alc-english/book-9-lesson-2.module

$MODULE Book 9 · Lesson 2: What Happened? {st-page_045_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book9_lesson2
DESCRIPTION: Traffic and accident vocabulary, the past progressive, indirect imperatives and reported commands, similarities and differences, plus reading, outlining, and dictation skills.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, slightly wry teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Sam | charon | Male
VOICE: Ted | alnilam | Male
VOICE: Man1 | achird | Male
VOICE: Man2 | schedar | Male
VOICE: Jan | gacrux | Female
VOICE: Tom | schedar | Male
VOICE: Rita | achernar | Female
VOICE: Jane | aoede | Female
VOICE: Steve | iapetus | Male
VOICE: Larry | algieba | Male
VOICE: Policeman | puck | Male
VOICE: Witness | iapetus | Male
VOICE: Boy | achird | Male
VOICE: Driver | charon | Male
VOICE: Bystander | aoede | Female
VOICE: Bob | achird | Male
VOICE: Tim | puck | Male
VOICE: Ms_Nelson | aoede | Female
VOICE: Joe | zubenelgenubi | Male
VOICE: Don | umbriel | Male
VOICE: Jim | iapetus | Male
VOICE: Pam | achernar | Female
VOICE: Waiter | iapetus | Male
VOICE: Harold | alnilam | Male
VOICE: Steven | achird | Male
VOICE: Herb_Wilson | orus | Male
VOICE: Ms_Johnson | kore | Female
VOICE: Lori_Wilson | aoede | Female
VOICE: George | algenib | Male
VOICE: Edward | charon | Male
VOICE: Mrs_Hall | achernar | Female
VOICE: Fred | umbriel | Male
VOICE: Jack | puck | Male
VOICE: Ed | rasalgethi | Male
VOICE: Mike | algieba | Male
VOICE: Lee | aoede | Female
VOICE: Oscar | achird | Male
VOICE: Kevin | orus | Male
VOICE: Mother | aoede | Female
VOICE: Dad | achird | Male
VOICE: Billy | charon | Male
VOICE: Roberta | achernar | Female
VOICE: ID | achernar | speaker (auto)

$LESSON 2-1: Driving and Accident Vocabulary

# Source: LLA 2A Figure 1
$DIALOGUE Ray Causes an Accident
ID: 2a-f1
INTRO: In this lesson you'll learn to talk about driving, traffic laws, and accidents — and to say what people were doing when things happened. First, meet Ray. Ray is not a good driver, and it's about to cost him. Listen and repeat each sentence.
INSTRUCTION: Repeat each word and sentence.
REPEAT

VOCAB: automobile
LINE: Jeff bought a new automobile. {page_037_001.jpg} {bk09-l2a-f1-01.mp3}

VOCAB: accident
LINE: Jeff had an accident in his automobile. {page_037_002.jpg} {bk09-l2a-f1-02.mp3}

VOCAB: ran
LINE: Ray ran the red light. {page_037_003.jpg} {bk09-l2a-f1-03.mp3}

VOCAB: cause
LINE: Ray caused the accident. {page_037_004.jpg} {bk09-l2a-f1-04.mp3}

VOCAB: fault
LINE: The accident was Ray's fault. {page_037_005.jpg} {bk09-l2a-f1-05.mp3}

VOCAB: policeman
LINE: The policeman arrived at the accident. {page_037_006.jpg} {bk09-l2a-f1-06.mp3}

VOCAB: ticket
LINE: The policeman gave Ray a ticket. {page_038_001.jpg} {bk09-l2a-f1-07.mp3}

VOCAB: careless
LINE: Ray is a very careless driver. {page_038_002.jpg} {bk09-l2a-f1-08.mp3}

VOCAB: fine
LINE: Ray had to pay the fine. {page_038_003.jpg} {bk09-l2a-f1-09.mp3}

# Source: LLA 2A Figure 1 (matching pass, split in two — image option pool of 9 exceeds the 6-option cap)
$SELECT Match the Picture: The Accident
ID: 2a-f1-b
INTRO: Now check the new words by ear. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the matching picture, then repeat.
REPEAT

OPTION: a | automobile {page_037_001.jpg}
OPTION: b | accident {page_037_002.jpg}
OPTION: c | ran {page_037_003.jpg}
OPTION: d | cause {page_037_004.jpg}
OPTION: e | fault {page_037_005.jpg}

PROMPT: The men had an accident. {bk09-l2a-f1-10-q.mp3}
ANSWER: b
FEEDBACK: The men had an accident. {bk09-l2a-f1-10-a.mp3}

PROMPT: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-q.mp3}
ANSWER: a
FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-a.mp3}

PROMPT: He ran the red light. {bk09-l2a-f1-14-q.mp3}
ANSWER: c
FEEDBACK: He ran the red light. {bk09-l2a-f1-14-a.mp3}

PROMPT: The accident was Ray's fault. {bk09-l2a-f1-15-q.mp3}
ANSWER: e
FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-a.mp3}

PROMPT: The driver of the dark car caused the accident. {bk09-l2a-f1-18-q.mp3}
ANSWER: d
FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-a.mp3}

# Source: LLA 2A Figure 1 (matching pass, second half of the split pool)
$SELECT Match the Picture: The Ticket and the Fine
ID: 2a-f1-c
INTRO: Same task, four more pictures — this time about the policeman and what Ray had to pay. Tap the picture, then repeat the sentence.
INSTRUCTION: Tap the matching picture, then repeat.
REPEAT

OPTION: f | policeman {page_037_006.jpg}
OPTION: g | ticket {page_038_001.jpg}
OPTION: h | careless {page_038_002.jpg}
OPTION: i | fine {page_038_003.jpg}

PROMPT: The policeman arrived at the accident. {bk09-l2a-f1-11-q.mp3}
ANSWER: f
FEEDBACK: The policeman arrived at the accident. {bk09-l2a-f1-11-a.mp3}

PROMPT: The policeman gave the driver of the dark car a ticket. {bk09-l2a-f1-13-q.mp3}
ANSWER: g
FEEDBACK: The policeman gave the driver of the red car a ticket. {bk09-l2a-f1-13-a.mp3}

PROMPT: Ray is a very careless driver. {bk09-l2a-f1-16-q.mp3}
ANSWER: h
FEEDBACK: Ray is a very careless driver. {bk09-l2a-f1-16-a.mp3}

PROMPT: The fine was $85. {bk09-l2a-f1-17-q.mp3}
ANSWER: i
FEEDBACK: The fine was $85. {bk09-l2a-f1-17-a.mp3}

# Source: ST §There Are Always Many Automobiles on the Streets
$DIALOGUE Streets, Bikes, and Traffic Jams
ID: l2-s1
INTRO: More words for life on the road — bicycles, curves, heavy traffic, and the people who bother you while you're stuck in it. Look at each picture and repeat the sentences.
INSTRUCTION: Look at the pictures and repeat the sentences.
REPEAT

VOCAB: auto
LINE: The automobile on the left side of the road is white. The auto on the right side is black. {st-page_047_001.jpg}

LINE: The drivers of the autos had an accident. It happened on the corner of 4th and Elm. {st-page_047_002.jpg}

VOCAB: bicycle
LINE: Jane rides her bicycle to school every day. {st-page_047_003.jpg}

VOCAB: bike
LINE: She rode her bike to the store yesterday. {st-page_047_004.jpg}

VOCAB: across
LINE: There's a bank across the street from the library. {st-page_048_001.jpg}

VOCAB: careful
VOCAB: to cross | cross
LINE: Be careful! Don't cross the street when a bus is coming. {st-page_048_002.jpg}

LINE: Jim's father is a policeman. His car has red and blue lights on top. {st-page_048_003.jpg}

VOCAB: curve
LINE: This driver is going very fast around the curve. He's a careless driver. {st-page_048_004.jpg}

VOCAB: traffic
VOCAB: heavy traffic
LINE: There are many cars on the highway. There's a lot of traffic. There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg}

VOCAB: traffic jam
LINE: It's Friday afternoon and everyone wants to get home. No one can move. There's a big traffic jam. {st-page_049_002.jpg}

VOCAB: to bother | bother
LINE: Don't bother me now, Jimmy. I'm very busy. {st-page_049_003.jpg}

LINE: The heat bothers me. I can't get cool. {st-page_049_004.jpg}

# Source: ST §Mrs. Simms Had an Automobile Accident
$DIALOGUE Mrs. Simms Had an Accident
ID: l2-s2
INTRO: Here's a short story about an accident on a curve. John was just driving home — Mrs. Simms had other plans. Read and listen; you'll answer questions about it next.
INSTRUCTION: Read the story.

LINE: John was on his way home after work.

VOCAB: on the right side of the road
LINE: He was on the right side of the road. Mrs. Simms was on her way to the store. She was careless.

VOCAB: drove very fast around the curve
LINE: She drove very fast around the curve. {st-page_050_001.jpg}

VOCAB: John's side of the road
LINE: She drove on John's side of the road. John thought she was going to move back to the other side. She didn't.

VOCAB: kept on coming in his direction
LINE: She kept on coming in his direction. {st-page_050_002.jpg}

VOCAB: crossed in front of
LINE: She crossed in front of his truck.

VOCAB: They ran off the road
LINE: They ran off the road. {st-page_050_003.jpg}

LINE: Mrs. Simms hit the tree.

VOCAB: caused the accident
LINE: She caused the accident. {st-page_051_001.jpg}

LINE: Mrs. Simms wasn't hurt. She got out to check her car.

VOCAB: dents
VOCAB: many places
LINE: It had dents in many places. {st-page_051_002.jpg}

LINE: John found a phone.

VOCAB: called the police
LINE: He called the police to tell them about the accident. {st-page_051_003.jpg}

LINE: When the policeman arrived, he asked them a lot of questions.
LINE: "What happened here?" "Can you show me the place where she crossed in front of you?" "Was there any other traffic on the road?" {st-page_052_001.jpg}

# Source: ST questions on the Mrs. Simms story
$PRODUCE Questions About the Accident
ID: l2-s3
REFERENCE
INTRO: Now answer questions about the accident. You can look back at the story if you need to — the policeman would want you to be accurate.
INSTRUCTION: Answer the questions about the story aloud.
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: Was Mrs. Simms a careful driver?
RESPONSE: No, she was careless.

PROMPT: Was the road straight where the accident happened?
RESPONSE: No, there was a curve.

PROMPT: Was Mrs. Simms on the correct side of the road?
RESPONSE: No, she drove on John's side of the road.

PROMPT: Did Mrs. Simms move back to the other side?
RESPONSE: No, she kept on coming in his direction.

PROMPT: Did Mrs. Simms hit John's truck?
RESPONSE: No, they ran off the road and she hit a tree.

PROMPT: Were there many dents in Mrs. Simms's car?
RESPONSE: Yes, it had dents in many places.

PROMPT: What did John do?
RESPONSE: He called the police.

