2083 lines
74 KiB
Plaintext
2083 lines
74 KiB
Plaintext
$MODULE Book 2 · Lesson 2: Whose Book Is This? {st-page_041_001.jpg|A teacher holding books and pointing at a female student's book, speech bubble asking "Whose book is this?"}
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FORMAT: 2
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DIOCO_DOC_ID: alc_book2_lesson2
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DESCRIPTION: Big and small, numbers to 500,000, "where" questions, base facilities, in/at/on, possessive adjectives, and possessive names with 's. The final part is optional extra practice in reading printed words.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_PROMPT: gacrux | Questions and cues, read clearly
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VOICE_RESPONSE: schedar | Model answers, warm and clear
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VOICE: John | achird | Male student
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VOICE: Jan | gacrux | Female student
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VOICE: Tom | achird | Male student
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VOICE: Linda | aoede | Female student
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VOICE: Aldo | charon | Male student
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VOICE: Mr_Smith | schedar | Male teacher
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VOICE: Barbara | gacrux | Female speaker
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VOICE: Laura | gacrux | Female speaker
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VOICE: Man | schedar | Male speaker
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VOICE: Sgt_Lopez | schedar | Male sergeant
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VOICE: Speaker1 | achird | Male speaker
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VOICE: Speaker2 | schedar | Male speaker
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VOICE: Student1 | schedar | Male student
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VOICE: Student2 | achird | Male student
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VOICE: Betty | aoede | Female speaker
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VOICE: Bob | iapetus | Male speaker
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VOICE: Dave | achird | Male speaker
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$SESSION 2-1: Big and Small, and Big Numbers
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# Source: LLA 2A Figure 1
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$DIALOGUE Big and Small
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ID: 2a-f1
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INTRO: In this lesson you'll learn to count into the thousands, say where people and things are, and tell whose things are whose. First, two useful little words: "big" and "small". Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: small
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LINE: This is a chair. The chair is small. It's small. {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-01.mp3}
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VOCAB: big
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LINE: This is a chair. The chair is big. It's big. {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-02.mp3}
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LINE: This is a table. The table is small. It's small. {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-03.mp3}
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LINE: This is a table. The table is big. It's big. {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-04.mp3}
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LINE: These are windows. The windows are small. They're small. {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-05.mp3}
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LINE: These are windows. The windows are big. They're big. {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-06.mp3}
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# Source: LLA 2A Figure 1 (Part 2)
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$PRODUCE Is It Big or Small?
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ID: 2a-f1-b
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INPUT: speak
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CHECK: reveal
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INTRO: Same furniture, your turn. Answer each question aloud in a complete sentence, then repeat the model answer.
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INSTRUCTION: Answer aloud in a complete sentence.
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REPEAT
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PROMPT: Is the chair big? {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-07-q.mp3}
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RESPONSE: No, it isn't big. {bk02-l2a-f1-07-a.mp3}
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PROMPT: Is the chair big? {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-08-q.mp3}
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RESPONSE: Yes, it's big. {bk02-l2a-f1-08-a.mp3}
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PROMPT: Is the table small? {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-09-q.mp3}
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RESPONSE: Yes, it's small. {bk02-l2a-f1-09-a.mp3}
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PROMPT: Is the table big? {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-10-q.mp3}
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RESPONSE: Yes, it's big. {bk02-l2a-f1-10-a.mp3}
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PROMPT: Are the windows big? {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-11-q.mp3}
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RESPONSE: No, they aren't big. {bk02-l2a-f1-11-a.mp3}
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PROMPT: Are the windows small? {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-12-q.mp3}
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RESPONSE: No, they aren't small. {bk02-l2a-f1-12-a.mp3}
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# Source: ST §Big and Small
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$DIALOGUE A Big Book, a Small Book
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ID: l2-s2
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INTRO: "Big" and "small" can also come before the word they describe — a big book, a small table. Listen and repeat both ways of saying it.
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INSTRUCTION: Listen and repeat each sentence.
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REPEAT
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LINE: These letters are big. These are big letters. {st-page_046_001.jpg|Large uppercase letters ABCD}
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LINE: These letters are small. These are small letters. {st-page_046_002.jpg|Small lowercase letters abcd}
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LINE: This book is big. This is a big book. {st-page_046_003.jpg|A large open book}
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LINE: This book is small. This is a small book. {st-page_046_004.jpg|A small open book}
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LINE: This picture is big. This is a big picture. {st-page_046_005.jpg|A large framed picture hanging on a wall}
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LINE: This picture is small. This is a small picture. {st-page_046_006.jpg|A small framed picture hanging on a wall}
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LINE: The table is big. This is a big table. {st-page_046_007.jpg|A large dining table with a chair}
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LINE: The table is small. This is a small table. {st-page_046_008.jpg|A small side table}
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# Source: ST §Numbers 1,000 to 100,000 + §Numbers 101,000 to 500,000 (merged)
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$GRAMMAR Numbers in the Thousands
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ID: l2-s6
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INTRO: Big numbers are easier than they look. Say the small number you already know, then add "thousand".
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CARD: For thousands, say the number, then **thousand**.
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{one thousand}
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{nine thousand}
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{twenty-one thousand}
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CARD: Watch the "-teen" and "-ty" pairs — they sound close, but the endings are different.
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{thirteen thousand}
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{thirty thousand}
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CARD: For very big numbers, say the hundreds first, then **thousand**.
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{one hundred twenty-one thousand}
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{two hundred fifty thousand}
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{five hundred thousand}
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SUMMARY:
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|---|---|---|---|
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| 1,000 | one thousand | 20,000 | twenty thousand |
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| 2,000 | two thousand | 21,000 | twenty-one thousand |
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| 3,000 | three thousand | 30,000 | thirty thousand |
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| 4,000 | four thousand | 40,000 | forty thousand |
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| 5,000 | five thousand | 50,000 | fifty thousand |
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| 6,000 | six thousand | 60,000 | sixty thousand |
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| 7,000 | seven thousand | 70,000 | seventy thousand |
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| 8,000 | eight thousand | 80,000 | eighty thousand |
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| 9,000 | nine thousand | 90,000 | ninety thousand |
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| 10,000 | ten thousand | 91,000 | ninety-one thousand |
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| 11,000 | eleven thousand | 100,000 | one hundred thousand |
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| 12,000 | twelve thousand | 101,000 | one hundred one thousand |
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| 13,000 | thirteen thousand | 110,000 | one hundred ten thousand |
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| 14,000 | fourteen thousand | 121,000 | one hundred twenty-one thousand |
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| 15,000 | fifteen thousand | 150,000 | one hundred fifty thousand |
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| 16,000 | sixteen thousand | 200,000 | two hundred thousand |
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| 17,000 | seventeen thousand | 250,000 | two hundred fifty thousand |
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| 18,000 | eighteen thousand | 300,000 | three hundred thousand |
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| 19,000 | nineteen thousand | 400,000 | four hundred thousand |
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| | | 500,000 | five hundred thousand |
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# Source: LLA 2A Figure 2
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$DIALOGUE Counting by Thousands
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ID: 2a-f2
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INTRO: Now say them yourself — twenty-seven numbers, none of them small. Listen and repeat each one.
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INSTRUCTION: Repeat the numbers.
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REPEAT
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LINE: 1,000 {bk02-l2a-f2-01.mp3}
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LINE: 2,000 {bk02-l2a-f2-02.mp3}
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LINE: 3,000 {bk02-l2a-f2-03.mp3}
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LINE: 4,000 {bk02-l2a-f2-04.mp3}
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LINE: 5,000 {bk02-l2a-f2-05.mp3}
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LINE: 6,000 {bk02-l2a-f2-06.mp3}
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LINE: 7,000 {bk02-l2a-f2-07.mp3}
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LINE: 8,000 {bk02-l2a-f2-08.mp3}
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LINE: 9,000 {bk02-l2a-f2-09.mp3}
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LINE: 10,000 {bk02-l2a-f2-10.mp3}
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LINE: 20,000 {bk02-l2a-f2-11.mp3}
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LINE: 30,000 {bk02-l2a-f2-12.mp3}
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LINE: 40,000 {bk02-l2a-f2-13.mp3}
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LINE: 50,000 {bk02-l2a-f2-14.mp3}
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LINE: 60,000 {bk02-l2a-f2-15.mp3}
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LINE: 70,000 {bk02-l2a-f2-16.mp3}
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LINE: 80,000 {bk02-l2a-f2-17.mp3}
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LINE: 90,000 {bk02-l2a-f2-18.mp3}
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LINE: 100,000 {bk02-l2a-f2-19.mp3}
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LINE: 150,000 {bk02-l2a-f2-20.mp3}
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LINE: 200,000 {bk02-l2a-f2-21.mp3}
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LINE: 250,000 {bk02-l2a-f2-22.mp3}
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LINE: 300,000 {bk02-l2a-f2-23.mp3}
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LINE: 350,000 {bk02-l2a-f2-24.mp3}
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LINE: 400,000 {bk02-l2a-f2-25.mp3}
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LINE: 450,000 {bk02-l2a-f2-26.mp3}
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LINE: 500,000 {bk02-l2a-f2-27.mp3}
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# Source: ST §Teen and Ty Numbers
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$DIALOGUE Thirteen or Thirty?
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ID: l2-s7
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INTRO: These pairs fool everyone at first. Listen to each pair and repeat it — hear the difference between "-teen" and "-ty".
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INSTRUCTION: Listen and repeat the number pairs.
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REPEAT
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LINE: 13,000 ... 30,000
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NOTES: thirteen thousand / thirty thousand
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LINE: 14,000 ... 40,000
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NOTES: fourteen thousand / forty thousand
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LINE: 15,000 ... 50,000
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NOTES: fifteen thousand / fifty thousand
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LINE: 16,000 ... 60,000
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NOTES: sixteen thousand / sixty thousand
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LINE: 17,000 ... 70,000
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NOTES: seventeen thousand / seventy thousand
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LINE: 18,000 ... 80,000
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NOTES: eighteen thousand / eighty thousand
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LINE: 19,000 ... 90,000
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NOTES: nineteen thousand / ninety thousand
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# Source: LLA 2A Figure 3
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$SELECT Which Number Do You Hear?
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ID: 2a-f3
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HIDE_PROMPT
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INTRO: Now just listen. Tap the number you hear — and keep an ear out for "thirteen" versus "thirty".
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INSTRUCTION: Tap the number you hear.
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EXAMPLE
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PROMPT: 8,000 {bk02-l2a-f3-ex.mp3}
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OPTION: a | 4,000
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OPTION: b | 18,000
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OPTION: c | 8,000
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OPTION: d | 80,000
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ANSWER: c
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PROMPT: 2,000 {bk02-l2a-f3-01.mp3}
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OPTION: a | 3,000
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OPTION: b | 200
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OPTION: c | 4,000
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OPTION: d | 2,000
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ANSWER: d
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PROMPT: 15,000 {bk02-l2a-f3-02.mp3}
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OPTION: a | 15,000
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OPTION: b | 5,000
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OPTION: c | 50,000
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OPTION: d | 25,000
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ANSWER: a
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PROMPT: 150,000 {bk02-l2a-f3-03.mp3}
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OPTION: a | 115,000
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OPTION: b | 100,000
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OPTION: c | 50,000
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OPTION: d | 150,000
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ANSWER: d
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PROMPT: 90,000 {bk02-l2a-f3-04.mp3}
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OPTION: a | 19,000
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OPTION: b | 90,000
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OPTION: c | 99,000
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OPTION: d | 9,000
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ANSWER: b
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PROMPT: 416,000 {bk02-l2a-f3-05.mp3}
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OPTION: a | 400,000
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OPTION: b | 460,000
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OPTION: c | 416,000
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OPTION: d | 6,000
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ANSWER: c
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PROMPT: 19,000 {bk02-l2a-f3-06.mp3}
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OPTION: a | 19,000
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OPTION: b | 90,000
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OPTION: c | 9,000
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OPTION: d | 900
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ANSWER: a
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PROMPT: 230,000 {bk02-l2a-f3-07.mp3}
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OPTION: a | 213,000
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OPTION: b | 200,000
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OPTION: c | 240,000
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OPTION: d | 230,000
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ANSWER: d
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PROMPT: 360,000 {bk02-l2a-f3-08.mp3}
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OPTION: a | 370,000
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OPTION: b | 340,000
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OPTION: c | 360,000
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OPTION: d | 316,900
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ANSWER: c
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PROMPT: 27,000 {bk02-l2a-f3-09.mp3}
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OPTION: a | 28,000
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OPTION: b | 27,000
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OPTION: c | 7,000
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OPTION: d | 23,000
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ANSWER: b
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PROMPT: 18,000 {bk02-l2a-f3-10.mp3}
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OPTION: a | 8,000
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OPTION: b | 18,000
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OPTION: c | 80,000
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OPTION: d | 88,000
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ANSWER: b
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# Source: LLA 2A Figure 4
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# SKIPPED (book): ST Numbers "DICTATION" (p. 44) — instructor-read with unprinted numbers; the tape dictation below covers the same skill with real audio.
