david
4fab8be83a
Regenerated with a stronger guide rule: never open a part with a bare-word drill — lead with a sentence-based presentation, cassette word-drills follow as reinforcement. Also fixed a heard-stimulus defect (duplicate PROMPT instead of PROMPT+RESPONSE) in the dictation and demonstrative cloze. Both 100% cassette coverage. Co-authored-by: Cursor <cursoragent@cursor.com>
1775 lines
64 KiB
Plaintext
1775 lines
64 KiB
Plaintext
$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg}
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FORMAT: 2
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DIOCO_DOC_ID: alc_english_book4_lesson3
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DESCRIPTION: Clothing vocabulary, getting dressed, sleep words, and the modals can, must, and may — ability, necessity, and permission.
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TARGET_LANG_G: en
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HOME_LANG_G: en
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VOICE_DEFAULT: aoede | Clear, friendly American English narrator
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VOICE_INTRO: aoede | Warm, friendly teacher 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: Capt_Collins | achernar | Male military officer
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VOICE: Capt_Andrews | schedar | Male military officer
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VOICE: Alan | achernar | Male
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VOICE: Paul | achird | Male
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VOICE: Beth | gacrux | Female
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VOICE: Jane | aoede | Female
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VOICE: Lt_Martin | achernar | Male officer
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VOICE: Maj_Mills | schedar | Male officer
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VOICE: Sgt_Cole | achernar | Male student
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VOICE: Sgt_Ward | schedar | Male soldier
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VOICE: Teacher | aoede | Female teacher
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VOICE: Bert | achernar | Male student
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VOICE: Greg | achird | Male student
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VOICE: David | schedar | Male student
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VOICE: Little_girl | aoede | Young female child
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VOICE: Mother | aoede | Female parent
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VOICE: Student | achernar | Male student
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VOICE: Captain_Yates | achernar | Male speaker
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VOICE: Captain_Toomy | achird | Male speaker
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VOICE: Mr_Kline | achernar | Male speaker
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VOICE: Sgt_Moore | achird | Male soldier
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VOICE: Mark | achernar | Male speaker
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VOICE: Bill | achird | Male speaker
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VOICE: Donald | achird | Male student
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VOICE: Robert | achernar | Male student
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# =====================================================================
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$LESSON 3-1: Men's Clothing and Getting Dressed
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# =====================================================================
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# Source: ST §These Are Joe's Clothes (sentence presentation leads the topic)
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$DIALOGUE These Are Joe's Clothes {st-page_063_001.jpg}
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INTRO: Let's open the closet. Here are Joe's clothes — listen and say each one after me.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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VOCAB: coat
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LINE: Those are Joe's coats.
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VOCAB: suit
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LINE: Those are his suits.
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VOCAB: shirt
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LINE: Those are his shirts.
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VOCAB: boots
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LINE: Those are his boots.
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VOCAB: slacks
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VOCAB: trousers
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VOCAB: pants
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LINE: Those are his slacks and trousers.
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VOCAB: necktie
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VOCAB: tie
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LINE: Those are his neckties.
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VOCAB: belt
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LINE: That's his belt.
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VOCAB: jacket
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LINE: That's his jacket.
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VOCAB: socks
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LINE: His socks are in there.
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VOCAB: hat
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VOCAB: cap
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LINE: That's his hat and his cap.
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# Source: LLA 3A Figure 1 (Part 1) — cassette word-drill, pronunciation reinforcement after the sentence intro
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$DIALOGUE Clothing Words {page_045_001.jpg}
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INTRO: Now a quick pronunciation round — the same clothes, one word at a time. Say each one clearly.
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INSTRUCTION: Repeat each word.
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REPEAT
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VOCAB: hat
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LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3}
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VOCAB: shirt
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LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3}
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VOCAB: necktie
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VOCAB: tie
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LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3}
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VOCAB: belt
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LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3}
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VOCAB: trousers
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VOCAB: pants
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LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3}
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VOCAB: T-shirt
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LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3}
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# Source: LLA 3A Figure 1 (Part 2) — verbs for dressing
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$DIALOGUE Verbs for Clothing
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INTRO: These are the words we use for getting dressed and undressed. Listen and repeat.
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INSTRUCTION: Repeat each word.
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REPEAT
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LINE: wears {bk04-l3a-f1-07.mp3}
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LINE: wore {bk04-l3a-f1-08.mp3}
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LINE: wear {bk04-l3a-f1-09.mp3}
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LINE: takes off {bk04-l3a-f1-10.mp3}
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LINE: puts on {bk04-l3a-f1-11.mp3}
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LINE: clothes {bk04-l3a-f1-12.mp3}
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LINE: took off {bk04-l3a-f1-13.mp3}
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LINE: put on {bk04-l3a-f1-14.mp3}
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# Source: ST §He Took Off His Shoe — take off / put on in sentences
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$DIALOGUE He Took Off His Shoe
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INTRO: Watch how "take off" and "put on" split apart — both ways are correct. Listen and repeat.
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INSTRUCTION: Listen and repeat each line.
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REPEAT
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VOCAB: take off
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VOCAB: took off
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LINE: He's taking off his sock. {st-page_065_001.jpg}
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LINE: He's taking his sock off. {st-page_065_001.jpg}
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LINE: He took off his shoe. {st-page_065_001.jpg}
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LINE: He took his shoe off. {st-page_065_001.jpg}
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VOCAB: put on
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LINE: He's putting on his glove. {st-page_065_002.jpg}
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LINE: He's putting his glove on. {st-page_065_002.jpg}
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LINE: He put on his sweater and coat. {st-page_065_002.jpg}
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LINE: He put his sweater and coat on. {st-page_065_002.jpg}
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# Source: LLA 3A Figure 1 (Part 3) — Captain Collins reading passage
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$DIALOGUE Captain Collins Gets Dressed
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INTRO: Here's Captain Collins and his uniform. Just listen — no need to repeat this one.
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INSTRUCTION: Listen to the paragraphs.
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LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3}
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LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3}
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LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3}
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LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3}
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LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3}
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LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3}
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LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3}
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LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3}
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LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3}
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LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3}
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LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3}
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# Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A on the passage
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$PRODUCE Captain Collins — Answer the Questions
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INTRO: Now answer about Captain Collins. Say a full sentence, then repeat the model.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3}
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RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3}
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PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3}
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RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3}
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PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3}
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RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3}
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PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3}
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RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3}
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PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3}
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RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3}
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PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3}
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RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3}
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PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3}
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RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3}
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PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3}
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RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3}
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PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3}
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RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3}
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PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3}
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RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3}
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PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3}
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RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3}
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# Source: LLA 3A Figure 2 — True/False on clothing
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$SELECT Clothing — True or False
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INTRO: Listen to each statement about clothes. Is it true or false?
