1880 lines
68 KiB
Plaintext
1880 lines
68 KiB
Plaintext
$MODULE Book 1 · Lesson 4: Today Is Thursday {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book1_lesson4
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DESCRIPTION: Yes/no questions with this/that and these/those, possessives, the alphabet, days of the week, telling time, and in/on/under in the classroom. The final part is optional extra practice for reading letters.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: SpeakerA | schedar | Male voice asking questions
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VOICE: SpeakerB | gacrux | Female voice answering questions
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VOICE: Student1 | schedar | Male student
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VOICE: Student2 | gacrux | Female student
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VOICE: StudentA | schedar | Male speaker
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VOICE: StudentB | achird | Male speaker
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$SESSION 4-1: Yes and No — Questions and Answers
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# Source: LLA 4A Figure 1 (Part 1)
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$DIALOGUE Is This a Pen? — Yes
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ID: 4a-f1
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INTRO: In this lesson you'll learn to ask and answer yes/no questions, say the alphabet and the days of the week, tell the time, and say where things are. We start close up: point at something near you and ask with "this"; point across the room and ask with "that". Listen and repeat each question and its "yes" answer.
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INSTRUCTION: Listen and repeat.
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REPEAT
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SpeakerA: Is this a pen? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-q.mp3}
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SpeakerB: Yes, it's a pen. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-a.mp3}
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SpeakerA: Is this a book? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-q.mp3}
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SpeakerB: Yes, it's a book. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-a.mp3}
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SpeakerA: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-q.mp3}
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SpeakerB: Yes, it's a chair. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-a.mp3}
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SpeakerA: Is this a table? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-q.mp3}
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SpeakerB: Yes, it's a table. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-a.mp3}
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SpeakerA: Is that a clock? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-q.mp3}
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SpeakerB: Yes, it's a clock. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-a.mp3}
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SpeakerA: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-q.mp3}
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SpeakerB: Yes, it's a window. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-a.mp3}
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SpeakerA: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-q.mp3}
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SpeakerB: Yes, it's a door. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-a.mp3}
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# Source: LLA 4A Figure 1 (Part 2)
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$DIALOGUE Is This a Notebook? — No
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ID: 4a-f1-b
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INTRO: Now the "no" answers. The finger points at a pen, but the question asks about a notebook — so the answer is "No, it isn't". Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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SpeakerA: Is this a notebook? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-q.mp3}
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SpeakerB: No, it isn't a notebook. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-a.mp3}
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SpeakerA: Is this a clock? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-q.mp3}
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SpeakerB: No, it isn't a clock. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-a.mp3}
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SpeakerA: Is this a table? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-q.mp3}
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SpeakerB: No, it isn't a table. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-a.mp3}
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SpeakerA: Is this a wall? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-q.mp3}
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SpeakerB: No, it isn't a wall. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-a.mp3}
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SpeakerA: Is that a book? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-q.mp3}
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SpeakerB: No, it isn't a book. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-a.mp3}
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SpeakerA: Is that a blackboard? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-q.mp3}
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SpeakerB: No, it isn't a blackboard. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-a.mp3}
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SpeakerA: Is that a window? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-q.mp3}
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SpeakerB: No, it isn't a window. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-a.mp3}
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# Source: ST §Are You a Student? (grammar table)
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$GRAMMAR Yes or No — the Question and the Long Answer
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ID: l4-s1
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INTRO: Here's the pattern behind everything you just repeated: the question puts "is" or "are" first, and the answer says the whole sentence back.
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CARD: To ask a yes/no question, put **am**, **is**, or **are** first.
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{Are you a student?}
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{Is she a teacher?}
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{Is this a pen?}
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{Are they doctors?}
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CARD: For **yes**, answer with the full sentence.
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{Yes, I'm a student.}
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{Yes, she's a teacher.}
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{Yes, this is a pen.}
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{Yes, they're doctors.}
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CARD: For **no**, add **not**.
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{No, I'm not a student.}
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{No, she's not a teacher.}
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{No, this isn't a pen.}
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{No, they're not doctors.}
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CARD: **Isn't** and **aren't** are short forms of "is not" and "are not" — both are correct.
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{No, she isn't a teacher.}
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{No, they aren't doctors.}
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SUMMARY:
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| Question | Long Answer |
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|---|---|
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| Are you a student? | Yes, I'm a student.<br>No, I'm not a student. |
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| Is she a teacher? | Yes, she's a teacher.<br>No, she's not a teacher.<br>No, she isn't a teacher. |
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| Is this a pen? | Yes, this is a pen.<br>No, this isn't a pen. |
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| Are they doctors? | Yes, they're doctors.<br>No, they're not doctors.<br>No, they aren't doctors. |
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# Source: ST §Yes, It's a Notebook.
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$DIALOGUE Yes, He's a Mechanic
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ID: l4-s2
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INTRO: The same questions and answers, now about people too — mechanics, teachers, doctors. Listen and repeat each pair.
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INSTRUCTION: Listen and repeat the sentences.
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REPEAT
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LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg|Drawing of a closed book}
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LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg|Drawing of an open door}
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LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg|Drawing of a male mechanic in work clothes and a cap working on a machine}
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LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg|Drawing of a woman looking up towards two airplanes flying in the sky}
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LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg|Drawing of a male teacher in front of a blackboard with math equations}
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LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg|Drawing of a student holding books close to his chest}
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LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg|Drawing of a female student sitting at a desk with an open book}
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LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg|Drawing of a nurse in uniform}
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# Source: LLA 4A Figure 1 (Part 3)
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$PRODUCE Your Turn: Yes or No?
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ID: 4a-f1-c
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INPUT: speak
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CHECK: reveal
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INTRO: Now you answer. Look at the picture, answer each question aloud with a full sentence, then check against the recording.
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INSTRUCTION: Answer aloud in a full sentence.
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EXAMPLE
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PROMPT: Is this a clock? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-ex-q.mp3}
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RESPONSE: No, it isn't a clock. {bk01-l4a-f1-ex-a.mp3}
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PROMPT: Is this a pencil? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-15-q.mp3}
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RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-15-a.mp3}
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PROMPT: Is this a notebook? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-16-q.mp3}
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RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-16-a.mp3}
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PROMPT: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-17-q.mp3}
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RESPONSE: Yes, it's a chair. {bk01-l4a-f1-17-a.mp3}
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PROMPT: Is this a window? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-18-q.mp3}
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RESPONSE: No, it isn't a window. {bk01-l4a-f1-18-a.mp3}
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PROMPT: Is that a pen? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-19-q.mp3}
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RESPONSE: No, it isn't a pen. {bk01-l4a-f1-19-a.mp3}
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PROMPT: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-20-q.mp3}
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RESPONSE: Yes, it's a window. {bk01-l4a-f1-20-a.mp3}
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PROMPT: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-21-q.mp3}
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RESPONSE: Yes, it's a door. {bk01-l4a-f1-21-a.mp3}
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# Source: ST §Yes, Jim Is a Doctor.
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$PRODUCE Complete the Long Answers
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ID: l4-s3
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INTRO: Type the rest of each long answer. Joe the mechanic is counting on you.
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INSTRUCTION: Type the rest of the long answer.
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INPUT: type
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CHECK: exact
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TEMPLATE: Is Joe a mechanic?\n— Yes, ____
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RESPONSE: Yes, Joe is a mechanic.
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ACCEPT: Joe is a mechanic | he's a mechanic | he is a mechanic
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TEMPLATE: Are you a pilot?\n— No, ____
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RESPONSE: No, I'm not a pilot.
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ACCEPT: I'm not a pilot | I am not a pilot
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TEMPLATE: Are we students?\n— Yes, ____
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RESPONSE: Yes, you're students.
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ACCEPT: you're students | you are students | we're students | we are students
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TEMPLATE: Is she a teacher?\n— No, ____
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RESPONSE: No, she's not a teacher.
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ACCEPT: she's not a teacher | she isn't a teacher | she is not a teacher
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TEMPLATE: Are they cooks?\n— No, ____
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RESPONSE: No, they're not cooks.
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ACCEPT: they're not cooks | they aren't cooks | they are not cooks
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# Source: new (gap: this/that/these/those are drilled throughout 4A but never explained anywhere in the lesson; restored 2026-08-22 from the previous master)
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$GRAMMAR This, That, These, Those
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ID: 4a-g2
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INTRO: A quick word about "this", "that", "these", and "those" before the plural questions.
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CARD: Use **this** for one thing near you, and **that** for one thing farther away.
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{Is this a pen?}
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{Is that a door?}
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CARD: For more than one thing, **this** becomes **these** and **that** becomes **those**.
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{Are these books?}
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{Are those chairs?}
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SUMMARY:
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| | Near | Far |
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| One | this | that |
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| More than one | these | those |
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# Source: LLA 4A Figure 2 (Part 1)
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$DIALOGUE Are These Books? — Yes
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ID: 4a-f2
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INTRO: Two of something? Then it's "these" up close and "those" over there. Listen and repeat the questions and "yes" answers.
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INSTRUCTION: Listen and repeat.