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$PRODUCE Type the Number
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ID: 2a-f4
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INPUT: type
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CHECK: exact
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INTRO: Last step with numbers: listen and type the digits you hear.
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INSTRUCTION: Type the number you hear.
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EXAMPLE
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PROMPT: 50,000 {bk02-l2a-f4-ex.mp3}
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RESPONSE: 50,000 {bk02-l2a-f4-ex.mp3}
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ACCEPT: 50000 | fifty thousand
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PROMPT: 30,000 {bk02-l2a-f4-01.mp3}
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RESPONSE: 30,000 {bk02-l2a-f4-01.mp3}
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ACCEPT: 30000 | thirty thousand
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PROMPT: 160,000 {bk02-l2a-f4-02.mp3}
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RESPONSE: 160,000 {bk02-l2a-f4-02.mp3}
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ACCEPT: 160000 | one hundred sixty thousand | a hundred sixty thousand
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PROMPT: 270,000 {bk02-l2a-f4-03.mp3}
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RESPONSE: 270,000 {bk02-l2a-f4-03.mp3}
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ACCEPT: 270000 | two hundred seventy thousand
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PROMPT: 390,000 {bk02-l2a-f4-04.mp3}
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RESPONSE: 390,000 {bk02-l2a-f4-04.mp3}
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ACCEPT: 390000 | three hundred ninety thousand
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PROMPT: 480,000 {bk02-l2a-f4-05.mp3}
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RESPONSE: 480,000 {bk02-l2a-f4-05.mp3}
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ACCEPT: 480000 | four hundred eighty thousand
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$SESSION 2-2: Where Is It? Questions and Conversations
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# Source: LLA 2B Figure 1
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$DIALOGUE Where Is It?
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ID: 2b-f1
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INTRO: In this part you'll ask and answer "where" questions — the most useful question on any base. Look at each picture, listen to the question and answer, and repeat.
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INSTRUCTION: Listen and repeat each question and answer.
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REPEAT
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LINE: Where's the box? — It's on the desk. {page_031_001.jpg|A desk with drawers and a small box on top} {bk02-l2b-f1-01.mp3}
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LINE: Where's the teacher? — He's in the classroom. {page_031_002.jpg|An older man standing in front of a group of people} {bk02-l2b-f1-02.mp3}
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LINE: Where are the students? — They're in the lab. {page_031_003.jpg|Two students wearing headphones sitting in a language lab booth} {bk02-l2b-f1-03.mp3}
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LINE: Where are the pictures? — They're on the wall. {page_031_004.jpg|Two framed pictures showing landscapes} {bk02-l2b-f1-04.mp3}
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LINE: Where's the calendar? — It's under the notebooks. {page_031_005.jpg|A calendar page showing a month with spiral notebooks lying on it} {bk02-l2b-f1-05.mp3}
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LINE: Where's the pencil? — It's on the book. {page_031_006.jpg|A closed notebook with a pencil lying on top} {bk02-l2b-f1-06.mp3}
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LINE: Where are the pens? — They're on the notebook. {page_031_007.jpg|Two spiral notebooks with a pencil} {bk02-l2b-f1-07.mp3}
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LINE: Where are Bill and Bob? — They're in the lab. {page_031_008.jpg|Two male students wearing headphones in a language lab} {bk02-l2b-f1-08.mp3}
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LINE: Where's the schedule? — It's on the bulletin board. {page_031_009.jpg|A bulletin board displaying a student schedule with times and locations} {bk02-l2b-f1-09.mp3}
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LINE: Where are the desks? — They're in the room. {page_031_010.jpg|An office interior showing desks and a window} {bk02-l2b-f1-10.mp3}
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# Source: ST §Where's Your Friend? (grammar)
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$GRAMMAR Asking "Where"
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ID: l2-s3
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INTRO: Here's the pattern behind those questions, in three short cards.
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CARD: To ask about a place, start with **Where**. Use "is" for one thing and "are" for more than one.
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{Where is the student?}
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{Where are the books?}
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CARD: The answer names the place — "in", "on", or "under" something.
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{The map is under the desk.}
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{The students are in the classroom.}
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CARD: "Where is" is usually shortened to **Where's**.
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{Where's the desk?}
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{The desk is in the office.}
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SUMMARY:
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| Question | Answer |
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|---|---|
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| Where is the map? | The map is under the desk. |
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| Where is the student? | The book is on the chair. |
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| Where are the books? | The students are in the classroom. |
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| Where are the pilots? | The pilots are in the barracks. |
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Where + is = **Where's**
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# Source: ST §Where's the Teacher?
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$DIALOGUE Where's the Book?
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ID: l2-s4
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INTRO: Now read some questions and answers — pictures included, no repeating required.
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INSTRUCTION: Read the questions and answers.
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LINE: Where's the book?\n— It's on the bed. {st-page_048_001.jpg|A bed with a book lying on top of it}
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LINE: Where are the chalkboards?\n— They're in the room. {st-page_048_002.jpg|A classroom with two chalkboards on the wall and desks lined up}
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LINE: Where's the pen?\n— It's under the table. {st-page_048_003.jpg|A pen lying under a square wooden table}
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LINE: Where are the students?\n— They're in the classroom. {st-page_048_004.jpg|Students sitting at desks in a classroom}
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LINE: Where's the office?\n— It's in the building. {st-page_048_005.jpg|An office setup showing a desk, chair, framed pictures, and a bulletin board}
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LINE: Where's the schedule?\n— It's on the bulletin board. {st-page_048_006.jpg|A bulletin board with a student schedule posted on it}
|
|
|
|
LINE: Where are the chair and the desk?\n— They're in the office.
|
|
|
|
LINE: Where are the pictures?\n— They're on the wall.
|
|
|
|
# Source: ST §Where's the Pencil?
|
|
$DIALOGUE Where's the Pencil?
|
|
ID: l2-s5
|
|
INTRO: Two students, twelve quick questions. Read along and notice "in", "on", and "under" doing their work.
|
|
INSTRUCTION: Read the questions and answers.
|
|
|
|
Student1: Where's the pencil?
|
|
Student2: It's on the table.
|
|
|
|
Student1: Where's the pen?
|
|
Student2: It's on the table.
|
|
|
|
Student1: Where are the boys?
|
|
Student2: The boys are on the bus.
|
|
|
|
Student1: Where's the map?
|
|
Student2: It's on the wall.
|
|
|
|
Student1: Where are the men?
|
|
Student2: They are on the base.
|
|
|
|
Student1: Where's the student?
|
|
Student2: He's in the classroom.
|
|
|
|
Student1: Where are you?
|
|
Student2: I'm in the lab.
|
|
|
|
Student1: Where's Bill?
|
|
Student2: He's in the barracks.
|
|
|
|
Student1: Where's the schedule?
|
|
Student2: The schedule is in the office.
|
|
|
|
Student1: Where are Bill and Bob?
|
|
Student2: They are in the office.
|
|
|
|
Student1: Where's the book?
|
|
Student2: It's under the desk.
|
|
|
|
Student1: Where's your sister?
|
|
Student2: She's in her room.
|
|
|
|
# Source: LLA 2A Figure 6
|
|
$DIALOGUE Tomorrow's Schedule
|
|
ID: 2a-f6
|
|
INTRO: A short real conversation: John needs tomorrow's schedule, and Jan knows where to look. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: schedule
|
|
John: What's the schedule tomorrow? {bk02-l2a-f6-01.mp3}
|
|
|
|
VOCAB: bulletin board
|
|
Jan: Look at the bulletin board. {bk02-l2a-f6-02.mp3}
|
|
|
|
John: Where is it? {bk02-l2a-f6-03.mp3}
|
|
Jan: It's in the office. {bk02-l2a-f6-04.mp3}
|
|
|
|
# Source: LLA 2A Figure 7
|
|
$DIALOGUE Where's Aldo?
|
|
ID: 2a-f7
|
|
INTRO: Another quick exchange — Tom is looking for Aldo, who is not sick, just tired. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Tom: Where's Aldo?
|
|
Linda: He's in his room.
|
|
|
|
VOCAB: sick
|
|
Tom: Is he sick?
|
|
|
|
VOCAB: tired
|
|
Linda: No, he's tired.
|
|
|
|
# Source: LLA 2B Figure 4 (VOCAB phrases salvaged from ST §Excuse Me, Please.)
|
|
$DIALOGUE Excuse Me — Where's Tom?
|
|
ID: 2b-f4
|
|
INTRO: Aldo needs to find Tom, and Mr. Smith has the answer. Notice how "Excuse me" politely opens the question. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: Excuse me.
|
|
Aldo: Excuse me. Where's Tom? {bk02-l2b-f4-01.mp3}
|
|
Mr_Smith: He's in his room. {bk02-l2b-f4-02.mp3}
|
|
Aldo: In his classroom? {bk02-l2b-f4-03.mp3}
|
|
VOCAB: barracks
|
|
Mr_Smith: No. He's in the barracks. He's sick. {bk02-l2b-f4-04.mp3}
|
|
Aldo: Where's his barracks? {bk02-l2b-f4-05.mp3}
|
|
Mr_Smith: It's building 2000. {bk02-l2b-f4-06.mp3}
|
|
VOCAB: Thank you.
|
|
Aldo: Thank you, sir. Goodbye. {bk02-l2b-f4-07.mp3}
|
|
|
|
# Source: LLA 2B Figure 5
|
|
$PRODUCE Questions on the Dialogue
|
|
ID: 2b-f5
|
|
REFERENCE: 2b-f4
|
|
INPUT: speak
|
|
CHECK: llm
|
|
INTRO: Now the questions come to you. Answer each one aloud in a full sentence — and open the dialogue if you need to check a fact.
|
|
INSTRUCTION: Answer each question aloud in a full sentence.
|
|
RUBRIC: Accept any full-sentence answer that states the correct fact from the dialogue. Contractions and full forms are both acceptable.
|
|
|
|
PROMPT: Where's Tom? {bk02-l2b-f5-01.mp3}
|
|
RESPONSE: He's in the barracks.
|
|
|
|
PROMPT: Is Tom in the classroom? {bk02-l2b-f5-02.mp3}
|
|
RESPONSE: No, he isn't. He's in the barracks.
|
|
|
|
PROMPT: Is Tom in the barracks? {bk02-l2b-f5-03.mp3}
|
|
RESPONSE: Yes, he is.
|
|
|
|
PROMPT: Is Tom well? {bk02-l2b-f5-04.mp3}
|
|
RESPONSE: No, he isn't. He's sick.
|
|
|
|
PROMPT: Is Tom in building 3000? {bk02-l2b-f5-05.mp3}
|
|
RESPONSE: No, he isn't. He's in building 2000.
|
|
|
|
# Source: LLA 2C Figure 7 (TTS twin ST §Is This a Pen or a Pencil? dropped)
|
|
$DIALOGUE Questions with "Or"
|
|
ID: 2c-f7
|
|
INTRO: Another way to ask: offer two choices with "or". Listen to each question and repeat it — you'll answer questions like these next.
|
|
INSTRUCTION: Listen and repeat each question.
|
|
REPEAT
|
|
|
|
LINE: Is this a pen or a pencil? {bk02-l2c-f7-ex.mp3}
|
|
LINE: Is he a barber or a cook? {bk02-l2c-f7-01.mp3}
|
|
LINE: Is this a barracks or a dispensary? {bk02-l2c-f7-02.mp3}
|
|
LINE: Are you in the classroom or the lab? {bk02-l2c-f7-03.mp3}
|
|
LINE: Is this a mess hall or a snack bar? {bk02-l2c-f7-04.mp3}
|
|
LINE: Are they mechanics or doctors? {bk02-l2c-f7-05.mp3}
|
|
LINE: Is she a doctor or a pilot? {bk02-l2c-f7-06.mp3}
|
|
LINE: Are they sad or happy? {bk02-l2c-f7-07.mp3}
|
|
LINE: Is he tired or angry? {bk02-l2c-f7-08.mp3}
|
|
LINE: Are these big or small? {bk02-l2c-f7-09.mp3}
|
|
LINE: Is it hot or cold? {bk02-l2c-f7-10.mp3}
|
|
LINE: Are you in bed or in the classroom? {bk02-l2c-f7-11.mp3}
|
|
LINE: Are you sick or well? {bk02-l2c-f7-12.mp3}
|
|
LINE: Is this a chair or a table? {bk02-l2c-f7-13.mp3}
|
|
LINE: Are these calendars or bulletin boards? {bk02-l2c-f7-14.mp3}
|
|
LINE: Is her name Jan or Linda? {bk02-l2c-f7-15.mp3}
|
|
|
|
# Source: LLA 2B Figure 3
|
|
$PRODUCE Answer: One or the Other
|
|
ID: 2b-f3
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now answer "or" questions yourself. The picture tells you which choice is right — answer aloud, then repeat the model answer.
