david
28a4ca8c46
Word-list intros now dissolved into sentence panels (3-1 leads with sentences; 3A noun/verb word-drills dropped per the sanctioned exception). 6 parts. NOTE: 3D Fig 5 "Classroom Rules" (20 clips) was dropped by the model — flagged by the coverage check, left for review. Co-authored-by: Cursor <cursoragent@cursor.com>
1451 lines
52 KiB
Plaintext
1451 lines
52 KiB
Plaintext
$MODULE Lesson 4-3: Clothing, Sleep, and Modals {st-page_063_001.jpg}
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FORMAT: 2
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DESCRIPTION: Clothing vocabulary, getting dressed, sleep verbs, the /w/ and /r/ sounds, and modals can, may, and must.
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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: Capt_Collins | achernar | Male military officer
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VOICE: Capt_Andrews | schedar | Male military officer
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VOICE: Alan | achernar | Male
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VOICE: Paul | achird | Male
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VOICE: Beth | gacrux | Female
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VOICE: Jane | aoede | Female
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VOICE: Lt_Martin | achernar | Male officer
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VOICE: Maj_Mills | schedar | Male officer
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VOICE: Sgt_Cole | achernar | Male student
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VOICE: Sgt_Ward | schedar | Male soldier
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VOICE: Teacher | aoede | Female teacher
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VOICE: Bert | achernar | Male student
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VOICE: Greg | achird | Male student
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VOICE: David | schedar | Male student
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VOICE: Little_girl | aoede | Young female child
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VOICE: Mother | aoede | Female parent
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VOICE: Student | achernar | Male student
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VOICE: Captain_Yates | achernar | Male speaker
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VOICE: Captain_Toomy | achird | Male speaker
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VOICE: Mr_Kline | achernar | Male speaker
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VOICE: Sgt_Moore | achird | Male speaker
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VOICE: Mark | achernar | Male speaker
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VOICE: Bill | achird | Male speaker
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VOICE: Donald | achernar | speaker (auto)
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VOICE: Robert | achird | speaker (auto)
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# =====================================================================
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$LESSON 3-1: Men's Clothing and Getting Dressed
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# =====================================================================
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# Source: ST §These Are Joe's Clothes (vocab dissolved into sentences)
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$DIALOGUE Men's Clothing {st-page_063_001.jpg}
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INTRO: Let's start with the clothes a man keeps in his closet. Listen and repeat.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: coat
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LINE: Those are Joe's coats.
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VOCAB: suit
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LINE: Those are his suits.
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VOCAB: shirt
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LINE: Those are his shirts.
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VOCAB: boots
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LINE: Those are his boots.
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VOCAB: slacks
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VOCAB: trousers
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VOCAB: pants
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LINE: Those are his slacks and trousers.
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VOCAB: necktie
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VOCAB: tie
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LINE: Those are his neckties.
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VOCAB: belt
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LINE: That's his belt.
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VOCAB: jacket
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LINE: That's his jacket.
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VOCAB: socks
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LINE: His socks are in there.
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VOCAB: hat
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VOCAB: cap
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LINE: That's his hat and his cap.
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# Source: LLA 3A Figure 1 (Part 3)
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$DIALOGUE Captain Collins Gets Dressed
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INTRO: Here's Captain Collins, getting ready for work in his uniform. Just listen.
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INSTRUCTION: Listen to the paragraphs.
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LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3}
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LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3}
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LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3}
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LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3}
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LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3}
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LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3}
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LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3}
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LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3}
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LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3}
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LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3}
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LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3}
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# Source: LLA 3A Figure 2
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$SELECT True or False — Clothing Words
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INTRO: Let's check the new clothing words. Listen and decide if each statement is true.
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INSTRUCTION: Tap True or False.
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OPTION: t | True
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OPTION: f | False
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EXAMPLE
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PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
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ANSWER: t
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PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
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ANSWER: t
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PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
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ANSWER: t
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PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
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ANSWER: t
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PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
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ANSWER: f
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PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
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ANSWER: f
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# Source: LLA 3A Figure 1 (Part 4)
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$PRODUCE About Captain Collins
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INTRO: Now answer questions about Captain Collins. Say a full sentence, then repeat the model answer.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3}
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RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3}
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PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3}
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RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3}
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PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3}
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RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3}
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PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3}
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RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3}
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PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3}
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RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3}
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PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3}
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RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3}
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PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3}
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RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3}
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PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3}
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RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3}
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PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3}
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RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3}
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PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3}
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RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3}
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PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3}
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RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3}
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# Source: LLA 3A Figure 3
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$DIALOGUE Did You Wear Your Uniform?
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INTRO: Two officers chat about what they wore out last night. Listen and repeat each line.
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INSTRUCTION: Listen and repeat the dialogue.
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REPEAT
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Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
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Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
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Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
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Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
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LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
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Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
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Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3}
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Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
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Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}
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# Source: LLA 3A Figure 4
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$SELECT Same or Different — /w/ and /r/
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INTRO: Now a listening warm-up. You'll hear two words; decide if they begin with the same sound or different sounds.
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INSTRUCTION: Tap Same or Different.