PROMPT: What did the policeman ask?
RESPONSE: He asked what happened and where she crossed in front of him.

PROMPT: Who caused the accident?
RESPONSE: Mrs. Simms caused the accident.

# Source: ST §The Bicycle Rider Caused the Accident
$DIALOGUE The Bicycle Rider Was at Fault
ID: l2-s4
INTRO: Accidents have causes — a red light, the sun in your eyes, a baseball too close to a window. Repeat the key phrases and read the sentences.
INSTRUCTION: Repeat the key phrases and read the sentences.
REPEAT

VOCAB: bicycle rider
LINE: The bicycle rider was careless. He didn't stop when the light turned red.

VOCAB: ran the red light
LINE: He ran the red light.

VOCAB: make a fast stop
LINE: The driver of the car had to make a fast stop.

VOCAB: ran into the light pole
LINE: He ran into the light pole.

VOCAB: He was at fault
LINE: The bicycle rider caused the accident. He was at fault.

VOCAB: wasn't the driver's fault
LINE: The accident wasn't the driver's fault. {st-page_053_001.jpg}

VOCAB: facing the sun
LINE: Jim is facing the sun.

VOCAB: in his eyes
VOCAB: can't see very well
LINE: The sun is in his eyes and he can't see very well.

VOCAB: cause of
LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg}

LINE: The children played baseball next to the house.

VOCAB: isn't a good thing to do
LINE: This isn't a good thing to do.

VOCAB: might break a window
LINE: You might break a window. That's what Denis did.

VOCAB: broke the window
LINE: He broke the window in the living room. {st-page_053_003.jpg}

# SKIPPED (book): ST "TRUE OR FALSE?" and Listening Skills "WHAT'S THE TOPIC? / THE TOPIC" — instructor-read statements/paragraphs with no printed stimuli.

$LESSON 2-2: Reading Skills — Topics, Outlines, and Punctuation

# Source: LLA 2A Figure 2
$PRODUCE What's the Topic? — Listening
ID: 2a-f2
INPUT: type
CHECK: exact
INTRO: In this part you'll train a reading skill: finding the topic and main idea of a paragraph — and you'll finish with an outline and some punctuation work. First, listen to each paragraph and type its topic in one or two words.
INSTRUCTION: Type the topic of the paragraph.

PROMPT: There are many things you can do at the bank. You can open a checking account or a savings account. You can make deposits or withdrawals on your accounts. You can also cash a check. You can get a lot of information about your money at the bank. {bk09-l2a-f2-01.mp3}
RESPONSE: the bank
ACCEPT: bank

PROMPT: There are many different ways to get exercise. You can run, walk, work out in the gym, or do exercises. Some exercises you can do are sit-ups and push-ups. Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-02.mp3}
RESPONSE: exercise
ACCEPT: getting exercise

# Source: ST Reading Skill §WHAT'S THE TOPIC?
$DIALOGUE Two Paragraphs: Coffee and Basketball
ID: l2-s15
INTRO: Now two paragraphs to read — one about a drink the whole world argues over, one about a game invented to survive winter. Read them carefully; questions follow.
INSTRUCTION: Read the paragraphs.

LINE: The word "coffee" may come from an Arabic word. Today people all over the world enjoy coffee. They drink hot coffee and cold coffee. They drink it for breakfast, lunch, and dinner. They also drink it in between meals. There are many different kinds of coffee. They all smell and taste delicious. A lot of people meet friends at restaurants or snack bars to drink coffee and talk. In some countries there are small snack bars that serve only coffee and desserts.

LINE: Basketball is a sport that many boys and girls, and also men and women enjoy. It is not a very old game. Students in the state of Massachusetts played the first game in December 1891. John Naismith wrote the rules for the game. He wanted his students to have a fast, interesting game to play inside in the cold, winter months. The first teams had nine people. Then the number changed to five in the winter of 1897. The game today is almost the same as it was almost a hundred years ago.

# Source: ST Reading Skill §WHAT'S THE TOPIC?
$PRODUCE What's the Topic? — Reading
ID: l2-s16
REFERENCE
INTRO: Type a short topic for each paragraph you just read. One or two words is plenty — this is a topic, not a book report.
INSTRUCTION: Type a short topic for each paragraph.
INPUT: type
CHECK: llm
RUBRIC: Accept any short noun phrase that accurately captures the main topic of the paragraph (e.g. "Coffee" or "Drinking coffee"; "Basketball" or "The history of basketball").

PROMPT: What is the topic of the first paragraph?
RESPONSE: Coffee.

PROMPT: What is the topic of the second paragraph?
RESPONSE: Basketball.

# Source: ST Reading Skill (main idea)
$SELECT The Main Idea
ID: l2-s17
REFERENCE
INTRO: A topic is a word or two; a main idea is a whole sentence. Tap the main idea of each paragraph — check back in the text if you're not sure.
INSTRUCTION: Tap the main idea for each paragraph.

TEMPLATE: What is the main idea of the first paragraph?
OPTION: a | Coffee is delicious.
OPTION: b | Snack bars sell different kinds of coffee.
OPTION: c | People in many countries like coffee.
ANSWER: c

TEMPLATE: What is the main idea of the second paragraph?
OPTION: a | Basketball started about 100 years ago and it's almost the same today.
OPTION: b | Mike Naismith wrote the rules for basketball because he wanted his students to play inside in the winter.
OPTION: c | Basketball is a fast, interesting, winter sport.
ANSWER: a

# Source: ST Reading Skill §WHAT'S THE TITLE?
$DIALOGUE One More Paragraph: A New Dog
ID: l2-s18
INTRO: One more paragraph — about a boy, his birthday present, and a dog named Zero who only ever ate and slept. Read it; you'll choose a title next.
INSTRUCTION: Read the paragraph.

LINE: Today is a clear, cold October day. We are all outside working in the yard. My little brother Paul is running around as usual. He's very excited because yesterday he got a terrific present. My parents gave him a dog for his birthday. He likes all animals, but most of all he likes dogs. We had a dog when we lived in Florida. His name was Zero. He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. When we moved here, we had to give him away. The new dog's name is Sam. He is a nice little, black and white dog. He likes to play and run around. Paul says he is going to teach him to do things. I hope he can.

# Source: ST Reading Skill §WHAT'S THE TITLE?
$SELECT The Best Title
ID: l2-s19
REFERENCE
INTRO: A good title covers the whole paragraph, not just one sentence of it. Tap the best title.
INSTRUCTION: Tap the best title for the paragraph.

TEMPLATE: What is the best title for the paragraph?
OPTION: a | Good, Old Zero
OPTION: b | A Nice Fall Day
OPTION: c | A Good Present
ANSWER: c

# Source: LLA 2A Figure 3
$DIALOGUE Furniture for a New Home
ID: 2a-f3
INTRO: Robert and Sandy bought a house — now they have to fill it. Listen to what they need for each room; you'll organize it into an outline next.
INSTRUCTION: Listen to the paragraph.

LINE: Robert and Sandy bought a new house. {bk09-l2a-f3-01.mp3}
LINE: Now they have to buy some things for the house. {bk09-l2a-f3-02.mp3}
LINE: For the living room, they need to buy a sofa, coffee table, and a bookcase. {bk09-l2a-f3-03.mp3}
LINE: In the kitchen, they need a refrigerator, a stove, and a can opener. {bk09-l2a-f3-04.mp3}
LINE: And for the bedroom, they will buy a bed, some curtains, and a big mirror. {bk09-l2a-f3-05.mp3}

# Source: LLA 2A Figure 3 (outline)
$PRODUCE Fill in the Outline
ID: 2a-f3-b
INPUT: type
REFERENCE
INTRO: Now organize what you heard. Fill in the outline with the three rooms and the things Robert and Sandy will buy for each. You can replay the paragraph while you work.
INSTRUCTION: Fill in the outline.

TEMPLATE: Furniture For A New Home
SLOT: 1 | Room 1 | living room
SLOT: 2 | Item | sofa
SLOT: 2 | Item | coffee table
SLOT: 2 | Item | bookcase
SLOT: 1 | Room 2 | kitchen
SLOT: 2 | Item | refrigerator
SLOT: 2 | Item | stove
SLOT: 2 | Item | can opener
SLOT: 1 | Room 3 | bedroom
SLOT: 2 | Item | bed
SLOT: 2 | Item | curtains
SLOT: 2 | Item | big mirror

# Source: LLA 2A Figure 4
$PRODUCE Punctuation Dictation
ID: 2a-f4
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: Time to be precise. You'll see each sentence without punctuation or capital letters, and hear it read correctly. Type it with the capitals, commas, periods, and quotation marks it deserves.
INSTRUCTION: Rewrite with correct punctuation.

TEMPLATE: i answered the phones at work today
PROMPT: I answered the phones at work today. {bk09-l2a-f4-01.mp3}
RESPONSE: I answered the phones at work today. {bk09-l2a-f4-01.mp3}

TEMPLATE: two people called for sergeant anderson while he was at lunch
PROMPT: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}
RESPONSE: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}

TEMPLATE: he returned their calls when he got back
PROMPT: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}
RESPONSE: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}

TEMPLATE: mrs green called and wanted to talk to her husband major green
PROMPT: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}
RESPONSE: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}

TEMPLATE: he was busy
PROMPT: He was busy. {bk09-l2a-f4-05.mp3}
RESPONSE: He was busy. {bk09-l2a-f4-05.mp3}

TEMPLATE: she said i ll call back later
PROMPT: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}
RESPONSE: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}

TEMPLATE: i received one call
PROMPT: I received one call. {bk09-l2a-f4-07.mp3}
RESPONSE: I received one call. {bk09-l2a-f4-07.mp3}

TEMPLATE: it was from my wife
PROMPT: It was from my wife. {bk09-l2a-f4-08.mp3}
RESPONSE: It was from my wife. {bk09-l2a-f4-08.mp3}

TEMPLATE: she told me to bring home some milk and bread
PROMPT: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
RESPONSE: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}

$LESSON 2-3: Traffic Laws and Seat Belts

# Source: LLA 2B Figure 1
$DIALOGUE Buckle Up — It's the Law
ID: 2b-f1
INTRO: In this part you'll learn to talk about traffic laws — obeying them, breaking them, and the seat belts they're mostly about. Listen and repeat.
INSTRUCTION: Repeat the words and sentences.
REPEAT

VOCAB: seatbelts
LINE: All new cars have seatbelts. {page_041_001.jpg} {bk09-l2b-f1-01.mp3}

VOCAB: fasten
LINE: They are fastening their seatbelts. {page_041_001.jpg} {bk09-l2b-f1-02.mp3}

VOCAB: buckle up
LINE: They are buckling up. {page_041_001.jpg} {bk09-l2b-f1-03.mp3}

VOCAB: law
LINE: The law says that drivers must buckle up. {page_041_002.jpg} {bk09-l2b-f1-04.mp3}

VOCAB: obey
LINE: Drivers must obey all traffic laws. {page_041_002.jpg} {bk09-l2b-f1-05.mp3}

