david
fa0b5fe974
A word tagged VOCAB in one activity was tagged again in later activities of the
same session, so the learner got the same chip repeatedly — most visibly in the
pronunciation drills, which re-listed every word from the dialogue before them
(reported: book 7 session 1-2). Rule applied: drop a VOCAB whose word was
already tagged in an EARLIER activity of that session. Repeats INSIDE one
activity are kept — those teach distinct senses ('stuck to his finger' vs
'stuck the milk in the fridge', 'shop' as verb then noun). Also dropped chips
for plurals of already-known words in book 7 session 1-2, where the drill
teaches the singular/plural pair rather than new vocabulary. No session lost
all of its vocabulary (verified).
Co-authored-by: Cursor <cursoragent@cursor.com>
1755 lines
71 KiB
Plaintext
1755 lines
71 KiB
Plaintext
$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book9_lesson1
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DESCRIPTION: Bank vocabulary and transactions, future plans with the present progressive, giving reasons with "because", and linking verbs (taste, feel, look, sound, smell).
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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_INTRO: aoede | Warm, friendly 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: Man | achird | Male
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VOICE: Woman | gacrux | Female
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VOICE: Mark | achird | Male
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VOICE: Clerk | kore | Female
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VOICE: Jack | puck | Male
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VOICE: Fred | umbriel | Male
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VOICE: Mike | algieba | Male
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VOICE: Lou | zubenelgenubi | Male
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VOICE: Jim | iapetus | Male
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VOICE: Ray | charon | Male
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VOICE: Brad | alnilam | Male
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VOICE: John | orus | Male
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VOICE: Teller | gacrux | Female bank teller
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VOICE: Mrs_Morris | achernar | Female customer
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VOICE: Lt_Andrews | charon | Male
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VOICE: Capt_Miles | achird | Male
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VOICE: Tom | schedar | Male
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VOICE: Stan | iapetus | Male
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VOICE: Pat | leda | Female
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VOICE: Tim | puck | Male
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VOICE: Ted | alnilam | Male
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VOICE: Nancy | gacrux | Female
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VOICE: Ellen | leda | Female
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VOICE: Bob | achird | Male
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VOICE: Lt_Sands | orus | Male
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VOICE: Lt_Reed | charon | Male
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VOICE: Rita | achernar | Female
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VOICE: Lori | kore | Female
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VOICE: Allen | charon | Male
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VOICE: Roger | algenib | Male
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VOICE: Peter | zubenelgenubi | Male
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VOICE: Harry | puck | Male
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VOICE: Kevin | orus | Male
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VOICE: Lt_Jones | sadaltager | Male
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VOICE: Capt_Smith | sadachbia | Male
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VOICE: Ed | rasalgethi | Male
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VOICE: ID | achernar | speaker (auto)
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VOICE: Narrator | achird | speaker (auto)
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$LESSON 1-1: At the Bank
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# Source: LLA 1A Figure 1
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$DIALOGUE ID Cards and Forms
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ID: 1a-f1
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INTRO: In this lesson you'll learn to do your banking in English — open an account, make a deposit, cash a check. First, the paperwork: listen to the new words in sentences and repeat each one. Every bank visit starts with a form; nobody knows why.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: ID card
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LINE: I need a new ID card. {page_011_001.jpg} {bk09-l1a-f1-01.mp3}
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VOCAB: form
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LINE: Here's a form. {page_011_002.jpg} {bk09-l1a-f1-02.mp3}
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VOCAB: fill out
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LINE: Fill out the form. {page_011_003.jpg} {bk09-l1a-f1-03.mp3}
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VOCAB: signature
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LINE: Put your signature on the bottom line. {page_011_004.jpg} {bk09-l1a-f1-04.mp3}
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# Source: LLA 1A Figure 1 (dialogue + summary)
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$DIALOGUE Mark Needs a New ID Card
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ID: 1a-f1-b
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INTRO: Now hear the words in action. Mark needs a new ID card, and — of course — there is a form. Just listen.
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INSTRUCTION: Listen to the dialogue.
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Man: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3}
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Woman: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3}
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Narrator: Mark needs a new ID card. {bk09-l1a-f1-07.mp3}
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LINE: The person at the desk gives him a form. {bk09-l1a-f1-08.mp3}
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LINE: He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-09.mp3}
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# Source: LLA 1A Figure 1 (questions)
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$PRODUCE Questions: Mark's ID Card
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ID: 1a-f1-c
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REFERENCE
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INTRO: Answer four questions about Mark and his form. Speak your answer in a full sentence, then repeat the correct one.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: What does Mark need? {bk09-l1a-f1-10-q.mp3}
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RESPONSE: He needs a new ID card. {bk09-l1a-f1-10-a.mp3}
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PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-11-q.mp3}
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RESPONSE: The person gives Mark a form. {bk09-l1a-f1-11-a.mp3}
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PROMPT: What does Mark do with the form? {bk09-l1a-f1-12-q.mp3}
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RESPONSE: He fills it out. {bk09-l1a-f1-12-a.mp3}
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PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-13-q.mp3}
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RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-13-a.mp3}
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# Source: LLA 1A Figure 2
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$DIALOGUE Opening an Account — Vocabulary
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ID: 1a-f2
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INTRO: Six more words — the ones you need to open an account. Listen to each sentence and repeat it.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: open an account
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LINE: I want to open an account at this bank. {page_012_001.jpg} {bk09-l1a-f2-01.mp3}
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VOCAB: checking account
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LINE: I want to open a checking account. {page_012_002.jpg} {bk09-l1a-f2-02.mp3}
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VOCAB: cash
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LINE: Mark doesn't want to pay for everything with cash. {page_012_003.jpg} {bk09-l1a-f2-03.mp3}
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VOCAB: checkbook
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LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg} {bk09-l1a-f2-04.mp3}
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VOCAB: savings account
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LINE: I also want to open a savings account. {page_012_005.jpg} {bk09-l1a-f2-05.mp3}
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VOCAB: save
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LINE: I want to save some money for a trip. {page_012_005.jpg} {bk09-l1a-f2-06.mp3}
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# Source: LLA 1A Figure 2 (dialogue)
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$DIALOGUE Mark at the Bank
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ID: 1a-f2-b
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INTRO: Mark is at the bank to open two accounts — one for spending, one for the trip he keeps talking about. Listen to his conversation with the clerk.
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INSTRUCTION: Listen to the dialogue.
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Mark: Can you help me? I want to open an account at this bank. {bk09-l1a-f2-07.mp3}
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Clerk: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3}
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Mark: I want to open a checking account. I don't want to pay for everything with cash. {bk09-l1a-f2-09.mp3}
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Clerk: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3}
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Mark: I also want to open a savings account because I want to save money for a trip. {bk09-l1a-f2-11.mp3}
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Clerk: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3}
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# Source: LLA 1A Figure 2 (questions)
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$PRODUCE Questions: Mark at the Bank
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ID: 1a-f2-c
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REFERENCE
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INTRO: Now answer seven questions about Mark's visit to the bank. Answer aloud in a full sentence, then repeat the correct 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: Where is Mark? {bk09-l1a-f2-13-q.mp3}
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RESPONSE: Mark is at the bank. {bk09-l1a-f2-13-a.mp3}
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PROMPT: What does Mark want to do at the bank? {bk09-l1a-f2-14-q.mp3}
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RESPONSE: He wants to open an account. {bk09-l1a-f2-14-a.mp3}
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PROMPT: What kinds of accounts does he want to open? {bk09-l1a-f2-15-q.mp3}
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RESPONSE: He wants to open a checking account and a savings account. {bk09-l1a-f2-15-a.mp3}
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PROMPT: Why did Mark want to open a checking account? {bk09-l1a-f2-16-q.mp3}
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RESPONSE: He didn't want to pay for everything with cash. {bk09-l1a-f2-16-a.mp3}
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PROMPT: What did the bank clerk give Mark when he opened a checking account? {bk09-l1a-f2-17-q.mp3}
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RESPONSE: The clerk gave Mark a checkbook. {bk09-l1a-f2-17-a.mp3}
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PROMPT: Why does Mark want to open a savings account? {bk09-l1a-f2-18-q.mp3}
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RESPONSE: He wants to save money for a trip. {bk09-l1a-f2-18-a.mp3}
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PROMPT: What did the clerk give Mark when he opened a savings account? {bk09-l1a-f2-19-q.mp3}
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RESPONSE: The clerk gave Mark an account number. {bk09-l1a-f2-19-a.mp3}
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# Source: LLA 1A Figure 3
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$DIALOGUE Passports, Bills, and Deposits
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ID: 1a-f3
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INTRO: More money words: passports, fifty-dollar bills, and deposits. Listen and repeat each sentence — Mark's trip is getting closer.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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VOCAB: passport
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LINE: Mark will get a passport for his trip. {page_013_001.jpg} {bk09-l1a-f3-01.mp3}
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VOCAB: bill
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LINE: Mark will pay for the passport with a $50 bill. {page_013_002.jpg} {bk09-l1a-f3-02.mp3}
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VOCAB: deposit
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LINE: Mark will deposit $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-03.mp3}
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VOCAB: deposit slip
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LINE: Mark must fill out a deposit slip to put the $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-04.mp3}
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LINE: Mark will save money for a trip. {bk09-l1a-f3-05.mp3}
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VOCAB: safe
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LINE: His money is safe in the bank. {bk09-l1a-f3-06.mp3}
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VOCAB: right away
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LINE: Mark will get his passport right away. {bk09-l1a-f3-07.mp3}
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VOCAB: information
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LINE: Mark's passport has information about him. {bk09-l1a-f3-08.mp3}
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# Source: LLA 1A Figure 3 (dictation)
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$PRODUCE Dictation: Money in the Bank
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ID: 1a-f3-b
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INPUT: type
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CHECK: exact
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INTRO: Dictation. Listen to each pair of sentences about Mark's money and type exactly what you hear.
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INSTRUCTION: Type the sentences you hear.
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PROMPT: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}
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RESPONSE: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}
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PROMPT: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}
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RESPONSE: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}
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PROMPT: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}
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RESPONSE: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}
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PROMPT: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
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RESPONSE: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
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# Source: LLA 1A Figure 3 (questions)
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$PRODUCE Questions: Safe in the Bank
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ID: 1a-f3-c
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REFERENCE
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INTRO: Answer three questions about the sentences you just wrote. Answer aloud, then repeat the correct answer.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Where can we find information about Mark? {bk09-l1a-f3-13-q.mp3}
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RESPONSE: We can find information about Mark in his passport. {bk09-l1a-f3-13-a.mp3}
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PROMPT: Will Mark spend his money? {bk09-l1a-f3-14-q.mp3}
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RESPONSE: No. He will save money for a trip. He won't spend it. {bk09-l1a-f3-14-a.mp3}
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PROMPT: Can someone take Mark's money from the bank? {bk09-l1a-f3-15-q.mp3}
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RESPONSE: No. His money is safe in the bank. {bk09-l1a-f3-15-a.mp3}
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# Source: LLA 1A Figure 4 (Dialog 1)
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$DIALOGUE Opening a Checking Account
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ID: 1a-f4-d1
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INTRO: Time for real bank talk. Listen to a short dialog: a customer opens a checking account.
