2095 lines
67 KiB
Plaintext
2095 lines
67 KiB
Plaintext
$MODULE Book 3 · Lesson 2: What Do You Study? {st-page_039_001.jpg|A man and a woman looking together at an open textbook on a table}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book3_lesson2
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DESCRIPTION: Present-tense questions with who, what, where, when, and how often; have and has; meals and transportation; frequency adverbs; and the vowel sounds in "name" and "map".
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Bill | schedar | Male speaker
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VOICE: Paul | achird | Male speaker
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VOICE: Jack | charon | Male speaker
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VOICE: Waiter | orus | Male speaker
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VOICE: Student | achird | Male student
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VOICE: Clerk | schedar | Male clerk
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VOICE: John | achird | Male speaker
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VOICE: Mary | gacrux | Female speaker
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VOICE: Tom | iapetus | Male speaker
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$SESSION 2-1: Mark's Day — Present Tense and "Who"
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# Source: ST §Mark Says Good Morning.
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$DIALOGUE Mark's School Day {st-page_041_001.jpg|A series of panels showing Mark greeting his teacher in the morning, studying a new lesson in the classroom, and leaving the classroom at 2:00}
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ID: l2-s1
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INTRO: In this lesson you'll learn to ask and answer questions about everyday life — who, what, where, and when. First, meet Mark. His school day runs like clockwork.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: to say
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LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher.
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VOCAB: to learn
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LINE: He studies a new lesson every day. He learns new words.
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VOCAB: to leave
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LINE: At 2:00, he leaves the classroom and goes to his barracks.
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# Source: LLA 2A Figure 1
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$DIALOGUE Classroom Expressions
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ID: 2a-f1
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INTRO: Now the same verbs, spoken on the tape. Listen to the sentences and repeat them.
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INSTRUCTION: Repeat the sentences.
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REPEAT
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LINE: Learn the words. {bk03-l2a-f1-01.mp3}
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VOCAB: to repeat
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LINE: Please repeat the words. {bk03-l2a-f1-02.mp3}
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LINE: Please say the words. {bk03-l2a-f1-03.mp3}
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LINE: The students are saying the words. {bk03-l2a-f1-04.mp3}
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VOCAB: dispensary
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LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3}
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LINE: He's leaving the room. {bk03-l2a-f1-06.mp3}
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LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3}
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# Source: LLA 2A Figure 3
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$PRODUCE Learns, Says, Leaves
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ID: 2a-f3
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INPUT: type
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CHECK: exact
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HIDE_PROMPT
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REPEAT
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INTRO: Listen to each sentence and type the missing verb — don't forget the final "s". Then repeat the whole sentence.
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INSTRUCTION: Type the missing word.
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PROMPT: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3}
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TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg|A young man walking away from a classroom door with a wall clock indicating 2:00, while a teacher watches}
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RESPONSE: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3}
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ACCEPT: leaves
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PROMPT: He learns new words every day. {bk03-l2a-f3-02.mp3}
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TEMPLATE: He ____ new words every day. {page_028_002.jpg|A teacher standing at a desk pointing and talking to a student sitting across from him}
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RESPONSE: He learns new words every day. {bk03-l2a-f3-02.mp3}
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ACCEPT: learns
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PROMPT: He says good morning to his teacher. {bk03-l2a-f3-03.mp3}
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TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg|A student entering a doorway and saying "GOOD MORNING!" to his teacher, with a clock showing 8:00 on the wall}
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RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03.mp3}
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ACCEPT: says
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# Source: ST §I, We, You, They
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$PRODUCE I, We, You, They
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ID: l2-s2
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INTRO: Mark's day once more — this time you supply the subject. Any pronoun that fits the verb works.
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INSTRUCTION: Type a subject pronoun to complete the sentence.
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INPUT: type
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CHECK: exact
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TEMPLATE: ____{I|We|You|They} go to the classroom at 7:15.
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RESPONSE: I go to the classroom at 7:15.
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TEMPLATE: ____{I|We|You|They} say good morning to the teacher.
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RESPONSE: We say good morning to the teacher.
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TEMPLATE: ____{I|We|You|They} study a new lesson every day.
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RESPONSE: You study a new lesson every day.
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TEMPLATE: ____{I|We|You|They} learn new words.
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RESPONSE: They learn new words.
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TEMPLATE: At 2:00, ____{I|We|You|They} leave the classroom and go to the barracks.
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RESPONSE: At 2:00, we leave the classroom and go to the barracks.
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# Source: LLA 2A Figure 2
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$DIALOGUE What Are They Doing?
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ID: 2a-f2
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INTRO: Eight people, eight activities. Look at each person, listen to what they are doing, and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg|A man buying an item at a store with a sign reading BOOK STORE} {bk03-l2a-f2-01.mp3}
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LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg|A man in uniform walking near a building labeled MESS HALL} {bk03-l2a-f2-02.mp3}
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LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg|A man in a lab coat holding a cup in front of a door marked DOCTOR'S LOUNGE} {bk03-l2a-f2-03.mp3}
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LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg|A woman looking at small photographs} {bk03-l2a-f2-04.mp3}
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LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg|A young man studying a book at his desk} {bk03-l2a-f2-05.mp3}
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LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg|A young man standing outside near a fence} {bk03-l2a-f2-06.mp3}
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LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg|A man sitting at a desk reading a large book under a clock} {bk03-l2a-f2-07.mp3}
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LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg|A woman sitting at a table with a tray of food} {bk03-l2a-f2-08.mp3}
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# Source: LLA 2A Figure 2 (Part 2)
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$PRODUCE Who Is Doing It?
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ID: 2a-f2-b
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REFERENCE: 2a-f2
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INPUT: type
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CHECK: exact
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INTRO: Now the questions. Listen to each one and type the name of the person doing that action. Open the pictures again if your memory is playing tricks.
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INSTRUCTION: Type the name or person.
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PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
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RESPONSE: John {bk03-l2a-f2-09-a.mp3}
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ACCEPT: John's doing his homework. | John is doing his homework.
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PROMPT: Who's eating dinner? {bk03-l2a-f2-10-q.mp3}
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RESPONSE: Linda {bk03-l2a-f2-10-a.mp3}
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ACCEPT: Linda's eating dinner. | Linda is eating dinner.
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PROMPT: Who's reading a book? {bk03-l2a-f2-11-q.mp3}
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RESPONSE: Tom {bk03-l2a-f2-11-a.mp3}
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ACCEPT: Tom's reading a book. | Tom is reading a book.
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PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3}
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RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3}
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ACCEPT: A doctor | A doctor's drinking coffee. | A doctor is drinking coffee. | the doctor | The doctor's drinking coffee. | The doctor is drinking coffee.
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PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3}
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RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3}
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ACCEPT: Mr Wilson | Mr. Wilson's buying a book. | Mr. Wilson is buying a book.
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PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3}
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RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3}
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ACCEPT: Mrs Wilson | Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures.
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PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3}
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RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3}
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ACCEPT: A pilot | A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall.
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PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3}
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RESPONSE: Bob {bk03-l2a-f2-16-a.mp3}
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ACCEPT: Bob's standing outside. | Bob is standing outside.
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# Source: ST §Who + Present Tense
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$GRAMMAR Questions with "Who"
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ID: l2-s3
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INTRO: Here's the pattern for asking about people. Two short cards.
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CARD: Ask about the person with **who**. The answer names the person.
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{Who writes on the chalkboard?}
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{Mr. Clark writes on the chalkboard.}
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CARD: A "who" question uses the **-s** verb form — even when the answer turns out to be more than one person.
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{Who learns new words?}
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{The students learn new words.}
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SUMMARY:
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| Question | Answer |
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| Who writes on the chalkboard? | Mr. Clark writes on the chalkboard. |
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| Who learns new words? | The students learn new words. |
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# Source: ST §Who Writes on the Chalkboard?
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$DIALOGUE Who Writes on the Chalkboard?
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ID: l2-s4
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INTRO: Twelve "who" questions with their answers. Listen and repeat each pair — question first, then the answer.
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INSTRUCTION: Listen and repeat each question and answer.
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REPEAT
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VOCAB: who
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LINE: Who writes on the chalkboard?\n— Mr. Clark writes on the chalkboard. {st-page_042_001.jpg|A man writing on a chalkboard}
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LINE: Who learns new words?\n— The students learn new words. {st-page_042_002.jpg|A group of students sitting at desks in a classroom}
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LINE: Who circles the answer?\n— Jim circles the answer.
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LINE: Who goes to bed late?\n— Mary goes to bed late.
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LINE: Who comes to the classroom at 7:30?\n— The men come to the classroom at 7:30.
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LINE: Who eats breakfast every day?\n— John eats breakfast every day.
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LINE: Who eats beef?\n— Tom eats beef.
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LINE: Who goes to the commissary in the evening?\n— My wife goes to the commissary in the evening.
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LINE: Who swims before class?\n— Ray swims before class.
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LINE: Who repeats the new words?\n— The students repeat the new words.
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LINE: Who gets up early?\n— My daughter gets up early.
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LINE: Who studies English?\n— We study English.
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$SESSION 2-2: Have and Has, See and Hear, Getting Around
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# Source: ST §Have and Has
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$GRAMMAR Have and Has
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ID: l2-s5
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INTRO: In this part you'll learn to say what people have, what they see and hear, and how they get from place to place. First, "have" and "has".
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CARD: With **I**, **you**, **we**, and **they**, use **have**.
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{I have a pen.}
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{You have an apple.}
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{We have an orange.}
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{They have a radio.}
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CARD: With **he** and **she**, use **has**.
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{He has a pencil.}
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{She has a brother.}
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SUMMARY:
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| | | |
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|---|---|---|
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| I / You / We / They | have | a pen. |
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| He / She | has | a pencil. |
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# Source: LLA 2A Figure 4
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$PRODUCE Have and Has
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ID: 2a-f4
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INPUT: speak
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CHECK: reveal
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REPEAT
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INTRO: Use the cue words to make a sentence with "have" or "has". Say your sentence aloud, then repeat the model answer.
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INSTRUCTION: Say the complete sentence aloud.
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EXAMPLE
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PROMPT: I / homework {bk03-l2a-f4-ex-q.mp3}
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RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3}
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PROMPT: You / car {bk03-l2a-f4-01-q.mp3}
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RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3}
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PROMPT: They / money {bk03-l2a-f4-02-q.mp3}
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RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3}
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PROMPT: He / sister {bk03-l2a-f4-03-q.mp3}
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RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3}
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PROMPT: Tom / letter {bk03-l2a-f4-04-q.mp3}
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RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3}
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PROMPT: Pilot / radio {bk03-l2a-f4-05-q.mp3}
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RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3}
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PROMPT: I / book {bk03-l2a-f4-06-q.mp3}
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RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3}
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PROMPT: Mechanic / pencil {bk03-l2a-f4-07-q.mp3}
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RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3}
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PROMPT: She / brother {bk03-l2a-f4-08-q.mp3}
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RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3}
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PROMPT: He / calendar {bk03-l2a-f4-09-q.mp3}
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RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3}
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PROMPT: Teacher / wife {bk03-l2a-f4-10-q.mp3}
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RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3}
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# Source: ST §I Have a Book. She Has a Radio.