VOCAB: broke
LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg} {bk09-l2b-f1-06.mp3}

VOCAB: careful
LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg} {bk09-l2b-f1-07.mp3}

# Source: ST §All Drivers Must Obey the Traffic Laws
$DIALOGUE Obey the Traffic Laws
ID: l2-s11
INTRO: More on the rules of the road: crossing signals, keeping right, insurance — and what happened to Mr. Evans, who ignored two laws at once. Look at the pictures and repeat.
INSTRUCTION: Look at the pictures and repeat the sentences.
REPEAT

VOCAB: cross
LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg}

VOCAB: keep to the right side
LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg}

VOCAB: seat belts
LINE: In Texas, all drivers must wear their seat belts. Mrs. Adams and her son obey the law. {st-page_062_003.jpg}

VOCAB: fastens
VOCAB: buckles up
LINE: Lt Dean fastens his seat belt when he gets in a car. He always buckles up. {st-page_062_004.jpg}

VOCAB: insurance
VOCAB: accidents
LINE: In many states, drivers must have insurance on their cars. It is the law. The insurance helps pay for the cost of accidents. {st-page_063_001.jpg}

VOCAB: ticket
VOCAB: fine
LINE: Mr. Evans got a ticket. He was driving very fast, and he wasn't wearing a seat belt. He broke two traffic laws. Now Mr. Evans must pay a fine. It will cost him a lot of money. {st-page_063_002.jpg}

# Source: LLA 2B Figure 2
$DIALOGUE Fasten Your Seat Belt
ID: 2b-f2
INTRO: Sam and Ted are getting in the car. Sam drives, Ted argues — briefly. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Sam: Fasten your seat belt. {bk09-l2b-f2-01.mp3}
Ted: Do I have to? {bk09-l2b-f2-02.mp3}
Sam: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}
Ted: I don't want to break the law. {bk09-l2b-f2-04.mp3}
Sam: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}

# Source: LLA 2B Figure 2 (role-play, Ted)
$PRODUCE Play Ted's Part
ID: 2b-f2-b
INPUT: speak
CHECK: reveal
INTRO: Now it's your turn in the passenger seat. You are Ted — listen to Sam and speak Ted's line out loud.
INSTRUCTION: Speak Ted's lines.

PROMPT: Fasten your seat belt. {bk09-l2b-f2-06.mp3}
TEMPLATE: Do I have to?
RESPONSE: Do I have to? {bk09-l2b-f2-02.mp3}

PROMPT: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-07.mp3}
TEMPLATE: I don't want to break the law.
RESPONSE: I don't want to break the law. {bk09-l2b-f2-04.mp3}

# Source: LLA 2B Figure 2 (role-play, Sam)
$PRODUCE Play Sam's Part
ID: 2b-f2-c
INPUT: speak
CHECK: reveal
INTRO: Change seats — now you're Sam, the careful driver. Speak your lines out loud, starting with the order about the seat belt.
INSTRUCTION: Speak Sam's lines.

TEMPLATE: Fasten your seat belt.
RESPONSE: Fasten your seat belt. {bk09-l2b-f2-01.mp3}

PROMPT: Do I have to? {bk09-l2b-f2-08.mp3}
TEMPLATE: Yes. It's a state law. You must buckle up.
RESPONSE: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}

PROMPT: I don't want to break the law. {bk09-l2b-f2-09.mp3}
TEMPLATE: You won't because I'm a careful driver and I always obey the law.
RESPONSE: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}

# Source: ST §What Did You See?
$DIALOGUE What Did the Witnesses See?
ID: l2-s14
INTRO: Back at the scene of an accident. A policeman is collecting stories — from a witness, the boy on the bicycle, and the driver. Everyone has a version. Listen and repeat.
INSTRUCTION: Repeat the dialog.
REPEAT

Policeman: What did you see? {st-page_066_001.jpg}
Witness: Well, sir. The white car made a fast stop. He tried to miss the boy on the bicycle.
LINE: The black car didn't have time to stop. He hit the white car.

Policeman: What happened here?
Witness: The driver in the white car was careful. He tried to stop.
LINE: The boy on the bicycle was careless. The accident was his fault.
LINE: The driver in the black car just didn't have enough time to stop.

Policeman: I want to know what happened here.
Boy: There was a lot of traffic. The car was coming around the curve.
LINE: I was looking straight ahead. I just didn't see the car.
LINE: The driver didn't have enough time to stop. He hit me.

Policeman: Tell me what happened.
Driver: I tried to stop, sir. I was coming around the curve.
LINE: I just didn't see the boy in time. I hit him. Then this car hit me.
Policeman: Did you have your seat belt fastened?
Driver: Yes, sir. I wasn't hurt because I buckled up.

Bystander: I didn't see what happened. Was it the boy's fault?
Witness: I saw the accident, but I don't know whose fault it was.
Bystander: Do you think he'll get a ticket?
Witness: I don't know. He needs to be more careful.

# SKIPPED (master): LLA 2B Figure 4 "Find the Locations" — a map-based listening task, but no map image exists in the source extraction, so the items are unanswerable solo. Clips bk09-l2b-f4-01/02 left unused.
# SKIPPED (book): ST Listening Skill "WHICH BUILDING IS THE BANK?" — instructor-read directions with no printed text.
# SKIPPED (book): ST "WHAT HAPPENED?" (roleplay from a chart) and "WHO CAN TELL ME WHAT HAPPENED?" — open pair/group roleplays with nothing scripted.

# Source: LLA 2B Figure 7
$SELECT Complete the Sentence: Driving Words
ID: 2b-f7
INTRO: Let's see how much of the driving vocabulary stuck. Listen to each sentence with a missing word, tap the word that fits, then repeat the full sentence.
INSTRUCTION: Tap the missing word.
REPEAT
OPTION: a | automobile
OPTION: b | careless
OPTION: c | fine
OPTION: d | fault
OPTION: e | policeman
OPTION: f | ran
OPTION: g | seat belt

PROMPT: Roger caused the accident. He ____ the red light. {bk09-l2b-f7-01.mp3}
ANSWER: f
FEEDBACK: He ran the red light. {bk09-l2b-f7-01-a.mp3}

PROMPT: The accident was Roger's ____. {bk09-l2b-f7-02.mp3}
ANSWER: d
FEEDBACK: The accident was Roger's fault. {bk09-l2b-f7-02-a.mp3}

PROMPT: The ____ gave Roger a ticket. {bk09-l2b-f7-03.mp3}
ANSWER: e
FEEDBACK: The policeman gave Roger a ticket. {bk09-l2b-f7-03-a.mp3}

PROMPT: Roger is a ____ driver. {bk09-l2b-f7-04.mp3}
ANSWER: b
FEEDBACK: Roger is a careless driver. {bk09-l2b-f7-04-a.mp3}

PROMPT: Roger had to pay a ____. {bk09-l2b-f7-05.mp3}
ANSWER: c
FEEDBACK: Roger had to pay a fine. {bk09-l2b-f7-05-a.mp3}

PROMPT: Major Thomas has a new ____. He drove it to work yesterday. {bk09-l2b-f7-06.mp3}
ANSWER: a
FEEDBACK: Major Thomas has a new automobile. {bk09-l2b-f7-06-a.mp3}

PROMPT: You must fasten your ____. It's the law. {bk09-l2b-f7-07.mp3}
ANSWER: g
FEEDBACK: You must fasten your seatbelt. {bk09-l2b-f7-07-a.mp3}

# Source: ST §Don't Break Any Laws
$SELECT Don't Break Any Laws
ID: l2-s12
INTRO: One more vocabulary check, this time by reading. Tap the word that best completes each sentence.
INSTRUCTION: Tap the best answer to complete the sentence.

TEMPLATE: The driver didn't stop at the stop sign. The policeman gave him a ____.
OPTION: a | curve
OPTION: b | bike
OPTION: c | fault
OPTION: d | ticket
ANSWER: d

TEMPLATE: We were trying to watch the movie and some people kept talking. They ____ everyone.
OPTION: a | happened
OPTION: b | broke
OPTION: c | bothered
OPTION: d | stopped
ANSWER: c

TEMPLATE: I have to return these books. Can we make a ____ at the library?
OPTION: a | stop
OPTION: b | cause
OPTION: c | dent
OPTION: d | card
ANSWER: a

TEMPLATE: Jim walked to the front of the room, turned, and ____ the other students.
OPTION: a | crossed
OPTION: b | faced
OPTION: c | happened
OPTION: d | broke
ANSWER: b

TEMPLATE: Five cars were in an accident this morning. That caused a big ____.
OPTION: a | fault
OPTION: b | traffic jam
OPTION: c | automobile
OPTION: d | heavy traffic
ANSWER: b

TEMPLATE: This road is not very straight. There are a lot of ____.
OPTION: a | dents
OPTION: b | fines
OPTION: c | curves
OPTION: d | tickets
ANSWER: c

TEMPLATE: You shouldn't ____ the street when the sign says "DON'T WALK".
OPTION: a | ride
OPTION: b | drive
OPTION: c | keep on
OPTION: d | cross
ANSWER: d

TEMPLATE: We always ____ our seat belts immediately after we get in the car.
OPTION: a | fasten
OPTION: b | face
OPTION: c | happen
OPTION: d | take
ANSWER: a

TEMPLATE: My ____ will help pay the cost if I have an accident.
OPTION: a | fine
OPTION: b | fault
OPTION: c | ticket
OPTION: d | insurance
ANSWER: d

TEMPLATE: John lives ____ the street from Joe.
OPTION: a | cross
OPTION: b | in front
OPTION: c | across
OPTION: d | at fault
ANSWER: c

# Source: LLA 2B Figure 8
$PRODUCE Dictation: Everyday Sentences
ID: 2b-f8
INPUT: type
CHECK: exact
INTRO: To close this part, some dictation. Listen carefully and type exactly what you hear — every word counts.
INSTRUCTION: Type the sentence you hear.

PROMPT: John lost his job. {bk09-l2b-f8-01.mp3}
RESPONSE: John lost his job. {bk09-l2b-f8-01.mp3}

PROMPT: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}
RESPONSE: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}

PROMPT: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}
RESPONSE: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}

PROMPT: Where did you hide my book? {bk09-l2b-f8-04.mp3}
RESPONSE: Where did you hide my book? {bk09-l2b-f8-04.mp3}

PROMPT: That bread smells delicious. {bk09-l2b-f8-05.mp3}
RESPONSE: That bread smells delicious. {bk09-l2b-f8-05.mp3}

PROMPT: This soup tastes salty. {bk09-l2b-f8-06.mp3}
RESPONSE: This soup tastes salty. {bk09-l2b-f8-06.mp3}

PROMPT: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
RESPONSE: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
ACCEPT: I cannot find my checkbook.

PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}

$LESSON 2-4: Same, Similar, or Different

# Source: LLA 2B Figure 3
$DIALOGUE Comparing Things
ID: 2b-f3
INTRO: In this part you'll learn to compare things: similar, the same, alike, or different. Listen to these model sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: The Smiths' house is similar to the Johnsons' house. {page_042_001.jpg} {bk09-l2b-f3-01.mp3}
LINE: Kevin's truck is different from mine. {page_042_003.jpg} {bk09-l2b-f3-02.mp3}
LINE: Peter's score is the same as Jim's. {page_042_005.jpg} {bk09-l2b-f3-03.mp3}
LINE: Their suits are alike. {page_043_001.jpg} {bk09-l2b-f3-04.mp3}

# Source: LLA 2B Figure 3 (select pass)
$SELECT Similar, the Same, or Different?
ID: 2b-f3-b
INTRO: Now decide for yourself. Look at each pair of pictures, listen to the question, and tap the right word — then repeat the sentence.
INSTRUCTION: Tap the correct word.
REPEAT

PROMPT: Look at the houses. Are they similar, the same, or alike? {page_042_001.jpg} {bk09-l2b-f3-05.mp3}
OPTION: a | similar {bk09-l2b-f3-05-a.mp3}
OPTION: b | the same
OPTION: c | alike
ANSWER: a

PROMPT: Look at the trucks. Are they similar, the same, or different? {page_042_003.jpg} {bk09-l2b-f3-06.mp3}
OPTION: a | similar
OPTION: b | the same
OPTION: c | different {bk09-l2b-f3-06-a.mp3}
ANSWER: c

PROMPT: Look at the scores. Are they similar, the same, or different? {page_042_005.jpg} {bk09-l2b-f3-07.mp3}
OPTION: a | similar
OPTION: b | the same {bk09-l2b-f3-07-a.mp3}
OPTION: c | different
ANSWER: b

PROMPT: Look at the suits. Are they similar, different, or alike? {page_043_001.jpg} {bk09-l2b-f3-08.mp3}
OPTION: a | similar
OPTION: b | different
OPTION: c | alike {bk09-l2b-f3-08-a.mp3}
ANSWER: c

# Source: ST Grammar §Your Uniform Is Similar To Mine
$GRAMMAR Alike, the Same, Similar, Different
ID: l2-s27
INTRO: Here's the pattern behind those four words — two ways to say every comparison.

Each comparison can be said two ways: with a connecting phrase, or with the bare word at the end.

| | |
|---|---|
| {Bob's shirt is like Mike's.} | Their shirts are **alike**. |
| {My name is the same as your name.} | Our names are **the same**. |
| {Tim's car is similar to Allen's car.} | Their cars are **similar**. |
| {Army uniforms are different from Navy uniforms.} | Army and Navy uniforms are **different**. |

Notice the pairs: **like** ↔ **alike**, **the same as** ↔ **the same**, **similar to** ↔ **similar**, **different from** ↔ **different**.

![Two military service members standing side-by-side wearing different service uniforms](st-page_084_001.jpg)

# Source: ST §Similarities and Differences (dialogs)
$DIALOGUE Talking About Similarities and Differences
ID: l2-s28
INTRO: Four short conversations using the comparison words — uniforms, clocks, shampoo, and one strong opinion about football. Read and repeat.
INSTRUCTION: Read the dialogs and repeat.
REPEAT

Fred: Our uniforms are alike.
Jack: Yes, they're very similar. Only the sleeves are different.
Fred: You're right. The other things are the same.
Jack: Is Al's uniform the same as ours?
Fred: No. His is different from ours. He's in the Navy.

Sam: Noon and 1200 hours are the same.
Ed: Noon is the same as 1200 hours.
Sam: 1200 hours and noon are alike.

Mike: Soap and shampoo are similar.
Lee: I know. Shampoo is similar to soap.
Mike: Yes, shampoo and soap are alike. They both are used to clean.

Oscar: Soccer and American football are different.
Kevin: I know what you mean! The two games are not alike.
Oscar: American football is different from soccer.

# Source: ST §Jim's Jacket Is Similar to Mine
$SELECT Similar or the Same? You Decide
ID: l2-s29
INTRO: Read each little situation and tap the comparison word that fits. Careful — "similar" and "the same" are similar, but not the same.
INSTRUCTION: Read the sentences and tap the correct answer.

EXAMPLE
TEMPLATE: Mike's car is red, and so is mine. My car has two doors, and Mike's has four. The cars are....
OPTION: a | the same
OPTION: b | alike
OPTION: c | similar
ANSWER: c

TEMPLATE: Fred's car and my car are different colors inside, but they're both black outside and are three years old. Our cars are....
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: a

TEMPLATE: Jack's house is white and has seven rooms. Jill's is white too. It also has seven rooms. The color and the number of rooms are....
OPTION: a | the same
OPTION: b | different
OPTION: c | similar
ANSWER: a

TEMPLATE: John works in a store. His brother Clark flies a plane. Their jobs are....
OPTION: a | alike
OPTION: b | different
OPTION: c | similar
ANSWER: b

TEMPLATE: Janet ordered a piece of cake for dessert. Nancy's dessert was a piece of hot apple pie. Janet's dessert was not... Nancy's.
OPTION: a | similar to
OPTION: b | the same as
OPTION: c | different from
ANSWER: b

TEMPLATE: Yesterday it rained all day. Today it's clear, hot, and dry. The weather today is ... the weather yesterday.
OPTION: a | different from
OPTION: b | similar to
OPTION: c | the same as
ANSWER: a

TEMPLATE: John's math test was very hard. Carl's math test was very easy. The tests were....
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: c

# Source: ST §One Triangle Is the Same As the Other
$PRODUCE Fill In the Comparison
ID: l2-s30
INTRO: Now write the comparisons yourself. Look at each picture and type the missing word or phrase — choose from like, alike, the same, the same as, similar, similar to, different, and different from.
INSTRUCTION: Type the correct word or phrase in each gap.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: One ball is ____{the same as|like} the other. {st-page_087_001.jpg}
TEMPLATE: The soccer balls are ____{the same|alike}.
RESPONSE: One ball is the same as the other. The soccer balls are the same.

EXAMPLE
TEMPLATE: The sun is ____{different from} the moon. {st-page_087_002.jpg}
TEMPLATE: The sun and moon are ____{different}.
RESPONSE: The sun is different from the moon. The sun and moon are different.

TEMPLATE: These books are not ____{alike|the same}, but they're ____{similar}. {st-page_087_003.jpg}
TEMPLATE: One book is ____{similar to} the other.
RESPONSE: These books are not alike, but they're similar. One book is similar to the other.

TEMPLATE: A menu is ____{different from} a book. {st-page_088_001.jpg}
TEMPLATE: A book and a menu are not ____{alike|the same|similar}.
RESPONSE: A menu is different from a book. A book and a menu are not alike.

TEMPLATE: Triangle 1 is ____{the same as|like} Triangle 2, but they're not ____{different}. {st-page_088_002.jpg}
RESPONSE: Triangle 1 is the same as Triangle 2, but they're not different.

TEMPLATE: A circle and a triangle are ____{different}. {st-page_088_003.jpg}
TEMPLATE: The shapes are not ____{alike|the same|similar}.
RESPONSE: A circle and a triangle are different. The shapes are not alike.

TEMPLATE: Steve's car is ____{similar to} Carol's car. {st-page_088_004.jpg}
TEMPLATE: Their cars are ____{similar}.
RESPONSE: Steve's car is similar to Carol's car. Their cars are similar.

TEMPLATE: A lake is not ____{the same as|like} a river. {st-page_088_005.jpg}
TEMPLATE: Lakes and rivers are ____{different}.
RESPONSE: A lake is not the same as a river. Lakes and rivers are different.

TEMPLATE: The cats are ____{similar}, but they're not ____{the same|alike}. {st-page_089_001.jpg}
RESPONSE: The cats are similar, but they're not the same.

# Source: ST §Are Boots Similar to Shoes? (cue prompts recast as display TEMPLATEs)
$PRODUCE Are Boots Similar to Shoes?
ID: l2-s31
INTRO: Last comparison round — and this time you make the sentences. For each pair of things, ask aloud whether they're the same, similar, or different, then answer your own question. Follow the example.
INSTRUCTION: Ask and answer a comparison question about the two things.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed question asking whether the two items are similar, alike, the same, or different, followed by a reasonable real-world answer. The comparison structure is the point; the learner's opinion is free.

EXAMPLE
TEMPLATE: boots / shoes
RESPONSE: Are boots and shoes the same? No, they're not. They are similar.

TEMPLATE: bus / truck
RESPONSE: Are a bus and a truck similar? Yes, they are. They are both large vehicles.

TEMPLATE: a baseball / a football
RESPONSE: Are a baseball and a football the same? No, they're different.

TEMPLATE: a clock / a watch
RESPONSE: Are a clock and a watch similar? Yes. We use both to tell time.

TEMPLATE: ship / boat
RESPONSE: Is a ship similar to a boat? Yes, it is.

TEMPLATE: snack bar / restaurant
RESPONSE: Are a snack bar and a restaurant different? Yes, a restaurant is usually bigger.

TEMPLATE: car / automobile
RESPONSE: Are a car and an automobile the same? Yes, they are the same.

TEMPLATE: ocean / lake
RESPONSE: Is an ocean different from a lake? Yes, an ocean is much bigger.

TEMPLATE: grocery store / commissary
RESPONSE: Is a grocery store similar to a commissary? Yes, they are very similar.

TEMPLATE: road / highway
RESPONSE: Are a road and a highway the same? No, they are different. A highway is larger.

TEMPLATE: pencil / chalk
RESPONSE: Are a pencil and chalk similar? Yes, we use both to write.

$LESSON 2-5: Tell Him to Do It

# Source: ST Grammar §Ask Captain Henry to Come to My Office
$GRAMMAR Ask or Tell Someone to Do Something
ID: l2-s20
INTRO: In this part you'll learn to pass on requests and commands — ask or tell somebody to do something. Here's the pattern.