|
|
INSTRUCTION: Answer aloud, then repeat the model answer.
|
|
REPEAT
|
|
|
|
PROMPT: Are you a student or a teacher? {page_032_001.jpg|A woman sitting at a desk with a book open in front of her} {bk02-l2b-f3-01-q.mp3}
|
|
RESPONSE: I'm a student. {bk02-l2b-f3-01-a.mp3}
|
|
|
|
PROMPT: Is Mr. Wilson sick or tired? {page_032_002.jpg|A man in a hospital bed with a thermometer in his mouth} {bk02-l2b-f3-02-q.mp3}
|
|
RESPONSE: He's sick. {bk02-l2b-f3-02-a.mp3}
|
|
|
|
PROMPT: Is the notebook on the table or under the table? {page_032_003.jpg|A small book lying on top of a four-legged table} {bk02-l2b-f3-03-q.mp3}
|
|
RESPONSE: It's on the table. {bk02-l2b-f3-03-a.mp3}
|
|
|
|
PROMPT: Are those pencils or pens? {page_032_004.jpg|Four pens standing side by side} {bk02-l2b-f3-04-q.mp3}
|
|
RESPONSE: Those are pens. {bk02-l2b-f3-04-a.mp3}
|
|
|
|
PROMPT: Is that a man or a woman? {page_032_005.jpg|A woman wearing glasses and a necklace sitting in a chair} {bk02-l2b-f3-05-q.mp3}
|
|
RESPONSE: That's a woman. {bk02-l2b-f3-05-a.mp3}
|
|
|
|
PROMPT: Are you happy or sad? {page_032_006.jpg|Profile view of a man looking to the side} {bk02-l2b-f3-06-q.mp3}
|
|
RESPONSE: I'm happy. {bk02-l2b-f3-06-a.mp3}
|
|
|
|
PROMPT: Is the picture on the wall or in the book? {page_032_007.jpg|A framed picture hanging on a wall in a room corner} {bk02-l2b-f3-07-q.mp3}
|
|
RESPONSE: It's on the wall. {bk02-l2b-f3-07-a.mp3}
|
|
|
|
PROMPT: Are they in the classroom or in the lab? {page_032_008.jpg|Two young men wearing headsets at language lab stations} {bk02-l2b-f3-08-q.mp3}
|
|
RESPONSE: They're in the lab. {bk02-l2b-f3-08-a.mp3}
|
|
|
|
PROMPT: Is she a pilot or a cook? {page_032_009.jpg|A female pilot in uniform with airplanes flying in the background} {bk02-l2b-f3-09-q.mp3}
|
|
RESPONSE: She's a pilot. {bk02-l2b-f3-09-a.mp3}
|
|
|
|
PROMPT: Are they young or old? {page_032_010.jpg|Two older men with glasses standing together} {bk02-l2b-f3-10-q.mp3}
|
|
RESPONSE: They're old. {bk02-l2b-f3-10-a.mp3}
|
|
|
|
# Source: LLA 2A Figure 5
|
|
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "VERY / BUS" (/b/ vs /v/, pp. 45-46) — instructor-read with no printed stimuli; the two tape activities below cover the same skill with real audio.
|
|
$SELECT Same Word or Different?
|
|
ID: 2a-f5
|
|
HIDE_PROMPT
|
|
INTRO: A quick ear exercise. You'll hear two words — decide if they're the same word or two different words. "B" and "v" like to hide from each other.
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
EXAMPLE
|
|
PROMPT: best ... vest {bk02-l2a-f5-ex.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: van ... van {bk02-l2a-f5-01.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: bolt ... bolt {bk02-l2a-f5-02.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: vi ... bi {bk02-l2a-f5-03.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: robe ... rove {bk02-l2a-f5-04.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: bile ... vile {bk02-l2a-f5-05.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: bet ... bet {bk02-l2a-f5-06.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: bat ... that {bk02-l2a-f5-07.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: bad ... bad {bk02-l2a-f5-08.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: vend ... bend {bk02-l2a-f5-09.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: save ... save {bk02-l2a-f5-10.mp3}
|
|
ANSWER: s
|
|
|
|
# Source: LLA 2B Figure 2
|
|
$SELECT V or B?
|
|
ID: 2b-f2
|
|
INTRO: One step harder: hear a single word and name the sound in it — "v" as in "very", or "b" as in "big".
|
|
INSTRUCTION: Tap the sound you hear.
|
|
OPTION: a | V sound (as in very)
|
|
OPTION: b | B sound (as in big)
|
|
|
|
EXAMPLE
|
|
PROMPT: bus {bk02-l2b-f2-ex.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: bet {bk02-l2b-f2-01.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: lab {bk02-l2b-f2-02.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: rave {bk02-l2b-f2-03.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: boat {bk02-l2b-f2-04.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: save {bk02-l2b-f2-05.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: cave {bk02-l2b-f2-06.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: labor {bk02-l2b-f2-07.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: tub {bk02-l2b-f2-08.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: river {bk02-l2b-f2-09.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: bench {bk02-l2b-f2-10.mp3}
|
|
ANSWER: b
|
|
|
|
$SESSION 2-3: Places on the Base
|
|
|
|
# Source: ST §An Air Force Base
|
|
$DIALOGUE An Air Force Base
|
|
ID: l2-s1
|
|
INTRO: In this part you'll learn the places on a base — where you eat, sleep, study, and catch the bus. Start with the big picture. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each sentence.
|
|
REPEAT
|
|
|
|
VOCAB: Air Force base
|
|
LINE: This is an Air Force base. {st-page_043_001.jpg|An aerial view of an Air Force base showing various buildings, roads, trees, and a headquarters building with a flag}
|
|
|
|
VOCAB: building
|
|
LINE: This is a building. {st-page_043_002.jpg|A large multi-story building on a military base}
|
|
|
|
LINE: These are buildings. {st-page_043_003.jpg|A collection of several large buildings on a military base}
|
|
|
|
LINE: These are barracks. {st-page_043_004.jpg|A set of barracks buildings with trees in front}
|
|
|
|
VOCAB: room
|
|
LINE: This is a room in the barracks. {st-page_044_001.jpg|A bedroom inside a barracks with lockers, a desk, and a bed}
|
|
|
|
VOCAB: bed
|
|
LINE: This is a bed. {st-page_044_002.jpg|A single bed made up with a pillow and blanket}
|
|
|
|
LINE: This is a schedule. {st-page_044_003.jpg|A daily Student Schedule listing class times, subjects, lab, library, and mess hall hours}
|
|
|
|
VOCAB: office
|
|
LINE: This is an office. {st-page_044_004.jpg|An office room with a desk, chair, framed pictures, bookshelf, and a calendar on the wall}
|
|
|
|
LINE: This is a bulletin board. {st-page_045_001.jpg|A bulletin board displaying a student schedule and a calendar page for MAY 1989}
|
|
|
|
VOCAB: bus
|
|
LINE: This is a bus. {st-page_045_002.jpg|A bus shown from the side, driven by a driver}
|
|
|
|
VOCAB: bus stop
|
|
LINE: This is a bus stop. {st-page_045_003.jpg|People lining up to board a bus next to a BUS STOP sign}
|
|
|
|
# Source: LLA 2B Figure 6 (TTS twin ST §Base Facilities dropped)
|
|
$DIALOGUE Base Facilities
|
|
ID: 2b-f6
|
|
INTRO: Now the buildings with names on them — where you eat, shop, and see the doctor. Listen and repeat each word and sentence.
|
|
INSTRUCTION: Listen and repeat each word and sentence.
|
|
REPEAT
|
|
|
|
LINE: Building. This is a building. {page_034_001.jpg|A large multi-story building on a campus setting} {bk02-l2b-f6-01.mp3}
|
|
|
|
LINE: Office. This is an office. {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall} {bk02-l2b-f6-02.mp3}
|
|
|
|
VOCAB: library
|
|
LINE: Library. This is a library. {page_034_003.jpg|A library building with a sign that says 'LIBRARY'} {bk02-l2b-f6-03.mp3}
|
|
|
|
VOCAB: mess hall
|
|
VOCAB: dining hall
|
|
LINE: Mess hall. Dining hall. This is a mess hall. This is a dining hall. {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter} {bk02-l2b-f6-04.mp3}
|
|
|
|
VOCAB: dispensary
|
|
LINE: Dispensary. This is a dispensary. {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'} {bk02-l2b-f6-05.mp3}
|
|
|
|
VOCAB: hospital
|
|
LINE: Hospital. This is a hospital. {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'} {bk02-l2b-f6-06.mp3}
|
|
|
|
VOCAB: commissary
|
|
LINE: Commissary. This is a commissary. {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store} {bk02-l2b-f6-07.mp3}
|
|
|
|
VOCAB: BX
|
|
VOCAB: base exchange
|
|
LINE: BX. Base exchange. This is a BX. This is a base exchange. {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'} {bk02-l2b-f6-08.mp3}
|
|
|
|
# Source: LLA 2B Figure 6 (Part 2)
|
|
$SELECT Who Is Where?
|
|
ID: 2b-f6-b
|
|
HIDE_PROMPT
|
|
INTRO: Listen to each sentence and tap the picture of the place you hear. The sentence plays back after you answer — say it too.
|
|
INSTRUCTION: Tap the correct picture.
|
|
REPEAT
|
|
|
|
OPTION: a | building {page_034_001.jpg|A large multi-story building on a campus setting}
|
|
OPTION: b | office {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall}
|
|
OPTION: c | library {page_034_003.jpg|A library building with a sign that says 'LIBRARY'}
|
|
OPTION: d | mess hall {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter}
|
|
OPTION: e | dispensary {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'}
|
|
OPTION: f | hospital {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'}
|
|
OPTION: g | commissary {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store}
|
|
OPTION: h | base exchange {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'}
|
|
|
|
EXAMPLE
|
|
PROMPT: Bob is at the mess hall. {bk02-l2b-f6-ex.mp3}
|
|
ANSWER: d
|
|
FEEDBACK: Bob is at the mess hall. {bk02-l2b-f6-01-fb.mp3}
|
|
|
|
PROMPT: Mr. Wilson is at his office. {bk02-l2b-f6-02-q.mp3}
|
|
ANSWER: b
|
|
FEEDBACK: Mr. Wilson is at his office. {bk02-l2b-f6-02-fb.mp3}
|
|
|
|
PROMPT: We are in building 7445. {bk02-l2b-f6-03-q.mp3}
|
|
ANSWER: a
|
|
FEEDBACK: We are in building 7445. {bk02-l2b-f6-03-fb.mp3}
|
|
|
|
PROMPT: Jan is at the library. {bk02-l2b-f6-04-q.mp3}
|
|
ANSWER: c
|
|
FEEDBACK: Jan is at the library. {bk02-l2b-f6-04-fb.mp3}
|
|
|
|
PROMPT: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-q.mp3}
|
|
ANSWER: g
|
|
FEEDBACK: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-fb.mp3}
|
|
|
|
PROMPT: The sick student is at the dispensary. {bk02-l2b-f6-06-q.mp3}
|
|
ANSWER: e
|
|
FEEDBACK: The sick student is at the dispensary. {bk02-l2b-f6-06-fb.mp3}
|
|
|
|
PROMPT: The doctor is at the hospital. {bk02-l2b-f6-07-q.mp3}
|
|
ANSWER: f
|
|
FEEDBACK: The doctor is at the hospital. {bk02-l2b-f6-07-fb.mp3}
|
|
|
|
PROMPT: The pilot is at the BX. {bk02-l2b-f6-08-q.mp3}
|
|
ANSWER: h
|
|
FEEDBACK: The pilot is at the BX. {bk02-l2b-f6-08-fb.mp3}
|
|
|
|
# Source: LLA 2B Figure 7
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$DIALOGUE Places and Things on Base
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ID: 2b-f7
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INTRO: A few more places and things you'll meet every day — including the locator, the office that knows where everyone is. Listen and repeat.