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INSTRUCTION: Tap True or False.
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OPTION: t | True
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OPTION: f | False
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EXAMPLE
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PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
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ANSWER: t
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PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
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ANSWER: t
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PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
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ANSWER: t
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PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
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ANSWER: t
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PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
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ANSWER: f
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PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
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ANSWER: f
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# Source: ST §This Is Donald, Jacques, and Robert — picture-cued ask & answer
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$PRODUCE Ask About What They're Wearing {st-page_064_001.jpg}
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INTRO: Look at the three men. For each word, ask a question and answer it about what they're wearing.
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INSTRUCTION: Ask and answer aloud using the cue word.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word. (e.g., "What is Donald wearing? He's wearing a suit.")
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EXAMPLE
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PROMPT: shirt
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RESPONSE: What is Donald wearing? He's wearing a shirt.
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EXAMPLE
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PROMPT: boots
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RESPONSE: Is Robert wearing boots? I don't know.
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PROMPT: shoes
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RESPONSE: Are they wearing shoes? Yes, they are wearing shoes.
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PROMPT: suit
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RESPONSE: Who is wearing a suit? Donald is wearing a suit.
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PROMPT: jacket
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RESPONSE: What is Robert wearing? He is wearing a jacket.
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PROMPT: socks
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RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks.
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PROMPT: pants
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RESPONSE: Are they wearing pants? Yes, they are wearing pants.
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PROMPT: slacks
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RESPONSE: What is Jacques wearing? He's wearing slacks.
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PROMPT: belt
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RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt.
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PROMPT: necktie
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RESPONSE: Who is wearing a necktie? Donald is wearing a necktie.
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# Source: LLA 3A Figure 3 — dialogue
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$DIALOGUE Did You Wear Your Uniform?
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INTRO: Two captains talk about last night's dinner out. Listen, then repeat each line.
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INSTRUCTION: Listen and repeat the dialogue.
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REPEAT
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Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
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Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
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Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
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Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
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LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
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Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
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Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3}
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Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
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Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}
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# =====================================================================
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$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep
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# =====================================================================
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# Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes paragraph (leads topic with sentences)
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$DIALOGUE Joan's Work Clothes {page_048_001.jpg}
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INTRO: Meet Joan. Listen to what she wears to her downtown office and to class.
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INSTRUCTION: Listen to the paragraph.
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LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3}
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LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3}
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LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3}
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LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3}
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LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3}
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LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3}
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LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3}
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LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3}
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# Source: LLA 3B Figure 1 (Part 1) — women's clothing word-drill, after the paragraph
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$DIALOGUE Women's Clothing Words {page_048_001.jpg}
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INTRO: Now the words one at a time. Listen and repeat each item of clothing.
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INSTRUCTION: Repeat each word.
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REPEAT
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VOCAB: suit
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LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}
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VOCAB: blouse
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LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}
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VOCAB: dress
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LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}
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VOCAB: shoes
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LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}
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VOCAB: stockings
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LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}
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VOCAB: sweater
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LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}
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VOCAB: skirt
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LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}
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VOCAB: socks
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LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}
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# Source: LLA 3B Figure 1 (Part 3) — Q&A on Joan's work clothes
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$PRODUCE Joan's Work Clothes — Answer the Questions
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INTRO: Answer about Joan's work clothes. Say a full sentence, then repeat the model.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3}
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RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3}
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PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3}
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RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3}
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PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3}
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RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3}
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PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3}
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RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3}
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PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3}
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RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3}
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PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3}
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RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3}
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# Source: LLA 3B Figure 2 (Part 2) — Joan's casual & cold weather clothes paragraph (leads with sentences)
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$DIALOGUE Joan's Casual Clothes
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INTRO: Joan doesn't always dress up. Listen to what else she likes to wear.
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INSTRUCTION: Listen to the paragraph.
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LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3}
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LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3}
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LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3}
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LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3}
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LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3}
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LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3}
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LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3}
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# Source: LLA 3B Figure 2 (Part 1) — casual/cold weather word-drill, after the paragraph
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$DIALOGUE Casual and Cold Weather Words
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INTRO: Now the casual and cold-weather words one at a time. Listen and repeat.
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INSTRUCTION: Repeat each word.
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REPEAT
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VOCAB: jacket
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LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}
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VOCAB: slacks
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LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}
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VOCAB: scarf
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LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}
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VOCAB: coat
|
|
LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}
|
|
|
|
VOCAB: boots
|
|
LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}
|
|
|
|
VOCAB: gloves
|
|
LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}
|
|
|
|
# Source: LLA 3B Figure 2 (Part 3) — Q&A on casual clothes
|
|
$PRODUCE Joan's Casual Clothes — Answer the Questions
|
|
INTRO: Answer about Joan's casual and cold-weather clothes. Say a full sentence, then repeat.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3}
|
|
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3}
|
|
|
|
PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3}
|
|
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3}
|
|
|
|
PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3}
|
|
RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3}
|
|
|
|
PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3}
|
|
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3}
|
|
|
|
PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3}
|
|
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3}
|
|
|
|
PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3}
|
|
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3}
|
|
|
|
PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3}
|
|
RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3}
|
|
|
|
# Source: LLA 3B Figure 3 — listen-and-fill cloze (clothing review)
|
|
$PRODUCE Clothing — Fill in the Word
|
|
INTRO: Listen to each sentence and type the missing word. Then repeat the whole sentence.
|
|
INSTRUCTION: Type the missing word(s).
|
|
INPUT: type
|
|
CHECK: exact
|
|
REPEAT
|
|
|
|
TEMPLATE: Jack likes white ____.
|
|
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
|
|
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
|
|
ACCEPT: shirts
|
|
|
|
TEMPLATE: Civilians sometimes wear ____ to work.
|
|
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
|
|
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
|
|
ACCEPT: suits
|
|
|
|
TEMPLATE: Men wear ____ with their suits.
|
|
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
|
|
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
|
|
ACCEPT: neckties
|
|
|
|
TEMPLATE: Men's suits have a jacket and ____.
|
|
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
|
|
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
|
|
ACCEPT: trousers
|
|
|
|
TEMPLATE: Women's suits have a jacket and a ____ or pants.
|
|
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
|
|
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
|
|
ACCEPT: skirt
|
|
|
|
TEMPLATE: Trousers and ____ are pants.
|
|
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
|
|
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
|
|
ACCEPT: slacks
|
|
|
|
TEMPLATE: Men wear ____ with their shoes.
