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alc-english/book-4-lesson-3.module
david 61234fe36b apply answerability-audit repair queue: ACCEPT variants, derivability fixes, rubric rewrites (46 masters) 
- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit
  variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and
  inline gap alternatives; skipped 'better/fine' for the Opposites drill (not
  opposites of "sick").
- NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes
  (visible word hints, missing premise, speaker clarifications "Joe (to Jim):",
  emphasis/cue corrections, un-gapped unguessable words, rounded-number
  accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from
  CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book
  recycled vocab (pilot, teller, barber, variety store, ...) left alone.
- UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for
  the food.", Explain-with-Too intro), cue/emphasis fixes.
- Rubric rewrites (57): applied audit-suggested grader rubrics (now effective
  with the pre-item RUBRIC parser fix); moved the two per-item rubrics of
  book-11 "Write the Main Idea" inside their items.

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

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

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$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg}
FORMAT: 2
DESCRIPTION: Clothing and sleep vocabulary, doing things well, ability with can and can't, permission with can and may, obligation with must, and basic punctuation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Capt_Collins | achird | Male military officer
VOICE: Capt_Andrews | schedar | Male military officer
VOICE: Alan | schedar | Male
VOICE: Paul | rasalgethi | Male
VOICE: Beth | leda | Female
VOICE: Jane | aoede | Female
VOICE: Lt_Martin | achird | Male military officer
VOICE: Maj_Mills | schedar | Male military officer
VOICE: Sgt_Cole | achird | Male military student
VOICE: Sgt_Ward | charon | Male military officer
VOICE: Teacher | aoede | Female teacher
VOICE: Bert | charon | Male student
VOICE: Greg | achird | Male student
VOICE: David | alnilam | Male student
VOICE: Donald | charon | Male student
VOICE: Robert | achird | Male student
VOICE: Jacques | schedar | Male student
VOICE: LittleGirl | achernar | Little girl
VOICE: Mother | aoede | Mother
VOICE: Capt_Yates | alnilam | Male speaker
VOICE: Capt_Toomy | iapetus | Male speaker
VOICE: Mr_Kline | orus | Male speaker
VOICE: Sgt_Moore | puck | Male speaker
VOICE: Mark | achird | Male speaker
VOICE: Bill | charon | Male speaker
VOICE: Student | schedar | Male student
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
$LESSON 3-1: Getting Dressed
# Source: ST §These Are Joe's Clothes (word list dissolved into varied sentences per the word-list rule)
$DIALOGUE Joe's Clothes
ID: l3-s1
INTRO: Welcome to Lesson 3. This week you'll learn to talk about clothes, say how well people do things, and use can, may, and must. First, a tour of Joe's closet — listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: coat
LINE: Joe wears a warm coat when it snows.
VOCAB: suit
LINE: He wears his gray suit to important meetings.
VOCAB: shirt
LINE: His white shirt has long sleeves.
VOCAB: necktie
VOCAB: tie
LINE: He wears a necktie with the suit — a necktie is a tie.
VOCAB: belt
LINE: A belt holds up his trousers.
VOCAB: trousers
VOCAB: slacks
VOCAB: pants
LINE: Trousers and slacks are both pants.
VOCAB: jacket
LINE: He puts on a jacket on cool evenings.
VOCAB: socks
LINE: He wears socks with his shoes.
VOCAB: boots
LINE: On rainy days, Joe wears boots.
VOCAB: hat
VOCAB: cap
LINE: He has a hat for work and a baseball cap for the weekend.
# SKIPPED (book): "THIS IS DONALD, JACQUES, AND ROBERT." — open ask-and-answer pair task
# based on a picture and word list; no fixed stimuli or answers. Dropped.
# Source: LLA 3A Figure 1 (part 1) — clipped word list kept as pronunciation reinforcement;
# the sentence presentations above and below teach the same items.
$DIALOGUE Clothing Words — Pronunciation
ID: 3a-f1
INTRO: Now say the words by themselves. Look at the picture and repeat each clothing word after the tape.
INSTRUCTION: Repeat the words.
REPEAT
LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3}
LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3}
LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3}
LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3}
LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3}
LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3}
# Source: ST §He Took Off His Shoe (put on / take off half; the sleep half moved to part 3-2)
$DIALOGUE Putting On and Taking Off
ID: l3-s2
INTRO: Two small verbs do big work here: put on and take off. Listen and repeat — and notice that both word orders are fine.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: to take off
LINE: He's taking off his sock. {st-page_065_001.jpg}
LINE: He's taking his sock off. {st-page_065_001.jpg}
LINE: He took off his shoe. {st-page_065_001.jpg}
LINE: He took his shoe off. {st-page_065_001.jpg}
VOCAB: to put on
LINE: He's putting on his glove. {st-page_065_002.jpg}
LINE: He's putting his glove on. {st-page_065_002.jpg}
LINE: He put on his sweater and coat. {st-page_065_002.jpg}
LINE: He put his sweater and coat on. {st-page_065_002.jpg}
# Source: LLA 3A Figure 1 (part 2)
$DIALOGUE Captain Collins Gets Dressed {page_045_001.jpg}
ID: 3a-f1-b
INTRO: Captain Collins gets dressed twice a day — uniform on for work, uniform off after. Listen to the paragraphs and notice wear, wore, put on, and took off.
INSTRUCTION: Listen to the paragraphs.
VOCAB: to wear
LINE: Captain Collins *wears* his uniform to work. {bk04-l3a-f1-07.mp3}
LINE: He *wore* a necktie today. {bk04-l3a-f1-08.mp3}
LINE: He doesn't *wear* a tie every day. {bk04-l3a-f1-09.mp3}
LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-10.mp3}
LINE: He has six of these shirts. {bk04-l3a-f1-11.mp3}
LINE: He's wearing a new belt. {bk04-l3a-f1-12.mp3}
LINE: He has a new hat, too. {bk04-l3a-f1-13.mp3}
VOCAB: clothes
LINE: After work, Captain Collins *takes off* his uniform. {bk04-l3a-f1-14.mp3}
LINE: He *puts on* civilian *clothes*. {bk04-l3a-f1-15.mp3}
LINE: Today he *took off* his uniform before dinner. {bk04-l3a-f1-16.mp3}
LINE: Then he *put on* a T-shirt and old pants. {bk04-l3a-f1-17.mp3}
# Source: LLA 3A Figure 1 (part 3)
$PRODUCE Questions About Captain Collins
ID: 3a-f1-c
REFERENCE
INTRO: Now answer questions about Captain Collins aloud in a full sentence, then repeat the correct answer. You can look back at the paragraphs if you need to.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-18-q.mp3}
RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-18-a.mp3}
PROMPT: Did he wear a necktie today? {bk04-l3a-f1-19-q.mp3}
RESPONSE: He wore a necktie today. {bk04-l3a-f1-19-a.mp3}
PROMPT: Does he wear a tie every day? {bk04-l3a-f1-20-q.mp3}
RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-20-a.mp3}
PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-21-q.mp3}
RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-21-a.mp3}
PROMPT: How many of these shirts does he have? {bk04-l3a-f1-22-q.mp3}
RESPONSE: He has 6 of these shirts. {bk04-l3a-f1-22-a.mp3}
PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-23-q.mp3}
RESPONSE: He's wearing a new belt. {bk04-l3a-f1-23-a.mp3}
PROMPT: Does he have a new hat, too? {bk04-l3a-f1-24-q.mp3}
RESPONSE: He has a new hat, too. {bk04-l3a-f1-24-a.mp3}
PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-25-q.mp3}
RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-25-a.mp3}
PROMPT: What does he put on? {bk04-l3a-f1-26-q.mp3}
RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-26-a.mp3}
PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-27-q.mp3}
RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-27-a.mp3}
PROMPT: What did he put on then? {bk04-l3a-f1-28-q.mp3}
RESPONSE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-28-a.mp3}
# Source: LLA 3A Figure 2
$SELECT True or False — Clothes
ID: 3a-f2
INTRO: Listen to each statement about clothes. Is it true or false? Tap your answer, then repeat the correct statement.