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$DIALOGUE Does Tom Have a Pencil?
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ID: l2-s6
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INTRO: Now the question form: "do" or "does", plus "have". Listen and repeat each question and its answer.
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INSTRUCTION: Read and repeat the questions and answers.
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REPEAT
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VOCAB: to have
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LINE: Does Tom have a pencil?\n— Yes, Tom has a pencil.
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LINE: Does Mary have a pen?\n— No, Mary doesn't have a pen.
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LINE: Does he have a book?\n— Yes, he has a book.
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LINE: Do you have a dollar?\n— No, I don't have a dollar.
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LINE: Do we have a friend?\n— Yes, we have a friend.
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LINE: Does he have homework?\n— Yes, he has homework.
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# Source: ST §Do You Have a Pencil?
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$PRODUCE Do You Have a Pencil?
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ID: l2-s7
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INTRO: Your turn to ask. Make a question with "have" or "has" from the cue, then answer it with a short yes or no.
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INSTRUCTION: Make a question and answer with have or has.
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INPUT: speak
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CHECK: llm
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RUBRIC: Accept any grammatically correct question using "have" or "has" based on the cue, followed by an affirmative or negative short answer.
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EXAMPLE
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PROMPT: I / homework
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RESPONSE: Do I have homework?\n— Yes, you do.
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EXAMPLE
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PROMPT: he / half dollar
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RESPONSE: Does he have a half dollar?\n— No, he doesn't.
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PROMPT: you / snack
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RESPONSE: Do you have a snack?\n— Yes, I do.
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PROMPT: he / calendar
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RESPONSE: Does he have a calendar?\n— No, he doesn't.
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PROMPT: they / money
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RESPONSE: Do they have money?\n— Yes, they do.
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PROMPT: I / your book
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RESPONSE: Do I have your book?\n— Yes, you do.
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PROMPT: he / sister
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RESPONSE: Does he have a sister?\n— No, he doesn't.
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PROMPT: she / brother
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RESPONSE: Does she have a brother?\n— Yes, she does.
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PROMPT: Tom / pen
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RESPONSE: Does Tom have a pen?\n— Yes, he does.
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PROMPT: teacher / wife
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RESPONSE: Does the teacher have a wife?\n— Yes, he does.
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PROMPT: pilot / radio
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RESPONSE: Does the pilot have a radio?\n— Yes, he does.
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PROMPT: base / snack bar
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RESPONSE: Does the base have a snack bar?\n— Yes, it does.
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PROMPT: mechanic / pencil
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RESPONSE: Does the mechanic have a pencil?\n— No, he doesn't.
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PROMPT: commissary / meat
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RESPONSE: Does the commissary have meat?\n— Yes, it does.
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# Source: LLA 2A Figure 5 + ST §Is It a Plane? (cassette kept; ST TTS twin dropped, its image and vocab salvaged)
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$DIALOGUE Is It a Plane? {st-page_044_001.jpg|Three men sitting on a park bench under trees, one pointing up at a plane flying in the sky overhead}
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ID: 2a-f5
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INTRO: Bill, Paul, and Jack hear something overhead — it takes them three tries to agree on what it is. Listen to the conversation and repeat each line.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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VOCAB: to hear
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Bill: Do you hear that? What is it? {bk03-l2a-f5-01.mp3}
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VOCAB: to know
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VOCAB: airplane
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Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3}
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VOCAB: plane
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Jack: Oh, yes, it is. It's a plane! {bk03-l2a-f5-03.mp3}
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VOCAB: to see
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Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3}
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Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3}
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# Source: ST §Write a Sentence: Hear, Know, See
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$PRODUCE Hear, Know, See
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ID: l2-s9
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INTRO: Now use those verbs yourself. For each cue, type a sentence with a form of "hear", "know", or "see" — any subject you like.
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INSTRUCTION: Write a sentence using hear, hears, know, knows, see, or sees.
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INPUT: type
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CHECK: llm
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RUBRIC: Accept any logical, grammatically correct sentence using the given noun phrase and a form of hear, know, or see.
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EXAMPLE
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TEMPLATE: the TV
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RESPONSE: Joe hears the TV.
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EXAMPLE
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TEMPLATE: her name
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RESPONSE: They don't know her name.
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TEMPLATE: the radio
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RESPONSE: I hear the radio.
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TEMPLATE: the clock
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RESPONSE: He sees the clock.
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TEMPLATE: the words
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RESPONSE: The students know the words.
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TEMPLATE: the plane
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RESPONSE: We see the plane.
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|
||
TEMPLATE: the chalkboard
|
||
RESPONSE: She sees the chalkboard.
|
||
|
||
TEMPLATE: Tom
|
||
RESPONSE: I know Tom.
|
||
|
||
TEMPLATE: his room number
|
||
RESPONSE: He doesn't know his room number.
|
||
|
||
TEMPLATE: the tape
|
||
RESPONSE: They hear the tape.
|
||
|
||
TEMPLATE: the calendar
|
||
RESPONSE: I see the calendar.
|
||
|
||
TEMPLATE: the notebook
|
||
RESPONSE: She sees the notebook.
|
||
|
||
# Source: ST §Is This His Truck?
|
||
$DIALOGUE Buses, Trains, and Taxis
|
||
ID: l2-s13
|
||
INTRO: Six ways to get around. Listen and repeat each one with its sentences.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: bus
|
||
LINE: a bus\nThis is a bus. Take the bus to the dispensary.
|
||
|
||
VOCAB: car
|
||
LINE: a car\nThis is a car. We have a small car.
|
||
|
||
VOCAB: train
|
||
LINE: a train\nThis is a train. Betty's taking a train.
|
||
|
||
LINE: a plane\nThis is a plane. Take a plane; don't take a bus.
|
||
|
||
VOCAB: taxi
|
||
LINE: a taxi\nThis is a taxi. Take a taxi to the library.
|
||
|
||
VOCAB: truck
|
||
LINE: a truck\nThis is a truck. John has a truck and a car.
|
||
|
||
# Source: ST §Take a Plane
|
||
$PRODUCE Is This a Bus?
|
||
ID: l2-s14
|
||
INTRO: Look at each picture, ask whether it's the vehicle you think it is, and answer your own question. Yes, you get to play both parts.
|
||
INSTRUCTION: Ask and answer questions about each picture.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any correct question and answer identifying whether the picture matches the vehicle ("Is this a bus? No, it's a plane." / "Is this a taxi? Yes, it's a taxi.").
|
||
|
||
EXAMPLE
|
||
PROMPT: {st-page_048_004.jpg|An airplane}
|
||
RESPONSE: Is this a bus?\n— No, it's a plane.
|
||
|
||
EXAMPLE
|
||
PROMPT: {st-page_048_005.jpg|A taxicab with a TAXI sign on top}
|
||
RESPONSE: Is this a taxi?\n— Yes, it's a taxi.
|
||
|
||
PROMPT: {st-page_048_001.jpg|A large passenger bus}
|
||
RESPONSE: Is this a bus?\n— Yes, it's a bus.
|
||
|
||
PROMPT: {st-page_048_002.jpg|A sedan automobile / car}
|
||
RESPONSE: Is this a truck?\n— No, it's a car.
|
||
|
||
PROMPT: {st-page_048_003.jpg|A passenger train engine/car}
|
||
RESPONSE: Is this a train?\n— Yes, it's a train.
|
||
|
||
PROMPT: {st-page_048_006.jpg|A pickup truck}
|
||
RESPONSE: Is this a truck?\n— Yes, it's a truck.
|
||
|
||
# Source: LLA 2A Figure 6 + ST §Taking Transportation (merged; both TTS-only twins of one drill)
|
||
$PRODUCE Taking Transportation
|
||
ID: 2a-f6
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
REPEAT
|
||
INTRO: Use the person, the vehicle in the picture, and the destination to make a sentence with "takes a" or "take a". Say it aloud, then repeat the model.
|
||
INSTRUCTION: Say the complete sentence aloud.
|
||
|
||
EXAMPLE
|
||
TEMPLATE: Jan / (plane) / Canada {st-page_049_002.jpg|An airplane}
|
||
RESPONSE: Jan takes a plane to Canada.
|
||
|
||
TEMPLATE: Mrs. Smith / (plane) / New York {st-page_049_002.jpg|An airplane}
|
||
RESPONSE: Mrs. Smith takes a plane to New York.
|
||
|
||
TEMPLATE: John / (taxi) / the hospital {st-page_049_001.jpg|A sedan taxicab}
|
||
RESPONSE: John takes a taxi to the hospital.
|
||
|
||
TEMPLATE: David / (bus) / Dallas {st-page_049_003.jpg|A city bus}
|
||
RESPONSE: David takes a bus to Dallas.
|
||
|
||
TEMPLATE: Tom / (train) / Chicago {st-page_049_004.jpg|A train passenger car}
|
||
RESPONSE: Tom takes a train to Chicago.
|
||
|
||
TEMPLATE: Mary / (plane) / England {st-page_049_002.jpg|An airplane}
|
||
RESPONSE: Mary takes a plane to England.
|
||
|
||
TEMPLATE: Helen / (train) / Chicago {st-page_049_004.jpg|A train passenger car}
|
||
RESPONSE: Helen takes a train to Chicago.
|
||
|
||
TEMPLATE: Mr. Wilson / (taxi) / the office {st-page_049_001.jpg|A sedan taxicab}
|
||
RESPONSE: Mr. Wilson takes a taxi to the office.
|
||
|
||
TEMPLATE: Kim and Jill / (bus) / school {st-page_049_003.jpg|A city bus}
|
||
RESPONSE: Kim and Jill take a bus to school.
|
||
|
||
TEMPLATE: The Johnsons / (plane) / Spain {st-page_049_002.jpg|An airplane}
|
||
RESPONSE: The Johnsons take a plane to Spain.
|
||
|
||
TEMPLATE: We / (train) / Arizona {st-page_049_004.jpg|A train passenger car}
|
||
RESPONSE: We take a train to Arizona.
|
||
|
||
TEMPLATE: They / (bus) / the commissary {st-page_049_003.jpg|A city bus}
|
||
RESPONSE: They take a bus to the commissary.
