2498 lines
88 KiB
Plaintext
2498 lines
88 KiB
Plaintext
$MODULE Book 5 · Lesson 4: I'll Buy a Gallon of Milk {st-page_086_001.jpg|A woman standing in front of a produce display filled with various vegetables}
|
|
FORMAT: 2
|
|
DIOCO_DOC_ID: alc_book5_lesson4
|
|
DESCRIPTION: Vegetables and everyday foods; containers and measures; the articles "a", "an", and "the"; "much" and "many"; "how much" and "how many"; "have to"; future plans with "will"; telephone calls and step-by-step instructions.
|
|
TARGET_LANG_G: en
|
|
HOME_LANG_G: en
|
|
VOICE_DEFAULT: aoede | Warm, clear American English narrator
|
|
VOICE_PROMPT: gacrux | Questions and cues, read clearly
|
|
VOICE_RESPONSE: schedar | Model answers, warm and clear
|
|
VOICE: Dr_King | schedar | Male doctor
|
|
VOICE: Mr_Hill | charon | Male patient
|
|
VOICE: Jane | aoede | Female speaker
|
|
VOICE: John | achird | Male speaker
|
|
VOICE: Lt_Brown | schedar | Male speaker
|
|
VOICE: Lt_White | charon | Male speaker
|
|
VOICE: Dick | schedar | Male speaker
|
|
VOICE: Harry | achird | Male speaker
|
|
|
|
$SESSION 4-1: Vegetables and Linda's Lunch
|
|
|
|
# Source: LLA 4A Figure 1 (word-list pass — "repeat the words under the pictures")
|
|
$DIALOGUE Vegetable Words
|
|
ID: 5-4a-f1-vocab
|
|
INTRO: In this lesson you'll learn to name vegetables and everyday foods, talk about amounts — a slice, a gallon, "how much", "how many" — and say what people have to do and what they'll do next. First, the vegetable words. Listen and repeat each one.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
VOCAB: vegetable
|
|
LINE: Vegetables. {bk05-l4a-f1-v01.mp3}
|
|
|
|
VOCAB: onion
|
|
LINE: Onions. {page_081_001.jpg|A whole onion and a halved onion} {bk05-l4a-f1-v02.mp3}
|
|
|
|
VOCAB: potato
|
|
LINE: Potatoes. {page_081_002.jpg|Three small potatoes} {bk05-l4a-f1-v03.mp3}
|
|
|
|
VOCAB: tomato
|
|
LINE: Tomatoes. {page_081_003.jpg|Three tomatoes} {bk05-l4a-f1-v04.mp3}
|
|
|
|
VOCAB: bean
|
|
LINE: Beans. {page_081_004.jpg|Open bean pods showing green beans inside} {bk05-l4a-f1-v05.mp3}
|
|
|
|
VOCAB: carrot
|
|
LINE: Carrots. {page_081_005.jpg|Two carrots with green leafy tops} {bk05-l4a-f1-v06.mp3}
|
|
|
|
VOCAB: squash
|
|
LINE: Squash. {page_081_006.jpg|An assortment of squash vegetables including yellow squash and zucchini} {bk05-l4a-f1-v07.mp3}
|
|
|
|
VOCAB: corn
|
|
LINE: Corn. {page_081_007.jpg|An ear of corn partly peeled from its husk} {bk05-l4a-f1-v08.mp3}
|
|
|
|
VOCAB: lettuce
|
|
LINE: Lettuce. {page_081_008.jpg|Heads of fresh lettuce} {bk05-l4a-f1-v09.mp3}
|
|
|
|
# Source: LLA 4A Figure 1
|
|
# DROPPED (ST): "The Vegetables Are Over Here" — TTS twin of this cassette presentation (same eight vegetables, same role and modality); cassette kept.
|
|
$DIALOGUE Vegetables
|
|
ID: 5-4a-f1
|
|
INTRO: Now hear each vegetable in sentences. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Onions are good in salads. We eat onions in soup and on hamburgers, too. {page_081_001.jpg|A whole onion and a halved onion} {bk05-l4a-f1-01.mp3}
|
|
|
|
LINE: Potatoes are brown outside and white inside. Meat and potatoes are good together. {page_081_002.jpg|Three small potatoes} {bk05-l4a-f1-02.mp3}
|
|
|
|
LINE: Tomatoes are red. A tomato is a fruit, but we call it a vegetable. {page_081_003.jpg|Three tomatoes} {bk05-l4a-f1-03.mp3}
|
|
|
|
LINE: We cook red beans for 2 or 3 hours. We cook green beans for 10 or 15 minutes. {page_081_004.jpg|Open bean pods showing green beans inside} {bk05-l4a-f1-04.mp3}
|
|
|
|
LINE: Carrots are long and orange. We don't have to cook carrots. {page_081_005.jpg|Two carrots with green leafy tops} {bk05-l4a-f1-05.mp3}
|
|
|
|
LINE: Squash can be yellow or green. You can buy squash in the summer or the fall. {page_081_006.jpg|An assortment of squash vegetables including yellow squash and zucchini} {bk05-l4a-f1-06.mp3}
|
|
|
|
LINE: Most corn is yellow or white. Corn is good with pork or chicken. {page_081_007.jpg|An ear of corn partly peeled from its husk} {bk05-l4a-f1-07.mp3}
|
|
|
|
LINE: Lettuce is green. Do you want lettuce and tomatoes on your hamburger? {page_081_008.jpg|Heads of fresh lettuce} {bk05-l4a-f1-08.mp3}
|
|
|
|
# SKIPPED (book): "WHAT DID YOU BUY AT THE STORE?" — chained classroom memory game ("I went to the store and bought..."). Dropped.
|
|
|
|
# Source: LLA 4A Figure 2
|
|
$SELECT Which Vegetable Is It?
|
|
ID: 5-4a-f2
|
|
HIDE_PROMPT
|
|
INTRO: Now check yourself. You'll hear the name of a vegetable — tap its picture.
|
|
INSTRUCTION: Tap the correct picture.
|
|
OPTION: a | onions {page_082_001.jpg|A whole onion and a halved onion}
|
|
OPTION: b | potatoes {page_082_002.jpg|Three small potatoes}
|
|
OPTION: c | tomatoes {page_082_003.jpg|Three tomatoes}
|
|
OPTION: d | beans {page_082_004.jpg|Open bean pods showing green beans inside}
|
|
OPTION: e | carrots {page_082_005.jpg|Two carrots with green leafy tops}
|
|
OPTION: f | squash {page_082_006.jpg|An assortment of squash vegetables including yellow squash and zucchini}
|
|
OPTION: g | corn {page_082_007.jpg|An ear of corn partly peeled from its husk}
|
|
OPTION: h | lettuce {page_082_008.jpg|Heads of fresh lettuce}
|
|
|
|
PROMPT: corn {bk05-l4a-f2-01.mp3}
|
|
ANSWER: g
|
|
|
|
PROMPT: tomatoes {bk05-l4a-f2-02.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: squash {bk05-l4a-f2-03.mp3}
|
|
ANSWER: f
|
|
|
|
PROMPT: lettuce {bk05-l4a-f2-04.mp3}
|
|
ANSWER: h
|
|
|
|
PROMPT: onions {bk05-l4a-f2-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: carrots {bk05-l4a-f2-06.mp3}
|
|
ANSWER: e
|
|
|
|
PROMPT: potatoes {bk05-l4a-f2-07.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: beans {bk05-l4a-f2-08.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: LLA 4A Figure 3 (word-list pass — "repeat the words under the picture")
|
|
$DIALOGUE Sandwich Words
|
|
ID: 5-4a-f3-vocab
|
|
INTRO: Before Linda's lunch story, repeat the words you'll hear in it.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
VOCAB: sandwich
|
|
LINE: Sandwich. {bk05-l4a-f3-v01.mp3}
|
|
|
|
LINE: Sandwiches. {bk05-l4a-f3-v02.mp3}
|
|
|
|
VOCAB: to make
|
|
LINE: Make. {bk05-l4a-f3-v03.mp3}
|
|
|
|
LINE: Made. {bk05-l4a-f3-v04.mp3}
|
|
|
|
VOCAB: cheese
|
|
LINE: Cheese. {bk05-l4a-f3-v05.mp3}
|
|
|
|
VOCAB: between
|
|
LINE: Between. {bk05-l4a-f3-v06.mp3}
|
|
|
|
VOCAB: piece
|
|
LINE: Piece. {bk05-l4a-f3-v07.mp3}
|
|
|
|
LINE: Pieces. {bk05-l4a-f3-v08.mp3}
|
|
|
|
VOCAB: slice
|
|
LINE: Slice. {bk05-l4a-f3-v09.mp3}
|
|
|
|
LINE: Slices. {bk05-l4a-f3-v10.mp3}
|
|
|
|
VOCAB: ham
|
|
LINE: Ham. {bk05-l4a-f3-v11.mp3}
|
|
|
|
VOCAB: glass
|
|
LINE: Glass. {bk05-l4a-f3-v12.mp3}
|
|
|
|
LINE: Glasses. {bk05-l4a-f3-v13.mp3}
|
|
|
|
# Source: LLA 4A Figure 3
|
|
$DIALOGUE Linda's Lunch {page_083_001.jpg|A woman preparing a sandwich at a kitchen table with bread, ham, cheese, and a glass labeled}
|
|
ID: 5-4a-f3-story
|
|
INTRO: Linda is making her lunch. Just listen to the story — the questions come next.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-01.mp3}
|
|
|
|
LINE: She's making the sandwich now. {bk05-l4a-f3-02.mp3}
|
|
|
|
LINE: She's putting some meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-03.mp3}
|
|
|
|
LINE: There are two slices of ham, one slice of cheese, two tomato slices, and some pieces of lettuce on her sandwich. {bk05-l4a-f3-04.mp3}
|
|
|
|
LINE: In a minute, she'll put some milk in a glass and drink a glass of milk with her sandwich. {bk05-l4a-f3-05.mp3}
|
|
|
|
# Source: LLA 4A Figure 3 (questions)
|
|
$PRODUCE Questions About Linda's Lunch
|
|
ID: 5-4a-f3
|
|
REFERENCE: 5-4a-f3-story
|
|
INTRO: Linda takes her sandwich seriously — so should you. Answer each question aloud in a complete sentence, then repeat the model answer. Open the story if you need it.
|
|
INSTRUCTION: Answer the question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What will Linda eat for lunch today? {bk05-l4a-f3-06-q.mp3}
|
|
RESPONSE: Linda will eat a sandwich for lunch today. {bk05-l4a-f3-06-a.mp3}
|
|
|
|
PROMPT: What is she doing now? {bk05-l4a-f3-07-q.mp3}
|
|
RESPONSE: She's making the sandwich now. {bk05-l4a-f3-07-a.mp3}
|
|
|
|
PROMPT: Where is she putting the meat, cheese, and vegetables? {bk05-l4a-f3-08-q.mp3}
|
|
RESPONSE: She's putting the meat, cheese, and vegetables between two pieces of bread. {bk05-l4a-f3-08-a.mp3}
|
|
|
|
PROMPT: Are there slices of ham and cheese on her sandwich? {bk05-l4a-f3-09-q.mp3}
|
|
RESPONSE: Yes, there are slices of ham and cheese on her sandwich. {bk05-l4a-f3-09-a.mp3}
|
|
|
|
PROMPT: Are there potato slices on her sandwich? {bk05-l4a-f3-10-q.mp3}
|
|
RESPONSE: No, there are tomato slices on her sandwich. {bk05-l4a-f3-10-a.mp3}
|
|
|
|
PROMPT: Are there pieces of lettuce on her sandwich? {bk05-l4a-f3-11-q.mp3}
|
|
RESPONSE: Yes, there are pieces of lettuce on her sandwich. {bk05-l4a-f3-11-a.mp3}
|
|
|
|
PROMPT: What will she put in a glass? {bk05-l4a-f3-12-q.mp3}
|
|
RESPONSE: She'll put some milk in a glass. {bk05-l4a-f3-12-a.mp3}
|
|
|
|
PROMPT: What will she drink with her sandwich? {bk05-l4a-f3-13-q.mp3}
|
|
RESPONSE: She'll drink a glass of milk with her sandwich. {bk05-l4a-f3-13-a.mp3}
|
|
|
|
$SESSION 4-2: A, An, and The
|
|
|
|
# Source: LLA 4A Figure 4 (part 1)
|
|
$DIALOGUE Words with "A"
|
|
ID: 5-4a-f4-a
|
|
INTRO: In this part you'll learn when to say "a", "an", and "the". Start by listening and repeating these words with "a".
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: A flight. {bk05-l4a-f4-01.mp3}
|
|
LINE: A question. {bk05-l4a-f4-02.mp3}
|
|
LINE: A departure. {bk05-l4a-f4-03.mp3}
|
|
LINE: A chicken. {bk05-l4a-f4-04.mp3}
|
|
LINE: A sentence. {bk05-l4a-f4-05.mp3}
|
|
LINE: A picture. {bk05-l4a-f4-06.mp3}
|
|
LINE: A captain. {bk05-l4a-f4-07.mp3}
|
|
LINE: A vegetable. {bk05-l4a-f4-08.mp3}
|
|
LINE: A minute. {bk05-l4a-f4-09.mp3}
|
|
|
|
# Source: LLA 4A Figure 4 (part 2)
|
|
$DIALOGUE Words with "An"
|
|
ID: 5-4a-f4-b
|
|
INTRO: Now the words that take "an" — they all begin with a vowel sound. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: An airline. {bk05-l4a-f4-10.mp3}
|
|
LINE: An answer. {bk05-l4a-f4-11.mp3}
|
|
LINE: An arrival. {bk05-l4a-f4-12.mp3}
|
|
LINE: An egg. {bk05-l4a-f4-13.mp3}
|
|
LINE: An example. {bk05-l4a-f4-14.mp3}
|
|
LINE: An ID card. {bk05-l4a-f4-15.mp3}
|
|
LINE: An officer. {bk05-l4a-f4-16.mp3}
|
|
LINE: An onion. {bk05-l4a-f4-17.mp3}
|
|
LINE: An hour. {bk05-l4a-f4-18.mp3}
|
|
|
|
# Source: ST §An, A, The
|
|
$GRAMMAR A, An, and The
|
|
ID: l4-s4
|
|
INTRO: Here's the rule behind what you just heard — three little words that do a lot of work.
|
|
|
|
CARD: Use **an** before a noun that begins with a vowel *sound* — like "hour", where the "h" is silent. Use it when you mean the thing in general.
|
|
{an aunt}
|
|
{an orange}
|
|
{an egg}
|
|
{an uncle}
|
|
{an I.D. card}
|
|
{an hour}
|
|
|
|
CARD: Use **a** before a noun that begins with a consonant sound — again, for a thing in general.
|
|
{a boy}
|
|
{a man}
|
|
{a girl}
|
|
{a woman}
|
|
|
|
CARD: Use **the** — with any sound — when the speaker and the listener are thinking about the same specific person or thing.
|
|
{the student}
|
|
{the office}
|
|
{the teachers}
|
|
{the bananas}
|
|
|
|
SUMMARY:
|
|
| Article | When to use it | Examples |
|
|
|---|---|---|
|
|
| an | vowel sound, thing in general | an egg, an hour |
|
|
| a | consonant sound, thing in general | a boy, a woman |
|
|
| the | a specific one both people know, any sound | the student, the office |
|
|
|
|
# Source: ST §He's an Agent
|
|
$DIALOGUE He's an Agent
|
|
ID: l4-s5
|
|
INTRO: Robert the travel agent will help us practice "a" and "an". Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
LINE: Robert is an agent. He's a travel agent.
|
|
LINE: He has an office downtown.
|
|
LINE: His brother Henry is an enlisted man in the Army.
|
|
LINE: Robert visits Henry an evening a month.
|
|
LINE: They visit together for an hour. Then they go to a restaurant.
|
|
|
|
# Source: LLA 4A Figure 5
|
|
$PRODUCE Travel Agencies: "A" or "An"
|
|
ID: 5-4a-f5
|
|
INTRO: Listen to a paragraph about travel agencies, one sentence at a time, and type the missing words with "a" or "an".
|
|
INSTRUCTION: Type the missing words.
