1745 lines
55 KiB
Plaintext
1745 lines
55 KiB
Plaintext
$MODULE Book 3 · Lesson 2: What Do You Study? {st-page_039_001.jpg}
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FORMAT: 2
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DESCRIPTION: Ask and answer present-tense questions — what, who, where, when, and how often — plus have/has, food and transportation vocabulary, and the A/AH vowel sounds.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Bill | achernar | Male student
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VOICE: Paul | achird | Male student
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VOICE: Jack | schedar | Male student
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VOICE: Student | achernar | Male student
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VOICE: Clerk | gacrux | Female clerk
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VOICE: Waiter | gacrux | Waiter
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VOICE: John | achernar | Male student
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VOICE: Mary | aoede | Female student
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VOICE: Tom | achird | Male student
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VOICE: ID | achernar | speaker (auto)
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$LESSON 2-1: A Day in Class — Present Tense and Have/Has
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# Source: ST §Mark Says Good Morning
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$DIALOGUE Mark's School Day
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ID: l2-s1
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INTRO: In this lesson you'll learn to ask and answer everyday questions — what, who, where, when, and how often. First, meet Mark. His day runs like a clock — a very obedient clock.
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INSTRUCTION: Read and listen to the paragraph.
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VOCAB: to say
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LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher. {st-page_041_001.jpg}
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VOCAB: to learn
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LINE: He studies a new lesson every day. He learns new words.
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VOCAB: to leave
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LINE: At 2:00, he leaves the classroom and goes to his barracks.
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# Source: LLA 2A Figure 1
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$DIALOGUE Classroom Instructions
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ID: 2a-f1
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INTRO: These are sentences you hear in class every day — say, repeat, learn, leave. Listen and repeat each one.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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LINE: Learn the words. {bk03-l2a-f1-01.mp3}
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LINE: Please repeat the words. {bk03-l2a-f1-02.mp3}
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LINE: Please say the words. {bk03-l2a-f1-03.mp3}
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LINE: The students are saying the words. {bk03-l2a-f1-04.mp3}
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LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3}
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LINE: He's leaving the room. {bk03-l2a-f1-06.mp3}
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LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3}
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# Source: ST §I, We, You, They
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$PRODUCE Mark's Day for a Group
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ID: l2-s2
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INTRO: Now the whole class does what Mark does. Type I, you, we, or they in each gap — and notice the verbs lose their final S.
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INSTRUCTION: Type I, you, we, or they in each gap.
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INPUT: type
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CHECK: exact
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TEMPLATE: ____{They|We|You|I} go to the classroom at 7:15. ____{They|We|You|I} say good morning to the teacher.
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TEMPLATE: ____{They|We|You|I} study a new lesson every day. ____{They|We|You|I} learn new words.
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TEMPLATE: At 2:00, ____{They|We|You|I} leave the classroom and go to the barracks.
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RESPONSE: They go to the classroom at 7:15. They say good morning to the teacher. They study a new lesson every day. They learn new words. At 2:00, they leave the classroom and go to the barracks.
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# Source: LLA 2A Figure 2
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$DIALOGUE Who's Doing What?
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ID: 2a-f2
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INTRO: Eight people, eight pictures — buying, drinking, reading, standing around. Listen to each sentence, look at the picture, and repeat. You'll be quizzed on these people in a moment.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg} {bk03-l2a-f2-01.mp3}
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LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg} {bk03-l2a-f2-02.mp3}
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LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg} {bk03-l2a-f2-03.mp3}
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LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg} {bk03-l2a-f2-04.mp3}
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LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg} {bk03-l2a-f2-05.mp3}
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LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg} {bk03-l2a-f2-06.mp3}
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LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg} {bk03-l2a-f2-07.mp3}
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LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg} {bk03-l2a-f2-08.mp3}
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# Source: LLA 2A Figure 2 (question pass)
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$PRODUCE Who Is Doing It?
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ID: 2a-f2-b
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REFERENCE
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INPUT: type
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CHECK: exact
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INTRO: Now the quiz. Listen to each "who" question and type the person's name. Then listen to the answer and repeat it. You can peek back at the pictures — no one is watching.
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INSTRUCTION: Type the name of the person.
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REPEAT
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PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
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RESPONSE: John {bk03-l2a-f2-09-a.mp3}
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ACCEPT: John's doing his homework.
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PROMPT: Who's eating dinner? {bk03-l2a-f2-10-q.mp3}
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RESPONSE: Linda {bk03-l2a-f2-10-a.mp3}
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ACCEPT: Linda's eating dinner.
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PROMPT: Who's reading a book? {bk03-l2a-f2-11-q.mp3}
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RESPONSE: Tom {bk03-l2a-f2-11-a.mp3}
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ACCEPT: Tom's reading a book.
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PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3}
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RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3}
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ACCEPT: A doctor's drinking coffee.
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PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3}
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RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3}
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ACCEPT: Mr. Wilson's buying a book.
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PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3}
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RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3}
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ACCEPT: Mrs. Wilson's looking at pictures.
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PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3}
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RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3}
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ACCEPT: A pilot's going to the mess hall.
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PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3}
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RESPONSE: Bob {bk03-l2a-f2-16-a.mp3}
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ACCEPT: Bob is standing outside.
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# Source: ST §Who Writes on the Chalkboard?
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$DIALOGUE Who Questions and Answers
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ID: l2-s3
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INTRO: "Who" questions get a person as the answer. Practice these question-and-answer pairs aloud.
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INSTRUCTION: Listen and repeat each pair.
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REPEAT
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LINE: Who writes on the chalkboard? Mr. Clark writes on the chalkboard. {st-page_042_001.jpg}
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LINE: Who learns new words? The students learn new words. {st-page_042_002.jpg}
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LINE: Who circles the answer? Jim circles the answer.
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LINE: Who goes to bed late? Mary goes to bed late.
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LINE: Who comes to the classroom at 7:30? The men come to the classroom at 7:30.
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LINE: Who eats breakfast every day? John eats breakfast every day.
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LINE: Who eats beef? Tom eats beef.
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LINE: Who goes to the commissary in the evening? My wife goes to the commissary in the evening.
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LINE: Who swims before class? Ray swims before class.
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LINE: Who repeats the new words? The students repeat the new words.
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LINE: Who gets up early? My daughter gets up early.
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LINE: Who studies English? We study English.
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# Source: LLA 2A Figure 3
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$PRODUCE Says, Learns, Leaves
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ID: 2a-f3
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INPUT: type
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CHECK: exact
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INTRO: Back to Mark's verbs — says, learns, leaves. Listen, type the missing word, then repeat the whole sentence.
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INSTRUCTION: Type the missing word.
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REPEAT
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TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg}
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PROMPT: "Leaves." He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01-q.mp3}
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RESPONSE: He leaves the classroom at 2:00. {bk03-l2a-f3-01-a.mp3}
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ACCEPT: leaves
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TEMPLATE: He ____ new words every day. {page_028_002.jpg}
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PROMPT: "Learns." He learns new words every day. {bk03-l2a-f3-02-q.mp3}
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RESPONSE: He learns new words every day. {bk03-l2a-f3-02-a.mp3}
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ACCEPT: learns
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TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg}
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PROMPT: "Says." He says good morning to his teacher. {bk03-l2a-f3-03-q.mp3}
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RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03-a.mp3}
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ACCEPT: says
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# Source: ST §I Have a Book. She Has a Radio. (grammar table)
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$GRAMMAR Have or Has
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ID: l2-s4
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INTRO: One small rule before the next drills: have or has. It depends on who's doing the having.
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With **I, you, we,** and **they**, use *have*: {I have a book.} {They have a radio.}
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With **he** and **she**, use *has*: {She has a radio.} {He has a brother.}
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| Subject | Verb | |
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|---|---|---|
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| I / You / We / They | have | a pen. / an apple. / an orange. / a radio. / a brother. / a pencil. / a book. |
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| He / She | has | |
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# Source: ST §Do You Have a Pencil?
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$DIALOGUE Do You Have a Pencil?
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ID: l2-s5
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INTRO: Now hear have and has in questions and answers. Note the question uses "have" with do and does — has only shows up in the answer.
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INSTRUCTION: Read and listen to the sentences.
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LINE: Does Tom have a pencil? Yes, Tom has a pencil.
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LINE: Does Mary have a pen? No, Mary doesn't have a pen.
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LINE: Does he have a book? Yes, he has a book.
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LINE: Do you have a dollar? No, I don't have a dollar.
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LINE: Do we have a friend? Yes, we have a friend.
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LINE: Does he have homework? Yes, he has homework.
