alc-english/book-4-lesson-3.module

$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_english_book_4_lesson_3
DESCRIPTION: Clothing and dressing vocabulary; getting dressed and sleeping; and the modals can, may, and must for ability, permission, and necessity.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Capt_Collins | achernar | Male military officer
VOICE: Capt_Andrews | schedar | Male military officer
VOICE: Alan | achernar | Male
VOICE: Paul | achird | Male
VOICE: Beth | gacrux | Female
VOICE: Jane | aoede | Female
VOICE: Lt_Martin | achernar | Male officer
VOICE: Maj_Mills | schedar | Male officer
VOICE: Sgt_Cole | achernar | Male student
VOICE: Sgt_Ward | schedar | Male soldier
VOICE: Teacher | aoede | Female teacher
VOICE: Bert | achernar | Male student
VOICE: Greg | achird | Male student
VOICE: David | schedar | Male student
VOICE: Little_girl | aoede | Young female child
VOICE: Mother | aoede | Female parent
VOICE: Student | achernar | Male student
VOICE: Captain_Yates | achernar | Male speaker
VOICE: Captain_Toomy | achird | Male speaker
VOICE: Donald | achird | Male student
VOICE: Robert | achernar | Male student
VOICE: Mr_Kline | achernar | Male speaker
VOICE: Sgt_Moore | achird | Male speaker
VOICE: Mark | achernar | Male speaker
VOICE: Bill | achird | Male speaker

# ============================================================
$LESSON 3-1: Men's Clothing and Getting Dressed
# ============================================================

# Source: LLA 3A Figure 1 (Part 1)
$DIALOGUE Men's Clothing
INTRO: Let's start with the clothes a man wears to work. Listen and repeat each word.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: hat
LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3}

VOCAB: shirt
LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3}

VOCAB: necktie
VOCAB: tie
LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3}

VOCAB: belt
LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3}

VOCAB: trousers
VOCAB: pants
LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3}

VOCAB: T-shirt
LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3}

# Source: LLA 3A Figure 1 (Part 2)
$DIALOGUE Verbs for Getting Dressed
INTRO: Now the verbs you'll use all lesson long — wearing, putting on, and taking off. Listen and repeat.
INSTRUCTION: Repeat each word.
REPEAT

LINE: wears {bk04-l3a-f1-07.mp3}
LINE: wore {bk04-l3a-f1-08.mp3}
LINE: wear {bk04-l3a-f1-09.mp3}
LINE: takes off {bk04-l3a-f1-10.mp3}
LINE: puts on {bk04-l3a-f1-11.mp3}
LINE: clothes {bk04-l3a-f1-12.mp3}
LINE: took off {bk04-l3a-f1-13.mp3}
LINE: put on {bk04-l3a-f1-14.mp3}

# Source: LLA 3A Figure 1 (Part 3)
$DIALOGUE Captain Collins Gets Dressed
INTRO: Here's Captain Collins, in and out of uniform. Just listen — no need to repeat.
INSTRUCTION: Listen to the paragraphs.

LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3}
LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3}
LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3}
LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3}
LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3}
LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3}
LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3}

LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3}
LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3}
LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3}
LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3}

# Source: LLA 3A Figure 1 (Part 4)
$PRODUCE Captain Collins — Answer the Questions
INTRO: Your turn to answer. Say a full sentence aloud, then repeat the correct answer after the tape.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3}
RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3}

PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3}
RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3}

PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3}
RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3}

PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3}
RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3}

PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3}
RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3}

PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3}
RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3}

PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3}
RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3}

PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3}
RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3}

PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3}
RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3}

PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3}
RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3}

PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3}
RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3}

# Source: LLA 3A Figure 2
$SELECT Clothing — True or False
INTRO: Quick check on the new words. Listen to each statement and tap True or False.
INSTRUCTION: Tap True or False.
OPTION: t | True
OPTION: f | False

EXAMPLE
PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
ANSWER: t

PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
ANSWER: t

PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
ANSWER: t

PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
ANSWER: t

PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
ANSWER: f

PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
ANSWER: f

# Source: LLA 3A Figure 3
$DIALOGUE Did You Wear Your Uniform?
INTRO: Two captains compare notes on what they wore out last night. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3}
Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}

# Source: ST §He Took Off His Shoe
$DIALOGUE Taking Off and Putting On
INTRO: Putting on and taking off, one piece at a time — both word orders are fine in English.
INSTRUCTION: Listen and repeat the new words and sentences.
REPEAT

VOCAB: take off
VOCAB: took off
LINE: He's taking off his sock. {st-page_065_001.jpg}
LINE: He's taking his sock off. {st-page_065_001.jpg}
LINE: He took off his shoe. {st-page_065_001.jpg}
LINE: He took his shoe off. {st-page_065_001.jpg}