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OPTION: s | Same
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OPTION: d | Different
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EXAMPLE
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PROMPT: way ray {bk04-l3a-f4-ex-q.mp3}
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ANSWER: d
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PROMPT: wed red {bk04-l3a-f4-01-q.mp3}
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ANSWER: d
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PROMPT: wake wake {bk04-l3a-f4-02-q.mp3}
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ANSWER: s
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PROMPT: west rest {bk04-l3a-f4-03-q.mp3}
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ANSWER: d
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PROMPT: rose rose {bk04-l3a-f4-04-q.mp3}
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ANSWER: s
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PROMPT: wave wave {bk04-l3a-f4-05-q.mp3}
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ANSWER: s
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PROMPT: ways rays {bk04-l3a-f4-06-q.mp3}
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ANSWER: d
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PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3}
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ANSWER: d
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PROMPT: read read {bk04-l3a-f4-08-q.mp3}
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ANSWER: s
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PROMPT: read weed {bk04-l3a-f4-09-q.mp3}
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ANSWER: d
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PROMPT: went rent {bk04-l3a-f4-10-q.mp3}
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ANSWER: d
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# Source: LLA 3A Figure 5
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$SELECT W Sound or R Sound?
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INTRO: Same two sounds, one word at a time. Tap W for the sound in "went", or R for the sound in "rent".
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INSTRUCTION: Tap the sound you hear.
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OPTION: a | W sound (as in went)
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OPTION: b | R sound (as in rent)
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EXAMPLE
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PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3}
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ANSWER: a
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PROMPT: Weak. {bk04-l3a-f5-01-q.mp3}
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ANSWER: a
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PROMPT: Want. {bk04-l3a-f5-02-q.mp3}
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ANSWER: a
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PROMPT: Radio. {bk04-l3a-f5-03-q.mp3}
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ANSWER: b
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PROMPT: Room. {bk04-l3a-f5-04-q.mp3}
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ANSWER: b
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PROMPT: Walk. {bk04-l3a-f5-05-q.mp3}
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ANSWER: a
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PROMPT: Report. {bk04-l3a-f5-06-q.mp3}
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ANSWER: b
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PROMPT: Always. {bk04-l3a-f5-07-q.mp3}
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ANSWER: a
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PROMPT: Razor. {bk04-l3a-f5-08-q.mp3}
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ANSWER: b
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PROMPT: Correct. {bk04-l3a-f5-09-q.mp3}
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ANSWER: b
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PROMPT: Window. {bk04-l3a-f5-10-q.mp3}
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ANSWER: a
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# Source: ST §Speaking Skill (coat/caught contrast)
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$DIALOGUE Vowel Practice — coat / caught
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INTRO: Here's a quick vowel contrast. Read each pair across, listening for the two different vowels.
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INSTRUCTION: Read the word pairs.
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LINE: so — saw
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LINE: coat — caught
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LINE: low — law
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LINE: hole — hall
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LINE: owe — awe
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LINE: phone — fawn
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LINE: oaf — off
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LINE: loan — lawn
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LINE: coast — cost
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LINE: boat — bought
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# =====================================================================
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$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep
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# =====================================================================
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# Source: LLA 3B Figure 1 (Part 1)
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$DIALOGUE Women's Clothing {page_048_001.jpg}
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INTRO: Now the clothes Joan wears. Listen and repeat each word.
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INSTRUCTION: Listen and repeat each word.
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REPEAT
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VOCAB: suit
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LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}
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VOCAB: blouse
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LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}
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VOCAB: dress
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LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}
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VOCAB: shoes
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LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}
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VOCAB: stockings
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LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}
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VOCAB: sweater
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LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}
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VOCAB: skirt
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LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}
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VOCAB: socks
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LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}
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# Source: LLA 3B Figure 1 (Part 2)
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$DIALOGUE Joan's Work Clothes {page_048_001.jpg}
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INTRO: Joan works in an office and takes a class after work. Listen to what she wears.
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INSTRUCTION: Listen to the paragraph.
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LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3}
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LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3}
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LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3}
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LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3}
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LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3}
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LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3}
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LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3}
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LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3}
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# Source: LLA 3B Figure 1 (Part 3)
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$PRODUCE About Joan's Work Clothes
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INTRO: Answer about what Joan wears. Say a full sentence, then repeat the model.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3}
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RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3}
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PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3}
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RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3}
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PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3}
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RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3}
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PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3}
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RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3}
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PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3}
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RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3}
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PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3}
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RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3}
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# Source: LLA 3B Figure 2 (Part 1)
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$DIALOGUE Casual and Cold-Weather Clothes {page_049_001.jpg}
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INTRO: Here are clothes for casual days and cold days. Listen and repeat each word.
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INSTRUCTION: Listen and repeat each word.
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REPEAT
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VOCAB: jacket
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LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}
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VOCAB: slacks
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LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}
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VOCAB: scarf
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LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}
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VOCAB: coat
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LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}
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VOCAB: boots
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LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}
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VOCAB: gloves
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LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}
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# Source: LLA 3B Figure 2 (Part 2)
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$DIALOGUE Joan's Casual Clothes {page_049_001.jpg}
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INTRO: Joan doesn't always wear dresses. Listen to her other clothes.
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INSTRUCTION: Listen to the paragraph.