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# Source: LLA 2A Figure 4
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$PRODUCE Make a Sentence with Have or Has
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ID: 2a-f4
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INPUT: speak
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CHECK: reveal
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INTRO: You'll hear two cue words — a person and a thing. Say a full sentence with have or has, then repeat the correct one. The teacher, it turns out, has a wife.
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INSTRUCTION: Say the complete sentence aloud.
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REPEAT
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EXAMPLE
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TEMPLATE: I / homework
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PROMPT: I, homework. {bk03-l2a-f4-ex-q.mp3}
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RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3}
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TEMPLATE: you / car
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PROMPT: You, car. {bk03-l2a-f4-01-q.mp3}
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RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3}
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TEMPLATE: they / money
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PROMPT: They, money. {bk03-l2a-f4-02-q.mp3}
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RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3}
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TEMPLATE: he / sister
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PROMPT: He, sister. {bk03-l2a-f4-03-q.mp3}
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RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3}
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TEMPLATE: Tom / letter
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PROMPT: Tom, letter. {bk03-l2a-f4-04-q.mp3}
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RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3}
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TEMPLATE: pilot / radio
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PROMPT: Pilot, radio. {bk03-l2a-f4-05-q.mp3}
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RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3}
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TEMPLATE: I / book
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PROMPT: I, book. {bk03-l2a-f4-06-q.mp3}
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RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3}
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TEMPLATE: mechanic / pencil
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PROMPT: Mechanic, pencil. {bk03-l2a-f4-07-q.mp3}
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RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3}
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TEMPLATE: she / brother
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PROMPT: She, brother. {bk03-l2a-f4-08-q.mp3}
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RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3}
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TEMPLATE: he / calendar
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PROMPT: He, calendar. {bk03-l2a-f4-09-q.mp3}
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RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3}
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TEMPLATE: teacher / wife
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PROMPT: Teacher, wife. {bk03-l2a-f4-10-q.mp3}
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RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3}
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# Source: ST §Have or Has Questions
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$PRODUCE Ask with Have or Has
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ID: l2-s6
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INTRO: Now you build the whole exchange: ask a yes/no question with have or has, then answer it yourself. Yes or no — your call.
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INSTRUCTION: Say a question and a short answer.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly formed present-tense yes/no question using "have" or "has", followed by a natural short answer (yes or no — the learner's choice).
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EXAMPLE
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PROMPT: I/homework
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RESPONSE: Do I have homework? Yes, you do.
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EXAMPLE
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PROMPT: he/half dollar
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RESPONSE: Does he have a half dollar? No, he doesn't.
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PROMPT: you/snack
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RESPONSE: Do you have a snack? Yes, I do.
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PROMPT: he/calendar
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RESPONSE: Does he have a calendar? Yes, he does.
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PROMPT: they/money
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RESPONSE: Do they have money? No, they don't.
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PROMPT: I/your book
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RESPONSE: Do I have your book? Yes, you do.
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PROMPT: he/sister
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RESPONSE: Does he have a sister? No, he doesn't.
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PROMPT: she/brother
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RESPONSE: Does she have a brother? Yes, she does.
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PROMPT: Tom/pen
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RESPONSE: Does Tom have a pen? Yes, he does.
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PROMPT: teacher/wife
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RESPONSE: Does the teacher have a wife? Yes, he does.
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PROMPT: pilot/radio
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RESPONSE: Does the pilot have a radio? No, he doesn't.
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PROMPT: base/snack bar
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RESPONSE: Does the base have a snack bar? Yes, it does.
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PROMPT: mechanic/pencil
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RESPONSE: Does the mechanic have a pencil? Yes, he does.
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PROMPT: commissary/meat
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RESPONSE: Does the commissary have meat? Yes, it does.
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$LESSON 2-2: Hear It, See It, Want It — and Getting There
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# Source: LLA 2A Figure 5 (VOCAB salvaged from ST §Is It a Plane?, dropped as TTS twin)
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$DIALOGUE What Is It?
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ID: 2a-f5
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INTRO: In this part you'll talk about what you hear, see, and want — and how people get from place to place. First, three friends hear something in the sky. Listen, then repeat each line.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to hear
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Bill: Do you hear that? What is it? {bk03-l2a-f5-01.mp3}
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VOCAB: to know
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VOCAB: airplane
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Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3}
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VOCAB: plane
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Jack: Oh, yes, it is. It's a plane. {bk03-l2a-f5-03.mp3}
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VOCAB: to see
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Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3}
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Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3}
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# Source: ST §Hear, Know, See (recast from bare-cue sentence writing to context cloze)
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$PRODUCE Hear, Know, or See?
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ID: l2-s8
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INPUT: type
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CHECK: exact
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INTRO: Three verbs: hear for your ears, see for your eyes, know for your head. Each sentence gives you a clue — type the right verb, with an S when the subject needs one.
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INSTRUCTION: Type hear(s), know(s), or see(s).
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EXAMPLE
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TEMPLATE: Joe turns on the TV. He ____ the TV.
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RESPONSE: Joe turns on the TV. He hears the TV.
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ACCEPT: hears
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TEMPLATE: Listen! I ____ the radio.
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RESPONSE: Listen! I hear the radio.
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ACCEPT: hear
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TEMPLATE: Look! I ____ the clock on the wall.
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RESPONSE: Look! I see the clock on the wall.
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ACCEPT: see
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TEMPLATE: She studies every day. She ____ the words.
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RESPONSE: She studies every day. She knows the words.
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ACCEPT: knows
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TEMPLATE: The plane is very loud. We ____ the plane.
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RESPONSE: The plane is very loud. We hear the plane.
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ACCEPT: hear
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TEMPLATE: The students look at the front of the classroom. They ____ the chalkboard.
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RESPONSE: The students look at the front of the classroom. They see the chalkboard.
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ACCEPT: see
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TEMPLATE: Tom is my friend. I ____ Tom.
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RESPONSE: Tom is my friend. I know Tom.
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ACCEPT: know
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TEMPLATE: He ____ his room number. It's 24.
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RESPONSE: He knows his room number. It's 24.
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ACCEPT: knows
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TEMPLATE: The tape is playing. She ____ the tape.
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RESPONSE: The tape is playing. She hears the tape.
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ACCEPT: hears
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TEMPLATE: Look — the calendar is on the wall. I ____ the calendar.
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RESPONSE: Look — the calendar is on the wall. I see the calendar.
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ACCEPT: see
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TEMPLATE: John looks at the desk. He ____ the notebook.
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RESPONSE: John looks at the desk. He sees the notebook.
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ACCEPT: sees
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# Source: ST §What Do You Want?
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$DIALOGUE What Do You Want? {st-page_046_001.jpg}
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ID: l2-s9
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INTRO: Bill, Paul, and Jack are at the snack bar, and the waiter is a man of few words. Listen to how they order.
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INSTRUCTION: Read and listen to the dialog.
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Waiter: Yes?
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VOCAB: to want
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Bill: I want coffee, please.
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Paul: I want tea.
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VOCAB: hamburger
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Jack: I want a hamburger.
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VOCAB: French fries
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Waiter: Do you want French fries?
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Jack: No, thanks.
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Waiter: Okay.
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# Source: ST §I Want a Hamburger (menu table)
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$GRAMMAR The Lunch Menu
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ID: l2-s10
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INTRO: Here's the snack bar menu. Have a look — you're ordering next.