|
|
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
|
|
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
|
|
ACCEPT: socks
|
|
|
|
TEMPLATE: Women wear socks or ____.
|
|
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
|
|
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
|
|
ACCEPT: stockings
|
|
|
|
TEMPLATE: Air Force pilots wear ____ and ____.
|
|
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
|
|
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
|
|
ACCEPT: boots and gloves | boots, gloves
|
|
|
|
TEMPLATE: ____ and ____ are clothes for cold days.
|
|
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
|
|
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
|
|
ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters
|
|
|
|
# Source: ST §He Took Off His Shoe (sleep portion) + LLA 3B Figure 4 — sleep vocabulary in sentences
|
|
$DIALOGUE Falling Asleep and Waking Up
|
|
INTRO: Now some words for sleep — falling asleep, waking up, and being awake. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat each line.
|
|
REPEAT
|
|
|
|
VOCAB: asleep
|
|
VOCAB: fall asleep
|
|
VOCAB: fell asleep
|
|
LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg}
|
|
LINE: He was asleep at 12 midnight. {st-page_065_003.jpg}
|
|
|
|
VOCAB: wake up
|
|
VOCAB: woke up
|
|
VOCAB: awake
|
|
LINE: He always wakes up early. {st-page_065_004.jpg}
|
|
LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg}
|
|
LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg}
|
|
|
|
# Source: LLA 3B Figure 4 (Part 1) — sleep word-drill
|
|
$DIALOGUE Sleep Words
|
|
INTRO: The sleep words one at a time now. Listen and repeat each.
|
|
INSTRUCTION: Repeat each word.
|
|
REPEAT
|
|
|
|
LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}
|
|
LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3}
|
|
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3}
|
|
LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3}
|
|
LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3}
|
|
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3}
|
|
|
|
# Source: LLA 3B Figure 4 (Part 2) — sleep sentences
|
|
$DIALOGUE Joan Falls Asleep in Class
|
|
INTRO: Poor Joan keeps dozing off in class. Listen and repeat these sentences.
|
|
INSTRUCTION: Repeat each sentence.
|
|
REPEAT
|
|
|
|
LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3}
|
|
LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3}
|
|
LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3}
|
|
LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3}
|
|
LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3}
|
|
LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3}
|
|
|
|
# Source: LLA 3B Figure 5 — picture-cued asleep/awake Q&A
|
|
$PRODUCE Asleep or Awake? — Answer the Questions
|
|
INTRO: Look at each picture, answer the question aloud, then repeat the model.
|
|
INSTRUCTION: Answer aloud with a full sentence.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
|
|
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}
|
|
|
|
PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
|
|
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}
|
|
|
|
PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
|
|
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}
|
|
|
|
PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
|
|
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}
|
|
|
|
PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
|
|
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}
|
|
|
|
# Source: ST §Yesterday, He Was Tired and Cold — reading passage
|
|
$DIALOGUE Yesterday, Robert Was Tired and Cold
|
|
INTRO: Here's a whole cold day in Robert's life, from waking up to going back to bed. Just read along.
|
|
INSTRUCTION: Read the paragraphs.
|
|
|
|
LINE: Yesterday, Robert was awake at 1:00 a.m.
|
|
LINE: He fell asleep at 1:30 a.m.
|
|
LINE: He woke up at 6:30 a.m. It was cold.
|
|
LINE: He got up and took a hot shower. He got dressed.
|
|
LINE: He put on a sweater and a coat. He put on his scarf and his gloves.
|
|
LINE: He went to school.
|
|
LINE: It wasn't cold in the classroom.
|
|
LINE: Robert took off his scarf, his gloves, and his coat.
|
|
LINE: Robert was tired after class. He went home and fell asleep.
|
|
LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
|
|
LINE: He woke up and opened the door.
|
|
LINE: Robert and Mark talked for five minutes.
|
|
LINE: They went to the mess hall and had dinner.
|
|
LINE: After dinner, Robert did his homework and went to bed early.
|
|
|
|
# Source: ST §True or False? — comprehension on Robert's day
|
|
$SELECT Robert's Day — True or False?
|
|
INTRO: Think back over Robert's cold day. Tap True or False for each statement.
|
|
INSTRUCTION: Tap True or False.
|
|
OPTION: T | True
|
|
OPTION: F | False
|
|
|
|
PROMPT: Robert was asleep at 1:00 a.m.
|
|
ANSWER: F
|
|
|
|
PROMPT: He fell asleep at 6:30.
|
|
ANSWER: F
|
|
|
|
PROMPT: Robert wore a sweater.
|
|
ANSWER: T
|
|
|
|
PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
|
|
ANSWER: T
|
|
|
|
PROMPT: Robert was awake at 6:00 p.m.
|
|
ANSWER: F
|
|
|
|
PROMPT: Mark woke up Robert.
|
|
ANSWER: T
|
|
|
|
# =====================================================================
|
|
$LESSON 3-3: Sounds — /w/ and /r/, and "well"
|
|
# =====================================================================
|
|
|
|
# Source: LLA 3A Figure 4 — same/different /w/ vs /r/
|
|
$SELECT Same or Different Sounds
|
|
INTRO: Listen to two words. Do they begin with the same sound, or different sounds?
|
|
INSTRUCTION: Tap Same or Different.
|
|
OPTION: s | S (Same)
|
|
OPTION: d | D (Different)
|
|
|
|
EXAMPLE
|
|
PROMPT: way ray {bk04-l3a-f4-ex-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: wed red {bk04-l3a-f4-01-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: wake wake {bk04-l3a-f4-02-q.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: west rest {bk04-l3a-f4-03-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: rose rose {bk04-l3a-f4-04-q.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: wave wave {bk04-l3a-f4-05-q.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: ways rays {bk04-l3a-f4-06-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: read read {bk04-l3a-f4-08-q.mp3}
|
|
ANSWER: s
|
|
|
|
PROMPT: read weed {bk04-l3a-f4-09-q.mp3}
|
|
ANSWER: d
|
|
|
|
PROMPT: went rent {bk04-l3a-f4-10-q.mp3}
|
|
ANSWER: d
|
|
|
|
# Source: LLA 3A Figure 5 — identify W vs R
|
|
$SELECT W Sound or R Sound?
|
|
INTRO: Listen to each word. Does it start with the W sound, as in "went", or the R sound, as in "rent"?
|
|
INSTRUCTION: Tap the sound you hear.