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LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3}
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LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3}
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LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3}
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LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3}
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LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3}
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LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3}
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LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3}
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# Source: LLA 3B Figure 2 (Part 3)
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$PRODUCE About Joan's Casual Clothes
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INTRO: Answer about Joan's casual and cold-weather clothes. Say it, then repeat the model.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3}
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RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3}
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PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3}
|
|
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3}
|
|
|
|
PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3}
|
|
RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3}
|
|
|
|
PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3}
|
|
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3}
|
|
|
|
PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3}
|
|
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3}
|
|
|
|
PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3}
|
|
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3}
|
|
|
|
PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3}
|
|
RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3}
|
|
|
|
# Source: LLA 3B Figure 3
|
|
$PRODUCE Clothing — Fill in the Word
|
|
INTRO: Listen to each sentence and type the missing word. Then repeat the full sentence.
|
|
INSTRUCTION: Type the missing word(s).
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
TEMPLATE: Jack likes white ____.
|
|
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
|
|
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
|
|
ACCEPT: shirts
|
|
|
|
TEMPLATE: Civilians sometimes wear ____ to work.
|
|
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
|
|
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
|
|
ACCEPT: suits
|
|
|
|
TEMPLATE: Men wear ____ with their suits.
|
|
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
|
|
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
|
|
ACCEPT: neckties
|
|
|
|
TEMPLATE: Men's suits have a jacket and ____.
|
|
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
|
|
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
|
|
ACCEPT: trousers
|
|
|
|
TEMPLATE: Women's suits have a jacket and a ____ or pants.
|
|
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
|
|
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
|
|
ACCEPT: skirt
|
|
|
|
TEMPLATE: Trousers and ____ are pants.
|
|
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
|
|
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
|
|
ACCEPT: slacks
|
|
|
|
TEMPLATE: Men wear ____ with their shoes.
|
|
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
|
|
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
|
|
ACCEPT: socks
|
|
|
|
TEMPLATE: Women wear socks or ____.
|
|
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
|
|
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
|
|
ACCEPT: stockings
|
|
|
|
TEMPLATE: Air Force pilots wear ____ and ____.
|
|
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
|
|
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
|
|
ACCEPT: boots and gloves | boots, gloves
|
|
|
|
TEMPLATE: ____ and ____ are clothes for cold days.
|
|
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
|
|
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
|
|
ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters
|
|
|
|
# Source: LLA 3B Figure 4 (Part 1)
|
|
$DIALOGUE Falling Asleep and Waking Up
|
|
INTRO: Now some verbs for sleeping and waking. Listen and repeat each word.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
VOCAB: fall asleep
|
|
VOCAB: fell asleep
|
|
LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}
|
|
LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3}
|
|
|
|
VOCAB: asleep
|
|
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3}
|
|
|
|
VOCAB: wake up
|
|
VOCAB: woke up
|
|
LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3}
|
|
LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3}
|
|
|
|
VOCAB: awake
|
|
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3}
|
|
|
|
# Source: LLA 3B Figure 4 (Part 2)
|
|
$DIALOGUE Joan Falls Asleep in Class
|
|
INTRO: Joan sometimes nods off in class. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3}
|
|
LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3}
|
|
LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3}
|
|
LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3}
|
|
LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3}
|
|
LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3}
|
|
|
|
# Source: LLA 3B Figure 5
|
|
$PRODUCE Asleep or Awake?
|
|
INTRO: Look at each picture, answer the question aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
|
|
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}
|
|
|
|
PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
|
|
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}
|
|
|
|
PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
|
|
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}
|
|
|
|
PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
|
|
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}
|
|
|
|
PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
|
|
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}
|
|
|
|
# Source: ST §Yesterday, He Was Tired and Cold (reading)
|
|
$DIALOGUE Robert's Cold Morning
|
|
INTRO: Here's a story about Robert's cold, tiring day. Just read along.
|
|
INSTRUCTION: Read the paragraphs.
|
|
|
|
LINE: Yesterday, Robert was awake at 1:00 a.m.
|
|
LINE: He fell asleep at 1:30 a.m.
|
|
LINE: He woke up at 6:30 a.m. It was cold.
|
|
LINE: He got up and took a hot shower. He got dressed.
|
|
LINE: He put on a sweater and a coat. He put on his scarf and his gloves.
|
|
LINE: He went to school.
|
|
LINE: It wasn't cold in the classroom.
|
|
LINE: Robert took off his scarf, his gloves, and his coat.
|
|
LINE: Robert was tired after class. He went home and fell asleep.
|
|
LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
|
|
LINE: He woke up and opened the door.
|
|
LINE: Robert and Mark talked for five minutes.
|
|
LINE: They went to the mess hall and had dinner.
|
|
LINE: After dinner, Robert did his homework and went to bed early.
|
|
|
|
# Source: ST §True or False? (about Robert's story)
|
|
$SELECT Robert's Day — True or False?
|
|
INTRO: Let's check the story about Robert. Decide whether each statement is true.
|
|
INSTRUCTION: Tap True or False.
|
|
OPTION: T | True
|
|
OPTION: F | False
|
|
|
|
PROMPT: Robert was asleep at 1:00 a.m.
|
|
ANSWER: F
|
|
|
|
PROMPT: He fell asleep at 6:30.
|
|
ANSWER: F
|
|
|
|
PROMPT: Robert wore a sweater.
|
|
ANSWER: T
|
|
|
|
PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
|
|
ANSWER: T
|
|
|
|
PROMPT: Robert was awake at 6:00 p.m.