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REPEAT
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SpeakerA: Are these books? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-q.mp3}
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SpeakerB: Yes, they are books. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-a.mp3}
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SpeakerA: Are these tables? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-q.mp3}
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SpeakerB: Yes, they are tables. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-a.mp3}
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SpeakerA: Are these pencils? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-q.mp3}
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SpeakerB: Yes, they are pencils. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-a.mp3}
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SpeakerA: Are those chairs? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-q.mp3}
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SpeakerB: Yes, they are chairs. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-a.mp3}
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SpeakerA: Are those windows? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-q.mp3}
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SpeakerB: Yes, they are windows. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-a.mp3}
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SpeakerA: Are those clocks? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-q.mp3}
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SpeakerB: Yes, they are clocks. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-a.mp3}
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# Source: LLA 4A Figure 2 (Part 2)
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$DIALOGUE Are These Pens? — No
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ID: 4a-f2-b
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INTRO: And the plural "no" answers — they aren't pens, whatever the finger is pointing at. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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SpeakerA: Are these pens? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-q.mp3}
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SpeakerB: No, they aren't pens. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-a.mp3}
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SpeakerA: Are these pencils? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-q.mp3}
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SpeakerB: No, they aren't pencils. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-a.mp3}
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SpeakerA: Are these tables? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-q.mp3}
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SpeakerB: No, they aren't tables. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-a.mp3}
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SpeakerA: Are those desks? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-q.mp3}
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SpeakerB: No, they aren't desks. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-a.mp3}
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SpeakerA: Are those maps? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-q.mp3}
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SpeakerB: No, they aren't maps. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-a.mp3}
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SpeakerA: Are those windows? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-q.mp3}
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SpeakerB: No, they aren't windows. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-a.mp3}
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$SESSION 4-2: My, Your, Her, His
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# Source: LLA 4A Figure 3 (part 1 — phrase pass; restored 2026-08-22: the tape teaches the bare possessive phrases before the sentences)
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$DIALOGUE My Pen, Your Book
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ID: 4a-f3-a
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INTRO: In this part you'll learn to say who things belong to. First just the phrases — "my pen", "your book". Listen and repeat each one.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-p01.mp3}
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LINE: your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-p02.mp3}
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LINE: her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-p03.mp3}
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VOCAB: quarter
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LINE: his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-p04.mp3}
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LINE: my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-p05.mp3}
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LINE: your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-p06.mp3}
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LINE: her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-p07.mp3}
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LINE: his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-p08.mp3}
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# Source: LLA 4A Figure 3 (part 2 — sentence pass)
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$DIALOGUE This Is My Pen
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ID: 4a-f3
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INTRO: Now the same pictures in full sentences. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-01.mp3}
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LINE: That's your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-02.mp3}
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LINE: That's her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-03.mp3}
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LINE: This is his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-04.mp3}
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LINE: This is my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-05.mp3}
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|
||
LINE: This is your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-06.mp3}
|
||
|
||
LINE: That's her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-07.mp3}
|
||
|
||
LINE: That's his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-08.mp3}
|
||
|
||
# Source: new (gap: possessive adjectives are drilled on the 4A tape but never explained anywhere in the lesson)
|
||
$GRAMMAR My, Your, Her, His
|
||
ID: 4a-g1
|
||
INTRO: Four small words do all the owning in English. Here they are.
|
||
|
||
CARD: **My** means it belongs to me. **Your** means it belongs to you.
|
||
{This is my pen.}
|
||
{That's your book.}
|
||
|
||
CARD: **Her** is for a woman. **His** is for a man.
|
||
{That's her notebook.}
|
||
{This is his quarter.}
|
||
|
||
SUMMARY:
|
||
| Person | Word | Example |
|
||
|---|---|---|
|
||
| I | my | This is my pen. |
|
||
| you | your | That's your book. |
|
||
| she | her | That's her notebook. |
|
||
| he | his | This is his quarter. |
|
||
|
||
# Source: LLA 4A Figure 4 (Part 1)
|
||
$DIALOGUE Is That My Pen?
|
||
ID: 4a-f4
|
||
INTRO: Questions and answers with possessives. Notice the swap: you ask about "my" pen, and the answer comes back with "your" pen. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
SpeakerA: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-q.mp3}
|
||
SpeakerB: Yes, that's your pen. {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-a.mp3}
|
||
|
||
SpeakerA: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-q.mp3}
|
||
SpeakerB: Yes, this is my book. {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-a.mp3}
|
||
|
||
SpeakerA: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-q.mp3}
|
||
SpeakerB: Yes, that's her notebook. {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-a.mp3}
|
||
|
||
SpeakerA: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-q.mp3}
|
||
SpeakerB: Yes, that's his quarter. {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-a.mp3}
|
||
|
||
SpeakerA: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-q.mp3}
|
||
SpeakerB: No, this isn't her chair. {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-a.mp3}
|
||
|
||
SpeakerA: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-q.mp3}
|
||
SpeakerB: No, that's not your pencil. {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-a.mp3}
|
||
|
||
SpeakerA: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-q.mp3}
|
||
SpeakerB: No, that's not his table. {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-a.mp3}
|
||
|
||
SpeakerA: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-q.mp3}
|
||
SpeakerB: No, that's not my clock. {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-a.mp3}
|
||
|
||
# Source: LLA 4A Figure 4 (Part 2)
|
||
$PRODUCE Whose Is It? — You Answer
|
||
ID: 4a-f4-b
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Now the answers are yours. Look at the picture, answer aloud with a complete sentence — remember the my/your swap — then repeat the model answer.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
REPEAT
|
||
|
||
PROMPT: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-09-q.mp3}
|
||
RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3}
|
||
|
||
PROMPT: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-10-q.mp3}
|
||
RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3}
|
||
|
||
PROMPT: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-11-q.mp3}
|
||
RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3}
|
||
|
||
PROMPT: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-12-q.mp3}
|
||
RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3}
|
||
|
||
PROMPT: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-13-q.mp3}
|
||
RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3}
|
||
|
||
PROMPT: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-14-q.mp3}
|
||
RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3}
|
||
|
||
PROMPT: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-15-q.mp3}
|
||
RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3}
|
||
|
||
PROMPT: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-16-q.mp3}
|
||
RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3}
|
||
|
||
# Source: LLA 4A Figure 5
|
||
$DIALOGUE Are These My Books?
|
||
ID: 4a-f5
|
||
INTRO: The same game with plurals — books, pens, clocks. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
SpeakerA: Are these my books? {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-q.mp3}
|
||
SpeakerB: Yes, they are your books. {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-a.mp3}
|
||
|
||
SpeakerA: Are those your pens? {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-q.mp3}
|
||
SpeakerB: Yes, they are my pens. {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-a.mp3}
|
||
|
||
SpeakerA: Are those her clocks? {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-q.mp3}
|
||
SpeakerB: Yes, they are her clocks. {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-a.mp3}
|
||
|
||
SpeakerA: Are those his pencils? {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-q.mp3}
|
||
SpeakerB: Yes, they are his pencils. {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-a.mp3}
|
||
|
||
SpeakerA: Are those my chairs? {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-q.mp3}
|
||
SpeakerB: No, they are not your chairs. {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-a.mp3}
|
||
|
||
SpeakerA: Are these her pencils? {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-q.mp3}
|
||
SpeakerB: No, they are not her pencils. {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-a.mp3}
|
||
|
||
SpeakerA: Is that his book? {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-q.mp3}
|
||
SpeakerB: No, it is not his book. {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-a.mp3}
|
||
|
||
SpeakerA: Are these your notebooks? {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-q.mp3}
|
||
SpeakerB: No, they are not my notebooks. {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-a.mp3}
|
||
|
||
$SESSION 4-3: The Alphabet
|
||
|
||
# Source: LLA 4A Figure 6
|
||
$DIALOGUE The Alphabet: A to Z
|
||
ID: 4a-f6
|
||
INTRO: In this part you'll learn the English alphabet — all twenty-six letters, from A to Z. Listen and repeat each one; you'll be spelling with them soon.
|
||
INSTRUCTION: Repeat the letters.
|
||
REPEAT
|
||
|
||
LINE: A {bk01-l4a-f6-01.mp3}
|
||
NOTES: A a
|
||
|
||
LINE: B {bk01-l4a-f6-02.mp3}
|
||
NOTES: B b
|
||
|
||
LINE: C {bk01-l4a-f6-03.mp3}
|
||
NOTES: C c
|
||
|
||
LINE: D {bk01-l4a-f6-04.mp3}
|
||
NOTES: D d
|
||
|
||
LINE: E {bk01-l4a-f6-05.mp3}
|
||
NOTES: E e
|
||
|
||
LINE: F {bk01-l4a-f6-06.mp3}
|
||
NOTES: F f
|
||
|
||
LINE: G {bk01-l4a-f6-07.mp3}
|
||
NOTES: G g
|
||
|
||
LINE: H {bk01-l4a-f6-08.mp3}
|
||
NOTES: H h
|
||
|
||
LINE: I {bk01-l4a-f6-09.mp3}
|
||
NOTES: I i
|
||
|
||
LINE: J {bk01-l4a-f6-10.mp3}
|
||
NOTES: J j
|
||
|
||
LINE: K {bk01-l4a-f6-11.mp3}
|
||
NOTES: K k
|
||
|
||
LINE: L {bk01-l4a-f6-12.mp3}
|
||
NOTES: L l
|
||
|
||
LINE: M {bk01-l4a-f6-13.mp3}
|
||
NOTES: M m
|
||
|
||
LINE: N {bk01-l4a-f6-14.mp3}
|
||
NOTES: N n
|
||
|
||
LINE: O {bk01-l4a-f6-15.mp3}
|
||
NOTES: O o
|
||
|
||
LINE: P {bk01-l4a-f6-16.mp3}
|
||
NOTES: P p
|
||
|
||
LINE: Q {bk01-l4a-f6-17.mp3}
|
||
NOTES: Q q
|
||
|
||
LINE: R {bk01-l4a-f6-18.mp3}
|
||
NOTES: R r
|
||
|
||
LINE: S {bk01-l4a-f6-19.mp3}
|
||
NOTES: S s
|
||
|
||
LINE: T {bk01-l4a-f6-20.mp3}
|
||
NOTES: T t
|
||
|
||
LINE: U {bk01-l4a-f6-21.mp3}
|
||
NOTES: U u
|
||
|
||
LINE: V {bk01-l4a-f6-22.mp3}
|
||
NOTES: V v
|
||
|
||
LINE: W {bk01-l4a-f6-23.mp3}
|
||
NOTES: W w
|
||
|
||
LINE: X {bk01-l4a-f6-24.mp3}
|
||
NOTES: X x
|
||
|
||
LINE: Y {bk01-l4a-f6-25.mp3}
|
||
NOTES: Y y
|
||
|
||
LINE: Z {bk01-l4a-f6-26.mp3}
|
||
NOTES: Z z
|
||
|
||
# Source: ST §What's the Letter?
|
||
$PRODUCE The Missing Letter
|
||
ID: l4-s4
|
||
INTRO: Each row of letters follows the alphabet, but one letter is missing. Type it — capital rows get capitals, small rows get small letters.