|
|
OPTION: a | W sound (as in went)
|
|
OPTION: b | R sound (as in rent)
|
|
|
|
EXAMPLE
|
|
PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Weak. {bk04-l3a-f5-01-q.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Want. {bk04-l3a-f5-02-q.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Radio. {bk04-l3a-f5-03-q.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Room. {bk04-l3a-f5-04-q.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Walk. {bk04-l3a-f5-05-q.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Report. {bk04-l3a-f5-06-q.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Always. {bk04-l3a-f5-07-q.mp3}
|
|
ANSWER: a
|
|
|
|
PROMPT: Razor. {bk04-l3a-f5-08-q.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Correct. {bk04-l3a-f5-09-q.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Window. {bk04-l3a-f5-10-q.mp3}
|
|
ANSWER: a
|
|
|
|
# Source: ST §Speaking Skill: Coat / Caught — /oʊ/ vs /ɔ/ minimal pairs
|
|
$DIALOGUE Sounds: Coat / Caught
|
|
INTRO: Here's a tricky pair of vowels — the "oh" in "coat" versus the "aw" in "caught". Read each pair.
|
|
INSTRUCTION: Read the words.
|
|
|
|
LINE: so — saw
|
|
LINE: coat — caught
|
|
LINE: low — law
|
|
LINE: hole — hall
|
|
LINE: owe — awe
|
|
LINE: phone — fawn
|
|
LINE: oaf — off
|
|
LINE: loan — lawn
|
|
LINE: coast — cost
|
|
LINE: boat — bought
|
|
|
|
# Source: ST §Speaking Skill: Bought — /ɔ/ practice
|
|
$DIALOGUE Sounds: Bought
|
|
INTRO: Now just the "aw" sound on its own. Read each word.
|
|
INSTRUCTION: Read the words.
|
|
|
|
LINE: moss
|
|
LINE: ball
|
|
LINE: straw
|
|
LINE: store
|
|
LINE: law
|
|
LINE: saw
|
|
LINE: bought
|
|
LINE: fall
|
|
LINE: raw
|
|
LINE: autumn
|
|
|
|
# Source: ST §Speaking Skill: About — /aʊ/ practice
|
|
$DIALOGUE Sounds: About
|
|
INTRO: And one more — the "ow" sound, as in "about". Read each word.
|
|
INSTRUCTION: Read the words.
|
|
|
|
LINE: mouth
|
|
LINE: found
|
|
LINE: cow
|
|
LINE: round
|
|
LINE: loud
|
|
LINE: now
|
|
LINE: bout
|
|
LINE: brown
|
|
LINE: cloud
|
|
LINE: sound
|
|
|
|
# Source: LLA 3C Figure 1 — dialogues with "well"
|
|
$DIALOGUE Dialogues with "Well" {page_053_001.jpg}
|
|
INTRO: Listen for the little word "well" in these three short chats. Then repeat each line.
|
|
INSTRUCTION: Listen and repeat each dialogue.
|
|
REPEAT
|
|
|
|
Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
|
|
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
|
|
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}
|
|
|
|
Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
|
|
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
|
|
Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3}
|
|
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}
|
|
|
|
Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
|
|
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
|
|
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
|
|
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}
|
|
|
|
# Source: LLA 3C Figure 2 — choose the verb that completes the "well" sentence
|
|
$SELECT Complete the Sentence with "Well"
|
|
INTRO: Listen to the statement, then tap the verb that correctly finishes the follow-up. Repeat the answer.
|
|
INSTRUCTION: Tap the correct option.
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
|
|
TEMPLATE: He __________ the lessons well.
|
|
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
|
|
OPTION: b | doesn't learn
|
|
ANSWER: a
|
|
|
|
PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
|
|
TEMPLATE: He __________ the question well.
|
|
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
|
|
OPTION: b | didn't answer
|
|
ANSWER: a
|
|
|
|
PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
|
|
TEMPLATE: She __________ English very well.
|
|
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
|
|
OPTION: b | doesn't speak
|
|
ANSWER: a
|
|
|
|
PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
|
|
TEMPLATE: The cooks __________ it very well.
|
|
OPTION: a | cooked
|
|
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
|
|
TEMPLATE: He __________ very well.
|
|
OPTION: a | flies
|
|
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
|
|
ANSWER: b
|
|
|
|
PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
|
|
TEMPLATE: He __________ his homework very well.
|
|
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
|
|
OPTION: b | doesn't do
|
|
ANSWER: a
|
|
|
|
# =====================================================================
|
|
$LESSON 3-4: Can (Ability)
|
|
# =====================================================================
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# Source: ST §Grammar: Can
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$GRAMMAR Can — Talking About Ability
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INTRO: When you're able to do something, English has one handy little word: can.
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We use **{can}** to say someone is *able* to do something. It never changes form — no *-s*, no *-ed* — and the next verb stays plain.
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*I {can swim}. She {can swim}. They {can swim}.* — same every time.
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To make it negative, add *not*: **{cannot}**, usually shortened to **{can't}**.
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*Mary {can't speak} French.*
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For a question, put **can** first: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* And for details, start with a question word: *What languages {can you speak}?*
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# Source: LLA 3C Figure 3 — can / cannot examples
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$DIALOGUE Can and Cannot
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INTRO: Remember: can = able to, can't = not able to. Listen to these examples and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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VOCAB: can
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LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3}
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VOCAB: cannot
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VOCAB: can't
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LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3}
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LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3}
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LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3}
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LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3}
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LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3}
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LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3}
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# Source: ST §The Teacher Can Speak English Well — can examples in sentences
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$DIALOGUE People Who Can Do Things Well
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INTRO: A few more people and what they do well. Listen and repeat.
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INSTRUCTION: Listen and repeat the sentences.
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REPEAT
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LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
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LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
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LINE: Mike and James can play tennis well. {st-page_069_003.jpg}
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# Source: LLA 3C Figure 4 — add "can" transformation
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$PRODUCE Add "Can" to the Sentence
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INTRO: Remember: can + the plain verb. Listen, add "can", and say the new sentence. Then repeat the model.
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INSTRUCTION: Change the sentence using "can".
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INPUT: speak
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CHECK: reveal
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REPEAT
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EXAMPLE
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PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
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RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}
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PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
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RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}
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PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
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RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}
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PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
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RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}
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PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
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RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}
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PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
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RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}
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# Source: ST §They Can't Do It. — can't examples
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$DIALOGUE They Can't Do It
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INTRO: Now the opposite — things people can't do. Listen and repeat.
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INSTRUCTION: Listen and repeat the sentences.
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REPEAT
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LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
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LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
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LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}
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# Source: LLA 3C Figure 5 — negative transformation with can't + cue
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$PRODUCE Change to "Can't" with a New Word
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INTRO: Remember: can't + the plain verb. Listen to the sentence and a cue word, make it negative with the cue, then repeat.