|
||
|
||
$SESSION 2-3: Two Vowel Sounds — "Name" and "Map"
|
||
|
||
# Source: LLA 2B Listening/Speaking Activity
|
||
$DIALOGUE Word Pairs: "Laid" and "Lad"
|
||
ID: 2b-ls1
|
||
INTRO: This part trains your ear on two vowel sounds: the long one in "name" and the short one in "map". Listen to the pairs of words and repeat them.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
LINE: laid {bk03-l2b-f1-ls01.mp3}
|
||
LINE: lad {bk03-l2b-f1-ls02.mp3}
|
||
LINE: pain {bk03-l2b-f1-ls03.mp3}
|
||
LINE: pane {bk03-l2b-f1-ls20.mp3}
|
||
LINE: pan {bk03-l2b-f1-ls04.mp3}
|
||
LINE: mate {bk03-l2b-f1-ls05.mp3}
|
||
LINE: mat {bk03-l2b-f1-ls06.mp3}
|
||
LINE: Dane {bk03-l2b-f1-ls07.mp3}
|
||
LINE: Dan {bk03-l2b-f1-ls08.mp3}
|
||
LINE: fade {bk03-l2b-f1-ls09.mp3}
|
||
LINE: fad {bk03-l2b-f1-ls10.mp3}
|
||
LINE: bate {bk03-l2b-f1-ls11.mp3}
|
||
LINE: bait {bk03-l2b-f1-ls19.mp3}
|
||
LINE: bat {bk03-l2b-f1-ls12.mp3}
|
||
LINE: gate {bk03-l2b-f1-ls13.mp3}
|
||
LINE: gait {bk03-l2b-f1-ls21.mp3}
|
||
LINE: gat {bk03-l2b-f1-ls14.mp3}
|
||
LINE: mate {bk03-l2b-f1-ls22.mp3}
|
||
LINE: mat {bk03-l2b-f1-ls23.mp3}
|
||
LINE: main {bk03-l2b-f1-ls15.mp3}
|
||
LINE: man {bk03-l2b-f1-ls16.mp3}
|
||
LINE: hate {bk03-l2b-f1-ls17.mp3}
|
||
LINE: hat {bk03-l2b-f1-ls18.mp3}
|
||
|
||
# Source: LLA 2B Figure 1
|
||
$DIALOGUE Words to Practice
|
||
ID: 2b-f1
|
||
INTRO: Ten useful words carrying those same two sounds. Listen and repeat each one.
|
||
INSTRUCTION: Repeat the words.
|
||
REPEAT
|
||
|
||
VOCAB: apple
|
||
LINE: apple {bk03-l2b-f1-01.mp3}
|
||
|
||
VOCAB: base
|
||
LINE: base {bk03-l2b-f1-02.mp3}
|
||
|
||
VOCAB: day
|
||
LINE: day {bk03-l2b-f1-03.mp3}
|
||
|
||
VOCAB: to ask
|
||
LINE: ask {bk03-l2b-f1-04.mp3}
|
||
|
||
VOCAB: tape
|
||
LINE: tape {bk03-l2b-f1-05.mp3}
|
||
|
||
VOCAB: happy
|
||
LINE: happy {bk03-l2b-f1-06.mp3}
|
||
|
||
VOCAB: after
|
||
LINE: after {bk03-l2b-f1-07.mp3}
|
||
|
||
VOCAB: bad
|
||
LINE: bad {bk03-l2b-f1-08.mp3}
|
||
|
||
LINE: say {bk03-l2b-f1-09.mp3}
|
||
|
||
VOCAB: class
|
||
LINE: class {bk03-l2b-f1-10.mp3}
|
||
|
||
# Source: LLA 2B Figure 2
|
||
$SELECT Which Sound Do You Hear?
|
||
ID: 2b-f2
|
||
INTRO: Listen to each word. Does it have the vowel sound in "name" or the vowel sound in "map"? Tap your answer.
|
||
INSTRUCTION: Tap the sound you hear.
|
||
OPTION: a | Sound in "name"
|
||
OPTION: b | Sound in "map"
|
||
|
||
EXAMPLE
|
||
PROMPT: apple {bk03-l2b-f2-01.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: base {bk03-l2b-f2-02.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: day {bk03-l2b-f2-03.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: ask {bk03-l2b-f2-04.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: tape {bk03-l2b-f2-05.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: happy {bk03-l2b-f2-06.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: after {bk03-l2b-f2-07.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: bad {bk03-l2b-f2-08.mp3}
|
||
ANSWER: b
|
||
|
||
PROMPT: say {bk03-l2b-f2-09.mp3}
|
||
ANSWER: a
|
||
|
||
PROMPT: class {bk03-l2b-f2-10.mp3}
|
||
ANSWER: b
|
||
|
||
# Source: LLA 2B Figure 3
|
||
$SELECT Same or Different?
|
||
ID: 2b-f3
|
||
INTRO: Two words each time. If both have the same vowel sound, tap "Same"; if not, tap "Different".
|
||
INSTRUCTION: Tap Same or Different.
|
||
HIDE_PROMPT
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
EXAMPLE
|
||
PROMPT: laid ... lad {bk03-l2b-f3-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: pain ... pan {bk03-l2b-f3-02.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: mate ... mat {bk03-l2b-f3-03.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: Dan ... Dan {bk03-l2b-f3-04.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: fade ... fad {bk03-l2b-f3-05.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: bait ... bate {bk03-l2b-f3-06.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: gate ... gait {bk03-l2b-f3-07.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: mate ... mat {bk03-l2b-f3-08.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: main ... man {bk03-l2b-f3-09.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: hat ... hat {bk03-l2b-f3-10.mp3}
|
||
ANSWER: s
|
||
|
||
# Source: ST §Vowel Sound /eɪ/: Day
|
||
$DIALOGUE Words Like "Day"
|
||
ID: l2-s16
|
||
INTRO: Now read for yourself. All of these words have the sound in "name". Read and repeat.
|
||
INSTRUCTION: Read and repeat the words.
|
||
REPEAT
|
||
|
||
LINE: raid grade mate name same play base may bait tape
|
||
|
||
# Source: ST §Vowel Sound /æ/: Mat
|
||
$DIALOGUE Words Like "Mat"
|
||
ID: l2-s17
|
||
INTRO: And these all have the sound in "map". Read and repeat.
|
||
INSTRUCTION: Read and repeat the words.
|
||
REPEAT
|
||
|
||
LINE: at sad ask stand that am lab and man lamb
|
||
|
||
# DROPPED: ST §Minimal Pairs /eɪ/–/æ/ (l2-s18) — TTS twin of the cassette word-pair activity above.
|
||
|
||
# Source: LLA 2B Figure 8
|
||
$PRODUCE The Missing Letter "t"
|
||
ID: 2b-f8
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: A quick spelling workout. Type the missing letter "t" to complete each word.
|
||
INSTRUCTION: Type the missing letter.
|
||
|
||
TEMPLATE: loca____{t}or
|
||
RESPONSE: locator
|
||
|
||
TEMPLATE: ____{t}ea
|
||
RESPONSE: tea
|
||
|
||
TEMPLATE: mee____{t}
|
||
RESPONSE: meet
|
||
|
||
TEMPLATE: repor____{t}
|
||
RESPONSE: report
|
||
|
||
TEMPLATE: ____{t}oday
|
||
RESPONSE: today
|
||
|
||
TEMPLATE: af____{t}er
|
||
RESPONSE: after
|
||
|
||
TEMPLATE: wa____{t}er
|
||
RESPONSE: water
|
||
|
||
TEMPLATE: ____{t}ired
|
||
RESPONSE: tired
|
||
|
||
TEMPLATE: repea____{t}
|
||
RESPONSE: repeat
|
||
|
||
TEMPLATE: ____{t}ime
|
||
RESPONSE: time
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SAY / SAD" (/e/–/æ/, ST p. 42) — instructor-read minimal pairs with no recorded stimulus; the skill is covered here by the cassette "Same or Different?" and "Which Sound Do You Hear?" activities.
|
||
|
||
$SESSION 2-4: Meals, Languages, and Questions with "What" and "Who"
|
||
|
||
# Source: ST §What Do You Want?
|
||
$DIALOGUE At the Snack Bar {st-page_046_001.jpg|Two men sitting at a restaurant table, being served by a waiter holding a notepad}
|
||
ID: l2-s10
|
||
INTRO: In this part: food, the languages of the world, and more question practice. First, the waiter takes an order — a man of few words.
|
||
INSTRUCTION: Listen and repeat the dialog.
|
||
REPEAT
|
||
|
||
Waiter: Yes?
|
||
|
||
VOCAB: to want
|
||
Bill: I want coffee, please.
|
||
|
||
Paul: I want tea.
|
||
|
||
VOCAB: hamburger
|
||
Jack: I want a hamburger.
|
||
|
||
VOCAB: French fries
|
||
Waiter: Do you want French fries?
|
||
|
||
Jack: No, thanks.
|
||
|
||
Waiter: Okay.
|
||
|
||
# Source: ST §For Lunch
|
||
$GRAMMAR The Snack Bar Menu
|
||
ID: l2-s11
|
||
INTRO: Here's the menu they were ordering from. Tap any item to hear it.
|
||
|
||
CARD: To eat, the snack bar has these:
|
||
{hamburger}
|
||
{French fries}
|
||
{fish}
|
||
{salad}
|
||
|
||
CARD: And to drink:
|
||
{coffee}
|
||
{tea}
|
||
{milk}
|
||
|
||
SUMMARY:
|
||
| FOR LUNCH | |
|
||
|---|---|
|
||
| hamburger | $2.65 |
|
||
| French fries | $ .75 |
|
||
| fish | $1.99 |
|
||
| salad | $2.50 |
|
||
| coffee | $ .75 |
|
||
| tea | $ .75 |
|
||
| milk | $ .75 |
|
||
|
||
# Source: ST §We Have Rice for Dinner.
|
||
$DIALOGUE For Breakfast, Lunch, and Dinner
|
||
ID: l2-s30
|
||
INTRO: To say which meal, use "for": eggs for breakfast, a salad for lunch. Listen and repeat each exchange.
|
||
INSTRUCTION: Read and repeat the dialogs.
|
||
REPEAT
|
||
|
||
VOCAB: for breakfast
|
||
LINE: Do you have eggs for breakfast?\n— No, I have an orange for breakfast.
|
||
|
||
VOCAB: for dinner
|
||
LINE: Do you have milk for dinner?\n— Yes, I do.
|
||
|
||
VOCAB: for lunch
|
||
LINE: What does Mary have for lunch?\n— She has a salad.
|
||
|
||
LINE: Does Ali have a salad for lunch?\n— No, he has chicken for lunch.
|
||
|
||
LINE: Do you have rice for dinner?\n— Yes, I have rice for dinner.
|
||
|
||
LINE: What does Mary have for breakfast?\n— She has eggs for breakfast.
|
||
|
||
LINE: What do you have for dinner?\n— I have beef or chicken for dinner.
|
||
|
||
LINE: Do you have coffee for breakfast?\n— Yes, I have coffee for breakfast.
|
||
|
||
LINE: What does Tom have for lunch?\n— Tom has a salad and milk for lunch.
|
||
|
||
LINE: Does Bill eat breakfast?\n— Yes, he has a banana and coffee for breakfast.
|
||
|
||
# Source: LLA 2B Figure 4
|
||
$PRODUCE Meals: Answer the Questions
|
||
ID: 2b-f4
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Listen to each question and use the cue words to answer aloud in a full sentence. Then repeat the model answer.