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INSTRUCTION: Listen and repeat each word and sentence.
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REPEAT
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LINE: Room. This is a room. This is a room in a barracks. {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall} {bk02-l2b-f7-01.mp3}
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LINE: Bed. This is a bed. {page_036_002.jpg|A neatly made bed in a bedroom} {bk02-l2b-f7-02.mp3}
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VOCAB: snack bar
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LINE: Snack bar. This is a snack bar. {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice} {bk02-l2b-f7-03.mp3}
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LINE: Schedule. This is a schedule. {page_036_004.jpg|A printed student schedule listing times and locations} {bk02-l2b-f7-04.mp3}
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LINE: Bus stop. This is a bus stop. {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'} {bk02-l2b-f7-05.mp3}
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LINE: Bus. This is a bus. {page_037_002.jpg|A large passenger bus seen from the front side} {bk02-l2b-f7-06.mp3}
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VOCAB: locator
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LINE: Locator. This is the locator. {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone} {bk02-l2b-f7-07.mp3}
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LINE: Bulletin board. This is a bulletin board. {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations} {bk02-l2b-f7-08.mp3}
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# Source: LLA 2B Figure 7 (Part 2)
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$SELECT Which Picture Is It?
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ID: 2b-f7-b
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HIDE_PROMPT
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INTRO: Same game, new places. Listen to each sentence and tap the picture it describes — then say the sentence back.
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INSTRUCTION: Tap the correct picture.
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REPEAT
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OPTION: a | room {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall}
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OPTION: b | bed {page_036_002.jpg|A neatly made bed in a bedroom}
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OPTION: c | snack bar {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice}
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OPTION: d | schedule {page_036_004.jpg|A printed student schedule listing times and locations}
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OPTION: e | bus stop {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'}
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OPTION: f | bus {page_037_002.jpg|A large passenger bus seen from the front side}
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OPTION: g | locator {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone}
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OPTION: h | bulletin board {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations}
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EXAMPLE
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PROMPT: Tom is in bed. He's tired. {bk02-l2b-f7-ex.mp3}
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ANSWER: b
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FEEDBACK: Tom is in bed. He's tired. {bk02-l2b-f7-01-fb.mp3}
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PROMPT: His room is in Barracks 7500. {bk02-l2b-f7-02-q.mp3}
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ANSWER: a
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FEEDBACK: His room is in Barracks 7500. {bk02-l2b-f7-02-fb.mp3}
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PROMPT: The schedule is on the wall. {bk02-l2b-f7-03-q.mp3}
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ANSWER: d
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FEEDBACK: The schedule is on the wall. {bk02-l2b-f7-03-fb.mp3}
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PROMPT: She's at the snack bar. {bk02-l2b-f7-04-q.mp3}
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ANSWER: c
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FEEDBACK: She's at the snack bar. {bk02-l2b-f7-04-fb.mp3}
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PROMPT: They're at the locator. {bk02-l2b-f7-05-q.mp3}
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ANSWER: g
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FEEDBACK: They're at the locator. {bk02-l2b-f7-05-fb.mp3}
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PROMPT: We're on the bus. {bk02-l2b-f7-06-q.mp3}
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ANSWER: f
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FEEDBACK: We're on the bus. {bk02-l2b-f7-06-fb.mp3}
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PROMPT: Linda is at the bus stop. {bk02-l2b-f7-07-q.mp3}
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ANSWER: e
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FEEDBACK: Linda is at the bus stop. {bk02-l2b-f7-07-fb.mp3}
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PROMPT: Our names are on the bulletin board. {bk02-l2b-f7-08-q.mp3}
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ANSWER: h
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FEEDBACK: Our names are on the bulletin board. {bk02-l2b-f7-08-fb.mp3}
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# Source: LLA 2D Figure 1
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$DIALOGUE Places on Base — Review
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ID: 2d-f1
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INTRO: A quick second pass over the places you've learned — hearing them again is how they stick. Listen and repeat.
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INSTRUCTION: Repeat the sentences.
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REPEAT
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LINE: This is a barracks. {page_045_001.jpg|A two-story barracks building with stairs on the outside} {bk02-l2d-f1-01.mp3}
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LINE: This is a bus stop. {page_045_002.jpg|A woman at a snack bar counter with a menu board showing prices for Tea, Coffee, Milk, Juice} {bk02-l2d-f1-02.mp3}
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LINE: This is a room. {page_045_003.jpg|A close-up drawing of an angry man grimacing} {bk02-l2d-f1-03.mp3}
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LINE: This is a snack bar. {page_045_004.jpg|Exterior view of a snack bar building} {bk02-l2d-f1-04.mp3}
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LINE: This is a mess hall. {page_045_005.jpg|Exterior view of a mess hall building with people walking nearby} {bk02-l2d-f1-05.mp3}
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LINE: This is a dispensary. {page_045_006.jpg|Exterior view of a dispensary with a sign labeled DISPENSARY above the door} {bk02-l2d-f1-06.mp3}
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# Source: LLA 2D Figure 2
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$PRODUCE Who Is This? What Is That?
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ID: 2d-f2
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INPUT: speak
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CHECK: reveal
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INTRO: Meet the people of this lesson — Tom, Linda, and Mr. Wilson. Look at each picture, answer the question aloud, then repeat the model answer.
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INSTRUCTION: Answer the question aloud.
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REPEAT
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PROMPT: Who is this? {page_045_007.jpg|A young man in a suit and tie smiling} {bk02-l2d-f2-01-q.mp3}
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RESPONSE: This is Tom. {bk02-l2d-f2-01-a.mp3}
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PROMPT: Who is this? {page_045_008.jpg|A young woman or girl with shoulder-length hair looking open-mouthed} {bk02-l2d-f2-02-q.mp3}
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RESPONSE: This is Linda. {bk02-l2d-f2-02-a.mp3}
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PROMPT: What's that? {page_045_009.jpg|A student schedule board mounted on a wall with time slots listed} {bk02-l2d-f2-03-q.mp3}
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RESPONSE: This is a bulletin board. {bk02-l2d-f2-03-a.mp3}
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PROMPT: Who's this? {page_045_010.jpg|A man wearing glasses and a suit and tie} {bk02-l2d-f2-04-q.mp3}
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RESPONSE: This is Mr. Wilson. {bk02-l2d-f2-04-a.mp3}
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PROMPT: What are they? {page_045_011.jpg|Two cooks in chef hats standing side-by-side} {bk02-l2d-f2-05-q.mp3}
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RESPONSE: They are cooks. {bk02-l2d-f2-05-a.mp3}
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PROMPT: What is he? {page_045_012.jpg|A male pilot in uniform with a plane drawn behind him} {bk02-l2d-f2-06-q.mp3}
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RESPONSE: He's a pilot. {bk02-l2d-f2-06-a.mp3}
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# Source: LLA 2D Figure 3
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$SELECT Where Are They? Tap the Place
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ID: 2d-f3
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HIDE_PROMPT
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INTRO: Those same people are now scattered around the base. Listen to where each one is and tap the matching place.
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INSTRUCTION: Tap the correct location picture.
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OPTION: a | bus stop {page_046_007.jpg|People boarding a bus at a bus stop}
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OPTION: b | barracks {page_046_008.jpg|A two-story barracks building}
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OPTION: c | snack bar {page_046_009.jpg|A snack bar counter with a menu listing items and prices}
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OPTION: d | dispensary {page_046_010.jpg|A dispensary building with a sign DISPENSARY above the entrance}
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OPTION: e | room {page_046_011.jpg|A bedroom/barracks interior with lockers, desk, and bed}
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OPTION: f | mess hall {page_046_012.jpg|A mess hall building with a sign MESS HALL}
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EXAMPLE
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PROMPT: Where's Tom? Tom's in the barracks. {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-01.mp3}
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ANSWER: b
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PROMPT: Where's Linda? Linda's at the bus stop. {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-02.mp3}
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ANSWER: a
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PROMPT: Where's the bulletin board? The bulletin board's in the room. {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-03.mp3}
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ANSWER: e
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PROMPT: Where's Mr. Wilson? Mr. Wilson's at the snack bar. {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-04.mp3}
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ANSWER: c
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PROMPT: Where are the cooks? They're at the mess hall. {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-05.mp3}
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ANSWER: f
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PROMPT: Where's the pilot? The pilot's at the dispensary. {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-06.mp3}
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ANSWER: d
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# Source: LLA 2D Figure 3 (Part 2)
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$PRODUCE Where Are They? Say It
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ID: 2d-f3-b
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INPUT: speak
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CHECK: reveal
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INTRO: Now no choices — just you. Listen to each question, answer aloud in a full sentence, then repeat the model answer.
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INSTRUCTION: Answer the question aloud.
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REPEAT
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PROMPT: Where's Tom? {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-07-q.mp3}
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RESPONSE: He's in the barracks. {bk02-l2d-f3-07-a.mp3}
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PROMPT: Where's Linda? {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-08-q.mp3}
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RESPONSE: She's at the bus stop. {bk02-l2d-f3-08-a.mp3}
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PROMPT: Where's the bulletin board? {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-09-q.mp3}
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RESPONSE: It's in the room. {bk02-l2d-f3-09-a.mp3}
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PROMPT: Where's Mr. Wilson? {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-10-q.mp3}
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RESPONSE: He's at the snack bar. {bk02-l2d-f3-10-a.mp3}
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PROMPT: Where are the cooks? {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-11-q.mp3}
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RESPONSE: They're at the mess hall. {bk02-l2d-f3-11-a.mp3}
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PROMPT: Where's the pilot? {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-12-q.mp3}
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RESPONSE: He's at the dispensary. {bk02-l2d-f3-12-a.mp3}
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# Source: LLA 2B closing conversation
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$DIALOGUE Meeting at the Snack Bar
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ID: 2b-closing
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INTRO: To finish this part, a real conversation at real speed — two colleagues deciding where to eat. You won't catch every word yet; catch the places.
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INSTRUCTION: Listen to the conversation.
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Man: Well, Barbara, that was fun. What are you going to do now? {bk02-l2b-f7-c01.mp3}
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Barbara: Well, I'm kind of hungry. I was thinking about going over to the mess hall. {bk02-l2b-f7-c02.mp3}
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Man: Ah. I was thinking about that also, but I think I'd rather go to the snack bar. I think the food there is better. {bk02-l2b-f7-c03.mp3}
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Barbara: Okay. Well, listen, I need to stop by the commissary, and then I'll meet you there. {bk02-l2b-f7-c04.mp3}
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Man: Okay. I've got to go by my office. I'll see you there in about 30 minutes? {bk02-l2b-f7-c05.mp3}
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Barbara: That sounds great. {bk02-l2b-f7-c06.mp3}
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Man: Okay. Bye. {bk02-l2b-f7-c07.mp3}
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Barbara: See you. Bye-bye. {bk02-l2b-f7-c08.mp3}
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Man: See you later. {bk02-l2b-f7-c09.mp3}
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$SESSION 2-4: In, At, and On — Saying Where
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# Source: LLA 2C Figure 1
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$DIALOGUE Around the Base
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ID: 2c-f1
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INTRO: In this part you'll learn which little word goes where: "in", "at", or "on". First, one more look at the base. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is the BX. {page_039_001.jpg|A building with a sign that says "BASE EXCHANGE"} {bk02-l2c-f1-01.mp3}
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LINE: This is an office. {page_039_002.jpg|An office setting showing a desk with an "IN/OUT" tray and a telephone} {bk02-l2c-f1-02.mp3}
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LINE: This is an Air Force base. {page_039_003.jpg|An overview of a military base with a water tower labeled "AIR FORCE BASE"} {bk02-l2c-f1-03.mp3}
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LINE: This is a hospital. {page_039_004.jpg|A large multi-story building, possibly a hospital or barracks} {bk02-l2c-f1-04.mp3}
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LINE: This is a commissary. {page_039_005.jpg|A storefront building labeled "COMMISSARY"} {bk02-l2c-f1-05.mp3}
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LINE: This is a library. {page_039_006.jpg|A modern building labeled "LIBRARY" with an airplane flying overhead} {bk02-l2c-f1-06.mp3}
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# Source: LLA 2C Figure 2
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$DIALOGUE People and Things
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ID: 2c-f2
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INTRO: And the people and things that will go to those places in a moment. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: This is John. {page_039_007.jpg|A student wearing glasses sitting at a desk and writing with a pencil} {bk02-l2c-f2-01.mp3}
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LINE: This is a desk. {page_039_008.jpg|A teacher's wooden desk with drawers} {bk02-l2c-f2-02.mp3}
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LINE: This is a mechanic. {page_039_009.jpg|A mechanic or technician holding a wrench tool} {bk02-l2c-f2-03.mp3}
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LINE: This is a doctor. {page_039_010.jpg|A woman with glasses looking forward} {bk02-l2c-f2-04.mp3}
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LINE: This is Mrs. Wilson. {page_039_011.jpg|A smiling woman wearing a necklace} {bk02-l2c-f2-05.mp3}
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LINE: These are books. {page_039_012.jpg|A stack of four heavy books} {bk02-l2c-f2-06.mp3}
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# Source: LLA 2C Figure 3
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$SELECT Match the Person to the Place
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ID: 2c-f3
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HIDE_PROMPT
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INTRO: Listen to each question and its answer, then tap the place where that person or thing is.
