1984 lines
74 KiB
Plaintext
1984 lines
74 KiB
Plaintext
$MODULE Book 12 · Lesson 3: We've Decided to Add On {st-page_079_001.jpg|A couple standing in front of an open front door looking into their home, while a child sleeps in a bed and a man looks out a window}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book12_lesson3
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DESCRIPTION: Housing and home-improvement vocabulary; possibility with "could", "may", and "might"; "-ing" and "-ed" adjectives; reporting what people said; and the present perfect.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_INTRO: aoede | Warm, lightly witty teacher voice
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: Clerk | charon | Male clerk
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VOICE: Richards | schedar | Male sergeant
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VOICE: Douglas | achird | Male captain
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VOICE: Sue | aoede | Young female
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VOICE: Peterson | gacrux | Adult female
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VOICE: Lorraine | leda | Young female
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VOICE: Mike | achird | Male
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VOICE: Friend | schedar | Male
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VOICE: Carl | charon | Male
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VOICE: Parker | schedar | Male
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VOICE: Visitor | achird | Male
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VOICE: Brooks | charon | Male officer
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VOICE: Jackson | achird | Male sergeant
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VOICE: Robinson | schedar | Male sergeant
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VOICE: Soldier | achird | Male voice
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VOICE: Officer | schedar | Male voice
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VOICE: Nancy | aoede | Female voice
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VOICE: Linda | achernar | Female voice
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VOICE: Rider | achird | Male voice
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VOICE: Driver | schedar | Male voice
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VOICE: Anita | aoede | Female speaker
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VOICE: Oscar | schedar | Male speaker
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VOICE: Carol | gacrux | Female speaker
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VOICE: Dan | puck | Male speaker
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VOICE: Sam | alnilam | Male speaker
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VOICE: Pat | rasalgethi | Male speaker
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VOICE: Doug | umbriel | Male speaker
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VOICE: Paul | fenrir | Male speaker
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VOICE: Matt | algenib | Male speaker
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VOICE: Steve | algieba | Male speaker
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VOICE: Andy | enceladus | Male speaker
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VOICE: Peter | sadachbia | Male speaker
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VOICE: David | orus | Male speaker
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VOICE: Tom | schedar | Male speaker
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VOICE: Tim | achird | Male speaker
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VOICE: Phil | charon | Male speaker
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VOICE: Mark | iapetus | Male speaker
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VOICE: Alan | schedar | Male speaker
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VOICE: Eric | achird | Male speaker
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VOICE: Tony | charon | Male speaker
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VOICE: Narrator | achernar | speaker (auto)
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$SESSION 3-1: Around the House
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# Source: LLA 3A Figure 1
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$DIALOGUE Around the House — New Words
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ID: 12-3a-f1-vocab
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INTRO: In this lesson you'll learn to talk about houses and home improvements, say what's possible with "could", and report what people said. First, new words for things around the house — listen and repeat each word and sentence.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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VOCAB: fire
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LINE: Jim made a fire to keep warm. {page_041_001.jpg|A cowboy sitting on the ground next to a burning campfire in an outdoor setting} {bk12-l3a-f1-01.mp3}
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VOCAB: cassette
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LINE: My brother made a cassette for me with Arabic music. {page_041_002.jpg|A man holding up a cassette tape recorder} {bk12-l3a-f1-02.mp3}
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VOCAB: dining room
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LINE: We bought some new furniture for the dining room. {page_041_003.jpg|A dining room set with a dining table, chairs, a hutch, and a chandelier} {bk12-l3a-f1-03.mp3}
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VOCAB: patio
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LINE: If it's warm, we can eat dinner on the patio. {page_041_004.jpg|A wooden picnic table sitting outside on a patio near bushes} {bk12-l3a-f1-04.mp3}
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VOCAB: stereo
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LINE: Rodney has a very nice stereo. He loves to listen to music. {page_041_005.jpg|A stereo cabinet system with a record player and speakers} {bk12-l3a-f1-05.mp3}
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VOCAB: story
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LINE: Captain Martin's apartment is on the second story of that building. {page_041_006.jpg|A man walking up a flight of stairs inside a building} {bk12-l3a-f1-06.mp3}
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VOCAB: wood
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LINE: Will you cut some wood for the fire? {page_042_001.jpg|Stacks of logs piled up against the brick wall of a house near a window} {bk12-l3a-f1-07.mp3}
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VOCAB: plan
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LINE: Did you see the plans for Alma's new house? {page_042_002.jpg|Architectural floor plan showing various rooms and layout of a house} {bk12-l3a-f1-08.mp3}
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VOCAB: record
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LINE: Larry got 3 records for his birthday. {page_042_003.jpg|A person looking through a collection of record albums, holding one labeled "ELVIS"} {bk12-l3a-f1-09.mp3}
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VOCAB: microwave
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LINE: Jane wants to buy a microwave. {page_042_004.jpg|A man wearing glasses talking with a woman} {bk12-l3a-f1-10.mp3}
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VOCAB: oven
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LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg|A woman looking inside a microwave oven door} {bk12-l3a-f1-11.mp3}
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VOCAB: fireplace
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LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg|A stone fireplace with a fire burning inside} {bk12-l3a-f1-12.mp3}
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# Source: LLA 3A Figure 1 (split: 12 image options > 6, so two sets)
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$SELECT Which Picture Is It? (Set 1)
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ID: 12-3a-f1-match
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INTRO: Same words, other direction. Listen to each sentence, tap the picture it describes, then repeat the sentence.
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INSTRUCTION: Tap the picture that matches the sentence.
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REPEAT
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OPTION: a | fire {page_041_001.jpg|A cowboy sitting on the ground next to a burning campfire in an outdoor setting}
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OPTION: b | cassette {page_041_002.jpg|A man holding up a cassette tape recorder}
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OPTION: c | dining room {page_041_003.jpg|A dining room set with a dining table, chairs, a hutch, and a chandelier}
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OPTION: d | patio {page_041_004.jpg|A wooden picnic table sitting outside on a patio near bushes}
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OPTION: e | stereo {page_041_005.jpg|A stereo cabinet system with a record player and speakers}
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OPTION: f | story {page_041_006.jpg|A man walking up a flight of stairs inside a building}
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PROMPT: The children are playing on the patio. {bk12-l3a-f1-13.mp3}
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ANSWER: d
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FEEDBACK: The children are playing on the patio. {bk12-l3a-f1-14.mp3}
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PROMPT: Frank's new stereo sounds wonderful. {bk12-l3a-f1-19.mp3}
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ANSWER: e
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FEEDBACK: Frank's new stereo sounds wonderful. {bk12-l3a-f1-20.mp3}
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PROMPT: Why don't you make a fire? {bk12-l3a-f1-21.mp3}
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ANSWER: a
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FEEDBACK: Why don't you make a fire? {bk12-l3a-f1-22.mp3}
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PROMPT: Charlie wants to listen to my new cassette. {bk12-l3a-f1-25.mp3}
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ANSWER: b
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FEEDBACK: Charlie wants to listen to my new cassette. {bk12-l3a-f1-26.mp3}
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PROMPT: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-27.mp3}
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ANSWER: c
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FEEDBACK: We always eat dinner in the dining room, not in front of the TV. {bk12-l3a-f1-28.mp3}
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PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-29.mp3}
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ANSWER: f
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FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-30.mp3}
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# Source: LLA 3A Figure 1 (second half of the split pool)
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$SELECT Which Picture Is It? (Set 2)
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ID: 12-3a-f1-match-b
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INTRO: Six more sentences, six more pictures. Listen, tap the matching picture, then repeat the sentence.
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INSTRUCTION: Tap the picture that matches the sentence.
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REPEAT
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OPTION: g | wood {page_042_001.jpg|Stacks of logs piled up against the brick wall of a house near a window}
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OPTION: h | plans {page_042_002.jpg|Architectural floor plan showing various rooms and layout of a house}
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OPTION: i | record {page_042_003.jpg|A person looking through a collection of record albums, holding one labeled "ELVIS"}
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OPTION: j | microwave {page_042_004.jpg|A man wearing glasses talking with a woman}
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OPTION: k | oven {page_042_005.jpg|A woman looking inside a microwave oven door}
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OPTION: l | fireplace {page_042_006.jpg|A stone fireplace with a fire burning inside}
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PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-15.mp3}
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ANSWER: k
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FEEDBACK: Mother is baking a cake in the oven. {bk12-l3a-f1-16.mp3}
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PROMPT: Have you seen the plans for my new house? {bk12-l3a-f1-17.mp3}
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ANSWER: h
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FEEDBACK: Have you seen the plans for my new house? {bk12-l3a-f1-18.mp3}
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PROMPT: George saves time when he cooks in his microwave. {bk12-l3a-f1-23.mp3}
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ANSWER: j
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FEEDBACK: George saves time when he cooks in his microwave. {bk12-l3a-f1-24.mp3}
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PROMPT: Melanie's new house has a large fireplace. {bk12-l3a-f1-31.mp3}
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ANSWER: l
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FEEDBACK: Melanie's new house has a large fireplace. {bk12-l3a-f1-32.mp3}
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PROMPT: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-33.mp3}
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ANSWER: i
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FEEDBACK: Have you heard Bruce Springsteen's newest record? {bk12-l3a-f1-34.mp3}
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PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-35.mp3}
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ANSWER: g
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FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-36.mp3}
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# Source: ST §My House Is in the Suburbs
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$DIALOGUE House Tour: In the Suburbs
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ID: l3-s1
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INTRO: A proud homeowner gives you the grand tour — starting before you even get out of the car. Read along.
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INSTRUCTION: Read the sentences.
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VOCAB: suburb
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Narrator: My house is in a suburb, away from the downtown area. {st-page_081_001.jpg|Diagram showing a central area labeled DOWNTOWN surrounded by suburban houses labeled SUBURB, with one house in a circle highlighted}
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VOCAB: two-story
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VOCAB: floor
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Narrator: It's a two-story house; it has two floors or stories.
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VOCAB: near
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Narrator: Get in the car. I'll show you my house. We won't have to drive far. My house is near.
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Narrator: We're home! {st-page_081_002.jpg|A car driven by a person, captioned "We're home!"}
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Narrator: Let's go inside. {st-page_081_003.jpg|A two-story house with a car parked in front, captioned "Let's go inside."}
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Narrator: Let me show you my house. This is the living room. How do you like our fireplace? Nice, isn't it? {st-page_081_004.jpg|A brick fireplace with wood burning inside, labeled "fireplace"}
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VOCAB: builder
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Narrator: The builder did a very good job.
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Narrator: On very cold days, we make great fires.
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# Source: ST §My House Is in the Suburbs (questions)
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$PRODUCE Questions: In the Suburbs
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ID: l3-s2
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REFERENCE: l3-s1
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INTRO: A few questions about the house you just toured. Answer aloud — open the reading if you need it.
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INSTRUCTION: Answer the questions about the house.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept answers that correctly provide the factual information from the reading; treat the model answer as the factual key and accept any phrasing or short form of the same fact.
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PROMPT: Where is the house?
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RESPONSE: It is in a suburb, away from downtown.
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PROMPT: How many stories does it have?
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RESPONSE: It has two stories.