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INSTRUCTION: Listen to the dialog.
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Woman: May I help you? {bk09-l1a-f4-01.mp3}
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Man: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
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Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
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Man: Okay. Thanks. {bk09-l1a-f4-04.mp3}
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# Source: LLA 1A Figure 4 (Dialog 1A)
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$PRODUCE Role-Play: Checking Account (Customer)
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ID: 1a-f4-1a
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INPUT: speak
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CHECK: reveal
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INTRO: Now take the man's role. Listen to the clerk, and read your lines aloud when it's your turn.
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INSTRUCTION: Read the man's lines aloud.
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PROMPT: May I help you? {bk09-l1a-f4-01.mp3}
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TEMPLATE: Yes. I'd like to open a checking account.
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RESPONSE: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
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PROMPT: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
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TEMPLATE: Okay. Thanks.
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RESPONSE: Okay. Thanks. {bk09-l1a-f4-04.mp3}
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# Source: LLA 1A Figure 4 (Dialog 1B)
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$PRODUCE Role-Play: Checking Account (Clerk)
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ID: 1a-f4-1b
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INPUT: speak
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CHECK: reveal
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INTRO: Same conversation, other side of the counter — this time you're the clerk. You begin.
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INSTRUCTION: Read the woman's lines aloud.
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PROMPT: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
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TEMPLATE: May I help you?
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RESPONSE: May I help you? {bk09-l1a-f4-01.mp3}
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PROMPT: Okay. Thanks. {bk09-l1a-f4-04.mp3}
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TEMPLATE: Please fill out this form. Put your signature on the last line.
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RESPONSE: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
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# Source: LLA 1A Figure 4 (Dialog 2)
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$DIALOGUE Opening a Savings Account
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ID: 1a-f4-d2
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INTRO: Another dialog: opening a savings account with twenty-five dollars. Everyone starts somewhere. Just listen.
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INSTRUCTION: Listen to the dialog.
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Clerk: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
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Woman: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
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Clerk: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
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Woman: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
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# Source: LLA 1A Figure 4 (Dialog 2A)
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$PRODUCE Role-Play: Savings Account (Clerk)
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ID: 1a-f4-2a
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INPUT: speak
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CHECK: reveal
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INTRO: Now you're the bank clerk. You begin — greet your customer and speak your lines aloud.
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INSTRUCTION: Read the clerk's lines aloud.
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PROMPT: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
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TEMPLATE: Good morning. Can I help you?
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RESPONSE: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
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PROMPT: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
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TEMPLATE: Yes. I'll need some information for this form.
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RESPONSE: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
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# Source: LLA 1A Figure 4 (Dialog 2B)
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$PRODUCE Role-Play: Savings Account (Customer)
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ID: 1a-f4-2b
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INPUT: speak
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CHECK: reveal
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INTRO: Now take the customer's role — you're opening the savings account. The clerk will begin.
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INSTRUCTION: Read the woman's lines aloud.
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PROMPT: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
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TEMPLATE: Yes. Can I open a savings account with $25?
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RESPONSE: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
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PROMPT: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
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TEMPLATE: Okay. What do you want to know?
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RESPONSE: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
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# Source: LLA 1A Figure 4 (Dialog 3)
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$DIALOGUE Cashing a Check
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ID: 1a-f4-d3
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INTRO: One more dialog: cashing a check. Listen for the identification — and for the small bills.
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INSTRUCTION: Listen to the dialog.
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Man: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
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Woman: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
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Man: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
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Woman: Yes. That's fine. {bk09-l1a-f4-12.mp3}
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Man: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
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Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
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Man: Yes. Thanks. {bk09-l1a-f4-15.mp3}
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# Source: LLA 1A Figure 4 (Dialog 3A)
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$PRODUCE Role-Play: Cashing a Check (Customer)
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ID: 1a-f4-3a
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INPUT: speak
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CHECK: reveal
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INTRO: You're the man cashing the check. You begin — speak each of your lines aloud.
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INSTRUCTION: Read the man's lines aloud.
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PROMPT: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
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TEMPLATE: Excuse me, ma'am. I want to cash a check.
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RESPONSE: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
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PROMPT: Yes. That's fine. {bk09-l1a-f4-12.mp3}
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TEMPLATE: I have an ID card and a passport. Is that okay?
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RESPONSE: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
|
|
|
|
PROMPT: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
|
|
TEMPLATE: Can I have the cash in small bills?
|
|
RESPONSE: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
|
|
|
|
TEMPLATE: Yes. Thanks.
|
|
RESPONSE: Yes. Thanks. {bk09-l1a-f4-15.mp3}
|
|
|
|
# Source: LLA 1A Figure 4 (Dialog 3B)
|
|
# NOTE: source's final dangling item (a PROMPT-only card with no clerk line to produce) dropped — see report.
|
|
$PRODUCE Role-Play: Cashing a Check (Clerk)
|
|
ID: 1a-f4-3b
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now play the clerk. The man begins — check his identification and count out his small bills.
|
|
INSTRUCTION: Read the bank clerk's lines aloud.
|
|
|
|
PROMPT: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
|
|
TEMPLATE: Okay. I need to see some identification.
|
|
RESPONSE: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
|
|
|
|
PROMPT: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
|
|
TEMPLATE: Yes. That's fine.
|
|
RESPONSE: Yes. That's fine. {bk09-l1a-f4-12.mp3}
|
|
|
|
PROMPT: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
|
|
TEMPLATE: Yes. Are 1s and 5s okay?
|
|
RESPONSE: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
|
|
|
|
$LESSON 1-2: The Newmans Open an Account
|
|
|
|
# Source: ST §A Visit to the Bank
|
|
$DIALOGUE A Visit to the Bank
|
|
ID: l1-s1
|
|
INTRO: In this part you'll follow a whole bank visit from start to finish — and learn the words for getting your money back out again. The Newman family just moved to Houston, and Mrs. Newman is off to open the accounts. Listen and read along.
|
|
INSTRUCTION: Listen and read along.
|
|
|
|
Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg}
|
|
|
|
VOCAB: open an account
|
|
Narrator: Mrs. Newman went to the bank to open an account for the family. {st-page_011_001.jpg}
|
|
|
|
VOCAB: savings account
|
|
VOCAB: checking account
|
|
Narrator: She will open a savings account and a checking account. {st-page_011_001.jpg}
|
|
|
|
Narrator: The family will use the money in the checking account to pay for the things they buy every day. {st-page_011_001.jpg}
|
|
Narrator: They will use the money in the savings account for something very important or something very expensive. {st-page_011_001.jpg}
|
|
|
|
VOCAB: spend
|
|
VOCAB: safe
|
|
Narrator: Only the Newmans can spend the money in their bank account. It will be safe there. {st-page_011_001.jpg}
|
|
|
|
VOCAB: information
|
|
VOCAB: forms
|
|
VOCAB: fill out
|
|
Narrator: Mrs. Newman asked the clerk for information on how to open an account. She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to. {st-page_011_001.jpg}
|
|
|
|
Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg}
|
|
|
|
VOCAB: card
|
|
Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg}
|
|
Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman. He will bring in his card later.
|
|
|
|
VOCAB: signatures
|
|
VOCAB: take money out of
|
|
VOCAB: account
|
|
Narrator: The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account.
|
|
|
|
VOCAB: passport
|
|
Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg}
|
|
|
|
VOCAB: deposit
|
|
Narrator: The clerk wanted to know how much money she wanted to deposit in the account.
|
|
Narrator: Mrs. Newman gave the clerk $400.00 in cash. She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account.
|
|
|
|
VOCAB: save
|
|
Narrator: She wants to save money to buy a new car.
|
|
Narrator: The clerk helped her fill out the forms for a savings account.
|
|
|
|
VOCAB: checkbook
|
|
Narrator: Then she gave Mrs. Newman a checkbook for the checking account. She can start writing checks right away. {st-page_012_004.jpg}
|
|
|
|
VOCAB: bill
|
|
Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers. {st-page_012_005.jpg}
|
|
|
|
# Source: ST §A Visit to the Bank (questions)
|
|
$PRODUCE Questions: A Visit to the Bank
|
|
ID: l1-s2
|
|
REFERENCE
|
|
INTRO: Answer twelve questions about Mrs. Newman's visit — speak each answer in a full sentence. You can look back at the story whenever you need to.
|
|
INSTRUCTION: Answer the questions using the information in the story.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: What did Mrs. Newman do at the bank?
|
|
RESPONSE: She went to the bank to open an account for the family.
|
|
|
|
PROMPT: Why do the Newmans keep their money in the bank?
|
|
RESPONSE: It will be safe there.
|
|
|
|
PROMPT: How will they use the money in their checking account?
|
|
RESPONSE: They will use it to pay for the things they buy every day.
|
|
|
|
PROMPT: How will they use the money in the savings account?
|
|
RESPONSE: They will use it for something very important or expensive.
|
|
|
|
PROMPT: What did Mrs. Newman fill out?
|
|
RESPONSE: She filled out forms.
|
|
|
|
PROMPT: What information did she put on the form?
|
|
RESPONSE: She put their names, jobs, address, and phone numbers.
|
|
|
|
PROMPT: Why did she sign her name on a card?
|
|
RESPONSE: The bank needs signatures to make sure they are the only ones who take money out of the account.
|
|
|
|
PROMPT: What did she use for identification?
|
|
RESPONSE: She used her passport.
|
|
|
|
PROMPT: How much money did Mrs. Newman give the clerk to open their checking account?
|
|
RESPONSE: She made a deposit of $250.00 in the checking account.
|
|
|
|
PROMPT: How much money did Mrs. Newman deposit in their savings account?
|
|
RESPONSE: She deposited $150.00.
|
|
|
|
PROMPT: Why does Mrs. Newman want to save money?
|
|
RESPONSE: She wants to buy a new car.
|
|
|
|
PROMPT: What does the bank give to all new customers?
|
|
RESPONSE: The bank gives a new one-dollar bill to all new customers.