|
||
INSTRUCTION: Answer aloud in a full sentence.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: What do you eat for lunch? {bk03-l2b-f4-ex-q.mp3}
|
||
TEMPLATE: chicken / rice
|
||
RESPONSE: I eat chicken and rice for lunch. {bk03-l2b-f4-ex-a.mp3}
|
||
|
||
PROMPT: What do you eat for breakfast? {bk03-l2b-f4-01-q.mp3}
|
||
TEMPLATE: eggs / bread
|
||
RESPONSE: I eat eggs and bread for breakfast. {bk03-l2b-f4-01-a.mp3}
|
||
|
||
PROMPT: What does Jeff want for lunch? {bk03-l2b-f4-02-q.mp3}
|
||
TEMPLATE: fruit
|
||
RESPONSE: Jeff wants fruit for lunch. {bk03-l2b-f4-02-a.mp3}
|
||
|
||
PROMPT: What does Jan eat for dinner? {bk03-l2b-f4-03-q.mp3}
|
||
TEMPLATE: beef / fruit
|
||
RESPONSE: Jan eats beef and fruit for dinner. {bk03-l2b-f4-03-a.mp3}
|
||
|
||
PROMPT: What do they want for breakfast? {bk03-l2b-f4-04-q.mp3}
|
||
TEMPLATE: eggs / coffee
|
||
RESPONSE: They want eggs and coffee for breakfast. {bk03-l2b-f4-04-a.mp3}
|
||
|
||
PROMPT: What do they have for dinner at night? {bk03-l2b-f4-05-q.mp3}
|
||
TEMPLATE: chicken
|
||
RESPONSE: They have chicken for dinner at night. {bk03-l2b-f4-05-a.mp3}
|
||
|
||
# Source: ST §What Do You Want to Eat and Drink?
|
||
$PRODUCE Your Order, Please
|
||
ID: l2-s12
|
||
REFERENCE: l2-s11
|
||
INTRO: Your turn at the counter. Say what you want to eat and drink for lunch — the menu is there if you need it, and the prices are very 1980s.
|
||
INSTRUCTION: Answer the questions about what you want to eat and drink.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any sentence stating what people want to eat and drink using the items from the menu.
|
||
|
||
EXAMPLE
|
||
PROMPT: What do you want to eat? What do you want to drink?
|
||
RESPONSE: Peter wants a hamburger and tea, Mike wants French fries and coffee, and I want a salad.
|
||
|
||
PROMPT: What do you want to eat and drink for lunch?
|
||
RESPONSE: I want a hamburger, French fries, and milk.
|
||
|
||
# Source: ST §What Questions with Present Tense
|
||
$GRAMMAR Questions with "What"
|
||
ID: l2-s19
|
||
INTRO: Now the pattern for asking about things and activities, with "what".
|
||
|
||
CARD: Ask about a thing with **what**, plus **does** or **do**.
|
||
{What does Tom study?}
|
||
{He studies English.}
|
||
|
||
CARD: "What ... do" asks about an activity.
|
||
{What does Tom do at 7:30?}
|
||
{He goes to school at 7:30.}
|
||
|
||
CARD: With plural subjects, use **do**.
|
||
{What do they study at night?}
|
||
{They study English.}
|
||
|
||
SUMMARY:
|
||
| Question | Answer |
|
||
|---|---|
|
||
| What does Tom study? | He studies English. |
|
||
| What does Tom do at 7:30? | He goes to school at 7:30. |
|
||
| What do they study at night? | They study English. |
|
||
| What does she do in the morning? | She goes to the lab. |
|
||
|
||
# Source: LLA 2B Figure 5
|
||
$PRODUCE Make Questions with "What"
|
||
ID: 2b-f5
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: Listen to the cue words and type a question starting with "What". Then repeat the question.
|
||
INSTRUCTION: Type the complete question.
|
||
REPEAT
|
||
|
||
PROMPT: Jan have lunch. {bk03-l2b-f5-01-q.mp3}
|
||
TEMPLATE: (Jan / have / lunch)
|
||
TEMPLATE: What ____?
|
||
RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-01.mp3}
|
||
ACCEPT: does Jan have for lunch | does Jan have for lunch? | What does Jan have for lunch | What does Jan have for lunch?
|
||
|
||
PROMPT: Bob do weekend. {bk03-l2b-f5-02-q.mp3}
|
||
TEMPLATE: (Bob / do / weekend)
|
||
TEMPLATE: What ____?
|
||
RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02.mp3}
|
||
ACCEPT: does Bob do on the weekend | does Bob do on the weekend? | does Bob do the weekend | does Bob do the weekend? | What does Bob do on the weekend | What does Bob do on the weekend?
|
||
|
||
PROMPT: She eat dinner. {bk03-l2b-f5-03-q.mp3}
|
||
TEMPLATE: (she / eat / dinner)
|
||
TEMPLATE: What ____?
|
||
RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03.mp3}
|
||
ACCEPT: does she eat for dinner | does she eat for dinner? | What does she eat for dinner | What does she eat for dinner?
|
||
|
||
PROMPT: Tim want dinner. {bk03-l2b-f5-04-q.mp3}
|
||
TEMPLATE: (Tim / want / dinner)
|
||
TEMPLATE: What ____?
|
||
RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04.mp3}
|
||
ACCEPT: does Tim want for dinner | does Tim want for dinner? | What does Tim want for dinner | What does Tim want for dinner?
|
||
|
||
PROMPT: You do every day. {bk03-l2b-f5-05-q.mp3}
|
||
TEMPLATE: (you / do / every day)
|
||
TEMPLATE: What ____?
|
||
RESPONSE: What do you do every day? {bk03-l2b-f5-05.mp3}
|
||
ACCEPT: do you do every day | do you do every day? | What do you do every day | What do you do every day?
|
||
|
||
# Source: ST §What Does Tom Do Every Day?
|
||
$PRODUCE Tom's Busy Day
|
||
ID: l2-s20
|
||
INTRO: Tom again, hour by hour. Look at each picture and answer what he does at that time — the man never stops.
|
||
INSTRUCTION: Look at the picture and answer the question.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any grammatically correct sentence describing Tom's action in the picture at the given time.
|
||
|
||
PROMPT: What does Tom do at 7:30 a.m.? {st-page_052_001.jpg|A man opening a window at 7:30 am}
|
||
RESPONSE: He opens the window at 7:30.
|
||
|
||
PROMPT: What does Tom do at 8:00 a.m.? {st-page_052_002.jpg|A student opening a book in class at 8:00 am}
|
||
RESPONSE: He opens his book at 8:00.
|
||
|
||
PROMPT: What does Tom do at 9:00 a.m.? {st-page_052_003.jpg|A man writing math formulas on a blackboard at 9:00 am}
|
||
RESPONSE: He writes on the chalkboard at 9:00.
|
||
|
||
PROMPT: What does Tom do at 12:30 p.m.? {st-page_052_004.jpg|A man sitting with a tray of food at 12:30 pm}
|
||
RESPONSE: He eats lunch at 12:30.
|
||
|
||
PROMPT: What does Tom do at 2:00 p.m.? {st-page_052_005.jpg|A student entering the Language Lab at 2:00 pm}
|
||
RESPONSE: He goes to the lab at 2:00.
|
||
|
||
PROMPT: What does Tom do at 3:00 p.m.? {st-page_052_006.jpg|A man leaving the Language Lab at 3:00 pm}
|
||
RESPONSE: He leaves the lab at 3:00.
|
||
|
||
PROMPT: What does Tom do at 6:00 p.m.? {st-page_052_007.jpg|A man talking to a woman at a Commissary counter with a carton of milk at 6:00 pm}
|
||
RESPONSE: He goes to the commissary at 6:00.
|
||
|
||
PROMPT: What does Tom do at 6:30 p.m.? {st-page_052_008.jpg|A man at a Snack Bar ordering french fries at 6:30 pm}
|
||
RESPONSE: He eats at the snack bar at 6:30.
|
||
|
||
PROMPT: What does Tom do at 10:00 p.m.? {st-page_052_009.jpg|A man listening to a radio with musical notes around at 10:00 pm}
|
||
RESPONSE: He listens to the radio at 10:00.
|
||
|
||
# Source: ST §What Language Do They Speak?
|
||
$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg|A map showing Europe, Africa, Asia, and part of the Middle East}
|
||
ID: l2-s28
|
||
INTRO: A quick tour of the map: six countries and the languages they speak. Listen and repeat.
|
||
INSTRUCTION: Listen and repeat.
|
||
REPEAT
|
||
|
||
VOCAB: to speak
|
||
VOCAB: English
|
||
LINE: England\nThey speak English in England.
|
||
|
||
VOCAB: Spanish
|
||
LINE: Spain\nThey speak Spanish in Spain.
|
||
|
||
VOCAB: French
|
||
LINE: France\nThey speak French in France.
|
||
|
||
VOCAB: Arabic
|
||
LINE: Saudi Arabia\nThey speak Arabic in Saudi Arabia.
|
||
|
||
VOCAB: Russian
|
||
LINE: Russia\nThey speak Russian in Russia.
|
||
|
||
VOCAB: Chinese
|
||
LINE: China\nThey speak Chinese in China.
|
||
|
||
# Source: ST §They Speak English in the U.S.
|
||
$PRODUCE What Language? Ask and Answer
|
||
ID: l2-s29
|
||
REFERENCE: l2-s28
|
||
INTRO: Now you ask the "what" question and answer it. For each country, ask what language they speak there, then answer. Open the map activity if you need a reminder.
|
||
INSTRUCTION: Ask and answer what language is spoken in each country.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any correct question and answer identifying the language spoken in the given country.
|
||
|
||
EXAMPLE
|
||
PROMPT: China
|
||
RESPONSE: What language do they speak in China?\n— They speak Chinese.
|
||
|
||
PROMPT: England
|
||
RESPONSE: What language do they speak in England?\n— They speak English.
|
||
|
||
PROMPT: Spain
|
||
RESPONSE: What language do they speak in Spain?\n— They speak Spanish.
|
||
|
||
PROMPT: France
|
||
RESPONSE: What language do they speak in France?\n— They speak French.
|
||
|
||
PROMPT: Saudi Arabia
|
||
RESPONSE: What language do they speak in Saudi Arabia?\n— They speak Arabic.
|
||
|
||
PROMPT: Russia
|
||
RESPONSE: What language do they speak in Russia?\n— They speak Russian.
|
||
|
||
PROMPT: the U.S.
|
||
RESPONSE: What language do they speak in the U.S.?\n— They speak English.
|
||
|
||
# SKIPPED (book): ST "I SPEAK ENGLISH..." (p. 50) — classroom game with cards shown to classmates; no solo path.
|
||
|
||
# Source: LLA 2B Figure 6
|
||
$PRODUCE Who Does It? Answer the Questions
|
||
ID: 2b-f6
|
||
INPUT: speak
|
||
CHECK: reveal
|
||
INTRO: Back to "who" — this time you answer by ear. Listen to each question and use the cue to answer aloud in a full sentence, then repeat the model.
|
||
INSTRUCTION: Answer aloud in a full sentence.