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INSTRUCTION: Tap the correct location.
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OPTION: a | Air Force base {page_040_007.jpg|An aerial view of an Air Force base layout}
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OPTION: b | BX {page_040_008.jpg|A building labeled "BASE EXCHANGE"}
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OPTION: c | office {page_040_009.jpg|An office desk with a lamp, telephone, and chair}
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OPTION: d | library {page_040_010.jpg|A building labeled "LIBRARY"}
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OPTION: e | hospital {page_040_011.jpg|A building with a entrance labeled "HOSPITAL"}
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OPTION: f | commissary {page_040_012.jpg|A woman pushing a cart in a store marked "COMMISSARY"}
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EXAMPLE
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PROMPT: Where's John? — John is at the BX. {bk02-l2c-f3-01.mp3}
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TEMPLATE: John {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack}
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ANSWER: b
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PROMPT: Where's the desk? — The desk is in the office. {bk02-l2c-f3-02.mp3}
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TEMPLATE: the desk {page_040_002.jpg|A wooden office desk with drawers}
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ANSWER: c
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PROMPT: Where's the mechanic? — The mechanic is on the Air Force base. {bk02-l2c-f3-03.mp3}
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TEMPLATE: the mechanic {page_040_003.jpg|A mechanic holding a wrench}
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ANSWER: a
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PROMPT: Where's the doctor? — The doctor is at the hospital. {bk02-l2c-f3-04.mp3}
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TEMPLATE: the doctor {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves}
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ANSWER: e
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PROMPT: Where's Mrs. Wilson? — Mrs. Wilson is at the commissary. {bk02-l2c-f3-05.mp3}
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TEMPLATE: Mrs. Wilson {page_040_005.jpg|A woman putting groceries into a shopping cart}
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ANSWER: f
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PROMPT: Where are the books? — The books are in the library. {bk02-l2c-f3-06.mp3}
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TEMPLATE: the books {page_040_006.jpg|A stack of four books}
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ANSWER: d
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# Source: LLA 2C Figure 3 (Part 2)
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$PRODUCE Answer: Where Is Everyone?
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ID: 2c-f3-b
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INPUT: speak
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CHECK: reveal
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INTRO: Same people, same places — but now you say it. Listen to each question, answer aloud, then repeat the model answer.
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INSTRUCTION: Answer aloud, then repeat.
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REPEAT
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PROMPT: Where's John? {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack} {bk02-l2c-f3-07-q.mp3}
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RESPONSE: John is at the BX. {bk02-l2c-f3-07-a.mp3}
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PROMPT: Where's the desk? {page_040_002.jpg|A wooden office desk with drawers} {bk02-l2c-f3-08-q.mp3}
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RESPONSE: It's in the office. {bk02-l2c-f3-08-a.mp3}
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PROMPT: Where's the mechanic? {page_040_003.jpg|A mechanic holding a wrench} {bk02-l2c-f3-09-q.mp3}
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RESPONSE: He's on the Air Force base. {bk02-l2c-f3-09-a.mp3}
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PROMPT: Where's the doctor? {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves} {bk02-l2c-f3-10-q.mp3}
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RESPONSE: He's at the hospital. {bk02-l2c-f3-10-a.mp3}
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PROMPT: Where's Mrs. Wilson? {page_040_005.jpg|A woman putting groceries into a shopping cart} {bk02-l2c-f3-11-q.mp3}
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RESPONSE: She's at the commissary. {bk02-l2c-f3-11-a.mp3}
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PROMPT: Where are the books? {page_040_006.jpg|A stack of four books} {bk02-l2c-f3-12-q.mp3}
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RESPONSE: They're in the library. {bk02-l2c-f3-12-a.mp3}
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# Source: ST §The Man Is at the Bus Stop + new (gap: in/at/on contrast is drilled but never explained)
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$GRAMMAR In, At, and On
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ID: l2-s14
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INTRO: You've been hearing "in", "at", and "on" all lesson. Here's how to pick the right one.
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CARD: **At** names the place where someone is.
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{The student is at the snack bar.}
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{Bill is at the library.}
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CARD: **In** means inside a room or a building.
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{The calendar is in the office.}
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{His room is in the barracks.}
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CARD: **On** goes with surfaces — and with the base and the bus.
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{The schedule is on the bulletin board.}
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{The mess hall is on the Air Force base.}
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{The boys are on the bus.}
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SUMMARY:
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| | | | | |
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|---|---|---|---|---|
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| The student | is | at | the | snack bar. |
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| The doctor | is | at | the | commissary. |
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| Bill | is | at | the | library. |
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| Aldo | is | at | the | BX. |
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| Sgt Lopez | is | at | the | hospital. |
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# Source: ST §We Are in the Classroom.
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$DIALOGUE At the Mess Hall, at the Library
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ID: l2-s12
|
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INTRO: Everyone on this base is somewhere. Listen and repeat where — and notice "at" doing most of the work.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
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|
|
|
LINE: The students are at the mess hall.
|
|
LINE: Tom and Aldo are at the dining hall.
|
|
LINE: Lt Jones is at the BX.
|
|
LINE: The women are at the commissary.
|
|
LINE: Bill is at the library.
|
|
LINE: The doctor is at the hospital.
|
|
LINE: The teachers are at the snack bar.
|
|
LINE: Bob is sick. He's at the dispensary.
|
|
LINE: Sgt Brown is at the Locator.
|
|
LINE: The boys and girls are at the bus stop.
|
|
|
|
# Source: ST §It's on Base.
|
|
$DIALOGUE It's on the Base
|
|
ID: l2-s13
|
|
INTRO: Read these quick exchanges and watch the prepositions switch: on the bus, in the barracks, at the library.
|
|
INSTRUCTION: Read the questions and answers.
|
|
|
|
Student1: Where's the commissary?
|
|
Student2: It's on the base.
|
|
|
|
Student1: Where's Mr. Rodgers?
|
|
Student2: He's on the bus.
|
|
|
|
Student1: Where's the schedule?
|
|
Student2: It's on the bulletin board.
|
|
|
|
Student1: Where are the bulletin boards?
|
|
Student2: They're on the wall.
|
|
|
|
Student1: Where's his room?
|
|
Student2: It's in the barracks.
|
|
|
|
Student1: Where's his money?
|
|
Student2: It's in his room.
|
|
|
|
Student1: Where's your desk?
|
|
Student2: It's in my office.
|
|
|
|
Student1: Where are your friends?
|
|
Student2: They're at the snack bar.
|
|
|
|
Student1: Where are the girls?
|
|
Student2: They're at the library.
|
|
|
|
Student1: Where's Sgt White?
|
|
Student2: He's at the Locator.
|
|
|
|
Student1: Where are the doctors?
|
|
Student2: They're at the hospital.
|
|
|
|
Student1: Where's Tom?
|
|
Student2: He's at the dispensary.
|
|
|
|
# Source: ST §Make Sentences with the Table (recast: subject cues added to scaffold production)
|
|
$PRODUCE Make Sentences from the Table
|
|
ID: l2-s15
|
|
REFERENCE: l2-s14
|
|
INPUT: type
|
|
CHECK: llm
|
|
INTRO: Your turn to build sentences. For each person, type a full sentence saying where they are — any place from the table is fine. Open the table if you need it.
|
|
INSTRUCTION: Type a full sentence: who is at which place.
|
|
RUBRIC: Accept any complete sentence of the form "[given subject] is at the [place]" with the given subject, correct "is", and any plausible base location; the model's specific location is not required.
|
|
|
|
EXAMPLE
|
|
TEMPLATE: The student
|
|
RESPONSE: The student is at the BX.
|
|
|
|
TEMPLATE: The doctor
|
|
RESPONSE: The doctor is at the hospital.
|
|
|
|
TEMPLATE: Bill
|
|
RESPONSE: Bill is at the library.
|
|
|
|
TEMPLATE: Aldo
|
|
RESPONSE: Aldo is at the snack bar.
|
|
|
|
TEMPLATE: Sgt Lopez
|
|
RESPONSE: Sgt Lopez is at the commissary.
|
|
|
|
TEMPLATE: The teacher
|
|
RESPONSE: The teacher is at the dining hall.
|
|
|
|
# Source: LLA 2C Figure 4
|
|
$PRODUCE In, At, or On
|
|
ID: 2c-f4
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Now the tape tests you. Listen to the sentence and type the missing word — "in", "at", or "on" — then repeat the full sentence.
|
|
INSTRUCTION: Type "in", "at", or "on".
|
|
REPEAT
|
|
|
|
PROMPT: They are at the library. {bk02-l2c-f4-01-q.mp3}
|
|
TEMPLATE: They are ____ the library.
|
|
RESPONSE: They are at the library.
|
|
ACCEPT: at
|
|
|
|
PROMPT: The calendar is in the office. {bk02-l2c-f4-02-q.mp3}
|
|
TEMPLATE: The calendar is ____ the office.
|
|
RESPONSE: The calendar is in the office.
|
|
ACCEPT: in
|
|
|
|
PROMPT: John and Bob are at the mess hall. {bk02-l2c-f4-03-q.mp3}
|
|
TEMPLATE: John and Bob are ____ the mess hall.
|
|
RESPONSE: John and Bob are at the mess hall. {bk02-l2c-f4-03-a.mp3}
|
|
ACCEPT: at
|
|
|
|
PROMPT: The mess hall is on the Air Force base. {bk02-l2c-f4-04-q.mp3}
|
|
TEMPLATE: The mess hall is ____ the Air Force base.
|
|
RESPONSE: The mess hall is on the Air Force base. {bk02-l2c-f4-04-a.mp3}
|
|
ACCEPT: on
|
|
|
|
PROMPT: Bob isn't at the BX. {bk02-l2c-f4-05-q.mp3}
|
|
TEMPLATE: Bob isn't ____ the BX.
|
|
RESPONSE: Bob isn't at the BX. {bk02-l2c-f4-05-a.mp3}
|
|
ACCEPT: at
|
|
|
|
PROMPT: The doctors are at the hospital. {bk02-l2c-f4-06-q.mp3}
|
|
TEMPLATE: The doctors are ____ the hospital.
|
|
RESPONSE: The doctors are at the hospital.
|
|
ACCEPT: at
|
|
|
|
# Source: LLA 2D Figure 4
|
|
$DIALOGUE Here, Not There
|
|
ID: 2d-f4
|
|
INTRO: Saying where someone is — and where they are not. Listen and repeat each pair of sentences.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: I'm at the library. {page_047_001.jpg|A woman sitting at a library desk surrounded by bookshelves} {bk02-l2d-f4-01.mp3}
|
|
LINE: I'm not in the lab. {page_047_002.jpg|Crossed out image showing window blind pull cords} {bk02-l2d-f4-02.mp3}
|
|
|
|
LINE: You're at the snack bar. {page_047_003.jpg|A snack bar counter with menu board showing Tea, Coffee, Milk, Juice with prices} {bk02-l2d-f4-03.mp3}
|
|
LINE: You aren't at the bus stop. {page_047_004.jpg|Crossed out image showing a bus stop shelter with sign BUS STOP} {bk02-l2d-f4-04.mp3}
|
|
|
|
LINE: He's in the classroom. {page_047_005.jpg|Students sitting at classroom desks taking notes} {bk02-l2d-f4-05.mp3}
|
|
LINE: He isn't in the barracks. {page_047_006.jpg|Crossed out image showing a bedroom/barracks interior with lockers and desk} {bk02-l2d-f4-06.mp3}
|
|
|
|
LINE: She's at the BX. {page_047_007.jpg|Clothing rack with shirts hanging in a store or room} {bk02-l2d-f4-07.mp3}
|
|
LINE: She isn't at the commissary. {page_047_008.jpg|Crossed out image showing a store interior with shopping carts and shelves} {bk02-l2d-f4-08.mp3}
|
|
|
|
LINE: They're in the lab. {page_047_009.jpg|Three men wearing headphones in a language laboratory} {bk02-l2d-f4-09.mp3}
|
|
LINE: They aren't at the mess hall. {page_047_010.jpg|Crossed out image showing a mess hall building with sign MESS HALL} {bk02-l2d-f4-10.mp3}
|
|
|
|
LINE: The desk is in the office. {page_047_011.jpg|A classroom desk and chair with a blackboard behind} {bk02-l2d-f4-11.mp3}
|
|
LINE: It's not at the commissary. {page_047_012.jpg|Crossed out image showing a commissary building entrance with sign COMMISSARY} {bk02-l2d-f4-12.mp3}
|
|
|
|
# Source: ST §Inside and Outside (grammar)
|
|
$GRAMMAR Inside and Outside
|
|
ID: l2-s26
|
|
INTRO: Two more place words, and they need no "in", "at", or "on" at all: "inside" and "outside".
