david/alc-english
1
0
Fork 0
Code Issues Pull Requests Actions Packages Projects Releases Wiki Activity
Files
20ccc16a773ef4370f1736bbd820f4f77b0299f3
alc-english/book-1-lesson-1.module
david 61234fe36b apply answerability-audit repair queue: ACCEPT variants, derivability fixes, rubric rewrites (46 masters) 
- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit
  variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and
  inline gap alternatives; skipped 'better/fine' for the Opposites drill (not
  opposites of "sick").
- NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes
  (visible word hints, missing premise, speaker clarifications "Joe (to Jim):",
  emphasis/cue corrections, un-gapped unguessable words, rounded-number
  accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from
  CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book
  recycled vocab (pilot, teller, barber, variety store, ...) left alone.
- UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for
  the food.", Explain-with-Too intro), cue/emphasis fixes.
- Rubric rewrites (57): applied audit-suggested grader rubrics (now effective
  with the pre-item RUBRIC parser fix); moved the two per-item rubrics of
  book-11 "Write the Main Idea" inside their items.

No clip-bearing line changed; all masters validate (0 errors, 0 new warnings)
and pass stage-master clip-identity checks. Full decision log:
reactor-module-tools module-convert/answerability-audit/APPLIED.md

Co-authored-by: Cursor <cursoragent@cursor.com>
2026-08-05 12:08:14 +08:00

1641 lines
45 KiB
Plaintext
Raw Blame History

This file contains ambiguous Unicode characters
This file contains Unicode characters that might be confused with other characters. If you think that this is intentional, you can safely ignore this warning. Use the Escape button to reveal them.
$MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg}
FORMAT: 2
DESCRIPTION: Greetings, classroom instructions and objects, the letters A–G, numbers 0–20, this/that and my/your, and the P/B sound contrast.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Student | schedar | Male student
VOICE: Teacher | aoede | Female teacher
VOICE: Ted | alnilam | Male speaker
VOICE: Aldo | charon | Male speaker
VOICE: Bill | charon | Male speaker
VOICE: Bob | achird | Male speaker
VOICE: Sgt_Smith | alnilam | Male speaker
VOICE: Maj_Henry | achird | Male speaker
VOICE: John | orus | Male speaker
VOICE: Mr_Bill | charon | Male speaker
VOICE: StudentA | achird | Male speaker
VOICE: StudentB | charon | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
$LESSON 1-1: Classroom Actions
# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat)
$DIALOGUE Classroom Instructions
ID: 1a-f1
INTRO: Welcome to your first lesson. In this lesson you'll learn to greet people, name the things in a classroom, and handle the letters A to G and the numbers up to twenty. First, the instructions your teacher will use all day long. Listen to each one and repeat it.
INSTRUCTION: Repeat each instruction.
REPEAT
VOCAB: to listen
LINE: Listen. {page_011_001.jpg} {bk01-l1a-f1-01.mp3}
VOCAB: to repeat
LINE: Repeat. {page_011_002.jpg} {bk01-l1a-f1-02.mp3}
VOCAB: to look at
LINE: Look at the language laboratory activities. {page_011_003.jpg} {bk01-l1a-f1-03.mp3}
VOCAB: to write
LINE: Write the word. {page_011_004.jpg} {bk01-l1a-f1-04.mp3}
VOCAB: to circle
LINE: Circle the letter. {page_011_005.jpg} {bk01-l1a-f1-05.mp3}
VOCAB: to go
LINE: Go to the lab. {page_011_006.jpg} {bk01-l1a-f1-06.mp3}
VOCAB: to open
LINE: Open the door. {page_011_007.jpg} {bk01-l1a-f1-07.mp3}
VOCAB: to close
LINE: Close the book. {page_011_008.jpg} {bk01-l1a-f1-08.mp3}
LINE: Open the window. {page_011_009.jpg} {bk01-l1a-f1-09.mp3}
LINE: Close the door. {page_011_010.jpg} {bk01-l1a-f1-10.mp3}
LINE: Close the window. {page_011_011.jpg} {bk01-l1a-f1-11.mp3}
LINE: Open the book. {page_011_012.jpg} {bk01-l1a-f1-12.mp3}
# SKIPPED (master): ST §Look, Listen, and Repeat — cross-source twin of this presentation
# (same classroom-action verbs, same listen-and-repeat role, TTS only). Kept the cassette
# figures; the ST panel's VOCAB tags were transferred onto the lines above.
# Source: LLA 1A Figure 2
$DIALOGUE More Instructions, Please
ID: 1a-f2
INTRO: The same instructions again, plus new ones with "please" — politeness costs nothing and your teacher notices. Listen and repeat each sentence.
INSTRUCTION: Repeat each sentence.
REPEAT
LINE: Listen. {bk01-l1a-f2-01.mp3}
LINE: Repeat. {bk01-l1a-f2-02.mp3}
LINE: Look at the picture. {bk01-l1a-f2-03.mp3}
LINE: Write the word. {bk01-l1a-f2-04.mp3}
LINE: Circle the letter. {bk01-l1a-f2-05.mp3}
LINE: Go to the lab. {bk01-l1a-f2-06.mp3}
LINE: Open the door. {bk01-l1a-f2-07.mp3}
LINE: Open the book. {bk01-l1a-f2-08.mp3}
LINE: Open the window. {bk01-l1a-f2-09.mp3}
LINE: Close the door. {bk01-l1a-f2-10.mp3}
LINE: Close the window. {bk01-l1a-f2-11.mp3}
LINE: Close the book. {bk01-l1a-f2-12.mp3}
LINE: Repeat the word, please. {bk01-l1a-f2-13.mp3}
LINE: Please go to the classroom. {bk01-l1a-f2-14.mp3}
LINE: Please open your book. {bk01-l1a-f2-15.mp3}
LINE: Write your name, please. {bk01-l1a-f2-16.mp3}
LINE: Please open the window. {bk01-l1a-f2-17.mp3}
LINE: Write the number, please. {bk01-l1a-f2-18.mp3}
LINE: Circle the word, please. {bk01-l1a-f2-19.mp3}
LINE: Please look at the clock. {bk01-l1a-f2-20.mp3}
LINE: Go to your chair, please. {bk01-l1a-f2-21.mp3}
LINE: Please listen. {bk01-l1a-f2-22.mp3}
LINE: Look at the book, please. {bk01-l1a-f2-23.mp3}
LINE: Please write my name. {bk01-l1a-f2-24.mp3}
$LESSON 1-2: The Letters A to G
# Source: LLA 1A Figure 3 (part 1)
$DIALOGUE The Letters A to G
ID: 1a-f3
INTRO: In this part you'll learn the first seven letters of the English alphabet, A to G — how they sound and how they look. Listen and repeat each letter.
INSTRUCTION: Repeat the letters.
REPEAT
LINE: A {bk01-l1a-f3-00a.mp3}
LINE: B {bk01-l1a-f3-00b.mp3}
LINE: C {bk01-l1a-f3-00c.mp3}
LINE: D {bk01-l1a-f3-00d.mp3}
LINE: E {bk01-l1a-f3-00e.mp3}
LINE: F {bk01-l1a-f3-00f.mp3}
LINE: G {bk01-l1a-f3-00g.mp3}
# Source: LLA 1A Figure 3 (part 2)
$SELECT Which Letter Do You Hear?