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| FOR LUNCH | |
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|---|---|
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| hamburger | $2.65 |
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| French fries | $ .75 |
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| fish | $1.99 |
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|
| salad | $2.50 |
|
|
| | |
|
|
| coffee | $ .75 |
|
|
| tea | $ .75 |
|
|
| milk | $ .75 |
|
|
|
|
# Source: ST §What Do You Want to Eat?
|
|
$PRODUCE Your Turn to Order
|
|
ID: l2-s11
|
|
REFERENCE
|
|
INTRO: Your turn at the counter. Answer each question with what you want — the menu is right there if you need it.
|
|
INSTRUCTION: Say what you want.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any natural "I want ..." sentence naming at least one food or drink; the choice of items is the learner's.
|
|
|
|
EXAMPLE
|
|
PROMPT: What do you want to eat and drink?
|
|
RESPONSE: I want a hamburger and tea.
|
|
|
|
PROMPT: What do you want to eat?
|
|
RESPONSE: I want fish and French fries.
|
|
|
|
PROMPT: What do you want to drink?
|
|
RESPONSE: I want coffee.
|
|
|
|
# Source: ST §Is This His Truck?
|
|
$DIALOGUE Buses, Trains, and Taxis
|
|
ID: l2-s12
|
|
INTRO: Six ways to get around. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: This is a bus. Take the bus to the dispensary.
|
|
|
|
VOCAB: car
|
|
LINE: This is a car. We have a small car.
|
|
|
|
VOCAB: train
|
|
LINE: This is a train. Betty's taking a train.
|
|
|
|
LINE: This is a plane. Take a plane; don't take a bus.
|
|
|
|
VOCAB: taxi
|
|
LINE: This is a taxi. Take a taxi to the library.
|
|
|
|
VOCAB: truck
|
|
LINE: This is a truck. John has a truck and a car.
|
|
|
|
# Source: ST §Take a Plane
|
|
$PRODUCE Is This a Bus?
|
|
ID: l2-s13
|
|
INTRO: Look at each picture, ask a yes/no question about the vehicle, and answer it yourself.
|
|
INSTRUCTION: Ask and answer aloud about the picture.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a short answer naming that same vehicle, in any natural phrasing.
|
|
|
|
EXAMPLE
|
|
PROMPT: {st-page_048_004.jpg}
|
|
RESPONSE: Is this a bus? No, it's a plane.
|
|
|
|
EXAMPLE
|
|
PROMPT: {st-page_048_005.jpg}
|
|
RESPONSE: Is this a taxi? Yes, it's a taxi.
|
|
|
|
PROMPT: {st-page_048_001.jpg}
|
|
RESPONSE: Is this a bus? Yes, it's a bus.
|
|
|
|
PROMPT: {st-page_048_002.jpg}
|
|
RESPONSE: Is this a car? Yes, it's a car.
|
|
|
|
PROMPT: {st-page_048_003.jpg}
|
|
RESPONSE: Is this a train? Yes, it's a train.
|
|
|
|
PROMPT: {st-page_048_006.jpg}
|
|
RESPONSE: Is this a truck? Yes, it's a truck.
|
|
|
|
# Source: LLA 2A Figure 6 (ST §Make Sentences with Names and Pictures dropped as TTS twin)
|
|
$PRODUCE Take a Bus, Take a Plane
|
|
ID: 2a-f6
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: A name, a destination, and a picture of the ride. Say the whole sentence — "takes a taxi", "take a plane" — then repeat the model. Everyone here travels more than you'd expect.
|
|
INSTRUCTION: Say the complete sentence aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Tom → Chicago {page_030_004.jpg}
|
|
RESPONSE: Tom takes a train to Chicago.
|
|
|
|
TEMPLATE: Mrs. Smith → New York {page_030_002.jpg}
|
|
RESPONSE: Mrs. Smith takes a plane to New York.
|
|
|
|
TEMPLATE: John → the hospital {page_030_001.jpg}
|
|
RESPONSE: John takes a taxi to the hospital.
|
|
|
|
TEMPLATE: David → Dallas {page_030_003.jpg}
|
|
RESPONSE: David takes a bus to Dallas.
|
|
|
|
TEMPLATE: Mary → England {page_030_002.jpg}
|
|
RESPONSE: Mary takes a plane to England.
|
|
|
|
TEMPLATE: Helen → Chicago {page_030_004.jpg}
|
|
RESPONSE: Helen takes a train to Chicago.
|
|
|
|
TEMPLATE: Mr. Wilson → office {page_030_001.jpg}
|
|
RESPONSE: Mr. Wilson takes a taxi to his office.
|
|
|
|
TEMPLATE: Kim and Jill → school {page_030_003.jpg}
|
|
RESPONSE: Kim and Jill take a bus to school.
|
|
|
|
TEMPLATE: The Johnsons → Spain {page_030_002.jpg}
|
|
RESPONSE: The Johnsons take a plane to Spain.
|
|
|
|
TEMPLATE: We → Arizona {page_030_004.jpg}
|
|
RESPONSE: We take a train to Arizona.
|
|
|
|
TEMPLATE: They → commissary {page_030_003.jpg}
|
|
RESPONSE: They take a bus to the commissary.
|
|
|
|
# SKIPPED (ST): Speaking Skill lists DAY / MAT / MATE-MAT — third TTS copies of the cassette A/AH pronunciation material below; dropped.
|
|
# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SAY/SAD" — instructor-read phoneme discrimination with no recorded stimuli.
|
|
|
|
# Source: LLA 2B pronunciation opener
|
|
$DIALOGUE The A and AH Sounds: Word Pairs
|
|
ID: 2b-ls1
|
|
INTRO: Time out for pronunciation. These word pairs differ only in the vowel — the long A of "mate" against the short AH of "mat". Listen closely and repeat each word.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Laid. {bk03-l2b-f1-01.mp3}
|
|
LINE: Lad. {bk03-l2b-f1-02.mp3}
|
|
LINE: Pain. {bk03-l2b-f1-03.mp3}
|
|
LINE: Pane. {bk03-l2b-f1-04.mp3}
|
|
LINE: Pan. {bk03-l2b-f1-05.mp3}
|
|
LINE: Mate. {bk03-l2b-f1-06.mp3}
|
|
LINE: Mat. {bk03-l2b-f1-07.mp3}
|
|
LINE: Dane. {bk03-l2b-f1-08.mp3}
|
|
LINE: Dan. {bk03-l2b-f1-09.mp3}
|
|
LINE: Fade. {bk03-l2b-f1-10.mp3}
|
|
LINE: Fad. {bk03-l2b-f1-11.mp3}
|
|
LINE: Bate. {bk03-l2b-f1-12.mp3}
|
|
LINE: Bait. {bk03-l2b-f1-13.mp3}
|
|
LINE: Bat. {bk03-l2b-f1-14.mp3}
|
|
LINE: Gate. {bk03-l2b-f1-15.mp3}
|
|
LINE: Gait. {bk03-l2b-f1-16.mp3}
|
|
LINE: Gat. {bk03-l2b-f1-17.mp3}
|
|
LINE: Mate. {bk03-l2b-f1-18.mp3}
|
|
LINE: Mat. {bk03-l2b-f1-19.mp3}
|
|
LINE: Main. {bk03-l2b-f1-20.mp3}
|
|
LINE: Man. {bk03-l2b-f1-21.mp3}
|
|
LINE: Hate. {bk03-l2b-f1-22.mp3}
|
|
LINE: Hat. {bk03-l2b-f1-23.mp3}
|
|
|
|
# Source: LLA 2B Figure 1
|
|
$DIALOGUE The A and AH Sounds: More Words
|
|
ID: 2b-f1
|
|
INTRO: Now some familiar words with those two vowels. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: apple {bk03-l2b-f1-24.mp3}
|
|
LINE: base {bk03-l2b-f1-25.mp3}
|
|
LINE: day {bk03-l2b-f1-26.mp3}
|
|
LINE: ask {bk03-l2b-f1-27.mp3}
|
|
LINE: tape {bk03-l2b-f1-28.mp3}
|
|
LINE: happy {bk03-l2b-f1-29.mp3}
|
|
LINE: after {bk03-l2b-f1-30.mp3}
|
|
LINE: bad {bk03-l2b-f1-31.mp3}
|
|
LINE: say {bk03-l2b-f1-32.mp3}
|
|
LINE: class {bk03-l2b-f1-33.mp3}
|
|
|
|
# Source: LLA 2B Figure 2
|
|
$SELECT A or AH?
|
|
ID: 2b-f2
|
|
INTRO: Now your ears do the work. Listen to each word — does it have the A sound as in "name", or the AH sound as in "map"? Tap the sound you hear.
|
|
INSTRUCTION: Tap the sound you hear.
|
|
OPTION: a | A sound (as in name)
|
|
OPTION: b | AH sound (as in map)
|
|
|
|
EXAMPLE
|
|
PROMPT: apple {bk03-l2b-f2-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: base {bk03-l2b-f2-02.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: day {bk03-l2b-f2-03.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: ask {bk03-l2b-f2-04.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: tape {bk03-l2b-f2-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: happy {bk03-l2b-f2-06.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: after {bk03-l2b-f2-07.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: bad {bk03-l2b-f2-08.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: say {bk03-l2b-f2-09.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: class {bk03-l2b-f2-10.mp3}
|
|
ANSWER: b
|
|
|
|
# Source: LLA 2B Figure 3
|
|
$SELECT Same or Different Vowels?