|
|
|
|
# Source: LLA 1B (Classroom Activities, ST Figure 1)
|
|
$DIALOGUE Diane's Lost Wallet
|
|
ID: 1b-st1
|
|
INTRO: New words for a bad day: Diane lost her wallet, and everything important was inside it. Listen to each sentence and read along.
|
|
INSTRUCTION: Listen and read.
|
|
|
|
VOCAB: lost
|
|
LINE: Diane can't find her wallet. It's lost. {page_025_001.jpg}
|
|
|
|
VOCAB: wallet
|
|
LINE: Diane's ID card, money, and bank card were in her wallet. {page_025_001.jpg}
|
|
|
|
VOCAB: immediately
|
|
LINE: Diane didn't wait to go to the bank; she went to the bank immediately. {page_025_001.jpg}
|
|
|
|
VOCAB: close an account
|
|
LINE: Diane needed to close an account. {page_025_001.jpg}
|
|
|
|
VOCAB: take out of
|
|
LINE: Diane needed to take her money out of her account. {page_025_001.jpg}
|
|
|
|
VOCAB: withdraw
|
|
LINE: Diane wanted her money. She had to withdraw it. {page_025_001.jpg}
|
|
|
|
VOCAB: withdrawal
|
|
LINE: Diane made a withdrawal. She took money out of her account. {page_025_001.jpg}
|
|
|
|
VOCAB: slip
|
|
LINE: Diane filled out a small piece of paper. She filled out a withdrawal slip. {page_025_001.jpg}
|
|
|
|
VOCAB: complete
|
|
LINE: Diane had to fill out the withdrawal slip. She had to complete it. {page_025_001.jpg}
|
|
|
|
VOCAB: right here
|
|
LINE: Write your name on this line. Write your name right here. {page_025_001.jpg}
|
|
|
|
# Source: LLA 1B (Classroom Activities, ST Figure 2)
|
|
$DIALOGUE Spend, Hide, Soon
|
|
ID: 1b-st2
|
|
INTRO: Five more words — this time about Sandy, Jane, and what they do with their money. One of them hides wallets. Listen and read.
|
|
INSTRUCTION: Listen and read.
|
|
|
|
VOCAB: spent
|
|
LINE: Sandy spent her money. She bought new clothes. {page_026_001.jpg}
|
|
|
|
LINE: Jane saved her money. She didn't spend it. {page_026_001.jpg}
|
|
|
|
VOCAB: hide
|
|
LINE: Jane wanted to hide the wallet from Sandy. She didn't want Sandy to find it. {page_026_001.jpg}
|
|
|
|
VOCAB: hid
|
|
LINE: Sandy can't find her wallet because Jane hid it. {page_026_001.jpg}
|
|
|
|
VOCAB: soon
|
|
LINE: Their vacation will begin soon. It'll begin in a short time. {page_026_001.jpg}
|
|
|
|
# Source: ST §Present and Past Tense (table) + new talk-through (gap: table never explained)
|
|
$GRAMMAR Past Tense: Hid, Lost, Spent
|
|
ID: l1-s3
|
|
INTRO: Five verbs in this lesson change completely in the past — no friendly "-ed" ending. Learn the pairs now; you'll meet them all week.
|
|
|
|
Some verbs don't take **-ed** in the past. They change their whole shape:
|
|
|
|
| PRESENT | PAST |
|
|
|---|---|
|
|
| HIDE | HID |
|
|
| LOSE | LOST |
|
|
| SPEND | SPENT |
|
|
| TAKE (OUT OF) | TOOK (OUT OF) |
|
|
| WITHDRAW | WITHDREW |
|
|
|
|
Say the pairs: {hide, hid} · {lose, lost} · {spend, spent} · {take out of, took out of} · {withdraw, withdrew}
|
|
|
|
# Source: ST §I Spent All My Money Yesterday
|
|
$DIALOGUE I Spent All My Money Yesterday
|
|
ID: l1-s4
|
|
INTRO: Now hear those past forms in short conversations — hidden hats, lost pens, and one man's rapidly shrinking savings account. Just read and listen.
|
|
INSTRUCTION: Read the short dialogs.
|
|
|
|
Jack: Did you hide my hat? I can't find it.
|
|
Fred: I didn't hide it. Johnny hid it. I think it's under your bed.
|
|
|
|
Mike: Sam lost his pen.
|
|
Lou: He didn't lose it. It's on his desk.
|
|
|
|
Jim: Did you spend all your money in the bookstore?
|
|
Ray: Yes. I bought 5 books and spent $25.00.
|
|
|
|
VOCAB: took out of
|
|
Brad: Did you take the clothes out of the suitcase?
|
|
John: Yes, I did. I took them out when we got home.
|
|
|
|
VOCAB: withdrew
|
|
Jim: I had $350.00 in my savings account. I withdrew $250.00. Now I only have $100.00.
|
|
Mark: Are you going to withdraw any more money?
|
|
Jim: No, I'm not.
|
|
|
|
# Source: ST §A Withdrawal
|
|
$DIALOGUE A Withdrawal
|
|
ID: l1-s5
|
|
INTRO: Mrs. Morris is at the bank, and this time the money is going the other way — out. Listen for the withdrawal slip.
|
|
INSTRUCTION: Read the dialog.
|
|
|
|
Teller: Good morning. May I help you? {st-page_018_001.jpg}
|
|
Mrs_Morris: Yes, thank you. I want to take some money out of my savings account. What do I need to do to withdraw the money?
|
|
|
|
Teller: Do you want to make a withdrawal or close your account?
|
|
Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me.
|
|
|
|
Teller: You need to fill out this paper. It's a withdrawal slip. Please complete the form and be sure to sign it at the bottom.
|
|
Mrs_Morris: Thank you. I'll complete the form and return it in a minute.
|
|
Teller: Okay.
|
|
|
|
# Source: ST §A Withdrawal (questions)
|
|
$PRODUCE Questions: A Withdrawal
|
|
ID: l1-s6
|
|
REFERENCE
|
|
INTRO: Answer five questions about Mrs. Morris and her withdrawal. Speak your answers; the dialog is there if you need to check.
|
|
INSTRUCTION: Answer the questions about the dialog.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: Is Mrs. Morris going to deposit money into her account?
|
|
RESPONSE: No, she wants to take money out.
|
|
|
|
PROMPT: Is Mrs. Morris going to close her account?
|
|
RESPONSE: No, she is not.
|
|
|
|
PROMPT: What does she want to do?
|
|
RESPONSE: She wants to make a withdrawal.
|
|
|
|
PROMPT: Why does she want to withdraw money from her account?
|
|
RESPONSE: She is going on vacation and needs to take some money with her.
|
|
|
|
PROMPT: What does she need to fill out?
|
|
RESPONSE: She needs to fill out a withdrawal slip.
|
|
|
|
# Source: ST §Where Did You Lose It?
|
|
$DIALOGUE Where Did You Lose It?
|
|
ID: l1-s7
|
|
INTRO: Lt Andrews can't find his I.D. card — a bad thing to lose on a base. Listen to find out where he lost it, and what he should do immediately.
|
|
INSTRUCTION: Read the dialog.
|
|
|
|
Lt_Andrews: I can't find my I.D. card. I think I lost it. {st-page_020_001.jpg}
|
|
Capt_Miles: Do you think someone took it?
|
|
Lt_Andrews: I don't think so. I'm the only one who can use it. I need to find it soon.
|
|
Capt_Miles: When was the last time you took it out of your wallet?
|
|
Lt_Andrews: I took it out at the store. I wrote a check there and I used it for identification.
|
|
|
|
VOCAB: right away
|
|
Capt_Miles: Well, call the store immediately! They can start looking for it right away.
|
|
Lt_Andrews: You're right. Where is the phone?
|
|
|
|
Capt_Miles: It's right here.
|
|
|
|
# Source: ST §Where Did You Lose It? (questions)
|
|
$PRODUCE Questions: The Lost I.D. Card
|
|
ID: l1-s8
|
|
REFERENCE
|
|
INTRO: Answer six questions about Lt Andrews and his missing I.D. card. Speak your answers in full sentences.
|
|
INSTRUCTION: Answer the questions about the dialog.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
|
|
|
|
PROMPT: What did Lt Andrews lose?
|
|
RESPONSE: He lost his I.D. card.
|
|
|
|
PROMPT: Did someone take his I.D. card?
|
|
RESPONSE: He doesn't think so.
|
|
|
|
PROMPT: Does he need it?
|
|
RESPONSE: Yes, he needs to find it soon.
|
|
|
|
PROMPT: Where did he take it out of his wallet?
|
|
RESPONSE: He took it out at the store.
|
|
|
|
PROMPT: What did he use it for?
|
|
RESPONSE: He used it for identification.
|
|
|
|
PROMPT: What is he going to do?
|
|
RESPONSE: He is going to call the store immediately.
|
|
|
|
# Source: ST §Do You Want a Checking Account or a Savings Account?
|
|
$DIALOGUE At the Teller's Window
|
|
ID: l1-s9
|
|
INTRO: These are the sentences you'll actually say — and hear — at a bank window. Listen and repeat each one until it feels automatic.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: I'd like to open an account.
|
|
LINE: Do you want to open a checking account or a savings account?
|
|
LINE: I want to open a savings account.
|
|
LINE: I'll need your signature on this card.
|
|
LINE: Can I make a deposit at this window?
|
|
LINE: Yes. Please fill out this deposit slip.
|
|
LINE: I'd like to cash a check.
|
|
LINE: You need to sign the check on the back, please.
|
|
LINE: I want to make a withdrawal.
|
|
LINE: Fill out this withdrawal slip and sign your name here.
|
|
|
|
# Source: ST §Would You Like to Open an Account?
|
|
$PRODUCE Complete the Bank Dialogs
|
|
ID: l1-s10
|
|
INTRO: Four short teller conversations with the key words missing. Read each dialog and type the missing vocabulary words — everything you've practiced in this part is in here.
|
|
INSTRUCTION: Type the missing words.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Teller: May I help you?
|
|
TEMPLATE: Customer: Yes, please. I'd like to ____{open} an account.
|
|
TEMPLATE: Teller: What kind of account do you want, a ____{checking} account or a savings account?
|
|
TEMPLATE: Customer: I want a checking ____{account}.
|
|
TEMPLATE: Teller: We have different kinds of checking accounts. How much would you like to ____{deposit}?
|
|
TEMPLATE: Customer: One thousand dollars.
|
|
TEMPLATE: Teller: Okay. Please read this ____{information} about the accounts and then sign this card.
|
|
TEMPLATE: Customer: Thank you for your help.