|
||
INSTRUCTION: Type the missing letter.
|
||
INPUT: type
|
||
CHECK: exact
|
||
NORMALIZE: strict
|
||
|
||
TEMPLATE: W ____{X} Y Z
|
||
RESPONSE: W X Y Z
|
||
|
||
TEMPLATE: F G ____{H} I
|
||
RESPONSE: F G H I
|
||
|
||
TEMPLATE: R S ____{T} U
|
||
RESPONSE: R S T U
|
||
|
||
TEMPLATE: K L M ____{N}
|
||
RESPONSE: K L M N
|
||
|
||
TEMPLATE: D E F ____{G}
|
||
RESPONSE: D E F G
|
||
|
||
TEMPLATE: ____{A} B C D
|
||
RESPONSE: A B C D
|
||
|
||
TEMPLATE: ____{H} I J K
|
||
RESPONSE: H I J K
|
||
|
||
TEMPLATE: O P ____{Q} R
|
||
RESPONSE: O P Q R
|
||
|
||
TEMPLATE: i j k ____{l}
|
||
RESPONSE: i j k l
|
||
|
||
TEMPLATE: q ____{r} s t
|
||
RESPONSE: q r s t
|
||
|
||
TEMPLATE: d ____{e} f g
|
||
RESPONSE: d e f g
|
||
|
||
TEMPLATE: u v ____{w} x
|
||
RESPONSE: u v w x
|
||
|
||
TEMPLATE: g h ____{i} j
|
||
RESPONSE: g h i j
|
||
|
||
TEMPLATE: n o ____{p} q
|
||
RESPONSE: n o p q
|
||
|
||
TEMPLATE: t ____{u} v w
|
||
RESPONSE: t u v w
|
||
|
||
TEMPLATE: k l ____{m} n
|
||
RESPONSE: k l m n
|
||
|
||
# Source: LLA 4A Figure 7
|
||
$SELECT Which Letter Do You Hear?
|
||
ID: 4a-f7
|
||
HIDE_PROMPT
|
||
INTRO: Listen to the letter and tap it. Capital or small, it's still the same letter.
|
||
INSTRUCTION: Tap the letter you hear.
|
||
|
||
PROMPT: G {bk01-l4a-f7-01.mp3}
|
||
OPTION: a | A
|
||
OPTION: b | C
|
||
OPTION: c | f
|
||
OPTION: d | g
|
||
ANSWER: d
|
||
|
||
PROMPT: N {bk01-l4a-f7-02.mp3}
|
||
OPTION: a | u
|
||
OPTION: b | n
|
||
OPTION: c | T
|
||
OPTION: d | H
|
||
ANSWER: b
|
||
|
||
PROMPT: D {bk01-l4a-f7-03.mp3}
|
||
OPTION: a | m
|
||
OPTION: b | D
|
||
OPTION: c | o
|
||
OPTION: d | l
|
||
ANSWER: b
|
||
|
||
PROMPT: K {bk01-l4a-f7-04.mp3}
|
||
OPTION: a | E
|
||
OPTION: b | F
|
||
OPTION: c | K
|
||
OPTION: d | r
|
||
ANSWER: c
|
||
|
||
PROMPT: P {bk01-l4a-f7-05.mp3}
|
||
OPTION: a | p
|
||
OPTION: b | q
|
||
OPTION: c | V
|
||
OPTION: d | X
|
||
ANSWER: a
|
||
|
||
PROMPT: J {bk01-l4a-f7-06.mp3}
|
||
OPTION: a | J
|
||
OPTION: b | G
|
||
OPTION: c | w
|
||
OPTION: d | S
|
||
ANSWER: a
|
||
|
||
PROMPT: O {bk01-l4a-f7-07.mp3}
|
||
OPTION: a | Q
|
||
OPTION: b | O
|
||
OPTION: c | R
|
||
OPTION: d | Y
|
||
ANSWER: b
|
||
|
||
PROMPT: E {bk01-l4a-f7-08.mp3}
|
||
OPTION: a | e
|
||
OPTION: b | I
|
||
OPTION: c | d
|
||
OPTION: d | U
|
||
ANSWER: a
|
||
|
||
PROMPT: A {bk01-l4a-f7-09.mp3}
|
||
OPTION: a | B
|
||
OPTION: b | D
|
||
OPTION: c | n
|
||
OPTION: d | a
|
||
ANSWER: d
|
||
|
||
PROMPT: L {bk01-l4a-f7-10.mp3}
|
||
OPTION: a | W
|
||
OPTION: b | z
|
||
OPTION: c | h
|
||
OPTION: d | L
|
||
ANSWER: d
|
||
|
||
$SESSION 4-4: Days of the Week
|
||
|
||
# Source: LLA 4B Figure 1
|
||
$PRODUCE Spell It Out
|
||
ID: 4b-f1
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: In this part you'll learn the days of the week — but first, a spelling warm-up. Listen to the letters and type the word they spell, then repeat the word.
|
||
INSTRUCTION: Type the word you hear spelled.
|
||
REPEAT
|
||
|
||
PROMPT: T-O-M-O-R-R-O-W {bk01-l4b-f1-01.mp3}
|
||
RESPONSE: tomorrow
|
||
|
||
PROMPT: O-N {bk01-l4b-f1-02.mp3}
|
||
RESPONSE: on
|
||
|
||
PROMPT: C-A-L-E-N-D-A-R {bk01-l4b-f1-03.mp3}
|
||
RESPONSE: calendar
|
||
|
||
PROMPT: U-N-D-E-R {bk01-l4b-f1-04.mp3}
|
||
RESPONSE: under
|
||
|
||
PROMPT: M-A-P {bk01-l4b-f1-05.mp3}
|
||
RESPONSE: map
|
||
|
||
PROMPT: D-A-Y {bk01-l4b-f1-06.mp3}
|
||
RESPONSE: day
|
||
|
||
# Source: LLA 4B Figure 1 (mystery word)
|
||
$PRODUCE The Mystery Word
|
||
ID: 4b-f1-b
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Look at the underlined letters in the six words you just spelled. Put them together, in order, and they make a day of the week. Type it — the recording will confirm.
|
||
INSTRUCTION: Type the secret word.
|
||
|
||
TEMPLATE: 1. to*m*orrow
|
||
TEMPLATE: 2. *o*n
|
||
TEMPLATE: 3. cale*n*dar
|
||
TEMPLATE: 4. un*d*er
|
||
TEMPLATE: 5. m*a*p
|
||
TEMPLATE: 6. da*y*
|
||
PROMPT: What's the word? {bk01-l4b-f1-07.mp3}
|
||
RESPONSE: Monday {bk01-l4b-f1-07-a.mp3}
|
||
ACCEPT: monday
|
||
|
||
# Source: LLA 4B Figure 2
|
||
$SELECT Same Word or Different Word?
|
||
ID: 4b-f2
|
||
HIDE_PROMPT
|
||
INTRO: You'll hear two words. Are they the same word twice, or two different words? Trust your ears — that's the whole exercise.
|
||
INSTRUCTION: Tap Same or Different.
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
PROMPT: meet, mate {bk01-l4b-f2-01.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: different: meet, mate {bk01-l4b-f2-01-fb.mp3}
|
||
|
||
PROMPT: page, page {bk01-l4b-f2-02.mp3}
|
||
ANSWER: s
|
||
FEEDBACK: same: page, page {bk01-l4b-f2-02-fb.mp3}
|
||
|
||
PROMPT: week, week {bk01-l4b-f2-03.mp3}
|
||
ANSWER: s
|
||
FEEDBACK: same: week, week {bk01-l4b-f2-03-fb.mp3}
|
||
|
||
PROMPT: wait, wait {bk01-l4b-f2-04.mp3}
|
||
ANSWER: s
|
||
FEEDBACK: same: wait, wait {bk01-l4b-f2-04-fb.mp3}
|
||
|
||
PROMPT: plays, please {bk01-l4b-f2-05.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: different: plays, please {bk01-l4b-f2-05-fb.mp3}
|
||
|
||
PROMPT: see, say {bk01-l4b-f2-06.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: different: see, say {bk01-l4b-f2-06-fb.mp3}
|
||
|
||
PROMPT: name, name {bk01-l4b-f2-07.mp3}
|
||
ANSWER: s
|
||
FEEDBACK: same: name, name {bk01-l4b-f2-07-fb.mp3}
|
||
|
||
PROMPT: lake, leak {bk01-l4b-f2-08.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: different: lake, leak {bk01-l4b-f2-08-fb.mp3}
|
||
|
||
PROMPT: we, way {bk01-l4b-f2-09.mp3}
|
||
ANSWER: d
|
||
FEEDBACK: different: we, way {bk01-l4b-f2-09-fb.mp3}
|
||
|
||
PROMPT: mean, mean {bk01-l4b-f2-10.mp3}
|
||
ANSWER: s
|
||
FEEDBACK: same: mean, mean {bk01-l4b-f2-10-fb.mp3}
|
||
|
||
# Source: ST §This Is a Calendar.
|
||
$DIALOGUE This Is a Calendar {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30}
|
||
ID: l4-s5
|
||
INTRO: Here's a calendar: seven days, one weekend, and — for the whole of this lesson — today is Thursday. Read the sentences.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
VOCAB: calendar
|
||
LINE: This is a calendar.