|
|
INPUT: type
|
|
CHECK: exact
|
|
HIDE_PROMPT
|
|
|
|
PROMPT: A travel agent can make an airline reservation for you. {bk05-l4a-f5-01.mp3}
|
|
TEMPLATE: ____{A travel agent} can make ____{an airline} reservation for you.
|
|
RESPONSE: A travel agent can make an airline reservation for you. {bk05-l4a-f5-01.mp3}
|
|
|
|
PROMPT: He or she can sell you a ticket for your trip on an airplane too. {bk05-l4a-f5-02.mp3}
|
|
TEMPLATE: He or she can sell you ____{a ticket} for your trip on ____{an airplane}, too.
|
|
RESPONSE: He or she can sell you a ticket for your trip on an airplane too. {bk05-l4a-f5-02.mp3}
|
|
|
|
PROMPT: An agent works in an office. {bk05-l4a-f5-03.mp3}
|
|
TEMPLATE: ____{An agent} works in ____{an} office.
|
|
RESPONSE: An agent works in an office. {bk05-l4a-f5-03.mp3}
|
|
|
|
PROMPT: Sometimes the office is in a big building downtown. {bk05-l4a-f5-04.mp3}
|
|
TEMPLATE: Sometimes the office is in ____{a} big ____{building} downtown.
|
|
RESPONSE: Sometimes the office is in a big building downtown. {bk05-l4a-f5-04.mp3}
|
|
|
|
PROMPT: It can be on an Air Force base, a Navy base, or an Army post too. {bk05-l4a-f5-05.mp3}
|
|
TEMPLATE: It can be on ____{an Air Force} base, ____{a Navy} base, or ____{an Army} post, too.
|
|
RESPONSE: It can be on an Air Force base, a Navy base, or an Army post too. {bk05-l4a-f5-05.mp3}
|
|
|
|
# Source: ST §Mary Ann Is Cooking a Big Meal
|
|
$PRODUCE Mary Ann Is Cooking: "A" or "An"
|
|
ID: l4-s6
|
|
INTRO: Mary Ann is cooking a big dinner. Type "a" or "an" in each blank.
|
|
INSTRUCTION: Type "a" or "an" in each blank.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Mary Ann needs ____{an} onion, ____{an} egg, and ____{a} potato. She wants to make potato salad.
|
|
RESPONSE: Mary Ann needs an onion, an egg, and a potato. She wants to make potato salad.
|
|
|
|
TEMPLATE: She's cooking ____{a} big dinner for Pam and Rob.
|
|
RESPONSE: She's cooking a big dinner for Pam and Rob.
|
|
|
|
TEMPLATE: Rob is ____{an} airman. Pam works in ____{an} office.
|
|
RESPONSE: Rob is an airman. Pam works in an office.
|
|
|
|
TEMPLATE: They will have ____{a} good meal. Mary Ann is ____{a} good cook.
|
|
RESPONSE: They will have a good meal. Mary Ann is a good cook.
|
|
|
|
TEMPLATE: Rob and Pam will come in ____{an} hour.
|
|
RESPONSE: Rob and Pam will come in an hour.
|
|
|
|
# Source: LLA 4A Figure 6
|
|
$DIALOGUE Sentence Pairs with "A" and "The"
|
|
ID: 5-4a-f6
|
|
INTRO: Listen to pairs of sentences. The first mention takes "a" — the second takes "the", because now we both know which one we mean. Repeat each pair.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Our city has a new hospital. The hospital has 400 beds. {bk05-l4a-f6-01.mp3}
|
|
LINE: This base has a good library. There are a lot of books in the library. {bk05-l4a-f6-02.mp3}
|
|
LINE: Bill bought a blue car. The blue car belongs to Bill. {bk05-l4a-f6-03.mp3}
|
|
LINE: Mark got a haircut yesterday. He doesn't like the haircut. {bk05-l4a-f6-04.mp3}
|
|
LINE: Airman White asked a question. Sergeant Green answered the question. {bk05-l4a-f6-05.mp3}
|
|
LINE: Kay called a travel agent. The travel agent made Kay's reservations. {bk05-l4a-f6-06.mp3}
|
|
|
|
# Source: ST §The, A, An
|
|
$DIALOGUE Comparing "A" and "The"
|
|
ID: l4-s7
|
|
INTRO: Read and compare each pair of sentences. Notice when it's "a" and when it's "the".
|
|
INSTRUCTION: Read and compare the sentences.
|
|
|
|
LINE: A student is outside.
|
|
LINE: The student from England is outside.
|
|
|
|
LINE: There's a desk in the room.
|
|
LINE: The desk belongs to Jack.
|
|
|
|
LINE: A student is sleeping in the barracks.
|
|
LINE: The new student is sleeping in the barracks.
|
|
|
|
LINE: There are two classrooms in Building D.
|
|
LINE: He locked the classrooms in Building D.
|
|
|
|
LINE: She bought some onions.
|
|
LINE: She put the onions on the table.
|
|
|
|
# Source: LLA 4A Figure 7
|
|
$SELECT Choose the Best Answer
|
|
ID: 5-4a-f7
|
|
INTRO: Listen to each question and tap the best answer — "a" or "the" makes the difference. Then repeat the complete sentence.
|
|
INSTRUCTION: Tap the best answer.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Where do you learn English? {bk05-l4a-f7-ex-q.mp3}
|
|
OPTION: a | in a room
|
|
OPTION: b | in the classroom
|
|
ANSWER: b
|
|
FEEDBACK: We learn English in the classroom. {bk05-l4a-f7-ex-a.mp3}
|
|
|
|
PROMPT: Which car belongs to Jack? {bk05-l4a-f7-01-q.mp3}
|
|
OPTION: a | a new one
|
|
OPTION: b | the blue one
|
|
ANSWER: b
|
|
FEEDBACK: The blue car belongs to Jack. {bk05-l4a-f7-01-a.mp3}
|
|
|
|
PROMPT: Which flight will you leave on? {bk05-l4a-f7-02-q.mp3}
|
|
OPTION: a | the next flight
|
|
OPTION: b | a good flight
|
|
ANSWER: a
|
|
FEEDBACK: I'll leave on the next flight. {bk05-l4a-f7-02-a.mp3}
|
|
|
|
PROMPT: When did you call Jan? {bk05-l4a-f7-03-q.mp3}
|
|
OPTION: a | a day this week
|
|
OPTION: b | the day before yesterday
|
|
ANSWER: b
|
|
FEEDBACK: I called Jan the day before yesterday. {bk05-l4a-f7-03-a.mp3}
|
|
|
|
PROMPT: How much does a salad cost? {bk05-l4a-f7-04-q.mp3}
|
|
OPTION: a | a dollar
|
|
OPTION: b | the dollar
|
|
ANSWER: a
|
|
FEEDBACK: A salad costs a dollar. {bk05-l4a-f7-04-a.mp3}
|
|
|
|
PROMPT: Which answer did you circle? {bk05-l4a-f7-05-q.mp3}
|
|
OPTION: a | a short answer
|
|
OPTION: b | the second answer
|
|
ANSWER: b
|
|
FEEDBACK: I circled the second answer. {bk05-l4a-f7-05-a.mp3}
|
|
|
|
PROMPT: What is Tom? {bk05-l4a-f7-06-q.mp3}
|
|
OPTION: a | an enlisted man
|
|
OPTION: b | the enlisted man
|
|
ANSWER: a
|
|
FEEDBACK: Tom is an enlisted man. {bk05-l4a-f7-06-a.mp3}
|
|
|
|
# Source: ST §George Went to the Store
|
|
$PRODUCE George Went Shopping: "A" or "The"
|
|
ID: l4-s8
|
|
INTRO: George went shopping on Saturday. Type "a" or "the" in each blank.
|
|
INSTRUCTION: Type "a" or "the" in each blank.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: George went to the grocery store on Saturday. He needed ____{a} bar of soap, ____{a} bottle of shampoo, ____{a} can of tomatoes, and ____{a} pound of potatoes.
|
|
RESPONSE: George went to the grocery store on Saturday. He needed a bar of soap, a bottle of shampoo, a can of tomatoes, and a pound of potatoes.
|
|
|
|
TEMPLATE: At ____{the} store, George saw some small red potatoes and some large white ones.
|
|
RESPONSE: At the store, George saw some small red potatoes and some large white ones.
|
|
|
|
TEMPLATE: He got ____{a} pound of small red potatoes.
|
|
RESPONSE: He got a pound of small red potatoes.
|
|
|
|
TEMPLATE: He saw ____{the} tomatoes next to some cans of corn.
|
|
RESPONSE: He saw the tomatoes next to some cans of corn.
|
|
|
|
TEMPLATE: ____{The} store didn't have ____{the} soap he likes.
|
|
RESPONSE: The store didn't have the soap he likes.
|
|
|
|
TEMPLATE: He will have to go to ____{a} different store to buy that.
|
|
RESPONSE: He will have to go to a different store to buy that.
|
|
|
|
# Source: ST §Boat / Vote
|
|
$DIALOGUE Sounds: "B" and "V"
|
|
ID: l4-s9
|
|
INTRO: Time for your ears: "b" and "v" sound close in English. Listen and repeat each pair of words.
|
|
INSTRUCTION: Listen and repeat each word pair.
|
|
REPEAT
|
|
|
|
LINE: boat ... vote
|
|
LINE: berry ... very
|
|
LINE: bet ... vet
|
|
LINE: ban ... van
|
|
LINE: base ... vase
|
|
LINE: robe ... rove
|
|
LINE: bat ... vat
|
|
LINE: swab ... suave
|
|
|
|
# Source: ST §Write: ll
|
|
$PRODUCE Spelling with "ll"
|
|
ID: l4-s10
|
|
INTRO: Some English words are spelled with a double "l". Type "ll" to complete each word.
|
|
INSTRUCTION: Type "ll" to complete each word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: do____{ll}ar
|
|
RESPONSE: dollar
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: se____{ll}ing
|
|
RESPONSE: selling
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: ca____{ll}ed
|
|
RESPONSE: called
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: sma____{ll}
|
|
RESPONSE: small
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: pi____{ll}ow
|
|
RESPONSE: pillow
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: fa____{ll}
|
|
RESPONSE: fall
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: he____{ll}o
|
|
RESPONSE: hello
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: wa____{ll}
|
|
RESPONSE: wall
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: we____{ll}
|
|
RESPONSE: well
|
|
ACCEPT: ll
|
|
|
|
TEMPLATE: ga____{ll}on
|
|
RESPONSE: gallon
|
|
ACCEPT: ll
|
|
|
|
$SESSION 4-3: Containers, Much and Many, and Measures
|
|
|
|
# Source: LLA 4B Figure 1 (word-list pass — "repeat the underlined word")
|
|
$DIALOGUE Container Words
|
|
ID: 5-4b-f1-vocab
|
|
INTRO: In this part: containers, amounts, and the words "much" and "many". First, repeat the container and amount words from Linda's shopping story.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
VOCAB: can
|
|
LINE: Can. {bk05-l4b-f1-v01.mp3}
|
|
|
|
LINE: Cans. {bk05-l4b-f1-v02.mp3}
|
|
|
|
VOCAB: dozen
|
|
LINE: Dozen. {bk05-l4b-f1-v03.mp3}
|
|
|
|
VOCAB: half
|
|
LINE: Half. {bk05-l4b-f1-v04.mp3}
|
|
|
|
VOCAB: bottle
|
|
LINE: Bottle. {bk05-l4b-f1-v05.mp3}
|
|
|
|
LINE: Bottles. {bk05-l4b-f1-v06.mp3}
|
|
|
|
VOCAB: tube
|
|
LINE: Tube. {bk05-l4b-f1-v07.mp3}
|
|
|
|
LINE: Tubes. {bk05-l4b-f1-v08.mp3}
|
|
|
|
VOCAB: paper
|
|
LINE: Paper. {bk05-l4b-f1-v09.mp3}
|
|
|
|
VOCAB: cup
|
|
LINE: Cups. {bk05-l4b-f1-v10.mp3}
|
|
|
|
VOCAB: bar
|
|
LINE: Bars. {bk05-l4b-f1-v11.mp3}
|
|
|
|
VOCAB: candy
|
|
LINE: Candy. {bk05-l4b-f1-v12.mp3}
|
|
|
|
LINE: Bar. {bk05-l4b-f1-v13.mp3}
|
|
|
|
# Source: LLA 4B Figure 1
|
|
# Source: ST §What Did Ann Buy? (distinct shopping-list items and pictures; container words are taught by the word list above)
|
|
$DIALOGUE What Did Ann Buy?
|
|
ID: l4-s2
|
|
INTRO: Ann shops with a list — a piece of paper with everything she needs. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: piece
|
|
LINE: Ann has a piece of paper. It has the things she needs from the store. {st-page_089_001.jpg|A handwritten shopping list on a piece of paper listing: Soap, Milk, Shampoo, Pencils, Candy for Tim, Toothpaste}
|
|
|
|
VOCAB: slice
|
|
LINE: Ann ate a slice of bread. Then she went to the store. {st-page_089_002.jpg|A hand using a bread knife to cut a slice from a loaf of bread}
|
|
|
|
LINE: Ann bought a bar of soap and a candy bar for her son. {st-page_090_001.jpg|A bar of soap labeled SOAP and a candy bar labeled CANDY sitting together}
|
|
|
|
LINE: She bought a bottle of shampoo and a bottle of milk. {st-page_090_002.jpg|A bottle labeled SHAMPOO and a glass bottle labeled MILK standing next to each other}
|
|
|
|
LINE: She bought a tube of toothpaste. {st-page_090_003.jpg|A tube of toothpaste labeled TOOTHPASTE}
|
|
|
|
LINE: She bought a can of tomatoes. {st-page_090_004.jpg|A tin can labeled TOMATOES with an illustration of tomatoes on it}
|
|
|
|
LINE: She bought two dozen eggs {st-page_090_005.jpg|An open egg carton containing 12 eggs, labeled 1 DOZ. EGGS}
|
|
|
|
LINE: and a half dozen pencils, too. {st-page_090_006.jpg|A small paper box sleeve holding six pencils}
|
|
$DIALOGUE Linda Needs a Dozen Eggs
|
|
ID: 5-4b-f1
|
|
INTRO: Now Linda is going shopping — again. Listen to what she needs to buy.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Linda will go to the store after lunch. {bk05-l4b-f1-01.mp3}
|
|
|
|
LINE: She needs one can of coffee and three cans of orange juice. {page_087_001.jpg|A tin can labeled "1 LB. MISTER"} {bk05-l4b-f1-02.mp3}
|
|
|
|
LINE: She needs a dozen eggs and half a dozen pears, too. {page_087_003.jpg|A group of twelve eggs} {bk05-l4b-f1-03.mp3}
|
|
|
|
LINE: She needs to buy one bottle of water and two bottles of apple juice. {page_087_005.jpg|A large plastic container labeled "SPRING WATER"} {bk05-l4b-f1-04.mp3}
|
|
|
|
LINE: Linda will get a tube of shampoo and two tubes of toothpaste. {page_087_007.jpg|A tube of shampoo} {bk05-l4b-f1-05.mp3}
|
|
|
|
LINE: She'll get toilet paper and a dozen paper cups. {page_087_009.jpg|A roll of toilet paper} {bk05-l4b-f1-06.mp3}
|
|
|
|
LINE: She'll buy two bars of soap, too. {page_087_011.jpg|Two bars of soap labeled "SOAP"} {bk05-l4b-f1-07.mp3}
|
|
|
|
LINE: Then she'll buy a big candy bar and eat it after dinner. {page_087_012.jpg|A chocolate candy bar} {bk05-l4b-f1-08.mp3}
|
|
|
|
# Source: LLA 4B Figure 1 (questions)
|
|
$PRODUCE Questions About Linda's Shopping
|
|
ID: 5-4b-f1-q
|
|
REFERENCE: 5-4b-f1
|
|
INTRO: Answer the questions about Linda's shopping trip aloud, then repeat the model answer. Careful — some of these try to trick you.