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INSTRUCTION: Change the sentence using "can't" and the cue word.
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INPUT: speak
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CHECK: reveal
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REPEAT
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EXAMPLE
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PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3}
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RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}
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PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3}
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RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}
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PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3}
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RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}
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PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3}
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RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}
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PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3}
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RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}
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PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3}
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RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}
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PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3}
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RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}
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# Source: ST §Fish Can Swim. — cued can sentences (full model given per item)
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$PRODUCE Make a "Can" Sentence
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INTRO: For each phrase, make a sentence with "can" — pick any subject that makes sense. Say it aloud.
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INSTRUCTION: Make a sentence with "can" using the cue. Say it aloud.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice (e.g., "I can", "He can", "They can").
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EXAMPLE
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PROMPT: speak French
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RESPONSE: Ali can speak French.
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PROMPT: drive a bus
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RESPONSE: My father can drive a bus.
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PROMPT: fly a plane
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RESPONSE: The pilot can fly a plane.
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PROMPT: read and write well
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RESPONSE: The students can read and write well.
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PROMPT: answer the teacher's question
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RESPONSE: John can answer the teacher's question.
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PROMPT: play soccer
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RESPONSE: The boys can play soccer.
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PROMPT: swim very well
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RESPONSE: I can swim very well.
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PROMPT: memorize dialogs
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RESPONSE: We can memorize dialogs.
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PROMPT: learn English
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RESPONSE: They can learn English.
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PROMPT: write a paragraph
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RESPONSE: She can write a paragraph.
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PROMPT: play football
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RESPONSE: He can play football.
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# Source: ST §Can You Play Baseball? — dialog
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$DIALOGUE Can You Play Baseball?
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INTRO: The teacher goes around the room asking who can play baseball. Listen and repeat.
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INSTRUCTION: Listen and repeat the dialog.
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REPEAT
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Teacher: Bert, can you play baseball?
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Bert: No, I can't. My father can.
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Teacher: Greg, can you play baseball?
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Greg: No, I can't play baseball. David can.
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Teacher: David, can you play baseball?
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David: Yes, I can play baseball.
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# Source: ST §Can You Speak English? — question + short & long answer drill
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$PRODUCE Ask and Answer with "Can"
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INTRO: Build a "can" question from the cue, then answer it both ways — short and long. Say it aloud.
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INSTRUCTION: Ask the question, then answer with a short and a long answer.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner.
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EXAMPLE
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TEMPLATE: your sister/speak (English, Spanish, French)
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RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English.
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TEMPLATE: your brother/play (basketball, baseball, soccer)
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RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball.
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TEMPLATE: you/swim well
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RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well.
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TEMPLATE: your father/drive (a car, a bus, a truck)
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RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck.
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TEMPLATE: your teacher/speak (English, French, Arabic) well
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RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well.
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TEMPLATE: you/fly an airplane
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RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.
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# Source: LLA 3C Figure 6 (Part 1) — Jim's languages paragraph
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$DIALOGUE Jim's Languages
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INTRO: Jim is quite the linguist. Listen to what he can and can't do.
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INSTRUCTION: Listen to the paragraph.
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LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3}
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LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3}
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LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3}
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LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3}
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# Source: LLA 3C Figure 6 (Part 2) — Q&A on Jim
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$PRODUCE Jim's Languages — Answer the Questions
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INTRO: Answer about Jim using "can" and "can't". Say your answer, then repeat the model.
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INSTRUCTION: Answer aloud with a full sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3}
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RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3}
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PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3}
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RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3}
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PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3}
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RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3}
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PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3}
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RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3}
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PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3}
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RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3}
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# Source: ST §They Can Speak Two or Three Languages — paragraph
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$DIALOGUE The Students' Languages
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INTRO: Everyone in this class is multilingual. Read about who speaks what.
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INSTRUCTION: Read the paragraph.
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LINE: All the students in my class know two, three, or four languages.
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LINE: Lt Romo speaks Spanish, French, and English.
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LINE: Sgt Gamdi speaks Arabic and English.
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LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
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LINE: Maj Kim speaks Korean, Japanese, and English.
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LINE: Capt Rossi speaks French, Italian, and English.
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# Source: ST §Ask Questions with Can — write who/what questions for answers
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$PRODUCE Write "Who" and "What" Questions
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INTRO: Here are some answers about the class. Type the "who" or "what can" question that fits each one.
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INSTRUCTION: Type the question that fits the answer shown.
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INPUT: type
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CHECK: llm
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RUBRIC: The learner must type a correct "who" or "what" question with "can" that elicits the provided answer sentence.
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EXAMPLE
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TEMPLATE: ____ Sgt Gamdi can speak Arabic.
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RESPONSE: Who can speak Arabic in your class?
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EXAMPLE
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TEMPLATE: ____ He can speak Korean, Japanese, and English.
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RESPONSE: What languages can Maj Kim speak?
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TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish.
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RESPONSE: Who can speak Spanish?
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TEMPLATE: ____ He can speak Arabic and English.
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RESPONSE: What languages can Sgt Gamdi speak?
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TEMPLATE: ____ All the students in the class can speak English.
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RESPONSE: Who can speak English?
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TEMPLATE: ____ He can speak French, Spanish, English, and Wolof.
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RESPONSE: What languages can Lt Fofana speak?
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TEMPLATE: ____ Capt Rossi can speak Italian.
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RESPONSE: Who can speak Italian?
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TEMPLATE: ____ Maj Kim can speak Japanese.
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RESPONSE: Who can speak Japanese?
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TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French.
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RESPONSE: Who can speak French?
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TEMPLATE: ____ She can speak French, Italian, and English.
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RESPONSE: What languages can Capt Rossi speak?
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# Source: ST §Can You Speak French? — dialog
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$DIALOGUE Can You Speak French? {st-page_075_001.jpg}
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INTRO: Donald introduces his French friend Jacques to Robert — and they hunt for a shared language. Listen and read.
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INSTRUCTION: Listen and read the dialog.
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Donald: Hi, Robert. This is my new friend Jacques.
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Robert: Hello, Jacques. Glad to meet you.
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Donald: Jacques can't speak English very well. Can you speak French?
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Robert: No, I can't.
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Donald: Well, can you speak Spanish?
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Robert: Yes, I can.
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Donald: Good, Jacques can speak Spanish, too.
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# Source: ST §Can You Cook Well? — yes/no questions + short & long answers
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$PRODUCE Can You Cook Well?
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INTRO: Use each verb to ask a "can" question, then answer it short and long. Say it aloud.
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INSTRUCTION: Ask a question with the cue verb, then give a short and a long answer.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer.