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PROMPT: Is the house very far?
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RESPONSE: No, it's near.
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PROMPT: What is in the living room?
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RESPONSE: A fireplace is in the living room.
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PROMPT: Who did a good job?
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RESPONSE: The builder did a very good job.
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# Source: ST §More About My House
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$DIALOGUE House Tour: Inside the House
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ID: l3-s3
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INTRO: The tour continues — the stereo, the kitchen, and the patio out back. Read along.
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INSTRUCTION: Read the sentences.
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Narrator: That's our new stereo over there. {st-page_082_001.jpg|A stereo system with speakers, a tuner, and cassette decks, labeled "stereo"}
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Narrator: Perhaps you would like to listen to some music later.
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VOCAB: to play
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Narrator: Maybe we can play Michael Johnson's new record.
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Narrator: Or perhaps, we can play some of the cassettes that I just received in the mail.
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Narrator: Now let's go to the dining room and kitchen.
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Narrator: We eat dinner in the dining room, but we usually eat breakfast here in the kitchen.
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Narrator: This is our new microwave oven. {st-page_082_002.jpg|A microwave oven on a counter next to a steaming bowl, labeled "microwave"}
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Narrator: The stove's oven wasn't quick enough for us.
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VOCAB: to heat
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VOCAB: to boil
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Narrator: So now we can heat water for coffee in one minute, and boil it to make soup in three minutes!
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Narrator: If you look out the glass door, you can see our patio. {st-page_082_003.jpg|A patio with table and chairs seen through a glass door, with a shed labeled "SHED" and stacked "FIREWOOD" outside}
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Narrator: In the summers, we eat out there sometimes.
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VOCAB: shed
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Narrator: We keep wood for our fireplace in that shed.
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VOCAB: to burn
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Narrator: You know wood burns much better if you keep it dry.
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# Source: ST §More About My House (questions)
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$PRODUCE Questions: Inside the House
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ID: l3-s4
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REFERENCE: l3-s3
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INTRO: More questions about the house — the host is watching, so pay attention to the details. Answer aloud.
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INSTRUCTION: Answer the questions about the house.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept answers that correctly provide the factual information from the reading; treat the model answer as the factual key and accept any phrasing or short form of the same fact.
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PROMPT: What's new in the living room?
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RESPONSE: The stereo is new.
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PROMPT: What are they going to play later on?
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RESPONSE: They might play a new record or cassettes.
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PROMPT: What do they use the microwave for?
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RESPONSE: They use it to heat water and boil soup.
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PROMPT: What was the problem with the stove's oven?
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RESPONSE: It wasn't quick enough for them.
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PROMPT: What can you see out the glass door?
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RESPONSE: You can see the patio and the shed.
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RUBRIC: Accept "You can see the patio." alone, "the shed" alone, or both — naming either visible thing answers the question.
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PROMPT: Why does he keep the wood in a shed?
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RESPONSE: Because wood burns much better if you keep it dry.
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# Source: ST §The Wood's in the Shed
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$SELECT Finish the Sentence: Around the House
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ID: l3-s5
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INTRO: Every sentence here has lost its ending. Tap the phrase that completes each one.
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INSTRUCTION: Tap the ending that completes each sentence.
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OPTION: a | in the suburbs.
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OPTION: b | in the fireplace.
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OPTION: c | in the living room.
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OPTION: d | in the dining room.
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OPTION: e | to the fire.
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OPTION: f | in the microwave.
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OPTION: g | in the shed.
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OPTION: h | in the oven.
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OPTION: i | on the stereo.
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OPTION: j | on the patio.
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TEMPLATE: You can boil water quickly ____.
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ANSWER: f
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TEMPLATE: When the weather is good, we eat outside ____.
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ANSWER: j
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TEMPLATE: The table and chairs are ____.
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ANSWER: d
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TEMPLATE: Kim is playing a record ____.
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ANSWER: i
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TEMPLATE: Our stereo is ____.
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ANSWER: c
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TEMPLATE: The wood is burning ____.
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ANSWER: b
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TEMPLATE: Tony lives ____.
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ANSWER: a
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TEMPLATE: We keep our wood ____.
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ANSWER: g
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TEMPLATE: Mike is heating the food ____.
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ANSWER: h|f
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TEMPLATE: Add more wood ____.
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ANSWER: e
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# SKIPPED (book): Listening Skill "HIT HIT HEAT" (ST p. 76) — instructor-read discrimination task with unprinted stimuli; skipped per ST rules.
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$SESSION 3-2: Adding On
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# Source: LLA 3A Listening/Speaking Activity (after Figure 1)
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$DIALOGUE Building and Adding On
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ID: 12-3a-vocab2
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INTRO: This part is about making a house bigger — adding on, building, and enlarging. Listen and repeat the new words and sentences.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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VOCAB: to add on
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LINE: Mrs. Howard just had another baby. Now there are 5 children in the family. They need to add on another bedroom. {bk12-l3a-f1-37.mp3}
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VOCAB: to build
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LINE: My son is building his home in the country. {bk12-l3a-f1-38.mp3}
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VOCAB: to enlarge
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LINE: Peggy does a lot of cooking. She has decided to enlarge her kitchen. {bk12-l3a-f1-39.mp3}
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VOCAB: heat
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LINE: That fire is very hot. It gives off a lot of heat. {bk12-l3a-f1-40.mp3}
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VOCAB: to burn
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LINE: Don't let the baby play near the fire. It will burn him. {bk12-l3a-f1-41.mp3}
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VOCAB: addition
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LINE: This patio is our newest addition to the house. {bk12-l3a-f1-42.mp3}
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VOCAB: builder
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LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-43.mp3}
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VOCAB: suburb
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LINE: Valerie lives in a new suburb outside the city. {bk12-l3a-f1-44.mp3}
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# Source: LLA 3A Figure 2
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$SELECT Questions About Building
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ID: 12-3a-f2
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INTRO: Listen to each question, tap the correct answer from the list, then repeat the answer.
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INSTRUCTION: Tap the correct answer.
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REPEAT
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OPTION: a | She's going to add on another bedroom.
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OPTION: b | Yes, it's the newest addition to the house.
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OPTION: c | He's the biggest builder in Dallas.
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OPTION: d | She lives in a new suburb outside of the city.
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OPTION: e | She enlarged her kitchen.
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OPTION: f | The fire gives off a lot of heat.
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OPTION: g | He's building it in the country.
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OPTION: h | The fire will burn him.
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EXAMPLE
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PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01.mp3}
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ANSWER: c
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FEEDBACK: He's the biggest builder in Dallas. {bk12-l3a-f2-02.mp3}
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PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-03.mp3}
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ANSWER: e
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FEEDBACK: She enlarged her kitchen. {bk12-l3a-f2-04.mp3}
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PROMPT: Where is your son building his home? {bk12-l3a-f2-05.mp3}
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ANSWER: g
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FEEDBACK: He's building it in the country. {bk12-l3a-f2-06.mp3}
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PROMPT: Is this patio new? {bk12-l3a-f2-07.mp3}
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ANSWER: b
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FEEDBACK: Yes, it's the newest addition to the house. {bk12-l3a-f2-08.mp3}
|
|
|
|
PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-09.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: She's going to add on another bedroom. {bk12-l3a-f2-10.mp3}
|
|
|
|
PROMPT: What does the fire give off? {bk12-l3a-f2-11.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: The fire gives off a lot of heat. {bk12-l3a-f2-12.mp3}
|
|
|
|
PROMPT: Where does Valerie live? {bk12-l3a-f2-13.mp3}
|
|
ANSWER: d
|
|
FEEDBACK: She lives in a new suburb outside of the city. {bk12-l3a-f2-14.mp3}
|
|
|
|
PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-15.mp3}
|
|
ANSWER: h
|
|
FEEDBACK: The fire will burn him. {bk12-l3a-f2-16.mp3}
|
|
|
|
# Source: LLA 3B Vocabulary Presentation
|
|
$DIALOGUE Get-Togethers, Problems, and Solutions
|
|
ID: 12-3b-vocab
|
|
INTRO: More new words — for parties, plans, and problems that need solving. Listen and repeat each word and sentence.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
VOCAB: to boil
|
|
LINE: The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
|
|
|
|
VOCAB: a get-together
|
|
LINE: Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
|
|
|
|
VOCAB: to get together
|
|
LINE: Let's get together after work today. {bk12-l3b-f1-03.mp3}
|
|
|
|
VOCAB: to play
|
|
LINE: Does your son play basketball? {bk12-l3b-f1-04.mp3}
|
|
|
|
VOCAB: to solve
|
|
LINE: Did you solve the math problem? {bk12-l3b-f1-05.mp3}
|
|
|
|
VOCAB: to take place
|
|
LINE: Where did the accident take place? {bk12-l3b-f1-06.mp3}
|
|
|
|
VOCAB: interested in
|
|
LINE: Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
|
|
|
|
VOCAB: near
|
|
LINE: He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
|
|
|
|
VOCAB: perhaps
|
|
LINE: I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
|
|
|
|
VOCAB: tiring
|
|
LINE: Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
|
|
|
|
VOCAB: idea
|
|
LINE: Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
|
|
|
|
VOCAB: meeting
|
|
LINE: The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
|
|
|
|
VOCAB: solution
|
|
LINE: Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
|
|
|
|
VOCAB: trouble
|
|
LINE: Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
|
|
|
|
# Source: LLA 3B Figure 1
|
|
$SELECT Match the Answer You Hear
|
|
ID: 12-3b-f1
|
|
INTRO: Listen to each question and tap the statement that answers it.
|
|
INSTRUCTION: Tap the correct answer for the question you hear.
|
|
|
|
OPTION: a | He had an idea about enlarging the kitchen. {bk12-l3b-f1-fb-a.mp3}
|
|
OPTION: b | He is planning a get-together at his house. {bk12-l3b-f1-fb-b.mp3}
|
|
OPTION: c | Add the vegetables after the water boils. {bk12-l3b-f1-fb-c.mp3}
|
|
OPTION: d | Jim is interested in learning about other countries. {bk12-l3b-f1-fb-d.mp3}
|
|
OPTION: e | The meeting is in 15 minutes. {bk12-l3b-f1-fb-e.mp3}
|
|
|
|
PROMPT: What is Jim interested in? {bk12-l3b-f1-q1.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: What was Jeff's idea? {bk12-l3b-f1-q2.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: When do I add the vegetables? {bk12-l3b-f1-q3.mp3}
|
|
ANSWER: c
|
|
|
|
PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-q4.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-q5.mp3}
|
|
ANSWER: e
|
|
|
|
# DROPPED (ST): "These Are New Words" (l3-s6) — TTS word-list presentation whose vocabulary is fully covered by the two cassette presentations above (cassette-over-TTS twin rule); its irregular-verb forms reappear naturally in the dialogs and in the present perfect part.
|
|
|
|
# Source: ST §The Trouble Is We Don't Have Enough Room!
|
|
$DIALOGUE Not Enough Room {st-page_085_001.jpg|A man and a woman sitting in the front seats of a car talking to each other}
|
|
ID: l3-s7
|
|
INTRO: Driving home from a family get-together, Anita and Oscar face the truth: the house is too small. Read the dialog.