VOCAB: put on
LINE: He's putting on his glove. {st-page_065_002.jpg}
LINE: He's putting his glove on. {st-page_065_002.jpg}
LINE: He put on his sweater and coat. {st-page_065_002.jpg}
LINE: He put his sweater and coat on. {st-page_065_002.jpg}

# ============================================================
$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep
# ============================================================

# Source: LLA 3B Figure 1 (Part 1)
$DIALOGUE Women's Clothing
INTRO: Now the words for women's clothing. Listen and repeat each one.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: suit
LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}

VOCAB: blouse
LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}

VOCAB: dress
LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}

VOCAB: shoes
LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}

VOCAB: stockings
LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}

VOCAB: sweater
LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}

VOCAB: skirt
LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}

VOCAB: socks
LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}

# Source: LLA 3B Figure 1 (Part 2)
$DIALOGUE Joan's Work Clothes
INTRO: Meet Joan — she dresses one way for the office and another for class. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3}
LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3}
LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3}
LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3}
LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3}
LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3}
LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3}
LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3}

# Source: LLA 3B Figure 1 (Part 3)
$PRODUCE Joan's Work Clothes — Answer the Questions
INTRO: Answer about Joan aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3}
RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3}

PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3}
RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3}

PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3}
RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3}

PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3}
RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3}

PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3}
RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3}

PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3}
RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3}

# Source: LLA 3B Figure 2 (Part 1)
$DIALOGUE Casual and Cold Weather Clothing
INTRO: Clothes for casual days and cold days. Listen and repeat each word.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: jacket
LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}

VOCAB: slacks
LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}

VOCAB: scarf
LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}

VOCAB: coat
LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}

VOCAB: boots
LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}

VOCAB: gloves
LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}

# Source: LLA 3B Figure 2 (Part 2)
$DIALOGUE Joan's Casual Clothes
INTRO: Joan doesn't always dress up — here's what else she wears. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3}
LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3}
LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3}
LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3}
LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3}
LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3}
LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3}

# Source: LLA 3B Figure 2 (Part 3)
$PRODUCE Joan's Casual Clothes — Answer the Questions
INTRO: Answer about Joan's casual clothes aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3}
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3}

PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3}
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3}

PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3}
RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3}

PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3}
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3}

PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3}
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3}

PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3}
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3}

PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3}
RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3}

# Source: LLA 3B Figure 3
$PRODUCE Clothing — Fill in the Word
INTRO: Listen to each sentence and type the missing word, then repeat the whole sentence aloud.
INSTRUCTION: Type the missing word(s).
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Jack likes white ____.
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
ACCEPT: shirts

TEMPLATE: Civilians sometimes wear ____ to work.
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
ACCEPT: suits

TEMPLATE: Men wear ____ with their suits.
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
ACCEPT: neckties

TEMPLATE: Men's suits have a jacket and ____.
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
ACCEPT: trousers

TEMPLATE: Women's suits have a jacket and a ____ or pants.
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
ACCEPT: skirt

TEMPLATE: Trousers and ____ are pants.
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
ACCEPT: slacks

TEMPLATE: Men wear ____ with their shoes.
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
ACCEPT: socks

TEMPLATE: Women wear socks or ____.
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
ACCEPT: stockings

TEMPLATE: Air Force pilots wear ____ and ____.
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
ACCEPT: boots and gloves | boots, gloves

TEMPLATE: ____ and ____ are clothes for cold days.
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters

# Source: LLA 3B Figure 4 (Part 1)
$DIALOGUE Falling Asleep and Waking Up
INTRO: Now a different topic — sleeping and waking. Listen and repeat each word.
INSTRUCTION: Repeat each word.
REPEAT

LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}
LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3}
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3}
LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3}
LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3}
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3}

# Source: LLA 3B Figure 4 (Part 2)
$DIALOGUE Joan Falls Asleep in Class
INTRO: Poor Joan keeps dozing off in class. Listen and repeat the sentences.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3}
LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3}
LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3}
LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3}
LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3}
LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3}

# Source: LLA 3B Figure 5
$PRODUCE Asleep or Awake? — Answer the Questions
INTRO: Look at each picture, answer aloud with a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}

PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}

PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}

PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}

PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}

# Source: ST §Yesterday, He Was Tired and Cold
$DIALOGUE Robert's Cold Morning
INTRO: A short story that pulls today's words together — Robert's long, cold, sleepy day. Read along.
INSTRUCTION: Read the paragraphs.

LINE: Yesterday, Robert was awake at 1:00 a.m.
LINE: He fell asleep at 1:30 a.m.
LINE: He woke up at 6:30 a.m. It was cold.
LINE: He got up and took a hot shower. He got dressed.
LINE: He put on a sweater and a coat. He put on his scarf and his gloves.
LINE: He went to school.
LINE: It wasn't cold in the classroom.
LINE: Robert took off his scarf, his gloves, and his coat.
LINE: Robert was tired after class. He went home and fell asleep.
LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
LINE: He woke up and opened the door.
LINE: Robert and Mark talked for five minutes.
LINE: They went to the mess hall and had dinner.
LINE: After dinner, Robert did his homework and went to bed early.

