people — now their jobs. Answer each question aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3}
|
|
RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3}
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|
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PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3}
|
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RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3}
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|
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PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3}
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RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3}
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|
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PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3}
|
|
RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3}
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|
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PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3}
|
|
RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3}
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|
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PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3}
|
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RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3}
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PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3}
|
|
RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3}
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# Source: LLA 2D Figure 2 (Part 1)
|
|
$PRODUCE Write the Names
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|
ID: 2d-f2
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|
INPUT: type
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CHECK: exact
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|
INTRO: You'll hear a name spelled out, letter by letter. Type the name you hear.
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INSTRUCTION: Type the name.
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|
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EXAMPLE
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PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3}
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RESPONSE: Bill
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PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3}
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RESPONSE: Jan
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PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3}
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RESPONSE: Joe
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PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3}
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RESPONSE: Pam
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PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3}
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RESPONSE: Bob
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PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3}
|
|
RESPONSE: Ann
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|
ACCEPT: Anne
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PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3}
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RESPONSE: Ken
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# Source: LLA 2D Figure 2 (Part 2)
|
|
$PRODUCE What Is Bill?
|
|
ID: 2d-f2-b
|
|
INTRO: New pictures, same question: what is each person? Answer aloud with a full sentence, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
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|
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|
PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3}
|
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RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3}
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|
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PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3}
|
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RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3}
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PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3}
|
|
RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3}
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|
|
|
PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3}
|
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RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3}
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|
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PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3}
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RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3}
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PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3}
|
|
RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3}
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|
|
|
PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3}
|
|
RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3}
|
|
|
|
# Source: LLA 2C Figure 6 (placed here as a numbers-meet-occupations callback)
|
|
$PRODUCE How Many Barbers?
|
|
ID: 2c-f6
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Numbers and jobs together. Look at the picture, listen to the number, and say them as one phrase — twelve barbers. Then repeat the correct answer.
|
|
INSTRUCTION: Say the number and the word aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Twelve {page_049_001.jpg} {bk01-l2c-f6-01-q.mp3}
|
|
RESPONSE: Twelve barbers. {bk01-l2c-f6-01-a.mp3}
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PROMPT: Seven {page_049_002.jpg} {bk01-l2c-f6-02-q.mp3}
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|
RESPONSE: Seven cooks. {bk01-l2c-f6-02-a.mp3}
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PROMPT: Four {page_049_003.jpg} {bk01-l2c-f6-03-q.mp3}
|
|
RESPONSE: Four doctors. {bk01-l2c-f6-03-a.mp3}
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PROMPT: Eleven {page_049_004.jpg} {bk01-l2c-f6-04-q.mp3}
|
|
RESPONSE: Eleven mechanics. {bk01-l2c-f6-04-a.mp3}
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PROMPT: Two {page_049_005.jpg} {bk01-l2c-f6-05-q.mp3}
|
|
RESPONSE: Two pilots. {bk01-l2c-f6-05-a.mp3}
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|
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PROMPT: Ten {page_049_006.jpg} {bk01-l2c-f6-06-q.mp3}
|
|
RESPONSE: Ten radios. {bk01-l2c-f6-06-a.mp3}
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PROMPT: Fifteen {page_049_007.jpg} {bk01-l2c-f6-07-q.mp3}
|
|
RESPONSE: Fifteen recorders. {bk01-l2c-f6-07-a.mp3}
|
|
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|
PROMPT: Twenty {page_049_008.jpg} {bk01-l2c-f6-08-q.mp3}
|
|
RESPONSE: Twenty tapes. {bk01-l2c-f6-08-a.mp3}
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|
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PROMPT: Five {page_049_009.jpg} {bk01-l2c-f6-09-q.mp3}
|
|
RESPONSE: Five televisions. {bk01-l2c-f6-09-a.mp3}
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PROMPT: Eight {page_049_010.jpg} {bk01-l2c-f6-10-q.mp3}
|
|
RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3}
|
|
|
|
PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3}
|
|
RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3}
|
|
|
|
# Source: LLA 2A Figure 9 (word dictation — occupation vocabulary from this part)
|
|
$PRODUCE Word Dictation: Jobs
|
|
ID: 2a-f9
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Dictation to finish the part. Listen to each word and type it — mostly jobs, and you know them all by now.
|
|
INSTRUCTION: Type the word you hear.