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EXAMPLE
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PROMPT: spell
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RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name.
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EXAMPLE
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PROMPT: drive
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RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus.
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PROMPT: speak
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RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French.
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PROMPT: read
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RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic.
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PROMPT: cook
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RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well.
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PROMPT: swim
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RESPONSE: Can you swim? No, I can't. No, I can't swim.
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PROMPT: play
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RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer.
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PROMPT: write
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RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph.
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PROMPT: fly
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RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.
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PROMPT: learn
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RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly.
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PROMPT: memorize
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RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words.
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# =====================================================================
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$LESSON 3-5: Reading and Dictation
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# =====================================================================
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# Source: LLA 3C Figure 7 (Part 1) — Ken paragraph
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$DIALOGUE Ken's Workday
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INTRO: Here's Ken's daily routine at the Air Force base. Just listen.
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INSTRUCTION: Listen to the paragraph.
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LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3}
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LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3}
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LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3}
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LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3}
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LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3}
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# Source: LLA 3C Figure 7 (Part 2) — true statement about Ken
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$SELECT Ken — The True Statement
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INTRO: Which statement about Ken is true? Tap it.
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INSTRUCTION: Tap the true statement.
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TEMPLATE: Which statement is true?
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OPTION: a | Ken lives in a small town.
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OPTION: b | Ken is a mechanic.
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OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3}
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OPTION: d | Ken takes German lessons downtown.
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ANSWER: c
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# Source: LLA 3C Figure 7 (Part 3) — Anna paragraph
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$DIALOGUE Anna Cooks Dinner
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INTRO: Anna wanted to make a good dinner yesterday. Listen to what she did.
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INSTRUCTION: Listen to the paragraph.
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LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3}
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LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3}
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LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3}
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LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3}
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LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3}
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LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3}
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LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3}
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# Source: LLA 3C Figure 7 (Part 4) — true statement about Anna
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$SELECT Anna — The True Statement
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INTRO: Which statement about Anna is true? Tap it.
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INSTRUCTION: Tap the true statement.
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TEMPLATE: Which statement is true?
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OPTION: a | Anna goes to the movies every Friday.
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OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3}
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OPTION: c | Anna's family eats chicken and rice on Mondays.
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OPTION: d | Anna's family ate dinner in a restaurant.
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ANSWER: b
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# Source: LLA 3C Figure 8 — dictation
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$PRODUCE Dictation: A Day Off
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INTRO: Time for dictation. Listen carefully and type each sentence exactly as you hear it.
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INSTRUCTION: Type the sentence you hear.
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INPUT: type
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CHECK: exact
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PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
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RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}
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PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
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RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}
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PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
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RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}
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|
|
|
PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
|
|
RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}
|
|
|
|
PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
|
|
RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}
|
|
|
|
# =====================================================================
|
|
$LESSON 3-6: Must, Must Not, and the Modal Toolkit
|
|
# =====================================================================
|
|
|
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# Source: ST §Grammar: Must
|
|
$GRAMMAR Must — Talking About Necessity
|
|
INTRO: When something is necessary — no choice about it — we reach for "must".
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|
|
|
We use **{must}** for something that is *necessary*.
|
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|
*I have a test tomorrow. I {must study} tonight.*
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|
Like *can*, **must** never changes form and the next verb stays plain:
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|
*He's in the military. He {must wear} his uniform.*
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# Source: ST §You Must Salute an Officer — must examples
|
|
$DIALOGUE You Must Salute an Officer
|
|
INTRO: Here are the rules of military life — things you must do. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: You must wear your uniform in class. {st-page_077_001.jpg}
|
|
LINE: You must wear a cap outside. {st-page_077_002.jpg}
|
|
LINE: You must wear your name tag. {st-page_078_001.jpg}
|
|
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
|
|
LINE: You must salute an officer. {st-page_078_003.jpg}
|
|
LINE: You must report to the Captain. {st-page_078_004.jpg}
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|
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# Source: ST §What Must You Do? — situational must answers
|
|
$PRODUCE What Must You Do?
|
|
INTRO: Remember: must + the plain verb. Read each situation and answer with "must" and the cue word. Say it aloud.
|
|
INSTRUCTION: Answer with "must" and the cue word. Say it aloud.
|
|
INPUT: speak
|
|
CHECK: llm
|
|
SHOW_PROMPT
|
|
RUBRIC: Accept any logical full sentence answer that uses "must" and incorporates the provided cue word.
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|
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|
EXAMPLE
|
|
PROMPT: You have a test tomorrow. What must you do? (study)
|
|
RESPONSE: I must study for it.
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|
PROMPT: You are getting dressed for class. What must you wear? (uniform)
|
|
RESPONSE: I must wear my uniform.
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PROMPT: You lost your homework. Who must you speak to? (teacher)
|
|
RESPONSE: I must speak to the teacher.
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PROMPT: Lt Jones is going outside. What must he put on? (hat)
|
|
RESPONSE: He must put on his hat.
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PROMPT: There's an important meeting after class. What must you do? (go)
|
|
RESPONSE: I must go to the meeting.
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PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute)
|
|
RESPONSE: I must salute the major.
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|
|
PROMPT: You have to study English today. Where must you go? (classroom)
|
|
RESPONSE: I must go to the classroom.
|
|
|
|
# Source: ST §Grammar: Must Not
|
|
$GRAMMAR Must Not — Talking About Prohibition
|
|
INTRO: "Must not" is the strong one — it means don't do this, ever.
|
|
|
|
**{Must not}** expresses *prohibition*. It's a strong "do NOT do this."
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|
|
*You {must not eat} in the classroom.* (Don't eat in the classroom!)
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|
|
*We {must not open} that door.* (It says, "Do not open the door.")