|
|
ID: 2b-f3
|
|
INTRO: Two words at a time now. Are their vowel sounds the same, or different? Tap your answer.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
PROMPT: laid, lad {bk03-l2b-f3-01.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: pain, pan {bk03-l2b-f3-02.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: mate, mat {bk03-l2b-f3-03.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: Dan, Dan {bk03-l2b-f3-04.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: fade, fad {bk03-l2b-f3-05.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: bait, bate {bk03-l2b-f3-06.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: gate, gait {bk03-l2b-f3-07.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: mate, mat {bk03-l2b-f3-08.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: main, man {bk03-l2b-f3-09.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: hat, hat {bk03-l2b-f3-10.mp3}
|
|
ANSWER: s
|
|
|
|
$LESSON 2-3: Asking What, Who, and Where
|
|
|
|
# Source: ST §What Does Tom Study? (grammar)
|
|
$GRAMMAR Questions with What
|
|
ID: l2-s18
|
|
INTRO: In this part you'll build real questions — what, who, and where. Here's how a statement turns into a "what" question.
|
|
|
|
Start from a statement, make the yes/no question, then put **what** in front:
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | studies | English. |
|
|
| | **Does** | **Tom** | **study** | **English?** |
|
|
| **What** | **does** | **Tom** | **study?** | |
|
|
|
|
When the answer is an action, ask with **do**:
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | goes | to school at 7:30. |
|
|
| | **Does** | **Tom** | **go** | to school at 7:30? |
|
|
| **What** | **does** | **Tom** | **do** | at 7:30? |
|
|
|
|
**Examples:**
|
|
{What do they study at night?} — {They study English.}
|
|
{What does she do in the morning?} — {She goes to the lab.}
|
|
|
|
# Source: LLA 2B Figure 4
|
|
$PRODUCE What Do You Eat?
|
|
ID: 2b-f4
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: "What" questions about food. Answer each question using the food words on the screen, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: chicken / rice
|
|
PROMPT: What do you eat for lunch? {bk03-l2b-f4-ex-q.mp3}
|
|
RESPONSE: I eat chicken and rice for lunch. {bk03-l2b-f4-ex-a.mp3}
|
|
|
|
TEMPLATE: eggs / bread
|
|
PROMPT: What do you eat for breakfast? {bk03-l2b-f4-01-q.mp3}
|
|
RESPONSE: I eat eggs and bread for breakfast. {bk03-l2b-f4-01-a.mp3}
|
|
|
|
TEMPLATE: fruit
|
|
PROMPT: What does Jeff want for lunch? {bk03-l2b-f4-02-q.mp3}
|
|
RESPONSE: Jeff wants fruit for lunch. {bk03-l2b-f4-02-a.mp3}
|
|
|
|
TEMPLATE: beef / fruit
|
|
PROMPT: What does Jan eat for dinner? {bk03-l2b-f4-03-q.mp3}
|
|
RESPONSE: Jan eats beef and fruit for dinner. {bk03-l2b-f4-03-a.mp3}
|
|
|
|
TEMPLATE: eggs / coffee
|
|
PROMPT: What do they want for breakfast? {bk03-l2b-f4-04-q.mp3}
|
|
RESPONSE: They want eggs and coffee for breakfast. {bk03-l2b-f4-04-a.mp3}
|
|
|
|
TEMPLATE: chicken
|
|
PROMPT: What do they have for dinner at night? {bk03-l2b-f4-05-q.mp3}
|
|
RESPONSE: They have chicken for dinner at night. {bk03-l2b-f4-05-a.mp3}
|
|
|
|
# Source: ST §We Have Rice for Dinner
|
|
$DIALOGUE We Have Rice for Dinner
|
|
ID: l2-s30
|
|
INTRO: More questions and answers about meals — what people have, and what they don't. Practice each exchange aloud.
|
|
INSTRUCTION: Listen and repeat each exchange.
|
|
REPEAT
|
|
|
|
LINE: Do you have eggs for breakfast? No, I have an orange for breakfast.
|
|
LINE: Do you have milk for dinner? Yes, I do.
|
|
LINE: What does Mary have for lunch? She has a salad.
|
|
LINE: Does Ali have a salad for lunch? No, he has chicken for lunch.
|
|
LINE: Do you have rice for dinner? Yes, I have rice for dinner.
|
|
LINE: What does Mary have for breakfast? She has eggs for breakfast.
|
|
LINE: What do you have for dinner? I have beef or chicken for dinner.
|
|
LINE: Do you have coffee for breakfast? Yes, I have coffee for breakfast.
|
|
LINE: What does Tom have for lunch? Tom has a salad and milk for lunch.
|
|
LINE: Does Bill eat breakfast? Yes, he has a banana and coffee for breakfast.
|
|
|
|
# Source: LLA 2B Figure 5 (typed drill delivered as spoken)
|
|
$PRODUCE Ask a What Question
|
|
ID: 2b-f5
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now you make the questions. From a few cue words — like "Jan have lunch" — say a full "what" question, then repeat the correct one.
|
|
INSTRUCTION: Say the full question aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jan have lunch.
|
|
PROMPT: Jan have lunch. {bk03-l2b-f5-ex-c.mp3}
|
|
RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-ex-a.mp3}
|
|
|
|
TEMPLATE: Bob do weekend.
|
|
PROMPT: Bob do weekend. {bk03-l2b-f5-02-c.mp3}
|
|
RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02-a.mp3}
|
|
|
|
TEMPLATE: She eat dinner.
|
|
PROMPT: She eat dinner. {bk03-l2b-f5-03-c.mp3}
|
|
RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03-a.mp3}
|
|
|
|
TEMPLATE: Tim want dinner.
|
|
PROMPT: Tim want dinner. {bk03-l2b-f5-04-c.mp3}
|
|
RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04-a.mp3}
|
|
|
|
TEMPLATE: You do every day.
|
|
PROMPT: You do every day. {bk03-l2b-f5-05-c.mp3}
|
|
RESPONSE: What do you do every day? {bk03-l2b-f5-05-a.mp3}
|
|
|
|
# Source: ST §What Does Tom Do Every Day?
|
|
$PRODUCE Tom's Day
|
|
ID: l2-s19
|
|
INTRO: Tom again, hour by hour. For each picture, ask what Tom does at that time — then answer from what you see. The man never stops.
|
|
INSTRUCTION: Ask and answer aloud about the picture.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the factual key. Accept a "What does Tom do at [time]?" question plus an answer describing the same action as the model, in any phrasing.
|
|
|
|
PROMPT: {st-page_052_001.jpg}
|
|
RESPONSE: What does Tom do at 7:30? He opens the window.
|
|
|
|
PROMPT: {st-page_052_002.jpg}
|
|
RESPONSE: What does Tom do at 8:00? He studies in class.
|
|
|
|
PROMPT: {st-page_052_003.jpg}
|
|
RESPONSE: What does Tom do at 9:00? He writes on the chalkboard.
|
|
|
|
PROMPT: {st-page_052_004.jpg}
|
|
RESPONSE: What does Tom do at 12:30? He eats lunch.
|
|
|
|
PROMPT: {st-page_052_005.jpg}
|
|
RESPONSE: What does Tom do at 2:00? He goes to the language lab.
|
|
|
|
PROMPT: {st-page_052_006.jpg}
|
|
RESPONSE: What does Tom do at 3:00? He leaves the lab.
|
|
|
|
PROMPT: {st-page_052_007.jpg}
|
|
RESPONSE: What does Tom do at 6:00? He buys milk at the commissary.
|
|
|
|
PROMPT: {st-page_052_008.jpg}
|
|
RESPONSE: What does Tom do at 6:30? He eats French fries at the snack bar.
|
|
|
|
PROMPT: {st-page_052_009.jpg}
|
|
RESPONSE: What does Tom do at 10:00? He listens to the radio.
|
|
|
|
# Source: LLA 2B Figure 6
|
|
$PRODUCE Who Does It?