INSTRUCTION: Tap True or False.
REPEAT
OPTION: t | True
OPTION: f | False
EXAMPLE
PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
ANSWER: t
PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
ANSWER: t
FEEDBACK: Repeat: A cap is a hat. {bk04-l3a-f2-01-a.mp3}
PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
ANSWER: t
FEEDBACK: Repeat: Uniforms are clothes. {bk04-l3a-f2-02-a.mp3}
PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
ANSWER: t
FEEDBACK: Repeat: Trousers are pants. {bk04-l3a-f2-03-a.mp3}
PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
ANSWER: f
FEEDBACK: Repeat: Ties and belts are not the same. {bk04-l3a-f2-04-a.mp3}
PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
ANSWER: f
FEEDBACK: Repeat: Ties and neckties are the same. {bk04-l3a-f2-05-a.mp3}
# Source: LLA 3A Figure 3 (part 1)
$DIALOGUE What Did You Wear Last Night?
ID: 3a-f3
INTRO: Captain Collins asks Captain Andrews about dinner last night. Larry, it seems, kept his baseball cap on indoors. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT
Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
Capt_Andrews: He wore a T-shirt, pants, and a hat. {bk04-l3a-f3-07.mp3}
Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}
# Source: LLA 3A Figure 3 (part 2)
$PRODUCE Roleplay — You Are Captain Andrews
ID: 3a-f3-b
REFERENCE
INTRO: Now it's your turn to be Captain Andrews. Answer Captain Collins' questions with the lines from the dialogue.
INSTRUCTION: Say Captain Andrews' lines aloud.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Did you wear your uniform to the restaurant? {bk04-l3a-f3-10-q.mp3}
TEMPLATE: (No...)
RESPONSE: No, I wore civilian clothes last night. {bk04-l3a-f3-10-a.mp3}
PROMPT: Did you wear a necktie? {bk04-l3a-f3-11-q.mp3}
TEMPLATE: (Yes...)
RESPONSE: Yes, I put on a tie. I took it off after dinner. {bk04-l3a-f3-11-a.mp3}
PROMPT: What did Larry wear? {bk04-l3a-f3-12-q.mp3}
TEMPLATE: (He...)
RESPONSE: He wore a T-shirt, pants, and a hat. {bk04-l3a-f3-12-a.mp3}
PROMPT: Was the hat his old baseball cap? {bk04-l3a-f3-13-q.mp3}
TEMPLATE: (Yes...)
RESPONSE: Yes, and he didn't take it off inside. {bk04-l3a-f3-13-a.mp3}
# Source: LLA 3A Figure 4
$SELECT Same or Different — W and R
ID: 3a-f4
INTRO: Time to tune your ears. You'll hear two words. If they sound the same, tap Same; if not, tap Different.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)
EXAMPLE
PROMPT: way, ray {bk04-l3a-f4-00.mp3}
ANSWER: d
PROMPT: wed, red {bk04-l3a-f4-01.mp3}
ANSWER: d
PROMPT: wake, wake {bk04-l3a-f4-02.mp3}
ANSWER: s
PROMPT: west, rest {bk04-l3a-f4-03.mp3}
ANSWER: d
PROMPT: rose, rows {bk04-l3a-f4-04.mp3}
ANSWER: s
PROMPT: wave, wave {bk04-l3a-f4-05.mp3}
ANSWER: s
PROMPT: ways, rays {bk04-l3a-f4-06.mp3}
ANSWER: d
PROMPT: wipe, ripe {bk04-l3a-f4-07.mp3}
ANSWER: d
PROMPT: read, reed {bk04-l3a-f4-08.mp3}
ANSWER: s
PROMPT: read, weed {bk04-l3a-f4-09.mp3}
ANSWER: d
PROMPT: went, rent {bk04-l3a-f4-10.mp3}
ANSWER: d
# Source: LLA 3A Figure 5
$SELECT W or R?
ID: 3a-f5
INTRO: One word at a time now. Tap A if you hear the W sound of "went", or B if you hear the R sound of "rent".
INSTRUCTION: Tap the sound you hear.
OPTION: a | W sound (as in went)
OPTION: b | R sound (as in rent)
EXAMPLE
PROMPT: week {bk04-l3a-f5-00.mp3}
ANSWER: a
PROMPT: week {bk04-l3a-f5-01.mp3}
ANSWER: a
PROMPT: want {bk04-l3a-f5-02.mp3}
ANSWER: a
PROMPT: radio {bk04-l3a-f5-03.mp3}
ANSWER: b
PROMPT: room {bk04-l3a-f5-04.mp3}
ANSWER: b
PROMPT: walk {bk04-l3a-f5-05.mp3}
ANSWER: a
PROMPT: report {bk04-l3a-f5-06.mp3}
ANSWER: b
PROMPT: always {bk04-l3a-f5-07.mp3}
ANSWER: a
PROMPT: razor {bk04-l3a-f5-08.mp3}
ANSWER: b
PROMPT: correct {bk04-l3a-f5-09.mp3}
ANSWER: b
PROMPT: window {bk04-l3a-f5-10.mp3}
ANSWER: a
$LESSON 3-2: More Clothes, and a Good Night's Sleep
# Source: LLA 3B Figure 1 (part 1) — clipped word list stands; the Joan paragraph below teaches the same items in sentences
$DIALOGUE Women's Clothing
ID: 3b-f1
INTRO: In this part you'll learn clothing for women and for cold weather, and the words for falling asleep and waking up. First, listen to the new words and repeat them.
INSTRUCTION: Listen and repeat each word.
REPEAT
VOCAB: suit
LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}
VOCAB: blouse
LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}
VOCAB: dress
LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}
VOCAB: shoes
LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}
VOCAB: stockings
LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}
VOCAB: sweater
LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}
VOCAB: skirt
LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}
VOCAB: socks
LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}
# Source: LLA 3B Figure 1 (part 2)
$DIALOGUE Joan's Clothes
ID: 3b-f1-b
INTRO: Joan has one wardrobe for the office and another for class. Listen to the paragraph — just listen.
INSTRUCTION: Listen to the paragraph.
LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-p1-01.mp3}
LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-p1-02.mp3}
LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-p1-03.mp3}
LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-p1-04.mp3}
LINE: The women wore stockings too. {page_048_001.jpg} {bk04-l3b-f1-p1-05.mp3}
LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-p1-06.mp3}
LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-p1-07.mp3}
LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-p1-08.mp3}
# Source: LLA 3B Figure 1 (part 3)
$PRODUCE Questions About Joan's Clothes
ID: 3b-f1-c
REFERENCE
INTRO: Now answer questions about Joan. Speak your answer aloud in a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What does Joan wear to work? {bk04-l3b-f1-q1-q.mp3}
RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-q1-a.mp3}
PROMPT: What did she wear yesterday? {bk04-l3b-f1-q2-q.mp3}
RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-q2-a.mp3}
PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-q3-q.mp3}
RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-q3-a.mp3}
PROMPT: Did the women wear stockings too? {bk04-l3b-f1-q4-q.mp3}
RESPONSE: Yes, the women wore stockings too. {bk04-l3b-f1-q4-a.mp3}
PROMPT: What does Joan wear to class? {bk04-l3b-f1-q5-q.mp3}
RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-q5-a.mp3}
PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-q6-q.mp3}
RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-q6-a.mp3}
# Source: LLA 3B Figure 2 (part 1)
$DIALOGUE Cold Weather Clothes
ID: 3b-f2
INTRO: Winter is coming — at least in this activity. Listen to the cold-weather words and repeat them.
INSTRUCTION: Listen and repeat each word.