|
|
INSTRUCTION: Answer each question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Does Linda need a can of coffee? {bk05-l4b-f1-q01.mp3}
|
|
RESPONSE: Yes, she needs a can of coffee. {bk05-l4b-f1-a01.mp3}
|
|
|
|
PROMPT: Does she need one can of orange juice? {bk05-l4b-f1-q02.mp3}
|
|
RESPONSE: No, she needs three cans of orange juice. {bk05-l4b-f1-a02.mp3}
|
|
|
|
PROMPT: Does she need twelve eggs? {bk05-l4b-f1-q03.mp3}
|
|
RESPONSE: Yes, she needs twelve eggs. {bk05-l4b-f1-a03.mp3}
|
|
|
|
PROMPT: Does she need twelve pears? {bk05-l4b-f1-q04.mp3}
|
|
RESPONSE: No, she needs six pears. {bk05-l4b-f1-a04.mp3}
|
|
|
|
PROMPT: Does she need to buy a bottle of water? {bk05-l4b-f1-q05.mp3}
|
|
RESPONSE: Yes, she needs to buy a bottle of water. {bk05-l4b-f1-a05.mp3}
|
|
|
|
PROMPT: Does she need to buy two bottles of milk? {bk05-l4b-f1-q06.mp3}
|
|
RESPONSE: No, she needs to buy two bottles of apple juice. {bk05-l4b-f1-a06.mp3}
|
|
|
|
PROMPT: Will she get a bottle of shampoo? {bk05-l4b-f1-q07.mp3}
|
|
RESPONSE: No, she'll get a tube of shampoo. {bk05-l4b-f1-a07.mp3}
|
|
|
|
PROMPT: Will she get two tubes of toothpaste? {bk05-l4b-f1-q08.mp3}
|
|
RESPONSE: Yes, she'll get two tubes of toothpaste. {bk05-l4b-f1-a08.mp3}
|
|
|
|
PROMPT: Will she get toilet paper? {bk05-l4b-f1-q09.mp3}
|
|
RESPONSE: Yes, she'll get toilet paper. {bk05-l4b-f1-a09.mp3}
|
|
|
|
PROMPT: Will she get two paper cups? {bk05-l4b-f1-q10.mp3}
|
|
RESPONSE: No, she'll get twelve paper cups. {bk05-l4b-f1-a10.mp3}
|
|
|
|
PROMPT: Will she buy two boxes of soap? {bk05-l4b-f1-q11.mp3}
|
|
RESPONSE: No, she'll buy two bars of soap. {bk05-l4b-f1-a11.mp3}
|
|
|
|
PROMPT: When will she eat her candy bar? {bk05-l4b-f1-q12.mp3}
|
|
RESPONSE: She'll eat her candy bar after dinner. {bk05-l4b-f1-a12.mp3}
|
|
|
|
# Source: ST §I Have a Piece of Chalk (recast: bare-cue sentence invention scaffolded into fill-ins)
|
|
$PRODUCE A Piece, a Slice, a Bar
|
|
ID: l4-s3
|
|
INTRO: Cans, bars, tubes, slices — English measures almost everything. Type the container or measure word that fits each sentence.
|
|
INSTRUCTION: Type the missing word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: The teacher needs a ____ of chalk.
|
|
RESPONSE: The teacher needs a piece of chalk.
|
|
ACCEPT: piece
|
|
|
|
TEMPLATE: I ate three ____ of chicken for dinner.
|
|
RESPONSE: I ate three pieces of chicken for dinner.
|
|
ACCEPT: pieces
|
|
|
|
TEMPLATE: Put a ____ of tomato on my sandwich.
|
|
RESPONSE: Put a slice of tomato on my sandwich.
|
|
ACCEPT: slice
|
|
|
|
TEMPLATE: She bought two ____ of soap at the store.
|
|
RESPONSE: She bought two bars of soap at the store.
|
|
ACCEPT: bars
|
|
|
|
TEMPLATE: He drank a ____ of water after running.
|
|
RESPONSE: He drank a bottle of water after running.
|
|
ACCEPT: bottle | glass | cup
|
|
|
|
TEMPLATE: May I have a ____ of paper?
|
|
RESPONSE: May I have a piece of paper?
|
|
ACCEPT: piece | sheet
|
|
|
|
TEMPLATE: We need a new ____ of toothpaste.
|
|
RESPONSE: We need a new tube of toothpaste.
|
|
ACCEPT: tube
|
|
|
|
TEMPLATE: She opened a ____ of green beans for lunch.
|
|
RESPONSE: She opened a can of green beans for lunch.
|
|
ACCEPT: can
|
|
|
|
TEMPLATE: There is only half a ____ of shampoo left.
|
|
RESPONSE: There is only half a bottle of shampoo left.
|
|
ACCEPT: bottle | tube
|
|
|
|
TEMPLATE: I bought half a ____ of eggs.
|
|
RESPONSE: I bought half a dozen eggs.
|
|
ACCEPT: dozen
|
|
|
|
TEMPLATE: The boy wants a ____ bar.
|
|
RESPONSE: The boy wants a candy bar.
|
|
ACCEPT: candy
|
|
|
|
# Source: ST §Many and Much
|
|
$GRAMMAR Many and Much
|
|
ID: l4-s13
|
|
INTRO: Two words for "a lot": here's when to use "many" and when to use "much".
|
|
|
|
CARD: **Many** is used with nouns you can count. It means "a lot of".
|
|
{He has many books.}
|
|
{Do they have many children?}
|
|
{We didn't see many pilots there.}
|
|
|
|
CARD: **Much** is used with nouns you cannot count — mostly in negative sentences and questions. It also means "a lot of".
|
|
{He didn't drink much coffee.}
|
|
{Did he have much work last week?}
|
|
|
|
SUMMARY:
|
|
| Word | Used with | Example |
|
|
|---|---|---|
|
|
| many | count nouns | many books, many children |
|
|
| much | non-count nouns (negatives, questions) | much coffee, much work |
|
|
|
|
# Source: ST §They Have Many Children
|
|
$DIALOGUE Many and Much in Sentences
|
|
ID: l4-s14
|
|
INTRO: Now hear the rule at work. Listen and repeat these sentences with "many" and "much".
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: many
|
|
LINE: She has many shoes.
|
|
LINE: He doesn't have many clothes.
|
|
LINE: Do they have many children?
|
|
LINE: They can't play many sports.
|
|
|
|
VOCAB: much
|
|
LINE: Ted doesn't have much time.
|
|
LINE: The bottle doesn't have much milk in it.
|
|
LINE: Will you have much homework this weekend?
|
|
LINE: Did Jane have much money in her pocket?
|
|
|
|
# SKIPPED (book): "THERE ARE MANY STUDENTS HERE." (p. 97) — instructor-read transformation drill; stimulus sentences not printed. Dropped.
|
|
|
|
# Source: LLA 4B Figure 2 (word-list pass — "repeat the words")
|
|
$DIALOGUE Many and Much
|
|
ID: 5-4b-f2-vocab
|
|
INTRO: Two small words with a big job: "many" for things you can count, "much" for things you can't. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each word.
|
|
REPEAT
|
|
|
|
LINE: Many. {bk05-l4b-f2-v01.mp3}
|
|
|
|
LINE: Much. {bk05-l4b-f2-v02.mp3}
|
|
|
|
# Source: LLA 4B Figure 2
|
|
$PRODUCE Say It with Many or Much
|
|
ID: 5-4b-f2
|
|
INTRO: Listen to the first sentence, then say it again using "many" or "much", and repeat the model answer.
|
|
INSTRUCTION: Listen, then repeat the second sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Tom has a lot of friends. {bk05-l4b-f2-01-q.mp3}
|
|
RESPONSE: He has many friends. {bk05-l4b-f2-01-a.mp3}
|
|
|
|
PROMPT: Captain Hill speaks seven languages. {bk05-l4b-f2-02-q.mp3}
|
|
RESPONSE: She speaks many languages. {bk05-l4b-f2-02-a.mp3}
|
|
|
|
PROMPT: A lot of civilians work at the base. {bk05-l4b-f2-03-q.mp3}
|
|
RESPONSE: Many civilians work at the base. {bk05-l4b-f2-03-a.mp3}
|
|
|
|
PROMPT: There were only a few customers in the store. {bk05-l4b-f2-04-q.mp3}
|
|
RESPONSE: There weren't many customers in the store. {bk05-l4b-f2-04-a.mp3}
|
|
|
|
PROMPT: Will there be a lot of questions on the test? {bk05-l4b-f2-05-q.mp3}
|
|
RESPONSE: Will there be many questions on the test? {bk05-l4b-f2-05-a.mp3}
|
|
|
|
PROMPT: Terry doesn't drink a lot of coffee. {bk05-l4b-f2-06-q.mp3}
|
|
RESPONSE: He doesn't drink much coffee. {bk05-l4b-f2-06-a.mp3}
|
|
|
|
PROMPT: Jan ate only a little soup. {bk05-l4b-f2-07-q.mp3}
|
|
RESPONSE: She didn't eat much soup. {bk05-l4b-f2-07-a.mp3}
|
|
|
|
PROMPT: I have two quarters and a nickel. {bk05-l4b-f2-08-q.mp3}
|
|
RESPONSE: I don't have much money. {bk05-l4b-f2-08-a.mp3}
|
|
|
|
PROMPT: We only have a little milk. {bk05-l4b-f2-09-q.mp3}
|
|
RESPONSE: We don't have much milk. {bk05-l4b-f2-09-a.mp3}
|
|
|
|
PROMPT: Do you play a lot of tennis? {bk05-l4b-f2-10-q.mp3}
|
|
RESPONSE: Do you play much tennis? {bk05-l4b-f2-10-a.mp3}
|
|
|
|
# Source: LLA 4B Figure 3
|
|
$PRODUCE Ask a Question with Many or Much
|
|
ID: 5-4b-f3
|
|
INTRO: You'll hear a sentence and a cue word. Ask a question with "many" or "much" about the cue, then repeat the model answer.
|
|
INSTRUCTION: Ask a question using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Jan didn't buy many *apples*. (oranges)
|
|
PROMPT: Jan didn't buy many apples. Oranges. {bk05-l4b-f3-ex1-q.mp3}
|
|
RESPONSE: Did she buy many oranges? {bk05-l4b-f3-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Tom can't eat much *beef*. (fish)
|
|
PROMPT: Tom can't eat much beef. Fish. {bk05-l4b-f3-ex2-q.mp3}
|
|
RESPONSE: Can he eat much fish? {bk05-l4b-f3-ex2-a.mp3}
|
|
|
|
TEMPLATE: Linda can't drink much *coffee*. (tea)
|
|
PROMPT: Linda can't drink much coffee. Tea. {bk05-l4b-f3-01-q.mp3}
|
|
RESPONSE: Can she drink much tea? {bk05-l4b-f3-01-a.mp3}
|
|
|
|
TEMPLATE: The boys don't play much *football*. (soccer)
|
|
PROMPT: The boys don't play much football. Soccer. {bk05-l4b-f3-02-q.mp3}
|
|
RESPONSE: Do they play much soccer? {bk05-l4b-f3-02-a.mp3}
|
|
|
|
TEMPLATE: We didn't see many *officers* on the base. (airmen)
|
|
PROMPT: We didn't see many officers on the base. Airmen. {bk05-l4b-f3-03-q.mp3}
|
|
RESPONSE: Did you see many airmen on the base? {bk05-l4b-f3-03-a.mp3}
|
|
|
|
TEMPLATE: There aren't many *books* in the classroom. (desks)
|
|
PROMPT: There aren't many books in the classroom. Desks. {bk05-l4b-f3-04-q.mp3}
|
|
RESPONSE: Are there many desks in the classroom? {bk05-l4b-f3-04-a.mp3}
|
|
|
|
TEMPLATE: Linda didn't put much *salt* in the soup. (pepper)
|
|
PROMPT: Linda didn't put much salt in the soup. Pepper. {bk05-l4b-f3-05-q.mp3}
|
|
RESPONSE: Did she put much pepper in the soup? {bk05-l4b-f3-05-a.mp3}
|
|
|
|
TEMPLATE: We won't visit many *countries* on our trip. (cities)
|
|
PROMPT: We won't visit many countries on our trip. Cities. {bk05-l4b-f3-06-q.mp3}
|
|
RESPONSE: Will you visit many cities on your trip? {bk05-l4b-f3-06-a.mp3}
|
|
|
|
TEMPLATE: The children won't drink much *water*. (milk)
|
|
PROMPT: The children won't drink much water. Milk. {bk05-l4b-f3-07-q.mp3}
|
|
RESPONSE: Will they drink much milk? {bk05-l4b-f3-07-a.mp3}
|
|
|
|
TEMPLATE: The girls didn't eat much *dinner*. (breakfast)
|
|
PROMPT: The girls didn't eat much dinner. Breakfast. {bk05-l4b-f3-08-q.mp3}
|
|
RESPONSE: Did they eat much breakfast? {bk05-l4b-f3-08-a.mp3}
|
|
|
|
TEMPLATE: Dan doesn't like to *play* many sports. (watch)
|
|
PROMPT: Dan doesn't like to play many sports. Watch. {bk05-l4b-f3-09-q.mp3}
|
|
RESPONSE: Does he like to watch many sports? {bk05-l4b-f3-09-a.mp3}
|
|
|
|
TEMPLATE: Mary didn't put many *tomatoes* in the salad. (onions)
|
|
PROMPT: Mary didn't put many tomatoes in the salad. Onions. {bk05-l4b-f3-10-q.mp3}
|
|
RESPONSE: Did she put many onions in the salad? {bk05-l4b-f3-10-a.mp3}
|
|
|
|
# Source: LLA 4B Figure 4
|
|
$PRODUCE Answer with Many or Much
|
|
ID: 5-4b-f4
|
|
INTRO: Listen to the question and the two cue words. Answer the question using "many" or "much", then repeat the model answer.
|
|
INSTRUCTION: Answer using "many" or "much".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Does Bob have a lot of friends?\n(yes, many)
|
|
PROMPT: Does Bob have a lot of friends? Yes, many. {bk05-l4b-f4-ex1-q.mp3}
|
|
RESPONSE: Yes, he has many friends. {bk05-l4b-f4-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Did Kay make a lot of sandwiches?\n(no, many)
|
|
PROMPT: Did Kay make a lot of sandwiches? No, many. {bk05-l4b-f4-ex2-q.mp3}
|
|
RESPONSE: No, she didn't make many sandwiches. {bk05-l4b-f4-ex2-a.mp3}
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Do you drink a lot of milk?\n(no, much)
|
|
PROMPT: Do you drink a lot of milk? No, much. {bk05-l4b-f4-ex3-q.mp3}
|
|
RESPONSE: No, I don't drink much milk. {bk05-l4b-f4-ex3-a.mp3}
|
|
|
|
TEMPLATE: Do you watch a lot of TV?\n(no, much)
|
|
PROMPT: Do you watch a lot of TV? No, much. {bk05-l4b-f4-01-q.mp3}
|
|
RESPONSE: No, I don't watch much TV. {bk05-l4b-f4-01-a.mp3}
|
|
|
|
TEMPLATE: Are there a lot of tall buildings in Houston?\n(yes, many)
|
|
PROMPT: Are there a lot of tall buildings in Houston? Yes, many. {bk05-l4b-f4-02-q.mp3}
|
|
RESPONSE: Yes, there are many tall buildings in Houston. {bk05-l4b-f4-02-a.mp3}
|
|
|
|
TEMPLATE: Did you take a lot of trips last year?\n(no, many)
|
|
PROMPT: Did you take a lot of trips last year? No, many. {bk05-l4b-f4-03-q.mp3}
|
|
RESPONSE: No, I didn't take many trips last year. {bk05-l4b-f4-03-a.mp3}
|
|
|
|
TEMPLATE: Does your family eat a lot of candy?\n(no, much)
|
|
PROMPT: Does your family eat a lot of candy? No, much. {bk05-l4b-f4-04-q.mp3}
|
|
RESPONSE: No, my family doesn't eat much candy. {bk05-l4b-f4-04-a.mp3}
|
|
|
|
TEMPLATE: Do you put a lot of salt on your food?\n(no, much)
|
|
PROMPT: Do you put a lot of salt on your food? No, much. {bk05-l4b-f4-05-q.mp3}
|
|
RESPONSE: No, I don't put much salt on my food. {bk05-l4b-f4-05-a.mp3}
|
|
|
|
TEMPLATE: Does Ann make a lot of her dresses?\n(yes, many)
|
|
PROMPT: Does Anne make a lot of her dresses? Yes, many. {bk05-l4b-f4-06-q.mp3}
|
|
RESPONSE: Yes, Anne makes many of her dresses. {bk05-l4b-f4-06-a.mp3}
|
|
|
|
TEMPLATE: Are there a lot of students in your class?\n(no, many)
|
|
PROMPT: Are there a lot of students in your class? No, many. {bk05-l4b-f4-07-q.mp3}
|
|
RESPONSE: No, there aren't many students in my class. {bk05-l4b-f4-07-a.mp3}
|
|
|
|
TEMPLATE: Does John like a lot of sugar in his tea?\n(no, much)
|
|
PROMPT: Does John like a lot of sugar in his tea? No, much. {bk05-l4b-f4-08-q.mp3}
|
|
RESPONSE: No, John doesn't like much sugar in his tea. {bk05-l4b-f4-08-a.mp3}
|
|
|
|
TEMPLATE: Can Dave play a lot of sports well?\n(yes, many)
|
|
PROMPT: Can Dave play a lot of sports well? Yes, many. {bk05-l4b-f4-09-q.mp3}
|
|
RESPONSE: Yes, Dave can play many sports well. {bk05-l4b-f4-09-a.mp3}
|
|
|
|
TEMPLATE: Is there a lot of toothpaste in the tube?\n(no, much)
|
|
PROMPT: Is there a lot of toothpaste in the tube? No, much. {bk05-l4b-f4-10-q.mp3}
|
|
RESPONSE: No, there's not much toothpaste in the tube. {bk05-l4b-f4-10-a.mp3}
|
|
|
|
# Source: ST §We Don't Have Much Homework (INPUT switched to speak — full-sentence answers)
|
|
$PRODUCE No, Not Much
|
|
ID: l4-s15
|
|
INTRO: Answer each question with "No" and a full negative sentence using "much". Say your answer aloud.