|
|
ID: 2b-f6
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Back to "who" questions — now in the simple present. Answer using the person on the screen, then repeat the model.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: John
|
|
PROMPT: Who eats at the mess hall? {bk03-l2b-f6-ex-q.mp3}
|
|
RESPONSE: John eats at the mess hall. {bk03-l2b-f6-ex-a.mp3}
|
|
|
|
TEMPLATE: Ali
|
|
PROMPT: Who knows the answer? {bk03-l2b-f6-01-q.mp3}
|
|
RESPONSE: Ali knows the answer. {bk03-l2b-f6-01-a.mp3}
|
|
|
|
TEMPLATE: Bob
|
|
PROMPT: Who goes to the lab in the morning? {bk03-l2b-f6-02-q.mp3}
|
|
RESPONSE: Bob goes to the lab in the morning. {bk03-l2b-f6-02-a.mp3}
|
|
|
|
TEMPLATE: the doctor
|
|
PROMPT: Who sees the pictures? {bk03-l2b-f6-03-q.mp3}
|
|
RESPONSE: The doctor sees the pictures. {bk03-l2b-f6-03-a.mp3}
|
|
|
|
TEMPLATE: the teacher
|
|
PROMPT: Who checks the homework? {bk03-l2b-f6-04-q.mp3}
|
|
RESPONSE: The teacher checks the homework. {bk03-l2b-f6-04-a.mp3}
|
|
|
|
TEMPLATE: the students
|
|
PROMPT: Who eats in the dining hall? {bk03-l2b-f6-05-q.mp3}
|
|
RESPONSE: The students eat in the dining hall. {bk03-l2b-f6-05-a.mp3}
|
|
|
|
# Source: LLA 2B Figure 7 (typed drill delivered as spoken)
|
|
$PRODUCE Ask a Who Question
|
|
ID: 2b-f7
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now build the "who" questions yourself. Say a full question from the cue, then repeat the correct one. Note: "who" questions take the -s form — "Who speaks Spanish?"
|
|
INSTRUCTION: Say the full question aloud.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Want lunch today?
|
|
PROMPT: Want lunch today? {bk03-l2b-f7-ex-c.mp3}
|
|
RESPONSE: Who wants lunch today? {bk03-l2b-f7-ex-a.mp3}
|
|
|
|
TEMPLATE: Go class every day.
|
|
PROMPT: Go class every day. {bk03-l2b-f7-02-c.mp3}
|
|
RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3}
|
|
|
|
TEMPLATE: Study English every night.
|
|
PROMPT: Study English every night. {bk03-l2b-f7-03-c.mp3}
|
|
RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3}
|
|
|
|
TEMPLATE: Know. Answer question.
|
|
PROMPT: Know. Answer question. {bk03-l2b-f7-04-c.mp3}
|
|
RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3}
|
|
|
|
TEMPLATE: Speak Spanish.
|
|
PROMPT: Speak Spanish. {bk03-l2b-f7-05-c.mp3}
|
|
RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3}
|
|
|
|
# SKIPPED (tape): LLA 2B Figure 8 — no audio transcript provided in the source module.
|
|
|
|
# Source: ST §Where Does Tom Study? (grammar)
|
|
$GRAMMAR Questions with Where
|
|
ID: l2-s20
|
|
INTRO: Same machine, new question word: "where" asks about a place.
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | studies | at the library. |
|
|
| | **Does** | **Tom** | **study** | at the library? |
|
|
| **Where** | **does** | **Tom** | **study?** | |
|
|
|
|
**Examples:**
|
|
{Where does Tom eat lunch?} — {He eats lunch at the snack bar.}
|
|
{Where do the boys study?} — {They study at the library.}
|
|
|
|
# Source: LLA 2C Figure 1
|
|
$DIALOGUE Where Questions
|
|
ID: 2c-f1
|
|
INTRO: Listen to these "where" questions and repeat them — with the falling tone at the end.
|
|
INSTRUCTION: Listen and repeat each question.
|
|
REPEAT
|
|
|
|
LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3}
|
|
LINE: Where is Mary? {bk03-l2c-f1-02.mp3}
|
|
LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3}
|
|
LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3}
|
|
LINE: Where is your notebook? {bk03-l2c-f1-05.mp3}
|
|
|
|
# Source: LLA 2C Figure 2
|
|
$PRODUCE Change It to a Where Question
|
|
ID: 2c-f2
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: You'll hear a statement with a place in it. Ask the "where" question that gets that place as the answer, then repeat the model.
|
|
INSTRUCTION: Say the question using "where".
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3}
|
|
RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3}
|
|
|
|
PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3}
|
|
RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3}
|
|
|
|
PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3}
|
|
RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3}
|
|
|
|
PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3}
|
|
RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3}
|
|
|
|
PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3}
|
|
RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3}
|
|
|
|
PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3}
|
|
RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3}
|
|
|
|
PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3}
|
|
RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3}
|
|
|
|
# Source: ST §Practice Where Questions
|
|
$DIALOGUE Where Questions and Answers
|
|
ID: l2-s21
|
|
INTRO: Now practice full "where" exchanges — question and answer together.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: Where does Frank swim? He swims at the Air Force base.
|
|
LINE: Where does Ann study? She studies in her room.
|
|
LINE: Where does Bill eat lunch? He eats lunch at the snack bar.
|
|
LINE: Where does Sam sleep? He sleeps in the barracks.
|
|
LINE: Where does Susan write? She writes at her desk.
|
|
LINE: Where do they go in the evening? They go to the library.
|
|
LINE: Where does she watch television? She watches television in her room.
|
|
LINE: Where does Jean study English? She studies English in class.
|
|
|
|
# Source: ST §I Don't Know
|
|
$DIALOGUE I Don't Know
|
|
ID: l2-s22
|
|
INTRO: One more essential answer — the honest one. When you don't have the answer, say "I don't know." You'll use it more often than you'd like.
|
|
INSTRUCTION: Listen and repeat each exchange.
|
|
REPEAT
|
|
|
|
VOCAB: I don't know
|
|
LINE: What is that? I don't know.
|
|
LINE: Where is she going? I don't know.
|
|
LINE: Where is your book? I don't know.
|
|
LINE: Where is the hospital? I don't know.
|
|
LINE: Where is Ali? I don't know.
|
|
LINE: Who is speaking? I don't know.
|
|
LINE: What is the answer? I don't know.
|
|
LINE: Who is she? I don't know.
|
|
LINE: What is his name? I don't know.
|
|
LINE: Where is my classroom? I don't know.
|
|
LINE: What time is it? I don't know.
|
|
LINE: Where is the bus stop? I don't know.
|
|
|
|
# Source: ST §What Language Do They Speak?
|
|
$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg}
|
|
ID: l2-s28
|
|
INTRO: One more "what" question — this one about languages around the world. Listen and read along.
|
|
INSTRUCTION: Read and listen to the sentences.
|
|
|
|
VOCAB: language
|
|
VOCAB: to speak
|
|
LINE: What language do they speak in the U.S.?
|
|
|
|
VOCAB: English
|
|
LINE: England: They speak English in England.
|
|
|
|
VOCAB: Spanish
|
|
LINE: Spain: They speak Spanish in Spain.
|
|
|
|
VOCAB: French
|
|
LINE: France: They speak French in France.
|
|
|
|
VOCAB: Arabic
|
|
LINE: Saudi Arabia: They speak Arabic in Saudi Arabia.
|
|
|
|
VOCAB: Russian
|
|
LINE: Russia: They speak Russian in Russia.
|
|
|
|
VOCAB: Chinese
|
|
LINE: China: They speak Chinese in China.
|
|
|
|
# Source: ST §They Speak English
|
|
$PRODUCE Languages of the World
|
|
ID: l2-s29
|
|
INTRO: For each country, ask what language they speak there — then answer your own question. A little geography, free of charge.
|
|
INSTRUCTION: Ask and answer aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed "What language do they speak in [country]?" question, followed by the correct language for that country.
|
|
|
|
EXAMPLE
|
|
PROMPT: China
|
|
RESPONSE: What language do they speak in China? They speak Chinese.
|
|
|
|
PROMPT: the U.S.
|
|
RESPONSE: What language do they speak in the U.S.? They speak English.
|
|
|
|
PROMPT: England
|
|
RESPONSE: What language do they speak in England? They speak English.
|
|
|
|
PROMPT: Spain
|
|
RESPONSE: What language do they speak in Spain? They speak Spanish.
|
|
|
|
PROMPT: France
|
|
RESPONSE: What language do they speak in France? They speak French.
|
|
|
|
PROMPT: Saudi Arabia
|
|
RESPONSE: What language do they speak in Saudi Arabia? They speak Arabic.
|
|
|
|
PROMPT: Russia
|
|
RESPONSE: What language do they speak in Russia? They speak Russian.
|
|
|
|
# SKIPPED (ST): "I SPEAK ENGLISH..." — open-ended classroom chain drill (write a language on a card, show the class); no solo path.
|
|
|
|
$LESSON 2-4: When and How Often
|
|
|
|
# Source: LLA 2C Figure 3
|
|
$DIALOGUE Sentences About Time
|
|
ID: 2c-f3
|
|
INTRO: In this part you'll ask when things happen and how often. First, listen to sentences with time expressions — in the morning, on Mondays, before class — and repeat them.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3}
|
|
LINE: The trucks leave on Mondays. {bk03-l2c-f3-02.mp3}
|
|
LINE: Mary studies Chinese every Wednesday. {bk03-l2c-f3-03.mp3}
|
|
LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3}
|
|
LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3}
|
|
LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3}
|
|
|
|
# Source: ST §When Does Tom Swim? (grammar)
|
|
$GRAMMAR Questions with When
|
|
ID: l2-s24
|
|
INTRO: The same question machine, one more time: "when" asks about time.