|
|
|
|
CARD: **Inside** means in a room or a building.
|
|
{John is inside.}
|
|
{The boys are inside.}
|
|
|
|
|
|
CARD: **Outside** means not in a building.
|
|
{Linda is outside.}
|
|
{We are outside.}
|
|
|
|
|
|
SUMMARY:
|
|
| | | |
|
|
|---|---|---|
|
|
| I | am | inside / outside. |
|
|
| You / We / They / The boys | are | inside / outside. |
|
|
| He / She / It / Linda | is | inside / outside. |
|
|
|
|
# Source: ST §Inside or Outside
|
|
$DIALOGUE Inside or Outside?
|
|
ID: l2-s27
|
|
INTRO: Linda is outside with the dog; John is inside with his guitar. Listen and repeat the questions and answers.
|
|
INSTRUCTION: Listen and repeat the questions and answers.
|
|
REPEAT
|
|
|
|
VOCAB: outside
|
|
LINE: Where's Linda?\n— She's outside.
|
|
|
|
VOCAB: inside
|
|
LINE: Where's John?\n— He's inside.
|
|
|
|
LINE: Is Linda in her room?\n— No, she's not. She's outside.
|
|
|
|
LINE: Is John in his room?\n— Yes, he is.
|
|
|
|
# Source: LLA 2D Figure 10
|
|
$PRODUCE Inside or Outside — You Answer
|
|
ID: 2d-f10
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Look at each picture, listen to the question, and type whether they're inside or outside — then say the full answer back.
|
|
INSTRUCTION: Type your answer.
|
|
REPEAT
|
|
|
|
PROMPT: Where are Jan and Linda? {bk02-l2d-f10-01-q.mp3}
|
|
TEMPLATE: {page_051_001.jpg|A smiling adult woman leaning close to a young girl with dark hair}
|
|
RESPONSE: They're outside. {bk02-l2d-f10-01-a.mp3}
|
|
ACCEPT: They are outside. | outside | They're outside
|
|
|
|
PROMPT: Where are Tom and Bill? {bk02-l2d-f10-02-q.mp3}
|
|
TEMPLATE: {page_051_002.jpg|Students sitting at desks in a classroom, taking notes during a lesson}
|
|
RESPONSE: They're inside. {bk02-l2d-f10-02-a.mp3}
|
|
ACCEPT: They are inside. | inside | They're inside
|
|
|
|
PROMPT: Where is John? {bk02-l2d-f10-03-q.mp3}
|
|
TEMPLATE: {page_051_003.jpg|A young man with glasses playing an electric guitar sitting in front of a poster that says "COWBOYS"}
|
|
RESPONSE: He's inside. {bk02-l2d-f10-03-a.mp3}
|
|
ACCEPT: He is inside. | inside | He's inside
|
|
|
|
PROMPT: Where is Linda? {page_051_004.jpg|A young girl kneeling outdoors and feeding a dog} {bk02-l2d-f10-04-q.mp3}
|
|
RESPONSE: She's outside. {bk02-l2d-f10-04-a.mp3}
|
|
ACCEPT: She is outside. | outside | She's outside
|
|
|
|
PROMPT: Where are the students? {page_051_005.jpg|A young man carrying books walking outdoors with two young women} {bk02-l2d-f10-05-q.mp3}
|
|
RESPONSE: They're outside. {bk02-l2d-f10-05-a.mp3}
|
|
ACCEPT: They are outside. | outside | They're outside
|
|
|
|
PROMPT: Where is the doctor? {page_051_006.jpg|An older man wearing glasses and a lab coat or smock, standing near shelves} {bk02-l2d-f10-06-q.mp3}
|
|
RESPONSE: He's inside. {bk02-l2d-f10-06-a.mp3}
|
|
ACCEPT: He is inside. | inside | He's inside
|
|
|
|
$SESSION 2-5: My, Your, and Whose
|
|
|
|
# Source: LLA 2C Figure 5
|
|
$DIALOGUE My, Your, Our
|
|
ID: 2c-f5
|
|
INTRO: In this part you'll say whose things are whose. It starts with six small words: my, your, our, his, her, their. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
VOCAB: my
|
|
LINE: This is my classroom. {page_041_001.jpg|A male teacher standing near a clock on the wall next to a female student sitting at a desk} {bk02-l2c-f5-01.mp3}
|
|
|
|
VOCAB: your
|
|
LINE: This is your classroom. {page_041_002.jpg|Students sitting at individual desks in a classroom setting} {bk02-l2c-f5-02.mp3}
|
|
|
|
VOCAB: our
|
|
LINE: This is our classroom. {page_042_001.jpg|Two men in uniform standing outside room 206 talking} {bk02-l2c-f5-03.mp3}
|
|
|
|
VOCAB: his
|
|
LINE: That is his sister. {page_042_002.jpg|A family group with a man and woman on the left, and two younger males on the right} {bk02-l2c-f5-04.mp3}
|
|
|
|
VOCAB: her
|
|
LINE: This is her sister. {page_042_003.jpg|Two people pointing at two young women walking past outdoors} {bk02-l2c-f5-05.mp3}
|
|
|
|
VOCAB: their
|
|
LINE: This is their brother. {page_042_004.jpg|A woman surrounded by young people/children} {bk02-l2c-f5-06.mp3}
|
|
|
|
# Source: ST §This Is Our Classroom. (grammar)
|
|
$GRAMMAR Our, Your, Their
|
|
ID: l2-s16
|
|
INTRO: The plural owners get their own words: our, your, and their.
|
|
|
|
CARD: **Our** = it belongs to us. **Your** = it belongs to you. **Their** = it belongs to them.
|
|
{This is our classroom.}
|
|
{This is your lab.}
|
|
{This is their brother.}
|
|
|
|
CARD: They work the same with plural things — the word doesn't change.
|
|
{These are our books.}
|
|
{That's their barracks.}
|
|
|
|
SUMMARY:
|
|
| | | | |
|
|
|---|---|---|---|
|
|
| This | is | our | classroom. |
|
|
| This | is | your | lab. |
|
|
| This | is | their | brother. |
|
|
|
|
# Source: ST §This Is Our Classroom.
|
|
$DIALOGUE This Is Our Classroom
|
|
ID: l2-s17
|
|
INTRO: Practice the plural owners in full sentences. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: This is our classroom. {st-page_060_001.jpg|A classroom filled with students sitting at desks while a teacher stands at the front desk}
|
|
|
|
LINE: This is your lab. {st-page_060_002.jpg|Two students wearing headphones and speaking into microphones in a language lab setup}
|
|
|
|
LINE: This is their brother. {st-page_060_003.jpg|A woman and a young girl standing with a young boy wearing glasses, an arrow pointing to the boy}
|
|
|
|
LINE: They are students. This is their barracks.
|
|
LINE: You are my students. These are your books.
|
|
LINE: We are teachers. These are our classrooms.
|
|
LINE: These are our books.
|
|
LINE: She's their sister.
|
|
LINE: He's your friend.
|
|
LINE: That's our office.
|
|
LINE: This is your money.
|
|
LINE: That's their barracks.
|
|
|
|
# Source: ST §What's This?
|
|
$DIALOGUE What's This? — It's Their Money
|
|
ID: l2-s18
|
|
INTRO: Two students pointing at everything in the room. Read the questions and answers, and watch the possessive words.
|
|
INSTRUCTION: Read these questions and answers.
|
|
|
|
Student1: What's this?
|
|
Student2: This is our classroom.
|
|
|
|
Student1: What's that?
|
|
Student2: That's our office.
|
|
|
|
Student1: What's this?
|
|
Student2: It's their money.
|
|
|
|
Student1: What are those?
|
|
Student2: They're your pencils.
|
|
|
|
Student1: What are these?
|
|
Student2: These are their schedules.
|
|
|
|
Student1: What's that?
|
|
Student2: That's our barracks.
|
|
|
|
Student1: What are those?
|
|
Student2: They're your books.
|
|
|
|
Student1: What's that?
|
|
Student2: It's their bulletin board.
|
|
|
|
Student1: What's this?
|
|
Student2: It's our clock.
|
|
|
|
Student1: What are these?
|
|
Student2: Those are their chairs.
|
|
|
|
Student1: What are those?
|
|
Student2: Those are pictures.
|
|
|
|
# Source: LLA 2C Figure 6
|
|
$PRODUCE Type the Possessive Word
|
|
ID: 2c-f6
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Listen to each sentence and type the possessive word you hear — "my", "your", "our", "his", "her", or "their". Then repeat the full sentence.
|
|
INSTRUCTION: Type the missing possessive word.
|
|
REPEAT
|
|
|
|
PROMPT: This is my barracks. {bk02-l2c-f6-01-q.mp3}
|
|
TEMPLATE: This is ____ barracks.
|
|
RESPONSE: This is my barracks.
|
|
ACCEPT: my
|
|
|
|
PROMPT: This is their classroom. {bk02-l2c-f6-02-q.mp3}
|
|
TEMPLATE: This is ____ classroom.
|
|
RESPONSE: This is their classroom.
|
|
ACCEPT: their
|
|
|
|
PROMPT: These are your notebooks. {bk02-l2c-f6-03-q.mp3}
|
|
TEMPLATE: These are ____ notebooks.
|
|
RESPONSE: These are your notebooks.
|
|
ACCEPT: your
|
|
|
|
PROMPT: That's his child. {bk02-l2c-f6-04-q.mp3}
|
|
TEMPLATE: That's ____ child.
|
|
RESPONSE: That's his child.
|
|
ACCEPT: his
|
|
|
|
PROMPT: Mr. Rogers is our teacher. {bk02-l2c-f6-05-q.mp3}
|
|
TEMPLATE: Mr. Rogers is ____ teacher.
|
|
RESPONSE: Mr. Rogers is our teacher.
|
|
ACCEPT: our
|
|
|
|
PROMPT: It's her money. {bk02-l2c-f6-06-q.mp3}
|
|
TEMPLATE: It's ____ money.
|
|
RESPONSE: It's her money.
|
|
ACCEPT: her
|
|
|
|
# Source: ST §Whose Money Is This? (grammar)
|
|
$GRAMMAR Asking "Whose"
|
|
ID: l2-s19
|
|
INTRO: To ask who the owner is, there's one word: "whose".
|
|
|
|
CARD: **Whose** asks who something belongs to. Answer with a possessive word.
|
|
{Whose money is this?}
|
|
{This is our money.}
|
|
|
|
CARD: With plural things, use "are" — the pattern stays the same.
|
|
{Whose pens are these?}
|
|
{They are my pens.}
|
|
|
|
SUMMARY:
|
|
| Question | Answer |
|
|
|---|---|
|
|
| Whose sister is she? | She is his sister. |
|
|
| Whose money is this? | This is our money. |
|
|
| Whose pens are these? | They are my pens. |
|
|
|
|
# Source: ST §Whose Classroom Is This?
|
|
$DIALOGUE Whose Radio Is This?
|
|
ID: l2-s20
|
|
INTRO: Ten "whose" questions and their answers. Listen and repeat each pair.
|
|
INSTRUCTION: Listen and repeat these questions and answers.
|
|
REPEAT
|
|
|
|
VOCAB: whose
|
|
LINE: Whose radio is this?\n— That's my radio.