# Source: ST §True or False?
$SELECT Robert's Cold Morning — True or False?
INTRO: Let's see what you remember about Robert's day. Tap True or False.
INSTRUCTION: Tap True for true statements and False for false statements.
SHOW_PROMPT
OPTION: T | True
OPTION: F | False

PROMPT: Robert was asleep at 1:00 a.m.
ANSWER: F

PROMPT: He fell asleep at 6:30.
ANSWER: F

PROMPT: Robert wore a sweater.
ANSWER: T

PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
ANSWER: T

PROMPT: Robert was awake at 6:00 p.m.
ANSWER: F

PROMPT: Mark woke up Robert.
ANSWER: T

# ============================================================
$LESSON 3-3: More Clothing Practice and Sounds
# ============================================================

# Source: ST §These Are Joe's Clothes
$DIALOGUE These Are Joe's Clothes
INTRO: Let's review the clothing words with Joe's wardrobe. Listen and repeat.
INSTRUCTION: Listen and repeat the new words and sentences.
REPEAT

VOCAB: coat
VOCAB: coats
LINE: Those are Joe's coats.

VOCAB: suit
VOCAB: suits
LINE: Those are his suits.

VOCAB: shirt
VOCAB: shirts
LINE: Those are his shirts.

VOCAB: boot
VOCAB: boots
LINE: Those are his boots.

VOCAB: slacks
VOCAB: trousers
VOCAB: pants
LINE: Those are his slacks and trousers.

VOCAB: tie
VOCAB: necktie
LINE: Those are his neckties.

VOCAB: belt
LINE: That's his belt.

VOCAB: jacket
LINE: That's his jacket.

VOCAB: socks
LINE: His socks are in there.

VOCAB: hat
VOCAB: cap
LINE: That's his hat and his cap.

# Source: ST §This Is Donald, Jacques, and Robert
$PRODUCE Who Is Wearing What?
INTRO: Three men, three outfits. Use the picture and each cue word to ask and answer a question.
INSTRUCTION: Use the picture and the cue word to ask and answer a question about what the men are wearing. {st-page_064_001.jpg}
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word. (e.g., "What is Donald wearing? He's wearing a suit.")

EXAMPLE
PROMPT: shirt
RESPONSE: What is Donald wearing? He's wearing a shirt.

EXAMPLE
PROMPT: boots
RESPONSE: Is Robert wearing boots? I don't know.

PROMPT: shoes
RESPONSE: Are they wearing shoes? Yes, they are wearing shoes.

PROMPT: suit
RESPONSE: Who is wearing a suit? Donald is wearing a suit.

PROMPT: jacket
RESPONSE: What is Robert wearing? He is wearing a jacket.

PROMPT: socks
RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks.

PROMPT: pants
RESPONSE: Are they wearing pants? Yes, they are wearing pants.

PROMPT: slacks
RESPONSE: What is Jacques wearing? He's wearing slacks.

PROMPT: belt
RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt.

PROMPT: necktie
RESPONSE: Who is wearing a necktie? Donald is wearing a necktie.

# Source: LLA 3A Figure 4
$SELECT W or R — Same or Different Sounds
INTRO: Time for a sound break. You'll hear two words — tap Same if they start with the same sound, Different if not.
INSTRUCTION: Tap Same or Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

EXAMPLE
PROMPT: way ray {bk04-l3a-f4-ex-q.mp3}
ANSWER: d

PROMPT: wed red {bk04-l3a-f4-01-q.mp3}
ANSWER: d

PROMPT: wake wake {bk04-l3a-f4-02-q.mp3}
ANSWER: s

PROMPT: west rest {bk04-l3a-f4-03-q.mp3}
ANSWER: d

PROMPT: rose rose {bk04-l3a-f4-04-q.mp3}
ANSWER: s

PROMPT: wave wave {bk04-l3a-f4-05-q.mp3}
ANSWER: s

PROMPT: ways rays {bk04-l3a-f4-06-q.mp3}
ANSWER: d

PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3}
ANSWER: d

PROMPT: read read {bk04-l3a-f4-08-q.mp3}
ANSWER: s

PROMPT: read weed {bk04-l3a-f4-09-q.mp3}
ANSWER: d

PROMPT: went rent {bk04-l3a-f4-10-q.mp3}
ANSWER: d

# Source: LLA 3A Figure 5
$SELECT W or R — Identify the Sound
INTRO: Same two sounds, one word at a time. Tap the W sound as in "went", or the R sound as in "rent".
INSTRUCTION: Tap the sound you hear.
OPTION: a | W sound (as in went)
OPTION: b | R sound (as in rent)