|
|
|
|
| | | | | |
|
|
|---|---|---|---|---|
|
|
| | | Tom | swims | on Wednesdays. |
|
|
| | **Does** | **Tom** | **swim** | on Wednesdays? |
|
|
| **When** | **does** | **Tom** | **swim?** | |
|
|
|
|
Ask with **when** to get a time as the answer: {When does Tom swim?} — {He swims on Wednesdays.}
|
|
|
|
# Source: LLA 2C Figure 4
|
|
$PRODUCE Change It to a When Question
|
|
ID: 2c-f4
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: You'll hear a statement with a time in it — that's the sentences you just repeated. Ask the "when" question that gets that time as the answer, then repeat the model.
|
|
INSTRUCTION: Say the question using "when".
|
|
REPEAT
|
|
|
|
PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3}
|
|
RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3}
|
|
|
|
PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3}
|
|
RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3}
|
|
|
|
PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3}
|
|
RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3}
|
|
|
|
PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3}
|
|
RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3}
|
|
|
|
PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3}
|
|
RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3}
|
|
|
|
PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3}
|
|
RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3}
|
|
|
|
# Source: ST §Tom's Week
|
|
$PRODUCE Tom's Week
|
|
ID: l2-s25
|
|
INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see.
|
|
INSTRUCTION: Ask and answer aloud about the picture.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model.
|
|
|
|
EXAMPLE
|
|
PROMPT: {st-page_055_005.jpg}
|
|
RESPONSE: When does Tom swim? He swims on Wednesdays.
|
|
|
|
PROMPT: {st-page_055_001.jpg}
|
|
RESPONSE: When does Tom go to the BX? He goes on Tuesdays.
|
|
|
|
PROMPT: {st-page_055_002.jpg}
|
|
RESPONSE: When does Tom go to the snack bar? He goes on Fridays.
|
|
|
|
PROMPT: {st-page_055_003.jpg}
|
|
RESPONSE: When does Tom get up early? He gets up early on Mondays.
|
|
|
|
PROMPT: {st-page_055_004.jpg}
|
|
RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays.
|
|
|
|
# Source: ST §When?
|
|
$DIALOGUE When Questions and Answers
|
|
ID: l2-s26
|
|
INTRO: Now hear Tom's week as full exchanges, and repeat each one.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: When does Tom go to the BX? He goes on Tuesdays.
|
|
LINE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays.
|
|
LINE: When does Tom get up early? He gets up early on Mondays.
|
|
LINE: When does Tom go to bed late? He goes to bed late on Saturdays.
|
|
LINE: When does Tom swim? He swims on Wednesdays.
|
|
|
|
# Source: LLA 2C Figure 5
|
|
$SELECT Where or When?
|
|
ID: 2c-f5
|
|
INTRO: Listen to each answer. Would you ask "where" or "when" to get it? Tap the question word, then listen to the question and repeat it.
|
|
INSTRUCTION: Tap "Where" or "When".
|
|
REPEAT
|
|
|
|
OPTION: a | Where
|
|
OPTION: b | When
|
|
|
|
PROMPT: "In the barracks." Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where does Bob study? {bk03-l2c-f5-01-a.mp3}
|
|
|
|
PROMPT: "At 5 o'clock every afternoon." Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When does Jan swim? {bk03-l2c-f5-02-a.mp3}
|
|
|
|
PROMPT: "In the mess hall." We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where do we eat dinner? {bk03-l2c-f5-03-a.mp3}
|
|
|
|
PROMPT: "In the barracks." Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Where does Tom sleep? {bk03-l2c-f5-04-a.mp3}
|
|
|
|
PROMPT: "Early." We eat breakfast early. {bk03-l2c-f5-05-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When do we eat breakfast? {bk03-l2c-f5-05-a.mp3}
|
|
|
|
PROMPT: "At 8:30." Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: When does Linda go to bed? {bk03-l2c-f5-06-a.mp3}
|
|
|
|
# Source: ST §Do You Have a Train to Laredo?
|
|
$DIALOGUE A Train to Laredo
|
|
ID: l2-s27
|
|
INTRO: Two quick conversations that put "when" to work — one about lab, one about a train. Repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
John: Do we have lab today?
|
|
Mary: Yes, we do.
|
|
John: When do we have lab?
|
|
Mary: At 9:30 and 1:20.
|
|
|
|
Tom: Do you have a train to Laredo today?
|
|
Bill: Yes, we do.
|
|
Tom: When does it leave?
|
|
Bill: At 6:30 this evening.
|
|
|
|
# Source: ST §John Is Always Late (grammar)
|
|
$GRAMMAR Always, Sometimes, Never
|
|
ID: l2-s31
|
|
INTRO: How often do things happen? Three little words cover most of life: always, sometimes, never.
|
|
|
|
|
|
|
|
**Always** = every time. **Never** = not one time. **Sometimes** = in between.
|
|
|
|
| always | sometimes | never |
|
|
|---|---|---|
|
|
|
|
{John is always late.} {We are sometimes late.} {I never drink coffee.}
|
|
|
|
# Source: LLA 2C Figure 6 (VOCAB salvaged from ST §John Is Always Late, dropped as TTS twin)
|
|
$DIALOGUE Always, Sometimes, Never: Actions
|
|
ID: 2c-f6
|
|
INTRO: With ordinary verbs, the frequency word goes before the verb: "I always eat", "he never gets up early". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: always
|
|
LINE: I *always* eat rice for lunch. {bk03-l2c-f6-01.mp3}
|
|
|
|
VOCAB: sometimes
|
|
LINE: He *sometimes* eats in his room. {bk03-l2c-f6-02.mp3}
|
|
|
|
VOCAB: never
|
|
LINE: I *never* drink coffee. {bk03-l2c-f6-03.mp3}
|
|
|
|
LINE: Linda *never* goes to the lab. {bk03-l2c-f6-04.mp3}
|
|
LINE: Tom *always* goes to the lab. {bk03-l2c-f6-05.mp3}
|
|
LINE: He *sometimes* swims after class. {bk03-l2c-f6-06.mp3}
|
|
LINE: Mary *always* speaks English in class. {bk03-l2c-f6-07.mp3}
|
|
LINE: Bob *never* speaks English in the barracks. {bk03-l2c-f6-08.mp3}
|
|
LINE: Jan *always* has fruit for lunch. {bk03-l2c-f6-09.mp3}
|
|
LINE: John *never* gets up early. {bk03-l2c-f6-10.mp3}
|
|
|
|
# Source: LLA 2C Figure 7
|
|
$DIALOGUE Always, Sometimes, Never: With Is and Are
|
|
ID: 2c-f7
|
|
INTRO: With am, is, and are, the frequency word comes after the verb: "Sue is never late." Listen and repeat — and spare a thought for the friend who is never on time.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: They are *always* late for class. {bk03-l2c-f7-01.mp3}
|
|
LINE: He is *always* drinking coffee. {bk03-l2c-f7-02.mp3}
|
|
LINE: Sue is *never* late. {bk03-l2c-f7-03.mp3}
|
|
LINE: Jack is *sometimes* late for lab. {bk03-l2c-f7-04.mp3}
|
|
LINE: Bob is *never* on the bus. {bk03-l2c-f7-05.mp3}
|
|
LINE: Mother is *always* in bed at 10 o'clock. {bk03-l2c-f7-06.mp3}
|
|
LINE: Father is *never* sad. {bk03-l2c-f7-07.mp3}
|
|
LINE: I am *always* early to class. {bk03-l2c-f7-08.mp3}
|
|
LINE: My friend is *never* on time. {bk03-l2c-f7-09.mp3}
|
|
LINE: Bob is *sometimes* angry. {bk03-l2c-f7-10.mp3}
|
|
|
|
# Source: LLA 2C Figure 8
|
|
$SELECT Which Word Did You Hear?
|
|
ID: 2c-f8
|
|
INTRO: Listen to each sentence. Which frequency word did you hear — always, sometimes, or never? Tap it, then repeat the full sentence.
|
|
INSTRUCTION: Tap the word you hear.