|
|
LINE: Whose pen is that?\n— It's his pen.
|
|
LINE: Whose recorders are these?\n— They're your recorders.
|
|
LINE: Whose notebooks are these?\n— Those are her notebooks.
|
|
LINE: Whose television is that?\n— That's our television.
|
|
LINE: Whose sister is she?\n— She's their sister.
|
|
LINE: Whose doctor is he?\n— He's her doctor.
|
|
LINE: Whose friend is she?\n— She's my friend.
|
|
LINE: Whose teacher is she?\n— She's our teacher.
|
|
LINE: Whose mechanic are you?\n— I'm their mechanic.
|
|
|
|
# Source: LLA 2C Figure 8
|
|
$PRODUCE Ask with "Whose"
|
|
ID: 2c-f8
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Now you build the question. Hear a word, ask a "Whose" question with it, then repeat the model question.
|
|
INSTRUCTION: Ask a question with "Whose", then repeat.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: pencil {bk02-l2c-f8-ex-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose pencil is this? {bk02-l2c-f8-ex-a.mp3}
|
|
|
|
PROMPT: pen {bk02-l2c-f8-01-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose pen is this? {bk02-l2c-f8-01-a.mp3}
|
|
|
|
PROMPT: classroom {bk02-l2c-f8-02-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose classroom is this? {bk02-l2c-f8-02-a.mp3}
|
|
|
|
PROMPT: money {bk02-l2c-f8-03-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose money is this? {bk02-l2c-f8-03-a.mp3}
|
|
|
|
PROMPT: children {bk02-l2c-f8-04-q.mp3}
|
|
TEMPLATE: Whose ____ are these?
|
|
RESPONSE: Whose children are these? {bk02-l2c-f8-04-a.mp3}
|
|
|
|
PROMPT: pictures {bk02-l2c-f8-05-q.mp3}
|
|
TEMPLATE: Whose ____ are these?
|
|
RESPONSE: Whose pictures are these? {bk02-l2c-f8-05-a.mp3}
|
|
|
|
PROMPT: books {bk02-l2c-f8-06-q.mp3}
|
|
TEMPLATE: Whose ____ are these?
|
|
RESPONSE: Whose books are these? {bk02-l2c-f8-06-a.mp3}
|
|
|
|
PROMPT: room {bk02-l2c-f8-07-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose room is this? {bk02-l2c-f8-07-a.mp3}
|
|
|
|
PROMPT: bed {bk02-l2c-f8-08-q.mp3}
|
|
TEMPLATE: Whose ____ is this?
|
|
RESPONSE: Whose bed is this? {bk02-l2c-f8-08-a.mp3}
|
|
|
|
PROMPT: brother {bk02-l2c-f8-09-q.mp3}
|
|
TEMPLATE: Whose ____ is he?
|
|
RESPONSE: Whose brother is he? {bk02-l2c-f8-09-a.mp3}
|
|
|
|
PROMPT: sister {bk02-l2c-f8-10-q.mp3}
|
|
TEMPLATE: Whose ____ is she?
|
|
RESPONSE: Whose sister is she? {bk02-l2c-f8-10-a.mp3}
|
|
|
|
$SESSION 2-6: Betty's Book — Possessive Names
|
|
|
|
# Source: LLA 2D Figure 6
|
|
$DIALOGUE It's Betty's Money
|
|
ID: 2d-f6
|
|
INTRO: One more way to name the owner: put "'s" on the name itself. Betty's money, Bill's books. Listen to the questions and answers, and repeat each line.
|
|
INSTRUCTION: Listen and repeat.
|
|
REPEAT
|
|
|
|
LINE: Whose money is this? {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-01.mp3}
|
|
LINE: It's Betty's money. {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-02.mp3}
|
|
|
|
LINE: Whose books are these? {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-03.mp3}
|
|
LINE: They're Bill's books. {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-04.mp3}
|
|
|
|
LINE: Whose children are they? {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-05.mp3}
|
|
LINE: They're Mrs. Wilson's children. {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-06.mp3}
|
|
|
|
LINE: Whose room is this? {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-07.mp3}
|
|
LINE: This is Tom's room. {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-08.mp3}
|
|
|
|
LINE: Whose map is that? {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-09.mp3}
|
|
LINE: It's Linda's map. {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-10.mp3}
|
|
|
|
# Source: ST §This Is Betty's Book. (grammar)
|
|
$GRAMMAR Betty's Book
|
|
ID: l2-s22
|
|
INTRO: The rule behind "Betty's book" — one apostrophe, one letter.
|
|
|
|
CARD: Add **'s** to a name to say it belongs to that person.
|
|
{Whose book is that?}
|
|
{That is Betty's book.}
|
|
|
|
CARD: With several things, only the verb changes — the **'s** stays on the name.
|
|
{Whose books are those?}
|
|
{Those are Betty's books.}
|
|
|
|
CARD: Another way to say the same thing:
|
|
{That book belongs to Betty.}
|
|
|
|
SUMMARY:
|
|
| Question | Answer |
|
|
|---|---|
|
|
| Whose book is that? | That is Betty's book. |
|
|
| Whose books are those? | Those are Betty's books. |
|
|
|
|
That is Betty's book. = That book belongs to Betty.
|
|
|
|
# Source: LLA 2D Figure 7 (TTS twin ST §This Is Betty's Book. (Practice) dropped)
|
|
$SELECT Whose Is It? Pick the Name
|
|
ID: 2d-f7
|
|
INTRO: Listen to each "whose" question and pick the owner's name to complete the answer. The full answer plays back — say it too.
|
|
INSTRUCTION: Choose the correct name.
|
|
REPEAT
|
|
|
|
OPTION: aldo | Aldo's
|
|
OPTION: bob | Bob's
|
|
OPTION: jan | Jan's
|
|
OPTION: wilson | Mr. Wilson's
|
|
OPTION: susan | Susan's
|
|
|
|
PROMPT: Whose barracks is this? {bk02-l2d-f7-01-q.mp3}
|
|
TEMPLATE: This is ____ barracks.
|
|
ANSWER: aldo
|
|
FEEDBACK: This is Aldo's barracks. {bk02-l2d-f7-01-a.mp3}
|
|
|
|
PROMPT: Whose desks are these? {bk02-l2d-f7-02-q.mp3}
|
|
TEMPLATE: They're ____ desks.
|
|
ANSWER: bob
|
|
FEEDBACK: They're Bob's desks. {bk02-l2d-f7-02-a.mp3}
|
|
|
|
PROMPT: Whose dime is that? {bk02-l2d-f7-03-q.mp3}
|
|
TEMPLATE: It's ____ dime.
|
|
ANSWER: jan
|
|
FEEDBACK: It's Jan's dime. {bk02-l2d-f7-03-a.mp3}
|
|
|
|
PROMPT: Whose schedule is this? {bk02-l2d-f7-04-q.mp3}
|
|
TEMPLATE: It's ____ schedule.
|
|
ANSWER: wilson
|
|
FEEDBACK: It's Mr. Wilson's schedule. {bk02-l2d-f7-04-a.mp3}
|
|
|
|
PROMPT: Whose pens are these? {bk02-l2d-f7-05-q.mp3}
|
|
TEMPLATE: Those are ____ pens.
|
|
ANSWER: susan
|
|
FEEDBACK: Those are Susan's pens. {bk02-l2d-f7-05-a.mp3}
|
|
|
|
# Source: ST §It's His Radio.
|
|
$DIALOGUE It's His Radio
|
|
ID: l2-s21
|
|
INTRO: Two short exchanges about a radio and a tape — read along and spot who owns what.
|
|
INSTRUCTION: Read the dialogs.
|
|
|
|
Betty: Is this your radio?
|
|
Aldo: No, it's not.
|
|
Betty: Whose radio is it?
|
|
Aldo: It's his radio.
|
|
|
|
Bob: Where's your tape?
|
|
Dave: It's on the table.
|
|
Bob: Is this your tape?
|
|
Dave: Yes, it is.
|
|
|
|
# Source: ST §It Belongs to Betty.
|
|
$DIALOGUE It Belongs to Betty
|
|
ID: l2-s24
|
|
INTRO: Here's the phrase "belongs to" — a second way to say whose something is. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the questions and answers.
|
|
REPEAT
|
|
|
|
VOCAB: belong to | belong(s) to
|
|
LINE: Whose recorder is this?\n— This is Aldo's recorder. It belongs to Aldo.
|
|
|
|
LINE: Whose TV is that?\n— That's Susan's TV. It belongs to Susan.
|
|
|
|
LINE: Whose dime is this?\n— This is Bill's dime. It belongs to Bill.
|
|
|
|
LINE: Whose radio is that?\n— That's Tom's radio. It belongs to Tom.
|
|
|
|
# Source: LLA 2C Figure 9
|
|
$PRODUCE Say the Whole Sentence
|
|
ID: 2c-f9
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
INTRO: Read the sentence frame, listen to the word, and say the complete sentence — possessive included. Then repeat the model.
|
|
INSTRUCTION: Say the complete sentence, then repeat.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: pencil {bk02-l2c-f9-ex-q.mp3}
|
|
TEMPLATE: It's my ____.
|
|
RESPONSE: It's my pencil. {bk02-l2c-f9-ex-a.mp3}
|
|
|
|
PROMPT: book {bk02-l2c-f9-01-q.mp3}
|
|
TEMPLATE: It's Betty's ____.
|
|
RESPONSE: It's Betty's book. {bk02-l2c-f9-01-a.mp3}
|
|
|
|
PROMPT: desk {bk02-l2c-f9-02-q.mp3}
|
|
TEMPLATE: It's John's ____.
|
|
RESPONSE: It's John's desk. {bk02-l2c-f9-02-a.mp3}
|
|
|
|
PROMPT: room {bk02-l2c-f9-03-q.mp3}
|
|
TEMPLATE: It's his ____.
|
|
RESPONSE: It's his room. {bk02-l2c-f9-03-a.mp3}
|
|
|
|
PROMPT: friend {bk02-l2c-f9-04-q.mp3}
|
|
TEMPLATE: He's our ____.
|
|
RESPONSE: He's our friend. {bk02-l2c-f9-04-a.mp3}
|
|
|
|
PROMPT: radio {bk02-l2c-f9-05-q.mp3}
|
|
TEMPLATE: It's her ____.
|
|
RESPONSE: It's her radio. {bk02-l2c-f9-05-a.mp3}
|
|
|
|
PROMPT: mother {bk02-l2c-f9-06-q.mp3}
|
|
TEMPLATE: She's my ____.
|
|
RESPONSE: She's my mother. {bk02-l2c-f9-06-a.mp3}
|
|
|
|
PROMPT: lab {bk02-l2c-f9-07-q.mp3}
|
|
TEMPLATE: It's their ____.
|
|
RESPONSE: It's their lab. {bk02-l2c-f9-07-a.mp3}
|
|
|
|
PROMPT: penny {bk02-l2c-f9-08-q.mp3}
|
|
TEMPLATE: It's your ____.
|
|
RESPONSE: It's your penny. {bk02-l2c-f9-08-a.mp3}
|
|
|
|
PROMPT: box {bk02-l2c-f9-09-q.mp3}
|
|
TEMPLATE: It's Tom's ____.
|
|
RESPONSE: It's Tom's box. {bk02-l2c-f9-09-a.mp3}
|
|
|
|
PROMPT: father {bk02-l2c-f9-10-q.mp3}
|
|
TEMPLATE: He's his ____.
|
|
RESPONSE: He's his father. {bk02-l2c-f9-10-a.mp3}
|
|
|
|
# Source: LLA 2D Figure 8 (TTS twin ST §Whose Box Is It? dropped)
|
|
$DIALOGUE Whose Money Is It?
|
|
ID: 2d-f8
|
|
INTRO: Sergeant Lopez has found money under a desk, and Tom knows exactly whose it isn't. Listen and repeat each line.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
Sgt_Lopez: Is that your money under the desk? {bk02-l2d-f8-01.mp3}
|
|
Tom: No, it isn't, sir. {bk02-l2d-f8-02.mp3}
|
|
Sgt_Lopez: Whose money is it? {bk02-l2d-f8-03.mp3}
|
|
Tom: It's Bill's money. {bk02-l2d-f8-04.mp3}
|
|
Sgt_Lopez: Where's Bill? {bk02-l2d-f8-05.mp3}
|
|
Tom: He's at the BX. {bk02-l2d-f8-06.mp3}
|
|
|
|
# SKIPPED (book): ST Function "WHOSE IS THIS." (p. 58) — unscripted open ask-and-answer pair task; no solo path.
|
|
|
|
# Source: ST §The Teacher Is Tired.
|
|
$DIALOGUE Sick, and in Their Rooms
|
|
ID: l2-s30
|
|
INTRO: Everyone in this drill is sick and in bed — a good excuse to practice "his", "her", and "their". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: The man is sick. He is in his room.