|
||
|
||
VOCAB: week
|
||
VOCAB: day
|
||
LINE: A week is seven days.
|
||
|
||
VOCAB: Sunday
|
||
VOCAB: Monday
|
||
VOCAB: Tuesday
|
||
VOCAB: Wednesday
|
||
VOCAB: Thursday
|
||
VOCAB: Friday
|
||
VOCAB: Saturday
|
||
LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.
|
||
|
||
VOCAB: weekend
|
||
LINE: Saturday and Sunday are the weekend.
|
||
|
||
VOCAB: today
|
||
VOCAB: tomorrow
|
||
LINE: Today is Thursday. Tomorrow is Friday.
|
||
|
||
# Source: LLA 4B Figure 3
|
||
$DIALOGUE Say the Days
|
||
ID: 4b-f3
|
||
INTRO: Now say the seven days yourself, in order. Listen and repeat each one.
|
||
INSTRUCTION: Repeat the days.
|
||
REPEAT
|
||
|
||
LINE: Sunday {bk01-l4b-f3-01.mp3}
|
||
|
||
LINE: Monday {bk01-l4b-f3-02.mp3}
|
||
|
||
LINE: Tuesday {bk01-l4b-f3-03.mp3}
|
||
|
||
LINE: Wednesday {bk01-l4b-f3-04.mp3}
|
||
|
||
LINE: Thursday {bk01-l4b-f3-05.mp3}
|
||
|
||
LINE: Friday {bk01-l4b-f3-06.mp3}
|
||
|
||
LINE: Saturday {bk01-l4b-f3-07.mp3}
|
||
|
||
# Source: LLA 4B Figure 4
|
||
$DIALOGUE Today and Tomorrow
|
||
ID: 4b-f4
|
||
INTRO: Today, tomorrow — the week rolls on, and Sunday always comes back. Listen and repeat each pair of sentences.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3}
|
||
|
||
LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3}
|
||
|
||
LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3}
|
||
|
||
LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3}
|
||
|
||
LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3}
|
||
|
||
LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3}
|
||
|
||
LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3}
|
||
|
||
# Source: LLA 4B Figure 5
|
||
$PRODUCE Type the Missing Day
|
||
ID: 4b-f5
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Listen to the two sentences and type the day that's missing on the screen. Then repeat the whole thing.
|
||
INSTRUCTION: Type the missing day.
|
||
REPEAT
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
|
||
TEMPLATE: Today is ____.\nTomorrow is Monday.
|
||
RESPONSE: Sunday
|
||
ACCEPT: Sunday | sunday
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
|
||
TEMPLATE: Today is Wednesday.\nTomorrow is ____.
|
||
RESPONSE: Thursday
|
||
ACCEPT: Thursday | thursday
|
||
|
||
PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
|
||
TEMPLATE: Today is ____.\nTomorrow is Saturday.
|
||
RESPONSE: Friday
|
||
ACCEPT: Friday | friday
|
||
|
||
PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
|
||
TEMPLATE: Today is Monday.\nTomorrow is ____.
|
||
RESPONSE: Tuesday
|
||
ACCEPT: Tuesday | tuesday
|
||
|
||
PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
|
||
TEMPLATE: Today is ____.\nTomorrow is Sunday.
|
||
RESPONSE: Saturday
|
||
ACCEPT: Saturday | saturday
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
|
||
TEMPLATE: Today is ____.\nTomorrow is Thursday.
|
||
RESPONSE: Wednesday
|
||
ACCEPT: Wednesday | wednesday
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
|
||
TEMPLATE: Today is Sunday.\nTomorrow is ____.
|
||
RESPONSE: Monday
|
||
ACCEPT: Monday | monday
|
||
|
||
# Source: ST §No, Today Isn't Friday.
|
||
$PRODUCE Questions About the Calendar
|
||
ID: l4-s7
|
||
REFERENCE: l4-s5
|
||
INTRO: Answer the questions aloud in full sentences. Imagine today is Thursday — the calendar insists. Open the calendar page if you need it.
|
||
INSTRUCTION: Answer aloud. Today is Thursday.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
SHOW_PROMPT
|
||
RUBRIC: Accept any grammatically correct full-sentence answer that states the correct day or fact based on the lesson context (Today is Thursday, tomorrow is Friday, a week has 7 days, weekend is Saturday and Sunday).
|
||
|
||
EXAMPLE
|
||
PROMPT: Is today Thursday?
|
||
RESPONSE: Yes, it's Thursday.
|
||
|
||
PROMPT: Is today Thursday?
|
||
RESPONSE: Yes, it's Thursday.
|
||
|
||
PROMPT: Is today Friday?
|
||
RESPONSE: No, today isn't Friday. Today is Thursday.
|
||
|
||
PROMPT: What's today?
|
||
RESPONSE: Today is Thursday.
|
||
|
||
PROMPT: What's tomorrow?
|
||
RESPONSE: Tomorrow is Friday.
|
||
|
||
PROMPT: Is tomorrow Monday?
|
||
RESPONSE: No, tomorrow isn't Monday. Tomorrow is Friday.
|
||
|
||
PROMPT: Is tomorrow Saturday?
|
||
RESPONSE: No, tomorrow isn't Saturday. Tomorrow is Friday.
|
||
|
||
PROMPT: What's a weekend?
|
||
RESPONSE: Saturday and Sunday are the weekend.
|
||
|
||
PROMPT: Is the weekend Saturday and Sunday?
|
||
RESPONSE: Yes, the weekend is Saturday and Sunday.
|
||
|
||
PROMPT: Is a week seven days?
|
||
RESPONSE: Yes, a week is seven days.
|
||
|
||
# Source: LLA 4C Figure 1 (ST "What Day Is It?" is the same dialog — kept the cassette version)
|
||
$DIALOGUE Good Morning — What Day Is It?
|
||
ID: 4c-f1
|
||
INTRO: Two students meet in the morning and, naturally, talk about what day it is. Listen and repeat each line — you'll be Student 2 in a minute.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Student1: Good morning. {bk01-l4c-f1-01.mp3}
|
||
Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3}
|
||
Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3}
|
||
Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3}
|
||
Student1: It's Thursday. {bk01-l4c-f1-05.mp3}
|
||
Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3}
|
||
|
||
# Source: LLA 4C Figure 2
|
||
$PRODUCE You're Student 2 — Type Your Lines
|
||
ID: 4c-f2
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Same conversation, and now you're Student 2. Read Student 1's line, listen to your reply, and type it word for word.
|
||
INSTRUCTION: Type Student 2's response.
|
||
REPEAT
|
||
|
||
TEMPLATE: Student 1: Good morning.
|
||
PROMPT: Good morning. How are you? {bk01-l4c-f2-01.mp3}
|
||
RESPONSE: Good morning. How are you? {bk01-l4c-f2-01.mp3}
|
||
|
||
TEMPLATE: Student 1: Fine, thanks. And you?
|
||
PROMPT: Okay. What day is it? {bk01-l4c-f2-02.mp3}
|
||
RESPONSE: Okay. What day is it? {bk01-l4c-f2-02.mp3}
|
||
|
||
TEMPLATE: Student 1: It's Thursday.
|
||
PROMPT: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}
|
||
RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3}
|
||
|
||
# Source: LLA 4C Figure 3
|
||
$SELECT The Sound in "She" or "Day"?
|
||
ID: 4c-f3
|
||
HIDE_PROMPT
|
||
INTRO: One more ear-check. Listen to the word: does it have the vowel sound in "she", or the vowel sound in "day"?
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | /i/ sound (as in she)
|
||
OPTION: b | /eɪ/ sound (as in day)
|
||
|
||
PROMPT: weak {bk01-l4c-f3-01.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: weak {bk01-l4c-f3-01-fb.mp3}
|
||
|
||
PROMPT: same {bk01-l4c-f3-02.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: same {bk01-l4c-f3-02-fb.mp3}
|
||
|
||
PROMPT: place {bk01-l4c-f3-03.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: place {bk01-l4c-f3-03-fb.mp3}
|
||
|
||
PROMPT: eat {bk01-l4c-f3-04.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: eat {bk01-l4c-f3-04-fb.mp3}
|
||
|
||
PROMPT: see {bk01-l4c-f3-05.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: see {bk01-l4c-f3-05-fb.mp3}
|
||
|
||
PROMPT: page {bk01-l4c-f3-06.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: page {bk01-l4c-f3-06-fb.mp3}
|
||
|
||
PROMPT: make {bk01-l4c-f3-07.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: make {bk01-l4c-f3-07-fb.mp3}
|
||
|
||
PROMPT: we {bk01-l4c-f3-08.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: we {bk01-l4c-f3-08-fb.mp3}
|
||
|
||
PROMPT: these {bk01-l4c-f3-09.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: these {bk01-l4c-f3-09-fb.mp3}
|
||
|
||
PROMPT: eight {bk01-l4c-f3-10.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: eight {bk01-l4c-f3-10-fb.mp3}
|
||
|
||
$SESSION 4-5: Telling Time
|
||
|
||
# Source: ST §Time
|
||
$DIALOGUE It's 9 O'Clock
|
||
ID: l4-s9
|
||
INTRO: In this part you'll learn to tell the time. On the hour it's easy: the number, then "o'clock". Look at each clock and read the sentence.
|
||
INSTRUCTION: Look at the clocks and read the sentences.