|
||
REPEAT
|
||
|
||
EXAMPLE
|
||
PROMPT: Who eats at the mess hall? {bk03-l2b-f6-ex-q.mp3}
|
||
TEMPLATE: John
|
||
RESPONSE: John eats at the mess hall. {bk03-l2b-f6-ex-a.mp3}
|
||
|
||
PROMPT: Who knows the answer? {bk03-l2b-f6-01-q.mp3}
|
||
TEMPLATE: Ali
|
||
RESPONSE: Ali knows the answer. {bk03-l2b-f6-01-a.mp3}
|
||
|
||
PROMPT: Who goes to the lab in the morning? {bk03-l2b-f6-02-q.mp3}
|
||
TEMPLATE: Bob
|
||
RESPONSE: Bob goes to the lab in the morning. {bk03-l2b-f6-02-a.mp3}
|
||
|
||
PROMPT: Who sees the pictures? {bk03-l2b-f6-03-q.mp3}
|
||
TEMPLATE: the doctor
|
||
RESPONSE: The doctor sees the pictures. {bk03-l2b-f6-03-a.mp3}
|
||
|
||
PROMPT: Who checks the homework? {bk03-l2b-f6-04-q.mp3}
|
||
TEMPLATE: the teacher
|
||
RESPONSE: The teacher checks the homework. {bk03-l2b-f6-04-a.mp3}
|
||
|
||
PROMPT: Who eats in the dining hall? {bk03-l2b-f6-05-q.mp3}
|
||
TEMPLATE: the students
|
||
RESPONSE: The students eat in the dining hall. {bk03-l2b-f6-05-a.mp3}
|
||
|
||
# Source: LLA 2B Figure 7
|
||
$PRODUCE Make Questions with "Who"
|
||
ID: 2b-f7
|
||
INPUT: type
|
||
CHECK: exact
|
||
INTRO: And now you build the "who" questions yourself. Listen to the cue words and type a complete question starting with "Who". Then repeat it.
|
||
INSTRUCTION: Type the complete question.
|
||
REPEAT
|
||
|
||
PROMPT: Want lunch today? {bk03-l2b-f7-01-q.mp3}
|
||
TEMPLATE: (want / lunch / today)
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who wants lunch today? {bk03-l2b-f7-01-a.mp3}
|
||
ACCEPT: wants lunch today | wants lunch today? | Who wants lunch today | Who wants lunch today?
|
||
|
||
PROMPT: Go class every day. {bk03-l2b-f7-02-q.mp3}
|
||
TEMPLATE: (go / class / every day)
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3}
|
||
ACCEPT: goes to class every day | goes to class every day? | Who goes to class every day | Who goes to class every day?
|
||
|
||
PROMPT: Study English every night. {bk03-l2b-f7-03-q.mp3}
|
||
TEMPLATE: (study / English / every night)
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3}
|
||
ACCEPT: studies English every night | studies English every night? | Who studies English every night | Who studies English every night?
|
||
|
||
PROMPT: Know. Answer question. {bk03-l2b-f7-04-q.mp3}
|
||
TEMPLATE: (know / answer / question)
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3}
|
||
ACCEPT: knows the answer to the question | knows the answer to the question? | Who knows the answer to the question | Who knows the answer to the question?
|
||
|
||
PROMPT: Speak Spanish. {bk03-l2b-f7-05-q.mp3}
|
||
TEMPLATE: (speak / Spanish)
|
||
TEMPLATE: Who ____?
|
||
RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3}
|
||
ACCEPT: speaks Spanish | speaks Spanish? | Who speaks Spanish | Who speaks Spanish?
|
||
|
||
$SESSION 2-5: Questions with "Where" and "When"
|
||
|
||
# Source: LLA 2C Figure 1
|
||
$DIALOGUE Questions with "Where"
|
||
ID: 2c-f1
|
||
INTRO: In this part you'll learn to ask about places and times with "where" and "when". Start by listening to these "where" questions and repeating them.
|
||
INSTRUCTION: Repeat each question.
|
||
REPEAT
|
||
|
||
LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3}
|
||
LINE: Where is Mary? {bk03-l2c-f1-02.mp3}
|
||
LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3}
|
||
LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3}
|
||
LINE: Where is your notebook? {bk03-l2c-f1-05.mp3}
|
||
|
||
# Source: ST §Where Questions with Present Tense
|
||
$GRAMMAR The "Where" Pattern
|
||
ID: l2-s21
|
||
INTRO: The pattern behind those questions, in two short cards.
|
||
|
||
CARD: Ask about a place with **where**, plus **does** or **do**.
|
||
{Where does Tom study?}
|
||
{He studies at the library.}
|
||
{Where does Tom eat lunch?}
|
||
{He eats lunch at the snack bar.}
|
||
|
||
CARD: With plural subjects, use **do**.
|
||
{Where do the boys study?}
|
||
{They study at the library.}
|
||
|
||
SUMMARY:
|
||
| Question | Answer |
|
||
|---|---|
|
||
| Where does Tom study? | He studies at the library. |
|
||
| Where does Tom eat lunch? | He eats lunch at the snack bar. |
|
||
| Where do the boys study? | They study at the library. |
|
||
|
||
# Source: LLA 2C Figure 2
|
||
$PRODUCE Make Questions with "Where"
|
||
ID: 2c-f2
|
||
INPUT: type
|
||
CHECK: exact
|
||
SHOW_PROMPT
|
||
REPEAT
|
||
INTRO: Read each sentence and type the question that asks about the place. Then listen and repeat the question.
|
||
INSTRUCTION: Type the question using "where".
|
||
|
||
EXAMPLE
|
||
PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3}
|
||
ACCEPT: is Tom | is Tom?
|
||
|
||
PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3}
|
||
ACCEPT: is John | is John?
|
||
|
||
PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3}
|
||
ACCEPT: do Bob and Mary study | do Bob and Mary study?
|
||
|
||
PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3}
|
||
ACCEPT: does Jeff eat lunch | does Jeff eat lunch?
|
||
|
||
PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3}
|
||
ACCEPT: are the children | are the children?
|
||
|
||
PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3}
|
||
ACCEPT: do you speak English | do you speak English?
|
||
|
||
PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3}
|
||
TEMPLATE: Where ____?
|
||
RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3}
|
||
ACCEPT: does Mrs. Wilson buy fruit | does Mrs. Wilson buy fruit?
|
||
|
||
# Source: ST §Where Questions: Practice Sentences
|
||
$DIALOGUE Where Does Frank Swim?
|
||
ID: l2-s22
|
||
INTRO: More "where" questions with their answers. Listen and repeat each pair.
|
||
INSTRUCTION: Listen and repeat each question and answer.
|
||
REPEAT
|
||
|
||
LINE: Where does Frank swim?\n— He swims at the Air Force base.
|
||
|
||
LINE: Where does Ann study?\n— She studies in her room.
|
||
|
||
LINE: Where does Bill eat lunch?\n— He eats lunch at the snack bar.
|
||
|
||
LINE: Where does Sam sleep?\n— He sleeps in the barracks.
|
||
|
||
LINE: Where does Susan write?\n— She writes at her desk.
|
||
|
||
LINE: Where do they go in the evening?\n— They go to the library.
|
||
|
||
LINE: Where does she watch television?\n— She watches television in her room.
|
||
|
||
LINE: Where does Jean study English?\n— She studies English in class.
|
||
|
||
# Source: ST §I Don't Know.
|
||
$DIALOGUE I Don't Know.
|
||
ID: l2-s23
|
||
INTRO: Sometimes the honest answer is "I don't know" — a phrase you'll use more than you'd like. Listen and repeat each exchange.
|
||
INSTRUCTION: Listen and repeat each exchange.
|
||
REPEAT
|
||
|
||
VOCAB: I don't know
|
||
LINE: What is that?\n— I don't know.
|
||
|
||
LINE: Where is she going?\n— I don't know.
|
||
|
||
LINE: Where is your book?\n— I don't know.
|
||
|
||
LINE: Where is the hospital?\n— I don't know.
|
||
|
||
LINE: Where is Ali?\n— I don't know.
|
||
|
||
LINE: Who is speaking?\n— I don't know.
|
||
|
||
LINE: What is the answer?\n— I don't know.
|
||
|
||
LINE: Who is she?\n— I don't know.
|
||
|
||
LINE: What is his name?\n— I don't know.
|
||
|
||
LINE: Where is my classroom?\n— I don't know.
|
||
|
||
LINE: What time is it?\n— I don't know.
|
||
|
||
LINE: Where is the bus stop?\n— I don't know.
|
||
|
||
# Source: LLA 2C Figure 3
|
||
$DIALOGUE When Things Happen
|
||
ID: 2c-f3
|
||
INTRO: Now times: in the morning, on Mondays, every Wednesday, before class. Listen to the sentences and repeat them.
|
||
INSTRUCTION: Repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3}
|
||
LINE: The trucks leave on Mondays. {bk03-l2c-f3-02.mp3}
|
||
LINE: Mary studies Chinese every Wednesday. {bk03-l2c-f3-03.mp3}
|
||
LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3}
|
||
LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3}
|
||
LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3}
|
||
|
||
# Source: ST §When Questions with Present Tense
|
||
$GRAMMAR The "When" Pattern
|
||
ID: l2-s25
|
||
INTRO: Asking about the time works just like "where".
|
||
|
||
CARD: Ask about a time with **when**, plus **does** or **do**.
|
||
{When does Tom swim?}
|
||
{He swims on Wednesdays.}
|
||
|
||
SUMMARY:
|
||
| Question | Answer |
|
||
|---|---|
|
||
| When does Tom swim? | He swims on Wednesdays. |
|
||
|
||
# Source: LLA 2C Figure 4
|
||
$PRODUCE Make Questions with "When"
|
||
ID: 2c-f4
|
||
INPUT: type
|
||
CHECK: exact
|
||
SHOW_PROMPT
|
||
REPEAT
|
||
INTRO: Read each sentence and type the question that asks about the time. Then listen and repeat the question.
|
||
INSTRUCTION: Type the question using "when".
|
||
|
||
PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3}
|
||
ACCEPT: does the plane leave | does the plane leave?
|
||
|
||
PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3}
|
||
ACCEPT: do the trucks leave | do the trucks leave?
|
||
|
||
PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3}
|
||
ACCEPT: does Mary study Chinese | does Mary study Chinese?
|
||
|
||
PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3}
|
||
ACCEPT: do Bob and Tom get up | do Bob and Tom get up?
|
||
|
||
PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3}
|
||
ACCEPT: does John learn his lesson | does John learn his lesson?
|
||
|
||
PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3}
|
||
TEMPLATE: When ____?
|
||
RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3}
|
||
ACCEPT: does Bob take a shower | does Bob take a shower?
|
||
|
||
# Source: ST §When? (Tom's Week)
|
||
$DIALOGUE Tom's Week
|
||
ID: l2-s26
|
||
INTRO: Tom's week, day by day — the calendar in each picture tells you when. Listen and repeat the questions and answers.
|
||
INSTRUCTION: Listen and repeat the questions and answers.