|
|
INSTRUCTION: Read the dialog.
|
|
|
|
Anita: Boy, some of these family get-togethers can be very tiring!
|
|
|
|
VOCAB: room
|
|
Oscar: The trouble is we don't have enough room for all the kids to play in.
|
|
|
|
Anita: And we don't have room for all the cooking that takes place when everybody is here.
|
|
|
|
Oscar: I have an idea that just might solve our problem.
|
|
|
|
Anita: Let's hear your solution.
|
|
|
|
VOCAB: den
|
|
Oscar: We can add on a den to the house and enlarge the kitchen.
|
|
|
|
Anita: Where will we put the den? . . . Where the patio is?
|
|
|
|
VOCAB: to leave
|
|
Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you.
|
|
|
|
# Source: ST (questions on the dialog)
|
|
$PRODUCE Questions: Not Enough Room
|
|
ID: l3-s8
|
|
REFERENCE: l3-s7
|
|
INTRO: Answer a few questions about Oscar's big idea. Open the dialog if you need it.
|
|
INSTRUCTION: Answer the questions about the dialog.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept answers that accurately provide the information from the dialog; treat the model answer as the factual key and accept any phrasing of the same facts.
|
|
|
|
PROMPT: What was tiring?
|
|
RESPONSE: The family get-together was tiring.
|
|
|
|
PROMPT: What did Oscar say the problem was?
|
|
RESPONSE: They don't have enough room for all the kids to play in.
|
|
|
|
PROMPT: Where does the cooking take place?
|
|
RESPONSE: It takes place in the kitchen.
|
|
|
|
PROMPT: What's going to solve the problem?
|
|
RESPONSE: Oscar's plan to add on a den and enlarge the kitchen will solve it.
|
|
|
|
PROMPT: What's Oscar's solution?
|
|
RESPONSE: To add on a den and enlarge the kitchen.
|
|
|
|
PROMPT: Does he want to put a den where the patio is?
|
|
RESPONSE: No, he wants to leave the patio like it is.
|
|
|
|
# Source: ST §Yes, We'll Do It in the Near Future.
|
|
$DIALOGUE Plans for the Addition {st-page_086_001.jpg|A first floor floor plan diagram showing rooms with dotted lines for new den and new wall additions}
|
|
ID: l3-s9
|
|
INTRO: Anita shows the plan to her sister Carol — who promptly decides she wants a den, too. Read the dialog.
|
|
INSTRUCTION: Read the dialog.
|
|
|
|
Carol: Is this the plan for the addition? I'm interested in it because I want a den, too.
|
|
|
|
Anita: Did you look at the kitchen?
|
|
|
|
Carol: It's going to be large. Why do you need a large kitchen?
|
|
|
|
Anita: When all my sisters, my mother, and I get together, we just don't have enough room.
|
|
|
|
Carol: But you only get together a few days out of the year.
|
|
|
|
Anita: I know, but these get-togethers are very important to us.
|
|
|
|
VOCAB: near future
|
|
Carol: Are you planning to do this in the near future?
|
|
|
|
Anita: Well, Oscar has already built the kitchen wall. He wants to build the den right after he finishes the wall.
|
|
|
|
Carol: Then it should be ready for your next get-together.
|
|
|
|
Anita: We hope so.
|
|
|
|
# Source: ST (questions on the dialog)
|
|
$PRODUCE Questions: Plans for the Addition
|
|
ID: l3-s10
|
|
REFERENCE: l3-s9
|
|
INTRO: Answer the questions about Anita and Carol's conversation. The dialog is a tap away if you need it.
|
|
INSTRUCTION: Answer the questions about the dialog.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept accurate factual responses based on the dialog; treat the model answer as the factual key and accept any phrasing of the same facts.
|
|
|
|
PROMPT: Why is Carol interested in the plan?
|
|
RESPONSE: Because she wants a den, too.
|
|
|
|
PROMPT: Why does Anita need a large kitchen?
|
|
RESPONSE: Because when her family gets together, they need enough room for cooking.
|
|
|
|
PROMPT: Are these get-togethers important to Anita?
|
|
RESPONSE: Yes, they are very important to her.
|
|
|
|
PROMPT: Will Oscar build the addition soon?
|
|
RESPONSE: Yes, in the near future.
|
|
|
|
PROMPT: When should the den be ready?
|
|
RESPONSE: It should be ready for their next get-together.
|
|
|
|
# Source: ST §They Want to Add On a Den
|
|
$PRODUCE Fill In the Story: Adding On
|
|
ID: l3-s11
|
|
REFERENCE: l3-s7
|
|
INTRO: The whole story of Oscar and Anita's addition, with words missing. Type the correct word from the choices in parentheses.
|
|
INSTRUCTION: Type the correct word to complete each sentence.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: Oscar and Anita had a family ____{get-together} last month. (story, get-together)
|
|
RESPONSE: Oscar and Anita had a family get-together last month.
|
|
|
|
TEMPLATE: Anita thought that the get-together was ____{tiring} (tiring, tired), but Oscar thought that the ____{trouble} (trouble, solution) was that they didn't have enough ____{room} (room, rooms).
|
|
RESPONSE: Anita thought that the get-together was tiring, but Oscar thought that the trouble was that they didn't have enough room.
|
|
|
|
TEMPLATE: Oscar thought he had the ____{solution} (idea, solution) to the problem, and he told Anita about his ____{idea} (idea, trouble).
|
|
RESPONSE: Oscar thought he had the solution to the problem, and he told Anita about his idea.
|
|
|
|
TEMPLATE: He wanted to ____{enlarge} (build, enlarge) the kitchen and ____{add on} (add on, enlarge) a new den.
|
|
RESPONSE: He wanted to enlarge the kitchen and add on a new den.
|
|
|
|
TEMPLATE: Now, the family is at Oscar's and Anita's house again. Oscar has already ____{built} (built, bought) the kitchen wall, and he will ____{build} (build, built) the den soon.
|
|
RESPONSE: Now, the family is at Oscar's and Anita's house again. Oscar has already built the kitchen wall, and he will build the den soon.
|
|
|
|
TEMPLATE: Anita's sister, Carol, is ____{interested} (interested, meeting) in the plan because she also wants a den.
|
|
RESPONSE: Anita's sister, Carol, is interested in the plan because she also wants a den.
|
|
|
|
TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{added on} (added on, addition).
|
|
RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they added on.
|
|
|
|
$SESSION 3-3: It Could Be — Possibility
|
|
|
|
# Source: LLA 3A Listening/Speaking Activity (after Figure 2)
|
|
$DIALOGUE Hearing "Could"
|
|
ID: 12-3a-could-intro
|
|
INTRO: In this part you'll learn to say something is possible when you're not sure. Listen to these sentences with "could" and repeat them.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Those questions could be too difficult for him. I think he's having trouble. {bk12-l3a-f2-17.mp3}
|
|
|
|
LINE: Walter could be at the mall. I'm not sure. {bk12-l3a-f2-18.mp3}
|
|
|
|
LINE: Could this be Alan's jacket? It's the same color as his. {bk12-l3a-f2-19.mp3}
|
|
|
|
LINE: Do you think I could borrow your English book tonight? I can't find mine. {bk12-l3a-f2-20.mp3}
|
|
|
|
LINE: What could John be doing out this late at night? He's usually home early. {bk12-l3a-f2-21.mp3}
|
|
|
|
# Source: ST §Expressing Possibility: Could
|
|
$GRAMMAR Saying It's Possible: "Could"
|
|
ID: l3-s13
|
|
INTRO: The rule behind what you just heard — short and painless.
|
|
|
|
CARD: When you're not sure, use **could** before the verb to say something is possible.
|
|
{The keys could be in the kitchen.}
|
|
|
|
CARD: **Might** and **may** express possibility in the same way.
|
|
{The keys might be in the kitchen.}
|
|
{The keys may be in the kitchen.}
|
|
|
|
SUMMARY:
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| The keys | could / might / may | be | in the kitchen. |
|
|
|
|
*Could is used to express possibility.*
|
|
|
|
# Source: ST §Sentences with Could
|
|
$DIALOGUE More Sentences with "Could"
|
|
ID: l3-s14
|
|
INTRO: Read and repeat these sentences — someone is always missing, and anything could happen.
|
|
INSTRUCTION: Read the sentences expressing possibility.
|
|
REPEAT
|
|
|
|
LINE: James could be in the backyard. I'm not sure.
|
|
LINE: Where could Sam be? He's 30 minutes late.
|
|
LINE: He could be at the gym. He likes to exercise in the afternoon.
|
|
LINE: Could this be Mike's sweater? He has a red one.
|
|
LINE: It could be Tom's sweater. It's got the letter "T" on it.
|
|
LINE: It's very cloudy this morning. It could rain today.
|
|
LINE: My father said we could win a lot of money if they pick our number. {st-page_089_001.jpg|A woman looking at a Lotto ticket while a man appears on a television screen talking to her}
|
|
|
|
# Source: LLA 3A Figure 3
|
|
$PRODUCE Answer with "Could"
|
|
ID: 12-3a-f3
|
|
INTRO: Read the cue, listen to the question, and answer aloud using "could". Then repeat the model answer.
|
|
INSTRUCTION: Answer aloud using "could".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: at Jim's house
|
|
PROMPT: Where is Robert? {bk12-l3a-f3-01.mp3}
|
|
RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-02.mp3}
|
|
|
|
TEMPLATE: Daniel's
|
|
PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-03.mp3}
|
|
RESPONSE: It could be Daniel's.
|
|
|
|
TEMPLATE: today
|
|
PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-05.mp3}
|
|
RESPONSE: It could be today.
|
|
|
|
TEMPLATE: on your desk
|
|
PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-07.mp3}
|
|
RESPONSE: It could be on your desk.
|
|
|
|
TEMPLATE: a bird in a tree
|
|
PROMPT: What is that a picture of? {bk12-l3a-f3-09.mp3}
|
|
RESPONSE: It could be a bird in a tree.
|
|
|
|
TEMPLATE: about 2-1/2 or 3 hours
|
|
PROMPT: How long is this movie? {bk12-l3a-f3-11.mp3}
|
|
RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-12.mp3}
|
|
|
|
# Source: ST §Where Could They Be? — Paragraph 1
|
|
$DIALOGUE Where Are My Keys?
|
|
ID: l3-s15-r1
|
|
INTRO: Twenty minutes to get to work, and no keys anywhere. Follow the search.
|
|
INSTRUCTION: Read the paragraph.
|
|
|
|
Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys.
|
|
LINE: Let's see; could they be in the kitchen? No, not there.
|
|
LINE: They might be on top of the TV. No.
|
|
LINE: Well, they may be on the table in the bedroom. No.
|
|
LINE: Where could they be?
|
|
LINE: They might be in the car. There they are!
|
|
LINE: I might be a little late for work, but I'll be there.
|
|
|
|
# Source: ST (questions on the paragraph)
|
|
$PRODUCE Questions: Where Are My Keys?
|
|
ID: l3-s15-q1
|
|
REFERENCE: l3-s15-r1
|
|
INTRO: Answer the questions about the key hunt. Aloud, in short answers.
|
|
INSTRUCTION: Answer the questions about the paragraph.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept direct affirmative/negative answers or full sentences matching the story facts in the model answers.