|
|
RESPONSE: Teller: May I help you? Customer: Yes, please. I'd like to open an account. Teller: What kind of account do you want, a checking account or a savings account? Customer: I want a checking account. Teller: We have different kinds of checking accounts. How much would you like to deposit? Customer: One thousand dollars. Teller: Okay. Please read this information about the accounts and then sign this card. Customer: Thank you for your help.
|
|
|
|
TEMPLATE: Teller: May I help you?
|
|
TEMPLATE: Customer: I'd like to ____{make} a deposit.
|
|
TEMPLATE: Teller: Okay. ____{Fill} out this deposit slip.
|
|
TEMPLATE: Customer: Here's the ____{slip}, and here's my check.
|
|
TEMPLATE: Teller: This money will be in your account tomorrow morning.
|
|
RESPONSE: Teller: May I help you? Customer: I'd like to make a deposit. Teller: Okay. Fill out this deposit slip. Customer: Here's the slip, and here's my check. Teller: This money will be in your account tomorrow morning.
|
|
|
|
TEMPLATE: Teller: May I help you, sir?
|
|
TEMPLATE: Customer: I want to ____{cash} this check, please.
|
|
TEMPLATE: Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D.
|
|
TEMPLATE: Customer: I don't have a driver's license, but I have my ____{passport}. Will that be okay for one?
|
|
TEMPLATE: Teller: That'll be fine. I'll need your ____{signature} right here on the back of the check. Now, would you like this in large or small bills?
|
|
TEMPLATE: Customer: I need five twenty-dollar ____{bills}.
|
|
RESPONSE: Teller: May I help you, sir? Customer: I want to cash this check, please. Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D. Customer: I don't have a driver's license, but I have my passport. Will that be okay for one? Teller: That'll be fine. I'll need your signature right here on the back of the check. Now, would you like this in large or small bills? Customer: I need five twenty-dollar bills.
|
|
|
|
TEMPLATE: Teller: Good morning, sir. May I help you?
|
|
TEMPLATE: Customer: I'd like to make a ____{withdrawal} from my savings account.
|
|
TEMPLATE: Teller: You'll need a withdrawal slip. Here are some ____{forms} here.
|
|
TEMPLATE: Customer: Can you help me fill it out?
|
|
TEMPLATE: Teller: Yes, sir. Put the date right here. Put how much you want to ____{withdraw} here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here.
|
|
TEMPLATE: Customer: Thank you for your help. I'd like the money in 20-dollar bills, please.
|
|
TEMPLATE: Teller: Yes, sir, here you are.
|
|
RESPONSE: Teller: Good morning, sir. May I help you? Customer: I'd like to make a withdrawal from my savings account. Teller: You'll need a withdrawal slip. Here are some forms here. Customer: Can you help me fill it out? Teller: Yes, sir. Put the date right here. Put how much you want to withdraw here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here. Customer: Thank you for your help. I'd like the money in 20-dollar bills, please. Teller: Yes, sir, here you are.
|
|
|
|
# SKIPPED (book): LLA 1B Classroom / ST Figures 3 & 4 — dialogue role-play with the Man's lines missing; not answerable solo.
|
|
# SKIPPED (book): ST Figures 5 & 6 and Writing Skill "LET'S FILL OUT THE FORMS" — filling out blank deposit slips, withdrawal slips, and checks; spatial form-filling, no format support.
|
|
# SKIPPED (book): ST Function "MAY I HELP YOU?" — open, co-constructed pair role-play from a chart.
|
|
|
|
$LESSON 1-3: Future Plans — The Present Progressive
|
|
|
|
# Source: ST §Ted's Leaving Tomorrow (+ light talk-through)
|
|
$GRAMMAR Ted's Leaving Tomorrow
|
|
ID: l1-s11
|
|
INTRO: In this part you'll learn a very common way to talk about the future: "I'm leaving tomorrow." Present progressive form, future meaning — for plans that are already made.
|
|
|
|
The present progressive (I'm studying, you're reading, etc.) is sometimes used to express a future action which is expected to happen soon.
|
|
|
|
All three of these sentences point to the future:
|
|
|
|
| The plane | will arrive | at 6:00. |
|
|
|---|---|---|
|
|
| The plane | is going to arrive | at 6:00. |
|
|
| The plane | **is arriving** | **at 6:00.** |
|
|
|
|
Say it: {The plane is arriving at 6:00.}
|
|
|
|
# Source: ST §Expressing Future Action
|
|
$DIALOGUE Talking About Plans
|
|
ID: l1-s12
|
|
INTRO: Hear the pattern in three quick exchanges — everyone here has plans, mostly involving leaving. Just read and listen.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Tom: I'm going home early today.
|
|
Ray: I am too. I'm leaving right after lunch.
|
|
|
|
Mike: Is Bob eating dinner with his brother tonight?
|
|
Stan: Yes. They're going to the new French restaurant.
|
|
|
|
Pat: Is Ted driving to Miami on Friday?
|
|
Tim: No, he's flying down on Saturday.
|
|
|
|
# Source: LLA 1B Figure 1
|
|
$PRODUCE When Will Mary Go?
|
|
ID: 1b-f1
|
|
INTRO: Read the sentence on the screen, listen to the question, and answer aloud using the present progressive. Then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
TEMPLATE: Mary is going to the bank tomorrow.
|
|
PROMPT: When will Mary go to the bank? {bk09-l1b-f1-01-q.mp3}
|
|
RESPONSE: She's going to the bank tomorrow. {bk09-l1b-f1-01-a.mp3}
|
|
|
|
TEMPLATE: David is leaving for China in June.
|
|
PROMPT: When will David leave for China? {bk09-l1b-f1-02-q.mp3}
|
|
RESPONSE: He's leaving for China in June. {bk09-l1b-f1-02-a.mp3}
|
|
|
|
TEMPLATE: Paula is flying to Dallas tonight.
|
|
PROMPT: When will Paula fly to Dallas? {bk09-l1b-f1-03-q.mp3}
|
|
RESPONSE: She's flying to Dallas tonight. {bk09-l1b-f1-03-a.mp3}
|
|
|
|
TEMPLATE: John is taking his son to the doctor on Saturday.
|
|
PROMPT: When will John take his son to the doctor? {bk09-l1b-f1-04-q.mp3}
|
|
RESPONSE: He's taking his son to the doctor on Saturday. {bk09-l1b-f1-04-a.mp3}
|
|
|
|
TEMPLATE: I'm going to the bank tomorrow.
|
|
PROMPT: When are you going to the bank? {bk09-l1b-f1-05-q.mp3}
|
|
RESPONSE: I'm going to the bank tomorrow. {bk09-l1b-f1-05-a.mp3}
|
|
|
|
TEMPLATE: She is leaving after class.
|
|
PROMPT: When will she leave? {bk09-l1b-f1-06-q.mp3}
|
|
RESPONSE: She's leaving after class. {bk09-l1b-f1-06-a.mp3}
|
|
|
|
TEMPLATE: The men are working next weekend.
|
|
PROMPT: When are the men working? {bk09-l1b-f1-07-q.mp3}
|
|
RESPONSE: They're working next weekend. {bk09-l1b-f1-07-a.mp3}
|
|
|
|
TEMPLATE: Bob's family is coming next month.
|
|
PROMPT: When will Bob's family come? {bk09-l1b-f1-08-q.mp3}
|
|
RESPONSE: They're coming next month. {bk09-l1b-f1-08-a.mp3}
|
|
|
|
TEMPLATE: I'm depositing my check tomorrow.
|
|
PROMPT: When will you deposit your check? {bk09-l1b-f1-09-q.mp3}
|
|
RESPONSE: I'm depositing my check tomorrow. {bk09-l1b-f1-09-a.mp3}
|
|
|
|
TEMPLATE: Alex is leaving by bus.
|
|
PROMPT: How will Alex leave? {bk09-l1b-f1-10-q.mp3}
|
|
RESPONSE: He's leaving by bus. {bk09-l1b-f1-10-a.mp3}
|
|
|
|
TEMPLATE: My friends are going to Texas.
|
|
PROMPT: Where will your friends go? {bk09-l1b-f1-11-q.mp3}
|
|
RESPONSE: They're going to Texas. {bk09-l1b-f1-11-a.mp3}
|
|
|
|
TEMPLATE: Jane is taking a test on Monday.
|
|
PROMPT: When will Jane take a test? {bk09-l1b-f1-12-q.mp3}
|
|
RESPONSE: She's taking a test on Monday. {bk09-l1b-f1-12-a.mp3}
|
|
|
|
# Source: LLA 1B Figure 2
|
|
$PRODUCE Yes or No — Complete the Answer
|
|
ID: 1b-f2
|
|
INTRO: Listen to each question and type the missing words to complete the answer — then say the whole answer back.
|
|
INSTRUCTION: Type the missing words.
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Yes, ____ tonight.
|
|
PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3}
|
|
RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3}
|
|
ACCEPT: I'm leaving | I am leaving
|
|
|
|
TEMPLATE: No, ____ to the bank tomorrow.
|
|
PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3}
|
|
RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3}
|
|
ACCEPT: she's not going | she is not going | she isn't going
|
|
|
|
TEMPLATE: Yes, ____ after school today.
|
|
PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3}
|
|
RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3}
|
|
ACCEPT: I'm staying | I am staying
|
|
|
|
TEMPLATE: Yes, ____ his family to Dallas.
|
|
PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3}
|
|
RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3}
|
|
ACCEPT: he's taking | he is taking
|
|
|
|
TEMPLATE: Yes, ____ it.
|
|
PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3}
|
|
RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3}
|
|
ACCEPT: they're bringing | they are bringing
|
|
|
|
TEMPLATE: No, ____ before dinner.
|
|
PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3}
|
|
RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3}
|
|
ACCEPT: she isn't leaving | she's not leaving | she is not leaving
|
|
|
|
TEMPLATE: Yes, ____ to England.
|
|
PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3}
|
|
RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3}
|
|
ACCEPT: they're flying | they are flying
|
|
|
|
TEMPLATE: No, ____ today.
|
|
PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3}
|
|
RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3}
|
|
ACCEPT: he isn't arriving | he's not arriving | he is not arriving
|
|
|
|
TEMPLATE: No, ____ on Sunday.
|
|
PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3}
|
|
RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3}
|
|
ACCEPT: I'm not returning | I am not returning
|
|
|
|
# Source: LLA 1B Figure 3
|
|
$PRODUCE Make a Question
|
|
ID: 1b-f3
|
|
INTRO: Read the sentence and the question word in parentheses. Listen to the prompt, then ask the question aloud — and repeat the correct one.