|
|
INSTRUCTION: Answer with "No" and a negative sentence using "much".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept any accurate negative full-sentence answer starting with "No," and using "much" correctly with the non-count noun.
|
|
|
|
EXAMPLE
|
|
PROMPT: Do you have a lot of work right now?
|
|
RESPONSE: No, I don't have much work right now.
|
|
|
|
EXAMPLE
|
|
PROMPT: Did you have much work last year?
|
|
RESPONSE: No, I didn't have much work last year.
|
|
|
|
EXAMPLE
|
|
PROMPT: Is there a lot of sugar in the tea?
|
|
RESPONSE: No, there isn't much sugar in the tea.
|
|
|
|
PROMPT: Is there a lot of shampoo in the bottle?
|
|
RESPONSE: No, there isn't much shampoo in the bottle.
|
|
|
|
PROMPT: Did she put much pepper in the soup?
|
|
RESPONSE: No, she didn't put much pepper in the soup.
|
|
|
|
PROMPT: Do you have lots of money in your pocket?
|
|
RESPONSE: No, I don't have much money in my pocket.
|
|
|
|
PROMPT: Is there much salt in the soup?
|
|
RESPONSE: No, there isn't much salt in the soup.
|
|
|
|
PROMPT: Is there a lot of fruit on the table?
|
|
RESPONSE: No, there isn't much fruit on the table.
|
|
|
|
PROMPT: Did he put much butter on the bread?
|
|
RESPONSE: No, he didn't put much butter on the bread.
|
|
|
|
PROMPT: Did he drink a lot of juice this morning?
|
|
RESPONSE: No, he didn't drink much juice this morning.
|
|
|
|
PROMPT: Will she eat much food tomorrow morning?
|
|
RESPONSE: No, she won't eat much food tomorrow morning.
|
|
|
|
PROMPT: Did the barber put lots of soap on his face?
|
|
RESPONSE: No, the barber didn't put much soap on his face.
|
|
|
|
# Source: LLA 4B Figure 5
|
|
# DROPPED (ST): "Two Half Gallons Make One Gallon" — TTS twin of this cassette measurement presentation; its conversion facts were salvaged into the NOTES below.
|
|
$DIALOGUE Units of Measurement
|
|
ID: 5-4b-f5
|
|
INTRO: Now pints, quarts, gallons, and pounds — how Americans measure almost everything. Look at the pictures, then listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: pint
|
|
LINE: This is a pint of juice. There is a pint of apple juice in this bottle. {page_091_001.jpg|A bottle of apple juice labeled "1 PINT (pt.)"} {bk05-l4b-f5-01.mp3}
|
|
NOTES: 1 pt. = 16 oz.
|
|
|
|
VOCAB: quart
|
|
LINE: This is a quart of milk. There are two pints in a quart. {page_091_002.jpg|A carton of milk labeled "2% VIVA QUART"} {bk05-l4b-f5-02.mp3}
|
|
NOTES: 1 qt. = 2 pt.
|
|
|
|
VOCAB: gallon
|
|
LINE: There is a gallon of water in this bottle. Four quarts make a gallon. {page_091_003.jpg|A large plastic jug of water labeled "SPRING WATER 1 GAL."} {bk05-l4b-f5-03.mp3}
|
|
NOTES: 1 gal. = 4 qt.
|
|
|
|
VOCAB: ounce
|
|
LINE: There are eight ounces of water in the cup. There's an ounce of medicine in the bottle. {page_091_004.jpg|A measuring cup marked "8 oz" beside a small bottle of medicine marked "Rx 1 oz"} {bk05-l4b-f5-04.mp3}
|
|
NOTES: ounce (oz.)
|
|
|
|
VOCAB: pound
|
|
LINE: There is a pound of coffee in this can. Sixteen ounces make one pound. {page_092_001.jpg|A can of coffee labeled "COFFEE 1 lb."} {bk05-l4b-f5-05.mp3}
|
|
NOTES: 1 lb. = 16 oz.
|
|
|
|
VOCAB: kilo
|
|
VOCAB: kilogram
|
|
LINE: This is a kilo of coffee. There are 2.2 pounds in one kilogram. {page_092_002.jpg|A bag of coffee beans labeled "COFFEE BEANS 1 Kilo"} {bk05-l4b-f5-06.mp3}
|
|
NOTES: 1 kg = 2.2 lbs.
|
|
|
|
VOCAB: ton
|
|
LINE: There are 2,000 pounds in a ton. {bk05-l4b-f5-07.mp3}
|
|
NOTES: 1 ton = 2,000 lbs.
|
|
|
|
VOCAB: metric ton
|
|
LINE: 1,000 kilograms make a metric ton. {bk05-l4b-f5-08.mp3}
|
|
NOTES: 1 metric ton = 1,000 kg.
|
|
|
|
# Source: ST §Steve Drank a Pint of Juice (recast: cue-pair sentence invention scaffolded into conversion fill-ins)
|
|
$PRODUCE Pints, Quarts, and Gallons
|
|
ID: l4-s12
|
|
INTRO: A quick check on the measures. Read each fact and type the measure word that fits.
|
|
INSTRUCTION: Type the missing measure word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
EXAMPLE
|
|
TEMPLATE: There are 16 ounces of salt in that bottle. That's a ____ of salt.
|
|
RESPONSE: That's a pound of salt.
|
|
ACCEPT: pound
|
|
|
|
TEMPLATE: Steve drank 16 ounces of orange juice. That's a ____ of orange juice.
|
|
RESPONSE: That's a pint of orange juice.
|
|
ACCEPT: pint
|
|
|
|
TEMPLATE: She bought two pints of milk at the commissary. That's a ____ of milk.
|
|
RESPONSE: That's a quart of milk.
|
|
ACCEPT: quart
|
|
|
|
TEMPLATE: We bought four quarts of apple juice. That's a ____ of apple juice.
|
|
RESPONSE: That's a gallon of apple juice.
|
|
ACCEPT: gallon
|
|
|
|
TEMPLATE: The cook used 16 ounces of pepper. That's a ____ of pepper.
|
|
RESPONSE: That's a pound of pepper.
|
|
ACCEPT: pound
|
|
|
|
TEMPLATE: He carried 2.2 pounds of potatoes home. That's a ____ of potatoes.
|
|
RESPONSE: That's a kilo of potatoes.
|
|
ACCEPT: kilo | kilogram
|
|
|
|
# Source: ST §Bait / Bet
|
|
$DIALOGUE Sounds: "Bait" and "Bet"
|
|
ID: l4-s16
|
|
INTRO: Two more sounds to tell apart — the vowels in "bait" and "bet". Listen and repeat each pair.
|
|
INSTRUCTION: Listen and repeat each word pair.
|
|
REPEAT
|
|
|
|
LINE: bait ... bet
|
|
|
|
LINE: late ... let
|
|
|
|
LINE: rake ... wreck
|
|
|
|
LINE: pain ... pen
|
|
|
|
LINE: fade ... fed
|
|
|
|
LINE: age ... edge
|
|
|
|
LINE: gate ... get
|
|
LINE: Abe ... ebb
|
|
|
|
# Source: ST §Write: l
|
|
$PRODUCE Spelling with "l"
|
|
ID: l4-s17
|
|
INTRO: Type "l" to complete each word.
|
|
INSTRUCTION: Type "l" to complete each word.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: ____{l}ate
|
|
RESPONSE: late
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: hospita____{l}
|
|
RESPONSE: hospital
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: en____{l}isted
|
|
RESPONSE: enlisted
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: arriva____{l}
|
|
RESPONSE: arrival
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: air____{l}ine
|
|
RESPONSE: airline
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: ____{l}eave
|
|
RESPONSE: leave
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: ki____{l}o
|
|
RESPONSE: kilo
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: nicke____{l}
|
|
RESPONSE: nickel
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: ____{l}ibrary
|
|
RESPONSE: library
|
|
ACCEPT: l
|
|
|
|
TEMPLATE: Ju____{l}y
|
|
RESPONSE: July
|
|
ACCEPT: l
|
|
|
|
$SESSION 4-4: How Much and How Many
|
|
|
|
# Source: LLA 4C Figure 1
|
|
$DIALOGUE Dr. King's Questions {page_093_001.jpg|Dr. King talking with Mr. Hill at a desk}
|
|
ID: 5-4c-f1
|
|
INTRO: In this part you'll ask about amounts with "how much" and "how many". Dr. King is asking Mr. Hill about his habits — five cups of coffee, one glass of water. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: how much
|
|
Dr_King: How much coffee do you drink? {bk05-l4c-f1-01.mp3}
|
|
Mr_Hill: I drink a lot of it. {bk05-l4c-f1-02.mp3}
|
|
|
|
VOCAB: how many
|
|
Dr_King: How many cups did you drink this morning? {bk05-l4c-f1-03.mp3}
|
|
Mr_Hill: I drank 5 cups of coffee before lunch. {bk05-l4c-f1-04.mp3}
|
|
|
|
Dr_King: How much water do you drink? {bk05-l4c-f1-05.mp3}
|
|
Mr_Hill: I don't drink much water. {bk05-l4c-f1-06.mp3}
|
|
|
|
Dr_King: How many glasses did you drink yesterday? {bk05-l4c-f1-07.mp3}
|
|
Mr_Hill: I only drank 1 glass of water. {bk05-l4c-f1-08.mp3}
|
|
|
|
Dr_King: How many green vegetables do you eat? {bk05-l4c-f1-09.mp3}
|
|
Mr_Hill: I don't eat many vegetables. {bk05-l4c-f1-10.mp3}
|
|
|
|
Dr_King: How much fruit do you eat? {bk05-l4c-f1-11.mp3}
|
|
Mr_Hill: I like fruit. I eat a lot of it. {bk05-l4c-f1-12.mp3}
|
|
|
|
# Source: ST §How Many? How Much?
|
|
$GRAMMAR How Many and How Much
|
|
ID: l4-s21
|
|
INTRO: The rule is the one you already know: "how many" for things you can count, "how much" for things you can't.
|
|
|
|
CARD: **How many** is used with nouns you can count.
|
|
{How many children do you have?}
|
|
{Five. I have five children.}
|
|
{How many books did he buy?}
|
|
{Two. He bought two books.}
|
|
|
|
CARD: **How much** is used with nouns you cannot count.
|
|
{How much tea do you drink every day?}
|
|
{Three cups. I drink three cups of tea a day.}
|
|
{How much fruit did she buy?}
|
|
{Five pounds. She bought five pounds of fruit.}
|
|
|
|
SUMMARY:
|
|
| QUESTIONS | ANSWERS |
|
|
|---|---|
|
|
| How many children do you have? | Five. I have five children. |
|
|
| How many books did he buy? | Two. He bought two books. |
|
|
| How much tea do you drink every day? | Three cups. I drink three cups of tea a day. |
|
|
| How much fruit did she buy? | Five pounds. She bought five pounds of fruit. |
|
|
|
|
# Source: LLA 4C Figure 2
|
|
$PRODUCE Questions with "How Many"
|
|
ID: 5-4c-f2
|
|
INTRO: You'll hear a sentence and a cue word. Ask a question with "how many" about the cue, then repeat the model answer.
|
|
INSTRUCTION: Ask a question with "how many".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Tom wants three pieces of ham. (toast)
|
|
PROMPT: Tom wants 3 pieces of ham. Toast. {bk05-l4c-f2-ex.mp3}
|
|
RESPONSE: How many pieces of toast does he want? {bk05-l4c-f2-ex-a.mp3}
|
|
|
|
TEMPLATE: Jan ate two pieces of chicken. (fruit)
|
|
PROMPT: Jan ate 2 pieces of chicken. Fruit. {bk05-l4c-f2-01.mp3}
|
|
RESPONSE: How many pieces of fruit did she eat? {bk05-l4c-f2-01-a.mp3}
|
|
|
|
TEMPLATE: Bob has two yellow neckties. (red)
|
|
PROMPT: Bob has 2 yellow neckties. Red. {bk05-l4c-f2-02.mp3}
|
|
RESPONSE: How many red neckties does he have? {bk05-l4c-f2-02-a.mp3}
|
|
|
|
TEMPLATE: Alan bought three shirts. (sweaters)
|
|
PROMPT: Alan bought 3 shirts. Sweaters. {bk05-l4c-f2-03.mp3}
|
|
RESPONSE: How many sweaters did he buy? {bk05-l4c-f2-03-a.mp3}
|
|
|
|
TEMPLATE: Mary has two brothers. (sisters)
|
|
PROMPT: Mary has 2 brothers. Sisters. {bk05-l4c-f2-04.mp3}
|
|
RESPONSE: How many sisters does she have? {bk05-l4c-f2-04-a.mp3}
|
|
|
|
TEMPLATE: She's packing two suitcases. (he)
|
|
PROMPT: She's packing 2 suitcases. He. {bk05-l4c-f2-05.mp3}
|
|
RESPONSE: How many suitcases is he packing? {bk05-l4c-f2-05-a.mp3}
|
|
|
|
TEMPLATE: Mark took two trips in June. (July)
|
|
PROMPT: Mark took 2 trips in June. July. {bk05-l4c-f2-06.mp3}
|
|
RESPONSE: How many trips did he take in July? {bk05-l4c-f2-06-a.mp3}
|
|
|
|
TEMPLATE: We need two pounds of potatoes. (onions)
|
|
PROMPT: We need 2 pounds of potatoes. Onions. {bk05-l4c-f2-07.mp3}
|
|
RESPONSE: How many pounds of onions do we need? {bk05-l4c-f2-07-a.mp3}
|
|
|
|
TEMPLATE: I bought five cans of orange juice. (soup)
|
|
PROMPT: I bought 5 cans of orange juice. Soup. {bk05-l4c-f2-08.mp3}
|
|
RESPONSE: How many cans of soup did you buy? {bk05-l4c-f2-08-a.mp3}
|
|
|
|
TEMPLATE: Capt Hill visited four Navy bases. (Air Force)
|
|
PROMPT: Captain Hill visited 4 Navy bases. Air Force. {bk05-l4c-f2-09.mp3}
|
|
RESPONSE: How many Air Force bases did he visit? {bk05-l4c-f2-09-a.mp3}
|
|
|
|
TEMPLATE: Linda lived in London for three years. (New York)
|
|
PROMPT: Linda lived in London for 3 years. New York. {bk05-l4c-f2-10.mp3}
|
|
RESPONSE: How many years did she live in New York? {bk05-l4c-f2-10-a.mp3}
|
|
|
|
# Source: LLA 4C Figure 3
|
|
$PRODUCE Questions with "How Much"
|
|
ID: 5-4c-f3
|
|
INTRO: Now listen to each statement and ask a question with "how much", then repeat the model answer.