ID: 1a-f3-b
INTRO: Now you'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter.
INSTRUCTION: Tap the letter you hear.
EXAMPLE
PROMPT: E. {bk01-l1a-f3-00-ex.mp3}
OPTION: a | b
OPTION: b | e
OPTION: c | F
OPTION: d | a
ANSWER: b
PROMPT: B. {bk01-l1a-f3-01.mp3}
OPTION: a | a
OPTION: b | B
OPTION: c | C
OPTION: d | d
ANSWER: b
PROMPT: E. {bk01-l1a-f3-02.mp3}
OPTION: a | G
OPTION: b | A
OPTION: c | C
OPTION: d | E
ANSWER: d
PROMPT: C. {bk01-l1a-f3-03.mp3}
OPTION: a | c
OPTION: b | d
OPTION: c | a
OPTION: d | f
ANSWER: a
PROMPT: F. {bk01-l1a-f3-04.mp3}
OPTION: a | B
OPTION: b | F
OPTION: c | E
OPTION: d | G
ANSWER: b
PROMPT: A. {bk01-l1a-f3-05.mp3}
OPTION: a | G
OPTION: b | D
OPTION: c | C
OPTION: d | A
ANSWER: d
PROMPT: D. {bk01-l1a-f3-06.mp3}
OPTION: a | f
OPTION: b | e
OPTION: c | d
OPTION: d | b
ANSWER: c
PROMPT: G. {bk01-l1a-f3-07.mp3}
OPTION: a | g
OPTION: b | b
OPTION: c | E
OPTION: d | C
ANSWER: a
PROMPT: A. {bk01-l1a-f3-08.mp3}
OPTION: a | e
OPTION: b | B
OPTION: c | C
OPTION: d | a
ANSWER: d
PROMPT: B. {bk01-l1a-f3-09.mp3}
OPTION: a | b
OPTION: b | g
OPTION: c | d
OPTION: d | f
ANSWER: a
PROMPT: D. {bk01-l1a-f3-10.mp3}
OPTION: a | C
OPTION: b | d
OPTION: c | e
OPTION: d | F
ANSWER: b
PROMPT: C. {bk01-l1a-f3-11.mp3}
OPTION: a | c
OPTION: b | b
OPTION: c | f
OPTION: d | g
ANSWER: a
PROMPT: E. {bk01-l1a-f3-12.mp3}
OPTION: a | A
OPTION: b | E
OPTION: c | B
OPTION: d | D
ANSWER: b
PROMPT: G. {bk01-l1a-f3-13.mp3}
OPTION: a | c
OPTION: b | g
OPTION: c | F
OPTION: d | a
ANSWER: b
PROMPT: F. {bk01-l1a-f3-14.mp3}
OPTION: a | d
OPTION: b | c
OPTION: c | b
OPTION: d | f
ANSWER: d
PROMPT: B. {bk01-l1a-f3-15.mp3}
OPTION: a | d
OPTION: b | b
OPTION: c | c
OPTION: d | a
ANSWER: b
# Source: LLA 1A Figure 4
$PRODUCE Write the Letters
ID: 1a-f4
INTRO: Dictation time. You'll hear the name of a capital letter and a small letter. Type both letters, exactly as you hear them.
INSTRUCTION: Type the capital letter and the small letter.
INPUT: type
CHECK: exact
EXAMPLE
PROMPT: Capital A. Small a. {bk01-l1a-f4-00-ex.mp3}
TEMPLATE: ____{A} ____{a}
RESPONSE: A a
PROMPT: Capital G. Small g. {bk01-l1a-f4-01.mp3}
TEMPLATE: ____{G} ____{g}
RESPONSE: G g
PROMPT: Capital D. Small d. {bk01-l1a-f4-02.mp3}
TEMPLATE: ____{D} ____{d}
RESPONSE: D d
PROMPT: Capital F. Small f. {bk01-l1a-f4-03.mp3}
TEMPLATE: ____{F} ____{f}
RESPONSE: F f
PROMPT: Capital C. Small c. {bk01-l1a-f4-04.mp3}
TEMPLATE: ____{C} ____{c}
RESPONSE: C c
PROMPT: Capital E. Small e. {bk01-l1a-f4-05.mp3}
TEMPLATE: ____{E} ____{e}
RESPONSE: E e
PROMPT: Capital B. Small b. {bk01-l1a-f4-06.mp3}
TEMPLATE: ____{B} ____{b}
RESPONSE: B b
PROMPT: Capital G. Small g. {bk01-l1a-f4-07.mp3}
TEMPLATE: ____{G} ____{g}
RESPONSE: G g
PROMPT: Capital A. Small a. {bk01-l1a-f4-08.mp3}
TEMPLATE: ____{A} ____{a}
RESPONSE: A a
PROMPT: Capital F. Small f. {bk01-l1a-f4-09.mp3}
TEMPLATE: ____{F} ____{f}
RESPONSE: F f
PROMPT: Capital B. Small b. {bk01-l1a-f4-10.mp3}
TEMPLATE: ____{B} ____{b}
RESPONSE: B b
# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet, write the letter.
# Instructor-read with no recorded stimulus and no given letters; the cassette dictation
# above covers the same skill for A–G. Convertible later with chosen letters + TTS.
$LESSON 1-3: Numbers 0 to 20
# Source: LLA 1A Figure 6
$DIALOGUE Numbers 0 to 20
ID: 1a-f6
INTRO: New part, new goal: counting from zero to twenty. Listen and repeat each number — the teens will earn their keep later.
INSTRUCTION: Repeat each number.
REPEAT
LINE: 0 {bk01-l1a-f6-00.mp3}
LINE: 1 {bk01-l1a-f6-01.mp3}
LINE: 2 {bk01-l1a-f6-02.mp3}
LINE: 3 {bk01-l1a-f6-03.mp3}
LINE: 4 {bk01-l1a-f6-04.mp3}
LINE: 5 {bk01-l1a-f6-05.mp3}
LINE: 6 {bk01-l1a-f6-06.mp3}
LINE: 7 {bk01-l1a-f6-07.mp3}
LINE: 8 {bk01-l1a-f6-08.mp3}
LINE: 9 {bk01-l1a-f6-09.mp3}
LINE: 10 {bk01-l1a-f6-10.mp3}
LINE: 11 {bk01-l1a-f6-11.mp3}
LINE: 12 {bk01-l1a-f6-12.mp3}
LINE: 13 {bk01-l1a-f6-13.mp3}
LINE: 14 {bk01-l1a-f6-14.mp3}
LINE: 15 {bk01-l1a-f6-15.mp3}
LINE: 16 {bk01-l1a-f6-16.mp3}
LINE: 17 {bk01-l1a-f6-17.mp3}
LINE: 18 {bk01-l1a-f6-18.mp3}
LINE: 19 {bk01-l1a-f6-19.mp3}
LINE: 20 {bk01-l1a-f6-20.mp3}
# Source: ST §Numbers Zero to Twenty
$GRAMMAR Numbers Zero to Twenty
ID: l1-s7
INTRO: Here are the numbers zero to twenty with their written words. Tap any word to hear it again.
| | |
|---|---|
| 0 = {zero} | |
| 1 = {one} | 11 = {eleven} |
| 2 = {two} | 12 = {twelve} |
| 3 = {three} | 13 = {thirteen} |
| 4 = {four} | 14 = {fourteen} |
| 5 = {five} | 15 = {fifteen} |
| 6 = {six} | 16 = {sixteen} |
| 7 = {seven} | 17 = {seventeen} |
| 8 = {eight} | 18 = {eighteen} |
| 9 = {nine} | 19 = {nineteen} |
| 10 = {ten} | 20 = {twenty} |
# Source: LLA 1A Figure 7
$SELECT Which Number Do You Hear?