|
|
INSTRUCTION: Speak the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: I'm driving to Colorado next week. (When)
|
|
PROMPT: I'm driving to Colorado next week. When? {bk09-l1b-f3-ex-q.mp3}
|
|
RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3}
|
|
|
|
TEMPLATE: He's leaving at 10 o'clock. (What time)
|
|
PROMPT: He's leaving at 10 o'clock. What time? {bk09-l1b-f3-01-q.mp3}
|
|
RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3}
|
|
|
|
TEMPLATE: They're going to the store. (Where)
|
|
PROMPT: They're going to the store. Where? {bk09-l1b-f3-02-q.mp3}
|
|
RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3}
|
|
|
|
TEMPLATE: She's returning to work next week. (When)
|
|
PROMPT: She's returning to work next week. When? {bk09-l1b-f3-03-q.mp3}
|
|
RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3}
|
|
|
|
TEMPLATE: I'm leaving tomorrow because I have to. (Why)
|
|
PROMPT: I'm leaving tomorrow because I have to. Why? {bk09-l1b-f3-04-q.mp3}
|
|
RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3}
|
|
|
|
TEMPLATE: The captain is visiting his friends tomorrow. (Who)
|
|
PROMPT: The captain is visiting his friends tomorrow. Who? {bk09-l1b-f3-05-q.mp3}
|
|
RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3}
|
|
|
|
TEMPLATE: The major is returning to Japan in May. (When)
|
|
PROMPT: The major is returning to Japan in May. When? {bk09-l1b-f3-06-q.mp3}
|
|
RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3}
|
|
|
|
TEMPLATE: I'm eating lunch with Capt Kim. (Who)
|
|
PROMPT: I'm eating lunch with Captain Kim. Who? {bk09-l1b-f3-07-q.mp3}
|
|
RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3}
|
|
|
|
TEMPLATE: We're meeting in the mess hall after class. (Where)
|
|
PROMPT: We're meeting in the mess hall after class. Where? {bk09-l1b-f3-08-q.mp3}
|
|
RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3}
|
|
|
|
TEMPLATE: The class is starting next week. (When)
|
|
PROMPT: The class is starting next week. When? {bk09-l1b-f3-09-q.mp3}
|
|
RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3}
|
|
|
|
TEMPLATE: He's traveling by bus to New York. (How)
|
|
PROMPT: He's traveling by bus to New York. How? {bk09-l1b-f3-10-q.mp3}
|
|
RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3}
|
|
|
|
TEMPLATE: The plane is taking off at 1200 hours. (When)
|
|
PROMPT: The plane is taking off at 12:00 hours. When? {bk09-l1b-f3-11-q.mp3}
|
|
RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3}
|
|
|
|
TEMPLATE: He's leaving tomorrow because he wants to. (Why)
|
|
PROMPT: He's leaving tomorrow because he wants to. Why? {bk09-l1b-f3-12-q.mp3}
|
|
RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3}
|
|
|
|
# Source: LLA 1B Figure 4
|
|
$PRODUCE Answer with the Cue
|
|
ID: 1b-f4
|
|
INTRO: Read the cue on the screen, listen to the question, and answer using that cue — present progressive, of course. Then repeat the correct answer.
|
|
INSTRUCTION: Answer aloud using the cue.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: tomorrow
|
|
PROMPT: When will Dave go to Dallas? {bk09-l1b-f4-ex-q.mp3}
|
|
RESPONSE: He's going tomorrow. {bk09-l1b-f4-ex-a.mp3}
|
|
|
|
TEMPLATE: tomorrow
|
|
PROMPT: When will you go to Dallas? {bk09-l1b-f4-01-q.mp3}
|
|
RESPONSE: I'm going tomorrow. {bk09-l1b-f4-01-a.mp3}
|
|
|
|
TEMPLATE: next week
|
|
PROMPT: When will Jack arrive? {bk09-l1b-f4-02-q.mp3}
|
|
RESPONSE: He's arriving next week. {bk09-l1b-f4-02-a.mp3}
|
|
|
|
TEMPLATE: on Monday
|
|
PROMPT: When will Jim start his new job? {bk09-l1b-f4-03-q.mp3}
|
|
RESPONSE: He's starting on Monday. {bk09-l1b-f4-03-a.mp3}
|
|
|
|
TEMPLATE: after school
|
|
PROMPT: When will the teachers meet? {bk09-l1b-f4-04-q.mp3}
|
|
RESPONSE: They're meeting after school. {bk09-l1b-f4-04-a.mp3}
|
|
|
|
TEMPLATE: by plane
|
|
PROMPT: How will you go to Houston? {bk09-l1b-f4-05-q.mp3}
|
|
RESPONSE: I'm going by plane. {bk09-l1b-f4-05-a.mp3}
|
|
|
|
TEMPLATE: by bus
|
|
PROMPT: How will he come back? {bk09-l1b-f4-06-q.mp3}
|
|
RESPONSE: He's coming back by bus. {bk09-l1b-f4-06-a.mp3}
|
|
|
|
TEMPLATE: by taxi
|
|
PROMPT: How will she return? {bk09-l1b-f4-07-q.mp3}
|
|
RESPONSE: She's returning by taxi. {bk09-l1b-f4-07-a.mp3}
|
|
|
|
TEMPLATE: at Gate 2
|
|
PROMPT: Where will they arrive? {bk09-l1b-f4-08-q.mp3}
|
|
RESPONSE: They're arriving at Gate 2. {bk09-l1b-f4-08-a.mp3}
|
|
|
|
TEMPLATE: in Dallas
|
|
PROMPT: Where will they play next week? {bk09-l1b-f4-09-q.mp3}
|
|
RESPONSE: They're playing in Dallas. {bk09-l1b-f4-09-a.mp3}
|
|
|
|
TEMPLATE: at Aldo's
|
|
PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3}
|
|
RESPONSE: I'm having lunch at Aldo's. {bk09-l1b-f4-10-a.mp3}
|
|
|
|
# Source: ST §Change to Present Progressive
|
|
$PRODUCE From Will to the Present Progressive
|
|
ID: l1-s13
|
|
INTRO: Change each "will" sentence to the present progressive. Same future, different sound. Speak your version, then check it against the model.
|
|
INSTRUCTION: Change the sentence to the present progressive.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: Frank will move to a new apartment in May.
|
|
RESPONSE: Frank is moving to a new apartment in May.
|
|
|
|
EXAMPLE
|
|
PROMPT: Will Peggy stay with her sister next week?
|
|
RESPONSE: Is Peggy staying with her sister next week?
|
|
|
|
PROMPT: We will eat lunch early today.
|
|
RESPONSE: We are eating lunch early today.
|
|
|
|
PROMPT: The train will arrive in ten minutes.
|
|
RESPONSE: The train is arriving in ten minutes.
|
|
|
|
PROMPT: Flight 123 will leave in an hour.
|
|
RESPONSE: Flight 123 is leaving in an hour.
|
|
|
|
PROMPT: Will he fly home to visit his mother this year?
|
|
RESPONSE: Is he flying home to visit his mother this year?
|
|
|
|
PROMPT: We will work out in the gym after class.
|
|
RESPONSE: We are working out in the gym after class.
|
|
|
|
PROMPT: Will you wear your new uniform tomorrow?
|
|
RESPONSE: Are you wearing your new uniform tomorrow?
|
|
|
|
# Source: ST §Ask a WH-Question
|
|
$PRODUCE Ask a WH-Question
|
|
ID: l1-s14
|
|
INTRO: Read each sentence and ask a question about the underlined part — who, what, where, when, or how. Say the question aloud, then check the model.
|
|
INSTRUCTION: Ask a question about the underlined words.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: *Lt Smith* is leaving for England next month.
|
|
RESPONSE: Who is leaving for England next month?
|
|
|
|
PROMPT: Flight 246 is taking off *at 12:10*.
|
|
RESPONSE: When is Flight 246 taking off?
|
|
|
|
PROMPT: David is going to the airport *by taxi*.
|
|
RESPONSE: How is David going to the airport?
|
|
|
|
PROMPT: *Steve* is staying with us Thursday night.
|
|
RESPONSE: Who is staying with us Thursday night?
|
|
|
|
PROMPT: The Martins are moving *to New York* in May.
|
|
RESPONSE: Where are the Martins moving in May?
|
|
|
|
PROMPT: Frank is returning from Florida on *March 2*.
|
|
RESPONSE: When is Frank returning from Florida?
|
|
|
|
PROMPT: Mark is cleaning *the garage* Saturday morning.
|
|
RESPONSE: What is Mark cleaning Saturday morning?
|
|
|
|
PROMPT: That *man in the red shirt* is speaking to my class tomorrow.
|
|
RESPONSE: Who is speaking to my class tomorrow?
|
|
|
|
PROMPT: The class is studying *mathematics* after lunch.
|
|
RESPONSE: What is the class studying after lunch?
|
|
|
|
PROMPT: I'm eating lunch *at the new Chinese restaurant* today.
|
|
RESPONSE: Where are you eating lunch today?
|
|
|
|
PROMPT: *Tom's sister* is playing soccer with us this afternoon.
|
|
RESPONSE: Who is playing soccer with us this afternoon?
|
|
|
|
# SKIPPED (book): ST Reading Skill "LOST!" — comprehension questions on a transparency/ad; the visual is missing.
|
|
|
|
$LESSON 1-4: Tastes Sweet, Sounds Awful — Linking Verbs
|
|
|
|
# Source: LLA 1D Figure 1 (VOCAB tags salvaged from dropped ST twin "This Soup Tastes Salty")
|
|
$DIALOGUE How Does It Taste?
|
|
ID: 1d-f1
|
|
INTRO: In this part you'll describe how things taste, feel, look, sound, and smell. Start with taste: listen and repeat — sweet ice cream, old meat, and one truly unlucky cup of coffee.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: to taste
|
|
LINE: The ice cream is cold. {page_031_001.jpg} {bk09-l1d-f1-01.mp3}
|
|
LINE: The ice cream tastes good. {page_031_001.jpg} {bk09-l1d-f1-02.mp3}
|
|
|
|
VOCAB: sweet
|
|
LINE: The ice cream tastes sweet. {page_031_001.jpg} {bk09-l1d-f1-03.mp3}
|
|
|
|
LINE: This coffee is very hot. {page_031_002.jpg} {bk09-l1d-f1-04.mp3}
|
|
LINE: This coffee tastes bad. {page_031_002.jpg} {bk09-l1d-f1-05.mp3}
|
|
|
|
VOCAB: bitter
|
|
LINE: This coffee tastes bitter. {page_031_002.jpg} {bk09-l1d-f1-06.mp3}
|
|
|
|
LINE: This meat is old. {page_031_003.jpg} {bk09-l1d-f1-07.mp3}
|
|
LINE: This meat tastes bad. {page_031_003.jpg} {bk09-l1d-f1-08.mp3}
|
|
|
|
VOCAB: salty
|
|
LINE: This meat tastes salty. {page_031_003.jpg} {bk09-l1d-f1-09.mp3}
|
|
|
|
LINE: A lemon is not sweet. {page_031_004.jpg} {bk09-l1d-f1-10.mp3}
|
|
|
|
VOCAB: sour
|
|
LINE: A lemon tastes sour. {page_031_004.jpg} {bk09-l1d-f1-11.mp3}
|
|
|
|
# Source: ST §Lemons Taste Sour
|
|
$PRODUCE Lemons Taste Sour
|
|
ID: l1-s21
|
|
INTRO: Your turn: say a sentence about each food using sweet, sour, salty, or bitter. There's usually one obvious choice — trust your tongue.