|
||
REPEAT
|
||
|
||
LINE: When does Tom go to the BX?\n— He goes on Tuesdays. {st-page_055_001.jpg|A man in uniform standing near a door labeled BX, with a calendar pointing to Tuesday}
|
||
|
||
LINE: When does Tom eat at the snack bar?\n— He eats at the snack bar on Fridays. {st-page_055_002.jpg|A man standing at a snack bar counter with a cup, with a calendar pointing to Friday}
|
||
|
||
LINE: When does Tom get up early?\n— He gets up early on Mondays. {st-page_055_003.jpg|A man waking up shocked next to an alarm clock set to 6:00, with a calendar pointing to Monday}
|
||
|
||
LINE: When does Tom go to bed late?\n— He goes to bed late on Saturdays. {st-page_055_004.jpg|A man sitting on a bed late at night, with a calendar pointing to Saturday}
|
||
|
||
LINE: When does Tom swim?\n— He swims on Wednesdays. {st-page_055_005.jpg|A man swimming in water, with a calendar pointing to Wednesday}
|
||
|
||
# Source: ST §Tom's Week (production pass restored from the checked master, 2026-08-22)
|
||
$PRODUCE Tom's Week: Ask and Answer
|
||
ID: l2-s26-b
|
||
INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see.
|
||
INSTRUCTION: Ask and answer aloud about the picture.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model.
|
||
|
||
EXAMPLE
|
||
PROMPT: {st-page_055_005.jpg|A man swimming in water, with a calendar pointing to Wednesday}
|
||
RESPONSE: When does Tom swim? He swims on Wednesdays.
|
||
|
||
PROMPT: {st-page_055_001.jpg|A man in uniform standing near a door labeled BX, with a calendar pointing to Tuesday}
|
||
RESPONSE: When does Tom go to the BX? He goes on Tuesdays.
|
||
|
||
PROMPT: {st-page_055_002.jpg|A man standing at a snack bar counter with a cup, with a calendar pointing to Friday}
|
||
RESPONSE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays.
|
||
|
||
PROMPT: {st-page_055_003.jpg|A man waking up shocked next to an alarm clock set to 6:00, with a calendar pointing to Monday}
|
||
RESPONSE: When does Tom get up early? He gets up early on Mondays.
|
||
|
||
PROMPT: {st-page_055_004.jpg|A man sitting on a bed late at night, with a calendar pointing to Saturday}
|
||
RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays.
|
||
|
||
# Source: LLA 2C Figure 5
|
||
$SELECT "Where" or "When"?
|
||
ID: 2c-f5
|
||
INTRO: You'll hear an answer first. Decide which question fits it: one starting with "Where", or one starting with "When". Then listen to the model question and answer.
|
||
INSTRUCTION: Tap Where or When.
|
||
OPTION: a | Where
|
||
OPTION: b | When
|
||
|
||
EXAMPLE
|
||
PROMPT: In the barracks. Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: Where does Bob study? Bob studies in the barracks. {bk03-l2c-f5-01-fb.mp3}
|
||
|
||
PROMPT: At 5 o'clock every afternoon. Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: When does Jan swim? Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-fb.mp3}
|
||
|
||
PROMPT: In the mess hall. We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: Where do we eat dinner? We eat dinner in the mess hall. {bk03-l2c-f5-03-fb.mp3}
|
||
|
||
PROMPT: In the barracks. Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: Where does Tom sleep? Tom sleeps in the barracks. {bk03-l2c-f5-04-fb.mp3}
|
||
|
||
PROMPT: Early. We eat breakfast early. {bk03-l2c-f5-05-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: When do we eat breakfast? We eat breakfast early. {bk03-l2c-f5-05-fb.mp3}
|
||
|
||
PROMPT: At 8:30. Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: When does Linda go to bed? Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-fb.mp3}
|
||
|
||
# Source: ST §Do You Have a Train to Laredo?
|
||
$DIALOGUE A Train to Laredo
|
||
ID: l2-s27
|
||
INTRO: Two short conversations about schedules — one about the lab, one about a train. Listen and repeat.
|
||
INSTRUCTION: Read and repeat the dialogs.
|
||
REPEAT
|
||
|
||
John: Do we have lab today?
|
||
Mary: Yes, we do.
|
||
John: When do we have lab?
|
||
Mary: At 9:30 and 1:20.
|
||
|
||
Tom: Do you have a train to Laredo today?
|
||
Bill: Yes, we do.
|
||
Tom: When does it leave?
|
||
Bill: At 6:30 this evening.
|
||
|
||
# Source: LLA 2D Figure 2
|
||
$DIALOGUE At the Bus Station {page_041_001.jpg|A student holding a paper labeled BUS SCHEDULE speaking to a clerk at a counter under a sign that reads BUS INFORMATION}
|
||
ID: 2d-f2
|
||
INTRO: A student puts "where" and "when" to work at the bus information counter. Listen and repeat each line.
|
||
INSTRUCTION: Listen and repeat each line.
|
||
REPEAT
|
||
|
||
Student: Where does this bus go? {bk03-l2d-f2-01.mp3}
|
||
Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3}
|
||
Student: When does it leave? {bk03-l2d-f2-03.mp3}
|
||
Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3}
|
||
|
||
$SESSION 2-6: Always, Sometimes, Never
|
||
|
||
# Source: ST §Frequency Adverbs: Always, Sometimes, Never
|
||
$GRAMMAR Always, Sometimes, Never
|
||
ID: l2-s31
|
||
INTRO: In this part you'll learn to say how often things happen — from "always" all the way down to "never".
|
||
|
||
CARD: **Always** means every time. **Never** means no time at all. **Sometimes** is in between.
|
||
|
||
{I am never late.}
|
||
{Fred is always sad.}
|
||
{Sue is sometimes early.}
|
||
|
||
CARD: With a main verb, the adverb goes **before** the verb.
|
||
{John never shaves on Saturday.}
|
||
{Mary sometimes eats fish for breakfast.}
|
||
{I always do my homework.}
|
||
|
||
SUMMARY:
|
||
| Position | Example |
|
||
|---|---|
|
||
| after "be" | I am never late. |
|
||
| before a main verb | I always do my homework. |
|
||
|
||
# Source: LLA 2C Figure 6
|
||
$DIALOGUE Frequency with Main Verbs
|
||
ID: 2c-f6
|
||
INTRO: Learn how to use "always", "sometimes", and "never" before main verbs. Listen and repeat.
|
||
INSTRUCTION: Repeat each sentence.
|
||
REPEAT
|
||
|
||
VOCAB: always
|
||
LINE: I always eat rice for lunch. {bk03-l2c-f6-01.mp3}
|
||
|
||
VOCAB: sometimes
|
||
LINE: He sometimes eats in his room. {bk03-l2c-f6-02.mp3}
|
||
|
||
VOCAB: never
|
||
LINE: I never drink coffee. {bk03-l2c-f6-03.mp3}
|
||
|
||
LINE: Linda never goes to the lab. {bk03-l2c-f6-04.mp3}
|
||
LINE: Tom always goes to the lab. {bk03-l2c-f6-05.mp3}
|
||
LINE: He sometimes swims after class. {bk03-l2c-f6-06.mp3}
|
||
LINE: Mary always speaks English in class. {bk03-l2c-f6-07.mp3}
|
||
LINE: Bob never speaks English in the barracks. {bk03-l2c-f6-08.mp3}
|
||
LINE: Jan always has fruit for lunch. {bk03-l2c-f6-09.mp3}
|
||
LINE: John never gets up early. {bk03-l2c-f6-10.mp3}
|
||
|
||
# Source: LLA 2C Figure 7
|
||
$DIALOGUE Frequency with the Verb "Be"
|
||
ID: 2c-f7
|
||
INTRO: Notice that adverbs of frequency come after the verb "to be". Listen and repeat.
|
||
INSTRUCTION: Repeat each sentence.
|
||
REPEAT
|
||
|
||
LINE: They are always late for class. {bk03-l2c-f7-01.mp3}
|
||
LINE: He is always drinking coffee. {bk03-l2c-f7-02.mp3}
|
||
LINE: Sue is never late. {bk03-l2c-f7-03.mp3}
|
||
LINE: Jack is sometimes late for lab. {bk03-l2c-f7-04.mp3}
|
||
LINE: Bob is never on the bus. {bk03-l2c-f7-05.mp3}
|
||
LINE: Mother is always in bed at 10 o'clock. {bk03-l2c-f7-06.mp3}
|
||
LINE: Father is never sad. {bk03-l2c-f7-07.mp3}
|
||
LINE: I am always early to class. {bk03-l2c-f7-08.mp3}
|
||
LINE: My friend is never on time. {bk03-l2c-f7-09.mp3}
|
||
LINE: Bob is sometimes angry. {bk03-l2c-f7-10.mp3}
|
||
|
||
# Source: ST §Sometimes
|
||
$DIALOGUE "Sometimes" Moves Around
|
||
ID: l2-s33
|
||
INTRO: "Sometimes" is flexible — it can start a sentence or end it. Read and repeat.
|
||
INSTRUCTION: Read and repeat the sentences.
|
||
REPEAT
|
||
|
||
LINE: Sometimes I leave class early.
|
||
LINE: He studies in the library sometimes.
|
||
LINE: Sometimes he eats lunch in the dining hall.
|
||
LINE: I get up at noon sometimes.
|
||
|
||
# Source: LLA 2C Figure 8
|
||
$SELECT Which Word Did You Hear?
|
||
ID: 2c-f8
|
||
HIDE_PROMPT
|
||
INTRO: Listen to each sentence and tap the adverb you heard: "always", "sometimes", or "never". Then repeat the sentence.
|
||
INSTRUCTION: Tap always, sometimes, or never.
|
||
REPEAT
|
||
OPTION: a | always
|
||
OPTION: b | sometimes
|
||
OPTION: c | never
|
||
|
||
PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: The train is sometimes late. {bk03-l2c-f8-01-fb.mp3}
|
||
|
||
PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: My friend is never on time. {bk03-l2c-f8-02-fb.mp3}
|
||
|
||
PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: Jan always has fruit for lunch. {bk03-l2c-f8-03-fb.mp3}
|
||
|
||
PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: Mary always speaks English in class. {bk03-l2c-f8-04-fb.mp3}
|
||
|
||
PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: John never gets up early. {bk03-l2c-f8-05-fb.mp3}
|
||
|
||
PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3}
|
||
ANSWER: c
|
||
FEEDBACK: I never drink coffee. {bk03-l2c-f8-06-fb.mp3}
|
||
|
||
PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: I'm sometimes late for class. {bk03-l2c-f8-07-fb.mp3}
|
||
|
||
PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: I'm always early on Mondays. {bk03-l2c-f8-08-fb.mp3}
|
||
|
||
PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3}
|
||
ANSWER: a
|
||
FEEDBACK: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-fb.mp3}
|
||
|
||
PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3}
|
||
ANSWER: b
|
||
FEEDBACK: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-fb.mp3}
|
||
|
||
# Source: ST §How Often Questions
|
||
$GRAMMAR Asking with "How Often"
|
||
ID: l2-s34
|
||
INTRO: To ask about frequency, start the question with "how often".
|
||
|
||
CARD: With **be**, put "how often" first, then the verb.
|
||
{How often is John late?}
|
||
{John is never late.}
|
||
|
||
CARD: With main verbs, use **does** or **do**.