REPEAT
VOCAB: jacket
LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}
VOCAB: slacks
LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}
VOCAB: scarf
LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}
VOCAB: coat
LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}
VOCAB: boots
LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}
VOCAB: gloves
LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}
# Source: LLA 3B Figure 2 (part 2)
$DIALOGUE What Joan Wears on Cold Days
ID: 3b-f2-b
INTRO: Here's what Joan wears when the weather turns cold. Just listen.
INSTRUCTION: Listen to the paragraph.
LINE: Joan doesn't always wear dresses or skirts; sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-p1-01.mp3}
LINE: She likes jackets and scarves too. {page_049_001.jpg} {bk04-l3b-f2-p1-02.mp3}
LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-p1-03.mp3}
LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-p1-04.mp3}
LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-p1-05.mp3}
LINE: She has 2 coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-p1-06.mp3}
# Source: LLA 3B Figure 2 (part 3)
$PRODUCE Questions About Cold Days
ID: 3b-f2-c
REFERENCE
INTRO: Answer the questions about Joan's cold-weather clothes aloud in a full sentence, then check against the model.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-q1-q.mp3}
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-q1-a.mp3}
PROMPT: What does she wear sometimes? {bk04-l3b-f2-q2-q.mp3}
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-q2-a.mp3}
PROMPT: Does she like jackets and scarves too? {bk04-l3b-f2-q3-q.mp3}
RESPONSE: Yes, she likes jackets and scarves too. {bk04-l3b-f2-q3-a.mp3}
PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-q4-q.mp3}
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-q4-a.mp3}
PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-q5-q.mp3}
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-q5-a.mp3}
PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-q6-q.mp3}
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-q6-a.mp3}
PROMPT: How many coats does she have? {bk04-l3b-f2-q7-q.mp3}
RESPONSE: She has 2 coats. {bk04-l3b-f2-q7-a.mp3}
# Source: LLA 3B Figure 3
$PRODUCE Clothing — Fill in the Word
ID: 3b-f3
INTRO: Listen to the sentence and type the missing word. Then listen again and repeat the complete sentence.
INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact
REPEAT
TEMPLATE: Jack likes white ____.
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01.mp3}
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
ACCEPT: shirts
TEMPLATE: Civilians sometimes wear ____ to work.
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02.mp3}
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
ACCEPT: suits
TEMPLATE: Men wear ____ with their suits.
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03.mp3}
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
ACCEPT: neckties
TEMPLATE: Men's suits have a jacket and ____.
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04.mp3}
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
ACCEPT: trousers
TEMPLATE: Women's suits have a jacket and a ____ or pants.
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05.mp3}
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
ACCEPT: skirt
TEMPLATE: Trousers and ____ are pants.
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06.mp3}
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
ACCEPT: slacks
TEMPLATE: Men wear ____ with their shoes.
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07.mp3}
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
ACCEPT: socks
TEMPLATE: Women wear socks or ____.
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08.mp3}
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
ACCEPT: stockings
TEMPLATE: Air Force pilots wear ____{boots} and ____{gloves}.
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09.mp3}
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
TEMPLATE: ____{Coats} and ____{sweaters} are clothes for cold days.
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10.mp3}
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
# Source: LLA 3B Figure 4 (part 1)
$DIALOGUE Sleep Words
ID: 3b-f4
INTRO: New topic: sleep. Listen to the words about sleeping and waking up, and repeat them.
INSTRUCTION: Listen and repeat each word.
REPEAT
VOCAB: fall asleep
LINE: Fall asleep. Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}
VOCAB: asleep
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-02.mp3}
VOCAB: wake up
LINE: Wake up. Woke up. {page_051_003.jpg} {bk04-l3b-f4-03.mp3}
VOCAB: awake
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-04.mp3}
# Source: LLA 3B Figure 4 (part 2)
$DIALOGUE Joan Falls Asleep in Class
ID: 3b-f4-b
INTRO: Joan sometimes falls asleep in class — for two or three minutes, anyway. Listen to the sentences and repeat them.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: Sometimes Joan is tired and falls asleep in class. {bk04-l3b-f4-s1.mp3}
LINE: She fell asleep in class yesterday. {bk04-l3b-f4-s2.mp3}
LINE: She is never asleep long. {bk04-l3b-f4-s3.mp3}
LINE: She always wakes up after 2 or 3 minutes. {bk04-l3b-f4-s4.mp3}
LINE: Yesterday the teacher asked the question, and she woke up. {bk04-l3b-f4-s5.mp3}
LINE: Then Joan wasn't asleep; she was awake. {bk04-l3b-f4-s6.mp3}
# Source: ST §He Took Off His Shoe (sleep half)
$DIALOGUE Asleep and Awake — A Timeline
ID: l3-s2-b
INTRO: Here's one man's night, hour by hour. Listen and repeat — watch the difference between falling asleep and being asleep.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: to fall asleep
LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg}
LINE: He was asleep at 12 midnight. {st-page_065_003.jpg}
VOCAB: to wake up
LINE: He always wakes up early. {st-page_065_004.jpg}
LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg}
LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg}
# Source: LLA 3B Figure 5
$PRODUCE Is She Asleep or Awake?
ID: 3b-f5
INTRO: Look at each picture of Joan, listen to the question, answer aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}
PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}
PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}
PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}
PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}
# Source: ST §Yesterday, He Was Tired and Cold
$DIALOGUE Robert's Long Day
ID: l3-s3
INTRO: Now everything together — clothes, cold weather, and not enough sleep. Listen to the story of Robert's long day. Five hours of sleep; it shows.
INSTRUCTION: Listen to the story.
LINE: Yesterday, Robert was awake at 1:00 a.m.
LINE: He fell asleep at 1:30 a.m.
LINE: He woke up at 6:30 a.m. It was cold.
LINE: He got up and took a hot shower. He got dressed.
LINE: He put on a sweater and a coat.
LINE: He put on his scarf and his gloves. He went to school.
LINE: It wasn't cold in the classroom.
LINE: Robert took off his scarf, his gloves, and his coat.
LINE: Robert was tired after class.
LINE: He went home and fell asleep.
LINE: His friend Mark came to his room at 6:00 p.m.
LINE: Robert was asleep.
LINE: He woke up and opened the door.
LINE: Robert and Mark talked for five minutes.
LINE: They went to the mess hall and had dinner.
LINE: After dinner, Robert did his homework and went to bed early.
# Source: ST §True or False
$SELECT True or False — Robert's Day
ID: l3-s4
REFERENCE
SHOW_PROMPT
INTRO: Read each statement about Robert's day and decide whether it's true or false. You can look back at the story.
INSTRUCTION: Tap True or False.
OPTION: t | True
OPTION: f | False
PROMPT: Robert was asleep at 1:00 a.m.
ANSWER: f
PROMPT: He fell asleep at 6:30.
ANSWER: f
PROMPT: Robert wore a sweater.
ANSWER: t
PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
ANSWER: t
PROMPT: Robert was awake at 6:00 p.m.
ANSWER: f
PROMPT: Mark woke up Robert.
ANSWER: t
$LESSON 3-3: Doing Things Well — Can and Can't
# Source: LLA 3C Figure 1
$DIALOGUE Conversations with "Well"
ID: 3c-f1
INTRO: In this part you'll learn to say how well people do things, and what they can and can't do. First, listen to three short conversations with the word "well," and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Alan: How are you this morning? {page_053_001.jpg} {bk04-l3c-f1-01.mp3}
Paul: I'm tired. {page_053_001.jpg} {bk04-l3c-f1-02.mp3}
LINE: I didn't sleep well. {page_053_001.jpg} {bk04-l3c-f1-03.mp3}
LINE: Did you sleep well last night? {page_053_001.jpg} {bk04-l3c-f1-04.mp3}
Alan: Yes, I did. {page_053_001.jpg} {bk04-l3c-f1-05.mp3}
LINE: I didn't wake up all night. {page_053_001.jpg} {bk04-l3c-f1-06.mp3}
Beth: Is Ted a good cook? {bk04-l3c-f1-07.mp3}
Jane: Yes. {bk04-l3c-f1-08.mp3}
LINE: He cooks very well. {bk04-l3c-f1-09.mp3}
Beth: Does his wife cook well too? {bk04-l3c-f1-10.mp3}
Jane: No, she's not a very good cook. {bk04-l3c-f1-11.mp3}
Jane: Do you know Carla well? {bk04-l3c-f1-12.mp3}
Beth: Yes, I do. {bk04-l3c-f1-13.mp3}
LINE: We're very good friends. {bk04-l3c-f1-14.mp3}
Jane: Are you and Bob good friends? {bk04-l3c-f1-15.mp3}
Beth: No, we're not. {bk04-l3c-f1-16.mp3}
LINE: I don't like Bob very well. {bk04-l3c-f1-17.mp3}
# Source: new (gap: "well" is drilled in LLA 3C Figure 2 but never explained anywhere in the lesson)
$GRAMMAR Good and Well
ID: 3c-f1-g
INTRO: A quick note before the next drill: good and well are a team, and they don't swap jobs.