ID: 1a-f7
INTRO: You'll hear one number at a time. Tap the number you hear. Thirteen and thirty love to be confused — listen to the end of the word.
INSTRUCTION: Tap the number you hear.
EXAMPLE
PROMPT: 16. {bk01-l1a-f7-00-ex.mp3}
OPTION: a | 6
OPTION: b | 18
OPTION: c | 16
OPTION: d | 5
ANSWER: c
PROMPT: 3. {bk01-l1a-f7-01.mp3}
OPTION: a | 1
OPTION: b | 2
OPTION: c | 3
OPTION: d | 4
ANSWER: c
PROMPT: 11. {bk01-l1a-f7-02.mp3}
OPTION: a | 5
OPTION: b | 0
OPTION: c | 9
OPTION: d | 11
ANSWER: d
PROMPT: 6. {bk01-l1a-f7-03.mp3}
OPTION: a | 2
OPTION: b | 4
OPTION: c | 6
OPTION: d | 8
ANSWER: c
PROMPT: 12. {bk01-l1a-f7-04.mp3}
OPTION: a | 12
OPTION: b | 10
OPTION: c | 9
OPTION: d | 7
ANSWER: a
PROMPT: 9. {bk01-l1a-f7-05.mp3}
OPTION: a | 3
OPTION: b | 9
OPTION: c | 5
OPTION: d | 8
ANSWER: b
PROMPT: 10. {bk01-l1a-f7-06.mp3}
OPTION: a | 5
OPTION: b | 12
OPTION: c | 10
OPTION: d | 2
ANSWER: c
PROMPT: 5. {bk01-l1a-f7-07.mp3}
OPTION: a | 5
OPTION: b | 6
OPTION: c | 8
OPTION: d | 9
ANSWER: a
PROMPT: 13. {bk01-l1a-f7-08.mp3}
OPTION: a | 10
OPTION: b | 11
OPTION: c | 12
OPTION: d | 13
ANSWER: d
PROMPT: 18. {bk01-l1a-f7-09.mp3}
OPTION: a | 8
OPTION: b | 18
OPTION: c | 9
OPTION: d | 12
ANSWER: b
PROMPT: 0. {bk01-l1a-f7-10.mp3}
OPTION: a | 0
OPTION: b | 10
OPTION: c | 15
OPTION: d | 20
ANSWER: a
PROMPT: 15. {bk01-l1a-f7-11.mp3}
OPTION: a | 8
OPTION: b | 15
OPTION: c | 0
OPTION: d | 2
ANSWER: b
PROMPT: 4. {bk01-l1a-f7-12.mp3}
OPTION: a | 4
OPTION: b | 17
OPTION: c | 14
OPTION: d | 9
ANSWER: a
PROMPT: 19. {bk01-l1a-f7-13.mp3}
OPTION: a | 9
OPTION: b | 6
OPTION: c | 13
OPTION: d | 19
ANSWER: d
PROMPT: 20. {bk01-l1a-f7-14.mp3}
OPTION: a | 20
OPTION: b | 12
OPTION: c | 2
OPTION: d | 0
ANSWER: a
PROMPT: 1. {bk01-l1a-f7-15.mp3}
OPTION: a | 7
OPTION: b | 11
OPTION: c | 1
OPTION: d | 14
ANSWER: c
PROMPT: 2. {bk01-l1a-f7-16.mp3}
OPTION: a | 3
OPTION: b | 12
OPTION: c | 16
OPTION: d | 2
ANSWER: d
# Source: ST §A Number and a Word
$SELECT Numbers as Words
ID: l1-s8
INTRO: Same numbers, now in writing. You'll see a digit — tap the word that spells it.
INSTRUCTION: Tap the correct word for the number.
OPTION: sixteen | sixteen
OPTION: eight | eight
OPTION: two | two
OPTION: thirteen | thirteen
OPTION: ten | ten
OPTION: eleven | eleven
OPTION: one | one
OPTION: twelve | twelve
OPTION: five | five
OPTION: nine | nine
TEMPLATE: 10
ANSWER: ten
TEMPLATE: 1
ANSWER: one
TEMPLATE: 12
ANSWER: twelve
TEMPLATE: 16
ANSWER: sixteen
TEMPLATE: 8
ANSWER: eight
TEMPLATE: 13
ANSWER: thirteen
TEMPLATE: 9
ANSWER: nine
TEMPLATE: 2
ANSWER: two
TEMPLATE: 11
ANSWER: eleven
TEMPLATE: 5
ANSWER: five
# Source: LLA 1B Figure 1
$PRODUCE The Missing Number
ID: 1b-f1
INPUT: type
CHECK: exact
INTRO: You'll see three numbers with one missing. Listen to the whole sequence and type the number you didn't see.
INSTRUCTION: Type the missing number.
EXAMPLE
TEMPLATE: 14 7 ____
PROMPT: 14. 7. 12. {bk01-l1b-f1-ex.mp3}
RESPONSE: 12
TEMPLATE: 3 ____ 8
PROMPT: 3. 5. 8. {bk01-l1b-f1-01.mp3}
RESPONSE: 5
TEMPLATE: 1 2 ____
PROMPT: 1. 2. 3. {bk01-l1b-f1-02.mp3}
RESPONSE: 3
TEMPLATE: 12 10 ____
PROMPT: 12. 10. 9. {bk01-l1b-f1-03.mp3}
RESPONSE: 9
TEMPLATE: 0 4 ____
PROMPT: 0. 4. 11. {bk01-l1b-f1-04.mp3}
RESPONSE: 11
TEMPLATE: ____ 9 1
PROMPT: 3. 9. 1. {bk01-l1b-f1-05.mp3}
RESPONSE: 3
TEMPLATE: 6 4 ____
PROMPT: 6. 4. 2. {bk01-l1b-f1-06.mp3}
RESPONSE: 2
TEMPLATE: 11 ____ 10
PROMPT: 11. 1. 10. {bk01-l1b-f1-07.mp3}
RESPONSE: 1
TEMPLATE: 7 11 ____
PROMPT: 7. 11. 4. {bk01-l1b-f1-08.mp3}
RESPONSE: 4
TEMPLATE: 3 ____ 9
PROMPT: 3. 6. 9. {bk01-l1b-f1-09.mp3}
RESPONSE: 6
TEMPLATE: ____ 10 12
PROMPT: 8. 10. 12. {bk01-l1b-f1-10.mp3}
RESPONSE: 8
TEMPLATE: 4 3 ____
PROMPT: 4. 3. 9. {bk01-l1b-f1-11.mp3}
RESPONSE: 9
TEMPLATE: ____ 9 2
PROMPT: 7. 9. 2. {bk01-l1b-f1-12.mp3}
RESPONSE: 7
# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read
# with no recorded stimulus or given items; the cassette missing-number dictation above
# covers the skill. Convertible later with chosen numbers + TTS.
$LESSON 1-4: Greetings
# Source: ST §How Are You?
$DIALOGUE How Are You?