|
|
ANSWER: F
|
|
|
|
PROMPT: Mark woke up Robert.
|
|
ANSWER: T
|
|
|
|
# =====================================================================
|
|
$LESSON 3-3: Can — Ability and "Well"
|
|
# =====================================================================
|
|
|
|
# Source: ST §Grammar Can
|
|
$GRAMMAR Can (Ability)
|
|
INTRO: Let's talk about "can". It's how we say someone is able to do something.
|
|
|
|
**{Can} is used to express ability.**
|
|
|
|
| | |
|
|
|---|---|
|
|
| **STATEMENT:** | The students {can read} well. |
|
|
| **NEGATIVE:** | Mary {can't speak} French. |
|
|
| **QUESTION:** | {Can you fly an airplane?} — Yes, I {can}. No, I {can't}. |
|
|
|
|
| | |
|
|
|---|---|
|
|
| **WH-QUESTION:** | {What languages can you speak?} — I {can speak} English and Spanish. |
|
|
| | {Who can play soccer well?} — Bill {can}! |
|
|
|
|
**cannot = can't**
|
|
|
|
# Source: ST §The Teacher Can Speak English Well + They Can't Do It
|
|
$DIALOGUE Who Can Do What
|
|
INTRO: Listen to who can and can't do these things. Repeat each sentence.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
|
|
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
|
|
LINE: Mike and James can play tennis well. {st-page_069_003.jpg}
|
|
LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
|
|
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
|
|
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}
|
|
|
|
# Source: LLA 3C Figure 3
|
|
$DIALOGUE Can and Cannot {page_055_001.jpg}
|
|
INTRO: Listen to how "can" and "can't" express ability and inability. Repeat each sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: can
|
|
LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3}
|
|
|
|
VOCAB: cannot
|
|
VOCAB: can't
|
|
LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3}
|
|
|
|
LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3}
|
|
LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3}
|
|
LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3}
|
|
LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3}
|
|
LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3}
|
|
|
|
# Source: LLA 3C Figure 4
|
|
$PRODUCE Add "Can" to the Sentence
|
|
INTRO: Add the word "can" to each sentence, then repeat the answer.
|
|
INSTRUCTION: Change the sentence using "can".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
|
|
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}
|
|
|
|
PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
|
|
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}
|
|
|
|
PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
|
|
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}
|
|
|
|
PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
|
|
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}
|
|
|
|
PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
|
|
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}
|
|
|
|
PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
|
|
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}
|
|
|
|
# Source: LLA 3C Figure 5
|
|
$PRODUCE Change to Can't
|
|
INTRO: Now make each sentence negative with "can't" and the new cue word, then repeat the answer.
|
|
INSTRUCTION: Change the sentence using "can't" and the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3}
|
|
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}
|
|
|
|
PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3}
|
|
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}
|
|
|
|
PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3}
|
|
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}
|
|
|
|
PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3}
|
|
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}
|
|
|
|
PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3}
|
|
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}
|
|
|
|
PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3}
|
|
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}
|
|
|
|
PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3}
|
|
RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}
|
|
|
|
# Source: ST §Can You Play Baseball?
|
|
$DIALOGUE Can You Play Baseball?
|
|
INTRO: A teacher asks three students if they can play baseball. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Teacher: Bert, can you play baseball?
|
|
Bert: No, I can't. My father can.
|
|
Teacher: Greg, can you play baseball?
|
|
Greg: No, I can't play baseball. David can.
|
|
Teacher: David, can you play baseball?
|
|
David: Yes, I can play baseball.
|
|
|
|
# Source: ST §Can You Speak English? (cue + word-bank, scaffolded)
|
|
$PRODUCE Can Your Brother...?
|
|
INTRO: Ask a "can" question about each person, then answer it both ways — short and long.
|
|
INSTRUCTION: Ask the question, then give a short and a long answer.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a matching full long answer. The yes/no choice is up to the learner.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: your sister / speak (English, Spanish, French)
|
|
RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English.
|
|
|
|
TEMPLATE: your brother / play (basketball, baseball, soccer)
|
|
RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball.
|
|
|
|
TEMPLATE: you / swim well
|
|
RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well.
|
|
|
|
TEMPLATE: your father / drive (a car, a bus, a truck)
|
|
RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck.
|
|
|
|
TEMPLATE: your teacher / speak (English, French, Arabic) well
|
|
RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well.
|
|
|
|
TEMPLATE: you / fly an airplane
|
|
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.
|
|
|
|
# Source: ST §They Can Speak Two or Three Languages (reading)
|
|
$DIALOGUE The Students' Languages
|
|
INTRO: Here's a class full of multilingual students. Read about who speaks what.
|
|
INSTRUCTION: Read the paragraph.
|
|
|
|
LINE: All the students in my class know two, three, or four languages.
|
|
LINE: Lt Romo speaks Spanish, French, and English.
|
|
LINE: Sgt Gamdi speaks Arabic and English.
|
|
LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
|
|
LINE: Maj Kim speaks Korean, Japanese, and English.
|
|
LINE: Capt Rossi speaks French, Italian, and English.
|
|
|
|
# Source: ST §Ask Questions with Can
|
|
$PRODUCE Who Can Speak It?
|
|
INTRO: Read each answer about the class, then type the "who" or "what" question that fits it.