|
|
INSTRUCTION: Ask a question with "how much".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: We need some soap.
|
|
PROMPT: We need some soap. {bk05-l4c-f3-ex.mp3}
|
|
RESPONSE: How much soap do we need? {bk05-l4c-f3-ex-a.mp3}
|
|
|
|
TEMPLATE: Paul drinks a lot of milk.
|
|
PROMPT: Paul drinks a lot of milk. {bk05-l4c-f3-01.mp3}
|
|
RESPONSE: How much milk does he drink? {bk05-l4c-f3-01-a.mp3}
|
|
|
|
TEMPLATE: I don't want a lot of squash.
|
|
PROMPT: I don't want a lot of squash. {bk05-l4c-f3-02.mp3}
|
|
RESPONSE: How much squash do you want? {bk05-l4c-f3-02-a.mp3}
|
|
|
|
TEMPLATE: Jan is making some coffee.
|
|
PROMPT: Jan is making some coffee. {bk05-l4c-f3-03.mp3}
|
|
RESPONSE: How much coffee is she making? {bk05-l4c-f3-03-a.mp3}
|
|
|
|
TEMPLATE: That uniform costs a lot of money.
|
|
PROMPT: That uniform costs a lot of money. {bk05-l4c-f3-04.mp3}
|
|
RESPONSE: How much money does it cost? {bk05-l4c-f3-04-a.mp3}
|
|
|
|
TEMPLATE: Mr. Davis takes a lot of medicine.
|
|
PROMPT: Mr. Davis takes a lot of medicine. {bk05-l4c-f3-05.mp3}
|
|
RESPONSE: How much medicine does he take? {bk05-l4c-f3-05-a.mp3}
|
|
|
|
TEMPLATE: Her students do a lot of homework every night.
|
|
PROMPT: Her students do a lot of homework every night. {bk05-l4c-f3-06.mp3}
|
|
RESPONSE: How much homework do they do every night? {bk05-l4c-f3-06-a.mp3}
|
|
|
|
TEMPLATE: The children want some money for the movie.
|
|
PROMPT: The children want some money for the movie. {bk05-l4c-f3-07.mp3}
|
|
RESPONSE: How much money do they want for the movie? {bk05-l4c-f3-07-a.mp3}
|
|
|
|
TEMPLATE: We'll need some paper for the test.
|
|
PROMPT: We'll need some paper for the test. {bk05-l4c-f3-08.mp3}
|
|
RESPONSE: How much paper will you need? {bk05-l4c-f3-08-a.mp3}
|
|
|
|
TEMPLATE: Sam eats a lot of bread with his meals.
|
|
PROMPT: Sam eats a lot of bread with his meals. {bk05-l4c-f3-09.mp3}
|
|
RESPONSE: How much bread does he eat with his meals? {bk05-l4c-f3-09-a.mp3}
|
|
|
|
TEMPLATE: I bought some meat at the commissary today.
|
|
PROMPT: I bought some meat at the commissary today. {bk05-l4c-f3-10.mp3}
|
|
RESPONSE: How much meat did you buy at the commissary today? {bk05-l4c-f3-10-a.mp3}
|
|
|
|
# SKIPPED (book): "HOW MUCH RICE DO YOU NEED?" (p. 104) — instructor-read cue drill; cues not printed. Dropped.
|
|
|
|
# Source: ST §How Much Did You Eat? (INPUT switched to speak — full-sentence questions; "B:" prefixes stripped for TTS)
|
|
$PRODUCE Ask the Right Question
|
|
ID: l4-s22
|
|
INTRO: You'll hear an answer — your job is the question. Say a question with "how much" or "how many" that fits, then check the model.
|
|
INSTRUCTION: Ask a question with "how much" or "how many".
|
|
INPUT: speak
|
|
CHECK: llm
|
|
RUBRIC: Accept any grammatically correct question using "how much" or "how many" that appropriately elicits the given answer.
|
|
|
|
EXAMPLE
|
|
PROMPT: Three cups. I drank three cups of coffee.
|
|
RESPONSE: How much coffee did you drink?
|
|
|
|
EXAMPLE
|
|
PROMPT: Two. He has two children.
|
|
RESPONSE: How many children does he have?
|
|
|
|
PROMPT: Four. We had four pieces of pie.
|
|
RESPONSE: How many pieces of pie did you have?
|
|
|
|
PROMPT: Not much. She doesn't have much money.
|
|
RESPONSE: How much money does she have?
|
|
|
|
PROMPT: Five pounds. I got five pounds of meat.
|
|
RESPONSE: How much meat did you get?
|
|
|
|
PROMPT: One brother and two sisters. He has one brother and two sisters.
|
|
RESPONSE: How many brothers and sisters does he have?
|
|
|
|
PROMPT: Ten. There are ten students in the classroom.
|
|
RESPONSE: How many students are there in the classroom?
|
|
|
|
PROMPT: Three dozen. I made three dozen cookies.
|
|
RESPONSE: How many cookies did you make?
|
|
|
|
PROMPT: A dozen. There's a dozen oranges in the box.
|
|
RESPONSE: How many oranges are there in the box?
|
|
|
|
PROMPT: Two bowls. He cooked two bowls of rice.
|
|
RESPONSE: How much rice did he cook?
|
|
|
|
$SESSION 4-5: Dishes and Desserts
|
|
|
|
# Source: LLA 4C Figure 4
|
|
$DIALOGUE Bowls, Dishes, and Sweets
|
|
ID: 5-4c-f4
|
|
INTRO: In this part: bowls, dishes, and — at last — dessert. Look at each picture, then listen and repeat the new words in sentences.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: bowl
|
|
LINE: This is a bowl of soup. We put rice in bowls, too. {page_096_001.jpg|Two bowls and salt and pepper shakers pouring into a bowl} {bk05-l4c-f4-01.mp3}
|
|
|
|
VOCAB: dish
|
|
LINE: We put food on a dish. The dishes are on the table. {page_096_002.jpg|A small bowl and a flat dish plate} {bk05-l4c-f4-02.mp3}
|
|
|
|
VOCAB: cake
|
|
LINE: This is a cake. John's sister made a cake for his birthday. {page_096_003.jpg|A whole cake with a slice cut out and placed on a plate} {bk05-l4c-f4-03.mp3}
|
|
|
|
VOCAB: pie
|
|
LINE: This is a pie. Cooks put fruit or meat and vegetables in pies. {page_096_004.jpg|A whole pie with a slice cut out and placed on a plate} {bk05-l4c-f4-04.mp3}
|
|
|
|
VOCAB: cookie
|
|
VOCAB: among
|
|
LINE: These are cookies. There is one small cookie. It's among the large cookies. {page_096_005.jpg|A dish with four small cookies on it} {bk05-l4c-f4-05.mp3}
|
|
|
|
LINE: These are pieces of candy. Candy has a lot of sugar in it. {page_096_006.jpg|An assortment of wrapped and unwrapped pieces of candy} {bk05-l4c-f4-06.mp3}
|
|
|
|
# Source: ST §Lunch
|
|
$DIALOGUE Lunch with Dick and Harry {st-page_100_001.jpg|Dick and Harry sitting at a restaurant table eating lunch, with thought bubbles above them showing a pig, a sliced roast, a bottle of milk, and a block of cheese}
|
|
ID: l4-s18
|
|
INTRO: Dick and Harry are at lunch, and dessert is already on their minds. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Dick and Harry are eating lunch. Dick is having a salad and a cheese sandwich.
|
|
|
|
LINE: Harry is having a bowl of soup and a ham sandwich.
|
|
|
|
LINE: Dick is having a cup of coffee.
|
|
|
|
LINE: Harry is having a glass of tea.
|
|
|
|
VOCAB: dessert
|
|
LINE: They will have dessert in a few minutes.
|
|
LINE: What will Dick have for dessert? What will Harry have?
|
|
|
|
# Source: ST §Dessert Menu
|
|
$DIALOGUE The Dessert Menu {st-page_101_001.jpg|Drawings of dessert items: two bowls of ice cream, a cake with a slice cut out next to a single slice on a plate, two slices of pie, and a plate with three cookies}
|
|
ID: l4-s19
|
|
INTRO: Here's the dessert menu, with prices. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: ice cream
|
|
VOCAB: vanilla
|
|
VOCAB: chocolate
|
|
LINE: Ice cream is seventy-five cents: vanilla or chocolate.
|
|
NOTES: $0.75
|
|
|
|
LINE: German chocolate cake is one dollar and fifteen cents.
|
|
NOTES: $1.15
|
|
|
|
LINE: Apple pie and chocolate pie are ninety cents.
|
|
NOTES: $0.90
|
|
|
|
LINE: Three chocolate chip cookies are seventy-five cents.
|
|
NOTES: $0.75
|
|
|
|
LINE: Harry wants a dish of chocolate ice cream.
|
|
LINE: Dick wants a piece of apple pie with ice cream.
|
|
LINE: I want some chocolate chip cookies.
|
|
LINE: Do you want a piece of chocolate cake?
|
|
LINE: Do you want a piece of chocolate pie?
|
|
|
|
# Source: LLA 4C Figure 5
|
|
$DIALOGUE Dessert at the Ice Cream Store {page_097_001.jpg|An illustration of an ice cream shop titled "ICE CREAM DELIGHTS" with customers looking at different flavor tubs behind the counter}
|
|
ID: 5-4c-f5
|
|
INTRO: It was a hot day, and Jim and Judy wanted something cold. Listen to the story.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: After dinner, Jim and Judy wanted some dessert. {bk05-l4c-f5-01.mp3}
|
|
LINE: They didn't want cake, pie, cookies, or candy for dessert. {bk05-l4c-f5-02.mp3}
|
|
LINE: It was a hot day, and they wanted something cold. {bk05-l4c-f5-03.mp3}
|
|
|
|
LINE: They wanted ice cream. {bk05-l4c-f5-04.mp3}
|
|
|
|
VOCAB: flavor
|
|
LINE: They went to an ice cream store and bought 3 different flavors of ice cream. {bk05-l4c-f5-05.mp3}
|
|
|
|
LINE: Jim got chocolate and vanilla ice cream. {bk05-l4c-f5-06.mp3}
|
|
|
|
VOCAB: chocolate chip
|
|
LINE: Judy saw chocolate chip among the flavors, and she got some chocolate chip ice cream. {bk05-l4c-f5-07.mp3}
|
|
|
|
# Source: LLA 4C Figure 5 (questions)
|
|
$PRODUCE Questions About the Ice Cream Store
|
|
ID: 5-4c-f5-b
|
|
REFERENCE: 5-4c-f5
|
|
INTRO: Answer the questions about Jim and Judy's dessert run, then repeat each answer. Open the story if you need it.
|
|
INSTRUCTION: Answer each question aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Did Jim and Judy want dessert after dinner? {bk05-l4c-f5-08-q.mp3}
|
|
RESPONSE: Yes, they wanted dessert after dinner. {bk05-l4c-f5-08-a.mp3}
|
|
|
|
PROMPT: Did they want cake, pie, cookies, or candy for dessert? {bk05-l4c-f5-09-q.mp3}
|
|
RESPONSE: No, they didn't want cake, pie, cookies, or candy for dessert. {bk05-l4c-f5-09-a.mp3}
|
|
|
|
PROMPT: Did they want a cold dessert? {bk05-l4c-f5-10-q.mp3}
|
|
RESPONSE: Yes, they wanted a cold dessert. {bk05-l4c-f5-10-a.mp3}
|
|
|
|
PROMPT: What did they want for dessert? {bk05-l4c-f5-11-q.mp3}
|
|
RESPONSE: They wanted ice cream for dessert. {bk05-l4c-f5-11-a.mp3}
|
|
|
|
PROMPT: How many flavors of ice cream does the store have? {bk05-l4c-f5-12-q.mp3}
|
|
RESPONSE: The store has 6 flavors of ice cream. {bk05-l4c-f5-12-a.mp3}
|
|
|
|
PROMPT: How many different flavors of ice cream did Jim and Judy buy? {bk05-l4c-f5-13-q.mp3}
|
|
RESPONSE: They bought 3 different flavors of ice cream. {bk05-l4c-f5-13-a.mp3}
|
|
|
|
PROMPT: What flavors of ice cream did Jim get? {bk05-l4c-f5-14-q.mp3}
|
|
RESPONSE: He got chocolate and vanilla ice cream. {bk05-l4c-f5-14-a.mp3}
|
|
|
|
PROMPT: What flavor of ice cream did Judy get? {bk05-l4c-f5-15-q.mp3}
|
|
RESPONSE: She got chocolate chip ice cream. {bk05-l4c-f5-15-a.mp3}
|
|
|
|
# Source: LLA 4C Figure 6
|
|
$SELECT Questions About Desserts
|
|
ID: 5-4c-f6
|
|
INTRO: Tap the correct answer to each question about desserts and dishes, then repeat the complete sentence.
|
|
INSTRUCTION: Tap the correct answer.
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
|
|
PROMPT: When do we eat dessert? {bk05-l4c-f6-01-q.mp3}
|
|
OPTION: a | before a meal
|
|
OPTION: b | after a meal
|
|
ANSWER: b
|
|
FEEDBACK: We eat desserts after a meal. {bk05-l4c-f6-01-a.mp3}
|
|
|
|
PROMPT: Which of these are desserts? {bk05-l4c-f6-02-q.mp3}
|
|
OPTION: a | pie and cake
|
|
OPTION: b | soup and French fries
|
|
ANSWER: a
|
|
FEEDBACK: Pie and cake are desserts. {bk05-l4c-f6-02-a.mp3}
|
|
|
|
PROMPT: Which of these are flavors? {bk05-l4c-f6-03-q.mp3}
|
|
OPTION: a | candy and cookies
|
|
OPTION: b | chocolate and vanilla
|
|
ANSWER: b
|
|
FEEDBACK: Chocolate and vanilla are flavors. {bk05-l4c-f6-03-a.mp3}
|
|
|
|
PROMPT: Where do we put soup? {bk05-l4c-f6-04-q.mp3}
|
|
OPTION: a | on dishes
|
|
OPTION: b | in bowls
|
|
ANSWER: b
|
|
FEEDBACK: We put soup in bowls. {bk05-l4c-f6-04-a.mp3}
|
|
|
|
PROMPT: What does candy have in it? {bk05-l4c-f6-05-q.mp3}
|
|
OPTION: a | a lot of sugar
|
|
OPTION: b | a lot of salt
|
|
ANSWER: a
|
|
FEEDBACK: Candy has a lot of sugar in it. {bk05-l4c-f6-05-a.mp3}
|
|
|
|
PROMPT: Which of these is very cold? {bk05-l4c-f6-06-q.mp3}
|
|
OPTION: a | ice cream
|
|
OPTION: b | cookies
|
|
ANSWER: a
|
|
FEEDBACK: Ice cream is very cold. {bk05-l4c-f6-06-a.mp3}
|
|
|
|
# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" (p. 102) — instructor-read paragraph; audio stimuli not in student text. Dropped.
|
|
|
|
# SKIPPED (book): Reading Skill "SCAN AND ANSWER" (p. 103) — timed 8-second visual scanning drill based on a separate classroom transparency/menu. Dropped.
|
|
|
|
# Source: ST §What's for Dessert?
|
|
$PRODUCE What's for Dessert?
|
|
ID: l4-s20
|
|
REFERENCE: l4-s19
|
|
INTRO: Now you're at the restaurant. Use the cues to say a question and its answer about dessert — open the menu if you need the prices. Then check the model.
|
|
INSTRUCTION: Say the question and the answer from the cues.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed question based on the first cue and a natural matching answer based on the second cue; treat the model answer as a guide, not the only correct phrasing.
|
|
|
|
EXAMPLE
|
|
PROMPT: want / dessert?\n— chocolate cake
|
|
RESPONSE: What do you want for dessert?\n— I want a piece of chocolate cake.
|
|
|
|
EXAMPLE
|
|
PROMPT: want / coffee with it?\n— milk
|
|
RESPONSE: Do you want coffee with it?\n— I want a glass of milk, please.