**Good** describes a person or a thing:
- {Ted is a good cook.}
- {Ron's answer was good.}
**Well** tells *how* someone does something:
- {He cooks very well.}
- {He answered the question well.}
Good goes with a noun; well goes with a verb: {I didn't sleep well.} — {Do you know Carla well?}
# Source: LLA 3C Figure 2
$SELECT Good Things, Done Well
ID: 3c-f2
INTRO: The pattern from the note, now as a drill. Listen to the statement, tap the phrase that completes the next sentence, then repeat the answer.
INSTRUCTION: Tap the correct answer.
REPEAT
EXAMPLE
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
TEMPLATE: He ____ the lessons well.
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
OPTION: b | doesn't learn
ANSWER: a
PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
TEMPLATE: He ____ the question well.
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
OPTION: b | didn't answer
ANSWER: a
PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
TEMPLATE: She ____ English very well.
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
OPTION: b | doesn't speak
ANSWER: a
PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
TEMPLATE: The cooks ____ it very well.
OPTION: a | cooked
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
ANSWER: b
PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
TEMPLATE: He ____ very well.
OPTION: a | flies
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
ANSWER: b
PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
TEMPLATE: He ____ his homework very well.
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
OPTION: b | doesn't do
ANSWER: a
# Source: ST §Can (grammar box)
$GRAMMAR Can
ID: l3-s8
INTRO: Now the star of this lesson: can, the word for what you're able to do.
**Can is used to express ability.**
| | |
|---|---|
| **STATEMENT:** | {The students can read well.} |
| **NEGATIVE:** | {Mary can't speak French.} |
| **QUESTION:** | {Can you fly an airplane?} |
| | {Yes, I can.} / {No, I can't.} |
| | {What languages can you speak?} |
| | {I can speak English and Spanish.} |
| | {Who can play soccer well?} |
| | {Bill can!} |
**cannot = can't** — and notice the verb after *can* never changes: can speak, can fly, can read.
# Source: LLA 3C Figure 3
$DIALOGUE Can and Cannot
ID: 3c-f3
INTRO: Listen to sentences using "can" and "cannot," then repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: can
LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01.mp3}
VOCAB: cannot
LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-02.mp3}
LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-03.mp3}
LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-04.mp3}
LINE: The Nelsons lived in Mexico for 5 years. They can speak Spanish. {bk04-l3c-f3-05.mp3}
LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-06.mp3}
LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-07.mp3}
# Source: ST §The Teacher Can Speak English Well + §They Can't Do It (merged into one picture pass)
$DIALOGUE Can and Can't — Pictures
ID: l3-s9
INTRO: A few more people and their talents — and their limits. Look at the pictures and repeat each sentence.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
LINE: Mike and James can play tennis well. {st-page_069_003.jpg}
LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}
# SKIPPED (ST): "He Can't Swim" reading list — TTS twin of LLA 3C Figure 3's can't sentences
# (same role and modality); the cassette version is kept. Dropped.
# Source: LLA 3C Figure 4
$PRODUCE Add "Can"
ID: 3c-f4
INPUT: speak
CHECK: reveal
INTRO: If Sam flies airplanes, then Sam can fly airplanes. Listen to each sentence, say it again with "can," then repeat the correct answer.
INSTRUCTION: Change the sentence using "can".
REPEAT
EXAMPLE
PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}
PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}
PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}
PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}
PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}
PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}
# Source: LLA 3C Figure 5
$PRODUCE Say It with "Can't"
ID: 3c-f5
INPUT: speak
CHECK: reveal
INTRO: Now the negative. Listen to the sentence and the new word, make a negative sentence with "can't" and the new word, then repeat the correct answer.
INSTRUCTION: Make a negative sentence with the new word.
REPEAT
EXAMPLE
PROMPT: I can hear you. *the teacher* {bk04-l3c-f5-ex-q.mp3}
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}
PROMPT: Mark can speak *French*. Spanish. {bk04-l3c-f5-01-q.mp3}
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}
PROMPT: Maria can *swim* very well. Cook. {bk04-l3c-f5-02-q.mp3}
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}
PROMPT: Sally can play *tennis*. Football. {bk04-l3c-f5-03-q.mp3}
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}
PROMPT: Steve can play *soccer* well. Baseball. {bk04-l3c-f5-04-q.mp3}
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}
PROMPT: Betty can drive a *bus*. Truck. {bk04-l3c-f5-05-q.mp3}
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}
PROMPT: Ed can come to class *next week*. Today. {bk04-l3c-f5-06-q.mp3}
RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}
# Source: ST §Can You Play Baseball?
$DIALOGUE Can You Play Baseball?
ID: l3-s13
INTRO: The teacher is looking for a baseball player, and it takes three tries. Listen and repeat the dialog.
INSTRUCTION: Repeat the dialog.
REPEAT
Teacher: Bert, can you play baseball?
Bert: No, I can't. My father can.
Teacher: Greg, can you play baseball?
Greg: No, I can't play baseball. David can.
Teacher: David, can you play baseball?
David: Yes, I can play baseball.
# Source: ST §Fish Can Swim (recast: bare-cue sentence invention → personal Q&A per the single-word-cue rule)
$PRODUCE Can You...?
ID: l3-s10
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: Your turn. Answer each question about yourself in a full sentence — honestly. The app can't check, but your conscience can.
INSTRUCTION: Answer the question aloud in a full sentence.
RUBRIC: Accept any truthful, grammatical answer about the learner's own ability using "can" or "can't"; yes or no is the learner's choice, short or long answers are fine.
PROMPT: Can you drive a bus?
PROMPT: Can you fly a plane?
PROMPT: Can you swim very well?
PROMPT: Can you play soccer?
PROMPT: Can you speak French?
PROMPT: Can you cook?
PROMPT: Can you memorize dialogs?
PROMPT: Can you write a paragraph in English?
# SKIPPED (book): Function "CAN YOU COOK WELL?" — open pair task ("ask questions and answer
# them") with no specific subjects or objects provided. Dropped.
$LESSON 3-4: Can in Action — Questions, Readings, and Dictation
# Source: ST §Can You Speak English?
$PRODUCE Ask and Answer with "Can"
ID: l3-s14
INTRO: In this part you'll put "can" questions to work, read about some very multilingual students, and finish with dictation. First: build a question from each cue, then answer it yourself.
INSTRUCTION: Ask a question with "can" from the cue, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed question with "can" based on the cue (e.g. "Can your brother play basketball?"), followed by any matching answer ("Yes, he can." / "No, he can't play baseball."). The question form is the point — a malformed question fails.
EXAMPLE
TEMPLATE: your sister/speak (English, Spanish, French)
RESPONSE: Can your sister speak English? Yes, she can.
TEMPLATE: your brother/play (basketball, baseball, soccer)
RESPONSE: Can your brother play soccer? Yes, he can.
TEMPLATE: you/swim well
RESPONSE: Can you swim well? No, I can't.