|
|
INSTRUCTION: Type the question that fits the answer.
|
|
INPUT: type
|
|
CHECK: llm
|
|
RUBRIC: The learner must type a correct "who" or "what" question that elicits the given answer sentence.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: ____ — Sgt Gamdi can speak Arabic.
|
|
RESPONSE: Who can speak Arabic in your class?
|
|
|
|
EXAMPLE
|
|
TEMPLATE: ____ — He can speak Korean, Japanese, and English.
|
|
RESPONSE: What languages can Maj Kim speak?
|
|
|
|
TEMPLATE: ____ — Lt Romo and Lt Fofana can speak Spanish.
|
|
RESPONSE: Who can speak Spanish?
|
|
|
|
TEMPLATE: ____ — He can speak Arabic and English.
|
|
RESPONSE: What languages can Sgt Gamdi speak?
|
|
|
|
TEMPLATE: ____ — All the students in the class can speak English.
|
|
RESPONSE: Who can speak English?
|
|
|
|
TEMPLATE: ____ — He can speak French, Spanish, English, and Wolof.
|
|
RESPONSE: What languages can Lt Fofana speak?
|
|
|
|
TEMPLATE: ____ — Capt Rossi can speak Italian.
|
|
RESPONSE: Who can speak Italian?
|
|
|
|
TEMPLATE: ____ — Maj Kim can speak Japanese.
|
|
RESPONSE: Who can speak Japanese?
|
|
|
|
TEMPLATE: ____ — Lt Romo, Lt Fofana, and Capt Rossi can speak French.
|
|
RESPONSE: Who can speak French?
|
|
|
|
TEMPLATE: ____ — She can speak French, Italian, and English.
|
|
RESPONSE: What languages can Capt Rossi speak?
|
|
|
|
# Source: ST §Can You Speak French? (dialog)
|
|
$DIALOGUE Can You Speak French? {st-page_075_001.jpg}
|
|
INTRO: Donald introduces his French-speaking friend Jacques to Robert. Just read along.
|
|
INSTRUCTION: Listen and read the dialog.
|
|
|
|
Donald: Hi, Robert. This is my new friend Jacques.
|
|
Robert: Hello, Jacques. Glad to meet you.
|
|
Donald: Jacques can't speak English very well. Can you speak French?
|
|
Robert: No, I can't.
|
|
Donald: Well, can you speak Spanish?
|
|
Robert: Yes, I can.
|
|
Donald: Good, Jacques can speak Spanish, too.
|
|
|
|
# Source: ST §Can You Cook Well? (about yourself, scaffolded)
|
|
$PRODUCE Can You...?
|
|
INTRO: Now answer about yourself. Ask a "can" question from each cue, then give a short and a long answer.
|
|
INSTRUCTION: Ask the question, then give a short and a long answer about yourself.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a matching long answer.
|
|
|
|
EXAMPLE
|
|
PROMPT: spell
|
|
RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name.
|
|
|
|
EXAMPLE
|
|
PROMPT: drive
|
|
RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus.
|
|
|
|
PROMPT: speak
|
|
RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French.
|
|
|
|
PROMPT: read
|
|
RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic.
|
|
|
|
PROMPT: cook
|
|
RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well.
|
|
|
|
PROMPT: swim
|
|
RESPONSE: Can you swim? No, I can't. No, I can't swim.
|
|
|
|
PROMPT: play
|
|
RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer.
|
|
|
|
PROMPT: write
|
|
RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph.
|
|
|
|
PROMPT: fly
|
|
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.
|
|
|
|
PROMPT: learn
|
|
RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly.
|
|
|
|
# Source: LLA 3C Figure 1
|
|
$DIALOGUE Dialogues with "Well" {page_053_001.jpg}
|
|
INTRO: Now listen for the word "well" — it tells how someone does something. Repeat each line.
|
|
INSTRUCTION: Listen and repeat each dialogue.
|
|
REPEAT
|
|
|
|
Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
|
|
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
|
|
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}
|
|
|
|
Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
|
|
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
|
|
Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3}
|
|
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}
|
|
|
|
Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
|
|
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
|
|
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
|
|
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}
|
|
|
|
# Source: LLA 3C Figure 2
|
|
$SELECT Good — Did It Well
|
|
INTRO: You'll hear a statement; tap the option that completes the follow-up with "well". Then repeat the answer.
|
|
INSTRUCTION: Tap the correct option.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
|
|
TEMPLATE: He __________ the lessons well.
|
|
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
|
|
OPTION: b | doesn't learn
|
|
ANSWER: a
|
|
|
|
PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
|
|
TEMPLATE: He __________ the question well.
|
|
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
|
|
OPTION: b | didn't answer
|
|
ANSWER: a
|
|
|
|
PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
|
|
TEMPLATE: She __________ English very well.
|
|
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
|
|
OPTION: b | doesn't speak
|
|
ANSWER: a
|
|
|
|
PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
|
|
TEMPLATE: The cooks __________ it very well.
|
|
OPTION: a | cooked
|
|
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
|
|
TEMPLATE: He __________ very well.
|
|
OPTION: a | flies
|
|
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
|
|
TEMPLATE: He __________ his homework very well.