|
|
REPEAT
|
|
|
|
OPTION: a | always
|
|
OPTION: b | sometimes
|
|
OPTION: c | never
|
|
|
|
PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: The train is *sometimes* late. {bk03-l2c-f8-01-a.mp3}
|
|
|
|
PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: My friend is *never* on time. {bk03-l2c-f8-02-a.mp3}
|
|
|
|
PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Jan *always* has fruit for lunch. {bk03-l2c-f8-03-a.mp3}
|
|
|
|
PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: Mary *always* speaks English in class. {bk03-l2c-f8-04-a.mp3}
|
|
|
|
PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: John *never* gets up early. {bk03-l2c-f8-05-a.mp3}
|
|
|
|
PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: I *never* drink coffee. {bk03-l2c-f8-06-a.mp3}
|
|
|
|
PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: I'm *sometimes* late for class. {bk03-l2c-f8-07-a.mp3}
|
|
|
|
PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: I'm *always* early on Mondays. {bk03-l2c-f8-08-a.mp3}
|
|
|
|
PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: We *always* have dinner at 7 o'clock. {bk03-l2c-f8-09-a.mp3}
|
|
|
|
PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: He *sometimes* swims on Saturday afternoons. {bk03-l2c-f8-10-a.mp3}
|
|
|
|
# Source: ST §Sometimes
|
|
$DIALOGUE Sometimes Moves Around
|
|
ID: l2-s33
|
|
INTRO: "Sometimes" is the flexible one — it can start the sentence, or end it. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Sometimes I leave class early.
|
|
LINE: He studies in the library sometimes.
|
|
LINE: Sometimes he eats lunch in the dining hall.
|
|
LINE: I get up at noon sometimes.
|
|
|
|
# Source: ST §How Often...? (grammar)
|
|
$GRAMMAR How Often?
|
|
ID: l2-s34
|
|
INTRO: To ask about frequency, use "how often". Here's how it works with be and with other verbs.
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| How often | is | he / she | late? / early? / here? |
|
|
| | am | I | |
|
|
| | are | we / you / they | |
|
|
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| How often | does | he / she | swim? / eat? / study? |
|
|
| | do | I / you / we / they | |
|
|
|
|
**Examples:**
|
|
{How often is John late?} — {John is never late.}
|
|
{How often does Bill swim?} — {He swims every day.}
|
|
{How often do you go to the movies?} — {I always go to the movies on Fridays.}
|
|
|
|
# Source: ST §Practice How Often
|
|
$DIALOGUE How Often? Questions and Answers
|
|
ID: l2-s35
|
|
INTRO: Last practice for this part: full "how often" exchanges. Fourteen of them — the tape believed in repetition, and so do we.
|
|
INSTRUCTION: Listen and repeat each pair.
|
|
REPEAT
|
|
|
|
LINE: How often do you drink coffee? I always drink coffee at breakfast.
|
|
LINE: How often do you speak English? I speak English every day.
|
|
LINE: How often do they go to the movies? They go every Friday.
|
|
LINE: How often do you come here? I always come here on Saturdays.
|
|
LINE: How often do they swim? They swim every Wednesday.
|
|
LINE: How often does Mary do her homework in class? Mary always does her homework in class.
|
|
LINE: How often do you watch television? I never watch television.
|
|
LINE: How often does Bob go to the library? Sometimes he goes every day.
|
|
LINE: How often do you go to the BX? I always go to the BX on Thursdays.
|
|
LINE: How often do you eat in the dining hall? I eat in the dining hall every evening.
|
|
LINE: How often do you study English? I study English every day.
|
|
LINE: How often do you sleep late? I never sleep late.
|
|
LINE: How often does John see his friends? He always sees them on weekends.
|
|
LINE: How often do the planes leave? They leave every hour.
|
|
|
|
# SKIPPED (ST): Writing Skill "THE STUDENTS ALWAYS DO THEIR HOMEWORK" — open-ended substitution table with blank lines; unscaffolded free sentence generation.
|
|
|
|
$LESSON 2-5: Putting It All Together
|
|
|
|
# Source: LLA 2D Figure 1 (typed drill delivered as spoken)
|
|
$PRODUCE Ask the Right Question
|
|
ID: 2d-f1
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Final part — everything from this lesson, mixed together. You'll hear a sentence and then a cue word from it. Ask the question that gets the cue as its answer: who, what, when, or where. Then check against the model.
|
|
INSTRUCTION: Say the question aloud.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Bob
|
|
PROMPT: Bob is eating lunch. Bob. {page_039_001.jpg} {bk03-l2d-f1-01-q.mp3}
|
|
RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: lunch
|
|
PROMPT: Bob is eating lunch. Lunch. {page_039_002.jpg} {bk03-l2d-f1-02-q.mp3}
|
|
RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3}
|
|
|
|
TEMPLATE: at noon
|
|
PROMPT: The plane leaves at noon. At noon. {page_039_003.jpg} {bk03-l2d-f1-03-q.mp3}
|
|
RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3}
|
|
|
|
TEMPLATE: in the classroom
|
|
PROMPT: Tom is in the classroom. In the classroom. {page_039_004.jpg} {bk03-l2d-f1-04-q.mp3}
|
|
RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3}
|
|
|
|
TEMPLATE: French
|
|
PROMPT: Linda is learning French. French. {page_039_005.jpg} {bk03-l2d-f1-05-q.mp3}
|
|
RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3}
|
|
|
|
TEMPLATE: after class
|
|
PROMPT: John studies after class. After class. {page_039_006.jpg} {bk03-l2d-f1-06-q.mp3}
|
|
RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3}
|
|
|
|
TEMPLATE: in the mess hall
|
|
PROMPT: The students eat lunch in the mess hall. In the mess hall. {page_040_001.jpg} {bk03-l2d-f1-07-q.mp3}
|
|
RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3}
|
|
|
|
TEMPLATE: the students
|
|
PROMPT: The students eat lunch in the mess hall. The students. {page_040_002.jpg} {bk03-l2d-f1-08-q.mp3}
|
|
RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3}
|
|
|
|
TEMPLATE: Tom
|
|
PROMPT: Tom goes to the library on Monday. Tom. {page_040_003.jpg} {bk03-l2d-f1-09-q.mp3}
|
|
RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3}
|
|
|
|
TEMPLATE: to the library
|
|
PROMPT: Tom goes to the library on Monday. To the library. {page_040_004.jpg} {bk03-l2d-f1-10-q.mp3}
|
|
RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3}
|
|
|
|
TEMPLATE: on Monday
|
|
PROMPT: Tom goes to the library on Monday. On Monday. {page_040_005.jpg} {bk03-l2d-f1-11-q.mp3}
|
|
RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3}
|
|
|
|
TEMPLATE: coffee
|
|
PROMPT: Bob wants coffee for breakfast. Coffee. {page_040_006.jpg} {bk03-l2d-f1-12-q.mp3}
|
|
RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3}
|
|
|
|
# Source: LLA 2D Figure 2
|
|
$DIALOGUE At the Bus Stop {page_041_001.jpg}
|
|
ID: 2d-f2
|
|
INTRO: Here are your new questions out in the world: a student asks a clerk about a bus. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
Student: Where does this bus go? {bk03-l2d-f2-01.mp3}
|
|
Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3}
|
|
Student: When does it leave? {bk03-l2d-f2-03.mp3}
|
|
Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3}
|
|
|
|
# Source: LLA 2C Figure 9 (sounds strand, placed with the lesson's other skills work)
|
|
$SELECT Same or Different: SH and CH
|
|
ID: 2c-f9
|
|
INTRO: A quick ear check on two tricky sounds — SH as in "shoe" and CH as in "chew". You'll hear two words: are they exactly the same word, or different? Tap your answer.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
PROMPT: shoe ... chew {bk03-l2c-f9-01.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: marsh ... marsh {bk03-l2c-f9-02.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: wish ... wish {bk03-l2c-f9-03.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: share ... chair {bk03-l2c-f9-04.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: cheese ... cheese {bk03-l2c-f9-05.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: chin ... chin {bk03-l2c-f9-06.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: sheep ... cheap {bk03-l2c-f9-07.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: dish ... ditch {bk03-l2c-f9-08.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: shoes ... shoes {bk03-l2c-f9-09.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: mash ... match {bk03-l2c-f9-10.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: ST §Write: T
|
|
$PRODUCE Spell It with T
|
|
ID: l2-s23
|
|
INTRO: Spelling time. Each word is missing a T — type the letter to complete it.