TEMPLATE: your father/drive (a car, a bus, a truck)
RESPONSE: Can your father drive a truck? Yes, he can.
TEMPLATE: your teacher/speak (English, French, Arabic) well
RESPONSE: Can your teacher speak French well? No, she can't.
TEMPLATE: you/fly an airplane
RESPONSE: Can you fly an airplane? No, I can't.
# Source: LLA 3C Figure 6 (part 1)
$DIALOGUE Jim's Languages
ID: 3c-f6
INTRO: Jim speaks three languages — though his Japanese pen still needs practice. Listen to the paragraph.
INSTRUCTION: Listen to the paragraph.
LINE: Jim can speak English and German very well. {bk04-l3c-f6-01.mp3}
LINE: He can speak Japanese too. {bk04-l3c-f6-02.mp3}
LINE: He can read and write English and German well. {bk04-l3c-f6-03.mp3}
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-04.mp3}
# Source: LLA 3C Figure 6 (part 2)
$PRODUCE Questions About Jim
ID: 3c-f6-b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Now answer questions about Jim aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-05-q.mp3}
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-05-a.mp3}
PROMPT: Can he speak Japanese too? {bk04-l3c-f6-06-q.mp3}
RESPONSE: Yes, he can speak Japanese too. {bk04-l3c-f6-06-a.mp3}
PROMPT: Can he write English and German well? {bk04-l3c-f6-07-q.mp3}
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-07-a.mp3}
PROMPT: Can he write Japanese? {bk04-l3c-f6-08-q.mp3}
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-08-a.mp3}
PROMPT: Can he read it very well? {bk04-l3c-f6-09-q.mp3}
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-09-a.mp3}
# Source: ST §They Can Speak Two or Three Languages
$DIALOGUE A Class of Many Languages
ID: l3-s15
INTRO: One classroom, a dozen languages. Listen to the paragraph about the students in this class.
INSTRUCTION: Listen to the paragraph.
LINE: All the students in my class know two, three, or four languages.
LINE: Lt Romo speaks Spanish, French, and English.
LINE: Sgt Gamdi speaks Arabic and English.
LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
LINE: Maj Kim speaks Korean, Japanese, and English.
LINE: Capt Rossi speaks French, Italian, and English.
# Source: ST §Ask Questions with Can
$PRODUCE Ask the Question
ID: l3-s16
REFERENCE
INTRO: This time you get the answer first and must supply the question — "who" or "what languages," with "can." Say your question aloud, then compare. You can look back at the paragraph.
INSTRUCTION: Say a "who" or "what" question with "can" that fits the answer.
INPUT: speak
CHECK: llm
RUBRIC: The learner must form a question starting with "Who can..." or "What languages can..." that elicits the statement. Accept pronouns used in the prompt (e.g. "he") even if the model answer uses a specific name, and omitting context not shown in the prompt. The correct question form with "can" is the point.
EXAMPLE
TEMPLATE: ____
TEMPLATE: Sgt Gamdi can speak Arabic.
RESPONSE: Who can speak Arabic in your class?
EXAMPLE
TEMPLATE: ____
TEMPLATE: He can speak Korean, Japanese, and English.
RESPONSE: What languages can Maj Kim speak?
TEMPLATE: ____
TEMPLATE: Lt Romo and Lt Fofana can speak Spanish.
RESPONSE: Who can speak Spanish?
TEMPLATE: ____
TEMPLATE: He can speak Arabic and English.
RESPONSE: What languages can Sgt Gamdi speak?
TEMPLATE: ____
TEMPLATE: All the students in the class can speak English.
RESPONSE: Who can speak English?
TEMPLATE: ____
TEMPLATE: He can speak French, Spanish, English, and Wolof.
RESPONSE: What languages can Lt Fofana speak?
TEMPLATE: ____
TEMPLATE: Capt Rossi can speak Italian.
RESPONSE: Who can speak Italian?
TEMPLATE: ____
TEMPLATE: Maj Kim can speak Japanese.
RESPONSE: Who can speak Japanese?
TEMPLATE: ____
TEMPLATE: Lt Romo, Lt Fofana, and Capt Rossi can speak French.
RESPONSE: Who can speak French?
TEMPLATE: ____
TEMPLATE: She can speak French, Italian, and English.
RESPONSE: What languages can Capt Rossi speak?
# Source: ST §Can You Speak French?
$DIALOGUE Jacques Can Speak Spanish
ID: l3-s17
INTRO: Donald introduces his new friend Jacques — and the three of them hunt for a language everyone shares. Listen to the dialog.
INSTRUCTION: Listen to the dialog.
Donald: Hi, Robert. This is my new friend Jacques. {st-page_075_001.jpg}
Robert: Hello, Jacques. Glad to meet you. {st-page_075_001.jpg}
Donald: Jacques can't speak English very well. Can you speak French? {st-page_075_001.jpg}
Robert: No, I can't. {st-page_075_001.jpg}
Donald: Well, can you speak Spanish? {st-page_075_001.jpg}
Robert: Yes, I can. {st-page_075_001.jpg}
Donald: Good, Jacques can speak Spanish, too. {st-page_075_001.jpg}
# Source: LLA 3C Figure 7 (part 1)
$DIALOGUE Ken's Routine
ID: 3c-f7
INTRO: Two short listening passages now. First, Ken and his very regular workday. Just listen.
INSTRUCTION: Listen to the paragraph.
LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-01.mp3}
LINE: He drinks coffee and talks to his friends for 5 or 10 minutes. {bk04-l3c-f7-02.mp3}
LINE: At 7 o'clock he always sits down at his desk and begins work. {bk04-l3c-f7-03.mp3}
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-04.mp3}
LINE: He leaves the base at 5 or 5:30 every afternoon. {bk04-l3c-f7-05.mp3}
# Source: LLA 3C Figure 7 (question 1)
$SELECT Which Is True — Ken?
ID: 3c-f7-b
REFERENCE
INTRO: Tap the statement that is true about Ken. You can listen to the paragraph again if you need to.
INSTRUCTION: Tap the true statement.
TEMPLATE: Which statement is true?
OPTION: a | Ken lives in a small town.
OPTION: b | Ken is a mechanic.
OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-ans1.mp3}
OPTION: d | Ken takes German lessons downtown.
ANSWER: c
# Source: LLA 3C Figure 7 (part 2)
$DIALOGUE Anna's Dinner
ID: 3c-f7-c
INTRO: Second passage: Anna plans a big dinner and is missing one thing. Just listen.
INSTRUCTION: Listen to the paragraph.
LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-06.mp3}
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-07.mp3}
LINE: She had apples, bananas, and oranges too. {bk04-l3c-f7-08.mp3}
LINE: She didn't have meat. {bk04-l3c-f7-09.mp3}
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-10.mp3}
LINE: In the evening she cooked a big dinner for her family. {bk04-l3c-f7-11.mp3}
LINE: They liked it very much. {bk04-l3c-f7-12.mp3}
# Source: LLA 3C Figure 7 (question 2)
$SELECT Which Is True — Anna?
ID: 3c-f7-d
REFERENCE
INTRO: Tap the statement that is true about Anna's dinner.
INSTRUCTION: Tap the true statement.
TEMPLATE: Which statement is true?
OPTION: a | Anna goes to the movies every Friday.
OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-ans2.mp3}
OPTION: c | Anna's family eats chicken and rice on Mondays.
OPTION: d | Anna's family ate dinner in a restaurant.
ANSWER: b
# Source: LLA 3C Figure 8
$PRODUCE Dictation
ID: 3c-f8
INPUT: type
CHECK: exact
INTRO: To finish this part: dictation. Listen to each sentence and type exactly what you hear — every word counts.
INSTRUCTION: Type the sentence you hear.
PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
RESPONSE: Four students left the base last Saturday morning.
PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
RESPONSE: They took the bus downtown and were there all day.
PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
RESPONSE: The students had lunch at a new restaurant.
PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
RESPONSE: They saw a good show and ate dinner.
PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
RESPONSE: At midnight, they took a taxi to the base.
$LESSON 3-5: Asking Permission — Can and May
# Source: LLA 3D Figure 1
$DIALOGUE Can I Come In? {page_058_001.jpg}
ID: 3d-f1
INTRO: In this part you'll ask for permission — with "can," and with its more formal cousin "may." Lieutenant Martin wants to leave early; the Major has other plans. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Lt_Martin: Good morning, sir. Can I come in? {bk04-l3d-f1-01.mp3}
Maj_Mills: Yes, you can come in, Lieutenant. {bk04-l3d-f1-02.mp3}
Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}
Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
Maj_Mills: No. I want to fly with you then. {bk04-l3d-f1-06.mp3}
Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
Maj_Mills: That's okay. You can come early tomorrow. {bk04-l3d-f1-10.mp3}
# Source: LLA 3D Figure 2
$DIALOGUE May I Come In?
ID: 3d-f2
INTRO: The same conversation, the same answer for the Lieutenant — this time with "may." Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: may
Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}
Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}
Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}
Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
Maj_Mills: That's okay. You may come early tomorrow. {bk04-l3d-f2-10.mp3}
# Source: ST §May and Can (grammar box)
$GRAMMAR May and Can for Permission
ID: l3-s25
INTRO: You heard "can" and "may" doing the same job. Here's the pattern on paper.
**May and can are used to express permission.**
| | |
|---|---|
| **STATEMENTS:** | {Children, you may have some fruit after dinner.} |
| | {You can leave early today.} |
| **QUESTIONS:** | {May I sit here?} |
| | {Yes, you may.} / {No, you may not.} |
| | {Can I write in my book?} |
| | {Yes, you can.} / {No, you can't.} |
# Source: ST §May I Have a Snack?
$DIALOGUE May I Have an Apple?
ID: l3-s26
INTRO: A hungry little girl tests her mother's patience — twice. Listen and repeat the dialog.
INSTRUCTION: Repeat the dialog.
REPEAT
LittleGirl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
LittleGirl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}
# SKIPPED (ST): "Can I Have a Snack?" — the same dialog re-run with "can"; the can/may
# swap is already modeled by LLA 3D Figures 1–2. Dropped as a duplicate.
# Source: ST §See It and Say It
$DIALOGUE Permission — Short Exchanges
ID: l3-s28
INTRO: Five quick question-and-answer exchanges about permission. Listen to how the short answers echo the question word.
INSTRUCTION: Listen to the questions and answers.
Student: Can I leave early today?
Teacher: No, you can't.
Capt_Yates: Can he answer a question?
Capt_Toomy: Yes, he can answer the next question.
Mr_Kline: Can they go?
Sgt_Moore: Yes, the men can go to the basketball game.
Mark: May we see your book, please?
Bill: Yes, you may.
Student: May I please leave?
Teacher: No, you may not.
# Source: LLA 3D Figure 3
$PRODUCE Say No — Can't and May Not
ID: 3d-f3
INPUT: speak
CHECK: reveal
INTRO: Permission denied. Listen to the sentence and a new word, change the sentence to the negative using the new word, then repeat the correct answer.
INSTRUCTION: Change the sentence to a negative using the new word.
REPEAT
EXAMPLE
PROMPT: You can open the *door*. window {bk04-l3d-f3-ex1-q.mp3}
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}
EXAMPLE
PROMPT: You may look at my *book*. test {bk04-l3d-f3-ex2-q.mp3}
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}
PROMPT: You can leave at *2 o'clock*. noon {bk04-l3d-f3-01-q.mp3}
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}
PROMPT: You may sit in *this* chair. that {bk04-l3d-f3-02-q.mp3}
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}
PROMPT: They may talk to the *Major* now. colonel {bk04-l3d-f3-03-q.mp3}
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}
PROMPT: You can take a break *this morning*. afternoon {bk04-l3d-f3-04-q.mp3}
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}
PROMPT: The children may watch TV *before* dinner. after {bk04-l3d-f3-05-q.mp3}
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}
PROMPT: You can eat breakfast in the *dining hall*. classroom {bk04-l3d-f3-06-q.mp3}
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}
# Source: LLA 3D Figure 4
$PRODUCE Ask for Permission
ID: 3d-f4
INPUT: speak
CHECK: reveal
INTRO: Turn each wish into a request. Listen to the sentence and the word "can" or "may," then ask the question. Repeat the correct answer.
INSTRUCTION: Ask a question aloud.
REPEAT
EXAMPLE
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}
EXAMPLE
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}
PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}
PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}
PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}
PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}
PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}
PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}
PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}
PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}
# Source: LLA 3D Figure 5
$DIALOGUE Mrs. Wilson's Classroom Rules
ID: 3d-f5
INTRO: Mrs. Wilson is a teacher, and her classroom has rules. Listen to what she told the young boys and girls in her class.
INSTRUCTION: Listen to the rules.
Narrator: Mrs. Wilson is a teacher. She said this to the young boys and girls in her class: {bk04-l3d-f5-intro.mp3}
LINE: You may write with a pencil. {bk04-l3d-f5-p01.mp3}
LINE: You may not write with a pen. {bk04-l3d-f5-p02.mp3}
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-p03.mp3}
LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-p04.mp3}
LINE: You may play games outside. {bk04-l3d-f5-p05.mp3}
LINE: You may not play games in the classroom. {bk04-l3d-f5-p06.mp3}
# Source: LLA 3D Figure 5 (questions)
$PRODUCE Questions About the Rules
ID: 3d-f5-b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Answer the questions about Mrs. Wilson's rules aloud with a short answer, then repeat the correct one.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3}
PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3}
PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3}
RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3}
PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3}
RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3}
PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3}
PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3}
# Source: LLA 3D Figure 6
$PRODUCE Question Words with Can and May
ID: 3d-f6
INPUT: speak
CHECK: reveal
INTRO: Now build bigger questions. Listen to the sentence and the question word, then ask the new question. Repeat the correct answer.
INSTRUCTION: Ask a question using the cue word.
REPEAT
EXAMPLE
PROMPT: The students can eat lunch at 11:30. When? {bk04-l3d-f6-ex-q.mp3}
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}
PROMPT: The boys and girls may play outside. Where? {bk04-l3d-f6-01-q.mp3}
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}
PROMPT: The children can watch TV on Saturday. When? {bk04-l3d-f6-02-q.mp3}
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}
PROMPT: Lieutenant Bell may leave early today. Who? {bk04-l3d-f6-03-q.mp3}
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}
PROMPT: The airmen can watch a movie. What? {bk04-l3d-f6-04-q.mp3}
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}
PROMPT: Mrs. Nelson's students may take a break. Whose? {bk04-l3d-f6-05-q.mp3}
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}
# Source: ST §May I Go Outside?
$PRODUCE Ask Permission — Your Turn
ID: l3-s29
INTRO: Your turn to negotiate. From each cue, ask for permission with "can" or "may," then give the answer — yes or no, your classroom, your rules.
INSTRUCTION: Ask for permission using "can" or "may", then answer.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the cue, followed by an appropriate short or long answer ("Yes, you may." / "No, you can't."). The question form is the point; the yes/no choice is free.
EXAMPLE
TEMPLATE: sit down
RESPONSE: Can I sit down in that chair, please? Yes, you can.
EXAMPLE
TEMPLATE: go outside
RESPONSE: May I go outside? No, you may not.
TEMPLATE: watch a movie in class
RESPONSE: Can we watch a movie in class? No, you can't.
TEMPLATE: leave early on Friday
RESPONSE: May I leave early on Friday? Yes, you may.
TEMPLATE: see your notebook
RESPONSE: Can I see your notebook? Yes, you can.
TEMPLATE: talk
RESPONSE: May we talk? No, you may not.
TEMPLATE: study in your room
RESPONSE: Can I study in your room? Yes, you can.