|
|
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
|
|
OPTION: b | doesn't do
|
|
ANSWER: a
|
|
|
|
# Source: LLA 3C Figure 6 (Part 1)
|
|
$DIALOGUE Jim's Languages
|
|
INTRO: Jim is good with languages. Listen to which ones he knows.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3}
|
|
LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3}
|
|
LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3}
|
|
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3}
|
|
|
|
# Source: LLA 3C Figure 6 (Part 2)
|
|
$PRODUCE About Jim's Languages
|
|
INTRO: Answer about Jim aloud, then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3}
|
|
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3}
|
|
|
|
PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3}
|
|
RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3}
|
|
|
|
PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3}
|
|
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3}
|
|
|
|
PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3}
|
|
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3}
|
|
|
|
PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3}
|
|
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3}
|
|
|
|
# =====================================================================
|
|
$LESSON 3-4: Reading, Dictation, and Permission
|
|
# =====================================================================
|
|
|
|
# Source: LLA 3C Figure 7 (Part 1)
|
|
$DIALOGUE Ken's Day at the Base
|
|
INTRO: Here's a paragraph about Ken's workday. Just listen.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3}
|
|
LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3}
|
|
LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3}
|
|
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3}
|
|
LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3}
|
|
|
|
# Source: LLA 3C Figure 7 (Part 2)
|
|
$SELECT True Statement — Ken
|
|
INTRO: Now choose the statement that's true about Ken.
|
|
INSTRUCTION: Tap the true statement.
|
|
|
|
TEMPLATE: Which statement is true?
|
|
OPTION: a | Ken lives in a small town.
|
|
OPTION: b | Ken is a mechanic.
|
|
OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3}
|
|
OPTION: d | Ken takes German lessons downtown.
|
|
ANSWER: c
|
|
|
|
# Source: LLA 3C Figure 7 (Part 3)
|
|
$DIALOGUE Anna Cooks Dinner
|
|
INTRO: Here's a paragraph about Anna's cooking. Just listen.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3}
|
|
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3}
|
|
LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3}
|
|
LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3}
|
|
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3}
|
|
LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3}
|
|
LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3}
|
|
|
|
# Source: LLA 3C Figure 7 (Part 4)
|
|
$SELECT True Statement — Anna
|
|
INTRO: Now choose the statement that's true about Anna.
|
|
INSTRUCTION: Tap the true statement.
|
|
|
|
TEMPLATE: Which statement is true?
|
|
OPTION: a | Anna goes to the movies every Friday.
|
|
OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3}
|
|
OPTION: c | Anna's family eats chicken and rice on Mondays.
|
|
OPTION: d | Anna's family ate dinner in a restaurant.
|
|
ANSWER: b
|
|
|
|
# Source: LLA 3C Figure 8
|
|
$PRODUCE Dictation — A Day Downtown
|
|
INTRO: Time for dictation. Listen to each sentence and type exactly what you hear.
|
|
INSTRUCTION: Type the sentence you hear.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
|
|
RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
|
|
|
|
PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
|
|
RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
|
|
|
|
PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
|
|
RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
|
|
|
|
PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
|
|
RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
|
|
|
|
PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
|
|
RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
|
|
|
|
# Source: ST §Grammar May / Can (permission)
|
|
$GRAMMAR May and Can (Permission)
|
|
INTRO: Now "may" and "can" again — but this time they ask for and give permission.
|
|
|
|
**{May} and {can} are used to express permission.**
|
|
|
|
| | |
|
|
|---|---|
|
|
| **STATEMENTS:** | Children, you {may have some fruit after dinner}. |
|
|
| | You {can leave early today}. |
|
|
| **QUESTIONS:** | {May I sit here?} — Yes, you {may}. No, you {may not}. |
|
|
| | {Can I write in my book?} — Yes, you {can}. No, you {can't}. |
|
|
|
|
# Source: LLA 3D Figure 1
|
|
$DIALOGUE Can I Come In?
|
|
INTRO: A lieutenant asks his major for permission to do several things. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3}
|
|
Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3}
|
|
|
|
Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
|
|
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}
|
|
|
|
Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
|
|
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3}
|
|
|
|
Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
|
|
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}
|
|
|
|
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
|
|
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}
|
|
|
|
# Source: LLA 3D Figure 2
|
|
$DIALOGUE May I Come In?
|
|
INTRO: Here's the same conversation again, this time with the more formal "may". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
|
|
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}
|
|
|
|
Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
|
|
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}
|
|
|
|
Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
|
|
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}
|
|
|
|
Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
|
|
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}
|
|
|
|
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
|
|
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}
|
|
|
|
# Source: ST §May I Have a Snack?
|
|
$DIALOGUE May I Have a Snack?
|
|
INTRO: A hungry little girl asks her mother for a snack before dinner. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
|
|
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
|
|
Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
|
|
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}
|
|
|
|
# Source: LLA 3D Figure 4
|
|
$PRODUCE Ask Can or May
|
|
INTRO: Turn each wish into a polite question with the cue word "can" or "may", then repeat the answer.
|
|
INSTRUCTION: Ask a question using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
|
|
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
|
|
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}
|
|
|
|
PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
|
|
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}
|
|
|
|
PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
|
|
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}
|
|
|
|
PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
|
|
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}
|
|
|
|
PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
|
|
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}
|
|
|
|
PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
|
|
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}
|
|
|
|
PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
|
|
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}
|
|
|
|
PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
|
|
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}
|
|
|
|
PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
|
|
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}
|
|
|
|
# Source: LLA 3D Figure 3
|
|
$PRODUCE Make It Negative — Can't / May Not
|
|
INTRO: Now make each permission sentence negative with the cue word, then repeat the answer.