|
|
|
|
PROMPT: Are the keys in the kitchen?
|
|
RESPONSE: No, they aren't.
|
|
|
|
PROMPT: Are they on the TV?
|
|
RESPONSE: No, they aren't.
|
|
|
|
PROMPT: Are they in the bedroom?
|
|
RESPONSE: No, they aren't.
|
|
|
|
PROMPT: Where are the keys?
|
|
RESPONSE: They are in the car.
|
|
|
|
# Source: ST §Where Could They Be? — Paragraph 2
|
|
$DIALOGUE Where's My Wallet?
|
|
ID: l3-s15-r2
|
|
INTRO: Time to pay the check — and the wallet is gone. Read what happens.
|
|
INSTRUCTION: Read the paragraph.
|
|
|
|
Narrator: Oh, no! It's time to pay the check, and I can't find my wallet.
|
|
LINE: Let's see; maybe it's in my other pocket. No.
|
|
LINE: It could be in my jacket. NO! It's not there.
|
|
LINE: It might be in the car.
|
|
LINE: How do I get out of the restaurant to check my car?
|
|
LINE: I could leave my friend here, or I could ask my friend to lend me the money.
|
|
|
|
# Source: ST (questions on the paragraph)
|
|
$PRODUCE Questions: Where's My Wallet?
|
|
ID: l3-s15-q2
|
|
REFERENCE: l3-s15-r2
|
|
INTRO: Answer the questions about the missing wallet — and the poor friend who may end up paying.
|
|
INSTRUCTION: Answer the questions about the paragraph.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept accurate answers reflecting the options and situation described in the model answers.
|
|
|
|
PROMPT: Could he find his wallet?
|
|
RESPONSE: No, he couldn't find his wallet.
|
|
|
|
PROMPT: Is it in his jacket?
|
|
RESPONSE: No, it's not in his jacket.
|
|
|
|
PROMPT: How could he leave the restaurant to check his car?
|
|
RESPONSE: He could leave his friend in the restaurant.
|
|
|
|
PROMPT: Does he have another choice?
|
|
RESPONSE: Yes, he could ask his friend to lend him the money.
|
|
|
|
# Source: ST §She Could Be at the Library
|
|
$PRODUCE Your Turn: It Could Be…
|
|
ID: l3-s16
|
|
INTRO: Now you make the guesses. Answer each question aloud with "could", using the cue on screen.
|
|
INSTRUCTION: Answer aloud using "could" and the cue.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any answer using "could" that incorporates the cue appropriately; any subject and reasonable phrasing is fine.
|
|
|
|
EXAMPLE
|
|
PROMPT: I lost my book. Where is it?
|
|
TEMPLATE: inside the desk
|
|
RESPONSE: It could be inside the desk.
|
|
|
|
PROMPT: Where could Marcy be? It's already 7:30.
|
|
TEMPLATE: the library
|
|
RESPONSE: She could be at the library.
|
|
|
|
PROMPT: Why is she at the library so late?
|
|
TEMPLATE: have a test tomorrow
|
|
RESPONSE: She could have a test tomorrow.
|
|
|
|
PROMPT: How long could this meeting last?
|
|
TEMPLATE: 2 hours
|
|
RESPONSE: It could last 2 hours.
|
|
|
|
PROMPT: My 3-year-old nephew drew this picture. What is it?
|
|
TEMPLATE: dog under a tree
|
|
RESPONSE: It could be a dog under a tree.
|
|
|
|
PROMPT: When does the train leave for the city?
|
|
TEMPLATE: tomorrow night
|
|
RESPONSE: It could leave tomorrow night.
|
|
|
|
PROMPT: Who is this package for?
|
|
TEMPLATE: the colonel
|
|
RESPONSE: It could be for the colonel.
|
|
|
|
PROMPT: Why isn't Ellen home yet?
|
|
TEMPLATE: stuck in traffic
|
|
RESPONSE: She could be stuck in traffic.
|
|
|
|
PROMPT: Where's my pen?
|
|
TEMPLATE: on the secretary's desk
|
|
RESPONSE: It could be on the secretary's desk.
|
|
|
|
# Source: LLA 3A Figure 4
|
|
$SELECT Listen and Decide
|
|
ID: 12-3a-f4
|
|
INTRO: Listen to each short dialogue and choose the answer that best completes the sentence. Then repeat the sentence.
|
|
INSTRUCTION: Tap the correct word.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: What happened, Gina?\n— That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
|
|
TEMPLATE: Gina is ____.
|
|
OPTION: a | happy
|
|
OPTION: b | sad
|
|
OPTION: c | angry
|
|
ANSWER: c
|
|
FEEDBACK: Gina is angry. {bk12-l3a-f4-ex-a.mp3}
|
|
|
|
PROMPT: Hi, Jack. Is Mr. West your barber too?\n— Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
|
|
TEMPLATE: Jack is ____.
|
|
OPTION: a | sick
|
|
OPTION: b | pleased
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
FEEDBACK: Jack is pleased. {bk12-l3a-f4-01-a.mp3}
|
|
|
|
PROMPT: What are you doing here at the airport so late at night, Jim?\n— I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
|
|
TEMPLATE: The plane is ____.
|
|
OPTION: a | early
|
|
OPTION: b | late
|
|
OPTION: c | on time
|
|
ANSWER: b
|
|
FEEDBACK: The plane is late. {bk12-l3a-f4-02-a.mp3}
|
|
|
|
PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late.\n— I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
|
|
TEMPLATE: Lt Andrews is ____.
|
|
OPTION: a | upset
|
|
OPTION: b | happy
|
|
OPTION: c | sad
|
|
ANSWER: a
|
|
FEEDBACK: He's upset. {bk12-l3a-f4-03-a.mp3}
|
|
|
|
PROMPT: Jimmy, what's wrong?\n— They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
|
|
TEMPLATE: The tea is too ____.
|
|
OPTION: a | sour
|
|
OPTION: b | salty
|
|
OPTION: c | sweet
|
|
ANSWER: c
|
|
FEEDBACK: The tea is too sweet. {bk12-l3a-f4-04-a.mp3}
|
|
|
|
PROMPT: Where are you going in such a hurry?\n— To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
|
|
TEMPLATE: He's ____.
|
|
OPTION: a | sad
|
|
OPTION: b | excited
|
|
OPTION: c | angry
|
|
ANSWER: b
|
|
FEEDBACK: He's excited. {bk12-l3a-f4-05-a.mp3}
|
|
|
|
$SESSION 3-4: Excited or Exciting?
|
|
|
|
# Source: LLA 3B Grammar Presentation
|
|
$DIALOGUE Feelings with "-ing" and "-ed"
|
|
ID: 12-3b-grammar-presentation
|
|
INTRO: A game is "exciting"; the fans are "excited". In this part you'll learn to keep those two apart. Listen and repeat each sentence.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: exciting
|
|
LINE: My son's soccer game was very exciting. {bk12-l3b-f1-g01.mp3}
|
|
|
|
VOCAB: excited
|
|
LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-g02.mp3}
|
|
|
|
VOCAB: interesting
|
|
LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-g03.mp3}
|
|
|
|
VOCAB: interested
|
|
LINE: Bob is interested in learning Italian. {bk12-l3b-f1-g04.mp3}
|
|
|
|
VOCAB: boring
|
|
LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-g05.mp3}
|
|
|
|
VOCAB: bored
|
|
LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-g06.mp3}
|
|
|
|
VOCAB: confusing
|
|
LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-g07.mp3}
|
|
|
|
VOCAB: confused
|
|
LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-g08.mp3}
|
|
|
|
LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-g09.mp3}
|
|
|
|
VOCAB: tired
|
|
LINE: John worked late today. He looks very tired. {bk12-l3b-f1-g10.mp3}
|
|
|
|
VOCAB: frightening
|
|
LINE: The fire was frightening for everyone. {bk12-l3b-f1-g11.mp3}
|
|
|
|
VOCAB: frightened
|
|
LINE: The children were frightened when the lights went out. {bk12-l3b-f1-g12.mp3}
|
|
|
|
# Source: ST §-ing and -ed Adjectives
|
|
$GRAMMAR "-ing" or "-ed"?
|
|
ID: l3-s18
|
|
INTRO: The whole rule fits on two cards. Here it is.
|
|
|
|
CARD: The **-ing** adjective describes the person or thing that **causes** the feeling.
|
|
{My son's soccer game was very exciting.}
|
|
{My last class in the afternoon is very boring.}
|
|
|
|
CARD: The **-ed** adjective describes the person who **has** the feeling.
|
|
{Sergeant Roberts is excited about his high test score.}
|
|
{Lieutenant Martin looked bored during the meeting this morning.}
|
|
|
|
SUMMARY:
|
|
| |
|
|
|---|
|
|
| The **-ing** adjective describes the person/thing causing the feeling. |
|
|
| The **-ed** adjective describes the person experiencing/having the feeling. |
|
|
|
|
# Source: LLA 3B Figure 2
|
|
$PRODUCE Answer with "-ed" or "-ing"
|
|
ID: 12-3b-f2
|
|
INTRO: Listen to each question and use the cue words to answer with an "-ed" or "-ing" adjective. Then repeat the correct answer.
|
|
INSTRUCTION: Answer using an "-ed" or "-ing" adjective.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: the movie / interest
|
|
PROMPT: How was the movie? {bk12-l3b-f2-ex-q.mp3}
|
|
RESPONSE: The movie was interesting. {bk12-l3b-f2-ex-a.mp3}
|
|
|
|
TEMPLATE: He / excite
|
|
PROMPT: How does Peter feel about his new job? {bk12-l3b-f2-01-q.mp3}
|
|
RESPONSE: He is very excited about his new job. {bk12-l3b-f2-01-a.mp3}
|
|
|
|
TEMPLATE: She / bore
|
|
PROMPT: What's wrong with Judy today? {bk12-l3b-f2-02-q.mp3}
|
|
RESPONSE: She's bored. {bk12-l3b-f2-02-a.mp3}
|
|
|
|
TEMPLATE: It / confuse
|
|
PROMPT: Why did you spend so much time on that question? {bk12-l3b-f2-03-q.mp3}
|
|
RESPONSE: It was confusing. {bk12-l3b-f2-03-a.mp3}
|
|
|
|
TEMPLATE: It / tire
|
|
PROMPT: How was your vacation to the mountains? {bk12-l3b-f2-04-q.mp3}
|
|
RESPONSE: It was very tiring. {bk12-l3b-f2-04-a.mp3}
|
|
|
|
TEMPLATE: She / frighten
|
|
PROMPT: How did your daughter feel after the accident? {bk12-l3b-f2-05-q.mp3}
|
|
RESPONSE: She was frightened. {bk12-l3b-f2-05-a.mp3}
|
|
|
|
TEMPLATE: It / excite
|
|
PROMPT: How was Jan's trip to Europe? {bk12-l3b-f2-06-q.mp3}
|
|
RESPONSE: It was very exciting. {bk12-l3b-f2-06-a.mp3}
|
|
|
|
TEMPLATE: no / I / confuse
|
|
PROMPT: Could you understand my directions? {bk12-l3b-f2-07-q.mp3}
|
|
RESPONSE: No, I was confused. {bk12-l3b-f2-07-a.mp3}
|
|
|
|
TEMPLATE: I / bore
|
|
PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3}
|
|
RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3}
|
|
|
|
# DROPPED (ST): "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS repeat-sentence presentation of the same "-ed"/"-ing" pairs as the cassette presentation above (cassette-over-TTS twin rule); its adjective pairs are all practiced again in the next three activities.