EXAMPLE
PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3}
ANSWER: a

PROMPT: Weak. {bk04-l3a-f5-01-q.mp3}
ANSWER: a

PROMPT: Want. {bk04-l3a-f5-02-q.mp3}
ANSWER: a

PROMPT: Radio. {bk04-l3a-f5-03-q.mp3}
ANSWER: b

PROMPT: Room. {bk04-l3a-f5-04-q.mp3}
ANSWER: b

PROMPT: Walk. {bk04-l3a-f5-05-q.mp3}
ANSWER: a

PROMPT: Report. {bk04-l3a-f5-06-q.mp3}
ANSWER: b

PROMPT: Always. {bk04-l3a-f5-07-q.mp3}
ANSWER: a

PROMPT: Razor. {bk04-l3a-f5-08-q.mp3}
ANSWER: b

PROMPT: Correct. {bk04-l3a-f5-09-q.mp3}
ANSWER: b

PROMPT: Window. {bk04-l3a-f5-10-q.mp3}
ANSWER: a

# Source: ST §Speaking Skill: Coat / Caught
$DIALOGUE Vowel Pairs — Coat / Caught
INTRO: One more sound break: the vowels in "coat" and "caught". Read each pair aloud.
INSTRUCTION: Read the words.

LINE: so — saw
LINE: coat — caught
LINE: low — law
LINE: hole — hall
LINE: owe — awe
LINE: phone — fawn
LINE: oaf — off
LINE: loan — lawn
LINE: coast — cost
LINE: boat — bought

# Source: ST §Speaking Skill: Bought
$DIALOGUE The "Bought" Vowel
INTRO: Now just the "aw" sound. Read each word aloud.
INSTRUCTION: Read the words.

LINE: moss
LINE: ball
LINE: straw
LINE: store
LINE: law
LINE: saw
LINE: bought
LINE: fall
LINE: raw
LINE: autumn

# Source: ST §Speaking Skill: About
$DIALOGUE The "About" Vowel
INTRO: And the "ow" sound, as in "about". Read each word aloud.
INSTRUCTION: Read the words.

LINE: mouth
LINE: found
LINE: cow
LINE: round
LINE: loud
LINE: now
LINE: bout
LINE: brown
LINE: cloud
LINE: sound

# ============================================================
$LESSON 3-4: Can — Ability
# ============================================================

# Source: ST §Grammar Can
$GRAMMAR Can — Ability
INTRO: When you're able to do something, English has one handy little word: can.

**{Can} is used to express ability** — and it never changes its form: it's {I can}, {she can}, {they can}, all the same.

The verb after {can} stays in its base form, with no -s and no -ed:

*She speaks French.* → *She **can speak** French.*

To make it negative, add *not*: {cannot}, usually shortened to {can't}.

| | |
|---|---|
| **STATEMENT:** | The students **can read** well. |
| **NEGATIVE:** | Mary **can't speak** French. |
| **QUESTION:** | **Can** you **fly** an airplane? — Yes, I **can**. No, I **can't**. |
| **WH-QUESTION:** | What languages **can** you **speak**? — I **can speak** English and Spanish. |
| | Who **can play** soccer well? — Bill **can**! |

**cannot = can't**

# Source: LLA 3C Figure 3
$DIALOGUE Can and Cannot
INTRO: Here's "can" in action — and its opposite, "cannot". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: can
LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3}

VOCAB: cannot
VOCAB: can't
LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3}

LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3}
LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3}
LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3}
LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3}
LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3}

# Source: ST §The Teacher Can Speak English Well
$DIALOGUE People Who Can
INTRO: A few more people and what they can do well. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
LINE: Mike and James can play tennis well. {st-page_069_003.jpg}

# Source: LLA 3C Figure 4
$PRODUCE Add "Can" to the Sentence
INTRO: Remember: can + base verb. Listen, add "can", then repeat the correct answer.
INSTRUCTION: Change the sentence using "can".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}

PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}

PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}

PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}

PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}

PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}

# Source: ST §They Can't Do It.
$DIALOGUE They Can't Do It
INTRO: Now the negative side: things people can't do. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}

# Source: ST §Read the Sentences (can't)
$DIALOGUE Read the Sentences — Can't
INTRO: Read each "can't" sentence aloud to get the rhythm of the contraction.
INSTRUCTION: Read the sentences.

LINE: Henry can't swim.
LINE: I can't play tennis very well.
LINE: Mary can't speak Chinese.
LINE: Karl can't drive a car.
LINE: They can't speak English well.
LINE: Doris can't cook.
LINE: Tom can't drive a truck.
LINE: We can't fly a plane.
LINE: The children cannot read and write.
LINE: The old man cannot see well.