Use **ask** or **tell** + a person + **to** + verb to pass on a request or a command.

| | | |
|---|---|---|
| **Ask** | Bob | to pay the bill. |
| **Tell** | Bob | to write a check. |
| | Bob | to go to the store. |

{Ask Bob to pay the bill.} {Tell Bob to write a check.}

**Ask** is polite — a request. **Tell** is stronger — a command.

# Source: LLA 2B Figure 5
$DIALOGUE Giving Instructions
ID: 2b-f5
INTRO: Listen to these instructions being passed along — everyone in this family and this squadron has a job to do. Repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Tell Mike to lock the door. {bk09-l2b-f5-01.mp3}
LINE: Tell Fred not to pick me up tomorrow. {bk09-l2b-f5-02.mp3}
LINE: Tell the children to fasten their seat belts. {bk09-l2b-f5-03.mp3}
LINE: Tell Jimmy to cross the street at the corner. {bk09-l2b-f5-04.mp3}
LINE: Tell Janice to obey the teacher. {bk09-l2b-f5-05.mp3}
LINE: Tell Lori to sit in the front seat. {bk09-l2b-f5-06.mp3}
LINE: Tell Dad to meet me at 6 o'clock. {bk09-l2b-f5-07.mp3}
LINE: Tell Private Williams to clean the barracks. {bk09-l2b-f5-08.mp3}

# Source: ST §Ask Captain Henry to Come to My Office
$DIALOGUE Ask Captain Henry to Come to My Office
ID: l2-s21
INTRO: More of the pattern in action — first some model sentences, then five quick exchanges where somebody always ends up doing the work. Repeat and read.
INSTRUCTION: Repeat the sentences and read the dialogs.
REPEAT

LINE: Ask Mr. Carter to sign this letter. {st-page_077_001.jpg}
LINE: Tell Ms. Davis to mail it right away.
LINE: Tell Major Sanders to call the BX manager.
LINE: Ask Captain Henry to come to my office.
LINE: Tell Sergeant Hays to bring my car at 1:00.
LINE: Please tell Mark to move his car.
LINE: Ask Fred to turn off the lights.
LINE: Please tell Mr. Harris to go to Jim's office.

Bob: Mark is ready to leave.
Tim: Ask him to wait a second.

Ms_Nelson: Do you need to talk to John?
Tom: Yes. Tell him to call me at 10:00.

Jan: Look at all of these dirty dishes!
Sam: Tell one of the children to wash them.

Joe: Lewis fell and hurt his knee.
Don: Tell him to go to the hospital right away.

Jim: Mrs. Walker wants to open a savings account.
Pam: Please ask her to fill out this form.

# Source: ST §Tell Dave to Open the Window (prompts recast as reported speech, cues moved to TEMPLATE)
$PRODUCE Tell Him to Do It
ID: l2-s22
INTRO: Nobody in these conversations wants to do anything — so keep passing the job along. Use the name or pronoun shown in parentheses and say who should do it.
INSTRUCTION: Use "tell" or "ask" with the name or pronoun in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Bob says, "It's hot in here! Open the window, Mike."
TEMPLATE: Mike: Ted's nearer. (him)
RESPONSE: Tell him to open it.

EXAMPLE
PROMPT: Ted says, "I'm busy."
TEMPLATE: (Dave)
RESPONSE: Tell Dave to do it.

PROMPT: Bill says, "The car is dirty! Please wash it today, Jack."
TEMPLATE: Jack: I'm tired. (Ted)
RESPONSE: Tell Ted to wash it.

PROMPT: Ted says, "I can't."
TEMPLATE: (Herb)
RESPONSE: Tell Herb to wash it.

PROMPT: Sally says, "Answer the telephone, Diane. My hands are wet."
TEMPLATE: Diane: Betty's closer. (her)
RESPONSE: Tell her to answer it.

PROMPT: Betty says, "I always do it."
TEMPLATE: (Alice)
RESPONSE: Tell Alice to answer it.

PROMPT: Carol says, "Allen, please feed the dog and cat."
TEMPLATE: Allen: I'm busy. (Steve)
RESPONSE: Tell Steve to feed them.

PROMPT: Steve says, "They're Sue's."
TEMPLATE: (her)
RESPONSE: Tell her to feed them.

PROMPT: Al says, "Can you take these books back to the library today?"
TEMPLATE: Mark: I'm doing my homework. (Lee)
RESPONSE: Ask Lee to take them back.

PROMPT: Lee says, "I did it the last time."
TEMPLATE: (Tom)
RESPONSE: Ask Tom to take them back.

# SKIPPED (book): ST "DO YOU REMEMBER WHAT YOU READ? — Read the questions first; then look at the menu." The menu image is not in the source extraction.

# Source: ST §Did You Ask the Waiter...
$DIALOGUE Did You Ask the Waiter?
ID: l2-s23
INTRO: Now hear people report what was said — which menu, which form, and what a policeman told two boys on bicycles. Repeat and read the dialogs.
INSTRUCTION: Repeat and read the dialogs.
REPEAT

Waiter: Do you want to look at the breakfast or lunch menu, sir?
Harold: Please bring me the breakfast menu.
Waiter: Here you are, sir. I'll be back in a few minutes to take your order.
Harold: Hi, Steven. Sit down and eat with me.
Steven: Thanks. Which menu did you ask the waiter to bring?
Harold: I asked him to bring the breakfast menu.
Steven: Good. Did you ask him to bring coffee, too?
Harold: No, I didn't, but I will.

Herb_Wilson: We'd like to open a checking account.
Ms_Johnson: Please fill out these two forms. You keep the white one and give me the green one.
Herb_Wilson: Which form did she tell us to keep?
Lori_Wilson: She told us to keep the green one.
Herb_Wilson: Here you are ma'am. Here's the white form.
Ms_Johnson: I told you to keep the white form. I need the green one.
Herb_Wilson: I'm sorry. Here's the green one.

Policeman: Get off your bicycles, boys.
George: What did that policeman tell us to do?
Edward: He told us to get off our bicycles.
Policeman: Don't ride your bikes across the street. It's not safe. Walk beside them.
Mrs_Hall: George, what did the policeman tell you and Edward?
George: He told us not to ride our bikes across the street.

$LESSON 2-6: More Words for the Road

# Source: LLA 2C Figure 1
$DIALOGUE Traffic, Insurance, and Other Facts of Life
ID: 2c-f1
INTRO: In this part you'll pick up more words for getting around — traffic, bicycles, insurance — and then tune your ear with syllables and dictation. Look at the pictures, listen, and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: traffic
LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg} {bk09-l2c-f1-01.mp3}

VOCAB: bother
LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg} {bk09-l2c-f1-02.mp3}

VOCAB: ride
LINE: Larry rides the bus to work every day. {page_047_003.jpg} {bk09-l2c-f1-03.mp3}

VOCAB: bicycle
LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg} {bk09-l2c-f1-04.mp3}

VOCAB: cross
LINE: The children cross the street at the corner. {page_048_001.jpg} {bk09-l2c-f1-05.mp3}

VOCAB: keep on
LINE: The weather won't stop them. They'll keep on driving. {page_048_002.jpg} {bk09-l2c-f1-06.mp3}

VOCAB: happen
LINE: The accident happened in a rainstorm. {page_048_003.jpg} {bk09-l2c-f1-07.mp3}

VOCAB: insurance
LINE: I have insurance. It will get you a new bicycle. {page_048_004.jpg} {bk09-l2c-f1-08.mp3}

VOCAB: place
LINE: Where is that place? It's at the corner of Main and 6th Streets. {page_049_001.jpg} {bk09-l2c-f1-09.mp3}

# Source: LLA 2C Figure 1 (matching pass, split in two — image option pool of 9 exceeds the 6-option cap)
$SELECT Match the Picture: On the Move
ID: 2c-f1-b
INTRO: Check the new words by ear. Listen to each sentence and tap the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the correct picture, then repeat.
REPEAT

OPTION: a | traffic {page_047_001.jpg}
OPTION: b | bother {page_047_002.jpg}
OPTION: c | ride {page_047_003.jpg}
OPTION: d | bicycle {page_047_004.jpg}
OPTION: e | cross {page_048_001.jpg}

PROMPT: Robert likes to ride the bus to school. {bk09-l2c-f1-10-q.mp3}
ANSWER: c
FEEDBACK: Repeat: Robert likes to ride the bus to school. {bk09-l2c-f1-10-a.mp3}

PROMPT: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-q.mp3}
ANSWER: b
FEEDBACK: Repeat: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-a.mp3}

PROMPT: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-q.mp3}
ANSWER: a
FEEDBACK: Repeat: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-a.mp3}

PROMPT: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-q.mp3}
ANSWER: d
FEEDBACK: Repeat: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-a.mp3}

PROMPT: Everyone must look to the left and look to theright before they cross the street. {bk09-l2c-f1-17-q.mp3}
ANSWER: e
FEEDBACK: Repeat: Everyone must look to the left and look to theright before they cross the street. {bk09-l2c-f1-17-a.mp3}

# Source: LLA 2C Figure 1 (matching pass, second half of the split pool)
$SELECT Match the Picture: What Happened There?
ID: 2c-f1-d
INTRO: Four more pictures, same job — tap the one the sentence describes, then repeat it.
INSTRUCTION: Tap the correct picture, then repeat.
REPEAT

OPTION: f | keep on {page_048_002.jpg}
OPTION: g | happened {page_048_003.jpg}
OPTION: h | insurance {page_048_004.jpg}
OPTION: i | place {page_049_001.jpg}

PROMPT: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-q.mp3}
ANSWER: h
FEEDBACK: Repeat: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-a.mp3}

PROMPT: It happened Thursday night during the rain. {bk09-l2c-f1-14-q.mp3}
ANSWER: g
FEEDBACK: Repeat: It happened Thursday night during the rain. {bk09-l2c-f1-14-a.mp3}

PROMPT: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15-q.mp3}
ANSWER: i
FEEDBACK: Repeat: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15-a.mp3}

PROMPT: The rain kept on for 3 hours. {bk09-l2c-f1-18-q.mp3}
ANSWER: f
FEEDBACK: Repeat: The rain kept on for 3 hours. {bk09-l2c-f1-18-a.mp3}

# Source: LLA 2C Figure 3
$SELECT Finish the Thought
ID: 2c-f3
INTRO: Here's a callback to the driving words. Read the phrases first, then listen to the start of a sentence and tap the phrase that finishes it — then repeat the whole thing.
INSTRUCTION: Tap the correct phrase.
REPEAT

OPTION: a | broke his arm.
OPTION: b | caused an accident.
OPTION: c | fasten his seat belt.
OPTION: d | a careful driver.
OPTION: e | obeys the law.
OPTION: f | fine was expensive.

PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01-q.mp3}
ANSWER: c
FEEDBACK: Repeat: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-a.mp3}

PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02-q.mp3}
ANSWER: e
FEEDBACK: Repeat: He always obeys the law. {bk09-l2c-f3-02-a.mp3}

PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03-q.mp3}
ANSWER: a
FEEDBACK: Repeat: He broke his arm. {bk09-l2c-f3-03-a.mp3}

PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04-q.mp3}
ANSWER: d
FEEDBACK: Repeat: He is a careful driver. {bk09-l2c-f3-04-a.mp3}

PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05-q.mp3}
ANSWER: b
FEEDBACK: Repeat: He caused an accident. {bk09-l2c-f3-05-a.mp3}

PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06-q.mp3}
ANSWER: f
FEEDBACK: Repeat: This fine was expensive. {bk09-l2c-f3-06-a.mp3}

# Source: LLA 2C Figure 4
$SELECT How Many Syllables?
ID: 2c-f4
INTRO: A quick ear-training round. Listen to each word and tap the number of syllables you hear, then say the word back.
INSTRUCTION: Tap the number of syllables.
REPEAT

OPTION: a | 1 syllable
OPTION: b | 2 syllables
OPTION: c | 3 syllables
OPTION: d | 4 syllables

PROMPT: traffic. {bk09-l2c-f4-01-q.mp3}
ANSWER: b
FEEDBACK: Repeat: traffic. {bk09-l2c-f4-01-a.mp3}

PROMPT: fine. {bk09-l2c-f4-02-q.mp3}
ANSWER: a
FEEDBACK: Repeat: fine. {bk09-l2c-f4-02-a.mp3}

PROMPT: accident. {bk09-l2c-f4-03-q.mp3}
ANSWER: c
FEEDBACK: Repeat: accident. {bk09-l2c-f4-03-a.mp3}

PROMPT: policeman. {bk09-l2c-f4-04-q.mp3}
ANSWER: c
FEEDBACK: Repeat: policeman. {bk09-l2c-f4-04-a.mp3}

PROMPT: ticket. {bk09-l2c-f4-05-q.mp3}
ANSWER: b
FEEDBACK: Repeat: ticket. {bk09-l2c-f4-05-a.mp3}

PROMPT: fault. {bk09-l2c-f4-06-q.mp3}
ANSWER: a
FEEDBACK: Repeat: fault. {bk09-l2c-f4-06-a.mp3}

PROMPT: careless. {bk09-l2c-f4-07-q.mp3}
ANSWER: b
FEEDBACK: Repeat: careless. {bk09-l2c-f4-07-a.mp3}

PROMPT: bicycle. {bk09-l2c-f4-08-q.mp3}
ANSWER: c
FEEDBACK: Repeat: bicycle. {bk09-l2c-f4-08-a.mp3}

PROMPT: cross. {bk09-l2c-f4-09-q.mp3}
ANSWER: a
FEEDBACK: Repeat: cross. {bk09-l2c-f4-09-a.mp3}

PROMPT: insurance. {bk09-l2c-f4-10-q.mp3}
ANSWER: c
FEEDBACK: Repeat: insurance. {bk09-l2c-f4-10-a.mp3}

# Source: LLA 2C Figure 5
$PRODUCE Dictation: The Long-Distance Call
ID: 2c-f5
INTRO: To finish this part, a dictation that tells a little story — John, his sister, and a pocketful of change. Type each sentence exactly as you hear it.
INSTRUCTION: Type what you hear.

INPUT: type
CHECK: exact

PROMPT: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}
RESPONSE: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}

PROMPT: He called his sister in California. {bk09-l2c-f5-02.mp3}
RESPONSE: He called his sister in California. {bk09-l2c-f5-02.mp3}

PROMPT: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
RESPONSE: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
ACCEPT: He called after 11:00 because it was cheaper.

PROMPT: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}
RESPONSE: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}

PROMPT: The second time, he got her. {bk09-l2c-f5-05.mp3}
RESPONSE: The second time, he got her. {bk09-l2c-f5-05.mp3}

PROMPT: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}
RESPONSE: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}

PROMPT: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
RESPONSE: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
ACCEPT: They talked for twenty minutes.

PROMPT: They had a good conversation. {bk09-l2c-f5-08.mp3}
RESPONSE: They had a good conversation. {bk09-l2c-f5-08.mp3}

# SKIPPED (tape): The 2C tape mistakenly includes figures 6 and 7 from another lesson (Lesson 2D). These were omitted at conversion and stay omitted here.

$LESSON 2-7: Past Progressive — What Were You Doing?

# Source: ST Grammar §Past Progressive
$GRAMMAR The Past Progressive
ID: l2-s5
INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. Here's how it works.

The past progressive shows that an action took place **over a period of time** in the past.

| | | |
|---|---|---|
| I | **was studying** | last night. |
| Mark | **was studying** | last night. |
| Mark and Al | **were studying** | last night. |

Use **was** with I, he, she, and it. Use **were** with you, we, and they.

{What were you doing last night?}
{I was studying in the library.}

# Source: LLA 2C Figure 1 (past continuous pass)
$DIALOGUE Past Progressive Models
ID: 2c-f1-c
INTRO: Listen to these model sentences in the past progressive and repeat them — sleeping, crying, running, and one suspiciously new car.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I was sleeping at 10:30. {bk09-l2c-f1-19.mp3}
LINE: I wasn't eating chicken. {bk09-l2c-f1-20.mp3}
LINE: I was eating fish. {bk09-l2c-f1-21.mp3}
LINE: When I called, he was eating breakfast. {bk09-l2c-f1-22.mp3}
LINE: They were studying at 4:30. {bk09-l2c-f1-23.mp3}
LINE: Mike was driving a new car yesterday. {bk09-l2c-f1-24.mp3}
LINE: Bobby was talking on the phone when I arrived. {bk09-l2c-f1-25.mp3}
LINE: The baby was crying when I left. {bk09-l2c-f1-26.mp3}
LINE: Jack and Roger were exercising in the gym yesterday afternoon. {bk09-l2c-f1-27.mp3}
LINE: Sally was reading a language book in the library. {bk09-l2c-f1-28.mp3}
LINE: Why were they running? {bk09-l2c-f1-29.mp3}

# Source: ST §I Was Thinking About My Vacation
$DIALOGUE I Was Thinking About My Vacation
ID: l2-s6
INTRO: Three short conversations in the past progressive. One student wasn't listening to the teacher — you'll hear how that goes. Read and repeat.
INSTRUCTION: Read the dialogs and repeat.
REPEAT

Jan: Why were you smiling a minute ago?
Tom: I was thinking.
Jan: What were you thinking about?
Tom: My vacation next week.

Rita: What were you doing last night?
Jane: I was studying at the library.
Rita: What were you studying?
Jane: French. I was reviewing for today's test.

Steve: I don't understand this exercise.
Larry: Were you listening to the teacher?
Steve: No. What was he saying?
Larry: He was explaining this exercise.

# SKIPPED (book): ST instructor substitution drill ("Your instructor will read a sentence and then give you a word or phrase to substitute.") — instructor-led, no printed stimuli.

# Source: LLA 2C Figure 2
$PRODUCE Answer in the Past Progressive
ID: 2c-f2
INPUT: speak
CHECK: reveal
INTRO: Now answer questions about what people were doing. Look at the picture and the cue word, listen to the question, and answer out loud — then repeat the model.
INSTRUCTION: Answer aloud.
REPEAT

EXAMPLE
TEMPLATE: sleeping
PROMPT: Was John watching TV at 10:30? {page_049_002.jpg} {bk09-l2c-f2-ex-q.mp3}
RESPONSE: No, he was sleeping. {bk09-l2c-f2-ex-a.mp3}

TEMPLATE: studying
PROMPT: Was George studying after dinner? {page_049_003.jpg} {bk09-l2c-f2-01-q.mp3}
RESPONSE: Yes, George was studying after dinner. {bk09-l2c-f2-01-a.mp3}

TEMPLATE: exercising
PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {page_050_001.jpg} {bk09-l2c-f2-02-q.mp3}
RESPONSE: They were exercising in the gym. {bk09-l2c-f2-02-a.mp3}

TEMPLATE: watching TV
PROMPT: What was Bob doing at 9:30 last night? {page_050_002.jpg} {bk09-l2c-f2-03-q.mp3}
RESPONSE: He was watching TV. {bk09-l2c-f2-03-a.mp3}

TEMPLATE: commissary
PROMPT: Was Captain Kirk going to the officers' club at noon? {page_050_003.jpg} {bk09-l2c-f2-04-q.mp3}
RESPONSE: No, he was going to the commissary. {bk09-l2c-f2-04-a.mp3}

TEMPLATE: writing a letter
PROMPT: What was Private Anderson doing in class this morning? {page_050_004.jpg} {bk09-l2c-f2-05-q.mp3}
RESPONSE: She was writing a letter. {bk09-l2c-f2-05-a.mp3}

TEMPLATE: fish
PROMPT: Were the students eating chicken last night? {page_050_005.jpg} {bk09-l2c-f2-06-q.mp3}
RESPONSE: No, they were eating fish. {bk09-l2c-f2-06-a.mp3}

TEMPLATE: getting a haircut
PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {page_050_006.jpg} {bk09-l2c-f2-07-q.mp3}
RESPONSE: He was getting a haircut. {bk09-l2c-f2-07-a.mp3}

# Source: ST §What Was Laura Doing Yesterday? (cue fragments moved to TEMPLATE — TTS would mangle the dots)
$PRODUCE Laura's Busy Day
ID: l2-s7
INTRO: Meet Laura, who somehow eats, runs, shops, and cooks all in one day. Build a past progressive question from the cue words, ask it aloud, and answer it from the picture.
INSTRUCTION: Ask and answer with the past progressive, using the cue and the picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key. Accept a correctly formed past progressive question built from the cue, followed by an answer stating the same fact as the model in the past progressive. The past progressive form is the point — wrong tense fails; phrasing is otherwise free.

EXAMPLE
TEMPLATE: What ... Laura ... do ... 6:30? {st-page_057_001.jpg}
RESPONSE: What was Laura doing at 6:30? She was eating breakfast.

TEMPLATE: Where ... Laura ... stand ... 7:00? {st-page_057_002.jpg}
RESPONSE: Where was Laura standing at 7:00? She was standing at the bus stop.

TEMPLATE: Who ... Laura ... talk to ... 9:00? {st-page_057_003.jpg}
RESPONSE: Who was Laura talking to at 9:00? She was talking to a boy.

TEMPLATE: When ... Laura ... run? {st-page_058_001.jpg}
RESPONSE: When was Laura running? She was running at 12:00.

TEMPLATE: What ... Laura ... buy ... 4:30? {st-page_058_002.jpg}
RESPONSE: What was Laura buying at 4:30? She was buying fruit.

TEMPLATE: When ... Laura ... cook dinner? {st-page_058_003.jpg}
RESPONSE: When was Laura cooking dinner? She was cooking dinner at 6:30.

TEMPLATE: Who ... Laura ... talk to ... 8:00? {st-page_058_004.jpg}
RESPONSE: Who was Laura talking to at 8:00? She was talking on the telephone.

# Source: ST §An Important Day for Al
$DIALOGUE An Important Day for Al
ID: l2-s8
INTRO: Al kept notes on one very important day — the day he met the President. Read his schedule carefully; you'll answer questions about it next.
INSTRUCTION: Read Al's notes.

LINE: Yesterday was an important day for Al. He wrote down some of the things he did.
LINE: 5:30 a.m. - ate breakfast, Dad called to make sure I was awake
LINE: 6:00 a.m. - read the paper, my friend Joe called to make sure I was awake
LINE: 6:30 a.m. - left for the office, there was an accident near the base and a big traffic jam
LINE: 7:00 a.m. - reviewed the schedule for the morning, Sgt Lewis came by to see if I needed anything
LINE: 9:45 a.m. - met the President's flight
LINE: 10:45 a.m. - The President spoke to the men, I made a last minute check of the dining room
LINE: 11:00 a.m. - ate lunch
LINE: 12:00 p.m. - showed the President around the base, it began to rain
LINE: 12:30 p.m. - rode with the President back to the airport, the rain stopped
LINE: 1:00 p.m. - returned to my office, what a day! I met the President!