|
|
INSTRUCTION: Change the sentence to a negative sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3}
|
|
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3}
|
|
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}
|
|
|
|
PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3}
|
|
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}
|
|
|
|
PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3}
|
|
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}
|
|
|
|
PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3}
|
|
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}
|
|
|
|
PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3}
|
|
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}
|
|
|
|
PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3}
|
|
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}
|
|
|
|
PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3}
|
|
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}
|
|
|
|
# Source: ST §See It and Say It (permission Q&A)
|
|
$DIALOGUE See It and Say It
|
|
INTRO: A few quick permission exchanges. Read each one.
|
|
INSTRUCTION: Read the lines.
|
|
|
|
Student: Can I leave early today?
|
|
Teacher: No, you can't.
|
|
|
|
Captain_Yates: Can he answer a question?
|
|
Captain_Toomy: Yes, he can answer the next question.
|
|
|
|
Mr_Kline: Can they go?
|
|
Sgt_Moore: Yes, the men can go to the basketball game.
|
|
|
|
Mark: May we see your book, please?
|
|
Bill: Yes, you may.
|
|
|
|
Student: May I please leave?
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Teacher: No, you may not.
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# Source: ST §May I Go Outside? (about yourself, scaffolded)
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$PRODUCE May I...?
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INTRO: Now ask for permission yourself. Make a "can" or "may" question from each cue, then give a short and a long answer.
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INSTRUCTION: Ask for permission, then give a short and a long answer.
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INPUT: speak
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CHECK: llm
|
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SHOW_PROMPT
|
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RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and a matching long answer (affirmative or negative).
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EXAMPLE
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PROMPT: sit down
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RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair.
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EXAMPLE
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PROMPT: go outside
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RESPONSE: May I go outside? No, you may not. No, you may not go outside.
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PROMPT: watch a movie in class
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RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class.
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|
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PROMPT: leave early on Friday
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RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday.
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|
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PROMPT: see your notebook
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RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook.
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PROMPT: talk
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RESPONSE: Can we talk? No, you can't. No, you can't talk.
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PROMPT: study in your room
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RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room.
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PROMPT: take off my shoes in the classroom
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RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom.
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PROMPT: put on my hat
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RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat.
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PROMPT: drink this water
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RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water.
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PROMPT: listen to tapes
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RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes.
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# Source: LLA 3D Figure 7
|
|
$PRODUCE Write the Military Times
|
|
INTRO: Listen to each line and type the military time you hear, in digits.
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|
INSTRUCTION: Type the military time in digits.
|
|
INPUT: type
|
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CHECK: exact
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|
|
|
PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3}
|
|
TEMPLATE: 1. ____ hours
|
|
RESPONSE: 0730
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|
|
|
PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3}
|
|
TEMPLATE: 2. ____ hours
|
|
RESPONSE: 1415
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|
|
|
PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3}
|
|
TEMPLATE: 3. ____ hours
|
|
RESPONSE: 1100
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|
|
|
PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3}
|
|
TEMPLATE: 4. ____ hours
|
|
RESPONSE: 0910
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|
|
|
PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3}
|
|
TEMPLATE: 5. ____ hours
|
|
RESPONSE: 1300
|
|
|
|
# =====================================================================
|
|
$LESSON 3-5: Must and Must Not
|
|
# =====================================================================
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# Source: ST §Grammar Must
|
|
$GRAMMAR Must (Necessity)
|
|
INTRO: Let's look at "must" — it's how we say something is necessary.
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|
|
|
**{Must} is used to express something that is necessary.**
|
|
|
|
| | |
|
|
|---|---|
|
|
| **STATEMENT:** | I have a test tomorrow. {I must study tonight.} |
|
|
| | He's in the military. {He must wear his uniform.} |
|
|
|
|
# Source: ST §You Must Salute an Officer
|
|
$DIALOGUE You Must Salute an Officer
|
|
INTRO: Here are the things a service member must do. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: You must wear your uniform in class. {st-page_077_001.jpg}
|
|
LINE: You must wear a cap outside. {st-page_077_002.jpg}
|
|
LINE: You must wear your name tag. {st-page_078_001.jpg}
|
|
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
|
|
LINE: You must salute an officer. {st-page_078_003.jpg}
|
|
LINE: You must report to the Captain. {st-page_078_004.jpg}
|
|
|
|
# Source: ST §What Must You Do? (scaffolded, cue-grounded)
|
|
$PRODUCE What Must You Do?
|
|
INTRO: Each situation calls for an action. Answer with "must" and the cue word, in a full sentence.
|
|
INSTRUCTION: Answer the question aloud using "must".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any logical full sentence that uses "must" and incorporates the provided cue word.
|
|
|
|
PROMPT: You have a test tomorrow. What must you do? (study)
|
|
RESPONSE: I must study for it.
|
|
|
|
PROMPT: You are getting dressed for class. What must you wear? (uniform)
|
|
RESPONSE: I must wear my uniform.