|
|
INSTRUCTION: Say a sentence with the food and a taste word.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept a correctly formed sentence using the cued food and an appropriate taste adjective (sweet, sour, salty, bitter).
|
|
|
|
EXAMPLE
|
|
TEMPLATE: cake
|
|
RESPONSE: Cake tastes sweet.
|
|
|
|
TEMPLATE: black coffee
|
|
RESPONSE: Black coffee tastes bitter.
|
|
|
|
TEMPLATE: green apples
|
|
RESPONSE: Green apples taste sour.
|
|
|
|
TEMPLATE: chicken
|
|
RESPONSE: Chicken tastes salty.
|
|
|
|
TEMPLATE: cookies
|
|
RESPONSE: Cookies taste sweet.
|
|
|
|
TEMPLATE: lemons
|
|
RESPONSE: Lemons taste sour.
|
|
|
|
TEMPLATE: pie
|
|
RESPONSE: Pie tastes sweet.
|
|
|
|
TEMPLATE: meat
|
|
RESPONSE: Meat tastes salty.
|
|
|
|
TEMPLATE: fish
|
|
RESPONSE: Fish tastes salty.
|
|
|
|
TEMPLATE: black tea (without sugar)
|
|
RESPONSE: Black tea tastes bitter.
|
|
|
|
TEMPLATE: green grapes
|
|
RESPONSE: Green grapes taste sweet.
|
|
|
|
# Source: ST §The Bread Smells Good
|
|
$GRAMMAR The Bread Smells Good
|
|
ID: l1-s22
|
|
INTRO: Taste isn't alone. Feel, look, sound, and smell all work the same way — with an adjective right after them. Here's the pattern.
|
|
|
|
An adjective is used after a linking verb to show a state or condition.
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| This | is | good. |
|
|
| | feels | |
|
|
| | looks | |
|
|
| | sounds | |
|
|
| | smells | |
|
|
| | tastes | |
|
|
|
|
They all fit the same frame: {This is good.} · {This feels good.} · {This looks good.} · {This sounds good.} · {This smells good.} · {This tastes good.}
|
|
|
|
# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
|
|
$DIALOGUE Mr. Brown Doesn't Feel Well
|
|
ID: l1-s23
|
|
INTRO: Poor Mr. Brown is sick this morning — his head feels hot, and his medicine tastes terrible. Read the sentences with the pictures.
|
|
INSTRUCTION: Read the sentences under the pictures.
|
|
|
|
LINE: Mr. Brown is sick. {st-page_040_001.jpg}
|
|
|
|
VOCAB: feel
|
|
VOCAB: felt
|
|
LINE: His head feels hot. {st-page_040_002.jpg}
|
|
|
|
VOCAB: sound
|
|
LINE: He doesn't sound good. {st-page_040_003.jpg}
|
|
|
|
VOCAB: look
|
|
LINE: He looks awful. {st-page_040_004.jpg}
|
|
|
|
VOCAB: smell
|
|
LINE: The medicine smells bad. {st-page_040_005.jpg}
|
|
|
|
LINE: It tastes terrible. {st-page_040_006.jpg}
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|
|
|
# Source: ST §Does the Coffee Taste Good?
|
|
$DIALOGUE Does the Coffee Taste Good?
|
|
ID: l1-s24
|
|
INTRO: Seven quick exchanges using feel, look, sound, smell, and taste. Just read and listen.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Bob: Is the coffee good?
|
|
Ted: No. It tastes bitter.
|
|
|
|
Allen: Do you feel well?
|
|
Fred: No, I don't feel well at all.
|
|
|
|
Mike: Did Tom sound happy?
|
|
Tom: Yes, he sounded very happy.
|
|
|
|
Roger: How does the bread smell?
|
|
Peter: It smells good.
|
|
|
|
Harry: Is this jacket expensive?
|
|
Kevin: No, it only looks expensive.
|
|
|
|
Lt_Jones: How does the sky look today?
|
|
Capt_Smith: It looks clear.
|
|
|
|
Jim: Do the towels feel wet?
|
|
Ed: No, they feel dry now.
|
|
|
|
# Source: LLA 1D Figure 2
|
|
$SELECT Complete the Sentence
|
|
ID: 1d-f2
|
|
INTRO: Listen to the beginning of each sentence and tap the word that best completes it. Then repeat the full sentence.
|
|
INSTRUCTION: Tap the best word to complete the sentence.
|
|
REPEAT
|
|
|
|
PROMPT: The flowers smell... {page_032_001.jpg} {bk09-l1d-f2-01-q.mp3}
|
|
OPTION: a | cold
|
|
OPTION: b | bitter
|
|
OPTION: c | good
|
|
ANSWER: c
|
|
FEEDBACK: Repeat: The flowers smell good. {bk09-l1d-f2-01-a.mp3}
|
|
|
|
PROMPT: The coffee cup feels... {page_032_002.jpg} {bk09-l1d-f2-02-q.mp3}
|
|
OPTION: a | hot
|
|
OPTION: b | bitter
|
|
OPTION: c | large
|
|
ANSWER: a
|
|
FEEDBACK: Repeat: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3}
|
|
|
|
PROMPT: The child feels... {page_032_003.jpg} {bk09-l1d-f2-03-q.mp3}
|
|
OPTION: a | sad
|
|
OPTION: b | difficult
|
|
OPTION: c | angry
|
|
ANSWER: a
|
|
FEEDBACK: Repeat: The child feels sad. {bk09-l1d-f2-03-a.mp3}
|
|
|
|
PROMPT: The gym looks... {page_032_004.jpg} {bk09-l1d-f2-04-q.mp3}
|
|
OPTION: a | wrong
|
|
OPTION: b | crowded
|
|
OPTION: c | important
|
|
ANSWER: b
|
|
FEEDBACK: Repeat: The gym looks crowded. {bk09-l1d-f2-04-a.mp3}
|
|
|
|
PROMPT: The music sounds... {page_032_005.jpg} {bk09-l1d-f2-05-q.mp3}
|
|
OPTION: a | bored
|
|
OPTION: b | clean
|
|
OPTION: c | awful
|
|
ANSWER: c
|
|
FEEDBACK: Repeat: The music sounds awful. {bk09-l1d-f2-05-a.mp3}
|
|
|
|
PROMPT: The food tastes... {page_032_006.jpg} {bk09-l1d-f2-06-q.mp3}
|
|
OPTION: a | salty
|
|
OPTION: b | cheap
|
|
OPTION: c | pretty
|
|
ANSWER: a
|
|
FEEDBACK: Repeat: The food tastes salty. {bk09-l1d-f2-06-a.mp3}
|
|
|
|
PROMPT: The bread smells... {page_033_001.jpg} {bk09-l1d-f2-07-q.mp3}
|
|
OPTION: a | clean
|
|
OPTION: b | healthy
|
|
OPTION: c | delicious
|
|
ANSWER: c
|
|
FEEDBACK: Repeat: The bread smells delicious. {bk09-l1d-f2-07-a.mp3}
|
|
|
|
PROMPT: The milk tastes... {page_033_002.jpg} {bk09-l1d-f2-08-q.mp3}
|
|
OPTION: a | healthy
|
|
OPTION: b | sour
|
|
OPTION: c | white
|
|
ANSWER: b
|
|
FEEDBACK: Repeat: The milk tastes sour. {bk09-l1d-f2-08-a.mp3}
|
|
|
|
# Source: ST §How Was Your Vacation?
|
|
$PRODUCE How Was Your Vacation?
|
|
ID: l1-s25
|
|
INTRO: Read each part of Jan and Sue's vacation story — it starts badly and gets better. Then ask and answer your own questions about it aloud, using be, feel, look, sound, smell, and taste.
|
|
INSTRUCTION: Ask and answer questions about the paragraph aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept any well-formed question and answer using linking verbs (be, feel, look, sound, smell, taste) that relates to the facts in the cued paragraph.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jan and Sue flew to Canada for a vacation. The flight was awful. The food and weather were bad. They began to feel sick.
|
|
RESPONSE: How were the food and weather on the flight? They were bad. How did they feel on the airplane? They felt sick.
|
|
|
|
TEMPLATE: They felt better at their hotel. Their room was nice, and their dinner in the hotel restaurant tasted delicious.
|
|
RESPONSE: How did they feel at the hotel? They felt better. How did their dinner taste? It tasted delicious.
|
|
|
|
TEMPLATE: The weather was clear and cool the next day. The white snow on the mountains looked beautiful. Everything outside smelled clean and sweet.
|
|
RESPONSE: How did the snow look? It looked beautiful. How did everything outside smell? It smelled clean and sweet.
|
|
|
|
TEMPLATE: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy.
|
|
RESPONSE: How did they feel? They felt tired but happy.
|
|
|
|
# Source: ST §Let's Make the Sentences Longer
|
|
$PRODUCE Make the Sentences Longer
|
|
ID: l1-s26
|
|
INTRO: Make each sentence longer: pick one word from each numbered group, put it in the matching space, and type the whole sentence. Adjectives are how sentences get interesting.
|
|
INSTRUCTION: Type the full sentence with one word from each group.
|
|
INPUT: type
|
|
CHECK: llm
|
|
RUBRIC: The learner must type out the full sentence, inserting exactly one adjective from the corresponding numbered list into each numbered slot.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China.
|
|
TEMPLATE: 1. happy, tall, angry | 2. wide, green, dirty | 3. long, exciting, interesting
|
|
RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China.
|
|
|
|
TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car.
|
|
TEMPLATE: 1. tall, beautiful | 2. heavy, square | 3. red, dirty
|
|
RESPONSE: The tall woman picked up the heavy box and put it in her red car.
|
|
|
|
TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate.
|
|
TEMPLATE: 1. young, tired, upset | 2. hot, apple, delicious | 3. clean, glass, white
|
|
RESPONSE: The tired waitress cut the hot pie and put it on the clean plate.
|
|
|
|
TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase.
|
|
TEMPLATE: 1. big, small, new | 2. beautiful, dirty, blue | 3. cheap, wide, heavy
|
|
RESPONSE: Captain Moore rented a new apartment with a beautiful couch and a heavy bookcase.
|
|
|
|
# SKIPPED (book): ST Writing Skill "OUR SUMMER VACATION" — instructor-read dictation with no recorded stimulus or printed text. Convertible later with chosen items + TTS.
|
|
|
|
$LESSON 1-5: Because — Giving Reasons
|
|
|
|
# Source: ST §Al's Tired Because He Had a Long Trip
|
|
$GRAMMAR Al's Tired Because He Had a Long Trip
|
|
ID: l1-s15
|
|
INTRO: One little word explains everything: because. In this part you'll give reasons — why people are late, tired, happy, or completely out of money.
|
|
|
|
The word **because** is used to tell the reason for something. It can come before or after the main clause.