|
||
{How often does Bill swim?}
|
||
{He swims every day.}
|
||
{How often do you go to the movies?}
|
||
{I always go to the movies on Fridays.}
|
||
|
||
SUMMARY:
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| How often | is | he / she | late? / early? / here? |
|
||
| | am | I | |
|
||
| | are | we / you / they | |
|
||
|
||
| | | | |
|
||
|---|---|---|---|
|
||
| How often | does | he / she | swim? / eat? / study? |
|
||
| | do | I / you / we / they | |
|
||
|
||
# Source: ST §How Often: Practice Sentences
|
||
$DIALOGUE How Often? Practice
|
||
ID: l2-s35
|
||
INTRO: Fourteen "how often" questions and their answers. Listen and repeat each pair.
|
||
INSTRUCTION: Listen and repeat the questions and answers.
|
||
REPEAT
|
||
|
||
VOCAB: how often
|
||
LINE: How often do you drink coffee?\n— I always drink coffee at breakfast.
|
||
|
||
LINE: How often do you speak English?\n— I speak English every day.
|
||
|
||
LINE: How often do they go to the movies?\n— They go every Friday.
|
||
|
||
LINE: How often do you come here?\n— I always come here on Saturdays.
|
||
|
||
LINE: How often do they swim?\n— They swim every Wednesday.
|
||
|
||
LINE: How often does Mary do her homework in class?\n— Mary always does her homework in class.
|
||
|
||
LINE: How often do you watch television?\n— I never watch television.
|
||
|
||
LINE: How often does Bob go to the library?\n— Sometimes he goes every day.
|
||
|
||
LINE: How often do you go to the BX?\n— I always go to the BX on Thursdays.
|
||
|
||
LINE: How often do you eat in the dining hall?\n— I eat in the dining hall every evening.
|
||
|
||
LINE: How often do you study English?\n— I study English every day.
|
||
|
||
LINE: How often do you sleep late?\n— I never sleep late.
|
||
|
||
LINE: How often does John see his friends?\n— He always sees them on weekends.
|
||
|
||
LINE: How often do the planes leave?\n— They leave every hour.
|
||
|
||
# Source: ST §Substitution Table: Frequency Adverbs
|
||
$GRAMMAR Sentence Builder: Frequency
|
||
ID: l2-s36
|
||
INTRO: A table for building your own frequency sentences — pick one word from each column.
|
||
|
||
CARD: Choose a subject, an adverb, a verb that matches, and an ending — and you have a sentence.
|
||
{The students never listen to their mother.}
|
||
{My father always shaves in the morning.}
|
||
{Sally sometimes drinks orange juice.}
|
||
|
||
SUMMARY:
|
||
| Subject | Adverb | Verb | Complement |
|
||
|---|---|---|---|
|
||
| The students<br>Paul<br>Sally<br>I<br>You<br>My teacher<br>My friends<br>My mother<br>My father<br>We<br>They | never<br><br>sometimes<br><br>always | listen (to)<br>sits down<br>buys<br>read<br>shaves<br>swim<br>do<br>sleeps<br>drinks<br>watch<br>take | television.<br>in the morning.<br>in the afternoon.<br>to their mother.<br>orange juice.<br>to his father.<br>in the classroom.<br>their homework.<br>his radio.<br>coffee.<br>a taxi. |
|
||
|
||
# Source: ST §Make Sentences with Frequency Adverbs
|
||
$PRODUCE Build Your Own Sentences
|
||
ID: l2-s37
|
||
REFERENCE: l2-s36
|
||
INTRO: Now build ten sentences of your own from the table — open it whenever you need to. Watch the verb ending: "Paul" needs an "s", "my friends" don't.
|
||
INSTRUCTION: Write a complete sentence using words from each column of the substitution table.
|
||
INPUT: type
|
||
CHECK: llm
|
||
RUBRIC: Accept any grammatically correct sentence formed by choosing a valid subject, frequency adverb, matching verb form, and complement from the table.
|
||
|
||
EXAMPLE
|
||
PROMPT: Make a sentence from the table.
|
||
RESPONSE: My teacher sometimes drinks coffee.
|
||
|
||
PROMPT: Write sentence 1.
|
||
RESPONSE: The students always do their homework.
|
||
|
||
PROMPT: Write sentence 2.
|
||
RESPONSE: Paul never watches television in the afternoon.
|
||
|
||
PROMPT: Write sentence 3.
|
||
RESPONSE: Sally always drinks orange juice in the morning.
|
||
|
||
PROMPT: Write sentence 4.
|
||
RESPONSE: I sometimes listen to the radio.
|
||
|
||
PROMPT: Write sentence 5.
|
||
RESPONSE: You always sit down in the classroom.
|
||
|
||
PROMPT: Write sentence 6.
|
||
RESPONSE: My friends never take a taxi.
|
||
|
||
PROMPT: Write sentence 7.
|
||
RESPONSE: My mother sometimes buys coffee.
|
||
|
||
PROMPT: Write sentence 8.
|
||
RESPONSE: My father always shaves in the morning.
|
||
|
||
PROMPT: Write sentence 9.
|
||
RESPONSE: We never sleep in the classroom.
|
||
|
||
PROMPT: Write sentence 10.
|
||
RESPONSE: They always swim in the afternoon.
|
||
|
||
$SESSION 2-7: Review Skills — Listening, Spelling, and Word Groups
|
||
|
||
# Source: LLA 2C Figure 9
|
||
$SELECT Same or Different? "sh" and "ch"
|
||
ID: 2c-f9
|
||
HIDE_PROMPT
|
||
INTRO: Last part: a mixed set of listening, spelling, and word skills to close out the lesson. First, tune your ear to "sh" and "ch". Do the two words sound the same or different?
|
||
INSTRUCTION: Tap Same or Different.
|
||
OPTION: s | Same
|
||
OPTION: d | Different
|
||
|
||
PROMPT: shoe ... chew {bk03-l2c-f9-01.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: marsh ... marsh {bk03-l2c-f9-02.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: wish ... wish {bk03-l2c-f9-03.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: share ... chair {bk03-l2c-f9-04.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: cheese ... cheese {bk03-l2c-f9-05.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: chin ... chin {bk03-l2c-f9-06.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: sheep ... cheap {bk03-l2c-f9-07.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: dish ... ditch {bk03-l2c-f9-08.mp3}
|
||
ANSWER: d
|
||
|
||
PROMPT: shoes ... shoes {bk03-l2c-f9-09.mp3}
|
||
ANSWER: s
|
||
|
||
PROMPT: mash ... match {bk03-l2c-f9-10.mp3}
|
||
ANSWER: d
|
||
|
||
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SHE / CHECK" (/š/–/č/, ST p. 49) — instructor-read stimuli with no recorded audio; the cassette "sh"/"ch" activity above covers the skill.
|
||
|
||
# Source: LLA 2D Figure 1
|
||
$PRODUCE Ask the Right Question
|
||
ID: 2d-f1
|
||
INTRO: Everything from this lesson in one drill. Listen to each statement and the target word — then ask the question, with "who", "what", "when", or "where", that gets that answer.
|
||
INSTRUCTION: Say the question aloud.
|
||
INPUT: speak
|
||
CHECK: llm
|
||
RUBRIC: Accept any grammatically correct Wh-question that asks for the specified target information using who, what, when, or where.
|
||
|
||
EXAMPLE
|
||
PROMPT: Bob is eating lunch. Bob. {bk03-l2d-f1-01-q.mp3}
|
||
TEMPLATE: Bob {page_039_001.jpg|A man sitting at a dining table eating a sandwich}
|
||
RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3}
|
||
|
||
EXAMPLE
|
||
PROMPT: Bob is eating lunch. Lunch. {bk03-l2d-f1-02-q.mp3}
|
||
TEMPLATE: lunch {page_039_002.jpg|A man sitting at a dining table eating a sandwich}
|
||
RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3}
|
||
|
||
PROMPT: The plane leaves at noon. At noon. {bk03-l2d-f1-03-q.mp3}
|
||
TEMPLATE: at noon {page_039_003.jpg|An airplane flying over an airport control tower and runway}
|
||
RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3}
|
||
|
||
PROMPT: Tom is in the classroom. In the classroom. {bk03-l2d-f1-04-q.mp3}
|
||
TEMPLATE: in the classroom {page_039_004.jpg|Students sitting at desks studying in a classroom}
|
||
RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3}
|
||
|
||
PROMPT: Linda is learning French. French. {bk03-l2d-f1-05-q.mp3}
|
||
TEMPLATE: French {page_039_005.jpg|A young woman reading a book with a speech bubble saying "BON JOUR"}
|
||
RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3}
|
||
|
||
PROMPT: John studies after class. After class. {bk03-l2d-f1-06-q.mp3}
|
||
TEMPLATE: after class {page_039_006.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
|
||
RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3}
|
||
|
||
PROMPT: The students eat lunch in the mess hall. In the mess hall. {bk03-l2d-f1-07-q.mp3}
|
||
TEMPLATE: in the mess hall {page_040_001.jpg|A military person in a mess hall surrounded by other people eating}
|
||
RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3}
|
||
|
||
PROMPT: The students eat lunch in the mess hall. The students. {bk03-l2d-f1-08-q.mp3}
|
||
TEMPLATE: the students {page_040_002.jpg|A military person in a mess hall surrounded by other people eating}
|
||
RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3}
|
||
|
||
PROMPT: Tom goes to the library on Monday. Tom. {bk03-l2d-f1-09-q.mp3}
|
||
TEMPLATE: Tom {page_040_003.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
|
||
RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3}
|
||
|
||
PROMPT: Tom goes to the library on Monday. To the library. {bk03-l2d-f1-10-q.mp3}
|
||
TEMPLATE: to the library {page_040_004.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
|
||
RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3}
|
||
|
||
PROMPT: Tom goes to the library on Monday. On Monday. {bk03-l2d-f1-11-q.mp3}
|
||
TEMPLATE: on Monday {page_040_005.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY}
|
||
RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3}
|
||
|
||
PROMPT: Bob wants coffee for breakfast. Coffee. {bk03-l2d-f1-12-q.mp3}
|
||
TEMPLATE: coffee {page_040_006.jpg|A man in uniform sitting near a window holding a cup of coffee}
|
||
RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3}
|
||
|
||
# Source: LLA 2D Figure 3 (Set 1)
|
||
$PRODUCE Spell What You Hear (Set 1)
|
||
ID: 2d-f3-d1
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Five words from the lesson. Listen to each one and type it.
|
||
INSTRUCTION: Type the word you hear.