ID: l1-s1
INTRO: New part: greetings — how to say hello, ask how someone is, and leave politely. Bill and Bob show you the whole routine. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT
VOCAB: Good morning
Bill: Good morning.
VOCAB: How are you?
Bob: Good morning. How are you?
VOCAB: Fine, thanks.
Bill: Fine, thanks. How are you?
VOCAB: classroom
Bob: Fine, thanks. Oh, my teacher is in the classroom.
VOCAB: See you later.
Bill: See you later.
VOCAB: Okay
VOCAB: Goodbye
Bob: Okay. Goodbye.
# Source: LLA 1B Figure 2
$DIALOGUE Greetings in the Classroom
ID: 1b-f2
INTRO: A morning in the classroom, from hello to goodbye — with a little work in between. Listen and repeat what you hear.
INSTRUCTION: Listen and repeat each line.
REPEAT
Student: Good morning, ma'am. {page_016_001.jpg} {bk01-l1b-f2-01.mp3}
Teacher: Good morning. {page_016_001.jpg} {bk01-l1b-f2-02.mp3}
Teacher: How are you? {page_016_002.jpg} {bk01-l1b-f2-03.mp3}
Student: Fine, thanks. {page_016_002.jpg} {bk01-l1b-f2-04.mp3}
Teacher: It's 2 o'clock. {page_016_003.jpg} {bk01-l1b-f2-05.mp3}
LINE: Close your books, please. {page_016_003.jpg} {bk01-l1b-f2-06.mp3}
Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3}
Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3}
# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?)
$DIALOGUE What Is Your Name? {page_030_001.jpg}
ID: 1d-f2
INTRO: Ted and Aldo meet for the first time and trade names — a transaction you'll repeat for the rest of your life. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: Hello
Ted: Hello. {bk01-l1d-f2-01.mp3}
Aldo: Hello. How are you? {bk01-l1d-f2-02.mp3}
Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3}
VOCAB: What is your name?
Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3}
VOCAB: My name is
Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3}
Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3}
# SKIPPED (master): ST §What's Your Name? — cross-source twin of the cassette dialog above
# (same Ted/Aldo exchange, TTS only). Its VOCAB tags were transferred onto the cassette lines.
# Source: ST §How Are You? (Formal)
$DIALOGUE Formal Greetings
ID: l1-s3
INTRO: When you greet an officer, add "sir." Sergeant Smith demonstrates on Major Henry — note who says "sir" and who doesn't. Listen and repeat.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT
VOCAB: sir
Sgt_Smith: Good morning, sir. {st-page_008_001.jpg}
Maj_Henry: Morning. How are you?
Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg}
Maj_Henry: Fine, thanks.
VOCAB: Thanks
John: Thanks, Mr. Bill. {st-page_008_003.jpg}
Mr_Bill: Okay. See you later.
John: Goodbye. {st-page_008_004.jpg}
$LESSON 1-5: Things in the Classroom
# Source: LLA 1B Figure 3 (VOCAB tags transferred from ST §It's a Book.)
$DIALOGUE What's That?
ID: 1b-f3
INTRO: New part: the things around you in a classroom. For each picture you'll hear a question and its answer. Listen and repeat both.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: book
Narrator: What's that? {page_017_001.jpg} {bk01-l1b-f3-01-q.mp3}
LINE: It's a book. {page_017_001.jpg} {bk01-l1b-f3-01-a.mp3}
VOCAB: chair
Narrator: What's that? {page_017_002.jpg} {bk01-l1b-f3-02-q.mp3}
LINE: It's a chair. {page_017_002.jpg} {bk01-l1b-f3-02-a.mp3}
VOCAB: window
Narrator: What's that? {page_017_003.jpg} {bk01-l1b-f3-03-q.mp3}
LINE: It's a window. {page_017_003.jpg} {bk01-l1b-f3-03-a.mp3}
VOCAB: clock
Narrator: What's that? {page_017_004.jpg} {bk01-l1b-f3-04-q.mp3}
LINE: It's a clock. {page_017_004.jpg} {bk01-l1b-f3-04-a.mp3}
VOCAB: door
Narrator: What's that? {page_017_005.jpg} {bk01-l1b-f3-05-q.mp3}
LINE: It's a door. {page_017_005.jpg} {bk01-l1b-f3-05-a.mp3}
Narrator: What's that? {page_017_006.jpg} {bk01-l1b-f3-06-q.mp3}
LINE: It's a chair. {page_017_006.jpg} {bk01-l1b-f3-06-a.mp3}
VOCAB: table
Narrator: What's that? {page_017_007.jpg} {bk01-l1b-f3-07-q.mp3}
LINE: It's a table. {page_017_007.jpg} {bk01-l1b-f3-07-a.mp3}
VOCAB: pencil
Narrator: What's that? {page_017_008.jpg} {bk01-l1b-f3-08-q.mp3}
LINE: It's a pencil. {page_017_008.jpg} {bk01-l1b-f3-08-a.mp3}
VOCAB: pen
Narrator: What's that? {page_017_009.jpg} {bk01-l1b-f3-09-q.mp3}
LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3}
VOCAB: notebook
Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3}
LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3}
# Source: ST §It's a Book. (grammar table)
$GRAMMAR It's a Book.
ID: l1-s4
INTRO: A quick look at the pattern you've been repeating: "it is" almost always shrinks to "it's".
| | | |
|---|---|---|
| It | is | a book. |
| It | is | a pen. |
| It | is | a pencil. |
**It + is = It's**
| | |
|---|---|
| It's | a book. |
| It's | a pen. |
| It's | a pencil. |
In everyday English you'll nearly always hear the short form: {It is a book.} becomes {It's a book.} — same meaning, one less syllable.
# Source: LLA 1C Figure 1 (VOCAB tags transferred from ST §It's a Book.)
$DIALOGUE More Classroom Objects
ID: 1c-f1
INTRO: More things to name — including words, letters, and numbers themselves. For each picture, listen to the question and answer and repeat them both.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT
LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3}
LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3}
LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3}
VOCAB: picture
LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3}
LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3}
VOCAB: classroom
LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3}
LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3}
VOCAB: lab
LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3}
LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3}
VOCAB: word
LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3}
VOCAB: letter
LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3}
VOCAB: number
LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3}
# SKIPPED (master): ST §It's a Book. (sentence panel) — cross-source twin of the cassette
# presentations above (same fifteen objects, same "It's a ..." sentences, TTS only). Kept
# the cassette passes; the ST panel's VOCAB tags were distributed across them.
# Source: LLA 1C Figure 4
$DIALOGUE Words and Sentences
ID: 1c-f4
INTRO: One more pass over the classroom words: first the word alone, then in a sentence. Listen and repeat both.
INSTRUCTION: Repeat each word and sentence.