|
||
|
||
VOCAB: o'clock
|
||
LINE: It's 9 o'clock. {st-page_091_001.jpg|Clock showing 9:00}
|
||
LINE: It's 10 o'clock. {st-page_091_002.jpg|Clock showing 10:00}
|
||
LINE: It's 7 o'clock. {st-page_091_003.jpg|Clock showing 7:00}
|
||
|
||
# Source: LLA 4B Figure 7
|
||
$DIALOGUE Go to the Lab at 9 O'Clock
|
||
ID: 4b-f7
|
||
INTRO: Schedule orders — go to the lab, go to the classroom, always "at" a time. Repeat each sentence; you'll be hearing these daily.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: Go to the lab at 9 o'clock. {page_099_001.jpg|A clock showing 9 o'clock} {bk01-l4b-f7-01.mp3}
|
||
|
||
LINE: Go to the lab at 6 o'clock. {page_099_002.jpg|A clock showing 6 o'clock} {bk01-l4b-f7-02.mp3}
|
||
|
||
LINE: Go to the lab at 5 o'clock. {page_099_003.jpg|A clock showing 5 o'clock} {bk01-l4b-f7-03.mp3}
|
||
|
||
LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg|A clock showing 3 o'clock} {bk01-l4b-f7-04.mp3}
|
||
|
||
LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg|A clock showing 10 o'clock} {bk01-l4b-f7-05.mp3}
|
||
|
||
# Source: LLA 4B Figure 8
|
||
$SELECT Tap the Right Clock
|
||
ID: 4b-f8
|
||
INTRO: Listen to the instruction and tap the clock that shows that time.
|
||
INSTRUCTION: Tap the correct clock.
|
||
|
||
PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3}
|
||
OPTION: a | {page_100_001.jpg|a A clock showing 12 o'clock}
|
||
OPTION: b | {page_100_002.jpg|b A clock showing 9 o'clock}
|
||
OPTION: c | {page_100_003.jpg|c A clock showing 5 o'clock}
|
||
OPTION: d | {page_100_004.jpg|d A clock showing 1 o'clock}
|
||
ANSWER: c
|
||
FEEDBACK: 5 o'clock {bk01-l4b-f8-01-fb.mp3}
|
||
|
||
PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3}
|
||
OPTION: a | {page_100_005.jpg|a A clock showing 9 o'clock}
|
||
OPTION: b | {page_100_006.jpg|b A clock showing 10 o'clock}
|
||
OPTION: c | {page_100_007.jpg|c A clock showing 11 o'clock}
|
||
OPTION: d | {page_100_008.jpg|d A clock showing 12 o'clock}
|
||
ANSWER: b
|
||
FEEDBACK: 10 o'clock {bk01-l4b-f8-02-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3}
|
||
OPTION: a | {page_100_009.jpg|a A clock showing 7 o'clock}
|
||
OPTION: b | {page_100_010.jpg|b A clock showing 6 o'clock}
|
||
OPTION: c | {page_100_011.jpg|c A clock showing 5 o'clock}
|
||
OPTION: d | {page_100_012.jpg|d A clock showing 8 o'clock}
|
||
ANSWER: a
|
||
FEEDBACK: 7 o'clock {bk01-l4b-f8-03-fb.mp3}
|
||
|
||
PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3}
|
||
OPTION: a | {page_100_013.jpg|a A clock showing 10 o'clock}
|
||
OPTION: b | {page_100_014.jpg|b A clock showing 3 o'clock}
|
||
OPTION: c | {page_100_015.jpg|c A clock showing 9 o'clock}
|
||
OPTION: d | {page_100_016.jpg|d A clock showing 1 o'clock}
|
||
ANSWER: d
|
||
FEEDBACK: 1 o'clock {bk01-l4b-f8-04-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3}
|
||
OPTION: a | {page_100_017.jpg|a A clock showing 6 o'clock}
|
||
OPTION: b | {page_100_018.jpg|b A clock showing 3 o'clock}
|
||
OPTION: c | {page_100_019.jpg|c A clock showing 9 o'clock}
|
||
OPTION: d | {page_100_020.jpg|d A clock showing 12 o'clock}
|
||
ANSWER: d
|
||
FEEDBACK: 12 o'clock {bk01-l4b-f8-05-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3}
|
||
OPTION: a | {page_100_021.jpg|a A clock showing 6 o'clock}
|
||
OPTION: b | {page_100_022.jpg|b A clock showing 12 o'clock}
|
||
OPTION: c | {page_100_023.jpg|c A clock showing 2 o'clock}
|
||
OPTION: d | {page_100_024.jpg|d A clock showing 3 o'clock}
|
||
ANSWER: c
|
||
FEEDBACK: 2 o'clock {bk01-l4b-f8-06-fb.mp3}
|
||
|
||
# Source: ST §Write the Time
|
||
$PRODUCE Write the Time
|
||
ID: l4-s10
|
||
INTRO: Look at the clock and type the time.
|
||
INSTRUCTION: Look at the clock and type the time.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
TEMPLATE: It's ____{8 o'clock|eight o'clock}. {st-page_091_004.jpg|Clock showing 8:00}
|
||
RESPONSE: It's 8 o'clock.
|
||
|
||
TEMPLATE: It's ____{3 o'clock|three o'clock}. {st-page_091_005.jpg|Clock showing 3:00}
|
||
RESPONSE: It's 3 o'clock.
|
||
|
||
TEMPLATE: It's ____{11 o'clock|eleven o'clock}. {st-page_091_006.jpg|Clock showing 11:00}
|
||
RESPONSE: It's 11 o'clock.
|
||
|
||
# Source: LLA 4C Figure 4
|
||
$DIALOGUE Times with Minutes
|
||
ID: 4c-f4
|
||
INTRO: Now the times between the hours — 10:20, 9:30, 1:15. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 7:00} {bk01-l4c-f4-01.mp3}
|
||
LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 10:20} {bk01-l4c-f4-02.mp3}
|
||
LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 7:10} {bk01-l4c-f4-03.mp3}
|
||
LINE: Go to the lab at 2 o'clock. {page_103_004.jpg|A clock face showing 2:00} {bk01-l4c-f4-04.mp3}
|
||
LINE: Go to the classroom at 9:30. {page_103_005.jpg|A clock face showing 9:30} {bk01-l4c-f4-05.mp3}
|
||
LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:15} {bk01-l4c-f4-06.mp3}
|
||
|
||
# Source: ST §What's the Time?
|
||
$PRODUCE What's the Time?
|
||
ID: l4-s11
|
||
INTRO: Read each clock and type the minutes. The hour is already done for you — we're generous like that.
|
||
INSTRUCTION: Write the numbers to complete the time.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
EXAMPLE
|
||
TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg|Clock showing 3:10}
|
||
RESPONSE: It's 3:10.
|
||
ACCEPT: 10
|
||
|
||
TEMPLATE: It's 6:____{50}. {st-page_092_005.jpg|Clock showing 6:50}
|
||
RESPONSE: It's 6:50.
|
||
ACCEPT: 50
|
||
|
||
TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg|Clock showing 12:15}
|
||
RESPONSE: It's 12:15.
|
||
ACCEPT: 15
|
||
|
||
TEMPLATE: It's 10:____{05|5}. {st-page_092_007.jpg|Clock showing 10:05}
|
||
RESPONSE: It's 10:05.
|
||
ACCEPT: 05 | 5
|
||
|
||
TEMPLATE: It's 3:____{30}. {st-page_092_008.jpg|Clock showing 3:30}
|
||
RESPONSE: It's 3:30.
|
||
ACCEPT: 30
|
||
|
||
TEMPLATE: It's 9:____{15}. {st-page_092_009.jpg|Clock showing 9:15}
|
||
RESPONSE: It's 9:15.
|
||
ACCEPT: 15
|
||
|
||
TEMPLATE: It's 2:____{20}. {st-page_092_010.jpg|Clock showing 2:20}
|
||
RESPONSE: It's 2:20.
|
||
ACCEPT: 20
|
||
|
||
TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg|Clock showing 6:50}
|
||
RESPONSE: It's 6:50.
|
||
ACCEPT: 50
|
||
|
||
TEMPLATE: It's 8:____{00|0}. {st-page_092_012.jpg|Clock showing 8:00}
|
||
RESPONSE: It's 8:00.
|
||
ACCEPT: 00 | 0
|
||
|
||
TEMPLATE: It's 7:____{10}. {st-page_092_013.jpg|Clock showing 7:10}
|
||
RESPONSE: It's 7:10.
|
||
ACCEPT: 10
|
||
|
||
TEMPLATE: It's 5:____{05|5}. {st-page_092_014.jpg|Clock showing 5:05}
|
||
RESPONSE: It's 5:05.
|
||
ACCEPT: 05 | 5
|
||
|
||
TEMPLATE: It's 2:____{30}. {st-page_092_015.jpg|Clock showing 2:30}
|
||
RESPONSE: It's 2:30.
|
||
ACCEPT: 30
|
||
|
||
# Source: LLA 4C Figure 5
|
||
$SELECT Tap the Right Clock — Minutes Count
|
||
ID: 4c-f5
|
||
INTRO: Listen to the sentence and tap the clock that shows the correct time. The minutes matter now.
|
||
INSTRUCTION: Tap the clock showing the correct time.