|
|
|
|
# Source: ST §Is George Excited or Exciting?
|
|
$SELECT Excited or Exciting?
|
|
ID: l3-s20
|
|
INTRO: Tap the right form each time — is it causing the feeling, or having it?
|
|
INSTRUCTION: Tap the correct word to complete each sentence.
|
|
|
|
TEMPLATE: George is ____ about his new job.
|
|
OPTION: a | excited
|
|
OPTION: b | exciting
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Is basketball an ____ game?
|
|
OPTION: a | excited
|
|
OPTION: b | exciting
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Was Barbara ____ after the accident?
|
|
OPTION: a | frightened
|
|
OPTION: b | frightening
|
|
ANSWER: a
|
|
|
|
TEMPLATE: That new movie is very ____. I won't let my children see it.
|
|
OPTION: a | frightened
|
|
OPTION: b | frightening
|
|
ANSWER: b
|
|
|
|
TEMPLATE: My morning class is ____.
|
|
OPTION: a | bored
|
|
OPTION: b | boring
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Alan's nephew is already ____ with school.
|
|
OPTION: a | bored
|
|
OPTION: b | boring
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Ms. Sanders thinks that maps are ____.
|
|
OPTION: a | confused
|
|
OPTION: b | confusing
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Lester is ____ about which college to attend.
|
|
OPTION: a | confused
|
|
OPTION: b | confusing
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Is the baby crying because he is ____?
|
|
OPTION: a | tired
|
|
OPTION: b | tiring
|
|
ANSWER: a
|
|
|
|
TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____.
|
|
OPTION: a | tired
|
|
OPTION: b | tiring
|
|
ANSWER: b
|
|
|
|
# Source: ST §This Place Is Confusing. I'm Confused About It.
|
|
$PRODUCE Dave's Letter from College
|
|
ID: l3-s21
|
|
INTRO: Dave writes home from college — and leaves Dad to worry about the adjectives. Type the correct form in each blank.
|
|
INSTRUCTION: Type the correct adjective form.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: First of all, college is very ____{exciting} (excited, exciting).
|
|
RESPONSE: First of all, college is very exciting.
|
|
|
|
TEMPLATE: I think the people are ____{interesting} (interested, interesting) because they are from different countries.
|
|
RESPONSE: I think the people are interesting because they are from different countries.
|
|
|
|
TEMPLATE: The first day I was ____{confused} (confused, confusing) about the buildings. They all looked just alike.
|
|
RESPONSE: The first day I was confused about the buildings. They all looked just alike.
|
|
|
|
TEMPLATE: I walked around the campus about five times that first day. It was really ____{tiring} (tired, tiring).
|
|
RESPONSE: I walked around the campus about five times that first day. It was really tiring.
|
|
|
|
TEMPLATE: I thought it would be ____{frightening} (frightened, frightening) to live away from home.
|
|
RESPONSE: I thought it would be frightening to live away from home.
|
|
|
|
TEMPLATE: Don't worry, Dad, I'm not ____{frightened} (frightened, frightening).
|
|
RESPONSE: Don't worry, Dad, I'm not frightened.
|
|
|
|
TEMPLATE: I haven't found anything ____{frightening} (frightened, frightening) about school yet.
|
|
RESPONSE: I haven't found anything frightening about school yet.
|
|
|
|
TEMPLATE: Most of my classes are very ____{interesting} (interested, interesting), but my Wednesday morning math class is ____{boring} (bored, boring).
|
|
RESPONSE: Most of my classes are very interesting, but my Wednesday morning math class is boring.
|
|
|
|
TEMPLATE: That is the only time of the day that I am ____{bored} (bored, boring).
|
|
RESPONSE: That is the only time of the day that I am bored.
|
|
|
|
TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring).
|
|
RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired.
|
|
|
|
# Source: ST §Interesting or Interested?
|
|
$PRODUCE Your Turn: How Was It?
|
|
ID: l3-s22
|
|
INTRO: Answer each question aloud using one of the "-ing" or "-ed" adjectives from this part.
|
|
INSTRUCTION: Answer using an "-ing" or "-ed" adjective.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept answers using the correct -ing or -ed form from the list (exciting/excited, interesting/interested, boring/bored, confusing/confused, tiring/tired, frightening/frightened); the correct choice between -ing and -ed is the point — the wrong form fails.
|
|
|
|
PROMPT: Could you follow Herb's directions?
|
|
RESPONSE: No, they were confusing.
|
|
|
|
PROMPT: How was your trip to Hawaii?
|
|
RESPONSE: It was very exciting.
|
|
|
|
PROMPT: What's wrong with Major Jones today?
|
|
RESPONSE: He is very tired.
|
|
|
|
PROMPT: Why did Ted spend so much time on that one question?
|
|
RESPONSE: He was confused about it.
|
|
RUBRIC: Accept both correct forms: "He was confused (about/by it)" and "It/The question was confusing" — either one uses the adjective correctly.
|
|
|
|
PROMPT: How's that new movie?
|
|
RESPONSE: It's very frightening.
|
|
|
|
PROMPT: How was the flight from Yemen to New York?
|
|
RESPONSE: It was very tiring.
|
|
|
|
PROMPT: How did Polly and Anna feel during the storm?
|
|
RESPONSE: They were frightened.
|
|
|
|
PROMPT: How does Lt Alonzo feel about his score of 95?
|
|
RESPONSE: He is very excited.
|
|
|
|
# Source: LLA 3C Figure 4 (placed here: the dictation recycles "confused")
|
|
$PRODUCE Dictation: Randy's Decision
|
|
ID: 12-3c-f4
|
|
INTRO: To finish this part, a dictation about Randy, who is still confused about college. Listen to each sentence and type exactly what you hear.
|
|
INSTRUCTION: Type the sentence you hear.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: Randy is in his last year of high school. {bk12-l3c-f4-01.mp3}
|
|
RESPONSE: Randy is in his last year of high school. {bk12-l3c-f4-01.mp3}
|
|
|
|
PROMPT: Last Friday he made up his mind to go to college. {bk12-l3c-f4-02.mp3}
|
|
RESPONSE: Last Friday he made up his mind to go to college. {bk12-l3c-f4-02.mp3}
|
|
|
|
PROMPT: Now he has to decide what career field to choose. {bk12-l3c-f4-03.mp3}
|
|
RESPONSE: Now he has to decide what career field to choose. {bk12-l3c-f4-03.mp3}
|
|
|
|
PROMPT: His parents told him that a degree in business would give him a good future. {bk12-l3c-f4-04.mp3}
|
|
RESPONSE: His parents told him that a degree in business would give him a good future. {bk12-l3c-f4-04.mp3}
|
|
|
|
PROMPT: He's still confused about the courses he wants to study, but he has time to think it over. {bk12-l3c-f4-05.mp3}
|
|
RESPONSE: He's still confused about the courses he wants to study, but he has time to think it over. {bk12-l3c-f4-05.mp3}
|
|
ACCEPT: He is still confused about the courses he wants to study, but he has time to think it over.
|
|
|
|
$SESSION 3-5: He Said That… — Reporting Speech
|
|
|
|
# Source: LLA 3B Figure 3 (Conversation 1)
|
|
$DIALOGUE Taking a Message: Two More Days of Leave
|
|
ID: 12-3b-f3-d1
|
|
INTRO: In this part you'll learn to report what people said. First, listen to a squadron clerk take a phone message — and pass it on.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Clerk: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
|
|
Richards: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
|
|
Clerk: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
|
|
Richards: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
|
|
Clerk: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
|
|
Richards: Thanks. {bk12-l3b-f3-d1-06.mp3}
|
|
Clerk: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
|
|
Douglas: Yes. {bk12-l3b-f3-d1-08.mp3}
|
|
Clerk: Sergeant Richards called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-09.mp3}
|
|
Douglas: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-10.mp3}
|
|
Clerk: Yes, sir. {bk12-l3b-f3-d1-11.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Question 1)
|
|
$PRODUCE Question: Sergeant Richards' Message
|
|
ID: 12-3b-f3-q1
|
|
REFERENCE: 12-3b-f3-d1
|
|
INTRO: Answer the question about Sergeant Richards' phone call in a complete sentence, then repeat the answer.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: The learner must state that Sergeant Richards needed to ask for 2 more days of leave.
|
|
|
|
PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
|
|
RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Conversation 2)
|
|
$DIALOGUE Taking a Message: Dinner at Seven
|
|
ID: 12-3b-f3-d2
|
|
INTRO: Sue has a dinner invitation for Lorraine — and Mrs. Peterson delivers it. Listen to the conversations.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Sue: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
|
|
Peterson: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
|
|
Sue: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
|
|
Peterson: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
|
|
Sue: It's not until 7 tonight. {bk12-l3b-f3-d2-05.mp3}
|
|
Peterson: I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-06.mp3}
|
|
Sue: Thanks. {bk12-l3b-f3-d2-07.mp3}
|
|
Lorraine: I'm home, Mom. {bk12-l3b-f3-d2-08.mp3}
|
|
Peterson: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. {bk12-l3b-f3-d2-09.mp3}
|
|
Lorraine: Did you tell her that I could go? {bk12-l3b-f3-d2-10.mp3}
|
|
Peterson: Yes. And I told her you'd be there by 7 o'clock. {bk12-l3b-f3-d2-11.mp3}
|
|
Lorraine: So let's go. {bk12-l3b-f3-d2-12.mp3}
|
|
Peterson: Yes, Ma'am. {bk12-l3b-f3-d2-13.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 (Question 2)
|
|
$PRODUCE Question: The Dinner Plans
|
|
ID: 12-3b-f3-q2
|
|
REFERENCE: 12-3b-f3-d2
|
|
INTRO: Answer the question about the dinner plans in a complete sentence, then repeat the answer.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
REPEAT
|
|
RUBRIC: The learner must state that Sue wants Lorraine to go to her house for dinner at 7 o'clock.
|
|
|
|
PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
|
|
RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
|
|
|
|
# Source: ST §Indirect Speech
|
|
$GRAMMAR Reporting What People Said
|
|
ID: l3-s26
|
|
INTRO: You just heard messages passed along. Here's the pattern behind them, in three short cards.
|
|
|
|
CARD: To report what someone said, use **said (that)** plus a clause. This is called indirect speech.
|
|
{Tom said that he knew the answer.}
|
|
|
|
CARD: The present tense verb in direct speech changes to the **past tense**, and the pronouns change too.
|
|
{I know the answer.}
|
|
{Tom said that he knew the answer.}
|
|
|
|
CARD: The conjunction **that** is sometimes left out.