|
|
|
|
PROMPT: pilot {bk01-l2a-f9-01.mp3}
|
|
RESPONSE: pilot {bk01-l2a-f9-01.mp3}
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|
|
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PROMPT: mechanic {bk01-l2a-f9-02.mp3}
|
|
RESPONSE: mechanic {bk01-l2a-f9-02.mp3}
|
|
|
|
PROMPT: student {bk01-l2a-f9-03.mp3}
|
|
RESPONSE: student {bk01-l2a-f9-03.mp3}
|
|
|
|
PROMPT: doctor {bk01-l2a-f9-04.mp3}
|
|
RESPONSE: doctor {bk01-l2a-f9-04.mp3}
|
|
|
|
PROMPT: barber {bk01-l2a-f9-05.mp3}
|
|
RESPONSE: barber {bk01-l2a-f9-05.mp3}
|
|
|
|
PROMPT: teacher {bk01-l2a-f9-06.mp3}
|
|
RESPONSE: teacher {bk01-l2a-f9-06.mp3}
|
|
|
|
PROMPT: cook {bk01-l2a-f9-07.mp3}
|
|
RESPONSE: cook {bk01-l2a-f9-07.mp3}
|
|
|
|
PROMPT: notebooks {bk01-l2a-f9-08.mp3}
|
|
RESPONSE: notebooks {bk01-l2a-f9-08.mp3}
|
|
|
|
PROMPT: windows {bk01-l2a-f9-09.mp3}
|
|
RESPONSE: windows {bk01-l2a-f9-09.mp3}
|
|
|
|
PROMPT: pictures {bk01-l2a-f9-10.mp3}
|
|
RESPONSE: pictures {bk01-l2a-f9-10.mp3}
|
|
|
|
$LESSON 2-8: Conversations and Sounds
|
|
|
|
# Source: LLA 2B Figure 6
|
|
$DIALOGUE Good Morning, Mr. Wilson
|
|
ID: 2b-f6
|
|
INTRO: Time to use it all in real conversations, then sharpen your ear on some tricky sounds. First, Ted meets his new teacher. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3}
|
|
Ted: Good morning, sir. {bk01-l2b-f6-02.mp3}
|
|
Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3}
|
|
Ted: My name is Ted. {bk01-l2b-f6-05.mp3}
|
|
|
|
# Source: ST §Spell Your Name, Please.
|
|
# SKIPPED (book): ST "P-L-E-A-S-E, SPELLS PLEASE." spelling-aloud section — teacher-led
|
|
# oral spelling; the "spell" vocabulary is carried in this dialog instead.
|
|
$DIALOGUE Spell Your Name, Please
|
|
ID: l2-s23
|
|
INTRO: Bob wants Ken's name — all of it, letter by letter. Listen and repeat each line.
|
|
INSTRUCTION: Repeat and read the dialog.
|
|
REPEAT
|
|
|
|
Bob: Hello. My name is Bob. What's your name?
|
|
Ken: My name is Ken Bates.
|
|
|
|
Bob: Repeat your name, please.
|
|
Ken: It's Ken Bates.
|
|
|
|
VOCAB: to spell | spell
|
|
Bob: Spell your name, please.
|
|
Ken: K-e-n. B-a-t-e-s.
|
|
|
|
# Source: ST §That's His Classroom.
|
|
$DIALOGUE That's His Classroom
|
|
ID: l2-s24
|
|
INTRO: Ms. Evans shows Don his classroom. Steve gets a classroom too, eventually. Listen and repeat each line.
|
|
INSTRUCTION: Practice this dialog.
|
|
REPEAT
|
|
|
|
Ms_Evans: Good morning. I'm Ms. Evans.
|
|
Don: Hi! I'm Don, and this is Steve.
|
|
|
|
Ms_Evans: Don, this is your classroom, and I'm your teacher.
|
|
Don: Thank you, Ms. Evans. What's his classroom?
|
|
|
|
Ms_Evans: His classroom is number 22.
|
|
Don: Oh, yes. Mr. Davis is his teacher.
|
|
|
|
# Source: LLA 2D Listening/Speaking Activity 2
|
|
$DIALOGUE Met or Mat? Listen and Repeat
|
|
ID: 2d-ls2
|
|
INTRO: These word pairs sound almost the same — almost. The vowel in the middle is the whole difference. Listen carefully and repeat each pair.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Met. Mat. {bk01-l2d-f2-ls2-01.mp3}
|
|
LINE: Dead. Dad. {bk01-l2d-f2-ls2-02.mp3}
|
|
LINE: Ed. Add. {bk01-l2d-f2-ls2-03.mp3}
|
|
LINE: Said. Sad. {bk01-l2d-f2-ls2-04.mp3}
|
|
LINE: Bread. Brad. {bk01-l2d-f2-ls2-05.mp3}
|
|
LINE: Head. Had. {bk01-l2d-f2-ls2-06.mp3}
|
|
LINE: End. And. {bk01-l2d-f2-ls2-07.mp3}
|
|
LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3}
|
|
LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3}
|
|
LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3}
|
|
|
|
# Source: ST §Pan/Pen (kept alongside the cassette pass: it is a reading pass and
|
|
# adds pairs — bat/bet, tan/ten, pan/pen, lass/less, lather/leather, rack/wreck,
|
|
# batter/better — that feed the Same or Different check below)
|
|
$DIALOGUE Pan or Pen? Read the Pairs
|
|
ID: l2-s25
|
|
INTRO: Now read similar pairs yourself, out loud. Same drill, but this time your eyes lead and your mouth follows.