|
||
|
||
PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3}
|
||
OPTION: a | {page_104_001.jpg|A clock face showing 1:50}
|
||
OPTION: b | {page_104_002.jpg|A clock face showing 2:45}
|
||
OPTION: c | {page_104_003.jpg|A clock face showing 2:20}
|
||
OPTION: d | {page_104_004.jpg|A clock face showing 6:05}
|
||
ANSWER: b
|
||
FEEDBACK: Go to the lab at 2:15. {bk01-l4c-f5-01-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3}
|
||
OPTION: a | {page_104_005.jpg|A clock face showing 9:15}
|
||
OPTION: b | {page_104_006.jpg|A clock face showing 6:30}
|
||
OPTION: c | {page_104_007.jpg|A clock face showing 1:40}
|
||
OPTION: d | {page_104_008.jpg|A clock face showing 10:35}
|
||
ANSWER: a
|
||
FEEDBACK: Go to the classroom at 9:20. {bk01-l4c-f5-02-fb.mp3}
|
||
|
||
PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3}
|
||
OPTION: a | {page_104_009.jpg|A clock face showing 1:50}
|
||
OPTION: b | {page_104_010.jpg|A clock face showing 12:30}
|
||
OPTION: c | {page_104_011.jpg|A clock face showing 2:45}
|
||
OPTION: d | {page_104_012.jpg|A clock face showing 12:05}
|
||
ANSWER: d
|
||
FEEDBACK: Go to the lab at 10:00. {bk01-l4c-f5-03-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
|
||
OPTION: a | {page_104_013.jpg|A clock face showing 10:00}
|
||
OPTION: b | {page_104_014.jpg|A clock face showing 11:10}
|
||
OPTION: c | {page_104_015.jpg|A clock face showing 11:30}
|
||
OPTION: d | {page_104_016.jpg|A clock face showing 11:00}
|
||
ANSWER: b
|
||
FEEDBACK: Go to the classroom at 11:10. {bk01-l4c-f5-04-fb.mp3}
|
||
|
||
PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3}
|
||
OPTION: a | {page_104_017.jpg|A clock face showing 9:10}
|
||
OPTION: b | {page_104_018.jpg|A clock face showing 10:20}
|
||
OPTION: c | {page_104_019.jpg|A clock face showing 9:00}
|
||
OPTION: d | {page_104_020.jpg|A clock face showing 11:35}
|
||
ANSWER: c
|
||
FEEDBACK: Go to the lab at 8:50. {bk01-l4c-f5-05-fb.mp3}
|
||
|
||
PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3}
|
||
OPTION: a | {page_104_021.jpg|A clock face showing 4:50}
|
||
OPTION: b | {page_104_022.jpg|A clock face showing 12:30}
|
||
OPTION: c | {page_104_023.jpg|A clock face showing 1:55}
|
||
OPTION: d | {page_104_024.jpg|A clock face showing 7:40}
|
||
ANSWER: a
|
||
FEEDBACK: Go to the classroom at 7:20. {bk01-l4c-f5-06-fb.mp3}
|
||
|
||
# Source: ST §Go to the Classroom at 8:30.
|
||
$DIALOGUE Go to the Classroom at 8:30
|
||
ID: l4-s12
|
||
INTRO: Two places you'll be sent to every day — the lab and the classroom. Note the little word "at" before the time. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: at
|
||
LINE: Go to the lab at 8:30. {st-page_093_001.jpg|A split illustration with the top panel showing two students in language lab booths wearing headsets, and the bottom panel showing a teacher pointing at a blackboard in front of a student}
|
||
LINE: Go to the classroom at 8:30. {st-page_093_002.jpg|A vertical column of ten clocks showing various times}
|
||
|
||
# Source: LLA 4B Figure 6
|
||
$SELECT The Sound in "My" or "No"?
|
||
ID: 4b-f6
|
||
HIDE_PROMPT
|
||
INTRO: A sound check to finish the part. Listen to the word: does it have the "m" sound, as in "my", or the "n" sound, as in "no"?
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | M sound (as in my)
|
||
OPTION: b | N sound (as in no)
|
||
|
||
PROMPT: time {bk01-l4b-f6-01.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: time {bk01-l4b-f6-01-fb.mp3}
|
||
|
||
PROMPT: not {bk01-l4b-f6-02.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: not {bk01-l4b-f6-02-fb.mp3}
|
||
|
||
PROMPT: much {bk01-l4b-f6-03.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: much {bk01-l4b-f6-03-fb.mp3}
|
||
|
||
PROMPT: Wednesday {bk01-l4b-f6-04.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: Wednesday {bk01-l4b-f6-04-fb.mp3}
|
||
|
||
PROMPT: fifteen {bk01-l4b-f6-05.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: fifteen {bk01-l4b-f6-05-fb.mp3}
|
||
|
||
PROMPT: dime {bk01-l4b-f6-06.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: dime {bk01-l4b-f6-06-fb.mp3}
|
||
|
||
PROMPT: meet {bk01-l4b-f6-07.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: meet {bk01-l4b-f6-07-fb.mp3}
|
||
|
||
PROMPT: lesson {bk01-l4b-f6-08.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: lesson {bk01-l4b-f6-08-fb.mp3}
|
||
|
||
PROMPT: come {bk01-l4b-f6-09.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: come {bk01-l4b-f6-09-fb.mp3}
|
||
|
||
PROMPT: under {bk01-l4b-f6-10.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: under {bk01-l4b-f6-10-fb.mp3}
|
||
|
||
$SESSION 4-6: In, On, Under — The Classroom
|
||
|
||
# Source: ST §That's a Classroom.
|
||
$DIALOGUE That's a Classroom {st-page_096_001.jpg|An illustration of a classroom with numbered parts: 1. map, 2. clock, 3. wall, 4. door, 5. chair, 6. blackboard, 7. desk, 8. student desks}
|
||
ID: l4-s15
|
||
INTRO: In this part you'll learn the classroom — its walls, desks, and maps — and how to say where things are. First, the names. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat the sentences.
|
||
REPEAT
|
||
|
||
VOCAB: map
|
||
LINE: That's a map.
|
||
|
||
LINE: That's a clock.
|
||
|
||
VOCAB: wall
|
||
LINE: That's a wall.
|
||
|
||
LINE: That's a door.
|
||
|
||
LINE: That's a chair.
|
||
|
||
VOCAB: chalkboard
|
||
VOCAB: blackboard
|
||
LINE: That's a chalkboard or blackboard.
|
||
|
||
VOCAB: desk
|
||
LINE: That's a desk.
|
||
|
||
LINE: Those are desks.
|
||
|
||
# Source: LLA 4C Figure 6 (Part 1)
|
||
$DIALOGUE Where Things Are {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
|
||
ID: 4c-f6
|
||
INTRO: One classroom picture, five facts about it. Listen and repeat where everything is — on, in, and under.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: on
|
||
LINE: A clock is on the wall. {bk01-l4c-f6-01.mp3}
|
||
|
||
VOCAB: in
|
||
LINE: A desk is in the classroom. {bk01-l4c-f6-02.mp3}
|
||
|
||
LINE: Four books are on the desk. {bk01-l4c-f6-03.mp3}
|
||
|
||
VOCAB: under
|
||
LINE: A pencil is under the table. {bk01-l4c-f6-04.mp3}
|
||
|
||
LINE: A window is in the classroom. {bk01-l4c-f6-05.mp3}
|
||
|
||
# Source: ST §On, In, Under (grammar)
|
||
$GRAMMAR On, In, Under
|
||
ID: l4-s16
|
||
INTRO: Three small words that say where things are. One box, one table, one book — and all three positions.
|
||
|
||
CARD: **On** means touching the top or the surface.
|
||
{The box is on the table.}
|
||
|
||
|
||
CARD: **In** means inside.
|
||
{The clock is in the box.}
|
||
|
||
CARD: **Under** means below.
|
||
{The book is under the table.}
|
||
|
||
SUMMARY:
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| The box | is | on | the table. |
|
||
| The clock | is | in | the box. |
|
||
| The book | is | under | the table. |
|
||
|
||
# Source: ST §In the Classroom. (trimmed — lines duplicating LLA 4C Figure 6 removed)
|
||
$DIALOGUE On Tables, Under Chairs, In the Lab
|
||
ID: l4-s17
|
||
INTRO: More things in more places — on tables, under chairs, in the lab. Look at each picture and repeat the sentence.
|
||
INSTRUCTION: Look at the pictures and repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: This is a classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk}
|
||
|
||
LINE: Two desks are in the classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk}
|
||
|
||
LINE: The book is on the table. {st-page_098_002.jpg|An open book resting on top of a table}
|
||
|
||
LINE: The picture is on the wall. {st-page_098_003.jpg|A framed picture of a landscape hanging on a wall}
|
||
|
||
LINE: The map is on the wall. {st-page_098_004.jpg|A map of the United States of America hanging on a wall}
|
||
|
||
LINE: The book is under the chair. {st-page_098_005.jpg|A book lying on the floor underneath a wooden chair}
|
||
|
||
LINE: The student is in the lab. {st-page_099_001.jpg|A male student wearing headphones with a microphone in a language lab booth}
|
||
|
||
LINE: The teacher is in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
|
||
LINE: The students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
|
||
LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
|
||
|
||
# Source: LLA 4C Figure 6 (Q&A repeat passes — restored 2026-08-22: the tape's yes-pass and no-pass, ten pairs, five of them negatives the answer pass below does not cover)
|
||
$DIALOGUE Where Things Are — Questions and Answers {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
|
||
ID: 4c-f6-qa
|
||
INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-qa01.mp3}
|
||
LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-qa02.mp3}
|
||
LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-qa03.mp3}
|
||
LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-qa04.mp3}
|
||
LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-qa05.mp3}
|
||
LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-qa06.mp3}
|
||
LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-qa07.mp3}
|
||
LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-qa08.mp3}
|
||
LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-qa09.mp3}
|
||
LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-qa10.mp3}
|
||
|
||
# Source: LLA 4C Figure 6 (Part 2)
|
||
$PRODUCE Questions About the Classroom {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
|
||
ID: 4c-f6-b
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Questions about that same classroom picture. Answer aloud with a complete sentence, then repeat the model — and yes, the teacher has stepped out.