|
|
{Tom said he knew the answer.}
|
|
|
|
SUMMARY:
|
|
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|
|
|---|---|
|
|
| **Tom:** I know the answer. | Tom said (that) he knew the answer. |
|
|
|
|
# Source: ST §Eric Said That He Wanted to Add a Second Story
|
|
$DIALOGUE Eric's Plans, Reported
|
|
ID: l3-s27
|
|
INTRO: Eric tells Alan his plans; Alan reports them to Tony — past tense and all. Read both dialogs and repeat the lines.
|
|
INSTRUCTION: Read the dialogs.
|
|
REPEAT
|
|
|
|
Alan: Hey, Eric, what are your plans for the house?
|
|
Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
|
|
Tony: Hi, Alan. Do you know what Eric plans to do to his house?
|
|
Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 1)
|
|
$DIALOGUE Mike's House Plans
|
|
ID: 12-3c-f1-d1
|
|
INTRO: Now you do the reporting. First, listen to the conversation about Mike's plans for his house.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Friend: Hi, Mike. What are you doing? {bk12-l3c-f1-01.mp3}
|
|
Mike: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-02.mp3}
|
|
Friend: That sounds nice. {bk12-l3c-f1-03.mp3}
|
|
Mike: It will be nice once it's finished. {bk12-l3c-f1-04.mp3}
|
|
Friend: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-05.mp3}
|
|
Carl: No, I didn't. {bk12-l3c-f1-06.mp3}
|
|
Friend: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-07.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 1)
|
|
$PRODUCE Question: What Did Mike Say?
|
|
ID: 12-3c-f1-q1
|
|
REFERENCE: 12-3c-f1-d1
|
|
INTRO: Report Mike's plans using "said that", then compare with the model.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What did Mike say about his house? {bk12-l3c-f1-08.mp3}
|
|
RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-09.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 2)
|
|
$DIALOGUE Where Is Mrs. Parker?
|
|
ID: 12-3c-f1-d2
|
|
INTRO: A short one: listen to the visitor ask Mr. Parker about his wife.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Visitor: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-10.mp3}
|
|
Parker: She's not home. She's in Chicago. {bk12-l3c-f1-11.mp3}
|
|
Visitor: Tell her hello for me when you talk to her. {bk12-l3c-f1-12.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 2)
|
|
$PRODUCE Question: What Did Mr. Parker Say?
|
|
ID: 12-3c-f1-q2
|
|
REFERENCE: 12-3c-f1-d2
|
|
INTRO: Report what Mr. Parker said about his wife — two sentences, both in the past.
|
|
INSTRUCTION: Answer aloud in complete sentences.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-13.mp3}
|
|
RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-14.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Dialog 3)
|
|
$DIALOGUE Looking for Sergeant Robinson
|
|
ID: 12-3c-f1-d3
|
|
INTRO: One more message to pass along. Listen to the conversation at the office.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Jackson: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-15.mp3}
|
|
Brooks: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-16.mp3}
|
|
Jackson: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-17.mp3}
|
|
Brooks: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-18.mp3}
|
|
Jackson: Thank you, sir. I'll come back later. {bk12-l3c-f1-19.mp3}
|
|
Brooks: Sergeant Robinson? {bk12-l3c-f1-20.mp3}
|
|
Robinson: Yes, sir. {bk12-l3c-f1-21.mp3}
|
|
Brooks: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-22.mp3}
|
|
Robinson: Thank you for the message, sir. {bk12-l3c-f1-23.mp3}
|
|
|
|
# Source: LLA 3C Figure 1 (Question 3)
|
|
$PRODUCE Question: What Did Captain Brooks Say?
|
|
ID: 12-3c-f1-q3
|
|
REFERENCE: 12-3c-f1-d3
|
|
INTRO: Report Captain Brooks's explanation using "said that", then check the model.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-24.mp3}
|
|
RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-25.mp3}
|
|
|
|
# Source: LLA 3C Figure 3
|
|
$PRODUCE Ask with "Say"
|
|
ID: 12-3c-f3
|
|
INTRO: Now form the questions. Read the conversation, ask an indirect question with "say", and hear how the speaker responds.
|
|
INSTRUCTION: Say the question aloud using "say".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Mike: Do you speak French or Spanish?\nStan: I speak French.
|
|
PROMPT: Ask a question with "say" about what Stan said.
|
|
RESPONSE: Did Stan say that he spoke French or Spanish?
|
|
|
|
TEMPLATE: Ann: Do you want Chinese or Italian food?
|
|
PROMPT: Ask a question with "say" about what Pat wanted.
|
|
RESPONSE: Did Pat say he wanted Chinese or Italian food?\n— I want Italian food. {bk12-l3c-f3-01.mp3}
|
|
|
|
TEMPLATE: Bill: Do you want to watch TV or go to the movies?
|
|
PROMPT: Ask a question with "say" about what Frank wanted.
|
|
RESPONSE: Did Frank say that he wanted to watch TV or go to the movies?\n— I want to watch TV. {bk12-l3c-f3-02.mp3}
|
|
|
|
TEMPLATE: Shirley: Do you swim every day?
|
|
PROMPT: Ask a question with "say" about whether Paul swam every day.
|
|
RESPONSE: Did Paul say that he swam every day?\n— No, I don't like to swim. {bk12-l3c-f3-03.mp3}
|
|
|
|
$SESSION 3-6: Could, May, or Might
|
|
|
|
# Source: LLA 3D Figure 1
|
|
$DIALOGUE It Might Rain Today
|
|
ID: 12-3d-f1
|
|
INTRO: In this part, "may" and "might" join "could" — and you'll act out both sides of some short conversations. First, listen to this exchange about the weather and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Friend: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
|
|
Carl: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
|
|
Friend: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
|
|
|
|
# Source: LLA 3D Figure 1 (role-play)
|
|
$DIALOGUE Take Carl's Part
|
|
ID: 12-3d-f1-role-carl
|
|
REFERENCE: 12-3d-f1
|
|
PLAY_ROLE: Carl
|
|
INSTRUCTION: You are Carl — speak your lines in the pauses.
|
|
INTRO: Now take Carl's part in the conversation. Say Carl's line in the pause.
|
|
|
|
# Source: LLA 3D Figure 2 (role-play)
|
|
$DIALOGUE Take the Friend's Part
|
|
ID: 12-3d-f2-role-friend
|
|
REFERENCE: 12-3d-f1
|
|
PLAY_ROLE: Friend
|
|
INSTRUCTION: You are Friend — speak your lines in the pauses.
|
|
INTRO: Now change roles and take the other person's part. You begin the conversation.
|
|
|
|
# Source: LLA 3D Figure 3
|
|
$DIALOGUE Where's Major Adams?
|
|
ID: 12-3d-f3
|
|
INTRO: Major Adams has vanished — but the officer has a guess. Listen to the conversation and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Soldier: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-01.mp3}
|
|
Officer: Isn't he in his office? {bk12-l3d-f2-02.mp3}
|
|
Soldier: No, and I need to speak to him now. {bk12-l3d-f2-03.mp3}
|
|
Officer: He may be in the Colonel's office. {bk12-l3d-f2-04.mp3}
|
|
Soldier: Thank you. I'll look. {bk12-l3d-f2-05.mp3}
|
|
|
|
# Source: LLA 3D Figure 3 (role-play)
|
|
$DIALOGUE Take the Officer's Part
|
|
ID: 12-3d-f3-role-officer
|
|
REFERENCE: 12-3d-f3
|
|
PLAY_ROLE: Officer
|
|
INSTRUCTION: You are Officer — speak your lines in the pauses.
|
|
INTRO: Now take the officer's part. Respond in the pauses.
|
|
|
|
# Source: LLA 3D Figure 4 (role-play)
|
|
$DIALOGUE Take the Soldier's Part
|
|
ID: 12-3d-f4-role-soldier
|
|
REFERENCE: 12-3d-f3
|
|
PLAY_ROLE: Soldier
|
|
INSTRUCTION: You are Soldier — speak your lines in the pauses.
|
|
INTRO: Now change roles. You begin the conversation as the soldier.
|
|
|
|
# Source: LLA 3D Figure 5
|
|
$DIALOGUE Looking for Ms. Evans
|
|
ID: 12-3d-f5
|
|
INTRO: Linda checks three offices before luck strikes. Listen to the dialogue between Nancy and Linda, and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-01.mp3}
|
|
Linda: She could be in the next office. I'll check. {bk12-l3d-f4-02.mp3}
|
|
LINE: She's not there. She might be in the mailroom. {bk12-l3d-f4-03.mp3}
|
|
LINE: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-04.mp3}
|
|
LINE: We're in luck, Nancy. She's in Mrs. Brown's office and will be here in about 10 minutes. {bk12-l3d-f4-05.mp3}
|
|
Nancy: Thanks, Linda. {bk12-l3d-f4-06.mp3}
|
|
|
|
# Source: LLA 3D Figure 5 (role-play)
|
|
$DIALOGUE Take Linda's Part
|
|
ID: 12-3d-f5-role-linda
|
|
REFERENCE: 12-3d-f5
|
|
PLAY_ROLE: Linda
|
|
INSTRUCTION: You are Linda — speak your lines in the pauses.
|
|
INTRO: Now take Linda's part. Read Linda's lines in the pause.
|
|
|
|
# Source: LLA 3D Figure 6 (role-play)
|
|
$DIALOGUE Take Nancy's Part
|
|
ID: 12-3d-f6-role-nancy
|
|
REFERENCE: 12-3d-f5
|
|
PLAY_ROLE: Nancy
|
|
INSTRUCTION: You are Nancy — speak your lines in the pauses.
|
|
INTRO: Now change roles. You begin as Nancy.
|
|
|
|
# Source: LLA 3D Figure 7
|
|
$DIALOGUE A Ride to Work
|
|
ID: 12-3d-f7
|
|
INTRO: Asking for a ride — and getting three maybes for an answer. Listen to the dialogue and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Rider: Could you give me a ride to work tomorrow? {bk12-l3d-f6-01.mp3}
|
|
Driver: I might be able to. What time do you need to leave? {bk12-l3d-f6-02.mp3}
|
|
Rider: I usually leave at 7:15. {bk12-l3d-f6-03.mp3}
|
|
Driver: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-04.mp3}
|
|
|
|
# Source: LLA 3D Figure 7 (role-play)
|
|
$DIALOGUE Take the Driver's Part
|
|
ID: 12-3d-f7-role-driver
|
|
REFERENCE: 12-3d-f7
|
|
PLAY_ROLE: Driver
|
|
INSTRUCTION: You are Driver — speak your lines in the pauses.
|
|
INTRO: Now take the driver's part. Respond in the pauses.
|
|
|
|
# Source: LLA 3D Figure 8 (role-play)
|
|
$DIALOGUE Take the Rider's Part
|
|
ID: 12-3d-f8-role-rider
|
|
REFERENCE: 12-3d-f7
|
|
PLAY_ROLE: Rider
|
|
INSTRUCTION: You are Rider — speak your lines in the pauses.
|
|
INTRO: Now change roles. You begin by asking for a ride.
|
|
|
|
# Source: ST §I'm Not Sure. It Could Be . . . .
|
|
$DIALOGUE Short Dialogs: I'm Not Sure
|
|
ID: l3-s23
|
|
INTRO: Seven quick exchanges — nobody here is sure of anything. Read the dialogs and repeat the lines.
|
|
INSTRUCTION: Read the dialogs about possibility.
|
|
REPEAT
|
|
|
|
Dan: Where did Al leave the newspaper?
|
|
Sam: I'm not sure. It may be on the patio.
|
|
|
|
Pat: What's the matter with your car? There's grease under it.
|
|
Doug: I don't know. It might be the engine.
|
|
|
|
Paul: What's the matter with Jan? She hasn't said much today.
|
|
Matt: I don't know. She could be worried. Her mother's sick.
|
|
|
|
Steve: Where's Mary? I haven't seen her since lunch.
|
|
Andy: I'm not sure, but she might be in the lab.
|
|
|
|
Peter: Whose stereo is that? It's awfully loud.
|
|
David: It could be Jean's. She likes loud music.
|
|
|
|
Tom: Do you think Mary could still be in the library?
|
|
Tim: Yes, she could be. She's studying for a test.
|
|
|
|
Phil: Could Dave be at the movie?
|
|
Mark: No, but he could be at the game. He was planning to go.
|
|
|
|
# Source: ST §He Could Be . . . (Matching)
|
|
$SELECT Where Is John? (Match)
|
|
ID: l3-s24
|
|
INTRO: Someone is hunting for John. Match each line of the conversation with the best response.
|
|
INSTRUCTION: Match the sentence in Column A with the best response in Column B.
|
|
OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
|
|
OPTION: b | I'm not sure. He uses both.
|
|
OPTION: c | Good luck!
|
|
OPTION: d | Well, then he may be at the library. He has a test tomorrow.
|
|
|
|
TEMPLATE: Which one? The city or school library?