|
|
|
|
PROMPT: You lost your homework. Who must you speak to? (teacher)
|
|
RESPONSE: I must speak to the teacher.
|
|
|
|
PROMPT: Lt Jones is going outside. What must he put on? (hat)
|
|
RESPONSE: He must put on his hat.
|
|
|
|
PROMPT: There's an important meeting after class. What must you do? (go)
|
|
RESPONSE: I must go to the meeting.
|
|
|
|
PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute)
|
|
RESPONSE: I must salute the major.
|
|
|
|
PROMPT: You have to study English today. Where must you go? (classroom)
|
|
RESPONSE: I must go to the classroom.
|
|
|
|
# Source: ST §Grammar Must Not
|
|
$GRAMMAR Must Not (Prohibition)
|
|
INTRO: And "must not" is the opposite — it tells you what you're not allowed to do.
|
|
|
|
**{Must not} is used to express prohibition. (DON'T DO THIS!)**
|
|
|
|
You {must not eat in the classroom}. (Don't eat in the classroom!)
|
|
|
|
We {must not open that door}. (It says, "Do not open the door.")
|
|
|
|
# Source: ST §You Must Not Smoke in the Classroom
|
|
$DIALOGUE You Must Not Do That
|
|
INTRO: Here are the classroom rules — the things you must not do. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
|
|
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
|
|
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
|
|
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
|
|
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
|
|
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}
|
|
|
|
# Source: ST §You Must Not Smoke in the Lab
|
|
$PRODUCE Must or Must Not?
|
|
INTRO: Decide whether each thing is required or forbidden, and make a "must" or "must not" statement.
|
|
INSTRUCTION: Make a statement with "must" or "must not".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: sleep in class
|
|
RESPONSE: You must not sleep in class.
|
|
|
|
EXAMPLE
|
|
PROMPT: wear your uniform to class
|
|
RESPONSE: You must wear your uniform to class.
|
|
|
|
PROMPT: bring I.D. card to class
|
|
RESPONSE: You must bring your I.D. card to class.
|
|
|
|
PROMPT: wear your hat outside
|
|
RESPONSE: You must wear your hat outside.
|
|
|
|
PROMPT: smoke in the classroom
|
|
RESPONSE: You must not smoke in the classroom.
|
|
|
|
PROMPT: eat in the lab
|
|
RESPONSE: You must not eat in the lab.
|
|
|
|
PROMPT: do homework
|
|
RESPONSE: You must do your homework.
|
|
|
|
PROMPT: wear name tag
|
|
RESPONSE: You must wear your name tag.
|
|
|
|
PROMPT: mark your desks
|
|
RESPONSE: You must not mark your desks.
|
|
|
|
PROMPT: wear your cap in the classroom
|
|
RESPONSE: You must not wear your cap in the classroom.
|
|
|
|
PROMPT: salute officers
|
|
RESPONSE: You must salute officers.
|
|
|
|
PROMPT: sleep in the lab
|
|
RESPONSE: You must not sleep in the lab.
|
|
|
|
# Source: LLA 3D Figure 8
|
|
$DIALOGUE What Must I Do?
|
|
INTRO: A new student asks what he must do at the base. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
|
|
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}
|
|
|
|
Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
|
|
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}
|
|
|
|
Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
|
|
Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3}
|
|
|
|
Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
|
|
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}
|
|
|
|
Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
|
|
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}
|
|
|
|
# Source: LLA 3D Figure 9
|
|
$PRODUCE Can't → Must
|
|
INTRO: Each sentence says what you can't do; turn it around into what you must do with the cue word, then repeat.
|
|
INSTRUCTION: Change the sentence using "must".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3}
|
|
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}
|
|
|
|
PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3}
|
|
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}
|
|
|
|
PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3}
|
|
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}
|
|
|
|
PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3}
|
|
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}
|
|
|
|
PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3}
|
|
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}
|
|
|
|
PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3}
|
|
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}
|
|
|
|
PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3}
|
|
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}
|
|
|
|
# Source: ST §Grammar Wh-questions with can (gap: wh-question forms drilled but not applied orally)
|
|
$PRODUCE Ask a Wh-Question with Can or May
|
|
INTRO: Here's one more from the question words. Make a wh-question from the statement and the cue word.
|
|
INSTRUCTION: Ask a question using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3}
|
|
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}
|
|
|
|
PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3}
|
|
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}
|
|
|
|
PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3}
|
|
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}
|
|
|
|
PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3}
|
|
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}
|
|
|
|
PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3}
|
|
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}
|
|
|
|
PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3}
|
|
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}
|
|
|
|
# SKIPPED (ST): Punctuation vocab/grammar + "Is This a Sentence or a Paragraph?" + "Write the Paragraph"
|
|
# — composition/punctuation-editing family, DEFERRED per ALC ST guidelines.
|
|
# SKIPPED (ST): Listening Skills (Same/Different, Boat/Bought, Listen and Circle) and Writing Dictation
|
|
# — instructor-read with no recorded stimulus; Reading Skill alphabetical order — visual sort. Dropped.
|
|
# SKIPPED (book): LLA 3D Figure 10 — punctuation editing, deferred (out of scope).
|
|
# SKIPPED (ST): Speaking Skill "Bought" and "About" single-vowel word columns — bare word lists
|
|
# without a contrast pairing; the coat/caught contrast pair is kept as the representative drill.
|