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|
|
# Source: ST §You Must Not Smoke in the Classroom. — must not examples
|
|
$DIALOGUE You Must Not Smoke in the Classroom
|
|
INTRO: Now the things you must NOT do. Each one comes with its plain "don't" version. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the sentences.
|
|
REPEAT
|
|
|
|
LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
|
|
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
|
|
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
|
|
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
|
|
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
|
|
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}
|
|
|
|
# Source: ST §You Must Not Smoke in the Lab. — must / must not from cue
|
|
$PRODUCE Must or Must Not?
|
|
INTRO: Decide whether each thing is required or forbidden, and make a sentence with "must" or "must not". Say it aloud.
|
|
INSTRUCTION: Make a "must" or "must not" statement from the cue. Say it aloud.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
SHOW_PROMPT
|
|
|
|
EXAMPLE
|
|
PROMPT: sleep in class
|
|
RESPONSE: You must not sleep in class.
|
|
|
|
EXAMPLE
|
|
PROMPT: wear your uniform to class
|
|
RESPONSE: You must wear your uniform to class.
|
|
|
|
PROMPT: bring I.D. card to class
|
|
RESPONSE: You must bring your I.D. card to class.
|
|
|
|
PROMPT: wear your hat outside
|
|
RESPONSE: You must wear your hat outside.
|
|
|
|
PROMPT: smoke in the classroom
|
|
RESPONSE: You must not smoke in the classroom.
|
|
|
|
PROMPT: eat in the lab
|
|
RESPONSE: You must not eat in the lab.
|
|
|
|
PROMPT: do homework
|
|
RESPONSE: You must do your homework.
|
|
|
|
PROMPT: wear name tag
|
|
RESPONSE: You must wear your name tag.
|
|
|
|
PROMPT: mark your desks
|
|
RESPONSE: You must not mark your desks.
|
|
|
|
PROMPT: wear your cap in the classroom
|
|
RESPONSE: You must not wear your cap in the classroom.
|
|
|
|
PROMPT: salute officers
|
|
RESPONSE: You must salute officers.
|
|
|
|
PROMPT: sleep in the lab
|
|
RESPONSE: You must not sleep in the lab.
|
|
|
|
# Source: LLA 3D Figure 8 — must / must not dialogue
|
|
$DIALOGUE Must and Must Not
|
|
INTRO: A new student asks what he has to do. Listen for "must" and "must not", then repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
|
|
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}
|
|
|
|
Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
|
|
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}
|
|
|
|
Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
|
|
Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3}
|
|
|
|
Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
|
|
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}
|
|
|
|
Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
|
|
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}
|
|
|
|
# Source: LLA 3D Figure 9 — can't → must transformation
|
|
$PRODUCE Change "Can't" to "Must"
|
|
INTRO: Each sentence says what you can't do; turn it into what you must do with the cue word. Then repeat.
|
|
INSTRUCTION: Change the sentence using "must".
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3}
|
|
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}
|
|
|
|
PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3}
|
|
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}
|
|
|
|
PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3}
|
|
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}
|
|
|
|
PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3}
|
|
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}
|
|
|
|
PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3}
|
|
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}
|
|
|
|
PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3}
|
|
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}
|
|
|
|
PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3}
|
|
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}
|
|
|
|
# Source: LLA 3D Figure 7 — military time dictation
|
|
$PRODUCE Write the Military Times
|
|
INTRO: Listen to each line and type the military time in digits — four numbers, like 0730.
|
|
INSTRUCTION: Type the military time in digits.
|
|
INPUT: type
|
|
CHECK: exact
|
|
|
|
PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3}
|
|
TEMPLATE: 1. ____ hours
|
|
RESPONSE: 0730
|
|
|
|
PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3}
|
|
TEMPLATE: 2. ____ hours
|
|
RESPONSE: 1415
|
|
|
|
PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3}
|
|
TEMPLATE: 3. ____ hours
|
|
RESPONSE: 1100
|
|
|
|
PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3}
|
|
TEMPLATE: 4. ____ hours
|
|
RESPONSE: 0910
|
|
|
|
PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3}
|
|
TEMPLATE: 5. ____ hours
|
|
RESPONSE: 1300
|
|
|
|
# =====================================================================
|
|
$LESSON 3-7: May and Can — Permission
|
|
# =====================================================================
|
|
|
|
# Source: ST §Grammar: May / Can
|
|
$GRAMMAR May and Can — Asking Permission
|
|
INTRO: Now for being polite — asking if you're allowed to do something.
|
|
|
|
Both **{may}** and **{can}** can ask for *permission*. **May** is a touch more formal; **can** is more everyday.
|
|
|
|
*Children, you {may have} some fruit after dinner.* / *You {can leave} early today.*
|
|
|
|
To ask, put the modal first: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* With "can": *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.*
|
|
|
|
# Source: LLA 3D Figure 1 — Can I ...? dialogue
|
|
$DIALOGUE Can I Come In?
|
|
INTRO: Lieutenant Martin asks his major for some permissions. Listen, then repeat each line.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3}
|
|
Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3}
|
|
|
|
Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
|
|
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}
|
|
|
|
Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
|
|
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3}
|
|
|
|
Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
|
|
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}
|
|
|
|
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
|
|
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}
|
|
|
|
# Source: LLA 3D Figure 2 — same dialogue with "may"
|
|
$DIALOGUE May I Come In?
|
|
INTRO: Here's the very same conversation, but more formal — "may" instead of "can". Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialogue.
|
|
REPEAT
|
|
|
|
Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
|
|
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}
|
|
|
|
Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
|
|
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}
|
|
|
|
Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
|
|
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}
|
|
|
|
Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
|
|
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}
|
|
|
|
Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
|
|
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}
|
|
|
|
# Source: ST §May I Have a Snack? — dialog
|
|
$DIALOGUE May I Have a Snack?
|
|
INTRO: A hungry little girl tries her luck with her mother before dinner. Listen and repeat.
|
|
INSTRUCTION: Listen and repeat the dialog.
|
|
REPEAT
|
|
|
|
Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
|
|
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
|
|
Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
|
|
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}
|
|
|
|
# Source: ST §See It and Say It — short permission exchanges
|
|
$DIALOGUE See It and Say It
|
|
INTRO: A handful of quick permission exchanges. Read each one.
|
|
INSTRUCTION: Read the lines.
|
|
|
|
Student: Can I leave early today?
|
|
Teacher: No, you can't.
|
|
|
|
Captain_Yates: Can he answer a question?
|
|
Captain_Toomy: Yes, he can answer the next question.
|
|
|
|
Mr_Kline: Can they go?
|
|
Sgt_Moore: Yes, the men can go to the basketball game.
|
|
|
|
Mark: May we see your book, please?
|
|
Bill: Yes, you may.
|
|
|
|
Student: May I please leave?
|
|
Teacher: No, you may not.
|
|
|
|
# Source: LLA 3D Figure 3 — negative permission transformation (can't / may not)
|
|
$PRODUCE Make It Negative — Can't / May Not
|
|
INTRO: Listen to the sentence and a new word. Make it negative with that word, then repeat the model.
|
|
INSTRUCTION: Change the sentence to a negative using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3}
|
|
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3}
|
|
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}
|
|
|
|
PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3}
|
|
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}
|
|
|
|
PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3}
|
|
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}
|
|
|
|
PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3}
|
|
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}
|
|
|
|
PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3}
|
|
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}
|
|
|
|
PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3}
|
|
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}
|
|
|
|
PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3}
|
|
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}
|
|
|
|
# Source: LLA 3D Figure 4 — ask a permission question with can/may
|
|
$PRODUCE Ask a Permission Question
|
|
INTRO: Listen to what someone wants to do, plus "can" or "may". Turn it into a question, then repeat.