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Thanks. I'll try the city library.
|
|
ANSWER: c
|
|
|
|
TEMPLATE: Where is John?
|
|
ANSWER: a
|
|
|
|
TEMPLATE: I've already checked there. Where else could he be?
|
|
ANSWER: d
|
|
|
|
# Source: ST §He Could Be . . . (Order the Dialog)
|
|
$SELECT Where Is John? (In Order)
|
|
ID: l3-s25
|
|
ORDER
|
|
INTRO: Now put the whole conversation together. Arrange the exchanges in order.
|
|
INSTRUCTION: Put the conversational turns in order to make a complete dialog.
|
|
OPTION: a | — Where is John?\n— He could be in the barracks. I saw him there a few minutes ago.
|
|
OPTION: b | — I've already checked there. Where else could he be?\n— Well, then he may be at the library. He has a test tomorrow.
|
|
OPTION: c | — Which one? The city or school library?\n— I'm not sure. He uses both.
|
|
OPTION: d | — Thanks. I'll try the city library.\n— Good luck!
|
|
|
|
TEMPLATE: Arrange the exchanges to form the dialog.
|
|
ANSWER: a,b,c,d
|
|
|
|
# SKIPPED (book): Function "WHAT'S THE MATTER WITH IT?" (ST p. 87) — pair discussion / open roleplay; skipped per ST guidelines.
|
|
|
|
# Source: LLA 3D Figure 9
|
|
$PRODUCE Answer with "Could", "May", or "Might"
|
|
ID: 12-3d-f9
|
|
INTRO: Listen to each question. Answer aloud using the cue words on screen and "could", "may", or "might", then repeat the model answer.
|
|
INSTRUCTION: Answer aloud using the cue words.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
TEMPLATE: in the library / could
|
|
PROMPT: Where is Mr. Williams? {bk12-l3d-f9-ex-q.mp3}
|
|
RESPONSE: He could be in the library. {bk12-l3d-f9-ex-a.mp3}
|
|
|
|
TEMPLATE: in the living room / could
|
|
PROMPT: Where is my new record? {bk12-l3d-f9-01-q.mp3}
|
|
RESPONSE: It could be in the living room. {bk12-l3d-f9-01-a.mp3}
|
|
|
|
TEMPLATE: cold outside / may
|
|
PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-02-q.mp3}
|
|
RESPONSE: It may be cold outside. {bk12-l3d-f9-02-a.mp3}
|
|
|
|
TEMPLATE: car in the garage / might
|
|
PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-03-q.mp3}
|
|
RESPONSE: His car might be in the garage. {bk12-l3d-f9-03-a.mp3}
|
|
|
|
TEMPLATE: in the neighbor's yard / could
|
|
PROMPT: Where is Sally's dog? {bk12-l3d-f9-04-q.mp3}
|
|
RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-04-a.mp3}
|
|
|
|
TEMPLATE: tightening nuts / may
|
|
PROMPT: What is this tool for? {bk12-l3d-f9-05-q.mp3}
|
|
RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-05-a.mp3}
|
|
|
|
TEMPLATE: on the dining room table / might
|
|
PROMPT: Where are my keys? {bk12-l3d-f9-06-q.mp3}
|
|
RESPONSE: They might be on the dining room table. {bk12-l3d-f9-06-a.mp3}
|
|
|
|
TEMPLATE: late / could
|
|
PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-07-q.mp3}
|
|
RESPONSE: She could be late. {bk12-l3d-f9-07-a.mp3}
|
|
|
|
TEMPLATE: you / may
|
|
PROMPT: Who is this package for? {bk12-l3d-f9-08-q.mp3}
|
|
RESPONSE: It may be for you. {bk12-l3d-f9-08-a.mp3}
|
|
|
|
TEMPLATE: stuck in traffic / might
|
|
PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-09-q.mp3}
|
|
RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-09-a.mp3}
|
|
|
|
TEMPLATE: Lt Mitchell / could
|
|
PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-10-q.mp3}
|
|
RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-10-a.mp3}
|
|
|
|
$SESSION 3-7: What Has Happened — Present Perfect & Review
|
|
|
|
# Source: LLA 3D Listening/Speaking Activity
|
|
$DIALOGUE Present Perfect — Listen and Repeat
|
|
ID: 12-3d-rep
|
|
INTRO: One more pattern for this lesson: saying what has happened. Listen to each sentence in the present perfect and repeat it aloud.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-rep-01.mp3}
|
|
LINE: He's broken his leg. {bk12-l3d-f9-rep-02.mp3}
|
|
LINE: This dog has cost us a lot of money. {bk12-l3d-f9-rep-03.mp3}
|
|
LINE: The water in the lake has frozen. {bk12-l3d-f9-rep-04.mp3}
|
|
LINE: Mark has had that car since 1984. {bk12-l3d-f9-rep-05.mp3}
|
|
LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-rep-06.mp3}
|
|
LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-rep-07.mp3}
|
|
LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-rep-08.mp3}
|
|
LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-rep-09.mp3}
|
|
LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-rep-10.mp3}
|
|
LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-rep-11.mp3}
|
|
|
|
# Source: new (gap: the present perfect is drilled on the tape but never explained in this lesson)
|
|
$GRAMMAR Saying What Has Happened
|
|
ID: 12-3d-pp-g1
|
|
INTRO: The pattern behind those sentences, in two short cards.
|
|
|
|
CARD: Use **has** or **have** plus the past participle for something that happened before now.
|
|
{The meeting has already begun.}
|
|
{He's broken his leg.}
|
|
|
|
CARD: Many past participles are irregular — you just heard eleven of them.
|
|
{The water in the lake has frozen.}
|
|
{I've ridden the bus for 3 years.}
|
|
{Peter has withdrawn all his money from the Swiss bank.}
|
|
|
|
SUMMARY:
|
|
| Verb | Past participle |
|
|
|---|---|
|
|
| begin | begun |
|
|
| break | broken |
|
|
| cost | cost |
|
|
| freeze | frozen |
|
|
| have | had |
|
|
| keep | kept |
|
|
| pay | paid |
|
|
| ride | ridden |
|
|
| sleep | slept |
|
|
| teach | taught |
|
|
| withdraw | withdrawn |
|
|
|
|
# Source: LLA 3D Figure 10
|
|
$PRODUCE Answer in the Present Perfect
|
|
ID: 12-3d-f10
|
|
INTRO: Listen to the questions and answer using the prompt words on screen. Then repeat the model answer.
|
|
INSTRUCTION: Answer aloud in a complete sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
TEMPLATE: meeting / already / begin
|
|
PROMPT: Why do I have to hurry? {bk12-l3d-f10-01-q.mp3}
|
|
RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-01-a.mp3}
|
|
|
|
TEMPLATE: he / break / leg
|
|
PROMPT: What has he broken? {bk12-l3d-f10-02-q.mp3}
|
|
RESPONSE: He has broken his leg. {bk12-l3d-f10-02-a.mp3}
|
|
|
|
TEMPLATE: dog / cost
|
|
PROMPT: What has cost us a lot of money? {bk12-l3d-f10-03-q.mp3}
|
|
RESPONSE: This dog has cost us a lot of money. {bk12-l3d-f10-03-a.mp3}
|
|
|
|
TEMPLATE: water / lake
|
|
PROMPT: What has frozen? {bk12-l3d-f10-04-q.mp3}
|
|
RESPONSE: The water in the lake has frozen. {bk12-l3d-f10-04-a.mp3}
|
|
|
|
TEMPLATE: since / 1984
|
|
PROMPT: How long has Mark had that car? {bk12-l3d-f10-05-q.mp3}
|
|
RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-05-a.mp3}
|
|
|
|
TEMPLATE: all / old jackets
|
|
PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-06-q.mp3}
|
|
RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-06-a.mp3}
|
|
|
|
TEMPLATE: no
|
|
PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-07-q.mp3}
|
|
RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-07-a.mp3}
|
|
|
|
TEMPLATE: ride / bus / three years
|
|
PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-08-q.mp3}
|
|
RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-08-a.mp3}
|
|
|
|
TEMPLATE: sleep well / three nights
|
|
PROMPT: Why is Jill tired? {bk12-l3d-f10-09-q.mp3}
|
|
RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-09-a.mp3}
|
|
|
|
TEMPLATE: teach / that course / six years
|
|
PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-10-q.mp3}
|
|
RESPONSE: He has taught that course for 6 years. {bk12-l3d-f10-10-a.mp3}
|
|
|
|
TEMPLATE: withdraw / money / Swiss bank
|
|
PROMPT: What has Peter done with his money? {bk12-l3d-f10-11-q.mp3}
|
|
RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-11-a.mp3}
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 1) — spaced review of the adding-on vocabulary
|
|
$GRAMMAR Reading: Art's House
|
|
ID: 12-3c-f2-p1
|
|
READING
|
|
INTRO: A quick look back at adding on. Read the short paragraph about Art's house, then answer the questions about it.
|
|
|
|
Art added on to his house. His additions were a bedroom, a bathroom, and a patio. He also bought some new things for his house. He bought a microwave for the kitchen, a stereo for the living room, and a table for the patio.