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| I don't have any money | **because** | I spent it all yesterday. |
|
|
| | | it's the end of the month. |
|
|
| | | I lost my wallet. |
|
|
|
|
| | | |
|
|
|---|---|---|
|
|
| **Because** | I spent it all yesterday, | I don't have any money. |
|
|
| | it's the end of the month, | |
|
|
| | I lost my wallet, | |
|
|
|
|
Say it both ways: {I don't have any money because I lost my wallet.} · {Because I lost my wallet, I don't have any money.}
|
|
|
|
# Source: ST §Giving Reasons
|
|
$DIALOGUE Giving Reasons
|
|
ID: l1-s16
|
|
INTRO: Hear "because" at work in five short exchanges. Al, as usual, didn't wake up on time. Just read and listen.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Jim: Why was Al late this morning?
|
|
Ted: Al was late because he didn't wake up on time.
|
|
|
|
Nancy: Are you tired because you worked out yesterday?
|
|
Ellen: No, I'm tired because I worked hard today.
|
|
|
|
Bob: Is he studying because he has a test?
|
|
Tom: No, he's studying because he wants to learn the language.
|
|
|
|
Lt_Sands: Why didn't the plane take off?
|
|
Lt_Reed: Because the weather was bad, the plane didn't take off.
|
|
|
|
Rita: Why is Judy happy today?
|
|
Lori: She's happy because she graduates today.
|
|
|
|
# Source: LLA 1D Figure 3
|
|
$PRODUCE Combine with Because
|
|
ID: 1d-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Listen to the two sentences and combine them into one with "because". Say your sentence aloud, then repeat the correct response.
|
|
INSTRUCTION: Make one sentence using "because".
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Jill is happy. She bought a new dress. {bk09-l1d-f3-ex-q.mp3}
|
|
RESPONSE: Jill is happy because she bought a new dress. {bk09-l1d-f3-ex-a.mp3}
|
|
|
|
PROMPT: Andy's upset. He lost his wallet. {bk09-l1d-f3-01-q.mp3}
|
|
RESPONSE: Andy's upset because he lost his wallet. {bk09-l1d-f3-01-a.mp3}
|
|
|
|
PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3}
|
|
RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3}
|
|
|
|
PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3}
|
|
RESPONSE: Mark was late because he lost the address. {bk09-l1d-f3-03-a.mp3}
|
|
|
|
PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3}
|
|
RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3}
|
|
|
|
PROMPT: Dan was bored. The movie was awful. {bk09-l1d-f3-05-q.mp3}
|
|
RESPONSE: Dan was bored because the movie was awful. {bk09-l1d-f3-05-a.mp3}
|
|
|
|
PROMPT: Susan was late for breakfast. Her alarm clock didn't work. {bk09-l1d-f3-06-q.mp3}
|
|
RESPONSE: Susan was late for breakfast because her alarm clock didn't work. {bk09-l1d-f3-06-a.mp3}
|
|
|
|
PROMPT: Steve didn't return the call. He didn't get the message. {bk09-l1d-f3-07-q.mp3}
|
|
RESPONSE: Steve didn't return the call because he didn't get the message. {bk09-l1d-f3-07-a.mp3}
|
|
|
|
PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3}
|
|
RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3}
|
|
|
|
# Source: ST §Why Did Jan Go to the Post Office?
|
|
$PRODUCE Why? Look and Answer
|
|
ID: l1-s17
|
|
INTRO: Look at each picture, listen to the why-question, and answer with "because" and the cue on the screen. Speak your answer in a full sentence.
|
|
INSTRUCTION: Answer with "because" and the cue.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept a correctly formed sentence using "because" and incorporating the cue to explain the reason in the prompt.
|
|
|
|
EXAMPLE
|
|
PROMPT: Why are they standing in line? {st-page_033_001.jpg}
|
|
TEMPLATE: packages
|
|
RESPONSE: They're standing in line because they want to mail their packages.
|
|
|
|
PROMPT: Why is he giving the boy a gift? {st-page_033_002.jpg}
|
|
TEMPLATE: graduation
|
|
RESPONSE: He is giving him a gift because it's his graduation.
|
|
|
|
PROMPT: Why is she studying? {st-page_033_003.jpg}
|
|
TEMPLATE: test
|
|
RESPONSE: She is studying because she has a test.
|
|
|
|
PROMPT: Why is she going to the grocery store? {st-page_034_001.jpg}
|
|
TEMPLATE: bread, milk, and eggs
|
|
RESPONSE: She is going to the grocery store because she needs bread, milk, and eggs.
|
|
|
|
PROMPT: Why are they looking at the map? {st-page_034_002.jpg}
|
|
TEMPLATE: lost
|
|
RESPONSE: They are looking at the map because they are lost.
|
|
|
|
PROMPT: Why is he putting on his gloves? {st-page_034_003.jpg}
|
|
TEMPLATE: cold
|
|
RESPONSE: He is putting on his gloves because it is cold.
|
|
|
|
PROMPT: Why is he so tired? {st-page_034_004.jpg}
|
|
TEMPLATE: out of shape
|
|
RESPONSE: He is so tired because he is out of shape.
|
|
|
|
PROMPT: Why are they going to the gym? {st-page_035_001.jpg}
|
|
TEMPLATE: basketball
|
|
RESPONSE: They are going to the gym because they want to play basketball.
|
|
|
|
PROMPT: Why is she so happy? {st-page_035_002.jpg}
|
|
TEMPLATE: test
|
|
RESPONSE: She is so happy because she got a good grade on her test.
|
|
|
|
PROMPT: Why is she packing her suitcase? {st-page_035_003.jpg}
|
|
TEMPLATE: vacation
|
|
RESPONSE: She is packing her suitcase because she is going on vacation.
|
|
|
|
PROMPT: Why are they crying? {st-page_035_004.jpg}
|
|
TEMPLATE: tired and hungry
|
|
RESPONSE: They are crying because they are tired and hungry.
|
|
|
|
# Source: ST §Write Questions and Answers
|
|
$PRODUCE Ask Why and Answer
|
|
ID: l1-s18
|
|
INTRO: Now build both halves yourself. Use the first cue to ask a why-question, then answer it with "because" and the second cue. Say both aloud.
|
|
INSTRUCTION: Ask a why-question and answer it with "because".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: The learner must produce a "why" question based on the first cue, and an answer with that subject using "because" and the second cue.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Mike/running — late
|
|
RESPONSE: Why is Mike running? He's running because he's late.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Sara/crying — fell
|
|
RESPONSE: Why is Sara crying? She's crying because she fell.
|
|
|
|
TEMPLATE: Roger/going/to the mess hall — hungry
|
|
RESPONSE: Why is Roger going to the mess hall? He's going to the mess hall because he's hungry.
|
|
|
|
TEMPLATE: Judy/making/cake — son's birthday
|
|
RESPONSE: Why is Judy making a cake? She's making a cake because it's her son's birthday.
|
|
|
|
TEMPLATE: Kevin/looking/clock — leave/early
|
|
RESPONSE: Why is Kevin looking at the clock? He's looking at the clock because he wants to leave early.
|
|
|
|
$LESSON 1-6: Review — Listening, Syllables, and Dictation
|
|
|
|
# Source: LLA 1B Figure 5
|
|
$SELECT What's the Main Idea?
|
|
ID: 1b-f5
|
|
INTRO: Review time — the whole week, mixed together. First, listen to a paragraph and choose the statement that gives the main idea, not just one detail.
|
|
INSTRUCTION: Tap the main idea.
|
|
|
|
EXAMPLE
|
|
PROMPT: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. That kind of call is a station-to-station call. {bk09-l1b-f5-ex.mp3}
|
|
OPTION: a | There are many different kinds of long distance phone calls.
|
|
OPTION: b | All station-to-station long distance calls need an operator's help.
|
|
OPTION: c | A station-to-station call is the cheapest long distance call.
|
|
ANSWER: c
|
|
|
|
PROMPT: Most people like to put grass, flowers, and trees in their yards. These things make the yard look beautiful. They also give people work to do. People need to cut the grass. They need to water the flowers, trees, and grass, and sometimes they need to give them food. I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-01.mp3}
|
|
OPTION: a | People put grass, flowers, and trees in their yards.
|
|
OPTION: b | People enjoy grass, flowers, and trees.
|
|
OPTION: c | People are angry about cities without grass and trees.
|
|
ANSWER: b
|
|
|
|
# Source: LLA 1B Figure 6
|
|
$DIALOGUE The Bridges Family {page_022_001.jpg}
|
|
ID: 1b-f6
|
|
INTRO: Listen to a short paragraph about the Bridges family and their five children — all named with a B. Listen closely; you'll need the details next.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01.mp3}
|
|
LINE: They have 3 boys and 2 girls. {bk09-l1b-f6-02.mp3}
|
|
LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-03.mp3}
|
|
LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-04.mp3}
|
|
LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-05.mp3}
|
|
|
|
# Source: new (gap: LLA 1B Figure 7 — blank family diagram; rebuilt as an outline from the paragraph, which supplies a complete key)
|
|
$PRODUCE The Bridges Family Outline
|
|
ID: 1b-f6-b
|
|
INPUT: type
|
|
REFERENCE
|
|
INTRO: Now fill in the family outline from the paragraph. You can replay it if the five B-names start to blur together — they do.
|
|
INSTRUCTION: Complete the outline. Type the number in digits.
|
|
|
|
TEMPLATE: The Bridges children
|
|
SLOT: 1 | Number of children | 5
|
|
SLOT: 2 | First boy's name | Ben
|
|
SLOT: 2 | Second boy's name | Bart
|
|
SLOT: 2 | Third boy's name | Brett
|
|
SLOT: 2 | First girl's name | Betty
|
|
SLOT: 2 | Second girl's name | Becky
|
|
|
|
# Source: LLA 1D Figure 4
|
|
$SELECT Choose the Best Response
|
|
ID: 1d-f4
|
|
INTRO: Listen to each statement or question and tap the best response — bank words, senses, and one hidden book, all mixed together. Then repeat the answer.
|
|
INSTRUCTION: Tap the best response.
|
|
REPEAT
|
|
|
|
OPTION: a | It tasted sweet.
|
|
OPTION: b | He made a deposit.
|
|
OPTION: c | Put your signature on the last line.
|
|
OPTION: d | He wants to make a withdrawal.
|
|
OPTION: e | No, I'm going right away.
|
|
OPTION: f | She hid it.
|
|
OPTION: g | No, but I have my checkbook.