REPEAT
LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3}
LINE: A door. It's a door. {bk01-l1c-f4-02.mp3}
LINE: A window. It's a window. {bk01-l1c-f4-03.mp3}
LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3}
LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3}
LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3}
LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3}
LINE: A book. It's a book. {bk01-l1c-f4-08.mp3}
LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3}
LINE: A number. It's a number. {bk01-l1c-f4-10.mp3}
LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3}
LINE: A word. It's a word. {bk01-l1c-f4-12.mp3}
LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3}
LINE: A table. It's a table. {bk01-l1c-f4-14.mp3}
LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3}
# SKIPPED (tape): LLA 1C Figure 3 — listening exercise whose stimuli are not available on
# the tape transcript (per the stage-1 conversion).
# Source: LLA 1C Figure 2 (part 1)
$SELECT Tap the Object You Hear
ID: 1c-f2
INTRO: You'll hear a question and an answer. Tap the picture that matches the object you hear.
INSTRUCTION: Tap the correct picture.
PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3}
OPTION: a | the letter b {page_020_001.jpg}
OPTION: b | a pencil {page_020_002.jpg}
OPTION: c | the number 8 {page_020_003.jpg}
OPTION: d | a picture {page_020_004.jpg}
ANSWER: b
PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3}
OPTION: a | a notebook {page_020_005.jpg}
OPTION: b | a book {page_020_006.jpg}
OPTION: c | a window {page_020_007.jpg}
OPTION: d | a lab {page_020_008.jpg}
ANSWER: a
PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3}
OPTION: a | a picture {page_020_009.jpg}
OPTION: b | a pencil {page_020_010.jpg}
OPTION: c | a pen {page_020_011.jpg}
OPTION: d | a book {page_020_012.jpg}
ANSWER: c
PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3}
OPTION: a | a notebook {page_020_013.jpg}
OPTION: b | a classroom {page_020_014.jpg}
OPTION: c | a window {page_020_015.jpg}
OPTION: d | a picture {page_020_016.jpg}
ANSWER: d
PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3}
OPTION: a | a word {page_020_017.jpg}
OPTION: b | a book {page_020_018.jpg}
OPTION: c | a picture {page_020_019.jpg}
OPTION: d | the number 8 {page_020_020.jpg}
ANSWER: b
PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3}
OPTION: a | a lab {page_020_021.jpg}
OPTION: b | a book {page_020_022.jpg}
OPTION: c | a classroom {page_020_023.jpg}
OPTION: d | a pencil {page_020_024.jpg}
ANSWER: a
# Source: LLA 1C Figure 2 (part 2)
$PRODUCE Answer About the Pictures
ID: 1c-f2-b
INTRO: The same pictures, but now the questions are for you. Look at the picture, answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer with a full sentence.
REPEAT
PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3}
RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3}
PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3}
RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3}
PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3}
RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3}
PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3}
RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3}
PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3}
RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3}
PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3}
RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3}
# Source: LLA 1B Figure 4
$PRODUCE The Missing Word
ID: 1b-f4
INPUT: type
CHECK: exact
INTRO: Dictation with a gap. You'll see a sentence with one word missing and hear the whole thing. Type the missing word.
INSTRUCTION: Type the missing word.
EXAMPLE
TEMPLATE: Good morning. How ____ you?
PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
ACCEPT: are
TEMPLATE: See ____ later.
PROMPT: See you later. {bk01-l1b-f4-01.mp3}
RESPONSE: See you later. {bk01-l1b-f4-01.mp3}
ACCEPT: you
TEMPLATE: Please ____ at your book.
PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3}
RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3}
ACCEPT: look
TEMPLATE: Open ____ notebook.
PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3}
RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3}
ACCEPT: your
TEMPLATE: ____ is a pencil.
PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3}
RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3}
ACCEPT: This
TEMPLATE: What is ____?
PROMPT: What is that? {bk01-l1b-f4-05.mp3}
RESPONSE: What is that? {bk01-l1b-f4-05.mp3}
ACCEPT: that
TEMPLATE: Circle the ____.
PROMPT: Circle the word. {bk01-l1b-f4-06.mp3}
RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3}
ACCEPT: word
TEMPLATE: That is ____ pen.
PROMPT: That is my pen. {bk01-l1b-f4-07.mp3}
RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3}
ACCEPT: my
TEMPLATE: What's your ____?
PROMPT: What's your name? {bk01-l1b-f4-08.mp3}
RESPONSE: What's your name? {bk01-l1b-f4-08.mp3}
ACCEPT: name
TEMPLATE: ____ to the lab, please.
PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3}
RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3}
ACCEPT: Go
TEMPLATE: That's a ____.
PROMPT: That's a clock. {bk01-l1b-f4-10.mp3}
RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3}
ACCEPT: clock
# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (S1 points, S2 names);
# classroom-dependent, convertible later as picture-cued naming.
# Source: ST §It's a Book. (production exercise; INPUT changed to speak)
$PRODUCE Say What It Is
ID: l1-s11
INTRO: Now you name things without help. Say a sentence for each picture — and for the later pictures, ask the question yourself and then answer it.
INSTRUCTION: Say a sentence for each picture.
INPUT: speak
CHECK: llm
RUBRIC: Match the model answer's shape: where the model is a single sentence, accept any sentence identifying the same object ("It's a pen." / "It is a pen."); where the model is a question plus its answer, require both the question and a matching answer.
EXAMPLE
PROMPT: What's this? {st-page_021_001.jpg}
RESPONSE: It's a book.
PROMPT: What's this? {st-page_021_002.jpg}
RESPONSE: It's a pen.
PROMPT: What's this? {st-page_021_003.jpg}
RESPONSE: It's a pencil.
PROMPT: What's this? {st-page_021_004.jpg}
RESPONSE: It's a notebook.
PROMPT: What's this? {st-page_021_005.jpg}
RESPONSE: It's a door.
PROMPT: What's this? {st-page_021_006.jpg}
RESPONSE: It's a window.
PROMPT: {st-page_023_001.jpg}
RESPONSE: What is this? It's a lab.
PROMPT: {st-page_023_002.jpg}
RESPONSE: What is this? It's a classroom.
PROMPT: {st-page_023_003.jpg}
RESPONSE: What is this? It's a letter.
PROMPT: {st-page_023_004.jpg}
RESPONSE: What is this? It's a number.
PROMPT: {st-page_023_005.jpg}
RESPONSE: What is this? It's a word.
PROMPT: {st-page_023_006.jpg}
RESPONSE: What is this? It's a picture.
PROMPT: {st-page_023_007.jpg}
RESPONSE: What is this? It's a chair.
PROMPT: {st-page_023_008.jpg}
RESPONSE: What is this? It's a clock.
PROMPT: {st-page_023_009.jpg}
RESPONSE: What is this? It's a table.
$LESSON 1-6: This and That
# Source: ST §This and That (grammar; image renamed to st- namespace)
$GRAMMAR This and That
ID: l1-s9
INTRO: New part: pointing at things. "This" is for something near you; "that" is for something farther away. Here's the pattern.
**This** points at something near you — in your hand, on your desk. **That** points at something farther away — across the room.
![Teacher showing 'This is a book', student pointing 'That's a book'](st-page_020_001.jpg)
| | | |
|---|---|---|
| This | is | a pencil. |
| That | is | a door. |
**That + is = That's**
| | |
|---|---|
| That's | a pencil. |
| That's | a door. |
Say {This is a pencil.} for the one in your hand, and {That's a door.} for the one over there.