|
|
INSTRUCTION: Read these words.
|
|
REPEAT
|
|
|
|
LINE: and / end
|
|
LINE: bath / Beth
|
|
LINE: ax / ex
|
|
LINE: add / Ed
|
|
LINE: land / lend
|
|
LINE: bat / bet
|
|
LINE: tan / ten
|
|
LINE: lass / less
|
|
LINE: pan / pen
|
|
LINE: lather / leather
|
|
LINE: rack / wreck
|
|
LINE: batter / better
|
|
|
|
# Source: LLA 2D Figure 3
|
|
$SELECT Same or Different?
|
|
ID: 2d-f3
|
|
INTRO: You'll hear two words. Tap S if they're the same word, or D if they're different. Trust your ears, not your hopes.
|
|
INSTRUCTION: Tap S for Same or D for Different.
|
|
OPTION: s | S (Same)
|
|
OPTION: d | D (Different)
|
|
|
|
EXAMPLE
|
|
PROMPT: head, had {bk01-l2d-f3-ex1.mp3}
|
|
ANSWER: d
|
|
|
|
EXAMPLE
|
|
PROMPT: grand, grand {bk01-l2d-f3-ex2.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: bet, bat {bk01-l2d-f3-01.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: man, men {bk01-l2d-f3-02.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: him, him {bk01-l2d-f3-03.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: pan, pin {bk01-l2d-f3-04.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: ten, ten {bk01-l2d-f3-05.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: less, lass {bk01-l2d-f3-06.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: wreck, rack {bk01-l2d-f3-07.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: batter, batter {bk01-l2d-f3-08.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: set, sat {bk01-l2d-f3-09.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: lather, leather {bk01-l2d-f3-10.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: LLA 2D Figure 4
|
|
$SELECT K or G?
|
|
ID: 2d-f4
|
|
INTRO: Two sounds: K as in "came", and G as in "game". Listen to each word and tap the sound you hear.
|
|
INSTRUCTION: Tap the sound you hear.
|
|
OPTION: a | K sound (as in came)
|
|
OPTION: b | G sound (as in game)
|
|
|
|
EXAMPLE
|
|
PROMPT: game, game {bk01-l2d-f4-ex.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: tag, tag {bk01-l2d-f4-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: back, back {bk01-l2d-f4-02.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: kill, kill {bk01-l2d-f4-03.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: game, game {bk01-l2d-f4-04.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: peck, peck {bk01-l2d-f4-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: sag, sag {bk01-l2d-f4-06.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: cane, cane {bk01-l2d-f4-07.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: gap, gap {bk01-l2d-f4-08.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: goat, goat {bk01-l2d-f4-09.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: coal, coal {bk01-l2d-f4-10.mp3}
|
|
ANSWER: a
|
|
|
|
# SKIPPED (book): ST Listening-skill "CLOSE / GOODBYE" (/s/-/z/) and ST Listening-skill
|
|
# "SAME/DIFFERENT" — instructor-read sound discrimination with no recorded stimulus and no
|
|
# given word list. Convertible later with chosen items + TTS.
|
|
|
|
$LESSON 2-9: Extra Practice — Reading Letters
|
|
|
|
# Source: ST §Same/Different (letter shapes; optional part for script-unfamiliar learners)
|
|
$SELECT Same Letter or Different?