|
|
|
|
PROMPT: want / ice cream?\n— yes / chocolate
|
|
RESPONSE: Do you want ice cream?\n— Yes, I want chocolate ice cream.
|
|
|
|
PROMPT: want / pie?\n— yes / chocolate
|
|
RESPONSE: Do you want pie?\n— Yes, I want a piece of chocolate pie.
|
|
|
|
PROMPT: how much / cake / cost?\n— costs / $1.15
|
|
RESPONSE: How much does the cake cost?\n— It costs one dollar and fifteen cents.
|
|
|
|
PROMPT: want / dessert?\n— no / thank you
|
|
RESPONSE: Do you want dessert?\n— No, thank you.
|
|
|
|
PROMPT: have / any pie?\n— yes / apple and chocolate
|
|
RESPONSE: Do you have any pie?\n— Yes, we have apple and chocolate pie.
|
|
|
|
PROMPT: want / coffee?\n— yes / half a cup
|
|
RESPONSE: Do you want coffee?\n— Yes, I want half a cup.
|
|
|
|
# Source: ST §Is It a Vegetable, Fruit, or Dessert?
|
|
$SELECT Vegetable, Fruit, or Dessert?
|
|
ID: l4-s34
|
|
INTRO: One last pass over this part's food words: is it a vegetable, a fruit, or a dessert? Tap the category.
|
|
INSTRUCTION: Tap the correct category for each food word.
|
|
OPTION: v | Vegetable
|
|
OPTION: f | Fruit
|
|
OPTION: d | Dessert
|
|
|
|
TEMPLATE: pie
|
|
ANSWER: d
|
|
|
|
TEMPLATE: potato
|
|
ANSWER: v
|
|
|
|
TEMPLATE: tomato
|
|
ANSWER: f|v
|
|
|
|
TEMPLATE: squash
|
|
ANSWER: v
|
|
|
|
TEMPLATE: onion
|
|
ANSWER: v
|
|
|
|
TEMPLATE: pear
|
|
ANSWER: f
|
|
|
|
TEMPLATE: lettuce
|
|
ANSWER: v
|
|
|
|
TEMPLATE: ice cream
|
|
ANSWER: d
|
|
|
|
TEMPLATE: cherry
|
|
ANSWER: f
|
|
|
|
TEMPLATE: cookie
|
|
ANSWER: d
|
|
|
|
TEMPLATE: corn
|
|
ANSWER: v
|
|
|
|
TEMPLATE: carrot
|
|
ANSWER: v
|
|
|
|
TEMPLATE: banana
|
|
ANSWER: f
|
|
|
|
TEMPLATE: cake
|
|
ANSWER: d
|
|
|
|
TEMPLATE: apple
|
|
ANSWER: f
|
|
|
|
TEMPLATE: bean
|
|
ANSWER: v
|
|
|
|
TEMPLATE: orange
|
|
ANSWER: f
|
|
|
|
TEMPLATE: candy
|
|
ANSWER: d
|
|
|
|
$SESSION 4-6: Have To
|
|
|
|
# Source: ST §Have To
|
|
$GRAMMAR Have To
|
|
ID: l4-s23
|
|
INTRO: In this part you'll say what's necessary with "have to" — and what's not necessary with "don't have to". Here's the pattern first.
|
|
|
|
CARD: **Have to** is used to express something that is necessary. It is the same as "must".
|
|
{We have to wear our name tags.}
|
|
{She has to be at the airport at 7:30.}
|
|
|
|
CARD: In yes/no questions, use **do** or **does** — and answer with a short answer.
|
|
{Do we have to wear our caps outside?}
|
|
{Yes, we have to.}
|
|
{No, we don't have to.}
|
|
{Does he have to buy a new coat?}
|
|
{Yes, he has to.}
|
|
{No, he doesn't have to.}
|
|
|
|
CARD: Information questions work the same way.
|
|
{What time does she have to be there?}
|
|
{She has to be there at 0600.}
|
|
{When do you have to leave?}
|
|
{I have to leave at 0800.}
|
|
{Where do you have to go?}
|
|
{I have to go to a new base.}
|
|
|
|
CARD: **Do not have to** means something is *not necessary*.
|
|
{We don't have to go to the bank. We have money.}
|
|
{She doesn't have to wear a uniform. She's a civilian.}
|
|
|
|
SUMMARY:
|
|
| Form | Meaning | Example |
|
|
|---|---|---|
|
|
| have to / has to | necessary ("must") | She has to be at the airport at 7:30. |
|
|
| Do/Does ... have to ...? | asking if necessary | Do we have to wear our caps outside? |
|
|
| don't / doesn't have to | not necessary | She doesn't have to wear a uniform. |
|
|
|
|
# Source: LLA 4C Figure 7
|
|
$PRODUCE Sentences with "Have To"
|
|
ID: 5-4c-f7
|
|
INTRO: Listen to the first sentence for context, then repeat the second sentence with "have to" or "has to".
|
|
INSTRUCTION: Listen to the context and repeat the second sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Classes begin at 7:30. {bk05-l4c-f7-01-q.mp3}
|
|
RESPONSE: The students have to be in the classroom at 7:30. {bk05-l4c-f7-01-a.mp3}
|
|
|
|
PROMPT: The teacher must be there early. {bk05-l4c-f7-02-q.mp3}
|
|
RESPONSE: The teacher has to arrive at 7:15. {bk05-l4c-f7-02-a.mp3}
|
|
|
|
PROMPT: The students must wear their uniforms to class. {bk05-l4c-f7-03-q.mp3}
|
|
RESPONSE: They don't have to wear their uniforms after class. {bk05-l4c-f7-03-a.mp3}
|
|
|
|
PROMPT: Lieutenant Davis wasn't in school today. {bk05-l4c-f7-04-q.mp3}
|
|
RESPONSE: He had to go to the doctor. {bk05-l4c-f7-04-a.mp3}
|
|
|
|
PROMPT: He didn't read the lesson last night. {bk05-l4c-f7-05-q.mp3}
|
|
RESPONSE: He'll have to read it tonight. {bk05-l4c-f7-05-a.mp3}
|
|
|
|
# Source: LLA 4C Figure 8
|
|
$PRODUCE Answer with "Have To"
|
|
ID: 5-4c-f8
|
|
INTRO: Listen to the question and the cue words. Answer aloud using "have to" or "has to", then repeat the correct answer.
|
|
INSTRUCTION: Answer the question using "have to" or "has to".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Where do you have to go? (to the BX)
|
|
PROMPT: Where do you have to go? To the BX. {bk05-l4c-f8-ex.mp3}
|
|
RESPONSE: I have to go to the BX. {bk05-l4c-f8-ex-a.mp3}
|
|
|
|
TEMPLATE: What do you have to buy? (some shampoo)
|
|
PROMPT: What do you have to buy? Some shampoo. {bk05-l4c-f8-01.mp3}
|
|
RESPONSE: I have to buy some shampoo. {bk05-l4c-f8-01-a.mp3}
|
|
|
|
TEMPLATE: When does Steve have to report? (at 0800 hours)
|
|
PROMPT: When does Steve have to report? At 0800 hours. {bk05-l4c-f8-02.mp3}
|
|
RESPONSE: He has to report at 0800 hours. {bk05-l4c-f8-02-a.mp3}
|
|
|
|
TEMPLATE: Who does he have to report to? (the captain)
|
|
PROMPT: Who does he have to report to? The captain. {bk05-l4c-f8-03.mp3}
|
|
RESPONSE: He has to report to the captain. {bk05-l4c-f8-03-a.mp3}
|
|
|
|
TEMPLATE: Which lesson do we have to read tonight? (Lesson 4)
|
|
PROMPT: Which lessons do we have to read tonight? Lesson 4. {bk05-l4c-f8-04.mp3}
|
|
RESPONSE: We have to read lesson 4 tonight. {bk05-l4c-f8-04-a.mp3}
|
|
|
|
TEMPLATE: How many words do you have to memorize? (50)
|
|
PROMPT: How many words do you have to memorize? 50. {bk05-l4c-f8-05.mp3}
|
|
RESPONSE: I have to memorize 50 words. {bk05-l4c-f8-05-a.mp3}
|
|
|
|
TEMPLATE: How much homework does Tom have to do? (a lot)
|
|
PROMPT: How much homework does Tom have to do? A lot. {bk05-l4c-f8-06.mp3}
|
|
RESPONSE: Tom has to do a lot of homework. {bk05-l4c-f8-06-a.mp3}
|
|
|
|
TEMPLATE: Which uniform do I have to wear? (your white uniform)
|
|
PROMPT: Which uniform do I have to wear? Your white uniform. {bk05-l4c-f8-07.mp3}
|
|
RESPONSE: You have to wear your white uniform. {bk05-l4c-f8-07-a.mp3}
|
|
|
|
TEMPLATE: What time do you have to get up in the morning? (6:30)
|
|
PROMPT: What time do you have to get up in the morning? 6:30. {bk05-l4c-f8-08.mp3}
|
|
RESPONSE: I have to get up at 6:30 in the morning. {bk05-l4c-f8-08-a.mp3}
|
|
|
|
TEMPLATE: Who does Alice have to meet at the airport? (her sister)
|
|
PROMPT: Who does Alice have to meet at the airport? Her sister. {bk05-l4c-f8-09.mp3}
|
|
RESPONSE: Alice has to meet her sister at the airport. {bk05-l4c-f8-09-a.mp3}
|
|
|
|
TEMPLATE: How often do the airmen have to clean their rooms? (every day)
|
|
PROMPT: How often do the airmen have to clean their rooms? Every day. {bk05-l4c-f8-10.mp3}
|
|
RESPONSE: The airmen have to clean their rooms every day. {bk05-l4c-f8-10-a.mp3}
|
|
|
|
# Source: LLA 4C Figure 9
|
|
$PRODUCE Not Necessary: "Don't Have To"
|
|
ID: 5-4c-f9
|
|
INTRO: If you can do one thing, you don't have to do the other. Listen to the sentence and the cue, make a negative sentence with "don't have to" or "doesn't have to", then repeat the model.
|
|
INSTRUCTION: Make a sentence with "don't have to" or "doesn't have to".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: We can get up at eight o'clock. (six)
|
|
PROMPT: We can get up at 8 o'clock. 6. {bk05-l4c-f9-ex.mp3}
|
|
RESPONSE: We don't have to get up at 6 o'clock. {bk05-l4c-f9-ex-a.mp3}
|
|
|
|
TEMPLATE: We can get up late. (early)
|
|
PROMPT: We can get up late. Early. {bk05-l4c-f9-01.mp3}
|
|
RESPONSE: We don't have to get up early. {bk05-l4c-f9-01-a.mp3}
|
|
|
|
TEMPLATE: Dan can leave Saturday. (Friday)
|
|
PROMPT: Dan can leave Saturday. Friday. {bk05-l4c-f9-02.mp3}
|
|
RESPONSE: He doesn't have to leave Friday. {bk05-l4c-f9-02-a.mp3}
|
|
|
|
TEMPLATE: You can report to the captain. (major)
|
|
PROMPT: You can report to the captain. Major. {bk05-l4c-f9-03.mp3}
|
|
RESPONSE: You don't have to report to the major. {bk05-l4c-f9-03-a.mp3}
|
|
|
|
TEMPLATE: Kay can wear a sweater. (coat)
|
|
PROMPT: Kay can wear a sweater. Coat. {bk05-l4c-f9-04.mp3}
|
|
RESPONSE: She doesn't have to wear a coat. {bk05-l4c-f9-04-a.mp3}
|
|
|
|
TEMPLATE: They can live on the base. (downtown)
|
|
PROMPT: They can live on the base. Downtown. {bk05-l4c-f9-05.mp3}
|
|
RESPONSE: They don't have to live downtown. {bk05-l4c-f9-05-a.mp3}
|
|
|
|
TEMPLATE: Linda can fly to Chicago. (drive)
|
|
PROMPT: Linda can fly to Chicago. Drive. {bk05-l4c-f9-06.mp3}
|
|
RESPONSE: She doesn't have to drive to Chicago. {bk05-l4c-f9-06-a.mp3}
|
|
|
|
TEMPLATE: The children can take the bus. (walk)
|
|
PROMPT: The children can take the bus. Walk. {bk05-l4c-f9-07.mp3}
|
|
RESPONSE: They don't have to walk. {bk05-l4c-f9-07-a.mp3}
|
|
|
|
TEMPLATE: The soldiers can sit down. (stand up)
|
|
PROMPT: The soldiers can sit down. Stand up. {bk05-l4c-f9-08.mp3}
|
|
RESPONSE: They don't have to stand up. {bk05-l4c-f9-08-a.mp3}
|
|
|
|
TEMPLATE: Tim can wash the car tomorrow. (today)
|
|
PROMPT: Tim can wash the car tomorrow. Today. {bk05-l4c-f9-09.mp3}
|
|
RESPONSE: He doesn't have to wash it today. {bk05-l4c-f9-09-a.mp3}
|
|
|
|
TEMPLATE: You can write with a pencil. (pen)
|
|
PROMPT: You can write with a pencil. Pen. {bk05-l4c-f9-10.mp3}
|
|
RESPONSE: You don't have to write with a pen. {bk05-l4c-f9-10-a.mp3}
|
|
|
|
# Source: ST §Students Have to Do These Things
|
|
$PRODUCE Ask: "Do They Have To...?"
|
|
ID: l4-s24
|
|
INTRO: Turn each statement into a question with "Do they have to...?". Say it aloud, then check the model.
|
|
INSTRUCTION: Change the statement to a question with "Do they have to...?"
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
PROMPT: Students have to wear their uniforms to class.
|
|
RESPONSE: Do students have to wear their uniforms to class?
|
|
|
|
PROMPT: They have to wear their caps outside.
|
|
RESPONSE: Do they have to wear their caps outside?
|
|
|
|
PROMPT: They have to wear their name tags.
|
|
RESPONSE: Do they have to wear their name tags?
|
|
|
|
PROMPT: They have to bring their I.D. cards.
|
|
RESPONSE: Do they have to bring their I.D. cards?
|
|
|
|
PROMPT: They have to salute officers.
|
|
RESPONSE: Do they have to salute officers?
|
|
|
|
PROMPT: They have to go to lab.
|
|
RESPONSE: Do they have to go to lab?
|
|
|
|
PROMPT: They have to do their homework.
|
|
RESPONSE: Do they have to do their homework?
|
|
|
|
# Source: ST §What Do They Have to Do?
|
|
$PRODUCE The Teacher and the Students
|
|
ID: l4-s25
|
|
INTRO: Imagine an English class on a base: the teacher is a civilian man, and the students are military and live in the barracks. For each cue, ask what the teacher has to do and what the students have to do, and answer both — then check the model.
|
|
INSTRUCTION: Ask and answer with "Does the teacher have to...?" and "Do the students have to...?"