|
|
INSTRUCTION: Type the missing letter.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: a____{t}
|
|
RESPONSE: at
|
|
|
|
TEMPLATE: quar____{t}er
|
|
RESPONSE: quarter
|
|
|
|
TEMPLATE: wri____{t}e
|
|
RESPONSE: write
|
|
|
|
TEMPLATE: wha____{t}
|
|
RESPONSE: what
|
|
|
|
TEMPLATE: don'____{t}
|
|
RESPONSE: don't
|
|
|
|
TEMPLATE: wa____{t}er
|
|
RESPONSE: water
|
|
|
|
TEMPLATE: ____{t}ape
|
|
RESPONSE: tape
|
|
|
|
TEMPLATE: tha____{t}
|
|
RESPONSE: that
|
|
|
|
TEMPLATE: ____{t}ime
|
|
RESPONSE: time
|
|
|
|
TEMPLATE: ____{t}eacher
|
|
RESPONSE: teacher
|
|
|
|
TEMPLATE: daugh____{t}er
|
|
RESPONSE: daughter
|
|
|
|
TEMPLATE: Sa____{t}urday
|
|
RESPONSE: Saturday
|
|
|
|
# Source: LLA 2D Figure 3 (dictation)
|
|
$PRODUCE Dictation: Type the Word
|
|
ID: 2d-f3-a
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Dictation — fifteen words from this lesson. Listen and type each one. Spelling counts; that's the whole game.
|
|
INSTRUCTION: Type the word you hear.
|
|
|
|
PROMPT: friend {bk03-l2d-f3-01.mp3}
|
|
RESPONSE: friend
|
|
|
|
PROMPT: chicken {bk03-l2d-f3-02.mp3}
|
|
RESPONSE: chicken
|
|
|
|
PROMPT: taxi {bk03-l2d-f3-03.mp3}
|
|
RESPONSE: taxi
|
|
|
|
PROMPT: shower {bk03-l2d-f3-04.mp3}
|
|
RESPONSE: shower
|
|
|
|
PROMPT: plane {bk03-l2d-f3-05.mp3}
|
|
RESPONSE: plane
|
|
|
|
PROMPT: sleep {bk03-l2d-f3-06.mp3}
|
|
RESPONSE: sleep
|
|
|
|
PROMPT: has {bk03-l2d-f3-07.mp3}
|
|
RESPONSE: has
|
|
|
|
PROMPT: and {bk03-l2d-f3-08.mp3}
|
|
RESPONSE: and
|
|
|
|
PROMPT: want {bk03-l2d-f3-09.mp3}
|
|
RESPONSE: want
|
|
|
|
PROMPT: lunch {bk03-l2d-f3-10.mp3}
|
|
RESPONSE: lunch
|
|
|
|
PROMPT: book {bk03-l2d-f4-01.mp3}
|
|
RESPONSE: book
|
|
|
|
PROMPT: library {bk03-l2d-f4-02.mp3}
|
|
RESPONSE: library
|
|
|
|
PROMPT: eggs {bk03-l2d-f4-03.mp3}
|
|
RESPONSE: eggs
|
|
|
|
PROMPT: under {bk03-l2d-f4-04.mp3}
|
|
RESPONSE: under
|
|
|
|
PROMPT: pencil {bk03-l2d-f4-05.mp3}
|
|
RESPONSE: pencil
|
|
|
|
# Source: LLA 2D Figure 3 (alphabetizing)
|
|
$SELECT Alphabetical Order
|
|
ID: 2d-f3-b
|
|
ORDER
|
|
INTRO: Now put the words you just typed into alphabetical order — A before B, B before C. You know the drill; you learned the alphabet, after all.
|
|
INSTRUCTION: Arrange the words in alphabetical order.
|
|
|
|
TEMPLATE: Set 1
|
|
OPTION: a | friend
|
|
OPTION: b | chicken
|
|
OPTION: c | taxi
|
|
OPTION: d | shower
|
|
OPTION: e | plane
|
|
ANSWER: b,a,e,d,c
|
|
|
|
TEMPLATE: Set 2
|
|
OPTION: a | sleep
|
|
OPTION: b | has
|
|
OPTION: c | and
|
|
OPTION: d | want
|
|
OPTION: e | lunch
|
|
ANSWER: c,b,e,a,d
|
|
|
|
TEMPLATE: Set 3
|
|
OPTION: a | book
|
|
OPTION: b | library
|
|
OPTION: c | eggs
|
|
OPTION: d | under
|
|
OPTION: e | pencil
|
|
ANSWER: a,c,b,e,d
|
|
|
|
# Source: ST §Alphabetize the Words
|
|
$SELECT More Alphabetical Order
|
|
ID: l2-s36
|
|
ORDER
|
|
INTRO: One more set of words to alphabetize — this time from the book.
|
|
INSTRUCTION: Arrange the words in alphabetical order.
|
|
|
|
TEMPLATE: Put these words in alphabetical order.
|
|
OPTION: a | daughter
|
|
OPTION: b | never
|
|
OPTION: c | homework
|
|
OPTION: d | commissary
|
|
OPTION: e | and
|
|
ANSWER: e,d,a,c,b
|
|
|
|
# Source: ST §Circle the Word That Is Different
|
|
$SELECT Which Word Is Different?
|
|
ID: l2-s37
|
|
INTRO: A vocabulary round-up. In each set, three words belong together and one is the odd one out. Tap the word that is different.
|
|
INSTRUCTION: Tap the word that is different.
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | beef
|
|
OPTION: b | lamb
|
|
OPTION: c | chicken
|
|
OPTION: d | door
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | coffee
|
|
OPTION: b | bread
|
|
OPTION: c | tea
|
|
OPTION: d | milk
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | bus
|
|
OPTION: b | taxi
|
|
OPTION: c | pilot
|
|
OPTION: d | train
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | teacher
|
|
OPTION: b | mother
|
|
OPTION: c | father
|
|
OPTION: d | daughter
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | table
|
|
OPTION: b | chair
|
|
OPTION: c | bed
|
|
OPTION: d | recorder
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | Sunday
|
|
OPTION: b | tomorrow
|
|
OPTION: c | Monday
|
|
OPTION: d | Tuesday
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | son
|
|
OPTION: b | father
|
|
OPTION: c | mother
|
|
OPTION: d | husband
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | barber
|
|
OPTION: b | dining hall
|
|
OPTION: c | commissary
|
|
OPTION: d | hospital
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | nickel
|
|
OPTION: b | dime
|
|
OPTION: c | quarter
|
|
OPTION: d | thousand
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is different?
|
|
OPTION: a | door
|
|
OPTION: b | wall
|
|
OPTION: c | snack bar
|
|
OPTION: d | window
|
|
ANSWER: c
|
|
|
|
# Source: ST §Circle the Name of Each Group
|
|
$SELECT Name the Group
|
|
ID: l2-s38
|
|
INTRO: Last activity of the lesson. In each set, one word names the whole group the others belong to — tap it. Then go rest; you've asked a lot of questions today.
|
|
INSTRUCTION: Tap the word that names the group.
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | clock
|
|
OPTION: b | desk
|
|
OPTION: c | classroom
|
|
OPTION: d | chalkboard
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | eggs
|
|
OPTION: b | food
|
|
OPTION: c | bread
|
|
OPTION: d | beef
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | milk
|
|
OPTION: b | tea
|
|
OPTION: c | drink
|
|
OPTION: d | coffee
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | base
|
|
OPTION: b | barracks
|
|
OPTION: c | BX
|
|
OPTION: d | dispensary
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | fruit
|
|
OPTION: b | apple
|
|
OPTION: c | banana
|
|
OPTION: d | orange
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | beef
|
|
OPTION: b | lamb
|
|
OPTION: c | chicken
|
|
OPTION: d | meat
|
|
ANSWER: d
|
|
|
|
TEMPLATE: Which word is the name of the group?
|
|
OPTION: a | nickel
|
|
OPTION: b | penny
|
|
OPTION: c | quarter
|
|
OPTION: d | money
|
|
ANSWER: d
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TEMPLATE: Which word is the name of the group?
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OPTION: a | father
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OPTION: b | mother
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OPTION: c | family
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OPTION: d | daughter
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ANSWER: c
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TEMPLATE: Which word is the name of the group?
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OPTION: a | day
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OPTION: b | evening
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OPTION: c | morning
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OPTION: d | afternoon
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ANSWER: a
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TEMPLATE: Which word is the name of the group?
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OPTION: a | week
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OPTION: b | Wednesday
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OPTION: c | Tuesday
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OPTION: d | Thursday
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ANSWER: a
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# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SHE/CHECK", plus final "DICTATION" — instructor-read with no recorded stimuli or given items. Convertible later with chosen items + TTS.
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# SKIPPED (ST): Speaking Skill "WHAT DO YOU SEE?" (intonation pattern) — no items provided in the source.
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