|
|
ID: l2-s2
|
|
INTRO: This last part is optional extra practice reading English letter shapes. If you can already tell b from d at a glance, skip ahead with a clear conscience. Otherwise: look at each pair of letters and tap Same or Different.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
EXAMPLE
|
|
TEMPLATE: P ... d
|
|
ANSWER: d
|
|
|
|
TEMPLATE: D ... O
|
|
ANSWER: d
|
|
|
|
TEMPLATE: c ... a
|
|
ANSWER: d
|
|
|
|
TEMPLATE: P ... B
|
|
ANSWER: d
|
|
|
|
TEMPLATE: b ... d
|
|
ANSWER: d
|
|
|
|
TEMPLATE: A ... H
|
|
ANSWER: d
|
|
|
|
TEMPLATE: e ... c
|
|
ANSWER: d
|
|
|
|
TEMPLATE: f ... f
|
|
ANSWER: s
|
|
|
|
TEMPLATE: b ... b
|
|
ANSWER: s
|
|
|
|
TEMPLATE: g ... d
|
|
ANSWER: d
|
|
|
|
TEMPLATE: f ... j
|
|
ANSWER: d
|
|
|
|
TEMPLATE: C ... C
|
|
ANSWER: s
|
|
|
|
TEMPLATE: k ... h
|
|
ANSWER: d
|
|
|
|
TEMPLATE: E ... F
|
|
ANSWER: d
|
|
|
|
TEMPLATE: d ... p
|
|
ANSWER: d
|
|
|
|
TEMPLATE: G ... G
|
|
ANSWER: s
|
|
|
|
TEMPLATE: c ... o
|
|
ANSWER: d
|
|
|
|
TEMPLATE: J ... L
|
|
ANSWER: d
|
|
|
|
TEMPLATE: b ... p
|
|
ANSWER: d
|
|
|
|
TEMPLATE: m ... n
|
|
ANSWER: d
|
|
|
|
TEMPLATE: D ... D
|
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ANSWER: s
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# Source: ST §Circle the Letter (letter shapes)
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$SELECT Find the Matching Letter
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ID: l2-s3
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INTRO: One more round of shape-spotting: you'll see a letter — tap its exact match. b is not d, and never will be. That's the end of the lesson — nicely done.
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INSTRUCTION: Tap the matching letter.
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EXAMPLE
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TEMPLATE: a
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OPTION: 1 | c
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OPTION: 2 | o
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OPTION: 3 | a
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ANSWER: 3
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TEMPLATE: A
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OPTION: 1 | A
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OPTION: 2 | H
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OPTION: 3 | P
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ANSWER: 1
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TEMPLATE: e
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OPTION: 1 | a
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OPTION: 2 | g
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OPTION: 3 | e
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ANSWER: 3
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TEMPLATE: D
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OPTION: 1 | O
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OPTION: 2 | C
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OPTION: 3 | D
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ANSWER: 3
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TEMPLATE: d
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OPTION: 1 | b
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OPTION: 2 | d
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OPTION: 3 | p
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ANSWER: 2
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TEMPLATE: L
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OPTION: 1 | J
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OPTION: 2 | L
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OPTION: 3 | F
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ANSWER: 2
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TEMPLATE: k
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OPTION: 1 | k
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OPTION: 2 | h
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OPTION: 3 | a
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ANSWER: 1
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TEMPLATE: c
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OPTION: 1 | e
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OPTION: 2 | c
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OPTION: 3 | o
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ANSWER: 2
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TEMPLATE: M
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OPTION: 1 | M
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OPTION: 2 | N
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OPTION: 3 | H
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ANSWER: 1
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TEMPLATE: f
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OPTION: 1 | h
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OPTION: 2 | j
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OPTION: 3 | f
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ANSWER: 3
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TEMPLATE: B
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OPTION: 1 | B
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OPTION: 2 | E
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OPTION: 3 | D
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ANSWER: 1
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TEMPLATE: b
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OPTION: 1 | p
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OPTION: 2 | d
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OPTION: 3 | b
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ANSWER: 3
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TEMPLATE: g
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OPTION: 1 | a
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OPTION: 2 | p
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OPTION: 3 | g
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ANSWER: 3
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TEMPLATE: h
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OPTION: 1 | h
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OPTION: 2 | k
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OPTION: 3 | b
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ANSWER: 1
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TEMPLATE: i
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OPTION: 1 | l
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OPTION: 2 | i
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OPTION: 3 | j
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ANSWER: 2
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TEMPLATE: n
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OPTION: 1 | o
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OPTION: 2 | m
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OPTION: 3 | n
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ANSWER: 3
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TEMPLATE: o
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OPTION: 1 | c
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OPTION: 2 | e
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OPTION: 3 | o
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ANSWER: 3
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TEMPLATE: C
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OPTION: 1 | C
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OPTION: 2 | O
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OPTION: 3 | D
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ANSWER: 1
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TEMPLATE: P
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OPTION: 1 | P
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OPTION: 2 | F
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OPTION: 3 | B
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ANSWER: 1
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TEMPLATE: K
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OPTION: 1 | A
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OPTION: 2 | K
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OPTION: 3 | H
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ANSWER: 2
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TEMPLATE: G
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OPTION: 1 | O
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OPTION: 2 | C
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OPTION: 3 | G
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ANSWER: 3
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