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept a correctly formed question about whether the teacher or students "have to" do the cued action, followed by a natural short answer; either yes or no is acceptable in the answer.
|
|
|
|
EXAMPLE
|
|
PROMPT: wear a uniform
|
|
RESPONSE: Does the teacher have to wear a uniform?\n— No, he doesn't.\nDo the students have to wear uniforms?\n— Yes, they do.
|
|
|
|
PROMPT: come to class at 6:30 a.m.
|
|
RESPONSE: Does the teacher have to come to class at 6:30 a.m.?\n— No, he doesn't.\nDo the students have to come to class at 6:30 a.m.?\n— No, they don't.
|
|
|
|
PROMPT: wear a name tag
|
|
RESPONSE: Does the teacher have to wear a name tag?\n— Yes, he does.\nDo the students have to wear name tags?\n— Yes, they do.
|
|
|
|
PROMPT: do homework
|
|
RESPONSE: Does the teacher have to do homework?\n— No, he doesn't.\nDo the students have to do homework?\n— Yes, they do.
|
|
|
|
PROMPT: live in the barracks
|
|
RESPONSE: Does the teacher have to live in the barracks?\n— No, he doesn't.\nDo the students have to live in the barracks?\n— Yes, they do.
|
|
|
|
PROMPT: buy a dictionary
|
|
RESPONSE: Does the teacher have to buy a dictionary?\n— No, he doesn't.\nDo the students have to buy a dictionary?\n— Yes, they do.
|
|
|
|
PROMPT: work hard
|
|
RESPONSE: Does the teacher have to work hard?\n— Yes, he does.\nDo the students have to work hard?\n— Yes, they do.
|
|
|
|
$SESSION 4-7: Plans, Phone Calls, and Instructions
|
|
|
|
# Source: LLA 4D Figure 1
|
|
$DIALOGUE Future Sentences with "Will"
|
|
ID: 5-4d-f1
|
|
INTRO: In this part you'll talk about the future with "will" — and make a phone call. Listen and repeat these sentences about things that will happen.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: There will be a test tomorrow morning. {bk05-l4d-f1-01.mp3}
|
|
|
|
LINE: Some students will take a trip this weekend. {bk05-l4d-f1-02.mp3}
|
|
|
|
LINE: The class will have a new teacher on Monday. {bk05-l4d-f1-03.mp3}
|
|
|
|
LINE: The students will get new textbooks next week. {bk05-l4d-f1-04.mp3}
|
|
|
|
LINE: Lieutenant King will graduate in two months. {bk05-l4d-f1-05.mp3}
|
|
|
|
LINE: Sergeant Hill will return to his country in April. {bk05-l4d-f1-06.mp3}
|
|
|
|
# Source: LLA 4D Figure 2
|
|
$DIALOGUE Plans for the Weekend
|
|
ID: 5-4d-f2
|
|
INTRO: Jane and John are talking about weekend plans. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Jane: What will you do next weekend? {bk05-l4d-f2-01.mp3}
|
|
John: I'll take a trip to Houston. {bk05-l4d-f2-02.mp3}
|
|
Jane: Will you drive? {bk05-l4d-f2-03.mp3}
|
|
John: No, I'll fly. {bk05-l4d-f2-04.mp3}
|
|
Jane: When will you leave? {bk05-l4d-f2-05.mp3}
|
|
John: I'll leave on Friday, after class. {bk05-l4d-f2-06.mp3}
|
|
Jane: What will you do there? {bk05-l4d-f2-07.mp3}
|
|
John: I'll visit a friend. {bk05-l4d-f2-08.mp3}
|
|
Jane: Will you return on Sunday? {bk05-l4d-f2-09.mp3}
|
|
John: Yes, I'll come back on Sunday afternoon. {bk05-l4d-f2-10.mp3}
|
|
|
|
# Source: LLA 4D Figure 2 (role-play)
|
|
$DIALOGUE Take John's Part
|
|
ID: 5-4d-f2-role-john
|
|
REFERENCE: 5-4d-f2
|
|
PLAY_ROLE: John
|
|
INTRO: Now practice the conversation again. Answer Jane's questions by speaking John's lines.
|
|
INSTRUCTION: You are John — speak your lines in the pauses.
|
|
|
|
# Source: ST §What Will You Do Next Year?
|
|
$DIALOGUE What Will You Do Next Year?
|
|
ID: l4-s30
|
|
INTRO: One more conversation about the future — graduation, a month at home, then France. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line of the dialog.
|
|
REPEAT
|
|
|
|
Lt_Brown: Will you graduate this Friday?
|
|
Lt_White: No, I won't. I'll graduate in one week.
|
|
|
|
Lt_Brown: Where will you go after graduation?
|
|
Lt_White: I'll go to my country for one month.
|
|
|
|
Lt_Brown: Where will you go after that?
|
|
Lt_White: I'll go to France.
|
|
|
|
Lt_Brown: Will you be in France in November?
|
|
Lt_White: Yes, I will.
|
|
|
|
Lt_Brown: Linda and I will go to Germany in November.
|
|
Lt_White: Will you come to France?
|
|
|
|
Lt_Brown: Yes, we'll go and visit you.
|
|
|
|
# SKIPPED (book): "IN TEN YEARS, I WILL HAVE A LOT OF MONEY." (p. 112) — open conversational pair work. Dropped.
|
|
|
|
# Source: LLA 4D Figure 3
|
|
$DIALOGUE John's Trip to Houston
|
|
ID: 5-4d-f3-story
|
|
INTRO: Now the whole weekend, hour by hour. Listen to the story of John's trip.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: John will take a trip next weekend. {bk05-l4d-f3-01.mp3}
|
|
LINE: He'll fly to Houston Friday afternoon. {bk05-l4d-f3-02.mp3}
|
|
LINE: His friend will meet him at the airport. {bk05-l4d-f3-03.mp3}
|
|
LINE: On Saturday morning, John and his friend will go downtown. {bk05-l4d-f3-04.mp3}
|
|
LINE: In the afternoon, they'll go to a football game. {bk05-l4d-f3-05.mp3}
|
|
LINE: That night, they'll eat dinner at a nice restaurant. {bk05-l4d-f3-06.mp3}
|
|
LINE: Then they'll go to a dance. {bk05-l4d-f3-07.mp3}
|
|
LINE: They'll get up late Sunday morning. {bk05-l4d-f3-08.mp3}
|
|
LINE: After lunch, John's friend will drive John to the airport. {bk05-l4d-f3-09.mp3}
|
|
LINE: John will return to the base Sunday afternoon. {bk05-l4d-f3-10.mp3}
|
|
|
|
# Source: LLA 4D Figure 3 (questions)
|
|
$PRODUCE Questions About John's Trip
|
|
ID: 5-4d-f3
|
|
REFERENCE: 5-4d-f3-story
|
|
INTRO: Answer the questions about John's trip in full sentences, then repeat the model answers. Open the story if you need it.
|
|
INSTRUCTION: Answer aloud based on the story.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What will John do next weekend? {bk05-l4d-f3-11.mp3}
|
|
RESPONSE: He'll take a trip. {bk05-l4d-f3-12.mp3}
|
|
|
|
PROMPT: Where will he go? {bk05-l4d-f3-13.mp3}
|
|
RESPONSE: He'll go to Houston. {bk05-l4d-f3-14.mp3}
|
|
|
|
PROMPT: Will he drive to Houston? {bk05-l4d-f3-15.mp3}
|
|
RESPONSE: No, he'll fly to Houston. {bk05-l4d-f3-16.mp3}
|
|
|
|
PROMPT: Who will meet John at the airport? {bk05-l4d-f3-17.mp3}
|
|
RESPONSE: John's friend will meet John at the airport. {bk05-l4d-f3-18.mp3}
|
|
|
|
PROMPT: Where will John and his friend go on Saturday morning? {bk05-l4d-f3-19.mp3}
|
|
RESPONSE: They'll go downtown on Saturday morning. {bk05-l4d-f3-20.mp3}
|
|
|
|
PROMPT: What will they do in the afternoon? {bk05-l4d-f3-21.mp3}
|
|
RESPONSE: They'll go to a football game in the afternoon. {bk05-l4d-f3-22.mp3}
|
|
|
|
PROMPT: Where will they eat dinner that night? {bk05-l4d-f3-23.mp3}
|
|
RESPONSE: They'll eat dinner at a restaurant that night. {bk05-l4d-f3-24.mp3}
|
|
|
|
PROMPT: When will they go to a dance? {bk05-l4d-f3-25.mp3}
|
|
RESPONSE: They'll go to a dance after dinner. {bk05-l4d-f3-26.mp3}
|
|
|
|
PROMPT: Will they get up late Sunday morning? {bk05-l4d-f3-27.mp3}
|
|
RESPONSE: Yes, they'll get up late Sunday morning. {bk05-l4d-f3-28.mp3}
|
|
|
|
PROMPT: Who will drive John to the airport after lunch? {bk05-l4d-f3-29.mp3}
|
|
RESPONSE: His friend will drive John to the airport after lunch. {bk05-l4d-f3-30.mp3}
|
|
|
|
PROMPT: When will John return to the base? {bk05-l4d-f3-31.mp3}
|
|
RESPONSE: John will return to the base Sunday afternoon. {bk05-l4d-f3-32.mp3}
|
|
|
|
# Source: LLA 4D Figure 4
|
|
$DIALOGUE Using the Telephone {page_102_001.jpg|A line drawing of a person holding a telephone receiver up to his ear while dialing numbers on the rotary telephone dial, with labels pointing to DIAL and RECEIVER}
|
|
ID: 5-4d-f4-story
|
|
INTRO: John has to call the airline for his flight. Learn the telephone words and listen to what he does.
|
|
INSTRUCTION: Listen to the new words and the story.
|
|
|
|
LINE: John needed to call the airline and make a reservation. {bk05-l4d-f4-01.mp3}
|
|
VOCAB: receiver
|
|
LINE: He picked up the telephone receiver and listened. {bk05-l4d-f4-02.mp3}
|
|
VOCAB: dial tone
|
|
LINE: He heard the dial tone. {bk05-l4d-f4-03.mp3}
|
|
VOCAB: dial
|
|
LINE: Then he turned the dial with his finger. {bk05-l4d-f4-04.mp3}
|
|
VOCAB: to dial
|
|
LINE: He dialed 754-3210. {bk05-l4d-f4-05.mp3}
|
|
|
|
# Source: LLA 4D Figure 4 (questions)
|
|
$PRODUCE Questions About the Phone Call
|
|
ID: 5-4d-f4
|
|
REFERENCE: 5-4d-f4-story
|
|
INTRO: Answer the questions about John's phone call aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud based on the story.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: What did John pick up? {bk05-l4d-f4-06.mp3}
|
|
RESPONSE: He picked up the receiver. {bk05-l4d-f4-07.mp3}
|
|
|
|
PROMPT: What did he hear? {bk05-l4d-f4-08.mp3}
|
|
RESPONSE: He heard the dial tone. {bk05-l4d-f4-09.mp3}
|
|
|
|
PROMPT: Did he push the dial? {bk05-l4d-f4-10.mp3}
|
|
RESPONSE: No, he turned the dial. {bk05-l4d-f4-11.mp3}
|
|
|
|
PROMPT: Did he dial 7 numbers? {bk05-l4d-f4-12.mp3}
|
|
RESPONSE: Yes, he dialed 754-3210. {bk05-l4d-f4-13.mp3}
|
|
|
|
# Source: ST §To Call from a Dial Phone
|
|
$DIALOGUE How to Call from a Dial Phone
|
|
ID: l4-s33
|
|
INTRO: Here are the steps for calling from a dial phone — yes, phones once had dials you turned. Listen and read.
|
|
INSTRUCTION: Listen and read the instructions.
|
|
|
|
LINE: First: Pick up the receiver. {st-page_115_001.jpg|A hand picking up the receiver of a rotary dial telephone}
|
|
|
|
LINE: Second: Listen for the dial tone. {st-page_115_002.jpg|A man holding a telephone receiver to his ear and listening to the dial tone, saying "HMMAIM"}
|
|
|
|
LINE: Third: Turn the dial to call. Dial the number. {st-page_115_003.jpg|A hand dialing a rotary telephone while holding the receiver}
|
|
|
|
LINE: Fourth: Talk. {st-page_115_004.jpg|A smiling man holding a telephone receiver to his ear and speaking}
|
|
|
|
# Source: ST §To Make a Sandwich
|
|
$DIALOGUE How to Make a Sandwich
|
|
ID: l4-s32
|
|
INTRO: And the steps for making a sandwich — instructions in order: first, next, then. Listen and read.
|
|
INSTRUCTION: Listen and read the steps to make a sandwich.
|
|
|
|
LINE: First, get two slices of bread. {st-page_114_001.jpg|Two slices of bread removed from a bread bag labeled "MRS. MAYERS BREAD"}
|
|
LINE: Next, put a slice of cheese on one slice of bread. {st-page_114_002.jpg|A slice of cheese placed on top of one slice of bread next to the bread bag}
|
|
LINE: Next, put some lettuce, a slice of onion, and a slice of tomato on the cheese. {st-page_114_003.jpg|A plate with lettuce, a slice of onion, and a slice of tomato prepared next to a cutting board}
|
|
LINE: Then, put the second slice of bread on the first slice. {st-page_114_004.jpg|A completed sandwich on a plate with the second slice of bread on top, next to a fork and a glass}
|
|
|
|
# SKIPPED (book): Listening Skill / Speaking Skill "INSTRUCTIONS" (p. 115) — open pantomime and oral instruction-giving activity. Dropped.
|
|
|
|
# Source: ST §He's Standing Between His Friends
|
|
$DIALOGUE Among and Between
|
|
ID: l4-s31
|
|
INTRO: Two small words for positions in a group: "among" for many, "between" for two. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Tom is a tall boy. Here he is among his friends. {st-page_113_001.jpg|A tall boy standing in a group of several young male friends}
|
|
|
|
LINE: He's between John and Sam in this picture. {st-page_113_002.jpg|A boy standing directly in the middle between two other boys, John and Sam}
|
|
|
|
LINE: There's a pen among the pencils. {st-page_113_003.jpg|A pen lying in the middle of several pencils}
|
|
LINE: There's a notebook between the books. {st-page_113_004.jpg|A spiral notebook positioned between two hardbound books}
|
|
|
|
$SESSION 4-8: Listening Practice
|
|
|
|
# Source: LLA 4D Figure 5 (story 1)
|
|
$DIALOGUE Jim's Car
|
|
ID: 5-4d-f5-story1
|
|
INTRO: In this part, just listen: three short stories, each with a question after it. First, Jim and his cars.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Jim drove the same car for 10 years. {bk05-l4d-f5-01.mp3}
|
|
LINE: Now his son is driving it, and Jim has a new one. {bk05-l4d-f5-02.mp3}
|
|
LINE: He bought a small car last week. {bk05-l4d-f5-03.mp3}
|
|
LINE: It's white outside and red inside, and it's very clean. {bk05-l4d-f5-04.mp3}
|
|
LINE: Jim is the only driver of the car, and he washes it every weekend. {bk05-l4d-f5-05.mp3}
|
|
|
|
# Source: LLA 4D Figure 5 (question 1)
|
|
$SELECT Jim's Car: Which Is True?
|
|
ID: 5-4d-f5-q1
|
|
REFERENCE: 5-4d-f5-story1
|
|
INTRO: Based on the story you just heard, tap the true statement. You can open the story again if you need it.
|
|
INSTRUCTION: Tap the true statement.
|
|
|
|
OPTION: a | Jim is driving an old car.
|
|
OPTION: b | Jim's son bought a new car.
|
|
OPTION: c | Jim's new car is red and white.
|
|
OPTION: d | Jim's son washes his car every weekend.
|
|
|
|
TEMPLATE: Which statement is true?
|
|
ANSWER: c
|
|
FEEDBACK: Jim's new car is red and white. {bk05-l4d-f5-06.mp3}
|
|
|
|
# Source: LLA 4D Figure 5 (story 2)
|
|
$DIALOGUE Pat's Trip to Chicago
|
|
ID: 5-4d-f5-story2
|
|
INTRO: Next story: Pat flies from warm Houston to very cold Chicago — and packs like it's Houston. Listen.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Pat lives in Houston. {bk05-l4d-f5-07.mp3}
|
|
LINE: She flew to Chicago in March. {bk05-l4d-f5-08.mp3}
|
|
LINE: It was warm in Houston then. {bk05-l4d-f5-09.mp3}
|
|
LINE: Pat packed only one small suitcase. {bk05-l4d-f5-10.mp3}
|
|
LINE: She packed a sweater. {bk05-l4d-f5-11.mp3}
|
|
LINE: She didn't pack her coat, her hat, or her gloves. {bk05-l4d-f5-12.mp3}
|
|
LINE: It was very cold in Chicago. {bk05-l4d-f5-13.mp3}
|
|
LINE: Pat was in Chicago for 5 days, and she was cold and unhappy every day. {bk05-l4d-f5-14.mp3}
|
|
|
|
# Source: LLA 4D Figure 5 (question 2)
|
|
$SELECT Pat's Trip: Which Is True?
|
|
ID: 5-4d-f5-q2
|
|
REFERENCE: 5-4d-f5-story2
|
|
INTRO: Based on the story about Pat, tap the true statement.
|
|
INSTRUCTION: Tap the true statement.
|
|
|
|
OPTION: a | Pat bought a new coat.
|
|
OPTION: b | Pat won't go back to Chicago.
|
|
OPTION: c | Pat visited her friends in Chicago.
|
|
OPTION: d | Pat didn't pack her coat in her suitcase.
|
|
|
|
TEMPLATE: Which statement is true?