# Source: LLA 3C Figure 5
$PRODUCE Change to "Can't"
INTRO: Now make it negative. Listen for the sentence and a new word, then answer with "can't" and repeat.
INSTRUCTION: Change the sentence using "can't" and the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3}
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}

PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3}
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}

PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3}
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}

PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3}
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}

PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3}
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}

PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3}
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}

# Source: ST §Can You Play Baseball?
$DIALOGUE Can You Play Baseball?
INTRO: A teacher asks around the class who can play baseball. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Teacher: Bert, can you play baseball?
Bert: No, I can't. My father can.
Teacher: Greg, can you play baseball?
Greg: No, I can't play baseball. David can.
Teacher: David, can you play baseball?
David: Yes, I can play baseball.

# Source: ST §Can You Speak English?
$PRODUCE Can You ...? — Ask and Answer
INTRO: Build a "can" question from each cue, then answer it both short and long.
INSTRUCTION: Ask a question from the cue, then answer it with a short and a long answer.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner.

EXAMPLE
TEMPLATE: your sister/speak (English, Spanish, French)
RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English.

TEMPLATE: your brother/play (basketball, baseball, soccer)
RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball.

TEMPLATE: you/swim well
RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well.

TEMPLATE: your father/drive (a car, a bus, a truck)
RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck.

TEMPLATE: your teacher/speak (English, French, Arabic) well
RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well.

TEMPLATE: you/fly an airplane
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.

# Source: LLA 3C Figure 1
$DIALOGUE Dialogues with "Well" {page_053_001.jpg}
INTRO: A quick aside — "well" tells you how someone does something. Listen for it, then repeat each line.
INSTRUCTION: Listen and repeat each dialogue.
REPEAT

Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}

Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3}
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}

Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}

# Source: LLA 3C Figure 2
$SELECT Good At It — Choose the Verb
INTRO: If someone is good at something, they do it well. Listen, then tap the option that completes the sentence, and repeat it.
INSTRUCTION: Tap the correct option.
REPEAT

EXAMPLE
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
TEMPLATE: He __________ the lessons well.
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
OPTION: b | doesn't learn
ANSWER: a

PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
TEMPLATE: He __________ the question well.
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
OPTION: b | didn't answer
ANSWER: a

PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
TEMPLATE: She __________ English very well.
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
OPTION: b | doesn't speak
ANSWER: a

PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
TEMPLATE: The cooks __________ it very well.
OPTION: a | cooked
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
ANSWER: b

PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
TEMPLATE: He __________ very well.
OPTION: a | flies
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
ANSWER: b

PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
TEMPLATE: He __________ his homework very well.
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
OPTION: b | doesn't do
ANSWER: a

# Source: LLA 3C Figure 6 (Part 1)
$DIALOGUE Jim's Languages
INTRO: Here's Jim, who's quite the linguist. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3}
LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3}
LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3}
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3}

# Source: LLA 3C Figure 6 (Part 2)
$PRODUCE Jim's Languages — Answer the Questions
INTRO: Answer about Jim aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3}
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3}

PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3}
RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3}

PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3}
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3}

PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3}
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3}

PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3}
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3}

# Source: ST §They Can Speak Two or Three Languages
$DIALOGUE The Class Speaks Many Languages
INTRO: Jim's not alone — the whole class is multilingual. Read along.
INSTRUCTION: Read the paragraph.

LINE: All the students in my class know two, three, or four languages.
LINE: Lt Romo speaks Spanish, French, and English.
LINE: Sgt Gamdi speaks Arabic and English.
LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
LINE: Maj Kim speaks Korean, Japanese, and English.
LINE: Capt Rossi speaks French, Italian, and English.

# Source: ST §Ask Questions with Can
$PRODUCE Write Questions with Can
INTRO: Based on the class, write the "who" or "what" question that each answer replies to.
INSTRUCTION: Type the "who" or "what" question with "can" for each answer.
INPUT: type
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must type the correct "who" or "what" question that elicits the provided answer sentence.

EXAMPLE
TEMPLATE: ____ Sgt Gamdi can speak Arabic.
RESPONSE: Who can speak Arabic in your class?

EXAMPLE
TEMPLATE: ____ He can speak Korean, Japanese, and English.
RESPONSE: What languages can Maj Kim speak?

TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish.
RESPONSE: Who can speak Spanish?

TEMPLATE: ____ He can speak Arabic and English.
RESPONSE: What languages can Sgt Gamdi speak?

TEMPLATE: ____ All the students in the class can speak English.
RESPONSE: Who can speak English?

TEMPLATE: ____ He can speak French, Spanish, English, and Wolof.
RESPONSE: What languages can Lt Fofana speak?

TEMPLATE: ____ Capt Rossi can speak Italian.
RESPONSE: Who can speak Italian?

TEMPLATE: ____ Maj Kim can speak Japanese.
RESPONSE: Who can speak Japanese?

TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French.
RESPONSE: Who can speak French?

TEMPLATE: ____ She can speak French, Italian, and English.
RESPONSE: What languages can Capt Rossi speak?

# Source: ST §Can You Speak French?
$DIALOGUE Can You Speak French? {st-page_075_001.jpg}
INTRO: Donald introduces his French friend Jacques to Robert — but which language do they share? Listen and read.
INSTRUCTION: Listen and read the dialog.