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OPTION: h | He needs a savings account.
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OPTION: i | They sounded upset.
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OPTION: j | It isn't safe.
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PROMPT: Hi Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3}
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ANSWER: e
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FEEDBACK: Repeat: No, I'm going right away. {bk09-l1d-f4-01-a.mp3}
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PROMPT: Tom wants to save some money. What kind of account does he need? {bk09-l1d-f4-02-q.mp3}
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ANSWER: h
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FEEDBACK: Repeat: He needs a savings account. {bk09-l1d-f4-02-a.mp3}
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PROMPT: Alex wants to take money out of his account. What does he want to do? {bk09-l1d-f4-03-q.mp3}
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ANSWER: d
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FEEDBACK: Repeat: He wants to make a withdrawal. {bk09-l1d-f4-03-a.mp3}
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PROMPT: The children were crying. {bk09-l1d-f4-04-q.mp3}
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ANSWER: i
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FEEDBACK: Repeat: They sounded upset. {bk09-l1d-f4-04-a.mp3}
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PROMPT: Jim went to the bank to put some money in his account. What did Jim do? {bk09-l1d-f4-05-q.mp3}
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ANSWER: b
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FEEDBACK: Repeat: He made a deposit. {bk09-l1d-f4-05-a.mp3}
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PROMPT: Jane took Tom's book. He couldn't find it. What did Jane do with the book? {bk09-l1d-f4-06-q.mp3}
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ANSWER: f
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FEEDBACK: Repeat: She hid it. {bk09-l1d-f4-06-a.mp3}
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PROMPT: Be careful. That road is wet. {bk09-l1d-f4-07-q.mp3}
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ANSWER: j
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FEEDBACK: Repeat: It isn't safe. {bk09-l1d-f4-07-a.mp3}
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PROMPT: How did the dessert taste? {bk09-l1d-f4-08-q.mp3}
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ANSWER: a
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FEEDBACK: Repeat: It tasted sweet. {bk09-l1d-f4-08-a.mp3}
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PROMPT: Do you have any cash to pay for lunch? {bk09-l1d-f4-09-q.mp3}
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ANSWER: g
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FEEDBACK: Repeat: No, but I have my checkbook. {bk09-l1d-f4-09-a.mp3}
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PROMPT: Where do I write my name? {bk09-l1d-f4-10-q.mp3}
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ANSWER: c
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FEEDBACK: Repeat: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3}
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# Source: LLA 1D Figure 5
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$SELECT Listen and Choose the Answer
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ID: 1d-f5
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INTRO: Listen to a short paragraph and its question, then tap the best answer. All the details are in the audio — no reading ahead.
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INSTRUCTION: Tap the best answer.
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PROMPT: Tom bought a gift for his friend. He gave him something to keep money in. What did Tom give his friend? {bk09-l1d-f5-01.mp3}
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OPTION: a | a slip
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OPTION: b | a checkbook
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OPTION: c | a wallet
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OPTION: d | a form
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ANSWER: c
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PROMPT: Bob had to write information on slips of paper. He had to write about the kinds of things he sold, the prices, and how many things he sold. What was Bob doing? {bk09-l1d-f5-02.mp3}
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OPTION: a | He was filling out forms.
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OPTION: b | He was making a deposit.
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OPTION: c | He was withdrawing money.
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OPTION: d | He was spending money.
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ANSWER: a
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PROMPT: It was Jim's birthday. Mary made a cake for him. She finished right before he came home. What did Jim say when he came in? {bk09-l1d-f5-03.mp3}
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OPTION: a | "Something is bad."
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OPTION: b | "What smells delicious?"
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OPTION: c | "Happy birthday to you."
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OPTION: d | "What smells awful?"
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ANSWER: b
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PROMPT: Alex couldn't find the paper. He looked in the living room. He looked in his desk. He didn't remember where he put it. What did Alex do with the paper? {bk09-l1d-f5-04.mp3}
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OPTION: a | He burned it.
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OPTION: b | Someone read it.
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OPTION: c | Alex lost it.
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OPTION: d | Someone took it.
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ANSWER: c
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PROMPT: Jane made coffee this morning. She put too much coffee and too little water. Her husband didn't like it. It didn't taste good. Which word best describes the coffee? {bk09-l1d-f5-05.mp3}
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OPTION: a | sweet
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OPTION: b | sour
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OPTION: c | bitter
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OPTION: d | salty
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ANSWER: c
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PROMPT: Tom and Jane are going on a vacation. They are packing their suitcases and putting things in the car. When will Tom and Jane leave? {bk09-l1d-f5-06.mp3}
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|
OPTION: a | soon
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OPTION: b | later
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OPTION: c | next month
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OPTION: d | on vacation
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ANSWER: a
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# Source: LLA 1D Figure 6
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$SELECT How Many Syllables?
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ID: 1d-f6
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INTRO: Some pronunciation work: you'll hear each word two times. Tap the number of syllables you hear — one of these words sounds much shorter than it looks.
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INSTRUCTION: Tap the number of syllables.
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OPTION: a | 1 syllable
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OPTION: b | 2 syllables
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OPTION: c | 3 syllables
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OPTION: d | 4 syllables
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PROMPT: bill. Bill. {bk09-l1d-f6-01.mp3}
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ANSWER: a
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PROMPT: wallet. Wallet. {bk09-l1d-f6-02.mp3}
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ANSWER: b
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PROMPT: withdrawal. Withdrawal. {bk09-l1d-f6-03.mp3}
|
|
ANSWER: c
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PROMPT: taste. Taste. {bk09-l1d-f6-04.mp3}
|
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ANSWER: a
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PROMPT: complete. Complete. {bk09-l1d-f6-05.mp3}
|
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ANSWER: b
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PROMPT: deposit. Deposit. {bk09-l1d-f6-06.mp3}
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ANSWER: c
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PROMPT: information. Information. {bk09-l1d-f6-07.mp3}
|
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ANSWER: d
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PROMPT: suite. Suite. {bk09-l1d-f6-08.mp3}
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ANSWER: a
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PROMPT: bitter. Bitter. {bk09-l1d-f6-09.mp3}
|
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ANSWER: b
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# Source: ST §Do They Match?
|
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$PRODUCE Build a Paragraph
|
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ID: l1-s19
|
|
INTRO: Match the pieces in Column A with Column B to make full sentences, then type them in order as one little paragraph. Slow, careful work — that's the point.
|
|
INSTRUCTION: Match the columns and type the sentences as a paragraph.
|
|
INPUT: type
|
|
CHECK: exact
|
|
LONGFORM
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|
|
EXAMPLE
|
|
TEMPLATE: Column A: I am in the / Today is the / Next year I will
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|
TEMPLATE: Column B: seventh grade / be in the eighth grade / first day of school
|
|
RESPONSE: Today is the first day of school. I am in the seventh grade. Next year I will be in the eighth grade.
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TEMPLATE: Column A: My brother / He went / Now he lives / I will visit him
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|
TEMPLATE: Column B: to school in Houston / is a doctor / this summer / in California
|
|
RESPONSE: My brother is a doctor. He went to school in Houston. Now he lives in California. I will visit him this summer.
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TEMPLATE: Column A: My son / He lives in / I'll have to mail / I have / I'll mail it to
|
|
TEMPLATE: Column B: him this afternoon / needs some money / New York / him the money / to buy a money order
|
|
RESPONSE: My son needs some money. He lives in New York. I have to buy a money order. I'll have to mail him the money. I'll mail it to him this afternoon.
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# Source: LLA 1D Figure 7
|
|
$PRODUCE Dictation: Capitals and Punctuation
|
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ID: 1d-f7
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
LONGFORM
|
|
INTRO: Last activity — dictation with teeth. Listen and type each sentence with correct capital letters and punctuation; this time the commas count. That's the whole lesson: banks, plans, reasons, and tastes. Nicely done.
|
|
INSTRUCTION: Type the sentence with correct capitals and punctuation.
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|
|
|
TEMPLATE: this morning commander nelson went to the bank to withdraw some money
|
|
PROMPT: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3}
|
|
RESPONSE: This morning, Commander Nelson went to the bank to withdraw some money.
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|
|
|
TEMPLATE: hes going on a trip this weekend
|
|
PROMPT: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3}
|
|
RESPONSE: He's going on a trip this weekend.
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|
|
|
TEMPLATE: hell need money for film food and gifts for his wife and children
|
|
PROMPT: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3}
|
|
RESPONSE: He'll need money for film, food, and gifts for his wife and children.
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|
|
|
TEMPLATE: commander nelson has a checking account at the bank on base
|
|
PROMPT: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3}
|
|
RESPONSE: Commander Nelson has a checking account at the bank on base.
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|
|
|
TEMPLATE: this morning he asked the clerk can you give me small bills
|
|
PROMPT: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3}
|
|
RESPONSE: This morning he asked the clerk, "Can you give me small bills?"
|
|
|
|
TEMPLATE: the clerk said how about fives tens and twenties
|
|
PROMPT: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3}
|
|
RESPONSE: The clerk said, "How about 5s, 10s, and 20s?"
|
|
|
|
TEMPLATE: commander nelson said yes thatll be fine
|
|
PROMPT: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3}
|
|
RESPONSE: Commander Nelson said, "Yes, that'll be fine."
|
|
|
|
# SKIPPED (book): ST Writing Skill "CHART BOX OUTLINES" — blank hierarchical box diagrams with no textual stimuli or keys (the Bridges-family case, which did have a key, was converted above as 1b-f6-b).
|
|
# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs with no recorded or printed stimulus. Convertible later with chosen items + TTS.
|