|
||
INSTRUCTION: Answer aloud with a full sentence.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Is a chair in the classroom? {bk01-l4c-f6-ex-q.mp3}
|
||
RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-ex-a.mp3}
|
||
|
||
PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-06-q.mp3}
|
||
RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-06-a.mp3}
|
||
|
||
PROMPT: Is a pencil under the table? {bk01-l4c-f6-07-q.mp3}
|
||
RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-07-a.mp3}
|
||
|
||
PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-08-q.mp3}
|
||
RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-08-a.mp3}
|
||
|
||
PROMPT: Are four books on the table? {bk01-l4c-f6-09-q.mp3}
|
||
RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-09-a.mp3}
|
||
|
||
PROMPT: Are three desks in the classroom? {bk01-l4c-f6-10-q.mp3}
|
||
RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-10-a.mp3}
|
||
|
||
# Source: LLA 4C Figure 7
|
||
$PRODUCE Write On, In, or Under
|
||
ID: 4c-f7
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Listen to each sentence and type the little word that says where — "on", "in", or "under". Then listen to the answer.
|
||
INSTRUCTION: Type the missing word.
|
||
|
||
TEMPLATE: A clock is ____ the wall.
|
||
PROMPT: A clock is on the wall. {bk01-l4c-f7-01-q.mp3}
|
||
RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
|
||
ACCEPT: on
|
||
|
||
TEMPLATE: A desk is ____ the classroom.
|
||
PROMPT: A desk is in the classroom. {bk01-l4c-f7-02-q.mp3}
|
||
RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
|
||
ACCEPT: in
|
||
|
||
TEMPLATE: Four books are ____ the desk.
|
||
PROMPT: Four books are on the desk. {bk01-l4c-f7-03-q.mp3}
|
||
RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
|
||
ACCEPT: on
|
||
|
||
TEMPLATE: A pencil is ____ the table.
|
||
PROMPT: A pencil is under the table. {bk01-l4c-f7-04-q.mp3}
|
||
RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
|
||
ACCEPT: under
|
||
|
||
TEMPLATE: A window is ____ the classroom.
|
||
PROMPT: A window is in the classroom. {bk01-l4c-f7-05-q.mp3}
|
||
RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
|
||
ACCEPT: in
|
||
|
||
# Source: ST §What Are Those?
|
||
$DIALOGUE What Are Those?
|
||
ID: l4-s18
|
||
INTRO: Two students point at everything in the room and ask about it. Read the questions and answers — this, that, these, those, all working together with on, in, and under.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
StudentA: What's that?
|
||
StudentB: It's a book. It's on the chair.
|
||
|
||
StudentA: What are those?
|
||
StudentB: Those are pencils. They're on the book.
|
||
|
||
StudentA: What's this?
|
||
StudentB: It's a map. It's on the table.
|
||
|
||
StudentA: What's that?
|
||
StudentB: That's my notebook. It's under the table.
|
||
|
||
StudentA: What are these?
|
||
StudentB: They're desks. They're in the classroom.
|
||
|
||
StudentA: What's this?
|
||
StudentB: It's a box. It's on the table.
|
||
|
||
StudentA: What's this?
|
||
StudentB: It's a pen. It's under the notebook.
|
||
|
||
StudentA: What are these?
|
||
StudentB: They're pictures. They're in the book.
|
||
|
||
StudentA: What's that?
|
||
StudentB: It's a calendar. It's on the wall.
|
||
|
||
StudentA: What's that?
|
||
StudentB: It's a chalkboard. It's in the classroom.
|
||
|
||
# Source: ST §What's in the Classroom?
|
||
$DIALOGUE What's in the Classroom?
|
||
ID: l4-s19
|
||
INTRO: What's on the wall? What's under the desk? Read the questions and their answers — someone left pictures under the table, apparently.
|
||
INSTRUCTION: Read the sentences.
|
||
|
||
StudentA: What's on the wall?
|
||
StudentB: A map is on the wall.
|
||
|
||
StudentA: What's under the desk?
|
||
StudentB: Four books are under the desk.
|
||
|
||
StudentA: What's on the table?
|
||
StudentB: A box is on the table.
|
||
|
||
StudentA: What's in the classroom?
|
||
StudentB: A calendar is in the classroom.
|
||
|
||
StudentA: What's under the table?
|
||
StudentB: Two pictures are under the table.
|
||
|
||
StudentA: What's on the chair?
|
||
StudentB: Three pens are on the chair.
|
||
|
||
StudentA: What's in the desk?
|
||
StudentB: Pencils are in the desk.
|
||
|
||
StudentA: What's on the wall?
|
||
StudentB: A blackboard is on the wall.
|
||
|
||
# SKIPPED (book): ST "IN/ON/UNDER" (p. 100) — instructor-read number-matching task with unprinted stimuli; dropped.
|
||
|
||
# Source: LLA 4C Figure 8
|
||
$DIALOGUE Classroom Commands
|
||
ID: 4c-f8
|
||
INTRO: Commands you'll hear every day — put, go, come, sit, stand. Listen and repeat; "please" makes everything friendlier.
|
||
INSTRUCTION: Listen and repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3}
|
||
LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3}
|
||
LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3}
|
||
LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3}
|
||
LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3}
|
||
LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3}
|
||
LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3}
|
||
LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3}
|
||
LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3}
|
||
LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3}
|
||
LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3}
|
||
LINE: Sit down, please. {bk01-l4c-f8-12.mp3}
|
||
LINE: Please sit down. {bk01-l4c-f8-13.mp3}
|
||
LINE: Stand up, please. {bk01-l4c-f8-14.mp3}
|
||
LINE: Please stand up. {bk01-l4c-f8-15.mp3}
|
||
|
||
$SESSION 4-7: Review — Putting It Together
|
||
|
||
# Source: LLA 4D Figure 1 (Part 1)
|
||
$DIALOGUE Around the Classroom — Review
|
||
ID: 4d-f1
|
||
INTRO: In this part you'll review the whole lesson — the classroom, the little words on, in, and under, and the days. Listen and repeat each sentence.
|
||
INSTRUCTION: Repeat the words and sentences.
|
||
REPEAT
|
||
|
||
LINE: The calendar is on the wall. {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it} {bk01-l4d-f1-01.mp3}
|
||
|
||
VOCAB: box
|
||
LINE: The box is on the chair. {page_107_002.jpg|A box sitting on top of a chair} {bk01-l4d-f1-02.mp3}
|
||
|
||
LINE: The chalkboard is in the classroom. {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room} {bk01-l4d-f1-03.mp3}
|
||
|
||
LINE: The blackboard is in the classroom. {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard} {bk01-l4d-f1-04.mp3}
|
||
|
||
LINE: The desk is in the classroom. {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials} {bk01-l4d-f1-05.mp3}
|
||
|
||
LINE: The map is on the wall. {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall} {bk01-l4d-f1-06.mp3}
|
||
|
||
LINE: The clock is on the wall. {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map} {bk01-l4d-f1-07.mp3}
|
||
|
||
LINE: One week is 7 days. {page_108_002.jpg|A calendar page for July with days of the week and dates} {bk01-l4d-f1-08.mp3}
|
||
|
||
LINE: The weekend is 2 days. {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted} {bk01-l4d-f1-09.mp3}
|
||
|
||
# Source: LLA 4D Figure 1 (Part 2)
|
||
$SELECT Match the Sentence to the Picture
|
||
ID: 4d-f1-b
|
||
INTRO: Now backwards: look at each picture and tap the sentence that describes it.
|
||
INSTRUCTION: Tap the sentence that matches the picture.
|
||
|
||
OPTION: a | The desk is in the classroom. {bk01-l4d-f1-10.mp3}
|
||
OPTION: b | The calendar is on the wall. {bk01-l4d-f1-11.mp3}
|
||
OPTION: c | The map is on the wall. {bk01-l4d-f1-12.mp3}
|
||
OPTION: d | One week is 7 days. {bk01-l4d-f1-13.mp3}
|
||
OPTION: e | The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3}
|
||
OPTION: f | The weekend is 2 days. {bk01-l4d-f1-15.mp3}
|
||
OPTION: g | The box is on the chair. {bk01-l4d-f1-16.mp3}
|
||
OPTION: h | The clock is on the wall. {bk01-l4d-f1-17.mp3}
|
||
OPTION: i | The blackboard is in the classroom. {bk01-l4d-f1-18.mp3}
|
||
|
||
TEMPLATE: {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it}
|
||
ANSWER: b
|
||
|
||
TEMPLATE: {page_107_002.jpg|A box sitting on top of a chair}
|
||
ANSWER: g
|
||
|
||
TEMPLATE: {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room}
|
||
ANSWER: e|i|a
|
||
|
||
TEMPLATE: {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard}
|
||
ANSWER: e|i
|
||
|
||
TEMPLATE: {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials}
|
||
ANSWER: a
|
||
|
||
TEMPLATE: {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall}
|
||
ANSWER: c
|
||
|
||
TEMPLATE: {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map}
|
||
ANSWER: h
|
||
|
||
TEMPLATE: {page_108_002.jpg|A calendar page for July with days of the week and dates}
|
||
ANSWER: d
|
||
|
||
TEMPLATE: {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted}
|
||
ANSWER: f
|
||
|
||
# Source: LLA 4D Figure 2 (Part 1)
|
||
$DIALOGUE Places and Times — Review
|
||
ID: 4d-f2
|
||
INTRO: More locations, plus two schedule orders hiding among them. Listen and repeat each sentence.