TEMPLATE: take off my shoes in the classroom
RESPONSE: May I take off my shoes in the classroom? No, you may not.
TEMPLATE: put on my hat
RESPONSE: Can I put on my hat? Yes, you can.
TEMPLATE: drink this water
RESPONSE: May I drink this water? Yes, you may.
TEMPLATE: listen to tapes
RESPONSE: Can we listen to tapes? Yes, you can.
TEMPLATE: see your I.D. card
RESPONSE: May I see your I.D. card? Yes, you may.
# Source: LLA 3D Figure 7
$PRODUCE Military Times
ID: 3d-f7
INPUT: type
CHECK: exact
INTRO: A quick ear-and-numbers check. You'll hear people talking about the training day — type each military time you hear, using four digits.
INSTRUCTION: Type the military time using numbers.
PROMPT: The class begins at 07:30. {bk04-l3d-f7-01.mp3}
TEMPLATE: ____ hours
RESPONSE: 0730
ACCEPT: 07:30
PROMPT: When does it end? At 14:15. {bk04-l3d-f7-02.mp3}
TEMPLATE: ____ hours
RESPONSE: 1415
ACCEPT: 14:15
PROMPT: Early. We go to the dining hall at 11:00. {bk04-l3d-f7-03.mp3}
TEMPLATE: ____ hours
RESPONSE: 1100
ACCEPT: 11:00
PROMPT: Yes. The break's at 09:10. {bk04-l3d-f7-04.mp3}
TEMPLATE: ____ hours
RESPONSE: 0910
ACCEPT: 09:10
PROMPT: No. We go at 13:00. {bk04-l3d-f7-05.mp3}
TEMPLATE: ____ hours
RESPONSE: 1300
ACCEPT: 13:00
$LESSON 3-6: Obligation — Must and Must Not
# Source: ST §Must (grammar box)
$GRAMMAR Must
ID: l3-s19
INTRO: This part is about rules: "must" for what's necessary, and "must not" for what's forbidden.
**Must is used to express something that is necessary.**
{I have a test tomorrow.} → {I must study tonight.}
{He's in the military.} → {He must wear his uniform.}
# Source: ST §You Must Salute an Officer
$DIALOGUE You Must Salute an Officer
ID: l3-s20
INTRO: Six things a military student must do — the picture shows each one. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: You must wear your uniform in class. {st-page_077_001.jpg}
LINE: You must wear a cap outside. {st-page_077_002.jpg}
LINE: You must wear your name tag. {st-page_078_001.jpg}
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
LINE: You must salute an officer. {st-page_078_003.jpg}
LINE: You must report to the Captain. {st-page_078_004.jpg}
# Source: ST §What Must You Do?
$PRODUCE What Must You Do?
ID: l3-s21
INTRO: Real situations now. Read each one and answer with "must" and the cue in parentheses.
INSTRUCTION: Answer the question using "must" and the cue.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correctly formed sentence using "must" and the cued word or a reasonable synonym (e.g. "wear" for "put on"). "Must" plus the cued word is the point; extra words or minor determiner changes are fine.
EXAMPLE
PROMPT: You have a test tomorrow. What must you do?
TEMPLATE: (study)
RESPONSE: I must study for it.
PROMPT: You are getting dressed for class. What must you wear?
TEMPLATE: (uniform)
RESPONSE: I must wear my uniform.
PROMPT: You lost your homework. Who must you speak to?
TEMPLATE: (teacher)
RESPONSE: I must speak to my teacher.
PROMPT: Lt Jones is going outside. What must he put on?
TEMPLATE: (hat)
RESPONSE: He must put on his hat.
PROMPT: There's an important meeting after class. What must you do?
TEMPLATE: (go)
RESPONSE: I must go to the meeting.
PROMPT: You are a captain and you see a major while walking outside. What must you do?
TEMPLATE: (salute)
RESPONSE: I must salute the major.
PROMPT: You have to study English today. Where must you go?
TEMPLATE: (classroom)
RESPONSE: I must go to the classroom.
# Source: ST §Must Not (grammar box)
$GRAMMAR Must Not
ID: l3-s22
INTRO: And now the other side: must not — the grammar of "don't do this."
**Must not is used to express prohibition. (DON'T DO THIS!)**
{You must not eat in the classroom.}
{Don't eat in the classroom!}
{We must not open that door.}
It says, "Do not open the door."
# Source: ST §You Must Not Smoke in the Classroom
$DIALOGUE Classroom Don'ts
ID: l3-s23
INTRO: Every rule here comes in two flavors: "you must not" and plain "don't." Read along as you listen.
INSTRUCTION: Listen to the sentences.
LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}
# Source: ST §You Must Not Smoke in the Lab
$PRODUCE Must or Must Not?
ID: l3-s24
INTRO: You be the sergeant. For each cue, say the rule with "must" or "must not" — you've heard all of these rules by now.
INSTRUCTION: Make a statement with "must" or "must not" from the cue.
INPUT: speak
CHECK: reveal
EXAMPLE
TEMPLATE: sleep in class
RESPONSE: You must not sleep in class.
EXAMPLE
TEMPLATE: wear your uniform to class
RESPONSE: You must wear your uniform to class.
TEMPLATE: bring I.D. card to class
RESPONSE: You must bring your I.D. card to class.
TEMPLATE: wear your hat outside
RESPONSE: You must wear your hat outside.
TEMPLATE: smoke in the classroom
RESPONSE: You must not smoke in the classroom.
TEMPLATE: eat in the lab
RESPONSE: You must not eat in the lab.
TEMPLATE: do homework
RESPONSE: You must do your homework.
TEMPLATE: wear name tag
RESPONSE: You must wear your name tag.
TEMPLATE: mark your desks
RESPONSE: You must not mark your desks.
TEMPLATE: wear your cap in the classroom
RESPONSE: You must not wear your cap in the classroom.
TEMPLATE: salute officers
RESPONSE: You must salute officers.
TEMPLATE: sleep in the lab
RESPONSE: You must not sleep in the lab.
# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE." — instructor-read spoken paragraphs
# with no printed stimuli. Convertible later with chosen items + TTS.
# Source: LLA 3D Figure 8
$DIALOGUE A New Student's Rules
ID: 3d-f8
INTRO: Sergeant Cole is new on base and full of questions; Sergeant Ward has all the answers. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}
Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}
Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
Sgt_Ward: You must be there at 08:00 hours. {bk04-l3d-f8-06.mp3}
Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}
Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}
# Source: LLA 3D Figure 9
$PRODUCE From Can't to Must
ID: 3d-f9
INPUT: speak
CHECK: reveal
INTRO: If you can't do it one way, you must do it the other. Listen to the "can't" sentence and the new word, then make a "must" sentence. Repeat the correct answer.
INSTRUCTION: Change the sentence using "must" and the new word.
REPEAT
EXAMPLE
PROMPT: You can't eat in this dining hall. *That*. {bk04-l3d-f9-ex-q.mp3}
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}
PROMPT: We can't take a *bus*. Taxi. {bk04-l3d-f9-01-q.mp3}
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}
PROMPT: I can't take the test *Friday*. Monday. {bk04-l3d-f9-02-q.mp3}
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}
PROMPT: You can't wear your hat *inside*. Outside. {bk04-l3d-f9-03-q.mp3}
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}
PROMPT: We cannot wear the *wrong* uniform. Right. {bk04-l3d-f9-04-q.mp3}
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}
PROMPT: Students cannot come to class *late*. On time. {bk04-l3d-f9-05-q.mp3}
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}
PROMPT: You can't mark the answer sheet with a *pen*. Pencil. {bk04-l3d-f9-06-q.mp3}
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}
$LESSON 3-7: Punctuation and Paragraphs
# Source: ST §Punctuation Marks
$DIALOGUE Punctuation Words
ID: l3-s30
INTRO: In this part you'll learn the names of the punctuation marks — and then use them without mercy. Listen and repeat each word and sentence.