# Source: LLA 1C Figure 5
$DIALOGUE Near and Far
ID: 1c-f5
INTRO: The same objects, twice each: "this is" when it's near, "that's" when it's far. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: This is a pencil. {page_023_001.jpg} {bk01-l1c-f5-01.mp3}
LINE: That's a pencil. {page_023_002.jpg} {bk01-l1c-f5-02.mp3}
LINE: This is a table. {page_023_003.jpg} {bk01-l1c-f5-03.mp3}
LINE: That's a table. {page_023_004.jpg} {bk01-l1c-f5-04.mp3}
LINE: This is a chair. {page_023_005.jpg} {bk01-l1c-f5-05.mp3}
LINE: That's a chair. {page_023_006.jpg} {bk01-l1c-f5-06.mp3}
LINE: This is a notebook. {page_023_007.jpg} {bk01-l1c-f5-07.mp3}
LINE: That's a notebook. {page_023_008.jpg} {bk01-l1c-f5-08.mp3}
LINE: This is a window. {page_023_009.jpg} {bk01-l1c-f5-09.mp3}
LINE: That's a window. {page_023_010.jpg} {bk01-l1c-f5-10.mp3}
LINE: This is a clock. {page_023_011.jpg} {bk01-l1c-f5-11.mp3}
LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3}
LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3}
LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3}
# Source: LLA 1C Figure 6
$SELECT Near or Far?
ID: 1c-f6
INTRO: Listen to each sentence — does "this" or "that" tell you the object is near or far? Tap the matching picture, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT
PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3}
OPTION: a | near {page_024_001.jpg} {bk01-l1c-f6-01-a.mp3}
OPTION: b | far {page_024_002.jpg}
ANSWER: a
PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3}
OPTION: a | near {page_024_003.jpg} {bk01-l1c-f6-02-a.mp3}
OPTION: b | far {page_024_004.jpg}
ANSWER: a
PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3}
OPTION: a | near {page_024_005.jpg}
OPTION: b | far {page_024_006.jpg} {bk01-l1c-f6-03-a.mp3}
ANSWER: b
PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3}
OPTION: a | near {page_024_007.jpg}
OPTION: b | far {page_024_008.jpg} {bk01-l1c-f6-04-a.mp3}
ANSWER: b
PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3}
OPTION: a | near {page_024_009.jpg} {bk01-l1c-f6-05-a.mp3}
OPTION: b | far {page_024_010.jpg}
ANSWER: a
PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3}
OPTION: a | near {page_024_011.jpg}
OPTION: b | far {page_024_012.jpg} {bk01-l1c-f6-06-a.mp3}
ANSWER: b
PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3}
OPTION: a | near {page_024_013.jpg} {bk01-l1c-f6-07-a.mp3}
OPTION: b | far {page_024_014.jpg}
ANSWER: a
PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3}
OPTION: a | near {page_024_015.jpg}
OPTION: b | far {page_024_016.jpg} {bk01-l1c-f6-08-a.mp3}
ANSWER: b
PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3}
OPTION: a | near {page_024_017.jpg} {bk01-l1c-f6-09-a.mp3}
OPTION: b | far {page_024_018.jpg}
ANSWER: a
PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3}
OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3}
OPTION: b | far {page_024_020.jpg}
ANSWER: a
# Source: ST §What Is This? + §What Is This? What Is That? (two near-identical tables merged)
$GRAMMAR What Is This? What Is That?
ID: l1-s10
INTRO: To ask about a thing, use "what" — near or far, the question works the same way.
| | | |
|---|---|---|
| What | is | this? |
| What | is | that? |
**What + is = What's**
| | |
|---|---|
| What's | this? |
| What's | that? |
Ask {What's this?} and answer {It's a book.}
# Source: LLA 1C Figure 7
$DIALOGUE Questions and Answers
ID: 1c-f7
INTRO: Questions and answers about near and far things. Listen and repeat both the question and the answer.
INSTRUCTION: Repeat the questions and answers.
REPEAT
LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3}
LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3}
LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3}
LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3}
LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3}
LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3}
LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3}
LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3}
# Source: LLA 1C Figure 8
$SELECT Listen and Choose: Near or Far
ID: 1c-f8
INTRO: You'll hear a question and its answer. The answer tells you whether the object is near or far — tap the matching picture, then repeat the exchange.
INSTRUCTION: Tap the correct picture.
REPEAT
PROMPT: What's that? This is a clock. {bk01-l1c-f8-01-q.mp3}
OPTION: a | near {page_027_001.jpg} {bk01-l1c-f8-01-a.mp3}
OPTION: b | far {page_027_002.jpg}
ANSWER: a
PROMPT: What's that? That's a notebook. {bk01-l1c-f8-02-q.mp3}
OPTION: a | near {page_027_003.jpg} {bk01-l1c-f8-02-a.mp3}
OPTION: b | far {page_027_004.jpg}
ANSWER: a
PROMPT: What's that? That's a pen. {bk01-l1c-f8-03-q.mp3}
OPTION: a | near {page_027_005.jpg}
OPTION: b | far {page_027_006.jpg} {bk01-l1c-f8-03-a.mp3}
ANSWER: b
PROMPT: What's that? That's a table. {bk01-l1c-f8-04-q.mp3}
OPTION: a | near {page_027_007.jpg}
OPTION: b | far {page_027_008.jpg} {bk01-l1c-f8-04-a.mp3}
ANSWER: b
PROMPT: What's that? That's a door. {bk01-l1c-f8-05-q.mp3}
OPTION: a | near {page_027_009.jpg} {bk01-l1c-f8-05-a.mp3}
OPTION: b | far {page_027_010.jpg}
ANSWER: a
PROMPT: What's that? This is a chair. {bk01-l1c-f8-06-q.mp3}
OPTION: a | near {page_027_011.jpg} {bk01-l1c-f8-06-a.mp3}
OPTION: b | far {page_027_012.jpg}
ANSWER: a
PROMPT: What's this? That's a window. {bk01-l1c-f8-07-q.mp3}
OPTION: a | near {page_027_013.jpg}
OPTION: b | far {page_027_014.jpg} {bk01-l1c-f8-07-a.mp3}
ANSWER: b
PROMPT: What's this? This is a picture. {bk01-l1c-f8-08-q.mp3}
OPTION: a | near {page_027_015.jpg}
OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3}
ANSWER: b
# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task;
# environment-dependent, not app-doable.
# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer
# (image page_022_001) — merged into the p.25 exercise below at stage 1; convertible later.
# Source: ST §What Is This? What Is That? (production exercise; INPUT changed to speak, RUBRIC rewritten)
$PRODUCE Ask and Answer
ID: l1-s13
INTRO: For each picture, do both jobs: ask the question and answer it. Say the question and the answer aloud.
INSTRUCTION: Say a question and an answer for the picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key: require a "what" question plus an answer identifying the same object. Accept this/that/it's in the answer, and contracted or full forms throughout.
EXAMPLE
PROMPT: {st-page_025_001.jpg}
RESPONSE: What's this? That's a pen.
PROMPT: {st-page_025_002.jpg}
RESPONSE: What's this? That's a book.
PROMPT: {st-page_026_001.jpg}
RESPONSE: What's this? That's a clock.
PROMPT: {st-page_026_002.jpg}
RESPONSE: What's this? That's a picture.
PROMPT: {st-page_026_003.jpg}
RESPONSE: What's this? That's a window.
PROMPT: {st-page_026_004.jpg}
RESPONSE: What's this? That's a table.