|
|
LINE: The woman is sick. She is in her room.
|
|
LINE: The girl is sick. She is in her room.
|
|
LINE: The boys are sick. They are in their room.
|
|
LINE: The children are sick. They are in their room.
|
|
|
|
# Source: LLA 2C closing conversation
|
|
$DIALOGUE Looking for Ernest
|
|
ID: 2c-conv
|
|
INTRO: To close this part, a real conversation at real speed — someone has found a book, and nobody is sure whose it is. Fitting. Just listen.
|
|
INSTRUCTION: Listen to the conversation.
|
|
|
|
Man: Hey, Laura, do you know where Ernest is? {bk02-l2c-f9-11.mp3}
|
|
Laura: I think he's still in the studio, doing some taping for us. {bk02-l2c-f9-12.mp3}
|
|
Man: Ah. I thought he went to the BX. {bk02-l2c-f9-13.mp3}
|
|
Laura: Oh. Um, he might have gone there with his friend. {bk02-l2c-f9-14.mp3}
|
|
Man: Ah. Okay. Well, I need to see him, because I found a book. {bk02-l2c-f9-15.mp3}
|
|
Laura: Did you? {bk02-l2c-f9-16.mp3}
|
|
Man: Yeah. {bk02-l2c-f9-17.mp3}
|
|
Laura: Which book did you find? {bk02-l2c-f9-18.mp3}
|
|
Man: Well, I don't know whether it's his book or someone else's book. {bk02-l2c-f9-19.mp3}
|
|
Laura: Oh. Did you find it in his room? {bk02-l2c-f9-20.mp3}
|
|
Man: No. I found it in the mess hall. {bk02-l2c-f9-21.mp3}
|
|
Laura: Oh. You know, he usually keeps it either in his room or in his office. {bk02-l2c-f9-22.mp3}
|
|
Man: Okay. Well, if you see him, would you tell him to get in touch with me? Because I think it might be his book. {bk02-l2c-f9-23.mp3}
|
|
Laura: Okay. I sure will. {bk02-l2c-f9-24.mp3}
|
|
Man: Okay. See you later. {bk02-l2c-f9-25.mp3}
|
|
Laura: Bye. {bk02-l2c-f9-26.mp3}
|
|
Man: Bye. {bk02-l2c-f9-27.mp3}
|
|
|
|
$SESSION 2-7: Sounds and Spelling
|
|
|
|
# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SIT / REPEAT" (/I/ vs /i/, pp. 59-60) — instructor-read with unprinted stimuli; the tape activity below covers the same skill with real audio.
|
|
# Source: LLA 2D Figure 5
|
|
$SELECT Same or Different? Vowel Sounds
|
|
ID: 2d-f5
|
|
HIDE_PROMPT
|
|
INTRO: This part tunes your ears and your spelling. First: two words — do they have the same vowel sound, like "sleep", or different ones, like "slip"?
|
|
INSTRUCTION: Tap Same or Different.
|
|
|
|
OPTION: s | Same
|
|
OPTION: d | Different
|
|
|
|
EXAMPLE
|
|
PROMPT: C ... sea {bk02-l2d-f5-ex.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: peach ... peach {bk02-l2d-f5-01.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: slip ... sleep {bk02-l2d-f5-02.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: deep ... dip {bk02-l2d-f5-03.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: chip ... chip {bk02-l2d-f5-04.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: feet ... feet {bk02-l2d-f5-05.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: grin ... green {bk02-l2d-f5-06.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: leap ... lip {bk02-l2d-f5-07.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: tick ... teak {bk02-l2d-f5-08.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: rip ... rip {bk02-l2d-f5-09.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: each ... each {bk02-l2d-f5-10.mp3}
|
|
ANSWER: s
|
|
|
|
# Source: LLA 2D Figure 9
|
|
$PRODUCE Spell It: S or SS
|
|
ID: 2d-f9
|
|
INPUT: type
|
|
CHECK: exact
|
|
INTRO: Some words take one "s", some take two. Listen to each word and type "s" or "ss" to complete it.
|
|
INSTRUCTION: Type "s" or "ss".
|
|
|
|
PROMPT: student {bk02-l2d-f9-01.mp3}
|
|
TEMPLATE: ____{s}tudent
|
|
RESPONSE: student
|
|
|
|
PROMPT: classroom {bk02-l2d-f9-02.mp3}
|
|
TEMPLATE: cla____{ss}room
|
|
RESPONSE: classroom
|
|
|
|
PROMPT: clocks {bk02-l2d-f9-03.mp3}
|
|
TEMPLATE: clock____{s}
|
|
RESPONSE: clocks
|
|
|
|
PROMPT: sad {bk02-l2d-f9-04.mp3}
|
|
TEMPLATE: ____{s}ad
|
|
RESPONSE: sad
|
|
|
|
PROMPT: Miss {bk02-l2d-f9-05.mp3}
|
|
TEMPLATE: Mi____{ss}
|
|
RESPONSE: Miss
|
|
|
|
PROMPT: barracks {bk02-l2d-f9-06.mp3}
|
|
TEMPLATE: barrack____{s}
|
|
RESPONSE: barracks
|
|
|
|
PROMPT: bus {bk02-l2d-f9-07.mp3}
|
|
TEMPLATE: bu____{s}
|
|
RESPONSE: bus
|
|
|
|
PROMPT: sister {bk02-l2d-f9-08.mp3}
|
|
TEMPLATE: ____{s}i____{s}ter
|
|
RESPONSE: sister
|
|
|
|
PROMPT: ask {bk02-l2d-f9-09.mp3}
|
|
TEMPLATE: a____{s}k
|
|
RESPONSE: ask
|
|
|
|
PROMPT: answer {bk02-l2d-f9-10.mp3}
|
|
TEMPLATE: an____{s}wer
|
|
RESPONSE: answer
|
|
|
|
# Source: ST §Write: S or SS
|
|
$PRODUCE Write S or SS
|
|
ID: l2-s28
|
|
INTRO: Same idea, no audio this time — the lesson's own words, spelled from memory. Type "s" or "ss" to complete each one.
|
|
INSTRUCTION: Type the missing letter "s" or letters "ss".
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
TEMPLATE: ____{s}ick
|
|
RESPONSE: sick
|
|
|
|
TEMPLATE: barrack____{s}
|
|
RESPONSE: barracks
|
|
|
|
TEMPLATE: cla____{ss}room
|
|
RESPONSE: classroom
|
|
|
|
TEMPLATE: ____{s}ad
|
|
RESPONSE: sad
|
|
|
|
TEMPLATE: commi____{ss}ary
|
|
RESPONSE: commissary
|
|
|
|
TEMPLATE: di____{s}pen____{s}ary
|
|
RESPONSE: dispensary
|
|
|
|
TEMPLATE: ____{s}chedule
|
|
RESPONSE: schedule
|
|
|
|
TEMPLATE: bu____{s} ____{s}top
|
|
RESPONSE: bus stop
|
|
|
|
TEMPLATE: ____{s}nack bar
|
|
RESPONSE: snack bar
|
|
|
|
TEMPLATE: que____{s}tion
|
|
RESPONSE: question
|
|
|
|
TEMPLATE: ____{s}i____{s}ter
|
|
RESPONSE: sister
|
|
|
|
TEMPLATE: ho____{s}pital
|
|
RESPONSE: hospital
|
|
|
|
# Source: LLA 2D closing skit
|
|
$DIALOGUE A Ride to the Doctor
|
|
ID: 2d-closing
|
|
INTRO: One last real conversation to send you off: a snack bar hamburger gets its revenge. Listen for the places and the words "sick" and "tired" — you know them all now. Well done on this lesson.
|
|
INSTRUCTION: Listen to the dialogue.
|
|
|
|
Speaker1: You know, I enjoyed that snack at the snack bar, but I'm not feeling so well now. {bk02-l2d-f10-07.mp3}
|
|
Speaker1: I wonder, I wonder if it was that hamburger. {bk02-l2d-f10-08.mp3}
|
|
Speaker2: Well, the food might have been bad. Are you really feeling sick? {bk02-l2d-f10-09.mp3}
|
|
Speaker1: You know, I am. Ugh. {bk02-l2d-f10-10.mp3}
|
|
Speaker2: Do you have your car here? {bk02-l2d-f10-11.mp3}
|
|
Speaker1: Yeah. {bk02-l2d-f10-12.mp3}
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Speaker2: Can I give you a ride to the doctor? {bk02-l2d-f10-13.mp3}
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Speaker1: I'd really appreciate that. {bk02-l2d-f10-14.mp3}
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Speaker1: I'm feeling a little bit tired and a little bit sick. I think I need to go, even though it's a little bit late. {bk02-l2d-f10-15.mp3}
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Speaker2: Okay, well, it's raining outside, so maybe you'd better get your umbrella and then we can go. {bk02-l2d-f10-16.mp3}
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Speaker1: Okay. Gosh, I'd really appreciate it. I'd hate to wait for the bus in this kind of weather. {bk02-l2d-f10-17.mp3}
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Speaker2: Okay. Well, I'm sure glad you waited till we finished the tape before you got sick. {bk02-l2d-f10-18.mp3}
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Speaker1: Thanks. {bk02-l2d-f10-19.mp3}
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$SESSION 2-8: Extra Practice — Reading Words (Optional)
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# Source: ST §Select the Same Word
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$SELECT Find the Same Word
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ID: l2-s29
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INTRO: This part is optional extra practice in reading printed English words. If you can already read these comfortably, feel free to skip it. Otherwise: tap the word that matches the one shown.
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INSTRUCTION: Tap the word that matches the given word.
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EXAMPLE
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TEMPLATE: BOOK
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OPTION: a | CLOCK
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OPTION: b | COOK
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OPTION: c | BOOK
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OPTION: d | BLOCK
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ANSWER: c
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TEMPLATE: MAN
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OPTION: a | man
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OPTION: b | men
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OPTION: c | much
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OPTION: d | map
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ANSWER: a
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TEMPLATE: BARRACKS
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OPTION: a | barracks
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OPTION: b | building
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OPTION: c | bus stop
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OPTION: d | blackboard
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ANSWER: a
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TEMPLATE: TAPE
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OPTION: a | top
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OPTION: b | tape
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OPTION: c | tap
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OPTION: d | tea
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ANSWER: b
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TEMPLATE: WOMAN
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OPTION: a | woman
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OPTION: b | man
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OPTION: c | women
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OPTION: d | men
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ANSWER: a
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TEMPLATE: TIRED
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OPTION: a | tree
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OPTION: b | tired
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OPTION: c | tire
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OPTION: d | third
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ANSWER: b
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TEMPLATE: BOX
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OPTION: a | ox
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OPTION: b | book
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OPTION: c | box
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OPTION: d | pox
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ANSWER: c
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TEMPLATE: MAP
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OPTION: a | map
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OPTION: b | much
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OPTION: c | men
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OPTION: d | man
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ANSWER: a
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TEMPLATE: DESK
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OPTION: a | deck
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OPTION: b | dime
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OPTION: c | disk
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OPTION: d | desk
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ANSWER: d
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TEMPLATE: PENCIL
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OPTION: a | pen
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OPTION: b | pencil
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OPTION: c | big
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OPTION: d | bat
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ANSWER: b
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TEMPLATE: LAB
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OPTION: a | lap
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OPTION: b | lobe
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OPTION: c | late
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OPTION: d | lab
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ANSWER: d
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TEMPLATE: SICK
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OPTION: a | sick
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OPTION: b | sad
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OPTION: c | see
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OPTION: d | same
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ANSWER: a
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TEMPLATE: DIME
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OPTION: a | deem
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OPTION: b | team
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OPTION: c | time
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OPTION: d | dime
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ANSWER: d
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TEMPLATE: WHAT
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OPTION: a | not
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OPTION: b | hot
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OPTION: c | what
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OPTION: d | how
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ANSWER: c
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TEMPLATE: CLOCK
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OPTION: a | close
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OPTION: b | chair
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OPTION: c | clock
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OPTION: d | cook
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ANSWER: c
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TEMPLATE: SICK
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OPTION: a | sick
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OPTION: b | same
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OPTION: c | sad
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OPTION: d | sit
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ANSWER: a
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