|
||
|
||
PROMPT: friend {bk03-l2d-f3-01.mp3}
|
||
RESPONSE: friend {bk03-l2d-f3-01.mp3}
|
||
|
||
PROMPT: chicken {bk03-l2d-f3-02.mp3}
|
||
RESPONSE: chicken {bk03-l2d-f3-02.mp3}
|
||
|
||
PROMPT: taxi {bk03-l2d-f3-03.mp3}
|
||
RESPONSE: taxi {bk03-l2d-f3-03.mp3}
|
||
|
||
PROMPT: shower {bk03-l2d-f3-04.mp3}
|
||
RESPONSE: shower {bk03-l2d-f3-04.mp3}
|
||
|
||
PROMPT: plane {bk03-l2d-f3-05.mp3}
|
||
RESPONSE: plane {bk03-l2d-f3-05.mp3}
|
||
|
||
# Source: LLA 2D Figure 3 (Set 1)
|
||
$SELECT Alphabetical Order (Set 1)
|
||
ID: 2d-f3-o1
|
||
ORDER
|
||
INTRO: Now put those same five words in alphabetical order.
|
||
INSTRUCTION: Put the words in alphabetical order.
|
||
|
||
OPTION: a | friend
|
||
OPTION: b | chicken
|
||
OPTION: c | taxi
|
||
OPTION: d | shower
|
||
OPTION: e | plane
|
||
|
||
TEMPLATE: What is the alphabetical order of the five words?
|
||
ANSWER: b,a,e,d,c
|
||
|
||
# Source: LLA 2D Figure 3 (Set 2)
|
||
$PRODUCE Spell What You Hear (Set 2)
|
||
ID: 2d-f3-d2
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Five more words. Listen and type each one.
|
||
INSTRUCTION: Type the word you hear.
|
||
|
||
PROMPT: sleep {bk03-l2d-f3-06.mp3}
|
||
RESPONSE: sleep {bk03-l2d-f3-06.mp3}
|
||
|
||
PROMPT: has {bk03-l2d-f3-07.mp3}
|
||
RESPONSE: has {bk03-l2d-f3-07.mp3}
|
||
|
||
PROMPT: and {bk03-l2d-f3-08.mp3}
|
||
RESPONSE: and {bk03-l2d-f3-08.mp3}
|
||
|
||
PROMPT: want {bk03-l2d-f3-09.mp3}
|
||
RESPONSE: want {bk03-l2d-f3-09.mp3}
|
||
|
||
PROMPT: lunch {bk03-l2d-f3-10.mp3}
|
||
RESPONSE: lunch {bk03-l2d-f3-10.mp3}
|
||
|
||
# Source: LLA 2D Figure 3 (Set 2)
|
||
$SELECT Alphabetical Order (Set 2)
|
||
ID: 2d-f3-o2
|
||
ORDER
|
||
INTRO: And into alphabetical order they go.
|
||
INSTRUCTION: Put the words in alphabetical order.
|
||
|
||
OPTION: a | sleep
|
||
OPTION: b | has
|
||
OPTION: c | and
|
||
OPTION: d | want
|
||
OPTION: e | lunch
|
||
|
||
TEMPLATE: What is the alphabetical order of the five words?
|
||
ANSWER: c,b,e,a,d
|
||
|
||
# Source: LLA 2D Figure 3 (Set 3)
|
||
$PRODUCE Spell What You Hear (Set 3)
|
||
ID: 2d-f3-d3
|
||
INPUT: type
|
||
CHECK: exact
|
||
HIDE_PROMPT
|
||
INTRO: Last five words. Listen and type each one.
|
||
INSTRUCTION: Type the word you hear.
|
||
|
||
PROMPT: book {bk03-l2d-f4-01.mp3}
|
||
RESPONSE: book {bk03-l2d-f4-01.mp3}
|
||
|
||
PROMPT: library {bk03-l2d-f4-02.mp3}
|
||
RESPONSE: library {bk03-l2d-f4-02.mp3}
|
||
|
||
PROMPT: eggs {bk03-l2d-f4-03.mp3}
|
||
RESPONSE: eggs {bk03-l2d-f4-03.mp3}
|
||
|
||
PROMPT: under {bk03-l2d-f4-04.mp3}
|
||
RESPONSE: under {bk03-l2d-f4-04.mp3}
|
||
|
||
PROMPT: pencil {bk03-l2d-f4-05.mp3}
|
||
RESPONSE: pencil {bk03-l2d-f4-05.mp3}
|
||
|
||
# Source: LLA 2D Figure 3 (Set 3)
|
||
$SELECT Alphabetical Order (Set 3)
|
||
ID: 2d-f3-o3
|
||
ORDER
|
||
INTRO: One more alphabetical round.
|
||
INSTRUCTION: Put the words in alphabetical order.
|
||
|
||
OPTION: a | book
|
||
OPTION: b | library
|
||
OPTION: c | eggs
|
||
OPTION: d | under
|
||
OPTION: e | pencil
|
||
|
||
TEMPLATE: What is the alphabetical order of the five words?
|
||
ANSWER: a,c,b,e,d
|
||
|
||
# Source: ST §Alphabetize the Words
|
||
$SELECT Alphabetical Order: Lesson Words
|
||
ID: l2-s38
|
||
ORDER
|
||
INTRO: One last alphabet challenge, with five words from this lesson.
|
||
INSTRUCTION: Put the words in alphabetical order.
|
||
|
||
TEMPLATE: Put these words in alphabetical order.
|
||
OPTION: a | daughter
|
||
OPTION: b | never
|
||
OPTION: c | homework
|
||
OPTION: d | commissary
|
||
OPTION: e | and
|
||
ANSWER: e,d,a,c,b
|
||
|
||
# SKIPPED (book): ST Special Language Skills "DICTATION" (p. 57) — instructor-read dictation with no printed stimulus; the cassette spelling sets above cover the skill.
|
||
|
||
# Source: ST §Write: t (duplicates of "water" and "time" removed — already drilled in the cassette-track version)
|
||
$PRODUCE More Missing "t" Words
|
||
ID: l2-s24
|
||
INTRO: A second round of "t" spelling — new words this time.
|
||
INSTRUCTION: Type the complete word with the missing letter t.
|
||
INPUT: type
|
||
CHECK: exact
|
||
|
||
TEMPLATE: a____{t}
|
||
RESPONSE: at
|
||
|
||
TEMPLATE: quar____{t}er
|
||
RESPONSE: quarter
|
||
|
||
TEMPLATE: wri____{t}e
|
||
RESPONSE: write
|
||
|
||
TEMPLATE: wha____{t}
|
||
RESPONSE: what
|
||
|
||
TEMPLATE: don'____{t}
|
||
RESPONSE: don't
|
||
|
||
TEMPLATE: ____{t}ape
|
||
RESPONSE: tape
|
||
|
||
TEMPLATE: tha____{t}
|
||
RESPONSE: that
|
||
|
||
TEMPLATE: ____{t}eacher
|
||
RESPONSE: teacher
|
||
|
||
TEMPLATE: daugh____{t}er
|
||
RESPONSE: daughter
|
||
|
||
TEMPLATE: Sa____{t}urday
|
||
RESPONSE: Saturday
|
||
|
||
# Source: ST §Find the Word That Is Different
|
||
$SELECT Find the Word That Is Different
|
||
ID: l2-s39
|
||
INTRO: Three of the words in each group belong together; one doesn't. Tap the odd one out.
|
||
INSTRUCTION: Tap the word that does not belong in the group.
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | beef
|
||
OPTION: b | lamb
|
||
OPTION: c | chicken
|
||
OPTION: d | door
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | coffee
|
||
OPTION: b | bread
|
||
OPTION: c | tea
|
||
OPTION: d | milk
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | bus
|
||
OPTION: b | taxi
|
||
OPTION: c | pilot
|
||
OPTION: d | train
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | teacher
|
||
OPTION: b | mother
|
||
OPTION: c | father
|
||
OPTION: d | daughter
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | table
|
||
OPTION: b | chair
|
||
OPTION: c | bed
|
||
OPTION: d | recorder
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | Sunday
|
||
OPTION: b | tomorrow
|
||
OPTION: c | Monday
|
||
OPTION: d | Tuesday
|
||
ANSWER: b
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | son
|
||
OPTION: b | father
|
||
OPTION: c | mother
|
||
OPTION: d | husband
|
||
ANSWER: c
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | barber
|
||
OPTION: b | dining hall
|
||
OPTION: c | commissary
|
||
OPTION: d | hospital
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | nickel
|
||
OPTION: b | dime
|
||
OPTION: c | quarter
|
||
OPTION: d | thousand
|
||
ANSWER: d
|
||
|
||
TEMPLATE: Which word is different?
|
||
OPTION: a | door
|
||
OPTION: b | wall
|
||
OPTION: c | snack bar
|
||
OPTION: d | window
|
||
ANSWER: c
|
||
|
||
# Source: ST §Group Names
|
||
$SELECT Name the Group
|
||
ID: l2-s40
|
||
INTRO: The reverse game, and the last activity of the lesson: tap the word that names the whole group. Then you're done — see you in Lesson 3.
|
||
INSTRUCTION: Tap the word that names the category for the group.
|
||
|
||
TEMPLATE: clock, desk, chalkboard
|
||
OPTION: a | clock
|
||
OPTION: b | desk
|
||
OPTION: c | classroom
|
||
OPTION: d | chalkboard
|
||
ANSWER: c
|
||
|
||
TEMPLATE: eggs, bread, beef
|
||
OPTION: a | eggs
|
||
OPTION: b | food
|
||
OPTION: c | bread
|
||
OPTION: d | beef
|
||
ANSWER: b
|
||
|
||
TEMPLATE: milk, tea, coffee
|
||
OPTION: a | milk
|
||
OPTION: b | tea
|
||
OPTION: c | drink
|
||
OPTION: d | coffee
|
||
ANSWER: c
|
||
|
||
TEMPLATE: barracks, BX, dispensary
|
||
OPTION: a | base
|
||
OPTION: b | barracks
|
||
OPTION: c | BX
|
||
OPTION: d | dispensary
|
||
ANSWER: a
|
||
|
||
TEMPLATE: apple, banana, orange
|
||
OPTION: a | fruit
|
||
OPTION: b | apple
|
||
OPTION: c | banana
|
||
OPTION: d | orange
|
||
ANSWER: a
|
||
|
||
TEMPLATE: beef, lamb, chicken
|
||
OPTION: a | beef
|
||
OPTION: b | lamb
|
||
OPTION: c | chicken
|
||
OPTION: d | meat
|
||
ANSWER: d
|
||
|
||
TEMPLATE: nickel, penny, quarter
|
||
OPTION: a | nickel
|
||
OPTION: b | penny
|
||
OPTION: c | quarter
|
||
OPTION: d | money
|
||
ANSWER: d
|
||
|
||
TEMPLATE: father, mother, daughter
|
||
OPTION: a | father
|
||
OPTION: b | mother
|
||
OPTION: c | family
|
||
OPTION: d | daughter
|
||
ANSWER: c
|
||
|
||
TEMPLATE: evening, morning, afternoon
|
||
OPTION: a | day
|
||
OPTION: b | evening
|
||
OPTION: c | morning
|
||
OPTION: d | afternoon
|
||
ANSWER: a
|
||
|
||
TEMPLATE: Wednesday, Tuesday, Thursday
|
||
OPTION: a | week
|
||
OPTION: b | Wednesday
|
||
OPTION: c | Tuesday
|
||
OPTION: d | Thursday
|
||
ANSWER: a
|