PROMPT: {st-page_027_001.jpg}
RESPONSE: What's this? That's a letter.
PROMPT: {st-page_027_002.jpg}
TEMPLATE: a page
RESPONSE: What's this? That's a page.
$LESSON 1-7: My and Your
# Source: ST §This Is My Pen. (grammar; image renamed to st- namespace)
$GRAMMAR My and Your
ID: l1-s14
INTRO: New part: saying whose things they are. "My" for the speaker's things, "your" for the listener's.
| | | |
|---|---|---|
| This is | a | book. |
| That is | my | chair. |
| That's | your | pen. |
![Illustrations for my and your](st-page_027_003.jpg)
{That is my chair.} — it belongs to me. {That's your pen.} — it belongs to you.
# Source: LLA 1B Listening/Speaking Activity
$DIALOGUE My Pen, Your Pen
ID: 1b-ls1
INTRO: My and your, near and far, all mixed together — twenty sentences to make the pattern automatic. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
Narrator: This is my book. {bk01-l1b-f5-01.mp3}
LINE: That's your chair. {bk01-l1b-f5-02.mp3}
LINE: It's my pen. {bk01-l1b-f5-03.mp3}
LINE: That's your pencil. {bk01-l1b-f5-04.mp3}
LINE: That's my chair. {bk01-l1b-f5-05.mp3}
LINE: It's your notebook. {bk01-l1b-f5-06.mp3}
LINE: This is my picture. {bk01-l1b-f5-07.mp3}
LINE: That's your book. {bk01-l1b-f5-08.mp3}
LINE: That's your clock. {bk01-l1b-f5-09.mp3}
LINE: This is my pencil. {bk01-l1b-f5-10.mp3}
LINE: That's my notebook. {bk01-l1b-f5-11.mp3}
LINE: This is your picture. {bk01-l1b-f5-12.mp3}
LINE: It's my clock. {bk01-l1b-f5-13.mp3}
LINE: That's your pen. {bk01-l1b-f5-14.mp3}
LINE: This is my table. {bk01-l1b-f5-15.mp3}
LINE: That's your classroom. {bk01-l1b-f5-16.mp3}
LINE: This is your lab. {bk01-l1b-f5-17.mp3}
LINE: This is my classroom. {bk01-l1b-f5-18.mp3}
LINE: That's your table. {bk01-l1b-f5-19.mp3}
LINE: That's my lab. {bk01-l1b-f5-20.mp3}
# Source: ST §What Is That?
$DIALOGUE My Pen and Your Pen, Side by Side
ID: l1-s15
INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat.
INSTRUCTION: Listen and repeat these sentences.
REPEAT
LINE: This is my pen. That's your pen.
LINE: This is my book. That's your book.
LINE: This is my notebook. That's your notebook.
LINE: This is my picture. That's your picture.
LINE: This is my pencil. That's your pencil.
LINE: This is my chair. That's your chair.
# Source: ST §That's Your Pen.
$DIALOGUE Whose Is It?
ID: l1-s16
INTRO: Two students sort out whose things are whose. Just listen and read along — notice how "this" and "that" trade places depending on who is speaking.
INSTRUCTION: Read these questions and answers.
StudentA: What's this?
StudentB: That's your pen.
StudentA: What's this?
StudentB: That's your book.
StudentA: What's this?
StudentB: That's your notebook.
StudentA: What's this?
StudentB: That's your pencil.
StudentA: What's that?
StudentB: This is my picture. That's your picture.
StudentA: What's that?
StudentB: This is my chair. That's your chair.
StudentA: What's that?
StudentB: That's my book. This is your book.
StudentA: What's that?
StudentB: That's my notebook. This is your notebook.
$LESSON 1-8: Review — Words in the Classroom
# Source: LLA 1D Figure 1
$SELECT Tap the Word You Hear
ID: 1d-f1
INTRO: Review time: every word from this lesson comes back for inspection. You'll hear a word — find it among the choices, tap it, then say it back. Twenty-five words. They remember you, even if you don't remember them.
INSTRUCTION: Tap the word you hear.
REPEAT
EXAMPLE
PROMPT: pen {bk01-l1d-f1-ex.mp3}
OPTION: a | chair
OPTION: b | pencil
OPTION: c | pen {bk01-l1d-f1-ex-a.mp3}
OPTION: d | clock
ANSWER: c
PROMPT: table {bk01-l1d-f1-01.mp3}
OPTION: a | this
OPTION: b | table {bk01-l1d-f1-01-a.mp3}
OPTION: c | that
OPTION: d | the
ANSWER: b
PROMPT: name {bk01-l1d-f1-02.mp3}
OPTION: a | what
OPTION: b | book
OPTION: c | name {bk01-l1d-f1-02-a.mp3}
OPTION: d | door
ANSWER: c
PROMPT: the {bk01-l1d-f1-03.mp3}
OPTION: a | to
OPTION: b | the {bk01-l1d-f1-03-a.mp3}
OPTION: c | table
OPTION: d | that
ANSWER: b
PROMPT: what {bk01-l1d-f1-04.mp3}
OPTION: a | door
OPTION: b | that
OPTION: c | word
OPTION: d | what {bk01-l1d-f1-04-a.mp3}
ANSWER: d
PROMPT: this {bk01-l1d-f1-05.mp3}
OPTION: a | that
OPTION: b | book
OPTION: c | this {bk01-l1d-f1-05-a.mp3}
OPTION: d | the
ANSWER: c
PROMPT: door {bk01-l1d-f1-06.mp3}
OPTION: a | door {bk01-l1d-f1-06-a.mp3}
OPTION: b | letter
OPTION: c | number
OPTION: d | pen
ANSWER: a
PROMPT: word {bk01-l1d-f1-07.mp3}
OPTION: a | word {bk01-l1d-f1-07-a.mp3}
OPTION: b | window
OPTION: c | write
OPTION: d | what
ANSWER: a
PROMPT: write {bk01-l1d-f1-08.mp3}
OPTION: a | name
OPTION: b | write {bk01-l1d-f1-08-a.mp3}
OPTION: c | your
OPTION: d | word
ANSWER: b
PROMPT: window {bk01-l1d-f1-09.mp3}
OPTION: a | close
OPTION: b | number
OPTION: c | window {bk01-l1d-f1-09-a.mp3}
OPTION: d | pencil
ANSWER: c
PROMPT: lab {bk01-l1d-f1-10.mp3}
OPTION: a | please
OPTION: b | clock
OPTION: c | pen
OPTION: d | lab {bk01-l1d-f1-10-a.mp3}
ANSWER: d
PROMPT: picture {bk01-l1d-f1-11.mp3}
OPTION: a | pencil
OPTION: b | picture {bk01-l1d-f1-11-a.mp3}
OPTION: c | page
OPTION: d | open
ANSWER: b
PROMPT: my {bk01-l1d-f1-12.mp3}
OPTION: a | my {bk01-l1d-f1-12-a.mp3}
OPTION: b | pen
OPTION: c | lab
OPTION: d | book
ANSWER: a
PROMPT: it's {bk01-l1d-f1-13.mp3}
OPTION: a | this
OPTION: b | it
OPTION: c | it's {bk01-l1d-f1-13-a.mp3}
OPTION: d | the
ANSWER: c
PROMPT: two {bk01-l1d-f1-14.mp3}
OPTION: a | what
OPTION: b | that
OPTION: c | to {bk01-l1d-f1-14-a.mp3}
OPTION: d | the
ANSWER: c
PROMPT: letter {bk01-l1d-f1-15.mp3}