|
|
ANSWER: d
|
|
FEEDBACK: Pat didn't pack her coat in her suitcase. {bk05-l4d-f5-15.mp3}
|
|
|
|
# Source: LLA 4D Figure 5 (story 3)
|
|
$DIALOGUE Bob's Illness
|
|
ID: 5-4d-f5-story3
|
|
INTRO: Last story: Bob was sick. Listen to what he did about it.
|
|
INSTRUCTION: Listen to the story.
|
|
|
|
LINE: Bob was sick last week. {bk05-l4d-f5-16.mp3}
|
|
LINE: His head hurt and his throat was sore. {bk05-l4d-f5-17.mp3}
|
|
LINE: He didn't want to go to the doctor. {bk05-l4d-f5-18.mp3}
|
|
LINE: He went to the drugstore and bought some medicine. {bk05-l4d-f5-19.mp3}
|
|
LINE: He took the medicine every 4 hours. {bk05-l4d-f5-20.mp3}
|
|
LINE: After 2 days, he wasn't well. {bk05-l4d-f5-21.mp3}
|
|
LINE: Then he went to the doctor. {bk05-l4d-f5-22.mp3}
|
|
LINE: The doctor gave him some different medicine. {bk05-l4d-f5-23.mp3}
|
|
LINE: Now Bob feels all right. {bk05-l4d-f5-24.mp3}
|
|
|
|
# Source: LLA 4D Figure 5 (question 3)
|
|
$SELECT Bob's Illness: Which Is True?
|
|
ID: 5-4d-f5-q3
|
|
REFERENCE: 5-4d-f5-story3
|
|
INTRO: Based on the story about Bob, tap the true statement.
|
|
INSTRUCTION: Tap the true statement.
|
|
|
|
OPTION: a | Bob went to the doctor.
|
|
OPTION: b | Bob hurt his leg last week.
|
|
OPTION: c | Bob got some medicine at the hospital.
|
|
OPTION: d | Bob bought a toothbrush at the drugstore.
|
|
|
|
TEMPLATE: Which statement is true?
|
|
ANSWER: a
|
|
FEEDBACK: Bob went to the doctor. {bk05-l4d-f5-25.mp3}
|
|
|
|
# Source: LLA 4D Figure 6
|
|
$SELECT Where Does It Belong?
|
|
ID: 5-4d-f6
|
|
INTRO: You'll hear a word from this lesson or an earlier one. Tap the place it belongs to — the airport, the grocery store, or school.
|
|
INSTRUCTION: Tap the correct category.
|
|
|
|
OPTION: a | airport
|
|
OPTION: b | grocery store
|
|
OPTION: c | school
|
|
|
|
EXAMPLE
|
|
PROMPT: pepper {bk05-l4d-f6-01.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: We buy pepper at the grocery store. {bk05-l4d-f6-02.mp3}
|
|
|
|
PROMPT: sugar {bk05-l4d-f6-03.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: student {bk05-l4d-f6-04.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: airline {bk05-l4d-f6-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: graduation {bk05-l4d-f6-06.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: classroom {bk05-l4d-f6-07.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: flight {bk05-l4d-f6-08.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: salt {bk05-l4d-f6-09.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: trip {bk05-l4d-f6-10.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: butter {bk05-l4d-f6-11.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: sharpener {bk05-l4d-f6-12.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: ticket {bk05-l4d-f6-13.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: soup {bk05-l4d-f6-14.mp3}
|
|
ANSWER: b
|
|
|
|
# Source: LLA 4D Figure 7
|
|
$PRODUCE Type What You Hear
|
|
ID: 5-4d-f7
|
|
INTRO: Now write what you hear — a short story about Tom and his laundry. It doesn't end well for the white socks. Listen to each sentence and type it exactly.
|
|
INSTRUCTION: Type the sentence you hear.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: Tom washed his socks last night. {bk05-l4d-f7-01.mp3}
|
|
RESPONSE: Tom washed his socks last night. {bk05-l4d-f7-01.mp3}
|
|
|
|
PROMPT: He had a lot of white socks. {bk05-l4d-f7-02.mp3}
|
|
RESPONSE: He had a lot of white socks. {bk05-l4d-f7-02.mp3}
|
|
|
|
PROMPT: He had only a few red socks. {bk05-l4d-f7-03.mp3}
|
|
RESPONSE: He had only a few red socks. {bk05-l4d-f7-03.mp3}
|
|
|
|
PROMPT: He washed the red socks and the white socks together. {bk05-l4d-f7-04.mp3}
|
|
RESPONSE: He washed the red socks and the white socks together. {bk05-l4d-f7-04.mp3}
|
|
|
|
PROMPT: The water in the sink was very hot. {bk05-l4d-f7-05.mp3}
|
|
RESPONSE: The water in the sink was very hot. {bk05-l4d-f7-05.mp3}
|
|
|
|
PROMPT: Now all his white socks are pink. {bk05-l4d-f7-06.mp3}
|
|
RESPONSE: Now all his white socks are pink. {bk05-l4d-f7-06.mp3}
|
|
|
|
# Source: LLA 4B Figure 6 (moved here to join the other writing-by-ear work)
|
|
$PRODUCE Capital Letters and Punctuation
|
|
ID: 5-4b-f6
|
|
INTRO: One more writing pass: listen, then type each sentence with correct capital letters and punctuation. Every period counts here.
|
|
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
|
|
INPUT: type
|
|
CHECK: exact
|
|
NORMALIZE: strict
|
|
LONGFORM
|
|
|
|
TEMPLATE: john drove to the airport
|
|
PROMPT: John drove to the airport. {bk05-l4b-f6-01.mp3}
|
|
RESPONSE: John drove to the airport. {bk05-l4b-f6-01.mp3}
|
|
|
|
TEMPLATE: he wanted to meet marys flight
|
|
PROMPT: He wanted to meet Mary's flight. {bk05-l4b-f6-02.mp3}
|
|
RESPONSE: He wanted to meet Mary's flight. {bk05-l4b-f6-02.mp3}
|
|
|
|
TEMPLATE: he went to gate 12 and stood there for half an hour
|
|
PROMPT: He went to Gate 12 and stood there for half an hour. {bk05-l4b-f6-03.mp3}
|
|
RESPONSE: He went to Gate 12 and stood there for half an hour. {bk05-l4b-f6-03.mp3}
|
|
|
|
TEMPLATE: the flight didn't arrive
|
|
PROMPT: The flight didn't arrive. {bk05-l4b-f6-04.mp3}
|
|
RESPONSE: The flight didn't arrive. {bk05-l4b-f6-04.mp3}
|
|
|
|
TEMPLATE: where was mary
|
|
PROMPT: Where was Mary? {bk05-l4b-f6-05.mp3}
|
|
RESPONSE: Where was Mary? {bk05-l4b-f6-05.mp3}
|
|
|
|
TEMPLATE: she was at gate 22
|
|
PROMPT: She was at Gate 22. {bk05-l4b-f6-06.mp3}
|
|
RESPONSE: She was at Gate 22. {bk05-l4b-f6-06.mp3}
|
|
|
|
$SESSION 4-9: Reading and Word Skills
|
|
|
|
# Source: ST §Reading: Topic of Paragraphs (paragraph 1)
|
|
$GRAMMAR Reading: Find the Topic — Paragraph 1
|
|
ID: l4-s26-r-p1
|
|
READING
|
|
INTRO: In this part you'll practice reading and word meanings. Read the first paragraph — then you'll pick its topic.
|
|
|
|
CARD: **Paragraph 1.** Children in the United States go to school 5 days a week. Their school day begins at 8:00 a.m., and it ends at 3:00 p.m. They have lunch at school. School begins in September every year, and it ends in May. After 12 years of school, they graduate. They are in school a large part of their early years.
|
|
|
|
# Source: ST §Reading: Topic of Paragraphs (paragraph 1 question)
|
|
$SELECT Find the Topic — Paragraph 1
|
|
ID: l4-s26-p1
|
|
REFERENCE: l4-s26-r-p1
|
|
INTRO: Tap the topic of the paragraph you just read. Open it again if you need to.
|
|
INSTRUCTION: Select the topic of the paragraph.
|
|
OPTION: a | school lunches
|
|
OPTION: b | graduation day
|
|
OPTION: c | school years
|
|
OPTION: d | the United States
|
|
|
|
TEMPLATE: What is the topic of the paragraph?
|
|
ANSWER: c
|
|
|
|
# Source: ST §Reading: Topic of Paragraphs (paragraph 2)
|
|
$GRAMMAR Reading: Find the Topic — Paragraph 2
|
|
ID: l4-s26-r-p2
|
|
READING
|
|
|
|
CARD: **Paragraph 2.** It's important to eat vegetables. Many people don't like them, but we all need to eat them. There are many kinds of vegetables. At a grocery store you can buy carrots, squash, potatoes, tomatoes, lettuce and many more. Some vegetables you can just wash and eat or put into a salad or put on a sandwich. Some vegetables are cooked in soups and different dishes.
|
|
|
|
# Source: ST §Reading: Topic of Paragraphs (paragraph 2 question)
|
|
$SELECT Find the Topic — Paragraph 2
|
|
ID: l4-s26-p2
|
|
REFERENCE: l4-s26-r-p2
|
|
INTRO: Now tap the topic of this paragraph.
|
|
INSTRUCTION: Select the topic of the paragraph.
|
|
OPTION: a | salads
|
|
OPTION: b | soups
|
|
OPTION: c | grocery stores
|
|
OPTION: d | vegetables
|
|
|
|
TEMPLATE: What is the topic of the paragraph?
|
|
ANSWER: d
|
|
|
|
# Source: ST §Same or Different?
|
|
$SELECT Same or Different?
|
|
ID: l4-s27
|
|
INTRO: Look closely — some pairs are identical, and some differ by just a letter or two. Tap "Same" or "Different".
|
|
INSTRUCTION: Tap "Same" if the two phrases are identical or "Different" if they differ.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
EXAMPLE
|
|
TEMPLATE: good dresses ... gold dresses
|
|
ANSWER: d
|
|
|
|
EXAMPLE
|
|
TEMPLATE: chocolate cake ... chocolate cake
|
|
ANSWER: s
|
|
|
|
TEMPLATE: graduate today ... graduate today
|
|
ANSWER: s
|
|
|
|
TEMPLATE: look up ... lock up
|
|
ANSWER: d
|
|
|
|
TEMPLATE: read books ... red books
|
|
ANSWER: d
|
|
|
|
TEMPLATE: half a bottle ... half a bottle
|
|
ANSWER: s
|
|
|
|
TEMPLATE: silver car ... silver car
|
|
ANSWER: s
|
|
|
|
TEMPLATE: seventh hot day ... seventy hot days
|
|
ANSWER: d
|
|
|
|
TEMPLATE: sick call ... sick call
|
|
ANSWER: s
|
|
|
|
TEMPLATE: must start ... must stand
|
|
ANSWER: d
|
|
|
|
TEMPLATE: two small labs ... two small lambs
|
|
ANSWER: d
|
|
|
|
TEMPLATE: visit San Antonio ... visits San Antonio
|
|
ANSWER: d
|
|
|
|
TEMPLATE: eat ice cream ... eat ice cream
|
|
ANSWER: s
|
|
|
|
TEMPLATE: woke up late ... woke up late
|
|
ANSWER: s
|
|
|
|
TEMPLATE: a good example ... a good example
|
|
ANSWER: s
|
|
|
|
TEMPLATE: two quarts ... two quarters
|
|
ANSWER: d
|
|
|
|
TEMPLATE: play the game ... played the game
|
|
ANSWER: d
|
|
|
|
# Source: ST §Is Hot the Same as Cold?
|
|
$SELECT Words with the Same Meaning
|
|
ID: l4-s28
|
|
INTRO: Tap the word that means about the same as the cue word. Some of these go back a few lessons — that's the point.
|
|
INSTRUCTION: Choose the word that has about the same meaning as the cue word.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: penny
|
|
OPTION: a | gold
|
|
OPTION: b | pocket
|
|
OPTION: c | cent
|
|
OPTION: d | reservation
|
|
OPTION: e | leg
|
|
ANSWER: c
|
|
|
|
EXAMPLE
|
|
TEMPLATE: test
|
|
OPTION: a | lab
|
|
OPTION: b | headphone
|
|
OPTION: c | class
|
|
OPTION: d | break
|
|
OPTION: e | quiz
|
|
ANSWER: e
|
|
|
|
TEMPLATE: slacks
|
|
OPTION: a | shirts
|
|
OPTION: b | clothes
|
|
OPTION: c | stores
|
|
OPTION: d | pants
|
|
OPTION: e | pockets
|
|
ANSWER: d
|
|
|
|
TEMPLATE: wash
|
|
OPTION: a | meet
|
|
OPTION: b | clean
|
|
OPTION: c | eat
|
|
OPTION: d | dry
|
|
OPTION: e | put
|
|
ANSWER: b
|
|
|
|
TEMPLATE: right
|
|
OPTION: a | same
|
|
OPTION: b | left
|
|
OPTION: c | correct
|
|
OPTION: d | every
|
|
OPTION: e | turn
|
|
ANSWER: c
|
|
|
|
TEMPLATE: sore
|
|
OPTION: a | hurting
|
|
OPTION: b | medicine
|
|
OPTION: c | doctor
|
|
OPTION: d | dial
|
|
OPTION: e | close
|
|
ANSWER: a
|
|
|
|
TEMPLATE: large
|
|
OPTION: a | long
|
|
OPTION: b | false
|
|
OPTION: c | warm
|
|
OPTION: d | same
|
|
OPTION: e | big
|
|
ANSWER: e
|
|
|
|
TEMPLATE: stop
|
|
OPTION: a | help
|
|
OPTION: b | dry
|
|
OPTION: c | sleep
|
|
OPTION: d | touch
|
|
OPTION: e | end
|
|
ANSWER: e
|
|
|
|
TEMPLATE: fall
|
|
OPTION: a | brush
|
|
OPTION: b | put
|
|
OPTION: c | lock
|
|
OPTION: d | autumn
|
|
OPTION: e | spell
|
|
ANSWER: d
|
|
|
|
TEMPLATE: come back
|
|
OPTION: a | start
|
|
OPTION: b | move
|
|
OPTION: c | visit
|
|
OPTION: d | return
|
|
OPTION: e | fly
|
|
ANSWER: d
|
|
|
|
TEMPLATE: cap
|
|
OPTION: a | buy
|
|
OPTION: b | hat
|
|
OPTION: c | captain
|
|
OPTION: d | wear
|
|
OPTION: e | coat
|
|
ANSWER: b
|
|
|
|
TEMPLATE: leave
|
|
OPTION: a | depart
|
|
OPTION: b | change
|
|
OPTION: c | help
|
|
OPTION: d | arrive
|
|
OPTION: e | stop
|
|
ANSWER: a
|
|
|
|
# Source: ST §Same or Opposite?
|
|
$SELECT Same or Opposite?
|
|
ID: l4-s29
|
|
INTRO: Last activity of the lesson: do the two words mean the same, or the opposite? Tap your answer — and that's Lesson 4 done. Nice work.
|
|
INSTRUCTION: Tap "Same" if the words have similar meanings or "Opposite" if they are opposites.
|
|
OPTION: s | Same
|
|
OPTION: o | Opposite
|
|
|
|
EXAMPLE
|
|
TEMPLATE: start ... begin
|
|
ANSWER: s
|
|
|
|
EXAMPLE
|
|
TEMPLATE: sad ... happy
|
|
ANSWER: o
|
|
|
|
TEMPLATE: much ... many
|
|
ANSWER: s
|
|
|
|
TEMPLATE: black ... white
|
|
ANSWER: o
|
|
|
|
TEMPLATE: buy ... sell
|
|
ANSWER: o
|
|
|
|
TEMPLATE: dirty ... clean
|
|
ANSWER: o
|
|
|
|
TEMPLATE: trousers ... pants
|
|
ANSWER: s
|
|
|
|
TEMPLATE: new ... old
|
|
ANSWER: o
|
|
|
|
TEMPLATE: city ... town
|
|
ANSWER: s
|
|
|
|
TEMPLATE: hot ... cold
|
|
ANSWER: o
|
|
|
|
TEMPLATE: open ... close
|
|
ANSWER: o
|
|
|
|
TEMPLATE: show ... movie
|
|
ANSWER: s
|