|
||
INSTRUCTION: Repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: The pencil is under the book. {page_108_004.jpg|A pencil lying on top of a closed textbook} {bk01-l4d-f2-01.mp3}
|
||
LINE: The notebook is on the desk. {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair} {bk01-l4d-f2-02.mp3}
|
||
LINE: The chair is in the classroom. {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall} {bk01-l4d-f2-03.mp3}
|
||
LINE: Go to the lab at 10:30. {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00} {bk01-l4d-f2-04.mp3}
|
||
LINE: The box is under the table. {page_109_003.jpg|A square wooden table with a box underneath it} {bk01-l4d-f2-05.mp3}
|
||
LINE: The clock is on the wall. {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10} {bk01-l4d-f2-06.mp3}
|
||
LINE: The pen is in my desk. {page_109_005.jpg|A partially open desk drawer with a single pen inside} {bk01-l4d-f2-07.mp3}
|
||
LINE: Go to your classroom at 7:30. {page_109_006.jpg|An analog clock showing the time as approximately 6:28} {bk01-l4d-f2-08.mp3}
|
||
|
||
# Source: LLA 4D Figure 2 (Part 2)
|
||
$SELECT Match the Sentence to the Picture (Places and Times)
|
||
ID: 4d-f2-b
|
||
INTRO: Same sentences, your turn to match. Look at each picture and tap the sentence that fits.
|
||
INSTRUCTION: Tap the sentence that matches the picture.
|
||
|
||
OPTION: a | The chair is in the classroom. {bk01-l4d-f2-09.mp3}
|
||
OPTION: b | Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3}
|
||
OPTION: c | The box is under the table. {bk01-l4d-f2-11.mp3}
|
||
OPTION: d | The pen is in my desk. {bk01-l4d-f2-12.mp3}
|
||
OPTION: e | The pencil is under the book. {bk01-l4d-f2-13.mp3}
|
||
OPTION: f | Go to the lab at 10:30. {bk01-l4d-f2-14.mp3}
|
||
OPTION: g | The notebook is on the desk. {bk01-l4d-f2-15.mp3}
|
||
OPTION: h | The clock is on the wall. {bk01-l4d-f2-16.mp3}
|
||
|
||
TEMPLATE: {page_108_004.jpg|A pencil lying on top of a closed textbook}
|
||
ANSWER: e
|
||
|
||
TEMPLATE: {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair}
|
||
ANSWER: g
|
||
|
||
TEMPLATE: {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall}
|
||
ANSWER: a
|
||
|
||
TEMPLATE: {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00}
|
||
ANSWER: f
|
||
|
||
TEMPLATE: {page_109_003.jpg|A square wooden table with a box underneath it}
|
||
ANSWER: c
|
||
|
||
TEMPLATE: {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10}
|
||
ANSWER: h
|
||
|
||
TEMPLATE: {page_109_005.jpg|A partially open desk drawer with a single pen inside}
|
||
ANSWER: d
|
||
|
||
TEMPLATE: {page_109_006.jpg|An analog clock showing the time as approximately 6:28}
|
||
ANSWER: b
|
||
|
||
# SKIPPED (book+tape): LLA 4D Figure 3 "Connect the numbers" — paper-based drawing and dot-connecting listening activity; no workable interaction in our format.
|
||
|
||
# Source: LLA 4D Figure 4
|
||
$SELECT What Day Is Tomorrow?
|
||
ID: 4d-f4
|
||
INTRO: Last review: hear today's day, tap tomorrow's. The week hasn't changed since part four — promise.
|
||
INSTRUCTION: Tap the correct day of the week.
|
||
|
||
PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01.mp3}
|
||
OPTION: a | Sunday
|
||
OPTION: b | Tuesday
|
||
OPTION: c | Thursday
|
||
ANSWER: b
|
||
FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-fb.mp3}
|
||
|
||
PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02.mp3}
|
||
OPTION: a | Friday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Tuesday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-fb.mp3}
|
||
|
||
PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03.mp3}
|
||
OPTION: a | Thursday
|
||
OPTION: b | Sunday
|
||
OPTION: c | Saturday
|
||
ANSWER: c
|
||
FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-fb.mp3}
|
||
|
||
PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04.mp3}
|
||
OPTION: a | Tuesday
|
||
OPTION: b | Monday
|
||
OPTION: c | Thursday
|
||
ANSWER: c
|
||
FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-fb.mp3}
|
||
|
||
PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05.mp3}
|
||
OPTION: a | Sunday
|
||
OPTION: b | Friday
|
||
OPTION: c | Monday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-fb.mp3}
|
||
|
||
PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06.mp3}
|
||
OPTION: a | Monday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Sunday
|
||
ANSWER: b
|
||
FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-fb.mp3}
|
||
|
||
PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07.mp3}
|
||
OPTION: a | Monday
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Saturday
|
||
ANSWER: a
|
||
FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-fb.mp3}
|
||
|
||
$SESSION 4-8: Extra Practice — Reading Letters
|
||
|
||
# Source: ST §Same or Different Letters
|
||
$SELECT Same Letters or Different Letters?
|
||
ID: l4-s13
|
||
INTRO: This part is extra practice for reading English letters. If you can already tell "b" from "d" at a glance, feel free to skip it. Otherwise: look at the two letters and decide — same letter, or different?
|
||
INSTRUCTION: Look at the two letters. Tap Same or Different.
|
||
OPTION: S | Same
|
||
OPTION: D | Different
|
||
|
||
EXAMPLE
|
||
TEMPLATE: r n
|
||
ANSWER: D
|
||
|
||
TEMPLATE: h k
|
||
ANSWER: D
|
||
|
||
TEMPLATE: a a
|
||
ANSWER: S
|
||
|
||
TEMPLATE: g j
|
||
ANSWER: D
|
||
|
||
TEMPLATE: b d
|
||
ANSWER: D
|
||
|
||
TEMPLATE: L L
|
||
ANSWER: S
|
||
|
||
TEMPLATE: a o
|
||
ANSWER: D
|
||
|
||
TEMPLATE: M N
|
||
ANSWER: D
|
||
|
||
TEMPLATE: W W
|
||
ANSWER: S
|
||
|
||
TEMPLATE: O Q
|
||
ANSWER: D
|
||
|
||
TEMPLATE: u v
|
||
ANSWER: D
|
||
|
||
TEMPLATE: s z
|
||
ANSWER: D
|
||
|
||
TEMPLATE: P R
|
||
ANSWER: D
|
||
|
||
TEMPLATE: U U
|
||
ANSWER: S
|
||
|
||
TEMPLATE: i i
|
||
ANSWER: S
|
||
|
||
TEMPLATE: v w
|
||
ANSWER: D
|
||
|
||
TEMPLATE: B P
|
||
ANSWER: D
|
||
|
||
TEMPLATE: T F
|
||
ANSWER: D
|
||
|
||
TEMPLATE: e c
|
||
ANSWER: D
|
||
|
||
TEMPLATE: p q
|
||
ANSWER: D
|
||
|
||
TEMPLATE: r r
|
||
ANSWER: S
|
||
|
||
# Source: ST §One Letter Is the Same
|
||
$SELECT Find the Matching Letter
|
||
ID: l4-s14
|
||
INTRO: One last look at the tricky letters: tap the one that matches the letter shown. And that's the whole lesson — see you in the next one.
|
||
INSTRUCTION: Tap the letter that matches the target letter.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: v
|
||
OPTION: a | w
|
||
OPTION: b | u
|
||
OPTION: c | v
|
||
ANSWER: c
|
||
|
||
TEMPLATE: H
|
||
OPTION: a | A
|
||
OPTION: b | H
|
||
OPTION: c | F
|
||
ANSWER: b
|
||
|
||
TEMPLATE: p
|
||
OPTION: a | q
|
||
OPTION: b | j
|
||
OPTION: c | p
|
||
ANSWER: c
|
||
|
||
TEMPLATE: l
|
||
OPTION: a | l
|
||
OPTION: b | i
|
||
OPTION: c | k
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Q
|
||
OPTION: a | O
|
||
OPTION: b | A
|
||
OPTION: c | Q
|
||
ANSWER: c
|
||
|
||
TEMPLATE: m
|
||
OPTION: a | m
|
||
OPTION: b | n
|
||
OPTION: c | w
|
||
ANSWER: a
|
||
|
||
TEMPLATE: b
|
||
OPTION: a | f
|
||
OPTION: b | h
|
||
OPTION: c | b
|
||
ANSWER: c
|
||
|
||
TEMPLATE: r
|
||
OPTION: a | u
|
||
OPTION: b | r
|
||
OPTION: c | v
|
||
ANSWER: b
|
||
|
||
TEMPLATE: K
|
||
OPTION: a | K
|
||
OPTION: b | F
|
||
OPTION: c | R
|
||
ANSWER: a
|
||
|
||
TEMPLATE: V
|
||
OPTION: a | U
|
||
OPTION: b | W
|
||
OPTION: c | V
|
||
ANSWER: c
|
||
|
||
TEMPLATE: a
|
||
OPTION: a | e
|
||
OPTION: b | a
|
||
OPTION: c | d
|
||
ANSWER: b
|
||
|
||
TEMPLATE: x
|
||
OPTION: a | x
|
||
OPTION: b | k
|
||
OPTION: c | v
|
||
ANSWER: a
|
||
|
||
TEMPLATE: I
|
||
OPTION: a | L
|
||
OPTION: b | I
|
||
OPTION: c | P
|
||
ANSWER: b
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "HE / DAY" (/i/–/e/, ST p. 82) — instructor-read discrimination with no recorded stimulus or given word pairs; the LLA 4B/4C cassette versions of these drills are converted above. Convertible later with chosen items + TTS.
|
||
# SKIPPED (book): ST Listening Skill "DIME / PEN" (/m/–/n/, ST p. 86) — instructor-read discrimination with no recorded stimulus; the LLA 4B Figure 6 cassette version is converted above. Convertible later with chosen items + TTS.
|