INSTRUCTION: Repeat the words and sentences.
REPEAT
VOCAB: sentence
LINE: a sentence — Write a sentence.
VOCAB: paragraph
LINE: a paragraph — A paragraph has sentences.
VOCAB: punctuation
LINE: punctuation — Periods, question marks, and apostrophes are punctuation marks.
VOCAB: period
LINE: a period — Put a period at the end of a statement.
NOTES: ( . )
VOCAB: question mark
LINE: a question mark — Put a question mark at the end of a question.
NOTES: ( ? )
VOCAB: apostrophe
LINE: an apostrophe — Put an apostrophe in a contraction.
NOTES: ( ' )
VOCAB: indent
LINE: indent — Indent the first word of a paragraph.
# Source: ST §Punctuation and Capitalization (grammar)
$GRAMMAR Punctuation and Capitalization
ID: l3-s31
INTRO: Here's how English puts sentences together on the page.
A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**.
Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are **punctuation marks**.
# Source: ST §Is This a Sentence or a Paragraph?
$SELECT Sentence, Paragraph, or Mark?
ID: l3-s32
INTRO: A quick check on the new terms. Look at each example and tap what it is — a sentence, a paragraph, or one of the marks.
INSTRUCTION: Tap the correct term.
TEMPLATE: Jacques is from France. (This is...)
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: b
TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Jacques can't speak English very well. Yes, Robert repeats the words for Jacques. Jacques learns new words every day. (This block of text is...)
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: a
TEMPLATE: Can they talk? (The mark at the end is...)
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a period
OPTION: d | a question mark
ANSWER: d
TEMPLATE: Robert can't speak French. (The mark inside "can't" is...)
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a question mark
OPTION: d | a period
ANSWER: b
TEMPLATE: Jacques learns new words every day. (The mark at the end is...)
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: b
TEMPLATE: The space before the first word of a paragraph is called...
OPTION: a | indenting
OPTION: b | reading
OPTION: c | a question
OPTION: d | an apostrophe
ANSWER: a
# SKIPPED (book): Writing Skill "DICTATION" — instructor-read sentences with no recorded
# stimulus. The recorded LLA punctuation dictation below covers the same skill.
# Source: LLA 3D Figure 10
$PRODUCE Punctuation Dictation
ID: 3d-f10
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Now listen and fix. You'll see the sentence without its capitals and punctuation — listen, then type it correctly. Capitals and marks are graded this time.
INSTRUCTION: Type the sentence with correct punctuation.
LONGFORM
TEMPLATE: does jane write well
PROMPT: Does Jane write well? {bk04-l3d-f10-01.mp3}
RESPONSE: Does Jane write well?
TEMPLATE: yes, she does
PROMPT: Yes, she does. {bk04-l3d-f10-02.mp3}
RESPONSE: Yes, she does.
TEMPLATE: she wrote a paragraph in her english class today
PROMPT: She wrote a paragraph in her English class today. {bk04-l3d-f10-03.mp3}
RESPONSE: She wrote a paragraph in her English class today.
TEMPLATE: the teacher likes janes paragraph and wants to read it to the class
PROMPT: The teacher likes Jane's paragraph and wants to read it to the class. {bk04-l3d-f10-04.mp3}
RESPONSE: The teacher likes Jane's paragraph and wants to read it to the class.
TEMPLATE: is jane happy
PROMPT: Is Jane happy? {bk04-l3d-f10-05.mp3}
RESPONSE: Is Jane happy?
TEMPLATE: no, shes not
PROMPT: No, she's not. {bk04-l3d-f10-06.mp3}
RESPONSE: No, she's not.
TEMPLATE: she doesnt like the paragraph
PROMPT: She doesn't like the paragraph. {bk04-l3d-f10-07.mp3}
RESPONSE: She doesn't like the paragraph.
# Source: ST §Write the Paragraph
$PRODUCE Write the Paragraph
ID: l3-s33
LONGFORM
INTRO: Same job, no audio help: type each sentence of Tom's morning with correct capitals and punctuation. The grader is strict — that's the point.
INSTRUCTION: Type each sentence with correct capitalization and punctuation.
INPUT: type
CHECK: exact
NORMALIZE: strict
TEMPLATE: tom gets up at 6:00
RESPONSE: Tom gets up at 6:00.
TEMPLATE: he takes a shower and shaves
RESPONSE: He takes a shower and shaves.
TEMPLATE: he puts on his uniform
RESPONSE: He puts on his uniform.
TEMPLATE: he goes to the dining hall
RESPONSE: He goes to the dining hall.
TEMPLATE: he sits down at the table and eats breakfast
RESPONSE: He sits down at the table and eats breakfast.
TEMPLATE: mark sits with tom
RESPONSE: Mark sits with Tom.
TEMPLATE: mark smokes a cigarette
RESPONSE: Mark smokes a cigarette.
TEMPLATE: tom doesnt smoke
RESPONSE: Tom doesn't smoke.
TEMPLATE: at 7:15 they walk to class
RESPONSE: At 7:15 they walk to class.
# Source: ST §Alphabetical Order
$SELECT Alphabetical Order
ID: l3-s18
ORDER
INTRO: One last skill for the dictionary hunters: put each set of words in alphabetical order.
INSTRUCTION: Arrange the words in alphabetical order.
TEMPLATE: Put these words in alphabetical order.
OPTION: a | lab
OPTION: b | lamb
OPTION: c | language
OPTION: d | last
OPTION: e | late
ANSWER: a,b,c,d,e
TEMPLATE: Put these words in alphabetical order.
OPTION: a | library
OPTION: b | live
OPTION: c | like
OPTION: d | lieutenant
OPTION: e | listen
ANSWER: a,d,c,e,b
TEMPLATE: Put these words in alphabetical order.
OPTION: a | homework
OPTION: b | hot
OPTION: c | how
OPTION: d | hour
OPTION: e | hospital
ANSWER: a,e,b,d,c
TEMPLATE: Put these words in alphabetical order.
OPTION: a | say
OPTION: b | salad
OPTION: c | same
OPTION: d | sailor
OPTION: e | sad
ANSWER: e,d,b,c,a
$LESSON 3-8: Extra Sound Practice — O, AW, and OU
# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "BOAT / BOUGHT" — instructor-read
# sound discrimination with no recorded stimulus and no fixed word list. Convertible later
# with chosen items + TTS.
# Source: ST §Speaking Skill: COAT/CAUGHT
$DIALOGUE Coat or Caught?
ID: l3-s5
INTRO: A short pronunciation workout to close the lesson. Each pair contrasts the O of "coat" with the AW of "caught" — say both and feel the difference.
INSTRUCTION: Repeat each pair. Focus on the vowel sounds.
REPEAT
LINE: so — saw
LINE: coat — caught
LINE: low — law
LINE: hole — hall
LINE: owe — awe
LINE: phone — fawn
LINE: oaf — off
LINE: loan — lawn
LINE: coast — cost
LINE: boat — bought
# Source: ST §Speaking Skill: BOUGHT
$DIALOGUE The AW Sound — Bought
ID: l3-s6
INTRO: Now just the AW sound, ten words in a row. Repeat each one.
INSTRUCTION: Repeat each word.
REPEAT
LINE: moss
LINE: ball
LINE: straw
LINE: store
LINE: law
LINE: saw
LINE: bought
LINE: fall
LINE: raw
LINE: autumn
# Source: ST §Speaking Skill: ABOUT
$DIALOGUE The OU Sound — About
ID: l3-s7
INTRO: Last one: the OU sound of "about." Repeat each word — and that's Lesson 3. You can now dress for the weather, say what you can do, ask permission properly, and punctuate the story afterward. See you in Lesson 4.
INSTRUCTION: Repeat each word.
REPEAT
LINE: mouth
LINE: found
LINE: cow
LINE: round
LINE: loud
LINE: now
LINE: bout
LINE: brown
LINE: cloud
LINE: sound
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