Donald: Hi, Robert. This is my new friend Jacques.
Robert: Hello, Jacques. Glad to meet you.
Donald: Jacques can't speak English very well. Can you speak French?
Robert: No, I can't.
Donald: Well, can you speak Spanish?
Robert: Yes, I can.
Donald: Good, Jacques can speak Spanish, too.

# Source: ST §Can You Cook Well?
$PRODUCE Can You ...? — About Yourself
INTRO: Now make it personal. Use each cue to ask a "can" question and answer it short and long.
INSTRUCTION: Ask a question from the cue word, then answer it short and long.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer.

EXAMPLE
PROMPT: spell
RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name.

EXAMPLE
PROMPT: drive
RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus.

PROMPT: speak
RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French.

PROMPT: read
RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic.

PROMPT: cook
RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well.

PROMPT: swim
RESPONSE: Can you swim? No, I can't. No, I can't swim.

PROMPT: play
RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer.

PROMPT: write
RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph.

PROMPT: fly
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.

PROMPT: learn
RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly.

PROMPT: memorize
RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words.

# ============================================================
$LESSON 3-5: Reading, Stories, and Dictation
# ============================================================

# Source: LLA 3C Figure 7 (Part 1)
$DIALOGUE Ken's Day at the Base
INTRO: A short reading about Ken's daily routine on the base. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3}
LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3}
LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3}
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3}
LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3}

# Source: LLA 3C Figure 7 (Part 2)
$SELECT Ken — The True Statement
INTRO: Which statement about Ken is true? Read the options and tap one.
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Ken lives in a small town.
OPTION: b | Ken is a mechanic.
OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3}
OPTION: d | Ken takes German lessons downtown.
ANSWER: c

# Source: LLA 3C Figure 7 (Part 3)
$DIALOGUE Anna Cooks Dinner
INTRO: Another short reading — Anna shops and cooks for her family. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3}
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3}
LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3}
LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3}
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3}
LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3}
LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3}

# Source: LLA 3C Figure 7 (Part 4)
$SELECT Anna — The True Statement
INTRO: Now the true statement about Anna. Read the options and tap one.
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Anna goes to the movies every Friday.
OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3}
OPTION: c | Anna's family eats chicken and rice on Mondays.
OPTION: d | Anna's family ate dinner in a restaurant.
ANSWER: b

# Source: LLA 3C Figure 8
$PRODUCE Dictation — A Day Downtown
INTRO: Dictation time. Listen carefully and type exactly what you hear.
INSTRUCTION: Type the sentence you hear.
INPUT: type
CHECK: exact

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

# ============================================================
$LESSON 3-6: Must — Necessity and Prohibition
# ============================================================

# Source: ST §Grammar Must
$GRAMMAR Must — Necessity
INTRO: When something is necessary — you have no choice — English uses must.

**{Must} expresses something that is necessary.** Like {can}, it never changes form and the verb after it stays in the base form: {I must study}, {he must wear}, {they must report}.

*I have a test tomorrow.* → *I **must study** tonight.*

| | |
|---|---|
| **STATEMENT:** | I have a test tomorrow. **I must study tonight.** |
| | He's in the military. **He must wear his uniform.** |

# Source: ST §You Must Salute an Officer
$DIALOGUE You Must Salute an Officer
INTRO: A list of things you must do in the military. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: You must wear your uniform in class. {st-page_077_001.jpg}
LINE: You must wear a cap outside. {st-page_077_002.jpg}
LINE: You must wear your name tag. {st-page_078_001.jpg}
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
LINE: You must salute an officer. {st-page_078_003.jpg}
LINE: You must report to the Captain. {st-page_078_004.jpg}

# Source: ST §What Must You Do?
$PRODUCE What Must You Do?
INTRO: Remember: must + base verb. Answer each situation aloud using "must" and the cue word.
INSTRUCTION: Answer the questions using "must".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any logical full sentence answer that uses "must" and incorporates the provided cue word.

EXAMPLE
PROMPT: You have a test tomorrow. What must you do? (study)
RESPONSE: I must study for it.

PROMPT: You are getting dressed for class. What must you wear? (uniform)
RESPONSE: I must wear my uniform.

PROMPT: You lost your homework. Who must you speak to? (teacher)
RESPONSE: I must speak to the teacher.

PROMPT: Lt Jones is going outside. What must he put on? (hat)
RESPONSE: He must put on his hat.

PROMPT: There's an important meeting after class. What must you do? (go)
RESPONSE: I must go to the meeting.

PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute)
RESPONSE: I must salute the major.

PROMPT: You have to study English today. Where must you go? (classroom)
RESPONSE: I must go to the classroom.

# Source: ST §Grammar Must Not
$GRAMMAR Must Not — Prohibition
INTRO: Add "not" to must and the meaning flips hard — from necessary to forbidden.