# Source: ST §Ask Questions About Al's Day
$PRODUCE What Was Al Doing?
ID: l2-s9
REFERENCE
INTRO: Now answer questions about Al's day, in the past progressive. His notes are there if you need to check — Al certainly would.
INSTRUCTION: Answer aloud in the past progressive.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The past progressive is the point — wrong tense fails. Treat the model answer as the factual key; accept any natural phrasing of the same fact.

EXAMPLE
PROMPT: What was Al doing when Joe called him?
RESPONSE: He was reading the newspaper.

PROMPT: What was Al doing when his dad called?
RESPONSE: He was eating breakfast.

PROMPT: Was Al going home when he saw the accident?
RESPONSE: No, he was going to his office.

PROMPT: What was Al doing when Sgt Lewis came by?
RESPONSE: He was reviewing the schedule for the morning.

PROMPT: What was Al doing when it began to rain?
RESPONSE: He was showing the President around the base.

# Source: ST §I Was Writing a Letter When the Phone Rang
$PRODUCE I Was Writing a Letter When the Phone Rang
ID: l2-s10
INTRO: Last stop for the past progressive: type the correct form of the verb in parentheses to complete each sentence.
INSTRUCTION: Type the past progressive form of the verb.
INPUT: type
CHECK: exact

TEMPLATE: John ____{was playing} soccer when he hurt his foot. (play)
RESPONSE: John was playing soccer when he hurt his foot.

TEMPLATE: What ____{were} you ____{writing} in your book? (write)
RESPONSE: What were you writing in your book?

TEMPLATE: She ____{was riding} her bike to the store. (ride)
RESPONSE: She was riding her bike to the store.

TEMPLATE: They ____{were eating} lunch when I saw them. (eat)
RESPONSE: They were eating lunch when I saw them.

TEMPLATE: Did you hear what the teacher ____{was saying}? (say)
RESPONSE: Did you hear what the teacher was saying?

TEMPLATE: I ____{was cooking} dinner when you called. (cook)
RESPONSE: I was cooking dinner when you called.

TEMPLATE: We ____{were watching} TV when Tom came home. (watch)
RESPONSE: We were watching TV when Tom came home.

TEMPLATE: Do you remember what you ____{were doing} in 1980? (do)
RESPONSE: Do you remember what you were doing in 1980?

$LESSON 2-8: What Happened? — Reported Speech and the Accident

# Source: ST §The Light Car Is In Back of the Dark Car
$DIALOGUE Where Is the Car? {st-page_065_001.jpg}
ID: l2-s13
INTRO: Final part — you'll put the whole lesson together: where things are on the street, who told whom to do what, and one last accident. First, look at the street scene and repeat where everything is.
INSTRUCTION: Look at the picture and repeat the sentences.
REPEAT

VOCAB: in front of
LINE: The bus is in front of the automobile.

VOCAB: dark car
VOCAB: behind
LINE: The dark car is behind the bus.

VOCAB: light car
VOCAB: in back of
LINE: The light car is in back of the dark car.

LINE: The woman is wearing a dark coat.
LINE: They are crossing the street in front of the bus.

# Source: LLA 2D Figure 1
$DIALOGUE Traffic Situations
ID: 2d-f1
INTRO: Seven traffic pictures — buses, bicycles, a police car, and a light pole that didn't move out of the way. Look at each picture and repeat the sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: The children are on the bus behind the truck. {page_053_001.jpg} {bk09-l2d-f1-01.mp3}
LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg} {bk09-l2d-f1-02.mp3}
LINE: They must park across from the school. {page_053_003.jpg} {bk09-l2d-f1-03.mp3}
LINE: The bicycle is in back of that small car. {page_053_004.jpg} {bk09-l2d-f1-04.mp3}
LINE: Fred is in the car in front of the police car. {page_054_001.jpg} {bk09-l2d-f1-05.mp3}
LINE: Someone left their light blue car by the lake. {page_054_002.jpg} {bk09-l2d-f1-06.mp3}
LINE: His dark car hit the light pole. {page_054_003.jpg} {bk09-l2d-f1-07.mp3}

# Source: LLA 2D Figure 1 (identification pass, split in two — image option pool of 7 exceeds the 6-option cap)
$SELECT Which Picture? (E to G)
ID: 2d-f1-b
INTRO: Now find the pictures by ear. Listen to each sentence and tap the picture it describes — the first one is done for you.
INSTRUCTION: Tap the correct picture, then repeat.
REPEAT

OPTION: e | Picture E {page_054_001.jpg}
OPTION: f | Picture F {page_054_002.jpg}
OPTION: g | Picture G {page_054_003.jpg}

EXAMPLE
PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-08-q.mp3}
ANSWER: e

PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-q.mp3}
ANSWER: f
FEEDBACK: Repeat: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-a.mp3}

PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-12-q.mp3}
ANSWER: g
FEEDBACK: Repeat: That dark car ran into the light pole. {bk09-l2d-f1-12-a.mp3}

# Source: LLA 2D Figure 1 (identification pass, second half of the split pool)
$SELECT Which Picture? (A to D)
ID: 2d-f1-c
INTRO: Four more pictures. Listen, tap the one the sentence describes, and repeat the sentence.
INSTRUCTION: Tap the correct picture, then repeat.
REPEAT

OPTION: a | Picture A {page_053_001.jpg}
OPTION: b | Picture B {page_053_002.jpg}
OPTION: c | Picture C {page_053_003.jpg}
OPTION: d | Picture D {page_053_004.jpg}

PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-q.mp3}
ANSWER: c
FEEDBACK: Repeat: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-a.mp3}

PROMPT: The school bus is behind the truck. {bk09-l2d-f1-11-q.mp3}
ANSWER: a
FEEDBACK: Repeat: The school bus is behind the truck. {bk09-l2d-f1-11-a.mp3}

PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-q.mp3}
ANSWER: d
FEEDBACK: Repeat: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-a.mp3}

PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-q.mp3}
ANSWER: b
FEEDBACK: Repeat: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-a.mp3}

# Source: new (gap: reported commands with "told/asked ... to" are drilled on tapes 2B and 2D but never explained in the book)
$GRAMMAR Reporting a Command: He Told Me to Wait
ID: 2d-f2-g
INTRO: Before the next drills, one small upgrade to the ask-and-tell pattern: reporting what somebody said, after the fact.

When you report a command or request later, use the **past** form — **told** or **asked** — plus the person and **to** + verb:

{Mike, lock the door.} → {He told him to lock the door.}
{Please wait for me.} → {She asked him to wait for her.}

For a negative command, put **not** before **to**:

{Don't eat so fast.} → {He told him not to eat so fast.}

# Source: LLA 2B Figure 6 (recast from type/exact to speak/reveal — the answers are long sentences)
$PRODUCE What Did Sam Tell Ted?
ID: 2b-f6
INPUT: speak
CHECK: reveal
INTRO: Listen to each short dialogue and the question after it. Answer aloud with a full reported sentence, then compare with the model.
INSTRUCTION: Answer the question aloud.

PROMPT: Ted, tell your brother not to bother me. Okay, Sam, I will. What did Sam tell Ted? {bk09-l2b-f6-01.mp3}
RESPONSE: He told him to tell his brother not to bother him. {bk09-l2b-f6-01-a.mp3}

PROMPT: Mike, lock the door. I'll lock it when I leave. What did he tell Mike to do? {bk09-l2b-f6-02.mp3}
RESPONSE: He told him to lock the door. {bk09-l2b-f6-02-a.mp3}

PROMPT: Private James, clean this room. Yes, sir, right away. What did the sergeant tell Private James? {bk09-l2b-f6-03.mp3}
RESPONSE: He told him to clean the room. {bk09-l2b-f6-03-a.mp3}

PROMPT: Sir, Captain Lewis is on the phone. Tell her that I'll call her later. What did Captain Sims tell Private Williams? {bk09-l2b-f6-04.mp3}
RESPONSE: He told him to tell Captain Lewis that he'd call her later. {bk09-l2b-f6-04-a.mp3}

PROMPT: Jack, wait for me this afternoon. Okay, I will. What did Sally tell Jack? {bk09-l2b-f6-05.mp3}
RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3}

# Source: ST §Sgt Smith Told Airman Harris... (speaker labels recast for TTS)
$PRODUCE Sgt Smith Told Airman Harris...
ID: l2-s24
INTRO: Same skill, from print. Read what each person said, then answer the question aloud using told or asked.
INSTRUCTION: Read the sentence, then answer the question aloud.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Sgt Smith says, "Airman Harris, clean the barracks." What did Sgt Smith tell Airman Harris?
RESPONSE: He told him to clean the barracks.

EXAMPLE
PROMPT: Maj Dean says, "Will you please sit down, lieutenant?" Did Maj Dean ask the lieutenant to stand up?
RESPONSE: No, he didn't. He asked him to sit down.

PROMPT: Harold says, "Jim, will you please cut the grass today?" What did Harold ask Jim to do?
RESPONSE: He asked him to cut the grass.

PROMPT: Gilbert says, "Don't forget your umbrella, Bob." What did Gilbert tell Bob?
RESPONSE: He told him not to forget his umbrella.

PROMPT: Roland says, "Waiter, please bring me the check." What did Roland ask the waiter to do?
RESPONSE: He asked him to bring the check.

PROMPT: Sgt Morales says, "Come in and close the door, airman." What did Sgt Morales tell the airman to do?
RESPONSE: He told him to come in and close the door.

PROMPT: Lt Miller says, "Close that window, sergeant." What did Lt Miller tell the sergeant to do?
RESPONSE: He told him to close that window.

PROMPT: Carol says, "Please turn off the light in the kitchen, Sue." What did Carol ask Sue to do?
RESPONSE: She asked her to turn off the light in the kitchen.

PROMPT: Mr. Wells says, "Look at the problem on the chalkboard, Mac." What did Mr. Wells tell Mac to do?
RESPONSE: He told him to look at the problem on the chalkboard.

PROMPT: Ms. Nelson says, "Please don't take this book from the library, Mr. Knight." What did Ms. Nelson ask Mr. Knight to do?
RESPONSE: She asked him not to take the book from the library.

PROMPT: Mr. Holder says, "Students, be on time for the quiz tomorrow." What did Mr. Holder tell the students to do?
RESPONSE: He told them to be on time for the quiz tomorrow.

PROMPT: Mr. Randall says, "Boys, please don't leave those wet towels on the floor." What did Mr. Randall ask the boys to do?
RESPONSE: He asked them not to leave those wet towels on the floor.