|
|
INSTRUCTION: Ask a question using the cue word.
|
|
INPUT: speak
|
|
CHECK: reveal
|
|
REPEAT
|
|
|
|
EXAMPLE
|
|
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
|
|
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}
|
|
|
|
EXAMPLE
|
|
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
|
|
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}
|
|
|
|
PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
|
|
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}
|
|
|
|
PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
|
|
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}
|
|
|
|
PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
|
|
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}
|
|
|
|
PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
|
|
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}
|
|
|
|
PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
|
|
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}
|
|
|
|
PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
|
|
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}
|
|
|
|
PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
|
|
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}
|
|
|
|
PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
|
|
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}
|
|
|
|
# Source: LLA 3D Figure 5 — classroom rules dialogue
|
|
$DIALOGUE Mrs. Wilson's Classroom Rules
|
|
INTRO: Mrs. Wilson lays down the rules for her young students. Listen.
|
|
INSTRUCTION: Listen to the rules.
|
|
|
|
LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3}
|
|
LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3}
|
|
LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3}
|
|
LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3}
|
|
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3}
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LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3}
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LINE: You may play games outside. {bk04-l3d-f5-00g.mp3}
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LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3}
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# Source: LLA 3D Figure 5 (Q&A) — short answers about the rules
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$PRODUCE Mrs. Wilson's Rules — Answer the Questions
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INTRO: Answer about the rules with short answers, then repeat the model.
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INSTRUCTION: Answer aloud with a short sentence.
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INPUT: speak
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CHECK: reveal
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REPEAT
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PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3}
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RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3}
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PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3}
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RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3}
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PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3}
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RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3}
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PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3}
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RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3}
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PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3}
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RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3}
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PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3}
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RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3}
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# Source: LLA 3D Figure 6 — ask a WH-question with a modal
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$PRODUCE Ask a WH-Question with a Modal
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INTRO: Listen to a sentence and a question word. Ask a question with that word and the modal, then repeat.
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INSTRUCTION: Ask a question using the cue word.
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INPUT: speak
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CHECK: reveal
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REPEAT
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EXAMPLE
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PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3}
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RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}
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PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3}
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RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}
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PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3}
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RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}
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PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3}
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RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}
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PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3}
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RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}
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PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3}
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RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}
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# Source: ST §May I Go Outside? — permission questions + short & long answers
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$PRODUCE Ask for Permission
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INTRO: Use each cue to ask for permission with "can" or "may", then answer short and long. Say it aloud.
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INSTRUCTION: Ask a permission question from the cue, then give a short and a long answer.
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INPUT: speak
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CHECK: llm
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SHOW_PROMPT
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RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (either affirmative or negative).
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EXAMPLE
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PROMPT: sit down
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RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair.
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EXAMPLE
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PROMPT: go outside
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RESPONSE: May I go outside? No, you may not. No, you may not go outside.
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PROMPT: watch a movie in class
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RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class.
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PROMPT: leave early on Friday
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RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday.
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PROMPT: see your notebook
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RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook.
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PROMPT: talk
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RESPONSE: Can we talk? No, you can't. No, you can't talk.
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PROMPT: study in your room
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RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room.
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PROMPT: take off my shoes in the classroom
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RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom.
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PROMPT: put on my hat
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RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat.
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PROMPT: drink this water
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RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water.
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PROMPT: listen to tapes
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RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes.
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PROMPT: see your I.D. card
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RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card.
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# =====================================================================
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$LESSON 3-8: Punctuation
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# =====================================================================
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# Source: ST §Punctuation and Sentences — vocabulary in sentences
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$DIALOGUE Punctuation Words
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INTRO: A few words for writing — sentences, paragraphs, and the little marks that hold them together. Listen and repeat.
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INSTRUCTION: Listen and repeat the words and sentences.
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REPEAT
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VOCAB: sentence
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LINE: Write a sentence.
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VOCAB: paragraph
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LINE: A paragraph has sentences.
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VOCAB: punctuation
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LINE: Periods, question marks, and apostrophes are punctuation marks.
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VOCAB: period
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LINE: Put a period at the end of a statement.
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VOCAB: question mark
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LINE: Put a question mark at the end of a question.
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VOCAB: apostrophe
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LINE: Put an apostrophe in a contraction.
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VOCAB: indent
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LINE: Indent the first word of a paragraph.
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# Source: ST §Grammar: Punctuation / Capitalization
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$GRAMMAR Paragraphs and Punctuation
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INTRO: Let's look at how sentences come together into a paragraph — and the marks that go with them.
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A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks.
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# Source: ST §Is This a Sentence or a Paragraph?
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$SELECT Sentence or Paragraph?
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INTRO: Look at each piece of text and tap what it is — a sentence, a paragraph, or a punctuation mark.
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INSTRUCTION: Tap the correct answer for each one.
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TEMPLATE: Jacques is from France.
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OPTION: a | a paragraph
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OPTION: b | a sentence
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OPTION: c | an apostrophe
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OPTION: d | a period
|
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ANSWER: b
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TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day.
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OPTION: a | a paragraph
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OPTION: b | a sentence
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OPTION: c | an apostrophe
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OPTION: d | a period
|
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ANSWER: a
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TEMPLATE: Can they talk?
|
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OPTION: a | a paragraph
|
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OPTION: b | an apostrophe
|
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OPTION: c | a period
|
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OPTION: d | a question mark
|
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ANSWER: d
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TEMPLATE: Robert can't speak French.
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OPTION: a | a paragraph
|
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OPTION: b | a period
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OPTION: c | a question mark
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OPTION: d | a sentence
|
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ANSWER: d
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TEMPLATE: Jacques learns new words every day.
|
|
OPTION: a | a paragraph
|
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OPTION: b | a period
|
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OPTION: c | a question mark
|
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OPTION: d | a sentence
|
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ANSWER: b
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TEMPLATE: the space before the first word of a paragraph
|
|
OPTION: a | indenting
|
|
OPTION: b | reading
|
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OPTION: c | a question
|
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OPTION: d | an apostrophe
|
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ANSWER: a
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# SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) and
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# Writing Skill DICTATION — instructor-read with no recorded stimulus. Convertible later with TTS.
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# SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio.
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# SKIPPED (book): ST/LLA Writing "WRITE THE PARAGRAPH" (LLA 3D Fig 10) — composition/punctuation editing, deferred.
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