**{Must not} expresses prohibition — it means DON'T DO THIS!**

*You **must not** eat in the classroom.* (Don't eat in the classroom!)

*We **must not** open that door.* (It says, "Do not open the door.")

Careful: {must not} is not the opposite of {must}. *Must not* means it's forbidden — not simply "you don't have to."

# Source: ST §You Must Not Smoke in the Classroom.
$DIALOGUE You Must Not Smoke in the Classroom
INTRO: Now the rules you must NOT break. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT

LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}

# Source: ST §You Must Not Smoke in the Lab.
$PRODUCE Must or Must Not?
INTRO: Decide whether each cue is a duty or a forbidden thing, and say it with "must" or "must not".
INSTRUCTION: Make a statement with "must" or "must not" based on the cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: sleep in class
RESPONSE: You must not sleep in class.

EXAMPLE
PROMPT: wear your uniform to class
RESPONSE: You must wear your uniform to class.

PROMPT: bring I.D. card to class
RESPONSE: You must bring your I.D. card to class.

PROMPT: wear your hat outside
RESPONSE: You must wear your hat outside.

PROMPT: smoke in the classroom
RESPONSE: You must not smoke in the classroom.

PROMPT: eat in the lab
RESPONSE: You must not eat in the lab.

PROMPT: do homework
RESPONSE: You must do your homework.

PROMPT: wear name tag
RESPONSE: You must wear your name tag.

PROMPT: mark your desks
RESPONSE: You must not mark your desks.

PROMPT: wear your cap in the classroom
RESPONSE: You must not wear your cap in the classroom.

PROMPT: salute officers
RESPONSE: You must salute officers.

PROMPT: sleep in the lab
RESPONSE: You must not sleep in the lab.

# Source: LLA 3D Figure 8
$DIALOGUE Must and Must Not — A New Student
INTRO: A new sergeant asks what he must and must not do on his first day. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}

Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}

Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3}

Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}

Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}

# Source: LLA 3D Figure 9
$PRODUCE Can't → Must
INTRO: Each sentence says what you can't do; turn it into what you must do instead, using the cue word. Then repeat.
INSTRUCTION: Change the sentence using "must".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3}
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}

PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3}
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}

PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3}
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}

PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3}
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}

PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3}
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}

PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3}
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}

PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3}
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}

# Source: LLA 3D Figure 7
$PRODUCE Write the Military Times
INTRO: Listen to each line and type the military time in digits.
INSTRUCTION: Type the military time in digits.
INPUT: type
CHECK: exact

PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3}
TEMPLATE: 1. ____ hours
RESPONSE: 0730

PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3}
TEMPLATE: 2. ____ hours
RESPONSE: 1415

PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3}
TEMPLATE: 3. ____ hours
RESPONSE: 1100

PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3}
TEMPLATE: 4. ____ hours
RESPONSE: 0910

PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3}
TEMPLATE: 5. ____ hours
RESPONSE: 1300

# ============================================================
$LESSON 3-7: May and Can — Permission
# ============================================================

# Source: ST §Grammar May / Can
$GRAMMAR May and Can — Permission
INTRO: To ask permission politely — or to grant it — English gives you two words: may and can.

**{May} and {can} both express permission.** {May} is a touch more formal; {can} is everyday. Both keep the base verb after them.

To say no, the answers split: {No, you may not} for *may*, and {No, you can't} for *can*.

| | |
|---|---|
| **STATEMENTS:** | Children, you **may** have some fruit after dinner. |
| | You **can** leave early today. |
| **QUESTIONS:** | **May** I sit here? — Yes, you **may**. No, you **may not**. |
| | **Can** I write in my book? — Yes, you **can**. No, you **can't**. |

# Source: LLA 3D Figure 1
$DIALOGUE Can I Come In?
INTRO: Lieutenant Martin asks his Major for a few favors, using "can". Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3}
Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3}

Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}

Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3}

Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}

# Source: LLA 3D Figure 2
$DIALOGUE May I Come In?
INTRO: The very same conversation, now with the more formal "may". Listen and repeat.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}

Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}

Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}

Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}

# Source: ST §May I Have a Snack?
$DIALOGUE May I Have a Snack?
INTRO: A hungry little girl tests her luck before dinner. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT

Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}

# Source: ST §Can I Have a Snack?
$DIALOGUE Can I Have a Snack?
INTRO: The same little scene, this time with "can". Read along.
INSTRUCTION: Read the dialog.

Little_girl: Mother, I'm hungry. Can I have an apple?
Mother: Yes, you can. You can have this apple.
Little_girl: Mother, I'm hungry again. Can I have a pear?
Mother: No, you cannot. We eat dinner in 15 minutes.

# Source: ST §See It and Say It
$DIALOGUE See It and Say It
INTRO: A handful of quick permission exchanges. Read each one aloud.
INSTRUCTION: Read the lines.

Student: Can I leave early today?
Teacher: No, you can't.