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 1 questions)
|
|
$PRODUCE Questions: Art's House
|
|
ID: 12-3c-f2-q1
|
|
REFERENCE: 12-3c-f2-p1
|
|
INTRO: Listen to each question about the paragraph and say the answer. Short answers are fine — the tape keeps them short too.
|
|
INSTRUCTION: Answer aloud based on the reading.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What did Art do to his house? {bk12-l3c-f2-01.mp3}
|
|
RESPONSE: added on {bk12-l3c-f2-02.mp3}
|
|
|
|
PROMPT: What were his additions? {bk12-l3c-f2-03.mp3}
|
|
RESPONSE: a bedroom, a bathroom, and a patio {bk12-l3c-f2-04.mp3}
|
|
|
|
PROMPT: What did he buy for the kitchen? {bk12-l3c-f2-05.mp3}
|
|
RESPONSE: a microwave {bk12-l3c-f2-06.mp3}
|
|
|
|
PROMPT: What did he buy for the living room? {bk12-l3c-f2-07.mp3}
|
|
RESPONSE: a stereo {bk12-l3c-f2-08.mp3}
|
|
|
|
PROMPT: What did he buy for the patio? {bk12-l3c-f2-09.mp3}
|
|
RESPONSE: a table {bk12-l3c-f2-10.mp3}
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 2)
|
|
$GRAMMAR Reading: Virginia's Get-Together
|
|
ID: 12-3c-f2-p2
|
|
READING
|
|
INTRO: Read the short paragraph about Virginia's plans — she has everyone working.
|
|
|
|
Virginia is planning a get-together. She asked her friends to bring their cassettes and their records. She asked her brother to cut wood for the fireplace. She's cooking a lot of food.
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 2 questions)
|
|
$PRODUCE Questions: Virginia's Get-Together
|
|
ID: 12-3c-f2-q2
|
|
REFERENCE: 12-3c-f2-p2
|
|
INTRO: Listen to each question about Virginia's plans and say the answer.
|
|
INSTRUCTION: Answer aloud based on the reading.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What is Virginia planning? {bk12-l3c-f2-11.mp3}
|
|
RESPONSE: a get-together {bk12-l3c-f2-12.mp3}
|
|
|
|
PROMPT: What did she ask her friends to bring? {bk12-l3c-f2-13.mp3}
|
|
RESPONSE: their cassettes and their records {bk12-l3c-f2-14.mp3}
|
|
|
|
PROMPT: What did she ask her brother to do? {bk12-l3c-f2-15.mp3}
|
|
RESPONSE: cut wood for the fireplace {bk12-l3c-f2-16.mp3}
|
|
|
|
PROMPT: What is she doing? {bk12-l3c-f2-17.mp3}
|
|
RESPONSE: cooking a lot of food {bk12-l3c-f2-18.mp3}
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 3)
|
|
$GRAMMAR Reading: Barbara's Remodeling
|
|
ID: 12-3c-f2-p3
|
|
READING
|
|
INTRO: One more paragraph — Barbara enlarged nearly everything. Read it, then answer the questions.
|
|
|
|
Barbara enlarged several rooms in her house. She enlarged the living room and added a fireplace. She enlarged the kitchen and added a microwave. She also enlarged her patio.
|
|
|
|
# Source: LLA 3C Figure 2 (Paragraph 3 questions)
|
|
$PRODUCE Questions: Barbara's Remodeling
|
|
ID: 12-3c-f2-q3
|
|
REFERENCE: 12-3c-f2-p3
|
|
INTRO: Listen to each question about Barbara's remodeling and say the answer.
|
|
INSTRUCTION: Answer aloud based on the reading.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
|
|
PROMPT: What did Barbara do to her house? {bk12-l3c-f2-19.mp3}
|
|
RESPONSE: enlarged several rooms {bk12-l3c-f2-20.mp3}
|
|
|
|
PROMPT: What did she do to the living room? {bk12-l3c-f2-21.mp3}
|
|
RESPONSE: enlarged the living room and added a fireplace {bk12-l3c-f2-22.mp3}
|
|
|
|
PROMPT: What did she do to the kitchen? {bk12-l3c-f2-23.mp3}
|
|
RESPONSE: enlarged the kitchen and added a microwave {bk12-l3c-f2-24.mp3}
|
|
|
|
PROMPT: What else did she enlarge? {bk12-l3c-f2-25.mp3}
|
|
RESPONSE: patio {bk12-l3c-f2-26.mp3}
|
|
|
|
# Source: LLA 3D Figure 11 (Paragraph 1)
|
|
$DIALOGUE Nick's New Job
|
|
ID: 12-3d-f11-p1-story
|
|
INTRO: Nick counts pennies for a living — listen closely to how many. You'll need the numbers next.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Nick got a job last week. He started today. {bk12-l3d-f11-p1-01.mp3}
|
|
LINE: He counts pennies for the bank. {bk12-l3d-f11-p1-02.mp3}
|
|
LINE: A customer gave him 250 pennies. {bk12-l3d-f11-p1-03.mp3}
|
|
LINE: Another customer gave him 530. {bk12-l3d-f11-p1-04.mp3}
|
|
LINE: His last customer gave him 1,001 pennies. {bk12-l3d-f11-p1-05.mp3}
|
|
LINE: His new job will keep him very busy. {bk12-l3d-f11-p1-06.mp3}
|
|
|
|
# Source: LLA 3D Figure 11 (Paragraph 1 task)
|
|
$PRODUCE Write the Numbers: Pennies
|
|
ID: 12-3d-f11-p1
|
|
REFERENCE: 12-3d-f11-p1-story
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Type the three numbers of pennies Nick received, from first to last customer. Replay the story if a number got away.
|
|
INSTRUCTION: Type the numbers.
|
|
|
|
TEMPLATE: First customer: ____ pennies
|
|
RESPONSE: 250
|
|
|
|
TEMPLATE: Second customer: ____ pennies
|
|
RESPONSE: 530
|
|
|
|
TEMPLATE: Last customer: ____ pennies
|
|
RESPONSE: 1,001
|
|
ACCEPT: 1001
|
|
|
|
# Source: LLA 3D Figure 11 (Paragraph 2)
|
|
$DIALOGUE School Enrollment
|
|
ID: 12-3d-f11-story
|
|
INTRO: Six grades, six numbers, one very fast sentence. Listen to the paragraph about the school enrollment.
|
|
INSTRUCTION: Listen to the paragraph.
|
|
|
|
LINE: Jane's daughter goes to the biggest elementary school in the city. {bk12-l3d-f11-story-01.mp3}
|
|
LINE: There are 200 children in kindergarten, 250 in first grade, 247 in second grade, 272 in third grade, 302 in fourth grade, and 287 in fifth grade. {bk12-l3d-f11-story-02.mp3}
|
|
|
|
# Source: LLA 3D Figure 11 (Paragraph 2 task)
|
|
$PRODUCE Write the Numbers: The School
|
|
ID: 12-3d-f11-p2
|
|
REFERENCE: 12-3d-f11-story
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Type the number of students in each grade at the elementary school. Replay the paragraph as often as you need.
|
|
INSTRUCTION: Type the number of students.
|
|
|
|
TEMPLATE: Kindergarten: ____
|
|
RESPONSE: 200
|
|
|
|
TEMPLATE: 1st grade: ____
|
|
RESPONSE: 250
|
|
|
|
TEMPLATE: 2nd grade: ____
|
|
RESPONSE: 247
|
|
|
|
TEMPLATE: 3rd grade: ____
|
|
RESPONSE: 272
|
|
|
|
TEMPLATE: 4th grade: ____
|
|
RESPONSE: 302
|
|
|
|
TEMPLATE: 5th grade: ____
|
|
RESPONSE: 287
|
|
|
|
$SESSION 3-8: Sounds and Word Meanings
|
|
|
|
# Source: ST §Same Sound
|
|
$SELECT Same Sound
|
|
ID: l3-s12
|
|
INTRO: A short skills part to finish the lesson. Look at the underlined letters in each word, then tap the word that has the same sound.
|
|
INSTRUCTION: Tap the word that has the same underlined sound.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: l*au*gh
|
|
OPTION: a | b*u*g
|
|
OPTION: b | b*ee*f
|
|
OPTION: c | d*au*ghter
|
|
ANSWER: a
|
|
|
|
TEMPLATE: ac*c*ept
|
|
OPTION: a | *c*ook
|
|
OPTION: b | ri*c*e
|
|
OPTION: c | *e*gg
|
|
ANSWER: b
|
|
|
|
TEMPLATE: profe*ss*ion
|
|
OPTION: a | *sh*ut
|
|
OPTION: b | *ch*air
|
|
OPTION: c | *s*it
|
|
ANSWER: a
|
|
|
|
TEMPLATE: te*ch*nical
|
|
OPTION: a | *ch*arge
|
|
OPTION: b | ne*ck*
|
|
OPTION: c | *qu*iet
|
|
ANSWER: b
|
|
|
|
TEMPLATE: refu*s*al
|
|
OPTION: a | bu*s*y
|
|
OPTION: b | ca*sh*ier
|
|
OPTION: c | cro*ss*
|
|
ANSWER: a
|
|
|
|
TEMPLATE: dis*c*uss
|
|
OPTION: a | *d*ecide
|
|
OPTION: b | *c*ause
|
|
OPTION: c | *ch*arge
|
|
ANSWER: b
|
|
|
|
TEMPLATE: *ch*oice
|
|
OPTION: a | *c*ash
|
|
OPTION: b | *ch*arge
|
|
OPTION: c | *n*eck
|
|
ANSWER: b
|
|
|
|
TEMPLATE: *kn*ow
|
|
OPTION: a | *n*ew
|
|
OPTION: b | *k*eep
|
|
OPTION: c | *q*uick
|
|
ANSWER: a
|
|
|
|
TEMPLATE: refu*s*e
|
|
OPTION: a | pa*ss*
|
|
OPTION: b | noi*s*e
|
|
OPTION: c | *sh*ine
|
|
ANSWER: b
|
|
|
|
TEMPLATE: educa*ti*on
|
|
OPTION: a | *sh*op
|
|
OPTION: b | *ch*oose
|
|
OPTION: c | *t*ime
|
|
ANSWER: a
|
|
|
|
TEMPLATE: educa*te*
|
|
OPTION: a | *c*ircle
|
|
OPTION: b | *l*oose
|
|
OPTION: c | forge*t*
|
|
ANSWER: c
|
|
|
|
# Source: ST §What Does It Mean?
|
|
$SELECT What Does the Word Mean?
|
|
ID: l3-s17
|
|
INTRO: Use the sentence around each underlined word to work out what it means. Last activity of the lesson — nicely done getting this far.
|
|
INSTRUCTION: Tap the meaning of the underlined word.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
|
|
OPTION: a | try to get fish
|
|
OPTION: b | buy fish
|
|
OPTION: c | eat fish
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
|
|
OPTION: a | came to the meeting
|
|
OPTION: b | didn't have the meeting
|
|
OPTION: c | spoke at the meeting
|
|
ANSWER: b
|
|
|
|
TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
|
|
OPTION: a | a talk
|
|
OPTION: b | a present
|
|
OPTION: c | a cry
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
|
|
OPTION: a | dirty
|
|
OPTION: b | hard
|
|
OPTION: c | clean
|
|
ANSWER: c
|
|
|
|
TEMPLATE: He's in the hospital with an unknown *disease*.
|
|
OPTION: a | sickness
|
|
OPTION: b | word
|
|
OPTION: c | vehicle
|
|
ANSWER: a
|
|
|
|
TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
|
|
OPTION: a | bought
|
|
OPTION: b | cooked
|
|
OPTION: c | enlarged
|
|
ANSWER: b
|