OPTION: a | chair
OPTION: b | table
OPTION: c | picture
OPTION: d | letter {bk01-l1d-f1-15-a.mp3}
ANSWER: d
PROMPT: clock {bk01-l1d-f1-16.mp3}
OPTION: a | door
OPTION: b | clock {bk01-l1d-f1-16-a.mp3}
OPTION: c | pen
OPTION: d | chair
ANSWER: b
PROMPT: notebook {bk01-l1d-f1-17.mp3}
OPTION: a | notebook {bk01-l1d-f1-17-a.mp3}
OPTION: b | window
OPTION: c | book
OPTION: d | please
ANSWER: a
PROMPT: open {bk01-l1d-f1-18.mp3}
OPTION: a | picture
OPTION: b | table
OPTION: c | write
OPTION: d | open {bk01-l1d-f1-18-a.mp3}
ANSWER: d
PROMPT: please {bk01-l1d-f1-19.mp3}
OPTION: a | page
OPTION: b | pencil
OPTION: c | please {bk01-l1d-f1-19-a.mp3}
OPTION: d | picture
ANSWER: c
PROMPT: number {bk01-l1d-f1-20.mp3}
OPTION: a | notebook
OPTION: b | number {bk01-l1d-f1-20-a.mp3}
OPTION: c | letter
OPTION: d | name
ANSWER: b
PROMPT: chair {bk01-l1d-f1-21.mp3}
OPTION: a | close
OPTION: b | clock
OPTION: c | chair {bk01-l1d-f1-21-a.mp3}
OPTION: d | the
ANSWER: c
PROMPT: your {bk01-l1d-f1-22.mp3}
OPTION: a | your {bk01-l1d-f1-22-a.mp3}
OPTION: b | door
OPTION: c | that
OPTION: d | my
ANSWER: a
PROMPT: that {bk01-l1d-f1-23.mp3}
OPTION: a | table
OPTION: b | that {bk01-l1d-f1-23-a.mp3}
OPTION: c | the
OPTION: d | this
ANSWER: b
PROMPT: pencil {bk01-l1d-f1-24.mp3}
OPTION: a | please
OPTION: b | pen
OPTION: c | picture
OPTION: d | pencil {bk01-l1d-f1-24-a.mp3}
ANSWER: d
PROMPT: close {bk01-l1d-f1-25.mp3}
OPTION: a | close {bk01-l1d-f1-25-a.mp3}
OPTION: b | open
OPTION: c | clock
OPTION: d | door
ANSWER: a
# Source: LLA 1D Figure 4
$PRODUCE What Is It? {page_032_001.jpg}
ID: 1d-f4
INTRO: One classroom, eight numbered things. For each number, answer the question aloud with a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
EXAMPLE
PROMPT: What is it? {bk01-l1d-f4-ex-q.mp3}
RESPONSE: It's a classroom. {bk01-l1d-f4-ex-a.mp3}
PROMPT: What is that? {bk01-l1d-f4-01-q.mp3}
TEMPLATE: Number 1
RESPONSE: It's a clock. {bk01-l1d-f4-01-a.mp3}
PROMPT: What's that? {bk01-l1d-f4-02-q.mp3}
TEMPLATE: Number 2
RESPONSE: It's a door. {bk01-l1d-f4-02-a.mp3}
PROMPT: What is it? {bk01-l1d-f4-03-q.mp3}
TEMPLATE: Number 3
RESPONSE: It's a chair. {bk01-l1d-f4-03-a.mp3}
PROMPT: What is that? {bk01-l1d-f4-04-q.mp3}
TEMPLATE: Number 4
RESPONSE: It's a window. {bk01-l1d-f4-04-a.mp3}
PROMPT: What's that? {bk01-l1d-f4-05-q.mp3}
TEMPLATE: Number 5
RESPONSE: It's a book. {bk01-l1d-f4-05-a.mp3}
PROMPT: What is it? {bk01-l1d-f4-06-q.mp3}
TEMPLATE: Number 6
RESPONSE: It's a table. {bk01-l1d-f4-06-a.mp3}
PROMPT: What is that? {bk01-l1d-f4-07-q.mp3}
TEMPLATE: Number 7
RESPONSE: It's a pencil. {bk01-l1d-f4-07-a.mp3}
PROMPT: What's that? {bk01-l1d-f4-08-q.mp3}
TEMPLATE: Number 8
RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3}
$LESSON 1-9: Sounds — P and B
# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson)
$GRAMMAR Two Sounds: P and B
ID: 1d-f3-b
INTRO: Last part: two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work.
**P** and **B** are made with the lips in exactly the same position. The difference is your voice.
- **P** — no voice, just a small puff of air: {pen}, {pencil}, {please}, {page}, {open}
- **B** — the voice is on: {book}, {notebook}, {table}, {number}, {lab}
Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**.
# Source: LLA 1A Figure 5 (moved here — its word pairs are P/B minimal pairs)
$SELECT Same or Different?
ID: 1a-f5
INTRO: You'll hear two words. Tap Same if they're exactly the same, Different if they're not. The differences are tiny — that's the whole point.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)
EXAMPLE
PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3}
ANSWER: s
PROMPT: putt. But. {bk01-l1a-f5-01.mp3}
ANSWER: d
PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3}
ANSWER: s
PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3}
ANSWER: d
PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3}
ANSWER: d
PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3}
ANSWER: s
PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3}
ANSWER: d
PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3}
ANSWER: s
PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3}
ANSWER: d
PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3}
ANSWER: s
PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3}
ANSWER: s
# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) —
# instructor-read minimal-pair discrimination with no recorded stimulus and no given word
# pairs; the two recorded activities in this part cover the same skill.
# Source: LLA 1D Figure 3
$SELECT P or B?
ID: 1d-f3
INTRO: Now name the culprit. Listen to each word and decide which sound it has — P or B — and tap it. That's the whole lesson: greetings, classroom things, letters, numbers, and two well-behaved sounds. See you in Lesson 2.
INSTRUCTION: Tap the sound you hear.
OPTION: a | P sound (as in put)
OPTION: b | B sound (as in buy)
EXAMPLE
PROMPT: pencil {bk01-l1d-f3-ex.mp3}
ANSWER: a
PROMPT: pie {bk01-l1d-f3-01.mp3}
ANSWER: a
PROMPT: table {bk01-l1d-f3-02.mp3}
ANSWER: b
PROMPT: lab {bk01-l1d-f3-03.mp3}
ANSWER: b
PROMPT: nap {bk01-l1d-f3-04.mp3}
ANSWER: a
PROMPT: apple {bk01-l1d-f3-05.mp3}
ANSWER: a
PROMPT: bee {bk01-l1d-f3-06.mp3}
ANSWER: b
PROMPT: number {bk01-l1d-f3-07.mp3}
ANSWER: b
PROMPT: page {bk01-l1d-f3-08.mp3}
ANSWER: a
PROMPT: sleep {bk01-l1d-f3-09.mp3}
ANSWER: a
PROMPT: boy {bk01-l1d-f3-10.mp3}
ANSWER: b
Reference in New Issue View Git Blame Copy Permalink