Captain_Yates: Can he answer a question?
Captain_Toomy: Yes, he can answer the next question.

Mr_Kline: Can they go?
Sgt_Moore: Yes, the men can go to the basketball game.

Mark: May we see your book, please?
Bill: Yes, you may.

Student: May I please leave?
Teacher: No, you may not.

# Source: LLA 3D Figure 4
$PRODUCE Ask Permission with Can or May
INTRO: Someone wants to do something — turn it into a permission question using the cue word. Then repeat.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}

EXAMPLE
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}

PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}

PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}

PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}

PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}

PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}

PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}

PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}

PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}

# Source: LLA 3D Figure 3
$PRODUCE Refuse Permission — Can't / May Not
INTRO: Now answer with a refusal: change each statement to the negative using the cue word. Then repeat.
INSTRUCTION: Change the sentence to a negative sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3}
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}

EXAMPLE
PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3}
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}

PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3}
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}

PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3}
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}

PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3}
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}

PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3}
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}

PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3}
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}

PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3}
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}

# Source: LLA 3D Figure 5 (rules)
$DIALOGUE Mrs. Wilson's Classroom Rules
INTRO: Mrs. Wilson lays down the rules for her young students. Just listen.
INSTRUCTION: Listen to the rules.

LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3}
LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3}
LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3}
LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3}
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3}
LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3}
LINE: You may play games outside. {bk04-l3d-f5-00g.mp3}
LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3}

# Source: LLA 3D Figure 5 (questions)
$PRODUCE Mrs. Wilson's Rules — Answer the Questions
INTRO: Answer about the rules with a short answer, then repeat the correct one.
INSTRUCTION: Answer aloud with a short sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3}

PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3}

PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3}
RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3}

PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3}
RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3}

PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3}

PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3}

# Source: LLA 3D Figure 6
$PRODUCE Ask a WH-Question with a Modal
INTRO: Listen to a sentence and a question word; ask a question about it using that word. Then repeat.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3}
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}

PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3}
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}

PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3}
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}

PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3}
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}

PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3}
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}

PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3}
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}

# Source: ST §May I Go Outside?
$PRODUCE Asking Permission — About Yourself
INTRO: Now you ask. Use each cue to form a permission question with "can" or "may", then answer short and long.
INSTRUCTION: Ask a permission question from the cue, then answer it short and long.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (either affirmative or negative).

EXAMPLE
PROMPT: sit down
RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair.

EXAMPLE
PROMPT: go outside
RESPONSE: May I go outside? No, you may not. No, you may not go outside.

PROMPT: watch a movie in class
RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class.

PROMPT: leave early on Friday
RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday.

PROMPT: see your notebook
RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook.

PROMPT: talk
RESPONSE: Can we talk? No, you can't. No, you can't talk.

PROMPT: study in your room
RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room.

PROMPT: take off my shoes in the classroom
RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom.

PROMPT: put on my hat
RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat.

PROMPT: drink this water
RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water.

PROMPT: listen to tapes
RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes.

PROMPT: see your I.D. card
RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card.

# ============================================================
$LESSON 3-8: Punctuation and Sentences
# ============================================================

# Source: ST §Punctuation and Sentences
$DIALOGUE Punctuation and Sentences
INTRO: A short vocabulary set for writing — the names of the marks and parts you'll use. Listen and repeat.
INSTRUCTION: Listen and repeat the words and sentences.
REPEAT

VOCAB: sentence
LINE: Write a sentence.

VOCAB: paragraph
LINE: A paragraph has sentences.

VOCAB: punctuation
LINE: Periods, question marks, and apostrophes are punctuation marks.

VOCAB: period
LINE: Put a period at the end of a statement.

VOCAB: question mark
LINE: Put a question mark at the end of a question.

VOCAB: apostrophe
LINE: Put an apostrophe in a contraction.

VOCAB: indent
LINE: Indent the first word of a paragraph.

# Source: ST §Grammar Punctuation / Capitalization
$GRAMMAR Punctuation and Paragraphs
INTRO: Let's name the small marks that make writing readable.

A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. {Periods}, {question marks}, and {apostrophes} are punctuation marks.

# Source: ST §Is This a Sentence or a Paragraph?
$SELECT Sentence, Paragraph, or Punctuation?
INTRO: Look at each example and tap what it is — a sentence, a paragraph, or a punctuation mark.
INSTRUCTION: Look at each example and tap the correct answer.

TEMPLATE: Jacques is from France.
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: b

TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day.
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: a

TEMPLATE: Can they talk?
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a period
OPTION: d | a question mark
ANSWER: d

TEMPLATE: Robert can't speak French.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: d

TEMPLATE: Jacques learns new words every day.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: b

TEMPLATE: The space before the first word of a paragraph
OPTION: a | indenting
OPTION: b | reading
OPTION: c | a question
OPTION: d | an apostrophe
ANSWER: a