# Source: LLA 2D Figure 2
$PRODUCE Reported Speech by Ear
ID: 2d-f2
INTRO: Now do it entirely by ear. Listen to the short dialogue and the question, answer aloud with told or asked, then repeat the model answer.
INSTRUCTION: Answer aloud using reported speech.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Jimmy, tell Joanne to come in now. — Joanne, come in now. — What did Jimmy tell Joanne? {bk09-l2d-f2-ex-q.mp3}
RESPONSE: He told Joanne to come in. {bk09-l2d-f2-ex-a.mp3}

PROMPT: Harry, tell Mike to help you move the bookcase. — Mike, help me move the bookcase. — What did Harry tell Mike to do? {bk09-l2d-f2-01-q.mp3}
RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-a.mp3}

PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office. — Sergeant Jackson, take the student record to Major Johnson's office. — What did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-02-q.mp3}
RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-02-a.mp3}

PROMPT: Jill, tell Tammy to get up. — Tammy, get up. — What did Jill tell Tammy? {bk09-l2d-f2-03-q.mp3}
RESPONSE: She told her to get up. {bk09-l2d-f2-03-a.mp3}

PROMPT: George, tell Sam not to eat so fast. — Sam, don't eat so fast. — What did George tell Sam? {bk09-l2d-f2-04-q.mp3}
RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-04-a.mp3}

PROMPT: Tell Tom to lock the door when he leaves. — Tom, don't forget to lock the door when you leave. — What did she tell Tom? {bk09-l2d-f2-05-q.mp3}
RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-05-a.mp3}

PROMPT: Private Anderson, clean your shoes. — Yes, sir. — What did he tell Private Anderson? {bk09-l2d-f2-06-q.mp3}
RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-06-a.mp3}

# Source: LLA 2D Figure 3
$SELECT Who Told Whom to Do What?
ID: 2d-f3
INTRO: This time you choose the report instead of building it. Listen to the dialogue and the question, tap the correct sentence, then repeat it.
INSTRUCTION: Tap the correct reported speech sentence.
REPEAT

PROMPT: Sarah, tell Suzy to answer that phone. — Suzy, please answer that phone. — What did Sarah tell Suzy? {bk09-l2d-f3-01-q.mp3}
OPTION: a | She said to answer the door.
OPTION: b | She told her to answer the phone.
OPTION: c | She said to answer the phone.
OPTION: d | She told her to go home.
ANSWER: b
FEEDBACK: Repeat: She told her to answer the phone. {bk09-l2d-f3-01-a.mp3}

PROMPT: Sergeant Evans, bring me that letter. — Yes, ma'am, Lieutenant Richards. — What did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-02-q.mp3}
OPTION: a | She told him to open the letter.
OPTION: b | She said to mail the letter.
OPTION: c | She told him to bring her the letter.
OPTION: d | She said to write a letter.
ANSWER: c
FEEDBACK: Repeat: She told him to bring her the letter. {bk09-l2d-f3-02-a.mp3}

PROMPT: Janet, get up. You'll miss your bus. — Okay, Dad. — What did Dad tell Janet? {bk09-l2d-f3-03-q.mp3}
OPTION: a | He said to ride the bus.
OPTION: b | He told her to go to sleep.
OPTION: c | He said to miss the bus.
OPTION: d | He told her to get up.
ANSWER: d
FEEDBACK: Repeat: He told her to get up. {bk09-l2d-f3-03-a.mp3}

PROMPT: Sam, leave that window open. It's hot in here. — Okay, Mrs. Dennis. — What did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-04-q.mp3}
OPTION: a | She told him to leave the window open.
OPTION: b | She said to close the window.
OPTION: c | She told him to open the door.
OPTION: d | She said to do your homework.
ANSWER: a
FEEDBACK: Repeat: She told him to leave the window open. {bk09-l2d-f3-04-a.mp3}

PROMPT: Alice, move these books. — I'll move them in a minute. — What did he tell Alice to do? {bk09-l2d-f3-05-q.mp3}
OPTION: a | He told her to open her book.
OPTION: b | He told her to move the books.
OPTION: c | He said he would give her a book.
OPTION: d | He said to buy a new book.
ANSWER: b
FEEDBACK: Repeat: He told her to move the books. {bk09-l2d-f3-05-a.mp3}

PROMPT: Rita, take these papers to the office. — I'll take them right away, Mr. Scott. — What did he tell Rita to do? {bk09-l2d-f3-06-q.mp3}
OPTION: a | He said to go home.
OPTION: b | He told her to mail the papers.
OPTION: c | He said he'd buy her lunch.
OPTION: d | He told her to take the papers to the office.
ANSWER: d
FEEDBACK: Repeat: He told her to take the papers to the office. {bk09-l2d-f3-06-a.mp3}

# Source: ST §What Did Billy's Mother Tell Him to Do? (cartoon recast as speaker lines)
$DIALOGUE Billy's Evening Out
ID: l2-s25
INTRO: A six-panel story about Billy, a soccer ball, and a window — you can guess where this is going. Read the panels; you'll report what everyone said next.
INSTRUCTION: Read the cartoon panels.

Billy: Mother, can I go to Roberta's house and play? {st-page_082_001.jpg}
Mother: Not now, Billy, stay home and eat your supper. {st-page_082_001.jpg}

Billy: I finished my food. Can I go outside now? {st-page_082_002.jpg}
Mother: Yes, but please take your plate and glass to the kitchen first. {st-page_082_002.jpg}

Billy: Goodbye, Dad. Bye Mother. {st-page_082_003.jpg}
Dad: Be home by 8:00. {st-page_082_003.jpg}
Mother: Have a good time. {st-page_082_003.jpg}

Roberta: Let's play volleyball. {st-page_082_004.jpg}
Billy: No. Let's play something else. Get your soccer ball. {st-page_082_004.jpg}

Billy: Here it comes! {st-page_082_005.jpg}
Roberta: Be careful! Don't hit the house! {st-page_082_005.jpg}

Roberta: Oh, no! Don't tell my father. {st-page_082_006.jpg}
Billy: Please go home right away. My dad will be very angry, too. {st-page_082_006.jpg}

# Source: ST §Ask and Answer About Billy
$PRODUCE Report What They Said
ID: l2-s26
REFERENCE
INTRO: Now report the cartoon. For each picture, ask what somebody told or asked Billy — or what Billy told Roberta — and answer your own question. The panels are there to check.
INSTRUCTION: Ask and answer about the picture using ask or tell.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model as the key. Accept a past-tense question with ask or tell, followed by an answer using told/asked + person + (not) to + verb that matches the model's facts. Any natural phrasing is fine; the told/asked-to structure is the point.

EXAMPLE
PROMPT: {st-page_082_001.jpg}
RESPONSE: What did Billy's mother tell him to do? She told him to stay home.

PROMPT: {st-page_082_002.jpg}
RESPONSE: What did Billy's mother ask him to do? She asked him to take his plate and glass to the kitchen.

PROMPT: {st-page_082_003.jpg}
RESPONSE: What did Billy's dad tell him to do? He told him to be home by 8:00.

PROMPT: {st-page_082_004.jpg}
RESPONSE: What did Billy tell Roberta to do? He told her to get her soccer ball.

PROMPT: {st-page_082_005.jpg}
RESPONSE: What did Roberta tell Billy to do? She told him to be careful and not hit the house.

PROMPT: {st-page_082_006.jpg}
RESPONSE: What did Roberta ask Billy not to do? She asked him not to tell her father.

# Source: LLA 2D Figure 4
$DIALOGUE The Accident
ID: 2d-f4
INTRO: One last accident story — Harry's, this time. His seat belt did its job; the other driver collected two tickets. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Man1: What happened? {bk09-l2d-f4-01.mp3}
Man2: Harry had an accident. That man in the dark car ran into him. He ran the red light. {bk09-l2d-f4-02.mp3}
Man1: Was Harry hurt? {bk09-l2d-f4-03.mp3}
Man2: No. He was wearing his seatbelt. That helped him. {bk09-l2d-f4-04.mp3}
Man1: Where are the police? {bk09-l2d-f4-05.mp3}
Man2: They already left. {bk09-l2d-f4-06.mp3}
Man1: Did that man get a ticket? {bk09-l2d-f4-07.mp3}
Man2: Yes. He got 2 tickets, one because he caused the accident. And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-08.mp3}
Man1: Does Harry have insurance? {bk09-l2d-f4-09.mp3}
Man2: Yes, and so does the other driver. {bk09-l2d-f4-10.mp3}

# Source: LLA 2D Figure 5
$PRODUCE Listen and Answer
ID: 2d-f5
INTRO: Two longer conversations, all by ear. Listen, answer the question aloud, then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Sergeant Wilson, where is Captain Russell? — He's in Colonel Smith's office, Lieutenant Jackson. He has a long-distance phone call. I'll get him right away. — Why is Lieutenant Jackson looking for Captain Russell? {bk09-l2d-f5-01-q.mp3}
RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-01-a.mp3}

PROMPT: Lieutenant Kline, I'm looking for Major Billings. — I haven't seen him, sir. — I want to take him to lunch. He took me one day last week. — Well, Major Johnson, he should be back in about 30 minutes. Ask him to call me when he comes in. — Yes, sir, I will. — Why is Major Johnson looking for Major Billings? {bk09-l2d-f5-02-q.mp3}
RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-02-a.mp3}

# SKIPPED (book): ST Writing Skill "CAN YOU PUT THE SENTENCES TOGETHER?" — match phrases and rewrite as one paragraph; paragraph composition remains deferred.

# Source: ST §Let's Make the Sentences Longer
$PRODUCE Make the Sentences Longer
ID: l2-s32
INTRO: One last exercise: take a plain sentence and dress it up with the words provided — put each into the right place and type the longer sentence. That's the end of Lesson 2. Drive carefully out there.
INSTRUCTION: Type the expanded sentence with the words in the correct places.
INPUT: type
CHECK: exact

TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant.
TEMPLATE: 1. happy, young / 2. nice, French / 3. small, new
RESPONSE: The happy young woman met the nice French sailor at a small new restaurant.
ACCEPT: The happy, young woman met the nice, French sailor at a small, new restaurant.

TEMPLATE: They were (1) to see each other after (2) years.
TEMPLATE: 1. happy, glad / 2. many, five
RESPONSE: They were happy to see each other after many years.
ACCEPT: They were glad to see each other after five years. | They were happy to see each other after five years. | They were glad to see each other after many years.

TEMPLATE: They (1) in the restaurant and talked about (2).
TEMPLATE: 1. sat, stayed / 2. English classes, many things
RESPONSE: They sat in the restaurant and talked about many things.
ACCEPT: They stayed in the restaurant and talked about English classes. | They sat in the restaurant and talked about English classes. | They stayed in the restaurant and talked about many things.

TEMPLATE: They ate a (1) meal and left the restaurant (2).
TEMPLATE: 1. good, delicious / 2. late, at 10 o'clock.
RESPONSE: They ate a good meal and left the restaurant late.
ACCEPT: They ate a delicious meal and left the restaurant at 10 o'clock. | They ate a good meal and left the restaurant at 10 o'clock. | They ate a delicious meal and left the restaurant late.